Yol. I, No. 6.
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TEACHERS’ INSTITUTE, SYDNEY.
On Wednesday, the 12th November last, a large number of the member of the above Institute, with their friends, assembled in St. James’ School room, Elizabeth-etreet, to hear the inaugural address of the presiden W. Wilkins, Esq.
In the absence of the Hon. Professor Smith, C.M.G., the chair was occupied by J. Wright, Esq., one of the vice-president’s of the Institute.
The Chairman read apologies for non-attendance from Hon. Professor Smith, W. A. Duncan, Esq., A. Forbes, E^q., and Mr. Inspector Johnson. He said he was glad to see so large a meeting, and he thought it augured well for the success of the Institute. He would not detain them longer, but would call upon Mr. Wilkins for his address, which he was sure would give them plenty to think upon.
Mr. Wilkins then delivered the following address :—
When I undertook to deliver an address at the inauguration of the Society, two courses were open to me in the choice of a subject. On the one hand, I could have elected to read you an essay on education generally, in which the usual commonplaces on the subject would have been woven, with more or less skill, into a connected whole ; or, on the other hand, I could have chosen the more difficult task of offering for your consideration a few remarks upon the Institute itself and its work. Now having regard to the eminently practical nature of that work as described in the programme of the Institute, I finally determined that my own contribution thereto on this occasion should partake of the same practical character ; and accordingly I now announce that the subject of this address is, “The Teachers’ Institute; its objects, means, and anticipated results.” You will observe that I assume the good faith of the members. I take it for granted that they are in earnest, and that their professed aims are also their real ones. If this assumption be not well grounded, the following remarks will be felt to be irrelevant, and must fall coldly upon the ears of the listeners. Put I believe I am justified in the opinion that this is not, for example, a Teachers’ Trade Union. Whether there be any need for such a Union is not now a question for discussion. Whatever the truth may be in this respect, it is admitted that this Society has other aims and tendencies. Nor is it a mere assemblage of dilettanti teachers whose object is pleasant amusement. Work, thorough, earnest work, is to be the characteristic occupation of the members who have agreed to sacrifice ease and leisure, and to labour sedulously in carrying out the objects for which the Institute was formed.
It will not be out of place before entering on my subject to remind you that similar societies have previously been established in the colony. Notably the Hunter River Teachers’ Association founded many years ago, was highly successful, and left its mark upon the profession. So with the Manning River Association, and in a less degree the Clarence River Society. In England similar associations are numerous, and accomplish a large amount of good. Under the same name as this Society, the American teachers are accustomed yearly to meet at some central place, and discuss various topics relating to the practice of teaching; and judging from the published reports of their meetings, I should infer that their debates arc conducted with a power and point which are highly creditable to their body.
If I rightly understand the objects of the Institute, they may be summed up in the phrase, “Professional Improvement,” When more than forty years ago Cousin wrote his celebrated report upon the Prussian schools, then reputed the best in Europe, he spoke of the Prussian schoolmaster as needing no text-book on any subject for use in school, inasmuch as he taught from a “ full mind.” This qualification, I presume, the members of the Institute desire to attain for themselves. They also wish to possess a full mind, and will therefore set themselves to increase their stock of knowledge, not only of the subjects they are required to teach, but also of others which tend to exercise the mind, to develop its faculties, and to strengthen its power of making further acquisitions. For, as is well understood, a man requires to know' far more than he is called upon to teach ; or to state the maxim in its usual form, no man teaches well to the full extent of his knowledge. While, however, the members will have constantly before them the necessity for increasing their stock of knowledge, they will not forget that their knowledge must be real, not merely the result of an effort of memory, resulting in cram, but the outcome of an exercise of the understanding which promotes the digestion and assimilation of the knowledge acquired, and its incorporation into the texture of the mind itself. The teacher whose knowledge is the result of cram can hardly be said to know in any intelligible sense of the word. Plis knowledge is a burden, like a chapman’s pack, valuable it may be in itself, but forming no part of his personality ; while knowledge properly acquired becomes part of the mind, and adds to its vitality and power. Moreover, the possessor of knowledge gained by cram is not likely to prove a good teacher. In my experience the worst teachers have been men who possessed vast, stores of undigested learning, which they were unable to communicate in such fashion as would benefit their pupils. For besides knowing re hat to teach, the co-ordinate questions—why to teach, when to teach, and how to teach—must also be understood. This brings us to the second phase of the teacher’s qualifications, and the second branch of the objects of this Institute—improvement in teaching power as well as in learning. Unless there be an augmentation of practical teaching power, the acquisition of knowledge is
[ The Editor mill be glad to receive reports of the transactions of Teachers Institutions in all the Australian Colonies. Reports should be forwarded not later than the 2nd of the month.'] without useful result. In his studies, therefore, a teacher will approach a given subject with an aim different from others. In mathematics, for example, a civil engineer regards the subject from a point of view peculiar to his profession ; he is to apply principles to work of a definite kind. So with the actuary, although his point of view differs from the civil engineer’s. Ihe teacher’s mode of regarding the subject includes both these and others also, and has this special feature that he studies it as a matter he has to teach.
^ these general conclusions may be illustrated by taking the case of an individual member who desires, by means of the Institute, to acquire a knowledge of some specific subject, or to perfect the knowledge he already possesses. He may be ignorant of some branch of mathematics, and may moreover feel that his success in imparting instruction, or in controlling his pupils, has been less signal than he could wish. He purposes through the facilities offered by the Institute to remove both disabilities. It is clear that in one point of view the functions of this Institute would be to supplement the work of the training school. The design I of that institution is to form teachers ; but, under the existing arrangements, the course is too short, and therefore too limited to accomplish the professed object. Ihe work begun in the training school may therefore be continued and completed in this Institute. Observe that this view implies no disparagement of the training school, for even if the \ course extended over three or four years, as in some continental states, the facts would remain the same. There would still be the same deficiency, and the same needs as at present, modified it may be to some extent, but substantially the same.
It cannot but strike the candid among us that the existence of the Institute is a practical confession of defect or inadequacy on the part of teachers, and some may doubt the policy of taking the public into our confidence and allowing it to see that we deem ourselves capable of improvement, If the public were so dull of apprehension as to be unable to discern any defects in our teaching, there might be some force in the objection, but for my own part, I believe that the public will have greater confidence in a body of men who lay themselves out for study and professional improvement, than in those who, like the traditional pedagogues, stolidly affect an infallibility in which no one believes. To myself it is a matter of unalloyed pleasure that the teachers of this district have resumed the practice, abandoned for so many years, of devoting some portion of their leisure to professional improvement.
ihe means by which the Institute proposes to accomplish these objects arc simple, they consist of private study, classes, and a library. Each of these demands a separate notice.
_ He Institute pre-supposes, rather than prescribes, private study : but it is evidently the basis of the whole fabric. For if the members fail to devote themselves to personal study, if they limit their efforts to the receipt of instruction in the classes, little progress can be made in any direction. Both methods of study possess peculiar advantages, and together they compensate for each other’s defects. Private study enables a man to work out his own scheme of mental exertion, discovers his exact needs, and gives a feeling of power from the consciousness of success in overcoming difficulties unaided. But with many, it possesses the disadvantage of leaving the student without guidance ; should he mistake his way, he may wander far and long before he discovers his error ; and the necessity for retracing his steps not only entails loss of time, but proves a serious discouragement. Moreover, the tired or sluggish intellect often feels the need for such a stimulus as is supplied by the living voice of the teacher, or the competition of a class. It is therefore a judicious arrangement to combine the two modes of study, and thus afford the greatest guarantee of success.
One of the most important, and at the same time one of the most perplexing questions a young student could put to himself, relates to the subjects that may profitably engage his attention. His choice should be directed by sound principle rather than by caprice or simple liking. He will, in the first place, carefully gauge his own powers, and calculate his opportunities, and having done this honestly, he will proceed with the selection of subjects. I am disposed to recommend for your consideration, this course :—chose one subject which shall be the principal object of study ; let it be one that will fully task your powers, and occupy your hours of study lor a lengthened period. Besides this principal subject take up one, or more, of a less exhaustive character, but which, while it fairly exercises the mind, may be looked upon as a relaxation from severer labour. Ihe principal subject should be selected from the languages, ancient and modern ; mathematics; or physical science. Which of these to choose must be a matter for individual consideration. The student who knows his powers, his deficiencies, and his opportunities will not long be at a loss to decide. But speaking generally, and guided by what I believe to be the true circumstances of the case, I would recommend Latin as the language most useful to teachers. As a mental discipline suited to the present condition of young teachers it is unrivalled ; as an aid to the full understanding of the English language it takes a high place, and as a help to the full appreciation and enjoyment of English literature it is well nigh indispensable. Moreover, it is a subject which, in the course of his career, a young student may be called upon to teach. Not less important in its own way is Mathematics, by which in this place I would be understood to mean Higher Arithmetic, Algebia, and Euclid. The two subjects last mentioned should, I think, be studied simultaneously. I should give equal prominence to physical science, not only from its value as an intellectual discipline, but also from its bearing upon the arts of civilised life. Take, for example, the branches of science that touch the sanitary question, the necessity for a knowledge of them by teachers becomes at once apparent. We should then find teachers attentive to ventilation in their school-rooms. A teacher possessing even rudimentary knowledge of this subject would feel himself a most illogical creature if he acted like a brother professional who, in charge of a new
school, had never allowed the windows to be opened, although the school had been in operation ten months.
Supposing the young student to have made his selection from these principal subjects ; taking one at least, but two if he can, what subject of less difficulty shall he choose to relieve his mind after close and continuous application. There is one subject which appears to me exactly fitted for this function. It is English literature. I will not waste your time in expatiating upon its excellence, or in depicting its attractions. I feel I need not even recall to your recollection the long succession of poets and prose-writers who, from Chaucer to Browning, have made English literature an inexhaustible treasury of mental gratification and instruction. You will not fail to note that it is a peculiarity of this subject that every line you study rewards your attention by the pleasure it gives. This, in fact, is one of the dangers of the subject; for the inexperienced student may be so carried away with the pleasure of his reading that he may be in danger of neglecting the higher objects of his study. He should read his author, therefore, with a determination to master him. While he studies the subject generally, it would be well to take up a single author and critically study his works. Suppose the author selected to be Pope, and that the “ Essay on Man” is the work to be read. The student acquaints himself with the views and arguments put forth in the poem, and so masters the subject matter. lie next notes the style, the point, the antithesis, and the general polish, and will, perhaps, commit to memory the finer passages. He endeavours to enter into the author’s spirit, to feel as he did, and to look upon the work from the author’s point of view. But the young student must not stop here. He should proceed further, and critically examine the poem. Are the arguments valid ? Are the conclusions correct ? Are the premises doubtful or well-established ? What arc the merits, and what the faults of style ? Take one of the poet’s conclusions—“ Whatever is, is right.” Is this doctrine to be accepted, with or without qualification ? Is there any sense in which it is correct ? Or can it be shown to be absolutely untenable ? If the latter, what effect has the disproof of the maxim upon the reasoning contained in the remainder of the poem ? Now, if this course be followed, the student would acquire a good knowledge of Pope and any other author whose works he read ; without some such procedure he can.have but a superficial acquaintance with any. Further, the student should write his criticisms, first, because by recording his views, he gains an opportunity of comparing his opinions after further study and experience , and secondly, because it supplies an admirable exercise in composition. I attach much importance to this latter consideration, because, as a rule, our teachers do not do themselves justice in this matter. Some of the letters I receive are not simply badly expressed, that is with the meaning not clearly brought out, but one is struck with a sense of disproportion between the language and the subject. Besides the general educative effect of composition, therefore, there is here a direct practical benefit to be derived from its practice.
So far, my observations have been confined to the acquisition of knowledge by teachers. But there is an equally important branch of the Teacher’s qualifications that demands our attention. School management, to use the most comprehensive term now current, implies the application to practical work of all a Teacher’s knowledge, experience, and intellectual power. This subject will, I hope, receive its due share of attention and be studied with an adequate sense of its importance. It is too extensive to allow of a lengthened notice at present, but there are a few points to which I would beg your attention as being of a somewhat urgent character. There is great need for improvement in our methods of teaching the instrumentary subjects—mechanical reading, writing, and elementary arithmetic. The amount of time occupied in acquiring mechanical facility in reading is a startling deduction from a boy’s school life. If the subject were better taught, much of the time now expended upon it could be devoted to the more strictly educative subjects. The initiatory instruction in w'riting, I am disposed to think, also needs improvement; and the simple rules of arithmetic should be learned at an earlier age than is common with us. I have seen, in England, children six years old able to read any ordinary book, so far, at least, as to pronounce correctly, with distinct articulation and just intonation. They could not, of course, understand what they read, but they had overcome the mechanical difficulties—which, by the way, there is a tendency to exaggerate—and could devote the whole of their mental force to the meaning of the subject. There is no reason why our children if equally well taught, should not do as well or even better.
Another weak point in our teaching is the mode of giving object lessons. The first mistake about them is that they are given aimlessly. In every lesson properly given, the Teacher should have some distinct end in view, apart from the intention of communicating a certain quantity of knowledge. He should propose to develope and exercise some faculty of the pupil’s mind, observation, reflection, or the power of classifying and generalising. The more distinct and exact his conception of this aim, the more pointed and telling will be his lesson. If a Teacher about to give an object lesson wrere to ask himself at each step, “ why do I give this information?” “why do I ask these questions?” he would perhaps discover that his method of teaching was mechanical, devoid of spirit and intelligence, and then would come the effort towards improvement. We should then speedily see improvement in the matter of our object lessons which would become, in the advanced classes at least, lessons on Elementary Science, and thus be lifted above the charge of triviality which too often attaches to them at present.
The second error is one of method, and this arises from the want of sufficient culture of the talent for exposition to which reference is made hereafter. The second branch of School Management that needs special attention is school discipline. I have often asked myself the question— To what extent is the prevailing larrikinism that now shames and perplexes the intelligent observer, due to ineffective school discipline ? I am inclined to think that other causes are much more operative than this, yet I cannot resist the suspicion that our discipline, in many cases, is susceptible of improvement. What has struck me as necessary is a more comprehensive conception of the subject, and a practice based upon such an enlarged view. If, by any such means, the reproach could be taken away from us, I should feel that the Institute had done a good work for the schools and for the public.
Let ns now, for a few moments, refer to the classes to be established in connection with the Institute. Besides those already decided upon, there will no doubt be such others as may be found acceptable to the members. Among these I hope to see a Discussion Class. Not a class like the ordinary debating club, but a class in which could be discussed some of the practical working-day questions that crop up in the management of every school. I do not advocate the formation of such a cin?a upon this ground merely, or even principally. My chief reason lies even deeper. You will agree with me that the fundamental quality in good teaching is clear exposition, as the characteristic excellence of a good teacher is facility in exposition. This attribute. I fear, is less appreciated than it deserves ; if possessed, it is less practised than it ought. Some striking illustrations of this fact have come under my notice. An excellent teacher giving a lesson in my presence upon an interesting but difficult subject to an advanced class, lost much valuable time, if he did not disgust his pupils, from the lack of this indispensable gift. He hesitated—repeated himself—stated vaguely his proposition—corrected his statement—re-stated the case still imperfectly—and so on until the children were bewildered. A casual observer would have concluded that the teacher had not prepared the lesson and did not undeistand it ; but that would have been a mistake. The teacher had conscientiously prepared the lesson and fully understood the subject; but he is naturally deficient in expository power, and it had not occurred to him that he should compensate for this defect by special study for that purpose. Hence his comparative failure. This deficiency of expository power is manifested not merely in lesson-giving, but in writing, and still more in speaking. Put a teacher on his feet to speak unexpectedly upon a given subject, and the consequence will be something that disappoints both himself and his friends, and that adds nothing to the prestige of the profession. At a gathering of teachers, at which I was present, not long ago, a friend unconnected with the profession, but, among his other qualifications, a shrewd man of business, and who also attended the meeting, gave me his opinion of the speeches. He expressed astonishment that men whose lives were spent in speech-making should, if they possessed ideas at all, find it so difficult to express them in simple terms, suitable to their importance and free from timidity and bombast on the one hand, and from meanness and poverty on the other. This defect I am anxious to see removed. 1 feel convinced that a discussion class, properly conducted, would do much to abate the deficiency 1 have described, especially if every member were limited in time to a few minutes, so that his ideas or arguments must be reduced to the smallest compass, and be stated in terse, vigorous language, without superfluous verbiage, repetition, or hesitation.
The members of the Institute have not joined it, and resolved upon the sacrifice of time and ease necessary for carrying out its objects, without expectation of beneficial results. Ycu, gentlemen, have doubtless seen your way to certain compensating advantages in return for your trouble. To the individual there will come visions of the possession of abetter cultured mind—of enhanced qualifications—of an improved classification—a more extensive range of usefulness and its concomitant, augmented means. Every teacher that succeeds in this way reflects credit on the profession, and when the number is considerable, the profession is raised proportionately in public esteem. I have ever held the view that the public valuation of any profession is based upon the worth of individual members. Acts of Parliament cannot make a profession respected when its members do not deserve respect. And here I would quote some wholesome words of the Bishop of Manchester in his report upon schools in the United States :—
“ As to the character and repute of the teachers’ profession in America it certainly stands very high. I do not suppose that there are any teachers of common schools, or of high schools, in America, who mix as freely in the highest class of society as do the masters of the great, public schools among ourselves ; but that is chiefly owing to the slenderness of their income not enabling them to afford to do so. And, on the other hand, the teacher of the humblest district school occupies a far higher social position than the teacher of an elementary school in England. Opinion and sentiment upon a matter of this kind are formed in the two countries by two entirely different influences. To the credit of the Americans, it must be said that, though greedy as others of money for purposes of self-indulgence and display, they have not yet learnt—I hope they are not even getting to learn—to put a social ban upon a man because of his birth, or to despise him because of his poverty. As to birth they set no store at all upon that; and as to poverty, they may pity it, but they do not despise it. I. have already mentioned how teachers who are 1 boarded round’ in a country district are treated in the families with whom they take up their temporary abode. I heard a case in which the richest man in the township allowed his daughter to teach in the district school for two years : because he thought it would do her good by making her realize the comfort of depending upon her own exertions—-all hangs upon the teacher’s personal character and qualifications ; as far as his profession is concerned, he is on a level with anybody,”
Whatever improves the profession reacts upon the schools and tends to increase their efficiency, and with it the confidence of the public. The benefit, therefore, which commences with the individual spreads from him as from a centre through the professional circle to the pupils, and ultimately to the uttermost round of the public.
The amount of success attainable, and to be expected by the members of the Institute, cannot be predicted. Speaking generally, it maybe said to depend upon the spirit in which the work is undertaken. If that spirit be a right one success will undoubtedly be in proportion to effort. A sincere but humble desire to learn—courage to face difficulties, and indomitable perseverance in overcoming them—these are the qualities to ensure success.
You will bear me witness that in the preceding remarks I have made no attempt to flatter you. You have not been praised for your resolution to study, and thereby to relinquish hours of relaxation. I have not expatiated upon the worthiness of your aims, or complimented you upon the creditable nature of your undertaking. I feel that you are beyond the necessity for stimulus of that kind ; and yet a word of encouragement I believe to be due to all who have enrolled themselves in this association ; to the older members for the disinterested example they have set to their younger brethren ; and to the latter for the generous ardour with which they have entered upon this new enterprise, and if words of mine could cheer any of you in your work, could supply new life when the spirits droop and the energies flag, or could revive sinking courage in the face of difficulty, apparently overwhelming, then be sure that you have my earnest sympathy and my heartiest wishes for your future; and, though my presence among you must necessarily be of rare occurrence, rest assured that I am with you in spirit, partaking of your hopes and fears; and, though not sharing, rejoicing in your success. ‘
1 he address was listened to throughout with marked attention, its practical and suggestive character causing it to be highly appreciated.
On the motion of Mr. W. IT. Johnson, seconded by Mr. S. Bent, a vote of thanks to the lecturer for his able and interesting address was carried in a very hearty manner by acclamation.
Mr. Wright was then moved out of the chair, while a similar compliment was being paid to him. While thanking the meeting for this hearty expression of good feeling towards him, he took occasion to extend to all teachers a cordial invitation to become members of the Institute. He pointed out that every teacher could share in the advantages it offered, since provision had been made in the Rules that on the application of at least five members a class might be formed for the study of any subject in accordance with the specified objects of the Institute. He also announced that the committee had engaged the services of W. Edmunds, Esq., M. A., to deliver a series of lectures on Experimental Physios.
At the close of the meeting several new members were enrolled, increasing the number to ninety-two.
SUGGESTIONS TO MANAGERS OF SCHOOLS.
By W. Isbister, London.
What to observe on entering a schoolroom.—The first point to notice on entering a room is the condition of the atmosphere. This is a most important matter, and directly affects the health of both teachers and scholars. The great thing is to admit air in sufficient amount from the time at which a school first assembles ; and if the room be large, the air should be admitted through many windows, slightly opened, rather than through a single window wide open. If the outer air be thus admitted through many apertures, and in small quantities through each, it will be brought nearly up to the temperature of the inner air before it reaches the lungs of the occupants. On the other hand, if admitted through one large aperture, the mass of it is too great to be tempered by the warm inner air, and is too little diffused to puiify the atmosphere. Too often exactly the opposite method to the one recommended is followed ; little or no fresh air is admitted until the temperature has become much too high, and then a single window in a large room is thrown wide open, when of course a draught is created, dangerous just in proportion to the difference between the internal and external temperature or between the cold air and the overheated condition of the scholars. ’ Drill.—School drill is an important feature in school work, because it is capable of very considerably improving the general discipline. If the drill be suitable and well taught, the children will pass in and out of the desks smartly, and without pushing each other ; on the stairs and in doorways they will instinctively take the right-hand side ; their obedience will be ready aud complete, and all their movements will be quick, but easy and quiet. In cases where there is an instructor in military drill and extension motions, the managers should be furnished with a list of the divisions of the school that are drilled bv him, and the times of drill, together with a draft of the scheme that he purposes to follow. The head master should take general supervision of the drilling of the boys, and be occasionally present to note their progress. When there is no instructor in military drill, the teachers should themselves regularly conduct the extension exercises, which are so important as a means of opening the chests and improving the health and carriage of the scholars. These extension exercises are very useful to pupil teachers as well as scholars, as a means of maintaining their health.
OUTLINES OF LESSONS ON THE ENGIJSH LANGUAGE.
By John M'Lean, Footscray.
No. III.
The Study of Languages may be divided into :—
I.—Grammar.
Unquestionably, one of the most useful, although at the same time most neglected, arts is that of shorthand. It seems strange that in the present age, when everything is done that can be done to lessen intellectual as well as physical labour, this study, which ought to form a part of our school curriculum, is, practically speaking,"almost unknown except to the members of the fourth estate. To them it is universally admitted to be a sine qua non, but its usefulness beyond that seems to be quite ignored. To any reasonable person, however, it must be obvious that it can be applied with equal advantage to the every-day business of the woild no matter what that business may be—by the lawyer who wishes to preserve notes of proceedings in court, by the doctor who takes notes of cases under him, by the commercial traveller who, by using it, can book his orders in at least one-fourth the time necessary in long hand, by the tradesman ; in short, by everyone who has anything to do with writing. Viewed as a mere accomplishment, it is a most useful one, and well repays the short time necessary in studying it. How delightful it is to be able in a few minutes to jot down something striking in a sermon or a lecture, to make an extract from a book, to write a diary, or do a hundred other little things which arc never done, simply because the labour of writing in long hand is too great, even if it were—as it is not—in all cases equal to the occasion.
Every new invention has to live down prejudice, and shorthand is no exception to the lulej but it must ultimately succeed. The arguments brought against its universal use are that it is difficult to learn, and when learned, is difficult to read. Nothing could be more absurd, for it is not only a simple, but a most delightful study, based on a perfectly scientific foundation, and free from “ irregularities ” and “ exceptions ” which are, as every schoolboy knows, bug-bears to his progress in many ot the more ordinary branches of education. Then, as to its illegibility the argument is equally absurd, but is put forth by those who have gone half-heartedly through the system and never practised it afterwards, lhe same agument would apply to anything else rudimentarily learned but not practised. In refutation of this we point to parliamentary reporters, who have frequently to write up to 180 words per minute, getting out their reports for the printer sometimes only an hour or two before they appear in a damp newspaper at the breakfast table,
finally, we must say that we are glad to notice that many of the public schools are following the step we initiated in starting shorthand classes, and that at least one exponent of the art receives sufficient
encouragement to devote his entire attention to teaching it._Wes lev
College Chronicle, J
Which teaches how to use language so as to be understood, (for “ bad grammar is nonsense,”) and treats of— ’
a.
1. Orthography \ b.
2. Etymology
e.
Orthoepy or Phonology, the science of the sounds of speech.
Orthography proper, the science of the characters of written languages.
Spelling, or the proper use of letters.
a. Derivation of words. h. Classification of words. c. Inflexion of words.
i a. Concord.
J. Syntax b. Government.
( c. Idiom.
II.—Logic.
Which teaches how to use language so as to convince the judgment and treats of (a) Terms, (b) Propositions, (c) Syllogisms.
III. —Rhetoric.
Which teaches how to use language so as to persuade the will, and treats of (a) Choice of Arguments, (b) Expression, (e) Arrangement. h
IV. —Prosody.
Y\ hich teaches how to use language so as to please the ear, and treats of (a) Quantity, (b) Accent, (e) Rhyme.
V. —Elocution.
Which teaches how to deliver speech so as to be effective and treats of (a) Inflexions, (b) Pauses, (r) Postures.
Unknown
Antonio
0 0 A C H I N G E X E R C I S E 8.
By It. Orooke, Esq., B.a.
Answer to November questions:—
“ Tis not unknown to you, Antonio.
/low much I have disabled mine estate,
By something showing a more swelling port J ban my faint means would grant continuance.” Adjective, participle, positive, attributive to “it.” Noun, proper, singular, masculine, nominative of dress.
ad-
something
showing
more
port
than
would
grant
Part of Sentence.
Words.
Parts of Speech and Syntax.
He
has secured a happiness which
no malignity of fortune
can take
ever
take
away,
but
which
must cleave to him
Prin. Subj. Prin. Pred. Obj.
Obj. Subord.
Subord, Subj (Adj.)
Sub. Pred. Ext.
Ext.
Connective. Sub. Subj.
(Adj.)
Pred.
Ext.
56 x 14 120
1 horse 6 horses
1 bushel
1 bushel
6 horses
£1 ,,
£1 for 3 years £26 10s. ,,
Compound interest
A us.
£1
£291
£16 15s. Old.
— A.’s share.
£720 =
C.’s share.
1
100
- Lvr
783 25'3’
£11. Ans.
1
27.33
£
how Adverb of degree, modifying “much.”
much Adverb of quantity, modifying “have disabled.”
mine Pronoun, personal, 1st., masculine, singular, possessive,
attributive to “ estate.”
Noun, objective, singular, neuter, objective after “by.” Past, present, active verb to show, attributive to “ some thing.
Adverb of degree, modifying “swelling.”
Noun, abstract, singular, neuter, and objective after “ showing.”
Conjunction, subordinating of comparison, governing the sentence, “ means would grant.”
Verb, auxiliary, indicating, past potential.
Present infinitive verb to “grant,” joined to “would,” to form past potential, would grant Verb, regular, transitive, potential, participle, active, third, plural, agreeing with its subject “means.”
Parse fully each word printed in italics in the following passage :—
A thousand fantasies Begin to throng into my memory,
Of railing shapes, and beckoning shadows dire,
And airy tongues that syllable men’s names On sands, and shores, and desert wildernesses.
These thoughts may startle teell but not astound The virtuous mind, that ever walks attended By a strong siding champion, Conscience.
By John A. Breadon, Echuca.
“He has secured a happiness which no malignity of fortune can ever take away, but which must cleave to him.”
Pers. Pron. 3rd sing. mas. nom to “has secured.” Aux. Ind. Pcrf. tense 1 Peg. Trans. V. Indc. Act. comp. past, of “secure” j Pcrf. 3rd sing. agr. w“he.” Abs. N. sing neut. obj. after “ has secured.”
Rel. pron. refer, to happiness» 3rd sing neut. obj.
gov. by “ can take.”
Malignity— nom. to “ can take.”
Fortune—obj. after “ of.”
Aux, Ind. Pot. Mood ) Irreg. trans. A".pot act. pres pres, infin of “to take” J 3rd sing. agr. w “malignity”
Conj. joining'Adj. sentences.
THE UNITARY SYSTEM OF ARITHMETIC.
The teaching of Arithmetic is confessedly one of the most important departments of elementary education. No subject, not even Reading, occupies so much of the time, both of teacher and pupil, in the early stages of instruction ; and no subject will better repay the trouble of devising methods for its simplification, and rendering it a more effective instrument for the cultivation of the reasoning powers and the logical habit in young children. I am inclined to think that there has been, for many jmars, no more valuable contribution to the teaching of Arithmetic on rational principles than the French method of “ Reduction to Unity,” which has been slowly making its way for some time past among English teachers, under the various names of “ Solution by First Principles,” “ The Method of Analysis,” “ The Unitary System,” &c., &c. It is not under the idea that 1 am bringing any novelty before your readers that I venture to addressyou. for the works of Tait, M'Leod, Hunter, Isbister, and others, have made the system familiar to many teachers. My desire is rather, from my own experience of its great advantage in facilitating the teaching of Arithmetic, to recommend its more general adoption in schools. For this purpose I append a series of solutions, extracted chiefly from the little shilling text-book of the last-named writer, showing the applicability of the system to a great variety of our so-called “Rules,” the use of which it practically supersedes. I begin with that crux of young arithmeticians, the Rule of Three ; which, as a Professor Bain remarks in his recent work on Education, “is justly counted the Pons Asinorum of Arithmetic, as it is the place where mere rote acquirement is sure to break down.” The following examples will show, better than any detailed description, how, by one uniform and simple process, questions can be solved with equal ease in Simple and Compound Proportion, Interest, Discount, Insurance, Commission, Brokerage, Stocks, Profit and Loss, Barter, Partnership, Percentages, Exchange, &c., and, in many cases, by a shorter operation than the old-fashioned “ Rules” supplied,
Simple Proportion.
If 30 men build a wall in IS days, how many men will be required to do it in 12 days ?
Men required to build the wall in IS days = 30 men,
„ i) 1 day =---- 30 x 18 men.
» I«,.« 'Ifixlh
• • >) >> dajs = - men.
By cancelling -5x9 = LA men. A ns.
( ompou nd Proportion.
If 120 bushels of corn last 14 horses 56 days, how many days will 90 bushels last 6 horses.
Time in which 14 horses consume 120 bushels — 56 days.
,, 1 horse consumes 120 bushels = 56 x 14 days.
days.
56 x 14 ,
days.
120 X 6
90 bushels - 56x14x90 120X6
— 93 days. Ans.
Simple Interest,
AATiat is the interest of £26. 10s. at 5 per cent, per annum for 3 years? Interest on £100 for I year = £5.
= 5 £.
100
5x3 r.
100
£26 10s.X5x3 100
= £3. 19s. 6d. Ans. Compound Interest.
,, £1 for 3 years -- (D0G)3 = £1'19106.
= £282. Cis. od.
£. s. d.
Stocks.
What quantity of Stock will £291 purchase at 72£ per cent., brokerage charged at ]{ percent. ?
The cost p. c. with brokerage = 72jj + ,) ■ 72!?, or 72$, or 72.75.
Amount of stock for £72 ’75 = £100.
12'7o
,100x291 ~ 72-75
= £400. A us.
Partnership.
A. put £720 into trade, B. £340, and C. £960, and they gain £47 by the traffic ; what is the share of each ?
The total sum in trade is £720 + 340 + 960 — £2020 ; with which they gain £47.
Gain on £2020 = £47. '
£1 = £ 47 •
” ’ 2020
x. 47 X 720 _ y.
~ 2020 ‘
£340 - £47X|f° = £7 18s. 2\d. - B*s share. 2020
„ £960 = £47g^ = £22 6s.Sfd.
Percentages.
A town containing 8500 inhabitants increases (o 1(000, find tlie in crease per cent.
Increase on 8500 = 10000.
10000 20 8500 ~ 17'
—X IP6 ] 17 1 ^. or 17 jl per cent. A ns.
1 7
Exchange.
What is the value in English money of 2783 francs when the course of exchange between Paris and London is 25-3 francs per pound sterling.
25’3 francs == £1.
1
1 could multiply such examples ; but I think I have given enough to satisfy teachers that in the “ Unitary System” they will find a complete and self-sufficing method of teaching Arithmetic, which will not only greatly abridge their own labours in the explanation of mechanical and hackneyed rules, but those of their pupils in mastering the principles
Hints to Candidates at December
Victorian Education Department— Appointments, &c- ... ... 68
that underlie them, which will be more easily understood and remembered when the reasons of the successive steps of the operation are brought home to their minds by being exhibited at each stage to the eye. In addition to the freshness and interest of the subject when thus presented, the Unitary System possesses the further recommendation that it trains the pupils to habits of method and exactness in the arrangement of their solutions. Having to reason out each step as they proceed, the working of every question becomes a logical exercise of the highest value as an intellectual discipline, rendering Arithmetic taught on this system, as Professor dc Morgan w’ell described it. a true “ Logic for the young.”
1 am, &c.,
Educational limes, Sept. 1, 1879. Beta.
[ The Editor does not hold himself responsible for the views expressed by Correspondents. Rejected, manuscripts cannot be returned.]
TONIC SOL-FA SYSTEM.
(to THE EDITOR OF THE “ AUSTRALASIAN SCHOOLMASTER.”)
Sir,—Mr. MvBurney notwithstanding, I bog to assert that the Tonic Sol-Fa system ot teaching music is so little used for the instrumental department that, practically, it is unknown. A few enthusiasts may use it, but the mass of musicians do not, and have never heard of it. Go to a music shop and ask for an instruction book for any instrument, and you will be sure to obtain one in the established notation. Out of all our young people who learn the piano, I wonder how many use the Tonic Sol-Fa system. Not one, I venture to say. And I fancy I see the look of astonishment and disgust of any of our Melbourne band players who, upon being assembled for rehearsal, had their copy in that system.
1 have been teaching music here for more than a quarter of a century, and I ' assert that I never yet saw any instrumental music, so written. Ex uno, &c.
And I think if I could get some one to translate into that system some passages, I might point out, say from Sphor’s “ Last Judgment,” I should like to see yourcorrrespondcnt tried as to his powers of playing at iirst sight.
And here allow me to mention one difficulty in the now system that does not exist in the established notation. In the old system, the duration of a note is at once seen by its shape ; but in the other you have first to determine how many there are in a group before you can tell how long any one note is, and as the more there are, the quicker they must go ; you have, consequently, less time for determining when there should really be more opportunity for getting over the difficulty.
And then, sir, is it of so little advantage as to be lightly abandoned, that the established notation is the musical character of the whole world ? I know of no other that is universally used for representing ideas of any kind. A musical Russian, although perhaps unable to read a single letter of our ordinary Roman alphabet, could perform a piece written by a Victorian child if expressed in the established notation; but he would be utterly at a loss with the Tonic Sol-Fa. And so, too, are the Tonic Sol-Faists when put to the common system. One of the best of the teachers of the new system acknowledged to me that his class could not sing by the other system!—Yours, &c., A.
COACHING EXERCISE.
Mr. Crooke v. Mr. Clezy.
(to THE EDITOR OF THE "AUSTRALASIAN SCHOOLMASTER.”)
Sir,—Peace to the manes of the departed ! Awhile ago it was the all engrossing topic, “ Was Hamlet mad?” Now the question arises, "Was Adam created free in will and deed,” or were his " will and deed” created free? a distinction very immaterial in fact, but all important in a grammarian’s eyes. Now, with all due respect to Mr. Clezy, it seems to me that the context sufficiently shows that Mr. Crookc’s rendering of the passage is the more correct. Raphael says : “ Good he made thee, but to persevere, lie left it in thy power ; ordained thy will by nature free. . . . Our voluntary service H.e requires,
not <>ur necessitated.” Adam answers : “ Nor knew I not to be both will and deed created free.” Where Milton has evidently intended the reply to be an exact answer to the idea conveyed in the words of the angel, and the word “ deed” lias the signification ot " power of action.” Respecting Mr. Clezy’s reference to the Greek model, it would be quite in keeping if the Greek wore the model to which the idiom of our language conforms, but I contend that the laws of our own language must be modelled to suit the idiom of the language itself, and when a passage is submitted for criticism, it is as well to abide by those laws as laid down by the best authors on the subject of English grammar. While saying this, I admit that Mr. Clezy's objections to Mr. Crooke’s syntax are just, if wo accept the rendering of the former. To conclude with that pet word of examiners, “ even.” Morell’s definition of an adjective is “ a word added to a noun in order to mark or distinguish it more accurately,” and of course this applies likewise to a pronoun. Now I contend that the word " oven ” does mark, and very emphatically mark, the word “me” in the sentence in dispute.—I am, yours, &c.,
PRIVATE COACH.
Eitzroy, Nov. 1879.
IMPROVED MODE OF TEACHING GEOGRAPHY.
(to THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”)
Sir,— In your last, Mr. G. Sutherland, under a misconception, makes two objections to the plan I proposed for introducing an improvement into the State school geographical course- His objections are on the score of cost and completeness.
First as to cost.—The permanent outline map I described would cost about threepence in materials, against the eighteeupence mentioned as the cost of materials for one of Mr. Sutherland’s maps : ynd the cost of labour would be in about the same proportion. There would be no outlay for boards, ns the schools are already well supplied with these, and the side of one in each school could easily be spared for the purpose.
Second, as to incompleteness.—Regarding what philosophers call the finis ad quern, the charge cannot hold. The mercator outline, which is the only one needed, if made of the size and in the way suggested, would suffice for imparting nearly all the information inKeith Johnston’s atlas. This is what 1 proposed. I am, sir, yours truly, JOHN W. ROGERS,
i) Maritime Chambers, Swanston-street,
CONTENTS.
Sydney Teachers’ Institute ... 62
Phonetic Shorthand ... ... 6-1
Suggestions to Managers of Schools 61 Outlines of Lessons on the English Language ... ... 61
The Unitary System of Arithmetic 65 Correspondence ... ... ... 66
Leaders—-
Science Teaching ... ... 66
NOTICE.
Among the contributors to the columns of the Australasian Schoolmaster may be named:—Professor Herbert A. Strong, M.A.; Professor John S. Elkington, M.A.; Professor Henry M. Andrew; Professor Charles H. Pearson, M.L.A.; Edward E. Morris, Esq., M.A.; F. J. Gladman, Esq., B. Sc., B.A.; Alexander Sutherland, Esq., M.A.; Thomas F. Bride, Esq., LL.B.; Charles A. Topp, Esq., M.A.; J. Wright, Esq. ; A. Adams, Esq.
ANSWERS TO CORRESPONDENTS.
“ Minim.”—Granting that unless the rigour of the examination in music be somewhat relaxed, the Hon. Major Smith’s intention to dispense with the services of itinerant singing masters will never be accomplished, that is no argument in its favour. The only consideration which ought to weigh is this: Is the standard of examination fixed higher than is requisite for the training of a well-qualified band of singing masters ? We shall be glad to take the opinion of teachers on. that point.
“ M. Gatliffe,” “Jos. Irvine,” “ Re-Do-Fa.”—Received.
“ A. Baxter.”—Get a meeting of the teachers to consider the question. Suggestions will be forwarded by post.
INSTRUCTIONS TO SUBSCRIBERS.
Lady subscribers, when remitting their subscriptions, will please state -whether the paper is to be addressed Mrs. or Miss.
Subscribers will please send P.O. order or stamps, when remittance is under £1.
NOTICE TO SUBSCRIBERS.
This January number will contain articles by Professor Elkington, M.A.; — Harper, Esq., M.A.; E. E. Morris, Esq., M.A.; A. Brodrib, Esq., M.A.; E. J. Gladman, Esq, B Sc.; and other well-known educationists.
BIRTH.
Heritage.—On the 16th November, at McIntyres State School 186-1-, the wife of Mr. William Heritage, Teacher, of a daughter.
NOTICE TO SUBSCRIBERS.
Subscribers are respectfully reminded that subscriptions for the ensuing six months are now due. Please forward stamps or P.O. order for amount, and oblige.
WtiHrahstnn Schoolmaster.
PUBLISHED THIRD WEDNESDAY IN THE MONTH.
MELBOURNE, DECEMBER 17, 1879.
Considering the prominence now given to scientific and technical studies in the school curriculum of Europe and America, it is highly important that these studies should forma part of the curriculum of the State schools throughout Australasia. The chief objects of science and art are the discovery of truth and the development of beauty. Science removes the obstructions which impede the progress of art, while art adorns and smooths the path of science. Consequently, in the forward march of this nineteenth century civilization, races or communities among whom science-training and technical-education are neglected must inevitably fall behind. In primary schools only the rudiments of the sciences can, of course, he taught. But, starting life with a knowledge of these, the rising generation will have immense advantage over the generation which immediately preceded it. Educationists will, therefore, be pleased to know that both in New Zealand and in Victoria the Departments of Education have included the sciences among the subjects of examination to be undergone by
State or Public school teachers. In Now Zealand science is a compulsory subject. For the future, no teacher will be classified until he has passed an examination in science. For the present, the Education Department of Victoria has left it an optional subject; but the political head of the Department has notified that every State school teacher will be expected to come up next year for examination in some one branch of science, and further, that failure to pass the examination will greatly retard the promotion of such teachers. A circular Syllabus showing the range of the proposed examination and the, text books recommended, is now before us. From this Syllabus it appears that the widest possible range of choice has been given. Teachers are at liberty to select one of the following subjects :—Physiology, Botany, Geology and Mineralogy, Magnetism and Electricity, Accoustics, Light, and Heat, Mechanics and Hydrostatics, Chemistry, Metallurgy. It may, we think, be questioned whether the plan proposed by the Department be a wise one. We incline to the opinion that the Department should, in the first place, have determined, what branch of science would be the most serviceable to the children as a whole, and then have, made, that particular science a compulsory subject at the approaching examination. For accomplishing any actual good, the range of subjects appears to be altogether too wide. Should teachers qualify th ei nsel ves at the examii lation, the probability is that no two contiguous State schools would teach the same branch of science, so that what a pupil learned in one school would be lost on his removal to a neighbouring school. Then, again, it is highly problematical whether teachers who have any recollection of the manner in whichafonner Mmister of Public Instruction treated tin; Honor Certificates obtained under the old system of Public Instruction, and the breach of faith in relation to promised emoluments, will put themselves to the trouble', and expense of preparing for the science examina-sions out of any desire to obtain promotion. The fact is, the Department has not had time to thoroughly work out the problem of how best to graft science-training and technical-teaching upon the free State, school system of instruction in Victoria. The question has been too hurriedly dealt with, and the plan now adopted will have to be remodelled before any practical good can arise. We admit the necessity of enlarging the scope of the education given in State schools, and fully recognize the spirit by which the Hon. Major Smith has been actuated. But before elementary science can be efficiently taught, particular branches of science must be made compulsory subjects at every Teachers’ Examination. Moreover, so long as the present system of payment by results continues, even though the teachers were to qualify themselves for teaching-science, thegreat bulkof them are not likely to make the subject a prominent feature of school work, considering the remuneration promised. As we have said before,a radical change in the system of State school examination and in the remuneration of the teachers should be made before the Department attempts to enlarge the scope of the subjects already taught under the programme. With regard to the Syllabus just issued to State school teachers, we think it contains an ample outline of the subjects embraced. The books recommended have been well chosen,
Before this appears in print, the Education Bill introduced into the Parliament of New South Wales by Sir Henry Parke,s will probably have passed its second reading. From the religious bickerings in connection with educational matters, teachers have wisely steered clear ; but they cannot help being concerned in some measure as to their status in future. It is evident that Sir Henry does not intend to treat them as part and parcel of the school apparatus. His proposal to make them civil servants will meet with their hearty approval, especially, as is surmised, if there is to be a re-organisation of the civil service in connection with a superannuation scheme. The proposition to introduce a special bill to pension off the collector of customs is very significant. It is not, we might venture to think, so much a recognition of past services as the result of a conviction that, when a man through age or infirmity is unable to discharge his duties efficiently, a more .energetic person should supersede him. This principle if applicable to the customs department is not less applicable to other departments, and to none more so than to the education department. Teachers who have been in active service for twenty-five or thirty years cannot reasonably be expected to be as efficient as they wore ten or fifteen years ago. As their salaries have never been large enough to allow them to put something away for i£ the rainy day,” it would be worse than cruelty to turn them adrift without some allowance to live upon, while to retain them in the service would be an injustice to the public whose children arc' entrusted to their care. The British Government, it appears, has set apart a portion of the revenue derived from the glebe lands of Ireland for the purpose of pensioning the Irish schoolmasters. If our Government would deal in a similar way with the church and school lands of the colony it would be the means of removing the denominational wrangling which so frequently goes on in Parliament regarding them. The revenue from these lands, we believe, would be sufficient to pension off the superannuated and incapacitated teachers. Tim funds derivable from this source being intended for educational purposes, no one could say they had been misapplied by being appropriated to the object we advocate. The compulsory clause of the bill is likely to meet with some opposition ; but as it will only be enforced in large centres of population, and in the neighbourhood of public schools, it is difficult to see that any valid reason can be given for opposing it. It has, however, always appeared to us that it is rather inconsistent to compel people to send their children to school and to make them pay for them at the. same time. No doubt, the fee of threepence per child or one shilling per family, is but a small pittance which almost every industrious parent in the colony can afford, and provision is made that those who are unable to pay this small amount shall have their children educated fret'.. The amount collected will be so small, the trouble and expense of collecting it in small sums and forwarding them to the treasury so great, and the cost of keeping and auditing the accounts so* heavy, in proportion to the total amount collected, that it would be much better if school fees for elementary education were entirely abolished. As the proposed Minister of Education will be removable upon every change of Government—and changes sometimes follow in rapid succession—it has been suggested that a council of advice would be an. invaluable assistance to a responsible Minister, whose knowledge of the educational machinery of the colony must necessarily, for a considerable time after his appointment, bo but very imperfect. We would suggest, for reasons that are obvious, that the power of making appointments and promotions should be delegated to this council.
HINTS TO CANDIDATES AT THE DECEMBER EXAMINATIONS.
By an Examiner.
As perhaps more failures at Examinations of all descriptions arise from want of system and the consequent waste of time by the candidate, and from omissions and errors in his papers, or from nervousness and the consequent loss of self-possession and mental power, than from actual ignorance of the subjects of examination, the following suggestions are offered with a view to direct attention to the necessity for, and advantages arising from, a systematic method of dealing with each paper, and to mitigate the effects of nervousness and mental excitement.
general suggestions.
1. In all papers first answer the questions you know well, then proceed to the more difficult, leaving the hardest till the last, unless it is expressly stated that they are compulsory.
2. If you get puzzled over a question, though it seems simple, do not waste time and become excited over it, but try another.
The error against which the candidate is here cautioned is one of the most frequent causes of failure. How often does an examiner see a candidate towards the end of the first half hour biting his nails, passing his hand through his hair, knitting his brow, and showing other signs of mental distress and excitement because through the novelty of the position and its surroundings lie has “ got in a fog” over the first question he has attempted.
3. Always write your first attempt at an answer on a properly headed paper, so that it may be given in if the subsequent corrections are not many.
4. Much valuable time is often wasted through the candidate first
70
70,750,010,015
making a rough draft of his answer in pencil or on a sheet containing essays at other questions, so that though the answer be correct it has to be copied again, and not merely is time wasted but the chance of error is increased, as the power of copying accurately and at the same time rapidly is no common one. Leave oii' answering the questions (though you may not have quite finished) in suf-iicient time to put your papers carefully together, count them and make quite sure that you give in all, and not the rough drafts or rejected attempts at any.
5. Make your answer as concise as is consistent with a sufficient explanation of every point pertinent to the question ; this both saves your own time and the examiner’s, and on the latter account puts him into as favourable a mental attitude as possible towards the candidates. Do not adopt the foolish and dishonest practice, if you do not know the answer to any question, of answering something else, in the hope that the examiner will think you misunderstood the question. Give that gentleman credit for sufficient shrewdness to detect such an attempt to mislead.
ARITHMETIC.
A knowledge of the various rules is required, therefore select the examples of special rules, such as practice, proportion, decimals, and work these out first, then proceed to the problems, which are rather tests of the general intelligence and power to apply rules than of the rules themselves. The general direction numbered 3 above is specially applicable to this paper.
If you have time to spare, do not go over the figures of your sums, but work them again from the beginning and if possible by another method.
A mistake once made is often undetected by a mere reperusal of the calculation.
GRAMMAR.
Be careful to use no abbreviations except those which are universally recognised and which are perfectly free from ambiguity. In parsing take care that you state the dependence or agreement of every word, and not merely the dependence but the kind of dependence or relation.
In parsing nouns and verbs always use the same order : either from the less to the greater {e.g. person, number, tense, mood, &c.), or the greater to the less, not sometimes one and sometimes the other.
Where a whole phrase is used to express a single relation, state that, but also state the government of each word of which the phrase is made up.
In parsing, understand as little as possible. It is a common error for a candidate where he can not explain a certain construction to supply a number of words which certainly do not alter the meaning of the phrase but render it something else than that given as the test of the student’s knowledge.
GEOGRAPHY.
First answer a question in each branch of the subject, i.e., show some knowledge of physical geography, some of Australian and some of general, political geography, then take up the other questions.
COMPOSITION.
Do not attempt a verbatim reproduction of a reading lesson, recollect that the exercise is not meant as a test of the memory. Take three or four heads under which the subject may be considered, and write about a page and a half or two pages on them in as clear and simple a style as you are master of. Eschew fine writing and rhetorical platitudes, always leave yourself some time, say a quarter of an hour or twenty minutes, for reperusal and correction. Bee if you can analyse and parse any doubtful sentence, and if you cannot do so satisfactorily, substitute some other form of expi’ession.
DICTATION.
Do not begin writing directly the examiner begins dictating ; wait until you have heard the whole clause he gives at one time, then write it ; if you do not follow this rule you will probably lose the last word or two that he dictates. Punctuate too lightly rather than too heavily. First divide the passage into periods, then insert the smaller stops.
‘ M‘Kinley’8 Australian Pictorial Almanac for 1880." Melbourne: Alex. MTCinley and Co. Price Is.
This publication, which has reached its second edition, will assuredly be found a boon to all schoolmasters who are desirous of making the study of early Australasian history and exploration interesting to their pupils. It contains eight full-page original engravings printed on toned paper, and illustrative of the letterpress. Perhaps the best proofs of its excellence are the universally high and Mattering encomiums passed upon it by nil sections of the Victorian press.
“Hutchinson’s Illustrated People's Almanac for 1880.” Melbourne : M. L. Hutchinson. Price 3d.
This almanac, which is beautifully illustrated, will meet the tastes of a large section of the religious community. The body of the calendar is tilled in with Scripture texts, aud the remainder of the letterpress contains well-selected and useful information.
APPOINTMENTS, PROMOTIONS, See.
John Magan, It.T., Watchein. No. 1907 ; Alice Devlin, H.T., Kororoit Creek, No. 1933 ; Alexander Kelso, It.T., Dee]) Creek, Doncaster, No. 2096; Elizabeth Dowd, II.T., "ïarrawonga South, No. 2191 ; Frederick O. Parker, H.Ï., Nariokn, No. 2214; Claudine Edmeston, il.T., Woody Yallock ; Mary, A. MT.eod, H.T., Bungeeluko West; John Grose, H.T., Smcaton Plains, No. 869 ; Jacob Goldstein, H-T.. Queenstown, No. 128 ; Hannah Bell, II.T., East Mologa. No. 1710; Kate M'Namara, H.T., Buchan, No. 1905 : A\ m. S. Beck, H.T., Wooroonooke, (No. 2), No. 2201 ; James Thomson, H.T., Boosey South, houarang North, No. 2209 ; John Dixon Wray, H-T., Rupanyup, No. 1758 ; Rose Butter, H.T., Chirrup's Swamp. No. 1892 ; Robert Smyth, H.T., Youa-r.miq No. 1923 ; John B. Willis, II.T., Barongarook Forest, No. 2139 ; James ■Smith, H.T., Yalca South, No. 2198 ; Abednege, J. Oswell, IT,T., Harrow, No. 2019; Christina Sutherland, H.T., Drv Creek, No. 1321; Wm. H-Jennings, H.T., Canover West, No. 1877 ; Harriet Eliza Jack, H.T., Forbes, No. 2000 ; John Faulkner, H.T.. Richmond Plains, No. 2040; Alfred O. Hodgson, H.T., Kamarooka (No.2), No. 2206 ; Anne Wain, H.T., Stewarton, No. 2094 ; Alfd. H. Roper (2nd asst.), Kangaroo Flat, No. 981 ; Albert V. Birrell, H.T., Laen, No. 1799 ; Alice Tetley, H-T., Telegraph Saw Mills, No. 765 ; Elizabeth M. Blair, H.T., Cudgewa Creek, No. 1956; James W. Cooper, H.T, Tungamah ; Charlotte L. Row (2nd asst.), Brighton Orphanage, No. 2048 ; Mary B. Wright, H.T., Donald South, No. 2223 ; Mary Carroll, H.T., Trogowel Plains, No. 2225; J. J. Burston, H.T., Sandhurst.
The following is the Arithmetic paper set at the Examination for Exhibitions on the 10th December, 1879 [Solution in next issue] :— [Time allowed for this paper from 12.30 to 230 p.m.~\
1. An oblong block of land comprises 582 acres, and its width is 72 75 chains ; find in miles, chains, and links the length of the fence enclosing it, and find by practice the cost of the fence at £48 12s. 9d. a mile.
2. A roof covers a horizontal area 30'5 feet long aud 26-2 feet broad. The rain gathered on it is conveyed 1o a circular tank 12 feet in diameter. The area of a circle is got by multiplying the square of its diameter by •7854. By how much would the heighth of the water iu the tank be increased by a rainfall of ‘2 inch, supposing that 1.) per cent, of what fell on the roof was lost by defective spouting ?
3. A draper is accustomed to give three months’ credit. What deduction should he allow at ordinary discount to a cash purchaser to the amount, of £49 12s. 6d.. the value of money being 10 per cent, per annum; and what would the deduction be at true discount ?
4. A person purchases land for £85 17s. 4d., and erects on it a cottage at a cost of £314 2s. 8d. He has to pay on it annually municipal and water rates amounting to 27 fd. in each pound of its yearly value, this value being reckoned as 7 per cent, of its total cost; and he spends aunually £2 4s. lid. to keep it iu repair. If he lets it, what monthly rent should he require that he may receive 8 per cent, per annum on his original outlay, clear of all expenses, supposing that on an average the cottage will be unoccupied one month out of every twelve ?
5. The loss of strength in a galvanic current sent along wires of the same material is proportional directly to the length of the wire and inversely to the square of its diameter. Suppose that a copper wire has, in weakening the cuirent, one-seventh of the effect that is exerted by an iron one of the same dimensions, and suppose that the loss in the strength of a current sent along an iron wire ■} inch thick and 50 miles long is represented by 1 ; what number will represent the loss in the strength of a similar current sent along a copper wire 400 miles long and
inch thick ?
6. Reduce to a single fraction in its simplest form
+ -JX2;j-2i -f yV of 2§.
L?_ + 51 10 TS
7. Find the value of
237825 miles + 52‘316 furlongs + —A—perches — ’LAof 2532 yards
•3+ -54
-f 440 X-83 feet fLong Measure).
8. One vessel, 250 feet long, going 5 miles an hour, and another vessel 1times as long, going If times as fast, meet in a stream. How long | will they be in passing each other ?
The following is the arithmetic [paper inserted in our last issue Solutions by R. Camm, State School 522, Rutherglen.
1. Write down in words the quotient and the remainder obtained by dividing five billions one million two thousand by seventy thousand seven hundred and fifty millions ten thousand and fifteen.
5,000,001,002,000
495,250,070,105
47,500,300,950
Quotient—Seventy. _
Remainder—Forty-seven thousand live hundred million, three hundred thousand, nine hundred and fifty.
2. A steam-engine consumes seven hundred-weight twenty-nine pounds and eleven ounces of coal in an hour : supposing it to work continuously from noon on the 1st January to six p.m. on the 1st July, 1870, how
1
63
|
inch will it consume ? | |||
|
cwt. |
qrs. |
lbs. |
oz. |
|
• 7 |
1 |
1 |
11 |
|
10 | |||
|
72 |
2 |
16 |
14 |
|
10 | |||
|
726 |
2 |
0 |
12 |
|
10 | |||
|
7265 |
0 |
l |
S |
|
4 | |||
|
29060 |
1 |
2 |
0 |
|
2179 |
2 |
2 |
4 |
|
363 |
I |
0 |
6 |
|
31603 |
0 |
4 |
10 |
(4350 = No. of hours from < Jan. 1st. to 6 p.m. July 6th, ( 1S70.
Jan. = 30.1 dys. = 732 hrs
Feb. - 28 Mar. = 31 A pril = 30 May = 31 June ■= 30 July — (
67
= 744 = 720 = 744 = 720
= IS
4350
3. A book contains a thousand pages, each page has sixty lines, and each line has fifty letters : how many additional letters would there be in the book if each page were increased to sixty.three lines and each line to fifty-nine letters ?
1000 pages 60
1000 pages 63
8. Reduce terms.
•0103
29
420
3—1 420 " 29 *63
2 20 ~ 29 x 3
40 “87
•0155 + -0007
to a vulgar fraction in its lowest
l _ -2345 — 0455 •0193 — '0155 + -0007 ’0038 + ' 0007 '004 5
1— "2345—'0455 *7655 —'0455 '7200
45 5 1
= 7200 = 800 “ 160
9. ITow many postage stamps • 9.3 inch long and *75 inch broad will cover an area 310 feet long and 100 feet broad ?
310 ft. x 100ft. 4464000 to._6400000 st
•93 in. x .75 in* ‘69750 sip in-
10. Extract the square root of '169.
60000 lines 50
3000
6000
3000000 letters
63000 lines 59
567000
315000
3717000 letters 3000000
717000 additional letters
4. How many gallons of waterfall on a block of 640 acres in a rainfall of 0’75 inch ?
Standard gallons = 277 274 cubic inches •75 inches of rain fall on every square inch ‘75 cubic in. of rain fall on every square inch 640 ac. = 4014489600 square inches -75
20072448000
28101427200
3010867200'00 cubic inches = 10858816 galls
277‘274 cubic inches
5. An ordinary surveyor’s chain is too Jong by 5'5 inches : what will be the true area of a block of 640 acres measured by such a chain ?
The chain is 5 5 inches too long. The block is 80 chains long. 80 ch. x 54in. =440 in.. \ real length of a side of a block of 640 ac. = 1760 yds. —440 inches = 62920 inches.
. *. true area— (62920V2 snuare inches = 3958926400 so. inches.
304 :
144
|
(12 i 12 |
3958926400 |
|
.329910533 • 4 | |
|
9 |
.. 27492544 • 5 .. . 3054727 4 |
|
j" |
.. 12218908 |
|
i n |
...1110809. 9 |
|
40 |
... .100982 . 7 |
|
4 |
2524 |
64 sq. in.
1 sq. ft.
=21.1 sfj. yds. 22 per.
631 ac. 0 rd. 22 per. 211 sq. yds. 1 sq. ft. 64 sq. in.
6. A clock was ten minutes fast at noon on the 1st January, 1850, and lost uniformly ‘003 seconds in an hour : what was its error at noon on 1st January, 1870?
Clock is 10 min. fast at noon Jan 1st., 1S50. From noon Jan. 1st, 1850. to noon Jan. 1st, 1870 = 7305 dys. 7305 dys. = 175320 hrs. x .003 = 525‘96 seconds the clock lost in the time stated. It was 10 min. fast = 600 sec. .’. 600 sec.—525'96 see. = 74 04 sec. the clock is still too fast = 1 min. 14 '04 seconds.
1 / 7 1 \ / 4 <) \
* is subtracted from /--L. \ and the re-
13
(> - )
and
mainder is divided by one-seventh of the sum of one third, one twelfth, and one fifteenth : express the quotient in its lowest terms.
|
( 4 |
9 |
117 |
4 ) |
|
\ 3 ’ |
- 7 ; |
13 1 9 ‘ |
~ T> . |
+ 12
+ 15
I
|
Vr 409 | |
|
'Ì590 -41109+ Ans. i () J | |
|
si |
•90 81 |
|
821 |
•900 821 |
|
82209 |
•790000 739881 |
MELBOURNE.
Ordinary Examination.—October Term, 1879.
Fourth Year.—Medicine.—W. H. Contie, F. H, Eastwood, R. R. Harvey, S. O. Higgins, A. M. Macfarlane, F. H. Meyer, R. Stewart, A.. Sutherland T. R. II. Willis. Passed in Subjects Presented.—A. C. Brownless.
Fifth Year.—Medicine.—W. Armstrong, J. W. Springthorne, J. D Thomas, C. J. Trood, J. A. C. Welchman, S. E. A. Z. Woinarski.
Honor Examinations.—Class Lists.—First Year—Arts. —First Class None. Second Class—W, C. Pritchard (Trinity Colle ;e), W. It. Lelean. Third Class—N. C. A. Vance, W. H. Melville, C. L, Andrews, T. Palmer, G. Wilson. Second Year—Arts.—First Class—None. Second Class—None. Third Class—T. H. Armstrong (Trinity College), J. H. Davies, J. A. Lilly, R. M‘Kay. First Year—Laws.—First Class —T. J. Byrnes. Second Class—None.’ Third Class—F. W. Edmondson (Trinity College), E.T. Williams. Second Year—Laws.—First Class —None. Second Class—S. B. Backhouse, L. J. F. Bigott, S. Grenfell, Third Class—H. W. Bryant (Trinity College), A. J. Agg. Third Year— Laws.—First Class—None. Second Class—J. R. Corr, B.A. First Year —Medicine—First Class—None. Second Class—E. K. Overcnd. Third Class—M. VKenzie. C. J. Shields (Trinity College), C. T. Lane, E. M. Moors. First Year—Engineering.—First Class—None. Second Class —None. Third Class—T. Hodgson, G. M'Kenzie, T. Murray. Second Year—Engineering.—First Class—None. Second Class—W. R. Rennick, W. Walker. Exhibitions.—First Year—Classical Exhibition—Awarded to T. J Byrnes. First Year—Mathematical Exhibition—Not awarded. First Year—Medical Exhibition—Awarded to E. M. Moors. Mr. Kernot’s prize for Surveying Levelling, and Drawing—Awarded to T. Hodgson. Second Year—Classical Exhibition—Awarded to J. If. Davies. Mathematical Exhibition—Not awarded. Natural Science Exhibition— Awarded to T. if. Armstrong (Trinity College). Second Year—Laws Exhibition -Awarded to S, B. Backhouse. Second Year—Engineering Exhibtiou—Awarded to W. R. Rennick. Third Year—Laws Exhibition —Awarded to J. It. Corr, B.A.
Conferring of Degrees,—A meeting of the council of the University took place on Saturday afternoon, the 6th instant. Present: The chancellor, His Honour Sir Redmond Barry; the vice-chancellor, Dr. Brownless; Dr. Motherwell, Dr. Morrison, Professors Andrew and Macfarlane. The following degrees were confirmed :—Bachelor of Arts— Arthur Vincent Green, James Jamieson. Bachelor of Medicine—William Armstrong, John William Springthorpe, John David Thomas, John Arthur Cornwall Welchman, Stanislaus Emanuel Antony Zichy Woinarski, Charles John Trood. Bachelor of Law—Edward Emmett Dillon, William Donnelly Macartney. Bachelor of Surgery—George Haley, John Drummond Kirkland, William lloldsworth Macfarlane, John Arthur Cromwell Welchman, John William Springthorpe, Augustus John Richard Lewellin, Alexander Murray. Doctor of Medicine—Ad cvndcm—lames George Beaney (St. Andrew’s University, Scotland). Doctor of Music—Ad eundem — George William Torrance (Doctor of Music of Dublin), Certificate of Civil Engineer—Arthur William Leake Paul,
(4) x b + (6) gives. (a2 b- -fu2
. *. from (4) x
, , n „ N cp — ar
(a2 +1- +c*)y-tc-a,r . '. y --J-——-
“I and from (1 )w-aZ + t! + er. *2 at + b'i + c-
■y + z)
3 — 2x
l + X + x- ’ x — \> X3 — 1
1 — x + x-
(ii.)
= 4a2 —2.
lAlf
+ 77772 2^—2A Cx + C2) » 1
The following is the Arithmetic and Algebra paper set for Exhibitions at the Matriculation Examination of the Melbourne University, February Term, 1879. Solution.* of the questions on Algebra are given; they are by Profeasor H. M. Andrew.
1. Express
1 1 1 11 11
99 3- (99)3 + 5 (99)5 7 ’ (99)7
correctly to 15 places of decimals.
2. Bronze contains 91 per cent, of copper, G of zinc, and 3 of tin. A mass of bell-metal (consisting of copper and tin only) and bronze fused together is found to contain 8S per cent, of copper, 4-S75 of zinc, and 125 of tin. Find the proportion of copper and tin in bell-metal.
3. A steam vessel going 10 knots an hour consumes half a ton of coal per knot at 12s. a ton and costs £10 a day for wages, repairs, and interest of capital. She carries 3000 tons of coal and cargo. What is the greatest paying distance she can go, supposing she earns a farthing per ton freight per nautical mile ?
Suppose the vessel goes x miles, and carries y tons of cargo. Then
* arl2. ^ is the cost of the coal in £
2 20
t- 10 is the cost of the wages in £
)-1'1 is the amount received for the trip in £
The profit on the journey in £ is
yx 3 x
9G0~TO ,r — 24
and this is to be 2000 when 1 x + y — 3000
x- -(3000— -1 x) - Ur— -L =0 9 GO 2 10 24
. •. x = 0 or x = 5344.
4. If 2s = a + b + e prove that
(a - a)’-' + (s-b)3 + (,? - <>)3 4- 3abc — s3.
The given expression is
—3-v - (a + b + e) + 3.?(n.'- + b- - e~)—(a3 + b3 + c3) + ?>abe -x3.v3—G,v:t + &e. == — 3.s-3 +1fa + b + c) (a- + b- + e-)
— &c. = —3s3 + i (a3 x b3 + a3) + f (ah - + ba- + ac3 + ca-+ bc,--\-b3c) + 3abo-—3-s‘a J- \(a + b + c)3 = — 3.s'3 + .j(2s')3=,s'3
5. Reduce to its simplest form
b + o c + a
hr (ia — b) (a — c) ca (b — o) (b — a) a + b
ab (c- — a) (c — b)
■ • a(b + c)(c—b) + b(c + a)(a—c) + c(a + b)(b—a)
The expression is A.--¿1-7 -— vs—'-y--i
aba{a—b)(Jb—c)(c—a)
The numerator is a(c-—b-) + b(a-—/■'-).+ r(b-—a-) which is
—(a — b) (b—c) (c—a) . \ the fraction is — —
abo
6 If x + y + s = xyz prove that
. — + __, _JL__
1 — a2 1 — y- 1 —s-
= _4xyz_
(i - »»-Hi -r) (i — *-)*
Reducing the given expression to a single fraction, the numerator is :r(l-r)(l—WU//C1--W) (i—zs)+'z(l—®a) (l-y2)
= .r(l—y9—z- +y-z3) + //(1—x3—z- + x3z3) +
+ ¿(1—x2—y 2 + ,r2y2) =
— x + y + s—xy 2—xz 2 + xy 2 - 2 +
— yx 2 —zx 2 + yx 2 ~ 2 —yz -—zy- +
= x + y + s +.ryz(yz + xz + xy) —
—au/O + y)—y~(y + z)—zx(cc + z) =
— X + y + z + (x + y + z) (yz + s,e -f xz) — &c.
= xy.v + 3xyz — 4xyz.
8. Find the values of x, ?/, z, re. from the simultaneous equations aw + cy — bz *= ]>
b/r + az ■— ex — q ew + hx — ay —■ r ax + by + cz = 0
The equations are
cy—bz -1- a ni —p.........(1)
—ex + az + bw ~q.........(2)
hr--ay + cw = r............(3)
ax + by + oz =0.......7..(4)
(1) x b — (2) x a gives
acx + bey—(«2 + ¿>2) z = bp—aq______(5)
(1) xu— (3) x a gives
- abx + (<?2 + a 2 )y - hex —pc—ar......(G)
(4) xc- (5) gives
c^z + (a~ +b^)z — aq - bp .'.a — —LTzA
+ ¿<2 + U2
9. Find the condition that the roots of
ax- + bx + c = 0 may be formed from those of
a' a?2 + b'x + c' = 0 by adding the same quantity to each root.
Let a, ft be the roots of the latter, a+ 7, fi + y those of the former equation.
|
a + ¡3 = - |
T) |
a + /3 + 2y = — A a |
|
a/3 = |
L |
(a+ 7) (0 + y = C a |
Eliminating a, (3, 7 between these four equations we get
o’ V / V b\ 1 / V b \2 c
a' 2a'( a' a I + 4 I u' a I = of
or a%(b'- —4a'c') — a'2(b2—4ac).
10. If x, ?/, z are variable, but their sum constant, and if (x (a? + y — z) varies as yz, prove that yz varies as y + z — x.
fx—y—z) (x + y—z) varies as yz . \ x^—yï—zï varies as yz . \ (?/ + s)2—x- varies as yz (y + z + x) (y + z—x) varies as yz; but x + y + z is invariable. \ y + z—x varies as yz or yz varies as y + z — x
11, Solve the equations-3 + 2x
(1) ;----- - + + V X- — 1
— V X2 — 1 x
(i.) Multiply the equation by 1 + ;r2 +-&•■* and it becomes 6 + 10r2 = 2 4- 2r2 + 2x4
.-. x2 = ] (4+ 716T 8)
• '• ® = + 72+ v’G
(ii.) Multiply the equation by the denominators of the fractions and it becomes
(x + 7a*2—l)2 + (*— vG’2—l)2 =2(2«2—1) (,t2—x2 + 1)
.‘. 2x2—1 = 2a. - — 1
. \ x = f_a
12. Solve the equations—
(i) yz + ax = b- ) z.r + ay = h - y xy -t- az = b- j
(ii) ax + by + ez = a- + b3 + c‘- j
,7 ; -1 f +C- = 3 l
a b c j
yz + zx + xy — be + ca + ab)
(i.) Subtracting the second from the first we get z{y-x)—a(y—x) = 0 .’. y =-.r or z = a.
Taking the former we get
x = y^§=f(—a— fa2 +46)
The latter gives x — y= z=-a which can be true only if 2«.2 = J2 (ii.) The equations may be written
a X +&T|§- cZ— 0.......................(1)
A- + -h + ^ = 0 ..................(2)
a b c
XY + YZ + ZX + (h + e) X+ (e + a) Y + (a + b)Z =0 (3)
where
X=x—a, Y=y—b, Z^z—c
(1) and (2) give
5C*SA) " i(Ai) suppose.
Substitute these values in (3) and we get a quadratic for II ; one root is 11 — 0 giving the obvious roots x — a, y = b, z — c. The other value of R is easily obtained, but is a rather complicated expression. It gives the other roots.
13. If the equations
U + £!= 1
a- bA x + Ry + 6 * 0
have only one solution, prove that
A-a- + B3b3— C-.
and that
—A a3 Bb3
* = —a ’ v = —~c
Substituting the value of y from the second in the first equation the latter becomes
.r 2
x°-(l-B-l + at A2 )—2a2A Cx + at C^—aW-Bt =0(1)
For one solution this equation must have equal roots. The condition for this is
(b-B2 +a2JL2) («2£2—aWB2) = aA A‘ZCi or AW + Blb=C2
Substituting in (!) and solving we get
A at , . Bb2
.r = —— and . . y = — v—
<? J O'
“ Eucalyptographia.”—A descriptive atlas of the Eucalypts of Australia and the adjoining islands. Decades I. to IV. By Baron Fred. Von Mueller, K.C.M.G-., M. and Ph. D., Government Botanist for the Colony of Victoria. Melbourne, George Ilobertson.
The principal timber trees of the Continent of Australia belong to the genus eucalyptus, of which about one hundred and fifty kinds—supposed to be distinct species—arc now known. As might be imagined, these numerous sorts of trees are very different in many of the qualities of their timber. It is therefore of great importance for building operations that each species should be recognizable with exactitude, so that errors may be avoided in the selection of the proper timber for any given work. Not to speak of the valuable products yielded by particular eucalypts, such as kino, essential oil, potash, tar, wood-vinegar, [fibre for papermaterial, kc, Unfortunately, this desirable recognition of the several varieties of eucalypts by specific names has been rendered more difficult through the inextricable confusion into which the nomenclature of eucalyptus-trecs has been thrown by vernacular language. Unmeaning and inappropriate names have been given by the earlier colonists to most of the species, such as “messmates,” “ box,” “gums,” and such like. Even the very general term “gums” or “ gum-trees” is a misnomer ; and would have been far better applied to the wattle acacias which bear real “ gum.” But the difficulty does not end here, because in different colonies the same name is applied to different species. Thus, the red gum-tree of Victoria aud South Australia is not the same species as the red gum-tree of Western Australia, nor that of Tasmania. We have half a dozen blue gums in different regions of Australia, a dozen white gums, and so on. Again, embarrassment arises from the great similarity of the flowers and the fruits of many eucalyptus-trees which are specifically distinct, and also often unlike each other in the nature of their timber. To bring into order this state of chaos, only one rational method is open. This method has been adopted by the learned author of the Eucahjpto-graphia now before us, who has devoted a quarto lithographic plate aud one or two pages of letter-press description to each distinct species of eucalyptus. The diagrams, with extensive analytic details were made under the author’s personal supervision. Looking at the plate, we should say that no colonist or student can fail to detect the species described, more especially as each diagram is accompanied by full explanatory matter. The fact that Baron Von Mueller has, during the past thirty years, travelled over a large part of this continent, and has consequently had opportunities for studying many of the species described in their native habitat, renders his atlas extremely valuable. Indeed we observe that the author of the work under review discovered and named more than fifty species of eucalypts ; a larger number than that named by any other writer, not excluding Sir James Smith, to whom we were indebted for the elucidation of a number of species at the end of the last century. Wc are sure the appearance of this long desired and useful work will be hailed with satisfaction by the colonists generally, as well as by those more intimately connected with the advancement of botanic science in other parts of the world. The style in which the typographical and lithographic work has been executed reflects credit on the colony. The late Mr. Austin and Major R. Shepherd, we believe, prepared the lithographic plates. As the Government have sent copies of the Eacalgp-tbgraphia to all the free libraries and mechanics’ institutes throughout Victoria, and have also fixed the selling price at only 5s. each decade, it will soon find its way into the hands of all classes. In the preface to the first decade, the Government botanist very naturally complains that the rich collection of eucalyptus trees gathered from every part of Australia by him into the Botanical Gardens, are now, through his continued exclusion from the gardens, removed from his daily observation.
“ When it is remembered that the eucalypts form the principal timber •vegetation nearly all over the Australian Continent, and that for all ages the inhabitants of this portion of the globe will have to rely largely, if not mainly, on eucalypts for wood supply, not to speak of what other-nations are doing and are likely to do with our trees elsewhere,” the importance of the special branch of study to which the author has devoted himself in the preparation of this work must become manifest. And seeing that to “ render records of the industrial value of any woods really reliable for timber-merchants or artisans, or industrial exhibitors, any single experiments are of little avail,” we trust the Government will yet see their way to restore the Government botonist to a position wherein he may actively resume his study of the eucalyptus-trees, the relative ratio of their growth, their dependence on particular soils, their adaptability to various technologic, industrial, and commercial purposes.
“ Practical Hints for Pupil Teachers on Class Management.”
—By James Saunders. Second edition, revised and enlarged. Melbourne : Wm. Robertson.
In the preface, Mr. Saunders intimates that his object has been to seize hold of a few salient points in “class-management,” and to bring .these before his readers in a clear and forcible manner, rather than to attempt an exhaustive treatment of the subject. A perusal of the woik itself enables us to say that the object stated has been accomplished. Not only pupil teachers, but all who have the charge of schools will derive profit from reading the numerous practical hints this book contains. Mr. Saunders treats on I., Child Nature. II., Class-Management. III., Personal Hints. IV., Method of Teaching. The chapters ou “ Harshness,” “ Rewards,” “ Round-about Teaching,” “Dealing with Angry Mothers,”
. and on “ Getting the Last Ounce out of Children,” contain excellent suggestions and advice. Speaking of the tendency of recent educational | legislation to overtax the youthful mind, Mr Saunders makes the following sensible remarks “ Awakened from its lethargy, and fearful of being outstripped by its neighbours, the nation insists on'past negligence being atoned for. and expresses its firm resolve that the rising genera-tiou shall be provided with that mental training which is indispensable to success. We will not pause to consider whether this new-born zeal for education should not have first found fitting scope and exercise in the provision of night-schools and scientific training for adults, as being those first concerned with the competition of foreigners : nor will wc contemplate the possible results of being thus thrown ten or twelve years behind in the race for the supremacy. Suffice it, that the resolve of the Legislature to educate, if not the manhood, at least the youth of the nation, is beyond all praise. Nevertheles • a large measure of discretion, of piudcnce, and caution must be observed in its carrying out, AVe must beware lest in attempting too much we lose all, A fine phrenological development avails little in a corpse. Past generations of boys ran the streets or roamed the fields iu idle sport and robust health. Is it not too hard to visit the educational shortcomings thus entailed on their cooped-up hothouse-forced representatives of to-day? Because children of the past knew nothing, ought children of the present to know, or seem to know, everything ? Progress if you will, but not progress at any price. Let educational requirements be restricted within reasonable compass : let it be no longer necessary to systematically adopt the practice of working overtime ; to deprive children of their play hour. A pale and stunted Englishman is an anomaly. By the thews of its sons Eng-laud acquired empire ; and deprived of these, by no craft or subtlety of intellect shall it permanently retain pre-eminence. Meanwhile the schoolmaster is but the servant of the State. If public opinion insist on higher requirements, ever-advancing standards, raised percentages—on the instrusion of a rigid system of “result-getting” even in the holy domain of education, then on public opinion must the onus lie. Education is worthless save as qualifying for future life. The child of the Dorsetshire peasant will not have to compete with the silk-designer of Lyons, nor will the children in the Potteries be required to measure themselves : with the watchmakers of Geneva. Educate children as wc may, we cannot make the knowledge encyclopedic : thcii capacities are but limited, their school-life short. It only remains to let them learn thoroughly what they do learn, to let the lessons in their reading books be specially adapted to the staple manufacture or pursuit of their district, and to supplement the instruction they receive in childhood by liberally-supported science-training, technical night-schools, &c., in after-life. At present we have six severe tests or examinations in boyhood—none in after years. What if childhood’s burden were eased; and something required of adolescence and manhood ?”
“ The History of Australia from 3600 to 1876.”—By Alex. Sutherland, M.A., Melbourne, and Geo. Sutherland, B.A., Melbourne. Third edition. Melbourne: George Robertson 1879.
We are not surprised to find that a third edition of the Messrs Suthcr-land’s book has been so soon called for. It is by a long way the best school History of Victoria yet published. The information it contains has been carefully selected and arranged. From a student's point of view its most valuable features are the abstract at the close of each chapter, and the list of authorities quoted. The style is lucid and pleasant, and such as to render the book well adapted for general readers. We are sure the Minister of Public Instruction would do well to make it a text book for the Upper Classes in all State Schools.
: “ Manual of Drill, for the use of the Public Schools in New South Wales, compiled by Captain H. W. Strong, Public Schools Cadet Corps.” Sydney : Thomas Richards, Government Printer.
This is an excellent little book—succinct and comprehensive. Everything necessary to be taught for Squad aud Company Drill, and the exercise with the rifle has been carefully arranged without unnecessary detail. The Section Extension motions we consider a most valuable portion of the book, illustrated as it is with diagrams which are calculated to .facilitate both the work of the instructor and the pupil. This little manual ought to be in the hands of every teacher and instructor. We notice an omission which perhaps may be inadvertent, viz., that there is no index to the symbols in the Squad and Company Drill, shewing the position of the Company Officers. We can confidently recommend this “ Manual of Drill” to the notice of school teachers in all the colonies.
SHORTHAND TAUGHT through post, 18 Lessons, Is. each. David Glass, 54 Urquhart Street, Ballarat West.
"TTTANTED—By Head Teacher of country school, with an allotment of VV 30 x 50, Exchange with an Assistant. Salary no object. Address, “ Emmerton,” Schoolmaster Office, Melbourne.
HEAD and ASSISTANT TEACHERS arc desirous to Exchange with two others, near Melbourne or sea. Present income, £325 per annum. Locality rising—on line of rail. Night School for 8 months a year, worth about £30 extra. Average attendance increased 70 per cent, during last 18 months. Inquire office of tins paper. “ N.”
TEACHERS’ MUTUAL INSURANCE ASSOCIATION, N.S.W.—The ANNUAL MEETING will be held at the Training School, Fort-street, on Monday, 21st. inst, at 12 o’clock noon. A. ADAMS, Hon. Sec.
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HD HE STATE SCHOOL ARITHMETIC
By JOHN J. BURSTON, Taradale.
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John J. Burstou, Esq.,
Dear Sir,—For sometime we bare been using your “ State School Arithmetic,” and we find it an excellent book. It suits us admirably, and we should be very sorry to be without it. It is so well arranged, that we can always at once find what we want.
Trusting that your book may obtain the circulation its great merits deserve.
I am Dear Sir,
Yours Truly, John Slack. High School, Sandhurst. Kith December, 1879.
Dear Sir,—I can willingly bear testimony to the excellence of “ The State School Arithmetic.” It has been in use in my school during the whole of the year, and with excellent results. I have so good an opinion of the work that I have prepared a key to the whole book,
Mr. J. J. Burston. E. 11. Lennon,
Flinders-street State School, Geelong.
P.S.—1 am leaving the service at the end of the year, but I shall continue to use yours in my private establishment, the Geelong “ High School.”
The language is simple, and the rules terse and clear. Great attention is paid to the theory of the science, but it is in the practical part where the great merit of the work lies. The worked-out examples, the hints, the notes are varied and exhaustive ; and the exercises are far more numerous than in most of the popular arithmeticsof the day. The book is an invaluable one to the classes for whom it is intended.
John P. Wilson, M.A.,
Mathematical Master in the Presbyterian Ladies College, Melbourne. Author of “ Outlines of Algebra.” Sometime of Gravel Hill Slate School, Sandhurst.
I have much pleasure in testifying to the excellence of “ The State School Arithmetic.” The work has been carefully and judiciously arranged. I have used it in my school with the very best results.—A. J. Connell,
Head teacher South Prahran State School, No. 1896.
Dear Sir,—1 consider your book invaluable and indispensable to the best possible preparation for the Department’s examination.
]. Warren Ball. Athenaeum, Melbourne.
Too much cannot be said in favor of Mr. Burston’s State School Arithmetic. The author appears to have the happy knack of explaining away difficulties in the most easy manner possible. I know of no arithmetic, not even Barnard, Smith’s or Colcnso's, which surpasses Mr. Burston’s book.—D. Wilkinson, Spring Gully, Castlemaine.
I consider your book an excellent one for school purposes,
especially on account of the number and variety of examples given under each rule.—J. J. Courtney.
Mr. Burston’s arithmetic is a very valuable text book, and is to be admired for its succintness and comprehensiveness.
Jno. Stobie, State School, Kyneton.
I am of opinion that the “State School Arithmetic” is an excellent one, and that the Educational powers that be ought to introduce it into our State Schools.—JamSs Cromwell, Green Hills.
I can strongly recommend Mr. Burston’s State School Arithmetic” on account of the great variety of exercises if contains, as well as for the excellent hints and suggestions throughout the work. I cannot conceive any teacher knowing the book and being without it.
J. W. Bussell, Woodford, author of the ‘ Arithmetegium,”&c.
Dear Sir,—Your arithmetic is the best 1 have ever overhauled iu a long teaching experience of thirty years. I would recommend it as a most valuable manual of the science, and a credit to the teaching staff of the colony.—H. Gibson, Head teacher, Kedbank.
1 think the “ State School Arithmetic ” a very good one, more especially for teachers preparing for examination.
John Blytii, Headteacher, Buuinyong.
The “ State School Arithmetic” forms a most excellent basis for acquiring a thorough theoretical and practical knowledge of the principles of arithmetic.
Simon Morrison, Head teacher, Learmontb, State School, 386.
Ibis arithmetic is admirably adapted to the requirements of State Schools.
John Gardiner, (late H. T. Maryborough) State School 104.
Your arithmetic is admirable. It is a splendid book for both pupil and teachers.—John E. Jonhs. A Hansford State School.
The introduction of this work simultaneously with the " Boyal Headers ” should make a marked improvement in the teaching of our schools.
Charles P, A. O’Malley, Head teacher, State School, St. Arnaud.
Mr. Burston’s “ State School Arithmetic,” with its supplement, is an admirable work, possessing, as it does, many advantages nut to be found in Barnard Smith’s or Colcnso’s Arithmetic. Illustrative examples in every conceivable rule are interspersed throughout the work, while the questions in mensuration are perfect gems, and give a finish and completeness to the work. I would not be without a copy were the cost five times as great.
SAMUEL Town, Head Teacher, State School, Coburg.
It is thoroughly scientific and eminently practical. As regards the selection of exercises it is unsurpassed, while in the explanation of principles it is a marvel of brevity and clearness. I consider it the best text-book on the subject as yet published.—M. Barrowclough.
With regaid to your most admirable arithmetic 1 may say, that, being written by a teacher, it is necessarily better adapted to the use of schools than a work on the subject written by a non-practical man can possibly be.—Thomas Potter, State School, Brown Hills, Ballarat.
Dear Sir,—1 find your arithmetic is a most useful book, particularly for my pupil teachers. I have no doubt it will work ils way tea good place among the standard works on arithmetic.
CLEMENT Etciiells, Head teacher, Castlemaine.
Your “Arithmetic” was first brought under my notice by Mr. E. Bussell ; that gentleman spoke of it in the highest terms, and said, “ You can see the mind of a thorough teacher of the subject pervading the whole work,” I set my pupil teachers’ work from your book with excelh nt results. Many of the best teachers speak in warm praise of your work. Amoug my acquaintances Mr. Clink, Sebastopol; Mr. Barrowclough, Lucky Womans ; Mr, L. Whyte, Bedan ; and Mr. Twigs, Napoleons, speak highly of your arithmetic.—L. Bussell.
Dear Sir,—I am much pleased with your “ Arithmetic.” My pupi teachers always use it. Of course I have had to do with nearly al arithmetics iu my time as a teacher, but I have met with none which so well suits our purpose as yours.
George Oldham, Head teacher,
State School No. 1253. Emerald Hill,
(Attendance about 1009.)
Dear Sir —1 esteem your ,l State School Arithmetic ” the best woik on the science yet published. It is admirably adapted to the requirements of State Schools—C. H. Badeokd, Carapook.
I found the first edition of great use, and from the excellence of the recently added supplement I feel sure of the present edition meeting with much success.—Geo. Doke, Elphinstone.
OPINIONS OF THE PRESS.
The author has aimed in his publication to supply a text-book suited to the requirements of the State School Programme of Instruction, and to the Examination Programmes prescribed by the Education Department. In this be has well succeeded, and instructors of the young in Victoria and the neighbouring colonies will find the book worthy of the appellation of the First Australian Arithmetic,—The Age, Dec. 17, 1878.
The method pursued is simple, and at the same time scientific, Commencing with definitions, arithmetical symbols, and notation and numeration ; then passing on to the four simple rules, with exercises; and from thence to the higher branches of the science, as far as arithmetical equations ; the carefully-graduated exercises having been compiled chiefly from teachers’ examination papers. In a word, it has been
su constructed as to render it a class-book which, as the preface observes,
“ offers the twofold advantage of exercising the scholar and preparing the young teacher for his own examinations.” Mr Burston must have bestowed very great pains upon the preparation, arrangement and revision of his work, which in point of comprehensiveness and completeness seems to leave little to be desired.—The Argus, Melbourne, December 15th, 1877.
It is a very neatly got up volume, consisting of 326 pages, and containing rules, examples, explanations and a variety of exercises in connection with the higher branches of arithmetic, the whole being arranged to suit the requirements of the programme of instruction issued by the Education Department. It is to be noted that many of the problems are invested with a local character, which makes it specially an Australian Arithmetic, and all the more suitable to be used as a text- j book for State Schools. — The Leader, June 21st, 1879.
As now amplified and supplemented, the work seems to be very specially adapted for use in the State Schools of Victoria, It is constructed with immediate reference to the requirements of candidates for the various examinations held by the Education Department. Many of the exercises under the various rules are questions which have actually been proposed at these examinations, and the papers set in 1877-8 are published in extenso, with answers. — The Spectator, Melbourne, June 13th, 1879.
We regard the volume as one of the best text-books extant, aud quite equal to those published by Colenso and Barnard Smith, from both of which the best features have been borrowed by the author.—The Herald, Melbourne, May 28th, 1879.
This book is exactly what its author intended to make it, a popular manual of arithmetic for the use of State School teachers and scholars. The testimony of State School teachers and inspectors is unanimous that Mr. Buriton has produced a school manual second to none in point of usefulness, and from the vast variety of examples got together, we believe that this book will be as much in request in grammar schools as in the State Schools. For ordinary school purposes, the book is better suited than Colenso’s or B. Smith’s (which are most in vogue), and as it is a cheaper work than the others, the Minister might do a worse thing than substitute it in the “free stock” for the more expensive books.— The Ballarat Courier, November loth, 1878.
The supplement will be a great boon to all engaged in State School work, aud will be found to be a welcome addition to Mr. Burston’s arithmetic, which is accepted as the best work of its kind in use in the schools.
— The Ballarat Courier.
Should this production be brought under the notice of the Minister of Education, we would strongly recommend ils adoption as the text-book for future examinations. We say this because the generality of the questions have the merit of being free from ambiguity—they are stated fairly, and not in the shape of puzzles, which, not unfrequently, puzzle the puzzler. ! We can only add that, “ the State School arithmetic,” with its supple- j meat, forms a volume of rare merit ; and every youth, be his state of life what it may, and particularly if he be destined, or at all likely, to meddle with commercial matters, ought to possess this valuable and instructive book.—The Ballarat Evening Ihist, June 10th, 1879.
This work is valuable in making things plain generally as to the definitions and rules, and the examples under each rule furnish a fund of valuable material for both teacher and student to work upon. Mr. Burston’s “Arithmetic,” like his “ State School Grammar,” is in wide favor, and promises to have a large sale.—The Ballarat Star, December 4th, 1877.
It is especially worthy of notice, inasmuch as it is the first Australian arithmetic ever published. The work is invaluable to teachers preparing for the examinations about to take place, as it contains no less than 12 years’ examination papers, with a clear, simple, and concise explanation of all the abstruse and ambiguous questions which have been given. The work is full of valuable hints, and a clear and instructive explanation is given wherever necessity requires. As a thorough practical arithmetician Mr. Burston has discovered many new ways of solving difficult problems almost hitherto unknown. This is particularly observable in ! the lessons upon cancelling, least common multiple, the reciprocal of numbers, arithmetical equation, and average. The work is excgctical from beginning to end. To Mr. Burston there does not appear any sum that is insolvable, for by his method the most difficult are made easy. That this work will prove one of the best treatises on arithmetic ever published is irrefragable. It is sure to command a very extensive sale amongst all classes of professionals or otherwise, and we would very much like to see t he author’s efforts to simplify arithmetic recognised by the Education Department by making the State School Arithmetic the standard work for State schools.—1 he Bendigo Advertiser.
The extensive sale of Mr. Burston's popular work on arithmetic has called for the publication of an enlarged edition, which can fairly claim to be one of the complctest works on the science yet published. To the original book already reviewed by us the author has added a supplement treating, in his clear and lucid style, of the higher branches of the subject—Involution, evolution, square and cubic measure, and elementary mensuration. The unitary method is aptly illustrated by a number of worked examples, while a fair comparison is made between this method aud (he more common plan of solution by proportion. A full and clear explanation of stocks and shares is followed by an exercise of 175 mis-
cellaneous questions, many of which possess a local interest. Teachers’ examination papers for 1877 and 1878 are given in full, with notes and answers. Altogether the addendum has made “ The State School Arithmetic” a complete work.—The Bendigo Advertiser, July 31st, 1S79.
At present the excellent works of Smith and Colenso are used in State schools, but on comparing the work treated of with these, we find that the latter is even more preferable than the former works. Proportion and fractions have been dealt with in Mr. Burston’s work in a capital style, whilst the matter under the heading of “ The Reciprocal of Numbers,” “Average,” “ Profit and Loss,” and “Arithmetical Equations,” is for the most part perfectly original. The exercises under the various rules are more numerous and comprehensive than in other arithmetical works we have seen, and altogether we consider “ The State School Arithmetic” would be a most desirable additou to the Government school books. We are pleased to be able to state that the “ State School Arithmetic” has already had a large sale, and wc think that it certainly has valid claims to be placed on the free list by the Government.—Bendigo Evening Mews, November 10th.
The arrangement is good throughout; the explanations are so clear that they cannot be misunderstood, and the examples and exercises are so modern that they convey valuable local information, while they are serving as “sums” for the pupil. “ Neither teacher nor scholar can do better than furnish himself with a copy of the State School Arithmetic, while to anyone seeking self-improvement the book is simply invaluable.” The Smth Australian Advertiser, November 24th, 1S77.
However, now that we have seen and used the book, we are compelled to acknowledge, not only that it has its use, but that it contains a large amount of perfectly new and original matter. Moreover, we are able to bestow unqualified praise on the industry of the author, for we have never before seen a first edition of a treatise on Arithmetic so free from inaccuracies. We have had several hundreds of the answers tested, and have detected but one very slight error, which is evidently a typographical slip. The language used by Mr. Burston is of the simplest aud most instructive kind, avoiding the rather stilted scientific phraseology of some of the best of co-temporary arithmeticians, and employing instead words "Inch are within the comprehension of every student.—The Teacher, December, 1877.
The State School Arithmetic, by Mr. J. J. Burston, is now one of the most complete works on the science published, as its author has enlarged it by a supplement of about 100 pages, treating of the higher branches of the subject and furnishing copious exercises upon all the rules given. Mr. Courtney, of the Training School, uses it as a text-book with his trainers and pupil teachers.— The Mount Alexander Mail, June 3rd, 1879.
The book has already, to our knowledge, had an extensive circulation amongst the State School teachers in this district, and will we are certain, when more widely known, enjoy a greater.— Ovens and Murray Advertiser, June 14th, 1879.
The clearness of its expositions of the various processes included under the heads of Involution and Evolution, Mensuration, and Stock and »Shares, cutitlesit to favorable comparison with the best text-books in common use, while it is superior to any of them in the number and variety of its examples. Another prominent excellence of the book is the way in which the author makes use of matters of every-day interest to Victorians.— The Hamilton Spectator July 22nd, 1S79.
The little book, which consists of 326 pages treating of the principal rules of Arithmetic together with the principles upon which they depend, stamps its author at once as a most indefatigable worker and sound and clear reasoner. The author seems au fait in this science and by his simple and concise manner makes it the most interesting work of the kind we have ever seen.— The Kyneton Observer, May, 1879.
“ Hints to Candidates for Matriculation and Teachers’ examinations” by Mr. I. Warren Ball, Melbourne ; on page 20, we note the following commendatory reference to Mr. J. J. Burston’s Arithmetic “ In arithmetic, no book is so useful as Mr, Burston’s State School Arithmetic, as the examples in it are almost entirely from actual examination papers ; it ha3 moreover special excellencies of its own to recommend it.” ’
Mr. J. J. Burston lias published a supplement to his “ State School Arithmetic,” arranged to suit the requirements of the programme of instruction issued by the Education Department. The supplement era-braces Involution and Evolution, treated very fully and clearly ; Square ! Measure, Cubic Measure, and Duodecimals, with the Rules in Elementary ! Mensuration, very neatly arranged. We should have been better pleased if the author bad treated the latter more fully, as it deserves, from its utility and importance, a more prominent place in our system of edu-| cation. Mr. Burston has treated the “ Unitary Method, or solution by first principles,” very clearly; also “Stocks aud Shares,” aud the numerous examples practical and to the purpose he has supplied, should render the work a very acceptable and valuable one to every teacher, to the juniors especially.— Crcswich Advertiser. June 2nd, 1879.
Encouraged by his success, Mr. Burston has now issued a much more important work, one requiring a great deal more labour and study, and which will no doubt—from its evident excellence—be speedily adopted as au authorised text-book in every school in the colony. Wc refer to the “ State School Arithmetic,” with an early copy of which we have been favoured by the author,—Avoca Mail,
VOL. I„ No. 7. WEDNESDAY, JANUARY 21, 1880.
Messrs. WM. COLLINS, SONS, & CO.,
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And 31 QUEEN STREET, AUCKLAND, N.Z.; append a List of some of their Manufactures and Specialities, of which they hold a large Stock.
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COLLINS’ Editions of Bibles, Prayer Books, Church Services, Testaments, Psalm Books and Catechisms.
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COLLINS’ Handbooks on Specific Subjects. COLLINS’ Beautifully-printed High Class Atlases.
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.3 , 5 nf 3 _ _2_
) + f 10 2 1
If 12 boys can bind a field of 64*8 acres in 4-5 days of 12 hours each, in how many days of 14 hours each can 7 men bind a field of 76 44 acres, 3 boys being considered equal to two men.
A farm is let for £40, and the value of a certain number of bushels of wheat is 3s. 6d. per bushel; the whole rent is 7\ per cent, lower than when it is 4s. per bushel, find the number of bushels of wheat which is paid in part of the rent.
Grammar—Class VI.* & VI.
Geography.—Class VI.* & VI,
What and where are the following ? State any circumstance you may know concerning each :—Jellalabad, Tarifa, Ratisbon, Meander, Calicut, Gallipoli, Nicolaevsh, Brooklyn.
State the countries from which are exported the following commodities :—Arrowroot, Cork, Cocoa,^Currants, Ivory, Saltpetre , Olive oil, Cayenne, Cloves, Tobacco. Name counties in Ovens District with towns, mountains, rivers in each.
Describe the gulf stream, and state its influence upon the climate of the British Isles.
Sometime ago R. Richardson, M.L.A., the Chairman of the Board of Advice for the South Riding of Creswickshire, initiated a movement by which all the schools in the Riding should be brought together, and the instruction in each tested by a Competitive Examination. This was done on December 16th, when over 100 children, from the third class upwards, from six schools, presented themselves at Broomfield Gully School, No. 1719, and under the superintendence of Mr. Inspector Holland proceeded to answer questions (given below), based on a high interpretation of the Programme of Instruction. The prizes, three for each class, will be medals. First prize, gold about the size of a florin ; second, silver of larger size ; and third, silver same size as first prize. On one side will be the head of “ Minerva,” surrounded by the words, “ State Schools of Victoria,” and on the other side a wreath of bay leaves
enclosing — Prize, awarded to -, by Board of Advice -,
-Date. The hon. the Minister of Education has provided for the
sinking of the dies, which will become the property of the State. Thus they will be available for all State Schools.
The following are the questions given at the Competitive Examination referred to above :—
Arithmetic.—Class VI.* & VI,
Find the number of acres represented by a map 2 ft. 4 inches by 3 feet which is laid down on a scale of 4 inches to a mile.
Give rule for dividing mentally any given number by Hi
State what fractions produce terminating decimals, and what produce recurring ones.
Simplify—
3|-r(2Hlf)
Analyse—
And “ What mockery or malice have we here ?” cries Hervó Kiel ; Talk to me of rocks and shoals, me who took the soundings, tell On my fingers every bank, every shallow, every swell,
’Twixt the offing here and Grève, where the river disembogues. Analyse—Panorama, Arctic, Crawl, Strait, Spaniel, Milliner, View, Tantalize.
Give Examples of the Adverbial usage of the Adjective, Participle, Noun.
Dictation.—Class VI.* & VI.
(From Royal Readers, page 194.)
“ In its centre......olives and palms.”
Arithmetic.—Class V.
A man buys, an allotment of 3 acres 27 perches 22 ll square yards at £17 16s. 4d. an acre, and a second block £ of the size’of the first at double the price per acre ; what did he pay for the two blocks ?
A clerk copied £86*64 instead of £S*664 what was the amount of his error.
A man shears 5463 sheep ; if three sheep produce 14*685 lbs of wool,, which is sold at the rate of 1*246 shillings per lb., what is the total value of the clip ?
Reduce 17 chains 13 links to inches
Grammar.—Class V.
Past cond. act. of verb 11 dare.” Past cond. pass, progressive form of verb “ awake.” l'erf. Iufin. pass, of verb “ sew.” Plu. Perf. indicative act. of verb “ wax.” When is the Indicative mood employed ?
Parsing
(6th Rook Royal Readers, page 382)
Words—sixteen hundred ninety-two, French, woe, helter-skelter, blue, like, crowd, shoal, pursue, ship, on, ship,
Geography.—Class V.
Where are the following rivers, Roper, Clutha, Tay, Tornea ? The following Allicante, Hague, Scutari, Jamieson ?
Name the counties in Gippsland with four rivers and towns. Dictation.—Class V.
(From 4th Book Royal Readers, page 277.)
“ Meantime......men in Scotland”
Arithmetic.—Class IV.
Reduce thirty millions and seventy inches to acres.
How often is £55 12s. 9|d. contained in £1279 13s. 8-fd?
Find the number which if added 5060 times to 8132676 the sum will be 160,980,090.
If telegraph posts be placed 165 feet apart, and a train passes one every 4 a seconds, how many miles an hour is the train running'.
Grammar,—Class IV.
Parse “ Having himself got very little to eat^he reached up and took hold of the bell rope.”
Positive degree of “first." Objective plural of “ hoof.” Feminine of “ stag.” Past tense of “ sweat, ”
Geography.—Class IV.
Where are the rivers, Kiewa, or Little River, Maritza, Coppermine. Where is Mt. Teneriffe, Mt. Fairweather ?
Name the Islands of Victoria.
Name in order the principal towns on railway line between Melbourne, and Echuca.
Dictation.—Class IV.
(From 5th Book Royal Readers, page 289.)
“Thus enriched......inland river.”
Arithmetic.—Class HI.
9000060 divided by 56.
686456—7908. Write out the answer in words.
How many farthings in £5 ?
Grammar.—Class III.
(From 2nd Book Royal Readers, page 44.)
“ The one that had lain......hills.”
Geography.—Class III.
Islands in Pacific and Indian Oceans belonging to Great Britain. Cape Mellville, Apollo Bay, Scandanavia Pen.
Dictation.—Class III.
(From 2nd Book Royal Readers, page 168.)
“ The ice ... . get back.”
Emerald Hill Board of Advice.—Through the active canvass made by the members of the Board, a number of prizes were this year awarded to the several State Schools on Emerald Hill. The distribution took place on the 19th December, and was made by the Hon. Major Smith, in the presence of a large concourse of the public. The gallant Major took the opportunity of giving an outline of the method of classification he intended to submit to Parliament for its sanction, at an early date.
TEACHERS’ GUIDE TO AUSTRALIAN EXAMINATIONS.
Messrs. M‘Kinley and Co. desire us to call the attention of Teachers and others to the “Teachers’ Guide to Australasian Examinations,” advertised on page 84. This book contains programmes and examination papers of the Education Departments of Victoria, New South Wales, Queensland, New Zealand, and Tasmania, for 1877. In addition to which, there is a full statement of the system of classification adopted by each colony. Although the book contains 108 pages it is sold, post free, at the low price of Is. Gd. 1
School gcprfwmt.
COACHING EXERCISES.
By R. Crooke, B A.
Answer to December questions :—
Parse fully each word printed in italics in the following passage :—
A thousand fantasies Begin to throng into my memory,
Of calling shapes, and beckoning shadoivs dire,
And airy tongues that syllable men’s names On sands, and shores, and desert wildernesses.
These thoughts may startle well but not astound The virtuous mind, that ever walks attended By a strong siding champion, Conscience.
Noun, abstract, plural, neuter, 3rd person, subject to begin.
Verb, irregular, transitive, indicative, present, active, 3rd plural to agree with subject, fantasies.
Verb, regular, transitive, infinitive, present, active, dependent on “ begin,” governing a word understood. Participle, present, active, verb to call, attributive to “shapes.”
Noun, abstract, plural, neuter, objective after “of,” understood.
Adjective of quality, positive, attributive to “ shadows.” Adjective of quality, positive, attributive to “tongues.” Verb, regular, transitive, indicative, present, active, neuter, plural, agreeing with subject “ that.” wildernesses Noun, common,plural, neuter, third, objective after “on” understood.
Verb, auxiliary, indicating potential mood.
Adverb of manner, modifying “ may startle.”
Verb, regular, transitive, present, infinitive, adjoined to “ may,” understood—to form the potential mood.
Past participle, passive, verb to attend, attributive to pronoun “ that.”
Part present, active, verb to side, attributive to “champion.” Noun, abstract, singular, neuter, third, objective after “by,” in opposition with “ champion.”
Fantasies
begin
throng
calling
shadows
dire
airy
syllable
may
well
astound
attended
siding
conscience
PRACTICAL HINTS TO PUPIL TEACHERS ON INDIVIDUAL TEACHING.
So long as individual examinations are the order of the day, so long must you place your chief reliance on individual teaching. Nay, if the paradox be allowable, much of your simultaneous teaching must be individual. Thus, while teaching the whole class, your attention must chiefly be occupied with the slow scholars ; you must have them nearest to you, aud must make their progress your chief concern. The time has gone by when a teacher was looked upon as a sort of mystery-man, who by standing athwart a blackboard, could by a process of sleight of hand produce results beyond the powers of those learned in all the wisdom of the Egyptians. The blackboard, the altar of some, the fetish of others, to which they looked for all the results it was in the power of inspectors to bestow. New codes—new modes ! Individual examinations will necessitate individual teaching. The blackboard will still retain its post as the most valuable of all auxiliaries ; but we shall cease to place on it our chief dependence. Too often is it the refuge of skulks ; and as regards some pupil-teachers, it would be well if it were consigned for the greater part of the week to the limbo of exploded and useless apparatus. It cannot be too often reiterated, that more is to be done by a week’s careful individual work than by a month’s use of the blackboard. This, of course, applying especially to arithmetic, the subject which of all others “ slays its ten thousands.” Now, do not misunderstand me when I praise individual teaching. I do not mean simply the collecting of a few round you to have a sum put on their slates and rubbed off again. Something more than this, if you please. The work must be a reality and not a sham. Only attempt the special individual instruction of a few. Carefully select the backward ones. Hub out everything you show them, and make them do it themselves ; give them example after example of the precise kind they need ; and as they progress, which by careful instruction they infallibly will do (unless they are idiots), draft them off to the upper portion of your class, which, during this time, must be kept well employed in silent exercises. Make a special note of this, that what is required from you is not the proficiency of a few7, but the general improvement of all. You want at the year’s end to turn them out, as the grazier would say, “ a nice level lot.” What the master will look to, on the termination of each lesson, is not how many sums Sharp at the top has done, but how many the poor laggards at the bottom have done. Considering the dense stupidity of some lads, any hope of their progress would at first sight seem misplaced. But there is a glorious principle of compensation seen throughout Nature. Some of those lads are slow to a marvel ; but they are wonderfully sure. It takes a terrible time to knock anything into their heads, but once there it is there for ever. This accounts for the fact, that often on the day of examination, the dull scholars pass, while occasionally the clever ones arc plucked, One great advantage of individual teaching is, that it keeps you exactly informed of each boy’s progress and standing. Too often we assume that So-and-so can do a thing, without troubling our heads to know 'whether this is really the case. “ Know thyself” is a good maxim, and for teachers we alter it to “ know thy boys.” Once again : very few teachers can teach simultaneously, either with comfort to themselves or with profit to their pupils ; but nearly all can instruct individually. It requires a great general to move large bodies of men, whereas any corporal can train a squad. Be diligent, then, in training the few, and let those few be the backward ones, the “awkward squad.”—From Practical Hints for Pupil Teachers, by James Saunders.
PUPIL TEACHERS’ DEPARTMENTAL EXAMINATION.
GRAMMAR.—Second Class.
Set No. I.
The following Grammar and Geography papers were set at the General Examination of Pupil-Teachers, held in Melbourne, December, 1S79 :—
1. Parse with full syntax each word in the following sentence :—
These dogs are trained to look for lost travellers ; and every day in
winter they are sent out, generally in pairs.
2. Enumerate the uses of the auxiliary verb to do. Give an example of each use.
3. "What are the two methods of expressing relations between nouns ? Which is most frequently employed in the English language ?
4. From what source have English adverbs which are primary derivates come ? What were they originally ?
5. State the prefixes and affixes in the following words, to what language each belongs, and its meaning or force :—unawares, expedition, anarchy, indignity.
GRAMMAR— Second Class.
Set No. II.
1. Parse with full syntax each word in the following sentence :—
After many failures she was fortunate enough to find friends who
were able to take her to the Czar.
2. Explain the statement—“ On this account the verb in almost all languages has by far the greatest variety of inflexions of all the different parts of speech.”
3. Enumerate the five classes of exceptions to the general rule for the formation of the plural of nouns.
4. From what languages have English verbs which are primary derivatives come? Give examples.
5. State the prefixes and affixes in the following words, to what language each belongs, and its meaning or force besides, epitome,
'awaken, introspection.
GEOGRAPHY.-First Class.
Set No. I.
1, Describe the limits of the great plain of Europe. J
2. Account for the absence of rain in the deserts of Africa and Arabia.
3. In low latitudes, what is the effect upon climate of
(a) A mass of land ?
(b) A mass of water ? Give instances.
4. Name in order from west to east the principal river-mouths passed in a coasting voyage from the River Indus to Cochin China.
5. What and where are the following :—
Caudahar, Erz Gebirge, Taupo, Curaqoa, Gordon ?
6. Name in order from Melbourne the principal towns on the NorthEastern Railway.
GEOGRAPHY.—First Class.
Set No. II.
1. Give a description of the Great Persian Desert.
2. Enumerate the causes on which the rainfall of any place depends.
3. In high latitudes what is the effect upon climate of
(a) A mass of land ?
(b) A mass of water? Give instances.
4. Describe the position and direction of each of the following mountain ranges :—Hindu Kush, Yablonoi, Sulaiman, Paling, Altai, Thian Shan, Stanovoi, Kuen-lun
5. What and where are the following :—
Delhi, Riesen Gebirge, Zambesi, Gilolo, Albacutjm ?
6. Name in order the principal towns you would pass in travelling by rail from Melbourne to Horsham.
THE TEACHING OF ENGLISH GRAMMAR.
By Head Master.
I cannot say that I am altogether surprised to learn from Mr. C. P. Mason’s letter that the candidates at the College Examination on English Grammar did not distinguish themselves in parsing, or as he puts it, omitted in many cases to “ state the syntactical construction of the words set before them.” Recent writers of grammar are, I am afraid, not a little responsible for this ; for they are so anxious to display their learning in “ Anglo-Saxon,” “ Moeso-Gothic,” “Old English,” &c., &c., in the shape of second-hand scraps from M&tzner, Kock, Stratmaim, Fielder, and other German diggers in the mine of Philology, that they are leading both teachers and pupils away from what ought to be their first care— a knowledge of the rules and construction of our language as it is, and not as it was some hundreds of years ago. In grammar, as in other subjects of instruction, we should proceed from the known to the unknown, and what our younger pupils should be first taught to master is the English of the Era of Victoria, and not the English of Chaucer or of Alfred. Our language is sufficiently “ fixed,” and has been sufficiently long fixed to admit of a body of definite grammatical rules and principles being deduced from it, and it is with this, I submit, that our writers of Elementary Grammars should mainly concern themselves. With the sound old Iloratian maxim before us—
“ Si volet usus,
Quern penes avbitrium est, et jus et norma loquendi,”
we ought not to be disputing at this time of day whether such and such combinations of words constitute (to take one of the most debated points of parsing) true moods and tenses of verbs. Nothing can be more incontestable than that every language is, and must be, free to express such modifications of the action expressed by them in its own way—in the way, that is, which those who use the language consider best suited to bring out the particular form, or modification of thought desired to be conveyed. Another practical difficulty in grammatical teaching, arising from the profitless wrangling of our would-be grammatical guides, is the parsing of the adjective. While nearly all our text-books, in the case of the adverb accept and use freely the parsing formula, that the abverb “ modifies the verb,” we look in vain for any similar agreement in the case of the adjective, whose office, in combination with the noun is, or ought to be, as capable of definition as that of the adverb in its connection with the verb. Matzner defines the adjective as “the word of quality” ; but this, though a neat and useful definition, breaks down when we come to apply it in parsing. Our current school grammars not only differ widely in the views they put forward of the function of the adjective ; but, in the same book, a definition will be given on one page, only to be modified, altered, or corrected on another. We are told by one writer, that it “ marks or distingushes the noun” ; by another, that it “describes” it; by a third, that it “ qualifies” but does not describe it ; and by a fourth, who may, perhaps, have no scruple in telling us that an adverb modifies a verb, that an adjective, as a word, cannot qualify a noun, which is only another word. The most serviceable definition of the adjective I have met with is that which describes it as “ limiting the noun,” or, as some of our grammatical purists will have it, limiting the signification or application of the noun. This definition of the adjective, while it throws a clear light on what I consider to be its true function as a part of speech —that of specialising or narrowing the class of objects denoted by the noun to which it is attached—lends itself with particular aptness to the principles developed by the analysis of sentences. For, even in such combinations as “large gardens,” “abundant
Nose
Lips
Teeth
Tongue
Palate
Pharynx
which when used as Stops produce
4. A variable cavity with
It is a popular error to suppose that “Nasals ” are produced by speaking through the nose.
The amount of interruption to the free passage of the breath and the consequent pressure in making the different sounds may be thus graduated
12 VOWEL as in fall „ father „ fat ,, fate v met
a
a
a
a
ç
|
® Î) |
mete |
|
i „ |
tin |
|
O „ |
not |
|
O „ |
note |
|
u ., |
but |
|
u ,, |
bull |
|
0-0 ., |
cool |
I Dentals. I Labials.
i
Labials,
Dentals.
Gutturals.
Surds
or
Sharps
4. Some sounds used in English but quite unknown in some other languages.
th not known in Latin, French or German r aud d ,, Chinese or Mexican
f and v „ Javenese, &c.
5. Some sounds common among our neighbours, but unknown in English,
French e, un, &c.
Keltic aud German, gh, cb, &c.
6. All vowel sounds can combine but not all consonantal ; surds cannot coalesce with sonauts. g. e. Slabs, Stags, &c., are strictly speaking unpronounceable. It is the genius of English, though pioverbially a Sibilant language, to make vowels and consonants alternate.
84265
3726
S42G5 372G
8
842G5
3726
harvests,” “vast oceans,” “endless torments,” &c., where the notion of physical limitation is not obvious, or even apparently reversed, the grammatical limitation is preserved ; and the noun as, the subject of the verbal assertion in the sentence, is withdrawn from consideration in its general sense as the name of a class, and a sub-division of the class is substituted, respecting which the assertion made is true or not true. I need not enter here on the vexed question whether the noun itself is affected in such cases by its combination with the adjective. Most persons who will take the trouble to work out this little grammatical problem for themselves will probably come to the same conclusion as that arrived at by Professor Bain, one of our best authorities on the Logic of Grammar, who, in his recent work, A Companion to the lligher English Grammar, says on this point :—
“The first fact to be Btated respecting the adjective is, that it is the adjunct of the noun, as the adverb is of the verb. The next fact is, that the adjective and the noun together make but one meaning, and that meaning is different from that of t lie noun alone; ‘ tall man,’ although two words, has only one meaning, and that is different from the meaning of ‘ man’ by itself. . . .
The point is to say exactly and intelligibly what change the adjective makes in the noun that it accompanies.”
The opposite view which is sometimes put forward, that the change resides wholly in the adjective, which adds something to the noun not previously represented in it, while the noun itself remains unaffected, appears to me to be untenable and inconsistent with the first principles of language. As the instrument of thought, and the “habit,” to use Mr, Earle’s expression, in which literature clothes itself, the words of a language, for the purpose of the present discussion, may be regarded as so many conventional symbols or grammatical pictures, by means of which objects or ideas become the subjects of thought or description. A picture approaches perfection in proportion as it includes or repi-oduces every trait of the original ; and as every name must be co-extensive with the object named, a noun may be regarded as such a perfect picture. When I frame, whether by speech or by writing, the noun or name “ rose,’ everything which can be attributed to, or predicated of, the object for which it stands, must inhere in the noun. It must, in the language of Sir W. Hamilton, “ include implicity” every kind and every colour of rose in existence. When I prefix to “ rose” the epithet “red,” I do not invent any new quality in the object, or add anything to the noun which did not previously exist implicity or potentially in the original conception ; I simply reduce or narrow the conception by casting off from it all that is unnecessary for the immediate purpose in hand; and “red rose” denotes thus, not “ rose”plus “ red,” but “ rose” minus the “ non-red.” By means of the adjective, I bring under notice a portion of a large class of objects winch possesses a quality not possessed by the rest of the class, so as to make this portion the subject of an assertion which does not apply to the remaining portion of the class. The function of the adjective as a part of speech is thus always one of selection and limitation ; and, as I have already said, our latest contribution to grammatical teaching—the Analysis of Sentences—conducts us directly to this way of regarding it.—Educational Times.
OUTLINES OF LESSONS ON THE ENGLISH LANGUAGE.
By John M‘Lean, Footscray.
No. IV.
Orthoepy or Phonology treats of Elementary sounds.
The human vocal mechanism consists of—
1. A Bellows—The Lungs, Thorax, &c.
2. A Windpipe—The Trachea and Bronchi.
3. A Mouthpiece—The Larynx.
Nasals
Labials
Dentals
Linguals
Palatals
Gutturals.
1. Aspirates 4. Liquids
2. Vowels 5. Sonants
3. Dipthougs C. Surds.
The number of sounds made use ’of by barbarous nations, or by the Pro-historic Turanian and Keltic tribes is questionable. Latin employs 32, German 35, Sanscrit 50, English 42, viz. :—
SOUNDS.
I Gutturals. I' Palatals.
2 SEMI-VOWEL SOUNDS, w as in wet—y as in yet.
4 DIPHTHONGAL SOUNDS, oi as in voice ou as-in house
i „ fine eu ,, feud.
2 ASPIRATES. 6 LIQUIDS.
h and wh 1,r, r (before a con.) m, n, ng.
1G MUTES.
r
t Corresponding d Sonants s or
sh Flats,
eh k
1. All these sounds maybe varied in loudness and pitch, but they differ from each other in quality of tone, which without experience is difficult to distinguish or imitate. The Turkish beggar’s cry for alms (something like baksheesh) is represented in a different way by every traveller. It is a mistake to suppose that the word Mandarin is used by the Chinese. They cannot pronounce it ; and it is found almost impossible for Europeans to imitate the extra labial click (like the crack of a whip) so often used by the Kaffirs.
2. In general the sounds used by all nations are much the same. It is even thought that the leading sounds have a necessary adaptation to express certain ideas, g. e. the n, sound to denote negation—the r. sound corroboration, &c.
3. Different nations have their preferences for certain sounds, and their aversion to others.
The English and Poles delight in Sibilants Germans ,, Gutturals
Greeks ,, Aspirants
Italians ,. Vowels
French „ Nasals.
The Australians never use Sibilants Am. Indians ,, Lubials
Polynesians „ Gutturals.
Among the South Sea Islands, Captain Cook could never teach a native to call him other than “Tute. ”
LONG MULTIPLICATION WORKED WITH A SINGLE LINE OF FIGURES.
The following is a brief method of working long multiplication proposed
by Mr. Charles L. Dodgson in a letter to the Educational Times :_
Suppose we wish to multiply 50248 by 372G. We set the 50248 sum in the usual way, thus :— 3726
We then write out the upper line, lacfovards, on the lower edge of a separate slip of paper, placing a mark over the unitdigit, as a guide to the eye : with this slip we cover the upper line of the given sum, bringing the marked digit over the unit of the lower line, thus :—
We then take the product of the digits which are in the same vertical line (viz., 8, 6); this gives us 48 ; we write the unit of this (viz., 8) vertically under the scored digit, and “ carry ” the 4, thus :—
We then shift the slip one place to the left, thus :—
result as before. The mental process being, “4 + 24 = 28, 43
+ 16 = 44 ; set down 4 and carry 4.”
95S0Q48
Hence the mental process of the last step is, “ 5 + 15 = 20 ; 56248
set it down.” We then remove the slip, and the result _ 3720
appears thus :— 209580048
A similiar method will serve for multiplying decimals : all wc have to remember is, to bring the maiked digit of the slip vertically over whatever decimal place we wish to carry the working to. For example, if we wish to multiply together ‘63624 and ‘25873 ; and if, in order
This method seems to me not only to save space and time, but also to avoid the risk of mistakes involved in writing all the intermediate lines of figures required in the old method, as well as the constant risk of losing one’s place while carrying the eye obliquely from one figure to another figure several rows above it.
to have the answer correct to 3 places, we wish to carry the 0‘63624
working to 4 places, we set the sum thus :— 0-25873
We then write 42636?) on a separate slip of paper, and place 42 6360 it so that its marked digit comes vertically over the 4th 0‘25873 decimal place in the answer, thi s :— •
The mental process of the first step will be, “ 0 + 48 = 48 ; 42 63360
+ 15 = 63 ; + 12 = 75 ; set down 5 and carry 7 :— 0-25873
5
Hence the mental process of the last step is ;< 1 + 0 = 1 ; 0-63624
set it down.” We then remove the slip, and the result appears 0 25873 thus :— T635
I-fcnce the answer, correct to 3 places, will be '164.
[The Editor will he glad if Teachers will forward the questions given to
fourth and, wpper classes, so that a constant supply may he kept up.
They will he arranged in subjects, in order that sets may he formed
at pleasure.']
ARITHMETIC.
UPPER SIXTH CLASS.
Fractions—(1.) (U x H) a G - A,.) (2.) (* +1 - f of $) A (A - tU )
Proportion.—(1.) If £32005 will give £17-09 in 3-3 years, what will give £29 15s. 0 in 3 years 6 months ? (2.') If 1 or. 13dwts. 14 grs. is worth £5"875, what weight yvould be worth £46 13s. 4d ? (3.) If 1 ton of raw sugar sells for £18-75 when a ton of refined sugar sells for £81'5 ; find the price of 37-5 cwt. of refined sugar, when raw sugar is at £21‘8 per ton ?
SIXTH CLASS.
Practice.—(1.) 179 cwt. 2 qrs. 18 lbs. @ £3 12s. 7-|- per cwt. (2.) 207 cwt. 2 qrs. 10 lbs. @ £3 15s. 9d. per cwt. (3.) 53 lb. 7 oz I scr. @ £5 11s. 6d. per oz. (4.) 432 ac. 2 rd. 18 pr. @ £4 19s. (jpd. per ac.
Proportion.—(1.) If 16 dwts. 14 grs. cost £3 Is. 4d., what will be obtained for £10? (2.) Find the value of an oz. @ £50 12s. 9d. for 13 oz. lOdwt. ? (.3.) If I ac. 2 rd. yield 3 qrs. 2 bush, of wheat, what would be the yield of 47 ac. 1 rd. 18 pr. of like land ? (4.; If 4 tons 3 cwt. of coal can be bought for £5 10s. 6d., what will be the cost of 2 tons 18 cwt. ?
FIFTH CLASS.
Reduction Ascending (Dictated).—(1.) 6011097 sq. ft. tosq.per. (2.) 4005600 min. to days. (3.) 6070008 in. to qrs. (4.) 20500677 qrs, to lbs. (Troy or Apoth.)
Reduction Descending.—(1.) 97 yds. 15 ft. 1111 cubic in. to cub. inches. (2.) 84 tons 13 cwt. 2 qrs. to ounces. (3.) 96 ac. 2 rd. 18 per, to sq. yds. (4.) 87 wks. 5 dys. 17 hrs. to min.
Compound Multiplication.—(1.) £79 18s. 9 jd. x 87. (2) £97 15s.
9;’ x87. (3.) £48 17s. IlfX81. (4.) £79 19s. 10|d.x72.
Compound Division.—(1.) £1942 17s. 93d 4-78. (2.) £56039 12s.
1 l;fd A79. (3.) £5935 13s, 71A29. (4.) £7816 15s. 9f A 38.
GRAMMAR.
UPPER SIXTH CLASS.
Analyse.—(1.) Bourdaloue is indeed a great reasoner, and inculcates his doctrines with much piety and earnestness, but his style is verbose; he is disagreeably full of quotations from the Fathers, and he wants imagination. (2.) He does not always take the trouble to fish for himself, but freely avails himself of the labours of others.
Derive.—(1.) Blossom, Reception, Panorama. (2.) Telegraph, Insulator, Womanhood.
SIXTH CLASS.
Parse.—(1.) Her next mishap was to be tumbled accidentally out of a barge on the Volga. (2.) He who hits that rod, I call him fit to bear both bow and quiver before a king. (3.) It would frisk about and jump up to lick the hands of its little friends. (4.) He is obliged to have recourse to artifice and take his prey by surprise.
Inflexions.—(I.) 2nd sing. perf. pot. act. of Steal; perf. part. pass, of Steal ; 2nd sing.fut. perf. ind. act. of Steal. (2 ) Past subj. 3rd pin. of Stand; 3rd pin. perf. pot. pass, of Hurt; 3rd plu. perf. subj. pass, of catch. (3.) 1st. sing. pres. subj. pass, of Hold; 2nd plu. fut. perf, ind. act. of Strike ; Perf. inf. of To Be. (4.) 1st sing, past ind. act of Sing ; 2nd plu. fut. perf. ind. pass, of See ; Perf. ind. act. of Hear.
FIFTH CLASS.
PARSING.—(1.) Then it was they found by certain marks on his skin the bear was no enemy, (2.) Somewhat ashamed of his cowardly conduct he tried to pass oil: the matter with a joke. (3.) The horse is swift and exceedingly strong, and easily carries his master to the end of the journey in a very short time. (4.) I never knew before that you were so fond of drawing,Jsaid aunt Sophia, to her nephew.
Inflexions.—(1.) Past part, of weave; poss. plu. of house; poss. plu. 1st per. pro. (2.) Obj. plu. 1st per. pro.; positive of least; pres, of besought, (8.) Past tense of flee ; poss. plu. of lady ; comp, of ill. (4.) Past part, of show ; poss. plu. of ox ; poss. plu. 2nd pers. pro.
FOURTH CLASS.
Parsing.—(1.) He was formerly a poor man, but he gradually saved money, laid it out wisely, and acquired great wealth. (2.) The only answer that came was a loud bellow from the cow. (3.) lie was then turned oft' from the nobleman’s service, and the fisherman was amply rewarded. (4.) The best way of taking coffee is as we commonly drink it, and there are some constitutions for which it is very proper.
COACHING exercises.
(to TILE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”)
Sir,—If we arc to have a grammatical symposium in your columns, I think every contributor thereto, out of courtesy to the rest, should support his communication by his name. Waiving this point, however, may I ask for space in this month’s Schoolmaster, to icply to a “ Private Coach ?”
“ Private Coach” thinks that the context to the line. “Nor know I not to bo created free, both will and doed,” favours Mr Crooko’s rendering rather than mine. I cannot see that the context tolls much either way. In either case, Adam simply asserts that he is not conscious that the liberty of his volitions and actions ¡6 interfered with, in other words, that he believes himself to be a free agent. In support of my rendering of the line, I adduced two reasons: the first that it was extremely harsh to treat “will” and “doed” following the verb “to be created,” as its subjects; the second, that I thought, it absurd to speak of a “deed,” being “ created free.” To the former argument, “Private Coach ” does not reply : the latter he meets by saying that “ deed ” here, does not mean “ deed.” but only “power of action.” This I cannot but regard as a poor quibble, making Adam appear in the character of a wary dialectician, skilled in the tricks of scholastic word warfare, rather than as the free unsophisticated being Milton portrays. And even granting that “deed” might have this strained metapysical meaning here, I might well make my critic a present of the concession; for surely, “power of action created free ” is still a somewhat transcendental notion, a little too cloudy for ordinary mortals like Milton, and requiring for its elucidation the penetrating intellect of a “ Private Coach.”
My critic, then proceeds to deliver himself sententiously of the doctrine, that the “laws of our own language must be modelled to suit the idioms of the language itself,” &c. An excellent dictum truly, but not to be pushed beyond the sphere of its applicability. For I suppose “Private Coach” would not be so unscientific as to forbid the examination of other languages, when anyr point in our own seems doubtful or obscure. There is such a thing as comparative grammar, and the student of language may derive as much Help) from it as the physiologist fron the homologies of comparative anatomy.
Again in the case of a writer so intensely and studiously classical as Milton, the above dictum is almost wholly irrelevant. Every scholar knows that it is Milton’s habit to cast his thoughts and language into classical moulds, and that the laws of English construction arc inadequate to explain him. Take such passages as these, “And knew not eating death,” Paradise Lost, Book 9. Lino 792; and, “ Or hear’st thou rather pure ethereal stream,” Book 3, Line 7; and others which might be multiplied indefinitely. I would ask “ Private Coach’’ what explanation he can offer from English grammar of such constructions ? The classical reader knows that such turns of language are studied imitations of well-known Greek or Latin phrases, as foreign to English idiom as tho Homan Toga to the wardrobe of a nineteenth century Englishman.
I. must therefore repeat that I believe the lino in dispute, to be a case in point; that it is constructed by Milton on the model of the familiar Greek construction to which I referred; that “I” is the true subject of “ to bo created,” and that “will” and deed” answer to the Greek accusative of reference or of closer definition,
Lastly, “Private Coach ” thinks that “even,” in the sentence, “Hisreasoning, all things considering, did not satisfy even me,” is correctly parsed as an adjective to “me.” The word is one of confessed difficulty, and here we may with advantage appeal to comparative grammar. Now, neither in Greek nor Latin, nor so far as I. know in any other language, would a bona fide adjective take tho place of “even” hero. To me it seems clearly not an adjective, but either an adverb or a conjunction. Suppose we had this sentence to parse, “ The danger would have daunted even a brave man,” I assume that “Private Coach,” and every body else would here call “even,” not adjective to “man,” but adverb to “ brave.” Let us now substitute for “ brave man ” (lie synonymous word “hero,” thus, “The danger would have daunted even a hero.” Does “even,” which has precisely the same force as in the other sentence, now become adjective to “hero?” and if so, is this parsing words, or juggling with them ?
I commend to “Private Conch” the suggestion, that tlve definition of tho adverb might be advantageously extended to include eases where an adverb modifies some adjective notion implied in a noun.—I am, yours etc.,
5 Gore Street, Fitzroy. JAMES CLEZY.
(to THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”)
Sir,—Might I beg of you to transmit a respectful request (o Mr. A. Crooko, B. A. to give, as a supplement to his valuable coaching exercises in parsing, an analysis of the following sentence according to Morrell’s second scheme “ I laugh when those who at the spear are bold And venturous, if that fail them, shrink and fear What yet they know must follow, to endure Exile or ignominy or bonds or pain,
The sentence of their conqueror.”—Paradise Lost, Book II. Several different renderings have been given by teachers who attended (lie lato examination for certificates; and I think it would he a great help to men in country districts if we had something like an authorafative statement of what it should be. The particular difficulty is in the lino “ What yet they know mus follow.” WTould Mr. Crooke come to the assistance of L’vzzuw ?
CONTENTS.
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Boards of Advice Intelligence ... |
74 | |
Leader ... ... ... ... |
78 |
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Coaching Exercises ... ... |
74 ! |
Results ... ... ... ... |
78 |
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Practical Hints to Pupil Teachers |
75 |
The Study of Language as a | |
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Pupil Teachers’ Departmental |
Scientific Discipline ... ... |
79 | |
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Examination, Dec., 1879 ... |
75 |
Victorian Education Department, | |
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The Teaching of English Grammar |
75 |
Appointment, Promotions, &c |
81 |
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Outlines of Lessons on the Eng |
Examination Papers ... ... |
81 | |
|
lish Language ... ... |
76 |
University Intelligence—Exami | |
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Long Multiplication Worked with |
nation Papers ... ... |
81 | |
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a Single Line of Figures ... |
76 |
Mathematics ... ... ... |
82 |
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Result Examinations ... ... |
77 |
Reviews, Notices, &c. ... ... |
82 |
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Correspondence ... ...... |
77 |
Colleges, Schools, &c. ... ... |
83 |
NOTICE.
Among the contributors to the columns of the Australasian Schoolmaster may be named:—Professor Herbert A. Strong, M.A.; Professor John S. Elkington, M.A.; Professor Henry M. Andrew; Professor Charles H. Pearson, M.L.A.; Edward E. Morris, Esq., M.A.; F. J. Gladman, Esq., B. Sc., B.A.; Alexander Sutherland, Esq., M.A. ; Thomas F. Bride, Esq , LL.B.; Charles A. Topp, Esq., M.A.; J. Wright, Esq.; A. Adams, Esq., T. Brodribb, Esq., M.A.
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Birth.
Bkkaden.—On 16th January, at Hovell-street, Echuca East, the wife of John A. Breaden, of a son.
sir a I a shin Srljn.crl waster.
PUBLISHED THIRD WEDNESDAY IN THE MONTH.
MELBOURNE, JANUARY 21, 1880.
The wasteful expenditure incurred in the erection of a multiplicity of school buildings in districts where a less number would suffice, formed one of the strongest reasons urged upon the Legislature for the abolition of Denomina-tionalism. Under a system of education administered by a Department directly amenable to Parliament, the number of school buildings erected would, it was affirmed, be restricted to the actual requirements of each school district. Disaffection in the ranks of the denominational teachers, the aims of a political party, and a desire to induce children of all creeds to fraternize, were, no doubt, the primal cause of our State school system being submitted to Parliament; but the belief that it would be a move economical system than the one proposed to be superseded had much to do with its adoption. The question now arises, has it fulfilled the expectations that were formed of it in this respect? Have the administrators of the State school system exercised the strict economy with regard to school buildings which its founders prognosticated? These are questions that will force themselves upon public attention at theapproach-inggeneral election, and which should consequently be answered in Parliament before the dissolution. Glancing at the map published with the Education Report for the year 1878-9, purporting to “ show the changes in regard to school provision under the Education Act, 1872,” we are inclined to think that the answer to the questions put would be a direct negative. The \ blue dots, showing “ Schools established prior to the Act, and now discontinued,” are infinitesimal as compared with the bright red dots showing “New schools established since the passing of the Act.” We are not referring to the extended area covered by the operations of the Department of Education, but to the large number of additional schools within the area originally occupied by schools conducted under the Board of Education. That the present system of education is in the aggregate more costly than the former system, may be admitted without endangering it, because it has not only pushed its schools forward with the advance of rural populations, but has eased the burden of parents by a total remission of school fees. But if the expenditure on school buildings has been too lavish, through the Department having erected more buildings in some localitities than were actually needed, or in consequence of the expensive character of the buildings themselves, then the burden has not really been taken off parents. What was remitted to them on the Act coming into force in 1872, has been re-imposed in the shape of additional taxation in subsequent years. The real danger to the stability of the State school system lies in this direction. If the importunity of political wire pullers the influence of interested parties, or the want of judgment on the part of the Department, has led to the wasteful expenditure of the sums voted for educational purposes, and thereby unnecessarily burdened the country, the wisdom of continuing the system is sure to be questioned. As far as the educational results obtained are concerned—that is in the number of children attending schools, and the per centage of passes obtained—it is certain that, with the aid of a compulsory clause, the old Board of Education would have accomplished quiteasmuch witha less expenditure of State money. We do not say that other gains have not accrued to the community and to the profession, which would not have accrued under the former system. Still it were folly to deny that the multiplication of State schools in certain districts, and the increasing cost of school maintenance have seriously affected the public mind with relation to the whole system. A similar question is at the present time forcing itself upon the British public. A leading section of the Act, known as Forster’s Act, enacts that suitable accommodation, available for all its resident children, shall be provided in each district. “ Probably no two words have,” says the Saturday Review, “ proved so costly to the ratepayers of the metropolis as £ suitable,’ and £ available.’
£ Available’ accommodation we take to mean accommodation within easy reach, within the walking distance of a healthy child. The conditions which accommodation, to be £ suitable,’ must fulfil are mainly two. It must be suitable as a place of instruction, and it must be suitable for the particular group of children for whom it is intended. A school in which the work should be interrupted by the perpetual whistle of a railway train, or the scholar’s health be liable to injury from a noxious smell, or their lives be endangered in its approaches, would be unsuitable.” The London School Board have given a more subtle definition of these terms. Into the notion of ££ available” they have imported an over-precise limitation of distance. With the professed object of facilitating the enforcement of the compulsory powers vested in them, the Board have set about the erection of schools within a limitof something like a quarter of a mile. This, says the writer quoted, may be convenient for the exercise of the Board’s compulsory powers, but is it not rather hard upon the ratepayers that the supply of schools is to be regulated by a consideration, not of the many who need no compulsion, but of the recalcitrant few ? The Board curiously under-estimates the distance which children can go, and do go, to school with ease and safety, and with positive advantage to their health.
By T. Brodribb, M.A.
To the minds of many, some words convey meanings widely different. To a protectionist the word Protection implies a fostering development of local industries ; while by free-traders it has been styled class-favoritism, and ££ robbery b}7- act of Parliament.” The like, may be said of the wave of political and religious change which passed over Northern Europe in the sixteenth century—by the Roman Catholic it may seem most inaptly called the Reformation; though the term will find a full acceptance among Protestants. And similarly with the word that heads this paper : the outside world may deem that nothing fairer could be proposed than to pay schools according to their results of work, meaning ' thereby, the highest and the broadest outcome of intellectual teaching and moral training; while, on the other hand, the scholastic community will fear that the word results may be interpreted to mean only a part of the whole ; to mean not the true breadth and depth of a real educating process, but rather that one subdivision of it which consists in the accumulation of facts. Indeed, few words in common use are more misemployed, more open to abuse, than the term results. We talk much of the results of school teaching ; we have a yearly result examination ; and with some apparent show of fairness it has been proposed to make all parliamentary grants to schools depend upon those partial results of teaching which can be readily tested by examination ; or, as the phrase runs, to pay wholly by results. Truly, it is a significant fact that almost every intelligent teacher is opposed to such a scheme, although recognising the advisability of periodical examination to test the value of the teaching imparted, and to assure the State that its outlay has been wisely and justly expended.
As most teachers condemn the so called principle of payment by results, it may be profitable to inquire why ; and the reasons are not difficult to be found. First, it will be urged, the system has been tried in Great Britain, and in a modified form in Victoria, and it was discontinued, being found not to work well. The examination, as far as it affected pecuniary results, was restricted to mere branches of book-work which did scarcely more than exercise the memory much and the comprehension slightly, while little effort was made by the State to develop the constructive powers of the pupils, or to deal with their moral training.
Yet surely, if education is to be a real golden treasure and not a wretched brass counterfeit, this is its most important aspect. The gathering and piling up of new facts is of far less importance than the power of investigating and judging of them. In fact, some of the best results of teaching are exactly those intangible things which examiners cannot mark with an outward and visible pass ; but which, nevertheless, are indispensable to the formation of character, and which contribute to make the useful citizen and the good man. Now the moral tone and discipline of a school, with its sense of honour, quickened attention, prompt obedience, and ready self-reliance, include the best elements of character and school training ; though certainly they cannot be tested by the ordinary pass examination ; and any scheme of State grants which should discourage by ignoring them, and by unduly exalting in their place tasks of memory and of bare comprehension, would assuredly be forsaking the substance for the shadow.
In high schools and in elementary schools alike, public examinations, though a certain good, are not without a mingling of advantage and disadvantage, although the former largely preponderates. The drawbacks become evident in various ways. Studies are made to run in a groove ; what is required by taste and inclination is less in demand than what is needed for the narrow limits of a particular examination ; much that is pleasant and profitable being omitted because it lies outside of those limits.
The ordinary effect of examinations is, however, enough to overbalance these objections:—through them emulation is aroused and diligence rewarded ; by them exactness is induced and superficial work discouraged ; in short, they form the ultimate test whereby we distinguish real from sham teaching. But it is a curious fact that the schools of New South Wales, which arc perhaps the best in Australia, have no dix-ect result system ; though, as a check on inefficiency, as a spur to exertion, and as a latent reward in the way of claims to future promotion, periodical examinations are rigidly carried out. Indeed, it may be regarded as certain that in any future development which the system of public instruction will assume in Victoria, periodical examination in some form must be retained as a course causing diligence, ensuring accuracy, and promoting a proper diffusion of teaching. Our own result system, in spite of its obvious blemishes, has nevertheless some excellent features. It ensures in a high degree accuracy and thoroughness ; it is so arxanged as not to encourage fraud and ti’ickery, as would be the case were a money grant to be attached personally to each pupil instead of depending, as is now the case, upon a school’s comparative standard of genei’al proficiency in the subjects of examination ; and, further, the share of the teacher’s income depending upon results (about one fourth) is not so large as to tempt teachers to bestow excessive attention upon the bare subjects of examination to the undue neglect of other branches of educational training which are not within the scope of the result examination.
The writer’s expei’ience as an examiner points to the fact that much of our teaching is of too mechanical a character. Subjects of study requiring little more than the exercise of memory, as spelling and geography, ai’e taught with great exactness; while subjects needing thought or intelligence, such as grammar or the comprehension of a reading lesson, ai’e not commonly taught with marked success. In a subsequent paper, a few practical suggestions will be offered as to the proper way to obtain good results, while paying due regard to the programme requirements, so as to ensure sound instruction and to produce in the pupils readiness and intelligence.
“THE STUDY OF LANGUAGE AS A SCIENTIFIC DISCIPLINE.”
By C. P. Mason, B. A.
It may save some misunderstanding, if 1 frankly avow at (lie outset that my purpose in bringing ibis subject before you is, to a great extent, a controversial one. My treatment of the subject will throughout have reference to a point which is still being eagerly disputed, namely, the expediency of retaining the study of Latin and Greek, or of one of them, in an ordinary school curriculum ; and my immediate endeavour will be to rebut, in a more systematic manner than was possible in a few observations thrown out in a brief discussion, the views on the study of language in general, and of Greek and Latin in particular, which have been set forth by Professor Bain, in liis work on Education, and were recently urged upon you by him in a paper read in this place.
I need hardly tell you that, in the discussion about the educational value of Latin and Greek, there has been a great deal of random talk on both sides. Enthusiastic advocates have pushed the claims of classical culture to an altogether absurd point. Many who take less extreme views, have defended the retention of the Classics on grounds which can only hold good of a very extended course of study, reaching in duration far beyond the ordinary school age. Many very eloquent and very true things have been said about the value of an intimate acquaintance with Greek literature, and the importance of Uellenicculture as the supplement and corrective of Hebraic. These may furnish admirable reasons why those who have means and leisure should pursue the study, but do not make it clear why this particular study should be entered upon by Tom Smith, who will go to business by the time he is 1(5, and while these splendid results are still in the blue distance.
But the extravagancies of those who would exclude Classics altogether, because (as they allege) they are “ of no use,” are quite a match for anything on the other side. Jeremy Bentham gravely proposed to include in an ordinary school curriculum the art of rat catching. Herbert Spencer would have little boys and girls of 14 instructed in their potential future duties as papas and mammas ; and I think the first comment of a thoughtful and experienced practical schoolmaster on Prof. Bain’s “renovated curriculum” would be a protracted whistle. It suggests Sydney Smith’s difficulty as to how a certain exceedingly stout lady was to beem-braced, unless she were taken in succesivesections. If a youth had three or four school and college lives, he might, perhaps, overtake his task, and, 1 venture to add, be a very one-sided and half-educated man after all.
I have no intention of even attempting to go over the whole ground of controversy ; but there is one point that forms the key of the classical position on which professor Bain has opened a lire which is attended to make the whole position untenable. The advocates of classical instruction in ordinary schools have maintained that it furnishes a most valuable mental training. If it can be shown that this claim is baseless, that the study furnishes the feeblest possible exercise for the understanding while it loads and taxes and exhausts the memory, it is plain that the advocates of classical teaching in ordinary schools have not a leg to stand upon. This is what the pi’ofessor maintains; and what I, in turn, shall try and make clear is that his view of the matter is quite erroneous,
I take leave to say, in passing, that the present position of the argument on behalf of classical studies does not “resolve itself into the necessity of proving the transcendent, ineffable superiority in the circumstances attending the combination of Latin and Greek. As a matter of fact, there is no one invariable system that can be called the present system. Many schools teach both ; in others Latin is taught to all, and Greek to a few ; in others Latin is taught but no Greek, and this not because the superiority of a combination of Latin and Greek is not admitted by those who teach Greek but little, or not at all, but because unavoidable circumstances render it impossible to teach both with effect and profit. Nay, there are advocates of classical study who will readily say, “ Give up both if you must, only let t,he must be made indisputably clear.” Against even the moderate advocates of classical studies, however, it is clamorously asserted iu many quarters that it is a piece of obsolete folly to retain either Greek or Latin in an ordinary school curriculum. To this outcry Professor Bain has lent the whole weight of his authority, and the whole aim and purpose of his actual arguments is to show that the outcry is justified.
Let me also point out that the whole case for the retention of classical studies does not collapse, even if it be proved, in opposition to “ the supporters of the present system,” that their claims are maintained on untenable grounds, and that there is “no special efficacy in their work— nothing that may not equally well be done in other ways.” Such an argument is something like this :—A. and B. advocate different routes for going to a given point. A. says, “My way is far the best and shortest of all ; therefore every one ought to take it." “ No,” says B,, “I can show that other ways are equally good and equally short; therefore no one ought to take yours.” Take which you please,” would be the sounder conclusion.
As regards the training power of language study, Prof. Bain has expressed himself to the following effect. He says :—
“The exercise of learning a language resolves itself into learning vocables and their meanings, conning grammar, and translating.” “ To learn grammar is to understand certain rules, and to apply them as the cases arise,” “ The translation exercise is a tentative process. The meanings of the separate words have to be ascertained, and out of several meanings of any one word a selection has to be made such as to give sense along with the selected meanings of the others. Various combinations have to be tried, until some meaning is hit upon which resolves the difficulty. The application that this requires is the application needed to solve riddles and conundrums.” “ It is, moreover, generally admitted that the use of Cribs does away with the good of the sit-
uation as regards translating into English.” (Education as a Science, pp. 367—370.) “ By far the largest part of the acquisition of language
is simple memory.” The scientific part—the grammar—“is only a small corner of reason in a vast domain of memory.” “ The memory is the great thing in language, and the understanding the small thing.” The generalizing process may be evaded by a good verbal memory.” “ The arts and refinements of language teaching are all aimed at casing and assisting memory. There are points here and there to exercise the reason, but the more effectually the memory is stored with vocables and their meanings, the less need is there for any other faculty.”—(Educational Times, July, 1870.)
New my own life-long experience’ as a learner and teacher so flatly contradicts this view of the matter, that statements like the above fill me with the same sort of curious wonder that I should feel if a man declared that he had walked through Cheapside to-day at noon, and had met with a man only here and there. But just as a man may be led blindfold through the streets, and only become conscious that there are moving men about him by an occasional and unwelcome collision, so it is possible to do something called teaching Latin in such a fashion that the memory shall be the great thing and the understanding the small thing. I can quite readily believe that the method of going to work described by ITof. Bain is a record of personal experience, even down to the “ cribs.” I frankly admit, too, that the style in which Latin and Greek have been too commonly taught in past 3rears, and are too commonly taught even now, is so perverse and irrational as to give the enemy ample occasion to blaspheme. Thousands and thousands of unhappy children have been made to begin by learning that stupid old Eton grammar by heart before they understood the stricture of the simplest Latin sentence, and have been then turned loose, with a dictionary, into Ovid or Virgil, to guess at the sense as they would at a conundrum. This is as though a teacher of Chemistry should begin by making his pupils learn the names and atomic weights of all the elements, and commit to memory a description of their properties and those of their compounds, before the}' had seen a single experiment, or handled a single chemical substance, and should then set them to analyse a lump of mineral ore by the aid of a set of analytical tables.
My object to-night is to show that, whatever may be true of the sort of work described by Mr. Bain—and he is welcome to knock it about as much as he likes—he is quite wrong in trying to make us believe that language study has nothing better than this to offer. I shall try to show that there is a better method of going to work ; and that, with right methods, the study of Latin and Greek furnishes a scientific discipline, remarkably varied, exact, and fruitful ; that it has some advantages that do not exist elsewhere, and achieves some valuable results peculiar to itself, and that there are sound reasons for retaining the study of at least one of what are improperly called the dead languages in the curriculum, even of a boy who must leave school when 16 or 17 years old, and has no chance of the still larger but remoter benefits that are rightly claimed for the completer mastery of those tongues.
I suppose we shall all be agreed that the teacher’s work should be mainly directed to that which is not likely to be done properly without his help ; that the training and discipline of the faculties is of paramount importance in school work, and must take precedence of the mere acquisition of knowledge ; that it is the former in which the pupil most needs guidance, while the trained mind may be safely left to acquire knowledge by itself after the pupil has passed from under the master’s care. The educational value, therefore, of any course of school study is determined mainly by ils disciplinary effects, and not by the utility of the applicable truths which may be stored iu the memory. Hence we rightly judge that Geometry is of such enormous importance, notwithstanding the large amount of time spent in demonstrating truths which the learner never doubted, and in mastering propositions which not one person in ten thousand ever has occasion to apply in practise. It is this disciplinary value of science-teaching which is mainly urged, and rightly urged, as the ground for making it part of a good school curriculum. Moreover, the value of this mental discipline does not depend upon the bigness of the phenomena dealt with, but upon the degree in which they furnish occasion or the methodical exercise Of the understanding and 7eason in the investigation of them. This is what I mean by scien tific discipline.
Now, in opposition to the idea that the study of a language is scarcely anything but an exercise of memory, and that, if the understanding is used at all, it is mainly to help the possible infirmity of that faculty, so that the more you can remember the less you need think, my position is just this, that any cultivated language, and Latin or Greek in a degree far beyond any modern language, presents a vast aggregate of related and mutually independent phenomena—phenomena which lie very close to our own intellectual life, being the product, and a most extraordinary product, too, of those very thinking forceswhich in our conscious existcuce we are incessantly calling into action. The elements that compose this aggregate present endlessly varied combinations, and the most subtle and unexpected affinities, linking themselves at every step with the movements and necessities of our processes of thoughts. I maintain, further, as an obvious truth, that such an aggregate of phenomena must admit of being investigated on scientific principles, with the application of logical methods, and the constant, exercise of observation, of minute attention, and of delicate discrimination ; that the rotations and laws which underlie and explain the facts admit of being reasoned out, and not merely “ conned” from a book ; that, in fact, the study is capable of giving as thoroughly scientific a discipline as Chemistry or Physiology.
When I speak of the scientific teaching of language, I mean teaching a language by the application of those principles and methods which a good teacher would adopt with such a subject as Chemistry. How does such an one go to work ? He proceeds throughout upon the principle that facts come first, and explanations and generalizations afterwards,
He never gives the latter, except in presence of the former. He makes his pupils observe that carbon, sulphur, &c., burn in oxygen, and do not burn in nitrogen or carbonic acid, before he gives them any generalizations upon the subject ; and when he does give them these, he makes them see how the observed facts are logically related to the general law. He begins with the simpler phenomena, and proceeds gradual^ to those that are more complex. He makes acquaintance with facts, and deduc-j tion of general laws proceeds pari passu ; he does not put all his facts first, and all bis laws afterwards, but as soon as a set of facts lead up to a general law, facts and law are brought together, and he will gradually show how, in many cases, two or more generalizations are merged in one still higher ; and alt through he brings out before the mind of his pupils that phenomena occur, not because there is some arbitrary and inexplicable law that they shall occur, but because the various elements dealt with have definite properties, and that chemical phenomena are the exhibition of those properties iu action. All this is a constant application of inductive methods, and yields a mental discipline of high value. What I contend for is, that Latin or Greek may be dealt with on similar principles, and that the study will then yield similar fruits. For the sake of convenience, I shall draw my illustrations from Latin alone.
In teaching Latin, then, the scientific teacher proceeds upon the same lines. Grammatical facts and grammatical laws are made to go hand in hand. As soon as inflexions are learnt, the learner is led to observe their functions in actual use. Just as the chemist begins experimenting with two or three simple substances, the scientific language teacher begins with the simplest elements and forms which admit of being united into an intelligible whole. When these are well understood, the functions of new forms are dealt with, and so on till the properties of all the common elements of language are mastered in their simplest uses. Then more complex combinations are dealt with, and wider generalizations arrived at, the learner being led to see throughout that grammatical forms mean something, and that the reason of their use is to be arrived at by finding out what that meaning is, and not by appealing to some occult, mechanical power called governing ; and, to bring into sharper relief what he is trying to make clear, the teacher will avail himself of the resemblances or contrasts offered by cognate phenomena with which the learner is already familiar, whether in Latin or in his own language.
Now, some of you may say, “ That is all very fine, and may be very true ; but at present it is just a trifle vague.” Well you will not expect me to give you here and now a complete vade-mecum of scientific method, but I will try to give one or two illustrations to show ivhat a quantity of mind-trainiug can be got out of the grammatical phenomena. The process may begin at the very outset. The mere relations of subject and predicate give us something to begin with. Call the learner’s attention to various specimens and forms of the simplest sentences that he can have in Latin. A few well-directed questions will lead him to contrast Latin and English. He will see the greater fulness of the inflexional system. The single word amo or amat may be made to teach him how subject and predicate may be wrapped up in one word. A very young learner may thus arrive at the real function of a personal suffix, and understand that it is nothing more than a pronoun in disguise. Again, place before a beginner the sentences Nauta laudat poetam and Poeta laudat nautam, with their English equivalents. The pupil will be made to use his eyes, and see that the altered relation of the ideas is accompanied by a difference of form. (Does he do anything much more wonderful than this when he notices that two different re-agents produce precipitates of different colour in the same fluid ?) Already he secs that Latin is not quite like English in the way in which nouns are dealt with. He will next be made to see that the Latin ivords yield the same grammatical construction in what ever order they may be arranged. He has already got his first lesson in the important fact that in Latin form must be his guide to function, and that in making out a Latin sentence he will have to dispense with the leading strings of the familiar order of words in English. By what logical process docs he get at this? By seeing, on comparision of various instances of the occurrence of a certain phenomenon, namely, the use of an accusative case to mark the object, that a circumstance which his English experience might have led him to supppose was an inseparable condition of the phenomenon, namely, a particular arrangement of the words, may be entirely eliminated. If this is not a simple application of inductive reasoning, what is it?
Did time permit, I might give you scores of similar examples of the way in which the bnddiug intelligence even of the young beginner may be brought to bear upon the examination and comparison of elementary grammatical phenomena, so that he shall not merely understand, but actually work out for himself, the primary generalizations to which they lead. But let us look at a somewhat higher exercise of intelligence.
At some later stage in his studies, the learner will be introduced to such expressions as, Eo lio mam, Aclibo hominem, Servus in tempi inn eurrit. He finds that the presence of a transitive verb is not essential to the occurrence of this phenomenon—the use of an accusative case. On comparing the various groups of facts associated with the use of the case, he finds that there is one circumstance, and one only, that is common to all, namely, that the direction of an action towards the point indicated by the noun in the accusative has to be expressed. Herein, then, he : finds an explanation of the use of the case. It seems to me that this is marvellously like induction by the method of agreement. Well, Latin Grammar is full of this sort of thing ; that is, when so studied as to conduct the intelligence through the processes by which general laws are deduced from particular instances, and not degraded to the “ conning” of a set of rules.
Our young student, however, has not yet got to the bottom even of the accusative case. When he comes to examine further such phrases as Decern anuos vixit, or Tria millia processit, and many others, a new application of his inductive processeo will lead him to see that his gen-
eralization is not yet quite wide enough, but must be included in the still wider one that the accusative marks “ the scope or range of an action or attribute.” He will now be able to co-ordinate a large variety of special rules, and see why he always finds the accusative in company with the prepositions ad, per, trans. &c., and never with ab or ex, which may denote the starting point of an action, but not its range. Surely there is admirable exercise for the intelligence in thus, by strictly logical processes carrying up limited and provisional generalisations into such as are higher. It is that which all science struggles to achieve, and when achieved regards as its highest glory.
There will be similar practice for the intelligence in dealing with the other cases. Take the genitive for instance. The beginner will naturally first make his acquaintance with the case in its possessive sense. But when he has compared pueri liber withy;?icri mors, and mortis timor, kc. he finds that the idea of ownership must be widened into the more general conception that the one thing has a relation of some sort to the other, by marking which the noun in the genitive, like an adjective, specializes and limits that for which the other noun stands. This is, in fact, the import of the Greek name for the case, which the ltomans mistranslated by the word genitivus. Now that his intelligence has been brought into play, he will discard the stupid old rule, that the latter of two nouns not standing for the same thing is put in the genitive—a rule which certainly makes no demands on the understanding, because there is absolutely nothing in it to understand, and which, in fact, puts the cart before the horse. A noun is not put in the genitive case because it is the latter of two nouns ; it is the fact of its being in the genitive, and so expressing an attribute idea, which enables it to be made the latter of two nouns, just as certain words do not become adjectives by being attached to nouns, but admit of being attached to nouns because they are adjectives.”—Educational Times, Nov., 1870.
[To be continued..)
IH efori mi Ou coti o n .deportment.
APPOINTMENTS, PROMOTIONS, &c.
William H. Collier, II.T., Tootgarook, No. 1607; Maria M'33ride, H.T., .Drouin West, No. —; William R. Dillon, II.I1., Barcoo West, No. 2221; John E. Fitzgerald, II.T., Middle Creek East, No. 2222 ; Esther Haslor, Asst., Adelaide Lead, No. 25; Georgina E. S. Foss, II.T., Echuca North, No. 1780; Sarah Itynliart, H.T., Upper Axe Creek South, No. 1783; Susan M. Smale, H.T., Darkbonee, No. 222; John West, H.T., Marungi, No.—; Anne Watts, 2nd Asst., Bacchus Marsh, No. 28; Jas. H. .Reidy, II.T., Rowsley, No. 2183; Bridget Colgan, 2nd Asst., Kangaroo Fiat, No. 981; Barbara Rcuuick, Asst., Balwvn Road, No. 1026; Elizabeth A. Harris, Asst., Strangways, No. 1538 ; Kato Hyland, H.T., Sandon, 1539; Rudolph Hoffman, H.T., Sailors’Home, No. 1632; John Sloss, H.T., South Warrnambool, No. 1902 ; John G. Byrne, 11.T,, Traralgon Creek, No. 2114; John Ilealy, 2nd Assistant, Collins-street, No. 174; Edward E. Bell, 2nd Asst., Carlton. No. 177; Fannie Flynn, Asst., Epsom, No. 221; Eliza J. M‘Intosh, H.T., Yalca South, No. 2198; Annie Bird, II.T., Diggora South, No. —; Mary Jane Wilkins, H.T., Kangaroo Hills, No. 881; Isabella Finlay, Asst., Panmure, No. 1079; Frederick Hamilton, H.T., Koyuga, No. 1276; Fanny Shusrg, H.T., Buckley’s Swamp, No. 1339; Duncan M'Lean, II.T., Pearsontown, No. 1456; Albert Duggan, H.X., Drung Drung, No. 1519; Jas. Thom, 1st Asst., Kilmore, No. 1568; Isabella M‘Kay, 2nd Asst., Kilmore, No. 1568; Jeannie Hogg, 2nd Asst., Dunolly, No. 1582; Mary A Richardson, 1st Asst.., Ballarat. No. 1919; John Gleeson, H.T., Modewarre, No. 406; John W. Kemp, H.T., Tendon, No. 719; Mary J. Curnow, Asst., Tendon, No.719; Ch«s. L. Money, H.T., Cape Bridgewater, No. 741; Clarissa Robertson, Asst., Gowcrville, No. 824; John Dandridge, IT., Mangalore. No. 969; Mary M’Donald, H.T., Wori Yalloak, No. 1259; Wm. Lascelles, H.T., Little Hampton, No. 1700 ; Gaston J). Kemp, II.T., Myerstown, No. 1990; Annie Kiermrn, H.T., Gowangnrdie, No. 2230; Alexander M‘Kie, 2nd Asst.. Seymour, No. 547; Eliza Jane Noble, II.T., Trapps Corner, No. 1407; Margt. Rattray, 1st Asst.. Ballarat (Queen-street), No. 1998; Abednego J. Oswell, II.T., Harrow, No. 2049; Margaret Howard, H.T., Granite Hill, No. 2266; Catherine A. A. Moynihan, H.T., Taylor’s Creek, No. 2231; Clias. Jenkins, H.T., Upper Reedy Creek, No 2234; Annie Moran, 11.T., Winchelsea Plains, No. 1380; Duncan J. Mackintosh, H.T., Terrick Tcrrick East, No. 1741 ; Fredk. Partridge, 2nd Asst., Searsdalo, No. 980 ; Zoc Hooper, Asst., Raywood, No. 1844 ; Annie E. Mossman, H.T., Caiapooee, No. 1648.
The following is the Arithmetic paper set for candidates fora Certificate of Competency and for admission to Training at the December Examinations, 1879. [ Solutions next issue'] :—
ARITHMETIC.
Set No. II.
Three hours allowed for this paper.
1. Explain the terms addend, prime number, common multiple, factor, inverse proportion. Illustrate your answers by examples.
2. When the quotient is Ninety-three thousand and fifteen and the dividend is Five thousand seven hundred and sixty-seven millions nine hundred thousand and nine, find the divisor and the remainder.
3. A quantity of wheat and the bags containing it weigh 27 tons 2 cwt. 46 lbs. Taking the weight of the "bags as 1]' per cent, of the whole, find the value of the wheat at 5s. 2d. per bushel (60 lbs.)
4. Find by Practice the value of 3 square miles 130 acres 2 roods 19 poles at £7 15s. 9d. an acre.
5. An insolvent’s debts amount to £1750, and his assets are estimated at of this sum. If Sd. in the £ of the assets is spent in realising and distributing them, what is received by a creditor for £58 12s. ?
6. A thousand men had provisions for 85 days. After 17 days a certain number of the men went away, and the remaining provisions served the remaining men for 80 days, How many men went away ?
7. If a mass of silver be worth £720,000 at £3 17s. (Id. per lb. Troy, find the value of another mass one and a half times as large, '»hen the price is 13§s. for 2.j oz.
8. State and prove the rules for determining mentally—
(a) The value of a gross when the price of one article is given.
(b) The interest on £120 for 7 months at 5 per cent, per annum.
9. Find the principal which in 4^ years at (>,} per cent, per annum, simple interest, will amount to £584 10s.
10. What fraction of 5 weeks 1 day 5 hours exceeds J of (52 hours 15 minutes 5 seconds by 15 days 18 hours 51 j minutes?
11. Simplify
t/t of I + Tg of f ^ rt, I 'I x t'* “ o v t i
2i -
12. (a) What quantity must be added to the product of 2'045 and ■004 so that the sum shall equal the quotient obtained by dividing •64575 by -68 ?
(5) Express •01236 as a vulgar fraction in its lowest terms.
13 (a) Explain the term double entry in book-keeping.
(b) Describe how you balance a Real Accouut, for example, a Wine Account.
(c) Distinguish Bills Receivable and Bills Payable.
(d) Post the following :—
10th Nov. 1879.
Received from James White goods as per invoice Paid him on account ... ... .. ... ...
Paid clerk’s salary for October . ... ... ...
18£/i Nov.
Sold J. Campbell six cases of wine at £5 10s a case Received from W. Fallon twenty cases of wine Paid W. Fallon ... ... ... ... ... £32
Gave him my acceptance at three months for ... 61
|
£120 |
12 |
4 |
|
50 |
10 |
0 |
|
15 |
0 |
0 |
|
33 |
0 |
0 |
|
93 |
4 |
0 |
|
0 | ||
|
0 | ||
|
- 93 |
4 |
0 |
|
. 100 |
0 |
0 |
|
. 60 |
0 |
0 |
|
. 2 |
2 |
0 |
19th Nov.
Received legacy from executors of late Mr. Goodman
Remitted to James White on account ... ...
Donation to the Hospital ... ... ... ..
N.B.—Every figure that you find it necessary to employ in the solution of these questions should appear on the papers you hand in. Answers alone will not be considered satisfactory.
Female candidates for Admission to Training must answer the first eight questions. Female candidates for a Certificate of Competency and male candidates for Admission to Training must answer the first twelve questions. Other candidates must answer all the questions.
¿imborsiti) ¿intelligence.
ARITHMETIC AND ALGEBRA.
Solution of the Arithmetic and Algebra Paper set at the Matriculation Examination of the University of London, June, 1879.
(Solution by T. KlMBBR, M.A., London.)
1. Add together of of -8'v of a pound, and -A- of f-J of l.y of a shilling, stating the result as a fraction of half-a-crown.
3 7 1 1 ‘20 5 57 7 1995
11 x 87 X 84 ~ 3828 “ 3828''” 33 x 58 x 4 ~ 7656s';
20 1995 40 + 1905 2035 2_ 37.
3828+7656 7656 ’ anc 7656 x 5 348
2. Multiply 123 456 by 654*821 correctly to the nearest integer.
654-321
654-321
80779-8 = 80780 nearly.
3. Obtain the square root of 0 001111111 correct to 7 places of decimals. Multiply the result by the square root of 7'29.
0 0333333x2-7 = 8999999.
4. Reduce 1.45678 to a vulgar fraction ; proving the truth of any rule regarding recurring decimals which you may require to use.
Assuming that -00678 =
_v. 45000 678 ( _ 45(1000-1) ) 45000-45 + 678
•4o678 -100000 + 99900 ( '4’’ 100 (1000 ~T)
46678—45 15211
99900
99900
33300
.-. 1-45678 = 1:VHM.
5. Having given that one foot is 0*3048 of a metre, what is an acre in square metres ?
If 13 cubic feet of stone weigh a ton, what will a cubic metre weigh in kilograms ? [A kilogram may be taken as 21 lbs.]
654 321 130 864 19 630 2 617 327
39
(•3048)2X9 x 4840 = 4046-8564224 sq. metres,
(b) •30482 = 09290304,
•30483 = '028316846592,
x 13) = ‘368119005696,= 2-716 ... tons in one cubic metre, oool19005696
X20 x 112 x
= 2765‘38 kilogs.
6. A coal-pit has an output of 1000 tons a week, which is sold for £370 ; tlie price of large coal is 10.?. a ton, of slack 4.?. a ton : how much of the 1000 tons is slack ? If the slack costs the coal-owner 6s. and the large coal 7.?. a ton ; what are his profits per week ?
Let x = no. of tons of large ;
lO.r + (1000—#)4 — 7400,
10#+ 4000—4x = 7400,
6# = 3400, x = 5665 •
1000—566§=433^=no. of tons of small.
.?. d.
Gain on large 566| x 3 = 1700 0
20) 833 4~
7. Simplify {a- + b" + e-) (x2 +y- +:-)—(bz—cy)2—(cx—az)a— (ay—
bx)~. (ax + by + cz)8.
8. What must a be that x2 + 6# + a may be divisable by x + 2 ?
(x + 2) (x + y) = x2 + 6# + a, x2 + (2 + y)x + 2 y — x2 + 6# + a,
2 + y — 6, y = 4 ;
and a = 2y, a = 8.
9. Solve the equations :—
,r + 2i/ + 3« = 14)
4.r + 3y + 2s = 10 \ ,
3.r + 4y + 02 = 26 j
explaining any peculiarity you meet with.
3# + 6y + 9- = 42 3+ + 4y + 6z = 26
2y + 4s = 16 or y + 2z = 8;
12x + 1 Gy + 20z =“10 12# + 9 y + 6s = 48
7y r 14z = 56 or y + 2z«= 8 ;
. ■. x — 0 y = .<?. 2 = il
The equations are indeterminate (vide Todhunter, cap, xv.) and any value assumed for one unknown quantity gives corresponding values for the rest ;
# = —4—3—2—1 0 12 3) y — 12 10 8 6 4 2 0-2 land so on.
s = - 2 -1 0 1 2 3 4 5)
10. The Arithmetic mean of two numbers is 17, and the Geometric mean is 15 ; what are the numbers ?
x + ?/
2 * =17, # + y = 34,
V xy —15, xy — 225
4xy = 900
x2 = 2x,y + y s= 1156 x-y =4. 16,
# — 25 and y — 9. The two series are 9, 17, 25, and 9, 15, 25.
11. A man’s income is £100 the 1st year, £105 the 2nd year, £110 5s. the 3rd, and so on, increasing each year ; on the other hand, his expenditure is £100 the 1st year, £105 the 2nd. £110 the 3rd, increasing £5 each year ; how much has he in hand at the end of S years ?
100 1 +
21
20
|
(ALYA... |
J I1 \ |
|
V 20 / |
\ 20 ) |
1
QUESTIONS FOE SOLUTION.
9. (From the Matriculation Exhibition of the Melbourne University, 1871) Define the symbol am; from your definition prove that am. a>> = am + » ; How is the meaning of the symbol ai arrived at?
Solution by Robert Camm, State School, 522, Rutherglen.
The symbol am denotes that the quantity represented by a is multiplied by itself as many times as the letter m may represent, and is called the with power of a. The letter m denoting the number of factors which produce the with power is called an index.
fl» = ?ith power of a.
aman = product of with and nth powers of a.
The product of two algebraic quantities is expressed by writing those quantities together with an index equal to the sum of the indices of the two quantities
thus a x b — a' x b' — ab
a x a = a' x «' = a' +' = a2 a2Xa3 =a~ + 3 = a5 for a- =a x a and a3 = aXa x a
a'-Xa3 = (aXa)X(aXaXa) —a5
Similarly am x a„ — (a x a x a to m factors) x (a x a to n factors)
= (a x a to (m + n) factors)
= am + n
ah — Square root of a— •la
If this be true, then a\ x ai = ci and from what has been said above ah x ah = ah + i== a' = a .’. ai= la.
10. (By E. Blackwood.) F and Q are two random points within an equilateral triangle ; find the chance that the circle of which P is the centre and PQ the radius lies wholly within the equilateral triangle.
11. (From the Ordinary Examination of the Melbourne University, 1S69.) Find the wth term of the harmonic series of which the first and
second terms are a_ and a 0 6
— and — are in Arithmetical Progression a a
and A- is common difference a
... 1 0 + 91—1
.\ nth term-=-
a a
n + 4 --«
cl
:. nth term of the Harmonic Series = —.
n + 4
100“
21
20
-1
= 100
477455... )
•05 (
= 954-910S87...
= £954. 18s. 2id.
(100+ 135).8 *-5-- = 940
£14. 18s. 2id.
12. There are in a bag 50 balls, black, red, and white. If the black balls were doubled, the red tripled, and 5 white balls were removed, the resulting number would be the same as if the white balls were tripled and all the red removed, or as if the red balls were quintupled and all the white removed. How many of each colour are there in the bag ?
Let # = No. of black, y — JSTo of red, ««No. of white,
x + y + z =• 50,
2# + 3y + (z - 5) = x + 3z = x + 5y. x+ y+ z — 50 x + 3 y - 2 z = 5 x - 2y + 2 = 5
3?/ = 45, y —15, &c.
10 black, 15 red, 25 white.
On page 84 will be found a list of the Stale School Exhibitioners who were successful at the recent annual examinations.
“Liber MelbtjrniensiS:’’ The Book of the Church of England Grammar School, Melbourne. Its History, Register, and Various Memoranda. Melbourne : S. Mullen.
Like the school from whence it emanates, “Liber Mclburniensis” findsits prototype in the books of the English Public Schools. In its preparation the editor has evidently kept before his mind “The Eton Book,” “The Rugby Book,” or someother “book” of thegreat public schools of England. The book forms a very valuable contribution to the history of public instruction in the colony of Victoria, and as such it should find a large circulation outside the immediate circle of the Church of England Giammar School. “ It is certainly to Bishop Perry,” says the editor, “ and to the zealous body of churchmen who were helping him in all good works, that this Church of England Grammar School owes its existence. But no zeal could so soon have produced such results had it not been for the rapidity with which, at this time, Melbourne had filled with people and grown up. The discovery of gold was not an unmixed blessing, but it was the cause of the quick development of the colony of Victoria. Without the large number of people who were brought together under that strong excitement, many of whom soon settled down to ordinary occupations, it would have been absurd to found a university, and the various public schools of the colony would not have been needed. In 1851 gold was discovered, and when the news reached Europe, the influx began. Leyden University was founded just after the darkest, yet most glorious hour of Holland’s history. Berlin University was founded when Germany, torn and distracted, was suffering under the dominion of Napoleon. So, with a wise prescience that wealth alone or material prosperity will not make a people, it was in 1854, at a time when the colony was suffering from the strain of prosperity that came too suddenly, that the Melbourne University was founded. A year earlier than this the first public meetings were held which ended in the establishment of the Grammar School. The preliminary committee then appointed, which was small enough to mean work and not talk, first met seven weeks after the foundation of the University (10th July, 1854). The passage referring to the Rev. Dr. Bromby’s head mastership, and the story of the Witherby Tower are of special interest. Dr. Bromby’s father held the Vicarage of Hull, Yorkshire, for the remarkable period of sixty-nine years. " On leaving the Cambridge University, of which he was a Wrangler and a Fellow, he became Acting-Principal of Bristol College,
having for his colleague Professor F. W. Newman, and having among his pupils Walter Bagehot, the eminent political economist. In the year 1847, the Doctor became principal of Elizabeth College, Gurnesy. the foundation of which dates back to the reign of Queen Elizabeth. Here he had as a pupil Hugh C. E. Childers, afterwards one of the founders of the Melbourne Grammar School, a foremost politician in Victoria, and now the acting Agent-General for the colony at Home, and a prominent member of the British House of Commons. On the 1st of February, 1858, Dr. Bromby arrived in Melbourne to take charge of the Church of England Grammar School, the head-mastership of which he held down to Easter, 1875, when he was succeeded by E. E. Morris, M.A., formerly head-master of the Bedfordshire Middle Class Public School. Soon after Mr. Morris became principal of the Grammar School the Council resolved to complete the original design of the school buildings. The Witherby Tower was built in 1876, the Library enlarged, and the upper story completed from the tower eastwards. A melancholy interest attaches to this tower. “ Herbert Witherby, son of Mr. Arthur Witherby, of Blackheath, near London, had been a pupil of the present headmaster in former years, at St. Peter’s College, Radley. Being taken ill with consumption, the doctors ordered him a complete change of air, and sent him to New Zealand. Through the breaking of a bloodvessel he became much worse on the voyage, during which the vessel was driven unusually far to the South. The medical men whom he consulted at Auckland gave him no hope of rallying, or even of life, and bade him return at once to his relatives in England. When he reached Melbourne and called upon his only friend in this part of the world, it was found that he was too ill to proceed further. After eight weeks illness, he died at the Grammar School, and was buried in the Melbourne Cemetery. Out of gratitude his father built the tower, which is called after his son’s name, and placed the clock in it. On a marble slab, inside the porch, is inscribed the following inscription :—1 In memoriam, Herbert Witherby juvenis eximia pietate, moribus purissimis, qui sub caelo sereniore, frustra salutem quaerens, apud amicum, hujusce scholacpraesulem, tabe consumptus in Christo obdormivit, hanc turrim extruendam curavit moerens et gratus pater. A.S., MDCCCLXXVI.’ ” Liber Melburn-iensis is a crown octavo, well printed, and handsomely bound in Oxford blue—the school colour.
■“ The Secret of a Clear Head.” By F. Mortimer Granville. Sixth thousand. London: Hardwick and Bogue, Melbourne: S. Mullen.
This is one of a series of very acceptable books on the subject of bealth from Mr. Mortimer’s pen, the chief object of which is to “ help the worried and the weak to avoid the peril of mind disease.” The writer ■deals with this subject in a light and instructive manner, throwing off many useful hints and practical suggestions. The title of the chapters are, Temperature, Habit, Time, Pleasure, Self-importance, Consistency, Simplicity, and a summary on The Secret of a Clear Head
Blackie’s Comprehensive School Series,” “ Blackie’s School Classics,” and “ Blackie’s School Manuals.” Melbourne : M. L. Hutchinson.
This is the most complete and the cheapest collection of graduated •school books yet introduced to the notice of the scholastic profession of Victoria. The “School Classics” and “School Manuals,’ •being specially adapted for the senior classes in schools under the Education Department. Among the classics, we have the “ Ancient Mariner,” by S. T. Coleridge; “ The Fire Worshippers,” by Thos. Moore ; -“The Deserted Village,” by Oliver Goldsmith; “The Prisoner of Chillon,” by Lord Byron ; “ L’Allegro ” and “ II Penseroso,” by John Milton ; and “ Civil and Moral Essays,” by Lord Bacon. Each book (price only threepence) has a sketchof the author’s life and principal works, and is also supplied with copious notes. In the “ School Manuals ” we have Longfellow’s “Evangeline,” and Byron’s“ Prophecy of Dante,” with biographical notices and prefatory and explanatory notes. The objects of the editor of this series has been to supply just sufficient collateral information to stimulate the minds of teachers and pupils to further research. “ It should be well observed that notes alone, however full and explanatory, will not supply the place of oral teaching. . . Among other objects aimed at by teachers who take ‘ Literature,’ may be mentioned that mental training which will enable their pupils to grasp the meaning of the text— to appreciate its niceties of sentiment, of structure, and of language, and the examination in detail of the various figures, illustrations, and allusions of the writer.” The “ School Series ” embraces three standards •of Arithmetic, two Primers, Outlines of the History of England, a First and Second Reader, together with a “ Newspaper Reader,” containing ■extracts from the journals of the nineteenth century on the events of the day. The last named book owes its origin to suggestions made by the heads of the Education Department. We agree with the editor that “ in view of the fact that newspapers constitute so large a portion of the reading of the present day, a work of this kind should form part of the educational course of the rising generation.” The range of extracted matter is very wide, beginning with the 1 Vcekely Naves, 23rd May, 1622, and closing with ■one from the Daily Telegraph, 1st January, 1876.
Received.— Victorian Education Report for 1878-9 ; Young Victoria; The Melburnian; Wesley College Chronicle; Patchwork; South Australian Gazette.
CHURCH OF ENGLAND GRAMMAR SCHOOL.
A little while ago we had, in School, a practical illustration of the plebiscite. There was a conflict of opinion in the Sports Committee upon an important question of expenditure of funds. Appeal was therefore made to the whole School—as the funds arejeontributed by all—and the result was in favour of the expenditure. This method of decision by .School Meeting or School Levee is by no means unknown in other schools; but it would, perhaps, astonish our readers, if aught can astonish them, to hear of a school in which the whole school-life was established on a democratic basis. The world knows well the name of Sir Rowland Hill, the author of cheap postage, who died in England last August, full of years and full of honours. But it is not so generally known that Rowland Hill was for many years a schoolmaster. In the notice of his life, published in the Times, and in a book called “ Essays by a Birmingham Manufacturer,” an account of his school can be found. The school had a constitution as well as a code of laws, filling no less than 100 pages, to which the proprietors pledged themselves to conform. The laws could be altered by a parliament, which consisted of two houses, an upper house of masters, a lower house of guardians, elected by the whole school. If a master made a charge against a boy, the latter was tried by a jury of his school-fellows. “ By juries and by committees, by marks, and by appeals to a sense of honour, discipline was maintained,” says the Birmingham manufacturer, who had himself been at the school. But, probably, we shall all be inclined to agree with him when he adds that it was “done at too great a sacrifice; the thoughtlessness, the spring, the elation of childhood were taken from us ; we were premature men.” The writer in the Times points out that all this was before the days of Arnold. We may be permitted to believe, at auy rate, that Arnold’s system was the better, by which authority was delegated to, and not derived from boys. In a school the king must not only reign but govern.
The following “Old Boys” have been successful at the ordinary Examinations at the Melbourne University :—Medicine—C. J. Shields, C. W. Hardy, T. Kerslake Robinson, C. Bage, T. Loughrey, H. M. Mullen, G. H. S. Zichy-Woinarski, J. W. Barrett, C. J. Trood, and S. E. A. Zichy-Woinarski. Arts—N. C. A. Vance, W. M. Stephens, C. P. W. Dyring. Laws—F. II. Mackay, L. J. F. Pigott, S. Turner, T. A‘B.Weigall. Engineering—S. Gatehouse, W. M. Stephens. Law of Obligations—T. W. Riddell, F. H. Wyburn. Constitutional Law and Law of Property— W. A. Evans, F. Hughes, F. G. Smith, W. II. L. Roberts, F. J. Sincock, S. G. Pirani. History of the British Empire—T. W. Riddell, B'. H. Wyburn, The honor men for the year were—N. C. A. Vance, L. J. F. Piggot, and C. J. Shields. The following took degrees :—A. J. R. Lewellin, Charles John Trood, and Stanislaus E. A. Zichy-Woinarski, At the Matriculation Examination 14 pupils passed, including two who have lately left the school.—The Melburnian.
Scotch College.
“The year which is now passed has been a prosperous one for the Scotch College. The health of the boys has been excellent, the attendance has been large and regular, and the results obtained at the various literary and athletic contests have been satisfactory. Thirty-two boys have passed the matriculation examination, a larger number than on any previous occasion. At the examination held in October, last year, four boys passed with credit. Two of these were from the College, one of whom obtained first place out of a list of seven hundred candidates. At the ordinary examinations, nineteen students from the College have passed in their respective years, and nine have been returned in single subjects. Six have taken honors, the dux of last year carrying the classical exhibition at matriculation, besides being proximo accessit for the mathematical. During the year three old pupils have been admitted as solicitors, two as barristers, and eight have had degrees conferred upon them. The dux of the College for 1879 is Edgar W. Kelso. Arthur Hyde, who is a State school exhibitioner, from Mr. Walker, of Yarra Park School, comes second, being only a few marks behind. ”— Young Victoria.
The following is a statement showing the work accomplished by the State school exhibitioners who attended the Scotch College for the year 1879 :—Of six who entered at beginning of 1879 all have passed matriculation ; W. Bruce, from Mr. Templeton, Prahran, in 7 subjects, 2 well; W. J. Boyes, from Mr. Nell, Carlton, in 7 subjects, 2 well ; A. A. Pany, from Mr. Nell, Carlton, in 7 subjects, 1 well ; J. S. Thomson, from Mr. Walker, Yarra Park, in 7 subjects, 2 well ; E. T. Jones, from Mr. Walker, Yarra Park, in 7 subjects, 2 well; R. Hamilton, from Mr. Nichols, Ballarat, in 8 subjects, 2 well.
J. W. McCay, from Castlemaine, entered in 1878, matriculated at end of thatyear in 8 subjects with 3 wells ; this year is first at mathematics in the sixth class, and best scholar at school under 16 years of age. A. W. Hyde, from Mr. Walker’s, Yarra Park, matriculated from that school in 1877, in sixth class for two years, is second for dux of the College, being only a few marks behind the boy who is first in the upper fifth class. W. J. Boyes is first at English, and at mathmatics is bracketted equal with J. Thomson for first place. At the University W. R. Fox has passed 2nd year medicine. A. E. Pearson has passed final examination for degree of B. A.
The teachers and pupils of the Melbourne Hebrew School presented a testimonial, on the 2nd December, to their late Head Master, the Rev, Raphael Benjamin, M.A., on his retirement, after five years’ service.
A handsome silver Blnglish lever watch was presented to Mr. H. Spaffard, Head Teacher of the Nuram School No. 1678, on the occasion of his being transferred to the Kensington State School.
HEAD TEACHER, Avcnel State School, 100-125, would EXCHANGE with First Assistant, Melbourne or suburbs- Particulars Berlin Simpson, 62 Collins-strect east.
SHORTHAND TAUGHT through post, 18 Lessons, Is. each. David Glass, 54 Urquhart Street, Ballarat West.
Education Department.,
Melbourne, 20th January, 1880.
|
> • |
Education Department, | |
|
Melbourne, January 21, 1880. | ||
|
E x |
H I B I T |
IONS. |
|
The following is a LIST of the eight CAIN D1 DATES who have obtained Exhibitions at the late Competitive Examination, open to pupils of State Schools and schools receiving aid from the State, subject to the | ||
|
returns showing that they have attended the requisite | ||
|
number of school meetings :— | ||
|
Number of School. |
Name of Candidate. |
Number of Marks Obtained. |
|
1406 |
George H.Freeman... |
638 |
|
1886 |
Robert Chapman ... |
574 7 |
|
391 |
George R. Farlow ... |
574j |
|
1409 |
Charles E. Ulbrick ... |
569 |
|
1689 |
Walter J. Craig...... |
548 |
|
1566 |
William Robert Boyd |
521 |
|
1436 |
George G. Nicholls .. |
510 |
|
1689 |
George Thompson ... |
508 |
|
Note.—The maximum number of marks obtainable | ||
|
is 870. | ||
|
The following is a list of the names of the remaining candidates, showing the number of marks ob- | ||
|
tuined by each :— | ||
|
Number of School. |
Name of Candidate. |
Nubmer of Marks Obtained. |
|
579 |
Haughton Farrell ... |
502 |
|
1409 |
James Davies ... |
490 |
|
1400 |
Wm. J. Toms ... |
483 |
|
1436 |
Alfred II. Porter ... |
471 |
|
2063 |
Thomas Walsh ... |
468 |
|
1252 |
Frederick Richarby... |
466 |
|
112 |
Francis E. Webb ... |
453 |
|
1406 |
Arthur Colquhoun ... |
446 |
|
545 |
Wm. Coverdale ... |
423 |
|
1436 |
John Martin... ... |
420 |
|
1629 |
Alfred Allen ... ... |
414 |
|
260 |
John Brodie ... ... |
410 |
|
1406 |
Denis Doolan ... |
404 |
|
1743 |
Arthur E. Albiston ... |
401 |
|
1467 |
Hugh Brown ... |
394 |
|
111 |
Robert It. Armstrong |
390) |
|
1136 |
Wm. T. Gronow ... |
390) |
|
1436 |
Josiah S. Worsley ... |
386 |
|
1484 |
William S. Bowie ... |
360 > |
|
1566 |
George H. Thomson... |
360) |
|
260 |
Walter P. It. Owens |
358 |
|
1896 |
James Sharp .. ... |
354 |
|
1887 |
William Rock ... |
352 |
|
574- |
Joseph Nicholson . |
348 |
|
1278 |
Francis Langlands ... |
333 ) |
|
574 |
John Armstrong ... |
333 i |
|
545 |
Langton Stavely ... |
329 |
|
1743 |
Bertha Smith ... |
326 7 |
|
770 |
Bobert R. Wilson ... |
326) |
|
1464 |
Mark B. Young ... |
318 |
|
484 |
William Warrick ... |
313 |
|
545 |
John Covedale ... |
3081 |
|
574 |
Thomas M‘Donnell... |
308 5- |
|
2143 |
Howard Gibson ... |
308) |
|
1400 |
Albert It. A. Chaplin |
293 |
|
877 |
Alice Maud Goodwin |
273 |
|
260 |
Joseph Roche ... |
270 |
|
123 |
Frank Clough ... |
245 |
|
1542 |
Arthur Lucas |
230 |
|
1139 |
Wm.B. Mewton ... |
224 |
|
1436 |
John C. Angwin ... |
195 7 |
|
1183 |
James Moonie ... |
195) |
|
1436 |
Alfred T Berry |
191 |
|
1183 |
Henry M'Cann ... |
187 |
|
2143 |
Wm. H. Webber ... |
173 |
MELBOURNE,
CLASSICAL & SHAKSPEARE SCHOLAR (1869),
PREPARES CANDIDATES For the Various Examinations of the University and Education Department.
_G. WILSON BROWN, Secretary,
Price One Shilling. By Post Is. 3d.
MUSIC.
A N EXAMINATION of Persona desirous of f~\ qualifying themselves to teach music in Statc Schools will be held at School No. 119, Castlcraaine, on Wednesday, the 4th February, 1880, commencing at 10 a.m.
Candidates not employed in Statc Schools will bo required to pay a fee of 10s. previous to being examined.
Notices of intention to attend this examination must be received at this office not later than Saturday, the 24th January.
G, WILSON BROWN, Secretary.
Education Department,
Melbourne, 20th January, 1880.
MUSIC.
AN EXAMINATION of persons desirous of qualifying themselves to teach music inState Schools will be held nt School No. 545, Sale, on Tuesday, the 17th February, 1880, commencing at 10 a.m.
Candidates not employed in Statc Schools will be required to pay a fee of 10s previous to being examined.
Notices cf intention to attend this examination must be received at this office notlater than Saturday, tho 7th February.
G. WILSON BROWN, Secretary.
Education Department,
Melbourne, 20th January, 1880.
MUSIC.
AN EXAMINATION of persons desirous of qualifying themselves to teach music in State Schools will bo held at School No. 1743, Warrnanbool, on Tuesday, the 10th February, 1880, commencing at 10 a.m.
Candidates not employed in State schools will bo required to pay a fee of 10s previous to beiDg examined.
Notices of intention to attend this examination must bo received nt this office not later than Saturday, the 31st Januarv, 1880.
G. WILSON BROWN, Secretary.
Education Department,
Melbourne, 5th January, 1880. MUSIC.
AN EXAMINATION of persons desirous of qualifying themselves to teach music in State Schools will be held at School No. 33, Ballarat, on Tuesday, tho 3rd February, 1880, commencing at 10 a.m.
Candidates not employed in Slate Schools will be required to pay a fee of 10s previous to being examined.
Notices of intention to attend this examination must bo received at this oflico not later than Saturday, tho 24th January.
G. WILSON BROWN, Secretary. 1 2
DEPARTMENTAL EXAMINATION OF
TEACHERS.
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AUSTRALASIAN EXAMINATIONS,
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PROGRAMMES & EXAMINATION PAPERS of
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CLASSES FOR MATRICULATION For Ladies and for Gentlemen.
Country Students by Correspondence.
Terms on application personally or by letter. GORE STREET, FITZROY.
rpHE STATE SCHOOL ARITHMETIC
" By JOHN J. BURSTON, Taradale.
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BEGS to intimate that since his removal into his new premises, he has opened a department solely devoted to the sale of School Books and School Requisites, which he will continue to supply at the lowest current prices.
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PUBLICATIONS OF THE MELBOURNE UNIVERSITY.
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The Teachers’ Institute, Sydney.—The Sydney Teachers’ Institute is progressing very favourably. There are now one hundred and twenty members enrolled, and it is expected that the number will be augmented during the current year. The Council of Education Las very kindly placed the Training School rooms with appliances at the disposal of the Institute. There are already three classes in operation in connection with the Institute, and the number attending these classes warrants the assertion that the teachers of Now South Wales are eager to keep pace with the times. The class studying Physics is under the care of W. Edmunds, M.A., and has an average attendance of thirty. The mathematical class is taught by J. Wright, Esq., training master, and promises to be very successful. A Latin class under the supervision of Mr. Adams, assistant training 'master, has just been formed, and should attract several of our younger teachers to whom Latin will be of inestimable value in their professional career. Arrangements are also being made for supplying the Institute with the more important periodicals ; and the committee are anxiously considering in what manner the Institute may be made attractive and beneficial to country members.
The following questions in Arithmetic and Algebra were given at a recent examination to the Fifth Class boys attending the Model Public School, Fort-street, Sydney. The papers show' the range of knowledge of these subjects required in Sydney from children averaging thirteen years of age :—
ALGEBRA.
1. Find the value of x in the following equation
- 1
+ 19
- 4
6
2. Extract the cube root of 1 - x.
. . 3 _ 3 _
3. Find value of x in equation / j_x + vrS + œ= 3.
4 xy *= X + y ; xz = 2 (x + z) ; yz = 3(?/ + z). Find x, y and z.
5. Find the G. C. M. of 15a5 + 10a*b + 4a3/»2 + fia2/»3— 3ab' 12ab - + 38#2Z»r> + 10a/;4 — 10/>5.
and
fi. F a + x + F I
;
/ 3//-+,?;-F a + b
ARITHMETIC.
1. Find the sum, difference, product and two quotients, of 10.01 and .00091, and find the sum of the results.
2. If (i oxen or 13 sheep eat 2(i cwt. 3 qrs. 20 lbs. of hay in 29 days, how much ought to be paid for supply of hay for 17 oxen and 40 sheep during March, hay being worth 4.53 guineas per ton ?
3. A train starts from Newtown towards Sydney at 9 o’clock, going at the rate of 25 miles per hour. Another train starts from Redfern a minute later at the rate of 27 miles per hour, how far from Redfern will the two trains meet, the distance being two miles ?
4. How long would a column of men extending 3420 feet in length take to march through a street one mile long at the rate of 5S paces in a minute, -each pace being 2i feet ?
5. If 7 women earn as much as 4 men, and 4S men assisted by 14 women earn 121 guineas in 17 days, what number of women assisted by 20 men will earn £21 3s. fid. in -} of the time ?
(i. After paying 7 pence in the £ income tax I have £249 19s. 9kl. left, what was my income ?
7. Divide £16 5s. fid. among A, B, and C, giving A £1 2s. fid. more than B, and B 16s. 9d. more than C.
S. A gentleman possesses A-ths. of an estate, and sells j of I of his
share for £120 f ; what would 1 of of the estate sell for at the same rate ?
GEOGRAPHY.
UPPER SIXTH CLASS.
(1.) Exports of Sweden, New Orleans, note any fact, Nelson. (2.) Elbiug, Leyden, Sana.
SIXTH CLASS.
(1.) Coleraine, Iser, Belgrade. (2.) Albury, M. Juliet, Lorie. (3.) Port Chalmers, and of what city is it the port. Shoalhaven, Lyons. (4.) What river issues in M. St. Gothard, Leipsic, Tarawera.
FIFTH CLASS.
(1.) L. Michigan, Country East of Hollafid, Himalaya. (2.) Mitta Mitta, Copenhagen, of what country the capital, L. King. (3.) L. Lonsdale. Cape of Queensland, Teheran. (4.) Wannon, Cape of S. Australia, Quito.
FOURTH CLASS.
(1.) Fatherland Is., Cape Shank, G. Manaar. (2.) CapeS.of Africa. G. Maracayho, Melville Is. (3.) Nova Scotia, Palk Strait, Phillipine Is. 4.) New Caledonia, Bass Strait, Hudson’s B.
By E. J. Gladman, B.Sc., B.A,
Arithmetic has been styled “ the mathematics of the elementary school. I he practical value of a knowledge of this subject in ordinary life is obvious to all. Every man has occasion to use arithmetic to some extent, and business men especially must be able to perform their calculations with rapidity and ease. For this reason alone, therefore, the teacher should strive to make his pupils “ quick at figures. ” But the study of arithmetic has a special and peculiar value in itself. It offers the means of developing one side of the mind to a degree which no other ordinary school subject can. It ought, in its measure, to afford the same kind of training in methodical arrangement of ideas, in logical deduction, and in exact and accurate thought, which the more advanced scholar derives from the study of algebra, geometry, and the other mathematics. Experience has shown that there is a danger of losing sight of this latter value of arithmetical training, or at all events, of not estimating it at a proper rate. As the authors of the “ Science of Arithmetic remark, it is possible for arithmetic to “ degenerate into a mere loutine of mechanical rules for working sums,” a series of processes which they aptly style " conjuring with figures.” Almost all men are called upon to make calculations in their daily avocations. Comparatively few, however, have occasion to use “Compound Proportion,”
Recurring Decimals,” or “Cube Root.” And yet valuable time is spent at school in teaching these and similar rules. Such a practice can only be defended upon the ground that the proper study of such subjects is a useful mental discipline, and that the man is likely to be intellectually stronger after undergoing such a training. “ Sciences are not to be esteemed valueless,” says Lord Bacon, “ although they have no use in themselves,if they sharpen and methodise the judgment.” Mathematics are learned, not so much for the practical worth of their facts as for the logical processes through which the mind must pass in learning them. Mathematical study provides the reasoning powers with suitable exercise, and thus strengthens them.
Ihe immediate aim of the teacher of arithmetic should have reference to the ultimate value just noticed. He should endeavour to give the pupil skill in grasping the meaning of problems and in interpreting them, as well as accuracy and rapidity in the mechanical work of arithmetic. lu other words, the two points to which the teacher must look are “Reasons,” and “Processes.” Neither of these should be cultivated at the expense of the other. Skill in arithmetic means skill in both of these departments.
The general plan of a Lesson on a New Rule should be (a) Mental exercises, short, rapid, generally concrete, increasing in difficulty, (b) Similar exercises worked on black-board by the teacher, to lead up to rule, (c) Educe the rule, (d) Apply it to other examples, proceeding from simple to difficult, on the blackboard, (e) Test boys by requiring them to work many similar examples on their slates. Always supplement your explanations by testing.
In an ordinary arithmetic lesson to a large section, when the boys have some knowledge of the rule they are working, but when they
manifest great differences in their ability to work examples upon it:_
(a) Work an illustrative example upon the blackboard, as short as possible, provided it be effective. (b) Set a similar example to be worked by the class, after making proper arrangements to prevent copying, and keep a sharp look-out yourself, to see that all make an honest attempt to do it. (e) After giving a reasonable time, cause slates to be shown ; pass rapidly around the class and see whether it will be necessary to give a fresh lesson to the wdiole class, or whether the majority of the boys are in a fair way to solve the question. In the latter case, call out the dull scholars, and let them bring their slates. Show them again, and cause them to make a fresh attempt for themselves. Those who now seem to understand, should be sent back to their places to work with the bulk of their classmates. This process of elimination should be continued, until but two or three very dull boys are left. The teacher will be able to concentrate the greater part of his attention upon these on other occasions, until they also can acquit themselves fairly. He should cause such dull boys to sit where he can easily supervise them ; and he may set himself free to devote his attention to the rest of the class, by usiug some of his sharpest lads as monitors to attend to the dullards, when these sharp boys have finished their own work. (d) Every boy must have “something to do” all the time. After he has finished his work, let him sit or stand in accordance with an understood rule, and remain perfectly still. But you must be on the look-out, so that no boy may waste his time by being unemployed at arithmetic, during the time set apart for the arithmetic lesson. All members of the class should be usefully employed throughout the lesson. O) Your duty is to see that all boys know how to do their work, and to see that they do it. To this end you must show and explain frequently, not assuming that they all know how to proceed because most of them do, or because you know yourself, or because you “ have told them.” In fact it is often advisable to assume that the rule is not understood and to proceed to careful and detailed explanation in consequence. ? You ought to repeat your explanatory lessons frequently, and your use of the blackboard should be constant. This is in fact the most important point of all in teaching arithmetical processes. Teachers cannot make their explanations too simple, or use the blackboard too freely, especially in the lower classes, if they can but secure honest endeavour on the part of their pupils. The rest of the matter, the causing boys to try their utmost in working at their sums, depends, as in all other such cases, upon the hold which you have acquired over them, and upon your power of getting work out of them.—From his norh on School Method.
IV. Syllabic, as
in !
I
V.
Letteral, as in
OUTLINES OE LESSONS ON THE ENGLISH LANGUAGE.
By John M'Lean, Footscray.
No. V.
Orthography Proper treats of the characters of Written Language. These are signs either of Objects, Ideas, or Sounds :—
f The Aztec (Mexican), Inca (Peruvian), and old Chinese paintings, generally to be read from bottom I to top. In yearly records the arrangement is like
I. SIMPLY Pic-J that of the spokes of a wheel. The Aruudelian torial, as j Marbles form a pictorial history of Greece from in I 1582, B.C. The story of the expedition under
| Burke and Wills is told in this way by the bas-( reliefs around their monument.
f The Ancient Egyptian Hieroglyphics, g.e., the I picture of a fly indicating impudence—an ant, wis-| dom—a viper, ingratitude, &c. The reading had no
II. Symbolic, \ fixed direction. There were at least three different as in I kinds, viz., Enchorial (for common use), Hieratic
I (for priests’ use), and Hieroglyphic (for monu-l meDts).
f The Mongolian or Chinese. To be read from top to bottom. Monosyllabic and unchanging. This system of having a special character for every novel holds an intermediate place between its parent, the Pictorial, and its offspring, the Syllabaries of the Japanese, and the alphabet of the Coreans. It
III. Verbal, as- possesses the wonderful property of being generalin ised writing—as the Arabic figures are generalised
Notation. A Pole, a Spaniard, and an Englishman, not knowing a word of each others’ speech, can yet understand the same set of accounts ; so Chinese, from all parts of the Empire, though talking differ-i ent tongues, can read from the same book.
The Semitic (Phoenician, Hebrew, &c). All read from right to left with some varied forms, initial, medial, and final. This system of giving a consonantal character for each syllable, and leaving the vowel sound to be supplied by the reader, holds an intermediate place between its parent, the Egyptian Hieroglyphics, and its offspring, the present Aryan phonetic alphabets, It is not a guide to the reader but merely a help to his memory. According to the vowels he inserts, and their position, he can make the reading anything he chooses. Perceiving this, and washing to have a standard reading of the Koran, the Arabs invented, in the seventh century, a series of vowel signs and points. Following their example, the Jewish Rabbies, at a later date, fixed bjr vowel points the present Hebrew text of Scripture (Masora), Hence its anomalies, inconsistencies and errors.
( The Aryan alphabets, of which the Sanscrit is the most perfect, having a distinct character for every sound used (50). All read from left to right, but some in ancient times, alternately (Boustrophodon). With capital, small, and script, forms. All these -j alphabets are derived from the old Phoenician— each nation took the letters it needed to express the sounds it used—some letters rejected for a time were afterwards adopted and added to the alphabet. Hence the original order as well as the form has l been changed.
Character writing, or the embodying ideas of sound in forms visible to the eye is the greatest triumph of human ingenuity. The development of the above systems has occupied ages. But long anterior to them all there were at least three highly perfected methods of alphabet writing which belong to Prehistoric times, viz.:—
I. The Ogams of Ireland and Wales.
II. The Runes of England, Germany, and Scandinavia.
III. The Cuneiforms of Scythia, Persia, and Assyria.
These were composed of straight lines only, with no curves, and had outgrown all connection with the Pictorial, if they ever had any. Thus are written or carved on monuments, tombs, and weapons—in Assyria, Scandinavia, and Ireland—evidences of a literature far more ancient than that of Rome, Greece, or Palestine, and in a character quite different from any of them.
The result furnished by Mr. Inspector Holland of the result of the recent: competitive examination between the Creswick and North Cres-wick State schools shows the following to have been the prize takers :— “Third class : Mary Stephens, John Leach, Charles Treloar, Annie Von Hartin ; fourth class: William Wilson, James Wilkins, Annie Boberts, Helen McManus ; fifth class : Maggie Leake, Thomas Wade, George Searle : sixth class: Anne Stevenson, Eliza Hodge, Peter Deary ; upper sixth class : Roland Greaves, Hedley Colwell, Henry Metryner.” It will will be seen that in the third, fifth, and sixth classes the first prizes were carried off by girls.
GENERAL RULES FOR RECRUIT OR SQUAD
By Cart. II. W. Strong.
_ B—Instruction of the- Recruit.—1. Instructors must be clear, firm, and concise in giving their directions. They must allow for the different capacities of the recruits, and be patient where endeavour aud good-will are apparent. 2. Recruits should fully comprehend one part of their drill before they proceed to another. When first taught their positions, they should be properly placed by the instructor ; when more advanced, they should not be touched, but taught to correct themselves when admonished. They should not be kept too long at any one part of their exercise.
H. —Duration of Drills, ffc.—Short and frequent drills are preferable to long lessons, which exhaust the attention both of the instructor and recruit. The recruits should be moved on progressively from squad to squad according to their merit, so that the quick intelligent boy may not be kept back by boys of inferior capacity. To arrive at the first squad should be made an object of ambition to the smart intelligent youth.
HI.—Mutual Instruction.—A system of mutual instruction will be practised amongst recruits ; it gives the young boys additional interest in their drill, and prepares them for the duties of a non-commissioned officer. Recruits should, in turn, be called out to put their squad through the exercises which have been practised, and encouraged to correct any error they may observe.
IV.— Words of Command.—1. Every command must be loud, and distinctly pronounced, so as to be heard b)r all concerned. 2. Every command that consists of one word must be preceded by a caution ; the caution, or cautionary part of a command, must be given slowly and distinctly ; the last or executive part, which iu general should consist of only one word or syllable, must be given sharply and quickly as
Company—7/alt: Half Right— Turn. A pause of slow time will invariably be made between the caution, or cautionary part of a command, and the executive word. 3. The words given in the Extension Motions and Balance Step (Ss. 5, 10) must be given sharply, or slowly and smoothly, as the nature of the motion may require. 4. When the last word of a caution is the signal for any preparatory movement, it will bo given as an executive word, and separate from the rest of the command
by a pause of slow time ; thus, Bight—Form.. Quick— March, as though they were two separate commands, each with its caution and executive word. 5, When the boys are in motion, executive words must be completed as they are commencing the pace which will bring them to the spot on which the command has to be executed. The cautionary part of the word must, therefore, be commenced accordingly.
RECRUIT OR SQUAD DRILL WITH INTERVALS.
I. A few boys will be placed in line (that is, side by side) at arm's
length apart; while so formed, they will be termed a “ Squad with Intervals. ’ 2. If necessary, the squad may consist of two such lines of boys, in which case the boys in the second line will cover the intervals between the boys in the first, so that in marching they may take their own points, as directed in S. 1). 3. Recruits should in the first instance
be placed by the instructor without any dressing ; when they have learned to dress, as directed in S. 3, they should be taught to fall in as above described,and then to dress and to correct their intervals; afterthey have been instructed as far as S. 21, they may fall in in single rank, and then, if required, to drill with intervals, be moved as directed in S. 23. 4. Recruits, formed into a squad, should be directed to observe the relative places they hold with each other ; while resting between the exercises, they should be permitted to fall out and move about ; they should be instructed ou the word “ Assemble" to fall in as they stood at first. This should be constantly practised.
S. 1. Position.
The exact squareness of the shoulders and body to the front is the first and great principle of a soldier. The heels must be in line and closed ; the knees straight; the toes turned out, so that the feet may form an angle of 45 degrees ; the arms hanging easily from the shoulder, the hand open, thumb to the front and close to the forefinger, fingers lightly touching the thigh ; the hips rather drawn back, and the breast advanced, but without constraint; the body straight and inclining forward, so that the weight of it may bear principally on the fore part of the feet; the head erect, but not thrown back, the chin slightly drawn in, and the eyes looking straight to the front.
When the boy falls in for instruction, be will be taught to place himself in the position above described.
8. 2. Standing at Ease.
Boys will first be taught the motions of standing at ease by Numbers, then judging the Time.
1. By Numbers.
Caution,—Stand at Ease, by Numbers.
One.—On the word One, raise the arms from the elbows, left hand in front of the centre of the body, as high as the waist, palm upwards ; the right hand as high as the right breast, palm to the left front ; both thumbs separated from the fingers and the elbows close to the sides.
Two.—On the word Two, strike the palm of the right hand on that of the left, drop the arms to their full extent, keeping the hands together, and passing the right hand over the back of the left as they fall ; at the same time draw back the right foot six inches, and slightly bend the left knee.
N.B.—The words in italics are the commands to be given by the instructor.
When the motions are completed, the arms must hang loosely and easily, the fingers pointing towards the ground, the right thumb lightly held between the thumb and palm of the left hand ; the body must incline forward, the weight being on the right leg, and the whole attitude without constraint.
Squad' Attention.—On the word Attention, spring up to the position described in S. 1.
2. Judging the Time.
Caution,—Stand at Ease, Judging the Time.
Stand at-Ease. — On the word Ease, go through the motions described in the standing at ease by Numbeis, distinctly but smartly, and without any pause between them.
Squad- Attention.—As before.
If the command Stand at-Ease is followed by the word Stand Easy, the boys will be permitted to move their limbs, but -without quitting their ground, so that on coming to Attention no one shall have materially lost his dressing in line. If boys are required to keep their dressing accurately, they should be cautioned not to move their left feet.
On the word Squad being given to boys standing easy, every boy will at once assume the position of standing at ease.
S'. .1. Dressing a Squad with Intervals.
Eyes-Right.—On the words Eyes-Right, the eyes will be directed to the right, the head being slightly turned in that direction.
Dress.—On the word Dress each boy, except the right-hand boy, will extend his right arm, palm of the hand upwards, nails touching the shoulder of the boy on his right; at the same time he will take up his dressing in line by moving, with short quick steps, till he is just able to distinguish the lower part of the face of the second boy beyond him ; care must be taken that he carries his body backward or forward with the feet, keeping his shoulders perfectly square in their original position.
Eyes-Front.—On the words Eyes Front, the head and eyes will be turned to the front, the arm dropped, and the position of the boy, cs described in S. I, resumed.
Dressing by the left will be practised in like manner.
S. 4. Turnings.
In going through the turnings, the left heel must never quit the ground; but the boy must turn on it as on a pivot, the right foot being drawn back to turn the body to the right, and carried forward to turn it to the left; the body must incline forward, the knees being kept straight.
In the first of all the following motions, the foot is to be carried back or brought forward without a jerk, the movement being from the hip ; so that the body may be kept perfectly steady until it commences to turn;
Right-Turn.—On the word Turn, place the hollow of the right foot smartly against the left heel, keeping the shoulder square to the front
Two.—On the word Two, raise the toes, and turn a quarter circle to the right on both heels, which must be pressed together.
Left-Turn.—On the word Turn, place the right heel against the hollow of the left foot, keeping the shoulders square to the front.
Two.—On the word Two, raise the toes, and turn a quarter circle to the left on both heels, which must be pressed together.
Right-about-Turn.—On the word Turn, place the ball of the right toe against the left heel, keeping the shoulders square to the front.
Two.—On the word Two, raise the toes, and turn to the right about on both heels.
Three.—On the word Three, bring the right foot smartly back in a line with the left.
Left about-'Turn.—On the word Turn, place the right heel against the ball of the left, toe, keeping the shoulders square to the front.
Two.— On the word Two, raise the toes, and turn to the left about on both heels.
Three.—On the word Three, bring up the right foot smartly in aline with the left.
Half-Right (or Left) Turn.—On the word Turn, draw back (or advance) the right foot one inch.
Two.-— On the word Two, raise the toes and turn half right (or left) on both heels.
Three-quarters Right (or Left) ahont-Turn. Two. Three.—Make a three-quarters turn in the given direction in the same manner as in turning about,
Squad-Front.—After any of the foregoing turnings, the word Front may be given, on which the whole will turn, as accurately as possible, to their former front. When the boy has previously turned about, he will always front by the right about. But if he has turned to the three-quarters right about, he will front by the three-quarters left about; and vice versa.
At squad drill with intervals, the turnings will always be done by Numbers, except when the word Front is given, in which case the boy will judge the time, which must be a pause of slow time after each motion.
S. 5. Extension Motions
Are very useful to open the chest, to give play to the muscles, generally to promote order and discipline, and to teach the boys to use their limbs with ease and freedom. There are five series of Motions here given, called respectively 1st, 2nd, 3rd, 4th and 5th Practices. The 1st, 2nd, and 3rd are Arm Practices; the 4th and 5th are Leg Practices.
FIRST PRACTICE—-PLATE 2.
Motions by numbers—One.—Arms quite straight above head, palms open and opposite to each other, fingers close together. In raising the arms carry them straight out to front, not sideways or loosely.
Two.—Drop elbows close to side, arms doubled so that palms open to front shall be close to top of shoulder. Shoulders well back.
Three.—Thrust arms straight out to front, level with top of shoulder, palm downwards,
Four,—Drop arms to position of attention,
In teaching these movements at first, practise the first four motions over and over again, till they are perfectly known, before proceeding further.—From his Manual of Drill.
By R. Crooke. Esq., B.A.
Answer to question by “ Puzzled,” in the January number.
Analyse, according to Morrell’s Second Scheme, the following sentence :—
“ I laugh when those who at the spear are bold And venturous, if that fail them, shrink and fear What yet they know must follow, to endure Exile or ignominy, or bonds or pain,
The sentence of their conqueror.”—Paradise Lost, Book II.
|
Sentences. |
Kind of. |
Subject and Attribute. |
Predicate. |
Object and Attribute. |
Extension. |
|
A I laugh |
Principal |
I |
laugh | ||
|
B When those shrink and fear to endure that exile or ignominy, or bonds, or pain — the sentence of their conqueror. |
adverbial sentence of time to A. |
(when) those |
shrink and fear. |
to endure that exile or ignominy, or bonds, or pain, the sentence of their conqueror. | |
|
C Who, at the spear are bold and venturous. |
adjectival sentence to B. |
who |
are bold and venturous. |
at thespear | |
|
D If that fail them |
adverbial sentence of condition to B. |
(if) that |
fail |
them. | |
|
E Yet they know which must follow. |
complexad-jeetival sentence to B. |
they |
know |
which must follow. |
Y e t, “of time.” |
|
A They know. |
Re-analysis principal sentence |
of the above they |
complex know |
sentence | |
|
B Which must follow. |
noun sentence to A- |
which |
must follow |
Parse fully each word which is printed in italics in the following passage :—
0 blest retirement, friend to life's decline,
Retreats from care, that never must be mine,
How blest is he who crowns in shades like these,
A youth of labour with an age of ease ;
Who quits a world where strong temptations try,
And, since ’tis hard to combat, learns to fly !
For him no wretches, born to work and weep,
Explore the mine, or tempt the dangerous deep ;
No surly porter stands in guilty state,
To spurn imploring famine from the gate; •
But on he moves to meet his latter end,
Angels around befriending virtue’s friend ;
Sinks to the grave with unperceived decay,
While resignation gently slopes the way.
€ omsponbcntc.
THE COACHING EXERCISE.
(TO THE EDITOR OF THE “ AUSTRALASIAN SCHOOLMASTER.”)
Sir,—The discussion under the above head in your columns was, I suppose, intended for the unlearned. It appears, however, to be getting a little involved) the last writer on the subject leading us into “metaphysical or transcendental notions, homologies,” and such like. To me the sense of the disputed passage seems clear, and can be brought down to the level of young students, by putting in two words which are understood, thus :
“ Nor knew I not (myself) to be created free both (in) will and deed.”
I am, Sir, yours, etc <T. W. Rogers.
St. Hilda High School.
New South Wales—
Sydney Teachers’ Institute... 86 Arithmetic and Algebra Papers ... ... ... 86
Arithmetic, by F. J. Gladman,
Outlines of Lessons on the English Language ... ... 87
Recruit or Squad Drill, by Capt.
ANSWERS TO CORRESPONDENTS.
“Homo.”—(1.) The Education Department will, on complaint being made, deal severely with any Head Master shown to be in the habit of making disparaging remarks about members of his Staff in the presence of his scholars. (2.) It is certainly against the practise of the profession for any master to make ungentlemanly observations before a class, on the style in which a teacher is giving the lesson, more especially if the person reflected upon be a trained and duly qualified teacher. Whatever reproof he may deem it necessary to give should be reserved till the class has been dismissed. (3.) Without admitting that female teachers are always in the right when they complain, we are aware that instances do occur in which the lives of earnest qualified teachers are rendered unhappy through the churlish remarks of their superior officers. But those instances are few, and only need to be brought before the Department to be remedied. .
“ J.M.J.”—(1.) We will endeavour to comply with your request. It is not to be done, however, without consideration. (2.) Your second remark shows how improbable it is that you will be satisfied with any extension of the principle,
“John G'orr,” “Constant Header,” “An Ex-State School Teacher,” “W. G. Lawson.”—Received.
“ T.J.C.”—Thanks. Teachers in Country and City schools will be specially solicited to forward result questions.
INSTRUCTIONS TO SUBSCRIBERS.
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Subscribers will please send P.O. order or stamps, when remittance is under £1.
NOTICE TO SUBSCRIBERS.
Subscribers are respectfully reminded that subscriptions for the ensuing six months are now due. Please forward stamps or P.O. order for amount, and oblige.
MELBOURNE, FEBRUARY 18, I860. Now that the State has undertaken the I'esponsibility of educating the rising generation, it is of the utmost moment that the education given in public schools should be as efficient as possible. Efficient not only in the sense of being good of its class, but in its being tlie best calculated to fit the youth of the community for the duties of their life-work. The inauguration of a national system of education under the charge of a responsible Minister of the Crown gives facilities for the development of school instruction in this direction which have hitherto been unattainable. Not only in the matter of school buildings and school appliances, but also in the training of the teachers, and in the regulation of the school curriculum, the new has an immense advantage over the old system. Whatever defects may attach to the machinery of the State school system at the beginning can be remedied as experience may dictate. The machinery through which it is worked allows of rapid changes being effected without much organic disturbance. While, thus, the tendency of the day is to extend the area of primary instruction in State schools, it behoves educationists to see that the useful are not neglected for the more showy branches of learning. Let the fullest scope be given for the growth and cultivation of the intellectual faculties of the children attending schools established by the State. By all means let the University ultimately become the
CONTENTS.
University Examinations ... 89
On the Teaching of Shakespeare in
The Study of Language as a
Scientific Discipline... ... 91
Victorian Education Department-Appointments, Promotions, &c 92 Solutions to Arithmetic for Exhibition ... ... 92
Examinations for Exhibition 93 License to Teach Music ... 93
University Intelligence ... ... 91-
Australasian Stjwolmastrr.
PUBLISHED THIRD WEDNESDAY IN THE MONTH.
apex of the school system ; but never once lose sight of the fact that it is only the few who will press on to high attainments in learning, or who will be able to bear the mental strain necessarily involved in the acquirement of a University degree. The many will neither seek high educational attainments nor attempt to do more than master sufficient book-learning to qualify them for gratifying the ordinary ambitions of life. Without cramping the curriculum, and while holding out every inducement for State teachers to stimulate intellectual pupils to study the higher branches of knowledge, care should therefore be taken to make public instruction thoroughly utilitarian. One way in which this object could be gained would be by the gradual incorporation of Industrial Training with the public school system. In France, and other of the Continental States, this has already been done. That it is practicable has been demonstrated, and that its adoption in the Colonies would prove highly beneficial few will doubt. Speaking on the subject in his last year’s report on the Metropolitan Western School District, Mr. Inspector Brodribb says:-— “ Every boy should be qualified for a trade or profession, and, if in every centre of population there were ready means of learning and practising some branch of industry, very great good would follow, and something might be done towards checking the vulgar prejudice against manual labour. In this way mining, forestry, agriculture, the rearing of stock, working in metals, the building art, and mechanical engineering would all have their special centres, at which lads could learn and work under the guidance of experts and skilled artisans; while the local mines, foundries, firms, and Government workshops could probably be taken advantage of for the furtherance of practical training.” These views will be endorsed by all who desire to see the colonies of the Southern hemisphere take rank with the manufacturing states of the Old World. It is impossible for the youth of these colonies to master many of the higher branches of manufacturing industry under the existing state of affairs. Were the system of primary education altered in the direction indicated boys would leave school and enter upon trades with their minds bent towards them, and with that elementary knowledge which would help them on in life. At present there is reason to apprehend that the course of study pursued in State and in Public schools is calculated to foster a distaste for manual labour. The general course of instruction is such as to lead lads to look forward to commercial or to professional, rather than to manufacturing and industrial life, “ At recent visits which I had to make to the Schools of Mines at Ballarat and at Sandhurst, and to the Industrial and Technological Museum, I was struck,” says the Inspector already quoted, “ both with the abundance of useful appliances and the facilities offered for scientific study ; and also with the apathy shown by the public in not taking full advantage of the opportunities afforded. Probably future legislation will require mining managers, engine-drivers, captains of shifts, and others having the lives of people in their care to prove their qualifications by undergoing some proper test of efficiency. When legislation points the way to the encouragement of science by exacting certain requirements from those persons in whom a want of proper technical knowledge may cause insecurity, waste of property, or loss of life, then science will be more studied. Meanwhile, I am of opinion that it would be wise to offer annually a few science scholarships, similar to those awarded to State school pupils, and I should further like to sec one or two junior appointments in the public service periodically conferred on those students of science who acquit themselves best at the examinations.” We coincide with Mr. Inspector Brodribb’s views. It would be a great improvement for the rising generation to have their studies made to bear more directly on the practical details of industrial occupations.
UNIVERSITY EXAMINATIONS.
In most countries, if not in all, the period of five hours a day for fi ve days each week is considered the maximum time that children should be obliged to study ; and in the great educational establishments both ofEuropeand of America the timeisstillfurthercurtailed by lengthening out the vacations to about three months in the year, while in England it has been proposed to still further shorten it by opening the schools for only four hours a day. In New South
ON THE TEACHING OF SHAKESPEARE IN SCHOOLS.
By Samuel Neil, F.E.I.S.
( Continued from page 5 G.)
From the dramas referred to as capable of being used as interesting educative reading, we turn now to those plays of Shakespeare which are suitable for study in classical schools— or in the higher standards in elementary schools as, in part, a substitute for classical training. I know few writers of our English speech by whom the rich treasures of classical literature have been so thoroughly ransacked, so judiciously appropriated, and so well employed as by Shakespeare. Explain it how we may, he has really made more frequent and fitting, more “ express and admirable” use of classical terms, phrases, allusions and illustrations than any of those of his contemporaries who wielded “university pens.” I do not even except the very prince of the dramatic scholars of the time—the translator of Sallust and Cicero into the play of Catiline, his Conspiracie” and the transfuser of Tacitus, Suetonius and Seneca into Sejanus, his Fall—who was able not only to show Every Man in his Humour, but well qualified also to put Every Man out of his Humour—“rare Ben Jonson” himself. Who on comparing Catiline with Coriolanus, and Sejanus with Julius Ccesar, would hesitate to give the palm, at once, to Shakespeare, as the true representative of Roman History and the minds that swayed the destinies of the Ancient World ? What reproduction of Mythic Fable is it that equals Shakespeare’s original classical poem—embodying the finest portionof Theocritus, Bionand Ovid— Venus and Adonis ? Not assuredly the Hero and Leander of Christropher Marlow and George Chapman. What transformation of the potent prose of Livy into living verse transcends Lucrece ? Even with the memory of the “Masques” of Jonson, the “ Lucan ” of Marlow, Golding’s “Ovid,” and many other transcripts from Greek and Latin into English, we venture to affirm that there is greater classical verisimilitude in Shakespeare’s poems than in the productions of these scholars “native and endued.” Then, when we turn to his plays If it were wanted to find a burlesque Homer—full of the spirit, pliancy, power, and keenness of the portraiture of the original, and fitted to match in marvellous vigour with the work in which
Chapman made the deep-brained Homer speak in English phrase_
where in all English literature could one turn, except to Shakespeare’s Troilusand Cressida, in which Nestor, Ulysses, Agamemnon Achilles, Priam, Hector, Paris, and .¿Eneas, Helen and Andromache exhibit classical life in our own land’s language with masterly revival ? I shall not refer to Timon of Athens, with its Lucianic elements, nor Titus Androniaus, with its Lower Empire allusions, for there are some doubts of their genuineness—though it would be a difficult task to tell who else could have written them. T shall even waive Pericles, with its Greek and Asiatic classicalities. Indeed I can afford to go further in concession. I shall take one of the nonclassical plays— one in which there was no special need for classical allusion oi illustration—one, therefore, in which the writer’s mind was working without any special stimulus from the subject either to study or to inweave classical allusions, and one, on that account, in which we may assume that the Dramatist’s pen wrote down what the natural associations of ideas prompted in the course of composition—to show that his mind had a goodly store of “Country Grammar [school] knowledge.” I shall choose, though greatly to the detriment of my argument, one of the plays most familiar to the ordinary readers, in which the necessities of the plot involve no references to classical themes. This concession takes from me 1 Midsummer Night's Dream, with its high Athenian life, its Ovidian tragi-comedy and its Grecian garniture ; The Comedy of Errors, with its recollection of Plautus ; Antony and Cleopatra, with its gorgeous Eastern beauty, and the splendidly-gifted Roman triumvir—fallen indeed, yet “majestic though in ruins” ; Cymbelinc wherein the story of ancient Britain is linked with that of Imperial Rome ; Hamlet, the tragedy of culture clouded by crime and mantled with madness ; Love’s Labours Lost, with its colony of students resolved to “ form a little Academe still and contemplative in living art”—in which the chief art really learned was the old, old art—that of which Ovid, sang—“ The Art of Love.” All the Chronicle-Histories are swept away from me too for they continually involve allusions to the empires and deeds of the Olden World. Even The Taming of the Shrew escapes, not only • because some of the characters in it are professedly and profession-j ally gentlemen scholars, but also on account of its reference to “ Aristotle’s checks” [or Ethics] ; its quotations from Ovid, Terence, Baptista Spagnoius, the Mantuan, and its jocular use of the formal Latin of the Archbishop of Canterbury’s phrase in licensing : books, Cum privilegio ad imprimendum solum,” as meaning “ with the privilege of imprinting (kisses) to the exclusion of all competing persons” (IV., iv., 93). Having conceded all this I shall yet be able to show that Shakespeare’s teachers might have said of him with good reason, “ William is become a good°scholar” (d>d Henry hV,, III., ii,, 11). “He is a good sprag memory”
Wales, the Council of Education has fixed the time during which their schools shall he kept open at twenty-five hours each week. And experienced teachers of all classes of schools know well that more than this only wearies the pupils, and that no ultimate good is gained by extending the time. The mind, like the body, cannot be overworked without injury, especially in children. And though a present advantage may accrue from overwork, the injury caused far more than counterbalances it. In spite of this, we find certain teachers of Public schools giving additional instruction to some of their pupils during the mid-day recess, during the hour in the afternoon set apart by the Council for instruction to Pupil Teachers, and also for two or three hours every Saturday forenoon. This makes the time that these pupils are under instruction during the week over thirty-four hours instead of twenty-five as it should be.
What is the object sought by all this ? Their own or their pupils’ good 1 Certainly not the latter, for they well know that the benefit to their pupils is more imaginary than real ; that in fact, there is no real teaching done during this overtime, but that a process of pure and simple cram is pursued, to enable the pupils to pass an examination immediately after, but which leaves no lasting results. Let the same persons be required to undergo a similar examination six months afterwards, and nine out of every ten will be unsuccessful. Not only is this the case, but as a result of overwork and cram children take a dislike to all study, and after leaving school give it up altogether. Whereas when their minds are properly trained, the subjects of study handled in an intelligent manner by the teacher, and just so much of it as they can receive and thoroughly comprehend isgivento them, the results become permanent, and the pupils acquire a taste for study, which continues after leaving school.
But the question may be asked, In what can this overwork benefit the teacher ? As well might we enquire as to what benefit the vendors of patent medicines derive from the puffing advertisements which we so frequently see in our papers and on our advertising stations. The names of the successful pupils, and of the schools at which they are supposed to have received the education which enables them to pass, are of course published in all the leading journals. Tradesmen know well that large numbers are attracted to their shops by puffing advertisements, and hence spend fabulous sums in getting them up. These examinations serve the same purpose. Let the names not be published at all, and the numbers sent up will be small indeed. In no case would the ordinary instruction given in the Public schools enable the pupils to pass these examinations, so that it is the extra work which carries them through. They should therefore appear as the private pupils of the teachers. But this would not meet the object sought.
Some years ago, before these examinations were commenced, school exhibitions were used for the same purpose. These were equally as pernicious, for the performances on these occasions cost both pupils and teachers an enormous amount of preparation, and were therefore not exhibitions of the actual work of the school. If parents were wise they would not on any account permit this overwork and cramming to go on for the mere satisfaction of being able to say that their children had passed the University Examimv tion. No doubt many think that not having to pay for it they may as well get all they can. But what is the use of it, if the pupils cannot retain it, and if the getting of it injures them ?
Again, the pupils preparing for the examination are during certain lessons separated from the other pupils of the class to study by themselves, so that they neglect everything which will not aid them in passing. Here again they receive a further injury.
So anxious are some of our teachers to induce pupils to go up, that they have not only done the extra work without extra pay, but have even paid the examination fee themselves, and this not for pupils whose parents were precluded by circumstances from doing so, but for pupils whose parents could well afford the expense, but were unwilling to spend the money to such little profit.
If it is considered necessary that the pupils of our Public schools should pass these examinations, let the instruction given in the schools be so altered as to meet the requirements of the examinations, or let the examination papers be so modified as to make them tests of the instruction given in the schools. But this can only be arranged between the Council of Education and the University Senate. Till then the teachers of our Public schools, in justice to their pupils, the parents, and themselves, should give up their present craze for such doubtful means of acquiring a reputation.
The proposal to establish a new faculty in the University of Oxford, and confer degrees in Natural ¡Science, to which we referred in a former Summary, has been found more difficult to carry into effect than was at first anticipated. Although the principle was affirmed at the meeting of Convocation last term, a legal difficulty, then hinted at by some of the opponents of the measure, has been found to be a real one. It now seems clear, according to the opinion of couusel, to whom the question , has been referred, that while the University has the power to create a ! separate faculty and a separate degree, it cannot invest the latter with ; the rites and privileges attaching to the old degree in Arts.
(Merry Wives, IV., i., 84); while we may justifiably affirm of him ( without hesitation—
“ He was a scholar and a ripe and good one,
Exceeding wise, fair-spoken add persuading.”
(Henry VIII., IV., in, 51, 52.)
Even from one of the residuary plays, we believe we can produce convincing proof, in the judicious and excellent use he makes of classical allusions, references and language, that Shakespeare’s works are peculiarly well-adapted for being used as text-books in the higher classes of common schools and as Classics in grammar schools.
From its being more generally known, and easily accessible, I select for an example The Merchant of Venice, in which there are no professed scholars, the scene of which is not in any special manner placed on classic ground, the time of which does not fall within the classical centuries, and the plot of which—though derived from two different stories, told, in Latin, in the Gesta liomanorum—does not imply any classical reference. Here thei’e was neither need to read up, nor temptation to introduce or display, learning generally inaccessible to those who have “ small Latin and less Greek yet here Shakespeare employs neither unsuitably nor ostentatiously, but with tasteful appropriateness, singular accuracy, and pertinent aptness, a number of most engaging references to classical topics. Read, for instance, the allusion to the leader of the ArgonauUe, where Bassanio says that Portia’s—
“ Sunny locks Hang on her temples, like a golden fleece Which makes her seat of Belmont Colchos’ strand :
And many Jasons come in quest of her.” (I., i., 1G9—172.) Elsewhere he refers to the restoration of Jason’s father to youth by Medea’s magic—
“In such a night Medea gathered the enchanted herbs That did renew old JEson.” (V., i., 12—14.)
As Bassanio advances to the fateful caskets, Portia thus alludes to the rescue of Hermione by Hercules—
“Now he goes
With no less presence, but with much more love Than young Alcides when he did redeem The virgin-tribute §hid bg bonding Trap To the sea-monster. I stand for sacrifice;
The rest, aloof, are the Dardanian wives With bleared visages come forth to view The issue o’ the exploit. Go Hercules,” &c. (III., ii., 53—GO.) Perhaps the lady’s attention had been drawn to the story of Alcides, by the Prince of Morocco, who, grudging at the lottery of her destiny, murmurs—
“ If Hercules and Lidias play at dice Which is the better man? The greater throw May turn, by fortune, from the weaker hand—
So is Alcides beaten by his page.” (II., i., 32—35.)
In point of fact, incidents in the life of Hercules are referred to in Shakespeare’s works no fewer than fifty times, as thus, in Antony and Cleopatra, Antony says—
“Eros, ho!
The shirt of Nessus is upon me ; teach me Alcides, thou mine ancestor, thy rage.
Let me lodge Lichas on the horns o’ the moon,
And with these hands that clasped the heaviest club Subdue my worthiest self.” (IV., xii., 42—47.)
But—this is travelling beyond the record, and I return. To Ovid’s mournful story of much woe, the far-off original of Romeo and Juliet, Pyramus and Thisbe, the following reference occurs in our test play—
“In such a night
Did Thisbe fearfully o’er-trip the dew And saw the Lion’s shadow ere himself,
And ran, dismayed, away.” (V., i., G—9.)
In the preceding lines, the love-fate of a pair to whom he subsequently devoted an entire Drama is thus mentioned—
“ In such a night as this,
When the sweet winds did gently kiss the trees And they did make no noise; in such a night Troilus, methinks, mounted the Trojan walls And sighed his soul towards the Grecian tents Where Cresscid lay that night.” V., i., 1 —G.)
And the forsaking of Queen Dido by pious JEneas, Virgil’s hero, forms the subject of an allusion in the succeeding lines—
“ In such a night
Stood Dido, with a willow in her hand,
Upon the wild sea-banks ; and waft her love To come again to Carthage.” (V., i., 9—12.)
Similai'ly we have a notice of Diana’s love for Endymion—a theme so grandly Englished by John Keats in u the stretched measure of an antique song,” of which the starting thought is this of Shakespeare’s—
“ Peace ho ! the moon sleeps with Endymion And would not be awaked.” (V., i., 109—110.)
Lorenzo had previously called to some musicians—
“Come ho! and wake Diana with a hymn.” (V., i., 69.)
But Portia knew that, under the circumstances, that would be a most unwelcome compliment to the modest divinity, of whose repute— as well as that of the daughter of Dardanus and Neso— she had some knowledge ; for, in her maiden days, she had said,
“ If I live to be as old as Sibylla, I will die as chaste as Diana, unless I be obtained by the method of my father’s will” (1., ii., 116119). In the phrase, “ Thoti gaudy gold, hard food for Midas” (III., ii., 101), the avarice of the Phrygian King who prayed that all he touched might turn into gold is referred to. Shakespeare knew that
. “The poet
Did feign that Orpheus drew trees, storms and floods” (V., i., SO); that the most jealous hundred-eyed inquisitiveness was expressed! by saying, “ Watch me like Argus” (V., i., 230) ; and the peculiar-force given to the word “ breed” in the query—
“ When did friendship take
A breed for barren metal of a friend ?’’ (1., ¡ii., 135, 136.)
shows that lie was acquainted with the original signification of lias (Plato’s Republic, 555, E.) and foams (Cicero’s Fore», 1, 70, 170).—(To be continued.)
“ THE STUDY OF LANGUAGE AS A SCIENTIFIC DISCIPLINE.”
( Continued from page 79.)
Nay, the young student will in time carry his generalisation still hig&ery when be finds that the presence of another noun is not necessary for the use of the genitive, but that, as one thing may have a relation to another by virtue of its qualities and actions, the genitive may come after an adjective or a verb. The functions and uses of the dative and ablative will give similar practice. Actual examination and comparison of instances will be throughout the basis of the learner’s knowledge of their functions. He will begin with the easiest and commonest, and advance, with advancing study of the phenomena, to wider and wider generalisations, till something is arrived at which includes all the various special-instances.
In the course of this process the young studeut can hardly have failed! to become aware of'a fact of the very highest importance, namely, that m very large part of what we call the meaning of a sentence is not conveyed! by the words and forms, but is infused into it by the intelligence of the hearer or reader. It consists of a number of accessory notions by which the bare meanings of. words and forms are implicitly differentiated into special applications in the mind of him who uses them, and which are suggested to the intelligence of the hearer or reader by the context. Take a familiar instance. Compare “ he broke bis leg,” “ he broke the bank,” he “broke bis word.” We say commonly that “ broke” has here three distinct meanings. Now, if “ broke,” of and in itself, could convey each of these meanings, we should know what the user of the words meant as soon as he got the words “ he broke.” But this is plainly not the case; it is only after hearing the word “ leg,” or “ bank,” or “ word ” that the requisite accessorg notions flash upon our intelligence. It is just the same with grammatical forms. The wide variety of uses to which they can be put arises from the fact that, in and by themselves, they do not convey, the whole of any one of their so-called meanings. They convey only some-. thing much wider and vaguer. It is the intelligence of the hearer or, reader that supplies the differentiating notions. It stands to reason, then,, that the richer a language is in grammatical forms, and the more variedi the possible application of these forms, the larger are the demands made: upon the intelligence of him who has to divine their sense in any given; instance. This it is that makes the study of Latin so much harder than that of French or English. The latter have discarded most of the inflexions, and replaced them by the use of prepositions and auxiliaries ; that is, in fact, we have got a great deal of the differentiation done ready to our hand, and so it is incomparably easier to catch the intended sense of “ with a stick,” “ by a blow,” “ with diligence.” “ of cheerful look,” and so on, than that of the mere ablative case by which each would be expressed in Latin. It lias been the very endeavour to case the strain upon the intelligence that has given rise to the analytic type of language. Professor Bain is entirely wrong when he says that “ we merely transfer the attention from inflexions to auxiliaries,” and that “ the mental operation is absolutely the same.” His statement thatGrammar, as exemplified in the Latin and Greek languages, is particularly devoid oi subtlety,” and that “ Latin grammar is the easy and English grammar the abstruse one”—(“Education,” &c., p. 3(58)—conflicts sharply with-my own experience. It is certainly not justified by the argument that “ the Parts of Speech are assumed without any definition, being recognised by the inflexion test, and not by their function in the sentence.”' Nouns aud adjectives have, for the most part, the same inflections, and only an examination of function will show to what part of speech guarn, cum, quo, quod, and many other words belong. You must get at the meaning (which involves the function) of ibi, tibi, audacter,,propter,. &c., before you can assign them to their parts of speech. Besides, even if a learner could in every case say, “ I know by the termination that P must call this word a noun, an adverb, &c.,” he is not in the least degree exempted from the duty of connecting the definition with the name.
Let me give another easy illustration of the different methods pursued by the rule-and-memory man and the scientific teacher. The former, acting upon Mr. Bain’s maxim, that “ the exercise of the understanding is chiefly intended to aid the memory,” tells his pupils that fungor, frnor, vtor, and vescor, which seem to them at first sight as much transitive verbs as any others, govern the ablative case through some mysterious perversity. The latter says :—“ Go behind the rule. Observe that these verbs are all deponent, that is, reflective verbs.” Now we get at something rational. Vescor means “ 1 feed myself therefore, vescor came is not “ I eat flesh,” but “ I feed myself with flesh.” In like manner the learner gels to see that fruor means “ I benefit or advantage-
£49 12s. Od. 41
= £1 4s.
myself with something," ntor — “ I employ myself with something,” &c. i If this is not an. inductive process of reasoning, will anybody tell me what we are to call that by which it is ascertained that a seeming exception to a physicial law is due to some disturbing cause?
I might go on to show how in time the scientific teacher will indroduce i his pupils to the history of inflexional forms, show how they depend in part on the forms of the stems to which they are attached, how they have been worn down by use, and subjected to some consequent confusion. He will help them to track noun inflexions into adverbs, till they see that a large part of the latter are only nouns and pronouns in , disguise, and are themselves parents of prepositions and conjunctions. Mere “ verbal adhesiveness” will make si and if stick together, but the understanding is appealed to when it is shown that si is only sic with the expletive demonstrative o struck off, and that its function is identical with that of the English so in such phrases as “so it please you,” “ so I lose not honour.”
I should have liked to show you in detail how beautifully the scientific method of collecting, c)assif3'ing and interrogating the actual facts and usages of the language comes out in the more difficult parts of Latin grammar, such as the use of the subjunctive mood—a subject which no “ conning ” of rules will ever make clear to the learner. The scientific teacher will make his pupils examine sentences in which the subjunctive is used where there is no hypothesis or condition, and others in which there is condition and no subjunctive, and so enable them to correct a good many grammars which tell them that the primary and essential function of the mood is to express condition or hypothesis. He will make them examine and compare various examples which differ in every other respect but agree in having the subjunctive, or agree in every other respect but differ as regards the mood ; and thus, by the inductive methods of agreement and difference, bring out the truth, that the feature which is quite obvious in some examples of the use of the mood, namely, predication that goes no further than conception, is the only feature that is common to all ; and that this general and vague idea is differentiated by the intelligence of the reader, according to the suggestions of the subject-matter or the context, into the various specialised applications of expressing some sorts of hypothesis, some sorts of consequence, the ideas of will, purpose, and so forth.
A learner so trained will soon dispense with the old bungling rules about conjunctions governing the subjunctive, and see that the subj unctive makes its appearance by virtue of its own proper meaning, and not because it is governed. When he sees the subjunctive after quamvis he seeks for an intelligible reason, and finds it directly in the fact that qvam vis ( =
“ how you please ”), by appealing to a perfectly indefinite standard, introduces a concession which is merely conccptive. He sees in a moment why conjunctions meaning “because” are followed by a subjunctive if they are accompanied by a negative, because a reason of which the actual existence is denied is of course a matter of conception. But to pursue this matter in detail would demand a moreprotracted strain of attention than I could hope now to secure. Perhaps the bare suggestion of what you have escaped may be enough to elicit an effusive assurance that you arc prepared to agree with me that, after all, the understanding does count for something in the study of Latin.
There is another constant exercise of the understanding which the scientific teacher will not neglect. I mean the breaking up of words into their elements, and tracing the way in which the root-idea blends itself with other elements, and grows and sprouts and branches out into the most curious and unexpected forms. I only attempt here to give a random illustration or two.
Take the root ag- = ‘ set in motion.’ When I set myself in motion, I ‘ act,’ hence a whole family of words, actor, actio, actum, actions, &c. Again, wc get agitis, ‘ easily set in motion, agile ;’ aginen, ‘ an army in motion, or on the march ;’ ex ¡go, ‘ I force out, I exact,’ ‘ I force a thing out, or to the endI,’ i.e., 1 I complete, or do a thing thoroughly,’ whence our exact. From the same two roots, ex- and ag-, comes the word examen = ‘what is forced out,’ or 1 what moves itself out,’ with its two curious applications to ‘a swarm of bees,’ which moves out from the parent hive, and 1 the tongue of a balance,’ which ‘moves out’ when the balance inclines. From examen in the latter sense comes examinare, ‘ to weigh or examine.’
Take the verb puto. The dictionary tells you it means (1) ‘ to prune j vines,’ (2) ‘ to think or consider.’ What can these meanings have to do with each other ? asks the tyro. Look a little further. We find that amputo means ‘ I cut round ;’ supputo, ‘1 cut underneath ;’ depute, 11 lop | off.’ What is common to all these ? The verb puto, and the meaning :
‘ 1 cut.’ A little inductive process has suggested the primary meaning, which we can now trace on its travels, that is to say, we can get at the groups of accessory notions which cluster around it, and are implicitly conveyed by it. From the primitive mode of keeping count by notches (a term once familiar enough to cricketers) came the notion of ‘ counting,’ or ‘reckoning,’ then that of ‘ thinking’ generally. Computo, ‘I compute,’ is, in fact, * I cut two sets of notches together,’ and so reckon. Other compounds may be explained in a similar fashion.
Take the root plic, in plica, ‘ a bend or fold.’ There is do difficulty in duplex and triplex, or in applico, ‘ I put one fold on another ;’ complico,
‘I put folds together,’ &c. But whence the meaning of supplico, ‘ I entreat.,’ and supplicium, which means bqili prayer and punishment ? Simply from the bent, or kneeling attitude in which a man prays, or awaits the stroke of the executioner.
Take the root tern. = ‘ cut,’ in temno. We get in temphun = a space marked or cut off for sacred purposes,—in augury, a region of the sky marked oft' in imagination by the augur for noticing the omens that occurred in it. Hence the word contemplan, ‘ to contemplate,’ i.e,, to j watch the tempium. Trace the root in another direction, and you get tempus, ‘time,’ i.e., duration cut into regular portions. The general 1 notion is specialised into the sense of ‘the state of the time, the weather, !
the seasons.’ Hence the abstract noun tempestas, ‘ weather,’ often passing into the sense of ‘ foul weather ’ or ‘ tempest.’ Again, temperare, ‘to cut into regular portions,’ acquires the sense ‘to mingle in due proportion,’ whence our word temper in all its applications.
Look again at some of the longer Latin words. Tak e protieiscor. “ Oh!” says the memory-man, ‘ ‘proficiscor = I set out;’ there boys, let those two words stick together by ‘ verbal adhesiveness,’ and there will be no need to exercise your understanding about them.” The true teacher will say, “ Here is a long word, it must be worth while to see what it is made up of.” Accordingly he sets to work, and gets out the elements pro =
‘ forward,’ fie = ‘ make,’ isc — ‘ begin,’ o = ‘ I,’ r = ‘ self,’—‘ I begin to make myself forward.’ If he takes obliviscor = ‘ I forget,’ he finds a root liv ==* dark’ (in lividus and livor), ob = ‘over,’ isc, o, and r as in the last and so gets to the sense ‘ I begin to darken myself over,’ or ‘ to make darkness over myself,’ a very bold and striking metaphor. The contrary word recorder = ‘ I recollect,’ literally * I put again in my heart,’ reminds us of the ancient notion that the heart was the seat of the intellect. Bene cordatus homo = ‘ a good-hearted man,’ in Latin meant what we should call ‘a man with plenty of brains.’
APPOINTMENTS, PROMOTIONS, &c.
Arthur Parker, H.T., Blakeville, 1247 ; Adelaide L. Thompson, ILT., Red Hill, 1301 ; Robert H. Clarke, H.T., Newington, 1313 ; ffm. Raynor, H.T. Lower Thornton, 1371; Alfred Hocking, H.T., Crossley, 2007; John Nance, H.T., Bochara, 1724.
The following is the Solutions to the Arithmetic paper set at the Examination for Exhibitions on the 10th December, 1879 :—
Solution by A. Sutherland, M.A.
[These solutions are not intended to indicate the most perfect mathematical method. They are intended to approximate, as nearly as possible, to what may be fairly enough expected from students who have reached only to the standard of the paper set.]
1. An oblong block of land comprises 582 acres, and its width is 72 75 chains ; find in miles, chains, and links the length of the fence enclosing it, and find by practice the cost of the fence at £48 12s. 9d. a mile.
582 acres = 5820 sq. chains, divide by 72-75 chains and we have length of field 80 chains. Hence length of fence = (80 + 72-75)x2 = 305*5 chains,
i.e., 305 ch. 50 links, and as a mile = 80 chains we have feuce is 3 miles 65 chains 50 links in length. The value found by practice is £185 14s. 8-26875d.
2. A roof covers a horizontal area 30-5 feet long and 26'2 feet broad. The rain gathered on it is conveyed to a circular tank 12 feet in diameter! The area of a circle is got by multiplying the square of its diameter by •7854. By how much would the beighth of the water in the tank be increased by a rainfall of *2 inch, supposing that 1.] per cent, of what fell on the roof was lost by defective spouting?
30-5 feet = 366 in., and 26-2 ft. = 314 4 in. .’. theareais 115070'4 square inches. A tall of water rising to -2 over this area would give a volume of 23014-08 cubic inches. As 1} per cent, is lost, 98.1 per cent, is left • 981 197 1Q7 ’
that is —A = of the total volume goes to the tank, zll. of 23011-08=.
22668-8688. This water enters a tank the area of whose base is 144 x 144 x *7854 = 16286-0544 sq. in., dividing the volume by the area of
the base we have^-^.— inches = l-3919 + inches=the height.
3. A draper is accustomed to give three months’ credit. What deduction should he allow at ordinary discount to a cash purchaser to the amount of £49 12s. 6d., the value of money being 10 per cent, per annum; and what would the deduction be at true discount ?
For ordinary discount deduct the interest on the amount. £49 12s. 6d for J year at 10 per cent,, gives £1 4s. 9] d. But to obtain true discount £100 for \ year at 10 per cent, becomes £102.]. Hence the ratio of the
present value to the amount is '-A = = 1?. Hence the discount is A
102] 20o 41 41 of the amount
4. A person purchases land for £85 17s. 4d., and erects on it a cottage at a cost of £314 2s. 8d. He has to pay on it annually municipal and water rates amounting to 27?-d. in each pound of its yearly value, this value being reckoned as 7 per cent, of its total cost; and he spends annually £2 4s. lid. to keep it in repair. If he lets it, what monthly rent should he require that he may receive 8 per cent, per annum on his original outlay, clear of all expenses, supposing that on an average the cottage will be unoccupied one month out of every twelve ?
The total cost is £400 ; now 7 per cent, of this is £28, and 28x27 = -* £3 4s., the amount of rates ; and the amount for repairs, and we have-£5 8s. lid. The owner desires a profit of 8 per cent, on £400, that is £32, hence the annual receipts must be £37 8s. lid. to be obtained in 11 monthly payments. Hence each payment must be £3 8s. Id.
5. The loss of strength in a galvanic current sent along wires of the same material is proportional directly to the length of the wire and inversely to the square of its diameter, buppose that a copper wire has in weakening the current, one-seventh of the effect that is exerted by an
|
Ditto |
ditto |
Bb C |
|
Ditto |
ditto | |
|
Ditto |
ditto |
G |
|
Ditto |
ditto |
D |
|
Ditto |
ditto |
F |
5. Transpose the following to the Key of A, and employ the Alto Clef
iron one of the same dimensions, and suppose that the loss in the strength of a current sent along an iron wire i inch thick and 50 miles long is represented by 1 ; what number will represent the loss in the strength of a similar current sent along a copper wire 400 miles long and inch thick ?
The loss in the iron wire being 1. When the wire is 50 feet long it will be 8 times as great for an iron wire of same thickness 400 feet long. If the wire is made twice as thick the loss will be only one quarter of what it would otherwise be. If the wire is made of copper its loss is only one seventh of that in an iron wire of similar dimensions. Hence multiply by 8 for length, by } for thickness, and by -} for difference in material. 1 x 8 x | x |
6. Reduce to a single fraction in its simplest form
3-—'—A.1— + ax2.[—2 t + -& of 2*.
tV a , 5,1,
The first fraction reduces to y, the second to 1,
£x2|*l,
V x V xf = £.
y _ i + i_.| = 3_lj = £.
7. Find the value of
237825 miles + 52-.316 furlongs + __-b§ perches — 4 ^ of 2532 yards
•3+ -54
+ 440 X’83 feet fLong Measure).
23-7825 miles = 125571 *6 feet.
52-3i(> furlongs = 34528-6 feet.
ill)_perches = 11 feet.
•3 + -54
440 x -S3 feet = 366'6 feet.
The sum of these is 160477 93 feet.
Subtract1 ^ of 2532 yds. =569700 feet.
4-J.L J
3 5 U
The result is negative, and is 409222-06.
8. One vessel, 250 feet long, going 5 miles an hour, and another vessel 1 -,V times as long, going If- times as fast, meet in a stream. How long will they be in passing each other ?
The vessel which travels 5 miles an hour goes 440 feet per minute. The other goes f of 440 = 565f. Hence the bows of the two vessels will move relatively to one another with a speed of 440 + 5(>5f = 1005 J. When the vessels meet they are bow to bow ; when they have passed one another they are stern to stern. Hence the bow of one boat relatively to that of the other has travelled a distance equal to the sum of the two lengths, 250 + of 250 = 5411 feet. This is travelled at the rate 100of feet per • 541s 2275
minute, and so ——+ =.—1- is the time in minutes taken by the vessels ’ 10054 4224 J
to pass each other.
EXAMINATION FOR EXHIBITIONS.
The following is the paper set for Examination for Exhibitions, 10th December, 1879 :—
GEOGRAPHY.
(Time allowed for this paper one hour and a half)
1. Explain the terms latitude, estuary, colony, current, archipelago, equator. Give the derivation of each of these words.
2. Who were the persons after whom the following places were called :—St. Petersburg, Melbourne, Constantinople, Adelaide, Jamaica, Tasmania ?
3. Describe accurately the positions of as many places as you know of bearing severally the following names :—Newcastle, Victoria, Boston, Launceston, Halifax, Sandhurst.
4. To what states do the following belong :—Barbadoes, Bourbon, Saghalien, Iceland, Java, Minorca, Corsica, Azores, Ionian Isles?
5. State the length, breadth, and arear of Australia, the parallels and meridians between which it lies, its principal physical features, and the peculiarities in its animal and vegetable life.
6. In what countries are the following plants and animals indigenous : —Potato, llama, peach, zebra, indigo, bison, jarrali, maize, mahogany?
7. What and where are the following ? Mention any event of importance with which each is connected :—Tugela, Mandelay, Transvaal, Batoum, Mcrve, Strathbogie, Herat, Kosciusko.
8. Name the terminal towns of the several Victorian lines of railway ; 6tate in regard to each its distance from Melbourne, and the nature of the industries or pursuits carried on in its neighbourhood.
The following is the paper set at the Departmental Examination (in December 10th, 1879) for License to Teach Drawing : —
ANGULAR PERSPECTIVE, WITH INSTRUMENTS.
Given the plane of the picture, and one edge of the cube against the plane, draw the cube in Angular Perspective, showing—
“Horizontal line,” “point of sight,” “ vanishing points,” “station point,” “ground plan,” “measurement points,” “geometric scale.”
PRACTICAL GEOMETRY.
(Each diagram should be about six inches across, and should show the construction lines.)
1. Trisect a right angle. 2. Construct a rhombus having a given base and a given angle. 3. Draw tangents to two given circles.
EXAMINATION IN MUSIC.
The following is the paper given to candidates who presented them, selves for a License to Teach Music at the December Examination-1879 :—
Time allowed, two hours and a half.
1. Name the following Intervals and say what they become when inverted:—C to A}?, G to cjjl, A to Dr}, F to Gf}, G to G^j!, A to D^, A to Ei?.
2. Uuder what circumstances would B> be introduced in a Song set in the Key of F ?
3. Write down four different Common Chords in which A forms a Note of each Chord.
4. Write down the Signatures of the two Keys of A, Major and Minor :
|-
:=j±:
6. Name and describe the various marks and words used to denote Expression ; also those to indicate the speed of a Movement.
7. Write down Major Common Chords and their Inversions to the following Bass Notes :—
|
„ |
__ | ||||||
|
vii 9 |
—« |
- fé : |
^ - |
—0— |
8. Write down Minor Common Chords and their Inversions to tjtie following Bass Notes :—
|
........t—- |
-ii- |
-f- |
* |
J ! m- I | |
|
EE # |
—p0— i=XL |
S? |
b |
-1-- |
9. Write out the Chromatic Scale in the Key of pfe Minor, ascending and descending.
10. Write out the Grand Stave, and show the usual compass of the four principal kinds of Voices.
11. Write down the Letter Names of the Notes forming the Major Scales of B flat and C sharp, and the Minor Scales of E flat and B ascending and descending.
12. Explain why A¡5 is sometimes employed in the Scale of C Minor.
The London Society for the Extension of University Teaching has just opened its new session of lectures and classes, with a large increase in the number of centres where the work is carried on. An important public meeting, held last February at the Mansion House, was followed by district meetings at various points throughout London and the suburbs, and the result is encouraging to those who have made efforts to support this endeavour of the Universities of Oxford, Cambridge, and London to extend to London the educational scheme which Cambridge has for the last six years successfully maintained in many provincial towns. The term has opened with twenty-six courses of instruction, held at thirteen centres. Political Economy, English History, and Literature, Physical Geography, and Physiology are the subjects most in demand ; at one centre there is to be a course in Latin Literature. The east, south, and north of London, with suburbs such as Wimbledon and Putney, still supply the large majority of district centres, but this year Marylebone and Kensington are added to the list. In the richer districts, the scheme is already generally self-supporting ; but in the poorer, such as the Tower Hamlets, Lambeth, Iloxton, &c., the fees are fixed at extremely low rates, and the Society is therefore still in need of funds to attain its full efficiency. Vet more important requisites are the interest and energy shown by the local committees in making the scheme known in their neighbourhoods and raising guarantee funds ; and it is owing to the increase of such local support that the work has been able to make its present advance.
The results of the first examination under the Irish Intermediate Education Act have been published, Some 4,200 candidates paid the prescribed entrance fee, of whom only 3,800 in round numbers, presented themselves for examination. The total number of passes is somewhat under 2,500. In accordance with the Act, candidates are divided into three grades according to their ages, the limits of age in each grade being 18, 17, and 16 years respectively. Oue Exhibition, of the value of £50, is awarded for every ten successful, candidates.
The following will show the changes proposed to be made in the' Matriculation Examination at the Melbourne University :—
1. The subjects of examination shall be—
(1) Greek, (2) Latin, (3) Algebra, (4) Geometry (and Trigonometry),
(5) English, (6) History. (7) French, (8) German, (9) Arithmetic, (10) Elementary Physics, (11) Elementary Chemistry, (12) Elementary Physical Geography.
The details of these subjects shall be—
1, Greek,— Pass.—Accidence and the leading rules of Syntax (not
more than is contained in Initia Græca, Part 1.): one book of Xenophon’s Anabasis : The translation of short easy sentences from English into Greek prose as a test of grammatical knowledge : the translation of an easy passage from some Attic prose author not prescribed for the examination. Honours.—The work prescribed for the Pass : a Greek Tragedy : Translation from English into Greek prose : Translation from Greek at sight.
II. Latin.—Pass.—Accidence and the leading Rules of Syntax (not more than is contained in Principia Latina, Part I.) : one book of Caesar, and one book of Virgil’s Æneid : the translation of an easy passage of English into Latin prose : the translation of an easy passage from some author not prescribed for the Examination. Honours.—The work prescribed for the Pass : a book of Livy and a book of Horace’s Odes (or their equivalent) : Translation from English into Latin prose : Translation from Latin at sight.
ill. Algebra.—Pass.—Not more than is contained in Todhunter’s Smaller Algebra, chaptei’s 1 to 28 inclusive. Honours.—Not
more than is contained in Todhunter’s Larger Algebra, up to and including the Binomial Theorem.
iv. Geometry.—Pass.—The substance of Euclid, Books I., IL, III. Three propositions shall be set from each book, and any five correctly done shall entitle a Candidate to pass. Honours.—The substance of Euclid, Books I.-VL, and about as much as is contained in Todhunter’s Larger Trigonometry, chaps, i.-xvii., omitting chaps, ix. and xii.
v. English.—Pass.—Parsing and Analysis, according to a printed
syllabus : Grammar ; Composition ; Derivation ; Some portion of an English Classic, not earlier than Milton, equal in amount and difficulty to a Book of Milton’s Paradise Lost, or ten numbers of the ¡Spectator. Honours.—The work prescribed for the Pass :
A Play of Shakespeare, to be studied philologically and critically : the History and Structure of the English Language.
Vi, History.—Pass.—Any two of the following four portions of Elementary History, together with the illustrative Geography : —
(1) England, (a) From the earliest times to the Revolution ; (£) From the Revolution to the Accession of Her Majesty Queen Victoria. In alternate academic years. (2) Rome, from the earliest times to the Social War. (3) Greece, from the earliest times to the death of Alexander. (4) Europe, from the earliest times to the peace of 1815. Honours.—The History of England, with that of foreign nations so far as connected therewith ; the History of Rome, and that of Greece, as prescribed for the Pass.
VII. French.—Pass.—Accidence and the leading Rules of Syntax : Short easy sentences for Translation into French : some book of about the same difficulty as Le Conscrit, and in amount about GO pages of the Australian Edition of that work : Translation of an easy passage of English : Translation of easy French at sight. Honours.—The work prescribed for the Pass : Brachet’s Public Schools Grammar (English Edition) : a play of Racine, Corneille, or Molière : a portion of some French prose author : Translation from English into BVench : Translation from French at sight.
vin, German.—Pass.—Accidence and the leading rules of Syntax: Short easy sentences for Translation into German : some book of about the same difficulty as Hauff’s Miihrchen, and in amount about as much as is required for French : Translation of an easy passage of German at sight. Honours.—The work prescribed for the Pass, together with some one play of Goethe, Schiller, or Lessing : Translation from English into German : Translation from German at sight.
ix. Arithmetic.—Pass.—Not more than is contained in Hamblin Smith's Arithmetic.
x. Elementary Physics.—Mechanics, and one of the following :
(a) Heat ; (b) Sound and Light ; (c) Electricity and Magnetism. The amount of knowledge and mode of treatment required will be such as may be found in the latest edition of Bâlfour Stewart’s Elements of Physics. •
xi. Elementary Chemistry,—Such knowledge of the Non-metallic Elements and the Laws of Combination, as may be tested by written Examination without requiring practical manipulation,
XII. Elementary Physical Geography.—An elementary acquaintance with the General Physical features and the most striking phenomena of the earth’s surface. Sufficient information will be found in Keith Johnston’s _ School Atlas of Physical Geography (latest edition) with the corresponding letter-press.
2. In the subjects of Arithmetic, Elementary Physics, Elementary Chemistry, and Elementary Physical Geography, Pass papers only shall be set. In all other subjects an Honour paper shall be set in addition to the Pass paper ; and each Candidate, when he enters his name for the Examination, shall state as to each subject whether he presents himself for Pass, or for Honours. A Candidate who presents himself for Honours in any subject and fails to attain them shall be returned as |
having passed in that subject if the Examiner is of opinion that his answers show sufficient knowledge for a pass.
3. No Candidate shall at the same examination present the same subject for both Pass and Honours; and no Candidate shall be permitted to matriculate unless he shall at one and the same Examination either pass in six subjects, or, obtaining Honours in two subjects, pass in two others.
4. No one shall be admitted to any Matriculation Examination at the beginning of the February Term who has not entered his name, and paid the fee for as many subjects as would enable him on passing in them to matriculate, and at the time of entry paid his fee for some full First-Year University course for a Degree or Certificate. Such fee in case of his failure to pass for Matriculation, but in no other case, shall be returned, and no certificate shall be issued and no publication shall be made for or in respect of any subject passed at any such Examination except in the case of candidates entitled to matriculate.
5. At every Matriculation Examination the papers of each Candidate shall be distinguished, not by bis name, but by his Examination number, assigned according to priority of entry.
G. The Results of each examination shall be published in two lists— (1) Containing the numbers and the names of the Candidates who pass, arranged in alphabetical order, and opposite each name a record of Honours, Pass, or Failure in each subject presented. (2) Containing the numbeis without names of the Candidates who fail to pass, and opposite each number a record of Honours, Pass, or Failure in each subject presented.
7. In addition to these Lists, there shall be published, after the Matriculation Examination held in the October Term, Four Class Lists, one in Classics, one in Mathematics, one in English and History, and one in Modern Languages, contaiuing severally the names of those who, having passed the Matriculation Examination, shall be judged by the Examiners worthy of a place therein on the aggregate of marks obtained by them on the Honour Papers set in either (a) Greek and Latin ; or (b) Algebra and Geometry and Trigonometry ; or (c) English and History ; or (d) French and German. The names shall be arranged in Two Classes, those in the First Class in order of merit, those in the second in alphabetical order.
8. Candidates who at any Matriculation Examination have passed in a number of subjects insufficient to qualify them for Matriculation shall be entitled to receive a certificate thereof in the form contained in the schedule hereto :—
SCHEDULE.
Form of Certificate.
Whereas by the Regulations of the University no person is entitled to matriculate therein unless he has at one and the same Examination either passed in six at least of the subjects prescribed for the Matriculation Examination, or obtaining Honours in two subjects has passed in two others, and whereas Candidates who at any Matriculation Examination have passed in any number of subjects less than the number before mentioned are entitled to receive a certificate thereof, and whereas the Candidate hereinafter named has passed in certain of the said subjects although not in a sufficient number for Matriculation, now these are to certify that at a Matriculation Examination of this University held during the Term of 18 passed
in the following subjects (that is to say)
Registrar.
9. A separate Examiner shall be appointed for each of the Twelve Subjects.
10. The Twelve Examiners, together with such others as the Council may appoint, shall form five Examining Boards, each consisting of three members, one for each of the following five groups : A. Classics; B. Mathematics ; C. English and History ; D. Modern Languages ; E. Elementary Physics, Chemistry, and Physical Geography; and the members of these Boards shall constitute a General Board, of which the President of the Professorial Board shall be ex officio Chairman, to meet when convened by him to consider all questions relating to Matriculation Examinations.
11. Of Board A, the Examiners in Greek and in Latin shall be members, and the Professor of Classics, whether an Examiner or not, shall be Chairman. Of Board R, the Examiners in Arithmetic, in Algebra, and in Geometry and Trigonometry shall be members, and the Professor of Mathematics, whether an Examiner or not, shall be Chairman. Of Board C, the Examiners in English and in History shall be members, and the Professor of History, whether an Examiner or not, shall be Chairman. Of Board D, the Examiners in French aud in German shall be members, and the Professor of Classics, whether an Examiner or not, shall be Chairman. Of Board E, the Examiners in Elementary Physics, Chemistry, and Physical Geography shall be members, and the Professor of Natural Science, whether an Examiner or not, shall be Chairman.
12. The Examiner appointed for each subject shall prepare the Pass paper and the Honour paper (if auy) in that subject: but the Board of Examiners for the group under which it falls.shall revise and may alter the papers so prepared, shall affix the numerical value to each question, shall determine the numerical or other standard for Pass and Honours (if any) in each subject of the group, and shall, at the Examination in the October Term, prepare the Class List of the Group; and the Examiner appointed for each subject shall value the answers of Candidates, and decide on Passes and Honours in that subject.
13. On or before the first day of each Matriculation Examination the Registrar shall send to the Examiner appointed for each subject Two Lists containing respectively the Examination numbers of those Candidates who present themselves for Pass or for Honours in the subject. These Lists shall, within eighteen days from the commencement of the Examination, be returned by the Examiner to the Registrar, with all the information required for the compilation of the Lists mentioned in § G, which shall forthwith bo prepared and published by the Registrar, '
IkbicUs, ITn.iix.es, if .
[Books for review or notice should be sent to the Editor not later than the 25th of the month.']
14. The Four Class Lists in the October Term shall be prepared by the several Boards, with the assistance of the Registrar.
15. Matriculation Examinations may be held at such times, in such places, and under such supervision as the Council, on the recommendation of the Professorial Board, may from time to time appoint.
CHAPTER VI.
8. No Student shall be admitted to the First Examination of the course for the Degree of Bachelor of Medicine unless he shall have produced evidence that at some Matriculation Examination or other University Examination he has passed in Greek, Latin, English, Arithmetic, Algebra, and Geometry.
‘ CHAPTER XVII.
5. Four Exhibitions shall be awarded at the Matriculation Examination in the October Term to the Candidates who severally stand first in the first class of the Four Class Lists published after that Examination.
6. No student who has once matriculated may compete for Honours at any Matriculation Examination.
The following is the Algebra Matriculation Examination Paper set for October term, 1879 [Solutions in next issue] :—
Professor Naxson.
Answers alone will not be accepted: the full world-ng must be sent in. Every result must be reduced to its simplest form.
1. Express algebraically that the difference of the fourth powers of two numbers is equal to the product of their difference, their sum, and the sum of their squares.
2. Add together
a — 2b + So — 4d + 2e ' 3 b—4c+ 5 d — 3c+ 2 a
5c — 6d + 3e — 4a + 3b Id + 2e— 5a + 2b — 3c and subtract the result from
2 a + 3b + 4c + 3d + 2e.
3. Multiply x5 + 3x* + 2x-+ x + 3
by . ®3 + x- +4x + 5.
4. Divide 1 —X — 3a?2 — Xs by 1 +2x + a;2.
5. Divide
IS (be- + ca- + ab-) — 12 (b-c + c-a + a-b)
—19abc by 2a — 3b.
6. Simplify
x ( 1 _ 1 'j____(a- + 3) (x- —4) _
' V,® + 1 x + 4/ (x? + 4x + 3) (a2 + 6x + 8)
7. Simplify
. b — c c — a a — b
(x — b) (x — c) (x — c) (x — a) (a — a) (a — b)
8. Solve the equation
a+ 10 a+1 a+11 x + 2
x + 8 ' x + 3 x + 9 x + 4
9. Solve the equation
a b _ a + b
x + a x + b x + c
10. A is twice as old as B; eleven years ago their united ages amounted to as many years as now represent the age A. Find the ages of A and B.
“ Report on the Forest Resources of Western Australia,” by Baron Ferd.
Von Mueller, K.C.M.G., M.D., P.H.D., F.R.S., Government Botanist
for the colony of Victoria.
Two years ago the author of this work obtained permission from the •Chief Secretary of Victoria to re-visit Western Australia, with a view of exploring, for its floral treasures, the regions between the Murchison River and Shark Bay and the country east of Champion Bay, as far as this could be done within a few weeks’ travels. The Government of the Western colony seized on the opportunity, thus unexpectedly occurred, to consult the Baron with reference to the best mode of utilising thé forests in the extratropical portion of that vast territory. The Chief Secretary of W.A. telegraphed to the Honorable Graham Berry for permission that the stay of the Government Botanist of Victoria might be extended accordingly, to which request the Chief Secretary in Melbourne responded in graceful terms of approval. Thus the Baron devoted one additional month in travelling through the forest regions down along Swau River to near Cape Leuwin and thence to King George’s Sound, a distance of several hundred miles through that kind of open park-like forest-land, for most of which the Eucalyptus regions of Australia are so remarkable. It so happens that in West Australia, the most frequent of all Eucalypts, the famous Jarrah, is also the most valuable for artisans’ wood work ; hence forest treasures there are of particular significance. Of the twenty beautiful plates of large quarto size in this report, the first is devoted to this Jarrah, Eucalyptus marginata, so named by Sir James Smith in 1802 from specimens dried by Mr.’ Menzies, the Naturalist of Vancouver’s voyages, the very expedition in which King George's Sound was discovered ; one year only before D’Entrecasteaux’s expedition also arrived there. ' Jarrah-wood is extensively exported, being one of the least destructive kinds of timber, particularly for maritime purposes, in the world.
is Mso largely used for the construction of jetties, &c., in our port. The remaining plates of the report deal with the principal other timber-trees of Western Australia, amidst which the red gum-tree of that colony, (E\ calophylla), the Karri-tree (E. diverziclor), the York gum-tree (E. lo.vophleba), the principal white gum-tree of West Australia, (.Eredunca), the Tuart (E\ gomphocephala), Yate
(ij. corunta), are the foremost in technical importance, while all arc of wide distribution. The Redgum-tree of Victoria (E. restrain) is the only one of ours, which stretches across to the Western portion of the_ Australian continent, and then only there to the more northern regions. Under these circumstances the report is of particular value, as outside of West Australia hardly anything is known of its quite peculiar timber, except that of the Jarrah, though all the sorts above mentioned arc of singular excellence for particular purposes, and should attract even the attention of forest-cultivators in other parts of the globe. One ol the plates is devoted to E. ficifolia, a tree of very limited range, near the mouth of the rivers east of Cape Leiiwin, and with which the people of Melbourne are long familiar, it having produced annually its brilliant crimson trusses of blossoms in the Botanical Garden, where it was raised by Baron Yon Mueller, who also baptised it and first described it ; it being, indeed, even unknown to nearly all West Australian colonists, on account of its seclusion in a small tract of country far away from any settlement. The “ Karri ” tree is most noteworthy also, it constituting with the Victorian E. amyqdalina the tallest of all trees of the globe, so far as hitherto known. Three of the plates of the Report are devoted to the microscopic anatomy of the Jarrah and York Gum-tree on chemical grounds ; moreover, the reasons arc given why the Jarrah so marvellously surpasses other woods, except our Redgum timber, in durability. Baron Von Mueller gives full descriptions of the species, advising, as he had done here many years ago, the formation of local forest-Boards for Western Australia, points out how the revenue from the woodlands could be greatly enhanced, urges the survey and reservation of forest-areas, alludes to the necessity of importing plants, and especially seeds, on a large scale from abroad, more particularly as Pine and Cedanvood is not indigenous there, recommends test-plantations in various latitudes, gives a long list of foreign plants of leading value by which the Western Australian forests could be enriched, and concludes with recommending the creation of a museum of vegetable products for general teaching of the public. The subject matter of the learned botanist’s report is well worthy the consideration of the Government of Victoria. It deals with a matter—forest culture—of vital importance to the colony, and many of the recommendations made in the report will apply to us as well as to Western Australia.
“Rudiments of the Latin Language” for the use of the Edinburgh Academy. In two parts. By James Clyde, M. A., LL. D., one of the classical masters in the Edinburgh Academy 1861-187$, author of “Greek Syntax,” 1879. Melbourne: M.L. Hutchinson, ’ Educationists are beginning to recognise the importance of differentiating in the matter of school books, as well as in that of the teachers employed. Instead of placing in the hands of beginners books in which the instruction they require is mixed up with a mass of scholastic erudition, books are now used in which the lessons are graduated, and in which the information suited to the wants of the pupil is separated from that which is totally beyond his comprehension. The “ Rudiments of the Latin language” accomplishes this, by treating each branch in two distinct parts, each containing the same number of sections, under the same headings, and at the same time carefully avoiding repetition. Part I. is specially designed for beginners. Part II. for advanced students. Taken together they form a treasury of facts and principles, rules and examples, beyond which no student, except a specialist, need search. In addition to the indispensable paradigms, part I. is supplied with numerous illustrations and practical notices, in order that the young student, after mastering the declensions and conjugations, and the principal rules of Syntax, may connect with each of them fresh information respecting the forms and usage of the language. The work should command a large circulation, more especially amongst private students.
New Music Received.—“ Silver Moon so Mildly Beaming.” by Mr. A. T. M. Johnson, Singing Master in Victorian State Schools. Publisher, R. J. Paling, 35 Col I ins-street east. This is a very pretty ballad for the drawingroom, and in merit above the average of similar productions. It will not detract from the author’s reputation. The title page is handsomely lithographed in gold.
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Sdxcwi xl ep artment
[ We shall be glad to receive outlines of lessons from Teachers. ]
OUTLINES OF A CLASS LESSON ON GLASS.
By art Ex-Trainee.
Age, from 10 to 12 years. Time, 30 minutes. Apparatus, Blackboard, cbalk, duster, diagrams and materials. Object, To stimulate an interest in the manufactures.
II. General Manufacture.—(«.) Glass house—Conical in shape. 60 to 80 feet high. 40 to 50 feet diameter at base, (b.) Materials—Soda, sand, lime, cullet, red lead. (c.) Preparation—Materials ground and mixed. (7Z.) Melting—4 cwt. at a time, placed in crucibles to be melted (e.) Fining—Removing air, lime, and glass gall.
III. Special Manufacture.—(a.) Bottle glass. (5.) Crown glass, (c.) Plate glass. (d.) Sheet glass. (e.) Flint glass.
IV. Properties. —Transparent, brittle, hard.
V. Uses.—For window’s, optical instruments, mirrors, &c.
HEADS.
MATTER,
METHOD.
I. Historical Notice
Anecdote by Pliny.—Supposed Phoenician sod a merchants landed on the banks of the river Belus. They used blocks of sod a to support the vessel in which they cooked their food. The soda, melting with the heat, transformed intoglass the sand on which they rested. Very valuable in ancient times. Known 3,000 years ago. Some glass ornaments found at Stonehenge. Introduced into Britain by Benedict. Venetian workmen brought to England in 1600 by Duke of Buckingham.
II. MANU
FACTURE.
1. Glasshouse Usually conical in shape, open & furnaces, at top, 60 or 80 feet high, 40 to 50
2. Materials, feet diameter at the base. Contains 8 or 10 crucibles.
Soda, sand, lime, cullet, lead.
Materials well mixed by placing them in a barrel, which is made to revolve slowly.
Mixed ingredients are melted together in large crucibles. About 4 cwt at a time is added. Stirred with a copper ladle.
This consists in removing bubbles of air, or gas, or lime, and earthy impurities which do not fuse. When this is done the glass or metal is transparent, and ready for the workman.
The materials used for bottle-glass are of the coarsest kind. Common river sand, soap-boilers’ waste, consisting of lime and a little soda, being usually employed.
Materials mixed as before, and melted. The gatherer dips, and collects on his pipe the required quantity, twirling it round on its axis, blown into a globe, transferred to punty, and exposed to furnaco, which makes it into a circular plate. The plate is then annealed. This is done to all kinds of glass.
Ingredients mixed, melted, fining process, casted, annealed, squared, ground, and polished ; the latter done by machinery, some done by hand; women preferred.
Same as in crown glass, but globes made into cylinders, and then cut parallel to axis, and rolled out.
5. Flint glass Better materials used ; mixed as in other process. Crucibles different in shape to others. Shape of crucibles the essential difference between it and others.
3. Preparation.
4. Melting.
5. Fining,
III. Special Manufacture.
1. Bottle glass.
2. Crown glass.
3. PI ate glass.
4. Sheet glass
IV. Proper- Some shown in preceding-
ties. transparent, hard, very brittle,
&c.
V. Uses. For windows, optical instru
ments, looking-gl asses,ornaments,
&c.
Blackboard Sketch.
I. History.—Known 3,000 years ago. Supposed discovered by accident.
Show that this is fabulous. To show its value relate — Athenian ambassadors, speaking of the magnificence displayed at the court of King of Persia, said,
“ They drank out of glass and gold cups.” Dead sealed in coats of glass. Prefer to Portland vase found in tomb of Severus. Give reasons for its appearance at Stonehenge. Refer to map. Show how the Druids acted on the superstition of the people. Recapitulate.
Draw on bb. plan of the furnace,showing also shape of pots. Enumerate tools employed.
Explain cullet, kind of lead.
Explain some of the materials. Refer to the baker in making bread.
Draw shape of crucibles on bb. Each crucible holds from 14 to 20 cwt. From this draw their size.
In fining the heat is raised to its highest point for some hours. Some substance called glass gall is skimmed from surface.
Here I should, by the aid of diagrams,explain the process of bottle making. Reason for dark colour.
Much experience required in order to collect the desired quantity. Here I should exhibit a diagram, showing the globe of glass exposed to the furnace. Compare sound of globe opening to opening of wet umbrella. Explain annealing process.
Show how found out. State time required. Refer to earlier part of lesson, and show diagram in explanation.
Show the boys a cylinder of glass, and explain process ; draw diagram on the bb. Recapitulate.
Explain why pots are different, draw one on bb. Explain a few mechanical operations, such as making a tumbler and mine glass.
Its properties and uses may be deduced from the boys. Recapitulate,
to have been
HINTS ON DEALING WITH A SCHOOL CLASS.
By F. J. Gladman, Esq., B.A., B.Sc.
When a comprehensive principle is stated formally, it commonly happens that a feeling of disappointment is aroused at its apparently simplicity and self-evidentness. This may be the case now ; for the canon I have to bring forward seems easy enough, and there is little doubt it will command ready acceptance. It is this:—He mho woudd deal successfully with children, must adapt Ms plans to child-nature.
We are all tempted to say, “ Of course, we know that. That is plain enough. Everybody understands that a man who would succeed with children must treat them as children ought to be treated.’, If, however, the matter is so easy, so evident, so obvious as to compel the assent of every teacher, allow me to ask you whether you are willing to have your work tested by this measure. Will it stand such a test? For it seems to me that the whole theory and practice of sound education, in all its branches—physical, intellectual, moral and religious—is involved in this simple principle. The successful teacher succeeds because he conforms to it consciously or unconsciously, and failure in teaching and in management is exactly proportional to failure in comprehending the principle, or inability to translate it into action in our classes.
We do not mean, however, that the shrewdest observer, and the most skilful manager, will find nothing in the native impulses of children which cannot be enlisted on his side when dealing with them. Far otherwise. We know right well, that all these tendencies need guiding, and some of them must be constantly curbed and restrained, or they will be prejudicial to the work of the class and the character of the child. But we do think that a teacher who makes a careful study of the material upon which he has to work, and who therefore forms a fairly correct estimate of the natural forces engaged, will find many which he can attach to himself as allies, and will see more clearly those which he must meet with a constant and wisely directed opposition.
To do our work well, we ought to know, at least approximately, what a child is, and what he may become by judicious training. And then, recognising the mighty issues at stake, and the difficulties which confront us, to use all the means, appliances, arts, and devices of the teacher to gain our end. Rule-of-thumb methods and mere good intentions are a very insufficient equipment for members of our “ army of light.’
We may summarize the child’s duty in class under Order and Attention, and the teacher’s under Control and Teaching. But whilst there are mutual duties, the teacher is responsible for proper performance on both sides. Both must co-operate if class work is to be successful, but the teacher takes the lead, or he ought to do so. He must, by some means, get the child to doits part. Skilful class-management, then, has for part of its meaning, obtaining and sustaining the orderly attention of the scholar, and if the teacher cannot do this, he fails in an essential part of his work.
To do it well, there must be Sympathy, fellow-feeling between teacher and taught. The teacher must understand his children, must enter into their wants, capabilities, desires, and emotions ; and we speak advisedly, when we affirm that this cannot be, without some painstaking on his part, altogether distinct from the intellectual preparation of the lesson he desires to teach. As we have said before, the child has natural aptitudes and propensities, which will be helpful or antagonistic in exact proportion to the teacher’s knowledge and skill. These are to be recognised and guided more often than thwarted or crushed. When evils arise in the class, they spring at least as frequently from bad management on the part of the teacher as from perverseness on the part of the pupil.
A young teacher, appointed some months ago as assistant in one of the largest schools in the colony, complained to the head-teacher of the “dreadful children,” the “ wicked boys” of her section. The headteacher, a shrewd man of long experience, had observed the true state
of affairs, and replied, “ Pardon me, Miss -, I don’t think the
children are much in fault, but the fact is, they have met with a weak teacher.” And this is no isolated case. Children are frequently blamed for what the teacher should really charge to himself.
How then can we discover these natural endowments, and find out how to deal with them ? Two or three hints may be offered. Let the teacher remember his own boyhood. Let him put himself back for a few years, and try to realise what he then was. Let him consider his own likes and dislikes at that time. Let him think what subjects induced him to give a voluntary attention, and then let him try to find out why it was so. Let him also consider what it was in his teacher (provided it was his lot to deal with a strong and wise man), which forced him to yield in spite of himself ; and, on the other hand, if he had a weak teacher, to whom he could give only a limited respect, let him make such a teacher his study now, and try to discover those positives and negatives in his character, which militated against his power and influence. I am inclined to put this self-recollection in the forefront, when thinking over our means of getting hold of children. Only we must be frank with ourselves in the process, and as we need not make ourselves any worse, so we must not fancy we were any better than we really were. The retrospection will take time and thought, if it is to go down to those details which are likely to be most serviceable to us in our work.
( Rocks Stones ( Bricks*
I.
Carving with Chisel on
2. Scratching with Stylus on
III. Painting with hair pencil or with/ Calamus (a 1 small reed cut pen shape) on
IY. Writing with quill and / with steel pen \ on
V. Printing, or taking im- I pressions! from
a Wooden blocks b Copper and Steel plates
o Stone slabs (Lithography)
d Separate Types c Stereotype Plates
f Cylinder rollers
g and on both sides of paper
As a further aid, it is desirable for us to remember our schoolfellows and classmates. Wherein did they resemble, and wherein did they differ from us ? We know from the communications we had with them in all the openness of boyhood, many of their sentiments about their teachers and their school, which ought to be of use to us now that we are t&ichers.
Children arc naturally curious and inquisitive—they like novelty, they desire to learn. An intelligent child is likely to be troublesome for this reason. We all know how full of questions young children, of say four years of age, are on everything that comes within their range, and how tiresome we are sometimes apt to think them in consequence. The manifestations of this tendency are more under control in older children; but the natural feeling is there, as really when they are ten or twelve years of age, as when they were only four. The difference is that they have grown, and that they now desire information of another kind, suited to their wants and capabilities at their maturer age. If then, in dealing with them, we ignore this innate propensity, we ought not to expect to succeed. Note, too, that out of itgrows the possibility of interesting them in the business in hand, and of securing their voluntary attention.
Minister judiciously then to the curiosity of children ; make their work interesting, and thus create a liking and a desire for it. If you ask how you are to do it, I am sorry I can give you no detailed rule that will hold in all cases. The best general advice is to think of yourself and your class-mates when you were a scholar, as we have said before, and then carefully ponder over what you desire to teach. Is it the right kind of material for your children ? If it be, how can you present it in the most attractive form. And how can you arrange it so as to secure the best and most lasting effect ?
The devices which the skilled teacher employs are many and various. But every one must mahe his own method, he must fight in his own armour. He may read books and attend lectures, may see others work, and may even observe wherein they fail or succeed, without being or becoming a sound teacher himself. All these things rightly employed arc very helpful, but of themselves they can do no more towards developing practical skill than the study of musical grammar will enable a person to become a skilful performer on the piano. Teaching is an art, a practical thing, comprehending multitudinous devices, to be employed according to circumstances, and with a perception of their fitness to special cases amounting almost to genius. Nothing can make up for the want of “nous,” “gumption” in the teacher. The man is more than the method.
Children like the concrete, but have a disinclination for the abstract. Their powers of abstract thinking are undeveloped, and it is therefore a mistake for us to make demands which we cannot in reason expect them to meet. Good class teaching succeeds in giving a tangible and objective character to the instruction, in appealing to the senses, to the observing faculties, and to the imagination. General truths are taught best from examples, contrived so as to manifest the fact we wish to teach in an active attitude, in the real life of a man or boy. Stories, biographies, histories, fables, almost always command an interested attention, and have been and are the vehicle most commonly employed for conveying a lesson. The parts of the Bible which children like best are well known, and their liking is explainable on this principle.
It follows then, that we ought to cultivate a graphic pictorial style of narration, and use abundant illustrations drawn from the men, children, and things, which make up the child’s world. We should employ words with which he is familiar, good Anglo-Saxon nouns, with well-selected descriptive adjectives. And in order to make a conception clear, we ought to repeat without making the repetition too evident, to say the same thing in other words, and thus relieve the lesson from tedium, whilst we secure a measure of thoroughness. It would be well also, if our schools availed themselves more fully of the help which the eye can give. Pictures, especially if they were colored respectably, good maps, actual illustrative objects, the black-board, are all valuable, because they provide the children with something to look at ; they appeal to the sense of sight, the most discriminative, retentive, and intellectual of the seuses, and help to make the teaching objective. Some things may be better learned from a brief examination of a picture or a diagram than from pages of description, and it is always a help to clearness, if we can combine the results which reach the mind through different windows.
We are all familiar with the method the Master adopted in His teaching, even when dealing with adults—parable, simile, abundant illustrations from common things. His example in this matter has perhaps been commended more often than imitated.
Elder scholars are capable of more sustained attention and of a fair degree of abstract thinking. Let them, therefore, have it when desirable. A reasonable demand is not only legitimate but advantageous ; good teaching contrives exercise for all the powers. But remember the proverbial impossibility of putting old heads upon young shoulders. We cannot get ordinary children to conceive a liking for, or take an interest in, what is naturally in advance of their capabilities.
Children resemble gromn-up people in their repugnance to be lectured. They like stories, but they dislike the “moral” appended to them, especially if it be couched in abstract terms,or be repeated and amplified ad nauseam. Most of us in our own boyhood used to read the fables in the old spelling book, but wc carefully skipped the italicised “ moral” at the end, and children would do the same still. Bain, quoting Isaac Taylor, remarks, with much shrewdness and truth, that “ the well meant but futile ‘ Hence wc should learn,’ and ‘ How important it is ever to remember,' answer no purpose whatever in education, except that of giving the congé to the minds of the children whether as auditors or readers— it is a f How you may go while 1 preach,’ ”
OUTLINES OF LESSONS ON THE ENGLISH LANGUAGE.
By John M‘Lean, Footsceay,
No. YI.
The history of Writing Materials proceeds from hard substances to soft.
as in Petrea, &c, as in Egypt, See. as in Nineveh, &c.
{Metal plates of Lead, Brass, See.
Wooden tablets, latterly smeared with wax, the Stylus being flattened at one'end to obliterate mistakes.
1 Leaves, of the Palm tree, &c.
Bark, of the Elm, Ash, See. ; the silky inner bark of the Papyrus (a large reed cultivated in Egypt for centuries) gradually superseded almost every other writing material in the world. The manufacture of Papyri was at its height about the formation of the Alexandrian Library, n.c, 330.
Cloth, Linen, as the inscribed wrappings of mummies ; Cotton, as the Mexican records ; Silk, as the Chinese writings.
Skins, those of goats, calves, and sheep, prepared and often dyed, have been used everywhere for ages. But the manufacture of parchment received an immense impetus about 180 B.C., when Eumenes, king of Pergamus, resolved to found a library which would rival that at Alexandria. Ptolemy Philadelphus thought to balk him by forbidding all export of Papyri from Egypt. Henceforth parchment divided the literary market with Papyri.
Paper made from Pulp, which can be obtained from almost every vegetable substance. This was used in China for centuries before its manufacture was copied by the Arabs and established at Samar can d about 700 A.i). Then they introduced it into Spain, thence it passed into Italy, France, England (1690). Quill pens came into use with modern paper, steel pens about 1800 (Gillott).
practised by Assyrians and Chinese, i excelled in by Anglo-| Saxons, invented at Munich, 1790.
i invented at Haarlem | 1420.
j invented at Edin-( burgh, 1725. invented at London, 1790.
the j invented at London,
) 1865.
The publishers of ancient Athens and Homo, with their numerous trained amanuenses, did much to multiply books ; so did the industrious copyists in the monasteries during the Middle Ages. But in modern times a few revolving cylinders, driven by steam and superintended by a dozen mechanics, can print a hundred thousand copies of the London Times in little more than an hour.
As Calculus = a pebble gives us a hint of a primitive method of calculation, so the following are suggestive of former methods and materials for writing :—
|
Grapho |
Gr. |
= |
I grave, |
hence graphic, &c. |
|
Scribo |
L. |
> J |
I scratch, |
hence scribe, &c. |
|
Pingo |
L. |
J Ì |
I paint, |
hence depict, Sec. |
|
Codex |
L. |
)} |
a trunk of a tree, |
hence codex, Sec. |
|
Boc |
A.S. |
J) |
a beech tree, |
hence book, See. |
|
Liber |
L. |
)i |
bark of a tree, |
hence library, See, |
|
Volumen |
L. |
)) |
scroll, |
hence volume, &c. |
|
Folium |
L. |
)) |
a leaf |
hence folio, &c. |
|
Papyrus |
Gr. |
» |
a reed, |
hence paper. |
|
Pergamus |
Gr. |
tf |
Cap. of Asia Minor |
parchment. |
|
Stylus |
Gr. |
Jf |
a spike, |
hence style, &c. |
|
Penna |
L. |
i) |
a feather,s |
hence pen, &c. |
* Latest discoverers have ascertained that the famous Tower of Babel was no other than a gigantic library, not of books, but of millions of closely inscribed bricks. This fact throws much needed light upon the account given in one of the Sagas, of which the Book of Genesis is made up. Scholars have been puzzled as to the country or century in which the short S'ory originated, but the priestly indignation excited by such an attempt “ to make a name” and “ to reach to heaven,” can be well understood by those who have read of the fanatical destruction of the Alexandrian library, by the Mnho-medaris, or of the bitter hostility of the Church to the introd iction of priming. It has long been agreed that the result of the building of the Tower of Babel was not the confusion of men’s one “ language ” or “ speech,” but of their “ lip service,” that is of their religious belief. A period of intellectual activity is generally followed by a shaking of creeds.
Life’s
retreats
must
mine
crowns
like
these
youth
try
sinco
tempt
School in Germany at the
present Day, by H. Bauman, M.A. ... ... ... 102
The Culture of the Intellect, by John Stuart Blackie... ... 104
Victorian Education Department— Appointments, &c. ... ... 105
Examination in Drill ©f State School Teachers ... ... 105
a R A M M A K EXERCISES.
The following is the Grammar Paper set by the Department of Education for candidates for a Certificate of Competencey at the examination held December 18, 1879. Time, fiom 1.30 to 4. [Teachers are invited to
send in answers early in the month.']
1. Parse fully the words in italics in the following passage :—
Dow fully hast thou satisfied me, pure Intelligence of heaven, and angel serene !
And, freed from intricacies, taught to live
The easiest way; nor with perplexing thoughts
To interrupt the sweet of life, from which
God hath hid dwell far off all anxious cares
And not molest us ; unless we ourselves
Seek them with wandering thoughts and notions vain.
But apt the mind or fancy is to rove Unchecked, and of her roving is no end ;
Till warned, or by experience taught, she learn That not to know at large of things remote From use, obscure and subtle, but to know That which before us lies in daily life,
Is the prime wisdom ; what is viore is fume,
Or emptiness, or fond impertinence ;
And renders us, in things that most concern Unpractised, unprepared, and still to seek.
Therefore from this high pitch let us descend A lower flight, and speak of things at hand Useful; whence haply mention may arise Of something not unseasonable to ask,
By sufferance and thy wonted favour deigned.
—Milton, P. L., bk. viii.
2. Analyse according to Morell’s second scheme the passage—
“ How fully hast thou........
........thoughts and notions vain,”
8. Give Morell’s classifications of adverbs with at least two examples of each subdivison.
4. By what words is the adjective-sentence introduced ? Furnish examples.
6. Write each of the following sentences in a correct form, and point out the rules violated in them :—
He don’t like those sort of pears.
I will be unable to do the work as quick as I wish.
William as well as Mary have wrote borne by the last mail.
0. During what periods and under what circumstances did great numbers of Latin words come into English, first- indirectly, afterwards directly ? In what form chiefly have Latin roots been transplanted into English ?
7. Give the meaning of the following words and the meaning and source of each part:—Centripetal, Australian, suburban, somnambulist, symmetrical, satisfy, thoroughfare.
Answer to question in February number.
By R. Crooke, B.A.
Parse fully each word which is printed in italics in the following
O blest retirement, friend to life's decline,
Retreats from care, that never must be mine,
How blest is he who crowns in shades like these,
A youth of labour with an age of ease ;
Who quits a w'orld where strong temptations try,
And, since ’tis hard to combat, learns to fly !
For him no wretches, born to work and weep,
Explore the mine, or tempt the dangerous deep ;
No surly porter stands in guilty state,
To spurn imploring famine from the gate;
But on he moves to meet his latter end,
Angels around befriending virtue’s friend ;
Sinks to the grave with unperceived decay,
While resignation gently slopes the way.
Noun, abstract, singular, possessive, attributive to " decline.’ Noun, abstract, plural neuter, exclamatory, absolute.
Verb, auxiliary, indicating potential of necessity.
Pronoun, personal, 1st singular, common gender, possessive form, nominative after “ must be.”
Verb, regular, transitive, indicative, present, active, 3rd singular to agree with subject “ who.”
Adjective of quality, positive degree, qualifying “ shades.” Adjective, distinguishing, plural, attribute to “ shades” understood.
Noun, abstract, singular, neuter, objective after “crowns.” Verb, irregular, transitive, indicative, present, 3rd plural, agreeing with subject, “ temptations.”
Conjunction, governing sentence “ ’tis hard,” and joining it to “ learns.”
Verb, regular, transitive, indicative, present, active, 3rd plural, agreeing with subject “ wretches.” dangerous Adjective of quality, positive degree, qualifying “ deep.”
guilty Adjective of quality, positive degree, qualifying “ state.”
spurn Verb, regular, transitive, infinitive, present," active, de
pendent on “ stands.”
around Preposition, governing “ him” understood, slopes Verb, regular, transitive, indicative, present, active, 3rd
singular to agree with subject “ resignation,”
CONTENTS.
Outlines of a Class Lesson on Glass, by an Ex-Trainee ... 93 Hints on Dealing with a School Class, by F. J. Gladman,
Outlines of Lessons on the English Language ... ... 99
Answers to Correspondents ... 100
Leaders ... 100-101
Reports of Victorian Inspectors 102 The Conflict of the Classical, tho Modern, and tho Technical
ANSWERS TO CORRESPONDENTS.
“ J. M‘Leod.”—The paper you refer to will be inserted next month.
“ Novice.”—It will give us pleasure to know that you have succeeded. We have received many corroborative testimonies to the usefulness of the paper.
“ Tiieta.” —The passage shall he quoted when a suitable occasion for using it occurs.
“Graduate.”—We agree with you, and attention shall he given to the suggestion as soon as we are able to increase the number of pages.
“ M. Barrowclough.”—The notice to which you refer was published as an advertisement. Your rejoinder has therefore been treated as an advertisement.
RESULT EXAMINATIONS,
Teachers will notice the absence of result questions in this issuo. The fact is wo have not received a sufficient supply of questions from tho teachers to make up a set. Will country teachers and others please forward any they may have in hand.
INSTRUCTIONS TO SUBSCRIBERS.
Lady subscribers, when remitting their subscriptions, will please state whether the paper is to be addressed Mrs. or Miss.
Subscribers will pleaso send P.O. order or stamps, when remittance is under £1.
NOTICE TO SUBSCRIBERS.
Subscribers are respectfully reminded that subscriptions for the ensuing six months are now due. Please forward stamps or P. O, order for amount, and oblige.
Birth.
Ceowe.—On 24tli February, tho wife of A. W. Crowe, H.T. South Toongabbio, Gippsland, of a son.
Australasian Srljuulmaslrr.
PUBLISHED THIRD WEDNESDAY IN THE MONTH.
MELBOURNE, MARCH 17, 1880. Abstract politics admittedly lie outside the domain of a purely scholastic journal. But since the function of education has become incorporated with the ordinary functions of Government in these colonies, that branch of politics which deals with the subject of Education necessarily comes within our province. Time was when it mattered little to the scholastic profession of Australia what set of politicians held the reins of Government. Under the new order of things it is, however, a matter of great moment. The Educational systems of the colonies are in a state of fusion, and until they become crystalized the educational politics of the day will continue to impinge too sensibly upon the pecuniary interests of the profession to allow of indifference. A change of Ministry usually implies a transfer of power to a political party holding views directly opposed to those of the party resigning it. Hence the crushing defeat of the Hon. Graham Berry at the recent general election, and the subsequent accession of the Hon. James Service to the Premiership of Victoria is a matter of deep intei’est to teachers. Fortunately the greatest divergence of opinion between Mr. Service and Mr. Berry is upon the question of Constitutional Preform, and not upon that of Education. Although many influential men of the old Opposition were known to be favourable to a slight change being made in the Victorian System of Elementary Education, it is well known that Mr. Service always refused to consent to any change being made in the system. In the Hon, Robert Ramsay becoming- Minister of Public Instruction in tlie room of the Hon. Major Smith, there is no indication of any change being made in tire education policy of the colony. Whatever change the installation of a fresh Minister at the Education office may make, will only be departmental and not functional. With this assurance before them, State school teachers will not regret the issue of the elections. Admitting that the late Minister of Instruction did much to improve the condition of the teaching staff of the Department —notably the enforcement of a more prompt payment of salaries and the breaking down of the barrier which kept teachers from admission to the inspectorate—it cannot be forgotten that he paltered with the subject of Teachers’ Classification, and that his term of office is indelibly stained by the iniquities of Black Wednesday. On taking office Major Smith promised to reform the manners of the Department towards the teachers, to have the teachers properly classified, and to make their promotion thoroughly independent of political patronage. Unless it be the first, we know of no one of these promises that has been kept. Not only did he fail to classify the teachers, but he made an effort in Parliament to injuriously affect the position they had acquired under the Act of 1872, and refused to fulfil a promise distinctly given that teachers should have an opportunity of expressing an opinion upon the classification assigned to them before he submitted the scheme to Parliament. Eager to court popularity, the Hon. Major Smith readily made promises, but was wanting in the moral stamina required to carry them into execution. We hope that we shall not have a similar judgment to pass upon the incoming Minister when the inevitable time for his retirement from office also comes. The Hon. Robert Ramsay filled the position of Minister of Public Instruction in the Kerferd Administration, so that he comes back to the Department with a larger parliamentary experience, and a judgment upon educational questions matured by a close observation of the working of the State school system since its inauguration. While congratulating Mr. Ramsay, we would specially press upon him not to allow of any delay in the definite classification of all teachers working under the Education Act. Seven years have passed since that Act came into force, and State school teachers in Victoria are still unclassified, while their promotion is subject to the caprice of the officers of the Department, and to the vagaries of political influence. The injury done to the elementary education of the colony by the long continuance of the unsettled state of the State school teachers is incalculable, and reflects severely upon the management of the Department. The promptness of the New Zealand Minister of Public Instruction in dealing with the question of classification, and also the method adopted in maturing a scheme, are well worthy of Mr. Ramsay’s attention. The Act which created the New Zealand Department of Education only came into force in January, 1878, and yet from the Annual Report of the Department for 1879, he will find that a well-defined scheme of classification and systematic promotions has been brought into operation. Under this scheme, the Minister issues five classes of Teachers’ certificates, each class having five divisions, and the whole embracing nine ranks. The class is distinguished by the letters A to E, and the division by the numbers 1 to 5. The class for which any certificate is granted is made to depend upon literary attainments as proved by examination ; the division in the class upon experience and skill in the art of teaching, and in school management ; while the rank of a teacher is determined by the relative value of the certificate he obtains. Thus teachers holding certificates A 2, B 1, are of the second rank; those holding certificate A 5, B 4, C 3, D 2, are of the fifth rank. For the purpose of maturing the scheme, the Minister of Instruction called upon all teachers to send in to the Department a statement showing the certificates they held, and the nature and the duration of their services. These statements were then submitted to the district inspectors, who were requested to comment upon them and to assign marks according to their own estimate of each teacher’s practical knowledge of teaching. Upon the information given by teachers and inspectors a scheme of classification was devised and adopted by the Department. As soon as the classification had been determined upon, each teacher was notified of his position, and afforded an opportunity of calling attention to any claim or qualification which he considered had been overlooked. In this way the errors of the Department were corrected, and general satisfaction with the scheme obtained. The time before which Parliament will assemble is ample to allow of the Hon. Robert Ramsay following a similar course. Any scheme of classification that may have been already adopted by the Department, and which may bo submitted to Parliament without the teachers ever having been informed upon the matter, will certainly evoke the antagonism of a large body of the profession, and meet with determined opposition in Parliament. The Minister must remember that teachers have been already subjected to numerous changes, each of which has resulted in a reduction of emoluments, and that faith has been so frequently broken with them that their fears are sure to be aroused if any further change be suddenly thrust upon them by the Department.
We notice with pleasure that the Council of the U niversity has passed a statute with the object of enlarging the scope of the Matriculation Examination, and improving the methods in which it is conducted. So long as this examination holds the position it has for some years occupied, and seems likely to keep in the estimation of the public, as a test both of individual ability and industry, and as a criterion by which the competence and good management of our secondary schools may be judged, it is a matter of the utmost importance that the arrangements under which it is held should be such as to secure the candidates from any possibility of failure through the partiality or carelessness of the examiners, and that the subjects of examination should be sufficiently numerous to allow scope for a variety of tastes, and for a considerable diversity in the course of instruction pursued in the various higher-class schools in the colony. Under the new statute, which now awaits the approval of the Senate, it is proposed to add elementary science (Chemistry and Physics) to the subjects of examination ; to abolish the present exhibition examinations, and to bold instead honor and pass examinations at the same time, the candidate obtaining the highest marks at the former examination to obtain the exhibition; to allow candidates to matriculate who pass in honors in four subjects or who merely pass in six ; to have a board of three examiners in each branch, instead of a single examiner as at present. On some of these alterations there cannot be two opinions. It is obvious that impartiality in judging of papers and fairness in setting them is far more likely to be obtained from a board than from a single examiner, however conscientious and however skilful the latter may bo. It is also, doubtless, wise to recognise a sound knowledge of a smaller range as of at least equal merit with a superficial acquaintance with a wider range of subjects. Regarded merely as a test ot the quality of work done in our secondary schools, and of the nature and extent of the acquirements of the young men and women who present themselves at this examination, there seems to be no reasonable objection to enlarging even to a greater extent than is at present proposed the number of branches of knowledge in which students may be tested. When, however, we consider that the Matriculation Examination, as its very name implies, fulfils, or ought to fulfil, a very important function, very distinct from that we have just mentioned, some doubts naturally arise as to whether too great an option may not bo given to candidates in choosing the subjects which they may present. It seems to be by no means unnecessary to call to mind that the primary object of any Matriculation Examination is simply to test whether candidates have sufficient preliminary knowledge to be benefited by the lectures which they will subsequently attend, and have a fair prospect of passing more advanced examinations. It is in fact the condition of admission to Alma Mater—the test whether the nourishment she affords can be properly assimilated by her adopted offspring. Now, in order that such an examination may fulfil its purpose, the knowledge which the candidate should be required to show should be knowledge of the elements of the sciences or languages in which they will subsequently be required to attend lectures, and which must hereafter bo passed in before a degree or certificate can be obtained.
Now a perusal of the proposed regulations shows that this
essential has been overlooked or disregarded ; a candidate may-pass with honors, nay, even may obtain an exhibition at matriculation, and yet may know nothing whatever of the subjects which will form the matter of the lectures he is to attend, and in which he will be required to show considerable proficiency within twelve months. It may bring the matter home more vividly to some of our readers when we state that a similar regulation in regard to primary schools would be one which allowed State school teachers to obtain a certificate of qualification on passing in subjects which they would probably never teach, while they might have no knowledge whatever of subjects in which they have to give instruction every day of their lives. The absurdity of such an arrangement would be obvious to the most unreflecting. There are objections of detail to other parts of the Council’s scheme to which we have not space now to allude, and which may be removed without in any way affecting the objects which it seeks to accomplish. The graver one to which we have drawn attention may, we believe, be also overcome, and we trust that some method of obviating it will be found by the Senate before the regulations are finally adopted.
REPOETS OF VICTORIAN INSPECTORS.
The Inspectors’ reports which form one of the appendices to the Report of the Minister of Public Instruction for the year 1878-9 oiler much matter for serious consideration to the friends of Education, and more especially to those who are desirous of seeing firmly established a better system of instruction, and more useful methods of examination than those which at present obtain amongst us. One thing which particularly strikes the observant reader of these documents is, that although their authors are evidently thoroughly in earnest in their desire to make our educational system as efficient as possible, they are by no means of one mind as to the method by which this desirable end is to be obtained. For example, Mr. Brodribb complains that Melbourne has “ no small practising school where a trainee may learn how, unaided by any other teacher, to keep various classes in constant and profitable occupation.” The remedy which Mr. Brodribb prescribes for this defect is, “ to take about thirty children of mixed classes from the first to the fifth, and to require the trainee to examine and classify them ; next, to draw up for them a suitable time-table, and then to teach them properly in accordance with its provisions.” Speaking upon the same subject, Mr. Craig says that in some training institutions an attempt has been made to supply this want in the education of teachers by having a room constructed and furnished after the fashion of an ordinary country school, into which a draft from each of the classes in the large school is taken, and the school thus composed is managed for a certain period by each student in training. Mr. Craig, however, does not appear to be at all enamoured of the arrangement, as he says, “Parents would probably object to their children being selected as the corpus vile on which the novices were to experiment; and the head teacher of the main school would reasonably object to the disorganisation of his classes, and to the probable depression of his results. Moreover the manufactured school would of course be useful for its purpose, only in so far as it resembled a real country school. It would evidently be inferior for its purpose to one actually at work in the natural conditions.'’ The remedy which Mr. Craig proposes for this state of affairs is to place certain country schools under the care of teachers who have shown themselves capable of facing and overcoming the difficulty, and then to require each trainee to spend some time in such a school, first as an observer, and then as sole teacher under the advice of the permanent teacher. The suggestion appears to be eminently practical, and is so far concurred in by Mr. Holland, that he recommends that before a teacher takes charge of his school ho should spend some time in watching the management of a school of the same size as that to which he has been appointed. Mr. Gamble’s remedy is also one worthy of consideration ; he says that “the services of smart, discreet, organising teachers would be very advantageous. They should visit and stay a few days with the teacher, show him practically approved methods, and not leave him till he thoroughly understood ‘ how to teach.’ ” Messrs Philp, Ware, and Russell also refer to the difficulties of the teachers of small schools, but they do not fall in with either of the above recommendations.
Another point upon which there exists apparently some difference of opinion is as to the state of efficiency of the schools during the latter half of 1878, they having been left without inspection during tho first half of the year, owing to the discharge of many of the inspectors at the beginning of the year. Taking the reports in their order, we find that Mr. Brodribb does not express any opinion on the effect of tho absence of inspection, but that he considers “some
very good teaching is to be found in the district, and in the larger schools especially, the class lessons are very pleasing and intelligent.” In another place he says, “The teachers in this district seem generally doing their work with interest, and the State’s bad bargains are happily few.” It is rather amusing to find the three next in order, Messrs. Craig, Tynan, and Curlewis, as if with one accord, lifting up their voices in a chorus of denunciation of the evil effects following the temporary suspension of inspectors owing to the “Black Wednesday” dismissals. Mr. Craig says that the schools first examined seemed unprepared for the “ordeal,” and that the work was disappointing, inaccurate, and slovenly. Mr. Tynan says that neatly all the first “batch” of schools he examined suffered a diminution in their percentages as compared with 1877. Mr. Curlewis complains that in nearly all the schools examined during the same period the precentages were considerably reduced, and that the teachers had fallen into somewhat leisurely habits. Hence each of these gentlemen think that there is an absolute necessity to retain the result system ; Mr. Tynan in particular commending “this fact” to the attention of the opponents of the result system. It is rather a startling comment upon the accuracy of “this fact,” to find that the next report in order, that of Mr. Holland, speaks “highly of the excellence of the work, of the neatness and careful arrangement of the papers given in at examinations, of the distinctness and smartness of the verbal answering, and of the full observance of the programme.” What have the supporters of the result system to say to this fact ?
Mr. Gamble neither praises nor condemns the system, but considers that teachers should pay more attention to moral training than is frequently done, and complains that “ they fail to appreciate that truth and honesty, self-denial and perseverance, are of far greater importance to the child than all the book learning in the programme of instruction.” We hope there are not many teachers who deserve this scathing denunciation by Mr. Gamble ; but if there are, their number, it is to be feared, will not grow smaller under the system which pays only for the continued result grind ; in which “ truth and honesty, self-denial and perseverance” count for nothing. Mr. Stewart gives it as his opinion, that if the system were to be abolished the teacher would be more apt to indulge his “ idiosyncracies” to the disadvantage of his pupils than at present. But it would far exceed the limits of our columns if we were to select the individual utterances of each inspector with regard to the effects of the system. Suffice it to say that no other inspector ratifies the statements of Messrs. Craig, Tynan, and Curlewis ; and we feel certain that the diminution in the percentages in those gentlemen’s districts must have arisen from causes other than those assigned ; as if they were so general in three districts, why were they not so in those of the other inspectors 1 It seems unkind, to say the least of it, on the part of these gentlemen, to say such hard things of the teaching body, who thoroughly sympathised with them, and with the other discharged officials in their misfortune, and who expressed that sympathy in some instances more openly than was, perhaps, prudent under the circumstances. As to the value of the system we have not space to discuss it at the fag end of an article ; but we shall be willing and able to devote more time to its consideration shortly, when we shall be glad to hear both sides of the question. We will only remark here that it argues badly for its efficiency, when, after it has been sixteen years in operation, and modification after modification has been tried, there is, perhaps, not one of its supporters who has not got some farther modification to propose, while there is scarcely a teacher of any standing who is in favour of its continuance.
The consideration of these points has lengthened this article to such an extent that we must take up other important points, touched on in the inspectors’ reports, in our next.
THE CONFLICT OF THE CLASSICAL, THE MOLERN, AND THE TECHNICAL SCHOOL IN GERMANY AT THE PRESENT DAY.
By H. Baumann, M.A.
An Englishman who—especially since 1866—has travelled through Germany cannot have helped gazing with wonder at the number of young students who, even in the smaller towns, may be seen at fixed hours on their journey to or from the College. Not a few of them wear spectacles, and many show a worn and anxious countenance, as if the world had grown very dull, or the burden of knowledge was resting heavily upon them. Will the British traveller linger and meditate? Will lie stop and think of the many curious legends current in that land of fairy talcs and goblins, and especially of the one great prediction, that the German race was to grow«- smaller and smaller in stature, till one day nothing was left but large heads, immense brains, and towering thoughts?
In the year above mentioned, universal military service, with its volunteer system, was extended from Prussia, both to her own newly-conquered territory, and to that of the members of the North German Confederacy. I'lie young Bavarians of Munich, Augsburg, and Wurzburg, the lively youth of Stuttgart and Mainz, the students of Heidelberg, Göttingen, Giessen, and other Universities, the burghers of the free cities of Frankfort, Hamburg, Bremen, and Lübeck, all had to share alike in the new Bismarckian gift. To some it was a reward for their obedience to the behests of the great Chancellor, to others a punishment for their disobedience. It showed its most specious qualities on the day of Sedan, but has now for some years lost most of its fugitive lustre, and set some thoughtful Germans to think over the sad condition of their national affairs. In its train, however, like a diamond set in a dragon’s tail, the military despotism of Germany has brought that wonderful school-organisation now to be found from the coast of the Baltic to the banks of the river Inn.
Not only have the old-established colleges of the minor States— among which Wiirtemberg and Baden deserve special commendation— modified their plan of instruction with a view to their altered position ; but new schools, especially Realschulen, have sprung up like mushrooms to satisfy the growing demand for privileged State schools. The eagerness of these States for such schools would reflect great credit upon their educational enthusiasm, if there did not lie at the root of it the motive of pleasing Prussia, and of annually manufacturing as many volunteers as possible.
Like one red thread, the qualification for the volunteer service runs not^only through the educational system, but also through the social life of Germany’s middle and upper classes. To attain this great goal in due time, the boy’s education has to be commenced at an early age in one of the elementary schools of the town. At nine or ten years, he is sent to the Sexta of a Government college. Here an entrance examination has to be passed in spelling, reading, writing, in German and Latin, and the four elementary rules (simple and compound) of arithmetic.
Iu each of the nine classes of his college the average pupil is supposed to remain one year. Only in exceptional cases, and especially when a talented boy has entered the college at a more advanced age, one or two forms may be skipped. On the other hand, it is considered a disgrace to remain in the same form for more than one year. The ambitious pupil, therefore strains his efforts to the utmost, in order to obtain in his half-yearly certificate, which is given out before the autumn and the Faster holidays respectively, the best possible report.
If, especially at Easter, “Nicht genügend” (unsatisfactory) appears in one or more of the main subjects—Latin and Greek in the Gymnasien ; mathematics and modern languages in the Realschulen—the pupil is doomed to remain in the same form for another year. It is useless to apply at another school for more speedy promotion, as all the colleges of the same rank profess to have the same standard for the same form. Should, for instance, a “ Quartaner” of aGymnasium, who has satfor two years in his form, leave the school disgusted at the slowness of his advancement, no other Gymnasium will receive him, except as a Quartaner scholar again. Thus the over-hasty growth of intellectual hot-house plants on the one hand, and the pernicious change from school to school on the other, are effectually checked.
The much-looked-for time of admittance and promotion is Easter, whiph counts as the beginning of the scholastic year, both at the Gymnasium and the Realschule, but not at the Gewerbeschule, owing to a different arrangement of the lectures in the Polytechnical Schools or Technical Universities, of Germany. Parents and schoolboys alike look forward to the happy time of spring with anxiety, especially if the autumn certificate contained anything like a harsh criticism. The “Gymnasiast” hopes that the Latin and Greek master will take pity on him ; for the classical schoolboy knows, from sad experience, what weight bangs by that thin thread which he styles his classical scholarship. The Realschüler entertains similar hopes with regard to his mathematical and his French master.
A few decades before our time, class promotion was managed differently in the German colleges. Half-yearly movements were then the rule, and the old custom is still kept up in a small percentage of the Gymnasien. Some pedagogical writers speak up for the former usage, on the ground that it is more in keeping with the natural development of children. “ Uniformity,” says Lattmann, in his pamphlet, “ Reform der Gymnasien,” “ is the exception in the mental growth of the majority of boys, even of the same age. Now, class instruction cannot be shaped in strict accordance with individual wants. But, as far as it is feasible, a school ought always to endeavour to meet the diversity of its scholars half-way. It must, at all events, by shorter periods than those of a full year, afford them, according to the rate of their progress, an opportunity of following, recapitulating, or even overtaking the course of instruction in their form.” “But,” he adds, “annual promotion is very convenient both for the masters and for the school authorities, and that’s why they like it so much better, although they must know that it promotes a system of monotonous drudgery and tyrannical routine.”
The mode in which the rising of the scholars in their forms is determined may be described as follows :—There is in every division of a secondary school in Germany a so-called “ Ordinarius,” a master appointed by the director or head-master to take special charge of the form in which he is also generally the chief teacher. His duties, as may be gathered from Wiese, the great authority in official matters concerning secondary education iu Prussia, somewhat vary in different parts of the country. In general, however, he is held responsible for the discipline and progress of his form, and all minor matters concerning it are referred to him in the first instance. He thus represents the one stable centre amid the shifting elements of class-teachers and scholars. His office, in fact, to some extent corresponds with that of the class or form master in an English public school. He proposes new books which may appear desirable for his class ; he also brings the matterof “ ascension,” or rising of his scholars into the next form, before the conference of school teachers, expressly held for this purpose. Where there is any doubt, the question of “ ascension,” or “non-ascension” of a scholar is put to the vote, in which case the head-master has the casting vote. There is no appeal possible, except to the Provincial Schul-Collegium, or Provincial School Authority, of which privilege, I believe, German parents, little practised in the art of complaining, do not avail themselves so often as English parents would do, whose grumbling tendencies arc manifested even in much smaller matters.
More than two-thirds of the scholars of a form are, as a rule, promoted. The rest have to go through the curriculum of the last year for the second time, which is often the making of a dull boy. Foolish parents, however, either to avoid their son’s disgrace or in order to secure his volunteer certificate a year or two earlier, sometimes manage to mislead the masters by a pernicious course of home cramming, thus overstimulating the boy's poor brain, which afterwards grows all the duller. Such a procedure, of course, is not encouraged by the masters and the school authorities. But it appears to me to be a natural result of the prevailing state of things.
One thing is to be admired—and that is the bright side of this subject —viz., the regularity of the boys’ attendance, which is enforced with so much rigour that in some colleges it has been made the practice, except in cases of illness, proved by a doctor’s certificate, and in due time announced to the school, to strike from the roll any pupil who has not appeared within three days from the opening. Thus their progress, though sometimes at the expense of their physical strength, is much better ensured than it probably would be by any other system I could imagine. But though their receptive capacities (Receptivitüt) become very highly developed, I doubt whether the present school organisation is equally well adapted to stimulate the productive faculties (Produc-tivitiit) of the boys. I shall mention this point again below.
Having spoken so far of the sons, I must now refer to the parents. It is very obvious that the prolonged school career of the young men imposes another burden on the heavily taxed German middle class. Small shopkeepers, railway and post officials, policemen, small farmers, and even widows iu reduced circumstances, often spend on the maintenance of a youth of 17, who, on the benches of Obcrsecunda or Unterprima, imbibes a love for the polished phraseology of Cicero, or the subtleties of the Undulatory Theory, what might have been a support for the tottering foot of their old age. It is only wonderful to think how some poor lads manage, not only to pass through the nine forms of their college, but even to spend their three years at a university, on a paltry home allowance, and a few spare earnings from private tuition. But only a small minority of the young collegians are intended for university studies and a professional life. The chief goal, and that which fills to overcrowding all except the head forms of the colleges, is the volunteer certificate. Every respectable German paterfamilias abhors the thought that his son, or sons, might have to go through the degrading three years’ service. Hence all his energies are concentrated on the endeavour to keep him or them at school as far as Obcrsecunda—that is, to their 16th or 17th year, if their intellect be quick and their manners polite ; to their 18th or even 19th, if they be stupid or troublesome boys. Fortunately, the college fees in Germany, although varying in different towns, are nowhere a serious expense. Poor boys, in many cases, are admitted without any fee. Happily, also, practical philosophy of that kind of which the most noted professor has been the poor slave Epictetus, counts among the intelligent middle classes of Germany as many adherents as any Moltke, Rohn, or Manteuffel, or as the most ambitious statesman in the world might desire.
But, oppressed and overburdened as they are, they apparently have the happy knack of cutting their cloth to their garments, and of eating the soldier’s black bread as cheerfully as if it were the food of Lotus-eaters. They know that if, on the 1st of February of that year in which a young fellow attains the age of 20, the volunteer certificate has not been procured, three years’ service is his inevitable doom. Hence the activity on all sides : the sons eager to learn their lessons and to please their masters ; the fathers ready to shift and save for the maintenance of their boys at college, every village almost striving to establish a Bürgerschule, a Realschule, or a Gymnasium, and to have it acknowledged by the ¡State as one which may grant the military certificate.
In the official reports of Prussia, published during the current year, we find four chief categories of Secondary Schools mentioned :
1. Institutions in which the “successful” attendance of Secunda during one year qualifies for the volunteer certificate. These are : —
(a) Gymnasien, to the number of 240.
(¿/) Realschulen of the first order, to the number of 85.
(c) Realschulen with a nine years’ course, but without compulsory Latin instruction, 2 (at Berlin).
2. Institutions which require a successful attendance of the Prima during one year. These are:—
(a) Progymnasien, 27.
(b) Realschulen of the second order, 15.
(c) Höhere Bürgerschulen (higher town schools), corresponding in their classes with the Realschulen of the first order, 51.
3. Institutions in which a leaving examination (in the presence of a Royal Commissioner) is required for the certificate. These are divided into :—
(a) Höhere Bürgerschulen of the ordinary type (most of them with compulsory Latin), 39.
(5) Private establishments of the same rank, 8.
4. Institutions for which particular conditions have been established.
These are the 19 Gewerbeschulen (technical schools) of the country,
mostly privileged after an attendance of the Prima, or highest theoretical form, to grant the certificate
Besides these, there are sixteen schools, private, commercial, or agricultural, which possess the same right provisionally.
In South Germany the principle now also prevails that a school of the higher type may grant the certificate after a “ successful ” attendance of six forms each of a yearly course. The Government Inspectors and Commissioners, especially in the south of Germany and in the minor States of the north, where the arrangement is comparatively new, are for ever busy in gauging the standard of rising institutions, such as the Bürgerschulen, Progymnasien, and Realgymnasien, and every little town naturally longs for the Volontariat privilege as for a great blessing. But, '■ 0 vanitas vanitatum 1” The Commissioners are wary men. and if the attainments of a new college be at all below the true Prussian standard of the Obersecundaner, the privilege is withheld, and the hopes of the town fathers dissolve into air.—Educational Times.
By John Stuart Blackie.
In modern times instruction is communicated chiefly by means of books. Books are no doubt very useful helps to knowledge, and in some measure also to the practice of useful arts and accomplishments, but they are not, in any case, the primary and natural sources of culture, and in my opinion, their virtue is not a little apt to be overrated, even in thog^ branches of acquirement where they seem most indispensable. They are not creative powers in any sense; they are merely helps, instruments, tools ; and even as tools they are only artificial tools, superadded to those with which the wise provision of Nature has equipped us, liketelescopes and micioscopes, whose assistance in many researches reveals unimagined wonders, but the use of which should never tempt us to undervalue or to neglect the exercise of our own eyes. The original and proper sources of knowledge are not books, but life, experience, personal thinking, feeling, and acting. When a man starts with these, books can fill up many gaps, correct much that is inaccurate, and extend much that is inadequate ; but, without living experience to work on, books are like rain and sunshine fallen on unbroken soil.
“ The parchment roll, is that the holy river Prom which one draught shall slake the thirst for ever ?
The quickening power of science only he Can know, from whose own soul it gushes free.”
This is expressed, no doubt, somewhat in a poetical fashion, but it contains a great general truth. As a treatise on mineralogy can convey no real scientific knowledge to a man who has never seen a mineral, so neither can works of literature and poetry instruct the more scholar who is ignorant of life, nor discourses on music him who has no experience of sweet sounds, nor gospel sermons him who has no devotion in his soul or purity in his life. All knowledge which comes from books comes indirectly, by reflection, and by echo; true knowledge grows from a living root in the thinking soul ; and whatever it may appropriate from without, it takes by living assimilation into a living organism, not by mere borrowing.
I therefore earnestly advise all young men to commence their studies, as much as possible, by direct observation of facts, and notby the mere inculcation of statements from books. A useful book was written with the title,—Howto Observe. These three words might serve as a motto to guide us in the most important part of our early education—a part, unfortunately, only too much neglected. All the natural sciences are particularly valuable, not only as supplying the mind with the most rich, various, and beautiful furniture, but as teaching people that most useful of all arts, how to use their eyes.
It is astonishing how much we all go about with our eyes open, and yet seeing nothing. This is because the organ of vision, like other organs, requires training ; and by lack of training and the slavish dependence on books, becomes dull and slow, and ultimately incapable of exercising its natural function. Let those studies, therefore, both in school and college, be regarded as primary, that teach young persons to know what they are seeing, and to see what they otherwise would fail to see. Among the most useful are, Botany, Zoology, Mineralogy, Geology, Chemistry, Architecture, Drawing, and the line Arts. How many a Highland excursion and continental tour have been rendered comparatively useless to young persons well drilled in their books, merely from the want of a little elementary knowledge in these sciences of observation.
Observation is good, and accurate observation is better ; but, on account of the vast variety of objects in the universe, the observing faculty would be overwhelmed and confounded, did we not possess some sure method of submitting their multitude to a certain regulative principle placing them under the control of our minds. This regulative principle is what wo call classification, and is discoverable by human reason, because it clearly exists everywhere in a world which is the manifestation of Divine reason. This classification depends upon the fundamental unity of type which the Divine reason has imposed on all things. This unity manifests itself in the creation of points of likeness in things apparently the most different; and it is these points of likeness which, when seized by a nicely observant eye, enable it to distribute the immense variety of things in the world into certain parcels of greater or less compass, called genera and species, which submit themselves naturally to the j
control of a comparing and discriminating mind. The first business of the student, therefore, is, in all that he sees, to observe carefully the points of likeness, and, along with these, also the most striking points of difference ; for the points of difference go as necessarily along with the points of likeness, as shadow goes along with light; and though they they do not of themselves constitute any actual thing, yet they separate one genus from another, and one species of the same genus from another. The classification or order to be sought for in all things is a natural order ; artificial arrangements, such as that of words in an alphabetical dictionary, or of flowers in the Linnrean system of botany, may be useful helps to learners in an early stage, but, if exclusively used, are rather hindrances to true knowledge. What a young man should aim at is to acquire a habit of binding things together according to their bonds of natural affinity ; and this can be done only by a combination of a broad view of the general effect, with an accurate observation of the special properties. The names given by the common people to flowers are instances of superficial similarity, without any attempt at discrimination, as when a water-lily seems by its name to indicate that it is a species of lily, with which flower it has no real connection. A botanist, on the other hand, who has minutely observed the character and organs of plants, will class a water-lily rather with the papaverous or poppy family, and give you very good reasons for doing so. In order to assist in forming habits of observation in this age of locomotion, I should advise young men never to omit visiting the local museums of any district as often as they may have an opportunity ; and when there to confine their attention generally to that one thing which is most characteristic of the locality. Looking at everything generally ends in remembering nothing.
Upon the foundation of carefully-observed and well-assorted facts the mind proceeds to build a more subtle structure by the process which we call Reasoning. We would know not only that things are so and so, but how they are, and for what purpose they are.The essential unity of the Divine Mind causes a necessary unity in the processes by which things exist and grow, no less than a unity in the type of their manifold genera and species ; and into both manifestations of Divine unity we are, by the essential unity of our divinely emanated human souls, compelled to enquire. Our human reason, as proceeding from the Divine reason, is constantly employed in working out a unity, or consistency of plan, to speak more popularly, in the processes of our own little lives ; and we are thus naturally determined to seek for such a unity, consistency, and necessary dependence, in all the operations of a world which exists only, as has been well said, “ in reason, by reason, and for reason.” The quality of mind, which determines a man to seek out this unity in the chain of things, is what phrenologists call causality ; for the cause of a thing, as popularly understood, is merely that point in the necessary succession of divinely-originated forces which immediately precedes it. There are few human beings so contentedly superficial as to feed habitually on the knowledge of mere unexplained facts ; on the contrary, as we find every day, the ready assumption of any cause for a face, rather than remain content with none, affords ample proof that the search for causes is characteristic of every normal human intellect. What young men have chiefly to look to in this matter is to avoid being imposed on by the easy habit of taking an accidental sequence or circumstance for a real cause. It may be easy to understand that the abundant rain on the west coast of Britain is caused by the vicinity of the Atlantic Ocean ; and not very difficult to comprehend how the comparative mildness of the winter season at Oban, as compared with Edinburgh or Aberdeen, is caused by the impact of a broad current of warm water from the Gulf of Mexico. But in the region of morals and politics, where facts are often much more complex, and passions are generally strong, we constantly find examples of a species of reasoning which assumes without proving the causal dependency of the facts of which it is based. I once heard a political discourse by a noted demagogue, which consisted of the assertion, in various forms and with various illustrations, of the proportion that all the miseries of this country arise from its monarchico-aris-tocratic government, and that that they could all be cured, as by the stroke of a magician’s wand, by the introduction of a perfectly democratic government—a species of argumentation vitiated, as is obvious all through, by the assumption of one imaginary cause to all social evils, and an equally imaginary cure. In the cultivation of habits of correct reasoning, I would certainly, in the first place, earnestly advise young men to submit themselves for a season, after the old Platonic recipe, to a system of thorough mathematical training. This will strengthen the binding power of the mind, which is necessary for all sorts of reasoning, and teach the inexperienced really to know what necessary dependence, unavoidable sequence, or pure causality means. But they must notstop here ; for the reasoning of mathematics being founded on theoretical assumptions and conditions which, when once given, are liable to no variation or disturbance, can never be an adequate discipline for the great and most important class of human conclusions, which are founded on a complexity of curiously acting and reacting facts and forces
liable to various disturbing influences, which even the wisest sometimes fail to calculate correctly. On political, moral, and social questions, our reasonings are not less certain than in mathematics ; they are only more difficult and more comprehensive ; and the great dangers to be avoided here are one-sided observation, hasty conclusions, and the distortion of intellectual vision, caused by personal passions and party interests. The politician who fails in solving a political problem, fails not from the uncertainty of the science, but either from an imperfect knowledge of the facts, or from the action of passions and interests, which prevent him from making a just appreciation of the facts.
squad to the Right ? (c) Give the details of the movement which you in your answer to the above, state can bo performed.
Squad Drill in Two Ranks.
19. (a) When a squad consists of an uneven number of men : what is the position of the incomplete file ? (?;) What is it called ? (c) Which file constitutes the centre of a squad ?
20. When a squad marches to the front, how will the rear rank men act with respect to their front rank men ?
21. (a) When a squad wheels ; how will the rear rank men act with regard to their front rank men ? (b) do. do. when a squad changes front by the file formation ?
22. (a) A squad marching in files has wheeled and is ordered to “Mark time ” before all the men have wheeled into the new direction • give necessary commands to cause the men who have not wheeled to move on to the new alignment; (?;) also detail the movements of the said men.
23. Give necessary commands to cause a squad marching in Files to resume its original front.
24. (a) With reference to forming fours, from which flank is a squad numbered ? (b) What are the alternate files termed, &c. ?
25. When there happens to be an odd number on the left of a squad which files are—and how—affected thereby ?
26. (a) A squad is moving to aflank in fours, give the necessary words to form it into file : (b) also detail how the men act on the command.
27. Form (giving words and details) a squad moving to a flankin' file into a squad moving to a flank in fours.
2S. A squad moving to a flank in fours is ordered to form squad to the “rightabout,” what preliminary movement will the men perform before proceeding with the required manoeuvre?
ALGEBRA.
The following is the paper set at the Examination for Exhibitions December, 1S78. [Solution next m?m.]
1. {a) Explain the terms vinculum, cube root, surd, factor. (b) How
may the product of two numbers bo expressed algebraically? In what cases would some of these methods be ambiguous or inappropriate?
(c) Write out in words the meaning of the following expressions
____ _ Clr^A)
*b-—a3, b^—a.a + b, and, (d) Find the value of their continued product when a — 2 and b => 3.
2. Find the coefficient of .r3 in the product of x*—px^-fqx12_rx t- s
and + ax + b and the remainder when x3 + ax. ALl nl ia divided
, q V r
by a— a. .
3. Find the L.C.M of 3x2—ll.r + 6, 2x-—"x + 3 and 6x2_7x + 2.
1 / 1 , _ 1 _ 1 \ x*—I
4. Simplify a + j > ^H-l. + ** + 2* + 1 + F-2xfl ) ¿Tfr
b +1 '
c
5. State and prove the rule for division of fractions.
6. Solve the equations (a)-~x 20—15 x y
5x x x ‘ K ’ a b
7. The fencing a rectangular field whose length is twice its breadth is just defrayed by the sale of a crop of wheat raised on it, the yield being 20 bushels to the acre and bringing 6s. a bushel. What were the dimensions of the field, the fence costing 20s. a chain ?
8. On what income will a tax of Is. 6d. in the £ on the excess of all incomes over £150 amount to 5 per cent ?
itersihi Jnfcllicjcncc.
Algebra Paper set at the Matriculation Examination for October term, 1879.
Solution by O. G. Hammond.
1. Express algebraically that the difference of the fourth powers of two numbers is equal to the product of their difference, their sum, and the sum of their squares.
Let the two numbers be represented by a and b. Then (a* - &*)=* (a+i)(s-i)(a! + G '
2. Add together
-t- a — 27; + Sc — 4 d + 2 e + 2 a + 3b-4c + 5d — 3c
- 4a + 3b + 5c - Gd -t- 3e -5a + 2b — 3a + 7 d + 2 e
— 6a + 6b + c + 2d + 4 c
and subtract the result from
2 a + 37; + 4 c + 3d + 2c.
A 2a + 3 b 4* 4o A 3d -12e — Ga A 67; A c + 2d + 4c
+ 3a-3b + 3e+ d- 2c
3. Multiply x5 + 3» 4 + 2toa + x + 3
by x3 + x- + ix + 5,
xB + $a* + Ox3 + 2.i2 + x + 3 x3 -f x- + 4a; + 5
a;8 + 3a:7 + O#0 + 2a;5 + +’4 + 3a;3
+ x3 + 3xtt + Ox5 + 2a;4 + a;3 + 3a;2
+ 4+° + 12.«5 + 0a;4+8a;3+ 4a;2 + 12a;
+ 5x5 + 15z4 + Ox3 + 10.r2 + 5x + 15
xs + 4x7 + 7xa + 19a;5 + 18a:4 + 12a>3 + 17+2 + 17+’ + 15. 4. Divide 1 — x — 3+'2 — Xs by 1 + 2x + x".
1 + 2a; + X-) 1 - x - 3a;2 - +“5 (1 - 3.« + 2+2 - X3 1 + 2;« +a;2
■ 3a; —4a;2 -3x-0x" -3a;3
+ 2.«2 + 3.«3 + 2a;2 + 4.«3 + 2a;4
5. Divide
— a;3—2.r4—a;5
— x 3 — 2a;4 — x 3
18 [he - + ca- + ab2) — 12 (52c + c2a + a2b) — 19abc by 2a — 3b,
2a — 3b
12 a-b + 18«&2 + 18««2-
+ 1.8ÌC2 _ 12c2ffl
19 abc Ub^e
(-
6 ab + 9 ac — 6c 2 + 4 bo
18na2
18m2
- lOabe
- 27abo
+ \%bc* +18èa2
■ 12c2« 12c2«
- 12Z»2c
- 12J2c
+ 8 abo + 8 abo
■ 6 ab + 9«c - 6c2 + 4 bo.
(a? + 3) (a-2 —4)
(a;2 + 4+ + 3) (a;2 + 6x + 8) * ( 1 1 \ (a? + 3) (a:2 — 4)
L + 1 a; + 4J (.«2 + 4.« + 3) (.«2 + 6.« + S)
= 3-c O + 3) (x + 2) (» - 2)
«* + 6» + 4 " (x + 1) (x + 3) (x + 2) (x + 4)
_ 3a? x-2
x2 + 5.« + 4 " x" + 5.« + 4 2;« + 2
9. Solve the equation
a
+
b
a + b x + c
x + a x + b b a + b x + a ' x + b x + c
ax + ab + bx + ab a + b * ' x2 + ax + bx + ab ~-x + c ax + bx + 2 ab a + b
' ‘ x" + ax + bx + ab~x + c . \ + acx + hex + 2abc** + a^x + aib + b-x + abr-. acx + bcx — a“x — a = a-b + ab2 — 2abc . ’. x(ac + bc — «2 — b2) = ab[a + b — 2c) ab(a + b —2c)
a
■ + -
‘ ’ ac + bc — a2 — b2
10. A is twice as old as B ; eleven years ago their united ages amounted to as many years as now represent the age of A. Find the ages of A and B.
Let a? = B’s age Then 2a' = A’s age.
(x— 11) + (2+ — 11) =* 2+
A’s age is 44; and B’s Age is 22.
The following gentlemen were the successful candidates of the ordinary examination—February term, 1880 :—History of the British Empire Part I.—J. T. Burnett, A. W. Fergie, J. N. J. Keily, E, W. Klingender, J. E. M‘In tyre, H. B. Serjeant, G. L. Sims, W. C. Smith, F. S. Stephen, G. D. Watson. Constitutional Law.—E. H. Bardwell, B. Davies, H. P. Douglass, W. A. Evans, B. M. French. W. E. Ilighett, A. J. Twigg, A. C. Walker. Ancient History.—E. C. Bishop, A. C. Klinway. Lower Mathematics.—E. C. Bishop, A. C. Kellaway. Law of Obligations.—A. C. Destrde, D. W. Klingender, W. C. Smith, F. S. Stephen, G. D. Watson. Law of Property.—H. P. Douglass, W. A. Evans, B. M. French, W. E, Higgett, A. J. Twigg, A. C. Walker. Junior Greek.—E. C. Bishop, A. C. Kellaway. Junior Latin.—E. C. Bishop, A. C. Kellaway. Deductive Logic.—E. C. Bishop, A. C. Kellaway. Descriptive and Surgical Anatomy.—H. L. Mitchell, Trinity College. Medical Chemistry.—H. S. Mitchell, Trinity College ; J. B. Kirkland. Practical Chemistry.—H. S. Mitchell, Trinity College. M.D. examination—February Term, 1880. Passed—John Henry
Browning, James Cox, Edward Bonaventure Heffernan. Third Year Arts.—Additional List—C. H. Hill.
(.« + 1) (.« + 4)
. 2 (a; + 1)
(a: + 1) (;« + 4)
9.
+ 4
7. Simplify b
o
r
a
(x — b) (x — o) b-c
(x — c) (x c - a
a) (x — a) (x — b) a - b
(x - b) (x - a) (x - c) (a; - a) (x - a) (.« - b) bx - ox -ab + ac 4- cx - a.v -bc + ab a-b
O - b) (»—c) (x - a) b (x -c) - a (x- c) a-b
(x-a) (x-b)
(x - b) (x - c) (x - a) (x - a ) (x - b) b-a+a-b “ (x - a) [x - b) {x - c)
= 0.
8. Solve the equation x +10
+
x + 1
x + 11 a; + 2
+ HV4
x + 8 x + 3 a; + 9 ;« + 10 a; + 1 a;+ 11 a;+ 2 x + il o
x + 8 1 + 1
*« + 9 + x + 4
<e+8 +1
■ -rg — 1 4—~7i + 1 x + 6 x + 9
2
x + 4
, JL____1 __1 ■
’ * x + 8 x + 3 x + 9 x + 4
# —5.....— 5
’ * ®a +11 x + 24 a?fl + 13a* + 36 . \ a;2 + 1 la; + 24 = .r2 + 13a- + 36 . -, _ 2.« = + 12 . x =■ — 6,
[Books for review or notice should be sent to the Editor not later than the 2oth of the month.']
“The A. B. C. of Botany.” By W. It. Guilfoylc, F.L.S,, C.M.R.B.S., London. Author of “ First Book of Australian Botany,” for the use of schools. Melbourne : S. Mullen.
In this unpretentious little work, the Curator of the Melbourne Botanical Gardens has embodied some elementary lessons of the science of Botany. To those teachers who cannot find attraction in the more elaborate works of Balfour, Hooker, and Baron von Mueller, the book will prove of service. “ No science is more easy of acquisition than botany,” says Mr. Guilfoyle, “ because none has a simpler foundation. From the common sward we tread, or the green leaf rustling on the wayside tree, to the most brilliant blossom that ever rewarded the florist’s care—from the familiar grain of corn, or commonest fibre for textile fabric to the richest fruit or stateliest tree—the whole world of vegetation obeys the same immutable natural law, and the rudiments of that law once understood, the door is open to the mastery of the most complex and abstruse branch of the fascinating subject. Yet Botany has hitherto been practically untaught in our schools. Why, when so much pains are bestowed upon other points of knowledge, this, which is so well recognised, so plain, and so useful, should be neglected is hard to say. ” Possibly the reason may be found in the fact that the utilitarian character of this branch of science is not universally recognized ; but more probably in the absence of Botany from the list of subjects for which the State pays “result money.”
“ Civilization without delusion.” With a Preface by Marcus Clarke. Melbourne ; F. F. Bailliere.
The pamphlet before us consists of three articles contributed to the Victorian Review and the Melbourne Review respectively by Marcus Clarke and the Anglican Bishop of Melbourne—Dr. Moorhouse—on the subject of Christianity, and the hold which it now has upon thoughtful men. The preface explains that the pamphlet arose out of the follow-in circumstance :—Mr. Marcus Clarke’s contribution to the Victorian Review, entitled “ Civilization without delusion,” brought out a reply in the same Review and to this he sent in a rejoinder which the editor refused to admit, but which was subsequently inserted in the Melbourne Review. As soon as the article obtained publicity it evoked such general condemnation that the publishers felt compelled to suppress the review. Taking into account the offensive tone in which Mr. Clarke treats the most sacred tenits of the Christian religion, we are not surprised at the action taken by the publishers. It is surely unwise for a writer who, like Mr. Clarke, professes to assist men to throw off a delusion, to address himself to his task in a tone calculated to raise their indignation,
•“ School Management and Method, in Theory and Practice.” A manual for teachers, students, pupil-teachers, and others intending to sit for Government Certificates or at the Scholarship Examinations. By John J, Prince, author of “ the Elements of Physiography,” &c. Melbourne: Geo. Robertson.
We confess to having experienced more than a feeling of disappoint-menton reading Mr. Prince’s book. Apart from the answers to the examination papers set at recent Certificate and Scholarship Examinations, the book contains little that is fresh. Both in substance and method of treatment “ School Management and Method.” is a weak imitation of the work on “ School Method” published by the Superintendent of the Victorian 1 raining Institution. The superiority of Mr. Gladman’s style of Treating the same subject may be seen from the following comparisons :—
Gladman's School Method.
Spelling—p. 51.
Importance of the subject. Society demands correct spelling from an educated man. Teachers ought, therefore, to devote careful attention to this subject, and the Education Department is justified in regarding it as au essential part of the “ Standard” examination.
Whilst the ability to spell correctly is scarcely considered to be a merit, inability is deemed a disgrace. There is little disposition to make allowance for failures in spelling. It is assumed that bad spelling is the mark of an inferior education.
Its difficulty. English orthography is peculiarly difficult.
(1) The same symbol represents more than one sound. The character “ a” stands for five distinct sounds in the words “ many,” “ fat,“’ “ fame,” “ father,” “fall.”
(2) The same sound is represented in several ways. The sounds represented by the italicized letters in the following words are identical; “ basil y,” “women,” “marriage,” “ guilty” “ cribbage,” “ surfeit,” &c.
(3) Letters are sometimes silent; as “ c” and “ e” in “ science,” and “ p” and“l” in “psaZm.”
(4) Simple sounds are represented by complex characters (two letters); as in “suc&,” “locZt,” “ ¿/tin,” “ tkine.”
Grammar—p. 121.
General method in a lesson on Grammar. The effect of the Grammar lesson depends very much upon the teacher and his methods. In studying Grammar there are distinctions to be noted, and rules to be learned and applied, and two ways are open to the teacher in introducing these.
1. He may begin with the distinctions and rules as he finds them laid down for him in the Grammar book ; he may cause these to be learned, and may require the pupil to work the exercises upon them.
This is the usual method, and it affords a useful exercise for the memory and the judgment.
2. He may select examples which will serve his purpose, and by employing them judiciously, may lead his pupils to see that there are distinctions in wrords, that it is necessary to classify and arrange, and to employ technical terms, and he may even guide the boys to the discovery of rules for themselves.
This is the inductive method in Grammar ; it is to be preferred ¡to the other; but it requires more power in the teacher.
If the first plan be adhered to rigidly, the pupils are kept at work for a considerable time at subjects which are in the main arbitrary and unmeaning to them. They
Prince's School Management and Method.
Spelling—p. 91.
62. This is really a very difficult subject. It requires great patience and perseverance on the part of the teacher to make his scholars proficient in it. The chief causes of difficulty are :—
1. The many different sounds which one character may represent. Thus, the symbol a stands for no less than six distinct sounds, as in cat, mate, many, water, father, care ; e for three or more different sounds, as in me, met, her, and clerk; o for four or more, as in met, note, ton, to, and or ; i for three or more, as in pin, pine, fatigue, bird, &c. ; u for three, as in wp, far, tab, mate ; g for two, as in get, gin, &c.
2. One sound is represented in many different ways, as heir, Ayr, ere, e’er, air; cent, sent, scent; you, yew, ewe ; pair, pear, pare, &c.
3. Letters are often silent, as in ofien, cloZ/tes, hnom, though, do ugh, &c. The letters printed in italics are not pronounced.
Grammar—p. 145.
103. By far the best general method is to select examples which are suitable for his purpose, and, by employing these judiciously lead the children to see that there are different kinds or distinctions in words, that it is necessary to arrange them into different classes, with different names to each. The pupils are aided by the teacher to discover from the spoken language the rules and principles for themselves. Hence the necessity that correct examples should be submitted to them for observation.
Something like the following might be given to a junior class for a first lesson on this subject, taking an easy paragraph from an ordinary reading-book :—
“ The white bear lives in the cold north, | where the ground is never free from snow, | and where, even in summer, mountains of ice float about in the sea. | No cold is so severe as to hurt him, | for he is covered all over with thick fur.”
It may be easily shown, or elicited from the class, by dividing it with upright lines, that it is composed of different complete statements. What are they called? How are they ordinarily marked ? It might be divided into lesser parts. They are not then sentences. Why not ? Because they are not complete statements. Defi-
cannot comprehend the purpose, nit-ion of sentence to be then given and have only a very indistinct and learnt, idea of the value of the study. Yet there is no doubt that after a time the pupil is able to apply the rules he has learned, and that he becomes acquainted with the general principles which underline them.
Similar examples might be selected from any part of the books com-P“®d* V)Thcre are, however, several useful hints to be found iu that part or Mr. 1 nnce’s book which treats on School Management.
“ Thu Shakespeare Reader.” Being extracts from the plays of Shakespeare. Specially selected as fulfilling article 28 and schedule IV. of the Education Code. By C. H. Wykes. “ Home Lesson Books." Adapted to the requirements of the New Code Fourth Standard. “ Algebra,” up to and including simultaneous equations of the First Degree. For senior pupils and pupil-teachers. By John G. Kerr, M.A. Melbourne: M. L. Hutchinson.
These three well bound volumes form a part of the valuable and comprehensive school series issued by Messrs. Blackie and Son, early numbers of which we had pleasure in noticing a few months back. Although specially prepared for teachers working under the British Code, there are few of the books in Blackie’s scries that are not admirably adapted for general school use. For the higher classes in State schools we should certainly like to see the British Classics, the Newspaper Reader, and the Shakespeare Reader adopted by the Education Department, The Shakespeare Reader contains choice extracts from the following plays : — Merchant of Venice, As you like it, King John, Richard II. and III., Henry IV., V., VI., and VIII,, Troilus and Cres-sida, Julius Cmsar, King Lear, and Othello. One feature in the series is that each volmue is prefaced with a concise and neatly written sketch of the Life of the Author. A sketch which, without overloading the mind of the pupil, supplies him with the means of forming a correct estimate of the man’s life-work. A glance at the Shakespeare Reader will satisfy .teachers that the Editor has selected only such pieces as arc likely to commend themselves to the young, and also that he has carefully revised the text to the exclusion of words offensive to modern ears. The notes are not too copious, yet are they sufficiently explanatory. In introducing each play to the pupil, Mr. Wykes gives a statement of tfie plot and the characters introduced. That on Troilus and Cressida, Act III, Scene 3, may be cited as a specimen.—“Ulysses on Perseverance. The scene of this play is the city of Troy, iu Asia Minor, a place famous in Grecian history. The date of the “ Siege of Troy ” (about the time of Jephthah and Samson, judges of the Israelites) is, however, so remote, that it may be better to consider it as belonging rather to Mythology than to History. This siege of Troy by the Greeks is stated to have lasted ten years ; during its continuance, we are to imagine the following scene as taking place in the Grecian camp. It is a dialogue between Achilles and Ulysses, two Grecian commanders ; the former had been treated somewhat disdainfully by some of his fellow-officers, among others by the “lubber Ajax ;” Ulysses thereupon offers some excellent advice to Achilles, who having fallen in love with Polyxcna, a daughter of the King of Troy, had become careless and indifferent as to the progress of the siege ; Ulysses urges him to “ persevere,” or he might sec the honors of the war won by Ajax, whom Achilles held in such contempt.” The “Home Lesson Book” will be found of service by many teachers, as its lessons are methodically arranged. The order observed is—History, Geography, Grammar, Arithmetic and Recitation, The evident intention of the compiler has been to place in the hands of pupils a certain amount of standard work so as to lighten the labour of teaching. The “ Algebra, up to, and including Simultaneous Fractions,” is no doubt equal to many books on this subject. We, however, cannot divine what need there can be for adding to the already over-loaded market. There is but little freshness to be found in the method of treating Algebra, in any of the recently issued school books.
“MacMillan’s Copy Books, with Goodman’s Patent Sliding Copies.” Melbourne : S. Mullen.
We can confidently recommend this series of Copy Books to the notice of teachers. The copies are graduated to meet the requirements of children of different attainments. By the use of Goodman’s patent sliding copies, which are printed upon separate slips, and attached to a thread in such a way that they may be kept directly before the pupil’s eye at every stage of hisgwriting, the learner has his own faulty cali-graphy hidden from sight, and a perfect model constantly before him. We know of no copy’books better adapted for the use of schools connected with the Education Department.
Irish Famine Fund.—We have received 10s. for the Irish Famine Fund from G. C. S.
HEAD TEACHER, near Shepparton, wishes to EXCHANGE with Assistant in or near Melbourne, or between Shepparton and Melbourne. No. of Scholars on roll during last year, between 50 and CO. Address, H.T.S., P.O., Shepparton._
HEAD TEACHER, School No. 959, Elmhurst, Allotment 30 x 50, Commodious detached residence, two mails daily to township, would EXCHANGE with an Assistant in City or Suburbs, or any large up-country township. Address as above.___ _
HEAD TEACHER (unmarried) of a Country School, Allotment 30 x 50, 37 miles from Melbourne (7 miles from railway station) wishes to EXCHANGE with Head Teacher of School 20 x 30, within 15 miles of Melbourne. Address, “ Veritas,’ Clyde, near Cranbourne.
[advertisement.]
State School, No. 376, Happy Valley, Jan. 12th, 1880.
(TO THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”)
Sir,—In the Supplement to the Schoolmaster for December, amongst the “ Opinions of the Teachers’’ re Burston’s State School Arithmetic, there appears a statement to which my name is appended. I regret that it is necessary for me to request permission to say that the last sentence thereof has been so far altered as to express an assertion which differs widely from the statement I penned.
I am, Sir,
Yours faithfully,
M. BARROW CLOUGH.
At
69 QUEEN STREET, MELBOURNE.
BEGS to intimate that since his removal into his new premises, he has opened a department solely devoted to the sale of School Books and School Requisites, which he will continue to supply at the lowest current prices.
A Classified Catalogue of
may be had gratis on application.
TEACHERS’ INSTITUTE, Sydney. The Current Quarter's Subscriptions, to the Teachers’ Institute, Sydnev, arc now due.
" W. BEAVIS,
Hon. Sec.
■g X A M I N A TIONS.
UNIVERSITY & EDUCATION DEPARTMENT (Certificate, Science, &c.) CANDIDATES COACHED BY CORRESPONDENCE OR OTHERWISE.
JAMES L. ROBERTSON,
71 CLARENDON STREET, EMERALD HILL.
Price One Shilling. By Post Is. Gd.
Departmental examination of
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buibli t to the State school system. Scholars should be encouraged to strive for prizes m a proper spirit. The prevailing spirit is too often either a sordid yearning for the possession of a book, or an ambition to be regarded as the cleverest boy in the school. Instead of this the minds of State School pupils should be imbued with a
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» 8 Ul 3 1 * Ï 2 _i. 2 5.
3M-4 + IX ’
Sandhurst School Board of Advice.—The monthly meeting of this l>oard was held in their room at the Camp Hill State school, on the 6th instant. There were present^-Messrs. Holdsworth (in the chair), Bailes, Burrow es, and Wenborn (correspondent). The chairman reported that he had in conjunction with other members of the board attended the distribution of prizes late last month at the North Sandhurst State School, and they felt greatly pleased to sec the advance made by the pupils. He also remarked with pleasure that a few of the Chinese children attending that school had obtained some of the highest honors. The correspondent reported that in connection with the recent schools trip to the Melbourne Juvenile Exhibition, a surplus of £12 4s. 7d. had beeu left after the accounts had been paid. It was resolved that £5 should be paid out of the surplus for clerical expenses. The correspondent was instructed to write to the Education Department, again urging the necessity for the erection of a verandah at the North Sandhurst State School. Ihe following report from Mr. II. B. Sibley, the truant oflicer, was read :
1 I have the honor to report that during the past quarter the following work has been done in your district in enforcing the compulsory clause :
hive meetings of defaulting parents have been called by circular requesting parents to attend and explain why their children failed to attend the number of days required by the Act, and in all cases meetings were well attended, I have to report that I have by meetings and visiting parents investigated 428 cases in your district, and find that a large number of children have attended two schools, and thereby made the required attendances j also, a number gave good excuses for nonattendance, such as illness, visiting, and out of the district. I reported 64 cases to the Department as lad, and was instructed to enforce the Act., which was done with the following results :—In 45 cases convictions were obtained, 5 cases dismissed, and 4 cases remanded in order to give parents a further chance to cause their children to attend more regularly I find in your district, as well as in most others, that a large number of parents allow their children to change from school to school during the same quarter. This has a bad effect on children, and also on teachers results, and if a regulation could be framed to compel parents to select a school at the first of each quarter, and continue to send during that period to the one school, I have no doubt it would °o a long way towards decreasing the defaulters’ list. I beg to report that the attendance at most of the schools in your district during the past quarter lias beeu good, and some are over-crowded. I may mention No. 1 165 East Sandhurst, No 1,267 North Sandhurst, No. 1,316 Specimen Hill, and No. ^,120 Long Gully—all over-crowded.” The report was received' the correspondent remarking that the regulation of the attendance of children at schools had been altered, so that now children were compelled to attend only one school, viz., the nearest to their homes The meeting then closed.
Rochester Board of Advice.—At the last meeting of the Board the correspondent moved, “that the Minister of Instruction be requested to suspend the regulation prohibiting teachers from using the cane in State Schools. lie contended that the present restriction was inimical to good discipline. Several of the members coincided with the views of the mover, and ridiculed the idea of the Department furnishing teachers with canes and punishment entry books, while at the same they prohibited flogging After discussion it was resolved to allow the matter to stand over till the next meeting
[ We shall be glad to receive outlines of lessons from Teachers.']
r . By John Mitchell.
To scholars by the hope of reward sometimes proves a
moio difficult task than to rouse them to exertion by the fear of punishment. I he success of those who bear off prizes awakens the jealousy of those who are defeated, and it is in this that the chief drawback to the system of rewards consists. Unfortunately jealousy is too often encouraged by the indiscreet remarks of parents who overlook the fact that prizes should not be valued for their intrinsic worth, but for the stimulus they become to the industry and perseverance of scholars generally. Wherever a proper spirit is encouraged by parents and imbibed by the children good must ensue to the scholars who strive to win and yet lose, as well as to those pupils who carry oft prizes. It is just possible that the good mav bo equal m each case, although the result appears different. For the real good, after all, consists in the knowledge and skill acquired during the contest. Now knowledge and skill may have been acquired by the unsuccessful workers as well as by the prize-winners 1 lie disappointed pupil who has striven one year may, if true to lumself and if properly encouraged, secure the prize next year wish to test their powers, or to please their parents and their teachers, by giving a proof of diligence.
While the parents and the friends of the successful pupils are always satisfied, those of the disappointed are generally dissatisfied, and if they be indiscreet they impart a feeling of dissatisfaction to their children. The result is that scholars who fail to obtain a prize come to entertain serious doubts as to the fairness and impartiality of the teacher’s decision. Consequently a dogged inert spirit is engendered in those whom it is the aim of the prize-system to arouse and stimulate. I can to a certain extent pardon the parental pride, the wounding of which causes parents to wonder that “our boy” did not obtain a prize. But how much wiser would it be to conceal this from their children. For the sake of the children parents should assume that the teacher must be right in these matters, and they ought to dismiss every complaint on the subject with the advice, “ try again, my boy.” Did parents do this as a rule, aud did Boards of Advice but raise an Annual Prize Fund, I feel sure that the State school system would be greatly benefited. It is useless to deny the fact that the strongest objection to the prize-system among State school teachers arises out of the difficulty of raising a prize fund. Teachers of small country schools have, after payment of their just debts, little left from their annual incomes to spend even on so laudable an object. Audit would prove too great a drain upon the larger incomes of the teachers in large town schools were they to attempt to introduce the system unaided. What I would recommend is that the Boards of Advice throughout the colony should take the subject of prize-giving into their own hands, and arrange with head masters a system by means of which a definite number of graduated prizes could be offered to the pupils of each State school. Isolated cases could be mentioned where, at the Christmastide, Boards of Advice did provide funds for the purchase of prizes. To make the practice uniform at the end of the present year, the matter must be dealt with by the Boards taking united action.
PUPIL TEACHERS’ EXAMINATION.
The following are the Aritnmetic Papers set by the Education Department for candidates at the General Examination of Pupil Teachers held in Melbourne, December 16th, 1879. (Solutions invited,')
ARITHMETIC.
Second Class. Set No. I.
1. An oblong area of 337 acres 2 roods is 561 chains wide; find by Practice the cost of fencing it at £50 14s. 9d. a mile.
2. The distance between two places by rail is to the distance by sea as 5 5 is to 7'2. The steamer goes 12-85 miles in the same time that the train goes 25‘25 miles. If the journey by steamer takes 79'2 hours, what time will the journey by train take ?
3. Simplify
up + 4 of 14- pi -i--7-
1% of 9 - -f. x Reduce the result to the equivalent decimal.
4. Divide the difference between *32 and '31883 by the sum of T5 and '006.
5. State and prove the rules for determining mentally (a) What any number of pence per day will amount to in a year, omitting Sundays. (¿0 The price of_5 things at £36 16s. Sd. a score.
Second Class. Set No. II.
1. Find by Practice the value of the land in an oblong area 50 chains 23£ links long and 25 'chains broad at £6 ISs. 3d. an acre.
2. If the price of black tea is to that of green as 4-25 is 5'5, and 76 5 lbs. of green tea costs £20'68, find what 100 8 lbs. of black costs.
3. Simplify
Reduce the result to the equivalent decimal.
4. Divide the product of 2'05 and 3005 by the difference between 2'5 and 9975.
5. State and prove the rules for determining mentally («) What any number of pence per day will amount to in a year. (¿) The price of 6 tons at 5s. 9d. a ewt.
One of the greatest difficulties which elementary teachers have to encounter in the higher stages of teaching reading arises from the limited vocabulary of the children. The language which children of the poorer classes speak and the language they read are two different tongues. Lhe diihcully of learning to read is consequently doubled. The words which the children have to read are new to the ear as well as to the eye, and call up no ideas in their mind, it seems highly desirable, therefore, to extend the vocabulary of the children by every means in the teacher’s power. In every lesson, no matter what the subject is, each new word should be carefully explained, written on the black-board, and used in new combinations. Definitions are of less value than actual examples of the mode in which a word is employed, This is, of course, the natural
XI ATTER.
I. Kinds.
method by which we learn words. Columns of disconnected words with dictionary equivalents set over against them are of little use to the children. The words must be set before them in their living organic relations with the other words of the sentence.
We would strongly recommend the systematic learning and reciting of poetry as a valuable means of cultivating the imagination, rendering the ear sensitive to rhythmic constructions, improving the delivery, and extending the vocabulary. The amount of poetry required to be learnt by the Code is utterly inadequate for the object we have in view. It is, perhaps, needless to remark that the poetry should be learnt from the book, and not by parrot-like vocal repetition. Heading is primarily a visual exercise, and no opportunity should be lost for familiarising children with the look of the printed words.
Purity of pronunciation and distinctness of artriculation should be carefully cultivated at all times in school; but they are so essential to good reading that we would recommend short exercises, preliminary to the reading lesson, for their special cultivation. Teachers should strive to eradicate the common London blunders of substituting oi for i, a'c for«, i for e, adding k to final ng, the omission of the aspirate where it should be sounded and the insertion of it where it has no proper place.
Great pains should also be taken to prevent the blurring of the vowels in the unaccented syllables of words. The difficulties of our spelling are greatly increased by the mispronunciation even of those few words which are phonetically represented. If children are allowed to say savidge for savage, noine for nine, minder for window, singin’ for singing, caovd for code, clemunt for element and pint for ■point, it is not surprising that they mis-spell these words when they come to write them.
The time devoted to the teaching of reading varies very considerably in different schools. Bearing in mind the vast importance of getting over the mechanical difficulties of reading as soon as possible, so as to enable children to read with pleasure 1o themselves, and to employ this required power as an instrument for the acquisition of knowledge, and the cultivation of their higher faculties, we would strongly urge that more time should, as a rule, be devoted to reading in the infants’ schools and in the lower standards.
We arc also of an opinion that the reading in schools would be vastly improved if more time was spent by the pupil teachers in acquiring the art of reading aloud. It is not surprising that the style of reading adopted by the children is vicious, when the example set them by their teachers is not good. Whatever pains the head teachers take to improve the reading of the pupil-teachers will bear abundant fruit in the improved reading of the children.
Thus far we have confined ourselves to improvements in the methods which are already at work. We do not think it desirable to introduce any uniform method to supplant them, or to hamper our teachers in any way in teaching subjects for which they are personally responsible. Whatever names may be invented for designating methods of teaching reading, it is clear that ultimately these methods must rest on the same fundamental laws of the human mind. Their only real difference will be the extent to which they utilise these laws or violate them. Of far more importance than the method is the intelligence of the teacher who employs it.
There is one way, however, in which it is conceivable that learning to read might be greatly facilitated, viz., by diminishing the number of difficulties that have to be overcome.
We have already pointed out that in the Phonic method, as taught by the late Mr. Robinson, the difficulties which spring out of our defective alphabet are, to a great extent, avoided in the earlier stages of teaching reading by the employment of typographical expedients. ° It also tends to remove vulgarisms and provincialisms by exhibiting to the eye the correct pronounciation of each word. This method is so reasonable, and has proved so successful, that we think it ought to be tried as an experiment in some of the schools of the Board. It would not require any alteration in our accepted spelling, and the diacritical marks which it employs could be dispensed with, once the children had got over the chief mechanical difficulties of reading.
We are also of opinion that the method of teaching reading on the phonetic system should be tried in one of our schools. " By this method the difficulties to be overcome are still further diminished. The words are spelled as they are pronounced ; no letters have more than one sound • every sound has a separate letter; digraphs and trigraphs are dispensed with; and all silent letters are struck out. This method has been tried with considerable success by Dr. John W. Martin in Ireland. It is stated that when children can read books in which the phonetic spelling is employed they readily learn to read books in the ordinary spelling ; and that they pick up the ordinary spilling with equal readiness. We can well believe that the ripened intelligence of children who had learnt to read words phonetically spelled would very rapidly enable them to read words in the ordinary spelling; but we are not so entirely satisfied that they would quickly forget the spelling to which they had been accustomed, and acquire a capricious spelling that was perfectly new to them. This is a point, however, which can only be determined by experience ; and we strongly urge, therefore, that the experiment should be fairly tried in one or more of the Board’s schools.
It will be observed that we express no opinion on the expediency of rendering our spelling uniformly phonetic, that being a question with which we have not to deal. We simply recommend that the experiment should be tried of teaching children to read words spelled in the ordinary way by first teaching them to read words spelled phonetically.
A third endeavour, in the direction, has been made in America by Dr
E. Leigh, whose reading books retain the ordinary spelling, but are so printed as to indicate the pronunciation of the words. He has extended the alphabetic characters, and prints the silent letters in hair-type. The chief rcommendation of these books is that the spelling of the words is not altered, and the new letters so closely resemble the old, that a person who is entirely strange to the type finds no difficulty in reading it. In spite of some inconsistencies in the employment of the. modified characters which Mr. Leigh has devised, we would recommed the adoption of his books in one or more of our infants’ schools as an experiment.—Froip-the latest Ileport of the London School Hoard.
OBJECT LESSONS.
Physical Geograhpy.—Earthquakes.
By J. Walker, Author op “Handy Book of Object Lessons.”
METHOD.
There arc four principal kinds of earthquakes—
(1) Tremulous.—These are the least destructive. They are common in Chili and the neighbourhood.1
(2) Vertical.—Very destructive. They cause either au upheaval or subsidence of the land.2
(3) Horizontal.8—These rock the earth to and fro at the rate of 20 to 30 miles per minute.
(I) Rotatory,*—These are very rare, but most destructive. Isolated columns of statues have been found completely turned round by their action, so as to face a different quarter from that towards which they had previously turned.
Sometimes the agitation of the earth takes place in a direct line, in which case the earthquake is said to be linear, e.g., the earthquake of Guadaloupe,5 in 1812, which extended over an area 3,000 miles long, and from GO to 70 broad.
Others, again, are circular, as the earthquake of Calabria,“ in 1783 ; or elliptical, as that of Lisbon, in 1755.’
II. Distribution.
Earthquakes often take place in the same districts as volcanoes, but the most violent convulsions happen in localities remote from them.8 The chief earthquake districts arc :—
(1) The Mediterranean Basin.
(2) Central Asia.
These two are connected and extend from the Azores to Lake Baikal, thus forming the longest and most regular line of volcanic action in the world.
IV. Noted Earthquakes.
(1} Lima,9 in 1746,—In this earthquake the port of Callao was destroyed.
(2) Lisbon, in 1755.—This earthquake was felt over an area four times the size of Europe. It shook the continert of Europe, and rocked the waters of Lake Ontario in North America, and the Atlantic Ocean was so agitated that many islands in the W. Indies were overflowed, and the waves rose 50 feet at Lisbon above their usual level. The whole city, with 00,000 souls, was destroyed in six minutes.
(3) Cumana, in 1797.—In this earthquake
40,000 perished,
(4) Caraccas, in 1812,—In which 12,000 perished in 50 seconds,
(5) Valparaiso, in 1822.—In which the coast line of South America was permanently raised for 50 miles to a height of 3 feet.
(0) South America, in 1808.—This was the most destructive earthquake of the present century. The Andes were shaken to the height of 13,000 feet. The convulsions were felt in New Zealand and the British Islands ; and the ocean agitated over an area of 30 millions of miles.10
Remarks.—Earthquakes sometimes happen without warning, but generally they are preceded by loud rumblings underground, resembling the roll of thunder or the rattling of heavy waggons over stone pavements.
Draw attention to the fact that the pent-up steam (Lesson I. Formation 3) shakes the earth in making its escape, and hence earthquakes. Illustrate by lid of a kettle rattling when the water bolls.
1, Shew on the map.
2. Explain and shew the origin of the term L. vertex = the top. They are so called because they have an up-and-down motion.
|
o, 4. |
Why |
so called ? | |
|
1 Shew on the |
map, | ||
|
6- |
and |
draw atten- | |
|
7. ! |
j tion |
to the |
fact |
|
that |
earth |
quakes |
may |
be classified :—
(a) According to the direction of the force, as (1), (2); (3), (4), or (h) According to the shape of the area of concussion.
8. Why ? Because the volcanoes act as a vent for the escape of the peut-up forces.
9. Refer to the situation of each of the places named under this head.
(3) Iceland.
(4) America. The earthquakes of this continent occur along the Andes, stretching into the North of South America and the West Indies.
III. Effects.
(1) They produce elevations and depressions of laud, and often occasion violent movements in the ocean.
(2) They frequently cause great destruction of life and property, as will be seen by the following examples of
10. These facts should tend to inspire us with gratitude : shew how.
CONTENTS.
Boards of Advice Intelligence ... 110
School Department —
Rewards in State Schools... 110 Pupil Teachers’ Examination 110 Hints on Teaching... ... 110
Object Lessons — Physical Geography—Earthquakes 111 Result Examinations ... 112
Leaders ... ... 112-113
Answers to Correspondents ... 112
How many persons has the Imperative Mood in English... 114 Reports of Victorian Inspectors 115 The Study of Language as a
Educational and Literary Summary of the Month... ... 116
Reviews, Notices, &c. ... ... 117
Books recently issued from the
Press... ... ... ... 119
Victorian Education Department— Appointments & Promotions 119 Solutions to Algebra Exhibition Paper, Dec., 1878 120
Solutions to Arithmetic Paper
for Certificate of Competency, Dec., 1879 ... 120
M usic—Certificate of Competency, Dec., 1879 ... 121
New South Wales Council of
New Zealand Board of Education 122 South Australian Councilof Education...... ... ... 122
Victorian University ... ... 122
South Australian University ... 123
NOTICE.
Among the contributors to the columns of the Australasian Schoolmaster maybe named:—Professor Herbert A. Strong, M.A.; Professor John S. Elkingtonr M.A.; Professor Henry M. Andrew; Professor Charles H. Pearson, M.L.A.;. Edward E. Morris, Esq., M.A.; F. J. Gladman, Esq., 13. Sc., B.A.; Alexander Sutherland, Esq., M.A. ; Thomas E. Bride, Esq,, LL.B.; Charles A. Topp Esq., M.A.; J. Wright, Esq.; A. Adams, Esq.; T. Brodribb, Esq., M.A.; Robert Craig, Esq., M.A.; and J. Thompson, Esq., M.A.
ANSWERS TO CORRESPONDENTS.
“ G. Clezy, M.A.,” “ J. E. Leonard,” will be inserted.
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PUBLISHED THIRD WEDNESDAY IN THE MONTH.
\The Editor will he glad if Teachers will forward the questions given to
fourth and upper classes, so that a constant supply may hehept up. ]
GRAMMAR.
SIXTH CLASS.
Parse.—(1.) They appear even now preparing to advance. Those "who advance first bear huge shields made of plank. (2.) The doctor recommended his patient to proceed to a warmer climate. (3.) The doctor advises him to obtain first specimens for his collection. (4.) We shall teach them what it is to enter into the lion’s den. (5.) For the next few days our parents engaged us to remain at home, for the streets were very unquiet.
Inflexion.—(1.) 2nd. sing. perf. pot. of drive; Perf. part. pass, of drive ; 2nd sing, past subj. pass, oi drive. (2.) Plu. perf. act. of make ; Perf. inf. act of know ; fut. ind. act of think. (3.) 3rd plu. pres. subj. pass, of wear ; Imp. pass, of seize ; perf. part. pass, of conceal. (4.) Fut. pci f. ind. of be ; Inf. pass, of vex ; Past, ind.emph.of do. (5.) 2odsing, past subj. of be; Import’, part, of leave ; 2nd Sing, perf. ind. of leave.
FIFTH CLASS.
Parsing.— (1.) They did not like parting with Daisy’s lamb, for the children loved it very much. (2.) The flavour of the fish depends very much upon the places that they frequent. (3.) Before night they were certain it was land, and morning showed the rugged mountains distinctly against the sky. (4.) No one dared to laugh at the King; and when he said that potatoes were to be eaten, people began to find out how wholesome and agreeable they were. (5.) Its body is no bigger than a nut, but its feathers are more lovely than I can describe.
Inflexions.—(1.) Poss. pi ur. of people—deer—monkey-—child; past tense of done—blow—go ; sup. of busy—near—late. (2.) Past, participle of drive,; Objective plural 3rd per. pro. ; Comparative of holy. (3.) Past tense of abide; obj. sing, 1st per. pro.; Positive of worst. (4.) Poss. plur. of fairy ; Obj. plur. of 1st per, pro. ; Past part, of fight. (5.) Obj. plur. of 3rd per. pro. ; poss. plur. of mouse; comp, of little.
FOURTH CLASS.
Parse.—(I.) In the wintry weather when the cold is intense travellers are exposed to very great danger. (2.) The camel can scent water at a considerable distance, and in this way is often of great use, (3.) They cutoff nothing but the ears, and carried them way in large baskets. (4.) He mixed with low companions who led him to do foolish acts quite unworthy of a prince. (5.) The lion seldom leaves his den before the evening, but when he is hungry he may be seen roaming over the plains in the daytime.
ARITHMETIC.
SIXTH CLASS.
Proportion.—(1.) If a train travel at the rate of 43 m. 2 fur. in 2 hrs. 13 min., how long should it take to travel 8 m. 1 fur. ? (2.) A wire for 64 poles 3 yds. long weighs 23 cwt. 3 qr. 11 lbs., how much would 40 poles weigh ? (3.) If £188. 4s. Ilf will buy 37 cwt. 3 qr. 11 lbs., how much will £80. 14s. bay ? (4.) If 119 cwt. 2 qr. 11 lbs. of sugar cost £237 1 Is. 6.^(1., what will 71 cwt. 3 qrs. cost? (3.) If it take 3 weeks 5 days to produce 2 tons 3 qrs. 16.} lbs. of castings how much could be produced in 7 weeks 4 days 5 hrs. (working week 8 hrs. per day) ?
Practice.—(1.) 27 roods 24 per. 13 yds. @ £9. 17s. fid. per rood. (2.) 8,1 fath. 2 ft, 9 in. @ £4. 19s. 5.[d. per fathom. (3.) 38 ac. 3 rds. 13 pole @ £27 17s. fid. an acre. (4.) 37 m. 3 fur. 13 poles £9. 17s. 10$d. per mile. (3.) 170 ac. 2 rds 15 poles @ £5. 12s. 8d. per ac.
FIFTH CLASS.
Compound Multiplication. —(1.) £87 15s 10.x 97. (2.) £97 18s Ofd X 69. (3.) £77 Os. 1 lfd. X 93. (4.) £78 19s 8fd x 89. (5.)
£85 14s 10|d X 57.
Compound Division.—(1.) £8710 19s ll}-d 4-87. (2.) £7969 19s 4>d 4- 69. (3.) £9620 17s 9}d 4- 37. (4 ) £7567 0s CM ~ 95. (5 )
£9437 18s 1 Old 4-47.
Reduction (Ascending).—(1.) 210,019 grs. of gold to ounces. (2.) In 9,000,009 oz. of gold how many lbs. ? (3.) 200,003 qts. to hhds, (4.) In 90,052 grs. apoth. how many ounces? (5.) 907,063 grains'troy to
ounces.
Reduction (Descending),—(1.) 43 roods to sq. yards. (2.) 740 cub. yds. to inches. (¡5.) In 208 perches of land how many yards ? (4.)
In SIHbs. 11 oz, how many oz. ? (5.) Red. 98 sq. yds. 2 sq. ft. 9 sq. in. to iuclies.
GEOGRAPHY.
SIXTH CLASS.
(1.) Ruahine and direction; Port Essington ; L. Lefroy. (2) Where and on what river is Wagga ? where and on what is Galatz ? where and on what is Sale? (3.) Where are Peak Ranges; Nijni Noogorod ; King George’s Sound ? (4.) Where and on what is Hay ; Lake Learmonth ; Mt. Cook? (5.) Where and on what river is Casterton ? In what country and in what part is Bieloe ? In what country and part is Mt. Atapiles ?
FIFTH CLASS.
(L) Zambesi—direction and where flows ; Kong Mountains and direction ; Albacutya. (2.) Colac ; Country West of Switzerland ; Capital of Brazil (3.) Capes of New Caledonia—Sandwich Islands— Cuba. (4.) R. Parana and where flows ; Lake Nyassa; Country N. of Peru. (5.) River Goulburn, where and into what? Country North of Greece? Of what country is Monte Video the capital?
FOURTH CLASS.
O.) Gulf of Tartary; Strait of Dover; Iceland. (2.) C. Comorin ; Straits Malacca; Gulf of Lepanto. (3.) Is. of Socotra; Hervey Bay; Capo Romania. (4.) Cape Wrath; Is. South of Corsica; Novo Scotia. (5.) Eastern Peninsula ; Straits Belleisle ; Jamaica.
MELBOURNE, APRIL 21, 1880. State school teachers in Victoria will be glad to know that the Bight Hon. W. E. Gladstone’s strictures upon the growing tendency of politicians who are untrammelled by office to advocate reforms which they are afraid to initiate when raised to power, are not to be allowed to apply to the Service Ministry. The Hon. the Premier, in his speech at Maldon, and the Hon. the Minister of Public Instruction, in a speech delivered on the occasion of re-opening a State school at Geelong, have both declared the determination of the Government to reform the Civil Service. In the recent appointment of Mr. W. H. Archer to bring up a report upon the mode which should be adopted for the effectual abolition of political patronage in connection with appointments and promotions, and for the reconstruction of the whole Civil Service, the Cabinet have given a pledge of the sincerity of the views they processed while sitting on the Opposition benches. State school teachers have a double interest in this matter. The abolition of political patronage will relieve them from the degradation of having to curry favour with the members of political associations ; while on a reconstruction of the Service the benefits promised by the Education Act 1872, will accrue to them. The Civil Service is the machinery by which effect is given to the “ collective action” of the people. The capability of the persons composing that Service, and the efficiency with which it is administered must therefore be important factors in our national progress, more especially so now that the function of education has definitely been incorporated with that of Government. It may not be uninteresting to teachers, while it will serve to make them appreciate the difficulties which have to be overcome before they are legally enrolled in the Service, if we give a resumé of the institution itself. For the Civil Service is not the contrivance of colonial statesmen. It is a transplanted British institution possessing a long and honorable history. Like the phenomena of languages and the various developments of co-operative labour, it owns the law of evolution, and was spontaneously developed as English constitutional government reached maturity. Up to the passing of the Statute 50, Geo.
I III., c. 117, employós in the public departments were the
private clerks of the Ministry of the Crown under whose charge the departments were placed. Each Minister received a salary from the Crown, and w-as empowered to charge the public certain fees from which to defray the working expenses of his department. The Minister both appointed and paid his clerks, who had no formal recognition from either of the three estates of the realm. But by the Statute mentioned—which directed that “ when any deficiency of the Fee-funds should be found” such deficiency should be made good out of the Civil List of the Crown—the public employés were withdrawn from the personal service ol their departmental chiefs, and became the servants of the Sovereign. By a subsequent Act (56, Geo. III., c. 46,) passed in the year-1816, a further change was made. The Statute of the year 1810 was repealed, and it was enacted that in lieu of any deficiency in the Fee-fund being made good out of the Civil List, such deficiency should “ be made good out of any funds which may be granted by Parliament to defray such expenses.” It was this Act which created a distinct Civil Service. By it persons employed in the public offices—originally private employés of Ministers, and afterwards servants of the Sovereign —became the servants of the nation. From this date employés in the several departments have had fixed salaries assigned to them out of the public exchequer, and the government of the country has been practically administered by them. But the mere consolidation of the Civil Service and the abolition of the Fee-fund produced at home the very evils under which the colonies now groan. So long as Ministers of the Crown were privileged to supplement their own salaries by the amount they saved out of the Fee-fund, after defraying the working expenses of their departments, self-interest acted as a powerful check against the employment of an unnecessarily large staff. When, however, thesalaries of the office staff became a permanent charge upon the Treasury, this check was gone. Ministers were not slow to avail themselves of the scope afforded for the exercise of patronage, and the departments soon became full of men -whose only qualification for office was the social position, or the political influence, of their relatives. The Act creating the Civil Service did not place the Treasury in authority ; but “ under the Commission’s supervision of expenditure of public money, the various departments, upon a pressure of work arising, applied to it for permission to put on additional hands. If the ground upon which the application was based did not appear to the Treasury officials to be strong enough to justify the increasing of the departmental staff, extra clerks only were granted.” This source of patronage having been exhausted, the system of appointing temporary clerks—represented in Victoria by special assistants in State schools, and supernumeraries in other governmentdepartments—was adopted. On a favourable opportunity presenting itself, these extra clerks and temporary clerks who possessed political influence were placed upon the Civil Service and thus billetted upon the State. Under this gross abuse of Ministerial patronage, the Civil Service of Great Britain grew to be what it is fast becoming in this colony, a gigantic institution unduly absorbing the public revenue, and glaringly representing “ the intellectual weakness of the nation.” Public indignation at length became aroused at the nepotism practiced, and after a rigid inquiry on the part of the Government, an Order-in-Council was issued, dated May 21, 1855, abolishing the system of Ministerial patronage, and enacting that for the future employment in the Civil Service should only be obtained by competitive examination, and should be followed by systematic promotion. This wresting of the appointment of public servants from the Ministers and placing it in the hands of a non-political Commission lias proved a great boon to the nation. It has secured for the Civil Service a more cultured class of men than formerly, has given a healthy stimulus to public education, and, as the political institutions of the country are becoming more democratic, it is greatly helping to enlarge the base of political morality. The all but unlimited patronage placed by Parliament in the hands of Ministers of the Crown in Victoria has intensified theevils which formerly attached to the Civil Service of Great Britain. We contend the demoralisation now existent can only be checked by the total abolition of this system of patronage, the institution of thepresent English system of admission to the Civil Service by competitive examination, and by the establishment of a fixed mode of promotion. We are pleased to notice that this is one of the “ Useful Reforms” again advocated by the Head Master of the Church of England Grammar School, through the columns of the Victorian Review. It is the reform shadowed forth in the speech of the Minister of Public Instruction, and devoutly wished for by State school teachers throughout the colony. Teachers desire that the present state of uncertainty and insecurity should be brought to an end. In classifying them for enrolment in the Civil Service, all they ask of the Minister of Instruction is, that care shall be taken to conserve the position and emoluments which, in most instances, have been acquired by years of study and patient toil. We would impress upon the Government the importance of having then-proposals respecting Civil Service Reform formulated as early as possible, so that they may be dealt with by Parliament without delay, and before the usual disintegration of political parties begins to set in. Former Governments have also promised to uproot this Upas of the Civil Service, but instead of doing so, have nurtured it, and left it more vigorous than when they entered upon office. Admitting the promise given was made in good faith, they delayed, and delayed, grappling with the difficulties surrounding the task until the favourable opportunity was lost, and their power to accomplish it was gone.
Our readers will notice that the Australasian Schoolmaster this month contains sixteen pages, instead of twelve. This enlargement enables us not only to treat upon a greater number of scholastic subjects, and to give educational intelligence from the several colonies, but also to cull British and Foreign literary news and gossip from the pages of the Educational Times, the English Schoolmaster, the National Schoolmaster the Academy, the Athenceum, and other literary journals. It is our desire to render the paper interesting and useful to teachers generally, so that it may become the recognised organ of the scholastic profession in Australasia. That there is scope for the existence of such a journal cannot be doubted. We therefore appeal to each member of the profession to use his influence to increase the circulation of the Australasian Schoolmaster in his school and neighbourhood, in order that tho enlargement may be made permanent. We gratefully acknowledge the literary aid afforded by the generous pens of the University Professors, Heads of Colleges, School Inspectors, and other gentlemen who have contributed to our columns.
It is devoutly to be hoped that the present Government will take up the question of University reform. A bill to effect the required measure need be very short, and as the measure is essentially a non-political one we are justified in hoping that it will receive the support of both sides of tho House. The main reforms necessary may be summed up under two heads— Firstly, the Professorial Board should be merged into the Council, or else a certain number of the professors (say three) should be yearly elected to that body. It is unfair alike to tho teaching body and to the public that a body of experts in their own special subjects should have no voice in the administration of their departments. Indeed this is the only University in the world with which we are acquainted in which the teaching body have no voice in the administration. The second matter which should be amended is the regulation whereby the Senate, the popular body of the University, is forbidden from initiating legislation. As the law stands at present, this body can do no more than accept or reject measures, but cannot amend them. Thus we have an absurd system by which the initiation of legislation is confined to the Upper House. It should be particularly noticed, moreover, that the members of the Upper House or Council hold their seats for life. This should certainly be altered ; three years, or even two, would be the utmost limit of office assigned to a councillor.
We would also call the attention of tho authorities to the absolute necessity which exists for the creation of two if not three new chairs. Why are no modern languages taught at the University! Surely there would be no difficulty in procuring, at a moderate salary, some young continental scholar with a competent knowledge of philology to undertake the work! Why is there no chair for English language and literature? We would further ask are we always to yield to sectarian pressure to the extent of refusing to establish a chair of mental and moral philosophy, because there are some Catholics who prefer not to pursue this study ? Surely there are plenty of studies which even Catholics might pursue as alternatives, and it might be left free to their Protestant brethren to humour their intellectual caprice by improving their minds in what they consider the most useful way.
It seems to us, further, that the newly formed University Association might do good work by seriously grappling with the question of University Reform. Comprising, as it does, at once members of the University Council, the professors, and graduates, even although it have no legal status, it yet must be looked upon as the most influential and the most properly and truly representative of all the University bodies. It seems to us that the first business of this body should be to petition the legislature to pass the University Bill proposed last session by Professor Pearson, It is to be hoped that some other name may be substituted on the Bill for that of Major Smith, whose learning is not commonly supposed to be equal to his gallantry. Then we think that the Association should make it its duty to agitate for a reform in our “ annual commencement,” the proceedings in which are so tame, meaningless, and antiquated, that it seems curious that any one can be induced to leave his farm or his merchandize to witness them. Surely all the candidates for one class of degree ought so be presented at once, and this most tedious part of the ceremony be effectively shortened. Then we think that one of the Professors ought to be called upon to read a paper giving a resume of the progress which may have been made in his special branch during the year, and pointing out the direction in which reforms in his branch are needed at the University.
Lastly, it seems to us that every patriotic graduate should endeavour to prevail on the Home Government to place at the disposition of this colony, one or more nominations annually to the Indian Civil Service. These are grand prizes, and worth far more than cadetships at Sandhurst, which the colonial Universities are in due course to receive. The institution of such prizes would enable our University authorities to establish a really high class examination, and we believe that when a modern language chair shall have been established, our University will have singular facilities for preparing lads for such an examination as that prescribed by the Civil Service Commissioners.
Professional unity of action is the first step to the attainment of a professional status. Speaking of the recent Grand Conference of the Teachers’ Association, the editor of the Educational 7imes says:—“The objects of this Society are, among other things, to combine the whole body of teachers in one organisation ; to promote the establishment of chairs of education ; to facilitate the passage from lower to higher grade schools; and to gain for teachers a professional status by means of a Registration Bill. In other words, the Society is working for the recognition of maintenance of a higher standing than has hitherto been conceded to teaching as a profession. The purpose of the Association was admirably explained by Canon Barry, who took the chair at the opening of the Conference. It involved, he said, a conception of the profession not as a trade, though men must live by it, but as a ministry, a public service to society, areal vocation and mission. If that idea be grasped by teachers, and kept steadily before them, and used as a watch-word, it will go far to raise the profession in raising the professors. For there is no doubt, though Canon Barry kindly passed over the fact, that the great hindrance in the way of achieving the object sought, is the halfheartedness in their calling of teachers themselves. They must learn to magnify their office. In alluding to the Bill which will be brought before the Plouse in a few days, the Chairman said that the public had a right to expect recognised qualifications in the educational, as in the medical and legal professions. In that respect, Dr. Playfairs Bill, he thought, speaking generally, “ was calculated to do invaluable service, especially in its simplicity, its freedom, and its wise elasticity. While it allowed considerable variety in the means of obtaining qualifications, it refused to define by a hard and fast line the systematic training that it encouraged.” At the same time, while cordially approving of the Bill as likely, if passed, to create an era in our educational history, he reminded his hearers that legislation, though it can do much, cannot do all. The influence of one great teacher like Dr. Arnold was worth more than many Acts of Parliament. But the law could chastise and expel the worthless ; it could stimulate and direct the worthy ; it could test the efficiency of teachers, and the work of a school ; and so far it is a distinct good. Finally, he reminded his hearers of what we should never cease reminding ourselves, that tlie future of the profession is in their own hands.”
IIOW MANY PERSONS HAS THE IMPERATIVE MOOD IN ENGLISH?
By Robert Craig, M.A.
There are some uses of the verb in the imperative mood which are frequently met with, and which yet are not mentioned in Morell’s Grammar or in any other of the Grammars in common use. It may therefore be of some service to notice and describe them.
The uses in question are exemplified by the words italicised in the following sentences : —
(I.) Be it so ; (2.) Far be it from me ; (3.j Suffice it to say ; (4.) Mine be the the task to train the youthful mind ; (5.) Thanks be to God ; (6.) Heaven help him, quoth Lars Porsena, and bring him safe to shore ; (G.) Now tread we a measure, said Young Lochinvar. It is evident that the verb in these examples expresses a command or wish. In all of them but the last the command or wish has reference to some thing or person not spoken to, but spoken of, and is consequently in the 3rd person ; and, in the last, “ Tread we” expresses the wish of the speaker regarding himself and the lady he was addressing, being equivalent to “ Let us tread.”
These examples justify us in affirming that the imperative mood of the verb in English is not without the 3rd person singular and plural and the first person plural, all formed without the auxiliaries let and may. To this statement it is not a valid objection to say that the word may is understood in the above examples; to say, for instance, that in “ Be it so” there is an ellipsis of may, the full expression being, “May it be so.” For, first, observe that the expression, “ Be it so,” actually conveys by itself without any helping word mentally supplied the full meaning intended ; and it is contrary to rational grammar to understand words which are not necessary to complete the sense. Next, note the difference in form between “ Be it so” and “ May it be so.” In the latter, as compared with the former, not only is there the additional word may, but the order of the words is different, be and it being transposed. The shorter form, then, is not got by merely dropping may ; it is not derivative from the longer form, but is perfectly independent of it. Lastly, observe the difference in meaning between the two expressions. “Be it so” expresses the will of the speaker concerning the thing in question regarded as subject to his will ; “ May it be so” expresses his wish concerning the thing not so regarded. The two forms are not exactly equivalent. This, then, is a further reason for rejecting the view that in the shorter form a word appearing in the longer one is understood.
In like manner it could be shown that “Be it so” is not a contraction of “ Let it be so.”
Some may say : “ How can the imperative have any person but the second ? A command or expression of a wish must be addressed to some person, and the verb used for the purpose will necessarily be in the second person.” The reply is, first, that there are occasions on which it is needful or convenient to convey a wish by a verb in other than the second person. The prominent wish in my mind may be that a certain thing be done, not that you in particular should do it ; or my wish may be that a person not present or not regarded as present should do it. In these cases the 3rd person of the imperative proves serviceable. Again, whatever force lies in the argument adduced avails not more against the existence of any but the second person imperative in English than it does against the existence of any but the second person impera-ative in other languages, such as Greek, Latin, French, and German. But all the languages named do possess forms of the imperative in other than the 2nd person. Therefore the objection is disposed of.
It is to be remarked that the use of those parts of the imperative, other than the 2nd person, which are formed without the aid of let and may, is dying out of the English language. Of the examples above given (T), (2), and (3) are indeed often found in current prose ; but they are, I believe, the only ones there found. The rest and similar ones are confined to poetry, to certain formulas or stereotyped expressions, such as—'“God save the Queen,” “Long live the Queen,” “ Advance Australia to prayers, and to certain colloquial imprecations; such as “A plague take him,” “He be Mowed,” &c. In ordinary prose and polite conversation a command or wish respecting third pei’sons, or an exhortation directed by the speaker to others joined with himself, is expressed by forms like these : Let him do it; May they be happy ; Let us work hard.
REPORTS OP VICTORIAN INSPECTORS.
Tiie remarks of the inspectors under the head of instruction are amongst the most noteworthy of their utterances. There is not quite so wide a divergence in their views, as was shown to exist with regard to the 'subjects dealt with in a former article, but there is still not a perfect accord ; though the difference is, perhaps, not greater than may reasonably be expected from men speaking, as they ought to do, independently of any pressure from without. Mr. Brodribb says that some very good teaching is to be found in his district, and that in the larger schools the class lessons are often very pleasing and intelligent. This testimony from a gentleman of Mr. Brodribb’s standing will, without doubt, afford much pleasure to the teachers in those schools, especially to the assistants, who give most of the class lessons. We believe that the only reason for the class lessons in the smaller schools not being equally “ pleasing and intelligent ” is that the teacher’s time is too much occupied with the necessity for keeping several classes employed at once, with an insufficient teaching power. The weakest point is, in Mr. Brodribb’s opinion, the management of the infants ; the teachers failing to secure smartness in drill and lively attention to instruction. It would be well if Mr. Brodribb would state at length his views as to how the evil of which he complains may be remedied.
Mr. Craig says that in the great majority of the schools in his district the work of education is honestly and efficiently performed ; while Mr. Tynan regrets that he cannot speak so decidedly as he would like on this subject, adding, “ The past year has been a very broken and disturbed one in Educational matters.” Judging from the very decided opinions expressed by most of the other inspectors, the disturbance appears to have been confined almost exclusively to Mr. Tynan’s district. Mr. Curlewis says that, “ the most noticeable defects resolve themselves into this—that the teaching is too mechanical and unintellectual;” and farther on he adds, “The subjects in which this defect has more especially attracted my notice are arithmetic, geography, and the explanation of the reading lesson.” Mr. Curlewis brings forward instances which are doubtless very convincing proofs of the truth of his assertion, if we allow that such glaring defects are at all common ; and if we do allow it, what becomes of the boasted value of “ result” teaching. We believe, however, that notwithstanding the inherent weakness of the system, such instances are rather the exception than the rule. We recommend those of our readers who feel an interest in the matter to read the remarks of Mr. Curlewis in extenso, as also those of Mr. Craig ; a more emphatic condemnation of the present system has never been penned by its bitterest adversary. Mr. Holland complains that while the passwork is good, the requirements of the programme of instruction are not attended to, and recommends that the inspectors be allowed to examine on at least one subject in the programme of instruction, such subject to be chosen at the inspector’s pleasure. No doubt this specific would induce some teachers to put forth spasmodic efforts in the desired direction; but so long as the present “mechanical and unintellectual ” system prevails, but little real good can be done. Like all other attempts to heal an incurable sore, the remedy can only produce a temporary effect.
Mr. Gamble says, “ Under this head I shall only recommend that there be selected from previous reports of inspectors all that bears directly on the methods of instruction, the same to be printed and issued to every teacher in the service. It would be of very great benefit to a large majority ; and inspectors at their visits could point out more readily approved methods on the various subjects of the programme.” The suggestion is a practical one, but we fear that the conflicting opinions of the inspectors on many points would only render confusion worse confounded ; so that if this is done at all, it will be well for some experienced teacher, say Mr. Gamble himself, to select those that do not contradict one another. Mr. Stewart says that on the whole, the teachers are doing their duty, and that some he could name arc doing more, while others are doing less. It would be instructive if Mr. Stewart could point to any one class of Her Majesty’s subjects of whom this statement is not true: perhaps, however, it does not apply to Her Majesty’s Inspectors of Schools. Mr. Summons says that the classes as a rule are instructed according to the programme, but that there appears to be too much straining after a high precentage. This he attributes to a commendable desire to stand well as compared with neighbouring schools. Mr. Lewis considers that, generally speaking, the programme of instruction is observed, and that suitable methods of teaching are adopted ; while Mr. Russell says that, in the larger schools, as a rule, the instruction is all that can be desired ; and that the same holds good with regard to many country schools, but that defective methods are most apparent in the smaller schools. Mr. Hepburn says that the faults which seem to bo geneial in the other districts exist also under his supervision, viz., “unintelligent reading and defective grammar,” the one, in his opinion, being a direct consequent of the other. We trust that Mr. Hepburn, of whose smartness and capability we entertain a very high opinion, will be able to effect a reform in this matter.
It will readily be seen that there is considerable difference of opinion amongst these gentlemen on the value of the instruction given. In fact, if we are to accept their statements—that in some districts the instruction is “ mechanical and unintellectual,” while in others it is “ all that can be desired in some parts of the colony “ the requirements of the programme of instruction are not attended to;” but, in more highly favoured districts “the classes are, as a rule, instructed according to programme”—how are we to reconcile the differences ? What value can we attach to any particular statement, where so wide a difference of opinion exists ? The ablest lawyer, skilled in the sifting of evidence, would be puzzled by this conflict of testimony from witnesses who are, ostensibly at least, arrayed on the same side. And if we turn to their statements with regard to particular branches of instruction, we find precisely the same divergence, amounting in some instances to flat contradiction ; but as it would occupy more space than is desirable to quote these remarks at any great length, only their views on the teaching of what are called extra subjects are given below.
Mr. Brodribb says that book-keeping becomes a mere matter of transcription from one book to another, without fully knowing the reason why, and recommends that it be taught by oral lessons with black-board illustration. He also observes that in several schools Latin forms a subject of instruction, being in a few instances creditably taught ; but that French appears to be in less favour, as out of fifty-four boys competing for exhibitions, only eight took French, the remaining selecting Latin. It is probable that in many instances, the difficulty lies with the teachers, who of course cannot teach what they do not know, as in those schools where both languages are taught, French is found to be the more popular subject. Mr. Gamble complains that extra subject are not cordially encouraged by the majority of head teachers, and considers that no large school should be considered as efficiently conducted, where Latin, French, Mathematics and Book-keeping are not taught. There might be some force in Mr. Gamble’s remarks if the subjects were free, but while there is a money payment for these subjects, the most energetic head teachers will frequently find it impossible to organise classes for them ; and moreover the Department does not always appoint people to the charge of the larger schools who are capable of giving this instruction. Mr. Summons complains that the demand for these subjects is not what it ought to be, and recommends the inclusion of algebra, book-keeping, and mensuration in the free course. He also complains of the unsatisfactory nature of the instruction in book-keeping. Mr. Russell observes that the subjects most sought after are Latin, Book-keeping and Algebra; and that these are in the main satisfactorily taught. There is very little doubt that they would be satisfactorily taught in many schools, if the capability to teach them were recognised as it deserves to be by the Education Department. But while on the one hand, the man who has pleased the inspector is set by the officers of the Department above the man of sterling ability, and on the other hand the friendship of two or three members of Parliament can outweigh ability, experience, and judgment of the highest order, it is futile to hope that any real permanent improvement will be made in this direction. Mr. Ramsay has promised us a proper classification of the teachers, and it is to be hoped that ho will keep his promise ; but the same promise was made by the late Minister, and teachers have by this time learned too well the truth of the maxim that, “ Hope deferred maketh the heart sick.” We believe that such proper classification, in which literary qualifications, length of service, and professional ability shall be the only bases of promotion, will do more to further the introduction of the extra subjects into the schools than any fancy scheme that may be propounded by this or that ingenious theorist. Let Departmental favoritism and political influence both be relegated to the limbo of dead and gone possibilities, and a very much more cheerful tone will pervade Victorian Inspectors’Reports, and, what is of greater importance, tho teachers will to more secure, and consequently more satisfied.
THE STUDY OF LANGUAGE AS A SCIENTIFIC DISCIPLINE.
By C. P. Mason, B.A.
[Continued Jrorn Page 92.)
It is interesting, to say the least, to find that the Greek and Latin words for month have the same root as the English moon, and that the root means simply “ to measure,” and to see from the diminutive annulus that annus must once have meant a “circle.’ ’
Think, too, what a field for the understanding there is, what a fine
exercise in metaphor and analogy, in tracing how physical and material conceptions are sublimated into the region of the metaphysical, the intellectual, and the moral ; what interesting trains of thought are set going as the learner finds that intellectus (understanding) is “ the gathering or collecting of certain things from amongst others” ; that cogito (I think), means “ I keep tossing things together ’ ; that sapere (to be wise) means ‘‘to have a Savour thatngetus(right) means “stretched or straightened” ; iheApravus (wicked) means “crooked” t compare wrong from wring) ; that virtus (virtuel means “ manlinus that animus (mind) means “wind,” as spiritus means “ breath,” and so forth, as thumos (mind or emotion) in Greek is the same word as the Latin fumus “ smoke,”
It needs some practice in the analysis of words and ideas, in tracing out the general conception which underlies a variety of special applications, to be able to appreciate duly what is a remarkable characteristic of our present English, the tine shades of difference by which many words of identical origin are distinguished, such as we see in conduct and conduce, contain and content, deduce and deduct, abstract and abstracted, and a great number of others. This, again, is the result of that prevailing tendency of modern languages to ease the strain upon the intelligence of the hearer, by limiting in practice the number and variety of the accessory ideas which are allowed to cluster round particular words, and distributing the whole number among two or more distinct wordsof kindred origin, so that the differentiation of the root idea is in part done ready to our hands.
If the young learner supposes that by this time we have got to the end of our demands upon his understanding, he will find himself quite mistaken. I have said nothing yet about an exercise to which he will have to address himself throughout his whole course. I mean (1) translating Latin into English ; and (2) translating English into Latin. I quoted before Prof. Bain’s method of achieving the first. It certainly appeals but feebly to the intelligence. You get all the possible or likely meanings of each word in a sentence, and then try various combinations of these, till by good luck “you alight upon something that pays due regard to every word and every peculiarity of grammar.” This requires patient application, but “it is only the application needed to solve riddles and conundrums.” Well, the patient manipulation of combinations and permutations willyield some startling results. Only give him time enough, and the biggest fool in the world might write the Iliad. He has only to take all the Greek letters that are used in the Iliad, shuffle them well together, and draw them out one by one in a perfectly hap-hazard manner and go on repeating this process. According to the law of chances, every one of the excessively large number of possible arrangements will make its appearance some time or other, and one of these forms the Iliad.. I don’t advise you to try to work out the experiment. It might form a fitting retribution hereafter for the teacher of translation by combinations and permutations.
I need hardly tell you that the right mode of going to work is something very different. The chemist does not begin his lessons in analysis with the highly complex molecules of organic chemistry. He begins with the simplest possible combinations of two elements, and step by step proceeds to those of higher complexity. In like manner the scientific teacher of Latin will not turn mere beginners loose into Cicero, or Livy, or Caesar, with a grammar and a dictionary ; he will begin with sentences consisting merely of a simple grammatical subject and predicate, and work these through all varieties of person and number. He will next take up sentences with a transitive verb and an object, leading naturally to the simple uses of the passive voice. The commonest uses of the ablative and dative cases may now follow, the pupil all the while enlarging his acquaintance with the declensions of nouns and pronouns, and the structure of the tenses of at least the indicative mood of verbs. In this way he is getting a clear insight into the way in which the essential framework of a sentence is made up of substantives and verbs, the nucleus of the whole being the subject and predicate. It is impossible to overrate the importance of this, and, as a piece of practical advice, I earnestly recommend teachers not to be in a hurry to introduce their pupils to adjectives, 'these, however, will come in their turn, and the learner will see clearly how they hang on to the substantives, The use of adjectives will be made to illustrate the attributive character of the genitive case. Adverbs and adverbial phrases will be dealt with as hangers-on to verbs and adjectives. In this way the pupil is led to see how a simple sentence is built up from its primary foundation, the subject and predicate. When all this has been well mastered, the structure of complex sentences will follow, with the nature and functions of substantival, adjectival, and adverbial clauses, their varieties, the characteristics by which they may be recognised, and the way in which they are attached to one or other of the primary elements of the main sentence. All this will make the learner familiar with the uses of the infinitive and subjunctive mood 8.
The young student who has thus learnt how a sentence is put together will^do something very different from Prof. Bain’s “ conundrum guessing ’ when he proceeds to take one to pieces. He will first eliminate the subordinate clauses—those that begin with relatives and subordinate conjunctions. ^ This leaves him only one finite verb to deal with, which is, of course, in most cases easily detected. The verb, by its form, will tell him the number and person of the subject, and guide him to its discovery, if it is not immediately obvious. The signification of the verb will tell him '■yh ether he must look out for an objector not, and also whether that object is likely to be a simple substantive or a substantival phrase or clause. YY hen he has thus got the essential framework of the sentence complete, he will have little difficulty in picking out the adjectives that hang on to the subject and object respectively ; the adverbs and adverbial phrases will tall into their places ; and, lastly, the subordinate clauses will be fitted into the entire structure, and themselves dealt with on similar principles. The meaning of a good part of the words composing
the essential framework will usually be tolerably clear and definite, and if the learner has been trained to track the secondary significations of words from their primary ones, he will get at the precise shades of meanings that he wants, that is, at the accessory notions which the context suggests.
(To be continued.)
AUSTRALASIAN.
A Bill dealing with the educational reserves of New South Wales passed the Legislature on the 13th inst. The^ object of the measure is to perpetuate the reservation, and to prohibit the alienation, of the Church and School lands of the colony ; to vest the management and control of them, and of the funds derived from past sales of portions of the estate, in the legislature of the colony, and to direct that after the close of the present year, the revenue arising from the estate shall be appropriated in support of public education.
“ The proceedings on laying the memorial stone of the Wilson-hall of the University of Melbourne, by the Hon. Sir Samuel Wilson, M.L.C., on the 2nd October, 1879,” have just been published, containing views of the exterior and the interior of the building, and a photograph of Sir Samuel Wilson.
The interest taken by the French Government in the State school system of Victoria is evidenced by the determination recently arrived at to send a special delegate to that colony for the express purpose of studying the system. It has also been resolved that an assortment of the books and apparatus used in French public schools shall be exhibited at the Melbourne International Exhibition. .
The inaugural lecture of the “ St. George’s Literary and Philosophical Society,” St. Hilda, was delivered by the Rev. J. L. Rentoul, on the 2nd inst.; Sir James M'Culloch occupied the chair. Tennyson’s Idyll of “King Arthur” was the subject chosen by the lecturer. There was a large attendance.
The new Tanunda Institute building was opened with great ceremony on the 14th instant. The building is a noble stone structure^ with cement dressings, having fifty-three feet frontage, and containing a reading room, library, and committee rooms. The President, Von Ber-touch. on opening the Institute, spoke of the power which the advance of education gave to a community, and urged them to foster the Institute and thus foster education. _ ,
Dr. W. Thompson, of South Yarra, who is a devout believer m the Baconian authorship of the Shakespearian plays, has a work now in the press, and shortly to be published, in which much interesting matter will be given in support of his views. _
Senor Castelar, the eminent Spanish statesman, will, it is said, enrich the pages of the May number of the Victorian Review with the first o* a series of articles on European politics.
The vacancy in the senate of the Sydney University has been filled up by the election of the Hon. W. Foster, the late Agent-General, who beat Sir Henry Parkes by two votes.
At the meeting of the New South Wales School of Arts, held in Sydney on the 19th March, it was resolved, by 278 votes to 237 votes, that the Institute should not be opened on Sundays, and that the resolution previously passed authorising the opening on Sundays, should be rescinded.
Mrs. M-Pherson. late of the Edinburgh school of Cookery, and who holds a diploma from the South Kensington Institute, has been lecturing in Sydney with great success.
The Australian Musical Magazine for March contains a song by M. Jules Meilhan. from his opera “ Les Avares.”
Archbishop Vaughan in opening the St. James’s new R. C. Schools, at Forest Lodge, N. S. W., on Sunday, March 21st, delivered a strong address against'our public school system, in the course of which he said : “ In the joint pastoral letter we have laid down the lines of Catholic teaching. I look upon that document as a guide, teaching us how Catholic Education should be conducted in the future. We have in a great measure cleared the public schools of Catholic children, and as time goes on these schools will be still more clear of them.” He also intimated his intention to stand for Parliament at the next general election. He also remarked that the Public School education would serve them in the long run. This method (secular) of moulding the mind produces men and women without faith or dogmatic religion. A reaction will then set in, which will bring a harvest to the Catholic church.
Signor Giorza’s Cantata, written for the opening of the Sydney International Exhibition to words by Henry Kendall, has been published by the composer, with the permission of the commissioners. The work is dedicated to the Prince of Wales. Special copies are being printed for him. The publication of a work of such magnitude speaks well for Sydney.
At the annual meeting of the Diocesan Educational and Book Society of New South Wales, held in the Church Society’s Rooms in Phillipstreet, Sydney, a sub-committee was appointed to watch the interest’ of the Church of England Schools. The Diocesan Inspector reported favourably of the religious instruction given.
Silvester Diggles, author of a work on the Ornithology of Queensland) died on Sunday, the 21st March, at Brisbane ; age 64.
BRITISH AND FOREIGN.
The Bristol School Board at a recent meeting memorialised the Education Department for an amendment of the code so as to permit the dictation lesson, that may be selected by an Inspector at inspections,
JlcbïCfoS, Iloti CCS, $£.
The subject grasped in these lectures covers so much ground and includes so many subjects that we can only glance at the whole. As might be expected from the authors’ experience and reputation, every branch of the subject is treated exhaustively and well ; and the appendices are valuable contributions to the stock of information on the different topics treated therein. Our space will not permit us to enter iuto any of the interesting questions discussed by the authors, but we venture to make one extract which we think commends itself to every one interested in the cultivation of the soil (and in these days of free selection there are hundreds whom it will interest) namely “ No system of cultivation, except under circumstances such as once existed in these colonies, can be properly termed fanning unless it involves the use of manure. No soil is so rich that it. cannot be impoverished—not even the fine rich lands of the Western District of Victoria. The maintenance of fertility and production of maximum crops involves the restoration of the constituents removed in the produce and the supplementing of any deficiency that may exist in the soil.
“The Victorian Review.” Edited by IT. Mortimer Franklyn. Melbourne : Victorian Publishing Company.
Both in respect to the number and the literary interest of the articles, the April issue of the Victorian Review exec's that of previous months. The paper contributed by Professor 11. A. Strong, on “Academical Teaching of Modern Languages,” is well timed, and should meet with attention from the University authorities.
“The Melbourne Review,” Melbourne ; Geo. Robertson.
The April number of the Melbourne Review contains some instructive reading, on “ The situation in Europe.” and “ Imprisonment for Debt,” from the pens of Messrs. A. M. Topp and Theodore Fink. There is also a nice chatty article, entitled “Saturday Rambles,” by Alexander Sutherland, M.A.
“ Manual of Method for Pupil-teachers and Assistant Masters.”—By Abraham Park, F.R.G.S., head-master of Albion Educational Institution. Melbourne : M. L. Hutchinson.
Mr. Park’s manual is a work of more than ordinary merit. Practical instruction aud thoughtful suggestions are clothed in terse language. We kuow of few) books on the subject treated upon, that are so likely to be useful to junior teachers and the head masters of country ¡State Schools. The blank leaves with which the Manual is interleaved will serve for the accumulating of information and notes of reference. “Myths and .Legends of Ancient Greece and Rome being a popular account of Greek and Roman Mythology. By E. M. Berens. Melbourne : M. L. Hutchinson.
Teachers of advanced classes will find this edition of “Myths and Legends” most sui table for the purpose of imparting “ a clear and succinct idea of the religious beliefs of the ancients.” The book is beautifully illustrated from Antique Sculptures, and, like all the volumes in Blackie’s comprehensive school series, of which it forms a member, it is “ wire-sewn;” by which means durability is obtained, and consequently greater adaptability for school use.
“ Introduction to the study of School Management. ” By Robert J. Griffiths, LL.D., Author of “The Teachers’ Companion to the classroom. Melbourne : Collins Bros, and Company.
The author intimates that he has kept in view those points in “the theoretical aspects of the philosophy of education” which are usually neglected by young teachers. Speaking of “ Science,” he says: “ It is sincerely to be desired that popular science teaching may, in a short time, become general throughout the country. It is not, perhaps, to be wished or expected that the exact sciences should be formally taught in elementary schools, or that classes subject to periodical official examinations should be formed in scientific subjects. The supply of qualified teachers will not be large enough for a long time to organise formal classes, but every teacher is able to introduce the science of common things into his school among the higher classes.”
“Fourth Reader.” Blackie’s Comprehensive School Series. Melbourne: M. L. Hutchinson.
The subjects are selected with good judgment, being such as to foster in the minds of the young a love of reading, kindness to animals, and a high moral tone of conduct. It is printed in clear type, with numerous beautifully executed engravings. The special features in this series of Headers are—They are progressive, carefully graduated, and systematically arranged.
“ Episodes of Discovery in all Ages.” A book for Youth. Melbourne: M. L. Hutchinson.
The incidents selected are of thrilling interest, and are described in a style suitable to youth. Among them may be named, the discovery of America, Mexico, Peru, and Canada, the expedition of Sir Walter Raleigh to Guiana, that of Mungo Park to Africa, and other equally wonderful adventures. We can recommend it as an excellent school prize book,
“ Lessons on Common Things.” Melbourne: Collins Bros, and Company.
The “lessons” contained in the little book before us have been compiled for the purpose of supplying pupils with “ a suitable text treating of the origin, nature, and uses of many things which come daily under their observation, and in regard to which a vast amount of ignorance undoubtedly prevails." Pupil teachers will find the book of service in the preparation of class-lessons. Messrs. Collins Bros, and Company’s series of school books have been adopted by the Victorian Education Department.
to be read by the teacher instead of by the Inspector. The alteration was sought for on the ground that some of the Inspectors were so strongly provincial in dialect as to be but inaccurately understood by the scholars.
The Board at Fareham have requested the Education Department to state whether school managers are compelled to admit children to school who present themselves in a dirty condition, or “ whether in such cases teachers will be justified in refusing admission, and, if so, whether the parents of such children may be dealt with as not sending their children to school.”
A motion recently made in the Tottenham School Board, that the meetings of the Board should in future be opened by prayer was negatived, on the ground that should a Jew or other persons not professing Christianity be elected to a seat on the Board a difficulty might aiise.
The editor of the National Schoolmaster complains that up to the 31st of January last, not a single essay had been sent in by pupil teachers to compete for the prize offered at the close of the year for the best essay on “ The bad effects of scolding as a means of discipline in schools.” He consequently extended the time to the end of March.
At the meeting of the Society of Arts, London, Professor Huxley in tlie chair, a paper entitled “ Apprenticeship—scientific and unscientific”—u as read by Professor S. P. Thompson, of Bristol, in which the writer contended that practical instruction should be given to apprentices in order to fit them for their various trades. He made special reference to the scholastic institutions of France, Germany, and Switzerland in which the principles laid down as those underlying a national and scientific apprenticeship might be seen in application. To make a beginning, all that was requisite were good teachers, and a curriculum of studies in which prominence was given to drawing, and to the science of tools. The chairman endorsed the sentiments of the lecturer. He had no doubt that the extension of the Kindergarten system, including the use of tools, would be a most important element in the instruction of Board Schools. He further remarked that the City Guilds were founded for the express purpose of doing what the lecturer had been discussing, and he trusted the people would yet insist upon it that the wealth of these bodies should be applied to its proper purpose. It would be well if these authorities understood that they were morally bound—and he hoped that, if necessary, they would be made legally bound—-to do this work for the country.
The Solicitors' Journal notifies that the Inns of Court and the Incorporated Law Society have each refused to acknowledge the right of females to enter themselves for examination for solicitors, and to enter as students for the bar.
Professor Philip Delamotte has been appointed by the Council of King's College to fill the Chair of Practical Fine Art, recently endowed by the City Guilds’ Institute. The Professor will enter upon his duties early in 1S81.
A sum of £1000 has been given to the Liverpool Council of Education by the Lyon Jones Trust, for the purpose of founding scholarships. A further sum of £1,500 has been given by three merchants in the same city for the same laudable object.
Her Majesty the Queen has purchased the painting in oils executed by a pupil of the Bloomsbury Female School of Art, and for which the gold medal was awarded.
In the Schools of Cincinnati (U. S.), the birthday of the poet Longfellow was celebrated by the exercises for that day (27th January) being extracts and recitations from the poet’s work. A similar tribute has been paid by the school authorities to Whittier.
“ A Guide to Classical Reading-, intended for the use of Australian Students.”—By II. A. Strong, M.A. (Professor of Classics, Melbourne University), and Alexander Lceper, M.A. (Principalof Trinity College, Melbourne). Melbourne : Geo. Robertson.
The manual contains, in a compendious form, a variety of information valuable to students of the ancient classics. The object of the volume, as stated in the introduction, is “primarily to benefit Australian booksellers, Australian Schoolmasters, and Australian University Students.” Considerable difficulty has been experienced for years past in obtaining in Melbourne copies of Greek and Latin authors, and it is apprehended that this difficulty has arisen in some degree from the unwillingness of Melbourne booksellers to load their shelves with editions which they have no reason to believe will find a ready market. The Guide to Classical Reacting will enable booksellers and Students to ascertain at a glance the editions used at the University, and so to make early provision for their wants. The texts mentioned in the Guide are those presented for the different University Examinations. The following passage extracted from the introduction will give some notion of its contents:—“ The list of Commentaries, it will be seen, is divided into three parts, containing (1) such books a school boy and first year student will find most useful, (2.) such as are recommended to students reading for honors, and (3.) works suggested to those who wish to devote themselves to the pursuit of higher scholarship. A list of the best critical treatises on each author is appended, and also of the best books on Greek and Latin Grammar and composition. A few good books on philology have been mentioned, in the hope of thus facilitating the study of that facinating science—a science so eminently adapted to the study of the youth of a young country.”
“ Chemistry of Agriculture.” By Ralph. W. Emerson MTvor, Fellow ; of the Chemical Societies of London and Berlin, &c., &c. With “ Ap-
pendices on Victorian Geology in its relation to Agriculture,” by Norman Taylor. Field Geologist ; ‘'The conservation of water for Agricultural purposes in Victoria,” by F. Gordon, M.J.C.C., and “The Creation, Maintenance, and Enrichment of Forests,” by Baron V Muller
K.C.M.G.
%xi anb Uccj)iio(ogi).
Victorian Academy of Arts.—The tenth exhibition of the Victorian Academy of Arts was opened in the Hall of the Academy, Melbourne, on the 3rd instant. This Academy bears the same relation to the schools of design and drawing classes under the Technological Commission as the University bears to the colleges and the State schools. The painting of a picture deemed worthy of a place in its annual exhibition, is what the youthful aspirant to art-fame labours to accomplish. Although the number of pictures exhibited is less than that of last year, the quality of the work shown is better than that of previous collections. This is decidedly the case in the water-color department, in which there are some gems of art. On entering the room, the first thing that strikes the observer is the great preponderance of landscape subjects over all others. Australian secentry under every aspect, from the coldest moonlight to the warmest glow of sunset, being represented.
The late Mr. Gemmell’s Art Collection.—Upwards of seventy oil paintings, water colour drawings, and engravings, forming the valuable art collection belonging to the late H. M. C. Gemmell, Esq., were sold by auction on the 19th instant. Among those worthy of special mention were two views of Mount Macedon, one at sunrise and the other at sunset, by M. Buvelot ; a strikingly accurate picture of Linlithgow Palace, with fine scenery beyond, by H. G. Duguid ; a landscape with sheep, by W. Ford, one of his best productions ; a clever fruit and flower piece, by Clare , and a water colour
drawing of a Devonshire scene, by E. W. Cook.
Technological Commission of Victoria.—A meeting of the Technological Commission took place in the Melbourne Public Library on the 15th instant, Professor F. M‘Coy, the Hon W. M. K. Vale, and
Mr. J. G. Burt being present. Mr. S. H. Roberts, the Inspector of
Schools, submitted the following report :—
“ Gentlemen, —I have the honour to report (hat in the twenty-two schools of design associated with the commission there are now 1,800 pupils, superintended by local committees, and taught by fifty-two teachers. During the past six months I have visited and inspected all the schools of design in and around Melbourne, and found that the attendance was good and the teaching generally efficient. A new school has been commenced at Hew, in rooms placed at the disposal of the committee by the municipal council. Mr. Nutt has been appointed teacher. I attended on behalf of the commission at the invitation of the classes in January last. There were twenty two pupilspresent. and there is every probability of a good school being established. The fee charged to pupils is 3s". per quarter. At the Ballarat City Free Library also a new school has been established. On behalf of the commission I have informed the committee that aid will only be given to those classes where the fees charged to the pupils do not exceed 5s. per quarter. Several letters have been received in reference to this school, and are now before the commission for consideration. Mr. Daskeen, of Campordown, has written for information ns to the mode of establishing a school of design at that plnco. The information has been forwardsd, but it is for the commission to decide whether any further grants can be promised from this year’s vote. The accounts and vouchers to the full amount of the two instalments received of (his year’s grant, have been certified by the chairman and forwarded to the Education Department, with a request for a third instalment of £250. This has not boon placed to the credit of the commissioners in the usual course, but a proposal has been made to pay the schools through the Treasury and its pay offices in future. I have applied in the name of the commissioners for 500 ft. of wall space at the International Exhibition to exhibit selected works of the pupils of the schools of design. Announcement of this should shortly bo made, so as to give proper time for preparation, and I would respectfully suggest that the judges the commission may appoint to select the works for exhibition should he instructed only to admitt those that arc either original, or from nature, or the round. The space applied for is 50 ft. by 10 ft. Tho school of design statistics for theyear 1879 have boon furnished to the Registrar-General, and his acknowledgment laid on tho table.”
Before finally determining the kinds of work to be admitted to the Exhibition, the commissioners thought it advisable to await the answer from the Secretary of the International Exhibition in reference to the space allotted them. In view of the growing work of the Technological department, it was resolved to ask the Minister of Education to place £1,150 on the estimates for next year.
Art Classes. Emerald Hill.—The Art Classes connected with this school embrace Painting, Drawing, and Technology, The spacious class rooms provided for the school in the new Mechanics’ Institute building arc to be opened in June next, when sculpture and modelling will in all probability be added to the subjects taught.
The Victorian International Exhirition. — On the 15th instant the Commissioners of the Victorian International Exhibition finally determined to offer a premium of one hundred guineas for the best musical accompaniment to the inaugural cantata, the accompaniment to be written for piano or organ ; the successful competitor to furnish a single score for full band and chorus. Composers in all the Australasian colonies are invited to compete. The words of the cantata can be obtained on application to the Secretary of the Exhibition ; compositions to be sent in in niue weeks.
Ilotes mtb (gossip
THE ARTS, ARCHAEOLOGY, EDUCATION, LITERATURE AND SCIENCE.
The widow of Mr. George Mason has published etchings of three of her husband’s well known paintings, viz.Calves,” “The Dancing Girls,” and the “ Blackberry Gatherers.” The etchings are from the hand of M. F. Regamey, and fully sustain the reputation he has obtained as an engraver,
It has been suggested by The Athenanim that a compromise should be made in respect to the disposition of the memorial to be erected in honor of the late Priuce Imperial, by its being put up in the Wolsey Chapel at Windsor, instead of in Westminster Abbey. The Chapel at Windsor is essentially royal, and it would be more congruous to place it there than in the Campo Santo of famous servants of Great Britain.
The National Museum at Kew is about to be enriched by upwards of 1000 sketches and studies of tropical vegetation, the gift of Miss Marianne North. It is reported that the fair donor is about to visit Australia so that she may add further treasures to her gift.
It is stated that the Commission in Rome appointed to watch over the national monuments and works of art has determined to stop the scouring of the marble exterior of the Cathedral of Florence. The chiselling over of the ancient work to restore its colour meets with decided disapproval.
Mr. Hamo Thorneycroft has finished a figure representing a young Athlete in the act of putting the stone. The weight of the figure is entirely on the right foot, and the great charm of the composition, says The Academy, is the contrast between the slack extended limbs of the left side and the tense, contracted muscles of the right. The figure will be cast in bronze for the Royal Academy Exhibition.
A Biblical painting of large dimensions is now occupying the brush of Professor W, B. Richmond, which promises to be a composition of considerable vigour and originality. It represents the triumph of the Israelites over the Egyptians. The army is represented as on the march blowing trumpets and shawms, with Miriam dancing before it, timbrel in hand, and with the embalmed body of Joseph borne in state in the midst of the procession.
M. F. Dupont is engaged on thirty etchings illustrating Molibre. While M. P. Charvet is bringing out an elaborate “ Description des Collections de Sceaux-Matrices de M. E. Donge.” Six huudred and thirty-eight pieces arc described.
An attempt is being made to alter the purely honorary character of the English School Boards. In London a petition has been numerously signed suggesting that the chairman of the board (Sir Charles Reed) should be remunerated for his services. “ It has been noticed as somewhat singular,” remarks the National Schoolmaster, “that the signatures are not those of ratepayers who will have to pay the increased expense, but peers, members of Parliament, clergymen, and professors.”
The Rev. Evan Daniel, who has been an earnest advocate of voluntary schools, and a valuable contributor to school literature, has been appointed by the Bishop of Rochester to the dignity of Honorary Canon of Rochester Cathedral.
In replying to a memorial from the Metropolitan Board Teachers’ Association, asking that compensation might be given to the Crown-street, Eoho, and other schools, for loss of Government Grant arising out of the operation of article 19 C. 6 of the new Code, the London School Board intimated that they had the question of paying teachers by fixed annual salaries under consideration.
The old, and now exploded belief, that class distinctions in social life are of Divine appointment has evidently still a remnant of followers in Great Britain. Speaking at the Conference of the Teachers’ Association just concluded, a Mr. S. Wymouth said “he believed the effect of State interference and School Board action was to raise people above their proper station. He objected to the use of Board Schools by all classes of ratepayers, and considered it unfair that they should thus educate their children, when quite able to pay the whole cost of instruction. He considered it unfair on the part of the Government or the School Boards to spend the ratepayers’ money for the purpose of raising a few above their proper level.”
There is a decidedly more modern ring in the remarks upon a similar subject made by the rev. chairman of the annual meeting of the past and the present students of the Borough Road Training College, held in December last. The Rev. Joliu Rodgers referring to the graded school question, said:—“What some persons mean is, that we should have ninepenny schools in the better parts, and penny schools in the slums, with education to match the fee. I want to sweep away all that. What right has any man to say to a boy i—‘You are the son of a crossing sweeper, we will give you a little reading, writing, and arithmetic—you must be satisfied with that.’ What right? Analyse the boy, and tell me has the Creator, who gave him an existence, given him a scant supply of brains, and heart, and human nature ? Give him a chance and see if he will not develop into as good as any nobleman, and perhaps into a better.”
Not long ago a State senool teacher in the colony of Victoria was charged with having instilled atheistical notions into his pupils’ minds when giving a lesson in Euclid. Recently a teacher under the Horley Board, England, was accused of having inculcated upon his pupils theheritical doctrine that man was but a highly developed gorilla. This he denied, and said the charge must have arisen out of the following simple circumstance, namely One day, in the course of a Bible lesson on “ The Creation of Man,” he told the children that a clever man named Darwin said man was a development of the monkey. He then asked them what animal troublesome children very much resembled, and they replied, “A monkey.”
A translation of Professor Julius Petersen’s work on “ Methods and Theories for the Solution of Problems of (Geometrical Constructions applied to 410 Problems,” published by Sampson Low and Co., is worthy of note. First printed in Danish in 18(ifi, it has been since translated into French, German, and English. “ The author thinks that problems of construction have hardly gained any foothold in schools, though they serve well to sharpen the faculty of observation and combination.”
A nobly illustrated memoir on the collection of Mastodons of the Rhone made by the late Dr. Claude Jourdan between 1835 and 1869, has just been issued in the Archives du Mm Sum d' Histoire Naturelle de Lyon,
BOOKS RECENTLY ISSUED FROM THE PRESS.
(Copies of which can be obtained at the prices quoted through Messrs' S. Mullen, Collins-st 1C., and M. L. Hutchinson, Collins-st: IF., Melbourne. A liberal discount is allowed to schools taking several copies. ) EDUCATIONAL.
Euclid for Beginners, Books 1 and 2, by Rev. F. B. ITarvey, 2s öd.
Easy Lessons in Heat by C. A. Martineau, 12 mo., 2s id, cl.
Easy Lessons in Light, by Mrs. W. Awdry, 12 mo., 2s 6d, el.
Bible (The) with an Explana ory and Critical Commentary, edited by F. C.
Cook, New Testament, vol. 2, Svo. 20s.
Canaris de Bello Gallico Commcntariorum I. II., with English Notes by A. G. Peskett, 12 mo., 2s 6d, cl.
Commentary for Schools, St. Matthew, bv Rev. E. H. Plumptrec, 12 mo., 4s 6d, cl. '
Curiosities of the Bible, by a Sunday School Superintendent, 12 mo., 2s, el. Cicero’s Select Orations, with English Notes by J. R. King, 12 mo., 2s 6d, cl. Das TVirthslmus in Spessart, by TV. M. Hauff, edit d by A. Schlottman, 12 mo., 3s 6d, cl.
Euripides’ Alcestis, with Introduction and Notes by C. S. Jerram, 12 mo., 2s 6d, cl.
Eton Second French Reader, by H. Travers, 12 mo., 3s, el.
Guide to Modern English History, Part I., by W. Carry, 9s, cl.
Gospels (The), Their Age and Authorship traced from the Fourth Century into the First, by J. Kennedy, 3s. cl.
Greece, The Antiquities of, by G. F. Schomann, translated by E. G. Hardy and J. S. Mann, 8 vo., 12s 6d, el.
German Classics: Goethe’s Iphigenie auf Tauris, with introduction, &c., by C. A. Buchheim, 12 mo., 3s, cl.
Handbook of Competitive Examinations, by TV. J. C. Crawley, cr. 8 vo., 2s 6d,
Illustrated French Primer (Hachette’s), edited by n. Bué, 2s, el.
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APPOINTMENTS AND PROMOTIONS.
Maria F. Hagens, H.T., Denison, No. 1300; Annie Kiernan, H.T., Dookio South, 1527; John P. Lucas, 11.T., Church's Flat, 121; Richard Woods, II.T., Fryerstown, 252; Win- J. Loughrey, II.T., Wood’s Point, 789; Ado aide Hcnnessy, FIT., Peechelba, 2245; Eilen Skinner, H.T-, U -wangardie, 2230; John Weddell, iI.T., Taminiek Plains and Lacoby South, —; Emma Pemberton, H.T., Nar Nav Goon E., 2248; John Chapman, 11.T., Ascot, 16; Mary J. Boyce. 1st Asst., Fryerstown, 252; Edith Binstead, 1st Asst., Tarndale, 014; C. R. Long, Ll.T., Upper Thornton, 1518 ; Margt. Johnstone, 11.T., Tooan, No. 2,2247; John Borlaso, H.T., Delvine, 1696; Ronald Campbell, 11.T., Cotton Tree Crock, 2250 ; Thos. Rule, H.T., Doctor’s Creek, 1162; Michael McNamara, H.T., Ray wood, 1844; Louis Amict, H.T., Avoca Forest Rush, 2014; A. Had-field, H.T., Ni Ni, 2246; J. Bedell, H.T., Flinders and Main Ridge, 841; Sarah J. Finlay, 11.T., Corinella East, 2224; Euphcmia Leslie, II.T., Sarsfiold, 1228; C. Reddin, H.T., Stuart Mill, 1024; Mary A. Thompson, H.T., Serpentine, 1233; TV. Park, II.T., Steiglitz, 572; Mary A. Yellund, H.T., Dunmunklo, 1826; Florence B. Harris, H.T., Whanregarwen, 1709; Win. Hicks, Ll.T., Taripta, 1G79 ; J. J. Walsh, LL.T., Toolern, 940; W. H. Wooster, H.T., Springfield, 1007; Alfred A, Lewis, H.T., Narro Warren, 190 L; Matthew M. Bourke, H.T., Colbinabbin, 1218; T. Bond, H.T., Jim Crow Road, 1848; P. J. Smith, H.T., Deep Creek, 1250 ; J. TV. Hazlcdine, II.T., Picola North, 2186 ; P. Cahill, B.T., Crystal Creek, 1364; Thos. H. Townsend, 11.T., Boomahnoomoonah, 2249; Richard Clanchy, II.T., Poowong East, 2251.
Several of fbe metropolitan singing masters interviewed the lion, the Minister of Public Instruction on the 7th inst. with a view to obtaining redress for their dismissal on Black Wednesday. The statement furnished to the Minister showed—(1) That all the masters were dismissed on the 31st January, 1878. (2) That within a week, promise of
re-appointment was made, and the masters advised not to accept oilier engagements. (3) That their re-appointment did not take place until May," then only temporary, and at greatly reduced salaries. (4) That in October the salaries were increased to within £25 of former rates, and the £25 added as an “ allowance ” for giving tuition to the teachers outside the ordinary hours. The masters, therefore, desired the Hon. the Minister to withdraw the circular of dismissal, in order to again place them on a permanent footing, the salaries to be arranged as formerly, and compensation given for loss of time and temporary reduction in salary. Mr. Ramsay said he was, and always had been, greatly in favour of singing being taught in State schools ; that he would at once accede to the first part of the request and render their appointments permanent. In regard to the salaries, if no difficulty presented ; that point he would also concede, and that the question of compensation would be considered by the Cabinet with other similar claims at an early date.
SOUTH YAItRA SCHOOL (NO. 583).
The annua! distribution of prizes to this school was made by the Minister of Public Instruction, the bon. R. Ramsay, on Wednesday, 24th March. Mr. Carter, M.L.A, and the members of the Board of Advice accompanied the Minister. Before the distribution Mr. Connor, the head master, explained that the prizes included those obtained in October, 1879, as also those decided by examination for the Easter distribution. He desired to express his warmest thanks to the various donors to the prize fund, especially to the old scholars who had given a successful concert in aid. The hon. R. Ramsay said that he felt the greatest pleasure in being present to distribute the prizes, which were amongst the most valuable he had ever seen on a like occasion. He congratulated the teachers and parents on the present condition of the school, which was recognised as one of the most successful in the colony.
ALGEBRA.
The following are the Solutions to the Algebra Paper set at the Examination for Exhibitions, December, 1S78 :—
Solutions by It. T. Leech, Km High School.
1. (a) Explain the terms vinculum, cube root, surd, factor. (b) How may the product of two numbers be expressed algebraically ? In what cases would some of these methods be ambiguous or inappropriate?
(<?) Write out in words the meaning of the following expressions :—HA
Ctrsxb
A2—a3, b3—a.axb, and, (d) Find the value of their continued product when a —2 and b = 3.
For (a) (b) see any standard algebra.
<55 + b . _
(o) is the quotient obtained by dividing the sum of the numbers
a and b by their difference.
//,*- a3 is the number which, when multiplied by itself, gives the remainder left after subtracting the cube of a from the square of b.
b3 - a . a + b is the remainder left after subtracting from the cube of b the sum of b and the square of a.
a + b ao-'b
x ^b3 — era + &^ => -y x v^9 - 8 x ^27 - 2'2 + 3^ = y x (27 - 7) = A x 20 = 100. Ans.
2. Find the coellicient of a;3 in the product of x+ — px3 -\-qx-—rx t s
and x- +ax + b and the remainder when x3 + a J'——--a is divided
, v, V '2 V T
by .r— a. 1
x* - px 3 + qx- + rx + s. x" + ax + b
Xo - px3 x qx 1 - rx3 + sx-
axR - apx ‘ + aqx3 - arx- -t- asx
bx* - bpx3 + bqx2 - brx + bs.
xe — x5(p - a) + xl(qx - ap + b) —x3 (r - aq' + bp) + x- (.s' -ar + bq) + x(as -br) + bs
aq-r - bp Ans.
)
X - a ) x3 +
q p
X3 - ax"
x-(a-
A“ ALA" > )
|
f a2 |
a2 |
|
a3 - — + | |
|
V | |
|
a 2 |
a3 |
|
— | |
|
V |
d |
(a2 a2 \ a2 - — + — I P 2 /
■a3 +
a
a3 - — + — V iI
Ans.
3. Find the L.C.M of 3®2—11®+ 6, 2®'2—lx + 3 and 6®"—7®+ 2.
3® 2 - ll® + 6 = (3®-2) (® - 3)
2®2 - 7fl? + 3 = (2.r - 1) (®-3)
6a-2 - 7# + 2 = (2® —1) (3®-2)
.'. (3.#2) 0-3) (2® - 1)
i.e. Qx3 — 25®2 + 23® - (5. Ans.
1 / 1 1 1..... \ ®2—i
4. Simplify 1 ’ I xr- 1 + x* + 2® + 1 + xf— 2® + I ) A + F
a +---- \ /
b +
a +
1
I
b + .1
c
c
be +1
1
be + I a + c + a be
(1 1 1 \ ®~ - I
x2 — 1 + x- + 2® + 1 + x- - 2x + 1 I®2 + 1 —
/®2 - 1 + x" - 2.v + 1 + x2 + 2x+ l\.r2 — 1 _3®s + ^/ ,
\ m* -2®2 + 1 )x3+l~ x*-l * U ’
5. State and prove the rule for division of fractions.
Invert the divisor and multiply. Suppose we divide-—, pv _JL
. , * y J q ‘
We have, by definition of division, to find a number such that if multiplied by •— it gives as product ,
t , x v x
Lot ------f £— = 7» • —
. v <1 y
Hence the rule.
p
v x — . ■ 1
qx ox X q
:~--vv &-—-or— x — = ®.
V 1 py y p '
6. Solve the equations (a) —
o-c
4x 20—4® 15
*) —-t— 1
+ — = 2
4® 20 - 4® 15
5x x x 4.r -100-*- 20® = 75 24®= 175
|
x = —1. 24 |
Ans. | ||
|
(}., <*•» s ~r-' I;' |
x y 'ab b- |
= T ' |
j (3.) |
|
p i THr=2 j |
x y ao a'2 |
-L |
( (4.) |
|
Subtracting (3) from (4) y |
( 1 1 U2 + a3 |
/ a |
1 - b |
(2b — a) ab (a - + b'1)
Again from (1) and (2)
x
a
x
W
JL
ab
y_
ab
y
=41"
Adding these
1 1 \ 2a+b
1
+ ¡T2
ah
ab(2a + b)
... x _ —_
a¿ + b‘
__ ab(2a + b)
,l a2 + b2
V =
ab(2h - a) a- + b2
Aus.
7. The fencing a rectangular field whose length is twice its breadth is just defrayed by the sale of a crop of wheat raised on it, the yield being 20 bushels to the acre and bringing 6s. a bushel. What were the dimensions of the field, the fence costing 20s. a chain ?
Let x = breadth of field in chains.
.'. 2x = length of field in chains, and 6® = no. of chains of fencing.
2®2 = area of field in square chains.
120® = no. of shillings fencing costs. '
120 = no. of shillings resulting from 1 acre. x2 .
—=no. of acres in field.
24®- «no. of shillings crop is worth.
24® 2 = 120®
24® = 120
120
X~ 24 ~5<
field is 5 chains wide,
10 chains long.
8. On what income will a tax of Is. 6d. in the £ on the excess of all incomes over £150 amount to 5 per cent ?
■Let ® = no. of £’s over £150.
.'. ® + 150 = income in £’s. a® ®+150 40
Ans.
20
3® = 2®+ 300. ® = 300.
income is £450.
Ans.
ARITHMETIC.
Set No. II.
The following is the Solutions of the Arithmetic paper set for candidates for a Certificate of Competency at the December Examinations, 1879, which appeared in our January number :—
Solutions by J. C. Coe.
1. Explain the terms addend, prime number, common multiple, factor, inverse proportion. Illustrate your answers by examples.
See Ordinary Text Book.
2. When the quotient is Ninety-three thousand and fifteen and the dividend is Five thousand seven hundred and sixty-seven millions nine hundred thousand and nine, find the divisor and the remainder.
5.767,900,009
93,015
: 62,010 the divisor required, remainder 39,859.
3, A quantity of wheat and the bags containing it weigh 27 .tons 2 cwt. 46 lbs. Taking the weight of the bags as 1J per cent, of the whole, find the value of the wheat at 5s. 2d. per bushel (60 lbs.)
27 tons 2 cwt. 46 lbs. = 60750 lbs. lj per cent, of 60750 is 759-f lbs. .'. 60750 lbs. — 7592 lbs. = 59990f lbs. weight of wheat the price will be
^>2fo=~ 10*
15,904 7 0
3 17 10'5 9 8-8125 4 10 40025 1 11 3025 1 11-3025
4. Find by Practice the value of 3 square miles 130 acres 2 roods 19 poles at £7 15s. 9d. an acre.
3 sq. miles, 130 acres, 2 rds. 19 poles = 2050 acres, 2 rds., 19 poles @ £7 1 os. 9d. per acre.
£7 15 9 2050
2 rds. of 1 ac. is \
10 pis. of 2 rds. is »5 pis. of 10 rds. is £ 2 pis. of 10 rds. is } 2 pis. of 10 rds. is £
£15,909 3 10-44375
5. An insolvent’s debts amount to £1750, and his assets are estimated at of this sum. If 8d. in the £ of the assets is spent in realising and distributing them, what is received by a creditor for £58 12s. ?
Assets. Costs.
1750 /1750 8 \ n
4 — I-4~ x 240 I 18s. 4d. amount to pay debts.
£1750 : £58 12s. :: £422 18s. 4d. : £14 3s. 2d|.
6. A thousand men had provisions for 85 days. After 17 days a certain number of the men went away, and the remaining provisions served the remaining men for 80 days. How many men went away ?
85 dys. — 17 dys. = 68 dys. 80 : 68 :: 1000 men : 850 men. Men 1000 — 850 = 150.
7. If a mass of silver be worth £720,000 at £3 17s. 6d. per lb. Troy, find the value of another mass one and a half times as large, when the price is 13fs. for 2.^ ok.
720000 8 „ 21
£—y x IF ^s‘ TroyXli = 278709 lbs. purchased at 13|s. for 2£oz.
5 8640000 55 24 S640000 55
2 x 12 : 31 : 4x20- 5 x “II x 80 " £919741 18s- 8It-
8. State and prove the rules for determining mentally—
(«) The value of a gross when the price of one article is given.
(5) The interest on £120 for 7 months at 5 per cent, per annum.
See Ordinary Text Book.
9. Find the principal which in 4$ years at 6.} per cent, per annum simple interest, will amount to £531 10s.
/100x M x 61 \
£100+ (-100— J : £534 6s- :: £10° : 0s. 8?f*,
10. What fraction of 5 weeks 1 day 5 hours exceeds 5 of 62 hours 15 minutes 5 seconds by 15 days 18 hours 51|- minutes ?
26h. 40m. 45s. = f of 62h. 15m. 5s.
26h, 40m. 45s. + lad. 18b. filj-m 7 5wks. Id. 5h. “ 15
.". Fr °f 5wks. Id. 5h.
11. Simplify
MUSIC EXAMINATION.
The following is the paper given to candidates for a Certificate of Competency at the Examination in Music held in December, 1879
1- Modulate from the Key of F to G Minor, G to B Major, from A to l*j| Minor, from C to A ¡7.
2. Continue the following Strain during six more Bars, and add in Harmony, Alto, Tenor, and Bass in Compressed Score :—-
3. Name the Roots, Figure, and resolve the f blowing Chords :—
4. Resolve the Chord < f the Diminished Seventh in as many various ways as possible.
5. Harmonise in four p;r:s the following Air, adding Alto, Tenor, and Bass :—
1. Add an Air to the following Ba-s :—
|
."Vo . a_____________ ______M _____' |
1 ■ ■ |
|
tl- 9 . (9 m | |
|
û ' 5* ~~ ?. 9 - | |
|
.. — tt _ r T |
|
\ • ~ .. ::: a B : : |
<$> ■ - |
|
fj-- 9 0 9 » | |
|
* o a | |
|
-u 1 -1- t- |
8-Xj + T8o XT
TT
f >
9
T¥‘
•
21
3 i 1
H W ?í 7T
2,3 rr + T5T
ST
v)
13 63
42 X 20
52 _ 1_521 _ 507 80 — 2400 “ 800
|
vy b 0 1 |
--1 ~ r-j |
|
- & 9 ! & |
* ' - |
|
■ ... * w .......... . - ____________i................................. i ............. | |
7. Harmonise in four parts (Compressed Score) the following : —
•01236
012
•01224
(».)
17
1375
12. [a) What quantity must be added to the product of 2-045 and •004 so that the sum shall equal the quotient obtained by dividing • 64575 by -63 ? 5
(b) Express -01236 as a vulgar fraction in its lowest terms.
(a.) 2-045 -63)-64o75(l-02o
-004
•00818
1-025 — -00818 = 1-01682.
I _ 1224 j “99000
North Sandhurst State School.—The half-yearly distribution of prizes to the children attending the North Sandhurst State School, took place on the 25th March. The members of the Board of Advice, who were present, expressed themselves highly pleased with the progress made by the pupils. In awarding the prizes the Head-master, Mr. J. Burstou, has introduced the novel plan of each day impressing a stamp upon the home lesson papers of all children who have done well. At the end of six months these stamps are counted, and the prices are awarded to those holding the greatest number,
8. What are the intervals chiefly employed as Suspensions ? What are Ihe principal rules relating to Chords of Suspension ?
9. Give examples of the Authentic Cadences (Perfect and Imperfect), also of the I’lagal Cadence.
fUÌB gmlartb Uoarb .of (Bburatton.
In pursuance of special instructions from the Minister of Education in France to report upon the system of education in this colony, a visit of inspection to three of the principal public schools in Sydney, says the Sydney Morning Herald, was made by Captain Matbien (Commissioner-General for France at the International Exhibition), accompanied by the Hon. F. B. Suttor (Minister for Justice and Public Instruction), Mr. W. Wilkins (Secretary of the Council of Education), Count Zamoyski, MM. A. Lefevre and A. Verge, and Dr. Charles Cauvin, of the French war-ship Rhin. The first school visited was the Fort-street Model School, and here the party were received by the hon. Professor Smith, C.M.G, President of the Council of Education. From the infants’ school the visitors proceeded to the principal girls’ school, and there, at Captain Mathieu’s request, several of the girls exhibited their proficiency in reading. Then, under the direction of Mr. Fi-her, the whole of the girls sang some part songs, and at the conclusion of the singing the pupils were exercised in their usual school drill. Much pleased with everything they had seen and listened to, the visitors left the girls’ department and went into the boys’ school, where the boys were engaged in the ordinary lessons of the day. Each class was examined, and when the fifth form of the highest class was reached, some of the boys at the request of the visitors, solved problems in Euclid from the first to the sixth book, and were examined in algebra and Latin. The Training Department for teachers was next inspected, and, after spending some time there, the party proceeded to the Cleveland-street Public School, where the school building is more in accordance with the modern style of school architecture. Here the visitors walked through the several departments, noting the occupationsof the pupils and the general arrangements of the building, and then they left for the public school at Redfern, which was shown as one of the latest erected by the Council of Education. Captain Mathieu and his friends expressed themselves highly gratified with all that they saw, and appeared to be strongly impressed with the effectiveness of the system of instruction employed in the Public Primary schools. We understand that Captain Mathieu has been supplied by the Minister for Justice and Public Instruction with all the Acts of Parliament, regulations, and reports relating to the system of education in New ¡South Wales, from which sources and the experience he has gained by personally visiting some of the schools, the Commissioner-General will be able to make himself thoroughly acquainted with the subject he desires to report upon.
Mr. Stead Ellis has received the appointment of secretary to the Nel' son Board of Education, salary £250 per annum.
District op Wellington.—At a meeting of this board on 31st May, it was resolved to hold a special meeting for the purpose of taking steps to promote the erection of a Training College, a grant inaid of wdiich was now available. From the sixth annual report of the Inspectorof Schools, wemake the following extracts :—Schools—The 43 schools of the district are classed thus :—8 City schools, average atteudauce, 345-2760 ; 8 District town schools, average attendance, 201-1608 ; 18 Country schools, average attendance, 51-918 ; 9 Rural schools, average attendance, 26-234. Total, 5520. The Inspector refers to the liberal offer made by the board of £4 per head per pupil, in aid of schoolsin outlying districts, and gives it ashis opinion that if it were more generally known to setilers, many of whom arc now paying 10s. per week for their children’s instruction, they would soon be induced to co-operate and establish schools under the board. Out of 5525 children enioiled, 5020 preseuted themselves at the last examination. This shows an increase of 935 on the rolls and of 901 present at examination. The average duly attendance is good in comparison with that of other districts, but yet it cannot be said that much more than half of the children attend really well, and reap full benefits. The abolitiou of fees has not, he says, improved the attendance. Yet he notes with satisfaction that the State schools are becoming more and more the common schools for the whole of the community, and that class prejudice and religious feeling is gradually dying out. The Inspector disapproves of the head teacher’s time being occupied so much with making up returns and keeping school records.
Educational Institute of Otago.—The annual session closed on the 2nd instant. On the day of closing the following subjects occupied the attention of the mcetiug. Mr. J. B. Park read au important paper on the syllabus, in which he made the following objections to it:—(1.) The subjects were imperfectly co-ordinated. (2.) The standards advanced in difficulty inconsistently with the mental growth of ordinary children. (4.) The six standards were too extensive, and contained more than ordinary pupils would possibly acquire. Mr. Robert Peattie, M. A., read a paper on the “ Uncertain position of District High Schools.” The report of the Committee on the Syllabus was read and adopted. After discussion it was lesolved on the motiou of Mr. White, That in the opinion of the Institute, the Education Act should be amended so as to exclude the teaching of history from the specified list of subjects of education in Public Schools.”
Sou.fi) ¿lu strali mi Council of (Sbucatimi
Before finally dealing with the tenders sent in for the erection of the Glenclg School the Minister of Instruction will take the opinion of the Architect-in-Chief as to the comparative value of the different kinds of stone proposed to be used by the tenderers.
The Mistress of the advanced school for girls connected with the Adelaide Model School, has been compelled to resign her position through ill health. The Education Department has accepted the resignation with regret, as Miss Stanes was an able teacher, and has held the appointment for some time. An advertisement calling for applications for the appointment will be found ou page 123,
Jfiji Sc ¡root uarb.
i) i clonali dlmbersifn.
The following is the paper set by the Council at the examination for Second Class Certificate of competency held in Sydney [Solution invited for insertion next month]:—
GRAMMAR.
Moments there are in life alas how few When casting cold prudential thoughts aside We take a generous impulse for our guide And following what the heart thinks best Commit to Providence the rest Sure that no after reckoning will arise Of shame or sorrow for the heart is wise And happy they who thus in faith obey Their belter nature.
(1.) Analyse in detail. (2.) Parse words in italics. (3.) Paraphrase. (4.) Write in prose order. (5.) Punctuate.
ARITHMETIC.
(1.) Divide £6,500 between A B and C, so that B will get 97.) percent, of A, and C of B.
(2.) By selling goods at 2s. 3d. per lb. I gain cent, per cent., what do I gain by selling them at £9 9s. per owt. ?
(3.) A can do a piece of work in 26 days, with B’s help for IS days he can do the work in 20 days ; with B helping 10 days, in what time would each do the work ?
GEOGRAPHY.
(1.) Describe the regions of the Old and New World, respectively, which exhibit the highest elevations.
(2.) Enumerate the lowland plains in the Old World ; what influence have the lowland plains and river basins over the social advancement of man ?
(3.) On what condition docs the volume of water belonging to a river depend.
(4.) Account for the existence of currents, and illustrate in reference to the Atlantic.
(5.) Compare the Baltic and Mediterranean Seas with respect to depth, tides, saltness, form, temperature, &c.
ENGLISH LITE RATURE.
(1 ) Who were the chroniclers ? What influence had they on English literature'!
(2.) What are the characteristics of the Second Period ?
(3.) Enumerate the writings of Chaucer: what is he compared to, and what influence had he over English literature ?
(4.) What is meant by the School of ¡Shakspeare ?
(5.) What advancement had literature at the end of the fifteenth century ?
A SPECIAL meeting of the Board was held on the 23rd of March. Present—Dr. Gruikshank (Chairman), Messrs. Drury, McCulloch, Scott, Griffiths, and Butt. A return showing the pupils in arrears of school fees was laid on the table. Miss Sarah Morey was appointed to temporarily fill the vacancy in Mr. Bouyinge’s absence.
The children attending the Public Schools of Levuka number 160. Before dismissing them for the Easter holidays an examination was held, after which prizes were awarded to the successful competitors.
The Matriculation Examinations were this year more closely contested than heretofore. In each case ties were obtained. For the Classical Exhibition there were Mullen, of Trinity College, and Paul, of the Hawthorn Grammar School ; for the Matriculation Exhibition, Royce. of Wesley College, and Horne, of the Hawthorn Grammar School; for the English Exhibition, Horne, of the Hawthorn Grammar School, and Drenkley, of ... . Joske, of the Church of England
Grammar School, and Robertson, of the Hawthorn Grammar School, received honorable mention in English; and Kelso, of the Scotch College, honorable mention in Classics.
The usual ceremony of the Annual Commencement was held at the University on the 3rd April. There was a large attendance of ladies and gentlemen to witness the conferring of degrees and the presentation of the exhibitioners and scholars. Great inconvenience was felt from the want of sufficient accommodation for the public, but it is hoped that be- fore long the Wilson Hall will enable the Council of the University to
provide more satisfactorily for the visitors at the annual commencements.
At the conclusion of the ceremony of conferring degrees and presenting the prizemen, the chancellor announced that, henceforth, at the Annual Commencements the names of the benefactors of the University would be recited.
The following suggestion made bv Lord Derby in a speech delivered on the occasion of the last annual distribution of prizes awarded by the Liverpool Council of Education is worthy the consideration of all men of moderate wealth in these colonies. “Many people, ” said his Lordship, “are afllicted with what a Frenchman calls la manie de la perpetuite, who wish to be able to say non omnis mortar, who desire to live in something they have done when they themselves have, in the ancient phrase, gone over to the majority. Now it is not given to many persons to play a part in history, or to write a book which, as Gibbon said of his great historical work, will bo ‘ read and abused a hundred years hence,’ or even to connect their names with some large nationa foundation, such as that of Mr. Peabody in London, and Sir William Brown in this city. But there is a kind of local immortality which anyone may secure who has a thousand pounds, and the will to spend it. Let him found a scholarship, and he may have the assurance that his money will not be wasted, that it will not be jobbed, that it will help a deserving student in distant times, and that his disposition is as little likely to be interfered with aB any arrangement which in these days it would be possible to make. His name will be handed down, and some people at least will think kindly of him perhaps two or three hundred years hence.”
agreed that some of the divinity lectures should, during the midwinter, be delivered at the diocesan registry.
KEW HIGH SCHOOL.
The badge of this school is a sickle, with the motto In starter ope rare. From The Kemte, the school annual, we glean the following items :—The annual report for 1879 states that the school was founded in the year 1875 ; that a new wing has been added to the school-house, and four acres of additional land purchased ; that the following old Kcwites have made good progress at the Melbourne University, namely, A. H. Embling, W. F. Miller, T. Iv. Robinson, and Stewart Black; that a school library has been recently erected, and 200 books of the best English literature placed on the bookshelves. The quarterly examination commenced on the 22nd instant.
CHURCH OF ENGLAND GRAMMAR SCHOOL.
We are in the receipt of The Melburnian for March, from which we glean the following :—The annual dinner of the Old Boys’ Association has been fixed for the 21st April. Upwards of seventy geutlemcn have already notified their intention to be present. The advancement of Old Boys.—The following appointment has been gazetted in England “ Admiralty, Whitehall, 23rd January, 1880. Appointment : Naval Cadet, Earnest F. A. Gaunt to H. M. 8. Raleigh, for services in H. M. S. Wolverine on Australian Station.” l)r. Trood is now surgeon to the Mooroopna Hospital. W. II. Moulo has gone to England in the Australian Eleven team. Dr. Zichy-Woiuarski is acting as resident surgeon to the Melbourne Hospital.
The following is the Arithmetic and Algebra Paper set by Professor Wilson at the Exhibition Examinations held February Term, 1805. (Solution next issue) :—
1. Prove the rule for finding the greatest common measure of two numbers.
2. In finding the highest common factor of two algebraical expression8 of several terms explain carefully and fully what is done with any simple factors that may occur either in the original expressions or in the partial remainders. Illustrate your explanations by an example.
3. Reduce to its simplest form
la + b
0 + \
a - h a + b
where a
/*2+y.S
v x‘2 -y2
and b =
4.
Solve the equation
x—a j 3 x—9 a—b
x 4" b x -t- u -t- 2 b
BOOKS FOR REVIEW.
Alphabetical list of books received during the month for review for notice : —
“ An introduction to the Study of School Management.”—By Robert J. Griffiths, LL.D. Melbourne: Collins Bros, and Company.
“ Episodes of Discovery.” A book for the young. Melbourne: M. L. Hutchinson.
“ Lessons on Common things.” Collins’ School Series. Melbourne: Collins Bros, and Company.
“ Myths and Legends of Ancient Greece and Rome,’’ being a popular account of Greek and Roman Mythology.— By E. M. Berms. Illustrated from antique sculptures. Melbourne: M. L. Hutchinson.
“ Manual of Method for Pupil teachers and Assistant Masters.” Intended for the Government Inspected schools of Great Britain and Ireland, and for the use of Students in Training Colleges.—By Abr. Park, F.R.G.S.. F.E.I.S., Head Master Albion Educational Institution, Ashton-under-Lyne. Second edition. Melbourne: M. L. Hutchinson.
5,
•72a—-05 •5
= l-6.c + S-9
Solve the equation 4-8x
6. Solve the equation x—2 \ x + 1 = 2(11—3 vU)
7. A and B together could finish a work in six days ; after working together four clays A left and B finished it in five days ; in what time could each do it separately ?
8. Find a third proportional to 5«3 +IWa^b + fiaja and a2_j2 and express it in its simplest from.
9. Find the value of x that a + x, b + x, and c + x may be continued proportionals.
10. Show that xn—yn can always be divided by x + y when n is an even number.
The first number of a new journal called 'Ihe Antiquary has made its appearance. The proprietors hope to meet that “deep-seated reverence for antiquity, reliyio loci, which shows itself in the popular devotion to ancient art, whether in architecture, in painting, in design, or in furniture, and in the eager reception accorded to fresh discoveries of relics or works of antiquarian interest, and which finds its expression in the general welcome accorded year after year to our leading archaeological societies.”
The Belgian “ Ligue de VBnsigmnent” is preparing for the International Congress to be held towards the end of the present year. The “ Ligue” has decided to establish at the same time a competition for the construction of several objects of school material which are difficult to be found in the trade, or in which the lower schools are totally wanting. Objects for competition must reach Brussels before the 1st August. The selected articles will be experimented on for a year. The premiated objects will be bought, and the authors of them will receive a bronze medal in addition to immense publicity.
Education Office, Adelaide, April 9, 1880.
ADVANCED SCHOOL FOR GIRLS, ADELAIDE.
Under the Direction of the Honourable Minister of Education.
A despatch lias been received from the Imperial Government notifying that they have advised Her most gracious Majesty the Queen to enlarge the Charter of the University, so as to enable the governing body to confer degrees in Arts, Laws, Music, Medicine, and Science. And, further, that all the degrees open to males shall be open to females also in the future. Sir Michael Hicks-Beach also announces that Her Majesty has been advised to make arrangements for the admission of one student of each of the Australian Universities to the Royal Military Cadet College at Sandhurst.
TRINITY COLLEGE.
The theological scholarships for this year were carried off by the following students—Mr. Reginald Stephen took the Henty Scholarship, Mr. R. H. Potter, the Florence Stanbridge Scholarship, and Mr. II. Liibeck the Rupertswood Scholarship.
At the meeting of the Council of Trinity College held on the 9th instant—the members present being the Revs. Canon Handheld the Dean of Melbourne, H. Henty, Esq., F. R. Kendall, Esq., Edward E Morris, Esq., M.A., Alex. Keeper, Esq., M.A.—the report from the head of the College showed that a considerable increase had taken place in the number of students. Also that a high position had been obtained at the University examinations, the Collegians having taken pearly all the first places in the hopor lists of the Arts course, It was
ARITHMETIC BOOK SUPERSEDED, by J. H. Roberts. Gained Prize at 1875 Exhibit on. Every process new, and a different sum lor each Scholar. Teacher proves by Key. Prie# 2s Cd.
GEORGE ROBERTSON.
HEAD TEACHER of 30 x 50 School, St. Arnaud District, would exchange with Assistant in City or Suburbs, or any largo up-country township. Present average nearly 50. Night School and Insurance Agency. Address, “ Town Life,” P.O., Donald.
CANDIDATES PREPARED for the Public Training School, Sydney, in Class or by Correspondence. WALTER NOLAN, Model Public School, Fort St. Sydney.
APPLICATIONS will be received up to May 31 for the position of HEAD MISTRESS of the above school. Salary L350 per annum, with a capitation fee of £2 for each pupil above 100.
Applications must he made on a printed form, copies of which may he obtained at Mr, George Robertson’s.
JOHN A. HARTLEY, Inspector-General.
[advertisement.]
(to the editor of the “Australasian schoolmaster.”)
Sir,'—I much regret that by the addition of the tliree ■words “as yet published” I should have made Mr-Barrowclough appear to say other than he did in my extract from his kind opinion on my State School Arithmetic. In order to allow me to make the amende honorable, and to give your readers an opportunity of reading what Mr. Barrowclough did write, will you kindly insert copies of Mr. Barrowclough’s letter and my extract side by side in your next issue.—Faithfully yours, JOHN J. BURSTON.
[Extract.]
“ It is thoroughly scientific and eminently practical. As regards the selection of exercises it is unsurpassed, while in the explanation of principles it is a marvel of brevity and clear ness. I consider it the best text-book on the subject as yet published.
“M. BAlUiOWCLOUGII.”
[Letter.]
“Lucky Woman’s School, “ Happy Valiev,
“24 | 2 | 79,
“DEAR Sir,—I have much p’easure in testifying to the excellence of your ‘ State School Arithmetic.’ It is thoroughly scientific and eminently practical. As regards the selec ion of exercises, it is unsurpassed; whilst, in the explanation of principles, it is a marvel of brevity and clearness For students preparing for the teachers’ examinations and as test-work for the same, I consider it the best Text Book on the subject.— Yours faithfully,
“H. Barrowclough.” “ Mr. Burston.”
UNIVERSITY & EDUCATION DEPARTMENT (Certificate, Science, &c.)
CAN DIDATES COACH ED BY CORRESPONDENCE OR OTHERWISE.
JAMES L. ROBERTSON,
71 CLARENDON STREET, EMERALD HILL.
MR. THOMAS BOARDMAN, First-class Honor-man of the Denominational School Board, Prepares Teachers for the Certificate Examination by Correspondence. Terms moderate.
Address—
<1-5 PRINCES STREET, CARLTON.
E RED K. WILKINS,
GENERAL COMMISSION AGENT,
SPECIAL AGENT FOR SUPPLY OF TEXT BOOKS, ETC., TO THE PUBLIC SCHOOL TEACHERS AND OTHERS.
Cassells, Chambers and Collins’s works on the time payment system.
Special Agent for the Colonial Mutual Life Assurance Society.
27 G E O R G E STRE E T, SYDNE Y.
New Classified Catalogue
OF
SCHOOL, COLLEGE, & TECHNICAL
EDUCATIONAL WORKS
NOW READY.
Gratis on Application, or Posted on receipt of Address.
Wholesale & Retail Boodseller & Stationer, 29 Si 31 COLLINS ST. EAST, MELBOURNE,
NOVELTIES IN SCHOOL STATIONERY
Regularly imported from England and America by
AND RETAIL BOOKSELLER AND STATIONER,
15 COLLINS STREET WEST, MELBOURNE.
Liberal Discount allowed to Teachers.
M. L. HUTCHINSON supplies School Teachers with all the necessary requisites at the Lowest
Prices.
American Chalk in gross boxes.
American Pointers, for maps and blackboards. American State School Reward Cards, in packets. Blackic’s Comprehensive Series of School Books. Chambers’ English Readers.
Condensed Tnk for schools, the cheapest and best Ink ever offered.
Exercise Books from Is. per dozen.
Hutchinson's New School Pens, fine and medium Is-, per gross, the most durable pen in use. Specially manufactured for M. L. H.
Maps on Rollers in great variety Nelson’s Royal Readers.
Park's Manual of Method for pupil teachers and assistant masters, interleaved, 2s.
Picture Lessons in Geography.
School Slates and pencils, very cheap.
Thacker’s Educational Games.
Thacker’s School Ink and Inkoline.
Vcre Foster’s Copy Books, 2s. per doz.
Vere Foster’s Drawing Books.
ORDERS FROM THE COUNTRY PUNCTUALLY ATTENDED TO.
GLASGOW BOOK WAREHOUSE,
15 COLLINS STREET WEST, MELBOURNE.
a AO HEAD MASTERS, SECRETARIES
- OF BOARDS OF ADVICE, AND
OTHERS.
ALEX. M/KINLEY & CO.
Having made considerable additions to their stock of Bookwork and Jobbing Type, are prepared to execute orders in every description of
GENERAL PRINTING
All orders entrusted to them will ho printed in a satisfactory manner.
Alex. M'Kinley & Co., Peintees, Gl Queen St.
BEGS to intimate that since his removal into his new- premises, he has opened a department solely devoted to the sale of School Books and School Requisites, which he will continue to supply at the lowest current prices.
A Classified Catalogue of
may be had gratis on application.
Agent for the sale of the
PUBLICATIONS OF THE MELBOURNE UNIVERSITY.
For the Second February
MATRICULATION EXAMINATION, 1879,
Now ready, Price Gd.
By J. J. BURSTON (Author of “ State School Arithmetic.”)
Also Ready, the Fourth Edition of the
JOHN J. BURSTON,
North Sandhurst State School.
J
MELBOURNE,
CLASSICAL & SHAKSPEARE SCHOLAR (1809),
PREPARES CANDIDATES
For the Various Examinations of the University and Education Department.
CLASSES FOR MATRICULATION For Ladies and for Gentlemen.
Country Students by Correspondence.
Terms on application personally or by letter.
5 GORE STREET, FITZROy,
Printed and Published by Alex. M’Kinley & Co,, 61 Queenstreet, Melbourne, under the auspices of the Victorian Teachers’ Union,
( Subscription:
( Yearly, Gs. Gd.; Half-yearly, 8s. Gd.
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(SUCCESSORS TO WM. COLLINS, SONS, & CO.,)
Publishers and IFho Stationers,
(Of London, Glasgow, and Edinburgh,)
And 31 QUEEN STREET, AUCKLAND, N.Z.; append a List of some of their Manufactures and Specialities, of which they hold a large Stock.
Stationers and Storekeepers will do well to inspect Messrs. TV. Collins, Sous, and Co.’s Slock before ordei'ing Stationery and School Books.
COLLINS’ Editions of Bibles, Prayer Books, Church Services, Testaments, Psalm Books and Catechisms.
COLLINS’ Commentaries, Critical and Explanatory, by Jamieson, Fausset and Brown.
COLLINS’ Australian Reading and other School Books. COLLINS’ Elementary and Advanced Science Series.
COLLINS’ Handbooks on Specific Subjects. COLLINS’ Beautifully-printed High Class Atlases.
COLLINS’ Illustrated Etymological and Pronouncing Dictionaries.
COLLINS’ School Management, Pupil Teacher’s Handbook, English Literature, Natural History, Natural Philosophy, Dom. Economy, Political Economy, Mechanics, Lessons on Common Things, Eminent English Writers, Arithmetic, Mathematics, Languages, School and College Classics, History, Grammar and Composition, Geography, Music. COLLINS’ School Wall Maps, Diagrams, Globes (Terrestrial and Celestial,) and other Educational Appliances.
COLLINS’ Useful Ready Reckoners, Percentage and Interest Tables. .
COLLINS’ “Name” Series of Note Papers, White and Coloured Printing Papers, Flat Writings, Drawing and Account Book Papers, Blottings, &c., Grey and Brown Wrapping Papers, Card, Cardboard, &c.
MANUFACTURED STATIONERY DEPARTMENT.
COLLINS’ “Name” Series of Envelopes, in the new sizes and shapes.
COLLINS’ (W.) Junior’s Patent Machine-made Envelopes.
COLLINS’ Unequalled “Herriot Hill”-made Account Books, Memorandum, Metallic, and School Exercise Books. COLLINS’ Popular Series of Progressive Headline Copy Books.
COLLINS’ Finely Engraved Drawing Books for Practical Teaching.
MISCELLANEOUS STATIONERY DEPARTMENT.
COLLINS’ “Blue Vein” School Slates, Slate Pencil, School Chalk, Penholders, Patent Chalkholder, Black Boards, Easels, Ink Wells, &c.
COLLINS’ Mercantile and School Pens, Writing and Drawing Pencils.
COLLINS’ Gold Plated Pencils, new movements and finish.
COLLINS’ Colour Boxes and Mathematical Instruments.
COCHRAN’S “Guaranteed Extra Quality” Writing, Copyable, and Ruling Inks, Ink Powders, &c.
COLLINS’ Purses, Pocket Books, and Letter Wallets.
COLLINS’ “Princess” and other Photographic Albums, Scrap Books, &c.; Gummed Tickets, Luggage Labels, Cash Boxes, Copying Presses, Damping Brushes and Water Wells, Desks, Letter Balances, Elastic Bands.
COLLINS’ Stationers’ Rubber, Sealing Wax, Birthday Cards, Coloured and Fancy Scraps, Tissue Paper, &.C.
Reforms to be Laboured for.—In coming to consider what we should aim at in the future, I would respectfully submit that the following should be among them :—1. That teachers should be constituted into a distinct and legally organized profession. 2. That the Code of Instruction should be so modified in its principles and details as to lessen that increasing and unnatural forcing forward of children, which is injurious to both scholars and teachers. After undergoing the prescribed course of study, ministers are licensed to preach, lawers to conduct cases before the Law Courts, medical men to practise the healing art wherever they may choose to settle, teachers to instruct the youth in the national schools, and captains, mates, and engineers to guide the merchant ships over the stormy seas ; and I ask any intelligent man to account for this anomaly : that the license or diploma of not one of these can be cancelled unless by a process before a regularly constituted public Court, with the exception of that of the public teacher, There ought to be no hesitation about demanding the redress of this grievance. Let us calmly but firmly pnt our case before the Government, before members of Parliament, and the country, and ask why the lawyer, the medical man, the enptain, mates, and engineers should all have an open public trial when the question of the reducing or cancelling of their certificates is involved, and the teacher should not have an equal right. I venture to say that not one Scotch member of Parliament, or English either, will say he will oppose our claim. As for the Code, there can be no question that it has many good points, and has produced valuable results ; but these good points can all be retained, and the daily life of the teacher and learner made more pleasant and less oppressive. We have all witnessed with pity the unequal struggle which many individual children make in their distressing effort to obtain “ a pass and when a failure was recorded against the little one, how often have we kept that failure secret, lest the little heart should burst ? This should not be and we should carefully set ourselves to devise some remedy. Much of the work we are called upon to perform under the Code does not foster real education ; but while relaxing no effort to have its defects remedied it is our duty to make the best of it, and specially to encourage classes'in the higher subjects, on account alike of their reflex influence upon ourselves, of the great advantage to the children learning these subjects, and the very important indirect influence they have upon the other children of the school. I have no fear of the future of Scotch education. —Mr. W. Sewell, president of the Educational Institute, in The Schoolmaster.
Where Improvement is to be Sought.—The friends and well-wishers of the College of Preceptors will read with interest and pleasure, the address of Lord George Hamilton, at the recent distribution of prizes and certificates of the successful candates at the Christmas Examination. His presence emphasizes the fact of the growing reputation and influence of the College, which for many years carried on its work without recognition from any official quarter. As for the address itself, it contained one or two points of special importance at the present moment. The first of these is the statement that improvement in Secondary Education must come from within, not from without, and that there need be no fear of Government interference in this respect. This has been our position from the very first. Government interference means the establishment of bureaux, the management of schools by red tape, clerks, rules, routine, and all the useless and exasperating machinery of bureauracy. Heaven defend us from a Minister who, like M. Hu my, could congratulate himself on the fact that, at a stated time, when he touched a bell, all boys in England would be doing the same lessons from the same text-book. We want to preserve the independence of our schools; we want to infuse into our work the personal element, which brings with it zeal for work, sympathy, intelligence, and hope. Without it, teaching would be an almost mechanical profession. To be sure, there is plenty of room for further improvement. We have to combat old and conservative methods of teaching, to introduce new subjects, to nourish in boys more earnestly the love of knowledge, to develop in them more carefully the critical faculty, aud above all to do for the secondary education what has been done for primary—viz., to consider what time has to be given for school work in a boy’s life, and to make the best use of it, teaching nothing superfluous, and rejecting everything which will not, while it bears directly upon the after work of life, strengthen and develop mental energy. Another point is the recommendation to employ women more largely as teachers. Teaching children is pre-eminently woman’s work ; teaching even advanced boys in schools has proved by experience in America to be work well within their {lowers. Without at all impugning the zeal of our younger assist-nuts, it must be owned that they are sometimes lacking in the pride of work, and apt to be slovenly in the care and discipline of the children enlrusted to them. In these points, a woman would show an example which they would readily follow, of scrupulous care over the small details which men are disposed to neglect. Matters of behaviour, carriage, deportment, neatness, accuracy—all these things seem more natural to women than to men, They write better, they understand order better, they are more precise in following rules, they are more zealous about little things, they are more economical of time as of everything else, they are—may we say it?—they are more conscientious. If we can only believe that they can be good teachers, wffiat more need be said ?—'Ihe Educational Times,
Shelling Reform.—Hr. Murray proceeds to explain that “ philology” demands that we shall write words as they are; but it is perfectly certain that our phonetic enthusiasts will not be satisfied with so moderate a measure of reform, There is doubtless some truth in what
he says that the present spelling is as liable to be superseded as the fashion that preceded it; but it is as certain as most things are that it has never before been altered according to the caprices of any learned society, and that the Philological Society have not the power to change it. The spelling reformers are, as yet, an undisciplined horde, each riding furiously his particular hobby ; and they must reduce their many systems into one before they can command even the attention of the public. As for Hr. Murray’s advice that we should begin writing “ hav,” “ giv,” “ tung,” and “det.” Hr. Murray can write these words in this manner if he likes. He says he will join a few hundred people in doing so, and that he is not afraid of being laughed down. But at this slow rate of progress it would certainly be 200 years before a complete reform of our spelling could be accomplished, and all the while the London Board Rate would be gradually increasing because of our barbarous mode of spelling. In about a century from this date, on Hr. Murray’s plan, we should be in a state of chaos, for there would be two forms of spelling the language, the new and the old ; and to proceed from the one to the other would be as difficult a matter as the mastery of a foreign tongue. But things may be better than we anticipate. We shall have the letter A of Hr. Murray’s dictionary in 1882, if his valuable life is spared, and that will supply ‘ammunition to kill the etymological dragon.’—National Schoolmaster.
Over-supply of Teachers.—On the question of the “ over-supply of teachers,” we are tempted to quote a suggestive recommendation. “ I venture to think,” Mr. Rankilor says, “ that the future action of the department, so far as the supply of teachers is concerned, should commence at the training colleges aud not at the schools. The code should specify the minimum number of certificated teachers to be employed in every public elementary school, according to its average attendance, but the remainder of the staff might safely be left to the discretion of managers and teachers.” He declares the provision of this year’s code, intended to exclude children over fourteen years of age from school, to be at any rate premature, and mentions that there are now about 40,000 children over fourteen years of age in our public elementary schools. At the second day’s conference certain steps were resolved upon for dealing with the difficulty of the over-supply of teachers, and a deputation will wait upon the Governmenton the subject when it becomes known who the Government are to be. The National Union of Elementary Teachers now forms a body of nearly twelve thousand members.—School Board Chronicle.
What Teachers do not do.—They don’t read books treating upon their work. They don’t take educational periodicals. They don’t attend teachers’ institutes. They don’t do a great many other things that they ought to do. True, true, every word of it. But we believe in giving to all their dues, and there is another party to this case who should be included in this indictment; viz., principles and superintendents. A great many of these don’t read books treating upon their work ; nor take educational journals ; nor attend teachers’ institutes ; nor do a great many other things they ought to do. And another thing they don’t do : although they occupy positions as leaders and guides to their teachers, they not only take no educational journal themselves, but they are too indifferent to bring the subject before their teachers. And we may say further, that when journals, the best in the country, are sent to them, with the request that they distribute them among their teachers, they are too dead and lifeless or too important, to do even that. Such leaders are a hindrance and a dishonor to their grand work. But for them, the cause of education would, to-day, be far in advance of what it is.—The Practical Teacher, U. S.
Scijuol g cprtmmt.
[We shall he glad to receive outlines of lessons from Teachers.]
SCHOOL DISCIPLINE.
By W. N., N.S.W.
School discipline includes all the means employed by a teacher to secure order, attention, proper conduct, and effective work in his school. Effective discipline, or otherwise, depends upon the teacher’s own conduct. He should be able to govern himself, as it is impossible for a man to govern other's who has not learnt selfgovernment. Self-possession and decision always command respect. If the teacher has not both these qualities he will find great difficulty in governing children. He should be free from the exhibition of passion or anger. These detract from the weight of authority. A man under the influence of either is incapable of acting with strict justice. Consequently, to govern well, the teacher must be the master of his own temper, and must be able to control it under provocation. It need not be expected that the current of affairs in a school will run smoothly, even for a single day ; and the teacher should be prepared for the worst, firmly resolving that no matter how unpleasant the occurrence, he will meet it with firmness and self-command. Any person who knows from experience that he is wanting in self-control should not enter on the duties of a teacher, as beyond all doubt failure will be the result. The teacher should neither be given to levity nor moroseness. Both these extremes should be avoided. Some teachers exhibit such frivolity in their intercourse with children as to be unable to restrain them with authority, or to gain their respect. Other teachers are characterised by perpetual peevishness ; they are unable to say a pleasant word, and the whole course of their government is marked by snappish-
ness. Some young teachers assume one or other, or at times, both of these modes, fancying in the former case to gain popularity. But children having great discernment, see through these tactics, and such teachers become ridiculous in their estimation. The best plan is to act naturally, with a spirit of kindness and a desire for usefulness, assuming nothing for the purpose of effect ; in other words the teacher should always act with dignity and courtesy. To govern welt, the teacher must have just views of government. This in its general application is an arrangement for the good both of the governed and the ruler. When government has any other aim in view, it is bad. In making rules for his school the teacher should bear in mind that they are for the welfare of his pupil as well as of himself. Government in order to be just must be uniform. If the teacher punish to-day what he tolerates to-morrow he need not expect the cordial respect of his pupils. Some not having learned self-government, act on the promptings of their feelings. To-day their faces are clothed in sunshine, to-morrow dark and gloomy, ready to pounce on the first offender. This is well described by Goldsmith in the “Deserted Tillage.” Again, government in order to be effective and just must apply to all. There should be no school aristocracy, no privileged in the class ; every child must stand on equal footing. It is the non-observance of this that causes in some schools such great ill-feeling and bickerings as call for the removal of the master. To govern well the teacher must be a man of decision and firmness. He must ever be ready to act as duty dictates. By firmness is meant a fixedness of purpose which leads to the carrying out of a just decision. Vacillation is the cause of a great loss of time, and when the pupils observe hesitancy on the part of the teacher they lose their respect for him. At the same time he must not act too hastily ; but, having obtained a true knowledge of his duty, he should act at once.
Answer to paper set by the Victorian Education Department, for candidates who presented themselves for examination for a certificate of competency in December last, and which was printed in our March number.
PARSING.
1. Parse fully the words in italics in the following passage :—
How fully hast thou satisfied me, pure Intelligence of heaven, and angel serene !
And, freed from intricacies, taught to live
The easiest way ; nor with perplexing thoughts
To interrupt the meet of life, from which
God hath hid dwell far oj^'all anxious cares
And not molest us ; unless we ourselves
Seek them with wandering thoughts and notions vain.
But apt the mind or fancy is to rove Unchecked, and of her roving is no end ;
Till warned, or by experience taught, she learn That not to know at large of things remote From use, obscure and subtle, but to know That which before us lies in daily life,
Is the prime wisdom : what is more is fume,
Or emptiness, or fond impertinence ;
And renders us, in things that most concern Unpractised, unprepared, and still to seek.
Therefore from this high pitch let us descend A lower flight, and speak of thiugs at hand Useful; whence haply mention may arise Of something not unseasonable to ask,
By sufferance and thy wonted favour deigned.
—Milton, P. L., bk. viii.
Intelligence Noun, abstract, 3rd singular, neuter, nominative of address.
freed Participle, passive, from verb to free,” attributive to “me.”
taught Participle, perfect, from verb “to teach,” making with auxiliary “ hast” complete verb “ hast taught,” 2nd person singular, perfect, indicative, active, agreeing with subject “ thou.”
way Noun, abstract, 3rd singular, neuter, objective,
nor Conjunction, disjunctive, joining “to live,” may “live,”
and “to interrupt,” &c (Conjunction contains force of negative).
To interrupt Verb, regular, transitive, active, infinitive, objective to “ hast taught.”
sweet Noun, abstract, 3rd singular, neuter, objective after
“ interrupt.”
hath Verb, auxilaary, indicative, perfect tense,
bid Participle, perfect, from verb “ to bid.”
(hath bid) Verb, irregular, transitive, active, indicative, perfect, 3rd singular, agreeing with subject “ God.” dwell Verb, irregular, intransitive, infinitive, objective after
“ hath bid.”
off Adverb, place, modifying “ dwell.”
cares Noun, abstract, third, plural, neuter, objective by “ hath
bid.”
to rove Verb, regular, intransitive, infinitive by “ apt.”
Unchecked Adjective used as an adverb, qualifying “ rove.”
Till Conjunction, copulative, continuati. ■ , joining " But apt,”
&c., and “she learn,” Sec.
warned Participle, passive, from verb “to warn,” attributive to “ mind.”
learn Verb, regular, transitive, active, conditional,third, singular
agreeing with subject “she.”
not Adverb, mood, modifying “ is the prime wisdom.”
to know Verb, irregular, transitive, active, infinitive, used as a noun, and nominative to “ Is ;” or may be y arsed, “ Verbal noun,” &c., &c.
subtle Adjective, poss. degree, qualifying “things.”
more Adjective, comparative degree, qualifying “ which,” con
tained in compound relative “ what.” that Pronoun, relative, third, plural, neuter, nominative, subject
to “ concern,” ana agreeing with aute. “ things." most Adverb, superlative degree, modifying “ concern.”
to seek Verb, irregular, trausitive, present, infiuitivc, qualifying “ us.”
flight Noun, abstract, 3rd singular, neuter, objective of “space.”
speak Verb, irregular, intransitive, present, infinitive, depending
on “ let.”
whence Conjunction, copulative, continuativo, joining “ Therefore from, &c.,” and “mention may arise,” &c. haply Adverb, mood, modifying “ may arise.”
to ask Verb, regular, transitive, present, infinitive by “ unseason
able.”
deigned Participle, passive, from verb " to deign,” attributive to “ something.”
2, Analyse according to Morell’s second scheme the passage—
“ How fully hast thou........
........thoughts and notions vain.”
|
Sentence. |
Find of Sentence. |
Subject. |
Predicate. |
Object. |
Extension. |
|
A How fully hast thou satisfied me, pure Intelligence of heaven, and angel serene ! |
Principal |
thou pure intelligence of heaven, and angel serene (apposition) |
hast satisfied. |
me (dir) |
How fully manner |
|
B And, freed from intricacies, taught to live the easiest way; |
Principal co-ord. with A. (Cop.) |
(And) (thou) contracted in subject |
(hast) taught contracted in prod. |
(dir) mo freed from intricacies (enlargements “ me’’) (ind) to live the easiest way | |
|
C nor with perplexing thoughts to interrupt the sweet of life, |
Principal co-ord with B. (Disj.) |
(and in nor (thou) |
(hast taught) |
me (dir) to interrupt the sweet of life (ind with perp-loxingthoughl) |
not (in nor) |
|
D from which God hath bid dwell far off all anxious cares and not molest us |
Adjective sentence to C, qualifying “ sweet.” |
Gol |
hath bid. |
all anxious cares (dir) dwell fur oil' from which (ind) and not molest us | |
|
E unless we ourselves seek them with wandering thought and notions vain. |
Adverbial sentence to D. Condition. |
(unless) wo ourselves |
seek |
them (dir) |
vith wnn-lering thoughts ind notions rain. |
3. Give Morelf’s classification of adverbs with at least two examples of each subdivision.
See Morell.
4. By what words is the adjective-sentence introduced ? Furnish examples.
By the relative pronouns, “who,” “which,” and “that,” or by any words which can be used in place of the relative, as “ wherein,” “ whither,” “ why,” “ wherefore,” “ how,” “ when.”
(a) The Australasian Schoolmaster, which I am now perusing, is a very useful periodical; but one reason why I am disappointed in this issue is, that the promised solutions to arithmetic papers are not given.
(h'j The time when they will appear, will probably be next month.
(c) The office, wherein it is published, is engaged in many other branches of literature.
5. Write each of the following sentences in a correct form, and point out the rules violated in them :—
He don’t like those sort of pears.
I will be unable to do the work as quick as I wish.
William as well as Mary have wrote home by the last mail.
(a) He doesn't like that sort of pears.
(- Latin.
Latin.
Latin,
j Latin,
' Greek.
Greek.
Latin.
Thoroughfare, a passage or roadway from, go.”—Anglo-Saxon.
MATTER.
Introduction.
Reason called practice should be explained to the children.
I. Definition of Aliquot Parts.
When a number or fraction is contained an exact number of times iu a second number or fraction it is said to be an aliquot part of that number or fraction.
II. Chief Aliquot Barts of £1.
10s. 0d. = ,}£
6s. 8d. = |
5s. 0d.=*|-
III. Numbers or Fractions which are not Aliquot Parts.
All numbers and sums are not aliquot parts of the same ; lid. is not an aliquot part of Is. It must be broken into parts so that the largest is an aliquot part, &c. The sum of the parts must equal the given money.
Violated Rule,—(a) The verb must agree with its subject in number and person.
Violated Rule.—(5) The distinguishing adjectives “this” and “ that,” with their plurals “ these,” and “ those,” must agree in number with the nouns they point out.
(£) I shall be unable to do the work as quickly as I wish.
Rule Violated.—(a) To express simple futurity, shall is used with the first person.
Rule Violated.—(h) Although many adjectives may be used as adverbs without the addition of the “ ly,” i think it should be affixed in this case.
(c) William as well as Mary has written home by the last mail.
Rule Violated.—(a) The compound conjunction <fas well as ’’does not contain the same combining notion as “ and ’’—attention being directed to the subjects individually rather, and therefore it should be followed by a singular verb.
(¿0 The auxiliary verb “ to have ” must be followed by a complete participle.
(5. During what periods and under what circumstances did great numbers of Latin words come into English, first indirectly, afterwards directly? In what form chiefly have Latin roots transplanted into English? See Morell.
7. Give the meaning of the following words and the meaning and source of each partCentripetal, Australian, suburban, somnambulist, symmetrical, satisfy, thoroughfare.
O) Centripetal, tending to the f centrum—the centre centre ) peto—I seek
I al—adjectival affix
(¿0 Australian, pertaining to the south j auster—the south
l an—adj. affix isub—under
Suburban, the outskirts of a city I urbs—a city
I an—adj. affix
{somnus—sleep ambulo—I walk istes (Greek)—agent i sym—together
Symmetrical, well proportioned 1 metron—a measure
/ ikos—adj. affix
Satisfy, to please, or to make full or J sates—enough contented ) facio—I make or do
through” and faran, “to
(Taken from Papers set at Certificate and Scholarship Examinations )
Solutions by John J. Prince, Author of School Management.
1. What are the chief difficulties which a schoolmistress of necessity meets with in teaching reading in her different classes ? How should these difficulties be overcome?
(a) Lowest Class.—To get the children to master the letters of the alphabet quickly . This difficulty is best overcome by arranging the letters into families or groups of four, five, or six letters each, and" one group mastered at a time, then combined into words for reading exercises
(b) Class higher than the preceding.—(1) To get the class to understand the different sounds of each vowel : To overcome this difficulty different lessons must be given on each sound of a vowel, the short sounds before the long ones. Each following lesson should also contain the sounds taught in the preceding lessons. (2) To obtain distinct articulation, and especially in the case of final consonants : This is a dicffiulty which requires steady perseverance to overcome. The best plan is to study the shape of the mouth for the different sounds, and teach the children to exercise the appropriate vocal organ.
(o) Next higher Class.—The difficulty mentioned just previously will still present itself in this class. The only cure for it is to insist on the proper organs of speech being used, the teacher at the same time beiu^ very careful to set the proper pattern, and to have each syllable distinctly and crisply pronounced, allowing sufficient pause to recover the breath so as to be able to give the proper effect to the h’s. This fault will show itself especially m such cases as the following: (]) Final consonant omitted or mispronounced, e.g., bakin for baking, fightin for fightiiw carding for garden, islan for island, sawr for saw, drawr for draw’ drawm for drawing, winder for window, Sco. (2) Aspirate either omitted or misplaced, as, hand I honly ham left, for and I only am left and they
seek, See. (3) blurring of allied sounds, when they come together as this
street, pronounced as Onstreet, See. (4) Lengtheiring of one syllable into two, as faw-er for four. (5) The omission or intrusion of a syllable- as extrordinry for extraordinary, &c. ’
(d) Higher Classes. —Chief difficulties will be to get the children to read with spirit and animation, aud not in a monotonous drawd. The foundation of good reading is the understanding of the piece read. Hence all teaching in this subject must be so directed as to give the children an intelligent knowledge of what they are reading about. To this end there should be plenty of explanations and illustrations, and also plentv of pattern reading. The class for the mechanical part of the lesson should be divided into drafts, superintended by the pupil-teachers
2. State fully the purposes for which a blackboard may be used in
geography lessons. ^ J
(«) For the sketching of maps and plans of places, (b) For diagrams to be drawn upon to illustrate the mathematical facts of geography g? ^rwritingdefimtions upon, after they have been either educed from the class oi told to them so that the children can repeat and learn them (d Tor exhibiting the chief heads and points in the lesson for recapitulation, (c) l<or exhibiting the course of rivers, with all places of importance on or near the banks, (/) It affords ’the means of exhSg separate classes of facts by the aid of coloured chalks, thus keeping them distinct and showing their relations more clearly, (y) For exhibiting the spelling of names, Scc.
3. —Explain why biographies of eminent persons are more suitable for children than the histories of institutions.
Children are always more interested in the description of some striking incident in the life of a real personage than in dry narration of facts. They like to read, or hear described, the doings of beings whom they know were like unto themselves, and possessors of like passions, &c. They can sympathise with the acts and dispositions of an individual in a much greater degree than they can with those of institutions, societies, or nations. Hence their attention is more firmly riveted, and the information impressed upon their minds, so that the impression is likely to be lasting.
4, Write out full lessons for an introductory lesson on Practice, explaining clearly what is meant by aliquot parts.
Notes of an Introductory Lesson on Practice.
METHOD.
Show on the blackboard how much quicker many sums may be worked this way, instead of by long multiplication. In such sums as 4,0841b. at Is. 4-id. per lb. By practice we say—
s. d.
4084 at Is. = 4084 0 4084 at 4d. = £x 4084s. =1361 4
4084 at id.= ‘ x 1361s. 4d.= 170 2
6015 6
= £280 15 6
Work it by compound multiplication too: Then contrast the two methods. Question as to which is most likely to be used by persons in business, and so arrive at the reason of the name practice.
Question as to how the answer to the above practice sums was obtained. By a series of sums. Finding the cost of the required number of prices at prices the sum of which amounted to the given price. Question as to would any other prices or parts have done ? Why were these prices selected.
Tell them because they were aliquot parts.
Write this definition on the blackboard, and have it repeated. Now ask the children how 4d. is an aliquot part of Is. Because it contained an exact number of times, i.e., 3. Ask for other aliquot parts of Is., Gd., 4d., 3d., 2d,, Id., See. What part of Is. are these parts separately. Gd, = J-of a shilling, because there are two sixpences in a shilling ; 4d. = £ of a shilling, because there are three fourpences in a shilling, &c. Ask for a few aliquot parts of £1, such as the half, four-fifths, &c.
These should be written on the blackboard and repeated by the class, after which they should be questioned as to bow 10s. is .¿£ and Gs. 8d. is i£, &c.
Call on the children to split up into parts, but let them understand that they need not do it all at once. It being better to take the largest aliquot part contained in it. Then the largest aliquot part contained in the remainder, &c.
They may first resolve it into Gd. = i of a shilling, 3d. \ of a shilling, and 2d. a of a shilling. But in practice it is better-, if possible, to take the aliquot part of each preceding one. Thus, Gd. = J of a shilling, 3d. = i of Gd., 1=,) of 3d., and id. = ■} of 3d.
Do the same with a sum of shillings.
IY. Conclusion of Give the class some sums to resolve into Lesson. aliquot parts on their slates, each part being an
aliquot part of the preceding, if possible.
Recapitulate. Have the definitions repeated by class, and question the class on the chief points of the lesson.
UPPER SIXTH CLASS.
L (I + S ~ I) 4- (f X 2-1) 5 -l +| Of # - —L-
3" W
If 105.125 tons weight of goods can be carried 118.348 miles for £78.26, bow far may 76-48 cwt. be carried for £9 725 ? If it erst £37-69 to dig a dam 17.4 yds. long and 10.73 ft. wide, what will it cost to dig one 15 225 yds. long and 16.095 ft. wide? Analyse—In these desolate islands where the sea-birds lay their eggs there are no human footsteps to disturb their solitude. Over the dark wave be will bring them safe and whole where they roll ere the night began to fall. Derive and explain—Invulnerable, nightingale, misanthropist. Geology, throng, diameter. Give exports of Sweden; name four countries of Scotland; three lakes of England. Give exports of Hindostan ; describe as fully as you can Government of Switzerland ; name foreign possessions of great Britain in Europe.
ARITHMETIC.
SIXTH CLASS.
PROPORTION.—1. If a train travel 18m. 7fur. 20per. in 54 min. 48 sec., find how far it would travel in 45 min. 40 sec. 2. If the (id. loaf weighs 31bs. 13oz. when wheat is 6s. l|d. per bush., how much bread ought I to receive for the same money when wheat sells at 4s. Id. per bush? 3. If 97 gals. 1 pt. of wine cost £55 15s. 9d., how much can be brought for £9 5s. llid. ? 4. If 17 ozs. 13 dwts. 20 grs. of gold can be bought for £65 18s. 7d., how much may be brought for £164 16s. 5|d. ? 5. If a man’s income for 2 yrs. 5 mos. be £604 3s. 4d., find his annual income.
6. If 63 ac. 3 per. cost £169 16s. 3d., what can be brought for £10117s. 9d ?
Practice.—1. Value of 53 oz. 7 drs. 1 scr. @ £5 11s. 6d. per oz. 2. 67 mo. 3 wks. 5 days @ £8 17s. 9Jd. per mo. 3. 39 cwt. 2 qrs. 18 lbs. @ £7 18s. 3£d. per cwt. 4. 375 ac. 3 rds. 36 per. @ £4 13s. 4d. per acre.
5. 29 m. 55 ch. 50 links of fencing @ £35 17s. 8d. per mile. 6. 37 qrs. 7 oz. @ £3 16s. 7d. perqr.
FIFTH CLASS.
Compound Multiplication.—(1) £73 13s ll jd x 74. (2) £87 19s
11-id x 72. (3) £79 13s 9,\d x 47. (4) £59 19s 1 lid x 87. (5) £79 13s
8idx67. (6) £59 17s 8jdxS7. (7) £78 13s llfdx76. (8) £69 13s
84d x 59. (9) £78 17s llid x 78. (10) £37 18s 7f-d x 38.
"Compound Division.—(1) £7610 10s ll }d-f 97. (2) £784119s 8£d4 78. (3) £8346 13s 0£d4-76. (4) £6976 13s Sid 4- 87. (5) £2371 17s
ll-fd-r 79. (6) £6387 19s 11 id4 59. (7) £1629 17s 4id 478. (8) £7489
12s 1 If 4 69. (9) £6076 0s 9d478. (10) £7619 Is 6id438.
Reduction (Ascending).—(1) 6787690 grains to pounds, Troy. (2) 6000903 grains to ozs., Apoth. (3) 7000020 ozs. to tons. (4) 900060 cub. in. to cub. ft. (5) 600063 pints to galls. (6) 97063 lbs. to tons. (7) 79015 grs. to ozs., Troy. (8) 509063 in. to yards (long or cloth). (9) 7030030]-lbs. (Avoir.) to cwt. (10) 801910 ft. to furlongs. (11) 401020 grains o gold to ozs. (12) 850000 sec. to hrs. (13) 807115 grains (Troy) to ozs’ (14) 104040 yds. to furlongs.
Reduction (Descending).—(1) 97 cub. yds. 23ft. 1031 in. to inches. (2) 87 fur. 35 per. 3 yds. to yards. (3) 3 ro. 39 per. 2 yds. to sq. yards.
(4) 908 qrs. 3 bush. 2 pks. to pecks, (5) 7 fur. IS rds. 4 yds. to inches.
(6) 3 ro. 14 per. 12 yds, to sq. feet. (7) 258 ac. 2 ro. 14 per. to perches. (8) 79 tons 13 cwt. 59 lbs. to ozs. (9) 750 yds. 2 ft. 10 in. to inches. (10) 239 lbs. 3 scr. to grains. (11) 187 m. 2fur. to yards. (12) 3 rds. 37 po. to yds. (13) 1876 yds. 15 ft. 100in. to inches (Cubic Meas.). (14) 93 cwt. 3 lbs. to pounds, Avoir.
GRAMMAR.
SIXTH CLASS.
PARSING.—1. It is my practice to water my garden daily with a really abundant supply of water. 2. All those who desire to pass should be very careful in alt their work. 3. He docs not always take the trouble to fish for himself. 4. To cut wood with such an axe as that would be impossible. 5. His firm resolve to act justly was quite plain to all persons who knew him. 6. I ordered him to go immediately for the doctoi and ask for his instant attendance. 7. More courage is required this one word to say than to stand when shots are fired.
Inflexions.—1. Perf. inf. pass, of “ strike;” cond. pass. perf. 2nd sing, of “hold;” perf, pass, part of “toss.” 2. 3rd sing, past pot. act. of. “strive 2nd sing, pluperf. subj. pass, of “ Beseechperf. prog, partic act of “ try.” 3. Perf. infin. pass, of “ win perf. ind. pass. 3rd sing of “ hurtpast subj. pass. 3rd sing, of “ swell.” 4. 1st plu. pluferf. ind. act of “know;” 1st plu. fut. ind. act of “ think perf. infin. act of
“make.” 5. Pass, indie, fut. perf. sing. 2nd of “see;” act. pot. pluperf. plur. 3rd of “ dig ;” infin. pres. prog, of “go.” 6. 1st pers. plu. perf,
ind. act. of “ flee ;” 2nd sing, fut perf. ind. pass, of “ freeze ;” perf infin. act of “ forego.” 7. Write out—Perf. ind. pass, of “ awake fut. perf. ind. act. of “ chide ;” perf. infin. pass, of “ lay.” fifth class.
PARSING.—1. Then I looked over my lesson before I went to bed, and soon made it perfect. 2. Men capable of such baseness have generally succeeded in hardening what little conscience they may have had ; but if you refuse I must release him. 3. First the corn is cut down by reaping machines drawn by horses ; it is then bound in bundles and taken in drays for threshing. 4. When we got there we were surprised to find everything calm and quiet. 5. When he passed through the gate he always pulled it after him, but other people were not so mindful. 6. The boy took his hat off when he came into the room thus showing that he was polite. 7. The wind was exceedingly strong and carried away the roofs of the outhouses. 8. The horse’s legs were very weak, and he often staggered under his load. 9. Happy is the king that has a judge who so fearlessly enforces the laws, and a son who knows how to submit to them. 10. This animal lives upon nothing but moss, which grows near the middle of a farm that was lately sold. 11. From the wild animals of the Arctic wastes the Esquimaux has learnt much that is useful to him at home and in the chase. 12. I saw myself in the midst of a vast wilderness in the depth of the rainy season, naked and alone, surrounded by savage animals and bymen still more savage. 13. Once she was caught in a furious storm after a long day’s journey.
Inflexions.—1. Poss. plu. of liege-man; past tense of slay; poss. plu. 2nd pers. pro. 2. Past tense of bring ; comp. deg. of last; obj. plu. 2nd pers. pro. 3. Past tense of “read ;” super, of “ bad obj. plu. of “torch.” 4. Obj. plu. 1st pers. pro.super. of well; past part, of “break,” 5. Plu. of “mastiff;” fem. of “prince;” past part, of “bring.” 6. Poss. plu. of wife ; obj. plu. 1st per. pro.; past tense of “understand.” 7. Plu. of “wallaby ;” sup. deg. of “bad;” past tense of “eat.” 8. Plu. of “ turkey ;” pos. deg. of “ lastpast tense of “understand.” 9. Poss.
plur. of “ goose ;” super, deg. of “ good act. part of “ go.” 10. Super, of weary ; past of put; poss. plur. of lady. 11. Past tense of “burst;’’ past of “to take;” poss. plur. of wife. 12. Obj. plur. of ox; super, deg. of little ; comp. deg. of badly. 13. Poss. plu. of “moss;” past tense of “lie ;” super, of evil.
FOURTH CLASS.
Parsing.—(1.) Poor and friendless though he was Columbus afterwards became one of the most famous of men. (2.) The Greenlander could scarcely live without the seal ; its skin is used for clothing and a casing for its frail canoe. (3.) The bear leaps upon the back of the walrus and tries with all its strength to master him and tear him in pieces, (4.) My dear boy, I would give a great deal this day if I could only undo that deed. (5.) These threads fine as they are can bear a weight much greater than that of the spider that spins them. (6.) The wound should then be well sucked for ten minutes by persons who have no crack or sore in their months. (7.) A feeble old man fell back from the kerbstone and received a severe wound in the head. (8.) A big savage dog suddenly made a low growl which frightened the thieves away. (9.) She saw the fox there and said, “Is the water good ?” “ Oh,” said the fox, “come down.” (10.) It still stands there on a height above the sea on the coast of Spain. (11.) If well used it sometimes becomes greatly attached to its owner, whom it can easily distinguish from others in a crowd. (12.) A littlchnousc was once running about in a forest, when she happened by accident to come on a lion who was lying under a tree. (13.) Elf became so clever a dog that on a wet day it would carry an umbrella to the children.
GEOGRAPHY.
SIXTH CLASS.
I. Launceston, country and river; Macphcrson Ranges, country and direction; Gulf of Taranto. 2. Dunedin, county West of the Leigh or Yarrowee; Berne. 3. R, Ouse; Albany ; Verona. 4. Where and on what river is Newcastle; Mt. Buningyong;
L. Tanpo ? 5. Glasgow, country and river; chief town N,
Is. New Zealand; R. (Derwent—-where and into what? 6. In what country and on what river is Orleans ? Where are Raw Raw ranges ? Give exact pos. of L. Constance. 7. Magdeburg, country and river ; Mt. Arapiles ; L. Albacutya.
FIFTH CLASS.
1. Lena,country and where it falls into ; country south of Afghanistan ; Cap. of Chili. 2. Cap. of country east of Prussia ; Thompson River, and where does it flow ? Lake Baikal. 3. Country west of Persia ; Oder, and into what does it flow ? Cap. of Brit. N. America. 4. Country N. Uruguay; Mitta Mitta, where, direction, and what flows into ? Calcutta, of what county the cap? 5. Chief town Austria, situation ; Country N.W. of India ; Mississippi, where and what into ? 6. Chief town of Queens
land ; Capathian Mts. ; country E. of Ecuador. 7. Cap. of United States ; country W. of S. Australia ; River Amoor, where and what into? 8. Lake superior ; country N. of Chinese Empire ; Cape Colony. 9. What country lies north of Central America ? Elbe, and where empty ? Caucasus Mts. 10. Mackenzie, and where empty? what country is south of Venezuela? River Niger, and where empty. 11. Andes; Cap. of United States ; River Goldburn, where empty ? 12, Pyrenees; Cap. of Turkey ; River Glenelg. 13. Yablonoi; country south of Switzerland ; River Orinoco, where empty ? 14. Country west of Persia; Cap. of Switzerland ; L. Eyre.
FOURTH CLASS.
(1.) C. Nelson; Str. between Asia and N. America; Philippine Is. (2.) Is. Panama ; G. Oman ; Azores. (3.) Mauritius; Land; End ; Pen. of Malaya. (4.) In what ocean does Vancouver Is. lie ? C. Liptrap ; Isth. of Panama. (5.) Cook St.; Cape St. Vincent, Newfoundland. (6.) The Sound ; C. Hatteras; Kong Mts. (7.) Crimea what and where? G. of Califorina ; C. Schanck. (8.) Cape Otway ; Fiji Is.; what bodies of land are joined by Isth. of Panama? (9.) Ceylon, what and where? C. Finistcrre; Torres St. (10.) Bay of Bengal; C. Matapan; C. York pen. (11.) G. of Manaar ; Phillip Is. ; C. Leeuwin. (12,) C. Schanck ; Spitzbergcn ; Yucatan. (13.) C. Liptrap ; Java; What does Strait of Magellan separate? (14.) Is. of Majorca; Strait of Bonifacio ; G. St. Vincent.
(T or res p o nb circe.
THE ENLARGED SUBJECT.
TO THE EDITOR OP THE “ AUSTRALASIAN SCHOOLMASTER.”
Sir,—Under the heading The Enlarged Subject,” Morel 1 uses the sentence, Remote from towns lie ran his godly race,” giving the expression in italics as a participial phrase used as a complement. If it be so, then supplying the ellipsis the sentence stands, Being remote from, towns, lie ran his godly race* Now is not the inference to be drawn from that expression this, that had lie not lived remote from towns be would not have run a godly race, which amounts to an insinuation to the effect that city clergymen do not run a godly race ? Does not Goldsmitkmcan by the expression “remotefrom towns,” simply to indicate ivhere the country clergyman ran his godly race f If so, then would not tho expression be an adverbial phrase, not a complement? Knowing the columns of your valuable journal (which I hope by this time enters the houso of every lady and gentleman in the colony engaged in educational labours) arc open to the discussion of any subject of interest to the profession, I take the libery of requesting you to kindly oblige with opinion on tho subject.—Apologising for my intrusion, I remain, Sir, yours most respectfully, J, E. Leonard. Springburst State School, No. 1583.
TO THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”
Sir,—Would Mr- Craig, M. A., kindly give an example of how the italicised words in his article on the Imperative Mood ought to be parsed. It being new subject an example of its use would be of great service to country teachera like myself. A Rural Teacher3
May 10th, 1880,
Meetings of Societies ... ... 134
Notes and Gossip ... ... 135
Victorian Education Department-Appointments & Promotions Solutions to Pupil Teacher’s Examination ... ...
New South Wales Council of Education ... ... ...
New Zealand Education Department... ... ... ...
Examination Paper ... University of Melbourne—
Exhibition Examination Solutions ... ... ... 138
Melbourne Social Science Congress 139
135
135
136
137
137
137
CONTENTS.
Our Contemponries ... ... 126
School Discipline... ... ... 126
Grammar Exercises (Answers) 127 Grammar Exercises (Questions) 128 Examination Questions (Answers 128 Result Examinations ... ... 128
Correspondence ... ... ... 129
Answers to Correspondents ... 130
Euclid and the Teaching of
Address to the Training College
by the Rev. T. W. Sharpe 132 Educational and Literary Summary for the Month ... 133
ANSWERS TO CORRESPONDENTS.
“ Enquirer.”—No. Your view is correct.
“Argument.”—(1.) Yes. See advertisement. (2.) An adverb. (3.) You have omitted to slate what is required.
“A. A. dk Moiinay.”—Received,
“John Shaw.”—Will be glad to receive a communication from you. Thanks for the paper.
“ J• Irvine.”—No disrespect was meant. The papers have been mislaid. “Result Papers .’’—Received from G. Croft, W. L. B., J. Y. Taylor, J.
M'Pherson, School No. 1175, Walter Watkins. Ed. Hayden, W. L. B.
“ Grammar Exercises.”—Answers received from W. II. Walsh, S.A., N.S.
NOTICE TO ADVERTISERS.
In sending advertisements for insertion in the Schoolmaster, advertisers will please remit stamps for amount at the following scale:—
16 words, One Insertion - Is. Od. I 32 words, Ono Insertion - 2s. 6d. 24 „ ,, - 2s. Od. Ono Inch „ - 4s. Od.
INSTRUCTIONS TO SUBSCRIBERS.
Lady subscribers, when remitting their subscriptions, will please state whether the paper is to be addressed Mrs. or Miss.
Subscribers will please send P.O. order or stamps, when remittance is under LI.
RESULT EXAMINATIONS.
Would country teachers please forward any result questions they may have in hand, so that these questions may appear in every issue of the paper.
Birth.
Patterson.—On the 26th March, at State School No. 1630, Tyrendarra, the wife of Thos. G. Patterson of a son.
Death.
Patterson.—On the 17th April, at State School No. 1630, Tyrendarra, William Scott, eldest son of Thos. George and Nanney Bennett Patterson. Deeply regretted.
id a s hut S jj 00! m asRr.
PUBLISHED THIRD WEDNESDAY IN THE MONTH.
MELBOURNE, MAY 19, 18S0.
A. library and Museum of Education is one of the great wants of the colony of Victoria. Large sums have been expended by the State in the erection of school buildings, and in the training and organization of an efficient body of Teachers, Inspectors, and departmental Officers. To secure for the country all that this complex body is capable of evolving, it is essential that they should have thrown open to them the means of knowing the stages of progress made in educational machinery and literature in other parts of the world. Left to compare the present school buildings, school organization, and school literature with that of the past in this colony alone, both teachers and officers of the Department are liable to be so satisfied with the progress made as to be disinclined to seek further advancement. On the other hand, were a Museum of Education founded wherein the methods of education adopted in all civilized lands could be inspected, they would see how much the system they are working could be improved. Such a museum would exhibit the different arrangements of school-houses, the improvements effected in school furniture and school apparatus, and would also contain a systematically arranged collection of the educational literature of all ages. The source of information regarding the changes taking place in the educational thought and practices of the old-world communities are no doubt open to each branch of the Education
Department. But the remotsness of the source, and the high pressure at which all—from the Secretary downwards—are worked, makes it highly problematical whether it is very frequently consulted. Even if it were otherwise : if the officers of the departmentjhad the highest facilities for becoming acquainted with, and time for studying, the latest developments of the science of education, a Museum such as we have suggested would still remain a national want. The Minister of Instruction may possibly succeed in the classification of the teachers, in the readjustment of the syllabus, and in otherwise improving the State school system ; yet unless the teachers as a whole are brought into sympathy with the machinery of their work, through a knowledge of what is being done by similarly improved agencies in other lands, the educational results will not be much more than at present. To bring out the highest results of teaching, the teachers themselves must feel that the changes enforced by the Department in their school apparatus and school methods are better than those to which they have been accustomed. This conviction can best and most speedily be secured by placing the means of investigation within the reach of all teachers. There is another point of view from which the creation of a Library and Museum of Education may be favourably looked at. Parents no less than teachers need to have an intelligent sympathy with educational progress. Anyone who has had experience in scholastic work knows how much the progress of pupils is retarded by the antagonism shown by parents to new methods of instruction. They are slow to perceive that what might have been well-adapted to the school systems under which they were trained is not suited to the altered state of our social life. A passing examination of the school apparatus employed in the large schools of Europe and the United States, or a few hours spent in reading the latest school literature, would suffice to remove this antagonism. Those who visited the Museum would disseminate the information obtained, so that “ it would become a great national common-school university.” Admitting the need for such an Institution, how is it to be founded ? In the United States, from whence we have borrowed the idea, it is proposed to have the Library and Museum of Education connected with the Bureau of Education at Washington, the head of which has already collected what would form a good nucleus of the institution. Properly speaking, the initiation of sucb an institution in Victoria devolves upon the Hon. the Minister of Public Instruction, and it should be worked under the supervision of his department. In that event, it might be advantageously affiliated with the Training Institution. The institution is centrally situated, and, if we mistake not, there are a few unoccupied rooms that could be utilized. In urging the matter upon the consideration of the Department, we are not unmindful of the limited funds at disposal, or of the already onerous duties performed. The museum would, however, come within the natural functions of the Department of Education, and were the utility of the proposed Museum clearly placed before Parliament, the money needed would be readily granted. Should the Minister of Instruction not see his way to take the matter in hand, then we conceive it would be wise of the Trustees of the Melbourne Public Library and National Museum to do so. It would form a very valuable branch of that noble institution. Sir Redmond Barry’s known sympathy with the advancement of the culture of the colony, warrants the belief that he would favour the movement.
Strong opposition is shown by a large section of the people of New South Wales to the proposed alteration of the law in regard to lecture halls and theatres contained in the Licensing Bill now before Parliament. It is the general belief that the intention of the Government is to put a check on the growing practice of unorthodox lecturers and scientists using those buildings for disseminating their heretical views. A perusal of the two clauses of the Pill dealing with the subject will show that this belief is warranted. The 102nd clause says, “ A public hall licence which shall, during the currency thereof authorize the holder thereof to hold, give, or permit to be held or given, any concert, oratorio, or other musical performance, or any public lecture, demonstration, ball, dance, or banquet, or any lawful assembly or public meeting, whether admission to the same be procurable by payment, or by ticket or not.” While the 109th clause enacts, “ If any holder of a theatrical or public hall license shall cause or permit his licensed premises to be opened or used for the purpose of performing or exhibiting or holding therein any public entertainment, or any entertainment or meeting whatsoever within the meaning of the 102nd section thereof upon any Sunday, Christmas day, or Good Friday, such holder shall (unless he have received a permit under the hand of the Colonial Secretary duly authorizing him in that behalf) be liable for every such offence to a penalty not exceeding <£100, and upon a second or subsequent conviction under this section he shall be liable to have his license cancelled.” Whatever may have operated on the minds of the Government to frame those clauses, there is no doubt that they aim a blow at the freedom of public speech. No person is to be permitted to throw his premises open to the public for “ any concert, oratorio, or other musical performance, or any public lecture,” without a licence. Even though licensed, the holder of the licence would be liable to a penalty of £100 should he permit the premises to be used for any of the said purposes “ upon any Sunday, Christmas day or Good Friday, unless he have received a permit under the hand of the Colonial Secretary duly authorizing him in that behalf.” That there is a growing taste among the public for Sunday lectures, and that those whose culture, or whose irreligion, makes them heterodox avail themselves of this taste, for the purpose of scattering knowledge, or for undermining Christianity, may be to be deplored. But the day has gone by when such phases of mental development can be repressed by legislative restriction. Error should be allowed free combat with truth. Existing laws are sufficient to command public decency, and, firmly administered, would secure for the community all that it has a right to demand. With the men who use the public platform on the Sabbath for the display of mental vagaries or religious oddities we have no sympathy whatever. But the harm they do to the community is as nothing compared with the harm which would be effected were the Colonial Secretary to be empowered to exercise the censorship over the expression of opinion on the public platform contemplated in the clauses we have quoted. We are glad to find that public feeling upon the subject has been thoroughly roused, and that, consequently, there is but little probability of the Bill becoming law in its present shape.
EUCLID AND THE TEACHING OF GEOMETBY.
By Philip Magnus, B.Sc., B.A.
There exists a wide difference of opinion with respect to the best mode of teaching Geometry. For some time past, the partisans of Euclid have been losing ground, but the change from the old to the new system is advancing slowly, and those who oppose the change have the power and the influence to impede its progress. In the remarks I am about to make, I shall point out some of the causes which practically compel schools to retain an antiquated method of teaching Geometry, and at the same time I shall endeavour to indicate the kind of change which 1 think it is desirable should be adopted in the teaching of this Science. With this object, it will be necessary that I should point out some of the imperfections of Euclid’s Elements as a school text-book ; but I shall do this as briefly as possible as the subject has been already fully treated by other writers.
To all foreigners it appears very strange that Geometry should be taught to English school children by aid of a treatise not designed for school purposes, and written more than two thousand years ago. In Germany and France, modern methods of teaching Geometry have for many years been adopted ; and, although it is not a good thing that Englishmen should imitate too readily the educational methods of foreigners, still the fact that we stand alone among European nations in using Euclid’s Elements as our school text-book of Geometry requires explanation, and suggests the reflection that we are not wise in doing so. The explanation probably consists in the difficulty and inconvenience of change. There is a manifest advantage in having a fixed and recognised textbook, to which both teachers and examiners can refer ; and there is, moreover, the very natural apprehension that, if Euclid is abandoned, a number of different text-books may come into use, which, however much they might improve the teaching of Geometry, would terribly perplex the examiner. At the present moment our school teaching is more directly under the influence of the Universities of Oxford and Cambridge than it ever has been ; and it is probable that nearly all important reforms in methods of teaching will have, directly or indirectly, to be sanctioned by these Universities before they will be adopted by schools. The influence of the older Universities is due to their Entrance scholarships, to their Local examinations, and, above all, to the organic relation which has been established between the Universities and schools by means of the Joint Board examinations. The University of London, by means of its matriculation examination, and its system of school inspection, exercises some influence on higher secondary education, but very little compared with that of Oxford and Cambridge. Any general reform, therefore, in the teaching of Geometry, or of any other subject, cannot be expected to take place so long as it is opposed by the older Universities.
Now, seeing how great is the influence thus exercised on school teaching, I attach considerable importance to the fact that courses of lectures are now for the first time being delivered in one of these Universities on the Theory and Practice of Education. This movement will, I think, be attended with the most beneficial consequences. For those who are most competent to pronounce an opinion on the best methods of teaching have now the most favourable opportunity of catching the car of the University, and of directing attention to wise and desirable reforms in secondary education. These suggestions can hardly fail to have weight with the University authorities ; and in this way it is possible that scientific principles will be brought to bear on the conduct of school examinations.
Some time must, however, elapse before the uttei'ances of professors in this comparitively new Faculty of Education will carry with them sufficient momentum to overcome the vis inertial of almost all examining bodies. At present the older Universities practically insist on the retention of Euclid, and, whilst their examinations are framed on the lines of Euclid’s Elements, it is only to bo expected that schoolmasters should be unwilling to abandon Euclid for any other text-book. In the Fifth Annual Report of the Oxford and Cambridge Schools Examination Boai’d, we meet with the following remark :—“ At one or two schools there is some departure from Euclid’s method. This practice has generally led to confusion and inaccuracy without any compensating advantage in power of working riders.” Such a statement shows unmistakably the feeling of the Board on this question, and was calculated to have the effect of driving back into the beaten track, in which we are told, in the same report, that “the propositions are generally written out clearly and accurately,” those who had been induced to stray from it; and to show them that, as regards the teaching of Geometry, the via trita is the only via tuta, if examiners are to be conciliated. In the sixth and last report issued by the Board, no mention occurs of rival systems. The weight of the former utterance would seem to have crushed all opposition* But, although we may presume that the return to Euclid was general all along the line, we are told that the riders, i.e., problems, which are not mere reproductions of Euclid’s words, “were less successfully attempted than last year.” Now this prejudice on the part of the Universities is much to be regretted. For, if we are unable to determine a priori the claims of Euclid against his modern rivals, it would be very useful in enabling us to arrive at a conclusion to have the opportunity of ascertaining a posteriori, by a comparison of examination results, the relative advantages of studying Geometry from Euclid and from other text-books. If the Universities were less rigid in their requirements, and were known to have no bias in favour of the retention of Euclid, I have no doubt that many schoolmasters, in the interests of educational science, would try the experiment of teaching Geometry by other methods.*
The way of Euclid is not always smooth and easy. The difficulties are not slight which the beginner has to surmount; and those who have practice in teaching well know that the artificiality of Euclid proves a stumbling block which many pupils never succeed in overcoming. When this is the case, the pupil draws upon his memory for the assistance which his reason ought to afford, and endeavours to deceive his teacher and examiner by learning his propositions by heart. Unfortunately this utter waste of time is not so uncommon as it might be thought. The difficulty of mastering the proposition, together with the necessity of adhering to the exact words of the text, tempt the unhappy pupil to this assumption of knowledge. An oral teacher cannot be deceived ; he may vary the letters, alter the figure, and adopt a number of other simple devices to test the real knowledge of his pupil. But in written examinations deception is less easily detected. The examiner who finds the propositions “ written out clearly and accurately,” cannot withhold marks from his candidates, although no single rider may have been attempted, and although the work presented to him may be the result of a mere exercise of memory. Those who have had to examine large numbers of candidates from schools where the teaching is not, perhaps, of the highest order of merit, well know how often they suspect the candidates of having learnt their pro
file Head Mistress of one of the best girls’ schools in England, who uses the Syllabus, with signal success in her classes, complains very strongly, “ that Oxford declines to receive any proofs except those which Euclid is supposed to have given and which arc adapted to his order of propositions,”
positions in this way, and how difficult, indeed impossible, it is to avoid giving the maximum of marks for a proposition that is clearly and accurately written out. Oral examinations of course afford a surer means of testing a candidate’s real knowledge of the subject; but I do not hesitate to say that written examinations in the mere text of Euclid are most unsatisfactory as a means of ascertaining how much Geometry a candidate knows, Now the mere fact that this practice is not uncommon, shows that Euclid cannot be alike easy to all; and there can be no doubt that teachers who experience difficulty in making their pupils understand Euclid, would be glad to try a change of method, if the Universities would only recognise other text-books in their examinations.
For my own part, I believe that the strict adherence to the text of Euclid impedes considerably a boy’s progress in Geometry ; but I can quite understand that I should hesitate to discard Euclid if I had to send up every year a number of pupils to be examined by the older Universities. The weight of authority is decidedly in favour of abandoning Euclid ; but supposing this not to be the case, the Universities have the opportunity of testing by actual results the advantages of teaching Geometry by different methods ; and I consider it a real loss to educational science that the experiment should not have a fair trial.
It is satisfactory to know that such causes tend only to delay, and cannot prevent, the change which sooner or later must take place. Even now the opposition is less decided than it was a few years since. The most conservative Euclidians admit that their master’s proofs may be <f abridged and improved,” that alternative proofs may be appended, and “ new problems and new theorems ” interpolated. But they insist on the retention of the sequence and numbering of the propositions a3 contained in ordinary editions of Euclid. Others, again, would start altogether da novo, would discard all allegiance to Euclid, would regard Geometry as the simplest and most elementary of physical sciences, and treat it as such. Between these two parties—the Conservative Concessionists and Reformers—is an intermediate class, who would set aside altogether Euclid’s order and arrangement, would substitute new proofs where Euclid’s are unnecessarily cumbrous, and create a system of Geometry simpler than, but in many respects similar to, Euclid’s Elements. To illustrate these classes by authors’ works, I may take Professor Henrici’s Geometry as a type of the advanced method, Mr. Hamblin Smith’s Euclid as an instance of that of the Concessionists, and Mr. Wilson’s manual adapted to the Syllabus issued by the Association for Improvement of Geometrical Teaching as a type of the intermediate class of Progressionists. Between these typical examples exists a variety of other works deviating to the right and to the left of the Syllabus, and approaching nearer to one extreme or to the other. Among these may be mentioned those of Legendre, Wright and W’illock, Cooley and Cuthbertson, and some of the most recent German text-books such as Loser, Focke and Kraz. It should be observed, that even in the Geometry of Mr. Hamblin Smith, various improvements have been introduced which are not found in the editions of Euclid, which were in common use less than 20 years ago, and which are still employed in the majority of schools. (To be continued.)
The following address was given at the annual meeting of present and former students, at the Borough Road Normal College, in December last. The long experience and recognised ability of the speaker—the Rev. T. W. Sharpe, H.M. Inspector of Training Colleges for males—give a special value to his opinions. We would therefore commend his remarks to the notice of all elementary teachers, and would especially bespeak the attention of earnest young teachers thereto. The Schoolmaster characterises it as “ good outspoken common-sense talk, delivered in a genial manner, and evidenty animated by a friendly spirit,” Addressing the students, Mr. Sharpe said :—
“ It is not probable you will all ever be brought together into one room again, and there is always something sad in the thought that all human society must be broken up. Still that is more than compensated by the knowledge that you will carry with you to your different scenes of labour the spirit which fills this institution. I look upon the business-like way in which the affairs of your college are conducted and the generous spirit in which its managers meet its wants as qualified to send'you forth into the world ready to do your duty in the same spirit to others as it has been done to you. I hope none of you will ever forget how much you owe to to the generous liberality of the mangers and to the high standard of professional excellence which I always see here. Now with such advantages as you have had you should go forth to your work hopefully and manfully. None but a morbid mind would ever fancy that any of you might not lead a life of thorough usefulness, that you might not be happy and bright, knowing that you are doing good to those around you. I can certainly say from my experience of twenty-two years as an inspector that you will not only meet with fair play from all whom you will encounter in after life, whether managers or those awful bugbears —inspectors, but with a generous consideration and a determination to see the best of you and not the w’orst, I have had a very large experience
I of inspectors and I am quite sure you will always meet from them a kindly determination to discover all the good points they can in your work and to find reasonable excuses—reasonable excuses for any shortcomings. I am quite aware that all inspectors are not alike, it would be a great pity if they were ; there is pleasure always in a certain amount of originality. It may not at all times take the pleasantest shape, yet as my friend Mr. Smith, your mathematical tutor, knows there is a ‘ personal equation’ which has to be allowed for. So when in afterlife you meet with a personal equation of any kind meet it cheerfully. I scarcely ever see a complaint made of an inspector in your professional papers without seeing in a week or two something said on the other side ; someone writing of the inspector as if he were a grim watch-dog will say that his bite is not as bad as his bark. I hope you wdll always bear that in mind. One piece of advice I give to young men with a grievance is, • At night sit down and write it out in the strongest possible language you can think of, then go to bed. I am quite sure when you look at it in the morning you will be ashamed of it and burn it. I am quite sure of this that real, substantial grievances are always redressed in England when once brought fully to light, but fancy grievances of offended dignity (which we do sometimes see even among teachers) every one should put into his pocket and forget. There is a proverb which is true of mental as well as physical health. ‘A man is either a fool or a physician,
I forget whether it is ‘at thirty’ or ‘at forty.’ The meaning of it is, that by the time a man has reached that age he ought to be able to take care of his health. So when people have reached that age they ought to have found out the way of removing real grievances and of having no fancy ones. I say advisedly you will have consideration as long as you need it, but do not expect to have it all your lives.
‘ Now, let me ask you, before you leave college, whether you have all formed some taste, or chosen some pursuit, which will be the pleasure of your after-life ? There is so much money value attached now to the possession of certain qualifications (the School Board of London is one of the greatest offenders in this respect) that, really, one would think everything is to be estimated in pounds, shillings, and pence, and the worst of it is, that the subjects paid for in that direct way are almost sure to receive more attention than othersof perhaps greater educational value.^ Well, I hope you have all formed some taste, or chosen some pursuit, which will be the pleasure of your after-life. Be it mathematics, music, science, language, you have had the opportunity of forming it here, and you can carry it with you, to be the pleasure of the long winter evenings which you may, perhaps, spend by yourselves— though very few schoolmasters do, I believe.
“ One great advantage of your residence here is that you have not spent your time merely in acquiring knowledge, but in mastering the principles of knowledge and the art of teaching—that you have learnt to value a higher grasp of knowledge, both for its illustrative value and the greater insight it gives you into the principles of education. For instance, some people object to algebra, but a good knowledge of the subject enables one to teach arithmetic better than it can be taught without such a knowledge. Similarly, a thoroughly good acquaintance with English cannot be got without a familiarity with some other language. Therefore, though some of the subjects you have been studying here may seem to have little bearing on the subjects you will have to teach, there is not a single one of them which will not amply repay you hereafter.
“ Besides, we do not value knowledge simply for what it brings. You ought all to be able every evening to shake off your schools (except the necessary preparation for your next day’s work). When the school doors are shut you should remember that you are men as well as teachers, and shake away all such things as registers, log books, per centage of passes I hate the very words ‘ per centage of passes.’ I think the per centage of passes is often a very unsound test; it is a good one in some respects, but it may be made a very unsound one. I say teachers should banish all such things as registers, log books, per centage of passes, and poor children trembling on the verge of a standard, and should become, in the best sense, men of the world. Some should join musical societies, some volunteer corps, others debating societies—not societies debating merely on professional topics. In your own social gatherings you should talk something besides ‘ shop.’ And there is another thing—out of my blank ignorance I say it—I think it would be better if schoolmasters did not marry schoolmistresses.
•‘It is scarcely necessary to urge on you that you should remember you are to be not only instructors but educators. Your work is not merely instilling knowledge, but also forming character. In every public system of recording and rewarding success by money payments, there will be always certain very serious dangers. There is, for instance, the danger of mechanical results taking the place of intelligent methods— of an endeavour being made to obtain the maximum of payment by the minimum of labour—of elevating the imitative faculties above an intelligent habit of mind. I do not think these dangers do prevail to any great extent in England, for, with such an intelligent body of teachers and examiners, I do not think any serious evil can arise ; still, there is always the danger. What we all aim at is not merely turning out so many ‘ passes’ (though this is r.ot a bad criterion in many ways), but we aim at sending out children disciplined morally and intellectually ; and I maintain you will find the best intellectual results in the best disciplined school (using 1 disciplined’ in the best sense of the word). It is true a sharp fellow will sometimes produce superficial results without intelligent teaching, but he is far from attaining the end of true education—the cultivation of habits of truth, of manly honesty, of purity, and of determination to do duty. And among the dangers I was speaking of just now, what can be more painful than what one sees sometimes, though one believes it to be the result rather of ignorance than of a
wilful violation of Nature’s laws ? What can be more painful than to see a young, dull child being dragged along against the power of its brain, against all the laws of health, to reach a certain standard; dragged, too, before its intelligence is sufficiently developed to acquire any real knowledge of the subject matter ? There seems to be an impression that everything which is permissible by law must be done, but remember that Codes are drawn up in the very concisest general language, not to tie people’s hands, but to leave as much liberty as possible. Every teacher and every inspector should say, ‘ This may be permissible by the Code, but I am bound to consider if it is good from an educational point of view. This or that child may be screwed up to passing in a certain thing, but have I aright to force its brain-power at the risk of doing it a life-long injury V
“ I have a right to make these observations in the interests of teachers themselves, for I have always maintained, both as inspector and manager, that fixed salaries are the best for teachers—perhaps not entirely fixed, but at any rate not to any great extent dependent upon the contingencies of a single day. I am a manager of three schools, employing a considerable number of teachers, and they are all paid by fixed salaries. I think the School Board for London and many other Boards have adopted a vicious principle in this respect—a principle which makes a teacher’s salary depend largely upon circumstances quite beyond his control. I strongly advise you young men if you have two situations to choose between, one offering a large salary depending on contingencies, and the other a smaller fixed salary, to take the smaller one, that you may have greater ease and comfort, and have no small grievances to fret and worry you.
“ We are all agreed that the end of all training such as you hope to give is the production of intelligent habits, especially intelligent habits of thought. Still I do not go quite as far as a veteran master of method, who said, 1 We may consider a man to have given a good lesson, even though the children may have learnt nothing by it.’ What he meant was right in one sense—it is embodied in Berkeley’s thought that it is better to cultivate intelligent habits of thought than to cram the mind with facts. Still, the result of a series of such lessons would be rather curious. The intelligent habit of thought would not have much to exercise itself on. The fallacy lies in supposing that a class of children will follow the line of your thought. I hear about eight hundred lessons in the course of a year, and I occasionally hear a dull one. I sometimes turn away from the teacher and watch the children’s faces, to see if they are following his lead, and it is curious to see how they revolt. You cannot control children’s thoughts—they will travel. Therefore, if you wish to form intelligent habits of thought, your lessons must be full of knowledge, so that the children may select as well as you.
“ There has been a controversy lately in the papers as to the comparative merits of trained and untrained teachers. I should not have thought there was any comparison myself, It is quite possible that from the various methods you are taught here you may not at once choose the one best fitted to your scholars, whereas an untrained teacher will not be embarrassed in the same way—his plan is like the bed of Procrustes. That is the only respect in which I can conceive the trained teacher comparing disadvantageous^ with the untrained.
“ There is one thing more which I wish to say, and that is about the position of the teacher in England, and how it may be best elevated. I am not speaking merely of social position, for in an old country like ours, social position depends on all sorts of factors—birth, money, and all the rest—but the position of the teaching profession must depend on the aggregate character of its members. I do not say one or two can lower that character, but all of you can combine to raise it. You are all in the same boat, from the head Master of Eton to the master of the village school, and everyone who tries to raise the character of the teacher is contributing to raise his position. There are four points to which you should attend, both as examples for your children, and to raise yourselves in your profession. These four points are—temperance, honour, industry, and thrift. One caution with regard to thrift : I do not think any one ought to marry till he can see his way well before him. I have seen so many schoolmasters’ lives troubled by early marriage, that I think it necessary to give you this warning. In many classes it is considered indispensable by the father of the lady whom the gentleman wishes to marry that he should be able to show he can provide comfortably for her future. I think schoolmasters should set an example in this respect. I thank you for your kindness in listening to me, and to the second year I wish all success in their work.”
Chioimmil # Itifenrrj! Siimmarn for % gloniii.
The Hon. the Premier of New South Wales, speaking in the House of Assembly on the 19th inst., said it was the intention of the Government to raise the salaries of the teachers so as to bring up their incomes to the same amount as that received before the school fees were reduced. In the meantime, teachers would be authorised to use the fees received.
The honor of being elected a Fellow of the Royal Colonial Institute has been conferred upon Mr. Audley Cootc, a member of the House of Assembly in Tasmania.
Mr. Alfred Doran, who gained the Tasmanian Scholarship of 1876, obtained fourth place in the classical tripos at the recent Cambridge examinations.
The Chairman of the Tasmanian Board of Education—the Hon. Dr. Butler—visited Launceston on the 7th instant, with the object of finally determining upon the sites for new schools. We believe it is intended to erect a free school in the vicinity of Bathurst-street. A school will also be built in a central position, with a view to accommodate the
scholars now instructed in iSt. John’s Church School. Another is to be erected in the rising suburb of New Town.
A discussion took place at the last meeting of the Ragged School Association, Hobart Town, on the propriety of charging fees for admission to the Ragged Schools. It was resolved <fThat the Revs. Canon Bailey, Jas. Scott, R. M. Webster, and J. W. Simmons be a committee to consider the question, and to confer with the Government upon the subject.”
An instructive lecture on “ New Zealand as it Was and Is,” was delivered by Mr. J. T. Thomson, C.E., on the 15th ultimo, in the Sloan’s Theatre, Invercargil.
The second of the course of lectures now being given under the auspices of the Committee of the Fiji Mechanics’ Institute was delivered by the Rev. Lorimer Fison. The subject chosen was, “ The Land Tenure of Fiji.” In proposing a vote of thanks, His Excellency the Governor expressed the pleasure he had experienced in listening to the lecture. He was, moreover, gratified to find that the deductions of the rev. lecturer were identical with the conclusions he had himself groped his way to in making an investigation of the land question.
Several Clergymen in Ballarat have united in an attempt to utilise the State school buildings as religious lecture rooms for children after school hours. The first experiment is being made at Mr. Rosenblum’s school, Ballarat East, and has so far been attended with marked success.
Professor II. M. Andrew, of Wesley College, Melbourne, has recently received a valuable gift, from the syndics of the Cambridge University press, consisting of 72 volumes of their school and college publications.
At a meeting of the public school teachers of New South Wales, held in Sydney, on the 7th instant, a resolution was passed thanking the late Council of Education for the uniform consideration shown to the profession.
In the report of the Council of Ormond College read by Dr. Morrison, before the Commission of the Presbyterian Assembly of Melbourne, on the 5th instant, it was stated that the Council had called for tenders for the fitting up of the college, which would be of a most elaborate character. It was anticipated that the whole would be completed and the building be ready for opening by the date of the General Assembly meeting. The munificence of Mr. Ormond, the founder of the college, in giving £2,571 for the completion of the tower, and a further sum of £2,500 towards an endowment fund, were suitably acknowledged.
The following is the report in relation to the Ladies’ College, Melbourne, submitted by the Hon. James McBain to the Commission of the Presbyterian Assembly on the 5th instant “ The committee have to report that at the matriculation examination held at the University in December last, 15 pupils presented themselves, and passed both civil service and matriculation. Of these, two, Miss Cumming and Miss Macdonald, passed ‘ with credit, ’ they being the only ladies who gained that distinction ; and the committee have the gratification of adding that Miss Cumming, who gained * weH ’ in six subjects, took a higher place than any other candidate. All the 15 who succeeded passed in English, French, arithmetic and algebra, while all who took Latin, history, geography and German, passed in these subjects. In Euclid alone one did not pass. Since the commencement of the school year 1880, a marked increase in the number of pupils has taken place ; and now at the commencement of the second term, there is room for only a very few boarders, and the total attendance is greater by 30 than it was at any time during the second quarter of last year.”
At a meeting of the Council of Trinity Collegp, Melbourne, it was determined to expend the funds raised by the Bazaar in the following manner :—£1000 to be given to Bishop Perry, in part liquidation of the money borrowed from him, and the balance to be used in the erection of a temporary dining hall for the collegians.
A prize of five guineas has been offered by the Royal Agricultural Society of Adelaide, for the best essay sent in on the subject of “ The Best Method of Packing Fruit.”
His Worship the Mayor of Melbourne, George Meares, Esq., has offered a prize of £200 for the best essay sent in on a scheme for the “ Drainage of the City of Melbourne.” Applications for particulars as to the levels of the city and suburbs are to be made to the Town Clerk.
The German Government, having resolved to change the mode of spelling certain words, the minister of education called upon all school teachers to commence the new spelling from the 1st April, 1880. No educational work with the old spelling will be allowed to be used in schools after the lapse of a given time.
The death of Mr. Edward Smith Hill, born Sydney 1819—a man of scientific tastes and literary ability, author of a report on the Flora of Lord Howe’s Island, and upon the condition of the European inhabitants of that island ; also author of pamphlets on the natives of South Sea Islands ; also writer of instructive articles in the Sydney press, on the fishes found in the harbour of New South Wales, took place last month.
Thenon-attendanceof children at school on the day of inspection is a frequent cause of loss to teachers. Although the bye-laws of the London School Board provide a distinct penalty for such absences, no conviction has hitherto been obtained under them. At the close of last year, the managers of All Saints’ School, Paddington, expelled a scholar for non-attcndauce on inspection day. The Education Department, however, refused to sanction the procedure. This led to a corrcjpondence in which it was pointed out that a successful prosecution could not be expected under the bye-law. The secretary was instructed to reply :—“ Their Lordships’ refusal to sanction the dismissal of the child as reasonable rested in a great measure on their belief, that the provision of the byelaws was capable of enforcement. If it is not enforced, their Lordships will be under the necessity of sanctioning the dismissal of children
under similar circustances, and it is obvious that there would be special difficulties in the way of future attendance of such children at school. . . , , Until your board has found by experience that the Magis
trates will not recognise that absence from school on the only day which, for obvious and important reasons, is specially mentioned in the bye-laws, is an entirely different offence from any other single day, my Lords cannot accept as satisfactory the reason assigned for not attempting to enforce the provision in question.” In January last the School Board notified the Department of their intention, in future, to proceed against parents whenever scholars were absent on the day of school inspection.
In speaking at the banquet after opening the State school at Romsey, on the I4th instant, the Minister of Public Instruction said it was most encouraging to find that the working of the education system was backed up by the good wishes of the great mass of the people, and that the wretched buildings which used to answer as schools were gradually giving place to well-ventilated and commodious structures.
The Otago University classes will be more numerously attended this year than formally. In the junior mathematics upwards of 53 students have enrolled themselves.
Among the books prescribed by the Education Board of Otago, in the rules for pupil teachers which came into force on the 1st of this year, we are pleased to notice the work on School Method, published by
F. J. Gladman B, Sc, B. A., head of the Training Institute, Melbourne.
The French Government has entered upon a war with the religious bodies, the end of which it is difficult to foresee. Two decrees have been issued. By the first the Order of the Jesuits is ordered to be dissolved in three months ; by the second all non-autliorised religious associations arc summoned to take the necessary steps to get legal recognition of their statutes.
Mr. Jack, the Government Geologist, when out with his party, discovered the wreck of a vessel of about 250 tons registrar, at Temple Bay, apparently 7 years ago wrecked—and which had a cargo of cedar logs.
A book entitled “ The New Hebrides and Christian Missions, with a sketch of the Labour Traffic, and notes of a cruise through the group in the mission vessel,” has just been issued by the press, from the pen of the Bov. Dr. Steel, Minister of St. Stephen’s Presbyterian Church, Sydney. The author states that it has been compiled from the most authentic sources, and “is issued for the information of the friends of missions and humanity, and in the hope that it may aid in promoting the evangelization and the civilization of Western Polynesia.” Dr. Steel—who has received leave of absence from his congregation to recruit his energies by a visit to Europe—edited The Preslnyterian, discharged the duties of Tutor of Church History and Pastoral Theology in St. Andrew’s Affiliated College, and acted as agent for the New Hebrides Mission. The book is worthy of the reputation of the author.
Messrs. J. J. Stevenson aDd W. J. Loftie lately paid a visit to the pyramid of Dashoor, when they discovered two inscribed stones which go to confirm the supposition that it was hurriedly completed on the death of a King, perhaps on the extinction of a dynasty. Both inscriptions are evidently red paint quarry marks. One of them appears to be part of the square standard of an old King. The other has very distinctly the hieroglyph—a hare—which forms the first syllable of the name of Oouas, the King hitherto considered the builder of the Mastabat el Faroon. Oonas was the last King of his dyuasty, a fact which tallies curiously with the condition of the building and the supposition mentioned.
Mille Dodu, who last year received the ribbon of the Legion of Honor for heroic conduct during the war, has been appointed by M. Jules Ferry, Delegate-General for the inspection of French Schools established for children under six years of age.
A Bill has been introduced into the Massachusetts Legcslature to authorize towns and cities in that State to pay for the tuition of selected pupils in academies, instead of the State supporting High Schools.
The usual monthly meeting of the City of Prahran School Board was held in the Town-hall, on the 12th instant. The Secretary read the correspondence which had passed between himself and the Education Department on the question of vacancies occurring on the Board. From this it appeared that the position taken up by the members of the Board is that it is the place of the Chairman to declare the vacancies which are caused by the non-attendance of members in their place at the Board. In answer to the Board’s enquiry—“When a member removes himself, who is to declare the vacancy, the Governor-inCouncil, the Department, or the Chairman of theBoard ?” the Secretary of the Department replied that, “ a member can only remove himself by resigning his seat, in which case he should either send in his resignation direct to the Minister or tender it through the Board of Advice ; but in either case the vacancy does not occur until the resignation is accepted by the Minister.”
The distinguished Hungarian musician, Ketten, is about to pay a professional visit t.o Australia. When only six years old, Ketten played Beethoven’s trio in E fiat, and six months afterwards gave a concert with orchestra at which he played Hummel’s concertino in G.
Referring to the dispute raised as to the painting attributed to Claude Lorraine belonging to Mr. Aitken, but at present exhibited in the National Gallery, Melbourne, the editor of The Argus says :—“ From documents submitted to us it appears that the picture wes painted by Lorraine during his residence at the port of Terranuova, in Cicily ; that it was bought by thePtufo family and taken to Naples. It next became the property of the Papal Nuncio at Bologna, and during the rer -n of Pius the Seventh it passed into the possession of a wealthy silk manufacturer at Lyons, who, on retiring from business, settled at Modena where he built a fine picture gallery. At his death it was purchased by the director of the Ducal Gallery there ; and when the duke of that small territory abdicated in hot haste, the collection was broken up and sold for ridiculously low prices, as the whole of Italy was in a revolutionary condition, and most people who had any money preferred, hoarding it to speculating in works of art. Another of the documents is a stamped declaration bearing date the 8th of January last, and signed by Professors Nicolo Sanesi, Giovanni Lega, and Giuseppe Pierotti, of Florence, affirming ‘ on their consciences as artists ’ that after a careful examination of the work, and after comparing it with the examples in the galleries of that city, they have ‘judged it to be a work worthy of Claude Lorraine.’ We may add that the picture ■was sent to London with the consent of the vendor for verification there before any payment was made by the purchaser on account of it.”
The Metropolitan Liedertafel held their fifty-eight concert on the 3rd instant, in the Melbourne Athenæum, before a large and appreciative audience of gentlemen. Of the performance of solo vocalists specially noteworthy may be named that of Mr. Beaumont’s rendering of the love song “The Reason Why,” by Blumenthal ; aud that of Signor Ciampi Cellaj's “ Non è ver,” by Mattéi. M. de Munck and Mr, J. Buddee were eminently successful in their playing of Beethoven’s sonata in A major for violoncello and piano.
Lady Goldsmid has presented a scholarship to the Royal Academy of Music to be competed for by female pianists who have already studied for two years in the institution, in order that the successful candidate may continue her studies free of cost.
New South Wales School of Arts.—A lecture was delivered on the 14th instant by Mr. R. E. N. Twopenny, the Secretary to the South Australian Commission. The subject selected was, “The exportable exhibits from South Australia.” In the course of his remarks the lecturer strongly condemned the intercolonial duties. There was an excellent attendance.
Mr. Cosmo Newberry, on the 15th instant, delivered the fifth of the course of lectures given in the Industrial and Technological Museum, Melbourne. The lecturer described the ores of silver, lead, and nickel, and explained the various methods used in extracting the metals.
Official notification has been given that Italy is to be represented at the Melbourne International Exhibition of 1880, by Chevalier A. de Goyzueta, Marquis of Toverena, and Consul-General for the Australasian Colonies. We also learn, says The Arg'as, that the Europa, a navy transport of 2,300 tons, will convey the Italian exhibits to Melbourne. Lieutenant Annovazzi, one of the ship’s officers, has been commissioned to report upon any objects of marine interest that may be exhibited.
The celebrated violinist, Wieniawski, died at Moscow on the 5th ult.
At the meeting of the Medical Society of Victoria held on the 5th inst.i a very general opinion was expressed against the use of chloroform in surgical operations. In no case, it was contended, could absolute safety be predicted. Ether was strongly recommended as a substitute.
The monthly meeting of the Pharmaceutical Society of Victoria took place on the 7th instant. The President (Mr. C. R. Blackett) occupied the chair. Among the exhibits of the evening was a sample of Lolium Temulentum, or poisonous drake, also a sample of medicated orange wine, which was pronounced well-made and palatable.
A meeting of the Council of the Zoological and Acclimatization Society of Melbourne was held on the 5th instant, at which the President (Mr. Purchas), Sir Samuel Wilson, Professor Strong, Dr, Black, and Messrs. Tyler, Officer, and Ryan were present. The Secretary reported that Mr. Bignell, of Deniliquin, had presented the society with 17 black ducks. Sir Samuel Wilson stated that only three fish had been hatched out of the shipment of brook trout lately received from England. It was resolved that endeavours should be made to get the Parliament to prohibit the use of swivel guns in the destruction of wild fowl.
Preliminary steps for the formation of a“ BTeld Naturalists’ Club” were taken at a meeting of gentlemen held in Melbourne on the 6th instant. Dr. Lucas, who occupied the chair, entered fully into the object and the advantages of such a club. Upwards of 30 persons were enrolled as members, and the following gentlemen were appointed to draw up a set of rules for the club and report them to a future meeting—Dr. Lucas, Messrs. J. Goldstein, E. Howitt, D, Best, M. T. Kendall, J. Wing, and C. French.
At a meeting of the Trinity College Dialectic Society, Melbourne, held on the 5th instant, a discussion took place on, “ The policy of the British Empire with regard to colonial and foreign possessions should be consolidation rather than continued annexation.” Mr. T. H. Armstrong opened the discussion, Mr. W. C. Pritchard being the respondent.
The Musical Association of Victoria assembled on the lothjinstant at Messrs. Glen & Co .’s rooms, Melbourne, for the purpose of receiving the report of a sub-committee appointed to amend the rules|of the Society. After the report had been adopted, the following gentlemen were elected officebearers -.—President, Mr. 11. J. Ellery ; vice-presidents, Messrs. Siede, Moerlin, and Rudall; treasurer, Mr. Lundborg ; secretary, Mr. Otto Linden ; librarian, Mr. J. It. Edeson ; committee, Messrs. T. II. Guenett,
J. Summers, E. King, C. W. Russell, A. F. Harding, and E. J. Pirani. Miss C. Bromby was elected a member of the Association. A concert of vocal and instrumental music followed.
IRfcs anfr (gossip
THE ARTS, ARCHAEOLOGY, EDUCATION. LITERATURE AND SCIENCE.
. -a,- —,, — z
2. The distance between two places by rail is to the distance by sea as 5 5 is to 7'2. The steamer goes 12 85 miles in the same time that the train goes 25‘25 miles. If the journey by steamer takes 79 2 hours,, what time will the journey by train take ?
55xJ * 7i2J? = 30- 78910
72 x 2525
It is rumoured that M. Bobroff, the wealthy patron of art at Moscow, purposes visiting England shortly, in order to collect pictures for the English wing of his picture gallery.
The celebrated naturalist, Professor Schimper, has died. The professor was director of the Museum of Natural History at Strasburg.
The custodian of the municipal archives at Frieburg has recently discovered a MS. of the Psalms of David, numbers 48—»6, which he believes belongs to the eighth or ninth century. It is thought that the manuscript came originally from the Convent of St. Blasien.
A new weekly journal, entitled The Gastronom, has made its appearance at Munich, giving advice respecting the best ways of cooking.
Some stone fragments with Hamathite inscriptions have been sent to the British Museum from Palmyra.
The well-known coacher for Civil Service examinations, Mr. Walter Wren, has been elected a member of the House of Commons for Wallingford.
The correspondence wdiich passed between Go the and Gdttling in the 1824—1831 is about to be published, with a preface by Kuno Fischer.
As a preventative against forgery, the Directors of the London Chartered Bank of Australia have their cheque books printed, says the Argus, upon paper prepared w'ith chemicals in such a manner that any attempt at erasure is exposed at once, and thus the alteration of a cheque once written is made impossible. The new issue of £1 notes has also been scientifically treated. In printing them means have been adopted which render it impossible to duplicate the note by photography.
At the trial of the Edison-Bell and the Edwards telephones made at the Melbourne Custom House and Post Office departments, on the 6th instant, in the presence of the Hon. the Premier and other distinguished visitors, we understand that the Premier preferred the Edison-Bell instrument. We may add that telephonic communication has been lately established between one of the press w'riting-rooms in the reporters’ gallery of tne Legislative Assembly and The Argus office, in order that the editorial staff may be informed of the progress of debates, the probable length of the reports, and other information connected with the business of Parliamentary reporting. The instrument used is one of those made by Mr. John Edwards, of Melbourne.
Mrs. Butler, who has a painting on her easel illustrative of the “ Defence of Rorke’s Drift,” has been favoured by a sitting from the Rev. George Smith, one of the heroes of that gallant defence.
On the 2nd of March last the first train passed through from Goschenen and Ai'rolo, the two extreme points of the Mount St. Gothard tunnel. Three hours were occupied in the journey.
Dr. Badcliffe recently contributed an article to the Nineteenth Century in which he contends that the accepted theory of the cause of tides is incorrect. Instead of being produced by the action of the moon on the water, tides are produced by the variations in the level of the land. The earth, he says, is actually “ a lens, deep down within which the solar and lunar rays are brought into a fiery focus—that the land is raised above the waters, and kept above them so long as the axis of the earth remains in the same attitude in relation to that of the sun by the heat generated it this way—and that a complete transposition of the land and water, with a universal deluge midway, would follow an alteration of the axis of the earth by which the focal action in question would be transferred from underneath the earth to underneath the water.”
Under the head of “ Notes from the Melbourne Observatory,” Mr. R. J. Ellery remarks.—“After a long period of comparative quiescence the sun’s surface now appears to be again entering upon an epoch of action and great disturbance, with which the magnetic and other physical forces of the earth are already sympathising. From the weekly notes on the subject it will have been seen that the number and size of the sun spots, and the frequency of solar disturbance, have been on the increase. The earth’s magnetism has also been subject to rapid variations, some of them of greater extent than any that have prevailed for many years ; while after a long absence of such phenomena, auroras have again occurred, and, as far as Australia is concerned, a fresh climatic period appears to have begun. If we look back for 20 years, we find that in 185!) sun spots, auroras, ana magnetic disturbances were at a maximum, and on September 2 of that year one of the most brilliant auroras ever witnesed in this part of the world appeared. Large spots were visible on the sun, and at the same time that Australians were watching the gorgeous rose-coloured streams shooting up zenithwards, and forming there a beautiful corona, a strange occurrence on the sun’s surface was witnessed independently by two astronomers in England. In the neighbourhood of one of the large spots an intensely brilliant outburst of light was observed, and swept like a cloud across it. It .was seen for nearly five minutes, during which period it was estimated to have travelled at least 35,000 miles. At the same time, also, the earth underwent a violent magnetic convulsion, and grand auroras were visible in both hemispheres. Again in 1870 we passed through a maximum peiod of sun spots, auroras, and magnetic disturbance ; and on April 5 of that year another magnificent aurora illummined the southern heavens to such an extent that, although a moonless night, a newspaper could easily be read in the streets of Melbourne. About the same time bright displays were prevalent in the northern skies. If we take the time elapsed between these two remarkable auroras, which were contemporaneous with the greatest disturbances of the sun’s surface, we find it to be about 10£ years, which is approximately the sun spot period deduced by Scwabe from a long series of observations. If now we assume 11 years as the interval, our
next maximum should occur early next year, and what is now experienced is undoubtedly the ushering imof another period of solar activity. Of the existence of such periods there can now be little doubt, tor every recurrence falls approximately into its place. It is also practically certain that some of the physical conditions of the earth arc subject to these periods, but whether their effects can be traced in the meteorological conditions of our globe, or in the economical or sanitary conditions of its people, is a problem yet unsolved. In a subsequent note some facts will be given showing the apparent relation between the occurrence of extensive auroral displays and meteorological disturbances.
On the copyright of the Pall Mall Gazette falling recently into the hands of the Liberal party, the editor and the whole of the literary staff are said to have unanimously declined to continue to conduct it.
At a meeting of the Merrimack Valley Teachers’ Association, U.S., held in February last, a resolution was passed to the effect that the technicalities of grammar ought not to be taught at all to the majority of pupils attending primary schools.
The Hon. Robert Ramsay, Minister ef Public Instruction, has determined that the practice of appointing special assistants to schools in excess of the number of teachers allowed by the Regulations shall be discontinued. All persons who were so appointed prior to his assuming office received notice from the Department that their appointments would bo cancelled from and after the 1st of May, instant.
We understand that the preparation of a revised Syllabus for State schools is occupying the attention of the officers of the Depaitmcnt.
The importance of having the youth of the colony instructed in the history of Australian discovery and exploration, is admitted by the Department. Arrangements have, we believe, been made with a well-known literateiff to write a class-book on the subject. The Minister of Instruction has also ordered a revision of the lesson-books, so as to secure the réintroduction of the lessons on general history which have been struck out.
The Hon. Robert Ramsay, Minister of Public Instruction, opened a new State school at Romscy on the 14th instant.
APPOINTMENTS AND PROMOTIONS.
Augusta M. But’er. H.T., Swamvater Nth., No. 2235; George Wilmofc, H.T., Myrtlefnrd, 955; Clara <T. Alroo, II.T., Yeo, 1114; William Smith, II.T, Noorilim, &c., 1478; Richard H. Carlington, H.T., East Charlton, 1.480; Richard A. Nicholson, H .T., Merino, 2115; Mary H. Leys, H.T., .Tetho West 2254; Richard Madden, H.T., Black Range (Stawell), 2255 ; Fredk. A. Kent*
H.T., Moorabool West, 1627; Jane Tynan, 11.T., Gravel Pits (Mangalore); Octavius Field, IL.T., Puckapanyal, 1855; Annie Pratt, II.T., Shingle Hut Jessie R. Orr, H.T., Chiltern Road, 1314; Adelaide M. Hennessy, il.T., Pino Lodge North, 2150; John McDonald, 2nd Asst., Coleraine, 2118; Euphemia Malcolm, Il.T, Dunmunkle, 1826 ; Emma Pemberton, H.T., We-Dc Look, 1022; Annie F. Mossman, IL.T., Toolongarook, 2044; Elizabeth M. Weldon, 11.T., Aloe Rail«ay Station, 2142; James Maddern, Il.T., Colvinsley, 1261; John H. Roberts, Il.T., Majorca, 764; Arthur G. Jamieson, Il.T., Poowong, 2251.
PUPIL TEACHERS’ EXAMINATION.
The following are the Solutions to the Aritnmetic Papers set by the Education Department for candidates at the General Examination of Pupil Teachers held in Melbourne, December Kith, 1879 ;—
Solutions by John I. Built, Lexton Hoad. ARITHMETIC.
Second Class. Set No. I.
1. An oblong area of 337 acres 2 roods is 56J chains wide; find by Practice the cost of fencing it at £50 14s. 9d. a mile.
337 ac. 2 rd, — 337'5 ac. =3375 chains.
3375 3375 337500 . .. .
56 j ==56 25= 5625 =(,° ch- — length ot side of area.
(60 x 2) + (5(>i x 2) «= 120 + 112 4 = 2324 ch. = circuit of area.
232-i ch. = H'RLiis. = 2 mis. 72.J ch.
80
|
ch. ml. |
ch. |
£ |
8. |
d. |
mis. |
chs. |
|
40 = 4 of 1 |
0 |
50 |
14 |
9 = |
price of 1 |
0 |
|
2 | ||||||
|
101 |
9 |
G = |
2 |
0 | ||
|
25 |
7 |
4,j ..]fi = |
40 | |||
|
20 = 4 of |
40 |
12 |
13 |
8,4.. 8 = |
- }} |
20 |
|
10 = | of |
20 |
6 |
6 |
104.. 4= |
10 | |
|
24 = 1 of |
10 |
1 |
11 |
84», 17- |
J 5 |
91 |
|
147 |
9 |
14;}. Ans. ,, 2 |
72.J | |||
Distances 7' 2 : 5 5 } 7a U
Speed 25'25 : 12 85 f 1
Ans. = 3078910 hrs, or 30 hrs. 47 min, 20-/y°r sec,
3. Simplify
V° + i of U- 1-V-f-A ..... ~ - — ......2 —15 x l_7,
-i% of 9 - £ ' ■'0
Pi educe the result to the equivalent decimal.
17 50
|
v° + + of 1 + - | |
|
7. v » - • 12 x r ! |
i |
|
V + 2 Xn| — l |
■ xv 1’ |
|
21-5 |
X 51 |
|
4 | |
|
30 + 14- |
161 |
|
21 |
17 |
|
16 |
......a — 50 |
|
4 | |
|
117 |
4 17 |
|
21 x |
16 X 50' |
|
30 - - 7 x |
1 17 > 4 50 |
|
663 _ iAnn " 1 |
3571428. |
I uuu
A ns.
•32 and -31883 by the sum of -15
•15+ -006
•15G ~~ 15600
of £36 16s. Sd.=
■£9 4s. 2d.
Second
,xl4
220-
: = "02808598351...
and '0075,
2*05 X-3005 2*5 - *9075
Ans.
In consequence of the numerator of this fraction being a negative quantity, and negative numbers divided or multiplied by positive numbers giving a negative answer, the answer to it is a negative or minus quantity.
4. Divide the difference between and ’GOG.
•32--31888 -00117 117
,= 0075. Ans.
5. State and prove the rules for determining mentally (a) What any number of pence per day will amount to in a year, omitting Sundays. (¿) Ihe price of 5 things at £36 16s. Sd. a score.
(«.) Add together as many pounds, crowns, shillings, and pence as there are pence in the price per day; because 1 pound+ 1 crown + l shilling+1 penny = 240 days 4-60 days+ 12 days + 1 day = 313 days which is the number of days in a year, omitting Sundays. (h.) Since of a score, } of the price per score will be the answer ; thus j
Class. Set No. II.
1- Lnc\by Practice the value of the land in an oblong area 50 chains 23£ links long and 25 chains broad at £6 18s. 3d. an acre.
50 23+x 25 = 50 23125X25 = 1255'78125 square chains = 125 578125 ac
= 12»ac. 2rd. 12*p.
At £1 per acre 1 rood will cost 5s., and 1 perch
125 2 12.1
of 5s. or 1 ¿d.
|
5 |
H | |||||||||||||
|
s. |
d. |
£ |
s. |
d. |
cl | |||||||||
|
10 |
0 = |
h of |
' 1 |
125 |
11 |
6| 6 |
~ |
price at |
£1 |
0 |
0 |
per acre. | ||
|
5 |
0 = |
h m |
0 |
10 |
0 |
753 62 |
9 15 |
4i .. Of .. |
..32 = . 24 = |
£6 0 |
0 10 5 |
0 0 |
per acre. | |
|
2 |
6 = |
4 „ |
0 |
5 |
0 |
31 |
7 |
10-u. |
, 44 = |
0 |
0 | |||
|
0 |
6 = |
0 |
2 |
6 |
15 |
13 |
1111 |
. 22 = |
0 |
2 |
6 | |||
|
0 |
3 = |
i ») |
0 |
0 |
6 |
3 |
2 |
94#.. |
. 30 = |
0 |
0 |
6 | ||
|
1 |
11 |
4M- |
47 = |
> > |
0 |
0 |
3 | |||||||
|
S68 |
1 |
2* |
- |
6 |
18 |
3 |
>> |
2. If the price of black tea is to that of green as 4 -25 is to 5’5, and 76 5 lbs. of green tea costs £20 68, find what 100 8 lbs. of black costs
= IA28 = £21 -056 = £21 Is. l-u-d.
O ~ °
3, Simplify
2" - 11 0f 5_XY55
w UL :i Ys x , ,, . o g
3+ii _ x + |_i_ • ‘It-
Reduce the result to the equivalent decimal.
= V- Vx!-AXf| 14
2 2 I . t i\ A
80-33-40 36
10 + 64
60
X 60 yI4 08 36 283 25 4245
A ,PAide Product of 2-05 and '3005 by the difference between 2-5
•616025 ..
mm” a-
;>. State and prove the rules for determining mentally (a) What any
Ssf K y **"mmat *°in*>'car- (»)Th» t** »f •«
(«.) Add togetner as many pounds, half-pounds, fourpences, and pence as there are pence in the price per day. Reason, £1 + 10s. + 4d. + Id. = 210 dys. + 120 dys. + 4 dys. + 1 dy. = 365 dys. (b ) Find the price of one ton by reckoning one pound for every shilling, and five shillings for every three pence in the price per cwt., then multiply by number of tons. Thus 1 ton © 03. 9d. per cwt, = £5 15s., and 6 times this = £34 10s.
__o_________
The Council have appointed Mr. E. Johnston to the position of Chief Inspector of Public Schools.
The honorable the Minister of Education assured a deputation which waited upon him on the 12th instant, on the subject of the Department giving official recognition and pecuniary aid to the Aboriginal School in the Murrumbidgee district, that he would recommend his colleagues to comply with the request.
Sir John Robertson has been appointed Minister of Public Instruction under the new Education Act, aud Mr. William Wilkins has been appointed Under-Secretary of the Department.
On Saturday morning a meeting of teachers and officers under the late Council of Education was held, in the Fort-street school, for the purpose of testifying their regard and esteem for the members of the Council. There was a large attendance of both ladies and gentlemen, and the chair was taken by Mr. W. Wilkins.
The Chairman, in opening the meeting, said he would leave to some other gentleman thoroughly acquainted with the business the duty of detailing the manner in which the movement had been originated and carried on up to the present time ; but he would be justified in stating that the real object for which they had met was to give public expression to their feeling of confidence in the late Council of Education, because of the fair and impartial justice with which it had administered the affairs relating to its business ; their regret at parting with the members of the Council ; and, generally speaking, to make a declaration of their good feeling towards them now that the connection between them had been severed,
Mr. M Credie detailed the stops already taken by the committee towards the accomplishment of the object they had in view, stating that when it became evident that the Public Instruction Bill, which had now become law, would pass through Parliament, some of them had talked together as to what should be done towards acknowledging their feelings towards the members of the late Council of Education. °They felt at the outset that it would not be right to summon a public meeting of the teachers while the Council was still in office, as had they done so their action might have been misunderstood, and misrepresented. After some discussion, it was resolved that an address should be presented to the members of the Council at a meeting to he held for that pur pose. Ihe motion he had to submit was, “ That this meeting approves of the steps taken by the committee, and resolves that an address be presented to the late members of the Council of Education.” There could be no doubt in the mind of any persons who had been in any way connected with the Council, that they deserved well of them and of the country. They had done what they could for the teachers and officers under them, and had been most impartial in all their dealings. They had shown great zeal in the discharge of their important duties, for which they had received no recompense, and had devoted a very large amount of time to their service, and to the service of the country. (Applause.)
Mr. J. Wright seconded the proposition, and stated that he cordially agreed with what had been said by the mover respecting the members of the late Council of Education and the teachers, and he believed that every officer and teacher under them did the same thing. (Hear, hear.) The very least they could do was to show that they felt that gratitude, in some such form as that proposed.
The motion was carried unanimously.
Mr. A. Forbes read the draft address which had been prepared by the sub-committee, aud moved its adoption. He said that it might be looked upon as a poor return for the manner in which the Council had discharged its duties, for no teachers present could fail to feel that their positions had been vastly improved since the Council of Education came into existence. The Council bad done what it fairly and justly could to elevate the teaching profession, and increase the individual emoluments of the members of that profession under it. (Hear, hear.)
Mr. Richardson seconded the motion for the adoption of the address which was unanimously carried.
It was resolved, on the motion of Mr. Murray, seconded by Mr. W. H. Johnson, that the address should be signed by Messrs. W. Wilkins J. Miller, A. Forbes, J. M'Credie, J. Wright, and W. H. Johnson : and that it should be presented at a meeting to be called for the purpose.
After some other formal business in connection with the necessary preliminaries, the meeting closed. —,S. M. Herald.
EXAMINATION PAPER FOR THIRD CLASS CERTIFICATE ^ ARITHMETIC.
(Three hours allowed for these papers.)
(I.) From 170 acres 3 roods 27 poles 26yards take 3 acres 3 roods 27 poles 29 yards, and divide the remainder by 907.
(2.) The cost of 693 tons 13 cwt. of iron pipe is £6,745 15s., find the corresponding cost of 182+ tons.
(3.) Find, by Practice, the expense of fencing 17 miles 3 furlongs 27 poles 2£ yards at £3 17s. 11-f-d, per furlong.
1 l-U T men) whose ability is three times the average, dig a trench 112 yards long, 5 feet wide, 4* feet deep in 6+ hours, what will be the depth of a trench 135 yards long and 4 feet wide which can be dug in ; | hours by 72 men of one-quarter more than average ability ?
(5.) In what time will £8-19 17s. fid. amount to £881 Is. OJd. at 4.} per cent, per annum simple interest?
GEOGRAPHY.
(1.) Describe the Lake system of North America,
(2.) Enumerate the island groups of the Pacific, and give a concise account of the Fijian Archipelago.
(8.) Describe one of the African States abutting the Red Sea.
(4.) Give a full description of the Plains of New South Wales.
SCHOOL MANAGEMENT.
(1.) What principles should guide the distribution of time in an ordinary three class school ? Give a synopsis as it should accompany the Time-table.
(2.) What connection has effective instruction with sound discipline?
(3.) What are the uses of Dictation lessons? Describe how one should be given.
(4.) Distinguish between giving a lesson and seeing that it is thoroughly grounded. How is the latter result to be secured ?
SCHOOL BOOKS.
(1.) Third Book.—The Date Palm. How could you supplement the information given in this lesson ? What very important matter is withheld ?
(2.1 Sequel Book, No. 2.—The Camel. What very erroneous impressions are conveyed in this lesson ?
(3.) Sequel No, 1. What are the merits and defects of this work ?
(4.) What is the aim of the Australian Class Book No. 1. Summarise the Preface.
GRAMMAR.
The bird of dawn
Did never rouse this cottager from sleep With startling summons not for his delight The vernal cuckoo shouted not for him Murmured the labouring bee when stormy winds Were working the broad bosom of the lake Into a thousand thousand sparkling waves Hocking the trees or driving cloud on cloud Along the sharp edge of yon lofty crags The agitated scene before his eye IVas silent as a picture.
(1.) Analyse. (2.) Parse words in italics. (3.) Paraphrase. (4.) Punctuate.___________
The following is the Course of Studios prescribed for persons who wish to present themselves as candidates at Teachers’ Examinations, held under the Council of Education. The text books mentioned are not prescribed by the Council as necessary ; they are simply suggested as useful:—■
Second Class.
(The maximum, number of marks assigned to each subject in this class is 800.J Grammar.—Including Spelling, Punctuation, Paraphrasing, Parsing in full detail, Derivation and Analysis. Text Books.—Latham’s English Grammar, Hu-tcr’s English Grammar, Morell’s Grammar and Analysis of Sentences, Sullivan’s Dictionary of Derivations. Geography.—Descriptive Geography of the Four Continents, Australasia, and Polynesia ; Physical Geography. Text Books.—W. Hughes’ Physical Geography, W. Hughes’ Manual of Geography. Arithmetic.,—As far as, and inclusive of, the Cube Root, Duodecimals, and Elementary Mensuration. Female Teachers—to Decimals only. Text Books.—• Tate’s Mensuration, Book-keeping in the National School Series, Cornwell and Fitch’s Arithmetic, Barnard Smith’s School Arithmetic. Art of Teaching.— Organization, Discipline, Method and Instruction of Schools in full detail. Text Books.—Gill’s School Management, Morrison’s School Management. School Books.—The Authorised Series of Reading Books. Beading.— Prose andPoetry, Reading Books in ordinary use, Literary Class Book, Biographical Sketches. Writing.—Specimens of Copy Lines, Letter Writing, Principles of Teaching Writing. Vocal Music.—Subjects for intermediate Tonic Sol-fa Certificate. Text Books.—As before. Drawing.—On Paper and Blackboard ; and to conduct a class properly. Texts Books.—Fowlcs’ Drawing Books, Nos. 1 to 6. Needlework.—For Female Teachers—Plain and Ornamental. Text Books.— Finchley’s Manuals. Domestic Economy.—For Female Teachers—Food,Clothing, simple Laws of Health. Text Book.—The Laws of Health—Gleig’s Series. Algebra.—As far as, and inclusive of, Quadratic Equations, omitting Surds. Text Book.—Colenso’s Algebra, Part I. Geometry.—Euclid’s Elements—First Book. Text Book.—Pott’s Euclid. Latin.—Caesar (De Bello Gallico), Grammar. Text Books. — Anthon’s Caesar, Edward’s Eton Latin Grammar.
Third Class.
(The maximum number of marks for each subject in this class is 000.J
Grammar.—Including Spelling, Punctuation, Paraphrasing, Etymological and Syntactical Parsing, Analysis of Simple and Combined Sentences. Text Books.
■—M'Lcod’s Grammar, National School Grammar, Morell’s Analysis of Sentences. Geography.— Geographical Terms and their application, General Geography of the World—Europe and Australia in detail. Text Books.— Sullivan’s Introduction to Geography, W, Hughes’ General Geography (Gleig’s Series), Geography of New South Wales (Moore). Arithmetic.—Simple and Compound Rules, Reduction, Proportion, Practice, Interest, &c., Yrulgar Fractions, Terminate Decimals. Female Teachers—To Compound Proportion only. Text Books.—Colenso’s Arithmetic, National School Arithmetic, Tate’s Arithmetic. School Management.—Organization, Discipline and Instruction of Schools in outline. Text Books.—Regulations* of the Council of Education, Robinson’s School Management, Currie’s Infant School Management. School Books.—Reading Books as prescribed for First, Second and Third Classes in Standards of Proficiency. Beading.—Prose and Poetry from the Lesson Books. Writing.—Specimens of Copy lines in Text, Round, and Small ban s; knowledge of the Principles of Writing. Vocal Music.—Subjects required for Elementary Tonic Sol-fa Certificate. Texts Books.— Manual of Tonic Sol-fa Method. Cunven’s Standard Course, Tonic Sol-fa Reporter, vols. v. and viii. Linear Drawing.— On Paper and on the Black Board. Text Books.—Eowles’ Drawing Books, Nos. 1, 2, and 3. Domestic Economy.—Female Teachers only —Plain Needlework, Pood, Clothing, Household Management. Text Books.— The Finchley Manuals,
In a speech delivered on the occasion of opening the Normal School, Wellington, His Excellency the Governor, extolled the State school system of education in New Zealand, as being the most comprehensive and the most ambitious in the colonies. He considered that its only defects were the absence of school fees and the exclusion of the Bible. In these respects he thought the system adopted in New South Wales the more desirable.
The Annual Report of the Education Board of Otago for the year ending 31st December, 1879, states :—“All the changes made during the year in theJBoard’s permanent financial arrangements have been directed solely to two objects; first, to making the schools better equipped and more widely accessible to the people; and secondly, to increasing the remumera-tion and comfort of the teachers.” The Board expresses its opinion “ that the work required to be taught in the smaller schools is of too elaborate a character. It is generally felt in this district that, in the case of such schools, considerable curtailment of the number of subjects to be taught as separate lessons would tend strongly to improve the efficiency of the education imparted.” Tliisopinion is fully endorsed by Mr. Inspector Petrie, who states that the teachers experience the greatest difficulty in adapting the time-table to the code, “ so great is the number of subjects and of the distinct grades into which each is subdivided.” The Board reports favorably on the Normal School. The trained teachers are giving “ entire satisfaction in the districts where they are employed, and reflect no small credit on the management of the training department.” On school penny banks we quote the report in full. “ The proposal to establish School Penny Banks has not been received with much favor in this district. There has been a general feeling that the work of the teachers was already sufficiently laborious, and a decided reluctance to add this burden to their existing duties. The Board has in this matter stood neutral, and allowed committees and teachers to act as they thought desirable. Only in two small schools have Penny Banks been initiated, and the Board is not aware of tho measure of success that has so far attended their operation.”
The following are the papers given at the Examination of Teachers held in March, 1880 :—
CLASS D.—ENGLISH GRAMMAR AND COMPOSITION.
[Time allowed^ three hours.)
1. What various forms and uses docs the present tense assume in English ? Distinguish the following uses of the present: (a) The boat sails to-morrow; (b) Till thou speak, thou slialt not pass from bencc ; (a) Then Csesar crosses the Rubicon and marches on Rome ; (d) Jealousy is cruel as the grave : (e) He walks night after night; (/) The mountains look on Marathon ; (g) Pines grow well on this soil ; (h) As I am a Christian faithful man, I would not spend another such a night.
2. Point out the various functions a noun may perform in a sentence, and give instances of a numeral, a pronoun, an infinitive, a gerund, a sentence, an infinitive clause, used as a noun.
3. Distinguish adverbs, conjunctions, and prepositions, and classify, where you think it possible, the italicized words with reference to your distinction ; {a) Mow that we are alone ; (b) Before wc met we did so ; (c) Before that we met we did so ; (d.) Out of the clouds ; (e) As for him ; (/■) To walk two and two ; (g) By and by ; (h) Four o'clock ; (i) Early fobed ; (?) All this to do ; (k) To-morrow ; (?) Go to, now.
4. State and exemplify five or more exceptions to the rule that tho noun precedes its verb, five or more exceptions to the rule that proper names do not admit the article before them, and three or mere seeming exceptions to the rule that personal pronouns agree with the nouns they represent in gender, number, and person.
5. Distinguish the following pairs, and write sentences to-bring out the exact force of each word ; confide in and con fide to ; differ from and differ with ; modest and bashful; almost and nearly ; contest and conflict ; recovery and restoration.
6. Parse fully the words in italic ; (a) I could find it in my heart to do so ; {b) To be sure, that is the case ; (e) They loved eaoh other ; (d) Had wc but known before ; (e) It is hard to say; (f) If you think other ; (g) There is no vice so simple but assumes some mark of virtue ; (h) He sat him down ; (i) Bray begone ; (?) Out upon you ! I have loved.
7. Explain the force of the italicized parts of the following words : gainsay, forgive, awake, thou art, enough, sweet heart, who m, fust, «.either, whai, yeomary, riche.?.
8. Correct or justify, with reasons for your decision—(a) He was as obstinate, nay, more obstinate than his son; (b) He was the founder and the patron of the institution ; (c) I heard of him coming here ; (d) A stone is heavy and the sand weighty, but a fool’s wrath is heavier than them both ; (e) He aimed at nothing less than the throne ; (f) Let us embark into the feature on which the question hinges ; (g) The dead are only happy, and the dying ; (/¿) He hath made him to be sin for us who knew no sin ; (i) Like the butterfly our brilliant life is short.
9. Translate into ordinary English, without regard to the sources of the words you use—“ It was against such harshness of hard unlike breath-pennings that Celtic speech took its markworthy wordmoulding*” “ There can be shown to any writer two hundred tiling-names, known to every man and woman of our own village, for things of the body and dress of a labourer without any mark-words, or time-words, or others, and without leaving the man for his house or garden or the field or his work.” “ There is yet another cause of error not always easily surmounted, though more dangerous to the veracity of itinerary narratives than imperfect mensuration.”
10. Spell the words dictated by tho Supervisor.
a - b a + b
lx 2+7/ 2
where a
-y•
/a + b (a + / a-b
Cl 4"
- and b =
- V
-/ lx2+y2 - ' T x - - V 2
Fx-
+ ?/■
labia + b) a - b
4. Solve the equation
■v
2 y-
vV1
Ans.
■y*
x—a j 3
x + b x + a + 2b
x - 2a- b x2 — 3ax- + 3a-x
U
(x — a\ (+ + b)
x-2a-b
•72.r—-05 -5
■T2x - -05
— 1 "Gx + 89
11. Write the passage dictated by the Supervisor.
12. Give a full description of any eccentric character you have met, either in life or in fiction.
Class D and E.—Laws of Health and Domestic Economy.
Time allowed, three hours.
[Note.—This paper is for female candidates who are proficient in needlework, and, in consideration of this, are allowed, if they prefer it, to be examined in Domestic economy and the laws of Health, instead of in the general subject of Elementary Science. See the note on the Elementary Science paper.]
1, Discuss fully all the advantages of a morning bath,
2, Why is ventilation necessary ? What are some of the best modes of ventilating a room ?
3, How is it that milk is all that is necessary for an infant’s food ?
4, Foods arc sometimes divided into nitrogenous and carbonaceous: give examples of each, and state their functions,
5, What different methods would you adopt in stewing beef, and in making beef tea? Give reasons.
(1. Describe the several modes of cooking an egg, and give the advantages and uses of each method.
7. Describe the Norwegian cooking oven. What special advantages docs it possess over the ordinary Mode of cooking?
8. »State fully the advantages of systematic cleanliness in all cooking operations,
¡1. The temperature of a human being’s blood is a little over 98° P. How is this temperature kept up in cold countries, and prevented from becoming too high in hot countries ?
10. Why is it necessary that drinking water should be pure? What is an easy test of the purity of water ? Is it safe to drink water at all times ? If not, when is it unsafe ?
11. State what you know of the action and use of disinfectants.
12. Give a general account of the process of digestion.
Hmbxrstfu of IQ cl bourne.
The Council of the University assembled on the 3rd instant. Present —The Chancellor, the vice-Chancellor, the Rev. A. Morrison, Rev. Dr. Bromby, Professor Andrew, Professor Irving. Dr. Morrison, Mr. Ellery, Mr. .liusden, Dr. Cutts, Mr. Rogers, Q.C., and Dr. Motherwell. A letter received from His Excellency’s private secretary, notified to the Council that the Secretary for War had allocated one cadetship a year at the Royal Military College, for students from the University of Melbourne. On the reading of the resolution sent up by the Senate, “ That in the opinion of the Senate it is desirable that the teaching of the French and German languages and literatures should form portion of the regular arts course in the University,” notice was given that at the next meeting it be resolved, “ That the resolution be entertained, and the necessary steps taken for the carrying of such resolution into effect.” The consideration of the regulations of the Senate for the improvement of the matriculation examination was adjourned to next meeting. Sir Redmond Barry and Dr. Brownless were re-elected Chancellor and vice-Chancellor respectively.
. At a meeting of the Council of the University, held on the 17th instant, a resolution was passed to the effect * “ That the council is unable to deal with the subject of the alterations in the matriculation examination until after the Senate has dealt with the propositions now before them,” This resolution has been forwarded by the chancellor to the warden.
LATIN PRIZE PAPER.
The following is the Paper set for the Prize for Latin at the last Exhibition Examination :—
So when the day drew near, the Fabians set out from the river Cremera, three hundred and six meu in all, and went towards Rome, for they thought that as they wrere going to sacrifice to the gods, and as it was a holy time and a time of peace^ no enemy would set upon them. But the Veientians knew of their going,’ and laid an ambush for them on the way, and followed them with a great army. So wl en the Fabii came to the place where the ambush was, behold the enemy attacked them on the right and on the left, and the army of the Veientians that followed them fell upon them in the rear.
Translation by James Clezy, M.A.
Quunt jam dies adesset, Fabii trcccnti sex baud amplius qui quod ipsi in eo essent ut deos hostiis placarent, festo tempore, pace facta, nihil sibi de hostium impetu timendum putarenta Cremera flumiue profecti Roman versus ierunt. De quorum adventu Veientes ccrtiores facti, insidiis in via poeitis, cum rnagno excrcitu consectati, quum Fabii ad locum iusidiarum pervenisseut et ii qui latebant in eos dextra laevaque evolavenmt et simul ii qui agmine sequebafftur a tergo sunt adorti.
The following is the piece given for translation at the Exhibitions at Matriculation by Professor Strong, for February term, 1880 : —
1. Translate into Greek—Kaupnates, a certain king of the Persians, wronged the citizens so much with his pitiless tyranny, that they took counsel together, and seizing him violently threw him into the prison. He, however, although deserted by all his other friends, had a faithful wife. She being desirous of seeing her husband, asked the jailor to allow her to go into the prison : but he was so cruel that he refused, saying that a tyrant deserved no pity. At last, however, he was prevailed upon so far by seeing how beautiful she was and how wretched, that he suffered her to remain one day with her husband, on condition that she left the prison before night. Accordingly w*hen the night drew on, the jailor opened the door that she might go out : but to his great surprise she went quickly out without saying anything.
[Translation inserted in next issue.']
MATRICULATION EXHIBITIONS.
The following are the Solutions to the Arithmetic and Algebra Paper set by Professor Wilson at the Exhibition Examinations held February Term, 1SG5 _
Solutions by R. Barnard, Kern High School.
1. Prove the rule for finding the greatest common measure of two numbers.
Let a and b be the two numbers of which a is the greater.
Divide a by b, let p be the quotient, and c the remainder.
Divide b by c, let q be the quotient, and d the remainder.
Divide c by d, let r be the quotient, and let there be no remainder.
Then a —pb + c ; b = qc + d ; c = i d.
Because e = rd .•. d measures c
. ’. d „ qc and qe + d
.-. d ,, b
Because d measures b and c .*. d measures pb + c, i.e., a.
Every common measure of a and b measures a-p>b, i.e., c.
So every common measure of a and b is a common measure of b and e ; similarly every common measure of b and c is a common measure of c and d.
.’. Every common measure of a and b measures d.
But d is the greatest measure of d. d is the greatest common measure of a and b.
2. In finding the highest common factor of two. algebraical expressions of several terms explain carefully and fully what is done with any simple factors that may occur either in the original expressions or in the partial remainders. Illustrate your explanations by an example.
See any text book.
3. Reduce to its simplest form
, 7 v !a + b
(a + b) y —b ■
_ lx 2 —y 2 a: 2 + y 2
¡a2 + 2ab + b~ - a - + 2ah — b%
a2 -b2
!uh{a + h) a — b
Jx2+y2 Jx~ - y ' x-- y2 * + y
[x- + 7/s /x- -w-
x--y- 'fx-+y-
2x
y
-2a—b -a\
{x + bJ x + a + 2b' ‘+3 -t- 3bx2 + 3b2x + b2 x + a + 2b
x* - 2ax2 + 2a2x - a* + 2b x2 - Gabx2 + G-i2bx - 2a2b — = x* + 2bx2 — 2b2x - b y - 2ax2 - Gabx2 — Gab2x - 2ab2
.’. 2a3x + Ga2bx + Gab2x = al + 2a2b - 2ab2 - b* - 2b2 .•. 2x(a-2 + Sa2b + 3ah2 + b2)=* {a2 + 2ab + b2) (a2 -b2) 2x(a+ b) = a2 - b2 .'. 2x = a~ b a - b
x = —tv—. Ans.
5. Solve the equation 4 8a
4 8a;- --:::-= P6£ + S9
o
. \ 480+ - 144+ + 10 = 160+ + 890 .-. 176+= 880 .'.+ = 5. Ans.
G. Solve the equation x—2 \rx + 1 = 2(11—3 V\r)
+ - 2 v; x +1=2(11-3 vU)
+ + 4fi5==21 + + 4 ^¿^4 = 20 . \ lx + 2 = + S . ’. lx~ 3 or - 7 .•.+ = 9. Ans.
7. A and B together could finish a work in six days ; after working together four days A left and B finished it in five days ; in what time could each do it separately ?
Ans.
x = '
10. Show that —yn can always be divided by x + y when n is an
even number.
Education Office, Adelaide, April 9, 1880.
A and B do •§ of work in 4 days . •. B does ^ in 5 days or the whole in 15 days B does j in 6 days . \ in 6 days A does f. \ A does the whole jn 10'days . *. 10, 15 days. Ans.
8. Find a third proportional to 5a3 + lOa^b + 5ab2 and «2—Z>2 and express it in its simplest form.
(a 2 - l>2)(a2 - 52) (a—b) 2
5a3 + 10a2b + 5abz~ ~ba ' ^ns‘
Because if three numbers are proportional the square of the mean = product of the extremes.
9. Find the value of * that a + x, b + x, and c + x may be continued proportionals.
a +x b+x, n r „ .,
-7-=-. . ac + ax + cx + x^ = J2 +2bx + x2
b+x c+x
ax + cx — 2bx -b 2 —ac b• —ac
a—2b+ c ‘
Divide zn — yn by x + y, n being even.
x + y~)xn—yn(xn~1—xn~'2y + xn~hj 2 and so till n being an even no. we get x + xn~hy
-- —xyn^-'i—yn
—x1l~^y—yn —xyn~l—yn
— a:n-\y—#n-3y2 --
xn~hyi—yn xn~hf + xn~sy3
—xn~3ij3~yn
EDUCATION SECTION.
President: The Eight Rev. the Bishop of Melbourne, D.D. Vice-Presidents: Edward E. Morris, Esq., M.A., Head Master of Church of England Grammar School, Melbourne; J. S. Elkington, Esq.. M.A., Professor of History and Political Economy in the University of Melbourne. Committee: H. M. Andrew, Esq., M. A., Head Matser of Wesley College; Sir Redmond Barry, LL.D., E.C.M.G., Chancellor of the University of Melbourne; George Bell, Esq., President of the Sunday School Union of Victoria ; C. E. Blackett, Esq., President of the Pharmaceutical Society of Victoria; F. J. Gladman, Esq., B.A., B.Sc., Superintendent of the Training Institution, Department of Education ;
J. B. Gregory, Esq., L.L.B., Barrister-at-Law; Andrew Harper, Esq., M.A., B.D., Head Master of the Presbyterian Ladies’ College; Alexander Morrison, Esq., M.A., LL.D., Principal of the Scotch College; The Hon. Robert Ramsay, Esq., M.L.A., Chief Secretary and Minister of Public Instruction : The Hon. H.J. Wrixon, Esq., M.A., M.L.A., Barrister-at-Law. Hon. Secretary for the Section : Thomas Harlin, Esq., M.A., late Fellow of St. Peter’s College, Cambridge.
The following circular has just been issued by the Honorary Secretary:— “Church of England Grammar School, Melbourne, 12th May, 1880.—Sir, Ido myself the honour to enclose, for your your information, a copy of the Syllabus of Subjects, from which a selection may be made for consideration at the forthcoming meeting of the Education Section of the Melbourne Social Science Congress. The first meeting of the Sectiou will probably take place during the month of October, 1880, and within a short time of the opening of the International Exhibition. It is the desire of the Committee to render the meetings of the Section in every way worthy of the occasion that has called the Congress into existence. They are anxious, accordingly, not only to turn to account, for purposes of instruction, the material resources of the Exhibition, but to enlist to the same end the active and zealous co-operation of Exhibitors, of visitors, and of all others interested in the progress of Education. I have, therefore, the honour to request the favour of your assistance in obtaining a limited number of papers upon any subjects connected with Education ; and I shall be glad if you will arrange that papers intended for the consideration of the Section shall reach me not later than the 30th September next. It must be understood that the Congress is not in a position to incur any pecuniary liability whatever in respect of any contribution; that the ordinary length of a paper should be such that its reading should not exceed twenty minutes ; that the right of publishing any paper in such form and at such time as it may think fit, as well as the right of rejecting any paper, rests with the Council of the Congress; that no paper can be accepted which has been already made public; and that no accepted paper be published by its author until after the publication of the Transactions of the Congress. It will give me much pleasure to supply any further information that may bo desired ; and if' you can forward to me any suggestions tending to promote the success of the undertaking, the Committee will be very glad to receive them, and to give them the fullest consideration.”
SYLLABUS. EDUCATION
I.—Considered as to its Ends, viz.:— (a) The formation of individual character. (b) The formation of collective, including national, character. 1. Physical Education: comprising the general principles of systematised physical culture applicable to the training of either sex, or of both sexes, under (1) normal, or (2) abnormal conditions. 2. Intellectual Education: comprising the discussion of various subjects of Education considered as means of training the intelligence. 3. Moral Education: comprising Ethical Culture, Religious Culture. 4. Social Education: comprising Domestic Education. Industrial Education, Political Education, Professional Education, -¡Esthetic Education.
II.—Considered as to its Means: 1. The Parent considered as an Educator. The Family, the Teacher, the Employer, the Workshop, the Neighbourhood, the Community, the State, considered (1) separately, (2) not separately as educators. 2. The Places of Education and their functions :—The Home. The School, supported by the State wholly; supported by the State partly; supported otherwise than by the State. The University, with or without a Collegiate System. Education elsewhere. 3. The Organisation of the Means of Education: Supply and training of Teachers; Tests of qualification of Teachers; Bail lings, suitability of construction, Ac.; Appliances, such as Furniture, Books, &c.; Discipline and Disciplinary Agencies ; Time Tables and the Principles of Distribution of School Work; Methods of Teaching different Subjects ; School Records and Statistics.
APPENDIX.
The Committee of the Section have sot down, merely by way of suggestion, and without any desire to limit the field of inquiry open to contributors of papers, the following subjects of local interest, of which an able discussion would possess permanent value. 1. Is it desirable, or otherwise, to indicate the functions of Schools by a definite system of Nomenclature ? 2. Advantages and disadvantages of Day Schools as compared with Boarding Schools. 3. Conditions as to structure and equipment of a perfect School-room. 4. How far and in what manner, if at all, should the State subsidise Elementary Education in Victoria ? 5. The same enquiry as to advanced education in Victoria. 6. To what extent, and in what direction, is it desirable and practicable to alter our existing State School programme ? 7. How far is it possible to ensure greater regularity of attendance at the Victorian State Schools ? 8. Arguments
for, and against, the Result System as now understood and administered in Victoria. 9. Is it desirable to have an Official Register of all duly-qualified Teachers, with a view to securing sound education in Private Schools P 10. Do schools in which both sexes arc taught together suffer in efficiency P 11. Ought History to be taught in Elementary Schools ? If so, what should the History consist of, and how could it be most usefully imparted ? 12. Theplaco of Religious Education as a branch of General Education. 13. Can a feasiblo plan be devised for giving Systematic Moral Education on a Don-Scriptural basis F 14. The proper functions of the Board of Advice in a National System of Education. 15. What are the best available means of Training Teachers specially for Advanced Schools? 16. Lines of juction between Lower and Higher Schools—for example, State School Exhibitions. 17. How can the Classical Languages be most effectively taught in Schools P 18. Is it advisable to retain Euclid as a Text-book in School teaching? 19. In what order, and with what amount of apparatus, ought the branches of Natural Science to bo taught in Schools ? 20. Do the applications of Chemistry to the Arts form a suitable and practicable subject of School training ? 21. How can the wide
requirements of modern Educational Reformers be met in a School day of a limited number of hours? 22. The place in Education of Reward (place-taking, prizes, exhibitions, &c.) and of Punishment (corporal punishment, detention, loss of privileges, &c.). 23. In a new country, is it the duty of the Stato to establish a School of Agriculture ? 24. The functions, teaching and testing, of a University—how far general for all; how far special for certain professions, 25. The Collegiate system as supplemental to the teaching work of tho University. 26. Difficulties, both of principle and of practice, in tho way of admitting Female Students to University Privileges. 27. What, if any, are the duties of the State with respect to Technical Education? 28. Comparison of the present state of Education in Victoria with the present state of Education in England, in France, in Germany or elsewhere. 29. Is it the duty of the State to provide for testing legitimate experimental methods in Education ? (Take for example, the Phonic Method of teaching Reading.) 30. I Low may a knowledge of Elementary Political Science be best brou Jit within tho reach of tho Electors generally ? 31. The system of Appointment to the Public Service by Comp tition, rather than by Political patronage. 32. Has the theatre any place in National Education ?
Female Teachers.—A school director, out West, advocates that teachers—lady teachers—be dismissed upon the advent of their marriage, because “ women get too independent when they get married, and think they know as much as the board of education. This is too bad ; but the argument of this is not consistent with the ground upon which the dismissal of newly-married teachers is usually advocated. One says that a teacher must be discharged because she marries a gentleman whom she will have to support; the other would discharge her because marrying a man makes her more independent, so much so as to question the wisdom of even boards of education. Is it possible that both pavties are w'rong, and that in this little matter a teacher should be allowed to do just about as she pleases ?—N, B. J. of Education.
rTTEACHER—20 x 30 school, Ballarat District, agreeably situated—would I exchange, Assistant or Head Teacher. Address, “ Magister,’’ P.O., Learmouth.
ARITHMETIC BOOK -SUPERSEDED, by J. r-I. Roberts. Gained Prize at 1875 Exhibit on. Every process new, and a different sum for each Scholar. Teacher proves by Key. Price 2s Od.
GEORGE ROBERTSON.
HEAD TEACHER of 30 x SO School, St. Arnaud District, would exchange with Assistant in City or Suburbs, or any largo up-country township. Present average nearly 50. Night School and Insurance Agency. Address, “ Town Life,” P.O., Donald.
CANDIDATES PREPARED for the Public Training School, Sydney, in Class or by Correspondence. WALTER NOLAN, Model Public School, Fort St. Sydney.
A DVANCED SCHOOL FOR GIRLS, ADELAIDE.
Under the Direction of the Honourable Minister of Education. APPLICATIONS will be received up to May 31 for the position of HEAD MISTRESS of the above school. Salary <£360 per annum, with a capitation ee of £2 for each pupil above 100.
Applications must he made on a printed form, copies of which may be obtained at Mr, George Robertson’s.
JOHN A. HARTLEY, Inspector-General.
E
M
NOVELTIES IN SCHOOL STATIONERY
Regularly imported from England and America by
M . L . HUTCHINSON,
WHOLESALE AND RETAIL BOOKSELLER AND STATIONER,
15 COLLINS STREET WEST, MELBOURNE.
Liberal Discount allowed to Teachers.
M. L. HUTCHINSON supplies School Teachers with all the necessary requisites at the Lowest
Prices.
ORDERS FROM THE COUNTRY PUNCTUALLY ATTENDED TO.
GLASGOW BOOK -WAREHOUSE,
15 COLLINS STREET WEST, MELBOURNE.
UNIVERSITY & EDUCATION DEPARTMENT (Certificate, Science, &c.) CANDIDATES COACHED BY CORRESPONDENCE OR OTHERWISE.
JAMES L. ROBERTSON,
71 CLARENDON STREET, EMERALD HILL.
TUITION BY CORRESPONDENCE.
MR. THOMAS BOARDMAN, First-class Honor-man of the Denominational School Board, Prepares Teachers for the Certificate Examination by Correspondence. Terms moderate.
Address—
4 5 PRINCES STREET, CARLTON.
LFRED K. WILKINS,
GENERAL COMMISSION AGENT,
SPECIAL AGENT FOR SUPPLY OF TEXT BOOKS, ETC., TO THE PUBLIC SCHOOL TEACHERS AND OTHERS.
Cassells, Chambers and Collins’s works on the time payment system.
Special Agent for the Colonial Mutual Life Assurance Society.
27 GEORGE STREET, S Y D N E lr.
New Classified Catalogue
OF
SCHOOL, COLLEGE, & TECHNICAL
NOW READY.
Gratis on Application, or Posted on receipt of Address.
Wholesale & Retail Boodsellcr & Stationer, 29 & 31 COLLINS ST. EAST, MELBOURNE.
Awarded to the
NEW DAYIS VERTICAL FEED SEWING MACHINE,
At tho
CENTENNIAL EXHIBITION, PHILADELPHIA, 187(5.
THE HIGHEST AND ONLY FIRST PRIZE Awarded at tho
SYDNEY EXHIBITION, 1880.
American Chalk in gross boxes.
American Pointers, for maps and blackboards. American State School Reward Cards, in packets. Blaekie’s Comprehensive Series of School Books. Chambers’ English Readers.
Condensed Ink for schools, the cheapest and best Ink ever offered.
Exercise Books from Is. per dozen.
Hutchinson’s New School Pons, fine and medium Is-, per gross, the most durable pen in use. Specially manufactured for M. L. H.
N O W R E A D Y.
Pkice 2s.
Maps on Rollers in great variety Nelson’s Royal Readers.
Park's Manual of Method for pupil teachers and assistant masters, interleaved, 2s.
Picture Lessons in Geography.
School Slates and pencils, very cheap.
Thacker’s Educational Games.
Thacker’s School Ink and Inkoline.
Vcro Foster’s Copy Books, 2s. pordoz.
Vcre Foster’s Drawing Books.
BEGS to intimate that since his removal into his new premises, he has opened a department solely devoted to the sale of School Books and School Requisites, which he will continue to supply at tho lowest current prices.
A Classified Catalogue of
may be had gratis on application.
Agent for the sale of the
PUBLICATIONS OF THE MELBOURNE UNIVERSITY.
For the Second February
MATRICULATION EXAMINATION, 1879,
Now ready, Price Gd.
BOOKSELLER AND STATIONER,
MELBOURNE.
MELBOURNE,
CLASSICAL & SHAESPEARE SCHOLAR (1869),
PREPARES CANDIDATES
For the Various Examinations of the University and Education Department.
THE BEST SEWING MACHINE EVER PRODUCED.
By J. J. BURSTON (Author of “ Stato School Arithmetic.”)
Also Ready, the Fourth Edition of (ho
By
JOHN J. BURSTON,
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CLASSES FOR MATRICULATION For Ladies and for Gentlemen.
Country Students by Correspondence.
Terms on application personally or by letter. GORE STREET, FITZROY.
Printed aud Published by Alex. M'Kinley & Co., 61 Queenstreet, Melbourne, under the auspices of tho Victorian Teachers’ Union.
Vol. I, No. 12. WEDNESDAY, JUNE 16, 18S0.
Messrs. COLLINS BROS. & CO.
(SUCCESSORS TO WM. COLLINS, SONS, & CO.,)
Publishers and IVholesale Stationers,
(Of London, Glasgow, and Edinburgh,)
And 31 QUEEN STREET, AUCKLAND,
append a List of some of their Manufactures and Specialities, of which they hold a large Stock.
Stationers cmd Storekeeperszuill do well to inspect Messrs. IV. Collins, Sons, and Cols
Stock before ordering Stationery and School Books.
COLLINS’ Editions of Bibles, Prayer Books, Church Services, Testaments, Psalm Books and Catechisms.
COLLINS’ Commentaries, Critical and Explanatory, by Jamieson, Fausset and Brown.
COLLINS’ Australian Reading and other School Books. COLLINS’ Elementary and Advanced Science Series.
COLLINS’ Handbooks on Specific Subjects. COLLINS’ Beautifully-printed High Class Atlases.
COLLINS’ Illustrated Etymological and Pronouncing Dictionaries.
COLLINS’ School Management, Pupil Teacher’s Handbook, English Literature, Natural History, Natural Philosophy, Dom. Economy, Political Economy, Mechanics, Lessons on Common Things, Eminent English Writers, Arithmetic, Mathematics, Languages, School and College Classics, History, Grammar and Composition, Geography, Music. COLLINS’ School Wall Maps, Diagrams, Globes (Terrestrial and Celestial,) and other Educational Appliances.
COLLINS’ Useful Ready Reckoners, Percentage and Interest Tables.
COLLINS’ “Name” Series of Note Papers, White and Coloured Printing Papers, Flat Writings, Drawing and Account Book Papers, Blottings, &c., Grey and Brown Wrapping Papers, Card, Cardboard, &c.
MANUFACTURED STATIONERV DEPARTMENT.
COLLINS’ “Name” Series of Envelopes, in the new sizes and shapes.
COLLINS’ (W.) Junior’s Patent Machine-made Envelopes.
COLLINS’ Unequalled “Herriot Hill”-made Account Books, Memorandum, Metallic, and School Exercise Books. COLLINS’ Popular Series of Progressive Headline Copy Books.
COLLINS’ Finely Engraved Drawing Books for Practical Teaching.
MISCELLANEOUS STATIONERY DEPARTMENT.
COLLINS’ “Blue Vein” School Slates, Slate Pencil, School Chalk, Penholders, Patent Chalkholder, Black Boards, Easels, Ink Wells, &c.
COLLINS’ Mercantile and School Pens, Writing and Drawing Pencils.
COLLINS’ Gold Plated Pencils, new movements and finish.
COLLINS’ Colour Boxes and Mathematical Instruments.
COCHRAN’S “Guaranteed Extra Quality” Writing, Copyable, and Ruling Inks, Ink Powders, &c.
COLLINS’ Purses, Pocket Books, and Letter Wallets.
COLLINS' “Princess’’ and other Photographic Albums, Scrap Books, &c.; Gummed Tickets, Luggage Labels, Cash Boxes, Copying Presses, Damping Brushes and Water Wells, Desks, Letter Balances, Elastic Bands.
COLLINS* Stationers’ Rubber, Sealing Wax, Birthday Cards, Coloured and Fancy Scraps, Tissue Paper,
(Dir? Canicmporarrcs.
Irregular Attendance.—The School Board of Aberdare at a recent meeting resolved to adopt a recommendation of the School Management Committee to the effect, that parents are to be informed that unless their children attend “regularly,” so as to make the required number of attendances to qualify them for examination, proceedings would betaken under the bye-laws ; and the Board appear to have regarded the resolution as something heroic, the members congratulating each other all round on the adoption of a vigorous policy. Yet the Board’s bye-laws require attendance at school as often as the school is open, and everybody outside Aberdare knows that 250 attendances in a year is a deplorably low standard. The Aberdare School Board should be made aware that under a certain section of the Act of 1876 a Board that is satisfied with 250 attendances in a year is liable to be dealt with as “ a School Board in default.”—School Board Chronicle.
Incompetent Critics.—The Morning Post is supposed to be a fashionable organ. It is also understood by the world at large that fashionable people are select in their language. The Morning Post devotes an article to the subject of the Conference, in which politeness is less conspicuous than pretence. It has a choice selection of epithets, and throws a few of them at the beads of unoffending teachers. ‘‘Absurd,” “simply ridiculous,” “ high pretensions,” “immense pretensions,” arc some of the fine words which are hurled at the representatives who dared to speak for themselves and others at Brighton. We have not much to object against when the writer speaks of our claims as “ pretensions,” and modifies them as “ high” and “ immense.” “ Pretension” has a twofold meaning, and in its primary sense we are prepared to admit that the teachers are stretching forwards. Their claims, however, are neither absurd nor ridiculous, and we would advise the Morning Post to be less hasty in its use of expletives. There is an air of hesitation about the article—the air of a man who has a very great idea of the clerical profession, and a humble one indeed of the teacher. The good man has no desire to be rude. “ We hope that we shall not give offence when we say that there is something in schoolmastering which tends seriously to make men uppish, self-magnifying, and dictatorial.” He then describes the “ donnishness” of the upper crust, the solemn pomposity of the middle stratum, and “ the pert self-sufficiency of the elementary schoolmaster.” In a strain which can only be described as insolent, the writer proceeds to distort the truth, and misrepresent the teachers as a whole. His concluding words are these : “Themotto of the Union seems to be 1 the teacher and nothing but the teacher.’ ” Has the writer of that malicious statement taken the smallest trouble to make himself familiar with facts? Has he endeavoured in any way to inform himself before entering on the task of criticism ? It is impossible, unless, indeed, he has set himself to misrepresent by wilful intention. We commend the whole article to the consideration of our readers as a specimen of what kind of treatment they occasionally receive at the hands of incompetent critics. It is clear as noonday, however, that the N. U. E, T. is beginning to excite the fear of a large section of the community who believe in keeping other people in their places. “There are some truths which ought to be told,” says the Morning Post, and we agree with the statement. Among these truths is the declaration that teachers are good judges of what should be taught, and have a right to say so. They are qualified to express an opinion on many educational points, and are no longer inclined to remain silent. They are not by any means afraid of sneers from the Morning Post, nor jests from the Saturday Review, The Union has given them the means of acting with effect upon public opinion, and they are not to be turned aside from their purposes by any amount of unfriendly criticism or ingenious misrepreta-tion,—The Schoolmaster,
Alterations in the New Code.—We cannot think the rearrangement under Article 19, C, an improvement. Sir Francis Sandford would not make such a magnificent mess of the Code if he and the Vice-President, assisted by one or two leading Inspectors, re-arranged it themselves. As it is, we strongly suspect the Department is turned once a year into a debating society, and that the alterations we witness are many ol them compromises, after protracted discussions and irreconcileable differences of opinions. It seems a foolish thing to allow children to be taught a subject like natural philosophy or natural history while ignorant of the very rudiments of the grammar of their language, or the geography of their own country. Yet these and greater absurdities a congress of doctrinaire Inspectors can be found to sanction. It is curious also to notice how gradually and insidiously the text of the Code is being twisted so as to make the Inspector the master of the situation. By and by we shall have so many illustrations of the “ graduated scheme, which the Inspector reports to be well adapted to the capacity of the children, that inspection in Dorset will be quite a different thing to inspection in Cumberland. One indication of a consideration for the welfare of teachers, as a class, appears in this revision, in the reduction of the number of pupil-teachers allowed to each certificated master or mistress. In future only two pupil-teachers are to be employed for every certificated teacher, and, considering that there are many schools where pupil-teachers are not employed at all, it is to be hoped, that by this alteration, the crowd of teachers who are now seekiug for employment in the labour market will be soon diminished. In the excitement consequent upon the announcement of a general election, there is no doubt that the alterations in this document will be unchallenged, and that the Code, as thus amended, will form the basis on which the Government Grant will be administered during the year. In 1881, however, with a jjew Parliament at Westminister at the very height of its energies, we may expect a recasting of the system of administering the Grant in many important particulars. The Department itself will need reorganisation, and some means must be devised for maintaining discipline among the inspectors, each one of whom is now in the habit of doing pretty much as he pleases in his own eyes. It is certainly desirous that the New Code, which, in its worst days, appeared in English of an exceptionally pure type, should be no longer exposed to the wretched clippings—a comma here, a word there, a whole paragraph elsewhere—of a number of persons, each of whom is vain enough to suppose that he could draw up a perfect system, if the task were only entrusted to his hands. It is not that the more the Code is altered this year, the fewer alterations will be required next year. Ilather the reverse of this is true, for the crude amendments of 1880 will themselves require amending in 1SS1,—National School• master.
Instructor and Educator.—There is as important a distinction between the instructor and educator as between knowledge and education. Knowledge on a variety of subjects is useful and convenient, and is necessary to education ; but the two are as clearly distinguishable from each other as are the rain and the earth and the sunshine from the plant they conspire to produce. The mere acquisition of words and the memorizing of scientific facts and principles are only the means to the end, and not even that, when they fail, as they often do, to produce proper results. This mistaken notion of education,—only too common among parents at this time,—appears in such oft-repeated and half-triumphant questions, as “ What is the use of studying Latin, Greek, metaphysics, and higher mathematics ?” “ Will my children ever use them in every
day life ?” Such querists seem ignorant of the fact that the proper pursuit of these subjects, under the guidance of the real teacher, secures results and induces habits of the utmost value for life, though all that may be learned in school should be wholly forgotten.—The Eclectio Teacher, Ky.
School Discipline.—The discipline of our public schools, wherein punctuality and regularity are enforced, and the pupils are continually taught to suppress mere self-will and inclination, is the best school of morality. Self-control is the basis of all moral virtues, and industrious and studious habits are the highest qualities we can form in our children. A free, self-conscious, self-controlled manhood is to be produced only through universal public education at public costs; and as this is the object of our government, it is proper for our government to provide this means, and at the cost of the people.—Am. Journal of Education.
Good “ Grade Teachers.”—The charge that graded schools have a tendency to bring the minds of all pupils to the same level, is, in a great measure, true. The cause lies not in the gradation of pupils, but in the gradation of the knowledge absolutely necessary to the teachers. After a teacher becomes familiar with the work of the grade in charge there is great danger for the pupils. The term “ a good grade teacher/ is applied to one who knows so well the important facts in the grade that all efforts are concentrated in pouring these in, instead of developing the reasoning faculties as well as the memory. It seems as though the only safety lies in the transfer of a good “ grade teacher” to a new grade.—New. Y. Journal of Education.
Religious Instruction.—“He had always held the importance of Bible teaching ; he held to it now, and had in no way compromised it. The common sense of this great community would before long not only have the Bible in the schools, but dealt fairly with, as any other book. He was better pleased they should be in the position they were than that they should have fought an election and won, because if they had fought it and won it would have been looked upon as a party victory, and there would have been a great deal of soreness of heart, and after three years there would again be a severe and bitter party fight. He rejoiced in the present arrangement because they had at last succeeded in dragging this great question out of the region of party politics. It was no party in the town alone that had secured the present position, but the union of persons who loved the Bible. For that reason ho rejoiced greatly in the present position, because they had now a sound basis for building up this matter and keeping it from going again into the region of party politics.”—Rev.
R. Burges in “ Educational Record.”
The recent elections to the London School Board seem to call for a few remarks. For, although our columns are not devoted to the interests of Primary Education, it must be acknowledged that what touches one grade, affects all; and there are special reasons, apart from ratepayers’ considerations, why we should jealously watch every action in this Parliament of Elementary Education, and every election of a body which has, on more than one occasion, seemed to threaten a step upwards, an invasion into the domain where rates give no control. At the outset, then, we remark that there is an accession of new blood to the extent of twenty-two members out of fifty, which is exactly forty-four per cent. How far this accession of new blood will form an accession of strength remains to be proved. For the present, we can only acknowledge, sorrowfully, that with one exception—that of Mrs. Webster, who shares with Miss Jean Ingelow and Miss Christina Rossetti all the laurels that the world gives to living poetesses—there does not seem to bo a single new member of the least distinction. Perhaps Miss Simcox, who has contributed reviews of books on philosophy to that favourite of the masses, the Academy, may also be considered a lady who has already achieved some reputation. As for the rest, the world knows them not. It may be that there are among them men of great administrative ability ; it may be that it is not always best to rely on literary and scientific men for business qualities ; yet the experience of the first Board, in which ability of the highest kind was remarkable, and which consisted largely of men of distinction, would almost lead us to believe the contrary. At the same time, we trust the Board is not degenerating into a vestry, whose main object might be, not to do the work efficiently, but to keep the rates down. All kinds of evils, indeed, might be caused by the cessation of interest in the elections. Among these would be, first, inefficiency of teaching, falling off of watchfulness on the part of the officials, squabbles caused by ecclesiastical matters, undue favour to voluntary schools, the introduction of objectionable teaching, and loss of zeal among the teachers. It is devoutly to be hoped that men and women of leisure and education will consider the duties of their position, and come provided, in the interests of the poor, to carry on this great work by the gratuitous labour of their own hands.
Another point, the gravity of which must not be overlooked, is the decrease in the number of voters. About a third of those required to carry a seat in 1876 were sufficient in 1879, In other words, supposing that in 1876 only half of those entitled to vote took the trouble to do so, this year only a sixth were sufficiently interested to come to the poll. The experience of the present writer is that of many voters. He found, at eleven o’clock, that no one of the shopkeepers in the adjacent streets even knew where the polling for the School Board took place—a sufficient proof that they, at least, were not going to vote. At the polling place, preparations were made for a vast crowd. Policemen were stationed about to keep off the imaginary surging and seething mob. There, too, were barricades within, to protect the voters. Yet there were very few voters present. The receiving clerks, the policemen, and
the sandwich man, who entreated the world to plump for Mr. -,
were all yawning together. Later on, stragglers dropped in, but at no time were there any crowds, nor was there the slightest public interest in the proceedings. Of course, this may show general satisfaction with the policy of the late Board, but it seems rather to point to apathy. In fact, when small tradesmen have made up their minds that it is no use expecting to be rid of a school-rate for education, it is quite what one would expect that they would settle down to a careless acceptance of the situation. Economy has been a cry that has failed to excite the smallest enthusiasm.
In economy, in one direction, we confess to no enthusiasm at all. It has been pointed out, with something like horror, that salaries of masters have, in one or two instances, risen to £400, to £500, even to £600. It has been shown that these salaries are beyond the reach of curates, civil servants, clerks, and small shopkeepers. To which we reply, that the abilities, the administrative power, the knowledge, the art of using knowledge, which must have been displayed by those teachers who have raised themselves to the dizzy height of £400 a year, must be such as if they were displayed by curate or clerk, would speedily raise their possessor out of those professions—which arc paid poorly, indeed, but sufficiently, if we consider the general ability of the members. As for a small shopkeeper, if he were half as intelligent, he would become agreat shopkeeper, common councilman, alderman, Lord Mayor. It is good in every profession to have great prizes —Educational Times.
[We shall he glad to receive outlines of lessons from Teachers.']
spelling, by associating the words in their memory with the number of their constituent letters.
6. As pupils advance in the work of reading and spelling words, let them repeat and spell all the words they can recall, without book. This serves as an admirable review. The ingenious teacher will devise various other measures by which to secure the attention of young children, once they enter on the path of trying to make lessons interesting to them.
_______By J. Walker. _
_MATTER,_
I. Principle Explained.
(1.) Two bodies cannot occupy the'jame space at the same time.
Illustrations :—
[a) A nail driven into wood displaces the wood, and if dropped into water, that also is displaced.
[b) A half pint of water would not hold milk, if the attempt were made to pour it in4 5 6.
(2.) The air presses on all objects with which it comes in contact.
Illustrations :—
(a) Fill a wine gla^s with water, place over it a piece of paper ; immediately invert it, and the pressure of the atmosphere supports the paper, and prevents the How of the water.
(b) The pressure of the atmosphere = 15 lbs. to a square inch ; thus it presses with a force equal to fourteen tons on the body of an av erage-sized man7.
It is on these two principles that the diving bell is constructed.
II. Construction op the Bell.
Formerly made round, with the bottom larger than the top7 ; latterly, however, the square form has been preferred. Sides of the bell furnished with seats8. The top of the bell is provided with strong glasses; these act as skylights9 10. Each bell is also furnished with two pipes, or tubes, communicating from the vessel with the interior of the bell. Pipe No. 1 supplies it with fresh air ; No. 2 discharges the foul air".
When everything is ready the men get into the bell, which is then lowered by means of a pulley11 over the sides of the vessel to the bottom of the sea12,
III. Dangers to which the Divers are Exposed.
(a) Want of air.—At the depth of 33 ft. water occupies the lower half, and air only the upper half of the bell9.
(b) Upsetting of the bell.—If not towered perfectly level it would tilt, and the water flowing in would drown the men.
(c) Condensation of air.—In time the air would become unfit to breathe were it not replaced by a fresh supply1
(77) Attacks offish.—Sometimes these have overturned the bell ; in which case the men have been at once drowned.
IY. Uses.
By means of the diving bell canisters of powder have been affixed to sunken vessels in order to bring them to the surface11.
Remarks. The following are examples of the use of the diving bell:—
(a) Captain Pasley used the diving bell and helmet for the purpose of affixing can-nisters of gunpowder to the remains of sunken vessels which impeded the navigation of the Thames.
(b) In 1665 some cannon were recovered. They belonged to Spanish vessels, probably part of the Armada, which had been wrecked near Mull13 in 1558, 107 years before.
(c) In 1687 a man named Phipps recovered
£200,000 on the coast of Spain.
_method._
There is a machine the object of which is to enable men to recover ; treasure at the bottom of the sea. It is called the Dicing Bell.
1. Ask for one or two other examples :—
(a) Boy’s hand thrust into a pocket full of nuts.
(b) Ditto into a basin of water.
2. Show how it is we are not crushed; viz., the air within us counterbalances that without. Refer also under (b) to the same principle as seen in the barometer and common pump.
3. Hence its name is “ The Diving Dell,"
4. What for ? The workmen and theirtools.
5. Show how, and illustrate by reference to skylights in houses.
6. Why must air be pumped in? Explain (b) as above, showing that the water would in time fill the bell, and so drown the men.
7. Explain, and illustrate by cord of a blind, builders hoisting stone, &c,
8. How do they know when the bottom is reached? The men in the bell communicate with those above.
9. Hence the necessity for pumping air into the bell.
10. Hence the use of the two pipes already alluded to.
11. Why? (a) Because if the water were shallow they would impede navigation. (b) In order to obtain the treasure they contain.
12. Show on the mapi and briefly refer to thq event.
straight
Nereus’
to
imbathe
strewed
dropt
in
oils
off*+ A)->/ ...
(
1A
3. At what annual rate per cent., simple interest, will £312-5 amount
Reduce '416 to a vulgar
By Alice Cooper,
The lesson was on language, on words and their elements.
:< What is the greatest word in the English language ?” said the teacher, at the close of the exercise. No reply. “ Suppose I were to ask you the name of the greatest man you ever heard of.”
“ Alexander the Great,” said one of the boys.
“ Well, Alexander the Great was a mighty conqueror, but he had an enemy stronger than himself that conquered him. Alexander was buried in a golden coffin, but he died from drunkenness. What was his enemy ?”
“ Strong drink,” said the boys.
“ I told you last week about a man in England who murdered his two children and their mother. Do you remember what he said before his execution ?”
'“After I took to drink, everything went wrong with me,’ ” were his words.
“ Yes. The ancient Spartans used to make their slaves drink till they were intoxicated, that their children might see what a beastly, wretched object a drunkard was.”
“ I will never be a diunkard,” said one boy.
“ I hope none of you will,” said the teacher.
“ My brother says, taking a little will do no harm,” said another.
“The Duke of Orleans was the eldest son of King Louis Phillippe. He was a noble, generous young man, and everybody liked him. He thought it was no harm to take a little wine occasionally, but one day he drank a little too much ; in getting out of his carriage he staggered and fell; his head struck the pavement; he was carried into a beer-shop that was near, and died there. Owing to his death the Orleans dynasty was overthrown, his whole family were sent into exile, and their property, over one hundred millions of dollars, taken from them. Write in your blank books ‘ Wine is a mocker, strong drink is raging, and whosoever is deceived thereby is not wise.’ ‘War has slain its thousands, but rum its tens of thousands.’ ”
“ I think Washington was the greatest man I ever heard of,” said one.
“ I think Greene, the Rhode Island blacksmith, was as great,” said another.
“Adams and Jefferson,” said a third.
“Why not say Benedict Arnold ?” said the teacher, “Was he not brave ? Was he not one of the first to raise the flag of freedom ? Think of Ticonderoga, and Quebec, and Saratoga.”
“ He was a traitor ; he could not be trusted.”
“Yes, he was not honest, was he? Well, what made "Washington, Greene, Adams, and Jefferson great?”
“ They were brave, and true, and honest."
“ Write in your blauk-books, ‘An honest man is the noblest work of God.’”
“ I think the greatest word in the English language is honesty," said a thoughtful boy.
“Well, boys,” replied the teacher, “let us think about honesty ; let us practise it, and love it; and if you find a greater word than honesty, let me know.”—N. Y. Journal of Education.
Parse fully each word printed in italics in the passage
“ The water nymphs, that in the bottom played,
Held up their pearled wrists, and took her in,
Bearing her straight to aged A'evens' hall,
Who, piteous of her woes, reared her lank head,
And gave her to his daughters to imbathe In neetared lavers, strewed with asphodel ;
And through the porch and inlet of each sense
I)ropt in ambrosial oils, till she revived,
And underwent a quick immortal change,
A fade goddess of the river : still she retains Her maiden gentleness, and oft at eve Visits the herds along the twilight meadows,
Helping all urchin blasts, and ill-luck signs That the shrewd meddling elf delights to make,
'Which she with precious vialed liquors heals :
For which the shepherds at their festivals Carol her goodness loud in rustic lays. ”
Answer by II. Crooke, Esq., B.A.
Adverb of direction, modifying “ bearing.”
Noun, proper, singular, possessive, attributive to, and governed by “hall.”
Particle sign of infinitive mood.
Verb, principal, regular, active, transitive, infinitive, present, dependent on “gave.”
Participle, past, passive verb to strew, used attributively to “lavers.”
Verb, irregular, transitive, active, indicative, past, third plural, agreeing with “ they ” understood.
Adverb of place, modifying “ dropt.”
Noun, common, plural, neuter, objective, governed by transitive verb “ dropt.” underwent Verb, irregular, transitive, active, indicative, past tense, __ third singular, to agree with “ she.”
made Past participle, passive verb to make, used attributively to
“ she, ”
along Preposition of direction, governing “meadows” in the objective case,
that Pronoun, relative, simple, agreeing in number and person
with its antecedent “ signs,” objective, governed by transitive verb, “ make.”
which Pronoun, relative, simple, agreeing with its antecedent
“signs,” objective after verb “heals.” loud Adverb of manner, modifying “ carol.”
Answers are invited to the following, for insertion in our next issue :—
1. Make a complete analysis of the following passage :—
Hating tyranny with a perfect hatred, he bad nevertheless all tho estimable and ornamental qualities which were almost entirely monopolised by the party of the tyrant.
2. England, at the time of which wc are treating, abounded with fickle and selfish politicians, who transferred their support to every government as it rose.
In the above passage state, what, and of what kind, are the adjuncts by which each of the following words is enlarged :—time, abounded, politicians, transferred, government.
3. Parse, with full syntax, the words printed in italics in the passage :—
“ Tell me not, in mournful numbers,
Life is but an empty dream !
For the soul is, dead that slumbers,
And things arc not what they seem.
Not enjoyment, and not sorrow,
Is our destined end or way ;
But to act that each to-morrow Find us further than to-day.
ARITHMETIC.
The following is the paper set by the Department at the^ general examination of Pupil-teachers on December 17, 1879 [Solutions next month]:—
First Class—Set No. I.
]. If the freight on china-ware is to that on cheese as 3-6 to 25,_what weight of cheese will be conveyed 153 miles for £3'5 when 20.05 cwt. of china-ware is conveyed 101 ‘25 miles for £2’79 ?
2. Simplify
l
to £319 12s. 2-J-d. in 2£ years?
4. Express 4 of 8Js. as the decimal of a £. fraction in its lowest terms.
5. State and prove the rules for determining mentally—(«■) vv hawa-d.
a week will amount to in a year, {b) The interest on any sum at 5 per cent, per annum. .
6. (a) What are personal accounts, and what is the rule for keeping them ? (b) Post the following transactions :—
21th Nov. 1879. Bought of Wm. Reid and Co. 9 tons of coal at 31s. 6d. a ton. 1st Dec. 1879. Sold to James White 5 tons of coal at 37s. 63. a ton. Paid Wm. Reid and Co. £9 9s. on account.
Corves poni) ente.
THE ENLARGED SUBJECT.
TO THE EDITOR OP TIIE “ AUSTRALASIAN SCHOOLMASTER.” _
Sir,—In reference to Mr. J. E. Leonard’s letter in your last issue, I think that the phrase “ Remote from towns," performs a double function in the sentence and is both an enlargement of the subject he, and an extension of the predicate “ ran his godly race.” I fancy that Goldsmith considered living remote from towns, or rather from the temptations of towns, was favorable to godliness, and tended to make the race a godly one, but had not the remotest idea of insinuating that if his father had lived in a city his life would have been ungodly. _
Were I called on to analyse the line at an examination, I would venture to call the words 1 ‘ Remote from towns’’ an adverbial extension of place as well as of cause by effect, while at same time, they are an attribute to he, the latter more especially as wc have some reason to believe that the living remote from towns was a matter of choice. X. 1).
Stuart Mill, 5th June.
GRAMMAR EXERCISES.
TO THE EDITOR OE THE “ AUSTRALASIAN SCIIOOLMASTER. _
Sir,—In the May number of your valuable journal there is a piece of parsing and analysis worked out. As this piece was given at a recent examination I think many intending candidates for examination would be more pleased, were the author’s name given. In the work in question I should like to ask the author a question or two through the medium of your columns, _ „
First, on the word “ freed.” If it is a participle passive, attributive to me, then must Adam have been freed before the angel began talking to him, but if not. then we must give the angel the credit of freeing him from bis intricacies, and make “ freed” with (have) Verb, reg., trans., active, indicative, perfect, 2nd person, singular, agreeing with subject “ thou.“
Second, In sentence D instead of making it qualify “ sweet,” why not make it qualify “ way” in sentence B ; making the whole to read thus ;—
How fully hast thou satisfied me, pure Intelligence of heaven, and angels serene !
And freed from intricacies taught mo to live.
The easiest way, from which God hath hid all anxious cares (to) dwell far off and not molest us, nor with perplexing thought to interrupt the sweet of life. I
remain, Sir, Yours obediently, in difficulty,
Linton, Juno 11th, 1880 RURAL TEACHER.
Spelling Reform in England,
America, and the Continent 148
Conflict, of the Classics...... 150
Reviews, Notices, &e. ... ... 150
Social Science Congress ... ... 151
Victorian Education Department— Appointments & Promotions 152 Examination Papers ... 153 New South Wales Council of
THE IMPERATIVE MOOD.
TO THE EDITOR OF THE “ AUSTRALASIAN SCHOOLMASTER.’’
Sir,—Will you allow me to make a few remarks about the words italicised in Mr. Craig’s article on the imperative mood. Without presuming to argue with him as to whether there are or arc not three persons in the English imperative, I submit that the words in italics are not third person imperative or any other person imperative, but that they art all infinitives. It seems to me that in all cases grammar must be decided not by the form of words, but by the meaning conveyed.
First, then, I take the expression, “ Be it so,” and I think that to all English persons it would convey one of the following meanings:—1st., I will let it be so. 2nd., May it be so. 3rd., It may be so, i.e., I allow it to bo so. 4th., I wish or will it to be so. 5th., I am willing that it should be so. Here “ be” is in each case plainly the infinitive mood used to form an imperative, an optative or an indicative expression, but in no case is it itself the imperative. “ Far be it from me.” This is equal to the expression, “ It shall be far from me,’’ and here again “bo” is plainly the infinitive mood, and is governed by ‘•shall.’’
Suffice it to say. This conveys to me the following ideas:—1. Let it suffice for me (you or anyone else) to say. 2. It will suffice tosay.s?3. It must or may suffice to say. In each of these sentences, which all mean the same, or nearly the same, “ suffice ” is the infinitive mood and not the imperative. The sign of the infinitiveis suppressed, but “suffice” is infinitive notwithstanding.
' In (he imperative mood some one must be either intreated or commanded. Therefore in the sentence “Mine be the task to train the youthful mind,’’ I should be glad to learn who the person is, or what the thing is that is so commanded or so intreated. Is it “ the task,” “ the youthful mind,” or the person speaking ? Plainly not any of the three, and therefore as there is no one commanded or intreated, there is no imperative mood. Itesolving the sentence into equivalent expressions I get the following:—The task to train the youthful mind shall be mine. I wish the task of training the youthful mind to be mine. In both these sentences be is plainly infinitive mood, and I think Mr. Craig must allow me to supply the ellipsis in his sentence and call “be” the infinitive mood governed by “let” understood. Let mine “ bo ” the task, &c. It would bo tedious though, not difficult, to go through all Mr. Craig’s sentences in order to show that all the so-called imperatives are in reality infinitives governed by an ellipsis. The only one that looks like an imperative is the expression “ lie be Mowed,” which is as ugly as it is vulgar. But even this can be resolved into “ lie is to be Mowed,” whatever that may mean. The chief reason I have for considering all these words to be infinitives, is that no similar expressions can be formed by using any verb that has no infinitive. The English verbs that have no infinitive are May, Can. Might, Could, Would, Should, Must, Ought, and the auxiliary Will. We can form no imperative with any of these because the infinitive is wanting. Trusting you will pardon me for trespassing so much on your space, I am, &c.
11. I. R.
CONTENTS.
Our Contemporaries ... ... 142
The London School Board ... 142
School Department—
How to make the Teaching of the Alphabet Interesting 143 The Diving Bell ... ... 143
Gram mar E xereisos ... 144
Arithmetic—Pupil Teachers’ Examination ... ... 144
Correspondence ... ... ... 144
Answers to Correspondents ... 145
Leaders ... ... ... 145-148
Verbs of Incomplete Predication 148
ANSWERS TO CORRESPONDENTS.
“ J. Bult.”—Thanks, the slip containing name was not to hand.
“ Inquirer.”—You should communicate with the head of the Department.
“ Classification.”— (1) We can give no assurance of an early settlement. (2) Refer to the Teachers’ Association.
“Victim.”—We have heard of several similar cases. The present Minister of Instruction does not, however, permit action to be taken by the Department on information supplied by anonymous correspondents.
“ S. W. ”—No teacher should send a letter to any Member of Parliament which he does not wish the Officers of the Education Department to peruse. Members are in the habit of saving themselves trouble by just turning a leaf, and asking that it may be attended to by the Minister, forgetful of the fact that it was never intended for his perusal.
NOTICE TO ADVERTISERS.
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REWARDS IN STATE SCHOOLS.
TO THE EDITOR OF THE “ AUSTRALASIAN SCHOOLMASTER.”
Sir,—It was with great pleasure that I read Mr. J. Mitchell’s interesting paper on “ Rewards in State Schools,” and while quite agreeing with the remarks of the writer, still I think that some of the obstacles alluded to by him might be overcome.
For the last three years I have made it a rule to hold a general examination on the last Friday of every month. The examination being a written one, every child in the class is placed on a par with his companions, as the same question is given to them ail. The child who obtains the highest score in the aggregate is awarded the position of dux in bis class until the next examination takes place, the others ranking in the class according to the number of marks obtained by each. I further credit the child who is head of the class with a small amount (you may he sure it is not very large as it comes out of my pocket). This constitutes his fund for the purchase of a prize at the end of the year. The advantage I claim for this system is that every child knows that if he fails one month he has only to try again a little harder and he may win the coveted position the next. I can assure you that the eagerness with which the examination day is looked forward to amply repays the teacher for the small amount he may have to lay out at Christmas in prizes. Just to show how the heads and tails may change places, I may mention that last Christmas I distributed 17 prizes varying in value from Gd. to 3s. 6d. among 25 children comprising four classes, the lowest prize representing one first and the highest seven. As an illustration of bow it stimulated the children “to try again,” I will give the case of one child who last year tried bard for the first six months for the position of bead of the class and failed each time. She is not naturally quick, and the others had the advantage over her in this respect. The result was she began to lose heart, and I saw by the sixth examination—she had not done as well as in the previous ones. I spoke to her, and encouraged her to persevere, and was glad to see she plucked up spirit again. »She failed once more at the next examination, but in August success crowned her efforts and one and all of her class were pleased at her elevation; however, she lost it again at the next, and did not recover the honor again till last January, when she held her own for three months against all comers. This was one of the dull ones, who by sheer perseverance worked her way up till she became a dangerous enemy to her opponents. Personally, I think that this system stimulates the children to a more careful and attentive preparation of their lessons, as I find that my results have risen from 35 to 84 per cent, in the three years. But I must now close, or I am afraid, Mr. Editor, you will be calling out “ time’s up.” Tours, &c.
A COUNTRY TEACHER.
The child loves variety of study; its mind is elastic, but the tension one way must not be long maintained ; hence the study of two languages relieves rather than burdens the mind. By comparison, classification, and analysis of the German language, the study of the English is rendered more comprehensible. Every lesson given an Englishspeaking child in German renders that child’s brain more capable of appreciation of its mother-tongue, As its powers of discrimination are strengthened, as its judgment is matured, it will be led to see the beauties of its own language, to approach the vast fields of its literature, and to love its simplicity, solidity, and terseness.
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|Utsfnilasiau Siljooliiuisfcr.
PUBLISHED THIRD WEDNESDAY IN THE MONTH.
MELBOURNE, JUNE 10, 1880.
Professor II. A. Strong has entered a vigorous protest against the longer continuance of the extrusion of Modern Languages from the University course of study in the colony of Victoria. That he may be successful in bringing about the change sought, is the wish of many of our leading educationists. The educational value of the study of the classics is undoubtedly great, whether regarded as an intellectual discipline, or as a means of access to the almost exhaustless store of knowledge and wisdom bequeathed to us in Greek and Roman literature.
But in this age of ceaseless activity and forced development, it is rarely that the student ever acquires sufficient facility in the use of the dead languages to lead him to draw with pleasure his inspiration from the fountain-head. Every branch of learning has a comparative value, and it becomes a grave question as to how far educationists are justified in absorbing so large a portion of the time of youth and young-manhood in this special study. Only a small number of our University undergraduates will ever trouble themselves about reading or writing Greek and Latin after they have taken their degrees, whereas a lar^e proportion of them would continue to use such modern languages as the French and German. It is for the latter languages that Professor Strong pleads. Looking at the subject from a utilitarian point of view, the Professor asks that French and German may be ranked along with the optional subjects in the second and third year courses, and that to aid in their study lectures on the language and literature of France and Germany may be delivered as part of the regular University work. “Supposing that a boy has a taste for learning languages I would,” he says, “ spare no effort to make him a good classical scholar from his youth up. I would not be content with merely acquainting him with a few of the picked classic authors, but I would enable him so to master the classical languages that reading them might be a life-long pleasure, and not &a more up-hill strain upon the collar. He should bo able to jiuUe for himself of Roman strength and of Greek grace, as shownforth in the classical writers. To such a student as this, the acquisition of French and German would be a small and easy matter; his ancient and his modern languages would reflect light upon each other. But a very large proportion of students have no decided talent for languages, and to them the acquisition of Greek and Latin is arduous and uninteresting I do not, therefore, counsel dropping the study of these languages simply because they are uninviting; all that I plead for is, that to boys who plainly can never become proficients
in Latin and Greek, other languages shall be open_lan<nia"es
whose study is from its nature capable of being made& more inviting and likely to serve as the basis of further study. I believe that the study of modern languages is only inferior in degree to that of the highest classical training : in other words to the study of Latin and Greek, taught philosophically and read widely and deeply, with a view not merely to the important languages whose ancestors Latin and Greek are, but also of the splendid literature to which those languages are the key ” This is the language of a practical educationist, and not that of a mere theorist; and the moderate tone with which the Professor assails the existing practice will, no doubt, commend his arguments to the judgment of the University authorities. In addition to the invaluable mine of modern literature open to the French and German scholar, the student has a wide field of philological and historical research placed before him in the works of Bopp, Littré, Schleicher, Pick, Pictet, and others Indeed, until quite recently, the domain of philology was divided between France and Germany. In concluding the able article to the Victorian Revieio from which we have quoted the Professor says :—“I would be the last to pander to the vuUar and increasing class of those who would teach our youim men merely what may be of immediate profit and utility trfthem in their career’. Lutj if the utilitarian claims in education are to be allowed any weight, surely they may be heard in defence of the languages of the French and German. The industry and thoroughness of the latter, and the grace and fine touch of the former, are universally recognised. No language in the world approaches the German in the store of words in which the powers of the human intellect are analysed and registered. No language ^ comes near the French for the multitude ot words expressing different shades of character or the different elements of mental gaiety comprehended under oiu names of pleasure, wdt, amusement. Medical men, scientific men, histoi huís, mathematicans,finclmodern languages absolutely indispensable, and have often, at great pains and trouble, to master, in the middle of a busy career, one or other of them. Besides these considerations, it may be fairly asked if it is not well worth our while to enable our rising generation to speak the speech and to read the records of those great nations whose future is so neatly bound up with our own, and whose influence for good upon our race must necessarily be less in proportion to our ignorance of the thoughts and feelings of the most enlightened portions of those nations!’5
Considerable discussion is going on in the United States of America upon what is termed the “new departure in education.” Although far removed from the scene of the discussion, there are so many features of it which bear directly upon questions now agitating the minds of teachers in this colony that a glance at it is sure to be of interest to our readers. It appears, then, that somewhere about the year 1875, the burgesses of the town of Quincy, Massachusetts, became dissaoisfied with the character of the education given to their children. They found it to be “ too bookish, mechanical, and superficial; that it dealt too exclusively with words ; that the pupils were never taught to observe, nor to think, nor to express their ideas in words.” Consequently, that though great show of improvement could be made by the teachers whenever the scholars were examined on just the words committed to memory, they were incapable of answering questions upon the subjects of their studies when put off* the beaten track of examination. In order to remedy these ascertained errors in teaching, the school committee of the town looked about them for an expert in educational matters, and after giving him to understand the nature of the improvement they required, placed him in charge of their schools; at the same time clothing him with full power to work out his plans in his own way. During the state of transition from the old to the new system, the committee never failed to support the superintendent against all adverse criticism. The gentleman appointed to the superintendency was a Mr. F. W. Parker. He began by reorganising the primary school instruction. To accomplish this object Mr. Parker obtained the assistance of persons who could teach, not simply hear lessons. When once secured, such teachers were encouraged to bring out the highest results of teaching by the methods most congenial to themselves. Their individuality was not hampered or destroyed by holding them to fixed methods, and by measuring the result of their teaching by a pupil’s acquisition of so many pages of text-book. Success in teaching was, however, demanded, and if, after fair trial, a teacher was found to be inefficient, his services were dispensed with, and a more efficient one took his place. The few years which have elapsed since the public schools of Quincy were thoroughly reorganised by Superintendent Parker, do not allow of the results being very accurately gauged ; but so far as can be ascertained, they have been highly appraised by educationists throughout the Union. In reply to a communication asking for information on the Quincy school system, the superintendent said :—“ So far as I know we have nothing new in our schools. The same methods have been used for years in Germany and in this country. We claim nothing that is not founded upon well-known and orthodox principles. 1. I was placed in absolute control of the Quincy schools four and one-half years ago—absolute to this extent: in all methods and manner of teaching, courses of study, examinations, books to be used, appointments and removals of teachers. In this the committee have kept faith, and supported me at every step.
2. I gave the same freedom to my teachers. They use methods, ways, and means that they understand and believe in. They are crippled by no absolute standard of results. Examinations are simply indications of progress, and take their place in relative importance with other tests. Real mind-development and the attainment of real skill are absolute demands made upon teachers, giving plenty of time, and considering adverse conditions both of poor preparation of pupils, and lack of teaching and training power on the part of teachers. Quality and not quantity is the demand. When a teacher fails, after reasonable assistance, he or she resigns. 3. My principal work is to teach and instruct my teachers. This I try to do by lessons, lectures, private interviews, books, and by teaching classes of children continually in order to show how work should be done. My main reliance for the perpetuity of good work is in slowly leading teachers to understand the principles of teaching. If principles are understood, methods will take care of themselves. 4. We try to learn a subject, or to attain skill, by constantly doing; that is, we learn writing by writing; spelling by spelling; English by constantly trying to use good English. 5. We try to make all work an unit—one thing helping all the others. Language is taught as one branch—all its parts at the same time; oral language and written, with all that pertains to them. 6. I buy all reading-books, and have a circulating library of 120 set of books—25 in a set—of the best readers, magazines, histories, etc., published. Each teacher has all the reading matter he desires. 7. My reliance for filling vacancies is upon a class of pupil-teachers, who are constantly working in our schools without pay. When I am sure that they can teach and control a room, I recommend them.” Speaking upon the subject, a writer who is familiar with these schools remarks:—“Mr. Parker requires all his teachers to teach reading by the objective word method, by which children are taught to read without knowing the alphabet; ideas being taught first, and then language as the expression of ideas. Next, numbers are taught objectively, and the operations with numbers in the same way. Much attention is given to that class of lessons which develop the power to use language as the expression of the ideas acquired through the lesson. Writing and drawing are prominent exercises. The scholars begin to write their words as soon as they begin to read, and have daily exercise in the expression of their thoughts in writing ; much care being taken to cultivate a good handwriting. In teaching geography, the moulding-board is used for all the forms of relief and the contour of the continents.” In short, the method of instruction adopted in the Quincy schools is objective ; the children acquire ideas from the objects systematically brought under their notice, and are trained to give correct expression to them. Both the teachers and the scholars have more freedom and ease in the schoolroom than could be allowed under a system where book-work predominates, and where the results of the education imparted is measured by what may be termed a mathematical exactness. As a natural consequence, the great aim of the teachers is to develop the observing and reasoning faculties of their pupils, and the sole aim of the inspection to which the schools are subjected to is to ascertain how far this aim has been accomplished. The children attending the public schools under Mr. Parker’s direction, are taught to observe, to think, to talk, and to write. The principles underlying the instruction given and the methods adopted in imparting it are no novelty to educationists. The novelty is in a town being found, the burgesses of which were possessed of sufficient far-reaching intelligence to permit of an adequate experiment being tried on the whole of their schools. Marked success having attended the experiment at Quincy, we may reasonably hope that the example set may be followed in other towns in America, and, to some extent at least, in the Australasian colonies.
We understand that the Hon. the Minister of Public Instruction contemplates issuing a revised syllabus of instruction for Victorian State schools. It is to be hoped that in making the revision the Inspector-General will not overlook the need which exists for an alteration of the position which the study of grammar now holds in the syllabus. The distinction between language as an instrument to be used, and language as an object to be studied scientifically, is one that deserves to be more clearly recognised in the preparation of our State school curricula. Upon this subject the following judicious remarks from the pen of Mr. B. F. Morrison, of Bedford, U. S., are worthy of consideration. “ If the object be,” he says, “ to impart to all our boys and girls a scientific and critical knowledge of language—which Locke holds to be only fit for grown men, and professed scholars at that—let us continue spending our time on gender, number, person, and case ; on mood and tense ; on analysis and parsing. Our success, to be sure, has not been very flattering in the past, but if we are satisfied that children of from twelve to fourteen generally have minds of sufficient maturity and comprehensiveness to grasp and understand the laws of language, and if we are sure that learning those laws is the best use to which the average child can put his time and strength, then we are on the right track, and should not be discouraged. But if our object be to teach the children to use language skilfully, as an instrument with which
to express their thoughts both with tongue and pen, then let us not burn our grammars, but quietly lay them aside as curiosities, and have the children spend their time in doing the thing we wish them to learn to do. Horace Greeley said the way to resume was, to resume. The way to learn to speak and write well is—to speak and write under intelligent guidance. Imagine the old Persians, whose course of study was somewhat limited, beginning to teach a boy the anatomy of and physiology of a horse, with a full account of the different breeds, before they allowed him to mount one. After a good deal of observation and experience in teaching, I am thoroughly satisfied in my own mind, that the scientific study of language in our grammar schools is injudicious and comparatively worthless. The children arc not of sufficient age ; and even if they were, the knowledge obtained would, to the vast majority of them, be of little practical value.”
Geographical knowledge of more than a rudimentary character is not widely diffused in English communities. It is, in fact, a branch of science that has been lamentably neglected. In the public schools and the universities of England and her colonies, geography is one of the least considered subjects of study. And yet to a people wdiose rule extends to every quarter of the globe, whose colonies are so numerous and remote, and who hold commercial relations with nearly every nation on the face of the earth, there are few sciences that could be made to have so direct a bearing on the practical business of our everyday national life. An accurate and a wide-spread knowledge of the local, physical, and political geography of the earth could not fail to be stimulative to trade and commerce. As illustrations of the losses sustained by the Empire through ignorance of geography on the part of British statesmen in former years, we need only point to the loss of the States of Maine and of Oregon on the east and west sides of North America. Likewise to the fact that the colony of British Columbia was cut off from its best means of access to the sea, because an English Minister did not know that the mouth of the Columbia River was south of the 49th parallel of latitude. How far the .£20,000,000 already expended, and the enormous sacrifice of life endured, in the present war in Afghanistan is traceable to the belief which pervaded the minds of some Cabinet Ministers that no practicable route to India could be found for a Russian anny, it would be hard to say. But it is more than probable that it would all have been averted had the British public and British statesmen been accurately informed as to the physical geography of the country lying between India and Russia. Recent events have, we are glad to find, created an awakened interest in this science, and a proposal has been made ¿to establish a School of Geography in connection with the newly-created University of Manchester. In this, educationalists in England would only be following in the wake of Germany, the universities of which have long had Chairs of G eography. Carl Ritter, author of the great geographical work, “ Erd-Kunde,” holds the professorship at Berlin. The liberal and progressive spirit evidently pervading colonial graduates, gives hope that, at no very distant date, Chairs of Geography and of Education may be established in the Australian Universities. The works of Berghens and Petermann, of Guyot and Malte Brun, and also of Keith Johnstone constitute the quarry of geographical science and it is a pity that Australian students should not have it opened more fully to them than at present is the case.
We are not going too far, wo imagine, in saying that Result Systems, as now understood and administered, are condemned by the great majority of practical teachers. At the same time, everyone feels that Education Departments are bound to provide means for testing the work done in schools, and for securing full value for every shilling which is expended upon national education. In spite of the complaints and heartburnings which prevail, we find very little in the way of practical suggestion from those who are perhaps best qualified to offer it. Limiting themselves too much to querulous criticism, or confining themselves too exclusively to questions affecting their status, &c., teachers fail to secure the sympathy they
deserve, and run the risk of being looked on as men with a grievance, or even as men with a craze. Justly, or unjustly, they are credited with contracted or distorted vision, and with a general incapacity to regard things educational from any other than a pi'ofessional or even a pecuniary point of view. The cruel candour of certain leading English journals which came to hand by the last month’s mail is our present warrant for these statements. Without staying to discuss the fairness of such criticism, or resorting to the obvious tu quoque argument against our candid friends, we desire to call attention to a few quotations from the inaugural address of Mr. Rankilor, the President of the Easter Conference of Teachers at Brighton. Wo say nothing about their applicability to our case, but we present them as embodying the matured views of a gentleman of large experience, and as a sample of the kind of remark and suggestion which our teachers are well qualified to make, and which would come well from them. Mr. Rankilor said : — “ None know so well as teachers the irreparable physical and mental mischief wrought in themselves and their children by the compulsory straining after results which cannot be measured, and percentages which are often delusive. . . .
Children of slow mental growth aresubjected to undue stimulation, while the brighter intellects suffer repression, and that in spite of the wise though partial introduction of class examinations . . . . Several of II. M. Inspectors realize the evil but are
powerless to arrest it.....Dr. Wiese, in his ‘ German
Letters on English Education,’ writes :—‘ The greatest obstacle to a healthy development of the system of elementary schools lies in the part which money plays in them. The payment by results is a stimulus for teachers; but the impulse comes from without and not from the thing itself.’ .... The great blot on the present system is not the individual examination, which is a safeguard to the teacher as well as a convenience to the Inspector, but it is the individual -payment for the individual pass. The individual examination is necessary as a thorough test, the individual payment is unreasonable and unjust. It is unreasonable because it assumes a non-existent uniformity of mental capacity and rate of progress; it is unjust, because in the case of dull children it affords at best but a minimum of pay for a maximum of labour.....If asked for an alterna
tive to the present system, I would suggest that the grant for reading, writing, arithmetic, as well as that for class subjects, should be paid on the average attendance. All children whose names appear on the register might then be examined—the attendance qualification—a fruitful source of moral mischief —might be abolished—and last, but not least, teachers would feel more at liberty to deal with the child as an intellectual being, rather than as a grant-earner—a mere receptacle for knowledge, much of which he neither digests nor assimilates.”
VERBS OF INCOMPLETE PREDICATION.
By C. P. Mason, M.A.
I have been surprised to find that there arc some who feel a difficulty with regard to what I have termed respectively the Subjective Complement and the Objective Complement of a verb of incomplete predication, especially in the case of the latter. I have said that in ‘He made a mistake,’ made is a verb of complete predication ; in ‘ He made his father angry,’ made is a verb of incomplete predication, and requires the (objective) complement angry to make the sense complete.” Dr. Abbott (Mow to Parse, §§ 117—150) gives precisely the same account of the construction that 1 do, only he calls the verbs “ verbs of identity,” and uses the term “ supplement ” instead of “ complement,” which seems to me a very needless alteration. He sums up his discussion of these verbs by saying that “ Verbs of identity, when intransitive and passive, takeasubjective supplement,’’when transitive takeanobjectivesupplement.’ It has been urged that, in the sentences quoted above, made has exactly the same sense in each case, and that the difference lies in the object, which in the first is the noun “mistake,” but in the second is thé clause “his father (to be) augry,” or “ that his father was angry.”
There is a good deal that is specious about this explanation, and with such a verb as “ make” it gives a fair account of the sense of the expression; but I think I can show that, even with regard to such a verb as “ make,” it is both far-fetched and historically inaccurate, and that there are cases in which it would not be applicable at all. Try it, for example, on such a sentence as “ He struck the man dead,” or “ He set the ball rolling,” and contrast the latter with such a sentence as “ He caught the ball falling.” There is nothing at all strange in the fact that the same verb should both make and not make complete sense, according to the words by which it is accompanied. The question is, “ What do we wish to predicate of the subject, and does the verb by itself do what we want ?” In “ He struck the man,” and “ He struck the man dead, it is of course true that so far as “ struck ” denotes “ the delivery of a blow,” it has the same force in each sentence ; but then the point is, that this is not all that we want to predicate in the latter case ; and accordingly the verb is a verb of incomplete predication, because, taken by itself, it does not say all that we mean. The action which we want to describe is “ to kill by striking,” and this complex notion is expressed by using the adjective dead in close connection with the verb. As Dr. Abbott says, “ To make king and to make beautiful are, each, just as much one verb as ‘ to be-king,’ and 1 to beautify.' ” So thoroughly is this the case, that synthetic languages show a constant tendency to combine the adjective and the noun into one compound verb. Thus, in Latin, mollificare = mollem(e) facere, and in German we constantly find compounds like vollbringen or gutmachen, the adjective part of which is so bound up with the verb that it is not inflected. Besides, as we make no difficulty about the combination in the passive construction (“He was made angry,” “ He was struck dead ”), why should it perplex us in the active ? If a simple substantive (not a clause) can be the subject of the complex passive phrase, why may not a simple substantive be the object of the complex active phrase ? The two go pari passu. That this is the right mode of dealing with the construction, appears from its history. It can be traced distinctly to the analytical tendencies of our language. “To make black” is only an analytical expantion of “ to blacken,” and so forth. When English was still in the syntheticstage (in Anglo-Saxon), we rarely find these analytical expressions. We get an instructive insight into the whole matter if we compare the successive expressions in Luke xi. 39—“ Ge geclaensiag ” (A.S.) = ‘‘ Ye clensen ” (Wycliffe) — “ Ye make clene the outside, &c. (Tyndale) = “Ye make the outside clean” (Modern Form) ; or those in Matt, xxiii. 5. “Hie tobraedag hyra healsbec ” (A.S. ) = “ Thei alargen her filateries ” ( Wycliffej =“They make broad their phylacteries” (Autk. F.) = They make their phylacteries broad” (Modern Form). The arrangement of the words shows that the object of the verb make is not a clause, but the noun that follows the verb. In Anglo-Saxon it is not uncommon to find the preposition to with a dative noun instead of a complement, as hri wyrcsthd tb Gode = “Thou makest thyself God ” (John x. 33), so as to bring the object of the verb more distinctly before us. To effect the same object the complement is sometimes put before the verb, and the direct object after it, as “ He his englas de§ ae£ele gastas ” = Ile makes noble souls his angels.
It has always seemed to me a great pity that grammarians have so often called the object the completion of the predicate. The practice quite obscures the important difference between completing the construction of a sentence, and completing the signification (or predicative force) of a verb. The object does the former, but it does not do the latter and yet it is constantly spoken of as if it did. Nothing whatever is added to the meaning of a transitive verb by putting an object after it. The verb can never do more than describe the action in itself, and this it always does whether accompanied by other words or not. “ Thou shalt not steal” expresses the action in itself quite perfectly, because it is an essential part of the signification of a transitive verb that it denotes an action which is done to something or other. Thus, e. g., “ he struck” does not denote simply that he moved his arm in a certain way, but that he moved it so as to come in contact with something. If we name that “something,” we certainly get a fuller sentence, but not one particle is added to the signification of the verb. And why should the object be called the completion of the verb any more than the subject? Is it not just as essential to know whence the action proceeds, as to know to what quarter it is directed ?
SPELLING REFORM IN ENGLAND, AMERICA AND THE CONTINENT.
By Dr. J. H. Gladstone, F.R.S.
Eveky living language is in a state of growth and change. These changes arise partly from gradual alterations in the pronunciation of vowels, and even of consonants ; partly also from the fact that words are shortened, and grammatical inflections are omitted ; so that more can be expressed with the same expenditure of time and breath. Then, also, other elements are added, from time to time, from foreign tongues. This being thecase, the spcllingisapt to become antiquated, and changes in the written language must follow those in the spoken language, at a greater or less distance. It is rather important to say, “ at a greater or less distance,” as a great deal hinges upon this. I will endeavour to illustrate this point from the derivatives of the Latin.
I will write down the old Latin word gnosco. You know, as time progressed, the Romaus ceased to pronounce the difficult letter g at the beginning, and pronounced it nosco ; and when they did that—like a practical people, as they were—they wrote it nosco ; but, of course, where they did pronounce the g they still wrote it; and the letter was still retained in cognosce. Then, as time passed away, the Latin became altered, and gradually there arose a separate vernacular literature in Italy, Spain, and France. In Italy the modern language may be said to owe its origin to the genius of Dante, who flourished at the beginning of the thirteenth century. Himself a Tuscan, he adopted whatever he considered to be best in the various dialects of Italy, and he endeavoured to express as actually as possible the sounds of the Lingua Cardinale in writing. The orthography of Classic Latin had still some influence ; but the learned circles of Italy admitted the principle that the words were to be written as they were pronounced ; and there was never any very serious dispute about that; and the great academies that arose fell in with the same view. The two principal grammarians who paid attention to spelling were Leonardi Salyiati and Benedetto Buonmattei. The at ter of these published a grammar in 1643, which was adopted by the celebrated Accademia della Crusca ; and the Italian language has all along represented in its spelling the spoken language, so that at present it is about as phonetic as anything can be. Of course, in doing so there were various changes made in the spelling ; thus the Italians went a little further than the Latins, and struck out the g in cognosco, writing
it CO710SCO.
The Spaniards did not act as the Italians, but retained the old spelling long after the Spanish language, so to speak, came into existence ; but there arose a desire for spelling reform in Spain, and it belongs to the best period of Spanish histoiy. It commenced, as far as I can ascertain, with a treatise published in 1492, in which the phonetic principle was advocated. Lebrixa, the great scholar of the time of Ferdinand and Isabella, attempted to simplify the spelling and reduce it to order, but there was a great deal of controversy on the point. In 1714, the Academia de la Lengua Española was founded for the express purpose of establishing a literary standard. It instituted many orthographical improvements, and in the eighth recension of its treatise on spelling, which appeared in 1815, the Academy inaugurated important changes which, in the course of the next twenty-five years, became universally adopted ; so that the Spanish written language represents the Spanish spoken language even more accurately than the Italian. The Spanish alphabet has twenty-eight letters, the same as the English with the exception of w, and it has three additional letters—ch, ll, and n. The third letter of the alphabet, c, has two distinct sounds, sometimes as s, and sometimes as k, but according to definite rules. They have dropped the g in cognosco in the same way as the Italian.
If we turn to the French, we find a very complicated spelling. During the sixteenth century, many scholars wished to emancipate France from her antiquated orthography, but the French Academy, unlike those of Spain and Italy, set itself against spelling reform, and two centuries passed away without attention being seriously drawn to the subject, except by those eminent educational reformers, the I’oit-Royalists. The question has been revived in modern times, and at present there is considerable talk in France upon the matter. They wrote jc cormois until the Academy got rid of the o and wrote connais, at which it remains, and is likely to remain, though no one pronounces the final s. French spelling is, in many respects, exceedingly bad. If they want to write the word sounded o. they use earn to express it, or, worse, eaux. In Italy and Spain anybody, without trouble, can learn to read ; but in France that is not the case. In Italy and Spain little time is required in the schools for dictation and transcription lessons ; but in France an immense amount of time is required. The French now are not so particular about spelling as we are, and, though in many respects, the French language is spelled better than ours, you must know two or three hundred rules before you can say how printed French is pronounced. You cannot do that in English with two or three thousand rules.
The English language has experienced most important changes in pronunciation, and it is now undergoing changes. These were more rapid in past times than they are now. Caxton was the greatest of all spelling reformers. In one of his books he says, “ And certaynly our langage now used varyeth ferre from that which was used and spoken whan I was born ; for we English men ben borne underthe domynacyon of the mone, which is never stedfaste, but ever wauernge, wexying one season, and waneth and dyscreaseth another season.” That applies, to a certain extent, to the present day. For instance, Caxton used the word axed, and we hear it to the present day ; but in polite circles we reverse the k and s, and say asked. So we have many other instances of changes that are taking place, sometimes through a change of accent, as in contrary and contrary. Wh, in the word mlicn, used to be written 1m, and some persons in the north of England so pronounce it, while in the south we leave out the h. So often is pronounced either with or without the t. The written English has altered very materially indeed, but generally at considerable distances behind the change in pronunciation. This will be seen by comparing the old English with that of Wycliffe and Tyndale in the spelling of the numerals •—
|
Old English. |
Wycliefe. |
Tyndale. |
|
a.d. 995. |
a.d. 1389. |
a.d. 1526. |
|
an, ane. twa. |
oon. |
one, won. |
|
two. |
two. | |
|
bry, bre. |
thre, three. |
thre. |
|
feower. |
foure, four, fyue. |
foure, fower. |
|
fif, fife. |
five, fyve. | |
|
six, syx. |
sixe. |
sixe, syxe. |
|
seofou,seofen. |
seuen,seuene. ei'3te. |
seven. |
|
cahta, ehta. |
eyght. | |
|
nigon, nigone. |
nyne. |
nyne. |
|
tyn. |
ten. |
ten. |
At the time of the Norman conquest, spelling was thrown into great confusion by the same alphabet being employed for a variety of different sounds. Then came the period of printing, and Caxton had to invent a way in which to spell English, and he did so by avoiding the two great extremes of an archaic pronunciation, and a foreign affectation ; and by the help of hisDutch compositors he fixed, to a certain extent, the spelling of the English language. At that time it was not considered necessary that anybody should spell regularly. It is said that in Tyndale’s translation of the Bible the little word fit is spelt in eight different ways, one being hytte. Thus latitude was allowed for variety. We might speak of other spelling reformers, and quote such great men as Milton; but the man
who fixed the spelling of the English language to the greatest extent was Dr. Samuel Johnson, who, in compiling his Dictionary, made a selection from the various forms before him of that which pleased him best Lie fixed it so far, at any rate, that the printing-offices adopted his dictionary ; and to this day there is a consensus of opinion among the printing-offices which determines the spelling of the English language. But it is now fixed by something more than the printing offices—by the Legislature, and in this way Six-sevenths of the English children arc, or ought to be, in the Elementary Schools examined by the Government Inspector, and the Government Inspector insists upon the children spelling according to the current orthography, and unless they do so they cannot pass their examination, and cannot rise from one standard to another. The consequence is, that it is impossible for the great mass of our English children to be taughtspelling in any other way, for it becomes a serious thing if they cannot pass the annual examination, so as to euab'c them early to enter life and earn wages. The Government also fixes the spelling in another way ; because‘there are a number of civil and military and other appointments at its disposal, and in the examination required for those appointments immense stress is laid on correct spelling, and more ate plucked for errors in spelling than for anything else. We write could. It is a blunder. We have it from couthe, which is rounded off into cotide, and it is the past tense of cunnan. There is no analogy between could and should, or would. If any unsounded consonant is used, it should be n, and not l. Educated people must still go on writing ue at the end of catalogue instead of writing catalog. You can easily understand why changes in spelling have been going on ; and the reason why the spelling of the English language should not be irrevocably fixed, but that it should have free growth, and should be able to follow changes in pronunciation ; and that these different abnormalities and irregularities should be reduced in one way or another, so that the spoken and the written languages should be brought into harmony. This desire for harmony is probably felt most strongly by philologists ; at any rate, there is the greatest unanimity among philologists that the present spelling is an extreme difficulty in the way of their science ; that it obscures the history of words ; and that the true etymology of a word is often doubtful until it is searched for in manuscripts of the past. All learned philologists, almost without exception, both in England and America, are alive to the importance of spelling reform, it has also been taken up by educationalists, because there are two ways in which English spelling does damage : one way is, that m our schools it occupies a large amount of time that might otherwise be devoted toother purposes—a time that maybe reckoned on anaverage at 1,000 hours in the school history of every child ; another way is this —you will, I think, agree that a child should be trained to habits of logical thought and regularity of knowledge, that the knowledge of one day should lead up to the advanced knowledge of another, whereas the teaching of English spelling is exactly the reverse of that. ' It introduces confusion into the minds of children, because what they learn one day is entirely reversed the next, and so far it actually injures the mind of the child ; for, instead of developing his reasoning and reflecting powers, and giving him confidence in his knowledge, it throws him bach upon the varying authority of the teacher, because the child is told different things on different days. Then, there is another group, of people concerned—the foreigners. A great many foreigners among us consider it extremely hard that they should have to learn two languages—the spoken and written English. These three classes—the philologists, the educationists, and the foreigners—unite in demanding spelling reform. The demand has shown itself in various ways. 1 am not going to refer to the past history of the movement, with which our veteran friend Mr. Ellis was so much connected, but within the last few years various schemes have been brought forward. The National Union of Elementary Teachers, two or three years ago, asked for a Royal Commission to look into the matter, and the School Boards for London, Liverpool, Bradford, and other places, followed their example. It eventuated in a memorial being presented to the Education Department by 130 School Boards, the majority of which agreed with its terms, and all asked for the Royal Commission. The Social Science Association have also taken the matter up, and have passed certain resolutions, the most important of which is, that a well considered and generally recognised alternative method of spelling, in which each separate sound shall be uniformly represented, is desirable, and would be at once useful for indicating the pronunication of any word, and/endering it atonce familiar to ordinary readers ; for teaching the proper pronunciation in schools, thus curing vulgarisms; for representing different dialects ; and for showing the pronunciation of foreign languages. Since that, the Spelling Reform Association has come into existence, and counts among its supporters the leading philologists, and a great many leading educationists, as well as literary and scientific men ; but those who belong to it are not committed to any particular scheme, and, while holding different opinions as to the desirable extent of the reform, or the means of carrying it out, they are willing to join in the great object. I may say, the Indian Government have had forced on their notice the difficulty of expressing the names of places in India, and they have-adopted a particular mode of spelling the names of places phonetically by Roman letters, excepting only such names as Calcutta and others too well established to be easily changed. There have also been attempts on the part of the Royal Geographical Society to express geographical terma by some well-recognised system of spelling. Of course, such changes do not imply that they should always be used ; though the spelling adopted by the Indian Government has come to be very generally used. But while this Spelling Reform Association has been going on its way, there has appeared an Anti-Spelling Reform Association—though I do nob know whether it really exists—using a quotation from Dean Trench written twenty-five years ago ; that is the only respectable philological t authority that the Association can quote ; but whether Dean Trench is-
obedic governili official piai.'
’'tor» and the Royal Commissioner (generally a the Abiturienten Examen, or final examination, L makes him a Maturus, i e., ripe for a univer-. ^ :ts, I shall try to
their Colleges, but will now say a few
words about the college tutors. . , , , , ,
b , ,, valuable use of their independent
„JS,n “A*r\VAm -«red by the overcrowded state of
K I 0' f i ' JD • the noblest kind. Unbiassed by
their forms, pursue educational aims Oj. ____ J
the opinions of foolish fathers and mothc ^ ^ey can reimh farther than the poor teacher who is constantly harassed We ‘‘^'suggestions of the parents ; they are instructed and guiu * by experienced schoolmasters, for such are not only their head mast ' ' * l\ a s e government inspectors. But the state not only protCv ,Fern ^namR _ 10 whims of educational dreamers, but also secures for <-uimg eir
Active service a decent living, and in their old age a pt
Also, by limiting the subjects of each teacher, am. ;Ac urs °,
instruction—these seldom exceed 22—he is enabled to TK
solidify his knowledge, and to make that department wh. Q ■ J j8 selected for his life-task thoroughly his own, It is thus that 'Jy® ^ among these public school teachers of Germany, so many eminem who, after perhaps 15 or 20 years’ service at the colleges, find themse. v^ capable of filling the honourable post of a university professor, or shii/0 among the servants and literati of the country.
On the other hand, if they be men of narrow minds and sour disposition, they can—and probably with more impunity than in any English school—exercise their power like true despots. What mental torment their scholars are frequently exposed to, cannot easily be conceived by anyone who has not been a German schoolboy himself. I hfvve known strong men who could clench their fists in speaking of that Attila or Nero who proved a scourge to them in their days of the Rule of Three. The pettifogging spirit of such pedantic professors could nowhere find a better home than where their office, as in Prussia, is an almost irrevocable one, and where the army furnishes the standard for all matters of political and educational morality.
Having thus far alluded to the Colleges of Germany as the trunk of one mighty tree, casting its shadows over the vast area of the empire, I shall now proceed to describe the growth, the inner life, and the fruit of its main branches.
JUfrktos mtr ' fjoficcs,
of the same opinion now, I do not know. Then they make a statement with regard to certain schools at Malta, which is just in opposition to something I have stated in my book,—I am right and they are wrong. They wind up by saying that every patriotic Englishman should preserve this heirloom from the attacks of foreign professors. That is their grand sentiment; and it is a sentiment which will appeal most powerfully to the feelings of the English community. At any rate, I am not a foreign professor. But English spelling is no heirloom at all. It did not belong to our ancestors. They spelt differently. It does not go back further than Dr. Johnson, So that to call it an “heirloom” is a misnomer. Take the word “ heirloom ” : heir is not Latin spelling, but may be Norman-French ; Wicliffe spelled it eire, eier, and eyr; and ■geloma is Anglo-Saxon for any household utensil, changed to hloma, loma, and home ; so that the real ancestral spelling would probably be eirelome. ■Of course, if there are any precious heirlooms, we would keep them ; but .if the words are bad in form. I hope we shall change them.— Ed. Times.
CONFLICT OF TIIE CLASSICAL, THE MODERN, AND THE TECHNICAL SCHOOLS IN GERMANY OF THE PRESENT DAY.
By H. Bauman, M.A.
(Continued from page 104.)
OWING to this universal rush for the army certificate, the lower forms of all the privileged schools are filled to excess. A Quarta or Tertia of £30 scholars is, in a German Gymnasium or Realschule, a very usual thing. Hence, education there, even with the best masters and methods, necessarily sinks to the level of an educational trickery, and creates in the masses of the nation, together with that spirit of subjection which is the vei'y soul of good discipline, also a want of self-esteem and individual productiveness, very generally observable in the country. If, from the cradle almost, the police, the army authorities, and the schoolmaster are busy levelling the mental frame of the boy, whether stupid or quick-witted, after the same Chinese mould of uniformity, why need German professors lament that originality is growing so scarce around them'! I think the history of her own adored Schiller ought to teach < Germany a lesson in that respect.
In Obersecunda, all those leave who were sent to the school merely for the useful purpose of securing the army qualification. But there a new and, if possible, more eager competition is set on foot. The successful attendance of the highest forms of the college procures valuable (qualifications of a varied class. The vast body of Germany’s officials, it ¡must be remembered, is recruited from the state colleges. Clerkships ¡innumerable in the Civil Service, including the postal, the mining, the surveying department, are filled with their candidates. The English system of competitive examinations being fortunately unknown, the -mvernment have devised a safer system, which, together with the -antages of a methodical, scientific instruction, ensures the habit of ‘ mce. Their annual batch of candidates are trained by their own eot schoolmasters, and in accordance with a well-considered of instruction. This gives a compactness and strength to theT whoie^fa Vit'’bC> outrivalling anything ever invented by ancient or
mAt°the^nd^f h s career, the Primaner has the choice of pas
sing, before bis ma.
Provincial Schul-Ilath,
sUv*™’^S"CCCSSfu ' Maturi and their prospects, I shall try to sity career. Of the young - - - -- “ r J
speak again, after describinfc
The parallel systems of Secondary State Education in Germany have, within the present century, undergone very considerable changes.
The Gymnasium, the only living representative of the old classical school system, traces its descent to the Latin Schools which, since the revival of classical learning in Western Europe, have sprung up everywhere in Germany, now as the grateful offspring of the Reformation, now as the creature of its antagonists, the Jesuits. But, in its present constitution, it can no longer be compared with schools like those of Trotzendorf, Hieronymus Wolf, or Johannes Sturm. The famous Trivium and Quadrivium no longer represent the narrow circle of knowledge, within the circumference of which even the ripe scholar was once expected to move during his life-time. Although the conversational use of the Latin tongue is by no means banished from some of the Latin lessons in the highest forms, it no longer saturates the whole education of the pupils, as it did at Goldberg, where, as Raumer tells us, the maids and the butlers conversed in the language of Cicero. The Ethics of Aristotle, the Colloquies of Erasmus, even the Dialogue of Lucian and the plays of Terence, are almost unknown to the German grammar-school boy of the 19th century.
Although the Latin and Greek tongues still play so conspicuous a part in the modern Gymnasium, that in all but the two lowest forms one half of the school lessons is given up to these subjects, it may be considered as an important concession to modern culture that natural history, with arithmetic and geometry, are adopted for the lower forms ; natural sciences, with algebra and trigonometry, for the higher forms ; while French is taught in all the classes except the lowest. The chief subjects, and, at the same time, those maintaining the historical or literary character of the curriculum, are, together with Latin and Greek, the mother tongue and history itself, combined with geography.
If we calculate that, in the four head forms, Latin and Greek, the mother tongue, history, and French, occupy on an average, 22 ; mathematics and physics, together, but 5 and 6 hours respectively of the weekly curriculum ; if we consider further that Latin commences with 10 lessons in the lowest, and ends with 8 in the highest form ; whilst Greek extends from Quarta, the 7th, up to the highest form with 6 hours ; if we finally consider that the Gymnasium contribute the greater half of the sum total of Germany’s higher schools—we come to the con-elusion that the Humaniora have not lost their hold on the nation of philologists. The movement in the tendencies of the Gymnasium during the present century may even, in one respect, be called retrograde.
(To he continued.)
“ EUCALYPTOGRAPHIA:” A descriptive Atlas of the Eucalypts of Australia and the Adjoining Islands. By Baron Ferd. Von Mueller,
K.C.M.G., M. Sc Ph. D., F.R.S., Government Botanist of Victoria. Decades three to five, Melbourne : John Ferres, Government Printer.
Like tropical vegetation, which imparts its own glowing hues to the insect life it sustains, the literature of a country perceptibly tinges the thoughts and moulds the ideas of its inhabitants. Hence nations as well as individuals are “ known ” by their books. It is therefore a subject of more than ordinary self-gratulation that at such an early stage of her national history, the colony of Victoria possesses an indigenous literature of the very highest order. Evidence of this is supplied in the erudite works, the “ Aryan Household,” by the Hon. W. E. Hearn, LL.D., M.L.C. of the Melbourne University, and that on the “ Eucalypts of Victoria,” from the pen of Sir Ferdinand Von Mueller, Baron, the fifth decade of which is before us. Since the date of our firstnotice of the “ Eucalypts,” three additional parts have been issued from the press ; each containing ten species fully illustrated by as many quarto lithographs, one anotomic plate, and ample text. Seeing that the Eucalypts must always be the main trees for the supply of timber and fuel throughout Australia, this important work will continue to serve as a standard work of reference. Full justice is here done to this class of our indigenous trees. Their characteristic differences, the peculiarity of their woods, the chemical products obtainable from them, are clearly given, together with a large amount of information with respect to the geographical distribution of each species. Among the species illustrated in the third part of the work, are the ordinary Stringy-bark tree, which often passes under the name “ Messmate ” tree ; also one of the tall white Gum trees of that species which reaches Alpine heights. In part four, we have—particularly interesting to Victoria—the Mahogany Eucalyptus, which form in East Gippsland such dark shady forest scenery. The description of this magnificent tree occupies four quarto pages of text. Then there is the Cedar Eucalypt, that constitutes a shrub on the top of our snowy .mountains, but becomes a tall white Gum tree in the lowlands. More im uortant still is the Victorian Red Gum tree, the wood of which is as lasHD? as that of the West Australian Jarrah, while the growth of the tree is much quicker. This part contains, moreover, the New South Wales principal Iron-bark tree, the best of that particular group; also the Apple-scented Eucalypt, to be found within a few miles of Melbourne. Part five comprises among its ten species, the Giant Eucalypt, the tallest tree of the globe, and better, the richest in volatile oil; an oil which the Baron’s earliest exhibition efforts, and Mr. Bosisto’s subsequent extensive distillations, have made an article of considerable commercial value. The fifth decade also contains three of the species which form the Mallec-scrub. three others being in the third and fourth parts. Taken as a whole, the work is of the highest value to these colonies, the timbers of most commercial value being described therein. The letterpress i8 free from technicalities, and the plates are beautifully executed, while the price (5s. for each decade), is such as to bring it within the reach of everyone who has a desire to gain information upon the Eucalypts of Australia.
“ Extra. Tropical Plants,” Readily Eligible for ¡Industrial Culture or Naturalization, with Indications of their Native Countries and some of their Uses. By Baron Fred. Von Mueller, K.C.M.G., M. and Ph.D., F.R.S. Indian Edition. Calcutta : Office of the Superintendent of Government Printing, 18S0.
In the year 1876, the Government Botanist of Victoria, Baron Von Mueller, published an important volume on “ Select Plants for Industrial Culture and Naturalization in Victoria.” The work originated in several essays published by the Victorian Acclimatization Society, and resting largely on original observations, instituted by the Baron in the Botanic Gardens from the year 1852, as also upon observations made during his extensive travels since 1842—undertaken for the purpose of confirming and illustrating the notes which he had made in the course of a wide correspondence with leading scientific men. This work was sent by the Government to all State Schools, free libraries, and public institutions in the colony. This wide distribution almost exhausted the edition, and the book soon became no longer purchasable. The Central Government of India, desirous of utilizing Baron Von Mueller’s book in that important part of the British Empire, asked for, and obtained most readily, the consent of the Victorian Government to the re-issue of the work in Calcutta. A copy of this new edition is before us. We observe that the Indian edition is larger by about 100 pages than the one published in Victoria, so that the book now reaches about 400 pages. It now has a systematic index of the genera of all the utilitarian plants mentioned in it. This index gives the outline of the simplified natural system, modified by the Baron himself. The title has been changed from “Victorian Culture” to “Extra-Tropical Culture,” as, in truth, thebook must be useful for cultural purposes in any country outside of the tropics—all the more so, as no similar work, pithy in its contents, terse in its language, and complete in its data is extant in the literature of botany. In place of the meteorologic tableof Victoria, one comprising dataof fifty Indian stations is substituted. It seems that it was the intention of the Government of the Bengal Presidency, by the issue and wide distribution of our author’s work, to draw the attention of planters and others in Upper India to the benefit to be derived from a more diversified culture of alimentary plants. This would tend to diminish the horrors of famine, on the failure of the rice crop. A more extended knowledge of the trees and plants suited for the climate would also tend to promote forest culture of extraIndian trees. Hitherto only Eucalypts, Australian Wattles, and Chin-conas have been grown on a large scale in India, beyond the native Sal, Teak,Siccoo, and Himalain Pines, to which forestry there has been almost exclusively restricted. Considering the national importance of the subject, we think the Government of this colony should re-issue the work, with such additional observations as the author has since been able to make. For, although of late years, the Baron’s resources for practical research in his branch of science have been cruelly restricted, he no doubt would still be able to further enrich its pages. Although the issue of the Indian edition has not, we believe, been of any pecuniary advantage to the Baron, yet it must be highly gratifying to him to find that his efforts to advance forest culture have been recognised by the Government of India. This is, as far as we know, the first instance in which a large work by an Australian author has been similarly honored by another country, and it is an honor of which Victorians may well be proud.
“Elements of Magnetism and Electricity:” With practical instructions for the performance of experiments, and the construction of cheap apparatus.—By John Angell, Senior Science Master, Manchester Grammar School. Melbourne : William Collins & Co.
As might have been expected, the introduction of science teaching in the English public schools, has led to a considerable multiplication of elementary books on the different branches of science taught. From one point of view this is a great advantage ; but the danger is that the student of science will in many cases find that text books specially prepared by “ coaches ” for these examinations, contain but the bare bones of the sciences treated upon. Such is not the case, however, with the book before us. Mr. Angell has succeeded in treating the subject of magnetism and electricity with sufficient fulness to redeem it from the charge of being a “ cram ” text book. Each branch of the subject is copiously illustrated, and, in addition to the instruction given on the history and the manipulation of electricity, the book contains valuable suggestions respecting the manufacture of electrical instruments.
“ Practical Book-Keeping:” A Manual of Book-Keeping and Accounts for the use of Merchants, Tradesmen, Book-Keepers, &c.—By J. Scouller, Accountant, Auditor, and Arbitrator, Melbourne. Melbourne: Geo. Robertson.
Mr. Scouller’s book should command a large sale among the teachers of schools in these colonies. Although it has not been specially prepared for the use of schools, but for the use of merchants and tradesmen, we know of no text book on the subject as well adapted for teachers. “ The maximum of perspicuity with the minimum of labour ” has, we think, been attained in the compilation of the instructions and the tables of illustrations. One object of the author is “ to assist those accountants and book-keepers, whose opportunities of gaining a full knowledge of accounts have been limited by circumstances, in arranging and improving the system of books and accounts placed under their charge.” To those who have never yet properly understood the relationship of the books employed in the complex system of double entry book-keeping, the work under notice will prove invaluable. The brief sketch of how defalcations arise, and how they may be largely prevented, are likely to be of service to business principals. No young accountant or book-keeper should be without Mr. Scouller’s book.
“The Alcohol Question,” Scientific, Biblical, Moral, Religious.—By Dr. T. P. Lucas. Melbourne : Dunn, Collins & Co.
It may be confidently assumed, we think, that the day is not far distant when “ the alcohol question ” will become the one question of agitation by social reformers. Experiences of bitter disappointment in their well-meant efforts and philosophic schemes for the elevation of the masses being rendered comparatively nugatory through the excessive use of alcohol, are awakening social reformers in Great Britain and the colonies to the fact that the “ curse of drink ” must be removed before many of their schemes of social elevation can have a chance of success. Constitutional reform, laud reform, legal reform, are all retarded through the debasing influence of the prevalent drinking customs of English societyn The one great want of society, is sobriety. Those who sincerely desire to accomplish any or all of the reforms alluded to, should let their energies converge to the removal of the drink evil. Without its removal no one of their projected reforms will effect much change in the face of society, while, this evil out of the way, all these and other much needed reforms would be easily accomplished. Dr. Lucas’s book has afforded us much pleasure in perusal, and its wide diffusion in the colonies will, we are satisfied, do much towards the general inculcation of sound views on the temperance question. The subject of alcohol is examined by him from a common sense, scientific, Christian, and philanthropic platform. Speaking of the misconception of the public as to the proper value of alcohol, a reviewer of a former work of our author says, “ The gravest difficulty in the way of success is the widespread impression that alcoholic beverages really do add to the stock of human strength and vigour. There are millions of hard-working men who never dream of any other result from a moderate and regular use of stimulants. Let it be known that stimulant is not strength, but often a waste of strength, and then one of the mightiest possible levers for good is put into the hands of the social reformer.” Dr. Lucas has set himself down to answer the question how far the use of alcohol is allowable, and the amount of restriction necessary. “ Alcohol truly,” he says, “ is a deadly toxicant drug ; but it is, in properly administered doses, and in certain cases, a most potent medicine. To sweep off alcohol from the face of the earth would be to take a stand on a principle which, in its present relations, must destroy society in all its phases. Used carelessly, alcohol is-one of the most subtle destroyers of vitality, and has been the active agent in causing the death of thousands. But gunpowder destroys thousands-at a sweep ; steam, fire, iron, in a word, every article given to man for his use and happiness, may destroy or damage, if used indiscriminately. The more useful the article, often the more dangerous its action.” Teachers, and others who have the charge of our youth, will do well to purchase a copy of what, upon the question of alcohol, is a really fascinating book. __
BOOKS RECENTLY ISSUED FROM THE PRESS.
(Copies of which can he obtained at the prices quoted through Messrs. S. Mullen, Collins-st. JS., and M. L. Hutchinson, Collins-st. IK, Melbourne. A liberal discount is allowed, to schools taking several copies.) Curiosities of Puritan Nomenclature, by C. W. Bradsley. Chalto & Wirnlus, 7s. 6d.
Recollections of Travel in New Zealand, by C. J. Crawford, 8vo. Triibnor, 18s. New Arrangement of the Classes of Geology, by Clarke. Williams and Norgate, 4s. Gd.
Communism and Socialism, by T. D. Woolscy, cr. 8vo. S. Low & Co., 7s. Gd. Hereditary English, Scottish and Irish Titles of Honor, by Solly. Longmans, 10s. Gd.
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Six Lectures on Physical Geography, by S. Haughton, 8vo. Longmans, 15s. Six Lectures on the History of German Thought, by K. Hillcbrand. Longmans, 7s. Gd.
Xenophon’s Anabasis, books G and 7, translated by T. J. Arnold. Cornish, Is. Gd.
Shakespeare’s Romeo and .1 uliet, by C. E. Mobcrly, 12mo. Rivington, 2s. Concordance of the Odyssey and Hymns of Homer, by H. Dunbar, 4to. Macmillan, 21s.
Mathematical Formula;, &c., by R. M. Milburn, cr. 4to. Longmans, 3s. Gd. Italian Grammar, by A. Elwos, new edition, 12mo. Lockwood, Is. Gd.
Outlines of History of Religion, by C. T. Tide, second edition, 8vo. Triibnor, 7s. Gd.
Victorian Reading Books, book 5, standards 5 and G, 12tno. T. Laurie, Is. Gd. Elementary Treatise on the Differential Calculus, by R. Williamson. Longmans, 10s. 6d.
It is expected that the Education Section of the forthcoming Social Science Congress will hold its meetings in October. The circular issued byjthc Committee of the Section invites suggestions, and asks for papers on any subjects connected with education. A list of subjects suitable for discussion is printed with the circular, not to limit contributors in their choice, but to indicate the character of the papers which would be acceptable. Certain of these questions have especial reference to State school work, and well-considered temperate papers, embodying the views of thoughtful and far-seeing teachers, cannot but command respectful attention, especially if they suggest practicable means of improving our educational system. The recommendations of the Council of the Congress are likely to be influential in directing and modifying educational administration and legislation ; we therefore trust that the invitation of the Committee will meet with a liberal response, and that our State school teachers in particular, will not allow this opportunity of doing possible service to pass unimproved. Papers should be sent in as soon as convenient. Mr. Harlin, of the Church of England Grammar School, is the Hon. Sec. for the Education Section,
Photographic Society op Victoria.—At a meeting of the Photographic Society of Victoria, held on the 4th instant, an essay was read by Mr. Coulter, on “Gelatine Bromo Emulsion,” which evoked considerable discussion. By the use of the new gelatine dry plates, it appears that the time of exposure in the camera is greatly reduced, that there is no need for sunshine, the light of the dullest day being ample for ordinary purposes.
Metropolitan Liedertafel.—The 59th council of the Metropolitan Liedertafel took place in the Melbourne Town Hall, on the 8th instant, in the presence of His Excellency the Governor, and a large and fashionable audience. During the evening, the President of the Society presented a Golden Wreath to Madame Patti, and a Golden Lyre to Mr. Ernest de Munck.
Melbourne Musical Association.—The usual monthly meeting of this society was held on the 6th instant, when a lecture on “ Harmony” with musical illustrations, was delivered by Mr. Plumpton. At the conclusion of the lecture, a programme consisting of selections from the composition of members of the society was gone through. Altogether a very enjoyable evening was spent.
The ephemeris for the meridian of Washington, published in the American Ephemeris and Nautical Almanac for 1SS2, “offers epheme-rides of the fixed stars, sun, moon, and major planets for transit over the meridian of Washington, and other details.”
One of the exhibits at the February meeting of the Society of Antiquaries was “ a deed drawn up in the year 1072, in the presence of William the Conqueror, his Queen,and a council of Bishops (whose signatures are affixed), settling the question of the primacy of Canterbury and York. The names of the King and Queen had been added by a scribe to their crosses, but the other signatures and crosses were probably in the handwriting of those whose names they bore.”
Professor Buchheim has edited for the delegates of the Clarendon Press a new edition of Goethe’s “ Iphigenie in Tauris.” The drama is preceded by a critical introduction containing, besides an analysis, a comparison between the Euripidean “ Iphigenia” and the “ Iphigenie” of Goethe.
The value of Russian leather for book-binding is enhanced through its perfume being a preservative against the attacks of moths and other destructive insects. Moreover, books bound with it are seldom affected with mildew. It is well to know that other leather or cloth bindings may be preserved by brushing them over with spirits of wine.
The report of the Science and Art Department shows that the number of students at the Royal School of Mines during the year, 1878-9, was as follows :—36 regular students entered with a view to become associates, and 189 occasional students ; 74 students attended the Metallurgical Laboratory, and 1,685 persons attended the lectures given to working men in the theatre in Jermyn-street by the Professor of the Royal School of Mines.
M. Ferry’s bill in relation to the constitution of the Superior Council of Public Instruction in France has been passed by the Senate.
liuto ri ;m (<; bucati on: Department.
The committee of the “ Palestine Exploration Fund ” are about to issue a magnificent map of Western Palestine, drawn on a scale of one inch to the mile, from the surveys of Lieutenants Conder and Kitchener, R. E.’s.
Referring to the Comet (now known as Comet I, 1880), Mr. Ellery, in Notes from the Melbourne Observatory, says :—“ The probable identity of this body with the great comet of 1843, which formed such a grand spectacle in the evening sky of the southern hemisphere during March of that year, was suggested, and although the series of observations obtained here had not reached the Royal Astronomical Society at the date of our last news, we have now several orbits computed by different astronomers from independent and trustworthy data, which strongly bear out the supposition that this comet is really a re-appearance of that of 1843.”
The Phonetic Teacher is the title of a new scholastic paper published in the United States. It is intended to be the organ of educationists who are in favor of the spelling reform movement.
The lecture on “Snakes,” delivered by Mr. Ruskin, is to constitute the seventh number of the Deucalion,
It is reported that an interesting monograph by Gaston Paris, on the legend of the Wandering Jew, will soon be published.
A pension of £150 per annum has been granted to Mr. S. C. Hall, in recognition of his long services to art and literature. Her Majesty also sent Mr. Hall a cheque for 300 guineas, with a request for his portrait.
Writing to The Athenaeum on the excavations now being made in the neighbourhood of the Sacra Via, Rodolfo Lauciani reports important results as having been obtained. Among the antiquities found may be noted the following :—(1.) The longest and largest tube ever found in Rome. It consists of a piece of lead water-pipe more than one foot in diameter and one inch thick, strengthened with iron bolts against high pressure, and inscribed : Imperatorig Caesaris Traiani Iladriani Augusti, mb cura Petronii Surae, procuratoris (aqua-rum), Martialis Semis fecit (Quinarue) centum. It ran from the Marcian reservoir of the Porta Viminaiis to the Forum of Trajan. (2.) Numerous interesting tombs, in one of which was the cinerarium of a boy, a certain Hyllus, page to Tiberius, His poor little bones had been enclosed in the vase together with his favourite toys. There was a small terra-cotta chicken, painted in bright colours, and a fragment of a puppet, in the shape of our pulcinellas, with clay bust, arms and legs of wood. The wood naturally was gone. Who would have thought that these playthings of an obscure child should, centuries after, have the unexpected honour of being exhibited in one of the most famous Museums of Europe ? (3.) Several splendid marbles and bronzes. Among which may be named (a) A lovely marble statute of a faun. (b) A bronze sitting* statuette of Cybele, with the rare symbol of a mill-stone in the left hand ; and a superb head of a youth, the most perfect bronze I have ever seen.
On the 5th February, the editor of the Astronomische Nachrichten received the following telegram from Buenos Ayres :—“ Great comet passing sun Northwards—Gould.”
A paper, by the Rev. H. M. Scarth, on “ An Inscribed Votive Tablet found at Winchester (the aucient Vinovium)” was read at a recent meeting of the Archmological Institute. The chief interest attaching to the tablet is that the inscription upon it “ is a further testimony to the fact that the Roman troops in Britain were supplied with medical officers. It likewise tends to the presumption that the ala of the Vettones, or body of Spanish cavalry from the province of Salamanca, were stationed at Vinovium. The tablet was erected to Aesculapius and Salus. The inscription is as follows :—
[AES] CVLAPIO.
[ET] SALVTI.
[PRO. SALV] TK. ALAE. VET.
[LONVM.] C. R, M. AVRE.
[L. CRVSS] OCOMAS ME.
[V. S.] L. M.
2
2 +
1
2 + ,
MATRICULATION EXHIBITION, 1880.
The following is the Greek Translation of the piece given at the Matriculation Exhibitions, February Term, 1880. Translation by James Clezy, M.A. :—
Kavtyargs ris tQ>v Hépaxv fiaaiXlvs ovtuj tovs noXlras gSlsgae Tvpavvcvwv re sal vfipfxv ware avpfiovXevaaplroi dvrbv avXXgtyOlrra trpbs filar ds rb beap.XTgpt.ov uarlfiaXov : ¿OTtpgplrtp 8e avrig irdvTxr txv dXXxr tyiXuv g yvvg 7TLcrg gv Kal npoOvpgOdaa t6v dv8pd iSdr grgae tov 8eapotybXaxa (in èÇdg dvrrj daterai îlpûror per obr isêiros typos re Cor typeras Xéyiov re tov TÛpavror ôvk &fov drai éXéov ovk Ztyg ¿OéXeiv reXevr^aas de rb re udXXos aùrgs sal apa rgr Svarvxlav OKoirovpevos ireiaOhs dvrgr Siapdrai aw rxdrSpl piar gpépar daae ¿ty1 &re èÇeXOdr irpo rgs vvktos. Kat 8) vvktos yeropérgs 6 SeaphtyvXai; âvolijas rgr Ovpav üs èijgaxr èOavp.aae péya 8Îoti g yvvg ov8év Xéyovaa raxéws cÇgXOe.
9. (a) Prove that § divided by £ must be f.
(&) Three men together can finish a piece of work in 2 hours, but at the end of half an hour two of them leave, having done ^ and ^ of the work respectively. Find in what time the third man can finish it.
10, Find the value of
2-5.
21--liL
of 2G acres 2 roods 24 perches.
2èoff
11. (a) Find the value of AARi of DIG of *6 of -587 of £5 4s. 2d. v J *03416
(b) Find the sum and difference of ‘026 and ‘00026 ; multiply them and divide the product by 1G’9.
The following is the Course of Studies prescribed for persons who wish to present themselves as candidates at Teachers’ Examinations, held under the Council of Education. The text hooks mentioned are not prescribed by the Council as necessary; they are simply suggested as useful:—
First Class.
(The maximum number of marl's assigned to each subject in this class is 1000.)
Grammar.—Including Orthography, Punctuation, Parsing in full detail, Paraphrasing, Analysis of Sentences, Composition, Style, Derivation, and Prosody. Text Books.—Latham’s Grammar, Hunter’s Grammar. MorelTs Analysis of Sentences. Geography.—Physical Geography of the Globe;
Political and Commercial Geography, with special reference to Australia, Popular Astronomy, Mathematical Geography. Text Books.—W. Hughes’ Manual, W. Hughes’ Physical Geography, W. Hughes’ Mathematical Geography, Sullivan’s Geography Generalized, Tate’s Popular Astronomy, Lardner's Popular Astronomy. Arithmetic.-—The whole Theory and Practice. Text
Books.—Thomson’s, Do Morgan’s, and Cornwell’s Arithmetics. School Books.— The Authorized Heading Series, in full. Heading.—Prose and Poetry. Writing — Specimens of Copy Setting, Letter Writing. Vocal Music.—The whole System of Tonic Sol-fa Notation, ability to sing at sight easy music in the Established Notation, Elementary Knowledge of Harmony. Text Books.—As before. Drawing.—Animals, Figures, and Landscapes; Perspective; Sketching on the Black Board. Text Books.—Dicksee’s Perspective, Butler (William’s) Manual of Model Drawing and Perspective. Needlework.—Bov Female Teachers.— Plain and Ornamental Needlework. Domestic Economy.—For Female Teachers. — Food, Clothing, Health, Sickness. .Principles of Teaching.—Method, including a knowledge of the nature of the Human Mind. Text Books.—-Tate's Philosophy of Education, Currie’s Common School Education, Morell’s Mental Philosophy, i"English Biterature.—From the time of Chaucer to the present period. Text Books.—Chambers’ English Literature, Craik’s English Literature. Algebra.—To Quadratic Equations, including Surds. Mathematics.— Euclid, Books I. to VI., Plane Trigonometry, and Mechanics. Text Books.— Pott’s Euclid, Colenso’s Algebra, Todhunter’s Euclid, Todhunter’s Algebra, Todhunter’s Trigonometry, Parkinson’s Mechanics. Batin.—Cajsar (De Bello Gallic)), First Four Books; Virgil’s JEneid, First Six Books ; Livy, First Three Books; Horace’s Odes, Book 1st and Ars Poetica; Grammar. Text Books on Grammar.—Edwards’ Eton Latin Grammar, Smith’s Latin Grammar
4. Divide 4+5 - xs -*2x9 + * — 2 by 2z-+ 3++ 2.
2a:2 + 3z + 2) 4+5 - *3 - 2a:2 + *- 2 (2a:3—3a:2 + 2+ - 1 4a;5 + 6+1 + 4*3
4a:3 + 4a;2 + x 4a;3 + 6a:2 + 4+
— Ox* -5a;3 -2a:2 -6+i -9a:5 - G+3
- 2a;3 - 3a: - 2
— 2a;3 — 3a;-2
The following is the Arithmetic Paper set by Professor Nanson at the Matriculation Examination, October Term, 1879 :—
Solutions by C, G. Hammond and M. E. H. M!Causland, Church of England Grammar School, Melbourne.
1. Multiply 54796373 by 4780935, divide the product by 5479860091’ and express the quotient and remainder in words.
54796373
4780935
2a;3-3a;2 4-2a;-1. Ans.
5. Divide Xs- + %* + 1 by a;2 -x + 1.
-xa-1) a:8 4-a;4 4-1 (a;0 4-a;5 - a;3 + + + 1 X8 -*7 ++°
x7 —a:"
X7 -Xn + Xs
■Xs + X*
■ + 5 4- X* - X3
a;3 4-1
+fi+*5-*3+*+l. Ans.
6. Prove that a(b- -c2) 4- b(c2 -a3) 4- c(a9 - b-)
— _ c) (c ~ a) (a~ &)• a(b9 —c*) + b(c2 -a3) + c(a2 -ba)
- ab2 - fiso2 4- Je2 - Z>a2 + ca2 - cb2 = - e2(a - J) - «&(« - &) + <?(ft2 - b2)
= (« - b) [ — c2 — ab 4- (a + b)c ]
= (a—J) [ — c(c — a) + b(c — a) j = (a — /;) (¿> — c) (c — a). Ans. x—y + 2—y2 6a: 2 y
7. Simplify
x + y
a;2—+y + y2 x—y *2-
z + y~
x ® 4- y3 ‘
-y2 6+2y
75 +
+2—*y+y2 ' *3 + y3
(a:—?/) (+2—+y+ y2)—(* + y) (x2—y2) + 0X2y x3 +2/3
- a:3—a:2?/ + +y2—+2y + xy2 —y 3 —*$ + *y2—* 2ÿ + y3 +6+2y
3+2 y + 3+y 2
+3 + y 3
+ 3 + y 3 3a;y(a; + y)
3+y
273981865
164389119
493167357
43S370984
383574611
219185492
5479860091)261977887548755(47807
21919440364
42783493908
38359020637
44244732717
43838880728
40585198955
38359020637
2226178318
Quotient—Forty-seven thousand eight hundred and seven.
Remainder—Two thousand two hundred and twenty six millions, one hundred and seventy eight thousand, three hundred and eighteen. Ans.
2. Eesolve 2059057 into prime factors.
(x + y) (+2—a;y + y2)
q q i ,, 14* 2a; 1 + 3+ 1 + 6+
S. Solve the equation j-—RZjfc—i~ 6.r = L
1 + 2a: 1 + 3x 1 + 6a;
+
-*y 4-y2'
Ans.
|
11 |
2059057 |
|
11 |
187187 |
|
11 |
17017 |
|
7 |
1547 |
|
13 |
221 |
|
17 |
17. 13. 113, 7. Ans.
1—2a; 1—3a; 1 —6a;
1 + 2a; 1 + 3a: 1 + 6a;
1 +
= 1
1 - 2a: 1—3+
1 —a; — 6+2 — 1 — x + 6+2
1 — 5+ + Ox
1 — 6a;
1 — 6a; + 1 + 6x 1 —6x
3. Reduce to its lowest terms
1650241
1699847*
c
1—5+ + 6+2 1— Ox
2- 10a; + 12a; 2 = 12a; 2 —2a: — 8+«= —2 + = J. Ans.
|
1650241 | |
1699847 |
|
162061 | |
49606 |
|
13243 | |
9877 |
|
3366 | |
3145 |
|
221 | |
3145 |
|
*17 | |
935 |
I 51
21
3
6
3 ' 3a:—2 ' 6a;—1 6+
6 3 21
9. Solve the equation ^.....4- q,;_9 4-
Q
2a;—3 n Ox —2 6 3
; 4-
+
0x—1 " 21
6a:—5
2_
2a;—3
Ox—2 6a;— 1 ~ Ox—5
36a:—6 + 9a;—6 42a:—63—12a; + 10 18.r 2 _ 15 a* + 2” 12a;2—28a; + 15'"
__ 45a;—12 30a;—53
18a; 2 —16* + 2 12a*2 —28 a +15
540+3—1404a2 + 101 la—180 = 540+3—1404a2 + 855+—106 1011+—855+ = 1 SO—106 156+= 74
74 37 .
a = = Ans.
156 /8
10. A and B have together £9. A pays one-fourth of what he has to B ; and B pays one-third of what he now has to A : they now have each £4 10s. How much had each at first ?
Let a —what A had at first; then 9—x— what B had at first. After
first transaction Alias
has | (9 — )
3+
B has 9
3x
4
After second transaction Z?
6-
.-. + = 3
A had £3 at first. B had £6 at first.
G. C. M. 17.
1650241_97073 . „
1699847 “ 99991* ' nS*
4. Simplify
68 + 65 126 + 95 11 + 115 595-342
of -, n ;-;*rvr + Tivm ! of
13x17 19x21 T 23x11
18 x 35
217+ 116 629 + 270 481 + 155 r 1219—72
29x31 oi 18x37 + 31 x37 °f 36x53 133 221 126 „ 253
13x17 0i 19x21 + 23x11 of 18x35
333
29x31
of
899
636
18 x 37 31 x 37
1 1 3
8x6 15 X 5
■ + ■
+
16
25*
of
1147
36 x 53
Ans,
5. Simplify
1-325Ì +2-2*737+ 3-72Ì0747Ì 7 '32 3-2347 + 2-2867 +1 - 79846573 7 '32
|
1-32 |
515151 |
Ö |
3-23 |
474747 |
4 |
|
2'27 |
377377 |
3 |
2'28 |
678678 |
6 |
|
3-72 |
107471 |
1 |
1-79 |
846573 |
8 |
|
7-31 |
999999 |
7-31 |
999999 | ||
6, Arrange in order of magnitude
53 51 54 55
67’ 66* 69’ 71*
53
67
•79 +
10. If the telegraph posts by the side of a railway be 60 yards apart, shew that twice the number passed by a train a minute gives roughly the number of miles per hour at which the train is moving.
If 16 posts be passed in a minute, in what time would the distance traversed, estimated by this rule, be one mile in error, supposing the rate of the train uniform ?
Suppose that the train is moving x miles per hour.
1760Xr
Then the train is passing-^(;0' telegraph posts per minute. . . . 92 x x
the train is passing ■ 7. . telegraph posts per minute.
40
51
66
17
22
= •772 +
(3).
m
69
18
23
= •78 +
55
71
= •774 +
67)530( *79 610 7
22) 170)0772
160
60
16
23) 1 S0("7 8
190
6
71)550("774
530
330
.’. the train is passing -iL(nearly) telegraph posts per minute.
Again 16 posts per minute = 960 yards per minute.
= —qq—’ miles per hour.
=-|Ymi^cs Per k°ur-= 32-^ miles per hour.
But assumed rate = 32 miles.
Hence 8 of mile = error in 60,
.-. 1 of mile = error in 7 J,
V 1 mile «»error in 82 J. Ans.
THE HEAD TEACHER of a State School in a large up-country township desires an exchange. Allotment, 225 x 250, and number of scholars very rapidly increasing. Permanent population. School building accommodates 300. Results nearly 80. Climate specially good for weak lungs. Address, Head Teacher, care of W. H. Cooper, Esq., Royal Arcade, Bourko-st., Melbourne.
CANDIDATES PREPARED for the Public Training School, Sydney, in Class or by Correspondence. WALTER NOLAN, Model Publio School, Fort St., Sydney.
Greatest — 67
Least —-66
and
54 55
69 > 71*
46
Ans.
Arithmetic book superseded, i>y j. h. Roberts. Gained
Prize at 1875 Exhibition. Every process new, and a different sum for each Scholar. Teacher proves by Key. Price 2s. 0d.
GEORGE ROBERTSON.
HEAD TEACHER wishes to EXCHANGE with Assistant in Melbourne or Suburbs, allotment 20 to 30, many advantages for family, daily mail. 23 miles from Melbourne. “ Nécessitas,” this office, 01 Queen-street.
ÏÏCKLAND TRAINING
By order of the Board,
_VINCENT E. RICE, Secretary.
G
7. A tradesman allows a discount of 10 per cent, on all goods sold, but his prices are 75 per cent, above cost price ; what rate of profit does he make 1
Suppose cost price =100 Then nominal profit = 75 /. nominal selling price = 175 and discount= 17'5 .-. real selling price = 157'5 .\ real profit = 57-i per cent. Ans.
8. A grocer mixed together two kinds of tea at 2s. 5d. and Is. 9d. per pound respectively, in the proportion of 3 pounds of the dearer to 5 pounds of the cheaper, and sold the mixture at 3s. per pound. Find his gain per cent.
3 lbs. @ 2s. 5d. cost 7s. 3d.
5 lbs. @ Is. 9d. cost 8s. 9d.
.-. 8 lbs. cost 16s.
.•. 1 lb. costs 2s.
. -. gain on 2s. is Is.
.-. gain per cent, is 50. Ans.
9. Find by decimals the amount at compound interest of £1,050 in 5 years at 8 per cent, per annum.
Let Pr stand for amount at end of r years, and Ir stand for interest on Pr .
£
|
Then r0 = 1050 10 = 84 |
72 |
|
Px = 1134 L = 90 | |
|
P„ = 1224 I2 = 97 |
72 9776 |
|
P3 = 1322 I3 — 105 |
6976 815808 |
|
P4 = 1428 I4 = 114 |
513408 28107264 |
|
Pö - 1542 |
79448064 |
£1542 I5s. 10$d, (nearly). Ans.
APPLICATIONS for the appointment of PRINCIPAL of the AUCKLAND TRAINING- COLLEGE will be received at the office of the Education Board, Wyndham street, Auckland, until Wednesday, 30th June, 1880.
The salary is £600 per annum, and there are no other emoluments. Ono year’s employment will be guaranteed; the engagement to bo afterwards terminable by six months’ notice on either side.
Applicants must state their age, their attainments, and qualifications, and must produce certificates of character and of experience and skill in teaching. Practical knowledge of education and the power to toach are regarded as moro important qualifications than mere scholarship. A preferonco will bo given to candidates who are experienced in the training of teachers.
Applications to be addressed to tho chairman of the Eduoation Board, Auckland.
RAMMAR SCHOOL, ROCKHAMPTON, QUEENSLAND.
APPLICATIONS for the following APPOINTMENTS will be received by the trustees, Rockhampton, up to Saturday, 14th August, 1880: —
Head Master, resident, control of whole school, salary £500 per annum, with liberty to receive and accommodation for 20 boardors.
Second Master, non-resident, £400 per annum.
Third Master, non-resident, £300 per annum.
Lady Principal, non-resident, £30?) per annum.
Above are minimum salaries, guaranteed for ono year.
Applications must be accompanied by testimonials.
School to be opened first week in February, 1881.
H. W. RISIEN, Hon. Secretary.
Rockhampton, February 7, 1880.
ATHEN2EUM CLASSES, for commercial penmanship and practical bookkeeping, by Mr. James Dirnclow. All particulars with librarian.
COMMERCIAL Handwriting Taught, ono serios lessons. Needham’s Writing Institute, Russell-street. Improvement guaranteed. Class nights, Monday and Thursday.
DR. WILLIAMS, M.A., Punt-road, Richmond,instructor of CANDIDATES for MATRICULATION, Civil Service, and all public examinations. Country students prepared by correspondence. Private tuition.
FRENCH CLASSES.—M. Le ROY, Dixon and Co.’s, 87 Elizabeth-street, Tuesday and Thursday Evc-nings, Ono Guinea.
MATRICULATION DEGREES.-Thomas Johnston, M.A., 26 Hotham. street, East Melbourne, PREPARES PRIVATELY and in Class.
Education Department,
Melbourne, June 15, 1880.
R
W
N
G.
An EXAMINATION of PERSONS desirous of qualifying themselves to TEACH DRAWING- in Slate Schools will be held as under:—
At School No. 1976, Sandhurst, 29th June.
,, No. 119, Castlemainc, 30th June.
,, No. 33, Ballarat, 2nd July.
,, No. 200, Geelong, 5th July.
Candidates not employed in State Schools will be required to pay a fee of 10s. previous to being examined.
Notices of intention to attend must be lodged at this office a fortnight before tlio date of the examination.
G. WILSON BROWN,
Secretary.
Education Department, Melbourne, J une 15, 1880,
u
s
c
An EXAMINATION of PERSONS desirous of qualifying themselves to TEACH MUSIC in State Schools will bo held as under :—
At School No. 119, Castlemaine, 5th July.
,, No. 1970, Sandhurst, 6th July.
,, No. 208, Echuca, 7th July.
„ No. 6-13, Wan gam tt a, 13th July.
,, No. 545, Sale, 20th July.
Candidates not employed in State Schools will bo required to pay a fee of 10s. previous to being examined.
Notices of intention to attend must be lodged at this office a fortnight before the date of the examination.
G. WILSON BROWN,
Secretary.
MHO HEAD MASTERS, SECRETARIES OF BOARDS OF ADVICE, AND OTHERS.
Having made considerable additions to their stock of Bookwork and Jobbing Type, are prepared to execute orders in every description of
All orders entrusted to them will bo printed in a satisfactory manner.
Alex. M'Kinlky & Co., Peintees, 61 Queen St.
NEW DAVIS VERTICAL FEED SEWING MACHINE,
At tho
CENTENNIAL EXHIBITION, PHILADELPHIA, 1876.
THE HIGHEST AND ONLY FIRST PRIZE Awarded at. tho
SYDNEY EXHIBITION, 1880.
THE BEST SEWING MACHINE EVER PRODUCED.
NOVELTIES IN SCHOOL STATIONERY Regularly imported from England and America by
AND RETAIL BOOKSELLER AND STATIONER,
15 COLLINS STREET WEST, MELBOURNE.
Liberal Discount allowed to Teachers.
M. L. HUTCHINSON supplies School Teachers with all the necessary requisites at the Lowest
Prices.
American Chalk in gross boxes.
American Pointers, for maps and blackboards. American State School Reward Cards, in packets. Blackie’s Comprehensive Series of School Books. Chambers’ English Readers.
Condensed Ink for schools, the cheapest and best Ink ever offered.
Exercise Books from Is. per dozen.
Hutchinson’s New School Pens, fine and medium, Is., per gross, the most durable pen in use. Specially manufactured for M. L. H.
Maps on Rollers in great variety.
Nelson’s Royal Readers.
Park's Manual of Method for pupil teachers and assistant masters, interleaved, 2s.
Picture Lessons in Geography.
School Slates and Pencils, very cheap.
Thacker’s Educational Games.
Thacker’s School Ink and Inkoline.
Vere Foster’s Copy Books, 2s. per doz.
Vere Foster’s Drawing Books.
ORDERS FROM THE COUNTRY PUNCTUALLY ATTENDED TO.
L F R E D K. WILKINS,
GENERAL COMMISSION AGENT,
SPECIAL AGENT FOR SUPPLY OF TEXT BOOKS, ETC., TO THE PUBLIC SCHOOL TEACHERS AND OTHERS.
Cassells, Chambers and Collins’s works on the time payment system.
Special Agent for tho Colonial Mutual Life Assurance Society.
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A meeting of teachers was held at the Normal School, Dunedin, on the 2Gth June, when there was a crowded attendance, about 120 ladies and gentlemen being present. Mr. J. B. Park was voted to the chair on the motion of Mr. Milne, seconded by Mr. Fitzgerald.
The Chairman briefly explained that the meeting had been called to discuss the provisions of the Teachers’ Pensions Bill.
Mr. Milne said : It will have been observed by most of the teachers present that the General Committee of Management of the Educational Institute had a meeting with Mr. Knight in regard to this Bill not very long ago. I suppose most of the teachers have seen the Bill, but very few have any idea of what passed between Mr. Knight and the General Committee, and I will ask Mr. Fitzgerald to explain what took place between Mr. Knight and that Committee.
Mr, Fitzgerald : Mr. Chairman, ladies and gentlemen—Mr. Knight met us last Wednesday, and very courteously and with great patience endeavoured to explain the different matters in connection with the Bill where we expressed any doubt or misunderstanding, and the thanks of the teachers are certainly due to Mr. Knight for coming from Christchurch for such a purpose. First, with regard to the origin of the Bill, we find that it originated from considerable pressure which has been brought to bear upon the Government in certain quarters to provide pensions for teachers irrespective altogether of the source from which those pensions were to be derived. The pressure has not to a large extent come from Otago. There has been a certain amount of it in Otago, but not to the extent that there has been in other Provinces. In Otago we find we arc to a certain extent to blame in not making heard our voice on the matter more distinctly than we did. We did say something on it, but we did not give distinctly our voice on the matter at the Educational Institute, as we ought to have done. We understand from Mr. Knight that this Bill is purely a matter of business undertaken on our behalf by the Government—that it is a business transaction—and when we inquired into the different particulars with regard to the Bill, we were just met by the answer, in substance, “ What you want of course you must pay for.” ^ A number of us have been indulging lately in compound interest, and find that at (i per cent, it would produce an enormously large sum at the end of forty or forty-five years, and we are surprised that the Government should ask such an amount from us. But Mr. Knight, who is an actuary of good repute, has gone into this matter, and he thinks that we will have to pay at least 6 per cent. He says that per cent, will have to be paid. We were surprised as to where this 2\ per cent, was to come from. We found from Mr. Knight that in the""first place the 2^- per cent, is distinctly to be taken out of the education vote from the consolidated fund ; but when the education reserves become so valuable as to provide fully for the education of New Zealand, it is proposed to provide this 21 per cent, out of these rents. When the provision from the consolidated fund ceases, the rents are specially mentioned in the Bill as liable to a first charge on behalf of this fund to the extent of 2£ per cent. It stands then that 0 per cent, is to be taken from our salaries and the 2.1 per cent, from the education vote from which our salaries are paid. The next point that wc broached through Mr. Knight was with regard to the time at which these pensions were payable—65 years. Mr. Knight said, “ Some teachers would like the pension at 50 years, others at 55 years. There’s no reason why you should not have it, but you must pay for it,” (Laughter.) But some advocated that we should have the returnable principle. Well, you can have the returnable principle : in fact, you can get whatever you want, but you must pay for it. So we must dismiss for good all our calculations of compound interest and our rights to this fund if we retire from the service, looking at the matter as it stands. I think it right to mention the injustice of the Bill •—to our female teachers, for instance. This is a point on which Mr. Knight felt himself right in giving a concession, and it is the only point on which he gave anything. 1 think that owing to Mr. Knight having taken bis statistics from Belgium, where ladies do not marry as largely as they do in this country, he found he could make their contribution to the pension'fund returnable. He proposed to introduce in the Bill acertain proportion returnable to the ladies so that in the event of their marriage they could have “a marriage portion.” (Laughter.)
Mr. White expressed his pleasure at seeing the room crowded by teachers. It appeared to him that teachers were similar to others when their pockets were affected. Members of the Dunedin Branch of the Education Institute might speak there month after month on geography and grammar, but they did not get a large attendance. Clause 4 of the Pensions Bill provided for an annual payment of 6 per cent., but it virtually meant the payment of 8.) per cent, from the teachers’ salaries. At the last annual meeting, Mr. Stenhouse had urged that by the annual payment of five guineas the teachers could secure large pensions. Now, the Government proposed to take 8.) per cent., and said that the reduction of that by even I per cent, would endangef the scheme. It appeared to him that the Government actuary by fixing the rate at 8.} per cent, was making provision for the payment of the national debt of New Zealand. (Applause.) The rate was too high, and he pointed out that teachers would receive no benefit from the Pension Fund until they were 65 years of age. He referred to other objections to the Bill. Looking at the opinion that had been expressed throughout New Zealand, from Auckland to Southland, the question seemed to be, “Are we to have a pension scheme or arc we not ?” If the Government proposed a favourable scheme, the teachers were sufficiently benevolent to support it. On the other hand there were difficulties, and the teachers could invest their money as they thought fit, and they decidedly objected to the proposed scheme. (Applause.) His own opinion was that they should entirely ignore this question of Government, interference, and in the spirit of self-reliance and independent character they should take care of themselves. It seemed to him that any teacher who was at all provident should be as well able as any other professional person in the colony to make provision for the future, and on that ground he objected to Government interference. The taking of this scheme in hand by the Government meant increasing the Civil Service department, and they knew there were complaints as to the extent of the Civil Service already. However, he agreed with Mr. Fitzgerald that the Government were not to blame in the matter, as Mr. Knight had informed them that teacher's had written from all parts of the colony, “ Give us a Pensions Bill.” Mr. Stenhouse had stated that it was not merely a matter of pounds, shillings, and pence, but the Fund would tend to establish cordial relations between teachers in all parts of the colony, and that appeared to him (Mr. White) the most powerful argument in favour of the scheme. But if the teachers wished to establish an Infirm and Indigent Fund they could have it by using the machinery of the Teachers’ Associations throughout the colony. In view of the foregoing specific and general reasons he moved—“ That this meeting is decidedly opposed to the passing of the Teachers’ Pensions Bill now before Parliament.” (Applause.)
Mr. Montgomery had much pleasure in seconding the motion. In speaking to some gentlemen outside the profession, they seemed to look at this question from a slightly different point of view—that it was not good for the public interests generally, and for the interests of education in particular, that teachers should continue in office after a certain age, and therefore it would be for the good of education if a Pensions Bill were provided, He asked the question, was there any justice or fairness in asking teachers to pay such a tax for the good of the country generally ? Why should teachers in particular have to pay for what was for the general good ? He thought instead of being for the good of the service, the proposed Pensions Bill would drive almost every young man of any spirit out of the service—(Hear, hear)—and they would have in the service then those in it and those entering it who were fit for nothing else. (Laughter.) He could hardly imagine men with any spirit and energy submitting to such a tax as that contained in the Teachers’ Pensions Bill. At the outset a teacher receiving £150 a year would have to pay £9 as a tax, at the rate of^G per cent, towards the Pension Fund. Again, supposing a teacher had been contributing to the Fund for several years, and it was not made returnable, he could hardly imagine a number of men with ordinary good feeling who would dismiss the teacher who was not up to the mark in point of efficiency if he was still in sufficient health to carry on the work. He thought the injustice of the scheme was terribly manifest. The majority of the lady teachers and others compelled to contribute to the proposed Fund would not receive one farthing’s worth of benefit from it. The teachers could make provision for themselves. He heartily seconded the motion that the Bill be not proceeded with. (Applause.)
Mr. Duncan observed that the Civil Service Commissioners condemned in no sparing language pensions to Civil servants. In that condemnation he most heartily concurred. In fact, he was thoroughly of opinion that pensions had served their day, and the best thing for New Zealand in this matter would be that no particular class of the community should be in receipt of pensions out of the pockets of their neighbours. (Applause.) Beference had been made to teachers’ pensions in other parts of the world. He noticed recently that their friends in Ireland had received a very substantial fund for pensions, amounting to £1,300,000. The teachers here could scarcely look forward to a disendowed New Zealand Church to grant such a handsome sum. In Scotland, too, for many years teachers had been in the enjoyment of pensions, but they must remember that the circumstances there were very exceptional. The pensions in Scotland had come from a similar source to that of the Irish Teachers’ Fund—namely, from land which had been alienated from the Church about the time of the Reformation. However, he never himself had heard one sound argument in favour of pensions here. He said that pensions were utterly.useless—(Laughter)—when teachers had to be pensioned out of their own pockets. (Applause.) According to the proposed Pensions Bill, he believed that not more than 30 per cent, of the teachers would receive pensions.
Mr. Josephs, who had previously been in favour of the Pensions Bill, supported the motion.
Mr. James Reid said he was not prepared to hear the wholesale condemnation of pensions. The Bill had been drawn up by a Government actuary, and if they did not want a Pensions Bill they should say so, and not charge the Government with trying to filch money from their pockets. He thought if they had £1,000,000 presented to them for pensions they would all change their opinion.
Mr. Gardner estimated that a teacher with £150 a year would have to pay £12 15s. towards the Pension Fund for the first year.
Mr. Milne said there was an injustice in the Bill, but Government might not be to blame. The teachers who agitated the matter evidently looked for pensions out of the public purse. The salaries they get from the Education Board were liberal—sufficiently liberal to enable them to provide for themselves.
Mr. M‘Kay humorously remarked that if he and the Chairman said anything in favour of the Pensions Bill, it would be imputed to selfish motives.
The Chairman thought the Bill a very clever one, and the Government could not have adopted a more effectual method of throwing pensions to the winds.
The motion was carried unanimously, the ladies exercising their right to vote.
On the motion of Mr. White, it was resolved—“That the Secretary (Mr. W. G. Moore) be authorised to forward copies of the resolution to the Hon. the Minister of Education, and to the Otago members of the House of Representatives.”
The meeting closed with the usual compliment to the chairman,
ABOUT SCHOOL MANAGEMENT.
We promised in this paper to deal with school vices. How shall the teacher manage to correct and prevent the practice of falsehood, pilfering, and profanity, for instance, which she is very likely to find in her school ? She will bring a vast moral power to bear upon these views by her living example and repeated instructions, as recommended in our last paper. The children will, of course, be taught, in a general way, the folly and wickedness of lying, stealing, and taking the name of Gocl in vain ; but the point is, how to deal with the criminal when the crime has been committed? With the sensible teacher this will depend entirely upon the circumstances of the case under treatment. There can be no stereotyped formulas in school management. Each case must be investigated and dealt with independently, and according to its merits. Still, the young teacher may be greatly assisted by a knowledge of the experience of others who have successfully treated similar cases.
And here it may be remarked, that the moral treatment of moral offences is always proper, whether with or without severity. It is the moral effect upon the individual and the school that is sought for. If the knowledge of the crime is confined to the teacher and criminal, it may be treated privately for the good of the individual. But if it has become public and the school has already felt the evil influence, the treatment must be public, that all similar cases may be reached, and the whole benefited.
Let us suppose, for illustration, that a single case of falsehood, or pilfering, or profanity has been exposed. The first thing to be done is, to explain before the school the nature and consequences of such a crime, and to bring the truth to bear upon the conscience. While one offence has been discovered there may be many cases like it, and in this way all may be reached at the same time. The guilty party may not be known to the teacher, yet he must be convicted, that confession, penitence and restitution (so far as possible) may be secured. To obtain this result the teacher should leave the way open, and make it as easy as may be for the pupil to confess and restore.
There are different ways to detect crime in school, ancrsometimes, as in war, a little strategy may be justifiable. The teacher may rely much upon the tendency of conscious guilt to expose itself. Daniel Webster once said, in a plea to convict a murderer before a jury, “ The whole creation of God has neither nook nor corner where the guilty can bestow such a secret and say it is safe.” This has been illustrated in many instances in the school-room. A little boy had told a falsehood, but which of the class it was not known. The teacher, after talking to them for some time, said, “The boy who told that falsehood may have a feather upon his nose.” And sure enough, for he raised his hand to brush it off, and thus exposed himself, and he afterwards confessed his guilt. And confession of crime, which is the object to be gained in every instance, may be sought in another way. The teacher has overheard an oath while passing the playground. She knows many more have been uttered. How shall this case be managed ? Let her seek a favourable opportunity for a familiar lecture on the subject of profanity. Let her expose its folly and wickedness, and tell her boys how badly she felt when she heard one of them swear while at play. She may presume that it was a mistake and resulted from carelessness, and that the boy will be glad of an opportunity to confess the fault to her publicly. She now asks the boy who uttered that oath to raise his hand, and a dozen hands are raised ! The trap was set for one, but it has caught[the whole class. She now inquires how many will promise to swear no more, and every hand is again raised. The teacher’s object is accomplished, and a vast amount of moral power is gained over this vicious habit.
To further illustrate, the story of the stolen gold dollar may be again told. It had disappeared from the teacher’s tabic during her temporary absence. Only two school-children were left in the room. The next time the school assembled for religious service, the teacher took occasion to speak of the gold dollar. She first supposed that it had by accident been lodged upon the human lungs ; it would corrode and poison, and produce inflammation, disease, and death. She now transferred the gold dollar from the lungs to the conscience, and showed how it would produce guilt, remorse and anguish. She presumed that the act was committed in a thoughtless moment; that the thief would be glad to restore the money, and escape further suffering and disgrace. She specified where the dollar might be placed, and assured the school that the fact of restoring it would be evidence of penitence, and would settle the whole difficulty. The dollar was returned, and the child restored to favor and confidence with the happiest results.
(1.) Parse, with full syntax, the words printed in italics in the passage :—
“ Tell me not, in mournful numbers,
Life is hut an empty dream !
For the soul is dead that slumbers,
And things are not what they seem.
Not enjoyment, and not sorrow,
Is our destined end or way ;
But to act that each to-morrom Find us further than to-day.
tell
me
not
but
for
dead
that
what
those
things
which
not
is
Anmer by Mr. Charles Crooke, State School 1S52.
to act that
to-morrow
find
further
to-day
Irregular, transitive verb, imperative mood, present tense, active voice, second person, plural number, agreeing with its subject (ye or you).
Personal pronoun, first person, common gender, singular number, objective, after the preposition (to).
Adverb of negation, qualifying the verb, “ tell.”
Adverb of degree, qualifying the verb, “ is.”
Conjunction, illative, joining “tell” (ye or you), and “soul is.”
Adjective (incomparable), qualifying “soul,” used predicatively.
Relative pronoun, referring to “soul,” neuter gender, singular number, third person, subject to the verb, “ slumbers.”
Compound, relative pronoun—those things which. Distinguishing adjective, plural number, limiting “things.” Common noun, plural number, neuter gender, third person, nominative, after “ are.”
Relative pronoun, referring to “ things,” neuter gender, plural number, third person, nominative after “seem.” Adverb of negation, negativing the verb, “ is.”
Irregular, intransitive verb, indicative mood, present tense, neuter voice, third person, singular number, agreeing with its subject, “ end or way.”
Regular intransitive verb, infinitive mood, present tense, active voice, subject after (is).
Conjunction, continuative, governingsenten.ee, “ To-morrow (may) find.”
Abstract noun, singular number, neuter gender, third person, subject to the verb, (may) “ find.”
Irregular, transitive verb, infinitive mood, present tense, joined to (may) to form the potential mood.
Adverb of degree, qualifying (advanced).
Abstract noun, singular number, neuter gender, third person, subject to the verb (finds).
1. Make a complete analysis of the following passage :—
Hating tyranny with a perfect hatred, he had nevertheless all the estimable and ornamental qualities which were almost eutirely monopolised by the party of the tyrant.
2. England, at the time of which we are treating, abounded with fickle and selfish politicians, who transferred their support to every government as it rose.
In the above passage state, what, and of what kind, are the adjuncts by which each of the following words is enlarged :—time, abounded, politicians, transferred, government.
(1.) Answer by A. IL, Geelong.
|
Sontenee. |
Kind. |
Subject. |
Predicate. |
Object. |
Extension. |
|
A Hating tyranny with a perfect hatred, he had, nevertheless, all tho estimable and ornamental qualities |
Prin. to B. |
(Nevertheless) he hating tyranny with a perfect hatred |
had |
all the estimable and ornamental qualities | |
|
B Which were almost entirely monopolised by the party of the tyrant. |
Adj. to qualities in A. |
which |
were monopo lised |
Almost cn-tircly (deg.) by the party of the tyrant (agent) | |
|
(2)« A England at tho time abounded with fickle and selfish politicians |
Prin. to B. and C. |
England |
abounded |
At the timo (time) with selfish and fickle politicians (instr.) | |
|
B Of which we are treating, |
Adj. to timo in A. |
wo |
arc treating |
of which (genitive or perhaps extension) | |
|
C Who transferred their support to every Government |
Adj. to politicians in A. |
who |
transferred |
their support (dir.) to every Govern* ment(ind.) | |
|
D As it rose |
Adv. to C. |
(As) it |
rose |
(2)b Time, of which we are treating, adjective sent, (element of bid deg.) Abounded, at the time, prepositional phrase of time , , , , f
With fickle and selfish politicians, prep, phrase of i instrument ) ac<w
Politicians, fickle and selfish, adjectives (elements of 1st deg.)
Who transferred their support to every Government, adjective sent, (element of 3rd deg.)
Transferred support (direct completion), noun—to every Government (indirect completion=dative object), phrase prepositional.
As it rose, adverbial sent, of time or order (element of 3rd deg.) Government, every, adjective (element of 1st deg.)
1. Make a complete analysis of the following passage :—
These charges, were they infinitely more important, would not alter our opinion of an event which alone has made us to differ from the slaves who crouch beneath despotic sceptres.
2. Parse fully each word which is printed in italics in the following passage :—
Unmuffle, ye faint stars; and thou, fair moon,
That motifst to love the traveller’s benison,
Stoop thy pale visage through an amber cloud,
And disinherit Chaos, that reigns here
In double night of darkness and of shades ; -
Or, if your influence be quite dammed up With black usurping mists, some gentle tajier,
Though a rush candle from the wicker hole
Of some clay habitation, visit us
With thy long levelled rule of streaming light.
SQUARE AND CUBE ROOT.
“What is the best method of explaining square and cube root to a class that has never studied them? Give free explanation, illustrating with an example.”
The volume of a rectangular parallelopipedon is equal'to the product of its length, breadth, and thickness. Any three being given, the fourth may be found. Thus, volume divided by the product of two dimensions gives wanting dimension. Additions may be made to three sides of a cube in such a way as to result in a large cube. Use blocks to illustrate the above. Then, if your class can work decimals easily, they are ready for the beautiful problem of finding the square root of a number.
Do not point off. Prove by experiment that tens is the highest order of the root of a number whoso highest order is hundreds of thousands, tens of thousands, or thousands ; units is the highest order of the root of a number whose highest order is hundreds, tens, or units ; tenths is the highest order of the root of a number whose highest order is tenths, hundredths, or thousandths, &c.
Required the cube-root of 39475.87. The edge of a cube whose volume is 39475.87 corresponds to the cube-root of 39475.87. Beginning with a small cube, additions, the volumes of which are known, may be made until the cube contains 39475.87. Then, knowing the edge of the original cube and the thickness of the additions, we may find the edge of the final cube. But what cube shall we begin with, andhowthick shall bo tho additions ? This is a matter of no consequence as far as principle is concerned ; for the problem may be solved by starting out with any cube, and making the additions of any thickness not producing a cube greater than 39475.87. But for convenience we begin with the largest cube whose edge is expressed by a number having only one significant figure. This figure will occupy tens’ place. Take advantage of the fact that ciphers in the right of a number produce three times as many ciphers in the right of its cube. The operation may be as follows •
39475.87(0
000
Or, if the given number has no integral part,J the following plan is convenient : •
First step, .00000083(.00
.000000
Second step, .00000083 (.009
.000000729
In tho former case inspection furnishes the fact that 3 is the figure sought, 27000 the required cube, and 30 its edge. 39475.87-27000 = volume to bo added to the original cube (27000). I think it is best for beginners to make additions in seven pieces. Of the three fiat pieces two dimensions are known, and their product is 2700. This may be used as if it were the product of two dimensions of the whole addition • because the remaining four pieces are comparatively small.
39475.87 ( 30.
27000. 4.
2700) 12475.87(4 .04.
10800 34.04 1440
64 12304.
30x30x3 =
2700 x 4 = 4x4x30x3 =
4 x 4 x 4 =
34x34x3-3468 X.04 = 34X.04X.04 3 =
.04 X. 04 X.04-
3468)171. S7(.04
138.72
.1632
.000064 138.8S3264
# i/OU / OU
Dividing 12475.87, the proposed volume of the addition, by 2700, the approximate product of two of its dimensions, and making use of only one significant figure, we have 4 for the wanting dimension (thickness). The volume of tho whole addition may now be found.
2700X4= volume of 3 principal parts, 10800 4X4X30X3 = volume of 3 long corners, 1440
4X4X4 = volume of corner cube, 64
Volume of whole addition = 12304
124/5.87-12304 = 171.87, the volume of additions still to be made. Obtain one significant figure as before, taking care to note its order. fiognton, iV, J,, 1880. R. D. Brinkerhoff.
matter.
METHOD.
I. Divisions.
Although the waters which cover the surface of the earth form one continuous expanse, yet, for the sake of convenience, they have been divided into five great basins or oceans. Their names are :—
(1) Atlantic, extending between the eastern and western hemispheres, and so called from the Atlas mountains,1 which formed a prominent landmark to the earliest navigators of the ocean, and seemed to preside, as it were, over its waters.
(2) Pacific, extending also between the eastern and western hemispheres, but having the latter for its eastern boundary, and the former on the west. Its name was given to it by Magellan, its first explorer, in 1520, from the calm weather he enjoyed on his voyage.2
(3) Arctic, is situated in the region of the N. Pole, and was so called in reference to the groups of stars, known as the Great and Little Bears, which point, as it were, to the N. Pole. The word is derived from the Gr. arktos = a bear.
(4) An TARCTicis opposite to the A retie Ocean,3 hence it surrounds the Southern Pole.
(5) Indian, receives its name from the fact
that India is the principal country which is bathed by its waters. It extends from Africa on the W. to the E. Indies, and Australia on the East. -
II. Physical Features.
(1) Depth. The bed of the ocean is diversified, like the surface of the land, and is not of one uniform level, as might be supposed : hence its depth varies from a few feet to several miles. As a general rule, low lands are bordered by shallow seas, and high lands by deep water, the character of the adjacent shores being continued underneath the waters which wash them. There are, however, exceptions to this general law:—e.g., the waters of the Bay of Biscay are 1000 feet deep, though they lave the shores of the Landes. “ The massive point of the S. of Africa ends with abrupt coasts, and yet it is necessary to go out to sea more than 100 miles before a depth of 605 feet of water can be found.”—(Guyot’s Earth and Man, p. 51.)
The Atlantic (averaging from 3 to 5 miles) is deeper than the Pacific; the Indian and Southern oceans are from 4 to 6 miles, and the Arctic and the Antarctic become shallower as they approach the Poles. The deepest sounding4 ever taken was that by Sir James Ross iu 15° 3' S. Lat., and 23° 14's W. Long., the ascertained depth being 27.000 ft. The mean depth of the ocean has been estimated at 21,000 ft. or about 4 miles.
(2) Temperature. Water being a slow conductor of heat, the ocean preserves a more equable temperature than the atmosphere, and hence its beneficial effects upon the countries in proximity to it, the severity of the northern regions being softened by it, and the intense heat of tropical climes renderedless oppressive. The temperature of the ocean at its surface is higher than that of the water below, varying from 80° near the equator, to 30° towards either Pole,6 but at a depth of 100 fathoms, 7 the mean temperature of the ocean is 35)°.
(3) Colour. In small quantities sea-water is colourless, but in large quantities it assumes various shades. Certain colours are peculiar to particular seas, e.g. :—
(a) The Yellow Sea, off the Coast of China : probably caused by the sediments of the rivers flowing into it.8
(Z>) The Red Sea owes its appearance to the presence of certain forms of animal life.
(c) Off the Azores, the sea is green (and is hence known as the Sargasso Sea), owing to the abundance of sea-weed which floats upon its surface.o
(d) Blach Sea \ may receive their names
(e) White Sea ) from the appearance their waters present, owing to the nature of their
The surface of the earth consists of land and water. Supposing it divided into four parts, three of them would be water. What name is given to this vast body of water? The Ocean.
'Shew on the map,
sSliew that this name is incorrect, and that it originated from the fact that its waters were found comparatively smooth after the rough passage Magellan had through the Straits bearing his name.
sShew that it received its name on this account. Gr. anti — opposite. Illus. by antipodes.
4Refer to the mode in which “soundings” are taken.
•'’Let tire pupils find out this spot on the map.
kRefer to the fact that this is below freeze-ing point (32°).
7Reduce this to feet.
«Ask for their names.
gBrought together into this area by tire combined actions of the Gulf Stream, and the Atlantic Equatorial Current.
10 Why ? Because of the melting of the ice.
11 Why ? Because, being lighter than the waters of the ocean, it has not mixed with them.
12 Ask their names.
13 Show on the map.
14 Show what an advantage this is to commerce, and contrast with the character of the Arctic Seas.
15 Show that though this is true in regard to the ocean, some of its branches form an exception to the rule ; e.g., the Zuyder Zee, the surface of which is lower than that of the German Ocean ; the Red Sea is, at certain times, higher than the Mediterranean.
10 From this deduce the wisdom of the Creator, in maintaining the volume of the ocean constant.
17i.e., Three-decked galleys. (See Guyot's Earth and Man, 7th Ed., 1870.)
beds, or the presence of certain forms of animal or vegetable life.
(f) Vermilion Sea off California.
(4) Saltness. This is one of the most prominent features of the ocean. It has been calculated that, if all the salts of the sea were collected and spread equally over the land, they would cover a surface of seven millions square miles to a depth of one mile.
The component parts of this salt are : Common salt, sulphate of soda, chloride of lime, and magnesia, and it amounts to about 3.1 per cent., or .) oz. to the pound. All parts of the ocean, however,are notuniformly salt, e.g. :—
There is less—
(a) At the Poles than at the Equator.10
(b) Near the mouths of large rivers, e.g., the Amazon, the current of whose waters is felt 200 miles out at sea, and may be skimmed from the surface.11
(c) In inland seas, e.g., the Baltic, because it is not much exposed to the ocean, and has several rivers flowing into it.12
N. B. The Dead Sea forms an exception to this statement.
There is more—
(a) In the Mediterranean and Red Seas, for both have currents constantly flowing into them from the ocean, the former through the Straits of Gibraltar, the latter through the Straits of Bab-el-Mandeb,13 and neither has any important river flowing it, except the Nile.
Salt water freezes less readily than fresh, not being converted into ice, until the thermometer falls to 28£° Fahr.14
(5) Level. The quantity of water in the ocean is uniformly the same, for that which is lost by evaporation is replaced by the rivers flowing into it, and thus the process of waste and renewal are nicely counterbalanced.15 Hence we speak of the level of the sea, which we take as the standard for the measurement of heights.
It has been calculated that if the waters of the ocean were increased by a fourth, the whole surface of the land, with the exception of the highest mountains, would be covered ; and were its volume diminished by a fourth, the principal seas would be dried up.16
III. Uses. The Ocean
(1) Is the great storehouse of warmth and moisture, which are carried by the action of the winds, to fertilize the earth.
(2) Equalizes our comforts by enabling us to interchange our commodities for those of other nations.
(3) Exercises its influence on the destinies of nations :—those indented by its waters have ever been the most important : e.g.,
In ancient times, Greece and Rome,
In modern times, England, France, and United States.
(4) “Is the grand highway of the world. From the earliest ages, the civilised ages, urged by a secret instinct of their coming destinies, seem to have tended unconsciously to gather themselves near its shores. Commencing their national lives on the banks of the great rivers of the East, they clustered, afterwards, around the Mediterranean, under the sway of Greece and Rome. The modern world exchanged this theatre, henceforth too narrow, for the basins of the oceans, and our ships sail over the vast expanse of waters with more ease and security than the triremes17 of Greece and Rome crossed their inland seas.” (Guyot’s Earth and Man, p. 170).
Comparison.—An excellent aid to teachers is the exhibition of work done by different classes under different teachers. No description of the results obtained by others will be as serviceable as the actual seeing of those results. Sometimes the superintendents or principals may think Miss A’s results remarkably fine, and so attempt to spread the good work by describing what they have seen. This is a good plan, but teachers have such an unbounded desire to see for themselves, that some plan of exhibiting this good work to them should be devised. In a school much good may done by collecting and arranging by grades, a specimen piece of work, in the same branch, of every child present on a given day. Teachers will quickly see whether the progress is carried steadily forward from the lowest to the highest grades, or is subject to downward or upward movements. If schools would then exchange these specimens, the teachers would have many more silent suggestions offered them regarding their own work, and that of schools in general.
ARITHMETIC.
SIXTH CLASS’.
Proportion.—1. If I buy 15040 yds. of wire for £66 10s 01, how many miles can I buy for £2 8s lOd ? 2. If £497 produce £23 interest in one year, what sum would bring in the same amount in 173 days ? 3. If the the carriage of 87 tons 5 cwt. 3 qrs. 20 lbs. for 15m. 5 fur. cost £33 15s., how many miles ought 1964 cwt. 2 qrs. be carried for the same money ?
4. If a railway engine can run 37m. 7 fur, with an expenditure of 35 cwt.
2 qrs. of coal, how far should it run with an expenditure of 3 tons 3 cwt. ?
5. If it cost £13 6s 8d to carry 27 cwt. 3 qrs. 14 lbs., 86 miles, what will it cost to carry the same 40 miles ?
Practice.—1. 113 oz. 11 dwts. 7 grs, @ £3 11s 8d per oz, 2. 1681 oz. 16 dwts. 10.) grs. @ £3 16s 8d per oz. 3. 320 ac. 2 rds. 37 per. @ £4 12s 6d per ac. 4. 97 ac. 36 per. @ £3 16s 8d per ac. 5. 67 oz. 11 dwts. 7 grs. @ £6 12s 9d per oz.
FIFTH CLASS.
Compound Multiplication.—1. £79 13s 5|d x 95, 2. £S7 17s
8|d x 93. 3. £97 16s 7)d x 47. 4. £86 18s lljd x 93. 5. £9S 19s
8fd x 89.
Compound Division,—l. £6873 19s 10.)d 4- 87. 2. £8700 19s 9fd
4- 58. 3. £3297 16s 7)d 4- 47. 4. £4567 12s 9,)d 4- 76. 5. £6074 0s
8jd 4- 67.
Reduction (Descending).—1. 1754 rds. 36 per. 19 yds. to yards, 2. 1950 cub. yds. 2 cub. ft. 1200 cub, in. into cub. in. 3. 79 poles 4 yds. 2 ft. to lineal feet. 4. 415 days 7 hrs. 7 min. to minutes. 5. 716 m.
3 ch. 5 Iks. to links.
Reduction (Ascending, dictated).—1. 8470093 grs. apoth. to pounds. 2. 907063 grs. troy to ounces. 3. 4050060 grs. of gold to ounces. 4. 711016 grs. troy to ounces. 5. 928074 inches of cloth to quarters.
GRAMMAR.
SIXTH class.
Parsing.—1. The natives prepared when they saw the Roman soldiers to defend their island home. 2. When I was at breakfast in the morning, the elephant always came to my tent door to cheer me with his presence. 3. The labour of rowing with rude oars and under a broiling sun soon began to tell upon the strongest among them. 4. If the tongue had not the hand to serve it, its throne as the lord of taste would be valueless. 5. They soon compelled Columbus to return and bring back the men with him.
Inflexions.—1. 3rd sing, past indie, act. of “ weep3rd plu. pluperf, indie, pass, of “ tear ; ” perf. inf. pass, of to “ buy.” 2. Pluperf. indie, act. 1st sing, of “ strike ; ” perf. pot. act. 1st sing, of “ seek ; ” pres. pass, part, of “ teach.” 3. Pres, indie, act. emph. 1st sing, of “see pres, subj. pass. 1st sing, of “ know perf. inf. act. of “ leave.” 4. 1st sing: perf. indie, act, of “strike;” 1st plu. pluperf. pot. pass, of “ grind; ” perf. inf. pass, of “ seek.” 5. 3rd plu. perf. indie, pass, of “ see ; ” 3rd sing, past pot. act. of “ hear ; ” perf. inf. act. of “ smile.”
fifth class.
Parsing,—1. But they spread a report tlmt the potato was poisonous because it belongs to the same order as the deadly nightshade. 2. They live where summer is all the year, where the leaves are always green, and the bright little humming birds may be seen darting about. 3. The poor stork made no reply, but retired hungry and much displeased from the almost untasted meal. 4. They are formed a little while before the leaves begin to fall, and as they form they loosen the old leaves and soon push them off. 5. Now, one of the jackdaws thought there was nothing he should like so much as to strut about like a peacock.
Inflexions.—1. Poss. plu. of “man;” obj. of 1st pers. pro. plu. comp. part, of “do.” 2. Past tense of “fight;” poss. plu. of “ox;” pos. deg. of “ next.” 3. Past tense of “ buy ; ” poss. plu. of “ calf; ” obj. sing. 1st per. pro. 4. Pos. deg. of “first;" past part, of “tear;” poss. plu. of “brother.” 5. Obj. plu. of “thief ; ” past tense of “ tear ; ” 1st pers. pro.
FOURTH CLASS.
Parsing.—1. The bear is a good climber. He finds the hives of the wild bees by the smell of the honey. 2. .Sometimes the waves break down these walls, and then the sea rushes in through the breach and spreads over the land. 3. He rushes about in a great hurry, but the tame elephants then come and stroke him with their trunks. 4. He is a good climber and likes to make his home in a hollow tree, and he is very fond of fruit. 5. Plums and other early fruits are now ripe, and the large fields will soon be cut.
GEOGRAPHY.
SIXTH CLASS.
1. Benalla, country and river; Mount Alexander; Lake Constance, 2, Bathurst, country and river; Oxford, country and river; Lake Albacutya. 3. Country and river of following towns :—Presbury, Albany, Hobart Town. 4, Odessa and export ; Sheffield and manufactories ; Burra Burra and produce. 5. Wagga; Mount Hecla, Lake Garda,
FIFTH CLASS.
1, Of what country is Brisbane the capital? River Don; Lake Titicaca. 2. River McKenzie, where and into what; capital of Turkey ; Hoddle Range. 3. Goulbourn, and where flow; Woodspoint; Lake
Zurich. 4. Country north of Nubia ; Alleghany Mountains and direction ; Ovens River and where discharges. 5. Lake Palte ; Irtish River and where empties ; capital of Afghanistan.
FOURTH CLASS.
1. What Straits separate Europe from Africa ? Gulf of Carpentaria! Candia. 2. Nova Zembla ; Gulf of California; Cape Patterson. 3-Philip Island ; Strait Bonifacio; Cape Nelson. 4. Malaya; Finland > Tierra del Fuego. 5. What separates Tierra del Fuegofrom South America ; Gulf of Siam ; Hayti.
Correspondence.
TIIE RESULT SYSTEM.
TO THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”
Sir,—The Result System is part of our school management, or rather overmanagement. It seems very plausible, but it is really pernicious—as pretty as a Dead Sea apple anti as rotten. It is very amusing to hear how centuries ago the Chinese were deluded by the idea, and actually paid their priests and medicos in this way. But it says little for the intelligence of the theorists who seek to resuscitate the system. Long ago relegated to Limbo, among other follies which have had their day, it should never have been brought to light except as a curiosity and to raise a laugh. The absurd attempt to gauge by a minute’s examination the year’s labour of a teacher and the attainments of Iris pupils, is like judging of a climate by half an hour’s weather, or fixing the price of a house by a glance at one of its bricks. It takes for granted, that the capacity of all children is the same, and their advantages equal. But this is not the case, and as dull and neglected children require the greatest care and effort on the part of the teacher, the Result System may be described as a method for awarding the maximum of praise and pay to tiro teachers who have the minimum of work and merit. Or at best the whole thing is as much a matter of Imp-hazard as a lottery bag. Often even the quickest and best trained pupils turn out the greatest failures at examinations through nervous excitement, &c., and all scholars who happen to be absent (from whatever cause) are reckoned as having failed in all subjects. Besides, how can the master of a small school, who is most deserving of encouragement, and who must himself teach all his classes, compete with the master of a large school, where every class has its special teacher? In all this we are assuming that Inspectors are perfect and the tests uniform ; but with due appreciation for our excellent staff, teachers aro sometimes left helpless to receive 20 or 90 per cent., just according to the whim of the examiner or his instructions from head-quarters.
In view of the Result Examination, a teacher is sorely tempted to manipulate his rolls and direct his work in a most unworthy spirit. Of course he dares not go outside the beaten track at any time, hut now the pupils are kept repeating the tasks taught them a year ago. They are jaded by the dull reiteration and total absenco of variety or freshness in their studies, till they are led to contract a lasting aversion to school and all its belongings. In a word, how can a system bo good that fosters trickery on the one hand, and invites caprice on the other; that ignores individuality of character in teacher and pupil, and excludes moral and intellectual training; that cramps a teacher’s movements till they become spiritless and mechanical, and strips learning of every grace and charm before thrusting her on the attention of the young, and degrades the school to a low pass-factory ? - Scotus.
VERBS OF INCOMPLETE PREDICATION.
TO THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”
SlR,—In Rii article entitled, “Verbs of Incomplete Predication,’’ by C. P. Mason, M.A., published in your last issue, occur the following statements:— “ Nothing whatever is added to the meaning of a transitive verb by putting an object after it. Thus ‘lio struck’ does not denote simply that he moved his Arm in a certain way, but that ho moved it so as to come in contact with something. If we name that ‘ something ’ wo certainly get a fuller sentence, but not one particle is added to the signification of the verb.” Now, sir, I think I can show that Mr. Mason’s opinion on this point is erroneous, and that both the subject and the object do affect the meaning of the verb of the predicate, and why this is so.
All notions may be divided into two classes, viz., notions of things themselves, and notions of what we may attribute to them. According to jVorcll, the first class is represented by the substantive, or its equivalent,°and the second by the verb, adjective, and adverb. The combination of two notions, so as to make a complete thought, is a sentence. It is a curious fact that the noun qualifies the simple attribute, as much as the attribute qualities the noun. For example, the adjective “clear,’’ in the following phrases, is defined in its meaning by the noun with which it is used—a clear day, a clear head, a clear table, a clear ease. That the verb is also attributive in its nature will appear from the following examples: The sun shines, the sun is shining, the shining sun; The rose blooms, the rose is blooming, the blooming rose; and so on ad Jin. In the sentences—The sun shines, the sinning sun, and, the man shines, the illustrious man—the meaning of the verb “shines” is changed by using a different subject,just as the adjective “ clear” was shown to be. Coming now to the object, a few sentences will also show that it affects the moaning of the verb in the same way, or rather that the meaning is not complete till the object is stated. “ He struck ” (to use Mr. Mason’s own example) may mean, He struck (he table; He struck work; He struck the balance, where we have’the totally different meanings of hitting, leaving off, and calculating. The object, then, dees add to the signification of the verb, audmust be a completion of the predicate. Much unnecessary confusion is caused to beginners by speaking of the verb as being always the predicate, when it is often only a part of it, although certainly, except in the case of the verb “ to be,” it is the principal part upon which the rest depends.
The aim of my letter is to show that the noun defines the moaning of its attribute, and that the verb being an attribute, its signification is also defined by either the subject, object, or both. Apologising for trespassing so far on your valuable space, I am, sir, yours truly,
Crcswick, July 12, 1880. G. L. M'Fadten.
GRAMMAR EXERCISES.
TO THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”
Sir,—Believing myself to be the author of the answers to “ Grammar Exercises,” published in your May issue, I respectfully request you to insert the following in your next number, in reply to “ Rural Teacher,” with reference to the rendering of the word “freed” in the parsing, and the connection of the adjective sentence in the analysis.
First, the word freed. With regard to the time of Adam’s being “freed and satisfed, I should consider both actions as not only being contemporaneous, but as meaning almost one and the same thing. But, however this may be, I cannot s e the necessity for expanding the phrase “ freed from intricacies ” into a co-ordinate sentence with “ thou hast satisfied. &c.,” and “ thou (hast) taught, &c.,” which must be done in the analysis if “ freed ” be parsed as a principal verb with “ hast” understood; nor do I think, to judge from the punctuation, that the author's intention is such. To me it seems clear enough that it is merely a participial phrase included in the sentence “ thou hast taught, &c„” and might be expressed; “And thou, having freed me from intricacies, has taught, &c.,” or, “ And thou hast taught me. being freed from intricacies, to live, &c.” In either case, the participle only is given, and if the question be asked, “who is freed?’’ the answer must certainly be, “the first person,” me. Hence my construction.
Second, the adjective sentence D. I do not think Milton would adopt such an ambiguous stylo as to interpolate a sentence and a semicolon between a relative pronoun and its antecedent. If the original text were as “ Rural Teacher ” would make it read, I could agree with him, hut as it is, I cannot. I imagine it to moan, “ God hath bid all anxious cares to dwell far oil from the sweet (or pleasure) of life.” Trusting that my humble suggestions may assist “Rural Teacher” out of his difficulty, — I remain, sir, yours respectfully,
Springs, Lcxton Road, July 5tfi, 1880. J. I. B.
THE USE OF THE NOUN.
TO THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”
Sir,— “In the sentence, “The home of the ostrich is in the African desert,” is African a noun-or adjective? Nearly one half my 4th class were plucked for making African a noun without specifying its use. This I think was harsh, for we teach them that a noun is that class of words which are given to express the name of a person, place, or thing. African is certainly the name of a person who lives in Africa, and by a junior class should be parsed as a noun. What is wrong for a senior class may be right for a junior one. A junior class may parse a participle as a verb. Not so a senior one. They are expected to show when it is used as an adjective, etc. In the sentences, “ Many were assembled there,” “ The good were mixed with the bad,” a 4th class doing programme work would class them as adjectives. As such I would teach them, pointing out the elliptical nouns they qualify. With the higher classes it would bo the same, with this difference: they would be shown they were used eliptically as nouns, and required to point out their case, etc. This distinction is far too subtle for the juvenile mind to grasp. The fact of a word being an adjective at one time and a noun at another, is beyond their capacities. Though our teaching should always tend to show these distinctions when they occur, still we should not insist absolutely on their being pointed out; especially so, when they are antagonistic to the reasons we give them for the proper classification of words. They would infer from such reasons that African was a noun. How can they possibly conclude it to be an adjective when it does not perform the functions of one ? Does it describe the noun desert in any way ? They cannot from its use in connection with the thing desert, say that they know what kind of a desert it is. An Asiatic desert may be precisely similar in every respect to the African desert, hut if these words were strictly adjectival in their use they should imply that there were points of difference in their appearance or character, as implied by the presumed adjectives, African and Asiatic. If we ask a child what kind of desert would be a sandy desert, a waterless desert, an immense desert, it can readily tell us the attributive feature or characteristic of the desert as expressed by each particular adjective. But if we ask what kind of a desert an African desert is, it cannot tell. As a matter of fact, it may know what kind of a thing it is that is called a desert; but the placing African before it tells it no more respecting its qualities than it knew before. All it could tell about it is that it is situated in Africa. The query then presents itself—has not the word a substantive and possessive character, and should read, “ In the desert of the African,” or, “ In the African’s desert ?”
South Hanson. F. D. Walkden.
As the question of the permanence of teachers and of establishing pensions for long and faithful service is now exciting some attention, it may be mentioned with a certain apropos that in Austria a Mr. Haus-leithner, the principal of a public school, has lately been allowed to retire on a pension, at his own request, after fifty-three years of service; having in 1872 received the gold cross of merit ; while another veteran from the ranks of teachers, Mr. Binder, was also allowed to retire on a pension, having likewise been decorated by the emperor. Such are the inducements to long and faithful service which are held out by a monarchy like Austria. Cannot our republican governments learn a profitable lesson thereby ?.
The discipline of public schools, wherein punctuality and regularity are enforced, and the pupils are continually taught to suppress mere self-will and inclination, is the best school of morality. Self-control is the basis of all moral virtues, and industrious and studious habits are the highest qualities we can form in our children. A free, self-conscious, self-controlled manhood is to be produced through universal public education at public cost; and as this should be the object of the government, it is proper for it to provide the means.
CONTENTS.
|
Teachers’ Pensions Bill ... ... |
2 |
Natural History ... ... ... |
9 |
|
School Department— |
How to do it ......... |
9 | |
|
A Chat with Young Teachers |
Art and Technology ... ... |
9 | |
|
about School Management |
3 |
Notes of the Month ... ... |
10 |
|
Grammar Exercises ... |
3 |
Victorian Education Department |
10 |
|
Square and Cube Boot ... The Ocean—Its Divisions and |
4 |
Teachers' Examinations ... Appointments and Promo- ... |
10 |
|
Physical Features... ... |
4 |
tions ... ... ... |
12 |
|
Result Examinations ... |
5 |
New Zealand Education Depart- | |
|
Correspondence— |
ment ... ... ... |
12 | |
|
The Result System ... ... |
6 |
Adelaide Education Department |
13 |
|
Verbs of Incomplete Predica- |
University of Melbourne ... |
13 | |
|
tion... ... ... ... |
6 |
New Zealand University... ... |
14 |
|
Grammar Exercises... .. |
6 |
Church of England Grammar | |
|
The Use of the JNoun ... |
6 |
School ... ... ... |
14 |
|
Answers to Correspondents ... |
7 |
The Julian Period......... |
14 |
|
Leaders ... ... ... ... |
7, 8 |
Current Mistakes in teaching | |
|
Further Remarks on the Persons of the Imperative Mood ... |
8 |
English Grammar ... ... |
15 |
ANSWERS TO CORRESPONDENTS.
“Swiss.”—Yes. The exercises would be most beneficial. Strict care should be taken that no levity of conduct is allowed.
“ Watchful.”—What we referred to was the “ unthinking ” conduct of Members of Parliament in forwarding on letters to the Minister of Public Instruction which are of a purely private nature, and which on the face of them showed they were never intended for perusal by officers of the Department. We do not see how the Department can be blamed for what necessarily flows from the course taken by those to whom teachers send their epistles. With the knowledge we have given them, teachers will only have themselves to blame, should they be deceived in the future.
“Alfred,” “ Enquirer,” “ K. J.,” “ Latin,” “ Theta,” “ Q,” “Robert Thompson, and “ Argus.”—Received.
“ Arithmetic.”—-The question is not of sufficient importance to warrant insertion.
“Doubtful.”—If you workout the problem again you will doubtless see that you are incorrect in your supposition.
“ Tasmanian.”—We shall be glad to receive the contribution promised.
“ I. W. Ball.”—Received with thanks. Will be attended to.
“A. M. Smith.”—Held over for notice.
“ W. Howey,”-Crowded out.
“ Result Examinations.”—We are pleased to be able to acknowledge receipt of so many.
“ Geography. ”—The paper asked for will be inserted in August number.
SPECIAL NOTICE.
With this issue commences a New Year. Subscribers are respectfully ashed to order their paper DIRECT from the Publishers, 61 Queen Street, Melbourne. By so doing 2d. per copy will be saved to the Proprietors, who will thus be enabled to make the Enlargement to Sixteen Pages permanent.
We trust that all Subscribers will promote the interest of the paper by complying with the above request.
BIRTH.
Dwyer.—At Traralgon, on the 2nd inst., the wife of M. Dwyer, teacher, of a daughter.
DEATH,
Macnamara.—On the 28th June, Margaret Alice, wife of Peter J. Macnamara,
H.T., Shclbourne, 950, at the early age of 28 years, of inflammation of the lungs.
¿Dtstnilamn StljüüImasBr.
published every month.
MELBOURNE, JULY 23, 1880.
Direct religious instruction is not considered to be within the scope of the duties assigned to teachers employed by the Education Department in several of the Australasian colonies. Schools established by the State at the expense of the public treasury, it has been determined by the Legislature, shall only teach secular branches of knowledge, in order that no section of the community may have a ground of complaint because of the religious opinions inculcated. How far the course taken by the Legislature is justifiable, or how far the results already achieved warrant a belief in the permanent adoption of the secular system, we need not stop to enquire. The governing party in the State has willed it so, and, whether for good or evil, the system is certain to be continued in force for some considerable period. Taking this for granted, we think it would be well for those who desire the permanency of secularism to give a greater prominence to the teaching of moral lessons in State schools than is at present the case. “ Manners make the man,” and morals constitute the foundation of good manners. Whatever diversity of opinion may exist upon the essential relation be tv een religion and morals, most secularists will agree as to the importance of moral teaching having a leading place in the education of the young. The sacred character of Truth, Honesty, Love ; the hatefulness of Revenge; and the folly of Envy, are admitted by the warmest friends of secularism as fully as by the bitterest opponents of the system. On the importance of inculcating moral lessons in the State schools we have, then, a common platform. This platform ought therefore to become the centre of attraction to all true educationists, as from it a power could be exerted that would in a very short time influence for good the whole character of the public school instruction. Allowing for exaggerations incident to the criticism of opponents, it is more than probable that some of the dangers to society, marked as arising out of the evident roughness of conduct and want of respect to religious opinions which characterize the youth of the colony, has arisen in part from the change made in our system of public instruction some years back. But whether the inference be correct or not, the fact remains, and it is for those who administer the Education Act to devise measures to soften the manners and to raise the moral tone of the young. Dogmatic religion may not, we know, be taught within schools hours; but there is no prohibition against the direct teaching of morals and deportment, which are the rich fruit of religion. Possibly the worry and turmoil following upon so large a number of schools and teachers being brought under the immediate control of the Education Department have prevented the officers of the Department giving that attention to this branch of teaching they would otherwise have done. Not that we think it has been totally neglected ; far from it. Both in the textbooks and by the example and the voice of the teachers is this knowledge to some extent inculcated. What we refer to is the absence of systematic instruction. To our minds the curriculum of the schools should include both these subjects. The rules of good breeding ought also to be strictly enforced in the schoolroom and the playground. Whatever tends to the softening of the manners of the rising generation necessarily tends to promote their future happiness, and must contribute to their advancement in life. We can conceive of no reason why the Minister of Public Instruction should permit of the slightest laxity in respect to the question of deportment and manners. The school system is firmly established, and nothing is to be feared from a general enforcement of the rules in relation thereto that may be passed by the Department. Any irritation created on the promulgation of the regulations, in the minds of uneducated parents, would speedily be worn off through the manifest improvement shown in the deportment of their children. With respect to moral lessons, several school books have been recently issued from the press specially adapted for use in State schools. We need only mention one in the school-classics published by Blackie and Sons, containing moral and civil essays from the pen of Francis, Lord Bacon. The value of such a lesson book being used throughout the schools of the colony may be gathered from the following extracts :—In the essay on “ Truth,” he says : “ To pass from theological and philosophical truth, to the truth of civil business ; it will be acknowledged, even by those that practice it not, that clear and round dealing is the honour of man’s nature ; and that mixture of falsehood is like alloy in coin of gold and silver, which may make the metal work the better, but it embaseth it. For these winding and crooked courses are the goings of the serpent; which goeth basely upon the belly, and not upon the feet. There is no vice that doth so cover a man with shame, as to be found false and perfidious. And therefore Montaigne saith prettily, when he inquired the reason, Why the word of the lie should be such a disgrace, and such an odious charge 1 Saith he, (If it be well weighed, to say that a man lieth, is as much as to say, that he is brave towards God, and shrinks from man.’ ” In the essay on “ Envy,” he remarks : “ It is a disease in a state like
to infection; for as infection spreadeth upon that which is sound, and tainteth it, so when envy is gotten once into a state, it traduceth even the best actions thereof, and turneth them into j an ill odour, and therefore there is little won by intermingling j of plausible actions; for that doth argue but a weakness and fear of envy, which hurteth so much the more ; as it is likewise > usual in infections, which if you fear them, you call them upon
you.....It is also the vilest affection, and the most
depraved : for which cause it is the proper attribute of the devil, who is called the ‘ the envious man, that soweth tares among the wheat by night,’ as it always cometh to pass that envy worketh subtiley, and in the dark ; and to the prejudice of good things, such as is the wheat.” .
Although mental arithmetic is of great importance to most persons engaged in business, and in some cases is an essential branch of knowledge, it is a subject but very imperfectly taught in the generality of schools. This arises, no doubt, from the fact that few teachers become efficient in it themselves. It is, indeed, one of the subjects prescribed by the Department of Education for them at examination ; but teachers readily cram for the few questions then placed before them. Considering the practical usefulness of a thorough knowledge of the rules of mental arithmetic to so large a proportion of the young, we think that more importance should be assigned to it in the school programme. It is a subject easily mastered while the brain is impressible and not over-taxed. In teaching this subject successfully, it is necessary for the teacher to do more than drill his pupils into familiarity with the shortest methods for arriving at correct answers in different rules. He must carefully explain the reasons for the processes adopted. In his excellent “Manual of Method,” Mr. Abraham Park, Head Master of Albion Educational Institution, gives the following hints, which we quote for the benefit of our younger teachers:— “ In regard to mental arithmetic, (a) Begin early with its instruction, and when a class acquires a fairly intelligent grasp of a rule, always frame a few questions to be worked out mentally by the scholars. It has been observed that the chief value of this consists in the mental concentration which it necessitates. It is an educational effort, and gives strength and activity to the mind, (b) Avoid rules got by rote, or what may be called ‘ tricks ’ got up for show. The object of this hint is simply to secure that instruction in “mental arithmetic ” should bo imparted in such a way that it might be helpful to the practical business of life, and to prevent the possibility of the subject being taught in that worthless manner of which exhibitions are often given in public examinations. Every true teacher who knows these ‘ tricks of trade ’ gives the practice his unhesitating condemnation. (c) In the early stages, part of this exercise might be set down on slates, and the general result worked out mentally. This often has the effect of creating a greater interest in the lesson, and tends to produce more lasting results. (cl) Let the sums to be worked mentally consist as much as possible of those processes which involve the addition, subtraction, multiplication, and division of money, or of such items as are connected with the business and duties of every-day life.”
FURTHER REMARKS ON THE PERSONS OE THE IMPERATIVE MOOD.
By R. Craig, M.A.
I think that tlio imperative mood in other than the 2nd person is really more common than ono would on a superficial examination of the matter suppose. It is often used to express a condition. In the sentence : “ Let it: cost what it may, I will buy it,” everybody would recognize “let” as the imperative expressing a condition, i.e., a condition in the form of a postulate, or demand, that a certain state of things may exist for the purpose of the argument. Now, we might also say : “Cost what it may, I will buy it.” Here “ Cost ” may be parsed as 3rd per. imperative agreeing with its nominative “it” understood. (Cost fit] what it may.) Compare these sentences : ‘ ‘ Turn and twist your language as you will, you cannot conceal your thoughts;” “Turn and twist their language as they will, they cannot conceal their thoughts.” (Tho last sentence appears in an Age leader.) In the first sentence “ turn ” and “ twist” are readily perceived to be imperatives in the
2nd person, though expressing a condition. In the second sentence are not “turn” and “twist” also imperatives in the 3rd person, agreeing with their nominative “ they” understood? If any one should choose to say that the verbs in the last sentence are in the conditional or subjunctive mood, I would not quarrel with him, because they in fact express a condition ; but I should prefer to say that they are in the imperative mood, postulating or demanding a condition necessary for the case in hand. It is hardly needful to recall the fact that “ if,” the word most commonly used to introduce a condition, is with great plausibility said to be corrupted from “Gif,” the imperative of “ Give ;” “If that be so,” being equivalent to “Gif (or grant) that be so.”
In compliance with the desire of “A rural teacher,” some examples of the imperative mood in other than the second person will be parsed fully. Let us take these examples : “Now tread we a measure, said young Lochinvar.” “Advance Australia.” “ This is the truth ; deny it who can.”
Tread : verb, irregular, active, intransitive, (“measure” being the object of cognate meaning), imperative mood, present tense, 1st person plural, agreeing with its nominative “ we.” Advance : verb, regular, active, intransitive, (or transitive verb in middle voice), imperative mood, present tense, 3rd person singular, agreeing with its nominative “ Australia.”
Deny : verb, regular, active, transitive, imperative mood, present
tense, 3rd person singular, agreeing with its nominative “he” understood.
It seems desirable to present more examples of the imperative in the 1st person or the 3rd than those which found a place in the previous article on the subject. The following sentences will, I hope, contain a sufficient number.
“Be it enacted by the Queen’s Most Excellent Majesty.” Act of Parliament.
“ Nor, be it understood, are -we disposed to deny the right.” Aye leader.
“Would he say one thing in public, and do the opposite in private? Perish the thought !” Argus leader.
“ Give me back him for whom I strove, for whom my blood was shed !
Thou canst not ? and a king ! This dust be mountains on thy head !” Mrs, Hemans: The Spanish Champion.
“ Sweet be thy matin o’er moorland and lea.”—The Skylark, by Bogg.
“ Join we in a cheerful ring,
Lightly laugh and gaily sing !
Then play, play, play 1”
Seco7id Royal Reader, page 70.
“ For how could it go on ? Explain who can 1 He gloried in the name of Englishman.—Byron.
Bear witness, Greece, thy living page ;
Attest it, many a deathless age.—Byron.
“ Be this as it may, we are certain of one thing.”
“ Return we to our story.”—Byron.
“ Even the wisest, do the best they can,
Have moments, hours, and days, so unprepared,
That you might brain them with their lady’s fan.”—Byron.
“ Ruin seize thee, ruthless king 1 Confusion on thy banners wait 1”—Gray.
“ The fat earth feed thy branchy root,
That under deeply strikes !
The northern morning o’er thee shoot,
High up, in silver spikes 1”
Tennyson : The Talking Oak.
The line of argument taken by R. I. R. in opposition to my view that the imperative mood has more persons than the 2nd, appears to me to be weak and inconclusive. He says : “ In all cases grammar must be decided not by the form of words, but by the meaning conveyed,” and he goes on to argue that, because “ Be it so ” has the meaning conveyed by “I wish or will it to be so,” or by other nearly equivalent expressions, we must regard “ Be it so,” not as the 3rd person of the imperative, but as an infinitive phrase dependent on “ I wish,” or on some other verb understood. Concerning this mode of arguing the question it seems sufficient to observe that if it were valid, it would abolish the imperative mood altogether. I suppose that R. I. R, does not deny that “ Go home” is the 2d. person of the imperative mood. Taking up his style of arguing, I might say : “I think that to all English persons this expression would convey one of the following meanings : 1st. I will let you go home ; 2nd. May you go home ; 3rd. I allow you to go home ; 4th. I will or wish you to go home ; 5th. I command you to go home. In all these cases “go” is plainly the infinitive mood ; therefore it is absurd to say that in the expression “ Go home,” to which those sentences are equivalent, “Go” is in the imperative mood.
I. hope that R. I. R. will see the propriety of abandoning an argument which admits of so absurd an application. It either proves nothing or it proves too much. I would invite him to reperuse the article in the April number of this journal, and to give due weight to the arguments there adduced for regarding such expressions as “ Be it so,” “ Suffice it to say,” etc., etc., as substantive forms of the imperative mood, and not as mere abbreviations of “ Let it be so,” “ May it suffice to say,” etc.
July, 1880.
By Dr. T. P. Lucas, Vice-President Victoria Pield Naturalists’ Club.
The winter will soon be over. The birds are already beginning to pair. Many kinds, as the Plovers and others, are already laying. Thestudy of Natural History tends to raise and refine the intellectual capacities. The study and consideration of nature tends to expand and to educate the mind. It leads to habits of observation and to thought. A contemplation of the perfect and beautiful as exhibited in nature must therefore train the mind, and purify and soften the coarser traits of character. Like as diamond cuts diamond, so contact with nature rounds off and polishes the rough angles of selfishness and self-esteem. It likewise acts beneficially by affording a healthy recreation and profitable occupation in lieu of idle and evil habits, or at the best profitless ways of wasting time and opportunity, so prevalent among the young. The devout student of nature becomes a respectable, peaceful citizen. The humble admirer of the sublime and natural cannot honestly be a Nihilist, Socialist, or Communist.
Tastes vary. Many boys develop a taste for poetry, history, painting, drawing, architecture, engineering, &c. ; and it is right for teachers to seek to encourage and draw out such. But in addition to these pursuits, many boys might be induced to further study, orto varied study, by their attention being arrested and their interests excited by a study of Natural History. Botany, either as sea weeds, ferns or flowers ; entomology, or any other branches of insect life ; reptiles, animals, and last, but not least, birds : their nests and eggs afford a wide field for study and self-culture. All boys like birds’ eggs. Most teachers discoui’age the robbing of birds’ nests as cruel. No doubt the robbing of birds’ nests for amusement or wickedness is to be forbidden and punished. At the same time judicious encouragement should be given to the study of birds and their habits. If there be a real taste, one of the most instructive and interesting methods of studying them is by means of their nests and eggs, and associations therewith connected. I find a nest in a low bush ; this nest is a most compact structure, made of stringy gum bark and lined with finer fibres of the same and with hair. I notice two little birds hopping about restlessly among thè twigs : the one has beautiful vermilion on the crown of the head and on the breast, the other is a dull-looking brown bird with darker markings of black and brown. These little birds are a pair of the Flame-breasted Robins. Through medium of the nests and eggs I note the habits of the birds, and also notice the differences between them and the closely allied species—the Scarlet-breasted Robin. I take the nest and eggs, carefully blow the latter, neatly label them, and place them in my collection. The birds in a few days build and lay again, little, if any, the worse for their previous loss.
The greatest drawback to a study of Australian birds, nests, and eggs, is the want of a cheap work giving names, descriptions, &c. To obviate the difficulty I am collecting the data requisite to the publishing such a book. Every country place has its local name for each bird, and consequently it is impossible to identify a number of eggs locally named. But where parties will note the nests and eggs and send a specimen of the bird if small, or its wing if large, by pattern post, I should only be too pleased to send back the correct, scientific, and popular name. And if, at the various schools, teachers and scholars would interest themselves in obtaining a nest where small, or description where large, and eggs of each kind, and sending with bird, or such a description as would enable me to certainly identify it, I should be enabled the earlier and the more easily to accomplish the undertaking to which I have set myself. And, at the same time, I should be pleased fo acknowledge in the said work any new discovery or light given as to the nests and eggs of the different species. About 300 species are known ; about 450 species remain to be hunted out. And probably, there is not a school to which there are not prizes waiting to be obtained, asthe result of research and observation, in the discovering of nests and eggs heretofore unknown. I shall be most happy to give further information, and to correspond with any anxious to learn or who are willing to help. The season is only just beginning, and will last up to November, or even December. Communications or specimens to be sent to my address, Bank-street, Emerald Hill, Melbourne.
Were it not for the chronic tendency of the scholastic mind to look away from home and ignore simple ways and means of doing things, we should be amazed at the elaborate and persistent blundering in the vital matter of moral instruction in common schools. Few of the disputants on the use of the Bible in the schoolroom seem to have discovered that the method of the Divine Teacher of men was precisely wlrat we now call the “ objective,” “oral,” or “ natural ” method. There was a Bible in Palestine, eighteen centuries ago,
as in America, to-day. But the Great Teacher did not seem to rely on its mechanical reading, or on abstract preaching about morals and religion to any great extent. On the contrary, the four Gospels are a perfect manual of the natural method of instruction, as applied to human character and conduct. The most common affairs of everyday life are seized upon, and presented to the childish multitude in the most familiar and forcible way ; and when the object, or occurrence, is thoroughly lodged in the mind, a swift, brief, and decisive sentence fixes the application forever. Thus it is that, while Christendom is full of commentaries, and sermons that nobody can read, these simple lessons, given to the common people of one little corner of Asia, have become the Bible of all civilised lands. The example of the Great Teacher gives the permanent stamp to the natural method of instruction, and points to the region of character-training in schools as the special field of its application. Our anxious theologians, Catholic and Protestant, who bewail the decline of moral and religious instruction in schools may learn that the decline of the old-time method of cramming children with Bible texts and godly books, enforced by long homilies and longer prayers in the schoolroom, is not necessarily a falling-away in sound moral and religious instruction. On the contrary, that method, as we recall it, was the most effectual way of filling schoolchildren with disgust and hatred with the very names, religion and morality. The fact is, there are no schools in this country where the divine method of moral instruction as illustrated by the Master, is so faithfully applied as in our best public schools. The ideal of such instruction is a consecrated teacher ; electric with spiritual, mental, and physical vitality ; himself a perpetual “ object-lesson” in good morals and manners ; seizing every fit occurrence, as it comes up in school-life, for a vivid illustration of the divine way of living; and using the Bible, as other books, to clinch a principle already unfolded by the natural method before the children.
A thorough comprehension of the new education, as applied to character-training, would settle the whole “ religious question ” in common schools in the minds of all save the extreme sectarian or secularist, each of whom will be satisfied with nothing short of cramming the children with his own little theories concerning God and His universe. In this, as in every department of common-school instruction, we shall flounder on through quaking sloughs of misconception, blundering against each other in a land of mists and clouds, till the natural method of dealing with the child comes to us ; as, in the old time, “ the people that sat in darkness saw a great light.” Of course, we must have superior teachers to handle this style of character-training and teaching in the schools. But this is only one more argument for skilled labour in the schoolroom. The man or woman who cannot stand before the children as a daily “ object-lesson ” in practical religion, good morals and gentle manners, and has not the vitality and tact to use the events of the world around the children for moral instruction; and to cull from the Bible, and all good books, the appropriate passages to enforce the lesson, is simply unfit for the post of teacher. Instead of putting out the Bible and moral instruction, might it not be well to begin the work of expurgation at the other end, and put out every teacher whose character and capacity disqualify for the natural method of moral instruction of which the Great Teacher was the perfect type 1—N. Y. Journal of Education.
%xt mtfr ®cr^it0Ì00ir.
Emerald Hill School of Art.—The classes of this school, which for many years past has been held in the old Mechanics Institute, were formally opened on Friday evening in the Lecture Hall of the new Institute, which forms part of the magnificent municipal buildings lately erected in Emerald Hill. The event was celebrated by a public meeting, when a large audience assembled—and interesting addresses were delivered by Mr. W. C. Ivernot, M.A.,and Mr. S. H. Roberts, Inspector of Schools of Design.
The vice-chairman of the Institute, Mr. S. C. Tribe, who presided, introduced Mr. Kernot, as a member of the Technological Commission. Mr. Kernot, who wits most cordially received, prefaced his address by saying that he would advise every young person to learn as much as possible, as knowledge is more easily acquired while the brain is soft and impressible than when it had hardened with age. Although it was desirable to have a knowledge of many things, yet he would impress upon them the importance of learning a few things thoroughly. He was glad to see that they took so much interest in drawing, as it tended to cultivate and refine the mind, and the more cultivated a man was, the better he could enjoy the beauties of nature besides making his life better and purer. He would also like to see science classes established. It was by studying the sciences of arithmetic and geometry, that new discoveries were made in astronomy, and astronomy was in itself one of the best means of expanding and elevating the mind, besides strengthening the intellect. He asserted thatbystudy-ing the natural, sciences their lives would be much happier than if spent in excessive eating and drinking, and in concluding expressed a hope
4669 1
18676 ~ 4 ' 62254 1
18676“ 3 '
that the Emerald Hill School of Art would send good work to the coming Exhibition.
The chairman then introduced Mr. Roberts, who gave a most interesting class lecture on the application of drawing to the industrial arts, showing by examples drawn on the black-board, the advantages of a knowledge of practical geometry to tradesmen and mechanics of every degree. After an interesting exposition of the lines of the circle and ellipse, and an explanation of the beautiful tangental curves used in drawing, diagrams were shown of the ornamental attemptsof the savage tribes of the South Seas, showing their knowledge of the value of repetition and contrast in ornamental forms, and he explained to the pupils, different geometrical arrangements of the ivy leaf. Some arranged on the basis of the triangle, the square, the pentagon, and the hexagon, and showed how the braiding of the stem 8 was suggested by the geometrical form of design. The methods of drawing spirals, volutes, both circular and elliptical, were shown both by geometry and by free hand drawing. The method of drawing designs to fit over a surface, was illustrated by examples from the Alhambra in Spain, and from some of the churches of Italy. A beautiful design based on the flowers of the colony was shown as the work of one of the pupils of the School of Design in Geelong, and it was stated that this pupil was now one of the best teachers in the employ of the Education Department. Mr. Roberts was listened to with marked attention and interest, and his graphic illustrations with the chalk seemed to enchain the attention of the audience.
Both speakers were frequently applauded during their addresses, and we would suggest as a most useful addition to the work of the Commission, that such class lectures should be delivered in all the Schools of Design, at least once in each quarter, as an agreeable diversity from the usual school course, and at the same time a pleasant way of inculcating and receiving knowledge for both teachers and pupils.
The Geelong Teacher’s Union held their second social re-union at the Free Library, on Friday, June 25th. About 120 teachers and friends were present. Mr. Link, president of the Union, occupied the chair. The entertainment consisted of an address from the president on “Spelling Reform,” vocal and instrumental music by several ladies and gentlemen of the profession, readings, recitations, and a comic dialogue, “ The Attractive Young Lady,’ by four of the gentlemen. The secretary, in order to show the work that was being done by the Union, read some letters received from the Education Department, and pressed all to join the Union. The proceedings closed by the whole company singing the National Anthem.
“The Jewish Herald,” a fortnightly journal, devoted to the interests of Judaism in the Australasian colonies. Melbourne: Alex. M'Kinley and Co. The current number of the above excellent journal contains a varied amount of interesting matter. Amongst the contents we notice a review on Dr. Bromby’s “ Sermons on Genises a dissertation on the Talmud ; a historical lecture on the Jews of Rome and the middle ages; the second of a series of well-written articles, entitled the “Stage Jew,” and a variety of matter interesting alike to Jew and Christian. “ The Jewish Herald ” is well printed and admirably conducted, and should meet with the support it deserves.
Our readers will be pleased to learn that the Hon. the Minister of Public Instruction in Victoria, has taken steps to mark with special approbation, Mr Curnow, the State school teacher who prevented the destruction of the special train carrying troopers in pursuit of the Kelly gang.
We have recoived the title page and table of contents of a work entitled “ Our Colony as it is in 1880.” The mere fact that it is from the pen of the Rev. James Ballantyne, author of the widely-known book on “ Homes and Homesteads in the Land of Plenty,” is sure to secure for it a large sale on publication. It is announced to be ready in September.
The founder of the City of Melbourne—John Batman—-is at length to be honored with a memorial. The president of the Legislative Council and a number of influential citizens have taken the subject in hand, and will, no doubt, carry it to a successful issue. We shall be glad to acknowledge subscriptions from teachers for so laudable an object.
Wo have received several numbers of a religious publication entitled, “ Pleasant Words.” The editor, Mr. Peter Campbell, has for some years been engaged in missionary work throughout the colonies of New South Wales and Victoria. He has availed himself of “Pleasant Words” as a vehicle for spreading his usefulness as a missionary.
His Excellency the Marquis of Normanby, presided at the annual meeting of the Victorian Asy lum and School for the Blind, which took place in the Town Hall, Melbourne, on the 19th instant. The Dean of Melbourne, and the Rev. W. H. Fitchett. spoke at length on the value of the institute, and the important place it filled among the charities of Victoria. A most instructive and entertaining concert was then given by the pupils. The receipts of the concert realized £71 15s, lOd.
THE honorary secretaries of the departments of the Social Science Congress met this week at the Town Hall, Melbourne, to consider a number of subjects relating to the practical working of the Congress. The departments were represented by the honorary general secretary (Professor Elkington) in the chair, Dr. Neild (Health), Mr. Harlin (Education), Mr. Cowderoy (Trade), Mr. Mount (Manufactures), and Mr. Earles (Fine Arts). A considerable number of promised contributions, nearly all from well-known writers, was announced.
The change which has so suddenly come over the face of politics has interfered, to some extent, with the prospective change in the school syllabus, and classification of teachers. In all probability the incoming Minister of Public Instruction will be induced to consult the views of the leading members of the profession before submitting any definite scheme to Parliament.
ARITHMETIC.
The following is the Arithmetic Paper set by the Department at the general examination of Students in Associated Schools, to Candidates for a License to Teach and for a Certificate of Competency in December, 1878:—
Solution by Charles Leys, School No. 974.
1. (a) “ Each digit has two values, an absolute and a relative.” Explain this. (b) In a simple division question the divisor is six and a half times greater than the remainder and is one forty-eighth of the quotient; find the latter, the remainder being 740C8. Express your answer in words.
(a) The digit 5, for instance, standing alone, or to the right of a number, represents five ones or units; this is called its absolute value. But, by our decimal system of notation, it increases in value in a tenfold ratio for every place it is removed to the left. Thus in the number 56 the 5 represents 5x 10 = 50, and in the number 563 it represents 5 x 10 x 10 = 500 ; this is termed its relative or local value.
(b) Bythequestion, 74068 x 6| x 4S = quotient = 74068 x 312 = 23109216. Twenty-three millions, one hundred and nine thousand, two hundred and sixteen. Ans.
Note 1.—Here 64 times greater may be taken to mean 74 times as great, but I have taken it as 64 times as great, e.g., 4 is twice as great as 2, but only once greater than 2.
Note 2.—In the solutions, to economize space, the operations of simple division, multiplication, &c., are only’- indicated, not carried out.
2. Supposing a postman travels 17 miles 1 furlong 14’ perches in his daily rounds, how many yards does he travel in a year, allowing him two weeks holiday ?
Sundays excepted, there are313 days in a year, and 313—12 = 301.
And 17 mis. 1 fur. 144 per. = 30219f yds.
.-. 30219| x 301 = 90961441 yds. Ans.
3. Three merchants, A, B, and C, purchased a consignment of tea consisting of 90 tons 16 cwt. 1 qr. 144 lbs. and divided it amongst them. A paid for his share £4069, B paid £6225 6s. 8d., and C paid £7781 13s.4 d. What part of the whole did each get?
£4669+ £6225 6s. SA. + £77S1 13s. 4d. =£18676.
.•. M’s share = B's share =
and C’s share = 1 — J - 4 = +V Ans.
4. Find by Practice how much B in the above sum would gain by selling at £294 per ton.
90 tons 16 cwt. 1 qr. 144tbs + 3 = 30 tons 5 cwt. 1 qr. 234ft>s = B's share. 30 tons 5 cwt. 1 qr. 234 lbs = 605 cwt. 1 qr. 234 lbs.
At £1 per cwt. each qr. = 5s., and each lb = 2)-d.
cwt. qr. Ib.
.•. 605 1 2345 2|
£605 9 2-+-=value @ £1 per cwt.
And £294 per ton = £==(£14 14s. per cwt.
10s. = 4 605 9 2t\-x14
9
1210 IS 4(4) 7
8476 8 9 value @ £14 per cwt. 4s. = -i £ 302 14 7Jg „ ,, 10s. per cwt.
121 1 104V » ,, 4s. per cwt.
8900 5 2J ,, ,, £14 14s, per cwt.
6225 6 8 = cost.
£2674 18 6.4 = profit. Ans.
5. If I gained 25 per cent, of the original price of an article by selling it at £3 10s. 7.}d. how much per cent, would I gain by selling it at £4 4s. 9d. ?
25% = l. \ + of £3 10s. 74d. = £216s. 6d. = cost; and £4 4s. 9d. - £2 16s. 6d. =£1 8s. 3d. =gain at the latter rate, but £1 8s. 3d. is just 4 the cost,
i.e., 50%. Ans.
6. In what time will 20 men set up 4 miles of fencing if 24 men require IS clays to do 7 miles, supposing the first set of men to work 9 hours daily as against S hours daily of the second set, but that 4 men of the second set can do as much in one hour as 5 men of the first set.
July, 1880.
11
20
7
9
4
24
4 8
5
:: IS days.
Then by cancellation :
24x4x8x5x 18 6x8x2 96 ,
; ~n~ — 13f- days.
Note.
20x7x9x4 ~ 7
-I have taken the words
Ans.
'first set” to mean the 20 men.
7. (a) To find the value of a single article, the price per score being given. (b) To find the discount on any sum at 5 per cent, per annum.
State and prove the rules for determining the above mentally.
(a) Reckon a shilling for every pound in the price per score, 6d. for every 10s., and 3d. for every 5s. ; because £1 per score is Is. per article, &c., thus at £20 15s. per score, one article would cost 20s. + 6d.+ 3d. = £1 0s. 9d.
(A) Multiply the pounds by the years for the answer in shillings ; because o% = ls. in the pound, e.g., £50 for 3 years @ 5% per annum = 50x3 = 150s. =£7 10s.
Note.—This rule is for calculating commercial discount, i.e., interest
8. Find the principal which being lent for 2.} years at £6f per cent, will yield £665 7s. 8|d. as simple interest.
The interest on £100 for the given time at the given rate is £6§ x 24
£666 7 84 , . . . / 37
no. of cents, m principal. I 7s, 8^-d. = gy£
665^ x 100 63877 x 100 x 3 x 2 63871
£6§ x 24
96 x 20 x 5
G§ x 24
= £3992 Gs. 3d. Ans.
9. (a) Prove that § divided by -f must be $•.
(b) Three men together can finish a piece of work in 2 hours, but at the end of half an hour two of them leave, having done and ^ of the work respectively. Find in what time the third man can finish it.
(a) By the law of division the product of the divisor and the quotient must=dividend, and §x * = §, which is the dividend.
(b) In half an hour the three will have done J the work, of which the
two who left will have done -nr^tV = tV• And i-/« =t5s = the third man’s \ lir’s. work. x2 = -5nT = an hr’s work of third man ; and 1—J
= S = work to be done by third man alone. .'. £ -f ; x = 3f hrs.
Ans.
16
ARITHMETIC.
The following is the paper set by the Department at the general examination of Pupil-teachers on December 17, 1879 :—
First Class.—Set No. I.
Solution by A. H., Geelong.
1. If the freight on china-ware is to that on cheese as 3*6 to 25, what weight of cheese will be conveyed 153 miles for £3 T> when 20.05 cwt. of china-ware is conveyed 101’25 miles for £2’79 ?
China 3’6 (1) 20-05 (1) 101-25 (1) 279
Cheese 2 5 (2) x (2) 153 (2) 3-5
From these pairs of terms we see (1) freight is greater for cheese than china, less weight of cheese is carried. (2) Cheese is carried farther than china, .'. less weight of cheese is carried. (3) More money is paid for cheese than china, .\ greater weight of cheese is carried.
Hence we state
As
|
25 |
: 3-6 :: |
|
mi. |
mi. |
|
153 |
: 101-25 |
|
£ |
£ |
|
2-79 |
: 5 5 |
|
TT 81 | |
|
9 |
405 7 |
cwt.
20-05
10. Find the value of
2i
2
• of 26 acres 2 roods 24 perches.
2005 x 36 x 10125 x 35
25 x 153 x 279 x 10000: 17 31 2000
400
Too
527) 1263-15 (2 396 1054
2091
1581
5105
4743
3620
3162
1263.15
527-00
= 2-396 ..
2 + 24 of4
Beginning at the extreme of denr. 24 of -§ 1 _ 1
2. Simplify
458
and 2 +
and 2
24 of 2
-, =. 2 +rp-
S 2Î
„ 2
2 +
1
— 2v
24 of a
and 2 — •
2 -
2 + 2 +
1 2 r- ss *0 * x T 2 ti 12 0"
then 24
24 of g
2A
(rA " 11- of : ^
— ( IX---* — I -L (lì 1 - » 1 .1 4
§ of fri ‘
. 335-1-24 - 259
Via » *) • 210
119-59 f 100 “ 84 '*210
2 396 cwt. Ans.
2 nf a 7 , 4 \
-3- OI -2 ,y + -3 s).
2-J 2 + -2 +
- 24
24 Of I
lastly -f jg of 26 ac. 2 rds. 24 per. =7 ac. 37 per.
,, . . -0338184 • • •
11. (a) Find the value of
Ans.
-of 1T6 of -6 of -587 of £5 4s. 2d.
•03416
[b) Find the sum and difference of ‘026 and ’00026 ; multiply them and divide the product by 16 *9.
|
0338184 |
338184 |
99 | |
|
(a) |
•03416 ' |
~341600 |
100 |
|
and116 |
16-1 |
= 115 = 1 |
1 |
|
90 |
90 |
6 ‘ | |
|
and '6 =- |
6 _ 3 |
then '587 —
10 587 - 5 990 ‘
60 21 84 X 10
— l|s 1£. Ans,
3. At what annual rate per cent., simple interest, will £312-5 amount to £349 12s. 2|d. in 24 years?
Amount, £349 12s. 2jd.
Principal, £312 10s.
Interest, £37 2s. 2,-j-d.
|
£ £ |
£ s. d. | ||
|
As 312-5 : 100 |
: 37 2 2j | ||
|
yrs. yr. | |||
|
7 |
24 : 1 | ||
|
6 ’ |
£ |
s. d. 4 2 |
£ s. |
|
37 |
2 24 x 100 x 2 x 10 |
593 15 5 | |
|
3125 x 5 |
' 125 ‘ |
125
125
99
100”1 6
by cancellation
3 x 7 x 97 4
Of'-TT'Of—- of
97
165
of1250d.
ö
582 97
' 990“ 165’
_ 99 x 7 x 3 x 97 x 1250 ~ 100x6x6x165
2037
4— = 509,}d. = £2 2s. 5.}d. Ans.
(b) ( -026 + '00026) x ( 026 - -00026)
==•02626 x -02574 = -0006759324.
And '0006759324 -7 16 -9 = -000039996. Ans.
125) 593-75 (475 500
937
875
625
625
4|%. Ans.
|
CO |
CO |
o | |
|
Cr. |
CO |
r-* |
o |
|
C5 |
o | ||
|
r_t | |||
|
CO |
CO | ||
|
CO |
lr- |
o | |
|
ft | |||
|
O |
o | ||
|
Û |
Ù | ||
|
ft |
ft |
ft |
€>
o o o w Q
i
CO
<§>
-ft
o a
=y g
ft «
flO
XI O
k* O
.k:
OH hH
4. Express I of 8£s. as the decimal of a £. Reduce '416 to a vulgar fraction in its lowest terms.
(a) -l of 8.f shillings = | of 8'25 = 1*G5 shillings. £1 = 20 shillings.
• 165 .
i’X’action —~nX ' Decimal = ‘0825.
(b) "416. Subtracting non-repeaters from whole dec., remainder is 375. , ,. . 375 75X5 5
5. State and prove the rules for determining mentally—(«) What ,3§d' a week will amount to in a year, (b) The interest on any sum at 5 per cent, per annum.
(a) Take 4 times as many pence, and 4 times as many shilllings as there are pence per day. 4 times as many pence = 4x31 = 14d. = Is. 2d. 4 times as many shillings = 4 x 3i = 14s. ; 3-kl. . \ gives 14s. + Is. 2d.— 15s. 2d. per year. For taking no. weeks in a year as pence we have 52d. = 4s. 4d.
(b) Take a shilling for every £ in the principal, and 3d. for every 5s. For 5% per annum is 100 shillings for £100, or Is. in the £.
C. (a) What are personal accounts, and what is the rule fortkeeping them ? (b) Post the following transactions :—
24th Nov. 1879. Bought of Win, Reid and Co. 9 tons of coal at 31s. 6d. a ton. 1st Dee. 1879. Sold to James White 5 tons of coal at 37s. fid. a ton. Paid Wm, Reid and Co. £9 9s. on account.
(a) Personal accounts are accounts which are kept with persons with whom I transact business, and they must be kept when I carry on business by buying and selling for credit.
|
CO |
J |
O |
CO |
.| | |||
|
o |
à |
O |
a |
CO |
O | ||
|
Ci |
o |
-r | |||||
|
6 O | |||||||
|
c3 U |
cé |
e$ | |||||
|
•2 |
2 | ||||||
|
o O |
Xi £ ft |
a o ° |
CD Ph £ |
*0 O Ü; |
By Coal |
« o O | |
|
>> |
pq | ||||||
|
• r-H Cft . I>* o CO CD -ft |
ÏS79. Dec. 1. |
1879. Nov. 24. | |||||
|
o |
o |
CO | |||||
|
CO |
o |
F- | |||||
|
T* |
CO |
o | |||||
|
d O |
i | ||||||
|
Coal. |
r—j ’3 Ph a è |
Cash. |
W. Reid & Co |
rC s o |
Jas. White. |
O O | |
|
o H |
o EH |
o H | |||||
|
1879. Dec. 1. |
1879. Dec. 1. | ||||||
|
Dr. |
1879. Nov. 2 |
Dr. |
ft |
Dr. |
APPOINTMENTS AND PROMOTIONS.
Aoxics Russell, II.T., Brookside, No. 1G63; Wm. Crellin, H.T., Mooroolbark South, 2259; Robt. M. Heriot, 2nd Asst., Eaglehawk, 210; Robt. Cochrane (Appointment made permanent), II.T., Grand Trunk, 809 ; William F. Casey, 2nd Asst., Hamilton, 295; John C. Rowe, 2nd Asst., Talbot, 954; Samuel F. Hayes, II.T., High Plain Camp, 2270; James W'allaee, H.T., Yea, 699; Jessie
M. Cox, II.T., Bolangum, 2270; Maurice J. Power, H.T., Wedderburn, 794; Alice M. Breslin, 2nd Asst., Moorabbin, 1111; James Toohey, II.T., Lake Mundi, 1780 ; Arthur G. Croft, 2nd Asst., Wodonga, 37; Thompson Simpson, H.T., Pel vine, 1090; John Borlase, II.T., Pyramid Hill, 1712; Alfred Osbaldestcm, II.T'., Buninyong, 1270; David Kennedy, II.T., Glenrowan, 1742; John G. Byrne, H.T., Toongabbie No. 2, —; Richard Strahan, H.T., Church’s Flat, 121 ; C. R. Smithwick, II.T., Garvoc, 990; Fredk. W. Simcocks, H.T., Castle Reef, 1-443; Fredk. Elsworth (Appointment made permanent), H.T., Lower Nicholson, 1716; C. H. Martell, II.T., Port Albert, 490; John Cubbins, 11.T., Tawonga, 2282 ; Alargt. ltitcliie, II.T., Willung, 2261; Alice Blunden, H.T., Strnthbogio, 2274; Clara Firminger, II.T., Kanyapella N., 2285 ; James Gray, II.T., Spring Bank, 2283.
Answers to Grammar Exercises and Arithmetic questions received from “ J. IL,” Creswick, “ J, Thompson,” and “A. Croft,”—Ed.
McIh icalanfr education; g.cparimciii.
The following is the paper set by the Department at the examination of teachers, held in December, 1879 :—
School Management—Set No. II.
19tli December.—From 1.30 to 3.30 p.m.
1. (a) What are the advantages and the disadvantages of taking classes
out of the desks on to the floor for lessons ? What lessons should always be given to a class seated at the desks, and what may be advantageously taken by the class standing ou the floor?
(b) If you have to give a geography lesson to a class of 53 seated on a large gallery, state or show by a diagram the. best manner of arranging the scholars, where you would place your black-board and map, and where you yourself would stand.
2. A. B. gives a lesson on the adjective to a second class ; he begins by
asking the class for a definition of an adjective ; most of the pupils give simultaneously the correct answer; the teacher then writes the definition on the black-board and the pupils repeat it simultaneously three times ; the class are now asked to name an adjective ; they answer simultaneously some simple adjectives such as black, white, large, small. The pupils are then told to open 2nd books at a certain lesson and name individually in turn the adjectives as they occur. If a child names an adjective but not the next in order,'the teacher says “No, that’s not the next adjective,” and passes on to the next scholar. The pupils who answer correctly are asked the reason, to which they reply “because it tells you the kind of tree, boy,&c.” After a page of the reading book has thus t|pen gone through the lesson closes.
Point out the defects in this lesson, stating what principles of good teaching are violated. What would you expect to be the behaviour of the class during such a lesson ?
3. How would you encourage and develop the powers of observation of
infants, train their hands and voices.and practise, their limbs in harmonious action ?
4. What Home Lessons should be written and what heard orally ?
Illustrate your answer by describing the Home Lessons of a fourth class for one week, stating which of them should be written and explaining how and when these would be corrected and the unwritten ones heard.
5. Explain the advantages to be gained by learning (1) Gymnastics,
(2) Military Drill. Why is swimming where practicable a most valuable exercise ?
6. Name and explain the three parts of which Mulhauser’s system of
teaching writing consists,
7. State the punishments you would consider proper in the fol
lowing cases, with any modifications you would make depending on the sex or age of the offender ;—(«.) Truancy, (b) Occasional unpunctuality. (c) Habitual unpunctuality, (e) Occasional neglect to learn Home Lessons. (/) Talking and inattention in class, (y) Gross insubordination and impertinence before class.
The following are the questions set by the Board of Education, District of Wellington, at the examination of first and second year Pupil Teachers, held in July, 1879. (Solution next month) :—
1. How do you make any fraction three times less 1 Explain the reason of the processes.
2. Extract the square root of §.
3. Find the least common multiple of 18, 40, 36, 50, 15, and 32.
4. Multiply 172D75 by 3‘25, and divide the product by '01G25.
5. Work by Practice only 42 gals. 3 quarts 1 pint at 17s, 9d. per gallon.
6. A silver tankard weighing 32 oz. 10 dwts,, cost £6 3s. 9d; what is the value of silver per ounce ?
7. If a soldier be allowed 12 lbs. of bread in 8 days, how much will serve a regiment of 850 men for the year 1880 ?
8. Find the value of 0072 yards, at £9 18s, 1103. per yard.
9. In what time will £620 gain £80 at 1\ per centum per annum ?
10. Reduce three billion seconds to years.
11. If 4.} yards cost 16s. 9-Jd., how much will 6-f yards cost?
12. Find the true discount on a bill of £782 10s,, due in 219 days, allowing interest at 8 per cent.
13. Find the total cost of 183 yards at 6J. ; 79 at Is. ll£d. ; 128 at 3s. lid, ; 183 at Is. 5-Jd., and 79 at 2s. 0.)-d.
14. Find the compound interest on £610 15s. 6d. for four years, at 6 per cent, per annum.
The following is the paper on Elementary Science given at the last Examination of Teachers held under the Department of Education :—
Time allowed : 3 hours.
[Note.—Candidates are not to attempt more than sixteen questions. Female candidates, if proficient in needlework, may substitute for this paper the paper on Laws of Health and Domestic Economy, but passing in Science will not exempt them from passing in Needlework also.]
A.—Physics.
1. What is meant by the terms “force” and “energy”? Classify the different kinds of force, or the varieties of energy.
2. Fly-wheels are frequently used with engines and other machinery : explain their use.
3. Sketch a diagram showing the mode of construction of a common water-fountain.
C.—Biology.
19. What purposes does breathing serve ?
20. How do bones, muscles, and nerves stand related to each other ?
21. What are the most striking differences between animals and plants ?
22. What are the uses of the leaves of plants ?
23. What are the chief differences between endogens and exogens ?
24. What is the cause of the beating of the pulse ?
2470351
3230459*
3. Simplify
31
~ 37 *
19
4. A well axle with a long handle will enable a man to lift a very heavy weight at the end of a rope : how is this ?
5. Draw a section through a common pump, and explain why the water flows up after the plunger.
6. How is an echo produced ? How far away is a gun when the report is heard three seconds after the flash is seen?
7. Air when heated expands. How would you experimentally prove the fact ? State some of the natural phenomena to which it gives rise.
8. Describe various experiments to prove that heat is motion of some kind, and not a material substance.
9. If a beam of sunlight be allowed to fall upon a triangular prism of glass, the light is broken up, and a rainbow-coloured patch is seen on the wall. Show by a diagram the course of the rays through such a prism, and show how the colours are arranged.
10. If a common burning lens be held at a certain place in a room between the window and a white wall, an inverted picture of the window is seen : show by a diagram how this occurs.
11. Describe some of the experiments that maybe made with two magnetized sewing needles.
12. Describe how to make some single electric experiments without any special apparatus : or, give an account of any form of telegraph with which you are acquainted.
B.—Chemistry.
13. What do you understand by the term “chemical affinity/’? Give examples of the action of the principle.
14. Divide the following into two lists—one containing the elements,
and the other the compounds—and name the elements contained in any one of the compounds :—Table salt, chlorine, sand, sugar, carbon, water, chalk, oxygen, flour, sulphur, glass, hydrogen, sodium, wood, iron, gold. _
15. What are the differences in the properties and composition of hard and soft water?
16. If I breathe into lime-water, it turns white : explain this. How is lime-water made?
17. How can water be proved to consist of oxygen and hydrogen ? What are the most distinctive properties of each of these gases.
18. A piece of wood is burnt in a jar of air : what chemical changes occur?
The following are the questions set at the Teachers’ Examination, Adelaide, South Australia :—
CLASS II.
THE PRINCIPLES OF TEACHING.
Six hours allowed.
I. —1. “Mind starts from discrimination.” Explain and illustrate this statement, and show how advantage is taken of it in practical teaching. 2. Examine the function of Anger in maintaining discipline.
3. State and criticize Professor Bain’s views on Object Lessons. How far do you agree with him? 4. Discuss the question of Moral Teaching in schools.
II. —1. What is the function of the School, and what is the scope of
School Education ? 2. Discuss, in relation to Moral Training, the effect of Association, Habit, Influence of Single Actions, and the relation of Intelligence to Moral Education. 3. Distinguish between the terms Education and Instruction, and show how far they are convertible. 4. By what means may the faculty of Attention be cultivated, and what are the principal obstacles to the acquisition of the habit ? 5. What is
the difference between the Perceptive and the Conceptive faculties, and how and why should each faculty be cultivated ? 6. What is the object of Physical Education ; how far should it form part of an Elementary School course, and what results follow its neglect ?
III. —1. Classify in the order of their importance the leading Activities which constitute Human Life. 2. What position should /Esthetics hold in School Education ? How would you provide for .¿Esthetic culture in a Public School ? 3. Educe arguments in favour of the teaching of Science in Public Schools. 4. Write a short essay on “ History as it is taught, and as it should be taught.”
The following members attended at a special meeting of the Council of the University, on the 19th instant :—The Vice-Chancellor, Mr, Rogers, M.A., Q. C., Professor Irving, M.A.,Rev. A. Morrison, Rev. Dr. Bromby, M.A., Mr. H. L. J. Ellery, and the Right Rev. the Bishop of Melbourne. After the confirmation of the minutes of the previous
meeting, it was resolved, on the motion of the Rev. Dr. Bromby :_
“ That in the opinion of the Council it is desirable that the French and German languages and literatures should be amongst the optional subjects in the arts and laws courses in the University.” It was also resolved that this resolution be referred to the professorial board for their consideration and report. On the motion of Professor Irving, it was resolved that Dr. Hearn, Professor Strong, and Professor Elkington be appointed examiners for the Shakespeare scholarship. The report of the registrar in reference to the recent matriculation examination was received and read.
Solutions next issue.
ARITH M E T I C.
Professor Nanson.
Answers alone will not be accepted : the. full worhing must, be sent in. Every result must be reduced to its simplest form.
1. Multiply 3467921 by 2354723, divide the product by 3467931025, and express the quotient and remainder in words.
2. Reduce to its lowest terms (t a + tr) of (-A + A)
(* + *) of (* + *)
4. Find the valuo to five places of decimals of —.
5. Multiply 4'63 by 3‘27, and express the result as a decimal.
6. Find the square root of 2819041.
7. If one pound of tea be worth 50 oranges, and 70 oranges bo worth 84 lemons, and 20 lemons cost one shilling, what is the price of tea?
8. Find the amount at compound interest of £1000 in 6 years at 24 per cent, per annum.
9. Which is the better investment, the 54 per cents, at 105 or the 4} per cent, at 81’ ?
10. If 3 men and 5 women can do a piece of work in 8 days which 2 men and 7 children can do in 12 days, find how long 13 men 14 children and 15 women working together will take to do it.
ALGEBRA.
Professor Nanson.
Answers alone mill not bo accepted : the full worhing must be sent in. Every result must be reduced to its simplest form.
1. If a —5, b = G, c — 4, find the value of (4a + 3b - 5c)2 - (3a + 4b -6c)3
2. Simplify
xi-^5.v3— [a;2 -#(3- ix) -x(2-bx3) ] ].
3, Multiply x3 + 3x3y + 3xy'1 +y3 by x3 - 3x3y + 3xy3 — y3.
4. Divide 1 + x + 2a-2 + 3«3 -x* + 4x6
by 1 -x + x3.
5. Divide (a — b)x3 - (a3 - b3)x + ab{a3 — b2)
by (a- b)x + a~ - b2.
6. Simplify
_ L _L 2a 4aS .
x— a ~ x +a ~ x'1 + a'1 ~ x* + a*
7. Simplify
a+b a-b a — b a + b a3 + b3 a~—b2 a- —b'1 a3 + b2
8. Solve the equation
x—1 x—2 x—5 x—G
x— 2~ x - 3 ~ x-6 ~x — 7
9. Solve the equation
a(x -I- b)(x + c) -(- b[x + a) lx + c) — (a + b) (x-I- a) (x-I- b).
10. At what time between five and six o’clock will the hands of a
watch be together ? ^ _
GEOGRAPHY.
Professor Me Coy.
1 Describe approximately the size, shape, and situation of the regions of greatest heat in July and of greatest cold in January. What are the extremes of temperature reached, and how have these tracts been accounted for ?
2. Describe the chief Ocean currents of the Pacific.
3. What are the boundaries of the zone of greatest Rain on the Earth ? State the greatest annual fall in inches.
4. State the general character of the chief currents forming the so-called “Thermal circulation” of the ocean, and describe and explain the chief exceptional cases of cold surface currents.
5. Describe the physical characters of the Hurricanes of the West Indies, giving the directions of their double movements, and approximate velocities in different situations.
6. Draw a rough outline map of Europe.
7. Mark with dotted lines on the above map the chief Political Divisions, numbering them to correspond with a separate list.
0-531 x 0-075 1-062 ‘
8. Mark with letters on the above map the chief Seas, Gulfs, and Bays, to accord with separate list of names.
9. What are the great races constituting the population of Turkey ?
10. Give any general and political information in your text-book relative to Canada.
The: following is the History paper given by Professor Elkington to candidates for Matriculation at October Term, 1879 :—
History.
(Candidates are to select any two, hut not more, of ilie following four divisions.)
I. —1. Give some account of the reign of Egbert. 2. Give the year of the accession of John and of his predecessor, respectively. What events of each of these reigns do you consider remarkable ? 3. Trace the genealogy of Mary Stuart, of Arabella Stuart, and of Lord Darnley, respectively, to their nearest common ancestor. Give some account of the life of Arabella Stuart. 4. Give some account of “ the Great Intercourse,” and of its results. 5. Shew that the earlier portion of the Tudor period was revolutionary [a) as to the constitution of the nation, (b) as to its social life, and (o) as to its religion. (5. Give some account of the political party known as “ The Undertakers ” in the reign of James the First.
II. —1, State and explain Mr. Freeman’s threefold division of the history of the civilised portion of the world. 2. What was the date of the coronation of Otto the Great? Explain the importance of his reign. 3. With what English Sovereigns was the Emperor Charles the Fifth contemporary ? Shew by a sketch or by a written description the dominions of the House of Austria at the time of his abdication. 4. Write a short account of the Thirty Years’ War. 5. Trace the rise of modern Russia.
6. Give a short summary of the chief events in English history between the years 1775 and 1783.
III. —1. When and under what circumstances did the Cimbri and Teutones first encounter the Romans ? When, where, and by whom were they finally defeated? 2. Where are the following places? Mention with proper dates any events for which they arc respectively famous :—Adria-nople : Chalons: Mylae : Naissus : Numantia: Philippi. 3. Explain the significance of each of the following imperial attributes :—Imperator : l’rotestas Consularis : Protestas Tribunitia : Princeps Senatus : Augustus. 4. Give the date of the accession and an account of the principal events in the reign of the emperor who immediately preceded Domitiau. 5. What causes, other than the edict of the sovereign, operated to transfer the real seat of Empire from Rome to Constantinople? 6. Give some account of the career of the following persons Aetius, Odenathus. Stilicho.
IV. —1. Give some account of the constitution of Sparta. 2. give some account, supplying proper dates, of the career of Themistokles. 3. State the circumstances which led to the breach of the Thirty Years’ Truce.
4. What was the event known as the mutilation of the Hermai? Explain its importance in the history of the times. 5. Mention and characterize the three great classes of public teachers at Athens. 6. Give the dates, the leaders, and the results of the following contests : —Aigospotamoi, Granikos, Krimesos, Kyzikos, The Tearless Battle.
At a meeting of the University Senate, held at Wellington, on June 24th, the following report was passed : —
LL.B. Degree : Frederick Fitchett, B.A., and Robert Henry Rattray
B.A., to be each granted LL.B. Degrees. Honours: James Hay, first class in Languages and Literature, and first-class in Political Science. William Henry West, B.A., has passed the first examination for the LL.B. Frederick Fitchett, first-class in Political Science; George Montgomery, awarded Medical Scholarship. It was resolved that James Hay, B.A., and Frederick Fitchett, B.A, having taken honours, bo both admitted to the degree of M.A. It was resolved that Annie Bolton, Andrew Cameron, Helen Conon, William Henry Herbert, James Ronaldson Thornton, and Herbert William Williams, do pass for the B.A. Senior scholarships are to be awarded to the following candidates :—Margaret Lillian Florence Edgar, for mathematics; William Bookless Douglas, for Greek ; Benjamin Michael Connell, for Latin ; John limes, for English ; Gertrude Grierson, for English ; John King Davis, for Latin ; William Fiddler, for Latin, French, and mental science ; Alexander Montgomery, for zoology; Charles Chilton, for mathematics; William Deans Milne, for Latin; William Henry Herbert, for chemistry and physical science. Votes of thanks were awarded Dr, Carpenter for the trouble he had taken in the management of the last examination ; to Mr. Hugh Carleton, for the successful arrangement for examination ; and to Mr. Thomas Dowse, chief clerk in the University of London, for his services in the conduct of the examination.
2. Subtract seven hundred and sixty thousand and twenty-seven from twelve millions nine thousand and fifty-four.
3. Multiply 50068 by 509.
4. Divide 2659582 by 358.
Lower and Middle Schools.
5. What number must 4863 be multiplied by to produce 1843077 ?
6. A chest of tea weighing 56lbs. costs £S Is., what is its ‘price per pound ?
7. A hogshead of sugar weighing 4cwt. 2qrs. 141bs. costs £9 143. 3d. What sum will be gained by retailing it 5d. per pound ?
8. How much cloth at 14s. 7RI. per yard is equal in value to 1S2 yards at 13s. 6d. per yard?
Lower, Middle, and Upper Schools.
9. Equal numbers of half-sovereigns, crowns, florins, aud fourpenny pieces, amount altogether to £13 17s. 4d. How many are there of each ?
10. Express £1 7s. 9d. as the fraction op£2 9s. 4d.
11. Simplify 3|S of 24 of l-j^ of lqy
' jo-3- — 444 3_=_
12. Simplify 2J of „ *_ , 7Tof 7T7L9TT
13. Simplify
14. If 194 yards of silk cost £4 9s. 3d., how many yards can bo purchased for £14 3s. 6d. ?
15. If 8 men working 10| hours per day earn £14 143. in 7 days, in how many days will 10 men working 9 hours a day earn £27 ?
16. At what rate per cent, will £291 16s. 8d. amount to £339 5s. l^d. in 3-j; years ?
17. By selling apples at two a penny, a fruiterer gains 5 per cent. What will he gain per cent, by selling them ten for sixpence ?
18. A man sells out of the 3 per cent, consols at 90, and invests the proceeds in the Russian 4 per cents, at par, thereby adding £200 to his income. How much of the Russian stock does he hold ?
THE JULIAN PERIOD.
BY ALBERT LITCH.
From the multiplication of the Solar Cycle of 2S years into the Lunar Cycle of 19 years, and the Roman Indiction of 15 years sums up the Julian Period of 7,980 years, which had its beginning 764 years before Strauchius, the German theologist’s supposed year of creation (for no later could these three cycles begin together), it includes all other Cycles, Periods, and Eras.
There is but one year in the whole Period that has the same number for the three cycles of which it is made up : and therefore if historians had remarked in their writings the cycles of each year, there would be no dispute about the time of any action recorded by them.
The vulgar Era of Christ's birth was never settled till the year 527, when Dyonysious Exiguus, a Roman abbot, fixed it at the end of the 4,713th year of the Julian Period (which was four years too late). Therefore, if to the current year of Christ we add 4,713, the sum will be found to be the year of the Julian Period, so the year 1880 will be found to be the 6,593d year of that period. Or, to find the year of the Julian Period answering to any given year before the first year of Christ, subtract the number of that given year from 4,714, as that year was the first year of his age, aud the remainder will be the year of the Julian Period.
In the above 4,714th year of the Julian period, the cycle of the Sun was 10, and the cycle of the Moon 2, and Roman Indiction 4.
The Solar Cycle has run through 168 courses, the Lunar through 248, and the Indiction 314. And since the birth of Christ, the Solar Cycle has run through 67 cycles, and is in the 13th year of the 68th ; the Lunar Cycle through 99 cycles, ending the year 1880, the first year of the 100th cycle beginning in 1881. The Indiction has run through 104, and is now in the 8th year of the 105th cycle.
The Cycle of the Sun is a revolution of 28 years, in which time the days of the month return again to the same days of the week ; the Sun's place to the same signs and degrees of the ecliptic on the same months and days, so as not to differ one degree in one hundred years ; and the leap-years begin the same course over again with respect to the days of the week on which the days of the month fall.
The Cycle of the Moon is a revolution of 19 years, in which time the conjunctions, oppositions, and other aspects of the Moon, are within an hour-and-a-half of being the same as they were on the same days of the month 19 years ago.
The Indiction is a revolution of 15 years, established by Constantine, A.D. 312, indicating payments made by the Romans to the republic.
The year of our Saviour’s birth, according to the Dionysian Era, was the 9th year of the Solar Cycle, the first year of the Lunar Cycle, and the 312th after his birth was the first year of the Roman Indiction. Therefore, to find the year of the Solar Cycle, add 9 to any given year of Christ, and divide the sum by 28 ; the quotient is the number of Cycles elapsed since his berth, and the remainder is the Cycle for the given year ; if nothing remains the Cycle is 28. To find the Lunar Cycle, add 1 to the given year of Christ, and divide the sum by 19; the quotient is the number of Cycles elapsed, and the remainder is the Cycle for the given year; if nothing remains, the Cycle is 19. To find the Indiction, subtract 312 from the given year of Christ, and divide the remainder by 15, and what remains after this division is the Indiction for the given year ; if nothing remains after the division, the Indiction is 15.
Solar Cycle, 13.
Lunar Cycle, 19.
Roman ludiction, 8.
Julian Period, 6,593.
Julian Period, Dionysian Era. Cambridge, March, 18S0.
1,
The Julian Period* is a certain measure of time, but its certainty depends upon a reckoning backward, in the same manner as that of the Era before Christ.
But for the numbers of the three Cycles of the present year, it has a real and fixed foundation for an upward reckoning, and so for any other year or years to come.
In 1,387 years, which will be 3,267 years after Christ, the great Julian Period comes to an end ; the Solar Cycle having run through 285 Cycles, and the Lunar through 420, and the Roman Indiction, 532 Cycles.
Chronological Cycles for the year Chronological Cycles' for the year 1880. 3268. -
Solar Cycle, 1. Lunar Cycle, 1. Roman Indiction, Julian Period, 0. 6,593 + 1,387 = 7,9S0. 4,713 + 3,267-7,980.
CURRENT MISTAKES IN TEACHING ENGLISH GRAMMAR.
By C. P. Mason, M.A.
The subject of the following remarks has, unfortunately, no pretensions to the charm of noveltjA Most of you have probably been hammering away at English Grammar for years, and some perhaps will have to do so for several years to come. My humble endeavour will be to help such to make tbeir strokes as telling as possible, by showing them where and how effort is commonly wasted. For several years past I have had a good deal to do with the examination of pupils in schools, and candidates who have not long left school, more particularly in the department of English Grammar, in which subject many thousands of sets of answers have, from first to last, come under my scrutiny ; and, considering how important a part examinations play in our modern system (whether they are to be looked upon as a great good, or as a necessary evil), I thought that it would not be uninteresting to those who, to a greater or less extent, are engaged in preparing pupils for the ordeal, if I gave them some of the results of my experience, by setting before them the kind of mistakes which candidates most commonly make, and the way in which they come to make them. In doing this I shall not be able to avoid criticising a good deal that is very commonly taught, and showing that the unfortunate bunglers have not merely gone astray, but have been led astray by what they have been made to learn.
I need hardly say that the teaching of English Grammar is something widely different from the teaching of, say, Latin or French grammar— at least, to English boys. In Latin, and even in French (as far as the verbs are concerned), you have to get your pupils to commit to memory a great apparatus of inflections, rules for forming genders, rules for various concords, rules for the cases to be put after prepositions, &c. All this is material of a very concrete character, and, though troublesome to master, does not, in the first instance, call for much beyond observation, comparison, and memory. English Grammar is quite different. We have hardly any inflections ; a mistake about the agreement of an adjective with a noun is impossible, as adjectives do not mark gender, number, or case; and, as regards such inflections and concords as we have, the learners know them already. You never really have to teach a boy or girl to form the plural of brother or man, or the past tense of be or go. In teaching English Grammar you introduce your pupils at once to the most abstract conceptions, the functions of words, the nature of the parfs of speech, the import of inflections, the relations of words to one another, and so on. You begin at once a logical training of the most refined character, the main object of which is, or should be, to discipline the faculties in habits of clear and close thinking, and the perception of the relations of ideas one to the other : and so, through the medium of English Grammar, you put, if I may so say, a grammatical soul into that bodily organism of forms and inflections to which you mainly direct your attention in the grammars of other languages. English Grammar isfrom the first a system of logical analysis and definition.
Now I am sure I should be wasting time if I set* myself to prove at length that, if work of this kind is not done well, it had better not be attempted at all. It is not merely useless if done ill, it is positively injurious. Nothing but harm can come of slovenly analysis and inexact definitions. The mind gets inured to habits of loose and inaccurate thought, which, when once acquired, are most difficult to eradicate. No doubt it is difficult to be accurate, but it is not impossible. Even young children may be led to grasp the elementary ideas involved in grammar with perfect precision, provided those ideas are presented gradually, simply, and exactly ; and I protest most earnestly against the notion that it is fussy and pedantic to strive after this scrupulous accuracy, and that rough-and-ready definitions do well enough to begin with, and will be gradually shaped into what is more accurate as the pupil gets on. You would not expect that to be the result of giving loose and inaccurate rules in arithmetic, or of allowing a beginner in geometry to prove bis propositions by means of a pair of compasses. And I assert, as a matter of fact, that the result of letting pupils learn loose and inaccurate definitions betrays itself at every large examination by a plentiful crop of answers from candidates who have been at English Grammar from five, six, or even seven years, which exhibit not merely abject and contemptible ignorance, but (so to speak) a sort of general
* We owe the revival of the Julian Period to Joseph Scaileger, who received it from he Greeks of Constantinople.
slopjnness of mind, and an utter incapacity for writing English in an intelligible, coherent, and grammatical form.* On the other hand, I have invariably found that clear and exact answers about grammatical definitions go along with clear and grammatical English composition.
My special purpose at present, however, is to point out some of the commonest errors which vitiate much of the grammar teaching that goes on in our schools, and appear in such ludicrous forms at every examination. I hope none of you wall think that I am “ poking fun ” at you when I say that the greater part of these mistakes would have been obviated, if the writers of the grammars which arc most widely used had been able to grasp the not very recondite truth, that words are not identical with what they stand for—that the noun “ book” (for instance) is not the article made up of printed leaves fastened together, which we buy at the bookseller's ; and that when we buy one of these articles, we do not purchase a part of speech. Is any one present disposed to dispute this? If so, I hope no feeling of bashfulness will hold him back from having a tussle about it, as soon as I have finished my paper. It would take much too long to chase this really childish blunder out of all the grammatical nooks and corners in which it lurks. I shall content myself with giving you a few typical instances.
{To be continued.)
* Here is a specimen of what I see a good deal of :—“ Adjectives are words used with nouns to denote some quality or attribute about which the noun stands for, and clearly shows whether wc wish to denote its superiority, or detonate it above or below the standard of which we are speaking about.” I dare say that ingenious youth had been learning grammar for fire or six years. Obviously no clear grammatical idea had ever Altered into his mind during the whole time.
rpEACHERS’ SATURDAY CLASSES, St, Kilda High School, Grey-street, JL opposito Railway. ,T. W. ROGERS, Certificated Master.
HEAD TEACHER, State School, Fcrnshnw, allotment 20 x 30, coach every day, wishes to EXCHAN GE with Head Teacher or Assistant. Address, “Teacher,” Rost Office, Fernshaw.
HEAD TEACHER, Country School (20 to 30), within thirty miles of Melbourne, wishes to EXCHANGE with Assistant. Inspector’s Pcr-centngc, 79. Close to Railway Station and Rost and Telegraph Office. Address, “C,” Schoolmaster O dice.
CANDIDATES PREPARED for the Public Training .School, Sydney» in Class or by Correspondence. WALTER NOLAN, Model Public School, Fort St., Sydney.
Education Department,
Melbourne, July 16, 1880.
ENDERS are invited for the SUPPLY of SCHOOL REQUISITES to the Slate Schools in (he colony from the 1st January, 1881. Full particulars may be obtained at the offices of this department.
Tenders are to be addressed to the Secretary, endorsed “ Tender for School Requisites,” and delivered at this office not later than Saturday, the 31st inst. The lowest or any tender will not necessarily be accepted.
' ROBERT RAMSAY, Minister of Public Instruction.
T
PGRAMMAR SCHOOL, ROCKHAMPTON, QUEENSLAND.
APPLICATIONS for the following APPOINTMENTS will he received by the trustees, Rockhampton, up to Saturday, 14th August, 1880: —
Head Master, resident, control of whole school, salary .€500 per annum, with liberty to receive and accommodation for 20 hoarders.
Second Master, non-resident, €400 per aunum.
Third Master, non-resident, €300 per annum.
Lady Principal, non-resident, €300 per annum.
Above are minimum salaries, guaranteed for one year.
Applications must be accompanied by testimonials.
School to be opened first week in February, 1881.
II. W. RISIEN, Hon. Secretary.
Rockhampton, February 7, 1880.
COMMERCIAL Handwriting Taught, one series lessons. Needham’s Writing Institute, Russell-street. Improvement guaranteed. Class nights, Monday and Thursday.
DR. WILLIAMS, M.A., Punt-road, Richmond,instructor of CANDIDATES for MATRICULATION, Civil Service, and all public examinations Country students prepared by correspondence. Private tuition.
FRENCH CLASSES.-^!. Le ROY, Dixon and Co.’s, 87 Elizabeth-strect, Tuesday and Thursday Evenings, One Guinea.
MATRICULATION DEGREES.-Thomas Johnston, M.A., 25 Hothaui-streefc, East Melbourne, PREPARES PRIVATELY andin Class.
A GENTLEMAN who has been at the head of a grammar school would like EMPLOYMENT in schools and colleges, or private family. Can give lectures in Fre-nch, English, Greek, and Latin. French pronunciation excessively pure. Best possible references. Apply, “Instruction,” Gordon and Gotch.
E
NOVELTIES IN SCHOOL STATIONERY
Regularly imported from England and America by
L . HUTCHINSON,
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15 COLLINS STREET WEST, MELBOURNE.
Liberal Discount allowed to Teachers.
M. L. HUTCHINSON supplies School Teachers with all the necessary requisites at the Lowest
Prices.
UNIVERSITY & EDUCATION DEPARTMENT (Certificate, Science, &c.)
CANDIDATES COACHED BY CORRESPONDENCE OR OTHERWISE.
JAMES L. ROBERTSON,
71 CLARENDON STREET, EMERALD HILL
TUITION BY CORRESPONDENCE.
MR. THOMAS BOARDMAN, First-class Honor-man of the Denominational School Board, Prepares Teachers for the Certificato Examination by Correspondence. Terms moderate.
Address—
4 5 PRINCES STREET, CARLTON.
WHOLESALE
American Chalk in gross boxes.
American Pointers, for maps and blackboards. American State School Reward Cards, in packets. Blackie’s Comprehensive Series of School Books. Chambers’ English Readers.
Condensed Ink for schools, the cheapest and best Ink ever offered.
Exercise Books from Is. per dozen.
Hutchinson’s New School Pens, fine and medium, Is., per gross, the most durable pen in use. Specially manufactured for M. L. H.
Maps on Rollers in great variety.
Nelson’s Royal Readers.
Park's Manual of Method for pupil teachers and assistant masters, interleaved, 2s.
Picture Lessons in Geography.
School Slates and Pencils, very cheap.
Thacker’s Educational Games.
Thacker’s School Ink and Inkoline.
Yere Foster’s Copy Books, 2s. per doz.
Yere Foster’s Drawing Books.
ORDERS FROM THE COUNTRY PUNCTUALLY ATTENDED TO.
LFRED
WILKINS,
GENERAL COMMISSION AGENT,
SPECIAL AGENT FOR SUPPLY OF TEXT BOOKS, ETC., TO THE PUBLIC SCHOOL TEACHERS AND OTHERS.
Cassells, Chambers and Collins’s works on the time payment system.
Special Agent for the Colonial Mutual Life Assurance Society.
27 GEORGE STREET, SYDNEY.
New Classified Catalogue
OF
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Axex. M'Kinxey & Co., Printers, 61 Queen St.
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By J. J. BURSTON (Author of “ State School Arithmetic.”)
Also Ready, the Fourth Edition of the
JOHN J. BURSTON,
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BEGS to intimate that since his removal into his new premises, he has opened a department solely devoted to the sale of School Books and School Requisites, which he will continue to supply at the lowest current prices.
A Classified Catalogue of
may be had gratis on application.
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PUBLICATIONS OF THE MELBOURNE UNIVERSITY.
For the Second February
MATRICULATION EXAMINATION, 1879,
Now ready, Price 6d.
BOOKSELLER AND. STATIONER,
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CLASSES FOR MATRICULATION For Ladies and for Gentlemen.
Country Students by Correspondence.
Terms on application personally or by letter.
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Printed and Published by Alex. M‘Kinley & Co., Cl Queenstreet, Melbourne, under the auspices of the Victorian Teachers’ Union, *
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Vol. II, No. 14. FRIDAY, AUGUST 20.. 1880.
Messrs. COLLINS BROS. & CO.
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And 31 QUEEN STREET, AUCKLAND, N.Z.; append a List of some of their Manufactures and Specialities, of which they hold a large Stock.
Stationers and Storekeepers will do well to inspect Messrs. IV. Collins, Sons, and Cols Stock before ordering Stationery and School Books.
COLLINS’ Editions of Bibles, Prayer Books, Church Services, Testaments, Psalm Books and Catechisms.
COLLINS’ Commentaries, Critical and Explanatory, by Jamieson, Fausset and Brown.
COLLINS’ Australian Reading and other School Books. COLLINS’ Elementary and Advanced Science Series.
COLLINS’ Handbooks on Specific Subjects. COLLINS’ Beautifully-printed High Class Atlases.
COLLINS’ Illustrated Etymological and Pronouncing Dictionaries.
COLLINS’ School Management, Pupil Teacher’s Handbook, English Literature, Natural History, Natural Philosophy, Dom. Economy, Political Economy, Mechanics, Lessons on Common Things, Eminent English Writers, Arithmetic, Mathematics, Languages, School and College Classics, History, Grammar and Composition, Geography, Music. COLLINS’ School Wall Maps, Diagrams, Globes (Terrestrial and Celestial,) and other Educational Appliances.
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COLLINS’ “Name” Series of Envelopes, in the new sizes and shapes.
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ADDRESS DELIVERED AT THE ANNUAL COMMEMORATION OF THE SYDNEY UNIVERSITY, JULY 10, 1880.
By Sir William .Manning.
The Chancellor said :—Your Excellency, Ladies and Gentlemen : I have now for the third time the honour to address an annual commemora-tionmeetingof this University, indischargeof the Chancellor’s accustomed duty of reporting progress for the past academic year. The obligations accepted for the chief administration of the University’s affairs, and the deep interest I have felt in its welfare and advancement, together with that sense of relief which an alternation of labour yields to busy men, have given me strength, amidst an unreasonable burthen of judical work, for unremitting attention to all that has concerned it, and for much earnest thought upon a multitude of things that have appeared calculated to promote its usefulness. And now, with a mind too full for brevity, I have prepared myself for the task of addressing you. Forgive me, I pray you, if, through a fixed determination to leave no stone unturned which may be used for raising this edifice to a height beyond that which it lms hitherto reached, I am led to tax your patience somewhat over-much. For myself the work of collecting materials and of careful study and preparation, without which it would be disrespectful to address you from thisplace, has been really arduous whilst underthe double strain of the Bench and the University ; but it has been a cheering encouragement throughout the task to anticipate that 1 should on this occasion enjoy the sympathy of a grand assemblage, gathered to do honour to the University. (Cheers.) To you, my Lord I would first tender the cordial welcome of the Senate and members of the University on the occasion of this your first public appearance amongst us. We welcome your Excellency as the representative of our gracious and beloved Queen—(cheers)—and as our supreme official head in your capacity of University “ Visitor and we trust throughout your lordship's administration of this government we may enlist and enjoy your full and active sympathy, and that the Senate may receive at your hands all the practical assistance in its important work which your high position may place within your power or influence. (Cheers.) In commencing my report for the past year, it is with profound pleasure that I am able to announce that we have had^during the year abundant, aye superabundant, cause for satisfaction and thankfulness. The University has worked, and is working, with increased success within the scope to which it is still limited by its financial position, and again, the number of matriculations has much surpassed all former precedent. We have received new benefactions for immediate use in the encouragement and support of our students : and by one princely bequest a most brilliant light has been shed over the whole of the University’s horizon. (Applause.) We have not, indeed had the happiness to obtain or even to make a visibly nearer approach to that enlarged public endowment for which we have so long and so earnestly struggled, and which has formed the staple of my former addresses; and the Senate is therefore still unable to give to the University that immediate expansion which is required by the age, and by the actual needs of our rising youth. But we are cheered by the conviction that the University is emerging from that depressing absence of public favour for which its enforced poverty has been chiefly responsible, and that our claims cannot be much longer resisted ; and, above all, we have been relieved by the great bequest to which I have referred from all anxiety as to a not distant future—a future which, though it may not be sufficiently near for us elders on the Senate, will be of no great remoteness in the page of history. From this pleasant summary, I have now to pass on to matters of greater detail. Changes in the Senate.—Atthelast Commemoration I announced the recent death of ex-Professor Pell, followed by that of the eminent gentleman who so long occupied the highest position in the University. Their places were shortly afterwards filled by the election of the Honorable Frederick Matthew Ilarley’ B.A., Dublin, and Alexander Oliver, Esq., M.A., Oxon, A further vacancy occurred by the resignation of the Hon. Sir William Macarthur, in whose place Edmund Barton, Esq.,
M.A., of this University, was elected. Sir William Macarthur had tendered hie resignation six months before its acceptance, on the ground of his years and incapacity to attend the Senate’s meetings ; but his colleagues prevailed upon him to accept a leave of absence for that time, as a mark of their esteem, and of their estimate of the high value of his distinguished name upon the Senate. Again, a vacancy was created in March, of this year, by the continued absence in England, of the Hon. William Forster, late Agent-General for the colony. He was, however, re-elected, in the expectation of his returning shortly to the colony. An addition was also made to the Senate by the elevation to it of Professor Livcrsidgc, under the powers conferred on the Senate by the Act of 1801. The leave of absence long granted to Sir Charles Nicholson, Bart was continued in consideration of his past position and munificent benefactions, and also on account of the advantage of his presence and occasional services in England as the representative of the University and Senate.—Representation iu Parliament. Ad Eundem degrees.—During the past year, the University’s first representative in the Legislative Assembly vacated his seat by accepting the position of a Judge of the Supreme Court, aud Edmund Barton, Esq., M.A., was elected in his stead. It has, however, more recently been decided by Parliament to withdraw from the University its privilege of representation. From this determination we have no appeal, and I do not propose to discuss the policy of the withdrawal, or to give expression to any opinion of my own, as to whether it was or was not an advantage to the University to have a representative in the Assembly, under the existing system of government by party. We bow to the decision of Parliament, and do not question its wisdom. But it certainly behoves us now to look for other means by which the University may become a real and beneficent
power in the land, and one such will, I think, be found in the granting of Ad Eundem degrees to all the graduates of high classed Universities, who may at any time be resident in the colony. By this means we may hope to rally under one flag all the university education to be found within the colony, and thus to secure, by unioa, the sympathy and cooperation, aud sometimes the riper experience, of graduates from other and older Universities. But the Senate has not at present the power to grant degrees otherwise than after examination under its own auspices, and, as this is felt by many to be derogatory to them after having successfully passed the examinations of their own Universities, and obtained their degrees therein, we cannot hope to draw them within our circle, unless power be given to admit them to Ad Eundem degrees without that ordeal. Twice, that is to say in 1871 and 1877, there have been bills before Parliament to give this power ; and on the later occasion the bill was passed by both Houses of Parliament, though ultimately dropped, for no apparent reason, in the Assembly on its return from the Coundil. I trust the measure may soon be re-introduced and be finally adopted, in compensation for the privilege of which the University has been deprived, and, in that case, I shall be prepared to expect a really greater accession of true strength to the University than we could have drawn from the possession of the electoral franchise. The privilege taken from us has beeu regarded by Parliament as inconsistent with its electoral principles, and it certainly might have exposed the University to party collisions ; but that which is now proposed as a compensating element of strength can infringe no political principle and would unite men of all shades of opinion. Matriculations.—I have very much pleasure in
reporting that the number of matriculations for the year now commencing has greatly surpassed those of any former year. Last year there was a sudden increase, and now again the numbers have advanced with an equal stride. Seventy-two candidates presented themselves for the examination, of whom forty-two have passed, and twenty-four have to come up again at the end of the present term to complete their examinations in special branches for which they have not yet passed. These numbers may still appear small to those accustomed to older Universities, or even to modern ones in which the range of study is more wide, but to us they indicate that our University is springing into a degree of life to which we have hitherto been strangers. This will be better understood when we recall the speech of his Excellency Sir Hercules Robinson at the Commemoration meeting of 1878, when, in his desire to stir up and shame parents within this wealthy colony into giving to their sons the benefits of higher education, he reviewed the history of this University in contrast with those of other countries, and showed how lamentably few and out of due proportion our studeute had been up to that time. His Excellency then proclaimed the fact that only sixty-two students had entered during the then preceding three years ; to which I may now add that so recently as in 1878 the matriculations were only twenty-four. In 1879. however, as I had the gratification of then informing you, the new students had, when I addressed you, risen to thirty-nine, and a few more were shortly afterwards added ; and now, at our matriculations of last month, the numbers have reached the still higher figures of which you have jest been informed. What may be the reason of this change is beyond our ken ; but we may surmise that it is partly attributable to an awakened interest in University education—to which the admirable speech of Sir Hercules Robinson not improbably contributed ; but more largely to the hope of the new students that our agitation for a greater scope of teaching is about to bear fruits which they may have the opportunity of gathering. But let the cause be what it may, the fact itself is full of encouragement, and gives the assurance of ample results when the University shall have been extended into new channels of instruction. Even as it is, our numbers have become embarrassing to the existing staff of Professors, and will demand, for satisfactory instruction, an amount less of class assistance tojwhich our original endowment is inadequate ; but I have thankfully to add that the Government has promised us help in this emergency. (Hear, hear.) Examinations not within the University course.—These examinations are certainly amongst the most practically important functions of the University, by reason of their very wide influence over the intermediate schools and private education, and of their tendency thus to raise the general educational standard of the country. The most important of these, by many degrees, are the public examinations, both senior and junior, which are held in October of each year. Next in rank are those of candidates for admission to the first stage of a solicitor’s profession, who, by the rules of the Supreme Court, are required to pass a “ matriculation or other equivalent examination,” before entry into articles of clerkship. These are held (for their special accommodation) four times a year, one of which is concurrent with, and forms part of, the ordinary matriculation examination ; and another is concurrent with the public examinations. The lowest and least satisfactory, because of the inferior standard imposed, by authority and aimed at by the candidates, are the Civil Service examinations. These also are held four times a year. At the annual public examination held in October last before the University examiners, 54 male and 22 female candidates presented themselves for the senior examination, and 255 and 78 for the junior examination. Of these, 64 passed in the senior, and 248 in the junior examination. In connection with the subject of the public examinations, it is important to state that the Senate has passed a regulation for the appointment of a co-examiner to act with each professor in his special branch ; with the understanding that all questions put for examination will be concurred in by both, and will rest on their joint responsibility, and that in respect uf answers of doubtful sufficiency the professor will refer to and consult his co-examiner. Improvements and Organ.—Improvements : In 1878 I called attention to the unfinished and discreditable condition of the terrace and esplanade before the principal façade of the building, and to some interior deficiencies, and also
to the dilapidated and inferior character and bad condition of the boundary fences. Now. I am happy to report that, through the liberality of Parliament, and the care of the Colonial Architect, most of these mattei'3 have been attended to, or are about to be so. The terrace-walls and parapets are completed according to the original design, and the esplanade will soon be in perfect condition. An ornamental dwarf-wall with iron railings is in course of erection along the principal frontages, and our main roadways and paths have been improved. A few interior improvements have also been made : and water has been laid on throughout the buildings, and various repairs have been executed. Altogether, the University will soon present a finished exterior, and its surroundings will accord with the dignity of the main building. The existing Parliamentary vote is not sufficient for all that is required within and without; but we are trustful that Parliament will extend its vote sufficiently for accomplishing all such further works as are really required. Amongst these I hope that appropriate gas fixtures for lighting this hall will be included. (Applause.) I also greatly wished that the close fence at present dividing Victoria Park from the University grounds should give place to a less visible separation, so as to give a combined effect to the two domains, in connection with which subject I will take occasion to announce that the Senate has conceded to the public, under proper precautions against abuses, a passage through the University grounds to the park, and that the position and direction of the path have been determined upon, with the concurrence of the Director of Public Parks, &c. Organ.—I may appropriately report in this place that the great organ, for which we are chiefly indebted to Mr. Jennings’ gift of £1000 paid—(applause)—and his promise of a further £100 if necessary—(applause) as announced at the last Commemoration, is in the course of construction by Messrs. Forster and Andrews, of Hull, at a cost, ready for shipment, of £1538. The contract was made on behalf of the University by Sir Charles Nicholson and Mr. F. L. S. Merewether (of whom the latter had initiated the organ fund during his tenure of the Chancellorship), in accordance with very careful specifications originally prepared in Sydney under the guidance of a committee of University members, and subsequently revised after suggestions by the tenderers. We have every reason to expect that the result will be an admirable instrument, well suited to this hall in tone and volume, and in keeping with its architectural features ; and we have grounds for hope that it will be erected in time to enliven the next Commemoration. (Hear, hear.) Benefactions.—During the past year I have carefully collected the scattered evidences of all past benefactions, and am having them entered and recorded, together with the necessary explanations as to their objects, in a book which has been opened for the purpose. To these will, of course, be added all subsequent benefactions, as they arise. The University has now received so many donations, and their objects are so various, that it has become important to collect these evidences together, and to record them in this way before the lapse of time and possible casualties might render it no longer possible, or less practicable. Besides which, it is sometimes necessary to examine the exact terms of certain foundations, and it has appeared to me that copies of the documents should be placed together and be at command, rather than that the originals should be taken from their places of security. I have now to announce the endowments given to the University during the year ; thus bringing down to the present hour that commemoration of benefactions from which these meetings derive their name. We have received several which will do excellent immediate service ; and which are not the less entitled to our grateful acknowledgements because another, which is prospective, will be of exceeding magnitude. The latter will, when it comes, be for general University purposes, and will, in effect, be a gift to the country at large for expanding the University ; whilst the former are exclusively devoted to the help and encouragement of students. Levey and Alexander Scholarship.—The earliest of the new benefactions is that of Mrs. Maurice Alexander, who has a second time presented to the University an endowment of £50 a year for the benefit of its students. (Cheers.) Mrs. Alexander led the way, by an interval of two years, in the endowment of bursaries, by giving her first amount for that purpose in memory of her deceased husband ; and now, in her desire at once to benefit the University students and to commemorate jointly her deceased parents and husbamj, she has with a benevolent ingenuity sought out and chosen a new line of benefaction akin to that of a bursary. The income from this endowment is not to be applied, as in other cases, to the assistance of students during their University course, but is to be given to young men (as in the former case, without distinction of creed) who, after having taken their degree of B.A. with special credit, shall be desirous of entering a liberal secular profession, for which they do not possess the means for preparation. The graduate to whom it is to be awarded will receive the annual income for three years if continuously in faithful pursuit of his profession ; or the Senate may, under some circumstances, award and pay the aggregate amount, by way of bonus on his entering into articles for professional instruction. I had much pleasure in assisting this lady and her adviser, the Bev. A. B. Davis, in putting the memorandum of endowment into such a form as to give clear effect to her purpose, and to serve as a model for other gifts of like character. This I most willingly did, not only in acknowledgment of Mrs. Alexander’s beneficence, but because this presentation establishes so excellent a precedent that other persons are not unlikely to adopt and follow it. Cadetship in Royal Military College.—Amongst the new benefactions it will scarcely be cut of place to mention the recently gazetted (30th April) order of the Imperial Military Authorities, allowing to this University, and to each of the other Australasian Universities holding Royal charters, the right to nominate one of its students annually to a cadetship in the Royal Military College. (Hear, hear.) The value of this “ allocation” as it is styled, will be the best understood from the fact that admission to the cavalry and infantry regiments of her Majesty’s
army can now only be obtained through the College (except in the case of lieutenants of militia, and non-commissioned officers recommended for promotion) ; and that all cadets who pass through it creditably, and retain the necessary physical qualifications for military service, are sure of commissions. The Senate having been entrusted with the sole authority to test the fitness of the candidates, has passed regulations for the purpose, upon the principle of assuring to cadets from this University full educational equality with those admitted under competitive examinations within the United Kingdom. No other examination will be required before admissiou to the College. Freemason’s Scholarship.—The Freemasons of the colony under the Masonic Constitution of England, having intimated a desire to ally themselves with the University l¡y the endowment of a scholarship for the special benefit of sons of Masons within that Constitution, the Senate at once cordially conveyed the expression of its readiness to give effect to their intention, so far and in such manner as might be consistent with the principles and rules of the University. At first some difficulties arose by reason of the practice of the University to award scholarships only upon general competion amongst all its students without distinction; and of the desire of the Masonic body on the contrary, to confine their endowment to the particular class indicated, whilst at the same time intending that their assistance should be bestowed in the name of a “ scholarship,” and in the light of a reward for merit under University examinations. These difficulties, howerer, were removed in the course of communications between Grand-Master Williams and myself (so far as seemed possible with scholarships in favor of special classes), by an arrangement to the effect that the endowment should be accepted under the desired designation of a scholarship, on the terms that, whilst no candidate shall be eligible without a certificate from the Grand-Master that he is the son of a Mason having a certain standing under the English Masonic Constitution, yet that the scholarship shall in no case be awarded except after examination by the University examiners, and upon their report that the candidate has passed sufficiently well to be qualified for a scholarship for general proficiency ; and that in case there shall be several of the special candidates, the award shall be made upon competition. Under this arrangement the Grand-Master has paid over to the University, and the Senate has accepted, the sum of £1000 to found a first “ Freemason scholarship ’’ of £50 a year ; to be held by the scholar for three years, or fora less period, as may be adapted to each case, provided he shall so long regularly pursue his studies at the University, and shall creditably pass' the annual examinations. The Senate, in consenting to this departure from its ordinary rules, was animated by its respect for the great Order of Freemasonry, and by its desire to receive so large and influential a body into alliance with the University ; and it now trusts that this endowment may prove of much direct benefit by encouraging emulation for higher education amongst the special class for whom it is designed ; and that it may lead to other like benefactions (as indeed has already been spoken of as probable) on the part of the Masonic body, as well as to imitation also by other associations. The deed of this endowment has been carefully prepared, by the desire of the Grand-Master and with my assistance, as a model for further bestowals of the same character. (Loud cheers.) The Wigram Allen scholarship has been brought by the donor up to the sum of £500, and has been dedicated by him to the encouragement of legal studies. He has also intimated his intention to raise the fund to £1000, at some future time when a chair in the faculty of law shall have been established. (Applause.) Meanwhile, he has requested that the income from the £500 be given yearly as a prize for the best examination in general jurisprudence for the degree of Bachelor or Doctor of Laws. Further Scholarships and Bursaries needed.—With reference to our want of further scholarships it might suffice, for the present, to state that the Senate has hitherto found it necessary, from the want of private endowments, to bestow out of its narrow resources, three scholarships of £50 anuually for general proficiency. By doing so it diverts £150 a year from other purposes for which its public endowment was more strictly intended ; and it is feared that this appropriation will have to be discontinued. The University’s proper duty is to teach ; and it is conceived that these scholarships, as being incentives to exertion by students, would, in our present circumstances, come more appropriately from private founders. With the increase of students will also come the need lor further rewards to merit in this form. On the subject of bursaries, it may not be amiss to explain their nature and object, and the mode of their bestowal, in the hope of arousing benevolent persons to become founders of additional endowments of this class. At present there are eight of £50 a year (divisible in some cases into two in favour of Sydney residents), which have been given by five donors. They are intended exclusively for youths of merit, whose parents and friends are in narrow circumstances ; and they are reudered additionally helpful by carying with them an entire exemption from fees. In consequence of the necessity for confidential inquiries on the question of character and circumstances, Iho nomination is entrusted by the founders to the Chancellor alone, subject to the certificate of two principal professors that the nominee is sufficiently advanced in his education, and has the intellectual capacity to profit by University education. They are tenable for the whole University course of three years, and in some cases for a possible extension to four years. Consequently, from two to three only of the existing eight fall vacant in each year. That a greater number might be advantageously bestowed, has been made very manifest to myself by the large excess of unexceptional applications received in each year. In this year, there have been ten such applications for only two vacancies, and so well balancedhave the claims of mostof them been that theselection and rejection of the candidates has been a difficult and painful task. To those who feel disposed to give aid to University students, I cannot point to any form which can be better recommended to their benevolence.
We do not forget that the Government contemplates making the University the apex of its general scheme of education,, and that its intention is to promote the most advanced pupils of the primary schools to grammar schools, and thence to the University ; but there will be many deserving youths, who will not be reached by the Government system, and to whom it will be desirable to give the help of privately-founded Bursaries. I may be permitted to mention that Profeasor (Dr.) Badham, who initiated the bursary system in this University, and to whose advocacy the existing bursaries are largely due, had hoped to be the means of arousing the inhabitants of Parliamentary electorates into creating bursaries for poor but promising youths from their respective districts. Circumstances compelled him to abandon the task on which he had set his mind, but possibly his idea, thus mentioned, may yet command attention. J. B. Watt Exhibition.—This exhibition was endowed by Mr. Wait in 1877, with £1000, for the purpose, as he then declared, “of giving a helping hand to deserving boys in bridging the gap between the Primary schools and the University and accordingly it was limited to youths who should have spent at least three years in one of the Public schools, and who should prove themselves deserving of the exhibition by passing high at a public examination. Unfortunately, however, there were some seriously unworkable terms in the instrument of endowment, of which the principal one was that it was confined to boys who had passed highest in the senior examinations ; and the consequence has been that the exhibition has lain dormant; in fact. I understand that no candidate fulfilling the conditions has appeared. Having inquired into the cause of this inoperativeness, I ascertained what were the impediments, and thereupon conferred with Mr. Watt, and with Professor Smith as chairman of the Council of Education. The result has been a modification of the terms on which the exhibition may be granted ; and we may now expect tbe endowment to come into exercise from and after our examination in October next. It is desirable that the terms on which the exhibition will now be awarded should be here announced, in order that Mr. Watt’s valuable and benevolent scheme may be clearly understood, and that fitting candidates may be led to come forward. I therefore abridge them as follows :—In the first place, it will be granted only upon the bursary principle, as already explained. 2. It will be confined to boys or youths who have been for at least three years in the Government Primary schools, in which category it is, however, now determined to include service as pupil teachers. 3. The Exhibition will be tenable for three years, and will entitle the successful candidate to £30 for the first year, £40 for the second, and £50 for the third year. 4. It will not be oligatory on the holder to become a member of the University, but it will be open to him to pursue an intermediate course of education if he is not ripe for the University, or he may even be allowed to seek the higher education elsewhere ; provided, as I think should be required, that he passes the matriculation examination by way of test. In either of such cases the arrangements and their observance will be under the supervision of the Senate, whose duty it will be, according to the terms of the foundation, to satisfy itself that the money is being applied to maintenance and to an appropriate course of education. 5. If the exhibitioner should enter the University as an undergraduate he will be exmpted from all fees, as in the case of a bursary. 6. The candidates must have p>assed with special credit either the juniororsenior public examination. 7. The fundamental intention of the founder being to connect the Primary schools with the University the Senate must be satisfied that in the event of the endowment being applied to intermediate education, the course of tuition and the progress of the boy from year to year are such as will probably fit him for matriculation at the end of the third year at latest; and in reference to those who are ripe for the more advanced education the Chancellor will give preference (other things being equal) to candidates who contemplate entering the University over those who do not propose to avail themselves of its instruction and discipline. {To be continued.)
The Third Annual Meeting of Geelong Teachers’ Union was held on Saturday, 14th inst., at the Mechanics’Institute, some 30 teachers being present.
The Annual Report dealing with work done during past year, and Treasurer's Balance Sheet were presented and adopted. Several additions were made to the rules, and the Secretary was instructed to have them printed. Officers elected for next, year : President Mr. G. F. Link, H. T. School No. 200 (re-elected), Secretary and Treasurer, Mr. A." Hanson, Assistant, School No. 2143. Committee, Messrs. Hoskens, M’Nab, Mowbray, Pyc, Rashleigh. The following resolutions were put to the meeting and withexception of the first, carried unanimously.
(1.) This meeting believing that under the present Education Act, every reasonable facility is afforded to the clergy for imparting instruction in religious knowledge outside of school hours, most emphatically protests against any interference with the secular provisions of the Act.
(2.) The Geelong Teachers’ Union on behalf of tire professsion desire to record an emphatic protest against the mendacious statements so constantly reiterated, stigmatising the State schools as Godless schools.
(8.) We, the Teachers of Geelong district, desire to repeat that we consider it the duty of the churches, and not of the State to provide religious instruction for tne young.
(4.) A scheme of Education having been brought before us recently, in a lecture delivered in this town in which such points as local control in our schools, school fees, religious instruction within school hours, were the chief, we affirm, that we consider such a scheme injurious to the cause of Education, especially, as we have every confidence in the present administration of the Education Department-.
(5.) Copies of these resolutions to be sent to the Minister of Education, The Schoolmaster, leading papers, and kindred Associations.
Stimai gcpitrfweni
NOTES OF A LESSON ON GRAPE-VINE.
By Miss Alice M. Sutcliffe, Pupil Teacher, Creswick School, No. 122.
Adapted to 3rd Class.
Apparatus—Samples, blackboard, duster, chalk, and map.
I. Description.
II. Wheee grown.
III. Cultivation.
IV. Uses.
MATTER.
method.
A climbing plant yielding fruit.
Boot pushes some distance into ground. Stem hard, rough, and woody, near the leaves are ltttle curls to enable it to hold on frame. Leaves large and nicely shaped. Blossom small. Fruit varies in size—table grapes being large, wine grapes small and in large bunebes.
Colour, white, black, and purplo.
Question.
Australian Colonies, S. Europe, S. United States, Cape Colony, California. Small grapes of a purple colour grow on bushy vines in Ionian Islands and Greece, called “ currants.”
Vine is grown from a cutting. Will grow in poor, gravelly soil. Does not yield grapes till it is three years old. Pruned that grapes may be larger and better. Question,
Fruit. Grapes used for nine-making must be ripe. Different kinds of wine, owing to difference in making and places of growth, some acid, others sweet. Ripe grapes are put into a tub with holes in bottom, called wine-press. Juice is pressed out by treading on grapes and flows into a vat where it ferments. Colour depends on skins being left on during fermentation. Brandy distilled from wine. Spirits of wine by further distillation, Vinegar made from sour wine, though chiefly from sour beer and malt. Raisins, or dried grapes pressed. Currants are small grapes, but not grow on climbing vine. Leaves used for decorating fruiterers’ windows. Wood is of no use, except wheD vine is unfruitful, then it is burnt
Question on whole.
Show vine cutting with leaves and fruit. Tell children vine will search for moisture, its roots pushing in all directions and turning away from clayey soil. Elicit, if possible, difference between table grapes and wine grapes also difference in colour.
Show places on map. Mention people of Greece do not know what we use currants for; they suppose we use them as a dye. Grows best in this colony, in Ovens and Murray district.
Tell children some of best wines come from grapes grown in gravelly soil in France, as champagne, claret, &c. Vine can stand great cold but must have heat to ripen fruit.
Tell that if the grapes be not ripe they will not ferment. Explain process of “fermentation.” Tell children wine is sometimes carried from Azoresand Madeira to Jamaica and back to England, as it is improved by a sea voyage. Explain processof “distillation.” Uses of spirits of wine foradulterating liquors, burning and perfumery. Meaning of “ vinegar,” “ vin, ” wine, “ aigre," sour. Tell : stems of bunches of grapes intended for raisins are cut partly through and lefttowither. Currants, so called from Corinth, in west of Greece. Question on use of leaves.
Blackboard Sketch.
Grape-vine.—A climbiDg plant, yielding fruit.
Localities.—Australia, South Europe, Cape Colony, United States, and California.
Uses.—Fruit, wine, brandy, Raisins, spirits of wine, and vinegar.
ELECTRICAL THEORIES.
Many theories as to the nature of electricity have been proposed, but its real character is yet beyond our reach. The two most important historically, are the fluid theories of Franklin and of Symmers.
Franklin’s theory is, that all bodies, when in the neutral state, contain a definite quantity of an extremely elastic, imponderable fluid which repels itself, but attracts matter. Bodies are positively electrified when they have more than their natural share of it, and negatively when they have less. Symmer’s theory is, that bodies in the neutral state contain equal amounts of two electrical fluids, of opposite characters. By friction and other means, these can be separated, one going to each body rubbed. Each repels itself, but attracts the other, and one is peculiar to rubbed glass, and the other to rubbed sealing-wax. These fluid theories were loug exclusively adopted, and on them are based all the leading terms of the science.
The modern tendency, however, ig to depart from all material theories
of electricity, and to adopt some one more or less analagous to those of heat and light. They tend to ascribe the electrical state to some modification of the ether which is believed to fill all space, and to pervade even the densest matter as easily as air does the branches of a tree.
Faraday and Grove ascribed all electrical phenomena to a polarisation of the molecules of bodies, or a setting of the molecules all in one direction, there being no such regularity when bodies are iu the unelectrified state. Faraday, by a series of testing experiments, went far to establish this theory, which would overturn all the fluid theories.
Whatever may be the nature of electric force, it may be assumed as self-evident that its intensity, or tension at any part of the surface of a body, will be less in proportion as the surface is increased. If two insulated balls, one electrified and the other neutral, be made to touch, the charge will be just divided between them in proportion to their size. The intensity of the excitement has nothing to do with its quantity ; and the same quantity may, in different circumstances, possess very different intensities.
Not only does the size, but even the shape of a body very materially influences the intensity of the excitement at different parts of its surface. A ball, since every part is alike, will have the same intensity all over at it surface. But an electrified cylinder will have the greatest intensities at its ends. In general, the farther a body is from the spherical shape, the farther will its intensity be from uniform distribution. When the body ends with a sharp point, the electricity seems all to accumulate at the point, so that it is too great to be retained on the body, and it bursts from it instantly.
By Mbs. H. B. B. Lord.
‘How can we make an exercise in composition attractive to pupils from twelve to fifteen years of age ? My school consists of twenty-five boys of this age, and I find it very difficult—yea, almost impossible, to interest them in writing anything tbatseems to them to be a composition.”
The above is what a teacher in one of our city schools wrote me, a few days since. I will say here that in my long experience as a teacher I have never found any one method that would suit all schools and each pupil. I will give a few examples, from my experience, which have never failed me. Scholars need variety (especially boys), and it is very important to give them so much of it as will leave no opportunity for complaint.
If the school is large, it is needful to divide it into sections, and only require an exercise once in two or three weeks from each pupil. We will suppose the number to be twenty-five ; each one should be prepared with paper, pencil, and rubber, or slate, pencil, and eraser. The teacher should require that the closest attention be given while a story is read or related—something very thrilling, perhaps; read or tell the story rapidly, but plainly, and make no comment or explanation ; require each pupil to write the story, allowing just double the time for writing that has been used in reading or telling it; this will call out the pupil’s power of listening and remembering at the same time, and also the power of committing thoughts to paper rapidly.
After the time allowed for writing has expired, the teacher may call upon one to read what he has written ; he reads. Call upon another to correct the first by reading what he has written (no tw’o will be alike); the second one reads. Call for the third ; and so on, until all have read what they have written. By this time it will be needful to close the exercise, and the slates—or better still, tbe papers—should be collected, and the teacher afterward should examine them carefully, correcting the faulty grammar, writing, or spelling, and punctuation, returning them to the pupil with the corrections plainly noted.
I think it well to give each pupil a number, and have each paper designated by that number rather than by the name. At the end of every one or two months the rank of each pupil should be read before the class, marking as in other studies. This will incite a spirit of emula-lation that will be of advantage, as it will make each pupil desirous of keeping a high rank, if possible, in this exercise as well as any other. I think it an invaluable acquirement to be able to hear definitely, remember, and write quickly and accurately the same.
Another very interesting way is this : require each pupil to write one line of poetry he may be able to recall, commencing with the same word as the one closing the previous line ; viz., teacher writes upon the board—
“ He heard that sound while dreams of home ” ; she calls upon the class to take up the word ‘ Home ’ as the first word of the next line, and write ; she calls upon No. 1 to read ; he reads—
“ Home is where the loved one dwells.”
‘ Dwells ’ is the word ; write again—No. 2 :
“ Dwells there a man with soul so dead?”
Write again—No. 3 :
“ Dead and gone 1 all but one.”
Write again—No. 4 :
“ One pause 1 he staggers forward. ”
Write again—No. 5 :
“ Forward, the Light Brigade.”
Perhaps the class may sometimes come to a stand-still ; no one can think of a line commencing with the last word given ; the teacher can commence again when this is the case, so that the hour can be filled with the exercise ; and it will be an hour of real recreation, as well as profit. I have found scholars with a book of poems before them, looking out and fixing in their minds a variety of endings for future use in this lesson.
Another pleasant method of interesting the class is to require them to furnish a line that will rhyme with a line the teacher may write ; this
is a little harder exercise, yet I have never found many scholars that could not write very acceptable, and often very witty and sensible rhymes. The teacher writes upon the board—
“ I have sought the wide world over.”
All write ; she calls upon No. 10 to read ; he reads—
“ B’or one small feur-leaved clover.”
This w'ill cause a ‘ ripple,’ which will be enjoyed by all; some will have written very sensible lines, as the teacher will ascertain by examination of the different papers. She writes again, but now two lines, requiring the class to complete the stanza; viz.—
“ How coldly blows the winter wind,
And darker is the angry sky.”
All write ; she calls upon No. 12 to read ; he reads—
“ I think we’ll have a hard suow-storm,
And coasting, in the bye-and-bye.’ ”
Well, this will not be a bad beginning, and with patience and perseverance on the part both of teacher and pupil, the exercise will be both attractive and, I think, profitable ; and as a “Little laughter now and then Is relished by the wisest men,”
let the class indulge iu a laugh at each other’s productions, only keep the fun within proper bounds, and it will do no harm.
Another pleasant recreation consists in writing a short story or incident, commencing to write, as usual, from left to right; after completing one line, go back from right to left, viz.—
“ An old man found a rude boy upon desired he and apples ; stealing trees his of one him to come down, but this request only man old the said well, well, laugh, boy, the made then I must fetch you down, so he pulled so which him ; at threw and grass of tufts some up amused the naughty boy, he roared with words neither if said then man old, the laughter, nor grass will do I will try what virtue there with heartily him pelted he so stones ; in is stones, which soon made the wicked beg and tree, the from down hasten boy the old man’s pardon.”
This exercise will cause some blunders, and a good deal of effort; but it is a good one. 1 hope I have suggested some new ideas, which may be of some use in the schoolroom. I shall be glad to answer all requests for recreation as fast as it is possible to do so.—N. E. Journal of Education,
METHOD OF TEACHING GEOGRAPHY.
There are gratifying indications here and there of a disposition to let common sense have greater influence in the selection of subjects and methods of instruction. It is clear to the best observers that for the lack of this, time and effort are wasted.
The London school board has so thoroughly recognized this waste that it has rigorously revised certain text books, reducing them to minimun manuals.
Sir Henry Holland, eminent among other things for his geographical knowledge, remarking, in his eighty-fourth year, upon the imperfect manner in which geography is taught in English education, both public and private, says : “ It cannot be taught in any proper sense of the word by mere maps or a bald and wearisome nomenclature of countries, cities, mountains, and rivers. What is wanted is that these should be intimately blended with the history of the world of nature and the history of mankind, thereby better fixing the whole in the memory, and giving to geopraphy its true rank among the sciences. The change thus indicated is in progress, but much is still wanted for its full accomplishment.” His autobiography further illustrates the right method of securing interest in this subject, and points out the benefit of the method. He remarks of his early life : “ I had a singular pleasure in all that belonged to the Tyne—its tidal changes, floods, and windings—and I was accustomed to pu^ue even to their sources many of the small streams (the burns and deans of Northumbrian speech) which run into this river. The phenomena of the tides had a peculiar interest for me. I well recollect the pleasures I felt in following their flow upward along the streams, marking the points to which they severally reached at spring and neap tides, and their various conflict with the waters flowing downward. These juvenile recollections are not effaced even by what I have since seen.
Burke remarks : “ For my part I am convinced that the method of teaching which approaches most nearly to the method of investigation is incomparably the best; since, not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew.”
RESULT EXAMINATIONS.
Fractions—
1_0 4_ 3 _ 2
n \ ■ A_5 01 i * y 11 .
ted j ) _4.|,i x lr >
ARITHMETIC.
UPPER SIXTH GLASS.
(2.) (*x3i) + (4* + f-8-)i (3.) x
(HIS); (4.) (5.) (im)0f8H-i|.
Proportion.—1. If £-376 pay for the carriage of 1‘034 tons for 18'2 miles, how far should -205 cwt. be carried for 13*25 shillings? 2. If it cost £27-45 to sow GO ac. 3 rd. when wheat is 7s. Gd. per bushel, what will it cost to sow 27’73 ac. when wheat is 8s. Gd. per bushel ? 3. If
£226'G produce £3G'GG75 in 2’7G years, in what time will £1000 produce £7\5 ? 4. If G0'7G! yds. of earth can be carted 3GG5 miles for £I'7Go,
how far may 125'G4 yds. be carried for L26 shillings? 5. If £12 7G pay for 8 men for 0.25 days, how much will pay 32 men for 24'623 weeks work ?
States; Lake Wellington, 4. Countries west of Red Sea ; Richmond River, where and into what; Mount Wellington. 5. Lake Tchad ; Bairnsdale and river ; San Francisco River, country and into what ?
FOURTH CLASS GRAMMAR.
Parsing.—1. Children snatch up bits of raw seal and put them in their mouth as if it were sugar-candy. 2, The only weapons he has to fight with are his long white tusks. With these he sometimes deals a terrible blow to the bear. 3. But in winter wolves often leave the forest in search of food. They then hunt in large packs. 4, I he elephant unable to reach the man, seized the wheel, and lifted it carefully over him. 5. “He ought to have been more careful,” said Ann, with an angry frown on her face.
GEOGRAPHY.
1. Flaming Head or N. W. Cape ; Finland Gulf ; Sandwich Islands. 2. What separates Australia from New Guinea ? What connects North and South America ? What and where is Cape Farewell, or what is it made of and where is it. 3. Falkland Islands ; Western Port Bay; Cape Lopatka. 4. What separates Sumatra from Java ; Oyster Bay ; Gape Boraa? 5. Gulf of Tartary; Strait Magellan ; Celebes.
Curr.es jirnttaa.
GRAMMAR.
Analysis.—1, A captain in the Russian army who had been sent as an exile for life to a small village in the north of Siberia, had a daughter named Catherine. 2. In the land where the snow lies on the ground for the best part of the year, the reindeer finds its true home
3. Had there been merely an opening in the coral rock, it could not have been detected from the sea, a circumstance that could scarcely be visible unless the observer were opposite the aperture. 4. I’m sitting on
a style, Mary.....bride. 5. When he came back his son
informed him that the horse which he had left in the stable had broken his leg.
Derivations.—Give language, root, prefix and affix of—1. Inspector, Ilamlet, Apology. 2. Mellifluous, Telescope, Henbane. 3. Epitaph, Floweret, Subterfuge. 4. Invincible, Philanthropist, Cunning, 5. Immature, Philanthropist, meaning of Fugal and word derived from it.
GEOGRAPHY.
1. Elephanta, what and where ; Pittsburg, where and manufactures ; Eromanga, what and where, 2. Counties' of England along English Ch. ; chief places of manufacture of clocks and watches ; Hong Kong, and what you know about it. 3. Describe climate and name exports of Newfoundland; name counties of Victoria—how many; name principal productions of Italy, and nature of its government. 4. Government of Arabia ; exports of Egypt; extreme latitude and longitude of Victoria.
6. Describe government of China ; chief exports of Spain ; name the counties west of Bourke and south of Dividing Range.
SIXTH CLASS ARITHMETIC.
Practice.—1. 375 ac. 3 rd. 27 per. @ £10 10s. lOd. per ac. 2. 25 fur .13 poles 21 yds. @ £27 13s. 4fd. per fur. 3. 29 cvvt. 2 qr. 17 lbs. @ £15 7s. 10fd. per cwt. 4. 40 ac. 3 rd. 19 per. @ £6 16s. 10 per ac, 5. 275 cwt 3 qr. 18 lbs. @ £8 17s. lO^d. per cwt.
Proportion.—1. If £375 17s. 9d. buy 183 ac. 3 rd. 15 per. of land, how much may be bought for £563 16s. 7£d. ? 2. If it cost £27 3s. 6d. to carry a load of 29 cvvt. 3 qr. 17 lbs. for 86 miles, bow far can the same weight be carried for £9 Is. 2d. ? 3. If 22-5 cwt. of quartz yield
12 oz. 16 gr. of gold, how much quartz will give 19 25 oz of. gold ? 4.
If £197 15s. produce £23 of interest in 1 year (common), what sum will be required to produce the same sum in 173 days? 5. If 1 cub. ft. 13 cub. in. of gold weigh 129 lbs. 3 oz. 11 dwt., how much will 2 cub. ft weigh.
GRAMMAR.
PARSING.—1. I now resolved to visit the place which I had not seen for many years. 2. The Senate petitioned the king not to commit so unjust an action. 3. It would be glorious to beat an artist’s son on his own ground. 4. John kindly helped the old man to carry his heavy burden back to the hut. 5. He also spread out some deer-skins in his hut for the farmer to sleep on them.
Inflections.—1. Pres. subj. 3rd sing. pass, of “feel; ” perf. infin. pass, of “ beseech ; ” ind. pin. perf. act of “ make.” 2. Pres, infin. pass, of “ tell ; ” pres. subj. pass, of “ take ; ” int perf. ind. act. of “ hurt.” 3. Perf. part. act. drog. of “ lie ; ” 2nd sing. cond. pass, of “ seek past plu. pot. act. of “come.” 4. Plup. pot. of “hare;” perf. infin, pass, of “ cast ; ” 3rd sing, imper. of “ go.” 5. Perf. pot. act. of “ lay ; ” plu. perf. pot. pass' of “ bring ; ” past subj. 2nd sing of “ be.”
GEOGRAPHY.
1. Dirk Har tog Island; Endeavour River; Belgrade, river and country;
2. Grafton, river and country ; Mount Hotham, Lake Omeo. 3. Port Pirie, Ilivqr Iluon where and what into; County south of Dundas. 4. Lake Como ; where and on what river is Grafton ? Cevennes mountains and direction. 5. What are the following noted for :—Kooringa, Bergen, Geneva.
FIFTH CLASS ARITHMETIC.
Compound Multiplication.—1. £93 18s 11-jd x 95, 2. £87J.6s 94d X 54. 3. £47 16s 11 Jcl x 87. 4. £89 16s 10|d x 57.
Compound Division.—1. £8831 0s 1-jd 4- 94. 2. £3165 19s 8|d-f 59.
3. £8971 14s 6-id-f 39. 4. £7305 18s 7Jd-r'89.
Reduction (Ascending,dictated.)—1. In 90,000 oz.of butter, how many pounds? 2. 806,009 grs., apothecaries, how many pounds. 3. 8,507,003 feet to furlongs. 4. 7,000,049 inches to acres. 5. 907,065 roods to square miles.
Reduction (Descending.)—1. In 90S grs. 2 pks. of wheat how many pecks? 2. 530 weeks 4 days 10 hrs. to hours. 3. 87 lbs. 11 oz. 13 grs. to grains troy. 4. 27 m. 3. fur. 19 po. to yards. 5. 247 yrs. 19 wks. 5 days to days.
^ GRAMMAR.
^ Parsing.—1. The people at the stalls ran away as fast as they could. The poor woman left her stall and ran too. 2. They are glued tightly together by a sticky substance, and thus form a close little case for the bud, to protect it from the sharp air. 3. Placing the smaller hat within the larger one, and pressing it down with his foot he was then able with ease to carry both together. 4. In the frozen zone live some busy people called Lapps, who are very seldom seen anywhere else. 5. The Chinese do not use their tea until it is about a year old, considering it too actively narcotic when new.
Inflexions.—I. Obj. pin. 3rd per?, pro.; pres. part, of “go;” sup. deg. of “good.” 2, Poss. sing, of “lass;” obj. plu. of “she;” of what verb is wrought the past part? 3. Obj. plu of “I;” past tense of“ hear;’ sup. of “well.” 4. Past tense of “bring” comp. deg. of “evil ;” nom’ plu. of “ woman.” 5, Obj. plu. of “ fcouufcry obj. plu. 1st per. pro.. past tense of “ get.”
GEOGRAPHY.
1. Country south of Nubia; Bogong Range; River Vistula, where and into what, 2. Campaspe River, where and into what 1 Country north of United States; Clunes. 3. Lisbon; country west of United
THE IMPERATIVE MOOD AND ITS “PERSONS.”
TO THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”
Sir,—The articles on the above-named subject, contributed to your journal by Mr. Inspector Craig, are of interest to teachers generally, and well worthy of study, if for no other purpose than that of showing what a large portion of the time’devoted to the teaching of grammar in our schools is absolutely wasted. For years past this has been my own conviction, and I felt glad when attention was called to the subject in one of your articles. P assing by that, I would, with your permission, say a few words relative to the heading of my letter. W ith all respect for Mr. Craig, I must dissent from his views in some instances, although I cannot go so far as to agree with several of It. I. It’s. As I desire to be brief, 1 will at once to the point, and glance at some of the examples given. “ Advance Australia,” should, I consider, be, “ Advance, Australia !” when the noun is nominative of address, and 2nd person. “ Deny will the real Imperative take a 3rd person nominative pronoun after it ? The challenge completed would be something like this: “ Let him deny it, who can.” I think it is a 2nd person nominative which attaches to it, viz.: “ Deny it, ye who can “Be it enacted,” etc. This, certainly, does not mean, “ Let it be enacted,” as some suppose ; but I venture to say that it does meau, “ It is enacted.” In proof, I quote from “ Game (Amendment, 1871) Act: “Whereas it is expedient . . . .” “Beit, therefore, enacted,” &c. It may be urged that this is a distinction without a difference ; but to me there seems this difference : Neither house alone, nor both conjointly, can say, “ It is enacted,” so that, “ Let it be,” or “ Be it”—the latter in preference—is the only form. When, however, the regal or vice-regal signature is attached, the enactment is completed, and it may he alleged, “It is enacted.” “ Perish the thought!” Is it not somewhat out-of-place to issue a command to an insensible or abstract thing P “Let the thought perish!” might do, perhaps. “ Sweet he thy matin,” might fairly mean, and read “ Sweet is thy matin.” In its corresponding line we read, “ Blest is thy dwelling-place.” “Join we in a cheerful ring:” here I cannot see the Imperative mood. The children’s fathers, in meeting assembled, would perhaps go about the business differently, and move, second, and duly resolve that we join, &c., Airain, the children are at play; one hears the school bell, and exclaims, “ There’s the hell —let’s go !” which is equal, in the form of their seniors, to, “ I move that we go,” agreed to hv common consent. I must, however, stop, as I wish to make a few quotations myself, in what assumes to be the Imperative mood but which, I maintain, is not. “ Which refuseth to hear the voice of the charmer, charm he never so wisely“Bo it ever so humble,” &c.; “Which, seek through the world,” &c.; “Let us pray;” “ O come, let us sing unto the Lord“ Glory be to the Father,” &c.; “ Light be the turf of thy tomb.”— Byron. “Read on this dial,” &c.; “Behold these lilies,” &c.— Quarles. In the last two quotations it seems to me that the mood is Imperative, and used, if I may so sav, absolutely. But I must stop. I will add this only : In the face of such o-reat diversity of opinion on the part of grammatical authorities (?), is it judicious to spend so much time on the technicalities of grammar?—Yours truly, T. B.
p.S.—The sources of the six quotations ending with, “ Glory be,’’ &c, I do not give, as everyone knows them.
TEACHERS’ SALARIES.
TO THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”
gIE_Much has been said and written about the unreasonable and enormous
cost of our State school system, and each successive government is urged to curtail the expenditure ; it seems, therefore, advisablo to consider whether the cost is greater than it ought to be, and whether the whole amount should he drawn from the general revenue. Those who complain most loudly seem to ignore the fact that before 1872 the revenue was charged with little more than half the cost of buildings and salaries, the balance being obtained from fees and local contributions. Still the money came from the pockets of the people, and the chango has certainly not injured the poorer classes, who are now relieved from a heavy tax, and spared from the degradation of being returned as paupers because they are'unable to pay the school fees. Under the present Act, the whole of the money is obtained by direct taxation, and the burden is shared by rich and poor alike. All this seems in favour of the working classes, and the only question is, is the money paid too much for the work done, and are the teachers a class too
highly paid? . ■
Schoolmasters in many cases say that they arc heavy losers by the change, but this is beside the question. The present Minister of Education has given a distinct assurance that there will he no reduction without an Act of Parliament, and as this must take some time, I would ask you to obtain information as to the wages of laborers, mechanics and public teachers in London and in Victoria, wo shall then be able to judge as to whether the salaries are too large.—Yours,
A TEACHER.
CONTENTS.
|
Address delivered at the Annual |
Leaders ... ... ... 23, |
24 | |
|
Commemoration of the Sydney |
The Cases in English ... ... |
25 | |
|
University ... .... |
18 |
Brain Pressure in Schools ... |
25 |
|
Geelong Teachers’ Union ... |
20 |
Theory and Practice in Co- | |
|
School Department— |
education ... ... ... |
26 | |
|
Notes of a Lesson on GrapeVine ... ... ... |
20 |
Current Mistakes in teaching English Grammar ... ... |
27 |
|
Electrical Theories... ... |
20 |
Over Supply of Teachers... ... |
27 |
|
Composition Writing ... |
21 |
Social Science Congress ... |
28 |
|
Method of Teaching Goo- |
Notes of the Month ... ... |
29 | |
|
graphy ......... |
21 |
Notes and Gossip... ... ... |
29 |
|
Result Examinations ... |
21 |
Books recently issued ... ... |
29 |
|
Correspon dence— The Imperative Mood and its |
University of Sydney— Annual Commencement ... |
29 | |
|
Lessons ... ... ... |
22 |
Viet. Ed. Dept. ... ...... |
29 |
|
Teachers’ Salaries ... ... |
22 |
University of Melbourne— | |
|
Answers to Correspondents ... |
23 |
Examination Paper... ... |
30 |
ANSWERS TO CORRESPONDENTS.
“ J. D.”—The Inspector was correct in his judgment. It would be impossible to carry out strictly the system of inspection now in vogue were your interpretation of the Regulations to be allowed.
“ Nemesis"—You cannot be too cautious in taking the steps you refer to. Appearances in such matters are often misleading, and the Head Masters of schools should be the last to do anything calculated to throw a doubt upon the honor of those under them.
Pedigogue. ”—We heartily approve of your views. The circular was issued with a view to securing popularity. Its effect has been destructive of school discipline. No doubt instances could be cited in which Teachers have exercised too much severity. Had the Inspectors been instructed to privately admonish the Schoolmasters upon the subject, no harm could have been done to the school discipline.
“Disgusted,”—If you have reported the incident correctly, you well might be. Had the Head Master done his duty, instead of receiving the petition, he would have punished on the spot the lad who dared to present it to him.
“ Gracia.”—On referring to Davidson and Alcock’s “ Complete Manual of Parsing,” page 167-8, you will see that the following are given as the grammatical use of the word quoted :—“ Even’’ is A. S. “aefen" to plane, to smoother), to level. It is—(a) Verb when it nfeans “to level, e.g., “This will even all inequalities.” {b) Adjective when it means “equal,” “impartial,” “ calm,” “ steady,’’ e.g., “ He met the enemy on even ground.” It is also opposed to “ odd ” e.g., “ This was done an even number of times.” (c) Adverb when it meant
“ equally,” e.g., “These sweet thoughts do even refresh my labours.” (d) Noun: e.g., “ They played at odd and even.” But the noun, “numbers” may here be supplied, in which case “odd” and “even” will be adjectives. The word “ even ” (= evening) is, of course, a noun. (e) Conjunction : e.g., “And behold I, even I, do bring a flood of waters on the earth.”
“ A. A. DE Morney.”—It is scarcely suitable for the paper named.
“Miss March.”—Has not appeared in our columns. Department has not a copy of the paper required.
“F. F. Corbett, 1051.”—Received.
“Alice Head.”—Received.
“M. P. Phelan.”—The paper did not appear. Your request will receive attention.
“ R. J. K.”—Too long. “ Parsing.”—Held over.
“ John Corr. ”—Shall be glad to receive further contributions.
“ Correspondent.—'Department has not a copy of Exhibition Paper. Will endeavour to procure one.
. _ NOTICE TO ADVERTISERS.
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^«sfralasian Srljtrfllmasler,
PUBLISHED EVERY MONTH.
MELBOURNE, AUGUST 20, 1880. That the cause of primary education in Great Britain will be advantaged by the displacement of the Earl of Beaconsfield’s cabinet is more than probable. The Right Hon. A. J. Mundella, to whom the post of Vice-President of the Committee of Council on Education has been assigned is one of the warmest friends of popular education. He was among the first to recognize the necessity for making education compulsory, and, as far back as 1867, supported resolutions to that effect, at the conference held in Manchester on the subject of national education. Since that date Mr. Mundella has given special attention to the subject, and has contributed largely to the formation of theenlight-
ened view the British public hold on the question. Being a warm supporter of Mr. Forster’s Act, it is certain he will devote his energies to the development of the principles embodied in the Act. In acknowledging the congratulations of the people of Sheffield on his re-election without opposition, Mr. Mundella sketched out the progress of primary education since that Act came into force in the year 1870. In that year there were only 8,281 schools, providing accommodation for 1,878,584 scholars. Last year (1879) the number of schools had risen to 17,166, accommodating 4,142,224. The number of children on the Register of Board Schools in 1870 was only 1,693,059, whereas the register for 1879 showed 3,710,883. In 1870 the attendance of scholars on the day of inspection by II. M. Inspectors was 1,434,766, but in 1879 it was 3,122,672. During the same period, the army of teachers—certificated teachers, assistant teachers, and pupil teachers—had increased from 28,038 to 72,050. Such being the outcome of the first nine years’ work under the Board system, it was impossible to estimate the beneficent influence it would ultimately exert upon the destinies of the Empire. “ If any one wishes,” he said, “ to form an idea of what is doing in this country let him go into one of your own newly-filled schools in one of the crofts here. Let him go into the poorest districts of your own town, and see a new board school filled with the poorest children of parents belonging to the very poorest of the community. Let him see these children, becoming elevated, humanized, and refined, taught something of the value of cleanliness and good order. Let him see the discipline that prevails amongst them, and then the spectator will form some sort of idea of the work which is going on amongst tens and hundreds of thousands of children in this country. Where have these extra two millions of children come from, and what is going to happen in consequence of the teaching of this extra two millions of children in the future? I say it is a problem too big for human conception. This education scheme is one of the grandest works that ever was done by legislation in this or any other country. You are not only raising the children of the country—the future generation of men and women, remember—you are not only raising them in the social and intellectual scale, but you are preparing them, by giving them open and receptive minds, by giving them the elements of Scripture teaching, for that higher spiritual knowledge which makes a man better in this life and happier in that which is to come. The Christian teacher, the Sunday-school teacher, the minister, the clergyman, all have a new and superior material to dealwitli—something more pliable, more malleable to their hands. And we hope that what we are doing, although it costs national money, money from the Exchequer, and money from the rates, will be the best investment ever made by a free Christian people, one that will yield the greatest interest in the world that is and the world that is to come.” But splendid as the working of the present system had been, Mr. Forster’s Act left the work of national education incomplete. “ Of the twenty-four millions of population in England and Wales only seventeen millions are under by-laws which enforce the obligation of the parent to send his children to school. There are seven millions still exempt. It may be Cod’s will that I shall complete the work. In Scotland all goes well. That intelligent people will make any sacrifice in order that their children may be educated. There is no parish, there is no district, there is no island hamlet so remote but that the children are in attendance at school. Every Scotch parent is under Obligation to send his child to school; and, as far as the Education Department can discover, there are actually more Scotch children in attendance than are accounted for by the statistics of the population. In Ireland, I regret to say, there is no obligation to send children to school. But I cannot believe, with the magnificent appointment which Mr. Gladstone, with his fine perception, has made—with William Edward Forster at the head of the Irish Depai'tment—that the quick and intelligent capacity of the Irish people will be much longer neglected. Not only, I am sure, will he do justice to their intelligence, but, with his ready sympathy, with his broad liberality, with his courage and his backbone, all Irish questions will meet with ready solution at his hands. It is now our duty to attempt—• and may we not hope that it will succeed—by slow degrees, by careful steps, by due consideration for the difficulties of parents,
for local circumstances, for the wants and interests of labor and of the family—gradually to bring England and Ireland to as high a level as Scotland has already attained. Such at least shall be one of my constant considerations. I have scarcely entered upon the duties of my office—scarcely overhauled the immense work which devolves upon my department, but I am telling you of my vague aspirations, my desire that I may do something for the accomplishment of the work I have referred to.” There is one other point in Mr. Mundella’s speech deserving of notice. As the remarks he makes are equally.applicable to the system of elementary public instruction in these colonies, we commend them to the attention of the Minister of Education. “ So long as I have any control in the Education Department,” he continued, “ my efforts shall be directed to.freeing the teachers from those restrictions, and the useless routine— the system of red-tape—which the defects of the education system have entailed upon them. I wish to set every teacher free from the mere machinery and red-tapeism of the system, and to leave him at liberty to devote the whole of his energies and time to the cause of education and the instruction of his pupils. There is one thing we must not lose sight of. I believe it is desirable that we should obtain the best educational results with the least possible pressure upon the ratepayer and the taxpayer. There is no greater mistake than recklessness in expenditure, even for the best of causes. The effec t is that it disgusts the public even with a noble work. However, I am not going to stint education. We hear a great deal of talk about the people being over-educated. Let me beseech you, people of Sheffield, not to give ci’edence to those stories.”
Popular opinion is that a very large proportion of the head masters of State schools in Victoria are in the receipt of high salaries. Consequently, in looking about for a means of curtailing the national expenditure, it is very natural that political agitators should mark out this branch of the public service as being a good field for the work of the pruning knife. The Pion. Major Smith—who has just been reinstated as Minister of Public Instruction—has done a good service by at once dealing with the subject, and showing the ei’roneousness of the prevalent notion. When returning thanks to the electors of Ballarat for returning him without a contest, the Minister of Instruction said that while he was fully impressed with the necessity which existed for retrenching the public expenditure, he did not think it would be politic to curtail the salaries of State school teachers. The following table had been prepared by the officers of the Education Department, and from it the public would gather that the bulk of the teachers were certainly not over paid :—
|
Salarirs. |
Number of Teachers. |
Total |
cost. | |
|
£100 and under ... ... |
... 495 ... |
44,374 |
15 |
0 |
|
£100 to £150 ... ... |
... 1,149 ... |
143,763 |
0 |
5 |
|
£150 to £200 ... ... |
... 597 . . |
90.486 |
9 |
0 |
|
£200 to £250 ... ... |
... 119 ... |
26,239 |
14 |
0 |
|
£250 to £300 ... ... |
... 60 ... |
16,365 |
11 |
0 |
|
£300 to £100 ... ... |
... 71 ... |
24,484 |
19 |
0 |
|
£100 to £500 ... ... |
25 ... |
11,077 |
0 |
0 |
|
2,461 |
356,791 |
8 |
0 | |
This return did not include the salaries paid to pupil teachers or to work-mistresses. There might be isolated cases in which an income of .£600 or £7 00 was obtained, but the extra amount would be derived from fees paid for extra instruction. As a rule, teachers who received the higher salaries were men who could obtain still larger emoluments, were they prepared to go to the adjacent colonies.
Political economy is a branch of science to which the attention of educationists has but recently been directed. In the public mind, it is so closely connected with general politics that teachers who understand the subject feel a delicacy in including it in the school curriculum. The fallaciousness of the popular impression, and the importance of the subject being made a regular branch of school-study is well brought out by Professor
Leoni Levi, in a lecture recently delivered before the College of Preceptors, London. Political economy and Politics are shown to have distinctly defined provinces of independent action. Politics treats of the “ structure of Government and the distribution of power. Political economy, on the other hand, treats of the production and distribution of wealth, of capital and labor, of money and currencies, of value and prices, of trade and exchanges.” While the politician must needs be a political economist, it is not necessary for the political economist to be a politician. The difference between the two sciences is so great that a teacher adopting political economy as a subject of class instruction, is under no necessity to trench upon the arena of politics. Professor Levi thus forcibly puts the case in favor of the teaching of political economy :—
“ With much reason it has been urged that boys and girls should be made acquainted with some of the natural laws by which they are surrounded and governed ; with the productions of nature, and their relation to each other ; with the changes on the face of the earth, and the phenomena of life, both animal and vegetable ; or with what is concisely expressed as the common facts and common modes of action of nature, on the double ground of the usefulness of the knowledge conveyed, and its value in training the mind. Dr. Gladstone, to whom we owe so much for his indefatigable labours in the science of education, with great truth, said, c The earth is our dwelling place from the cradle to the grave, our bodies are the complicated machines, so wonderfully made, by which every action of ours is performed ; the sun, clouds, and atmosphere influence us every day ; the animal, vegetable, and mineral kingdoms are ready to yield us their supplies ; and the great mechanical and chemical forces with heat, light, and electricity are ready to be our servants, if we do not allow them to become our masters. Every man also in his handicraft or trade, as well as every woman in her domestic duties, has to deal with some facts and objects of nature specially connected with them. The value of natural science, in its training of the mind, consists in its being the means of drawing out the powers of the five senses, with which each individual is endowed. Other studies may be better fitted to improve the memory, to develope the logical faculties, to cultivate the taste, and to elevate the moral character. The special value of natural science, even in its most rudimentary forms, is to draw forth the powers of perception and observation, and to train the judgment in the pursuit of truth.’ We all admit the force of these observations. Their significance is patent. Their value undeniable. Only, according to the man so must be the lesson. In the elementary schools the indispensable three R’s must be uniformly taught. But in the secondary schools a greater latitude of choice is admissable—nay, necessary. Education is a means to an end. Primarily, doubtless, its object is to refine the soul and improve the manners of men, to uproot the seed of evil desire, and to incline the mind to the path of virtue. But, if education is to fulfil its end, it must prepare man for the arduous task of life with all its duties, its trials, its struggles. Do you wish for a recreative science ? I contend that money, wages, manufacture, machinery, and the many other phenomena of industrial life, are as apt to arrest the attention and quicken curiosity as many of the facts of nature. What is more common for boys and girls than to desire a penny, and to look wistfully at silver pieces, or the marvellous gold coin '? Ask them, what is money ; what are its uses and functions ? Why are bronze, silver, and gold employed for such a purpose ? Who coins the metal"? Questions like these come home at once. They awaken dormant ideas, and they are sure to continue to excite curiosity, till they are answered and satisfied. In cities, and in the manufacturing districts, prices and value, supply and demand, the rise and fall of wages, payment by the piece or by the day, strikes and lock-outs, the factory laws, and the like are subjects of constant conversation in the homes of the people, in factories and workshops, and in the hearing of boys and girls. What do they mean ? Why do wages rise or fall ? What prevents an unlimited rise, or an unlimited fall of wages ? These are practical questions that should be early explained. And, if erroneous ideas are current, as they often are, on subjects of this nature, would it not be well to teach boys and girls that there are circumstances which regulate the wages of labour, and economic laws at work, which masters and workpeople alike are bound to obey ? Would it not be well to make it very clear that persevering and skilled labour is more likely to improve the resources of the household than any intimidation and combination against their masters ? Would it not be well to teach the sad influences of strikes, both to masters and to workpeople ? I do wish we could sow broadcast among the adult population the good seed of peaceful industry, and some of the merest truisms of Political Economy ; but, if men and women will not come within our reach, why, let us address ourselves to boys and girls. There is often a gross ignorance among the people on such questions as—What is
as He came, as He became king. as I myself did it. as Come here, Charles. as Day declining, we rest.
as James' house.
as The poet Milton’s works.
SThey wish me to call him John.
Sleep the sleep that knows no waking, as Reading Shakespeare is instructive.
as He was caught stealing sheep.
as He went to Paris. as Ah me !
as They followed Prince Rupert.
f He is sixfeet high and worth a million.
| I go next week. as They fought hand to
I hand.
He is a man than whom L I know none better.
Objective
capital, and who are our capitalists 1 Whether they are the friends or the enemies of labour. Whether owners of wealth, one and all, are privileged beings, or how did they become rich ? What use is made of riches 1 When does wealth become capital ? What is the relation between labour and capital ? To let our boys and girls understand some of these points betime, and very clearly, I consider a matter of the greatest importance. Remember that experience keeps a dear school, and that he hazardeth much who depends for his learning on experience. An unhappy master, he, that he is only made wise by many shipwrecks ; a miserable merchant, that is neither rich nor wise, till he has been bankrupt.”
By J. W. Rogers.
After perusing I am afraid to say how many works on English grammar, nowhere have I been able to find a succinct statement, or exhaustive treatment of the varieties of the three English cases. Other readers may have had better fortune, but having been brought, during the past year, into contact with many teachers from different schools, and learning that none of them had ever been presented with a complete account of the cases, I am led to believe that some benefit may accrue from an attempt to handle these systematically, so far as can be done, in conjunction with brevity. If my account is incomplete or inaccurate, perhaps some discriminating critic will supply the deficiency. The following scheme shows all the varieties of case I have been able to meet with in the English language :—
Nominative ■<( 3. In apposition ...
il. Governed by
noun......
2. In apposition ...
r
1. Governed by
verb ,..
2. Do. Verbal noun..
3. Do. participle ...
4. Do. preposition...
5. Do. interjection ...
6. In apposition ...
t
7- By analogy
A few observations on the above will be useful:—
1. As the nominative to the verb is the subject of the sentence, and the nominative after the verb is a completion of the predicate, and as these two varieties of case exhibit two perfectly distinct grammatical relations, it follows that Morell is astray when he says :—“ The cognate nouns before and after the verb to be may be considered as in apposition with each other. ” Apposition (from ad, to, and pono, I place) involves the placing together of nouns or pronouns, and these are not placed together when separated by any verb.
2. Nominatives, possessives, and objectives in apposition, are used as enlargements of subjects, objects, and nominative completions, or as attributes to any noun.
3. The nominative of address corresponds to the Latin vocative, or calling case. It should not be put in the subject column, as it stands in a different relation, and no more forms part of a sentence than the interjection does. In such sentences as Thou art the man, the pronoun, though standing for the person addressed, is nominative to the verb. Nominatives of address, properly so called, find no place in analysis.
4. The nominative absolute, with its participle, forms an extension of the predicate, and is equivalent to an adverbial sentence. It answers to the Latin ablative, and the Greek genitive absolute, but is much more sparingly used.
5. Some might deny the interjection its governing power, and prefer to look upon the phrase Ah me as elliptical. It would, however, be difficult to supply the ellipsis.
6. What is called above the objective by analogy includes the objective of time and measurement. The examples given show that many intransitive verbs are closely followed by the objective case. In several of the instances cited, a preposition may be understood, but in others not. Dr. Latham, if I remember rightly, states that the adjectives worthy and like govern the objective as in an action worthy and just like him. Here, however, the prepositions of and to can be understood.
Mrs. Garrett-Anderson does well to preach to teachers and parents respecting the evils of too much excitement of the brain and of nervous energy in modern education. There can be no doubt that excess in mental application is dangerous to health, just as excesses iu athletic exercise, in novel-reading : in “ menus plaisirs,1' in amusements, and in idleness, are all injurious : and all in their turn deserve to be denounced by medical authorities, and carefully guarded against by parents. But in estimating the worth of the testimony which would persuade us that mental exertion is the serious danger of our age, two or three precautionary considerations have to be weighed. The doctors, it must be remembered, come into contact only with the abnormal and exceptional cases in which weakness or disease reveals ’itself, and makes the parent anxious. The thousands of vigorous scholars who are doing good work at school, and enjoying it, do not come;under their observation. And must be owned also that parents are not always candid in their own statements to the doctor respecting the causes of ill-health. A child who, while at a day-school, is permitted to go to parties and to have meals at unsuitable times, and is then found to be worried with school lessons, is often described as having been made ill through too much brain-work. Some of the most useful suggestions embodied in the paper read by Mrs. Anderson, before a large meeting of teachers last week, apply rather to the home than to the school. In truth, the proper development of the day-school system, which is now meeting with such general favour presupposes increased order and thoughtfulness in the home. If within the months of school-lffe the work of education is considered to be the paramount business of the child, if what are called treats and pleasures are during this time carefully economised, and if a reasonable amount of quiet lesiure is secured in the house for thepreparation of school exercises, many of the evils complained of would at once disappear. Experience seems to prove that the great safeguard of health and cheerfulness in a school is orderly and well-organised work ; and that schools in which the intellectual aim is highest are, as a rule, those in which the largest proportion of healthy and happy scholars are to be found. In the long ,run, dawdling, listlessness, bad teaching, irregular lessons, and the absence of a clear and serious purpose, are far more dangerous to health than even the closest and most serious study. Nevertheless, schoolmistresses need to be continually reminded of the conditions under which mental effort can be encouraged with the minimun of risk to physical health, and some of these conditions appear to have been clearly pointed out by Mrs Anderson and those who have taken part in the recent discussion. Good air, right posture, intervals of physical exercise, and a sufficient supply of food at suitable times, are obviously necessary, But of the matters more strictly within the provincejof education, and under the control of the day-school mistress, the most important seem to be,—the distribution of time, the organisation of home lessons, and the right use of examinations. It seems to be the practice in most of the new High-schools to put the whole of the actual teaching into a long morning of four hours, from half-past nine to half-past one, with an interval of a quater of an hour in the middle of the time for some light refreshment. Mrs. Anderson does not contend that this is too long a period in the day for actual instruction, but that it is ill distributed, and that it would be better to put the same amount of work into two periods of two hours each, separated by an interval long enough for recreation and for a substantial meal. It is also plainly desirable so to regulate the time-table that the character of the intellectual effort demanded shall be duly varied, e <j,, that there shall not be two mathematical lessons in the same morning ; and that in this way, different faculties may bo brought successively into play, and the sense of pressure reduced. It was alleged that some teachers exact too much from scholars in the form of exercises to be prepared at home; and that these exercises were often of a character which presupposed a kind of sensible supervision not always obtainable. There are obvious remedies for this evil. It should be determind before hand what amouut of time may be fairly expected to be required for such lessons,—say, an hour a day for those under thirteen, and an hour and a half or two hours for those above that age; and parents should be asked to inform the teachers if the time thus fixed is exceeded, in order that the task, if needful, may be reduced in amount. A still more important consideration is the character of the task prescribed. If it consists of new work, and is preparatory to the lesson of the next day, it may present problems which will puzzle and distress a slow thoughted child ; especially if he has access to no intelligent help at home. But if, as a rule, home exercises are supplementary to those of the school hours, and have for their main purpose to illustrate, deepen, and fix what has already been explained, they are not open to the same objection. The main part of the intellectual difficulty should be solved at school with the help of the teacher ; the solitary work of the home student should consist of the easier task of recapitulating and methodising what is already understood.
On the subject of examinations their is much vague alarm and denunciation, chieiiy on the part of those who see constant references in newspapers to this particular part of school work, and who hastily infer that school-children are always being examined. But although the number of reports of examinations and the variety of examining bodies may be be* wildering to a newspaper reader, they are not necessarily so to a scholar. In a well-ordered school, one, and only one, of the numerous forms of authoritative publicexamination is selected, because of its special appropriateness to the character and aim of school-work. The conditions of this examination—say the Cambridge local examination—are well studied, and the course of the year’s work adapted to it. There is no special or hurried preparation. The habitual subjects of instruction correspond to the subjects of the examination, and a girl whose school course lasts from nine to eighteen knows that twice in this period—viz., just before the end of her fifteenth and of her eighteenth years—she will be expected to satisfy the Cambridge Examiners that she has studied to good purpose. There is _ nothing distracting in this. The examination comesas an ordinary incident in her school-life, and is not necessarily more exciting than the tests by which every good schoolmistress assures herself from time to time that her pupils’ progress is sound and thorough. In truth, so long as the competitive element in examinations is kept within due limits, and the examinations themselves are carefully adapted to the normal and every-day work of the scholar, they are of almost unmixed advantage in supplying a definite motive to the scholar, and in encouraging method and precision in study. It is for each teacher to take care that her own school shall not be subjected to more than one such external examination, and that whatever work is done by way of preparation shall be properly incorporated with the usual routine of the school, spread over a suitable period, and not hurried in the last few weeks. She should resolutely refuse to gratify the ambition of a parent who, having a dull or ill-taught child, desires that she may be specially prepared in a few months to pass this or that examination. She should determine to submit no scholar to any test of this kind who has not been honestly and deliberately taught the subjects on which she has to be examined. With these simple precautions, there is no reason why the examination system, though it looms so large in the imagination of older people, should not prove to be a clear gain,'both to teacher and to pupil.
A very grave responsibility rests upon those who, by exaggerated and unguarded statements respecting brain-pressure, create a panic among ignorant and frivolous parents. There are many such parents, who have little or no faith in the value of intellectual culture for their daughters, and who are only too eager to seize upon any pretext for discrediting it. It is of unquestionable importance that cases of actual over-work should be thoroughly investigated, and that teachers should be warned to watch carefully for indications of strain or mental excitement, and to adopt the sanitary and other precautions necessary for its prevention. But the matter is one in which hasty generalisations, whether of doctors or of “ educationists,” from a small range of experience, are calculated to do serious public mischief.—The Spectator
THEORY AND PRACTICE IN CO-EDUCATION.
The mysterious thing about childhood and youth is, that none of us can make an abstract theory that will fit the actual boy and girl we attempt to train in the family, the church, or the school. The ponderous theories of the Vatican are as useless for the direction of the frisky young Patricks and bright eyed Bridgets of New America, as the hoops and ruff of Queen Elizabeth for Mrs. Hayes and her bevy of handsome Ohio girls, “receiving” in the White House. Equally ponderous and equally impracticable are some of the elaborate notions of the relation of the sexes in education projected by venerable university presidents and eminent doctors of medicine and divinity. The theory is beautiful ; but, somehow, the best girls and boys of Hartford meet, in the free high school, and are not corrupted, according to the predictions of the president of Vale ; very well-to-do Boston people send their daughters to the Boston University, although the president of Harvard says nothing but “poverty” can justify superior people in so doing; and President Angelí says that the young folks in the University of Michigan, and their professors, read with a sort of amused bewilderment the columns of dismal prophecy from the East concerning the evils that should descend upon that devoted institution. Since a steamship sailed across the Atlantic ocean “ in the face and eyes ” of scientific protest, we are coming to understand that science in pedagogics means the close and broad investigation of what has actually been done with children and youth, rather than what somebody decides—in advance—ought to happen, according to his own infallible proclamation of the divine order of affairs.
The strong point with the opponents of co-education is the perilous age between 14 and 20. It may be safe, we are told, to educate children together. Young men and women, well over the Rubicon of legal citizenship, may be trusted, not only to dance, court, and marry, but to study together. But in that bewitched period between 14 and 20, when the boy is getting up his beard and the girl emergies from pantalets into trails, co-education is the very old serpent in the youth’s paradise. Then must the sexes be isolated, and the rampant master and giddy miss be initiated into the “sphere” appointed for each from before the foundation of the world.
But, unfortunately for this beautiful theory, the most complete experiment in co-education in Christendom has been in this very perilous season. Thefreehigh andnormalschools, andlarge numbers of the best academies of the United States are composed, almost exclusively, of students in this perilous age. And we assert, without fear of contradiction by any competent authority, that in no schools in this country, academical or collegiate, however religious “ in the index,” is there such a gratifying absence of every species of rudeness aud immorality, and such a hopeful culture in good manners and good morals as in these. These schools are the only institutions in the land, attended by large numbers of young people gathered from all social conditions, that are absolutely free from gross rebellion against authority. Every college whose president, two years ago, declared against co-education, has been compelled more than once to suppress a disorder that threatened a public scandal ; while no free high or normal school of the co-educational type has been thus disturbed. Nobody ever heard of such a thing as “hazing” the entering class in one of these schools. On the contrary, the different classes of our free high and normal schools vie with each other in courteous attentions. The absurd stories of school-girl sentimentality that come to ns from so many of the large female seminaries are unheard of in co-educational academies and free schools of like grade. The only gross immorality among girls that ever came to our knowledge in a high school was in an exclusively girls’ school, with a stupid female firstassistant and a wicked master ; and the presence of twenty sharp boys on the benches would have made that raid upon his dovecote impossible.
Especially is this result notable in the very critical point of social and sexual indiscretion. Just here, we are told by the theorists, co-education at this perilous age must break down. But here is just the point where it comes out “ with flying colors ” and vindicates itself as the method, on the whole, the best for miscellaneous crowds of young people. No duenna is sharp enough to outwit a crowd of mischievous girls, infuriated with the mystery of a similar crowd of boys around the corner. No master could ever yet divine the “ trick and manners ” of young Romeo at school, with Juliet fluttering her handkerchief across the way. Just here, where the watchfulness of parent, priest, and pedagogue is all too “slow” for the incredible iugenuity of our boys and girls, does the State in America come in, and, in the high and normal school, especially, bring the sexes together in a relation altogether new, which appeals, first in their lives, to a new set of faculties. The relation of girls and boys to their teachers in all private, church, aud corporate institutions, is only a prolongation of an authority under which a growing youth is always restive—the authority of the family and the church. But in the public secondary schools and colleges, these rebellious children of the family, the Sunday-school, and the private pedagogue pass upward into an organization which is a perfect type of our democratic public life. The school board that enacts the rules and regulations, fixes the course of study, elects teachers, and stands behind the master and superintendent, is a little Congress'elected by the people, open to public opinion on every side. The relations of the students are not gauged either by the social, sentimental, or sectarian standard ; but they are expected to be to each other what respectable men and women must be in the daily life of a free State. In their social and sexual relations, they come under the only natural and divine police of youthful virtue and courtesy :—the sleepless vigilance of a varied community, where the eye of every member is on his neighbour, and all sorts of motives conspire to keep everybody on guard.
The frivolous and daring girl who contrives to keep her female seminary in hot water with her flirtations with some village Adonis, finds herself, in the high school, under fire from several hundred sharp eyes, in the hands of teachers of both sexes, in peril of public disgrace from any outrage of decorum ; and she must be a creature of brass to trample down such defences of her virtue. We have seen a “ young gentleman” of superior abilities and social standing quietly isolated by the girls of a high school for unseemly bearing in their presence, and laughed outdoors into hopeless Coventry by the boys. The “best society,” even of Boston, never could “cut” an unfit member so neatly as this. The discipline and punishments in these schools have that quality of exposure to the ridicule of people “ out of our set ”—that air of wholesome publicity, which is almost the only thing a wild girl does not dare to face, and a bad boy thinks twice before he provokes.
We claim no immaculate state of youthful morals and manners in coeducational schools. Perfection is not the characteristic of youth. But we assert that the experiment of educating young people, from fourteen to twenty, together in the secondary public and private schools of the United States, has completely disproved the the theory of the danger of co-educationat the age when the peril is greatest. It has produced a class of schools distinguished beyond all others, not only fur the industry and general good scholarship, but for the courteous manners and reputable morals of their students. And while the parochial and sharply sectarian “ Christian ” schools of the country are too often governed by a half pagan discipline, founded on suspicion and force, this is almost the only class of schools where the broad gospel of Christian equality, justice, and the law of love, has been adopted in good faith and trusted to the end. Human nature in Young America cannot be included in any of the diagrams imported from the old civilizations across the sea. It must be watched by eyes open to Grod’s new revelation, reverent of His mighty providence in this new world, willing to follow His lead toward the Republic that is to be.—New-England Journal of Education.
Dr. Schlieman is at present staying at Leipsig preparing a new work on his Trojan explorations to be entitled “Ilios.”
Exeter Hall is about to become the property of the Young Men’s Christian Association, Aldersgate-strect. Among the donations received towards the purchase and fitting up of this celebrated structurefor the use of the Association may be named, those of four gentlemen who have given £5,000 each, and two brothers who contributed £2,500 each.
A work is promised by Calmann-Lévy of Paris, which will throw fresh light on the political history of the late Empire, and of the private life of St. Cloud. A new work entitled Studies in Deductive Logic, from the pen of Professor Jevous is also announced. The book will contain a saries of logical problems, exercises, and questions prepared with the view of placing logic more on a par with mathematics as an instrument of intellectual training.
CURRENT MISTAKES IN TEACHING ENGLISH GRAMMAR.
By C. P. Mason, M.A.
Continued from page 15.
Did any of you, when very little boys and girls, ever learn some rhymes about the parts of speech, written with the view of aiding the budding intelligence of infant minds, and some of which run somehow thus—(I am not sure about one line ):
“ First comes the little particle Grammarians call an Article,
And then the mighty Noun.
A noun, it may be anything,
A tree, a castle, or a king,
A person or a town.”
Here you see the absurdity above referred to in full force. The ghost of this innocent little effusion still haunts the examination room. I have a dreary presentiment that within the next six months I shall be told hundreds of times, as I have been told during the last, that a common noun is “seme thing that belongs to a class,” and that “an abstract noun is some thing that you can’t see or hear or feel.” This last wonderful absurdity has been rather a favourite of late. When it has been given viva voce, a little colloquy of the following kind has sometimes ensued between myself and the examinees. “ Is goodness an abstract noun?”—“Yes.” “ Did you hear the word?”—“Yes.” “But you
told me just now that an abstract noun was something that you couldn’t hear.” Puzzled silence for a moment or two. Then, from some child a little sharper than the rest, and not impossibly a little sharper than the teacher—“An abstract noun is the name of something that you can’t see or hear.” “Very well, let us try. Is brightness an abstract noun ?”—“ Yes.” “ Can you see the brightness of the sun ?”— “ Yes.” “ Then how can brightness be the name of something that you can’t see ? But now, did you ever hear of a quality ?”—“ Yes.” “ Tell me a quality of sugar.”—“Sweetness.” “ What quality makes me call a man good?"—“Goodness." “Very well, sweetness and goodness are
abstract nouns. What are they names of?” “Qualities.” “ Now name to me some action.”—“Jumping, motion, flight." “ These two are abstract nouns. What are they names of ?”—“ Actions.” “ Now tell me a noun that denotes a state in which a person or a thing may be.”—“Sleep, life, death." “ Good, those also are abstract nouns. Now put all that together, and tell me what an abstract noun may be the name of.” The answer will come promptly from a dozen at once—“ An abstract noun is the name of a quality, or an action, or a state.” Is not all this within the comprehension of the youngest child who should be learning grammar at all ? If so, is there any excuse for cheating the intelligence of a beginner with the rubbish tha^ 7 quoted before ?
While on this point I cannot refrain from pointing out the worthlessness of a definition of abstract nouns which is more frequently given at examinations than any other; namely, that “an abstract noun is the name of anything which we only conceive of in our minds as having a real independent existence.” Now, as only is not a negative, this definition involves the assumption that we do conceive of that for which the abstract noun is a name as having a real independent existence. But this is palpably absurd. You cannot conceive of motion, forexample, as having a real independent existence apart from something that moves. You would contradict yourself in the attempt. That which has an independent existence of its own cannot be an attribute of something else. We may fix our attention upon the attribute without thinking about that in which it is inherent. But we cannot abstract an attribute in the complete manner in which a thief might abstract my watch. The definition is lame enough as it stands. But confusion gets worse confounded when examinees leave out the word only, or, reproducing that irrepressible blunder about words and things, tell us that an abstract noun is “something ” that we conceive of as having areal independent existence. ”
Of course this blunder is extended from nouns themselves to their accidents. I suppose most children might be made with a little pains to comprehend that sex (male and female) is a distinction between classes of animals, and that gender (masculine and feminine) is a distinction between classes of words. At present any question on the subject is sure to elicit in abundance such replies as the following, which I quote verbatim :—
“ Sex is the difference between animals, gender is the difference between things.”
“ Gender is applied to one individual person, and sex to a collection of persons.”
“ Sex is applied to living beings, and in a singular sense ; gender in a plural sense, and also to inanimate objects.”
_ “ Gender is the inflection of a noun as regard things, sex i3 the inflection of a noun as regards living beings.”
“ Sex is the distinction between male and female persons, gender between male and female animals.”
_ “ Gender is the distinction of sex,” or, as I was recently told “there is no difference between sex and gender, they both mean the same.” There is a sort of courage about that answer which greatly commends it to my liking.
With how little reflection the usual lists of masculine and feminine nouns are often committed to memory and repeated, you may judge when I tell you that, along with the orthodox uncle, aunt; batchelor, spinster. See., I have had masculine hill, feminine valley; masculine church, feminine chapel—a view of the relation between Churchmen and Nonconformists which might suggest some curious reflections, and is at any rate worthy of a boy in a well-known suburban college, who in interpreting a certain passage of poetry, explained “ music that the meeting soul doth pierce,” to mean, “ music suitable for a dissenter.”
As regards the cases of nouns, I am afraid that many hundreds of unhappy children are still taught that the nominative does something, possessive owns something, and the objective has something done to it. If, as I fondly hope, I have carried your judgments with me when I insist that when I say, “ Tom kicked Harry,” I do not mean that the noun or name, Tom, administered the kick a priori you will agree that a mere form of a noun, a case, cannot do that which the “ mighty noun” itself is incapable of achieving. Only fancy the form of a noun, a possessive case, being the owner of a house or a dog. No doubt the inventor of this wonderful specimen of definition plumed himself upon having turned out something remarkably neat and telling. He deserved to be turned into an objective case himself, that he might experience, not in word only, what it was to have “something done to him.”
One of the most egregious and exasperating instances of this 'never-ending confusion between words and what words stand for, is still to be found in one of the most largely used English grammars (I don’t wish to mention names, but see p. 31 of the last edition), and in scores of grammars based upon it, especially those little twopenny “ dreadfuls ’ which simplify grammar for small children. It comes up in hundred and hundreds of answers at examinations. We arc told that “ adjectives express the qualities of nouns, i.c., of names. So that “a tall man” means that the noun or name “ man ” is tall; “ red rose ” means that word “ rose ” is red. There is no possibility of wriggling out of this conclusion, absurd as it is, if you accept that precious definition. I can fancy the writer sayiug, “ Oh, you make such a fuss about trifles ; of course, I meant that the man was tall, not the noun.” I could only reply, “ Then, if you meant what is right, why on earth did you say what is wrong? And what but harm can come of setting children to learn what is palpably and ridiculously wrong ? It is but a variation of the same confusion when we are told that “ an adjective is a word added to a noun in order to mark or distinguish it more accurately,” Distinguish the noun? From what? You can only distinguish a word from a word ; from what other word is the noun rose distinguished by the adjective red? Marli the noun?, pray how ? Docsit give a peculiar shade of meaning to the noun ? What logicians know as the connotation of the word rose is not affected in the slightest degree ; the adjective does not mark the noun, it denotes the quality that marks the thing. In trying to refine upon a definition which is radically bad, Dr. Abbott, in his “ Howto tell the Parts of Speech,” and “ How to Parse,” makes matters still worse.15 He tells us that an “ adjective is a word that can be put before a noun either to distineuish it or to enumerate it, that is, to point out its number or amount.” What? the number or amount of the noun —the name l In three men how does three enumerate the noun men, when there is only one noun ? “ Why, it tells you how many men there
are, doesn’t it ?”—“ Certainly, but I was told that it enumerated the noun." “Well, it’s the same thing.”—“ Ah, that’s where you make the mistake. ”
Naturally, this confusion between word and thing appears in force when definitions of the comparative and superlative degrees of adjectives are attempted. Here are some samples of a good deal that I have seen of late :—
“ Comparative is one of two things, and superlative is one of three things.”
“ Superlative degree is the highest an adjective can go.”
“ Comparative degree is when the adjective is more so, and superlative most.”
“The superlative degree exprcsscslhc greatest superiority an adjective can have.”
“ Superlative degree is the adjective extending the noun'to the highest degree of comparison above every degree.”
The following memorial recently presented by the Executive of the National Union of Elementary Teachers to the Hon. the Lords of the Committee of Council, on Education, deals with a subject of no light moment to the teaching profession in these colonies :—
The Humble Memorial of the Executive of the National Union of Elementary Teachers,
Sheweth—■
That your memorialists view with regret the relaxations of the conditions upon which certificates were formerly granted to teachers in inspected schools, and the admission of a large number of imperfectly qualified persons who have during the last few years been admitted to the ranks of certificated teachers. They believe that if this course be continued great injury will be inflicted on education in public elementary schools, and that the teaching profession will fail to attract and to retain the services of the best qualified persons.
That early in the year 1874, your memorialists approached the Education Department with a respectful representation on this subject. The Lord President and the Vice-President then assured your memorialists that they regretted the necessity of lowering the standard on which the teachers’ certificates had been previously granted, and urged as a reason for this temporary degradation of the certificate, the abnormal demand for teachers created by the operation of the Education Acts of 1870 and 1873. Your memorialists have consequently refrained from again calling your Lordships’ attention to this subject until in the interests alike of the schools and the teachers, it has become a matter of pressing and increasing importance.
That your memorialists are pleased to observe that the Vice-President in a recent speech in the House of Commons, stated “ that the supply is ample for present wants, and is likely to be sufficient for all prospective wants.” This opinion is, as your memorialists are informed, corroborated by the experience of principals of training colleges, as expressed in a letter recently forwarded to your Lordships by the National Society, and it agrees with that held by teachers throughout the country.
According to the official reports of the Department there were, in August, 1878, 27,321 certificated teachers, and 5,480 assistant teachers engaged in elementary schools. At Christmas, 1878, 3,694 additional teachers were certificated, making a total of 36,498 adult teachers. Of these, 23,618 were at the head of departments. This number of teachers, calculated at the rate of 60 scholars to each principal teacher, would supply a staff for an average attendance of 1,417,080, leaving 12,880 teachers available as assistants, who reckoning 80 scholars for each assistant, would supply a further staff for an average attendance of 1,032,400. In addition to the adult teachers there are 34,399 pupil teachers now engaged in elementary schools who would, at the rate of 40 scholars each, supply a further staff for 1,375,960. From this it will be seen that an effective staff exists for an average attendance of 3,823,440, whereas the present average is only 2,405,197. It is further estimated by your Lordships that when all are brought into the schools who ought to be there, the average attendance will not exceed 3,500,000. If the above calculation be made on the basis of staff required by many of the principal school boards in the country—a more liberal staff than the minimum required by your Lordships—an excessive supply will still be apparent. Your memorialists suggest that a special grant should be paid to schools in which adult teachers are employed in lieu of pupil teachers.
Your memorialists respectfully submit that these figures show the existence of an effective staff in the country for 1,400,000 scholars more than the absolute requirements of the Department demand, and for
300,000 more than will be needed when the average attendance has reached its highest limit. If the teachers were certificated at Christmas, 1879, be added a further excess of effective staff over the average attendance would become apparent. Again, reckoning that there are now 36,498 adult teachers, and that the annual waste from death and other causes is at the rate of 6 per cent., it appears that 2,190 annually pass out of the profession. At the same time the number of pupil-teachers in their last year of apprenticeship ready to make good this waste is stated to be 5,698, thus showing that .3,508' teachers, or 160 per cent, more than are needed, are passing from that source alone into the ranks of elementary teachers. This percentage would be reduced by the number of pupil-teachers who leave the profession at the end of their apprenticeship, but your memorialists have no information as to what extent this would affect the calculation.
Your memorialists further respectfully suggest that the time has arrived when the admission of imperfectly qualified persons should be limited, and when the operation of Art. 59 should cease. Your memorialists are of opinion that the granting of certificates to such persons without examination, or on a low standard of examination, inflicts a great injustice upon students who have undergone two years’ training, and also upon pupil teachers who have passed"through a term of apprenticeship in order to qualify themselves for the profession. Your memorialists believe that no person should be permitted to attend the examination for certificates, or for admission into training colleges, who has not either served a term as a pupil-teacher, or produced evidence of practical skill obtained by at least one or two years at actual work in a public elementary school. They are also of opinion that the probationary term after the examination for certificates should, as a rule, be passed by young teachers as assistants under certificated teachers. Y'our memorialists also respectfully point out that the wholesale admission of untrained persons to the status of a certificated teacher not only inflicts severe injury on the schools and the teachers, but also on the training colleges, which cannot obtain the Government grants for maintenance, if the students after leaving college ave not placed in schools.
That your memorialists, impressed by these considerations, humbly pray your Lordships to take into consideration the following suggestions, as tending to reduce the evil complained of :—
(«■) That not more than two pupil-teachers be allowed to each certificated teacher. Your memorialists make this recommendation in the interest of education, believing that a larger staff of adult teachers is necessary to secure the improved education now demanded by the country.
(b) That “acting teachers” be required to take the papers of the second year, and to have had at least one years’ practical experience in school work previous to the examination before receiving their certificates, and that the same standard be adopted for them as for the students in training colleges.
(c) That no person be admitted to the Queen Scholarship or certificate examinations who has not served for at least two years under a certificated teacher in a public elementary school.
(d) That no certificates be in future granted without examination, and that Art. 59 be therefore abolished.
(<?) That, in order to encourage the employment of adult assistants, an extra special grant should be given to the schools in which they are engaged.
And your memorialists will ever pray,-etc.
It is currently reported that an influentially signed memorial is about to be presented to Mr. Gladstone on behalf of the widow of Dr, Beke, the celebrated traveller and scholar,
The Council.—President—It. L. J. Ellery, Esq., F.R. S., Government Astronomer. Vice-presidents—The Hon. J. J. Casey, C.M.G., &c., Executive Vice-president of the International Exhibition Commission ; the Hon. Sir Samuel Wilson, M.L.C., F.R.G.S., F.L.S. Presidents of Departments—The Hon W. E. Hearne, LL-D,, M.L.C., Jurisprudence ; the Right Reverend the Bishop of Melbourne, D.D., Education; William M‘Crae, Esq., M.B., Health ; The Hod. W. J. Clarke, M.L.C., Agriculture, Horticulture, and Pastoral Pursuits ; The Hon. Thomas Loader, Economy, Trade, Manufactures, and Mining; His Honor Sir Redmond Barry, LL.D., K.C.M.G., Literature, Science, Music, and the Fine Arts. Honorary General Secretary—J. S. Elkington, Esq., M.A., Professor of History and Political Economy in the University of Melbourne. Honorary Secretaries of Departments—1. Jurisprudence, W. E. Johnstone, Esq., M.A., Barrister at Law, Temple Court; 2. Education, Thomas Harlin, Esq., M.A. Church of England Grammar School, Melbourne;
3. Health, J. E. Neild, Esq., M.D., 165 Collins-street East, Melbourne ;
4. Fgriculture, &c., R. W. Emerson, Macivo., Esq., G.C.S., 29 Queen-st.;
5. Economy, &c., J. S, Greig, Esq., Immigrants’ Home, Melbourne, Economy ; Benjamin Cowderoy. Esq., 21 Market-street, Melbourne, Trade; LambtonLEB.Mount, Esq., St. Vincent-place, Albert Park, Manufactures, See. ; 6. Literature, Sec., Chester Earles, Esq., Victorian Academy of Arts, Melbourne.
GENERAL RULES.
1. The object of the Congress is to aid the development of Social and of Industrial Science in all their branches.
2. The Congress comprises the following departments (1) Jurisprudence; (2) Education ; (3) Health; (4) Agriculture, Horticulture, and Pastoral Pursuits; (5) Economy, Trade, Manufactures, und Mining;
(6) Literature, Science, Music, and the Fine Arts,
3. The Congress is governed by a Council, consisting of a President, two Vice-Presidents, the Presidents of Departments", the Honorary General Secretary, and fifteen members, of whom three are ladies.
4. The Council shall have the entire control and review of the Congress, shall appoint the time and place of meeting of the Congress, and shall decide in what manner the business at ts meetings is to be be conducted.
5. Whenever a vacancy shall occur in the Council, it shall be filled up as the Council may direct.
6. The meetings of the Council shall be held when and where the President may from time to time direct ; and four members shall form a quorum.
7. A special meeting may be called by the President at any time upon the requisition of three members of the Council.
8. Subject to these Rules, and to the approval of the Conncil, every Department may frame and alter rules for its own organization, and for the conduct of its business generally. Provided that the President, the Vice-Presidents, and the Honorary General Secretary sTiall be ex officio members of the Committee of every Department.
9. Members may be elected to the Congress by the Council, either directly or upon the recommendation of the Committee of any Department.
10. In default of rules being made by any Department applicable o any contingency the Council may direct what course is to be pursued.
11. Every Department is to make its own arrangements for obtaining (free of cost) papers for discussion, and for ensuring the attendance of a sufficient number of speakers to produce an effective debate. Every paper is to be lodged, in the first instance, with the Honorary Secretary of Department to which the subject relates, and, after consideration by the Department, is to be sent, with the recommendation of the Committee, to the Council, with whom rests the duty of accepting or rejecting it. Provided that no paper which has been already made pubiic can be accepted.
12. Every Department may permit a resolution to be founded on the discussion of any subject, and such resolution, if adopted by the Department, shall be deemed a recommendation to the Conncil. who will take such action thereupon as may appear necessary.
13. The right of publishing in the Transactions of the Congress, any paper, either wholly or in part, or in an abridged form, or of excluding; any paper, rests with the Council.
14. Previous to the publication of the Transactions, no accepted paper is to be published by its author, except by permission of the Council.
15. The Honorary General Secretary shall, on behalf "of the Council, conduct all correspondence.
Educational matters seem to be lively in San Francisco. At a single meetiug of the Board the following rather sensational incidents occurred:
(1) A pupil filed complaint that he had been at school a week and had not been given a single lesson ; (2) A principal asked an investigation of certain remarks made by a member of the Board about that principal’s character ; (3) A protest with 600 signatures was received against lower-iug teachers salaries ; (4) It was decided that all special drawing-teachers be dismissed March 1, and all special teachers of music on June 1 ; (5) A committee wasappointedtoinvestigatethechargeagainstthe Superintendent and Chairman of the Classification Committee forchangingalady from one grade to another- and then changing her back ; (6) A committee was appointed “ to investigate the statement alleged to have been made by two directors, to the effect that they intended to have the married lady teaohers removed from the department, the committee to report at-the next meeting. Your “ looker-on ” lives, when he is at home, on somewhat high ground, Monsieur Journal, and he is not acquainted with fresh gales ; but he is free to confess that he regards the state of affairs in San Francisco, just about these times, as somewhat breezy.
A very excellent plan for the dissemination of a knowledge of chemistry has been adopted by the Technological Commission in Melbourne. Mr. Dunn—assistant to Mr. Cosmo Newberry—has been engaged to deliver a series of lectures on thesubject, in the laboratory, to which the public are admitted by ticket, free of charge.
In consequence of press of matter the answer to Grammar Exercise and the solution of Church of England Grammar School paper have been held over till our next issue.
At a meeting of the Council of Ormond College, Melbourne, held on the 18th instant, the chairman (Dr. Morrison) read a telegram received from the Rev. Dr. J. 0. Dykes, intimating his inability to accept the position of principal of the college. A resolution was then passed to the effect “ that for the present no steps should be taken to procure a professor of theology from the home country ; but that the training of theological students should be conducted by temporary arrangements as at present ; and that for the selection of a principal of Ormond College, a commission should be sent to some gentlemen in the home country empowering them to engage the serviees of a gentleman of high scholastic attainments and business capacity. The gentleman selected to be possessed of high classical or mathematical scholarship.”
A VERY pi casing entertainment wasgiven on the 18th ultimo, in connection with the annual distribution of prizes to the pupils of the Girl’s Night school at Sandridge, Melbourne. The chair was occupied byT. Swallow, Esq., J.P., who in opening the proceedings expressed himself highly pleased with the attention and conduct of the young girls. The report of the Head Teacher, (Miss A. Coope), stated that the average attendance of pupils was about 80, that corporal punishment had been found unnecessary, and that the selections cf music and pieces for recitation at the entertainment had all been studied after the close of the ordinary duties of the night schools. At the conclusion of the entertainment, a number of prizes were distributed to the pupils. Councillor Brinton, in moving a vote of thanks to the Head Teacher, spoke in eulogistic terms of Miss Coope’s abilities as a teacher, and also of the useful work she was doing among the young people of the town. The Rev. Kerr Johnstone, also bore testimony to the efficiency of the school and to the manner in which the Board of Advice performed its functions.
Mr, Archibald Forbes is reported to be about to make a tour of the world, during which he will lecture on “ Royalties I have known.”
The cermony of presenting diplomas to graduates of the New Zealand University was rendered unusually interesting this year from the fact that two ladies—Miss Helen Connon and Miss Anne Jane Bolton—were among the few entitled to the Bachelor of Arts degree. The cermony took place at Christchurch on July 29, in the presence of a large assemblage of spectators. The Christchurch Press states that Miss Helen Connon, on ascending the platform, was greeted with loud applause. Professor Brown, chairman of the Professorial Council of Canterbury College, stated that Miss Connon passed in 1879 her first examination in Latin and mathematics for her bachelor’s degree. At the end of that session she obtained in the Canterbury College annual examination the exhibition given for English and French. And in the recent University examinations she passed in English, French, and Physical Science, her final examination for the BA. degree. When the chancellor had placed the hood on Miss Connon, the Rev. Chas. Fraser came forward and presented that lady with a fine bouquet of white camellias. Professor Brown then said that Miss Bolton, who was unable to be present, had passed at the recent examinations in five subjects—Latin, Greek, English, French, and mathematics, and thus qualified for the Bachelor’s degree! These two ladies were, he believed, the second and third of their sex to receive a degree from a university in the British dominions having a charter from Her Majesty.
The School Board of St. Louis has added oral lessons in etiquette to the curriculum of study. This is a correct move. The peculiar wording or the requirement indicates the practical nature of the measure : “ A few of the best readers in each room are to read by turns five pages from the manual of etiquette, and the teacher is to lead a conversation with the pupils on the topics presented.” The lessons prescribed present the subject pretty well, and there is a prospect that the whole plan will be successful. Something in the same direction has frequently been tried, but, so far, it has always failed of any respectable results. The trouble has been that manners have been coupled with morals and the teaching of morals, and morals has trenched, unfortunately, upon the province of sectarianism under the guise of religion. Religion and morality are so inextricably blended in the minds of this community that it seems to be dumb show or sacrilege to essay to teach the one without teaching the other. The St. Louis School Board has made a point in using the term etiquette instead of the more puritanical phrase “morals and manners.” A boy can be made to refrain from doing an act characterized as impolite which he would glory in doing if it were called wicked. ‘‘I would at least be a gentleman,” coming from the lips of a ladylike teacher, has more effect on an obstreperous youth than if she should wear her voice hoarse entreating him to beasaint,or makinghim wear himself thin in singing “ 1 want to be an angel.” For this state of things in this country nobody is to blame. You can charge one-third of it to religious toleration, one-third to the Declaration of Independence, and one-third to the bare fact that we live in the United States of North America. The St. Louis School Board is right. Etiquette first, and the proverbial morals and manners of our ancestors will naturally follow.
School Government.—The hardest lessons for many teachers to learn is self-reliance in school government. In every school there is some form of punishment that stands above all others ; it is the climax. It may be corporal punishment: it may be summoning the parents to the school, that the offence of the delinquent may be "made known to them ; it may be the reference of the offender to the principal of the school. Whatever it is, it should be the last resort, and hence be used in extreme cases only. In the use of this last resort many make a great mistake. They seem to think that by freely resorting to the extreme punishment they show their power and determination. The result is eventually disastrous to the bold disciplinarian. The old saying that “familiarity breeds contempt” holds true in even the severest forms of punishment. Moreover, the very fact that many have received a similar punishment lessens the disgrace in the mind of the offender. Teachers should notice carefully the proportion of pupils whom they concede it is impossible for them to govern without assistance. If the proportion be greater than five per cent., the teacher should carefully analyze the causes, and institute a reform. The day has passed when schools are governed by wholesale punishment of any kind. The cases of discipline that pass out of the teacher’s hands should be very few. In dealing with these, teachers should be fully consulted, and, if right, be sustained by the one to whom the cases are referred; if wrong, their mistake should be pointed out definitely.
BOOKS RECENTLY ISSUED FROM THE PRESS.
(Copies of which can he obtained at the prices quoted through Messrs. S. Mullen, Collins-st. IS., and M. L. Hutchinson, Collins-st. TV., Melbourne. A liberal discount is allowed to schools taking several copies.)
Attic Orators, by R. C. Jebb, London : Macmillan and Co.
Arbriculture for Amateurs, by W. H. Ablett.
Amendment of the Education Law, by George Gladstone.
Associated Homes, by E. Vansittart Neale, London : Macmillan.
Brain (The) as an Organ of Mind, by H. C. Bastian, cr. 8vo. Gs.
Chiuese Buddhism, by the Rev. Joseph Edkins, 18s. Trubner and Co.
English Spelling Reform, by J. B. Rundell, London : Victoria Press.'
Essays on the Principles of Morality, by Jonathan Dymond, seventh edition, London: Hodder and Stoughton.
Essays on Art and Archaeology, ¡by C. T. Newton, 12s. Gd. Macmillan and Co.
Fifteen Maps to Csesar De Bello Callico, by A. V. Kampen, 8vo 3s. Gd. cl. *
Five Gateways of Knowdedge, by G. Wilson, 6th ed. 12 mo, 2s. Gd. ' Macmillan and Co.
Industrial Arts of India, by G, C. M. Birdwood, cr. 8vo. 9s. Chapman and Hall.
Kinder-Garten (The), by Emily Shirreff : Swan, Sonncnschcin, and Allen.
Liberty of the Press, Speech, and Public Worship, by James Paterson, M.A. 12s. London : Macmillan.
Life ; its true Genesis, by R. W. Wright, London: Sampson Low and Co.
Mathematical Examination Papers, Royal Military College, Sandhurst by W. F. Austin, London : E. Sandford.
Outlines of the History of the English Language, by David Campbell : Thomas Laurie.
Philosophy of Charles Dickens, by the Hon. Albert Canning. London • Smith, Elder and Co.
Progress of the World, by Michael Mulhall.
Plain Hints for Examiners of Needlework, 12 mo. 2s. Griffith and Farran
Second Step to Greek prose composition, by Rev, R. Jackson, 18 mo. 28. Gd. cl.
Six Lectures on Physical Geography, by Rev. S. Ilaugbton, 8vo. 15s. cl.
Seven Stories about Old Folks and Young Ones, by A. Ii. Hope, cr. 8vo'. 6s. cl.
Xenophon’s Anabasis complete, Books 1 to 7, Literally translated bv T
J. Arnold, 3s. Gd. cl.
ffxdonnn (BòutuiÌQn
APPOINTMENTS AND PROMOTIONS:
Catherine Matthews, P.T., Fryerstown, 252; James Cromwell, H.T.. River View, 706 ; James Nicholas, H.T., Yarra Flat, 966 ; Sarah Ware H T ’ Tarra-warra, loOo; Wm. L. Krusger.’.H.T., Ray wood, 1844; Janet M'Noill ls't Asst Footscray, 1912 ; Euphemia H. Leslie, H.T., Traralgon Creek, 2114 ; William Jl. Sibley, M.T., Koondrook, 2265 ; Henry T. E. Morse, H.T., Narrabiel. 2279-Charles H. Martell, II.T., Lauriston, 1083 ; E.J. M. Hamilton HT Hunlly JwJ;,CoÄET” Garibaldi, 2173; Finlay II. M'Kiehan, H.T., Malian Wallan, 664; James Trathan, H.T., Ross Creek, 803; Henry V. Rogot H.T., Cobden, 864; Annie Doyle, 1st Asst., Alexandra, 912; Walter J Stephens H.T., Toolern, 946 ; David Williams, 2nd Asst., Queenscliffe, 1190- Henrv Irvins, H.T., Yarrawonga, 1819; Neil M‘Phie, H.T., Pelluebla South, 1020 -W. G Lawson H.T Noradjuha, 1980; James H. Royce, H.T., Gunbowor Creek, 1994; Morgan OLoughhn, H.T;. Reedy Creek, (Bagshot) 2284; James niiA^Tirar'' 1. elluchia East, ; Mary A. Butler, H.T., Dunmunkle North 2170; William Wallace, H.T., Peechelba, 2245; A, P. W. Gough H.T. Jem-brook and Jembrook South, 2155; George Clarke, H.T , North Goldie 2272 ; Grace M‘Lean H.T., Edgecombe, 277 ; Alex. Winning, H.T., Hurdle ’Creek! (half time) 1046; Geo. A,. Rylak, H.T., Terrick Terrick East, 1741 ; Annie Hamilton, If. I ., Bamganie, 1590; John Schafer, H.T., Mooroopna West, No. 2, 2275 ; Alfred J. Bowden, H.T., South Elmore, 1650; Ernest Forster, H.T., Longerenong West, 2294.
7. Simplify
At the meeting of the Senate held on the 3rd instant, Dr. Madden was unanimously re-elected Warden. On the motion of the Dev. Dr. Moor-house, and Dr. Morrison, Alexander Leeper, Esq. M.A., was elected to fill the vacancy in the Council, caused by the resignation of the Hon. T. T. a’Beckett. The alteration of the regulations relating to the attendance of medical students at midwifery cases, recommended by the Council, was adopted.
On the 18th instant, Messrs. Chase and Fraser, the successful competitors for the Victorian Street Bridge prize design, received a very flattering address from their fellow students at the University of Melbourne. The Vice-Chancellor (Dr. Brownless) presented the address in the presence of a laree number of the professors. After the address had been presented, Mr. Kernot, the lecturer on engineering, and Professors Strong and Elkington, addressed some congratulatory and encouraging remarks to the successful competitors and students assembled. Mr. Pirani also congratulated the students.
Note.—The solution of the Arithmetic Papers have been crowded out, and will be inserted next issue.
Solutions by C. G. Hammond, Chur oh of England Grammar School.
1. If ft = 5, b = G, c = 4, find the valueof (4a + 35-5c)2 - (3a+ 45 -6c)2
(4a + 3 b - 5c)2 — (3a + 4b — 6c)2 = (20 + 18 - 20)2 - (15 + 24 - 24)2 = (18+15) (18-15)
= 33x3 = 99. Ans.
2. Simplify
- Q)#3 — [ #2 - it*3(3 - 4z) - z(2- 5a;3) j J
— x4 - 5x3 + x2 - 3x3 + 4*4 - 2a; + 5a;4 = 10 a;4 — 9 a;3 + x- —2a;. Ans.
3. Multiply a:3 + 3x"y + 3xy* + y 3
by x&-3*8y + 3au/9 — y3.
- x*+ 3xn~y+ 3xy2 + yz
xs - Zx^y + 3xyz-ys
x° + 3x^y + 3 x*y~ +x3y3
- 3xsy - 9ziy2 - 9x3y3 - 3x2yi
+ 3xiy2 + 9a;3y3 + 9a;2y4 + 3xya
- xsy3-3x2y*—3xy*—y°
x° . ~3x*y3 + 3z2yi -y°
4, Divide l + ir + 2*2 + 3#3 -x* + 4xB by 1-x + z2.
I 1 + 2x + 3x„ + 4a;s
1 -x + xa) 1 + x + 2x2 + 3x3 — xi + 4xB 1— x + x2
2a; + x 2 +3* 3 2a; - 2a;2 -(- 2a;3
3 a:- + a: a+ xt, 3a;2 - 3a;3 + 3a; *
4a:3 - 4a;4 + 4a;5 4.r3 - 4a;» + 4a;5
l+2x + 3a:2 + 4a;3. Ans. 5. Divide (a — b)x3 - [a3 -l3)x + ab[a- — b2) by (a-b)x +a2- b2.
I a; 2 - (a 4- b) x + ab
a + b a — b a—b a+b a2 + c2 a2 — b* a" — b- a2 + b2
a2 + 2ab + b% - «2 4.2ab -b2 , [a-b) {a+b)
/ 4ab
2a b + b‘i - a4 + 2a2 52 - ¿4
(a2 -b2) [a~ + b~)
(a,2 — b?)(a2 +52)'
a2 — b 2
a 2 + b ab
. Ans.
8. Solve the equation
a; —1 a; —2 a; —5 x — 6 x—2 x-3 x—6 x—1 1.1-1
x - 2
x
2; - 3 - 2; + 2 2; - 7 - 2; + 6
’■ a;2-5a; + 6 a;2-13a;+42
. *. a;2 - 5x + 6=x‘2 - 13a;+ 42 .•. 8a; = 36 .^=4J.
9. Solve the equation
a(x + b){x + c) + b[x + a) (x + c) = (a + b) (x + a) {x + b).
. ‘. ax 2 + 2abx + acx + 2abc + bx~ + bex —ax2 +2abx + a^x + b^x + bx^ +a%b + ab% \ acx + bcx-a2x — b^x = a^b + ab^ - 2abc _ ab{a - c) + ab(b — c)
’ ' X —a(a-c) — b(b-c)
2ab
X = - ~-rj. Ans.
a + b
10. At what time between five and six o’clock will the hands of a watch be together ?
Let x «= distance moved by hour hand.
Then 12a; = distance moved by minute hand.
Then 12a; = x + 25. -
.-. 11* = 25.
.-. x = 2T3T.
25+ 2*-27*.
.•. at 27t3t minutes past 5o’clock the hands of a watch are together.
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6. Simplify
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Ans,
The annual commencement took place in the great hall of the University on July the 10th. His Excellency the Eight Hon. Lord Augustus Loftus, M.A., G-.C.B. presided. There was a very large attendance of ladies and of distinguished citizens, as well as of graduates and under-graduates. After the Chancellor (Sir William Manning) had “declared the meeting to be duly and lawfully convened, the following gentlemen were presented by the Dean (Professor Badham).—Matriculants : Amess, Baylis, ‘ P. N. Berne, Bowman, Christian, Cormack, Crocker, Dobbie, Dowling, Fairfax, Farquhar, W. H. Hall, Heigbway, James Legge, J. N. Manning, Marshall, MTntyre, M‘Kay, Moore, O’Sullivan, Pidington, Poolman, Priest, Proctor, Rich, Pugge, Rofe, Rolin, Street, Woolcock, M'Evilly. The following gained scholarships ; Rolin and Woolcock (equal), Piddington. Honors at Matriculation.—Classics.— First Class : Woolcock, Cormack, James, Rolin ; Crocker, Dobbie, equal; Piddington, Poolman, ; Baylis, Rich, equal. Second Class, Rigge, Bowman, M‘Kay. Mathematics.—First Class ; Priest, Rolin ; Baylis,
Howard, Piddington, Woolcock, equal. Second Class : Fairfax, Macdonald, equal. Third Class : Cormack. O’Sullivan, equal. Natural Science.—Distinguished : Baker, Bowman, Christian, Cormack, Farquhar, Fairfax. Hall, Legge, Piddington, Priest, Poolman, Rich, Rolin, Street, Woolcock. The following undergraduates were specially distinguished in the first year at the yearly examinations ETrst-classes, Classics : Barlee, Rennie, Butler, Wilkinson, Ayres, Somerville. Mathematics : Flint. Natural Science : Kennie, Sutherland, equal. Scholarships:
“Lithgow,” for classics, Barlee; “ G. Allen,” for mathematics, Flint ;
“ Levey,” for natural science, Rennie, Rutherland, equal; Dr. Smith’s Prize, Fuller. The following undergraduates were specially distinguished in the second year First Classes.—Classics : Cribb, King. Mathematics ; Cribb; Elphinstone and Macmanamey, equal. Natural Science : Cribb, Ralston. Scholarships : “ Cooper,” for classics, Cribb;
“ Barker,” for mathematics, Cribb ; “ Renwick,” for natural science, Cribb; “ Deas-Thomson,” for chemistry and experimental physics, Ralston. [Cribb being already the holder of the “ Bowman-Cameron” scholarship, and as no undergraduate can hold more than two scholarships at one time, the “ Cooper” scholarship was awarded to the next in order of merit (King), and the “ Barker” scholarship to Elphinstone and Maemanamey, equal.] Degrees, B.A. : Badham, Berry, A. Bowman,
IS. Bowman, Brennan, G. Campbell, J. Campbell, Cullen, Dalton, Feez, Hills, Lander, Lang, Linsley, Mann, Malhison, S. Moore, W. Moore, Munro, Tange, Thompson, Wilkinson. M.A.; E. H. Russell, School of Classics ; Revs. J. C. Corlette, D.D., Oxon, ditto ; Rev. R. Jackson, ditto ; Rev. J. W. Debenham, ditto. Examination for B.A.—Classics.— First Class ; Linsley (medal), W. Moore, Cullen, Berry, G. Campbell;
cal Economy : and, in order to carry out this urgent necessity, the en-r dowment of this University should be increased in the proportion required. In the present day, education has been so expanded that the study and knowledge of science in all its branches has become an imperious necessity ; but, although the student may consequently have less time to devote to the study of the classics, I trust that a classical education will still continue to form the basis on which the superstructure has to be raised, tending as it does to implant in the youthful breast a taste for literature—a habit of thought and inquiry—and to stimulate it with the ambition of glory and renoun, I am confident that the Ministry of today, as previous Ministries have been, are most anxious to further the advancement of the University ; aud I am also aware, as you must be, that, however anxious and willing to provide for an acknowledged necessity, the means are not always forthcoming to do so. But I cannot for a moment doubt but that the generous and patriotic feelings for which the Parliament of New South Wales is distinguished will lead it to respond unanimously to any appeal addressed to them in behalf of this great national institution. Before concluding, I wish to express my felicitation to the successful competitors for the Uuiversity prizes of this year, and my sincere hope that it will prove to them the happy augur of future success in the battle of life which lies before them. I wish to impress on them that future success can alone be achieved by continued industry, application, and perseverance, with a determined will to succeed in whatever they undertake, and with a steadiness of purpose to devote their whole heart and mind to the object they seek to attain. There is no truer saying than that “ Knowledge is power ; ” and in these days of marvellous inventions and discoveries, knowledge is also wealth, or it tends to the acquirement of wealth. To those candidates who have been unsuccessful I may observe that the “ race is not always to the swift; ” they may, however, reflect with satisfaction that they have nobly and earnestly competed, and in doing so they have acquired that knowledge and experience which are sure to bring with them later their rewards. They may be satisfied that they have sown the seeds from which they will gather later a plenteous harvest. In the present day competition is the ruling principle in every rank of 'life. It is a healthy and invigorating principle, which inspires the youthful breast with a noble emulation and in the hour of defeat it imparts the buoyancy of future hope. To the youthful members who have lately passed the matriculation, I cannot do better than recommend a perusal of those admirable addresses offered in this place by my able and excellent predecessor, Sir Hercules liobinson. (Cheers.) They contain all that I could say, and even more, and I feel, to make use of his own language after citing the advice of a distinguished statesman, that I should weaken those words of wisdom by adding any remarks of my own. Lastly, I have one word to address to my younger friends, the undergraduates. Bear constantly in mind, in all situations of life, the full sense, the full importance, of the word “ duty.” Let it be your leading star, the guiding principle, of your action, in whatever difficulties or doubts you may be placed. Ask yourself the simple question—What is my duty—my duty to God—my duty to my neighbour—and then act as the voice of conscience dictates. (Cheers.)
Badham, Dalton, Lander. Second Class : Thompson, Brennan, Lang. Pass: Feez, Malhison, Tange, S. Moore, Hills, Mann, Wilkinson. Mathematics,—First Class : Nil. Second Class : Cullen. Third Class :
S. Moore ; Brennan, Mann—equal. Pass : First Class—G. Campbell; second class—Munro, Dalton, Thompson, Linsley ; third class—E. Bowman ; A. Bowman, Malhison—equal ; J. Campbell. Natural Science.— First Class : Nil. Second Class : A. Bowman, Munro—equal. Pass : First class—Feez, Tange ; E. Bowmau, J. Campbell, Wilkinson—equal; second class—Hills; third class—S. Moore, Badham. The“Belmore” Medal (agricultural chemistry), Joseph Campbell. Wentworth Medal (for English essay), Linsley. “ University” (for Latin elegiacs), Barlee.
Sir William Manning then delivered the annual address, which will be found on our eighteenth page. At the conclusion of the Chancellor’s address, Lord Augustus Loftus, rose and said :—Chancellor, Fellows, Graduates, and Under Graduates of the University of Sydney,—Ladies and Gentlemen :—Allow me first to express to you my grateful thanks for the cordial welcome given to me on this auspicious occasion, and to assure you that I fully appreciate the important character of this noble institution, and that during my tenure of office, it will be my pleasure and pride—as it is also my duty as her Majesty’s representative—to assist as far as may be in my power in promoting its advancement and expansion. (Cheers.) It is gratifying for me to learn, from the highly interesting address of the Chancellor, that the University of Sydney is annually progressing, notwithstanding the limited financial means at its command, and that the number of matriculations for the present year greatly exceeds that of any previous ones. (Cheers.) It is a proof, if proof were wanting, that the value of a high-class education is being gradually more appreciated, and that the value of the advantages offered by a course of academical study is being more duly recognised in this colony. On this my first appearance among you, I may be permitted to express my admiration of the many noble and munificent donations and endowments which have been presented at various times to this University, for the purpose of its expansion, and for the help and encouragement of its students. (Cheers.) More particularly I may refer to the munificent bequest of Mr. Challis. (Cheers.) It is, I may say, almost unprecedented as an act of noble devotion to a noble purpose—(in fact I know of none to equal it, except, perhaps, that of Mr. Peabody’s donation to the poor of London)—and I am happy to learn that it is intended to record this generous donation in a suitable and imperishable manner. The list of the benefactors, which we have just listened to with feelings of grateful admiration, contains names which will illuminate the page of history, and will descend to posterity as a record of patriots and benefactors who have nobly contributed to the advancement and welfare of this colony. The system of bursaries, as first initiated by the distinguished Professor, Dr. Badham—(cheers)—of world-wide repute as a great scholar—■ (cheers)—cannot be too highly commended as a means of enabling the promising youths of families in needy circumstances to avail themselves of the advantage of an university education ; and I am induced to hope that, with the well-known charitable and patriotic feeling pervading all classes of society here, this suggestion will be favourably viewed and acted upon throughout the colony. I sympathise deeply with you, gentlemen, in regard to the financial obstacles which have hitherto impeded the expansion of the usefulness of this University. In this colony there has been a remarkable progress in everything relating to the general welfare of the community," and the financial position of the University appears to me to be the only exception as regards progressive advancement. In a country where so much wealth has been accumulated, and where the system of public education has of late years made such rapid strides, and where the population has also largely increased, it is a matter of surprise and regret that the endowment granted by the State has not been augmented, the more so when in the younger neighbouring colony of Victoria the endowment of the Melbourne University, from its first foundation, has been double the amount given to this University. The Melbourne University has consequently been enabled to have a greater expansion of academical instruction, and to maintain a larger number of professorships. I believe I am correct in stating that up to the present moment it has only been found possible to maintain, under the present endowment, four professorships—namely, one for the classics, one for mathematics and natural philosophy, one for chemistry and physic, and one for geology and mineralogy, which are now filled by distinguished professors of high repute and standing. But these are by no means sufficient for the requirements .of the present time : and, moreover, with the annually-increasing number of students, extra assistance is absolutely necessary for these branches of instruction. As a first necessity, the establishment of a School of Medicine is of urgent and paramount importance, for at present all the young men of this colony destined for the medical profession are either obliged to go to the mother-country, to the Continent, or to the University of Melbourne, which necessitates a considerable expense to their families, and is attended with many inconveniences, in addition to those arising from a lengthened separation from their relatives and home. I am informed that during the past year there were a3 many as 100 medical students, natives of Australia, studying for entry into their profession at the Melbourne University, whilst there are no means offered at this University for the attainment of so necessary an object. Then, again, I may observe that, with the increasing facilities of communication with foreign countries, the study and knowledge of the living languages is becoming daily of greater importance to the rising generation of this colony, not alone for the purpose of social convenience or of personal utility, but as a means of utilizing the literature of France, of Germany, and of Italy, and thus bringing to the knowledge of our rising generation the discoveries of science and the progress of art. It is of the greatest importance that there should be established a school for Medicine, a Professorship for Modern Languages as also one for History and Politi
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ADDRESS DELIVERED AT THE ANNUAL COMMEMORATION OF THE SYDNEY UNIVERSITY, JULY 10, 1880.
By Sin William Manning.
(Continued from page 20.)
8. Any candidate desirous of entering tbe University, but not immediately prepared to pass the matriculation examination may, at the discretion of the Senate, be permitted to employ his first year in preparatory attendance at the lectures of the University, and under its discipline, as a University student; provided that he shall have satisfied the Senate that he is sufficiently advanced to profit by the lectures, and to give promise of ability to matriculate at the next examination. This permission will not, however, entitle the exhibitioner to more than three years’ enjoyment of the exhibition. 9. The tenure of the exhibition will not preclude the holder from competing for any other of the University benefactions. On the contrary, it is the hope of the founder that he may be able to supplement his means by scholarships or prizes. In consequence of the dormancy of this endowment for three years, an accumulation has arisen which will enable the Senate to grant two of these exhibitions on the first occasion of awarding them. Bequest of the late John Henry Challis, Esq.: 1 have now to direct your attention to the great event of our past year. (Loud and continued applause.) The surprise of its announcement was only surpassed by the splendour of the prospect which it opened up to the University. So large is the amount which the bequest is expected to yield, that it is perhaps no exaggeration to say that it is unparalleled, as a private donation, in the history of Universities. (Applause.) For, although greater existing endowments may be named, they have become such, because they originally consisted of lands which have acquired their present values in the course of time and progress. Noble as was the bequest of Earl Fitzwilliam to the University of Cambridge when, in the year 1816, he left to it his collection of books and paintings, See., and £100,000 of South Sea annuities for the erection of a museum to receive them and other collections, I have not gathered that it was of greater if of equal value. And in our case the gift is not that of a man of great hereditary wealth, giving a portion of his abundance to his alma mater, but that of a private citizen, not prominent in public life, and neither reared in any University, nor standing in any special relation to that of Sydney, who has given to it the bulk of an estate acquired by his own industry, intelligence, and good fortune. Words fail me to express the full gratitude we owe to the gentleman who, under the guidance of Providence, has so splendidly endowed this University, or to picture to you the long vista of years of prosperity, with their burthens of golden fruits, which this gift has opened to our view. If we reflect, with fulness of mind, on the beneficent revolution which this bequest will work in the circumstances (of the University ; if we cast our imaginations forward to the benefits it will confer upon thousands of future students, and, through them, upon the country which many of them will adorn by their attainments, and then remember how sudden and unexpected has been the change in the University’s prospects, we shall not fail, if we are earnest men and women, to be almost lost in admiration, gratitude, and wonder. The value of Mr. Challis’s bequest will, as we are credibly informed, amount to scarcely less than £180,000 sterling (cheers) ; and will, if allowed to accumulate according to the testator’s instructions, as I shall have presently to explain, probably have become £200,000 when it reaches the University hands. But in common with many bequests of this sort, it is postponed to life interests in favour of persons having special claims upon the testator to that extent, By his will of 1878, and a codicil of 1879, Mr. Challis gave specific bequests to his widow, and legacies to a large circle of friends amounting to about £50,000 ; after which he charged his residuary estate with a preferential annuity of £1,500 to his widow, and with other annuities amounting to about £1,200 a year. Subject to these he bequeathed the income from his whole residuary estate to his widow for her life, or until remarriage; and after giving the principal fund contingently to his children if any should be born and live to maturity, he bequeathed it absolutely to the University on failure of that contingency, subject to a qualified direction to his trustees to accumulate the fund at interest for live years after accrual. The contingency as to children has, we understand, wholly failed ; and consequently there appears to be nothing between the University and the donation, except the widowhood and the temporary charges by way of annuity, and a period of accumulation which is not very peremptorily required, aud which, if observed, will operate to swell the fund when ultimately received, Mr. Challis was, in his lifetime, one of the University’s earliest benefactors; for it is to him that weave indebted for the erection, more than twenty years ago, of the great North or Royal Window of this hall, in which, at a cost to this gentleman of £750, arc pourtrayed all the kings and queens of England down to our present Majesty. He was a member of an eminent mercantile firm in this city ; and in a large private circle he was known as an unassuming, kindly, and genial gentleman. He retired many years since, and went to and resided in England until his death ; but he has shown by his will that absence had not impaired that early regard for this University, of which the evidence is now before us in this hall, aud that his heart was set upon the good of tha country in which his more active years were spent, and from which he had drawn his wealth. The first announcement received of the bequest arrived in a telegram to the leading journal of Sydney, and gave us to understand that an immediate legacy of £100,000 had been given. But we now know that whilst, on the one hand, the amount is far greater, it may not, on the other, come into possession for many years, not probably during the lives of most, if any, of the present members of the Senate. Thus I, for one, am probably cut oil' from participation in discharging the trusts of this bequest. Nevertheless, it may be permitted to me, as the Chancellor of the day, and on behalf of the Senate in whose time the bequest has accrued reversionally, to declare at once that the fund ought not, whenever it may arrive, to be devoted wholly to general University purposes, but should be in part dedicated to objects (connected, of course, with the University) which will distinctly and permanently stand forth as personal memorials of the donor. Mr. Challis has characteristically made his gift in terms free from all personal reference to himself; but it would not be right to cast the whole fund into the vortex of general University purposes, and to lose all definite sight of the giver. His name should, indeed, run through all that is done with it; but further than this, no inconsiderable portion should be specially set apart to his honour—as for example, for the erection of a “Challis Library" or a “ Challis Museum.” These remarks are induced by an apprehension lest, at the possibly distant time when the fund may come into possession, a disposition should arise to use it simply in relief of the country’s obligations to support its chief seat of learning. I cannot bring myself to leave the engrossing subject of this bequest without indulging in congratulations to the colony which will receive this great gift, not only on account of its direct value, but also for the honour of having nourished a citizen so patriotically devoted to one of the highest services. And I am tempted to add that, not here only but also in our sister colonies, such noble gifts have been made for University purposes—one of them prospective like our own, and expected to reach £100,000—that it is scarcely too much to say that they have cast round Australia a halo of munificent regard for intellectual culture which should not fail to command respect throughout the cultivated world. (Applause.) Undiminished Present need of Increased Endowment.—I would willingly be silent now, after the gladdening subject on which I have last addressed you, if I could permit myself to forget that Mr Challis’s great bequest is prospective only, and gives the University no immediate help for that expansion which the Senate, and I as its mouthpiece, have set ourselves to accomplish. We have made it our chief mission to procure for the University, at the earliest possible date, a double life and capacity for usefulness, and to obtain for this purpose a corresponding and immediate increase of income. With the strong convictions we entertain of the urgency of our claims, we cannot fold our hands and be content to think of the “good time coming,” when years, whose number we cannot foresee have rolled away, and when we too may all have passed out of sight. We are compelled, therefore, to face the contingencies affecting the time when Mr. Challis’s bequest may accrue to the University ; and though it would be indecent to speculate from this place on the chances of a life which the affection of the testator has interposed between us and his bequest, it is a plain necessity to recognise the possibility that a life scarcely yet past middle age may survive a decade of our three-year University courses, so that ten generations of students might therefore pass through the University without increased advantages, if we were to wait till our inheritance comes into possession. We are bound also clearly to bear in mind that no part whatever of that inheritance can be anticipated for earlier purposes; for the Senate has not the legal power to do so, and it would, moreover, be both a folly and a fraud upon the testator to diminish, by borrowing at interest, a fund which lie intended should come to us intact (and even with five years’ accumulation) as a perpetual endowment. Our obvious course is, therefore, to contemplate a maximum possibility of postponement, and to devote ourselves to the bridging over of the interval, whatever it may prove to be; and for this we have no alternative but to seek from the Parliament a sufficient intermediate endowment. Our needs are at present wholly undiminished, and we can therefore admit no relaxation in the appeals which we have so long and persistently been making to the Government, except only iu the single but very material particular of the duration of the desired grant. This modification can be made conditionally, seeing that the income which will eventually be derived from Mr. Challis’s estate will more than release the public from the obligation which we now ask theParliament to undertake; and we venture on a confident expectation that the Legislature will not, by refusing this modified demand, keep the University back for many years which may elapse before our independent resources become sufficient. We trust that it will not continue the strange anomaly of starving the highest seat of education by theside of that abundance which it so freely bestows on primary schools—(cbeers)—nor any longer to allow this University to be outstripped in the educational race by our neighbours, as I have shown in former addresses, and could still further demonstrate by later information if time permitted. The increase which we have represented to be necessary is £5000 a year, in addition to the like income granted to the University in its infancy, thus making an aggregate exceeding only by £1000 the income which has been enjoyed by our younger sister at Melbourne for more than a quarter of a century, and wnich is far short of those of several New Zealand Universities and colleges under their land endowments. Since the time when this University was founded, the colony has grown in a ratio exceeding the increase which we ask; but what is more important is the fact that the progress of time and events, and the spirit of the age, have created a peremptory demand for a broader scope of University teaching than was originally provided for. Framed at first upon ancient models which were better suited to a leisured class than to such a busy working world as ours, invaded and pervaded as it is by lower education, and aiming at higher developments, and which sufficed for times when science had not made the wonderful strides of modern days, and for countries in which other great seminaries existed for branches of instruction which were not included in their curricula, this University has become unequal to the wants of this community in its actual circumstances. Even the great Universities at Home, which our founders copied so far as was compatible with the principle of religious equality, have of late been modernised ; but we have remained nearly at a standstill upon the narrow ground at first allotted to us. 1 will not weary you by reiterating an enumeration of the many and valuable channels into which the stream of University tuition and discipline should be made to flow, but which are now completely dammed up by financial obstacles. Many of these have been specially noticed at past commemorations ; and I would now ask you to give a general credit to the Senate’s proposals, and to accept its opinion, that, with the proposed increase of endowment, a beginning, sufficient for the present time, may be made in all the new branches of study that arc urgently required. This University stands high so far as it extends; so that what is called “The education of a gentleman,” may be secured within its halls at least as fully as in any other Australasian University ; but we want new schools of instruction, and especially in directions which will open up fields for intellectual professions and occupations from which the young men of our colony are at present debarred, unless their parents can afford a large outlay, and are prepared to expose their sons to the moral dangers of seeking their professional education in places remote from home and friends. In the admirable speech of Sir Hercules Robinson, to which I have already referred, he attributed the unwillingness of parents in this colony to make use of the University for their sons, to what he designated “The mistaken modern notion that the valueof high education depends mainly on the money return which it will bring. In other words,” said his Excellency “ it is looked upon almost wholly as a means of getting on and undoubtedly his Excellency was right as to the fact; and the inference follows that the University has not hitherto been a sufficient • success because it has not as yet supplied resources for “gettingon.” The gauge of value afforded by this test presents to elevated minds an unworthy estimate of the chief value of learning ; but it would be idle to forget that it arises out of the necessities of life with those who are not born to wealth. We must, in fact, be prepared to expect in actual life that the great majority of parents, and especially of those who have worked their own way upwards (and such are most of our wealthy men) will be mainly influenced, perhaps unknowingly, by the “ money return which education will bring ” to their families. Our plans should therefore be laid to suit our fellow-men as we find them, and to make the best we can of the materials to our hand ; and if we want our University to flourish, we must supply to our students access to advancements in life, and not stand too exclusively upon the higher ground. By doing this we shall give them practical help in the great struggle of life which is before them, and render them, at the same time, more useful to others in their several vocations ; and we must remember that though many of our students may be first drawn to the University by the hope of “ money returns,” they will, when once within its embrace, be compelled to lay a foundation of classical and general education on which to build up their later special trainings—and that some of better metal may be expected to learn to value their education on higher grounds, and to love and cultivate letters for their own sake, who would never, without the lower original attraction, have come to know or appreciate them. And now let me say a few words in connection with this subject to ladies, and to outside students. (Applause.) To the ladies I will express the hope that, with increased means, the University may be able to open to their sex the path to University education, be it complete or partial ; and to outside students I would hint at hopes that the day will come when instruction shall be given by University agencies of some sort, beyond the circle of matriculated students. And in evidence of my wishes in that direction, I may be allowed to mention that, on hearing that the Garden Palace might perhaps be devoted to miscellaneous uses, I made application—to which consideration has been promised—for a hall in which lectures on literary and scientific subjects might be given under the auspices and management of the Senate, though not at present at the cost of the University. Affiliated Colleges.—I have collected some financial information affecting these colleges, which would ill bear comparison with results, unless it be in the case of St. Andrews ; and I have had in contemplation to use my materials on this occasion for the purpose of arousing denominational friends of the colleges to exertions for making them better fulfil their missions. But I forbear at present, and will confine myself to putting the question whether the colleges could not be made to increase their usefulness by admitting non-resident or partially resident University students, to a participation in some of the benefits for which they were designed. They were established under the Affiliated Colleges Act as colleges “ within the University,” for the exclusive benefit of University students, by providing for them “ systematic religious instruction and domestic supervision, with efficient assistance in preparing for the University lectures and examinations and it seems to me that in the absence of sufficient pupils to fill the College halls, these Affiliated colleges might, and ought to, be made available for non-residents to the extent of the last, if not also of the first, of the purposes thus stated in the statute. I have learnt with satisfaction that the question has been partially anticipated and dealt with by the warden of St. Paul’s College ; and that tutorial assistance has been given in that college to a few non-resident University students. I do not, however, gather that the matter has yet been taken in hand so fully as I could wish. Medical School—I have on former occasions dwelt very particularly on the necessity for a Medical School within the University, and have shown how greatly the public are concerned in the matter, and that the Government and Parliament are virtually pledged to provide for its establishment in connection with the Prince Alfred Memorial Hospital. I stated that the senate’s surrender of about twelve acres of its land for the erection of that hospital (subject to a reservation of not less than two nor more than three acres for a Medical School) was made by the Senate, and accepted by the Government and Parliament, on the distinct understanding that such school should be established, and that the hospital should be specially connected with it, and be made available for the instruction of its students ; and I explained that, by an
Act passed in 1873, the Parliament re-dedicated the land lo the hospital, and put it into legal connection with the University, by placing the appointments of its medical and surgical officers in the hands of a board consisting of the Senate and Hospital directors jointly, with power to the joint board to make bye-laws for regulating the access of University medical studeuls to the hospital ; whilst it also empowere 1 the Senate to make by-laws regulating the appointment of a staff of Professors and Lecturers for the Medical School. I thus made it manifest that the Government and Parliament clearly contemplated the establishment of the school, and that Parliament had fully organised it and subordinated the hospital to it for all the purposes of medical education ; and nothing was left wanting but the funds for giving effect to this legislation. And I urged, and now again urge, that the Government and Parliament then became pledged to supply those funds, seeing that it was known that the University resources were wholly Parliamentary, and were barely sufficient for existing purposes. I am now relucautly compelled thus to recall my exposition of the matter, by reason of information very recently received that the hospital is expected to be opened early iu 1881, whilst the University remains without power to make the slightest advance towards the formation of the medical school. Chemical Laboratory.—1 found it necessary to mention, in 187!), the importance of providing a new chemical laboratory, to be placed outside the main building of the University, and to be of sufficient dimensions, instead of confining our chemical classes to the room hitherto used for the purpose in the building; and I must now again briefly revert to the subject, because the great increase of students will render the present laboratory hopelessly inadequate, so soon as they have passed beyond the preliminary tuition of the lecture-room and require the aid of practical experiment in the laboratory. I must also add that the dangers of fire to the building, and of injury to students from the fumes of chemicals, and the want of sufficient ventilation will now be considerably enhanced, and would become very much more so but for the impossibility of accommodating more than a fraction of the students who would otherwise use the laboratory. I am pleased, however, to learn that the warden of St. Paul’s has been able to raise funds for a small laboratory in one of the vacant rooms of that college, and has successfully established it for the college students, and I trust that he will find it possible to admit a few nonresident undergraduates under proper arrangements as to expenses or otherwise. To t he Undergraduates, and conclusion.—The large accession of students which so strongly marks the present occasion has filled the Senate with genuine satisfaction; and it induces me, though not much inclined to assume towards our undergraduates the tone of an instructor, to address to them a few friendly words. To you young gentlemen who have lately joined our ranks, I give a hearty welcome to the University, and I trust that both you and the other students with whom you have now cast in your lot, may in due time gather and store the rich fruits which are here offered for your acceptance. Do not, any of you, neglect your opportunities, nor think, through confidence in your natural gifts, that these fruits will fall ripe into your hands as you saunter by. They hang, as it were, upon a lofty tree, and the best of them are on the topmost branches; and if you would pluck them, you must climb and stretch forth your arms, with all your strength and with much patient endurance. It is you that must rise to them, and not they fall to you ; and believe me, as one who speaks from an experience commenced iu early life, and accumulated to the present time, that if you would yourselves climb high, you must keep before your minds and hearts, and that without ceasing, standards of excellence at which to direct a steady constant aim. Keep them always above and beyond you, and the more you press after them the greater will your own elevation be. Be temperate and vigilant, and conquer the temptations to idleness and other vices by which you will . be assailed ; and work on with a resolute will, without ever presuming to think you know enough whilst there is more beyond that is within the reach of honest, earnest effort. Now, at your age, is the time which gives the best opportunities for improvement, and on your use of them will mainly depend your attainments and character throughout your lives, If you let them slip past you now, they will probably be gone for ever. Work therefore conscientiously, and with the determination to discipline your characters, and to strengthen your capacity for original and sagacious thought; and store your minds whilst you may with the varied knowledge which the learning of your instructors and the books at your command will enable you to acquire. Do this, and you will not need in after life to push yourself forward amidst a crowd of eager aspirants ; but men will of themselves bid you “ go up higher,” because they will see that you are in truth “more worthy.” And now, my lord, and ladies and gentlemen, I must cast aside the many other thoughts that still press upon my mind, and conclude this long address, It may be the last that you will hear from me as Chancellor, for, apart from the common contingencies of life and health, I am now in the last year of the ordinary term of election, and I shall at its expiration be ready to give place to some other member of the Senate. If, indeed, it should again be the pleasure of the Senate to elect me to the Chancellorship, I trust I maybe able to speak more briefly and in another strain, having no longer to agitate anxiously for University expansion, but being charged with the more congenial duty of announcing the accomplishment of the Senate’s wishes, and of nurturing and developing the University’s new-born life. It only remains to thank you for your attention and kind patience, and to ask pardon if, as I greatly fear, I have measured your interest in our cause too exclusively by the zeal which nights and days of thought have aroused within myself, and have thus been led to task your endurance beyond the bounds of reason. (Loud applause.)
The Hon. Dr. Madden, in opposing the second reading of the University Amendment Bill, contended that everything not already provided for in the existing Act was of an objectionable character.
BRIEF HINTS FOR THE PREPARATION OF NOTES OF LESSONS.
(a) The pupil teachers in the infant school, or those who have the charge of the lowest standard in the boys' or girls’ school, should confine themselves to “object lessons ” or lessons in natural history ; as the prominent principle in the teachers’ mind at this stage should be to cultivate the children’s powers of observation.
Dr. Calderwood justly remarks, in one of his essays on “Teaching,” that “Pictorial illustrations and object lessons must supply attraction to the youngest scholars. The earliest demands upon memory should, for the most part, involve little more than involuntary recollection.”
For a course of this kind the school should be abundantly furnished with objects, specimens, and pictorial illustrations.
(b) The subjects for the “Notes of Lessons” for the upper standards should be much more varied. Those which relate to physical phenomena, and those which relate to man might be selected. At various stages in these standards the scholars ought to be trained not merely to observe, but to “ account for changes.”
Lessons upon the “ tides,” the “atmosphere,” “water,” &c., and upon prominent events in English history might be suggested.
(<?) The young teacher should also provide himself with some good works on “ Object Lessons,” as guides and models for him in the preparation of his “ notes,”
Such works as Walker’s Object Lessons, Ross’s How to Train Young Eyes and Ears, Lake’s Object Lessons, and Park’s Object Lessons, can be recommended.
(d) Avoid the slavish use of “ prepared ” notes of lessons, however “ conveniently ” they may be arranged for the teacher, as this practice would little tend to his own improvement or be productive of the best “mental training.”
The teacher, indeed, ought to make these prepared notes simply his “models,” or if he uses them as lessons at all he should supplement the details given under each of the subjects by careful and accurate research.
(c) In every “ object lesson,” and indeed in every lesson whatever, the teacher ought to use no word that is not perfectly appiehensible by the scholars, or within the range of their thought.
Mr. Fearon observes, in his work on School Inspection, that many teachers fail in giving a successful gallery lesson, because it is not set out in “ plain, homely language,” and in not “dwelling on those points in it which come home to the children.”
(/) In preparing “ notes of lessons ” for any class in the school, let the subject be what it may, the teacher should ask himself the question, “ Is this that lam going to say such that the children can see it and feel it, and therefore, profit to the fullest extent by my instruction?”
The rule, here, simply is that every lesson should be arranged and thought out in relation to the class, junior or senior, for whose benefit it is intended. Great care should be exercised that the child should be taught by words which he clearly apprehends and fully realizes.
(g) Not only should the “ matter ” of the lesson bo interesting as well as instructive, but the “ manner ” should be lively, cheerful, and vivacious. •
The object of this hint is to induce the teacher to avoid the lecturing style, and to endeavour to be as conversational in his lesson as possible.
“ The great value of object lessons does not consist in the information conveyed by them, for that at best can only be scanty, but of cultivating accurate observation and of arousing interest in things around the children, and within the range of their every-day experience.”
This can behest secured not by lecturing to the children, but by endeavouring to get them to take some active part in what is going on.
Translated from the French by Alice Head, State School 1691.
High up in a tree a crow doth sit—
In his bill he holds some cheese—
A fox passing by thinks he’d like a bit,
So addressed him in words like these :
“ Master crow, good morning !
You are looking fine ;
You really are charming In these eyes of mine.
If your voice doth with your plumage agree,
The paragon bird of the woods you must be.”
At these words the crow felt very much pleasure,
And to show off his beautiful voice,
Opened wide his mouth, and let fall his treasure ;
Which made cunning fox rejoice.
He snapped it up quickly, and said, “ Good friend,
This lesson is well worth a cheese, no doubt;
To know that flatterers only depend On fools who can’t find flattery out.”
The crow, ashamed and confounded, swore,
A little too late, he’d be tricked no more.
Sir John O’Shaxassy and Mr. Shiels opposed the passing of the University Amendment Bill in the form in which it has beeu submitted to Parliament by lrofessor Pearson, It will probably be referred to a Committee for report,
OUTLINES OF LESSONS ON THE ENGLISH LANGUAGE.
By John M. Tinn, Footsceay.
No. VII.
The English Alphabet 16 17 with many modifications as to form, use, and order is derived from—
The Hebrew which with y (ts) (ch) rejected, &c. became The Greek which with 0(th) andw (o) rejected, ?;(e) changed intoli, &c.
became The Latin which with w and y added, &c, became The Aug-Saxon which with “ ath” aud “th” rejected, &c. became The Norman-French and present English alphabet.
It is
1. Deficient in having no proper sign for the sounds th, dz, ng, &c.
2. Redundant in having several signs for the same sounds k, q, cs,
x, &c.
3. Uncertain in having the five vowel signs to represent thirteen different sounds, &c.
Yet this Alphabet, with only 26 characters, has to represent 42 sounds, and often to indicate the origin and distictive meaning of words. Hence the peculiarity of English spelling.
In ancient times capital letters were more used than now—sometimes exclusively. There was no punctuation or even spaces left between the words. Afterwards nouns only commenced with a capital. Then only emphatic nouns ; and at present their use is restricted to the initial letter of—
1. Proper nouns and the pronoun I.
2. The first word of every sentence, and every line of Poetry.
Punctuation was first invented or introduced by the Alexandrian Grammarians, when elucidating the earlier Greek writers. Gradually it developed into asystem of—
Commas (,) semicolon (;) colons(:) and period (.)
points of interrogation (?) and exclamation (!)
bracket ( ) for parenthesis, inverted commas (“ ”) for quotation
Italics for emphasis, &c., &c.
until it may be said to have run riot in the 16th century, when Stephens divided Scripture into chapter and verse! 16 16 much to the dislocation and confusion of the narrative.
By R. Crooke, Esq., B.A.
1. Make a complete analysis of the following passage :—
These charges, were they infinitely more important, would not alter our opinion of an event which alone has made us to differ from the slaves who crouch beneath despotic sceptres.
|
¡Sentence. |
Kind. |
Subject. |
Predicate. |
Com. Pred. |
Extension. |
|
A These charges, would not alter our opinion of an event |
Principal. |
These charges |
would alter |
our opinion of an event |
not |
|
B were they infinitely more important. |
Adverbial of condition to A. |
(if) they |
were more important |
infinitely (deg-) | |
|
• C which alonehasmade us differ from the slaves |
Adjective sentence to A. |
which |
has made |
us (direct) to differ from the slaves (indirect). | |
|
D who crouch beneath despotic sceptres. |
Adjective sentence to C. |
who |
crouohed |
beneath despotic sceptres (in struments) |
2. Parse fully each word which is printed in italics in the following passage:—
Unmuffle, ye faint stars; and thou, fair moon,
That wont’st to love the traveller’s benison,
Stoop) thy pale visage through an amber cloud,
And disinherit Chaos, that reigns here In double night of darkness and of shades ;
Or, if your influence be quite dammed up With black usurping mists, some gentle taper,
Though a rush candle from the wicker hole
Of some clay habitation, visit us
With thy long levelled rule of streaming light.
Unmuffle Verb, regular transitive, imperative, pres. plu. agreeing with subject “ ye,” and governing “ yourselves” in objective.
stars Noun, common, plural, neuter, 2nd person, nominative of
address in apposition to “ye.”
wont’st Verb, regular, intransitive, indicative, present, 2nd singular, agreeing with its subject, “that.’'
to love Verb, regular, transitive, infinitive, present, active, dependent on “ wontest,” and governing 11 benison.” stoop Verb, regular, transitive, imperative, present, 2nd singular,
agreeing with its subject, “ thou,” and governing “ visage ” in objective case.
amber Adjective of quality, not comparative attribute to “ cloud.”
that Pronoun, relative, simple, third person, neuter, singular,
agreeing with its antecedent, “chaos,’ and subject to “ reigns.”
up Adverb of manner, modifying <! dammed.”
taper Noun, common, singular, neuter, objective, governed by “let..’
candle Noun, common, singular, neuter, in apposition to “ taper.”
Borne Adjective, indefinite, attributive to “ habitation.”
visit Verb, regular, transitive, infinitive,present, dependent on “let.”
rule Noun, abstract, singular, neuter, third person, objective,
governed by preposition “ with.”
RULE FOR DIVISION OF DECIMALS.
BY J. E. LAING.
Though division of decimals is very simple when principles have been fully mastered, and long practice has given good perceptive power, it is nevertheless a rule in which children do not acquire accuracy so quickly as might be expected. In this respect there is a great contrast between it and multiplication of decimals, but it seems to me that by basing the rule for working division on that for multiplication, the one may be made as easy as the other. But before proceeding to show how this is done, I may mention an objection or two to the ordinary comprehensive rule about making the number of decimal places in divisor and dividend equal. In a sum such as -0002102-f 2550000, it is a clumsy way to put in the point and add seven ciphers to the divisor, and when this has been done there is great liability to mistake in adding cipher after cipher to the dividend before the division can really commence. These inconveniences may be avoided by basing the rule for division upon that for multiplication. Since in multiplication there are as many decimal places in the product as there are in multiplicand and multiplier together, and since the dividend is the product of the quotient and divisor, the following all-sufficient rule for division is obtained :—Divide as in whole numbers and put the decimal point in such a position in the quotient that there may be as many decimal places in the dividend as in both the divisor and quotient. For a little while at first it is a good plan to get the children to prove the sums as in simple long division before putting in the point. When the working of the proof is finished, the point is inserted in the product, its position being copied from the dividend. The point will then be placed in the quotient, so that the rule for multiplication may not be violated. By thus taking the trouble of proving the sums first, and inserting the point afterwards, both accuracy and intelligence in using the rule are quickly secured.
The following three directions are necessary as the complement of the rule:—
1. Since there must be as many decimal places in the dividend as in divisor and quotient together, if there are not so many in the dividend as in the divisor, ciphers must be added to the dividend to make them equal.
2. When the dividend as it stands cannot be divided, add whatever number of ciphers may be necessary.
3. As soon as the division of the dividend is completed, pause to insert the decimal point in accordance with the rule before affixing ciphers to the remainder.
The 2nd and 3rd direction? must of course be modified when the dividend is a circulating decimal.
This method is a relief: to the memory, as it introduces no really new rule.
HINTS FOR CLASS TEACHING IN SCIENCE IN DAY-SCHOOLS.
By A. Park.
1. The teaching should be as practical as possible, as recommended in the note to the schedule of Specific Subjects; that is to say, “The teacher should present to his pupils actual experiments and specimens.” In the opinion of Professor Huxley—no mean authority certainly —physiology cannot possibly be taught with any measure of intelligence unless the student practice dissection. This, of course, might be done in connection with a science class in the evening, but is hardly practicable in our day-classes.
2. Diagrams, excellent in quality and design, ought invariably to be used with the class, and occasionally Saturday afternoon excursions ought to be made with the scholars, especially in prosecuting the study of botany.
3. A judicious combination of the “ lecture and text-book ” is perhaps the most effective mode of carrying on a course of instruction in science.
4. Let there be constant practice in the taking of “notes,” and a reproduction of the science lessons by the class, these exercises being corrected with much care.
The results of a proper course of science training to the children in the day-schools should be “ to develop a self-reliance in adapting their knowledge to their vocations, and also in the further pursuit of truth as the most elevated of their enjoyments. ”
drawing lessons.
Only a very few words can be said in a work of this kind on the subject of drawing, and what little is said is simply intended to encourage the young teacher to foster, as far as he possibly can, a taste for
drawing among the children under his care. Mr. Herbert Spencer remarks, in one of his works, that the child’s earliest attempts to draw should by all means be encouraged, so that when the age for imparting j formal lessons in drawing is reached, there will exist a facility that i would else have been absent.
Without going the length of Karl Fidbel, who asserts that “Drawing lessons ought to be the first of all lessons given to children,” we can, at least, appreciate the following reasons for encouraging its systematic instruction even in our common schools :—
L To diffuse a knowledge and love of art amongst artisans and others of similar rank.
A writer in the Museum some time ago, with reference to the diffusion of a love of art amongst men of this class, said that it is “Not to enable them to paint beautiful pictures, but to make better shaped cups and saucers and crockery ware, to hang their rooms with less offensive papers, to change their homes from chambers of horrors to abodes of good taste. It is in fact the application of art to material wauls, so that the pleasures of taste may be added to the use of even the common necessaries of life. ”
2. To enable our workmen in the various trades and professions to “compete with, and even excel,” in their productions, “the superior designs of foreign craftsmen.”
By making a certain amount of art a common school requirement, we are thereby helping forward the young, when they enter on the practical duties of life, in “their various crafts and mysteries.”
The teacher who has qualified himself to give systematic and superior instruction in art is a most invaluable “ adjunct to our great manufacturing centres.”
x +a -j-
- x[a + b) -f ab
Shorthand; Its use and advantage 39
Science Examination ... ... 40
The Schools of San Francisco ... 41
Technical Education ... ... 42
Educational Summary of the Month ... ... ... 44
Victorian Education Department— Appointments & Promotions 44 Examination for Students in
Training ... ... ... 44
University of Melbourne—
Matriculation Paper... ... 45
Church of England Grammar
School............46
Imperatives seems to me to be one of those into which people fall who endeavour to torture our English into an agreement with some other language. Crombie says that a person having a correct knowledge of English only could never be seduced into such an absurdity.
In “Advance Australia,” Australia is plainly addressed by personification. There is consequently no necessity for a 3rd person Imperative. I should parse it thus; Australia, nominative of address: Advance (thou) Imperative mood 2nd person, agreeing with “Thou” understood. In “ Deny it who can,” the 2nd person is preferable to the 3rd also, because it means “Deny it, ye or you who can.
In the example quoted from the Age:—“Turn and twist their language as they will, they cannot conceal their thoughts,” Mr. Craig says, “Turn” and “Twist” are in the 3rd person Imperative. Surely he must be joking. The meaning requires that they should be regarded as in the Conditional mood or in the Infinitive mood; I prefer the latter. The sentences may be construed in various ways;—They can turn and twist their language as they will; they cannot conceal their thoughts as they will. “They do turn and” twist their language as they will; yet they cannot &c.” “They may turn and twist their language,” &c. “ Let them turn and twist their language,” &c. Though they are able to turn and twist,” &c. In each of these sentences “ Turn and twist” are plainly Infinitives, and yet they mean exactly the same as they do in Mr. Craig's example.
In the quotation from “ The Bard ”—
“ Ruin seize thee, ruthless king !—
Confusion oil thy banners wait 1”
“Euin” and “wait” arc both in the infinitive mood, governed by “shall” understood. This is plainly shown by the context in the sixth line—
“ Nor e’en thy virtues shall avail” &c.
In “ Perish the thought,” tho verb is used without limiting it to any person or number. The only mood that can be so used is the “Infinitive mood.”
But of all Mr. Craig’s examples perhaps the one most open to objection is “God save the Queen.” This is always considered to ho a national prayer. It would be a gross violation of the reverence due to tho Supremo being to regard it as anything else. Supply the interjection of intreaty thus—' ‘Oh God ! save (thou) tho Queen, and what becomes of the 3rd person’ Imperative ?
With the usual apologies about space, valuable columns, &c., I remain tho enemy of all foreign Imperatives,
_ R.J.R.
TO THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”
Sir,—Your correspondent’s solutions of the Matriculation Algebra Questions, which appeared in your last, are hy no means a good sample of the way in which easy examples in Algebra should be done. I would suggest a few modifications and corrections. The third question would have been better solved thus (¡a* + dx*y + 3xy- + y3) (x3 -3x-y + 3xy3 -y3) = (* + y)3 (x - y)3 = (as* - y2)3, the expansion of which can be written down at once. Question 4 is clumsily done ; both divisor and dividend are divisable by (a - b), and by taking this factor out of both, the work is made shorter and neater, thus :—
x3 -x(a- + ab + b-)+ab{a + b) Xs + x-(a + b)
- x-(a+b) -x(a3 + ab + b-)
- x-(a + b) - x(a + b)2
abx + ab(a + b) abx + ab (a b)
CONTENTS.
Address delivered at the Annual Commemoration of the Sydney University ... . . ... 34
School Department—
Brief Hints for the Preparation of Notes of Lessons ... 36
The Fox and the Crow ... ... 36
Outlines of Lessons on the English Language ... ... ... 36
Hints for Class Teaching in Science in Day Schools ... ... 37
Correspondence—
Persons of the Imperative
Answers to Correspondents ... 38
ANSWERS TO CORRESPONDENTS.
“Grammar.”—The solutions from School at Sale did not contain the name of Teacher sending it.
“ Country.”—The paper is issued every third week,
“ E. S. Bradley “ No. 1008 “ Trainee “ T. Bedford “ Miss
Bolger;” “ S. Trend “ Fair Play “ S. J. Butter “ J. M. Jeffrey “ Corrigenda “ J. B. Jones.”—Received.
“ J, Mitchell.”—You must condense your article before it can be inserted.
“ Miss J. E. Mawson.”—The lesson will be published next month.
“ A. A. DE Morney. ”—The Review will appear with others of the same class. The reference made was to the letter of the loth June.
“A. Osbalderston.”—Yes. Will be inserted.
“ J. Hendy.”—We shall be glad to receive the paper mentioned.
“ R.A.M.”—(1). Will ascertain. (2). When the removal is made at the teacher’s request, travelling expenses are not allowed.
“ J. Irvine.”—Your paper was not received till after the one accepted had been set up.
“W. W. Birrell.”—Received subscription ending December 31st next.
ANSWER TO ARITHMETIC QUESTION.
A train [A) starts from Newtown towards Sydney at 9 o’clock, going at the rate of 25 miles an hour ; another (B) starts from Redfern a minute later at the rate of 27 miles an hour, how far from Redfern will the two trains meet, the distance being two miles ?
Trains A and B travel 733^ yards and 792 yards per minute.
Distance between trains when B starts (3520-733J) yds. = 2786§yds.
. . , 27S6§ 8360 .
Time required (73^7925=4576 mm-
8 3 GO
Distance from Redfern 792 x = 1446'9 yds. Ans.
RESULT EXAMINATIONS.
Would country teachers please forward any result questions they may have in hand so that these questions may appear in every issue of the paper.
The solution of question 7 is too long thus :—
a + b a - b
a — b a + b (a3 + b*)&db 4a-b-
a ' ! - I'll- - b-
-b-
+J-
it may be done in two steps, a3 + bn-
Ans<
The language in number 10 is inaccurate. Thus we read “ Let x = distance moved by the hour hand.” I suppose what is meant is, Let a; be the number of minute divisions moved over by the hour hand.’ The solution of number 9 is indeed a wonderful piece of Algebra. ’ What makes the blunder even more astounding than it would otherwise be 'is the care with which the value of x is brought into the form necessary to make the mistake apparent. Thus we read:— J
the mistake apparent, a-b + ab'1 - 2abc
read
_____ab(a -c) + ab[b—o)
* ~ ab -¡- be - a-- b-" - a (a - c) - b{b - c)
Why not continue the process ?
2ab axb+bxa
■ {b -j- a) !
2ab a + b
Ans.
a+b
a-1- b
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BIRTH.
Tranter.—On the 8th August, 1880, at State School, 1581, Gerangamete, the wife ofW. A. Tranter, H. T., of a son.
^it si villas tan Stljholinasitr.
published every month.
Yours, etc.,
.... .11 „ . E R- M., Wesley College.
[W e thank our young friend for his criticism. We should thank him more heartily if, remembering that anybody can find fault, he would leave the task of criticism to other pens, and would devote his to our service m the way of sending in ' solutions of the questions set. ue admit there is an error in No. 9; but this error, no doubt the author of the solutions would have corrected, had not the miscarriage ot a letter throughtho post prevented his getting a proof of his work in time Ju No, 10. distance is manifestly used in the sense of “ number of minute divisions. Questions 3 and 4 are worked in a natural way probably just as a large majority of candidates for matriculation would work them. Our object is to publish solutions ©f this kind, rather than
examples ot the shortest methods of working out the required answers._
Ed. Australasian Schoolmaster. I
MELBOURNE, SEPT. 22, 1880.
State School Savings Banks are an innovation upon our system of public instruction which cannot be justified. The functions of the schoolmaster and of the banker, have nothing in common to justify the union. Were the Minister of Instruction to order head masters of State schools to open loan offices for the convenience of the parents of their pupils, there would be no greater incongruity than in the forced opening of school Savings Banks. True, schoolmasters ought to instil into the minds of the young the value of thrifty habits; and the opening of these school banks gives facilities for the practical application of the lessons taught. The very same may, however, be said with regard to teachers imparting instruction on the duty of extending help to the needy and the unfortunate. The school loan office would afford a means for practical exemplification of the principles inculcated in the lessons. Without questioning the good intention of those who initiated the school Savings Bank movement, we have no hesitation in saying that it is a mistake. It is an attempt to graft upon the schools an institution of a totally different character. In an age in which so many evidences exist pointing to the conclusion that the worship of Mammon is fast overthrowing all other worship in civilized lands, it may be wise for the State to prepare the youth of these colonies for the reception of the popular cult. Still, admitting that, it remains a question whether the object sought could not be gained without injuriously interfering with the working of the State schools. The province of the schoolmaster is to teach, and within this province there are duties sufficient to engross the whole of his time and attention. If the curriculum at present adopted in schools under the Department of Education be too meagre to demand the whole of the teacher’s attention, then let it be enlarged-let the range of subjects taught be extended as wide as it reasonably can be ; but allow nothing foreign to school work to become a part of a teacher’s duty to the Department. We have no objection to raise against Juvenile Savings Banks per se. Our objection is to their being made a part of the education system, and to the teacher's being forced to conduct the management of them. We believe the cost of elementary school instruction is quite heavy enough without these banks. The expenses incident to the full working of school banks must be considerable. Pass-books, ledgers, return sheets and stationery for each school in the colony have to be provided. This forms an item on the annual estimates of the Education Department, which, looking at the antagonism shown to the system on the plea of its unnecessary costliness, it is unwise to continue. Especially at the present time, when the finances of the colony are so straitened, is it imprudent for the Minister of Public Instruction irr Victoria to ask Parliament to legalize'the establishment of State school banks. The State has already undertaken larger responsibilities in regard to elementary education than the l’evenue of the colony would appear to warrant, and any proposal to increase the burden should be carefully scrutinized. On the Bill being submitted for discussion in the Legislature, it will be shown that not only are the teachers as a body opposed to it, but that the majority of the School Boards of Advice have condemned the principle sought to be established. In the interest of the system of Free, Secular, and Obligatory education so successfully inaugurated, we would urge upon Parliament to reject the Bill. If Juvenile Savings Banks are needed, they should be made branches of the Post Office Department, officers from which could be sent round to the schools weekly for the purpose of collecting deposits.
SHORTHAND ; ITS USE AND ADVANTAGES.
BY JAMES MARSHALL.
The desirability of making the art of shorthand an essential element in the education of the rising generation is generally acknowledged, and needs no reiteration. Its applicability to the purposes of business, its adaptation to commercial correspondence, its co-relation to that peculiarity of our day, which requires the extremest rapidity in every department of industry and trade, render it almost indispensable in the education of youth ; and he who would occupy a leading or even level position among his fellows of the future, will soon find that he will scarcely be able to do so without having acquired the phonographic art. Considered merely as an elegant accomplishment, there is nothing that could more properly command the attention of the aspiring and the sensible. As the amusement of a leisure hour it is eminently entertaining, as a gentle mental exercise it is peculiar and unique. The science of sound is, in itself, one of the most necessary and entertaining branches of knowledge ; and the application of visible signs to the varying modulations of voice, forms an extension and completion of the subject equally useful and doubly profitable.
The advantages of shorthand are so many and palpable as to
render it quite unnecessary to use any eloquence in their behalf. A simple enumeration of them will be quite sufficient to convince the most sceptical of its utility and profit. The quality of celerity is, of course, essential in any system of caligraphy. In phonetics this is obtained in the most exquisite degree. To that man who is in the habit of contemplating the phenomona around him, in whatever situation he may be placed, whether in scenes of inspiring rusticity, or those of bustling city life, how satisfactory, how profitable to be able to jot down the valuable thoughts, which arise in his mind, with the rapidity of the thought itself 1 To the aspiring youth, who, looking forward to future elevation, wishes to preserve the products of his fruitful mind, so that ho may use them when duo time shall arrive, what more appropriate study than that which teaches him to record, as rapidly as he can conceive ? To the middle-aged man, and even to the veteran, the art of shorthand is equally valuable and available. If a man has attained the age of maturity without having acquired the stenographic art, there is no reason whatever why he should not enter upon a course of a few quarters’ study for the purpose of attaining thereto ; and there is absolutely no doubt that he will be amply repaid for his trouble. As to the expense, why, in comparison to the enhanced ability of the individual, it may be termed quite inconsiderable ; for it is one of the cheapest of accomplishments. It has been well observed that £i shorthand saves time and therefore lengthens life.” This is truth in a nut-shell, or rather, the nutshell is broken and the truth here displayed. At the age of 13 years, a boy or girl is quite mature enough, both in body and understanding, to acquire this “ coveted art.” Parents should not forget .its utility, but endeavour to confer upon their children this faculty, which will be more needed in the future even than in the present generation.
The day when the universal use of the art of phonography as a means of correspondence shall be an accomplished fact, is, I think, not far distant; this, I believe, will be one of the realizations oftheimmediate future. It is, indeed, very desirable that it should be so; for there is no more beautiful idea than that one’s thoughts should be written with the ease and rapidity of the act of thought itself. What more delightful than to be able to sit down and inscribe the ideas you wish to convey —picture them, as it were—upon the epistolary leaf with that same unrestrained eloquence which often characterises the outflow of thought towards a distant friend? Then, you see, the mind has free-play in every direction ; no baitings, no stoppages; but the word and the work are simultaneous and harmonic. It often happens that we sit down to write our ideas upon paper, for other purposes than that of correspondence, namely, for preservation and future use in various ways. While doing so, by means of the ordinarylonghand, we find that many thoughts escape ’ere we have time to record them on the paper. It is rare that an idea, once escaping us in this way, can be recalled in its entirety, and we are obliged to content ourselves with only expressing half what the mind has really conceived. By means of shorthand this contingency may be effectually avoided. But besides this essential recommendation of the art, there are other advantages to be derived therefrom. Its use has a very vivifying and invigorating effect upon the mental faculties. It strengthens the memory and gives precision thereto; it familiarises the mind with the various literary forms and phrases that are continually recurring in all compositions. Asa philological exercise, it is therefore extremely valuable.
There are many men who have attained the highest eminence in the literary world, who owe much of their ability to the fact of having acquired and practiced this valuable art. Notably Edmund Burke and Charles Dickens, both of whom ornamented the reporting circles of London and other localities for considerable periods. Many others, since then, owe similar fealty to the same connection. How the original reporters managed to keep pace with the public speakers of their day, it is rather difficult to imagine, considering the imperfection of the shorthand system then in vogue. But perhaps it may be accounted for upon the principle of substitution, namely, by filling up the intervals with matter of their own composition, as the learned Dr. Johnson was known to do on more than one occasion. This complaisant gentleman adopted the plan with much effect, for it was observed that he was so audacious as to stuif the speeches of honorable members with phrases of his own, and that the various orations all wore the same stiff, and, I might say, imperial garb. And it is well known to pliono-graphers that the doctor boasted that he “ took cat'e that those whig dogs should not have the best of the argument.” Of course this sort of thing would not do in our more critical and accurate day, when the peculiarities of public men are so well known to the general reader that it would be instantly detected, and the most immediate result would most likely be the most immediate dismissal of the delinquent reporter.
A word or two as to the history of shorthand. One of the oldest systems of stenography is that known as Mason’s, and published in something like form h>y Thomas Gurney, in 1751. This is amere code of arbitrary signs chosen irrespective of their relationship to sound, and is consequently very difficult to infix on the memory. It takes about four years to learn to write it with any degree of rapidity, and then, I believe,it takes another year to learn to i-ead it. How different to Pitman’s, which may be easily acquired, both as regards the writing and the reading in twelve short months. There are other systems, such as Hickey’s, Mavor’s, and Taylor’s, arranged upon similar principles. They are merely systems of stenography, not y>/«mography.
The art of phonography was first published in 1837. Its inventor was Mr. Isaac Pitman, of Bath, England. It is essentially a science ; for it develops a principle in our social natures, whiclqis as certain as any of those which we are already familiar with, viz., the principle that leads us to yearn after truth and beauty. For the sounds which the written characters represent are supposed to be inherent in, and suggested by them. Thus it may be the vehicle of inscription of the sounds, not only of the English, but of any other language whose forms are as definite. On a study of the system it will be found that the more soft and flowing sounds are represented by graceful and flowing curves, while the harder and less flowing sounds are indicated by the harder class of lines, such as the straight horizontal, the straight vertical, oblique, &c. The more heavy sounds such as B, Y, I) are indicated by heavy lines, and the more light by light ones.
Thus, it will be perceived that this system of Pitman’s is a much more rational and sensible one than those unanimate and graceless codes that I have named. It will also be perceived that it is much moi’e easy of acquisition, for it requires less strain upon the memory ; it forms an easier method of cali-graphy ; and when written, it is more easily read. It combines all the elements of rapidity, of the other systems, with a great deal more of legibility. I t is in fact a science in the strictest sense of the term ; being a collocation of a certain set of natural operations which are inherent in the mind of man. Their evolution forms one of the most pleasing accomplishments of this age. And it is gratifying to note, how extensively the science of Shorthand is being adopted, and practised.
Phonography is so easy of acquisition that it need not occupy more than one twenty fourth part of one’s daily existence. It is attended by no mathematical or logical puzzles; being as easily apprehended by the most ordinarily intelligent youth, as by the profound and penetrating intellect of man. The youth should learn, in order to be able to realise the highest anticipations of his early hope; the middle-aged man should learn in order to attain a faculty, which he may require in his maturer age, and the veteran should learn, in order to be able to enshrine in living letters, those precious thoughts unto which his wisdom gives birth, ’ere they have time to escape from the memory forever. All should learn, because phonography forms, at once, an easy, quick, and graceful method of caligraphy and correspondence.
ELOCUTION.
BY J. M. J.
Why is the art of elocution so shamefully and persistently neglected! We all know, and at various times have felt, its magic power and influence. We have sat, perchance, listening to the choicest of our poets’ and dramatists’ conceptions rendered with infinite majesty by some well-trained elocutionist, and have been led to read and re-read many things to which we had previously attached but little merit, simply because we had never heard them read with grace, intelligence, and that culture which the study of elocution can alone command. And yet compai'ed with other subjects of even far less importance it is practically buried. This is much to be deplored, for its elevating influences are, to my mind, simply inestimable. Correctness of pronunciation and clearness of enunciation are seldom met with even in scholars, and to hear even an ordinary newspaper paragraph read correctly is an event of far too uncommon occurrence. Are the advantages derivable from a study of elocution comparable with the labor involved 1 Labor 1 did I say ! Truly if love be incorporated with any species of labor it should be in this case, and I hesitate not to affirm that an incalculable good would result from an intelligent study of this much neglected art.
Can anything be more pleasing to the ear than the sound of a human -voice trained to give utterance to the noblest productions of our gifted authors ! Yerily, to my mind, there can not. It behoves us, then, to be up and doing. Let us resuscitate this almost lost and accomplished art.
How we deplore the sight of an educated man unable to express himself with a ready flow of language. His argument is shorn of half its'power; he is conscious of it, and yet does he attempt to remedy the failing! Too often not. I have listened to preachers of great learning, and whose sermons, were they in print, would betoken deep and thoughtful study, an intimate knowledge of human nature, a lofty conception of their noble work, and all the ability for which they were famed; and yet how coldly fell the uttered words on the listenei's—the language was full of warmth, but was chilled in its delivery; the tone and gesture of the speaker were strangely at variance with the subject matter ; “ suit the action to the word, the word to the action,” was a direction never followed, and what the result! It needs no answer.
I am astonished at the apathy displayed in this matter by our teachers, or rather by the department itself. By a system of cram teachers are supposed to obtain a sufficient mastery over science to enable them to obtain a pass at the examination shortly to be held—the proper study of which would take up years of careful and scientific research—and of what benefit will this be! Will the teaching of children a scientific subject —to master the terms contained in which will prove an almost insurmountable obstacle to the learner—bring forth the anticipated results ! I doubt it. And yet look at the result to be obtained from teaching elocution ! the study of language and its proper expression ; the structure of the voice ; modulations in tone; graceful action ; self-possession, and far above all, the almost inestimable good of bringing the youthful minds in contact with the great master-minds of the past and present; the teacher, of course, practically demonstrating every lesson with carefully selected poetic, dramatic, and prose pi’oductions.
Youth is proverbially imitative, and as the mastei’, so is the child. Why not, then, enforce greater attention to this subject. The majority of teachers would, I believe, hail with pleasure any innovation in the school curriculum having for its object not only the advancement of those under their charge, but the improvement of themselves, and that this would be a result of the introduction of elocution is as certain as that day follows midnight. If my memory be not at fault, we have one Professor oí Elocution connected with the Department, and while admitting that much good may be done even by one gentleman, it must be admitted that if the subject obtained the prominence to which it is justly entitled, it would require an increase of this far too limited staff.
I sincerely hope the time is not far distant when every teacher in the colony will be required to pass a high-class exanimation in elocution ; then, and not till then will our future men speak the language of their country with that ease, elegance, and correctness which betoken the cultured scholar.
SCIENCE EXAMINATION.
BY A. J. HART.
In view of the approaching science examination, a few words re the decomposition of water may be acceptable to teachers, especially as the statement in some text books regarding
THE SCHOOLS OF SAN FRANCISCO.
By Paysan.
The report of the Superintendent of Public Schools of San Francisco is an interesting publication that well repays the trouble of reading and reviewing.
Within the limits of the city and county are 88,104 children, of which amount 58,140 children are entitled to attend the public schools. Of this number 38,129 were enrolled, while the daily average attendance reached 27,075. These scholars, ranging from six to seventeen years of age, attended one or other of the 58 schools supported by taxes on city property. The census marshals, however, report that 7,221 children were taught in private or church schools, but that 19,380 did not attend school at any time during the year. Truancy is rife, but the authorities try to lessen the evil by empowering the police to arrest all children of school age found in the streets during school hours, and return them to their teachers or parents. After two or three warnings the defaulters are to be treated as vagrants, subject to committal to the Industrial School.
The Public Schools are divided into three classes—the primary school, the grammar school, and the high school—and scholars may go successively through each and finally through the University without payment of fees. Evidently the founders aud supporters of the system believe in Professor Huxley’s sentiment: “ No scheme of public schools is worthy of regard that does not create an educational ladder with one end in the gutter, and the other in the University.”
There is another distinction—the Cosmopolitan Schools, in which German and French are taught, besides the ordinary English prescribed for all schools in the city.
The study of modern languages is eulogised by principals, and its value is confirmed by educationists in other parts of the country ; but it is in jeopardy, and is likely to be banished from the common schools, on the plea of retrenchment. During the fiscal year 876,000 dollars was expended on school work ; but rigid economists are asking, “ Why this great waste of money ?” and pessimists, with dreary forebodings of the future of young Californians, are preaching a crusade against the study of music, drawing, and languages. They urge that these accomplishments develope ‘'hoodlumism, ” and unfit juveniles for following manual labour. No reason is offered for this strange assertion, but, as a similar hollow cry is heard nearer home, it is well to note it.
A careful sampling of the different races was formerly carried out, and whites were separated from blacks, and Mongolians were put into a building by themselves. This vexed question of nationality and colour caused rancorous feeling, and the evil was only removed by closing the negro and Chinese schools,and admitting all on equal terms. Howrever, to this day there is a census report published, notifying the number of white, negro, Mongolian, and Indian children of school age attending, or j not attending school.
The course of study in the primary and grammar schools runs through eight grades of one year each, then apjiarently pupils are at liberty to enter the high school to prepare for the university. Technical drawing takes a prominent place in all stages of school work and not without reason, as the Americans are a great manufacturing people. Danger ahead calls up this defence : —“The notion that the State should concern itself only with elementary instruction is condemned by the usage of nearly every nation in the world !”
A few extracts from a lecture before a convocation of teachers may not be inopportune, and they will strikingly illustrate the difficulties that disturb society in other parts of the world. “ During the year there has been a general agitation along the whole line on the school question. Last winter was a sort of Black Friday in school matters, for the Legislatures of so many States appeared to take backward steps on questions hitherto considered settled; and the propriety of longer supporting schools at public expense was seriously debated. The people who pay for the support of the public schools claim returns in knowledge and in skill that shall serve them in their occupations and handicrafts. This demand, from the very nature of things, has grown emphatic, and as population increases, will become positively dominant. The courses of study, as early established in the schools of the United States, were of the tone and spirit of the European idea, that the masses were to subserve the interests of the learned-few. It is claimed for them that they look towards developing man as man, but it can readily be shown that they rather contain the germ of the notion that rank is the natural state of man in his relations to man. It seems that just here lies the strong force which agitates this whole subject; it is the inevitable struggle between the means for a livelihood on the one hand, and the aristocracy of intellect on the other. If history can throw any light upon this struggle, it points to these results—-either the masses will abandon the contest and sink into ' an unlettered peasantry, or else they will withhold support, if not
the action of the galvanic current may, I think, fairly be ques- ; tioned. The following passage occurs in a book, (a good one, too), in my possession.—“ Fill the glass to within half an inch of its brim with water, add to it 10 or 12 drops of sulphuric acid; this water is to be decomposed, the acid is merely added to render it more susceptible to the influence of the electricity; it has no other action, and therefore you may regard the result of the experiment exactly as if it were performed with pure water.” If this were so, another substance, which would render the water a good conductor, would do as well. First, let us try another acid. Add a little hydrochloric acid (H.C1.) to the water, and then connect the battery. We do not get the elements of water at all, but equal volumes of hydrogen and chlorine, the former at the negative pole and the latter at the positive, and if we continue the action the acid will become exhausted, and the evolution of gasses cease ; this is not the case with water and sulphuric acid, for the action, will go on as long as the water lasts—why, we shall presently see.
If any one try this experiment, let him not be disappointed if, at first, no gas appear at the positive pole, for chlorine is very readily absorbed by water, and until the water be saturated, (which will be when it has absorbed about twice its volume) it is absorbed as fast as generated. Let us now take a salt, say common salt, chloride of sodium, (Na. Ch), which will also render the water a good conductor. If we electrolyze this solution, we get chlorine at the positive pole as before, but we do not get sodium at the negative, but hydrogen, for sodium has so great an affinity for oxygen that it decomposes the water and liberates hydrogen; it does not, however, liberate both atoms of hydrogen, for one combines with the sodium and oxygen, and forms sodium hydroxide, or caustic soda, (Na. H. (3.), which remains in solution. The action of the current on dilute sulphuric acid maybe thus explained. Sulphuric acid (IL. S. 0,.) splits up into H„. and S. 04., the hydrogen at the negative as before. Sulphionic, (S. 0.,.), at the positive, but this is a radicle which cannot exist in a free state, therefore it appropriates two atoms of hydrogen from the water and thus becomes sulphuric acid again, while one atom of oxygen is set free. The sulphuric acid is continually decomposed and reformed. If now we take a salt of sulphuric acid we get exactly the same result. For instance, take sodium sulphate, (N%. S. 04.) this splits up into Na2. and S. 0.,., the two atoms of sodium combining with two molecules of hydroxyl, free two atoms of hydrogen and the sul-phione oxygen as before. The decomposition will still go on after the sodium is exhausted as the water will then contain H2. S. 0.,. instead of Na2. S. 0.,. If now we substitute a solution of sulphate of copper (Cu. So.,.), we do not get hydrogen at the negative pole, but metallic copper, for copper has not sufficient affinity for oxygen to decompose the water, but as soon as the copper is precipitated we get the hydrogen as before, for the sulphone has taken H2. and become sulphuric acid; but in practice both decompositions may go on together, thus copper may be deposited and TI. evolved at the same time, but not till one atom of copper has been deposited, so that one molecule of sulphione be free to decompose the water. In fact, in electro metallurgy, a good deposit of copper cannot be obtained unless hydrogen be freely evolved at the same time. The action on nitric acid is a little more complicated, and unless the solution be weak we do not get hydrogen at the negative pole, for the nascent hydrogen reacts on the acid in solution and reduces it to nitrous acid, and, if the solution be concentrated, ammonium is formed, which unites with the acid and forms the nitrate.
Any one may easily verify the above with a small battery. Mine consists of 36 bichromate cells so arranged that the plates can be kept in motion, but I do not use the whole, five or six cells being ample, I would, however, add one caution, viz., not to attempt the decomposition of a strong solution of ammoniac unless experienced in chemistry, for it breaks up into chlorine at the positive pole, and N. H.,. at the negative, this latter again splits into ammonia N. IT:i., and free hydrogen, and the chlorine reacts on the salt in solution and forms chloride of nitrogen, the most dangerously explosive substance known, and if the operator wishes to discover with what force he can be sent through the ceiling, he can experiment with this compound with a very fair prospect of success.
In support of the view that water is not directly decomposed by electricity, but by secondary action, I may state that pure water cannot be decomposed by the current. Wo cannot prove this experimentally as absolutely pure water cannot be obtained and even if it could it would not remain so a minute; but the purer we get it the less effect the current has on it. From this we may conclude that pure water cannot be decomposed, but that the decomposition is due to the impurities contained in it, and we know that decomposition takes place in the atomic proportions of the impurities.
allowed such studies as prepare the youth for the material living, for the offices of man in society.”
No small space is allotted to teachers. Their merits, defects, and demands are neither ignored nor shelved for a more convenient season. The highest salary given to principals of high schools, reckoning British currency, is £800, and the lowest to assistants in primary schools, £120 a year. The average monthly salary paid to male teachers is £31, and to female teachers £16. Of the 696 teachers in the employ of the Board of Education, 79 are male teachers, and 617 female teachers ; these include 20 teachers of French, German, music and drawing. The following quotation in the report taken from a similar work, carries a sting.—“The proportion of female teachers in the public schools of America is too large for the best interests of education.”
During the year teachers passed through stormy times, and the Superintendent complains bitterly of the animus displayed towards them in their troubles. He significantly remarks “ that the workshop is too near the schoolroom. ”
A few dishonest individuals managed to get lists of questions beforehand, and obtained certificates by fraudulent means.
An expose was made through a daily paper publishing the questions in advance of the examination. Sweeping charges were then brought against the whole body of teachers, but a searching investigation could only criminate fifteen culprits, who were ignominiously expelled from the service. “ Teachers felt the uncertainty of their positions, and were anxious about their means of living. It seemed to them that an unsigned letter, or a bit of unfounded hearsay evidence, or a lying, revengeful witness, might, in a single night, destroy a professional reputation which was the valued product of laborious years.” Their enemies, failing to bring them all up for re-examination, then tried to reduce their salaries. This contemptible dernier resort roused the ire of the Superintendent, who says :—“The real sentiment of the people cannot be inferred from the inconsiderate utterances of a few headlong economists. High salaries will attract talent and skill, and hold them both in the schools. Low wages will fill the schools with bunglers, and waste the public money.”
“ The investigation led to a momentous change in the examining and appointing of teachers—a change that has proved a complete and benign success.”
Formerly teachers were either the victims of political intrigues, or the favourites of political rulers. But now, examinations and professional worth guide directors in their choice of principals and assistants. Friends of education are called upon to place the schools “ finally and for ever out of politics. ’ There are three classes of teachers’ certificates, and the subjects of examination are arithmetic, algebra, natural philosophy, physiology, geography, history, constitution of the United States, grammar, composition, reading, and theory and practice of teaching. Sets of papers are given in the various subjects, and, in fact, many pages of the report are filled with questions for the different schools, from the lowest grade in the primary school to the graduating class in the high school. Synthetic teaching is greatly in vogue, and while a wide margin is allowed for failures, a clever method is adopted to test the thinking powers at the official examinations.
Payment by results is not tolerated, for a writer sharply remarks— “ Result teaching takes care that everyone shall have a bite, but that none shall have a bellyfull.”
Many excellent hints for teachers are given, and the value of each branch of instruction, as a mental trainer in school and as a useful companion through life, is tersely put and clearly proved. Among miscellaneous items arc several curious items.
17,797 cases of corporal punishment were registered, as well as 2,279 cases of tardiness of teachers. Principals, acting upon instructions, report to the Board of Education that 249 teachers subscribe for some educational journal.
There are many salient points in the Report captivating enough to claim space in any periodical, but one other notice will bring this review to a close. At the end of the work are obituary notices of four teachers who “joined the great majority” within the year. Two of these sketches are exceedingly beautiful, and are graceful tributes to the memory of two earnest teachers, from the pen of the Superintendent of Public Schools.
As anything human should not be accounted foreign, these echoes from afar may prove of interest to teachers in Victoria.
By R. Wormell, D.Sc., M.A.
Let us begin by asking a question, which has been asked a hundred times already. What is Technical Education ? We must first settle the method by which the meaning is to be determined. Dr. Syntax would piobably remind us of the origin of the word “ technical,” and conclude that it applies only to terms that belong exclusively to the arts and manufactures, and that if it means more it is a pity. But words in present use refuse to obey Dr. Syntax, and have but little respect for him ; they are constantly altering the range of their application as new ideas and new things are found, and have to be provided for ; and if we are to understand what is meant by this phrase, “ Technical Education,” which is used by different bodies of educated men, we must not be hampered by the remembrance of its origin, but must give it such an extended meaning as will make it include all that it is intended to mean by the different sections of men who use it. It will require a little attention to arrive at the meaning in this way.
^ In 1869, there was a meeting at the Mansion House on this subject. The Lord Mayor was in the chair. Many speeches were made, and at the end of each the Lord Mayor asked,—“ Is that Technical Education ? Is that what you mean by Technical Education ?” And at the conclusion, the Worshipful contribution to the discussion of the day was a remark of a dozen words having quite as much vigour, and not more daintiness or accuracy of expression, than is often characteristic of the utterances of the Chief Magistrate of the City. As he rose to vacate the chair, he said :—• “ Gentlemen, Technical Education must be the devil’s own word, for none of you know what it means.”
If we examine, first, the arguments in favour of it which are adduced by its advocates ; and secondly, what it is supposed to do, and what not to do ; we shall find that there are many and various views that may be taken of it; but these, with all their variety, when closely examined, exhibit no inconsistency.
In the first place, remark, if the word “ technical ” simply meant what it does in the phrases “ technical terms,” “ technical objection,” “ technical language,” &c., there could be no such thing as “ Technical Education.” “ Technical Instruction ” there might be, but not “ Technical Education.” Let us next examine a few phrases and maxims in which it has been used.
A critic, commenting on the work of the Science Classes connected with South Kensington, says :—The teaching has been too technical, in the sense of addressing technical phraseology to unaccustomed ears, and not sufficiently technical in the sense of supplying the necessary link between theoretical knowledge audits practical application.”
Mr. Scott Russell’s definition is as follows :—“ Technical Education is that special training which renders the talents of the educated man directly useful to that society in which he is destined to pass his life.” And, in the dedication to his work, he asks “ that the dexterous, energetic, willing, working people of England may receive a practical education for useful life, as thorough and systematic as the best educated nation in Europe.” He goes on to describe the agitation with regard to this subject as “ a crusade against the ignorance, disorganisation, and neglect, which distress our manufactures and commerce, and hinder our progress and well-being.”
Professor Huxley says :—“ Technieal Education means that sort of education which is specially adapted to the needs of aman whose business in life it is to pursue some kind of handicraft ; it is, in fact, a fine Greco-Latin equivalent for what in good vernacular English would be called ‘ the teaching of handicrafts.’ ” At first sight this definition seems more cramped than the previous one, but Professor Huxley proceeds to illustrate his meaning more fully, and show’s we are quite in accord, for he calls himself a handicraftsman and a teacher of a handicraft. “ The fact is, I am, and have been any time these thirty years, a man who works with his hands—a handicraftsman. I do not say this in the broadly metaphorical sense in which fine gentlemen, with all the delicacy of Agag about them, trip to the hustings about election time, and protest that they too are working men. I really mean my words to be taken in their direct, literal, and straightforward sense.” And then, after sketching the course of exercise, both bodily and mental, which he would recommend as preparatory to the actual adoption of the manual employment, he says :—“Well, but you will say, this is ‘Hamlet’ with the prince of Denmark left out; your ‘ Technical Education ’ is simply a goud education, with more attention to physical science, to drawing, and to modern languages, than is common, and there is nothing specially technical about it. Exactly so ; that remark takes us straight to the heartof what I have to say, which is that, in my judgment, the preparatory education of the handicraftsman ought to have nothing of what is ordinarily understood by technical about it.” '
I shall suggest to you, as a suitable definition for the present time, that Technical Education is the development of the qualities of head and hand which are required for the successful pursuance of trade and the pro-qressive extension of our arts and manufactures.
This definition recognises the direct connection of Technical Education with trade, commerce, manufacture, public w’orks, agriculture, navigation, architecture, etc., and is consistent with the view, that one of its principal aims is to lead each individual to know more thoroughly the fundamental principles of his own calling. It enables us at once to trace the connection between Technical Education and the teaching of Physical Science. We often find the statement of its need, coupled with the complaint that workmen, in all trades and all professions, are too much inclined to work by rule of thumb, and are not fully conscious that Science is now the sole foundation of skill. The knowledge required in our skilled trades and professions was formerly based on tradition. The three mysterious powers of heat, light, and electricity were regarded, until very recently, almost as supernatural agencies ; and yet much of the work of the skilled men of our time consists in the liberating and controlling of heat, in the manipulation of thesun’s rays, in the initiating and directing electrical currents. Traditional knowledge is now of little use; hence the need for Technical Education ? But do we simply mean by it, the teaching of Science ? We mean more. It involves the teaching of Science in a particular way. It is intended to promote the application of the discoveries of abstract science to the speediest, wisest, and most economical solution of the practical problems of daily life and business.
There is a kind of science—knowledge that is almost synonymous with practical wisdom ; and there is a form of science which is fastidious and assumes airs, and despises practical usefulness, its proper offspring. Science-knowledge, when judiciously selected and appropriately taught, adds very materially to the chances of industrial success, and Technical Education involves the teaching of science with this view. It is not a knowledge merely of natural laws that makes a people prosperous, it is the power of applying them to the every-day purposes of life. It is this application of science that is involved in Technical Education.
Scientific instruction becomes Technical Education when, without ceasing to be thoroughly genuine and substantial, it adapts itself to the more or less divergent requiiements of men of different trades and businesses.
Now let us ask to what sections of the community this education is to be given?
Although probably it is more important to the sections who are nearest to and most nearly connected with trade than to others, yet it coucerns the nation as a whole, and in some form or other connects itself with education in all grades and for all ages. Technical Education is everywhere something to be added to existing general education.
I was much interested in the reports of the festivities on the 4th of June at Eton, which appeared in a daily paper of the 5th. “A special feature of this anniversary of Eton’s gala day, wms the visit to the Museum of Natural History, and School of Practical Mechanics, which have both been opened since the last Fourth of June. There is throughout the Museum a manifest intention to subordinate mere ‘ curiosities’ to useful series of specimens. Mangy monkeys and Fiji war-clubs have no habitation on the neat, workmaulike Eton shelves, for everything there is for use and not for show; for its value in teaching the important lessons of physical science, and not as being merely ornamental or curious. From the Museum the visitors went to the School of Practical Mechanics, and the earnestness with which Young Eton has taken up this novel department, setting the example to our Public Schools of turning attention practically to the industries that have made England great, is beyond all praise. Immediately upon entering the iron latbe-room, a steam-engine of probably five-horse power, made from end to end by Etonians, is the first object that meets the eye ; and, in the other rooms, all the wooden fittings to lockers and other adjuncts of a workman’s laboratory, are the manufacture of Young Eton ; admirable work it is too, conscientiously done, and excellent in its finish. The smithy with its rows of bright fires, all waiting for the young blacksmiths, but waiting this Fourth of June in vain, is a piece of delightful realism when met with in such surroundings.”
This state of things at Eton leads one to call to mind some of Locke’s thoughts on Education. Locke cared little for realism or the study of things, yet, in sketching the education of a country gentleman, he recommends his pupil to practise working in iron and metals, and remarks :—
“ He will be able to contrive and make a great many things both of delight and use; though these I propose not as the chief end of his labour, but as temptations to it.
“ If this were of no other use but to drive out of fashion the common, vicious, useless pastimes, and to show there was no need for them, it would deserve to be encouraged. If men from their youth were weaned from that sauntering humour, wherein some, out of custom, let a good part of their lives run uselessly away, they would find time enough to acquire dexterity and skill in hundreds of things, which, though remote from their special callings, would not at all interfere with them. And, therefore, I think, a lazy, listless humour, that idly dreams away the days, is of all others the least to be indulged in young people. It is the proper state of one sick and out of order, and is tolerable in nobody else of what age or condition whatever.”
He then refers to the mis'aken parents, who, frighted with the disgraceful names of Mechanic and Trade, have an aversion to anything of the kind.
Not only in the higher wrnlks of life will it be found, that the possession of the knowledge and skill which we are now considering will make life pleasanter and free from tempation. On a visit to a Midland town lately, I asked an old friend who bad two sons about twenty years of age. “How are your boys ?” “Joe is not doing well. He settles to nothing, and he causes us much trouble ; but Ben is a good lad. He took to ‘mackling’ a few years ago, so you may depend on his being steady. When a lad takes to ‘ mackling,’ he can’t be drawn into w’rong. He has made a bycicle, the best that was ever made, all with his own hands, and he is now making a new sort of railway brake.”
But we can see several other good resuls that may follow the course adopted at Eton. It must have the effect of opening up a new profession for many talented men, to whom the Church, the Bar, and Medicine offer such slender chance of eminence, and, by infusing such talent into industry, it must increase the prosperity of the nation. Further, the diffusion of a knowledge of the principles of trade and of handicraft-skill, must lead to a truer appreciation of each man’s worth, and deepen the interest of each man in his neighbour’s well-doing. When Technical Education prevails, every man’s merits will be better known, and the fool and the ignorant will find it impossible to become masters, managers, foremen, or directors.
There are many good results to be derived from Technical Education in high places, but it must be remembered that its most vigorous life can be found only where it is stimulated by the actual presence of Trade. In the busiest towns and cities, and in the busiest parts of every town and city, there will be a natural demand for it, and it will have a natural and active existence, that it can never gain at Eton or Harrow, at Oxford or Cambridge. But the qualities required of the young race .of men, who are to do the nation’s work in the next generation, that they .may secure the nation’s prosperity, must be widely diffused, and Technical Education should aim at developing them in the whole youth of the nation.
We have to secure that the ingenuity and skill which have been characteristic of our people in the past, and have given us prosperity, shall not die out, but shall rather be improved. But everywhere there are signs that men might exercise more forethought, practical wisdom, and make more provision for economy. Hence, everywhere there is need for Technical Education.
In endeavouring to find out “What Technical Education is,” we have already gone into some of the arguments in support of it. There are a
few yet which we must here consider. It is often stated that the skilled artisans of Great Britain are behind their confreres of Germany, France, and Belgium, and that this arises from the Technical Institutions that flourish in the latter States. The form of the argument is usually accompanied by elaborate accounts, and more elaborate statistics of these foreign institutions; but it too frequently happens that those who are warmest in their praise of the wmys of doing things on the Continent, show themselves wonderfully ignorant of their own. Moreover, there are English ways of doing things which suit English minds and temperaments. If you could transplant the institutions which have flourished in France to English soil you could not guarantee their continued life. It might be found that they would languish and die.
A better argument is that furnished by considering simply the results of rising a generation of intelligent, educated, and trained people. The immediate consequences, of course, are found to be connected with trade, with art, and manufactures. A nation prospers in proportion to the work its people do. Intelligent men do better work than dullards. Trained and skilled men do better work than clumsy and awkward ones, and the more any man knows of the objects and methods of his work, and of the work of all those who co-operate with him, the more likely he is to do bis own part well, and so as to make it exactly fit into and form one with the work done by his neighbours. An intelligent community of workmen will waste less in time and material, aud give a higher value as well as quality and durability to all their work, than ignorant, unrefined, and ill-educated men.
The work of each citizen will have value in proportion as he can do it better than any other citizen can, and the aggregate work of all the citizens will have greater value in proportion as each has been best trained in his own department. The highest value in the world’s markets will be obtained by that nation which has been at most pains to cultivate the intelligence of its people generally, aud afterwards to give each the highest education and training in his special calling. In other words the value of a nation’s work will be augmented in proportion to the excellence of its system of Technical Education.
There is a way of referring to the experience of foreign countries, which I think is perfectly legitimate. The following account is an example :—
“ In every country,” says the writer, an eminent engineer, “ where Technical Education has taken root, and had time to bear fruit, I find unquestionable proofs of the rapidity with which increased intelligence and enlarged knowledge bring increase in employment and remuneration. From my personal experience, I may say that within the last twenty-five years I have seen large branches of commercial trade leave one country and plant themselves in another, because the workers of the one were educated and those of the other uneducated ; and I have watched nations rising into importance and power in Europe by education, aud by the order, organisation, and efficiency which education bestows, and other nations lagging behind and losing their place by reason of their unwillingness to educate the higher or the lower class of their people.”
But, even, without travelling, we might conclude that, what is here described would take place. Industry must in future be supported, not by a competition of local advantages, but by competition of intellect. A people not possessed of raw' material, mechanical power, or brute labour, can set against the possession of these advantages, greater skill in using what they have, and can employ higher science in their treatment and application. They may buy the raw material aud the skill of their highly educated and trained workmen, and may give it a value it could never have acquired at the hands of the uneducated and untrained men who at first possessed it, .
The influence of capital may, for a time, purchase foreign talent. To some extent this is the case in England, and justifies the remark that the apathy of the nation in the education of her sons has sent her capital abroad, as a premium to the intellectual superiority of other nations.
I think we are now so far advanced with our subject as to be able to frame a scheme for Technical Education.
1st Grade.—Where is it to commence ? and where to end ? We may answer the first question by another, When do we begin toiorm the intellectual habits that are required for the conduct of industrial operations ? Almost with the beginning of education. The Kindergarten teaching is an admirable beginning.
Again,—Technical Education will have a bearing on many things that are taught in the ordinary school course, giving the pupils the ability to use their knowledge for the purpose of bringing about special results, and giving them skill in applying that knowledge to special circumstances.
For instance, it is possible for an apt teacher to gather round his lessons in geography, much that is attractive in the study of nature, and much that is useful in trade and politics.
ToshowhowtheTechnical Teacher, inthesense in which we are now using the term, would treat amatter of general teaching, and that his method would consist in addingsomething to whatthegeneral teacher would impart without weakening its effect, we may refer tohismode of treating a proposition of Geometry, the ¡Science of Form. There is no science less practical, or more practical, according to the w'ay in wrhich it is taught. It may be little more than an antiquated puzzle in logic, or it may be a mine yielding rich treasures of useful application to the purposes of life.
Suppose the subject to be the parallelogram. The pupils prove that the opposite sides are equal. They discuss the use of this fact in measuring aud transferring distances. Then follows the proof that, if the opposite sides are equal, the figure is a parallelogram. The practical consequences are immediately sought for. If the figure keeps the same sides, it remains a parallelogram. Hence a jointed parallelogram easily changes its form, but once a parallelogram it is always a paral-
3, Find the value of
x2 + 4ax + 4a- x2—4 b2
■ + ——btu; when x —
lelogram. Here the practical manipulation comes in. A jointed parallelogram is made. It is not a strong structure. We give it strength, however, by the introduction of a diagonal. This leads us at once to the reason for a cross-bar in a gate. The diagonal has a fixed length for each inclination of its sides ; we therefore fix the inclination when we fix the length of the diagonal. If one side of a jointed parallelogram be fixed in a horizontal position, the opposite side is horizontal. If a horizontal arm is attached to this, it may move up and down, and be always horizontal. The pupils then go to their workshops with some such exercise as the following :—Devise a jointed parallelogram which shall serve as a universal joint, supporting a horizontal table, that may be placed at any altitude within certain limits, and may occupy any distance from a fixed support within certain limits. Each would work out the design in his own way. No two desigus would be exactly alike, but all would be something like that represented in the figure. Ever afterwards, the parallelogram would be a very different instrument in the hands of these pupils from the vague and shadowy AH CD of the pupil who had simply learnt with infinite labour to repeat the text of a Simpsonised Euclid.
{To be continued.)
Through the courtesy of Monsieur Camille de Montmahon, InspectorGeneral of French Schools, we have had the pleasure of a cursory glance at the specimens of school work and school technique which the Minister of Public Instruction in France has forwarded for exhibition at the Melbourne International Exhibition. The special object of Mons. Montmahon’s visit, is to gain an insight into the working of the State school system adopted in this colony. From what we have seen, we feel satisfied the French Department will prove a source of great attraction, and of useful information to school teachers. In our next issue we shall give an account of the school works and school material that may be the least known to our readers.
It is gratifying to know that visitors to the International Exhibition in Melbourne, will be favoured with an opportunity of comparing the school work of the several State schools in Victoria. The Hon. the Minister of Public Instruction intends to erect a school building on the Exhibition grounds, and to exhibit in it specimens of school work from different town and country schools.
The adjourned meeting of the Council of the University of Melbourne, took place the lilth instant, when Statutes and Regulations for the proposed Faculty of Arts were further considered. The subject of honorary lectureships was also discussed, and a resolution come to, that a subcommittee should be appointed to enquire into the schemes of honorary lectureships in European Universities.
On the 16th instant, from his place in the House of Assembly, the Hon. Professor H. Pearson, moved the second reading of a Bill to Amend the Constitution of the University of Melbourne. In speaking to the subject, the Professor pointed out that the principal object of the Bill was to give the teaching staff more control over the working of the University. It also secured for the Government, the right to be represented at the Council Table.
A meeting of Section 6—music, science, fine arts, and literature—of the Social Science Congress took place on the 10th instant. The following gentlemen were elected vice-presidents of the departments:— Literature, David Blair ; Fine Arts, Chester Earles ; Music, Dr. Torrance; Science, George Foord. Upwards of 25 papers were promised, and it was determined to request the Council to allot the fourth week of the Congress for the business of Section No. 6.
The following gentlemen have been appointed on the staff of examiners at the University of New Zealand :—Greek language and literature, Mr. Lecper; Latin language and literature, Mr. Leeper; philology, Professor Strong and Mr. Leeper; English language and literature, Professor Elkington ; modern languages and literature, Professor Strong; general history and political economy, Professor Elkington : jurisprudence, Mr. Hackett; Roman law, Mr. Hackett; constitutional history, Professor Pearson ; mathematics, Professor Nanson ; physical science, Mr. Pirani ; mental science, Mr. Pirani; English law, Mr. Higgins.
A meeting of the Council of the Social Science Congress was held on 27th ultimo, in the Melbourne Town Hall, the following members being presentThe president (Mr. Ellery), the Right Rev. the Bishop of Melbourne, Messrs. Cairns, the hon. J. J. Casey, Dr. Morrison, Dr. M'Crea, Judge Cope, Mr. E. E. Morris, Mr. Murray Smith, and Professor Elkington. A communication from the syndicate of the University of Calcutta was read, stating that they had caused the circular and syllabus issued by the education section of the congress to be reprinted and distributed generally among the principal persons connected with education throughout India. It was ordered that the letter be acknowledged with thanks. The council deferred until next meeting the consideration of a suggestion made in a report by the president of the economy department that a series of conversaziones should be held in connection with the congress illustrative of the artistic aud technical resources of the Exhibition. It was resolved that the opening of the congress be fixed for Monday, the 11th October, when the president will deliver his address, and that, if possible, the session terminate within six weeks from that date. A large number of new members, principally connected with the agriculture department, was enrolled, and it was arranged that the representatives of the various foreign states should be communicated with, requesting their co-operation in the work of the congress.
Mr, Ellery, president of the Royal Society of Victoria, at a meeting hell on the 0th instant, read an interesting paper on the rain gauge in use at the Melbourne Observatory, and descriptive of certain improvements lately made with a view to making it more regular and certain in its action. A paper was also read on “ Recent improvements in Electric Lighting,” by Mr. Joseph.
In the really able address on the progress of science delivered by Mr. Ellery, before the Royal Society on the 23rd instant, allusion was made to the visit of the astronomer, Mr. Proctor, and to his speculations in relation to the influence of the comet lately seen in this hemisphere, A knowledge, he said, of the pressure of the solar atmosphere is of the highest importance for the elucidation of many great astronomical questions, and especially in such a one as was lately presented to us by the wonderfully close approach of the February comet to the sun’s surface, that body having probably grazed or passed through the outer envelopes of the solar atmosphere ; and if we may accept Mr. Proctor’s speculation as to what might have been the result of such an occurrence, this question becomes one of very grave moment to us dwellers on earth. When this comet was first seen here it had just passed its critical point, and it is fortunate we knew nothing of its close approach to the sun until it was sailing away into space again, as far as we could see unharmed—otherwise, being properly prepared by a little sensational writing, with what a lively interest should we have awaited the perihelion passage, pregnant with such possible catastrophe. At the apparition of this comet in 1813 it approached within 96,000 miles of the sun s surface, and in February last its perihelion distance was probably somewhat less. When next it returns, as expected, in 1917, there may some of us be left to experience the result of its closer approach, or perhaps its absorption into the sun.
APPOINTMENTS AND PROMOTIONS’.
James E. Cowling, 2nd Asst., Castlemaine, No. 119; James E. Sheehan, 2nd Asst., Woods’ Point, 789; Ronald McDonald, H.T., St. Leonards and North Paywit (half time), 866; Michael Costelloe, H.T., Myrtleford, 955; Sarah A. Brown, H.T., Rothesay, 1438; Donald McIntyre, H.T., Reid’s Creek, 1629; Ellen McColl, H.T., Yering West, 2252; Charles Daley, JI.T., Wanalta Creek, 2287; Kate Bolger, H.T., Kinglake, 2188; George ,T. Andrews, H.T., Lake Gillear, 2292; John F. Griffin, II.T., Kyabram, 2277; Margaret K. Billis, H.T., Mount Rope Saw Mills, 1290; Sarah A. Price, II.T., Bradford, 2153; Chas. Trcgear, II.T., Powlett Plains, 1185; Wm. T. Hamilton, II.T,, Wytwarrone, 2273; John F. McCormack, II.T., Girgarre East, 1458; Annie M. Kirwood, H.T., Upper Thornton, 1518; Sarah P. Milner, H.T., Kiata, 2200 ; Francis C. Hunter, H.T., Bulgoback and Waterford, 1619 ; Hannah Trainor, H.T., Three Mile Plain, 1659; Luke Johns, II.T., Glenormiston, 883; Catherine Owen, H.T., Pine Lodge South, 2297 ; George Spotswood, II.T., Woolstborpe, 688; Jas. Tredinnick, II.T., Condah, 1019; Amelia M. Yeoman, H.T., Woolamai, 847; Mary Nicholson, H.T., Kamarooka, 1473 ; Margaret J. Danaher, H.T., Thalia, 2146; Mary Woodhouse, H.T., M^nendai, 2289; John M. Simpson, H.T., Yanac a Yanac, 2293; Jessie M. Cox, II.T., Kinypanial Sth, 2299 ; Thomas C. Park, H.T., Warragamba, 2304; Frances M. Cairns, II.T., Sydney Cottage Run, 2312; Richard Jope, II.T., Upper Flynn’s Creek, 2311; Mary Dwyer, II.T., Wilson’s Promontory, 2278; Walter Sutton, H.T., GreGre, 2286; Joseph M. Mankcy, H.T., Woosang East, 2296; John Williams, H.T., Nunawading, 463; John T. Daley, H.T., Tongala, 1851; William Yr. Blackwell,
II.T., Port Albert, 490; Annie Davidson, II.T., Barrapoort, 2290; Louisa B. Parsons, H.T., Kilmore Diggings, 1452; Wm. R. Thompson, II T., Ximbcrley, 1160; Hermann L-unpe, H.T., Kilnoorat- and Cloven Hiils, 1837 ; Richard J. Waters, IIT„ Derrinall, 1914; George S. Berriman, H.T., Beckworth, 2053 ; Marion L. Hayes, H.T., Knowsley, 2159; Chas. E. Cookson, H.T., Benalla East, 2256; Isabella Miller, H.T., Black Hill, 1275; Florence Heath, II.T., Wombat, 2305; Hugh Hughes, II.T, Sandy Creek, 704; Ruth Broadway, H.T., Sarsfield, 1228; Wm. Craig, H.T., Kalkec. 1840; Jas. Smith, H.T., Wakiti Creek, 2298; Flora Grey, H.T., Jarklin, 2302; E. P. H. Hill, H.T., Ballangeich Sth, 1926; Thos. Slattery, H.T., Tarr.iyoukyan, 1688; Matilda A. Lobban, II.T., Pceclielba, 2245; Fredk. J. Andrews, H.T., Woodstock, 1675; Mary A. Gardiner, H.T., Landsberg Mains, 787.
The following are the Examination Papers set for Students in Training December 1879 :—
ALGEBRA.
Time Allowed—Three Hours.
1. {a) Explain the meaning of the following symbols :—j j; ,y rKJ. (b) Express algebraically (i) in three ways “ Unity divided by a number which when multiplied by itself is a,” (ii) in two ways “the number which when multiplied by itself twice is the product of x multiplied by itself once.”
2. The sum of any series of numbers in Arithmetical Progression is found by multiplying the sum of the first and last terms by half the number of terms in the series. Express this by an algebraical formula. Find the sum of such a series the first of which is 2J, the last - 1£, there being altogether 6 terms in the series.
4 ab
x~—4a2 1 (x-2b)2 ‘ ~ a + b
4. Find the first four terms in the quotient when axl is divided by bxp + 1. Write down the nth term and the remainder after n terms.
5. Find the square root of 49421L812004.
6. In the equation ax2 +bx + c = 0 show what are the conditions in order that there may be two real positive values of x.
Sz + 7è 2£
14 ~+ 7*
(h) («+5) (y + 7) = (* + l) (?/ -9) +1121
W 2* + 10-3y+l }’
. . t a; _ x + 1 <
°+ hc~ ad ao
(2i - %)•
8. A fall in the price of gas in the ratio of 0 to 7 enables a manufacturer to use one-fourth as much again in the year as he did previously, for the extra cost of 2500 feet of gas at the reduced price. How much gas does he now use in the year 7
9. The area of a triangular field, two sides of which are at right angles to one another, is 60 acres, and the length of the longest side is five furlongs, find the lengths of the other two sides.
10. At an election where there are 3000 electors, and two members to be returned, three candidates, A, B, and C put up, they received respectively 1300, 1200, and 1000 votes, 500 plumpers were given. How many electors refrained from voting ?
ENGLISH LANGUAGE AND LITERATURE.
Time Allowed—Three Hours.
1. Define educate by comparison with the synonyms instruct, teach.
2. Explain and exemplify the influence on language of the laws of Contraction and Extension,
3. Mention the four principal poetic styles. Name an author whose works may serve as an example of each style.
4. Explain the statement that “ A great part of our ordinary language consists of implied metaphors.”
5. How does non-scientific differ from scientific composition in its objects 7 Show how this difference affects the matter treated of and the manner in which it is stated.
6. What were King Alfred’s contributions to English Literature ?
7. Describe the principal characteristics of Scottish poetry and explain how they may be accounted for.
8. Enumerate the principal English historical works published during the 16th and 17th centuries ; name the author of each.
9. When were theatres first built in England 7 Describe one of the early theatres.
10. Enumerate Shakespeare’s historical dramas in the order in which they appear to have been written.
11. Who was the author of the Waverley Novels? Between what dates were they written 7 Name three of them.
12. Mention some eminent writers who contributed to Blackwood’s Magazine, Edinburgh Review, and Fraser’s Magazine respectively.
13. What were the influences which affected the poetry of the beginning of the present reign ; of what subjects did it treat?
*.14. Give a short quotation illustrative of the style of the following poets Chaucer, Spenser, Drayton, Marvel, Crabbe, Robert Browning.
ARITHMETIC.
Professor Nanson.
Answers alone will not he accepted: the full working must he sent in. Every result 7>iust he reduced to its simplest form.
Solution hy G. C. Hammond, Church of England Grammar School.
1. Multiply 3467921 by 2354723, divide the product by 3467931025, and express the quotient and remainder in words.
3467921
2354723
10403763
6935842
24275447
13871684
17339605
10403763
6935842
8165993340883
3467931025)8165993340883(2354
12301312908
18975198338
16355432133
2,483,708,033
Quotient. Two thousand three hundred and fifty-four. Remainder— Two thousand, four hundred and eighty-three millions seven hundred and eight thousand, and thirty-three.
2. Reduce to its lowest terms
2470351
3230459 2470351
'lL~T32M5
G. C. M. 190027 I 76010 190027 I 2470351 | S3
570081
190027 I 3230459 | 17
1330189
Ans.
3. Simplify °LÙ5s±àl
(Ar + A) of (-A+=\)
(Ar +Ar) x (-fV+Ar)
(V:i + Ä) x ( A H-.D
176
13x17
187
19x23
265
x
13 x 23 = 968 805
= lì Answer.
322 19 x 53
4. Find the value to five places of decimals of
17
19
31
37
17 _ 31 19 37
19 | 170 | -S94736842105 etc.
180
90
Since 90 is \ of 180 by dividing 9 and each succeeding figure of the quotient, we are enabled to get the quotient without further trouble.
37 | 310 i *837
140
290
31
8947368
8378378
•056899 etc.
'05690. Answer to 5 places.
5. Multiply 4‘63 by 3-27, and express the result as a decimal.
4-63x3-27 = 4|Ax3|f — 4-L& X 3-jL
834
55
55 I 834 I 15*163 Ans. 284 90
350
200
6. Find the square root of 2819041.
|
1 |
2819041 1 | |
|
2 |
6 |
181 156 |
|
32 |
7 |
2590 2289 |
|
334 |
9 |
30141 30141 |
1679 Ans.
P„ =£1159 13s. lO^d. nearly.
7. If one pound of tea be worth 50 oranges, and 70 oranges be worth 84 lemons, and 20 lemons cost one shilling, what is the price of tea?
1 lb. of tea cost 50 oranges 70 oranges cost 84 lemons 20 lemons cost 1/,
('.) If 20 lemons cost 1/- then 20 : 84 : : 1 : x,
. \ 84 lemons cost /-(ii.) If 70 oranges cost
Then 50 oranges cost 3/.
1 lb. of tea costs 3 shillings.
8. Find the amount at compound interest of £1000 in 6 years at 24 per cent, per annum.
|
P0 - 1000 I - I20 | 5 | |
|
Pj = 1025 I. i2? |
5 125 |
|
P2 = 1050 L - |*S |
625 0125 253125 |
|
P3 - 1076 T Ì 21 8 ” Ì 5 |
89063 53781 38445 |
|
P4 = 1103 L - |
81289 07626 51906 |
|
IE ^ 11 11 |
40S21 62816 65704 |
|
P0 -- 1159 |
69341 |
Cljitrclj .of CHnglaiù (bramnmr Stljcml.
6. A chest of tea weighing 56lbs. costs £S Is., what is its price per pound ?
lbs. £ s. d. £ s. d.
56) 8 1 0 (0 2 10420
161
112
49
12
5S8
560
28
2
56
£0 2s. 10i. Ans.
7. A hogshead of sugar weighing 4cwt. 2qrs. 141bs. costs £9 Lis. 3d. What sum will be gained by retailing it at 5d. per pound ?
cwt. qrs. lbs.
4 2 14
4
IS qrs.
28
158
36
518 Rs.
5
12 | 2590 pence.
20 | 215s. lOd.
£10 15s. lOd. = selling price.
£ 9 14s. 3d. = cost price.
£1 Is. 7d. = profit. Ans.
8. ITow much cloth at 14s. 74d. per yard is equal in value to 182
|
yards at 13s. Gd. per yard? 14s. 74d. : |
13s. 6d. |
:: 182 : |
|
8 |
8 |
14 |
|
117 |
108 |
12 |
|
13 |
12 |
168 = #. |
|
1 |
______. |
Lower, Middle, and Upper Schools.
9. Equal numbers of half-sovereigns, crowns, florins, and fourpenny pieces, amount altogether to £13 17s. 4d. How many are there of
|
each ? |
£0 10 0 |
£13 (17 4) |
|
5 0 |
20 | |
|
2 0 |
— | |
|
4 |
260 1 9 | |
|
£0 17 4 | ||
|
12 |
3120 | |
|
208 | ||
|
208) 3120 (15 + 1 = 16. | ||
208
|
333 |
592 |
|
74 |
259 |
|
37 |
Ans.
The following is the Arithmetic Paper set at the midwinter examination held June, 1SS0
Solutions by C. G. Hammond, Church of England Grammar School.
ARITHMETIC.
Lower School,
1. Write in words the following numbers 29017 ; 500074; G023007 ;
4260004264260426. _
Twenty-nine thousand and seventeen ; Five hundred thousand and seventy-four ; Six millions, twenty-three thousand and seven ; Four-thousand two hundred and sixty billions, four thousand two hundred and sixty-four millions, two hundred and sixty thousand, four hundred and twenty-six.
2. Subtract seven hundred and sixty thousand and twenty-seven from twelve millions nine thousand and fifty-four.
12009054
760027
11249027
3. Multiply 50068 by 509.
50068
509
450612
2503400 25484612
4. Divide 2659582 by 358.
358 1 2659582 | 7429
1535
1038
3222
Lower and Middle Schools,
5. What number must 4863 be multiplied by to produce 1843077 ? 4S63 | 1843077 | 379
38417
43767
379, Ans,
1040
1040
16. Ans.
10. Express £1 7s. 9d. as the fraction of £2 9s. 4d.
£1 7s. 9d.
£2 9 s. 4d.
333 1 592
9
16
11. Simplify 3® of 24 of 1 ^ of 1 T+7.
J ?'x 24 x ly.jX 1t4t _26 x 5 x 21 x 15 ~ 7 x 2 x 13 x 11
r W
= 20. Ans,
13. Simplify
|
20 |
20 |
|
189 |
948 |
|
12 • |
12 |
|
2276-3) |
11381-5 (5 |
LMANAG
A
USTRALIAN
10ü _ 404 sjl
12. Simplify 2} of gXTvf °f
10? - 4-U-
of 6^ + 7§"of lfx1^
43 x 3 - 59
9 v 12 ~ 38 x 5 x 11
4 99 x 3 + 23 x 16 X 11x7x100
16x3
9x70x16x3x38x5x11 — 4 x 12 x 665 x 11 x 7 x 100 = -fa. Ans.
0-531 X 0-075 1-062 '
0-531 x 0-075 1-062
581 75 1000
” 1000X1000x1062
=s= -JÌ
= 0-0375. Ans.
14. If 19f yards of silk cost £4 9s. 3d., how many yards can be purchased for £14 3s. 6d. ?
s. sixths, sixths.
Here 89J : 283i :: 119 : *
357 : 1134 :: 119 : «
Hence « = 378 sixths ;
= 63 yards. Ans.
15. If 8 men working 10J hours per day earn £14 14s. in 7 days, in how many days will 10 men working 9 hours a day earn £27 ?
men. half-hrs. £ dys.
Fact. 8 working 21 per day earn 14’7 in 7.
Question. 10 working 18 per day earn 27 in«.
10 : S )
147 :270 )
« = 12. Ans.
16. At what rate per cent, will £291 16s. Sd. amount to £339 5s. l^d. in 3| years ?
£291 16 8 __H
875 10 0 72 19 2
£9 I 48 9 2 20
9 I 69 12
8 I 30
£339 5 li £291 16 S
£ 47 8 5J
Fact. At 1 per cent, interest on £291 16s. 8d. is £9 9 8 "3.
Question. At « per cent, interest on £291 16s. 8d. is £47 8 5'5.
£9 9 8-3 : £47 8 5*5 :: 1 : «
« = 5 per cent. Ans.
17. By selling apples at two a penny, a fruiterer gains 5 per cent What will he gain per cent, by selling them ten for sixpence ?
At 2 apples for Id. aseller receives 105 for 100 laid out.
At 10 apples for 6d. a seller receives « for 100 laid out.
T:«}1061*
Hence « = 126.
recpiired gain per cent. = 26. Ans. 18
THE UNIVERSITY AMENDMENT BILL.
The following resolutions passed by the executive committee of the Council of the University, held on the 20th instant, give reason to anticipate that strong opposition will be offered to the passing of the University Amendment Bill laid before Parliament by Professor H. Pearson:—“ 1. That the bill now proposed by Professor Pearson is essentially different from the bill approved by the council two years ago. The council then approved of the proposal that two members of the council should be nominated by the Government, such members being graduates of the University, The new bill provides for the nomination by the Government of six members without any such qualification. 2. It has been stated that the Gilchrist scholarship was lost through the absence of the teaching staff from the council. The fact is, that the Professorial Board (the then teaching staff) recommended the council not to accept the offer. 3. No delay whatever was made in accepting the Cameron Oakbank scholarship, but, in accepting, the council endeavoured to induce the donor to open the scholarship, instead of confining it to one small district. This effort was made because the senate had previously rejected a close scholarship accepted by the council.
4. It has been alleged that the council meets but once a month. The fact is, that from the first 1st of September, 1879, to the 1st of September, 1880, there was held 25 meetings of the council, and 22 meetings of the executive committee of the council, besides repeated meetings of numerous committees and sub-committees.”
A movement, says the Educational Times, has been set on foot by the Classical Professors of King’s and University Colleges, which promises to introduce an innovation of the most remarkable kind in our higher education. It is nothing less than the delivering of lectures on Greek Art, utilizing the collections in the British Museum for that purpose; and that eminent archaeologist, Mr. C.T. Newton, has already delivered a course of lectures, in which visits to the Museum formed a part of the course. We have always felt that the great collections at the British Museum required peripatetic lectures to make them generally useful. The experiment tried by Mr. Newton will not, we hope, be allowed to be forgotten. There are many other things besides Greek Art in which people would like instruction. Thus, there arc Egyptian Art, Assyrian Art, Keramic Art, Mytholory in Art, BroDze and Stone Implements, and hundreds of other subjects, in which the silent collections of the British Museum could not only be made to speak, but could give a voice to all other museums. Everything that has a history, every art, every pursuit of man, is represented in this Museum; its history is part of the general history of civilisation. Nothing is too small or too insignificant for the Professor ; nothiug too humble for the learner, if it makes a step in the advance of knowledge.
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ADDRESS DELIVERED AT THE SOCIAL SCIENCE CONGRESS, MELBOURNE, OCTOBER 12, 1880.
By His Lordship The Bishop.
The Education Section of the Congress met on Tuesday, 12th inst., in the Athenaeum Hall. There was a crowded attendance to hear the Bishop of Melbourne read his presidential address. This was listened to with marked attention, and was loudly applauded at intervals during its delivery.
The Bishop said :—I propose in the present paper to make some remarks upon primary education in Victoria, and especially upon the connexion of our Government with education, and with the subjects of instruction prescribed for our schools. And I must begin by expressing my conviction that our legislation has been too much dominated by the thought that it would be impossible to purchase primary education at too high a rate ; that if only we could give to our whole population a knowledge cf what have come to be called the three Els, we could afford to go to any expense and to run any risks. This I believe to be an unsound conclusion ; and as it is based upon an extravagant estimate of the relative value of primary education, it will be necessary for me to say a few introductory words on the place of primary instruction in the education of the citizen.
THE EDUCATION' OF THE CITIZEN.
We are met at the outset by two significant facts, that while the German child is amongst the best educated of children, he too often becomes a stupid man ; and, on the other hand, that while the American in country districts is amongst the worst educated of children, he develops into one of the brightest and most efficient of citizens. How are we to explain these facts? The explanation has been given by two very acute obser-v< rs—by Hr. Bigg, principal of the Westminster Training College; and by Dr. Mark Patti son, who sometime ago was sent by the English Government to inspect German schools. Dr. Pattison observes in reference to Germany:—“The influence of the elementary school on national character and national civilization appears to have been estimated too highly, and power ascribed to it which it does not possess. It is not till after 14, till he has come into contact with the social order as it is arranged for him, that the German youth acquires that torpor which is so much complained of, and that which was docility in the child dcvclopes into stupidity, submissiveness. and mechanical routine existence. As soon as he leaves school he ceases to learn, or to have any notion of doing so. No one around him thinks of acquiring information except in_ his own pursuit. He is content to pursue with a sort of military precision the track of his profession and its adherent information. He is the creature of forms, and walks leisurely by rule.”
Says Dr. Bigg, in reference to America :—“ The fact that school education is but one, and hardly the most important among many factors which go to determine the condition of a people as to education and intelligence is a point which has been but little apprehended. . . . The reason of
the superior intcdligence and information of the people of the States is not to be found in the superiority of their schools, but in the superiority of the conditions, domestic, social, and political, in which as a people they grow up, and have grown up, generation after generation, from the iisst founding of the S'ates as colonies. . . The American child is
torn into a reading, intelligent family, conveisant with the history and politics of the conntry, with business, with all that belongs to civil and social life; is born also into a thriving, active, self-reliant community ; is born into the midst of thoughtfulness, of moral and mental energy, of practical shrewdness and experience; he sees everybody reading the papers every day, and hears eveiybody talking of them; he is taught from the very first, that the success of each person in his life depends solely on his own energy and self reliance.”
We have so long been accustomed in Victoria to seek the solution of our 'educational difficulties within the walls of the school that in any criticism of our general scheme of education it becomes absolutely necessary to indicate the place of the primary school among the other educational forces of the nation.
THE PRESS AS AN EDUCATOR.
Who can exaggerate the educational influence of the daily and weekly newspapers in this colony. To a degree unknown and unsuspected at home, these form the sole literature of large classes of the population. Nor arc they, on the whole, unmindful of the larger scope of their publication. Where in the Timex, or in the larger daily London papers, will you find such reports as are common here of sermons or lectures on those great and solemn questions which this age is investigating afresh with so much of courage, truthfulness, and hope ? Editors and others cannot too often remind themselves that they write, not only to amuse and sell, but to teach, to elevate, to educate. In a free country like this the whole range of political, philosophical, and religions thought is open to them. They have no need to be vile for want of subjects ; Double entendre may be excusable when the press is gagged ; stimulating appeals to the lowest passions may be less disgraceful when an arbitrary Government forbids its subjects to think aloud on religion and politics ; but it is a baseness unspeakable for writers to whum the whole range of human thought is open, to seek such garbage. Writers for the press in our time arc amongst the most potent of educators ; they have immense responsibilities, and if they venture to postpone the interests of truth to those of party, to jest at sacred truths to win -a vacaut laugh, or to play with eternal principles, as the light fellows do, in the sorry ambition to be thought smart writers, the day is coming when they will have to reckon with an awakened people, as has happened to all unfaithful priesthoods in all times.
_ THE THEATRES,
Consider again the incalculable educational influence of our theatres ;
men must ha%re amusement, and being capable of thought and emotion, they commonly prefer those amusements which appeal directly to their higher nature. A great bishop at home once said to a young clergyman —‘ Remember that you begin to do nothing till you begin to interest your people.” Now, a powerful dramatic performance does that at once, stimulating and maintaining the highest activity of thought, imagination, and emotion, in even the most sluggish breast. How, then, can managers and actors at a theatre divest themselves either of the character of educators, or of the responsibility attaching to that character ? Let every manager ask himself the question—Am I making these people think justly and feel nobly, or am I setting before them thoughts aud actions which will inevitably mislead and degrade ; examples of vice which will stimulate their worst passions, jests and sneers at the good and the true, which will inevitably lead them to despise what is best, and admire what is worst and meanest in human life? Will it be enough for such a man as this to say to himself, I get my bread by my profession, and I find that the degradation of the people pays? Well, it pays to tempt young girls to prostitution ; it pays, in this diabolical sense, to tempt clerks to rob their masters; but can it be possible that any manager of a theatre could deliberately imitate the conduct of the most infamous of mankind, and degrade souls to get his daily bread ? Suppose he could sec around him all the desperate suicides, all the gibbering idiots, all the broken hearts which his vile spectacles have created, could he feast, then, with a brazen face and a cold heart in the presence of all that misery ? 0 I be sure that you, too, both managers aud actors,
are among the educators of our people ; aud, if deserting this high vocation, you dare to change yourselves into priests of Moloch and Astarte, the day is coming when you will be overwhelmed with the execration you will have deserved.
POLITICAL LIFE.
Political life, again, is oue of the most important of the schools of our people. I know not, indeed, whether its influence upon us Englishmen has not been greater than that of any other. The subjects studied there are of pressing practical importonce and of universal interest. The stage on which they are discussed is the most conspicuous which our national life affords. We take the more interest in such questions because by our representatives we all feel ourselves to be present, thinking and acting in their discussion. Wtiere is the little knot of Victorians in the township, in the tavern, in the country church-yard which can separate without cauvassiug the acts and words of conspicuous Parliamentary representatives ? Truly, these men are like a city set on a hill which cannot be hid. Their words are reported in all newspapers, their actions have an influence reaching out to the remotest nerves and fibres of the body politic. How, then, can they help being potent teachers ? How can they divest their words of moral meaning, their acts of moral impulse—themselves of the most solemn and awful moral responsibility? Every member of Parliament must be in his own way a teacher and leader of the people. Never can he burl a vile insult at an opponent without vulgarising the popular taste ; never can he be guilty of a conspicuous actof bad faith without robbing treachery of some of its infamy; never can he suggest by word, act, or bearing that money is more to him than truth, honour, or patriotism, without doing what in him lies to corrupt public principle, deprave private character, and hasten national ruin. Yes, Parliament is a school ; politicians are guides and teachers, and whether they know it or not, whether they like it or not, they will be made one day to give account of their work before the bar of God and of the public conscience. I have dwelt at some length upon these various schools of national training that I might the more vividly suggest to you how large is the scope and how various are the forms of education in a free community.
PRIMARY EDUCATION.
And who can. lisefrom such a review as this of the numerous and diverse spiritual forces which combine to form the mind and direct the energies of a Victorian citizen without feeliug that the work of the primary school presents itself to him in a new aspect—not as the complete education of the child, but only as the preparatory course of that education—a course, accordingly, which must submit to be judged not so much with reference to its adequacy in the present as to its preparation of the future? No doubt, in order to make his best of the future, to find for himself an honourable place in the world, to turn to the best account his powers of usefulness, and to advance to the upper classes in those high schools of public life which open their doors to him, a child must possess a certain amount of rudimentary knowledge. In reading, he gains the golden key to the stored up thought of the past; in writing, he possesses the power of communicating the best of his own thoughts and feelings to the circle, larger or smaller, which he has the power and faculty to influence; while in arithmetic, properly taught, he will find at once a useful instrument of business and a well-tried discipline of the understanding. Some persons think, as you kuow, that primary education should not go beyond the three R’s. They urge that children cannot learn anything else thoroughly ; and that, moreover, no knowledge of them saying this can be thoroughly tested in an examination. These considerations were strongly urged this very year in the House of Lords by the new peer whom we used to know as Mr. Robert Lowe. I heartily agree with Mr. Lowe’s contempt for cram and pretenti usuess. Wlat is false is detestable, and should be stamped out at all risks. But to try to stamp out unreality by reducing all primary education to mere grinding of the three R’s is, in my opinion, to kill the goose which lays the golden eggs, for the object of all education is rather to develop faculty than to increase knowledge. Mark Pattison has said finely of Milton that, “ like all alert students, he read to grow, not to remember ;” and, again, “that the aim of his studies was to improve faculty, not to acquire knowledge.” Butif this were the aim of a man in thefulness of his powers, how much more should it be the aim in regard to children, who so lightly
(To be continued.)
apprehend and so speedily forget everything which is not mechanically learnt ?
THE DEVELOPMENT OP FACULTY.
But how can you develope faculty by a monotonous round of mere reading, writing, and ciphering ? I have it on the testimony of some of the best primary teachers in London that, if you keep the brighter children in the mill of the three R’s when they are ready for something higher, you actually make them worse writers and readers. The whole thing becomes so insufferable a weariness that the child’s mind seeks refuge in the region of its own imaginations, and refuses to grind any longer like a blind Samson in captivity. Give it something beautiful to see, something noble and generous to feel; feed its intellectual faculty with the beautiful facts of science, and its moral faculty with the grand actions and characters of sacred and secular history, and its mind, sustained in life and growth, will develope greater resource and alertness even in the simpler exercises of reading and writing. The testimony of Mr. Moseley in a report on the school of Dean Dawes is conclusive on this point. “ Here,” he says, “where so many other things are taught besides reading, the children are found in advance in reading of other schools, iu the
majority of which scarcely anything else is taught.....And
this is always the case, and a fact which seems to point to the expediency, if not the necessity, of teaching children something else beside reading, that we may be able to teach them to read.” To the same effect is the testimony of Mr Wilson of Rugby, one of the very best and most succesful of modern teachers of young boys,
SCIENCE LECTURES IN SCHOOLS.
After the introduction of science lectures into the school, he says, “ the school as a whole was the better for it and the scholarship none the worse. The number of boys whose interest was not caught by any school study was markedly less.” If anyone should ask what kind of scientific subjects I would recommend for the study of children in a primary school, I would answer in the words of Sir John Lubbock :—
“ At present, the education given in our elementary schools is practically limited to the rudiments of arithmetic, outlines of states and names of towns, to grammatical rules, and that series of crimes and accidents which is misnamed history. We should surely endeavour to give children some information with reference to the beautiful world in which we live, the commoner animals and plants of our woods and fields, some explanations as to the ordinary phenomena of nature, of the sun and stars, the properties of air and water, the character of soils, some elementary knowledge of light, heat, &c.”
In addition to these subjects I would mention another, recently prescribed at home.
DOMESTIC AND POLITICAL ECONOMY.
Under the general designation of “ Domestic Economy,” and embracing the following subjects ■—“Food and its preparation ; clothing and its materials ; the dwelling, warming, cleaning, and ventilation ; rules for health, the management of sickness ; cottage income, expenditure, and savings.” I do not think I shall be too bold if I suggest, further, that in such a community as this, where every citizen has a voice in the Government, children should be made acquainted with the simpler principles of political economy. And if anyone is afraid of the burning question of protection, let me suggest such subjects as these :—The difference between productive and unproductive consumption, the dependence of value on cost of production, the connection between the rate of wages and the number of the population, the relations between capital and labour, the influence of rent on the value of products, the necessary limitations of property in land, the different methods of distributing the three requisites of production, land, capital, and labour. But I may be asked—How would you find time for the teaching of such subjects, and how could you make the teaching so thorough as to be of any value ? Would you not require monsters of learning as your masters, and prodigies of industry as your pupils ? Not by any means. I don’t want these subjects taught technically and completely to be remembered, but popularly and illustratively, for the purpose of awakening interest and developing intelligence. I would not have the masters profess to teach any “ologies j” that would be mere sham.
OBJECT LESSONS AND SCHOOL MUSEUMS.
I would have all these subjects included in one or two text books, and taught under the title of object lessons. Such teaching would be as great a delight to the master as to the scholar ; and soon we should find the children requesting here, as Mark Pattison heard them request in Germany, that they might be allowed to sacrifice part of their play hour to get more object lesson. Hear the excellent and sensible remarks on this point of Mr. Wilson, of Rugby: “ It may seem to some,” he observes,
“ that the amount of positive knowledge gained is too little, and indeed it is not much—not so much as would be gained by half the time spent in learning and being examined in somebody’s advanced text book ; but from the one system the boy emerges hungry for more knowledge . .
. . while from the other he comes out—perhaps some of my hearers
know how he comes out.” I once had a class of men for the study of Shakspeare’s works, in which I endeavoured to bring out the general drift of each play, the individuality of the several characters, their true humanity, and the grand lessons for life and conduct which Shakspeare gives us in his “ Thoughts that breathe aud words that burn.” The class was extremely popular, and I observed with satisfaction that it drew out powers of thought and feeling in the pupils, in the exercise of which they found a visible delight. It was true education. But one day a member of my class met a young man who was cramming Shakspeare for an examination. This youth asked him whether he could point out the meaning and derivation of certain obscure words in the Shaksperian writings. He said he could not. “ Then what in the world,” asked he,
‘ does Mr. Moorhouse teach you ?” “ Well I hardly know,” said ho, “ only to love Shakspeare, and understand what he means.” This conversation reminds me of some remarks of Seneca on the scholastic teaching of bis own age. “ If the book iu hand,” he says, “ be Cicero’s treatise on the Commonwealth, instead of entering into great political questions, our grammarian will note that one of the Roman kings had no father (to speak of), and another no mother ; that dictators used formerly to be called ‘ masters of the people ’; that Romulus perished during an eclipse ; that the o'd form of reipsa was reapse, and of se ipse was sepse ; that the starting point in the circus, which is now called creta or chalk, used to be called calx or career ; that in the time of Ennius opera meant not only 1 work ’ but also ‘ assistance,’ and so on, and so on. Is this true education, or rather should our great aim ever be to translate noble precepts into daily action ? “Teach me to despise pleasure and glory,” he says, “afterwards you shall teach me to disentangle difficulties, to distinguish ambiguities, to see through obscurities ; now teach me what is necessary.” Who can doubt that the grand thing for a schoolmaster to do is to teach what is necessary—necessary to excite interest, to stimulate curiosity, to develope faculty, to give the mind power and principle for the struggle of life. Most heartily do I agree with what Sir J. Lubbock says of the great purpose of education : “ What does it matter if a
child of 12 knows a little more or a little less ? A boy who leaves school at II, knowing much but hating his lessons, would at 20 have forgotten almost all he ever learnt, while another who at If had learnt little, but had acquired a thirst for knowledge, would by the time he was 20 have taught himself far more than the other ever knew. Children, by nature, are eager for information. They are always putting questions. Too often, however, the acquirement of knowledge is put before them in a form so irksome and fatiguing that all desire for it is choked or crushed out of them.” To help the teacher to avoid this pitfall, and to enable the child to learn with enjoyment, I would further suggest that besides interesting text-books on object-lessons, the Government should supply the master with a museum of simple objects, and further allow him within a narrow margin to pick up such objects for himself. In the life of Mary Carpenter, the noblest and most successful of the pioneers of industrial school education, I was extremely interested to observe, not only how successfully she used her father’s orrery and airpump for the instruction of the lowest street arabs ; but also with what loving ingenuity she made the simplest objects the occasion of lessons which could never be forgotten. At one time she would take with her a drawing of the Pyramids, and by means of it explain to her ignorant boys how it was that the buildings of Egypt had not fallen down since Joseph’s days. At another she would take a piece of shale, bearing the imprint of a fern, and then, having asked them how it came there, and having got all kinds of droll answers, she would lead them back in imagination into the carboniferous era, and let their imaginations revel in all the mysteries of an unknown world. Since I came to this colony I once taught an important scientific lesson to some children with the help of a finger glass and some small empty glass tumblers. In order to teach them how to float in the water I wanted to make them understand that they must dip themselves in as deeply as possible. This direction depended of course on the theory that the pressure upward was equal to the weight of the water displaced. In that form, however, the theory wasincomprehensible. They readily saw, however, that theempty tumblers when dipped into the water displaced a quantity of the fluid equal to their own dimension, for they saw the displaced water rise in the finger-glass. When I let go the light tumbler they also saw by the jump which it gave up that the pressure upward of the water displaced was considerable. And then as the tumblers were made heavier by being gradually filled with water, they soon realised that a heavy body must be dipped into the water as far as possible, if it was to swim. J believe those children will not forget that lesson, and I know they took great delight in learning it.
ARITHMETIC.
Well do I remember the time when my own feelings about arithmetic were exactly expressed by the old doggrel :—
“ Multiplication is vexation,
Division is as bad,
The rule of three it puzzles me,
And fractions drive me mad.”
The whole thing was one vast weariness and dreariness, till one day, I scarcely know how (I think it was through the reading of some book written in a more simple and natural way), I caught sight of the true meaning of a fraction. From that moment the study of fractions and the working out of complex questions which involved them, became positively fascinating to me. I will undertake now, with the help of a few apples or potatoes to make fractions comprehensible and interesting to any class of ordinary men and boys in a few lessons. Make them sec the thing with their outward eyes, and by multiplied assaults force home the meaning upon their inward eyes, and you will find, as I have often found that at a certain point the mind will rush forward, far in advance of you, by actual leaps and bounds. I believe that for such teaching as that boys scarcely can be too young. It is Professor Huxley who says:—
“ Scientific instruction should begin with the dawn of intelligence. The first teaching a child wants is an object lesson of one sort or another, and as soon as it is fit for systematic instruction of any kind, it is fit for a modicum of science.” “ The faculty of observation,” says Mr. Tuckwell,
“ is perhaps the earliest faculty developed. I can say, without hesitation, that a boy’s scientific studies may begin from the' time when he is first sent to school.” If I have reasoned correctly on this point, it follows that with respect to object lessons our system of primary education needs to be modified.
School Department.
(6) Hush—Ropes, string, mats, carpets, brushes, brooms, stuffing for beds.
(7) Nuts—Kernel is an article of food. An oil is expressed from it; used for burning in lamps, and making candles.
NOTES OF A LESSON ON THE COCOANUT TREE By Miss Josephine 1C. Mawson, Creswick State School No. 122. Adapted to 3rd Class.
Apparatus—Blackboard, chalk, duster, map, illustration, and samples Time—Thirty Minutes.
I. Description.
Milk is a cool refreshing drink.
The remains of the kernel feed cattle and poultry, and are used as manure.
(8) The juice called mirra is a cool refreshing drink.
When drawn 24 hours becomes vinegar.
A kind of coarse sugar is made from the mirra.
A spirit called arrack is distilled from it.
Haight, 60ft. to 90ft. Diameter, 2ft.; without branches; marked all over with notches, caused by the falling off of leaves ; two falling off yearly. When full-grown the leaver are all at the top of the tree. The leaves, of which there arc 12 or 14 in all, hang over the trunk in the shape of an umbrella. Each leaf is from 14ft. to 20ft. in length. It has white blossoma. Seen a little way off they look like bunches of down. The fruit is found in bunches under the leaves. Each nut is enclosed in a thick husk, and weighs from 15 to 201 bs. In Ceylou there are 10,000,000 trees growing at one time.
Question on each part separately,
II. Where Grown.
III. Cultivation.
IV. Uses.
The tree grows wild in South Sea Islands. It is cultivated in East and West Indies, Brazil, Java, Sumatra.
It is grown from the ripe nut, ft is exposed to the influence of the sun and air, till leaves burst through the shell. It is then planted. The tree bears fruit when 12 years old.
The uses of the cocoanut tree are more numerous than those of any other tree. Every part of it is made use of.
(1) Trunk—Timber for building houses and ships.
(2) Hoot—Chewed by the natives; very hot.
(3) Duds—Vegetable, makes good pickles.
(4) Shell—Drinking-vessels,cups, basins, ladles, bowls for pipes when young.
(5) Leaves—Good thatch, umbrellas, mats, and brooms.
Exhibit a specimen of the fruit to the class. Elicit its name.
Show a picture of the tree, elicit from the children as much as possible of the description.
Ulustrateallthe measurements in the lesson by comparison with objects near.
Explain all difficult words in the lessons.
Compare with cherry tree.
Explain what down is; refer to chickens and goslings.
One hundred nuts, on an average,on each tree yearly.
Show what a great quantity of fibresround each nut; the nut itself only weighingfrom U to 2 lbs.
Where it is the chief support of the natives.
Show all these places on the map, explaining that the South Sea Islands are the islands in the South Pacific, between America and Australia.
In Ceylon the cocoa-nut trees are cultivated in plantations, inclosed by a high fence to keep out thieves and wild animals. Atnight fires are lighted round the fence to drive away hogs and elephants; the hogs destroying the bark of the tree," the elephants trampling down the young trees.
In the Nicobar Is. the natives build their ships, make their sails and cordage, supply them with provisions and necessaries, and provide a cargo, with which to trade with foreign markets, entirely fiom this tree.
Compare with oak and deal, &c.
Illustrate by ginger, which tell the children is also a root.
Called cocoanut cabbage, seldom used, as its removal causes the death of the tree.
The nut is sawed through the middle, the kernel removed, and handles or small pieces of wood put in when they are fit for use.
Thatch, i.e,, a substance used for covering houses, generally straw cut in lengths.
It resembles horsehair or the fibres of hemp, but is much stronger.
Principal support of the natives of the islands where it grows wild.
The kernel is dried, and the oil pressed out by weights.
Very sweet and nourishing.
After the oil is pressed out.
It is obtained by piercing the trunk.
Vinegar is usually made from sour wine and sour beer.
Other sugars made from sugar-cane, beetroot, &c.
Explain process of distillation.
Question on the whole.
Blackboard Sketch.
1. Description—Height, diameter, leaves, blossoms, fruit.
2. Where Grown—Wild : South Sea Islands. Cultivated : E. and W. Indies, Brazil, Sumatra, Java.
3. Cultivation—
4. Uses—Trunk, buds, leaves, nuts, kernel, roots,shell, husk, milk, juice.
The following is the paper set by the Department at the Examination for Exhibitions, December 1879 :—
Time al'owcd for this paper two hours and a half.
1. Parse fully the words printed in italics in the following passage :—
Oh, pardon me, my liege ! But for my tears (The moist impediments unto my speech)
I had forestalled this dear and deep rebuke,
Ere you with grief had spoke, and I had heard The course of it so far. There is your crown ;
And He that wears the crown imortally,
Long guard it yours ! If I affect it more Than as your honour and as your renown,
Lc-t me no more from this obedience rise,
Which my most true and inward duteous spirit Teacheth this prostrate and exterior bending.
Heaven witness with me, when I here came in And found no course of breath within your Majesty,
IIow cold it struck my heart 1 If I do feign,
Oh, let me in my present wildness die,
And never live to show th’ incredulous world The noble change that I have purposed.
2. Analyse according to Morell’s secoud scheme—“ It was urged by some of the speakers that if the hours of labor were shortened, as was proposed in the Bill, they would be uuable to compete with the manufacturers of other countries, where labor was employed for nine, ten, and eleven hours daily. ”
3. Write each of the following sentences in a correct form, stating the rule or rules violated in each :—(1) How is your father and mother?
(2) Give me them books. (3) This is the boy whom you say writes too slow. (4) I do not like these sort of people. (5) She done her sum wrong. (G) He has wrote the letter nice. (7) They speak like he does. (8) This is the littlest of the two.
4. Write down the possessive singular of the feminine of marquis; the possessive plural of the masculine of widow ; the plurals oiphenomenon, hypothesis, and beau ; and the past and present participles of transship, frolic, begin-, crow.
b. (a) To what parts of the principal verb aro. shall and will joined ? (b) What are the differences in the uses of these auxiliaries in the different persons ? Give short sentences illustrating your answer.
G. Explain fully the formation of the following words, giving the meaning or force of each part of them and the language from which each is derived :—Assimilate, autonomy, herterodox, interminable, wrongly.
7. Write a short essay on one of the following subjects:—(1) A visit to the Sandhurst exhibition. (2) The seasons in Australia. (3) The Zulu war.
Answers to Questions 1 and 2 :—
By It. Crooke, Esq., B.A.
No. 1.
Pardon Verb, regular, trausitive, imperative, 2nd singular,
agreeing with “thou,” understood.
liege Noun, common, singular, masculine, nominative of
address in apposition to “thou,” understood.
But for Comparative, preposition, governing “tears,” in objective
case,
impediments
had
forestalled
had forestalled
ere
so
far
he
long
guard
may guard
yours
as
honor
no
rise
which
teachcth
bendiug
heaven
witness
can witness
no
how
cold
live
to
show
world
change
that
Verb, regular, intransitive, ingenetive, personal, dependent on let.
Participle, singular, of infinitive.
Verb, regular transitive, active, infinitive, present, dependent on and governed by 1 ive, governed by “ change ” in the objective case.
Noun, common, singular, neuter, 3rd person, objective after “to,” understood.
Noun, abstract, singular, neuter, 3rd person, objective after the transitive, verb “shun.”
Pronoun, relative, simple, singular, neuter, 3rd person, agreeing in number, person and gender, with its antecedent “change” and objective, governed, have purposed.
No. 2.
|
Sentence. |
Kind. |
Subject. |
Predicate. |
Ob. of Com |
Extension. |
|
A It was urged by some of the speakers |
Principal. |
it |
was urged |
by some of the speakers (instrument) | |
|
B if the hours of labor were shortened |
Adverbial to D. |
(if) the hours of labor |
were shortened | ||
|
C as was proposed in the bill (contracted in July) |
Adverbial to B. |
(as) it |
was proposed |
_ . |
in the bill (place) |
|
D that they would be unable to compete-tence with the manufacturer of other countries |
Noun sentó A. |
they |
would be |
unable to compote with the manufacturers of other countries (nom-completion) | |
|
E where labor was employed for nine, Icd and eleven hours daily. |
Adjective sentence to D. |
where labor |
was employed |
, |
for nine, ten, and eleven hours daily (time) |
UPPER 3« 4- 4-U. '
Simplify X
SIXTH 4 of 4
GRAMMAR.
Analyse.—“ Tell me not.........slumbers.”
Derive.—Geology, Complicated, Soothsayer.
^ GEOGRAPHY.
Exports of South Australia. Volcanoes of Europe. Coal producing countries.
HE SCIENCE EXAMINATION, BY A. ,T. HART, SEPT., 1880.
Noun, abstract, plural, neuter, objective in apposition to “tears.”
Equal to “would have," verb, auxilary to “ forestalled,” sign of potential mood.
Participle, complete verb to forestall, making with “had” the plu-perfect potential.
Verb, regular, transitive, active, potential, plu-perfect, 1st singular to agree with its subject “ I.”
Adverbial conjunction connecting “ I had forestalled,” and “you had spoke.”
Adverb of degree modifying “ far.”
Adverb, modifying “ had heard.”
Pronoun, personal, singular, musculine, third person, noun to “ may guard.”
Adverb of time, modifying “guard.”
Verb, regular, transitive, infinitive, dependent on “may” understood.
Verb, regular, transitive, potential present act, third singular to agree with subject “ he.”
Pronoun, personal, possessive, 2nd person, plural, attribute to “ it.”
Conjunction, connecting “I affect,” and “I affect,” understood.
Noun, abstract singular, neuter, 3rd person objective after “affect,” understood.
Adverb, modifying “more.”
Verb, irregular, intransitive, active, infinitive, dependent on “ let.”
Pronoun, relative, simple, agreeing in number and person with its antecedent, obedience, objective governed by the transitive verb “teacheth.”
Verb, irregular, transitive, active, indicative, present, 3rd singular, to agree with its subject “ spirit.”
Noun, participial, singular, neuter, 3rd person, objective after “ in,” understood.
Noun, proper, singular, neuter, 3rd person, subject to “ can witness.”
Verb, infinitive, present, dependent on “ can,” understood .
Verb, regular, intransitive, active, potential, present 3rd singular to agreeAvith its subject, “ heaven.”
Noun, adjective, not comparable, qualifying course. Adverb of degree, modifying “ cold.”
Adjective of quality, positive degree, attributive to “ heart.”
CLASS ARITHMETIC.
44 — 2r’. :li
■«i “ (j *-* ft
If 13 men can plough 31*35 acres in 2*75 days how many men will it take to plough 15*25 acres in 6*275 days?
SIXTH CLASS ARITHMETIC.
_ hi oz. 3 dwt. 10 grs. at £3 19s 7Jd per oz. A walks the same distance in 18 minutes as B does in 17\ minutes. How far can A walk while B walks 135 yards ?
GRAMMAR,
He knew that this was a likely place for a seal to pop up its head. (1.) Past prog. ind. act, 2nd plu: of “deal.” (2.) Pres. inf. pass, of “feed.” (3.) Pres. cond. pass. 3rd sing of “ hit.”
GEOGRAPHY.
(1.) Ipswich. (2.) Mount Egmont. (3.; Lake Wetter.
FIFTH CLASS ARITHMETIC.
^ £98 14s 6|d x 47. £9806 ISs ll jd-f 47. In 307 tons how many grs. ? Reduce 900070 square inches to square yards.
GRAMMAR.
The trunk of the elephant is a wonderful example of design and skill ; the neck of four-footed animals is usually long. (1.) Ross. plu. of “ ox.” (2.) Obj. plu. 1st pers. pro. (3.) Past part, of “make.”
GEOGRAPHY.
(1.) River Tagus, and into what flows? (2.) Of what country is Perth capital? (3.) What country lies south of United States?
Correspondence.
TO THE EDITOR OF THE “ AUTRALASIAN SCHOOLMASTER.”
SlE,—Permit me to correct a clerical error in my last letter. In the quotation from “ The Bard,” “ Ruin” is in the Infinitive Mood—should read “ Seize” is in the Infinitive Mood. Yours truly,
Yarrowee, 30th September, 1880. R.J.R.
TO THE EDITOR OF THE “ AUSTRALASIAN SCHOOLMASTER.”
I cannot believe that the article headed as above was written in a friendly way towards the giving of useful knowledge to teachers; but rather as a slur upon science studies and science manuals. He should, to be friendly, have named the faulty text book. As to the value of his remarks, let readers judge.
Pure water is difficult to decompose by Electrolysis on account of the resistance it offers to the passage of the current, and because the separated gases, Oxygen and Hydrogen, assume different electrical states called Polarization, and havo a strong tendency fo re-combine. (See Prescott’s Electricity, page 81.) Also, those solutions are most sensitive to galvanic influence, which are made up of monad atom combinations as HC1; others, where there are two or more atoms to one, arc more difficult, as H20 or SO3 on the authority of Faraday.
Dr. Guthrie, Professor at the Royal School of Mines, states, page 164, that “ Hydrochloric acid gas in water solution, when strong, and submitted to the current liberates” of course “ Hydrogen and Chlorine,” these being monads in combination ; bnt when the solution contains less than 20 per cent of HC1 the Chlorine liberated becomes mixed with Oxygen, and very dilute Hydrochloric acid yields nearly pure Oxygen.”
His explanation of the action of dilute Sulphuric acid is weak but probable. Weak, because it states nothing of the force, admitted by all physicists, which passes between the electrodes, compelling a change in the molecules right through, and only liberating the Oxygen on the plus pole or anode. His explanation does not agree with that of Dr. Guthrie, see page 159, whore he distinctly states—“Experiment proves that the current is conveyed by and decomposes the water as weli as the Sulphuric acid, in the proportion of three-quarters current for *water, and one quarter for Sulphuric acid.
Chemistry abounds with proofs that II2SO4 has a great affinity for combining with water, and that they form a chemical union : therefore it is reasonable to suppose that all the water in the whole solution may, and probably is so altered in its nature as to become more easily decomposed, and couduct better ; while it is also perfectly true that the only visible products of the electrolysis arc the two gasses which compose water, and that even if it were the Ho SO4 only that was electrolysed it would only be the water portion which would bo acted on, as its composition is also properly given by the formula SO3 + H20, each of these two being compound bodies that have a real existence, and not hypothetical.
Several chemists mention in their works about Sulphione (SO4) Hydroxyl (IT20o) and Ozone (O3) being formed when the current passes, but always takes care to call these secondary actions. What lie has, advanced, therefore is not new, and he is contradicted by all the great men of science—Davy, Faraday, Grotthuss, and I’ouillct, -who all distinctly state that the water is decomposed, and that the primary action is due to galvanism.
His description of Sodium Sulphate is faulty, because Na2 could not lay hold of what was not present, Hydroxyl, until the current would act on the water and produce it.
The writer of the text book should have omitted the words which Mr. Hart has italicised, but it is better when the decomposition of water bv galvanic current comes before students for a first time (o omit all mention of secondary actions, or at least the study of such, and to teacli as Roseoe and Thorpe do, and all their able contemporaries and illustrious predecessors have done, that decomposition takes place in the atomic proportions of the constituents of water, and not the impurities, P. Madden,
Certificated Science Teacher,
State School 307, Hotham,
CONTENTS.
Address delivered at the Social
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Science Congress, Melbourne |
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School Department— | |
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Notes of a Lesson on the Coeoa- | |
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irut Tree ... ... ... |
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Grammar Exercises ... ... |
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Result Examinations ... ... |
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Correspondence ... ... ... |
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Leaders ... ... ... ... |
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The Teaching of Grammar ... |
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-Esthetic Education ... ... |
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Educational Summary of the | |
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Notes and Gossip... ... ... |
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Melbourne Social Science Congress ... ... ... ... 57
Books recently issued from the Press ... ... ... ... 61
University of Melbourne—
The Matriculation Examinations ... ... ... ... 61
Victorian Education Department— Appointments and Promotions 62 Examination Papers for Exercises in School Management 62 Examination Papers for Students in Training ... ... 62
ANSWERS TO CORRESPONDENTS.
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“ James E. Lang.”—We cannot insert rhymes.
“IGNORAMUS.”—The word is correctly parsed as being in the conditional mood.
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Australasia » S r Ij a Im a s 11 r.
PUBLISHED EVERY MONTH.
MELBOURNE, OCTOBER 27, 1SS0.
The success of tlio Sydney International Exhibition of 1879, followed by the auspicious opening of the Melbourne International Exhibition of 1880, and the Social Science Congress connected therewith, arc indubitable evidence that Australia is fast approaching national maturity. With nations, as with individuals, the character sustained in maturity depends upon the direction given to the forces of youth. Hence, any organization that aims at bringing the results reached by the accumulated experience of the old-world communities prominently before the public of these colonies must become an important factor in our national development. Possibly no organization is better calculated to accomplish this purpose than that of a Social Science Congress. Social Science deals with the inter
relations of the education, the morals, the health, the habits» and the distribution of the wealth of communities. Therefore, the President of the Congress—R. L. J. Ellery, F.R.S.— rightly affirmed, in his very excellent inaugural address, that the greater our advance in civilization, the more populous our cities, and the more prosperous our country, the wider becomes the field, and the greater the need for the cultivation of social science. It has been demonstrated that the progress of civilization is at present accompanied by an increase of vice, misery, and disease, in almost geometrical proportion to the accumulation of wealth, increase of luxury, and density of population. The wide range of subjects discussed by the parent institution may be gathered from the following named in the latest published Transactions Drainage, early closing, imprisonment, public health, education, employments of women, laws of divorce and bankruptcy, condition of the working classes, the charities and relief of the poor, patents and inventions, domestic servants, savings banks, apprenticeships, utilization of sewage, infant mortality, overcrowding of dwellings, and questions relating to the degrading vices of the people. Looking at the synopsis of subjects to be laid before the Congress now sitting in Melbourne, we feel sure that its sittings will have a beneficial influence over the future legislation of the colony. To the Education Section has been assigned the place of honor; and the address with which his Lordship—Bishop Moorhouse— opened the proceedings of the Section, fully justified the action of the Council. Frank avowal of opinion, closeness of reasoning, and dexterity in dealing with opponents, have obtained for his Lordship a high place in the esteem of Victorians. To some of the propositions submitted in his address we are altogether opposed. Nevertheless, we are not insensible of the defects in our education system, and would by no means underrate the influence which his vigorous onslaught on the working of the system is calculated to exert over the public mind. The thorough nature of the changes sought to be made in the system, as well as the fallacy which underlies portions of his masterly address, may he gleaned from the peroration. “ In our thinly-peopled country districts, let us,” says his Lordship, “ leave the connection between the Government and education undisturbed awhile. But in large towns, and amongst intelligent populations, let us gradually establish school boards, giving them very much the same kind of duty and authority as that which has been committed to school boards in England. Let the Government keep in its own hands the right to certificate teachers and to examine scholars ; and, by way of giving ¡practical effect to this enactment, let it make at least a small grant to the boards, a grant which may be withheld if the inspection discloses neglect or inefficiency. Let the payment of school fees also be restored, at first on a low scale, giving power to the school boards to assist the poor, and free the destitute. This is the English plan, and it works admirably. If it be objected that the parents of assisted children might feel pained by the sense of their poverty, I answer they ought to be no more pained than they are at seeing their children wear a worse coat than the children of their neighbors. Such pain ought to be a stimulus to exertion, and in any case we have no business to relieve the great majority of parents of their natural responsibility because some feel a difficulty in discharging it.”
There is no country better adapted than America for shewing our colonies the effect of abstaining from legislation- where legislation is necessary. . Now, wherever the Anglo-Saxon race have extended their dominion, it has become clear that legislation is absolutely necessary if the food-supply of the country from the country’s natural resources is to be maintained. Mr. Minot, in an able article on this subject, contributed to the International Review, has called attention to the “ wanton war which the white man is carrying on in America against the bounty of Nature, killing and destroying, without thought or study of those imperative laws under which nature holds in trust the food-supply of man.” Deer, buffalo, wild-fowl, turkeys, plovers, are gradually disappearing, and their tradition is becoming a thing of the past. The salmon in the rivers of New England has become almost a tradition, and the codfish
October, 1880.
which swarmed on the coast are now a rarity. 1 he Americans, finding that the evil has gone so far, have, with characteristic energy, turned to remedy it, and, under the Fish Commissioners in the maritime States, strict laws regulating the close and open seasons, and the sizes of fish which may be legitimately taken, have been passed. The writer quoted above now declares his conviction that, with a view to prevent the dis appearance of game from the American Continent, strict laws should at once be passed. He suggests that Game Commissioners should be appointed, with authority to inquire into the whole subject, and that the money for the salaries of these should be derived from a small gun tax, and possibly from a slight tax levied on vendors of game. Something of the kind might advantageously be done in these colonies. It would be interesting to know why the quail, which once swarmed all over the colony, has now almost disappeared. It would be not less interesting to have an official opinion from experts why it is that the partridge seems not likely to succeed here, while the pheasant does so well. It would be most important to hear the opinion of men who had thoroughly investigated the subject as to the disastrous effect of swivel guns, whose murderous sport will soon be beginning again. It is certain that the increase of cultivation is not hostile to the existence of game. On the contrary, the grain and grasses planted near rivers and lakes offer fresh sustenance to both water and land game. The cause of the disappearance of both is proved by the experience of other countries to be owing to the unfair treatment which both alike receive. The open seasons are probably too long ; the engines of destruction used, at least in the case of waterfowl, are too potent. It is no system of old-world game laws that we are advocating, but merely a beneficent regulation, or set of regulations, to arrest the gradual disappearance of our natural food supply. With a little forethought and selfdenial, we might achieve the result of enabling the poorest man among us to vary his staple diet of beef and mutton with game and fish. Nature’s laws are beneficent, but they are unchanging and inexorable. She has warned us in her still small voice of what we may expect if we do not hearken to her intimations, but we know from experience that she is ever most ready to co-operate with those who will work on her lines.
THE TEACHING OF GRAMMAR.
By A. Osbaldestox, School No. 1270.
Is the present mode of teaching grammar in our state schools of practical utility! That is, are our children on leaving school able to express their thoughts clearly, to compose sentences correctly and to punctuate at all fairly 1 From my experience as a teacher I feel compelled to answer the above questions in the negative. The programme of instruction provides for children learning, first, the parts of speech ; secondly, the inflexions ; and then parsing, analysis and derivation. Now no fault can be found with that so far as it goes, but it is deficient in practical utility. Children should from the very earliest be taught to analyse and compose sentences. Ideas should be presented to their minds and they should be trained and encouraged to combine those ideas so as to form complete and intelligent sentences. Children in the lowest classes could be trained to do such simple exercises which might be extended and amplified as they advance into the higher classes. They would thus be taught to express their ideas in a clear and intelligent manner, the teacher being careful to £>revent solecisms and vulgarities, and to guide them into correct modes of expression. I have frequently found children who had passed creditably through our schools, being able to parse and analyse the most difficult sentences, utterly unable to write a letter without making the most egregious blunders in style, grammar, harmony of construction and punctuation. We must also bear in mind that the majority of our children do not get beyond the fifth class and consequently know nothing or little of parsing, analysis or derivation. It certainly costs the teacher great pains to bring the children up to the prescribed standard, and there is no doubt that the more intelligently grammar is taught the better will children pass their examinations in that subject, but the children themselves must fail to see the practical utility of the subject as taught at present. They naturally ask mentally for a reason for so much importance to be attached to teaching a subject the details of which on leaving school they forget all about, but if they were trained to express and combine their ideas in correct sentences, to write a letter that would convey their thoughts intelligently, they would appreciate such teaching and would feel a much deeper interest in the subject than they at present do. I do not mean to say that our labour in teaching grammar as it is taught is wasted, for there is no doubt that it is a most healthy mental exercise, when taught intelligently and not mechanically, but what I wish to convey is that if analysis and composition were made more prominent in the programme from the lowest classes upwards the result would be that our children would be better able to express their thoughts coirectly both in speaking and writing, which is, after all, the great end of grammar. Our present programme of instruction could I think with advantage be’extended so as to include analysis and composition from the second class upwards. For instance, that class might in addition to learning to distinguish the article, adjective, and noun be required to distinguish and point out the subject and predicate in a simple sentence and also to combine two or three notions so as to form an intelligent sentence. For example, let the three ideas, horse, leap, fence, be written on the board and the children required to arrange them so as to express the sentence, “ The horse leaps over the fence,” and an exercise calling forth their intelligence, and their interest would be produced and the great object of teaching grammar would be attained. The extension of the programme of instruction here advocated could be so arranged that children in the fifth class, when called upon to write a letter or short essay upon a familiar subject, would be enabled to combine three elements ; viz. :
1. Clearness of expression.
2. Proper grammatical arrangement of words.
3. Fair punctuation.
If the above idea were carried out, I venture to think that the teaching of grammar in our schools would be more interesting both to teachers and scholars and would certainly prove more useful, in after life, than our present, in most cases, mechanical mode of teaching it.______
AESTHETIC EDUCATION.
By Benjamin Wells, Chairman of the Taranaki Board of Education.
(Read before the Social Science congress, Melbourne.)
True education is the proper training of the human faculties for the purposes of life. The human body in its earliest stages of existence possesses organs which are nearly inoperative and useless until their uses are developed by education. The feet cannot walk, the eyes cannot see, the hands cannot handle, and the tongue cannot speak until the teacher has performed necessary duties. As it is with the body so it is with the mind. The soul possesses faculties which lie dormant until the teacher brings them into action. The arm that wields the hammer is strengthened by action : the feet and legs of the pedestrian gather strength by training ; the tongue of the speaker becomes fluent by use, and in a similar manner the mental faculties are developed and strengthened by exercise. The imperfectly-nursed child, as regards its physical nature, is deformed, and unfitted for the fulfilment of the purposes of life ; it is also an object of pity in proportion to the imperfection of its nursing ; and the mind is in like manner deformed, useless, and pitiable in proportion to the absence of education from w'hich it suffers. There is, however, this difference arising from neglect in the two natures—that the neglected physical nature manifests weakness or paralysis, and becomes a burden to itself and to those around it; the uncultured spiritual nature, by reason of its superior inherent vigor, has a tendency towards abnormal growth, and to the exerting of an evil influence on its surroundings. Therefore, just as wholesome and pleasant food, cleanliness, warmth, and loving care, a mother’s smiles and kisses, the music of her voice, and all the patient, gentle, and natural arts of the nurse are necessary to the full and perfect development of the babe; so, also, is useful and pleasant instruction, the feeding of the mind with truth, and the guiding and directing of the mind into the assimilation and the proper use of truth, necessary to the development and the healthy and normal exercise of the functions of the human spirit.
Education is a subject so extensive that it would be impossible, within the compass of a short paper, to effect more than a brief notice of its general principles, or to consider more particularly one of its numerous branches. The proper method of physical education demands the careful consideration of all lovers of their species. The judicious use of the science of numbers, science of words, and of physical science for the quickening, strengthening, and enlargement of the intellect—each needs investigation aud earnest advocacy and application. My object, however, will be the brief investigation of the uses and benefits of aesthetic teaching. By aesthetic teaching I mean the drawing forth and proper direction of the feelings aud affections. Now, very slight observation will be sufficient to convince any intelligent person that such education is necessary. In these colonies the pursuits in which a majority of the people are engaged, and the circumstances by which the masses are surrounded, tend to the development of ruggedness of character, and to the suppression of the finer feelings of the heart. The work of the pioneer is to do battle with the wilderness, to curb the wild luxuriance of Nature, to exterminate useless and noxious animals, and in some instances, alas! to combat with savage man. It is an arduous work, requiring strength, endurance, courage, and a denial of luxuries and delights. Many who engage in it have come to it from the bosom of ancient civilisation, and in spite of its asperating power, never lose the feelings and sentiments which they brought with them from the land of their birth. With their children, however, the case is different, Inured to their father’s busi-
On ratio mil Sunt ni ara of ffjc ||lontIj.
ness from an early age, and surrounded, even from their cradles, with objects necessary only for the common purposes of life, they grow up rugged and unrefined, devoid of sentiment or feeling ; usually persons possessed, by reason of their healthful occupations and the full amount of wholesome food which they receive, of a perfect physical development. But their minds and affections not having received nurture in the same proportions as their bodies, their exuberant physical strength, and bounding animal spirits, unbalanced by mental power, lead them into the perpetration of mischief, and aid their development into the dangerous and hateful class of persons known in these colonies as “ larrikins.”
As a remedy for this state of things the advocacy of aesthetic teaching seems to be both reasonable and natural. As aesthetic teachers, I think that women should be largely employed. Men are needed for the instruction of toys who have attained to a certain age, but in the junior classes of town schools, and in all mixed schools, and in many country schools women might be employed with considerable advantage. Women are naturally more refined and tender than men ; they lead purer lives, are more natural teachers, are more religious, and have a keener sense of the beautiful and the good. When these natural qualities arc aided by culture, women become eminently qualified to perform the duties of aesthetic teaching.
In every school poetry should be read and recited. This is an absolute necessity as regards literary instruction, but I advise its use in order to aesthetic culture. Dr. Croly, himself no mean poet, thus speaks of this elevated and elevating and refining literature :—“ Poetry is the music of language, expressing the music of the mind. Whenever any object takes such a hold of the mind as to make it dwell on it, and brood over it, melting theheart in love, or kindling it to a sense of admiration.” “ Whenever a movement of imagination or passion is impressed on the mind by which it seeks to prolong and repeat the emotion, to bring all other objects into accord with it, aud to give the same movement of harmony, retained and continuous to the sounds that express it—this is poetry.” This clear and beautiful description of the “divine art” show how great a value should be set upon poetry as an aid in aesthetic teaching. Children are almost universally fond of poetry, and the earliest efforts of their dawning minds are exercised in the learning of some simple rhyme. Poetry, by its harmony and beauty, softens the asperities of young natures, and imparts sentiments of religion, patriotism, and philanthropy, and brings them into fellowship aud communion with Nature.
Next to poetry, I am inclined to value music as an aid in {esthetic teaching. If the harmony of verse, and its embodied harmony of thought and feeling, has an elevating and reiining influence on the mind, so also, has the harmony of sound. Music, in the language of one of Britain’s greatest poets, is—“ Twin-born with verse and her harmonious sisters.” Music is the vehicle by which the soul expresses its loftiest sentiments, and by which it conveys most surely such sentiments to other souls. The French Revolution was blown into a flame by the Marseillaise Hymn ! the patriotism of our nation has been propagated and expressed for generations by “ Rule Britannia,” and the fervor uf our national faith has for ages been expressed, both in times of tribulation and in times of wealth, by the Psalms of David and by the majestic hymns ot the martyrs, confessors and ministers of the Church, from St. Ambrose to Keeble and Lyte.
Ornament is of considerable value in {esthetic teaching. How cold to the heart, how chilling to the feelings, are the severely plain and utilitarian walls of poor-houses, infirmaries, and prisons. Ornament, if not. too profusely indulged in, does not cost much. Frequently a school-house could be built from an elegant design, and with sufficient ornamentation for aesthetic teaching, as cheaply as a bald and ugly edifice. Ornamental windows with a bordering of colored glass, a few cornices, mouldings, or panellings, ; lesson cards with ornamental borders, and other simple and inexpensive devices, would be found to afford no small aid in {esthetic teaching.
Flowers are the poetry of Nature, and the perennial revealers of natural beauty. In the mild and genial climates of these colonies the fairest and loveliest of them may be obtained at a small expense ; they may be cultivated without much labor, and their beauty and fragrance may be enjoyed all the year round. Children may be easily taught to love them, and to perceive their exquisite graces. Doubtless it was with a desire for our moral elevation that the great Teacher said, “ Consider the lilies how they grow : they toil not, neither do they spin ; and yeti say unto you that Solomon, in all his glory, was not arrayed like one of these.” Teachers should be encouraged aud aided in the cultivation of flowers around their school-houses, and in decorating the inside of the buildings with bouquets, during the height of the floral season. Kind Nature has prepared valuable lessons for our {esthetic teaching; but alas ! we have all had intercourse with many on whom these lessons have had no power. Of how many might we say, with Wordsworth—
“ A primrose by the river’s brim A simple primrose is to him,
And it is nothing more.”
In vain to such do myriads of blossoms, in endless succession, exhale incense from their cups of gold, or expand their beauteous petals. In vain to them also, does the morning return with its freshness and loveliness; evening with its tints of saffron and lake ; and night with its starry sublimity. To bring such dormant souls into sympathy with Nature, to open their ears to her music, to anoint their eyes so that they may ga/.e upon her beauty, and to fan the flame of their affections towards her arid impart to them an appetite for her feasts of purity and joy, is the object of {esthetic teaching. In short, this teaching evokes the affections, elevates the sentiments, refines the character, evolves power to perceive and appreciate the beautiful; enables us, rationally and purely, to enjoy life, and enlarges our conceptions of the God of Beauty.
Ax a meeting of a deputation from the Trades and Labor Council of New South Wales, and the committee of the Technical or Working Men’s College, at the Sydney Mechanics’ School of Arts, it was resolved that other societies and educational bodies be requested to send delegates to a Technological Conference, to be held at as eailv a date as possible, or to afford such written information as to the educational requirements of their respective districts as may be deemed desirable. The conference will be held in the Technical College Hall on October 2Stb, and will be presided over by Sir Henry Parkes, K.C.M.G.
The erection of the Ormond College in the grounds just to the north of the University of Melbourne is proceeding with rapidity ; Mr. 1!. S. Ekins, the contractor, anticipates that the structure wilt be completed by the end of the year. When finished the building will form one of the handsomest around Melbourne. It is composed chiefly of freestone, which has been obtained from New Zealand and GeeloDg ; the tower rises up to a height of 170 feet above the floor, and as it is situated on very high ground its pinnacle constitutes one of the most elevated out-looks of Melbourne. The total cost will reach almost to the amount of £20.000 ; it is the property of the Presbyterian body, and isalmost entirely the result of the excellent munificence of W. Ormond, Esq.
Ormond College will be open for the reception of students next February. The nucleus of a College Library has been formed, to which donations are solicited by Professor A. H. Strong, of the University of Melbourne, who will duly acknowledge them.
The Senate of the Melbourne University met on Tuesday, the 28th September, and adopted the changes in the regulations of the matriculation examinations made by the council; particulars appear on page Gl.
A meeting of the Senate of the University was called for Tuesday afternoon, 12th instant, to consider—1. The University Bill ; 2. The propriety of requesting the Home Government to place at their disposal two or more of the Indian Civil Service applicants ; 3. The desirability of reforming the proceedings of the annual conference ; but owing, no doubt, to the Bishop of Melbourne’s address at the same hour the meeting lapsed for want of a quorum.
The Council of the Melbourne University met in the council chamber on the 5th instant, at half-past four p.m. There were present—The Chancellor, the Vice-chancellor, T)r. Cutts, Dr. Motherwell, Dr. Mackay, Professor Irvine, Mr. M'Farland, Dr. Morrison, Mr. Ellery, Mr. Deeper.
I he examiners for the Cobden Club medal were appointed in the persons of Dr. Hearn and Professor Elkington. Dr. Hearn and Messrs J. H. Blood, and J. B. Gregory were appointed public examiners in laws for the academic year 1880-81. The offer of Ihe Melbourne Hospital to place their collection of pathological specimens in the museum of the medical school was accepted, and a committee, consisting of the Vicechancellor, Dr. Motherwell, and Dr. Cutts were appointed to arrange matters in connection therewith. The council decided that on the last four days of the February term, 1881, a matriculation examination should be held, the books and details of subjects to be identical with those of the matriculatiou examination holden at the beginning of t.hat term. Routine business occupied a large amount of the time of this sitting, and the remainder of special business was postponed till the next ordinary meeting of the council.
The Department of Agriculture in New Zealand has many devotees; scientific agriculture occupies a leading position in the colleges and other educational establishments. For the two scholarships in connection with the School of Agriculture at Christchurch there are seven candidates, two are from Nelson, two from Otago, and the rest are from Canterbury.
At the monthly meeting of the Education Board of Wellington (N.Z.) the balance-sheet showed that the accounts were in a prosperous condition. A letter was received from the Education Department, stating that £2,500 had been allotted to Wellington out of the vote for school buildings. The report of the re-inspection of the Karori school, by Mr. Inspector Restill, was presented ; it was agreed to forward copies thereof to Mr. Marten, who had expressed himself dissatisfied with Mr. Lee’s former report, and also to the local committee ; further action in the matter being deferred till next meeting. A notice of motion was tabled by Mr. Hutchison relating to the necessity for establishing high schools in connection with the primary public schools. There were fifteen applications for the head-mastership of the Lower Hutt school.
The laying of the foundation-stone of the ¡St. Peter’s Roman Catholic School Church was performed on Sunday, 19th Sept., at Surrey Hills,
N.S.W.,by Archbishop Vaughan. A large concourse of people assembled to witness the ceremony. The building will cost £4118, and will form a very handsome edifice : it is to be completed by Christmas. The Archbishop took occasion to refer at great length to the Education Question from the Roman Catholic standpoint. A collection was made, the amount of which being added to previous subscriptions brings the total receipts up to £113(5 5s. Id. An elegant silver trowel was presented to the Archbishop, with which he performed the ceremony of laying the corner stone.
The memorial stone of a similar institution in connection with the Wesleyan body was laid at Petersham, on Saturday, 25th September.
At a well-attended meeting of shorthand writers, held at the Melbourne Athenieum on the evening of the 8th instant, the Australasian Institute of Shorthand Writers was formally inaugurated. The committee, which had been previously delegated to draw up a prospectus of the proposed institute, presented their report, and also a list of rules. The main objects of the institute are to provide a stenographic library for the especial use of shorthand writers ; to give facilities to learners to improve themselves by meeting for practice, and mutual improvement;
to encourage a spirit of friendliness among the practitioners of the art ; to urge upon employers of clerical labour the many advantages of utilising shorthand writers wherever practicable ; and the urging upon the Government the same. The objects were fully approved of, and the rules, with a few alterations, adopted as read. Tbe following officebearers were elected :—President, his Honor Mr. Justice Higinbotham ; vice-presidents, Mr. W. Clarson, F.L.S.. Professor Irvine, and Mr. R. D. Christie; treasurer, Mr F. H. Raymont; secretary, Mr. R. F. M'Laren ; and a committee, consisting of—Mr. James Marshall, Mr C. L. Moody, and Messrs. Hunter, Farquhar, Stott, Carson, and Hill.
Appointments in accordance with the provisions of the 19th section of the Public Instruction Act 1880 (iN.S. W.). His Excellency the Governor, with the advice of the Executive Council has been pleased to appoint the undermentioned gentlemen to form the Public School Boards for school districts :—No. 1—Messrs William Maddison Alderson, J.P. ; William Jonathan Green, M.P. ; James Greenwood, M.A., M.P. ; Daniel O’Connor, M.P. ; Arthur Rennick, M.D,, M.P. ; the Hon. John Stewart, M.L.C. ; and tbe Hon. John Bowie Wilson. No. 2—Messrs. John Broom-iield, Owen Spencer Evans, Peter Francis Fagan, John Hay Goodlet, John Harris, M,P. ; John Lucas, M.P. : John Young, J.P. No. 3— Messrs John Fitzgerald Burns, M.P.; John Davies, C.M.G., M.P. ; Alexander Gordon, William George Laidley, John Macpherson, and Charles Moore. No. 4—Messrs. Stephen Campbell Brown, M.P. ; Samuel Cook ; Robert Fowler, J.P. ; Henry Hudson ; Hugh Kennedy, B.A. ; Percy Charles Lucas, J.P. ; and Michael MMahon.
The attendance at State-schools is still being largely diminished by the children being attacked with measles. The disease still lingers in various parts of Victoria. At Redan and Sebastopol, in the Ballarat district, the infection exists in a mild form, causing the absence of 93 pupils.
A meeting of the council appointed by the Boards of Advice Conference was held on tbe evening of Monday, the 11th instant, at the Town Hall, Melbourne. Present—Mr. J. M. Templeton (chairman) and
Messrs. Rowe, King, Saunders, Ellis, Stewart, and I. Warren Ball. A desultory discussion on the important duties relegated to the council occupied considerable time. Mr. J. Ellis Stewart was elected secretary for the time being. The following resolution was moved by Mr. I. Warren Ball, viz., '“That the chairman, the secretary, and as many members as can make it convenient to attend, shall wait on the Minister of Education to ask him to grant facilities for calling together another conference.’’ The motion was seconded by Mr. A. W. F. Saunders, and carried.
At a meeting of the West Melbourne Board of Advice, on Friday, the 8th instant, Mr Ball, the correspondent, was deputed to take steps to call a meeting of the Council of the Conference of Boards of Advice, in order to consider the matter of utilising the opportunity presented by the meetings of the Social Science Congress, in discussing the Education Question.
The students in the art classes in connection with the Melbourne Public Library are displaying a very laudable desire to achieve the highest abilities as artists. In their desire to excel they have found it necessary to protest against the present management of their studies with regard to the standard of the teachers engaged. A petition, signed by thirty-six students, has been addressed to the trustees of the institution, complaining that there is a lack of instruction in the higher stages of art. The petition concludes by the expression of the hope that “ by providing us with the instruction of some artist of high reputation and great skill you will afford ns that assistance which we so greatly need.”
Evening public schools are to be established at Broughton Vale, Grant’s Creek near Denman, Grafton, Kempsey West, Walang nearGlan-mirc, Bathurst, Eurunderce, and Marangulla (N.SAY. ); also at Aber-glasslyn, Macquarie Plains, Newcastle, Maitland West, and Mudgee. Day schools are to be opened at Carroll Gap, Dumaresquc, and Gumim-bene.
It is proposed to establish public schools at Cookardinia and Truraa-butta, situated between Appletree Flat and Stouey Pinch, N.S.W.
The Governor of Queensland has replied to the invitation of the trustees of the Grammar School at Maryborough, Queensland, to say that he cannot be present at the laying of the foundation-stone of that institution. It has been proposed that the senior member for the district should be invited to act in his stead.
A new school at Dwatnjillah, half-way between Maryborough and Tiaro, has lately been opened ; an infant school will shortly be opened close to the State school at the first-mentioned place, not, however, before it is needed.
The Canterbury College, N.Z., have found it necessary to divide their academical year into two terms, in lieu of three, to correspond with the University regulations. The increasing number of agricultural scholars has become so marked that the committee, in their provisional functions, have recommended additional accommodation at the homestead buildings.
The Board of Education at Timaru, N.Z., proposed to initiate aided schools in sparsely populated districts, giving the amount of capitation grant due on attendance in each case. Unfortunately the effectuation of this proposal seems to be distant.
Several applications have been sent in for new schools, but on account of the board being out of funds they are unable to be proceeded with.
The committee of the Timaru State school have found it necessary to request the parents of children attending the school to pay a capitation fee of one shilling per month, towards the incidental expenses fund ; no parent, however, is to pay more than the aggregate sum of two shillings I and sixpence. The committee have been compelled to do this on account of the Public School Board having reduced the amount of Government subsidy ; and if their request is not complied with it will be impossible to maintain the School ; the pupils attending number over 1000.
Prominent among educational topics at home is the new scheme lately issued for the administration of the Foundation and Endowments of Christ’s Hospital. The Charity Commissioners’ plan, which has been prepared after lengthy deliberation, comprises a very compehensive and effective code of laws for the management of the institution, and also provides for a most powerful executive. The actual establishment of the school-house will not be accomplished for some considerable time, as the almoners of the institute are delegated to provide a school building capable of accommodating 1,000 children as boarders within a period of three years. This is to be at a convenient distance from the City of London. The school is to be open alike to boys and girls, the age of entrance being eight years, and that at which connection therewith is to terminate, nineteen years. There will be three divisions—a lower, middle, and upper ; admission to each being upon the principle of nomination, tempered by competition. The privilege of presentation to this institution is widely distributed, including a great number of persons and companies, and also extends throughout a variety of parishes and districts. "When in full working this scholastic academy should be one of the most efficient of its kind. Its existence will no doubt be productive of very beneficial national results. The working staff, we note, are not to suffer any religious disabilities ; and there is a principle enacted that the services of such are to be given exclusively to their work.
The “ Geography of India,” by Geo. Duncan (Trubner and Co., London), is an attempt to diffuse a knowledge of that almost unknown land. It has attained a wide circulation in India ; and, considering the fact that England’s Oriental possessions are assuming a more magnified importance every year, this book, which is recommended as a good text-book, should be introduced, with as little delay as possible, into our Australian schools.
A copy of the “ Sunday-school Centenary Bible ” has been presented to Her Majesty the Queen by Messrs Eyre and Spottiswoode, and the receipt graciously acknowledged by her.
Out of 1,000 specimens of ordinary writing sent in to the recent “ National Competition ” the highest prize was gained by a girl. This is the ninth time out of ten that this prize has been appropriated by the softer sex.
A new scholarship is to be erected at the Trinity College, Cambridge, in memoriam of the late Geo. Long, the eminent scholar and jurist, to he called the “ George Long Scholarship,” and its purpose is the encouragement of the study of Roman law. The Spectator says of Geo. Long that he “ was a man of the most thorough learning, of the most modest scholarship, and of the most severe simplicity.”
THE business of the Congress was commenced at the Athenaeum Hall, on Monday, October 11, when the President, R, L. J. Ellery F.R.S., delivered the inaugural address. In a lengthy speech he sketched out the work of the session, and the details and order of business of each Section of the Congress. He stated that proposals for holding the Congress had originally emanated from the Hon. T. Loader, and the Exhibition Commissioners, recognising the importance of the movement, had remitted the task of its inception to the Ceremonial Committee. It had in its main features been modelled upon the scheme of the National Association of Great Britain. The arrangements for meetings would extend over a period of six weeks, subject to alterations should any circumstances render it desirable. Each department had a certain time allotted to it, and no two departments were to sit at the same time. In enumerating the objects of the Congress, the President remarked that at present it was not intended that it should be anything more than an ephemeral gathering, although it might probably take the more substantial form of an annual and constituted movement. The business of the session had been arranged as follows :— The department of Education had been allotted the first week, commencing Tuesday, 12th October, when its able and honoured president (Bishop Moorhouse) would deliver his opening address. Then follows the Health section, either the next ensuing week, or a fortnight after, which would be opened by an address from the ex-Chicf of the Medical department, Dr. McCrae. Next, the department of Science, Literature, Art, and Music, which had been separated into four sections, would be opened by its vice-president. The department of Jurisprudence would commence its sittings about loth November, with an address by Dr. Hearn. The department of Trade, Economy, and Manufactures was expected to hold its sitting during the week commencing 22nd November ; it would be inaugurated by an address from the Hon. Thos. Loader. The Agricultural and Pastoral departments would hold their meetings probably during the first week of December; the proceedings in connexion with each were to be opened by an address from Baron von Muller, one of its vice-presidents. The close of the departments’labours would terminate the business of the Congress. Mr. Ellery then dealt separately with each department and indicated the nature of the various questions and matters that would occupy the attention thereof. Under the head of Education he recommended the consideration of the establishment of Technical schools; the registration of all teachers, public or private; the granting of science degrees by the University; and tbe inspection of private schools and colleges. The president was listened to with great attention, and was frequently applauded.
The Bishop of Ballarat moved a hearty vote of thanks to the president, and he thought that all would agree in the wisdom of their selection, of the president, as they had in Mr. Ellery, a gentleman who combined with his calm and philosophic, scientific spirit, the warm enthusiasm of a genuine philanthropist. Mr. H, G. Turner seconded the motion, and Mr, J. J. Casey made a few remarks. The vote of thanks was carried unanimously,
President—The Eight Kev. the Lord Bishop of Melbourne.
Tuesday, 12th October.
On Tuesday afternoon, the Education Section met at the same place. A crowded audience greeted the Bishop of Melbourne, on the occasion of the reading of his inaugural address. The Bishop dealt very exhaustively and trenchantly with the question of Education, concentrating his arguments upon the two main points, primary or individual instruction, and the element of religion. In considering the education of the citizen, Dr. Moorhouse quoted Dr. Pattison, to show that it is not alone the elementary school which models the national character. The result of this gentleman’s inspection of the schools of Germany had led to this conclusion. He also quoted Dr. Bigg, principal of the Westminster Training College, with reference to American institutions. From this he went on to consider the “ pen,” the theatres, and political life, as factors in the national education. The primary education of the child, the Bishop contended, should not consist merely of the three R’s. and that its studies should not be merely for the storing of the mind with things to be remembered, but rather for the development of faculty. Mark Pattison had said of Milton, “the aim of his studies was to improve faculty, not to acquire knowledge.” But if this were the aim of a man in the fulness of his powers, how much more should it be the aim in regard to children, who so lightly apprehended, and so speedily forgot, everything which is not mechanically learnt 1 But how could you develop faculty by a monotonous round of mere reading, writing, and ciphering 1 He had it on the testimony of some of the best primary teachers in London, that the brighter children who were kept in the mill of the three It’s., when they were ready for something higher, were actually worse readers and writers. Mr. Wilson, of Rugby, and Sir John Lubbock, were quoted in support of the introduction of scientific subjects into the public schools. The Bishop advocated that domestic and political economy be taught also, not “technically and completely to be remembered, but popularly and illustratively, for the purpose of awakening interest, and developing intelligence.” The present system might also be improved by the addition of object lessons, in order to acquaint the young mind with the principles of familiar science. The grand thing for a schoolmaster to do was “to teach what was necessary— necessary to excite interest, stimulate cuiiosity, to develop faculty, to give the mind power and principle, for the struggle of life.” The teacher should be provided with interesting text-books, and a museum of simple objects, for this purpose. But the most serious defect of our educational system, he thought, was the exclusion of religious teaching. He agreed with Professor Huxley that, “the ultimate end of education is to promote morality and refinement by teaching men to discipline themselves, and by leading men to see that the highest, as it is the only, content is to be obtained, not by grovelling in the rank and steaming valleys of sense, but by continually striving towards those high peaks where, resting in eternal calm, reason disceins the undefined, but bright ideal, of the highest good.” To teach men to discipline themselves and to postpone the gratification of selfish desires to the call of duty, was the only worthy aim of education. He contended that no education could be complete which ignored religious instruction, and that the only effective text-book of such instruction was the Bible. The child that was not taught religiously became of necessity a secularist. Dr. Moorhouse said, the claim of the Roman Catholics was peculiar. Their action, however, showed that they had a more “ deep and invincible objection ” to the exclusion of religion from their schools than the Protestants. He then proceeded to consider how it might be safely introduced into the Government schools, saying, that those parts should be selected which taught of our duty to God, and our neighbour, excluding the dogmatic portions, aud that the schoolmaster should be the teacher. He advocated the substitution of local rating for imperial taxation. This would reduce the enormous expenditure entailed by Governmental management. He also canvassed the principle of giving education free, which he said had produced very aggravated and evil results. School Boards should be maintained, and the payment of school fees restored.
On the motion of Sir John O’Shanassv, seconded by Dr. A. C. Brownless, a hearty vote of thanks was accorded the Bishop for his admirable address. The motion was put to the meeting by Dr. A. Morrison, and carried amidst loud applause. After a brief response from the Bishop, the sitting was adjourned.
In the evening, this Section again met at the Athenmum Hall. The Bishop of Melbourne presided. About 400 ladies and gentlemen were present. Papers were read as follows :— By the Rev. Thos Cahill, S.J., on the subject of “Religion in Primary Education.” By the Rev. J. C. Symons, in which he gave a history of the various School systems of this Colony since 1851, and a short resume of bills introduced to the notice of Parliament. A discussion ensued in which Professor Pearson contended that morality could only be taught in the most superficial and imperfect manner in schools. Mr. J. Henniker Heaton, of Sydney, urged that if Christianity were to be preserved, religion must be taught in the schools.
Mr. Rowland Rees, the ex-Minister of Public Instruction in South Australia, said that the difficulty was whether the State or the Church were the proper medium for conveying religious truths to children. He thought that this was peculiarly the work of the Church. The debate was continued by the Hon. W. M. K. Vale, M,L,A.,, the Bishop of Ballarat, the Hon. H. J. Wrixon, Sir John O’Shanassy, and Mr. G. F. Link. The chairman then addressed himself to some of the objections which had been raised against the propositions advanced by him, after which the debate was adjourned until Monday, the 25th ir.st.
The Section continued its sittings on Wednesday afternoon, at the Assembly Hall, Collins-street East. Mr . E. Morris presided. The attendance was not so large as on previous days. Mr. G. Bell’s paper entitled “Can a feasible plan be devised for giving systematic moral education on a non-Scriptural basis ?” was the first read. He thought that, without a Scriptural basis no system of moral education could succeed ; and said, “ a Scriptural basis for ethics derived solidity from the character and will of God, and no other basis promised stability.” Dr.
C. M‘Carthy followed with a paper dealing with “The place of Religious Education, as a Branch of General Education.” He contended that no National system of education for the training of the body and soul was possible unless the whole people were of one religion. Moral education free from dogma he thought was impossible. A short discussion ensued1 in which Mr. Gregory pointed out that religious education taught a man his duty towards God, and moral education his duty towards man, and that the two were not inconsistent; and Mr. J. G. Burt advocated the separation of the Church from the State. Then Mr. H. K. Rusden read a paper on “Moral Education.” He dealt with the question from a purely scientific point of view, considering the moral qualities—good and bad, as congenital, and advocating a system of selection as to parentage. The Rev. W. L. Blamires confuted the position. He believed the influence of the authority of God could alter the mode of life of any man, despite the hereditary taints in his constitution. Mr. A. T. Hamilton also objected. Mr. Bell and Mr. Rusden briefly replied. Then followed the reading of a paper contributed by Miss Lucy Garrett, of Hobart Town, on the question, “Can a feasible plan be devised frr giving systematic moral education on a non-scriptural basis ?” which was read by Mr. T. Harlin, the hon. sec. to the ¡Section. The writer assumed a negative position. This closed the afternoon sitting. In the evening, the Section again met in the Assembly Hall, when the Bishop of Melbourne presided. About 100 ladies and gentlemen were present. Mr. Leeper, M.A., opened the proceedings by reading a paper on “ The Functions of the University College in Victoria,” in which he ably stated the importance of such institutions, and contended that, “in Melbourne a career was possible for the College more useful aud honourable than could be claimed for the most successful of similar foundations in the old country.” He dealt exhaustively and enthusiastically with the subject, depicting the brightest future for the College in the colony. A short discussion followed, in which Professor Strong urged that the College should be made as little clerical as possible. The Bishop, referring to the bill now before Parliament, gave it as his opinion that professors and representatives of Colleges should have seats in the Council of the University. Dr, Jamieson, Mr. H. J. Ilaydon, Professor Elkington, Mr. E. E. Morris, M. A., also took part in the debate. “ The most effective Method of Teaching the Classical Languages in Schools,” was the subject of the next paper, which was contributed by Mr. Holland ; after wffiich Mr. A. Sutherland, M.A., read a paper on “ Classics in Middle Class Schools.” Classical languages, he argued, might with great advantage be omitted from, and the Sciences introduced in their stead in, the ordinary process of education. A debate followed in which the speakers were Mr. Hayden, Mr. C-. Topp, the Rev. W. Potter, Mr. McComas, and Mr. J. Fisher, M.L.A. Mr. Thibaults paper on “ The Art of Teaching Modern Languages,” was postponed till Tuesday, the 26tb inst.
On Thursday afternoon, the Section continued its sittings at the Assembly Hall. The Rev. Dr. Moorhouse presiding, and about 100 present. The first paper read was by Mr. A. Harper, on “Education in Germany, in comparison with Education in Victoria.” He dealt principally with teachers in secondary schools, and recommended that the Germanic system of supervision should be adopted here, or that a stricter governmental control should be excercised. Sir John O’Shanassy, Mr. J. B. Gregory, and Dr, Hearn were the principal speakers in the debate which followed. At its conclusion, Mr. F. J. Gladman, B.A., read a paper entitled “The Training of Teachers.” He stated that government control had increased the efficiency of schools and colleges, but it caused method to fall into a groove, originality to be cramped, and a Pestalozzi or a Froebel could not arise in modern governmental schools. This paper did not evoke any discussion, but the reader was congratulated by the Bishop for the “ adequate and admirable” way in which he had dealt with his subject. In the evening, the session was continued in the Technological Hall, at the rear of the Public Library. The Bishop of Melbourne presided, and the attendance numbered about GO. “ Physical Education,” formed the subject of the first paper read on this occasion, by Mr. G. Techow. He advocated the erection of gymnasia and swimming baths, for the purpose of providing means for the improvement of the physical condition of the people. The topic was discussed by Dr. Moorhouse, Mr. C. A. Topp, Dr. Jamieson, Mr. A. T. Hamilton, the Rev. John YVatsford, aud Mr. F. J. Gladman. The next essay was read by the Rev. W. L. Blamires, the subject being “ Home Education, as influenced by surroundings.” He dealt logically and freely with the question, and particularly mentioned that councils should prevent the overcrowding of small streets and narrow lanes. After a short discussion, Mr. De Mournay read a paper on “ How to teach Grammar, in which he contested the accuracy and efficiency of Morell’s Grammar. Mr. Lind offered a few remarks, and the Section adjourned.
On Friday afternoon, it again met at the Assembly Hall, Collins-street Blast, the Bishop presiding. The subject of “ iEsthetic Education,” was discussed in a paper contributed by Mr, B. Wells, He urged that the education of children should include the poetical, the musical, and the beautiful. Flowers should be cultivated around school-houses aud used for decoration inside. Mr. Rowland Rees, of South Australia, and Mr. Hugh Evans agreed with the reader of the paper as to the necessity for festhetic instruction. Mr. Ed. E. Morris read the next paper on “ The place in Education of Reward and Punishment.” He regarded the subject from a practical and also a poetical point of view, and respecting corporal punishment, advocated a via media between king Solomon’s dictum and total abolition. This view of the matter seemed to be generally acceptable, no one contesting the position. Mr. Harper, Mr. Hamilton, the Rev. W. Potter, Mr. A. Sutherland, Mr. W. Bryant, Mr. Permezel, and Mr. Ritchie having spoken to the subject, the Section adjourned. The evening meeting was presided over by Mr. E. E. Morris, and about 100 ladies and gentlemen were present. Mr. W. H. Archer,
F.I.A., F.L.S., read a paper on “Appointment to the Public Service by Competition.” A discussion followed, in which the Rev. J. C. Symons, Mr. E. E. Morris, Mr. T. Brodribb, Dr. Plearu, Sir John O’Shanassy, Mr. C. A. Topp, Mr. Murray Smith, and Mr. Loader took part. Mr. P. Whyte read a paper entitled “ State School Exhibitions for Girls,” and the meeting closed.
On the morning of Saturday, the 16th inst., the Section was again convened. Professor Elkington (in the absence of the Bishop) took the chair. The attendance was small. “ Payment by Results,” formed the subject of the first paper read, the contributor being Mr. T. Brodribb, M.A. Mr, Fisher, M.L.A., Mr. Evans, Mr, 0. A. Topp, Mr. G. F. Link, Sir John O’Shanassy, and Mr. A. Harper spoke in favour; Mr. Rees (South Australia), Mr. James Smith and Dr. Hearn, M.L.C., against. Mr. C. A. Topp contributed a paper on “ Reform in School Curriculum,” the discussion on which was adjourned, as also was the case with Mr. G. F. Link’s paper on “ Science Te aching in State Schools.” In the afternoon, at the resumption of the sitting, Mr. G. Bell read a paper on “ Sunday Schools.” This was foP° wed by two papers on “ Hinderances to the Extension of the Sunday School System,” one by Mr. James Jackson, and the other by Mr. E. E. Morris. A discussion followed, in which Mr. Hamilton, Mr. Ritchie, Mr. Stranger, the Bishop,Mr.Love, Mr. Link, Mr. Hope, and Mr. Bell were the principal speakers. Then Mr. E. L. Marks read a paper on the subject of “ Technical Education,” which evoked a little discussion. Mr. Topp’s paper on “ Reform in School Curriculum,” was also canvassed, and the Section adjourned. The evening sitting was conducted at the Technological Hall. Mr. E. E. Morris presided, there was only a small attendance. The first paper read at this meeting was by Mr. Virtue, junr., of Maryborough, on “Boards of Advice,” in which the reader contended that these “Boards” should have their present powers somewhat augmented. The subject was spoken to by Dr. Morrison, Mr. D. Munro, Mr. C. S. Ross, the Rev. C. T. Perks, Professor Elkington, Mr. J. W. M‘Comas, and Mr. James Smith. The general feeling of the meeting in regard to the matter seemed to be that a system of decentralization should be adopted. Professor Elkington advocated the levy of a local rate for education purposes, and its expenditure to be vested in the hands of municipal councils. Political patronage would, by this means, be abolished.
At the conclusion of the debate, the Section adjourned until the 25th instant.
Our space being too limited to allow of a full report of the general proceedings of the Congress, we insert a resumé of the papers read, together with such essays as the Council consent to our publishing. The following are the outlines of those read before the Educational Section during the first week :—
THE EDUCATION ACT AND RELIGION,
By Rey. Thomas Cahill, S.J.
The purely secular system maintained at the cost of the country encroaches on parental rights, and is at variance with the religious liberty and equality guaranteed by the Constitution.
Plato’s definition of education : Culture, which perfects body and soul.
Dupanloup’s : The elevating the mind of the youngest child to the highest objects.
What are those “ highest objects ?” To know God, to serve Him, and to merit eternal life.
Exclude such objects; that is, exclude religion, and there can be no real education.
Distinction between Education and mere Instruction : “The general atmosphere of a school ought to be religious. Education is here our concern rather than instruction.”—Guizot.
“ Philosophy, legislation, literature, intellectual cultivation, from the science of Universities to the reading aud writing of the Poor Schools, will not form the inward life of man, and therefore cannot educate man.” — Cardinal Manning.
Religious and secular instruction combined really educate. Religious parents desire that they be combined in the school. The desire ought to be respected, because to the parents and not to the State belongs the right to educate and to determine the nature of education.
Disastrous Effects of Purely Secular Education : It cannot teach virtue, because by excluding the idea of God it destroys the essence of virtue. Guizot’s Opinion . Intellectual development combined with religion is excellent ; intellectual development alone is a source of danger to society.
In Nobiling we see intellectual development without religious. Emperor William saw in such development a danger for himself and for society ; hence the wise counsel which he gave—“ Secure for your children religious education ; it is the price of security.”
Lamentable fruits of secular education in the United States. Testimony of Muller in “ Public School Education, ”
j Education Question essentially a religious question. Hence the State ought not to meddle with it in such a way as to offend conscience. “ To meddle with religious questions is the greatest blunder that a government can commit.”—A. Thiers. The State has rights, but its rights arc to be regulated by justice.
Religion in education is of immense advantage to the State. It teaches the purest and most elevated patriotism, and forms for the State most useful citizens.
As long as the purely secular system is continued in this colony, a large minority of the population will feel aggrieved. There is not a shadow of hope that Catholics will ever accept the system. The sacrifices which they have made prove their sincerity and their firmness.
The settlement of the question is a necessity.
The system of payment by results seems to be the most rational compromise. Under such system the secular instruction which the State desires is secured, and the rights of conscience are respected.
By Rev. John Watsfoud.
I. It is generally admitted that religious instruction ought to be given to children.
II. Parents should give religious instruction to their own children. The neglect of this one of the chief causes of the present sad state of things among the young.
III. The work of the Church to give religious instruction, not to the children of its members only, but to those especially who are neglected at home. This to a great extent not done. Sabbath schools not now doing the work they did when first established.
IV. Tens of thousand of children in Victoria are receiving no religious instruction. They receive none at home, none in the State schools, and they do not go to the Sabbath schools. The results of this must be sin, crime, and misery.
V. The State should make provision for religious instruction being given, or allow it to be given, for these reasons :—1. The State should uphold morals and good order, and protect its people as far as possible from evil, and there is no power equal to that connected with religious teaching for accomplishing this. 2. The State will greatly suffer if the religious instruction of the young is neglected. 3. As a professedly Christian people we recognise God and the Bible in other matters—why not also in our schools ? I. Not to give religious instruction to some extent is to teach irreligion—contempt of religion. 5. If there were only one denomination in the land, the State would provide for religious instruction in schools. There being mauy does not do away with the necessity for it. The difficulties may be overcome.
VI. Objections to separate schools 1. They would weaken and injure the State schools. 2. Would be really State aid to religion. 3. Could be greatly used for general church work. 4. If allowed to one Church, must be to all. This return to old denomination system. 5. They are not so generally demanded by any Church as some say. 6. Even if desirable, not now practicable. Strong objections to in this country. The same objections to payment by results.
VII. The State should make provision—1. That the Bible, or certain portions of it, be read in State schools. Conscience clause to meet case of objectors. 2. That at fixed time, within school hours, religious instruction may be given by the Churches. This should satisfy the Secularists, the Roman Catholics, and all. This the Government can do This, if wisely sought, might now be secured.
By Rev. J. C. Symons.
1851. —The Denominational Board.
1852. —The National Board. Inconvenience and expense of rival systems. Sir W. Stawell’s Bill in 1853-4. Measures before the Legislature in 1858, by Sir A. Michie, Sir J. O’Shanassy, and Mr. Harris The Common Schools Act 1862. The Royal Commission 1866: Its recommendations for the most part carried out by the Board of Education. The Education Act 1872. Operation of twelfth clause on religious instruction.
Comparison of expense between Common School System and present Act.
Proposal for the future.
Scheme of Scripture lessons, or Bible to be read in schools, with conscience clause. Twelfth clause altered to allow Scriptural instruction before or after secular hours. Withdraw prohibition against teacher giving other than secular instruction. Make Boards of Advice Boards of Control under direction of Department.
Supplement the Act by providing for non-vested schools, to be built and supported by the Churches, persons, or committees who establish them. Payment from the State to such schools by results.
MORAL EDUCATION.
By Miss Garrett.
Wednesday, 13th Octoher, 1 r.M.
The Bible the source of England’s power and prosperity; the thought of a moral training without God’s law sadly suggestive of growing evil in our midst ; nothing more intolerant than the toleration which forbids Christian teachers in the State schools, for fear of offence, to name the name of God ; such toleration really a tyranny ; inconsistency in retaining the Bible in the law courts ; system of instruction in State schools reduced to one dead level ; intellectual poverty a great evil, but defective moral culture is vastly greater ; there has never been a system of morals in the world which has not been founded upon religion. Ultra-liberal education may suggest the possibility of a new moral system, but they have no desire to return to the moral system of the old heathen world. In education two worlds to work in—the moral and the physical ; aim to induce such purity and strength of the spiritual nature as shall ensure true and unselfish actions in the physical; hence a motive power necessary. This motive power should be the fear of God. System on the basis of temporal rewards and punishments breaks down. Moral training
of children of mixed religious denominations possible without offence to any. The power of the Gospel lies in its universality—all other systems have been only national. Christ taught from the great book of nature ; we may follow the Great Master’s example. England owes much to the tion discipline of the Puritan period. The path of duty leads straight or God—all other paths may lead astray, but this one never.
_ By Mb. G. Bell.
No plan of moral education on a non-Scriptural basis is feasible, because to make useful any system of morals, there is necessary:—1. An immutable foundation and principles. 2. A definite standard. 3. Guidance for conduct while the will is being trained. 4. Sanctions that shall operate, even after parental guidance ceases, until the right is chosen spontaneously. ~>. An emotion strong enough to control impulses to immorality. Scripture supplies these ; no other basis does. Because (G) Scripture supplies all advantages claimed by advocates of other bases, and gives some that nothing else can. Because (7) morality, based on Scripture, surpasses every other scheme in simplicity, ease of application, and adaptation to child nature.
By Mr. II. K. Rusden.
Moral education means education calculated to produce good behaviour—good behaviour indefinite. Moral standards, local.
We are taught the local moral standard—not the reason for acting up to it.
Authority as a guide to human action is becoming obsolete. The sect most governed by authority supplies a large proportion of the criminal class.
All men susceptible to didactic influences ; most of all to the influences to which their inherited sympathies incline them. The instruction of a few years cannot supersede the influence of heredity.
Authoritative teaching cannot reform ; it can only inform.
Moral qualities quite as hereditary as form.
4 he question arises :—How is the inheritance of moral qualities to be attained? 1 wo methods have been suggested—the selection of superior parents ; and the elimination of the worst. The second the more practicable of the two. The law eliminates criminals who exhibit immoral tendencies ; and lunatics who are bereft of moral qualities. But the periods of seclusion are so short that society is not effectually protected.
Moral qualities Which are not inherent cannot be brought out by education. But the intellectual capacity which apprehends the evil effect of immoral conduct may be cultivated. Such cultivation is best attempted by societies which encourage the discussion of social topics. 1 rec, debating societies unequalled as moral training or educational institutions.
Brief summary of the author’s conclusions.
THE ART OF TEACHING CLASSICS.
By Mr. Holland, M.A.
. Cause of inability of successful University graduates to translate classical languages at sight.
Best means of remedying this defect.
Enumeration of the faults of teaching.
First and great source from which these unsatisfactory results have arisen.—Latin or Greek words are not associated by the pupil with the words or ideas they express. Present method as absurd as the attempt to make a practical farmer by simply telling the names of the animals, tools and implements to be used. To be remedied by teaching that the words have a meaning in themselves, and not merely through the English equivalents.
Secondly.—(a). Pupils are not asked to transcribe passages from easy classical authors, which is even more necessary than in a spoken language like English. (¿). ^ No practice in dictation—which is more important even than transcription, (c). Not sufficient reading aloud. Whole chapters should be read aloud without translating.
Thirdly.—Not sufficient practice in translation from English into Latin or Greek. More themes should bo set.
fourthly.—Difficulties brought too prominently forward, and too early to be avoided by building up easy narratives on the exercises.
fifthly. Grammatical difficulties also made too much of. Children should learn Classics as they do English.
Sixthly.—Translations given by advanced pupils not sufficiently idiomatic. Such translations should be literal, making allowance for idioms.
Examples.
,, By Mr. A. Sutherland.
1. Knowledge accumulating.
2. In schools there is a crush for time.
'*• 1 he Classics should be removed to make room for other subjects.
4. Half our school time is devoted to linguistics,
i>. 1 hose boys who decline to take Classics arc a source of confusion.
G. Rule ought to be, that without special cause shown, no boy should learn Classics.
V V C Cla8s.ics not to be condemned in themselves, n' ,Tut on^ in so far as tIlcJ prevent other things from being taught, pg08*- our Pupils go but a little way in Classics.
10. very few ever acquire any culture from,
.11. Advantages of more modern studies.
12. Schoolmasters have the power to make the necessary change.
R>. Literary excellence not confined to Greeks and Romans.
14, Strange notions as to the advantages of plodding through an author. °
11). Schoolmasters should combine to give effect to this very desirable change. J
1G. Parents would acquiesce,
THE ART OK TEACHING MODERN LANGUAGES.
By Professor Et. Thibault.
Docteur-es-lettres of the University of Paris.
The study of foreign languages is no longer regarded as a mere achievement of a high-class education, but its utility is felt more and more, and is acknowledged by men connected with the science of education as an almost imperative necessity of our times. It has been made compulsory in all the Universities of Europe, where at present modern languages arc taught by the side of Greek and Latin.
The system adopted in these Universities is what may be termed “ the practical,” and as in the present day everything practical is considered of the highest importance, I have thought that a paper showing the advantage of that system over those generally adopted might not be considered undeserving of attention.
Without attempting to undervalue the advantage of theory, it may be said without fear of contradiction that the theoretical system is adopted almost altogether to the exclusion of the practical. The acquirement of speaking aud pronouncing the foreign language is looked on as entirely secondary.
Now, as the ear and the tongue are the two organs which perform the principal part in the acquirement and application of any foreign language, the first principle in the teaching of living languages should be to train the tongue to pronounce and the ear to catch the articulation, so as to make ourselves understood, aud to understand what is spoken to us.
It is a great error to suppose that in the study of living languages, especially when made part of a liberal education, the main and only object to be aimed at should be simply to read and translate the foreign language. That system is very properly applied to dead languages, but with living tongues the case is quite different.
The chief object with regard to the latter should be to acquire the power of speaking. Reading and translating are unavoidably acquired through speaking, while speaking is not acquired by simply reading and translating.
Under the various systems now followed in Victoria, pupils are too much taken up with grammatical rules—with the theory of the language The practice of speaking and the acquirement of a correct pronunciation are altogether set aside.
And what are the results of that theoretical system ? Experience supplies the answer. The majority of the pupils, after having learnt French or German for many years, cannot speak those languages or understand them if spoken to ; whilst, on the other hand, by throwing the strength of the teaching into the practice of the language, which is the only system now followed in the Universities of Europe, they become soon proficient in conversation.
We must mention here that the objections raised against that system on its first introduction into Russia were successively reproduced against it in Germany, France, and Italy, and that they were the very same which are now made against it in this colony.
But in spite of all these objections, the practical system, through its wonderful results, won for itself the sanction of the most eminent University men in Europe. Its introduction into the Universities of France, Germany, and Italy is Very marked, and the power of speaking, understanding, and writing modern languages is increasing year by year. Those facts are fully recognized in Europe, and the Public Schools look to them for justification of the system.
THE FUNCTIONS OF THE UNIVERSITY COLLEGE IN
VICTORIA.
By Mr. Alexander Leeper, M.A.
The University College, one of the few English institutions that have flourished everywhere, even when others planted in same soil have withered.
It at first received little encouragement or sympathy in Victoria, being left to make its way alone.
Its success now established, owing to its intrinsic merits.
Summary of the advantages of College life, and remarkable testimony to them from France.
Promise of a career of usefulness in Victoria greater even than it has known in the British Isles.
This to be largely obtained through its harmonious eo-operation with the University of Melbourne.
The German University system—How far the Colleges can aid in producing it here. Further services that may be rendered by the
Colleges to Higher Education.
Two functions of a University—How far fulfilled by Melbourne. Probable assistance from the Colleges. Independent sphere for the work of the College.
Objections to the College System considered and answered.
Its origin, purpose, and struggles.
Thursday, 14th October, 4 p.m.
EDUCATION IN GERMANY IN COMPARISON WITH EDUCATION IN VICTORIA.
By Mr. Harper, M.A.
Germany—country in which educational efficiency has been most valued and most sought after ; German arrangements therefore most worthy of study. This especially true of way in which teachers in secondary schools arc dealt with. In Victoria we have in regard to them : 1. No tests of knowledge ; 2. No training in teaching;
3. No supervision of any kind. Consequently teachers in secondary schools may be persons—1. Destitute of all knowledge of subjects they profess to teach ; 4. Entirely inapt to teach ; 3. Ignorant of the principles of education ; 4. Ignorant of what has been done in education by others. In Germany, taking Prussia as a basis, all this avoided. Attendance at University ;Klicense to teach, conditional and unconditional seminaries. For female teachers similar, though less stringent
regulations. Objections—That such a system—(1.) Deprives many estimable persons of employment; (2.) Is despotic, and discourages originality; (3.) Is inconsistent with free-trade in education. Conclusions—(1.) Teachers in secondary schools, public and private, should be registered ; (2.) they should be required to attend the University ; (3.) In the University there should be provision for teaching mental philosophy, on which science of education is based ; (4.) A year’s probation should be enforced ; (5.) A stringent examination of all persons desiring to become teachers should be held by Government examiners ; (6.) There should be compulsory inspection of secondary schools. But as we cannot get this at present, registration should be offered to all who will fulfil the conditions ; a chair of philosophy should be founded in the University; and inspection should be carried out in all schools willing to submit to it.
TRAINING OF TEACHERS.
By Mr. F. J. Gladman, B.A.
As an adequate supply of good teachers is essential to the success of a national system, education departments must provide accordingly. The broad plan of training, universally adopted, includes (1) proper technical training, (2) increase of knowledge. Government control has increased the efficiency of schools and colleges, and has been decidedly beneficial ; but method has fallen into a groove, and originality has been cramped ; a Pestalozzi or a Froebcl could not arise in modern Government schools. The broad function of the elementary school is to fit the child for the next step in life, to develop the powers, to impart certain knowledge and arrange it well, to train him to think, to cultivate good habits and character, and to magnify duty as the rule of life. The schoolmaster should be regarded in relation to such work, and be fit for it ; for, although departmental oversight can do much, the teacher himself is the potent influence. Proper training helps to develop the needful qualifications ; no training can give common-sense or force of character, but it may give fair technical skill and reasonable knowledge. The pupil teacher system has great and special values, but is less efficient than it might be, because active and positive training is often unduly neglected. A teacher must know more than he is required to teach ; it is, however comparatively easy to deal with this side of training ; modern fashion perhaps exalts it too highly, and often mistakes knowledge for teaching skill. Technical training proper is far more difficult; fundamentally different opinions are held respecting its object and the best means of attaining it. Illustrations of this. The chief means and agencies relied on for technical training; their special values, and the conditions of their effectiveness :—Practice in class-teaching and school management; study of theory of school management, lectures on control, teaching, and organisation; criticism lessons; visiting schools, model lessons ; study of education as a science. Ordinary effect of training on average student :—Correction of some false ideas about himself ; rubbino- off many oddities and objectionable peculiarities ; development of a degree of self-reliance and self-restraint; increased power and likiug for study, as well as additional knowledge ; improved skill as a teacher, and increased desire for his work. College training does not give every desideratum, or remove every defect; subsequent practice under new conditions and new responsibilities is the remaining engine of training. Uinless the needful conditions be satisfied no training can he effective-good material, sufficient time, competent officers, a well-contrived course good model and practising schools.
THE PLACE IN EDUCATION OF REWARD AND PUNISHMENT.
By Edward E. Morris.
Both necessary in a work-day world ; ambition in many requires stimulating ; prizes must not be too numerous. Rewards involve competition ; but competition if guided will do good, not harm; impulse to rivalry is natural, but must be guided ; success in a public examination as good as a prize. Punishment:—]. As little as possible : 2. As much variety. Don’t have a code; 3. Don’t be afraid to pardon.' A variation of tones of voice a great help to discipline. Corporal punishment The modern view best, which is the via media between the staunch main-tainance of King Solomon's dictum and total abolition ; limit use to head-master, but keep it as a hast resort.
BOOKS RECENTLY ISSUED FROM THE PRESS.
(Copies of which' can be obtained at the prices quoted through Messr. S. Mullen, Collins-st. Ji*., and M. L. Hutchinson, Collins-st. IV., Melbourne. A liberal discount is alloiuecl to schools talcing several copies.)
Atlas, a movable, showing structure and functions of the brain by Professor G. J. Willowski, M.D., The text translated by T. s! Dowse folio, 7s. Gd, cl.
Arithmetic, the shilling, by James Currie. Thos. Laurie.
Algebra, advanced, by J. Elliot, 8vo. 5s. cl.
Animal Magnetism, by Rudolph Heidenhain. Translated by J C Wooldridge. C. Kegan, Paul and Co.
Chain of life in Geological Time, The, by J. W. Dawson. Religions Tract Society. b
Etymological Dictionary of the English Language, Rev. W. W. Skeats Part 3, 4to. 10s. Gd. cl.
First Greek Writer, by A. Sidgwick. 12mo. 3s. Gd. cl.
Fragments of verse, A. Henrietta Duff. Marcus Ward ’ and Co.
Geography of India, Madras, by Ueo. Duncan: Triibner and Co
Geological Survey of Victoria, The. Progress Report of, Melbourne and Triibner and Co., Madras.
Gantillon’s Meletemata. Select Latin passages, in prose, and verse for unprepared translation, cr. 8vo. 4s. 6. cl.
Greek Grammar, Primer of. Accidence by E. Abbott, and E. D. Mansfield ; Syntax, by E. D. Mansfield, with preface by J. Percival cr 8vo. 3s. G. cl. ’ '
History of England, Dickon’s Child’s, cr. 8vo. 3s. 6. cl.
Historique de la langue Française, Dictionaire. Public par l’Academie Vol. 2, Part 2, 4 fr. 50.
History of the Roman Conquest of England, E. A. Frecmau’s short 12mo. 2s. Gd. cl.
Homer's Odyssey, Books I-XII. translated into English verse, with notes &c., by Sir C. Du Cane, sm. lto. 10s. 0.
Heart and its functions, The—Health Prmirs. David Bogue.
History of the Indian Mutiny by Colonel G. B. Malleson. Vo). 3. W. II. Allen and Co.
Introduction to Logic, by W. H. S. Monck, cr. Svo. os. cl.
Key to the Examples in the Easy Introductory Hebrew Grammar by P. H. Mason, 8vo. 3s. Gd. cl.
Latin Grammar for schools. H. J. Roby’s, cr. Svo. 4s. Gd. cl. Mathematical Examination Papers, set for entrance to R. M. A. Woolwich with answers, Svo. 7s. 6d. cl.
Memorials of Cambridge, greatly enlarged from the work of J. Le Kcux. Svo. 25s. cl.
Medical Education and Practice in all parts of the world, 11, J. Hardwick's Svo. 10s. cl.
Manual of the History, Laws aud Constitution of England, Dr, J. Klein’s Student’s, cr. Svo. 4s. Gd, cl.
M. Tullii Ciceronis de Natura Deorum, Libri très, by J. B. Mayor and J. II. SwainsoD.Voi 1, 8vo. 10s. Gd. ci.
Notes in sketching tours, by an Architect. Office of the British Architect.
Professional Book-keeping, by W. J. Gordon. Wyman and Sons. Questions and the Answers on the French Grammar, by V. Laurent. Edward Stanford, London.
Reorganisation of English Institutions, by F. W. Newman. Triibner and Co.
Tables illustrative of Indian History, by Alex. Graham. 2nd edition. W. II. Allen and Co.
Xenophon’s Cyropœdia (Book 1 to 3) Literally translated by R. Morgan. 12 mo, swd. 2s.
THE MATRICULATION EXAMINATIONS.
The changes in the regulations respecting the matriculation examination made by the council, and approved by the senate at its meeting held on Tuesday last, are as follows :—
1. Four subjects—viz., (1) elementary chemistry, (2) elementary physics, (3) elementary physiology, (1) elementary botany—arc added to the present 10 subjects of examination, which are (1) Greek, (2) Latin,
(3) English, (4) French, (5) German. (G) arithmetic, (7) algebra, (8) euclid, (9) history, (10) geography,
2. A pass and an honour examination are substituted for the present matriculation and exhibition examinations.
3. The subjects of the pass examination consist of all the 14 subjects above specified. The subjects of the honour examination are confined to Greek, Latin, English, French, German, algebra, geometry, and history. That is to say, both pass and honour papers will be set in these eight subjects, and pass papers only will be set in the remaining six subjects of arithmetic, geography, elementary chemistry, elementary physics, elementary physiology, and elementary botany,
4. No candidate will be allowed to present the same subject for both pass and honours, but if he presents himself for honours in any subject, aud fail8 to obtain them, he shall be returned as having passed in that subject if the examiner is of opinion that his answers show sufficient knowledge for a pass.
5. Candidates can matriculate by obtaining honours in two subjects and in passing in two others, or by obtaing honours in one subject and in : passing in four others or by simply passing in six subjects. At present, candidates must pass in at least six subjects, and no allowance is made for passing “ well ” in any subject, nor for passing the matriculation examination “ with credit.”
6. At every matriculation examination the papers of each candidate shall be distinguished, not by his name, but by his examination number, assigned by the registrar according to ballot. This is not the case at preseut. Both the names and numbers of the candidates are furnished to the examiners.
7. The results of each examination shall be published in two lists—1. Containing the numbers and the names of the candidates who pass, arranged in alphabetical order, and opposite each name a record of honours, pass or failure in each subject presented. In each subject the percentage of marks shall be published in the case of those who have passed. 2. Containing the numbers without names of the candidates who fail to pass, and opposite each number a record of honours, pass, or failure in each subject presented. In addition to these lists there shall be published four class lists, one in classics, one in mathematics, one in English and history, and one in modern languages, containing severally the names of those who, having passed the matriculation examination, shall be judged by the examiners worthy of aplace in the aforesaid class-lists on the aggregate of marks obtained by them on the honour papers set in cither (a) Greek and Latin ; or (b) Algebra and Geometry, and Trigonometry ; or (c) English and history, or (d) French and German. The names shall be arranged in two classes, those in the first class in order of merit, those in the second in alphabetical order.
At present the results of the examination are published in three lists, viz:—
a-i ‘ a~h
liùi-b-(a + b)2
- 4ab
1 6«.2 b 2 {a + b)-
1. Containing the names of those who have “ passed with credit,”
that is. those who have passed “well ” in four at least of the six subjects passed, _ t
2. Containing the names oLthose who have simply passed.
3. Containing the names of all the candidates, whether successful or otherwise, giving in detail the result of every candidate’s examination in each subject presented. In this list no percentage of marks is published, but simply the fact of “ passed,” “ not passed.” or “ passed well,” and the name of a candidate is not kept secret on account of his failure.
8. Boards of examiners will be created, and a separate examiner for each subject will be appointed. The examiner appointed for each subject shall prepare the pass paper and the honour paper (if any) in that subject; but the board of examiners for the group under which it falls, shall revise and may alter the papers so prepared, shall affix the numerical value to each question, shall determine the numerical or other standard for pass and honours (if any) in each subject of the group, shall, if required, aflord help to the examiner in case of difficulty or doubt, and shall prepare the class-list of the group ; and the examiner appointed for each subject shall value the answers of candidates, and decide on passes and honours in that subject. The papers of any candidate rejected by the examiner shall be submitted to a second member of the board. If this member concur, the decision of the two shall be final. If there be a difference of opinion, a third member of the board shall give a final decision. At present there are no boards of examiners. Each examiner prepares his own papers and determines the standard for “ pass ” and well.” His paper is not subject to revision, nor can his return of the result of the examination be altered except by himself.
9. Four exhibitions will be awarded at. the matriculation examination held in the October term to the candidates who severally stand highest in the first class of the four class lists above mentioned. At present there are only three exhibitions, the exhibition for history, geography, English, and either French or German, is divided into two exhibitions. The examination for exhibitions is at present a distinct examination from the matriculation examination, is held at the beginning of the February term, and is open only to those who have passed the matriculation examination. The names of the candidatos who gain the exhibitions are published, but no class lists arc prepared. To meet the want of a class list, the professorial board has hitherto published, not only the names of the exhibitioners, but of those who have done creditably.
10. The results of the examination must be published within 18 days from its commencement.
11. The details of subjects of examination form part of the regulations, and cannot be altered without the concurrence of both the council and the’senate. Hitherto the details have been distinct from the regulations, and have been prescribed by the professorial board, requiring only the sanction of the council.
©.tdorian (Ubircafiait geminimi.
APPOINTMENTS AND PROMOTIONS.
James Amess. H.T., St. Johns, No. 558, night school; Mary A. Richardson, 1st Asst., Hamilton, 295; Wm. L. Birred, H.T., Darravreit Guim, 878; Mary O’Connell, ll.T., Wori Yalloak, 1259; Sarah J. Wadrnore, H.T., Kentbruck, 2309; Amelia Davey, H.T., Scott’s Creek, — ; Kate Enright, ll.T., Hermitage, 1462; Mary R. McClelland, H.T., Log Hut, — ; Wm. A. Milburn, H.T.. Mur-rindindi and Ross Creek, 2228 ; G. Bishop, II.T., Diggora, 1413 ; M. Eastwood, ll.T., Woodburn Creek, 1748; M- E. Fitzgibbon, ll.T., Coolungoolu, 230(5 ; J. Reed, H.T., Barongarook, 1S03; F. Bateman, 1st Asst., Ararat, 800; F. P. Philp, H.T., Boola Boolo, 2182; W. Smith, H.T., Kilcunda, 2307; Edith Sprigg, 1st Asst.. Gravel Hill, 1566; James M. Tweedie, H.T., Nareen. 2303; Benjamin W.Birrell, ll.T., Burrereo, 2180; Catherine Mojiuhan,
H.T.. Mincha East., — ; Chas. M. Treloar, II.T., Duch mbegarra, —; Mansfield H. Nelson, II.T., King Parrot Creek,—, Barbara Irving, H.T., Hazlewood, 17G8; Wm. Bowe, H. T, Baringhup, 1687; Peter Eva, H.T., Little Bendigo, 2093; Geo. Me Hardy, H.T., Woolamai, 874; Bryce Ramsay, H.T., Woorndoo, 1001; Geo. Adcock, H.T., Warrambino and Barunah Plains, 1793; Charles J. Ely, H.T., North Murchison, 1050, Charlotte E. Murdoch, 1st Asst., North Sandhurst, 1267; S. F, Bracher 1st Asst., lluntly, 300; John F. Wallis, H.T., Mailor’s Flat, 1210; James Watson, ll.T., Yarram Yarram, 693; Adolphus R.. Duncan, H.T., Teesdale, 2065; Jas. M'Donogh, 2nd Asst., Wodonga, 37; Arthur G. Croft, 2nd Asst., Growler’s Creek, 275 ; G. R. Mott, H.T., Cane Bridgewater, 741: John W. Taylor, H.T., Loyola, 1953; Sophia Osmond, HT., Chinton and Havelock, 1269; H. W. Carter, ll.T, Lower Homebush, 2258; Honora Fitzgerald, H.T., Gre Grc North, 2280; ’William Wallace, H.T., Boundary Creek, 1482; J. Watson, H.T., Birregurra, 723; Alex. Sutherland, H.T.. Amphitheatre, 1637; Elizabeth Scott FI T., Kyabram East No. 2, 2291; W. A. G. Fraser, H.T., Apslcy, 1208 ; Peter Miller, H.T., Lallan, 1435: Joseph L. Gray, H.T., Lower Moondarra, 2320; Mary K. Shdton, 1st AsA... Flemington, 250; Margaret R. Carey, 2nd Asst-., Flemington, 250; J. T. O’Connell, H.T., Elpliinstone, 220; Sarah R. Downes, 2nd Asst., White Hills, 1916; Geo. H. Morton, H.T., Benjeroop, 2321; Caroline Hodgson, H.T., Lang Lang, 1509; Henry McMeikan, H.T., Ardonachie. 1169; Thomas Stack, H.T., Black Range, 2255; Ralph Abercrombie, H.T., Yarram Yarram, (593; A. Weir, H.T., Steiglitz, 1487; Helen Spring, 2nd Asst., Ballarat, 33; Isabella Richardson, 1 Asst., Casterton, 2058; Geo. Lore, II.T., Frverstown, 252; Elizabeth Cox, 1st Asst., Maryborough, 404; T. Armstrong,'H.T.. Waranga, 2300; D. W. Clark, H.T., Bolangum and Wallalooo, 2270.
The following is the paper set at the December Examinations, 1879, for examination for exercises in School Management:—
SET KO. II.
Time allowed, 2 hours.
1. (a) What are the advantages and disadvantages of taking classes out of the desks on to the floor for lessons ? What lessons should always
be given to a class seated at the desks, and what may be advantageously taken by the class standing on the floor? (b) If you have toTive a geography lesson to a class of 53 seated on a large gallery, state or show by diagram the best manner of arranging the scholars, where you would place your black-board and map, and where you yourself would stand.
2. A.JJ. gives a lesson on the adjective to a second class ; lie begins by asking the class for a definition of an adjective ; most of the pupils give simultaneously the correct answer; the teacher then writes the definition on the black-board and the pupils repeat it simultaneously three times ; the class are now asked to name an adjective ; they answer simultaneously some simple adjectives such as black, white, large, small. The pupils are then told to open 2nd books at a certain lesson and name individually in turn the adjectives as they occur. If a child names an adjective but not in the next order, the teacher says “No, that’s not the next adjective,” and passes on to the next scholar. The pupils who answer correctly are asked the reason, to which they reply, “ Because it tells you the kind of tree, boy, &c.” After a page of the reading book has thus been gone through the lesson closes. Point out the defects in this lesson, stating what principles of good teaching are violated. What would you expect to be the behaviour of the class during such a lesson?
3. How would you encourage and develop the powers of observation of infants, train their hands and voices, and practise their limbs in harmonious action ?
4. Wliat Home Lessons should be written and what heard orally ? Illustrate your answer by describing the Home Lessons of a fourth class for one week, stating which of them should be written, and explaining how and when these would be corrected and the unwritten ones be beard.
5. Explain the advantages to be gained by learning (1) Gymnastics, (2) Military Drill. Why is swimming where practicable a most valuable exercise ?
G. Name and explain the three parts of which Mulhaiiser’s system of teaching writing consists.
7. State the punishments you would consider proper in the following cases,, with any modifications you would make depending on the sex or age of the offender (a) Truancy. (b) Occasional unpunctuality, (e) Habitual unpunctunlity. (e) Occasional neglect to learn Home Lessons. GO Talking and inattention in class, (y) Gross insubordination and impe rtinence before class.
The following are the Examination Papers set for Students in Training December, 1879 :— &
ALGEBRA.
1. (a) Explain the meaning of the following symbols :—| .} ^
(a) - “Minus” indicates that quantity or no. following it is to be subtracted from quantity or number preceding it.
/ indicates “root,” being corruption of initial letter of “radix.” When written alone before a quantity or number it is understood to mean “square root.”
j ) “ brackets ” indicate all that quantities enclosed by them are
( j regarded as one quantity, and are so treated in working out or simplifying an expression.
. Multiplication.
^ Indicates that it is not known which of two quantities is the greater, but that the less of the two is to be subtracted from the other. (b) Express algebraically (i) in three ways “Unity divided by a number which when multiplied by itself is a,” (¡i) in two ways “ the number which when multiplied by itself twice is the product of x multiplied by itself once.”
(n) 3/X-, X?
V 9
2. The sum of any series of numbers in Arithmetical Progression is found by multiplying the sum of the first and last terms by half the number of terms in the series. Express this by an algebraical formula. Find the sum of such a series the first of which is 2-i, the last — 1;\, there being altogether 6 terms in the series.
Indicate sum by s, first term by a, last term by l, and number of terms by x. s — (a +1).
By question x — 6, a = 2?>, l = - 1 -V
-5 =(2$ - I£) -3 x (| - $) =*3 x l->- = 34. Ans.
3. Find the value of
x- + 4ax + 4 a" x-—4b2 4 ab
Li—j s— + 7-syr; when x — ——vx-— 4'i- (x-2b)2 a + 0
We have :—
[x + 2ay (x-2b) (x + 2b) x + 2a x + 2b_ 2(.r2 - 4ab)
(x - 2a) (x + 2a) + (x-2b)- ~x -2a*x - 2b~x2 - 2 (a + b) x + 4ab
— by substitution, to
4 ab
4. Find the first four terms in the quotient when axl is divided by P + 1. Write down the nth term and the remainder after n terms.
bxp + 1
axq
ax'1 + - j- x <t~P
Of
x(i-p
a
~-Txq-p
a a
--—Xl-P- -¡—«3-2P
b b-
a „ a a
__^-2P+__a:2-8p _ _ a;«-4p
, a
+ -r-xV-nP
and remainder is + -j—
— O’'
according as n is odd or even no.
+ -rj-xQ-ty’
a „ a + -rx «?-2/> + -rs xl-Zp
-x q-‘-p
a a
r.v xq—zp - rr xq—pp
+ , pzq-tp
5. Find the square root of 494211-812004.
7 I 49,42,11,81,20,04(708.002 7 49
1403 I 4211 3 I 4209
1406002 I 2812004 2812004
Ans. 703.002.
6. In the equation ax2 + bx + c — 0 show what are the conditions in order that there may be two real positive values of x. ax2 + bx + c = o,
.'.ax2 + bx — - c
. 2 0
a:+
Jb2 -4ac 2a
,\x =
b+ '¿b2 -Aac
2 a
If b2 — Aac .'. b2 — Aac — o, and there is only one real root.
If b2-<Aac .'. b2 - Aac is a negative quantity and /¿2 - Aac an impossible quantity both roots are impossible quantities._
If b2>Aac b2 - Aac is a positive quantity, and / b2 - Aac isapossible quantity, the equation has two roots both real and different in value.
But as both roots are required to be real and positive b must be a negative quantity containing a number of units greater than the number of units represented by v b2 - Aac
then b-_-Adac wjp gjve tw0 nos. both real and both positive.
2 a
7. Solve the equations {a) ìfX +
7« - 3 'to + 2 24a;2 + 8«+ 49«
8x + 7| fff
14 + 7 *
+ f V 21 +15«+ 5
16x +15 + 9
14(3« +1) ~ 28
12«2 + 36«-8 4«+ 6 ' ' 7(3« + 1) 7 '
•. 12«2 + 36« -8 = 12«- + 22« + 6 .-. 14« = 14 .-. « = 1.
(« + 5) (y + 7) = (« + 3 ) (?/ - 9) + 112 [
2« + 10 = 3?/+ 1
\ («• + 5) [y + 7) = (« + 1 ) (y -( 2«+10 = 3// + l
9)+ 112
Subtracting
Substituting for y
(p)
A ns « = 1.
xy + 5y + 7« + 25 = xy + y - 9« - 9 + 112 2« - 3y = - 9
16« + Ay = 68 2«-3 y= -9
4« + ?/ = 17
4« C> y = — 18
7y = 35 .’. y— 5
2«-3y= -9 2« — 15 = -9 2« = 6
. •. « = 3. Ans « = 3, y = 5. « « 1
bd+ be"
ad aù
Clearing of fractions, and transposing, we have a ex'- + [ad — bc)x -bd — o
. = -(ad-be) '■ S(ad—ÒcjT+ A a bed
2ac
. • v = ~a(l+ — + M
2uc
b d
.'. « =-or---
164«
,-3«=7i (21-«).
(56« -
33« o 315 — 15«
2« - 3 ~ 3a? = 2
12«2 + 18« = 675« - 30«2 - 945 IS«2 -591« + 945 = 0 . '. G«2 -197« + 315 = 0
«
. 197 + S38809 — 7560
12
. =197± ^31249
' ' '*......12
8. A fall in the price of gas in the ratio of 9 to 7 enables a manufacturer to use one-fourth as much again in the year as he did previously, for the extra cost of 2500 feet of gas at the reduced price. How much gas does he now use in the year ?
Let « be quantity of gas used now in cubic feet;
+« was quantity used formerly in cubic feet.
Price of gas formerly was | of cost at present;
cost of [ f of +« = -!§« | = cost of gas formerly ;
And cost of (« + 2500) = cost of gas at present ;
. -. -§£« = « + 2500 .-.36«=35«+ 87500
.*.« = 87,500 A ns 87,500.
9. The area of a triangular field, two sides of which are at right angles to one another, is 60 acres, and the length of the longest side is five furlongs, find the lengths of the other two sides.
We have 1 square furlong = 10 acres ;
.-. 12 square furlongs = 120 acres.
Now let ®=length of one side in furlongs,
y “length of other side in furlongs.
Then x2 + y2 = 25 \ xy = 12 ) ’
. -. «2 + 2xy + ?/2 = 49 «2 - 2xy + y2 = 1 .-. ««-?/ = + 7 x-y = ± 1
•« = 4 or 3 ( y = 3 or 4 J ‘
10. At an election where there are 3000 electors, and two members to be returned, three candidates, A, B, and C put up. They received respectively 1300, 1200. and 1000 votes, and 500 plumpers were given. How many electors refrained from voting ?
Let « = number who did not vote,
Then 3000-«- 500 = number who split their votes,
Hence 1300 + 1200 + 1000 - 500 = 2 (2500 - «)
.-. 3000 = 5000-2«,
.-. 2« = 2000,
, •. x = 1000. Ans. 1000 electors refrained from voting.
TEACHERS’ SATURDAY CLASSES, St. Kilda High School, Grey-street, opposite Railway. .T. W. ROGERS, Certificated Master.
HEAD TEACHER wants to EXCHANGE SCHOOL, 50 to 75. Must be to one in a warm dry climate; would not object to lose a step if tho surroundings were pleasant. Apply by letter, A. B. care of Vale, Ballarat.
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Among the novelties in almanacs to hand for 1880, may be mentioned the one published by Messrs. M'Kinley and Co. It is termed tlie Australian Pictorial Almanac, and is in every sense of the term a colonial production. The sketches, some of which are excellently finished, are by Mr. Charles Richardson, a young colonial artist of great promise. Perhaps the best from his pencil is one entitled “Trout Fishing.” The letter-press, descriptive of the various scenes, is of a very
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We have received a copy of the Australian Pictorial Almanac for 18S0, issued by Messrs. Alex. M'Kinley and Co., which is deserving of notice as a very creditable example of colonial enterprise and workmanship. The almanac is not of the ordinary ephemeral character of such productions, but contains a large amount of well-selected and arranged information relative to Australia and the adjoining colonies, with several admirable illustrations by a young Australian artist, Mr. Charles Richardson. In a prefatory note the object of the publishers is stated to be to encourage a taste for the study of Australasian history ; and with this view many of the most thrilling incidents in the discovery and exploration of this continent are given......Also of the discovery of the Murray by Captain ¡Sturt. A representa
tion of the scene as the boats of the explorers shot forth from the narrow channel of the Murrumbidgce into the broad and noble river which the Murray at this point becomes being given by Mr. Richardson, who has succeeded in depicting
the characteristics of Australian scenery with great fidelity......Mr. Richardson furnishes eight illustrations,
in which he exhibits very considerable artistic ability. The literary portion of the work, edited by the Rev. W. Potter, is well done, and the work altogether is one reflecting great credit on the enterprise of the publishers.—Age.
ADDRESS DELIVERED AT THE SOCIAL SCIENCE CONGRESS, MELBOURNE, OCTOBER 12, 1880.
By His Lordship The Bishop.
(Continued from page 51.)
MODIFICATION OF PRIMARY EDUCATION.
At present inspection only extends to reading, writing, arithmetic, grammar, and geography, and for ascertained proficiency in these subjects alone can teachers obtain an augmentation of their stipend. No subject will be well taught if it be a matter of no ipfn the inspector, and of no profit to the master. I propose, therefore, that there be inspection and augmentation for object lessons, with the provision of simple text-books and. objects for the use of the master. I have not yet, however, noticed what is to my mind the most serious defect of our elucational system.
THE EXCLUSION OF RELIGIOUS TEACHING.
I mean the practical exclusion of religious teaching. I agree with Professor Huxley that “ the ultimate end of education is to promote morality and refinement by teaching men to discipline themselves, and by leading men to see that the highest, as it is the only, content is to be attained, not by grovelling in the rank and steaming valleys of sense, but by continually striving towards those high peaks where, resting in eternal calm, reason discerns the undefined but bright ideal of the highest good, ‘ a cloud by day, a pillar of fire by night.’ To teach men to discipline themselves, and to postpone the gratification of selfish desires to the call of duty, is the only worthy aim of education. And I am persuaded that that aim can never hit the mark if we ignore our relation to God. Is there a God ? Because if there be, we, His creatures, must be related to Him, and owe to Him the duty which that relation implies. Then it is obvious not only that love of God is a law' of our being, but that it is, as the Saviour taught us, the first and great commandment. How, then, can any life be moral which ignores the first and greatest duty of men? Moreover, if there be a God, our fellow-creatures are His children, and this fact must affect our whole conception of our duty to our neighbour. It is not any sacred writer, it is Epictetus, the greatest teacher of the only noble school of heathen morality, who says, ‘If a man has once been worthily interpenetrated with the belief that we all have been in some special manner born of God, and that God is the Father of gods and men, I think he will never have any ignoble thoughts of himself.’ And again—‘ Slave ! will you not bear with your own brother, who has God for his father, no less than you ?’ These noble words may remind us of the answer of Mary Carpenter, when friends sought to turn her aside from her work among the outcasts of society by representing that it was hopeleso. ‘How hopeless?’ she would answer. “Are not these God’s children? Does He not love them ? Does He not seek to make them like Himself? And can that be hopeless which is carrying out the will of God?’ One sees at once the immense power and stimulus of such a motive, and one seeks in vain for a substitute from any quarter. ‘ It is impossible,’ observes Mr. Baring Gould, 1 to persuade men—the bulk of men—to feel responsibility to bypostatised law's that neither know nor can speak to them.’ ‘ In his crimes,’ to use the fine words of a writer in the Westminster Review, ‘ it is not the heavy irons of his prison, but the deep eye of his Judge, from which man shrinks; and in his repentance he weeps, not upon the lap of nature, but at the feet of God.’ Only the other day, in opening aschool at Wellington, one of the wisest Governors who ever represented the Queen in these colonies, Sir Hercules Robinson, expressed himself as follows :—“ In the present condition of society, teaching, to be efficacious, must, I believe, rest upon a religious basis. The world has not as yet been universally attracted to well-doing by the simple Confucian precept, ‘ Be virtuous, and you will be happy,’ and until it attains to such perfection it will be well not to discard the influence which has so far proved the most efficacious in arresting the motions of evil in the human heart.” In a precisely similar strain Professor Huxley remarks : —I must confess I have been anxiously perplexed to know by what practical measures the religious feeling—which is the essential basis of conduct—was to be kept up, in the utterly chaotic state of opinions on these matters, without the use of the Bible. The Pagan moralists lack life and colour, and even the noble stoic Marcus Antoninus is too high and refined for an ordinary child.” This opinion of Professor Huxley is shared by all who are competently acquainted with pagan morality. It contains noble precepts, scintillations from that divine light which abode in the hearts of someof God’s purest creatures ; but it was without effect upon the multitudes in its own day, and it will continue to be without effect upon them, because of its abstract and impersonal character. Commands alone, however reasonable, are as destitute of influence as the excellent precepts which we copied in the days when we were learning to write. To be influential they must be illustrated by noble lives, and embodied in noble characters; they must come to us in that concrete shape in which they present themselves in the Bible. It was not by abstract precepts, however good and reasonable, that Mary Carpenter succeeded in reclaiming convicts and outcasts. “I seem,” she says, “ to touch these poor children's hearts with the loveliness and holiness of the Saviour's heart.” If, then, it be true, as the Due d’Audifret Pasquier lately said, on taking his seat among the 40 of the French Academy, that “ religious instruction alone imparts the spirit of self-sacrifice, the great virtues, the lofty thoughts; it alone penetrates to the conscience, and makes life bearable, without a murmur against the mystery of human existence.”
NO EDUCATION COMPLETE WITHOUT RELIGION.
It follows that no system of education can be complete which ignores religious instruction, and that the only effective text-book of such instruction is the Bible, How is it, then, that we have banished religious instruction from our primary schools? It was done, I believe, in a moment of haste, to get rid of pressing difficulties, and without any adequate apprehension of the far more terrible and enduring difficulties which the measure was sure to entail upon us. It must not be forgotten, too, that so long as education is purely secular compulsion is nothing less than oppression. The Government can dip its hand as deeply into the public purse as it pleases, and can command the only time which a child can conveniently give to education. Competition on the part of individuals or corporate bodies is, under these circumstances, impossible. Government thus does in effect compel all religious men to have their children brought up in the principles of the secular sect. The child not taught religiously becomes of necessity a secularist. In Holland education is secular and not compulsory. On being asked the reason of this peculiarity, Baron Donald Mackay, the Dutch Minister of Education, gave the following significant answer—“ It cannot be compulsory, because it is secular. If it were made compulsory, it would be necessary to permit denominational schools to be recognised as state publicschools.” In the present condition of public opinion here, I believe the compulsory clause to be necessary ; but then I would urge, to remove the intolerable oppression of this clause, education should be made religious. I would propose then that Biblical instruction be restored to a place upon the list of subjects to be taught by the schoolmaster. I would have such instruction undenominational, and accompanied by a conscience clause allowing any parent to withdraw his child from it if he pleased, as is done now in the schools connected with nearly all the school boards in England.
THE ROMAN CATHOLICS.
The case of the Roman Catholics is peculiar. Whilst the Protestants, by abandoning their schools, have shown that they care very little for denominational education, the Roman Catholics, by keeping and maintaining theirs, have proved that they have a deep and invincible objection to any education which is not religious, in their sense of the word. As, then, I do not think it just to make them pay twice over for the education of their children—constrained in the first place by the force of conscience, and in the second place by the force of law—I would propose that reasonable payment be made to them for such secular results as are tested by the Government inspectors, or, if this be objected to, that such facilities be afforded them for the support of separate schools as are conceded in similar cases in Canada. I know the difficulties involved in these propositions ; but, after mature consideration, I believe that they are less than those presented by any conceivable alternative.
RELIGIOUS LESSONS IN GOVERNMENT SCHOOLS.
Let the lessons selected for the Government schools be few in number, if you please, and only be such as relate directly to our duty to God and to our neighbour. Omit, if you like, all passages of Scripture which relate miraculous occurrences. Make as many concessions as may be asked for, to reasonable scruples, but still let selections from the Bible afford the lesson, and let the schoolmaster be the teacher. Only thus, I am persuaded, will religious teaching become a reality, and keep its place against the accidents of life and the pressure of business. If any of our schoolmasters be disposed to object to this proposition, I would remind them precisely what I have proposed was recently demanded by the school masters of Berlin. Says Mr. Vizetelly—
“ The social union of the schoolmasters of the capital has expressed the opinion that, although religious instruction cannot be completely excluded from the schools, undenominational teaching is both possible and desirable. It would limit this instruction, however, to the history of religion, and would forbid all catechismal teaching, substituting for the Bible, a text-book containing the most important Biblical records and a selection of poetic and didactic extracts from both the Old and New Testaments. It would, further, have the religious instruction imparted by the teachers themselves, and not by the clergy.”
It may, perhaps, help us to understand the motive of this last stipulation if I cite for you the opinion upon this point of Dr. Abbott, headmaster of the City of London School, one of the ablest teachers and one of the most liberal theologians in England:—“If,” says he, “the privilege of thus using the Bible (viz., for undenominational teaching) is to be taken from schoolmasters in state-aided schools, then we may shortly expect to find the moral tone of a profession in which much depends on moral tone seriously lowered, for who can wonder if many schoolmasters who have hitherto enjoyed the privilege of giving direct moral instruction through the medium of the Bible are unable to'accept, without some sense of degradation, their new position, in which they are to be told that this privilege is forfeited ? If this cannot be done, it will also follow that great masses of English children will depend for their religious instruction, supposing them to receive any, entirely upon the professed ministers of religion, who will be forced to monopolise the interpretation of the Bible—a result, in the opinion of many laymen, not to be desired, and not likely to diminish our present sectarian differences.” Dr. Riggs, the able and experienced Wesleyan principal of the Westminister Training College, is even more emphatic upon this point. “ It is perfectly idle,” he says, “ to suppose that Methodist local preachers or class-leaders, as approved substitutes for the Methodist ministers, could be found to give regular instruction to these children. . . . If the
Birmingham Anti-(State Church Educational agitators had entered into a league to further, instead of to oppose, clerical influence, they could hardly have played more completely into the hands of High Church men. They make the Christian instruction of children to be, in effect, a perquisite of priests and pastors—a clergy reserve. . , . They may
be congratulated on haviDg proposed the most plausible and attractive concordat which it would have been possible for cultivated infidelity to offer to exclusive clerical pretensions. Archdeacon Denison has at last found an affectionate ally in Mr. Dale.” You hear what he says. And yet I, who have proposed that the schoolmasters shall give simplo religious and moral instruction from the Bible, have been accused by the schoolmasters, on the one hand, with trying to lower their dignity, and by the rationalists, on the other, with having exclusively clerical ends to serve. A man had need have the testimony of his own conscience that his eye is single in so suspicious a world.
LOCAL TAXATION FOR IMPERIAL TAXATION.
There is just one other subject on which I must touch, however lightly —on the proposition to substitute local rating for Imperial taxation. This proposition opens a very wide question, nothing less, in fact, than the ideally perfect relation between the state and education. On this subject the opinion of the late Mr. J. S. Mill ought to have great weight. “ If the Government,” he says in his essay on Liberty, “ would make up its mind to require for every child a good education, it might save itself the trouble of providing one. It might leave to parents to obtain the education where and how they pleased, and content itself with helping to pay the fees of the poorer classes of children and defraying the entire school expenses of those who have no one else to pay for them. . . .
That the whole or any large part of the education of the people should be in state hands I go as far as any one in deprecating. A general state education is a mere contrivance for moulding people to be exactly like one another, and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation, in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by a natural tendency to one over the body.” To this opinion of John Stuart Mill I may add that of Sir J. Lubbock, who, in giving it, points out other inconveniences of state control. “Every one will certainly admit,” he says, “that centralisation is in itself objectionable. Perhaps, however, this is peculiarly the case in matters relating to education. It is most desirable that we should induce the very best men and women to serve on school boards ; but in order to secure them we must not interfere with them more than can possibly be avoided. We must leave them a real interest and responsibility. Put if all control over the system of education pursued in the school is to be taken out of their hands, we certainly diminish very considerably the interest they would otherwise feel, and thereby tend greatly to impair the efficiency of our schools.” As to the manner in which local government would be likely to improve the methods of education, he indicates his opinion as follows :
“They would be able in certain cases to adapt their schools, or some of them, to local specialities; they would be in a position to avail themselves of any peculiar power on the part of the schoolmaster; and we should gradually ascertain what system does on the whole most tend to develop the moral character and intellectual power of the children.”
No one can doubt. I think, that we must depend for originality of suggestion, and in no small degree for vigour of administration, on the special capacity and enthusiasm of individuals, and thus the last suggestion of Sir. J. Imbbock is worthy of special attention.
THE COSTLINESS OF STATE EDUCATION.
There is still, however, another reason (and one which, in the long run, is likely to have most weight) against a system of education paid for and managed by the central government. I mean its costliness. Whatever Government does, it does expensively. If a school rate is to be levied in a particular district, the addition of a penny in the £ is felt to be a burden; public opinion instantly insists on retrenchment, and the managers, being on the spot, can effect retrenchment in a hundred ways which Government would not think of, or be able to adopt if they did. This reason for decentralisation has already been urged in New Zealand by Sir Hercules Robinson, on the ground that pressure of educational taxation is becoming intolerable. But His Excellency goes further than this. He advocates the restoration of a school fee. He reminds the people of New Zealand that in New South Wales “ the fees last year amounted to about £1 for every child in average daily attendance, and contributed nearly 25 per cent, towards the total ordinary expenditure.” He cites in support of the payment of a moderate fee the authority of Hr. Chalmers, of Cannon Norris (formerly an inspector of schools in England), and of Professor Smith (ten times elected president of the Council of Education in New South Wales.) Sir Hercules Robinson's reasons for his recommendation are very weighty: —
“ Such a course (the extinction of school fees and rates) has not merely sacrificed a considerable amount of much-needed revenue, but its inevitable tendency is, I believe, to deaden parental responsibility, to encourage irregular attendance, and to weaken the feeling of self-reliance by teaching people to look to the state for everything.”
These weighty words are echoed by others equally emphatic spoken by Professor Fawcett, in the House of Commons on free education. “ There was nothing,” he said, “ which he should more regret than such a result. In the first place it would weaken parental responsibility, the most valuable of all social virtues; secondly, it would extend what had already produced sufficiently baneful results—viz., the taxing of prudent individuals still more heavily than at present for the sake of the improvident; and, thirdly, it would increase the tendency which was growing up in this country of making others pay for that which they ought to pay for themselves.”
OBJECTIONS TO FREE EDUCATION.
No one can be blind to the existence of these evil tendencies in Victoria, and I must say that, in my opinion, a most unwholesome impulse was heedlessly given to them here by the adoption of the principle of free education. A parent is expected to provide food for his child’s body ; and what possible reason is there in the nature of things for relieving him from the natural obligation of providing food for its mind ? If the state offered to feed and clothe all our children, we should say that it was pauperising its citizens. It is only pauperising them in a lower degree when it offers to teach their children. Have we resolved to preserve the family as the unit of our national life and as the school and home of virtue : or are we prepared, with the communist, to destroy the marriage institute, and, taking all children from their mothers as soon as they are weened, to place them in a public nursery .’ If, warned by the example of the degraded mobs of classical Rome and by the miserable fauute o all modern communistic experiments, we have resolved to adopt the toi-mer alternative, then assuredly the ideal we should set before us that of a family of which all the members arc fed, clothed, and taught at the expense of its head. This is the ideal, and when people clamour ioi a free education in our high schools and universities, it is enough to answer that this is to depart further from the true ideal than we have done already. If we change at all, it should be in the direction of a 1 etuin to a better system. At the same time, I am no advocate for large and sudden changes. That were to imitate the bad example of our past, .heroic legislation. Revolution by process of law is only less objectionable than revolution by broken heads and flaming houses. 1 would advocate a return to abetter system by such gradual steps as our circumstances admi of. I do not think, for instance, that even the constitution ol loca^ school boards with power to impose rates would be advisable in al our country districts.
AMERICAN SCHOOL BOARDS. .
We have the example of America before us to impose caution in ns matter. Their school boards are entrusted with powers they should not possess, and are constituted in districts which do not yet possess a su i-cient number of intelligent citizens. Vermont is one of the model 8tates of the Union, but what a state of things is disclosed by the repor t ot t re State Secretary of Education—“The whole uumber of school officers in the state is 12,000, or more than one officer for every seven childien. It reminds one of the alleged proportion between officers and soldicis in the United States army. These officers had given to them the power ot certificating teachers, and how did they exercise that power ? Says the same authority :—
“ Many of the better teachers are driven out of the schools by those of immature age and insufficient accomplishments, who outbid them. A large proportion of the town superintendents are totally incompetent to
conduct an examination ; . . . but however competent they may be,
it requires a good deal of nerve for a man to deny the daughter of his friend a certificate, especially if the parent of the child chance to be a member of his parish, or on the list of his patients, or be trading at his store.”
What wonder that we read after this, “ Many of the teachers can hardly write their names so as to be read ?” “ They work as if they ^were per
forming a task or completing a routine of-unpleasant services. vv hat I am about to read, however, is so astounding that if it did not come to us on the authority of the State Secretary, in the report for 1SG8, wc could hardly believe it—
“ A woman , . . applied to me for a certificate. She had taught
she said, nine terms, and appeared slightly indignant that I questioned her. I asked her to pronounce a line of the a b abs ; she failed. Asked her a simple question in arithmetic ; failed. Asked her to describe the Mississippi River, its principal branches, and chief city on each ; failed. She worked hard in school, gave perfect satisfaction in the district, and —I thought I was obliged to lie and certify her ability to teach, and did so.”
The profligate cynicism, the unblushing effrontery of the Secreiary s last statement is surely the most wonderful feature of the whole. What must education be when such is the morality of its principal administrators ? The moral of all this is very plain.
PROPOSED CHANGES IN THE EDUCATION SYSTEM.
Whilst it is desirable to aim at the establishing of school boards, and the restoration of school fees, our rule must be feat in a lento and fextina sapienter. In our thinly-peopled country districts let us leave the connexion between the Government and education undisturbed awhile. But in large towns and amongst intelligent populations let ns gradually establish school boards, giving them very much the same kind of duty and authority as that which has been committed to school boards in England. But let the Government keep in its own hands the right to certificate teachers and to examine scholars, and by way of giving practical effect to this enactment let it make at least a small grant to the boards, a grant which may be withheld if inspection discloses neglect or inefficiency. Let the payment of school foes also be restored, at first on alow scale, giving power to the school boards to assist the poor, and free the destitute. This is the English plan, and it works admirably. If it be objected that the parents of assisted children might feel pained by the sense of their poverty, I answer they ought to be no more pained than they are at seeing their children wear a worse coat than the children of their neighbours. Such pain, when it exists, ought to be a stimulus to exertion, and in any case we have no business to relieve the great majority of parents of their natural responsibility because some feel a difficulty in discharging it. I have now endeavoured to state the several particulars in which, as it seems to me, our generally admirable system of primary education is susceptible of improvement, and I bring my paper to a close with the following wise words of Machiavelli :—“Statesmen who foresee evils in the distance find it easy to apply a remedy, but if we wait till they are upon us the remedy comes too late, for the malady has probably become incurable.”
Sir John O’Shanassy, M.L.A,, moved a hearty vote of thanks to the Bishop for his admirable lecture. He bad no doubt that everyone present had considered the subject of primary education, but he doubted very much whether, in the whole course of their studies, they had found, in such a short compass, so much valuable and practical matter as the Bishop had given them. They must all feel a proud gratification in having in this city so distinguished a man as Dr. Moorhouse. (Ap-
matter.
plause.) Whether they agreed with his views or not, they must confess that sincerity and conviction were written in every line of his face, and expressed in every word which fell from his lips. With such an advocate as Dr. Moorhouse, he believed the difficulties which had beset the education question in the past would soon be removed. As a member of Parliament and a Roman Catholic, it always afforded him the greatest pleasure to be able to meet on the same platform with Dr. Moorhouse on this subject of education, and to give him his hearty cooperation and support. It was a significant fact in modern history to find a divine of the Protestant Church advocating the just claims of the Roman Catholics.
The vote of thanks was carried by acclamation.
HOW TO DEAL WITH ANGRY MOTHERS.
By James Saunders.
Infinite harm is sometimes done to a school by the want of tact displayed by pupil teachers, and especially young pupil teachers, towards parents who come to the school with complaints. Offend one mother, and she abuses you to a streetful of neighbors : such abuse leading sometimes to the withdrawal not of a single child, but of a score of children. It is extremely annoying on the face of it, to be brought to book by an aggrieved parent; but if you are wary, you may frequently turn the tables on your assailant, and make her, instead of a persistent enemy, one of your steadiest and most powerful allies. A mother comes up to you to lodge a complaint. You have grievously maltreated her child, or he has said you have done so, which with many parents, is much the same thing. She leaves her washtub, and with a tail of street urchins at her skirts, comes up to demand what you have done to her 11 little boy.” Her bosom is heaving with passion, her finger-nails look threatening as Tyler’s dagger; she is dangerous as a “bear robbed of her whelps.” Evidently, my young friend, you have need of all your courage to confront her. It is of no use bolting the door or striving to postpone the interview : far better have it now than let her rush off for a “summon-’.’’ Admit her, then, at once, and shut-to the door. The very atmosphere of the schoolroom will have a sobering influence—an influence increased by your calm and steadfast mien. Yrou will find it expedient to treat her with civility. You may get a chair for her. and listen patiently while she states her case. Should she at once make use of intemperate language, and “ breathe out threats and slaughters,” her outrageous behaviour will throw your previous escapade completely into the background : she will presently feel how ridiculous she has rendered both herself and her cause. She then ceases to become an object of fear, and is one rather of commiseration. More dangerous are your little, pale, hatchet-faced women—nagging, determined, persistent: women who have wit to sec their advantage over you, and malice to use it to the uttermost. But whatever type of parent it may be, let it be theirs to open play, to make the first move, nor do you attempt in the outset to offer any justification for yourself. Patiently listen while the complainant states her case and unburdens herself. Nothing will relieve her like having her “say and when she is avowing that her children never require a finger laid on them at homo, that they arc the best children, and the best beloved in the neighborhood, that they are everything that is spotless and immaculate, and that the hapless juvenile you have chastised is the “ bright particular star” of them all, do not attempt in anywise to gainsay or contradict her. Agree with her that the youth in question is in some respects an estimable character. At the same time gently intimate, that in the one point for which you corrected him (say incorrigible lying, brutal obstinacy, cursing, or so forth), he lays himself open to rebuke. It is not at all unlikely, such is the strange perversity of human nature, that the mother will coincide with you, and declare, that, as you say in this particular he belies his general goodness; nay, she would wish you to use all your efforts to eradicate the fault; that nobody knows the trouble she has had with him concerning it; and that she has before now beateu him “ black and blue.” Plaving such an admission, your task is comparatively an easy one.
You have but to remind her how trying children are ; and to ask if it is reasonable that you should manage forty or fifty without corporal punishment, when she herself cannot manage four or five. In the majority of cases, the mother will go away expressing her sympathy with you, her wonder how you can control the children as you do, and her invincible determination, so far as her own child is concerned, to “cut the young wretch to pieces,” if he does not behave himself in future.
Should she, however, refuse to “hear the voice of the charmer,” should she finally remain implacable, and resolve on taking out a summons, then the case assumes a somewhat more serious aspect.
In this event, you must leave no stone unturned to propitiate her. The schoolmaster is allowed to chastise his scholars, so that it be doné reasonably. You are allowed nothing of the kind ; hence it behoves you to be circumspect.
HINTS TO TEACHERS FROM A WISE HEAD.
The following reflections on the management of youth, extracted from a work entitled “Some Thoughts Concerning Education,” by John Locke, and published in 1809, apply with equal force to the’children of to-day i—
Childishness,—If a right course be taken with children, there will not be so much need of the application of the common rewards and punishments as we imagine, and as the general practice has established. For all their innocent folly, playing, and childish actions are to be left perfectly free and unrestrained, as far as they can consist with the respect due to those that are present; and that with the greatest allowance. If these faults of their age, rather than of the children themselves, were, as they should be, left only to time and imitation and riper years to cure, children would escape a great deal of misapplied and useless correction, which either fails to overpower the natural disposition of their childhood, and so by an effectual familiarity makes correction in other necessary cases of less use ; or else if it be of force to restrain the natural gaiety of that age, it serves only to spoil the temper both of body and mind. If the noise and bustle of their play prove at any time inconvenient or unsuitable to the place or company they are in (which can only be where their parents are) a look or word from the father or mother, if they have established the authority they should, will be enough either to remove or quiet them for that time. But this gamesome humour, which is wisely adapted by nature to their age and temper, should rather be encouraged to keep up their spirits, and improve their strength and health, than curbed and restrained ; and the chief art is to make all that they have to do sport and play too.
And here give me leave to take notice of one thing I think a fault in the ordinary method of education ; and that is, the charging of children’s memories, upon all occasions, with rules and precepts, which they often do not understand, and constantly as soon forget as given. If it be some action you would have done, or done otherwise, whenever they forget or do it awkwardly, make them do it over and over again, until they are perfect, whereby you will get these two advantages. First, to see whether it be an action they can do, or is fit to be expected of them : for sometimes children are bid to do things which, upon trial, they are found not able to do, and had need be taught and exercised in, before they are required to do them. But it is much easier for a tutor to command than to teach. Secondly, another thing got by it will be this—that by repeating the same action, uutil it be grown habitual in them, the performance will not depend on memory or reflection, the concomitant of prudence and age and net of childhood, but will be natural in them. Thus, bowiDg to a gentleman when he salutes them, and looking in his face when he speaks to him is, by constant use, as natural to a well-bred man as breathing : It requires no thought—no reflection. Having in this way cured in your child any fault, it is cured for ever ; and thus, one by one, you may weed them all out, and plant what habits you please.
I have seen parents so heap rules on their children that it was impossible for the poor little ones to remember a tenth part of them, much less to observe them. However, they were either by words or blows corrected for the breach of those multiplied and often very impertinent precepts, Whence it naturally followed that the children minded not what was said to them when it was evident to them that no attention they were capable of was sufficient to preserve them from transgression, and the rebukes which followed it.
Let, therefore, your rules to your son be as few as possible, and rather fewer than more than seem absolutely necessary. For if you burden him with many rules, one of these two things must necessarily follow ; that either he must be very often punished, which will be of ill-consequence, by making punishment too frequent and familiar ; or else you must let the transgressions of some of your rules go unpunished, whereby they will of course grow contemptible, and your authority become cheap to him. Make but few laws, but see they be well observed when once made. Few years require but few laws, aud, as his age increases when one rule is by practice well established you may add another.
But pray remember, children are not to be taught by rules which will be always slipping out of their memories. What you think necessary for them to do, settle in them by an indispensible practice, as often as the occasion returns ; and if it be possible make occasion. This will beget habits in them which being once established, operate of themselves easily and naturally, without the assistance of the memory. But here let me give two cautions. 1. The one is that you keep them to the practice of what you would have grow into a habit in them, by kind words and gentle admonitions, rather as mindiDg them of what they forget than by harsh rebukes and chiding, as if they were wilfully guilty. 2. Another thing you are to take care of is not to endeavour to settle too many habits at once, lest by variety you confound them, and so perfect none. When constant custom has made any one thing easy and natural to them, and they practice it without reflection, you may then go on to another.
NOTES OF A LESSON ON CORAL FORMATIONS.
By J. Walker.
insect.
1 Ask the meaning of the word “ oral,” and require the names of oval-shaped objects to be given.
2 Hence the name of the islands.
3 Shew that this is explained by the fact that coral insects build vertically, or nearly so.
* Let the teacher here shew how these statements can be reconciled, by calling the attention of the class to the fact that certain portions of the bed of the ocean, as well as of tracts of land, are gradually sinking. (Ansted’s Phys. Geog., p. 59.)
{ Shew the appli-5 ] cabilit.y of these
o < terms from the 7 I nature of the several structures.
i Shew the situa-< tion of these, on ( the map.
10 Require the class to point out these places.
1.
Simplify
ocean beyond often deepens at once to several hundred fathoms.3
Thecoralinsect ceases to exist beyond a depth of 25 or 30 fathoms, and yet !i the coral wall descends precipitously to unfathomable depths, and although the whole of it is not the work of these animals, yet the perpendicular thickness of the coral is known to be very great, extending hundreds of feet below the depth at which these polypi cease bo live.”*—(Mrs. Somerville’s Phys. Geog., p. 153.)
Some of the largest of these atolls are nearly 100 miles long, but the majority arc very much smaller. The width of a coral reef varies from a quarter to half a mile.
(2) Encircling Reefs.5 These differ from (1) only in having one or more islands within the enclosure.
(3) Barrier Reefs.0 These extend in a straight line in front of, and at some distance from the land, which is generally a continent or large island.
(1) Fringing Reefs.7 These are quite distinct from the preceding kinds. They form fringes of coral along the margin of a shore, and, as they frequently surround shoals, are very dangerous.
N.B. “ Atolls and barrier reefs are believed to be due to the growth of coial on descending land, while fringing reefs are those formed on land rising out of the sea.” (Ansted’s Phys. Geog., p. 71.)
II. Distribution.
(1) Lagoon Islands or Atolls are divided into three main groups :—
(a) The Low or Dangerous Archipelago, situated south of the Equator and to the east of the Society Islands ; many of these are inhabited.
(A) The Caroline Archipelago. This is the largest of all, and lies north of the Equator. Many of these arc of great size and are often washed by tempestuous seas, and visited by violent hurricanes.
(c) The Laccadives, Maldives, or Chagos Group in the Indian Ocean.
(2) Encircling Reefs. Instances of these are to be met with in the Caroline Archipelago, but the most noted is that of the Island of Tahiti, one of the Society group,s which is encompassed by a lagoon 30 fathoms deep, and hemmed in from the ocean by a band of coral, at a distance varying from half a mile to three miles.
(3) Barrier Reefs. The principal of these is the great Australian Barrier, upwards of 1000 miles long, and from 20 to 30 miles from the coast.
“ The reef is nearly 1200 miles long, because it stretches nearly across Torres Strait.9 It is interrupted off the Southern coast of New Guinea, by muddy water (which destroys the coral animals) probably from some great river on that island.”—(Mrs. Somerville’s Phys. Geog., p. 152.)
(4) Fringing Reefs are numerous on the shores of the islands of the Indian Archipelago. They are also met with around Madagascar, the east coast of Africa, and the West Indian Islands.10
N.B. For an account of the manner in which coral reefs become converted into inhabited islands, together with much additional and interesting information on the subject, the teacher is referred to Hughes’s Phys. Geog., p.p. 87—89, and to Mrs. Somerville's Phys. Geog.. p.p. 149—154.
RESULT EXAMINATIONS.
The following are some of the questions set by Inspectors at the Result Examinations in the schools of the District of Westland. New Zealand : —
ARITHMETIC.
Sixth Standard.
9(3* of -,-VR 19
Fifth Standard —1. Reduce 1 SIbs lOozs. 12rs. Avoirdupoise to Troy Weight. 2. What sum must a person spend in 96 days if he de sires to save every year £75 out of an income of £600 ? 3. What is the amount of £120 from January 7th to September 12th, 1852, at 4 per cent, per annum? 4. In a flock of poultry J- are turkeys, 3 of the remainder are geese, § of those still remaining are common fowls, of the rest are guiuea fowls, and there arc 21 ducks. IIow many birds are there in all, and how many of each kind?
GEOGRAPHY.
Sixth Standard.—1. Describe the Peninsulas and Islands on the Eastern Coast of America. 2. Where are the following places, and state how they are connected with English History:—(a) Utrecht, (A) Acre, (O Albuera, (d) Cawnpore, (e) Inkerman, (/) Flodden. 3. Where, and what, are the Llanos ? Describe this region as it appears before and after the rainy season. 4. Write all you know concerning the following:— Hudson River, St. Elias, Tanganyika, Yablonoi, Chaluz, Pisa. Clarendon, Everest, Mersey. Shorthand, Bendigo, Titnaru, Brisbane, Alexandra, Camaroons. 5. Describe the voyage of a vessel from Newcastle-on-Tyne to Point de Galle (via the Suez Canal). G. What are the Glaciers and Icebergs? Describe the formation of the latter. What are the “ Tides” and how are they produced?
Fifth Standard.—1. Name in order from West to East the countries of Europe washed by the Mediterranean and seas connected therewith; giving their Capitals, and the principal rivers flowing into the same seas. 2. Through what countries, in what general direction, and into what seas, &c., do the following rivers flow:—(a) Wanganui. (b) Guadiana, (c) Rhine, (d) Trent, (e) Niger, (/) Fraser, (g) Brahmapootra, (A.) Euphrates, (i) Glenelg. 3. From what countries does England obtain the following articles of commerce:—(a) Tea, (A) Coffee, (c) Sugar, (d) Wine, (r) Tobacco. 4. Draw a map of the North Island of New Zealand, showing mountains, rivers, and towns. 5. The waters of the ocean arc not equally salt in all parts of the world. Give the reason of this variation, with examples.
ENGLISH HISTORY.
Sixth Standard.—I. Write a short account of Caesar’s second expedition into Britain. 2. What was the origin of the title of “ Prince of Wales?” How many English Princes have borne that title? 3. When did the following events occur:—Siege of Londonderry, Capture of Jamaica, Rye House Plot? Give a short account of one of them. 4. State briefly the occasions of the following battles, the parties engaged, and their results:—Corunna, Quatre Bras, Bunker’s Hill, Preston Pans.
Fifth Standard.—1, How many distinct States were established in Britain by the Teutonic Tribes, and by what name are they sometimes collectively described? 2. What domestic events troubled the Peace of Henry II.? 3. Relate some remarkable events in the reign of Queen Mary. 4. What was the last battle fought on English soil? Relate the particulars?
GRAMMAR AND COMPOSITION.
Sixth Standard.—1. Correct any errors you can discover in the following sentences, and give a reason for each correction:—(a) Whence have there arose such a great variety of opinion; (A) He invited my brother and I to dine with him; (c) Who shall I give this book to? (d) He returned to the place from whence he came; (c) He was accused of having acted unfairly. 2. Point out, and give the meaning of, the prefix in each of the following words:—Transport, Perspire, Induct, Inevitable, Co-operate, Adhere, Unskilled, Forbid, Foretell, Collect. 3. Write a pharaplirase on part of the “Lady of the Lake, “from a “ Chieftain’s Daughter,” on page 151, No. G Royal Reader.
Fifth Standard.—Correct any errors you can discover in the following sentences, and give reasons for the corrections:—1. Lend me some marbles; I ain’t got none. 2. The minister with his secretary are coming to-morrow. 3. He is the strongest of the two, but not the bravest. 4. Analyse both, and parse the first, of the following sentences:—“ Some of the leading boats, conveying the 78th Highlanders, had, in the meantime, been carried about two hundred yards lower down by the strength of the tide.” “ These Highlanders, under Captain Donald M'Donald, were the first to land.”
TO THE EDITOR OP THE “ AUSTRALASIAN SCHOOLMASTER.”
Sir,—I hoped for a little friendly criticism on my article, as a discussion on the subject could not fail to be of service to students, but I was not prepared for such uncalled for remarks as those with which Mr. Madden commences his letter. Had the first part been omitted, I would reply to his objections seriatim; as it is, I will merely take the last part to show the value of liis remarks. He says “ His description of sodium sulphate is faulty, because Nat could not lay bold of what was not prosint, hydroxyl, till the current had acted on the water, and produced it.” Wonderful! Mr. Madden’s chemistry must be faulty, or bo would know that, sodium, in the presence of water, always forms'sodium hydroxide, (Na JI. O.) liberating hydrogen. Moreover, the current never produces hydroxyl; if it decomposes the water at all, it resolves it into ll2 and
O., not into 11. and H. O. His ideas of hydroxyl seem rather mixed, as a little above he writes “Hydroxyl (H2 Oa)”—the formula being that of hydrogen dioxide. Since lie docs not take kindly to hydroxyl, I will put it in another form, thus—Sodium, on being liberated, combines with the oxygen of the water, liberates hydrogen, and becomes Sodium oxide (NaaO) ; this immediately combines with a molecule of water, and becomes 2 (Na II. O.), sodium hydroxide as before, thus either way we arrive at the same result.
Mr. Madden, apparently, places implicit reliance on all ho reads, without seeking the why and the wherefore, i don’t, and although I may have full confidence in the writers, 1 know that their statements often require modification in consequence of new discoveries, for science always has been, and always will be progressive. I read, and, if I cannot clearly follow the reasoning, try
to verify the statements, if I fail, I seek the cause, and note the result of my
°brSS an instance which may perhaps interest those who do not possess the necessary apparatus, and will, I. think, bear out he theory 1 advanced. We will take section 246 of »Angel’s Magnetism and Electricity, one of the A t W,ks nrescribed by the department. I could not grasp this idea, so l S ato“ «.rSpcrTmcnS, iirst with litmus in the mid.ll« cup, thou with ammonia, and found therms exactly as described, nevertheless^ I came to
out of the line of polarization as formed, although the current •„.if. Ul (».Through the liquid / I tried barium nitrate Ba (NO,), m the middle vessel, and the result was just as I iraagmed-hydrogen was freely triven off at the negative pole, but nc -h ■ ‘' ->n to the hydrogen;
to the impurities
red1 there to "form acid, and liberate oxygen, and the formation of the
D erri nail um.
Essays and Reviews—•
Educational Summary of the
Melb mrne Social Science Congress ... ... ... ... 77
University of Melbourne ... ... 78
Victorian Education Department— Appointments and Promotions 78 New Zealand Education Department ...... 78
Competitive Scholastic Examinations ... ... ... 79
the conclusion that sulphuric acid did not pass through ammonia, but by a series of decompositions and recompositions of ammonium sulphate (N.H + h &Ot the elect, o negative ion SO, in accordance with the laws of electrolysis, being alwavs turned* towards the positive pole, it at last arrives m the last cuP, and Urn becomes sulphuric acid by uniting with the hydrogen of the water, oxygen boincr cot free In the first case it becomes so in the middle vessel, but is instantly decomposed again, and therefore has not time to redden the solution. In both cases hydrogen is liberated at one pole, and oxygen at the other. I (hen reasoned thus, if the decomposition of water be due to primary action, oxviren ought to be liberated at the positive pole whether the SO* arrives tS or not, as long as the current passes ; but, it due to secondary action it would not be liberated unless the SO, were there to free it. Now, it is a fundamental law of electrolysis that the current can only decompose substances m a lien,id state, either by solution or fusion—the ammonium sulphate «as soluble, imd therefore able to be decomposed. If I put a salt in the middle vessel with ,vill unite and form an insoluble salt, the current cannot, act on
off at the negative pole, but no oxygen at the positive, (by no oxygen I
mean in proportion to the hydrogen; of course a little would be given oil due purities of the water in the third vessel, otherwise the current would not pass, but the quantity was very small), the litmus did not redden, for no SO arrived there to form acid, and liberate oxygen, and the formation of the
insoluble barium sulphate could be observed in the middle cup thus proving
hat the statement in the bcok, that “In no case do the intermediate particles of the liquid electrolysed show any chemical or physical change’’-only holds
(¡mne cases.—Yours truly, A. J. Hast.
in some cases. j, State School, No. 2050.
Nov. 5th 1880
REMARKS ON OUR DEFECTIVE SYSTEM.
TO THE EDITOR OF TI1E “ AUSTRALASIAN SCHOOLMASTER.
gIR_will you confer a favour by permitting the insertion of the following :
Those’ teachers who have tilled the head-tcachersliip of country schools __sav an average of from 30 to 50—must have felt, and keenly too,
the injustice to which”they are subjected. Here is a district in which there has been no school until last year; the parents, with their children, have resided in the locality for some three years—having come from places in which schools were established, and which the children attended until the date of their leaving the district. Their parents (whose education lias been of a very rudimentary kind and whose time is wholly engrossed in farming pursuits) have neither the knowledge nor the time at their disposal to keep their children up, even, in the school work in which they were engaged when at school. Now, Mr. Editor, you will agree with me when I say that the minds of children are not very retentive at best, and that, from the nature of the subjects taught, and the nature of the learners’ the school curriculum is difficult; and when wo remember that the children have been absent from school fora term of some three years, I ask what knowledge can they have of scholastic matters ? What knowledge of programme work? Now, Sir, I argue, that injustice is felt very poignantly, and exhibits itself in a monetary sense when we are compelled to reduce the average attendance in each class to an age; viz., 9 years in 2nd.; 10 years 3 mos. in 3rd ; IT)- years in 4tli; 13 years in 5th ; and 14 years in 6th class ; which, when the mental status of the children is taken into consideration, is far below what it should be under the peculiar circumstances of the case. But the violation of the rights of individual teachers is more plainly noticeable, when we contrast these average ages in the respective classes, with those of town schools—considering that they, the town children, have schools awaiting them from the very cradle ”and arc so situated as not to be required at home to work for four months of the’year, as arc the boys and girls of the country —they being needed to assist in ploughing, stick-picking, harvesting, carting water, driving cattle to water and various other things only known to those who have charge of such schools and further, the town children have their macadamized roads and asphalte paths on which to walk to school, while, during many weeks of the year 1 the bush roads—quagmires—are quite impassable, and thus the children are shut out of school unavoidably, for months that the town children may attend, We must allow that the rural teacher is treated very unfairly, because his per- ! centago will of necessity, bo below that of his fellow teacher in town (and by the percentage the ability of the teacher is judged !) As a result, he will be discouraged in his efforts his earnestness will be damped : his zeal will become less active, and bis pocket much lighter in spite of all his laborious painstaking. Considering these things, and I have conversed with very many of the hardworking country teachers on the matter, I think that ages should not be taken into consideration (or, at least, some modification should be made) at the result examination and also that absentees should not affect the percentage. I endorse what “ Scotus” has written so ably on the “ Result System,” and trust he will again use his pen in giving publicity to the grievances of the rural teachers. Many”of the teachers in country schools hold similar qualifications with those the larger town schools. Why then should they bo subjected to such njustice? VICTIM.
GRAMMAR ENERGISE.
1. Analyse according to Morrell's Second Scheme the following :—“ The influence of the Norman conquest upon the language of England was like that of a great inundation, which at first buries the face of the landscape under its waters, but which at last., subsiding, leaves behind it the elements of new beauty and fertility.”
2. Parse fully every word in the followingThe lady had gone to her secret bower. The bower that was guarded by word and by spell.
CONTENTS.
Address delivered at the Social Science Congress, Melbourne... 66 School Department—
How to Deal with Angry Mothers ... ... ... 68
Hints to Teachers from a Wise
Notes of a Lesson on Coral Formations ... ... 68-9
Result Examinations ... ... 69
Leaders ... ... ... 70-1-2
Remains of Ancient American Pottery ... ... ... ... 73
Veneration and Courtesy... 73-4
ANSWERS TO CORBESPONDEWTS.
“ Nondescript. ”-—(1) It is extremely problematical whether the Department would give you redress. (2) As it would be contrary to the discipline of the Civil Service, we should advise the utmost caution in appealing to a member of Parliament. Members of the Assembly are so given to handing private letters from teachers to the Minister of Public Instruction, in order to save themselves the trouble of noting down the particulars of a grievance laid before them, that teachers cannot be too wary of how they express themselves in their letters.
“Theo. Palmer,” “ Keilor,” “PI. B.,” “David Souter,” “F. Mitchell,” “ C. H. Carter,” “W. H. Worster,” “ G. W. Smith,” “ R. J. Gilsenan,”-i 11. C. Taylor.”—Received.
“ Gracia.”—Will receive attention.
RESULT EXAMINATIONS.
Would country teachers please forward any result questions they may have in hand so that these questions may appear in every issue of the paper.
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Birth.
Ely.—On the 15th ultimo, at Keilor, the wife of R. G. Ely, Headteacher, State School 1641, of a daughter.
A it s l r a last a n. iS djuo lmastn'.
PUBLISHED every month.
MELBOURNE, NOVEMBER 17, 1880. Considering the prominence given of late years to the controversy respecting the utility of the classics and the place they should hold in the curriculum of public schools, it is surprising that the essay read before the education section of the Social Science Congress, by Mr. Alexander Sutherland, M.A., did not evoke a more exhaustive discussion. The audience before which it was read was composed for the most part of scholastic experts, and, consequently, was peculiarly adapted to deal with the subject. Even admitting that too large a portion of the time of students is at present occupied with the dead languages, that does not justify Mr. Sutherland’s proposal to “ remove the classics from their prominence in the curriculum to make room for other subjects.” It may be true, and probably is, that the methods of teaching the Greek and Latin languages is defective. What the opponents of the classics appear to overlook is that this branch of study has a value altogether apart from the wealth of literature it opens up to the mind. The modern science of philology has laid bare a wide range of fascinating and utilitarian investigation the full fruits of which have yet to be gathered. Translations of the classics may give faint glimpses of the thoughts and feelings of their authors, but they are useless as aids to the mastery of the science of philology. Nor should it be forgotten that the structure of the English language is such that a fair acquaintance with Greek and Latin is essential co the complete study of our own mother tongue. The reform which educationists, we apprehend, should endeavour to bring about, is not the displacement of the classics from the position they now hold in public schools, but the adoption of better methods of teaching the subject. Mr. Inspector Holland gave some suggestions upon this aspect of the question in the paper he read before the Congress. The article contributed by Professor TI. A. Strong, to the November number of the Victorian Review, “ On Modern Methods of Teaching Ancient Subjects,” also contains valuable hints to teachers. “ We believe,” he says, “ that there is no way in which a clear, free, and unpedantic style can be taught, as by accurate and graceful translations of dead languages into living. We believe that precisely because both in their structure and in the thoughts which they enshrine, the ancient languages are so different from the modern, that they are useful pieces of educational machinery, both as means of comparison and contrast with our own. We think that it is something to enable the young Australian to use Horace and AGrgil as his poets, and Plato as his philosopher ; but, perhaps we are rather sanguine in supposing that he will see things from the same point of view. Now it seems to me that it might be possible, by paying attention to a few points, to render the study of the classics not less useful as a branch of instruction, and yet to make it more interesting in the acquisition. The first of these would be by habituating boys from the time that they enter on the study of Latin and Greek to enter also upon the study of philology. I should like boys to be made to see from the very beginning that those words which the sage calls ‘the money of fools and the counters of wise men,’ are of sterling and intrinsic worth for their own sakes. They should learn that language and words change, but change according to fixed and unvarying laws—laws which change under no influence except under the operation of some other law with whose provisions we may or may not be fully acquainted. We know quite well that boys, when quite young, delight in collecting and classifying flowers, birds’ eggs, birds, and animals ; and we know that the greatest naturalists have attributed much of their success in after-life to the love of tracing out law and order inspired in them by indulging their youthful tastes for classifying. I would fain see boys learn to classify languages in this way from the very first. Our boys have the great advantage of starting with English, that singular compound of Teutonic and Pomance ; so that, from the very first, a boy beginning Latin has the means of comparing the language which he is learning with a modern form of the same, while he possesses the additional advantage of possessing as his birthright a Teutonic grammar and a Teutonic stock of words to compare with his Nomance vocabulary. Then I would have each boy learning Latin commence the study of French as young as possible, and would have it impressed on him from the very first that Latin is but old French, and that French is but modern Latin ; or, to be more accurate, is but the descendant of that form of Latin spoken by most ancient Italians. This would, I believe, stimulate his interest much in the same way as it stimulates the interest of a boy to learn that the provincial expressions used by the working-men on his father’s farm are in many cases good old Saxon words which have merely by some accident escaped being retained as classical.”
The College of Preceptors has now become one of the leading educational corporations in Great Britain. That it has exerted a widespread influence for good upon the elementary education oj. the mother country cannot be doubted. In the year 1867 only one hundred and twenty schools had been affiliated. This year it has upwards of three thousand schools, from which candidates for examination to the number of 7807 presented
! themselves before the Board of Examiners. Among the causes which have largely contributed to the success of the College we may confidently name the annual series of lectures on the educational topics of the day, and the able addresses delivered by the distinguished men who arc invited to make the yearly distribution of prizes and certificates. Some of the remarks made, and the suggestions offered, by the Bight Hon. A. J. Mundella, M.P., who presided at the last meeting for the distribution of certificates, deserve the careful attention of educationists in these colonies. They relate to defects and to misconceptions that are as prevalent here as in Great Britain. “ It has often been affirmed,” said Mr. M.undella, “ that the elementary schools of the country are competing with the middle class schools of the country. My belief is that nothing ever did more to stimulate secondai’y education in England than the passing of the Elementary Education Act 1870. I believe I can explain it on this account, that not only did it give a general interest in education to all classes of the community, but at least it showed to the middle classes that if they intend their children to hold their own against the children trained in the elementary schools, they must do their duty by them, make greater sacrifices for them, and educate them so that they may be worthy of the position they have to hold in future life. We have all been too remiss, too indifferent, too unappreciative on this question of education in England ; but it is a satisfactory thing to know that, while something like two millions more children have been gathered in elementary schools during the last ten years, throughout the length and breadth of the land, there has come a demand for better and higher education. We have seen the universities not only opening their doors, but going outside their doors and aiding in the university extension movement throughout England—a movement which has been signally successful in the northern and the midland counties of England. We have seen the establishment of great schools and great guilds expanding in enormous proportions. I believe that, hand in hand, the two things have gone together, and I hope that elementary education, secondary education, and university education will follow on, and that to a much larger extent than heretofore. If I am asked how I account for this, I can only say that education is one of those things that supply seems to create the demand for, rather than the demand bringing about the supply. Looking back upon it for the last ten years, we may truly say of it that increase of appetite has grown by what it fed upon, and so it will. The greater the supply of it the greater the demand for it; the more it is learnt the more it is appreciated, and the more you teach the more you will have to teach in the future. I think even the most sanguine will admit that we have not yet reached what we ought to attain, either in method, scholarship, or duration of the term of education. As to the latter, I will say a word or two, before I conclude, to the parents, if there are any here present. If we have sinned, or are sinning, in anything, it is on this point, that every class in the community, except the wealthiest classes, who have no businesses to send their sons or daughters to, withdraw their children too early from school. I believe that many a youth is taken away at fourteen or fifteen when another year or two would give him a complete and excellent education, and would thoroughly ground him in those subjects in which he is but a smatterer at the moment. Young men would go into the world much better fitted and armed for the duties of life if parents would have the courage to trust them for a year or two longer to tuition, instead of taking them away and putting them in the counting-house, factory, or warehouse as early as they do. I believe there is no greater mistake than to suppose that for success in business it is necessary that a boy should enter the counting-house at fourteen or fifteen years of age ; and some of the most successful men in business in this great capital of industry, and the large employers of labour, have learnt better. They have sent their sons from the secondary schools to the university, and there are to be found in this city men occupying the highest posts in the country, the merchant princes of London, men who have been distinguished at the university as well as at their public schools. I could mention many names. Shall I be trespassing on your time if I mention such a man as Mr. Goschen, for instance, who, after a
distinguished career at the university, entered his father’s j counting-house, became a distinguished man, a representative of the City of London, a member of Lord John Russell's Cabinet, and now represents this country at Constantinople, upon one of the most delicate missions. I see the same in other names that are familiar to you ; I see the Leafs, the Morleys, and others taking the same course—and, depend upon it, it is the right course to take. It is not necessary to bring your children to the mill as early as you do: they will be much better strengthened to deal with the battle of life if their education is sound and thorough, than if you take them from school before their education is completed. A year ago, this chair was occupied by my very distinguished predecessor in oil ice, Mr. Forster, who went, much more fully than I intend to go, into the important question of secondary education, and its relation to the State. I think Mr. Forster, in that address, showed an inclination to meet to some extent the demand which is rising up in various quarters, and which I recently heard advocated in the House of Lords by so eminent an educationalist as the Bishop of Exeter, that the State should undertake the organisation of secondary education. I am not at all prepared to go that length. I want to sec perfect freedom of teaching, and I have very good warrant for insisting on it. I believe that the State might do this : it might give some guarantee by the examination and registration of teachers; and by the system of the examination of separate schools it might do something to give a guarantee of excellence to the best schools in the country, and it might do something perhaps to remove everything like charlatanism that still pertains to secondary education. If the State steps in and lays down a code applicable to primary education which is not applicable to secondary education, owing to its want of elasticity for the varied centres of our industry, wanting in novelty and in enterprise, I should deprecate altogether the interference of the State to that extent. I believe that the parents themselves of the middle classes are becoming better judges of what is good and what is bad education; and with the examinations that are constantly taking place, and tin; results that are brought home to our doors, they will be able to discriminate for themselves betwixt the good and the real, and the poor and the meretricious. There is no town that you go into in which you do not hear this statement,that unqualified teachers can no longer hold their ground—they must give way for the real solid attainments of the teacher who teaches scientifically, and whose acquirements warrant him or her to assume the position of teacher in secondary education. The parents themselves will discriminate when they see that the head of such a school is a Fellow of the College of Preceptors, that his pupils pass from your examination to the Oxford and Cambridge examination—they will themselves judge and ascertain as to the merits of the various schools, and I think the State need hardly venture to attempt anything like organisation on the plan which I have pointed out.”
Applied to State schools, the favor with which the existing system of payment by results is held by the public, can only be attributable to a superficial knowledge of the actual working of the system. The serious injury to primary education which it is working in this colony was dwelt upon with much force by speakers at the Social Science Congress meeting last month. That a similar result is flowing from its adoption in Great Britain is clearly attested. Speaking of “ Passes and Percentages ” before a meeting of the National Union of Elementary Teachers, this year, Mr. Rankilor, the president said :— Passing from the teacher to his work, and to the condition under which it is performed, I cannot find much cause for congratulation. Mr. Lowe’s proerustean bed, the .Revised Code, with its unsound principles, still, in spite of certain improvement in details, vexes the soul of the conscientious teacher, and renders miserable the school life of many a child. None know so well as teachers the irreparable physical and mental mischief wrought in themselves and their children by the compulsory straining after results which cannot be measured, and percentages which are often delusive. The charge laid against the Old Code was that it induced teachers to neglect the dullards, and to concentrate their efforts upon a few clever children. To
a certain limited extent this may have been true, but a moment’s consideration will convince even an unprofessional outsider that good results achieved in the upper division of a school must have been steadily worked for in the lower classes. The Revised Code has, however, driven us to the opposite extreme, and has compelled us to spend time and strength in the attempt to coerce nature into an unnatural and undesirable uniformity. Children of slow mental growth are subjected to undue stimulation, while the brighter intellects suffer repression, and that in spite of the wise though partial introduction of class examination. Teachers are bound hard and fast with fetters, and suffer punishment in “ mind, body, and estate,” because they cannot in such a condition produce better results. The general tendency of the Code is demoralising, and its evil effects are intensified in many cases by the action of School Boards and voluntary managers. “ What percentage have you been in the habit of passing 1” “ What average grant did you last obtain V’-—these are the questions which, if satisfactorily answered, tell heavily in a candidate’s favor. Several of H.M. Inspectoi's realise the evil, but are almost powerless to arrest it. I am not surprised that in some cases teachers have weakly yielded to the temptations placed in their way, and have worshipped the golden image knowingly set up for them. I say knowingly, for Mr. Lowe, in a recent work, regards wealth or the desire for it as the mainspring of human exertion ; “ that to which all other motives, as . . . . morality and even
religion itself” will be subordinated. “ Place a man’s ear” he says, “ within the ring of pounds, shillings, and pence, and you can tell to the greatst nicety what his conduct will be.” Assuming for a moment the truth of this assertion, surely the moral delinquency of the framer of the Revised Code, in deliberately placing such a temptation before the teachers of this country, is at least as great as that of the victims, and it becomes the duty of every true educationalist to assist in removing the cause which has produced such injurious effects. Dr. Wiese, in his “ German Lettei’S on English Education,” writes :—“ The greatest obstacle to a healthy development of the system of elementary schools lies in the part which money plays in them. The payment by results is a stimulus for teachers ; but the impulse comes from without and not from the thing itself. A real organisation—that is, a form which in itself is the living law of its growth—cannot possibly be developed in such circumstances. When teachers allow themselves to be guided in their actions, e. g. in the choice and treatment of - subjects that go beyond the mere elements, solely by the prospect of as much gain as possible,—£ the educational code guides the teacher’s course entirely by money consideration,’—and when it can be publicly said that money has become the sole test of success in elementary school teaching, then surely something is still rotten in this body and requires a healing hand. The great blot on the present system is not the individual examination, which is a safeguard to the teacher as well as a convenience to the Inspector, but it is “ the individual payment for the individual pass.” The individual examination is necessary as a thorough test, the individual payment is unreasonable and unjust. It is unreasonable because it assumes a non-existent uniformity of mental capacity and rate of progress ; it is unjust, because in the case of dull children it affords at best but a minimum of pay for a maximum of labour. Such children may be enabled by extra exertion on the part of the teacher to satisfy the Code requirements in Standard I., but''this is no real advantage either to them or to their teacher. Each succeeding year finds an increased discrepancy between their slowly developing mental powers and demands made upon them ; their natural dislike to study is intensified by the unceasing pressure to which they are subjected, and at length they leave school, having acquired but little beyond a deep, and it may be permanent, dislike for reading. If asked for an alternative to the present system, I would suggest that the grant for reading, writing and arithmetic, as well as for class subjects, should be paid on the average attendance. All children whose names appear on the register might then be examined—the attendance qualification might be abolished—and last, but not least, teachers would feel more at liberty to deal with the child as an intellectual being, rather than as a grant-earner—a mere receptacle for knowledge, much of which he neither digests nor assimilates.
REMAINS OF ANCIENT AMERICAN POTTERY.
By R. Shepherd.
Many instances have occurred in which the reputed discoveries and inventions of one age have been shown to be but re-unfold-
o #
ings of the long forgotten knowledge of prior ages. I am not aware whether the attention of antiquarians and ethnologists has hitherto been called to some curious peculiarities in the decoration of Ancient American Pottery the remains of which have lately been found by the United States Geologists in Arizona and New Mexico. In the tenth annual report of “The United States Geological and Geographical Survey of the Territories embracing Colorado and parts of adjacent Territories, for 1876, by F. AC Hayden, United States Geologist,” lately published, there occurs a very interesting description, accompanied by beautiful illustrations of ancient-painted fragments of pottery found in Arizona and New' Mexico. “ The material of the remains is described as generally dark gray, sometimes nearly white, where the heat has been greatest, and is hard and firm, giving a clear ringing sound when struck. The paste shows a large percentage of a gritty substance resembling fragments of burnt clay. The surface, however, is generally quite smooth, with a glossy appearance in some instances, much resembling a regular glaze. Upon this the black design lies without any perceptible wearing away, although these specimens have been exposed to all the disintegrating influence of soil and climate for centuries.”
But it is certain peculiarities in the style of decoration in these remains that arrest attention, and which, in our present state of knowledge of the ancient people who manufactured them, seems inexplicable. It has been hitherto supposed that the common ornaments we see everyday on decorated surfaces such as walls, ceilings, friezes, carpets, pottery, etc., known as the Grecian Fret and the Grecian ¡Scroll ,were derived from the works of the Ancient Greeks. Yet in these fragments we find numerous instances of both.
1 2 3
No. 1 of the accompanying cuts represents the ornament round a jug nearly perfect. No. 2 occurs on the outside of the fragment of a large bowl. The fragment of what is supposed to be a dipper is ornamented on the inside by a more intricate arrangement of the same pattern. No. 3 represents the ornament round the inside of a small bowl.
The perfect similarity of these forms with the common ornaments alluded to admits of no dispute. The interesting questions :—AYho were the people who thus ornamented their common utensils 1 AVere these forms the growth of native art ? Or, is it possible they were derived m some remote time from contact with races of the old world 'i—I do not presume to discuss.
system of writing at present in vogue for children under the fourth class. I think that when a scholar passes into the fourth class he will be quite capable to take up a new and improved style of writing, especially when its importance as a valuable acquirement is thoroughly understood. I would therefore place it in the time-table of the classes fourth to upper sixth. An excellent precedent in thus making the subject one of special importance is to be found in the fact that at all our colleges a writing master is specially engaged, in order to give due prominence to this most important branch of a commercial education, and the beneficial effect of such attention is only too apparent.
The chief points in writing are correctness of form, rapidity of execution (both for mechanical and intellectual work), legibility, and neatness. To these we may add what is distinctively called “ style.” In my opinion proficiency in these is not attainable by the use of the present writing books. Now, to remedy this, I propose that there be obtained from all the Government offices, banks, and principal merchants in Melbourne, specimens of the various styles of writing adopted in their respective departments. If this appeal were responded to, and I have no doubt whatever about it, we would obtain all the different styles of writing practised. I would then appoint a committee of, say, three teachers qualified for the position, and to them would relegate the task of selecting various examples which, properly arranged, would constitute a writing manual of more practical value than all the theoretical treatises that have ever been penned on the subject. Should the Government not be disposed to grant the necessary expenses connected with the publication of this, private enterprise would not, I think, be slow in taking it in hand.
There are few subjects in the school course but what require the use of the pen. Arithmetic, Grammar, Geography, Composition, Dictation, and Transcription, all bring into play the exercise of penmanship. Surely this is evidence enough that the importance of the subject has not been overrated.
As in everything else, there are exceptions to the general rule, that for a long time after leaving school boys find extreme difficulty in getting rid of the “ schoolboy hand,” and acquiring that facility of execution which is so necessary in business ; but, judging from a lengthened experience, I am convinced these exceptions are few indeed. Nor is it to be wondered at, when we consider how monotonous must be the continued copying of head-lines, which seldom gives rise to any feeling but that of dulness, and makes the writing lesson a dreaded task, instead of being one of the most attractive. Practical experience has confirmed my opinion that by a proper system of teaching, careful selection of models, and rigid supervision, pupils may be taught to write an excellent hand in an incredibly short space of time, and seeing that this is the case, it is a matter for reproach that more careful attention is not given to the art of Writing, the proper development of which is attended with so much benefit to all who give themselves up to its attainment.
Let the teacher have before his class a map of the world, and let him require one of the pupils to point out the Pacific and Indian Oceans. He might then state that many of the groups of islands which are there marked, have been built up, almost entirely, by the united labours of a very small insect, called the coral
THE TEACHING OF AVRITING.
By J. M. J.
The introduction into our schools of a more finished style of writing than that which now prevails, and which would better fit the pupil for commercial pursuits, possesses many points of interest to teachers, and also to their pupils. That there is a necessity for such a change is, I think, unquestionable ; and as the acquirement of a good style of writing places a lad upon a most advantageous footing with regard to his entrance on a commercial life, it would be advisable to glance at the subject for the purpose of discovering wherein the present system fails to produce the highest results obtainable, and also to discuss the feasibility of the proposed change. AVe all know that for a long time after leaving school the pupil retains all the peculiarities of what is aptly termed the “ schoolboy hand ” in his writing, and it is to obviate this distinctiveness of his schooling that I desire to suggest the extension of the writing lesson. I assume that the pupil has a good knowledge of plain writing, and for this purpose should not wish to alter the
VENERATION AND COURTESY.
We commend the following judicious remarks of the editor of the Wesley College Chronicle to the attention of the youth attending public schools generally :—“ In recording the dates of the events during the period, thought, ever active, half-speculating on the coming year, led us to dwell upon the apparently slight hold which school-days retain upon the mind and bearing of the average school-boy in the colonies. Within the last few years many hundreds of the young people of Affctoria have learned by heart the beautiful lines in which Milton so lovingly expresses his reverent admiration for his long-quitted college and its chapel—
But let my duo feet never fail To walk the studious cloister’s pale,
And love the high embowed roof,
With antique pillars massy proof—
Yet how few are impressed with the sentiments to which Milton gives utterance ! It may be that, in this new land, in which everything speaks of the present, where the history of the country is limited to the experience of the men of to-day, the absence of all that appeals to the past is mainly the cause. We have nothing to excite veneration ; here are no triumphs of architecture, monuments of the skill of men long years ago, which still call to beholders cArcumupice ; here are no sculptured trophies of bygone glories to recall the worship of heroes ; no fields sacred for the struggles wherein liberty panted for existence ; no ruins, no legends; not even the blessing of the grandmother by the fireside to beguile us to the hallowed days of old, as she tells fairy tales in the gloaming. So busy is a colonist in fighting the battle of life that the cry is ever onward, and the schoolboy, starting in his academic, professional, or commercial career, seems to shake the school dust from his feet as soon as possible, and to obliterate all traces of the links connecting him with his early training, all sympathy with his school, and all signs of reverent respect for those who toiled to develope his mental and moral powers. Within a year after leaving school, the boy who would have scorned to need a reminder of the courtesy due to his schoolmaster, who instinctively raised his hat whenever he met him, thinks it the correct thing to give a familiar sideway nod in passing his old master; coolly takes the wall-side of the pavement ; often, too, smokes his pipe as, with hands thrust deep into his pockets, he wends his way to or from “ business.”
How often, too, do boys quit the school in which for years they have studied as day-boys at the end of a term or year without a sign. The forms re-assemble, and only by the vacant place does the master learn that “ Alias left, B has gone to business, or C to another school.” Yet, apart from the courtesy which should prompt every boy to assume the virtue of gratitude, if he cannot feel it, and to thank those who have given him the knowledge which makes him ready for the change, how great would be the advantage of advice and friendly admonition from the Head-master to the departing pupil ; many a valuable hint for moral growth and professional success would naturally be given, and the bonds be tightened rather than loosened.
We think if parents would recognise this duty, and enforce its practice, good would necessarily follow. Our interests in our boys continues long after their actual attendance at the College ceases. Our columns invite their contributions, and we gladly chronicle their doings ; we welcome their presence at united sports or matches, and keep a warm corner in our hearts for the “ old boys,” at home and abroad. But as all true feeling is intensified and sustained by reciprocity, the boys must be prepared to manifest a corresponding interest in the general progress of their old school and school-fellows. There are many blanks in the photographic collection, and in other details we could point to deficiencies.
Nor is the indifference limited to the boys who have left school ; there is in our present society, too much care for individual fancies, and too little enthusiasm for the common weal. In the various contests in which the few battle for the honor of the school, as in rowing and shooting—trifles too often interfere with and hinder regular practice even with those engaged. A wet day, a private engagement, at once sets aside the public duty ; and with those not immediately concerned there are still fewer indications of the good fellowship and fine spirit which are distinguishing qualities of the English public schoolboy. We trust our boys will take our hint, lay our words to heart, and resolve that the precepts inculcated in their teaching and training shall not be as dry bones, but living principles, urging them to cultivate courtesy and the higher qualities of virtue, which are the true backbone of the manliness which marks the vigorous Anglo-Saxon race.”
By R. Wormell, D. Sc., M.A.
( Continued from page 14.)
2nd Grade.—The Technical Education which can be carried on in existing ordinary schools may be said to be of the 1st Grade. The 2nd Grade requires special Technical Schools. They should be at first affiliated, and connected with the schools for general education. I often reflect that one of the most important functions of the schoolmaster and schoolmistress is to direct the pupils to congenial and suitable employment on leaving school, and one of the most important functions of the Technical Educator is to select from amongst the members of the rising generation those who have most natural aptitude for industrial occupations, to develop their powers and consecrate them to the most suitable trades and businesses. This can only be done when there is a most intimate alliance between the general and technical schools. Indeed if it were not for questions of economy, it would be best that these should be combined in one and the same school; but Technical Education is so costly, and good teachers are so rare, that we must be content to secure one good technical school in common with several elementary and higher schools of general education. *
Let me here refer again to the necessity for the Technical School receiving its life and spirit from the principal trade or business of the neighbourhood. In a mining district, the applications sought for will have as much reference as possible to mining ; in a watchmaking district, to horology: and so on. In London here they must necessarily be of a more general character, with here and there a special charge, as of earning and design, sonic blanch of engineering, brewing, some department of chemistry, dyeing, navigation. These same Technical Schools should take charge of what we may call the 3rd ¡stage that is they should take charge of the selected pupils who possess in a high degree intelligence combined with inventive ingenuity and practical cleverness, and interpose a special training during the few years which intervene between school-life and business. This is the place for me to notice one important object which Technical Education is asked to serve, viz.,—to remedy the effects of the decay of the old apprenticeship system. All that w7as best aud most valuable in the old system has vanished, and the little that remains belongs to its worst and least advantageous features. What is to replace this decayed and obsolete system ? The answer is, a complete system of Technical Education.
It was formerly reckoned wise that the knowledge of a professional man should be kept secret as capital in trade, and no effort was neglected which would tend to throw a mystery about it. Its maxims and rules were concealed lest others should become as wise as the master, who had paid a heavy price for his initiation. Technical Education aims at unveiling this mystery, and making occult knowledge public property ; hence it will remove the need for heavy fees to the mystery mcu.
At the same time, as lias been pointed out in an able report by Professor Ayrton, it is not the busiuess of a Technical School to teach the manipulation or routine of a trade, or to become a rival to other manufactories. It is a school where are given general instruction in science, and special instruction in the application of these principles to the particular trade he is following or is able to follow. As our definition shows, it is not the teaching of trades we are considering, but the development of the qualities that are needed in trade.
3rd Grade.—Again, chiefly by means of evening work, education may be continued in these schools after business has been entered into. Here we are naturally led to ask at what age this process of training is to come to an end ? It is not necessary to name the higher limit, for it should lose itself in research. The Technical schools and colleges should be placed where the manufacturer ar.d skilled artisan may carry out experiments under the eyes of scientific men, which he cannot carry out in the factory and workshop. Every industrial art is steadily undergoing change and development. It does not do for the manufacturer to stand still. A Technical School shoull assist those who are actually in business to penetrate beyond the knowledge of the processes of a manufacture which was at first given to them, and to make new observations and experiments relating to it.
But here a caution is necessary. In building up a system of Technical Education, it is necessary to guard against spending time in patching up defects arising from the want of system in the past. It is too late to mend the matured—we must aim at improving the rising generation.
\tli Grade.—The form that Technical Education will assume towards its pupils of the 4th and final Grade, will be that of an University for the training of the more highly educated youth to the practical business of life. As a type of such an institution, we may select the Technical University of Zurich. Zurich is a commercial aud manufacturing State —it is the Lancashire of Switzerland. It is also the scene of the labours of that indefatigable apostle of practical education, Pestalozzi. His spirit seems to haunt the land of his former toil, and to inspire his countrymen with the determination to perfect the work he so happily commenced.
In the Technical University of Zurich, everything that is most valuable in the sciences, arts, and manufactures of all other countries, is taught by the most distinguished men in their special departments, in the best manner which their wisdom can organise, and with all the practical means of learning which cau be purchased or invented.
The University constructs a programme of methodical study divided into eight groups, as follows :—
1. A course of architecture and building.
2. A course of civil engineering.
3. A course of mechanical engineering.
4. A course of mechanical chemistry.
5. A course of agriculture and forestry.
6. A course for men of science, professors, and teachers.
7. A general course of philosophy, statesmanship, literature, art, and
political economy.
8. A preparatory course for bringing up pupils who are behind
their contemporaries, especially in geometry, algebra, elementary, physical, and chemical science, drawing, and languages.
We meet with abundant testimony to the excellence of this foundation. One of its students, a young Englishman, who desired an education in a branch of civil engineering and found it impossible to obtain that education in England, having passed through its courses, returned to England and entered himself in the usual manner as a learner in the works of an eminent engineer :—i; Here the advantages of Zurich soon showed themselves unmistakably; his superiority was so evident, that he soon rose over the heads of much older men, and long before his apprenticeship expired, he bad already been entrusted with heavy responsibilities and important duties, which could not be entrusted to men much older and more experienced, but less skilfully trained and less highly educated.”
Here we will pause a minute to survey the field we have traversed. We have shown that the purpose of Technical Education is to increase the quantity and the quality of the handicraft-skill in the nation, and to connect it with the highest attainable intelligence. It is the business of the Technical Educator to teach whatever there is in the science, philosophy, learning, or art of modern times that has any bearing on the practical business of life, to show bow the knowledge is to be used, and to discipline the possessor in its application.
We ha Ye pointed out that it naturally has four stages or grades. It is at first co-ordinate with general education. It is then auxiliary to, or a continuation of, general education. The principal maxim it puts before its disciples is, work and think, and work again, think and work, and think again. It selects the shrewdest and most handy amongst the young, and devotes them to industry. It assists them, guides them, and watches over them as they embark in their trades and professions, and finally it strives to pick out the exceptional people—the talented ten in a million—and to turn their exceptional powers to account for the good of industry.
You may probably think I have wasted time in proving what all must acknowledge. Nearly all do acknowledge the importance of a practical education, but I have frequently referred here, with some impatience, to the fact that there are still to be found in our high places of learning scholars and college dons who scoff at the practical applications of knowledge ; aud I have poiuted out that society could not exist if all men acted on what these men profess, There is a method, in mathematics, of finding the value of a form by tracing the result at infinity, and we may estimate the worth of the opinions of some of our university teachers by a similar method. If their theories could prevail and be acted on to a large extent, the land would become a prey to poverty and distress, and finally to desolation and death. A friend of mine, more patient than myself, often says, in response to my complaints “ They mean well, but they do not know. They do not know the meaning of what they say.” To my mind no ignorance is so gross as that of the uneducated scholar who despises all that has direct reference to the practical business of life, to the well-being of society, to the commercial prosperity of the people.
(To be continued.)
WILLIAM WORDSWORTH.
BY JAS. MARSHALL.
Prolific as the eighteenth century was in the production of poets in England, perhaps there arc none among the number more worthy of a place in the memory of a kindred posterity than William Wordsworth, the sullen urchin of Cumberland, or more specifically Cockermouth, the silent collegian of Cambridge, and afterwards bard of Crasmere. His genius, not of that sparkling nature which characterises the works of a really innate and spontaneous talent, was guided by the muse that attends upon the thoughts of the sober and contemplative. Not brilliant, but still full of light, his effusions are ever readable, and productive of an enjoyment of the sedater kind. His intimate friend, Coleridge, was one of the first to recognise his talent, and may be said to be positively the first who proclaimed to the world the appearance of a new poetic star above the literary horizon. And the after attainments of our phlegmatic friend fully justified the predictions of his illustrious contemporary. His contributions to the fund of metrical literature of the British nation were comprehensive and diffusive, embracing all those elements of sentiment which daily display themselves in the social spheres, and illustrative of all the varied forms of affection and fancy.
The poems of WArdsworth are not calculated to catch the inconstant appreciation of the purely fictional appetite. His style is neither light nor gauzy. He pourtrays rather the inner element than the outward form of things. In dealing with human nature, it is rather a spring of thought that wells up from the hidden reservoirs of humanity—that refreshes the reader as he peruses the lyric line, than the glowing surface or full tide of contesting energies, that mark such performers as was Byron and Milton. As the colour of Josiah Wedgwood’s fictile ware of a sombre and unpretending hue, so the colouring of Wordsworth’s poetry may be said to be characteristically void of pretension. And there certainly seems to be good reason for continuing the analogy a little further; for just as the production of the potter combined the qualities of utility and beauty in the most exquisite manner, so the productions of the poet are marked by a rare junction of the qualities of truth aud attractiveness. Take for instance, that short poem dedicated to the “ affections, ” entitled “The Last of the Flock.” Here, the artist has couceived the steady acquisition, the transient enjoyment, and the quick decline of fortune ; which he etches as it were, by a few appropriate dashes of the pen. The ideas are simple, yet true, commonplace, yet livel}r, and as a specimen of artless and pathetic narration, perhaps the following two stanzas could not be surpassed :—
“ When I was young-, a single man,
And after youthful fo lies ran,
• Though little given to care and thought,
Yet so it was, a ewe I bong-1 ;
And other sheep from her I raised,
As healthy sheep as you might see ;
And then I married, and was rich As I co aid wish to be ;
Of sheer I numbered a full score And every year increased my store.
Year after year, my stock it grew ;
And from this one, this single ewe,
Full fifty comely sheep I raised,
As sweet a flock as ever grazed !
Upon the mountain did they feed,
They throve, and we at home did thrive.
This lusty lamb of all my store,
Is all that is alive ;
And now I care not, if we die,
And perish all of poverty.”
It would have been impossible for even the innocent Goldsmith to have painted in purer and simpler style the course and cataract of sentiment embodied in these lines. The diction is that of everyday discourse, the imagery is_taken from the life, and the versification is rythmical and complete.
As a man of the world, Wordsworth was, as all poets are, unsteady in his judgments and predelections. In the professional poet, whether his talent be natural or acquired, or both combined, the imagination almost always runs away with the judgment. And with the sole exception of the inimitable Homer, perhaps, there is not one whom we might mention as blending the two faculties with anything like equality. Thus, iu politics, William Wordsworth cannot be said to be a pattern or a guide. At one time an admirer of republicanism, he afterwards became a stern opponent of popular privil ges. No doubt the French Revolution had a great deal to do with this rightabout manœuvre, but still his political nature seemed to be only capable of extremes, aud destitute of the capacity to appreciate the adjustable mean. His fortune, from a pecuniary point of view, seemed to be, like his muse, somewhat slow. During tue first half of his life, it cannot be said to have been replete, or even scant..y secure ; but in after life it began to increase and solidify. lu the ye.a-1802, when he was thirty-two years of age, our poet, coming into h s share of £8500 due to his family by the Earl of Lonsdale, was induceid to marry, thus joining to his monetary acquisitions the possession of a wife who proved to him constant and comforting. lie afterwards received an annuity from his friend and patron, .Sir George H. Beaumont, of Colvertou, in Leicestershire, which was added to by various other perquisires and emoluments, lie, at the age of seveuty, followed Southey in the poet-laureateship, which he occupied to his death at the mature age of eighty, which he by a consistent and abstemious life was enabled to attain, without having experienced a day’s severe illness.
The many travels of Wordsworth must have formed some of the most delightful episodes of his life. As his compositions testify, they afforded much matter for the exercise of his faculty, and while seated by the side of the Loire, or strolling along the banks of the Seine, or sailing down the Rhine, his contemplative mind received many an image that was afterwards reproduced by means of his graphic pen." Take the following as an instance of the power of description which lie possessed. What word-picture could be better drawn? :—
“ If from the public way you turn your steps Up to t‘.e tumultous brook of Greenland Ghyll,
You will suppose that with an upright path Your feet mu t struggle; in such bold ascent The pastoral mountains front you. face to face.
But, courage ! for beside that boisterous brook The mountains have all opened out themselves,
And made a hidden valley of their own.
No habitation there is seen : but such As journey thither find themselves alone With a few sheep, with rocks and stones, and kites That overhead are sailing in the sky.
It is, in truth, an utter solitude ;
Nor should I have made m ntion of this dell But for ore object, which you might pass by,
Might -ice, and notice not. Reside the brook There is a straggliug heap of unhewn stones !”
&c , A-'., Sic.
The truth and harmony of this passage cannot be impugned. The genuine sympathy and studied ease of the poet, are no less "conspicuous than meritorious. Perfectly appropriate as to accentuation, these lines need not the assistance of rhyme to make them receivable. In their blank form they are as naked as the mountains themselves, and as eloquent as the solitary but “tumultuous brook of Greenland Ghyll,” which awoke the silence of the mountain dell.
Not the least remarkable of Wordsworth’s compositions were those stanzas dedicated to the fanciful aud imaginative elements of nature. In these he has managed very skilfully to vary the metre, and range the ideas so as to produce an effect at once lively and pleasant. Dealing with natural objects, be brings out the simple poesy implanted 1 herein to the full view, unrestrainedly and effectively. Contemplate the two periods of life, as depicted, or rather indicated, in the following animated verses :—
“ In youth from rock to rock I went,
From hill to hill, iu discontent Of pleasure high, and turbulent,
Most pleased when most uneasy ;
But now my own delights I make,
My thirst at every rill can slake.
And gladly Nature’s love partake Of thee, sweet Daisy !”
Can there be a more pleasing delineation of the liveliness of immature childhood, or a more exquisite portraiture of the mellow enjoyments of maturerage? Or ag;ain, to take auothcr plain picture of nature, the collocation of ideas in the following periods is not less charming and appropriate than the following. Take notice :—
“The butterfly, all green and gold,
To me hath often flown Here, in my blossoms to behold Wings loving as his own.
When grass is chill with rain or dew,
Beneath my shade, the mother ewe Lies with her infant lamb ; I see The love they to each other make,
And the sweet joy, which they partake,
It is a joy to me.”
The joyful, sunny spring-time, in which the butterfly and the blossom annually appear, rises spontaneously in the fancy of the reader, as he is induced to follow the motion of the flitting insect, in the morning air. And the geniality of reflection is not destroyed, but rather preserved, as the attention passes from the gayest of insects to the most serene of pastoral objects, the “ mother ewe.” Thus, throughout those airy effusions, the same tranquil yet active scenes continually appear. And to use the happy metaphor employed by the learned Whatley, it is the sunshine that illuminates the landscape, so that the objects are plainly visible, and not a glamour of moonshine—which rather confuses than depicts the prospect, by attracting the attention of the observer to itself.
What a beautiful picture is this : freely drawn, and crisply fresh
“ And she had made a pipe of straw,
And from that oaten pipe could draw All sounds of winds, and floods;
Had built a bower upon the green As if she from her birth had been An infant of the woods.”
This is a picture the imagination loves to linger on. There are no high-sounding phrases, mellifluous words, or grandiloquent expressions ; but the pure, simple language of the plebeian, pathetically expressive of one of nature’s most undignified, but ornate phenomena. An infant of the woods, drawing all sounds of winds and floods from the plain oaten pipe, which she had obtained while thoughtlessly roaming near her “bower upon the green,” Truly poetical ; even Arcadian ; it reminds one of the virgin art, in the virgin age, when Anacreon and Sappho burned with native song, and Phrynicleus endeavoured to animate the automatic drama with the living language of his rugged muse. Not that there is anything of the dramatic in this song of “Ruth”; but that its simple truth carries one into those times when nature unadorned by art, or unsullied by age or tawdry additions, appeared in her own simple garb through the medium of her unsophisticated agent, the first of poets; and to be quite appropriate in this retrospect, we must not stay in our backward flight too long among the hills and dales of Attica, but revert to the pastoral melodies of the Israelitish king, which were produced in the further and more sacerdotal East.
But it is not alone the sweetness of the woods, the playfulness of the fancy, or the rumblings of the imagination that provided Wordsworth with matter for bis muse. The higher realms of poetry where dwell the genii of patriotism, glory and liberty, were traversed by him. Although inconstant in his attachments to party, and unmitigatedly severe and 'ultra in his politics, still he maintains a dignity and a propriety in his metrical contributions to the cause of a nation’s fidelity and greatness. This is a patriotic strain indeed, and worthy of his name :—
“ Great men have been among us ; hands that penned And tongues that uttered wisdom, bet er none :
'J lie later Sydney, Marvel, Harington,
Young Vane and others who call Milton friend.
These moralists could act, and comprehend:
They knew how genuine glory was put on ;
Taught us how rightfully a nation shone In splendour : what strength was, that would not bend But in magnanimous meekness. France, ’tis strange,
Hath brought forth no such soul as we had then,
Perpetual emptiness 1 unceasing change!
No single volume paramount, no code,
No master spirit, no determined road!
Put equally a want of books, and men.”
Although this may be somewhat too national, it breathes a spirit of dignity and hopefulness which always accompanies the nobler elements of humanity. To arouse the memory of past greatness, to invoke the spirits of the honourable dead, and to resound the praises of freedom are ever the endeavour of the more aspiring, and the hopeful.
The prevailing quality of Wordsworth’s poetry is sobriety. There is nothing grandiloquent or dazzling in the diction, nothing unsolid in the sentiment. The sonnets to Liberty are stiff in their construction, but tiuthful. and full of feeling. Manliness, integrity, and honour are blended with a rare effectiveness. You cannot call Ins verses stately, but they arc eminently indicative of sincerity. “Wise, upright, valiant,” are his words, and his works are their exposition. The Bard of Grasmere will never please the light-headed, or the listless. He will always be more acceptable to the serious and the thoughtful. Regular in his daily life, and not at all characterized by those effervescences and subsidences which mark so many poets, his compositions are a true reflex of his “inner consciousness” and never rise too high, nor sink too low. Undulating but not boisterous, the pleasure of perusal is akin to that which is experienced upon a swelling sea beneath the sunshine of a breezy day. His lines are always full of thought; his metaphor is generally appropriate ; and sometimes he displays a really remarkable energy. Thus, in his address to the “ Men of Kent,” 1803, we find a very unordinary combination of forcefulncss and figure. Note :—
“Vanguard of Liberty, ye men of Kent,
Ye children of a soil ihat doth advance Its haughty brow against the coast of France,
Now is the time to prove your bardiment!
To France be words of invitation sent!
They from their fields can see the countenance Of your fierce war, may ken the glittering lanre,
And hear you shouting forth your brave intent.
Left single, in hold parlc , ye, of yore,
Hid from the Norman win a gallant wreath—
Confirmed the charters that were yours before ;
No parleying now 1 In Britain is one breath!
We all are with you now. from shore to shore :—
Ye men of Kent, ’tis victory or death 1”
A really spirited appeal, and worthy to rank beside the most memorable martial addresses that have issued from the heroes of romance or war. True .courage and unflinching fidelity, arc here discernable. The dignity of this passage is conspicuous. A love for the charters of the land, an impatience of hesitation in their defence, and an incitement to the always heroic issue “victory, or death,” mark the composer as one worthy to be classed among the foremost of patriots, and first of poets Although Wordsworth may have been haughty and too restrictive or exclusive, it cau never be said that he was either insubordinate, or insincere.
“ Here pause : the Poet claims at least this praise,
That virtuous liberty hath beeu the scope
Of his pure song, which did not shrink from hope,
In the worst moment of these evil days.”
The State School Savings Bank Bill having been thrown out by the Upper House, the Hon. Major Smith, Minister of Public Instruction, has, we understand, determined upon revoking the instructions to Victorian State School teachers, directing them to open these banks. Teachers generally will be glad of this, as the clerical work of the schools is quite sufficient, without banking accounts.
In reply to the deputation from the Board of Advice which waited upon him on the 4th instant, the Hon. the Minister of Public Instruction, Major Smith, stated that after a careful perusal of the resolutions submitted to him by Conference held in September last, he found that in many instances he could carry out the suggestions made without the intervention of the Legislature, aud he had therefore done so. As to the teaching of “ morals and manners,” he was glad to find from the inspectors’ reports, that this important branch of training received proper attention, aud he would issue special instructions regarding this subject. It was bis intention on the 1st of January to abolish one-half of the night schools. The reports regarding them were not favorable, and if, after another year’s trial, they were still found not to be a success, he would do away with them altogether. The magistrates were showing a disposition to increase the fines on parents for non-compliance with the compulsory clause of the Act, and that he was glad to see was having a beneficial effect. Personally, be was favourable to the fines being paid into a fund to be placed at the disposal of the local boards of advice, instead of being paid into the general revenue. With regard to resolutions 14, 15, and 1(1, as follows :—
"14. That in view of the increasing numbers of children under the school age, who are employed in factories and other commercial pursuits, this Conference recommends to the attention of the Minister of Education the necessity of the Government amendiog the Education Act by the addition of a clause requiring all employers of juveniles within the school ages to keep a register of the age, name, and address of such employes, aud the number of hours employed. The said register to be open at all times to the inspection of the boards of advice and the truant officers of the district, and any one neglecting to comply with the provisions of the Act, as hereinbefore stated, shall be liable to a penalty of 20s., and not exceeding £5, for every additional breach of the Act. It shall further be compulsory for all juveniles employed under the Manufacturéis’ Act, to show certificates from their school teachers that they have been in regular attendance at some day or night school as required by law.
“ 15. That this Conference deems it wise to have half-time schools brought within the meaning of the Act relative to the compulsory clause, as at present it is unworkable.
“16. That it be compulsory on every parent or guardian to register his or her children on their attaining the age of six years, and that arrangements be made for keeping such registers.”
It was very desirable that something should be done in that direction, and he would be prepared to introduce a bill to effect these objects at once if he could obtain the assent of his colleagues. It bad always been his intention to abolish the singing and drawing masters, who at present cost £13,000 a year. On the 1st of January the number would be reduced by one-half, and, with a view of supplying their places, in making appointments of teachers he would give the. preference to those who could teach either singing or drawing. He heartily concurred with the opinion of the Conference that the Act should be preserved intact. He was personally favourable to the holding of another Conference. The last Conference cost the Government £500, but the boards bad rendered valuable service to the country, and he would consult with his colleagues on the subject. The Governmenthavedeclined to call a second Conference.
The members of the “Victorian Field Naturalists’ Club,” made an excursion, says the Argus, to Pakenham, on Tuesday, the 9th instant. On arrival, the party divided into groups, and dispersed themselves in several directions. The country is undoubtedly a very good one for entomological and botanical collectors, the gullies and swamps affording a fine field for the former, whilst for the latter there is any quantity of the common heath (leptospermum scoparium), on the flowers of which so many of the rarest of our insects may be found feeding, but the recent heavy rains had in a great measure destroyed the prospects of success. Lcpidoptera was exceedingly scarce, all that were taken being of the smaller species, and nothing worthy of particular mention. Coleóptera was more plentiful, several rare specimens of longicorns and buprestis being taken, notably distichocera Kirbyi, pytheus latebrosus, earinus mimula, aphneope sericata, and a new species of zoedia, belonging to the former family, aud to the latter stigmodera octosignata, S. macularia, S. Australis, and S. rectifasciata. Snakes were scarce, but those who devoted themselves to the capture of these reptiles succeeded in securing a few' specimens of two kinds peculiar to this district, viz., the copperhead (hoptocephalus superbus), and the tiger (hoptocephalus curtus), both being very dangerous species. The former is often of so dark a colour as to be mistaken for the black snake, from which it is easily distinguishable by the distinct red marking down the sides of the body. The sportsmen met with very poor success, only a very few’ birds being seen that w’ere deemed ■worthy of bringing dowrn, but they would probably have done better by going further into the ranges. Those interested in making botanical collections were very successful, having found a number of plauts, amongst which may be mentioned, as being somewhat rare, selaginella preissiana, ophioglossum vulgatum, ealoebilus campestris, and others. The members returned to town by the train arriving at 10.45 p.m., and altogether a very pleasant day was spent, though the success was not so great as had been anticipated. The specimens collected during the trip will be exhibited at the next ordinary monthly meeting of the club.
We beg to acknowledge receipt of two copies of the Official Catalogue of ^ the International Exhibition ; also copies of The Melburnian, "the Wesley College Chronicle, and of Coo-c-c.
The musical section of the Social Science Congress was opened on Monday evening last with an address from the Rev. Dr. Torrance. He advocated the cultivation of music as a source of pure, intellectual enjoyment for young men, and suggested the establishment of a series of grand Australian musical festivals, to be held alternately in the chief centres of population, and to be devoted to renderings of the works of the great musical masters. There was also a necessity, he pointed out, for a colonial school of music on the plan of the Royal Academy and kindred European institutions, and of a recognition and encouragement of scientific music at the University. Papers were afterwards read by Messrs. T. H. Gueuett and L- Moonan, and the section then adjourned until following day.
ournc Social Science Con caress.
The Education Section continued its sittings on Monday, the 25th October, at the Athenaeum Hall, when the adjourned discussion upon Religious Education in State Schools, was resumed. The Bishop of Melbourne presided, and about 800 ladies and gentlemen were present. The debate was opened by Mr. Templeton, who quoted from the School books to show that the name of God was not omitted therefrom, and also statistics to prove that crime had not increased to any appreciable degree since the introduction of the present Education Act. Mr. J. G. Duffy, M.L.A., followed. He agreed that the education of youth should be free and compulsory, but it should also be religious. If they wanted to train a child morally, it must be by some religion. Mr. A. Sutherland argued that religious teaching could not be given satisfactorily by State school teachers, but was the work of the church. The discussion was continued by Mr. A. Harper, Mr. J. B. Gregory, the Rev. H. Graham, Mr. P. White, Dr. Morrison. Mr. Main, Mr. Fitzgibbon, Dr. Figg, the Rev. T. Cahill, and Mr. E. V. Brown. The Bishop concluded the debate by remarking that the words "secular instruction” should be held to include general religious teaching, as distinguished from dogmatic or polemical theology. The meeting then terminated.
On the following day, Tuesday, the 2Gth October, this Section again met at the Assembly Hall, Collins-street, Prof. Elkington in the chair. Prof. Strong contributed a paper upon “Classical Teaching.” He said that the classical language had served as models to all the great masters of literature, and recommended their study. He expressed his unqualified dissent from Mr. A. Sutherland’s views as given at the last meeting. The debate which followed was of a rather desultory nature, neither Mr. Hamilton nor Dr. Jamieson, both of whom spoke, expressing any very definite or distinctive views; the latter gentleman, however" said, rather emphatically, that“ unless the classics could show themselves of practical value they could not keep their place, and would have to give way before more modern teaching.” The discussion then closed. A paper dealing with “ The art of teaching modern languages,” was next read by Mr. E. Thibault. He urged that the study of foreign languages was an almost imperative necessity of our times. Their study should be not merely to acquire the power of reading and translating, but to attain the power of speaking them. He argued in favour of their introduction into our educational establishments. Prof. Strong expressed his agreement with Mr. Thibault’s views, and after a few remarks from Mr. Edwards, Dr. Hearn, and Prof. Elkington, the discussion terminated. The Section adjourne 1 till the 8th November.
HEALTH SECTION.
The Health Section of the Congress met at the Assembly Hall, Collins-street, Melbourne, on Friday the 22nd October, Dr. McCrca (the President), occupying the chair. A paper written by Mr. Le Capelain entitled “ Notes on Ventilation ” was read by the President. A short discussion ensued, which was contributed to by Mr. Ellery, Mr. Lloyd Taylor, and Professor Elkington. Then followed a paper on “Hospital Architecture,” to which Dr. Cutts, an old hospital doctor contributed a few remarks. "Infectious Diseases ” was the subject of the next paper read, by Mr. J. R. Wilson. Mr. Ellery, Dr. Henry, and the President w erethe leading speakers in the debate which ensued. At its conclusion the section adjourned.
In the evening the section again met, at the same place, Dr. McCrea presiding. The first paper read was by Mr. T. Embling on “ Premature Interments.” Dr Neild, and Mr. Rudall spoke to the paper, the former gentleman advocating the adoption of cremation as a preventative effectual of premature interments, and the latter suggested that an official inspection should be made of each body before it was allowed to be interred. Dr. Neild then read a paper on 11 The Committal and Care of Insane Paying Patients ” contiibuted by Dr. Cleland of Adelaide. A short discussion followed, in which Dr. Neild, Mr. Harcourt, Dr Jamie. son, and Dr. Graham took part. The last paper read was by Dr. Ginders of New Zealand upon 1! School Hygiene,” in which he contended that all schools should be regularly inspected by medical officers of health. This concluded the business of the section. A vote of thanks to Dr. McCrea, the President, and also Dr. Neild, the Secretary, for their respective labours, was unanimously accorded these gentlemen.
jurisprudence section.
The first meeting of this section was held on Monday afternoon at the Diocesan Hall, William-street, Melbourne. Dr. Hearn M.L.C., the president of the section delivered the inaugural address. He said he was fortunate in having an opportunity in addressing this section at a time when great questions of law reform were being considered by Parliament. “ No phenomenon in our national life was more remarkable than the continued in-cognoscibility, as Bentham used to call it, of our law. It had arisen, he thought from historical causes, which it would be tedious then to retrace. But it continued from a feeling of sheer despair, that had led men to accept it as a natural evil which they could not remove, and to whose burden they must broaden their backs as best they might. Hence from that well-known tendency of man’s nature to convert mere means into actual euds many persons had come to regard this final chaos, as in itself, admirable, and to resent any attempt at setting it in order as something visionary at best, and not improbably impious, and unnatural. But this introduction of order was a task, which the legal art and the honor of the legal profession demanded. It was the problem which nature itself had set to the jurist. Until it had been solved the advance of jurisprudence was necessarily retarded, and its development rendered abnormal. The task moreover was one in which every member of the community had a direct and deep concern. The maxim that ignorance of the law excused no man was, indeed, not merely convenient, but necessary for the administration of justice. Yet that maxim was but a cruel mockery when no possibility existed for even an intelligent and thoughtful man, outside the profession, to obtain any accurate knowledge of what it seriously concerned him to know. It was an easy matter to point out the difficulties in any such undertaking, and even to show that the most successful efforts were likely to fall short of absolute perfection. But the certainty that we could not at once do all that we desired, was no reason why we should do nothing at all. The completion of a perfect code, if such a thing were possible, must be the result of many successive generations of workers. But important additions to the structure might from time to time be made, with a clear gain to science, and to the no small comfort and advantage of the generations that made them.” He traversed the history of law reform in England, and the improvement of the processes of legal education, stating that the lawyers of the future were no longer to be considered as apprentices to a mere legal handicraft. He referred to the Judicature Bill now before Parliament, remarking that no English Bill had ever ventured on so wide a field, and that the measure might serve hereafter as the first chapter of the Code of Victoria. In considering the best means of the formation of a code, we must disregard all theories as to the origin of law, or as to its history, or as to the forms of its evidences. An immense mass of materials were laid before them, and they desired to arrange them in an orderly and coherent system. They must take as the basis of their classification some fundamental fact in the structure, and not merely in the form of organism. The reason was that the structure governed the form. Their basis, then, must be a remote not a proximate antecedent, which determined the whole train of consequences, and which was not dependent upon any other immediate cause. He then analytically considered the nature of state commands and public duties. In this they had a natural basis for final classification. If they arranged the commands of the state according to the duties which they generated, they had at once as their basis a fundamental fact in the very structure of law. He next went on to consider the various kinds of duties, saying that a duty might not terminate with the second party, but might have been imposed for the benefit of some third party, in which case such third party was said to have a right, Duties either related to third parties or they did not. In the latter case they were called absolute; in the former, relative. Relative duties were again subdivided into general and particular. These three divisions—absolute, general, and particular duties—-comprised the whole of the criminal law, in whatever court it might be administered, tne whole of the law of torts, and the whole of the law of obligations. The seven great acts—the Statute of Absolute and General Duties, the Statute of Particular Duties or Obligations, the Statute of Rights, the Statute of Succession of Transfer, of Securities, and of Agencies—comprised the main body of the. general laws. Dr. Hearn then proceeded to minutely and exhaustively analyse the whole of the remaining body of limited or exceptional law, viz., that which applied only to particular classes of persons, or was limited to particular localities, or was only temporary in operation. He concluded a most comprehensive, thorough and eloquent address by a few suggestions as to the elements, scope, and process of the education of gentlemen “ studying for the bar.” The study of the law in new countries was of unusual importance. It was that one of the learned professions which was most akin to public business; and consequently, where leisured classes did not exist, it furnished the most numerous and best-trained leaders of public opinion. “Freedom,” said Burke, “should be the leading science in every well-ordered community.” Undoubtedly it had been such in most. All the great champions of English liberty had been either themselves men of the law, or had acted under the constant advice of lawyers. In America the law had supplied most of its leading statesmen. In this (Australia) country it used to be a maxim that the law officers were the eyes of the Cabinet. He believed that for many years to come the law would furnish the most skilful and most influential of public men, and therefore the improvement of the law, and the promotion of legal education, were matters not of professional or temporary interest, but of deep and abiding public importance.
Mr. F. Wilkinson, the Master-in-Equity and Lunacy, proposed a vote of thanks to Dr. Hearn for his interesting paper ; it was seconded by Mr. J. G. Duffy, M.L. A., and carried by acclamation.
Dr. Hearn briefly returned thanks, and the section adjourned.
In the evening the section resumed its sitting in the same place. A paper was read by Mr. J. W. Rogers, M.A., Q.O., on “The Administration of Law” and another paper by Mr. W. F. C. Kelly, on “The Reform in Judicial Procedure,” having been read, the department adjourned until Wednesday afternoon, the 10th inst.
“• State and prove the rules for determining menially— (a) The value of a cwt. at 4d. a lb. (h) The interest for months on any sum at
0 per cent, per annum.
a. («.) What are personal accounts, and what is the rule for keeping them ? (//) Post the following transactions:— 24th Nov., 1879. Bought
01 Wm, Reid & Co., 9 tons of coal at 31s. 6d. a ton. 1st Dec., 1879. Bold to James White, 5 tons of coal at 37s. 6d. a ton. Paid Wm. Reid & Co., £9 9s. on account.
13s. 4d. per cwt. _
5. A dealer buys 14 barrels of tobacco, each containing 2 cwt. 36 lb.,
at £15 8s. 8d. per cwt. He paid for freight and charges 16s. 9d. per barrel and (is. per lb. duty. How much did he gain by retailing it at 6d. per oz ? ...
6. Explain carefully the rule for the addition of vulgar fractions, taking for illustration the fractions 2. A,
3A ‘ a of 41 54-31 £ of n
7. Simplify t of 5] + 14 oU,j’—
almbtrstfn of |ÏÏclbolirne.
A .meeting of the Senate was held on the 5th instant, for the purpose of considering the Pull laid before Parliament by Professor Pearson, to alter the constitution of the University. After full discussion, the following resolutions were carried:— 1. On the motion of Mr. Andrew Harper: “That clause 5 of the Pill be altered so as to read—‘that the council shall consist of 24 members to be elected by the senate, professors, lecturers, and ministers of religion being eligible, the sole condition being that one member from the teachers in each faculty shall first have been chosen.” On the motion of Mr. E. E. Morris, seconded by Mr. Andrew Harper, it was also resolved : “That the senate approves of the Bill 'bus amended.” The meeting at its rising adjourned until Friday, the 19th instant.
Ridorhm Cbutation Clcparfmcnf.
APPOINTMENTS AND PROMOTIONS.
Makv A. Begley,2nd Asst., Mortlake, 397; D.O’Donoghue, H.T., Mountain ITut, /So.; \\ . E. Summer, II.T., .Mandmang S., 1928; John Jas. Richardson, 11.T., SyniHifV, 2175; Richard Maddern, H.T., Omeo, 881; William Wilkin, U.T., Brit Brit, 1332; Margaret MiHer, 1st Asst.., Ballan, 1435; Mary A.’ Douglass, 2nd Asst., Stafililz, 1487; James T. Haynes, H.T., Mount’Eckersleyj 1720; Thomas Barker. H.T., Whit tlesea. 2090; Jane Brown, II.T., Middle Creek East, 2222 ; Rosa A. W. Magill, H.T., Ivewcll Homestead, 2310 ; W. E. Lewis, H.T., Mitiamo North, 2138; Thomas E. Lowther, II.T., Woodford, 648; John U rn. Russell, 11.T., Rheola, 1059; Mary Bennett, H.T., She Oaks, 1286 ; Silas O- f rost, II.T, Kanyapclla North, 2285 ; John G. Byrne, H.T., Darnum,2319; Emilie Hooper, H.T,, Mncorna, 2328; Robert H. Fletcher, II.T., Tandarra’ 2324; Thos. G. Armstrong, H.T., Brighton, North Wimmera, 2325; Daniel Ryan, H .T., Glen rowan. West, ; Leonard E. S. u, g, H.T.. Goornong South, 2322 ; Fanny Bradley, H.T . Ingliston, 1690; Mary Devilt, II.T., Runnymede, ; .lames Johnstone, II.T., Wellington Road, 2172; John Ramsay, H.T.' Baringhup, 1687 : Maud Hammond, II.T., Ferry bee Creek, 1288; Norah M, Cabir, 1st Asst., Hamilton, 295.
I Hi', following are the papers set by the Victorian Education Department ntlho General Examination of Pupil Teachers. 17th December, 1879 (Million next issue):—
A HIT FI M ETIC.— First Class.
Set No. II.
__f ^ ^:e freight on glass-ware is to that on drapery as 5 8 to 4’2, and i 5 2 1 cwt. ot drapery is conveyed 50 75 miles for £5*52 ; what distance should 24-2 cwt. of glass-ware be conveyed for £4*2? o cr rf b§ of
2. Simplify , l v o
. 8
3. kind the principal which in 3] years will yield as simple interest ;£8.H(>, at 5] per cent, per annum.
1. Express ;j of 2-JLs. as the decimal of a £. Reduce '583 to a vulgar fraction in its lowest terms.
GEOGRAPHY.
Time allowed for this Paper one hour and a half.
1. Explainthete rms—ecliptic, meridian, watershed,capital,plateau.delta.
2. Give the meaning and the origin of the following names :—Natal, Madeira, Suffolk, Morea, Virginia, Pacific.
3. Where are the following British possessions ? When and how was each acquired ? Heligoland, Malta, Jamaica, Bombay, Canada, Hong Kong.
4. Name in order the principal seaports on the west and north coast of France, and ihe chief towns in England and Scotland where cotton manufactures are carried on.
5. Describe the course of the Murray ; name its principal tributaiies, the colonies through which they flow, and the chief town on its banks in each colony.
6. Describe briefly the physical features of Russia in Europe ; name its chief towns and its principal products.
7. What and where are the following ? Mention any event of importance with which each is connected :—Sarajevo, Chicago, Aclieen, Bessarabia, Nicosia, Khyber, San Stephauo.
8. Name the boundary lines between the several Australian colonies. State approximately the area of each, its population, and the date of its formation as a separate colony.
The following is the paper set at the Examination of Students in Training, December, 1879,
GYMNASTICS.
'lime allowed for this Paper • three hours.
1. Give a definition of the terms :—w'oik, exercise, play.
2. On v hat physiological laws is the necessity of exercise based ?
3. Give rules for the practical arrangement of exercise.
4. State the effects of exercise on the heart and the lungs, and the dangers aiising to those organs from Over-straining.
5. Explain physiologically the occurrence of “ breathlessness.”
6. What are the two great classes into which gymnastic exercises may be divided?
7. What is understood by “ curvature of the spine,” and how many of such curvatures may be distinguished ?
8. State the conditions under which curvature may be curable, and the
general principles of treatment. .
9. Explain the term—“ increase of functional activity ” as resulting from exercise.
10. What is the cause of cramp in a cold bath, and how it should be treated ?
11. Why has swimming to be learnt ?
12. Does the skin absorb? Refer to saline and medicated baths.
13. What rules should be observed to make bathing beneficial ?
For ladies only. _
14. Compose a list of six free standing exercises for a class of girls, and give the necessary words of command.
15. Give rules for the practice of the running high jump. _
16. Describe the swing by the spars sideways on the horizontal bar.
For gentlemen only.
14. Compose a list of six exercises with dumbbells for a class of lads, giving the necessary words of command.
15. Describe—to travel forward by the spars on the horizontal ladder
with arms bent. _
16. Describe—to extend the arms sideways, right and left, on the rings.
The following is the Arithmetic set by the Department at the Examination of Teachers, 1880. [Solutions next month.]
Class d.—Arithmetic.
Time allowed : 3 hours.
1. Divide seven thousand and eight millions ninety-four thousand and six by two hundred and thirty-one in three factors. Explain the method of finding the correct remainder.
2 Show why it is that, if a number is an exact divisor of two other numbers, it also divides exactly their sum or difference.
3. Multiply 27 acres 3 roods 15 poles 18 yards by 23J.
4. Find, by Practice, the value of 24 tons 16 cwt. 1 qr. 11 lb. at. £2
3.1. 3| . and also¥fFiH ■'■f of 3*
S. One of two partners owns -[L of a farm, and the other the remainder, the difference between their shares being 39 acres 3 roods 20 poles. If the land be worth £7Tr,„- per acre, find the value of the farm.
9. A and B together can do a piece of work in 3£ days, which A alone could have done in 5 days. Show that A works twice as fast as B.
10. Divide 35-7 by ’00224, and multiply 25 6 by 1T27.
11. Express the difference between I f] of 5s. and ’01*6 of £4 10s. as the decimal of 1’44 of 3s. lOd.
12. If the carriage of 24-1- tons for 7-f miles cost 5 guineas, what weight will be carried 44 miles for £6 12s?
13. A rectangular block, whose length is twice its breadth, contains 2,420 acres. Find the expenseof putting afence round it, at 16s. per chain.
14. Explain the meaning of the terms interest and rate per cent. If £1,160 amounts in 7 months to £1,210 15s., find the rate per cent, per annum.
15. A person sells out £-1,000 New Zealand 5 per cent stock at 102.]. He lends £1.500 of the proceeds on mortgage at 8 per cent., and invests the remainder in 3 per cent Consols at 97.]. To what extent will his income be affected by these transactions?
16. A person embarked the whole of bis capital, which was originally £1,275, in three successive speculations. In the first he gained 55 per cent, and in each of the others he lost 20 per cent. Find his whole gain or loss.
BOOKS RECENTLY ISSUED FROM THE PRESS-
(Copies of ivhich can he obtained at the prices quoted through Messrs. S Mullen, Collins-st. 2$., and M. L. Hutchinson, Collins-st. IP., Mel* bourne. A liberal discount is allowed to schools taking several Coptics.) Astronomy, Elements of, by R. S. Ball, 12mo. 6s. cl.
Autobiography and History of England, by Lord Herbert, 3s. 6d.
Crimes and Punishments, by J. A. Farrer, cr. 8vo,, 6s.
Dialogue on Friendship—Cicero’s—with Grammatical Analysis, Explanatory Notes and Translation, cr. 8vo. 5s. cl.
French Pronunciation and Reading, by L. Desru, 12mo. 2s.
Historical Atlas—K. Jobnstoo’s—2 vols. 4to. 21s. cl.
Obelisk and Fremasonry, The, by J. A. Weisse, Svo. 10s. Gd. Physiography, an Intioduction, by T. H. Huxley, new edition. 6s. Physiography, Ontlines of, by W. Lawson, 12mo. 2s, 6d.
Progressive French Reader, First Year, by G. E. Fasnacht, 2s. 6d. Practical Plane Geometry, by H. Angel, vol. 1,3s. 6d., vol. 2, plates, 5s. Lexicon Ilomericum, by H. Ebling, vol. 1, Ease. 13 and 14, vol. 2, Fasc. 9, 6mo.
Light of Asia, by E. Arnold, 5th edition, cr. Svo. 2s. 6d,
My Life as an Angler, by W. Henderson, cheap edition, cr. Svo. 7s. Gd. Songs for Little Singers in the Sunday School and Home, by H. K. Lewis, roy. 8vo. 3s. 6d. cl.
Voyage in the “ Sunbeam,” by Mrs. Brassey, School edition, 2s,
Via Latina, by E, A. Abbott, cr. Svo. 3s. 6d.
COMPETITIVE SCHOLASTIC EXAMINATION.
THE following arc the papers set at the Competitive Examination for the prizes awarded by the Smcaton and Creswick Agricultural Society, held at Kingston, Gth November, 1880.
The competition was open to the whole Colony. There were 100 children examined from the best schools of this and adjoining districts. The result will not be made known until the day of the Show. 19th inst. The prizes offered were—Gth class, under 11 years, £8, £2, £1 and 10s.; Gth class, under 13 years, £3, £2, £1, and 10s.; 4th class, under 11 ] years, £2, £1, 10sM and 5s.; 3rd class, under 10;]- years, £1 10s., Ids., 7s. fid. and 4s.; 2nd class, under 9 years, £1, 12s.fid., 7s. fid., and 3s. fid. 4 prizes in each class :—
Arithmetic.- 1. The difference of two numbers is 70001 fi and one of them is J-th of the other, find their sum and product. 2. Simplify
• 9'T~l _ JL.• 3. What sum must be put out at interest at 4.25
.0025 '16
% to become £105.302083 in 3.5 years ? 4. If 10 iron bars each (1.5
ft. long and 3 ft. broad and '25 ft. thick weigh 13cwt. 3qrs. 201bs., how ranch will 3 iron bars weigh, each ,4ft. Ions. 25ft. broad, 1 6 ft, thick • 5. Show how you would multiply mentally 39,] x 250 ?
Grammar.—1. Analyse and paraphrase “ ’Tis a common proof-
ascend” (Book vi. page 295). 2. Derivations of Sweat, Catholic, Sweet
heart, Arctic, Saturdaj'-. 3. How is emphasis employed in the Passive Voice ?
Geography.-—1. Sketch a map of Tasmania, and indicate by figures and letters, referring to separate lists, the chief mountains, towns, and rivers. 2. Name the countries in which little or no rain falls, and give the reason. 3. What and where are Dulcigno, Levuka, Tabreez, and Samarang ?
Dictation.—“ The violence seldom-to storm” (Book vi. page 294).
Fifth Class : Arithmetic.—1. Which is the cheaper, a hat which cost 15s. 61. and will last nine months, or one which cost 12s. and will last six months ? How much will a man save in 12 years who wears the cheaper kind? 2. In what proportion must water be mingled with spirits worth 21s. per gallon to reduce the value to 19-25s. 3. Required
the value of 37 acres, 3 roods, 7 perches at £9 His. 8d. per acre. 4. Show how to calculate mentally the value of 239 articles at 9d. each.
5. From three thousandths take one hundred and seventeen millionths.
Grammar.—1. Parse fully the words underlined, page 843 Book v. : Helping, to desposit, with, much, which, became, latent, long dormant, set free. Express the passage in simpler language. 2. Second person sing, of (a) Past, prog., indie., pass, of bear. (b) Fut. empb. form indie, act of pvt. (e) Past cond. pass of stand.
Gkography.—1. Give in order the counties through which the railway line from Melbourne to Eehuca passes, and the principal towns along the line. 2. Write out a list of the principal islands in the Mediterranean, and state the countries to which they belong.
Writing, largehand—Saturday. Dictation.— (Book v. page 109)
‘ ‘ and-was accomplished. ”
Fourth Class: Arithmetic.—1. How long would it take to count seventy millions and fifty of sovereigns at the rate of seventy-five a minute, reckoning seven hours a day. 2. The Age newspaper has a circulation of forty-one thousand daily, what would be the amount realized by its sale for the month of November at Id. per copy. 3. State the rule for determining mentally the value of 12 articles at any number of pence. 4. What is the extent of a flag ground whose length is 2 chains 25 links, breadth 1 chain 50 links.
Explanation.—(Book iv. page 255) “ Why in extreme peril.”
Dictation.—Last sentence to preface to 3rd Book to working. Writ in g, 1 argeh an d—Saturd ay.
Grammar and Inflections.—1. What are inflections. 2. State the parts of speech admitting them. 3. Write out the past participle of come and go. Past tense of fly—poss. plur. 2nd per. prom, obj. plur.
cry. 4. Parts of speech “Shag seemed-to faithful dog” (Book iii.
page 203).
Geography.—1. Names and capitals of all the Australian colonies. 2. Describe the course of the following rivers, and state into what they flow; Cobban, Youcon, Hudson, Maranon, Mitta-Milta. 3. What and where, Walhalla, Egerton, Seymour, Constance, Pindus, Everest.
Third Class: Arithmetic—1. What number added to thirty thousand fifteen hundred and nine will make it seven millions and fifty. 2. Divide two hundred and eighty thousand and four hundred and twenty by fifty-six, using factors. 3. How many farthings are there in 2 guineas, 7 half-crowns, and 12 halfpence.
Grammar.—1. Parts of speech : “ Water there was-to bill ” (Book
ii. page 92). What parts of speech do the words that stand for names, and join sentences belong.
Geography.—1. State in order the bays of Victoria and name the islands in South Pacific ocean belonging to France and also to Great Britain.
Writing : largehand—Victoria. Dictation.—“Put you-palate”
(Book ii, page 190).
Second Class : Arithmetic.—!. Find the sum of the following numbers : 976, 39, 6070, 8-16, 9487, 94, 308. From 780643507 take 320654308. Write in words 3040 and express in figures seven hundred and six—oval tables 10x10, II x 11, 11 x 12.
GRAMMAR.—1. Putin separate lists the adjectives and nouns from :
“ For truth-to base and mean” (Book ii. page 71). Write down six
collective nouns.
Geography.—1. State seas south and west of Asia. 2, Write down in order the boundaries of North America.
ALADT ASSISTANT in a rising Railway Township, Wimmora District., wishes to EXCHANGE with Assistant of School, not smaller. Allotment next year will bo 125 x 150. Apply to “ Exchange,” Hamilton P.O.
A MALE ASSISTANT, in Melbourne School (£220 per annum income)
__ wishes to communicate with Head Teacher, Country, willing (o EXCHANGE. Address, “ No. Ill,” Schoolmaster office.
FRENCH CLASSES. —M. Le HOY, Dixon and Co.’s, 87 Elizabeth-sheet, Tuesday and Thursday Evenings, One Guinea.
Dll. A\ ILLIAMS, M.A., Punt-road, R ichmond, instructor of CAN DI DAT ES for MATRICULATION, Civil Service, and all public examinations Country students prepared by correspondence. Private tuition.
HEAD TEACHER, allotment 20 x 80, 7 miles from Castlemaino, wishes - to EXCHANGE with II. T. or Assistant near Melbourne. Address, “C.B.A.,” Hotham P.O.
r I TEACHERS’ SATURDAY CLASSES, St. Hilda High School, Grey-street, JL opposite Railway. J. W. ROGERS, Certificated Master.
ANTED to EXCHANGE by HEAD TEACHER, Country, two half-time Schools; 50 miles from Melbourne, 3 miles from Railway Station. Allotment, 30 x 50. Results, fit. Apply, “A.B,” office of this paper. 43 acres of land with house, for sale, with two cows, &c., Ac., if required. T rr ANTED' to EXCHANGE by HEAD TEACH BE, of two half-time VV Schools. Allotment, 30 x ot ; results, 64 ; 50 miles from Melbourne-near Railway-station and Mount Macedon ; same distance or about preferred-Will accept School 20 x 30. House and 43 acres of land will be sold or let-Apply, “ A.Z.,” cave of Messrs. Mvlvinlcy and Co., office of this paper.
Education Department,
Melbourne, 16th November, 1890.
AN Examination of Teachers and Candidates for Employment as Teachers in State Schools, will bo held at School No. 391, Spring-street, Melbourne) on Thursday and Friday th ■ lGtli and 17th December, 1880, at 9.30 a.m This Examination will be for Certificate of Competency only.
Candidates will be required to give notice of their intention to attend, addressed to the Secretary, Education Department, Melbourne. All such i otices must be received on or before Saturday, the 4th December 1880.
All candidates other than teachers, assistants, first-class pupil-teachers, and workmistresses actually employed in Slate Schools, desirous of attending the Examination, will ho required to pay a fee of 10s. before being examined.
Satisfactory evidence that each candidate, if a male, is upwards of 18, and if a female, upwards of 17 years of age, with certificates of sound health and moral character, must accompany each notice of intention to attend the Examination. G. WILSON BROWN, Secretary.
Education Department,
Melbourne, 16th November, 1880. MILITARY DRILL.
AN Examination of Teachers desirous of qualifying themselves to impart instruction in Military Drill, will be held at School No. 391, Springstreet, Melbourne, on Monday, 13th December, 1890, at 9.30 a.m.
The Examination will be a written one, and will comprise: —
1. Squad Drill at intervals.
2. Marching.
3. Squad Drill in single rank.
4. Squad Drill in two ranks, o. Company Drill.
Candidates passing in the written examination as above wdl be required to undergo a practical test in addition thereto before becoming fully qualified as instructors in drill.
Notices of intention to attend must bo received at this office not later than Saturday, 4th December. G. WILSON BROWN, Secretary.
Education. Department,
Melbourne, 16th November, 1880. GYMNASTICS.
AN Examination of Teachers desirous of becoming qualified to impart . instruction in Gymnastics, will be held at the Central State School, No-391, Spring street, Melbourne, on Friday, the 10th December, at 9.30 a.m.
Notices of intention to attend this Examination must be loged at this office not later than Tuesday, the 30th November.
G. WILSON PRO VV N, Secretary.
Education Department,
Melbourne, 16th November, 1880. DRAWING.
AN Examination of Persons desirous of qualifying themselves to teach Drawing in State Schools, will be held at the Central School, No. 391, Spring-street, Melbourne, on Wednesday and Thursday, the 8th and iltli December, at 9 30 a.m.
Candidates not employed in State Schools will be req fired to pay a fee of 10s. previous to being examined.
Notices of intention to attend this examination must be lodged at this office not later than Tuesday, the 30th November.
G. Wl I,SON BROWX. Secretary.
Education Department,
Melbourne, 16th November, 1880. MUSIC,
AN Examination of Persons desirous of qualifying themselves to teach Mus’C in Stale Schools, will be held at the Central School, No. 391 > Spring-street, Melbourne, on Monday and Tuesday, the 6th and 7th December) at 9.30 a.m.
Candidates not employed in State Schools will bo required to pay a fee of 10s. previous to being examined. _
Notices of intention to attend this Examination must be lodged, at this office not later than Tuesday, the 30th November.
G. WILSON BROWN, Secretary.
X A M INA T I O N S.
UNIVERSITY & EDUCATION DEPARTMENT (Certificate, Science, &c.)
CANDIDATES COACHED BY CORRESPONDENCE OR OTHERWISE.
JAMES L. ROBERTSON,
71 CLARENDON STREET, EMERALD HILL
Q O'. E XAMINA T ION.
TUITION BY CORRESPONDENCE.
MR. THOMAS BOARDMAN, First-class Honor-man of the Denominational School Board, Prepares Teachers for the Certificate Examination by Correspondence. Terms moderate.
Address—
4 5 PRINCES S T R E E T, CARL T 0 N.
L F II E D K. WILKINS,
GENERAL COMMISSION AGENT,
SPECIAL AGENT FOR SUPPLY OF TEXT BOOKS, ETC., TO THE PUBLIC SCHOOL TEACHERS AND OTHERS.
Cassells, Chambers and Collins’s works on the tin e payment system.
Special Agent for the Colonial Mutual Life Assurance Society.
27 G E O R G E S T R E E T, S Y D N E Y.
QBAND MEDAL OF HONOR
Awarded to the
NEW DAYIS VERTICAL FEED SEWING MACHINE,
At the
CENTENNIAL EXHIBITION, PHILADELPHIA, 1870.
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“We have received from Messrs. A. M ‘Kinley and Co. their Australian Pictorial Almanac for 1881. It contains a number of interesting views, illustrating the more familiar incidents connected with the aboriginal and bush life of the continent. ”—Argus.
“We have received from the publishers, Messrs. A. M'Kinley and Co, the Australian Pictorial Almanac for 1881. The production is one of great merit. It is distinctively Australian in character, and contains a variety of information concerning the fauna and flora of Australia. The engravings are also worthy of special mention.”—Age.
“ We have received a copy of AT Kinley's Australian Pictorial Almanac for 1881, which presents something of a novel character in respect of its letterpress and illustrations. The latter consist of scenes and incidents in tire forest life of Australia, and the former is chiefly made up of sketches and anecdotes of the natural history of the continent. There is a large amount of information on -what once were common things in the daily life of the people of this country, but are not so common now. The almanac is in all respects a thoroughly useful one, and very readable, and we doubt not that it will have an extensive circulation.”—Daily Telegraph.
“We have received from the publishers, Messrs. A. M'Kinley and Co, of Queen-street, AD Kinley's Australian Pictorial Almanac for 1881. The illustrations are drawn by Mr. Chas. D. Richardson, and the letterpress which has been written and compiled by Mr. David Blair, treats of the Natural History of Australia. Trouble and expense have not been spared by the publishers in endeavouring to make this work valuable from an educational point of view. The almanac is well got up, and deserves an extensive sale.”—Herald.
“ IT Kinley's Australian Pictorial Almanac for 1881 is the title of an elaborate production of this sort that has reached us. It is of full rpiarto size, contains forty-five pages, and is neatly bound with a light blue cover. The contents are out of the common. There are seven large illustrations of bush scenes by Mr. Charles D. Richardson, all of them being of a very chaste and meritorious kind, and full of interest to town and country residents alike. These illustrations of Australian scenery and incidents are printed on toned paper, and do great credit alike to the draughtsman and printer. The reading matter is of a very instructive kind, and consists of the natural history of Australia, put together in a most readable form, and with every regard to detail, without in any case being in the least involved or lengthy, The fact of this part of the publication having been done by Mr. David Blair is an additional recommendation to the production. The almanac portion is inserted in the°centre of each leaf, month after month ; Mr. Blair’s efforts forming in each case the border. Altogether this work is the best of the kind yet produced ; and as the price is only one shilling a copy, it ought to command a very extensive circulation. The publishers are Messrs M’Kinley and Co„ printers, of Melbourne. A list of notable events during 1879-80 is given ; and an obituary of the now dying year, together with some hints on gardening, and two pages of table talk, complete a very commendable and tasteful production.--Ballarat Courier.
I
School pcpartmciif.
EMINENT TEACHERS.
THE LATE MISS CHESSAR.
Miss Jane Agnes Chessar was born in Edinburgh in 1835, and was educated in private shools and classes for the work of middle-class teaching. In 1851, she came to London, partly for the benefit of the warmer air, partly to qualify herself more thoroughly for her work, by entering upon the course of training open to teachers Of all grades in the Home and Colonial Training Institution. The high place which she obtained at the Christmas Examination, and her evident power as a teacher, made the committee anxious to secure her services. Accordingly. instead of accepting the post of Governess in the Home for Daughters of Church of England Missionaries, as at first arranged, she took charge of one of the large training classes for teachers in the Home and Colonial Training college. In this work she spent fifteen years, during which time probably more than a thousand young teachers were brought under her immediate influence. It is not too much to say that much of the success which placed the Home and Colonial in' the front rank of Training Colleges, was due, in those days, to her skill as a teacher, and to the great moral influence which she gained over her pupils. Perhaps this power was never more clearly seen than during the first few days of each College year. The students, all new comers, were with few exceptions pupil-teachers from various parts of England. Though wellmeaning and sensible on the whole, some were decidedly rough in manner, and many possessed an exaggerated idea of their own abilities. But, before the end of the week, a marked change had taken place. By the power of her presence, by her scorn of pretentiousness, and by the high standard of manners and attainments set before them, the boldest and most conceited were subdued. Then came the all-powerful interest of the lessons, the sense of the justice of her rule, and the charm of a manner always graceful, but which became more gay aud kindly as her pupils became more thoroughly loyal. At the annual conversazione her original ideas and piquant style made her the centre of the most animated groups. At this time she began her literary work, the chief articles in the College Magazine (since dropped) being written by her. In 186G, her close connection with the Home and Colonial College ceased, her health being no longer able to bear the strain. From this time, her work as a teacher took the form of private lessons and lectures on special subjects, chiefly Physical Geography, Laws of Health, Domestic and Political Economy. These lectures were given in various parts of London and the provinces, for the National Health Society and other sanitary associations, She also taught these subjects in the Home and Colonial Training College, and in the North London Collegiate, and other high class schools for girls, In November, 1873, she was elected member of the London School Board, and by her clear practical sense, and especial attention to all matters affecting health and the domestic training of girls, caused several important improvements to be adopted by the Board. In 1825, she was compelicd to leave England for a warmer climate, and after her return her health would not allow her to seek re-election, though she was urged to do so.
Her literary engagements were numerous. She edited Mrs. Somerville’s Physical Geography, and Hughes’ Physical Geography. For the last sixteen years, most of the leading articles in the Queen have been written by her, as well as numerous articles and reviews in other periodicals.
Although scarcely recovered from a severe illness, she was induced to take part, as one of the English representatives, in the Brussels Educational Congress, where our Belgian friends, perhaps more alive than ourselves to graces of manner, especially noticed the “ charming impression” left by her short speech. A few days after the close of the Congress, she became suddenly unconscious, and on Friday, September 3rd, quietly passed away. The cause of her death was cerebral apoplexy. She was buried at Laeken, near Brussels. Those who, like the writer, were with her in Brussels till within a week of her death, will not easily forget some of her last conversations; notably one at the close of a sad day, when she sat and talked, far into the night, of the good work and kindly deeds of the noble-hearted Professor Hodgson, who had just gone to his rest.
The sketch of her work, as given above, will be felt, by all who knew her, to be very incomplete and superficial. As is the case with all who have great personal influence, much of her work was of a kind which cannot be measured or recorded, which is even forgotten while its fruits are flourishing. She was identified with every important movement for the higher education of women, the training of teachers, and the spread of sanitary knowledge among all classes. But, in advocating a high mental culture for her sex, she was not one-sided. She never lost sight°of the necessity for the domestic training of girls. She helped to organise classes for needlework and cookery, and urged that all girls should be taught, at least, the elements of household management and sick nursing. Many good works, now prospering in other hands, owe their existence to the faith and energy with which she supported them, when their success appeared doubtful. As a teacher, her work has this special feature—she widened the sphere of female education by showing that scientific subjects can be made interesting and practically useful to girls of average intelligence ; and she opened a new field of labour to highly cultured women, by proving that such subjects can be taught, and admirably taught, by a woman. 8he was a true friend to teachers, and many who are now happily employed in congenial work, owe their present position chiefly to her good advice, and to her untiring efforts to find useful and remunerative employment for these whom she thought properly qualified,—The. Educational Times.
HINTS TO TEACHERS FROM WISE HEADS.
ON TRUTH.
BY MARIA AND R. L. EDGEWORTH.
It is not necessary here to pronounce a panegyric upon truth ; its use and value is thoroughly understood by all the world ; but we shall endeavour to give some practical advice, which may be of service in educating children, not only to the love, but to the habits, of integrity. These are not always found, as they ought to be, inseparable.
Rousseau’s eloquence, and Locke’s reasoning, have sufficiently reprobated, and it is to be hoped have exploded, the system of lecturing children upon morality ; of giving them precepts and general maxims which they do not understand, and which they cannot apply. We shall not produce long quotations from books which are in everybody’s hands. There is one particular in which Rousseau especially, and most other authors who have written upon education, have given very dangerous counsel; they have counselled parents to teach truth by falsehood. The privilege of using contrivance, and ingenious deceptions, has been uniformly reserved for preceptors; and the pupils, by moral delusions, and the theatric effect of circumstances treacherously arranged, are to be duped, surprised, and cheated, into virtue. The dialogue between the gardener and Emilius about the Maltese melon-seed is an instance of this method of instruction: Honest Robert, the gardener, in concert with the tutor, tells poor Emilius a series of lies, prepares a garden, “ choice Maltese melon-seed,” and “worthless beans,” all to cheat the boy into just notions of the rights of property, and the nature of exchange and barter.
Part of the artificial course of experience in that excellent work on education, Adele and Theodore, is defective upon the same principle. There should be no moral delusions ; no artificial course of experience ; no plots laid by parents to make out the truth ; no listening fathers, mothers or governesses ; no pretended confidence, or perfidious friends ; in one word, no falsehood should be practised. That magic which cheats the senses, at the same time confounds the understanding. The spells of Prospero, the strangeness of the Isle, perplex and confound the senses and understanding of all who are subjected to his magic ! till at length, worked by force of wonders into credulity, his captives declare that they will believe any thing ; “ that there are men dewlapt like bulls and “ what else does want credit,” sa}rs the Duke Anthonio, “ come to me, and I’ll be sworn ’tis true.”
Children, whose simplicity has been practised upon by the fabling morality of their preceptors, begin by feeling something like the implicit credulity of Anthonio ; but the arts of their preceptors are quickly suspected by their subjects, and the charm is for ever reversed. When once a child detects you in falsehood, you lose his confidence ; his incredulity will then be as entravagant as his former belief was gratuitious. It is in vain to expect by the most eloquent manifestoes, or by the most secret leagues offensive and defensive, to conceal your real views, sentiments, and actions, from children. Their interest keeps their attention continually awake ; not a word, not a look, in which they are concerned, escapes them ; they see, hear, and combine, with sagacious rapidity : if falsehood be in the wind, detection hunts her to discovery.
Honesty is the best policy, must be the maxim in education, as well as in all the other affairs of life. We must not only be exact in speaking truth to our pupils, but to everybody else ; to acquaintance, to servants, to friends, to enemies. It is not here meant to enter any overstrained protest against the common phrases and forms of politeness ; the current coin may not be pure, but when once its alloy has been ascertained and its value appreciated, there is no fraud, though there may be some folly, in continuing to trade upon equal terms with our neighbours, with money of high nominal, and scarcely any real, value. No fraud is committed by a gentleman’s saying that he is not at home, because no deception is intended ; the words are silly, but they mean, and are understood to mean, nothing more than that the person in question does not choose to see the visitors who knock at his door. “ I am, Sir, your obedient and humble servant,” at the end of a letter does not mean that the person who signs the letter is a servant, or humble, or obedient, but it simply expresses that he knows how to conclude his letter, according to the usual form of civility. Change this absurd phrase, and welcome ; but do not let us, in the spirit of Draco, make no distinction between errors and crimes. The foibles of fashion or folly are not to be treated with the detestation due to hypocrisy and falsehood ; if small faults are to incur such grievous punishments, there can, indeed, be none found sufficiently severe for great crimes ; great crimes, consequently, for want of adequate punishment, will increase, and the little faults that have met with disproportionate persecution, will become innocent, and comparatively amiable, in the eyes of commiserating human nature. It is not difficult to explain to young people the real meaning, or rather the nonsense, of a few complimentary phrases ; their integrity will not be increased or diminished by either saying or omitting to say, “ I am much obliged to you,” or “ I shall be very happy to see you at dinner,” &c. We do not mean to include in the harmless list of compliments any expressions that are meant to deceive ; the common custom of the country, and of the society in which we live, sufficiently regulates the style of complimentary language ; and there are few so ignorant of the world as seriously to misunderstand this, or to mistake civility for friendship.
The Chesterfieldian system of endeavoring to please by dissimulation, is obviously distinguishable by any common capacity from the usual forms of civility. There is no hope of educating young people to a love of integrity in any family where this practice is adopted; if children observe that their parents deceive common acquaintance, by pretending to like the company, and to esteem the characters, of those whom they really think disagreeable and contemptible, how can they learn to respect truth? how can children believe in the praise of their parents, if they detect them in continual flattery towards indifferent people ?
We do not mean that the example of parents can alone produce this effect; a number of other circumstances must be combined. Servants must have no communication with children, if you wish to teach them the habit of speaking truth. The education, and custom, and situation of servants, are at present such, that it is morally impossible to depend upon their veracity in their intercourse with children. Servants think it good-natured to try to excuse and conceal all the little faults of children, to give them secret indulgences, and even positively to deny facts, in order to save them from blame or punishment. Even when they are not fond of the children, their example must be dangerous, because servants do not scruple to falsify for their own advantage: if they break any thing, what a multitude of equivocations ! if they neglect any thing, what a variety of excuses 1 What evasions in action, or in words, do they continually invent!
It may be said, that as the Spartans taught their children to destest drunkenness, by showing them intoxicated Helots, we can make falsehood odious and contemptible to our pupils, by the daily example of its mean deformity. But if children, before they can perceive the general advantage of integrity, and before they can understand the utility of immediate truth, see the partial success of falsehood, how can they avoid believing in their own experience.
When young children first begin to speak, from not having a sufficient number of words to express their ideas, or from not having annexed precise ideas to the words which they are taught to use, they frequently make mistakes, which are attributed to the desire of deceiving. We should not precipitately suspect them of falsehood ; it is some time before they perfectly understand what we mean by truth. Small deviations should not be marked with too much rigour ; but whenever a child relates exactly anything which he has seen, heard, or felt, we should listen with attention and pleasure, and wc should not show the least doubt of his veracity. Rousseau is perfectly right in advising that children should never be questioned about any circumstances in which it can be their interest to deceive. We should, at least, treat children with the same degree of wise lenity, which the English law extends to all who have arrived at years of discretion. Ho criminal is bound to accuse himself. If any mischief has been committed, we should never, when we are uncertain by whom it has been done, either directly accuse, or betray injurious suspicions. We should neither say to the child, “ I believe you have done this,” nor “ I believe you have not done this we should say nothing ; the mischief is done, we cannot repair it : because a glass is broken, we need not spoil a child ; we may put glasses out of his reach in future. If it should, however, happen, that a child voluntarily comes to us with a history of an accident, may no love of goods or chattels, of windows, of china, or even of looking-glasses, come in competition with our love of truth. An angry word, an angry look, may intimidate the child, who has summoned all his little courage to make this confession. It is not requisite that parents should pretendió be pleased and gratified with the destruction of their furniture, but they may, it is to be hoped without dissimulation, show that they set more value upon the integrity of their children, than upon a looking-glass, and that they have sufficient strength of mind to “ keep their temper still, though china fall.'’
H-, one day when his father and mother were absent from home,
broke a looking-glass. As soon as he heard the sound of the returning carriage, he ran aud posted himself at the hall door. His father, the moment he got out of the carriage, beheld his erect figure, and pale, but intrepid countenance. “ Father,” said the boy, “ I have broke the best looking-glass in your house ! ” His father assured him, that he would rather all the looking-glasses in his house should be broken, than that oue of his children should attempt to make an excuse. II-was most agree
ably relieved from his anxiety by the kindness of his father’s voice and manner, and still more so, perhaps, by perceiving that he rose in esteem. When the glass was examined, it appeared that the boy had neglected to produce all the circumstances in his own favour. Before he had begun to play at ball, he had the precaution to turn the back of the looking-glass towards him ; his ball, however, accidentally struck against
the wooden back, and broke the glass. If-did not make out this
favourable state of the case for himself at first; he told it simply after the business was settled, seeming much more interested about the fate of the glass, than eager to exculpate himself.
There is no great danger of teaching children to do mischief by this indulgence to their accidental misfortunes. When they break, or waste anything, from pure carelessness, let them, even when they speak the truth about it, suifer the natural consequences of their carelessness ; but at the same time praise their integrity, and let them distinctly feel the difference between the slight inconvenience to which they expose themselves by speaking the truth, and the great disgrace to which falsehood would subject them. The pleasure of being esteemed and trusted is early felt, and the consciousness of deserving confidence is delightful to children ; but their young fortitude and courage should never be exposed to severe temptations. It is not sufficient to excite an admiration of truth by example, by eloquent praise, or by the just rewards of esteem and affection ; we must take care to form the habits at the same time that we inspire the love of this virtue.
A “ Wordsworth Society” has been instituted at Grasmere. On the 29th Sept, last it was inaugurated. At once a large number of members were enrolled, including some of the most distinguished personages in England. It is with unfeigned joy that we note that the name of one of our greatest and purest of poets is thus to be snatched from oblivion.
By Prof. A. S. Burbank.
A fine day for an excursion among the hills. Let us climb to the granite quarries on Rollstone and see what we can find ; perhaps some specimens to add to our school cabinet. Shall we take the winding-road around the hill'? By no means. Excursionists must learn to “rough it” ; besides, the little trees that grow on this side will help us to clamber up easily and quickly.
What are these broad, rounded, leaves that look so green among the withered and parti-colored fallen ones? Ah! they are the leaves of the Mayflower. This plant, the Epigea, repens of the botanists, loves the cool northern slopes of our New-England hills. Look and see if you can find the buds for the next year’s blossoms. Yes, here they are ; the promise and potency” of beauty and fragrance to come.
But we must go on. This is hard climbing. Uo not try to walk on this steep slope of smooth granite, but keep among the trees in this little ravine to the left. Now we are near the summit, and there is the huge boulder, the “ rolling stone” that gave the name to the hill. What an immense mass of rock ! Why is it called a rolling-stone ? it looks as if nothing could move it.
It is not now, but was once really a rolling or rocking-stone, and it was so accurately poised that bile man could rock it to and fro with his hands. But a few years ago a number of men and boys thought they would celebrate the “Glorious Fourth” by sending this great rock crashing and bounding down into the valley ; so, with great poles and timbers as levers, they tried to overturn and set it rolling, but only succeeded in turning it part way over, leaving it as it now lies. Many of the rocking-stones described in our State Geological Reports have been treated in the same way, and have now nothing to distinguish them from ordinary boulders. If these people had understood the principles of “ unstable and stable equilibrium,” as explained in our natural-philosophy lesson last week, they would have seen that a rock of this shape, and of so great weight, could not be overturned and set to rolling ; though it could easily be rocked slightly up and down.
Now, let us look more closely at this boulder. The rock is not like the granite of the ledge that forms the hill beneath us ; it is much coarser in grain, and is filled with large white spots that look like pebbles. It is just like the rock found in the ledges twenty miles to the north of us. Could it have come from there ?
Yes ; it was actually brought here from that range of hills which we can see m the distance. Before we try to explain how this was done let us look closely at the rock of the hill on which we stand. We saw how smooth the surface was on the northern slope. Here, where the quarrymen have removed the coating of earth, it is as smooth as glass or polished marble, except that there are innumerable fine-grooved lines and some deeper furrows, all drawn in the same direction. Almost everywhere the surface of ledges from which the soil has been removed shows such striated and polished surfaces, and in most cases mark a direction nearly north and south, or north-west and south-east,
Just such grooved and polished rocks are found in the valleys of the Alps and the mountains of Sweden and Norway, and there the cause is known to be the glaciers,—the great streams of ice that flow down the valleys, sweep the loose earth and rocks before them, and grind them to powder, and so grind down and polish the solid ledges over which they flow. In northern Greenland and in the Antarctic continent the land is entirely covered with glaciers moving down to the sea and there breaking off and floating away as icebergs.
Geologists tell us that these hills of New England were once, as those of northern Greenland now are, covered to a depth of several thousand feet with the ice of a great glacier ; and that, moving slowly southward it swept off the soil, ground and polished the rocks, and left the grooves that we see here, showing the direction of the movement. The great mass of ice, as it moved onward, broke off huge fragments from the cliffs and carried them along for many miles; sometimes rolling and grinding them between the ice and the rock on the sides of the valleys ; sometimes, however, carrying them on the surface of the glacier with their original forms unchanged, till the melting of the ice left them as we now find them, far from their original homes. This great boulder is a native of New Hampshire, who rode down on his ice chariot to take up his permanent residence on one of our Massachussetts hills.
Now let us look at the rock in the great quarry on the Western slope of the hill. It seems to lie in layers, but they are not horizontal nor parallel bands, like those of common, stratified rocks. The layers seem to conform to the outlines of the surface, and cover each other like the coats of an onion. This structure makes its easy for the workmen to remove long pieces by splitting them off from each layer. It is not easy to explain the cause of this structure. Some geologists think it is due to the shrinking of the outer layers in cooling, while the central part was intensely hot; for it is believed that granite like that of this hill was thrown up from the depths of the earth in a semi-fluid or plastic condition, having been softened or melted by the action of heated water.
We shall not have time to-day to collect and study the different rocks and minerals of the quarries. Next Saturday let us come fully prepared to collect specimens. A good hammer is the first requisite. A common nail-hammer is of little use, and would soon be spoiled. The best thing that you can get at the hardware-stores is a steel rive ting-hummer, weighing about one-and-a-half pounds, and fitted with a good handle. Besides this you will need a small hammer for trimming specimens to the proper shape. The smallest sizemf rivettifig-hammer is the best, but a good steel tack-hammer will serve the purpose. Brin« A ; stout basket or bag to hold the specimens, and plenty of paper fortrapping them, and we shall be ready for workJom'ndl of IMuijaii&n,, '
matter.
The human skeleton may be divided into three parts :—I. The Head ; II. The Trunk ; III. The Limbs.
I. The Head
Consists of 22 bones. These are divided into (1) Those of the cranium or brain case containing 8 bones ; (2) Those of the face, containing 14 bones.
(1) The Cranium. The bones forming the brain case are—
(a) The frontal,i forming the forehead,
(b) „ two temporal ,, temples.
(<j) ,, occipital 2 ,, back of the
head.
(d) „ two parietal 3 ,, sides .,
(e) ,, sphenoid, or wedge bone ; so called
because it is wedged in like the keystone of an arch.*
(f) „ ethmoid, or sieve bone, forming the base of the skull.5
(2) The Face consists of 14 bones, the chief of which are the two jaws, called the upper and lower maxillary. The lower one is moveable, the upper is immoveable.8
II. The Trunk
Is composed of several bones, viz.:—the spine, also called the backbone or vertebral column ;7 the sternum, or breastbone ; the ribs; the scapula, or slioulderbone; the clavicle, or collarbone and the pelvis. This latter is the large bone at the bottom of the spine.9
(1) The Spine consists of 33 vertebrae, or joints, which are fastened together by means of a gristly substance called cartilage. The bones of the spine are thus enabled to bear pressure without injury.10 Each vertebra is provided with a hole, through which the spinal cord passes upward through the neck and into the brain. The various bones of the spine are thus named :
(ft) The cervical11 (7) or those of the neck.
\b) „ dorsal (12) „ back.
(e) ,, lumbral (5) ,, loins.
The above 24 bones are moveable vertebral.
(d) The sacrum (5) or, holy bones.
(c) „ coccyx12 (4).
N.B. The two upper bones of the cervical vertebra; are called the Atlasi3 and Axis : the former supports the head, the latter enables it to turn.
(2) The Sternum, or breastbone, is the bone in the centre of the chest, to which most of the ribs are attached.
(3) The Ribs. These form the frame-work of the chest. They are 24 in number, 12 on each side. Seven of them are fastened, by means of cartilage, to the sternum in front, and behind to the backbone ; hence they are called “ true ribs." The other 5 are fastened to the spine, but not to the sternum. Two of these latter are called “ floating ribs,”14
(4) The Scapula is the large bone which forms the shoulder.
(5) The Clavicle, or Collar-bone.16 This bone prevents the arms from falling forwards on to the chest, and thus assists in keeping the lungs expanded.1«
(6) The Pelvis, or Basin, consists of several strong bones called the “ ossa innominata,” or nameless bones.
III. The Limbs
These consist of two pail's, the arms and the legs.
(i) The Arms. Each contains 30 bones, viz.,
(a) The Humerus, or bone of the upper part of the arm. This works in a socket of the shoulder, called the “ Glenoid cavity,” which is shallow. 17
(b) The lladins \ These are the bones of the
(c) „ Ulna ) forearm.
\d) „ Carpal Bones, or bones of the wrist.
They arc 8 in number.
(e) The Metacarpal Bones1* (o in number), or bones below the wrist.
METHOD,
We are about to have a lesson to-day on the frame-work of our bodies. What arc the bones of an animal termed ? Its skeleton.
1 Because it is situated in front.
2 From L. occiput= the back of the head.
3 L, paries—a wall.
* Explain and refer to architecture by way of illustration.
5 Why so called ? Because it is full of holes like a sieve. Why ? To allow the blood-vessels to pass upwards to the brain, and so to nourish it.
°Allovv the class to, prove this statement by causing each pupil to open and close the mouth alternately.
7 So called because it is made up of several vertebrae or joints.
8 From its resemblance to a Homan key (L. clavis^ a key.)
9 Why so large and massive ? To support the weight of the bones which rest upon it.
10 Explain and illus. by reference to buffers of railway carriages.
11 The teacher should be prepared with the derivation of these words. By this means the situation of the various portions of the spine will be the more easily understood.
12 So called from its resemblance to a cuckoo’s bill.
13 So called from a heathen god, named Atlas, who was supposed to carry the world on his shoulders.
14 Because not being so securely fastened they appear to float.
15 Let the pupils place their hand on this bone.
10 Show how.
17 Why ? To enable us to move the arm freely : hence the arm is easily dislocated.
18 From meta — beyond.
(/) The Phalanges, or Digits. Two for the thumb and three for each of the four fingers, thus making 14 in all.i9
(2) The Legs also contain 30 bones each.
(«) The Femur, or Thighbone. This is the largest bone in the body, and is fixed into the pelvis by means of a round knob at its upper extremity : the socket in which it works being a deep one,20, and known by the name of the “ acetabulum."11
(b) The Tibia ( These are bonesof the foreleg.
(c) ,, Fibula j The Tibia is the shinbone.
(d) ,, Tarsal bones, or those of the ankle.
These are 7 in number.
(e) „ Metatarsal bones (5 in number) or those beyond the ankle. They form the instep of the foot.22
(f) The Phalanges of the foot. 14 in number.
(g) „ Patella, or Knee-pan, in front of the knee joint. This bone, though small, is so important that probably any bone in the body could be better spared than it.23
N.B. All the bones of the human skeleton are enabled to work freely by means of a fluid called “ synovia," the oily nature of which prevents the wearing away of their several parts by friction.21
The foot is arched because of the heavy weight it has to support.25
The above subject will afford sufficient matter for two or three lessons, according to the class for which it is intended. The teacher should, if possible, provide diagrams to illus-the several parts of the skeleton ; or, in the absence of these, prepare sketches for the black board.
19 Show that the total of the bones in the arm is 30
2° Why? To prevent dislocation. (Contrast with the humerus.)
21 From its supposed resemblance to the drinking cup cf the ancients.
22 Show that the bones of (d) and (e) correspond to those of the hand.
2 3 Show that the total of the bones in the leg is 30.
24 Explain and illustrate by reference to oil poured into machinery.
25 Ask for examples to illustrate this principle. (ft) The brickwork over windows, (b) Bail way bridges. &c.
1. Analyse according to Morrell’s Second Scheme the following :— “ The influence of the Norman conquest upon the language of England was like that of a great inundation, which at first buries the face of the landscape under its waters, but which at last, subsiding, leaves behind it the elements of new beauty and fertility.”
2. Parse fully every word in the following :—The lady had gone to her secret bower. The bower that was guarded by word and by spell.
Answers to Questions :—
By R. Crooke, Esq., B.A. No. 1.
|
Kind of Sentence. |
Sub. with Attrb. |
Predicate. |
Obj. of Com. |
Extens’n. | |
|
A The influence of the Norman Conquest upon the language of England was like a great inundation |
Principal sentence. |
The influence of the Norman conquest upon the language of England |
was |
like that of a great inundation nom-pletion) | |
|
B which at first buries the face of the landscape undor its waters, |
Adjective sentence to A. |
which |
buries |
the face of the landscape |
at first (time), undor its waters (place) |
|
C but which at last subsiding, leaves behind it the elo-ments of now beauty and fertility. ' |
Adjective sentence to B, adversative. |
(but) which subsiding |
leaves |
the elements of new beauty and fertility |
at last (time) behind it (place) |
The
lady
bad
gone
had gone
to
her
secret
bower
No. 2.
Adjctive, definite, distinguishing “ lady.”
Noun, common, singular, feminine, 3rd person, subject to
“ had gone.”
Verb, auxiliary, indicating plu-perfect tense.
Past participle verb “ to go,” making with “had,” pluperfect tense.
Verb, irregular, intransitive, indicative, plu-perfect, 3rd person, singular, to agree with its subject “ lady.” Preposition, governing “ bower” in the objective case. Pronoun, personal, 3rd person, singular, possessive, feminine, attributive to “bower.”
Adjective of quality, positive degree, attributive to “ bower,”
Noun, common, singular, neuter, 3rd person, objective after “ to,”
GRAMMAR.
the Adjective, definite, limiting “ bower.”
bower Noun, common, singular, neuter, 3rd person, object after
“to.”
that Pronoun, relative, simple, singular, neuter, agreeing in
number and person with its antecedent “ bower,” subject to “was guarded.”
was Verb, auxiliary to “guarded,” indicating passive voice,
guarded Past participle, making with “ was,” past tense, passive,
wasguarded Verb, regular, transitive, passive, indicative mood, past tense, 3rd person, singular, to agree with its subject “ that.”
by Preposition, governing “ word” in the objective case,
word Noun, abstract, singular, neuter, 3rd person, objective after
“ by.”
and Conjunction, copulative, continuative, connecting “ word”
and “spell.”
by Preposition, governing “ spell” in the objective case,
spell Noun, abstract, singular, neuter, 3rd person, objective after
“ by.”
1. Make a complete analysis of the following passage—
It is rarely that (any opposition which stopped short of open rebellion) provoked (the resentment) of the liberal and magnanimous usurper.
2. He loved me well, and oft would beg me sing ;
Which when I did, he on the tender grass Would sit and hearken, even to ecstacy,
And in requital ope1 his leathern scrip And show me simples of a thousand names,
Telling their strange' and vigorous faculties.
Amongst the rest, a small unsightly root,
But of Divine effect, he cull’d me out.
3. Write the sixteen lines from “ Comus” commencing—Dark-veil'd
Cotytto 1
4. (a) Complete the degrees of comparison of the following ;
furthest, next,
much, former.
(b) State what dissyllabic adjectives form their comparatives and superlatives in er and est.
5. Correct the errors in the following sentence :—(a) Year after year brought their troubles and pleasures, (b) Who do you expect to meet ? (c) Neither the day nor the hour are appointed, (d) The more part of the sheep were fat. (e) One of the fastest horses that has ever ran. (/) He rose his head from the ground, (g) They sat the child upon her knee.
ARITHMETIC.
Upper Sixth Class.
Proportion.—(1.) If a man travel 89-734 mis. in 3‘75 days by walking 8'6 hrs. daily, in what time will he travel 717’872 mis. by walking 6’4 hrs. a day ? (2.) If 9 men can do a piece of work in 10'25 dys.
of 8'72 hrs., in how many dys. will 16 men do it working 8^ hrs. a day ? (3.) If 29'32 tons can be carried a distance of 37 75 miles for £163-175; what will the carriage of 49-438 tons for a distance of 28'8 miles cost ? (4.) If £18-725 will pay for the carriage of 123-8 tons for 116-215 miles how far can 125-685 cwt. be carried for 22-335 guineas ?
Fractions.—(1.) Simplify (f+ f + 2*)v(f-f). (2.) (.-&-*+&)x
(3.) [i~-vs + i)-r (I x x -j^). (4.) S + |-|of§.)
t GEOGRAPHY.
(1). San Sebastian, what, where ; Meguinez, what, where ; Exports of Nigritia. (2). Chief exports of Arabia; where is Allahabad, and on what river, and what notable for ; Counties forming Murray District of Victoria. (3). Government and products of Brazil ; Where is Peshawur and what noted for ; Where and what is Fez; name anything remarkable about it. (4). Boundary between New South Wales and South Australia. What are principal exports of Italy. Name the New England States.
Derivations.—(1.) Dissect, watershed, succumb. (2.) Anticipate, protozoa, cavalry. (3.) Inestimable, kindred, syntactically.
Analysis.—The woman said when she saw the soldier passing that he must be the deserter who had been mentioned in the despatch. (2.) The streets are so narrow and crooked in Damascus that you can hardly see a path before you. (3.) When Eustace had done speaking they all rose up and almost worshipped him ; many cast themselves at his feet with tears and groans. (4.) Our house is our palace, and though the winds may whistle through our dilapidated walls the Queen herself dare not enter without our permission.
ARITHMETIC.
Sixth Class.
Proportion.—If 13 tons 17 cwt. 2 qrs. 7 lbs. of potatoes cost £65 15s. 6d. what weight could be obtained for £112 6s. 8d. ? (2.) If 38 tons 2 qrs of sugar cost £1130 6s 8d whaQamount can be bought for £158 13s. 4d, ? (3.) If £427 17s. 5d. will buy 19 tons3cwt, 2 qrs. of rice, how
much may be bought for £1069 13s. 6Jd. ? (4.) How much land can I
buy for £83 14s. 6d. if 27 ac. 2rs. 12 pis, cost £55 6s. Sd.
__ Practice.—(1.) 92 ac. 3 rds. 19 pis. @ £9 7s. lid. per acre. (2.) 587 ac. 3 rds. 28 per. £7 19s. 4-^d. per acre. (3.) Find the price of 57 lbs. 6 ozs. 6 drs. (Apoth.) @ £18 13s. 9d. per lb. (4.) 74 lbs. 4 ozs, 14 dwts. @ £18 14s. 3d. per lb.
r GEOGRAPHY.
(1.) Yass ; Cologne; Burdekin. (2). Albany; Lake Maggiore; Asturian Mts. 3. Albury; Victoria Range ; Oardar River. (4.) Bathurst, county and river : Metz, county aud river ; Gawler Range and direction.
GRAMMAR,
PARSING.—(1.) He afterwards sent some of the crew to examine the country which he had discovered. (2.) Parse with full syntax : At that moment some boys, whom we caught in our garden, begged us to let them off. (3.) The judge stated that he would require the last witness to produce his papers there. (4.) He begged his men to go to the relief of the party that the Spaniards had attacked.
Inflections.—1 (a.) 3 plu. pst. pot. pass, of know ; (5) 3 sing, pres, subj. act. of send ; (c) perf. inf. pass, of smite. 2. (a) Pres. pot. pass, of awake ; (5) perf. ind. pass, of lay ; (c) fut. iud. act. speak (empb. form). 3. (a) pres. subj. pass, of leave, 2nd sing.; (b) pst, subj. pass, of shake, 1st sing. ; (e) pres. inf. pass, of weave. 4. (a) perf. inf, pass, of to buy ; (5) 1st. pres. subj. pass, to be ; (c) pluperf. pass. ind. 3 plu. to weave.
ARITHMETIC.—Fifth Class.
Comp. Div.—(1.) £6308 13s. 6£d. -f 87 ; (2.) £7023 19s. 2J,d. -f 39 1 (3.) £5824 17s. 9$d -f 28 ; (4.) £2386 18s. 3|d. 7 46.
Comp. Mul.—(1.) 786 16s. 24d. x 57; (2.) £95 18s. 4$d. x 46; (3.) £78 16s. 9Jd- x 87 ; (4.) £78 16s. 10£d. x 78.
Red. Asc.—(1.) 411027 sq. in. to yds. ; (2.) 9070010 drs. (av.) to lbs. ; (3) 406030 grs. (troy) to oz. ; (4) 970013 cub. in. to cub. yds.
Red. Desc.—(1.) 34 lbs. 7 oz. 17 dwts. to grs. ; (2.) 87 qrs. 4 bush. 2 pks. 3 galls, to pints ; (3.) 16 lbs. 7 oz. 8 dwts. to dwts. (troy) ; (4.) 87 roods 3 per. 2 yds. to sq. yds.
GEOGRAPHY.
1. (a) Where is R. Paraguay, and what flow into? (b) chief town in New Zealand ; (u) country E. of Turkey in Asia. 2. {a) Riv. Lena where into ? (b) Taurus Mts, where and in what dir. ? (c) town of Beechworth. 3. [a) Riv. Don and where discharge ? (5) Mts. N. N. of Asia ; (c) Lake Wellington. 4. {a) cap. of Abyssinia ; (b) country
S. of Caspian ; (c-) Ceveunes Mts.
GRAMMAR,
Inflexions.—1. (a) Poss. plu. of buffalo ; (b) sup. deg. of badly ; (c) pst. tense of fling. 2. (a) poss. plu. of baby ; (b) 2nd. sing. obj. per.
pron. ; (c) pst. tense of bring. 3. (a) pst. prt. of sit ; (b) sup. deg. of
dreadful ; (c) poss. plu. of second pers. pron. 4. (a) pst. tense of weave ; (b) comp, of evil ; (c) poss. plu. of 3rd pers. pron.
Parsing.—(1.) They soon spread a report that the potato was poisonous, because it belongs to the same order as the deadly nightshade. (2.) The men were straining every nerve to pull us up before my strength should fail me ; but fearfully slow our ascent seemed. (3.) It is further likewise remarkable that the Indian did not go away from the scene of his hardships. (4.) The calmness with which the judge spoke made the prince still more angry ; and he rushed up to the bench and struck the judge a severe blow on the face.
Fourth Class.
Parsing.—(1.) Though I failed so badly in my design for large pots ; yet I made several smaller things with better success. (2.) The cunning fox crept slyly into a farmyard, but he had to leave again in a very great hurry. (3.) The silly goat soon saw how foolish she had been to listen to the cunning fox. (4.) He is fond of the fruits which grow in the forest, but he also eats the young tender boughs of the trees.
GEOGRAPHY.
1. {a) Where is Florida Pen.? [b) where is C. Schank? (c) where is Palk's Str. ? 2. (a) Where is Hobson’s Bay ? (b) where is Lunda Str. ?
(c) where is C. Cod ? 3. {a) Where is Nova Scotia ? (b) where is C. Delgado? (c) where is Winda was ? 4. (a) Where is Obi? (b) where is Schank? (c) where is Terra-del-Fuego ? 5. (a) Where are French Is. ? (b) where is Cape Farewell ? (e) where is Messina Str.
The following is the arithmetic paper given at the examination of Btudents in Associate Schools, at the examination in June, 1880 :—
ARITHMETIC.
1. (a) Explain the terms—Figure, number, minuend, product, aliquot part. Illustrate your answer by examples. (b) Find, and write in words, the least number that must be subtracted from seven hundred and nine thousand nine hundred and nineteen million three hundred and six thousand and seven, in order that the remainder shall be an exact number of times as great as ten million eight thousand six hundred and four.
2. The maximum payment to a teacher for results is half of his fixed salary. A teacher’s annual income, if he got the maximum for results, would be £180; his income is actually £13 18s. 3d. per month. On what percentage of results is he paid?
3. A waggon loaded with hay, weighs 3 tons 19cwt. II ¿-lbs. The weight of the waggon alone is 40 per cent of the load, which is worth £13 15s. 5*d, Find the value of the hay per ton.
4. Find by practice the value of 2911bs. 8oz. l ldwts. 14grs. of gold iT £3 17s. 10£d. an ounce.
5. A town allotment, having a depth of 2.V chains, was sold for £196, which was at the rate of £924 per acre. What was the length of its frontage, and the price of each foot in the frontage ?
6. If work done by a man, a woman and a boy be proportioned respectively as 3, 2, and 1; and if 9 men, 15 women and 18 boys, working 8 hours a day, finish a certain work in 208 days, how many men with 12 women and nine boys, working 10 hours a day, would finish the same in 160 days?
7. Show how you would calculate mentally—(a) Product of 272 and 250. 0) Price of 71bs. at £8 13s. 4d. per ton.
8. (a) Explain the terms—Principal, interest, amount, true discount, mercantile discount. 0) On what principal would the compound interest for 2 years at 6 per cent, per annum, equal the simple interest on £494 8s. for 2 years 6 months, at 5 per cent, per annum?
9. («) Explain, and prove the statement:—“ We divide by a fraction when we multiply, by it inverted.”
(¿>) Simplify—
$ ¿+2J— &of (**-*) }
• HI-+I- t +i£>,
’ tVx(3*-f) ,
of 1*201, -009 and *0161 be
10. By what quantity must the sum divided so that the quotient shall be identical with the product of 3*05 and *05?
11. (u) Reduce a decimal correct to four places. 0) Ex
press '7032 as a vulgar fraction, in its lowest terms, (c) Express a foot as the decimal of a link.
CRiTcsponbenxc.
SCHOOL SYSTEMS.
TO THE EDITOR OE THE “ AUSTRALASIAN SCHOOLMASTER.”
SrR,—In his address delivered at the Social Science Congress on the 12th October, the Right Rev. Dr. Moorhouse quotes Dr. Mark Pattison to prove that, as the German youth who gets so much schooling is turning out, nevertheless, a stupid, submissive, and mechanical man, and is showing no. interest in anything outside liis own pursuit, therefore the inilucnce of the school on national character and civilization is exaggerated.
Nobody need differ from this conclusion. His Lordship justly dilates on the other not less powerful agencies which help to mould the character of a nation. But I would take the liberty of differing rather much from the remarks about the torpor of the Germans. Not only in Germany, but all over the world, often children who are great dullards in school turn out brighter, and vice versa children wlio are at the head of their class in school disappear altogether, in after life. This, however, is not the fault of tho school system, hut of the character, as want of energy, self-coniidence, etc. With all the deference due to his great scholarship, originality, and sincerity, Dr. Moorhouse should have paused before he repeated such a heavy charge against the Germans. That Dr. Pattison was fit to get a thorough insight into tho German character, may be questionable if ho is putting down as dullards a nation like the German which has achieved so much in literature, art, science, trade and commerce. “ The German censes to learn as soon as he leaves school.” If ho had looked in Germany around him well, he would have found many tradesmen’s and merchant’s associations which make it their particular object to have their members and the public enlightened on all subjects which may interest society. Not to speak of the great Tradesmen’s Association (Handworker—Verein) at Berlin, there are scattered all over Germany, even in pretty small towns, associations in which we can hear lectures about history, literature—in my native town (Posen) I attended lectures on Shakespeare— medicine, physics, law; etc.
‘‘No one around*him thinks of acquiring information except in his own pursuit.”
Dr. Pattison must have been walking about with his eyes shut. By whom “is the social order arranged for him?” By society itself; then it is no worse than England or America. “ He is the creature of forms, and walks leisurely by rule.” Were this so, German trade and commerce could not have rivalled those of other countries, and we could hardly have seen anything like the German Court in our great Exhibition,
Supposing, for argument’s sake, that the Americans are an example of bright citizens, we should not forget tho great advantages America enjoys over other countries, in being a young country, in getting a constant influx from other countries—and not very little from Germany—in having a very large scope, and in its Republican form of Government which, we may say what we like against it, is calculated to developc the faculties of the citizen to the very utmost. A proof against the great importance ot schools it could hardly be, as the Americans notably spend a great deal on their schools.
The subject is too large for your valuable space to do it full justice, but I trust that you may bo kind enough to insert these lines.
I remain, Sir,
Yours respectfully,
M. BRANDT.
Natimuk, December, 6th, 3880.
Mr. Wade, a member of the Board of Governors of the Girls’ High School, N.Z., wishes to adopt an altogether too brusque and outre plan with regard to the arrangement of difficulties connected with the school. Two teachers of this institution had been dismissed. This dissatisfied the Lady Principal, Miss Hood, and she resigned; and the first assistant is the only teacher remaining in office. Mr. Wade wants to “ sack” her too, in order to reconstruct the whole staff at the beginning of next year. But the rest of the Board do not see it. They refuse to take any such “ Radical” step. And quite right too. This certainly would be a very irregular procedure, and unworthy of geutlemen in trust of any constituted body.
CONTENTS.
|
School Department- | |
|
Eminent Teachers—The |
late |
|
Miss Chessar ... ... |
... 82 |
|
Hints to Teachers from a |
Wise |
|
Head...... ... |
82-3 |
|
Among the Rocks, No. 1 |
... 83 |
|
The Human Skeleton ... |
... 84 |
|
Grammar Exercises ... |
84-5 |
|
Result Examinations ... |
85-6 |
|
Correspondence ... ... |
... 86 |
|
Leader ... ... ... |
86-7 |
|
Hints on Candidates ... |
... 87 |
|
Tho Persons of the Imperative | |
|
Mood ... ... ... |
87-8 |
|
Spelling Reform ... ... |
8S-9 |
Professor Pearson and the Education Act ... ... ... 89
Educational Summary of tli9 Month ... ... ... 90-1
Notes and Gossip ... ... ... 91
Melb mrne Social Science Congress ... ... ... ... 92
Teachers’ Registration Bill 92-3
University of Melbourne ... 93-5
Victorian Education Department— General Examinations... ... 95
Science Examinations ... ... 95
Appointments and Promotions 95 Books recently issued from the Press ...... ... ... 95
ANSWERS TO CORRESPONDENTS.
‘‘ Nomen.”—You should write direct to the office. Be explicit in you* statement of the case. Attention will be at once given to your request for a Board.
“P. Madden,” “ T. J. Buet.”—Holdover.
“ Karabeal,” “ J. Butt,” “Puzzled,”“ W. Patter,” “H. B.”— Received.
“ P. G. Elay.”—Shall be enquired into.
*• J. McDonald.”—Thanks. _
NOTICE TO TEACHERS. M'KINLEY’S
PICTORIAL ALMANAC FOR 18 8 1.
NOW READY.
SEE ADVERTISEMENT ON FIRST PAGE.
RESULT EXAMINATIONS.
Would country teachers please forward any result questions they may have in hand so that these questions may appear in every issue of the paper.__
NOTICE TO CORRESPONDENTS.
Advertisements and other business communications should be addressed, To the Publishers. No advertisements will be inserted without a written order, or prepayment. It is particularly requested that they may be sent early in the month. _
Books, music, and school appliances for notice, and all letters containing anything connected with tho literary portion of the paper should be addressed, To the Editor. Every communication accompanied by the name and address of the sender (as a guarantee of good faith, though not always for publication) will be acknowledged ; but we cannot attend to anonymous letters.
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¿Ur s t ni 1 a s x a it Jsxjjûfllmasttr.
PUBLISHED EVERY MONTH.
MELBOURNE, DECEMBER, 1880.
Functions such as those discharged by Inspectors of Public Schools necessarily require the possession of very special qualifications. Whether the relation of the teacher to the Education department be impersonal, as is the case in Great Britain, or personal, as it is in these colonies, makes but little difference. The income a teacher receives and the status he holds in his profession, depend in a great measure upon the report furnished by the Inspector who examines his school. Plence the importance to the teaching profession of having the Inspectorate filed by men who have had practical acquaintance with school teaching, The step recently taken by the Victorian Education Department in advancing some of the teachers of elementary schools to the inspectorate, cannot fail to exert a salutary influence over the schools. We are pleased to find that an effort is being made to secure a similar concession to British teachers. A committee of the British Association have investigated the cause of the low percentage of passes gained in the
recent science examinations in schools under the department of education, and have reported that— (1) the teaching of science is discouraged by the Inspectors, because they are unable to examine in science; (2) they cannot examine in science because they are selected for scholarship or political influence ;
(3) that the inspectorship should be gained by competitive examination open to elementary teachers. In commenting upon this report the editor of the Educational Times remarks :— “There can he no doubt that the present method of appointment is as bad as possible. Because a man has taken a high degree, it is argued that he is capable of inspecting an elementary school. Or perhaps, it is considered that any man can turn his hand to the inspection of schools, and that it is as well to give the appointments to men with high academical honours. So a young man is chosen, appointed, and pitchforked into the work ; he has spent five-and-twenty years in the study of Latin and Greek, and he has now, without the least experience of school work, with no knowledge of its difficulties, no sympathy with its professors, no acquaintance with boys and their peculiarities, to examine in spelling, reading, writing, arithmetic, history, geography, science (!), and sewing (!!). Seeing that the appointments are really made in this way, we are surprised that these Inspectors turn out so well. It is a proof of the versatility of Englishmen, that they not only address themselves to the ungracious and tiresome task with confidence and vigour, but that they acquit themselves on the whole so well as they do.
Let us suppose, however, that the Inspectors were chosen from men who had already had experience, and that along one, in teaching. We dismiss at once as absurd, the proposition that “ Elementary Teachers ” should alone be eligible. All teachers should be eligible, whether elementary or not. The appointments should be thrown open to all-who had taught, say ten years, in a public or private school; an examination should be held in the subjects in which the candidates would themselves have to examine, in the theory and practice of teaching, in the art of examining, and essays should be sent in on possible improvements in educational methods and systems. In fact the Inspectors ought to be (1) teachers tried and practised, (2) scholars, (3) professors or past masters who had been examined in the Science of Education.
We believe that the present system is one which gives no satisfaction to the Department or to the teachers, although it provides comfortable, if hard-worked, posts for a good many graduates of Oxford and Cambridge. And we have reason to think that a well-digested scheme of reform would probably meet with favor, if it were only to relieve the Department of the trouble of choosing from the many candidates—all equally eligible, all equally inexperienced—who daily send in their names, and bring to bear such political influence as they can command.”
HINTS TO CANDIDATES &c.
By an Examiner.
In compliance with a special request on the subject, we reprint the following article from last December :—As perhaps more failures at Examinations of all descriptions arise from want of system and the consequent waste of time by the candidate, and from omissions and errors in his papers, or from nervousness and the consequent loss of self-possession and mental power, than from actual ignorance of the subjects of examination, the following suggestions are offered with a view to direct attention to the necessity for, and advantages arising from, a systematic method of dealing with each paper, and to mitigate the effects of nervousness and mental excitement.
GENERAL SUGGESTIONS.
1. In all papers first answer the questions you know well, then proceed to the more difficult, leaving the hardest till the last, unless it is expressly stated that they are compulsory.
2. If you get puzzled over a question, though it seems simple, do not waste time and become excited over it, but try another.
The error against which the candidate is here cautioned is one of the most frequent causes of failure. How often does an examiner see a candidate towards the end of the first half hour biting his nails, passing his hand through his hair, knitting his brow, and showing other signs of mental distress and excitement because through the novelty of the position and its surroundings he has “■ got in a fog ” over the first question he has attempted.
• >. Always write your first attempt at an answer on a properly headed paper, so that it may be given in if the subsequent corrections are not many.
„ 4. Much valuable time is often wasted through the candidate first making a rough draft of his answer in pencil or on a sheet containing essays on other questions, so that though the answer be correct it lias to bo copied again, and not merely is time wasted but the chance of error is increased, as the power of copying accurately and at the same time rapidly is no common one. Leave off answering the questions (though you may not have quite finished) in sufficient time to put your papers carefully together, count them and make quite sure that you give in all, and not the rough drafts or rejected attempts at any.
5. Make your answer as concise as is consistent with a sufficient explanation of every point pertinent to the question ; this both saves your own time and the examiner’s, and on the latter account puts him into as favourable a mental attitude as possible towards the candidates. Do not adopt the foolish and dishonest practice, if you do not know the answer to any question, of answering something else, in the hope that the examiner will think you misunderstood the question. Give that gentleman credit for sufficient shrewdness to detect such an attempt to mislead.
ARITHMETIC.
A knowledge of the various rules is required, therefoi’o select tho examples of special rules, such as practice, proportion, decimals, and work these out first, then proceed to the problems, which are rather tests of the general intelligence and power to apply rules than of the rules themselves. The general direction numbered 3 above is specially applicable to this paper.
If you have time to spare, do not go over the figures of your sums, but work them again from the beginning and if possible by another method.
A mistake once made is often undetected by a mere reperusal of the calculation.
GRAMMAR.
Be careful to use no abbreviations except those which are universally recognised and which are perfectly free from ambiguity. In parsing take care that you state the dependence or agreement of every word, and not merely the dependence but the kind of dependence or relation.
In parsing nouns and verbs always use the same order: either from the less to the greater (e,g. person, number, tense, mood, &c.), or the greater to the less, not sometimes one and sometimes the other.
M here a whole phrase is used to express a single relation, state that, but also state the government of each word of which tho phrase is made up.
In parsing, understand as little as possible. It is a common error for a candidate where he can not explain a certain construction to supply a number of words which certainly do not alter the meaning of the phrase but render it something else than that given as tho test of the student’s knowledge.
GEOGRAPHY.
First answer a question in each branch of the subject, i.c., show some knowledge of physical geography, some of Australian and some of general political geography, then take up the other questions.
COMPOSITION.
Do not attempt a verbatim reproduction of a reading lesson ; recollect that the exercise is not meant as a test to the memory. Take three or four heads under which the subject may be considered, and write about a page and a half or two pages on them in as clear and simple a style as you are master of. Eschew fine writing and rhetorical platitudes, always leave yourself some time, say a quarter of an hour or twenty minutes, for reperusal and correction. See if you can analyse and parse any doubtful sentence, and if you cannot do so satisfactorily, substitute some other form of expression.
DICTATION.
Do not begin writing directly the examiner begins dictating; wait until you have heard the whole clause lie gives at one time, then write it ; if you do not follow this rule you will probably lose the last word or two that he dictates. Punctuate too lightly rather than too heavily. First divide the passage into periods, then insert the smaller stops.
THE PERSONS OF THE IMPERATIVE MOOD. By Robert Craig, M.A.
To those who take an interest in grammatical questions, it may prove acceptable to sec what was the usage of the early English writers in expressing a determination, an entreaty, or exhortation, referring to others joined with the speaker, and a determination or desire referring to third persons or things. Did they use for these purposes the auxiliaries let and may only or chiefly? or did they use the principal verb, and, if so, to what extent did they use it ?
Let us c. H ult Wyclif and Chaucer. The former made an English . translation of the Bible about the year 1380. An improved version, i going under his name also, was effected by one of his followers about ten years later. The two versions arc printed together in parallel columns in an excellent copy possessed by the Melbourne Public Library.
Hallam (Mid. Ages iii. lot) says : “ The translation of the Bible and other writings by Wicliffe taught us the copiousness and energy of which our native dialect was capable.” Chaucer was a contemporary of Wyclif (this name is variously spelt). Of him Marsh, in his “ Lectures on the English Language,” says at page 17 : “There is perhaps no English author who has done more to mould, or rather to fix, the standard of the language, and to develope its poetical capabilities than this great genius.” In reference to the style and phraseology of Wyclif and his eminent contemporary, the same authority says, p. 84 :—
“ Th e dialect of Caaucer doubtless approaches to the court language of his day, but the prose of Wycliffe is more nearly the familiar speech of the English heart in the reign of Edward III.”
Of the extent to which they employed the principal verb alone to express a wish or determination regarding persons joined with the speaker, and regarding third persons or things, let the following examples be evidence. A considerable number are given, as the question is one of degree, and as the works of the authors referred to are not generally accessible.
Examples from Wyclif are given first, and those of the first person before those of the third. The italics are mine. Make we man to oure ymage, Gen. i. 26.—Make we tiel stonys (i.e., tiles or bricks), and halte we tho (them) with fier, Gen. xi.3.— Go we down and scheende me there the tunge of hem (scheende — confound), Gen. xi. 7.— Ete we and make we feeste (i.e., let us make afeast, be merry), Luke xv. 23.—Ete we and drynkewe, l Cor. xv, 32.—Light be maad, Gen. i. 3.—The watris be gadrid into o place (gathered into one place), and a drie place appere, Gen. i. t).—Burion the erthe grenc erbe (i.e., Bear the earth green herb). Later version : The erthe brynge forth greene eerbe, Gen. i. 11.—Iinowe not the left hand what the right bond doith, Matt. vi. 3.
—Who cvcrc wole be maad more (greater) among you, be he youre mynystre, Matt. xx. 26.—Never be fruyt born of thee. Later version : Never fruyt come forth of thee, Matt. xxt. 19. — Come he now down, Matt, xxvii. 42.—Deliver he him now. Ibid, v. 43.
These examplas are sufficient to show that Wyclif employs very freely the principal verb alone in the 1st. and 3rd. persons imperative.
So far as my researches have gone, he does not use the forms made up of let or may and the infinitive as substitutes for these persons of the principal verb ; but he sometimes uses shall with the infinitive in place of the third person imperative of the original.
Examples will now be given from Chaucer. The number after each quotation indicates the page in which it will be found in Routledge’s edition of The Canterbury Tales, Chaucer’s most popular work.
Now let us stint (cease) of Custance but a throw (a while),
And Speke we of the llomanc Emperour. p. 150.
To this marquis now retorne we, p. 232.— Go we than soupe, quod he (i.e., Go we then sup, said he), p. 312.—It is not good to be a man allone : make we to him an helpe semblable (like) to himself : Tale of Melibaeus, p, 385.—Now unto our tale turnewe, p. 427.—Sitte we down and let ns mery make, p. 491.—Afterward speke we of scorning : The Persones (Parsons) Tale. p. 549.—Speke we now of wicked conseil. Ibid.— Note: The Persones Tale and The Tale of Melibaeus are in prose.
Grisilde is ded and eke (also) her patience,
And both at ones buried in Itaille ;
For which I cry in open audience :
“ No wedded man so hardy be to assaille This wives (wife’s) patience, in trust to find Grisildes, for in certain he shal faille.” p. 247.
We wedded men live in sorwe and care ;
Assay it who so wol (i.e., try it whoso will), aud he shall finde That I say soth (truth), p, 250.
Let I this woful creature lie ;
Chose he (i.e., (choose he) for me whether he wol live or die. p. 308.
. . Here I take my leve
As of the trewest and the beste wif That ever yet I know in all my lif ;
But every wif beware of hire behest,
On Dorigene remembreth at the lest. p. 320.
. . . To thise gret conqueroures two
Fortune was first a friend and sith (afterwards) a fo.
No man xxc.\t.rust upon hire favour long,
But have hire in await for evermo. p. 436.
Note.—“ No man no trust” : ne means not. The two negatives do not destroy, but strengthen each other. The sense requires “ every man” understood as the subject of have. “ In await,” in suspicion, under watch.
. , . He that me brought first unto that game,
Er that he die, sorwe (sorrow) have he and shame, p. 478.
God thank I, and in good time be it sayde.—-p. 487.
This false Chanon (the ionic fend him fetch)
Out of his bosom tokc a bechern cole.—p. 490.
. * • • • To which life he us bring that bought us with his precious blood.—The Persons Tale,—p. 582.
Chaucer, therefore appears to have made frequent use of the 1st person and 3rd person imperative of the principal verb, but a. perusal of his
writings shows that his use of the forms containing let and may is somewhat more frequent. It will have been noticed that in some of the above
examples he uses the principal form and the auxiliary form indifferently in juxtaposition to each other.
We see now that the use in current, or recent literature of the principal verb in the 1st and the 3rd person of the imperative is not an innovation resulting from poetic license, but is the relic of an early usage, common both in prose and in poetry, and indeed, more common in the prose translation of Wyclif's Bible than in Chaucer’s poetry.
BY JAMES MARSHALL.
I.
The irrational nature of our present system of spelling demands immediate attention. The many absurdities to which it gives birth, the incongruities of pronunciation ; the difficulty of determining when a letter shall possess this or that one of the many powers now conferred upon it; the heterogeneous methods of representing the same sound, or combination of sounds ; the inconvenience and confusion arising from the fact that the same letter may be used to indicate several different sounds; and the anomaly of using two, three, and sometimes four signs to express a simple elemental sound, form sufficient reasons why a radical reform in our alphabet and orthography should be at once instituted. The Bomanic abecedary has never, from the first, sufficed to adequately represent the modulations of the English tongue. Consisting really of only twenty-three letters (c, q, and x being rejected as superfluous), it has failed to answer the purpose for which it was borrowed from the Latins.
Dr. Johnson, on being asked whether neither should be pronounced neether or wither, laconically and smilingly answered, “ nayther.” And so this would be the correct pronunciation if we followed the orthoepy of the word veil. The late Lord Lytton, in that vigorous and unmistakable style for which he was renowned, denounces our present method of spelling in the following terms :—" A more lying, roundabout, puzzleheaded delusion than that by which we confuse the clear instincts of truth was never concocted by the Father of Falsehoodsand asks, “ How can a system of education flourish, that begins by so monstrous a falsehood, which the sense of hearing suffices to contradict ?” And certainly this strong language seems fully justified when we consider the frightfully misleading nature of English orthography. The right hon. Wm. Ewart Gladstone has also spoken very decidedly upon the same topic. He says, “Ours is a very singular language; I am afraid it puzzles foreigners dreadfully, and I often think that if I were a foreigner and had to study the English language, aud to learn to pronouuce it, I should go mad. I cannot conceive how it is that a foreigner learns to pronouuce English when you recollect the total absence of rule, method, aud system, and all auxilliaries which are generally supplied, when men have to acquire something which is difficult of attainment.” And though he afterwards expresses his conviction that we have a “most noble language,” still the above quotation is sufficient proof that he is fully alive to the absolute necessity for an emendation of our alphabet, and a re-organization of its adaptabilities. If the English language is difficult for foreigners to learn, of course, it is equally hard for children. And it is, indeed, very probable that a great many of the irregularities, and mental failings of people in after life are attributable to the twistings and turnings their intellects received, while undergoing the process of being tutored in the contradictory and confused elements of their native tongue. Other eminent scholars have also addressed themselves to this subject. The late Dr. Thirlwall, Bishop of St. David’s, writes, “ I look upon the established system of spelling (if an accidental custom may be so called) as a mass of anomalies, the growth of ignorance, and chance, equally repugnant to good taste and common sense.” Alas, he is obliged to add, “ But, I am aware, that the public cling to these anomalies with a tenacity proportioned to their absurdity, and are jealous of all encroachment on ground consecrated by prescription to the free play of blind caprice.” Let us hope that we have emerged from that era when prejudice was stronger than prudence, and that we live in a day when “blind caprice,” has given way to ungrudging concession. Benjamin Franklynn, years ago, said that “ Yf ” would be a much better way of spelling wife than the present mode. This philosophical suggestion will not fail to commend itself to all lovers of truth and harmony. The example is a remarkably good illustration of the principle which should underlie all orthography, viz., pure phonic symbolisation.
There is little doubt that the want of a Supreme Literary Tribunal, such as exists in France, is the cause of our language having fallen into that state of higglede-piggledy disorder which now characterises it. If such an establishment had existed in England, it could have kept a watchful eye over the interests of the spoken and the written word, and have prevented them from becoming altogether antagonistic and irresponsible as they now are. The inevitable changes which have taken place in the pronunciation of the mother tongue would have been duly noted, and timely concessions made in order to have preserved that degree of assimilation which should always obtain between speech and writing. Its mandates would, based upon purely philosophic and practical grounds, have ever been hailed with satisfaction and gladness by the public. That such an amount of uncertainty and indefiniteness should prevail, as to correct and authoritative enunciation, is a matter fraught with the utmost evil, and detracts greatly from the dignity of our educational establishments, and also from the lustre of our "literary associations.
The extreme difficulty of learning to read and spell correctly under the present system is forcibly illustrated by the following table. Out of a thousand individuals promiscuously selected in the Northern States of America, it was found that—
50 could neither read or spell.
100 ,, spell easy words and read a little.
250 ,, read tolerably well and miss-spell common words.
300 miss-spelled most long or hard words.
200 „ hard words quite frequently.
70 pass for pretty good spellers.
25 can properly be called good spellers.
5 „ spell almost any word.
0 ., ,, every word.
Thus there proved to be a very small percentage of ordinarily good spellers ; for if we take those who “ pass ” for pretty good spellers, the proportion is only seven per cent., and those who come legitimately under the abov e designation only number two and a half per cent., which is not reassuring. And this is the result of an investigation made, it must be remembered, in America, where the national system of educa-ion subsists in as perfect a state as in any country in the world.
PRO FESSOR PEARSON ON THE EDUCATION ACT
In the Victorian Review for the present month will be found an article dealing with the Education question, contributed by Prof. C. H. Pearson, M.L.A. The writer sets out by stating that it is unfortunate that the passage of the Education Act was associated with a party triumph, and deprecates the idea of considering it from a party point of view at all. Has he, however, himself looked at it with as pure and single eye as he might have done? In considering the principal argument against the present system, viz: that the “ whole fabricof society is sustained by religious faith,” he traverses the evidences of Christianity in the colony, and comes to the conclusion that the ‘ class of theorists that shall declare religious speculation to be unprofitable or religious teaching to be unnecessary, has yet to be born in this country.” There may be differences of opinion in these matters, but he feels convinced there is no active unbelief. Therefore, it is not with regard to the first position of the denominationalists that secularists differ. It is with the inference, as stated by Dr. Moorhouse in his manifesto at the late Congress, “ that no system of education can be complete, which ignores religious instruction,” that secularists differ. He argues that Dr. Moorhouse has confounded education with primary school teaching. With this regard he says,
“No one could call that a complete education under which children grew up without habits of personal cleanliness, or courteous speech, or without being taught to love and honor their parents, or without learning self-denial or temperance, or physical purity. Yet no one of these matters is taught thoroughly, or except indirectly, at an ordinary day school. The master who sees that his pupil’s face and hands are clean, is not expected to inquire how often the child is totally immersed. The boy who is not trained to be mannerly at home is more likely to learn it in the playground than in the class room. As for the other matters I have hinted at, which of us at an English public school was ever taught in any special lesson to deny himself, or to be moderate in food, or to bechaste, or to love his parents, or his fellow creatures, yet the least of these cannot be called an unimportant matter. St. John, in a well-known passage asserts that we cannot “love God unless we love man.” Looking back at Rugby, which I went to when it was still fresh from Arnold’s inliuence, I cannot remember that we ever had a word of religious instruction except on Sundays. No doubt we had prayers morning andevening, buteven of these the evening prayer was delivered, in boarding houses, which were supposed to take the place of our homes. Of such moral discipline as I have hinted at there was none. Our teachers wisely assumed that we had come informed on these points from our homes or left us to the instruction of Sunday sermons. “ The writer confutes the position ” that the only effective test book of such instruction is the bible,“ and cites the supersession of the catechisms as an instructor in the mediaeval ages. Then, he writes,
“ So far as I know Catholicism is taught to the young in catechism, in prayers, such as the Lord’s Prayer, and the Hail Mary, and in expositions of the Bible; but very little, if at all, out of the bible as a text book. This has also been to a great extent the method of the English church, and of the Scotch Kirk in past centuries. Church of England children were trained in the creed, the ten commandments, and the Lord’s prayer, supplemented not so much by the Bible, as by the catechism ; and successive generations of Scotchmen owed the backbone of their religious training to the shorter catechism ; which was their school manual, and which gave consistency and form to the scripture reading combined with it. There can be no doubt that this catechetical teaching has been successful in the objects it aimed at. It so shaped the minds and directed the thoughts of the scholars that few who were thoroughly subjected to it, have ever emancipated themselves from its
influence.....Had it not been for those intervals of apathy in
which catechetical teaching was almost abundant in parts of the world, new' opinions would have had little chance against the faiths of the sixteenth century.” He next goes onto consider the varying faiths of the Protestant churches, and infers the insurmountable difficulty of finding teachers who shall be able adequately to give religious instruction upon any universal principle. Dr. Hearn’s plan of “payment by results ” is next canvassed by our author, concerning which he says,
“ Obviously this scheme avoids the religious difficulty, so far as the state is concerned. Whether it would not intensify it in other directions seems to me more than doubtful. Practically I suppose every sect that
was rich enough to start schools of its own would do so, and would endeavor to find recruits into its fold through their influence. Catholic Anglican, Presbyterian, and Wesleyan schoolmasters would all be working sedulously against one another, and the church that had the best schools would gradually find its pews filled in consequence. I pre-sumc this result might be claimed by the supporters of the system as a success. It w'ould be said that the state instead of having to contend with the utter antagonism of religious bodies had now secured their active co operation. But we may buy gold too dearly ; and I confess I should shrink from purchasing the support of the church by the absolute surrender of the schools. For this is practically what1 payment by re. suits’ means.”
It is a question here whether the Professor has not actually spoken more in favour than against the system which he would deprecate. Fordoes it not seem that under it the state would be relieved of a vast amount of responsibility and cost, contingent upon the present system would be much abated ; while at the same time it would admit of every child in the country receiving a fair amount of education. A stronger argument against it is offered in the next paragraph, where, from the mercenary nature of all private enterprises, it is stated that if the founding of schools were left to that agency, many districts would b e left without them altogether. In reference to Mr. Andrew Harper’s proposal to adopt the system established in Ontario he says,
“ I can only say with respect to this system, that I can see no objection to it if it can be established, but that I also see no particular gain to be derived from it, and that I fear the difficulty of introducing it will be insurmountable. It assumes that we can introduce local rating in districts that have never been taxed for school purposes, aud that for years past have had their teaching paid for by the state. Looking at the strong reluctance the municipalities show to dispense with a state subsidy, and at the unhesitating negative, I myself encountered when I consulted a few school-boards about the possibility of a light local rating in aid of school expenses, I fear no Victorian statesman could face tbe feeling of the constituencies on this point.”
“ However our school system may be settled, 1 hope the time is not far distant, when the men who regard it as all-important, that religion will be taught in schools will be contented to assert their peculiar views without using the terms ‘ secular’ and ‘ atheistic’ as synonymous. When I see the curious direction of theological energy in the present day, I cannat help remembering, the very different attitude of the church in the fourth century. At that time the Emperor Julian, who had been trained in the reading of Scripture and admitted to minor orders was employing all the resources of statesmanship to root out the Christian name. The sagacity of the politician was quickened by the rancour of the apostate, and the means Julian devised as most efficient was to prohibit the teaching of pagan classics in all Christian schools, and to confine Christian teachers to the use of manuals penetrated with their own ideas. As it happened the church numbered in its ranks a conspicuous author, Apollinario, who speedily enriched the schools with poems in the style of Pindar, Homer, aud Euripides, aud which in the opinion of one historian, equalled or excelled the originals. None the less when Julian was removed by death, did the church ungratefully cast aside its religious epics and odes, and revert to the old master-pieces of men who believed in Zeus, and Aphrodite, and the Nymphs. The decision was a bold one but events justified it. Synesus, Sidonius, Augustine, and Ambrose are among the fathers whose training we know to have been distinctly pagan, and who left their mark in the time as religious men. Later ou, no doubt, a feeling arose that it was dangerous to train the young in the works of men who had not accepted Christianity, and Virgil and Cicero were thrown aside, in the west, for Prudcntius. and even smaller names. Between Ambrose and Anselm is a period of more than six hundred years during which education in Western Europe was predominantly if not exclusively Christian. It is the time known in history as the Dark Ages, and it scarcely produced a single theologian whom Catholics appeal to as an authority, or whom Protestants do not disclaim.”
By R. Wormell, D. Sc., M.A.
( Concluded.)
Although these objectors are few in number, and although there are many men of wide observation, acute thought, and great influence, who for years have preached the importance of Technical Education, yet all must confess that adequate provision has not been made for it. Does this arise from the absence of public philanthropy, or the want of private zeal for education ? I think, as far as this metropolis is concerned, it arises not from apathy, but from the fact that the functions, powers, capabilities, and wealth of the City Companies have been thought to be sufficient for the work. Many of the best friends or the Livery Companies think they have not done what t hey might have done, and that they might have found a modern representative of their native functions, and have preserved popularity and maintained their dignity by an active guidance of industrial education. We can. say this, and have no sympathy with those men of communistic views who were jealous of the wealth the Companies display, and will continue to covet it, unless it be dissipated, so long as they have no share in it.
The principal officers of some of the large Companies devote much time to the service of their guilds without remuneration. Those who are acquainted with the working of these guilds know that, in many other cases, they voluntarily augment the trust funds from the general funds of the corporate body. We can give them credit for all the good they have and are doing; and, at the same time, urge them to strain
THE Council of the Melbourne University have inscribed their esteem of the late Sir Itcdmond Barry, and their regret at the loss of so valuable an officer, in the terms of the following resolution which was passed at a meeting held on Monday, the 6th instant:—“The Council desire to place on record the sense of their deep regret at the death of the late Sir Redmond Barry, the first, and during 28 years, the only Chancellor of the University. Its initiation is attributable to his foresight and sagacity in suggesting to the Government, at a period of great wealth but intense excitement, the necessity for commencing an institution, which, at the time, by all other minds than his, was regarded as premature and unnecessary. His fostering care and unwearying assiduity have assisted in its formation, and advanced its progress; the memory of such a man will ever be borne in the recollection of all those interested in the higher branches of education with feelings of gratitude for his exertions, and sorrow for his loss.” At the same meeting it was resolved “ That applications be invited for all lectnre-ships in the University, held by yearly tenure.”
Mr. William Lant Carpenter, B.A., B.Sc., F.C.S., who is on a visit to the colonies, is the eldest son of Dr. Carpenter, C.B., F.R.S., the eminent Scientist. He is himself a successful manufacturer of 20 years standing, and has given much attention to Scientific Education in England. He was nominated by Sir John Lubbock to represent the University of London upon the Council of University College, Bristol, a college which was only started four years ago, primarily for Scientific Education for both .\rxes above the ordinary school age. and is now teaching more than 500 students, being largely assisted pecuniarily by two Oxford Colleges, and the Clothworkers Company of London. Mr. Carpenter gave a lecture at the Melbourne Athenasum on Tuesday, November 23rd, upon “ Daily Practical Applications of Electricity in America.” The Government Astronomer presided. The lecture iuclnded an account of the marvellous automatic and other lire alarm systems— the mode of protecting banks, safes, and offices, time locks, Watchman’s clocks, electric lighting, telegraphy, the telephone exchange, and the photophone. We do not propose to report the lecture, interesting as it
Dioir ability to the limit, and make a collective effort on behalf of Technical Education. There can be no fear that, where they use their powers and privileges righteously and well, any power will weaken the rights of property by interfering with them ; but there is a matter, independently of the guilds connected with City Charities, that calls for speedy legislation. I mean the dealing with obsolete charities that the trustees, however conscientious, find it impossible to appropriate to the original purpose. It is to be hoped Parliament will interfere, and relieve such trustees by sanctioning the addition of their funds to those which the guilds in combination are able and willing to advance for the purpose. For example, the sums left for apprenticeship fees, with analogous bequests, ought at once to be devoted to the use of students in Technical Schools.
The combination of the Livery Companies for Technical Education— which is called the City Guilds Institute—has started good work. One danger seemed to me a little while ago to beset this work, by its members ignoring one of the conditions of success I have insisted on—viz., that the principal Technical Schools should be in the heart of the trade districts—and imagining they could provide what was wanted at South Kensington. To found a Technical College at South Kensington is well. No doubt some of the work of education will be found for it. South Kensington is entitled to its Technical School, as much as Ciapham, Paddington, Clerkenwell, or Whitechapel. It has other schools, and therefore ought to have its Technical School, to which the others may be affiliated. Let South Kensington have its Technical School by all means, but do not call that school the Central Technical College. We might as well place a small mass of matter a few orbits outside cold and dreary Neptune, and say we will call that the centre of the Solar system. There wras a positive danger to the Technical Education scheme when this was the only institution talked of. for its failure would be pointed to as a proof that the people do not want Technical Education. But this danger is happily passed.
I shall conclude with an appeal to teachers to give all possible assistance to the City Guilds Institute for Technical Education, which is the only power at present actively engaged in providing an adequate system for the metropolis. Our schools have been so accustomed to rivalry, rather than to co-operation, that the appeal is not, I think, unnecessary.
I ask for voluntary affiliation and harmonious working connection between the older schools and the new Technical Schools. Our existing schools ought to come forward and assist, by engaging studentships in the Technical Schools, which shall give employment of a certain number of hours a week to those of their pupils who are naturally endowed with the qualities needed in trade, without withdrawing them from the present schools.
Baron Liebig said, with regard to one branch of learning, what might be applied to the branch we are considering :—
“ There are building materials in abundance, so as almost to cover the ground on which the edifice should stand, but the master builders have not made up their minds as to the plan. One would have the structure of wood, another of stone, a third of iron. All these, if properly combined, would yield an excellent building, were it not for the labourers, who will have it made of straw and built in the air. It is because of this that even the foundation is not yet finished.”
I appeal to the labourers to aid the master builders in selecting the proper materials, and in securing a firm and substantial foundation.
was, but at the close, Mr. Carpenter said—“ And now I will venture to ask your attention for a few moments to what I may perhaps venture to call the moral of this lecture. With scarcely an exception, the men to whom the discoveries were due, whose application we have been considering to-night, Faraday, Graham Bell, Wheatstone, &c., were Englishmen. If Science and its practical appliances are going to form so integral a part of our daily home life in the uear future, as I believe they are, does it not follow that elementary instruction in the principles of Science must become almost a matter of necessity for every child ? (Cheers.) Professor Huxley, in his address at the opening of Sir Josiah Mason’s Science College at Birmingham, on October 1, said—“ The distinctive character of our own times lies in the vast and constantly increasing part which is played by natural knowledge—not only is our daily life shaped by it, not only does the prosperity of millions of men depend upon it, but our whole theory of life has long been influenced, consciously or unconsciously, by the general conceptions of the universe which have been forced upon us by physical science.” “ Now, it has been my irfterest and my pleasure, since I came to your colony, to enquire into the state of scientific education here. I rejoice to find that no one can get a degree at your University without evidence of having studied at any rate some one branch of science. And here I may perhaps be permitted as a stranger to bear my emphatic testimony to the great services rendered to the cause of scientific education, both in your University and in your Free Public Library and Museum, by that very distinguished man, 8ir Redmond Barry, whose sudden removal this morning wc all deeply deplore. (Loud applause.) I am glad to learn that in your Grammar and Secondary Schools, Science forms some small portion of the curriculum. I may mention, to show the progress of opinion in England, that at that most conservative of all our public schools, Eton, a Physiological Laboratory is now being built for the use of the boys. It gave me special pleasure to learn that, in your excellent normal Training College, and elsewhere, your teachers are preparing themselves for examination in Science, and that they cannot get a certificate without passing in some branch, and I am informed on the best authority that these lessons in Science are the most popular of any among them. I would, however, venture to urge, with all the earnestness of which I am capable, that as long as primary education is compulsory and state aided, elementary science teaching should form an essential and necessary part of the training of the upper classes in your State schools, (loud applause) and I would add, that such teaching should be, not the committal to memory of dry scientific facts as detailed in books, (for that is worse than useless) but the training of the child by the actual handling of specimens (as in botany) and by the performance of simple experiments, (as in physical science), in those habits of observation, deduction of general principles, and the like, which constitute pure science, and which is education, the drawing out a child’s mind, in the true sense of the word. (Applause.) One word more. Few can conceive the extent to which success in manufactures depends upon scientific, and if you will technical, education. Those most concerned in that branch of training here tell me that their greatest difficulty is the utter ignorance in their pupils of the simplest elementary general principles. The teaching of these in primary schools would remove this, and if any word of mine contributes to that end here, I shall not have spoken, and you will not have listened, in vain. (Loud cheers.)
The annual distribution of prizes at the Woodville State-school (N.Z.), passed off satisfactorily on November 14th. It was reported by the examiner, the Rev. E. Robertshaw, that the school was making fair progress, and stood remarkably good in arithmetic and history, and fairly in geography. It is intended to erect a gymnasium in connection with the school, and also to purchase a harmonium, for which purposes funds are being collected.
Tamworth has been appointed a local centre, by the Sydney University. The first examination there was held in the Mechanics’ Institute, on 1st November, and six candidates presented themselves. These were all from the Sydney Grammar School, of which Mr. Hale is the conductor. It is anticipated that next year the attendance will be much larger.
The Hawke’s Bay Education Board (N.Z.), met on 16th November, Mr. J. D. Ormond, M.H.R., in the chair. A mass of correspondence of much importance was read and received. The secretary read the correspondence relative to the grant for school buildings, in which application had been made on behalf of the Board for increased Government subsidies, in order to allow of the erection of the necessary extra schools in districts where the population demanded. The reply that had been received from the Government stated that no further increase of monies already voted could be entertained. This was not received kindly by the Hawke’s Bay Board, who did not think that their efforts at economy had been properly recognised. However, it appeared that the Board had “put by a penny for a rainy day,” and had some £2400 in the form of saved capital. Out of this they determined to provide for the erection of the following schools, viz.:—At Blackburn, Napier, (infants’ school) ; Porangahau, Wainui, Ileretaunga bush settlement; which, with minor expenses, would absorb the balance in hand. The Ormondville school dispute was considered, but the decision was arrived at that nothing could be done till the new committee were elected ; and a revised scale of salaries was submitted which will entail a very inappreciable reduction upon the incomes of officers.
Middle Temora (N.S.W.), is to have a public school, the Government having rented a building for that purpose. The want of this has been felt for some time. The Temora correspondent of the Sydney Mail says:—“ Unfortunately their choice has fallen upon a building entirely constructed of iron, and it would be an act of the greatest cruelty to force children or teachers to pass the hottest hours of the day in it.’ It is to be hoped another and more suitable structure will be found.
^ Ihe increased attendance of children at the public schools of New South Wales is very marked of late. During the March quarter of the present year, the total, number on the rolls amounted to 101,534. By the end of the September quarter it had augmented to 114,675, showing an increase of 13,141. The average quarterly attendance during the same interval shows an increase of S308. it is satisfactory to note that by the foresight of the Government, there is ample accommodation for all.
Evening schools in the provincial towns of New South Wales are proving very successful and useful. That which was lately opened in connection with the public school at Grafton, is now in a fair way of becoming very popular. Under the management of its energetic headmaster (Mr. S. S. Smith), it is gaining ground fastly, having already an attendance of over twenty.
The Agricultural and Pastoral Society of South Queensland arc about to substitute for shows, institutes for the teaching of agriculture.
Mr. Weld-Blundell, in the Queensland Parliament, advocates the teaching of agriculture to boys, and the art of cooking to girls attending the public schools, in lieu of Latin, mathematics, fancy work and music. Mr. Douglas says that the number of children who are growing up without any education at all is alarmingly on the increase, and advocates
compulsion.” But the Minister of Education distinctly affirms that he will not have recourse to the compulsory clause of the Act.
A writer in the Queenslander advocates the introduction of Rhetoric as a fourth R in the state education. The graces of oratory certainly do require a little more attention than they have hitherto received in the colonies.
The School Board for District No. 1 (N.S.W.). held its second meeting on the 3rd instant. The chairman (the Hon. J. Stewart, M.L.C.) reported that he has written to the Minister for a map of the district in which the schools are situated, and the estimated population thereof. It was agreed that the members of the board should visit the schools and report to the next meeting, which will take place as soon as answers from the Government are to hand.
Seven hundred and eighty two candidates presented themselves for examination at the October term of the Melbourne University. 594 of these were males, and 188 are females. 121 entered for examination at Ballarat, 9 at Daylesford, 7 oat Geelong, 12 at Hamilton, GO at Sandhurst, 19 at Stawell, 4 at Ipswich, Queensland: 2 at Launceston, and 8 at Hobart Town, Tasmania ; making the total for examination at Melbourne 472, and for local examination 310.
The Church of England Grammar School has produced the recipients of the chief honor and exhibition prizes this year. Both W. L. Mullen, who at the first year honor examination obtained the classical and the mathematical exhibitions, and Noel, C. A. Vance who obtained the medical exhibition are exhibitioners of the above school.
. A deputation of barristers delegated by the University Association, introduced by Mr. Quick, M.L.A., waited on the Attorney General on the 2nd inst. in order to urge the necessity for the representation of Bachelors of Law on the senate of the University. Mr. Topp, secretary to the University Association, drew the attention of the minister to the fact that the University Act Amendment Bill did not include a clause to that effect, although Prof. Pearson had promised it Should do so. Mr. A7ale said he sympathised with the object of the deputation and promised to consult liis colleague, who was in charge of the bill, and suggested that the deputation should place themselves in communication with Dr. Hearn of the Upper House.
On Saturday December 4th, at a meeting of the Council of the University held at 3 p.m. the perfunctory duty of the conferring^ degrees was performed by the vice-chancellor. There were present Dr. Mackay, Dr. Motherwell, Dr. Morrison, the Rev. A. Morrison, Prof. Andrew, and Mr. Ellery, and Prof. McCoy, the President. The honors and exhibitions were also awarded.
Prof. Tait of Edinburgh, has lately been investigating the ‘‘Lightning Flash.” He asserts that people must be mistaken when they fancy they see its upward and downward course ; as the duration of a flash is less than the millionth part of a second, and the eye could not possibly register movements of such wonderful rapidity. He says that the origin of the mistake is a subjective one, and accounts for it by saying that “ the central parts of the retina are more sensitive, by practice, than the rest, and therefore, the portion of the flash that is seen directly, affects the brain sooner than the rest.” A writer in “ Public Opinion ” remarks: “ It is singular that no one has yet suggested the exceedingly simple and obvious explanation that the flash being oblique and instantaneous, appears to start from the bottom or top, whichever is nearest to the spectator, owing to the time required by the light to travel over the different interval of space. The top of a flash may be a mile further off than the bottom.” We do not think, however, that either of these theories are quite satisfactory. If there really be any delusion in the matter, is it not very feasible that it should arise from the redundancy of the impressions caused by the sudden inpringement upon the elastic tissue of the optic nerve ?
Ihe history of Geology again asserts itself. Another fragment has been added to our archicologic lore. Upon the summit of Mount Washington has been found an erratic block of rock, of altogether different texture to the material of that mountain. The structure of the boulder resembles that of the rock of Cheny mountain. Prof. C. H, Hitchcock argues from this that the glacial ice in that region was thicker than has hitherto been supposed ; and that if it was carried to its present
position by ice, as there seems every reason to believe, Mount Washington must have been entirely submerged by the ice sheet during the glacial period.
Prof. Witlc, in the Catholic Presbyterian, laments the decay of the pious spirit in the German Primary Schools. These, as founded by Luther and Melancthon, and fostered by Frederick II., have been the means whereby Germany has attaiued that eminence she now on joys. He points out that the rescindment of the “ Three Regulations” of Von Raumer (1854) was a serious blow to that commutuality which should obtain between the Church and State. It seems, however, that the present Minister of Instruction, Von Puttkamen, is making a well-timed endeavour to preserve the Rights of the Evangelical Church, in order that she may maintain that spiritual power and command, that just esteem to which her bcueficent offices entitle her. The Professor concludes with a thanksgiving that such is the case.
Cooper’s Hill College is to lose one of its most distinguished officers, in the person of Col. George Chcsncy, who is joining the Indian service as Military Secretary to the Government. His large knowledge of military finance and other details, will render him especially valuable in his new S[ here.
Collins' Co-mpre 1 tensive Atlas is the latest addition to Geographical Literature. It contains descriptive, classical, and historical maps, all neatly executed.
The establishment of a school for the education of Roman Catholic youth, of a similar nature to King’s College, the Charterhouse, and other great middle-class schools in London, has been decided upon. It is to be worked on the limited liability and co-operative principles. For the present, day-scholars will only be admitted ; but ultimately its operation will extend over the provinces, Scotland and Ireland.
Russia is advancing. Higher Polytechnic Schools are to be established at Warsaw and Lodze.
Richd. A. Proctor will, at any early date, publish an account of his Australian experiences. Sir Henry Parkes is to get it “hot” we believe.
The College of Preceptors has lost two members of its Council-Dr. W. B. Hodgson and Miss Chessar. They were both delegates, on behalf of Britain, to the Brussells Educational Congress. The former died during the performance of his duties; the latter shortly after the close of the Congress. Miss Chessar was distinguished for her skill as a teacher, and for the great moral influence which she gained over her pupils. Dr. Hodgson had for the last 35 years been one of the hardest-working and most capable of reformers in the educational spheres of the mother-country. Both were highly esteemed by all whe knew them.
The Agricultural School at Lincoln, N.Z., is to receive additions to its premises, to the extent of accommodating thirty extra students.
At Sheffield lately the Archbishop of York delivered an address on Education. He considers that education without religion is an incomplete and miserable thing. The abstract theories of selfinterest and prudence were of no avail to the little children attending schools, but they required to have their feelings sanctified by instructions regarding the divine and eternal iu nature.
Mr. R. A. Proctor is lecturing to school children, at Wellington, New Zealand.
A movement is on foot to recognise the literary merits and services in the cause of education of the late Rev. M. A. Shewing, who, since 1853, has been largely identified with education in India. He was particularly successful with the Benares Mission School, whose pupils increased from 12 in 1869, to an average of 468 in recent years. This was due chiefly to his efforts, and his popularity amongst the natives. His literary works comprise some very useful books concerning missions in India, and cognate subjects. Subscriptions for a memorial will be received by the Rev. J. A. Lambert, of Benares.
The want of a boarding school at Constantinople has long been felt. Hitherto it has been next to impossible to get any Turkish lady to conduct it. A principal has, however, at last turned up in the widow of the late Colonel Tahyr Bey, a Hungarian officer, in the Turkish service. Madame teaches Turkish, English, German, French, Italian, the piano, and drawing. The terms arc £30 per annum for boarders, and £5 1 Os. for day scholars. Liberal enough 1 A peculiar feature in connection with this institute is that pupils are admitted without distinction of religion or nationality.
The efficacy of the electric lamp as an illuminator, receives verification on the continent. The Mount Vesuvius Railway is lighted by fourteen of Siemen’s and Halske’s electric lanterns. Says the Elcktrotcch-nische Zietung, “the illumination of the crater and the sides of the volcano is grand in the extreme.”
Mr. C. W. West, of Cincinnati, displays an excellent spirit as an art patron. lie has headed a subscription for the founding of an Art Museum in that city, with the munificent sum of one hundred and fifty thousand dollars.
The subject of arclueology is receiving distinguished attention at the hands of Mr. Joseph Anderson, in his Blind Lectures, at Edinburgh. “ Scotland in early Christian Times,” “ Decorati ve Metalwork,” “ Decorative Stonework.” “ The Art of the Monuments,” “ The Symbolism of the Monuments,” and “ Inscribed Monuments,” form some of the titles of his voluminous (?) labours.
The last report of the Madras University compares favourably with those of preceding years. Of 3309 candidates who presented themselves for the matriculation examination, 1094 passed. Of the successful candidates, about two-thirds came from private schools. Scholastic establishments, under the superintendence of native gentlemen, are considerably on the increase. Most of the 85 candidates who passed the
B.A. examination, were Brahmins. There were 175 candidates in all.
Itlclkrunn Social Science Congress-
The Education section of the Congress closed its sittings on the 8th November.
On Wednesday, 10th Nov., the Jurisprudence section continued its sittings, W. J. Rogers, Q.C., in the chair. “ Law Reform,” by Mr. Gregory, LL.IL, formed the subject of discussion in the afternoon, Judge Cope, Mr. Bruce Smith, Mr. Higgins, and Mr. J. G. Duffy maintaining the debate. At the evening session, Professor Elkington took the chair. “ Principles of Punishment” was the title of the paper read by Mr. H.
K. Rusden, in which he advocated permanent seclusion. A good deal of adverse criticism followed. Mr. C. Cock read a paper on “ Discharged Prisoners’ Aid Societies,” and the sitting was adjourned. On the 11th it again resumed, with Dr. Hearn (the president) presiding. “ Criminal Responsibility,” and the “ Plea of Lunacy,” were the subjects of papers contributed respectively by Dr. M'Carthy and Mr. H. K. Rusden. In the evening Dr. Hearn took the chair, and papers were read entitled, “ Certificated Mariners,” and “ Marriage and Divorce,” by Messrs. A. E. Nevins, and J. A. Isaacs respectively. On the following day the sitting was again resumed ; Dr. Hearn occupying the chair. Professor Nanson read a paper on “ Proportional Representation,” in which he explained his system of elections, viz., each candidate should publish a list of the other candidates to whom in the order indicated the surplus given to him should be distributed. Each elector has but one vote, and must give it to a single candidate. The deputy-returning officers count the ballot papers, and send in the returns to the returning officer, who ascertains the total number. These he divides by a number greater by one than the number of vacancies, in order to determine the quota necessary to entitle a candidate to election. The surplus votes given to any candidate are transferred according to the published lists. No more votes are transferred to any candidate than arc just sufficient to elect him, the remaining surplus being transferred to the next on the list. When all surplus votes are transferred, the lowest candidate is excluded. The votes credited to him, are now useless to him, and are transferred according to the list, as before. The process is continued until all the vacancies are filled. Mr. J. B. Gregory, LL.B., submitted a code of rules for carrying on elections under the proportional system. A discussion followed, in which Professor Elkington, Sir J. O’Shanassy, Rev. W. Potter, and several other gentlemen took part. There was no evening sitting.
On Friday, the 19th, the debate ou proportional representation was resumed. Prof. Elkington described an experimental election which had been conducted on three different plans, viz., Prof. Nanson’s Mr. Gregory’s, and a system of his own, each of which he illustrated by the aid of a blackboard. Mr. Wrixou, Mr. J. Jones, Sir John O’Shanassy, and others spoke. The debate was concluded ou Friday, the 26th Nov.
The department of Music, Science, Fine Arts, and Literature, commenced its sittings on Monday, loth ult., when the Rev. G. W. Torrance, Mus. Doc., delivered the inaugural address. There was a numerous attendance. The address alluded principally to the sub-section music. Mr. Torrance referred to musical education, its conditions and needs, saying that not only orchestra and chorus, but audiences also must be trained. He suggested the establishment of a school of music on the plan of the Royal Academ}'. Music, he said, possessed a most powerful moral influence. It had the power, not indeed to change our natures, but to make us amenable to those better influences which raise our hopes and aspirations above the grovelling tendencies of earth. Among people aspiring after a refined and cultivated mstlietic taste, music should be made a special feature in our higher education. A vote of thanks was passed to Dr. Torrance unanimously. A number of papers were read treating with the various phases of music, such as its history, growth, culture, and influences, and the meeting terminated.
The Science sub-section held its session on Tuesday evening, the 16th ult., Mr. Geo. Foord,the vice-president, in the chair. The chairman referred to the blessings which labourers in the field of science showered upon their race. He dwelt at length upon the nature of science, its discoveries, and different branches. Scientific pursuits were valuable as a discipline inducing habits of precise observation and thought. The adoption of scientific methods rather than mere imitations was better for a nation. The imitative method soon put the imitator out of the front rank, and this was the commencement of decadence. Capt. Crawford, R.N., F.R.G.S., read a paper on “ Commercial and social value of discoveries in geography,” and Mr. Geo. Foord, F.C.S., F.I.C., on “ Materials of construction of scientific or natural standards and records.” This concluded the business of the section.
The Fine Arts branch held its session on Wednesday, 17th Nov., Mr. Chester Earles, the vice-president, in the chair. In the midst of a lengthy and elaborate speech the chairman denounced the custom of copying, and urged the study of models, and the production of pictures from the life. A paper was contributed by Mr. F. B. Gibbs on “ Drawing in relation to Character” and one by Mr. J. S. Phene, of London, on “Design, painting, and Sculpture.”
On Thursday, the 18th, the Literature branch opened its session, when the vice-president, Mr. David Blair, delivered the inaugural address. The theme of his discourse was treated with much zeal by the speaker. He dwelt with effect upon the power of literature, its history and in-ffuencc. He said “ a state system of education was necessary in order to implant and foster intellectual life in the millions, and this object was the State’s first and highest duty. To create and foster a national literature the superlative value of the intellectual life must be recognised. Popular education must be counted the first duty of the State. The higher education must be generously, even lavishly, endowed, both by the State and wealthy citizens. Culture must be valued for its own sake, as the richest of all personal possessions. The temporal salvation of a free democracy, like our own, could only be achieved through the intellectual emancipation of the people.” The reading of a paper by Mr. E, Thibault on the necessity of a Catalogue Raisonne for the Public Library concluded the business of the section.
The Economic Trade and Manufacture section held its sittings at the Athenaeum Hall on Monday, Wednesday, Thursday, and Friday, the 22ncl, 24th, 2olh, and 26th ult. respectively, and on Monday the 29th, during which time a number of valuable papers were read and discussed! The meetings terminated on the latter date.
The section devoted to Agriculture, Horticulture, and Pastorage, commenced its meetings at Glen’s Music Hall on Monday, the 29th Nov Mr. W. J. Clarke in the chair. ’
^ THE PRESIDENT’S ADDRESS.
Baron Von Mueller, K.C.M.G., in opening his address remarked that the great framework of a State rested on the development of the soil. One of the leading principles of agriculture must ever be to realise the greatest yield for a given area, at the least cost at the same time maintaining the fertility of that area. The new generation of farm-owners now springing up in these colonies or in other places would not be able to hold their ground in close competition of couutry against country, unless agricultural training was effected more generally and extensively on principles more strictly scientific. Rural pursuits had been greatly improved and elevated by agricultural societies in their competitive exertions, but he held that moie was needed, and recommended the establishment of local schools of agriculture, and the foundation at the University, of a chair for agricultural science. The credit was due to New Zealand of having established in this part of the world the first agricultural college. Such a step should be followed elsewhere. The agricultural press had been of the greatest service to agriculture in these colonies. He suggested that an annual and explanatory index be issued regarding pastoral, agricultural, and other industrial contents of weekly papers. He considered that the Victorian Agricultural department gave both tillers and graziers great aid. Referring to a comparison between the products of our colonies and other nations, he thought that the cultivation of jute fibre, cotton, silk, maize, tea and cocoa palms might be profitable in various parts of Australasia. This continent had, no doubt, a great future in store when its 3,000,000 of square miles were more fully developed by a more accurate knowledge of economic working. He claimed for horticulture that its cultivation was an ennobling art, and carried out many important objects. With regard to orchard culture much had beeu done, but he was astonished to know that last year we imported fruit to the value of £140,000, which could have been grown here. He attributed the greatness of Australia principally to her pastoral efforts. In Australia there were still vast tracts of unoccupied ground, which could be made the foundations of large and profitable estates. After a vote of thanks the section adjourned to next day.
On Tuesday, the 30th, Mr. Graham Mitchell occupied the chair, and the “ Supply of milk in towns,” and “ Beet root sugar manufacture,” were considered, Mr. A. Lincolne, Dr. Jamieson, Mr. Maclvor. and Mr. Murray Ross beingthc interlocutants. The section resumed on Wednesday the 1st December, when the subjects of “ Clearing Land,” “ Landlord and Tenant,” and “Agriculture in Australia,” were dealt with. On Thursday, the 2nd inst., “ Diseases in Stock,” and “ Sylvan Streets,” formed the subjects of papers read by Mr. Graham Mitchell and Mr. Guilfoyle respectively. On Friday, the 3rd inst., the section again sat. Mr. Howitz contributed a paper on “ Climatic Influence of Forests,” Mr. J. Hall one on “ Exotic Trees,” Mr. A. D. Hunter one on the “ Utilisation of Sewage” and Mr. Howitz a paper on “Indigenous and Exotic Trees.” The session then terminated.
Believing that the teaching profession throughout Australia will be interested in the effort now being made in Englaud to obtain a legal status for teachers, we lay before them the text of the Bill recently laid before the House of Commons by Sir John Lubbock and others :—
A Bill to Provide for the Registration and
Organisation of Teachers.
[Prepared and Brought in by Sir John Lubbock, Mr. Playfair, and Mr. Arthur Balfour.)
ARRANGEMENT of CLAESES.
Preliminary,
Clause.
1. Short Title. 2. Extent of Act.
3. Application of Act. 4. Definitions.
The Educational Council.
5. Establishment and functions of Educational Council.
6. Constitution of Council.
7. Time at which Council comes into office.
8. Proceedings of Council.
9. Power to appoint officers.
10. Expenses of members of Council.
Register of Teachers.
11. Register to be kept of teachers in schools under Act.
12. Qualifications for registration.
13. Restrictions on registration of teachers in elementary schools.
14. Power to require evidence of moral character.
15. Statutory declaration by applicant.
16. Qualified teachers to be registered.
any proceedings of the Couucil or committee, if the majority of members parties to the proceedings are entitled to act.
(4.) A minute of proceedings at a meeting of the Council, or of a committee thereof, signed at the same or the next ensuiug meeting by the chairman, or a member of the Council, or of the committee describing himself as chairman thereof, shall be received in evidence without further proof.
(5.) Until the contrary is proved, every meeting of the Council or of a committee, in respect of the proceedings whereof minutes have been so made, shall be deemed to have been duly convened and held, and all the members thereof shall be deemed to have been duly qualified, and, when the proceedings are proceedings of a committee, the committee shall be deemed to have been duly constituted, and to have had power to deal with the matters referred to in the minutes.
(6.) No member of the Council, or of a committee of the Council, by being party to, or executing in his capacity of member, any contract or other instrument on behalf of the Council or committee, or otherwise exercising any of the powers given to the Councilor committee, shall be subject individually to any legal proceeding ; and the Council or committee may apply any moneys from time to time in their hands for the purpose of paying any costs of legal proceedings or damages they may incur in the execution of the powers granted to them.
(7.) The rules in the Second Schedule to this Act shall be observed,
9. The Council may from time to time appoint and remove a registrar, treasurer, secretary, examiners, and such other officers and clerks as they require, and may assign them such remuneration as the Council think fit.
13. Each member of the Council shall be entitled for each time that he attends a meeting of the Council to receive such reasonable fee and such amount for his expenses as the Council, from time to time, may fix with the approval of the Education Department.
(To he continued.)
(¡Inibcrsifn oí Inciliourne.
17. Rules as to registration.
18. Elementary schools under Act, if head teacher registered, to be
deemed efficient.
19. Fees for registration.
20. Annual publication of register.
21. Evidence of register.
Examination and Courses of Study.
22. Council to institute inquiries into examinations and courses of
study.
23. Examination of teachers by the Council.
Offences.
2-1. Penalty for forgery, falsification, and misrepresentation.
25. Penalty for falsely pretending to be registered, &c.
26. Council to take proceedings.
Supplemental.
27. Exemptions of registered persons.
28. Application of money received by Council.
29. Council to make annual report.
BE it enacted by the Queen’s most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows :
Preliminary.
1. This Act may be cited as the Teachers’ Organization and Registration Act, 1880.
2. This Act shall not extend to Scotland or Ireland.
3. This Act shall apply exclusively to schools at which intermediate education is supplied, and shall not apply to any school mentioned in section three of the Public Schools Act, 1868 (that is to say, the schools of Eton, Winchester, Westminster, Charterhouse, Harrow, Rugby, and Shrewsbury), or to any school receiving aid from any Parliamentary grant or local rate, or otherwise being a public elementary school within the meaning of the Elementary Education Act, 1870, or any Act amending the same.
4. In this Act—
“ Council” means the Council to be established under this Act:
“ School under this Act” means a school to which this Act applies :
“ Elementary school” means a school or department of a school at which elementary education is the principal part of the education there given, and docs not include any school or department of a school, whether public or private, at which the ordinary payments in respect of the instruction from each scholar exceed ninepence a week :
“ Teacher” means either a head or principal or an assistant teacher :
“ Registered” means for the time being registered under this Act:
“Education Department” means the Lords of the Committee of the Privy Council on Education.
The Educational Council.
5. There shall be established an Educational Council, of which the functions shall be the organisation and registration of teachers in schools under this Act, the inquiring into and reporting on the courses of study and examinations required of those teachers, the examination of teachers, and the performance of such other duties as are in this Act mentioned.
6. —(1.) The Council shall be a body corporate by the name of the Educational Council of England, with perpetual succession and a common seal.
(2.) The Council shall consist of sixteen members, of whom two shall be from time to time elected by each of the Jive following bodies :
The Education Department :
The Hebdomadal Council of the University of Oxford ;
The Council of the University of Cambridge ;
The Senate of the University of London ; and The Council of the College of Preceptors.
Two shall be nominated by the Queen, with the advice of Her Privy Council.
The remaining four shall likewise, in the first instance, be so nominated by the Queen, but shall subsequently be elected by the general body of registered teachers as hereinafter provided.
(3.) A person shall not be qualified to be a member of the Council unless he is qualified to be registered under this Act, or is so qualified in all respects except that of being actually engaged as a teacher, or unless he has been nominated by the Queen or by the Education Department.
(4.) Of the si« persons to be nominated by the Queen, or so nominated in the first instance and subsequently elected as hereinbefore mentioned, two may be women.
(5.) With respect to the election, nomination, and term of office of members of the Council the rules in the First Schedule to this Act shall be observed.
7 The Council shall come into office on the first of January one thousand eight hundred and eiglity-two.
8.—(1.) The Council may from time to time delegate any of their powers to a Committee consisting of such number of members of the Council as they think fit: but any committee so formed shall, in the exercise of the powers delegated, conform to any regulations imposed on them by the Council.
(2.; No act or proceeding of the Council, or of a Committee of the Council, shall be questioned on account of any vacancy in their body.
(3.) No defect in the qualification or election of any person acting as member of the Council, or of a committee of the Council, shall vitiate
ORDINARY EXAMINATION.
October Term. 1880.
Arts.—First Year.—Walter Simon Coldliam, (Trinity College), Ed. Chas. Garlick, Albert Finchctt Garrard, Charles Hardy, George Home, George Thomas Howard, William Chas. Sewers, John Howard Meek, Arthur Morris, William Lowell Mullen (Trinity College), John Nance, Walter George Pirrie, Robert Daniel Ross, Thomas Henry Rout. Second Year.—Returns not yet complete. Third Year.—Thomas Henry Armstrong (Trinity College), John Thomas Copeland Coutie, Joseph Henry Davies, James Alexander Harbison, Robert M‘Kay, William Stewart Page, Henry Finch Rix, Thomas Jollie Smith (Trinity College).
LAWS.—First Year.— Harold Murray Cockshott, Walter Simon Cold-ham (Trinity College), William Charles Sewers, Richard Henry Rodda, Frederick Gordon Robinson (Trinity College). Second, Third, and Fourth Year.—Returns not yet complete.
Medicine.—First and Second Years.—Returns not yet complete. Third Year.—Frederick Dougan Bird, James Eadie Herbert Augustus Embling. Charls Werner Gunst, John Wesley Harbison, Charles Henry William Hardy, Arthur Vincent Henderson, Charles Louis McCarthy, William Frauds Miller, John Park Montgomery, William Moore, Frederick James Owen, George Palmer, William Robertson, Martin Joseph Ryan, Adam Richard Stacpoole. Passed in subjects entered for—Theodore Napier, John Cam Wight. Fourth and Fifth Years.—Returns not yet complete.
Engineering.—First Year.—Arthur Willoughby Dixie, Kenneth, William. Felix Fischer, William Henry Nimmo, Edward Crokcr Rcnnick, Adam Gibson Shaw, George Herbert Harvard Smith, Alex. M'Kenzie Tyers (Trinity College). Second Year.—Frank Moorhousc Gummow, Arthur Alfred Lynch, George M'Kcnzic, William M'Gillicuddy Stephens, William Henry Sutton. Third Year.—Returns not yet complete.
ALGEBRA.
Solutions by A. IT. Davis, B.A.
The following are the Algebra and Arithmetic papers given at the Matriculation Examination just concluded, October, 1880 :—
1. If a —4, b = 3, e —7, find the value of {a + b)3—%c{a + b)2 + Zc2 (a + i)-c3.
(a + b)3 - 3c(a, -)- b)2 + 3e2(& + b) — c3 = (4 + 3)'3 - 3.7. (4 + 3)2 + 3.7 *. (4 + 3) - 73.
= 0.
2. Find the value of (x -a) [x - b) | (x—a)2 + [x - b)2 j when« -
(x-a) {x-b) | {x-a)2 + {x-b)2 j b - a a - b \ {b - a)2 {a-b)2 )
~ ~2~' ~2~ ( 4 + 4 \
{a-b)2 2 {a-b)2
_ _ 4 . 4 -[a-bV 8
3. Multiply «2+3«-28 by x2 +4x —12, and divide the product by x2 +13« + 42.
(«2 + 3« - 28) x («2 + 4« - 12) + («2 + 13«+ 42)
= (« + 7) {x-4) (« + 6) («-2) + (« + 6) (« + 7)
= (« — 4) («-2).
4. Divide (3a+ 21 +2c) (2lc + 3ca + 3al) - 6 ale by 5 + c.
(3a + 25 + 2c) (25<? + 3ea + 3al) - 6a5<?
& + c.
„ „ ,, , Gale + Oca2 + 9a21-Gale
- 2 {2lc + 3ca + 3al) + -—-
= 45c + Gca + Gal + Oa^
5. Simplify
::
t 2z +1 2z -3_ 2
z + 2z +1 12z2 — 3 + 4z2 —
2z - 3 4z2 — 1 3
2z - 3
1235792
1357924
4943168
24715S4
11122128
8650544
617S960
3707376
1235792
2z—14z 2 — 1 2z — 6z2 - 3z + 2z2 — 3z
G. Simplify
x + y
z(4z2 - ] ) 12s2 -8s-3. z(4z2 — 1) z—y
z2+zy + y2 z2~zy + y2
x+y x - y
x2 + zy + y2 + z2 — zy + y2 Z2 - x2 - y2 Z3 —y3 + a; 3 + y3 (z2 —y2) (z3 + y3 + a;3 —y3) zu - y°
2z3
“ X* +X-y 2 +
„ „. *?/ . (*-«) (?/-") . (a?- 5) (?/-&•
7. Simplify ab + ——Tl— +
(2((2 - 5) zy t (z - a) (y -a 5 *" a(« - 5)
- a)
«) (z -&)(?/-&) + '
b(b-a)
_xy(a - 5) + 5(zy -ax — ay + a^)- a(xy - lx - by + 52) a5(« - 5)
m+y-Ixy + Ixy- alx—aby + a^l - axy + alx + ah/ + ab2 éz5(z - 5) al(a + l)
~ al (a - l)
¿2 *4* l ~ a -1
3z
S. Solve the equation
3z - 10
10 4z - 9 +
i
4z - 8. 2z + 1 4z —8 3z - 1 +4z-l“2z + l
-A
3z-l +
-36® +9-24* + 8
4z-4z ■
_=o_Ji
4z - 1 2z 1
10
•• (3z-l)(4z —1) 2z +1
*. (2z +1 ) (60*-17)-10(l&9-7af + l) .-. 120z2 + 26z - 17 = 120z2 — 70z + 10 .'. 96® = 27
9. Solve the equation
|
X |
= r |
9 3 2 | ||||
|
a |
l |
a |
- |
b. | ||
|
— a x |
- |
h |
X |
- |
c | |
|
a |
b |
a |
-l | |||
|
x — a |
z |
— |
b |
~ |
X |
- c |
ax —ab —lx + ab a-l ‘ ’ z2 - ax - lx + ab""x^c z2 -cx — x 2 - ax-lx + ab
x(a + b - c) -al
= al
x —
a+ b - c
10.^ A man leaves two-fifths of his property to his oldest son, half the remainder equally between two younger sons, and the other half equally between three daughters ; what was the value of the property if the younger sons each got £1250 more than each of their sisters ?
Let z=the amount of property.
3z
Then by question = share of each younger son;
X
and -jq = share of each daughter ;
x
jq + £1250
3z 20=
.’. 3z=z+25000 .•. z = 25000.
ARITHMETIC.
Solutions by Erin-go-Brack.
1. Multiply 1235792 by 1357924, divide the product by 1325357931. and express the quotient and remainder in words.
1325357931 ) 167S111615S0S ( 1266 3527536848
8768209860 SI60622748 208,475,162
Quotient—One thousand two hundred and sixty-six.
Remainder—Two hundred and eight millions, four hundred and seventy-five thousands, one hundred and sixty-two.
2. Reduce to its lowest terms
4099631
4699577'
4094631 41 x 99991 4699577 “47 x 99991 '
41
47’
4699577
599946
99991. G.C.M. 99991) 4099631 (41
99991) 4699577 (47
3. Simplify
ii+ik,
44 _L 14 r 11 4_ 1 ■
Ì5 1 ~ 1! 3 » f T 3 5
851 + 403 11600-348-9400-470
31 x 23 1012+ 434 31 x23
+ •
105 x 97
1155-1-291
35 x 97 x 3
1 2 5 4- _r_ 1 3 8 2 1440 T 144 (J = 2 0 3 0 l : i 0
=im
4. Add together "G7, circulating decimal.
|
423 |
•231, -4352 |
and | |
|
0 |
6 |
767676 |
7 — |
|
0 |
4 |
232323 |
2 _ |
|
0 |
2 |
312312 |
3 — |
|
0 |
4 |
352352 |
3 - |
|
1 |
7 |
664664 | |
. \ the sum required is 1-7664. Arrange in order of magnitude
38
7 r
39
73?
41
75?
43
78*
|
ft - 0'53-H |
•fi = 0-54fg |
|
71)380 (0-53 |
75 ) 410 ( 0-54 |
|
250 |
350 |
|
37 |
50 |
|
H = 0-53H |
n = 0-551« |
|
73 ) 390 ( 0-53 |
78 ) 430 ( 0-55 |
|
250 |
400 |
|
31 |
10 |
. \ the order of magnitude is 43 41 38 39
6. Extract the square root of 75 T 689.
8 75*1689
*
/ 75 •1689 =8-67,
4099631
499955
99991
699937
BOOKS
7. A tradesman allows a discount of 10 per cent, on all goods sold, but his prices are 50 per cent, above cost price ; what rate of profit does he make ?
Let cost price = 100.
Then nominal profit = 50.
.'. Nominal selling price = 150.
And discount = 15.
Real selling price = 135.
. \ Real rate per cent, profit = 35.
S. Which is the better investment, a 51- per cent, stock at 109 or a 61 per cent, stock at 129 ?
£109 yields an income of £lI,
. \ £1 yields an income of £^\-V)
And £129 yields an income of £’./,
. £1 yields an income of
11 11 x258 2838
Now 218 21S x 258 —218 x 258’
13 13 #18 2834
And 258 = 218 x 258 “ 218 x 258*
. \ the 51 per cents at 109 is the better investment.
9. Find the amount of £1000 in 4 years at 3£ per cent, per annum, compound interest.
Let Pr indicate the amount at the end of r years ;
And Ir indicate the interest on Pr for one year.
Then the law of compound interest is
p = pr + Ir
In this case r
|
o o o co Il II |
5 |
|
Pi - 1037 r j 31 il - J 7 |
5 125 7813 |
|
P-2 = 1076 * - ! 1 |
4063 2922 0730 |
|
P3 = 1116 *-11 |
7715 5031 3758 |
|
Pi = 1158 |
6504 |
.'.Pi — £1158 13s. Od., nearly.
10. A, B, and C can together do a piece of work in 7 days. A and B commence the work and at the end of C days are joined by C; at the end of 2 days more, four-fifths of the work being done, A leaves off' and B and C finish the work in three days more. In how many days could B do the whole work by himself ?
A, B, C do -j- of the work in 1 day ;
.'■A, B, C, would do f of the work in 8 days.
But C only works 2 days of the S.
. \ 6 would do | $ - £ | of the work in 6 days ;
/. C would do If of the work in 6 days ;
.-. C would do -3= of the work in 1 day.
Again B and C do TC of the work in i day;
B would do | A - -A-1 of the work in 1 day ;
B would do nlj7r of the work in 1 day ;
B would finish the work in 105 days.
ÌÌ ifto.fi mx b ir aitimi iDp ailment. 20 21
Hope, Saw Mills, 1290 ; Kate Fussell, H. T., Yeo, 1114 ; James Maddern,
H. T., Dandenong Ranges, 2329 ; J. D. G. Roxburg, H. T., Tarkedia, 193-4 ; John J. MTnlcy, H. T., Paynosvillo — ; Eliza A. Minogue, H. T., Shadforth, 2326 ; William Portoous, H. T., Eskdalo, 2318'; William Sinclair, H. T., Tomunbarry and Taylor’s Crook, 1795 ; Annie Murphy, II. T., Fine View, 17-45 ; William J. Barber, H.T., Vectis East, 1123.
GENERAL EXAMINATION, DECEMBER, 1S80.
^ TIME TABLE,
For certificate and admission to second year’s course.—Thursday, 16th December, 1880.—Arithmetic, 9.30 to 12.30; Recess, 12.30 to 1.30; Grammar, 1.30 to 4. Friday, 17th December, 1880.—Geography, 9.30 to 11.30 ; Composition, 11.30 to to 12.30 ; Recess, 12.30 to 1.30 ; School Management, 1.30 to 3.30 ; Penmanship, 3.30 to 3.45; Dictation, 3.45 to 1.15. N.B.—Reading and Needlework, as convenient.
For admission to first year’s course of training.—Thursday, lfith December, 1880.—Arithmetic, 9.30 to 12.30 ; Recess, 12.30 to 1.30 ; Grammar, 1.30 to 2.15 ; Geography, 2.15 to 3; Writing and Composition, 3 to 4, N.B.— Reading and Needlework, as convenient.
SCIENCE EXAMINATIONS, 1880.
TIME TABLE.
Friday. 17th December.—Physiology and Electricity and Magnetism, 9.30 to 12.30; Chemistry, 1.30 to 4.30. Saturday, 18th December.— Geology and Mineralogy, Mechanics, Metallurgy, 9.30 to 12.30; Botany Acoustics, Light and Heat, 1.80 to 4.30.
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,School department.
“ In Norway, twelve ; in Sweden and in France, thirteen per cent.j “ In Germany, fourteen per cent,
“ In Switzerland, fifteen per cent.
“ In Canada and the United States, seventeen per cent,”
THE EDUCATIONAL TENDENCY OE THE TIME.
“ The growth of the schools during the past thirty years,” says the Superintendent of Public Instruction in the State of California, “ is a record of which we have reason to be proud. The Constitution of 1849, like those of nearly all the States, was based upon this fundamental principle : That it is the duty of a republican government, as an act of self-preservation, to educate all classes of the people, and that the property of ttic State should be taxed to pay for that education.
“Summarising, we find that up to the present time the people of California have devoted to the cause of public education in money—
For Public Schools, about ... ... $33,743,819 84
State Normal School, about ... ... ’506 600 00
State University, about ... ... 4,150,000 00
‘ formerly, the nation which possessed the most famous colleges and universities was accorded the highest educational honours ; to-day these are with one consent bestowed upon that one which lays the broadest foundations for universal popular intelligence.
¡Statistics show that in Turkey, Ecuador, and Bolivia, only one per cent, oi^the population are in primary or elementary schools.
' In Kussia, Brazil, Servis, Mexico, and Peru, two per cent.
“In Chili, four per cent.
In the Aigentine Confederation and in Greece, five per cent.
“ In Italy, six per cent. ’
“ In Hungary, seven per cent.
“In Spain, nine per cent.
“In Great Britain, twelve per cent., divided as follows:—Ireland, eight; England, twelve ; Scotland, thirteen.
“ This is the price which the Golden State has been paying for an honorable position in respect to public education.
Macaulay, in 1817, when pleading the cause of popular education before the House of Commons, said, ‘ Educate the people, was the first admonition addressed by Penn to the commonwealth be founded : educate, the people, was the last legacy of Washington ; educate the people, was the unceasing exhortation of Jefferson. Yes, of Jefferson himself, and I quote his authority with peculiar favor, for of all the public men that the world ever saw, he was the one whose greatest delight it was to pare down the functions of governments to the lowest possible point, and to leave the freest possible scope for the exercise of individual rights.’
“The first people is that which has the best schools; if it is not so to-day it will be to-morrow. The education cf the entire people is not only a matter of duty but of public policy. Less than one sixth of the illiterate voters of the United States arc a large majority in a Presidential election. The progeny of a single illiterate and depraved woman of the State of New York has cost more in taxes than the education of a hundred thousand children.
“ This is a work in which there can be no halting or turning back.
“We have reached a moment in our State history when the only safety is to hold fast that which is good, to move on in the advancing column without halting, without rest. I cannot better express my profound concern, in view of the crisis in our educational affairs, than in the words of Professor Huxley, spoken in his address to the citizens of Baltimore : ‘ Size is not grandeur, and territory docs not make a nation. The great issue, about which hangs a true sublimity and the terror of overhanging fate, is, what are you going to do with these things? What is the end to which these are to be the means? As population thickens in your cities, and the pressure of want is felt, the gaunt spectre of pauperism will stalk among you, and communism and socialism will claim to be heard. Truly America has a great future before her, great in toil, in care, and in responsibility ; great in true glory, if she be guided in wisdom and righteousness ; great in shame, if she fail. The one condition of success, your sole safeguard, is the moral worth and intellectual clearness of the individual citizen.’ I would add to this another equally indispensable condition, viz., the industrial capacity, or self-maintaining power, of every citizen, through which alone the moral worth and intellectual clearness of the masses must find expression.
•‘The most strongly marked educational tendency of the time is toward such reform as will give the ability to use and apply the knowledge gained in the schools. It demands that schools shall be more practical, that culture studies, however valuable to the few, shall give way to wage-earning studies, which are indispensable to the many, that “ the three IPs power” education is not enough for the great class of producers, that the proper differentiation which marks advance in any direction demands the establishment of special schools for these classes. This view is justified by the accounts which are given in the reports of technical, arts, and trades schools in Europe. It is further corroborated by the fervent heat of discussions in national and State associations, in which the ‘ broadening of the intellectual powers’party so often silence, but fail to convince, those who advocate bringing the education of head anti hand into one system of training. The argument for the high school applies equally to any school which leads the pupil to the threshold of a special pursuit;
Another maiked tendency of modern education is toward the improvement of methods of instruction in primary schools.
I he last repoit of the Commissioner of Education contains notices of one hundred and forty Kindergartens ; Froebel’s motto, 1 Let us live for the children,’ is now heard in many tongues, and has reached even the Oriental nations.
HINTS TO TEACHERS FROM WISE HEADS.
No. 2.
By Lord Bacon.
There be, therefore, chiefly three wants in studies whereby learning hath been most traduced. The first, fantastical learning ; the second, contentious learning ; and the last, delicate learning. Vain imaginations, vain altercations, and vain affections; and with the last I will begin
Martin Luther, conducted no doubt by an higher providence, but in discourse of reason, finding what a province he had undertaken against the bishop of Rome, and the degenerate traditions of the church, and finding his own solitude, being no ways aided by the opinions of his own time, was enforced to awake all antiquity, and to call former times to his succour, to make a party against the present time. So that the ancient authors, both in divinity, and in humanity, which had long time slept in libraries, began generally to be read and revolved. This by consequence did draw on a necessity of a more exquisite travel in the languages original, wherein those authors did write, for the better understanding of those authors, and the better advantage of pressing and applying their words. And thereof grew again a delight in their mam er of style and phrase, and an admiration of that kind of writing; which was much furthered and precipitated by the enmity and opposition, that the propounders of those primitive, but seeming new, opinions had against the schoolmen, who were generally of the contrary part, and whose writings were altogether in a different style and form, taking liberty to coin, and frame new terms of art to express their own sense, and to avoid circuit of speech, without regard to the pureness, pleasantness, and, as I may call it, lawfulness, of the phrase or word. And again, because the great labour then was with the people, of whom the Pharisees were wont to say, Ex e era bills istaturba quae non novit legem: for the winning and persuading of them, there grew of necessity in chief price and request, eloquence and variety of discourse, as the fittest and forciblest access into the capacity of the vulgar sort; so that these four causes concurring, the admiration of ancient authors, the hate of the schoolmen, the exact study of languages, and the efficacy ot preaching, did bring in an affected style of eloquence, and copia of speech, which then began to liourish. This grew speedily to an excess ; for men began to hunt more after words than matter; and more after the choiceness of the phrase, and the round and clean composition of the sentence, and the sweet falling of the clauses, and the varying and illustration of their works with tropes and figures, than after the weight of matter, worth of subject, soundness of argument, life of invention, or depth of judgment. Then grew the flowing and watry vein of Osorius, the Portugal bishop, to be in price. Then did Sturmius spend such infinite and curious paius upon Cicero the orator, and Hermogenes the rhetorician, besides his own books of periods, and imitation, and the like. Then did Car of Cam-biidge and Ascham, with their lectures and writings, almost deify Cicero and Demosthenes, and allure all young men, that were studious, unto that delicate and polished kind of learning. Then did Erasmus take occasion to make the scoffing echo ; JDeceni annos consumpsi in legsndo Cicerone, and the echo answers in Greek, Ove, Asine. Theu grew the learning of the schoolmen to be utterely despised as barbarous. In sum, the whole inclination and bent of those times was rather towards copia, than weight.
Here, therefore, is the first distemper of learning, when men study words, and not matter ; whereof though I have represented an example of late times, yet it hath been, and will be secundum majus et minus in all time. And how is it possible but this should have au operation to discredit learning, even with vulgar capacities, when they see learned men’s works like the first letter of a patent, or hniDed book ; which, though it hath large flourishes, yet it is but a letter? It seems to me that Pygmalion’s frenzy is a good emblem or portraiture of this vanity ; for words are but the images of matter, and except they have life of reason and invention, to fall in love with them is all one, as to fall in love with a picture.
But yet, notwithstanding, it is a thing not hastily to be condemned, to clothe and adorn the obscurity, even of philosophy itself, with sensible and plausible elocution; for hereof we have great examples in Xenophon, Cicero, Seneca, Plutarch, and of Plato also in some degree; and hereof likewise there is great use ; for surely, to the severe inquisition of truth, and the deep progress into philosophy, it is some hindrance ; because it is too early satisfactory to the mind of men, and qucncheth the desire of farther search, before we come to a just period ; but theu, if a man be to have any use of such knowledge in civil occasions, of conference, counsel, persuasion, discourse, or the like ; then shall he find it prepared to his hands in those authors which write in that manner. But the excess of this is so justly contemptible, that as Hercules, when he saw the image of Adonis, Venus’s minion, in a temple, said in disdain, Nil saeri es ; so there is none of Hercules’s followers in learning, that is, the more severe and laborious sort of inquirers into truth, but will despise those delicacies and affectations, as indeed capable of no divineness. And thus much ot the first disease or distemper of learning.
The second, which followeth, is in nature worse than the former ; for as substance of matter is better than beauty of word, so, contrariwise, vain matter is worse than vain words; wherein it seemeth the reprehension of St. Paul was not only proper for those times, but prophetical for the times following; and not only respective to divinity, but ex-
tensive to all knowledge ; Devita profanas vocuin novdates, et opposi-tiones falsi nominis sciential. For he assigneth two marks and badges of suspected and falsified science ; the one, the novelty and strangeness of terms ; the other, the strictness of positions, which of necessity doth induce oppositions, and so questions and altercations. Surely, like as many substances in nature which are solid, do putrify and corrupt into worms; so it is the property of good and sound knowledge, to putnfy and dissolve into a number of subtle, idle, unwholesome, and, as 1 niay tinn them, vermiculate questions, which have indeed a kind of quickness, and life of spirit, but no soundness of matter, or goodness ot quality. This kind of degenerate learning did chiefly reign amongst the schoolmen, who, having sharp and strong wits, and abundance o leisure, and small variety of reading ; but their wits being shut up m the cells of a few authors, chiefly Aristotle their dictator, as their persons were shut up in the cells of monasteries and colleges, and knowing little history, either of nature or time, did, out of no great quantity of mattei, and infinite agitation of wit, spin out unto us those laborious wcos ot learning, which are extant in their books. For the wit and mind of man, if it work upon matter, which is the contemplation of the creatures of God, worketh according to the stuff, and is limited thereby ; but if it work upon itself, as the spider worketh his web, then it is endless, ana brings forth indeed cobwebs of learning, admirable for the fineness of thread and work, but of no substance or profit. _ ,
This same unprofitable subtilty or curiosity is of two sorts ; either in the subject itself that they handle, when it is a fruitless speculation, or controversy, whereof there are no small number both in divinity and philosophy, or in the manner or method of handling of a knowledge, which amongst them was this; upon every particular position or assertion to frame objections, and to those objections, solutions; which solutions were for the most part not confutations, but distinctions ; whereas indeed the strength of all sciences is, as the strength of the old man’s faggot, in the band. For the harmony of a science, supporting each part the other, is and ought to be the true and brief confutation and suppression of all the smaller sort of objections. But, on the other side, if you take out every axiom, as the sticks of the faggot, one by one, you may quarrel with them, and bend them, and break them at your pleasure ; so that as was said of Variorum minutiis rerum frMig.it pondera ; so a man may truly say of the schoolmeu, Quccstion um minutiis scicntiarum frang unt soliditatem. For were it not better for a man in a fair room, to set up one great light, or branching candlestick of lights, than to go about with a small watch candle into every corner ? And such is their method, that rests not so much upon evidence of truth proved by arguments, authorities, similitudes, examples, as upon particular confutations and solutions of every scruple, cavillahion, and objection ; breeding for the most part one question, as fast as it solveth another; even as in the former resemblance, when you carry the light into one corner, you darken the rest ; so that the fable and fiction of Soylla seemeth to be a lively image of this kind of philosophy or knowledge, which was transformed into a comely virgin for the upper parts ; but then, Candida succinatam latrantibus inguina monstris : so the eneralities of the schoolmen are for a while good and proportionable ; but then, when you descend into their distinctions and decisions, instead of a fruitful womb, for the use and benefit of man’s life, they end in monstrous altercations, and barking questions. So as it is not possible but this quality of knowledge must fall under popular contempt, the people being apt to condemn truth upon occasion of controversies and altercations, and to think they are all out of their way which never meet ; and when they see such digladiation about subtilties, and matters of no use or moment, they easily fall upon that judgment of Dionysius of Syracusa, Verba ista sunt senum otiosorum.
"Notwithstanding, certain it is that if those schoolmen, to their great thirst of truth, and unwearied travel of wit, had joined variety and universality of reading and contemplation, they had proved excellent lights, to the great advancement of all learning and knowledge ; but as they are, they arc great undertakers indeed, and fierce with dark keeping ; but as in the inquiry of the divine truth, their pride inclined to leave the oracle of God’s word, and to vanish in the mixture of their own inventions; so in the inquisition of nature, they ever left the oracle of God's works, and adored the deceiving and deformed images, which the unequal mirror of their own minds, or a few received authors or principles, did represent unto them. And thus much for the second disease of learning.
For the third vice or disease of learning, which concerneth deceit or untruth, it is of all the rest the foulest; as that which doth destroy the essential form of knowledge, which is nothing but a representation of truth ; for the truth of being, and the truth of knowing are one, differing no more than the direct beam, and the beam reflected. This vice therefore braucheth itself into two sorts ; delight in deceiving, and aptness to be deceived ; imposture and credulity, which, although they appear to be of a diverse nature, the one seeming to proceed of cunning, and the other of simplicity ; yet certainly they do for the most part concur ; for as the verse noteth,
Percontatorem fugito, nam garrnlus idem est— an inquisitive man is a prattler ; so upon the like reason, a credulous man is a deceiver, as we see it in fame, that he that will easily believe rumours, will as easily augment rumours, and add somewhat to them of his own ; which Tacitus wisely noteth, when he saith, Fingunt simvl creduntgue, so great an affinity hath fiction and belief.
This facility of credit, and accepting or admitting things weakly authorised or warranted, is of two kinds, according to the subject; for it is either a belief of history, as the lawyers speak, matter of fact ; or else of matter of art and opinion ; as to the former, we see the experience and inconvenience of this error in ecclesiastical history, which hath too easily received and registered reports and narrations of miracles wrought
by martyrs, hermits, or monks of the desert, and other holy men, and their relinks, shrines, chapels and images ; which though they had a passage for time, by the ignorance of the people, the superstitious simplicity of some, and the politic toleration of others, holding them but as divine poesies; yet after a period of time, when the mist began to clear up, they grew to be esteemed but as old wives fable, impostures of the clergy, illusions of spirits, and badges of antichrist, to the great scandal and detriment of religion.
So in natural history, we see there hath not been that choice and judgment used as ought to have been, as may appear in the waitings of Plinius, Cardanus, Albertus, and divers of the Arabians, being fraught with much fabulous matter, a great part not only untried, but notoriously untrue, to the great derogation of the credit of natural philosophy with the grave and sober kind of wits, wherein the wisdom and integrity of Aristotle is worthy to be observed, that having made so diligent and exquisite a history of living creatures, hath mingled it sparingly with any vain or feigned matter; and yet, on the other side, hath cast all prodigious narrations, which he thought worthy the recording, into one book; excellently discerning that matter of manifest truth, such, whereupon observation and rule was to be built, vras not to be mingled or weakened with matter of doubtful credit ; and yet again, that rarities and reports, that seem incredible, are not to bo suppressed or denied to the memory of men.
By Mrs. W. T. Greenup.
Little children are great mysteries ; and as such we must study how to deal with them. We have every variety of disposition brought under our notice in school—cheerful, fretful ; willing, stupid; daring, timid ; artful, open ; and others which it will well repay you to discover in each child, so that you may deal with them accordingly. The same manner of dealing with these various dispositions will not suffice. Some will need leading, others driving; some emulating, others censuring; some encouraging, others checking ; while sometimes you will be puzzled to know how to deal with them. But in every case there must be firmness on your part.
Many young teachers mistake harshness for firmness, but they are very different things. If you are harsh in your manner, you will irritate and discourage many children ; while, if you are simply,firm, you will rule them almost without their knowing it, for they will instinctively feel that you mean what you say, and will seldom hesitate to comply.
Be careful never to make an unreasonable request. In giving your orders, simply give them without supplement. Don’t say, “ Do this, will you l" but merely, “ Do this.” When you give an order, and then say “ Will you ?” you at once make it optional with the children whether they obey you or not. I have known very small specimens of human nature answer, “ No,” when addressed in such a manner. Whenever you make a promise, either of reward or punishment, always keep it. Whenever you give an order, do it in such a manner that the children feel it must be at once obeyed. Don’t get into the habit of repeating your orders several times before getting all to obey. Should any not comply at once, you will, as a rule, find it quite enough to express your astonishment by a look. Looks often speak more than words. I once heard of a little boy who was afraid to come in to school late, because the teacher would look at him. He knew there was no cane kept in the school, but evidently the teacher’s looking at him served the purpose.
A very pleasing meeting was that held on Saturday evening, Octobei 23, at the Bury Co-operative Society’s Hall, when Sir U. J. Kay-Shuttleworth distributed the prizes gained by the students of the science and art classes established by the society. So many as 133 students were present at these classes during the past session, and the quality of theii instruction, and the success of their studies, nuy be gathered from tho fact that the Government grant earned amounted to £101 10s. Gd. The society’s education committee have also under their control eleven news rooms and a library which contains 10,275 volumes, of which 83!) are contained in a reference library. Such is the outcome of an educational fund of 2£ per cent. An extract from Sir U. J. Kay-Shuttle worth’s remarks ably summaries the results of the Bury Society’s effort«. He said—“ It was a very happy circumstance, and one full of hope for the future, when the members of a great co-operative society like that in Bury were found willing to set apart 2\ per cent, of their net profits for educational purposes, and that they should go on doing this year after year, cheerfully recognising the benefits which sooner or later would be reaped from this expenditure in assisting young men and young women to make themselves more fit for their duties in the world. No institutions had been more efficacious in encouraging this kind of labour than cooperative societies, with many of which he was acquainted in different Lancashire towns. It was not at all unnatural that preference should be given to those subjects of study the direct practical value of which, in helping them on in their work in the world, could be seen at a moment’s glance ; but the great aim of education was to make men and women of them, and any study which was calculated to promote this— anything which would help the rising generation to avoid being placed in the category of those who consumed more than they produced—ought to be heartily encouraged." Words like these, coming from such a , speaker—and similar testimony is frequently forthcoming now-a-days— should soon place the co-operative movement above beiDg affected by the petty assaults made upon it for selfish purposes, and societies like that of Bury do more to dignify co-operation in the eyes of the public than can be undone by oceans of vituperation poured through the columns of our erratic contemporary, the Grocer.—From the Co-opera tive Neivs.
- 2,V + 5
91 of '--21
t ^2 U1 <3 * "7
If 40-32 tons are conveyed 73.542 mis. for £19.71 how far ought 128.7 tons to be conveyed for £45,64?
Grammar.—Give the derivation of accident, nightingale, villain. Analyse :
Sixth Class.
Arithmetic.—What should be the price of a bag of flour when the fourpenny loaf weighs 41bs., if it came to £2 16s. a bag when the loaf weighed iUlbs.
Find by Practice the value of a man’s work during 7 lunar months 2 weeks, 5 days, at £3 17s. Sd. per month.
Grammar.—3rd pers. plu. past ind. act of “write?” 3rd pers. sing, plu. perf. ind. pass of “drive?” Perfect in fin. active of “eat?” Parse fully: “ When I was at breakfast in the morning, he always came to the tent door to be cheered by my praise and caresses and to receive fruit and sugar candy.”
Geography.—In Avhat country and on what river is Shepparton. Where is Lake Ilmen ? Where is Mount Hotham ?
Dictation, Sir Walter Scott,—“the most famous, as well as the most voluminous writer of his age. He had acquired vast stores of antiquarian and historical knowledge, and he had wonderful facility in turning them to account in his works of fiction. A great master of character-drawing ; possessed a rich vein of humour. ”
Fifth Class.
Arithmetic.—£68 13s. 0|d x 83 ; £7840 11s. 5^4-49. In 87 square miles 2 roods, how many roods ? (Dictated.) Reduce 60,066,066 stones
tO CAVtS.
Upper Sixth Class.
Arithmetic.—Find by Practice the value of 109oz. lldwts. 134grs. of gold at £3 15s. l(Hd. per oz.
Simplify
“ The time may come, when, stript of all her charms,
The land of scholars, and the nurse of arms ;
Where noble stems transmit the patriot flame,
Where kings have toiled, and poets wrote for fame—
One sink of level avarice shall lie,
And scholars, soldiers, kings unhonoured die.”
Geography.—Mention the counties of Victoria bordering on the Murray. Where and what are Cayenne, Flushing, Kingu ? What are the foreign possessions of Holland ?
Dictation from Advertisement in Argus.—“The association therefore presents the following manifest advantages. A considerable share of the proceeds of the property, should the nominee live to be one of the fifty last survivors. Any shareholder nominating a life not insurable can substitute another life. Shares shall be transferable and easily realisable as good investments.”
Reading and Explanation prom Argus.
Grammar.—Poss. sing, of fox, obj. sing, of 1st pers. pronoun, com. degree of well. Parse: “Prince or no Prince,” replied the judge; “you have no right to speak thus to the King’s Judge.”
Geography.—Where is the River Rhone, and into what does it flow ? What country lies South of Nubia ? Of what is Valetta the Capital ?
Dictation.—“It can be made shorter or longer as the animal chooses, and can be moved with great ease in every possible direction. It lias such prodigious strength that he can knock doAvn a man with it,”
Fourth Class.
Arithmetic.—7777 + S88S +9990+ 866 ; 657066-67106: 655703-b 84; 7309x69. Write in Avords 50,055,055, Avrite in figures seven hundred thousand and eighty. In 98 shillings Iioav many pounds ? In 58 pence how many shillings? In 31 farthings Iioav many pence?
Grammar.—Parse: “The tiger creeps through the jungle so softly, that he can get near his prey without noise or alarm.”
Geography.—What strait separates England and France? Tn what country and in what part of it is Cape San Francisco ? Where is Portland Bay ?
Dictation.— “In a moment it may split asunder and fall with a thundering crash into a thousand pieces. Woe to the ship that is near a falling iceberg.”
The following are the questions given at the District of Warrnambool Competitive Examination, held on Friday, December 10, 1880.
6th Class,—(competitors under fifteen years.)
ARITHMETIC.
(Time allowed two hours.)
No marks wiU he given when the work is not shown mfull.
1. Multiply in three lines six millions seven hundred and four thousand and ninety by five millions and forty-five thousand six hundred and eighty.
2. A cubic foot of water weighs 1000 oz., and the Avcight of a given volume of air = weight of same volume of water x '00125. What weight of air is contained in a room 38 feet 2 in. long, 18 feet 9 in. Avide, and 1&§ feet high.
3. Find by practice the cost of inlaying the inside of a box 3 feet 9 in. long, 1 foot 7 in. deep, and 2 feet 7 in. wide, at £3 7s. Od. per square yard.
4. A gentleman travels on commission at 2} per cent., selling an article at 6)d. a lb. What quantity must he sell per day, excluding Sundays, to realise £425 per annum, and also Avhat sum will his employers gain per annum, supposing they gain 155- profits on his sales,
5. Simplify— .
12} -f H-f ’62 + 1-53
Ur x 4— i ' 4-7 — 2-64
6. A and B rent a field for £90 a year; A puts in 10 horses, 6 cows, and 20 sheep for the whole time ; B puts in 6 horses and 12 cows for 9 months, and 3 more horses and 40 sheep for the remaining three months. Supposing two horses are considered equal to 3 cows, and a cow to five sheep. How much should each contribute towards the rent?
7. In what time will £SG3 10s. amount to £1.073 at per cent?
GRAMMAR AND COMPOSITION.
(Time allowed two hours.)
1. Parse fully the words printed in italics—
Space may produce new worlds ; whereof so rife There went a fame in heaven that he ere long Intended to create, and therein plant A generation, whom his choice regard Should fa vour equal to the sons of Heaven ;
Thither, if hut to pry, shall he perhaps Our first eruption ; thither or elsewhere ;
For this infernal pit shall never hold Celestial spirits in bondage, nor the abyss Long under darkness cover.
2. Analyze from “ Space may produce”.........down to “our first
eruption.”
3. Explain fully the meaning of tlie following words, stating the meaning of each part of them, and the language from which they are derived:—
Vocation and avocation.
Shameful and shameless.
Invaluable and independent.
4. State what kinds of subordinate sentences the following in italics are, and give the reasons for your classification :—
The time when we are to start is now decided.
The fact that he was never seen there is significant.
5. Explain nominatiAre absolute, nominative of address, and nominative in apposition, and give a sentence exemplifying each.
6. From Avhat classes of words are primary adverbial derivations formed, and give an example of each.
7. Write a short essay either on (1) “ Home,” or (2) “ Labour.”
GEOGRAPHY.
{Time alloivcd, one hour and thirty-live minutes.)
1. Explain the terms, firth, bight, meridian, tropic, isthmus, zone.
2. Give the origin and meaning of Venezuela, Stamboul, Horsham, Bombay, Azores, Grain Coast.
3. Name the Victorian counties that have a frontage to the Murray, and where practicable give the principal town in each.
4. Where are Jelalabad, Balkh, Plevna, Gauanahani or St. Salvador, Hawaii, Plydra.
5. What are the Danish foreign possessions, and name those that the Danes have parted with since the accession of Queen Victoria.
6. Describe the river system of Russia.
7. State Avhat you know of the mineral produclions of China.
DICTATION AND PENMANSHIP.
{Time allowed, half an hour.)
To write neatly and carefully, with proper punctuation, the following passage :—
We hardly draw on the imagination by viewing its plumage as an exquisite miniature of the seasonal changes Avhich the mountain summit undergoes ; a miniature drawn, too, by a Hand that never err9. In summer we look upon the beautiful mixture of grey, browu, and black, as resembling the three component parts of ordinary granite—feldspar, mica, and hornblende—among the masses of which the ptarmigan usually resides. Late in autumn, when snows begin to fall about the lofty summits, and partially to cover the surface of the rock, we find the bird pied with white ; and in winter, when they present a ‘ perfect chrysolite,’ it is almost wholly of the same pure hue.
5th Class.—(Competitors under Thirteen Years and
Six Months )
ARITHMETIC.
(Time allowed two hours.)
1. The fortnight’s yield of a gold mining company, in which there are 72 shares, is 429 oz. 4 dwts. 19 grs. It is sold for £3 18s. 9-^d. per oz. I hold two shares. What is my dividend ?
2. If I receive £32 13s. 4d. as interest on £375 6s. 8d. for a year, what is the rate per cent, per annum ?
3. Simplify (4'085 of '04) + (6 05—1'8)
----Express the result in words.
65 ten-millionths.
4. A school of 700 children is divided into 6 classes ; the first contains •36 of the whole number, the 2nd ‘28 of the whole number, the 3rd -22 of the Avhole number, the 4th 38, and the 5th twice as many as the 6th. Find the number of children in each class.
5. A shilling weighs 3 dwts. 15 grs., of which 37 parts out of 40 are pure silver. According to this rate what is the value of a pound of pure silver ?
6. Express the difference in troy grains between a pennyweight, and a drachm avoirdupois weight.
GEOGRAPHY.
{Timeallowed one hour.)
1. Give the boundaries of Yilliers and Grenville, and name the railway towns in each.
2. Name the islands in the Baltic Sea, stating the country to which they belong.
3. Give the latitude and longitude of Australia, and give the meaning of both these terms.
HE SCIENCE EXAMINATION.
The Editor—Dear Sir,—I will thank you much for a little space. Mr. Hart has had his say, and deserves my reply. Ho should thank me much for releasing him from his chrysalis form, and since he lias now assumed the perfect state, it is almost a pity to clip his wings ; but science demands it. llis answering letter proclaims fairly what all intelligent persons admit, “ science is progressive,” but does not that expression taken with the rest of the context almost ask us to look upon him as an adept in exploring and explaining chemical mysteries. Not knowing him, I took care to only contradict him with : eminent authorities, and gave as few opinions of my own as possible.
He attempts to attribute to me what I did not write anything about—“ the action of sodium in water.” What I wrote of was sodium sulphate, or to bo exact, di-sodium sulphate in water with a galvanic current passing through the solution. He writes in contradiction to me that the current never produces Hydroxyl, But what says Dr. Guthrie, Professor, Royal School of Mines, at the top of page 159, in his book—“If the electrodes be small per-oxido of hydrogen and ozone are formed.” And now comes the test—for instead of my ideas being mixed, Mr. Hart plainly tells that he is ignorant of what a junior ought to know—that Hydroxyl and Per-oxide of Hydrogen are different names for the same compound see Dr. Kemshead’s Chemistry, pages 120 & 127, also the work of the late W. G. Valentine, F.C.S., London and Berlin, pages, 119, 120, and 147, where H, 02 is labelled Hydroxyl; also Professor Frankland’s Chemistry.
He writes that I place reliance on all I read, and do not reason. If all his chemical conclusions be drawn from such hasty and unknown premises no wonder they are contradicted, and differ from standard authorities. Dr., Thorpe, College of Science, Leeds, in vol. II of his chemistry, page 50, calls, and is most careful to do so, the action of SO., in the electrolysis of water a “secondary action ” and has almost given the same description of the decomposition of water as Mr, Hart recently put into your columns as his own, vol. II. page 47. This is why I said his was not new.
Behold that steam engine with its tubes through the boiler, its steam space and pipes, its slide valves, cylinders, pistons, and cranks, &c. in perfect condition, ready with water in its boiler, does it move ? No. When it moves what causes the motion P The expansion which takes place when water is changed into steam. Is steam the primary cause of its action P No ; it is the heat from its fire. In the same way 1 reason the decomposition of water when a little sulphuric acid is added, is owing to the primary action of the Galvanic current because if the current do not pass or be stopped, the action ceases in the same way as when the boiler is deprived of the necessary heat.
if I were a man who did not think about what I read I would stop now, but as Mr. Hart is a profound philosopher, it behoves me to add that the original cause is the chemical action which takes place among the combustibles in the fire—so also is the galvanic current due to the chemical action in the battery. And now, as to this di-sodium sulphate Na, So., x 10 H„0, water of crystallization. This substance occurs in nature, but I shall treat of the manufactured and purified salt. It is produced in largo quantities by the action of sulphuric acid on common salt. Sulphuric acid is dibasic and is moleeularly considered to boa union of S02 with H,202, it thus contains 2 atoms of replaceable or displaceable Hydrogen, and in its combination with Na2
the whole of __ the hydrogen is displaced to form this normal salt. In this Na2 SO., or Na2 Og SO, combination the bonds of the Na2 are so powerfully combined with the Cfi2 or SO , that the sodium is powerless to act on water in the way Mr. Hart would wish it, and here he fails, because its bonds are satisfied, and there would remain for ever sulphate of sodi-lum in water solution, if not meddled with, evaporated or cooled. To be perfectly clear—this solution contains sodium Na, and sulphion SO, combined intermingled with an indefinite quantity of water, H20. Let now the galvanic current pass through this and the bonds become loosened by its primary action. Now, please remember I did write that Hydroxyl was not present until this stage, and did not deny that its elements were present, but until the current passes completely through the water and everything in the solution, sodium could not be loosened from the strong bonds in which it was held by the SO* nor could it seize any oxygen, or liberate hydrogen, or form a union with h;y‘ droxyl—the hydrogen of which would have to come from the water as it was not present in any other portion of the solution.
P. MADDEN, Science Teacher; School 307. Ilotham.
November 26th, 1880.
4. Name the principal towns in France, Prussia, and England, of military note.
5. Describe the river system of Spain.
GRAMMAR.
(Time aliened one hour and a half.)
1. Parse fully .—“This is indeed nothing more than the law would have done before, provided Henry the Fourth had been a rightful King.”
2. Name the verbal inflexions.
3. Correct the following :—
The trees which we have rung shall be fallen next year.
He or I is going to have these sort of apples.
4. Write out the 1st pers. sing. act. potential mood, and the.lstpers. plu. pass, subjunctive mood of “ bite.”
5. Name the classes into which adverbs are divided, and give an example of each.
G. Give an example of an objective time, and another of measurement.
DICTATION.
(.Time allowed half an hour.)
Muscular exercise accelerates the circulation of the blood, invigorates the nerves, stimulates the appetite, and carries healthful energy where-ever the blood penetrates. Care should be taken that the exercise we practice calls into play the whole of the muscles. Systematic exercises as gymnastics are very useful, but boys are apt to attempt feats that arc dangerous, and to over-tax their energies. Competition in games is most injurious, as it almost inevitably taxes the strength beyond the powers of the system, and too often causes permanent injury.
PENMANSHIP.
Write in Text Hand, commencing with a capital letter, “ Righteously,”
And in a Small Running Hand, “ Time writes no wrinkle on thine azure brow.”
4th Class,—(Competitors under Eleven Years and Six Months.)
ARITHMETIC.
( Time allowed one hour and a half.)
1. Write out in words the local value of each figure injthe following expression, 9,075,834.
2. Find the cost of 324-A acres at £17 18s. 9d. per acre.
3. A bale of wool weighing 2 cwt. 19 qrs. 19 lbs. cost £15 4s. 10A1. What is that per lb. ?
4. Divide £100 among three persons, so that the first may have twice as much as the second, and the third as much as the other two together.
5. A silversmith makes 25 spoons, each weighing 2 ozs. 9 dwts. 18 grs., three dozen and a half of others, each weighing 1 oz. 19 dwts., and 19 silver forks, each weighing If- oz. How many grains of silver does he use ?
GRAMMAR.
(Time allowed one hour.)
1. Parse as fully as you can “ The kitten strained violently with all its baby strength, while it replied with a loud wail to the terrible voice outside. The company were panic-struck.”
2. When should the comparative degree of adjectives be used,'and when should the superlative ?
3. Name the inflexions pronouns have.
4. Give the principal parts of dare (to challenge), unlade,'mean, slay; and decline I, serf, vestry, safe.
GEOGRAPHY.
(Time allowed one hour )
1. Sailing from Melbourne to Sydney, what lighthouses on the Victorian coast will be passed ?
2. Name the lakes of Villiers and Heytesbury, the mountains and rivers of Polwarth, and the three chief towns in Hampden.
3. Name all the countries in South America, giving their capitals.
4. Name the three principal rivers in Africa, giving the countries through which they flow, and where they empty themselves.
5. Where are the following towns :—Sale, Berlin, Pekin, Washington, Beechworth. Cairo. Give full particulars.
PENMANSHIP.
(Time allowed half an hour.)
Write in Text Hand, commencing with a capital letter, “ Righteously.”
And in Small Hand, “Time writes no wrinkle on thine azure brow.” DICTATION.
I don’t know whether a medal was struck, said the father, but I’ll tell you what the Portuguese did. They bad a print made of the general, and under it were these words in Latin—Invincible Wellington, from grateful Portugal. Wellington scored out invincible, and underneath it wrote. Don’t halloo till you are out of the wood.
3rd Class.—(Competitors under Ten Years and Three Months.) ARITHMETIC.
[Time allowed one hour and a half.)
1. Divide nine thousand millions four hundred and forty two thousand two hundred and sixty, by nine thousand five hundred and sixty-seven,
2. How many characters or figures are in use in our notation ? And name them.
3. A grammar contains 309 pages, each page has 43 lines, and each line has on an average 11 words. How many words are in the book ?
4. A postman delivers 298 letters on Monday, 414 on Tuesday, 528 on Wednesday, 265 on Thursday, and as many on the last two days as on the three previous days. How many did he deliver in the week ?
5. If the less of two numbers is 29, and the difference 52, what is the sum of the two numbers ?
6. Name the different gold, silver, and bronze English coins now in use, and find the total value of them, taking one of each.
GRAMMAR.
(Time allowed one hour.)
1. Parse as fully as you can “ Great was his joy, when he saw, after sunset, the usual light stream forth, from the top of the tower,”
2. What do you understand by Parts of Speech, and give an example of each.
3. Make a short sentence containing the word plentiful, and another containing the word prefer.
GEOGRAPHY.
[Time allowed one hour.)
1. What is an isthmus, and what is that portion of water called that corresponds to it ?
2. Name the three largest islands in the world, according to their size commencing with the largest.
3. What are the extreme Northern, Southern, Eastern, and Western points of Australia ?
4. Where are Moreton Bay,¡¡Timor Island, Cape Spartel, Yucatan Bosphorous.
PENMANSHIP.
(Time allowed half an hour.)
Write in Text Hand, commencing with a capital letter, “Righteously.” DICTATION.
(Time allowed half an hour.)
I long to see the icebergs vast With heads all crowned with snow Whose green roots sleep in the awful deep Two hundred fathoms low.
Hong to hear the thundering crash Of their terrific fall,
And the echoes from a thousand cliffs Like lonely voices call.
School Department—
The Educational Tendency of
Education Department Exhibit 105 ‘ ‘ The Improvement of Euclidian Teaching, with a survey of
RESULT EXAMINATIONS.
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CONTENTS.
some Modern Discussions on the General Question of a Geometrical Text Book”... 105-6 The Teaching of English Literature in Schools ... 107-8
Educational Summary of the Month ... ... ... ... 109
Victorian Education Department— Appointments and Promotions 109
Music Examinations......109
New Zealand Board of Education Department ......110
Books Recently Published 110-11 Sir Redmond Barry, ... ... Ill
Reviews, Notices, &c. ... ... Ill
Hints to Teachers from Wise
Result Examinations... 100-101
Leaders—
Mr. G. Wilson Brown ... 102 About Modern Languages 102-3 Woman’s Work ... 104
ANSWERS TO CORRESPONDENTS.
“Qy, P,,” Eurambeen.—To June, 1882.
“Algebra Solution,” “Arithmetic Solution,” “ J. Bult," “Frederick,” “Ballarat,” “ Margaret,” “ Country Teacher,” “Hopeful,” “J. deal.”—Received.
“ J. Clezy,” “ C. A. Topp,” “ J. Mathison.”—Held over.
“ Selfish.”—We agree with you.
“ Victim.”—You should have been more careful in making up the returns. The officers of the Department cannot be held responsible for the delay of which you complain.
MELBOURNE, JANUARY 19, 1881. In a few days, Mr. Gilbert Wilson Brown will leave Victoria for a well deserved holiday, and a much needed rest. For twenty-three years Mr. Brown has been among ns, though never during the whole time of his long connection with the system of public instruction, taking or seeking a holiday. Had he, in past times, taken the yearly leave of absence which is regarded as the due of every civil servant, Mr. Brown might have relieved himself of official duties for a longer aggregate time than the eleven months now accorded to him ; and even now it cannot be doubted that, greatly as the proposed visit to Europe may benefit the secretary’s health, it is likely to be of yet greater service to the Education Department, inasmuch as he is sure to bring back novelties and improvements for our Educational system. To many of our readers Mr. Brown is personally known, and by all who know him he is esteemed and honored for his inflexible justice, perfect courtesy, singular ability, and unvarying kindness. For the past eight years at least, Mr. Brown has been the guiding spirit of the Education Department—the guide or ruler in times of organisation and difficulty ; and under his management prompt, vigorous, and efficient administration has been the result.
Mr. Brown is a Cambridge graduate in mathematical honors, and when he first came to this colony entered upon the teaching
profession, his services, together with those of the late secretary, Mr. Venables, being secured by the National Board of Education, who appointed these gentlemen inspectors of schools. In 1862, on the establishment of the Board of Education, Mr. Brown, became one of its senior inspectors ; and on the creation of the “ Education Department,” just eight years ago, he was appointed inspector-general, a post which he filled with great ability. The events of the unhappy political troubles of three years back, are too fresh in public recollection to need repetition. Suffice it however to say that the wholesale dismissals of valued and trusted public officers did more to injure the Civil Service and to lower its morale than anything that has ever occurred in the political life of Victoria. In the whole public service of the colony, it was a recognised fact that there was no abler, no more zealous officer than Mr. Wilson Brown, but this fact did not save him from being swept away in the wholesale and indiscriminate dismissals that followed Black Wednesday; though, to the credit of the government, be it added, they wisely sought, and after some pressure, sought successfully to repair a public loss by inducing him to return as head of the Education Department ; and Major Smith, may be congratulated upon having persuaded such a man to go back to the Government service.
We understand that Mr. Brown intends to proceed to Europe via Bombay and Venice, then after a short sojourn to travel to his native land. Revisiting old scenes and familiar places will profitably occupy many weeks, after which a world of enjoyment awaits him in the quaint old historic towns of Belgium and Germany, the sunny scenes of Southern France, and the rich romance of Italy. We heartily wish Mr. Brown bon voyage, and earnestly hope that his trip home may be enriched with the choicest pleasure, and that the benefit to his health may be such as to spare to the colony of Victoria for many, many future years, so valued and honored and blameless a life.
ABOUT MODERN LANGUAGES.
Vox et yrceterea nihil.
By Otto Muller.
Few people, I should think, will be found now-a-days to deny that the cultivation of the living languages, is, or ought to be, an essential branch of education, not only in our colleges, but in schools of more modest pretentions as well. The age ot i nte preters is now very rapidly passing away, and the canons of society exact that the educated lady or gentleman shall be conversant with some languages besides her or his mother tongue. The object of this paper is to offer a few remarks about the study of French and German in our small community.
It is to be regretted that, as yet, there has been no provision made at our University for a lectureship of modern languages, and the higher teaching of, at least, French arid German. The setting of the Matriculation papers and their correction has hitherto been entrusted to gentlemen for whom it was merely a bye-work, whose real duties at the University lie elsewhere, and who cannot have the time to go thoroughly into the matter, even if they be competent. I use the subjunctive mood advisedly.
Looking at the papers for many years back, I find them, one and all, negligently compiled, and to run in the same narrow groove, with a view, apparently, not of testing whether the student is, to a reasonable extent, master of the subject in which he wishes to pass, but merely of ascertaining his knowledge of the text-books prescribed. The examiner’s resources seem to have been so poor, that instead of framing questions such as his own superior knowledge should have suggested, he has copied them, for the French paper, in many instances literally, from De Fiva’s grammar, a work which owes its popularity perhaps only to the circumstance, that the teacher who uses it does not require a perfect knowledge of the language and needs to have none of its idioms. The student is thus forced to turn into a mere effort of memory the subject upon which he is called to exercise his common sense and intelligence, and the successful candidate is deluded into the opinion that he has acquired a knowledge of the language in which he has passed, whilst, on the other hand, the young aspirant for University honors, who can translate French and German fluently into his own mother tongue; who is able to expi’ess his thoughts in both languages tolerably well; who has even a fair knowledge of the literature of both countries, will surely be plucked if he has not made the text books of our University his special study. To such an extent has this copying been practiced, that—to give an example —the whole of page 311 of De Fiva’s grammar has formed a question in a former paper. It contains some abbreviations used for despatch in writing, and to make the correct answer worth but a single mark seems an injustice to pupils who may not have happened to commit the page to memory, but who are otherwise proficient. Surely, no examiner in English would pluck a candidate who does not happen to know that
F.R.C.S. means Fellow of the Royal College of Surgeons, or that by M.L.A. we designate a member of our own enlightened Legislative Assembly.
I have not formed my opinion of the existing mode of examination lightly. An experience of fourteen years as teacher in this colony has shown me that it encourages an unhealthy system of what is called “ cramming ” in school phraseology, an effort, which tends to relaxation and torpor as soon as it is over. The student who has been successful in passing by this means very soon forgets the little he has learned, and, even if he retains it, his fictitious knowledge is of no use to him whatever in after-life. I do not hesitate to say that many of my pupils have obtained a “passed” in this way, and that not a few have even passed with credit, but they stated in the beginning of their studies that their only object was to matriculate, and I have, in every instance, pointed out the danger of, and warned them against such a course. I must say that I am not proud of the result obtained, and that I feel more satisfied with the honors the few have gained who graduated at seats of learning outside Australia, passing “ well” at Oxford, and taking first and second places at the Universityof Pennsylvania, U. S. They had been taught on a different plan and the result has, in every instance, justified my expectations. With the present matriculation mania in view, a teacher has often to accept the onerous task of adopting two distinct modes of teaching, viz : a mode for pupils who are desirous to learn the language, and another for those whose ambition soars no higher than the wish to matriculate at our University.
The choice of the text books—of some of them at least— seems a strangely injudicious one. Even the uninitiated, in looking over De Fiva’s Grammar and the exercises embodied in it, will, I think, say that it is impossible to learn French well by its help, and Aue’s German grammar has the fault that it contains next to no German, a sufficiently serious defect, I should say, to condemn the book. I do not know who is to be held responsible for the change which took place some years ago, substituting the slip-shod Hisloire cVun Consent, by Erkmann and Chatrian for Voltaire’s elegantly written Hisloire de Charles XII, but a worse choice than the former for a University text-book cannot well be imagined. The volume has scarcely the merit of our shilling novels in their bright and gaudy yellow covers; it was written for the masses, its style is inelegant and even ungrammatical, and it contains a good deal of what cannot be called otherwise than low slang. “II a passe Vcirme ci gauche,” finds its equivalent in the very objectionable English vulgarism, “ITehas kicked the bucket,” and “Qu’est ceqne tu paies 1 is a vulgar, rough expression, which would be rendered by the colonial slang, “ What are you going to shout 1” Almost every page contains phrases of a similar kind. Fortunately the book is now replaced by Guizot’s Alfred le Grand. Why, of all Racine’s works Les Plaideurs should have been selected as a text book for matriculation exhibitions, seems strange. It is the only production of the author which contains coarse French.
The examination in modern languages at our Alma Mater is only a written one, and however well this may answer for mathematical purposes, it seems totally inadequate when applied to the living tongues. This truth has been so well recognized in Germany that no Ilochschule would dream of applying merely a written test. A vivd voce interrogation forms an important part of the examination, and no candidate will pass who does not satisfy the examiners as to his capability of expressing himself with reasonable fluency of speech. Our American cousins have shrewdly adopted
I this practical view of the matter and have provided for a vivd voce examination in most of their seats of learning. Their written tests, also, seem to be very searching. I have lately seen a paper of the University of Pennsylvania, which consists of nothing else than a number of sentences, to be translated from English into French, begining with very easy elementary phrases and gradually introducing the more idiomatic parts of the language, This seems a fair and uniform test, capable, as far as written examination can do so, to determine what progress has been made, and it would be well, I think, if our authorities adopted a similar plan. It would do away, in a great measure, with students passing, or even passing with credit who have not the slightest real knowledge of the subject. The University should not prescribe or even recommend any text books, much less make it imperative upon the examiners to frame a number of questions from them. I imagine the grim smile of a German examiner, if he were shown any one of our French or German matriculation papers, and I have an idea of what his answer would be if he were asked what he thought of the test. I think the examination at our University, as it is conducted at present, directly encourages some defects which exist in the prevailing mode of teaching French and German in some of our schools. The most glaring of them seems to me the total neglect to cultivate the linguistic faculties. We are irrational enough to attempt teaching the living tongues on the same plan which we apply to Latin and Greek, and too often commit the error of allowing the pupil to pursue his studies by the eye without the aid of the ear. There are some people who hold that the study of Grammar as an initiation has done more than anything else to check theprogress of linguistry,and who pretend that those who have learnt languages in this way, seldom speak and write them idiomatically well. I am far from entirely adopting this view, which is, I think, an extreme one, but, I believe, nevertheless, that there is a little truth in the bold assertion; for I know that, in many instances, years spent in the study of grammar do not even enable students to read with facility a book previously unseen. The science of grammar is an essential branch of education, it gives us all we can desire in relation tc a language, except the art of speaking and writing it fluently. Composition steps in to fill up the gap. It implies and requires grammatical accuracy, but it goes far beyond it. Unfortunately vivd voce composition, if encouraged at all —and it seldom is in our schools—is only taught after th e whole of the grammar, accidence and syntax, has been laboriously studied. Thus, the pupil in too many instances has a necessarily confused idea of the intricate rules some grammarians have devised, without being able to write the simplest letter, or take part in the most ordinary conversation. Often, incredible as it may appear, French and German are taught with an English pronunciation, and this does indeed a great deal of mischief. It debars in almost every instance, the student from making a practical use of the language by speaking it, for, if ever he attempt to do so, he will find himself openly ridiculed, his would-be French or German sounding infinitely worse than the Rigeon-English of a newly arrived Chinaman. This is a somewhat harsh-sounding comparison, but who, that has listened to these painful and soon abandoned efforts of some of our youth can say that it is overdrawn or not to the point. It is an almost hopeless thing for a subsequent teacher to eradicate a vicious accent.
We are threatened on the other hand by a danger almost as great, that of the foreigner not being fully master of the English tongue, but we must hold such a teacher equally incapable to instruct. A number of years ago I had occasion to visit a school while French was being taught in one of the classes. I believe Voltaire’s Charles XII. was being read and the word “ncirine” occurred in the French text. Oneoftheboys translated it correctly by “ nostril,” but the teacher, to whom the English word was unknown, correcting his pupil, said : “No, no; it is not nostril, it means nosehole.” I fan^A his prestige was lost after that, and all the diplomas and certificates which he boasted of possessing could not save it. The teacher of a living tongue ought to be fully master of at least two languages, his own and that of his pupil. Not every Frenchman or German is able to teach his mother tongue.
Another grave mistake which I find to be often made is to fill the memory of students with a number of words and their
derivations, the majority of which, for all practical purposes, is quite useless to them, at least in the commencement of their course. They are so much dead-weight, soon to be thrown overboard, and with it the rest of the cargo, with it, also, the desire to master the language, which seems to present insurmountable difficulties. One frequently notices in India that children of tender years, who have been in daily intercourse witli their native servants, speak the vernacular with greater fluency, and far more idiomatically correct, than their parents, who have studied the grammar as an initiation, and have learned half the words the dictionary contains. The secret is that the elders have commenced learning at the wrong end.
I do not depreciate the study of grammar, and I am very far indeed from saying that we know a language when we merely speak it, but our knowledge of the colloquial part of a tongue gives us the master-key to its treasure vaults; it helps us to understand many an author—the beauties and nucmceries of whose style we would otherwise not have noticed ; and besides affording us endless pleasure, it facilitates our subsequent studies in an immense degree. My r*egret is, that in the system which prevails in our schools, there is an almost total absence of any attempt at teaching a youth to speak and write a foreign language, and that, instead of this, the mind of the student is filled with a maze of intricate rules and a babel of words for which he has no immediate present use. Fluency of speech is quite consistent with a small vocabulary. A small child knows, perhaps, only one hundred words, and in boy or girlhood, unless it belong to the educated classes, will never employ more than three or four hundred. Yet this small number suffices to produce the astonishing variety of expressions which loquacious children display. Words are not language, except when they are united in idiomatic combinations, and a language may be fitly compared to a tree, but a tree which is not propagated by seeds, but by cuttings, not by words, but by sentences.
I think it is erroneously considered hopeless either to attain the true intonation, or to acquire the idiomatic command over the construction of a living language except by dwelling among the natives. At any rate, the good example of the teacher, and some pliability of tongue on the part of the pupil, can do almost everything to perfect the latter in his accent. The idea seems to prevail here, that the best pronunciation of French is to be acquired in the capital. This is a mistake, for the accent of the bourgeoisie in Paris is as vicious as the Cockney English. It is considered that the purest French is heard near Blois, Department Loir et Cher. The best German is spoken in Brunswick and Hanover.
WOMAN’S WORK.
As society attains to higher stages of development, its wants become multiplied, and more complex conditionsofsocial organization arise. The supply of their wantsand the maintenance of these complex conditions open out new channels for industrial enterprise and cause ramifications of pre-existing ones. Now it has been a matter of common and justifiable complaint that, whilst nearly all channels of labour are open to men, most of them through custom or prejudice, rafher than necessity or even expediency, are barred to women. As a natural result, we find that the few employments to which women have access are crowded, and through undue competition they become underpaid. This is assuredly an evil; there is no sufficient reason for excluding a woman from any vocation unless on account of physical or intellectual unfitness. For the calling of a soldier or a policeman a woman is evidently unsuitable, nor would she possess the physical strength and endurance needed for the toil of the blacksmith or navvy ; but on the other hand, why (if she choose) should she not become a printer or a watchmaker ? More than one magazine has been printed by female labor; and it was also female labor that enabled'Switzerland to monopolize the manufacture of cheap watches. It is well-known that Sir John Bennett, the great London watchmaker, long tried to introduce women to the watch trade, but failed by reason of the strong opposition which his project evoked. In Switzerland, which, prior to the invention of the Waltham Watch machinery,
had a monopoly of the chief watch trade of the world, the watchmaker’s craft was divided and subdivided into many branches, some of which furnished to women a profitable and convenient occupation for their leisure time—profitable, as furnishing a fair remuneration for time that was not urgently required for domestic claims ; and convenient, inasmuch as the work could be taken home and done, not among the unwholesome influences of a factory; but in the peace and privacy and freedom of home. It would fill up the space of a book rather than of an article were we to indicate the occupations to which women might be admitted. Rather let us say, they should be eligible for all trades and professions for which they are subject to no natural disqualification. Few women would desire the office of pastor of a church / yet, as is well-known, a lady discharges that office in the City of Melbourne with acceptance and singular ability. Until lately the medical
profession has been absolutely barred against women; but now in America there are many female practitioners, while in Russia and Switzerland special medical schools have been established to suit their convenience. Both at home and in Victoria the number of female clerks, telegraphists and postmistresses is legion, while in the state school ranks women form some of our best and most valued teachers. Perhaps teaching may be deemed peculiarly woman’s work on account* of the value therein of her patience, tact, kindness and instinctive management of children. In nursing too, a task for which only the gentle hand of woman is suitable, great scope will be afforded for her endurance, sympathy and tenderness. We may say advisedly loillbe afforded, since it is evident that the profession of nurse is rising in character, emolument and social estimation. The Sarah Gamps, of the tribe have passed away for ever, having for their successors a far higher class, with trained intelligence and womanly tenderness. In England indeed, to so high a grade has the status of nurse risen that many ladies of social standing become professional nurses, while their remunei’ation is never less than .£4 to 5 per month, sometimes rises to as much as £20. The subject of training for nurses was lately considered by the Australian Health Society, a society small in numbers but strong in social influence, and the result was to induce the medical profession to take steps in connexion with the Alfred Hospital for the establishment of a training-school for nurses, and to that institution we would draw the attention of such of our fair readers as desire to enter upon a calling which offers-such scope for the full development of woman’s gentle kindness and tenderest sympathy. But many other avenues for female labor may be opened ; dispensing medicines, law stationer’s work, the finer parts of shoemaking, the keeping of accounts—are only a few* of many occupations not unsuitable for women, while a large domain in the realm of art might be ruled over by them. Modelling, art decoration, designs on paper, walls or ceiling, patterns and embellishments for crockery, plans for funeral monuments, and house and furniture ornamentation— these are further developments to which the artistic tastes of women can be led, and in which they may be profitably utilised. At present, in at least the middle classes of society, it is the exception and not the rule for a girl to qualify herself for some trade or profession. Why should not every girl, as well as every man have some professed qualification for occupation and potential independence 'l Assuredly it does not seem a healthy social state for a girl to look to marriage as her only means of maintenance or independence. Most women, though by no means all, marry; but, under higher social and moral conditions than now prevail, if at least every girl not possessed of a fortune—better still if we say every girl—were trained to the possible exercise of some calling that would lead to independence of character, and that would prove a mainstay in caseof widowhood or of other reverse of fortune. The result of such a social change may easily be predicted :—Less eagerness for marriage would be shown, but more prudent unions would be effected; and, though the number of marriages might be very slightly diminished, the number of happy homes would be augmented. The effect on the female character too, in giving it a purpose, and a definite training cannot be over estimated : the dignity of responsibility
and independence would grow up, intelligence would be quickened and judgment strengthened, while unselfishness and liberality of feeling would be promoted. The effect upon our industries would necessarily be very marked and wholly beneficial; but still more good would accrue in giving consistent, strength and industrious habits to those who in the coming years ai’e to be wives and mothers, and the happiness and ornament of future homes.
EDUCATION DEPARTMENT EXHIBIT.
By a Visitor .
In the Exhibition grounds are two neat structures that serve as models of state schools in country places. These buildings are a credit to the Victorian Department of Education. Both have a teacher’s residence attached—a wise provision for the bush, where houses are often mere huts, void of comfort and convenience.
The exterior of each school house is all that can be desired, and the interior seems to be abreast of every legitimate demand.
The walls and the ceiling are lined, and either painted or varnished ; maps (up to date) are there in profusion, and the furniture appears to be according to the most approved plan. In short, the houses and the apparatus are good ; and opportunities to witness a school in full working order have been wisely given by the authorities. On more than one occasion some sixty or seventy children have been brought from a suburban state school and taught by three smart teachers from the same institution. There was a briskness in the method of teaching that carried with it a charm. If the well-dressed children, who were ever on the alert, are a fair average of state school pupils, then parents in good circumstances prize these schools for their intrinsic merits, and not, as miserable casuists would urge, to save the weekly or monthly fee demanded by private venture. One foreign gentleman was evidently in raptures with the whole of the proceedings, for he loudly ejaculated, “ The system is really magnificent.”
The elaborate and ornate time-tables that grace the walls of the adjoining rooms are special preparations, that have not passed the ordeal of inspection by a dyspeptic inspector.
The exercise and the copy books, and the display of sewing and drawing, are also admirable specimens of work.
Any partially informed observer, judging by what is to be seen in the Exhibition grounds, would unhesitatingly declare that the excellence of the school-house, the method of teaching, and the result obtained and obtainable, is beyond controversy. Cynics, however, loitered near the building, and openly insinuated that the school for sixty children reminded them of a draper’s shop window, with the best of the stock on show. Certainly there was a tinge of sarcasm in the words of an irate teacher from the bush, when he said, “ My school-house leaks like a basket ; it is neither wind nor watertight ; and yet visitors are told to look upon the state schools in the Carlton gardens as samples of state schools in the remotest nooks of the colony.” Exhibitors generally place the best of their exhibits on view, so that in this respect the department is abreast of the times.
But, seriously, do the authorities urge that this school is a type of schools as they are, or as they should be throughout the colony. If the first, then the state school system of Victoria stands almost unequalled for general excellence. If the second, then why not make the school a permanent institution—a model for country teachers to study ? If the smallest class of school were in operation in Melbourne, could it not be made profitable for instruction, without danger of reducing the state schools of Victoria to so many barrel-organs, out of which the same tunes are daily to be ground Í
It is evident that the “ powers that be” are determined not to encourage or even tolerate the gross ignorance of days gone by. Not fifty years ago the hapless labourer in the old country was kept in the via media of indifference, or at the best was only able to make his signature with a big black mark. Every effort, therefore, that tends to spread knowledge and thwart crime should be encouraged, though the first cost may alarm intolerant and cheese-paring economists.
c‘THE IMPROVEMENT OF EUCLIDIAN TEACHING, WITH A SURVEY OF SOME MODERN DISCUSSIONS ON THE GENERAL QUESTION OF A GEOMETRICAL TEXT-BOOK.”
By J. Walmslky, Esq., B.A.
At the conclusion of a paper, read before the College of Preceptors, on the subjectof Geometrical Teaching, it wasobserved by the chairman, that "the subject, as a whole, was far too extensive for one lecture, and one discussion.” Anyone who has tried to bring the subject within the limits thus referred to, will feel that, for this statement there is ample justification.
In the prescut paper, the purpose is to present some treatment of a
portion of the field of controversey into which it enters, which it does no appear to have received such attention as it merits. Afterwards the endeavour will be made, to cull from recent discussions of the whole subject some points which have both undergone much consideration, and have also met with some approach to general consent as regards their final disposition.
Perhaps in any case, the first topic which should come before us is : With what, object, or objects, shall we teach the subjectof Geometry? Amid, we might say, clouds of argument in which this point has been enveloped, there has been, all the while, agreement to a very substantial extent, such as will enable us to reasou out the general contour of this ground of our discourse, without leaving much to desire.
By something very near to general consent, which would bear exemplification from important authors of all times, one of the chief functions of Geometrical Teaching is to train the mind to discern the leading principles of good reasoning, and to develop and discipline its powers in applying them. Other important duties are made to fall more or less upon Geometry—some scientific, some even literary.
How it happens that Geometry should have so wide a province in mental growth assigned to it—one which is, in the main, of no more importance to itself than to other sciences—is a question of great interest, and well worthy of separate attention. Perhaps, in spite of our advancement (or otherwise) in the number and depth of school-subjects, elementary Logic has never yet found its true place in education. Possibly, in connexion with it, a department of early study is yet destined to be created, which will take over to itself the general scientific and mental mission of Geometry. Meanwhile, this mission is far too important to be foregone ; and, until that time at least, must evidently be retained where it is.
Now, while what we may call the modern side in recent controversy almost uniformly admits the value, to the growing mind, of such forms and examples of reasoning as those of Euclid, it is wrong if the other shall lightly estimate the practical good which the study can be made to confer upon every one who engages in it. There seems even more danger of this side pushing its contention to the extreme than the other. In such a spirit, it is very needlessly led to make of its own products in Geometrical studies such frequent abortions in regard to Geometry itself, as to provoke but righteous derision on the part of its rivals. Teachers of this class fail to see that sound Geometry is as important to the genuine training which makes of it an instrument, as a healthy body is to the accompanying mind.
More than this, Geometry itself, like mental training, is valuable to every man in every station of life. The fact is somewhat obscured, and no doubt lessened in its importance, by the cultivation of the science of Number. Number is, in familiar experience, the great measurer, and becomes, also, to a large extent, the representative of Form. But, where Form can speak for itself, whether in Science or elsewhere, it does so with a force, and with a clearness of its own kind, which are entirely outside the province or beyond the capabilities of Number.
Where, in the region of education, is there most demand for development in our times ? In subjects bearing upon arts of Construction, including the arts of Invention. Where, in all the range of the grades or classes of onr youth, is not the influence of this demand already felt ? It would be difficult, now-a-days, to discover the place where.
For we require, not only to look at the extension of technical arts, but also their introduction from time to time into new spheres of action. In one or other of these, we are pretty sure to feel their pressure upon us for some portion of our attention, even supposing our pursuits are not directly technical. It may come indirectly in our business, in the management of some kinds of property, or in the endless arrangements of modem habitations. If we escape in these, there remain other phases of existence, in which we may have to run the gauntlet of the Arts ; as, for example, in our hobby in art or science, the patronage of art, or science, our public duties in local or imperial administration, our appreciation of travel, or in some even of our mere amusements. Giving but its due weight to this enumeration, it must be difficult to conceive of the individual, in combination with whose general culture sound acquisitions in properties of Form would be likely to afford neither profit nor pleasure.
Thus we conclude that, for utility of mental training and of general acquisition of knowledge combined, every scholar has an advantage in the developement of both sides of his early Geometrical training. Here, again, although it may seem that these points of introduction have been sufficiently dwelt upon, it still remains to guard against being misunderstood on the question of what is meant by the Geometrical side of Geometrical studies. The Geometry of the matter is intended to be much more than a knowledge of the facts and principles of Euclid. In addition, there ought to be such power of applying these, in the solution of ordinary problems, as will compare with the skill of the trained Arithmetician when working his examples.
When we peruse the literature of this subject, even going back fifty years or more, we find that Geometrical teachers have felt the need of some preparation of Euclid’s course of propositions. It seems to have been felt, more especially, that there were two classes of difficulties to be encountered ; namely, those of the new matter, and those of the new method ; and that it would be well to make some progress in the removal of the one class before coming into contact with the other. Numerous suggestions are to be met with for meeting the case ; and some attempts have been made to carry out plans of effecting the object referred to. Among others who have well realised the position, we may mention the present Head Master of Clifton College, who, in some remarks contributed to “ Nature,” about ten years ago, observes,—It is necessary, in teaching a science, to go back to practical applications, and to seek for a sure foundation for abstract notions in the familiar
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106 AUSTRALASIAN |
SCHOOLMASTER. January, 1881. |
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experience of common objects. Teachers need to be incessantly reminded of this necessity.” _ _ , At the outset, we must recognise however, that an influential section of mathematical teachers appear to exist who object to all preparatory work ; or, indeed, any other assistance which will smooth away any of the arduousness of the old Euclidian disclipine, as they conceive it. It may, in reply, be argued, as we believe, that the way in which such men obtain their thoroughness of discipline (if they do), is comparatively a product of modern growth, and is by no means to be accepted as having stood the test of long usage. In the course of time, the subject has come to be a necessity for minds in an earlier stage of development than in former ages ; and a burden which would crush at one period of life, may at another be properly employed in the course of bracing and invigorating exercises. There seem to be but too many indications that much of the Euclidian teaching of the day is unduly burdensome. There are other teachers who perceive, in recent movements and efforts a tendency to over-simplification. The fears felt in this way have, probably, foundation in fact; for every practical teacher of varied experience will admit that we may easily, by means of well-meant arrangements, reduce school-work to sheer trifling. It is therefore but right that we should be held on our guard in respect of this side of the question. One test, may however, be put forward by means of which we may avert much of the danger. Assuming, of course, that we have, beforehand, decided that the subject of our instruction is good for the age and the class of our pupils, we need only determine, with regard to the course of its treatment which we are adopting, -whether our pupils find plenty of work in it to do, and whether their full powers are kept absorbed in the doing of it. We venture to say, that no treatment of Elementary Geomctery, when tried by this test, has ever yet advanced to the phase of orer-simplification. It would not be right to consider lightly either of the views which have been last referred to; but in the circumstances of Geometrical teachers at the present day, more attention is justly due to such as that of Professor B. J. S. Smith, of Oxford. In an address at a meeting of the British Association, he stated :—“ The difficulty of a book or subject is indeed not in itself a fatal objection to its use in education, for to learn how to overcome difficulties is one great part of education ; Geometry is hard, just as Greek is hard, and one reason why Geometry and Greek are such excellent educational subjects is precisely that they are hard. But, in a world in which there is so much to learn, we must learn everything in the easiest way in which it can be learnt ; and, after we have smoothed the way to the utmost of our power, there is sure to be enough of difficulty left. I regard the question of some reform in the teaching ot Elementary Geometry as completely settled, by a great concurrence of opinion on the part of the most competent judges.” It is pertinent to the point before us to quote also the following remark by Dr. Wormell. while speaking on this subject : “ When the test of success is applied, I am sure the plan of making the early work as easy and as pleasant as1 possible, will require no other argument to support it.” In our early stages, then, in Geometry, we adopt the view that we must not only work with every care, but that we may freely accept almost every aid. As in all early teaching, we have to keep in mind, “ as the twig is bent the tree inclines and it is just here, of course, that we may'- avail ourselves of the teaching of the old saying that a “ stitch in time saves nine.” The value of such early care and such aids are admitted to the full in other subjects which youth must be trained in. In these, invariably, we recognise that, to be clear in the latter stages, we must first be clear in the early ones. Obscure upon these, the teacher and pupil simply weary one another with ineffectual and perhaps prolonged efforts. Why do we so often find our examiner in language positively clamouring for more attention to Accidence, real accidence, embracing the power of applying it1? He must often have evidence before him that something has been passed over at the start; and he would keep teachers from missing the power which perfect command of elements will confer. One more consideration seems here worthy of being urged. There is surely something strange when mere devotees, not of Euclid, but of Sim-son-upon-Euclid, object to the subject being made easy, and when this is done in the face of all the elaboration of detail which characterises their favourite form of the great geometrical master. If anything is clear upon the face of Euclid it is that the subject was intended to be presented to the untrained mind in the most simple and luminous manner which is possible,- or consistent with strict logical construction. In spite of the good old story about the 11 royal road,” it could never have been intended to keep anything hard to ordinary capacities, when there was a possibility of rendering it easy. Every attempt, then, at facilitating the genuine acquirement of geometrical knowledge and power has the most open countenance of the book whose authority we nearly all acquiesce in. The question now presents itself, where shall we seek for materials for this early work in Geometry? Much valuable information has been put before teachers in late years as to the nature of the work which has, in practice, been found to answer this question to a greater or less extent. Yet it is precisely in this part of our subject that, in all likelihood, there remains most to be done. A, Within present limits of either time or subject, the barest allusion only can be made to the Kindergarten system in its geometrical features. If familiarity with important forms, and some elementary knowledge of geometrical facts, can be gained at the Kindergarten age, without”undue interference with other species of early training, and with associations of. pleasure, the profit of such a course may be assumed without hesitation. In this country however, no one can expect Kindergarten education to be widely enough diffused for some time to come, |
to necessitate its being taken into account in determining the methods of teaching Elementary Geometry in ordinary schools. As a preface to what will be afforded in this department of the subject in hand, we may quote again from Mr. Wilson, when writing in the columns of “Nature.” 11 There does not seem,” he says, “ to be enough of Practical Geometry that is sufficiently easy for children ; and Practical Geometry in most books is dull, and uninteresting, as well as rather hard. Whatever book he reads, he ought to work many examples and do original work.” There seems no sufficient reason why books on Practical Geometry should not be made interesting ; but there is no need to enlarge Practical Geometry in order to increase the material afforded until we have looked elsewhere to see what choice we may provide ourselves with in other quarters. It may be taken as most appropriate first to look at home, to sec what Theoretical Geometry has within its own borders, which will be available. If anything can be found, let us exhaust it first; for it is most likely to lend elucidation to facts which all lie within its own kindred. We may observe, in the first place, in our books, “ Definitions, Postulates, and Axioms.” They are generally given as compactly as possible, as if they formed a mere table of formulrc. No doubt, for after purposes of ready reference, no better thing can be done; but, at the beginning, most of these are quite new things, and some of them arc difficult for other reasons than that. By the way we usually put them, we would fain persuade our beginners there is really nothing in them ; they only make a mouthful. Generally, perhaps, they really do not make many mouthfuls, for they are are swallowed in a given short time, somehow. But there may be two opinions as to whether we do not deceive ourselves in the course we thus follow. Often, indeed, we betray the fact, by making a number of comments; although these are generally hid away, in not only small type, but very small type ; or, otherwise, they are packed away in notes at the end. Sometimes this extra matter assumes considerable proportions ; aud no competent man can read them without perceiving how much valuable matter is contained in them,—valuable matter, that is, which is thoroughly to the point for any one. This matter may, for the most part, be presented with every advantage to the very beginner ; and the writer of it may nearly always be observed to have the persuasion that it ought to be so presented. But, in any case, we may fairly ask,—If the additional matter is not meant to be learned, why is it put in at all 1 We will take the course of assuming that, where nearly all our best editors of Euclid see reason for giving us useful and interesting commentary, we cannot do bettor than teach it; and do so as effectually as we can. There is very good authority for taking this course. Dc Morgan, in one of those admirable criticisms of Euclid, in which he points out the blemishes of that author, while insisting on his being retained, strongly advocates that teachers should lead their pupils to criticise, and criticise as minutely as they can. In this way, he seems to suggest how, even in the pages of Euclid, we need not despair of providing fields of enterprise and discovery. In the spirit of these remarks, much may be done while progressing through the Definitions, then through the Postulates, and afterwards the Axioms. In the first w e may enlarge our knowledge by acquiring a familiar acquaintance with the things upon whose properties we shall have to work hereinafter. Exercises may be framed upon these, according to the ingenuity of the teacher ; aud collateral knowledge will often lighten the progress of the work. On coming to the Postulates, we may illustrate the nature of Problems bj*- numerous references to principles and facts assumed in the definitions. The properties of the circles contained in its definition are most valuable here. In the Axioms, material for forming clear notions of a Theorem arc provided. The writer of the present paper has published a work on Euclid, Book I., to which he ventures to refer, for illustrations of these views, only because he finds his present limits prevent all possibility of entering deeply into them on the present occasion. To those who have looked more closely at questions of Geometrical Teaching, two obvious advantages will attend De Morgan’s plan at this juncture. Fictitious notions will be avoided, which many even intelligent and educated men have grown up with on the absolute perfection of Euclid’s work. For all pupils it removes a certain amount of mystery which hangs over the commencement of their work, and often forms a bar to the develo; ment of original power. On arriving at the Propositions, we may now be able to regard them as a continuation of former work ; where, however, the Propositions acquire the dignity due to their importance, and must have such additional attention that they can be retained in the memory. Used in subordination to a system of rational and thorough geometrical training, the old rigid application of the memory has much to recommend it in regard to Euclid’s Propositions. It is necessary, in view of uu-discriminating reflections so frequently made by educational reformers upon the use of this great faculty, to guard oneself here upon this point. It is no less important now than before to keep up original operations. Work may be found in abundance. Apart from that which relates to\ clearing up the apprehension of the enunciations, there are two classes of exercises to be developed. The first will be quick in its growth ; the second must be made extremely gradual. In the first, by means of a series of question we may draw out, before presenting any proposition of Euclid to be learned, the course of its argument. Let us illustrate by means of Proposition 4, Book I. Some consideration has been given in class, we will say, to angles and triangles, while going through the definitions of them. Also, in going through the Axioms, easy practice has been obtained in superposition ; and the applications of Axioms 8 and 10 in connection therewith have been studied, ¡[further, simple notions have previously been inculcated sufficient to enable a pupil to tell hypothesis from conclusion of a theorem. Without saying a word about the conclusion to be aimed at, we exhibit the triangles, and state |
the hypothesis in the form of three separate equalities. We then question out the relation of angle to sides in each triangle, and follow it up sufficiently to impress the things given, perhaps by drawing out from one or more pupils an original statement of the whole hypothesis, and after Euclid’s manner somewhat. We may then suggest an experiment in superposition. If the class happens to commence at a base angle, all the better ; follow it up from there, but draw out with all the steps and reasons of Euclid the coincidences one after another, till we arrive at those of the two extremities of the base. Having drawn out Axiom 10 here, pause to realise fully that we have come to a new fact. Having grasped this fully, we complete the conclusions at leisure, finishing with the best statements we can get of the theorem we have proved,
The process we have, within narrow limits, sketched, is by no means unknown in other branches of early study; and it is difficult to conceive why its well-understood advantages elsewhere should not be rendered useful in Geometry. If it do nothing else, it introduces variety into a yTouthful study ; and on that account alone deserves recommendation. No teacher, however, who follows the plan of introducing new propositions to his class in this way, will give it up for some time. Eventually, of course, he will find that its function has been fulfilled.
There is one feature of great value which has been indirectly recommended for introduction in this branch of our opez’ations. It is that this introductory analysis of each proposition should be accepted in the language which shall be framed by the pupils themselves. Not only this, but the figure should be drawn in a different manner to that which will come afterwards in the proposition ; and, if alternative or extra proofs are presented by any pupils, they should not only be accepted, but encouraged. We shall then have provided, as effectually as it can be done, against all suspicion of “cramming,” or any other form of imperfect acquisition. It will not be possible, then, to say truly of any such pupils, what is unfortunately but too often true, namely :—“To the learner of Euclid a fact clothed in words slightly varying from Euclid’s is often new and startling.”
The second class of exercises are the well-known ordinary deductions. We may now pass them over with but little remark. It is merely needful to introduce them with the simplest possible commencement, and in connexion with the matter upon which they are based. They must, as has been remarked, be exceedingly well graduated, until we arrive at such as possess all the difficulty we desire, given in the most unlooked-for circumstances. It is hardly necessary to say. that our object will be immensely assisted by all that we have done in regard to the analysis of the propositions, and also in the earlier stages of the work. Indeed, the success of all these must be measured precisely by the amount of success we find ourselves to have achieved in developing the power to perform independent original work.
(Zb be continued.)
THE TEACHING OF ENGLISH LITERATURE IN SCHOOLS.
By F. Storr. Esq., B.A.
Ancient literature is like a casket of rare coins kept under lock and key, and we schoolmasters too often waste the best years of school life in teaching the elements of the locksmith’s trade. Most boys, when they leave school, are still fumbling at the wards ; few attain even to a sight of the coins, aDd fewer still can read their image and superscription. Of the richest that lie at their feet, “ the heaps of living gold that daily grow,” they have been told nothing, and value it no more than the children of Eldorado in the story value the golden nuggets in the street. “ Classics were the reveille of the l(5th century, they are like to prove the nightmare of the 19th.”
But here I can imagine some modern Demetrius haranguing his workmen of like occupation and saying :—This fellow is introducing a pestilent heresy. Not only does he speak lightly of the great Mumbo Jumbo of Classics, whom all England and every public school worshippeth, but our craft is in danger to be set at nought. If the Vicar of Wakefield and Bobinson Crusoe are to form a boy’s principal study, the schoolmaster’s occupation is gone. Amo we know, and Tvjpto we know, but what are these ?
A transitional time must bear hardly on the professorial class. It calls for rare moral as well as mental qualities for a man who, half his life, has taught that the sun goes round the earth, to begin to teach that the earth goes round the sun. A fellow feeling, and a sense of my own infirmities, make me sympathise with the worthy guild of idol-makers. I too have had to burn the gods I was taught to adore exclusively. Vet our case is not so desperate as our friend would make it out, and I hope there is no occasion for us to commit the happy despatch. Even with such a simple book as Goldsmith’s Vicar of Wakefield there is plenty of teaching to be done. True, it cannot be purely mechanical teaching, as a lesson in Caesar or Xenophon too often is. The master must have prepared his lesson, and must have his wits about him. I undertake to say that any one who gives the experiment a fair trial will find that bis great difficulty is, not to find enough to do, but to get through the lesson of half-a-dozen pages in the hour. But this topic has been so exhaustively handled in an excellent lecture of Dr. Abbott, that I need not go over the ground again. I will only add one or two hints that I have picked up in the course of teaching :—1. At the end of each lesson give the class a clear outline of what you expect them to prepare for the next lesson. 2. In teaching grammar, drop accidence, but emphasise logic. The following question was put the other day to a fourth form :— “ If you eat too much pudding at dinner, and are sick, what is the cause, and what the consequence ? ’ Out of thirty, two gave a correct answer. The first thing a child learns in grammar should be subject and predicate.
3. Half the lessons should be given with books shut. By judicious questioning, you will be able to keep up the thread of the story, and extract from the form a continuous narrative. In this way you will impart the most useful of all arts, the art of getting up a subject, and cultivate the most useful -of all faculties, a pictorial or real, as distin-uished from a verbal memory. 4. Sets an exercise, to produce on paper —first, the substance of a paragraph or chapter; secondly, ns far as possible, the exact words of any striking passage ; thirdly, to write something, for which you furnish the materials, in the style of the original, This is the only satisfactory way of practising boys in English composition. Essays proper, those bricks without straw, have, by common consent, been abandoned.
1 have, I fear, taken up too much of your time in discussing the deficiencies of preparatory schools and the elementary stages of English teaching. Mv excuse for so doing must be my desire to lay the axe at the root of the evil, and my conviction that the first steps are the hardest If my own experience has not been singularly unfortunate, it is a fact, that the boys who enter our public schools kuow no English. They can say their Latin and Greek declensions ; they know by heart a certain number of Syntax rules in Latin, which they cannot construe, much less understand ; some of them can compose Latin verses, but they cannot write a simple English sentence, and they have never so much as heard of De Foe, or Goldsmith, or Scott. And when they enter school their case is not much better. The time given to English literature varies, I believe, from an hour a week to nothing. In German schools six to eight hours are given to the mother tongue, and that is none too much.
Passing over the intermediate stages, I propose to devote the time that remains to the consideration of a lesson in English literature with the highest form.
I feel, however, considerable diffidence, not from want of definite views (whether right or wrong), but from the difficulty of enunciating these views definitely. On consideration, it occurred to me that I could best express myself by giving an outline of such a lesson. Please remember that this is not the epideigis of a Gorgias or a Protagoras, but a model lesson. I am a pupil in a training school, and you are the principal and fellow-students taking notes and picking holes. I will select a very short passage, aud one which all know by heart—Ariel’s song in the “ Tempest.”
“ Come unto these yellow sands,
And ihcn take hands :
Courtsied when you have, and kiss’d The wild waves wh'st,
Foot it featly here and there ;
And, sweet sprites the burthen bea-.
Burthen. Hark, hark! Bow, wow.
Ari. The Wutch-dogs bark.
Burthen. Bow wow.
Ari. Hark, hark ! I hear
The strain of strutting chanticleer Cry, Cock-a-diddle-dow.
Full fathom five thy father lies;
Of his bones are coral made;
Those are pearls that w ere Iris eves :
Nothing of him that doth fade,
But doth suffer a sea-change Into something rich and strange.
Sea-nymphs hourly ring his knell :
[Biirt/icn. Ding-dong.
Ari. Hark! row I hear them,—Ding-dong, bell.”
But one word of apology before I begin. I am aware there is nothing new in the attempt, and that I am treading in the steps of Professor Hales, whose treatment of “ Eosabelle” leaves, in one way, nothing to be desired. As I read his lesson I stood aghast as at a conjuror with an inexhaustible bottle or producing miles of riband from his mouth. But in one point he seems to me to fail. He does not indicate the true proportion and subordination of parts. Such a lesson would swamp an ordinary fifth form boy, and, I fear, make him exclaim with Barham, in the Ingoldsby Legends,—
“ Non redolet sed olet rjuaj Rosabella fuit.”
It has the cardinal fault that it smells too much of the lamp. I am reminded of the criticism I once heard a celebrated master pass on the lecture of an accomplished physiologist—“ After hearing him I want to know nothing more about the eye.”
To begin : First, I would make a clearance of the grammar and philology and word meanings. “ Nothing of him that doth fade but doth suffer a sea-change.”—Here “but” = quin (i.e., relative + negative) will require explanation. To refer to Abbott for ellipse of “ there is ” is superfluous.
Such compounds as sea-change, sea-nymph are sure to have occurred so often as to need no emphasizing.
fathom.—The two classes of words with plural the same as singular might be noticed. ■
"ring his knell."—“The curfew tolls the knell of parting day,” is worth quoting as a stock line boys ought to know, and because the construction is disputed.
“hissed the mild waves whist" remains, the only difficulty of construction. Boys ought to have learnt from their notes Milton’s
“The waves with wonder whist Smoothly the waters kissed.”
Does this throw any light on the construction ? Has Milton borrowed from Shakspeare ? Resist the tempting discursus on Milton’s appreciation of Shakspeare.
So much for the grammar. Next the philology.
Whist.— Boys will see of themselves that this is an onomatopoeia. The piece is so rich in these that it is quite worth while making it a text for a short disquisition. Bow-won:, ding-dong, cochadiddle dotv, wMsf.—We have not to travel outside the poem for types. Whist, too, is an instance how language solves the seemingly impossible problem of expressing negative ideas, and a reference to “ Cavendish” is not inappropriate.
Burthen. “ Wolves do howl and bark,
And seem to bear a bourdon to their plaint.”
Featly, sprite, courtesy, chanticleer.—All these are worth dwelling on, because the facts of their history are within a boy’s range, and each of them is interesting. On courtesy, for instance, see H. Spencer’s essay on manners and fashions.
Strain is doubtful, and coral, knell, pearl, fathom, are barren.
These are necessary elements in an English lesson, but I should confine them within the smallest possible compass, or, if possible, get them over in a preliminary lesson, so as not to blunt a boy’s appetite, or divert his attention from what is the real lesson. The first thing is to show him the connexion of the song with the rest of the play. It is necessary for the plot that Ferdinand should believe his father to be dead.—Why ? The answer to this question will show how far the class have grasped the story. One of the main difficulties in reading a play with boys, is to make them see that “all are but parts of one stupendous whole.” In a Greek play where the amount read is about a fifth, and the textual difficulties are tenfold, this is next to impossible. Even with a play of Shakspeare it is hard enough, and with a junior class I would begin by making them read the play in Lamb’s “Tales from Shakspeare.”
Secondly, I would try and show them that the song is in character with the speaker. They will already have learnt something of Ariel,—-the most delicate creation of Shakspeare’s genius—the spirit unchartered as the air which he impersonates, soulless like the Undine whose story he may have heard from his sisters—his service punctual and willing, differing no less from the hated drudgery of Caliban than from the labor of love of Ferdinand and Miranda. What point in his character does the song bring out ? It ought not to want much prompting to make an intelligent boy see the elemental impassiveness, the absence of human feeling, in Ariel’s song. Contrast the Ariel in Shelley's “To a lady with ,a guitar.” It is a ditty, not a dirge. Compare the song of Guide-rius and Arviragus in Cymbeline. The motive of both is similar, but with one striking difference.
Lastly, there remains the higher criticism of the lyric, which I would only attempt with an advanced form. The poem is not only part of a drama, but a lyric—a picture complete in itself, and coloured by a siugle sentiment.
What is the picture ? A calm sea with crystalline depths, half revealing forests of sea-weed, and with star-strown bottom. Some one in the class will have read Kingsley’s “ Glaucus,” or Gosse’s “ A Year at Shore,” or bathed off Tintagel, or (excuse the bathos) seen the Westminster or Brighton Aquarium.
What is there modern in the picture ? Can you think of any parallel in Greek poetry? Some will have read Theocritus, and remember Galatea, “ the maid more fickle and light than thistle-down, careless of her lover, and cruel as the sea.”
What is the difference ? A few leading questions ought to bring out the contrast between the definite conceptions, the predominance of the human element in the mythology of the Greeks, and the infinite passion the mystery, the vague spirituality, of the moderns.
What is the dominant sentiment, the motive of the poem ?—A death, by drowning.
Has Shakspeare treated the same theme elsewhere in the play ? Alon/.o thinks of his son as “ bedded in ooze,” and wishes that he may “ lie mudded with him.”—Account for the difference of tone.
Quote a similar picture from another of Shakspeare’s plays. Many will have read Clarence’s dream, and some will remember the “ ten thousand men that fishes gnawed upon.” Mr. Phillpotts here has pointed the contrast; 1 should have preferred a suggestion. With a picked class I might pursue the subject further, and show how Shakspeare generally viewed death, quote Claudio’s “ to lie in cold obstruction and to rot,” the grave-digger scene in Hamlet, “ our life is rounded with a sleep,” or the closer parallel of the dirge in Cymbeline.
Lastly, how have other poets treated the same subject ? Lessing’s “ Wie die Alten den Tod gebildet,” Shelley’s “Adonais,” and “Lines written in dejection near Naples,” Wordsworth’s “ A slumber did my spirit seal,” Milton’s “Lycidas,” and Tennyson’s “In Memoriam ” would supply topics enough. And lastly, I would make them learn Webster’s “ Call for the Robin Redbreast and the Wren,” with Charles Lamb’s criticism—“As that is of the water watery, so this is of the earth earthy. Both have that intensity of feeling which seems to resolve itself into the element which it contemplates.’22
If such a lesson as I have roughly sketched could be worked out in detail, if such criticism could be evolved from boys and not dictated to them, most would allow that a more valuable result had been attained, and that at less cost, than even the power to turn the lyric into Greek anapmsts, or to construe a chorus of the Agamemnon.
But, it will be said, you aim at impossibilities ; you presuppose a knowledge of English Literature, taste, judgment, and critical power, which no boy possesses. First, I would answer, that the lesson is not a fancy sketch, but was given to a sixth form of average ability. Secondly, the want of knowledge, which I freely admit, may be remedied to a great extent by good notes, or, still better, by hints given beforehand by the master. At the end of each lesson, a class should be told what will be expected of them next time. Let references be given them, let their attention be called beforehand to points which are not obvious, and we shall hear no more of the difficulty of exacting an English lessoD, or the want of definite work to be done out of school.
I have only touched on one side of English teaching, and neglected what many would consider weightier matters. An essay of Bacon or Macaulay would of course require very different treatment, and would bring out their reasoning faculties far better than a lesson in Shakspeare. I have shown elsewhere how I think this can best be done.
I fear you will think me very pugnacious ; but, before I conclude, I feel compelled to break a lance with my friend Professor Meiklejohn. In an admirable lecture delivered before this College, in 1868, on “ What is, and what may be meant by, teaching English,” Mr. Meiklc-john quotes a ludicrous specimen of the caput mortuum to ■which Ariel’s Song is reduced in a popular book on English Composition, and proceeds from this text to decry “ the vile art of paraphrasing.” Of course, no sensible teacher would think of setting for a paraphrase a lyric like this, where the beauty consists mainly in the exquisite form aud melody. Nor am I careful to defend this, or any other book, on English Composition. But I must protest against his indiscriminate onslaught on what I regard as the backbone of an English lesson. I have found by experience that a paraphrase of such a passage as Shakspeare’s “ If it were done, when ’tis done,” &c„ or Tennyson’s “ So careful of the type ?” or Bacon’s “ Essay on Studies,” is sure to bring to the top the more thoughtful boys, and prove to the dullest what they would not otherwise credit, that they do not understand one little word of their author. Mr. Meiklejohn would, I think, allow that two-third’s of a vivâ race lesson with an author whose language, grammar, and modes of thought are as difficult as Shakspeare’s, must consist in a damnable iteration of paraphrase, paraphrase, paraphrase ; and I do not see why the same lesson on paper is any more objectionable, while it is certainly more searching. When Mr. Meiklejohn further asserts that this dissecting process must destroy every germ of good taste, and kill all sense of poetry in a boy, I can only say that I have not found it so, either in my own experience, or that of my pupils. The passages of English poetry that have clung most closely to my memory, and that haunt me like a familiar tune, are those that I had to turn into Latin and Greek verse ; and this I reckon the chief, if not the only, gain from more wasted hours than I care to think of. True, the analytic process cannot go on simultaneously with the meditative or appreciative ; true, we need a wise passivity to enjoy a work of art ; true, “we murder to dissect.” But after a time we feel all the more intensely the beauty of the living whole. “ The glory dies not, aud the grief is past.” A rose smells as sweet, nay sweeter, to a Linnæus than to a village schoolgirl.
I wished to have said a word or two on Histories of English Literature. Speaking as a schoolmaster, they are, in my eyes an abomination,—one and all of them, from Professor Morley’s learned Sketch to Mr. Brooke’s tasteful Primer. I am heartily sick of such questions as, “ Name the authors of the ‘ Purple Island, ’ 1 Mortemeriados, ’ and the first English tragedy, comedy and newspaper ; name the ‘ Anatomy of Melancholy.’ ” What is a boy the better for having such facts stuck in his brain like pins in a cushion ? What does it profit him to know that Donne is sententious, Browne profound but paradoxical, Cowley Pindaric but metaphysical ? It is true we must be prepared, on my plan, for abysses of ignorance. I was told by my Form this morning, that Dryden was the author of “ Paradise Lost,” and that the “Apocalypse” was a modern French novel ; but this sort of ignorance is to be cast out not by text-books of English Literature, but by raising the general level of culture.
I had also meant to have touched on additions of English School Classics, to have besought Mr. M. Arnold, when next he condescends to edit for us a School Classic, to write a hundred notes as good as the one note on “ Little Dickey ” (a feeble spark to guide a boy through six of Johnson’s Lives) ; and, iu particular, to have joined issue with Mr. Aldis Wright, and pleaded the cause of “ æsthetic notes,” or, as I should prefer to call them, notes on the matter and manner, as opposed to notes on the words. But I am warned by the “ World ” of this morning, where I see two_ Principals of Colleges gibbeted for having written schoolbooks. “ Vous êtes orfèvre, M. Josse. ” I forbear.
To recapitulate, and keep the discussion (which I have delayed too long) to the point, I will lay down four main theses :—
1. English Literature, as a subject of school teaching, should consist in the perusal of a few of the chief works of a few of our chief classics. Selections may be admitted sparingly. Histories of Literature should be tabooed.
2. English ought to form the main subject in preparatory schools.
3. In the lower forms of higher schools, not less than six hours a week ought to be devoted to English.
4. To provide the necessary time for English, Latin should be begun later, and Greek later still,—not before 14, or, I should prefer 16.
Such is the programme I propose.—a programme which, if carried out, would. I verily believe, work a revolution in education, and turn our “ stocks and stubs,” our un-idea’d ” athletes, and our Jingoes of the Music Halls, into educated gentlemen and good citizens, trained in the school of Milton and of Mill. But I fear that I shall seem to many nothing but a dreamer of dream«.
At the conclusion of the address, Mr. Magnus said that the experience he had had in the examination of schools fully bore out the statement of the lecturer. He agreed with him as to the utter inadequacy of the text-book of literature hitherto published to give any intelligent view of this large subject. If English literature could be generally taught in the way the lecturer had exhibited in the case of his typical lesson, a valuable intellectual training would be acquired.
| Tisdall, John George Adami Tonncr, Percy Langford Townley, Francis I Thomas Tozer, John William Trumble, Brigitte Andrea Tuxen, Eleanor Mary Vahland, William Knight Vail, Arthur Lawrence Ridley Verdon, James Charles Walbran, May Wallon, Laura Edith Warnock, Josiah Stephen Wasley, Alice Martha Watsford, John Shaw Houghton Watts, William Angus Waugh, William Taylor Whan, Arthur McKenzie Wilkinson, Cyril Gower Voss Williams, John Williams, Walter Wilson, Harry Wren, Lizzie Alston Wright, William Thomas Wright, Watkin Williams Wynne, Arthur Youngman.
Speaking to the boys of the Church of England Grammar School, on the subject of the matriculation examinations, Professor Strong said he wished to point out to the boys that it depended on them to a great extent what form the future education of the colony should take, whether the study of the classics should be discarded for that of science or not; that it therefore behoved them to reflect carefully as to the way in which they studied their classics, for should they arrive at the conclusion that the study of the great masters of antiquity was useless and idle, it was certain that they would join the ranks of those who would banish classics from the educational curriculum. He said that it was clear that if classics were to be learned at all, they ought to be learnt so that a boy might read them at sight, and not have to depend on the aid of a dictionary or a translation. This could be effected only by endeavouring to master the aucient languages from the very first, in the same way that modern languages were learnt. In the beginning of the present century the great object was to make as many good scholars as possible i.c., to instruct as many youths as possible in an exact knowledge of all the liner shades of meaning of words as used by a Latin or Greek author. The claims of science have rendered it impossible for more than a limited number of those exact scholars to be formed ; but it does not therefore follow that no one should attempt to rival the great scholars of antiquity. What he feared, however, was that the rising generation should grow up in the belief that because circumstances obliged a less time per week to be allotted to the study of the classics, therefore they might be studied in a perfunctory manner. It was a great mistake to suppose tint the knowledge of one or two portions of an author, however well these might be mastered, constituted an adequate knowledge of a language. Translations were not to be condemned, but should be looked on as aids to master a language and not merely to master the contents of a book. It should be clearly understood, that the object of Matriculation was to test whether a pupil had gained sufficient mastery over the classical language in which he was examined to enable him to attend with advantage the University lectures given on the subject. It was, therefore, absolutely necessary that boys should show proficiency in the Latin and Greek to be translated at s'ght, as well as in the easy passages set for translation into Latin and Greek. The unsatisfactory way in which these questions were answered at Matriculation, served to account in no small degree for the large amount of failures to pass in the Latin Examination of the last Matriculation Examination.—‘Mel-burnia/n.
The following State school pupils have secured “Exhibitions” under the Regulations of the Education Department:—Arthur Colquhoun, Wrn. J. Ostermeyer, Fred. H. Rickarby, J. S. Wasley, Haughton Farrell, Bernard P. 0’Dowrd, W. Mulcahy, John Armstrong.
The following persons passed at the Matriculation examination held at the Melbourne University, October Term 1880 :—Passed with Credit : Annie Emily Chambers, Alfred James Evans, George Robert Farlow, Ellen Phoebe Fidler, Agnes Margaret Moore, Hermann Ritz. Passed : William Gilbert a’Beckett, Edith Adderly, William MacLeod Aikins, James Walter Ainslie, George Pearson Allen, Catherine Anderson, Albert Sydney Austin, William Bage, Annie Victoria Baird, Austin Baker, James Alexander Barclay, Albert William Allman Barnard, Robert James Allman Barnard, Ernest Judd Barnett, Mary Catherine Barrett, Joseph Francis Bartly, William Edward Bates, Ellen Anna Bath, Laura Bath, George Bearham, Blanche Maria Bechcr, George Lawaluk Bell, Marion Renton Atkins Bell, Thomas William Bellair, Alfred Edward Body, George Frederick Booth, Richard Derry Bowen, Jane Elizabeth Boyd, Jeremiah Michael Boyle, John James Brodie, Philip Taylor Brodie, Charles Morrison Bromfield, Hugh Alexander Brown, James Frederick Brown, Walter Browne, Charles Rupert Wulsten Bunny, Arthur Septimus Burgess, John M Turk Burr, Charles Fry Burrows, Albert Bushby, Alexander Cameron, William Cattanach, John Thomas Laurence Chadwick, Alice Elizabeth Chambers, David Chessell, George Clarkson, Emma Josephine Clegg, Edith Emma Olemes, Thomas Kennedy Vernon Coburn, Bertha Cohn, Margaret Edith Colquhoun, Owen Francis Colvin, James Cow'perthwaite, Ellen Fanny Craig, Walter Joseph Craig, Robert Crawford, John de Medici Creati, Mary Elizabeth Creeth, Frank Smith Crowther, Grace Violet Cumming, William Burrow Cumming, William Christian Daish, John Rowland Davies, Oliver Davies, Thomas Davies, Hugh Alexander Deravin, Frederick John Derham, Minnie Blanche Dicker, Georgina Digby, Henry John Dimock, Henry Alexander Dodd, Agnes Teresa Doogan, William Samuel Doria, Francis John Drake, Isaac Selby Drape, Kate Jane Edeson, Albert Ehrmann, Richard Joseph Feehan, James Jemison Fenton, John Finn, William Henry Flood, Alice Ann Fox, Boadicea Fox, Mary Rose Foy, George Henry Freeman, Frank Gale, William Fleming Gates, Richard Horace Gibbs, Helen Somerville Gillespie, John Thomas Gillespie, Walter Coates Glover, Patrick Godfrey, John Thomas Good, Alexander Macdonald Grant, Frederic Elliott Grant, Alexander Gray, Robert William Rodger Greville, Florence Grabble, Frederick Adolf Groening, Margaret Gunn, Enid Una Jane Halley, Andrew Robertson Hamilton, Mary Jane Hamilton, William Hamilton, Campbell Gawsworth Hammond, Henry Cooke Hanna, Mary Ann Hanson, James Richmond Harcourt, George Henry Hardess. Stephen Harris, Frank Dunbar Hatch, John James Healy, Mary Hem-mings, Annie Hicks, Isabella Higginson, James Fyall Hill, Emily Adelaide Hodgkins, George Rolland Hope, Charles Jonas Horsfall, Edward James Horwood, Joel Henry Ilorwood, Stephen Henry Hughes, Thomas Hunt, Jeanne Marie Sophie Huntsman, John Daniel Hurst, Mary Ellen Irving, John Alfred Isaacs, William Jackson, William Jackson, Charles Kemp Jamieson. Frederick David Jermyn, Thomas Charles Juckes, William Kenney, Miriam Walkington King, James Francis Larkin, Percy Learmonth, Ottilie Marie Linden, Charles Du Plan Lloyd, Frank Lockington, Robert Theodore Lofven, Albert Llewellyn Lucas, Archibald J. Lumsden. Richard Glover Macdermott, George Mackay, William Kinross Mackinnon, Mary Macvean, John Martin, Claude Travers Masters, Thomas Robert M'Cristal, John Grant M'Donald, Annie Elizabeth M'Donnell, George Law Farquliar M'Fadzen, Daniel Florence M'Gillicuddy, Ernest James M'Gillicuddy, James M'Gregor, Elizabeth J. M'Hugh, Annie Whyte APKean, Hugh M'Phillimy, Joseph M’Shane, Lucy Mewton, John Minahan, Charles Albert Pritchard Moline, Charles Henry Molloy, George Henry Monks, Hugh Montgomery, George Moore, James Moore, Lizzie Jane Moo;e, Hosea Morgans, Arthur Percival Morriss, Alexandra Mary Miinster, Allan Murray, Lilian Sarah Maria Neild, Henry Kelson, Herbert William Newton, Arthur Nicliolls, George Gray Nicholls, Jane Isabel Donaldson Nish, Bernard Patrick 0‘L'owd, Olof Lemuel Olden, Ada Fanny Oldham, John Curran O’Leary, Ernest Henry Clark Oliphant, Cornelius O’Mahony, Alfred Ernest Osborn, Walter Owen, Charles Frederick Palmer, Catherine Pardey, Margaret Elizabeth Paul, Joseph Andrews Pawsey. Alexander Littlejohn Pearson, Walter Almondbury Peters, Alfred Henry Porter, Mary Power, Matthew Myles Prendergast, James Rae, William Henry Whitburne Rail, Samuel Gamble Reid, Robert Bruce Rennick, Francis George Richardson. Amy Margaret Ridge, Alfred Riley, Margaret Pitch, Arthur Glendower Roberts, Leslie Robertson, Thomas Anderson Robertson, George Robinson, Thomas Robinson, William Rock, Charles Armin Rohner, Victor Rosenthal, John Donald Graham Roxborough, Arthur Spence Rusden, Patrick Joseph Ryan, Thomas F. Ryan, Annie Elizabeth Sanderson, Alice Kate Scales, Minna Doris Schuetz, Thomas Mitchell Scott, Minnie Robinson Seward, Francis Mary Sewell, James Martindale Shannon, Ebenezer Shaw, Mary Shaw, Walter Bernard Shaw, James Thomas Shelley, Henry Wastdale Shepherd, William Andrew Shields, William Sims, Alfred Christie Smart, James Frederick Smart, John Joseph Smith, Mary Smith, Agnes Somner, Albert Edward Sprod, Thomas Joseph Staekpole, James Burt Stewart, Jane Stewart, John Sutherland John Downes Suthei’land, Edward John Sydes, Arthur Edward Syme, Edward U. Symonds, Francis Maude Jane Taylor, George Arthur Taylor, Alfred Charles Thomas, Hannah Thomas, George Walker Thompson, George Henry Thomson, Herbert Walker Leyster
Uutonair 4'bit cation lUparfmenf.
APPOINTMENTS.
Duke E. Paine, II.T., Boroite Dergholm, 1312; John Griffin, H.T , Yackan-dandah Junction, 692; Mary J. Dobson, II.T., Tallangatla Creek, 2337; Frances Balfour, H.T., Rigs’s Creek, 2333: James M’Gregor, H.T., Yering, 1034; Catherine Mahoney, H.T., Merton, 1532; Ellen Patten, H.T., Balka-maugh, 2336 ; Annie M. White, II.T., Pine Grove East, 2335; Johanna C. White, H.T., Wirehilleba. 2323; T. S. Marshall, 11.T., St Arnaud, 1646; Annie Murphy, II.T., Gravel Pits, 2257; It. 11. Carlington, II.T., Chillorn, 327; Sarah E. T. Hodgkinson, H.T., Talgarno, 1954; M>ss E. N. Clark, H.T., Dmgee, 1981; Elizabeth A. Cade, II.T., Macoona Nth., 2339 ; Annie W. Ale Grath, II.T., Kurracca W. 2073; Emily S. Geddes, H.T., Calivil North, 2067 ; Kate Davoren, H.T., Moglonemby, 1626; Martha Rutter, H.T., Barrachee, 2345; John Hamilton, H.T., Mooroopna, 1432; John Howartb, H.T., Elmore, 1515; G. Macdonald, H.T., Mount JefFcott North, 2092 ; J. W. Elsbury. H.T., Chinaman’s Creek, 1077 ; Alary Nason, II.T., Drung Drung, 1519; Albert: Duggan, II.T., Dart Dart Dam, 1847; Alina Goddard, II.T., Terrick West, 2340; Alice Neille, H.T., lrarrawalla, 1528; AY. R. Thompson, II.T., Gre Gre, 2286; Thomas Griffin, II.T., Coban & Baynton, 2132; Mary Dwyer, II.T., Cape Otway, Robert Bidstrup, II.T., Tanimuck Plains and Laccby South, 1818; Richard Woods, 1st. Asst., Sandhurst, 1976; Margaret Murray, 2nd. Asst., El Dorado, 246; Jane Christian, H.T., Moree, 1442; Joseph M. Monkey H.T., Fine Ariew, 1745; Edward Audsley, II.T, East Charlton, 1480; H. Sadler, H.T., Nicholls Plains East, 2342 ; Walter Sutton, H.T., North Nunawading, 2242.
MUSIC.
The following is the Music paper placed by the Department before candidates for a Certificate at the Examination in Music, field in June, 1880 :—
Time allowed, two hours and a half,
1. Explain the chord of the added sixth, the three forms of the augmented sixth, the chord of the sixth and 4 on the supertonic, the chord
of the diminished seventh with three of its resolutions, and the third inversion of the chord of the minor ninth with its resolution.
2. Add the harmonic accompaniment to the minor scales of C and Fit, using inversions, &c.
k. Modulate from the Keys of — G to Bjj, B^ to D, A to C, F to Ejj Ej? to G, C to A, Cjj; to Gf
4. Add six other bars to the following two, and harmonise the air in four parts, adding ¿\lto, Tenor, and Bass.
5. Add Tenor, Alto, and Treble to the following Bass, using Discords, Inversions, &c., according to taste :—
|
/-yr~ |
—cs •----i— |
—-—^—0—#—, | ||
|
■ j •, — |
............<9 _" < |
i |
! i i ; | |
|
v. ^ . |
0 ■ ! | |||
|
^ ! |
i ) |
........- _________ . 1 | ||
The following is the paper set by the department at the examination in Music, held on 25th March, 1880 :—
1. Transpose the following phrase into Key G :—
|
L. : 0 - |
® -r- | |||
|
i*J • v r |
i ! |
: | ||
|
Vv o j |
... rd‘ .....0/ ' ...... |
c*> | ||
|
17 1 i |
. _U |
6. Add three vocal parts to the following figured Basses :—
7. Explain the Pei feet, Imperfect, Interrupted, and Plagal Cadences*
8. What is the meaning of these words applied to music—Alla breve, A tempto gusto, Con abbandono, Portamento, Attacca subito, Syncopation, Discord.
9. Write twelve bars in four-part Harmony, introducing and resolving chords of suspension, £ time.
The following is the paper set for candidates for license to teach singing at the examination iu music, December 1880 :—
Time allowed—Two hours and a half,
1. How is the time (rhythm) of a movement decided ?
2. Raise these notes a semitone, without chauging their letter names :
Lower these notes a semitone .
4
. See
n __’ ' nil #___ __
fell
2. Write the same phrase in £ time, making each note and rest half the above length.
3. Name all the signs used inquestitn 1 and their signification.
4. What is the difference between f and !} time ?
Candidates taking the examination in Tonic Sol-fa will answer the following four questions, instead of the foregoing
la. Write the following passage in two-pulse measure, making each note and rest half this length—
'2a. Write the chromatic scale up and down.
3a. Name all the signs used in question In and their signification.
4a. Give short examples of three-pulse, four-pulse, and six-pulse measure, introducing half-pulse notes and half-pulse rests.
5. Explain ~ —---— Ritard. Dolce. Gres, f 1 »
G. Write from memory the melody of any short tune or school song, with proper key signature and correct position of bars.
*7. Point from memory on the Staff [or Modulator] and sing any short tunc or song with which you are familiar. (Not necessarily different from that written under No. G.)
*8. Pitch key-tone and sing a short phrase set by the Examiner.
*9. Sing to the examiner’s pointing on the Staff [or Modulator] a short phrase wdthout change of key or difficulties in time.
*10. Sing on one tone a short phrase containing difficulties in time not greater than
I ;
j
0:
and
0 0
f! [ il
ll :-.U j and ¡1 , 1]
11. Write in correct tune on hearing the Examiner sing a short phrase of melody in single beat notes.
12. Write in correct time on hearing the Examiner sins: on one tone a short phrase containing difficulties not greater than J J [half-pulses.]
13. Name the essentials of correct and tasteful part-singing in schools.
14. Mark for expression (y?. m.f. cres, &c., See.,) the annexed verse. Mark the breathing places by inserting a x between the phrases.
“At first the mountain rill is weak,
And from its prison scarce can break.
Then each pebble in its way,
Seems enough its course to stay.
Spreading as it glides along,
Soon it is a torrent strong.
And its path is broad and free,
As it bounds into the sea.
to:
-W#~
ii
8. What words, and signs, are used to denote repetitions? What to denote expression ? Describe the various melodic graces :—
4. Mark where the semitones are found in the following order of notes :-C, D. Ep, F, (I, a| B$, C, D$, Eft, Gb, Gfi.
5. Write down the signatures of the keys of—G minor, Cfi major, Ab major, F minor, E major, Bb minor.
(i. In rhythm, how is half a bar’s rest expressed ? How a whole bar’s rest generally ?
7. A bar of rhythm frequently consists of six quavers ; a bar of j rhythm may also consist of six quavers ; explain wherein they would differ.
8. Name the following intervals, and say what they become when inverted :—Ab to eft, G to Db, B to G$, Bb to hjj, C to Db, Db to G, C to eft.
9. Write major common chords, with their inversions, to the following Bass notes : —
|
T\< , t |
^ i - "I-: | |
|
♦~7- d..............1 ' ... . |
..._______g______ . |
.................-r............ .....„„j - |
|
k.....0' |
p |
1 •< .......i>p0 . |
|
.. 1 .. L. |
............. ......-- -J ----------------- --------- - - | |
and minor common chords, with their inversions, to these
10. What are accidentals? Show wherein they do, and wherein they do not, materially disturb the original Key.
11. Transpose the following passage to the Key of A, and employ the Alto clef:—
a
12. Define the compass, and ordinary registers, of the principal kinds of voices.
A Grammar of the English Language : Based on Organic Principles. By A. A. De Mornay. Mason and Firth, 1878.
The similarity in the general appearance of this Grammar with that prepared by Morell is accounted for in the preface. The writer informs us that the general system of Grammar followed was taken from Becker’s German Grammar, to which Morell was also largely indebted. It is very evident that the author has not been able to displace Morell from the position his work holds in elementary schools.
“ Milton Parsed A Text Book for students in training. By J. J. Burston. Melbourne : George Robertson.
This will be found to be a valuable aid to students who are unable to obtain the services of a “coach.” Although we do not agree with Mr. Burston in the classification of some words, the work done has been performed with much judgment. Country teachers especially should not be without a copy of “ Milton Parsed.”
New Grammar of French Grammars : Comprising the substance of all the most approved French Grammars Extant. By Dr. V. De Fivas, M.A., F.EI.S. Melbourne : S. Mullen.
The edition of De Fivas now before us is the fourty-fourth. The book has been evidently most carefully revised. The modernized words adopted in the latest dictionary issued by the Académie Française. have been used to replace older forms, and “ the special wants of English students, who have to turn idiomatic English into idiomatic French,” have not been over-looked. The number of editions through which it has passed shows the favour with which this grammar is held by the teaching profession.
English Historical Reader : Chaptersfrom English History, from the earliest times to the death of Richard III. Melbourne : M. L. Hutchinson. .
This is intended to be used as a supplement to the ordinary class teaching of English History. Like most of the lesson books in Blackie’s
the Romans, formed into what they called a military colony, exclusively Roman. The Roman prefects resided in London, and from this point branched most of the great roads into the interior—both decisive proofs that they regarded it as the most important station they possessed in the island; yet neither did they occupy it alone nor did they subject the inhabitants to the inconvenient restrictions of a garrison town. London remained a free city, where Romans and Britons mingled amicably together, and to which strangers from all parts were encouraged to resort with their commodities.”
REDMOND BARRY.
Founder of the University of Melbourne, Died 23rd November, 1880.
Barry, thou upright judge, whose memory,
Like waveless water on the quiet meres So bright, so clear, thy patriot soul endears,
Too few, alas 1 will fair Victoria see Of men as gentle, just, and good as thee!
Hereafter, in the fulness of the years,
The grateful student, while he often hears Thy name, shall tell his fellows :—“This was ho,
The foster-father of his country’s youth,
Who sowed the seeds of courtliness and truth And art and culture,—seeds which slept awhile,
But blossom now, and bloom to bear him fame,—
Who raised the lasting stones M learning’s pile,
And built himself a monumental name !”
J. Lake.
[The above “ In Memoriam Sonnet ” appeared in the Daily Telegraph on New Year’s Day.—Ed. A.N.]
We are pleased to find that the committee of the Teachers’ Union have determined that a testimonial shall be presented to the Secretary of the Victorian Education Department, prior to his leaving for Europe. A preliminary meeting on the subject was held on the 19th instant.
Dlt. WILLIAMS, M.A., Punt-road, Richmond,instructor of CAN DIDATES for MATRICULATION, Civil Service, and all public examinations. Country students prepared by correspondence. Private tuition.
tP\EMALE ASSISTANT in School on the Bay, wishes exchange with ' Assistant in Melbourne. Address: “Change,” Melbourne.
HEAD TEACHER wishes to exchange with Assistant in Melbourne or Suburbs. Allotment 20 to 30. Many advantages for family; daily mail. 11 miles from Sandhurst. Address: “ H.,” Raven s wood, P.O.
HEAD TEACHER, allotment 20 x 30, 7 miles from Castlemaine, wisbe8 . to EXCHANGE with H. T. or Assistant near Melbourne. Address, “ C.B.A.,” Hotham P.O.
HEAD TEACHER, near Ballarat, present allotment 100 x 125, would exchange with one near Melbourne or on Gippsland Railway. Address: “ Exchange,” Post-office, Ballarat.
HEAD TEACHER and Workmistress in Country School, with safe allotment 50 x 75, six miles from Railway-station, daily mail, would like to exchange to a School near the sea coast. Geelong district preferred. “ Confidential,” Go Lcicestcr-street, Carlton.
HEAD TEACHER, 30 x oO, within twenty miles of Ballarat, wishes to exchange with an Assistant of a large town School. “ B.,” caro o^ Vale, Ballarat.
H
EAD TEACHER, Country, wou’d exchange with Assistant in Melbourne or Suburbs. Address: “Principal,” Schoolmaster office.
HEAD TEACHER, Sea-side School allotment-, 75 x 100, results 90, wishes exchange with Head Teacher near Melbourne, or a higher allotment inland. Address: “Wanderer,” Post-office, Geelong.
"H
“ H.T
Schoolmaster office.
series, it is written in a style calculated not only to arrest the attention but to excite the feelings and draw out the sympathies of the pupils.
Standard Home Lesson Book. Adapted to the requirements of the new code. Melbourne : M. L. Hutchinson.
The selections of the lessons for home study appear to be appropriate. They embrace History, Geography, Grammar, Arithmetic, and Recitation, Sufficient lessons are given to occupy forty weeks in the year. In the upper classes the use of “ The Home Lesson Book” should be productive of goad both to pupil and to teacher.
Elementary English Grammar, based on the analysis of sentences. Part I & 2. Melbourne : M. L. Hutchinson.
This is an effort to put into practice the suggestions offered by distinguished educationists on the importance of the essentials of grammar and analysis being taught simultaneously.
History of Scotland; from Agricola’s Invasion to the Union of the Crowns. By Alexander Whamond, F.E.I.S.; also, “ A Short History of Scotland,’ (12SC-1603) for junior classes, with illustrative readings from standard authors. Melbourne : M. L. Hutchinson.
Although specially prepared to meet the requirements of Standard IV of the Scottish Education code, Mr. Whamond’s book is adapted for use in all classes of schools, both public and private. The same may he said of the Short History for junior classes.
Elementary Mensuration : Lines and Surfaces. Solids. By James Martin. Melbourne: M. L. Hutchinson.
_ The elementary principles of mensuration are here gradually unfolded in a series of paragraphs upon which suitable excercises arc based.
Poetical Reader : for the use of Elementary Schools, by James Martin. Melbourne : M. L. Hutchinson.
Mr. Martin has selected and clas-ified some of the gems of English poetry from Marlowe to Browning. These are preceded by an excellent introductory chapter on English prosody. Taken as a whole, the extracts are superior to most of the school selections published. This book ought to find a large sale in our public schools.
Animal Physiology. A specific subject of instruction in Public Elementary schools. Part 1 and 2. Melbourne ; M. L. Hutchinson.
For the purposes of school instruction, we know of no books on animal physiology superior to those before us. The style in which they are written is terse and simple, while the value of the numerous diagrams given is enhanced through the names being printed on the bones and organs indicated, instead of at the sides, with lines pointing to them. The compiler justly remarks : “ The science of physiology, which concerns
us so closely, cannot fail to be of the most interesting and instructive nature. We think, breathe, talk, see, hear, and feel ; we eat, drink, and sleep ; we perceive the regular heat of the heart, as it, day by day, carries on its incessant work, and perhaps no subject can be more alluring as a study than that which investigates the laws which govern all these wonderful but every-day phenomena.” Part I embraces the first year’s course of instruction, and Part II the second year. We would again call the attention of the minister of Public Instruction to the special merits of the valuable series of school books of which this forms a part. The publishers. Messrs. Blackie and Son, have issued a most carefully prepared a ..d beautifully got up series of books well adapted to the wants of state schools in Australia, although written for British schools. The Readers and Class-books for the more advanced classes would do admirably to alternate with the Nelson series. As we believe the Melbourne publisher is prepared to supply them to the department
twenty-five per cent, below the English publishing price, there ought to be no difficulty in the way of their being introduced to State schools.
London, Past and Present. A Reading Book for Elementary Schools. London : Blackie and Son. Melbourne : M. L. Hutchinson.
The fund of information given, combined with the gracefulness of its diction, make “London, Past and Present” peculiarly suitable for the more advanced classes in Australian schools. It is not an unimportant matter that the youth of the colonies should be acquainted with the history of the growth of the metropolis of the Empire to which they belong. Free use has been made of the wealth of material gathered by Knight, Cunningham, Timbs, Thornbury, Walford and others. An estimate may be formed of the diction of the book from the following extract from the chapter, entitled “ London under the Romans” :—
“ The Romans conquered to civilize. They showed the Britons how to fashion the clay of their soil into bricks and domestic utensils ; to build houses for themselves, temples for their gods, and courts for the administration of justice ; to drain and embank, to cut roads and construct causeways; to lay out their towns in streets and squares, and to surround them with walls and towers. The Britons chose the site of London, but to the Romans we must give the credit of adorning it with its earliest monuments of art.
It was soon perceived by the intellectual Romans that London, though well fitted by its natural strength for a military station, was still better qualified to be a place of extensive commerce. Seated at a considerable distance from the sea, on a broad and navigable river, which, after watering some of the fairest portions of the island, discharges itself into the ocean almost in sight of the continent of Europe, it seemed calculated to be at once the mart for a great domestic and a great foreign trade. The Romans, however, were warriors, and not traffickers ; and they contented themselves with directing the attention of the Britons to the cultivation of those advantages which have raised their capital to the proud pre-eminence which it now holds among the cities of the world. We find, accordingly, that London was never, like other settlements of
EAD TEACHER, GO miles from Melbourne, near Railway, average GO, sewing ; vacancy for P.T.; house 81 p.c., wishes to Exchange wi th in or near Melbourne. Address : “ Wbincrook,” Schoolmaster office.
HEAD TEACHER in Castlemaine District, allotment 50 to 75, willing to - Exchange with Head Teacher of same allotment. Sandhurst or Metropolitan district preferred .Address : “ Neanias,” Post Office, Castlemaine.
,^ECOND ASSISTANT, School 700 x 750, good Night School and extras, l- would exchange with Head Teacher in Country, or Assistant in Melbourne. “ Assistant,” Schoolmaster office.
rpHIRD ASSISTANT, Melbourne School, would exchange with Head .1- Teacher, Country School. Allotment 50 x 75. Address: “Iota,’’
WANTED to EXCHANGE, by HEAD TEACHER, of Country School, Allotment 50 to 75. Workmistress at present vacant. “Alpha,” Schoolmaster office, Queen-street.
GOVE RNMENT AD VE BTISEMENT.
K x —
The following is the list of state school pupils who competed at the late examination for “ Exhibitions,” with the number of marks obtained by each •— .....
(>t Name of Candidate. Maiks School.
Obtained.
1406
112
1252
1436
1492
|
502 |
L. W. Mulcaby ... |
580 |
|
574 |
John Armstrong ... |
565 |
|
1278 |
Francis Langlands... |
553 |
|
112 |
Edwin Corr ... |
550 7 |
|
1566 |
Annie Robs ... |
550) |
|
1542 |
Herbert A. Moerlin... |
548 |
|
1492 |
Albert Thos. Holden |
503 |
|
1542 |
Alfred Jamieson ... |
491 |
|
1278 |
Ernest Bean ... |
487 7 |
|
1886 2143 |
James J. Eraser ... |
487 ) |
|
Henry Dalglish ... |
482 | |
|
800 |
Alexander Crothers... |
479 |
|
117 |
Arthur E. Albiston... |
477 7 |
|
1507 |
W. Pezet ... |
477) |
|
391 |
Lewis Fox ... |
467 |
|
1407 |
Cyril F. dames ... |
462 |
|
1895 |
Elizabeth O’Hara ... |
456 |
|
1436 |
J. Ashley ... |
450 7 |
|
1436 1492 |
David .Dirasey ... |
450) |
|
Charles Baird ... |
444 7 | |
|
1567 |
Arthur Astley ... |
444 ) |
|
800 |
Thomas Grano ... |
4141 |
|
1406 |
Arthur Cameron ... |
414 y |
|
391 |
Campbell Drape ... |
414j |
|
1094 |
Annie Griffiths ... |
407 |
|
1542 |
Fredk. Lucas ... |
401 |
|
2143 |
Herbert Carlisle ... |
396 |
|
1492 |
J. H. Gibson ... |
378 1 |
|
805 |
Norman M'Leod ... |
378 j |
|
1117 |
Angus M'Sween ... |
370 |
|
1084 |
Henrietta Pye ... |
359 1 |
|
1094 |
Wm. Walton ... |
359 ) |
|
2143 |
W. Webber ... |
352 |
|
1406 |
Wm. Lucy ... |
340 |
|
1697 |
Albert Dredge ... |
325 7 |
|
1404 |
Julia Young ... |
325 ) |
|
1436 |
John Wilson ... |
307 |
|
1436 |
James W. Draffin ... |
299 |
|
1436 |
James Trawin ... |
284 |
|
1897 |
Edward Champion... |
253 |
|
722 |
Andrew Regan ... |
222 |
|
2143 1467 |
H. Digby ... Morris Gamble ... |
182 170 |
Price One Shilling, By Post, Is. Cd.
The above book contains the Programmes and Examination Papers of December, 1877, of all the colonies, and is reduced to the low price of
ONE SHILLING.
_The maximum number of marks obtainable
was 850. . , .
The first eight on the list are entitled to exhibitions,” subject to the returns showing that they have attended the requisite number of school meetings.
' G. WILSON BROWN, Secretary.
E
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Hutchinson’s New School Pens, fine and medium,
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Nelson’s Royal Readers.
Park's Manual ot Method for pupil teachers and assistant masters, interleaved, 2s.
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Schcol Slates and Pencils, very cheap.
Thacker’s Educational Games.
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The Newspaper Reader, Selections from the Leading Journals of the Nineteenth Century on events of the day. By Henry Findlater Bussey, and T. Wilson Reid. Foolscap 8vo, cloth boards, 288 pp., price 2s.
The British Biographical Reader, Sketches of prominent Men by Eminent Authors. With Introductory Notes by the Editor. Illustrated by numerous authentic Portraits. Foolscap 8vo, cloth hoards 288 pp., price 2s.
The Shakespeare Reader, being Extracts from the Plays of Shakespeare, specially selected as fulfilling Article 28 and Schedule IV. of the Education Code. With Introductory Paragraphs and Notes, Grammatical, Historical and Explanatory. Foolscap 8vo, 160 pp., clotb, Is.
Myths and Legends of Ancient Greece and Rome. A Handbook of Greek and Roman Mythology, for Schools and private Students. By E. M. Berens. Illustrated from Antique Sculptures. Foolscap 8vo, 330 pp., cloth 3s.
Poetical Reader, for the use of Elementary Schools in England and Scotland. Foolscap 8vo, 224 pp., cloth Is. 6d.
London, Past and Present. A Reading-book for Elementary Schools. With numerous authentic Illustrations. Foolscap 8vo, 288 pp., cloth 2s.
The Scottish Historical Reader; being Extracts from Eminent Writers Descriptive of Events in Scottish History, with Introductory notes. This volume will supply a fuller account of leading events in Scottish history than can be embodied usually in School histories, and being composed chiefly of extracts from the works of approved writers will form excellent reading lessons. It is adapted more especially for the requirements of the Fourth Standard.
The object of this series is to place in the hands of the Pupil a certain amount of Standard work, which will enable him to grasp the leading facts of English History, Geography, and Grammar, and at the same time lighten the work of the Teacher. The questions in Arithmetic arc mixed in order to test the pupil’s knowledge.
M.
GLASGOW BOOK
Srijojoi Department
ON USING LADS’ ENERGIES ARIGHT.
By James Saunders.
Chidren are generally brimful of ardour. It is almost impossible for them to sit still and do nothing. Nor is there anything unnatural in this. The very stars sang in their youth—the stars that now move on so silently and soberly. The new-born lambs upon the bleak hill-side must needs frisk and dance ; and little ones, however poor or naked, let the courts they come from be ever so cheerless and wretched, have still this innate ardour, this natural gaiety and sprightliness. Give them but one strip of blue overhead, one pencil of sunny light descending on them, and it suffices. No matter how narrow the rounds of the golden ladder, it shall be theirs to climb by it. Nothing inspires them with horror save a dark cell.
Now, whatever you do, my friend, you must not check this enthusiasm of youth.
Ii was only a zany who, to prevent his caldron boiling over, hit on the notable expedient of dropping into it from time to time pieces of ice. No ice, if you please ; no dampers, no driving of the runnel back to its fountainhead, no damming the stream at its source. Let it be yours rather to direct the ever-welling springs of youth into a thousand channels, each diverse in current, each alike in purity, watering the garden of life; reflecting—though imperfectly, as lower must needs reflect higher the blue veins of the sky—those calm pulses and sweet influences which now, as of old, are round Eden. Labour not to quench the zeal of your pupils, but to direct it to right and useful ends,
I do not suppose that you are deeply skilled in the science of Phrenology. You do not know your children’s “ bumpsbut you are acquainted, or ought to be, with their dispositions. It rests with you to utilize this knowledge, and turn it to its best account.
In a school, as in the world, each one is a part of the great universal machine—a wheel, a rack, a pinion, an integer employed in evolving perpetual motion, progress, development. 15ut, unfortunately, many have not found, or have abandoned, their true place and function ; they have wearied in well-doing, they have tired in their round of duty ; at present, they but clog and hinder, a misery to themselves as to others.
There is no golden rule by which you can always maintain order in your class other than this one—always keep the children at work. One break, one period of idleness and stagnation—it may be but for five minutes—and your discipline is gone for the morning. For the morning, did I say? Ay, peihaps for all day, and many days. Nay, it may be gone for the whole school year, or perchance for ever. The sun stood still for Joshua, but it is not going to stand .still for you.
Better far that a child should be doing something, even when that something is not exactly in accord with the class routine, than that it should be idle, and a source of idleness in others.
If a boy detests your geographical expositions, but loves drawing maps for himself, in the name of common-sense, let him have occasionally a map to draw.
If the scrubbing of a black-board, or the tidying of a cup-board, or the fetching a pennyworth of chalk, will put a mischievous and troublesome lad in a good temper, aud render him tractable the rest of the day or week, I say, by all means employ his energies thus.
Granted that he wastes ten minutes or an hour. Surely this is preferable to the wasting of many hours,
THE MODE OF TEACHING.
The qualifications of teachers are next to be considered, in reference to the mode of teaching. This has strict relation to the end to be obtained. Among the ancient heathen nations, the Persians, in the time of Cyrus, considered the virtues, especially justice and gratitude, as the main object of education; among the Athenians, accomplishments in arts, sciences, and letters, were the end ; and among the Spartans, obedience was the sole principle of instruction, because that would preserve the ascendency of the laws. Yet neither of these answered their designs, Persia acquired some of the milder virtues, but failed in strength and hardihood ; Athens found that neither art nor science would avail against depravity of morals ; and Sparta found that it was not enough to secure obedience to laws without considering their nature and effect; Persia fell a victim to luxury, Athens to licentiousness, and Sparta to tyranny. Such are the lessons of antiquity ; and its splendid wreck remains an example to warn us against the dangers of partial systems.
But under the new light which the Christian system has thrown over the power and destiny of the soul, a different view has been taken of the end and means of education. We consider the object of education now as twofold :—one to improve and strengthen the mind itself; the other to endow it with whatever is valuable or auxiliary in the duties of life. The second relates chiefly to topics of education, and may in this place be passed by. The first, however, requires an adaptation of means to the peculiar condition of a thinking and spiritual being.
For this purpose the teacher must first place himself upon terms of good-will with his pupil. One comes to receive, the other to give instruction. There is, therefore, a community of pursuit and of interests. Their minds should therefore come together, without which, I apprehend, little instruction is ever conveyed : it will be but the rolling stone of Sisyphus. Now to effect this mutuality of mind, the teacher must from the first show himself capable of instructing, and that it is his happiness aud his pupil’s gain. Then he will have the powerful aid of that sympathy which is the strongest bond of union in the human heart.
HINTS TO TEACHERS FROM WISE HEADS.
No. 3.
By Maria and L. Edgeworth.
The artless expressions of sympathy and sensibility in children are peculiarly pleasing ; people, who in their commerce with the world, have been disgusted and deceived by falsehood and affectation, listen with delight to the genuine language of nature. Those who have any interest in the education of children have yet a higher sense of pleasure in observing symptons of their sensibility ; they anticipate the future virtues which early sensibility seems certainly to promise; the future happiness which these virtues will diffuse. Nor are they unsupported by philosophy in these sanguine hopes. No theory was ever developed with more ingenious elegance, than that which deduces all our moral sentiments from sympathy. The direct influence of sympathy upon all social beiugs is sufficiently obvious, and we immediately perceive its necessary connection with compassion, friendship, and benevolence ; but the subject becomes more intricate when we are to analyse our sense of propriety and justice ; of merit and demerit ; of gratitude and resentment ; self-complacency or remorse ; ambition and shame.
We allow, without hesitation, that a being destitute of sympathy could never have any of these feelings, and must consequently be incapable of all intercourse with society ; yec we must at the same time perceive, that a being endowed with the most exquisite sympathy must, without the assistance and education of reason, be, if not equally incapable of social intercourse, far more dangerous to the happiness of society. A person governed by sympathy alone must be influenced by the bad as well as by the good passions of others ; he must feel resentment with the angry man ; hatred with the malevolent ; jealousy with the jealous; and avarice with the miser: the more lively his sympathy with these painful feelings, the greater must be bis misery : the more forcibly he is impelled to action by this sympathetic influence, the greater probably, must be his imprudence and his guilt.
The desire to excel, according to “ Smith’s Theory of Moral Sentiments,” is to be resolved principally into our love of the sympathy of our fellow-creatures. We wish for their sympathjq either in our success or in the pleasure we feel in superiority. The desire for this refined modification of sympathy may be the motive of good and great actions, but it cannot be trusted as a moral principle. Nero’s love of sympathy made him anxious to be applauded on the stage as a fiddler and a buffoon. Tiberius banished one of his philosophic courtiers, and persecuted him till the unfortunate man laid violent hands u2)on himself, merely because he had discovered that the emperor read books in the morning to prepare himself with questions for his literary society at night. Dionysius, the tyrant of Syracuse, sued in the most abject manner for an Olympic Crown, and sent a critic to the galleys for finding fault with his verses. Had not these men a sufficient degree of sensibility to praise, and more than a sufficient desire for the sympathy of their fellow-creatures ?
At the age when children begin to unfold their ideas, and to express their thoughts iu words, they are such interesting andentertaining companions, that they attract a large portion of our daily attention : we listen eagerly to their simple observations : wo enter into their young astonishment at every new object; we are delighted to watch all their emotions; we help them with words to express their ideas ; we anxiously endeavour to understand their imperfect reasonings, and are pleased to fiud, or put them in the right. This season of universal smiles and courtesy is delightful to children whilst it lasts, but it soon passes away ; they soon speak without exciting any astonishment, and instead of meeting with admiration for every attempt to express an idea, they are repulsed for troublesome volubility ; even when they talk sense, they are suffered to talk unheard, or else they are checked for unbecoming presumption. Children feel this change in public opinion and manners most severely ; they are not sensible of any change in themselves, except, perhaps, they are conscious of having improved both in sense and language. This unmerited loss of their late gratuitous allowance of sympathy usually operates unfavourably upon the temper of the sufferers : they become shy and silent, and reserved, if not sullen ; they withdraw from our capricious society, and they endeavour to console themselves with other pleasures. They feel discontented with their own little occupations and amusements, for want of the spectators and the audience which used to be at their command. Children of a timid temper, or of an idolent disposition, are quite dispirited and bereft of all energy in these circumstances ; others, with greater vivacity, and more voluntary exertion, endeavour to supply the loss of universal sympathy by the invention of independent occupations ; but they feel anger and indignation, when they are not rewarded with any smiles or any praise for their “ virtuous toil.” They naturally seek for new companions, either amongst children of their own age, or amongst complaisant servants. Immediately all the business of education is at a stand ; for neither these servants, nor these playfellows, are capable of becoming their instructors ; nor can tutors hope to succeed, who have transferred their power over the pleasures, and consequently over the affections, of their pupils. Sympathy now becomes the declared enemy of all the constituted authorities. What chance is there of obedience or of happiness, under such a government ?
Would it not be more prudent to prevent, than to complain, of these evils ? Sympathy is our first, best friend, in education, and by judicious management might long continue our faithful ally, and by a proper eeonomy may last for mauy years, and may continually contribute to the most useful purposes. Instead of accustoming our pupils early to such a degree of our attention as cannot be supported long on our parts, we should rather suffer them to feel a little ennui at that age, when they can have but few independent or useful occupations.
Arithmetic.—7897 multiplied by 78. From 100708 take 91785. Express in words 1070410. Express in figures Seven millions seventy thousand five hundred and fifty. In 97 shillings how many pounds and shillings. In 79 pence how many shillings and pence ? In 19 farthings how many pence and farthings ?
Grammar.— Parse simply :—When he was told to go he became quite furious, and he was with great difficulty turned out of the room.
Geography.—1. Where is Cape Comorin ? 2. What joins N. and S. America ? 3. Where are the Straits of Malacca ?
Dictation.—II. Royal Reader page 124. The last paragraph—8— of the lesson part III. on the Northern Seas.
Fourth Class.
Arithmetic.—1. £76 17s. Ilfd, x 87. 2. £8900 10s. 10|d. -f 78. 3. 785 days 10 hours 10 minutes to minutes. 4. Two million ten thousand five hundred and ten yards (long measure) to furlongs.
Grammar —Parse simply—“ There is no chimney, but the smoke goes out at a hole in the top ; that is after it has made everybody’s face very black.” 1. What is the present participle of “Flee” ? 2. What is the objective singular of “Mouse”? 3. What is the superlative degree of “Apt” ?
Geography.—1. Where is the river Don, and where does it empty itself ? 2. What country lies to the North of Peru ? 3. Where is Lake
Erie ?
Dictation.—III. Royal Reader page 80. The last paragraph—four lines—of the lesson on Stories of Tigers.
Comprehension.—“ The women and children were got into the boats. They pushed off, and made for the shore, landed THEIR freight, and returned for another.” What noun does the pronoun their in the foregoing sentence stand for ?
Fifth Class,
Arithmetic.—375 ozs. 15dwts. 15 grs. at £4 13s. Ilfd. per oz, (Practice.) If 37 tons 19 cwt. 2 qrs. can be carried 135 miles 7 furlongs 24 perches for £39 10s., how far can 94 tons 18 cwt. 3 qrs. be carried for the same sum ?
Grammar.—Parse fully—“ The skin has its work to do, and it cannot do its work unless it is kept clean.” Name the following parts of the given verb:—1. Act. potential pluperfect, plural 2nd; 2. Pass, conditional past sing. 2nd ; 3. Act. infinite perfect progressive, of the verb “ To slay.”
Geography.—1. In what country and on what river is Cologne? 2. Name all the tributaries of the Darling ? 3. Where are the following lakes :—Taupo, Moore, Tyrell, Neagh, George, Windermere.
Comprehension—
And Ardennes waves above them her green leaves Dewy with Nature’s tear drops, as they pass,
Grieving, if aught inanimate e’er grieves,
Over the unreturning brave—alas !
Ere evening to be trodden like the grass,
Which now beneath them, but above, shall grow in its next verdure. Explain what is meant by the statement :—“ but above shall grow in its next verdure.”
Dictation.—IV. Royal Reader, page 153, 2nd paragraph ; from “ Full” to !< one.”
Sixth Class.
Arithmetic.—375 cwt. 3 qrs. 241bs. at £47 18s. 11 fd. per cwt-(Practice.) [(-2- - £ + -fi?) -f (2-1- x ll)]—}.. When wheat sells at 4’76shillings per bushel, the sixpenny loaf weighs 3'625 lbs. What will be the price of P375 cwt. of bread when wheat sells for -225 of a guinea per bushel? Value of 376 ozs. 13 dwts. 11 grs. @ £8 17s. 3d. per oz. (Practice)-If a railway train travelling as the rate of 45 mis. 20 per. 4 yds. an hour can go from one place to another in 11 hrs. 37 secs., how many miles an hour must it travel to go same distance in 7 hrs. 20 min. 38 sec ?
Grammar.—Analyse according to Morrell’s second scheme—When the mocking bird is watching by the nest in which his mate is sitting, a rustling is heard among the leaves at the foot of the tree. Give the root, prefix, affix, and language from which derived, of each of the following words :—Nightingale, Antipodes, Discriminate. Plup. ind. pass. 1st sing, of “ To see.” Pres. cond. act. 1st sing, of “ To see.” Pcrf. part, pass, of “ To see.” Parse fully :—The provinces which they have conquered arc well fitted to increase the strength of the empire.
Geography.—1. Name all the Counties in Victoria South of the Dividing range. 2. Name the principal productions, the form of government, and the religion of Russia. 3. Name the British possessions in America (North and South) and Africa. In what country, and on what river is Warsaw ? Lake Rotomahama. Mt. Wellington.
Comprehension—
“ Ye ice falls ! Ye that from the mountain’s brow Adown enormous ravines slope amain—
Torrents, methinks, that heard a mighty voice And stopped at once amid their maddest plunge ;
Motionless torrents 1 silent cataracts !”
Why in the above passage are the torrents called motionless and the cataracts silent ?
Dictation.—V. Royal Reader, page 228, commencement of lesson on The Eye, to word “forms,” in 6th line,
HEADS.
MATTER.
method.
I. W H e r e Found.
II. HOW OBTAINED.
III. Dangers
to WHICH
Minersare
EXPOSED.
Coal is found in various parts of the world, especially in North America and our own country. Tracts of land, from which coal is obtained, are called “coal fields.” They are situated in three different parts of England : The North, the Centre, and the West.
The Northern district includes the six Northern counties.23
The Central district embraces Worcestershire, Derbyshire, Lancashire. Stafford, and Shropshire.
The Western comprises South Wales and Gloucestershire. 2
Coal is obtained from mines, hence it is termed a mineral.3 The men who work in these mines arc called “ miners.” In seeking for coal a hole is first bored in the ground with iron tools. If coal is thus discovered, a shaft is next sunk, having a diameter of 8 or .10 feet, and lined with brick work or iron to prevent the sides falling in. * Having arrived at a bed of coal, the miners proceed to excavate,5 the chief tool used being a pickaxe.” In this way they form long passages to the right and left of the shaft, and when they wish to dislodge a considerable portion at once they have recourse to Hasting. This is done as follows : Having first bored a hole some distance into the rock, they insert a quantity of gunpowder, and then, by means of a light fastened to to the end of a long iron rod,7 they ignite it.
Blocks of coal, weighing several tons, are in this way detached, which would take days, by manual labour, to remove.
When a sufficient quantity of coal is obtained, it is taken in iron tubs, along tramways,8 to the mouth of the shaft, when it is hoisted to the surface by the aid of powerful machinery.
Each coal mine is generally provided with two shafts, so that a perfect current of fresh air may be maintained. In addition to these there are several pipes communicating with the interior of the pit, both for the admission of pure air, and also for the discharge of that which is foul.
(1) Explosions are not uncommon. These are frequently caused by the foul air coming in contact with the lamp of the miner. To avoid this as far as possible, each man is provided i with a safety lamp,0 in which the \ lamp is enclosed in a wire gauze, ! to prevent the air communicating with the flame.
(2) Choke damp. This is a kind of gas generated by the explosions just referred to. In many cases men have escaped the former, but have been overtaken by the latter and suffocated.
(3) Drowning. Large quantities of water sometimes burst into the mines, and, as the miners arc continually coming upon fresh springs, great care must be taken to pump out the water as fast as it accumulates. Hence every pit is provided with powerful steam-engines for this purpose.
What is that black substance which we burn ? Coal.
1 Ask for their names.
2 Th e teacher sh°uld have the map at hand so that these places may be more firmly impressed upon the minds of the class.
3 Are all substances dug out of mines called minerals? Having obtained the answer to this question, explain the difference between a mineral and a metal. The children will, no doubt, be able to give a few peculiarities of each.
Explain this and illus. by diagrams on blk. bd. and by reference to well-sinking.
5 i.e., “to hollow out.” (In an upper class deri ve the word.)
0 What is a pickaxe ? Ask the children if they have ever seen one; they will most likely think of the operations of the roadmen.
7 Why a long iron rod ? To ensure the safety of the workmen.
8 What are tramways ? Why so called ? From a Mr. Out-ram, who invented them to facilitate the transit of coal in the neighbourhood of Newcastle.
0 Invented by Sir H umphrey Davy, and hence called “ The Davy Lamp.” Explain itsprincipal and if possible illus. by a piece of gauze applied to a flame.
METHOD.
10 Ask for other substances possessing these qualities.
11 What is bitumen ? A pitchy substance.
1 2 Refer to these districts on the map.
13 Shew how.
14 What proof have we of tb is fact ? It very frequently happens that the shapes of leaves, twigs, <fec,, of bushes, may be discovered in the grain of a piece of coal.
IV. Qualities.
V. Varieties of Coal.
VI. Uses.
ash.
Teaching, with a survey of some Modern Discussions on the General Question of a Geometrical Text Book ......120
The Standard Pronunciation of
English .........121
Teachers’Registration Bill ... 123 Notes and News ... .. 124
Victorian Education Department— Appointments and Promotions 124 Science Examinations ... 125 Examination for Exhibitions, December, 1880. ... ... 125
Arithmetic for Students in Associated Schools, June, 1880 126 Science Jottings ... ... 127
Books Recently Published ... 127
HEADS, | MATTER.
Coal is opaque, black, brittle, inflammable.10
(a) COMMON coal contains a quantity of bitumen.11 This cakes very much when burnt; leaves many cinders, and much
(5) Canned coal burns with I a very bright flame, and does not soil the fingers.
[c) Anthracite coal will scarcely burn in the open air ; gives out uo flame; neither leaves | cinders.
Coal is generally named from the locality producing it. thus we have Derby, Wall’s End. (This is a Newcastle coal, tbe name, “Wall’s End,” being given it, because it is obtained from the neighbourhood of an old Roman wall, constructed across the country, from the Tyne to the Solway Firth, in order to prevent the incursions of the Piets and Scots.) Leicester, Forest (Gloucestershire coal, so called because it is found in the Forest of Dean,)12
Newcastle coal is often called “sea-coal,” because is is generally taken to London by means of barges.
(a) As USEFUL FOR FIRES. We need fires, not only to warm us, but also to enable us to manufacture our various kinds of goods. Indeed our manufactures depend in a great measure upon our supply of coal.
As our manufactures are carried on upon our extensive coal-fields, we can afford to sell the articles thus manufactured at a cheaper rate.13
(b) In making gas. The coal is heated in air-tight vessels, termed “retorts,” out of which the gas is driven. In connection with this process coke is formed, and also
(c) Gas Tar, which is useful for preserving woodwork from decay.
(d) Paraffin oil is also obtained from coal.
Remarks. Coals are the remains of forests, which have been swallowed up by the earth. Time has changed the vegetable matter into stone, or in other words, has petrified it.14
Every year it is supposed that in England between 30 and -10 millions of tons of coal arc raised, and so abundant is our supply, that, at the present rate of consumption, our coal-fields would, in all probability, last many hundreds of years.
CONTENTS.
School Department—
On Using Lads’ Energies
The Mode of Teaching ... 114 Hints to Teachers from Wise
Notes of a Lesson on Coal 115
Kinder Garten System of Education ... ... 117
Spelling Reform.—No. II. ... 119 Reform in the School Curriculum ... ... ... ... 120
Maladministration of the Education Act ... ... ... 120
The Improvement of Euclidian
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MELBOURNE, FEBRUARY 16, 1881. Political patronage is now universally admitted to be the bane of tbe whole Civil Service. Wherever appointments are subject to the direct influence of the political heads of departments, other considerations than those of competence and fitness are found to determine the choice of Ministers. Nor is the demoralizing effect of the existing system wholly confined to the members of the Civil Service, it re-acts upon the general community and upon the Parliament itself. It is steadily corrupting the constituencies and sapping the foundations of public honour. When a former Ministry could remove a distinguished public officer simply to enable a member of the Cabinet to appoint a relative of his own to the vacant post, without the act of nepotism meeting with public reprobation, or a protest from the Legislature, we can readily understand how the best men in the lower branches of the service have become demoralized by having forced among them the ne’er-do-well relations of Ministers of the Crown and their supporters in Parliament. The unlimited patronage placed in the hands of the Cabinet, and those sitting behind the Treasury benches has, at length, made political life in Victoria little more than a scramble for the spoils of office; these spoils not infrequently forming the subject of common barter between candidates and constituencies. We regard it, then, as one of the most hopeful signs of the day, that a disposition is manifested by the Government now in power to seek a remedy for this admitted evil. That prominent members of the Cabinet, like the Hon. Major Smith and the Hon. J. B. Patterson, should be found to lead the way in so necessary a reform redounds to their credit, and is some guarantee of the sincerity of the professions of the Ministry in I’espect to Civil Service Reform. The Department of Railways and the Education Department have a larger number of appointments and promotions to make annually than any other of the departments of State. From the very nature of the work of teaching, in no department can the evil effects of political patronage be so lasting as in that of the education. Our readers, therefore, will be glad to know that the Minister of Public Instruction has fully resolved to divest himself of the patronage of his department. Some short time back he communicated this intention to the Secretary in the following memorandum ;—
MEMORANDUM FOR THE SECBETARY.
It is my desire, at the earliest opportunity, to bring into operation an amended scheme for the classification and promotion of teachers.
The objects I have in view are—
(L) To render all appointments secure from the exercise of Ministerial, political or departmental influence, and dependent alone upon the literary attainments of the several candidates, their proved efficiency as practical teachers, and length of service ; and (2.) To regulate the scale of salaries, so as (a.) To effect a reduction in the highest incomes at present paid, more especially in the case of female teachers ; and (5.) To provide against the loss of income to which teachers are now liable from circumstances beyond their control. You will, therefore, be good enough, in concert with the Superintendent of the Training Institution,
were all agreed, it was of far less consequence to a child what new subject he took up than how he took it up ; and this depended largely on the teacher’s special powers and tastes. It was a mistake to take up any subject of which the teacher himself knew only a little, and which he had merely got up for the purpose. There could be no real life-like teaching of any scientific subject unless the teacher had himself gone into it a long way beyond the elements.” * * * “ The great
defect of much of the present teaching of specific subjects was that the scholars were plunged at. ouce into the midst of the terminology of a science with which they had no previous acquaintance, and were often provided with meagre text-books which seemed to assume that all science consisted in the memory of a number of hard technical words. Now technical terms were, of course, indispensable, as terms of distinction and classification, but it was essential before using them that there should be something to distinguish and classify. There should be a good basis of known and observed facts, before we attempted in any subject to use the nomenclature of science. And this basis of facts should be secured by simple lessous in unteclmical language given to the lower classes, before any attempt is made to study the subject systematically. Whenever it is intended to take mechanics, for instance, as a scientific subject in the higher classes a regular series of weekly lessons should be planned for the lowest standards, on the simplest machines, or substances used in tools and construction, and generally on the nature of force and properties of matter. So in every other subject which is designed to furnish the class, or “specific ” work of an advanced class, preparatory lessons giving the rudiments of the information needed in that subject might, with great advantage, be taken in reading lessons and oral teaching the year before. Forethought was necessary in planning such lessons, if the unity of the whole school course was to be maintained. In this way we should come to a right understanding of the great difficulty about the use of scientific terms. As a rule, such a term should never be used until it was wanted to embody some fact or distinction already explained. To begin by using a technical term and writing it on the board was to begin at the wrong end. But when a thing has been explained, then it may be said, “ We shall want a word to express this difference, or to distinguish this class, and this is the word generally used.” The word thus elicited, and seen to be required to fix what is already known, is then likely to be remembered. In may then be written down on the blackboard. Perhaps each new lesson may properly introduce some four or five—not more—of such words, hitherto unfamiliar, and it is a good plan to require these words to be written, and to give as a home lesson the question, “ What use did we make of these words ?”
“ It was a great mistake to suppose grammar was an unfruitful study,
5 even to young children. Of course it might be confined to mere technicalities, and be made very dry and valueless. But if a little child in the Second Standard learned to recognise the difference, for instance, between the word “ sail ” when used as a noun and as a verb, and to make little sentences to illustrate this and the like distinctions ; if he went on from stage to stage learning in succession the difference between important and unimportant words, the relations between words, and something of their structure and their uses, and to perform little exercises in composition, graduated in difficulty and illustrative of each grammatical or logical distinction as soon as it had been explained, he was receiving intellectual exercise of a very effective kind. It was worth remembering that grammar was the one subject they taught which appealed least to the memory and most to the judgment; that it was the equivalent in the elementary school of that training in the use of language which was considered so essential in all systems of higher education ; and that, rightly taught, it might be made an excellent discipline, in thinking and in expression, as well as in the better understanding of literature. Grammar, however, was one of the subjects which if taken up at all should not be dropped. There was no harm in dropping geography at the Fourth Standard, and taking history as a substitute, because both these subjects were matters of fact and information mainly. There was no necessary continuity in them ; and every group of such facts, honestly learned, had an interest and value of its own. But mental development was the purpose to be kept in view in grammar ; and hence it was necessary that this subject should be carried on regularly, until in the higher classes the lessons in verbal and logical analyses bear real fruit in improved intellectual perception and in the enlargement of the scholar’s vocabulary,”
the assistant Inspector-General [the Inspector-General was away at the time], and the two senior Inspectors, to consider and advise upon a system of classification calculated to attain those objects. You will have before you the draft scheme which has for some time been under consideration, but this will not prevent you from dealing with the question on any other basis that may seem to you to offer superior advantages. You are requested to furnish your report with as little delay as may be consistent with the subject receiving from you that serious attention which its importance demands.
(Signed) W. Collard Smith, Minister of Public Instruction,
The import called for has been furnished, and is now under the Minister’s consideration. What the nature of the recommendations contained in it are, we of course have no means of knowing, but we are satisfied that any scheme which does not embrace the appointment of a responsible board, through whom all appointments and promotions in State schools shall be made, will fall short of meeting the necessities of the case. Nor will it satisfy the profession as a whole. We make this assertion on the following grounds :—1. Because in estimating the qualification of a teacher to hold some of the appointments under the Department, mere competitive examination would, even though combined with status and length of service, fail to give the best approximate result. A purely mathematical process of eliminating candidates would work greater evils than it was intended to cure. 2. Because the interests involved are too great, and the questions to be decided are too complex, to be safely left in the hands of any one departmental officer. Admitting, as we are sure the whole body of teachers do, the unimpeachable integrity of tbe present permanent head of the department, it is far from probable that there would be a general concensus of opinion upon the advisability of placing the sole power of appointments and promotions in his hands.
Bearing in mind the important factor individuality is in the formation of a successful teacher, and the not less important consideration of the necessity for securing the full confidence and co-operation of the teachers in working out our State system, we are confident Major Smith will be wise to insist upon the appointment of a Board without the sanction of which no appointment and no promotion shall be made. As vacancies occurred under the Department, they could be advertised to the profession, and thus the Board would have the best available teaching talent in the colony to select from. In forming a Board such as we have suggested little difficulty would be experienced in making its composition such as would ensure the absolute confidence both of the profession and of the public. Were, therefore, the Minister to constitute the Board as follows, he would, we believe, attain the object he desires :—The Inspector-General, the Head of the Training Institution, Mr. E. E. Morris, Mr. James Smith, and Mr. Patrick White. No contrivance in which man’s volition is involved is absolutely certain to work without flaw, but a Board similarly constituted to this would certainly “render all appointments and promotions of teachers free from the exercise of ministerial, political, or departmental influence, and dependent alone upon the literary attainments of the several candidates combined with their efficiency as practical teachers, and length of service,” as securely as it is desirable for the public good that they should be. Moreover, it would be acceptable to the great body of the teachers as a recognition of their status, and a guarantee of the Minister’s goodwill. We trust, then, that Major Smith will consider our suggestion, and adhere to the determination he has formed of freeing the Education Department from the stigma openly cast upon it of being one in which rapid promotion can be gained by truculence and political services.
Mr. J. G. Fitcii, M.A., met the members of the Lambeth Teachers’ Association in December last, to consider with them the best means of giving effect to the recent regulations of the Committee of Council on Education, respecting the teaching of class subjects. Mr. Fitch’s public utterances commonly have a very wide application, and we believe the following extracts will command the attention they deserve :—
“ The first thing necessary was for the teacher to denote the subjects which he could teach best, and which he knew how to make most interesting and awakening. When they had got beyond reading, writing, and arithmetic, on the paramount importance of which they
KINDER GARTEN SYSTEM OF EDUCATION.
By Miss W. J. Rule.
One of the world’s greatest infant educators was Johann Heinrich Pestalozzi. While yet a young man, his kindly, generous heart was stirred by the moral depravity and hopeless ignorance of the poorer classes of his native Zurich. He gathered a few of their children into his own house with the intention of instructing them. But the savage state in which they had been reared precluded the use of all known methods, and how to teach them became a difficult problem. They were children of nature. From nature they had received their only lessons, to her they were indebted for suppleness of limb, hardiness of body, activity of motion, and often, too, a quick intelligent eye. To nature then, Pestalozzi, after much thought, turned for inspiration. As lie watched these pauper children at their play he studied nature’s plan of education (the writer would here emphasize the distinction between
education and instruction). From the thoughts thus suggested | he built his beautiful, but, alas, ideal method ; the principles ! of which it is unnecessary here to particularise, or to dwell on i its defects. Bitterly he sighed when he saw how far short of his theory the practice of it fell, even after he had devoted many years of a long life to perfect it.
Among his pupils, however, was a lad, whose early training j —or rather, want of it—together with a nature, gentle, peace-loving, childlike in its simplicity, great intelligence and quick sympathy, peculiarly fitted him to elaborate the system and perfect the application of its principles. Frederick Froebel likened little children to plants, requiring the same careful culture and delicate handling. “ There must be infant gardens,” said he ; and, once having made this decision he relinquished a lucrative occupation, and set apart his life for its accomplishment.
Amidst poverty and war, with no money and few friends, possessing only a strong will, the power of great self-denial, a heart full of love to little children, and that unwavering faith which brings its own reward, Froebel threw all his energies into his self-imposed task, and opened his first Kinder Garten in the village of Keilhau, Germany; afterwards establishing others in Dresden, Leipsic, Hamburg, and other towns and villages in Germany and Switzerland. In 1851 it Avas well established in the former country. In 1854 England saw its introduction by Herr and Madame Bouge, whose untiring zeal ultimately acquired for it a permanent footing in London, where it is now admitted by all thoughtful educators and those who take a lively interest in infant training, to be a vast improvement upon all previously existing systems. Among its present advocates are the well-known teachers— Miss Dorick, F.C.F., Miss Donovan, Mrs. Prait. Frances Mary Buss, also an F.C.P., has caused the introduction of a weekly Kinder Garten class into the North London Collegiate and Camden schools preparatory classes. It is approved by the London School Board, as may be seen by their time-table ; and in the Home and Colonial schools, Gray’s Inn Road, teachers receive practical training in the management of Kinder Garten classes, while a large school on this system has been established in Kensington, from which trained teachers are sent forth to satisfy the increasing demand. Play is the medium employed by nature in developing in the child all mental and physical powers. It performs its studies too, in a healthful and safe manner. No haste or confusion, no cramming of words in the little brain, or limits cramped for want of movement, no weary lessons in unintelligible geography, on things they have never seen, and, therefore, cannot conceive ; no chaosof grammatical rules. All this is absent in nature’s plan.
In its stead we find constant activity, cheerfulness, ease, and a gradual development of all faculties—Troebel saw a high meaning in the “ childish Weakness,” we call play, and he made it the rock on which his system is built. The principle he deduced from it is, “ learn all things by personal experience.'1’
In play he recognised an irrepressible and irresistible longing to do and to knoio. It absorbs their thoughts, and calls forth all their energies of mind and body. “ Play is to the child,” writes Hoffman, “ serious work; it is the refreshing water that quenches his eager thirst, after energetic, restless, healthful activity. A playing child is a true child, aud is not easily subject to troublesome whims or misbehaviour.” Through it a child makes discoveries and experiments, studies the objects, natural or artificial, within his reach, and becomes acquainted with its little world. Take for example a child between three and four years of age. What a repository of knowledge he has become .How well he knows the nursery, the garden, his toys, his mamma’s voice, or nurse’s step. How has it all been learnt? Nature was his guide, personal experience her system of education ! If wre compare the first three years of school life with the first three of life itself, the balance of knowledge, useful knowledge, will be in Nature's favor. The artificial educator, with already awakened faculties, activity ; a thirst for knowledge, and bright intelligence to work upon, has produced only a stumbling reader—a blotchy writer, the possessor of a small library of littlc-cared-for books whose value decreased witli their novelty.
Nature’s plan is, however, desultory. This is owing to circumstances and unavoidable. But the defect opens the path for the artificial teacher, who, to be a successful infant teacher, must follow Nature’s main principles while correcting her incidental errors. A kindergarten teacher is a guide—a director, not an instructor.
To accomplish this the toys must be -well chosen, and the games well studied, in order that something more than momentary surprise and pleasure be afforded to the pupil. Finished toys, therefore, (such as are bought at repositories) are objectionable in Froebel’s system. “ The children must make their own toys,” said he. While thus employed he inculcated habits of industry, perseverance, regularity, order, neatness, obedience.
As materials to work upon Froebel provided six gijts. These consist of four boxes, each containing a solid cube of wood cut into variously shaped pieces, one containing six soft balls, and one with a ball, cube and cylinder.
The first gift, viz., the balls, are of three primary, and three secondary colors. It will be found very appropriate for the nursery ; but may be introduced with advantage into the schoolroom. Its shape should be compared with the roundness of a ring, thimble, pencil, gas globe, &c. ; the materials of which these are made and their various uses are suggestive of many pleasant conversational lessons, while for pupils just entering the ordinary school routine it affords a pleasant half hour’s relaxation. For instance, ten to fifteen pupils are provided witli a ball each, the same color recurring at equal distances. All face the wall. The ball is thrown against it and caught in the rebound, at each succeeding effort the ball is thrown higher and higher. The exercise may also be kept in time to music, or be accompanied by one of the simple kindergarten songs. Or, to practice strict attention, as well as a knowledge of the colors, the teacher names red, green, blue, and the child holding that color throws the ball up and catches it again; or again, objects familiar to the children are named such as, red rose, leaf, fire, and the balls corresponding in color are thrown simultaneously against the wall and caught in the rebound.
The attention is then drawn to the elasticity of the ball, its rotary motion, the rebound, comparison is made between hollow india-rubber and cricket balls. Things are taught rather than ivords, and without making the pupils prodigies of learning, the foundation is laid for the after-study of science, while often a taste for it is engendered.
The second gift-box contains a wooden ball, cylinder, and two cubes, furnished with eyelets and cords. The cylinder stands as medium, combining in itself the roundness of the ball and the edges and surfaces of the cube. All this may be illustrated by using the cords and eyelets. The rotary motion of the cube and cylinder present new shapes to the wondering children, and they set about finding out how it’s done. By this means investigation and reflection are induced.
The third gift.—A wooden cube, rather lai'ger than the preceding, has been cut once in each direction, the result being eight small cubes. With these the child learns to count, to build simple things, to arrange them in different forms. Arithmetic, too, is now introduced. Addition, substruction, multiplication, and division are taught — not by abstract numbers, but by things. Confusion of thought is avoided by confining the attention to the first eight numbers. The judicious teacher will know when to bring forward the figures representing the numbers already learnt.
The fourth gift.—A cube cut into eight planes, or bricks. It may be used separately, or in conjunction with the preceding for building houses, chairs, tables, stalls, and many new and interesting artistic forms. Not only will the child see how one form or pattern can be developed from another ; but neatness, exactness, and regularity will become to him necessities. He will also call his bricks after things that they do not even resemble, for instance, cows, soldiei’s, trains ; these to him are much dearer than the elaborately finished bought toys, for they are the creations of his own imagination, and he can change them in a marvellously short time from soldiers to cows coming home to be milked—agreat recommendation in his childish eyes, and not without its advantages, too, in those of his teachers, for while the one opened the way for a little stoi'y from history, the other suggests a lesson from nature, the use of the cow, what it feeds upon, its color, its horns, its hide.
With the fifth gift—twenty-seven equal cubes, three of which are divided into halves, and three into quarters—we enter an extended, and in many of its features, a new field of study, yielding a rich and limitless harvest of profit and pleasure. Arithmetic advances with rapid strides. Mathematical forms are multiplied, and a few of their technical names may be introduced with care. The number of new forms, or patterns, into which these pieces may be arranged is inexhaustible. In building, too, more difficult shapes may be attempted; houses, churches, colonnades, and monuments, all requiring more skill and delicate manipulation. The first drawing lesson may be now given. With pencil, on chequered paper, the pupil represents the more simple of the flat patterns he has made by using the cubes.
The sixth gift is a development of the fourth, and may be used much as suggested for the fifth, though the last is the greater favorite with children.
The above sketch has been necessarily a slight one, but the writer hopes, in a future paper, to illustrate other kindergarten occupations and toys used with the gifts, and by means of which are taught the alphabet, reading, writing, geography, and the use of the needle.
The hours devoted to teaching children should be short, and always chosen in the morning. Gymnastic exercises accompanied by songs should be freely intermingled with sedentary occupations. The qualifications for a kindergarten teacher are gentleness, sympathy, patience, unvarying cheerfulness, firmness, and a love for little children.
BY JAS. MARSHALL.
In the last paper, we saw that the proportion of good spellers to the pupils attending public schools in America was very small, in fact, so small as to be insignificant, and if we take the majority for our guide, one would fancy that it was the correct thing to be a bad speller. America is a country than which no other in the world pays more attention to the education of its children. It gives the greatest possible intellectual culture to its children, and that in the most systematic and persistent of styles. But after all this, we find that the result, with respect to the faculty of spelling, is a meagre and unpromising one. The difficulty of teaching the young how to spell correctly, according to the present method of constructing words, is so great as to baffle every endeavour to overcome it. It is the multiplicity of sounds attaching to one sign, that makes our language so tantalizing and so indefinite in its constructive aptitudes, or, rather, inaptitudes. That this defect should be at once remedied, I think there is no room to doubt. To be devoid of system or order, is a very serious matter in the case of individuals, or companies of such, but how much more serious is it for a nation to be devoid of order or regularity, and that, too, in one of its most essential elements, viz., its language ? “ Order ! order ! ” the speaker
may hysterically cry, in the House where its statesmen act subversive of discipline and rule, but how much moi'e hysterically must the philologist—the true lover of appropriate word structure—clamour for order ! order ! in the promiscuous mass of unmoulded materials of which the English language at present consists 1 The question here naturally arises, how is it that the English, a nation hitherto so characteristically formulous and formulating, and so shapely and magnificently decorous in its institutions, should have allowed their lingo to drift into disorder at all ? Or, how is it that, having drifted into disorder, it has been allowed so long to remain thus ? It began to get into a state of higgledy-piggledy some three or four centuries ago, and it has been getting worse and worse ever since. In the time of Queen Elizabeth, digressions from rule began to be numerous, as an article presently to be quoted will show. The author of the document referred to was a distinguished litterateur of the Elizabethan era, named John Hart, and, all honor to the zealot, be it recorded, he allowed not his trenchant pen to lie idle while there was so radical a wrong to be redressed. Why, it has ever been said that the Welsh is a language more easily learned’than the English, on account of its being constructed upon an alphabet founded upon phonetic principles. It is true that the Welsh dialect is rythmical and melodious, and in its formation and modulations is as musical as the mountain upon whose side sgrow dark habited trees, whose foliage rustles as the breezes pass by. This superiority in point of ease of attainment is the result, of course, of the extreme exclusiveness of the people referred to. Living secluded in their native dells, no foreign accents have been transfused into their speech. They are characterised by a true philology, and the permanence of rule constitutes the superiority of function of their lingual formulae. The document above alluded to consists of a demonstration of the ridicule attached to the mode of spelling extant at the time at which it was written, namely, a.d. 1569. The criticisms therein contained are as applicable to-day as they were then. Our language, it is true, has changed since that period, but changed for the worse. Spelling reform was urgently needed then, but it is still more urgently needed now. The article is caustic, pointed and humorously critical. It runs as follows :—
“ And now the better to call to remembrance the principal parts and effect of that which hath been said, I will use this allegory, and compare the lively body of our pronunciation, which reason biddeth the writer to paint and counterfeit with letters unto a man which would command an indiscreet painter to pourtray his figure, as thus, (the name of the man is supposed to be YEsop,)—./Esop, coming to the painter, saith: “ Friend, 1 would have thee to counterfeit the quantity and quality of my body and apparel by a craft so lively as those men which have even now seen me may think— wheresoever they may see it hereafter—that the same seemed to represent me unto them as I am now.” The painter answereth— “ Sir, stand you there, and I shall do it as I used to do others, and as all the painters of this country are used to do.” YEsop asketh — “How is that?” The painter answereth—“Though you wore hose and shoes, your figure shall need none. But it shall therefore have painted every apparel by a third more than you wore, and upon every several piece I will mark and write the country's name whence it came, and cause your clothes, as well as the cloth the fur and silk, each of an colour, I will make them the better to be seen of divers' colours. ” This is an allusion to the unnecessary introduction of foreign words into the language, and a too superstitious reverence for derivations, and the adopting of words to express meanings for eucb^rs we already have sufficient synonyms. The writer proceedeth in the words of the supposed painter, thus—“ I will write on your forehead your father’s and mother’s name, that men may see of what stock you came,” another hit at the idiosyncracies of the etymologist. He continues, “ Whereas in some countries, painters did use to make the nose of like quantity to that in the body, we (the painters of England), set others at the end of them, and for making the littleness of the eyes we make the compass of the head greater than the natural, and double the eyebrows.” This is an effective allusion to the irregular practice of giving different values to the same vowels, such as giving a its three powers of long, short, and circumflex, instead of having separate signs for each ; and the doubling of the eyebrows refers to the practice of uniting two vowels to express one sound, instead of creating fresh single signs. A most absurd custom ! The littleness of the eyes alludes to the scarcity of legitimate vowel signs. The painter continues, “Then in the place of ears we do use to paint eyes.” Alluding, to the usurpation of power of certain vowels when one is used to represent the sound of another. J for instance, in the word fir, has the sound of the short e. 0 in the word some, has the sound of u ; and many other instances of the same kind. “And last of all,” the painter says, “I will change the middle fingers and thumbs to other places,” which is a final whack at the incongruity and misapplication of English literals. Then the painter proceedeth to take YEsop’s opinion of the portrait of himself, as it hath been depicted. The painter saith “ How like you this ? Will it not do well?” YEsop answereth “Yes! but I would fain know for what purpose, and the reason wherefore you would do this?” The painterreplieth, “Because the painters of this country for time out of mind have used the like, and we continue therein ; and because it is so commonly received as it is, no man needeth to correct it.” “A good answer,” cried YEsop. But “not good enough” say we reformers of later days, and more matured deliberations. Why follow the droll customs of antiquity? Why should we allow the antiquated to supersede the modern, the dead to enshroud the living, or the dull and lifeless to enthral the bright and new ?
In urging a thorough reform of English orthography, it is not alone the cry of mere discontent that announces its necessity. It is not the mere rabid desire for change that influences those who would agitate for more order, more system, more form in the lingo of the illustrious Britain«. It is rather an opposite tendency to this. It is in pursuance of a desire to preserve the character and type of Britain’s most finished models that spelling reformers wish the “ great body ” of the English | language to be prepared afresh. The language has outgrown its basis, the Roman abecedary. The construction of a new alphabet is the desideratum. This is a truly noble work, and one of which any literary institution might well be proud. What a grand consummation of the literary acquisitions of the long era which closes with the nineteenth century ! To have a new alphabet, constructed upon the enlightened principles of science, and by the joint endeavours of the most cultured and capable men of the most progressive and polished race that has ever existed, wherewith to start upon a new era of progress—what an honored achievement ! This should be the legacy of the present generation to its immediate successor. Posterity would be thankful, and the future nation proud. A new impetus would be given to education, and a filip to the intellectual life of England, a reduction in the cost of national expenditure would be effected, and a large proportion of the human race uplifted from a state of ignorance out of which our present system of spelling is unable to assist them.
REFORM IN THE SCHOOL CURRICULUM.
By C. A. Topp, M,A.
It is remarkable that notwithstanding the great extension of education in recent times, few changes have been made in the subjects of study, in either primary or secondary schools. The three R’s with the addition of a little grammar and geography have been taught in primary schools since early in the century. Latin and Greek, mathematics and a little history have been taught in secondary schools for a longer period. These still form the staple of modern education.
It seems reasonable to suppose that the instruction adapted for the labourers and artisans of the old world fifty years ago, will be hardly adequate or suitable for the children of the farmers, tradesmen, and mechanics of this colony.
Education defined. It should prepare a child for the duties of manhood and citizenship—it should train all the faculties in due proportion. Where two subjects of study afford equally good training for any faculty, that should be preferred which will be of practical utility; studies should afford pleasure ; there being no reason why moderate mental exercise should be more irksome than physical exercise, which is a keen source of enjoyment to children.
Lessons are irksome because the subjects of study are not suited to the age and powers of children.
Before a child attends school his various faculties—physical, mental, manual have been generally developed in due proportion. Illustrations. This ceases to be the case when he attends school. His memory and reasoning powers are trained; while the faculties of observation, his power of using his fingers dexterously, and the physical training are almost entirely neglected. Moreover the lessons which exercise the memory and the reasoning powers are needlessly dry and unpractical.
Outline of a reformed school curriculum for children up to the age of 13 or 14, with the order in which the several subjects should be taken so as to be suitable to the faculties and pleasurable in acquisition.
At every stage the memory, observation, judgment, the hand and fingers, and the limbs should have proper training and exercise, while the simple laws of nature, the duties of manhood, and citizenship, and the institutions of society should be explained before schooling is finished.
MALADMINISTRATION OF THE EDUCATION ACT.
By A. T.
Are the penal clauses of the Education Act strictly enforced, or are the fines so small that parents can, time after time, afford to brave the decisions of the bench 1 More than one inspector has said that parents, in the bush, are so eager for their children’s j welfare, that the fault of lax attendance falls upon the teacher. In other words, that the teacher can draw scholars to school in spite of family wants and other adverse circumstances. This, however, is a conclusion not warranted. Though the attendance clause is very moderate, settlers, in their anxiety to become rich, or under a necessity of filling many mouths, too often keep their children at work so much, as barely to satisfy the minimum requirements of \ the Act. Certainly the conditions of bush life do not favour regular attendance. There are bad roads, long distances, and the
want of proper clothing. For, be it known, inspectors find fault with teachers for admitting children into school without books or boots. Consequently a teacher has either to degrade his manhood by insulting the parents on account of their poverty, or he has to slight inspectorial warning.
It is hard for a man of generous sympathies to act up to the instructions of the Department in this respect. It is all very well for casuists to urge that every walk in life is beset with difficulties. Unnecessary difficulties should not be created for teachers by the Education Department, or by Act of Parliament. Certain tyrannical rulers compelled their serfs to make bricks without supplying them with proper materials ; but history records the fact as an instance of gross despotism. Again and again has it been argued that teachers must be spurred into activity by the system of payment by results, or they will degenerate into a race of laggards. This continual goading is worrying in the extreme, and it is evident that the men who advocate it are not themselves paid by results.
The pains and penalties of this system are in themselves more than an incentive to the teacher to encourage the regular attendance of the children. But in the face of the manner in which the magistrates administer the compulsory clause of the Act, it is ridiculous to hold the teachers responsible. A woman lately left a police court in which she had been fined, and said unblushingly :— “I get fined every quarter, but I can afford to pay it. My son earns more money at work than the fine comes to. ” The system of averages by which a teacher’s wrork is guaged, and his salary is frequently curtailed, finds an apt illustration in Eastern cosmogeny. Oriental pundits teach that the world is placed on the back of an elephant, that the elephant stands on the back of a tortoise, that the tortoise stands on the back of—what? At this juncture,
advocates of the result system contend that the apparent arbitrary standard of ages is the result of long and accurate observation and experience. Other systems have been formed in a similar manner, but ‘‘they have had their day, and ceased to be and let us hope that ere long this baseless fabric called “ payment by results,” will also cease to be.
Not many years ago a fierce controversy raged in the city papers between two rural schools of medicine. A conservative practitioner scathingly denounced the new scheme, and declared his favourite system to be the development of the experience of ages, built up by some of the greatest intellects the world had ever seen. A third party came to the front, and directed attention to a startling coincidence between a letter written by Tacitus and the effusion of the modern medico. The ancient writer lauded the belief of pagan Rome, and scornfully rejected the claims of Christianity which was then slowly making its way.
The subjoined translation of the Latin letter, given at the time of the dispute, clearly points a moral:—“ It (Christianity) is so utterly opposed to our national belief, that one or other must be necessarily wrong. Now the latter is the development of the experience of ages, built up by some of the greatest intellects which Greece and Rome have ever seen, and numbering in its worshippers and priests men of universal reputation. And the other an emanation from the infatuated brain of a madman, that exists, as so many other delusions do, by imposing on that portion of every community which is at all times open to deception.”
No great penetration is required to see which system has come down to us ; neither is there any necessity to enquire after the fate of the so-called eclectic creed. Probably certain modern systems developed by observation and experience will pass into chaos with the men who originated and perfected them. It should be remembered that teachers ought to be conscientious men, men who act honestly towards their scholars. Anyone who understands the subject must admit that the worry to which teachers are at present subject, through the regulations respecting average age, is far from being productive of good. Still there is a faint glimmering of light in the educational horizon just now. A promise has been recently given that a decided change for the better shall be made at once. If I were asked to make a suggestion, I would say :—“ Either abolish the result system, or moderate the age test; and either increase the minimum of attendance, or double the fines, and more rigidly enforce the penal clauses of the Act.”
“ THE IMPROVEMENT OF EUCLIDIAN TEACHING, WITH A SURVEY OF SOME MODERN DISCUSSIONS ON THE GENERAL QUESTION OF A GEOMETRICAL TEXT-BOOK.”
By J. Walmsley, Esq.. B.A.
(Continued from \mge 105.)
There certainly remains to be dealt with, an objection, which would be offered by many without consideration of the whole circumstances, and withdrawn again by most after they have reviewed those circumstances with care. This objection is to the quantity of work which we have arranged for the pupil to go through.
Now. good mathematicians find it difficult to recall the time which intervened between the period when they were perfect masters of the text of Euclid, and that at which they began to experience the consciousness of power to handle geometrical principles as implements of original investigations, That interval of time, now for them perhaps lost in oblivion, if it can only be brought again to mind, will be remembered as a very dreary and an ill-spent portion of their early training. This feature of early studies lias been spoken of by mathematicians of high eminence ; and we may, therefore, not hesitate to assume its existence for students in general.
The inference, we wish to draw, from this condition of the usual mode of transition from proposition to deduction, is that the gain will be on the side of the plan which fills up the time of the transition with continuous work. The gain will consist of great decrease of failures, and in actual abridgment of the time required by those who succeed. It seems a mere question of most ordinary calculation, that, as the work is to be done, it were best to do it continuously. To venture upon analogy with the cultivation of the bodily muscles, the professor in the gymnasium would certainly prefer to take achievements one at a time, and progress with careful graduation of difficulty. He would, no doubt, encourage determination, enterprise, and inventiveness, but he would make his general training proceed by the most careful graduations.
Mr. Wilson refers to another feature, which may be alluded to here most appropriately, when he says that the necessity of frequent illustration in geometrical teaching is not felt by mathematical teachers generally, because of their own special talent, as a general rule, for mathematics ; inconsequence of which the experiences of less intelligent people have never been theirs; and, therefore, they cannot, if they would, recall them. This may fairly be adduced in favour of the course which has been advocated.
Now, when we look at the work we have been thus accumulating for the teacher, the question now arises, are we to render him any help ? This we should answer with some deliberation ; for it is important.
Many will say, that the competent teacher will know the explanations and illustrations, examinations and exercises required, in order to fix in the minds of his pupils the course of learning which he prescribes. Why not leave it all in his hands ?
Now, evidence is not lacking, that teachers exist who, for practical purposes, may be said to know all this. We might even admit that the subject is so well situated sometimes, as to be in the hands of men who not only are able, but have sufficient leisure time to carefully provide all that is required for their work. But, without hesitation, it is entirely denied that this combination of favourable circumstances often occurs.
It is not presumptuous, in the first place, to doubt the existence of any large body of teachers who are qualified, without book aid, to undertake this work at all readily. When the teaching of the past has been of one kind, the teaching of the present, being recruited from that of the past, will have of necessity a family likeness to it, except in so far as it is turned in other directions by the influence of later precept and training. Now, this training is not widely in course of diffusion, as yet; it is a work whose need is as yet very imperfectly understood, and whose progress is therefore chiefly a concern of the future.
Other small considerations might be urged here ; as, for example, the teaching of Euclid in junior classes, which in many schools must have but comparatively untrained teachers.
But, to turn to the question of time required by a teacher to consider and prepare for his work, we must remember that he generally has more subjects than one, and certainly more classes than one. Many of us have, indeed, several subjects which we more or less keep in charge. For such, the wear and tear of the mental work involved in keeping our-selvas, not simply provided in an ordinary way, but absolutely fully and completely stocked with illustrative and catechetical matter for all occasions, is quite enough to decide the point that we are in need of extraneous help which can be given.
We will not glance here at the saving of time which may be effected in this way ; as this question of time will perhaps be a more difficult point to debate, without reference to analogy or other subjects upon which we may now very briefly enter.
A good teacher of Grammar can certainly give examples freely and copiously to illustrate his work. Do such teachers rely on themselves alone? Wc might repeat this for other subjects, as Latin and Natural Philosophy, and more especially in Mathematics.
But we will only ask, of Arithmetic, What teacher would get over his ground at a reasonable pace and safely without books of examples? And of Arithmetic and Algebra—What book would accomplish more than Euclid does in his way, without special explanations and exercises ?
Let us now turn to another aspect of the whole subject; in regard to which some suggestions will be ventured upon. For these no warrant has been found from any published source ; but, as having arisen naturally, in the course of teaching experience, it is hoped they may be fairly offered to the consideration, and for the judgment of, teachers.
Some time ago, during a series of experiments, as often guided perhaps by analogy as by the nature of the principles which were being dealt in, the notion was gradually formed that, just as the mental branch is a very important feature of common Arithmetic, so there was much to be said for a system of Mental Geometry. Now, Mental Arithmetic may, for convenience, be divided into two varieties, which differ but little except in regard to the special purposes in view. In the one kind, we use mental work to clear up principles and produce readiness in the application of rules ; in the other, we have in view the needs of business life. If there be any useful Mental Geometry, there will doubtless be two such kinds. Here, however, we are about to urge the claims of one kind only, and to illustrate them. What can be done now in this way will be but sketchy ; but to practical teachers, will perhaps be adequate for the exhibition of the leading ideas.
It is specially to be remembered, that we have in view clear apprehension first, then ready application of the theories of the subject. It is not necessary to press the matter far, for present purposes ; nor to embrace in the operations of this kind of training all the theorems of early Euclid. This might be done by anyone who chooses to carry it to that extent; but, at the outset, it may be at once and fully allowed, that, when mental work ceases to facilitate the entire work to be done, in the expenditure both of effort and of time, its claims become unworthy of notice.
It will, of course, be an advantage to proceed from the simple to the complex, in this, as in any other work, if that course be considered. With Mental Geometry, this may be best accomplished if it be reserved for revision at some special stage; e.g,, when the twenty-sixth proposition of Book I. has been reached.
The chief practical obstacle which wc have to overcome lies in what we may call the verbiage of the subject, if the other associations of that word have not become too unpleasantly controversial. The task is not peculiar to Geometry, however, and consists in attaining the greatest possible brevity in stating the work which we are cutting out for our class to do. The use of this will soon be clear to any teacher who attempts to set little exercises orally on any proposition ; for he will probably find his progress slow, because of the fact that he requires to use so many words in stating his question or problem. Obscurity even may arise from the same cause. We therefore come to the question, What means can wc devise of setting our work in the readiest possible manner ? For this purpose, the judicious use of two dots, or sometimes three, in connection with the diagrams employed, has been found to render great service. But it is well to state explicitly here, that by means of these dots we are to save the language of the teacher only ; and not, in any way, that of the pupil. Perhaps, on arriving at our illustration on Proposition IV., if not before, we shall render it positively clear how this is. (To be continved.)
THE STANDARD PRONUNCIATION OF ENGLISH.
By Mr. Alexander J. Ellis, B.A., F.R.S., F.S.A., F.C.P.
It is rather hard for a lecturer to confess that the title he has chosen for his lecture is, strictly speaking, nonsense ; a,nd moreover, when he has contrived, by considerable latitude of interpretation, to give his title some real meaning, it is humiliating to confess that the thing about which he has to lecture does not exist, certainly never has existed, and very possibly never will exist.
Let me begin with the nonsense. What is language ? Nothing whatever but a series of spoken sounds, by means of which thought is conveyed from a speaker to a listener. The mysterious link between sound and sense I shall not endeavour to describe. After all that has been said about it, its nature is entirely unknown, and its existence is certain. This must suffice us to-night. I am speaking, and you, more or less correctly, follow my thoughts, each probably slightly differently from his neighbour, and every one almost bertainly differently from myself. Yet, substantially, wc understand one another. The generic agreement and the specific disagreement, are however both importantjiactors in the science of language. But now suppose I should call upon each of you in turn to read from my manuscript. Would you each utter the same sounds, and each adopt my sounds ? I should be extremely surprised if this were nearly true, excluding of course all but natives of England. Are wc then speaking the same language? Each of us understands the same speaker as before, and follows the thoughts. Hence there would be, as before, a substantial generic agreement, and a specific but noteworthy disagreement. You might indeed find it difficult to discover the difference of the sounds, because your attention would be fixed on the sense, and you have been accustomed all your lives to overlook specific differences, and be content with generic agreement. It is necessary, I find, for this purpose, to withdraw the mind as much as possible from the matter, and fix it on the manner. Otherwise only very glaring differences strike the listener. And it is well that this is the case, as otherwise intelligibility would be rare. The point which I want to impress upon you is, that every one of us has his or her own peculiar set of spoken sounds to convey thought, that is, his own private language, which is more or less different from that of each one about him.
But what is pronunciation ? In the modern acceptation of the word, it is the utterance of spoken sounds. Hence, when I am talking of the pronunciation of a language, I am talking of the set of spoken sounds of a set of spoken sounds,—which, if not nonsense, is very like it. Let us sec then if we can bend this notion into some sort of sense. Each of us has his own language. Good. How did he acquire it ? I am not going into the question of origins, nor shall I trouble you with a discussion of whether the first fowl came from an egg. or the first egg from a fowl. Each of us here present, at any rate, acquired our set of spoken sounds in the first instance by bearing those around us and endeavouring to imitate them, in which we never exactly succeeded, and endeavouring to attach the same meaning to each of those sounds wc imitated, as the speaker did, in which wc succeeded perhaps still less. Hence the language of each of us is more different both in sound and sense from the language of our fathers, than from that of our contemporaries who have had similar environment. This is the origin of that secular change of language which in the course of a few hundred years produces very wide differences indeed. But, while wc thus change both the sounds and their senses, we have the full feeling that wc preserve both. To our minds the words remain, and it is only their form that is changed, as a man remains the same from boyhood to old age, although sufficiently different to be almost unrecognisable to one who has not seen him in the interval. We express this by saying that the language has remained the same (meaning that words in themselves are the same), but that its pronunciation and acceptation have altered. It’s the case of the highlander’s knife over again. He put a new blade, and his father a new heft, but it’s his grandfather’s knife all the same. Hence arise the conceptions of persistent language and chang-
Read the large capital letters always in the senses they have in the following words, which are all in the usual spelling except the three underlined, meant for foot, then, rouge.
bEEt bAIt bAA
KNlT nEt gxAt
iiEIght fOIl Yea Way
Pea Bee Toe Doe
Fie Vie THin DHkn
eaR R’ixg eaRK’ing R is vocal when no vowel follows, and modifies the preceding vowel, forming dipthongs, as in PEER, PAIR, bOAR, bOOR, hERb.
ing pronunciation, and acceptation. I dismiss the latter, though it would be well worth an hour’s excogitation, because I shall have my hands more than full of the former.
Now there comes a new and an entirely artificial element into consideration. The changes wc have been discussing were quite natural, arising only from our powers of appreciating and imitating sound, and supplying sense. You may think that I made a great omission in defining language as a series of sounds, because I did not cons:der the born deaf and dumb. I purposely left them to this place. Their language is addressed not to the car but to the eye. There may therefore be a visible as well as an audible language. And this will no doubt follow similar laws of change. But I wish to consider visible, simply in relation to audible language. As a sound calls up a-thought may not a sign, instead of calling up a thought immediately, do so mediately by calling up the sound first ? Wc all know that it does. You are quite aware that I am reading, that I have before me a series of signs which by long association recall to my rnind the scries of sounds by which I hope, more or less accurately—rather less than more I fear—to make your mind conceive a certain series of thoughts. The mediate character of writing is thus very evident. How it arose is, roughly, well known. There was first the picture of an object, which recalled its name at once. Then there was the use of that picture, or a sketch of it, gradually growing more and more conventional to recall only the beginning of its name—forming a syllabary. Then the grouping of several of these parts of words to form a new word. Finally the reduction of a syllabary to an alphabet where each sign represented much more nearly an element of sound. This is one process, and it prevails in its ultimate form in Europe. But there was another. The series of signs were as before reduced to mere scratches, but were never referred to the sound. They remained, as to the born deaf, a visible language which called up the idea directly, and these ideas were combined in forms, roughly adumbrating the actual combination of ideas in thought. This wonderful contrivance exists in China, as a true medium of thought. Strangely enough, these visible signs recall totally different and mutually unintelligible series of sounds to the hundreds of millions of people who use them, to which the only European analogue is the Arabic numerals which are used as the same visible language of calculation, recalling in different countries mutually unintelligible sounds, but the same mutually intelligible conception. We see, then, by these two instances, that we may have symbols which recall thoughts first and spoken sounds or language afterwards. These two methods of record should be kept distinct. The true European notion was to recall sounds, by means of an analysis of them into their elements, and thus to fix and perpetuate the series of sounds used at any time. These visible symbols possessed one great advantage over the audible—they were permanent, they could be exactly reproduced at any time, they did not appeal to the memory for the multitudinous whole, but for a few comparatively insignificant parts, of which the whole was composed. The sound fled, and was recalled, often very incorrectly, by an effort of memory. The sign remained and could be referred to at any moment, and for as long as we pleased. What wonder then that the collection of written symbols came to be considered as the language, and each little group one of its words, and the sound that was to be attached to it, its pronunciation. It is generally in this sense that we speak of the pronunciation of a language at the present day. Nothing would seem to be easier. Here wTe have the symbol which is compounded of a few out of twenty to fifty different signs, more or less, the meaning of each we are supposed to know, together with the mode of combining those meanings—hey 1 presto 1 there’s the word 1
Not so fast unfortunately. A good many untoward circumstances have tended to spoil this happy result. In the first place, the original analysis was very faulty and insufficient. In the second place, the"conception was so brilliant, that symbols intended for one set of sounds were incontinently borrowed, and used in a new sense by nations who had different sets of sounds, and wc don’t know how they used them. England, Germany, France, Spain and Italy, for example, all use the Latin letters ; but he would be a very wizard who could tell us, from knowing how the Romans spoke and seeing the written symbols of these modern nations, how the English, Germans, French, Spaniards, and Italians sounded the borrowed symbols. In the third place, the persons who were at first able to write or read the symbols, were few and far between, and the tradition of the sounds and the meaning of alphabetic writing was so little appreciated by those who had to do the work, that the same symbol was more or less allowed to remain, even after the sound it was meant to recall had already past. This misfortune became still worse after the invention of printing, when a mechanical reproduction of visible forms was of more importance than an intelligent grouping of them in the alphabetic spirit. In our own country in particular, the changes of sounds so far outran the changes of signs, (as I have learned from my own especial studies during the last fourteen years, so that I am speaking from actual knowledge and not from conjecture,) that we are practically reduced to the Chinese state of a visible language, without its beautiful representation of combined thoughts by combined symbols, and have actually to memorise the sound to be given to each of the many thousand written symbols of the language, which it is our lot to have to read and write. That is, our visible words are dumb, and we have to trust to teachers and our memory to make them speak. Hence, then, we have a very new, very urgent, and very important meaning to attach to the pronunciation of words. Most of us,—I can answer for myself and yet I have been a w'ide reader for more than half a century, and have devoted much more time than men are generally able or willing to devote, to the study of the sounds of our language and their connexion with the written symbol,—most of us, I say, are continually comiug across written words which we have never heard, and which therefore W6 do not know how to vocalise. What do we do ? Ask some one who knows. But where to find him? Turn up the words in a pronouncing dictionary, where the relation of sign to sound is restored. But how do we know that the writer of that dictionary knew ? Where and how did he get his knowledge ? Is it knowledge at all, or is it guess, at best mere analogy 1 That’s the complexion to which most of these dictionary makers come in the long run. Buchanan, the Scotchman, who published one of the earliest pronouncing vocabularies in 17GG ; Sheridan, the Irishman, who brought out the first pronouncing dictionary in 1780, just one hundred years ago ; Worcester, the American, whose work is just now in the ascendant: how do these know better than many millions of educated Englishmen, whom they kindly undertake to teach, how to pronounce English ? John Walker and Benjamin Smart were indeed worthy Englishmen, who laboured hard at their vocation, but did not they too often—well, say, invent and lay down the law, act as the fate of words, and tell people, not how those to whom the words were familiar really spoke them, but how these epocrats determined that they ought to be pronounced.
And this brings me at once to the very subject of my lecture, which you must have fancied I was not going to begin till it was time to go away. The pronunciation of different people at any one time is different. The pronunciation of different people at different times is still more different. The words with which our vocabulary teems were invented at different times (I had to invent the word “epocrats” just this minute), and how is the tradition of their original form to be preserved ? What is the series of sounds to be attached to our written symbols at any given time, say this moment, and why ; In other words, what is the staudard pronunciation at which we are all to aim ? And here comes my humiliation, as I commenced by averring. There is no standard, there never mas a standard, and, so far as I can see, there never mill be a standard pronunciation of English or of any other language in the world,
“ Oh, come !” I can fancy your thinking, “ that’s jumping a little too high, Is not your own pronunciation up to the standard ?” How cau it be, if there is no standard to come up to ? No one can take the paltriest pocket dictionary, aDd give you the pronunciation you ought to adopt of every woid. He may tell you—with much hesitation at times— the pronunciation he himself adopts of such words as he uses. Nay more, he can tell you in many cases pronunciations differing from hia own, of many of the same written words, employed by persons quite as well fit to have an opinion on the subject as himself. But there will be sure to be a number of words he never heard, and perhaps never used, or words which he has used and sounded on the spur of the moment, not knowing whether other people pronounced in the same way, and possibly finding out afterwards (it has occurred to me) that they didn't ! Also, if he has studied the subject, especially if he has looked at it historically, he may be able to see what pronunciation would best suit the analogies of other similar words with which he is more familiar, and he may therefore recommend pronunciations—but let him beware of saying that such pronunciations ought to be adopted, if he does not wish to be knocked down at once by some forgotten analogy. We have in fact absolutely no standard, and those who set up as authorises differ constantly from each other. Worcester (1846) has paid great attention to this part of his subject, and generally gives under each word the opinions of Sheridan 1780, Walker 1791, Jones 1798, Fulton and Knight 1S02, Perry 1805, Enfield 1807, Jameson 1827, Webster 1828, Knowles 1835, Smart 1810, Reid 1844, as well as bis own, and to these should be added Gull in Ogilvy, while perhaps the cheapest and most widely spread pronouncing dictionary is Nuttal’s. I cannot give the dates of the first editions of the two last, but they are comparatively recent. Each of these writers endeavours to convey the sounds by means of a revised alphabet in which the words are respellcd. But there is a difficulty'- in explaining what are the sounds to be attributed to the new letters, and how these sounds affect each other in combination. Very few if any of the writers cited had thoroughly studied the sounds of human speech (Smart and Cull are the best exceptions), and their mode of representation is often so deficient that I, who have had to study many of them with minute and laborious accuracy in order to dig out their precise meaning, have frequently failed in my endeavours. But I abstain from criticism, as I should weary you, and time would fail me if I were so rash as to go into the minutiae of speech sounds. It is, however, deserving your attention, that we have not yet a system of even expressing speech-sounds and their combinations, with sufficient accuracy and sufficient durability, to really record a standard pronunciation with such accuracy that our symbols could be read and the sounds reproduced a hundred years hence. We must be content with roughly indicating it. The means I shall use for that purpose is my own Glossic, of which I gave an account in this room some ten years ago, and which may be
sufficiently explained for my purpose to-night by the following scheme :_
Key to English Glossic.
cAUl cOAl cOOl
xOt nUt fUOt
fOUl fEUd WHey Hay
CHest Jest Ki^ep Gape
Seal Zeal ruSH rouZHe
Lay May Nay siNg Read a stress on the first syllable when not otherwise directed. Mark stress by (•) after a long vowel or ei, oi, ou, eu, and after the first consonant following a short vowel.
Use I! for R:, and RIl for RR’, Mark emphasis by (•) before a word-when a vowel follows, except in
elementary books, where r' is When three or more letters come retained. together, of which the two first
Seperate th, dh, sh, zh.ng, by a may form a digraph, read them hyphen (-) when necessary. as such.
By the help of some such alphabet as this, which has the merit of not requiring any new types, and is therefore immediately available, we can record pronunciation with a considerable degree of accuracy for the present time and place, which is all that is needed to-night. But it is evident that some comprehensive standard alphabet thoroughly understood is a first condition for the record of any pronunciation, and until we have it there is no hope of our fixing pronunciation at all, or laying down an approximate standard of speech.
A Bill to Provide for the Registration and Organisation of Teachers.
[Prepared and Brought in by Sir John Lubbock, Mr. Playfair, and Mr. Arthur Balfour.)
Continued from Page 93.
Register of Teachers.
11. The Council shall form and keep a register of persons engaged as teachers in schools under this Act; it shall be called the Educational Register, and is in this Act referred to as “the register.”
12. A person shall not be qualified to be registered, unless he or she is twenty-one years of age, and is at the time of applying to be registered engaged as a teacher in a school under this Act; and •
(1.) Is a graduate by examination of any university in the United Kingdom, or of any foreign or colonial university, approved by the Council for the purposes of this Act; or (2.) Holds a certificate by examination issued under the authority of the Education Department; or
(3.) Holds a certificate by examination of membership of the College of Preceptors, or of having passed any higher examination of that College; or
(4.) Holds a certificate by examination from the' Council by this Act created ; or
(5.) Holds a certificate of having passed a special examination of any university in the United Kingdom attesting the fitness of the holder to practise the profession of a teacher ; or
(6.) In the case of teachers of any special subject, such as drawing, music, or the like, has satisfied the Council that he or she is qualified to be registered as a teacher of that special subject; or (7.) Is at the passing of this Act bona, fide engaged as a teacher in a school under this Act.
After a date to be fixed by the Queen by Order in Council, a person shall not be qualified to be registered, unless he or she possesses one of the qualifications numbered (1), (2), (3), 74), (5), and (6), in this section.
13. The Council shall not enter on the register the name of any teacher not being qualified as a university graduate under sub-section (1) of the last foregoing section, if he is for the time being engaged in any public elementary school as defined in this Act, whether under a School Board or otheiwise; and shall not enter on the register the name of any teacher in any other elementary school—
(1.) If the school is for the time being declared inefficient by the Education Department; nor J
(2.) In any othei case, until the applicant has produced evidence to the satisfaction of the Council that the school is efficient.
14. The Council may, in any case or class of cases, refuse to enter the name of any applicant on the register, until he or she has produced evidence to their satisfaction of his or her <mod moral character.
15. Every applicant for registration shall, unless this requirement is in his or her case dispensed with by the registrar, make a statutory declaration under the Act 5 & G William IV,, chapter sixty-two that he or she is qualified to be registered.
1G. Subject to the provisions of this Act, the Council shall enter on the register the name of every applicant for registration who proves that he or she is qualified to be registered.
17. (!•) I he Council may make, revoke, and alter rules with respect to the register, and the classes into which it is to be divided, and the naiuie of the qualification entitling to registry in each cla^s and the evidence to be produced by applicants for registry.
(2.) The Council may grant under their common seal a certificate to the effect that the person therein named is entered in the register and stating the class in which he or she is registered, and the qualifications which justified the registry, and such other matters, if any as they think expedient. J J
(3.) The Council may from time to time make in the register all ncccssaiy altciations in the qualifications and addresses of registered persons, and shall erase the name of every person who has died or is the head teacher of an elementary school, which is for the time’beintr declared by the Education Department to be inefficient.
(4.) If the Council send two letters at an interval of not less than four und not more than six necks, addressed to any registered teacher at his or her registered addressed, inquiring whether he or she has ceased to be engaged m the practice of his or her profession, or has changed his or her residence, and no answer is returned to the letters within six months after the second letter is sent, the Council may erase the name of the teacher from the registci; but the name of any person erased under this provision shall be restored by the Council on good cause being shown by that person.
(5.) The Council may, if they think fit, remove from the register the name of any person who has been punished with imprisonment on conviction for any offence, or is found after due inquiry to have been guilty of immorality, drunkenness, or any misconduct which renders him or her unfit to be a teacher.
18. A school under this Act, of which the head teacher is for the time being registered, shall, for the purposes of the Elementary Education Act, 1870, and the Acts amending the same, be deemed to afford elementary education.
19. Every applicant for registration under this Act shall pay to the registrar, or to such person as the Council appoint, such fees as the Council from time to time direct, not exceeding the sums hereinafter specified ; that is to say,
In the case of a person applying before the first day of January one thousand eight hundred and eighty-one, two pounds.
In the case of a person applying after the first day of January one thousand eight hundred and eight-one, jive, pounds.
20. The Council shall, in the month of January in every year, cause to be printed, published, and sold under their direction, correct copies of the register as existing on the thirty-first day of December then last preceding.
21. A register purporting to be kept in pursuance of this Act shall be deemed to be in the proper custody when in the custody of the registrar, and shall be of such a public nature as to be admissible on its mere production from that custody of evidence of all matters entered therein in pursuance of this Act.
Examinations and Courses of Studies.
22. The Council shall institute inquiries into and report upon—
(1.) The courses of study and examinations which are from time to time requisite for obtaining the degrees and certificates qualifying for registration under this Act; and (2.) All such examinations and inspections of schools under this Act as are conducted by or under the superintendence of any of the English universities, the College of Preceptors, or any persons or body of persons who undertake the duty of instituting, conducting, or superintending such examinations and inspections ; and for that purpose shall place themselves in communication with the governing bodies of those universities and of that college, and with those persons and bodies.
23. The Council shall have the power, by examiners for this purpose appointed, to hold examinations of persons desiring to be registered as teachers under this Act, and to issue certificates of their qualifications in the knowledge and practice of teaching.
Offences,
24. Every person who forges or fraudulently alters any certificate given under this Act, or forges or counterfeits the seal of the Council, or by any false or fraudulent representation or declaration, whether orally or in writing, procures or attempts to procure himself or herself to be registered under this Act, and every person who aids or abets in any such offence, shall be deemed guilty of a misdemeanor, punishable with imprisonment for any term not exceeding twelve months.
25. Every person who falsely pretends, or falsely adopts or uses, any style, title, designation, or description importing that he or she is registered under this Act, or that he or she holds a certificate signifying such registration, or that he or she is registered in or holds a certificate of registry in a higher or other class than that which he or she is actually registered in or holds under this Act, or that he or she holds any qualification under or is recognised as a teacher by the Council, shall be liable, on summary con viction, to a penalty not exceeding twenty pounds.
All penalties incurred under this section shall be paid to the Council.
26. The Council may institute any proceeding for punishing an offence under this Act, and may pay any costs thereby incurred as part of their expenses under this Act.
Supplemental.
27. Teachers who shall be registered under the provisions of this Act shall be exempt, if they so desire, from serving on all juries and inquests whatsoever, and from serving in all corporate, parochial, ward, hundred, and township offices, and from serving in the militia ; and the name of any registered person shall not be returned in any list of persons liable to serve in the militia, or in any such office as aforesaid.
28. All money received by the Council under this Act, shall be applied in carrying into effect the provisions of this Act.
29. The Council shall once in every year make a report to Her Majesty, stating their proceedings under this Act during the past year, an account of their receipts and expenditure during that year, and such matters as they think expedient with respect to , the courses of study, examinations, and inspections into which they are directed to inquire under this Act. They shall also, in their annual reports, state such matters relating to the training and examination of teachers and schools, as they consider most conducive to the improvement and general extension of such examinations, especially in the case of endowed schools, and call attention to any deficiency in the powers entrusted to them, with the view of obtaining fresh powers, if needful, for the proper carrying out of the objects of this Act. Each of these reports shall be laid before both Houses of Parliament within fourteen days after the meeting thereof, if Parliament is then sitting, and if not, within fourteen daps after the next meeting of Parliament.
Rictorran (^bucaftmt Rep art meni-
The Educational Courts of the International Exhibition were visited on the 9th instant by the Hon. Major Smith, in company with the Inspector General and the head of the architectural branch of the Education Department. At the conclusion of the visit, Major Smith instructed the Inspector-General to bring officially under his notice, with a view to effecting purchases, the school apparatus and school furniture which they deemed to be an improvement uprni that now in use in Victorian State Schools. We trust that the gallant Major will avail himself of the opportunity presented him of forming the nucleus of a museum of school material and school literature.
The first of a scries of Scientific Lectures to be given, under distinguished patronage, by It. Emerson M'lvor, Esq. B.Sc., was delivered in the Melbourne Athenaeum on the 11th instant. Sir Ferdinand Von Mueller, Baron, occupied the chair. There was a good attendance. After an introductory dissertation on the power and constituent bodies of the several gases, Mr. M'lvor dealt with the chemical and physical changes of matter. "Carbon,” he said, “was simply the black combustible matter found in coal, coke, and other similar matter. Carbon was the essential constituent of all organised things, and there was no living thing that did not, more or less, contain it. Vegetable matter contained carbon to the extent of about 45 per cent., and the human system contained about the same proportion. He then dealt with the combustible effect of coal, wood, and other properties, and said that charcoal in burning produced carbolic acid. The diamond was combustible too, and this was first suggested by Newton, but afterwards proved by other philosophers. The combustion of the diamond was afterwards sufficiently proved by science, and Lavoisier, the great French chemist who fell by the guillotine during the revolution in France. Many attempts had been made to produce diamonds artificially, and several chemists had used charcoal—but unsuccessfully—for the purpose. Mannay’s attempt to produce diamonds artificially was the only one that proved successful. It was the result of no mere accident, but of a careful and indomitable study of the subject for years. Mr. Ilannay adopted a system of research, aud discovered that gases were capable of dissolving solids. The process consisted of taking a long iron tube, very strong but possessing, a small narrow bore, into which he introduced a number of chemicals, and so produced the diamonds. The process was a costly and difficult one, but he (Mr, M'lvor) felt satisfied that in course of time the experiment would prove a great success.”
A MEETING of subscribers to the fund for the erection of a tombstone on Mr. John Batman’s grave in the eld cemetery, was held, says the Argus, yesterday afternoon in the Town Hall. Sir W. H. F. Mitchell, M.L.C., occupied the chair, and about twenty gentlemen were present. The hon. secretary (Mr. J. J. Shillinglaw) announced that £100 13s. 8d. had been collected, chiefly made up of shilling subscriptions. Mr. D.
C. M'Arthur suggested that a granite stone with a marble tablet for receiving an inscription should be erected. After some discussion the Hon.
G. F. Belcher and Messrs. M'Arthur, Coppin, Rusden, Were, and Shillinglaw, were appointed as a committee, to call for designs, and ascertain the cost of those sent in, and to report to another meeting to be held within a month. A vote of thanks was passed to the chairman, and another to the press, for its assistance,
China has hitherto claimed the honour of seeing the first flash of gunpowder, but it is not improbable that it may have to share this distinction with India. It is said, upon the authority of Dr. Oppert, that gunpowder was invented in India long before the days Berthold Schwartz, or Roger Bacon. Firearms were also in use.
On the 30th November the Right Hon. A. J. Mundella, M.P.. VicePresident of the Council, attended at the Mechanics’ Institute, Keighley, for the purpose of distributing the prizes and certificates gained by successful students in the trade school and evening science classes, the Art school, and the elementary evening classes in that town. The Mayor of Bradford (Mr. A. Holding) presided. Mr. Mundella, before distributing the prizes, gave an address to the meeting, in the course of which he said that when in Keighlejr in 1871 he expressed his regret that they had no Board school in the town, but they obstinately stood out against one for seven years, and a great misfortune he believed it was to the town. He had that day been through their elementary schools, and they would make Keighley another place in another generation from the Keighley of to-day. The system of education they now had would, in the course of thirty or forty years, change the moral and the material character of the entire place. He wanted to draw a moral from what he had learned there. He was behind the scenes, and know precisely how they stood educationally, and he said that no town in England could furnish a better illustration of the need and the importance of direct compulsion to schools than the town of Keighley did. When Mr. Cross’s Factory Act was passed in 1874 it enacted a standard by which no child conld pass from half-time to full-time unless he could pass the standard. If a child failed at thirteen to pass the 4th Standard, that child had to continue one year longer in an elementary school. The 4th Standard could be passed by a child generally at ten years of age. In their case between 300 and 100 children came up the first year for examination, aud not one in ten could pass the 4th Standard. The loss in wages to the parents of those children could not have been less than £3,000 for the year. This year he found there were above 200 children over ten years of age in the schools at Keighley who could not pass the 1st Standard—a standard that should be passed at seven years of age. There were more than *>00 in the 1st Standard, and who could not pass the 2nd Standard. If the 2nd Standard had been fixed as the half-: time standard they would have had between 700 and 800 children rejected, and the loss in wages alone for every year they were kept out of the factory would have been £6 for each child. He was sorry to j say that in Keighley they had the lowest standard for half-time employment of any town in England—the 1st Standard. He thought that the ideal of the educationists in Keigbly came nearer to what he hoped to see realised in England than in that of any other town in the country. They had yet much to do, but they had got hold of the right idea. They began with good elementary schools ; they had set up good secondary schools ; there was science teaching in their trade schools, adapted to their local industries ; they had utilised the endowmients of the town for the benefit of poor scholars; they had established in that institution night classes, in which most suitable aud valuable instruction was given in connection with their local manufactures ; and they had also a rendezvous there for the -working man, in which he could spend his nights aud go home at once a happier and a better man, instead of spending them in the public house. He was glad to hear that they had done better this year than ever before. He was very glad to hear that they contemplated establishing in that town a weaving and dyeing school at a cost of £5,000. Mr. Holden had contributed £1,000 and the Clothworkcrs’Company of London had offered another £1,000, and he | did not think that the great city guilds could do greater service to technical education than by bringing it into the industrial districts and placing it at the doors of the people. Technical education, if it was ever to be brought to bear upon our manufactures, must be brought to the very doors of the people and be made easy of access. He believed that the drapers’ and other London companies, if solicited, would come to the rescue, and the remainder of the £5,000 would be forthcoming. He concluded by asking his hearers to strive to do what they could to perfect this work of education, and then Keighley would be in the future as it had been in the past—in the van of education amongst the towns of Yorkshire.
APPOINTMENTS.
Alice Dober, H.T., Yourang North, 2301; Alice Vipoud, 1st Assist., Broomfield Gully, 1719; Sarah Bailey, H.T., Murra Warra, 2344 ; Mary Dodd, H.T., Canmom North, 2349; Jas K. Ward, H.T., Kurting, —; Annie Thurman, H.T., Strathdownic E., — ; John C. Hodd, H.T., North Wangaratta, — ; Amelia M. Yeoman, H.T.Irrewillipe E., — ; Francis J. Bell, 1st Assist., Bright, 776 ; Hy. Brown, II.T., Wildwood, near Sunbury, — ; Catherine Standisli, H.T., Sugar Loaf Creek, —; John Stephens, H.T. Dunmunck% South,—; Michael J. Boland, H.T., Wirchilleba, 2303; Edwd. J. Box, H.T., Trafalgar, 2185; Mary M'Millan, H.T., Invormay, 882; Catherine Coomber, II.T., Kellalac, No. 3. 2358; Annie M'Donald, 1st Assist., Alfredton, 1091 ; Mary J. M'Phillimy, H.T., Brighton North, 2325 ; David II. Gilmore, H.T., Brown’s Plains, 821; Sarah Phillips, H.T., South Kerang, 2346 ; Emily Short, H.T., Oxley Flats,—; Helen Sinclair
H.T., Eildon, 1496 : Timothy Carrigg, It.T. Sarsfield, 1228; Francis Rae,
H.T., Bunker’s Hill, 729; Phoebe Fay, H.T., Beveridge, 1476; J. A. Do Ravin, H.T., Tabilk, 951; Sami. S. Glass, H.T., Nillacootie, 1099 ; John Livingston, II.T., Naringaningalook,—; A. W. Tindall, H.T., Spring Bank,,2283 ; IT. B. Williamson, H.T., Bremin, 1964 ; Herman Lampe, H.T., Tarranginnie, 2355 ; John A. Christopherson, H.T., Footscray, 253; Charles Daley, H.T., Kurting 2353; A. W. Appleton, H.T., Macarthur, 1571; Wm. Portoous, H.T., Mitta Mitta, 887 ; J. A. Todd, H.T., Longorenong, 2294; Thos. N. Williams, JI.T., Warrabkook, 1423; Bridget T. Rogan, H.T., Lake Buloke, 2360; Bridget Murphy, II.T., Boorhaman, 2241; Wm. John Jack, H.T., Talgarno, 1954; John Isaac Bult, H.T., Cobaw and Langley-road, 2132; Mary Mill, II.T., Watch-box Gully, — ; Fredk. G. Tregent, II.T., Wanalta Creek and Moora South, 2287; Matilda Campbell, H.T., Mount Richmond, 1625; Ellen Boyle, II.T., Lake Goldsmith, 929 ; Maud Hammond, H.T., Dandenong Range, 2329. _____
The following are the papers set by the Victorian Education Department to candidates who presented themselves at the examination in Science held on December last:—
METALLURGY.
1. Define the terms reduction, oxidation, sublimation, and give metallurgical examples of each.
2. What is the source of lead of commerce, and how is the ore reduced ?
3. Describe Plattner’s process for the extraction of gold.
4. What are the ores of antimony, and how would you distinguish them from the ores of lead, bismuth, and arsenic ?
5. Describe a “ wet process” for the extraction of copper'from its ore (sulphide).
6. What are the processes for separating gold from silver and copper ?
7. Describe the stages of iron smelting in blast furnaces.
8. What is the composition of the following alloys:—German Silver, Brass, Pewter, Bronze. Type Metal, Bell Metal.
9. Describe the method of assaying auriferous quartz, sulphide of antimony, and tin ore.
10. Describe briefly the methods employed in electroplating with silver, nickel, and gold. What solutions are used in each case ?
MECHANICS AND HYDROSTATICS.
1. State the three “Laws of Motion.” What experimental proofs have we of the truth of these laws ?
2. Forces equal to 40 lbs. and 9 lbs. respectively act at right angles to each other at the same point. Find the magnitude and direction of their resultant.
. *. y-piXL) = expression for required quantity. 3. Find the value of
7oP — 3{b — c) Ha - + 9(S- — cx)
I
3
aH
when a — 3 = If b — lie.
9 7 1
1 x 3 * 7 ¡1 x 3 x 7 v 1 X 1 X 3
(8-7)= J 49 = 7
x + 2
... ■iy + 3- l.
3a; - a:2 —2 ) a;3 a;+ 3 1
(a; - 2)2 2a;2 - 6a: + 12 (a;-2)2
x
(x- 1) (x - 2) (x - 3) ' (a:2
~ (by cancelling) {%_?>) 1
6) [x - 2)
Ans.
x - 7 2x-15 x + 7 -14+1 2a; -If
2x ■
2a;- 13
2a; + 14 2a: - 8 or 2a; + 14 “
3. A uniform rod 3 feet in length weighs 10 lbs. ; a weight of 5 lbs* is attached to one end ; find the position of the point about which the whole will balance.
4. Explain the terms stable, unstable, and neutral as applied to the equilibrium of right bodies, and give familiar illustrations of each kind of equilibrium.
5. The lever of the safety-valve of a steam engine has its fulcrum at one end, and presses on the valve at a point 3 inches from the fulcrum ; a weight of 10 lbs. is fixed to the other end of the lever; the weight of the lever itself is 1 lb., its length 1 foot, and its centre of gravity is 4 inches from the fulcrum. Find at what pressure of steam the safety-valve will begin to blow, its area being 4 a square inch.
6. A heavy stone is let fall over the edge of a precipice and takes 9 seconds to reach the bottom. Required the height of the precipice.
7. A heavy body is suspended by a fine string 29 36 feet long. What will be its time of oscillation as a pendulum ?
8. Define the term “ Specific Gravity.” How would you proceed in order to ascertain the specific gravity of a substance lighter than water ?
9. Describe the common suction pump. If the piston of such a pump be 3 inches in diameter and the height of the pump spout above the water in the well 17 feet, what force will be required to move the piston when raising %vater ?
10. Give a full description illustrated by rough sketches of an ordinary railway locomotive.
11. Carefully explain the expressions “ Energy, ” “Conservation of Energy,” “ Dissipation of Energy.”
GEOLOGY AND MINERALOGY.
1. Construct a table shewing the principal geological periods, placed in chronological order.
2. Name some of the characteristic fossils of the upper [and lower Silurian rocks.
3. In what formations do we find the following fossil plants :_
Lepidodcndra, calamites, and sigillariee, fossil shells, ammonites, ortho-ceras, pentameras, lingula ?
4. To what geological period does the basaltic rock of [the" Keilor plains belong ?
5. Define the terms vein, lode, dyke, bed, stratum, dip, strike, fault.
6. What is the mineral composition of granite, syenite, diorite, basalt, marble, gypsum, slate, and sandstone ?
7. Into how many systems are crystalline forms divided? Give the name and fundamental form of each system.
8. Explain and shew by drawings the relation between the cube and dodecahedron, the rhombohedron and hexagonal prism.
9. Give the characteristic blowpipe tests for galena, cassiterite, stibnite, bismutite, chromite, psilomelane.
10. Give the scale of hardness. Explain its use.
11. Name and describe the crystal-models, minerals, rocks, and fossils submitted.
ACOUSTICS, LIGHT, AND HEAT.
Three hours mill be allowed for this paper.
1. How has it been shown that sounds of different pitch are propagated ■with the same velocity ?
2. Explain how the various notes are Droduced (a) on a violin, (b) on a flute.
3. Why are some combinations of musical sounds agreeable and others disagreeable?
4. If a vibrating tuning fork be held near the ear and caused to revolve, the loudness of the note heard will alternately increase and diminish. Explain this.
5. Why are shadows thrown by the electric'light much sharper than those thrown by the sun ?
6. Draw a diagram showing the course of the rays by'which a person sees the image of his own nose in a plane mirror. *
7. Explain why a straight stick partially (obliquely) immersed in water appears bent.
8. State what you know of the structure of the eye and the use of its principal parts.
9. What is a spectrum ? What information does a spectrum give as to the nature of the source of the light by which it is produced ?
10. Explain fully the method of filling and graduating an ordinary mercurial thermometer.
11. A freezing mixture is applied to a vessel full of water at a point between the top and botton of the vessel. State in order the changes which will occur in the water.
12. From what height must a lump of ice fall in order that the heat generated by its collision with the ground may be sufficient to melt it ?
13. Why is it warmer inside a glass conservatory than in the open air ?
14. Explain the production of the trade winds.
CHEMISTRY.
Three hours will be allowed for this Paper.
1. Contrast the chemical functions of “ Metals” and “ Non-metals.”
2. What body is obtained when Sulphur is burned in common air, and the resulting substance brought into contact with the higher oxides of Nitrogen and water ? Describe the preparation of this body on the large scale.
3. I want (10) Litres of Chlorine gas at 15 cent, and 740 m.m. B. What chemicals will be necessary, and how much (in grammes) of each ?
(N.B. Working-out to be sent in).
4. What arc the physical and chemical data upon which the determination of the Atomic Weight of an “ Element” is founded ?
5. Name the two substances principally used for bleaching purposes. Explain their respective action as bleaching agents.
6. What is the composition of the following substances? viz :—
I. “ Mottled ” Cast Iron,
II. Flint Glass,
III, Fireclay,
7. Common Air. Of what is it composed ; and what are the respective uses of its constituents with regard to plants atd animals ?
8. What are the main physical and chemical data required in the examination of Soils? Mention also the chief inorganic constituents of plants.
9. Give the average “ proximate ” composition of Wheat Flour, dividing the “ heat producing ” from the “ flesh forming ” ingredients.
10. What is the “ proximate ” composition of milk ? How may this be shewn ?
BOTANY.
Three hours will be allowed for this paper.
1. To what order of plants does the genus Eucalyptus belong?
2. What are the characters of that genus and its chief economic products ?
3. Mention a few of the most useful genera in the orders Solaneæ, Gramineæ, Leguminosæ, Coniferæ, Rosaceæ, and Liliaceæ, stating which are Monocotyledonous. and which arc Dicotyledonous.
4. Describe botanically the characteristics of the order Geraniaceæ.
5. Describe the botanical difference between the “Native Heath’ (Epacris) and the “ True Heath” (Erica).
(!. To which Natural orders do the following vegetables belong :— Cabbage, Lettuce, Radish, Onion, Pea, Bean ?
7. To which natural Orders do the following wild Australian flowers belong :—Boronia, Anguillaria, Pultenæa, Pimelea, Ileliptcrum, Thely-mitra ?
8. Describe the reproductive and nutritive organs of Anguillarina australis (the “ common Victorian Snowdrop”) and the peculiarities of the various forms of the plant.
9. Give a brief outline of the vital processes of plants.
10. Give a short description of the general principles of the Natural System of classification.
EXAMINATION FOR EXHIBITIONS, Dec., 1880
ALGEBRA.
Solutions by J. D. Healy, State School, No. 1252, North Carlton.
1. Explain these terms used in Algebra, giving examples of them :— Co-efficient, index, positive, binomial, homogeneous, an identity, an equation.
For No. 1 see any Standard Text Book.
2. Write down the algebraical expression for a number which when multiplied by itself will give as product the quotient obtained by dividing twice the sum of x and y by three times the excess of x over the sum of y and z ?
2(x + y) — twice sum of x and y.
3[x-y -z) = three times excess of x over the sum of y and z.
. *.—= square of required quantity.
+ C7 ab{2 c- - ab) - (2a - 3b)3 +
a-b _ Ÿ7ab[2c" - ab)
(2*i-3&)3=-(6-7)3 = -(-l)2 = l 7a*-3(b-c) 63 - 3(| - 2) 62
Ga3 4- 9(&*-e8) 54 + 49 - 72" 31 “ 2
. '. 3 + 7 + 1 + 2 or 13. Ans.
15a:3 + 35a:2 + 3x 7
4. Reduce 27** + 63a:3 -12** -28a:to lowest terms* 3a;(5a;2 + l) + 7(5a;2 + l) ~9x3(3x + 7) - ix(3x + 7)
(3a:+ 7) (5a;2+ 1) fia;2 + 1 ^ (9a:3 - 4a-) (3a; + 7) ~9xx-4x AnS*
5. Simplify
x +1
(x -2){x — 3) (a: —1)(3 — a?) x + 1 x + 2
(x-2)(x-3) (x~l)(x-8)'t(x- 1)(*-2) ( (x- -G)(x-2) x-- 1 — x2 + 4 + a;2 - 9 (a; — 2)2
(x — 1 )(a: — 2)(a; - 3) ' (xN - G)[x - 2)
a;2-6 (a; —2)2
x •
1
6. (i.) Solve equation — 'n -^ = —2x+l4 b.Y transposing, &e.
2a:-15 2a; - 6
(2a;- 13) (2a:-6) = (2a;-15) (2a;+17) 4a; 2—38a; + 78 = 4x2 _ 2a; - 210 .*. 36a; = 288 a; = 8. Ans,
(ii.) Solve
x +a 2*
x3 - x-a
, 3-
x + a x + a
*' a ~x + a'ra[a- — *-) x + a 2x *2 (x-a)
‘ a ~ x + a ~ a(x + a) (x - a) x + a 2x x2 * * a x + a~~ a(x + a)
(x + a)" -2«*-*2
a3 - ax1 2* x-(x-a)
, +
3
= 3 3
a(x + a)
. .——— „g ' 'a(x + a)
•,—^— = 3 x+a
\ 3x + 3a —a
(iii.) Solve
3x = — 3a + a — - 2a
2 a
. \ x— - -g-' Ans,
5*— 8i = 7y-14 )
2x=y + y s
= - y (fl)
■f (*)
From 1st we get 5* — ly -From 2nd we get 2x — y-Multiplying b by 7.
we get 14« - ly = 5 (a) 5* —7y— - V
.*.9*= V
.-. 18*-21 '
* = 14. Ans.
Substituting this value of x in (b)
y — V Ans.
7. Find the respective times between 8 and 9 o’clock when the hour and the minute hand of a watch are 1st., exactly opposite to each other; 2nd, at right angles to each other ; 3rd, co-incident.
Let * = number of minute spaces travelled by minute hand in order to be exactly opposite hour hand.
x = minute spaces travelled by hour hand in same time.
12
Since there must be exactly 30 minute spaces between the hands to be opposite.
* - ¿=40-30 11* = 120
* = 104-£ minutes past 8. Ans.
That the hands may be at right angles there must be 15 minute spaces between them,
.-. * - — = 40-15-25
12
11* = 300 .*. * = 27tV past S.
*
Also * - Y2 =40
Ans.
.*. 11* = 480, and * = 43x\ pastS.
8. A butcher bought a certain number of bullocks, and a certain number of calves for £214, paying for the former, £7 5s. per head and for the latter £2 10s. per head. If the number of calves had stood for that of bullocks, and vice versa, the total price would have been £38 less. How many of each class did he buy ?
!_ Let * = number of bullocks.
, Lot v = number of calves.
29* 5?/
.%-^ + f -=£214 29* + lOy = £856 (a)
Again ~ - £214 - £38 = £176
29y + 10* = 704 (5)
Multiplying «by 10 and b by 29
290*+100y = 8560 290*+ S41?/ = 20416
.-. 741y = 11856
. \y = 16. No. of Calves.
Substituting this value of y in a we get 29* = 856 - 160= 696
* = 24. No. of Bullocks.
ARITHMETIC FOR STUDENTS IN ASSOCIATED SCHOOLS, June, 1880.
Solutions by Jno. McDonald, Coleraine.
1. (a) See ordinary Text Book, (b) Find and write in words the least number that must be subtracted from seven hundred and nine thousand, nine hundred and nineteen millions, three hundred and six thousand'and seven, in order that the remainder shall be an exact number of times as great as ten millions, eight thousand, six hundred and four.
709919306007 = 10008604 = 70930 with remainder 9024287.
This remainder is the number required.
Ans. Nine millions, twenty-four thousand, two hundred and eighty-seven.
2. The maximum payment to a teacher for results is half of his fixed salary. A teacher’s annual income if he got the maximum payment for results would be £180. His income is actually £13 ISs. 3d. per month On what per centage of results is he paid ?
Maximum annual income = £180.
.•. fixed salary = £120; and max. results = £60 but real income = £13 18s. 3d x 12 = £166 19s.
.’. real results = £166 19s. -£120 = £46 19s.
As £60 :£46 19s. : : 100 : percentage.
100x939 939
60x20 12
= 78'25 Answer.
3, A waggon loaded with hay weighs 3 tons 19 cwt. 114 lbs, The weight of the waggon alone is 40% of weight of load, which is worth £13 15s. 5|:d. Find value of hay per ton.
Load weighs °f combined weight of waggon and load; i, e. A£A of 3 tons 19 cwt. 1L£ lbs.
Load=f- of 3 tons 19 cwt. 114 lbs.
As -f- of 3 tons 19 cwt. 114 11^. : 1 ton : : £13 15s, 5Jd. : val. of 1 ton. y of 19 tons 15 cwt. 56 lbs. : 1 ton : : 275=uS.
cwt. ■ - — • ■ £4407
of
T X - I. , X
= £4 17s.
20 cwt.
4407
x ——— = „ 16 x 20
6d. Answer.
16x20
-«so
4. Find by practice the value of 291 lbs. 8 ozs, 14 dwt. 14 grs, of gold @ £3 17s. 10^d. per ounce. .
10 dwt. = ^ of 1 oz.
4 dwt. = 4 of 1 oz.
12 grs. = § of 4 dwt. 2 » = i of 12 grs-
|
£3 |
17s. |
104d. |
price |
of 1 |
oz. |
|
3500 | |||||
|
13628 |
2 |
6 |
price |
of 291 lbs | |
|
1 |
18 |
Hi |
10 |
dwt | |
|
15 |
6* |
4 | |||
|
1 |
nu |
) 9 |
12 |
grs. | |
|
8 0 |
9 9 |
2 |
9 9 | ||
|
£13630 |
19 |
3 -4| | |||
Price of 291 lbs S ozs. 14 dwt. 14 grs.
5. A town allotment having a depth of 2\ chains was sold for £196, which was at the rate of £924 per acre. What was the length of its frontage and the price of each foot in tire frontage ?
Allotment contains ac. = x 10 = -%> sq. chain.
.'. frontage = 44} = a — chains.
= |4| x s. x 2t2 = yds. frontage.
= 18 yds. 2 feet.
. *. whole frontage = 56 feet, and price of each foot in frontage = £196 + 56 = £3 10s.
Answer :—Frontage, IS yds. 2 feet.
Price of each foot in frontage, £3 10s.
6. If the work done by a man, a woman, and a boy, be proportione respectively as 3, 2, 1 ; and if 9 men, 15 women, and 18 boys, working 8 hours a day, finish certain work in 208 days, how many men, with 12 women and 9 boys working 10 hours a day, would finish same in 160 days ?
15 women = 10 men, and 18 boys = 6 men.
’. 9 men, 15 women, and 18 boys = 25men,
As hours 10 : 8 ) days 160 : 208 j
= 26 men to finish in 160 days, working 10 hours a day ; but there are 12 women and 9 boys employed = 11 men. . *. the work will require 15 additional men.
7. Show how you would calculate mentally—
(a) Product of 272 and 250.
Divide 272 by 4, and multiply the quotient by 1000.
2724-4 = 68. 68 x 1000 = 68,000 Ans.
(£) Price of 7 lbs. ® £8 13s. 4d, per ton.
Price of 1 ton = £8|.
. *. price 1 cwt. =8§s. =8s. 8d.
7 lbs. =TV of 1 cwt.
. \ price of 7 lbs. = A of Ss. 8d.
= 6 pi. Answer’.
8. (a) Explain the terms principal, interest, amount, true discount,
mercantile discount. See ordinary text-book. ■
(i) On what principal would the comp, interest for 2 years @ 6 per cent, per annum, equal the simp, interest on £494 8s. for 2 years 6 months @ 5 per cent, per annum.
25 men
Comp. int. on £100 for 2 yrs. at 6%
1st int. = 6 2nd princ. = £106 6
2nd int. = 6\36
1st ,, = 6
Comp. Int. = £12-36
Simp. int. on £494 8s. for 2 yrs 6 mths. @ 5%
= 494-| x 2-4 x yA-
= £61-4
£6PS.
As 12-36 : 61'8 : : 100 : sum required.
=r= 6 KSO v 100 To i
= £500. Answer.
9(a) Explain and prove the statement—“We divide J by a fraction when we multiply by it inverted,” See ordinary text-book.
T7T '
TT X (3tV ~ -it')
72 + 30- 12 + 29
2
17
1 7
3
TT
— 1 1 9
—
=
X TT X A
116
792) 1200-(1-51 792
4080
Kima
(» 8&»p“fr {A+2J-Aof i
45
51
28
24 + 105- 10
45
10. By what quantity must the sum of 1.201, .009 and .0161 be divided so that the quotient shall be identical with the product of 3.05 and .05 ?
1-201 3-05
•009 -05
•0161 --
- -1525
1-2261
1-2261 -f -1525 - 12261 -f 1525 1525)12261-00(8-04 12200
' 6100 6100
Answer S "0+
11. (a) Reduce-yUA to a decimal, correct to four places. 396)17 -00( -0429 15 81
1160
792
3680 Answer 0-129
3564
(/>.) Express '7032 as a vulgar fraction in its lowest terms. .. 7032-7 7525 1405
9990 9990 1998 '
(<?.) Express a foot as the decimal of a link.
A foot = 12 in, 1 link = 7‘92 in.
12
7-92
3960
1200
792
408 Answer l oi
“ Forewarned is not always forearmed.” The late landslip at Naini Tal took place close to where an almost equally bad one occurred in 1865.
To those who have to drink the turbid Yan Yean, filters are a necessity.
It^may please them, therefore, to learn that at the Exhibition, in connection with the Sanitary Science Congress at Exeter, an excellent filter was shown by a French firm. Its excellence consists in the ease with which the filtering material may be cnanged.
If we haven’t been in Switzerland, we at any rate know what a Swiss chalet is like. A very good case has been made out for the suggestion that the chalet is a “ descendant ” of the old lake dwelling.
The liquefaction of oxygen created a new field of experiment. One of the results is before us in the recent liquefaction of ozone. A pressure of 95 atmospheres was applied and then suddenly removed, tlie^ result being a beautiful blue liquid.
France is arousing herself in the matter of education. One of the minor indications is that the Minister of Public Instruction has caused an edition of Herbert Spencer's work on Education to be published for gratuitous distribution in France. How many Victorian teachers have read this work ? Where’s the Major ?
BOOKS RECENTLY ISSUED FROM THE PRESS.
(Copies of which can be obtained at the prices quoted through, Messrs
S. Mullen, CoUins-st. H., and M. L. Hutchinson, Collins-st.
IV.. Melbourne. A liberal discount is allowed to schools taking several copies.)
Boys’ and Gills’ Book of Science, The, Strahan, 5s.
Boys’ Playbook of Science, by J. H. Pepper. George Routledge and Sons.
Composition, by J. Stainer. Novelle. 2s.
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First Lessons in Greek, by J. W. White. Macmillan, 4s. 6d.
First Steps in Latin, by F. Ritche. Rivingtons.
Glossary of Idioms, by C. Cassal. Trubner, 2s. fld.
History of France, 1789-1848, Vol. 7, by A. Gallenga. S. Low and Co., 24s.
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International Atlas and Geography. Letterpress, by J. Bryce. Collins, 63s.
Key to examples in Euclid, by J. Todhunter. Macmillan, 6s. fid.
Library Cyclopedia of Geography, by J. Bryce. Collins, 15s.
Manual of Zoology for ¡Students, 6thed., by H. A. Nicholson. W. Blackwood, 14s.
Oratory and Orators, by W. Matthews. Ward and Locke, Is. fid.
Outlines of Physiography, by W. Lawson, 2s. fid. cl.
Physiology for Practical Use, third edition, by J. Hinton. C. K. Paul and Co., 5s.
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Synopsis of Elementary Results in pure and applied mathemetics, by G.
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A SECOND ASSISTANT in an up country school, 300-350, wishes to exchange with an assistant in Melbourne or suburbs. Address : “Omega,’’ Schoolmaster office.
TV R. WILLIAMS, M.A., Punt-road, Richmond, instructor of CAN DIDATES _l—' for MATRICULATION, Civil Service, and all public examinations. Country students prepared by correspondence. Private tuition.
8ECOND ASSISTANT, near Castlemaine, will exchange with Assistant, any class. Melbourne or suburbs. Address : “ Volens,” Schoolmaster
office.
tHIRST ASSISTANT, Sandhurst, wishes exchange. Allotment 550. Per. eentage 76. Lower salary accepted in Melbourne suburb than elsewhere. Address: “Assistant,” Post office, Sandhurst.
TTEAP TEACHER, country school, Western district. Allot. 30 x 50. JLJL Wife Workmistress. 1h acres good land. Wishes to exchange with teacher nearer largo town, Ballarat district preferred. Address: “Alpha,” Castorton.
HEAD TEACHER, 5 miles from Ballarat, allotment 100 x 125, enrolled . ( January, 118, wishes to exchange to district with warmer and more uniform climate. Western district preferred. Address, “Snowdon,” care of Vale, Ballarat.
DRAWING. Miss Trickett, Certificated Teacher, gives lessons privately, and in Class. 1 Lansdowno-street, East Melbourne.
(J c. EXAMINATION.
TUITION BY CORRESPONDENCE.
MR. THOMAS BOARDMAN, First-class Honor-man of the Denominational School Board, Prepares Teachers for the Certificate Examination by Correspondence. Terms moderate.
Address—
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Condensed Ink for schools, the cheapest and best Ink ever offered.
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School Slates and Pencils, very cheap.
Thacker’s Educational Games.
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THE STANDARD PRONUNCIATION OF ENGLISH.
By Mr. Alexander J. Ellis, B.A., F.R.S., F.S.A., F.C.P.
(Continued from Page 121.)
Granted then that we have at present no standard of pronunciation, what have we to guide us? We have several received pronunciations that is, several different systems of speech sounds which each of us may : make use of at pleasure, without, either failing to be understood by an audience, or offending the ears of persons who have prejudices on the 1 subject. And we have myriads of pronunciations which arenot received, j that is, which are rejected by such ears, and stigmatised as vulgar, illiterate, provincial, foreign, or in one word ignorant. But the “debatable land” which separates the received from the rejected, is by no means a narrow strip, it is a broad band, within which it is difficult to say whether a pronunciation is or is not received. You will have observed perhaps that I somewhat lamely defined those who determined the respectability of a pronunciation as “ persons who have prejudices on the subject.’’ Who are these persons?
First the leaders of “Society.” These have been from all time the determiners of received speech. The people in power, the governing body, the valiant thanes, the nobles, the wealthy commoners, and, a most important element, their womankind, by constantly associating i together, acquired a certain roughly defined mode of speech, and made it a sort of shibboleth, so that any one not using it. or using some terms or sounds manifestly outside the limits, were felt not to belong to their “ order,” Pronunciation became, and still remains, a mark of social rank, or more strictly of its absence, for now-a-days a man may speak like one of the upper ten without belonging to them, but he can’t belong to them if he speaks like the lower million. But all this class decides entirely by prejudice, very few' indeed having any knowledge at all on which to form a judgment.
Next the “educated classes.” When the barons issued the first English proclamation of our Norman kings in the name of Henry III., on IS Oct., I Sob, they addressed it “to alle hise holde ilaerde and ileawe.de, that is. “to all his lieges, learned and lewd,” meaning really “clerical and lay. I his was the original distinction. Our modern use of the word “clerk’ as a mere writer, and the happily somewhat antiquated custom of “ benefit of clergy ” (it existed when I was a boy), where a man escaped capital punishment if he could read “ the hanging verse,” as it was called, iu the Psalms, because “ he read like a clerk ” (“legit ut clericus ’ was the technical phrase),—these uses clearly demonstrate the original English identity of the “ learned,” that is, the “educated, with the “ clergy.” They are far from being the same now. All the clergy are more or less educated, but there is a large body of educated men (and women, I am happy to add) who far outnumber the clergy. But in the olden time these clergymen, monks and others, were the writer’s, the founders of our literature, whose minds were therefore frequently led to consider the relations of sound and symbol, and, by looking back upon old documents, to determine in their own minds what “ought” to be said. We have a notable instance in the Orrmulum, written in the 12th century, and spelled systematically to indicate the pronunciations, whose writer entreated his copyists “to look well that they wrote it thus, for they could not otherwise write English conectly. This was an attempt to vindicate “received” speech. Again I Ian Michel of Northgate, Canterbury, in the beginning of the 14th century, expressely tells us that he wrote his Remorse of Conscience (or in his own language Aycnbite of Tnmytj “ with English of Kent,” because his book was “ made for lewd men, father, mother, and other kin, to save them from all kinds of sin.” Here then, we have a distinct recognition of two kinds of speech, the educated and the ignorant, and have them written with the greatest care by two learned men, whose oiigmal manusciipts exist and have been very accurately printed. Now how does this act. at. the present day, with which we are this evening chieiiy concerned ? lire educated men are a very mixed class indeed, and havegi eat vaileties of pronunciation. Those who have been to publicschools and the universities, mostly belong to the first class—the leaders of society—and have acquired their pronunciation by imitation without knowledge, but some, university men especially, do not necessarily belong to this class. They have been mostly thorough life students of language, indoctrinated in the most prejudiced and at the same time inconceivably absurd pronunciation of Latin and Greek, current in England, but seldom taught anything of the original form of English, known a;. Anglo-Saxon, still less of the nature of speech and its influence on the transmutation of words, and nothing at all most probably of the .special history of English speech sounds. These men are therefore apt to give in to great absurdities of the matter of “ correct” speech, such as Shakspeare ridiculed in the Uolofernes of his Love's Labours Lost (beginning of Act o) They do not allow for progress in speech, and would have us to speak now as they think the letters they use indicate, without knowing what they did indicate when they were first used, or even what the letters first used might have been. Most of these ears arc therefore guided also by prejudice. But there is another large section of educated men—the men of science. These have mostly had then attention withdrawn from language as a study, altogether, but have at the same time had to see, and speak to themselves at any rate, a very long list of words indeed, often not to be found in ordinary dictionaries, and very seldom heard except from men of science. The rule which such men seem to have set themselves, is simply to pronounce listener ^Thev fS ° re,ca^Ae written word to the consciousness of the
v hfeh thev IZ U n° leCd t0nthe anftloSies or distory of our speech, of w hich t hey are of course usually profoundly ignorant. The words with
it is enivJnthf t0,thcT written symbo18 labelled with a name, and it is convenient to make the name recall that symbol. I have myself heard the most wonderful pronunciations from scientific lips, which sometimes quite startled me. But these were educated men, and very possibly some of their non-scientific audience may have carried home these pronunciations as treasures, and thus have laid a foundation for a change in our spoken language. Another very large class of men who claim to be educated, consist of those who having received a very fair “ middle class ” education, of course very little related to speech, have mingled for years in the world, giving and taking words, thinking principally of the sense, and paying little heed to the sound, and hence noticing only the most glaring deviations from received speech, and probably, often indeed, having class, or local, or business pronunciations of which they arc quite unaware. These ears are also led by prejudice.
The third class is a very small one, it consists entirely of “orthoepists” or “right speakers.” I am always afraid of anything beginning with “ ortho,”—witness orthodoxy and orthography. Such words when used by a speaker are generally bare-faced statements of “ those are my opinims and every one should follow them.” I beg to say that I am not an ortboepist. I am simply an observer of speech. I have no prejudices beforehand as to what should be spoken, but I have a trick of observing what is spoken, and sometimes of recording my observations, as may be seen in my Parly English Pronunciation, pp. 1210-4. 1218-9. I am constantly asked, “how ought such a word to be pronounced,” and I have frequently to reply—“ I don’t know ; I call it so and so, but I have heard it called differently ; both ways seem to be received.” I shall soon give you some examples of this kind. But orthoepists go far beyond observations. They assume dictatorial powers. “ Such and such is or should be the pronunciation, and those who speak otherwise, know nothing about the matter.” Now it might or might not be good to have a supreme court of pronunciation, with, literally, a “speaker” at the head of it, who would lay down a law which every one should obey. But such a “ speaker ” must not be self-elected, and not sit without a court. I am inclined to think that we have no police to carry out the behests of such a “speaker,” and that society with its constant changes will continue to set the fashion in speech as in dress. Even if we regulate our spelling to one system of speech, we shall do nothing unless we allow specific varieties, and provide for chronological alterations. Hence the orthoepists have little weight except with those who are ignorant, and who accept their dictum as the bulletin of society.
Now these three classes— (1) the upper stratum of society ; (2) the educated masses, including writers and professional men. and higher men of business ; and (3) orthoepists,—are those from whom we look for received pronunciation, and whom we have to conciliate so far as not to offend the prejudices of their ears. The great mass of the people have no voice in the matter. The illiterate are not to be listened to. Those whose walk of life brings them beyond means of associating on equal speaking terms with the first three classes, so as to acquire their habits of speech as well as their social manners, are beyond the pale. The villager, the rustic, the day labourer, the artisan, don’t presume to have an opinion. They speak as they have learned from their surroundings. I am far from blaming them for doing so. I think it most important that their speech should be recorded, and I have been engaged for many years myself in endeavouring to learn what it is, for it is most certainly an extremely large part of the natural speech of England, while received speech is an unnatural artificial changeling. But to received speech our literature is due, and hence received speeh must prevail. To make it prevail everywhere is becoming the business of the teacher, and it will I hope become more and more the custom to work towards a uniformity of pronunciation, corresponding in some definite way with our printed books. You must not forget that English—the English I am speaking now—is an unwritten language ; that is, that the printed words cannot be analysed into parts the sound of which is fixed and known. Hence the correspondence I speak of cannot be a literal correspondence. It cannot even be altogether a verbal correspondence. We do not generally speak words, we speak phrases, and the so-called separate word often alters its character entirely in the phrase. If you attempt to recall the sound of a single word, you are often puzzled, but if you hitch it into a phrase all runs glibly. A syllablised word is never uttered. Hence, when we have learned a word syllabically, we are very far from knowing the word. Then, again, there are two distinct styles of speech—that in which we address an audience, varying slightly with the number of auditors, owing simply to accoustical conditions, and that in which we commonly converse with one another. The latter only is natural, the former is aitifical. The first is called rhetorical, the second colloquial. The theatrical speech of comedies lies between the two, because it is colloquialism accoustically altered. But the theatrical speech of tragedy is altogether artificial. It is an idealised speech. So also for preaching, for prayers, and for poetry, in numerous ways, which I have no time to indicate. The received speech which I refer ro is that of higher comedy, or of small lectures, such as that which I am now using. This I apprehend, or something like it, is what the schoolmaster has to inculcate, and he will often have a hard time of it. I shall devote the remainder of my lecture, this evening, to giving a few details.
When I was a boy, the following sentence was given to me, as a joke, and a kind of specimen of what I had to avoid. It will serve as a peg on which to hang most of what I have to say. I write the words in glossic, and for distinction all glossic words or passages are inclosed in square brackets [ ].
[Laa'st Vitsn Venzdi voz' u vi’k, vice n mi vaayf, vi vent tu Vinzu, n vedhur’ it vuz dhu vvnd, an vedhnr' it vuz dim vedhu, au vedhn vau't it xa-wz, vi vvpt n vi viggt n vi ‘kuodnt git dhu au's airvt uv u vawh.~\
Now you will not have much hesitation in rejecting this pronunciation, The character that will strike you most forcibly will of course be the substitution of v for to, out of which so much fun used to be made. Some of you may recollect that wheu the judge asked Mr, Weller, in Pickwick,
NOTES OF A. LESSON ON THE COTTON PLANT.
By J. Walker.
MATTER.
METHOD.
I. Locality of Production,
Grows wild in Asia, Africa, and America, but it is also much cultivated in these continents : Asia,—in Further India, Egypt, China, and India. Africa—in the neighbourhood of the Senegal and Niger.
America. United States, Mexico, W. Indies. The best kind is produced in Carolina and Georgia (two of the United States), and is called “ Sea Island Cotton,” from the fact of its being grown on sandy districts near the coast.1
A little cotton is also grown in the South of Europe. All varieties of cotton require a dry sandy soil; in fact, cotton will thrive where the soil is too poor to produce any other crop. Too much wet destroys the harvest, yet it is fond of a maritime situation, because the salt •water and mud from the marshes, are a great help to its growth.
II. Description of the Plant.
General appearance, very similar to the holly-hock : many species very large.
(a) Height. From 2 to 3 feet.2
(h) Leaves. Dark green : in shape similar to those of the sycamore tree.3
(c) Flowers. Pale yellow, purple in the centre : in shape somewhat similar to those of the hollyhock.
(d) Fruit. Three-celled and containing a number of seeds. Having grown to the size of a large walnut, it bursts and discloses a soft, white, fibrous material ; this is “ cotton.”
III. Propagation, Gathering, &c.
Previous to planting, the land is ploughed
into ridges, five feet apart, and in drills ;4 along the tops of these the seeds are sown. Soon after the seeds appear above ground, they are
When your mothers sew, what do they use besides a needle ? Cotton. Cotton comes from the Cotton Tree.
1 Show all these upon a map of the World.
2 Comp, with objects near, in order to give an idea of its height.
3 Sketch one on the blk. bd.
4 Explain “ ridges ” and “ drills,” and illus. by a sketch on blk. bd.
MATTER.
METHOD.
0 Illus, by reference to preserves, &c.
0 Why ? So as to export a greater quantity at a time.
Explain a “ bale,” and illus. by draper's’ packages.
N. B. — The cotton manufacture might be chosen as a fitting supplement to this lesson.
whether he spelt his name with a V or a W, he replied, “With a Wee, my lord.” Now I cannot remember having ever actually heard a man who naturally put V for W. The peculiarity must now be very rare, and I have recently had the greatest difficulty in obtaining evidence that it has ever been actually heard. But the contrary custom of putting W for Y is quite common in Kent and Essex. In Canterbury they always spoke of [wanz] when I was young, and I beard a respectable man there call a “ view ” a [woo]. In reality it is probable that the real sound used in both cases is [v’], or German W, which sounds very much like v when we expect ov, and conversely w when we expect v. But we may dismiss this point. Certainly the interchange of V and W is not received. Restoring the W’s then, the passage will run thus :—
\_Laa'at Witsn Wenzdl ovoz u ni’Ti, one n mi ovaayf. ovi went tu Winzu, oi ovedhu-r it ovvz dhu ovind, au ovedhu-r it ovvz dhe ovedhu, au ovedhu ovau't it ovawz, ovi ovi.pt oi ovi ovipt, oi ovi ovipt, n ivi 'huodnt git dhu airs aiwt oiv u ovaw It. ]
There are now perhaps only a few things which will strike you as being greatly different from -what you may hear in London from very decently educated persons. I will, however, examine all the words in detail, and then we may find in them more than meets the ear at first.
[Laa'sf] belongs to a group of words which are written with a before s,f, th, oi, or au before oi, as last, staff, path, plant, aunt, and which in received pronunciation have six different sounds. 1) [laa'st, staa'f. paa'th, plaa'nt, aamt], where [aa-] represents the long aa in bazaar; 2) [laa'st, staa'f, paath', plaan't, aamt], where by placing a dot after the following consonant I indicate the shortness of the same vowel, as commonly heard in Germany; 3) [la’'st, sta’-f, pa’-th, pla’mt, a’mt], where [a’] is a somewhat finer sound of aa very common in the “Society” talk of ladies, and coming widely into use; 4) [la’s't, staff, pa’tb, plahrt, a’n't], the same shortened ; 5) [la'st, staff, paffh, plamt, amt], with the usually short sound of a in hat lengthened ; and 6; [la'st, staff, path’, plamt, ant], with the usual short sound of a in bat. Now (1) is reprobated by those who use (3, 4) or (5, G). But it is by far the commonest, though not a few shorten it into (2). Hence our vulgar specimen would pass muster here. I recollet hearing Mrs. Charles Kean (as Constance in King John iii. 1. 129) speak of a [kaffs skin], and Alfred Wigan who, as the Bastao'd, had to repeat the word, spoke it very distinctly as [kaaffs skin]. It sounded like a correction of pronunciation, yet so indifferent have our ears become that few seemed to recognise it. Perhaps (3) and (4) are the most common in “Society.” For myself I always use (1), for I like the sound and we have little of it in our language.
transplanted so as to leave the healthiest and strongest room to grow. They are repeatedly hoed and weeded. This affords not only nourishment, but also support against the violent winds and rains of tropical climates.
The cotton plant meets with a great hindrance to its growth in a destructive caterpillar, which eats into the heart of the plant. It not unfrequently happens that a whole crop is destroyed by the ravages of these worms. Hence great numbers of people arc employed to extirpate them.
The harvest is gathered in about five or six months from the time of planting. In some districts the pod is gathered with the cotton. But the husk is brittle, and fragments breaking off and mixing with the raw cotton render it difficult to clean. People are often employed to extract the seeds and cotton. To do this they wait till the pods open, and inasmuch as some pods are later in opening than others, the harvest takes several weeks. The harvest is carried on principally in the mornings, because if left till noon the sun would discolour the cotton. It must be gathered too in do'y weather, for damp would turn it mouldy and so spoil its Each gatherer carries a bag slung round his neck, in which he places the cotton. When the harvest is over and the cotton cleaned, it is packed in bales and subjected to heavy pressure.0 It is then exported to the various seats of its manufacture.
1. Parse with full syntax the words in italics in the following
Artevelde.— Say they so !
Well, if it be so, it is late to mend,
Foi' self-amendment is a work of time,
And business will not wait. Such as I am,
For better or for ovorsc, the world must: take me,
For I must hasteoi on. Perhaps the state And royal splendour I affect is deemed A proof of pride,—yet they that these contemn Know little of the springs that move mankind.
’Tis but a juvenile philosophy
That strips itself and casts such things aside,
Which, be they in themselves or vile or precious,
Are means to govern..........
. . . . : . . If (which I own not)
I have drunk deeper of ambition’s cup.
Be it remembered that the cup of love Was wrested from my hand. Fnough of this.
Ambition has its uses in the scheme Of Providence, whose instrument I am To ovorh some changes in the world, or die.
—Sir Henry Taylor's Van Artevelde, Act II., sc. 1.
2. Analyse according to Morell’s second scheme the following :—“ The remedies of the Habeas Corpus Act arc so effectual that no man can possibly endure any long imprisonment on a criminal charge, nor would any Minister venture to exercise a sort of oppression so dangerous to himself. But it should be observed that, as the Statute is only applicable to cases of commitment on such a charge, every other species of restraint on personal liberty is left to the ordinary remedy as it subsisted before this enactment.”—Hallam’s Con, Hist., III., 14.
Prof. Tamasin, who has been making a series of experiments with reference to the nature of death by hanging and strangulation, comes to the conclusion “ that in the majority of such cases the proximate cause of death is the occlusion of the respiratory organs, and not the compression of the pneumogaetric causing paralysis of tho heart.”
From hanging to criminals is not a great stride though the proper order is reversed.
The idea of taking the photographs of criminals seems, in effect, to have been anticipated by the Chinese. A gentleman who has been collecting impressions, left by the skin furrows of the hands of people of different nationalities, with the idea that such impressions may be useful to students of ethnology, says, he has been told that “ Chinese criminals from early times have been made to give the impression of their fingers just as we make ours yield their photographs.” As these finger impressions are peculiar to the person yielding them, their use is obvious.
An enemy u; on whom gunpowder has no effect has invaded our shores, and promises to destroy one of our most flourishing industries. A French gentleman, M. Pirot, in a paper read before the French Academy of Sciences indicates a possible preventive. He says that neither flies, ants, worms, nor yet scorpions, tarantulas, or snakes are to be seen among the absinthe plants covering large parts of North America, He, therefore, suggests that land manured with absinthe might be fatal to the metamorphoses of phylloxera, PQTAMON,
CONTENTS.
The Standard Pronounciation
School Department—
Notes of a Lesson on tho Cotton Plant .. ... 131
Leaders—
Spelling Reform.—No.III. ... 119 The Choice of a Profession ... 135 Competition System ... 136
Inspector’s Report ......136
Proposed Schomo for the Classification, Appointment, and Promotion of
Teachers .........137
Notes and News ... .. 138
Victorian Education Department— Appointments and Promotions 138 University of Melbourne ... 14-0 Matriculation Examination—
Algebra............141
Arithmetic .........141
Points of Social Etiquette ... 142
Upper sixth Class.
Arithmetic.—14 cwts. 2 qrs. 17 lbs. of sugar @ £25 7s. 9d, per ton. If 7.587 tons are conveyed 100 miles for £4.5, what weight would be carried 58.2 miles for £3.25 ?
0 + 4-2 of *) + (*-*)
Grammar.—Analyse: When hunted, if he be near a river, he will leap into it at once. Disturbance, Freedom, Monopoly.
Geography.—Breslau Manufactures, Birmingham Manufactures. Valparaiso, what for ?
Sixth Class.
ARITHMETIC.—14 cwts. 2qrs. 171bs of sugar @ £25 7s. 9d. a ton. If 3 oz. 12 dwt. 8 grs. of gold is worth as much as 24 cwt. 1 qr. of flour, find how much flour at the same price would be of the same value as 21 055, 14 dwt. of gold.
Grammar.—Parse fully : As she liked best to feed the bird that was. in the cage, no one fed it but her. 1st pers. sing. past. cond. pass, of “hear.” 2nd. sing. past, indie, act of “draw.” Pres, infin. pass, of “feel.”
Geography.—Hull, Colac, Hamburgh. What are they on ?
Arithmetic.—A man owes £589 His; his assets are £34 10s. Gd. How much can he pay in the £ 1 Practice : 39 miles 3 fur. 19 per. @ £4 17s. 6$d. per mile.
Grammar.—Parse fully:—So accustomed had the animal become to this that it regularly put its trunk through the window to receive the usual gift.
InflEX.—(1) Plup. pot. act of “ strive.” (2) Plup. subj. pass, of “ lose,” (3) Perf. infin. act of “strike.”
Geography.—(1) Where is L. Stor ? (2) Where is Hay, and on
what river? (3) Where are the Baw Baw Mountains.
Arithmetic.—27 cwt. 3 qrs. 9 lbs. at £25 13s. 4d. per cwt. If £19 8s. will buy 25 ac. 3 r. 7 per., what will I pay for 12 acres ?
Grammar.— Parse : “ Tom asked his father to take him to the great exhibition in Melbourne.” 1. 1st singular future perfect ind. active of “sing”; 2. Ist singular pluperfect indicative active of “take”; 3. perfect infinitive active of “know.”
Geography.—1. Hay, country and river; 2. Mt. Cenis; 3. Lake Boga.
Grammar.—Parse : “ Very many sums had he done during his very short stay at school.” Infinitive passive of “ to write ;” 3rd plural indicative pluperfect passive of “to buy.” 1st singular sub. of the verb “ to be.” Parse : “Thereupon he stretched out his hand for his treasure, but no bag was to be found. In a moment he discovered his mistake, and upbraided himself for disregarding the signs which his dog had made to him.” Lesson, “ A Faithful Dog,” page 48.
Arithmetic.—1G tous 3 qrs. 4 lbs at £2 3s 9d ; if 16 acres 3 roods cost £61 13s 4d, how much would 3 acres 8 perches cost.
Geography.—Blackwood, Taupo, Hooddle.
Fifth Class.
Arithmetic.—£97 17s. 8.|d. x 92 ; G fur. 38 p. 4 yds. to feet (long). £5784 lls. 11 fd + 93. How many tons in 607019 oz?
Grammar.—The young leopard has often been tamed, and in a tame state is very playful. Nom. plu, of “ life.” Past of “ bring.” Poss, plur, of “ child.”
Geography.—Frazer River, Country north of Italy, Largest Town in Ireland.
ARITHMETIC.—£94 Os. ll$d. x 79 ; £890010s. l£d. + 89 ; 15 cubic yds. 3 ft. to inches ; 000209 (dictated) threepences to guineas.
GRAMMAR.—Parsing same sentence as Sixth, simply.
Inflex.—(1) Pres, of “tied.” (2) Poss. plur. of “church.” (3) Sup. of “evil.”
Geography.—(1) Where is Thian Shan Mountains, and direction ? (2) Country East of Paraguay. (3) Where R. Loddon and into what ?
Geography.—River Tigris, Lake Tchad, Kong Mountains.
Grammer. —Parse : “ The silly goat very soon found out how foolish she was.” Plural of “focus,” feminine of “actor,” past part, of “weave.” Parse: “Not content with what he himself possessed the greedy creature snatched at the prize which he saw below. In doing so he of course dropped the real bone, which fell into the brook and was lost.” Lesson, The Bog and the Shadow, page 70.
Arithmetic.—£7632 10s G.}d + 79 ; £96 7s 2£d x 93 ; 8 miles 3 yds. to yds ; 79G7013 lbs how many tons.
Fourth Class.
Grammar.—In this way the poor beavers are often caught as they rush forth to mend the breach.
Geography.—C. Finistere, Vancouver I,, Torres Strait.
Grammar.—“ James made those wonderful improvements in the steam-engine which prove so useful in our day.”
Geography.—1. Where is Cape Leeuwin ? 2. What is the Strait between New Guinea and Australia ? 3. Where is the Gulf of St. Lawrence ?
Arithmetic.—In figures, three millions and seventy-three ; in words, 908706 ; 79 shillings ; 91 pence ; 11 farthings.
90967 x 74 936801 4 59
Grammar.—Parse : “ There is another bird found in Australian forests, which often builds a kind of rustic bower.”
Geography.—1. Into what sea does Cape Bon jut? 2. St. Macassar ;
3. Phillip Island.
Grammar.—Parse:—“The father often snuffed a candle which he placed in the little window in the hope that his son would see it.”
- Geography,—(1) Straits of Sunda. (2) C. Leeuwin. (3) Gulf of St. Lawrence-
ANSWERS TO CORRESPONDENTS.
“Spes.”—There is little probability of the change you suggest being adopted by the Department. The idea is a good one, but the traditions of the office are against it.
“Country Teacher.”—You should at once write to the accountant of the Department. Some mistake must have occurred, or the result money would have reached you.
“H. Whyte.”—Thanks for your favourable opinion, We are glad to know that the questions are useful to country teachers.
“ Head Master.”—The scheme of Classification will be found on page 137. A copy of the Inspector’s report is published with it.
“ Critic.”—We cannot admit such criticisms into our columns. Inspectors, like teachers, are liable to err in judgment. Their reports, though open to journalistic criticism, should be treated with respect.
“Turn-coat.”—Though we disagree with the views expressed by Mr. Inspector Cox, we see no reason why you should impute bad motives for the change in his opinions. Men are, no doubt, unconsciously influenced by every change in their social position. Possibly were you yourself made an Inspector, a similar change of views would take place.
“A. H.,” “ S. Mount.”—Three shillings and sixpence received.
“ R. S.,” Echuca.—Subscription received to 31st December, 1880,
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RESULT EXAMINATIONS.
Would country teachers please forward any result questions they may have in hand so that these questions may appear in every issue of the paper.
^wsiralasiaii Stljuulmasitt.
published every month.
MELBOURNE, MARCH 13, 1881. Exhibitions are the highest prizes at present awarded to pupils attending State Schools. The object of their creation is to stimulate the youth of the poorer classes, whose abilities and inclinations are in unison, to complete their studies at the University. To guard against imposition, and to ensure that the funds of the State would not he misappropriated, the Department of Education attached to the exhibitions certain conditions as to age and length of attendance at a State School. Only pupils who are able to prove that they satisfy
Head of the Education Department will be certain to bear evil fruit. Had he sternly refused to tamper with the regulations, he would have done far better service to the cause of popular education. His answer to the parents of the boys and to their political friends might have been complete and satisfactory : The qualification of candidates was well known to them; these qualifications had not been met; the Exhibitions had been won by the boys next on the list, who were qualified candidates ; no wrong had been done them, and, consequently, he could not move in the matter. That this answer was not given is matter of regret. At a time when the Minister is making a laudable attempt to free his Department from political influence, it is doubly unfortunate that such a mistake should have occurred.
SPELLING REFORM.—III.
BY JAS. MARSHALL.
Fully a third of the cost to England, of the education of her sons and daughters might be saved by a judicious reform of her system of spelling. The ease with which the task of learning, and the task of teaching could be performed with a system of orthography based upon the phonetic principle would bo so marked, as compared to the difficulty of both operations now, that more than a third of the time now spent in the acquisition of an ordinary public school education would be saved. That is, what now takes a child about three years to learn, namely, the names and ordinary powers of the English alphabet, would, if properly constructed phonetically, be acquired by it in one.
As proof of the remarkable facility with which the art of reading is acquired, the following instance may be cited. It has not, I think, appeared in any Australian magazine. A gentleman residing at Dorset, England, writes to a schoolmaster acquaintance respecting his son. He says :—“ My little Sydney, who is now a few months more than four years old, will read any phonetic book without the slightest hesitation ; the hardest name or the longest word in the Old or New Testament form no obstacles to him, and how long do you think it took me (for I am his teacher) to impart to him this power? Why, something less than eight hours. You may believe it or not as you like, but I am confident that no more than that amount of time was spent on him, and that was in snatches of five minutes at a time. I know you will be inclined to say that all this is very well, but what is the use of his reading phonetic books ? He is still as far off from reading Romanic books. But in this you are mistaken. Take another example, his next elder brother, a boy of six years, has had a phonetic education so far. What is the consequence? Why, reading in the first step was so delightful and easy to him, that he taught himself to read romanically. It would be a difficult task to find one boy in twenty, of a corresponding age, that could read half as well in any book. Again, my eldest boy has written more phonetic shorthand and longhand, perhaps, than any boy of his age (11-years) in the kingdom, and no one I dare say has had less to do with that absurdity of absurdities, a spelling book.” This is splendid testimony in favour of the new style. Then again as regards the matter of foreigners learning our language, which, considering that we aspire to a world-wide supremacy, should be made as easy as possible, the Rev. Newman Hall may be quoted. He says, on one occasion he met with a Danish gentleman who highly prized the English phoMtic New Testament. It had been of great use to him, and enabled him to read without an instructor, books in the ordinary spelling, removing the greatest obstacle in the way of acquiring English, the monstrous anomalies of pronunciation. Mr. A. J. Ellis, coadjutor of Mr. Isaac Pitman, gives the following as the result of his practical experience. He says : “ That the phonetic system of spelling the primer is mastered within three months, at the most, the children then proceed to practice the phonetic reading for some time till they can read with fluency from the general look of the word, and not from considering the powers of its letters. Three months more, at the most, are required for this. ” He further says, (I.) “ That pupils may be taught to read books in phonetic print, slowly but surely, in from ten to forty hours, and will attain considerable fluency after a few weeks’ practice, i (II.) That when the pupils have attained fluency in reading from
these conditions are qualified to become competitors. Considering the small number of these Exhibitions compared with the large number of State Schools, and the consequent difficulty in the way of any given pupil bearing off the coveted prize, there should be absolute certainty that it will always fall to the qualified candidate who obtains the prescribed number of passes. Once raise a doubt on this point, and the fear of favouritism and political influence will deter some of the most deserving of our youth from entering the list. On these grounds we feel compelled to enter a protest against the course adopted by the Minister of Public Instruction in dealing with a case of disqualification at the last Exhibition examination. It matters but little whether he were moved thereto by the kindly feelings of his nature or by political sympathy with the members for Stawell and Creswick, the setting aside of the Departmental Regulations, and the awarding of Exhibitions to two lads who were not qualified to become competitors, was an error of judgment, the evil effects of which, if it be allowed to go unchallenged, are easily forecast. When speaking of the case in the House of Assembly the Minister of Instruction imputed blame to the officers of his department which the facts of the case do not warrant. Briefly, the case stands thus :— Under the regulations of the Education Department, which have the force of law, a periodical examination is held for the purpose of awarding a limited number of Exhibitions to State School pupils. Each Exhibition has a monetary value of £50 per annum during the time for which it is held. Parents or guardians of pupils to be sent up for examination are furnished with copies of the regulations under which the Exhibitions are awarded, together with forms to be filled in, signed, and returned to the Department before their names are entered as candidates. One of the essential conditions of the examination is that—“ No competitor will be permitted to attend the examination who will have completed his fifteenth year before the 1st day of January succeeding the examination.” The parents of the lads to whom reference is now made, when they signed the forms returned to the Education Department, knew that they would be called upon to prove the statements therein made, by production of Registrar’s certificate, should the lads obtain the requisite number of marks to claim an Exhibition. Wherein, then, is the ground for taxing the Department with injustice for having admitted the boys to the examination? If any wrong has been done, or if any hopes have been raised within the breasts of the lads which cannot (or at least ought not to) be realised, it is upon the parents themselves, and not upon the officers of the Department, that the blame rests. By the regulations, these Exhibitions can only be awarded to qualified candidates. The boys, whose cause the Hon. J. Woods championed, were not qualified to compete at the recent examination, and for the Minister of Public Instruction to award them Exhibitions is an injustice to other State School pupils, and an abuse of his functions as Plead of the Department. Already the Minister has been taught that the substitution of his will for the regulations of the Department is accompanied with danger. The announcement of an intention on the part of the Minister to award the Exhibitions to the two candidates who were declared by the Crown Solicitor to have no legal right to them, very naturally called forth a protest from the parents of the two boys next highest on the list. The effect of this protest has been to cause the Minister to determine upon awarding two extra Exhibitions. Thus, to extricate himself from a dilemma self-created, the Minister of Education purposes committing a second blunder. Why should the State be saddled with the burden of two extra Exhibitions that have never been won ? Eor it is a mistake to suppose that the boys from Stawell and Creswick won the Exhibitions. They did no such thing. The fact of getting a given number of passes was only one out of several conditions precedent to winning an Exhibition. Besides, if the Minister of Instruction is allowed to dip his hands into the State coffers to the extent of £300 on this occasion, what is there to hinder him from repeating the operation next year to satisfy the desire of some other member of Parliament, who may have a constituent whose son has “ tied ” with another candidate, and who has a natural repugnance to his boy risking the chance of another examination? The want of firmness shown by the |
phonetic print a very few hours suffice to give them the same fluency in reading ordinary print. (III.) That the whole time necessary for imparting a knowledge of both phonetic and ordinary reading does not exceed eight months for children of average intelligence between four and five years of age, taught in class at school not more than half an hour to an hour each day, and that in this time an ability to read is acquired superior to that attained in two or three times the period on the old plan, while the pronunciation of the pupil is improved, his interest in his study is kept alive, and a logical training of enduring value is given to his mind by the habitual analys:s and synthesis of spoken sounds. And (IV.) Lastly, that those taught to read in this manner acquire the art of ordinary spelling more readily than those instructed on the old method.” Thus it is not without a great deal of investigation and experimentation that this matter of a spelling reform has been taken up. Some of the greatest minds of the day are its advocates, and some of the greatest minds of the day are its proselytes. Archbishop Trench and Dean Alford are two of its most prominent opponents, and their objections are merely sentimental. They naturally have an affection for the peculiar study to which they have devoted their lives, namely, the perusal of lingual antiquities, and they are loth to forego the indulgence of that affection, tor the weal of the rising and future generation. But they, and others with them, must give way. The advance of popular intelligence is stronger than the bulwark of quaint prejudice, and the onwai’d march of intellect, headed by a few capable generals, such as Max Muller and Professor Sayce, will force those who are entrenched behind the falling spikework of unreasoning custom to surrender sooner or later, and the sooner the better.
Now just take a few of the absurdities of the old orthographic style into consideration, and see how forlorn is the hope that the education of our children is ever to become perfect whilst it remains unchanged. I say that by instilling into the minds of infants, the incongruities of the English alphabet their faculties are permanently injured instead of being permanently impi'oved; The early training of the young in these anomalies is an effectual stumbling block to the attainment by them of that last degree of perfection to which we as a race aspire. Take the sound expressed by E, for instance. It is represented in at least fourteen different ways. In the word Cmsar we have ce as its symbol, in meal ea, in Beauchamp eau, in intrigue i and tie which is also a symbol of silence (and in this word intrigue we have the incongruity of the i having two different powers). In meet e is represented by ee, in receive by ei, in people by eo, in key by ey, in foetus by ce, in grief by ie, in invalid by i, in grieve by ie followed by e silent, in quay by uay, in mosquito by ui, and in college by plain e. Now the difficulty to a learner in remembering this long list of different ways of l’epresenting the same sound, will readily be acknowledged on perusing this list of symbols. And the still greater difficulty of determining which of them is to be used in particular instances also. Take another instance. Sound expressed by O is represented in a dozen different ways. It is simply and plainly signified by o in the word so. But it has the following additonal signals, viz., oci as in word boat, oe as in floe, eo as in yeoman, ou as in mould, oiv as in bow, eio as in sew, ciu as in hauteur, eau as in beau, owe as in owe, or Lowe, oo as in door, and oh as in oh. And other sounds in the English language are similarly represented as regards number of signs. Consider the muddle humanity would get into if each individual were indicated by so many substitutes. Why there would be no such thing as identity ; no one would know who was who, or what was what. Everything would be topsy-turvy. And it is even so with the English language. Just consider a few other literal vagaries. The want of fixity of purpose of the letters K and C is shown in the words, cat, kitten, provoke, provocation, embark, embar cation, convoke, convocation, &c. These letters, as at present used, are a disgrace to the literary institutions oi the land. Is it because the Homans introduced the soft power of C that we are to retain it? Or is it because a love for antiquity caused some to introduce the letter K as a substitute for the Saxon C (which was hard), that we are to perpetuate the discordancy ? Our ancestors used to spell with C the following words :—Aew, keep, king, kine, kitten, twinkle, bake, ■week, talk, soak, and look. Some whimsical antiquarians placed
! K to them just to see how it would look, and there it has remained ever since. • But what are literary institutions for 1 Are they not to preserve a balance and an equilibrium between sound and sense ? What are our professors about ? Are the plastic forms of our native tongue to be operated upon by every tinker and pedlar who chooses to introduce a peculiar twang or a foreign word into our language 1 Their duty is to maintain the supremacy and the purity of the dialect. When change is required it should be done authoi’itatively, and after mature deliberation, not empirically, and merely as the whim dictateth. That change will come about is inevitable. There is a perpetual modification of speech going on ; and it is the duty of litterateurs, especially the paid professors of the land, to watch and study those changes which take place in speech and spelling as closely and accurately as the politician does the change of interest and passion in the multitude, and they should legislate accordingly. Look at the following inordinate multiplicity of signs for the same sound :—Short a as in sad, plaid ■, short e as in pet, said, head ; short i as in pith, myth, give, sieve ; short o as in oj, cough, want; short u as in run, son, done, tough; and oo as in put, would, wood. Variety is charming in some things, but this kind of variety is more likely to be pronounced vexatious.
A system of semz-phonotypy has been proposed by some as a remedy for the inconsistencies of our present orthography. But this, although perhaps it is an improvement, can hardly be said to be worthy of adoption, for it contains within it one of those objectionable principles which are at present at work in the old style, namely the digraph principle, or the joining of two single signs so as to make a third, having a separate use. The custom has already lead to confusion, and should be abandoned forthwith. No half-and-half measure should be taken ; let the redress be certain, serviceable, and complete. Nemi-phonotypy is not this. It is a system which, if the slightest digression were made from it, would become more confused than the old style itself. It is also cumbersome and heavy. Any system in which two signs are combined to represent one sound is bad. Simplicity should be the radical element of any alphabet. It is for infant minds that alphabets are primarily constructed, and the chief characteristics of any literal code should be simplicity, certainty, and order. Elemental sounds are what it should represent, and the letters should each have a separate duty to perform. If an alphabet, in order to be complete, required to consist of fifty letters, it would be much better to create those fifty, and assign each its only power, than to have a code consisting of only twenty-five letters each having a plurality of powers. In a regiment of soldiers it is essentially necessary that each man should have a separate duty allotted to him; it would never do to allow one man to be usurping the position and power of another. Even among privates, each, though performing a similar duty, must be in his own particular place, or failure will ensue. It is just as necessary to the efficiency of an alphabet that similar regularity should characterise it.
Most of the eminent philologists of the day, including Professors Max Muller and Layer, and those who have had official supervision of primary education, such as Mr. Bobert Lowe, Sir Chas. Peed, and Dr. Morell have spoken with the utmost fervour for orthographic reform, and they all concur in the opinion that every sound should have a separate and simple sign as its symbol. Actual reform has been effected in Holland, Spain, and Italy in this direction ; how is it that England lags ‘ behind 1
In order to show that the consonants are as badly off as the vowels, in the matter of being plainly and intelligibly signified, the following various representations of certain literals may be adduced. F has three different modes of signification, by f in fat, ph in physical, and gli in laugh. V has three, as in vat, of, nephew. T has two, as in tear, thyme. S has six, as in still, cill, city, science, schism, axis (where x equals ks) ; Z has four, as in zeal, desire, xylogy, exert (kz) ; K has seven, as in keel, cat, quite, chaos, axis, antique; G (hard) has two, as in gill, ghost; Sh has seven, as in sheer, sure, chaise, schedule, vicious, nation, noxious. Th, ch and J have also several other signs. N sometimes has the sound of ng. In accented syllables before C, K, and Q this occurs, as in unction, uncle, inkling, &c., but it is pronounced alone in unaccented syllables in a similar
6 ,, pot, was, cough, d ,, wall, yawn, haul, sought, d ,, potent, road, toe, door, pour, low, beau.
u ,, dull, love, flood, cousin, it ,, pull, wolf, wood, would, fl ,, rude, rood, move, wound, rheum, drew, shoe, rued, bruise.
ie ,, lie, lief, sieve, oa,, road, oe,, toe, shoe, oi ,, toil. oy„ toy.
oo ,, mood, foot, flood, door.
ou ,, sour, pour, w'ould, tour, cough.
ow„ town, sown.
ue ,, due, rued.
ui ,, suit, fruit, build, guile.
uy,, buy.
position as unkempt, include, inquire. There are some arbitrary and indistinct rules as to when th should be sounded sharp, and when flat. This difference of sound should be indicated by diffei-ence of form. Why should we be put to the trouble of learning rules in such cases, when a simple inflexion would answer the purpose much more adequately and appropriately 1 There is no rule for th at the end of a word, it may be pronounced just as you please, as the customary pronunciation of the following words show, viz., pith, with, booth, another. Sh has no irregularity, except its liability to represent two distinct sounds, as in dis-hearter, mis-hap ; and the same remark applies to ph. S is pronounced like zh, in usual, pleasure; and T is sounded like sh in vitiate, patience. Consider the following instances, and see how complicated are the uses of nearly all our consonants. All except J, It, and Y have more than one use, and some of them have no less than a half-a-dozen. In bad, debtor, lamb, the various uses of b is seen; in cat, city, gracious, the uses of c ; of d, in dell, picked ; in gem, get, gnat, sign, is seen the different uses of g, and in pit, psalm, pneumatic, receipt, those of p. The trigraphs and digraphs also that have been sanctioned have various pronunciations, such as sch in schism, schedule, scheme; ng, as in ring, linger, infringer, and sc as in science, conscience, discern, score. The single vowel signs, and the vowel digraphs are more varied and incongruous than the consonants, as the following tables will show. In the first we have twelve sounds expressed in sixty-two ways ; in the second there are twenty-two signs with fifty-one uses :—
it in fat, Isaac, plait, a ,, father, aunt, heart, a,, fatal, fail, pay, there, gray, vain, prate.
d ,, met. sweat any, said, says, fir, myrtle.
e ,, metre, heat, heal, pique, piece, receive, key. i ,, fin, sylph, build, sieve.
ai in pail, said, plait, ay >. pay, say. au ,, haul, aunt, aw,, yawn.
ea ,, heat, sweat, great, heart, eau,, beau, beauty, ee ,, heal.
ei ,, receive, view, height, ey ,, key, prey, eu ,, eulogy, rheum. ew„ Jew, drew, sew.
It will thus be seen that the demand for spelling reform is no cry got up by quacks. If after the preceding enumeration of defects and extravagances any one still remains unconvinced of the necessity for effectuating this reform, let us go a little further. Let us take note of our everyday experiences. Are not we continually comingin contact with peculiar divergencies, differences, and distinctions ? Are not professors themselves disagreeing as to the particular pronunciation of particular words 1 And does not every fresh grammatical work, even to the quarterly and monthly reviews give some.arbitrary and unsanctioned method of its own. Take the word Celtic, and where is your authority for pronouncing the initial C either hard or soft 1 Nobody knows which is correct. But just revert again to instances, and we shall see that we ai’enotso phonetic in our mode of spelling as were our forefathers. This is accounted for by the whimsical preference that has been shown for the classic tongue. There is less of the Anglo-Saxon element in our literature now than there was at any previous time. In Spencer’s time, the words pleasure, measure, feather were written plesure, meshure, f ether. Tindale wrote frute, the i is an in
novation of the French ; debt, used 100 years ago, to be written dett; young was called by Spenser yung. The old style of writing sickle, girdle, ladle, was sicJcel, girdel, ladel. Shakespeare wrote ake, for which we now write ache, and the past tense of can was originally written coude. Thus those who oppose an orthographic reform for etymological and historical reasons are slightly at fault. For it will be seen that the etymology and history of the words just quoted have became almost obscured, as also is the case with a vast number of other, words. In fact, the historical objection to a reform of spelling is the most absurd of all objections, for the history of our race is now so little visible in our language that if wre wished to retain the image of our forefathers’ lingo, a special reform in the direction indicated, would be necessary for the purpose. The Governments of America, and even Germany, have sanctioned a reform of spelling, why not we ?
THE CHOICE OF A PROFESSION.
“ That boy of ours is growing old ; we ought to be looking out for something for him to do.” So colloquize in their conjugal, retirement many a worthy couple, while the subject of their conversation dreams little of the change that is impending. Now, does this manner of speaking indicate any adequate theory of the relation between a man’s life and his calling, a relation that undoubtedly counts for much in determining both his success and his happiness 1
The first advertisement, or even the first notice in a window, “Wanted, a Boy,” too often decides in a haphazard way the future career of those to whom it is a matter of no little consequence that they should follow a profession that is congenial. A man may despise or dislike the business he has himself in youth selected ; but it more frequently happens that in after life he has to trace a purposeless life and an unhappy disposition, to his disgust for his daily avocation—an avocation that was probably chosen by his parents for their own temporary convenience.
It is true that as a man grows to the age when he is his own master, he is free to change his profession, and many perhaps do so change with signal success ; but the majority of those who change have lost the early chance ; they fail in the competition with those of their own age who have had the start in the race.
On the other hand, most of those unfortunately destined to unsuitable avocations continue throughout their lives to run in the groove on which they started ; but their hearts are not in their work, and one of the very highest factors in a man’s happiness—a love for and interest in his profession, is for ever denied them. If, then, a parent has taken the trouble to educate and train his boy with constant care, it seems an anomalous thing to let him drift—as so many do—at random into the first opening that occurs. A little, and generally a very little selfsacrifice, will enable the parent to shape his boy’s future career for him, instead of having it shaped by the merest chance. He should carefully watch the little fellow’s disposition, and, paying little attention to the whims and ideas that invariably take possession of a boy’s mind from time to time, try to make out the permanent bias of his disposition.
It seems a common-place theme to dilate upon ; and yet day after day we have several cardinal mistakes thrust upon our attention. Many parents choose professions to please themselves, without consulting the wishes of the boys who are to be tied to those professions throughout life. A man forms an idea that a certain profession is a very gentlemanly, or a very lucrative, or a very honorable one, and thereupon he settles that his boy is to follow that profession, although it may possibly be the case that Providence has granted the lad a talent that is not only of no use in that profession, but perhaps acts only as a disturbing element; though it may bo one which would have made him rise to eminence in a properly chosen profession.
I knew a worthy couple who settled that their boy—ten week’s old—was to be a clergyman; when the lad was fifteen years of age he had a passion to be a doctor; however, being a good lad, he worked hard to please his mother, took his degree, but could not conscientiously take his orders ; he was a very poor theologist, for all his enthusiasm had worked itself out in the hospitals ; the result, as might be guessed, is not favourable. Nor is it better with people who insist that their sons should be lawyers, or doctors, when the very evident bent of their minds is for a station life and the open air.
On the other hand, there are parents who conscientiously seek for some hint that will serve as a guide to their course; who, nevertheless, have too little judgment to choose aright. A fond parent who, in his own business affairs, is both shrewd and practical, is often, on this point, the victim of false analogies, and the most whimsical of reasoning. “ My boy,” says one, “ will spend whole hours in drawing. Let us make him an artist.” And yet it by no means follows. If you examine his drawings, you probably find them caricatures of a conventional character, which he repeats over and over again with but little variation. This is no indication of an artistic mind, and you must seek elsewhere for the bent of his genius. But if the boy is to be found groping earnestly after nature ; if his efforts, however rough, are always a closer approximation to the realities around him ; if he never rests satisfied with his last production, but contrasts it with an ideal standard to which his aspirations tend, then you may give the genius its free course. Whether born to be a great, or to be only a little artist, you may not be able to say ; but of this you may be sure—he is born to be an artist.
Or a boy fritters away his time at a piano, picking out tunes by ear ; and his foolish parents jump to the conclusion he is destined to be a musician. They ought, however, to be well assured that it is not in trifling that even a boy discovers the bent of his genuis. There ought to be some earnest purpose discernable; and if you find a boy who is willing to spend his leisure time in work, who thinks no effort too severe, if only he can learn to grasp the great thoughts and the grand hai’-monies of immortal composers, you may attach a meaning to these characteristics. In the other there is no significance.
I have known a father so foolish as to say : “ My boy can talk by the hour. I think I shall make him a clergyman.” What! Make him a clergyman merely because he can talk, There is no question as to his desire to elevate and purify his fellow-men. What sort of clergyman will there be there 1 No ! If you are going to observe symptoms, let them be symptoms of something to the purpose.
Many parents complain that their sons give no symptoms of predilection; their dispositions seem to be a dead level, without an elevation to take an observation by. It is no doubt true, that there are commonplace characters of this sort born into the world—lads who will drop into one course quite as readily as into another—who take no pains to shape their own lives, but let their days drift on without an object. They are not, as a rule, the most successful of men.
Fortunately, these neutral specimens are not numerous. There are but few spots on the world’s surface so absolutely level that the waters will not rather run one way than another ; and so I suspect there are but few minds so constituted as not to have a greater liking and aptitude for one profession than for another. AVhere the inclination is small, the harm done in not attending to it is not great; but where the disposition is evident, and the desire great, parents are only arrogating to themselves a tyrannical power in crushing the aspiration. History is full of it; biography insists upon it in every page ; and our own private experiences ought to drive home the lesson, that the greatest men in every profession ai27e too frequently those who have reached their chosen work through every species of parental opposition and disapprobation.
The article by Mr. A. R. Grant, on the Competition System, which appeared recently in the Nineteenth Century, has given rise to more discussion than would at first seem necessary. The “ serious charges ” which the writer brings against the Government System, resolve themselves, after all, into one or two. He charges them in fact, with exercising influence upon higher education, and with introducing high-pressure work, which “ dislocates ” the public school curriculum and drives the boys away to crammers. Now, undoubtedly, the competitive examination system does directly (not indirectly) affect the higher education of this country : but then, we must remember, that the Government, in the draft of all schemes bearing on competitive examinations, is influenced by public school education, in so far as that is conducted on the same lines at all public schools, far more than the schools are influenced by it. There is, we admit, the difficulty that “ crammers ” do better, in competitive examinations, than public schools. The reason of this is not far to seek. Directly a boy goes to a private tutor, he can throw overboard the forced hours of play, forced hours of bed, forced chapels, and all the thousand things which in a public school militate against hard work : he is left free to work as hard as he pleases. It may not be a very good thing for a young fellow of sixteen to work as many hours a day as he has years to his back. But then the occasions on which this happens are rare, and the duration of such an “ awful grind ” is short. But at a public school a spurt of this kind, lasting over four or five months, would be impossible. Until public schools get rid of the tyranny of athletics, they cannot hope to compete with the private tutors.
As regards Mr. Grant’s objection, that examinations possess no means of eliciting original ability, or of appraising capacity of mind, ‘f the balance of the mental powers, and the soundness of the judgment,”—no doubt, that is to a certain extent true. Mr. Grant might have added that examinations have no power of testing readiness to accept responsibility, pluck in emergency, or—in general—administrative capacity. These, in fact, are things which no conceivable method of appointment could test. Favouritism now and then lights upon administrative ability— the highest faculty bestowed upon man—as well as competitive examination. Nepotism occasionally singles out resolution, clear-sightedness, prudence, and courage, among young relations as well as among strangers. All this may be granted. But the question is—under what system do we get the largest average of able men i
It would be a good thing, perhaps, to examine in athletics, riding, cricket, tennis, boxing, and fencing. It would also be a good thing to examine in original essay-writing, with a view to get at the power of thinking of a man : it is beyond all dispute bad to have mere book-worms at the head of affairs. The old system (in India—not at home) gave us many good civil servants—as many perhaps as we have got now : yet the old system is gone never to return. The services are thrown open to all British subjects, and must remain open. As for Mr. Grant’s third objection, that the present system keeps out men whose minds develope late, all that is to be said is, that there are other careers besides India for young men, and that those who develope late have the Church, the Bar, and Medicine—to say nothing of Literature, Art, Architectui’e, Natural Science, and Teaching; all being branches of work in which late development is as valuable as that which comes early—perhaps more valuable, just as a marrowfat of August is more succulent than its congener of early June.—Educational Times.
INSPECTOR’S DEPORT.
Last month, we referred in our leading columns to the fact that the Hon. the Minister of Public Instruction desired to banish political patronage from the precincts of his department. We now submit the full text of the report and recommendations forwarded to the Minister by the gentlemen who were appointed to consider the matter. It will be seen that the report confirms our views upon the propriety of handing over the appointment and promotion of all teachers to a responsible board. We have not touched upon the scheme of classification proposed : the subject will, however, be fully dealt with in our next issue. The following are the report and the classification scheme :—
Education Office, January 25, 1881.
Sir,—
1. We beg to report that we have, to the best of our judgment, drawn up a scheme in accordance with the instructions given in your memo, of 10th August, 1880.
2. Our report lias been delayed by the pressure of other urgent official duty, by the necessity for full consideration of so important a subject, by the discussion of unexpected difficulties which have arisen, and the endeavour to reconcile conflicting interests.
3. In submitting a scheme in accordance with your instructions, we have found it i mpossible to attain the proposed ends without introducing certain objectionable features, to wrhich we deem it our duty to call your attention. Whether or not the disadvantages of the proposed system counterbalance its advantages will be a question requiring serious consideration.
4. We propose to secure the objects you have in view in the following manner :—
Appointments to be free from Ministerial, Political, and Departmental Influence.—This is effected by making promotion entirely dependent on length of service, literary qualification, and absence of unfavourable reports. When the proper lists are published, every teacher will know exactly when his turn for promotion comes.27
Reduction of Highest Incomes, especially those of Female Teachers. —This is effected by making the maximum salary of each class somewhat lower than the present salary in the largest schools of the class. The salaries of female teachers in the larger schools are still further reduced b}7 extending to all female assistants the rule that a female is to receive one-fifth less than a male teacher in the corresponding position.
Secui’ity against Loss of Income from circumstances beyond the Teacher’s Control.—This is effected by diminishing the number of classes of schools, by making the revision of classification (allotment) at much longer intervals, and by always giving the option of transfer before reduction of salary.
5. We estimate that during the first year a saving of about £7,000 will be effected, and that after two or three years the expense of the present staff of teachers will be about the same as now ; also, that this expense will not be further increased except by increasing the number of schools in operation.
6. The following features of the scheme should be noted :—The present positions and claims of teachers are conserved as far as practicable. The average income of teachers in schools of 50 to 150, i.e., those schools in which the bulk of our teachers remain who are simply certificated, will be improved. A system of annual increments analogous to that in operation in the Civil Service is proposed. The staff of schools have been re-arranged with a view to giving greater prominence to the position of the male assistant on whom, in the absence of the head teacher, the charge of the school ordinarily devolves. A definite value is given to special qualifications and to a course of training. And nearly every teacher will obtain experience of town and of country schools, both as assistant and as head teacher.
7. The objectionable points which we think are necessarily involved in such a scheme are the following :—Exceptional ability and aptitude for teaching cannot be adequately recognised, inasmuch as they give no claim to promotion. The Department cannot avail itself of special qualifications which a teacher may possess for a particular position. Promotion being strictly by seniority, there is less inducement for teachers to display zeal. A considerable number of the teachers who will be entitled to early promotion under the rules are by no means the most efficient teachers in their class. Teachers may be paid for a time out of proportion to the duties they discharge. Transfers from one school to another, and from one district to another, will be more frequent. And the rigid arrangement of staffs inseparable from the scheme may sometimes render the organisation of schools less efficient.
8. Most of these objections would be got rid of by the appointment of a board which commanded the confidence of the public and of teachers, which should be removed from all interference, ministerial or political, and the majority of whose members should be acquainted with the teachers in the service of the department, and with their qualifications and claims. This board should meet once a week to deal with vacancies and promotions ; it should select for promotion the most suitable teacher in the class below, taking into consideration general character, seniority, literary qualification, and proved teaching and organising ability ; when vacancies occur for head teachers in small schools, it should decide whether a male or female. shall be appointed, and it should be allowed a degree of discretionary power in arranging the staffs of schools as provided for by part iii. of the proposed regulations, and in dealing with transfers to equivalent positions under part iv., section 8, of the same. Questions between two teachers or between a teacher and the department as to the interpretation of the proposed new regulations should also be decided by the board. Such a modification commends itself to our judgment, but we did not feel at liberty to incorporate it in the scheme, as it does not fulfil the condition that appointments should be free from departmental influence.
We have the honour to be, sir, your most obedient servants,—Fredk. Jno. Gladman, J. Main, T. Brodribb, Charles A. Tobp, G. Wilson Brown.
To the Honourable the Minister of Public Instruction.
The following is the scheme alluded to in the Inspector’s Report :—
PROPOSED SCHEME FOR THE CLASSIFICATION, APPOINTMENT, AND PROMOTION OF TEACHERS.
I.—Classification of Schools.
1. Schools will be an-anged in five classes, as under :—
Class I. will comprise schools with an an average attendance of 700 and upwards.
Class II. will comprise schools with an average attendance of 400-700.
Subdivision A will comprise schools with an average attendance of 250-400.
Subdivision B will comprise schools with an average attendance of 150-250.
Class IV. will comprise schools with an average attendance of 50-150.
Class V. will comprise schools with an average attendance below 50.
2. The classification of schools will be determined in the first instance, and will be revised every three years, by a Board consisting of thé Inspector-General, an examiner, and the district inspector.
3. A list of schools in their several classes will be published in the annual report of the Department.
III.—Classification and Payment of Teachers.
1. Teachers will be arranged in five classes, as under :_
1st Class.—Male teachers who—(a.) Are certificated, and are classified in first honors or hold a degree of the University of Melbouine, and (¿.) Are in charge of 1st class schools Minimum fixed salary, £280, rising by 5 annual increments of £10 to a maximum of £330.
2nd Class.—Male teachers who—(a.) Are certificated and classified in 2nd honors and (b.) Are in charge of 2nd class schools. Minimum fixed salary, £220, rising by 5 annual increments of £10 to a maximum of £270.
3rd Class.—Teachers who—(a.) Are certificated and have also passed the matriculation examination or hold the Department’s Science certificate, or have obtained a trained teacher’s certificate subsequently to 31st December 1875 ; or obtained a trained teacher's certificate of 1st or 2nd class under the Board of Education ; or (if females) Are classified in honors ; and (b.) Hold positions as head teachers of 3rd class schools, or as first male or first female assistants in 1st class schools. Minimum fixed salary for males, £152, rising by 7 annual increments of £8 to a maximum of £208.
4th Class.—Teachers who—(a.) Are certificated, and (J).) are in charge of 4th class schools, or hold positions as first male or first female assistants in 2nd class schools, or as first female assistants in subdivision A of 3rd class schools. Minimum fixed salary for males, £112. rising by 4 annual increments of £8 to a maximum of £144.
5th Class.—Teachers who—(5.) are licensed to teach, and (a.) are in charge of 5th class schools, or hold other assistantships than those specified above. Minimum fixed salary for males, £80, rising by three annual increments of £8 to a maximum of £204; but teachers employed as junior assistants will receive no increment.
N.B.—The literary qualification for any class will be held to include that for each lower class.
2. In addition to the fixed salary, a sum equal to one-half the amount of such salary will be obtainable by way of results.
3. Female teachers will not be classified above the 3rd class, and their salaries will be one-fifth less than those of male teachers occupying corresponding positions.
4. All increments will be dependent upon the absence of unfavorable reports on the teacher, both as regards his general conduct and his discharge of his school duties. An appeal against the withholding of the annual increment on either of the above-named grounds shall lie to the Minister, and his decision shall be final and without appeal.
5. A list of teachers in the several classes in their order of seniority will be published in the annual report of the Department.
III.—Staff of Schools.
1. A school of any class will, except as hereinafter provided, be under the charge of a head teacher of the corresponding class, and all schools in classes above the fifth will be under the charge of a male head teacher.
2. Assistants will be appointed as under :—To schools with an average attendance of 75-150, one assistant ; to schools with an average attendance of 150-250, two assistants ; to schools with an average attendance of 250-350, three assistants ; and so on, at the rate of one assistant for each additional 100 in average attendance.
3. The assistants appointed will be of the following rank:—In 1st class schools, a first male assistant of the 3rd class, a first female assistant of the 3rd class, a second male assistant of the 5th class, a second female assistant of the 5th class, and junior assistants, of whom the first three Will be females, the next a male, and the rest females. In 2nd class schools, a first male assistant of the 4th class, a first female assistant of the 4th class, a second female assistant of the 5th class, and junior assistants, of whom the first will be a female, the second a male, and the rest females. In 3rd class schools—Subdivision A (250-400), a first female assistant of the 4th class, a first male assistant of the 5th class, and female junior assistant. Subdivision B (150-250), a first female assistant of the 5th class, and a female junior assistant. In 4th class schools of 75-150, a female assistant of the 5th class,
IV.—Abbointment and Promotion.
1. Vacancies in junior assistantships will be filled by the appoint
ment of qualified candidates in the following order:—(i.) Holders of trained teacher’s certificate, in order of merit, as determined by class-list and the report of the superintendent; (ii.) Other trainees who have completed the full period of training; (iii.) Pupil-teachers who have completed their course, in order of seniority; (.iv.) Other qualified candidates. ■
2. As vacancies occur in 5th class schools, they will be filled from the list of junior assistants by the appointment of trained or certificated teachers in order of seniority, or, if none of either class are available, by licensed teachers. In estimating seniority, the second year passed in training will be counted as a year’s service as junior assistant.
3. Vacancies for assistants (other than junior assistants) of the 5th class will be filled by the appointment of teachers of 5th class schools who, after having had charge of such schools for a period of not less than two years, shall have registered themselves for assistantships ; or, in the event of there being no such applications, by appointment from the list of junior assistants as prescribed in the case of 5th class schools.
4. Vacancies in classes higher than the fifth will be filled by the appointment of the senior teacher of the next lower class who is qualified for promotion.
5. Every appointment will be published in the Government Gazette.
6. When at the periodical re-classification of schools a school is placed in a higher class, each of the teachers shall, if" he possess the prescribed literary qualification, remain in the school; but, notwithstanding anything contained in these regulations, he shall not receive the salary of any higher class to which the new classification of the school may entitle him, until he shall in regular course have attained the maximum salary of his previous class. Should he not possess the prescribed literary qualification, he shall be allowed until the 31st December thereafter ensuing to obtain it, and, failing to do so, shall then be removed to a position corresponding to that which he held before the classification of his school was raised.
7. When at the periodical re-classification of schools a school is placed in a lower class, each of the teachers shall retain his former salary, but without further increment, until an oiler can be made to him of a position corresponding to his classification. Should he refuse to avail himself of such offer, he shall from the first day of the month succeeding that in which the offer is made, receive only the salary corresponding to the reduced classification of the school.
8. So long as there are any teachers receiving salary for a higher class than that in which their schools are for the time being placed, any vacancy in such higher class shall be filled by one of such teachers, and if more than one of them are desirous of the vacancy, the senior shall be entitled to the position ; and if none of such teachers signify his desire for the position, it shall be offered to the junior of them, and, in the event of bis refusing it, to the others in order.
9. Senior teacher shall mean the teacher who has been longest in receipt of the maximum salary of the class, or who has been longest receiving the highest salary of those in the class with whom he is compared.
10- Junior teacher shall mean the teacher in receipt of the lowest salary of the class, or who has been the shortest time in receipt of the lowest salary of those in the class with whom he is compared.
11. Where two or more teachers have been receiving the same salary for the same length of time, seniority will be determined by the length of time they have been in the class.
V.—Special Regulations Applicable to Teachers at Present
Employed.
1. Teachers will retain the positions they hold, and will be provisionally classified accordingly, subject to the following conditions as to payment :—(a.) Teacher’s in receipt of a salary higher than the maximum salary assigned by Regulation II, to fully qualified teachers in such positions, will receive the maximum salary. (&.) Teachers in receipt of a salary le^s than the maximum salary assigned by Regulation II. to fully qualified teachers in such positions, will continue to receive such salary.
Of the teachers included under (b)—(1.) Those fully qualified for their positions under these regulations will proceed to the next higher salary of the class on the 1st July 1881, and so on annually, until they shall have reached the highest salary provided for their class. (2.) Those not fully qualified for their positions under these regulations will receive no increment until the 1st July subsequent to their obtaining the prescribed literary qualification.
2. Teachers in receipt of special salai'ies will be classified according to the position they held prior to being placed in special positions.
3. Teachers whose incomes are reduced in accordance with (a) above shall receive as compensation therefor a sum amounting to one-twelfth of such reduction for each year of service, and a proportionate sum for any additional time less than a year.
secretary was requested to draw the attention of the trustees of the several funds to the low rate of interest which they were yielding. The report of the examiners for the Payne scholarship was received, and as it certified that Mr. Bromfield had passed a satisfactory examination in natural science, that gentleman was elected by the council, with whom, according to regulation 7 in the declaration of trust, the appointment appeared to rest. As much important business was still standing on the notice paper, and there was onty a bare quorum of the council present, it was resolved to adjourn to Tuesday, the loth inst., at a quarter past 4 p.m. ; the next meeting to be held at the Diocesan Registry. Before the couucil rose, it was announced that a cheque for £250 had just been received from Mr. R. Grice, towards the enlargement of the accommodation for students now so urgently called for.
An adjourned meeting of the council of Trinity College was held, says the Argue, on Tuesday last, at the Diocesan Registry. There were present the Very Rev. the Dean of Melbourne (in the chair), his Honor the Chief Justice, Rev. Canon Handheld, and Messrs. Warrington Rogers, Q.C., Edwin E. Morris, F. Grey Smith, and Alex. Leeper. It was announced that the scholarship founded by the Bishop of Melbourne had become vacant, and it was resolved that an examination for the same should be held on the 6th and 7th of April, and that the Rev. A. V. Green and the Rev. T. If. Armstrong, late scholars of the college, be requested to act as examiners. Mr. C. M. Lowe was elected to the Cussack Russell Scholarship, founded in memory of the late Rev. Dr. Russell, of the Wannon district, and reserved for candidates from the diocese of Ballarat. A grant of money was made for the publishing of the “ College Calendar ” for the present academic year. Mr. F. Grey Smith reported that he had audited the college accounts for the past year, and had found them correct. It was announced to the meeting that the number of undergraduates applying for rooms this term was greatly in excess of the accommodation available at the college. A discussion followed as to the best means of raising funds for enlarging the present buildings ; and that the matter might be fully considered, the council, on the motion of the Chief Justice, again adjourned to Wednesday, 23rd inst., at a quarter past four p.m. We are informed that owing to the necessity for refusing so many applications for admission to Trinity College, it has been decided to follow the example of the best colleges at Oxford, by instituting a competitive examination for entrance, the vacant rooms to be alloted to those obtaining the highest places, The examination will be held within the next two or three days, and any students who have not yet put down their names for residence during this term are requested to do so without delay.
A MEETING of the Ormond College was held on February 24th. Mr. John M'Farland was cordially welcomed to his position as head of the college. Dr. Morrison announced the receipt of the following telegram from the founder of the college, Mr. Francis Ormond :—“ I offer to bear the whole cost of the erection of that part of Ormond College now completed, and I recommend that the conditional sums raised for building be devoted to endowment and exhibitions.” By the last mail he had received a letter confirming the telegram. Mr. Ormond had already given £10,000 towards the building, and £2,570 for the tower. He had also made several other conditional offers for raising money for the endowment fund. All these conditions are now withdrawn, and his agents in the colony are authorised to pay over to the council a sum sufficient to meet the whole cost of the erection, which will not be less than £22,500, and the whole sum subscribed by other friends of the college is thus set free for endowment, amountingto upwards of £11,000. On the motion of the Rev. Murdoch Macdonald, seconded by Mr. Mathieson, it was unanimously agreed to convey to Mr. Ormond by telegram and letter their deep gratitude for his munificent liberality. It was resolved that the title of the Head of the College should be “ The Master of Ormond College.” It w’as further resolved that the practice of each student furnishing his own quarters, which prevailed in the colleges in the mother country, should not be followed, but that the Council should furnish comfortably and substantially, both bedrooms and sittingrooms. Dr. Morrison stated that Mr. William Russell had founded a scholarship of the capital value of £1,000, and Mr. Ormond had written urging the Council to raise £10,000 additional for exhibitions and endowments, and promised £1,000 towards the £10,000. The Council appointed a small committee to take immediate steps so as to raise either by capital sums of £1,400 each, or by individual subscriptions for three years ten exhibitions of £50 each, and to use every effort to raise such before the opening ceremony, which is appointed to take place on the 17th March. Two such exhibitions were promised by gentlemen present,
The monthly meeting of the Trinity College Council was held on the 11th inst. Present—Mr. J. Warrington Rogers, Q.C. (in the chair), and Messrs. F. G. Smith, Edward E. Morris, and Alex. Deeper. Mr. F. G. Smith was elected a trustee for the Perry Scholarship Fund in the room of Mr. E. Brett, resigned. A discussion followed on the question of the investment of the funds of some of the theological scholarships, and the
Rtciorhm (iBbucaitcm JLjrartmenf.
APPOINTMENTS.
Georgina Bossence, H.T., Taripta East, 2184; T.Fergusson, H.T., Ehymiicy Roof, 1606; J. M'Allester, H.T., Lucknow, 1231; Clias. E.’ Tranter, H.T., Mepunga, 435: Geo. Ellis, H.T., Caramut, 728; John Reed, H.T., Killara, —; E, Williams, II.T., Barton, 2066; Kenneth M'Leod, H.T., Kilnoorat and Cloven Hills, 1837 ; John A. Wilson, H.T., Childers, 2350 ; Edwin T. Earl, Assist., Cambridge-street, 1895 ; J. A. Kennedy, Assist., Carlton, 112 ; Patrick Cahill, H.T., Middle Bridge, 774 ; John M’Gellivray, H.T., Lexton, 1569 ; Kate Bolger, H.T., Dutson, 2368 ; Archibald Bell, H.T., Matlock, 1100 ; Mary A. Murray, Assist., Broad-ford, 1125; Mary A. Mansfield, H.T., Carron, 2332; Win. Novton, H.T., Eskdale and Tallandoon, 2318 ; John M. Jeffrey, II.T., Upper King River, Hcdi, and Boggy Creek, 1422 ; Florence Farrant, H.T., Kimberley, 1160 ; Thos. Griffin, H.T., Kinypaniel, 1800 ; Thos. G. Patterson, II.T., Kyabram North, 2277 ; Richd. J. Gilsenan, II.T., Homerton and Mount Clay, 1400 ; Isabella Cowan, H.T., Chrystal Creek, 1364 ; Thos. J. Murray, II.T., Tawong, — ; Annie Shiress, H.T., May Reef, — ; Chas. M‘Lean, II.T., Tayrendarra North, 1630 ; Jane Hill, H.T., Stony Creek, 1662 ; H. Morrison, H.T., Glenaladeele, 2373; Win. Hy. Reid, H.T., Karabeal and Victoria Point, 1302 ; Sarah A. Wausley, H.T., Terrappee South, 2376.
The following is the Latin paper set by the Education Department of Victoria at the Examination Exhibition held in December, 1880 :—
Time allowed for this paper from 3.15 to 5.15 p.m.—1th December.
1. Translate into English—Cujus loci lime erat natura, atque ita monti bus angustis marc continebatur uti ex locis superioribus in litus telum adigi posset. Hunc ad egrediendum nequaquam idoneum locum arbitratus, dum reliquie naves eo convenient, ad horam nonam in ancoris expeetavit. Interim, legatis tribunisque miiitum convocatis, et qum ex Voluscno cognosset, et qum fiere vellit, ostendit, monuitque, ut rei militaris ratio, maxime ut maritimi© res postularent, ut quum celerem atque instabilem motum haberent, ad nuturn et ad tempus omnes res ab iis administrarentur. His dismissis, et ventura et mstum uno tempore nactus secundum, dato signo et sublatus ancoris, circiter millia passuum septem ab eo loco progressus, aperto ac piano litore naves constituit. At barbari, consilio Romanorum cognito, pnemisso equitatu et essedariis, quo plcrumque genere in proeliis uti consuerunt, rcliquis copiis subsecuti, nostros navibus egredi prohibebant.
2. Parse with full syntax the following words occurring above :— monti bus, egrediendum, arbitratus, vellet, haberent, nactus, sublatis, passuum.
3. Translate into English—Genus hoe est ex essedis pugnm. Rimo per omnes partes perequitant, et tela conjiciunt, atque ipso terrore cquorum et strepitìi rotarum ordines plerumque perturbati, et quum se inter equitum tunnas insinuaverunt ex essedis desiliunt et pedibus prceliantur. Aurigi© interim paulatim ex proelio excedunt, atque ita currus collocant, ut, si illi a multitudine hostium premantur, expeditum ad suos receptum habeant. Ita mobilitatem equitum, stabilitateli! peditum in preeliis prmstant ac tantum usp quotidiano et exercitatione efficiunt,
uti in declivi ac pnecipiti loco incitatos equos sustinere, et brevi moderari ac flectere, et per temonem percurrere, et in jugo insistere, et se inde in currns citissime recipero consuerint.
4. Parse fully the following words occurring in the last extract rotarum, pedibus, premantur, quotidiano, uti, brevi, citissime, consuerint.
5. Translate and explain the words in italics—(a) Volusenum cum navi longa prsemittit. fb) Quod omnis Gallia ad septentriones vergit.
(c) Ad inferiorem partem insulm quae est propius soils occasum.
6. Decline—vir, vis, melior, idem, crus ; and write out the following :—
Subjunctive Past Perfect (or Pluperfect) of Nanciscor. Imperative Future 3rd Plural of Eo.
Passive Subjunctive Imperfect 1st Plural of Do.
Indicative Future Perfect 2nd Singular of Possum.
Active Subjunctive Perfect 2nd Plural of Mordeo.
7. (a) Distinguish between the uses of ut, and no after verbs of fearing. (b) How is the Gerundive used when the verb from which it comes governs the ablative case ? (c) What are Neuter Passive Verbs ? Give examples.
8. Translate into Latin—(a) Hannibal exhorted the soldiers to remember their ancient valor and not to forget their children. (b) We know that the body perishes, but that the soul is immortal, (c) Xenophon enquired of the oracle who was the wisest of all the Greeks.
(d) He fortified the camp that he might the more easily keep off the
enemy, (e) Do you think that silver and gold are more precious than virtue and prudence ? (f) Cicero devoted himself with the utmost zeal
to preserving the Commonwealth. (7/) Children obey your parents. (//) It does young men much good to read the books of the ancients.
The following are the papers set by the Victorian Education Department for License to teach drawing at Examination, held 8th December, 1880 :—
Angular Perspective, with Instruments.
Given the plane of the picture, and one edge of a cube against the plane, draw the cube in angular perspective, showing :—“ horizontal line,” “point of sight, or centre of vision,” “vanishing points,” “measurement points,” “station point,” “ground plan,” “geometric scale.”
Practical Geometry.
Each diagram to he about six inches across, showing the construction lines. No written description required.
1. Construct an equilateral triangle, the length of the base being given.
2. Upon a given straight line construct a regular polygon of any number of sides.
3. Construct a rectangle or parallelogram equal in area to a given triangle.
The following i3 the paper set by the Victorian Education Department for examination in drill of State School teachers, held 13th December, 1880 :—
Memo for Candidates.—Candidates are requested to observe the following directions, as to their papers :—1. Write the answers on half sheets of foolscap, leaving a convenient margin. 2. Write only on one side of the paper, leaving a clear line between each answer. 3. Names legibly written, and number of School, to be placed at the back of each half sheet. 4. Number the sheets consecutively; and to each answer affix in the margin the number of the corresponding question. 5. Roman figures (X., &c.) are not to be used. 6. Where letters (a) (b) are used to subdivide questions, affix similar letters to the answers. 7. When a question is passed over unanswered, write its number in the margin leaving a blank space across the paper. 8. Do not introduce into answers matter irrelevant to the questions asked. !). When each paper is finished arrange the several sheets numerically from the first to the last page, fasten them together at the upper left (proper right) corner ; fold them oncelongitudinally, and personally hand them, before leaving the room, to the Staff Officer conducting the examination.
Morning Paper.
1. Define :—(a) “ File,” (5) “ Rank,” (c) “ Squad,” (d) “ Company.”
2. Give the formation of a “ Squad with Intervals.”
3. Give the formation of a “ Squad in Single Rank.”
4. Give the formation of a “ Squad in Two Ranks.”
5. In which of the formations above named (in questions 2, 3, and 4)
should a squad of uninstructed men be first drilled ?
G. State in order of succession as nearly as you can, the several sections of drill which should be practised in the formation, named in your answer to question 5.
Squad drill with Intervals.
7. Name the position in which a man places himself when he falls in
for instruction.
8. Turn a squad three-quarters right about, giving detail.
9. Bfing a squad turned three-quarters right about to the front, giving
detail.
10. (a) Three men walking together in the street meet an officer, they
salute ; by which of them is the time given ? (b) A man passes
an officer on the right, with which hand will he salute ?
11. A squad is marching, Halt it, giving detail.
12. Cause a squad to change feet, giving detail.
13. When is changing feet practically required on drill?
14. (u) Give the positions of the arms, hands, &c., when performing the
“ double march,” (b) also state the length of pace taken when at the “ double.”
15. Give the action of the hands, &c., when a squad at the “double” re
ceives the word to “ Halt.”
16. It is required to close a squad three paces to the right (judging the
time) ; give the necessary words of command, and the rule as to the halting of the men.
17. («) Give the rule as to the' foot, ou which a soldier on the march
turns to the right, and to the left. (b) How will a man act if the word “Turn" be not given as the proper foot comes to the ground ?
18. Cause a soldier marching to turn to the left about, giving detail.
Squad Brill in Single Rank.
19. (a) What is the principal guide iu marching? (?>) State the position
of the body when marching.
20. Before putting a squad in motion what caution must be given ?
21. Cause a squad marching at the “Double” to assume the “ Quick ”
time.
22. When a man finds himself a little behind or before the remainder :
how should he recover his place ?
23. Cause a squad halted to chauge front to the right by “ File Forma
tion,” giving details.
24. A squad moving to a flank “ as in File” receives the word “ Right—
Wheel,” state in detail how the leading man, and the remainder of the squad, act on the command.
25. A squad is marching to a flank “ as in file” cause it to form to the
Front at the halt, giving detail.
26. Cause a squad marching to the right “ as in file” to form squad to the
right, giving detail.
27. Give the commands necessary to bring a squad marching “ as iu file”
to its original front.
28. When a squad in single rank is practising the side (or closing) step :
what are the rules to be observed with reference to the position of the body, aud direction of the paces taken ?
SET II.
Time allowed—From 1.30 to 4 p.m.
The following are the papers set by the Victorian Department of Education for students in training, at the examination, held December 1880:—
Grammar.
1. Give the meaning of each of the following words, the meaning of each part of them, and the language from which it is derived :—Disenthral, ephemeral, panorama, preferable, scribbler, unwholesome.
2. Explain this statement fully :—“ The English language can express more shades of meaning in the tense relations "than probably any other existing language.”
3. Name the various ideas of place and of cause. Give sentences in which these ideas are expressed by adjuncts to the predicate of the third degree.
4. Write each of the following sentences iu a correct form, and state the reason for each correction :—(a) Labor and capital are twins united by bonds which, if severed, means prostration and death to both, (b) Thou dashest him again to earth there let him lay. (c) No man knoweth it save he which receiveth it. (d) Neither the absolute darkness nor the enormous pressure which exist in such regions (the bottom of the ocean) constitute any insuperable barriers to organic life.
5. Give the name and the number of the feet in each of these lines :—
(a) Knowledge comes, but wisdom lingers, and I linger ou (he shore, (b) And the sheen of their spears was like stars on the sea.
The following is the music paper set by the Victorian Department of Education, for license to teach singing at the examination held December, 1880 :—
Time allowed, two hours and a half.
1. How is the time (rhythm) of a movement decided ?
2. Raise these notes a semitone, without changing their letter names:—
3. What words, and signs, are used to denote repetitions ? What to denote expression ? Describe the various melodic graces :—
4. Mark where the semitones ] are found in the following order of notes :-0, D, Eb, F, G, A#, B$, C, D$. Eft, Gb, Gfl.
5. Write down the signatures of the keys of—G minor, 0$ major, Ab, F minor, E major, Bb minor.
G. Iq a rhythm, how is half a bar’s rest expressed ? How a whole bar’s rest generally ?
7. A bar of § rhthm frequently consists of six quavers; a bar of -J-
rhythm may also consist of six quavers; explain wherein they would differ. <
8. Name the following intervals, and say what they become when inverted :—Afc) to C!^, G to Db, B to G^, Bb to F$, C to I>b, Db to G,
9. Write major common chords, with their inversions, to the following Bass notes :—
|
ry A - v' |
— |
. . | ||
|
*.)• ?....... |
« * | |||
|
g .. |
1 i |
??& | ||
|
- |
and minor common chords, with their inversions, to these :—
|
TWvii - 1 |
, |
,, | |
|
i | |||
|
’■Tf & _ |
. | | ||
|
ir |
- « . |
_hi_ |
10. What are accidentals ? Show wherein they do, and wherein they do not, materially disturb the original Key.
11. Transpose the following passage to the Key of A, and employ the Alto clef : —
12. Define the compass, and ordinary registers, of the principal kinds of voices.
The following are the papers set by the Victorian Department of Education for students in training, at the examination held Decembor, 1080 :—
PHYSIOLOGY.
Time allowed from 1.30 to 4.30.
1. Give a brief account of the bones of the leg and foot.
2. (a) What work is respectively performed by the following classes of
muscles:—Adductor, abductor, flexor, extensor, sphincter? (¿>) What is the diaphragm ?
3. Professor Huxley says “ These three organs . . . have been
fancifully termed the tripod of life. In ultimate analysis, however, life has but two legs to stand upon.” Explain this passage and comment upon it.
4. Of what size arc the capillaries ? Describe their office.
5. Describe the means by which heat in the animal system is generated
and regulated.
6. Describe the situation and appearance of the spleen. What changes
is it supposed to undergo ?
7. Draw a diagram of the ear and explain the structure and function of
its principal parts.
8. Give an outline of the anatomy of the brain ; and describe the func
tional difference in the anterior and the posterior spinal nerves.
9. How may fevers be caused ? What preventive steps would you take
against them.
10. Name foods of the following kinds :—(a) Heat-forming, (b) Flesh
forming, (c) producing potash, (d) producing lime and phosphorus. How doos each benefit the human system ?
HISTORY.
Time allowed from 9.30 a.m. to 12.30yi.m-.
1. (a) Name the Anglo-Norman and the Plantagenet sovereigns, and give the date at; which each commenced to reign, (b) Trace the descent of Henry the Seventh from Edward the Third.
3. Give with dates an account of each of these events :—(a) The revolt
of Boadicea; (b) Revolt of the Scots under Wallace; (e) The rising in favour of the young Pretender ; (d) Mutiny of the Sepoys.
4. Give particulars, including dates, of the occurrences for which the
undermentioned places are memorable :—Runnymede, Barnet, Worcester, Utrecht, Sebastopol.
5. Give some account of each of these personages :—The Black Prince,
Admiral Blake, Judge Jeffreys, Daniel O’Connell.
6. When and in what manner did England acquire Bombay, Cyprus,
Gibralter, Jamaica ?
7. Give particulars, including dates, respecting—The Grand Remon
strance, The Declaration of Breda, The Exclusion Bill, The Trial of Sacheverell.
8. Specify the various means of procuring money to which Charles the
First resorted when he tried to do without a Parliament, and distinguish those which were plainly illegal from those which were of doubtful legality.
8. (u) What vexatious rights over lands held in military tenure did the Crown formerly possess ? (b) When did it surrender them ? (c)
What compensation did it receive for this surrender? (d) What injustice was there in the means adopted for providing the compensation ?
10. Explain fully this statement: “ The accession of George the First
was followed by two striking political results.”
11. Narrate the services rendered to Australian geography by Matthew
Flinders.
12. In what years have Exhibitions been held in Melbourne ? Give a
short description of each.
13. Set down the dates of these eventsFirst Settlement at Swan
River; First Settlement at Adelaide ; Separation of Victoria ; Separation of Queensland.
The following are the papers set-by the Victorian Department of Education for pupils-tcachers at the General Examination held December 1880 :—
Second Class.—Subjects of Fourth Book (Irish Board Series). Time allowed : 3.50 to 4.20 pan.
1. (a) In what respect does wool differ from hair ? (b) Describe the
operations that wool undergoes before being made into cloth.
2. (a) Give the origin of the name copper. (b) Specify the properties of copper, (c) Point out its uses.
3. (a) What is meant by the English National Debt ? (b) How did
it arise ? (c) Out of every pound raised annually in taxes what sum
goes to pay the interest on this debt ?
Second Class.—Subjects of Fourth Royal Reader.
SET I.
Time allowed: 3.50 to 4.20p.m.
1. Narrate the story of the “ White Ship.”
2. Describe the Bird of Paradise. What method of approaching it do the natives adopt ?
3. Mention the principal events in the life of Mary Queen of Scots.
4. For each of the following words give another of the same pronunciation but different spelling, and construct short sentences showing the applications of the words forming each pair :—Key, seer, grown, root.
SET II.
1. Narrate the story of the Loss of the “ Birkenhead.”
2. Describe the habits of the Swallow family. On what does the Swallow feed ?
3. Give an account with dates of the “ Maid of Orleans.”
4. For each of the following words give another of the same pronunciation but different spelling, and construct short sentences showing the applications of the words forming each pair :—Need, meat, miner, yolk.
The following is the Arithmetic paper set by the Victorian Department of Education, for Exhibitions, at the Examination held December 1880 :—
Time allowed for this paper from 1 to 3 p.m.
1. Find the number of chains and links in (a) 3 miles 5 furlongs 13 rods 2 feet. (b) 517 acres 1 rood 13 square perches 17 square yards.
2. One ton measurement containing 40 cubic feet, find the number of tons measurement in 1239 logs of red-gum ird of which are 50 feet long, -3-th 40 feet long, and the remainder 30 feet long, the thickness of each log being -ith of its length. To find the solid contents of a log multiply the length by 3| of the square of half the thickness.
3. If 270 acres 2 roods of corn land give me a net profit of £392 4s. fid.
when the yield is at the rate of l-£ quarters of -wheat to the acre, and wheat is selling at 4s. lOd. per bushel, how much land will give me a net profit of £143 19s. fid. when wheat is 40s. a quarter and the land yields 11 bushels to the acre, the working expenses per acre being the same in each case. _
4. (a) Shew that ’27 is equal to -y'L-th, assuming only that the dot over the 7 means that it is repeated any number of times. (b) 5£ yards being 1 linear rod, shew that 1 square rod must contain 30^- square yards.
5. What will be the cost to the consumer of 1 lb. of Patna rice, the price of which at Calcutta is 2d. per lb., the freight amounting to £2 per ton, duty to 6s. per 100 lbs., wharfage and harbour dues to 3s. per ton, the importer charging 15 per cent, on the value of the rice after paying the above charges, and the retailer charging 12^ per cent, for trouble ? Answer to be correct to a farthing.
6. Whether it is better for me to invest £500 in 4 per cent. Victoria debentures when they are selling at £92£ or in 4| per cent, stock selling at £98i- ? What will be the difference in my income in the two cases?
7. Find the quotient obtained by dividing the excess of 2,}th over the sum of Ards and A-th of 4.j- by fth of Ath of the difference between 3-ird and the sum of 2£- and 5-’-tn.
8. The weight of sodium is 1-J-th the weight of the same bulk of naphtha. One and a half pints of naptha weigh 10500 grains Troy ; one gallon of water weighs 10 lbs. avoirdupois. Express by a fraction in its simplest form the relative weights of sodium and of water.
9. If one cubic inch of water weighs 252-46 grains, what decimal of a gallon of water will be contained in a litre, which is a cubic measure one side of which is of a metre long, a metre being equal to 39'37 inches, and a gallon of water weighing 10 lbs. avoirdupois ?
The following is the result of the ordinary examination, February term, 1881 :—
First Year Arts.—Arthur Wigram Allen, Trinity College; Michael Joseph Linelian, Robert Livingstone ; Richard Harry Potter, Trinity College; Robert Hope Robertson; Frederic Gordon ¡Robinson, Trinity College ; Francis Michael Savage, John James Spalding, George Brinsden Vasey, Arthur Joseph Warren, Edwin Percy Wynne. Second Year Arts.—William Rowland Lelean, Thomas Henry Newing, Home James Robertson, Thomas Wilson Serjeant, George Jeremy Taylor. Third Year Arts.—James Lang Robertson ; Andrew Scott, Trinity College.
First Year Laws.—William Saunders. Second Year Laws.—Michael Francis Dowdcn. Third Year Laws.—Frederick William' Dickson, Trinity College ; Alfred Canover Nicholls, James Wilson.
First Year Medicine.—Alexander Sydney Joske, Hector Rath Maclean, Francis Armand Nyulasy, Second Year Medicine.—Charles August Alt-maun, Alfred James William Keenan, Thomas Augustus Frederick Quirk, Alfred William Binder, William Chisholm Ross. Third Year Medicine. —James Vrilliam Florance, Charles Hedley, Theodore Napier, Robert Richard Riminston, Thomas Kerslake Robinson, John Cam Wight, Fourth and Fifth Years Medicine.—Returns not yet complete.
First Year Engineering.—William Irwin, William Percy Steane. Second Year Engineering.—David Christopher Askew, Geo. M'Kenzie,
Thomas Murray, Edward William Parry, Henry James Herbert Scott, Gerard Wright. Third Year Engineering.—Engineering Branch—Edward Fitzherbert, Frederick Smith. Mining Branch—William Robert Rennick.
History of the British Empire, Part 1.—Frank Pilkington Brett, William Crawford, Adolphe Charles Destree, Edmund Selwyn Herring, Arthur James Johnson, Samuel Cuthbert Lamrock, James Eadie MHntyre, Philip William Must, Frank Pinkerton, George Littlefield Sims, James Kennedy Ogilvie Smith.
Law of Obligations.—Frank Pilkington Brett, Adolphe Charles Destrce, Arthur James Johnson, Samuel Cuthbert Lamrock, James Eadie MHntyre, Frank Pinkerton.
Constitutional Law.—Eleazar Barkley Hyett, Richard Little, Thomas William Iliddcll, Henry Walter Courtenay Simpson, William Carter Smith.
Law of Property,—Eleazar Barkley Hyett, Richard Little, Henry Walter Courtenay Simpson, William Carter Smith.
Junior Latin.—R. Camm.
Chemistry, Mineralogy, and Botany.—R. Camm.
Deductive Logic,—R. Camm, J. M'Laren.
Materia Medica.—C. H. Flack, D. R. Long,
Lower Mathematics.—R. Camm, J, M;Laren.
Ancient History.—J. M'Larcn.
Practical Chemistry.—W. Macgibbon.
The following is the result of the Matriculation Examination. February term, 1881 :—Passed with Credit.—Denis Francis Gerity, St. Francis Xavier’s College. Passed.—William James Trahair Angvvin, private tuition ; William James Birch, King’s College; William James Calder, Edinburgh Institution; William Sholto Douglas, Hawthorn Grammar School ; John Reid Gair, Wesley College; Frederick Elliott Grant, King’s College ; Samuel John Hardy, Mr. Clezy; Louis Saenger Holmes, Mr. Breaden ; Frederick Miller Johnson, Hutchins’ School ; James Patrick Kelly. St. Francis Xavier’s College; Augustus Leo Kenny, St. Francis Xavier’s College; William Langford, Kyneton Collegiate School; William Milne, Kew High School; Alexander Wellesley Finch Noyes, Mr. Barnard ; Robert Daniel Ross, Ballarat College : James Keay Troup, St. Andrew’s College ; Reginald Edward Weigall, Church of England Grammar School ; Alfred William Wilson, Grenville College.
February Term, 1881.
ALGEBRA.
Solution by Jas. Sutherland.
1. If a = 5, b-3, c = 2, find the value of [a + b)3 + 3c[a + J)2 +3c2(«. + &)
Ac3.
[a + b)3 + 3 c(a + b)~ + 3c-[a + b) + c3 = | (a + b) + c | => [a + b + c)3
Substituting numerical values for a b and c we get (a + J + e)3 = 103 = 1000. Ans.
2. Divide x* + x3 + x +1 by (#4-1)2
#4 4-#3 +x + 1 _(#_+ l)#3 4-#4- 1 _ (# +1)2 (x +1) [x + 1)
[x3 + 1) (#4-1) {x+ 1) (x- -x + 1) (# + 1)
= (X+l)[X+l) = (X + 1) {X + 1)
= #B-#4'1. Ans.
3. Multiply #24-4#-21 by #2—4#-45 and divide the result by x2 - 2x - 63,
(x2 + 4x- 21) (x2 -4x -45) x2 - 2# - 63
=<i±Ii^U^>=(*_3,(*+6, A„,
4. Divide (a -I- b + c) (bc + ca + ab) -abc by b-*-c.
[a + b +c) [bc + ca + ab)-abc b -I- c
_ [ [b + c) + a | | a[b + c) + bc]> - abc \b + c)
a[b + c)2 + bc[b + c) + a2[b + c)
(b + c)
= a[b + c) + a2 + be — a[a+b + c) + bc. Ans.
5. Simplify
rr5+i
I - x 1 +
Multiplying numerator and denominator by equals
1 -#s
this expression
1 — X 4* # 4- #" 1 + X —X 4-#3
1. Ans.
6. Simplify
x+1 x-\ 2
•-----_i_ - J- —------
#2+#4-l x2—«+1 x'+x2 + l
x +1 x -1 2
#a + x + 1 + x2 -x 4- 1 + x4 4- x2 + I
x3 - x2 +x + x2 — x+ 1 + x3 + x2 +x — x2 — x — 1 + 2 x* + x8 + 1
2(X3 + 1) _ 2[x -I- 1) - X + 1)
' + X2 + 1 (x'i —X 4- 1) (#a 4- X 4- 1)
2(# + l) .
X2 4- x 4-1
Aus.
7. Simplify
I 1 _1__
a (a - b) (a - c) + b [b - a) (b- c) abc
J t 1 1
a [a - b) [a - o) 1 b (b - a ) [b - c) ~ abc
bc[b - c) ~ac[a - c) - (a - b) [ab-ac-bc + c2] abo[a - b) [a - c) [b- c)
b2e-bc2-a* c + ao2-a*b + a2c + abc-ac2 + ab2-abc-b2c + bo* abc[a - b)(a - c)[b - c)
— a’-b + ab* 1
abc[a - b)(a - c)[b - c)~ c[c -a) (b-c) ’
8. Solve the equation
2x - 2 2x + 1 7# —6=* 5
Ox + 7 2#-2 2« 4-1 15 ~7x-6~ 5
< 6# 4-7 2x 4- 1 2x — 2 ' ’ 15 5 ~7# - 0
6x 4- 7 — Ox - 3 n x — 1
'• 15 = Z17^0
2 _ x — 1 15 ~7x — 6
/. 14# -12=15« -15
Ans.
9.
Solve the equation
.‘.# = 3. Ans.
1 1 _ a-b
x — a>~ x - b~x2 4-ab
1 1 a —b
x — a x - b~x2 + ab
x-b-x + a a — b
' ’(x -a)(x - b)~x* +ab a-b a—b
’ '{x—a)[os- b) “"(0* + ab . *. x2 + ab = x* - ax — bx + ab
,\ (a 4- b)x = 0 x = 0. Ans.
10. Divide 100 into two such parts that the square of their difference may exceed the square of twice the less part by 2,000.
Let x be the less part.
Then 100 - x is the other.
.-. (100 - 2a;)2 = 4x 2 4-2,000.
.-. 10,000 - 400.r + 4x2 —4x2 + 2,000.
.-. 8,000 = 400#.
.-. 100-# = 80.
Ans. 20 and 80.
ARITHMETIC.
Solutions by Jas. Sutherland,
1. Multiply 1234792 by 1357913, divide the product by 1325357931 and express the quotient and remainder in words,
1234792
1357913
370437G
1234792
1113128
8G43544
6173960
37G4376
1G70740109096
1325357931) 1676740109096 {1265 1325857931
3513821780
2650715862
6. Arrange in order of magnitude
205 208 211 216
231’ 233’ 237’ 241’
Reduce each to the common numerator of unity.
Ill]
8631059189
7952147586
26’ 25’ 26’
205 1 + 208 1 + 211. 1 +
25_
216
6789116036
6626789655 162326381
Answer.—One thousand two hundred and sixty-five.
Remainder.—One hundred and sixty-two millions, three hundred and twenty-six thousand, three hundred and eighty-one,
2. Reduce to its lowest terms
4699577
5299523-
Find the If, C. F. of 4699577 and 5299523 thus :—
4699577) 5299523 (1 4699577
599946) 4699577 (7 4199622
499955) 599946 (1 499955
99991) 499955 (5 499955
Divide numerator and denominator by 99991.
99991)4699577(47 99991)5299523(53 399964 499955
699937 299973
699937 299973
It is evident that 26 being greater than 25 and 205 being the least, and 216 being the greatest of the denominators, that the first fraction is the least, and the last the greatest of the four.
Then comparing
25 , 26
208 and2Tl
by reducing to common denominators, thus :—
5255 5408
' 208 x211 and 208x211 . 26
we find that is the greater fraction.
|
26 |
25 | ||
|
. 1 + |
2IÌ ,S |
greater than |
1 + 208 |
|
1 . |
i n |
1 | |
|
1 + |
26 ’ |
IGSS ill till *" |
25 |
|
211 |
l |
+ 208 | |
|
216 |
211 |
20S 205 | |
|
241’ |
237’ |
233’ 23F |
Ans. |
7. Extract the square root of 32239684;
5 32239684 (5678 25
636
78S9
90784
3. Simplify
1 -
4699577 47 ’•5299523 “53 47
53
Ans.
1
4 +
1 -
I
I
2--»-
10
1
4 +
4 -f- v
1-44
_ 1 7
V “51 '
er Ans-
4. Add together 3'415, • 021, *0354, and divide the sum by -0017.
3-415
•021
•0354
3-4714
•0017) 3*4714 (2042 3 4
71
68
34
34
2042. Ans.
5678. Ans.
8. Reduce 48 acres to the decimal of a square mile.
640) 4800 (-075 4480
3200
3200
•075. Ans.
9. Which is the better investment, a 5f per cent, stock at 110 or a 6f per cent, stock at 130 ?
100 pounds invested in 5f per cent, stock at 110 would yield per year 100 x5f 100x23 115 „ 5
110 '“ 440 “22 -ir22
£100 invested in 6f per cent, stock at 130 would yield per year 100x62 100x27 135 „ 5
130 “ 520 = 26 “ ° 26
.-. the first is the better investment. Ans.
10. If the price of gold be £3 18s. per oz. troy, and 1 lb. avoirdupois contain 14T\ oz. troy, find the number of lbs. avoirdupois in £423423 worth of gold.
£423423 worth of gold contains
423423
-gX~ oz. troy
£423423 worth of gold contains 423423
o~e-YTT lb- avoirdupois
423423 x 10 x_12 32571 x 2 x 4 39x176 35
4653* 8 37224 “ 35 “ 5
= 7444$.
7444$lbs. Ans,
5. Add togctler -32, -576, ’768, *5647, and express the result as a circulating decimal.
.32323232 .57676767 .7687687 6 .56476476
2-2335335 2‘2335. Ans,
Science is not being neglected. A Popular Observatory has been opened at the Trocadero Palace. Four telescopes have been placed at the disposal of the public. No charge is made, but persons wishing to make use of the instruments have to made an application to the Popular Observatory office, and register their names.
Ir sums that the Argentine Pampas are not, as we have all thought “ a featureless dead level.” A gentleman who has lately explored them says that he has discovered “ majestic mountains, lakes, and rivers which will materially change the map of South America.”
All ladies, as a matter of course, prefer being accompanied by gentlemen to places of public resort to going by themselves unattended ; and many ladies would rather relinquish an evening’s amusement than appear without the countenance of some member of the sterner sex, whether husband, brother, or friend. Still, there are a large number of married ladies who are unable to secure the support which the presence of a gentleman confers, and therefore avail themselves of the privilege granted to them of beiug considered capable of chaperoning others and of taking care of themselves ; but even these ladies rather rely upon the probability, if not upon the certainty, of meeting some male acquaintance or friend, at opera or theatre, to talk to them between the acts, and to render them a little assistance in getting away, by seeing them down a crowded staircase, signalling to their servant, calling up their carriage, or sending for a cab. It is well known bow reluctant husbands and brothers are to being coerced into taking their wives or sisters to the theatre, more particularly middle-aged men who have been activelyengaged during the day-, and how they steadily refuse to lend their countenance to these after-dinner proceedings. They do not care to dine early, or to eat a hurried dinner, in order that they may arrive at the theatre in good time ; but, on the other hand, almost every lady counts amongst her friends a certain number of men who may be depended upon as play-going men, who will take or accept a stall, dine eai’ly, dine hurriedly, accompany the party, or join the party at the theai re,whichever is required of them, while many matronly ladies prefer taking a youth of sixteen or a young man of twenty to dispensing with the attendance of a gentleman. But it is not unusual to see three ladies enter the stalls of a theatre unaccompanied by a gentleman, the married lady or married ladies leading the way, followed by the young ladies of the party ; and an onlooker would presently observe signs of recognition pass between the ladies and some friend or friends, also seated in the stalls or in some other part of the house. At the opera more especially, one notices rows of ladies seated in the stalls unaccompanied by gentlemen, and apparently not expectant of recognition from anyone present ; these ladies depend upon the exertions of an intelligent man-servant to get away quickly from the draughty and crowded vestibule of the opera house, and they generally make their way quietly out of the stalls before the close of the last act, so as to avoid the general crush.
Married ladies, when making up a party for the play, often give a stall or seat in a box to a gentleman, and thus secure his attendance, but the price of stalls at the theatre being half a guinea, few ladies care to incur this additional expense ; while with regard to opera stalls, which range from a guinea to thirty shillings, their high price precludes most ladies taking one expressly for the purpose of securing the attendance of a gentleman. Rich men, when asked to join a party of ladies at the theatre or opera, naturally pay for their own stalls. Ladies as a rule do not ask poor men to do this, but offer them a seat in their box, or a stall next to theirs—an attexxtion which generally meets with a very ready acceptance. It is xxeedless to say that yoxxng unmanned ladies have not tlxe independence enjoyed by married ladies, and that it would be a breach of etiquette were they to go to the theatx-e or opera unaccompanied by a chaperoxx or accoixxpaxxied by a gentleixxan, xxnless he were a very near l’elative, father, brother-in-law, or uxxcle. Unxxxanied ladies, however, of a certain age, with establishxxxents of their owxx, do not come wutlxin this nxle of etiquette, but are rather included in thatv'hich applies to married ladies.
With regard to outdoor gatherings, such as Hurlingham, Ranelagh, or Orleaxxs, or any such places of axxxuseixxents to which tickets of admission are issued by xxxeixxbex's of these clubs, it is very usual for ladies to drive down together, aud meet their friends at the club by pre-arrangeixxcnt, as a barouche is soxxxetimes hardly large exxough to convey the ladies of a family, while a small brougham or victoria is oxxt of the question. Thus, though ladies proceed to these places of axxxixsenxent unaccompanied by gentlemexx, they are ixxvariably joixxed by thexxx oix arrivixxg ; and, though they do not i-emain iix attendance upon them, and though ladies stroll about in each other’s coxxxpany or sit together the whole of the afternoon, while their friends are engaged at polo, lawn-tennis, or pigeon shooting, &c., or iix watching the play of others, still they are there to order them tea, to tell them how the play is going, axxd all the on dits of the place, axxd to see them to their carriages when they desire to leave. Axxd though it would be pei’fectly coiTect for married ladies to go to any of these gatherings, or for a married lady to take young ladies witlx her, with an almost certaiixty of not knowing a gexxtlexxxaxx px’esent; still, the feeling of isolatioxx that would result would probably deter a lady from repeating the experiment a second time. On the other hand, ladies whose husbands or brothers are mexxx-bers of a club of this description are generally acquainted with a mxmber of the members who are more or less certain to be present, axxd thus it is xxot necessary iix their case to make axxy previous arrangement with any mexxxber, or to ask a ixon-member to obtain a ticket and joiix their party. At a x’acing club meeting, such as Sandowxx, ladies w’ould ixot arrive unattended, whether they proceeded by train or by road, and would be iuvai’iably acconxpaixied by oxxe or two geixtlemen, by u'honx they would be taken into the members’ iixclosure.
At large race meetings, such as Ascot, Goodwood, Doxxcaster, and Newmarket, ladies woixld ixot think of being present, uixless acconxpaixied by some male relative.
Public aftenxoon concerts, bazaars, and flower shows are essentially places frequented by ladies en masse, and it is the exception, rather than the rule, for gentlemen to be in attexxdance upoxx them. Again, at private afternoon gathex’ings ladies usually appear unattended by gentlemen, faute de mxeux. At private balls and parties given in town, ladies make their entrance unattended, unless by husband, father, or brother ; but in the country a pai'ty of ladies would take as many lxxen as they could muster, whether the ball were a private or public one.
Married ladies, as a rule, dine out with their husbands, and do not accept invitations to large dinners when their husbands are unable to accompany thexxx. There are, of course, exceptions to this rule, and circumstances sometimes arise wheix it is gx'eatly relaxed ; but even iix this case it would be in favour of small and friendly dinners rather than of large ones. On the occasion of a husband being absent froxxx home oix a fishing expedition in Norway, shooting in Scotland, or on diplonxatic business on the Continent, or financing on his owxx account in some capital of Europe, during any temporary absence of her husband, a lady would accept invitations to dine with her relatives axxd intimate friends, though she might refuse invitations to lax-go dinners given by acquaintances ; but, as a rule, when it is well-known that the head of a house is away for any length of time, invitations aro not sent to the wife by givers of lax-ge dinners.
When young ladies are invited to dinner they accompany their father, mother, or brother ; but occasionally, when a young ladies’ party is given by a friend of their parents, the young ladies are invited alone, and they either go with their maid in a cab or by themselves in their father’s carnage. In the afternoon young ladies seldom or never drive alone in the public thoroughfares, and are invariably accompanied by a married lady. It is not considered good style for a very young lady to drive in a victoria or brougham in the park or in the crowded streets, although she might drive from one house to another in a quiet neighbourhood to join her mother or chaperon, or to execute some little commission. A young married lady, on the contrary, can drive wherever she pleases, and drive alone. It would be in bad taste for a married lady to offer a gentleman a scat in her victoria, unless he were a near relative, although, if driving with another lady in a barouche ox-landau, it would be quite correct were she to offer a gentleman a seat in her carriage if she felt disposed to do so, and if he were desirous of being dx-opped somewhei’e iu her line of x’oute. It is needless to add that it would be very unconventional were a lady to drive with a gentleman in his phaeton, T-cart, or victoria, unless he were nearly related to her, or unless she were engaged to be married to him.—The Queen.
The Secretary of the Education Department has recently had submitted to him, by Mr. L. Hutchinson, a number of specimen copies of Blackie’s school classics and lesson books that are admirably adapted for use in the State Schools of Victoria. Mr. S. Mullen has also brought before the Secretax-y a beautifully got up, and admirably arranged, series of School Exercises and Home Test Exercises, published by Nelson and Sons. We trust that the Department will be able to allow of these books being used in the schools ; many of the specimens forwarded to us by each publisher would prove of great use to both teachers and pupils. The low cost of these publications should bo a strong recommendation to the Department.
COUNTRY ASSISTANT wishes to exchange to town. Would lose considerably. Address : “ S.S.,” 4-1 Raglan-street, N. Sandridge.
~i \ R. WILLIAMS, M.A., Punt-road, Richmond,instructor of CANDIDATES 1 ) for MATRICULATION, Civil Service, and all public examinations. Country students prepared by correspondence. Private tuition.
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( Concluded from page 121.)
Selecting out of the twenty-six propositions the fifth first, in order to insert the thin end of our wedge, make a number of triangles all tolerably isosceles. Within reason, the more figures the better ; but, for brevity in our remarks, let us take three, and construct them on the black-board thus:—
You now observe, perhaps, to your class : “ Boys, in each triangle here, dotted sides are equal ; tell me, Jones, a pair of equal angles in triangle (1).” Answer : ABO and A OB, or B and C. You proceed : “ Smith —in (2).” Answer: A) and A7. And so on for a number of triangles lying in all sorts of relative positions, and varying as much as possible in form.
Taking the same method, only dotting angles, will obviously answer for Proposition YI.
The procedure next takes up triangles which are in conjunction, having sides or angles in common ; and specially selecting those combinations of triangles which occur in the various demonstrations subsequent to the proposition we are working upon.
This remark is important, although it does not apply so strongly until we come to Proposition IV, The great object we have in view throughout these suggestions is, to render all proofs familiar in their essence. They will not only be easily apprehended, but they will be easily recalled, so that to forget them becomes much more unlikely. At the same time, there is gradual gain, through this kind of practice, of original power and readiness in the subject.
After Y. and VI., Propositions XVIII. and XIX. seem best to follow. Here a variation in the application of the dots will be useful, Making figures thus :
&c., Sec. ;
a dot outside denotes that the side to which it is attached is longer than the side dotted within the triangle. The mental exercises would be various, as before but it might be well to make the work somewhat longer. After giving to a boy the mere number of a triangle, as (2), for example, and a model answer about another triangle, require in answer some such statement as this—“In the triangle DBF, the side ED is given to be greater than the side EF) therefore, by I. 18, the angle F is greater than the angle D.” For paper work done in silence by the whole class, a series of simple inferences about each triangle in turn would be enough, to be corrected afterwards, of course, by simply reading out the correct statements in order.
For Proposition XIX,, the exterior dot would be placed just beyond the point of the angle to which it belongs.
For XVIII. and XIX., good work without dots, introducing original applications gradually, would be afforded by two concentric circles. We use the unequal radii for two sides of each triangle, and join extremities of them for third sides.
We must next undertake Proposition IV. ; or, perhaps, we may prefer to take it in its order, first of all. This would miss for us the preparatory work, which has really been undertaken, partly, in order that we may be on friendly terms with this great proposition from the commencement, if possible.
Some little labour should be given up to the dotting here, and its interpretation. This will not be labour lost; for it will not only help the coming work, but will involve a careful practical analysis of the hypothesis of the proposition. The point to be gained is to enforce the relation of the two containing sides to the “ contained” angle. This will enable us to use two dots instead of three with each triangle. Possibly at the start, three would be better—one for the angle, an° outer dot for two equal containing sides, and an inner dot for the remaining pair of equal containing sides. When the learner comes to be able to dispense with one pair of dots for the sides, one point in clearness will have become certain.
Throughout this kind of work, a scries of groups of triangles, drawn boldly in ink upon cardboard, would be serviceable in economising both time and labour.
In the group now required, each triangle has the same shape of course but the positions vary as much as possible. They should be placed so that a paii of triangles are easily taken first, having relative positions very much as in the text-book. Other pairs should be possible in succession, which differ more and more in this respect from that of the book. For illustration, three must suffice, as before :—
As before intimated, the opening work consists in stating the undotted sides which belong to the containing sides. It then proceeds by requiring the statement of the four conclusions of Proposition IV. We may, first, take these one at a time, for a series of pairs of triangles. For example, the exercises might consist of stating as rapidly as possible the equal bases of a series of pairs of triangles, which might be read out thus triangles (1) and_(2) ; (&), (1) and (3) ; (c), (1) and (4) ;
(d), (2) and (3) ; (e), (3) and (5), See., Sec. Having the triangles before him, the pupil must, by means of his dots, draw his conclusions as to which are the equal bases rapidly, and put them down in order. As regards bases, the inferences may be drawn so easily from the dotted angles, that the exercise may seem too small to be of value. This is not so, however; and, besides, we pass on, by this easy introduction, to pairs of equal angles, where the exercise is not so light by any means. From this illustration the great use of the dots, in saving the teacher’s efforts while giving out his work to be done, should oc obvious. The exercises could hardly be set at all to any purpose, by means of statements full enough to dispense with some such .aids. It will now be seen how the four conclusions may be set to be stated in writing for a given series of triangles. Evidently the number of pairs of triangles afforded by six or seven separate ones will be considerable enough for ample practice here.
The next stage of the work would be with triangles having parts in common ; and, as before, we keep well in view the future practical needs of the whole subject. For original work at the commencement, concentric circles may again be made to afford useful practice; two unequal radii and a straight line joining their extremities forming each triangle.
After IV., perhaps Proposition XXIV. would come best; then VIII. and XXV.; then XXVI., taking its separate theorems in turn,
The subject of triangles in its essentials would then be practically exhausted for our purposes.
We may observe that but a little power of contrivance is required to make two dots serve us throughout to this point. In Proposition VIII. e.g., there would be pairs of outside dots, inside dots, and “ no” dots.
If the views which have been thus partially expressed have value in them, it will be more or less seen by the time we arrive thus far. Some experience to which they have been subjected is certainly in their favour. But wide experience alone can positively decide for or against them.
Considering the nature of the observations which have been advanced thus far, it is but appropriate that there should be some review of recent events in connexion with the reform of Geometrical Teaching. But these, although yielding most interesting and important topics of remark, must receive here, unfortunately, but very cursory treatment, in consequence of the fulness, by no means excessive, which has been bestowed on the foregoing portion of our subject. During the last deoade, the Association for the Improvement of Geometrical Teaching has pursued the course of the first stage of its existence. It seems possible, indeed, that it has already played its full part; but, if such should prove to be the case, the fact is to be much regretted. It had latterly marked out for itself a line of action, in respect of Solid and Higher Plane Geometry, in which the benefit of its labours must have been great and indisputable.
Those who have had the means of following the course of its work, as exhibited in its Annual Reports, and other papers, will be impressed with the earnestness, the power, and the labour which it has so freely expended upon the cause which it has desired to promote. From those who have stood aside as spectators, the warmest appreciation would be due, even if the efforts of the Association had been fruitless ; but this is anything but the fact. Every phase of progress cannot here be referred to ; but let us look at the alteration which has come in the last ten years over our liberty in the choice of proofs. If the same liberty existed at the beginning of the time, it was as good as not existing, for it was never heard of. Now it is published far and wide in official reports of far reaching examinations.
Again, the Association in its constitution was drawn from great institutions widely dispersed, or from the ranks of the most influential men of science. Its thoughtful and suggestive discussions, therefore, ranging over the field of Geometrical training, where the general interests are most affected, must have scattered seed in quarters where their productiveness may be assumed to be assured.
If time permitted, much valuable instruction might also be gleaned from the antagonistic efforts which those of the Association for the Improvement of Geometrical Teaching have called forth. These efforts have been, if not numerous, yet well worthy of the occasion. Whether by design or otherwise, they have probably also performed notable service in the work of improving Geometrical Teaching.
Mr. Shapcott said that, if properly taught, Geometry might be made not only an interesting but a fascinating study for the young. But it was necessary to proceed slowly, and to thoroughly master every proposition before proceeding to the next. The pupils should be practised in demonstrating the propositions, without putting letters to the figures. Once really and fully comprehended, the proofs were never forgotten, and the pupil at the same time was schooled to habits of close reasoning and accurate expression, which would be of the utmost importance to him in every career of life.
Mr. Temple recalled the experiences of his own school-days, as an example of the results of antiquated methods of teaching Euclid.
Mr. Magnus said he had very little to add to what he advanced when he read a paper on the same subject at the College some time back. He must say he differed in many respects from the lecturer, especially in regard to the use of Euclid’s Elements as an introductory text-book to Geometry. He was, on the contrary, of opinion that Euclid should be put into the hands of advanced students only. He could not gather, from the lecturer, at what age he would recommend the teaching of geometry to beginners. He himself was of opinion that the study should be preceded by Kindergarten lessons on geometrical forms, and that a course of practical geometry should follow, before the learner was introduced to the demonstrations of the theorems. He believed that the great majority of Continental geometers were of pretty much the same views. The Society for the Improvement of Geometrical Teaching had certainly rendered great service, by laying down the line of a system of geometry which removed most of the difficulties inherent in the old Euclidian method. Holding as he did strong anti-Euclidian views, he was hardly in a position to discuss the aids to the teaching of the objectionable text-book described by the lecturer. In discussing the advisability of introducing a new method and a new text-book, the reformers were always met by the objection that the proposed methods were not so good as Euclid’s ; but he contended that they were quite as good. As to the value of the study of Euclid as an introduction to argumentation, the fact was that we never did argue in the words or forms of Euclid. In regard to- mental geometry, it was possible to get the pupils to demonstrate without any figures, and in this way a real practical advantage might be gained in the way of facilitating the vivid mental presentation, which was the special faculty of the artist and designer. Great use might also be made of concrete objects to illustrate the truths of geometry, and the method adopted in teaching Physical Science might with advantage be followed here.
Mrs. Bryant entirely agreed with the last speaker in his views in regard to mental geometry, which would afford- a means of training the imagination of the pupil. Many propositions could be proved by general reasoning, without reference to figures ; and the teacher could describe geometrical forms in such a way that they could be apprehended by the pupil with great clearness. To this end, solid geometry might be taken up with advantage before plane. There were two languages in Mathematics—the language of words, and the language of form ; and in the teaching of geometry, as geometry, the language of form was the more important. This kind of teaching could be begun at a very early period, and had its place in the Kindergarten. She thought that no text-book should be used at first, and perhaps not until the subject matter of Euclid’s First Book had been dealt with. The confusion of Euclid’s arrangement was admitted ; and the teacher had to re-arrange, as he would the furniture of a room that had been put in anyhow. There were, no doubt, great difficulties in the production of a perfectly satisfactory text-book of geometry, and general agreement was not to be expected for a long time to come ; but every fresh attempt advanced us nearer to the desired end.
The Ghairmau referred to the work that had been done by the Society for the Improvement of Geometrical Teaching. There had been many long debates, and progress had been slow, but still there had been progress, and a fair measure of agreement as to principles had been arrived at. The lecturer had referred to analogies with other subjects of study, and the teacher would of course be ready to make use of all available aids. The question of practical application could not be left out of count in our teaching ; and here it must be confessed that Euclid did not aid us—the architect and surveyor would find little in the Elements that he could carry out in practice. On the other hand, as a training of the mind to habits of order, Euclid’s arrangement, as Mrs. Bryant observed, did not conduce to this end. The reform, he believed, would gradually work itself out, and every new text-book that appeared, and came into use, was a step towards the perfecting of a right method.
The Lecturer, in reply, urged that, in any case, for some time to come, Euclid must remain the common text-book ; and the best way of teaching Euclid, therefore, remains an important practical question. It did not follow that, because students of Euclid do not adhere in after life to his precise words and phrases, that these have no influence on their culture. As Todhunter remarked, we incessantly practise rules and forms of grammatical analysis in youth, which would almost certainly vanish from the memory, while their influence upon our speech would abide ever after. Some objections to Euclid did not bear much pressing ; his arrangement of propositions may be wanting in outward symmetry, but it generally follows up an essential proposition by immediate applications of it. With regard to the antiquity of Euclid, again, his forms of treatment are even much older than himself —probably as much as 3,000 years older, according to the most recent researches’. Instead of being at the dawn of his science, he appeared, more likely, at a late maturity of it; and the survival of his work is merely analogous to that of Aristotle’s rules of the Syllogism, and to the ascendancy of some forms of ancient art. To decide the question of the ' best geometrical training, the leading examination authorities could give most help. The Fnivcrsity of Cambridge required, in its Local Examinations in Languages, some power of translating unseen passages. Let there be a similar rule in regard to Geometry, as recommended by the Association for the Improvement of Geometrical Teaching ; and an immense impulse would be given to genuine Geometrical teaching. Where Geometry was not a compulsory subject, there could be no unfairness in refusing to pass candidates in it who had not really learnt it. —Educational 'limes,
FULL NOTES OF A LESSON- ON THE MOLE.
Abk. Park, F.R.G.S.
Time, forty-five minutes. Apparatus required, Picture of animal, black-board, chalk, Ac. Object ov lesson, To show the wondrous and beautiful adaptation of the entire organization for the underground life which this animal has to lead. .
|
Heads . |
Matter. |
Method. |
|
General de- |
Frame - work of mole ap- |
Sketch on th |
|
scription. |
patently long—limbs short— body thin—ribs much the same length—bones of neck very strong. Skeleton cylindrical in shape, |
black-board a rough outline of the bony frame-work of the mole, and explain term cylindrical. |
|
Fore Parts. |
Fore-feet very strong, thick and muscular. |
Explain the purposes served by this. (1) Can dig its way with great force and rapidity. (2) Can pursue its prey. (3) (Jan escape the search of active enemies. |
|
Hind Parts, |
Small and tapering—general shortening. |
Show the purposes served by this arrangement. (1) It enables the animal to pass easily through the earth which the fore-feet have thrown behind. (2) If each part of the body had been of equal thickness (a) Its flight would havo been hindered, (b) It would have been more difficult to secure its safety. |
|
Hands. |
In the form of a scoop —every finger armed with a strong pointed nail—yiv.crconthe under surface—all come together at the tips. Fore-feet indeed turned outwards. |
(1) This arrangement makes the hands a powerful kind of digger or hoe. (2) Had the fore-feet been longer they |
|
would have impeded its course. (3) Would have hindered the quick repetition of its strokes in work« ing. The fore-feet turned outwards enable the animal to throw all the loose soil behind it. (Draw sketch of hands of mole on black-board,) | ||
|
Skin. |
Very close and tough—can only be cut by a sharp knife. Hair short, silky or velvety, lies smoothly in every direction. Short hairs growing perpendicularly from kin. |
The tough skin prevents its licing injured when digging in soil among bits of glass, sharp stones, &c. The smooth, short, silky hair preserves the skin clear as the animal moves backwards and forwards through its underground passages. |
|
Eyes. |
Very small and covered very closely with fur. |
(A rough section of habitation of mole might be drawn on black-board.) Small eyes a sort of great comfort to the mole. (1) A small degree of vision only necessary for an animal destined ever to live underground. (2) ■ Larger eyes would have been liable to accidents from dust and dirt getting into them. Protected by the fur. |
|
Hearinc and |
Hearing very acute—nose |
Acute sense of |
|
Smell. |
long and slender. |
sound gives notice of the most distant ap- " proach of danger. |
|
Heads. |
Matter. |
Method. |
|
Where |
Common mole abundant |
Sense of smell directs it to its food in the midst of darkness. Long nose well adapted for thrusting into small holes in search of its food. Point out these |
|
Found, |
throughout the greater part of |
places on the map. |
|
Habits. |
Europe, except extreme north and south—not found in Ireland or some of the Scottish islands. Other varieties found in North America, Mozambique, and Cape Colony. Entirely carnivorous. Lives |
The habits of the |
|
Food. |
on earth-worms, frogs, snails, and small birds—very voracious —digests rapidly—fond of blood |
animal have been inferred in previous remarks. |
|
Uses to Man, |
—will even eat its own kind if pressed by hunger. Considered rather to be de- |
Explain the term carnivorous. Explain, how’ever, |
|
structive than useful. Skin is often made into purses and other articles. |
that they must contribute to the fertility of some kinds of soil by the continual tillage which they carry on. |
die
1.
Well
be
Verb, irregular, intransitive, neuter, subjunctive, present, 3rd singular, agreeing with its subject “ it.”
Adjective quality, positive degree, used predicatively to “it.”
to
mend
For
sucli
For
worse
must
hasten
must hasten
is
deemed is deemed proof
that
these
little
but
that
bo
or
means
to
govern
which
deeper
ambition’s
be
remembered be remembered
that
enough
to
work
Parse with full syntax the words in italics in the following :— ARTEVELDE.— Say they so !
Well, if it be so, it is late to mend,
For self-amendment is a work of time,
And business will not wait. Such as I am,
For better or for worse, the world must take me,
For I must hasten on. Perhaps the state And loyal splendour I affect is deemed h. proof of pride,—yet they that these contemn Know little of the springs that move mankind.
’Tis but a juvenile philosophy
That strips itself and casts such things aside,
Which, be they in themselves or vile or precious,
Are means to govern..........
. . . . ... If (which I own not)
I have drunk deeper of ambition's cup.
Be it remembered that the cup of love Was wrested from my hand. Enough of this. Ambition has its uses in the scheme Of Providence, whose instrument I am To work some changes in the world, or die.
—Sir Henry Taylor’s Van Artevelde, Act II., sc. 1.
Interjection,
late
Sign of infinitive mood.
Verb, regular, transitive, active, infinitive, present, depending on “ late.”
Conjunction, continuative, connecting “it is,” etc., with “ self-amendment is,” etc.
Adjective, incomparable, attribute to (noun.)
Preposition governing (noun).
Adjective used as a noun, objective after “ for.”
Verb, auxiliary to “hasten,” indicating potential mood, present tense, emphatic form.
Verb, regular, intransitive, infinitive, present, making with “ must,” present, potential.
Verb, regular, intransitive, potential, 1st, singular, agreeing with its subject “ I.”
Verb, auxiliary to “ deemed,” indicating passive voice, Complete participle verb “ to deem,” making with " is.” present, indicative, passive.
Verb, regular, transitive, indicative, present, passive, 3rd, singular, to agree with its subject “splendour.” Noun, abstract, singular, neuter, 3rd person, subjective after "is deemed,” and in apposition to “ splendour” and “ state.”
Pronoun, relative, simple, common gender, plural, 3rd person, objective, governed by transitive verb “contemn.” Adjective, definite, distinguishing, limiting (noun). Adjective used as'a noun, objective after “ know.” Adverb, modifying “ is. ” »
Pronoun, relative, simple, neuter, 3rd, singular, subject to “strips.”
Verb, principal, irregular, intransitive, neuter, subjunctive present, third person, plural, to agree with “they.” Conjunction, distinguishing, disjunctive, connecting vile” and “precious,” equivalent to “either,” and correlative with “or,”
Noun, abstract, plural, neuter, nominative after “ are ” and in apposition with “ they.”
Sign of infinitive.
Verb, regular, transitive, infinitive, present, dependent on “moans.”
Pronoun, relative, simple, 3rd person, objective governed by “own,”
Adverb, comparative modifying “ drunk.”
Noun, abstract, singular, neuter, possessive, attributive to and governed by “cup.”
Verb, auxiliary to “remembered,” indicating passive voice.
Participle complete verb “ to remember.”
Verb, regular, transitive, infinitive, present, passive voice, governed by “ let.”
Conjunction, continuative, connecting “ do then let” and “ cup was wrested.”
Noun,abstract, singular, neuter, objective to “ hail.” Sign of infinitive.
^ erb. ìegular, tiansitive, infinitive, present, dependent
on “ instrument,” and governing “ changes” in the objective case.
Verb, regular, intransitive, infinitive, dependent on “in strument,”
2. Analyse according to Morell’s second scheme the following “ The remedies of the Habeas Corpus Act are so effectual that no man can possibly endure any long imprisonment on a criminal charge, nor would any Minister venture to exercise a sort of oppression so dangerous to himself. But it should be observed that, as the Statute is only applicable to cases of commitment on such a charge, every other species of restraint on personal liberty is left to the ordinary remedy as it subsisted before this enactment.”—Hallam’s Con. Hist. HI. 14.'
|
Sentence. |
Kind. |
Sub.' with Attribute. |
Predicate. |
Obj. of Com, |
Extonsion |
|
A The remedies of the Habeas Corpus Act are so effectual |
Principal sentence. |
The remedies of the H a b e a s Corpus Act |
are so effectual | ||
|
B that no man can possibly endure any long imp-isonment on a criminal charge, |
Noun sentence to A |
(that) no man |
can endure |
any long imprisonment | |
|
C nor would any Minister venture to exercise a sort of oppression so dangerous to himself. |
Noun sentence to A |
(nor) any Minister | |||
|
would venture |
to exercise a sort of oppression so dangerous to himself. | ||||
|
D But it should bo observed |
Principal sentence. |
(But) it |
should be observed | ||
|
E as the Statute is only applicable to cases of commitment on such a charge, |
Adverbial to F. |
(as) the statute |
is applicable to |
cases of commitment |
only |
|
F every other species of restraint on personal liberty is left to the ordinary remedy |
Noun sentence to D. |
that every other species of restraint on persona] liberty |
is left |
to the ordinary remedy | |
|
G as it suosisted before this enactment. |
Adjective sentence to F. |
(as) it |
subsisted |
before this enaet-mcnt(time |
SIXTH CLASS.
Arithmetic.—(1.) By Practice—2 tons 17 cwt. 3qrs. 191bs., at £29 13s. 4d. per cwt. By proportion—a sixpenny loaf weighs 31bs. 7ozs. when wheat costs 4s. a bushel; what ought it weigh when 4s. will buy 1 bushel 2£ pecks ? (2.) Practice—3 miles 10 chs. 15 Iks., at £50 17s. 6d. per mile. Proportion—What cost 13 sq. per. 17 sq. yds. of land if 15 acres 2 roods cost £70 13s. 8d ? (3.) Practice—15 stone 121bs. 7ozs. at £26 6s. Sd. per stone. Proportion—If it cost £25 10s. 3d. to break 75 cub. yards 3 feet of metal, what will 25 yards cost?
Parsing.—(1.) Parse fully .—No boy should neglect to listen attentively to what a teacher says when in school.” (2.) Prince John stepped from his royal seat to view more closely the persons of these chosen archers. (3.) To parse a sentence containing so many hard words is very difficult.
_ Inflexions.—(1.) Past pot, act. 1st sing, of “ know ” ? Present subjunctive active of “know” ? Present infinitive passive of “know.” (2.) Past subj. of “ awake” ? Fut. per. ind. 2nd sing, of “burst.” Perf. inf. of “sing.” (3.) 1st plu. perf. indie, act. of “ buy ”? Same of fut. perf. ind, act. of “bring.” Perf. inf. act, of “slay.”
^ m lmPro^ement of Euclidian Teaching, with a Survey of some Modern Discussions on the General Question of a Geometrical Text-book ... 146 School Department—
Full Notes of a Lesson on the
Mole ... .........147
Grammar Exorciso ......148
Result Examinations... ... 148
Geography.—(1.) Where and what the Hague, Bathurst, and Te Anan ? (2.) Casterton river and country—Mount Zero—Lake Windermere. (3.) Cologne E. and C.—Mount Hotham—Lake Frome.
Reading and Explanation.—(1.) R.R.5. p 372,the Poor Fisher Folk. (2.) R. R, 5—Marmion and Douglas—Whom does Douglas compare to a hawk ?
Dictation.—(1.) 4th Royal Read., p221—“ More than thirty” to “ Charnwood. ” (2.) 4th R. R. p 168—“On the left where the ground ”
to “ impassable to cavalry.”
Fifth Class.
Arithmetic.—(1.) £78 11s. 5-1-x 59. £9675 19s. 414-59. In 900,009 inches, how many chains long meas. In 809 p oles long how many yards? (2.) £49 15s. 8|x 86. £4123 11s. 5!4-74. 17 reams 8 quires
5 sheets to sheets. 700.070 inches to yards cloth meas. (3.) £87 16s. 9| x 87. £5160 19s. 614-86. 468 qrs. 4 lb. 7 oz. to oz. 711,013 yds. to fur. (4.) £57 17s. Il|x89. £5904 13s. 94-67. 709,045 roods to sq. mile. 69 wks. 2 dys. 2 hrs. to hrs. (5.) £59 13s. Ill x 827. £7992
3s. lOf 4-47. 387 roods 3 pol. 4 yds. to sq. yds. 900,017 grains to pounds troy. (6.) £86 17s. 91x93. £5366 14s. Ilfx67. 309 sq. yd. 4 sq. ft.
7 sq in. to inches. 300,111 dwt. of gold to lbs.
Parsing.—(1.) Though the coach passed his door every day he was seldom ready. (2.) He goes over the ground by making bounds or springs one after the other, faster than the fleetest horse can run. (3.) Poor and friendless though he was when he stood at the gate of the convent he afterwards became a very famous man. (4.) This mishap did so much harm to her that she had to stay some months in a nunnery. (5.) Everybody liked Bobby because he was so good tempered and frolicsome, and he was the dog’s constant playmate. (6.) After^many failures, she was fortunate enough to find friends who were able to take her to the Czar and he was very kind to her.
Inflexions,—(1.) Poss. plu. 3rd p.p. Sup. of “little”“past” “part” “make.” (2.) Poss. plu. 1st p.p.—past t. “see”—poss. plu. “eagle.” (3.) Past to “ bring”—3rd sing. neut. poss. pron. compar. of “well.” (4.) Past part, “strive” —of what adverbs is “ most” the superlative—obj. plu. 3rd pers. pron. (5.) Past t. “know”—sup of “ill”—poss. plu. 3rd p.p. (6.) Past t. “fly”—poss. plu. “fairy”—super, “ill.”
Geography.—(1.) Zambezi and into—Country and part Castlemaine —Country West of Queensland. (2.) Capital Norway—Country W. of Adriatic—Appenine Mts. (3.) Berne—L. Wellington—Ghauts and direct. (4.) Snowy riv. —Cap. Japan—C. N. Switzerland. (5.) C. East Chili—Cap. Switzerland—Hiudoo Koosh and direct. (6.) L. Erie — Hamilton—Tagus.
Dictation.—(l.)3rd R. R.p, 157. “ But any fate ” to “ separate parts.” (2.) 3 R. p. 106 “there are snowstorms” to “dangerous.” (3.) The sharp report of a rifle rang through the thicket quickly followed by a second, and in a moment the tiger mortally wounded lay rolling and struggling on the earth. (4.) 3rd R. p. 27 “ The leather had to be tanned” to “ machinery.” (5.) As she looked over the shoulder of her nephew who was busy with his pencil, she said, “ You really have made great progress in drawing.”
Reading and Comprehension.—(1.) 4th R. p. 41. Monkey and cats, meaning of “ upright judge.” (2.; Archery in the olden time, (3.) Romans in Britain.
Fourth Class.
Arithmetic. — (1.) 6897 + 309 + 87 + 8096; 403856-234387;
4761484-59; 8967x 67. Numerate 3,000,012; Notate 900017. 13 f.
59 d. 93 s. (2.) 8749 + 6543 + 5697 + 4865; 976058-377209; 675084 + 79; 8476x59 ; Numerate 9,080,750; Notate 1203014. 101s. 75d. 27f. (3) 8976 + 908 + 4936 + 3677; 980307-19409; 979876 + 78; 9807x97. 59s. 71d. ISf.S. in 98d ; money in 21f. ; £ in 98s.
Parsing—(1.) He was well pleased when he saw after sunset the welcome light stream forth from the top of the tower. (2.) The second man said that the judge who put him in prison had a spite against him. (3.) Here devoted monks live all the year for the purpose of aiding travellers. (4.) He is as fond of chickens as the fox, and like him prowls about.
Geography.—(1.) Waratah Bay ; Cape Ortegal ; Hayti. (2.) Pt. Lonsdale; Cyprus; Davis strait. (3.) In what ocean Nova Zembla ; Gulf of St. Lawrence ; Portland Day. (4.) Cape Liptrap ; Apollo Bay ; Malta.
Dictation.—(1) R. p. 168 “ The ice had” to “land.” (2.) R. p. 141, “ If any animal” to “ prey.” (3.) Write on slates ; Senator, skeleton, fortunate ; and, “ The cubs of the leopard are pretty, graceful creatures, and sport about with one another like so many kittens.”
Reading: “Stories of Tigers;” “Red and Black;” “The Daw in borrowed feathers.”
CONTENTS
Leaders—
Melbourne University ... 149
Spelling Reform—IV. ... 150
Victorian Education Department-Appointments and Promotions 154 Examination of Students in
University of Melbourne ... 158
Grammar and Composition ... 159
ANSWERS TO CORRESPONDENTS.
“G. S. Berriman,”—Subscription received to end of August, 1881.
“B. Hodges,” “C. O’Shea.”- Subscriptions received.
“ Thomas G. Patterson. ”—Your next subscription will be due Jluy 1st., 1881..
“ Hugh Hughes.”—Subscription received, ending June 30, 1881. “Clara.”—It is very probable that the question you raise will occupy the attention of the Legislature iu Victoria. The London School Board have already had it under discussion.
“ Results.”—Received with thanks.
“ New Zealand.”—Will be inserted in our next issue.
“Arithmetic Solution.”—Too late. Will appear in due course.
“ J. Burston.”—Will adopt your suggestion.
“J. S.,” “Robert,” “Anxious,” “Query,”—Received.
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RESULT EXAMINATIONS.
Would country teachers please forward any result questions they may have in hand so that these questions may appear in every issue of the paper.
BIRTII.
Hazledine—On the 22nd March, at Yiolima, the wifo of J. W. Ilazlcdine, of a daughter. ___
MARRIAGE.
Gilsenan—Carr.—On the 18th April, at the residence of the bride’s sister Winnindoo, by the Rev. J. G. Wilson, John Gilsenan, to Catherine Carr both of Winnindoo, Rosedale.
Australasian: Scfnifllm astir.
published every month.
The illustrated edition of the poet Longfellow’s works, which has been issued by Messrs. Cassell and Co., London, in monthly parts, is now before the public, the last “ part ” having been issued last month. This really fine edition is remarkable for the completeness and elaboration of illustration which is its special characteristic. There are scarcely three consecutive leaves throughout the work without a woodcut, and each illustration is most minutely exact in the representation both of incident and locality. The work will be issued in glolo, and be accessible to colonists shortly.
The “ Temperance Lesson Book,” published by Dr. Richardson, of New Zealand, is attracting a good deal of attention. Its introduction as a class-book into the public schools of New Zealand is exciting discussion. The Weekly Times, after perusing it, says :—“ We have read the book with intense pleasure, and can confidently recommend it to heads of families and others that have to do with children,”
MELBOURNE, APRIL, 1881.
The alterations in the constitution of the University of Melbourne, to be effected when the bill, now before Parliament, becomes law, will make that institution still more efficient as an academy and literary tribunal than it has hitherto been. Its rapid progress since its founding has been the satisfaction and the admiration of all up till the present time. There is no institute in Australia that has developed so rapidly as this. It commenced with sixteen students in the year 1855, and in 1856 the first matriculation examination was held, the number of candidates being seven. The rapid strides which it has made will be at once seen when we remind our readers that at the last examination of the kind the number of candidates was very little short of eight hundred. It had originally four professors only, in whom the subjects of general education were represented. There was no Law School, nor Medical Staff. But these have since been added ; the names of Dr. Sewell, Mr. Justice Chapman, and Mr. Justice. Stephen being identified with the former, in its earlier stages, as lecturers. In 1873, a complete faculty of Law -was organised, with Mr. Billing as instructor. The School of Medicine is a somewhat later growth. The Engineering School has never, from the first, had a firm footing, it not being a legally constituted body, and hitherto nothing more than certificates of comjDetency have been conferred by the university.
It is in these enumerated branches of learning that some of the most important changes will be effected by the new Bill. For instance, in the faculty of Law a new degree will be created, and conferable, namely, Master of Laws. Lleretofore, this faculty has been but inadequately represented in the senate, in consequence of the obstacles in the way of students proceeding to the degree of LL.D., which it is necessary, under the existing constitution, to do before being entitled to a seat in that body. The new degree will carry with it the eligibility of Senatorship, or in other words, a Master of Laws will be qualified, by virtue of that degree, for election as a senator, and the deficiency of representation of this faculty will be amended. The faculty of medicine will be rendered quite complete by the provision of an adequate staff of lecturers, &c., for the greatly enlarged number of graduates in this school which are now attending the University. But the creation of an engineering faculty is one of the most satisfactory items of the new bill. The granting of degrees in this branch of education is a very important desideratum, and the non-possession of that by the University has been a notable defect; and we are glad to observe that the Council of the University have it under consideration to establish a professorship of engineering. There are now about the country a number of men practising the profession of engineer without any local authority whatever. No doubt the institution of the new faculty will have the effect of raising the locus standi of bona fide practitioners.
Another good feature in the new Bill is that it will confer upon the senate a power which it did not hitherto possess, viz., the amendment of bills and bye-laws sent to it from the Council. Its powers have heretofore been mei’ely those of assent or rejection, which is, manifestly, a limitation likely to be fraught with danger, and certainly with inconvenience.
The University of Melbourne will thus, in the future, be a more complete and thoroughly developed institution than it has been in the past; one adequate to regulate the educational exigencies of this rapidly developing' land ; and one that, if its executive maintains the reputation already earned, will continue to be the Academy of Academies in the dominion of Australia.
SPELLING REFORM.—IV.
BY JAMES MARSHALL.
The etymological objection to the phonetic reform of our orthography has been so ably refuted by men of high repute, both in England and America, that there is not any necessity for introducing the subject here, except perhaps to emphasise what has already been said. At a meeting of the Leeds Shorthand Writers’ Association, in 1877, Mr. J. H. Moore, a member thereof, codified the refutations in a concise manner. He rightly stated that the present orthogi'aphy is not worth preserving for the etymological information it may contain, because the indications of origin that now exist are in many cases misleading and uncertain. He said, that as etymology dealt with words, and words with soupds, the only safe ground of etymological study is a phonetic representation of these words. If there are a number of learned gentlemen who will persist in penetrating the misty regions of antiquity, all such sources of information as are now at their disposal will be just as accessible in future. The phonetic reform will not do away with libraries, public or private. And we shall then as now be surrounded with books, new and old, treating upon the subject of etymology, as well as any other branch of human knowledge. Mr. Moore very appropriately remarks that except to the student of etymology, any indications of the parentage of words is of no value, and in the absence of experienced guides, is rather apt to mislead than otherwise; that the number of persons really interested in this question is very small relatively to the whole people ; that any special indications of the derivation of words are deprecated by literary men on the grounds of taste, and that to dress a word in any garb indicating its origin beyond what the sound requires, is really just as uucourteous as it would be to dress ourselves to-day in the costume of the last century. Mr. F. J. Kingsley, lecturing before the Manchester Shorthand Writers’ Association, in 1877, said : “The time has come when the English alphabet should be disestablished and disendowed, and be supplanted by some other system more rational, and more favourable to the educational development of the nation.” And this diagnosis of so eminent a master of the English tongue, will, I am sure, be impugned by none who have devoted any attention to languages. The London School Board advises a radical reform of the English orthography on the score of economy, and Mr. E. Jones, a member of that body, calculated that it would be the means of saving two millions per annum. It costs three millions at present per annum to educate the nation. Reading under the new system could be taught in one-third of the time now necessary, and with one-third of the labour, thus two-thirds of the expense would be saved. This is certainly a powerful argument in favor of reform, and one well worthy the adoption of practical men.
A very capable gentlemen, of high scholastic attainments, resident in Chicago, America, has given a very full exposition of the needs of English orthography. In addressing the Principals’ Association of Chicago, he, after showing the ill results attendant upon our present system, makes some remarks well worthy of quotation here. He says, “ In fact our spelling is perfectly lawless. The moment we try to reduce it to rule, we find the exceptions so numerous, that the rule is worthless, and we abandon the attempt in disgust and despair. It is amenable to neither rule nor reason.” And he then proceeds to propound a few pertinent questions, as: “Why do we place one p in copy, and two in sloppy ; one in proper, and two in copper; one t in pity, and two in ditty ; one s in hazard, and two in izzard ; one / in clef and two in cliff ? Why place only one l in propel, and two in foretell, and two with e in gazelle ; ■why a b at the end of thumb, and none at the end of drum ; why ea in speak, and ee in speech ; why o in touch, and none in much ; why i in dirge, and e in merge ; why s in breeze, and s in tease \ Of -what use is the y in play, the o in double, the ch in schism, the e in true, the uc in plague, the b in doubt1? ” He continues, “ There is no end of questions we might ask, these are but samples, and easy ones at that.” And again asks, “ If o-n-e spells one, why not oneder wonder ? If t-w-o spells to, 'why not dwo do. He then transplants a few spellings thus humourously :—The word eight might bother a child’s freight, sign is very feign, some fo£ks we can coiks. I don’t know why we should spell hsow so. On his tongue the sound rongue. How does opaque taquel Aisle should make one smaisle, calf should make one laif and laugh is too funny by haugh. The spelling of colonel might be called infolonel. I will go through, and that will dough; for we have had enough of that stough.” Mr. Broomell continues, “ Suppose an educated foreigner to be just commencing to read English. He meets with the very simple word on, which he learns to pronounce, and feels that he has made a beginning. Next he meets with one, and thinks it must be pronounced o?i-e ; he certainly never would imagine it must be pronounced wun. But having learned this he next meets with tone, and thinks that it must be pronounced txoun, but finds on investigation that it is tone. His next word is done, and he wonders whether it is to be called don, dwun, doan, but finds all things are wrong, the word is dun. He learns that e-a-t spells eat, and wonders what the a is for, but accepting the situation he passes on to great, and calls it greet. But he finds this is wrong; there is such a word as greet, but it is not spelled thus. Learning now to pronounce own, he wonders at the w, but takes kindly to it until he meets with down, and calls it doan. Correcting this he next trips on shown by calling it shoun.” And many other disagreeablenesses and difficulties present themselves when he comes across such words as now, snow, ant, want, over, lover, lose, close, &c., &c. Regarding the necessary changes and in reply to those who put forward the etymological objection, the Chicago reformer says : “ It is plain that our language may be made essentially phonetic with far less change than has taken place since the days when Chaucer wrote. But so far as I know these objectors do not claim that the language has suffered loss from the change, either by becoming obscure in meaning, or in any other way. The fact is, the history of a very few words can be told by their spelling ; and it is not necessary that any should be. As well might we require each man to give us always an epitome of his history with his signature. Each word has a present recognised meaning, and like each person has a present purpose to serve, its history may well be left to the investigation of the curious. Nothing that is now known of words will be lost by spelling them in harmony with the dictates of good sense, for nobody proposes or desires to destroy books now in being, or to demolish the sciences of etymology or philology.” Concluding a very excellent address, he says with characteristic enthusiasm, “We have societies for the accomplishment of almost every conceivable purpose, from the saving of a penny to the salvation of the world 1 let us have one whose members shall pledge each other to spell sensibly and reasonably,—in short, phonetically. No matter if there be not uniformity at first; this will come eventually on the principal of the survival of the fittest. If we could enrol in the membership of such society the names of a few of those whose opinions have weight, and whose ways the world delights to note and imitate, it would not be long before the idea of reform would begin to be popular. Were such to be active and earnest, the idea that reform is desirable would rapidly take possession of the popular mind.”
But not only have the few advocates in America already quoted, written, and spoken in favour of an amended alphabet; many literary men in that progressive part of the world have taken the matter in hand. Indeed the reform of spelling upon phonetic principles is almost an accomplished fact in America. Had they adopted the pure phonotypy at once, Americans to-day would be in the proud position of having set the world an example of its utility and efficiency. They have only adopted the half-measure. It is a system of semi-phonotypy that they have adopted, and consequently they are still wading, instead of walking erect. It is a progressive move, however. If the guardians of literature there see that no time is lost in taking the next step, they may very shortly be in possession of a system of orthography which will be rhythmical and complete. Fancy the additional charm to literature ! How much more gracefully would the members of the iamb, the dactyl, and the anapaest flow if words themselves were mox’e melodious ! There would at once be a lax'ger number of appropriately rhyming syllables, and poets would not have to deal so extensively in merely “ allowable rhymes.” The advantage to the nation would appear also in the rapidity with which children would acquire the faculty to read; and they reading earlier and easier, would sooner become acquainted with the literature of the day, as well as that of days gone by, and thus, by having their intelligences matured while yet young, would make better citizens when arrived at the age of manhood.
Now I should like to direct the attention of Australian readers to another circumstance which happened on the other side of the Atlantic. We have seen that reform is already under ■way in America, but it has hardly got into the practical stage in England, although some great efforts have been made in that behalf. In 1877, a conference was held in London, on the Spelling Reform Question, at which some of the most notable men in the kingdom attended. Enthusiastic speeches were delivered by Mr. Isaac Pitman, Sir Charles Reed, Dr. Gladstone, and others, who were all unanimous in the opinion that reform was required. In the evening of the day on which the conference took place, a public meeting was held for the announced intention of “ taking into consideration the advisability and necessity of making some changes in our English spelling, so as to get rid of numerous inconsistencies and anomalies, and consequent difficulties to those who have to make use of our orthographic system.” It was attended by a large
number of distinguished gentlemen. Sir Charles Reed, Chairman of the London School Board, moved the first resolution, which was, “ That as the length of time now found necessary to teach children in elementary schools to read and write the English language with ease and correctness, is attributable in a great measure to the difficulties of the present mode of spelling, it is advisable for the promotion of education that some change should be effected in order to remedy the evil.” A second resolution was moved, as follows : “ That as much of the current spelling of English is at variance, both with etymology and pronunciation, there is a further reason why a thorough revision should be effected.” The third was proposed by Mr. A. J. Ellis, as follows : “ That as no change can be effectual unless an amended spelling were adopted by school inspectors, civil service examiners, and public departments, the assistance of the government will be required.” Mr. Henry Sweet, President of the Philological Society, moved a fourth resolution, approving of the action of the London and other school boards in the matter of spelling reform, and urging the appointment of a Royal Commission to inquire into the defects of the alphabet, and the means of remedying them. All these motions wei’e carried unanimously, and a deputation was appointed to wait upon the Education Department for the purpose of presenting them with a statement of what had been done at the meeting, and also to advance arguments in favor of a Royal Commission. Since then a Commission has been appointed, the necessity for a change admitted, and many proselytes made. Still the matter of reform is now but in an embryo state, and no actually efficient code has as yet been authoritatively adopted. That this is desirable, and indeed absolutely necessary, must now be regarded as an axiom. Its realisation is rendered essential by a want that has yet but only meagrely made itself known. The preliminary steps towards the establishment of an improved system have been taken, and progress has already been reported. The fructification of the new and enlightened phonetic principles is bound to go on healthily and persistently, and its final triumph is inevitable. Let us hail the day when this shall be, for if there is any one thing that drags more heavily at the heels of our advancing nation, it is the rusty defective cable that contains the links out of which our words are manufactured. Some of those links are good and still serviceable ; some are bad, and ready now to break and let the craft of literature, which is the vehicle by whose aid our intellects are enabled to transport themselves from region to region, away from its whilom moorings. Once I adrift, there is no knowing how quickly the ship may be ashore, and all our literature an utter wreck. Is it wise, is it worthy of the paid professors of an enlightened people to remain inattentive to the safety of their fellows 1 The literary barque, as left by us, is that by means of which our posterity is to maintain that onward course which we have been pursuing, and if this be insecure, how is honorable progress to be made 1 The nation is longing to be uplifted still higher than it at present stands. Here are the means, and there is the mode by which such a longing may be satisfied. Remove the difficulties to the just training of the infant mind. Make easy the road along which it has to travel in its maiden efforts; make plain the course it has to pursue. Remove the spikework which at present hinders the due and orderly advance of incipient intelligences. This done, we may look forward to a decrease in ignorance, and consequently in crime ; an increase of capital, material as well as moral; a smaller expenditure on the part of governments, and a rapid rise in the intellectual status of the English nation.
The institution of evening instruction classes is becoming character* istic of provincial towns in New Zealand. We observe that such classes have been opened at Winton by a Mr. Anderson, who is well known for his ability as a teacher of the higher branches of education in that colony.
It is the intention of the New South Wales Department of Public Instruction to bring the compulsory clauses into force in school districts Nos. I, 2, 3 and 4. The Sydney Morning Herald states there are two kinds of defaulters—those who are compelled to send their children to work, and those whose children’s names are on the rolls, but who do not send them to school the required number of days, which latter class arc to be proceeded against at once.
EDUCATION REPORT, 1880-81.
The Hon. Major Smith may fairly be complimented on the character of the report recently laid before Pai'liament of the work done by the Education Department of Victoria during the year 1880-81. It shows that in spite of the predictions to the contrary, there is a growing inclination on the part of parents to adopt the State School system, and to fall in with the prescribed rules of the Department. No doubt there still remains a large section of the community which regards the system with aversion, but the relaxation of the stringent regulation respecting the use of school buildings for religious teaching will probably cause this feeling to be largely diminished. The evident desire of the officer’s of the Department is to make both the teachers employed in working the schools and the parents generally well satisfied with the new order of things. We have derived considerable pleasure from the perusal of the reports furnished by the several inspectors. Though differing with their judgment in many particulars, we are satisfied that the members of the profession, and educationists generally, will acknowledge the ability with which they have been drawn up. Special attention is directed to the views expressed in the following selections :—
TEACHERS.
Thomas Brodrib Esq., M.A.
On the whole, our teachers are doing their work well. Some, of course, have no claim to commendation ; but from the great majority-honest and efficient work is got. And happily many new teachers of the most promising type are coming forward—young persons who have made up their minds to give themselves a high qualification, and to travel onwards to promotion by the path of zealous service. The good point of oür teaching staff is that so many are working with interest and energy. The weak point is revealed in a feeling of discontent. Years ago, under the régime of the Board of Education, there were few signs of that dissatisfied condition which now marks the Victorian teacher, I would like to see more patient waiting for promotion instead of agitating for it. Other officers in the public service have to wait their turn for promotion, and to possess their souls in patience ; and why should the State school teacher not do likewise? Unquestionably, this restlessness has arisen through an idea, whether rightly or wrongly conceived, that promotion might perhaps be more readily obtained through the intercession of members of Parliament than by a process of merit and long service. It is to be hoped that such an idea will be speedily dissipated, since nothing more tends to destroy the morale of a service than a wide-spread notion that advancement in it is more easily secured through political influence than by honest and efficient work.
Of the pupil teachers in this district, more than two-thirds arc girls, which circumstance may be regarded with satisfaction. For other and better reasons than that of economy, my own experience is in favor of the extended employment of women in schools. I have advocated this for years past, and now gladly quote two extracts from the report of the Committee of Council on Education for 1879. In this report their Lordships say—“ Women are at once the most suitable and the most efficient teachers for at least two-thirds of the children who attend our schools.” In the same volume occurs an extract from the Education Department of a country which apparently has adopted European institutions and European dres3 with equal facility. The Japanese Minister of Education, in his report for 1876, says—“ The education of children should be so conducted as to develope grace and gentleness in their manners and deportment. If they are brought up under the influence of the genUer natural qualities of female teachers, a much better result may be expected to be attained than if trained entirely by men. It may safely be said, therefore, that as the number of females being educated for teachers is increased, so the future happiness of the people will be promoted.
Technical Instruction.—Of late years much for the promotion of scientific study has been done in Great Britain through the agency of the Science and Art Department. A definite scheme is laid out, aid being given in the form of prizes, medals, exhibitions, and scholarships, besides grants to teachers, and also grants in aid of buildings and apparatus. The subjects taught, in addition to those in our own Science Circular, include machine, building, and naval construction, the principles of mining and agriculture, steam, navigation, and nautical astronomy. So complex and extended a system of aid to scientific study cannot be expected or desired here ; but these facts suggest the inference that a country which desires to succeed in arts and manufactures cannot safely neglect technical instruction without a risk of falling behind in the race of industrial progress. The problem for Victoria is how such study can be encouraged with the least organisation and the greatest effect. In previous reports which I was directed to make on technical studies, I suggested, as the readiest and most economical method, the establishment of a periodical examination by competent authority, upon the results of which, as incentives to studious application, certificates, prizes, medals, exhibitions, and scholarships should be given : and that, further, to some of the most deserving students in each year junior appointments in the public service should be offered. This plan would involve the giving up of a certain amount of ministerial patronage, but the country would be a gainer ; for admission into the Civil Service men would depend more upon their own exertions, and less upon the solicitation of patrons ; and, beyond all question, a favorable impetus -would be imparted to technical education.
In a Swiss official publication (Statisque de Vinstruction publique en Suisse) I note that provision is made in the various school districts (communes seolaries) for the establishment of technical schools (ccoles des arts et metiers), the circumstances and organisation of such institutions varying with local requirements, but usually comprising the neighboring language—French, German, or Italian, as the case may be —drawing, pedagogy, needlework, domestic economy, natural history, and natural science.
It is not treading on the boundary of the prohibited region of politics to say that the people of Victoria greatly desire the establishment of local industries. How long will they be content to follow afar off in the wake of other nations instead of being pioneers themselves in this work ? Even now they may “ take occasion by the hand,” for already we have among us the groundwork of three valuable technical schools in the Industrial Museum and the Mining Schools of Ballarat and Sandhurst, institutions which would do a great work for Victoria could they but receive from the public fitting recognition and more generous support.
Charles A. Topp, Esq., M.A., LL.B.
On comparing my recollections and impressions of the schools under the Board of Education with my observations of State schools during last year, I have no hesitation in stating that the apparently reasonable prophecies of many interested in education of the deterioration of instruction under a free system have happily not been verified. As a rule, pupils of State schools seem to be equally well informed with those of the same age in the Common schools of eight yeai's ago. I am under the impression, however, that this equality has not been maintained without an increased strain. Both more time and more constant application seem to be given to the free subjects than were spent on the same branches of education in 1872. The amount and number of the home tasks has perceptibly risen as well as the care and time spent in correcting them. I am inclined to think that there is a danger of the home lessons receiving even undue importance. It is by no means an unmixed good for children to spend one or two hours every evening poring over small print, and stooping over a table writing exercises, too frequently in ill-lighted and unventilated rooms. One of the most marked distinctions between the Common schools and private ones used to be that, while in the latter most of the information gained by the pupils was acquired by learning lessons by rote from text books and writing exercises, and while the teacher’s function was too often confined to seeing that his pupils had read the prescribed lesson or written the prescribed exercise, in the Common schools, on the other hand, most of the instruction was directly supplied to the pupil by the teacher himself, who was expected to train and develope the mind, and to select and explain the facts of which the scholar was to be informed. It would be matter for regret should this distinction be lost. It is unnecessary to do more than refer to the superiority of knowledge acquired by oral instruction and the intercourse of mind over that gained by a mere perusal of books, not to speak of the physical ill effects to which an excessive application to the latter means of gaining knowledge may render the pupil liable.
In ono of the largest schools in my district I fouod that for some months no object lessons had been given in the infant department ; in others it is supposed that sufficient regard to infant training has been paid if an object lesson is given, once or twice a week, if singing is practised with equal frequency, and the ball-frame is occasionally used at a lesson on tables. Even where object lessons are given they are seldom or never arranged on any well-considered plan ; no systematic attempt is made to acquaint young children with notions of form, colour, sound, feel, and their varieties, or to train them to observe and classify the familiar objects which surround them, and to stimulate or satisfy their curiosity about the facts which naturally excite their interest. As a rule the sole object of their training appears to be to get the iufants to read, write, and cipher in as short a time as possible. Yet it is this disregard for the opening powers of the mind, or, rather, this discouragement of them, which converts the lively child of four years old, full of questions in regard to the name, nature, and origin of every object which catches its eye, and of every sound which greets its ear, into the boy or girl with no interest in anything but story-books and games or fine clothes, and who regards with unobservant eye and listless gaze the most wonderful and beautiful phenomena of nature. It is this unnatural system of education, so-called, which renders it afterwards so difficult a matter to excite interest in scientific pursuits, and renders mental exercise, instead of a pleasure, an irksome and disagreeable task.
In some instances I fear that the work required of pupil teachers is too much for their strength, and must produce ill effects, if not at once yet in after years ; they are generally expected to teach during the whole of the school hours ; they are themselves taught for an hour or an hour and a quarter daily, either during the mid-day recess or after school ; besides this they have to study at home for an hour or two every night, and on two or more days in the week attend singing and drawing lessons ; when the arduous nature of the work of teaching and the trying character of an Australian summer are considered, it must be admitted that the duties I have described form a hard day’s work for a growing boy or girl. Some rule limiting the number of hours to be given by pupil teachers to actual teaching, similar to that in force in England, might, perhaps, be adopted with advantage.
Robert Craig, Esq., M.A,, LL.B.
Rhymes.—These were found fairly taught in mo3t schools, well taught in some. The great difficulty in teaching them appears to be the prone-
self-control.”—The Teacher's Manual of the Science and Art of Teaching. I find in some schools a laxity in keeping the corporal punishment register, entries being made of only the more serious punishments. In this way the pernicious habit of administering a cut or two for every trifling offence goes unchecked.
Ross Cox, Esq.
In the majority of the schools I have visited, programme is not observed—that is to say, the systematical teaching is in the programme of the class below in which the child will be examined for results, while the instruction in the proper programme of the class is only occasional, and for the purpose of complying with the rules. Arithmetic I consider to be the best taught subject in our State schools, and geography and reading the worst. In many schools it is really pleasing to see the accuracy aud neatness with which the sums are worked at the result examinations and in the home-exercise books of the children. But with geography the instruction consists in most cases in making the children commit to memory long strings of names, to which no idea is attached. This fault has frequently been pointed out by inspectors in their annual reports, and some remedy should be provided to check it. I doubt, if I have heard lialf-a-dozcn satisfactory lessons given on geography by teachers since I have been an inspector, and though the children, as a rule, pass well in this subject at the result examinations, it is because a knowledge of topography only is required from them by the rules. In the upper sixth class, where questions in geography are given to test the knowledge of the children in something more than bare names—such as the productions of the various countries in the world, their climates, exports, languages, government, &c.—I have seldom found the answering satisfactory. An interest in the minds of teachers and children might be excited in this subject by furnishing all schools with maps of physical geography, and by extending the programme so as to allow of simple questions being put in this branch.
I cannot close my remarks on the subject of instruction without declaring that I have been compelled to change my views on the question of payment by results. As a teacher, I was strongly opposed to the result system, and I have written and spoken against it. There were, and there arc, many objections to it, and I should be much pleased to see such modifications respecting the over-age question, the examination of the first class over 7 years of age, and the liability of absentee children to examination, as would remove the just grounds of complaint of teachers, without at the same time giving opportunities for evading the purpose for which the result system was instituted. But with a more extended experience than I could obtain as a State school teacher, tied down to my own school, and seeing only its working, I. am bound to acknowledge that the result system is a necessity to the effective working of our Education Act. There are men who would work as faithfully without the stimulus of results as with it. There are others who would not work, no matter what the inducements were. But, taking the average of men, and considering the small amount of supervision there is over the majority of our State school teachers, I must frankly confess that I cannot sec how results could be abolished without striking a heavy blow at our education system.
ITotcs of fbc Jfiflcmfjr.
ness of children when repeating them simultaneously to slur over some words and to substitute wrong words for the right ones.
“ The horses neighed, and the oxen lowed,
And the sheep’s bleat-bleat came over the road,”
recited as—
“ The horse’s nail aud the ox’s toe And the sheep’s neat feet came all in a row,”
is a sample of the ludicrous perversions which young children make in the verses they learn in large classes by simultaneous repetition. To guard against this evil the teacher must exercise a very watchful ear, resort frequently to the examination of individual scholars, and insist on a tolerably slow and perfectly distinct enunciation.
I inspected eleven night schools during the year, nine of them being inspected in connection with result examinations. All but one small one were situated in Melbourne, Fitzroy, and Collingwood. The total number of pupils present in them at inspection was 607. It is important to notice that of this number 78 per cent, consisted of children between the ages of 12 and 15—that is, of children who, if not attending a night school, would have been obliged by the law to attend a day school. When we consider that at the latter they can get at the least twenty hours’ instruction a week, while at the night school they can get at the most only six or seven, and that this quantity, small as it is, is rendered less effective by the inferior order generally found in the night school, and by the more fatigued state of the powers both of teachers and scholars, we cannot look upon attendance at a night school as a fair compliance with the Act. I should be disposed to keep out of the night schools all the children under 14 who did not hold the certificate.
With regard to the subjects of instruction in them, I go with those inspectors who have expressed the opinion that grammar and geography should be excluded, in order that the whole time may be devoted to the strictly necessary subjects.
Charles Tynan, Esq,, B.A., LL.B.
The system, which I am sorry to say is creeping into our schools, of allowing the whole teaching power of a school to be confined to one family, should, I think, receive decided discouragement. The objections to such a system are obvious. The mutual check, which necessarily exists where the members of a staff are not connected by ties of relationship, ceases to operate, and it is neither natural nor reasonable to expect that an act of misfeasance or malfeasance on the part of the head teacher father would be noticed or reported by the assistant or pupil teacher daughter. My experience confirms this view ; for the schools in this district that are under the management of members of one family are comparatively weak, and in one of them I know that acts of dereliction of duty which would not be tolerated by a stranger are suffered to pass unchallenged by the members of the staff, and only find publicity through the statements and remarks of the children in attendance.
I am glad to see that steps are soon to be taken with a view to the proper classification of teachers on some definite and systematic plan. In any scientific or comprehensive scheme of civil service classification, some definite position should be assigned to teachers. While teachers are of opinion that the position they occupy is somewhat undeterminate, they can scarcely be expected to invest their work with the energy and zeal that may reasonably be looked for from persons whose positions are characterised by fixity of tenure, aud whose promotion or removal is regulated by some definite and well ascertained scheme. It is satisfactory to observe that in determining the basis of the new classification, merit and qualifications are to receive as much consideration as length of service. Far too much weight has, in my opiniou, been attached to the length of service principle, and great caution will need to be exercised in assigning to it its proper position when adopting it as one of the bases of classification. 8ome of the most worthless teachers in the Castlemaine and other districts are thosi who are continually urging their length of service as a ground for promotion over the heads of younger teachers who are immeasurably their superiors in merit and literary qualifications; and if in the proposed classification undue weight be attached to their demands, the result, I fear, will be a complete fiasco.
Walter M. Gamble, Esq.
The desire of the head teacher to have the classes “ under age” is sometimes too apparent—want of accuracy in “ the ages”—the undue and unreasonable forcing of precocious young pupils into the higher classes—the mal-classification of the backward pupils who are well advanced in years though not in attainments—these weaknesses had to be checked occasionally. A reduction in the percentage of results has. in a few glaring cases, been recommended for “ mal-classification.”
Alexander Stewart, Esq.
Believing that “example is better than precept,” I have, when opportunity offered, not only pointed out what would in my opinion be an improvement, but have taken a class myself, and thus passed a pleasant and profitable half-hour. The teachers are anxious to remedy any defects in their methods of instruction, and with such handbooks as Mr. Gladman’s School Method, and The Teacher's Manual of the Science and Art of Teaching, those who have not had the advantage of being trained, but have natural ability, will be able to reduce to practice, as far as circumstances will permit; the methods there recommended.
_ Discipline is satisfactory. It is to be remembered that “ good order is scarcety worth having when the teacher1 has to take so much pains to get it that he has none to spare for anything else. Discipline is, after all, only a means and not an end, and, though it must be had at any cost, it may be purchased at too extravagant a rate. Unobtrusive discipline is to be most easily got by securing the silent co-operation of natural laws, by good organisation, by careful forethought, and by quiet
On Tuesday, 29th March, at a meeting of the High School Board, Invercargill, N.Z., it was resolved that the Wairo Endowment be offered for sale. It was reported by Miss Spence, the head female teacher, that there were 55 girls on the roll, and an average attendance of 52-Aj. In dealing with a request from the head master of the boys’ school for the provision of a playground, it was decided to open up negotiations with the local council, with a view to getting a piece of land set aside for the purpose.
We observe that Mr. C. Mahoney, who has officiated for a considerable time as assistant teacher at the Riverton school (N.Z.), was presented by the pupils, on the occasion of his leaving, with a handsome gold chain, as a mark of their regard. He has been appointed as first assistant at the Milton High School. His successor at the Riverton school is Mr. Cebo, who is a trained officer, lately residing in Ballarat.
The Brisbane Grammar School new building was formally opened on Monday, 28th March last, with great eclat. The head master alluded, in the course of a long speech, to the progress made of late both in number of pupils and efficiency of teaching. The Governor of the colony, Miss Kennedy, and several other distinguished personages were present.
The Portland State School has been closed during the last month on account of an epidemical visitation of measles in the district of Portland. A great number of the children had been stricken with the disease ; only in a mild form, however. No deaths resulted from it. The ailment lingered in the vicinity of the school until a week or so prior to the commencement of the Easter holidays, when work would have been resumed by Mr. J. Hill, the head master, but he received instructions from the central office not to do so until after the holiday term. This was a wise step on the part of the department, and one which no doubt will be appreciated by those interested,
At an adjourned meeting of the council of the Melbourne University, held on Monday, 11th April, Mr. Douglas Paterson, M.A., was elected lecturer on English language and literature.
An extraordinary meeting of the council of Ormond College was held on the 23rd ultimo, in the Assembly Hall, Collins-street. Dr. Morrison occupied the chair. There were also present—The Rev. Dr. MacDonald, the Rev. Murdoch MacDonald, the Hon. James MacBain, the Hon. Robert Simson, the Hon. James Balfour, and Messrs. J. Matheson, J. Camming, Andrew Harper, James Aitken, and W. K. Thomson. Mr. J. H. Macfar-land, the master, was also in attendance. Three of the open scholarships, of the value of £50 per annum, and one of £25 per annum, were awarded. The “ Overnewton” scholarship was presented to J. W. M'Cay, of the Scotch College, who had also won the classical exhibition at matriculation, and gained a first both in classics and mathematics. The “ William Gumming” scholarship, open to all natives of Australia, of whatever seat, was awarded to A. E. Barrowclough, of Wesley College. Alexander
D. Gillespie, of Geelong, took the “ Alexander Wilson” scholarship ; and
1. W. A, Royce, of Wesley College, the “ Moore” scholarship. The “ William Russell,” the “ J. L. Currie,” the “ Charles Officer,” and the ‘‘ MacBain” scholarships were awarded to S. MlMeekin, Horne Robertson, of the Geelong College, and Nish and Meek, of the same, respectively, ihe examiners expressed regret that Mr. Goodall, of the Hawthorn Grammar School, had lost his chance of gaining an open scholarship through not sending in a Latin paper, he having given in a very good paper in Greek.
.The professor of classics at the Melbourne University notifies that he will read with his senior class, Tacitus and Aristophanes, and with his junior class, Plautus and Homer’s Odysey.
The Ormond College was formally opened by his Excellency the Governor on Friday, March 18th. After the opening ceremony a dejeuner was partaken of in a large marquee erected near the building. The College occupies a position to the north of the University, and is very handsome. Among the speakers who responded to toasts were his Excellency, Sir Win. Stawell, the Hon. R. Ramsay, Dr. Brownless, and the Rev. A. M.'Vean. Additional donations of £1000 and £500 were given on the occasion by Mr. Wm. Cuming and Mr. Wm. Wilson respectively.
The Educational Board of Tasmania hold exhibition examinations for those who propose to enter superior from public schools early next month.
The inquiry in connection with the Auckland Grammar School is reaching its last stages. We are glad to notice that evidence has been given by influential and intelligent witnesses in favour of Mr. Macrae the head master. Mr. Murdoch, of the Bank of New Zealand, and Mr. M'Millan, a large merchant, spoke in high terms of praise regarding Mr. Macrae’s efficiency and success as a teacher, and said that A choosing clerical employes they always gave the preference to pupils from his school.
^ Miss F. BetHUNK, on the occasion of her transference from the North 1 ublic High School to the District High School, N.Z., received a pleasing recognition of the good-will of the pupils she has been teaching in the shape of a work box and some useful articles of jewellery.
Ihe Dunedin Biblo-in-Schools Association have received encouraging ieplies to their circular lately issued, ft is found that parties representing 817 children are opposed to Bible-reading in schools, and that parents representing G916 children favour its introduction.
, Herr Bandmann is giving free readings to school children at Christ-cuurch, and has engaged a hall at his own expense for the purpose.
^ Ihe Minister for Public Instruction, N.S.W., in conjunction with the becietaiy for Public Works, has made an arrangement whereby female teachers, performing their scholastic duties a long distance from home, aie to have a free pass granted to them at each vacation, available for return.
Mr. A. Dempster and Mr. C. Rankin, who have passed through the successive stages of training as teachers at the State School at Portland, have received merited promotion lately. The former gentleman has been appointed to take charge of the school at Strathdowne East, and the latter to the charge of the Muddy Creek School, both in the Western District (Vic.), The latter, however, whose appointment is of the nature of a locum tenens, may be drafted to another district at a future date.
At a meeting of the committee of management of the competitive examination recently held at Warrnambool, Mr. Inspector Stewart reported that the competition in the various classes had been very close. He had taken many papers on which it was most difficult to decide to the Education Office, and had taken the advice of some of the members of the board. In the sixth class the work for English subjects compared with the work for State school exhibitions. Several scholars had been presented whose work was below any likelihood of getting a prize ; and he hoped that in future teachers would satisfy themselves as to the reasonable chance of any pupil. He was well pleased with the results shown ; iu many instances the work had been excellent. He had been told that the questions had been difficult; he had meant them to be difficult, and if they had been easier there would have been more difficulty in determining the position of candidates. No doubt this examination would be a spur to teachers in the colony, as it was on a wider and more satisfactory basis than other competitive schemes in the colony. It had been watched with much interest, and one or two inspectors were anxious to have papers for the several competitive examinations drawn out together, to secure uniformity throughout the colony. This had been mentioned in Mr. Topp’s report, and he would be glad to see it carried out. He was glad to know that this district had been foremost in this examination, and he hoped that those pupils who had been unsuccessful would have better success another year.
The unexpected circumstance of two competitors being equal to the Scholarship of £35—namely, Christina Nimmo and John Lowry, who stand at the head of the sixth class—led to a good deal of discussion as to its appropriation, and it was resolved that the Secretary ascertain whether the successful candidates, on payment of £17 10s each, will be prepared to fulfil the condition of attending a Grammar or higher school as provided iu the regulations. To obviate the necessity of holding
another general meeting of committee, the following were appointed a sub-committee, with power to make arrangements as to the Scholarship —Messrs. A. Stewart, J. D. Burnie, R, Skilbeck, A. Jenkins, and H. Laurie. The following were the prizetakers :—
Third Class.—Marks obtainable, 153,—Christina Henderson, Wan-goom School, No. 646, 109 ; Mary Reidy, Kirkstal, No. 314, 95 ; Jessie Milne, Allansford, No. 3, 92, and E, N. Watson, S. Warrnambool, No. 1902, 92, equal ; H. Cannon. Colac T. Common, No. 2028, 90, and Edward Hayes, Kirkstall, No. 64, 90, equal ; John Malcom, Penshurst, No. 486, 86, and Annie Jane Mahoney, Cudgee, No. 105, 86 ; George Henry Lee, Nirranda, No. 1130, 85.
Fourth Class.—Marks obtainable, 219.—Maldon Robb, Koroit, No. 618, 159 ; John Trotter, Colac, No. 117, 143 ; John Robertson, Camper-down, No. 114, 141 ; William Jackson, Camperdown, No. 114, 135 ; Julia Hayden, Nullawarre, No. 1652, 130 ; Alfred Fuller, Camperdown, No. 114, 124 ; J. Dodds, Camperdown, No. 114, 118, Mary L. Martin, Belfast, No. 1188, 118, and Oliver Penfold, Allansford, No. 3, 118.
Fifth Class.—Marks obtainable, 240.—Annie Pye, Kirkstall, No, 344, 195 ; John Wall, Kirkstall, No. 344, 164 ; Katie Pitt, Koroit, No. 618, 160 : Frank Peebles, Camperdown, No. 114, 155 ; Charles Peebles, No. 114, 151 ; Christina Riddell, Kirkstall, No. 341, 149.
Sixth Class,—Marks obtainable, 282.—Christina Nimmo, Camperdown, No. 114, 161, and John Lowry, Kirkstall, No. 344, 161, equal; Michael Neylon, Camperdown, No. 114, 13S ; Julia Ryan, Camperdown, No. 114, 132 ; Ruth Morris, Camperdown, No. 114, 126.
Honorable Mention.—Arthur Edward Albiston, Colac, 120; Michael M‘Cake, Camperdown, 110.
It is proposed to hold a similar examination in December next, of which teachers will be duly notified.
Ditforum (^buaitioir gepmfnrwt,
APPOINTMENTS.
W. Halls, H.T., Longwarry East, No. —; Patk. J. O’Heare, H.T., Ararat Dam, 2364; A. Cameron, H.T., Powong East, 2251; John Cross, H.T.,_ Mitchellstown, 1750; John Chew, IT.T., St. Leonard’s and North Paywit, 866; Mary V. J. Austin, Assist., Kerang, 1410; F. E. Bradley, Assist., Talbot, 95*4; Mary McDonald, Assist., Ingleston, 1690; Isabella E. J. Hoare, H.T., Croxton East and Boram Boram, 1550; Julie H. Williams, H.T., Warra Warra, 2369; Mary A. M‘Mahon, Assist., Wcdderburn, 794; Lucinda Harrison, Assist., Emerald Hill, 1852; Margt. Looney, Assist., Sale, 545; Arthur W. Haslam, H.T., Switzerland and Ghin Gkin, 2371 ; Jas. Houston, H.T., Gymbowen, 2356; Edmund J. West, H.T., Tarran-ginnie East, 2190 ; Alice Dober, H.T., Rae’s Hill, 1294; Elizabeth Crotty, Assist., Emerald Hill, 1253; Agnes Muir, H.T., Cooroopajeerup, —; Minnie Smith, H.T., Youarang North, 2301; H. J. Horneman, H.T., Jung Jung North, 2372; J. Williams, H.T., Upper and Lower Campaspe, 1333; Elizabeth S. Bowden, H.T., Langwornor No. 2, —; Samuel B. Sutton H.T., Samaria North, 2348; Bridget Carr, H.T., Ferrby Creek, 1283; P. Fennessy, H.T., Panmure School, 1079; Mary A. Lee, Assist., Gisborne, 262; Kate Lalor, H.T., Bungeeluke, 2133; Agnes Spowart, PI.T., Thirteen-Mile Dam, —; Henry Brown, H.T., Tyrendarra, 1630; P. O’Callaghan, H.T., Swan Pool, 1310; Alfred Richards, H.T., Muntham and Merino Down, 2112 ; J. A. Muirhead, H.T., Mirboo, 2383; Mary Broderick, Assist., Osborne’s Flat, 1463; Joseph M. Mankey, H.T., Woosang East, 2296; Emily Sinclair, H.T., May Reef, 2379; Thos. Cameron, H.T., Rich Avon West, 2354; Jas. Maddern, H.T., Kerang, 1410; John Evans, II.T., Yandoit Bald Hills, 2053; Wm. Talbot, H.T., Campbell’s Forest, 1541; Wm. Charles, H.T., Leichardt, 1317; Alfred W. Williams, H.T., Hesket, 1004; Hy. Winkles, II.T., Strathloddon, 1903; Margt. Raleigh, Assist., Morwell, 2136 ; Jessie R. Orr, H.X., Carlyle, —; John Harden, 1st Assist., Essendon, 483; Fredk. R. A. Kent, H.T., Framlingham, 1860; Joseph Edwards, Assist., Brunswick, 1213; J. Hutchinson, H.T., Rochford, 540; Rachol M'Phail, Assist., Adelaide Lead, 25 ; John R. Millar, 11.T., Abbotsford, 5; Hy. E. Hobday, II.T., East Charlton, 1480 ; Alex. C. Roxburgh, H.T., Mooralla, 1835 ; Annie Shiress, H.T., Tooborae, 1225 ; John Fairhall, H. T., Taradale, 614; Hannah Gibson, H.T., Mackenzie Creek, —; Jas. H. Darton, H.T., Byawatha, —; Mathew Robinson, H.T., Gravel Hill, Glen-maggie, 1949; Edwd. F. Williamson, H.T., Fine View, 1745; Edwd. C. Bishop, H.T., Rushwortk, 1057; Hugh Young, H.T., Sebastopol, 1167; Arthur E. Phillips, H.T., Budgerum and Quambatook, —; Thos. H. Gill, II.T., Wrando and Brimboal, 2023; Pauline M. O’Callaghan, H.T., Swan-pool, 1310; Alfred Richards, H.T., Muntham and Merino Downs, 2112; John C. Hoad, H.T., Wangaratta North No. 2, 239.
EXAMINATION OF STUDENTS IN TRAINING, December, 1880.
ALGEBRA.
Solutions by A. Sutherland, M.A.
1. Explain the following terms as used in Algebra :—A negative quantity ; vinculum ; of the same dimensions ; the reciprocal of a quantity ; a surd ; the cube root.
A negative quantity is a quantity preceded by the sign of subtraction,
A vinculum is a line drawn over a number of terms, to denote that they are to be taken collectively.
Quantities are said to be of the same dimensions, when they are products of numbers, the sums of whose exponents are the same.
The reciprocal of a quantity is a quantity such that if it be multiplied by that quantity the.product is unity.
A surd is the expression for the square root of a quantity, whose square root cannot be obtained exactly.
The cube root of a quantity is a quantity which such, if it be multiplied by itself twice, the product is that quantity.
-loti
TO
■'-v-3-.
--CC 4
fee2 — §se§ + y1#
2 /y» 1
■3^2
and > unity is divided into
Proof.—In each of the fractions
in —y , _+ times as many parts are taken as in y
a
ac
T
bc
— 'Yff, for—yis c times
c
• 1 * ac is — th of —r c b
8. Solve the equation
*x + },y + \z — 94 (2) * 5~ + | = 36i (3)
2. Find the numerical value of the following expression
2*+ 3 b
...... r
when a = f and b = -fox = ly = h. -
A+=+ and }y =+ x=5 and y*=-1.
the expression equals :—
4(^+0x /(I)'a+^7|-f x3f(W
= tI xf + 4-fxf 21G + 7-27 196 .
"—t£*r = u=1L Ans-
3, Show that {a - b)3 + (b - c)3 + (c - a)3 = 3[a - &) (£ - c) {o - a-).
(a - b)3 + (b - c)3 + (c - a)3
= «3 -3«2Z> + 3*&2 -b3+ b3-3b2c + 3bc‘--c3+ c3 - 3c2a + 3<?a2 - a3 . =-3aZ>2 -3«2Z> + 3fo2 - 3Z>2c + 3ca3 - 3e2«.
Add 3abc and subtract the same. The sum is
3ab~ - 3a-b + 3bc2 - 3b"c + 3ca2 - 3c2a + 3abc — 3abc.
= 3c(ab - b2 - ac + be) - 3a[ab — b2—ac + be)
= 3[c—a) [ab-ac-b2 + bc)
= 3(c-a) (a — b) (b - c). Q. E. D.
5. Extract the square root of :—
w - h+1 f^3 - t*®*+m** - m+a®
1 ^»4:
"<VtO
2/^2 3 /y» 3
•3-U, —TjvCa
Vl +
r,0,3 _9Us 123 3/v.S T) ^ doi 1 Tire*4, fy ai 3 ___ 3 0 ai .*> _i 2 5 ai2
—yzx% + fa?2 -+ A35 -TA^ + I^2 - §4 + AA
l<c- - fx| + -fx2 — foe4.' Ans.
6. “To multiply a fraction by an integer we may either (i) multiply the numerator or (ii) divide the denominator by it; and, conversely, to divide a fraction by an integer we may either (iii) multiply the denominator by it or (iv) divide the numerator by it.”
Prove this proposition algebraically.
(i) Let-y-be a fraction and _£_aninteger. Then their product will be -y a
—r and -, b b
the same number of parts. But ac is c times as large as a. ac
c times -
a
be
Proof.—In —y - and -y the same number of parts are taken of the two
. a ..... .
denominators. In the unit is divided into c times as many parts
. a a . . a
as Hi y ; .'. y is c tunes -y- • -
(iii) Let ~ denote any fraction, and c any integer ; then will — q- c
b ' — 0
-T—, and therefore -7— is — th of -rbc ’ be c b
(iv) Let -—denote any fraction, and_c any integer ; then will
a -n, a0 ■ „ a
■~Y‘ ^01> IT is+, times -y ,
7. Solve the equation 3x— •5 (* - l’o) - 9= ‘25 (7 - ox).
... 3»-i (*-|)-9-i (7-6»)
3x-^x + § -9 = f-fx
• 1J5 r = IP
• * -i X Jr
15a; = 40 3x = 8
a; = 2g.
x + §?/ + — 124 (1)
Multiply (1) by § and subtract the product from (2) we get
TtV + TZZ ~ ^ (4)
Multiply (1) by and subtract the product from (3) we get
0 ' tV!/ + tV==12- (5)
Subtract (I) from (5) we get
ioV ~ I
.-. y = 60.
From (5) vre get z —120.
And from (1) x = 24. Ans.
9. Solve the equations
(1) ic3+(5-cc)3 = 65.
15a;2-75a;+ 60 = 0 .-. 3a;3 — 15a;+ 12=0 ... a?2 — 5a: + 4=0
5+ /25-16
5 + 3 2
=4 or 1.
(ii) a;4 — 6a;2 = 27.
-, _ 6a;2 - 27 = 0.
o _ 6 + /36+108
. . x~ ---
= 9 or - 3.
.•.a;=3 or v; —3 imaginary expression.
10. The sum of £4 8s. is made up of half-crowns, shillings, and threepences. The value of the half-crown is a pound more than that of the threepences, and half a guinea more than that of the shillings. Find the number of each coin.
Let x, y, z be the numbers of half-crowns, shillings, and threepences respectively.
Then 30* + 12y - 3z = 4 x 240 + 8 x 12 = 1056 (1)
From (1) and (2) we get 2y + z = 13G (4)
From (1) and (3) we get Sy + z = 310 (0)
Subtract (4) from (5) and we get Gy = 174
y = 29
From (4) z = 78 From (2) x= 15|-. Ans.
11. A leaves £110,000 in the following manner :—after payment of probate duty grds of the property is to be divided amongst his children, and the remainder is left to other relatives, probate duty being 5 per cent, on property left to children, and double that amount on property otherwise bequeathed. Find the whole duty payable on the estate.
Let x be the probate duty on children’s share.
Then 9z is what the children get.
Let y be the probate duty on relatives’ share.
Then 9y is what the relatives get.
20# + lOy = 110,000 (1)
19z = l8y (2)
From (1) 2»+ y = 11,000.
From (2) y =
/. 2*+ $f*®ll,000.
11,000.
-re-200
* = 3600. y — 3800.
Ans. £7,400. .
The following are the papers set by the Department for Exhibitions, at the Examination, held December 1880 ; —
ALGEBRA.
( Time allowed two bourn'). ■
1. Explain these terms as used in Algebra, giving examples of them :— coefficient, index, positive, binomial, homogeneous, an identity, an equation.
2. Write down the algebraical expression for a number which when multiplied by itself will give as product the quotient obtained by dividing twice the sum of x and y by three times the excess of x over the sum of y and z.
3. Find the value of
a2b T__7a2-3(b-c)
^7ab{2c2 - ab) - (2a - 3b)3 + ^ + TZ¿5)
when a = 3 = \\b = l^e.
. _ 15*3 + 35*2 + 3* 4-7 . a2
4. Reduce 0_ , ■ .....r<r ■■—and a + ~—-
2/*‘ +63x3 - 12*2 -28* a-x
2a-x
to their lowest terms,
#4* 1
5. Simplify
■ 3) + (z ■
(* -2)2
6. Solve the equations
(i)
(Ü)
(iii)
1
x x + l x + a a
x + 8
l)(3-a;) 3a:-a:2
6x + 12
7 2x -15
2# -6 2a: 4-14
2# xz—x-a
x + a a3 - a.#2
5*-8J2 = 7y-14 |
2x—y + \ ) *
7. A butcher bought a certain number of bullocks and a certain number of calves for £214, paying for the former £7 5s. a head, and for the latter £2 10s. a head. If the number of calves had stood for that of the bullocks, and vice versa, the total price would have been £38 less. How many of each class did he buy ?
GRAMMAR AND COMPOSITION.
(Time allowed two hours and a half.)
1. Explain with examples what is meant by the nominative abso1ute and the nominative of address ; give instances of a transitive verb governing two objects, and show how as may be used as a relative pronoun.
2. (a) Write each of the following sentences in a correct form, stating the rule violated in each case :— "
It was neither him or his brother that I saw ;
They had always spoke very fair ;
I was that tired that I could hardly move ;
This is the cheaper hat of the three.
(b) What is the difference in meaning between these two expressions :—“ The brick and stone house,” and “ The brick and the stone house.”
3. What is meant by Preposition-Verbs ? Give examples. What prepositions follow differ, believe, cope, strive, despair ?
4. Explain fully the formation of the following words, stating the meaning or force of each part of them and the language from which each is derived :—Straddle, Paedagogue, Cavalry, Attenuate, Durham.
5. Write a short essay on one of the following subjects :—A gold mine ; Ploughing and reaping ; or Port Phillip Bay.
The following is the paper set by the Department for Certificate in Drawing, at the examination, held 9th December, 1880 :—
PERSPECTIVE.
1. Explain the terms “horizon line,” “ground line,” “centre of vision,” and “station point.” What is the name of the line which extends from the station point to the centre of Vision ? Give a pen and ink diagram for reference.
2. What does “ perspective ” mean ? Draw a pen and ink sketch to assist in explaining at some length the glass plate theory.
3. What angular measurement can the eye conveniently take in, and state the least distance at which we should place a spectator in order to view a picture aright.
The following is the paper set by the Department for school management, at the Examination held December, 1880 :—
Set I.—(Time allowed two hours.)
1, Explain the principles which would generally guide you in classifying new pupils? How would you determine whether pupils were fit or not for the following classes First class, third class, fifth class?
3. Mr. Gladman says—“ Two classes of Rewards are available in school. We will style them—I. Secondary Rewards ; II. Tangible Rewards or .Prizes.” Explain fully what is meant by Secondary Ilewards,
3. What are the best means for cultivating the habit of attention, and what are the obstacles likely to be encountered ?
4. What are the various purposes served by questioning at a gallery lesson ? Detail the various forms of defective questioning.
0. How would you instruct a pupil-teacher to give a lesson on the preposition to a third class ?
6. How would you give a lesson in writing to a junior infant class?
7. Give a brief description of a lesson on Ventilation suited to a fifth class.
8. In a school of 500 children, the sixth class is taught by the headteacher, and in his absence by a first-class pupil-teacher ; the headteacher spending half the day in supervision of other classes. Draw out a time-table showing the whole work of one day and specifying by whom each lesson is given.
The following is the Arithmetic paper set by the Department for a Certificate of Competency and for Admission to Training, at the Examination held December 1880.
Set I.—(Time allowed three hours.)
1. Explain the terms decimal fraction, aliquot part, cubic yard, compound division, denomination.
2. Find the product of the sum of eight hundred and four thousand and ninety, six thousand and seven, fifty thousand eight hundred and one, seven huudred and four thousand one hundred and two and the difference between three hundred thousand eight hundred and thirty-five and five hundred and seven thousand eight hundred and forty-one. Numerate your answer.
3. Find by practice the value of 29 acres 2 roods 11 perches 24 square yards at £10 Is. 8d.
4. How many tons of gravel would be required to cover a path three yards wide, forming the margin of a square block of 10 acres, 2 tons of gravel being required for each square yard ?
1 5, lhe population of a country was S99840 at the beginning of a
year, there being 90 females to every 100 males, The increase in the number of females during the year was 24 per cent, and of males 3^ per cent, what was the whole increase in number of the population during the year ?
6. A buys a house for £1200 and lets it for an annual rent of £106 ; he pays the agent 2-| per cent, commission for letting the house ; he pays the borough rate Is. 3d. in the £, water rate, 8d. in the £—the valuation being on a rental of £90 a year—and he spends £10 2s. 6d. annually in painting and repairs, what net income does he derive from his property, and how much per cent, does it amount to on his purchase money ?
7. If £38 15s. is the cost of the bricks in a wall 1084 yards long, 3 feet *31 inches high, and one and a half bricks thick, when bricks are £2 10s. a thousand, what will be the length of a wall 4 feet 4 inches high and two bricks thick when the price of the bricks used is £36, at £2 53. a thousand ?
8. State and prove the rules for determining mentally—(a) The value of a cwt. at 3s. 2d. per lb. (h) The rent per year at 12s. a week.
9. What sum will amount to £378 11s. 2f-d. in two years at 4 per cent, per annum, compound interest ?
10. Simplify '
3 i tt ~ AT + *A 22 - tt °f (H x I + 8-3-j
11. What decimal of 15 acres 3 roods 3 perches 26 yards 8 feet is the sum of -3* of 4 acres 0 roods 6f perches, '8125 of 1 acre, '375 of 1 rood ?
12. Multiply the quotient obtained by dividing -00016157 by -0535 by -|-th of the difference between the quotient and divisor.
BOOK-KEEPING.
1. How is the Balance Account closed ?
2. On 1st October 1880 I sell J. Wallace a reaping machine for £60, not expecting payment for six months. On the 4tli October he comes to me with the cash, and I take £57 as full payment. Specify all the entries made in the Ledger upon the transaction.
3. Post into the Ledger the following transactions :—
|
1880. |
£ |
s. |
d. | |
|
Sept. 1st. |
Sold to W. Jones six ploughs at £1115s. each |
70 |
10 |
0 |
|
Received from him on account ... ... Bought of R. Lennon ten reaping machines |
30 |
0 |
0 | |
|
£50 each ... ............ Gave him two bills at three and six months respectively for £300 and £200. |
500 |
0 |
0 | |
|
Sejot, 4th. |
Cash sales this day ............ |
75 |
12 |
0 |
|
„ 8 th. |
Lost bank note... ... ... ... ... |
5 |
0 |
0 |
|
Dec. 4th. |
Paid my acceptance to R. Lennon...... |
300 |
0 |
0 |
|
Received from W. Jones on account...... |
25 |
0 |
0 |
N.B.—Every figure that you find it necessary to employ in the solution of these questions should appear in the papers you hand in, Answers alone will not be considered satisfactory.
Female candidates for Admission to Training must answer the first eight questions. Female candidates for a Certificate of Competency and male candidates for Admission to Training must answer the first twelve questions. Other candidates must answer all the questions.
The following is the Music paper set by the Department for Certificate of competency at the examination held 7th December, 1880 :— {Time allowed two hours and a half.)
1. Explain the chord of the Diminished Seventh, aud resovle it in various ways.
2. Modulate in four-part harmony (compressed score) from— C to E[?, A[) to Bfy, B to D minor. D to A}?, G to B.
3. Writedown in the key of G the third inversion of the chord of the ninth ; figure and resolve it.
4. And six other bars to the following, and put a second treble part to the air—
6. Harmonise in four parts (compressed score) the following figured Bass
m
6 0
BE
---®
m
G be
SI:
r
- F--O--O-
j=
2 6 9 8
5
2 6 6 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
SECOND CLASS.—GEOGRAPHY.
Set I.
( Time allowed forty minutes).
1. On what grounds did Sir Isaac Newton argue that the earth was an oblate spheroid, and how has his conclusion been verified ?
2. If I can just see objects 30 miles off, at what height above the sea level must my eye be placed?
3. What and where arc the following ¡—Mantua, Auverguc, Heligoland. Tornea?
4. In what part of the Uuited Kingdom are the following rivers severally situated ? State where they rise and into what they flow : —Severn Tweed, Mersey, Foyle, Tay.
SECOND CLASS— GEOGRAPHY.
Set II.
(14iA December .— Time allowed forty minutes.)
1. Define the meaning of meridian, first meridian, universal meridian, and anti-meridian.
2. Explain by what forces the earth is kept in its orbit and how these forces relatively act in aphelion and perihelion,
3. Where and what are the following ¡—Helicon, Bonifacio, Windermere, Weimar ?
4. In what part of the United Kingdom are the following rivers severally situated ? State where they rise and into what they flow :—Medway Clyde, Humber, Liffey, Tyne.
First Class.—Grammar. Set I.
(Time allowed one hour.)
1. Parse with full syntax the words italicized in the following lines :— Before him, like a blood-red flag, the bright flamingoes flew ;
From morn till night he followed their flight o'er plains where the
tamarind grew,
Till he saw the roofs of Caffre huts, and the ocean rose to view.
At night he heard the lion roar, and the hyena scream,
And the river-horse, as he crushed the reeds beside some hidden stream ; And it passed, like a glorious roll of drums, through the triumph of his
dream,
2. Analyse according to Morell’s second scheme from “ Before ” to “ view ” in the passage above given.
3. Give the meaning of each of the following words, the meaning of each part of them, and the language from which each part is taken : —Amphibious, disjunctive, unanimity, withdrawal.
4. Into what classes may the Prepositions be divided in relation to their structure ? Give two examples of each class.
5. Write each of the following sentences in a correct form, giving the reason for each correction :—(a) Neither John nor Harry have seen the new scholar whom the teacher told us was to come to-day. (b) Who did you see in the street with Bella and I ?
6. (a) Of what kind, and how many, are the feet in the first line of
the poetry in the first question ? (b) Point out the feet in the second
line which have a different name, and give their name.
First Class.—Arithmetic. Set I.
{Time allowed one hour and a half.)
1. If H quarters of oats last 13 horses for 2 weeks 4 days, how much oats will be eaten by 42 ponies in 1 week C days, a pony eating two-thirds as much as a horse ?
2. Simplify 2ÏH^TaTÂ)-
What fraction of 3 oz. 10 dwts. 12grs., is 15 dwts. 18 grs.
3. What decimal of a mile is 6 fur. 25 rods 2} yds. ? Reduce *4*27 to a vulgar fraction in its lowest terms. Divide 266 2 by '0022 and 6*0903 by 30 3.
4. What principal will amount to £3215 16s. 8d. in 3 years at 4 > per cent, simple interest ?
5. State and prove the rules for determining mentally— {a) The value of 3 cwt, at 9d. a lb. {b) 1’he interest on £50 at 5 per cent, per annum for 3 months.
6. {a) Under what circumstances is the entry “ By profit and loss” made in a stock account? (b) Post the following transactions :—
1880.
December 1st. Bought of James Smith 20 tons of potatoes at £2 10s. a ton
„ 4th. Paid freight on potatoes, £5 10s.
„ 6 th. Sold 2 tons of potatoes for cash, at £3 per ton.
,, 7th. Sold 18 tons of potatoes to John Brown, at £3 5s. per ton.
„ 13th. Paid annual donation to charities, £10 10s.
The following are the papers set by the Department for examination of Students in Training, held December, 1880 :—
French.
{Time allowed three hours.)
1. Translate into French—Il avait onze ans lorsqu’il perdit sa mère ; cette princesse mourut d’une maladie causée, dit-on, par les chagrins qu’ lui donnait son mari, et par les efforts qu’elle fesait pour les dissimuler.’ Charles XI avait dépouillé de leurs biens un grand nombre de ses sujets, par le moyen d’une espèce de cour de justice nommée la chambre des liquidations. Une foule de citoyens ruinés par cette chambre, nobles, marchands, fermiers, veuves, orphelins, remplissaient les rues dé Stockholm, et venaient tous les jours à la porte du palais pousser des cris inutiles : la reine secourut ces malheureux de tout ce qu’elle avait ; elle leur donna son argent, ses pierreries, ses meubles, ses habits môme. Quand elle n’eut plus rein â leur donner, elle se jeta en larmes aux pieds de son mari, pour le prier d’avoir compassion de ses sujets. Le roi lui répondit gravement : “Madame, nous vous avons prise pour nousdonner des enfants, et non pour nous donner des avis." Depuis ce temps il la traita, dit-on, avec une dureté qui avança ses jours.
2. Translate into English—{a) Il résolut aussi de s’abstenir de vin tout le reste de sa vie. Les uns m'ont dit qu’il n’avait pris ce parti que pour dompter en tout la nature, et pour ajouter une nouvelle vertu à son héroïsme ; mais le plus grand nombre m’a assuré qu’il voulut par là se punir d’un excès qu’il avait commis, et d’un affront qu’il avait fait à table à une femme, en présence même de la reine sa mère. Si cela est ainsi, cette condamnation de soi-même, et cette privation qu’il s’imposa toute sa vie, sont une espèce d’héroïsme non moins admirable.
(b). Ces diètes se doivent tenir, par les lois du royaume, alternativement en Pologne et en Lithuanie : les députés y décident souvent leurs affaires le sabre à la main, comme les anciens Sarmates dont ils sont descendus, et quelquefois môme au milieu de l’ivresse, vice que les Sarmates ignoraient. Chaque gentilhomme député à ces états généraux jouit du droit qu’avaient à Home les tribuns du peuple de s’opposer aux lois du sénat ; un seul gentilhomme qui dit, “ Je proteste,” arrête par ce mot seul les résolutions unanimes de tout le reste ; et s’il part de l’endroit où se tient la diète, il faut alors qu’elle se sépare.
3. In the preceding passages parse with French syntax the words marked in italics.
4. Write out the following grammatical forms :—Active Subjunctive Present 2nd singular of Appeler. Active Indicative Preterite 1st plural of Haïr. Active Subjunctive Imperfect 1st plural of Moudre. Imperative 3rd singular of S’asseoir. Active Indicative Future 3rd singular of Lire.
5. a, (1) Compare the adverb mal. (2). Distinguish with examples between the pronouns en and y. (3). What is the difference between celui-ci and celui-là? (4). Express in French the following :—Seventy-one, ninety-fourth, and ten thousand, b. (1). What is the difference in the use of the pronouns se and soi? Give an example of each. (2). When an adjective is placed after two substantives which are united by the conjunction ou, with which does the adjective agree? Explain this usage. (3). When does the past participle in conjunction with avoir agree with its direct regimen ?
7. Translate into French—(a) At all times gold has been looked upon as the most precious metal, {b) You perhaps think that he is one of your friends : you are in error. (c) People often deceive themselves by judging from appearances, {d) Of all the great authors he is the one I like best.
(e) There is nothing a man gives so liberally as counsel, (f) Birds build their nests with wonderful art and address, (y) A heart free from cares enjoys the greatest felicity, (h) Take them or leave them, it is all one to me.
Euclid.
Time allowed three hours.
1. Explain the terms : verticle angles ; subtend ; complements ; the rectangle contained by AB,BC\ arc ; tangent to a circle; similar segments of circles.
2. When two triangles have two sides of the one equal to two sides of the other, each to each, and have likewise the angles contained by those sides equal to each other ; state and prove their other points of equality.
3. Prove that parallelograms upon equal bases and between the same
parallels are equal to one another. In what sense is equal used in this statement ? ■*
4. Describe a parallelogram equal to a given rectilineal figure PQRS and haviug an angle equal to a given rectilineal angle A.
ñ. If a straight line be divided into two equal parts and also into two unequal parts, the rectangle contained by the unequal parts together with the square on the line between the points of section is equal to the square on half the line. Prove this.
6. Divide a given straight line into two parts so that the rectangle contained by the whole and one of the parts shall be equal to the square on the other part.
7. Show that the angle at the centre of a circle is double of the angle at the circumference upon the same base, that is, upon the same part of the circumference.
8. If two straight lines cut one another within a circle, the rectangle contained by the segments of one of them is equal to the rectangle contained by the segments of the other. Prove this in the following cases : 1st, when one of the lines does not pass through the centre and is cut at right angles by the other, which does ; 2nd, when neither of them passes through the centre.
The following is the Science Paper set by the Department at the examination held December 1880 :—
Acoustics, Light, and Heat.
Time allowed three hours.
1. How has it been shown that sounds of different pitch are propagated with the same velocity ?
2. Explain how the various notes are produced (a) on a violin, (b) on a flute.
3. Why are some combinations of musical sounds agreeable and others disagreeable ?
4. If a vibrating tuning fork be held near the ear and caused to revolve, the loudness of the note heard will alternately iucrease and diminish. Explain this.
5. Why are the shadows thrown by the electric light much sharper than those thrown by the sun ?
6. Draw a diagram showing the bourse of the rays by which a person sees the image of his own nose in a plane mirror.
7. Explain why a straight slick partially (obliquely) immersed in water appears bent.
8. State what you know of the structure of the eye and the use of its principal parts,
9. What is a spectrum? What information does a spectrum give as to the nature of the source of the light by which it is produced ?
10. Explain fully the method of filling and graduating an ordinary mercurial thermometer.
11. A freezing mixture is applied to a vessel full of water at a point between the top and bottom of the vessel. State in order the changes which will occur in the water,
12. From what height must a lump of ice fall in order that the heat generated by its collision with the ground may be sufficient to melt it ?
13. Why is it warmer inside a glass conservatory than in the open air ?
14. Explain the production of the trade-winds.
timbers tí h of Jileibnunte,
The ceremonies in connexion with the commencement-day at the University of Melbourne were duly performed on Saturday last, and were witnessed by a large number of visitors, the majority being,ladies. The library was as usual set apart for the purpose, and the space available for the visitors was densely crowded. The proceedings were conducted with commendable decorum. The candidates for degrees were presented by Professor Strong.
DEGREES.
The following is a list of the degrees, &c., conferred :—
Bachelors of Arts.—Charles Herbert Hill, Joseph Henry Davies, William Stewart Page, Henry Pinch Rix, Thomas Jollie Smith (Triu Coll), James Lang Robertson, William M’Gillycuddy Stephens, Andrew Scott.
Bachelors of Medicine. —John Burder Backhouse, Anthony Colling Brownless, William Henry Coutie, Henry Friedman, Richard Richards Harvey, Samuel Ormsby Higgins, Robert Stewart, William hide Burgh Hector,
Bachelors of Surgery.—John Burder Backhouse, Anthony Colling Brownless, William Henry Coutie, Henry Friedman, Richard Richards Harvey, Samuel Ormsby Higgins, Felix Henry Meyer, Robert Stowart, Alexander Sutherland, Thomas Rupert Hem'y Willis.
Bachelors of Law.—John Redford Corr, Sydney Charles Turner,
Masters of Arts. —John Bedford Corr, James Edgar Lang, Arthur Alfred Buley, Robert Edward Hayes, Archibald Henry Campbell, Thomas Eggleston Thomas.
Ad Eundem Degrees.—John Henry Macfarland (Cambridge), Richard Hale Budd (Cambridge), Edward Dundass Holroyd (Cambridge) Samuel Feddian (Cambridge), Robert Scott (Glasgow), Alexander Yule (Aberdeen).
Exhibitions—Matriculation.—J. W. M‘Coy, J. H. Mitchell, Anna Maria Higgins. First Tear.—W. L. Mullen, N. C. A. Yance. Second Year—F. W. M. Woodward, R. Stephen, F. W. Edmondson, A. A, Lynch. Third Year.—J. Wilson, W. Moore. Fburth Year.—G. A. Syme. Stawell Exhibition.—A. M. Tyers.
Scholars.—Classical Scholarship.—T. J. Smith. Law Scholarship.— S. C. Turner. Medical Scholarship.—R. Stewart. Shakespearian Scholarship.—T. P. MTnery. Argus Scholarship—W. R. Rennick, Bowen Scholarship.—Herbert W. Bryant, Arthur Capel Hadley, David Moffat Wilson, and James Hamilton Fraser entitled to receive certificate of engineer. .
The following are the results of the examinations held in February term, 1881:—
HONOUR EXAMINATION.
FOURTH HONOUR EXAMINATION.
Laws.—First class : None. Second class : Sydney Charles Turner, John Redford Corr, Joseph William Dixon. Scholarship awarded to Sydney Charles Turner.
THIRD HONOUR EXAMINATION.
Engineering.—First class: None. Second class : William Robert Rennick. Third class : Herbert Alexander King. The Argus Scholarship for Engineering awarded to William Robert Rennick.
ARTS.—School of Language and Logic.—First class : Thomas Jollie Smith, Trinity College. Second class : Joseph Henry Davies. Third class : James Lang Robertson. Scholarship awarded to Thomas Jollie Smith. School of Natural Science.—First class : None. Second class : Joseph Henry Davies, Thomas Henry Armstrong, B.A., Trinity College.
Medicine.—Second Year.—First class : None. Second class : None. Third class : M. M'Kenzie, M. Mailer, H. H. Crawcour, E. K. Overend. Exhibition not awarded. Third Year.—First class : None. Second class : W. Moore, F. J. Owen. Third class : J. W. Florance, J. W. Har-bison. Exhibition awarded to W. Moore. Fourth Year.—First class : G. A. Syme, J. W. Barrett. Second class : None. Third class : E. W. Anderson. Exhibition awarded to G. A. Syme, Fifth Year.—First class : R. Stewart. Second class: F. H. Meyer-. Third class: A. Sutherland. Scholarship awarded to R. Stewart.
The following amended and additional lists have been posted :—
Engineering.—First class : None. Second class : William Robert Rennick, Frederick Smith. Third class : Herbert Alexander King. The Argus Scholarship for Engineering awarded to William Robert Rennick.
Arts.—School of Natural Science.—First class : None. Second class : Joseph Henry Davies, Thomas Henry Armstrong,]B. A,, Trinity College. Scholarship awarded to Joseph Henry Davies.
EXHIBITIONS AT MATRICULATION.
Classical Exhibition,—Awarded to James Whiteside M‘Cay, Scotch College. The following did creditably, and are placed in order of merit :—Edwin Mayhew Brissenden,Hawthorn Grammar School ; Charles Edwin Goodall, Hawthorn Grammar School.
Mathematical Exhibition.—Awarded to James Whiteside M'Cay, Scotch College, and John Henry Mitchell, Wesley College (equal). The following did creditably :—John Bernard O'Hara, Mr. Jones’s school, North Fitzroy, and Bernhard Alexander Smith, Queen’s College, St. Kilda (equal).
Exhibition for History, Geography, English and French.— Awarded to Anna Maria Higgins, Presbyterian Ladies’ College. The following did creditably, and are placed in order of merit :—Patrick Cleary, Christian Brothers’ School ; Frances Georgina Watts Higgins, Presbyterian Ladies’ College; Arthur Alston, Hawthorn Grammar School; John Francis Wilkinson, Carlton College.
MASTER OF ARTS EXAMINATION.
School of Language and Logic.—Arthur Alfred Buley, B.A. School of Mathematics and Physics.—Elphinstone MacMakon Moors, B.A.
School of Natural Science.—Robert Edward Hayes, B.A.; James Jamieson, B.A. ; Thomas Egglestone Thomas, B.A.
School of History and Political Economy.—Archibald Henry Campbell, B.A.
DOCTOR OF LAWS EXAMINATION. Thomas Patrick MTnerney, LL.D.
The annual meeting of the Teachers’ Association of London, held on Friday, January 7th, was the occasion for a conference of moi'e than usual interest and importance. The chair was taken by Dr. Gladstone, who, in introducing the subject which had been selected for discussion, the Bill of Sir John Lubbock, pointed out very clearly the necessity for some kind of Registration. We are all now agreed upon the importance of this step, and the arguments in its favour have been stated over and over again. At the same time, it is good for the profession to be reminded that, while other callings are supposed to demand special training—not only those of medicine, law, and the Church, but the army and navy, civil, engineering, dentistry, pharmaceutical chemistry, &c.,— are supposed to require registration, the teaching profession alone may be undertaken by any irresponsible pretender who claims to call himself a schoolmaster. Dr. Gladstone very rightly regarded the question of a Register as already agreed upon ; he invited discussion, not so much on that point as on the provisions of the Bill—and especially on the questions whether all bona fide teachers should be admitted ; whether there should be a limit of time ; whether assistants should be excluded ; whether registration at first should be gratuitous ; whether Elementary teachers should be admitted, and so on. He was followed by Sir John Lubbock himself, whose address was the principal feature of the conference.
Sir John, in explaining the Bill, began by stating that, although Dr. Lyon Playfair could not, in consequence of his official position, bring forward the Bill himself, he could, and would, lend it his active countenance and sympathy. The fundamental points dealt with by the Bill, he pointed out, are two—the Registration of Teachers, and the Organization of Schools. The Registration it was proposed to entrust to a Council, consisting of sixteen members, whose duties would include, amongst others, that of reporting on—(1) the course of study and examination which are, from time to time, requisite for obtaining the degrees and certificates qualifying for registration under the Act; and (2) all such examinations and inspections of schools under the Act as are conducted by or under the superintendence of any of the English Universities, the College of Preceptors, or any person or persons who undertake the duty of instituting, conducting, or superintending such examinations and inspections ; and, for that purpose, the Council would be empowered to “ place themselves in communication with the governing bodies of those Universities, and of that College, and with those persons and bodies. ” There remained the qualifications for getting a name placed on the Register. The applicant was to show that he was a graduate, or the holder of a certificate of the Education Department, or of the College of Preceptors, or of the Council itself, or of a special certificate of a University of.the United Kingdom ; or, in the case of special subjects, such as drawing, music, or the like, to satisfy the Council that lie was a duly qualified teacher of the subject he professed. Lastly, to be at the time of the passing of the Bill a bond fide teacher would, in the first instance, be accepted as a qualification. There was, however, Sir John Lubbock remarked, a considerable amount of feeling in the direction of declining to admit upon the Register any teachers, under the last clause, who had not been engagedfor a certain number of years in the profession.
It will be seen that this address covers a great deal of ground. As regards the last point, which we select because it is a new one, we may refer to the precedent of the Medical Act, which admitted on the Register only those (claiming under this qualification) who had been in practice before the year 1815. It would be hard on an old veteran, who had acquired the experience of teaching generations of boys, to make him submit to an examination, in which he would probably “ fail to satisfy the examiners.” On the other hand, it would be unwise to admit every young teacher, who might have been teaching only for a year or two with a totally inadequate stock of learning. The experience of a certain number of years was strongly recommended by the Committee of Headmasters, who met to consider the Bill during the Christmas vacation, and opened a communication with Sir John Lubbock on the subject, recommending a limit of ten yeai'8. Some such limitation was also recommended by Mr. Forster—one of the greatest authorities on education—when he presided at the distribution of the certificates of the College of Preceptors, two years ago. At the meeting itself, though some were opposed to it, a resolution was passed that an experience of at least five years should be required. It has been proposed as a compromise to adopt the limit of seven ; which would suggest “ the barrister of seven years’ standing,” and the usual term of apprenticeship indentures in business. This is, however,a detail which may fairly be left to the decision of a committee’ should the Bill reach the stage of a second reading. The speech of Sir John Lubbock was followed by a pretty full, though rather desultory, discussion ; and the meeting finally adopted a resolution, which, it is hoped, will strengthen Sir John Lubbock’s hands, approving of the general principle of the proposed Bill.
(Time allowed two hours and a half).
Parse fully the words printed in italics in the following passage ;—
But yesterday, the word of Ctcsar might Have stood against the world ; now lies he there,
And none so poor to do him reverence.
0 masters ! if I were disposed, to stir Your hearts and minds to mutiny and rage
1 should do Brutus wrong, and Cassius wrong,
Who, you all know, are honorable men :
I will not do them wrong ; I rather choose To wrong the dead, to wrong myself, and you,
Than I will wrong such honorable men.
But here's a parchment with the seal of Caesar,
I found it in his closet, ’tis his will:
Let hut the commons hear this testament,
( Which, pardon me, I do not mean to read,)
And they would go and kiss dead Ceesar’s wounds,
And dip their napkins in his sacred blood ;
Yea, beg a hair of him for memory,
And dying, mention it within their wills,
Bequeathing it as a rich legacy,
Unto their issue,
2. Analyse—These words were scarcely spoken before that signal was made which will be remembered as long as the language or even the memory of England shall endure—Nelson’s last signal: England expects every man to do his duty.
The Annual Dinner to the staff of the London School Board took place at. Anderson’s Hotel, Fleet street, on the 26th Feb., and was a most successful affair. Mr. George Hector Croad, the Clerk to the Board, occupied the chair. The proceedings were of a very convivial and cordial nature.
FIRST ASSISTANT, allotment 500 x 550, wishes excliango to Melbourne Would lose considerably. Address: “Confidential,” Schoolmaster
office.
HEAD TEACHER, country school, Western District, allotment 50 x 50, Wife, workmistress, 7£ acres good land, wishes to exchangowith teacher nearer large town ; Ballarat District preferred. Address : “ Alpha,” Casterton.
HEAD TEACHER, neighbourhood of Melbourne, allotment 30 x 50, desires exchange. Address: “ Eblaua,” G.P.O., Melbourne.
HEAD TEACHER, 23 miles from Mcloourne, daily mail, with many . advantages, would exchange with Assistant in Melbourne or Suburbs. Address: “Principal,” care of P. Matthews, Esq., 52 Collins street.
CERTIFICATE OP COMPETENCY. Ladies’ class conducted by Miss J Trickett, trained teacher. 1 Lansdowne-street, East Melbourne.
TTY HE IMPERIAL REVIEW for April contains an exhaustive article on JL The Education Report. Alex. M'Kinley & Co., Publishers.
CCOUNTRY ASSISTANT wishes to exchange to town. Would lose con-J siderably. Address : “ S.S.,” LI Raglan-strect, N. Sandridgo.
Dll. WILLIAMS, M. A., Punt-road, Richmond,instructor of CANDIDATE for MATRICULATION, Civil Service, and all public examinations. Country students prepared by correspondence. Private tuition._______
HEAD TEACHER, allotment 30 x 50, within a few miles of Geelong, wishes to exchange with Head Teacher, allotment 30, 50 or 50, 76, within 8 or 1.0 miles of Melbourne, on railway line. Address : “ Incognito,”
Schoolmaster office. _ _ _ _ ____ _
HEAD TEACHER, twenty-three milos from Melbourne, daily mail, with many advantages, would exchange with Assistant in Town o1' Suburbs. Address: “ Principal,” Schoolmaster office.__'_
HEAD TEACHER, (Wife, First Assistant,) forty milos from town, wishes . to exchange for school near Melbourne. Allotment 150 to 175. Address: “ X.,” Post-office, Kyncton. ______
8ECOND ASSISTANT, 350, TOO School, important railway town, will exchange with Head Teacher of country school. Extras. Address : “ Kappa,” Schoolmaster office. _______
(U HORTHAND TAUGHT through post. 8 lessons, Is. each. David kj Glass, 54 Urquhart-street, Ballarat Wcst.______’___
a'YHIRD ASSISTANT, town School, 700 x 750, 82 per-cent., extras, would _ excliango Head Teacher, school 50 x 75 or rising 30 x 50. Address: “Iota,” Armstrongs I’ost office...............
WANTED to exchange by Head Teacher, country, allotment 30 x 60 Will accept school 20 x 30, if within twenty miles of Maryborough. Address: “Change,” care of C. Lease, Numurkah P.O.
MR. THOMAS BOARDMAN, First-class Honor-man of the Denominational School Board, Prepares Teachers for the Certificate Examination by Correspondence. Terms moderate.
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VERE FOSTER’S WRITING COPY-BOOKS
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Opinions of H.M. Inspectors in Education Blue Book Reports.
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Mr. M'Callum, II.M. Inspector, says— |
1 “ More progress is made by Vere Foster’s than by any other ( ^method which lias come under my notice.” |
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Mr. Brewer, II.M. Inspector, says— |
| “ W ith books like Vere Foster’s there is no excuse for the ( slovenly no-style of writing too often presented to me.” |
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Mr. Warburton, II.M. Inspecter, says— |
( “ I wish that the use of the excellent copy-books such as Vere l Foster’s was begun earlier and more persisted in.” |
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Mr. Neioell, II.M. Inspector, says— |
{ “ I know of no series by means of which children can be so ( quickly taught to write with freedom and legibility.” |
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Rev. J. Lomax, II.M. Inspector, says— |
\ “ The introduction of Vere Foster’s copy-books in some of my | schools has been attended with marked success.” |
Superior Edition, 2d. each number. Popular Edition, Id. each number. Contents of the Numbers.
1. Strokes, Easy Letters, Short
Words.
1£. Long Letters, Short Words, Figures.
2. Long Letters, Short 'Words,
Figures.
2£. Words of Four, Five, or Six Letters.
3. Capitals, Short Words, Fig
ures.
3*. Sentences of Short Words.
4. Sentences. Mostly composed of , Short Words.
4£. Select Quotations from Shakespeare.
o, 6. Sentences.—Maxims, Morals, and Precepts.
6£. Sentences, in Writing of Three Sizes.
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7. Sentences, and Christian
Names.
8. Sentences.—One Line on each
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Primer I.—32 pp.,..................paper cover, l|d.; cloth cover, 2£d.
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Eeader. I.—96 pp.,....................................... cloth boards, 6d,
“ As specimens ot good reading books, they cannot be excelled. The exercises are carefully arranged so as to suit the meanest capacity, and at the same time have a tendency to make useful impressions on the minds of young scholars.”—Educational Guide,
The Newspaper Header, Selections from the Leading Journals of the Nineteenth Century on events of the day. By Henry Findlater Bussey, and T. Wilson Eeid. Foolscap 8vo, cloth boards, 288 pp. price 2s.
The British Biographical Reader, Sketches of prominent Men by Eminent Authors. With Introductory Notes by the Editor. Illustrated by numerous authentic Portraits. Foolscap 8vo, cloth boards 288 pp., price 2s.
The Shakespeare Reader, being Extracts from the Plays of Shakespeare, specially selected as fulfilling Article 28 and Schedule IV. of the Education Code. With Introductory Paragraphs and Notes, Grammatical, Historical and Explanatory. Foolscap 8vo, 160 pp., cloth, Is.
Myths and Legends op Ancient Greece and Home. A Handbook of Greek and Homan Mythology, for Schools and private Students. By E. M. Berens. Illustrated from Antique Sculptures, Foolscap 8vo, 330 pp., cloth 3s.
Poetical Header, for the use of Elementary Schools in England and Scotland. Foolscap 8vo, 224 pp., cloth Is. 6d.
London, Past and Present. A Reading-hook for Elementary Schools. With numerous authentic Illustrations. Foolscap 8vo, 288 pp., cloth 2s.
The Scottish Historical Reader; being Extracts from Eminent Writers Descriptive of Events in Scottish History, with Introductory notes. This volume will supply a fuller account of leading events in Scottish history than can be embodied usually in School histories, and being composed chiefly of extracts from the works of approved writers will form excellent reading lessons. It is adapted m*re especially for the requirements of the Fourth Standard.
The object of this series is to place in the hands of the Pupil a certain amount of Standard work, whiqh will enable him to grasp the leading facts of English History, Geography, and Grammar, and at the same time lighten the work of the Teacher. The questions in Arithmetic are mixed in order to test the pupil’s knowledge.
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READ BEFORE THE COLLEGE OF PRECEPTORS,
By D. Nasmith, LL.B.
When addressing an audience mainly composed of members of the College of Preceptors, and, consequently, of persons who have made the subjects of Education and Instruction a study, it is but reasonable that I should be expected to state at the outset the real object of my paper. It is this :—I venture to think that the vast increase in the number of the subjects of study, the most striking and characteristic feature of this age, necessarily involves one of two consequences. The schoolmaster who wishes to get and keep his pupils up to the modern standard, must become a mere teacher, if not a pure coach, or new systems of imparting information must be found, which, while enabling master and pupil to satisfy present conditions, do not involve thesacrifice of the benefits that naturally attached to the system of what we may now call the Old School—a system which was essentially educational, as distinguished from instructional.
Defective and objectionable as was that system, in that it not merely confined scholastic advantages to the few, but denied to that favoured few knowledge of anything beyond the classics and mathematics, it is by no means clear that the system by which the old has been replaced is an unqualified blessing either to the state or to the individual pupil. The present system might, with no small propriety, be styled the system of wholesale instruction.
Happily, most enlightened persons now admit that a proper education and proper instruction are the birthrights of every subject, and that a state that does not secure and enforce these rights, neglects, if it may be so expressed, a primary duty to itself and to each of its subjects.
The question, however, still remains—What is proper education ? What is proper instruction ?
It cannot be doubted that the answers to these questions are most discordant ; that, in fact, but few outside the profession of schoolmaster, and not a few within it, regard the two words as practically synonymous, and that the great mass, by the term “ proper education,” or “ proper instruction,” intend adequate instruction in the subjects commonly taught in the schools of the class and period to which they refer. The terra, consequently, has no positive, but a mere relative signification.
When used by one class respecting themselves or their children, it means something widely different from that which they intend when used by them respecting persons in another class ; hence the lament, now not unfrequent, that the children of the poor are receiving, at the cost of the state, an education equal to that enjoyed by the more wealthy, at their parents’ charge.
I venture to think that it is in the interest of the state, and therefore of the ratepayer, that the children of the poor should receive as good an education as the children of the most wealthy ; but that it is unreasonable, if not absurd, to give them the same instruction. The better the education, the better they must be fitted for the battle of life, and the better able to do justice to themselves and others, in whatever sphere of life they may happen to be. If by good, better, best, when applied to instruction, is meant much, more, most, it is possible, it is even highly probable, that the comparative and superlative instruction will prove not merely superlative but pernicious. If, however, by good, better, best, when applied to instruction, is meant degrees of quality and not of quantity, then I venture to say of instruction, as of education, the better it is the better it must be alike for all.
It is the duty of the educator to develop native forces. It is the duty of the instructor to instil foreign elements. It is the duty of the schoolmaster to do both scientifically. To educate his pupil, the schoolmaster must throw the burthen of the labour upon the pupil. To instruct his pupil, he should take, as far as possible, the burthen of the labour upon himself. When the primary object of instruction is mental education, the burthen of the labour should be adjusted according to the nature of the particular subject dealt with as a means of educating.
Permit me to illustrate. It is desired to educate the pupil physically and muscularly. The machines employed are the parallel bars. The educator stands by, directs and watches. His knowledge enables him to dictate what the pupil should and what he should not do ; what will develop the muscles, and what may strain them ; what amount of labour can be endured with benefit, and the point at which the exercise, to be profitable, should cease. It is true, that by going through the exercise himself, the educator might show what he could not otherwise explain, but it is clear that no amount of physical labour on his part could develop a single muscle of the pupil.
Again, it is desired to instruct for the purpose pure and simple of instruction, i.e., to impart to the pupil information upon a given subject,— e.g., the leading incidents in the life of Nelson. In this instance the pupil becomes the practically passive recipient, the labour is taken upon himself by the instructor. By skilful arrangement of his matter, and by a happy manner of handling his subject, he lays stress upon the more important features of his narrative, and passes lightly over the less important though necessary links ; and by just modulation of voice, an occasional change of position, he keeps the pupil’s mind from wandering, absorbs his attention, and leaves upon his memory a lasting impression of the great hero.
It is true that he might have given the pupil a life of Nelson, and told him to read it, but it is clear that would not have been instruction. Is it not equally clear that the same amount of information and depth of impression could not have been acquired and made in the same time by any other process ?
If these illustrations are apt, it is obvious that, for the purpose of educating, the labour must be thrown upon the pupil; for the purpose of instructing it should be taken upon himself by the tutor. That being so, it becomes necessary to determine the true province of education, and t° distinguish it as accurately as possible from that of instruction. In other words, it is necessary to determine where the schoolmaster should be active, where essentially passive.
I assume it to be admitted that no system of training can be good which ignores or discards the doctrine of equilibrium,—that is to°say, which overlooks the fact that each pupil has a physical, a mental, and a moral nature ( I use the word moral for the want of a better term) ; or which attempts to improve or develop either of the three at the expeuse of, or to the neglect of, another or others.
Further, I take it to be admitted that the notion of teaching drawing . because the pupil happens to have a good eye, or music because there happens to be a good ear, is a thing of the past,—a dull and stupid confusion of the province of the school, which is to develop those senses and faculties that are defective, and the question of the" selection of the proper profession or business to which the child should be assigned, which, if intelligently done, must necessarily be determined by regard to the natural abilities and tendencies of the youth.
The drilling master, the music master, the drawing master, the language master, the mathematical master, the orderly, may each be perfect of his kind ; but neither of these, nor all combined, constitute the schoolmaster. It is his duty to use each and all of these as instruments, each in its proper sphere, and good only as each serves to work out the schoolmaster’s peculiar problem, the equal development of each pupil.
As the harper tunes his harp before he begins to play, or as the tuner tunes the piano before he leaves it to be played upon, and as each guages the strength and quality of the instrument, and tightens or loosens, as need may be, in order that equilibrium may exist consistent with the capacity of the particular instrument; so, I take it, is the aim and high art of the schoolmaster, whose duty it is, not to stuff a given amount of information into his pupil, but as far as possible to bring into equilibrium, not merely the physical, the mental, and the moral elements, but the various senses of each pupil.
For the purpose of my argument, 1 will assume that due regard is paid to the physical, to the mental, to the moral training of each pupil, and to the due development of his senses. I therefore necessarily assume that out of each working school day two adequate portions of time are allotted respectively to the physical and moral training, and that the working hours remaining for the mental work are proportionately curtailed.
The details of physical and moral development I pass over as foreign to the immediate objects of this paper,—with, however, two observations, viz,—1. So far as I know, nothing approaching a rational, much less a scientific, system of moral training exists in our schools. Morality and religious creed or dogma are commonly confounded. Religious instruction is considered sufficient to satisfy the requirements both of religion and morality. 2. Mental work appears to be fast driving the physical out of school hours, even in schools where its importance as a branch of school work was formerly recognised,—a fact sufficient in itself to render it at least doubtful whether the present tendency is wise.
If when, some twenty years ago, an admirable idea was started,—I refer to the creation of volunteer cadet corps,—an Act of Parliament had been passed making it compulsory to devote a certain number of hours per week out of the ordinary school hours of every boys’ school to military drill, superintended by a competent drill sergeant, schoolmasters would have been pleased, the boys would have been delighted and greatly benefited, and the State would at this moment have had a large army of at least half-made soldiers, in addition to the regular forces, the volunteers and militia. The mistake then made, as I then ventured to point out, was fatal to the success of the scheme. It was to take the drill time out of the ordinary play hours. Boys are boys, and should be boys; they want their play, and ought to have it. Nothing could be worse for the future interests of this country than to make them effeminate, or mere intellectual machines.
If we admit, as we necessarily must,—first, that no man can know everything ; and, secondly, that there are many subjects, no one of which can ever be thoroughly mastered by any one, be his life ever so long and his energy ever so great,—it appears to me that we cannot avoid certain consequences. They are these:—If perfect knowledge of one subject cannot be acquired then the whole time and energy is devoted to it, in proportion as the number of subjects is increased, the possible knowledge of each must decrease, and the consequent value of the knowledge acquired must correspondingly decrease, till ultimately it becomes practically worthless as a matter of knowledge, though the universal smattering may have been the result of long and laborious labour. Jack of all trades and master of none, is an old saying worthy of modern consideration. It was be’ieved in in the days when Englishmen preferred quality to quantity, —in the days, now gone, when the British brand always fetched the long price abroad.
What more objectionable individual can be met with than the would-be omniscient—the man of reviews, short essays, and newspaper cuttings, who, thus crammed, feels himself master of the Land question or the Eastern question, or more than able to settle the Irish or any other difficulty. Is it well to take heed lest we breed and multiply this hateful brood ?
If we admit that the primary object of the educational establish ment, be it school or college, is not to complete education and instruction, but to begin it; not to exhaust powers, but to develop and strengthen them ; not to satisfy wants, but to create those of a wholesome character ;—we necessarily admit that the education given, and the instruction imparted, are given and imparted as means to two distinct ends : the first being the fitting of the pupil to commence life ; the second, and far more important, being the fitting of him to do justice to himself in life.
To fit him to commence life—that is to pass out of the educational establishment ipto the world in the particular sphere of life then open to him—it is obvious that ho must be made, if I may so express it, fashionable according to the fashion of that sphere, for he cannot be at his ease in that sphere, nor can he benefit by the advantages peculiar to it, unless, at his start, he is more or less like others in it.
If, therefore, it is the fashion of his class to know a little Greek and Latin, he should be taught a little Greek and Latin. If it is the fashion of his class to know a little French and German, hq should be taught a little French and German. If it is the fashion of his class to content themselves with the three R’s, he should at least be taught the three R s. There is, of course, no objection to his being fashionable among the fashionable, provided always that in this, as in other respects, excess of fashion does not render him ridiculous. We all know how little we know. We all know how to excuse ourselves and others, when the expected standard is not reached ; but we despise those who, aping greater things, show like shortcomings. _ _ _
Upon the principle, and upon that alone, that it is the fashion to do so can the fact of teaching seven, eight, or more different subjects concurrently be justified. At least, such is my opinion. It is now the fashion to pass examinations. I venture to say that is a good fashion. It is the fashion at present to include in those examinations a vast number of subjects. I venture to think that a bad fashion. Be that, however, as it may, so long as the examinations and the subjects of examinations are in fashion, they must be passed, or the pupil and schoolmaster must lose caste. . .
Am I, or am I not, justified in saying that to fit the pupil to do justice to himself in life, he should be taught, while at school and at college, and while preparing to pass his examinations, that the information he acquires, or can possibly acquire, at either, is a thing of but little value— a matter of minor importance ; and that the great object of his training is, not that he may acquire knowledge of a particular subject or subjects, not that he may pass this, that, or the other examination, but that he may learn how to learn and work, that he may become able to learn or to work intelligently at any subject.
If this suggestion is sound, the course to be pursued with him, so far as practicable, regard being had to the satisfying of the first demand in point of time, appears obvious. It is to develop observation, memory, reason, industry, moderation, and, above all, thoroughness. These are the latent forces which, if developed, give strength and the consciousness of power sufficient to induce and warrant effort in every direction. But how can thoroughness be made possible when a number of different subjects is demanded ?
I. Subjects that are essentially educational; e.g., reading, writing,
arithmetic, including the higher branches of mathematics, drawing, and the like. _
II. Subjects essentially instructional ; e. g., history, geography, philosophy, literature, and general information. _ _ ,
III. Subjects that may fairly be styled semi-educational, and semi-instructional ; e. g., languages, chemistry, music. _
It is impossible to look at the first class without at once seeing that the burthen of the labour in that division must be undertaken by the pupil. Reading, writing, and arithmetic cannot be done for him, though his tutor may materially lighten his labour by suggestion, example, and especially by marshalling his work, and placing it before him in the order in which it should be undertaken.
It is equally clear that, in the case of the subjects of the second class, the burthen of the labour can, and I suggest should, be taken upon himself by the tutor. My proposition is, that all subjects properly belonging to this class should be taught orally, and, where possible, illustrated by maps, charts, models, and diagrams. My Chronometrical Chart of the History of England will be my illustration of my view as to the proper method of teaching subjects of this class. Where they are not taught orally, they might be made the subject of reading lessons. To stuff their leading facts and propositions into small books, apd compel the pupil to learn them, is to fill him with husks, not pleasing to the taste, that are difficult of digestion, and profitless in assimilation. Such books contain the dry bones without the comely flesh or vital spark of history. What is true of books of this kind upon history is no less true of books of like kind upon other subjects. I must not, however, be understood to suggest that books of this kind are bad ; on the contrary, they are, in my opinion, most useful. It is Dot their use, but their abuse, against which my observation is directed. That abuse is the treating them, or allowing them to be treated, as the source, the beginning, and the end of historical or scientific instruction, instead of regarding them as mere indexes.
In the case of subjects of the third class, it appears to me that the labour can and should be divided, and that by such a division the respective duties of educating and instructing may be discharged with equal pleasure and profit both to teacher and pupil.
With your permission, I will illustrate my meaning by stating, in distinct and separate propositions, the basis of my practical Linguist series. Where it appears necessary, I will comment upon the propositions ; or otherwise, it will be allowed to speak for itself. They are these :—
I. The vocabulary of every language contains a vast number of words that are practically useless.
(a) To any particular individual.
(5) To the community in general.
A single catalogue of a library, a museum, or even a florist, will not fail to satisfy the most incredulous that there are many words which are of no practical utility to him. Half-au-hour spent in turning over the pages of a good dictionary will suffice to remove doubt, if any exists, as to the fact that many words are practically useless to the community in general.
II. The vocabulary of every language is divisible into two distinct classes of words, viz :—
(a)Words without which it is impossible to speak or write upon any
subject whatever.
(5) Words which are only used upon given occasions, or under particular circumstances.
The former may be termed the permanent vocabulary, the latter the auxiliary vocabulary ; or, to be more precise, the latter are the auxiliary vocabularies, for words of this class are divisible into a series of distinct vocabularies.
The auxiliary vocabularies are all composed mainly, though not entirely, of substantives. The permanent vocabulary embraces all words other than those that belong to the auxiliary vocabularies.
This proposition indicates the superior importance of the words of the permanent over those of the auxiliary vocabularies, or either of them.
III. All words have a numerical value. The numerical value of the words of the permanent vocabulary is individual, that of the words of the auxiliary vocabulary is generic.
For example the words “and,” “the,” “some,” “I,” “shall,” “ will,” “you,” “she,” “has,” are words belonging to the permanent vocabulary and are obviously of higher numerical value,—i. e., are used more frequently, whether in speech or writing, than “come,” “call,” “stop,” “ wait,” “therefore,” “ afterwards,” “long,” “find,” “ agree,” which, in their turn, are obviously of higher numerical value than “offensive,” “defend,” “entail,” “connect,” “avert,” “attract,” “cultivate,” “subordinate,” “ appreciate,” also words of the permanent vocabulary. It is also obvious that the numerical value of each of these words is individual ; that is to say, if the value of the word “ and ” is represented by the number of 40, that of “ come ” may be represented by 20, that of “ offensive ” by 1 ; or in other words, for every use of the word “ offensive,” the word “ come ” is used 20 times, the word “ and ” 40 times. These figures are, of course, solely given by way of illustration.
In the case of the words of the auxiliary vocabularies, the numerical value, on the other hand, is not individual, but generic ; e, g., “bread,” “ meat,” “ coffee,” “tea,” “ plate,” “ knife,” are words of the auxiliary vocabulary of the meal table; and “rhubarb,” “ castor oil,” “pills,” “ plasters,” “ leeches,” “blisters,” are words of the auxiliary vocabulary of the chemist and druggist.
One word peculiar to the meal table is practically used as frequently as another, and may be said to be of equal numerical value. The same may be said of the words peculiar to the chemist and druggist. But any one, the druggist himself excepted, must be an unhappy mortal who uses the one vocabulary as frequently as he does the other.
IV. The numerical value of words may be ascertained, if not exactly, at least approximately.
Thus, we may take a book, and, beginning at the beginning, write down each word upon its first appearance, and for every subsequent appearance place a tick against it. It is clear that the word with the greatest number of ticks is the word of highest numerical value in that book, and the words without ticks the words of the lowest numerical value. A second, a third, or any number of books may be treated in the same manner. If they are dissimilar in character, the relative value will necessarily differ to some extent; but, by adding the total numerical value of any given word common to all, and dividing it by the number of the books used, the numerical value of that word in those books, taken collectively as well as individually, may be ascertained.
V. The learning of the individual words of any language, whether to speak, read, or write them, is a pure effort of the memory, sometimes, though comparatively rarely, aided by comparison.
This proposition needs no present comment beyond this, that it must be in the interest of the learner to learn the words he has to learn in the order of their value to him.
VI. Every language has a method of combining words peculiar to itself, though more or less common to other languages of the same 6tock. Its peculiar method of combination may be styled its mould.
The next proposition, and the examples given under it, will illustrate this.
VII. The mould of any foreign language may be learned, without knowledge of the words or grammar of that language, and is learned most rapidly, by comparison with that of the native or some other foreign language. The peculiarities of the mould of the native language cannot be learned without comparison of its mould with that of a foreign language.
Thus the Englishman says, “ We are thirsty ;” the German says,
“ We are thirsty the Frenchman says, “ We have thirst.” The Englishman says, “ I do not know the German says, “ I know it not;” the Frenchman says, “I not know.” The Englishman says, “ How is your father? He is not very well;” the German says, “How finds himself, your Sir Father? He finds himself not very well; the Frenchman says, “ How himself carries Mister your father ? He not himself carries not very well.”
VIII. A thorough practical knowledge of a language does not necessarily involve any theoretical grammatical knowledge of it.
We learn to speak, read, and write, as we learn to walk, run, or jump ; and as by practice we may walk, run, or jump well, without knowing why, when we jump and thus leave terra firma, we do not go straight to heaven, so may we speak without being able to explain the grammatical structure of a single sentence.
I will not say it positively, but I have a notion, that if all the best speakers and writers that we have, unless they happen to be somewhat
Heads.
Matter.
Description.
A pointed piece of metal, usually with flattened or rounded head for driving into woodwork.
Varieties.
(1) Screw-nails, (2) Hobnails. (3) Driving-nails. (4) Brads. (5) Tacks. (6) Spikes, &c.
Iron of cheap quality used.
1st Process.—Iron putthrough a rolling-mill, then cut into thin rods in proportion to size of nail. These rods called nail-rods, and are bought in this state by nailers.
Wrought Naies—process OF MANUFACTURE.
2nd Process.—Nails made in smithy. Light weight put on bellows when nail-rods are in the fire.
Two or three rods kept in smithy fire at one time. When sufficiently heated a rod is taken out and beat on an anvil.
Point made by beating or hammering, cut off in lengths to suit size of nail required. Cut on short chisel fixed upright on the anvil. Size of nail correctly measured by slips of iron—nail when cut drops into pan—two nails made from rod before it is again heated.
Head of 3rd Process.—Hot nail lifted Nail. by tweezers — put into a steel
instiument with holes in it suited to size of nail—instrument called bore—holes at top of bore shaped like head of nail required. By a few blows of the hammer to thick part of
young, were examined in English grammar by a sharp Board Schoolboy, most of them would be plucked. How could it well be otherwise, when in the school-days of persons now of middle age, English grammar was left to the vulgar, by those who considered Latin grammar the proper thing for gentlemen, and French for ladies.
IX, The accidence of a language can be tabulated. Each form has a mrmerical value.
To chop the accidence up into small pieces, and to distribute those pieces throughout the numerous pages of a book, is to treat accidence as geography is treated by the makers of dissected maps, with this difference : The grammarian has all the disadvantages of dissection, without any of its advantages. He takes his little block, looks at it, examines it, even learns all there is upon it. What then ? It is part of a great whole, but he knows not, he sees not that whole. The geographer is better treated ; he has his picture of the whole country. He sees where each little piece fits in. Ought not the accidence of each language to be tabulated, printed in bold and distinguishing type, and suspended on the wall, that the whole may be visible at a glance ? I think it should.
X. The syntax of a language cannot be tabulated. It must be stated in rules, with their exceptions. These rules, however, are capable of contrast or comparison with the corresponding rules of the syntax of any other language.
From these ten propositions I make the following deductions :—
First—If the numerical value of individual words can be ascertained, it is obvious that words should be learned in the order of their numerical value ; it is also obvious that they should be combined, or formed into phrases and sentences, in the order of their numerical value; it is further obvious that, if so combined, the mould of the highest numerical value must first come to the surface, and others follow in its wake in the order of their respective numerical value, and that the particular forms of the accidence of the language and the particular rules of its syntax must be developed and presented in the same order.
Secondly—If words, moulds, accidence, and syntax are respectively, whether separately or collectively, learned and explained in the order of their numerical value, the language must be learned more rapidly than is possible by any other mode of procedure. If words, moulds, accidence, and syntax are dealt with in the order of their actual utility, no labour is spent in vain, and time and strength are saved for other work.
(To be continued.)
By CtJBNOW and Mobrison, B.A.’s VIBRATIONS.
There is no such thing as absolute rest. The world in which we live is in a constant state of motion in all its parts. The bosom of the calmest lake, the still expanse of air on a perfectly calm day, even the particles which make up a solid body, though they appear at rest, are only relatively so. Wherever light penetrates, wherever sound or heat is perceived, there is present motion of some kind—the perpetual change of position of particles which we know by the name of vibration. °The Latin word, vibrare, means “ to quiver.” Take a tuning-fork and strike one of the prongs, and the tremulous motion of the instrument arising from this blow is a series of vibrations. Strike a hand-bell sharply, and you will perceive that the sound, as it dies away, seems to be distinctly marked off into a tremulous series of throbs. We shall afterwards have to explain to you that, in a different manner vibrations are always present as the immediate cause of heat; and light, also, is no doubt due to vibration. We may assert broadly that sound, light, and heat are all manifestations of different kinds of vibratory energy.
What, then, exactly is a vibration 1 To answer this question, we must ask you to look at the pendulum of a clock when it is wound up. The pendulum-bob swings to a certain point on one side, and then back past its position when stationary to an equal distance on the other side. Now a body which vibrates moves backwards and forwards between two positions in just such a manner. A vibration, however, may act either horizontally or vertically, or in any direction.
Do not expect, with this explanation in your minds, to go out and see light, and heat, and sound swinging backwards and forwards in the air. The bodies which vibrate are the small particles of which larger bodies are made up ; they are sometimes called molecules, or atoms. They are so small that they cannot be seen to vibrate. You may guess that they are very small when you are told that one drop of blood may contain some thousands of corpuscles, or little bodies. If bodies can be so small as this, you will not be surprised that they may swing backwards and forwards a great deal without attracting much attention.
Suppose a particle to be set vibrating, consider what would be the effect on the surrounding air. The particle coming into contact with other particles close to it wouldalso cause them to vibrate, andjby this means the backward and forward motion would be communicated through the air in every direction. Thus the sound, or light, or heat which was caused by the original vibration will be carried by an undulatory motion all round. Now, although the vibration of which we have spoken is among very small particles, the waves along which the vibration makes itself experienced are often so powerful as to be felt by the senses. You may have seen above a gaslight in a room the column of air quivering with the heat; or, again, if you were in a cathedral near to a very powerful organ, you might feel the waves of sound actually hitting you. And it is said that in blind people the sense of touch is sometimes so highly developed that they are able to distinguish approaching objects by the vibrations of the air, and even at times to be able to distinguish between colours of objects by the same means.
FULL NOTES OF A LESSON ON NAILS AND NAILMAKING.
By A. Park, F.R.G.S.
For Standards I. and II.
Tevie—Thirty minutes. Apparatus—Black-board, chalk, and a
number of specimens of different kinds of nails.
Method.
Endeavour to dram from the children by a few simple questions what a nail is. Why it has a head.
(1) These can easily be described, and their utility. (2) Used for driving into boots and shoes. Why is the spike small and the bead large ? (3) Why
called driving nails ?
(4) Describe these either as headless nails or with a small projection in place of a head. (5) Flatheaded nails. (6) Used for heavy carpenters’ work. A specimen of each of these varieties ought to be shown to the class, and, where possible, sketched on the black-board.
At this point the teacher should explain to the class that all kinds of nails may be divided into two classes — one called wrought nails, because they are worked or made by the hand with the aid of a hammer. The other called out nails, because they are shaped, cut, or made by machinery.
Why inferior iron is used ?
Explain that this rolling-mill is for the purpose of making the iron into thin bars.
Nailer s — i. e., those who makenails from the iron rods.
Explain the word smithy.
Why so ? Because the rods are thin and do not require much time to heat. Why bellows are used at all?
Why is this necessary ?
Explain what the anvil is.
Explain the word tweezers.
Why made of steel ?
Heads.
Matter.
Cut Nails.
Explain that nails are more generally made by machinery, because the process is a much cheaper one than by hand.
“ Some machines will turn out ten miles of nail-rods every hour.”
This process is called annealing— the object being to harden them and make them less brittle. (Explain.)
Map may lie used here, and explain why the trade is carried on in this part of the country.
Nails largely made in Birmingham, and in the towns and villages around it—also largely made in France and in the northern parts of Europe. America is also famous for nailmaking.
Large numbers of girls and grown-up women employed in making nails. Most inventions for improvement in the manufacture of nails have had their origin in America.
Concluding Remarks. History of Trade.
1810.”
Method.
nail, the head takes the shape of hole of bore, and a perfect wrought-nail is made.
Different kinds of machines employed for different kinds of nails. Principle, however, very much the same.
lsi Process.—Sheet-iron cut into strips by rolling-shears. Strips held by men or boys and driven onwards into the machine as fast as nails of required size are cut off.
2nd Process.—The nail, after being cut off the strip, is caught by a kind of clasp, and pressed, to give a head to it.
3rd Process.—Cut nails then put into oven and heated, and, when taken out, allowed to cool very gradually.
Where manufacture is
CARRIED ON.
The art of nailmaking. one of the most ancient trades in Great Britain.
America has got many good workmen from Britain. “Nailmaking by machinery originated in the State of Massachusetts in the' year
Centuries ago the word etiquette ” sonveyed to those who used it a far different signification than to us of the present day. The word—an Anglo-Norman one—originally specified the ticket tied to the necks of bags or affixed to bundles to denote their contents. A bag or bundle thus ticketed passed unchallenged.
Our ancestors, as we have seen, had their codes of manners. The chief rules of these forms of behaviour were written or printed upon cards or tickets, and thus the word “ etiquette,” gradually came to mean what we understand by it. Hence the modern slang phrase, “ the ticket,” is not so meaningless as it would seem to be.
Before beginning with the specialities of etiquette, let me remark that the first and great characteristic of what is called good-breeding is perfect ease of manner, and the absence of all fussiness. Whatever the company we may be thrown into, whatever the circumstances, this quiet ease should never be allowed to forsake us, neither diverging into unbending stiffness on the one hand, nor into too much familiarity on the other. Perfect politeness requires presence of mind, a quick sense of propriety, and an ability to form an instantaneous judgment of what is fittest to be said and done on every occasion as it offers. “ II me semble que l'esprit de politesse est une certaine attention a faire que, par nos parloes et nos manieres, les autres soient contents de nous et d’eux.menes.” (I consider the spirit of politeness to be one which will govern our behaviour, so that by our words and actions others may be pleased with us and with themselves) is the opinion of Montesquieu. In our endeavours to be polite, we must be careful not to run into any extremes, but bear in mind that good manners show themselves where to the vulgar eye they are the least observable. Extreme ceremony is only the caricature of goodbreeding; it produces contempt and embarrassment, not respect and ease.
As an instance of the absurdity of extreme punctilio, I may relate one which occurred in Spain. On the death of a certain queen of that nation, the officers of the crown and grandees of the kingdom assembled at the usual time to open her Majesty’s will; but finding that the first lady of the queen’s chamber, who ought by virtue of her office to have been present, was absent, the august body sent a messenger requesting her attendance. The first lady replied that it was her duty not to leave her deceased royal mistress, and that therefore the nobles must wait upon her. Thereupon ensued a negotiation which lasted no less than eight hours. As both sides remained inflexible, it was proposed that without rising from their seats or moving themselves, they should be carried, to a room at an equal distance between their own apartment and that of the Lady High Chamberlain, who should be also carried to the same place, seated upon a high cushion in the same manner as she had sat in the queen’s chamber, to the end that it might be said that neither side had made a step to meet each other. This ludicrous compromise was actually carried out.
If a person of higher rank desires you to step first into a carriage, it is better to bow and obey than to decline. Addison remarks, “ A polite country squire will make as many bows in half an hour as would serve a courtier for a week and there is,” says the same writer, “infinitely more to do about place and precedency in a meeting of justices’ wives than in an assembly of duchesses.”
Thus, we should not constantly repeat the name of auy one with whom we may be talking, nor should we make an excessive use of titles when conversing with people of rank. Tittlebat Titmouse exposed his ignorance of the habits of good society, not only by his flurried manner and great anxiety to show what the French call les attentions, but also in his mode of talking with his noble host—“ Oh, yes, my lord ; quite so, your lordship : wouldn’t have been behind time, your lordship, for a minute, my lord,” &c. &c.
At the same time be it remembered that the other extreme must be guarded against—familiarity, too, “ breeds contempt.” It is only against the constant repetition of title or name that we utter a protest. Gentlemen and gentlewomen of the last century invariably addressed one another as Madam and Sir ; the terms are now obsolete ia ordinary conversation. An occasional interpolation of the name of the person with whom we are conversing is what is required, and more especially if we should happen to dissent in any degree, to contradict or to affirm.
For instance, “ Do you think so?” “I believe I am right,” would sound brusque if not rude ; but attach the name, and see what a different effect, and how softened the sentences appear : “ Do you think so, Lady Penrose?” “ I believe I am right, Mr. Brown.”
in speaking to a king or queeu we address them as Your Majesty— other members of the Royal Family, as Your Royal Highness. A duke or duchess, Your Grace ; an earl or countess, or any of the nobility of lower rank, as Your Lordship, or Your Ladyship.
Descending in the scale of titles, I would, in passing, remark that it is not etiquette to address those who possess such titles as Colonel, Captain, Doctor, &c., by such designations only, but to append their respective surnames, and also that nothing more objectionable than to hear ladies speak of gentlemen by their surnames only, or juveniles address their parents as “ Pa ” and i£ Ma,” after the fashion of the Misses Pecksniff. For ‘‘grown-up ” children, the terms “ Father ” and “ Mother ” are more becoming than “ Papa ” or“ Mamma.” The pronoun “ my ” should be used in speaking of relatives generally, as “ My father says so,” “My uncle told me.”
Apologising, again, is constantly carried on to an ill-bred extreme. Numerous, profund, and reiterated apologies have the effect of making every one within hearing of them remarkably uncomfortable, and particularly the one who receives them. “Apologising,” says a modern author, “ is a very desperate habit and one that is rarely cured.” As it is ill-mannered to express too much regret, so is it the essence of rudeness not to make any apology. Should you have the misfortune to injury either the person or the feeling of your neighbour, the formal, “ I beg your pardon,” should be accompanied by an effort to prove the sincerity of the words, though it need not take the practical form given it by the poor Tittlebat Titmouse before alluded to, who, when he broke a glass dish, turned first to his host and then to his hostess with profuse apologies, and at the same time assured them that he would replace it with the best in London, the very first thing in the morning.
Let me now say a few words upon affectation, by which I mean the adoption of peculiarities of speech, action, and demeanor which arc not natural. “ La moiudre affectation est une vice,” says Voltaire. Oddities and singularities may attend genius, but when they do so they are its misfortunes and its blemishes. For instance, while we admire the wisdom of Dr. Johnson, we cannot hold up his manners as an example to be followed. Here is a description—“In the intervals of articulation he made various sounds with his mouth, sometimes as if ruminating, or what is called chewing the cud, sometimes giving a half-whistle, or making his tongue play backwards from the roof of his mouth, as if clucking like a hen ; and when exhausted by much talking he would blow out his breath like a whale.” Now, although this gross behaviour could never become the fashion, yet other practices are adopted which have quite as little grace and elegance about them, and not being natural to the individual that assumes them, destroy that ease of manner which it is so essential to attain. It is curious to notice that a description written in the seventeenth century of the various forms of affectation then in vogue is singularly applicable to the present day. “ At one time it was fashionable to be short-sighted ; a man would not own an [acquaintance until he had first examined him through a (an eye) glass. The age no sooner recovered its sight than the blind were succeeded by the lame.” Is not this a picture of some of the present follies of fashion ? Have we not men with eye-glasses through which they cannot see, and women with affected limp, almost amounting to an awkward hobble, disfigurations most lamentable to those who are ridiculous enough to follow this absurdity of fashion ?
And now let me speak of the various fixed forms of observance which should be our guide on those occasions where set forms are found to be necessary in order to avoid embarrassment and confusion. It will be well first to give the general rules, and mention the exceptions when the circumstances which would occasion a divergence are treated of hereafter. To begin with introduction : when a lady and gentleman are to be introduced to each other, the lady’s permission should first be asked and obtained, and the office can only be performed by a mutual friend. Always introduce the gentleman to the lady, and never the lady to the gentleman. When the sexes are the same, present the inferior to the superior.
{To be Continued)
Notes of the Month ... ... 170
Correspondence-Grammar Exerc ses ... ... 171
New Zealand Education Department ......... ... 171
Victorian Education Department— Appointments and Promotions 172
Arithmetic ... ... ... 174
effect upon the Minister of Public Instruction, is apparent from
CONTENTS
Economic Methods of Teaching 162 Elementary Science ... ... 164
Full Notes of a Lesson on Nails and Nail Making ... 164
Leaders—
Boards of Advice Conference 166
Admission of Women to Examinations ... ... ... 168
Opening of a New School ... 169
ANSWERS TO CORRESPONDENTS.
“Samuel T.”—(1.) You must have misunderstood the tenor of the letter sent by the Department. (2.) The course you propose to take would jeopardise your position. Let the matter stand over until you have made more particular enquiries.
“Head Master.”—In a case such as you mention the utmost care should be exercised. Appearances are not always to be trusted. Not until you have the most positive evidence of the truth ought you to take the step suggested.
“ Frederick.”—Received, but too long for insertion.
“ J. R.”—Thanks for your enclosure.
“ Correspondent.”—The claims you set up for the Boards of Advice are too extreme to meet with the support of State School teachers as a body.
“T. Clark,” Quiz,” “J.G. Beardon,” “ T. W. Bothroyd,”
“ John C. Corbett,” “T. F. Corbet, LL.B.,” “ John Gleghorn,” “ Thos. Rainford.”—Received.
“ J. W. TIazeldine.”—Yours of the 11th ult. was received.
“ Robert Craig,” S. 1586.—Received in January.
“R. G. Tilley.”—June 30, 1881.
NOTICES TO CORRESPONDENTS.
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RESULT EXAMINATIONS.
Would country teachers please forward any result questions they may have in hand so that these questions may appear in every issue of the paper.
the tone of the remarks he made when visiting the Conference on the closing day of its sitting. Although it is not to be expected that the great body of the teaching profession will change their mind as to the inutility of having a class of “ middle nien ” to work the State school system, we cannot but believe that some of the decisions of the Conference will satisfy teachers that even Boards of Advice might be made useful auxiliaries. The creation of a Council of Boards of Advice must necessarily give more strength to the Boards. The Council will consolidate the power possessed by the several Boards, and will be the means of concentrating the energies of the Boards upon the specific points in the State School system which are found to require amendment. The first Council, naturally enough, was elected by the Conference, and is constituted thus :—President, J. M. Templeton; J. P. Barber and J. Ingram, vice-presidents ; I. Warren Ball, hon. secretary; Messrs Harrison, J. Fowler, A. W. Saunders, H. Sinclair, A. Serfell, C. Clarke, J. Whitehead, W. Baker, A. B. Clemes, W. Bain and Mr. Davis. The council have determined to hold their meetings on the third Thursday in the months of February, May, August, and November, in each year. Among the resolutions passed by the Conference which will meet with the cordial support of teachers, may be named those on the system of Payment by Besults, the increase in the number of compulsory attendances, the delay in the publication of the Minister’s annual report, the protest against the employment of young children in places of public amusement, and on the holding of prize competitions simultaneously throughout the colony. In the resolution against Payment by Results, the Conference say:—“That as the present system of payments by results is fraught with many very serious objections, this conference would respectfully urge upon the hon. the Minister of Public Instruction the appointment of a Board to take this subject into consideration, with a view to report thereon, and to devise some other scheme less liable to abuse, and that would at the same time be more just in its operation.” The mover of the resolution very aptly remarked that the evidence given against the result system by teachers in the year 1866 was strengthened by the experience gained since. It is an anomaly in the Civil Service of Victoria. No reason can be employed in its favour which would not apply with equal force to a great many other branches of the service. Teachers worthy of a position in State schools do not need the system as a stimulus to labor, and the incapables and the unprincipled could be readily weeded out of the schools. We hope, therefore, to see the speedy abolition of so pernicious a system of school management.
SPELLING REFORM.—V.
BIRTH.
Trend.—On the 6th May, at the State School, Pootilla, the wife of Samuel Trend of a son.
DEATH.
Clark.—On the 31st March, Mr. W. L. Clark, Head Teacher, Sebastopol school, at 182 Skipton-street, Ballarat.
^astral a si an SrjKmlmast.er.
PUBLISHED EVERY MONTH.
MELBOURNE, MAY 18, 1881. Hitherto, the Boards of Advice have not been held in much esteem either by the Education Department or by State school teachers. If the proceedings of the Conference which has just concluded its sittings be a sufficient criterion of the action of the Boards as a whole, we conclude that a change of opinion respecting them must soon take place. Whether we regard the questions discussed and approved of, or the manner in which the debates were conducted, it cannot be denied that the cause of popular education will be aided by the sittings of the Conference. That the persistency with which these Boards have pressed their claims to more deferential treatment from the Education Department, and the tact they have evinced in conducting Conference business, have already produced a good
BY JAMES MARSHALL.
Dean Swift writes, “ There is a degree of corruption, wherein some nations, bad as the world is, will proceed to amendment, till which time particular men should be quiet.” This dictum emanated from the learned and distinguished doctor while in contemplation of the “ corruption ” which had crept into our mother tongue. It would indicate that he was of opinion that our language was not then so corrupt as it would be some day, and feeling his inability to stem the torrent in which the lingual debris was embarked, he consoled himself by reflecting that the time would come when humanity would find itself in such a bog-hole, or whirlpool of confusion, that a universal cry would go up, from its innermost heart, for amendment and order. In this he was right. The day is come, or is just upon us, when the stately shape and noble form of the English language will be no more. The idiosyncrasies and irregularities of our alphabetic code ai’e so many and so tantalizing that it requires but a very little more change indeed to render its letters devoid of any absolute individual power. The b has already become dumb in many instances, the d has to a certain extent usurped the place of the t, an i is scarcely distinguishable from the e, and o, a, u, have such an indefinite number of powers, and so interchangeable are they, that the absolute propriety of any one use cannot be authoritatively asserted. Vowels usurp the powers of diagraphs, and diagraphs usurp the powers of vowels. A
41,000,000
¡12,000,000
5.000. 000
2.000. 000 1,000,000
diagrapli is an objectionable symbol at any time, and however definite its use, but, when no positive power is given to it, it is worse than useless. The consonants bear the same character of instability and want of defined purpose, and every one is deploring the continual clashings of the c and k, and the doubtful identity of the j and g. I do not intend to illustrate any of those numerous absurdities, or mention any of those ludicrities with which our language at present abounds, as it is rather with a serious and practical intent that I write, but if some wag or wit would devote bis attention to them, he might furnish Punch with such a continual supply of effective drolleries as would enliven the satiric page for a decade.
It is quite time a movement was on foot in Australia for the amelioration of the English language as spoken within its limits. If the land we live in is ever to become that really great and powerful nation which has been foreshadowed, and of which the present generation look upon themselves as the foun-dei'S, surely it is of primal importance to such a realisation that some recognised standards should be erected amongst us. Standards of economy, of morality, of philosophy, of political policy, of religion, and of literature,. It will be readily conceded that without these the nation cannot proceed to greatness. Each element in the social arena must have a basis whereon to rest, before it can rear its head above mediocrity. And, considering how much the character of a nation depends upon its literature, how great is the necessity for a sound, and certain, literary policy ! If the intellects of children are, in the very first stages of their development, tutored in untruth and disorder, how can we expect that they will in after life be anything but irregular and illogic in their thoughts and actions 1 These first impressions, false and conflicting as they are, will prevent any harmonious intellectual developments. How important is it then that there should be harmony, and sympathy, in our literal code. Each individual sign should have a certain strength and blending power. A letter should not have one power in one position, and another power in another position. For, the effect of the inculcation of such a principle upon the infant mind is to create a jar, and an irregular mode of thinking from which it, in many instances, never recovers, and thus many intellects are spoiled, instead of improved, in the first period of existence. Thus, then, a readjustment of our literary code is an absolute necessity, both to prevent distortion in the young, and disagreement in the old, and to aid the principle of unanimity into universal being. That epoch has now arrived in the history of Australia when a new alphabet could be easily and appropriately introduced. Our educational establishments,
I may say, are still in their embryo state, and such a modification as that proposed would be very apropos to the times in which we live. The erection of a supreme literary tribunal should not be delayed. The business of that tribunal should be to decide upon all matters affecting the welfare of literature, and to see that whatever changes occurred, wei’e only those warranted by universal applicabilities and wide-spread need. Such a court of management and appeal is the pressing necessity of the times. It will have to be instituted sooner or later. The work for such a court, already in hand, is enormous, and that work is continually increasing in amount. The first labour to which it should devote its energies, is the emendation of the alphabet, the relegation of inconsistencies, and the substitution of proprieties, the creation of a few new signs, and the abandonment of all those that are useless or doubtful. This done, it might proceed to lighter labours, such as the determination of the extent to which foreign elements may be amalgamated with native, to what extent etymology shall influence present usage, and to create generally, standards by which the nation may be guided.
It has often been remarked that the people of Australia, though representative of many and widely different nations, are essentially of a cosmopolitan nature. It is true. And I think that the predominant language of Australia (English) may be termed cosmopolitan too; for has it not always a tendency to supersede other tongues 1 It acts as a sponge, as it were, and absorbs all other national idioms. Its tendency to universality is now so powerful that nothing can stay its ever-increasing volume. It is eminently fitted for use as the language of the human race. The foreign phrases introduced soon become assimilated, and foreigners who adopt the English phraseology soon become assimilated to Englishmen. As touching upon the possibility and desirability of an amalgamation of races and the adoption of an universal language, the following citation may be made. Mr. J. II. Moore read a paper before the Leeds Shorthand Writers’ Association, in which he urged : “ That this fusion of the human race into one great family can never take place until the world shall agree not only to be one in thought but one in speech.” Indeed, it may be said, that the progress which the world has made towards a common language seems to be greater and more rapid than that which it has made towards a community of sentiment. And not the least remarkable circumstance to be noted is, that neither the Latin nor the French appears to have been chosen for that purpose, but our own language, and this from causes over which the rest of the world seems to have had little or no control. At the beginning of this century, the whole of the Englishspeaking population of the world did not number more than 20,000,000, if so many. They now number fully 80,000,000, and are distributed over the surface of the globe in many positions which give them great influence over the other nations. We may reckon the distribution of the English language as follows :—
In the United States of America, English is spoken by In Great Britain and Ireland ,, ,,
In the British Dependencies in North America,,
In Australia, New Zealand, Tasmania, &c. ,,
In British Dependencies in Asia, &c. ,,
Total 81,000,000
These numbers, although large, and although they show that the English is, at present, the most extensively spoken of the languages of civilisation, would not be of so great value in this connexion, except for the fact of their distribution over so many parts of the world. If this population were confined to a single country, such as for instance, Russia, it would be comparatively futile to argue in favour of a universal extension of the language; but when we find it spread over so many, and such extensive regions, when, indeed, we find that the AngloSaxon race is in possession of by far the greater part of the colonisable area of the globe, in the two continents of America and Africa, the continental island of Australia, and many other parts besides, exercising supreme authority over an immense extent of densely peopled country in India, and possessing extensive commercial relations with another equally densely peopled country, viz., China; when also we find that this energetic race dominates over the whole northern part of the continent of America, it is abundantly evident that the language of the British Isles, will, at no very distant period, be spoken by a very large and rapidly increasing portion of the inhabitants of the world, and that it will become, as indeed it is now fast becoming, the universal language of commerce, science, and diplomacy.” He further says, “ that the following forces, namely, the extensive distribution of the English races, their energetic and enterprising character, their rapid rate of increase, the spread of their language by means of missionaries and commercial intercourse, and the increasingly felt desire for a common medium of communication, are all acting together to give the English language an enormous power of expansion, and of making inroads in the domains of other languages, and to a certainextentsupplantingthem.” And as indicative of continental sentiment upon the same matter, Professor Grimm, the eminent German philologist, may be quoted. He says, “ The English may be considered as the language of the world out of Europe, and this idiom which (by a bold mixture of Gothic and Romanic elements, and by a fusion of their grammatical forms which this rendered necessary) has attained an incomparable degree of fluency, appears destined, by nature, more than any other that exists, to become the world's language. And did not a whimsical, antiquated orthography stand in the way, the universality of this language would be still more evident, and we other Europeans may esteem ourselves fortunate that the English nation has not yet made the discovery.”
If, then, we English-speaking people of Australia,'are in the pos-
session, of such a capable and so adaptable a language, does it not behove us to look after the welfare of that language? Is it not our duty, and should it not be our pride, not only to preserve it in its integrity, but to remould and amend whenever necessary ? How culpable are those idle philosophers who maintain an alabaster stolidity, and are impassive while the beloved language which is the source from which they gained their knowledge and the means of their aggrandisement, is losing its energy and its form, its very vitals being eaten away by the corrosion which comes of inactivity ! The alphabetic reform, of course, entails a spelling l’eform, and it is on account of the necessity of spelling reform that we want an alphabetic reform. Surely Englishmen are not so inane as to allow a malady to creep upon them which is preventible ! The English mode of spelling is decrepit, weak, vascillating. It could be ameliorated to some extent, it is true, without the creation of any new alphabetic signs, and by a simple adjustment of the powers of each that we now have. But only to a very limited extent could an amendment be made without increasing the literal code. The px-esent 26-letter code has not a sufficient number of letters to enable us to make all those variations which our highly developed literature needs, with any degree of definiteness or propriety. Why then should we hesitate? Why be dilatory in the performance of a duty so essential ? Let us follow the example of the ancients in this respect. The Athenians altered their spelling officially, B. C. 403. Within the last 100 years the Flemish, and the Spaniards, have altered theirs; the latter having proceeded upon the principle of phonetics. We read that the Emperor Claudius tried to introduce three new letters into the Homan alphabet, but did not altogether succeed ; and that Chilperic, one of the Frankish kings of the middle ages, also made an attempt to add to the alphabet in use among his subjects, but he likewise was unsuccessful. There is little to be wondered at in the non-success of these rulers, for it was not to be supposed that the popular mind, which was then barbarous and unimpressionable, would retain any hold upon an amendment of the kind. But in our mqre enlightened day, when popular intelligence is mature and susceptible, and the public mind is strongly imbued with the principles of economy and propriety, the practicability of such a design is already assured. '1 here is a scheme of orthographic symbols already at hand which is well worthy of adoption. This principle of spelling is that words should be spelled as pronounced ; and that the letters composing words be pronounced as when standing singly. The alphabet being learned, the art of spelling becomes much easier, since it is merely the placing of sounds together, instead of the placing of certain signs together, and then hazarding which of sevei’al sounds shall be given them. The alphabet alluded to is that of Mr. Isaac Pitman, consisting of forty letters, and its adoption would be a boon to the living, and to succeeding generations. The scheme is merely a modification of the old abecedary, and the minimum of deviation from that constitutes its superior acceptability. The litterateurs and paid professors of our land would do well to consider the advisability of at once giving it place in our educational institutions. The sooner it is introduced the better.
ADMISSION OF WOMEN TO EXAMINATIONS.
The paper issued by Canon Brereton on the great question, just decided by the University of. Cambridge, of the admission of women to the examinations, is one (says the Educational Times) which will be read with a great deal of interest, and perhaps some disappointment, by all who are interested in the subject. He says,—perhaps we should write, using an Americanism, he “ claims,”—“ that it is impossible to say what subjects of learning belong to men, and what to women ” This will not be denied by any, though it seems remarkable, after the experience of so many centuries and countless genei'ations, that the statement should still have to be laid down as an axiom which may be disputed by some. Yet it must be remembered that women have never had a fair trial in the fields of science, philosophy, history, or learning of any kind ; they have never yet produced any great scholar or philosopher worthy the name,—owing perhaps to their having been overweighted
with influences and duties which distract from steady study; even in music, the one thing in which they have been most carefully trained, no woman has yet produced a great, or even a remarkable work. In laying down this axiom, therefore, Canon Brereton opens the door to experiments of all kinds, and on a large scale. What schoolboys learn, schoolgirls may learn. But then the methods of the school life must be made similar if the work is the same; there must be more exercise, open air, athletics—“calisthenics ” was the old-fashioned term—for girls ; there must be less needlework, and there must be less music. Otherwise, there will be no fair experiment, and the privilege of studying like boys will only kill some and disgust others.
The Canon goes on to say, assuming that a great movement has been commenced, that the University must not—the phrase “ has no right,” which he uses, is an odious one, and particularly out of place here—dissociate itself from this movement. Very good indeed, provided that we are all agreed that a great movement has commenced. To us it appears that the present stage is, that a large number of intelligent persons ardentl}r desire that a great movement should be commenced. He says, thirdly, that the resources of Cambridge are “peculiar.” We do not at all understand what he means by this, nor how he connects in his own mind the “ peculiarity ” of Cambridge endowments with “ inhospitality ” in case of keeping the doors shut on women.
The fourth argument seems to us most unsatisfactory and unworthy. The University is to open its doors in order to get more money; and it is to get more money in order that there may be more remuneration; and with more remuneration there will be more “ leisure for study and research.” On the contrary, more remuneration means more time spent in tuition, and therefore less time for study. In fact, the less we hear about research and its endowments the better. The Colleges have paid Fellows very handsome incomes for several hundreds of years, and, with a very, very few exceptions, they have not studied, and they have not made researches. As they have been, so they will be; the best teachers are not always those who continually make research ; the active, eager, inquisitive, and restless organisation, which prompts to continual research, is rare.
Fifthly, “ the education of women,” says the Canon, “ must be religious and Christian; and if women are educated at Cambridge, there will be a stimulus to religious life.” Very good ; we will not discuss here the religious subject. Lastly, any mischievous consequences may be guarded against by legislation.
Thus far Canon Brereton. His paper is designed, we believe, chiefly to reassure the timid on the religious question. As to the moral aspect of the question, we cannot for one moment believe that there is the least danger to the students. The sad experience of the Russian female medical students at Zurich will not be repeated at Cambridge—that is impossible. Nothing but good will result from the meeting of students of both sexes in the society of the place, and the worst that can be apprehended is a too early engagement here and there. In other points, Canon Brereton’s paper strikes us as a little wide of the mark. All depends upon his first axiom. If women may properly study what men may study--which is, we consider, indisputable— then, they ought to have every educational advantage enjoyed by men : a share in the endowments, a share in the scholarships, a share in the fellowships—everything should be open to them. We believe that there can be no doubt that a commencement has been made of a very great movement indeed. It may lead to a complete reversal of the social relations ; what woman gains in one direction she will lose in another: if she presses forward to the arena in which men fight and struggle—for we do not think that any woman realizes what a struggle life actually is—she must expect—well—less consideration and deference than she has hitherto received. This may be a change for the better ; but that we cannot now consider.
Those, however, who look on the movement with disfavour, may console themselves with the reflection that the number of women who will avail themselves of these privileges will be really small. Only the most active, the most ambitious, the most studious will go to Cambridge. Of these only the very best will succeed. The great mass of women will remain at home, practise on the piano, devise new ribbons, do the duties of society, marry the men they love, and bring up their children. To them the “ movement ” will mean nothing more than a higher and nobler appreciation of womanly intellect, with a better and more sincere education at school.
SYSTEMS OF EDUCATION.
By Scotius.
A distinguished educationist has been directing attention to the points of difference between the present Scotch and German systems of school policy. The gradual decadence of the former and the rising superiority of the latter can no longer be denied. Formerly Scotland produced, in proportion to her size, more scholars and scientists than any other country. Germany is now succeeding to that proud pre-eminence. The cause of this may lie, to some extent, in the strange interchange of essential principles which lias taken place In regard to their school management. The independent position, the personal responsibility and freedom of action which used to characterise the Scotch schoolmaster are now the peculiarities of the German, whilst the centralisation of authority, the military subordination and incessant surveillance which were thought inseparable from German affairs have been imported into the school management of Scotland. Under the old parochial system, a teacher was appointed for life. He taught almost what he liked, and how he liked. Untrammelled in his movements, he worked con amove, he magnified his office, and infused into his pupils his own love of study and pride of learning. Whatever was his hobby soon found its most renowned exponents in the pupils he reared. In recent times this system, however effective, was thought to be too loose. More method and uniformity were deemed desirable. Unfortunately the attempt to introduce them began at the wrong end. Attention was turned not so much to the training of young teachers as to the directing and controlling the movements of those already engaged in the work. For this purpose departmental regulations, a staff of inspectors and annual result examinations were employed. These innovations have proved anything but beneficial. The old spirit of the dominie has been crushed out of him. He works now as air automaton, and the Government stroke is the order of the day. At the Social Science Congress recently held at Edinburgh nearly every member deplored the evil effects of the change introduced. Reasons for this do not lie far from the surface. Perhaps no employment requires so much scope for individuality as that of a teacher. Half-a-dozen good teachers may have as many different methods, and yet no one could with advantage be forced to adopt that of another. Official circulars and regulations cannot distribute enthusiasm or tact among teachers or render them efficient. Nor does the constant surveillance of inspectors tend to inspire them with self-respect or a sense of pei’sonal responsibility. It is demoralising to any teacher to be constantly reminded by visits of official detectives how little trustworthy he is reckoned, and how much his work needs looking after. Another mischief which modern fashion has introduced into educational arrangements is annual examinations for results. This has been well described as a method by which the greatest praise and pay may be awarded to the least merit and work. Twenty per cent, of “ passes ” or ninety can be given, according to the whim of the inspector, or his secret instructions from head-quarters. In view of these examinations, teachers are unduly restricted in their work, and compelled to reiterate the meagre lessons taught during the previous year; and pupils are so jaded by the dull routine and total absence of variety in their studies that they contract a lasting aversion to school and all its belongings. Result examinations are condemned by all educationists, except a few inspectors, who are blinded by class prejudice. If these innovations are proving most disastrous to the educational interests of Scotland, whilst their conspicuous absence from German schools is found so beneficial, what can be expected to result to this colony from their adoption and development to an extent altogether ridiculous % It is only the superior intelligence and tact of our officials that have mitigated the influence of so bad a system. Our department is numerous enough to manage half of Europe under a proper system. Our official regulations are too complicated for any man to master in a lifetime, whilst we have over twenty inspectors for a population equal to that of a second-rate township in the old country. All this over-management is not only injurious, but it is expensive. The department and inspectors do not teach, but they absorb the funds devoted to that purpose. Their really useless correspondence fills our mail bags and employs our telegraph wires; whilst the capricious changes of teachers’ incomes, caused by result examinations, supplies dozens of accountants with labors as profitable and as endless as that of Sisyphus. Surely, at such a time as this, when the opinion is so general that in all things we are overgoverned ; when the cry is so loud for retrenchment in public expenditure ; and when the mutual feeling is so good between the department and teachers, it would be well to take steps to simplify our educational arrangements, which in the meantime are not only extravagant, but fraught with the worst consequences to real education.
OPENING OF A NEW STATE SCHOOL.
The opening of a new State School at Kensington was celebrated on Monday last, when the Hon. the Minister of Public Instruction spoke at considerable length. Speaking of his recent visit to New Zealand, he said :—The greatest courtesy and attention were shown to him by the education board of Dunedin. He was shown the workings of the educational system of the district, and he thought the one thing in which they excelled Victoria was in the matter of attendance at the schools. He found that while in Victoria, in a school on the rolls of which there might be 500 scholars, the average attendance was only about half that number, there was an average attendance at Dunedin of about 400 scholars out of 450 on the rolls. He also visited the University, aud he found that a considerable number of the best school teachers of the district were men who had been educated and trained in Victoria. (Applause.) When he was coming back in a steamer to Sydney, there was a clergyman from the West Coast on board, and that gentleman also told him they had nearly all Victorian teachers on their side of the island, and that they were the best teachers they could get. He thought that in Dunedin they had the best kind of training institute, after the Victorian, of any of the colonies. It was not exactly fair to compare the New South Wales system with our own, because, while there had been free, compulsory, and secular education here for seven years, they had only just made changes in their system. He found in Syduey, however, that they only gave their trainees six months’ training, while here the trainees were educated for two years in the institute. While in New Zealand he frequently saw advertisements in the papers for teachers, but this colony was not only able to supply itself and other colonies with teachers, but had 250 qualified teachers waiting employment. The young people here were not only anxious to become teachers, but many of them also passed the matriculation examinations at the University. Those who were opposed to the Education Act always referred to its cost, with the view of causing dissatisfaction with it. A few figures had been furnished to him by the department as to the present cost of the system, and also the probable cost in the future. It was compute^ that the cost for the financial year I8S0-1 would be £535,130, exclusive of buildings. There had been already expended on buildings £800,000, obtained from loans; and to place all portions of the colony on an equality with regard to school buildings would require another quarter of a million, or, in all, £1,050,000 for school buildings. The interest on the latter sum, at 4J per cent,, would be £47,250, and it was calculated after the £1,050,000 was expended that £60,000 per year would be required to keep the existing buildings in repair, and to provide new schools as population increased. The three items he had named—£535,130, the cost for 1880-1 ; £47,250, interest on £1,050,000; and £60,000 for new schools and maintenance, made £642,380, which was the yearly estimated cost of the system in future if it were adhered to as it was at present. He had endeavoured to modify the cost once by reducing the salaries £20,000, but the members in the House proved too strong for him, and he could not make more than half that reduction. In New Zealand, drawing and singing were mostly taught by the ordinary masters, but here £13,000 per year was spent on drawing and singing masters. He began by reducing that amount one-half, and getting some ordinary teachers to teach singing and drawing ; but whilst he was away the House proved too strong for the AttorneyGeneral, and he had promised to reinstate some of the dismissed teachers. The cost of the act was more than one-tenth of the entire revenue of the colony, and several ways were proposed for its reduction. The first way was to reduce the cost by making the higher classes pay fees. That was a plan he should never consent to, for once the people allowed the thin end of the wedge to be inserted in that way they could say good-bye to the free-system altogether. Another thing that was proposed was to give the boards of advice more powers, and he would be willing to give them more powers, but the danger was that in future some Minister might be willing to give the boards more powers on condition that they levied local rates, and that meant in every district of the colony there should be school rates. He would warn the people against that system, because in some parts of America where local rates had been tried, it had been found they were unpopular, and damaged the work of education. In Dunedin they had done what he contended ought to be done here, for they had endowed the schools with land in some districts.
they had also endowed the University at Dunedin with land, and Professor Shand there told him that their University, which was one-third less than ours, was endowed with 200,000 acres of grazing hand. The sum of £4,000 was now realised yearly from that land, but it was thought that in a few years’ time treble that amount would be obtained. In Otago there was an income from lands of £10,205 8s. from endowments to schools ; in North Canterbury an income of £5,276 16s. 9d.; in Southland of £2,475 11s. ; and in Auckland of £1,084 5s. 9d., or altogether £21,330. He was also told when he was in New Zealand that in 10 years’ time the income from those lands, instead of being £21,000, would probably be nearly £100,000. In this colony the state allowed private individuals to take up some of.the most valuable lands for a comparative tithe of their value, aud he considered the 8tate should make endowments here not only for education, but also for charitable purposes. It would not be unreasonable to ask for a twentieth part of the land for those purposes—about two and a half millions of acres. He believed it was in that direction they should look for reducing the cost of education, and they had an example in that respect in New Zealand.—Argus.
ttoics of fbc JBoniju
The Annual Commencement at the Melbourne University was celebrated on Saturday, the 23rd April. Dr. Brownless, the vice-chancellor, presided. There were also present the following members of council, viz. :— Dr. Cutts, Dr. Mackay, Dr. Motherwell, Dr. Bromby and Prof. Andrew. Dr. Hector, of New Zealand, occupied a seat on the right of the vicechancellor, and Prof. Rouleaux on the left. There was a large attendance of visitors, the greater number being ladies. The proceedings took place in the library, and were as decorous as the limited space would allow. They were not so demonstrative, or so ritual as in former years, there being no procession, and but little cheering. Mr. R. H. Budd and Miss Anna Maria Higgins were, however, treated to loud applause. The candidates for degrees were presented by Prof. Strong, and the degrees were conferred by the chairman.
A meeting- of the medical students of the Melbourne University was held on Thursday, the 12th inst., in the Melbourne Town Hall, to express publicly their indignation at a paragraph which appeared in the Leader of the 7th inst. The paragraph was considered derogatory to the students of the medical school, and to cast unjust reflections upon them. If, amongst other things, stated that “ our medical school was just as low in its standard of gentlemanly behaviour, as were the pothouses which some of the fraternity frequented ; that its members were addicted to asinine destructiveness, were destitute of wit, culture, and a sense of humour;” and concluded—“ To smoke, drink, and swear are the only ambitions of those brainless boys, who, too big to be flogged, and too little to be reasoned with, are so stupid that they cannot feel the sting of general contempt.” The meeting was presided over by Prof. Elkington, who flatly denied that the accusations were deserved. Dr. Neild, Dr. Kirkland, Dr. Williams, and Dr. Allen also spoke to the same effect. The principal resolution passed was proposed by Mr. C. Bage, and seconded by Mr. E. W. Andeis^n, and ran as follows :—'‘That in the opinion of this meeting the accusation preferred by ‘ Atlicus ’ in the Leader of the 7th inst., against the students of the Melbourne Medical School, are unfair, untrue, and libellous.” A resolution demanding a public apology from the editor of the Leader was also passed.
Mr. H. W. Bryant won the Bowen Prize at the Melbourne University.
A competitive examination for four of the Ormond College scholarships, one of which is of the value^pf £50, and three of £25 each, and open only to students of the Melbourne University attending the Theological Hall, was held at the Assembly Hall, Colliris-street, on Thursdays the 28th April.
The Hon the Minister of Education for Victoria resumed official duty on May 3rd, after having returned from his visit to New Zealand.
At a meeting of the Council of the Melbourne University on Monday, 2nd May, Sir W. F Stawell was, on the motion of Mr. Justice Stephen, elected as chancellor by a large majority. The other nominee was Dr. Brownless, who was immediately afterwards unanimously re-elected as vice-chancellor. An alteration in the regulations was effected to enable stunents to take English language and literature as a first year subject.
The Southland Boys’ and Girls’ High School, a New Zealand Institution, is now in full working order, but is in want of further suppoitfrom parents and guardians having the education of children in hand. The Invercargill Weekly Times says : “There is reason to believe that a considerable increase will take place next quarter in both schools, for in neither at the beginning of last quarter were the teaching arrangements complete. We take leave very earnestly to urge on the public of Southland to accord them a liberal support, so that they may advance to yet further efficiency and prosperity.”
THE general examination in connection with the South Public School, Invercargill district, N.Z., which usually takes place every Christmas, was held this year at Easter time. The examination was limited to those pupils who had been instructed in extra subjects ; and it speaks well for the advancement made at this school, that no less than 500 scholars presented themselves, whereas the attendance two years ago was barely 200. The distribution of the prizes gained took place on the 11th ult. The funds wherewith the prizes were purchased were raised by means of a lecture delivered by Mr. W. G. Mehaffey, the head teacher,
The quarterly meeting of the Brisbane School of Arts was held on the 20th ult., Mr. I). O'Connor occupied the chair. The report of the secretary (Mr. Dudley Eglinton) showed that improvements both in management and accommodation had beeu made during the quarter, including increased facilities for giving instruction in drawing and colour-
ing. The balance-sheet presented showed the funds in hand to be £234 8s. lid., which, in conjunction with other assets, made a total of £571 3s. 5d. Several new papers have been added to the reading room, and sixty volumes to the library, two of which, Spencer’s Principles of Biology, were the donation of Dr. Clarkson.
The inauguration of the session of Ormond College, Melbourne, took place on the 9th inst., when the Rev. A. J. Campbell, of Geelong, delivered a lecture upon the uses of affiliated colleges. He claimed for these that they supplied a pressing want in the training of the University. The lecture was a very interesting one, and was listened to by a very large audience.
This institution having arrived at a stage when its defective accommoda, tion has begun to hinder its progress, by preventing the admission o new scholars, it was determined to hold a public meeting for the purposef of ventilating the claims of the College upon the public for support. Accordingly a meeting was held at the Diocesan Registry (Victoria), on Wednesday, 27tli April, Sir W. F. Stawell occupying the chair.
The Chairman said that while no one would question the advantages to be derived by a boy attending a public school, where his physical strength was made robust and his mental powers increased, where he was made to associate with his equals and perhaps his superiors, where he was taught the power of controlling others and thereby controlling himself, yet it was singular the same advantages were not extended to young men. Did they not wish their young men to grow up to take the place of their fathers, and be a credit to the community ? * The advantages of the University had been long recognised, but the advantages of colleges were only slowly coming into notice. Ormond College, so far from taking away from the students of Trinity College, had added to their numbers. They had progressed to this singular condition, they had more persons wishing to enter the college than they had accommodation for. What means would they adopt of getting the college out of the difficulty under which it laboured ? No institution could remain stationary ; it must advance or decline ; and unless they provided the accommodation required for those who sought to enter the college and pay for the benefits they received, the college would decline. He did not think the lodging-house was auy alternative. They wanted the young men to mingle together, that they might gain encouragement from competition and seeing others working. It was impossible to carry on this work outside the college. There were many in that community who, blessed with wealth, had shown a disposition to assist them in every way in their power. Others holding official positions and receiving a certain remuneration, and those deriving their income from their professional labours, might be inclined to assist by paying money in instalments.
The Bishop of Melbourne moved the first resolution—
“ That Trinity College is deserving of the best support of churchmen, both as a theological school for candidates for holy orders and as supplying the elements lacking in the training afforded by the University.’
He said not only was Trinity College unendowed, without proper accommodation for its students, but it was struggling under a burden of debt. Young men required more liberty than in their homes, and college gave it to them. They also required some restrictions, and college supplied those restrictions. They were made acquainted with the temptations of life in college, but those temptations were there minimised. In college they would have all morbid self-conceit destroyed, their manners would be polished by attrition, and they would be made fit for their place in life. For many years Trinity College struggled under an adversity it little deserved. Now, however, it had distinguished itself in a way not anticipated by its founders. Out of nine exhibitions awarded by the University, five were gained by students of the college. Eight students of the college competed for honours, and all were successful, while out of 45 non-residents in the college only four obtained exhibitions, and 16 failed to obtain any honour. These facts spoke for themselves, and in the face of them the college found all its rooms filled, and students waiting at the door for admission.
Dr. Hearn seconded the resolution. He pointed out that the expense of carrying on a small institution was almost as great as in a large one. The college had been highly successful, and they wanted to make that success a permanent one. They wanted, not so much a few large contributors as the largest quantity of contributors, and thus make the institution a self-supporting one. Carried.
Sir George Verdon then moved—
“ That this meeting pledges itself to use its best endeavours to raise the funds now urgently needed for Trinity College, either by way of donations or annual subscriptions.”
Professor Andrew seconded the resolution. Carried.
The Dean of Melbourne moved—
“ That a committee, consisting of Sir Charles Sladen, Sir George Yerdon, the Hon. \V. J. Clarke, Dr. Embling, Messrs. A. F. Mollison, G. W. Rusden, R. Bland, R. Dickson, R. A. Billing, Q.C., F. G. Moule, A. Woolley, and E. King, be formed to carry out the previous resolution.’’ He said it was a disgraceful thing for the colony that the bishop should find himself overwhelmed with difficulty. They were sending their young men home to form all their associations there, while it was urgently necessary that they should have the opportunity of obtaining the highest education in the country where they were born. It was necessary to the well-being of the country that the youth of the colony should form their associations and receive their training in our midst. The Rev. Canon Chambers seconded the resolution, which was carried, The bishop pronounced the benediction, and the meeting adjourned. —Argus.
shown in the following table :—
I. English (General) ... ... ... 150
II. English Grammar ... ... ... 100
III. Geography ... ... ... ... 100
IV. Arithmetic ... ‘... ... ... 200
V. Dictation and Penmanship ... ... ... 100
VI. History ... ....... ... 100
English.
GRAMMAR EXERCISE.
TO THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER.”
Sir,—The Grammar Exercise on page 148 in the April number of your journal would appear to have been done for you by some one who was unworthy of your confidence. It, unfortunately, contains several grave errors, and some grave deficiencies. For the sake of those who look to your journal for help in their studies, and whose confidence in it I should bo unwilling to see impaired, it seems advisable to correct the errors and supply the deficiencies referred to. In order to avoid the necessity of re-printing the whole of the passages set for parsing and analysis, the reader will be good enough to turn to them in the April number, page 148.
Such is an attribute—not to “ a noun,” but to the pronoun me. “ The world must take me such as I am.” Is deemed agrees with its subject— “the State and Royal splendour;” two words which, together, express one idea—the appearance of Royalty. “They that these contemn know little,” i.e., in the prose order. “ They that contemn these know little.” That is a rel. pron., referring to its ant.; they, com. gender, plur., third per., nominative or subject to “contemn.” These is a demonst. pronoun, referring to “State and Royal splendour;” neut. gen., third per. plur., obj. to “contemn.” This is better than calling it an adj., because you cannot put after it in the plural the nouns it really refers to. To make it an adj. you have to put after it some general word, such as things, which impairs the sense. But, an adverb, modifying the predicate, “ a juvenile philosophy.” “ Be they in themselves or vile or precious.” Be, parsed as subjunctive, may be allowed; but, to my mind, what it expresses most prominently is a postulate request or demand for a state of things or a condition which the speaker thinks needful for his statement, and so I should prefer to parse it as third per. plur. imperative. Compare the use of the imperative in this sentence of Sterne’s :—“ Disguise thyself as thou wilt, still, slavery, thou art a bitter draught.” “If (which I own it) I have drunk deeper,” &c. The antecedent of which was not stated; otherwise it was satisfactorily parsed. The antecedent is of course this sentence—“ I have drunk,” &c- “Be it remembered”—parsed erroneously, it seems to me, as the object of let understood. I must crave the indulgence of your readers for again troubling them with objections to this way of parsing the expression in question, and others similar to it. First observe the order of the words—“Be it remembered.” Merely prefix let, and you have this barbarous sentence—“ Let be it remembered.” It is idle to say that the order of the words is of no consequence, and that you are at liberty to transpose them so as to make them run “ Let it be remembered.” In English, the order of the words is of the greatest consequence. It is a language with few inflexions, and in the absence of these it has to depend greatly upon the order of the words to express differences of meaning. For example:—“You come” is indicative; “Come ye or you” is imperative. Consider, also, the difference in meaning between “He may come” and “May he come.” Again; if “be it remembered,” and other similar expressions are governed by let, then it is in the objective case after let, and before the infinitive (to) be remembered. Now, it is unfortunate that it has the same form in the' nominative as in the objective, and we cannot tell from its form alone that the view which I am combating is erroneous. But let anyone ask himself, in the absence of authoritative usage, whether it would be more in accordance with his idea of the analogy bearing on the matter to say—“ Be he remembered,” or “Be him remembered.” I think most readers would decide in favour of the former expression, and in support of it they might point to some colloquial imprecation—He be . . &c.—
and to instances in poets and other writings of authority. For example : —In the authorised version of the Bible, Gen. xxviii. 29, “ Let thy mother’s sons bow down to thee; cursed be every one that curseth thee, and blessed he he that blesseth thee.”
Die—infinitive, parsed as dependent on “ instrument,” may be allowed as correctly representing the grammatical construction, though, to my mind, incorrectly representing the speaker’s meaning. The instrument was for working, but not for dying. “ Or I must die” seems to give the speaker’s meaning.
In the complex sentence—“The remedies, &c. ... so dangerous to himself”—the subordinate sentences, “that no man can possibly endure,” &c., and “ nor would any Minister venture,” &c., were wrongly classified as noun sentences They are of course adverbial sentences of consequence to “ so effectual.”
Yours obediently,
May 17. ROBERT CRAIG.
[Through a mistake, the paper referred to was admitted without being revised.—Ed. Schoolmaster.]
The use of sea water for watering the streets of Sydney was (remarks the Engineer) rendered necessary by the fear of the scarcity of fresh water, and the Sydney people have thus found that which many others long knew, but cannot very well apply—namely, that some salt in the water used for this purpose makes it more efficient.
Telegraph wires are being laid underground from Nancy to Paris. The cable is made up of twelve insulated wires, and is laid in cast-iron pipes, supplied with removable caps, and with hand-holes, about 500 yards apart, for the removal of the cables for examination,
A paper on the cooling power of gases and vapours was, says the Engineer, read at a recent meeting of the Academy des Sciences by Mons. Witz. He infers equality of the cooling powers of dry air, and air saturated with moisture. The cooling powers of coal gas compared with that of air is equal to 3*48 ; that of sulphurous acid does not exceed 0'61, the pressure being 760 m m. The velocities of cooling increase more quickly than the 1‘233 power of the excesses. For steam they increase proportionately to the 0.83 power.
The following are the regulations adopted by the Education Department of Invercargill for Scholarships, and the papers given at the examination held in December ;—
REGULATIONS FOR SCHOLARSHIPS.
1. There shall be one class of Scholarships to be termed Junior
Scholarships, which shall be awarded yearly by competitive examination to the competitors, whether boys or girls, who shall obtain the greatest aggregate number of marks. .
2. The Scholarship shall be open to all children in the Southland Education District, whether attending public schools or not, but competitors must be under thirteen years of age on the last day of the month in which the examination shall commence.
3. The Scholarships shall be tenable for two years, on the condition that the holders attend during that time either the Invercargill District High School or any High School in the Education District of Southland open to public inspection ; but the Board of Education shall be at liberty to suspend or terminate any scholarship on account of misconduct or neglect of studies on the part of the holder.
4. In cases where the holders of Scholarships can reside at their own homes while attending an authorised school, the Scholarships shall be of the value of £20 a year, but in all other cases they shall be of the value of £40 a year.
5. No Scholarship shall be awarded to competitors unless they shall have obtained at least GO per cent, of the total number of marks attain able, and also at least 20 per cent, of the marks allotted to each subject severally.
6. The Scholarship examinations shall be conducted by a Board of Examiners, and shall be held simultaneously at suitable centres and on days which shall be duly announced beforehand. To admit of the necessary preparations for the competitive examination, candidates (or their teachers or guardians) shall send to the Secretary of the Education Board one month’s notice of their intention to compete, together with a certificate of their age last birthday.
7. The competitive examination shall be conducted in writing, and shall embrace the following subjects :—
I. English;—Explanation of words, expressions, or passages from Royal Reader No. V. ; the meaning of prefixes and suffixes, and paraphrasing a portion of poetry selected from No. V. Royal Reader.
II, English Grammar, including parsing and syntax, and the analysis of simple sentences.
III. Geography :—The physical features, political divisions, and
principal towns of Europe and the British Empire, and as much physical geography as is contained in the Science Primer on that subject.
IV. Arithmetic :—Simple and Compound Rules, Practice, Proportion,
Vulgar and Decimal Fractions.
V. Writing from dictation a passage of about a dozen lines and a few selected words. In valuing penmanship the neatness and general style of the papers will also be taken into account.
VI, History.—Outlines of the history of Great Britain from 1688 to the present time.
S. The marks assigned to the several subjects shall be the proportion
(Time allowed, three hoars.)
1. Paraphrase the following :—
The sun went down, nor ceased the carnage there,— Tumultuous Murder shook the midnight air ;
On Prague’s proud arch the fires of Ruin glow,
His blood-dyed waters murmuring below ;
The storm prevails—the rampart yields a way—
Bursts the wild cry of horror and dismay !
Hark ! as the smouldering piles with thunder fall,
A thousand Shrieks for hopeless mercy call !
Earth shook ! red meteors flashed along the sky 1 And Conscious Nature shuddered at theory I
2. Write in simple language the meaning of the parts in italics in the following passages :—(a) Not enjoyment and not sorrow. Js oar destined end or way. (b) They sought a faith's pure shrine, (c) Their improvidence often reduces them to terrible straits, (d) Borne of the posts have a complement of forty men. (e) An asylum was opened for the good and distressed of every nation. (f) The latter, putting his own gencroxis construction on an accident, exclaimed, “ Thank God, &c.” (y) That navy was revived to perish at Trafalgar—a fitting hecatomb for the obsequies of Nelson, [h) Careless their merits or their faults to scan, His pity gave, ere charity began.
3. Tell what you know of two of the following persons mentioned in the Reading Lessons:—Dufferin,Sir Charles Lycll, Longfellow, Humboldt.
4. Explain the meaning of the words and expressions in italics Perpetuated; an inexhaustible magazine; intercession; unable to divine the cause; we might have been canonized as saints; annihilated; cetaceous animals; intuitively; epidemic; democracy; points of the compass ; to reserve their fire ; converging.
5. Give two distinct meanings for each of the following words— Discharge; second; ruminating; survey; succeed; spring ; decline.
6. Distinguish between the meaning of the following pairs of words :— Marshal and martial; emigration and immigration ; peer and pier ; president and precedent; difference and deference ; cereal and serial.
English Grammar.
(Time allowed, two and a half hours.)
1. Parse the words in italics, giving the full syntax relations of each :—
How sleep the brave who sink to rest,
By all their country’s wishes blest 1
By fairy hands their knell is rung ;
By forms unseen their dirge is sung ;
There Honour comes, a pilgrim gray,
To bless the turf 'that wraps their clay ;
And-Freedom shall awhile repair,
To dwell a weeping hermit there.
He is fond of reading novels.
2. (a) Write the complete inflection of brother, severe, I, which, well) early, nigh, (b) Write the nom. plural of negro, datum, genus, genius» turf, folio. (c) Give the principal parts of shine, ring, flee, spring, thrive, lay.
(a) What parts of speech are inflected for number ? (b) When is the
subj. mood used ? (o) What is the meaning denoted by the past pf.
tense ? (d) Has the English verb any pf. participle act. ? If so, give two sentences illustrating its use. (e) Write a list of six nouns that have no singular. (/) What is a detective verb, and what an auxiliary verb ? (y) What is the difference in meaning between I” and “ He ?”
4. Construct sentences to show :—(a) An adj. in the comparative
degree, (b) An adv. in the superlative degree, (c) A nom. absolute or independent, (d) A nom. of address. (e) A nom. completing the
predicate. (/) A nom. of apposition, (g) “ Where” used as a conjunction.
5. Give the analysis of :—The appearance of the wreck made even the boatmen shudder. The ship had settled down by the stern upon the sands, the sea making a clean breach over her.
Arithmetic.
(Time allowed, two hours and a half.)
1. Explain and illustrate :—(a) The distinction between abstract and concrete numbers, and (b) the distinction between the intrinsic and the local value of any one of the nine digits.
2. What arithmetical operation bears the same relation to division that addition bears to multiplication ?
3. When the income tax was 4d. in the pound a person paid £2 ISs. 5d., and when it was 6d. in the pound he paid £3 13s. 7d. What was the difference between his income in the two years ?
4. A grocer mixed 106 lbs. of tea at 3s. 4d. a lb., 75 lbs. at 5s. 2d. a lb., and 94 lbs. at 5s. 5d. a lb. and sold the mixture at 5s. a lb. What was his gain ?
5. A merchant bought 5 pipes of wine for £138 12s. 0d., and one pipe became damaged. At what rate per gallon must he sell the remaining four pipes so ns not to lose by the purchase ?
6. If an estate be worth £1500 a year, and the land-tax be assessed at 2s. 8id. in the pound, what is the clear income ?
7. If sugar be bought at 9d. a lb., at what rate must it be sold to gain 25 per cent.
8. Explain the distinction between a vulgar and a decimal fraction.
9. Show that the quotient of ^ divided by ^ is nine times their product.
10. By what number must ‘0016 be multiplied that the product may be
unity ? Give the reason for every step you take.
Geography.
(Time allowed, two hours.)
1. Describe as minutely as you can the physical features of Spain, and of Norway and Sweden.
2. Give the position and some accounts of the following towns :—Dul-cigno, Cadiz, Lille, Posen, Mantua, Girgenti, Fahlun, Halifax, Benares, Orenburg.
3. Draw a map of the South Island of New Zealand and mark the position of the principal commercial towns.
4. Describe the course of the Danube, and name the principal towns, on its banks.
5. Explain the origin of deepi seated springs.
6. Show how plants lend their aid in making soil.
7. What are moraines ?
History.
(Time allowed, t?vo hours.)
1. Give, with proper dates, some account of :—(a) William Sancroft,
(b) George Walker, (<;) Dr. Sacheverell, (d) Sir Ralph Abercromby, (e) Lord John Russell, (f) Feargus O'Connor.
2. Give, with proper dates, some account of :—William III.’s War in Ireland, (b) l'he South Sea Scheme, (c) The Rise of Methodism, (d) The Catholic Emancipation Act.
3. What were the chief events of the following dates 1704, 1707, 1757, 1763, 1789, 1805, 1832, 1846?
4. Give, with proper dates, some account of the Peninsular War.
Professor Callodan, of Geneva, during a hailstorm on Jan. 19th, observed that the hailstones, as they fell, mutually repelled each other, and after lying a few seconds on the ground began to bound about like the pith balls made use of by Sir Isaac Newton. The observation has given rise to a speculation as to whether Volta’s theory of the formation of hail may not be correct.
Wulüxmi UMica.tion
Those who desire to see technical education fostered in our State schools will be pleased to know that the Government have placed a sum of money on the supplementary estimates for the purpose of paying salaries to an increased number of drawing and singing masters. Steps will, consequently, be taken to re-instate the masters whose services were recently dispensed with. This reversal of educational policy was made during the Hon. Major Smith's absence in New Zealand. From the report of his speech at the opening of the Kensington State school, it will be seen that the'Minister of Education does not approve of the course pursued by his colleagues.
APPOINTMENTS.
Wm. J. Mitchell, H.T., Spring Valley, No.—; Jessie Gilsenan, H.T., Lilli" mur,—; Hy. Sadler, H.T., St.Arnaud E., 2382; Walter Stinton, H.T., Chiltern Road, 1314; Annie Pride, H.T., Pourborneit, 1031; W. H. Bourke, H.T., Frankston, 1464; Agnes V. Brown, H.T., Youaumite, — ; Edward Pitfield, H.T., Rousley, 21S3 ; Jas. H. Darton, H.T., Byawatha, —; J. McCarthy, H .T., Tallangatta, 1365; Elizabeth A. Cade, H.T., Echuca Vineyard, 1431 ; Jane Armstrong, 1st Assist., Snake Valley, 574; Wm. Ryan, H.T., Ballarat, 1071 ; Benj. W. Birrell, H.T., Nicholl’s Plains East, 2342 ; Jas. E. Laing, H.T., Chinaman’s Flat, 714; Francis W. Clarke, H.T., Break-of-Day and M‘Gillivray’s Swamp, — ; Alfred J. Opie, H.T., Undora, 1771 ; Hannah M. Gibson, H.T., M'Kcnzie Creek, 2396; John Fairhall, H.T., Taradale, 614; Parmonus P. Mudge, H.T., Mitiamo, 2138 ; Rosa Freeman, 1st Assist., Stephen-street, 2030; Harriette Roberts, H.T., Stradbroke, 1884; Eliza Reeves, H.T., Lysterfiold, 1866; Theophilus S. Marshall, H.T., Kensington Hill, —; Eliza J. M‘Hugh, 1st Assist., Kensington Hill, —; John Watson, H.T., St. Arnand, 1646 : Hannah Bell, H.T., Loddon, 2398 ; Daniel Taylor, H.T., Budgerum and Quainbatook, —; Edwin J. Kenyon, H.T., Reedy Creek near Broadford, 986; Wm. Barret, H.T., Somerton, 5-48; Mathew Robinson, H.T., Gravel Hill, Glenmaggie, 1949; Grace Morris, H.T., Coppermine, 2123 ; Sarah Rynhart, H.T.,East Mologa,1710; Aroon E. Jones, H.T., Tyrendarra, 1630 ; Thos. Couchman, H.T., Romsey, 1220; John Mar-tin, H.T., Lethbridge, 1386; John Laur, H.T., Coonoora, 836 ; Isabella Richardson, 1st. Assist., Beaufort, 60 ; Minnie Smith, H.T., Burramine East, 2101 ; Maria Barnott, H.T., Tyrrell Creek, 1890 ; Laura H. Holliday, H.T., Kerriesdale,—; Arabella Sleeman, H.T., Burrereo, 2180 ; John E. Flynn, H.T., Rathscar, 1419 ; Peter Robin, H.T., Piggoreet,
The following are the papers set for Exhibitions at the Examination held December, 1880 .—
French.
( Time allowed for thispaj)er, two hours.)
1. Translate into English—Alfred, le roi philosophe, aura beau traduire pour les Saxons le livre du ministre philosophe Bocee ; il aura beau enrichir de son propre fonds les pensées du texte, et dire à ses sujets que tous les hommes descendent du môme père et de la même mère et sont les créatures du môme Dieu ; que s'enorgueillir de ses aïeux, c’est se parer d’une gloire usurpée, et qu’à ceci seulement la noblesse est bonne ; à perpétuer dans une famille l’imitation des héros ; môme après ces grande* leçons d’un esprit indépendant l’origine doublement illustre d’Alfred préoccupera vivement les chroniqueurs, et lui vaudra une longue généalogie qui n’est guère qu’une liste de risibles erreurs et de puériles traditions. Asser, son ami et son historien, la déroule avec confiance. Pour remonter d’Alfred à Adam, il ne trouve que quarante-trois générations, comme si nnévêque n’eut pas dû savoir que dans un espace de temps bien plus court depuis Abraham seulement jusqu’à Notre Seigneur Jésus-Christ, l’évangéliste Saint Matthieu en compte déjà quarante-et-une.
2. Parse fully with French syntax the preceding words in italics.
3. Translate into English—Alfred se vit forcé de reprendre les armes (877), et le demi-succès qu’il avait déjà remporté sus mer, l’année précédente, l'encouragea à construire une nouvelle flotte. Mais see sujets étaient trop inexpérimentés pour tenir tête aux Danois dans les diffîciler parages de l’Angleterre. Aussi préféra-t-il confier ses galères et ses longs vaisseaux à des pirates qu’il enrôla. Il leur recommanda de veiller avec soin à intercepter tout convoi de vivres et tout renfort qui ferait voile vers Exeter : s’ils rencontraient une flotte ennemie et s’ils se sentaient en forces, avec l’aide de Dieu, il faudrait risquer la bataille, (b) Le clergé, qui se savaient particulièrement haï des envahisseurs païens, emportait au delà de la Manche ses reliques et ses trésors. Ceux qui n’avaient pas eu le temps, le courage, ou les moyens de se soustraire à l’esclavage par l’exil, se résignait à cultiver encore pour les conquérants leur patrie dévastée.
4. Parse fully with French syntax the preceding words in italics.
6. Give the following grammatical forms :—Imperative 3rd plural of être loué ; Imperfect Subjunctive of falloir ; Indicative preterite 1st plural of courir; Subjunctive present 3rd singular of tenir; Indicative future 3rd plural of savoir.
6. (a) What is the difference between dix mille and dix milles ?
(b) How is dont used? Of what words does it supply the place?
(c) How is by after a comparative expressed ? Give an example.
(d) Give with examples the different uses of quelque, (e) Distinguish between avant, devant, and auparavant. Give examples.
7. Translate into French—(a) The Romans triumphed successively over the most warlike nations, (b) They have brought their offerings each one according to his means, (e) We see there neither marble, nor columns, nor pictures, nor statues, (d) Do not defer till to-morrow what you can do to-day. (e) My house is new; I will not sell, but I will
The following are the papers set by the Department for Certificate in Drawing at the examination held December, 1880 :—
Perspective, with Instruments.
Draw the interior of this examination room, omitting desks and forms. The drawing to be not less than six inches high. Show points of distance, centre of vision, and geometric scale.
Practical Geometry.
Each diagram to be about six inehes across, showing the construction lines. No written description required.
1. Construct a square which shall be equal to a given rectangle.
2. Draw a circle which shall touch three given straight lines.
3. In a given circle inscribe four equal circles touching each other and the given circle.
The following are the papers set by the Department for General Ex' amination of Pupil Teachers, held December, 1880 :—
First Class.—-Grammar.
Set II. '
ß I 7 nf 31
2. Simplify
•0201 and -03993 by 3 3.
4. In what time will £650 amount to £890 16s. 8d. at 5 per cent, per annum simple interest ?
5. State and prove the rule for determining mentally (a) The cost of 7 lbs. at 4s. 6d. per cwt. (b) The interest on £40 at 6 per cent, per annum for 5 months ?
let it. (/) People often deceive themselves by judging from appearances. (y) There is nothing that man gives so liberal as advice.
(]i) That which sustains man in the midst of the greatest reverses is hope.
Euclid.
(Time allowed for this paper, two hours.)
1. Explain the terms—oblong, polygon, radius, hypotenuse, construction, hypothesis.
2. (a) Describe the classes into which triangles are divided when regard is had to the relative lengths of their sides, (b) Describe the classes into which triangles are divided when regard is had to their angles.
3. Show that upon the same base and upon the same side of it there cannot be two triangles that have their sides which are terminated in one extremity of the base equal to one another, and likewise those which are terminated in the other extremity.
4. Show that the angles which one straight line makes with another upon one side of it are either two right angles or are together equal to two right angles.
5. Describe a triangle that shall have its sides equal to three given straight lines, of which any two are greater than the third.
6. Prove that a parallelogram is bisected by its diameter.
7. Prove that if a parallelogram and a triangle be upon the same base and between the same parallels, the parallelogram shall be double of the triangle.
(Time allowed, one hour.)
1. Parse with full syntax the words italicized in the following lines :— The forests, with their myriad tongues, shouted of liberty ;
And the blast of the desert cried aloud, with a voice so wild and free, That he started in his sleep and smiled at their tempestuous glee.
He did not feel the driver's whip, nor the burning heat of day ;
For death had illumined the land of sleep, and his lifeless body lay A worn-out fetter that the soul had broken and thrown away.
2. Analyse according to Morell’s second scheme from “ The forests ” to “ glee ” in the passage above given.
3. Give the meaning of each of the following words, the meaning of each part of them, and the language from which each part is taken International, microscope, syntactical, unskilfulness.
4. Into what classes may the Conjunctions be divided in relation to their structure ? Give two examples of each class.
5. Write each of the following sentences in a correct form, giving the reason for each correction :—(a) The aspect of these gardens were exceeding disagreeable to my sister and me. (S) It was her who we saw at Mullen’s, the booksellers.
G. Give the names and number of the feet used in each of these lines :— (a) How fleet is a glance of the mind ! (b) Sound the loud timbrel o’er Egypt’s dark sea.
First Class.—Arithmetic.
Set II.
( Time allowed one hour and a half.)
1. If 17 horses eat 1 ton 7 cwt. 1 qr. 8 lbs. of new hay in 1 week 2 days, how long will 2 tons 2 cwt. 3 qrs. 12 lbs. of old hay last 20 horses, 4 cwt. of old hay going as far as 5 cwt. of new hay ?
- _ 3 nf 1 •■‘■'S'
T¥ T 01 H , .
What fraction of 7 acres 1 rood 5 perches is 2 acres 3 roods 36 perches
3. What decimal of 9 quarters is 7 quarters 5 bushels 1 peck ? Re duce •02*81 to a vulgar fraction in its lowest terms. Divide 22 T1 by
6. {a) Under what circumstances is the entry “ To profit and loss ” made in a stock account?
(b) Post the following transactions :—
1880.
November 1st. Bought of Thomas Jones 5 tons of tin at £98 10s. per ton.
,, 3rd. Paid for insurance £3 15s.
„ 5th. Sold John Green 3 tons of tin at £100 15s. per
ton.
,, 12th. Sold Robert Black for cash 3 tons of tin at £97.
„ 30tb. Paid clerk’s wages £15.
First Class.—Subjects of Fifth Book (Irish Board Series).
(Time allowed, half an hour.)
1. What principles regarding the punishment and treatment of criminals are now generally accepted ?
2. Name the principal igneous rocks, and distinguish those which have been poured out at the surface of the earth from those which have been consolidated in the interior.
3. Give a sketch of the life and character of Dr. Samuel Johnson.
The following are the papers set by the Department for a Certificate of Competency in Geography, at the examination held December, 1880 :—
SET I.
(Time allowed, two hours.)
1. What arguments can be urged against the supposition that the sun
revolves around the earth ? .
2. On board ship, north of the equator, the sun’s meridian altitude on 21st June is 75°, the sun crossing the meridian to the northward. Find the latitude.
3. What are mists or fogs ? How are they caused, and where do they
frequently occur ? '
4. From what countries or regions of the earth are the following commodities principally obtained ¡—Camphor, train oil, mahogany, oats, the cork tree ?
5. Draw a map of England and Wales, marking on it the following :—
Capes.—Dungeness, Flamborough Head, Lizard Point, St. David's Head, the North Foreland. Bays, $e.—Morecombe Bay, Plymouth Sound, Milford Haven, the Wash, Caernarvon Bay. Rivers.—Severn, Ouse, Thames, Great Ouse, Trent. Counties.—Suffolk, Devon, Cumberland, Merioneth, Surrey. Towns.—Bristol, Yarmouth, Manchester, South
ampton, York.
6. What and where are the following? Mention any circumstances for which they are severally remarkable :—Huddersfield, Peshawar Wiuipeg, Schaffhausen, Ycsso, Grant, Drakenberg, Cremona, Iron Gate Coimbra, Clarence, Rheims.
SET II.
(Time allowed, two hours.)
1. Explain why, as the earth travels round on its orbit, its axis seems always directed towards the pole-star.
2. On board ship, north of the equator, the sun’s meridian altitude on 21st June is found to be 60°, the sun crossing the meridian to the southward. Find the latitude.
3. Explain fully the phenomena of dawn and twilight.
4. In what regions of the earth are the following minerals principally found :—Platina, copper, amber, petroleum, cobalt ?
5. Draw a map of Ireland, marking on it the following :—Capos.— Malin Head, Howth Head, Cape Clear, Fair Head, Wicklow Head. Bays, S)C.—Donegal, Dundalk, Dingle, Galway, Belfast Lough. Rivers. —Shannon, Liffey, Barrow, Boyne, Foyle. Counties.—Kerry, Antrim, Tipperary, Mayo, Wicklow. Towns.—Belfast, Cork, Drogheda, Limerick, Galway.
6. What and where are the following? Mention any circumstances for which they are severally remarkable:—Luzon, Turkey, Bogong, Ticino, Marsala, Kiandra, Trajan’s Gate, Delhi, Leyden, Nicholaxev, Strasbourg, Bailee.
The following arc the papers set by the Department for Examination of Students in Training, held December, 1880 :—
Latin.
{Time allowed, three hours.)
1. Translate into English—Multas ad res perutiles Xenophontis libri sunt : quos legitc, quaeso, studiose, ut facitis. Quam copiose ab eo agricultura laudatur in eo libro, qui cst de tuenda re familiari, qui Micono-micus inscribitur 1 Atque ut intelligatis nihil ei tarn regale videri quam studium agri colendi, Socrates in lo libro loquitur cum Critobulo, Cyrum minorem, regem Persarum praestanteui ingenio atque imperii gloria, quum Lysander Lacedaemonius, vir summae virtutis, venisset ad eum Sardis eique dona asociis attulisset, et ceteris in rebus commu-nem erga Lysandrum atque humanum fuisse, et ei quemdam conseptum agrum diligenter consitum ostendisse. Quum autem admiraretur Lysander et proceritates arborum, et directos.in quincuncem ordines, et humum subactam atque puram et suavitatem odorum, qui afllarentur e fioribus ; turn eum dixisse, mirari se non modo diligentiam, sed etiam sollertiam ejus, a quo essent ilia dimensa atque discripta ; et ei Cyrum respondisse : Atqui ego omnia ista sum dimensus ; mei sunt ordines, mea discriptio • multae etiam istarum arborum mea manu sunt satae. Turn Lysandrum intuentem purpuram ejus et nitorem corporis ornatumque Persicum multo auro multis que gemmis, dixisse : Itito vero te, Cyre, beatum ferunt. quoniam virtuti tuae fortuna conjuncta est !
2. Translate into English—Nec vero inarmis praestantior, quam intoga ; qui consul iterura, Sp. Carvilio collega quicsccnte, C. Flaminio tribuno plebis, quoad potuit, restitit, agrum Picentem et Gallicum viritim contra senatus auctoritatem dividenti ; augurque quum esset, dicere ausus est, “ optimis auspiciis ea geri, quae pro reipublicae salute gererentur ; quae contra rempublicam ferrentur contra auspicia ferri,” Multa in eo viro praeclara cognovi; sed nihil est admirabilius quam quomodo ille mortem filii tulit, clari viri et constilaris. Est in manibus laudatio : quam quum legimus, quem philosophum non contemnimus I Nec vero ille in luce modo atque in oculis civium magnus, sed rnttiB domique praestantior, Qui sermo ! quae praecepta 1 quanta notitia antiquitatis! quae scientia juris augurii 1 Multae etiam, ut in homine Romano,' literae. Omnia memoria tenebat, non domestica solum, sed etiam externa bella. Cujus sermone ita turn cupide fruebar, quasi jam divinarem id, quad evenit, illo extincto fore, unde discerem, neminem.
3. Parse fully the words in italics and give the full derivation of the following words:—Ingenium, notitia, auspicia, domestica, viritim,
4. Decline latus, radix, panis, cornu, meridies, cibus, and the adjectives sinister, sapiens, pulchrior.
5. (a) Give the principal parts of the following verbs, making in each case the quantity of the penult:—Pango, gigno, cerno, solvo, pendo, haereo. (?>) Write down the following forms :—Subjunctive Past Perfect 2nd plural of nolo, Passive Imperative Future 3rd plural of fero, Infinitive Future of fio, Subjunctive Perfect 2nd singular of fruor, Subjunctive Past Imperfect 1st plural of prosum, Passive Imperative Future of duoo.
6. (a) Explain with examples the following constructions :—Cognate Accusative, Genitive of Valuation, Double Dative, Ablative of Measure, Factitive Accusative, Historical Infinitive. (b) What is the construction after poenitet ? Name the other verbs that require the same construction. Give examples.
7. Translate to Latin—(a) But if you are willing to read about foreign matters you will find that the greatest states, after being almost ruined (labcfacio) by young men, have been sustained and restored by old men.
(b) The immortal gods have willed that I should not only receive these things from my forefathers but also that I should hand them down to posterity, (o) He never desired to have ten men like Ajax but ten men like Nestor, for he had no doubt that if this were to come about (accido) Troy wrould fall in a short time.
Physics.
(Time allorved, three hours.)
1. Explain the terms—A couple, torsion, endosmose, diffusion of gases, mechanical equivalent of heat.
2. State the three laws of motion ; give an example showing the truth of each law.
3. (a) Compare the momentum of a cannon ball weighing lOlbs. after falling from rest for 5 seconds with that of one weighing 151b. after falling from rest for 3 seconds, (b) A steel-yard weighing lOlbs. has its centre of gravity 2} inches from the point of suspension, while the scale pan is 3 inches on the opposite side of this point; at what distance from the point of suspension will a 4-lb. weight indicate 251bs. ?
4. Enumerate the principal kinds of energy. Give an example of each. How is energy measured ? Illustrate the change from one kind of energy to another.
5. (a) What exceptions are there to the law that bodies expand as
their temperature is raised ? (&) What is the physical principle of freez
ing mixtures ?
G. The cylinder of an air-pump is -A-th the volume of the receiver and connecting tube; find the density of air in the receiver after five double strokes of the piston.
7. Describe the Hydrometer.
8. Explain why iron ships do not sink and why deck loads are dangerous.
9. Explain fully why a stick partially immersed in water appears bent, and why a bath filled with water appears to be shallower than it really is.
The following are the Science papers set by the Department at the examination held December, 1880
Metallurgy, -
1. Define the terms reduction, oxidation, sublimation, liquation, and give metallurgical examples of each.
2. What is the source of lead of commerce, and how is the ore reduced ?
3. Describe Plattner’s process for the extraction of gold.
4. What are the ores of antimony, and how would you distinguish them from the ores of lead, bismuth, and arsenic ?
5. Describe a “wet process” for the extraction of copper from its ore (sulphide).
G. What are the processes for separating gold from silver and copper ?
7. Describe the stages of iron smelting in blast furnaces.
8. What is the composition of the following alloys :—German Silver, Pewter, Bronze,Type Metal, Bell Metal?
9. Describe the method of' assaying auriferous quartz, sulphide of antimony, and tin ore ?
10. Describe briefly the methods employed in electroplating with silver, nickel, and gold. What solutions are used in each case ?
Geology and Mineralogy.
1. Construct a tabic showing the principal geological periods, placed in chronological order.
2. Name of some of the characteristic fossils of the upper and lower Silurian rocks.
3. In what formations do wc find the following fossil plants : —Lepido-dendra, calamites, and sigillarise, fossil shells, ammonites, orthoceras, pentameras, lingula?
4. To what geological period doe3 the basaltic rock of the Keilor plains belong ?
5. Define the terms vein, lode, dyke, bed, stratum, dip, strike, fault.
6. What is the mineral composition of granite, syenite, diorite, basalt marble, gypsum, slate, sandstone?
7. Into how many systems aie crystalline forms divided ? Give the name and fundamental form of each system.
8. Explain and show by drawings the relation between the cube and dodecahedron, the rhombohedron and hexagonal prism.
9. Give the characteristic blowpipe tests of galena, cassiterite, stibnite., bismutite, chromite, psilomelane.
10. Give the scale of hardness. Explain its use.
11. Name and describe the crystal-models, minerals, rocks, and fossils submitted.
ARITHMETIC.
For a Certificate of Competence for Admission for Training.
Solutions by J. Sutherland.
1. Explain the terms:—Vulgar fraction, square perch, common denominator, compound multiplication, principal.
A vu1 gar fraction consists of two numbers ; one called the denominator, which indicates into how many parts unity is to be divided ; and the other, called the numerator, indicates the number of parts to be taken.
A square perch is the measure of the surface included within a square whose sides each measure one perch in length.
The common denominator of a number of fractions is the denominator, which is a common multiple of their denominators.
When a quantity consisting of numbers of different denominations is multiplied the process is called compound multiplication.
Principal is money lent, on which interest is to be paid.
2. Forty-five thousand one hundred and fourteen millions, one hundred and eighty thousand, one hundred and forty-four sovereigns are divided into six thousand and eight parcels, half of which are twice as large as the remainder. How many sovereigns will there be in a parcel of each size.
As the larger parcels contain twice as many sovei'eigns as the smaller there will be, in two parcels, three the size of the smaller parcels.
.•. If we divide 6,008 by two, and divide the number of sovereigns by three times our quotient we will obtain the number of sovereigns in a small parcel.
2) 600S
3004
3
9012
9012) 451141S0144 (5006012 45060
54180
54072
10814
9012 18024
18024
Answer (1) 5006012 )
(2) 10012024 \
3. Find by practice the value of 39 tons, 12cwts, 32 lbs. @ £12 11s. Sd.
£12 11 8
39
490 15 0
10 cwts. are } of 1 ton 6 5 10
2 cwts. are -} of 10 cwts. 15 2
28 lbs. are -} of 2 cwts. 0 3 If
4 lbs. are } of 28 lbs. 0 0 5-V-}
498 9 7>-
4. How many gallons will be contained in a cubical tank whose dimensions are 6 ft. 3 in., and 3 ft. 8 in., and 4 ft. 6 in., one cubic foot containing 6 gals. 1 quart.
The tank contains 61 x 4} x 3§ cubic feet.
= 103} cubic feet.
.•.it contains 6} x 103} gallons.
103}
61
618f
25M
644}}
Answer. 644-}} gallons.
5. A leaves £80,000 on his death. His debts amount to 15% of this amount. After payment of his debts, half his estate is left to his widow and two children in equal shares, the remainder is bequeathed to sti’angers. Probate duty being 7% on the net value of the estate left to strangers, and half this percentage on the amount left to the widow and children, how much duty did the whole estate pay, and how much did each child receive.
£0000 x15
15% of £S0,000 is —— = 12000.
. •. After payment of debts £80000 - £12000 = £68000. Half of this is £34,000 of which 3}% is £1190, and 7% is £2,380 . \ the whole duty is £3570. The amount each child receives is } (34000 —1190) = £10936§. Answer (2).
6. If 3 horses, 15 sheep, and 6 head of cattle eat up all the grass in a paddock, containing 65 acres, 1 rood, in 5 weeks, what must be the area of a paddock which will keep 5 head of cattle, 2 horses, and 20
6
A + U) 4_|__f
jr 100:
sheep for 3 weeks, 7 horses eating as much as 10 head of cattle, and 1 head of cattle eating as much as 7 sheep.
3 horses eat as much as 3 x V° x 7 sheep = 30 sheep.
6 head of cattle eat as much as 42 sheep.
3 horses, 6 cattle, and 15 sheep eat as much as 87 sheep.
5 head of cattle eat as much as 35 sheep.
2 horses eat as much as 20 sheep.
5 cattle, 2 horses and 20 sheep eat as much as 75 sheep.
87 sheep eat the grass of 65^ acres in 5 weeks.
. *. 1 sheep eats | of an acre in 5 weeks.
1 sheep eats Wjths of an acre in 1 week.
.'. 1 sheep eats ^%ths of an acre in 3 weeks.
.•. 75 sheep eat 'A5 of an acre in 3 weeks.
.-. 75 sheep eat 33 acres, 3 roods in 3 weeks.
Answer. 33 acres, 3 roods.
7. How many hewn stones, whose dimensions are 2 ft., 1 ft. 6 in,, and 1 ft., will be required to build a wall 1 furlong long and 6 feet high, if it takes 5775 stones, each 3 feet long, 10 inches wide, and 9 inches thick, to build a wall 1 furlong 10 rods long, 5 feet 3 inches high, and of the same thickness ?
It takes 5775 x 3 x ‘?°x^ cub. feet to build a wall £ x 40 x 5| x 3 x 5.1 feet square of a certain thickness.
Multiplying up we get,
It takes 2A2J2JL cub. feet to build A.7 ?2-s square feet of the wall,
.•. the thickness of the wall is MAAS x —feet = 4 feet.
.'. the first wall contains -§ x 660 x 6 = 15 x 660.
. , , 15 x 660 nnnn , .
.*. it will take -£— =3300 stones. Ans.
S. State and prove the rules for determining mentally :—(«) The cost of a pound of opium at Is. Od. an ounce, (b) The interest of £75 for 18 days at 5 per cent, per annum.
(a) Reduce Is. Od. to pence.
Take as many shillings, and a third more as the number of pence.
A pound is 12 ounces and 4 ounces, . *. if we multiply the pence first by 12 we get the same number of shillings, and then multiplying by 4 a third of that.
(Z>) For 5% take Ur- . *. 75s. is the interest per annum.
7/rnr = -rt is the interest per day.
.-. -ff x 18 is the interest for 18 days.
IS divides into 73 approximately 4 times.
.'. answer is 3f approximately.
9. Find the difference in interest I should receive at the end of twelve months if I deposit £550 for a year at 6 per cent, per annum ; or for 6 months, and redeposit it with the interest for a second term of 6 months, interest payable for a 6th months’ deposit, being at the rate of 5 per cent, per annum.
The interest on £550 for 1 year at 6% is-—^ = £33.
550 x 5
The interest on £550 for | year at 5% is'—= £13;2-.
The interest on £563;f for year at 5% is =£14^\
13;| + 14^. = £27H-
£33-£27-|| = £5 3V Ans.
10. Simplify
1 of U ~ I Of f
170 + 230 ' 45
— 5 v 5 0 — T <T x 8 6—
|
' A of 2,i | ||
|
55 |
1 |
55 |
|
8 |
9 |
. 8 |
|
■4+A |
r |
' 77 |
|
85 |
5 |
17 |
|
45 | ||
|
. 14 ■TTYS'* |
Ans. | |
11. Reduce *7 of oz.+ -8 of 7£ dwts + 2 45 of 1 dwt. 16 grs. to the fraction of 1 oz. 10 dwts. 6 grains.
SIMPLICITY.
By J. Mortimer Granville.
It is a common practice among the least blamcable, if not the most excellent, classes of society to extol the virtue of simplicity, the charm of childlike simple-mindedness. What precisely does this complicated epithet mean ? In what does its essential merit and fascination consist ? The stock phrases of commendation in use half a century ago glorified innocence. The fashion has so changed .that this last-mentioned quality is now seldom referred to except in sarcasm. To describe a person as innocent is to imp ite anything but guileless characteristics.
The change is no mere alteration of terms ; it signifies a variation in feeling, if not a complete revolution of thought, with respect to the features and traits of character which command respect and confidence, and win love, in a stage of moral development more advanced and calling for the display of higher and more complex qualities of heart and head to make out a claim to honest praise for purity and excellence. The time has passed when negative forms of virtue, the absence of vice, could suffice to protect the character from a pervading atmosphere, and the ever present influences of corruption. 'No mere looking away from evil, turning a deaf ear to the suggestions of wrong, assuming a stolid indifference to the blandishments and allurements of wickedness, will enable a man or woman to pass uncontaminated through the crowded avemies of life under the new conditions with which existence is beset.
In old times a man could choose his associates, and it was bis own fault if evil communications corrupted his nature. Now there is no opportunity for selection. The multitude presses upon us on every side ; and it is no small achievement if a man succeeds in preserving any considerable share of individuality. Children arc taught and trained in classes ; the young of both sexes are thrown together at the most impressionable period of life, when their characters arc as yet unformed, and, like soft clay, are moulded in the mass ; men and women struggle together in the crush and scramble for bare existence, with no time or space for the cultivation of personal characteristics. The presence of common needs, the force of common habits, the influence of common customs and usages are irresistible, and something incomporably more potent than innocence is necessary to give that solidity and strength to the moral character which shall enable it to resist the forces, within and without, that tend to disorganise and deprave it. The instinct which discovers at once a safeguard and all-powerful preventive in the quality of simple-mindedness does not greatly err either in the appreciation of difficulties or in the recognition of forces and processes by which these may be successfully overcome.
Simplicity, or simple-mindedness, implies honesty, than which there is no more indispensable or effective element of a good and stable character. People generally have the strangest and most unsatisfactory notions imaginable about honesty. The claims of absolute probity are disregarded ; the quality of perfect truthfulness is barely recognised as an active principle of morality to be realised in conduct. Persons of exemplary rectitude, animated by the highest motives, strive chiefly to oonform and, for the most part, rest content with a general allegiance to the dogma of the relativity of truth which makes truth the subject of circumstances and expediency the standard of honesty. As little deception, as small a departure from a rigid line, as close adherence to the narrow and straight path, as may be possible consistently with the supposed needs of life, are regarded as a full discharge of the obligations of duty.
AN ASSISTANT in Ballarat wishes to exchange for three months with one in Melbourne or Suburbs. Salary no object. Address: “Exchange,” 69 Wills-stroct, Ballarat.
DR. WILLIAMS, M.A., Punt-road, Richmond,instructor of CAN DIDATES for MATRICULATION, Civil Service, and all public examinations. Country students prepared by correspondence. Private tuition.
HEAD TEACHER (Lady), Allot. 30—50, Sandhurst District, wishes to change with Assistant in Castlemaine District. Will accept less salary. Percentage over 70. Address : “P. B.,” care of J. A. .Tames, Castlemaine.
HEAD TEACHER, School av. 60, vacancies for W. M. and P. T.
residence. Desires Exchange with H. T., near Melbourne. Address : “ Nelliangees,” P.O. Trentham __________
HEAD TEACHER. 30 x 50, income £170, wishes Exchange Head Teacher same allotment, or Assistant. Geelong or Ballarat district preferred. Willing to lose considerably. “Immediate,” Schoolmaster office.
The fraction is (77- + £ :
“ (to + i+ AV) x T AT
f x TV) x 8 0
16S + S0 + 49
240
80
121
~ 2 9 7 _ 9 9 _ 9 5(5? ~ TA1 ~ TT
673) 18171 (-000027 1340
4711
4711
675) 2700 (-004 2700
Ans -004
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AN HISTORICAL SKETCH OF ENGLISH PENMANSHIP.
By F. Howard, A.K.C,
It is a common observation, that there is, when the matter is duly considered, something wonderful in the art of writing. That sounds and words, which naturally appeal only to the ear, should, by the aid of a few arbitrary characters, be intelligibly represented to the eye, and that we should be enabled, in this way, to recurd and perpetuate our thoughts for our own benefit, and for the benefit of others, is an invention which probably nothing but familiarity with it prevents us from recognizing as very remarkable ; and which, to this day, the simple unlettered savage regards as little short of miraculous.
In the present Historical Sketch of English Penmanship, it will not fall within my purpose to trace, ad initio, the general history of the art, from Picture-Writing—that is to say, from the rude pictorial representation of objects, which was man’s first attempt at writing—to Hieroglyphics, and from Hieroglyphics to the formation of regular and systematic alphabets. The question is a very interesting one—
“ Whence did the wondrous mystic art arise,
Of painting speech, and speaking to the eyes,
That we by magic lines are taught IIow to colour and embody thought ?”
But the enquiry would lead us too far afield, and would, in fact, more than furnish materials for a separate paper in ilself. To confine our attention to the history of writing, so far as it concerns our own country, it would appear, from the best evidence that can be collected on the subject, that the Britons had no knowledge of the use of letters previous to their intercourse with the Romans, nor was writing much practised among the Saxons till after the coming of St. Augustine, who, when he introduced Christianity into this island, brought over once more the Roman language, and the Roman formation of the alphabet. The earliest writing known in this country is thus distinctly of Roman origin, the so-called British and Saxon letters turning out on examination to be nothing but debased and barbarized forms of Roman characters.
A similar account may, indeed, be given of the other European styles of writing, several of which at successive periods found their way to this country, notably the Lombardic, with its variety of strokes, the Norman, which was introduced into England by William I., and from which were derived the Court Hand, the Chancery Hand, the Secretary Hand, and the present Law Hand ; also the Gothic, which cameovcr from Germany with the invention of printing, and was, in fact, the Black Letter of Caxton and the early printers ; the Italian, adapted from the new type invented at the Renaissance in Italy in the 15th century, in which the stiff angular letters of the Gothic became modified and changed into the rounded, leaning characters we are familiar with under the name of Italics. This improved style of writing was introduced into England in the reign of Elizabeth, and is in effect, the kind of writing we now practise. All these various “ national hands,” not to mention others, can be traced through successive changes up to their Roman prototype—most of them being corruptions and deteriorations of the original, with the exception of the Italian, the flowing lines and graceful turns of which were a distinct advance in elegance of form, being more strictly in accordance with the truest principles of art.
The early history of writing in this country, previous to the invention of printing, is chiefly interesting to us in connection with the writiug of books, and the transcription and illumination of MSS. Originally employed for religious purposes in the production of missals, copies of the Gospel, and the Records of the Church, the caligraphic art was at first confined to the monasteries and other religious houses. The monks, however, if they were the original Penmen, cannot be said to have possessed a monopoly of the art, and some sorts of books, as “ Absies ” and early instruction books for children, were never written by them. As soon as the troublous times of the middle ages allowed it, there arose a demand for all kinds of books—for laity as well as clergy. Alongside of the Scriptorium grew up a trade of book-writers, public scribes—Ubrarii, as they were called,—who, as the demand for books increased, became an important body, embracing several distinct classes of workmen. To secure speed, accuracy, and cheapness, great subdivision of labour was adopted. One set of workmen ruled the parchment, another wrote the large or small text, another only painted in the plain initials, another the illuminated capitals, while the highest artists of the period were engaged upon the whole page illuminations.
With the invention of Printing came a revolution in the art of Writing. One of the earliest effects of this great discovery was the gradual disappearance and extinction of the craft of public writers and copyists, and the consequent delay of handwriting generally. A subsequent invention, however, once more succeeded in restoring fair writing to a flourishing condition—that of Engraving—an art which, first perhaps applied to the working off from copper plates of portraits and figures, was very soon employed in the reproduction of letters—and that” too, with an accuracy almost equal to that of the pen itself. So congenial an art as this, when once discovered, could not fail to give a powerful impulse to the spread of handwriting, and to become one of the principal means of carrying it on to those triumphs which it afterwards achieved. Under these circumstances arose a new race of writers, callin" themselves Penmen, who were engaged, not in the copying of books and MSS,, but in the public teaching of writing as the medium of correspondence and transacting business. These not only taught writing, but also published a number of books on that subject, some of which are of a high order of merit. To the invention, therefore, of Engraving, we owe the°se two things—the professional Writing Master, andlhe School Copybook. A few copybooks, it is true, were known before this time, printed from wooden blocks ; but they were of no particular merit, and were at once superseded as soon as the engraved copybook made its appearance.
It may, perhaps, be worth while mentioning that many of the origiual writing-masters were themselves engravers, and even where that was not the case, the engraver employed in the production of these copybooks almost invariably worked under a Professor of Writing, and from specimens supplied by him. Whatever merit, therefore, there may be in these plates, is due as much to the writing-master who devised them, as the craftsman who simply carried out his instructions and imitated his copies. Yet, excellent as some of these examples of the engraver’s art really were, they could never compete in neatness and finish with the work of the pen. Engraved writing was, after all, but a substitute for the real thing. There was a marked difference between the two. This much is admitted by some of the engravers themselves,—notably by one' John Sturt, who, contrary to the common belief which attributes a superiority to engraved books over those that are written, is caudid, enough to confess—although the confession tells against himself—-that the graving tool, which does its work only by slow and repeated strokes, can never rival the strength and ease of the pen, which performs its office with one bold, free touch. There is a certain rigidity and stiffness about the engraved letter, while the written character is marked by an easy elegance.
The first, and certainly the most famous of all these Penmen, was Peter Bales, born in 1547. While a student at Oxford, he early gave evidence of that skill in the use of the pen, which, first taken up merely as a diversion, became at length a profitable occupation. Being dexterous in the dangerous art of imitating handwriting, he was employed under Sir Francis Walsingham, as an agent in the fabrication of those garbled letters, so often referred to in the trial of Mary Queen of Scots. Between Walsingham and the Papists it was war a Voutrance, plot and counterplot, diamond cut diamond. It was fair enough, no doubt, in a contest of this kind, to entrap conspirators into furnishing evidence against themselves, or making disclosures of their designs, but it is quite another thing to produce, in solemn court, documents deliberately forged or tampered with. But, in the nature of things, we can never know the full truth of this matter. The charge of forgery was made and denied, and there we must leave it. As far as Bales was concerned, he seems to have been but scantily rewarded for his services, whatever they were, for we find him shortly afterwards in necessitous circumstances, opening a school near the Old Bailey, London, where some of the best citizens seut their children to be educated. There is reason for believing this to be the first instance on record of the establishment of a Private School. Here he wrote his work entitled, “ Writing Schoolmaster, in Three Parts” a work much celebrated in its day, but which, if it has not entirely disappeared, has at least become a very rare book. It is difficult to say where a copy of it is now to be found.
Bales was the inventor of Shorthand, or at any rate, the first to make it practicable, and to teach it publicly. The third part of his “Writing Schoolmaster” is said to treat of this subject. He called it “ Brachy-graphy, that is to write as fast as a man speaketh treatably. ” His skill as a writer was attested on two several occasions, when he won in public competition the prize of a golden pen of the value of twenty pounds, and that of the arms of Caligrapliy—azure a pen or. He had, therefore, a double claim to that “ dignity of the golden pen,” which is referred to by old writers, and which seems to have been as much coveted as the blue ribbon of the turf of the present day. In token of the prize he had thus won, and which, after some dispute, was awarded him, he set up over his school the sign of “ The Hand and Golden Pen,” which became from that time the recognised and adopted sign of all writing masters. But, perhaps, his greatest feat in penmanship was the present he made to Queen Elizabeth of a remarkable specimen of minute writing, set in a ring of gold, which contained in the compass of a silver penny more things than would fill several ordinary pages.
Another famous writing master was Edward Cocker, a very ingenious penman and engraver, who was born in London, 1031. He is justly reckoned among the improvers of the art of Writing having published some fourteen or fifteen copy-books, engraved by bis own hand, one or more of them on silver plates. It has been questioned whether the use of these plates by Cocker was anything but an eccentricity on his part, intended to serve no higher purpose than to raise curiosity and to set people talking ; but considering that it was by no means an uncommon thing in those days for engravers to employ silver, where neat and fine workmanship was required, the insinuation may be dismissed as an unworthy piece of detraction. The following passages from “Pepys’Diary,” which speak in no unfavourable terms of Cocker’s performances as an engraver, fully bear this out
“ Aug 8. 1GG4. Abroad to find out one to engrave my tables upon my new sliding rule in the silver plates ; it being so small that Browne, that made it, cannot get one to do it. So I got Cocker, the famous writing-master, to do it, and I set an hour by him to see him design it all; and strange it is to see him, with his natural eyes, to cut so small at his first designing it, and read it all over, without any missing, when for my life I could not with my best skill, read one word or letter of it; but it is use. He says that the best light for his life to do a very small thing by, contrai’y to Chaucer’s words to the sun, ‘ that he should lend his light to those that small seals grave,’ it should be by an artificial light of a candle, set to advantage as he could do it. I find the fellow, by his discourse, very ingenious; and among other things, a great admirer of and well read in the English poets, and undertakes to judge them all, and that not impertinently.”
“ 11th. Comes Cocker with my rule, which he hath engraved to admiration for goodness and smallness of work ; it cost mo 14s. the doing.”
“ 3rd Oct. Comes Mr. Cocker to see me, and I discoursed with him about his writing and ability of sight, and _ how I shall do to get some glass or other to help my eys by candlelight; and he tells me ho will bring me the helps he hath, within a day or two, and show me what to do.”
From these extracts it will be observed that Pepys does not speak of Cocker as an arithmetician, as it has since been the custom to designate him, but as a famous writing-master./ His reputation as an arith-
Dietician, which has given rise to the proverb, “According to Cocker, was a posthumous reputation. The work on Arithmetic, which has given to his name so wide a celebrity, was not published till after his death, by one John Hawkins, a writing-master of St. Stephen’s, Southwark. This work, which became a universal text-book, and long served as the model on which similar treatises were formed, passed through some sixty editions or so—a thing almost unprecedented in those days. The fifty-fifth edition is to be seen in the “ Dyce Collection,” at South Kensington. I may mention, also, that a small portrait in oil of Cocker is placed in the National Portrait Gallery.
Next to Cocker, the writing-master who makes the greatest figure is John Ayres, who, from the humble positiou of a domestic servant, rose to become a distinguished, and a wealthy man. It is not an unreasonable conjecture to suppose that no small part of his old advancement in life was owing to assistance he received from his old master, who became afterwards Lord Mayor of London. It was, doubtless, through his influence that Ayers obtained the high rank of colonel in one of the city trainbands—a post seldom at that time held by one under the degree of alderman. A sentiment of gratitude for these favours seems to have prompted the dedication of his first work, entitled, “ Arithmetic made Easy,” to his former master and generous patron. In 1694, he published his more ambitious work, “ Tutor to Penmanship,” which he dedicated to King William III., and which, though somewhat pompous, contains many admirable specimens of a great variety of styles of writing. Ilis school was situated in St. Paul’s Churchyard, under the usual sign of “ The Hand and Golden Pen,” and so successfully did he then carry on the work of teaching, that he is said to have made as much as £800 a year—a very handsome income for a writing-master, considering the standard of money in those days.
Not to go further into these details, it may be sufficient to say that those curious in such matters will find, in an old book published in 1763 by Massey, himself a writing-master, an alphabetical list of the best known Professors of Writing, with an enumeration of their works, and a few particulars of their lives, which he dignifies with the sounding title of “A New Species of Biography, never before attempted in English.” The reader will there find the names of George Shelley and Charles Snell, both of whom, from Blue-coat boys, became celebrated writing-masters—the one at Christ’s Hospital, the other at the Foster Lane School; and also Robert More, champion of the Golden Pen ; George Brickham, author of the famous “ Universal Penman ”; and Joseph Champion, noted for “striking letters and flourishes by command of hand.” The work does not go beyond the beginning of the reigu of George III,, and therefore contains no mention of Tomkins, one of Snell’s successors in the Foster Lane School, to whom we are indebted for the “ large hand,” so well kuown to all schoolboys. Such was the skill of this writer, that the Royal Academy accorded to him the rank of “ artist.” His portrait, painted by Sir J. Reynolds, was bequeathed after his death to he City of London, and it i.s placed in the City Chamber, surrounded by specimens of his caligraphic art. Will any one learned in the antiquities of London please say what has become of that famous school of writing in Foster Lane, which has been from its foundation associated with so long a line of exceptionally clever writing-masters ? After Tomkins’ time we seldom hear of it, and all memory of it has now disappeared altogether. Foster Lane kuows it bo longer.
Such, in brief then, is an historical outline of English Penmanship ; an art which, since the invention of printing, first began to assume importance and attract attention in the reign of Elizabeth, and which reached its highest point of excellence in the latter part of the Stuarts or the early Georges. Since that time down to the present day, although its practice has been extended till it has reached the humblest class of schools, its culture as an art has to a great extent been abandoned. The consequence of this neglect is seen in the general carelessness and illegibility which mark the writing of even the best educated men of our day. Happily there are not wanting signs of a revival of interest in this important branch of school instruction, which our ancestors always regarded as an elegant accomplishment, and which, in a commercial country like ours, can never be disregarded without grave inconvenience to the transaction of business, and the general affairs of life.
( To be continued).
READ BEFORE THE COLLEGE OF PRECEPTORS.
By D. Nasmith, L.L.D.
(Concluded from page 164.)
It need hardly be said that the pupil cannot do this work of marshalling and classification for himself, or that each individual lc ¿e i ;■ cannot do it for him. It must therefore, if at all, be done for both by some third person. In my “ Practical Linguist ” series, I have endeavoured to work both for pupil and teacher, and by taking labour upon myself, have endeavoured to reduce the labour of each to the minimum. To secure this end, the following method has been adopted, viz.
I. The words of the permanent vocabulary have been arranged in the order of their numerical value, as ascertained by actual counting.
II. The various forms or moulds of expression have been evolved in the same order.
III. The various forms of the accidence and rules of syntax have also been brought forward and dealt with in the same order.
IV. By tabulating the accidence more perfectly than is usual in grammars, and by recourse to various types, the wall map of which I have spoken has been approximated as closely as was possible.
V. By contrasting each rule of syntax with the corresponding rule of English syntax, it has been sought to render each rule easy of appreciation and retention.
My aim, in the case of languages, has been to draw a broad line between instruction and education, by making the instruction as simple as possible, and at the same time placing in the hands of pupil and teacher an effective educational instrument.
By this system the eye is educated by close observation of individual words, and by contrast and comparison of accidence and rules. The memory has its fixed and assorted work ; the essence of the system being that constant repetition which secures the making fast of each step as It is taken. Reason is appealed to in the contrasted rules. The ear should be educated by close observation of the teacher’s pronunciation, which. I venture to say, should never be attempted by any one other than an educated native of the country the language of which is in question. It is ridiculous to attempt to teach pronunciation through the eye. It is next to impossible to meet with anyone who can speak a foreign language with the accent of a native.
In conclusion, as to languages, permit me to say that I rejoice to hear that it is proposed to introduce the study of French and German into our Board Schools. Independently of the social and commercial value of these languages, which is daily and rapidly increasing—which alone appears to me a sufficient reason for the teaching of one at least in every Board School, as a means of enabling the poorer classes to take situations in our commercial offices, but now too frequently filled by Germans—the study of foreign languages can undoubtedly be made an important instrument, if not the most perfect instrument, of education.
As instruments of education, aud as satisfying the fashion of certain sections of the community, Latin and Greek are doubtless of value. Speaking, however, for myself, I will say that I wish it had been the fashion in my schooldays to make French and German the instruments of my education, and to have given me instruction in subjects that must necessarily have proved useful throughout life.
As we canuot learn all things, it seems but common sense to learn subjects as well as words in the order of their actual utility. Being able to speak, read, write, and count, or while becoming able to do so, and having some notion of the size of the world aud our whereabouts upon it, one would suppose that, as our bodies are to be always with us in this flesh, and, we hope, our purses also, that our instructors would teach us something about animal phy iology, hygiene, disease, and political economy. Being governed by, and subject to, the laws of the land, it would not be unreasonable to give us, when young, some notion of rights, duties, and obligations, of crimes, torts, and breaches of obligation. But it is not so considered. In the wisdom of our rulers and masters, they say—For those things enquire of the doctor and the lawyer ; to us you may come for classics, English language and literature, French, German, Italian, Spanish, Hebrew, aud Oriental languages; history, whether scriptural, ancient, or English ; geography, mathematics, and natural philosophy; statics, dynamics, hydrostatics, astronomy, and optics; physics, chemistry, natural history, bookkeeping, moral and political philosophy, drawing and music. What more can you want ?
History.—I have said that, in my opinion, history is essentially an instructional and not an educational subject. That it ought to be so regarded and treated, appears to me to be obvious. But that it may be made an important instrument of education, is not less so. The difficulty, if any, which exists is in determining the proper method of dealing with the subject, so as at one and the same time to impart the greatest possible amount of information to the pupil with the smallest amount of labour on his part, aud at the same time to make the teaching of history in schools an educational instrument.
Though essentially a subject for instruction, in the sense in which I have endeavoured to distinguish instruction from education, it cannot be doubted that history is capable'of being made an educational instrument of the highest order. It may be made the means, not merely of storing the memory with interesting and useful facts, but of exercisingthe reason, maturing the judgment,expanding the mind, and ennobling the nature.
To accomplish this, the real value and use of history, is however no easy task. The instructor must be a master of his subject; he must, in short, possess information that it would be unreasonable to expect in any ordinary first-class teacher, whose subjects of information are necessarily too numerous to permit of great proficiency in any one subject, especially in such a subject as history. The history of any great nation is so interwoven with that of many other nations as to render it impossible to know the one without knowledge of the others. To call a sketch of the lives of our kings and queens, coupled with a narrative of our great military and naval engagements, and the most marked of our constitutional changes, the history of England is misleading, pernicious, and absurd. The history of a people is the history of the birth and growth of that people ; the history of the development of its material, its moral, and its intellectual powers and idiosyncrasies ; the history of its public and of its private law, of its internal and of its external relations. It is the grand panorama of the nation.
But is there no middle course—something between the utterly useless and the practically impossible? Is it not possible for every ordinary teacher of English history to instruct and at the same time to educate? I think it is, and with your permission I will indicate the way in which it appears to me that it may be done, and for this purpose I beg to direct your attention for a few minutes to my Chronometrical Chart of the History of England. That Chart is an attempt so to map out the history of England as to render it as a whole as perceptible at a glance as is England by a map of England. By the arrangements adopted, locality is made the chief aid to memory, not for the purpose merely of facilitating the retention of mere dates, but for the far more important object of showing the true relation of one period or event to another,
Before directing your attention to the chart itself, I will, with your permission, endeavour to make you realise the want it is intended to supply, I ask you to look at that large sheet of blank paper hanging on
the wall; I ask you to suppose it to be a map of England. I will not point to it or to any part of it, but will simply indicate three well-known places in.the orthodox method of geographies. They are these 54° 58'N. by 1°35'W.
50° 7' N, by 5° 31/ W.
51° 16' N. by 0* 32' E.
I have read these figures slowly, very slowly. It is, however, possible that they have not produced any very vivid impression upon the minds of many present.
I will now simply indicate three well-known places in another method, viz., by name. They are these, Newcastle, Penzance, Maidstone. There is possibly no person in this room whose mind’s eye upon this occasion did not travel as rapidly as I uttered those three words, first to the north, then to the south-west, and lastly to the south-east, and who could not blindfold have placed his finger upon the very spot that would show those names, were that blank sheet of paper in fact an elaborately detailed map of England. Why this difference? The figures 54° 58' N. by Io 35' W,, and the word Newcastle are but two different methods of indicating one and the same spot ; so with the others.
_ Permit me now, instead of three places on the map of England, to indicate three events in the history of England. They are these,
1215, 1474, 1689.
It is possible that these figures may have proved more acceptable than the former, and may have indicated the fact to which they relate ; for, by .frequent repetition, 1215 may have become inseparably associated with the Magna Charta, 1474 with the publication of the “ Game and Play of Chess,” the first book printed in England in the English language, and 1689 with the famous Bill of Rights ; yet I venture to think that neither of these important events has, in the mind of most, the local habitation enjoyed by Newcastle, Penzance, or Maidstone.
io give these and all other facts of English history as fair a chance of being not merely remembered, but appreciated, as any place in the geography of England, is the object of the Chronometrical Chart of the History of England, the principle of the construction of which I will now explain ; and endeavour to show that, by its use, English history may be made easy, interesting, and profitable alike to old and young.
The history of England involves three distinct periods of 1,000 years each—viz., (1) The 1,000 years immediately before the birth of Christ. Of the history of England during that period we know but little. (2) Ihe 1,000 years immediately after the birth of Christ, i.e., from the year A.r>. to the year a.d. 999, both included. The facts of this period with which we are acquainted are comparatively few. (3) The second 1,000 years of the Christian era, i.e., a.d. 1000 to a.d. 1999, both included. Of the last 119 years of this period we know nothing. They are years to come. With this period of 1,000 years, the last 119 excepted, we are fairly familiar. These 1,000 years may, in short, be said to cover the period in which the English historian is mainly interested. But, though mostly interested in the history of the third thousand years, the two other periods of a thousand years each must be dealt with in any book, or represented upon any chart, that professes to treat of the entire history of England.
My Chronometrical Chart of the History of England is consequently divided into three separate, though in this instance unequal parts, each representing a period of 1,000 years.
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B. C. | ||||
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A.D. to A.D. 999. | ||||
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A.D. 1000 to A.D. 1099. | ||||
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1100 |
1200 |
1300 | ||
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1400 |
10 |
20 |
30 |
1600 |
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40 |
50 |
60 | ||
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70 |
80 |
90 | ||
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1700 |
1900 | |||
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i i 1 B 1 1 1 | ||||
The 1,000 years B,c. are represented by the small space in the centre of the Chart, at its head. The iecond 1,000 years, i.e., a.d to 999 years arc represented by the band immediately under the iast-mentioned space, This band is divided into 10 parts of 100 years each, and each
100 years is subdivided into 10 parts of 10 years each, so that the smallest division of this period is a space representing 10 years.
To the third 1,000 years the remainder and bulk of the space of the Chart is divided, and with it the real principle of the Chart commences, which may be explained as follows :—
It is obvious that a period of 1,000 years may be represented by a square, and that, as 1,000 years are divisible into 10 periods of 100 years each, the square may be divided into ten equal spaces. If the first period of 100 years is represented by a band, and the remaining 9 periods of 100 years by 9 squares, the band and 9 squares may be so adjusted as to show the one large square divided into 10 equal parts of 100 years each. It is obvious that each of the 9 squares of 105 years each may be subdivided into two parts of ten years each, or into a band and 9 squares af 10 years each. Lastly, it is obvious that each square representing 10 years may be subdivided into 10 equal periods of 1 year each, or into a band and 9 squares of 1 year each.
It will be observed that this method of dividing, arranging, and subdividing produces two results of a most interesting and useful character, viz., (1) The locality at once indicates the exact date of the year, e.g., reading from left to right, the fifth large square represents the period 1,500 years to 1599 ; the fifth smaller square therein, the period 1550 to 1559 ; the fifth still smaller square therein, the year 1555 ; the seventh square represents 1700, the seventh in it 1770, the seventh in it 1777, and so on throughout. Half-an-hour’s study could not fail to enable any ordinary person to state the date, the moment the pointer falls upon any spot. (2) Each like period has assigned to it an equal space ; thus, whether it be 100 years, 10 years, or 1 year, that period is represented by an equal space in each period of the 1,000 years. This is a matter of the greatest importance to the student of history, to whom it is as essential to be able accurately to distinguish barren from fruitful periods, as it is to the geographer to know the discovered or uninhabited portions of the globe, equally with the discovered and inhabited. The globe or the map can do this, the book cannot, otherwise than in so imperfect a manner as to be practically useless.
These are the two great features of the Chart. There are, however, others of importance, and possibly more striking. The first is the colouring. Each dynasty is coloured differently, Thus, the Plautagenet are coloured yellow, the Tudors green, the Stuart’s pink, the House of Brunswick red. The Commonwealth has no colour. In this way the position and duration of each dynasty is seen at a glance, and their relative position so determined as to render it almost impossible ever after to confuse them.
Upwards of 3,300 events are chronicled on the Chart.
By the use of different types, signs, and symbols, each class of matter has been kept distinct, space economised, and confusion avoided.
A FRIEND, our dictionary tells us, is “ one loving or attached to another, an intimate acquaintance;” and friendship, <:the state of being friendly, intimacy from mutual esteem, friendly assistance.” There is much, very much, in a name. We talk collectively of “ all our friends;” but when we come to consider them over individually, how many can we really call “ our friends,” in the best acceptation of the word ? We may have a large circle of acquaintances, and term them friends; but are they such in reality ? Have we even as many real friends as we think we have'? “A faithful friend,” we are told, “is better than gold, a medicine for misery, an only possession.” And Addison says, “ that talking with a friend is nothing else but thinking aloud.” I take it this would be one of the severest tests of friendship ; if we could babble on of our inmost thoughts aloud to our friends, then he, or she, must be indeed a true friend. Or else we must be very more trustful of human nature than the average man or woman. It is not necessary, however, to put such a test, even in imagination, to friendship ; for many—very mauy—are worthy the name of friend, though we might shrink from laying bare the secrets of our hearts before them. There is only one friend to whom we can thus confess ourselves, and that is the “ friend ” that sticketh closer than a brother.” Such we cannot find on earth, though earthly friendship is sweet, when found, and cheers us onward through this world more than anything else. But beware of profession. A friendship that does not perpetually assert itself is the most sincere, and the most to be depended on in times of necessity. Feltham bids us “ take heed of a speedy professed friend,” and adds “ that love is never lasting which flames before it burns.” And this is true enough. How many people we meet who, even on first acquaintance, before they have the claim of intimacy, gush, as it were, at us, call us “ dear,” insist on— if we are women and they are of that sex—kissing us on both cheeks, pecking at us in a little insincere way on every possible occasion. This is one of the failings of the sex—gushing friendships, which too often end in absolute indifference, if not positive dislike. Men do not descend to these rapid friendships, and—must we say it ?—their friendship is more to be depended on. They do not cut up and fritter away their sympathies as much as women do, and therefore it is that their friendship is more worthy the name. I am speaking generally, and would not for a moment be thought to cast a slur on women friends, for very often they are staunch and true ; but then these are not the women who gush over others in public, but keep their sympathies fresh for the few they really consider near and dear to them. “ He who hath many friends hath none,” says one wise man, and another caps it with “ Eriends but few on earth, and therefore dear.”
Strong friendships must be the growth of years, gradually strengthening with time. If we can count a few friends among the crowd of acquaintances we know, or even one on whom we can really depend, then we may consider ourselves happy indeed, for we have found a jewel of great worth, and should study to preserve its beauty intact while our life lasts.
FULL NOTES OF A. LESSON ON CAUSES WHICH DETERMINE CLIMATE.
By J. Walker.
MATTER.
METHOD.
By way of introduction the teacher may ask the class to mention countries having opposite climates, stating that a consideration of the causes producing these differences is to be the subject of his lesson.
1 Shew that by this is meant the geographical position of any country with reference to the Equator.
5 Illustrate by imagining a candle or some source of light, held in front of a globe.
3 i.e., the air becomes rarer.
4 Shew that the elevation of countries near the Equator tempers the fierceness of the tropical heat, and ask for examples. (See Guyot’s “ Earth and Man,” 7th ed., p. 39.
5 Compare the interior of Russia with the British Islands, by way of illustration.
r, The Ghauts of India may be mentioned as an illustration of this ; also the Scandinavian range,
7 Ask for other examples, and for examples of countries oppositely situated.
8 Ask for illustrations in proof. In our own country a west wind brings rain (why ?) ; an easterly one is dry (why ?)
9 Explain these qualities and ask for bodies possessing them.
MATTER.
METHOD.
10 Refer by way of illustration to the backwoods of Canada, and the forests of the Amazon.
11 Gr. isos = equal and £fof0i=8ummer.
12 Gr. isos =* equal, and ehiemon = winter.
13 Gr. isos — equal, and theme heat.
I. What is meant by “climate?”
“ Climate is a very complex matter, and one dependent on a great variety of conditions. It includes the temperature of the air at various times and seasons ; the direction and force of the winds that prevail; the liability to storm ; the amount of humidity in the air at various seasons ; the quantity of cloud, mist, and raiu, the distribution of rain, and the varieties of electrical condition.” (Ansted’s Physical Geog., p. 288.)
II. Causes which determine it.
(1) The Latitude of a country.1 The countries within the Tropics experience the greatest amount of heat, because here the sun shines vertically, and its rays are therefore more powerful. Consequently, as we travel north or south, the heat diminishes, a greater number of the sun’s rays being spread over a larger surface.2
(2) Elevation or Altitude. As a general rule it may be accepted that a decrease of 1° Fahr. takes place for every 350 feet of ascent ; but this is not uniformly the case, for the prevailing winds, slope of a country, and proximity to the sea, all act as modifying circumstances. This diminution of temperature is owing, partly to the rarefaction3 of the air, and partly to the fact that the greater the elevation of a country, the further is it removed from the heat reflected by the earth’s surface.4 Hence, a traveller in ascending the Andes, may pass from a region of equatorial heat to one of Arctic severity.
(3) Proximity to the sea. It was stated (Lesson VII.) that the ocean preserves a more equable temperature than the atmosphere. Hence it follows that the nearer a country is to the ocean the more is its softening influence felt, while, otf the contrary, countries inland, though in the same latitude, experience a degree of cold much more intense. Hence we have two kinds of climate—Insular and Continental.° As illustrations of this statement it may be mentioned that London, though further north, enjoys a milder winter and cooler summer than Paris, and in proceeding from the West of Europe in an easterly direction, a greater degree of cold is felt.
(4) The slope of a country, i.e., the aspect it presents to the sun’s course. Generally a north aspect is cold, while a south is warm, the reason being that the latter receives the heat of the morning and noon-day sun, while the former has the feebler rays of the afternoon and evening.
(5) The direction of mountain chains. This is a very important consideration in regard to climate, for the position of a mountain chain may affect a country in either of two ways, e.g., it may intercept and condense the vapours of the atmosphere, thus causing a rainfall on one side, while the side more remote is dry;0 or, it may shelter from the winds; e.g., the Alps protect the plains of Lombardy from the cold north winds, and the Himalayas the plains of India from the winds blowing from Siberia.7
(6) The prevailing winds. That these should influence climate will be obvious from the fact that the character of a wind depends upon the country whence it comes,8 Great Britain would, to a great extent, lose its insular climate, if its prevailing winds came across the continent, instead of from the Atlantic.
(7) The nature of the soil. Different varieties of soil have their different powers of radiation and absorption.9 One soil acquires heat more readily and keeps it longer than another ; another allows the descending rain to penetrate into its depths, and thus it becomes saturated with moisture, from which exhalations arise, producing a humidity or dampness in the surrounding atmosphere, and thus lowering the temperature. Clayey or marshy grounds have this effect, while those which are
light and stony tend to make the atmosphere salubrious.
(8) Cultivation of the soil. “ In countries
to which the labours of civilized man have never been extended, the rivers, spreading themselves over the low grounds, form pestilential marshes and forests ; thickets and weeds are so numerous and impenetrable as to prevent the earth from receiving the beneficial influence of the sun’s rays. The air, from these causes, is constantly filled with noxious exhalations.10 But by degrees, the continuous and well-directed efforts of the colonist, have produced wonderful changes, and large territories have in this way been reclaimed and made subservient to man.”
(9) The annual quantity of rainfall. “ In general, more raiu falls in islands and on sea coasts than in inland districts, among mountains than in level districts, and within the tropics than in the other zones ; the great heat which prevails in the equatorial regions, causes the amount of evaporation to be much greater than in higher latitudes, and hence the atmosphere becomes charged with a greater quantity of moisture.” (Hughes’Phys. Geog., p. 207.)
Remarks. Lines on the may connecting all places having the same mean summer temperature, are called “ Isotherals.”1 1 1 hose connecting placeshaving the same mean winter temperature, “ Isocheimonals,”1 2 Thoseconnecting places havingthe samej/im/j annual temperature, “ Isothermals.’,)l 3 N • B.—For additional information on the above subject, the teacher is referred to Hughes’ Phys. Geog., pages 200-211.
The following are some of the questions set by Inspectors at the Result Examinations in the schools of the District of Westland, New Zealand :—
ARITHMETIC.
Sixth Standard.
1. (a) Resolve 7203 and 9604 into their prime factors ; (5) Find their
L.C.M. and their G.C.M,; (c) Reduce the fraction to its lowest terms ; (d) Can you find the hcast Common Measure of two or more numbers ? Give a reason for your answer. 2. Determine, by an examination of their denominators, and without otherwise trying them, which of the following fractions will produce terminating, and which circulating decimals :—f, la, £-9-, -£L. Give a reason for your
decision. ^ 3. (a) 1872 x •0114 x -00003 x 70000; (b) •952576 4- 976 ; (c) '097745 -f '042 ; (d) Reduce £10 6s. 7£d. to the decimal of £6.
4. Find the present worth and true discount of a bill for £120 5s., drawn March 25th at 8 months, discounted August 20th at 5 per cent. 5. What must be the market value of 3 per cent, stock, in order that after deducting an income tax of lOd. in the £, it may yield 3£ per cent' interest? 6. A straight plank is 3J inches thick, and 8 inches broad. What length must be cut off so as to contain 3£ cubic feet of timber ?
7. A rectangular grass plot, 50 yards long and 32 yards wide, is surrounded by a gravel path 6 feet wide. What will be the oost of gravelling the path @ 2d. per square yard, 8. For what sum must goods worth £4800 be insured at 3 per cent,, so that in case of loss the owner may recover both the value of the goods and the premium ?
Fifth Standard.—1, There are two numbers—56 and 65. By how much is the sum of their squares less than the difference of their cubes ?
2. Find a second proportional to 74 : ? : : 30 : 21 ; and a fourth proportional to : 30 : : 30 : ? 3. How many men can complete a trench 135 yards long in 8 days, if 16 men can dig 54 yards of the same in 6 days ? 4. Find the value of 19cwt. lqr, 181bs. at £42 17s. 3|d, per ton. (Practice.)
GEOGRAPHY.
Sixth Standard.—1. Name and describe the positions of the principal Capes in the South of Asia. 2. Name the highest and the lowest known spots on the surface of the earth, and compare their heights with the level of the sea. 3. Describe some of the changes effected on the surface of the earth by the agency of water.
Fifth Standard.—4. Name the principal Mountain Chains surrounding and crossing the great central Table Land of Asia. 2. Give the Boundaries of (a) Prussia, (&) Belgium. 3. Give the situations of the following places, and state how they are connected with British History:—Algiers, Balaklava, Zutphen, Ghent, Preston Pans. 4, Labrador and Britain are situated in the same Latitude. Describe the climate of the two places, and account for the difference.
ENGLISH HISTORY.
Sixth Standard.—1. Give a list of English Sovereigns, from Egbert to Richard II., with the relation of each to his predecessor. 2. What claims had Harold and William respectively to the Throne of England
Which was banished by the
II. Anglo-Saxon.
Which was gradually changed by
1. Contracting
Words.
2. Omitting inflec
tions.
3. Adopt ing French
into
III. Anglo-Norman.
IV. Old English.
V. Middle English
VI. Modern English.
3. Give a short account of the reign of Henry II. 4. Name some of the principal advisers of Charles L, and what was tlicir fate. 5. Relate briefly some of the principal events of George I. How was he connected with the House of Stuart? 6. Mention some of the domestic events of the reign of Queen Anne ; or write a short description of the Dinner, or “ Noon-meat in an old English Chieftan’s Hall."
Fifth Standard.—1. What was the cause, and what were the results of the Battle of Tenchebray ? 2. How and when were the rival houses of York and Lancaster united ? 3. When, by whom, and why was the title of Defender of the Faith first bestowed upon an English Sovereign ? 4. Give an account of the “Massacre of Glencoe.” GRAMMAR AND COMPOSITION.
Fifth Standard.
7 Correct any errors you can discover in the following sentences, and give reasons for the corrections :—
1. Both mushrooms and toadstools grow in the fields. These are wholesome ; those are poisonous. 2, I have been waiting this two hours. 3. Let each of the boys in their turn repeat their lessous. 4. Write at full length the Present, Perfect, and Past Tenses, Indicative Mood, Active Voice, of the verbs Do, Fly, Rise. 5. Write a paraphrase on eight lines of the Village Preacher, “The long remembered,” to “ Fields were won.” P. 191, No. 5, R. R.
OUTLINES OF LESSONS ON THE ENGLISH LANGUAGE.
By John M‘Lean, Footscray.
No. X.
Etymology treats of the derivation, classification, and inflexion of words. Derivation of the English Language. Historical View. Stages—
f Introduced by Celts before the historical era, at a \ date subsequent to the Turanian, and prior to the I. Keltic. J Presont Aryan occupation. Spoken in North of
) England till A.D. 1100, in Cornwall till 1500, and in West Wales, Scotland and Ireland till the pre-( sent day.
Roman Latin, introduced at the beginning of the Christian ora (Caesar B.C. 55, Claudius A.D. 43, Mona taken by Suetonius 61.)
Continued for centuries the language of officials and towns, like the English language now in India. But it never affected the speech of the mass of the people in Britain, as it did in France and Spain for instance, where by amalgamating with the native Keltic it formed French, Spanish, &c.
Introduced between A.D. 450 and 550 by the Jutes under Hingist and Horsa,
Saxons under Ella and Cerdic, and Angles under Ida—continued the dominant language of the country for five centuries.
EcclesiasticalLatin, introduced by Monks under Augustine, A.D. 600
Norse introduced by Danes, A.D. S00.
Norman French ,, ,, Normans, 1000.
Spoken in England during 11th & 12th centuries. ,, „ 13th & 14th „
>> ,j ,, 15th & 16th ,,
>> >> ,> 17th century till now.
(Concluded from page 165 J
The etiquette observed is to accompany the gentleman to the lady, who, if seated, does not rise, and say, “ May I,” or “Allow me to introduce Mr. Sinclair—-Miss Grant, Mr. Sinclair.” ' Whereupon both bow, but do not shake hands, the introducer then retires, and the introduced at once enter into conversation. It is always the part of the lady to make the first intimation of recognition at their next meeting. A gentleman must not either bow or shake hands with a lady until she has made the first movement; neither must he, under any circumstances, fail to return her courtesies. If he meet her in the street, and sees she wishes to speak, he will immediately turn and walk in the direction in which she is going ; if on horseback, he will dismount and lead his horse, and walk by her side, for on no occasion is it permissible for a lady to stand while talking in a street. In a large town, and in busy, crowded thoroughfares, a gentleman escorting a lady may offer his arm ; but in the country this is not allowable. In the days of our Dutch king, it was customary for a gentleman when walking beside a lady to carry his hat in his hand or under his arm. The practice of walking arm-in-arm appears to be quite of modern date. When two or more persons walked together, it was formerly the custom to hold each other by the hands. In the twelfth and thirteenth centuries it seems to have been the height | of gentility to hold the lady by the finger only. If by any mischance I a lady is in a crowd, the gentleman should precede her, in order to clear a path for her, and try to shield her as much as he possibly can from rude encounters; for on such-likc gatherings honest John Bull thinks he ; does not show the true spirit of liberty unless he jostles, squeezes, and pushes his neighbours about as much as possible. A gentleman 'will j follow a lady up and down stairs ; he will get out of a carriage first, and offer his hand in order to assist her to alight; he will not use slang expressions when conversing with her ; he will never smoke in the presence of a lady without first obtaining her permission, and if, when smoking out of doors, he meets any lady, be she friend or foe, he will take his cigar out of his mouth while passing her. “ To be sure,” says Dr, Johnsou, “it is a shocking thing blowing smoke out of one’s mouth into other people’s mouths, eyes, and noses.” The custom of withdrawing the glove before shaking hands with a lady is now a thing of the past. It originated in the knight taking off his iron gauntlet, which would have hurt the hand of his faire ladye. No longer do we see gentlemen carrying a creased glove, or wearing one unti dily large, in order to avoid the awkwardness of keeping the lady waiting while lie drags it off. The well-fitting, tidy, comfortable one has taken its place, and may it long retain it 1
As grace should attend all the movements, whether of man or woman, the manner of bowing, shaking the hand, walking, and speaking should be at once refined and elegant.
The bow should be a graceful bend, or inclination of the head ; not a hasty movement, nor a stiff jerk. A gentleman should raise his hat, indeed take it off his head, but not with a flourish, nor seize it with a sudden dash, as is now so often seen. There is great art in making a bow, dignified and stately, but at the same time neither stiff nor awkward ; and how much more difficult is it than people suppose to shake hands well !
In what a variety of ways are our hands shaken in the course of the year, and how few of those ways are pleasant ones ! Sometimes our hands are seized and violently agitated to and fro ; at others, a limp, nerveless something is dropped into our outstretched palm, which shows no sign of life while in our possession. There are people who, from no feeliug of affection, but simply from a vicious habit intended to express heartiness and cordiality, squeeze your fingers until the rings upon them enter into your flesh. Others—and I think this the most trying ordeal—retain your hand in theirs for a length of time, and ever and anon give it a little shake by way of adding empressement to their enquiries about your welfare. This latter custom is a very old-fashioned one, but now and again one is rendered uncomfortable by encountering it. No ; each of these forms of hand-shaking is most irritating and objectionable. Take the hand offered yon firmly ; be careful to grasp the hand not the fingers merely, which has a ridiculous effect; give it a geutle pressure, and then relinquish it; do not lift it up to shake, neither let it drop suddenly—heartiness and cordiality should be expressed, without the slightest approach to boisterousness.
I have often heard people say, “I can tell whether a man is a gentleman from his walk.” I know that servants can be distinguished by the short abrupt steps they take ; so, doubtless, a true lady can be discovered by her manner of walking. The following forms one of a code of manners drawn up by a Frenchman for the benefit of his countrywomen iu the thirteenth century “ Do not trot or run, and as you walk look straight before you with eyelids low aud fixed, looking forward to the ground at five toises (thirty feet) before you, not looking at- or turning your eyes to man ur woman who may be to your right or left, nor looking upwards, nor changing your look from one place to another, nor laughing, nor stopping to speak to anybody.” It does not appear that this strict rule was for the special use of nuns or any religious body, but intended for the well-bred lady of the time.
But to return to “ y0 maiden of our own day let her step be firm and her gait steady, let her not walk in too great a hurry, nor yet drag slowly along. Let her arms move with the natural motion of the body ; they must neither swing to and fro nor dangle by the side.
“ Grace was in all her steps,
In every gesture dignity.” •
A man’s walk should differ from a woman’s in that he should take a longer step, but steadiness of carriage and firmness of tread are as necessary in the one as in the other. Horace Walpole is described as always entering a room with knees bent and feet on tiptoe, as if afraid of a wet floor ; but we are told that this affected style was quite d la mode in his day.
In the house a woman is allowed much less freedom of posture than a man ; he may change his position in an infinity of ways, lounge and loll, cross his legs, do anything but sit ou the edge of his chair or clasp his hands round his knee ; but a woman must sit still. Addison thought that the one great end of a lady’s learning to dance was that she might know how to sit still gracefully. The hands, if not occupied, are so apt to fidget either with each other, with some part of the dress, or face. Very often it is a nervous habit; but from whatever cause it may arise, it should be at once and finally repressed.
One more remark I must make before I close the chapter,and that is on conversation. “ The tone of'good conversation,” says Rousseau,“ is flowing and natural; it is neither heavy nor frivolous ; it is lively without noise.” The art of conversation consists as much in listening politely as iu talking agreeably ; therefore never interrupt any one who may be speaking to you, and at the same time do uot let your eyes wander to other objects, but keep them on the speaker, avoiding, however, the rude stare. We should never be demonstrative in our actions while speaking, nor should we either talk loudly or laugh boisterously; and the Persians say of noisy, unreasonable talk, “ I hear the noise of the millstone, but I see no meal,” Whispering is a great breach of good manners. It is young
People, generally speaking, who commit this breach. Youth and high Spirits, together with love of fun and frolic, make them forgetful or oblivious of the feelings of others, and they indulge in this reprehensible and rude habit—for rude it most undoubtedly is. Who has not seen a knot of young people cluster together in the corner of a room, and begin first to whisper and then to giggle ? It may be that nothing was further from their thoughts or lips than to make remarks upon the company present; but such conduct always produces the impression on the minds of those outside the clique that they are the subjects of those comments, and perhaps the objects of ridicule. Therefore, however strong the desire may be to have private fun and amusement, or to communicate secrets, it must not be given way to in public.
Happily for us, general society is not made as uncomfortable by this style of behaviour as it used to be ; for the following description of the misery endured by a gentleman at an evening party, written fifty years ago, would be deemed a highly exaggerated one now :—
“ On my arrival the ladies indeed rose ; but when I was seated they grouped themselves in a corner and entered into a private cabal, seemingly to discourse upon points of great secrecy and importance, but equal merriment and diversion. Their conversation was confined wholly to themselves—it was a continued laugh and whisper ; a whole sentence was scarce ever spoken aloud ; single words now and then broke forth, such as ‘ odious, ’ : horrible,’ &c. My friend seemed to be in an uneasy position at his own table, but I was far more miserable. I sat mute, and seldom dared to raise my eyes or turn my head, lest by some awkward gesture I might draw upom me a whisper or a laugh.” I should not have remarked upon this habit had it been an obsolete one ; but it is by no means uncommon now.
Would that the speaking voice were as assiduously cultivated as the singing voice, and then the nerves of our ears would not be so often jarred by harsh and unmclodious talking ! “ Her voice was ever soft,
gentle, and low—an excellent thing in woman.” That it is a question of culture we may be sure, by observing that all those who speak on the stage have sweetly-toned, pleasant voices, and this could not be natural in every case. Our two Queens Anne and Mary were both distinguished for their clear and distinct pronunciation, their sweetness of intonation and grace of enunciation ; these important accomplishments they derived from the instructions of Mrs. Betterton, an actress.
And then again, what pleasanter sound than a musical laugh ? and yet how seldom do we hear one ! Goldsmith asserts that a loud laugh bespeaks a vacant mind, and Carlyle writes in his quaint way, “ Few are able to laugh what can be called laughing, but only sniff and titter from the throat outwards, or, at best, produce some whiffling, husky cachinnations, as if they were laughing through wool. Of none such comes good.” Without endorsing this sweeping assertion, we may earnestly recommend the culture of a well-modulated voice and musical laugh.
But, alas ! what avails the sweetest-toned voice, if the language is not correct and refined? In the words of Ruskin, “A well-educated gentleman may not know many languages—may not be able to speak any but his own. But whatever languages he knows, he knows precisely; whatever word he pronounces, he pronounces rightly—above all, he is learned in the peerage of words; knows the words of true descent aud ancient blood at a glance from words of modern canaille.” Not only should the rules of grammar be attended to strictly, not only should the “ poor letter H ” be always put in its right and never in its wrong place, but care should be taken lest words and phrases should be introduced unconsciously into our conversation, which are offensive corruptions of the English tongue. And to quote Ruskin once more, “Vulgarity is indicated by coarseness of language, but only so far as this coarseness has been contracted under circumstances not necessarily producing it. There is no vulgarity in—
‘ Blythe was she but and ben,
And weel she liked a Hawick gill,
And leugh to see a tappit hen
but much in Mrs. Gamp’s inarticulate ‘bottle on the chumley-piece, and let me put my lips to it when I am so dispoged.’ Provincial dialect,” he goes on to say, “ is not vulgar, but Cockney dialect is so in a deep degree, because it is the corruption of a finer language continually heard.” This ignorance or want of taste meets with a sharp rebuke in the pages of the Tatler. The fashion of abbreviating words, of making one word out of two, and pronouncing the first syllable only, in a word that has manjq is strongly censured. This reproof was directed against the use of such words as “ phiz,” “coz,” and the like, then in vogue. We may, in like manner, condemn as wholly objectionable the use of those barbarous mutilations of phrases such as “ thank you,” which has been condensed into “ thanksand also lift up our voices against the shortening of “ invitation ” into “ invite.” The constant use of the word “ lady ” and the term “ lady friend ” is also objectionable. It is to be presumed that all our female acquaintances are “ladies.” A writer sarcastically observes, “ There is scarce one woman to be met with ; the sex consists almost entirely of ladies.”
CHRONIC DISCONTENT.
Op all the paradoxes with which this human nature of ours abounds, none is so odd as the pleasure which some people find in making themselves miserable. They must find pleasure in it, else they would not do it; for it is as natural for men to seek after happiness in life as it is for plants to turn to the light. Hence we all more or less consciously do those things, encourage those thoughts, and fall into those habits of mind and temper which please us most, suit best with our nature, and cost us least trouble to establish. The- chronically discontented hug their discontent as the cheerful hold fast by their good humour. They give way to their ill-tempers as an easier, and therefore pleasanter,
process than conquering them would have been ; and they find more satisfaction in railing at what is amiss—idle railing, mind you !—not vigorously setting themselves to mend it by their own exertions ; which would be a rational kind of discontent enough—than they would have in praising what is well-fitting. Turning their attention from what is ugly and disagreeable, and fixing it only on what is harmonious and delightful, is not part of their philosophy. It pleases them more to condemn than to commend ; and, like all human beings, they do that which gives them most mental enjoyment.
I he most depressing companion in the world is one who has given up all attempt to find wholesome happiness in the conditions in which she lives; who is for ever looking for impossible perfections; who will not be content with her roses because the stalks have thorns ; and who tuinks herself exceptionally ill-used in that she has to bear the lot of all other daughters of Eve—of the general family of mankind—in the stress, shortcomings, disappointments and sorrows to which we all are subject. She makes everything minister to her discontent. If she lives by the seaside, she hates the seaside, and can see beauty neither in the rolling billows, with their passionate crests dashing against the rocks heaven-high, nor in the tranquil sleep on the summer ripple. She quotes those lines which blaspheme the “ cruel, crawling, hungry, foam,” till you are weary of the iteration ; and expresses herself as yearning for the leafy glades and deep, dark tranquil woods, the flowerful lanes and prosperous pastures of an agricultural country. Translated there she suffocates—pines for breezy uplands, for the vigorous breath of the wide moorlands, the magic charm of the mountains. And when there she droops her lip and suggests fretfully the sunny south—Italy or Algeria—and talks of herself as a blighted kind of being, because she was born in England and not in Naples, and has to be more familiar with snow and ice than with sunshine or the sirocco. The same kind of thing goes into her husband’s profession. Is he a man of business, doing his work honestly and laboriously in his office in the City ? She sighs as she confides to all her friends in turn her knowledge of the mistake that she made when she married a merchant rather than an artist, a stock-broker instead of a clergyman. Is he an artist, who is struggling gallantly against the thousand difficulties which beset a man whose bread comes from the luxury, the margin, and is not made out of the elemental necessities of society ? Rhc says painting is a miserable profession, and a wretched kind of thing when done ; and she wishes that she had married anyone in the world rather than an artist, who has to submit to the caprices of fashion, the insolence of picture dealers, and the insufferable patronage of picture buyers. Besides, she hates sitting as a model, and she will not allow her husband to have any other. A doctor gives her pangs of jealousy scarcely to be borne when his patients are young, beautiful, and interesting. And then the night work ! and the uncertainty ! You never know Waen you are safe, she says, with an injured look. That horrid night bell ; how she dreads the sound of it i And sometimes a summons comes in the middle of dinner. People arc so inconsiderate ; they never think of anyone but themselves ! And all those women who come with nothing whatever the matter with them, just to make love to her husband, and turn his head even more than it is turned already ! And so on with everything. The whole scale is constructed on the same principle of self-pity, discontent, and depreciation ; and she thinks that she is worried by circumstances when she is only annoyed by herself and her own peevish nature.
Such a woman as this, having gone through the two extremes of poverty and wealth, has been known to be equally discontented in both. When poor, the litany of her complaints was practically endless. Phe had to live in a second-rate part of town, and to have only a skimped share of social amusements. Her dress was a constant source of vexation and reproach, and it was made a crime in her husband when she could not buy an expensive gown on which she had set her heart, or a May-day kind of bonnet that would have made her the belle of the garden party. She sighed for riches, as others might sigh for love, for the safety of their dearest, for the success of their great life’s venture. It was horrible to her that she could not queen it with the best, and that she was obliged to consider those miserable sixpences and shillings which her friends and playfellows flung away without a thought. There seemed to be some reason for, if but scant philosophy and rather despicable sentiment in, her complaints during these years of comparative poverty ; but when the change came, and money flowed in by streams where formerly it had merely dribbled through the arid soil by scanty drops, then the true spirit of her former discontent came not. She was no better off now than in the early poverty-stricken days. She lamented over her wealth as she had lamented over her penury ; found the burden of administration more than she could bear ; quite shuddered at the tremendous cost of housekeeping ; with ten thousand a-year could not afford herself a pint of champagne for luncheon ; hated town and longed for the country. When the change was made, the town house given up, and the country mansion bought, fitted up and furnished at great cost, she hated the country and longed for the seaside. When the mansion in Hertfordshire was abandoned, and the mansion in Brighton prepared, she suddenly developed a tendency to consumption which the air of Brighton increased, and came back to London as the only place where a civilised Christian could live. But the house chosen by herself was exactly everything that she most dislikee—the furniture was horrible, for all that she bad been the sole arbiter under the guidance of the best art.-upholsterer in London—the society in which she moved was detestable, and her money was a millstone round her neck, dragging her deeper and deeper into the murky waters of chronic discontent. Still she was happier in this chronic discontent than she would have been in checit'ul acceptance of the various phases of her fate; and she cherished it carefully, and made her friends wonder daily at her choice of happiness.—The Queen, March 12,
Victorian Education Department — Appointments and Promotions 187 University of Melbourne— Matriculation Examination ...
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death.
Boyle.—On the 16th of May at her residence, Orr Street, Carlton, Anne relict of the late Mr. Charles Boyle, formerly of County Cavan, and mother of Mr. Thomas Boyle, teacher of State School, No. 888, Camberwell. May her soul rest in poace. Amen:
Australasian âkfrfffflmaster.
PUBLISHED EVERY MONTH.
MELBOURNE, JUNE 8, 1881. That the time is drawing near when the Legislature will insist upon teachers being enrolled among legalised professions must be apparent to all who have watched the progress of educational development. The bill recently introduced into the House of Commons, at the suggestion of the College of Preceptors, when the favor with which it has been received are indications of the growth of a public sentiment upon the question. For this public sentiment we are indebted to the unions which have been formed among British teachers, and to the noble institutions to which these have given birth. As the sympathies of educationists have become more widespread the isolation of teachers has decreased. Associations for the purpose of drawing public attention to the subject of popular education, and with a view to improve the states of teachers, have been multiplied. At the twelfth annual conference of National Union of Elementary School Teachers, the President expressed the pleasure it gave him to know that every year showed an accession to the strength of those who had banded themselves together for the advancement of objects which were not less important to the community at large than to teachers them
CONTENTS
An Historical Sketch of English Penmanship... ... ...
Economic Methods of Teaching Friends and Friendship ...
Full Notes of a Lesson on Causes which Determine Climato ... ... ...
Outlines of Lessons on the English Language ......182
ANSWERS TO CORRESPONDENTS.
An Old Teacher,”—Your surmise is correct. The passage referred to in the article by “ Scotins ” would not have been admitted had it been noticed. It is far from the truth to ssy that Inspectors are influenced in their examinations by secret instructions issued for the Department.
“ W. W. Birrell.”—Received.
“D’Abcy C. Scar.”—March, 1S81.
“Miss M. James.”—January, 1881.
selves. “When the Union first met, in 1870, it consisted of but twenty-six associations, numbering in all four hundred members. To-day there are three hundred and two associations, with a membership of eleven thousand eight hundred and ninety two—a roll small indeed compared with that of some of the Trade Unions, but more than equal to the most influential of the other professional guilds. But, large as the number of enrolled teachers is, they are but a moiety of those engaged in the work of instructing the youth of England. At present there are thirty-six thousand three hundred and thirty-two elementary teachers, with thirty-six thousand three hundred and three students and pupil teachers in England and Wales alone, or one teacher for every three hundred and fifty persons in the kingdom. In attendance on the ministrations of.this formidable army of instructors there are three million one hundred and twenty-two thousand six hundred and seventy-two children, who, it is not too much to say, will be more or less influenced for life by the lessons learned from the seventy-two thousand tutors and governors whom the nation has set apart for their training in elevating morals and polite letters.” “Notwithstanding all,” said the speaker, “the social position assigned to persons engaged in the work of teaching was but a humble one, and not at all commensurate with the importance of the functions they performed in the State. This is no doubt true, but a rapid change is taking place in the public mind on the subject. The press, as a whole, is favourable to the creation of a Schoolastic Profession. The London Standard refers to the improved condition of education and claimsof teachers in thefollow-ing terms :—“Of course, since education has been made either directly or indirectly compulsory, a broader sympathy has been created for the teachers inthehearts of the people. The schoolmasters,moreover, have also,as a rule,greatly improved on the model set by their predecessors. They are now fairly competent \ the School Inspectors’ system of artificial selection speedily bringing about the survival only of the fittest. In Scotland the system of pai’ish schools, and the wide-spread appreciation of their work, made the Education Act almost a work of supererogation. But in England matters were in a much more backward condition. Prior to the recent Education Acts, there was no such thing in England as a parish school. Every school beyond charity schools was more or less voluntary in its character, and endowed, if at all, by private benefactors. The village schoolmaster was the failure of every calling, and often
the ne’er-do-weel of many false starts in life.....The
qualifications of the old-fashioned Pedagogue for the serious office which he undertook were frequently of much the same nature as those of Steele’s friend who practised cutting for the Cataract, on the strength of having lost an eye in the Emperor’s wars. When Gibson sarcastically remarks that Erasmus “learned Greek at Oxford and taught it at Cambridge,” he sneered at a great man for doing what many little ones did for three centuries later. They picked up a little knowledge in a very incompetent quarter and retailed it in other quarters still more ignorant. But if the teachers were poor, they were paid in accordance with their knowledge, and treated with a respect carefully measured by the rate at which their services were assessed. Not always able to live by their school, they had to eke out their incomes by other incongruous pursuits. Sometimes the Schoolmaster was the village scribe and bookkeeper. Usually, be was the parish clerk, and occasionally the parish sexton. He was the tavern oracle; and as he was frequently the only man in the countryside who could write legibly, he was employed in various jobs which nowadays fa'l to the rural attorney and the local land surveyor. When Lord Eldon first went into the Northern Circuit, an ever welcome toast at the Bar mess was, “ The Schoolmaster for owing to these worthies being in the habit of making the rustics wills, they supplied unfailing work for the lawyers. In reality, while the Beformation in Scotland gave an impetus to national education, in England it threw it back. Prior to that great ecclesiastical revolution tlie monasteries and the idle priests supplied teachers for the few who cared to be taught. The breaking up of the religious houses scattered their inmates without supplying any scholastic substitutes for them. Even yet, the Education Acts, and those who have the practical administration of them, are in a transition state as regards their
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fair demands and their just appreciation, Some of the schoolmaster’s grievances the present Conference will enable the public to understand. Above all, the Schoolmasters have a right to be enrolled as members of a profession, the entrance into which can only be obtained by duly qualified men. While the attorney who drafts a will and the apothecary who mixes a pill must have a diploma, the Teacher, whose noble responsibility it is to train the minds of the coming race, is included in the numbers of no recognised Corporation. ' What the Schoolmasters desire is “ comprehension and unification of the whole profession,” and if they proceed in the spirit of the words with which their Chairman concluded his address, they will doubtless in time obtain what they can so fairly demand.”
When children are advanced they may, with profit, be shown different ways of working particular rules, as Practice, Interest, &c., but it is quite different when they are learning the elementary operations. At that time the knowledge of two systems is very confusing, and sure to result in mistakes. But it is not only necessary to confine them to one method, it is also a binding duty to young children to give them the easiest method compatible with quickness. Philosophy may here be left out of the question, since it is evident that every accurate method of performing the fundamental operations must of necessity be philosophical. As is well-known, there are two commonly used ways of working subtraction, whether simple or compound. It is commonly assumed that there is more philosophy in one than the other, but that is impossible; though it is generally conceded that the one claiming to be the more philosophical is also the more difficult, which is quite true. The one method is that of changing or decomposing, when necessary, the digits in the upper line. Thus—7 in the hundred’s place would be changed into 6 hundreds and 10 tensf l.in the million’s place would be changed into 10 hundreds of thousands, &c., the lower line remaining unchanged. The difficulty for young children arises in such sums as 806000U1 —3864091, where so much changing has to take place at once. I do not doubt that children may be taught to work such sums accurately, but I contend that younger children can be taught to work them accurately by the other method, and with less trouble. The difference in trouble is perhaps not of great importance—though it is worthy of consideration ; but the difference of age is of the highest consequence to the children. The average ages for the different standards in Arithmetic are now too high.
The other method is that of equal additions, and it can boast of being based on one of the axioms of Euclid. It has often been taught by the foolish use of the expression borrow, and this, not being philosophical, has given it a bad name. To fully understand this method, no more knowledge of notation is necessary than is necessary to understand the other, in my opinion not so much. The necessary knowledge is just this —that a figure in any place has ten times the value that it would have if in the next place to the right.
The philosophy of the method may be very simply explained to the children in some such way as the following :—Take two boxes of pens, one containing say 28, the other 23. Ask how many more there are in the one than in the other. After getting the answer 5, put a few pens in one box, and as many in the other, and on again asking the difference the answer 5 will be promptly given. A few more of these equal additions may be made, the difference being asked for after each. Then a bundle of 10 pens may be put into one box, and 10 loose pens into the other. The children will at once give 5 as being still the difference, and this last addition will serve to explain the process of working subtraction by this method. Finally a few pens—perhaps a bundle of 10 is the best—may be put into the box containing the larger number, and the question asked—Is the difference 5 now 1 All will be ready with a negative, and this affords the opportunity to give the caution that if they wish to find the difference between two numbers they must be careful, whenever for convenience sake they have added 10 to any digit in the upper line, to add 1 to the digit in the next place to the left in the lower line.
The other necessary caution will of course also be given— never to add 1 to the subtrahend without having previously added 10 to the minuend in the next place to the right.
In compound subtraction a modification of this method is the most expeditious. Suppose we have to take oqrs. 211b. 12 oz. from 18qrs. 171b. 9oz. For convenience sake we add 16oz. to the minuend. The subtract 12 from 16 and add 9, making 13 oz. Add lib. to the subtrahend, and 281b. to the minuend. Take 22 from 28, and add the 17, which will make the result 231b. Then add lqr. to the subtrahend, and taking 6 from 18 we obtain 12grs.
The word borrow should be expelled from the phraseology of subtraction, and add substituted. It is a matter of some importance to have uniformity in the method of teaching a fundamental operation like subtraction. When children change schools, or schools change masters, confusion is apt to arise from the use of the two methods. I should like to see the matter discussed, and one method adopted universally—whichever may be decided to be the best.
Ilotes of % Dlonth.
Mr. W. S. Fish, of the St. Leonard’s (N.Z.) School Committee, has commenced an action for damages for an alleged assault committed upon him by his fellow-committeemen at a meeting some time ago. £50 is the amount of his claim.
A meeting of the Governors of the High School Board (N.Z.) was held on Monday, May 9th, when Messrs. Lumsden, Matheson, Wade, Watson, and Johnson were present. Mr. Lumsden occupied the chair. The late increase in the rental of leasehold properties belonging to the Boards, of Id. per acre, was protested against by several parties. An offer was received from the Nightcap Coal Company to purchase land required for a tramway through the Board’s endowment. A great deal of discussion took place on this matter, but it was ultimately decided to inform the Company that the Board had no objection to sell the route of tramway, and also the land between it and the public road, at an upset price of £10 per acre under certain restrictions, the agreement to be subject to the consent of the Government.
The teachers and the committee of the Invercargill schools are at loggerheads as to who shall provide fuel for schools during the winter months. A proposal has been made to appropriate the bonuses of teachers for that purpose, which the latter do not appreciate. Considering the disparity already existing between the receipts of Invercargill teachers and those of some other school districts, this hardly seems a justifiable procedure. The committee should be able to find some more legitimate source from which to gather the necessary funds. .
Carlyle, the great “seer,” who has just departed this life, has bequeathed to the Edinburgh University the estate of Craigenputtock, which came to him, as be relates, through his “ late dear, magnanimous, much-loving, and inestimable wife.” The object to which it is to be devoted is the founding of 10 bursaries in his own university. The 1,800 acres produce an annual rental of £250 at present, and when the improvements now being effected are complete, this income will rise to £300. The bursaries are not to bear the name of Carlyle, but of John Welsh, the father-in-law of the devisor. They are to be open to free competition of all students at Edinburgh who have not attended any other university, and are to be conferred, “on solemn, strict, and faithful trial, to the worthiest.” If the claims of two should be equal, preference is to be given to “ the more unrccommended and unfriended.” The bequest closes with the words—“ And so may a little trace of help to the young heroic soul, struggling for what is highest, spring Lorn this poor arrangement and bequest. May it run for ever, if it cau, as a thread of pure water from the Scottish rocks trickling into its little rocky basin by the thirsty wayside for those to whom it veritably belongs. Amen.”
Testimonial to Mr. J. E. Laing, M. A.—At a close of a sojourn of nearly four years among them, Mr. Lang’s pupils at Craigieburn would not allow the occasion of his removal to pass without testifying to the esteem in which they held him. As his successor arrived soon than was expected, there was not time to allow of the presentation being made before he left, but as soon as possible thereafter the present—a handsome and costly set of gold studs, with his initials woven in a tasteful monogram on each—was forwarded to him. It must be very gratifying to Mr, Lang thus to receive another proof of giving satisfaction and winning the good opinions of those among whom he happens to be located.— Maryborough Standard, 4, Juue.
The annual report of the Westland Education Board was circulated on Thursday, the 19th May. It gives the following items :—At the end of the year 1880 there were 34 schools, employing 85 teachers, at Westland. Out of the 34 schools, 18 were under the 88th clause, and the salaries paid to teachers averaged £85 per annum. The receipts of the Board during the past year have been £17,216, and the expenditure £18,329, The assets are stated at £1,590.
Mr. MacRae, the head master of the Auckland Grammar School,
! National Gymnasium (Melbourne), to the minister of education, that one of the Exhibition annexes might be purchased for the enlargement of the Athletic Institutions. Major Smith promised to give the matter favorable consideration.
The session of Ormond College (Melbourne) was opened on Monday 16th May, by the delivery of a lecture by the Rev. A. J. Campbell, of Geelong. The rev. gentleman dwelt upon the rises of affiliated Colleges, claiming that they were subsidiaryyind supplementary to the University and supplied a want in its training.
At a meeting of the Council of the School Board Conference, held on Friday, the 13th May, it was decided to interview the Chief Secretary in reference to Mr. I. Warren Ball’s resolution passed at the conference the previous day re the employment of children of tender years at places of amusement. The interview took place the following day, when the Hon. the Premier expressed himself as much opposed to the practice of employing children in theatres, that he was in favor of introducing fresh legislation on this subject, except in the case where children showed a special talent, and that it was his intention to consult with his colleagues: with a view to the adoption of a measure to meet the case, before next session.
The Senate of the Melbourne University met on Tuesday, 31st May, when Mr. A. Harper brought forward his motion for the establishment of a choir of mental and moral philosophy in the university. The Dean of Melbourne strongly opposed the motion on the ground that it was likely to overturn the system and principles of the university, which, he thought, should be kept secular. On the motion being put it was carried by a large majority. Professor Strong moved, That the council should be requested to ask the home Government to place one of the Civil Service appointments at the disposal of the Melbourne University ; this however fell through, as when a division was called for a quorum was not present. It was pointed out that a similar request had been refused before.
At a meeting of the council of the Melbourne University on Monday the 30th ult., the annual report was adopted as read. The members present* were : The Chancellor, Mr Justice Stephen, Dr. Motherwell, Dr. MacKay, Prof. Irving, Dr. Beaney, Prof. Andrew, Dr. Morrison, and Mr. Leeper.
Seim« 6 ossi}).
feeling unsatisfied with the result of the recent enquiry into the management of the schools, has applied to the Board of Governors for a re-investigation, but the Board has declined to entertain the application.
Respecting the proposal to found an Institute of Surveyors in New Zealand, a committee of the surveyors of Dunedin have come to the following resolution:—“That the proposed New Zealand Institute is premature, and that, in view of the scattered character of the New Zealand settlements, and the extreme length of the coast line, it is advisable that local associations should first be formed, possessing complete autonomy ; provided always that no gentleman should be eligible for membership of such local institute unless he shall have been a duly-authorised surveyor for at least two years, or holds a certificate from the Surveyor-General that he has been at least two years employed as a Government surveyor, and that in leaving the Government service he is entitled to have his name inserted in the list of authorised surveyors, leaving the question of the future incorporation of these local institutes to stand over.”
At the monthly meeting of the Southland Education Board, held in May, the following resolution, proposed by Mr. Lumsden, and seconded by Mr. B'eldwick, was carried, viz. :—“ That in future no appointments of teachers should be made or confirmed by the Board until the certificates of competency of candidates have been examined by the Board.” And he gave notice of the following :—“ Seeing that advanced training, of the kind usually given in High schools, has now been provided for in the Southland Boys’ and Girls’ High Schools, the Board resolves that the training in extra subjects, usually imparted in one of the Town Schools as a District High School during school hours, be discontinued after the 30th June, so that the whole attention of the teachers may be given to instruction under the syllabus prescribed in clause 56 of the Education Act; but that teachers of any school will be free to give instruction in his school on extra subjects before or after school hours ; and that, for the future, the school known as the District High School shall be known as the Invercargill Central School.”
A few weeks ago the West End (Queensland) State School authorities gave a concert in aid of a fund to provide lavatories, hat and cap rooms, &c., which was a great success.
An entertainment consisting of dissolving views, singing, and instrumental music, was given lately at Bulimba, in aid of the improvement fund of the State School" of that district. There was an exceedingly numerous attendance, and the takings were large. The proceeds are being devoted to the extension of the playground. To Mr. J. W. Sutton, who lent and presided at the exhibition of dissolving views, and to other helping friends, the School Committee express their lasting indebtedness.
The success of the girls’division of the Maryborough (Queensland) Grammar School is now assured. At the last meeting of the Trustees it was stated that there were 32 female pupils ready to join as soon as accommodation could be provided. A letter was at once sent to the Colonial Secretary, asking the temporary use of rooms in the Boys’ School. A lady principal will be appointed shortly.
The authorities of the Victoria University (Manchester) have decided to admit students to the degrees of Bachelor of Arts and Bachelor of Science without requiring a knowledge of Greek and Latin.
Mr, J. G. Fitch, M.A.. of Cambridge, lecturing on the art of teaching with reference to the subject of examinations, aptly says :—“ In making up our minds on this subject wo must beware of being misled by false metaphors. Wo are told, sometimes, that the habit of probing children often, either by written or oral examinations, is like digging up the root of a flower to see how it grows, and those who talk thus say much as to the value of stillness and meditation, and the importance of leaving scope for silent growth, and for the natural action of the child’s own mental powers. But there is no true analogy here. The act of reproducing what we know, and giving it in new forms of expression, is not an act of loosening but of fixing. We must, of course, abstain from needless and irritating questions, but we may not forget that with a child, to leave him unquestioned and untested is not to give him better room for the spontaneous exercise of his own faculties, but simply to encourage stagnation and forgetfulness,”
A new State School was opened at Kensington (Melbourne) on Monday, 16th May. A meeting in honor of the occasion was held, at which the Minister of Education attended, and in the course of a long speech advocated a system of endowing the public Schools of the colony with state land in order to reduce the cost of the Education System.
A meeting of the Senate of the Melbourne University was held on Tuesday, the 17th May, when the statute for the affiliation of Ormond College was unanimously agreed to.
A new State School was opened atFootseray (Melbourne) by the Minister of Education on the 13th May.
The first yearly conversazione of the Victorian field Naturalists’ Club was held on the 17th May in the Royal Society’s hall. It was very largely attended. The president (Professor McCoy) gave a resume of the work of the past year. During the evening, addresses were delivered by the Rev. J. J. Halley on the “Foraminifera,” Mr. Watt on “ Seaweed” and Doctor C. P. Lucas on “Insects.” The last named was a very interesting address, in which the difference between moths and butterflies was described, and also the four stages of insect life. Among the curiosities exhibited (in the lower room) was a stuffed hare with tusks, which was shot in Suffolk, England. The hare, when shot, was full-grown, and the tusks were an inch in length. A fine collection of insects, birds and eggs, the property of Mr. Bailey and Dr. Lucas, were much admired, as also was a perfectly white (stuffed) hare, belonging to Mr, Cole, of Kilmore.
Am application was lately made by Mr. E, Techow, Instructor at the
The bleaching of Albunner, from which the blood corpuscles have been extracted, may be effected by simply projecting the concentrated rays of an electric light upon it. The operation may be performed in a space of twenty-four hours.
The total increase of telegrams in Italy in 1880 over those of the next previous year was 2,398,824.
A new patent for the dephosphorising of pig iron during the Bessemer process has lately been issued. The method consists in throwing a quantity of magnesian lime, or a mixture of eight parts of lime to one of iron oxide into the converter just before the metal flows in. Its weight is almost equal to the double quantity of the silica and phosphorus contained in the iron. After flowing for from six to ten minutes, the converter is quickly turned and a mixture of from two to three parts of lime to one part of iron oxide free from silica acid is thrown in. The second quantity is about two-thirds of the first. The converter is then raised and blowing is continued until the carbon hues of the spectrum disappear and a thick brown smoke, with a well-defined edge of white smoke encircling the flame, appears at the mouth of the converter. The time taken in blowing is in general from one-fourth to one-seventh of that previously required.
The newly discovered pyramids of Sakkarah are situate in the desert to the west of that place. The galleries and chambers, says M. Burgsch, oE Cairo, are covered with hieroglyphics, in which the two words “ Merina” and “ Pepi” occur as royal names. It has been stated that the two pyramids were the monuments of the two Kiugs Pepi, and his son HoremsaE, oE the sixth dynasty of Manetho. The granite sarchophagi, are also covered with hieroglyphics, and still stand in their original places. But only one mummy was found, viz., that of Horemsaf, and it was deprived of its ornaments aud robes. These are the earliest instances of royal graves in Egypt having on them hieroglyphical inscriptions of a religious nature. On them are represented the star Sinius and the constellation Orion, and also the planet Venus.
A report has been sent in by the Admiralty overseer at Sheffield, stating that, in his opinion, the heat at which it is most dangerous to work steel is about 540 degs. Fahr, and that the dangerous heat ranges over about 150 degs., viz., from 430 deg. to 580 degs. Fahr., when it varies in colour from a light straw to a dark blue. He also thinks that although the risk may not be so great throughout the whole of this range as it is at the first named temperature, it is still extremely unsafe to put any work whatever upon mild steel within these limits.
According to Mr. Henry Mitchell, of the United States, the oft-repeated statement that the north-eastern portion of the American continent is slowly rising, does not appear to be verifiable by facts. Prof. Shaler made an estimate some time ago that there was a rate of emergence of the north-eastern shores of about 3ft. in a century. Mr. Mitchell made a coast survey in 1877, and found that the salt marshes were there, as they were in the time of the early explorers, at ordinary liigh-water level, and that the rocks upou the coast, long notorious as dangerous to navigation, have not risen since first discovered. He says that no tilt in either direction has taken place in the direction of Main. But in the vicinity of New Foundland great changes have occurred, the depths appearing less at some points, and at others greater now than formerly.
June, 1881.
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Professor Thorpe, of the Yorkshire College, has been presented by the Chemical Socioty of Britain, with the LugstafI Medal, as being the Fellow who has done most to promote chemical science, by research, during the last three years.
The examiners attached to the Crystal Palace Company’s school of Practical Engineering, at a distribution of certificates in April last, presented a report stating that in the Mechanical Engineering Section (first year’s course) 32 students had attended the lectures on steam ; 2(i were eligible for examination, and 14 passed satisfactorily. At the head of the list were H. Sadler and E. S. Tidderman, who bracketed as equal. The second name was placed first in order of merit in the drawing office department. R. J. Money was first in the pattern shop, and H. Sadler first in the fitting shop. Of those examined in the second year’s course
G. W. Floger and W. H. Jordon were placed first of the first and second term students respectively. The examiners—Messrs. W. F. Baths,
M.J.C.E. and G. E. Eachus, M.J.C.E.—reported highly on the general results of the examination and the system of the principal, Mr. J. W. Wilson, and vice-principal.
The Home News cites a story of a remarkable painting which is said to have been some nine hundred years ago in the possession of the Chinese Emperor, Ta Tsing, having been originally the property of a certain Sir Ngoh. The painting was one of an ox, and its peculiarity was that every morning the ox left its canvas to go grazing, and came back regularly at night. There is no evidence, however, of the ox ever having been seen at grass. The emperor was naturally curious as to this ox, or picture, and after the Oriental manner familiar to us in the work of Daniel and elsewhere, demanded an explanation from all his wise men, which they were unable to give. At last came an old Buddhist priest, who revealed the trick. He said that the Japanese had the art of extracting a luminous substance from a certain kind of oyster and that when this was mixed with paint the thing painted was invisible by day but became visible by night.
A paper was read at Paris recently by Mons Muntz on “ The Presence of Alcohol in the Ground, in the Water, and in the Atmosphere.” He explained how that one-millionth part of alcohol in water could be detected, viz., by the change of alcohol into iodoform. He said alcohol was found in all natural waters, except pure spring fluids, and also in snow. Rain water contains about 1 grain per cubic metre, and no doubt it exists as vapour in the air. In soils, specially those rich in organic matters, there is a large proportion ; and he enunciated the general principle, “ the destruction of organic matters by various agents of fermentation,” accounts for the wide diffusion of alcohol in nature.
Herr Holtz, a scientist of the Continent, has discovered a method of measuring the modulus of elasticity of rods of carbon by acoustics. The carbon must be held in the middle by two fingers, and stroked by two other fingers having resin on them. The tone of these rods alters a good deal on repeated rubbing, through heat being generated. As to the increase of the conductivity of carbon rods with rise of temperature, he holds that it is caused by the closer pressure of molecules caused by heat conduction.
The total production of pig iron in the United States in 1880 was 4,295,414 tons. Of this 1,807,651 net tons were made with anthracite coal; 1,950,205 tons with bituminous coal and coke ; and 637,558 tons with charcoal. The increased production of the year was pretty evenly distributed among the various descriptions of fuel.
Dr. Theobald, of Maryland, U.S. A., lately exhibited, at the Academy of Sciences there, a species of beetle, weighing two grains, which had the power of moving 5£ ounces, or 2640 grains, or 1320 times its own weight If a man were endowed with the same strength as this insect he should be able to move nearly 100 tons.
An improved dynamite is now manufactured on the continent. The best hitherto made was with Keiselguhn of Hanover, which would absorb nitro-glycerinc in the proportion of three-quarters of its own volume. A new material absorbent is now obtainable, which will absorb as much as 78 per cent, of nitro-glycerine. It consists of the dratomaccous deposits of Randanne in the department of Prug-de-Dome. The good quality of dynamite depends upon the porosity of the small debris of the frustules of miscroscopical diatoms; and the latter material has a slight advantage in this respect.
The annual deposit of silt at the mouth of the Yarra and adjacent portions of Port Phillip is calculated at from 150,000 to 250,000'cubic yards.
An item which should possess peculiar interest to the scientific engineer is that a powder described as “ Asbestos” will, when made into a paste with liquid silicate of soda, make a perfectly steam-tight plug. For filling cracks, and fitting taps and connecting pipes, it is very serviceable, it hardens rapidly and stands any amount of heat.
The French city of Rouen is now being supplied with the electric light throughout its leugth and breadth. Tenders have been called for its illumination, and Messrs. Sieamons and Co. and another firm have responded. The light will be distributed amongst subscribers, who will be enabled to turn their own lights on and off, at will. The specifications require the use of a fluid-producing engine of 500-horse power, capable of supplying 1200 lamps of 50 carcel burner power each.
The matter of ventilation is of high importance in the construction of school buildings, and therefore the following note, which is taken from the Engineer, will possess a special interest in these columns. The paper named says :—“ A.column of air 10ft. in height will balance one 10ft. 5in. in height, which is 20 degs. warmer. Thus with a column of air in a ventilating pipe 20 degs, warmer than the outer air, and 10ft. 5in. high, the balancing colder column may be supposed to have a fall of Sin. This induces a velocity of movement of 310ft. per minute, and if the ventilating pipe or chimney have a sectional arc of 1 sq. foot, the discharge of vitiated air will be 310 cubic feet per minute,”
1 was reading “ Mixed Essays,” by Matthew Arnold, the other day. One of these essays is called “ Equality,” and Mr. Arnold in it warmly champions equality. Now, it is not my purpose to discuss in any way the abstract question of equality ; for my present purpose, we must accept Mr. Arnold’s view of the matter. I may perhaps be allowed to preface what I have to say by remarking that I have doubtless some of the objections to equality with which we English are credited—that is to say, I object to enforced equality between those who are naturally and obviously not equal : such as some trades unions try to enforce when they will not allow piecework because it would enable the quick and clever to earn more than the slow and dull. The slow and dull object to the quick and clever profiting by their superiority, and wish to reduce all to the same dead level of equality. But, on the other hand, 1 equally object to enforced inequality, which is as unjust, and, if anything, more cruel. Let natural differences have their due weight, but no individual, or class of individuals, should be crushed down into an enforced inferiority (resulting in inequality) for the benefit of any others.
Mr. Arnold begins by quoting a text from Menander (from whose writings the well-known verse ’‘Evil communications corrupt good manners” originally comes). The English is this, according to Mr. Arnold’s rendering:—“Choose equality and flee greed.” Greed, Mr. Arnold explains to be “ the wishing or trying for the bigger share.” He quotes further with approval this from George Sand ; “ The human ideal and the social ideal is to achieve equality.” She calls equality the <- goal of man and the law of the future.” This is not intended as a review of Mr. Arnold’s “Mixed Essays.” I shall, therefore, only make such acts as arc necessary for my purpose, premising that I do not quote them as my opinion, but leave the justness or not of his remarks an open question. Mr. Arnold refers to the immense social inequality of English society and the great classes into which it is divided ; and, after bearing testimony to the high civilisation and superiority of the upper classes, he speaksof “the life of the middle class with its unlovely types of religious thought, beauty, and manners.” The middle class rests satisfied with “ a defective type of religion, a narrow range of intellect and knowledge, a stunted sense of beauty, a low standard of manners.” He speaks again of the sense of acute ennui which the aspect and irequentation of the great division of English society produces in others, the want of elasticity and the chronic ennui which characterise this class itself. He suggests that someone might say to (his great middle class : “ The cause of your being ill at ease is the profound itnperfectness of your social civilisation, and for this the remedy is social equality.”
The following does well to illustrate the argument by which Mr. Arnold would prove that social inequality lies at the root of this ennui and ugliness :—
“ Can it be denied that to live in a society of equals tends in general to make a man’s spirit expand and his faculties work easily and actively ; while to live in a society of superiors, although it may occasionally be a very good discipline, yet in general tends to tame the spirits and make the play of the faculties less secure and active ? Can it be denied that to be heavily overshadowed, to be profoundly insignificant, has, on the whole, a depressing and benumbing effect on the character?”
Now for the cause of all these defects and this inequality, and the remedy—the meansof obtaining thisso-much-to-be-desired social equality
The cause is that the middle class “ is brought up anyhow—brought, up in hugger-mugger, brought up on the second plane. . . To educate
a middle class in this way is to doom it to grow up on an inferior plane, with (he claims of intellect and knowledge not satisfied, the claim of beauty is not satisfied, the claim of manners not satisfied.” It; is thus thrown back on an inferior type of social hfo and civilisation.”—Queen.
Vietar mix (Education gepartment,
APPOINTMENT'S.
Ellen Chatterton, Assist., Albert Park, 1181; Annie Chattorton, Assist., Fryerstown, 252; Annie Beilis, Assist., Goulbourn Valley, 1104; Geo. B. Casey, H.T., Wareek and Timor, 919; R. H. Carlington, H.T., Chiltern, 327; Frances A. Wilson, Assist., Casterton, 2058 ; Elizabeth A. Roberts, H.T., Victoria Valley, 1209 ; Isaac Richards, H.T., Myrtle Crook and Upper Axe Creek, — ; Catherine Taylor, M.T., Natto Yallock, 1347; A. P. Hennessy, H.T., Romsey, 1220 ; Florence Heath, H.T., Joruk, 2158 ; Emma Barberie, H.T., Madgegonga, 2171; Louisa K. Reddy, H.T., Sandy Creek, 2197; Christina Cameron, U.T., Fine View, 1745 ; Chas. Rankin,
H.T., Ardno, 2397 : Jas. G. Rundle. H.T., Macomcr North and Gunbowor South,—; Kate Hyland, Assist., Hepburn, 767; R. C. Gumming, H.T., Wombat, 2305; Effio E. Graham, Assist., Elmore, 1515; Maggie Weir, Assist., Portarlington, 1251; Richard Brewer, 11.T., Kevington, 1133; Arthur Phillips, ll.T., Dry Diggings, 1095; John O’Brien, 11 .T., Lower Buckland, 1029; Win. J. Barbour, ll.T., Avoca Dead, 813; Esther A. Sandford, Assist., Lard Lake, 769 ; Kate Lalor, 11 .T., Green Gully Sandow, 1539; John A. Wilson, II.T., Heart Run, 1617 ; Penelope Murray, ll.T., Doctor’s Creek North,—; Annie McGrath, ll.T., Banyrnong East,—; Hy. Mitchell, H.T., Mount Clear, 427 ; John Hooking, H .T., Cambrian Hill, 920 ; Archibald Miller, Jl.T., Murtoa, 1549 ; J. Walther, H.T., Ni Ni. 2246; A. Hadfield, H.T., Coromby Dam, 2082; H. J. Barker, H.T., Musk Creek, 1454; B. Richards, H.T., Melton, 430; J. Dare, H.T., Adelaide Lead, 25; R J. Gilsehan, ll.T., Wonwondah, 2395: W- J- Barbour, ll.T. Mountain Hut, 780; D. O’Donoghue, Avoca Lead, 813.
The following is the paper sit by the Department for examination in School Management, held December, 1880 :—
Set No. II.
(Time allowed, two hours.)
1. Suppose yourself to be appointed head-teacher of a school that has been poorly taught and of which the attainments are much below programme in the following respects :—Class 1. in Reading ; class 2, in Arithmetic, Grammar ; class 3, in Notation, Spelling ; class 4, in Reading, Penmanship ; class 5, in Grammar, Penmanship. State in detail what steps you would take, in regard to number and duration of lessons and to methods followed, in order to bring about a better state of things.
2. For what class of offences is the imposition of tasks a suitable punishment? State details of what tasks you would impose, giving reasons for your answer,
3. Explain how the personal influence of teachers and the surroundings of schools may beneficially or injuriously affect pupils.
4. What place in the school-woik should be found for exercises in original composition ?
5. How would you instruct a monitress to deal with a first reading lesson suited to a section of a class of infants ignorant of the alphabet ?
G. A teacher of a small school gives a combined writing lesson to classes 3. 4, 5. and 6. How should the lesson be given, and what faults would probably be committed by—(«) the pupils : (b) An unskilful teacher ?
7. Give a brief description of a health lesson on Food, suited to a sixth class.
8. In a large school the second and third classes are taught by a female assistant and a pupil-teacher. Draw out a time-table showing the whole course of work for one day and specify by whom each lesson is given.
The following are the papers set by the Department for Admission to Training, held December, 1880 : —
Geography.
Set I.
(Time allowed, three-quarter s-of-an-hour.)
1. Specify and illustrate the different kinds of attraction.
2. What is the ecliptic,and why is it so called ?
3. What is meant by the circulation of the ocean ? State the law of ocean currents.
4. Name in order, from west to east, the capes and bays of South Australia.
5. Give the exact position of each of the following :—Mountains— Stanovoi, Egmont, Taurus, Strickland. Bays or Gulfs —Tehuantepec, Geographer’s, Delagoa, Obi. Capes—Mendocino, Bon, Liptrap, Comorin.
G. In what countries are the following rivers, and into what do they flow:—San Francisco, Thomson, Fitzroy, Zambesi?
Geography.
Set II.
(Time aVowed, three-quarters-of-an-hour,)
1. What is the attraction of cohesion ? What would happen if it were to cease to exist ?
2. When it is winter in the northern hemisphere, the earth is actually nearer to the sun than in the northern summer. How comes it that the summer is, nevertheless, so much hotter than the winter season. ?
3. Explain what causes irregularity in the course of ocean currents.
4. Name in order, from north to south, the capes, bays, and inlets, and river-mouths of New South Wales.
5. Give the exact position of each of the following :—Mountains— Atlas, Buffer, Cascade, Yablonoi. Bays or Gulfs—Maracaibo, Cabes, Halifax, Tartary. Capes—Hatteras, Leveque, St. Mary, Ortegal,
G. In what countries are the following rivers, and into what do they flow :—Mackenzie, Grey, Orange, King ?
Grammar.—Set I.
(Time allowed, three-quarter s-of-an-hour.)
Parse fully each word in the following sentence :—In all time past similar operations must have been going forward, and the results are manifest in the rock-formations which it is the province of the geologist to investigate.
Grammar.—Set II.
(Time allowed, three-quarter s-of-an-hour.)
Parse fully each word in the following sentence :—When the ice-bergs are once fairly set in motion, the mechanical force which they might exert against any obstacle that they struck would be simply awful to contemplate.
The following are the papers set by the Department for Examination of Students in Training, held December 1880 :— chemistry.
(Time allowed, three hours.)
1. Explain the chemical terms symbol, analysis, combining weight, synthesis, double decomposition.
2. Under what circumstances do gases expand ? Specify cases in which the expansion is not uniform. State aud illustrate the law of the relation of the volume of gases to pressure,
3. Describe the eudiometer. For what purpose is it used ?
4. How is nitric acid prepared, and how may its presence in any liquid be tested ?
5. Describe zinc ; name its salts, and state how they may be known.
G. Explain the chemical character of Fire-damp, choke-damp, galena.
In what way arc the first two naturally generated ?
7. Describe fully the method you would adopt for the preparation of Chlorine.
8. Describe sulphur and state how it is found in nature. Mention some of its applications in the arts.
9. State what takes place in the following equations:—H„SO^x CAF, = 2IIF + CaSO, NaOCl + HNO„ = NaNO,'+ HOC1.
10. Explain the principles on which the art of bleaching depends.
11. Give an account of what is known as Dalton’s Atomic Theory.
BOTANY.
('Time allowed—three hours.)
1. (a) Describe the .principal form and the modes of reproduction of
cells, (b) Explain the following terms Siliqua, raicropyle, mono-chlamydeous, vittae, raphe.
2. Describe the germination of the bean.
3. Give examples of flowers in which the stamens are— (a) Numerous and perigynous. (b) Tetradynamous and hypogynous. (c) Numerous and monodelphous. (d) Gynandrous.
4. Describe botanically the stem, leaves, and flower of the plant placed before you.
5. Describe the general principles of the natural system of classification.
6. To which natural orders do the following plants used as culinary vegetables belong :—Cauliflower, parsnip, tomato, onion, pea, vegetable marrow ?
7. Refer to its natural Order, Division, and Class the following plants :
•—Boronia, teatree, lightwood, kangaroo grass, cape, weed, kangaroo apple, the grasstree.
8. Describe the characteristics of one of the following natural orders : —(a) Leguminos®, (b) Rosace®. Enumerate the tribes or sub-orders into which the natural order you select is divided, and specify the distinctions between them.
9. What is a leaf ? What is its use ? Describe its structure.
10. From what plants and from what part of them are the following products obtained :—Opium, ginger, vanilla, quinine, gum arabic, indigo ?
The following is the paper set by the Department for Examination for Exhibitions, held December 1880 :—
GEOGRAPHY.
(Time allowed—one hour and a half.)
1. Explain the meaning of Peninsula, Tropic, Isthmus, Steppes Horizon, and Zenith.
2. Under what conditions of climate are the following most advantageously produced ? Name also the countries whence the chief supplies of each are obtained : —Sugar, Wheat, Olives, Rice.
3. Give approximately the limits of the latitude and longitude of Queensland. State its population, aud say what industrial pursuits its sod and climate will admit of.
4. Mention and briefly describe the British possessions in the track of the Overland Route to India. How and when were these possessions severally acquired ?
5. What and where are the following ? Mention some circumstance of interest with which each is connected :—Cabul, Hastings, Madeira, Albany, Hindmarsh, Ismalia, Potomac, Kilimanjaro.
6. Name and briefly describe the republics of Europe.
7. (a) What animals of draught or burden are used severally by the
Greenlander, Arab, Spaniard, Esquimaux, and Cingalese ? (b) Where
are the following found :—The fox, giraffe, wolf, leopard, white bear, boa constrictor, and ostrich.
The followiug are the Science papers set by the Department at the Examination held December 1880 : —
BOTANY.
(Time allowed—three hours.)
1. To what order of plants does the genus Eucalyptus belong?
2. What are the characters of that genus and its chief economic products ?
3. Mention a few of the most useful genera in the orders Solane®, Gramine®, Leguminos®, Conifer®, Rosace®, and Liliace®, stating which are Monocotyledonous, and which are Dicotyledonous.
4. Describe botanically the characteristics of the order Geraniace®.
5. Describe the botanical difference between the “Native Heath” (Epacris) and the “ True Heath” (Erica).
G. To which Natural Orders do the following vegetables belong :— Cabbage, Lettuce, Radish, Onion, Pea, Bean ?
7. To which Natural Orders do the following wild Australian flowers belong :—Boronia, Anguillaria, Pulten®a, Pimelea, Helipterum, Thely-mitra ?
8. Describe the reproductive and nutritive organs of Anguillaria australis (“ the common Victorian Snowdrop”) and the peculiarities of the various forms of the plant.
9. Give a brief outline of the vital processes of plants.
10. Give a short description of the general principles of the Natural System of classification.
PHYSIOLOGY.
(Time allowed—three hours.)
1. Give a list of the digestive secretions, their places of origin and active ingredients, and the changes wrought by them on different articles of food.
2. Give an account of the mechanism of pulmonary respiration and of the purpose it serves in the animal economy.
3. What are the sources of heat in the animal body, and the means whereby the temperature, in health, is kept pretty uniform under different external conditions ?
4. What substances arc formed in or excreted by the liver ? State what you know of the origin of each.
5. Describe fully the structure and functions of the kidney, including the distribution of blood vessels.
6. Describe the structures contained in the retina, and the functions of the different parts ; and state what you know about the condition called “ Colour blindness.”
7. What is meant by reflex action? Give as many examples as you can, distinguishing the natural reflex actions from those which may be called artificial.
8. What kinds and amount of exercise are most suitable for young persons, say from 15 to 20 years of age ; and what good effects result from its proper use and injury from its neglect ?
9. Give an account of the measures best adapted for preventing the spread of scarlet fever, with the reasons for each step recommended.
SECOND MATRICULATION EXAMINATION, February Term, 1881.
English.
Mr. Venables.
1. Make a complete analysis of the following passage—Between these hostile elements many great men have endeavoured to effect an amalgamation, but never with complete success.
2. (a) Parse fully each word which is printed in italics in the following passage—
Against the threats
Of malice, or of sorcery, or that power Which erring men call chance, this I hold firm :
Virtue may be assail’d, but never hurt;
Surpris’d by unjust force, but not enthrall’d ;
Yea, even that which mischief meant most harm,
Shall in the happy trial prove most glory :
But evil on itself shall bach recoil,
And mix no more with goodness ; when at last Gather’d like scum, and settled to itself,
It shall be in eternal restless change Self-fed, and self-consumed : if this fail,
The pillar’d firmament is rottenness,
And earth’s base built on stubble.
(b) What kind of clause or phrase is each of the following, and what place does each hold in the structure of the sentence ?—Against the threats of malice. Which erring men call Chance. But never hurt. Which mischief meant most harm. In the happy trial. If this fail, (c) To what does the demonstrative pronoun in “ if this fail ” point, and from what part of the sentence is it repeated ?
(77) Give the derivations—including roots, prefixes, and suffixes—of the following words:—Malice, sorcery, power, firm, force, enthralled, recoil, goodness, fail.
3. Write the eighteen lines from “ Comus ” commencing—Back, shepherds, back.
4. Classify conjunctions according to their significations, and give an instance of each kind.
5. What are the different uses of the word “ that ” ? Give examples, explaining the grammatical construction in each instance.
6. Correct the errors in the following sentences :—(a) If you have ought to say, say it be it never so little, (b) He is noways to blame in comparison to you. (c) I differ to you in my opinion as to which is the best of the two boys, (d) The two first boys will be rewarded, (e) He seldom or ever enjoys bad health.
7. (a) “ His mind was,” in the noble language of the Hebrew poet, “ a land of darkness, as darkness itself, and where the light was as darkness.” Who is referred to? (b) The strong tendency of the multitude, in all ages and nations, to idolatry, can be explained on no other principle. What is this principle ? (c) The great conflict between Oromasdes and Arimanes. Explain this, (d) Every reason that can be urged in favour of the lie volution of 1688 may be urged with at least equal force in favour of what is called the Great Rebellion. Against whom was the Great Rebellion 7 Did it occur before or after 1688 ? (e) The very same persons who, in this country, never omit an opportunity of reviving every wretched Jacobite slander respecting the Whigs of that period, have no sooner crossed 8t. George’s Channel than they begin to fill their bumpers to the glorious and immortal memory. Explain the allusions in the above passage. (f) No act of oppression has ever been imputed to him which has not a parallel in the annals of the Tudors. This point Hume has laboured, with an art which is as discreditable in a historical work as it would be admirable in a forensic address. The answer is short, clear, and decisive. What is the answer given by Macaulay ?
8. When a prisoner first leaves his cell, he cannot bear the light of day : he is unable to discriminate colours or recognise faces. Explain the difference between the meanings of—“ discriminate ”—and— “recognise ”—both in usage and as shown in their derivations.
9. Write a short account of—The Rainbow.
N.J3.—Special attention must be paid to the composition, spelling, and pwictvation.______
ALGEBRA.
Solutions by Jas. Sutherland.
1. If a — 5, b — 6, c = 7, x = iy — 5 s = 6. Find the value of (bz-cy)3 + [ex -ax)3 + [ay - bx)3.
5z-cy = 36-35 = l, cx-az = 28-30=-2, ay-bx= 1.
(bz - cy)3 + (cx-az) + {ay -Z>a;) = l2 + (-2)2 + l2 = i + 4 + l = 6. Ans.
2. Multiply together the following expressions : —
b + c — a, c + a-b, a + b-c.
(b + c — a) x (c + a - b) x (a + b - c) = [b + c - a) x j a - (b — c) j x | a + [b — c) |
— fib + o - a) I a3 - fib - c) 2 j =(¿» + 6* - a) (a3 -b3 + 2bc-c3)
a- -b- + 2be - c3 b + c-a
a3b-b3+2b3o-bc3
— b3c -k-2.be- + a3c — c3 - a3 -¡-ab* -2a,bc + ac3
a3b-b3 + b3c+bc3 + a3c-o3-a3 + ab3 —2abc + ac3. An3-3. Divide xa - y° by x3 + '2xiy + 2xy3 + y3.
Xs + y3 + 2x-y + 2xy2] (a;3 + y3) (x3 -y3) [a;3 — y3 - 2x3y + 2xy3
(x3 + y3) {x3 - y3) + 2xsy + 2x*y3 - 2x-y* - 2xy3
—2x3y - 2x*y3 -I- 2z3y* + 2xy3 - 2x3y - 4x*y3 - 2x3y* —4x3y3
2x 4 y 3 + 4* 3 y 4 + 2xy3 + 4x3 y3 2 xiy- + 4 x-y* + 2 xy3 + 4 x3y3
xs — y3 + 2xy(xy — x). Ans,
4. Multiply a;3 + 7 a:2 +7x- 15 by x3-2x'2 - 13#- 10 and divide the result by x3 + 6a;2 + 11a; + 6.
x'i — 2x~ — 13® - 10
x° + 7x3 + 7x* - 15a;3
— 2a;5—14a;4 - 14a;3 + 30a;2
- 13a;4 - 9la; 3 - 91 x" + 195a;
— 10a;3 -70.r2 - 70a; + 150
a;0 + 5a;5 -20a;4 — 130a;3—131a;2- 125a: + 150
a;3 + 6a;3 + 11* + 6) xa+5xs-20xi
[x3—x3 -25a;+ 25 130a;3 -131a;3 - 125a;+ 150
+ 6a;5 + 11a;4 + 6a;3
-a;5 -31a;4 - 136a;3 - 131a:3 - 125a; + 150 - xs — Gx4 - 11a;3 — 6a;3
- 25a;4 — 125a;3 — 125a;2 + 125a; + 150
- 25a;4 - 150a;3 - 275a;3 — 150a;
25a:3 + 1 *>0x3 + 2 / 5a; + 1 n0 25a;3 + 150a;2 + 275a; + 150
X3 _ xi _ 25a; + 25. Ans.
2x
y
V‘
x + ?/ x - 7/ x1 — y
2
y
x + y x*—y2
Multiply numerator and denominator by (a;2 -y2) and we get
2a:2 — 2xy — xy — y2 +t/2 2a;2—3 xy
6. Simplify
2x-2y — y 2a; - 3 y
(a-\-b + c)[a- + b- + e~) b + c C + a a + b abe abe
The first fraction =
a3J-63+c3 a2b + ab2 a2c + ac2 b2c + be2
abc
abc
abc
abc
abc
. *. The whole expression =
abc
7. Simplify
+
+ ~c~ + -b
|
a-fib |
a-fie |
b T c |
|
- + |
T |
+.- |
|
c |
a | |
|
: b + o |
b + c |
c + a |
|
- + ---- |
a |
~b |
r
Ans.
a3 + b3 +c-
abc
ft2 + b3 a3 - b2 a- - b'1 + a‘L + b% a3 + b3 a2 — b3 a2 - b3 a3 + b3
Multiply numerator and denominator by [a* - b*) we get
a4+2a2b2 +b*+a*-2a2b2+b'1 2 (a* + b*)
af +2a2b2+ 64 - a4 + 2a2b2 - 64 “ 2(2a2b2)
«4 + 64
= 2a2b2 ‘
8. Solve the equation 5(ar-2)2 + 7(a; — 3)2 =(3a:-7)(4a;- 19)+ 42. .-. 5a;2 -20a; + 20 + 7a;2 -42a; + 63 = 12a;2 -57a;-28a: +133 + 42. .•.-62*+ 85*= -83 + 175.
23**92.
.•.*=4, Ans.
9. Solve the equation ——, + —— = 1 x + o x + a
az + a% + bx
a + b x + o'
f b - a + b x + e
x2 + bx + ax + ab ,\ ax- + a-x + bx- + b-x + acx + a-c + bcx + b'2c -ax- +abx + a2x + a-b + bx- +b~x + abx + ab2.
acx+ hex-
2 abx = a2b-\-ab-
a~b + ab-x =
cc-c — b-c -a-c - b*c
ac -{-be — 2 ab
10. A boy receives a fixed sum as pocket money at the beginning of every week, and in each week he spends half all he had at its beginning. He had no money before his first pocket money was given to him, and at the end of the third week has Is. 2d. What was his weekly allowance ? Let x be his weekly allowance.
X
At the end of the first week he has -g—
x +
At the end of the second week he has
x +
x +
3. Add together A1
19 14 13
97073 ) 38537981 ( 397 291219
Answer -iff?-.
14
143’
18
91 +143 +187 + 221
U TL
187’ 221* 19
, + -
14
, + :
13
■+■
18
7 x 13 11 x 13 11 x 17 ' 13x17
19x11x17 + 14x 7 x 17 + 13x7x13 + 18x7x11 7 x 11 x 13 x 17
17 x 209 +17 x 98 + 7 x 169 x 7 x 198 7 x 11 x 13 x 17
307 x 17 + 367 x 7 7x11x13x17
•911608
873657
•679511
679511
At the end of the third week he has
3z
X T* '
___7*
' 2 “ 8 '
He has Is. 2d. at the end of the third week.
7X ^A
. . g- — 14 pence.
.•. lx = 112 pence.
.’. x— 16 pence — Is. 4d. Ans.
1. Write down in words the quotient and remainder obtained by dividing seven thousand three hundred and forty-seven billions two hundred millions and seventy-three by three hundred and eleven thousand millions seven hundred and sixty-three.
311000000763 ) 7317000200000073 ( 23623 622000001526
1127000184740
9330000022S9
247IS 1975724
Answer—Twenty-three thousand six hundred and twenty-three, with remainder two hundred and forty-seven thousand one hundred and eighty-one millions nine hundred and seventy-five thousand seven hundred and twenty-four. .
. , 35625791
2. Reduce to its lowest terms .u.-.,_n0;-.
38537981
Find the highest common factor.
35625791 ) 38537981 (1 35625791
307 x17 = 5219 17
2149
307
5219
367x7 = 2569 7
2569 + 5219 = 7788 5219
7788 + 11-708
7x13x17 = 1547 13
51
17
1940001824510
186600000457S
740018199327
622000001526
1180181978013
933000002289
2912190)35625791( 12 2912190
194146 ) 679511 (3 582438
221
1547
708 .
1547 ’ Ans>
4. Simplify
(:’+■?) or C + Z) + (h±i) of (•• + ?) (I+!) of (f+f) + (J+|) of (f+f)
7 v SI
_ T5 x T 2 + T? X Ts ilx|l + i±x 8*
1!aTst 15 a^5
_7_ 17 _1_ 17 119 17
15 x 6 + 4 x 5 90 +20
~]2 13 _2_ 11 =211 68
4 x 35 + 15 x 5 ' 140+ 75 238 + 153
_ 180 ~ 391 „ 2100 391.. 35
3315 +1904 “180 o219 — 3 X5219 2100
— 1.8 6 86 Ana
— TSGTT' -A-nS.
5. Multiply L737 by 2-343 and divide the product by • 40307.
, 737-7 73
1 161 L + 990 “ 1 99
•6503891
5824380
2-343 = 2 + •40307
343 - 3
34
990 “ ~99 40307 - 403 39904
99000
'99000
•679511 )2912190 (4 2718044
194146
•97073 ) 194146 (2 194146
Divide numerator and denominator by 97073.
97073) 35625791 ( 367, 291219
•650389
582438
•679511
679511
L 737X2-343 + 403Ò7 172 232 99000
99 + 99 X 39904’ 39904 + 172-232.
172) 39904 (232 344
550
516
314
344
< 172 232 99000
’'’99 X 99 X 39904
1000 • •
= “gÿ- = 10'10. Ans.
6. Arrange in order of magnitude
307 305 308 302 354* 3o3* 357 3ol
|
302 — |
1 |
49 |
|
Tir, 1 — |
“ TT2>T* | |
|
3 0 5 — |
:1 |
48 |
|
'So 3 — |
— S S S' | |
|
3 0 7 — |
1 |
47 |
|
S'ST — |
~ B" JÎ' | |
|
3 0 8 _ |
1 |
4 9 |
|
SST - |
~ "3TTT* |
3%°^ is smaller than -¿yu because the denominator of the former is greater than that of the latter.
. \ 1 is greater than 1
similarly ; ^ Qj. is greater than either -4.^
4 0 . ' SS'T ;
47
SST
HEAD TEACHER, country school, allotment 30—50, wishes exchange. Address, D. W., Post-office, Horsham.
DP. WILLIAMS, HA., Punt-road, Richmond, instructor of CANDI DATES for MATRICULATION, Civil Service, and all public examinations. Country students prepared by correspondence. Private tuition.
aNHE IMPERIAL REVIEW for April contains an exhaustive article on _ The Education Report. Alex. M'Kinley & Co., Publishers.
HEAD TEACHER, School av. 60, vacancies for W. M. and P. T.
residence. Desires Exchange with H. T., near Melbourne. Address ^Nelliangees,” P.O. Trentham
s Q.2 is the least.
35 1
similarly ™-|. is greater than
Compare and by reducing them to the same common denominator.
357 x 48 = 17136 48
353x49 = 17297 49
HEAD TEACHER. 30 X 50, income £170, wishes Exchange Head . Teacher same allotment, or Assistant. Geelong or Ballarat district preferred. Willing to lose considerably. “ Immediate,” Schoolmaste r office.
Education Department,
2856
1428
3177
1412
17136
17297
. \ Tp/lj- is iess than yljy 1 —JCij is greater than 1 — -.ySL
aaa's grcatest, then a • then a_o..s anc] 3.0 2. js smallest. Ans.
7. A man saves every year £100, and invests it at the end of the year at 5 per cent, per annum, compound interest. Find the amount of his savings at the end of the fourth year.
For his savings during the 4th year he receives £100.
For his savings during the 3rd year £105.
For his savings during 2nd year 100 x (1-05)2 = 100 X 1’1025 = £100,25, For his savings during the 1st year 100 X (1’05)3 = 100 X P157625 = 115'7625.
. \ His whole savings are 100 +105 + 110'25 + 115 7G25 = £431 '0125 = £431 0s. 3d. Ans.
8. If I buy equal numbers of pins at I Jd. and 2Jd. per 1000 and mix them together, at what price must I sell an ounce of pins thus mixed so as to gain 25 per cent, profit on my outlay, supposing 2000 of the first kind or 1250 of the second kind weigh an ounce ?
Supposing I buy 10,000 of each kind I pay 10 X 1£ + 10 X 2f pence for them = 15 + 24 = 39 pence.
I wish to make 25% = J.
.'. I must get 39 + 9| = 48|.
10.000 of the first kind are 5 ounces.
10.000 of the second kind are 8 ounces.
.'. I have 13 ounces altogether, and I want 48J pence for them.
4Sf
I must get yq-pence per ounce.
195 1 15 .
= XXT3= 4 ^Speuce. Ans'
9. A rectangular court is 120 feet loug, and 90 feet broad, and a path 10 feet wide runs round it. Find the cost of covering the path with flag-stones at 4s. 0d. per square yard, and the remainder of the court with turf at 6s. 6d. per 100 square feet.
The two length sides of the path will contain 120X 20 square feet = 2400 square feet.
The two cross sides will contain 70 X 20 = 1400 square feet.
.'.the whole path will contain .3800 square feet = 1266§ square yards which at 4s. 6d. per square yard costs 1266§ x 4£ shillings 3S00 9
= —y— X -g-shillings = 5700 shillings = £285.
There are left 10800 - 3800 square feet = 7000 square feet at 6s. Gd. per hundred square feet = 70 x 6£ shillings = 420 + 35 = 455 shillings = £22 15s.
£307 15s. Ans.
10. If 4 men earn as much in a day as 7 women, and 1 woman as much as two boys, and if 6 men, ten women, and 14 boys working together for 8 days earn £22, what will be the earnings of 8 men and 6 women working together for 10 days'!
2 men can earn as much as {-x 4 boys = 7 boys.
. \ 6 men earn as much as 21 boys.
10 women earn as much as 20 boys.
.'. 6 men, 10 women, and 14 boys earn as much as 55 boys.
But 6 men, 10 women, and 14 boys earn £22. each boy earns £■§£ = |- of a pound, in one day each boy earns Is.
8 men earn as much as 28 boys.
6 women earn as much as 12 boys.
. \ 8 men and 6 women earn as much as 40 boys.
.'. 8 men and 6 women earn £2 per day. in 10 days they earn £20, Ans.
Melbourne, 30th May, 1881.
GYMNASTICS.
AN EXAMINATION of Teachers desirous of becoming qualified to impart instruction in Gymnastics will be held at the Central State School, No. 391, Spring-street, Melbourne, on Friday, 17th June, 1881, at 9.30 a,in.
Notice of intention to attend this examination must ho lodged at this office not later than Saturday, the 11th June.
T. BOLAM,
Acting-Secretary.
Education Department,
Melbourne, 30th May, 1881.
^ MILITARY DRILL.
AN EXAMINATION of Teachers desirous of qualifying themselves to impart instruction in Military Drill will bo held at school No. 351, Springstreet, Melbourne, on Monday, 20th June, 1881, commencing at half-past 9 a.m. The examination will be a written one, and will comprise :—
L Squad drill at intervals 2. Marching
3. Squad drill in single rank 4. Squad drill in two ranks 5. Company drill.
Candidates passing in the written examination as above will bo required to undergo a practical test in addition thereto before becoming fully qualified as instructors in drill.
Notices ol intention to attend must be received at this olliec not later than the 11th June.
T. BOLAM,
Acting-Secretary.
Education Department,
Melbourne, 30th May, 1881.
t MUSIC.
AN EXAMINATION of persons desirous of qualifying themselves to teach Music in State schools will he held at the Central State school, No. 391, Spring-street, Melbourne, on Monday and Tuesday, the 13th and 14th Juno, commencing at 9.30 a.m.
Candidates not employed in State schools will be required to pay a fee of 10s. previous to being examined.
Notices of intention to attend this examination must bo lodged at this office not later tlian Saturday, 11th June.
T. BOLAM,
Acting-Secretary.
Education Department,
Melbourne 30th May 1881.
, , DRAWING.
AN EXAMINATION of persons desirous of qualifying themselves to teach ^ Drawing in State schools will be held at the Central State school, No. 391, Spring-street, Melbourne, on Wednesday and Thursday, 15th and 16th June, at 9.30 a.m.
Candidates not employed in State schools will bo required to pay a fee of 10s. previous to being examined.
Notices of in tention to attend this examination must he lodged at this office not later than Saturday, the 11th June.
T. BOLAM,
Acting-Secretary.
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AN HISTORICAL SKETCH OF ENGLISH PENMANSHIP.
By F. Howard, A.K.C.
(Continued from page 179.)
Having now dwelt on the history of Penmanship from a general point of view, I pass on to notice in particular an aspect of the question, the significance of which has not, in my opinion, been hitherto sufficiently observed. I mean that the old Penmen, in addition to teaching Writing, were teachers also of Arithmetic and Bookkeeping. They were, in fact, the original “ Writing and Arithmetic Masters ”—a race of teachers now practically extinct. I know of but one school in England, where the old race still survives, and I shall have occasion to refer to that presently. It is to be remarked also that their books are specially and expressly addressed to the middle-class, and the commercial part of the community, from whom they seem to have derived their principal patronage and support. This fact stands recorded on the title-pages and frontispieces of their books, from which, like the preambles of old Acts of Parliament, we may sometimes glean curious information. I append a few instances out of many more which might be mentioned.
“ Arithmetick, designed for the use of Trades-men,” by J. Ayres, 1702.
“ The Trades-man’s Copy-book,'’ by the same.
“ The Paul School Bound hand, in two books, one the Strong-hand, the other the Merchant-like Running-hand,” by the same.
“The Trades-man’s Director ; or a short and easy Method of Keeping his Books of Accounts,’’ by Charles Snell, 1692.
The frontispiece of one of Cocker’s Copy-books contains this distich :— “ Whereby ingenious youth may soon be made For clerkship fit, or management of trade.”
Brookman’s “ Universal Penman ” is dedicated to the “ Merchants and Tradesmen of Great Britain,” from which I take the following quotation :—
“ Gentlemen,—By the generous encouragement you have been pleased to allow our eminent penmen, Writing and Accounts, no less than Trade and Commerce, are become the glory of Great Britain. And, as by your extensive trading and frequent use of the pen, you have increased the wealth of each particular city, and made this island distinguished and honoured in all the known parts of the world, therefore I thought you gentlemen the best judges and patrons of this part of the Universal Penman.”
In this dedication, it will be observed, Writing and Accounts, ” are coupled with “ Trade and Commerce,” as having a close inter-connection in the progress of national prosperity. It is not difficult, I think, to make out a fair case, showing that this is a theory not unsupported by historical facts. We well know, from other sources of information, with what rapid strides commerce increased after the restoration of King Charles II. During the preceding Civil Wars, the English traders and the English farmers formed the bulk of the Parliamentary army which overthrew the King and changed the constitution of the country. Under the Commonw’ealth they actually became the ruling class. The new order of things did not indeed last long, for the confusion that arose on the death of the Protector, led to a desire, which overpowered all other considerations, for the return of the old monarchy. Some allowance must also be made for the reaction which sooner or later follows after a period of excitement. The traders and farmers laid down their swords, and returned once more to their shops and their farms ; but they were no longer the same men. Their passions had been roused, and their energies awakened. No longer content with the old quiet life, that activity which they had before found in politics, they now sought in a new field of enterprise—that of trade and manufacture. With the restoration of Charles II., it has been truly said, begins the life of modern England, and from the same time also dates the rise and growth of British Commerce, as we now understand the term.
The connection of all this with “Writing and Accounts,” is at once apparent when we remember that it was about this time that, through the art of Engraving, the influence of the Writing-master was beginning to make itself felt. The days were now over when men, having few demands for a knowledge of writing, were content to remain ignorant of it, requiring only, it may be, once or twice in their lives to attest a formal document—a will, or a lease—which they could do very well by affixing to it the sign of the cross. The necessities of commerce changed ail that. Merchants and traders began to see not only the value of a knowledge of accounts, but also the immense importance of writing in multiplying the means of communication, and in enabling persons to carry on correspondence with the most distant countries. In proof of this, we are told that when any person was offered as an apprentice even to an inferior trade, the first question asked was, “ How does he write ?’’ “ Is he any
thing of a Penman?” A feverish anxiety very soon took possession of the middle-class to become acquainted with these indispensible elements of knowledge, and the most extravagant expectations were formed of their value and of the benefits which might be expected to be derived from them. They were regarded at least as passports to honourable and lucrative situations, and as the most rapid and certain means of increasing the national wealth.
For the cultivation of this new “ Commercial Education,” special schools, denominated " Free Writing Schools,’’ were re-established for the poorer children, mostly by members of the “ Corporation of London,” while for those of a better class were founded those private “Commercial Academies” which, whatever may be thought of them as compared with the standard of the present day, were almost the only-means of giving to the great middle class of this country whatever education they could at that time boast of. The presiding genius, the guiding spirit in these schools, both public and private, was not the learned doctor or the university graduate, but the Writing-master, many of whom, as I have already remarked, were men of exceptionable ability very different to the c’ass to which in later times they degenerated. One of them, whose name has been before mentioned, held the rank of colonel, was patronised by royalty, and made by his teaching, and the sale of his books, what would amount to more than £1000 a year of our present money.
With reference to the establishment in London and the provinces of these “Free Writing Schools,” which it has been erroneously thought from their name to have been established for the sole purpose of teaching writing—they were really “ Commercial Schools,” as distinguished from the higher or Grammar Schools ”—especial mention must be made of Christ’s Hospital, and the important place it has held as the leading Commercial Academy of the country. In the reign of Elizabeth, under the endowment of Dame Mary Ramsay, a small department was established separate and distinct from the Grammar School, under the name of a “ Free Writing School for poor men’s children.” From this small beginning was afterwards developed, under the active management of Mr. J. Smith, the then writing-master, the present “ Writing School”— a building erected in 1694, by Sir C. Wren. It may not be out of place here, perhaps, if I read a page from Col. Ayres’ Copybook, which refers to the foundation of this school.
“ To Mr. John Smith,
{{ . “ Penman io Christ’s Hospital.
“This comes to congratulate your entranee into that new and stately fabric of a Writing School, erected at ye charge and noble bounty of Sir John Moore, in which you have contrived admirable contrivances to teach little less than 400 scholars, a building equally the wonder and glory of our metropolis. I thought myself obliged by this little monument not only to commemorate so illustrious a design for y° public good, but chiefly hereby to excite and stir up generous souls to imitate in some measure so brave an example, as to erect “ Free Writing Schools” in our Country towns, because where ye Grammar School sends forth one scholar for Divinity, Law, and Physic, forty if not a hundred are sent out to trades, and other employments, many of which want y° instruction of such as
“ Your affectionate frA’
_ “ J. Ayres.”
Before passing from this subject, it may be mentioned that Christ’s Hospital still preserves the old “ Writing and Arithmetic Master,” and that the ancient trials of skill in writing still exist there in the form of contests for a Silver Pen. I had the privilege, through thecouitesy of the Treasurer, of inspecting some of the boy’s specimens in these writing tournaments, and it was gratifying to see that the old pre-eminence of the sehool in the use of the pen is still to a great extent preserved, in spite of the increased nnmberof additional subjects, to which, as in other schools, they are compelled to turn their attention. And this leads me to make one practical suggestion, and that is, that it would be desirable, if, in imitation of Christ’s Hospital, the best specimens of each year’s writers were to be preserved among the permanent records and archives of every school. This would furnish an interesting register, by which the progress of the school in this matter might, from year to year, be ascertained, and which would materially assist in keeping up a good standard of penmanship.—Educational Times.
By Mr. Fras. Bond, M.A.
Geography forms a part of every school curriculum. Every teacher, every parent, every boy agrees, that Geography ought to be taught. This is a striking testimony to the value of the subject. But hardly any subject is more contemned by the teacher. This seems to suggest that either, as some maintain, it is a subject which cannot be treated intellectually at all, or that there are serious defects in the usual way of teaching it. I shall take the less despondent of the two views, and endeavour to put before you this evening some of the results to which my experience points.
The chief value of Geography undoubtedly lies in its utility. It is a vast collection of useful information ; and to assimilate this information is more a matter of the memory than of the reasoning powers. But it cannot be doubted that it may be made, to a considerable extent, a means of intellectual discipline, of mental training ; and it follows, that the more educative the teaching of Geography becomes, the more successful will it be in imparting useful instruction. In addition to this, it may be made interesting, instead of being what it often is now, one of the least attractive of all the school subjects.
But, first, what is Geography ? If we open a manual of Geography, it appears to be a medley of miscellaneous information ; a perfect mine of hard facts about our own and other countries. Here is a list of some of the headings :—area, position, population, coast, surface, ports, railways, political divisions, towns, race, language, religion, minerals, industries, commerce, constitution, national debts, army and navy, colonies, &c. It would be interesting to know bow these respectively made their way into the province of Geography. The subject seems to have been formulated, partly by compilers of text-books, partly by designers of atlases ; and if ever any compunction seized them as to the growing tendency to enlarge the frontiers, it must at once have passed away at the sight of the questions of examiners, ever crying for more. Here, however, the list is, and it is not likely to be shortened.
What is the first thing to be done with this unmanageable assembly of topics? They must be put in some sort of order. This seems obvious, but it is not always done by teachers, or writers on Geography. For instance, it would seem desirable to take in order, first, the coast-line, then the interior. The facts about the coast are—first, the general configuration of the shore, with the peninsulas, promontories, capes, isthmuses, and islands ; then the inlets, straits, and roadsteads. Next will come the general aspect and physical divisions of the interior—the mountains, plateaux, plains, deserts, valleys; the lakes, rivers, and waterfalls. Afterwards, minerals; climate, rainfall, and health ; vegetable and animal life ; area, and position relatively to other countries; density of population, and industrial occupations ; products and commerce, lines of steamers, railways, ports, and colonies. Lastly, ethnology, language, history, religion, and mode of government; and the artificial divisions of its surface and chief towns, with general information about these. These divisions correspond roughly to Physical, Commercial, and Political Geography. It is not intended to suggest this as an ideal arrangement, and it would be well that the class should be brought to work out for themselves this or a better order of topics. When, however, a good arrangement has been worked out, it should be adhered to ; the facts of every country being invariably discussed in the same order.
But classification should not end here. Kindred topics should be taught together ; we must group our subjects. It is absurd to cut the Danube into bits, and keep each bit in a separate compartment; or to speak of the climate of Holland, apart from that of Central and North Europe. On what principle are we to form our groups? The natural principle is, to compare and contrast the facts of Geography, dwelling more on resemblances and less on differences, and so forming natural groups. This leads to the important conclusion, that our geographical sections should be physical units. At present nearly every text-book divides the subject into political units. Each country is studied by itself, ai}d the latest and most ambitious attempt to improve our knowledge of the geography of the British Isles, takes the county as a unit. Each great land mass, and each island, should be divided, not into artificial, but into natural regions, e.g., the whole of the great plain of Europe and Asia forms one such natural region ; and all its physical features, its rivers and climate and products, should be studied together, and not be taken piecemeal. The work of marking out the frontiers of these natural regions is an interesting one : it is the province partly of what may be called Comparative Physical Geography, as elaborated by Ritter and Guyot, partly of Geology ; e.g., North-Western or Primeval Englaud differs entirely from South-Eastern or Recent England. The Geologist has marked out the boundary for us, in separating the Palaeozoic from the Secondary rocks. The districts of the New Red Sandstone and the Lias comprise the central and northern plains of England. The similarity in scenery, industries, and scantiness of population lead us to group together much of Berkshire, Hampshire, Sussex, Surrey, and Kent. It is the same area as that occupied by the chalk in the Geological map.
There are many other parts of Geography, which, like the physical features of a country, would be better for a system of grouping, e.g., information about the climate and vegetation of a country. It is a waste of time to keep repeating the facts about the winds and weather and plants of Spain, the Riviera, Sicily, Greece, the Levant, and the Barbary States. A general lesson should be first given on climate and vegetation, so far as they are common to the whole of the countries in the Mediterranean basin ; afterwards the peculiarities of each district may be pointed out. So with the constitution, religion, ethnology, language, and history of each nation. It is little use that a pupil should be able to repeat that one nation is Hungarian, another Lutheran, that another is a Federal Republic, another speaks a Romance language ; if each of these terms is a name to him, and nothing but a name. If we are to teach these things, let us first have a preliminary general lesson ; e.g,, a pleasant hour or two maybe spent in obtaining from the class schemes for governing the countiy ; and when a fairly complete list has been^obtained, it will be interesting and instructive, too, to find out which mode of government has been adopted by each nation, and perhaps why they adopted it, and what previous experiment in constitution-framing they and others have made. So with religion. Brahminism, Buddhism, Mahommedanism, may be made more than mere words ; e.g., the advance and recoil of Mahommedanism in mediaeval Europe, and its steady advance now into central Africa, should be pointed out. And an historical treatment of the principles of the Lutherans, Presbyterians, Greek Church, Sec., may be devised, which shall not be objectionable ; at any rate, if the terms are not to be explained, they should be expunged, both from History and Geography manuals. Little also will be remembered of the races of a continent, unless they are taught en bloc. A short history should be given of the migrations into Europe of Aryan and non-Aryan races, and of the languages which they spoke. A boy who has heard the curious history of the races of the Austrian empire, or of the different Sclavonic nationalities in Europe, will take a little more interest in his Geography manual, and perhaps even in the daily paper. Similarly, the languages of all Europe and Western Asia should be first treated together ; and then the subdivisions, e.g., the different Romance dialects. A few philological comparisons will make clear the relationship of English to Frisian, Danish, German, Persian, &c., and the curious history of the Scandinavian languages, or of Wallachian, or Basque, or the Gipsy dialects will brighten up the lesBon.
In the same way, Commercial Geography, instead of being scattered up and down the text-book, so as to be unintelligible and repulsive, should be all collected in one section, and taught rationally ; not only the facts being given, but the “why” and the “wherefore” of each. Some such treatment as this might be suggested. First, every civilised and wealthy country requires to have large quantities of various necessaries, comforts, and luxuries. Let each pupil make a list of his own requisites ; the articles on the breakfast table, the clothes, and boots, and hats he wears ; the furniture and crockery, and fire-irons and windows, and the raw materials of which they are made ; the timber and stone of the house walls, the fuel and lights. By comparing the lists of the different pupils, a fairly exhaustive list may be formed, which they may be led to arrange in sections ; e.g., food and drinks, vegetable and animal produce, clothing, raw material and finished articles, minerals, fuel and lights. Each nation produces what it can of these. What it is fitted to produce, may be found by considering its latitude, altitude, climate, aspect, soil, &c. These determine the industries; a country of grassy, well-watered plains, in a cool climate, will be pastoral, producing abundance of cattle, to be exported either when alive or as dead meat, or tinned or compressed meat, &c.; and with the meat there is wool, horns, hide*, tallow. So a tropical climate, and a semi-tropical climate may be shown to have necessarily peculiar products, and a country which can get force cheap from its supplies of waterfalls or coal, will probably be the seat of manufactures. With a system of free-trade, i.e., international division of labour, each country will grow and produce only what it can produce best; and, if industrious, will accumulate a surplus stock to exchange for what other nations can produce better. Thus the exports of each country are its surplus products, and what each country shall produce may be deduced from laws of nature. There remain the imports. Pupils will soon suggest that, to find these, all we have to do is to subtract from the list of requisites the list of products of the country ; bearing in mind, however, that not every country is civilised enough to desire all that we desire, or wealthy enough to purchase what they wish. The remainder of requisites can only be obtained by importing them ; and where the imports are to come from will not be difficult to ascertain, from a consideration of the laws which were seen before to confine the product of particular articles to particular countries. The next thing, perhaps, would be to draw out a division of countries into manufacturing and non-manufacturing, subdividing both classes, according as they offer for sale the produce of tropical, semitropical, or temperate climes. Next is the subject of means of communication and trade routes, preceded by a little history of the progress in modes of locomotion. There are land routes and sea routes. It will be interesting to trace the ancient and modern caravan routes by which the wealth of Asia and Africa has been brought to Europe ; and the trado routes of steamer and sailing ship will be remembered none the worse for references to Maury
As to the teaching of Localities, it is a dull task, but necessary. The following is a useful method. The teacher makes a list of his own for each continent and for the chief countries ; a smaller list for juniors ; a fuller list for seniors ; these may be printed or typographed. With these lists in the hands of the class, he points out each place on the wall-map, pronouncing each name correctly and distinctly. Then the class, looking at the wall-map, repeat each name simultaneously. Always the same list is used. The names are taken forwards, backwards, and finally at random ; dwelling most on those which are found to be difficult to localise. For home-work the class insert these names on the list, these and no others, in an outline map. The lists are again gone through with the wall-map, till the class is ready for a test. Each pupil has a blank map, and some test names are dictated, to be inserted at once. These can be rapidly examined and marked, and the deficiencies of the class as a whole and of individuals are seen and corrected in a supplementary lesson. The explanation is rather long ; but such a lesson is short, It may be taken as a relief after severer mental work. Odd moments may be utilised to refresh the memories of the class, by rapidly running through a list of localities, which has been laid aside for a time. In these lists it is easier to localise towns if they are divided into three classes ; one, those on rivers ; second, those on the coast; third, those on neither, usually a very small number.
Besides this, there is a good deal of miscellaneous information about most towns which it is desirable to have. To this the principle of grouping applies. One list of towns may be set aside for manufactures ; another for sieges and historical events ; another for antiquity or newness—e.g., contrast Lincoln with Crewe, Barrow, Middlesborough, Liverpool; another for peculiarities of derivation—e.g., Leicester, Chester, Grimsby. A useful exercise for the class will be to collect from these analytical lists all the information they contain about any one or more towns. It will be noticed that, by fully working out this analytical treatment, much of the need of memory work will disappear; e.g., we shall have little difficulty in remembering the Southern Ouse, if it is pointed out four times; as we meet with it successively in connection with the rivers of Sussex, rivers of the English channel basin, rivers that run through hills, and rivers named by Celts. So we shall point to Rugby four times—as the site of a great school ; a railway junction ; a town of Warwickshire, and a southern outpost of the Danes.
But a good teacher of Geography will be known quite as much by what he omits as by what he teaches. He will not magnify his office, as the text-book writer and the atlas maker often do. It is surprising what a large number of facts in the manualare not wanted. It would be cheering to the teacher as well as to the pupil if they would believe this, and act on it. What do we wish the pupil to be? Certainly not a walking gazetteer and atlas. He ought to have an adequate knowledge of the principal facts about his native country ; he should know something of foreign countries, and more about our own colonies and dependencies and relatives. But for the rest, unless we are enthralled to the Civil Service Examinations, all we need try to do is to teach the pupils howto get to know themselves what they want. A selection is to' be made therefore, and it is to be made on some principle. Do not mention the name of a town, unless there is a reason for it, unless it deserves to be mentioned, for instance, by reason of its magnitude or its industries, or its connection with history ; or because it is the birth-place of a great man, or possesses noteworthy buildings.
For the study of this, as of other subjects, good tools are necessary. They may be expensive, but are cheapest in the end. Those who are ready to pay the Chemistry bill ought not to grudge the comparatively small amount required for the purchase of necessary geographical apparatus. First in importance comes the master, a good teacher who knows his subject. We may not all be able to reach the high standard of the German professor who gave a lesson on Geography before Horaco
Mann ; but at any rate we may take care that, in our class, there is not the painful spectacle of the teacher with his eye fixed on the text-book, now following with his finger the printed question or statement, now poring doubtfully over the map. Geography is certainly a hard subject to the Oxford or Cambridge graduate, whose stock-in-trade consists of the relics of what he knew of Ancient Geography. But the best teacher requires help from manuals and atlases and wall-maps. Perhaps no subject possesses such excellent text-books as General Physical Geography, or so many unsatisfactory ones as those on Political Geography. Wherefore all the more should a teacher of Geography be master of his subject—have it at his fingers’ end—be able to do what the manuals have not done for him. Good wall-maps are indispensable—they need not be expensive, for they need not be elaborate. We want simple and cheap maps on canvas, like those of the German schools. Most maps and most text-books are constructed on the multum in parvo principle. The publishers seem to strive who can put most in his map. When the river cannot be seen for the tributaries; they insert canals and high-roads and railways and boundaries; and then obscure the labyrinth with a black coal-field or a painted county. The names of the towns are printed in very large letters, but their site is left somewhat in uncertainty. A good map would not attempt to do so much. To understand the aspect of England we require, not one expensive complex map, but a series of cheap and simple special maps :—e.g., (1) an orographical map, which should be either a relief map, or an embossed map, or a photograph of a relief map ; (2) the same map, with the addition of lakes and rivers—we need not insert every trout stream ; the rivers should be made very bold and distinct, and the different catch-water areas should be distinguished by colour ; (3) a railway map, containing main lines and chief branches, with the names of the junctions and of the principal towns served by them ; (4) a map of the counties, rivers, and notable towns; (5) a geological map, simplified ; (6) a blank map or test map ; (7) if we can afford it, a large scale map summing up several of the other maps, such a one as that of India at the entrance of the Indian Galleries, South Kensington, In giving a lesson these maps should be hanging side by side, that continual comparison and contrast may take place. For elementary teaching, and for the explanation of Mathematical Geography, a globe is necessary ; a large and cheap one could be constructed by a carpenter. It is perhaps not too much to say that every public school Bhould contain a large model of the district, and another of England. The hollows, rivers and lakes and gulfs, may be scooped out of wood, and the mountains and undulations of the ground may be constructed of plaster of Paris ; the whole painted with oil of the natural colour of the objects represented—white for the snowy peaks, green for the valleys, brown for the mountains, See. Poise a magnetic needle on one of the peaks, and pour in, water into the sea, lakes, and rivers. (Marcel’s “ Language as a Means to Culture.”) Both maps and models should be executed, if possible, at school. The whole of one end of the dining-hall at the Bedford County School is occupied by a large scale map of Europe, and many will remember in Switzerland most instructive models of the physical features of the country. A single glance at a good relief or model tells more than the weary perusal of pages of print. There is hardly any subject which gains so much from graphic representation. Therefore we should have not only models, reliefs, and wall-maps, but an atlas, diagrams, and illustrations. The atlas, however, should not occupy an important place in the system of teaching. Localities should be learned by the whole class simultaneously from the wall-map. Indeed, both atlas and text-book should be used mainly for purposes of reference. And the text-book should be, above all, a picture-book. Geography should be to all boys, and especially to little boys, largely pictorial. We require illustrations of the Sahara, with the caravan and the oasis and native costumes ; of the tropical vegetation of the Amazon and its teeming life ; of the cotton mill and the Indian plough ; the pinewoods and fords and fosses of Norway. One of the French histories gives an illustration of each of the great cathedrals of France ; in the same way we should have illustrations of typical specimens of the temples of India and Burmah ; the Mahommedan architecture of Constantinople, Seville, and Lucknow ; the Parthenon and the Roman amphitheatre; Stonehenge, Borgund Church, Salisbury, Rheims, and Mayence Cathedrals.
Statistics, too, are hard to grasp, and hard to retain, without some help for eye and mind. The eye may be aided by illustrations and by diagrams. To remember the comparative height of a set of peaks, a picture may be constructed, showing them side by side. The comparative area of continents and countries may be shown by means of squares ; the comparative length of rivers by a series of wavy lines. The mind may be aided by taking some known unit as a standard of comparison. We have to do largely with distances, areas, population, &c.; and these are expressed in thousands and millions. Neither man nor boy can grasp these large numbers. A London boy appreciates more keenly the fact that the Voring Foss is some 800 feet high when he is told that it falls from about twice the height of St. Paul’s. Mr. Lawson notices that England forms an excellent standard of comparison. Its area, excluding Wales, is
50,000 square miles. The parallel of 50° North just touches the south coast of Cornwall, The isotherm of 50° passes through Dublin and London, and may be taken as the average temperature of the British Isles. The inches of rainfall of London, and its annual death-rate per thousand are rather under 25. The imagination of boys and girls is certainly powerful in proportion to their judgment, but it requires all the aid and definiteness which can be supplied in such ways as these.
Thus far I have ventured to offer suggestions as to means of making the Geography lesson a better vehicle, of conveying instruction. That, indeed, is its primary object. But a good deal of mental training also may be got out of the subject; and while we take care that the class is gaining useful information, we should always have an eye to any educative influences that can be brought to bear. Of these, perhaps the most important is that of training the pupils in habits of order, accuracy, and neatness. There remains, after all we can do, a certain amount of memory work : ana the old rule about thoroughness of work applies especially to memory work ; not only to committing to memory passages of poetry, but also as to the hard facts of Geography. It is worth while to insist, in Geography especially, on thoroughness and accuracy; because it trains the mind to exercise a peculiar minor faculty of the memory, which other subjects do not—I mean that of remembering locality ; the exact site of a town, the exact trend of a coast, the exact course of a river. This is obviously quite distinct from the verbal memory of the meaning of a Latin word or of the terms of a formula. It is not satisfactory, therefore, to rest on one’s oars when the pupil has reached the stage of remembering that Birmingham is somewhere up or down Warwickshire, that Warwickshire is either east or south of Staffordshire, or that the Witham runs straight to sea. Much abuse has been lavished on map-drawing. As has been said, it is not a science, and not much of an art. It runs away with a large amount of time, and the return is rather small. It imposes on the fond parent and the casual visitor. But it pleases the pupils. What a great merit this is in a school subject 1 How pleased would teachers be if they had to complain that their pupils took too much interest in other subjects? Map-drawing, still more map-painting, appeals to the creative faculty and the aesthetic faculty ; and it awakes ambition. The map-painter sees, for the first time, beauty and harmony in colour; like the sign-painter, he dreams of canvass. And while he is gratifying himself by these aspirations, he is unconsciously giving an excellent training to his bump of locality. With certain reservations, then, map-drawing may be heartily commended. Perhaps a little less sameness in the maps would be desirable. In the pupils’ maps, as well as in the wall-maps, complexity and confusion should be avoided. It is better not to be ambitious to get too much into one map. And all the pupils’ maps should be on a large scale, that handwriting may not suffer, being cramped. Sectional maps should often be set; eg., the countries round the Mediterranean ; plans of the Thames with its tributaries, the towns on the banks, and the counties through which it flows. To economise space, and avoid risk to handwriting, abbreviations may be allowed, The task of examining maps is simplified, if a few rules be laid down to secure uniformity in the use of colour. We may ordain that red ink alone is to be used for artificial boundaries; that green shall stand for valley or plain ; brown for plateau; pale blue for snow-field, &c.; volcanoes red. Mountain chains may be inserted in pencil, or better, with Indian ink or sepia, the colour darkening according to altitude. But insist that the mountain district shall be shown as well as the main chain, if any ; marking carefully peaks, parallel ranges, and mountain knots. We may lead up to fairly scientific map-drawing by gradation. First, we can buy, or print, on the trypograpb, outline maps containing the coast line and physical features ; the pupils being merely required to insert the names. Then to insert the mountains, lakes, and rivers. Then to insert the coast line also, with the degrees of latitude and longitude. Then to use colour. Finally, we can test the results of a course of simultaneous exercises on the wall-map in school, and of this course of map drawing, done as home-work, by requiring the class to insert a few dictated names of towns, or part of a coast-line, or a river, in a blank map. These test-maps furnish a capital test of the work of teacher and pupil alike. One may add a word about the importance of accurate spelling of geographical names.
(To he continued.)
Thebe are gratifying indications here and there of a disposition to let common sense have greater influence in the selection of subjects and methods of instruction. It is clear to the best observers that for the lack of this, time and effort are wasted.
The London school board has so thoroughly recognised this waste that it has rigorously revised certain text books, reducing them to minimum manuals.
Sir Henry Holland, eminent among other things for his geographical knowledge, remarking, in his eighty-fourth year, upon the imperfect manner in which geography is taught in English education, both public and private, says : “It cannot be taught in any proper sense of the word by mere maps or a bald and wearisome nomenclature of countries, cities, mountains, and rivers. What is wanted is that these should be intimately blended with the history of the world of nature and the history of mankind, thereby better fixing the whole in the memory, and giving to geography its true rank among the sciences. The change thus indicated is in progress, but much is still wanted for its full accomplishment.” His autobiography further illustrates the right method of securing interest in this subject, and points out the benefit of the method. He remarks of his early life “ I had a singular pleasure in all that belonged to the Tyne—its tidal changes, floods, and windings—and I was accustomed to pursue even to their sources many of the small streams (the burns and deans of Northumbrian speech) which run into this river. The phenomena of the tide had a peculiar interest for me. I well recollect the pleasure I felt in following their flow upward along these streams, marking the points to which they severally reached at spring and neap tides, and their various conflict with the waters flowing downward. These juvenile recollections are not effaced even by what I have since seen.”
Burke remarks : “ For my part I am convinced that the method of teaching which approaches most nearly to the method of investigation is incomparably the best; since, not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew.”
NOTES OE A LESSON ON “ THE TELESCOPE.”
By G. D. Miles, Amherst School.
Objects Required : Telescope. Binocular, Lenses, Blackboard, &c.
Introduction : It is useful, when objects are far away, to be able to see them distinctly. Our eyes are not strong enough for this purpose, so we have to make use of something to help us to see better. What is it we use ? (A Telescope.) This we may call an extra, or an artificial, eye to use with our own.
Heads.
' Matter.
Method.
Description.
Tube.
Lenses
Stops,
How THE
two parts
ARE CONNECTED.
HOW THESE ACT.
A Telescope (1) is a very simple instrument, and consists of two parts, a tube or pipe, and circular pieces of glass properly arranged.
The tube is chiefly made of brass. Sometimes several tubes (or slides as they are often called) fitting into one another like this (2), both for the purpose of suiting different sights (3),.and for case in carrying. Tubes are sometimes painted black inside (-1).
Lenses are the circular pieces of glass, and are the most important part of the Telescope. You could not do without them, although you might do without the tube (5).
To state clearly: a lens is a substance with rounded surfaces through which light passes; they are made of various materials, glass, crystal, precious stones. Those made of glass are always used for Telescopes—hence the name of “ glass” given to them (6).
Lenses are of various shapes, and hence have different names, concave, convex, &c. (7).
A stop is a kind of box with circular holes at end (8).
There are at least two lenses in a simple telescope—generally both double convex—they are placed at a certain distance from each other; the one nearer the thing you look at is called the object-glass, the lens nearer the eye, the eye-glass (9).
When light passes through a convex lens it is turned out of its course ; this you will best understand from the diagrams I draw on B.B. (10).
Suppose rays of light passing through convex lens from left to right, when they enter the glass they are bent towards the middle, and the same takes place when they leave it; so by these two bends the rays quickly meet at a point (12).
The reverse takes place with a concave lens (13).
This bending or breaking of the rays of light is called Refraction. Every substance through which light passes bends it more or less (14), except rays fall straight on the substance. After the rays of light meet they cross and diverge thus. (16) Thus an image of the object (P) is seen where I mark the diagram at (M),but this image is inverted, and is seen by the eye-lens in that position (16). To place the image in the same position as the object, another double lens
(1) Exhibit one. Mention uses. Much used by sailors, who call it “ Bring-’em-near. ” Meaning of word telescope.
(2) Show one with several slides (a Lord Brougham will do).
(3) Sights. State reason — near sight, long sight.
(4) Elicit reason, if possible, if not explain why.
(5) Mention that some of the first made telescopeshad no tubes, the lenses being fastened on ends of a long pole.
(6) Captain of ship tells some one to bring him his “glass person knows what is wanted.
(7) Draw shape on B.B. and exhibit the different lenses ; describe each.
(8) Unscrew telescope ; show stop and explain its use.
(9) Elicit reason for these names. Object glass fixed firmly upright-eye-glass fixed on a slide. Elicit reason of this from class. Recapitulate and question.
Explain that light comes in rays.
(10) Make diagrams showing rays of light passing thro’ lens and converging, then crossing, &c. ; let diagrams be as simple and as plain as possible.
(12) Show by converging lines and point out the place where rays enter and leave lens, and where they meet.
(13) Show action on rays by a concave lens.
(14) Meaning of word Refraction. Illus-strate action of water on rays by stick seeming bent.
(15) Show same,
(16) Inverted—explain term.
(17) Telescopes used to view the heavenly bodies have usually
Heads. Matter.
Method.
only two lenses ; show to class that the image being inverted does not matter in such cases.
(18) Show again the bending and crossing of rays.
Mention here the name of the inventorof telescope, and where first used ; also state sixes of some made by, or for, the inventor, and first improvers of telescope.
Question.
(19) Explain that Refracting ones are those which bend the rays of light; that reflecting ones,instead of having object-glass, have large metal mirrors fitted at bottom of a great metal-tube.
(20) Show an opera or field-glass.
(21) Elicit from class uses of this instrument.
Teacher may, if time will allow, show the advantages toman-kind which have arisen by use of telescope ; namely, in construction or seamen’s almanacs, &c,, &c.
Question.
Theory.
Uses.
Kinds of
TELESCOPES
is placed midway at (N), by which the inverted image is again turned, and then reaches the eye as in the original figure (17).
The rays of light passing through the lenses being so often bent (18) before they enter the eye (where also they pass through a lens) appear as if they came from a larger body. Thus the original object appears magnified.
There are two chief kinds— Refracting and Reflecting Telescopes (19).
Some of the earlier Refracting Telescopes were made as long as 100ft.; but in consequence of improvement in the manufacture and advancement in Science there is no need of their being now made so unwieldy.
There is also a very convenient kind of telescope, which is two-tubed, or two-eyed (20). It is a very neat instrument, and easy to carry. Another advantage it has, being so much more steady when held to the eye.
The principal use of a Telescope is to view the heavenly and other bodies for the purpose of observations.
To help navigators in determining their exact position ; to determine exact locality, and also to give better, or more distinct, views of objects.
They were first used by inventor to examine the heavens. As they came more into use, so did their utility become increased ; and now, it may be said, that their use is universal.
They are used, too, in the time of wTar to spy out the doings of the enemy ; also in time of peace by people who are employed in surveying portions of land, &c. (21).
Summarize briefly the whole lesson ; clean B.B., and employ a few minutes in individual and class-questioning.
UPPER SIXTH CLASS.
Arithmetic.—If 15 horses can plough 75-375 acres in 6-7 days ; in how many days could 28 horses plough 86-52 rds.
i °f t + L—
it
Find by practice the value of 3cwt. 2qrs. 191bs. at £4 17s. 6d. perewt.
Grammar.—Analyse : “ On one occasion a poor drummer crawling out from the mass of snow which had torn him from his comrades began to beat his drum for relief.” 2. Metonymy, rarefaction, enchanting.
Geography.—Exports of Spain, British Boss, of Africa. Name Lakes of Otago.
SIXTH CLASS.
Comprehension.—(1) Page 224, 6th Book—meaning of " Passive praise.”
Dictation.—(1) Fifth book. 230—“ Hubert -arisen.” (2) Pago
161, fifth book—“ The flanking parties--enemy.” (3) Fourth book,
page 155—“ He tries--avail him nothing.”
Parsing.—(1) Parse fully : “ As the prince held out his arms to catch his sister such numbers leaped in that the boat was overset,” (2) “ So many questions had he asked that almost every person considered him to be very inquisitive.” (3) “ Tell your brother not to make so much noise when he goes out of school.” (4) i(Ile soon made another attempt to find his way through the gloomy forest.” (5) “ We heard yesterday that our teacher might require the third class to write in their copies.”
Grammar,—(1) 1st pers. sing. fut. per. pass, ind; of “tohide.” (2) 3rd pers. plu. perfect pat. of •' do strew,” (3) Perf, pass, inf, of “ to
shave.” (4) Perf. inf. act. ; past cond. and 1st sing.; past potent. 1st sing* of “drink,” (5) 3rd pers, plu. pres. subj. pass, of “leave.” (6) 1st plu. past indie, pass, of “ hurt.” (7) Present infin. pass, of “ weave.” (8) Pres. inf. pass, of “eat.” (9) 3rd plu. past pat. pass, of “ catch.” (10) 3rd plu, perfect ind. act. of “flight.” (11) Pass. plu. 3rd pers. pron. sup. deg. of “capable.” (12) Past part, of “ swell.”
Geography.—(1) Roper, Lake Cowal, Flinders Range. (2) Carpathian Mountains, River Ovens, and into what it flows. Country north of Arabia. (3) Greenock—country and rivers. Wentworth—country aud rivers. Lake Eyre. (4) In what country and on what river is Novgorod. In what country and in what direction are Southern Alps. River Shannon, in what country and into what does it flow. (5) Kyneton, Greytown, Cherbourg. (6) Rouen, Taupo, Etna.
Arithmetic.—(1) 3 tons 18 cwt. 16£-lbs. at £24 10s 6d per cwt. Practice—If £86 10s 6d will buy 28 acres 2 roods of land, what will £43 os 3d buy ? (2) 57 oz. 3 dwt. 17 grs. cost £3 19s 8^d per oz. If the fare by rail for 32 miles 4 furlongs be £2 3s 4d, what ought I to pay to travel 44 miles at same rate? Find the value of 7 tons 9 cwt. 2 qrs. 18 lbs. at £5 19s lOd per cwt. If a man walk 129£ miles in 35 hours 29 minutes, how long will it take him to walk 87 miles 716 yards ? (4) If I get 38 tons 9
cwt. 3 qrs, of potatoes from 6 acres 3 roods 20 poles of land, how much land should I plant to get 20 tons ? Practice—52 miles, 2 furlongs, 32 poles at £13 17s 5d per mile.
■■{x2-xy + y2) (z-y) Ans.
(x + y) (x2 + xy + y2)
=*x3 - 2x2y + 2xy2 -y3)
This is from the books.
In No. 4 the first expression, x3 +7x2 +7x- 15 may be resolved by a little ingenuity into (« + 5) (x + 3) (x- 1), and the others may be treated similarly ; m hen the whole expression will stand thus :—
(te + 5) (a; + 3) (a-1) (a;-5) (a?+ 2) (a? -4-1)
(a- 4* 3) (a + 2) (a +1) ~~ 2o) " J)
CONTENTS
An Historical Sketch of English
Penmanship.........
The Study of Geography ... Method of Teaching Geography Notes of a Lesson on the Telescope ......
Result Examinations Correspondence—
Country Schools
Answers to Correspondents ... 6
2
2
5
5
6
Leaders—
Reflections upon Inspectors 9 The Necessary Operations of
Victorian Education Department-Appointments and Promotions 10
Examination Papers ... 11
COUNTRY SCHOOLS.
TO THE EDITOR OF THE “ AUSTRALASIAN SCHOOLMASTER.”
Sir,—As schools of 50 and under are the most difficult to manage, they require teachers of the very best ability. In these schools teachers have to manage to teach six classes single-handed, while in large schools— over 50—assistance is provided, so as to give every class a special teacher. Now*, as salary is paid on numbers, no teacher will willingly stop in or go to the country, on hard work and small pay ; there is neither honour nor advantage in it; why, then, should they do so ? Still we hear the complaint—“ They will not go to the country.”
It may be said that teachers of country schools are as efficient as those in cities and towns. If so, why not pay them as high salaries ? On the contrary, if they are not, why allow them to teach singly in small country schools, to the evident injury of themselves and those placed
under them for instruction ? ......That these important
schools—of 50 and under, requiring the best teaching power procurable, scattered over the colony, and embracing a very large percentage of our State school pupils—should have allotted to them a low class of teachers, is most certainly unfair to the country tax-payer. But this is the modus operandi which now obtains. If a teacher is found to be lax, or in any may unsuited for a certain position, he is told—“ You will be sent to a school of 50 or under if you do not improve.”
That means, because the pay is small, you must go to this or that school under 50, to the injury of all concerned. The proper place to send such (if indeed there are really such) would be to a large school, under efficient management, to learn his business.
To give indifferent teachers charge of the most important class of schools is most illogical, and cannot be justified by any sound argument whatever.
The only remedy for this i3 the immediate abolition of the present mode of payments on numbers and results, and in lieu thereof substituting payments on classification only.
In my next I will give you a synopsis of my scheme of classification, which will, I think, check effectually the increasing expenditure, while it will, generally speaking, satisfy the country and the teachers.—I am, dear Sir, yours faithfully, ALPHA.
TO THE EDITOR OF THE “AUSTRALASIAN SCHOOLMASTER. ’ SIR,—Without wishing in any way to criticise Mr. Sutherland, allow me to offer a few supplementary remarks on the algebraical solutions, published in your last. I shall take Nos. 3 and 4.—
First _xa -ya_ (x3 + y3) x3 -y3)
x3 + 2x2y + 2xy2 +y3 “(z-f-y) (x2 + xy + y2)
(x2 - xy + yu) {x + y)[x~ + xy + y2){x-y)
= x3 - x2 - 25a + 25. Answer.
The last terms of all these expressions may be seen to be the products of three factors, of which one must be unity. It can be easily and quickly ascertained if any such expression is divisible by a +1. The rest is obvious. One of my objects in making these remarks is to induce others to give us the bonefit of their experience and research in similar cases, so that both teachers and taught may, through your columns, have the benefit of the very best available methods. I may add, that I believe the intention of the examiners in constructing the above questions was to test the penetration of students in detecting these composite expressions, aud in breaking them up into their elementary factors. Those who did so doubtless got extra marks.—Sir, your obedient servant.
JOS. IRVINE, Caralulup,
ANSWERS TO CORRESPONDENTS.
Received.—“W. E. Sumner,” “Edward Ferber,” “ J. Knopp,” “ D. A. M'Phee,” “School, No. 1073,” “ M. J. Power,” “ C. W. Frost,” “Sebastopol State School,” “ T. Cunningham,” “ R. Tilley,” “J. Toohey” (stamps), " J. M'Lean,” “ T. G. Patterson,” “ M. Brandt,” “ Waterloo State School,” “ G. Whitfield,” “A. A. C.,” “ John H. Ralton” (N.Z.), “ J. D. G. Roxburgh,” “ R. H.” (Swanwater South), “A. McDonald,” “A. Roy, ” and “ W. Thompson.”
“ J. H. Ralton.”—Many thanks for the papers forwarded.
“ One Subscriber.”—None but questions actually given at school examinations are inserted.
“ INQUIRER.”—If the report of the Inspector be unfavourable to a teacher, it has always been the custom of the Department to acquaint him with the fact.
“ P. N. Cole.”—Dec. 31, 1881.
“J. M. Tweedie.”—February 1, 1881.
“ Tiios. Hall. ”— January 1, 1882.
“J. Biddell.”—June 1, 1882.
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BIRTH.
Hayes.—At High Plain Camp State School, 2276, on the 26th June, the wife of S. F. Hayes, of a daughter.
MARRIAGE.
Gilmour—Miller.—On the 18th April, 1881, at the residence of the bride’s sister, Kyneton, by the Rev. J. Catterall, David Henry Gilmour, of Brown’s Plains, School No. 821, to Elizabeth Jane, second daughter of Ebenezer Miller, Kyneton.
Ibislralasian Srjhmimasln-.
PUBLISHED EVERY MONTH.
MELBOURNE, JULY 20, 1881. We have been asked to express an opinion on certain passages reflecting upon inspectors of schools which, unwittingly, appeared lately in our columns. The words in question were to the following effect, and were contained in a communication signed “ Scotius ” :—
1. “ It is demoralising to any teacher to be constantly reminded by
visits of official detectives how little trustworthy he is reckoned, and how much his work needs looking aftei\” '
2. Twenty per cent, of passes or ninety can be given, according to the
whim of the inspector.”
3. “Or (according to) his secret instructions from head-quarters.” We have no hesitation whatever in saying that the line8
quoted above do not in any way represent our opinions, and would not have appeared in our columns had they been noticed at the time.
It is most unjust to designate inspectors as official detectives
inasmuch as they never appear to teachers in any other than their true and professed character; and we cannot conceive how that supervision which is deemed necessary and fitting in all positions of life should be demoralising only when applied to state school teachers.
From careful enquiry, we have learned that the second and third paragraphs are equally untrue; and we must express our regret that, through an oversight, these expressions were not expunged before going to press.
“THE NECESSARY OPERATIONS OF HUSBANDRY.”
We are drawing near the season of some branches at least of the “ ingathering of crops,” and the question has been started whether the provision made in Lord Sandon’s Act enabling local authorities to exempt children from attendance at school for a period not exceeding six weeks “ for the necessary operations of industry and the ingathering of crops ” holds good any longer in the face of Mr. Mundella’s Act.
It is an interesting and somewhat intricate point. There is much to be said on both sides. Section 9 of Lord Sandon’s Act declares that a person “ shall not be deemed to have taken any child into his employment contrary to the provisions of this Act if it is proved to the satisfaction of the Court having cognisance of the case, that the employment is exempted by the notice of the local authority hereinafter next mentioned,” and then comes the notice running thus :—
The local authority may, if it thinks fit, issue a notice exempting from the prohibitions and restrictions of this Act the employment of children above the age of eight years for the necessary operations of husbandry and the ingathering of crops, for the period to be named in such notice, provided that the period or periods so named by any such local authority shall not exceed in the whole six weeks between the 1st day of January, and the 31st day of December in any year.
Now a clear distinction has always been drawn between the operation of the Employment Clauses of Lord Sandon’s Act and the operation of bye-laws. It seems to have been the intention of the framers of that Act to make arrangements, by means of the Employment Clauses and Sections, 11 and 12, for securing exemption from employment, and attendance at school, in districts without bye-laws. Were it not for the distracts without bye-laws, Section 11 would have been needless ; and it will be remembered by many that when Lord Sandon, in first explaining the Bill in Parliament, entered upon the matter of the employment clauses, he dwelt upon indirect compulsion as a means of to some extent avoiding recourse to that system of direct compulsory attendance at school provided by Mr. Forster’s Act, against which a good deal of prejudice still existed. Well, then, before we consider the effect of Mr. Mundella’s Act upon the point of issue ■we have to see whether the provision we have quoted as to exemption for the purpose of the ingathering of crops could be regarded as in operation at all in any district where byelaws were in force.
We think it must be admitted in the first place that the words of Section 9 do not cover an exemption from the operation of the bye-laws. That section begins by saying that a pei'son “ shall not be deemed to have taken any child into his employment contrary to the provisions of this Act, if,” <fec. There is nothing here to the effect that “ a parent shall ma be deemed to have neglected or violated the bye-laws,” Ac. and when we come, lower down, to the notice to be issued by the local authority, it is described as a “ notice exempting from the provisions and restrictions of this Act the employment of children.” It is purely and strictly an exemption from the operation of the employment clauses, and it nowhere touches the relations of parents to the bye-laws. But if it is, as we think, quite clear that there is nothing in the four corners of this Section 9 specifically interfering with the byelaws, the question next arises whether there is anything in the bye-laws leaving an opening for the application of this particular provision of Section 9 ; and the first thing the mind involuntarily turns to is the immortal sentence : “ Nothing in these bye-laws shall have any force or effect in so far as it may be contrary to anything contained in any Act for regulat
ing the education of children employed in labour.” Inasmuch as the old knotty point of the relations of this proviso to Factory Act half-timers furnished the material for endless controversy and difference of opinion, we have no doubt the bearing of the proviso upon Section 9 is open to a good deal of argument; but it seems to us that all the argument must tend at last to the conclusion that the compulsory attendance of child ren at school in accordance with the provisions of Section 74 as incorporated in the bye-laws is not “contrary to anything contained in ” Section 9 of Lord Sandon’s Act; for the notice in Section 9, as we have seen iB only an “ exemption from the provisions and restrictions of this Act” (meaning the Act of 1876), and the bye-laws are not any part of the provisions and restrictions of that Act. It was carefully made to be not an exemption from the requirements of the bye-laws. Lord Sandon was very cautious indeed throughout his Act not to interfere with the operation of the bye-laws. He was, in fact, contriving a scheme of prohibition of employment and of modified compulsory attendance at school to cover that large area of the country which had no bye-laws. Was there, then, no opening for allowing children to be exempt from attendance at school for a period not exceeding six weeks for the sake of the ingathering of crops, in districts where bye-laws were in force 1 That was a question put to us more than once or twice long ago, before the Act of 1880 was thought of, and we ventured to answer it according to our own constant interpretation of the bye-laws. We have always contended for a liberal reading of the “ reasonable excuse ” of Section 74. We have many times deprecated the presumption, somewhat widely current, that there are no reasonable excuses except those mentioned in the section. We hold that there may be many reasonable excuses, of which the School Boards first and the Magistrates finally are the judges ; and when we were asked whether the School Board or Attendance Committee with bye-laws might issue a notice in accordance with the terms of Section 9 of Lord Sandon’s Act, we have said that if there seemed to be any urgent need for the labour of children specially in the ingathering of crops, the notice might be issued, the Board resolving to regard as a “ reasonable excuse ” for absence from school the employment of children in the ingathering of crops in accordance with the provisions made in Section 9. The only question that could possibly arise in the matter was whether the Education Department would be likely to regard a local authority as acting as a local authority “in default,” and we never hesitated to express the belief that the Committee of Council would look upon the act as a fair exercise of the discretion of the local authority under the provision of the “ reasonable excuse.”
But this year comes in the Act of 1880, which, in the first place, provides for the adoption of bye-laws everywhere, and so raises the question whether this exemption of Section 9 is not for all practical purposes swept away for children under thirteen ; and in the second place contains this apparently stringent and inelastic provision :—
Every person who takes into his employment a child of the age of ten and under the age of thirteen years, resident in a school distriot, before that child has obtained a certificate of having reached the standard of education fixed by a bye-law in force in that district for the total or partial exemption of children of the like age from the obligation to attend school, shall be deemed to take such child into his employment in contravention of the Education Act, 1876.
The question is whether this amounts to a repeal of the provisions of Section 9. That is a point on which it is not very safe to dogmatise. When a section of a previous Act of Parliament is not specifically repealed there is a certain presumption in its favour, and it is open to anyone to argue that it was not the intention of Parliament to repeal it, since the provision in question might be observed without interfering in any very material degree with the purpose of this section of the new Act. There are, it may be observed, in Section 9, other limitations on the prohibition of employment, such as the distance of the school, the period of the school holidays, &c., and if Section 4 of the new Act were read literally we should be driven to the conclusion that a child who had not passed the exemption standard might not be employed during school holidays, after school hours, &c. Upon the whole, therefor©, a pretty strong case might be made out to the effect that Mr. Mündel la’s Section 4 (aimed, as we know, only at Factory Act half-timers), was not intended to forbid the local authority or the employer from acting under Lord Sandon’s provision as to the employment of children in the ingathering of crops.
And if Section 4 does not, taken by itself, actually forbid this exception from the prohibitions of the employment clauses, we think that, under the shadow of the “ reasonable excuse,” as we have pointed out above, it is within the discretion of School Boards and Attendance Committees to issue notices under Section 9 and .to act upon them—subject always to a decree to the contrary in any case from Whitehall. For it seems to us to be within the prerogative of the Committee of Council to limit and control any abuse, on the part of the local authority, of their discretion in the administration of the u reasonable excuse.”—School Board Chronicle, June 4, 1881.
side only—strain towards that side, and actually deform themselves to get at its salutary influence. The children will turn towards the light, and will—like the plants—deform themselves. You will find irregularities in their form. Well, then, would you, gentlemen, who seek, by the careful arrangement of your schools, and by the choice of an ingenious kind of furniture—careful to anticipate this danger—would you presume to prescribe to us as an ideal, a school-room lighted on one side only ? This is certainly one of the most certain and fatal causes of contorted attitudes of deformations and misgrowths. The laws of health protest with all its might against any such ideal.”
A meeting of the High Schools’ Board (N.Z.) was held on the 7th ult., at which all members were present, A deputation, consisting of Mr, Handyside, and Mr. Bens, C.E.,waited upon the board in reference to the projected railway of the Night-caps’ Company. They laid a plan of the route upon the table, and represented that the company wished to lay the rails on the road line at a distance of 25 feet from the endowment. The Board opposed, on the ground of inexpediency, but Mr. Wade said that every facility might be given to the Coal Company, consistently with the privileges of the schools. A resolution was passed offering a strip of land one chain wide for £100 to the company, subject to the approval of the Government. The Government intimated by telegram that the assent of the Governor would be asked to the proposal of the Board to sell the Night-cap’s property in one block.
The news of Dr. Cummings’ mental weakening will be read with considerable regret, That learned divine’s mind has, it appears, lost its vigour. The Christian World says:—“ We regret to learn that Dr. Cummings’ mental condition is such that, while physically well, he is practically dead to the world.” Telegrams have since announced his death,
“ Buddhist Philosophy ” was the subject of an able paper read by Mr. J. T. Thompson, at the Southland Institute'(N.Z.) early last month, It was most instructive and interesting. The reader gave a large amount of information about the above system of philosophy, thus furnishing what, to many, had hitherto been an enigma. He stated that even now, “ notwithstanding the researches of Hodgson, Alabaster, and others, so subtle are the doctrines, and so diverse are the tenets of the multitudinous sects of Buddhism that it is very difficult to form even a fairly accurate estimate of this elaborate system of belief.” The paper was acknowledged as a substantial contribution to the literature of the institute. At the meeting two new members were admitted, in the persons of Dr. Bair and Mr. P. M'Leod.
The guardians of the Birmingham workhouse now make their own gas, and are very successful in the manufacture. They commenced the work eleven months ago, and it has been found that the gas costs only Is 6d per 1000 feet, and an annual saving of £1000 will be effected.
As touching upon the late earthquake at Chios, the following particulars may be interesting as having a bearing upon the geography of the Mediterranean. M. Bernard de Chivry, almost the sole survivor of a large family, writes from Constantinople thus :—“ The first shock, which occurred just as my wife and I were opening our letters from Paris, was very violent. Our house oscillated like a pendulum, the piano rolled against the window, and a large Louis XIII. clock fell prone upon the floor. My wife fainted, and I slipped from my chair amid a shower of books, nick-nacks, &c. My first thoughts on springing to my feet were for my wife, and I had just succeeded in reviving her when a second shock brought the already shaken house to the ground in a mass of ruins, a large beam striking my wife on the forehead,and breaking my left arm. The children, who were in an upper story, were crushed under the debris of the house. My little Louisa, who was in the garden with her nurse, escaping, like the latter, with nothing more serious than some severe bruises. What most struck me was the cries of the inhabitants and animals, and I do not remember ever having heard such a terrifying din. When I succeeded in extracting myself from the ruins of our residence, I could scarcely believe what my eyes told me—that the whole of the city had crumbled to the ground. While standing looking about me I felt the soil rise beneath my feet several times, and it almost seemed as though I were on board ship. My arm caused me great suffering. I felt that my reason was deserting me, and I was about to run away, dominated by the fear that the people whose cries I had heard were seeking my life, when the sight of Louise and her nurse brought me to myself. The shocks continued, and we had to get away from the neighbourhood of the houses whose walls kept falling every instant. I passed a night of torture in the cemetery with the child and nurse. The next day, when I sought to revisit my house, I could not even find my street again, the confused mass of ruins totally obliterating it. Burnt by the suu, dying of hunger, my little daughter almost dying, I made my way towards the coast, off which I was lucky enough to find a fishing vessel lying. I made despairing signs, attracted the attention of the fishermen, and was taken on board and placed on a large Turkish ship that had been sent to our assistance.”
A motion is afoot for the publication of a monthly journal in connection with, and in the interest of, the Nelson (N.Z.) Teachers’ Association.
The Weekly limes of June 8 (N.Z.) states that two comets are now distinctly seen at Timaru, one setting at seven o’clock in the evening, and the other rising before the sun, about five in the morning.
Mb. Seaboun,(an elocutionist of much ability, is giving entertainments at Invercargill to appreciative audiences.
The British Columbian Government has lately adopted a new school act. Amongst other things it provides that : “ Every male person in the province above 18 years of age shall pay unto the use of Her Majesty, her heirs and successors, an annual tax of three dollars, and such tax shall be due by such person from and after the second day of Jauuary in each and every year, to be payable in advance, and whether such person be a resident of the province during the whole or any fraction of such year.” Exegetically it may be mentioned that the chief object of
The famous water-colour painter, Mr. Samuel Palmer, died at his residence, Brighton, on 24th May, after a brief but painful illness.
The Architectural Publication Society are at last approaching the end of the work of the compilation of a “Dictionary of Architeeture.” When completed the work will be a very valuable one, and will abound with references and illustrations of a highly useful character.
Herr Makart, of Vienna, has just completed a very large picture entitled “ Bathing Women.” It is a view at Vienna. The picture is spoken of as one of high merit.
The Presidency of the Linnian Society has been conferred upon Sir John Lubbock, Prof. Allman having resigned. Mr. G. J. Romanes, of notoriety as the exponent of the physiology of the jelly-fish, the composer of works on “ Animal Intelligence ” and “Nerve Évolution ” has been elected zoological secretary, vice late Mr. E. R. Alston.
The Glasgow Mechanics’ Institute has been converted into a college of science and arts. Its successful working over a period of about sixty years is the cause of much congratulation.
According to two most eminent French Scientists— Mons. Yung and Glcmandot the phosphorescence of sulphide of calcium and similar substances is due to a physical disturbance of their molecules by the blue rays of the spectrum. Ihc violet colour of the phosphorescence of the luminous paint is due to this cause. The red and vcllow rays produce scarcely any phosphorent effect;
An interesting addition to the long list.of minerals known to geologists and others has been made in the discovery of a new specimen, to which
the clause is to obtain payment of an education tax from Chinese, it being not so difficult to prove that a Chinaman is over 18 than that he is over 21.
Mb, J. W. Martin, late of the Southland Boys’ High School, has been appointed third master (classical aud mathematics) in the Nelson College, in the place of Mr. G. B. Thistle, who has been appointed to the second position on the staff of the Wellington College.
At the ordinary monthly meeting of the Invercargill school committee, the chairman reported that the clerk had been instructed to write to head masters of the various schools, authorising them to close schools for a week to enable them to attend the meeting of the Education Institute at Dunedin. This was approved.
Prof. W. Robertson Smith, of the Presbyterian General Assembly, has been removed from his position as Professor of Hebrew Biblical Literature at Aberdeen College, in connection with the Free Church of Scotland. There was a majority of 1G3 votes against him ; 177 members protested against his removal. A public breakfast has since been given him, at which 300 attended. It is proposed that a testimonial shall be presented to him.
A meeting of persons favourable to the reading of the Bible in schools was held at Wellington, June 27. There were present the Hon. Colonel Brett, Hon. Dr. Menzies, Hon. Mr. Miller, Hon. Mr. Peter, Sir W. Fox, and Messrs. Stewart, Bain, Thomson, Macandrew, Fulton, and Jones. A great deal of discussion took place. It eventuated in a motion being tabled to the effect that the Government should be asked to obtain an expression of opinion on the subject from the people of the colony, in a somewhat similar plan to that adopted by the Otago Bible-in-Schools Association. Mr. Macandrew agreed to move the motion ia the Lower and Mr. Menzies in the Upper House. >
A number of gentlemen in Christchurch are working in the direction of the formation of a company to supply Christchurch and New Zealand generally with electric light. Communications are being held by them with the patentee of the Edison electric light on the matter.
The Pimpampa correspondent of the Brisbane Weekly says “ The schools of this district gained a good report from the inspector, and there is apparent good conduct among the learners, who appear to be gaining in commendable manner under the refining influence of lady teachers.”
A meeting of the friends of Trinity College (Melbourne) resident in Geelong was held at the Geelong Mechanics’ Institute on the 21st ult.. Mr. G. A. Stephen was in the chair, and about 50 gentlemen were present. On the motion of Sir Geo. Verdoo, the following resolution -was unanimously carried “That Triuity College is deserving of the warm support of all churchmen in Victoria, and of all fields of a higher education, both as a theological training school for candidates for holy orders, and as supplementary to the work of our University.” On the motion of Mr. Keeper and Mr. Rowcroft, resolutions were passed pledging the meeting to use its utmost efforts to increase the funds of the college. Contributions from all the colonies will be thankfully received. Students have to be turned away for want of accommodation.
The library fund of the Leichardt-street State school will receive an appreciable addition, as the proceeds from an entertainment given by the pupils last week are something handsome. There was a large attendance. and the programme, which consisted of vocal and instrumental music, was performed with great credit by the teachers and pupils of the school. A selection from the historical play of “ King Alfred ” was excellently performed. The entertainment passed off with much eclat.
The monthly “ social ” of the old Scotch Collegians (Melbourne) took place at the Oriental Hotel on the 25th ult. The Hon. R. Ramsay presided, and there sat around a goodly number of members. A paper on the “ Chinese Question ” was read by Mr. F. Shaw. It was very interesting and instructive. The discussion which followed was long and animated, and some good speeches were delivered. Singing and recitations were also given.
the name “ chalcomerite ” has been given. The place where it was discovered is the Argentine Republic.
Mr. E. Collborne Baber, Chinese Secretary of Legation at Pekin, is publishing a record of his travels in Asia. This will be illustrated by a series of route maps, and has been referred to by Lord Aberdare and others as a valuable contribution to our knowledge of Asiatic geography.
A new anthropological society has been opened at Lyons (France). It will be worked in conjunction with the museum of the same nature at that place.
We quote from the Atkcnœum the following :—“ Swift’s comet (a 1881) has gone south. Notices of it have been sent to the Cape and to Australia, where perhaps it may be followed after its emergence from the evening twilight. Dr. Openhcim, of Berlin, and M. Bigondan, of Paris, have both calculated the elements of its orbit, by which it appears that it was in perihelion about the 21st inst., at the distance from the sun of about 0 58 in terms of the earth’s mean distance. Its greatest apparent brightness did not exceed twice that at the time of discovery, on May 1st. It is now becoming continually fainter, and by July 9th will be reduced to a fifth part of that which it had at that time, The elements do not show any close resemblance to those of any comet whose orbit had been previously computed.
Mr. James Sutherland, who for a long time was the editor of the Madras 'Times, has recently succumbed to “ death’s unerring blow.” Of late the gentleman had been resident in London, where he published a metropolitan paper, entitled the Citizen.
The Scandinavian Philologists hold a second meeting at Christiana, which is to last from the 10th to the 13th August.
Mr. John Blackall, F.L.S., one of the earliest members of the Linnian Society, died at Lancashire lately, at the good old age of 92, He was well-known in the field of science, and published some valuable works, among which were “ Researches in horology,” and papers on meteorology, ornithology, See.
Observations made by Mon. L. J. Bodaszewsky reveal that “ rapid oscillatory movements are visible in smoke and steam when viewed by the microscope illuminated by the solar or electric light. The molecules are of a spherical form, and are continually exhibiting strange attraction and repulsive forces. The vapours of acids, ammonia, and sulphur, when scanned by the light of glowing platinum wire, with a powerful microscope, exhibit similar movements.
Mons. Schlumberger, in a note to the Academy of Science, advocates slicylic acid as a disinfectant, and also for preserving solid and liquid articles of food. It appears that a large cattle dealer has for four years given some of this acid daily to his animals, and they have all escaped diseases from which his neighbours’ have suffered. Poor wines arc saved by the acid. Food salicylised does not injure the health.
Cardinal Newman, it is understood, will sit to Mr. Millais for his portrait.
The Queen has given instruction to Mr. Relt, the eminent sculptor, to design a monument to be placed in Hughendeu churchyard, in memoriam of the late Earl of Beaconsfield.
An art exhibition of some extent is to be opened at Cardiff in August. It is anticipated that it will be the most interesting yet held to the west of London. Oil paintings, water-color ditto, engravings, and etchings are to be the chief items of the show.
A splendid specimen of Chinese art is now on view at the Edinburgh Museum of Science and Art, It consists of three hundred pieces of that kind of Chinese pottcryware which show flowers and figures laid on a white ground.
The frescoes in the façade of the Rathaus of Liestal (Switzerland), which date from the year 1590, are to be restored. The subject of the chief picture (says the Academy) is significant of the period, as it is neither biblical, hagiological, nor local, but taken from classical antiquity. It represents the story of King Zalenkoo, who instituted blinding for the punishment of adultery. When his only son committed this crime, the king rigidly upheld the law ; but, as the criminal was his own son, he had one of his own eyes put out, and only one of his son’s.
The difference of diversity of liquid and vaporous ammonia may be gathered from the fact that 1 lb. of the liquid, with atmospheric pressure at a temperature of 62 degs. Farb., occupies a space of 36 cubic inches, and the same weight of gas occupies 23 cubic feet.
The Engineer says:—“A discovery of more than usual interest of pre-historic man is announced from Spain. Some lead miners in the province of Segovia, about 70 miles north-west of Madrid, recently broke into an immense cavern. In the interior they found upon an argillaceous deposit, and in the midst of stalagmites, the remains of about 500 skeletons of both sexes. Clipped stone and quartz implements and fragments of rude pottery were also obtained. Ten well-shaped and perfect skulls of pre-historic type were recovered.”
What is believed to be the oldest piece of ordnance in existence has been sent to London by the Governor of Cyprus, for the museum of artillery at Woolwich. It is made of cast iron, and weighs 25 cwt. It is believed to be of Venetian manufacture.
The Academy says :—“The month of December has been fixed for the sale of the celebrated Bunderland library, which consists of the collection formed by Charles III., Earl of Sunderland, in the early part of the 18th century. The total number of volumes is about 30,000, most of them being in fine old morocco bindings, and many printed in vellum. Among the chief rarities are first and early additions of the Greek and Latin classics, and of the great Italian and French authors ; a superb collection of early printed Bibles in various languages, including a copy on vellum of the first Latin Bible with a date; many extremely scarce works relating to America. A series of English and French works relating to the political and religious events of the 16th and 17th oenturies, &c.
£10 17 74 8
|
968 |
8 |
74 | |||
|
9 ft. - |
4 |
3 |
12 |
64 | |
|
16 ft. < |
1 3 „ -Ì 3 „ — |
4 4 |
1 1 |
4 4 |
24 24 |
|
1 „ - |
4 |
0 |
8 |
Oil | |
|
360 in. ■ |
216 = i 144 = |
4 T5 |
0 ; 0 |
1 0 |
0 1 3 UlTT 82TV |
|
Ans. |
£974 |
19 |
3WV |
24
7
3
300 ' 12
= 25 days
12 x 24 x 7 x 3
APPOINTMENTS.
George Mackat, H.T., Dunolly, 1582; Catherine Kemp, H.T., Youarang, 2301 ; Thos. G. Patterson, H.T., Kyabram East, 2401; Margt. Ley land, H.T., Bloomfield, 2187; David C. McClelland, H.T., Barna-wartha, 1489 ; S. H. Remfry, H.T., Homerton and Mt. Clay, 1400 ; Duncan McLean, H.T., Nhill, 2411; Mary H. Leys, H.T., Tongala West, 2409 ; Nathaniel B. McKay, H.T., Naringaringalook, 2410; Jessie E. Gilsenan,
II.T., Bamawm South, 2154; Jane Mack, H.T., Gooram Gooram Gong, 1815; JeremiahlMurnano, H.T., Boort and Woolshed Lake, 1835; Wm. Crollin, 2nd Assist., St. Kilda, 565 ; Margaret Jones, H.T., Charlton West,
-; Jane Strongman, H.T., Bunguluke East, 2133; John Sergeant’
H.T., Carlton, 177; Margaret Abbott, H.T., Thalia East, 2413; David Hobbs, H.T., Pearson Town, 1456; John J. Bult, H.T., Springs, 859 ; David R. Bilton, II.T., Karyie, 2414; Thos. Lamb, H.T., Kurracca West and Berrlmal, 2073; Margaret Kiernan, H.T., Bloomfield, 2187; Jane Uren, II.T., Mooroolbark South, 2259; Mary Jobson, H.T., Lillimur, 2399; Rhoda J. Carter, II.T., Yectis East, 1623; Alice Kleeberger, H.T., Mologa, 1710; Edward C. Bishop, H.T., Rushworth, 1057; Fredk. A. Crout, II.T., Pino Lodge, 1713; Eliz. A. Buchanan, 2nd Assist., Barry’s Reef, 885; Samuel G. Rigg, H.T Dromana, 184; John Lindsay, H.T., Ballyrogan and Wilson's Run, 1530 ; Eugenio E. Hooper, H.T., Dunbul-balano, 2192 ; John G. Byrne, H.T., Duck Holes, 201 ; Kate A. Lyttleton,
H.T., Lower Crawford, 2406 ; John T. Burke, H.T., Parkes’ Plains, 1762 ; William Leggatt, H.T., Campaspe East, 2407; Mary Bramston, H.T., Kyabram North, 2277 ; William Park, 2nd Assist., Eureka-street, 1071 ; James N. Hill, H.T., Kaniva, 2400; Thomas G. Henderson, H.T., Childers and Moo West, 2350 : C. V. Collins, II.T., Staghorn Flat, 1593 ; Martha M. Tracey, H.T., Mount Ochtertyre, 1948; Wilhelmina Matheson, H.T., Arcadia, 1880; Fredk. Parsons, H.T., Carapooee and Cherry Tree Creek, 1648 ; Hannah C. Trainor, H.T., Tongala West, 2409; Joseph L. Gray,
II.T., Upper and Lower Moondara, 2320: John Jas. Richardson, H.T.’
Alberton, -; Thomas Bossence, H.T., Muckleford South,’ 1124;
William Davidson, 2nd Assist., St. Arnaud, 1646 ; Joseph Murphy H T ’ Wodonga, 1058. _______ *
ARITHMETIC.
Solutions to Paper given to Stvdents in Training, Pune, 1881.
1. Explain the terms : composite number, common measure, cubic inch, improper fraction, circulator.
These definitions can be obtained from any of the standard works on arithmetic.
2. Find the dividend if the divisor is nine hundred and eighty millions, eighty-seven thousand six hundred and one, the quotient ninety thousand and eighty-one, and the remainder six and one-third times the quotient. Numerate your answer.
980087601 x 90081=88287271185681 90081 x64 = 570513
88287271756194
Answer 88 billions 287 thousand and 271 millions, &c.
Find by practice the value of 89 cubic yards, 16 feet, 360 inches @ £10 17s 7^d per cubic yard.
|
87 |
1 |
0 |
|
11 | ||
|
957 |
11 |
0 |
|
10 |
17 |
74 |
4. If the gas consumed by a chandelier of 10 lights fitted with the common burner costs during the month of April £1 4s, the chandelier being lighted on an average 6 hours per night, in how many nights will a chandelier of 12 lights fitted with Ellis’ burner and lighted for 7 hours a night consume gas costing £1 Is, supposing Ellis'burner use 4th less gas than the ordinary kind ?
12 : 10
"g : : 30 days 4
10x30x21 x 6x4
Done by cancellation.
5. State and prove the rules for determining mentally—
(a) The value of 3 ounces of tea at 4s 6d per pound.
[b) The interest on £90 10s for 8 months at 6 per cent.
(a) -fc of 4s 6d = xj of 162 pence = 10^d. Ans.
(5) Rule—Multiply the principal by the months, and -Ay of the product will be the answer in shillings.
904x8-7248 4 10-£3 12s 4$d.
Proof (by cancellation) 100 : 6 , „on 1f. , £904 x 8
i2 ; 8 ‘ 1 *JU 1U3 * .....200
2
Taking the pounds as shilling is the same as dividing by 20, therefore the result is 904s x 8.
~~W~
6. How many years would it take £125 to treble itself at 74 per cent' per annum simple interest?
The interest must amount to £250.
£125
7.
Simplify—
1
9§ : 250 : . 1 year 76 : 2000
3 : 80 = 26§ years.
Ans. 26 years 8 months.
21 +
of
1 • / 8
of 4)
i + 6tV
TIT
7
TIT
|
( i |
of 2 \ |
1 JL X 18 * |
(A- |
--rVof |
|
V21 + ‘ |
7 IF |
_ 1 ¥ |
+ 6* | |
|
1 8 | ||||
|
of 2 \ |
1 • v 18 • |
Rtt |
-*) | |
|
^21 + * |
7 TS - |
' 1*8 |
R 8 5 + TT | |
|
T8 | ||||
|
/ 1 |
\ JL |
• 2 0 | ||
|
( N— of -® |
• 1 X |
* 12 0 | ||
|
\m |
) -h |
+ H | ||
|
1x6 v_ |
II _ |
1 x 6 x |
20 x |
126 |
|
108x7 |
8 00 ' |
O CO X --3 |
x 87 |
O O CO X |
|
18 |
40 | |||
|
1 |
. 1 |
Ans. | ||
|
87 x 40 |
3480 |
8. What decimal of § of half a guinea added to the sum of -04 of a sovereign, ’025 of a crown, -3 of a penny -will be equal to half a crown ?
§ of half a guinea = 7s.
•04 of a sovereign = -fa of 20 = $s.
’025 of a crown = ^ of 5 = 4s ■
•3' of a penny = ^s.
2i-(W + ,rV)=2I-l#i=His.
the required decimal is 1 ^ -r 7 — 7 =
= 2083' Ans.
9. Reduce to a simple decimal—
(•008 + ‘OS - -0008) of •025
|
(IZ±4xl2 6 |
\ . 806-4 |
|
21-8 |
/ 6400 |
|
( 008+ .OS - -00088) of-025 | |
|
('LTf x 12 b') |
. 806-4 |
|
\21• 8 / |
' 6400 |
|
(•OSS--0008) of -025 | |
|
U744x 12‘6^ |
. 8064 |
|
\2180 ) |
' 64000 |
|
■0872 x -025 |
•0872 x -025 |
(•8 x 12-6) + *126 80
= -00109 x -025= *00002725 Ans.
10. A rectangular reservoir 184 ft. 10 in. long, 63ft. 3 in. broad, and 7 ft. 6 in. deep, is full of wjater at 10 o’clock on Saturday night, and at 11 o’clock a m. on the following Monday it is found to contain 478170 gallons of water. Find to what depth the surface of the water has sunk, and at what rate per hour it has sunk, supposing the decrease uniform.
[Note.—2774 cubic inches = 1 gallon.] Number of gallons contained in the reservoir when full
= 184| x 634 x 74 x 1728
1109 253
---x — x
6 4
15
2
2774
1109
x 1728
253 x 15 x 144 «=546480 gallons.
To find to what depth the surface has sunk—
As 546480 ; 478170 : : 90 inches : 78f inches:
/. the water has sunk to the depth of 6ft. 6fin.
To find the rate per hour—
546480 - 4781704-37 hours = 1846-A gals, or 114 inches -f 37 = tVV of an inch per hour.
11. A grocer sells sugar at £2 2s lOd per cwt, and by so doing gains 284 Per cent. What is the amount of gain in selling 50 cwt 3 qrs 14 lbs of sugar ?
As 1284 : 100 :: 2 2 10 : 400d.
20
257 : 200 42
12
257 : 200 : : 514 : 400d *= £1 13s 4d 2
He therefore gains 9s 6d per cwt.
cwt qrs lbs 50 3 14
1 o 2*
50 17 6 price @ £1 per cwt.
£ 25 8 9- „ 10s ,,
6d 1 5 5£
£24 3 8f Ans.
12. When the New South Wales 4 per cent, debentures are at £105, and thè Tasmanian 6 per cent, debentures are at £120 15s, show which stock is the more profitable to an investor, aud what annual income would be derived from £1000 invested in it.
As 105 : 100 : : 4
21 : 20 . : 4 : 3,]| per cent.
As 120| : 100 : : 6 '
483 ; 400 : : 6 : 4|ff per cent.
The Tasmanian debentures are therefore the more profitable investment .
The income to be derived from £1000 would be £4{-|f x 10 = £49 13s 9’nrrd- Answer.
The following are the papers set by the department for examination of Students in Training held June, 1881, for Admission to the Second Year’s Course. (This examination is the same as the certificate examination) :— ARITHMETIC.
(Time allowed, three hours.)
[The questions and solutions under this head will be found on page 10.]
Book-Keeping.
13. (i) What entries do you make when a person pays you an account partly in Cash and partly by Bills?
(ii) If I accept 7s. 6d. in the £ from J. Smith as payment of his
debt of £50, what entries should I make in the ledger?
(iii) Post the following transactions :—
1881 £ s. d.
March 18th. Sold to Jas. Williams nine watches
at £8 10s. each ... ... 76 10 0
,, Took his bill at two months for the amount
,, Bought of Josephs and Co. 150
brooches at £1 10s. each .. 225 10 0 ,, Paid them half cash, and gave them my bill at two months for the remainder.
April 19th. Cash sales this day ... ... 80 0 0
,, Paid house rates £10, insurance
May 21st. Paid my bill to Josephs and Co. 112 10 0 ,, Received the amount of Jas.
Williams’ bill ... ... 76 10 0
Grammar.
(Time allowed, two and a half hours.)
1. Parse with full syntax the words in italics in the following ;— JOHN .— Come hither Hubert. O my gentle Hub ert,
We owe theem'uch ; within this wall of flesh There is a soul counts thee her creditor,
And with advantage means to pay thy love :
And, my good friend, thy voluntary oath Lives in this bosom, dearly cherished.
Give me thy hand. I had a thing to say,
But I will fit it with some better time,
By heaven, Hubert, I’m almost ashamed To say what good respect I have of thee.
Hubert,—-I am much bounded to your Majesty.
JOHN.— Good friend, tbou hast no cause to say so yet:
But thou shalt have ; and creep time ne'er so slow,
Yet it shall come for me to do thee good,
I had a thing to say,—but let it go—
The sun is in the heaven ; and the proud day,
Attended with the pleasures of the world,
Is all too wanton and too full of gawds To give me audience : if the midnight bell Did, with his iron tongue and brazen mouth,
Sound one unto the drowsy race of night;
If this same were a church-yard, where we stand,
And thou possessed with a thousand wrongs ;
Or if that surly spirit, Melancholy,
Had baked thy blood, and made it heavy, thick ;
(Which, else, runs tickling up and down the veins, Making that idiot, laughter, keep men’s eyes,
And strain their cheeks to idle merriment,
A passion hateful to my purposes) ;
Or if that thou could’st see me without eyes,
Hear me without thine ears, and make reply Without a tongue, using conceit alone,
Without eyes, ears, and harmful sound of words ;
Then in despite of broad-eyed watchful day I would into thy bosom your my thoughts.
2. Analyse according to Morell’s second scheme the following:—How far we cau thus glance backwards along a ray of light, and literally gaze into the deepest recesses of time,we do not know; and as little can we tell how many ages will elapse after our sun’s torch is quenched, before he shall be numbered among lost stars by dwellers in the sun most distant from us; yet assuredly it is through the eye that we acquire our most vivid conception of Eternity.
3. Give the meaning of each of the following words, the meaning of each part of them, aud the language from which it is derived :— Demoralise, filthiness, occasional, eucalyptus, intermixture, anatomical.
4. Explain the following grammatical terms governed by,” “ agrees with,” “ in apposition with.”
5. Explain what is meant by “ indirect object,” Give the four classes mentioned by Morel], and give instances of the indirect object from the passage in question 1, stating to which class each belongs.
6. Write each of the following sentences in a correct form, and state the reason for each correction :—(a) There was even in that country and in that age people which believed him. (b) He runs much faster than me. (c) He would not go for the doctor without he was paid for it.
(d) Tom was that bad used that he run away.
7. Give the name and the number of the feet ou each of these lines :
(a) Make the gales you waft around her Soft and peaceful as her breast.
(b) Bird of the wilderness,
Blithsome and cumberless,
Bright be thy matin o’er moorland aud lea.
G EOGRAPHY.
(Tims allowed, two hours.)
1. “Geography may be divided into three branches.” State what these branches are ; what subjects are treated of under each branch ; and with what sciences each branch is particularly connected.
2. What is the Thermal Equator ? State what causes the changes in its position ; the extent of its motion ; and why its mean position does not coincide with the true equator.
3. (a) State precisely what are the constituents of the atmosphere, giving approximately the proportions in which they occur, (b) What important functions are performed by its reflecting and refracting powers ?
4. In what countries are the undermentioned commodities principally obtained ? Olive oil, mercury, nutmegs, flax, ostrich feathers.
5. Draw a map of South America, marking ou it the countries into
which it is divided, and also the undermentioned : — Towns.—Buenos Ayres, Callao, Cayenne, Pernambuco, Valparaiso. Rivers.—Amazon, Colorado, Oriuoco, Rio de la Plata, San Francisco. Inlets.—Guayaquil, Maracaybo, Paranagua, St. George, San Mafias. Capes.—Blanco,
Corrientes, Frio, Horn, San Roque.
6. What and where are the following? Mention any circumstances for which they are severally remarkable :—Agram, Barcoo, Herat, Jebel Miltsin, Kiev, Kosciusko, Lewis, Rotomahana, Sarnarang, Suva, Vera Cruz, Wilcannia.
Composition.
(Time allowed, one hour.)
To write an essay on or reproduce the substance of the lesson on The Valley of the Amazon, Wonders of the Tropical World, or Education and the State.
Dictation.
(Time allowed, lialf-an-hour.)
Down the perpendicular faces of these stupendous avenues descend almost continual showers of stony fragments, broken off from the cliffs, above. Occasionally, large portions of rock are detached, and roll down in heaps, effacing every path which has been formed beneath, filling the beds of the rivers, and converting them into cataracts. The whole side of a mountain has been seen thus parted, and spread in fragments at its base. Trees, torn up and precipitated into the abyss, lie stretched with their branches on the earth and their roots turned up to the sky. Yet through these tremendous passes, and across all these mighty obstructions, the daring industry of man has contrived to form tracks—narrow, indeed, as well as perilous, but such as to enable Thibet and India to exchange commodities.
In proceeding along these stupendous heights, the traveller occasionally experiences a distressing sensation. The atmosphere, rarefied to excess becames nearly unfit for supporting respiration.—Royal Reader V p. 315.
Penmanship.
(Time allowed, a quarter of an hour.)
Large Hand—“ Archetype.” Small Band—“Glasgow, the chief commercial city in Scotland.”
School Management.
(Time allowed, two hours.)
1. Discuss the question of physical education in its relation to the State School course.
2. What course of conduct will a judicious teacher observe in order to establish and maintaiu authority in his school ?
3. Define education in its wide and in its restricted sense. How far are instruction and discipline education ?
4. Explain the terms induction and deduction, and illustrate their application to school lessons.
5. On what does the ability to spell correctly mainly depend ? Give with general details the various methods required to teach spelling.
6. How would you instruct a junior pupil-teacher to give a lesson in rhymes, and against what faults would you caution her ?
7. State in detail how you would give a first lesson on Vulgar Fractions ?
8. Detail for each half-day the order in which you would prefer to
o . / 9 - 2x \
(t) izil-lrAl—,,o r~8 -')•
b - c
(ii.)
X +
(iii.)
9. There is a rectangular block of stone such that, if its width were
increased one foot, its solid content would be increased 35 feet; if its length were diminished one foot, its solid content would be diminished 20 feet; if its thickness were increased one foot, its solid content would be increased 28 feet. Find its dimensions. _
10. A person bought a certain number of sheep for £237 10s. ; he lost 20 of them, and sold the remainder at 9^d. a head more than they cost him. By doing so he gained the prime cost of 20 sheep. How many had he bought ?
G. Prove that in every obtuse angled triangle the„ square on the side subtending either of the acute angles is less than the squares on the sides containing that angle by twice the rectangle contained by either of these sides and the straight line intercepted between the acute angle and the perpendicular let fall upon it from the opposite angle.
7. PQRS is a quadrilateral figure inscribed in a circle, prove that the angles PQR,RSP are together equal to two right angles,
8. If from any point without a circle two straight lines be drawn one
teach the programme subjects, giving reasons for such preference. Under what circumstances is it possible to observe this order, and what obstacles generally interfere with its adoption ?
The following are the papers set by the Department for examination of Students in Training held June, 1881 ■—
French.
(Time allowed, three hours.)
1. Translate into English—La nation russe n’est pas nombreuse, quoique les femmes y soient fécondes et les hommes robustes. Pierre lui-même, eu polioant ses états, a malheuresement contribué à leur dépopulation : dé fréquentes recrues dans des guerres longtemps malheureuses, des nations transplantées des bords de la mer Caspienne à ceux de la mer Baltique, consumées dans les travaux, détruites par les maladies ; les trois quarts des enfants mourants en Moscovie de la petite vérole, plus dangereuse en ces climats, qu’ailleurs ; enfin les tristes suites d’un gouvernement longtemps sauvage, et barbare môme dans sa police, sont cause que cette grande partie du continent a encore de vastes déserts. On compte à présent en Russie cinq cent mille familles de gentilshommes, deux cent mille de gens de loi. un peu plus de cinq millions de bourgeois et de paysans pay a nt une espèce de taille, six cent mille hommes dans les provinces conquises sur la Suède : les Cosaques de l’Ukraine, et les Tartares vassaux de la Moscovie, ne se montent pas à plus de deux millions ; enfin l’on a trouvé que ces pays immenses ne contiennent pas plus de quatorze millions d’hommes, c’est-à-dire un peu plus des deux tiers des habitants de la France.
2. Translate into English—Les ouvriers et les marchands qu’on voit en Pologne sonl des Ecossais, des Français, surtout des Juifs ; ils y ont près de trois cents synagogues, et à force de multiplier ils en seront chasses comme ils Pont été d’Espagne : ils achètent à vil prix les blé3, les bestiaux, les denrées du pays, les trafiquent à Dantzic et en Allemagne, et vendent chèrement aux nobles de quoi satisfaire l’espèce de luxe qu’ils, connaissent et qu'\\s aiment. Ainsi ce pays, arrosé des plus belles rivières, riche en pâturages, en mines de sel, et couvert de moissons, reste pauvre malgré son abondance, parce que le peuple est esclave, et que la noblesse est fière et oisive. Son gouvernement est la plus fidèle image de l’ancien gouvernement celte et gothique, corrigé ou altéré partout ailleurs • c’est le seul état qui ait conservé le nom de republique avec la dignité royale. Chaque gentilhomme a le droit de donner sa voix dans l’élection d’un roi, et de pouvoir l’être lui-même.
3. In the preceding passages parse with French syntax the words marked in italics.
4. Write out the following grammatical forms:—Active Imperative 3rd plural of Devoir. Active Indicative Future Anterior 3rd plural of S'abstenir. Active Subjunctive Present 1st plural of Valoir. Active Indicative Preterite 2nd plural of Boire. Passive Subjunctive Preterite 3rd plural of Prendre.
5. {a) In what two ways may the comparative of inferiority be formed ? (b) Give the two plurals of aïeul and the difference in meaning between them, (c) How may the neuter verb be known in French ?
6. (a) Give examples showing the two constructions after falloir. (b) What is the diffreence between savoir and connaître ? Give examples, (c) Express in French “ sixpence a pound ” and “ sixpence a week.”
7. Translate into French—{a) We have come from Dublin where we spent a week very agreeably, (b) The soldier defends his country with his sword ; the man of letters enlightens it with his pen. (c) Since the invention of powder, battles are less bloody than they were, {d) He was expelled from school for telling lies, (e) An honest man is esteemed even by those who have no honesty. (/) The people from whom you expect so many services deceive you. (g) Tell them continually that without honesty no one can ever succeed in the world, (h) Here are the letters which I have received.
Latin.
(Time allowed, three hours.)
1. Translate into English—Nec nunc quidem vires desidero adolescentis, is cnim erat locus alter de vitiis senectutis, non plus quam adolescens tauri aut clephanti desiderabam. Quod est, eo decet uti : et, quidquid agas, agere pro viribus. Quae enim vox potest esse contemptior quam Milonis Crotoniatae? qui, quum jam senex esset athletasque se exercentes in curriculo videret, adspexisse lacertos suos dicitur illacrimansque dixisse : “ At hi quidem mortui jam sunt.”' Non vero tam isti quam tu ipse, nugator ; neque enim ex te unquam es nobilitatus, sed ex lateribus et lacertis tuis. Nihil Sex, Aelius tale, nihil multis annis ante Ti. Corancanius,nihil modo P. Crassus,aquibus jura civibus praescribebantur, quorum usque ad extremum spiritum est provecta prudentia. Orator metuo ne languescat senectute, est enim munus ejus non ingenii solum, sed laterum etiam et virium. Omnino canorum illud in voce splendescit etiam. nescio quo pacto, in senectute, quod equidem adhuc non amisi, et videtis annos. Sed tamen decorus est senis sermo quietus et remissus, facitquc persaepe ipsa sibi audientiam diserti senis compta et mitis oratio.
2. Translate into English—Nemo unquam mihi, Scipio, persuadebit, aut patrem tuum Paullum aut duos avos Paullum et Africanum aut Africani patrem, aut patruum, aut multos praestantes viros, quos enumerare non est. necessc, tanta esse conatos, quae ad posteritatis memoriam périmeront, nisi auimo cernerent posteritatem ad se pertinere. An censes, (ut de tne ipsoaliquid more sequm glorier,) me tantos labores diurnos nocturnosque domi militiaeque suscepturum fuisse, si iisdem fmibus gloriam meam quibus vitam essem terminaturus? Nonne melius multo fuisset otiosam aetatem et quietam sino ullo labore et contentione traducere ? Sed, nescio quomodo, animus, erigens se, posteritatem semper ita proapiciebat, quasi, quum excessisset e vita, turn denique victurus esset. Quod quidem ni ita si haberetgut animi immortales essent, haud optimi cvjusque animus maxime ad immortalitatem gloriae niteretur. Quid ? quod sapientissimus quisque aequissimo animo moritur, stultis* simus iniquissimo ? Nonce vobis videtur animus is, qui plus cernât et longius, videre se ad meliora proficisci : ille autem, cujus obtusior sit acies, non videre ?
3. Parse fully the italicized words in the above passages, and give the full derivation of the following words cunctus, multiplex, diurnus, dubito, iniquis8imus.
4. Give the genitive singular and the nominative and genitive plural of fUigur, seges, calcar cantus, fur, sacer, iste. Decline due fully.
5. (a) Write down the following forms :—Subjunctive Present 2nd plural of Malo ; Subjunctive Past Perfect 1st plural of Mentioi ; Passive Indicative Future 3rd singular of Capio ; Indicative Perfect 3rd plural of Soleo ; Subjunctive Perfect of Pudet ; Indicative Future Perfect 2nd singular of Memini. (5) Give the principal parts of the following verbs, marking in each case the quantiy of the penultimate :—cogo, sisto, credo, cognosco, tollo, metior.
1. (a) Explain with examples the construction of the following words : Refert, Nubere, Piget, Similis, Quominus, Dummodo, (b) After what classes of words is the Partitive Genitive generally found ? Give examples.
7. Translate into Latin—(a) I knew many excellent actions of that man, but nothing is more to be admired than the way in which he bore the death of his son—a worthy man of consular rank, (b) If I err in this, that I believe the souls of men to be immortal, I err willingly, and I do not wish this error to be eradicated (extorqueo) from me while I live, (c) It is reported that Cyrus then said that he wondered not only at the industry but also at the ingenuity (sollertia) of him by whom these things had been measured and laid out (discribo).
Algebra.
( Time allowed—three hours.)
1. Define, and give examples of, a coefficient, a term, a factor, an index, a binomial.
2. Express algebraically the following statements (i.) The sum of a and b is divided by twice the remainder after taking b from a, and the quotient is multiplied by itself twice in succession, (ii.) The sum of x and y is multiplied by a quantity which if multiplied by itsel f would give the remainder after taking from x three times the sum of y and z.
3. Bind the value of
j4ab — 3cv7U-, 3bsc2 - 2ad2 \ 3 (c + d) ) ~ %(b-c)(c + d) when a = 3 = = 2c = ¿d.
4. Divide x* + ¿a.* + \azx§ - 4a-x% + \a"-x2 by a:3 + %a” - 2ax%.
5. State and prove the rule for finding the greatest common measure of two algebraical quantities.
6. Simplify
a + b _ a - b (a3 -ab — b2) b
a2 + ab a- b2 a- —ab — b2 + a* + a2b2 + b*’
7. Solve the equations a3 — acx + c2 a-b (n—b) (a - c)'
’3x + -125y = 3 x — y )
3x + '5y = 2'25xy — 3y \ '
8. At an election for one seat there were three candidates, and the total number of votes given was 4540 ; the man who was lowest on the poll got just as many votes as constituted the majority of the successful man over the one who was second, and as were less by two than one-fifth of the number given to the successful man. How many were given to each ?
Euclid.
(Time allowed, three hours)
1. (a) Explain the terms :—proposition, postulate, trapezium, parallel lines. (b) Define similar segments. In what propositions is this definition used ?
2. BTom the point B in a given straight line AB draw a straight line at right angles to AB.
3. Prove that if in a triangle one angle be greater than another, the side opposite the greater angle is greater than the side opposite the less.
4. Describe a square upon a given straight line.
5. The straight line AB is bisected in C and produced to D; prove that the rectangle AD,DB together with the square on CB is equal to the square on CD.
of which cuts the circle and the other touches it; the rectangle contained by the whole line which cuts the fcircle and the part of it without the circle is equal to the square on the line which touches it. Prove this when the straight line which cuts the circle does not pass through its centre.
History.
(Time allowed, three hours.)
1. (a) Describe the circumstances connected with the introduction of Christianity into Britain after the invasion of the Saxon tribes, (b) Who was the first Archbishop of Canterbury ?
2. Give with dates an account of each of these events :—(a) The Revolt of Caractacus. (b) The introduction of Printing into England, (c) The Spanish Armada. (¿2) The Gordon Riots. (e) Abolition of Slavery.
3. Give particulars, including dates, of the occurrences for which the undermentioned places are remarkable:—Lewes, Tewkesbury, Calais, James Town, Culloden.
4. Give a brief account of the following persons :—Llewellyn, Perkin Warbeck, Titus Oates, Robert Clive.
5. “ All constitutional law was set aside in the case of the live members.” [a) Name the five members. (£) In what ways was constitutional law set aside ?
6. Who were the parties to the Triple Alliance, and what was its object ?
7. What circumstances contributed to make France under Louis XIV. the dominant power in Europe ?
8. What were Walpole’s chief financial measures ?
9. Name in the order of time the wars in which England has been engaged in the present reign, and give a brief account of each.
10. Who were the “ First Overlanders” in Australian exploration ? Give an account of their first expedition.
11. Give an account of Eyre.
12. Give the dates of the following events and the names of the persons concerned in them :—Discovery of the Murrumbidgee, Colonization of Tasmania, First Settlement of New Zealand, Abolition of Transportation to Western Australia.
13. (a) Enumerate the natural advantages of Western Australia, (b) How do you account for its want of prosperity ?
English Language and Literature.
(Time allowed, three hours.)
1. {a) How do you account for the fact that after the invasion of England by the Danes and Normans our speech and literature were still English ? (b) To what extent was our literature affected by the Norman invasion ?
2. (a) What were the causes of the religious revival in England in
the fourteenth century? (b) How was English literature affected
thereby 7
3. Describe briefly the plot and the style of Paradise Regained and of Samson Agonistes,
4. (a) Explain how it was that the literature of science was of later growth in England than on the Continent, (b) Mention with the authors’ names the earliest works in this literature.
5. In what period did each of the undermentioned authors flourish ? Give a brief general description of their works Sir Philip Sidney, Swift, De Quincey.
6. (a) What, according to Mr. Brooke, is the only kind of literature
in which women have done excellently ? (b) Name, with some of their
works, some of the leading female authors in this department of literature.
7. State and exemplify Grimm’s Law.
8. (a) What is the general rule as to the source from which the
different parts of a derived word should be taken ? (b) What are the
words called which do not follow this rule? Classify the most common examples of such words.
9. What changes in meaning have the following words undergone, and what law does each exemplify?—knave, quart, journal.
10. State, and account for, the difference between spoken and written discourse.
11. (a) What is the origin of Personification? (b) What is the difference between Metaphor and Personification ?
12. Mention with the authors’ names poems that exemplify the following styles :—The elevated, the forcible, the graceful, the simple.
13. Name the poem in which each of the following passages occurs, its author, and the period during which he flourished :—
(a) With that she dashed her on the lips, so dy6d double red ;
Hard was the heart that gave the blow ; soft were those lips
that bled.
(b) My boast is not, that I deduce my birth
From loins enthroned, and rulers of the earth ;
But higher far my proud pretentions rise—
The son of parents passed into the skies.
(0) Yet ne’er with wits profane to range Be complaisance extended ;
An Atheist's laugh ’s a poor exchange For Deity offended.
(d) Our sweetest songs are those that tell of saddest thoughts.
(e) For when the morn came dim and sad,
And chill with early showers,
Her quiet eyelids close—she had Another morn than ours.
(f) Amidst that joy and uproar Let us think of them that sleep
Full many a fathom deep By thy wild and stormy steep,
Elsinore.
PHYSIOLOGY.
(Time allowed, three hours.)
1. What purpose is served by the thorax ? Specify the bones of which it consists.
2. Describe the structure and appearance of the lungs and trachea • also the movements made iu breathing. What are coughing, sneezing,* and sighing?
3. Describe the mechanism regulating the formation of vocal sounds.
4. Give an account of the organ of smell.
0. Explain fully the two main purposes effected by the circulation of the blood.
6. Describe the appearance of each of the following tissues ¡—Striated and non-striated muscle, osseous, adipose, and connective tissue.
7. Give an account of the sense of touch. What notions do we "et from it ?
8. What is meant by reflex action ? Where does it originate, and what substance is specially concerned with its production ? Mention some common movements that are the result of reflex action,
9. (a) Explain the chemical composition of the following foods :— Proteids, amyloids, and fats, (b) What diet, if unchanged, will produce scurvy ?
10. (a) Describe a deodorant and a disinfectant, and explain the purpose that they serve, (b) If a drain became offensive, what steps should be taken in the interest of health ?
CHEMISTRY.
(Time allowed, three hours.)
1. Explain the chemical terms—qualitative analysis, water of crystallization, neutral salt, alkaline reaction.
2. How are the elements classified in regard to their quantivalence ? Give an example of each class.
3. Describe the apparatus used in the electrolytic decomposition of water. In what proportions arc the resulting gases found ?
4. Calculate the weight of a litre of each of the following gases at the standard temperature and pressure :—Chlorine, ammonia, phosphuretted hydrogen.
5. What oxide forms the greater part of the crust of the earth ? Describe a method for obtaining the base of this oxide.
6. What is the chemical composition of the following ores:—Malachite, blende, cinnabar? Explain how the last is reduced.
7. Describe the method of preparing sulphuretted hydrogen. What is its principal use in the laboratory ?
8. Name the allotropic modifications of carbon, and specify the uses of each in the arts.
9. Explain the following reactions :—CaS2 +2 HCl = HaS„ +CaCL ; 2 NaCl + 2 S04H2 + MnOa = 2 Cl + Na2S04 + MnSO, + 2 HaO.
10. Describe Ozone. Give two methods of producing it. How may its presence in the air be detected ?
11. Explain fully the difference between an atom and a molecule. Name three instances in which the atomic and the molecular weight are the 6ame.
Physics.
(Time allowed, three hours.)
1. Explain the terms : force, coefficient of friction, elasticity, specific heat, refraction, magnetic induction.
2. Write down arithmetical series representing respectively (a) the velocity of a falling body in successive seconds of time, (b) the whole space passed over at the end of successive seconds (c) the space passed over in each second during which the body is falling.
3. Weights of 4 and 5 lbs. respectively are fastened at the ends of a string 20 feet long passing over a smooth pulley so that each end hangs at the same distance below the pulley. Find the positions of the two weights after two seconds.
4. What is Boyle’s law ? Describe an experiment showing its truth.
5. What is an artesian well ? Explain its action.
6. Calculate the difference between the internal and the external pressure on the sides of a glass tube 1 inch in circumference and 30 inches high, filled with mercury.
7. (a) Describe how to make a thermometer. (b) Convert 65a Fahrenheit into its equivalent in the Centigrade scale.
8. Explain the statement that the latent heat of steam is 537.
9. Whether is water in ungiazed or in glazed earthenware vessels the cooler in summer ? Give reasons for your answer.
10. Describe a prism and show fully its effect on a solar ray passing through it.
11. Give examples of—(a) The conversion of visible energy into heat. (b) The conversion of heat into visible energy.
12. (a) How may a piece of hard steel be converted into a permanent magnet? (b) What are the three elements on .which the electric resistance of a substance depends ? In what measure is it affected by each ?
Botany.
(Time allowed, three hours.)
1. Explain the technical terms in the following description :—Sepals 4, deciduous ; petals 4, hypogynous, cruciate ; stamens 0, tetradynamous ; ovary superior, w\i\\ parietal placentas, forming a spurious dissepiment; stigmas 2 ; fruit a siliqua or silicula. Name a plant to which this description would apply.
2. Describe the chemical constituents of plants ; state from what source they are severally obtained, how they are distributed and combined.
3. Explain the formation and uses of tendrils, spines, and prickles.
4. Describe botanically the leaves, flowers, and fruits of the plant placed before you.
5. Write out in tabular form the divisions and subdivisions of the vegetable kingdom under which the natural orders are grouped. Name a plant as an example of each of the smallest divisions.
:bo:
-<a-
£=l=i=i—1
6. Describe the character of one of the following natural orders :— (a) Liliacem, (b) Solanacese.
7. Describe the character of the order Filices, name two suborders.
8. Refer to its order and subclass each of the following Victorian plants :—Clematis, native mint, native heath, bracken, Kennedya, musktree. Describe the habit of growth and locality of each species.
9. From what plants and from what parts of them are the following economic products obtained ? Iceland moss, mustard, senna, Cayenne pepper, orris root, New Zealand flax. Refer each plant to its natural order.
The following are the papers set by the department at the General Examination of Pupil-teachers, held December, 1880 :—
FIRST CLASS.
Geography.—Set I.
(Time allowed, one hour.)
1. The heat of the earth’s surface is derived from two sources. Specify and compare them.
2. Explain the influence of large tracts of water upon climate. Give instances.
3. Lakes may be divided into four classes. Specify these and give examples.
4. Name in order the counties through which the Melbourne and Echuca railway passes, and mention the chief towns on the line.
5. What and where are the following :—Jungfrau, Khyber, Coranga-mite, Timbuctoo ?
6. Name in order from west to east the coast countries of Asia, giving the capital of each.
Set II.
(Time allowed, one hour.)
1. What circumstances determine the amount of rainfall ?
2. Explain the influence upon climate of periodical and prevailing winds.
3. On what does the rapidity of rivers depend ? How are rapids and cataracts formed ?
4. Name in order the counties through which the railway from Melbourne to Wodonga passes, and mention the principal towns on the line.
5. Where and what are the following :—Aconcagua, Horsham, Irawadi, Alsace ?
6. Name in order from west to east the countries whose shores are washed by the Mediterranean.
Subjects of Fifth Royal Reader,—Set I.
(Time allowed, half-an-hour.)
1. Give a description of the Aurora Borealis.
2. Give an account of the acquisition of Quebec by the British.
3. Describe the effect of exercise upon the body, and say what considerations should regulate it and what dangers should be guarded against in connection with it.
Set II.
(Time allowed, half-an-hour.)
L Specify the different routes from England to Australia and back adopted by sailing vessels and by steamers.
2. Give a sketch of the life of Sir Walter Raleigh.
3. State what you know about— (a) Rye, (b) Lentiis, (c) the Cocoa Palm.
Writing.
( Time allowed, three quarters of an hour.)
“ The eye so triumphs.............................may mean,”—p. 237, R.R.
Book V,
SECOND CLASS.
Arithmetic.—Set I.
(Time allowed, one hour.)
1. A rectangular plate of metal is 5 yards 1 foot 8 inches long and 3 yards 2 feet broad, find its Aveight if 1 square yard Aveighs 13 lbs. 7 ozs. 16 dwt.
2. If it takes 1584 bricks to pave a passage 1 chainlong and two yards broad, what will be the breadth of a passage 1 chain 25 linkslong which is paved by 3520 bricks ?
3. Simplify ~ %-r (| + *).
Reduce the result to the equivalent decimal;
4. Divide the sum of 24-549, 10-1703, -3507 by the product of ’25 and -07.
5. State and prove the rules for determining mentally—(a) What 6id per week will amount to in a year? (b) What a cwt. of sugar costs at 4 pence a lb.
Set II,
(lime allowed, one hour.)
1. Find the weight of 35 bags of Avheat, each containing 4 bushels 1 peck, one quarter of wheat weighing 4 cwt. 1 qr. 4 lbs.
2. If it requires 4320 bricks to pave a yard 2 rods 2^ yards long and 1 rod 3-5 yards wdde, how many bricks, the surface of each of which is half as large again, will be Avanted to pave a yard 3 rods 1^ yards long and 1 rod 2$ yards broad.
3. Simplify (2 - | of ILlllJAi.1!
1 / V 2 m) ■ Si - 2* + §
4. Multiply the product of 501 and -4 by the difference between "3025 and -32.
5. State and prove the rules for .determining mentally —(a) What ICs a week will amount to in a year? (b) What a lb. of'tea costs at 5^d an ounce ?
GRAMMAR—Set I.
(Time allowed, one hour.)
1, Parse fully every word in the following sentence :—The male lion when angry has an aspect of terrific grandeur, which it is very difficult if not indeed impossible, to describe.
2. Classify according to the organs by which they are pronounced the letters termed mutes.
3. (a) Give Morell’s definition of a verb. (£) What forms usually reckoned as parts of the verb are not included in his definition ? How does he classify these forms?
4. Give a primary and a secondary derivative formed from each of these words :—Drive, feed, four, wit,
5. Point out the prefixes or affixes in the following words, the meaning of each prefix or affix, and the language from which it is taken :— Antarctic, circumlocution, dissenter, gosling, insupportable, perihelion.
Set II.
(Time allowed, one hour.)
1. Parse fully every word in the following sentence :—The natives are so expert as to sit, and even to stand upright, upon a board which the waves toss to and fro.
2. (a) What are the double consonants Avhich have a peculiar sound of their own, i.e., a sound in some degree different from the united sounds of their component letters? (b) Distinguish between the two sounds of th.
3. (a) What is the fundamental and essential idea of the verb ? (b) In Avhat respect does the verb to be in its general use differ from other verbs ?
4. Give a primary and a secondary derivative formed from each of these words :—Bath, drink, lie (down), string.
Writing.
(Time allowed, half-an-hour.)
“ The storm continued to rage.........which all understand,”—pp. ISO-
132 R.R., Book IV.
Music.
The following is the paper set by the Department for a License to Teach Singing at the examination.
(Time allowed, two hours and a half.)
1. Name the keys to Avhich the following are the leading notes :—
F, Bb, A ft, Fp
2. Write1 down the signatures of the relative major of the minor keys of—
fj
3. Name the following intervals, and say what they become when inverted :—eft to Eft, Db to G, A to 4, G-ft to Ab, D to cft> B[? to Fft
4. How do you determine in what particular key a musical passage is set ?
5. Write major common chords, with their inversions, to the following Bass notes :—
FSE
and minor to these :—
|
r~r\ • ■ |
■ ' |
• _ |
: : |
, |
|
F { ) • |
. - | |||
|
0 | ||||
|
t - bo : |
. .. |
6. Analyze the following melody, afterwards transpose it to the key of Ab, using the Tenor clef :—
7. How is the time of a movement decided ?
8. Write down the table of time signatures in ordinary use, denoting the number of beats in a bar, also the value of each beat.
9. Name and explain the various words and signs used to denote expression ; also those used to indicate the speed of a movement.
10. Divide the following exercise into equal rhythms, substituting notes for rests, and rests for notes.
11. Hoav are the second, fourth, sixth, and seventh notes of the scale related to their Tonic ?
12. Name the best points to be observed in good class singing, and the general management of a Singing Class,
¿B-ebutos, $c.
Ccesar s Gallic War, Bk. VI., and Virgil’s Aeneid, Bk. XII. Translated for the use of candidates at the Matriculation Examination of the Melbourne University. By James Clezy, M.A., University of Melbourne. Price2s. 6d. Melbourne: S. Mullen.
Thisbook has just been issued from the press. From a cursory glance at its contents, we believe that students preparing for the matriculation examinations will find in it just that kind of aid which may be legitimately given, and which will enable them to understand and to reproduce the thoughts embalmed in the originals. The following passage (ch. 28 of the Gallic War) may be quoted Jin illustration:—“The third class of animals are those which are called aurochs. These are in size a little less than elephants with the appearance, colour and shape of a bull. Their strength and speed are great, and they spare neither man nor beast which they have once caught-sight of. These they catch very skilfully in pitfalls and kill them ; their young men inure themselves to the toil (of catching them) and train themselves in this kind of hunting, and those who have killed most of them carrying-about their horns in public, as an evidence, gain great praise. But even when caught quite young (these animals) cannot be trained and tamed by men. The great size and the shape and appearance of their horns differ altogether from the horns of our oxen. (The people) eagerly seek for these, and incase them in silver round the toprim, and use them as drinking-cups at their most splendid feasts.”
South Kensington Drawing Books. By E. J. Poynter, R.A., Director for Art, South Kensington Museum. London, Messrs. Blackie and Son. Melb., M. L. Hutchinson.
The two books now before us are by far the best specimens of drawing books introduced to the Australian public. They have been drawn from originals or casts in the South Kensington Museum, and in no case from books or previously published illustrations of any kind. Although attention has been paid to the need for progressive lessons, variety of grouping has not been neglected, “ The original drawings have been made,” says Mr. Poynter, “ by pupils of the National Art Training School, under my superintendence. Each drawing has been carefully examined and corrected by me, when in progress. I have also, as far as possible, in the same way, revised the drawings on wood, both before and after engraving.” The following is an outline of the series :
Elementary Freehand Drawing—(two Books'). Elementary Freehand. —Book I.—The first book consists mainly of Simple forms, many of them common to Ornament of all periods and countries, but in this case the examples are mostly taken from a Japanese collection of designs and emblems. As simple drawing lessons for young students they will be found useful in educating the eye and teaching the measuring of lines, and giving freedom to the beginner’s hand in the formation of curves. In this respect it is believed they answer the same purpose as the early examples in Mr, Dyce’s book, and will be found much less monotonous to young people Elementary Freehand.—Book II —The second book consists mainly of floral and other forms, slightly conventionalized or arranged to form simple patterns, and also taken mainly from the same collection of Japanese designs. These will be found interesting lessons for beginners, giving ideas of symmetry, and teaching the necessity of correctness of line. A pupil working through these two books carefully can hardly fail to imbibe some valuable ideas on the treatment of Geometrical and Floral Ornament. It is hoped to continue the series by, Courses of Ornamental Design in other better known styles. Free hand Drawing, First Grade (six Books).—Freehand, first grade. —Book I.—This book consists of Objects and Ornament of simple form suitable for early drawing lessons ; the examples are given for this purpose in flat treatment. Freehold, first grade.—Book II.—The objects
in this book are selected from South Kensington Museum. Although also in flat treatment, they are more difficult as Drawing Lessons, and will be found progressive from Book I. Freehand, first grade.—Book III.—The third book consists of a varied selection of objects and ornament. The treatment of most of the examples is flat, but a few of them are shown in simple perspective. Freehand, first grade.—Book IV.—The subjects in this book consist entirely of architectural ornaments, selected from the best ancient models, and are thus interesting as well as excellent examples of form. They are all in flat treatment. Freehand, first grade. —Book V.—The fifth book contains a number of elegant forms in glass and pottery, selected from the admirable collection in the South Kensington Museum, They are all treated in simple perspective. Freehand, first grade.—Book VI.—The sixth book of this series contains a varied selection of common objects—somewhat intricate in form—all treated in perspective, and therefore more difficult as drawing lessons to copy with perfect accuracy.
The South Kensington Drawing cards. Elementary freehand, issued under the superintendence of E. J. Poynter, R A. London, Messrs. Blackie and Son. Melbourne, M. L. Hutchinson.
The figures on these cards are the same as those contained in the drawing book series. Managers of the Art Class under the Technological Commissioners will find these cards well suited for advanced classes.
Test Cards in Grammar and Analysis. Standards iii, and vi. London, Messrs. Blackie and Son. Melbourne, M. L. Hutchinson.
The questions on these cards are graduated in confrmity with the requirements of the fourth standard. No more handy method of testing the progress made by pupils in parsing and analysis could be adopted. London Arithmetical Test Cards. London, Messrs. Blackie and Son, Melbourne, M. L. Hutchinson.
Messrs Blackie and Son, have added to their incomparable school books a series of test cards classified in conformity with the system of lessons sanctioned by the London School Board. The arithmetic series contains upwards of twenty-two cards, besides which there are four cards with the answers to the whole series. Teachers will find tuis a very serviceable set of test cards.
Boyal Drawing Books, in five series. Melbourne, S. Mullen.
The penny series of Nelson and Sonsdrawing books offered to Australian teachers by Mr. Mullen, are admirably adapted for use in State schools and the various Technological classes. The copies embrace animal add figure drawing, one copy being outlined on each page, with room for the pupil’s work below'.
Scheme of Parsing. By F. Lyon Weiss, Head Master of the Modern High School, Moore Park. Melbourne, S. Mullen.
The sheet before us is intended for use in elementary schools. It has evidently been prepared with great care, and will be found acceptable as a scheme of parsing and analysis. It has now gone through a second edition. The price, 6d., should secure it a ready sale.
The Little Scholar's first step in German Beading. By Christoph Von Schmid, with notes by Mrs. Falck Lebalm. Melb., S. Mullen.
Modern, teaching is distinguished by the effort which is put forth to make the study of languages not only easy, but attractive. In the selection of the tales here translated, wherein instruction and amusement and moral lessons are combined, Mrs. Lebahn has shown her insight into human nature.
The Elements of Geography. By the Rev.B. G. Johns. Melbourne, S. Mullen.
The present edition has been carefully revised and the alterations in the geographical boundaries of States produced by recent political struggles have been carefully noted. In stating the population of the principal cities, care has been taken to include that of their contiguous suburbs. For example, Manchester includes Salford ; Portsmouth, that of Portsea, &c. As is the case with all elementary works of this class, the information respecting the Geogiaphy of Australia is very limited.
The German Prepositions, with the cases they govern. By Samuel Galindo. Melbourne, S. Mullen.
The difficulties encountered by the English student in his attempts to master a knowdedge of German, are dealt with by Professor Galindo in a series of colloquial phrases. Experience has shown that the idiom of a language can be be most readily mastered by the storing of the student’s mind with phrases in which those idioms are found. There are no less than 2,500 of such phrases here brought together and classified.
Little Scholar's First Step in the German Language. By Mrs. Falck Lebahn. Melbourne, S. Mullen.
The object the authoress has in view' is to fit the mind of the pupil for an intelligent study of the larger series of German reading books published by her husband, Dr. F. Lebahn. Grammatical rules are expounded in short graduated lessons. There is also a full appendix of the Auxiliary and Regular verbs.
Bsyal Writing Exercise Books. School series, arithmetic, graduated exercises, standards, i, ii, and iii. Melbourne, S. Mullen.
This really excellent series of exercise books is intended for the use of scholars, who have already mastered the rules laid down in the standard. Practice in working miscellaneous sums on paper is of the utmost moment. These exercises are not of the nature of test card work, but are graduated from a very easy s'arting point. A scholar who has worked through the book for his standard once or twice will be able to sit down to his work on the inspection day without any feeling of novelty and consequently without nervousness. The Home Series has been prepared for the use of pupils who have had considerable practice in working out arithmetical questions.
Pope's Essay on Man, Epistles I. to 111., together with Ten Essays from the Spectator, as prescribed for the Matriculation Examinations at the Melbourne University. With Notes and other Help for Students. By E ¡ward E. Morris, M.A., Head Master of the Church of England Grammar School. Melbourne, S. Mullen.
With a modesty which always characterises true merit, Mr. Morris prefaces his really much-needed help with a confession that it is not to be regarded as a rival to that written by Mr. Mark Pattison. but is “ specially intended for a special purpose.” The object he has set before him has been to supply in short compass whatever it is advisable students preparing for matriculation to know, and which will help them to understand the author’s meaning. The work should be in the hands of every University student. ' _____
ASSISTANT, Melbourne suburb, desires exchange with IX-T. of country school. “ R. A.,” Schoolmaster office.
DR. WILLIAMS, M. A., Punt-road, Richmond,instructor of CANDIDATES for MATRICULATION, Civil Service, and all public examinations. Country students prepared by correspondence. Private t uition. ‘
HEAD TEACHER, country, 50 x 75, results 83, vacancies Pupil-teacher Work-mistress, wishes exchange near Melbourne, Geelong. Accept lower allotment, locality suitable. Y. 0., Benalla.
MISS TRICKETT, holding the higher certificate of the Education Department, and Teacher of Drawing in the Training Institution, gives instruction in preparation for the Departmental Examination.
Correspondence Teaching on the plan adopted in St; George’s Hall Classes, Edinburgh.
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The Shakespeare Reader, being Extracts from the Plays of Shakespeare, specially selected as fulfilling Article 28 and Schedule IV. of the Education Code. With Introductory Paragraphs and Notes Grammatical, Historical and Explanatory. Foolscap 8vo, 160 pp. cloth, Is.
Myths and Legends op Ancient Greece and Rome. A. Hand book of Greek and Roman Mythology, for Schools and private Students. By E. M. Borons. Illustrated from Antique Sculptures, Foolscap 8vo, 330 pp., cloth 3s.
Poetical Reader, for the use of Elementary Schools in England and Scotland. Foolscap 8vo, 224 pp., cloth Is. 6d.
London, Past and Present. A Reading-book for Elementary Schools. With numerous authentic Illustrations. Foolscap 8vo, 288 pp., cloth 2s.
The Scottish Historical Rbader ; being Extracts from Eminent Writers Descriptive of Events in Scottish History, with Introductory notes. This volume will supply a fuller account of leading events in Scottish history than can be embodied usually in School historios, and being composed chiefly of extracts from the works of approved writers will form excellent reading lessons. It is adapted mere especially for the requirements of the Fourth Standard.
The object of this scries is to place in the hands of the Pupil a certain amount of Standard work, which will enable him to grasp the leading facts of English History, Geography, and Grammar, and at the same time lighten the work of the Teacher. The questions in Arithmetic are mixed in order to test the pupil’s knowledge.
(Continued from page 4.)
So much for Geography as an education in accuracy, neatness, and completeness. We should also try, however, to make the subject a more interesting one. I think many will agree with me that Geography is not so unpopular with the pupil as with the teacher. The teacher does not feel much interest in it ; it is stale, flat and unprofitable. The first thing, evidently, for the teacher to do, is to get rid of this feeling, to try and reuse up in himself a little enthusiasm for Geography. Just when it ceases to be harsh and crabbed to the teacher, it will become charming to the pupils. He should watch for this stage, and then begin to teach. Still, it is true that, for older and thoughtful boys, Geography grows a little wearisome. It does not discharge the duty of a whetstone. But something may be done to retain their affection for it a little longer. It ought not to be poasible for a boy of seventeen years to have drained his master’s Geography dry. For fear of this, the teacher will accumulate a store of collateral and illustrative information ; the daily paper, books of voyages and travels, photographs of scenery, foreign travel, will bring him nearer to Bacon’s “full man.” When this stage is reached, he will be able to introduce little lectures in the course of the lesson. Word-painting will follow in time. Only let it be accurate. He will describe the scenery of the youth Downs, or a Devonshire lane, or a Derbyshire moor, or the sea-cliffs of Cleveland, or the waving corn-land of the Fens. Very much more might be done in schools to awaken a taste for scenery itself, as well as for pictures of scenery and descriptions of it. Photographs may be shown, and many a beautiful passage of prose and verse might be printed in the text-book, and committed to memory by the pupils. Names will gather round them associations and become realities, if the pupil reads, or hears the master read, William Black’s description of the sounding seas and waste wan skies of the Western Hebrides, or Prof. Bryce on the solitudes of Iceland, or Clarence King and Miss Bird on the Sierra Nevada and the Rocky Mountains. Even the jovial descriptions in “Peaks, Passes, and Glaciers” will make a boy feel what 15,000 feet really means. No one will forget what an Arctic island is like after I reading Lord Dufferin’s approach to Jan Mayen’s Island. And there are systematic geographers who delight to exhibit the imaginative aspect.of nature ; Maury and Keclus almost break into song over spring and river and lake and sea and mountain. The nature worshippers among our poets offer many a noble passage. I should like to examine a boy who could quote Wordsworth’s Helvellyn, and who could cap his examination in English Geography by reciting Mrs. Browning and Sydney Dobell’s verses on England, and Shakespeare’s—
“ This blessad plot, this earth, this realm, this England.”
“ This dear English land !
This happy England, loud with brooks and birds,
Shining with harvest«, cool with dewy trees,
And bloomed from hill to dell.”—(Sydney DOBELL.)
“ View the ground’s most gentle dimplement,
(As if God’s finger touched, but did not press,
In making England,) such an up and down Of verdure,—nothing too much up or down,
A ripple of land ; Buch little hills, the sky Can stoop so tenderly and the wheatficlds climb;
Such nooks of valleys lined with orchises,
Fed full of noises by invisible streams ;
And open pastures where you scarcely tell
White daisies from white dew.”—(Jilts. BROWNING.)
Scenery is the poetry of Geography ; the love of scenery is one of the purest delights ; we cannot do wrong to let its pleasures be a little earlier known. But, above all, let us have some knowledge and love at least of our English scenery. “ Love thou thy land” should be the outcome of the Geography as well as of the History lesson. The pupil should take a pride to be the citizen of this old and haughty nation, proud in arms ; no less proud should he be of the fair scenery of his native land. Patriotism may degenerate into chauvinism ; but it will do no harm if we appraise a little too highly the various scenery that springs from the variety of geological structure in this isle. And, of course, we should, in measure, say something of the scenery of foreign lands. It is too common to read an examination paper in which a boy crosses in imagination the whole of France without knowing whether he is on plain or plateau, corn land, olives, or grass. Very few boys have a clear and distinct, adequate conception of what they would see, if they went from Didcot to Bristol, from Calais to Boulogne, or from Nice to Genoa.
But if this is too fine an atmosphere for prosaic boys, dwell on the practical utility of the study. Let them make maps of real things ; the class-room, the different floors of the building, the neighbouring fields or streets, the local railway and highroads, the omnibus routes and railways ; give lessons on the rapid and accurate understanding of Bradshaw, notes on defects, suggestions for improvements. I have heard of a school where a prize for the study of Bradshaw excited most eager competition. Let them find out the usual emigrant’s routes; each may select the colony which seems to him to offer the most advantages ; each may write an essay thereon, and then the whole subject may be referred to the school debating society for consideration and discussion ; much fresh information will be collected from home, and letters from abseut brothers and friends may be handed in. Or the class may resolve to be sailors ; and learn something about wind and tide ; how to find latitude and longitude ; how to take advantage of winds and currents ; great circle sailing ; difference of time in different longitudes, &c. With a large globe or map, they may be practised, like volunteers, in judging distances. Again, we may make the boys weather-prophets ; interpret the weather maps of the “Times,” explain forecasts ; observe weathercock, barometer, thermometer, clouds, rainbows and sunsets for a month, and make little forecasts for ourselves. It is well to discuss each important change of weather when it occurs,
Indeed, both in Geography and History, we shall seem more sensible beings in the eyes of pupils and parents, if we make our lessons conform a little more to what is passing around us. We ought to have given lessons on the Prince of Wales’ Indian Tour, the Voyage of the Challenger ; France in 1870, Afghanistan in 1880, South Africa in 1881, Again, we may connect our lessons with past history. With the Geography of Ireland we may study Irish History, its interesting early civilisation, its architecture and Christianity, the conquest, the successive uprisings. So with the Geography of India combine a short course of History ; or, with that of Spain, follow the campaigns of Wellington. It is novel to most boys to look at Geography from its military side, to consider the respective values of the Danube, the Balkans, the North Downs as lines of a defence; what makes Plymouth so strong a port; how far English liberty is due to our insular situation ; how far could the nature of the ground be utilised to defend London, if besieged, &c. An English translation has been published of Lavallee’s book on Military Geography.
It is not impossible to practice the reasoning powers by problems or riders in Geography. There are reasons to be found why a river with a course from north to south must naturally be more valuable to man than one from east to west; why England is the natural centre of the world’s commerce ; why so many plants in Australia have narrow leaves ; why Austria is in a parlous state. We may set a few hypothetical questions, —would it be an advantage to have the English mountains on the east coast ? would a similar removal of the Andes benefit South America? what was the course of the French and English rivers when the Channel and North Sea were dry land ? what was the shape and extent of primaeval England, as shown by soundings ?
There are very many interesting questions as to the inter-dependence of man and nature ; e.g., Buckle connects the fertility of the land and the use of a cheap food with the poverty of the Hindoos ; the awe-inspiring natural phenomena of the tropics with devil-worship. Curtius points out the inviting aspects of Greece and the Coast of Asia Minor, with isles for stepping-stones ; while Italy turns its back on Greece, and points its harbours to the west.
With junior classes the aim is to interest more than to inform. We may read, or better talk about, stories aud descriptions of foreign countries, savage life, &c. Later, we may describe the voyage of Sir Francis Drake round the World, or that of the Beagle, or the Arctic ships, or Livingstone's travels. The curiosities of Commercial Geography also are worth mention. Such are the transfer of the potato to Europe, the turnip to England ; the influence of the Crusades in acclimatising Eastern fruits and creating a demand for Eastern manufactures ; the expeditions which must yearly start to furnish ladies with fur and whalebone; the gold “rushes;” the ancient and modern western wave of civilisation ; the history of the transfer of the kingdom of the seas from Phoenicians to Greeks, Carthaginians, Romans, Venetians, Spaniards, Portuguese, Dutch and English.
Most important, however, of all is it to arouse a scientific interest in the subject. We should have Physical Geography and Geology always in view—the one giving results, the other causes; the one telling us what the present state of the earth’s service is, the other telling us how it came into that condition. Geology floods with light and interest every department of Physical Geography. For example, the subject of Plains will be more attractive if some account be given of their origin. Some are deltas of rivers; some have been formed by the yearly overflowing of the waters of a muddy river ; some, perhaps, are upheaved sea-bottoms ; e.g., the steppes may have formed the bottom of a shallow sea, like the German Ocean, connecting the Arctic Ocean with the Mediterranean, and insulating Europe. Others, such as the Puzta of Hungary and the North American prairies, are the beds of old lakes ; hence then-deep black fertile soil. The mountain barrier of the Carpathians dammed up the waters of the Danube and its tributaries, which descended over the lowest part of the rim of the range till the waterfall had cut down a gorge for the river ; the present Iron Gates. Plains are adapted for despotism, mountains for liberty ; the Hungarians, indeed, are free, but the flatness of their land made the struggle a long and hard one. Valleys should be more studied, and Geology offers interesting speculations as to their formation ; e.g., the gorge of Matlock, the valley uf the Caledonian Canal, and the canons of Colorado. The Mountains of England should be arranged according to their Geology ; such an arrangement may be seen in Woodward’s “ Geology of England and Wales.” Sometimes a plateau has been scooped by sub-aerial agencies into mountain and valley, e.g., North Wales, the Uplands and Highlands of Scotland, and the Norwegian mountains; we are not likely to find any chains and ranges here. The peculiar configuration of a volcanic group—e.g., Auvergne—should be noticed, and the longitudinal ranges in which the limestone of the Jura lies. It is well worth remembering that old rocks —e.g., Cambrian, Silurian, &c.—have had more time to be hardened, tilted, contorted, denuded, and pierced with igneous rocks than the newer rocks; and consequently we shall expect to find in Palmozoic regions much to please the artist—mountain and valley and plateau, precipice, peak, torrent, and lake, and waterfall ; little to please the farmer, except here and there a grassy river bottom ; much sometimes to please the manufacturer, who finds the coal and iron and lead tilted up from its deep recesses, and bared by river and rain. Lakes, again, vary in size, in shape, in depth, and in beauty, according as they lie in a plain, or in a mountain region, or the crater, of an old volcano. Rivers obtain a new interest, if we study their peculiarities—the bends of the Moselle, the delta of the Mississippi, the floods of the Nile, the “ bore” of the Trent, the bar of the Adour—and try to find how they came about. Why do not the Wcy and the Mole, the Ouse aud the Arun, run quietly along the Weald valley eastward out to sea ? What has determined the Severn to take its present course ? Did the Severn and the Trent adopt a route over new red sandstone and lias because these rocks lay level and soft ? On the interesting subject of the connection of scenery with Geology, time does not allow me to do more than to refer to the books of Ramsay on the Physical Geography of England and Wales, and Geikie on that of Scotland.
Such a course of Geography as I have attempted to sketch may be taught in some such order as the following: —First, for the youngest pupils the teacher would commence with easy Physical Geography, and with the elements of Political Geography. Mr. Fearon recommends— rightly I think—that Physical Geography should come first as a subject for children, not only because it is more adapted to youthful minds, is less statistical, cultivates thought and reflection more, and is less apt to degenerate into mere cram ; but also because it is impossible to study Political Geography without some knowledge of Physical Geography^.
Later on will come a complete course both of Political Geography and Physical Geography. The latter is one of the most popular and most rational of school subjects; in no subject are there such excellent text-books; it forms a natural stepping-stone to the study of Physical Science. It can be based almost wholly on observation of common phenomena, as in the works of Roclus ; or it may be treated experimentally as in Huxley’s Physiography. The Comparative Physical Geography of the great land mass deserve to be made a special study at this period. And room should be made for Meteorology on which there are manuals by Mr. Buchan.
Further than this we can hardly hope to advance in middle-class schools. When Geography has reached the highest forms of the public schools, and even the universities, it will require different treatment. The advanced students must specialize himself. (1) Mathematical Geo
graphy should be attempted, the principles of the common projections, the determination of latitude and longitude, the modus operandi of a trigonometrical survey, different modes of illustrating altitude, &c. ; to which Grove’s Primer is a pleasant introduction. (2) Historical Geography.—The political frontiers of countries are continually receding, advancing or disappearing. The work of German geographers has made this study accessible and interesting. By a series of historical maps we can see clearly the slow progress of consolidation which welded together France ; the attempts under Loui3 XIY., Napoleon I. and III. to advance yet further, and the recoil from each attempt. A few glances at Poland in an historical atlas will make clear much European history. So with the shifting distribution of the Sclavonic races. (3) The History of Discovery deserves some attention. It is interesting to trace in voyages and travels the gradual accumulation of our stock of geographical knowledge ; a summary is given in three volumes of Lardner’s “Museum.” (4) There is much history embalmed in the names of localities. Geographical Etymology will require separate treatment. We may begin with the survivals of old associations in the streets of London ; or, by comparison of local names, arrive at the ethnography of the settlers in each district of the country. For this Isaac Taylor’s “ Names and Places” is an admirable book. The members of the school Natural History Society may work out for themselves the ethnography of their own district. Collect the names of villages, hamlets, and towns; hills and valleys, and streams ; from the ordnance map and from any older map that can be had ; ascertain from the farmers the names of their fields ; collect the generic names of physical features, such as “ force,” “ beck,”“ combe,” and the surnames of any yeoman or villagers whose families have lived long in the district, or who are buried in the churchyard. Then by means of the tests given in “ Names and Places,” we can ascertain the respective strength of the English, Celtic, Danish elements among the original settlers. (5) Lastly, Physical Geography leads up to Geology, its necessary complement. It has the disadvantage of being, in most cases, rather a literary than a scientific study ; for few schools are able to examine many geological formations in situ, or to make their own collection of fossils. On the other hand, it is popular with boys ; it leads them, like Natural History, to go forth into the fields and see with their eyes; it adds a new charm to scenery and foreign travels; and it has the special recommendation, that the pupil does not plunge into a new and unintelligible world, as in commencing Chemistry, but starts with a firm basis of homogeneous knowledge.
But I have trespassed too long on your patience ; many of my remarks will be truisms to experienced teachers, much will appear visionary. But I hope that they may save some beginners from the heavy fees they must pay to win experience for themselves, and that the base, mechanic art of teaching Geography may, at least with some, obtain fresh interest.— Educational Times.
MILTON AND JOHNSON AS SCHOOLMASTERS.
BY DR. R. WORHELL.
Delivered before the Royal College of Pree.cprt.ors, London.
The subject of this lecture is, probably, not so well suited to stimulate discussion as those that are generally chosen for your monthly meetings, but it was suggested to me by our surroundings in this room. None but a man inclined to honour the schoolmaster could have brought together the collection of portraits which decorates these walls. The collection was made and presented to the college by the late Professor Hodgson, and the first reflections that naturally occur to one, on looking over the series, have reference to the donor. What an evidence of the catholicity, so to speak, of his mind and character ! There are here teachers of many subjects, men of all denominations, tutors of all the Universities, all the great public schools, and masters of private schools. And there is a good old print of Thomas Chapman, schoolmaster. Before that portrait I bow with reverence. I know nothing of him but what is there recorded. He might have stalked before us with a D.D., M.A., F.C.P., as Principal of the High Jinks Academy ; but he comes with bold
| humility, as Thomas Chapman, Schoolmaster. There are interesting Comments on some of them, as, for instance, of Jean Jacques Rousseau | “ His life one long soliloquy.” Of another, whom wo need not name— “ may we never see his like again”—“ A Plagosus Orbilius of the old bad type.”
We may gather Prof. Hodgson’s view of the value of such a collection from some editorial remarks of his. Horace Mann, on an account of a tour amongst schools on the Continent, said “ In Germany, where everything except war and military affairs is conducted in an inexpensive scale, the walls of the schoolrooms are often adorned with engravings of distinguished men; and throughout Prussia and Saxony a delightful impression was left on my mind by the Character of‘the persons whose portraits were thus displayed. They were the likenesses of good men rather than great ones, frequently of benefactors of the young, whose countenance« were radiant with the light of benevolence, and the very sight of which was a moral lesson to the susceptible hearts of children. In this respect they contrasted most strongly with England, where the great always take precedence of the good, and there are fifty monuments and memorials for Nelson or Wellington to one for Howard or Wilberforce. ”
Now, in editing these remarks, Prof. Hodgson writes :—“ It is not easy to overrate the importance of this suggestion for the useful ornament of schools.” He then quotes Sallust:—“ I have often heard that Q. Maximus, P. Scipio, and other distinguished men of our city used to say, that the sight of the portraits of their ancestors filled their souls with an ardent love for virtue; not that mere waxen images had in themselves such power, but it was remembrance of their deeds which kindled in the hearts of these great men a flame that would never cease to burn until they had equalled their ancestors in virtue and glory.” “ When the portraits of illustrious men are not treasured up with tears and reverence, it must be that virtue has ceased to inspire the heart with delight, and the mind with admiration.”
In contemplating any collection of things, there are two natural operations the mind sets itself to work upon—first, the instituting of comparisons, the tracing of resemblances ; and secondly, the searching for contrasts, the tracing of differences. Now, I wish to soloct two of these portraits, and to exercise upon them chiefly the second of these processes. Milton and Johnson probably have more points of difference than of resemblance. Both were giants as regards intellect; in both there wore features of character that we may well love and venerate ; they occupy first places in the first rank of men. Both could be bitter and violent to opponents, and were even ferocious when attacked ; but they were as uulike in character and temperament as in countenance and physical appearance.
We all know them well by sight. Milton jwi s of middle height, of fair and delicate complexion, having dark grey eyes and oval face, and auburn hair falling on his shoulders. His gait was erect and manly ; and, as one of his biographers has told us, he “ lodged a harmonical and ingenuous soul in a beautiful and well-proportioned tody.”
Johnson’s life was despaired of in the beginning, and he grew up sickly. His complexion was muddled, his face scarred and roughened with rugosities; he “ was blind of one eye and short-sighted with the other;” his form was ungainly, and his movements awkward. He is described, on his introduction to Mrs. Porter, at the age of twenty-seven, as lean and lank, an immense structure of bones, with a face “ hideously striking,” and hair straight and stiff and parted behind.
They were born at different times, exactly a century apart, and bred in different atmospheres. Milton was born in 1(108, at the Spread Eagle in Bread Street, was educated at St. Paul's School, and from the very beginning of the reign of Charles I. was led into sympathy with the most advanced of Charles’ opponents.
Johnson was born in 1701), at Lichfield, a cathedral town that had little sympathy with the reigning house, and whose preachers in Johnson’s youth were continually recounting fond recollections of the times of the Stuarts, and labouring to keep green the memory of that famous archbishop, who lost his head for his devotion to his order. The influence of these prejudices gave the tone to Johnson’s mind, and the image of the solemn aisles of the cathedral scorns never to have left his memory.
Hence, Milton was a Republican, Johnsou a Tory and a Jacobite; Milton a Dissenter and a Disestablishes Johnson a High-Churchman. Milton never hesitated in his advocacy ef reform ; he made straight for the root of every abuse he thought he detected. Johnson never once slipped into liberality, or sanctioned innovation.
Fortune smiled mueh more constantly on one than on the other. Milton, favoured by her in the spring, was forsaken in the autumn of life. No one can doubt that his own Samson was the image of himself. The strong warrior became the blind and despised sufferer. The Philistines mocked him and his cause, and piled their grossest indignities upon him, but he never lost faith in the final victory. Milton was victorious in death, Johnson in life.
Johnson began in London by proving that a man might live at that time for £30 a year; but he must sleep in a garret, breakfast in a coffee-house for 3d., dine for fid., drink no wine, but bribe the waiter with the customary penny to ensure civility, and visit his friends on clean-shirt day. He struggled for years at the merest drudgery in the printing-office of Cave, at St. John’s Gate. But when prosperity once set it, it seems never to have deserted him. When once it was kindled, renown continued to blaze about his name. He was distinguished by his sovereign, and rewarded by a substantial pension of £300 a year. His circle of acquaintances embraced nearly all the eminent personages of the day—Goldsmith and Burke, Thurlow and Adam Smith, Charles Fox and Sir Joshua Reynolds, Garrick and Beg Woffington, Topham Be&uclerc, the scholar and wit, and Bosvrcll, the shrewd and devoted
20
biographer. He took tea and talked with learned women, Mrs. Carter, Hannah More, Fanny Burney, Mrs. Lennox. In the last year of their lives, we find Milton calmly awaiting and longing for death, Johnson morbidly anxious to live.
Both, in the beginning of their careers, were actual schoolmasters. In 1639, after his return from Italy, Milton took a house in St. Bride’s Churchyard, and afterwards one in Aldersgate Street, for the instruction of the children of some of his friends. He must have strained a point to hire a house in such a locality, for Aldersgate Street is described by writers of the time as resembling a street in an Italian city, and containing the residences of several noblemen. Of all his pupils, the names of John and Edward Phillips only have come down to us. They were his sister’s children, and younger brethren of that “fair infant whose death by a cough” is commemorated in his first poem. Both these became industrious winters. They were Royalists, and fell into the licentiousness that grew out of the re-action of the Restoration. The last of many books written by Edward Phillips was a biography of his uncle. In it he recurs with affectionate reverence to the education he received in Aldersgate Street. He gives an account of that education, and shows that it embraced every kind of study then possible. He speaks with warmth, and with something of remorse, of the blessings which his school years might have been to him if he had passed them aright.
Johnson, too, was at first a schoolmaster. He was sent to Pembroke College, Oxford ; but, through his father’s bankruptcy, his resources failed, and he was not able to complete his studies. Pie left college dispirited, in debt, and without a degree. His father soon after died, and, after the sale of his father’s effects, Johnson had £11 with which to begin an independent career. His feelings at this juncture are recorded in his diary, where he prayed that his faculties might not be impaired by his poverty, and that indigence might not force him into crime. He became a teacher at Market Bosworth, but was not at all happy in this position. He then settled at Birmingham. After his marriage with Mrs. Porter, he set up a school at Edial, near Lichfield ; but his pupils were few, and in two years he was compelled to break up his establishment. Probably we should never have heard the name of one of his pupils but for that memorable journey in which master and pupils found themselves on the same road with faces in the same direction— two needy, hungry, penniless adventurers, but both destined to secure fame. Samuel Johnson, the master, was to become the monarch of literature; David Garrick, the pupil, to become the prince of players. The friendship that existed through life between this dissimilar pair was cemented and sustained more by the memory of that journey than by anything that happened in the schoolroom. Picture them—the huge, awkward man, with clothes ill-made and shabby, rolling with uncertain equilibrium in the saddle on a sorry, high-boned nag ; and a stripling of short stature, but light and graceful figure, trudging on foot, and striving, with his ringing joke and chirrupy laugh, to dispel the gloom that seemed in danger of settling on the elder. They had one horse between them, and at times Johnson was g^d to dismount for a while from his hard-trotting hack to stretch his stiffened limbs, and Garrick, wearied and footsore, was glad to vary his discomfort by mounting in Johnson’s place.
Now, what results have we of the school experiences of these men ?
Milton was a true schoolmaster ; his work formed a series of experiments, leading him to build up a complete scheme of education—of such a liberal education as would “fit a man to perform justly, skilfully, and magnanimously all the offices, both private and public, of peace and war.” This definition has been so frequently quoted of late that it is almost trite. Milton’s scheme, sketched in his letter to Mr. Samuel Hartlib, a German teacher in London, tells us what he learnt, and what we may learn by his school experiments. He never pretended that they worked wonders, he did not even allude to them in his writings ; but the scheme described in the letter resembles in all its principles that which Edward Phillips speaks of. It had reference to actual living boys, whom he had 6een and tried to form.
To some extent, his idea of education is Baconian ; not that he had Bacon’s preference for physical studies, but that he adopted Bacon’s method. He provides alike for Scientific Education, and what we have lately called Technical Education, but not to the exclusion of the studies of Language and the Humanities. He considered that the division of educational establishments into classical or literary schools and scientific or mechanical schools—or, as we may call them in these days, gymnasia and real-schools—is unnecessary and artificial ; that the knowledge of words is best obtained in union with the knowledge of things ; that each is helpful and necessary to the other. He protests against “ the preposterous exaction of forcing the empty wits of children to compose themes, verses, and orations,” as a way to obtain a knowledge of language. He does not affect to despise such exercises, as some classical scholars of our day have done ; but he regards them as “ the acts of ripest judgment, and the final work of a head filled by long reading and observing, with elegant maxims and copious invention.” He looked upon Language as a means of culture, but at the same time he regarded Language as “but the instrument conveying to us things useful to be known.” He insisted that our youths should acquire an early experimental training before proceeding to more abstract lore ; otherwise we shall have to complain that “they grow into a hatred and contempt of learning,” and that, when “ poverty or youthful years call them importunately their several ways, they hasten to an ambitious and mercenary or ignorantly zealous divinity,” or to the “ mere trade of law,” or to “ State affairs with souls so unprincipled in virtue and generous breeding, that court shifts and tyrannous aphorisms appear to them the highest points of wisdom.”
Now, there are several points to notice in this scheme, and the experience that dictated it.
First, Milton’s experiments were not carried on for any great length of time. Schoolcraft is not one of those arts that can be learnt in six lessons. Milton’s scheme is that of a man who has made bold experiments that are leading him in the right direction, but are not numerous enough to carry him far. We may, if we wish it, find much in his scheme to criticise, and even to ridicule. His own amazing powers of acquisition led him to overrate the powers of boys, and he had not had sufficient experience in teaching to correct the error.
Secondly, we must be prepared to consider the general principles he advocates, without reference to the text-book he recommends. He could refer only to the classical books that his own reading had brought before him. His suggestions are not the less valuable, because we have means of carrying them out that he could not dream of. No one now supposes that Natural Philosophy can be learnt from Seneca, or Agriculture from Cato or Columella.
Thirdly, there is abundant evidence of his thought and observation on school matters, in the arrangement of subjects to be studied at different hours in the day. These subjects are so varied in character that the whole day can be utilised without the pupil being exhausted by fatigue. The severer studies are placed early in the day, the lighter and more conversational towards the evening. Music is recommended, not as a graceful recreation to a few, but as an instrument of making all the pupils “gentle from rustic and distempered passions.”
Fourthly, the scheme includes what we have lately called Technical Education. He would have us conversant with facts and principles, rather than names. He always aims at the useful. Men having practical skill are to be appealed to for aid. The pupils are to have “ the helpful experiences of hunters, fowlers, fishermen, shepherds, gardeners, and apothecaries,” to assist them in their natural studies. These studies are to increase their interest in reading. They are to study Medicine and what we now call Animal Physiology or Biology, that they may perhaps “ save armies by frugal and expenseless means, and not let the healthy and stout bodies of young men under them rot away for want of this discipline.”
Fifthly, from Milton’s treatment of his daughters, we know that he must have been unaware of the fact that the principles of education he so ably advocates are as applicable to females as to males. Milton did not comprehend what I may call the identity of the laws of psychological development in men and women. His sonnets and his tracts show that he recognised many good qualities in woman having reference to love, home life, conversation, and piety, but he always makes her inferior in intellect to man. Had he but continued his experiments in education in connection with his own daughters, he might have learnt to adapt the principles of his plan to female education, and have found more comfort in the contemplation of the result of their training. They were condemned, we are told, to read whatever book he wished to hear no matter what language it might be written in, without any thought on his part of how much they understood of it, or the amount of interest they could have for the subject. They endured the task for a time. The irksomeness of it could not be long concealed, and hence he refers to them, in the end, as his “ unkind children.”
Now, let us turn to Johnson’s criticisms of Milton the Schoolmaster. He was unfair to Milton in respect of his other work. He thought Lycidas, for instance, easy, vulgar, and disgusting. He was blind to all the beauties of the song, and sharp-sighted for its defects. But when he takes up Milton the Schoolmaster, he yields to rancour and ferocity. He himself had been a schoolmaster—and is it not true, as a rule, that the fiercest denunciation a schoolmaster encounters, the unfaire.st criticism, the most illiberal interpretation of his motives, the most merciless exposure of his peculiarities and eccentricities, are the productions of those who are or have been in the same profession ? Such has been my experience, and I fear it is not singular. The teacher is not without honour, save amongst his own brethren. For instance, Thomas Carlyle for twelve years was engaged more or less in school-keeping or teaching ; and every educational periodical that has lately reviewed his life has apologised to the world for this part of it. It is true, he himself has set the example, but many are the unkind things that have been said by Thomas Carlyle. Amongst them not the least fierce are the unkind things that the eccentric author has said of himself the Schoolmaster. Nevertheless, there are true and apt maxims and aphorisms on education in “ Sartor Resartus,” and other works, which would never have been created but for the author’s experience as a teacher.
But we must return to our heroes. Johnson points out that several of Milton’s biographers have shown a desire to shrink from this passage of his life altogether, and have wished to represent his teaching as gratuitous. Johnson ridicules this folly, but sneers at Milton for returning to England because he thought his countrymen were engaged in a struggle for liberty, and then vapouring away his patriotism in a private boarding school. To one not determined to ridicule, it would probably occur that the scheme of the private boarding school was the means of preventing his vapouring away his patriotism, by securing him against the bribes of the court, and making him independent of his pen. Edward Phillips neither speaks of this occupation of Milton as a disgrace, nor hints that he undertook it without remuneration.
Johnson next speaks of the small fruit which proceeded from the “ wonder-working academy” in Aldersgate Street. The fruits were no doubt unripe, and so far unsatisfactory ; but, as we have pointed out, Milton never claimed to have done wonders.
Johnson’s next objection is based on the comparative worthlessness of the physical sciences. In these days, it is necessary to reply to this objection. It is simply barbarous now to attempt to undervalue the importance of the physical sciences.
He next maintains that the formation of a noble and useful character is the true end of education—a proposition that Milton would not have contradicted.
good Noun, abstract, singular, objective (direct) after "do.”
all Adverb of degree, qualifying “too wanton.”
wanton Adjective, qualifying "day.”
to give Verb, irregular, transitive, active, infinitive mood, depend
ent on “ too wanton” and " too full” (and so doing the duty of an " abverb” to these phrases), sound Verb, regular, active, transitive, middle voice, infinitive
mood, used as "noun” in objective case after “did;” forming with "did” conditional mood, past tense, 3rd person singular, agreeing with its subject "bell.” one Noun, abstract, singular, objective of cognate, meaning
after " sound.” It is equivalent to " one sound.” Jtmay be parsed as adjective, qualifying “ sound” understood,but this is less satisfactory.
He objects to Milton’s scheme, that a knowledge of external nature is not "the great or the frequent business of the human mind,” whilst prudence and justice are virtues and excellences in all times and in all places. But this objection is inapplicable to Milton’s scheme. Milton agrees with Johnson aud with ourselves, that the purpose of education is the formation of brave men and good citizens. The difference is in the means. Is it true, as Johnson would seem to have us believe, that the study of nature does nothing to aid the development of prudence aud other virtues ? It is not difficult to prove the contrary. We know that, with the extension of the comforts which the physical sciences devise for our use, we are exempted from temptations to evil that are often otherwise irresistible, that we become more decent in manners and purer in sentiment. Morals are strengthened, and religious life made possible, by our being lifted above the grossness and debasement of a mere animal existence. The study of nature may be as efficient in promoting the virtues of “ prudence and justice” as the study of the “ Iliad” of Homer, or the “ Odes” of Horace.
It was not to be expected that Johnson could appreciate such a course. His political creed and his temperament forbad experiment. He belonged to the class of men who fix their attention so entirely on the good features of existing things as to ignore even the defects that admit of remedy, and to feel but one desire, namely, to keep them as they are. It was not possible for him to approve of the study of physicial science. It was equally impossible for him to make experiments in education.
In conclusion, I venture to affirm, with regard to Milton’s system, that it is based on the experiments of a teacher, as well as on those of a moralist and patriot; and, though it contains mistakes which are easily detected, it foreshadowed our latest advances ; its aims were as noble and practical as any that were ever conceived ; and it bears evidence of a righteousness of purpose that we may well admire and emulate. The forms of expression that he employs whenever he discusses educational matters, seem to show that the ghost of an ancient fallacy exerted a tacit influence over him. He speaks as if he held the opinion that there are certain things and certain laws that are theoretical, rational, and discovered by contemplation, the study of which is noble and honourable; and that there are other things and other laws that are practical or mechanical, and are discovered by experience, the pursuit of which is ignoble and vulgar. Whereas, as we now know, and as Milton seemed to foresee, there is not a double system, but one harmonious system of laws in the universe, and that for its elucidation experiment and contemplation must go together.—Educational Times.
HOW TO START A NATURAL HISTORY SOCIETY.
Few organisations may be made so mutually helpful or so socially pleasant for such a small outlay of money.
1st. Get some person who is well-known in the neighbourhood as a scientific man to act as President.
2nd. Then get the most enthusiastic worker in science, young or old, to act as Secretary. He must be able to report accurately, and furnish abstracts of the proceedings to the local papers. On the Secretary, more than any other officer, will depend the success of your society.
3rd. Get in all that are willing to join at a small fee, and do not hold your members too closely to abstract science. So long as the main object of your society is the pursuit of Natural History, allow everything that has the slightest connection with Natural History to be discussed. Even antiquarian and historical matters pertaining to the locality ought not to be excluded. Remember that nine-tenths of your members must be educated up to an appreciation of scientific matters, and that the first thing to do is to get them interested, and then keep them so. No persons are more apt to forget that those around them are not as familiar with their own specialities as naturalists.
Ith. Do not hold the meetings so often as to lack for interesting material. It is iufinitely better to have the meetings too short to allow of all the material being presented that is ready, rather than have persons talking against time. Above all things encourage members to bring everything that seems to them curious to the meetings. This is especially valuable in raising discussions, and perhaps originating papers. The fees should not be more than one or two dollars a year, and the rules as simple as possible and without fines,
A room can almost invariably be obtained in a school house or academy free of rent, aud in most cases the school or academy will be glad to provide cases for the society’s collection and library. The collection ought to be started as soon as anyone is willing to donate anything and there is a place to put it. The library under the same conditions, or as soon as there are any surplus funds. It is much better to purchase books for self-instruction than to publish expensive proceedings. The local papers are always glad to publish the full proceedings without charge, and the scientific journals will always publish original observations or papers of scientific merit. If the society has not funds enough to purchase scientific literature, it is well to form a scientific book club from such of the members as are able and willing to join and circulate the books and journals among themselves, and present them to the society or sell them to the highest bidder after they have been circulated among the members for a year.
Of course at first mutual instruction would be the main object, but as soon as possible the careful cataloguing of all the minerals, fossils, plants, shells, insects, etc., of the neighbourhood should be undertaken, and specimens preserved in the museum as far as possible.
Excursions during the more pleasant portions of the year may be made a great source of profit in getting material for papers and the museum, and in exciting an interest in scientific matters in those who may accompany the excursion simply for the sake of pleasure.—Naturalist's Leisure Hour,
BY ROBERT CRAIG, BRIGHTON.
Answers to questions on parsing and analysis in the paper in Grammar
set June, 1881, for admission to the Second year’s course of Training :_
Question 1.—Parse with full syntax the words in italics in" the following :
John.— Come hither Hubert. O my gentle Hubert,
We owe thee muck ; within this wall of flesh There is a soul counts thee her creditor,
And with advantage means to pay thy love :
And, my good friend, thy voluntary oath Lives iu this bosom, dearly cherished.
Give me thy hand. I had a thing to say,
But I will fit it with somo better time.
By heaven, Hubert, I’m almost ashamed To say what good respect I have of thee.
Hubert.—I am muck bounds® to your Majesty.
John.— Good friend, tbou hast no cause to say so yet:
But thou shalt have ; and creep time ne'er so slow,
Yet it shall come for me to do thee good,
I had a thing to say,—but let it go—
The sun is in the heaven ; and the proud day,
Attended with the pleasures of the world,
Is all too wanton and too full of gawds To give me audience : if the midnight bell Did, with his iron tongue and brazen mouth,
Sound one unto the drowsy race of night;
If this same were a church-yard, where we stand,
And thou possessed with a thousand wrongs ;
Or if that surly spirit, Melancholy,
Had baked tby blood, and made it heavy, thick ;
( Which, else, runs tickling up and down the veins,
Making that idiot, laughter, keep men’s eyes,
And strain their cheeks to idle merriment,
A passion hateful to my purposes) ;
Or if that thou could’st see me without eyes,
Hear me without thine ears, and make reply Without a tongue, using conceit alone,
Without eyes, ears, and harmful sound of words ;
Then in despite of broad-eyed watchful day I would into thy bosom pour my thoughts.
Thee Personal pronoun, 2nd person, singular number, objective
case (indirect or “ dative” object) after “ owe.” much Noun, abstract, singular, objective (direct), after “ owe.”
counts Verb, regular, transitive, active indicative mood, present
tense, 3rd person, singular, agreeing with suppressed subject “ that” or “ which,” referring to “ soul.” creditor Noun, common, singular, objective, after “ counts” (factitive object).
friend Noun, common, sing., 2nd person, nominative of address,
what Adjective, qualifying " good respect.”
much Adverb of degree, qualifying the participle “ bounden.”
creep Verb, irregular, intransitive, active, imperative mood, 3rd
person, singular, agreeing with its subject "time,” which is here "challenged” to creep ever so slow. To parse “ creep” as subjunctive (or conditional) wbuld also be admissible, as it in fact expresses the condition under which the principal statement—"Yet it shall come,” &c— is made. But to say that "creep” is infinitive after "let” understood or after "may” understood, or to say that “ though” is understood, seems to me to be indefensible. No doubt, the clause as it stands is interchangeable in “ meaning” with those longer expressions suggested as severally its equivalent, but to assert that or imply it arises from them by ellipsis is altogether incorrect. The reasons for judging that view to be altogether incorrect need not be restated here, as they will be readily recalled by the readers of previous issues of this journal, ne’er (never) Adverb of time, qualifying "so slow.” This use of " never” seems to have arisen from contracting and confusing into one clause what would be expressed in full by these two clauses : (1) Creep time so slow in future; (2) as it ne’er crept slow before.
slow Adverb of manner, qualifying the verb “ creep.”
to do Verb irregular, transitive, active, infinitive mood, depend
ent on " me,” or attributive to " me.” The whole phrase " me to do thee good” is governed by the preposition "for.” "To do ” is not in apposition with " it,” which stands for “ time.”
Bame Adjective, used as a noun (equivalent to “ same place”)
singular, subject to “ were."
were Verb, irregular, intransitive, neuter, conditional mood,
past tense, 3rd person, singular, agreeing with “ same.” a Distinguishing adjective, limiting “ thousand,” regarded
as a noun. Probably “ of” was originally used after “a thousand,” as a thousand of rren. Compare a dozen u/-eggs, contracted sometimes into a dozen eggs, thick Adjective pos. degree, qualifying “ it,” and forming facti
tive object after “ made.”
which Relative pronoun, referring to “blood,” neuter gender, 3rd
person, singular, subject to “run.” else Adverb of manner, qualifying the verb “runs.”
strain Verb, regular, transitive, active, infinitive mood, attribu
tive to “idiot” and forming indirect (factitive) object to “making.”
passion Noun, abstract, singular, objective case in apposition with
“ merriment.”
if Conjunction, copulative, continuative, joining the sen
tences “ thou could'st see me” and “ I would pour.” reply Noun, abstract, singular, objective, after “make.”
using Participle, active, present, from regular, active, transitive,
verb to use ; attributive to “ thou.” would Auxiliary verb, helping to form potential mood,
pour Present infinitive of principal verb.
would ) Verb, regular, transitive, active, potential mood, past
pour j tense, 1st person, singular, agreeing with its subject “ I.”
2. Analyse according to Morell’s second scheme the following : —
How far we can thus glance backwards along a ray of light, and literally gaze into the deepest recesses of time, we do not know ; and as little can we tell how many ages will elapse after our sun’s torch is quenched, before he shall be numbered among lost stars by dwellers in the sun most distant from us ; yet assuredly it is through the eye that we acquire our most vivid conception of Eternity.
|
Sentences. |
Kind of Sentence. |
Subject. |
Predi cate. |
Object. |
Extensions of Predicate. |
|
(a) How far we can thus glanoe backwards along a ray of light |
Sfoun sent-obj. to (c) |
we |
can glance |
How far (place) thus (manner) backwards (direction) along a ray of light (place) | |
|
(b) and how far wo can literally gaze into the deepest recesses of time |
Noun sent, co-ordin. with («), obj. to (c) |
wo |
can gaze |
. |
how far (place) literally (manner) into the deepest recesses of time (place) |
|
c) We do not know |
Prin. sent. to (a) & (b) |
we |
do know |
sent, (a) and (b) |
not (mood) |
|
d) and ns little can we toll |
Prin. sent, in cop. coord. to (c) |
we |
can tell |
sent. (e) |
as little (degree) |
|
(e) how many ages will olapso |
Noun sent, obj- to (d) |
how many nges (aftor) our sun’s torch |
will elapse |
sentences (f) and (0) | |
|
(f) aftoroursun’s torch is quonchod |
Adverbial sent, to (e) |
is 1 quenched | |||
|
(g) before he shall bo nnmbered among lost stars by dwollors in the sun most distant from us |
Adverbial sent- to (g) |
(before) he |
shall bo nnmbered |
among* the lost stars (indirect factitive) |
by dwe'lers in the sun most distant from us (agent) |
|
(h) yet assurodly it is through tho eye |
Prin. sent-in adversative co-ord. to (c) & (f( |
(yet) it |
is through the eye |
assuredly (mood) | |
|
(t) that we acquire our most vivid conception of Eternity. |
(that) noun sent- in ap. with it in (A) |
wo |
acquire |
our mosi vivid conception of Eternity |
* Compare: I number him among tho wise men, I reckon him among the wise men, I considor him a wise man.
FIFTH CLASS.
Comprehension.-Lesson : “Mocking Bird”—(a) “ Flood of delicious melody.” (b) “ When is the best time to bear it sing.” (c) “ Admirable mimic.” Lesson: “ Romans in Britain”—(a) “ Tints of autumns.” (b) “ Foot, herse, and chariot.” (c) “ Disciplined battalions.”
Dictation.—(1.) Royal Reader III., page 54,3. (2) Royal Reader
III., page 99-—“ The duke ordered, him —=- by your deceit.” (3)
Royal Reader III., page 99—Duke and cowboy—“ The duke —--quit
his service at once.”
Parsing and Dictation.—“ The neck of four-footed animals is usually long to enable them to reach their food without difficulty; but
the elephant has a short neck to enable him to support the weight of his huge head and heavy tusks admirably.”
PARSING.—(1) “ So soon did he return that hardly any person believed that he had been absent from his home.” (2) “ At the roots of the tiger’s whiskers there are nerves which make him sensible of the very slightest touch.” (3) “ Alas ! he was quite dead, so his friends took him up and carried him to his father’s house.” (4) “ Monkeys are all fond of sweets, and have a great liking for the sweet juice of the palm-tree.” (5) “ If the man is so faint that he cannot speak, they go back to fetch the monks and guide them to the spot.” (6) “ A nobleman was about to hold a feast. There was plenty of meat, game, and fruit, but no fish, as the sea had been very rough.” (7) Page 107, 3rd book—“ The dogs are trained .... in pairs.” (8) “During times of scarcity they generally use a kind of bread made of the inner bark of a tree, ground and mixed with a lot of flour.”
Grammar.—(1) Past part, of to “freeze.” Fern, of emperor, pos. deg. of “last,” (2) Past tense of “arrive,” comp, of “ many. ” (3) Comp
of “well;” past of “arrive;” poss. sing, of 2nd pers. pronoun. (4) Poss. plu. of “buffalo” ; sec. per. sing. obj. per. pro. ; past of “swing.” (5) Super of “ready;” pass. sing, of “ child.” (6) Past part, of swing, poas. sing, of “hero ;”super. of ill. (7) Past tense of “hide” ; obj. plu. of “bush”; obj. plu. of 2nd pers. pro. (S) inflex poss, plu. of “ox” ; past part, of “shoot”; super, deg. of “lovely.”
Arithmetic. —(1) Reduce 25 hhds. 18 gal. to pints; reduce 710,8010 halfpence to £; £8,035 13s 6^d 4-ST; £93 15sl0-]-dx69. (2) £58 13s 9|dx73; £9,605 17s 51jd+ 67 ; reduce 97 fur. 3 rods 3£ yds. to yds.; 716,005 (dictated) grs. (troy) to ounces: (3) £78 19s 6£d 132; £5,369 19s 1 lfd4-57 ; 8,769 quarters 11 oz3. to ozs. (avor.) ; nine hundred thousand and seventy one feet to furlongs. (4) £85 14s 3£d x 77 ; £3927 15s 7£d + 38 ; in 39 C. yds, 17 c. ft., 209 c. in how many c. in. ? 946033 per. to acres. (5) Dictated—Reduce nine hundred thousand eight hundred and seven grs. of gold to lbs. ; in 480 fur. 3 per. 3 yds. how many yds. ? £87 17s 104d x 87 ; £9860 13s 11 -}d 4- 99. (6) £78 19s 6|d x 54 ; £7171 19s Ilf-f 69 ;
78963 roods 13 sq. yards to square yards; 907020 drs. to lbs. (avor.) dictated. (7) £85 17sll|d 89; £7499 18s lo|d 4- 98 ; in 903,001 sheets of paper how many reams? 72 square poles 2 square yards to square feet, (8) How many perches are there in 950037 square inches ? In 15 weeks 3 days 21 hours are how many seconds ? £39 16s 7£d 57 ; £8714 15s 11 ^d4-83. (9) £89 13s llfdx78; £8711 15s 6£d-f67 ; 98 fur. 3
per. 4 yds. to yds.; (dictated)—300019 c. in. to c. yds. (10) Dictated — Five million six thousand nine hundred and seventy, 19 farthings, 73 pence, 87 shillings, and 3904006 in words.
Geography.—(1) Capital of Chili ; Yablonoi Mts. ; Campaspe. (2) Country E. of Persia; Colorado ; where are the Alps ? (3) Name the chief town of Bavaria ; what is the source of the White Nile ? Where arc the Buffalo Mts. ? (4) San Francisco Riv. ; cap. of Peru ; Bogong Mts. (5) Country W. of Afghanistan ; Ebro, and into what ? Victoria Range—direction ? (6) Country west of Afghanistan ; Latrobe river,
where, and what does it flow into? Capital of Bolivia. (7) Capital of Peru ; Tributary of Campaspe ; mountain range in west of Victoria. (8) Where is Investigator’s Strait? Where is Pen. of Florida? Where is Gulf of Sidra? (9) River Parina ; capital of Peru; Lake Baikal.
Reading.—(1) IV. R, R., p. 153—Mocking Bird—comp, melody, songster, mimics. (2) Royal Reader IV., page 246 and 47—Meaning—
“ Iiow does it look for him-- at the faces of his friends ?”
FOURTH CLASS.
Dictation.—(1) Very few people think that to be honest is quite enough reward in itself. (2) II. Royal Reader, par. 5, p. 160. (3) He
even makes needles of its bones, and string of its sinews for his fishing lines and his bow. The seal is generally killed by spearing. (4) Page 157, 2nd bk, paragraph 12. (5) .Roy. Re. II, p. 83, last line—“ Tnen”to
p. 84, “store.” (6) 2nd book, page 109—The moment .... to plain,
Parsing—(1) A complete bridge across the river is soon formed, and over it the rest of the clever monkeys quickly cross. (2) One very hot summer when all the springs and brooks were dry, a fox looked about for water to drink. (3) When -he heard that the prince and all his retinue had gone down, with a ghastly face he shuddered terribly.
(4) When he came home he was very glad to find all his friends there
to meet him, Page 111, 2nd bk.—It is very dangerous work.....
whale. (5) Occasionally a prince paid a visit to the chief prison in'the land over which he ruled.
ARITHMETIC.—(1) 601834-4-57-8169x78. Numeration—9006081 ;
notation—2040073. (2) Write in figures 600070 (dictated), 5600080 in
words; 7171864-79; 7896 x 79; 72s. 71d. 21f. (3) 6908 x 58-;
8631054-86. (4) Notation—Write in figures niue hundred thousand and
sixieen. Write in words 80040; 17 farthings 93 pence 57 shillings.
(5) Write seven hundred thousand and twelve, 5060005 in words ; 73 shillings 57 pence 17 farthings. 8609514-89;8647x88; 9864 +809 + 7685 + 8409' 868093-98069; 27 farthings 83 pence 119 shillings. Write in words 8097416. Write out in figures 9008760. Dictated—Two million thirty thousand and eighty ; 21 farthings 54 pence 71 shillings. 58)4584516 7035600 in words.
Geography.—(1) Scandinavian Pen., Behring St., Is. of Cuba, (2) Name cape in S. of Europe, say where it is and what a cape is. Name an isthmus, say where it is, and what an isthmus is. Name an island
E. of Australia. (3) Balearic Is., Pt. Nepean, G. of St. Lawrence. (4) Guardafui Vancouver’s Is., St. Sunda. (5) Candia, Guardafui, St. between India and Ceylon. (6) Madeira Is., C. San Roque, Benin.’ (7) Name some island N. of Africa, the most southern point of Australia, strait between Ceylon and India. (8) Cuba, St. Roque. Osmuz. Where is u Lopalka, G. of Riga, Great Sandy Island; ocean E. of Australia, sea S. of Asia ; what ocean lies between Europe and America • 1st. of Celibes, Cape St, Lucas; what are Cook Straits between ?
By Charles Wesley Frost, Congupna State School, No. 2164. Apparatus : Maps, blackboard, duster, and chalk. Time : 30 minutes.
Heads .
Matter.
Method.
I. Source of Rivers.
II. Course.
III. Length.
IV Bvsin.
V. Mouth.
VI. Uses.
The sun is constantly raising vapours from oceans, seas, lakes, and moist places of the earth. The process by which water is raised is evaporation. (1) The vapour raised is condensed (2) by coming in contact with cooler things, as cold air and tops of mountains, and when cooled falls as rain, snow or hail. This moisture soaks through the earth until it reaches hard earth or rocks, and is collected there in cavities, forming springs. These overflow, and one little stream unites with another until it forms a brook. (3) Brooks also trickle from the mountain side, and unite with other streams, gradually forming (4) a river. Rivers are also formed by the over-flowing of lakes. (5) A river is increased by tributaries. (6) their junction called their confluence. (7) Spring, mountain-side, or lake may be the source of a river.
The course of a river depends upon the nature of the country between its source and mouth. Some are nearly straight, (1) others very circuitous, (2) their windings caused by their journeys around hills.
Length is determined by distance of mountain or lake in which river gets its rise from the sea ; so that we have short (1) rivers where mountains or lakes are near sea, and long (2) rivers when mountains or lakes are a long way from the sea.
A line enclosing the country drained by a river and its tributaries marks out the basin (l)of the river. In hot countries the beds of rivers are filled to over-flowing, caused by the heavy (2) rains in these hot places, and then the country is covered with water. The melting of the snow (3) at the river’s source, causes rivers to overflow. The Ganges covers the country near it with 12 feet of water, and in places to a depth of 30 feet. (4) Obi and Lena over-flow because their mouths become blocked up with ice, (5) which stops the flowing of the water.
Oceanic rivers flow into ocean (1) ; continental disappear in sand, (2) or flow into lakes (3). Some have one mouth (4), others have many mouths (5).
1. Drainage (a). Removes water which would make large districts useless.
2. Navagation (5). Ships sail
(1) Define evaporation, and illustrate by reference to kettle of water on fire. (2) Define condensed—the reverse of evaporated. Elicit from children what forms on inside of boiling kettle’s lid when lifted ? (3) Define brook. (4) Define river, and point out on map to the Amazon. (5) Point on map to Neva issuing from L. Ladoga. (6) Explain tributary, pointing to Negro, Madeira, tributaries of Amazon. (7) Explain confluence,and give etymology, and illustrate by showing junction of Negro, Purus and Madeira with Amazon.
(1) Why Loddon river nearly straight ? (2) Elicit from class why Brahmapootra does not flow in a straight line to Bay of Bengal.
(1) Why short on Western side of Andes and Kiolen Mts ? Why is Neva a short river ? (2) Why long on east of Andes ? Why is Nile a long river?
(1) Amazon’s Basin 1,920,000 sqr. miles ; Nile’s basin 797,000 sqr.miles. (2) Illustrate by pointing to Nile from African lakes. (3) iShow on map the Ganges from Himalaya. (4) Elicit why Goul-burn overflows at Shep-parton. (5) Refer to dam over any stream. What is the effect ?
(1) Point to Petchora into Arctic. Why some called oceanic ? (2)
Show Cooper’s Creek. (3) Show Volga flowing into Caspian Lake. Why called continental ? (4) Point to St
Lawrence. (6) Show Ganges and Nile on map. (6) Sketch river on board forming triangle, and elicit its shape. Called delta from resemblance to Greek letter delta, which is triangular in shape.
[a) What drains country near Sheppar-ton when inundated? (p) Define navigation.
|
Heads. |
Matter. |
Method. |
|
on rivers, aud take away and bring back goods. 3. Natural boundaries to towns and colonies (e). [Sides of rivers are sites for cities and towns (cl). 4. The fish of rivers give us useful food. |
(c) Point out towns on Murray at which boats stop, (i?) Illustrate by diagram of two selections. Elicit what separates them ? define artificial ; also point to artificial line from Forest Hill to Cape Howe. Define natural, and point to natural boundaries between towns of Shepparton and Mooroopna, counties of Rodney and Moira, and colonies of Victoria and N. S.W. |
MR. DISRAELI’S COMMENTS ON ITIS OWN MAIDEN
Lord Beaconsfield, referring to his first speech in the House of Commons, in an address to his constituents, said :—Gentlemen—I say at once, the circumstances in which I addressed the Speaker were altogether unparalleled. I doubt if anything at all similar to them had ever before occurred. This fault only I find with myself. I was warned of the re* ception I should meet with, but this only induced me to meet it the sooner. It is part of my disposition to meet menacing danger as soon as possible. (Cheers.) I have no idea of shirking a conflict which I know to be inevitable. Yet I had some confidence in the honor of the gentle* men. I did not think the moment a new member rose there would be an organised conspiracy to put him down by clamour. I have stood as often as most men of my age before assemblies of the people—adverse assemblies, unwilling audiences—but I always found that which is the boast of Britons—fair play. (Cheers.) 1 ever found that they recognised the justice of our national adage, that “ fair play is a jewel,” and least of all did I expect that it would be denied by the gentlemen of England. (Hear, hear.) But why do I style them “ gentlemen ” of England ? Oh, no, it was not by them that fair play was denied ; for in an assembly, crowded almost beyond parallel, in which nearly 600 members were present, rising at midnight to address the House, I declare, on the honour of a gentleman, that a small band of thirty or forty produced all the uproar you have heard of. (Hear, hear.) My voice had not raised before the insulting jeer arose, and the affected derision was expressed by which they hoped to send me into my seat. But I tell you candidly my thoughts instantly reverted to you, my constituents. (Cheers.) Is this, I said to myself, the return for your generous confidence, that the moment I rise an infuriated, Jacobitical, and papistical mob should raise their blatant voices, and trample upon me with their deistic hoofs ? Shall I yield to them like a child or a poltroon, and resume my seat, with pale face and chattering teeth ? (Immense cheering.) No such thing, gentlemen. I determined to be on my legs exactly the period I intended my speech should occupy. I succeeded—sometimes in comparative calm ; sometimes the cheering of friends joining with the yelling of the foe; sometimes in a scene of tumult unspeakable. But I stood erect, and when I sat down I sent them my defiance. They thought to put me down, but they never shall put me down. (Immense cheering.) Yet, gentlemen, I would not have you suppose for a moment, when I speak thus, that I am deficient in respect for the House. (Hear, hear.) No one feels more deeply than I do myself what is due to the House of Commons ; no one will bend more readily to its opinion, or the decision of the Speaker; no one will respect more than myself the wish of its smallest section. (Hear, hear,) But there are certain emergencies in which it becomes necessary to show that a man will not be crushed, and I felt that the circumstances under which so unmanly an attack was made upon me justified me in retaining my position for upwards of twenty minutes, not, I have reason to know, in opposition to the opinion of the Speaker ; not, I have reason to know, in opposition to the leading men of all parties. Therefore I could not justify myself in sitting down and acknowledging myself over-awed by a small and contemptible mob. (Immense cheering.) For the House of Commons collectively I entertain unbounded respect, and I would bow submissively to the diction of the Speaker, or the vote of any considerable number of its members ; but can I conceal from myself, can any practical man conceal from himself, that there are many members in that House who are beneath contempt, and because a small herd of members, whom individually and collectively I despise, congregate like skulking cowards in the remote corner of the House to .assail me with disgraceful uproar, was it for your representative, gentlemen, to fall down before them like a craven slave 1 (Immense cheering.) No, gentlemen, I expressed what 1 thought, I told them the time would come when they would be obliged to listen to me, and so long as I possess the confidence of my constituents, so long as I meet them with minds so firm, and hearts so sound towards me, I will take care to reduce my promise to practice. I will speak, and they shall hear me. (Tumultu* ous cheering.)—European Mail.
Mr. Bruce Joy has lately completed a fine statue of Mr. W. E, Gladstone, which is to be erected at the east end of London, It is described as a perfect likeness.
What a Piece of Jet had to say 27 Victorian Education Department-
The University of Melbourne— Matriculation Examination... 29 New Zealand Education Department—
Result Examinations ... 30
Reviews, &c..........31
Correspondence—
Be Classification and Payment of Teachers ... ... 31
CONTENTS
The Study of Geography ... 18 Milton and Johnson as'Schoolmasters ... ... ’ ... 19
How to start a Natural History
Result Examinations ... ... 22
Notes of a Lesson on Rivers... 23 Mr. DTsraeli’s Comments on his own Maiden Speech ... 83 Answers to Correspondents ... 24 Leaders—
Re-classification of State
School Teachers ...... 24
Revision of New Testament 24
ANSWERS TO CORRESPONDENTS
Received.—“ W. J. E. Short,” “Robert Cole,” “W. Howey,” “ A. J Oswell,” “ G. E. Williams,” “ G. Tilley.”
“ Result Questions.”—E. Newman, J. Miller, E. Row, G. A. Swan W. Honey, and Jag. Butt.
“Cecilia.”'—You are evidently labouring under a mistake. The Inspector could not be expected to do more than you admit he did. Had your class been well up in the subjects, his modeof examination would not have prevented the children passing.
“ Querist.”—We cannot satisfy you at present. In another month or two the change desired may be made.
“ J. Roberts.”—The Department now cannot find vacancies for the applicants.
“ W. Le Page.”—March 31, 1881.
‘03. Trend,”—December 31, 1881.
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MELBOURNE, AUGUST 17, 1881. Recent political changes have somewhat interfered with the carrying out of the proposed re-classification of State school teachers in Victoria. This is not, however, a matter of much regret to teachers. Whatever injustices may be inflicted by the political influence exerted in the administration of the present systorn, is as nothing compared with the injury caused by the making of frequent changes in its working. Any one observant of the drift of public feeling in this colony of late years must have noticed that there was a growing desire on the part of the friends of the Education Act to make, at least, one more effort to bring the working of the secular system into unimpeachable accord with the public sentiments of the colony. The authors of the Education Act, 1872, never denied that the principal, ii not the only, reason for the exclusion of all mention of religion in the enactment, as well as for the forbidding of any direct religious instruction during the school hours, was the result of a conviction that no truly national system of education would be possible so long as the religious denominations had any recognised position in one school system. Warned by the fate of the Bill introduced by the Hon. George Higinbotham, on the recommendation of the Royal Commission on Education, the late Mr. Justice Stephen felt that if the popular demand for educational reform was to be met, it must be by a Bill based upon the principle of secular instruction pure and simple. If the State confined its efforts in regard to education solely to the teaching of secular subjects no grievance could arise. All the religious sects, which unhappily divided the community, would be placed upon the same footing, and be left to make such provision for supplying the spiritual wants of the young as in their judgment might be needful. Time, it was believed, would reconcile the most bigoted to the change of system. So far, the result has not justified the opinion then formed. Each year has but intensified the antagonism of one or more of the religious denominations. Whether well-founded or not, a grievance is affirmed, and the political influence of the church most agrieved has been cast on the side of those who have expressed themselves favourable to a full examination into the actual facts of the case. It is admitted that the Hon. Graham Berry and his party had expressed their concurrence with the proposal to appoint a Royal Commission to deal with the question ; that the delay of the Hon. Major Smith in dealing with the re-classification scheme arose from this circumstance. Even had he not been displaced by the Hon. J. M. Grant, no steps would have been taken to give effect to the recommendation of the Board of Inspectors until it had been discussed by Parliament. As the Royal Commission will soon be appointed, we think the present Minister of Instruction will do wisely by letting the subject of re-classiiication rest. Incessant change is to be deprecated, and possibly the report of the Royal Commission may re-open the whole question of the relation of teachers to the State.
The completion of so important a work as the Revision of the New Testament seems to call for a few words, if only on the ground that it may be described as the most widely read, and widely taught, of all books. It is now eleven years since the labours of the “ Company ” of Translators first began. They have field four fiundred and seven meetings, tfiat is to say, thirty-seven meetings every year, or one a week during “ term time.” One of the Company is said to have missed only two of these attendances. Now, the first thing that one may consider is the enormous amount of time and attention that must have been bestowed upon a work whiefi has spread over so long a period, and occupied the thoughts of the Revisers during the whole of this time ; and we may be very sure that not a single correction was set down, to say nothing of being adopted, without care and forethought. And yet, as we shall presently see, a great many corrections have been made which will not only be eminently distasteful to the general public, but can also be challenged on grounds of scholarship. The Fundamental Resolutions, adopted by the Convocation of Canterbury, contemplated not a new translation—which would, indeed, be disastrous to the religion, education, language, and literature of the country—but a simple revision. The Principles and Rules, laid down by the Committee of Convocation, were intended still further to limit the changes made : the Revisers were to “ introduce as few alterations as possible,” to adhere to the language of the Authorised Version, to go twice over each portion, to make no change unless agreed to by two-thirds, and to refer disputed points to learned men of every country. An American Committee was at the same time constituted with the same object. They received the revision as it proceeded, and returned criticisms and suggestions. The work was, therefore, most carefully guarded, and the best results were to be expected.
These results are not, it must be confessed, quite so satisfactory as we might have hoped. The changes are not few, but many; they are not in all cases expressed in the language of the Authorised or the older versions ; they are not in all cases necessary ; nor are they always an improvement. Any needless change must be a change for the worse, and the Revised New Testament will not, we believe, displace the Authorised Version. At all events, we hope not. What will be done, and what should be done, is to take the few instances—there are not very many—of glaring error from the Authorised Version, and replace them by correct translations from the Prevised Edition ; it would thus remain, as it is, the most cherished and most venerable monument in the English language. Who, for instance, would sanction the substitution of “ Spirit ” for “ Ghost ” 1 Who will allow the “Simon, son of Jonas,” to be replaced by “Simon, son of John”? This alteration is almost ludicrous; it is as if one would say “ Aaron the Just,” instead of “ Aaron Alraschid ;” or “ Joseph Jobson, the Shield of Religion,” instead of “ Yussuf Ben-Eyub, commonly called Saladin.” The famous passage (1 St. John v.) about the three witnesses disappears, as was inevitable; the account of the woman taken in adultery is bracketed as doubtful. As regards most of the changes, we leave them to be considered by our readers ; but there are two points on which we feel constrained to lift up our voice. We ask, in the name of everything that is sacred, dear, and cherished, what mania has impelled the Company to alter the Lord’s Prayer ? Everybody, by this time, knows what they have done; they have altered the clauses one by one; they have needlessly introduced the devil; they have spoiled that sweetest and grandest of all prayers. For, while the least doubt remained— and great doubt does remain—about the use of the article, the old comprehensive “ deliver us from evil ” should have been retained. We venture to say that the English-speaking people scattered over the whole world will never forgive the meddlesome spirit so out of harmony with the rules and principles which prompted these changes. The next difference we have with the Revisers is not so grave, but it is sufficiently serious. It is the substitution of the word “love” for “charity.” Now, if there is anything dear to us, it is that very word “ charity.” Love is a word defiled by many earthly and human uses; charity is undefiled ; and while we still practice the spirit of Christianity, we shall still go on declaring that, “ now abideth Faith, Hope, and Charity, these three ; and the greatest of them is Charity.—Educational Times.
The senate of the Melbourne University met on Tuesday, the 2nd inst., Dr. Madden, the warden, occupying the chair. The chairman was the only candidate for the office of warden, and he was re-elected. The report of the committee appointed to revise the standing orders was brought up by Dr. Hearn, who proposed the adoption of a number of new standing orders recommended by the committee. The full consideration of the proposals had to be postponed for want of a quorum.
At a meeting of Catholic parents and others, held at Brisbane on Sunday, July 3, the question of Catholic education was considered. The attendance was so large that many who desired could not gain admission. The Bight Rev. Bishop O'Quinn occupied the chair. The following resolution was carried unanimously :—“ That Catholic parents are not justified, except in cases of necessity, in sending their children to State schools, inasmuch as they would thereby be deprived of religious instruction, liable to be placed under infidel teachers, and obliged to associate with children, many of whom are not under strict moral discipline.” It was also resolved—“That it is therefore a duty of Catholic parents to send their children to Catholic schools, where they can receive an excellent secular as well as religious education.” And—“ That the parochial school fund which the bishop and clergy allot out of church revenue was never intended, and is inadequate to pay, for the education of any children except those whose parents cannot afford to pay for it themselves ; and it is therefore a duty of parents who can afford it to pay school fees.”
The teachers and scholars of the West End State School, Brisbane, held a social entertainment last month, which was attended by about two hundred. It passed off with the utmost success. Songs, recitations, See., constituted the first part of the programme, at the conclusion of which the company resolved themselves into a quadrille party. A very pleasant evening was spent.
The question of the establishment of a Girls’ Grammar School was considered at a public meeting held at the Brisbane Chamber of Commerce, on the 18th July, at which Chief Justice Lilly presided. Mr. S. W. Griffiths moved the following resolution :—“That it is desirable to place the Girls’ Grammar School, on a separate foundation. He was of opinion that if the schools were separately founded they would work much better. The girls’school which was established about ax years ago, was one of the best in the colony, but as the attendance at both schools had increased considerably, it was necessary that they should be placed on separate foundations.” The motion was seconded by Mr. John Scott, M.L.A., and carried. Mr. Scott moved, and Mr. Roe seconded—“ That the sum of £‘2000 be raised by subscription for a Girls’ Grammar School.” The motion was carried. The chairman announced that when £1000 had been raised the erection of the building would be commenced. Mr. J. Scott was appointed treasurer, and an influential committee formed. Donations were at once handed in to the extent of £210.
The following appointments have been made by the Queensland Government :—To be members of committees of State schools at Cook-town—John Davis, Geo. Weiss, David Brown Wiltshire, trice Mr. John Wm. Knight, who has left the district, and Messrs. John Clunc and John Martin, resigned. Andrew Anderson, Daniel James Collins, Elias Collins, and Jacob Draper, at Bunya, vice Peter Birmingham, Thomas Clapham, Wm. Geo. Hoare, and A. J. Taylor, who have left the district.
A motion to inaugurate a series of “Penny Readings” in connectioh with the Brisbane School of Arts is afoot. It appears that, althouge the roll of members numbers about 600, not more than a fourth of the subscriptions due are paid up.
The subscribers to the Rockhampton School of Arts held their annual meeting on July 22. The committee’s report for the year just closed showed that there are 200 members on the roll, and that 6400 books were issued during the year. It also stated that the committee had decided to improve the school building, and purchase new books. No debt, however, was to be incurred.
Mr. Pyke has introduced an Education Act Amendment Bill into the House of Representatives, N.Z., which provides—“ That every school which is conducted in accordance with the provisions of the Education Act, 1877, in respect to the qualifications of teachers, course of instruction, attendance at school, and inspection by an Inspector of the Board of Education, shall be a public school within the meaning of the said Act. No grant shall be made under this Act to any school in respect of any instruction in religious subjects, nor shall it be required that the school shall be in connection with any religious denomination, or that religious instruction shall be given in the school. Every such school shall be entitled to receive the same capitation allowance as is granted to public schools established under the said Act, but no school shall receive a share of such funds unless the average number of pupils attending it be 25 or more. ”
The St. Petersburg School of Medicine has been in existence eight years. During that time 796 female students have matriculated. The course of study occupies five years, so that only the first three classes have had graduates. Of these there have been 111. During the year 1879, 25 per cent, gave up their studies, owing to the fact that the majority of the students while studying have to earn their living by literary work, teaching, &c.
A bazaar, the purpose of which is to provide funds for the education of the poorer children attending the St. Joseph’s Convent Schools at Napier, N.Z,, was lately held. A large number of ladies and gentlemen contributed gratuitously to the bazaar, from which, during a run of about four days, the sum of £250 was realised.
At the last meeting of the Education Board at Napier. N.Z., a letter wTas read from the Frasertown committee referring to the discrepancies in the inspector’s written and printed reports ; also stating that the committee would take into consideration the bad state of the affairs of the school, as mentioned in the report of the inspector, and that they were about to enforce the compulsory clause of the act. It appeared that the printed report was wrong, every line under the head “Moral Tone’ being one line out of place. With regard to the resignation of the Chairman of the Committee, the Secretary to the Board was instructed to inform the committee that, under the act, they could not compel the chairman to resign.
The monthly meeting of the Hawke’s Bay Education Board, (N.Z.,) was held on July 19. There were present the Rev. D. Lidey, in the chair, and Messrs. Tanner, Dobson, and Harding. Among the correspondence read was a letter from the Gisborne School Committee, stating that a draft bill had been forwarded to Mr, A. M‘Donaid, M.H.R., providing for the establishment of a high school at Gisborne, and asking the Board to assist in getting it passed. It was resolved that the Hawke’s Bay members should be requested to give it their best consideration. The Ormond School Committee wrote suggesting the enlargement of the schoolroom by taking down a partition, the cost of which would be about £15. This was required in order to allow the proper division of the classes, which at present the master could not effect. It was decided to give the committee £10 towards the alteration. A letter was read from Messrs. Drinviddie, Walker and Co., drawing the attention of the Board to the new publication, the Schoolmaster. With reference to a new school at Wainui, it was resolved that the board should give £200 for a building, in accordance with plan then on the table, or if another plan were submitted, without altering the principles of the first one, it would be agreed to. A telegram was received from the Education Department, to the effect that £800 6s 3d had been paid into the credit of the board as payments for July. Mr. Harding gave notice of motion on next meeting that the question of scholarships be reconsidered. The unfinished contract for the Napier Infant School v.as referred to the architect. For the alterations and additions to the Puketapu school, the tender of Mr. W. J. Brown, at £48 10s, was accepted, it being the lowest. The Board then adjourned.
Of Mr. Pyke’s (New Zealand) Education Act Amendment Bill, the JTankc's Bay Courier says:—“ It is very short, but it covers a great question. It has only four clauses, one of which is the title. The other three provide for ^grants to denominational or other schools which comply with the regulations framed under the Education Act, and are subjectto inspection by a public inspector. This is to apply to all schools except those at which the average attendance is under twenty-four, and the grant is to be on the same scale as for our State schools, This simply means that the State shall aid denominational schools proper. We do not suppose that Mr. Pyke really cares a pin’s point about oar youth receiving religious instruction, but the denomicationalists in his district are doubtless a strong body, and an election is at hand. The only possible chance Mr. Pyke has (to get his bill passed) is to catch the opponents of denominational education napping, and the risk of that is small.”
A bill providing for the establishment and management of a Grammar School at Onehunga (N.Z.), was introduced into the House of Representatives on July 13th, and read a first time. The Education Reserves Act, 1877, Amendment Bill was further considered in committee, and progress reported. It was opposed by Messrs. Sheehan, Speight, and Whitaker.
At a meeting of the Christchurch Board of Education,on ti e 14th ult. a memorial from the Church of England Ministers’ Association was, considered. It prayed that ministers might be allowed to give religious instruction at the Normal School during school hours. A reply was ordered to be sent that the Board could not grant such permission, but that they were willing to grant the use of the school building for such instruction after school hours.
“ Trade follows the Flag ” is the subjectto be descanted upon by competitive essayists for the Bowen prize of 1882, at the Melbourne University.
The Rev. W. A, Brookes, of Sandridge, Melbourne, delivered an interesting lecture on “ School life forty years ago,” on Monday, the 1st inst. It was delivered in the old schoolroom of St. Mary’s Church of England, Hotham, and addressed to the members of the Churchmen’s Union, of whom there were a good number present.
With regret we record the death of Mr. F. J. Pirani, Lecturer of Natural Philosophy of the Melbourne University, at the early age of 31, caused by a fall from a horse which he had hired from a St. Ivilda livery stable-keeper. He leaves a young wife to mourn his loss, having only married about six. weeks before the sad occurrence. His death is deplored by a large circle of friends.
The organ for the Sydney University, which Messrs. Forster and Andrews, of Hull, were instructed to build some time ago, has been completed and tested by the eminent organist of St. Paul’s Cathedral, Dr. Stainer. He says the instrument is “ of excellent tone and good mechanism.”
The sum of £500 is to be placed on the draft estimates by Sir John Robertson, the Minister of Education at Sydney, towards the holding of a Juvenile Industrial Exhibition at Bathurst, in November next.
Mr. Teece, M.L.A., of New South Wales, on the 15th ult,, in the House of Assembly, moved—” That in the opinion of the House the payment of fees for elementary education in the public and denominational schools of the colony should be discontinued forthwith.” He agreed that the abolition of fees would greatly decrease the necessity for compulsion, and increase the attendance in their elementary schools. In the discussion which followed, Mr. Dillon urged that as at least seven-eighths of the community were able to pay the school fees it would not be right to direct that no fees be paid. The motion was negatived by a large majority.
Another extension of the evening public school system of New South Wales is contemplated. Such schools will in all probability be opened at Canterbury and Glenburn in the course of the current quarter.
The members of the University of Melbourne assembled m the Library on Tuesday, the 16th instant, for the purpose of making a presentation to Dr. Bride, who has recently been appointed librarian of the Melbourne Public Library. There was a large number of the professors and members of Council present. Professor Strong read the following address:—
“ Fostera Crescam Laude.
“ To Thomas Francis Bride. Esq., LL.D.
“ We, the professors, lecturers, graduates, and undergraduates of the University of Melbourne are desirous of congratulating you on the honourable position to which you have been promoted, while according our regret that the University is about to lose your valuable services.
“In your position of sub-librarian you have invariably shown yourself courteous and attentive to all who have required to avail themselves of your aid, and at the same time you have won for yourself universal praise by the skill and ability which you have displayed in the management of the University library,
“We regard it as no little encouragement to our University students that a gentleman educated at the Melbourne University should be chosen to fill the important and responsible position of librarian to the chief library in the Southern Hemisphere, and we trust that by the service which it is in your power to render to the cause of learning you may make for yourself a brilliant and honourable career.
“ Wishing you many years of health and happiness,
“ We remain, dear sir,
“ Most faithfully yours,
“A. C. Brownless, Vice-chancellor.
“ Herbert A. Strong (President) i “ Frederick M‘Coy _ ,
“E. J. Nanson V Professors.
“ J. S. Blkington ]
“ W. E. Hearn, Dean of Faculty of Law.
“George B. Halford, M.D., Dean of Faculty of Medicine.
“ R. Anneslky Billing, on behalf of the Lecturers.
“Robert E. Hayes, M.A., on behalf of the Graduates.
“ VV. B. Crosbie, on behalf of the Undergraduates.
The annual commencement of the Sydney University took place on the 16th ult,, in the presence of a large number of spectators. The Chancellor, Sir Wm. Manning, delivered a long address, in which he dealt particularly with the admission of women into the University, which it has been resolved shall be unhampered by any restriction. He said—“ We trust soon to see some ladies upon the roll of regular students, and engaged in a not unequal rivalry with the sex which has hitherto enjoyed exclusive possession of the privileges here offered. (Cheers.) Whilst for such as will not undergo the full course for a degree, but are anxious to follow part of it, it will be arranged that they may attend such selected lectures as they may desire. Whatever the University can in reason do to elevate women educationally it freely offers. (Cheers.)”
The Wattle Flat correspondent of the Sydjiey Mail says:—“The attendance at the public school is increasing. During the midwinter holidays the teachers induced a Dumber of their friends to get up a concert for the purpose of raising money to purchase books to be awarded to the most industrious children in their school. The concert, which took place last Thursday, was well attended. Inasmuch that it gave satisfaction to the public, and that a good sum was realised for the desired object, it has proved a decided success. The teachers are Mr. and Mrs. fialloran, Miss Martin, and Miss Macdonald.
The mortal remains of the late Mr, Justice Stephen, who was the first Minister of Public Instruction in Victoria, were interred in the St. Kilda Cemetery on the 16th instant. The funeral cortege was a very large one, and evidenced the high esteem in which he was held in life.
'tuna mis %xi <S0S!%.
An important invention has been lately patented by Mr. R. H. Stone, of Melbourne, Victoria, for the production of artificial stone. A quantity of the manufactured stone has already been tested, and has proved to be equal to ordinary stone in strength, compactness, colour, &c. The patentee and others have opened an artificial stoneworks at Middle Brighton. Lately a large number of professional and other gentlemen were invited to inspect the works. The Australasian says:—“On arriving the visitors found a large collection of coping stones, window sills, door and window heads, &c., laid out for inspection. The coping stones attracted the most attention, owing to the superior manner in which they were finished. These artificial stones are composed of sand and lime, with a small percentage of calcined clay, the whole being ground to a fine powder by the aid of a small Chilian mill. The loose material^ is mixed with a solution—the ingredients of which are the patentee’s secret—and forced into wooden moulds, turned out and allowed to dry, after which they are hardened by boiling by steam-power. Mr. Stone, in replying to a toast, said he had spent between thiee and four years in perfecting his plans, and in making an article which he could fairly submit to the public, and he could not have succeeded had it not been for the assistance he received from the two gentlemen Messrs. Cornwall, potter of Brunswick, and Egan, architect,
with whom he was associated. The stones that had been inspected were from 75 to 85% of sand, about 10% of pure lime, and 10% of calcined clay. When those articles mixed with his (Mr. Stone’s) solution, and formed into shapes, which hardened when put into water, after being submitted to the boiling process, it became stone, which was practically impelvious to water. With their present imperfect appliances they could supply coping stones at 3s. per cubic foot, and plainer blocks at from Is. to Is. 6d. per cubic foot.
On the night of the 18th July, about 8 o’clock, a most brilliant meteor was visible in the heavens to the inhabitants of YVodonga and neighbourhood. The meteor appeared to move from S.E. to N.W., and it probably exploded vertically above a position 20 or 30 miles from YVodonga. A second meteor appeared on Thursday, the 4th instant, at the same piace, at about 11 p.m. The bursting of this caused the windows of houses in the vicinity to rattle very much. It is described as appearing larger j.han the moon while falling.
The Victorian Academy of Arts held its monthly meeting on the 2nd mst., when there were present—Mr. Ford (in the chair), and Messrs, bcuiry, Qoldstiaw, Campbell, Rielly, and Edwards, and the secretary. Mr, Gibbs. It was arranged that another conversazione be held shortly, the inspection of the monthly show of the sketching club’s pictures showed that much improvement had been made by sketchers. This club has a long member-roll, and promises to become an important addition to the life classes of the academy.
From recent researches made by M. Becquerel it appears that the propagation of frost is slower in grassy ground than in bare ground. In the latter the rate increases very slightly with the depth, the propagation being very regular. In grassy ground the increase is very noticeable, and with increasing depth, the rate tends to come near that in bare ground. Each layer of ground is subject to two caloric effects; one due to variations of external temperature ; the other to the action of layers, which tend to give a constant temperature.
The fifth annual report of the Inspectors of Explosives (England) has been issued. They have (says the Engineer) visited every factory and magazine in their books, and report, with satisfaction, that not a single death has been caused by accident in manufacture in the United Kingdom during the past year. In 306 licensed magazines two accidents have occurred causing three deaths, while miscellaneous accidents with explosives caused 29 deaths, I here are for the sale of explosives over
15,000 registered premises, the condition of which is reported as senerallv satisfactory.
WHAT A PIECE OF JET HAD TO SAT.
By John E. Taylor, F.G.S. Etc.
How few of the beauties, whose delicate ears, heaving bosoms, and supple wrists, I am made to adorn, are acquainted with the faintest outline of my history and experience !
Not that I can esteem it my especial privilege to be considered above all other common-place objects in this respect, for many others have a biography quite as romantic as my own.
But I will leave it to my hearers to say whether my story is not worth listening to.
The period when I was born, and in whose rocks I am most commonly found, is that known to geologists by the name of the Lias. In the lignite portion of its strata, among the “ Alum Shales,” I occur in my natural state as lumps and nodules. When purest I am deemed most valuable, on account of use in the manufacture of the well-known jet ornaments. I am purely of vegetable origin—as much so as coal itself —although I am usually considered a species of “ black amber.” Like the yellow variety, which goes by that name, I am electric when briskly rubbed. As a fossil pitch or gum. Iam related to the peculiar coniferous flora which grew so abundantly, although in comparatively few species, during the Liassic epoch. The chief features of these vegetable forms I shall presently endeavour to describe to the best of my recollection.
First let me say a word as to the rock formation in which I am found. Why it is called the “ Lias ” few wise men know, so that I may be excused, seeing this name was given to it so many centuries after my birth.
It is usually regarded as a corruption of the word “layers,” and I think this is very probable, as the general appearance of the strata is such as to cause such a name to be given to them par parenthcse. Thin bands of dark limestone alternate with equally thin bands of dark shale, like so many sandwiches; this “ribbon like” arrangement is very persistent, at least in England, and from it may have come the name. The modern science of geology includes, in its technical list, many names which had a humble origin among quarrymen and miners. However that may be,
I well remember the alternate stages of quiet and disturbance which affected the sea, near which I was born. Sometimes its waters would remain calm and clear for years, during which colonies of shell-fish or coral would grow over its bottom, and their accumulated remains form a bed of limestone. And then the waters were thick and turbid with mud, which gradually settled to the bottom, lying on the top of the shell-bed, and now appearing as a layer of shale. In fact the alterna-nation I have spoken of is itself a proof of the physical conditions which affected the Liassic sea. The thickness of the various strata is nothing like so great as that of the older formations, although the fossil remains are far more numerous, both in species and individuals.
In the “ struggle for life,” which been perpetually going on since the first appearance of life in the Laurentian epoch, many new forms had been developed.
The total thickness of the Lias is only eleven hundred feet, and this is usually separated into three divisions, termed respectively the Upper Middle and Lower. The upper portion consists chiefly of clays, while the middle is composed of “ marlstonc,” crowded with fossils, This is remarkable for its containing iron ore in such abundance as to be worked for that valuable metal in some localities. The Lower Lias is that most characterized by partings or shale and limestone already mentioned, and is by far the thickest member of the group.
The dry land of this period was broken into a series of undulations as it is at present, though the mountains were not so high as they are now. The uplands were thickly covered with woods and forests of Araucarian pines and thickets of ferns; while the lowlands were green with densely-packed cyads. plants now confined to tropical regions.
About one hundred species of Lias plants are known to science, but not one has yet been met with which belonged to the class of which the oak, ash, or nettle are familiar example.. Indeed, this group was not introduced until the Cretaceous epoch, which followed the Liassic after the lapse of enormous periods of time. The ferns were remarkable for having reticulated veins traversing their fronds, Iu the damper places and by the river sides, there grew miniature forests of equisetum, nearly allied to existing species. This was almost the only modern feature about the Liassic landscape. The trees grew in many places on the lowlands by the sea, and the dark mud was often charged with the resin lumps, which, under the name of “jet,” now compose my personal substance. Amid this somewhat monotonous vegetation there lived several species of miniature marsupials—the only warm-blooded creatures then in existence—which found the chief means of their subsistence in the hosts of insects which peopled grove and plain. Land reptiles, also, were not absent, both as crocodiles, tree-lizards and flying lizards.
This was indeed, “ the Age of Reptiles.” Reptillian life was then modified to the various functions now fulfilled by a higher class—the Mammalia. In the air, on the land, in the water, one met with reptillian adaptations at every step.
The places now filled by the whales and seals were then occupied by the Ichthyosaurus and the Plesiosaurus. The great land reptiles (Deino-sauria) which became so abundant during the later—I may say the continuing “Oolite” period—stood in the room of modern carnivora and herbivora. Instead of bats and birds winging their way through the air there were groups of Pterodactyles, some of them as large as the greatest bird now living.
And just as there is a certain mechanical and anatomical arrangement now characterizing the specialized mammalia, and thus fitting them for their various functions and places, so during the “ Age of Reptiles ” the relatively lower forms were built on the same plan. The modification which converts the limbs of a whale into fins, also converted those of the Ichthyosaurus into paddles ; the adaptation which provides a fulcrum
for the muscles of a bird by fusing two or more bones together, we find applied to flying lizards of the Lias periods. So wonderfully simple is the great plan on which the Creator has chosen always to govern the development of organic beings.
Sometimes the lumps of resin which had oozed out of the pine trees floated seawards, and were afterwards buried in the muds along the bottom. At others, the marsh lands where the woods grew were encroached on by the sea, and from terrestrial passed to marine conditions. It was while I lay thus that I formed my vivid impressionsof the strange creatures which swam above me, and whose deceased bodies occasionally sank down into the mud to rest by my side, until I was rescued, in my mineral condition as “ jet,” by that complex and greedy being called “Man!” °
I wiU endeavour to recall the most remarkable of these creatures. First, there was the Ichthyosaurus, or rather, several species of that reptile : as its name implies (“ fish lizard ”), it was modified to a purely marine life, which its deeply double convex vertebrae also indicate. Some of the larger individuals attained a length of thirty feet, and I remember them going through all the usual routine of their reptillian life in the waters along whose floor I lay and watched. They were car-niverous in their habits, feeding on the larger fishes, and even on one another. To the best of my belief they differed from most reptiles in bringing forth their young alive. Many a time have I seen one of their carcases floating by means of the decomposed gases right over where I lay ; by and by the gases would escape, and the body sink to the muddy bottom ; there it lay and was mineralized, and thence the geologist now' disinters it in long ages subsequent to the elevation of this sea-bed into dry land.
And his researches bear out the truth of what I say, for he frequently finds the fossilized remains of the reptile’s last meal enclosed within the ribs where the stomach once lay, and even the fossal foetal of its young within the pelvic cavities. The Ichthyosaurus was indeed the tyrant of the Liassic seas ; its crocodile-like head was armed with scores of conical teeth, implanted in a continuous groove ; the rest of its body was not unlike that of a small whale, having similar paddles and tail.
Still more nearly related to the Lizard family (as its name implies) was the Pleiosaurus, whose habits, however, were quite different from its more tyrannical congener. Its head was much smaller, although thoroughly reptillian, and terminated a long neck, not unlike that of a swan, or even longer, for it sometimes contained as many as forty vertebrae ; its teeth were implanted in sockets, like those of the modern crocodile, so that, with a neck resembling a snake, a body and tail like those of a quadruped, and having paddles like the turtle, the Plesiosaurus had combined in itself structural adaptations now distributed among half-a-dozen widely separated animals. The largest of these queer-looking reptiles was twenty feet in length. Usually, its locality was by the sea shore, in the shallower waters, where by the aid of its long and flexible neck, it could dart at and seize the finny tribes as they swam past. It breathed air as the whale does, and, indeed, as the Ichthyosaurus also did. The Pterodactyle, or winged lizard, was buried at sea simply because it was sometimes carried out by the wind, or else because the carcases were carried seawards by the rivers; but it sometimes frequented the shallower mud flats on fishing expeditions. Anyhow, its remains were frequently buried in the deposits then forming. If the Pleiosaurus was a strange-looking creature, believe me, the Pterodactyle was much more singular. Some of the specimens must have been nearly fourteen feet across the spread of wings ! Imagine a creature of this kind, possessing a long-snouted, crocodile-like head, and a long bird-like neck, with wings like those of the bat, a smallish body, and little or no tail ! And yet this type of reptile did not depart from the normal form more than does the duck-billed Platypus from existing mammalia. The Pterodactyle could perch on trees, hang against perpendicular surfaces, stand firmly on the ground, hop like a bird, or creep like a bat.
So much for the reptiles with which necessity made me acquainted. I cannot speak much for the others, as most of them were not very common until later on. But the fish which lived in the Lias sea were almost as strange, compared with recent forms, as the reptiles. Most or all of them were covered with bony plates instead of scales, each plate being glossy with an enamelled varnish. Among the commonest of these fishes were the Dapedius, which had its scales set like a mosaic pavement—hence its name. The Lepidotus, or “ bony pike,” was related to a family still living in Africa and North America, and its haunts were usually off the mouths of rivers, or in estuaries The ffichmodus had a peculiar “ bream-like” appearance, while its small mouth was set with sharp, needle-like teeth. The Acrodus was a fish which lived on mollusca, Ac., and its teeth were adapted for bruising and crushing them. In their fossil condition they go by the vulgar name of “ fossil leeches,” on account of the fine striae which converge towards the centre of the upper surface. The Hybodous was a fish of somewhat different structure, having shark-like "teeth, and very formidable and well-developed spines on their dorsal fins. Hosts of smaller fry abounded, but my recollection does not go back so vividly towards them.
It would certaily be a gross mistake not to recall the appearance of one very remarkable object—the Extracrinus, or Pentacrinus, as it used to be called. This was the commonest of the Encrinites, which lived in the seas of the period. Of course, my hearers are well aware that this object is nearly related to the “feather-star” (Comatula), which is anything but rare in British seas. But, instead of being free, as is the case with the latter object, the Extracrinus was usually fixed. Sometimes this was to drifting wood, lout usually to the sea bottom, where it grew in thick submarine forests. In some places the Lower Lias shale is composed of hardly anything else than the remains of these fossils. Frequently they are changed into iron sulphite, or pyrites, and then they
have a very brilliant appearance when first laid open with the chisel. This splendour, however, is very transitory, for the action of the atmosphere plays sad havoc with them. The whole structure of the Ex-tracrinus was built up of little ossicles, or joints, which fitted one into anothei, so that mobility as well as strength was obtained. The arms divided and subdivided into an infinite complexify, but all were arranged around fhe central mouth. One individual alone contained scores of thousands of joints or ossicles, like living nets. These complex arms groped through the waters in search of food. Nothing could be more graceful or elegant than the forms and motions of these extinct crinoids.
In many places the sea-bottom was a perfect aggregation of colonies of conchiferous shells. The Ammonite and Nautilus floated on the surface, and sometimes crept along the bottom. That strange-looking cuttle-fishlike creature, the Belemnite, swarmed in such numbers that the internal bones sometimes lay on the sea-bottom in hundreds. One species, at least, of the true cuttle-fish lived along with them, for its ink-bag has been found fossilized and its ink so unexpended that the creature’s likeness was drawn with it! The Nautilus was an old inhabitant of the world when the Ammonite was introduced on the stage of existence. As a family, it has reached the maximum of its existence, and was slowly waning into extinction, although it has been able to survive the flourishing class of Ammonites, for one species still represents it! Seventeen European species of Nautilus are known from the Lias-strata alone. But the Ammonites were by far the most abundant, and I may say also, by far the most beautiful, of all objects which lived at this time.
Nothing could be more graceful and varied than the outward forms of different species. They differed in structure from the Nautilus in having the divisional chambers foliated along their edges, instead of being straight. Another leading distinction was the position of the air-tube, or siphuncles, which did not run centrally through the chambers, as it did in the Nautilus, but along the margin of the outside, or back, of the shell. No fewer than 266 species of Ammonites are peculiar to the Lias deposits of Europe, while those of Britain alone contain 128. Next in abundance to them are the Belemnites—vulgarly called “ Thunderbolts,” above mentioned. The Lias strata of Great Britain have yielded 105 species, the British beds alone having produced 57 of them. The Brachiopodous, or “ Lamp-shells,” which were so abundant during the Silurian and Carboniferous periods, were much more scantily developed in Liassic times. Here you see the last of the Spirifer.
On the other hand, the true conchiferous species, which had laid in the background during the earlier epochs of our planet’s history, now began to assert that supremacy which they still hold in even a greater degree. No fewer than 625 species of Conchifera have been found in European Liassic deposits alone. The commonest among these were the species of Gryphoe—a sort of curved fossil oyster, whose abundance sometimes made up entire beds of limestone. The Hippodium, Blagiostoma, and Avicula are also very common. Of Brachiopodous shells, including such familiar types as Rhynchonella, Terebratula, &c., there are as many as .115 species peculiar to the Lias strata of Europe. Taking the summary of fossils which have been found in the strata of this age in Britain, including plants, insects, shells, and vertebrata generally, there are no fewer than 1,228 species known to science. This, of course, is not all ; for the list of known species has been more than doubled within the last twenty years.
It belongs to the science of the future to develop the fauna and flora of each period of the past, but I am firmly convinced that its efforts will be only to prove the continuity of the great Life-scheme, whose broken fragments are enclosed in the rocks. And yet, broken and shattered though they are, they are capable of being so put together that man—the last and highest link of the series—is able to spell out the grand plan of Creation, and to turn with mingled feelings of awe and admiration towards the Great Designer 1—The Naturalist's Leisure Hour.
Li cl or uni donation gkprimmt.
Wf, arc pleased to be able to report that the Hon. Major Smith, late Minister of Public Instruction, although still in a weak candition, is in a fair way of recovery from his recent severe illness.
APPOINTMENTS.
John E. Fitzgerald, H.T., Chetwynd, 1777; Laura Heath, H.T. Synnotts, 2175; Wm. Watchorn, H.T., Pakenham, 1539; Mary A. Douglas, 2nd Assist., Gordon, 755; Mary C. Sala, H.T., North Murchison, 1050; George A. Lord, H.T., Chinaman’s Creek. 1077 ; Helen C. Law, H.T., Homoton, 1400 ; Annie Wain, H.T., Break o’ Day, 1405; Eliza Grant, H.T., Yea, 1183; Michael F. Regan, H.T., Mount Arapiles, 1872; Robert Faravoni, H.T., Axedale and Upper Axe Creek North, 1921 ; Margaret Wallace, H.T., Narrapoort, 2418; John Dixon Wray, H.T., Runnymede East; Margaret Purdie, Assist., Garvoc, 990 ; Thomas B- Fairley, H.T., Rupanvah, 1758 ; Mary B. Beilby, Assist., Majorca, 764 ; Thomas H. Gill,
H.T., Yawong, 1526; Thomas McDermott, 2nd Assist., ChiLvell, 2061; Robert Elooate, H.T., Lake Burrumbeet, 368; William Whitson, H.T., Peter’s Diggings, 762; Ralph Leylamj, H.T., North Murchison, 1050; George Reid, H.T., Arcadia and Arcadia East, 1880; Charles McLean Shugg, H.T., Devenish East, 2124; Wilhelmina Matheson, H.T., Wanalla Creek, 2287 ; Samuel H. McDonald, H.T., Killara and Strathdownie East, 2378 ; John Macaulay, H.T., Bunbartlia, 2416; Frederick G. Tregent, H.T., Moon South.
The following are the papers set by the Department at the General Examination of Pupil Teachers held December, 18S0 ;—
THIRD CLASS.
Arithmetic.—Set I.
(Time allowed, half-an-hour.)
1. Find by practice the value of 2 miles 3 furlongs 24 rods 2\ yards of fencing at £25 los. lOd. per furlong.
2. If 1 lb. 5 oz. of gold can be coined into £65g sovereigns, what weight of gold will there be in 17 sovereigns and five half-sovereigns?
3. Show how you would calculate mentally—(a) The price of 37 yards at 3s. 9d, a yard, (b) The price of 3 cwt. at £5 per ton.
Set II.
(Time allowed, half-an-hour.)
1. Find by practice the cost of 29 quarters 6 bushels 3 pecks of seed wheat at £2 16s. lOd. per quarter.
2. How many half-sovereigns can be coined from 3 oz. 14ff dwts. of gold if one pound and a half of gold is worth £69 15s,?
3. Show how you would calculate mentally—(a) The price of 57 lbs. at 2s. 6d. a lb. (b) The price of 2 tons at 6s. 6d. a cwt.
Grammar.—Set. I.
(Time allowed, half-an-hour.)
1. Parse simply every word in the following sentence :—Wheat is the most valuable of all grains, because from it chiefly we obtain the flour of which bread is made.
2. What letters are called liquids ? "Why are they so named ?
3. Classify in the proper divisions and subdivisions of Morell's tables of the parts of speech these words :—Any, clay, cricketer, Englishman, golden, high, incomplete, mob, slavery, thirteen.
4. (a) Give the definition (or description) of a conjunction, (b) Name, and give examples of, the classes and sub-classes of conjunctions.
5. Form sentences containing—(a) The poss. sing, feminine of brother-in-law ; (b) The positive of worst constructed; (e) The 1st pers. sing, past conditional pass, ol forsake-, (d) The pres. inf. pass, of fling.
Set II.
{Time allowed, half-an-hour.)
1. Parse simply every word in the following sentence—:For a plant it is extremely hardy, and grows well where neither wheat nor barley will thrive.
2. What letters are called mutes ? Why are they so called ?
3. Classify in the proper divisions and subdivisioiis of Morell’s tables of the parts of speech these words :—Away, probably, quite, rise, seldom teach, thus, towards, wake, why.
4. (a) Give the definition (or description) of a relative pronoun, {b) Name the relative pronouns, and distinguish their respective uses, giving illustrative sentences.
5. Form sentences containing—(a) The poss. plur. of the feminine of hero ; (b) The obj. plur. of who ; (c) The 3rd pers. sing. perf. ind. act. of bear ; {d) The 3rd pers. plur. fut. perf. ind. pass, oi break.
Geography.—Set I.
(lime allowed, twenty minutes.)
1. Give the position and direction of the following mountains :— Bathurst Range, Southern Alps, Peak Range, and Herschel Range.
2. (a) Where are the following rivers, and into what do they flow :—•
Arrowsmith, McLeay, Nicholson, and Warrego ? (b) State accurately
the position of the following towns :—Picton, Port Lincoln, Bright, Townsville.
3. Name the principal exports of New South Wales.
Set II.
(Time allowed, twenty minutes.)
L State accurately the position of the following :—(a) Towns.— Rosedale, Georgetown, Yass, Napier. (b) Lakes.—King, Wakatipu, Torrens, Elcho. (c) Capes.—Naturaliste, Cleveland, Liptrap, Turn-again.
2. Name, in their order from north to south, the principal rivers of New South Wales flowing into the Pacific.
3. Whence do we get oranges, redgum timber, and bananas?
Subjects of Third Royal Reader.—Set I.
(Time allowed, half-an-hour.)
1. From what is sugar made? Where is it manufactured, and how ?
2. Describe the appearance of the St. Bernard dog. Explain fully how he becomes of service to mankind.
3. Give an account of the method adopted for catching wild elephants in Ceylon.
4. Give the meaning of each of the following words :—Accurate, signal, mystery, anxious.
Set II.
(Time allowed, kalf-an-hour.
1. Name three kinds of wood much used for making tables. Where do they severally come from ?
2. Describe the habits and food of the parrot. To what have his bill and foot been compared.
3. Explain why the passes in the Alps become dangerous in winter time, TIow do the monks of St. Bernard seek to counteract the dangers of the Alpine passes ?
4. Give the meaning of each of the following words :—Occasion, whim liberal, severe.
Writing.
'{Time allowed, tea mimites.)
“ His wife reasoned with him..................they separated.”—pp, 210
211, R.R., Book IV.
1. Make a complete analysis of the following passage :—Between these hostile elements many great men have endeavoured to effect an amalgamation, but never with complete success.
2. (a) Parse fully each word which is printed in italics in the following passage :—
FOURTH CLASS.
Arithmetic.
1. Of the following questions work only two, namely, either (a.) and (b), or (c) and (d) :—(a) Add together : Nine thousand and forty-seven five thousand six hundred and seventy-eight, seven thousand eight hundred and nine, and five hundred and thirty-six, ([b) Divide three hundred and twenty-three thousand one hundred and ten by seventy-nine. (c) Subtract ninety-two thousand and sixty-eight from four hundred and fifty thousand six hundred and seven, (d) Multiply nine thousand six hundred and seventy-three by eighty-nine.
2. Numerate 6078100, and notate one million ten thousand and eleven.
3. Multiply £79 16s lOfd by 87.
4. Divide £7523 3s lid by 69.
5. How many farthings make a guinea? How many inches make a rod ? How many quarts make a bushel ?
Grammar.
Parse simply—The matter was still so mysterious that he actually tied a string to the chip, hung it round his neck, and wore it for some time.
Geography.
Describe the position of the following :—1. Peninsula of Corea ; 2. Davis Strait; 3. Timor; 4. Cape Verde; 5. Explain the following terms :—Peninsula, promontory, strait, cape, isthmus.
Writing.
“Soon his huge carcase..............................to the boats.”—pp. 121
122, R.R., Book III.
SECOND MATRICULATION EXAMINATION.
February Term, 1881.
ENGLISH.
MR. VENABLES.
Against the threats
Of malice, or of sorcery, or that power Which erring men call chance, this I holdj/im : Virtue may be assail’d, but never hurt ;
Surpris’d by unjust force, but not enthrall’d ;
Yea, even that which mischief meant most harm, Shall in the happy trial prove most glory :
But evil on itself shall hack recoil,
And mix no more with goodness ; when at last Gather’d like scum, and settled to itself,
It shall be in eternal restless change Self-fed, and self-consumed : if this fail,
The pillar’d firmament is rottenness,
And earth’s base built on stubble.
(b) What kind of clause or phrase is each of the following, and what place does each hold in the structure of the sentence ? Against the threats of malice. Which erring men call Chance. But never hurt. Which mischief meant most harm. In the happy trial. If this fail. (e. To what doesthe demonstrative pronoun in “ if this fail” point, and from what part of the sentence is it repeated ? (d) Give the derivations—in
cluding roots, prefixes, and suffixes—of the following words :—Malice, sorcery, power, firm, force, enthralled, recoil, goodness, fail.
3. Write the eighteen lines from “ Comus” commencing—Back, shepherds, back.
4. Classify conjunctions according to their significations, and give an instance of each kind.
5. What are the different uses of the word “ that ?” Give examples explaining the grammatical construction in each instance.
6. Correct the errors in the following sentences :—(a) If you have ought to say, say it be it never so little. (b) He is noways to blame in comparison to you. (c) I differ with you in my opinion as to which is the best of the two boys, (d) The two first boys will be rewarded, (e) He seldom or ever enjoys bad health.
7. (a) “ His mind was,” in the noble language of the Hebrew poet,
“ a land of darkness, as darkness itself, and where the light was as darkness.” Who is referred to ? (b) The strong tendency of the multitude,
in all ages and nations, to idolatry, can be explained on no other principle. What is this principle? (c) The great conflict between Oromasdes and Arimanes. Explain this, (d) Every reason which can be urged in favor of the Revolution of 1688 may be urged with at least equal force in favour of what is called the Great Rebellion. Against whom was the Great Rebellion ? did it occur before or after 1688 ? (e) The very same
persons, who,in this country, never omit an opportunity of reviving every wretched Jacobite slander respecting the Whigs of that period, have no sooner crossed St. George’s Channel than they begin to fill their bumpers to the glorious and immortal memory. Explain the allusions in the above passage. (f) No act of oppression has ever been imputed to him which has not a parallel in the annals of the Tudors. This point Hume has laboured, with an art which is as discreditable in a historical work as it would be admirable in a forensic address. The answer is short clear and decisive. What is the answer given by Macaulay ?
8. When a prisoner first leaves his cell, he cannot bear the light of
day ; he is unable to discriminate colours or recognise faces. Explain the difference between the meanings of—“ discriminate”—and_“ recog
nise”—both in usage aud as shewn in their derivations.
9. Write a short account of—The Rainbow.
LATIN.
PROFESSOR STRONG.
(N.B.—In parsing a verb give tense, mood, voice, and principal parts, viz., the first person singular present and perfect indicative (active if in use), the supine in urn, and the present infinite (active if in use). In parsing a substantive or an adjective give gender number case and nominative and genitive singular. No abbreviation of any Latin nord is to be used. Questions 1 and 2 must be tried.
1. Translate into Latin—There was at Corinth a great quantity of statues and valuable pictures, with which Mnmmius, the Roman general, after the capture of Corinth, filled Rome and the whole of Italy, but took nothing to his own house. Mummius, however, was so ignorant of these things, that when he sent the pictures to Rome he warned the sailors that, if they lost them, they would have to restore new ones. One of the pictures, the work of a celebrated painter, was used by some soldiers who were playing hazard, for a board. This picture, when the plunder was being sold, was bought by king Attalus for a large price. Mummius, wondering at the price, ordered it to be sent to Rome.
after the capture of Corinth, after Corinth taken, whole of, to bus, that they would have, that it behoved them. was used by some soldiers, some soldiers used. hazard, accusative, used adverbially.
2. Translate into English—Id opinor nobis indicarunt sapientissimi poëtae, qui scribunt, turn demum animas capi desiderio corporum relic-torum, posteaquam ex amne Lethaeo longa biberint oblivia. Est isthuc profecto dignum admiratione, et rnihi quoque compertum in nonnullis. Verum illud quarn mihi blandiebatur ; Neo me vixissc poenitet ! At quotusquisque Christianorum sic moderatin' vitam suam, ut buius senis vocem sibi posait usurpare? Vnlgus hominum cxistimat, se non frustra vixisse, si per fas nefasque congestas divitias relinquant morientes. At Cato ideo non putat se frustra natum, quod integrum et sanctum civem praestiterit reipublicae, quod iucorruptum magistratum, quod posteritati, quoque virtutis et industriae suae monumeuta reliquerit.
3. Parse monuisset, Amaryllida, attrita, iubeto, temoncm, pollicitus, bipedalibus, ariete, gloriari, fide.
4. Turn the following sentences into Latin :—(a) The horse which you have bought would be dear at an as. (b) This step is higher than the other by ten feet, (c) I am going to stay at Corinth and at Athens, and I have come from Rome. Ql) 1 will write you a letter as quickly as possible. (e) No one of the ancients knew whether there are gods or not.
5. Give a list of the principal inpersonal verbs in Latin with their meanings.
6. Give the first person of the perfect active, the supine and the infinitive of the following words with their meanings Dcleo, spondeo, voveo, torqueo, suadeo, stringo, iacio, texo, fodio, acuo, lavo.
7. Decline throughout—Iste, ipse, solus, quispiam, ego, nostras.
8. Translate into English—(a) Illi omnia experti cum neque vi con-endere propter inopiam navium neque clam transire propter custodias Menapiorum possent, reverti se in suas sedes regio-nesque simulaverunt, et tridui viam progressi rursus reverterunt atque omni hoc itinere una nocte equitatu confccto inscios inopinanlesque Menapios oppresseront, qui de Germanorum discessu per exploratoires certiores facti sine metu trans Rhenum in suos vicos remigraverant. (b) “Desilite,” inquit, “ milites, nisi vultis aquilara hostibus prodere : ego certe mourn reipublicae atque imperatori officium praestitero.” Hoc cum voce magna dixisset, se ex navi proiecit atque in hostes aquilam ferre coepit Tam nostri cohortati inter se, ne tantum dedecus admitteretnr, universi ex navi desiluerunt. Hos item ex proximis primis uavibus cum conspcxisseut, subsecutihostibus appropinquarunt.
(c) Forte sub arguta consederat dice Daphnis,
Compulerantque greges Corydon et Tbyrsis in unum,
Thyms ovis, Corydon distentas lacté capellas,
Ambo florente8 aetatibus, Arcades ambo,
Et cantare pares, et respondere parati,
Hue milii, dum teneras defendo a frigore inyrtos,
Vir gregis ipse caper deerraverat ; atque ego Daphnim Aspicio. Ille ubi me contra videt : Ocius, inquit,
Hue ades, o Meliboee I caper tibi salvus et haedi ;
Et, si quid cessare potes, requiesce sub umbra.
Hue ipsi potum venient per prata iuvenci ;
Hic viridis tenera praetexit arundine ripas Mincius, eque sacra resonant examina quercu.
Quid facerem ? neque ego Alcippen, neque Phyllida habebam, Depulsos a lacte domi quae clauderet agnos ;
Et certamen erat, Corydon cum Thyrside, magnum,
FRENCH.
DR. DOBSON.
1. How do the adjectives bon, mau vais, and petit form their degrees of comparison ?
2. Translate—Give me some meat, some cheese, and some fruit. Give me some good fruit. What is the rule in such cases to decide whether to use the article, du, de la, del’, des, or the preposition de?
3. What parts of a regular verb are formed from the present participle ? Illustrate your answer by any regular verb.
4. Translate—“ Samuel offrit son holocauste a Dieu, et il lui fut si agréable, qu’il lança au même moment de grands tonnerres contre les Philistins.” In wbat respects is the above bad French, and how would you correct it?
5. Translate—“ Au printemps de 895, Hastings entra dans le pays do
Galles, après avoir fait un détour par la Northumbrie et l’Est-Aoglie, pour éviter les Etats d’Alfred trop bien défendus. Mais il se rabattit bientôt sur le pays d’Essex et dans l’île de Mersey, qu’il choisissait volontiers pour point de ralliement, et dont il semble avoir songé à, faire le centre d’un petit royaume. L’année suivante (896) il se mit en mouvement avant même la fin de l’hiver pour ramonter la Tamise avec sa flotte et prendre position sur les bords d’une rivière appelée la Lca, un peu au nord de Londres.”
6. Write out in French words at length 895, 896. Why has the word bientôt the circumflex accent? Is the final letter of the word hiver pronounced or not when the following word commences with a consonant ?
7. Parse the following words in the quotation from “ Alfred le Grand ” in question 5 -.—entra, fait, rabattit, ralliement, petit, suivante, and give the infinitive, present and past participle of each verb.
8. Write out the preterite definite of any verb of the first conjugation, the future indicative of any verb of the second, the present subjunctive of any verb of the third, and the imperfect indicative of any of the fourth.
9. Translate—“Ma chère Louise, - Je veux vous donner aujourd’hui quelques règles générales sur la manière d’écrire. Quel que soit l’àge de la personne qui prend la plume, il faut qu’elle s’occupe avant tout, d’exprimer ses pensées avec toute la clarté toute la lucidité désirable, et qu’elle ne parle que de choses qu’elle comprend parfaitement.”—Madame de Genlis.
10. I ranelate—“ Well then,” the cat went on, “ you see a dog growls {grogner) when it is angry, and wags (remuer) its tail when it is pleased. Now I growl when I am pleased, and wag my tail when I am angry, therefore I am mad.” “ I call it purring (filer), not growling,” said Alice. “Call it what you like,” said the cat. “Do you play croquet with the Queen to-day ?”—Alice in Wonderland.
11. How do adjectives ending in / and x form the feminine ?
12. Give the plural of the following nouns -.—chapeau, jeu, vatu, clou, trou, verrou.
GERMAN.
Professor Strong.
1. Decline together der schlauer Affe, das kalte Herz.dieschöne Wittwe.
2. What are the feminines answering to the following words :—Der Fürst, Dor Künstler, der Graf, der Russe, der Deutsche, der Herr, der Junggcsell ?
3. Translate into German the following sentences :—(a) I have heard that my brother has come, and I do not doubt it. (b) I heard that my brother had come, and I doubted the fact, (c) The man is dead ; he died this morning. (c?) William told me the man was dead, and that he knew he died this morning. (e) Do you want him to miss his train ? (/) I am going to set out on my travels.
4. Translate into English—Ein Pfarrer sass in seinem Studierzimmer
und arbeitete ander Predigt für den folgenden Sonntag. Plötzlich öffnete sich die Thüre, und ein Bauer trat mit verstörtem Gesichte herein, “ Ach ! Herr Pfarrer,” rief der Bauer aus, “ ich bin des Todes 1 Ich habe ein Gespenst gesehen I” “ Sprechen Sie doch nicht so dumm, sagte der Pfarrer. Es giebt keine Gespenster.” “ Es giebt gewiss Gespenster, sagte der Bauer. Ich habe ja eines mit meinen eigenen Augen gesehen.” “Wann haben Sie es gesehen?” “Vor zwei Minuten.” “ Wo habm Sie es gesehen ?” “ An der Kirchenmauer.” “ Wie sah es
aus ?” Wie ein grosser Esel.” Der Pfarrer lächelte und sagte : Nun begreife ich die Sache wohl. Sie sind ein furchtsamer Mann. Sie werden Ihren eigenen Schatten an der Kirchenmauer gesehen und ihn für ein Gespenst gehalten haben. Beruhigen Sie sich doch nur, und gehen Sie nach Hause. Aber sagen Sie es ja Niemanden. Sonst werden Sie zum Gelächter werden.
5. What is the signification of the following prefixes? Are they separated from the verb? Do they admit of the prefix ge in the Past Participle?—be-, emp-, ent-, er-, miss-, zer-. Give instances of each.
6. Translate the following passage into German Who has not heard of the witty Dean Swift?—One morning he was about to take a ride, but found his boots were not yet cleaned. “ Why are my boots not cleaned ?” he asked his servant. “ It is not worth while to clean them ; for in the muddy roads you will certainly make them dirty again directly,” answered the servant. Immediately afterwards the servant asked his master for the key of the pantry. “ What for,” said the master. “ For my breakfast.” “ Oh,” replied the Dean, “ it is not worth while to eat now, for, I am certain, in two hours you will be hungry again.”
7. Translate into English—Auf einer der Felseninseln Schottlands lebten vor vielen Jahren zwei Fischer in glücklicher Eintracht. Sie waren beide unverheirathet, hatten auch sonst keine Angehörigen, und ihre gemeinsame Arbeit, obgleich verschieden angewendet, nährte sie beide. An Alter kamen sie einander ziemlich nahe, aber von Person und an Gemiithsart glichen sic einander nicht mehr, als ein Adler und ein Seekalb. Kaspar Strumpf war ein kurzer, dicker Mensch mit einem breiten fetten Vollmondsgesicht und gutmiithig lachenden Augen, denen Gram und Sorge fremd zu sein schienen. Er war nicht nur fett, sondern auch schläfrig und faul, und ihm fielen daher die Arbeiten des Hauses, Kochen und Backen, das Stricken der Netze zum eigenen Fischfang und zum \ erkaufe, auch ein grosser Theil der Bestellung ihres kleinen Feldes anheim.
8. VY rite down the first person of the past tense and the past past, of the following verbs, and give in each case their meaning :—Saugen, schwören, pflegen, schnauben, fechten, beklemmen, ziehen, weben.
EUCLID.—Book I.
MR. PIRANI.
( Three of these must be done correctly.)
L If two angles of a triangle are equal, the triangle is isosceles.
2. In the triangles ABC, XYZ, AB is equal to XY and BC to YZ, and the angle ABC is less than the angle XYZ\ prove that MG' is less than XZ.
3. The angles of a triangle are together equal to two right angles.
4. If the square described on one of the sides of a triangle be equal to the squares described on the other two sides, the triangle is rightangled.
5. To describe a triangle equal to the difference of two given triangles.
Book II.
(Two of these must be done correctly.)
6. The sum of the rectangles contained by one line and any number of other lines is equal to the rectangle contained by that line and the sum of the other lines.
7. AB C is a straight line ; prove that the sum of the squares on AC and AB is equal to twice the rectangle contained by AC and AB together with the square on BC.
8. To describe a square equal to a given rectangle.
GEOGRAPHY.
PROFESSOR M‘COY.
1. State, with references to illustrative localities, the general course and velocity of the Great Tidal Wave, and the causes of the chief accelerations and retardations observed in various places.
2. In considering the temperature of the Earth, explain the reasons for taking as the Mean Temperature for the whole globe, the amount usually adopted ; also the effects of the differences between the summer and winter temperatures on the climate of a district.
3. Give approximately the amount of greatest annual rainfall in the zone of greatest precipitation of rain, and the position of this zone, comparing it with the Tropical and Temperate Zones in rainfall.
4. Give as full an account as you can of the geographical distribution of the chief Food plants used by man.
o. Give some of the more remarkable peculiarities of the geographical distribution of the chief families of terrestrial animals in the main divisions of the Earth’s surface.
6. Draw a rough outline map of Asia.
7. Mark on the above map the approximate boundaries of the chief Political Divisions, numbering them to correspond with a separate list, and giving approximately the longitude and latitude of a chief town in each.
8. Mark with letters on the above map the chief Lakes, Seas, and Rivers, giving the longitude and latitude approximately of the mouths of the latter, with the names on separate list.
9. Give as much information as you can relative to the great races constituting the population of Asia.
10. Give the names and approximate positions of the foreign possessions of Great Britain.
RESULT EXAMINATIONS.
The following are the result questions put by the Education Department of Westland (N.Z.) at the Westland scholarship examination, 1880 :
ARITHMETIC.
1. What are the prime factors of («) and (b)—[aj (22050 x 425040) (b) the cube of 140360 ? And what is the greatest common measure of (a) and (b) ? 2. Reduce -§, -/-g-, and yg- to a form suited for adding
them together, and state whether the value of the fractions is altered in the process, and if not, why not. 3. What part of a guinea is 3ygr + 3-fV of of -g-r} of | of l of a shilling ? 4. How can you alter the fraction ■j9.t so that the denominator shall have nothing but tens for its factors, without altering the value of the fraction, and what is the proper mode of expressing the fraction when so altered ? 5. What fraction of £5 is
£3 17s. 6|-d., and what decimal of £5 is the same sum ? 6. Is it possible
to find the exact value of a circulating decimal ? Illustrate your answer by finding the value of '9. 7. What is the interest on £480 for 3 years
and 3 months at £4 3s. 4d. per cent ? 8. What is the true value of a bill
for £100 clue a year hence, the current rate of interest being 5 per cent? What would a banker give you for it ? What amount would yield the difference between these two sums as interest for a year at 5 per cent?
9. What will be the amount of £1460 13s. 4d invested for 3£ years at compound interest at the rate of 5 farthings interest on every half-crown ?
10. What is the length in feet of the side of a square field of the same
size as a strip of ground 3 chains wide and 243 chains long ? (80 chains
= 1 mile). 11. A Roman foot was 11'6496 English inches, and a Roman mile was 5000 of such feet. Csesar says that Switzerland is 240 (Roman) miles lone and 180 broad. What are its length and breadth in English miles? What are they in geographical miles if 60 geographical miles = 69 English miles ? 12. In what proportions must you mix tea that cost
2s. od. per lb., with tea at 3s. 7cl., so as to gain 20 per cent by selling the mixture at 4s. per lb. ?
Note.—All vulgar fractions occurring in the answers must be reduced to their lo?vest terms.
ENGLISH HISTORY.
1. Sketch briefly the History of England prior to the Norman Conquest. 2. Explain the claims respectively of Henry II., Henry VII., and George I. to the English Crown. 3. When was Calais taken by the English and when lost? 4. Give an account of Magna Charta, and of the Bill of Rights. 5. When and between what Nations were these
g-cbtchis, $r.
An Easy and Practical Introduction to the French Language. By John Haas, second course, Melbourne. S. Mullen.
Particular attention has been paid by the compiler of this work to the clear explanation of idiomatic French. The pupil will also find a large amount of material suited for conversation.
An Easy and Practical Introduction to the French Language. By John Haas, first course. Melbourne, 8. Mullen.
Mr. Haas has based this and the succeeding volumes of his French lesson books upon the principle of Dr. Aim’s work. There are, however, modifications which render this book peculiarly suited to English scholars. Country teachers and students who have little opportunity for obtaining aid from a French master will find this series of progressive lesson books of great value. The price is also remarkably cheap.
battles : Bannockburn, Crecy, The Boyne, Inkerman, Waterloo, Corunna, Plassey, Culloden ? 6. Give some account of Sir John Franklin. Perkin Warbeck, Sir Harry Vane, Wolsey, Joan of Arc, Sir Walter Raleigh, and James the Pretender. 7, Assign important events to the following dates. 1660, 1815, 871, 1415 A.D., 55 B.c, 8. In whose reigns did George Stephenson, Roger Bacon, Sebastian Cabot, John Wycliffe, and George Washington, respectively ¡live, and for what was each famous ?
9. Fame all the Sovereigns of the Stuart line, and the dates of their accession. 10. Describe the Abyssinian War.
GEOGRAPHY.
1. Define the following Geographical terms, and give the derivations of those in italics :—Isthmus, Cape, Volcano, Estuary Delta, Continent, Steppe, Pampas, Archipelago, Watershed. 2. Describe the course of each of the following rivers, giving names of tributaries and of important towns on or near their banks:—Rhine, Ganges, Nile, and Mississippi. 3. Between what limits of latitude and longitude are the following places respectively included New Zealand, Great Britain, Victoria ? 4; Name
(a) the counties of England having a frontage to the sea ; (b) inland counties, and give in each case the name of the County Town. 5. Where are the following places, and how are they connected with British History :—Salamanca, Blenheim, Oudenarde, Rouen, Kherson, Largs, Stratford-on-Avon, San Sebastian, Saratoga, La Rochelle l 6. Draw a map showing the whole of the North and Baltic Seas, mark the principal river mouths and the position of the following places:—Riga, Carlscrona, Newcastle, Dantzic, Hull, Revel, Dundee, Heligoland, Stockholm, Yarmouth, Memel,Hamburg. 7. Where and what are the following:—Stanovoi, Muscat, Perim, Leveque, Kaipara, Abomey, Vindhya, Kerguelen, Lachlan, Lammerlaw, Colombo. Galapagos, Samoa, Gawler, Opotiki. '8. Give the names and positions of all the principal Bays in the North Island, and Capes of the South Island of New Zealand. 9. How are the following phenomena caused :—Day and Night, The Seasons, The Tides ?
10. What is meant by Climate? Name the five principal causes of difference of Climate, and explain how each produces the effect attributed to it.
ENGLISH GRAMMAR AND COMPOSITION.
1. Explain the difference between an Adverb and an Adjective, and name the different classes of Adverbs. 2. Explain the difference between the Past Tense and the complete Participle of a Verb, with examples. 3. Give derivations of the words :—Gang way, Windermere, Horticulture, Quality, Dexterous, Inwicible ; and state the force of the Prefixes mis, in, retro, and of the Affixes ling, cule, ee. 4. Analyse the simple sentence :—“ The man’s house has been burnt down by fire.” 5. Analyse the sentence :—“ When the boat sank, all hope was lost, and the crew perished.” 6. Parse all the inflected words in this sentence :—“ Day by day Lord Wilmot, a faithful friend, followed the journey, with a hawk upon his wrist, and a couple of spaniels at his horse’s heels, pretending to be occupied in fowling, but really keeping a close watch lest any danger might come to the King.” 7. Give rules for forming the Possessive Cases, Singular and Plural of Nouns, with examples.
COMPOSITION.
9. Describe in touching language tho ffecting scene of the execution of Mary Queen of Scots, attending carefully to rules of Composition and Punctuation.
MENTAL ARITHMETIC.
1. (15 + 18)-f 3-b[(9 + 6-f 5) + 46] A 7. 2. 100 articles, at 2]fl, each. 3. 43548 cwt., at Is. 8d. per quarter. 4. 1 gross, at 6|d. each. 5. 9pi, a day for 365 days. 6. 9|d a day for 313 days. 7. 8324 x 125. 8. 7565-f-25. 9. 84351 at 6s. Sd.each. 10- 2500 at 24s. each. 11. From | of
half-a-crown, take £ of a shilling and add the result to £ of a guinea. 12. After spending of my money, I lost £ of what was eft, and had 6s. remaining. What had I at first ? 13. if upon raising the duty on tobacco
50 per cent., the consumption should decrease 50 per cent., how would the Revenue derived from that article be affected? 14. James was as much older than John, as John was older than Ned. Now Ned was 8 and James was 18, how old was John ? 15. From £ of £ of 5 score, take
of £ of 4 dozen. 16. What is the difference between 19 and 19000
farthings? 17. From £T25 take ’6s. and add the result to £‘083. 18.
The fly-wheel of a steam engine revolving 7 times in 5 minutes, how many revolutions will it make in 8 hours ? 19. If 2 oranges are worth 5
lemons, and 6 lemons are worth 30 figs at 5 a penny, what is the worth of a dozen oranges ? 20. By selling an article for a guinea, I lose 12J per
cent., what did it cost me ? 21. There are 2 numbers 4 and 5 ; from the difference of their cubes, take the cube of their difference, and divide the results by their product. 22. What is the value of three ounces Avoir, at 6s. 9d. per lb. ? 23. What is the value of 3 lbs. at £2 7s. 6d. per cwt ?
24. Interest on £5664 for 5 years at 2£ per cent. 25. Interest on £432 7s. 6d. for 3£ months at 5 per cent.
CLASSIFICATION AND PAYMENT OF TEACHERS.
TO THE EDITOR OF THE “ AUSTRALASIAN SCHOOLMASTER.”
Sir,—Will you kindly tell us if anything is being done to give effect to the proposed regulations anont the classification and payment of teachers. 1 find it is quite possible that I may lose from 30 to 40 per cont. of my income through no fault of my own, but simply through a falling off in the attendance of the children from any cause. Surely, Mr. Editor, it is against tho spirit of this enlightened ago that a teacher’s salary should bo liable to a heavy reduction from causes over which ho has no control. The new or rather tho proposed—regulations would obviate this difficulty. My own salary would have been lowered by the change ; but 1 would have agreed willingly to the reduction for the sake of the comparative permanency and certainty which that chango would have brought. If tho lion. J. hi. Grant is still tho same man with whose praises the colony once rang, I think the teachers will not appeal to him in vain. The Education Act will never be carried out till tho teachers are relieved from tho fear of losing their scholars by sending down their names on tho defaulters’ list. At present the teacher must exorcise his ingenuity to frame excuses for non-attendance. If the proposed regulations were passed he could afford to allow the parents to do their own fibbing.—Yours, &o., Wimmura.
Dr. Woolls, in a paper contributed to Proceedings of the N.S.W. Linnian Society, says that from measurements made by him of (rees, the ages of which were known, he has found that the ironbark does not make more than a foot in diameter in 50 years. Some of the stringy-barks, which have been growing near Sydney and Parramatta since the beginning of the century, appear to be yet only in their infancy.
A curious piece of apparatus, not likely to be of much practical use, but showing considerable ingenuity, has (says the Home Fens) been devised by M. Annadeo Gentilli, of Leipsic, for the purpose of giving an intelligible record of speech. The natural movements of the mouth in speaking are employed to produce through delicate levers a series of electric contacts, and thereby sending combinations of signs on a moving band of paper, similar to those of the morse alphabet. The transmitting portion of the apparatus is based on a careful study of the motion of lips and tongue in speaking with an object held between the teeth. The working parts are mainly arranged on an ebonite plate, from one end of whi h projects a piece to be taken between the teeth, whereupon the mouth-levers come into position. The nasal puff in sounding m and n affects a special delicate organ. There are eight electro magnets in the receiver, each of which, when actuated by a current, causes a line to be formed on the paper. Other letters are produced in a similar manner.
A new life-saving apparatus has been invented by Mr, Shenvell, of Portsmouth. It consists of a flat-bottomed beacon on which is erected an octagonal dome capable of accommodating a ship’s crew. It is supplied with a bell which serves both to indicate the position and the presence of any dangerous shoal or rock to which it may be attached.
ASSISTANT, Melbourne suburb, desires exchange with JELX. of country school. “R. A.,” Schoolmaster office. __
A TEACHER, allotment 30 x 50, rising place near Horsham, would like J_Jl. to exchange. Address—“ Epsilon,” Schoolmaster office.____
ASSISTANT would exchange with Head Teacher country school; allotment 30 to 50. “ Teacher,” P.O., Collingwood.
COURSE of Lessons in Latin, including Grammar, Translation, and Com* position, by correspondence. Terms moderate. James Clezy, M.A., University of Melbourne, 5 Gore-street, Fitzroy.
Dli. WILLIAMS, M.A., Punt-road, Richmond,instructor of CANDIDATES for MATRICULATION, Civil Service, and all public examinations. Country students prepared by correspondence. Private tuition.
"T£T EAD TEACHER, country school, allotment 30 x 50, eleven miles from -1—L Warrnambool (vacancy for workmistress), desires to exchange with teacher on North-eastern railway, or near Avenel. Address “Self-will,” Warrnambool P.O.
HEAD TEACHER, allotment 30 x 50, township N.E. district (workmis-fress position vacant), wishes exchange with another Head Teacher. Lower allotment accepted if suitable locality. “O. W. J.,” Schoolmaster ffice.
THE IMPERIAL REVIEW for April contains an exhaustive article on The Education Rbfo&t. Alex. M'Kinley & Co., Publishers.
AMOUNTS received up to date by J. E. Jones, the hon. treasurer, in aid of Mr. T. Lowe, from the following State Schools: — No. 1326, 5s.; No. 1883, £1; No. 1753, 5s.; No. 1945, 4s.; No. 1678, 3s.; No. 1.267; £\ ; No. 1706, 2s. 6d.; No. 1549, £1. 5s.; No. 1767, 4s.; No. 1791, 5s.; No. 1024, os.; No. 1272, 5s.; No. 457, 2s. 6d. ; No. 1518, 5s. ; No. 848, 10s.; No. 980, 12s. ; No. 1641, 2s. (id.; No- 445, 10s. ; No. 1824, 5s.; No.
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POPE’S ESSAY ON MAN, Epistles 1 to 3; and TEN ESSAYS of ADDISON, from the “Spectator.” In One Volume, Crown 8vo, Limp. Is.
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RUDIMENTARY SCIENCE-TEACHING IN SCHOOLS.
By Dr. J. H. Gladstone.
In addressing the audience that usually assembles at the College of Preceptorp, I may assume it is no longer an open question that Natural Science is to be taught in our schools. That battle has been fought and won. Nor need I spend time in proving that the study of Natural Science is valuable, not merely for the information it gives, but also for the training it affords. Whatever may be the superior value of some other studies for particular purposes, the perceptive faculties can scarcely be developed except by the study of the natural objects around us ; and such a study has also a special value in training the judgment in the pursuit of truth.
My object to-night is, to point out what appear to me the defects and dangers in our usual arrangements for Science-teaching, and to explain what I take to be the true remedy.
The faults of the system generally adopted seem to me to be threefold —1st. The Science-teaching begins at too late a period in the school course. 2nd. The teaching is apt to be too specialised. 3rd. Science is looked upon as an optional subject.
As to the first defect—that of beginning too late—it may be remarked that every young child is an experimental philosopher in its little way ; if it is not sent to school, or if it does not pay too much attention to what is taught there, it learns a good deal about the objects at home ; if it is in the country, it becomes acquainted with the commonest animals and plants ; and if in town, it observes the ways and pursuits of men. The generality of schoolboys and schoolgirls, however, are not allowed much time for this desultory culture of their perceptive faculties. They are kept at literary and mathematical studies, and their minds are frequently exercised with abstract ideas. But of the whole of nature around them, they may get no knowledge whatever, unless in the form of Geography, and this is often little else than a catalogue of names.
It is not till the child has attained the age of 10 or 11 years, if in an elementary school, or perhaps 12 or 14 in a higher class school, that his thoughts have a chance of being turned to Natural Science. One evil arising from this is, that the development of the powers of observation, and the right use of his senses, come late in a child’s schooling, instead of being the first thing taught. It seems a Btrange inversion, to teach first the abstract notions of Grammar or Arithmetic, and afterwards the concrete facts of Natural Science. Another evil is, that habits have been engendered which are fatal to scientific education. Hitherto, at least in many schools, everything has been taught on the ipse dixit of the teacher, and the learner has been encouraged to use his memory more frequently than his judgment.
As to the second defect—that of science-teaching being too much specialised—it will be borne in mind that the encouragement given to science subjects by the Government Code is to what is termed Physical Geography, Animal Physiology, Botany, and Mechanics ; and that, in higher schools, the Science-teaching generally comes under the name of Chemistry, or some branch of Experimental Physics or Natural History. Now, this might be all very proper if the children were already acquainted with the rudimentary facts and general principles that underlie these more specialised sciences. These are branches of the tree of natural knowledge, but to climb to them we must ascend by the trunk from which they spring. One evil of this specialisation is that it gives a pretentious appearance to the instruction, and provides a handle for the opponents of a liberal education. A more serious evil is, that it throws sad temptations in the way of the teacher. As the knowledge of words has been especially inculcated in their literary studies, and very properly so, both teacher and scholar are apt to lay great stress on mere nomenclature, which, be it remembered, is no part of natural knowledge itself. The teacher of Chemistry or Physics may think it necessary to get expensive apparatus or a well-appointed laboratory, in order to do justice to so large a subject. Or the teacher, finding Experimental Science difficult, may confine himself mainly to the mathematical part of the subject, which, of course, is a useful lesson if mathematics have not been taught intelligently before, but otherwise is of little value. But the most serious temptation is that of cramming, and the way to this is made easy by the scholars having previously learned lessons by rote, and by the existence of cheap little compendiums of the sciences ; while the teacher is lured on in this fatal road by the knowledge that an examination is at the end of it; which, unless wisely conducted, is apt to test the amount of information, rather than the degree of intelligence.
As to the third defect—that of the optional character of such studies —the practical result of course frequently is, that the children leave school with some of their most important faculties undeveloped. They enter into life unacquainted with the structure of their own bodies, with the commonest facts of the universe around them, and with those physical forces that are at all times ready to become either their masters or their servants. The wonders and beauties of creation awaken in them no poetic thoughts or reverential feelings. Another evil is, that their judgment having been seldom exercised in their youth, no subsequent experience ever makes up for this grave deficieny of their training.
In raising these objections, I have spoken strongly because I feel strongly. I do not wish to underestimate the value of linguistic, or mathematical, or {esthetic, or ethical training, but I wish to see the whole of the faculties of the child developed by the most suitable methods. 1 do not doubt that very many teachers are doing their utmost to give their scholars a knowledge of the things around them, but even
in such schools the results are not always satisfactory, and I leave it to each of you to form your own judgment as to whether the faults here pointed out may not be the cause.
What I should like to see in every school is the teaching of what I venture to call Rudimentary Science, a knowledge of nature which shall fill up the gap between the nursery and the science classes. I would have object-lessons a necessary part of the teaching in all infant schools and Kindergartens. These should include the notions of form, and colour, the common animals, plants and minerals, common objects of food, clothing, and furniture, the common phenomena of wind, sunshine, rain, &c. I would have these object-lessons continued in the upper schools. The London School Board has long ago decided that it should be so in theirs, and they have just memorialised the Education Department to give that principle the weight of its encouragement. It is an essential part of the curriculum in Germany and Switzerland for schools of every grade, and it is assuming an important place in the programme of studies of the best modern schools of France and Belgium, such as the superior primary schools, or the Ecoles Monge and Alsatienne of Paris, or the Ecole Modèle of Brussels.
This rudimentary science must be acquired not from books, but from the things themselves. The lessons must not be lessons of memory or of imitation, but of intelligence. The teacher must not impart the information himself so much as leave the scholars to make the discovery of it for themselves. This requires that the objects of the lesson should be brought into the school whenever that is practicable ; if not, the blackboard should be freely used, or good working models or diagrams in true colours. Of course, the teacher will have to talk and explain, but he should take special care that it is his thoughts and not his words that are received by his pupils. If he should find, in his examinations, that the children are answering in the very terms which he has himself employed, he should suspect that there is something wrong, and that he has not yet attained the true method of teaching Science. There ought to be no book in the children’s hands. The teacher may avail himself of books ; Huxley’s “ Introductory Science Primer ” might give some valuable suggestions ; but I would rather that the scholars never saw a book of Science while they are in the rudimentary period. They should make their own notes of what they have seen or found out, and they may transfer to their own note-books any pictures or special conclusions which the teacher puts on the black-board. Little experiments also must be made. Each pupil must look at and handle?, if not taste and smell, the objects of the lesson, where such an education of the senses is practicable. The means, too, must be forthcoming for dividing a thing into its parts, and for showing such typical experiments as the freezing or boiling of water, the solution of salt or sugar, the burning of a candle, or the breaking of a wooden lath under different circumstances. In observing the natural facts or processes around him, the child must be led to exercise also his powers of comparison, and thus he will arrive at simple generalisations, and afterwards at more complex ones ; and, even while still in this rudimentary stage, he will be enabled to form definitions for himself, and to take the first steps in inductive reasoning. The teaching at first will be somewhat miscellaneous, but gradually it will become more systematic ; and, after a broad basis of fundamental facts and conceptions has been laid, the mind of the child should be "directed along such lines of natural knowledge as he shows a special interest in, or as the teacher is particularly adapted for. Thus will the scientific teaching pass insensibly from the rudimentary to the specific stage. The reasoning powers of the child will be more fully called into action, and the way will be paved for more abstract notions. Or, the training may take the form of that more technical instruction which may be required for the future life-work of the scholar, whether he be an artisan or devoted to such a profession as the army or navy, or civil engineering, or medicine.
It is not my intention to dwell upon the methods of teaching the more specialised forms of science to boys or girls in the upper portion of the school. Of course, books may be used then with advantage, and many excellent science primers and handbooks are in existence. The experiments will probably require more elaborate apparatus ; and, where the means exist, such apparatus and good collections of illustrative objects are highly desirable. It is gratifying to find that, notwithstanding its optional character, about one in seven of the pupils examined by this College have taken up one or two science subjects, and the number is annually increasing. Chemistry is frequently attempted in boys’ schools ; Botany, or some other branch of Natural History, is the favourite in girls’ schools. If there were more rudimentary science taught, these classes would doubtless become more numerous, and still more valuable in their educational results.
The question naturally arises—How much would this rudimentary Science cost ?
As far as money is concerned, such teaching would cost next to nothing. No books are wanted, the black-board and chalk are at hand, and diagrams need not be expensive. The specimens used should be generally the objects most accessible, and, if brought by the children themselves, so much the better. Or, if the children are taken to the objects, a visit to forest, field, or quarry, or to factory or museum, will generally be made without expense. The apparatus necessary for simple experiments (such as is provided by the London School Board) may be obtained for a few shillings.
As far as time is concerned, the experience of foreign countries seems to show that two or three hours a week might be sufficient. Nor must it be supposed that this time would really be lost to other studies, for the change of thought would act much like the rotation of crops in agriculture ; the introduction of these lessons would brighten up the school, and would impart greater intelligence for the acquisition of other kinds of knowledge. This continuous instruction in rudimentary science would also greatly facilitate the teaching of the sciences in the upper j
forms of the school. ... ,, ,
But it would cost much in another way. Much thought to the master.
It would not demand high knowledge of any science, but it would demand an accurate knowledge of the first principles of many, the power of seeing for ourselves, and of making other people see for themselves. There it is apt to break down in schools of every grade ; but I have sufficient confidence in the rising race of educationists to believe | that this will be only a temporary difficulty, and that the great importance of the subject, both from a practical and from an educational point j of view, will gradually lead to the means of its attainment.— Mvcn-tional Times.
THE TEACHING AND SUPERINTENDENCE OF WOMEN IN ELEMENTARY SCHOOLS.
By Lady Stewart Hogg.
If the practical subjects included under the comprehensive title of domestic economy are ever to be more thoroughly taught and widely diffused throughout the country, and chiefly :n our elementary schools, they must, I am Inclined to be’ieve, be made part of the regular school routine, and be taught in various ways in quite the early years of children’s school-life. By those whose experience has led them to gain any acquaintance with the home-life of the working classes whose children naturally form the majority of those who attend the elementary schools, the fact cannot have been unnoticed (though, perhaps, not generally realised) that in the case of children of illiterate or half-educated persons how much has to be taught in a direct manner which children of educated parents have learnt, as it were, unconsciously. Take, for instance, one of the subjects only, classed under the head of domestic economy. The child of well-to do parents living in a home of ordinary comfort, hears at a very early age its mother giving her orders to the nurse to open the nursery windows when they leave the room, to have the boards well scrubbed ; to see, perhaps the ventilator is opened. From its childish years it can recall being sent out, whether it likes it or not, for riding or walking exercise, and enjoined not to miss taking some daily, any more than it is allowed to miss its daily bath and the constant use of soap and water. If there should be sickness in the house the child, though it may not be taught anythin«- on the subject, has its mind impressed with the perils to be guarded against in illness by seeing various precautions taken against, overheating or chilling the room, the light shaded from the patient’s eyes, the ordei and regularity in food and medicines, and nothing left to chance or conjecture. All these unconsciously imbibed ideas go to form a kind of basis of knowledge in a child’s mind concerning the value of fresh air cleanliness, neatness, order, and direct education that its poorer brothers and sisters often have to acquire, and that with difficulty. The experience of the latter often instils into them the belief that fresh air should be shut out and avoided as a common enemy from dwelling-houses that exercise is not a preservative of health, but a necessary evil of working lives to be dispensed with in holiday times, and on the use of soap and water as a superfluous luxury to be resorted to only once a week, and not always that in winter. Even many of the words used in ordinary conversation bv educated people, as ventilation, radiation, temperature, atmosphere, have often to be explained in simpler words to the children who attend the schools, because in their home life they are not accustomed to hear anything but a most limited vocabulary used. It therefore can be imagined what untiring patience it requires on the part of a teacher not only to correct erroneous ideas on these subjects in children’s minds but also to enable them to grasp and apprehend as tangible facts and rules applicable to themselves and the condition of their own lives these laws of health and practical useful living. The question, therefore, becomes an important one, how these questions can best be taught, and whether or not women are not more eminently fitted than men to supervise and instruct in these and kindred subjects, as well as for the more distinctly feminine employments which we are so often assured is their only true vocation. It is now generally allowed that in the needle-work department it requires feminine eyes and hands to criticise and watch progress and improvement, But, apart from this distinctly important question, surely a better acquaintance with other objects of domestic management would be in reality almost as useful to boys as well as to girls. It has been often mentioned as a reproach on our educational system how much more handy and skilful French and German men are when thrown on their own resources, whether as soldiers or colonists, than the ordinary types of our own countrymen. The special circumstances of this country and the extent of British dominion takes every year from these shores hundreds Thousands of young men cither to remote colonies, or where, at any rate they will have to do much for themselves of those smaller domestic avocations that here are done for them. Of what use, therefore would it not be to these wanderers on the earth if, at least, they have while young, acquired some knowledge of practical subject, as preparation of food, some acquaintance with the laws of health, care of the sick and even (though this may be ridiculed by some) how to handle and use a needle. With regard to girls, there is among those who think at all on these subjects an increasing opinion that in our anxiety to improve on the old imperfect methods there may not arise a great danger in the modem system of education of overlooking much of what is practical and useful for the shaping and forming the ordinary domestic life of women in the working classes. I am convinced that this danger might be easily avoided, not by any retrograde movements in education, not by narrowing our system of teaching again and rejecting all the aids towards the developing of intelligence that have made our present system so superior to that of thirty years since, but by laying down some decided rules that for girls especially, in our elementary schools ; all those subjects should be made compulsory which arc of practical utility to every woman, and above all for every working woman. Let our future domestic servants, our cottagers’ wives, those of our mechanics, our day labourers, be taught not only the famous three R’s, but, simultaneously, the best methods of attempting to keep their future homes, whether of husband, father, or brother, bright, clean, and attractive—how to prepare at small cost the frugal meals of the weary breadwinner of the home —to make the clothes of the family, and even to execute that more difficult art, to “ jar auld claithes look maist as weel as new,” and, at least, to know something, if only the A B C of domestic hygiene and the care of the sick. One reason why women would be better fitted to inspect and superintend the teaching of these subjects is that they generally arc far better acquainted with household routine, the needs of daily life, than men. and therefore are more qualified to suggest and perceive what is deficient or required in a system of instruction of this kind. Also the finer organisation of woman’s mind, her natural patience, and more delicate instructive perception enable her to understand more readily the workings of children’s minds, to ascertain what ideas they have retained, what have been unintelligible to them. At the Conference of 1877 it was pointed out what lamentable results of want of instruction in practical subjects are often seen in the wretched condition of the girl-wife of the rising mechanic, who cannot make, unaided, a shirt, a pudding or a bed. I could also add that I have seen even worse results in India, where often the wives of our soldiers can neither cut out nor make,unassisted, their own or their children’s clothes, or knit their husbands’ socks or cuffs. I havo also known many of the wives of railway employés, or those connected with other departments where Europeans were employed, who were utterly unable even to superintend any cooking, or even helping to make their things, thus compelling their husbands to spend nearly all their salaries in keeping servauts to do everything for them, and preventing the possibility of laying by money for the provisions for sickness or change of climate so probable to arise in a tropical residence. Nor did they even devote themselves to the education of their children, as that was either neglected altogether or left to the chance kindness of others at times. In the case of the generality of domestic rervants in England, they possess very little knowledge of anything useful in household management beyond their own immediate line, and therefore they nearly often sink down into a condition of helplessness and discomfort painful to witness. They are probably one of the best paid, relatively speaking, classes in England, and yet often fall into destitution as they get older, through partly improvidence and want of knowledge how to save their earnings—by, for instance, making their own clothes instead of, as now, giving them to small dressmakers. Mistresses of households naturally do not like to interfere or draw up sumptuary laws for their households, only, 1 believe, in this something might be attempted to encourage simplicity of dress and inducements to thrift and industry.—The Schoolmaster.
INSTRUCTION IN CLASS SUBJECTS THROUGH READING-BOOKS.
By Mr. Landon, Saltley Training College. Probably no change introduced of late years into the Code is likely to have a more powerful and beneficial effect upon the education given in elementary schools than Article 19 C. 1, of the Code, 1880. By this article teachers are at least able to select from a large number of subjects those they deem best adapted for purposes of training, and such as they feel themselves best able to teach.
Of course we are, to a certain extent, in the hands of the publishers ; but there is every promise that shortly we shall have reading-books on nearly all subjects, which will satisfy all reasonable requirements.
For many years teachers have been sighing for more liberty in their work, and here at least they have scope for teaching of the best kind, unhampered by any conditions which should tend to make the work degenerate into mere mechanical drill.
The change should have the effect of reinstating “oral teaching” in our schools, and will, no doubt, abolish, to a very large extent, that pernicious system of “ cram” into which it is so easy to fall when results are the only thing aimed at. Additional elements of culture will also be brought in, which will be productive of much good, both to teachers and scholars. The teacher will be less tempted to fall into routine, and will be able, within certain limits, to make use of any particular subject which may be a favourite with him, and to which he has given a large amount of time and attention. Such a subject he will not only teach with interest, but, teaching from a full mind, his work will be much more spirited and striking, better explained, more fully and suitably illustrated, and hence better impressed. This will also make acquirement on the part of the scholars less troublesome, and will add a life and pleasantness to their work, which will bring them much more into sympathy with the teacher, and produce that union of effort which should characterise all true teaching.
Teaching “ through reading lessons” is not to be construed into mere learning by means of reading, but leaves the teacher free to employ to the fulfall the devices at his command. It also supplies a remedy, if properly handled, for what has certainly been a great weakness in school education—the helplessness of a boy when left to himself. While a large amount of information has been given, accurate enough and full enough for examination purposes, the benefit has, it is to be feared, in many cases stopped there. The disciplinary value has been small. The teacher has done too much, the scholar too little. The latter has taken in material carefully prepared in many cases for his acceptance, but has failed to learn how to prepare it for himself, or fq accept it in any but the customary mode. He h,as very rarely gained mich Pnwiir of acquiring information from ordinary sources when the guidance and help of the teacher are withdrawn. He has not learned how to read a book so as at once to grasp and carry away the sense, to separate important from unimportant or merely illustrative matters, or how to review those portions which he needs to retain accurately and completely. His education has, in fact, not had its due influence on his after-life.
The “ examination” system of learning, if one may so call it, has a use, but only a secondary one ; and to place it first, to rely upon it almost exclusively, is a grave error. It is not calculated to inspire a love of reading or a taste for the acquirement of knowledge ; on the contrary, in most instances its tendency must be to weary and disgust the pupil, .
Now in teaching “ through reading lessons,” interpreted liberally, not only can a large amount of useful information be given, but valuable intellectual habits may be formed. And in addition to accuracy of impression, grasp of thought, pow'er of continued attention and discrimination of the value of different facts, at least the elements of literary judgment may be inculcated.
No doubt all good teachers have had these things in view in the past, but the means at disposal have been far more limited than at present ; and the struggle for mere results must, in many cases, have shut them out to a very prejudicial extent. Another great gain should not be overlooked—the influence the change has already had, and is likely to have, upon many of our school books. No longer are we confined to the wretched little twopenny cram books, or to larger treatises of such sandy dryness as to be altogether unsuitable for children ; but we have upon several subjects books written upon intelligent principles, often exceedingly interesting, profusely illustrated with remarkably good cuts, and printed in a way which renders reading a pleasure. The skeleton is still there, as is necessary, but it is clothed with flesh, and no longer the gaunt, repulsive thing of yesterday. Of this improvement we have doubtless as yet seen only the beginning.
In teaching, the aim or object we have in view will alwravs distinctly modify the means. Now, in teaching “through reading lessons,” the primary aim is to give the children the power of acquirement, by starting them on their way, and by making them go through the process repeatedly in the form they will hereafter have most occasion to use. To make them do this in the most satisfactory way, it will be necessary to arrange the lessons very differently from those intended to teach reading. No doubt the “ reading” of the school will be much benefited, but that is not the thing which should be principally borne in mind ; and the volumes intended for teaching class subjects should be drawn up on quite different lines to those adopted in the preparation of ordinary reading-books. Many a lesson, however, will be learned in the correct use of words and the proper distribution of emphasis ; while the child’s vocabulary will be much extended. Intelligence in reading—the saying of a sentence in the best possible way for giving clearness of idea—will certainly occupy a marked place ; but many of the higher qualities of elocutionary reading will find their proper sphere in the literary extracts used for teaching that subject.
In a reading lesson intended as a means of giving information, the following points will need careful attention
1. Thorough Explanatiffti.—In these lessons the teacher will not confine himself to mere elucidation of the meaning of difficult words and phrases. He may frequently enlarge upon his subject with profit, so long as he does not exceed due bounds. He will also, wherever possible, give numerous illustrations, which appeal to the senses, as well as those of an oral kind. Experiments, pictures, diagrams, maps, specimens, and models will all be laid under contribution.
2. Frequent and Careful Testing of the Work.—In order that the subject-matter of the lesson may be firmly grasped, not only must the information be made vivid and interesting, but it must be repeated. One of the most efficient ways of doing this is by brisk and frequent questioning. It should not be forgotten, however, that mere repetition may lodge words in the mind, without any adequate ideas being attached to them ; and hence, in testing the work, the questions should be so framed as to secure as far as possible that the answers are worded in the child’s own way. This shows that the information has been acted upon by the pupil’s mind, and. if the answering is correct, is a proof that clear ideas have been gained.
3. The Formation of Good Habits of Study.—The importance of teaching a child how to read a book has been already pointed out. The mind should be trained to pick out readily the main facts, and to fasten itself upon these. The children should be shown how, in reading through a piece for the first time, the attention should be principally directed to such points, the detail being filled in more and more completely at each reading.
In some cases it will be found serviceable to dissect the paragraph first, and to bring out the facts upon which stress is to be laid. Each lesson should be run through several times, in preference to spending much time and trouble on each section once for all. A juster estimate can thus be formed of the relative importance of each item, and the relationship which it bears to the whole. The teacher should show how one central fact often serves as a key to those surrounding it ; how facts naturally arrange themselves in a certain order, and that, when arranged in this order, one naturally suggests or leads up to that which immediately follows. The great help which this sequence of ideas is to the memory should be made clear, and in all cases the work should be rendered as little disjointed as possible. Thè difference between elementary and superficial information should also not be forgotten.
4. Note-taking.—Most teachers probably prefer to teach the ordinary reading lesson on the floor or gallery ; but for the reading lessons on the “class subjects,” especially in the higher classes, the desks seem most suitable. It will be a very great help to children if, when an important point is reached, they are made to note it down on paper or slates, so that at the end of the lesson they have an epitome of the most essential features of the subject. This is, doubtless, a difficult thing for children to do, but the teacher will, of course, at first give a large amouut of help. The facts must be clearly apprehended, so that the difficulty will be mainly one of finding suitable wmrds. The notes should be brief, pithy, direct, and simp e ; the wording being generally suggested by the various members of the class, and polished into correct form with teacher’s aid. This assistance will be less aud less i eeded the more advanced the scholars and the greater the amount of praedee they have had, until at last, in the highest class, the pupils may be made to rely upon themselves almost entirely, the teacher reviewing the notes and pointing out defects at some future time. It will thus be seen that these lessons may furnish important help in the teaching of composition. If the summaries just spoken of are entered on paper, they may serviceably be employed at home lessons, and will be preferable to the words of the book, as being the mode of expression best suited to the children. They may also be made of use for purposes of review.
The subjects which will probably obtain most favour are geography, history, natural philosophy, and natural history. A good word may, however, be said for botany, especially in country schools. It affords excellent scope for much valuable training, and may be made to add very greatly to the enjoyment of out-door life. A good set of botanical readers, written in a simple, interesting way, with necessary technical terms only, and well illustrated, would surely be hailed by many teachers with pleasure.
In teaching these subjects many different plans may be followed in favour of each, of which much might be said. Any particular method will be sure to be better suited to one teacher than to another ; and a considerable amount of variety in method will be rather a gain than otherwise, so long as the general principles, which should underlie all the plans, are kept in view. The following, therefore, are not plans, but merely suggestions, which may possibly pi ove of some use as reminders :—
1. Geography.—Good maps aré essential to the successful teaching of this subject, and much use should also be made of the blackboard. In the higher classes the children should be taught the use of an atlas. Map-drawing may be made an important aid in fixing the relative position of places, and in showing the relationship to the various parts. It will properly be best in most cases to preface the reading with a short oral lesson, and at stated periods to devote a lesson or two entirely to review. The kind of information of most value to teachers will not be such as is to be found in the ordinary text-books, but such as can be drawn from general reading of books of travel and descriptions of foreign countries. A large number of very excellent books of the kind exist, many of which may be found in our libraries.
2. History.—Here the teacher may make a large use of “ picturing out,” but he must avoid too much digression, and the bringing in of too many details. The lecture work of the lesson should bi vivid and interesting, that the children may clearly realise the scenes for themselves. There are few parts of a teacher’s work where dulness of style or a poor command of language will have a more damaging effect. If properly carried out, the history lessons should train the imagination to give back life and colour to what would otherwise be mere dry bones. Questioning will occupy a very important place in the teaching, and a large share of attention will be given to recapitulation. The method of comparison may be often usefully employed ; and occasionally a valuable moral lesson may be incidentally impressed. A few of the most important dates should be well fixed in the mind as landmarks, but it is surely a mistake to burden children with long chronological tables. A good set of historical pictures will add much to the reality of the teaching. One useful series has been drawn by Sir John Gilbert; bnt it is to be regretted that in this matter we have not a much larger choice.
3. Natural Philosophy.—This subject, in the hands of a teacher who is fairy acquainted with its principles, and who is pretty ready at experimenting, may be made an exceedingly attractive and useful one. The best order of instruction would seem to be to show and explain the facts first, then to expand them so as to cover the portion dealt with in the book, and lastly to have the lesson thoroughly read. Wherever practicable, appeal should be made to the senses as well as to the understanding. The experiments should be such as can be easily followed and comprehended ; and, in general, the materials used should be of the simplest kind. If the teacher can make his own apparatus— and he certainly should practise this—so much the better. The expense need not be great, and the children are likely to learn more from homemade instruments, with the working of which the teacher is well acquainted, than from those of a more elaborate and expensive kind. The boys should be encouraged to try their hands at making the more easily constructed apparatus for themselves, these practical efforts serving as occasional home lessons. The managers of schools will also be forwarding a good work by offering, where this subject is taught, a few prizes at the end of the year for the best sets of apparatus made by members of the class, due regard being had to age and opportunities. Most teachers know how very ready many boys are at things of this kind. The experiments should always be tried over by the teacher before he attempts to show them to his pupils. Things, which appear childishly simple in books, often need a little experience to master all the conditions of success. This previous practice will also give certainty and neatness in the work, and these are prime requisites in such matters.
4. Natural History.—In dealing with this subject, one important aim should be to make boys careful observers of the animal life around them. Clear and accurate information concerning animals well-known
to the pupils should be given first, and this should be made the basis of all further kuowledge, the teacher constantly going back to it for purposes of illustration and comparison. Natural history is an especially suitable subject for the lower staudards. Good prints of the animals described should be used in teaching, aud the children made to tell all they can discover from the picture. Sheets or specimens of products in the raw and manufactured state—such as leather, horn, furs, hair, woollen cloth, felt, ivory, bone, &c.,—will also be of considerable service. The teacher will do well to make himself acquainted with numerous anecdotes of animal life. Much information of a very useful kind may be gathered from such papers as the Animal World, and from numerous books. .
5. Botany.—The teacher who selects botany should make good use of the summer months. Plenty of specimens should be gathered, and some given to each child. The parts of the plant dealt with should first be pointed out on large diagrams (such as Henslow’s), and then the children should be made to look for the same things in the specimens they bold in their hands. The blackboard will also prove an important auxiliary ; and frequent aid may be obtained from the comparison of one plant with another.—The Schoolmaster.
HOW TO INCREASE THE EFFICIENCY OF OUR SABBATH SCHOOLS.
By Mr. M‘Gillivray.
ORGANISATION.
The School and Class-rooms.
THIS part of my subject, while influencing the success of any school, is often outside the power of teachers to alter. It mainly rests with the committee of the church to alter the school buildings and make them suitablefor Sundayschool purposes. The teachers, however.by combination can do a great deal, and for a small cost. They can have in their school the next best thing to class-rooms—curtains. Of course, there is nothing like separate rooms, and one large hall to meet and close in. The main hall should, at least, be attractive ; and it can be done without much cost. A few maps, suitable texts, arranged around'the walls, and some pictures neatly framed, would make all the difference in making a room pleasant or otherwise. Cartoons of the. life of Christ or St. Paul, or such like, can be got at a very reasonable price. A few banners with Scripture texts also help to make a good and pleasing appearance, a strip of mattiug along the aisles is also a desirable thing.
The wise teacher who has a class-room will make it as attractive as possible. If he can afford it himself, he will have a table, maps on the wall, Scripture texts, arranged as to please the eye. Perhaps he will have his room carpeted and have a chair for each scholar. He may not be able to do all this without aid from the school or scholars ; but if he have the right kind of influence over his class, they will each subscribe sufficient to get these things.
I believe that it will ere long be the rule, and not, as at present, the exception, to have proper S. school buildings, with separate class-rooms. Something after the model shown by the S. S. Union at our own Exhibition. Until we get such buildings our teaching will be only a partial success.
CLASSIFICATION.
Arrangement of Classes.
Supposing we have a suitable building and class-rooms, an important consideration is—How are we going to organise our school ? How the classes are to be allotted. Shall we adopt any system of classifying these scholars? Are the teachers to be classified ? These are questions which must present themselves to every Sunday School Committee and superintendent. And on the way in which they are practically answered will the success of the school depend. I believe then that our scholars must be classified according to some plan. Children of equal intelligence must be placed in the same class if any good result is to be expected. The basts of this plan of arranging the scholars in their proper classes I referred to fully last year, and will not stay to enter into it, more than just to mention that it has gained ground in our own district. One School has adopted it completely, and another has partially adopted this plan ; and it is recommended for adoption by the Sunday school visitors who have seen it working.
So much for the scholars, but what about the teachers, are they, too, to be classified ? I believe it must sooner or later come to this that the teachers shall be classified according to their fitness. At present there is scarcely an attempt at classifying them. The teachers occupy their position by seniority, and not according to fitness. If a new teacher enters a school, no matter what his qualifications may be, he generally has to begin with a junior class, and wait his turn for promotion, or follow his class from year to year. At present superintendents have scarcely any alternative ; the rule is fixed. Our schools arc so badly off for teachers that they are obliged to accept the services of many teachers who are unsuited for their work. But this will be soon changed, and is changing every day, partially the result of our State school system of education. I have no doubt in my own mind that before long superintendents will have so many candidates for the office of teacher that they can make a choice, and that the rejected ones will try and qualify them' selves by acting as supernumeraries, attending training classes, and otherwise fitting themselves for the coveted position.
Training of Young Teachers.
There will be, by-and-bye, in our best schools, classes where the senior girls and boys, who are candidates for teachers, will have special training, and not left, as now, to take charge of classes without any previous experience whatever; These classes will be formed in each
school, and trained systematically. They will see model lessons given by the superintendent. They will be required to give a lesson, in turn in his presence, and after the lessou kindly criticism will follow. The superintendent will arrange that they shall see the teaching done in the other classes, so that they may see how other teachers treat their lessons and mauage their classes. All this will take place while they are probationers, and at the end of a year or so, they will be much better fitted for their work than if they had had no previous training. Something like this must be done to prepare our young teachers for their work.
Young Teachers.
I do not think it sufficient that our teachers should be simply Godfearing. They should be this, but something more is required if wc are to produce intelligent scholars in Bible knowledge. They must also be intelligent, and know how to communicate their kuowledge in an intelligent manner.
DISCIPLINE.
When the school is thoroughly organised, and the classes arranged, there is something very essential to be gained before any teaching can be done—that is attention or discipline. No good teaching can be done unless the teacher has his class well in hand, Unless he can secure the respect, or at least theattention, of his scholars he cannot possibly do them any good. How is he to secure this respect or attention ? This is not an easy question to answer. The teacher at least can secure the attention of his class by thoroughly preparing his lesson, by making it so attractive that they will naturally, and out of curiosity, listen to him. He will so arrange his subject so as to intermix it with suitable illustrations, and there is nothing that young people like better than apt illustrations. These illustrations will be brief and to the point. He will also get aids to help him from maps and pictures. He will teach through the eye as well as through the mind. To get their respect is another thing, aud not easily attained ; indeecd, it may be said to be rather rare. However, it is attainable, and by any who go about it the right way.
Many teachers gain this respect without trying to gain it. The fact is they have the requisites, and use them without knowing that they even possess them. To gain this, the teacher must be known to be in downright earnest—that he is what he professes to be. That he is earnest about their soul’s welfare. They must know and feel that their teacher’s efforts do not end with the school lesson, must know that their class is prayed for in the secret of his own home ; that he wrestles with God for their eternal welfare. Such a teacher will not meet his class with a half-prepared lesson, or deal in well known platitudes, or put in the time in a wearisome manner. *
The teacher who does not do this need not be surprised if his scholars are restless and weary, and show a disposition to talk. This teacher docs not trouble himself about his class after they leave him for the day. Whether they are ill or well he never troubles himself to visit them in their homes. Even if he should meet them in the street he, at the most, gives them a cold nod and passes on, instead of warmly shaking hand9 with them, and showing by his manner that he really cares for the boy and his success in life.
I believe that the success of any school will be in proportion to the interest which each individual teacher takes in his scholars, visiting each one regularly, talking to them in their homes, in the street, as well as in the class. Showing a personal interest in their success in life, and helping them if opportunity offers. This is no secret way of gaining the respect of scholars. Many teachers do this, and to the extent in which it is done in the right spirit, so will they reach the hearts of their scholars. Such a teacher will be sure to have a good moral tone in his class, and if any scholar should forget himself the public opinion of the class will be so decided that the boy will get no sympathy from his fellows. In such a case the boy will be slow to repeat his conduct. It is a wise thing not to allow two known bad boys in one class. He will never resort to physical punishment of any kind. In regard to our teachers generally it is admitted that wc have not so large a proportion of the men and women from the higher circles of society. In England and America, especially America, they draw their teachers from the very' first ranks of society. This has a most beneficial influence on the schools. It will readily be allowed that the higher the social position which a teacher holds the greater will be his influence. The time will arrive when our foremost men and women will sacrifice a little of their own leisure to this work. The sooner the better for our schools. Other aids to the discipline of a school are, (1st) That teachers should endeavour to be in their places in good time. They should make it a point of duty never to be late. If they are not in charge of their classes at the opening of the school there is sure to be confusion in the classes, and this confusion spreads to the annoyance of the other classes. (2nd). The teachers should also exert themselves to keep their classes in good order during the opening and closing exercises, especially during prayer time. They should each see that their scholars bring hymn-books, and should encourage them to sing. (3rd) That in dismissing the school, it should be done orderly, each class in its turn. There is nothing a stranger notices more than the order in which the school is dismissed. Each teacher is to some extent responsible for this part of school discipline. The .Superintendent dismisses the school, certainly, but then each teacher is expected to assist him by seeing that the orders given are carried out by the scholars. The quieter the dismissal the better. There need be no attempt at marching. Some schools sing while the school is being dismissed, and it has been found a good plan.
Another aid to making our schools effective is examinations. Periodical examinations are a necessity to the working of any good school. The result of a year’s teaching can be ascertained in a few hours by a written examination of all those, say above ten years of age. It will be well to have private examinations in each school to test the knowledge gained, and also a good thing that the best of these should compete at, say an united examination of the school of church, district, or union of schools. If teachers do not visit as I have suggested, then it will be necessary to have regular visitors.
Various plans have been suggested as to the best way to overtake this work, and it has been found from the experience of most schools that supposing the teachers cannot visit their own children, then the district hould be divided into blocks, and each block allotted to a teacher, who eports the result of his visitation. This is a sure way of increasing the namberof scholars. Another plan has been adopted in our school-detail.
Prizes judiciously awarded at these examinations will do much to stimulate the scholars. I think it is a good thing to see the schools of a district of a whole church or a union of schools competing in friendly rivalry. It has been ascertained that the schools which are most successful at these examinations are the most efficient schools among them.
The ceremony of paying calls has been ridiculed and derided during the course of many, many years as meaningless, useless, and stupid ; but it is still in existence, and is as much practised as ever. Visits of form, of which most people complain, and yet to which most people submit, arc absolutely necessary—being in fact the basis on which that great structure, society, mainly rests. You cannot invite people to your house, however often you may have met them elsewhere, until you have first called upon them in a formal manner, and they have returned the visit. It is a kind of safeguard against any acquaintances which are thought to be undesirable. If you do not wish to continue the friendship you discontinue to call, and that is considered as an intimation of such intentions, and therefore no further advances are made by them. But it would be considered very bad manners, and very uncourteous behaviour, not to return a call in the first instance. Gentlemen do not, as a rule, pay these visits of ceremony : and it would appear that they have always shirked their duties in this respect as much as possible, judging from an allusion made to this failing by a writer of the last century, who says: “It has grown to be the fashion among men to treat the business of visiting with great disrespect. They look upon it as a mere female recreation, and beneath the dignity of their superior natures. Yet, notwithstanding their contempt, and the odious name of ‘ gadding’ which they have given it, I do not find that they fail in their appearance at any of our assemblies, or that they are better ab’e to shut themselves up in their own houses when there is anything to be seen or done abroad.”
There is something to be said in defence of the gentlemen : their days are occupied with other and more serious business ; their evenings can be given to their friends, and so they thus escape the monotony of calling, and yet are allowed to enjoy the various festive gatherings—provided, of course, that their cards have duly represented their owners at the houses of their acquaintances.
There are a great many occasions when calls should be paid. There are calls congratulatory, calls of condolence, and calls of courtesy. A bride is called upon shortly after entering her new home. Her parents receive the congratulations immediately the engagement is announced, and after the marriage has taken place. A mother also on the birth of a child—indeed it is usual when any cause for congratulations arises, that friends should at once offer their good wishes in person. On the other hand, should sorrow or any domestic calamity befall any of our acquaintances, condolences and sympathy should be offered—not immediately, as in the other cases ; but sufficient time should be allowed to the family before we venture to ask to see them. There should be no hasty intrusion upon their trouble and grief. To ensure this respect, it has become the custom to “ return thanks for kind inquiries,” and after these have been received, then the call may be paid.
Lastly, there are calls general. These are made in the country upon people when they first come into the neighbourhood ; and in a town— where every one eyes askance a stranger—after an introduction has been made on the first occasion through some mutual friend ; these formal visits should always be returned within three or four days. After receiving any particular hospitality, such as a dinner or ball, it is necessary to leave cards at the door within the few following days. The hours for calling are between two and six o’clock p.m. No call should be paid before luncheon, unless on a very familiar friend.
Cards must be left on all occasions of a formal character. A lady leaves her own and two of her husband’s—one is intended for the gentleman of the house and one for the lady. If a call is made upon a guest staying at the house, a card is also left for her. A lady when leaving cards for her husband must place them upon the hall table, and not leave them in the drawing-room on her departure, as was the custom. Should the lady upon whom you call not be at home, you turn down one corner of the cards, which signifies that you have called personally and on the whole family. Cards with inquiries should be left at the door ; the post is a permissible channel for the transmission of these where the distance is inconveniently great. When you arrive in town you call and leave your card as an intimation that you are in the neighbourhood, thus acting the reverse of what is considered proper when in the country, where the rule is that the stranger waits until called upon. In towns, and more particularly that vast Babylon, London, people cannot be aware of the movements and arrivals of their friends, as is the case in the country ; so that unless an intimation of this kind reached them, the town friend would be quite ignorant of the proximity of his country friend.
I he cards of our grandfathers and grandmothers wore a very important look—they were of large size, very stiff, very highly glazed, and had the names written in a series of flourishes. Ours are much less ostentatious, plain cards, the gentleman’s smaller than the lady’s, with name and address printed in an ordinary style. Married people often have their names together on one card, as—
Mr. and Mrs. Johnson,
4 Elkam Place.
Unmarried daughters have their names placed under that of their mother—
Mrs. Benson.
Miss Benson.
The Cedars,
Parminster.
Young bachelors sometimes discard the title of “ Mr.,” and simply have their names thus—
Henry J. Chester.
Merely honorary or official designations are omitted, except on cards used for visits of a purely official character.
The initials P.D.A. {Pour dire adieu') or P.P.C. (Pourprendre conge) are written on the right-hand corner of the card when a call is made for the purpose of leave-taking, such as that paid before a long absence from the neighbourhood.
Wedding cards” are now seldom seen, but if sent, are of the same quiet style as the visiting cards ; whereas they used to present a very smart and elaborate appearance—thin satin cards, with broad silver edges, tied together with silver thread, and enclosed in an envelope to match, and fastened down by a silver wafer.
It has been remarked that, notwithstanding the copiousness of the English language, there is only one word for the different times which are occupied by a visit. People can find no term to express their design of staying fifteen days at a house different from that which signifies 15 minutes. The would-be reformer goes on to say:—“ When a fine lady, having a new-fashioned suit of clothes, finds it necessary to call upon forty or fifty of her friends in one day, I am for an abridgment of the word, and would call it a vis. When a gentleman or lady intends taking a family dinner with country friends, or a dish of tea with a town one, I would have that called a visit. But when a person purposes spending some days, weeks, or months at a house, 1 would call that a visitation.” Instead of abridging the word, which is always an unwise thing to do, we have found another word altogether for the short stay of a few minutes in another person’s house, and now we speak of “a call,” and “a visit” means spending at least anight from home.
No call of a purely formal nature should be of long duration—certainly not more than a quarter of an hour. If you find callers already there, do not outstay them, but leave the house even sooner than you otherwise would have done. The lady when receiving her friends does not introduce them to each other. She rises to receive each visitor as they enter the room, and, if possible, offers a chair near to her own to the last-comer. If there are gentlemen in the room, they also rise when other people enter ; but the ladies, should there be any present, do not leave their seats. Of course, very much depends upon the degree of intimacy which exists ; if this be very great, it will naturally'' modify much of the formality absolutely necessary in other cases. There is a picture, drawn in the fifteenth century, of a room full of callers, which looks very formal aud stiff. A bench is round the room, close to the wall, and on it are seated all the ladies present, with their hands folded on their knees, while the gentlemen are seated on stools, and wear their hats. It requires considerable art, and I might almost say presence of mind, to entertain alone a great many callers at onetime. The lady who receives them should try and converse with all ; no one in particular should engross her attention. This is no easy' matter to perform well and gracefully. When callers rise to take their leave, the lady of the house rings the bell, that the servant may beat hand to open the outer door. If the gentleman of the house be present he escorts the lady to the hall door, and puts her into her carriage. <; Good-bye” is the form of leave-taking, and not “ Good morning.” A gentleman should bring his hat and stick into the room, and keep it in his hand, unless anything obliges him to set his hands at liberty ; he them places them on the floor. A married lady of our acquaintance, ignorant of this little piece of etiquette, was quite offended with a gentleman who called upon her for taking his hat and stick into her drawing-room. Why did he not leave them in the hall ?” said she ; “ there was a hat-stand for its accommodation.”
In country places where people lived miles apart, it was the time-hononred custom to offer wine and cake to every caller. Nay, at one time distance was not considered ; hospitality' was dispensed to every comer ; whether they were next-door neighbours or not, a tray must be brought into the room and its contents partaken of. An amusing instance of the strictness with which this rule is still observed in some parts was related to me the other day, and I can vouch for its authenticity.
A very splendid mansion was lately erected close to the house of my friends—only the breadth of a road separated their respective grounds— therefore they thought it would be but a neighbourly courtesy to call upon the new-comers. They accordingly one day crossed the road, ascended a flight of steps which led to a massive portal, and, having waited some time for admission, were at last invited to walk in by some one who did not match the rest of the house in appearance. Across a noble hall, over a marble floor, and into a magnificent drawing-room they were ushered, and there left for some time to admire the splendour around them while the good woman of the house, it was presumed, put on her best bib and tucker. By-and-bye the mistress appeared, resplendent in silks and lace—an imposing spectacle until the tongue gave utterance, and then what a contrast between the refinement of all the surrounding objects and the refinement of her speech 1 The lady began at once to communicate her domestic troubles : at present they were without servants ;
but Mr. -had gone into Wales, and he would “ ieet” on a good one
there, no doubt. In the midst of these confidences the door slowly opened, and then a tray appeared, on which rested cake and wine. The hand
Heads.
Matter.
Description.
Consists of two main parts ; the upper, a round or pearshaped bag; and the lower, a kind of basket, called the car
and arm which supported it were alone visible. The lady arose, and’ taking it from the mysterious hand, carried it to the table, and commenced dispensing her hospitality.
It is considered bad manners for the lady of the house to keep her callers in " durance vile-’—that is to say, for her not to go at once into the room where they have been ushered. Sometimes one calls at a house, and, having been shown into a room, has had to wait patiently or otherwise for the tardy appearance of the mistress. Whisperings are plainly heard, then consultations, then steps going stealthily upstairs and as quietly descending, and finally the lady of the house appears in a different costume to that she had worn a quarter of an hour before. Profuse apologies invariably fall from her lips—“ I am so sorry to have kept you waiting,” &c. But, my deaf lady, apologies, however numerous, will never make up for want of good manners ; and therefore when the next caller honours you, go to her as you are.
On the other hand, the visitors will, it is to be hoped, refrain from bringing either dogs or children. The former are apt to do a great deal of mischief in overturning things, and require the constant attention of their owner, which interrupts conversation ; and the latter, besides often hearing much that they should not, are apt to make awkward remarks, and are often as mischievous as the canine pet.
When you call with a letter of introduction—which, by the way, when given in the first instance, should not be sealed—it is usual to leave your card and the letter, and not go in, as, should you do so, you place the lady of the house in a dilemma. Your name does not enlighten her as to who you may be, and she cannot very well read the letter in your presence, as in that case she could not entertain you. The gentleman or lady to whom the letter is addressed should at once send an invitation, and show hospitality in some form to the friend of their friend. And now we will turn to “ visitationsbut before entering into details, let us say a word of warning to the young or unmarried persons. They, and more especially the gentler portion of that community, often make mistakes by prolonging their stay at a friend’s house over a much longer period of time than was first mentioned or thought of by either party ; they turn visits into visitations.
Young girls have little to occupy them in their own homes, or perhaps they have too much for their liking ; however that may be, they receive an invitation from a friend to spend a week or two, and the week or two merges into a month or two. They are aware that time is gliding on ; but it is a pleasant existence. Amusements are provided ; there are no cares nor troubles to vex and worry either mind or body ; and they are loth to make the required effort. A feeble declaration is uttered by them ; but directly the hostess says—as politeness requires—“ Ob, must you go?” or “ Can’t you stay longer with us ?” the young visitor catches at the words, and settles comfortably down again, and prolongs her sojourn. “Never outstay your welcome” is an old but a good saying ; and we have very often heard the remark made, “I cannot (or shall not) ask Miss So-and-so ; she always stays so long when she comes, and one never knows when she will go.” If you are not well acquainted with those who invite you, and particularly if they are people who keep a great deal of company, two or three days is the usual time. Of course the time you stay depends very much, too, on the size of your party. It is better when inviting your friends to specify the length : “ I shall be glad if you will spend a week with us.” The hostess should take particular care to be at home when her guests arrive, and ready to receive and welcome them. Nothing gives a greater chill than a cold or a tardy welcome, and nothing gives more pleasure than a cheerful, prompt, and hearty greeting.—The Queen
Blackie’s Examination Cards.—Here are five parcels of test cards in grammar and analysis for the five standards in which grammar is taught, five packets of standard cards for the usual course in Arithmetic from the 2nd Standard to the sixth, and a special packet for exercises in the rudiments of calculation for children in the first Standard. Examining first the somewhat novel experiment in test cards intended for children in the 1st Standard we find an ingenious arrangement of red and black printing ink in the setting out of the figures and counters. The first card contains an arrangement of red dots, in tens subdivided into fives, to assist in demonstrations in numeration and to enable the teacher to test the pupil’s ability to deal with simple concrete numbers. The second card deals with tens and the multiplication of tens, the red syllables and figures picked out from the black being made to assist in the arithmetical analysis and synthesis. Through the first ten cards figures and counters, in red and in black, are made to help one another, and then we have a dozen cards illustrating the simple processes of addition. Counters are again brought in for multiplication, and the thirty-sixth, being the final card, is an exhibition, by means of red dots in masses of squares, of the manner in which simple square numbers are got by multiplication. The cards are to be used in connection with rudimentary mental and slate lessons. The packets of cards for the standards from the second to the sixth are simply well constructed and carefully graded exercises and problems for every step in the work through the course of years in the study of arithmetic in public elementary schools. The cards in each bundle run from A to Z, followed by a table of answers. The Test Cards in Grammar and Analysis consist of examination questions at the rate of four or five on each card, forming a course of exercises not quite resembling that of an examination, inasmuch as there is nothing haphazard in the cards, and the answers to the questions will form something like a complete skeleton course of grammar and analysis. A great merit of all these “ Comprehensive School ” cards, apart from the excellence of the exercises themselves, consists in the fine quality of the cardboard and the clearness and beauty of the printing.
NOTES OF A LESSON ON A BALLOON.
Prepared by Miss C. Shaw, P.T., Amherst School.
Given to a Fourth Class.
Introduction : Suppose you wished to pass from one place to another, a long way distant, how would you get there ? By the railway. Suppose the places are separated by the sea? By a ship. If you wished to go up into the air? By a balloon. Did you ever see one? I will try and explain what a balloon is.
Method.
Draw outline on B, B., and point out the different parts.
or boat.
The bag contains gas. In the car are persons who go up, provisions, instruments, bags of sand (2), and an anchor (3).
1. Bag : When a person is about to make the bag, or upper part of balloon, he obtains some silk (I) and cuts it into pieces a certain shape, called gores (51. He stitches as many pieces together as are necessary, and covers the whole with a coating of varnish (6). He then fits up a small door, called a valve (which is kept in its place by a strong spring), near the top of the balloon (7). This door is opened and shut by the persons by aid of a string passing through inside of balloon, coming out through the neck, and the end of string hangs into boat or car (8).
2. Car : Is made of wicker work, like a basket, and is fastened to the upper part by means of ropes tied to a large net, which passes over top of bag (9).
3. Inflation (10) : After having prepared the bag and the car, he proceeds to fill the bag with gas. The gas now used for filling balloons is common coal gas (11).
The first balloons were not filled with gas, but with air— made lighter by making it hot. These were called fire or air balloons, and were invented about 100 years ago by two Frenchmen named Montgolfier (12).
A balloon arises because it and its contents are of less weight than a quantity of air exactly the same size (13).
To make balloon rise higher some ballast is thrown out. To come down, let out some of the gas by means of the valve (14).
If balloon went up too high, it would burst (15). To prevent this the bag is not quite filled at starting, so as to leave room for the gas to expand.
(a) Chiefly for amusement.
(b) Have been employed to spy out the doings of an enemy’s army (16).
(c) To determine the state of the atmosphere : its colding, dampness, &c.
Balloons would be more generally used if they could be steered (17). At present no one knows how to steer them, and on that account are not much used.
Examples of this are to be
(2) Ask class for one word meaning “bags of sand.” (3) Elicit use of anchor by reference to ship.
Question.
(4) Exhibit piece of silk, and obtain from class its properties and hence educe why silk is used. (5) Show shape of gores. Cover ball with pieces to show how put together. (6) Why? to keep in gas. (7) Tell class why placed at top'of balloon. (8) Neck left open. Why ? Would not gas come out ? Elicit reason.
(9) Elicit why it i not fastened to the silk by tying in several places.
(10) Inflation — to swell out with air. (11) Explain briefly how coal-gas is made .
Illustrate hot air rising by steam from boiler or air from lamp. (Explain method of filling fire balloons.)
Becaple. and Question.
(13) Elicit this by referring to a cork, or to a bladder of air in water, or by some oil in water.
(14) This may be elicited from class by questioning.
(15) Explain the reason.
Question.
(16) Give Napoleon III, and Austrians as an example.
(17) Steered, guided, refer to driving horse by reins and ship by means of rudder.
(18) Mention loca*
C ONSTKÜ c-TION.
Theory.
|
Heads. |
Matter. |
Method. |
|
learned from the following facts :—Mr. L’Estrange, in Sydney, made an ascent in his balloon, but not being able to steer it, met with an accident. Two gentlemen, Messrs. La Mountain and Wise, made the longest trip in America ; they went 1,150 miles in 20 hours. They wanted to go to Lake Erie (18), but getting into a contrary current of air, were driven another way. Mr. La Mountain, on another occasion, went 300 miles in 4 hours. |
lity of Lake Erie, or show its position. Make a short summary of the lesson, question both individually and collectively on whole. | |
|
TIME-TABLES. | ||
1. Classification.—The first point to be attended to before a timetable or programme of the duties of the school can be drawn up, is the classification of the pupils. In the common school this is usually based upon the acquirements of the pupils. Classification is simply the grouping together of such children as may be taught simultaneously ; and if this were not done, every pupil would have to be taught individually, a course which could never be adopted. Classification, however, has not only the advantage of saving time, but it also creates a healthy spirit of competition, which will be of very great benefit to the whole class. The classification may be different in different subjects ; there may be one for arithmetic, another for reading, and so forth, or else it may be invariably the same group working together In all subjects. This latter plan is now almost universally adopted, although there are many powerful reasons in favour of the former. If the time-table be so arranged as to allow, say the last hour in the morning and afternoon for arithmetic, it would be easy to adopt aMouble classification, and the change might take place without inconvenience at recreation time.
(a) The ordinary group, collected for simultaneous instruction, is called a class, and usually consists of about twenty members (more or less), according to the size of the school and the teaching power available, rarely exceeding one-fourth of the entire number present.
(b) When two or more classes are joined together for simultaneous instruction in any subject, the aggregate is called a section.
(c) Parts of classes detached for practice in reading, spelling, tables, and similar subjects is called a draft.
In a school of eighty children, for example, there will probably be two sections, four classes, and eight drafts, and these need not be exactly equal in size.
In a single classification one subject is taken as the standard, and all others being regarded as secondary, and of less importance, are omitted in the estimation of the pupil’s acquirements. Reading, writing, or arithmetic may thus be used as the basis of the single classification.
Again, supposing the first classification to be based upon reading, this may be changed during the day for another based upon the arithmetical acquirements of the pupils. This is a form of double classification.
Again, if, in addition to these two, there was another classification based (say) upon the children’s skill in writing, this would be a form of triple classification.
In elementary schools the single classification is most frequently used. It may be based on reading or arithmetic ; but, as a rule, it is perhaps better to classify a child according to its worst subject, for the child will thus be placed in the most favourable circumstances. The classification should not be based upon writing, which is, to a great extent, a mechanical art.
2. Considerations affecting the Time-Tables.—Several things must be taken into consideration in framing a time-table, such as :—
(a) The number of assistants or pupil teachers employed in fheschool.
(b) The local circumstauces of the place, which must, to a great extent, determine the hour for commencing the school in the morning and afternoon.
(c) The subjects that require special instruction ought to receive prominence in the time-table.
{d) The kind of school for which the time-table has to be drawn up, whether mixed boys’ or girls’ school.
(e) The special wants of the locality as to instruction ought to be taken into consideration.
Having collected all the necessary information, the teacher may proceed to draw up a draft of his time-table.
Public Opinion says: “A class of 25 Chinese students is receiving instruction in telegraphy at Hartford, Conn., and many of the members are apt pupils. The other day one of them had assigned to him the task of learning the telegraphic code of symbols for the alphabet, figures, kc. He began his task at breakfast time, and by Doon had mastered it completely. Their teacher says that in all his experience of 15 years he bad never before known the task to be accomplished in so short a time This autumn the advanced students, to the number of 20, probably wili be sent to China, where they will be employed in practical work on lin ^8 which the ChincseGovernment contemplates establishing, or in acting as instructors of classes of their countrymen in the telegraphic system,”
CONTENTS
|
Rudimentary Science-Teaching |
Leaders ......... |
40-41 | |
|
in Schools ... ... ... |
34 |
Notes of the Month ... |
... 42 |
|
The Teaching and Superinten- |
Science and Art Gossip “ Mai Apropos ”... ... |
... 44 | |
|
denee of Women in Elemen- |
... 44 | ||
|
tary School ......... |
35 |
Statistics of Womankind- |
-The |
|
Instruction in Class Subjects |
Bills of Mortality ... |
... 45 | |
|
through Reading Books ... |
35 |
Victorian Education Department— | |
|
How to Increase the Efficiency |
Appointments...... |
... 46 | |
|
of our Schools......... |
37 |
Arithmetic and Algebra |
... 46 |
|
Visiting ............ |
38 |
Habit ... ... ... |
... 47 |
|
Notes of a Lesson on a Balloon |
39 |
Correspondence— Teacher’s Salaries ... | |
|
Time Tables ......... Answers to Correspondents ... |
40 40 |
... 47 | |
ANSWERS TO CORRESPONDENTS
Received.—Geo. Clarkson, A. Hemmings, Wm. Porteous, Thos. C* Lowther, “ 1366,” Thos. Brown, D. M’Phee, J. Watson, T, W. Bothroyd.
“ T._N.”—December 31, 1881.
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Books, music, and school appliances for notice, and all letters containing anything connected with the literary portion of the paper should bo addressed To the Editor. Every communication accompanied by the name and address of the sender (as a guarantee of good faith, though not always for publication) will be acknowledged ; but we cannot attend to anonymous letters.
BIRTH.
Tranter.—On the 16th August, at Gerangamete (1581), the wife of W. A. Tranter, H. T., of a daughter.
Australasian Scljunlmastir.
PUBLISHED EVERY MONTH.
MELBOURNE, SEPTEMBER, 1881. One of the greatest dangers which beset a State school system of education is the liability of the promotion of teachers being made the subject of political patronage. That a free, obligatory, and secular system of national instruction should be carried out by a Department of the State, and not be placed in the hands of non-responsible bodies, is too self-evident to require discussion. But it is as plainly to be seen that the efficiency and the consolidation of the system can only be secured by keeping direct political influence as far as possible away from the internal working of the Education Department. Once bring the teachers of State schools to see that, although they be Civil servants and, consequently, are under the control of the State, that Parliamentary influence will avail them nothing in an attempt to rise more rapidly in the Department than their pei’sonal claims merit, and the whole energies of the teaching staff will be directed towards the efficient working of the schools. Uncertainty upon this point cannot but work ill. Ambitious and active teachers will ever be found chafing under the delays which necessarily attend promotion in a walk of life which pre-supposes the existence of sobriety and morality. To such nothing less than the absolute certainty of failure by the use of other means, will patient study and faithful teaching become the pathway of advancement. On these grounds it is that we congratulate the teachers of Victoria on the course pursued by the Education Department in filling the head-mastership of the Bell-street State school. It is no secret that the most persistent efforts were made by a certain class of politicians to indoctrinate the Minister of Public Instruction— the Hon. J. M. Grant—with the pernicious idea that party ties should be paramount even in the appointment of State school teachers. A member of Parliament, it was contended, who had
served his party ought to be held to have a prior claim to the prizes of this Department as well as in every other branch of the Civil Service. Mr. John Sargeant—at one time a State school teacher a,t Hamilton—who relinquished his school a few years back and entered Parliament as a Berryite, but who had failed to regain his seat at the last Parliamentary election, became the nominee of this party. Fortunately for the scholastic profession, the Hon. Mr. Grant has proved himself loyal to the interests of our State school system. In acting upon the advice of the officers of his Department, by appointing Mr. Henry Jones to the vacancy at Bell-street school, he has done very much to allay the apprehension which pervaded the teachers, that promotion was not to be gained by the force of merit. While we feel some sympathy with Mr. Sargeant for the pecuniary loss he has sustained through his dabbling with politics, and shall be glad to find him working his way upwards in the Department as a teacher, we are satisfied that his candidature for the Bell-street school was a mistake. Had he been appointed a grievous blow would have been struck against the stability of our State school system. Discontent would have been more largely than ever spread through the ranks of the teachers, who would have had demonstrated to them that political influence, and not merit, gained position. It is no disparagement of Mr. Sargeant to say that the gentleman who has received the appointment—Mr. Henry Jones—had superior claims upon the Department. Whether compared for length of service, classification, or size of school, the preponderance of qualification is all on the side of the latter. Mr. Jones entered the service in the year 1855, and Mr. Sargeant not till 1869. Mr. Jones holds First Honours and a first-class training certificate, while Mr. Sargeant is but a Certificated Teacher. Mr. Jones held the position of head-master of a school having an allotment of 450-500, while Mr. Sargeant’s is only one of an allotment of 200. There is every reason to believe that the hon. the Minister of Public Instruction will pursue a similar course in filling up the vacancy created in school No. 1490, and indeed in filling up all subsequent vacancies. The secretary of the Department will be called upon to submit, for his approval, the name of the teacher who, on his merits, has the strongest claim to promotion. Should our belief prove to have been well-grounded,the hearty cooperation of the teachers in the working of our State school system of primary education may be confidently relied upon.
When dealing with the question of the classification of State school teachers, we pointed out how desirable it was that the appointment and the promotion of the teachers should be altogether removed from the sphere of political influence. So long as the Minister of Public Instruction held school appointments absolutely in his own hands, teachers would be sure to seek the aid of members of Parliament. Consequently, that the best way to rid the Department of all political interference with its working would be to place the appointment and the promotion of teachers in the hands of a Board, composed of the Secretaiy of the Department, the Inspector-General, the head of the Training Institute, one State school teacher, and one gentleman altogether disconnected with the Department. We are pleased to see that the subject has now been brought before the House of Assembly by the Hon. R. Ramsay, who at one time held the position of Minister of Instruction, and who, therefore, is fully aware of the unjustifiable character of much of the influence which members of Parliament bring to bear upon the head of the Department in reference to promotions. Speaking to the subject, Mr. Bam say said :—
“ It was quite imposible for a Minister of Education during the short time he held office to make himself even in the slightest degree acquainted with the qualifications and claims of the numerous teachers in his department, and he believed some of the most competent teachers of this colony had suffered from their claims being overlooked in favour of others with less claims, but whose claims were pressed by their political friends. When he was in office he always endeavoured to make the very best appointments he could. There never was a vacancy occurring in any important school in this colony without members of Parliament being importuned to see the Minister to endeavour to get the claims of different people brought under his notice. Since the death of Mr. Conlau, the teacher of the Bell-street State School, he had been written to by forty or fifty different teachers about the appointment, and had been interviewed by an equal number.”
4l
He then moved—
“ That in the opinion of this House all appointments to or promotions in the teaching staff in the Education Department should be made by the Minister upon the written recommendation of a board, consisting of the secretary, inspector-general, and the head of the Training Institute."
It will be seen that the Hon. Mr. Ramsay would confine the Board to the officers of the Education Department, while we would place upon it one State school teacher and one gentleman totally disconnected with the department. We still think that, on consideration, a Board constituted on these lines would be more acceptable to the teaching profession and to the public than one solely confined to the officers of the Department. The object of the creation of a Board is to free the Department from direct political interference, and to give confidence to the teachers that promotion in the service is a question of merit and nothing else. The teachers have the highest respect for the judgment of the gentlemen included in Mr. Ramsay’s motion, but would, we are sure, rather be dependent upon a composite Board than one purely departmental. The presence of a representative from the teachers (such as, for instance, Mr. James Smith) and a gentleman of scholastic standing (such as Mr. E. E. Morris, or other head of some other public school) would be a source of strength to the Education Department. Without doubt, the recommendations made by the officers of the Department would be endorsed, while teachers affected would have the assurance that full consideration had been given to their claims. We would press this view of the case upon members of the Assembly who have not yet addressed themselves to the subject, and would suggest that the motion before the House should be amended to meet it.
A
The Report of the Committee of Council on Education for England and Wales just issued (says the Schoolmaster') comes later this year, and only brings the record of work up to 31st August, 1880. It is cast upon the same lines as previous reports, with a few additions and omissions, and little, if any, indication can be gained from it as to the expected changes in the Code. Like its predecessors, it is evidently—though the pleasant fiction of reporting to her Majesty is retained—designed for the public ear. Comparing the report with that of last year, the changes of structure are worthy of notice. The whole paragraph decrying the “ educational proposals of a more abitious character than is recognised by the Code,” and apparently sneering at “ schools purporting to be elementary,” is omitted, and instead of the regulation restricting specific subjects to children in Standard V. and upwards, “ We are sorry to find,” say Earl Spencer and Mr. Mundella, “on examining the school returns connected with this subject, that the education of so many children of ten years of age and upwards is discontinued as soon as, by passing the Fourth Standard, they are freed from the obligation to attend school, and become entitled to go to work. Of 231,485 children presented in that standard in 1879, as many as 92,258 disappeared from our schools in 1880; while the 115,011 scholars in Standard V., of 1879, fell in the year to 52,625.” While upon this subject it may be well to note that the paragraph respecting the teaching of class subjects through reading books is retained, and the practice apparently commended. The hope expressed last year by the Duke of Richmond and Lord George Hamilton that improved school books will be forthcoming “seems likely, their present lordships think, to be ere long realised.” Their lordships also draw attention, for the first time, we believe, to “ the great and increasing proportion of female teachers now finding employment in elementary schools. In 1869, for every 100 teachers of each class, 48 certificated teachers, 60 assistant teachers, and 57 pupil teachers were female teachers ; these proportions have increased in 1880 to 57 certificated teachers, 66 assistant teachers, and 66 pupil teachers. The number of female pupil teachers in 1869 was 7,273 ; they now number 20,934, an increase of nearly 188 per cent. The male pupil teachers, who numbered 5,569 in 1869, have increased to 10,636, or by about 91 per cent.” One other novelty remains to be mentioned. The gradual improvement in the number presented in Standards IV-VI is attributed, but with some hesitation, to “ the provision of the Code which makes the payment of certain grants
depend upon the proportion of scholars examined in the three upper standards. That proportion has risen from 19 98 in 1875 to 24-61 per cent, in the past year, and there is no reason why it should not rise still higher. In Scotland, the proportion, which was only 18*77 in 1875, is now 33"62 per cent.” Managers and teachers who know how utterly this percentage is, in most cases, beyond their control, and feel the gross injustice of this provision of the Code, will feel that it is rather in spite than in consequence of the action of the department that the number of the higher standards has increased.
Having exhausted the novel features of the report, we will return along the old lines and glance at the results of the year’s work as revealed on the surface of the report, and by a comparison between it and that of last year. Earl Spencer and his colleague would appear to have been more sanguine than their' predecessors; for, whereas they could say that in many important respects very considerably progress continues to be made, the president lords substitute some for many, and are content to record considerable progress. The average attendance has improved from 2,594,995 to 2,750,916, and of these the number who passed the standard examination without failure in any one of the three subjects has risen from 1,084,622 to 1,188,244, and the percentage of scholars who passed in reading, writing, and arithmetic this year was 88-25, 80 44, and 74-9, compared with 87*53, 80-08, and 73-87 last. It will be noticed in the report that the percentage of passes in the Board schools was in each case rather greater than in voluntary schools. The managers would do well to take this to heart, and, by offering greater inducements and providing more efficient staffs, encourage the best teachers to stop with them. The general accommodation has increased 2438 per cent., the average attendance 6-01 per cent., 'and the number individually examined 8T9 per cent. Although not apparent from the report, the “ local effort” in voluntary schools has diminished. There is a falling-off in subscriptions of nearly £15,000, and a diminution of 5,634 in the number of subscribers. The annual Government grant rose l|d. a head on the average attendance in 1879, and 2-J-d. in 1880, while the estimate for the current financial year is an increase of 2|d. per head. There is increase and improvement all along the national line, except under the head of Night Schools. Teachers, who know what difficulty there is in keeping a night school together, and who have, in addition, experienced the harassing and discouraging action of the Department with regard to them, will not be surprised to learn that, while there were in 1879 1,561 schools examined, in 1880 there were but 1,363, and that the scholars examined declined from 45,698 to 38,493. We have said that this was the only exception in the general advance ; but some will be disposed to doubt it. Their lordships last year estimated the measure of “ future requirements” for the supply of teachers at 83,000 ; this year “ the increasing employment of adults in place of pupil teachers” leads them to place it at 35,000, and they declare that “ the supply of teachers is now fully sufficient to meet the requirements of the country.” Surely the country and trained teachers and their friends had a right to expect a statement more in accordance with the facts of the case. To those who completed their training twelve months ago and have no appointment yet, and to the crowd of older men who have been ousted by their younger brethren, and seek situations in vain, it will sound like cruel irony and mockery to tell them that the supply of teachers is fully equal to the demand. Bitter experience teaches them it is far in excess. Asa set-off, it is pleasant to learn that there is an increase, though very slight, in the average salary of masters and mistresses, £120 11s. 9d. for the former having risen to £121 2s. 7d. for 1880, and £72 3s. 2d. for mistresses, having increased to £72 12s. Sd. It is curious to note that, while 31,422 certificated teachers were inspected during the year, the average is struck only on 30,183. Were those omitted— whatever may be the reason for the omission—the best or the worst paid ? A fact which would appear to show our transition state, and which calls for serious attention, is the decreased proportion of trained teachers in charge of schools. Taking the masters, 60-12 in this report had been trained for two years; in the last the proportion was 60’27, and in 1878 it
stood at 61-32 ; while the untrained show an increase in the corresponding years, the percentages being 29 4, 28*16, and 26-12. A comparison with earlier years would show a much larger relative increase in the employment of untrained teachers, while a contrary movement is going on in the supply of trained teachers to our secondary schools. We have only space to note that, whereas ninety-eight teachers who “had satisfied the conditions of the minutes''’ applied for pensions, only fifteen received them in England and Wales, and three out of sixteen in Scotland. What greater argument could there be for an increase in the amount available from the sum which accumulated while the minutes were in abeyance?
it'otes .of i\t Utontij.
The Attorney-General of New Zealand notified last month that he would move amendments in Dr. Menzies’ Education Bill to the effect that Bible-reading shall be restricted to twenty minutes before school hours, and that it shall not be compulsory on any teacher or child to attend such reading. The Bill was passed through the Council with these modifications.
The Auckland Education Board have yielded their intention of consulting school committees as to the appointment of teachers by writing to the Auckland City School Committee to confer with them respecting the filling up of present vacancies in the city schools. The board has also conceded the point in dispute with the Grafton Road School Committee, namely, the appointment of teachers without consulting the committee.
Successful University students of the Auckland district were on Monday, the loth ult., presented by Bishop Cowie with diplomas at the Choral Hall, Auckland.
Ox Friday, the 26th ult., the usual meeting of the Southland Institute (N.Z.) was held, when two very instructive papers were read, one by the Rev. Mr. Patterson on the “Anatomy, Physiology, and Habits of Ants,” and one by Mr. Stewart on the “Formation of Lake Wakatipu.” Two new members were elected in the persons of Mr. Robertson and Mr. Drensford.
Mr. James Fulton, member of the New Zealand House of Representatives, writes re the Bill concerning the reading of the Bible in schools :—“ I make no attempt to defend myself or Mr. Dick from the imputation that we have shown indifference or changed our opinions because Cook’s Straits have been crossed. Each can answer to his constituents, and, through them, to the friends of Bible-reading in our schools. I still hold, and am prepared to assert in the House, that a cruel wrong has been inflicted on our children, in the interests of a small minority, and that the present agitation will continue until right be done.” *
The public schools of Invercargill were ordered to be closed for a term, commencing on the 25th ult., in consequence of measles having broken out in an aggravated form in that district.
The following memorandum from Mr. Hislop has been issued by the Invercargill Education Board, regarding the enforcement of the compulsory clauses of the Education Act, 1877 :—“I have the honour, by direction of the Minister of Education, to forward for the information of the board the enclosed copy of the regulations of the Police Department, relating to the enforcement of the compulsory clauses of the Education Act, 1S77, and to say that he will, on the application of your board, ask the Hon. the Minister of Defence to authorise the Police Department to assist any school committee within the Board’s district in the way indicated by the regulations, whenever requested to do so by the committee.” The following are the regulations referred to:—“The police will cautiously ascertain whether on their beats, patrols, or sections there are any children, over seven and under thirteen years of age, not attending school in contravention of the law, and if so, they will make a note of the facts, taking the names of the parents or guardians, at the same time (where necessary) explaining to them the law relative to school attendance. In cases where the law is so contravened, reports thereof are to be made, so that the school committee, or clerk thereto, may issue notices as provided by the Act, third schedule. If, after the service of these notices, the contraventions still continue, reports are again to be made, so that the school committee, or clerk, may institute proceedings. The police will serve both notices and summonses, attend court to prove cases, and render such assistance as they can to the Education Committees, in enforcing the compulsory clauses of the Act. ”
A Wellington school committee have, says a N.Z. paper, issued a circular stating that they have deemed it advisable to make a regulation to the effect that each scholar will be asked to contribute 4s. per annum towards expenses of printing, stationery, and repairs, cleaning and other petty charges. This has raised the indignant wrath of at least one parent, who tells the committee that the demand is illegal, and that the ingenuity of its members is at fault, if they cannot economise their expenditure so as to meet their income without trying to impose a most objectionable tax, the imposition of which, if successful, would destroy the principle of free education.
The monthly meeting of the governors of the Invercargill High Schools Board was held on Monday, August 29, when there were present— Messrs. Wade, Lumsden, Johnson, and Watson. Mr. Lumsden’s period of office as chairman of the board having expired, he was re-elected by
a unanimous vote. The head mistress of the girls’ school reported that there were 4S pupils on the roll last mouth, the average attendance being 38'45, which should be considered satisfactory, seeing that measles was prevalent, and the weather had been bad. The head master of the boys’ school stated that his average attendance had been 45, the number on the roll being 54. He drew attention to the fact that, being rainy weather, one of the class-rooms was uninhabitable, owing to the roof not being waterproof. It was decided to call the architect’s attention to the fact. The matter of the sale of a block of land of a 1,000 acres, in the Wairaki district, was considered, but no action taken.
A meeting of the Invercargill school committee was held on Tuesday, the 30th August, when Messrs. Manson, Yule, Johnston, Sloan, and Hawson were present ; Mr. Hawson occupying the chair. The head master of the South public school reported that the attendance during the past mouth had been unusually small owing to the sickness prevailing. From 75 to 100 on an average had been absent through measles. The roll number was 525. The percentage of passes gained at the last annual examination was higher considerably than that of last year. Mr. Gun, of the central school, reported that the number on the books was 574, the average attendance for the last month being 447. The low average he also attributed to sickness. Mr. Orr of the North public school reported that the attendance at his school had been very irregular for the same reason. His average was 169. The percentage of passes gained at the annual examination was 79 aud a fraction, the highest yet attained. The committee expressed its approval of the action of its chairman in closing the schools, and empowered him to keep them closed until the epidemical sickness abated.
Ax Napier, N.Z., the Bible in Schools Association have received returns from schools comprising 525 scholars ; 156 parents, representing 360
children, declare in favour of Bible-reading, and 34 parents, representing 84 children, against it.
The Education Act Amendment Bill, providing for the reading of the Bible in public schools in New Zealand, on being brought down to the House of Representatives from the Council, the first reading moved for was negatived without division.
At a meeting of the council of the Queensland University, on the 1st inst., it was decided, in compliance with a request from the Melbourne University, that students who have passed in the matriculation examination at Melbourne and Sydney shall be exempt from passing a similar examination there, provided they pass in Latin.
Tenders were received by the Queensland Education Department for the erection of a State school at Maryborough, on the 22nd ultimo. That of Messrs. G. and E. Negus, at six months, was the lowest at ¿2,095.
It has been notified by the Queensland Government that examinations for scholarships to grammar schools will be held on the 20th and 21st of December next, in subject prescribed. Candidates are to be nominated by the head teachers of the schools at which they attend, and only such a3 are likely to succeed, and if successful, to attend a grammar school, are to be nominated. The examinations are to be held at Brisbane, Ipswich, Toowoomba, Warwick, Gympie, Maryborough, Rockhampton, and Townsville, and at any other places, with respect to which applications may be made and approved, and scholars from any school maintained by the State may present themselves at those places. The awards will not exceed 60 in number—45 will be available for boys and 15 for girls—and scholarships will be awarded only to candidates who are reported as being of sufficient merit. The scholarships will be tenable during good behaviour and the pleasure of Parliament for a period of three years. The minister will pay to the trustees of the grammar school, which the scholars elect to attend, the fees prescribed by the bye-laws and regulations of the school for the instruction of such scholar therein, and will also pay, once in each year, the reasonable travelling expenses of the scholar to and from the nearest grammar school and the residence of his parents.
The Nawango correspondent of the Queenslander says:—“Our proposed School of Arts has not commenced operations yet, although the necessary officers are appointed and premises rented. An order has been forwarded to Brisbane for a parcel of books, and donations of others have also been promised.”
A circular published by the trustees of the Brisbane Grammar School, in reference to the establishment of a permanent girls' school, states that pupils attending the inaugurated school exceed 80. The State at present grauts £500 annually towards the support of the school, but as this grant is dependent on the will of Parliament, it may be withheld in any session. Under the Grammar Schools Act it is stated a sum of not less than £1000 must be raised by donation or subscription to entitle the school to Government aid. Should this sum be raised the trustees are entitled to a further sum of £2000 from the Government, and to an endowment in land, and an annual grant of £500. Should £2000 be raised the grant from Government would be £4000, and an annual sum of £1000. The girls’ grammar school would thus become a separate permanent foundation, and it is hoped an increased interest in the school will be taken by ladies who may be elected to the Board of Trustees. The circular further states that the continued existence of the girls’ grammar school depends to a great extent upon the success of the present effort, and parents ought no longer to expect public funds to be applied for the benefit of their children unless they do what the law requires to entitle them to the aid they wish to receive. The trustees will receive subscriptions in money, or aid in any form that can be converted into money. Subscriptions may be made payable over twelve months on promissory notes or otherwise. For every sum in excess of £30 a remission of half fees is made in favour of one or more pupils.
A new grammar school was opened at Maryborough, Queensland, on the 5th inst. The head teachers engaged, Mr. Murdoch and Miss Budgett, are spoken of as being ef the highest efficiency.
Dr. Bride, late librarian of the Melbourne University, was presented on Tuesday, the 16th ult., with a gold watch and guard, together with an illuminated address, as a token of the gratification felt by all connected with the University at his promotion to the office of librarian of the Melbourne Public Library. The presentation was made by Dr. Brownless, the vice-Chancellor, in the presence of distinguished company.
I he death of Mr. Justice Stephen left a vacancy in the Council of the Melbourne University, for which the learned and Hon. Dr. Hearn, as a representative of the teaching body, is the only candidate.
A YOUNG Australian student has lately distinguished himself at Cambridge University by taking the degree of Bachelor of Arts. He is Mr. S. C. Gilmore. son of Captain Gilmore, of Tasmania.
At the last monthly meeting of the Ormond College Council a letter was read stating that the Rev. W. R. Wade nad presented 43 Bibles in different languages to the College library, on behalf of the Victorian Bible Society.
The Sydney Gazette notifies the intention of the Government to establish new public schools at lngiong aud Marina ; also that evening public schools will probably be opened at Adamstown, Hamilton, and Tamworth.
On Saturday, the 20th ult., the annual commemoration in connection with St. John's College, affiliated to the Sydney University, took place, when a great number of the Roman Catholic clergy and laity attended. Archbishop Vaughan delivered a long address, urging upon graduates the importance of forming some grand scheme of life and study.
The Grafton correspondent of the Sydney Mail says :—“ A new school has been opened at Eatonswill. A school has long been wanted for this locality, and the inhabitants are very pleased in thus obtaining the appointment of a master. The attendance is now about 30, and shows the necessity that existed for this school, which has been open only for a fortnight.” The school building is rented, and is intended as a makeshift until a proper building can be erected.
A Bible-in-Schools Association has been formed in Adelaide. Its object is of systematic Bible-reading and teaching in school hours.
An entrance and scholarship examination is to be held at the end of the present month in connection with Christ’s College, Hobart. The following scholarships will be offered for competition :—Two clerical, for sons of clergymen ; one medical, for sons of medical men ; one Franklin, for sons of residents in Franklin district, and one magistrate’s.
The Hobart Mercury congratulates its constituents on the return from England of Mr. Alfred Dovar, who on going home proved himself a most successful classical student at Cambridge, lie closed a biil-liant career at Cambridge lately by being awarded the degree of LL.D.
We take the following from the Hobart Mercury :—“ An interesting occurrence took place at the Macquarie-street public school a short time ago, when the teachers and scholars presented Mrs. Hammett with a testimonial upon her resigning her position as mistress of the school. Mrs. Hammett has been a teacher under the Board of Education for more than a quarter of a century, having been connected with the Battery Point, Victoria, and Glenorcliy schools. She has now resigned to enjoy the rest she so justly deserves.
At the last monthly meeting of the.Victorian Academy of Arts, held on Tuesday, the 13th inst, there were present all the members, Mr. Chester Earles, the President, occupied the chair. A copy of the rules and report of the Art Society of New South Wales was presented, and a notice received that the exhibition in connection with that society would be opened in the Garden Palace, Sydney, on the 3rd of October. A letter was read from Mr. C. W. Foster, resigning his seat in the Council. It was decided to write a reply asking Mr. Foster to hold his seat until the annual meeting, which takes place next month. Messrs. Earles, Shaw, and Goldshaw were appointed to draw up the annual report and balancesheet. Mr. Edwards gave notice of his intention to, at next meeting, bring the matter of the election of academicians forward. A goodly array of sketches, the produce of the month’s work of the sketching club, appeared upon the walls.
Technical Instruction and the Education Department.—The London correspondent of the Manchester Examiner says : “ 1 understand that Mr. ¡Slagg, M. P., has, at the request of the Education Department, undertaken, in conjunction with Mr. B. Samuclson, M.P., and another member of the House of Commons not yet named, to visit various parts of Europe during the autumn with the object of inquiring into the working and methods of instruction adopted in technical schools, especially those of France and Germany. The investigation will occupy the greater portion of autumn, and Mr. Slagg will, when it is concluded, compile a report embodying the result of his observations, the other members of the Commission probably doing the same, each confining himself to the departments of industry with which he is particularly acquainted. I have reason to believe that the Education Department contemplates the establishment of a complete system of technical education in this country, and the labours of Mr. 81agg and his colleagues will supply what information is wanting in order to attain so desirable an end. It will be recollected that last year Mr. Mundclla himself made a private investigation into the systems of technical education pursued in several parts of the Continent, especially in East Prussia, and the result of his inquiries so impressed him with the importance of the subject as to induce him to consider the advisability of formulating an efficient scheme for application to this country, which the Department hopes to be able to do when the Commissioners have concluded their labours.”
The Scientific American says that a solution of water-glass has been used extensively as a vehicle for certain pigments to form paints known as silica paints. For the paints used in England, however, that go by that name, oil and other common ingredients are used as the vehicle. Water-glass was discovered in 1640, by a German named Von Helmont, who found that when, in the preparation of glass from sand and alkali, an excess of alkali was used, the glass dissolved in boiling water. It was not until 1828 that water-glass, as now known, was prepared and utilised by Von Fuchs in stereo-chromy, or solid colour painting. '1 his glass is known also by the names, soluble glass and silicate of soda. It has many valuable properties, In cold water it is nearly insoluble, or dissolves very slowly. In boiling water it dissolves with facility, and remains in solution after cooling. Water containing 30 per cent, of the glass in solution is of a syrupy consistence, and may be used as a varnish. On drying, it forms a glassy coating that resists moisture and change of temperature very well.
Regarding the barometric change of the British Isles, the superintendent of the Kew Observatory, Mr. G. M. Whipple, F. M.S., reports :— “ 1. That the average rate of horizontal motion of barometric changes is about 53 miles per hour. 2. That the mean rate does not vary to any great extent from year to year. 3. That the maxima travel with a somewhat greater velocity than the minima. 4. That the rate of horizontal motion is somewhat diminished as the chauges pass northward. By far the greater number of changes traverse the country at rates between 30 and 60 miles an hour, but transits at the higher velocities are rather infrequent. The mean S W.-N.E. velocity of 53 per hour, if resolved into
N. and S. and E. and W. velocities by the ordinary method of the parallelogram of velocities, gives a resulting movement of 38 milesperhour in a west-east direction.” This, Mr. Whipple says, may be taken as the normal rate at which barometric changes traverse the British Isles.
THE Barrow Shipbuilding Company are building, to the order of a French firm, a steamer to be 460 feet long by 50 feet wide and 37 feet deep.
From experiments recently made, M. Gangrain and Count Du Moncil deny that moist air conducts electricity. The practical inference from their experiments is, that the losses on telegraph lines may be attributed mainly to such things as condensation of moisture, attachment of conductive dust, carbonaceous deposits, spiders’ webs, or contact of branches of trees with the wire, the loss by conduction of moist air being very small.
The removal of black ink from parchment may be accomplished iD the following way :—Moisten the spots first with a strong solution of oxalic acid, then with a clear saturated aqueous solution of fresh chloride of lime. Absorb the excess of liquid from the parchment as quickly as possible with a clean piece of blotting paper. Dry thoroughly between blotting pads under pressure.
For the determining of gravity, Prof. Respighi, of Campodoglio, has, after experimentation, fixed upon the following method as reliable : — lie uses a pendulum with a lead ball about 9£ kilos in weight, and a steel wire 0 6 min. in diameter. A sharp iron point at the extremity dips in mercury each oscillation, so as to give passage to the current of a chronograph.
AN improved gas engine has been patented by Mr. George Wacker, of New York. The invention consists of a gas engine having its piston-rod pivoted to the frame of the machine, to which guide-rod one end of the connecting-rod is pivoted, at. or near the joint with the piston, whereas the other end is attached to the crank of the fly wheel. The object of the invention is to utilise the power that is obtained by the explosion of gas in a closed vessel, and to utilise the power produced by t) e pressure of air on a piston at the outer end of a cylinder in which a vacuum has been formed by an explosion.
Carbon tracing paper is prepared by rubbing into a suitable tissue, a mixtu re of six parts of lard, one part of beeswax, and sufficient fine lampblack to give it a good colour, The mixture should be warm, and should not be applied to excess.
A French medical journal states that a new exhilarating compound has been discovered. The discovery was made bv a doctor attending a woman of 62 at the infirmary of the Alaison dc Itctraite, at Rheims, to whom he applied tincture of ergot of rye fur disease in the knee. Fearing an unfavourable turn, the doctor thought to strengthen the action of the medicament with phosphate of soda, and so combined a little of both substances in a quarter of a glass of sweetened water. The patient, about three-quarters of an hour after takmg this surprised the inmates by bursting into loud laughter without obvious reason, and this continued for more than an hour intermittently. The laughter seemed to be associated with merry ideas, and to indicate a kind of intoxication. For some time after the woman ceased laughing, she seemed in great good humour. Dr. Luton, the physician attending, observing the good effect resulting, administered the substance again, when it had the same effect. Other women were also given the medicament, and they experienced like sensations. In the case of men taking it, it. does no more than produce a colouring of the face, a giddiness, and a slight headache.
Harp concerts are becoming fashionable in London. Herr Aptomas, a skilful player, has been giving performances of Mendelssohn’s and Handel’s chamber pieces, much to the delight of large and competent audiences. *
The “ Origin and Perpetuity of Classical Literature” was the subject of a lecture delivered at Hobart, on the 7th instant, by the Rev. E. Kelly. The first age of literature, he said, was the “fabulous,” a period of 200 years, from the victory of the Hellenes over Pelasgi, down to the fall of Troy. The “ poetic ” was next, a period of about 590 years, from the fall of Troy to the commencement of the archworship of Solon. Then came the “Athenian” age, from the arch worship of Solon, 594 B. C., to the accession of Alexander the Great, 336 B.O. The fourth was the “ Alexandrian ” age. It lasted 190 years, to the fall of Corinth in 146 B.C. The “ Roman ” age lasted 476 years, namely, to the founding of the Empire at Constantinople, A.D. 330. The last age was the “ Byzantine,” which lasted 123 years, namely, to the fall of the Eastern Empire, A.D., 453.
From experiments recently made at Munich, as to the motion of air in drains, it has been found that the motion of the air is mostly downwards. Tbe draught in the lower portion of the drain’s system is stronger than in the upper. Upward currents occur but very seldom, and they are limited to very short portions of the drains. The prevailing direction of the wind has no marked influence on the direction and velocity of the air current in drains. The temperature of the drainair was, on an average, 3‘2 degs. to 5'6 deg., and lower than that in the open air, but the observed air movements in the drains are not explained by this. Where house-drains join street-drains the air goes oftener outward than inward, and this partial movement is also independent of the prevailing wind direction. The motion at such places is not constant but variable. Through these junctions, when near the houses, an exchange of air may occur between one house and another, if efficient water-taps are wanting. The predominant downward air-current appears to be due simply to the current of liquid matter.
“ MAL APROPOS.”
Ladies frequently favour society with conversation founded upon purely domestic matters, only appropriate to the home circle. They freely indulge their friends with copious details of their particular grievances, and other equally private matters, which, although of paramount interest to themselves, are devoid of interest to the strangers before whom they are related. At a luncheon, for instance, where perhaps five or six people are met together, two or three of whom are strangers to the rest, a talkative lady, who has not an idea beyond her nursery and her household, will monopolise the attention of the hostess and usurp the general conversation by an open and animated exposition of some recent experience of her own, the scene of action being either the kitchen or the nursery. Wherever these ladies are encountered—and the class is a numerous one, so that the probability of meeting one of them amounts to almost a certainty—they will, if they can only make an opportunity, bore their friends in public as they have bored their husbands in private. A sensible woman does not take the world at large into her confidence, and, when desirous of unburdening her soul to some female friend and counsellor, does so in the privacy of a tête-à-tête. At these small luncheon parties, so small that every observation is heard by all, and where, when one person insists on talking clown the others, she is generally allowed to have her way, it cannot be supposed that such conversation can prove other than intensely tiresome to those thus obliged to listen to it.
Another description of an inveterate talker, perhaps equally irritating, is the lady who may be looked upon as a talking abridgment of “ Who’s Who?” She delights in dilating upon the subject of the relationships and connections of her friends and acquaintances on the principle that, “If Dick’s father is Tom’s son, writ at relation is Dick to Tom ?” This subject is to many as bewildering as it is puzzling, the people under discussion being seldom of sufficient interest for their various degrees of relationships and their numerous family tics to be constantly borne in mind ; but this want of interest by no means damps the ardour of a lady bent on improving the mind and assisting tbe memory of the company in general from her fund of information. She requires but very little to start her on her way ; she is not one of those ladies who are at a loss for a subject, as she has always her especial subject at command. She merely requires a slight hint as to the locality or particular county from which one or other of the guests may have arrived, when the individual is at once attacked with “ D > you know the B’s ? they arc near neighbours of your friendsthe C.’s,”&c. A lady whose ideas run in this groove is ever anxious to add to her stock of knowledge, and she generally possesses a certain kind of cleverness worthy of a better cause, which enables her to put an indirect question when it would be almost impertinent to put a direct one ; and, having extracted the information as to where one of the guests has been staying, she would probably follow it up with the further question of “Who is Mr, A.?”
This inquiry is a very favourite one with a lady of this description, and she is ever putting the question of “ Who was she?” in reference to every married woman mentioned in her hearing : while, with regard to every man who may be mentioned, as she cannot say, “ Who was he?” seeing that is what he was, she chauges the form of inquiry into, “ Who was bis father? ’ or, “ Whose son is he ?” By this means she amasses a vast number of bold facts on the subject of connections, relationships, and inter-marriages. She also greatly concerns herself wRh the question of dower, and as to whether a certain young lady brought her husband any money on her mariage, or whether she was a dowerless bride.
There arc many ladies who have been well educated according to the general standard of home education, amiable, good-natured, pleasant people in all relations of life, but who have never been credited with too much intelligence from their youth upwards, and wbo. when endeavoring to express any opinion or even intention of their owe, become verbose and hazy, through a habit of not concentrating their ideas. Thus they usually take the longest and most circuitous route to arrive at a given point, and wheh the goal has been at length reached, and the thread has been wearily followed through many windings and turnings, and vagarious wanderings from the main line, they, fearing that they have not been sufficiently explicit, and having a vague idea that perhaps they
have rambled a little on their journey, commence to retrace their steps from their first halting place, or from some point where they fancy they may have been a trifle obscure. These ladies arc quite distinct from the Nickleby order of lady, being superior in many respects—if not with regard to intelligence and sense, not being prosy and elderly, but young and handsome, or middle-aged and comely, yet belonging to that type of woman whom a man in his anger would be very apt to term a goose.
A touch of irony or a soupçon of sarcasm is lost upon ladies of this temperament, their perceptive powers not being keen enough to detect it ; and, as they are devoid of humour, they fail to see the point of any joke, even when it is turned against themselves. This imperviousness to the shafts of ridicule stands a woman of this sort in good stead, as her amour propre is never wounded, her equanimity never ruffled, and when she says a foolish thing, and lays herself open to be laughed at, her unconsciousness of having said anything more foolish than usual saves her from being disconcerted or put out of countenance, as a more sensitive or highly strung woman would naturally be. These ladies have also a happy knack of touching upon a person’s weak point, and if there is one thing amongst all others they should not approach, they are sure to arrive at it before long ; so, finding themselves on delicate ground, they apologise elaborately, the apology being more exasperating than the offence. These home thrusts are more often than not made in the presence of anaudience, whichgives an additional sting to the idle words ; the victim knowing peifectly well that those unacquainted with the story will, on the first opportunity, ask for details of it at the hands of a fair and foolish friend.
Again, if a secret sorrow should exist in any family through any calamity, affliction, or disgrace having overtaken one of its members, these needless women, by their random and careless remarks, unwittingly succeed in inflicting a good deal of unnecessary pain ; and when they have drawn the bow at a venture, they are not clever enough to extricate themselves from the situation until the arrow has been well driven home.
Mal-apropos remarks such as these are sometimes made even by people possessing both tact and discretion, the difference being that on discovering they have inadvertently said the wrong thing, they are equal to changing thè subject without allowing it to be perceived that they are at all conscious of having wounded anyone’s susceptibility. The former type of woman is quite distinct from the gossip-loving one : the gossip-loving lady is always a bit of a mauvaise langue. The recording the doings, the misdoings, and sayings of one’s acquaintances, of which genuine gossip consists, would be tame and lacking in interest if devoid of a certain raciness and spiciness, which ingredients are generally added by the retailers of the article in question. “ The mixture of a lie doth ever add pleasure,” and a story loses nothing by the telling. The lady who makes it her metier to chronicle all the mischances and mistakes of her friends, seldom puts the best construction upon them, or is ever inclined to give them the benefit of the doubt, neither does she inquire too closely into the truth of the narrative, lest, were she to do so, there should be nothing left to narrate, and “ Othello’s occupation gone.” Thus, many a cariami circulated to-day is contradicted to-morrow. The bold gossiper, however, in time gets bowled out, and her stories, though listened to and laughed at, are never believed. Her friends, knowing her weak point and her special temptation, say carelessly, “ Oh, if that is one of Mrs. K.’s stories, I don’t suppose there is much in it.” Kind and generous actions and kindly speeches are not, as a rule, repeated with much alacrity by the gossip-loving world. There is no capital to be made out of such, no merit accrues to the narrator, and no amusement to be extracted from the recital of another’s goodness. Thus, gossip turns a deaf ear to all that is praiseworthy, lending a willing one to all that is the reverse. In contrast to the gossipy lady may be mentioned the one who prides herself upon telling her friends “home truths.” Estimable as her character may be, she yet succeeds in placing goodness, as she personifies it, iu an unamiable light, and those who stand in fear of her probe give her as wide a berth as they well can. There is, perhaps, nothing easier than to put a girl, a woman, or even a man, for the matter of that, out of conceit with their garments, You but tell a man that you notice a wrinkle on the shoulder of Ins coat, or that the set of the sleeve is not quite perfect, then the coat is at once despatched to the tailor, and it is doubtful if it is ever thoroughly again received into favour ; while to disparage any article of a woman's attire, fiom a bonnet to a boot, is fatal to any satisfaction she may feel in wearing it, even if she has the strength of mind to venture on doing so. There is no merit attached to the telling of home truths, which are as uncalled for as they are unwelcome.
Another type of woman frequently encountered in society is the plausible, specious, but selfishly insincere one, designated by those who know her best as a thorough humbug. Although not intending to be directly untruthful, she is very far from being accurate, and it is even doubtful if she endeavours to bend her steps in that direction, and strangers consider her delightful, until they have known her long enough to discover that she is dangerous—By the Author of “Society Small Talk” in The Queen.
At a meeting of the Council of the Melbourne University, held on the 5th inst., at which the Chancellor, Sir William Stawell, presided, and 16 members attended, it was resolved to relegate the appointments to the vacant professorships to a special meeting for the purpose. The offer of Professor Elkington to lecture on logic till the end of the year was accepted. Mr. W. C. Kernot’s offer to continue lecturing on elementary natural philosophy for the same term was also accepted. Regarding the recommendation of the senate that it might be advantageous to found a chair of moral philosophy, it was decided as being inexpedient at present to adopt the recommendation.
STATISTICS OF WOMANKIND—THE BILLS OF
It may be urged against the subject of this article that it is gloomy and uninviting, and not suitable for the columns of a paper whose mission it is to chronicle the affairs of life. But life is not all sunshine and easy going, for this, indeed, is given to few in the present day ; and while it is not to be denied that the age. as far as society is concerned, is one of great frivolity, it is also one of great earnestness and seeking after practical knowledge. Of all the periodical literature of our time (and there is an embarrase de richesse for this particular kind of reading) there is none so full of interest and startling facts as a certain Blue Book presented to the British public once a year by the Registrar-General, and dealing with the social obligations of every man, woman, and child in this island. It is a book full of stern truth and wholesome warning for the living, and those who know how to extract from the columns of figures the instruction therein contained, will do well to study it minutely. Although it is true that the bills of mortality from the principal matter in the Re 'istrar-General’s report, there is reading of a pleasanter character, appealing to the matrimonial instincts of men and womankind ; but the main current consists in the most minute and searching analysis of the sanitary ills to which flesh is heir, culminating, as they must, of course, all do at the cemetery gate. Cemeteries and churchyards are not exactly the spots where youth and fashion delight to disport themselves, but, for all that, they are very often charming in their outward appearance, and an attraction to many who are not averse to spending a quiet hour apart from the noise and racket of the world ; and on the same principle it is worth while trying to understand some of the lessons which this Blue Book teaches u . No portion of it is more interesting than that which shows how many persons in England and Wales «lie otherwise than by illness—or, in other words, come to a violent end— and in the few pages which chronicles these figures, are summed up the mysteries, not only of London, but of every town and village in the kingdom—the mysteries of dark, wretched lives and still more wretched deaths. _
It is a rather startling thing to find that out of a total population in England and Wales of 26,165.336, no less than 12.869 died during 1879 by violent deaths, and that of this number 4769 were females, old or young. The female element is of undue proportions, because men are naturally exposed to so much more of the wear and tear and accidents of the day than are women. All the incidents of life arc intensified iu the man, who has to undergo a very much larger share of the risks of the streets and the road, the risks of machinery, the chances of war and battle ; and we should certainly expect to find that the proportion of female deaths by violence much less than it is. The feeling of surprise, however, is partly lessened when we examine the ages at which these deaths occurred. The deaths of children under live years old—infants, in fact—were 1809, of whom 884 are reported to have arisen from asphyxia, or suspension of respiration. Of these, again, 537 so far may be said to have died in their beds, although they were the victims of suffocation from slipping under the bedclothes, or still the more fatal mischance of being overlaid by the mother while asleep. Suffocation during the taking of food, or, in other words, choking, also did its part in taking off a good many infants ; but this has been a cause of death very much more frequent amongst the males than the females, for while, in after life, no less than 38 men died from this cause, there were only 11 women. The contrast of violent deaths is naturally more striking when we come to the tables of injuries in industrial pursuits, such as rail ways coal or other mines, and machinery, and the following brief list will show at a glance what are the proportions of these casualties :—
Men. Women.
Injuries on Railways.................. 945 ............... 8 4
Injuries in Mines ..................... 1111 6
Mechanical Injuries ................ 4494 1434
Chemical Injuries..................... 1631 1445
The railway category includes amongst the women only those who met with accidents either as travellers or trespassers—the great majority, seventy-one, consistingof persons who were run over on the line. It is worth noticing that the largest number of these, as to age, were not children, who might be expected to be playing on the railway, neither were they old people, deaf, and slow at getting out of the way, but were of the ages between twenty-five and thirty-five, the very age at which one would have expected the greatest amount of caution,together with the greatest amountof readiness of action. Injuries in mines tell their own tale, and a very satisfactory one, inasmuch as they show that the law, prohibiting female work underground, is well observed. It may be safely assumed that the five women who came to an untimely end in mines had no business whatever to have been there. The mechanical injuries are naturally more numerous, for in this section are included those who die from ordinary falls from windows, downstairs, from horses, or, indeed, from any height; so that, as far as these particular deaths are concerned, men and women are equally liable. The item of accidents arising from the dangers of the streets is, however, a large one, which, by ordinary care and precautions, ought to be very greatly reduced. Accidents to females from carriage, omnibus, tramcar, cab, van, waggon, drag, and cart amount to 193, of which seventy-eight happened to young children under five. It is not staled in what form the accident occurred, but there can be very little doubt that most of the victims were run over ; aud the daily spectacle in our London streets of the timid female attempting to cross a crowded street, darting back again to escape a hansom, only just in time to be crushed by a railway van, is so familiar to our eyes, that the only wonder is that the deaths from this cause are not more numerous. One death is chronicled as arising from a bicycle, and as the sufferer was close upon sixty she must have been knocked down by it, for she could scarcely have been accused of attempting to ride it at that age. The bicycle is becoming more and more omnipresent with us in our suburbs, and at the rate at which Young England darts along the high roads at night, it is remarkable that so few casualties have occurred. The accidents from machinery in factories or agricultural works are not numerous, considering the enormous amount of female labour employed in the textiles. Only seven deaths occurred in factories and cotton mills, eight from agricultural machinery, and ten from all other kinds. It speaks very well for the working of the Factory Acts and the careful watching of the inspectors, that the contingent of accidents from mill machinery is so remarkably small. When we remember that over half a million women are more or less engaged with intricate machinery every working day of their lives, the chapter of fatal accidents is certainly reduced to a minimum—more especially as accidents of this kind, usually resulting from being drawn amongst the cogs and wheels, can very seldom be anything else but fatal. Small, too, as is the number of deaths from agricultural machinery, it is large when compared with mill machine accidents; for, in point of fact, women have no business to be engaged at all with such dangerous gear, which it is impossible to box off, like the machinery of a mill. Chemical injuries are curiously frequent, but then they include a number of casualties, such as burns, scalds, and poisons ; and as a good many of them happen to young people, the proportions of male and female deaths are seen to be very close—viz., 1631 to 1445. The deaths by burning were 836. of which 358 were definitely caused by clothes taking fire, nearly every one of these casualties, it may be safely assumed, being traceable to direct carelessness, such as reading in bed, or omitting to have a guard over the fireplace. In the category of scalds is an item of 17 deaths, all of young children, arising from drinking hot water. It is one of the curious features of poorer class life—viz., the strange complacency with which mothers will lock up the house and go marketing, leaving one or more toddling infants to take care of themselves. The child gets thirsty, and naturally applies its mouth to the spout of the kettle, the result being immediate death by suffocation, or a more lingering one from laryngitis. The list of deaths from misadventure—viz., 249—is another telling commentary on the carelessness of people who are in the habit of taking much medicine, or of those -whose place it is to administer it to others. The most destructive agency under this head is laudanum and syrup of poppies, to which the deaths of 29 females are due. Opium figures for 17 (though it is not easy to see why this should not have been included under laudanum), vermin-killer for 16, alcohol for 13, carbolic acid 14, oxalic acid 13. What may be called industrial poisoning, included 36 deaths, of which lead has to answer for 23. The danger of the trades in which lead, arsenic, and copper are used has often been pointed out in the columns of The Queen, together with the urgency that exists for all employers to dispense with everything of the kind that is not actually necessary. It may not be uninteresting to close this article with a list of the poisons which figure in the death roll:—
Men Women Total Men Women Total
|
Arsenic................. 7 |
... 7 ... |
14 |
Deadly Nightshade |
1 |
.. — |
... 1 |
|
Green Paint........... 1 |
... - ... |
1 |
Prussic Acid.......... |
14 |
.. 2 |
... 16 |
|
Mercury................ 5 |
... 3 ... |
8 |
Cyanide of Potas- | |||
|
Lead.................. 56 |
... 23 ... |
79 |
sium ... .............. |
18 |
.. 4 |
... 22 |
|
Chloride of Zinc..... 1 |
... — ... |
1 |
Aconite................. |
1 |
... 7 |
... 8 |
|
Bichromate of Pot- |
Tobacco................ |
1 |
... - |
... 1 | ||
|
ash.................... 1 |
... - ... |
1 |
Nux Vomica.......... |
1 |
.. - |
... 1 |
|
Copper and Zinc..... — |
2 ... |
2 |
Strychnia.............. |
14 |
.. 8 |
... 22 |
|
Nitrate of Silver..... — |
... i ... |
1 |
Vermin Killer........ |
3 |
.. 16 |
... 19 |
|
Potash and Soda..... 1 |
... 3 ... |
4 |
Camphor............... |
1 |
... — |
... 1 |
|
Ammonia............... 4 |
... 7 ... |
11 |
Turpentine............ |
2 |
... - |
... 2 |
|
Alum.................... — |
... 1 ... |
1 |
Benzoline ............. |
1 |
... - |
... 1 |
|
Phosphorus........... 6 |
... 9 ... |
15 |
Paraffine............... |
2 |
... — |
. 2 |
|
Sulphuric Acid...... 7 |
... 6 ... |
13 |
Yew Berrios........... |
2 |
— |
2 |
|
Nitric Acid............ 4 |
... 3 ... |
7 |
Poisonous Berries.. |
4 |
... 1 |
... 5 |
|
Hydrochloric Acid.. 4 |
... 5 ... |
9 |
Decayed Raisins.... |
1 |
... — |
... i |
|
Oxalic Acid............ 12 |
... 10 ... |
22 |
Poisonous Fungi.... |
2 |
... 3 |
... 5 |
|
Carbolic Acid......... 4 |
... 14 ... |
IS |
Cuff’s fly oil........... |
i |
— |
.. 1 |
|
Aromatic Vinegar... — |
... 1 ... |
1 |
Diseased Moat....... |
i |
.. - |
... 1 |
|
Colchicum............. 1 |
... - ... |
1 |
Unwholsomo Fish... |
3 |
... - |
... 3 |
|
Opium.................. 22 |
... 17 ... |
39 |
Improper Food...... |
2 |
.. — |
... 2 |
|
Morphia................ 12 |
2 ... |
14 |
Overdose of modi- | |||
|
Laudanum and sy- |
cine................... |
i |
.. - |
... 1 | ||
|
rup of Poppies.... 4S |
... 29 ... |
77 |
Spigelia................ |
— |
... 1 |
... 1 |
|
Paregoric.............. 1 |
... 1 ... |
2 |
Syrup of Buck- | |||
|
Soothing Syrup...... 1 |
... 1 ... |
2 |
thorn.................. |
— |
.. 1 |
... 1 |
|
Infant’s Préserva- |
Fruit of Mountain | |||||
|
tion.................. 1 |
... 1 ... |
2 |
Ash.................... |
— |
.. 1 |
... 1 |
|
_ |
i |
Raw Beans............ |
_ |
.. 1 |
1 | |
|
Alcohol................. 18 |
... 13 ... |
81 |
Putrid Shrimps...... |
— |
.. 1 |
... 1 |
|
Chlorodyne............ 1 |
... 7 ... |
8 |
Mussels............... |
— |
.. 1 |
... 1 |
|
Chloral................. 7 |
... 3 ... |
10 |
Sundries............... |
55 |
.. 33 |
... 88 |
|
Belladonna and at- |
— |
— | ||||
|
ropine____^......... 5 |
... 1 ... |
G |
Total......362 |
250 |
612 | |
“ G. P. B.” in The Queen.
We have received the first number of The New Zealand Schoolmaster. the organ of the scholastic profession in that colony. it is very creditably edited, and contains a lavge amount, of matter interesting to teachers. We wish our contemporary a successful career.
“ Hints to Candidates for Matriculation and Teachers’Examinations,” by Mr. J. Warren B ill, should be in the hands of all students preparing themselves for the approaching Matriculation Examination. The suggestions are excellent. We believe it can be had for Is. 3d, at M. L. Mullen’s, Collins-street East,
Ricfcrrian: (Btmxatron: stimmi.
APPOINTMENTS.
Charles H. Green, 2nd Assist., St. Arnaud, 1646; Augusta M. Butler, H.T., Muckleford, 1927 ; John B. Heward, H.T., Yannathan, 24S2; David Hobbs, H.T., Daruum, 2319; William Watson, H.T., Peter’s Diggings, 762; Ralph Leyland, H.T., Murchison, 1050; Gaston 0. Kemp, H.T., Tatura, 1441; Wm. F. Gates, H.T., Faraday, 797; George Reid, H.T., Arcadia and Arcadia East, 1880; Barbara Maclean, H.T., Jeetha West, 2423; Mary Balmer, H.T., Myerstown, 1990; Robina McKenzie, H.T., Bet Bet, 1661 ; Herman Lampe, H.T., Green Hills, 1170; David Cook, 2nd Assist., George-street, 450 ; James C. Hurley, H.T., Bungeet West, 2426; Duncan J. McIntosh, H.T., Lury, 2046 ; Henry Jones, H.T., Bellstreet, 111 ; Samuel B. Sutton, H.T., Glenvale, 727 ; Adeline Jones, H.T., Towaninnev, 2427 ; Robt. T. Elcoate, 2nd Assist., Maldon, 1254; Robt. P. Baird, H.T., Nelson, 1615; Ellen Boyle, H.T., Charlotte Plains, 1603; Alice E. Chambers, 2nd Assist., Inglewood, 1052; Mary E. Gamble, 1st Assist., Queenscliffe, 1190; Flora A. Marston, H.T., Wappintake Creek, 1841; Frederick O. Parker, H.T., Barwo, 2060; Mary D. Cowan, H.T., Neerim, —; William Francis, H.T., Driffield, —; Richard B. Chew’ H.T., North Dam, Rupanyup, 1834 ; George Moore, H.T., Balkamaugh East, 2417 ; Daniel O’Donoghue, H.T., Queenscliffo-road, 2029; John H. Betheras, H.T., Terrick Terrick East, 2006 ; John S. Kennedy, H.T., Kiata East, 2429; Daniel Atherne, H.T., Hazlewood North, 2202; Clara H. Sarjeant, H.T., Conjupna West, 2428; Georgina Waters, TT.T Woolshed, 1875 ; Georgina Bossence, H.T., Swanwater North, 2235.
ARITHMETIC AND ALGEBRA.
Solution of the Arithmetic and Algebra Paper set at the Matriculation Examination of the London University, June, 1881.
1. Express °U2 X <?'513 as a Decimal Fraction, correctly to V 7‘65x0‘0301
three significant figures.
Ans. T76.
2. Reduce
0-90 X 0-846153
to its simplest form.
0-461538x0-83 Ans. 2.
3. Express —$ of V of f + f x in its simplest form.
Ans. -gV
4. A reduction of 20 per cent, in the price of beef would enable a purchaser to obtain 61bs. more for a sovereign. What is the reduced price 1
Let x = reduced price,
5»
— = original price,
4
240 240
■ — + 6, x 5x ’
IT
600 = 480 + 15a;, 15a-= 120, x = 8. Ans. 8 pence.
5. Water runs into a cistern by one pipe and from it by two, in each pipe at a uniform rate when the pipe is open. The cistern holds 1000 gallons. If all three pipes be open at once, the cistern, supposed full, would empty itself in 200 minutes. If one escape pipe and the supply pipe only be open, it would, if empty, fill in 200 minutes. But if the other escape pipe and the supply pipe be open, in 100 minutes. How long would it take the two escape pipes to empty the cistern if the supply pipe were closed ?
Let x = gallons per minute through 1st escape
f - -50 of 31-}- as a Vulgar Fraction
From these we get
2nd escape, supply,
200y = 0 = 1000 = 1000
: -E
l.
Ö
10
10,
_ i-y
From which it is evident » = 15,
1000 „ .
- = 40 minutes.
x + y #
6. A ton of stone measures 13 cubic feet; weigh in kilogrammes?
[Assume one metre (linear) = 39| inches; one kilogramme equals 24-pounds.]
V'
Ans.
what does a cubic metre
13 cub. feet = 2240 lbs. = 2240 x T5T kilos, metre = A® feet.
cub. metre expressed in kilos =
105 x ] 05 x 105 x 2240 x 5 32 x 32 x 32 x 13 x 11 *
Ans. 2766 941 kilos.
7. The second term of an Arithmetical Progression is 5, and the fifth is 17. Find the sum of the first seven terms.
Sum of terms 2 to 5 = 4 (5 + 17) = 44,
44 = (10 + 3d) 2,
U = 22 - 10, d = 4, a = 1,
Sqm qf seven terms = | (2 + 6 x 4) •=» 91. Ana.
Education Department,
Melbourne, 20th January 1880.
M IT S I C.
1VT OTICE.—An Examination of Persons desirous _L> of qualifying themselves to teach Music in Statc Schools will be held at No. 260, Geelong, on Monday, the 2nd February, 1880, commencing at 10 a.m.
Candidates not employed in State Schools will be required to pay a fee of 10s. previous to being examined.
Notices of intention to attend this examination must be received at this office not later than Friday, the 23rd January.
G. WILSON BROWN, Secretary.
Education Department,
Melbourne, January 5, 1880.
MUSI C.
NOTICE.—An Examination of Persons desirous of qualifying themselves to teach Music in State Schools will be held nt school No. 1976, Sandhurst, on Thursday, February 5th, 1880, commencing at 10 a.m.
Candidates not employed in State Schools will be required to pay a fee of 10s. previous to being examined.
Notices of intention to attend this examination must be received at this office not later than Satur-duv, the 24th January.
G. WILSON BROWN, Secretary.
Define (a) “ Column,” (A) “File,” (c) “ Pivot,” [d) “ Rank.”
Squad Drill with Intervals.
2. Accentuate by signs - (long) (J (short), the following words of command, “ Company halt,” “ Half Right Turn.”
3. State your reasons for the said accentuation, of the above commands.
4. Form up, giving all details as to their relative positions &c., for their first lesson in drill, twenty men.
5. When it is necessary to accurately keep the dressing of a squad standing easy, what caution is to be given to the men.
6. With regard to the action of the feet, detail the difference (if any exist) between the manner of performing the “ Three-quarters—right about Turn,” and the “Right about—Turn.”
7. Bring a squad standing turned three-quarters-left about, to the Front; giving all details as to movements, time, &c.
8. (a) Cause a squad to step back, giving all details, words of command, &c., (b) halt the squad, giving details.
9. (a) On the word “ Double March” how will the soldier move his arms and hands ? (b) how will the arms and hands be moved on the word “ Halt ?”
10. (a) Give the rules regarding the foot, on which a soldier turns, when on the march, (5) detail how the men act, should the word not be given as the proper foot comes to the ground.
Squad Drill in Single Ranh.
HOW TO MAKE THE TEACHING OF THE ALPHABET INTERESTING.
By an Ex-Teacher.
Imparting a knowledge of the alphabet, though a simple part of a teacher’s work is not usually an interesting one. Few teachers will give themselves the trouble to study to make the A. B. C. lesson wear a fresh aspect from week to week. Still, it should be done. The infantile mind delights in new sights, new sounds, and new modes of imparting instruction. Constant freshness ought to characterise the school-work of very young children. I therefore venture to quote the following suggestions from the pen of an English teacher :—
Select one letter -o- for example, point it out to the pupils in different places, and let them repeat it; then print (not write) it on the slate or black-board. Next repeat the process with the letters, d and g, until they can recall them at sight. Then print on the board d-o-g,and let the children repeat it until they can recall the word wherever they meet it. Next take cat, rat, and other familiar words, and in a short time they will learn the powers of the letters, and be able to apply them in new combinations. In this way the alphabet, instead of being taught in the usual dreary way right off, from beginning to end, will be learned as fast as it is needed, and at every step what is learned will be at once applied.
Another method with which the previous one may be varied occasionally, is the following Take a well-printed newspaper and point out the letter o, and make the children pronounce it, and then let them find the letter elsewhere on the paper. Then give each one a pin, and let them prick through all the o’s they can find. Children will amuse themselves by the half-hour in this way, and by taking one letter at a time they will literally pinhole a paper to pieces.
Another method : let the little ones take your pencil and point out all the letters required of them they can find in a printed page ; this will please them.
Another method still: have a set of cards with the alphabet on them, and teach the children certain letters at a time, and to combine them into the words dog, cat, rat, &c.
As a revision exercise, make them point out from time to time in
the book all the letters and words they know, and make them feel how
nice it is. When the words are recognised and properly pronounced,
make them count the letters in the words dog, eat, &c., as a help to
The following is the Arithmetic Paper set at the midwinter examination held June, 1880 (Solution next issue) :-
ARITHMETIC.
Lower School.
Write-in words the following numbers :—29017 ; 500074; 6023007 ; #260004264260426. ’
In this paper I have striven, as much as possible, to avoid mentioning names. If £ depart from this rule in the present instance, it is only because this author’s grea reputation might lead many, who do not care to think for themselves, to attach undue importance to what is doubtless simply the result of inadvertence.
Some fancy they see traces of its pictorial origin in—
o representing the circling lips in making the sound in „ shut lips „ „ „
A „ open lips „ „ „
S „ serpent that hisses „
B ,, head of a bull, &c., &c.
This arrangement has since been considered as sharing the plenary inspiration.
TO THE EDITOR OF THE “ AUSTRALASIAN SCHOOLMASTER.”
Sir,—I have, in accordance with Mr. Craig’s suggestion, re-perused his first article on the Persons of the Imperative mood, and I have not yet concluded to agree with him. He says t.lmt ray line of argument would abolish the Imperative mood altogether. There is high grammatical authority for doing oven that. Crombie says that there is only one mood in English, viz., the Indicative, and others assert that there are only two, the Indicative and tho Infinitive, so that if my argument should abolisli the Infinitive mood it is at least in accordance with Crombie. But that is not tho present question. Tho point at issue is, “ Has the English language, as spoken, written, and Understood in the present day any person in the Imperative mood besides the 2nd person? I think not, 1 admit that old authors and some poets have written ns though it had three persons, but I am not convinced that they were correct in so writing. If poets write, “Tread wo a measure,” for “ Let us tread a measure,” or “ Return we to our story” for “Let us return,” or “Wo shall return to our story,” I can’t sec how such sentences prove that there is a 1st person Imperative. They only serve to show that the poets violated the laws of good English in order to suit their language to their measure. In deciding tire mood of any verb we are bound to abide by accepted definitions. Tho Imperative mood is thus defined :—
The Imperative mood is used to command, to exhort, and to intreat.
^ There is then a limit to tho meaning and use of the “Imperative mood.” There is, however, no limit to the use of the Infinitive mood. It is, as its nnmo implies, infinite in its uses and meanings; there is no limit to the number of ways in which it may be used, and by supplying the ellipsis in the so-called 1st and 3rd person Imperative, I can show that it is used in an infinity of ways.
A man can only intreat, command, or exhort others, and in order to do so, he must speak to those others. This requires the use of the 2nd person only.
No man can command or intreat himself. How then can there be a 1st person Imperative ? It is of no use to command or intreat persons who are absent; it is absurd to say that we can command or intreat persons while we speak of them. We cannot, therefore, have a 3rd person Imperative. The grammarians are all against the opinion that there is a 1st person ora 3rd person in the English Imperative.
The following are the opinions of some of our best grammarians“ The Imperative mood is not strictly entitled to three persons. The command is always to the 2nd person, not to the 1st or 3rd.” (Bindley Murray). Tho Imperative mood is not entitled to three persons. (Bennie). “ The command or entreaty is always in the present time, and addressed from the 1st to tho 2nd person. Hence the Imperative mood has only tho 2nd person.” Sullivan, Davidson, and Aleock mention the 1st person Imperative, and even they say nothing of the 3rd Imperative. In their examples they parse, “ Go we to the king,” thus : “ Go” is in the Imperative mood, 1st person. But they admit that the more usual form is, “Let us go to tho king,” and is equivalent to “May wo go to the king,” where go is “Infinitive mood.”
Dalgleish mentions both 1st and 3rd persons Imperative, and by his explanation unintentionally proves his “Imperatives” to be Infinitives, thus: “ Some holy angel fly to the Court of England, &c.,” “ that is,” he says, “ Let or may some holy angel fly.’’ But would it not be admissible to consider “ A&gel” in the above sentence as a nominative of address, and “ Ely” as in the Imperative mood, 2nd person, agreeing with, “Thou understood^” reading it thus; O! some holy angel, fly thou, &c.
The latest grammarians are Abbot and Seeley. On page 69 of their grammar I find the following:—“You cannot command a man to do anything unless you speak to him: consequently the commanding or Imperative mood is, strictly speaking, always in tho 2nd person, singular or plural.” In such sentences as, “ Be it enacted by the Queen’s Most Excellent Majesty,” Bennie says that “ Be” is the “Infinitive mood,” and I think lie has good grounds for so considering it. The natural order of the words is:—“It will be enacted by tho Queen’s Most Excellent Miajcsty, &c.” The peculiar form, “ Be it,” is doubtless the language of the law courts, which, it is well-known, is far more in accordance with the old Norman trench model than it is with pure modern English. There is an obsolete form of the Indicative mood, viz.: I be, Thou beest, He, she or it be, We be, You be, They be. So that, “Be it” might justly be regarded as the inverted form of the obsolete Indicative. If this bo granted, “Be it enacted” would equal “ It be enacted,” and is equivalent to the modern, “ It is hereby enacted.” There is no good reason to consider it as an Imperative mood at all. The mistake of considering such expressions to be
A man sells out of the 3 per cent, consols at 90, and invests the proceeds in the Russian 4 per cents, at par, thereby adding £200 to his income. How much of the Russian stock does he hold ?
Seller receives £90 cash for £100 stock.
Hence by selling £100 stock the seller realizes an income of £3‘6.
But his original income on that amount of stock was £3.
by buying £90 worth of Russian stock a seller increases by £0-6. Hence ,\ 6 ; 200 = 900 : «
.•. « = £30,000. Ans,
Find the value of 3;j + * +-A + 3/,+ 2^, both by vulgar fractions and decimals, and show that the two results coincide. 3. Find the compound interest on £G00 for two years at G per cent, per annum, the iutcrest to be computed every four months. 4. A cubical chest is covered all over with lead which weighs Gibs per square foot; 4111bs. of lead are used. What is the length of one of its sides?
We understand that for the standard required at this year’s science examinations, the department has decided to adopt the standard of difficulty reached by the second grade under the Kensington Science and Art Department. The Board of Examiners is formed of the professional examiners in each section together with the Inspector-General and the senior officer of the department.
APPOINTMENTS.
James M’Cann, II. T., Lively Banks, 1497 ; Margt. K. Billis, 2nd Asst., Taradale, 614 ; Essex Morpeth, H. T., JKalkee West, 2238 ; Maria M. Home, H. T., Rigg’s Creek, Moglonemby — ; Florence B. Harris, H. T., Acheron, 1449 ; Martha M.
Tracey, H. T., Parker’s Plains, 1762; Catherine Gardiner, H. T., Marraweeney, 2165; John H. Refshaugo, H. T., Devils’ River and Ford’s Creek, 1323; Richard Clanchy, H. T., Cowie’s Creek,
: Laura Heath, H. T., Chotwynd, 1777 ; Jessie M‘Kissock, 2nd Asst., Redan, 1289; Jessie Laidlaw, 2nd Asst., Ballarat, 34 ; Thomas Clancy, H. T., Terrick Terrick East, 1741 ; Winifred B. Shoeran, H. T., Navigators, 1971 ; William Wallace, H. T., Pentland Hills, 701 ; Wm. J. Davey, H. T., Arclidale, 1983; Alex. Millar, H. T., Jung Jung, 1728; George H. Scarso, H. T., Scott’s Marsh, 2176 ; James Downing, H. T., Salt Creek — ; James Weddell, H. T., Lower Leigh-road, 2199 ; David Brown, H.T., Colvinsly, 1261 ; Sarah A. Wansley, II. T., Bungeeluke East, 2133 ; Minnie Millar, II. T., Maroona— ; James Byrne, H.T., Mount
Cuttings have been taken from several flower-beds—J. A. Symond’s Studies of the Greek Poets," and Dowden’s “ Mind and Art of Shakspeare.”
shall briefly state in what respects their claims are superior to Mr. Carling-ton’s.— (1.) They had certificates of competency when Mr. Carlington had only a second class certificate (licence to teach). (2.) Some of them had schools twice as large as any Mr. Carlington ever conducted. (3.) They have obtained far higher percentages than ever Mr. Carlington has obtained. (4.) They camo to the district when it was a difficult matter to get good teachers to come to this part of the colony. (5.) They have never taken any part in party politics, as Mr. Carlington is well known to have dono.—I am, yours truly, " Censor.
THE RECENT APPOINTMENT TO CIIILTERN STATE SCHOOL. to the Editor of the Australasian schoolmaster.
Sir,—In the light of the Minister of Education's utterances at Ballarat, the recent appointment of Mr. Carlington as head teacher of Chiltern State School has created amongst the teachers of the Ovens District a strong fooling both of disgust and distrust. As there are several teachers in the district who are far more entitled to the position than Mr. Carlington, this is not to bo wondered at. The claims of these teachers to promotion have been persistently ignored year after year, and that, too, although the officers of the Department of Education know that as teachers they are second fo none.
Victoria can boast of several deep gold mines, but the sinkings on the Comstock lode, California are far deeper. Several shafts are now being sunk to cut the lode at a depth of 2,500 feet and upwards; one is cx^ pected to attain a depth of 4,500.
It is not generally known that while many European nations have constructed their guns upon the breech-loading principle. England has clung to the old system of muzzle-loading. The Admiralty, however, seem to be making a move in the direction of breech-loading, as they have resolved to adopt that system for the turret guns of the Colossus.
When the audiphone was first introduced some people were so impressed with its excellence as to describe it as likely to do away with deafness. It does not seem to have realized these expectations. A person who instituted a series of experiments found it to be a failure in about two-thirds of the cases. Strange to say the degree of deafness was of no importance. Some totally deaf persons could hear perfectly. Others of only partial deafness could not hear at all.
The popular idea is that many of our giant eucalypts are of a great age. The Rev. J. E. Tenison Woods holds a different opinion. He thinks that some of the very largest trees in Tasmania only range from
to 75 years old.
It may interest some to know that Hydrogen renders iron and steel brittle, but if they be under its entire influence they will be preserved from rust.
Those who are fond of improvising will be glad to hear that an instrument has been invented which automatically records the notes played upon a piano.
The following is an excellent illustration of the indestructibility of matter. Get two sealed glass tubes of equal weight—one containing oxygen, and a little powdered charcoal. The charcoal can be made to
N,B.—-This would not be true if Paragraph 8 be incorporated in the Regulations.
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"3"
7. Name and describe the principal forms of Vocal Music.
8. Describe their styles, and say by what works the following eminentcomposers are best known:—Mendelsshon,Bach, Handel, Haydn, Beethoven, Wagner,
9. Explain the difference between a retardation and suspension ; give examples of both, also the principal rules relating to such.
10. Some progressions have always been considered as antimelodic ; what are they ? Give examples.
11. Under what circumstances may consecutive fifths be allowed ?
The following is the paper set by the Department for Examination in
Drill of State School Teachers, held 13th December 1880 :—
AFTERNOON PAPER.
Squad drill in two Banks.
(a) What do you understand by the word “ File ” ? (5) State the distance which is to be preserved between the front and rear ranks ; (o’) how is it measured ?
When marching in line how will the rear rank men act with regard to their front rank men ?
Cause a squad to take “ Open Order,” giving details.
Again close the ranks, giving details.
(a) State when wheeling how the rear rank men act with regard to
their front rank men, (A) also how they act when the squad changes front by “ File Formation.” „
A squad moving to a flank in file has received the command to wheel to the right, and has then been ordered to mark time, before that the whole of the squad has wheeled :—Cause (giving details) the men who have not wheeled to move into the new direction.
When instructing a squad in the formation of fours, (a) from which flank it is to be numbered, (b) what should be explained to the men with regard to odd and even numbers ; (c) should there be an odd number on the left of the squad how will it act; (d) also how will the left file but one act, in this case ?
When a squad on the march forms fours how will the right files act, to enable the left files to move to their places ?
A squad moving to the right by the diagonal march, is ordered to form fours to the right, state how the men act.
A squad moving in fours to a flank receives the command “ Front Form Squad ” ; what preliminary movement will the men execute before performing the movement ?
Dismiss a squad (without arms).
Company Drill.
[N.B.—Before answering the following questions in this section, the attention of candidates is called to General Buie VIII., Part II., of the “ School Manual of Drill,” etc., as quoted below :—
“All rules laid down for the instruction of a squad in two ranks are equally applicable to the movements of a company ; it will therefore only be necessary in this Part to describe the positions and duties of the officers and sergeants, etc., during these movements."']
A company has fallen in for drill,—(d) State the persons who constitute the Supernumerary Bank, (A) the distance of that rank from the Bear Bank, (c) and give the positions of the various officers and noncommissioned officers in the Supernumerary Bank,
Give the positions of the officers and markers of a company that has received the words “ Open Order.” “ March.”
A company is standing as the right company of a line :—How will the markers act on the following words of command ?—(a) “ Change front to the Bight on the Bight company,” (b) “ Change front to the Left on the Bight company.”
Give the positions of the guides, markers, supernumeraries, etc., when a company moves to the right in fours.
Counter-march from the halt, giving details, a company standing as “ A Company in Column by the Left.”
(a) Form a “company square ” (but do not prepare for cavalry)
{b) Reform the company again into line. ’
The following are the papers set by the Department for General
Examination of Pupil-Teachers, held December, 1880 :_
THIRD CLASS.—SUBJECTS OF THIRD BOOK (IRISH BOARD SERIES).
( Time allowed half-an-hour).
1. (a) Give a full description of the kangaroo, (b) Specify the uses to which, when killed, it may be applied.
2. Describe fully the haunts and habits of the salmon.
3. {a) Describe the Sahara, (b) What is a caravan ? Trace the general
route of caravans in crossing the Sahara, and give the time usually occupied by them in this journey. J
The next Latin play given at Trinity College will probably be “ The Captives” of Plautus, which Lessing describes as the most perfect comedy ever written. It has lately been carefully edited by Mr. Sonnenschein, son of the celebrated publisher of that name. The other principal editions are those of Brix and that of Lindemann. It has been translated into English blank verse by Thornton, and into rhymed verse by Professor Strong. We quote Lessing’s critique word for word :—Die gefangenen sind das schönste stück, das jemals auf die Bühne gekommen ist. . ,
Weil es der Absicht dem Lustspiele am nächsten kommt, und auch mit den übrigen zufälligen Schönheiten, rcichlichversehen ist. We trust that the Trinity students will adhere to the pronunciation which they have so successfully adopted, and which seems so admirably adapted for the rendering alike of the dialogue and of verse interludes.
School Hygiene.—Extract from a paper read by Dr. Riant on School Hygiene, 29th August, 1878, at Paris, before the conference of primary school teachers assembled on the occasion of the French Exhibition of 1878:—“ I should like to say a word on the subject of the lighting of the class-rooms by day. What is the best system of admitting light ? In my writings I have—as all writers on hygiene and on schoolkeeping have done before me—recommended that the light shall be admitted from the left. This is the rational system. The shadow cast by the hand must not be permitted to hide the page on which he is writing from the sight of the child who is practising to write. (For the same reason we must disapprove of arrangements which admit the light behind or in front of the pupil.) But some have gone even further and insisted that the class-room should be lighted from the left hand only. This system they have alleged to be necessary to avoid destroying a child’s plastic faculties, and preventing his acquiring or causing him to lose a proper idea of form. Two lights of equal strength entering the room from opposite sides would give children an imperfect idea of the objects before their eyes; they would lose their plastic sense, and we should risk losing our young artists I But is the risk really so strong ? Is the bilateral system of admitting light really so objectionable ? Can we, again, admit the possibility of securing artists on such easy terms, and is the whole secret of securing them simply the abolition in our schools of windows to the right? I cannot admit the danger against which we are cautioned, for this reason. Surely theejesiare not the only organ instrumental in training us to acquire the idea of form 1 No, the child must train his sense of touch as well, so that his sight may give him useful hints as to the form of the objects in his view. Those who are born blind, on the day of their cure are unable, at once, to judge of the form of things by their sight alone. They have to make up by their sense of touch for the imperfect conceptions due to their organ of sight. Sight is, no doubt, a distant touch ; but this is true of those only who have practically exercised both of these complementary senses.
don’t be afraid of your pupils losing their plastic faculty simply from passing a few hours a day in a class-room lighted on two sides. Even on the ground taken by the advocates of unilateral lighting, it would bo necessary in order to produce this result that the light entering on one side should be equal in volume to that entering on the other. Now, whatever the position of the class-room this condition would practically never be fulfilled. It would never happen that the light which enters by the northern windows would be equal to that which enters by the southern ; so that you would never really find yourself exposed to the danger against which you have to be on your guard. From the schoolmaster’s point of view the unilateral system has the great disadvantage of requiring the room to be too narrow to permit of the light penetrating to the side opposite to that whence it comes ; and must still be inconveniently long to hold the requisite number of children. Now think of the position of the schoolmaster, placed at the end of the schoolroom, and having to keep his eye on children he can hardly see, and obliged to make himself heard even by the furthest bench. Such an arrangement, then, would be—from the mere point of view of the disciplinarian—wholly impossible. But further, a school-room arranged as we have mentioned, would be objectionable from a hygienic point of view. Light must penetrate the school-room, not merely to develop in pupils a plastic feeling, but also to quicken their organs ; to give them health and strength, and to aid in their growth. Well, imagine a classroom lit on one side only, and see these poor children all unconsciously turning towards the light, like plants which—receiving light from one