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PAPIER LU A LA CONVEN- | TION DES INSTITUTEURS, PALMER ROAD

PAR M. ISIDORE BUOTE, INST.

DISCIPLINE AND GENERAL ME. THOD IN TEACHING. (suite et fin)

Let the teasher punish not to gratify his own passion or re. verge, and make the child nu-

derstand that he punishes him)

not besause he is fond of doing so, but because duty eompels him. The teacher who is thus consaientions in administering punishment will find that the oceasion for it will gradually diminish, and that his pupils will fnd out that the master can and will punish when ne eessary. This wil be a sufi- cient motive to keep them from offending. 1 have given a few hints by which orders and dis- cipline may bo maintained ; it remains for me to make a few remarks upon the agencies which the teacher may employ in stimulating exertion on the part of the papil. One of the a gencies which has always held a prominent place is Emula- tion. Emulation is a generous ardour which nature herself kindies and nourishes in the heart. The question is then not whether Emulation in general should be employed, hut 1t is importaut to know if it shoumld be stimulated by artificial means, by rewards, and distri. bution of prizes. To the latter 1 do net hesitate to answer no. By artificially ineitirg Emala- tien, the most intelligent pupils will probably make rapid pro- gress, and procure a brilliant réputation for the teacher, and the school, but others more ti- mid or less happily gifted will be stopped half way. There is a danger that those who feel that they have not as much intelli genes as their neighbours, may despair while ranniug the race. Why ? beeause they have been falsely persuaded that the only material point is, not to arrive sooner or later but to arrive be- fore the others

By awarding public prizes to success there is a danger ot fil- ling the most intelligent with Vaaity and pride, of overwork- ing the middling and of discou- raging the weak. 1 do not wish however, to recommend the to- tal suppressions o{ artificial E mulation, mor the distribution of prizes, but 1 would like to see prizes given expressly for conduot and constant applica tion, rather than for suceess and talents.

Another agency ot Emulation exerted to an undue exteut by some teacher is place taking in Class, 1 think it is injurious when questions are given with more or less rapidity by the tea- sher. 1n this case the answers will not require as much thonght as memory, or a certain degree of superficial cleverness compatible with shallowaess of intellect. In such cases it oftens happons that the boy o! the largest mind may not occupy a position in class commensurate With the real merit. By this Mean you cast a slur upon the mental attainment of that child. But on the other hand when local position in class is given by sterling merit—merit deter. mined by conduct and progress: mo harm but much good may ensue.

À few remarks on the general methods of teaching Method is the particular manner in which education is deveioped and pre. sented to the mind. The one synthetic and the other analy- tic. Both methods must certain. ly be employed in teawhing, Synthesis is the logical method

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of developing truth, and alllthe systematio study of it.|ees 1 have mentioned. 1f they have examples of this method! When the pupils have learned |previde a weather proof bali- in the propositions of Euclid.|first to recognize the thing, and ding, a few desks and forms Analysis on the other hand ïis\after the seientific term gram-\they imagine they have actel li- the natural method of develep-}mat at once becomes an interes-}berally towards education. We ing truth. 1t commences with |ting exercise, and a first rate |talk of Education, we have clo- the general and proceeds to the | means of training and develo-|quent speeches on it delivered particular. 1 think the latter! ping mental powers. Much can {to admiring and intelligent an- should be employed as much as ;be done by attending carefully | dienses. We read of noble lords possible in our primary schools }to their every day phraseology, | and high born ladies declaring Young pupils long for realities | and especially when giving ans-| that no subjet lies s0 near their Bythe synthetice method the|wer in elass on any subject. Du. | heart, as that of raisiug the so- child is for a long period on the ring class in the absurd exoe-|cial seale by means of an im- outskirt of subject. Analysis tement which is eonsidered by preved and extended system of possesses this adrantage, that it/too many as essential to a tea-|of Education, and all the time takes things as they really ex-|cher's success, it is impossible |the teacher is allowed to spend its, and does not only iuterest | for a teacher to attend to the|his strength and energy, some- them by exhibiting what is fa-| forms of expression used by the|times in a badly constracted, miliar to them, bat 1t exercises | pupils. Generally the object is|badly ventilated, and badly their mind in diseovering pro-|te get ready answer no matter lighted schoolroom Need we perties. While the two methods in what language nttered, 1|wonder that in many cases edu- which 1 have spoken of are the | consider this the greatest evilleation is not advancing as it only two methods in presenting among many of our teacher, of should. How can the teacher truth to mind, the practical ap-|the present day. 1t is a radical werk nnless he has meteria!s plication of them may vary ac-|defeet a fou} blot on the fair! with which te work? Our cording to circamstances. Thus | fame of our educational process |schoo] and celleges are trainiag we may teach individually or! Each day's lesson should be as/good, enthusiastic, earnest, simultaneous!y. I think the first mueh as possible, a practical| god fearing teachers, bat when method should be used, when |lesson on grammar, and these|they go teachiag in our country possible. By this method lessons repeated for several|schools. their hands are tied I mean that each child in the years would render the pupill dewn by the miserable and class should be singied out, and |acquainted with the exact mea-|pernicions economy which re- made to perform his share of}ning and formof a very consi | fuses to supply th:m wiih the the worx. 1t is tho only safe|derable portion of the language. |appliauces which are absoiïiutely

assigned has been performed. By | make a few suggestions on the of their duties. Worse than all simultaneous teaching 1 mean general method of teaching they are endeavouring by every that the questions are addressed Geography. The subject matter! possible means to father reduce tothe whole class indiscrimi.|of Greography as commonly | his meagre salary. They have nately and the whole class are taught, is limited in the range, done admirably well in that invited and expected to answer. | and the mode of teaehing gene-| respect these few years back, This plan has also its adyantage. rally adopted is still more defee-|and it looks very much a: if It enables the teacher to accom.|tive. In all education the point they intended to eontinme their plish a larger amount of work | of commenesment is the stand-| deplorable werk ! But let not in given time. But the dangers point of the learver. The foun-|the faithfal teacher despair : of such à plan in the hands of|dation on which we must build |let him take courage and work an unskilfal teacher are mani-|is however limited, the know-|with the appliances he has, and fold and obvious. In question-|ledge possessed by the pupil.|thus give evidence that he is ning a class each question should |This is an important principle not unwerthy ot his noble be stated clearly ; all technical |in Education too otten neglectsd |and grand vocation. terms should be avoided until|instead of leading his pupil it is known that they are clear-|frem the known to the un HA RGAEI VS ly understood by the children.|kmown, the teacher generally 18 lfthe child does uot under-|begins with the known and —IN — stand the question put; it|ends w‘th the unknowa. BOOTS & SHOES should be throwninto a difie-| ïn Geozraphy he generally rent form or if too eomplex into |sets out with the w de world and TIGN1SH FOR EVER ! its comporent parts. euds with an aceount of home. The child should be required | 1t is not to be wondered when to give a complete answer to | we consider the nature of the| Winter boots, Fine shoes. every question. The substance lessons which ocenpiesthe front An opportunity to get juet of the answer is certainly very | pages of oar Elementary (Xeo-| what you want at reasonabl important, but in some respect |graphieal text book. Frs the form ot it equally s0. It} ‘The first lesson treats of the Have vou got old Rubber should be the alim of the teacher solar system with 1ts suULS, its shoes which are ont of use ? to get the chiid to answerinthe piau:ts, and its sateilites, from | Bring thm over and 1 will beet possible form ; for in suck | these they pass on to consider make them as sood as new. 1 Care the teacher can turn theïithe esrth, its size, form and-| Have you got any Boots to examination on any lesson, into! motions. Then from that the | patch ? Come and see me; 1 one of the best and most practi- leaith is divided into land and | wiil mend them to your satis- cal meaus of teaching correct! water, th: land into continents, | faction.

Come and jeave your order for a pair of good Fishing boots

speaking. [the continents into countries, ANTOINE & AUDIN. Dry grammatical rules willlihe countries into counties, and Tignish Sept. 15th 1898. never by themselves teach the lit is thne by setting out on his Store of J. À. Brennan. correct method of speaking or|travels fromthe sun that the writing. 1 believe that no boy finally arrives at his fa.

branch of school education is so |ther's home and is allowed to

generally eonsidered by the look atthe hill, dale, forest or pupil a plague and torment es river which his home eom-|! grammar. Ths reason is that it'mands. The correct method, is too often taught as il it con-| wouid Le exactly the reverse of| sisted ot a set of dry rules which | what 1 have been tryiog to des | have been huddled together for | cribe B:gin withthe child at} the express purpos? of leading |home make him observe the va. the memory Without enlighten-|rious features of the little world Spectacles ing the understanding. bounded by his own horizon. The children are generally com-|The small hill seen from the pelled to commit to memory school window with perhaps certain rules and definitions and the stream running down from Li he who can repeat them with its side should be made the! Chas. Daltoa, Druggist, has the glibbest tongue is generally : . [been appointed sole agent for rdc - a ish basis of the river and mountain |Tignish and district for the sale sousidered ihe most accomplis . (system. Bÿ this method the |of the celebrated Lazarrns spec- ed grand mariau. For a consi-| hild is at once interested. A tacies and Eye Glasses. These derable period children should great deal more might be said &iasses are cican and cooi to the be taaght grammar orally, and | eye and are made of the finest Libish he sn idonti d The Fe this subject but time and English quality steel and parii- 8 17 + Y space compels me te stop. In |cular attention paid to the glas- should learn it in thesame man- |coneluding 1 may say thatmany ses as they are free {rom ner as they learu to speak. They |of our schools have pot the me-|scratches and blemishes and are learn to speak not from a set of | eessary apparatus to teaeh|2 boom to all spectacles wearers lormer lessons given by the pa- [Geo Re and ether sub | These giasses are recommended rents but to a large extent from ject ei The schoo! should Re EN imitations of words and sounds |} re h of il Caergy of the present day. frequently repeated in their | ?° provided with maps of all Spectacle wearers Will do q Y kinds, such as Blank maps, out well to cail on me before gomg

hearing. Now so it should be in | | g- Now os it she ST line maps and a pair of globes. elsewhare. respect to grammar. Instead of}

: eñttfe S But there are not many schools | My line of Patent Medicines and Presenting scientific terms con- | whieh possess all these. To ma- | tobleg articles is complete. My drugs taining the principles of gram SRE" |are of the purest quality and prescrip*

ny school District it would AP ;tiors carefully compounded by an expert mer Me her ee PF des like the dream of an en-|‘rusgist day or night. means of oral lessons famili-|

minod. (heës : til (he simple ‘thusiast to suggest hat they} Price of spectacles from 50cts traths ot the subject, and |should ever provide the teacher upwards. alter introduce them to with even halfof the ‘gpplian-

Li

Spectacles

CHAS, DLTON

I'’IMPARTIAL, JEUDI LE 81 AOUT, 1899.

NCHOOL FURNEITURE

way ofascertainingthatthe task |1n conclnding allow me to essential to the right descharge |:

FRE = *g ÉLIRE RE he S CRE RTS Le Re. ere à

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Jan 6th 1896

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HOW ABOUT THAT BICYCLE of yours ? is it ail ready lo the first dry roads ?

« 1s it lookinyz as well as vou would like to have it.

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[For anor Beast)

The above p:eparatiens are for Sa'e by all County Stores ani who'c

JAMES MAECLICNALD, D. Y. 8. SUMMERSIDE.

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