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PROGRAMME OF STUDIES IN THE

In which Four Hundred and Twenty Pupils receive Instruction.
Pupils receive Instruction. It is divided into Two

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PROVINCIAL MODEL SCHOOL:

Departments: the Male and Female; each Department is sub-divided into Three Divisions; Sections, consisting of Ten Pupils each.

GIRLS' DEPARTMENT.

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REMARKS ON THE FOREGOING CLASSIFICATION OF STUDIES IN THE PROVINCIAL MODEL SCHOOL.

BY MR. M'CALLUM, THE HEAD MASTER.

The basis of classification adopted in the Provincial Model School, is Reading and Arithmetic.

As the text-books used are those of the Irish National Series, sanctioned by the Council of Public Instruction for Upper Canada, the School is divided into five classes, corresponding to the five reading books of that series.

The First Class.-The first class consists of those children who are either commencing to read, or who are not sufficiently advanced to read in the second book. They read from the Tablet Lessons, containing the whole of the first book of Lessons. Before they are advanced to the second book they must be able to read all the tablet lessons with ease, spell the words correctly, and give their meaning. This is the method adopted in promoting the pupils from class to class and from book to book, throughout the whole school. One lesson must be completely mastered by the pupils before they begin another.

Spelling and defining words are considered essential parts of every reading lesson. After a few general questions on the subject of the lesson, the words placed at the commencement of it are pronounced and defined, the teacher carefully correcting any erroneous impression respecting either expressed by the pupil.

They write on slates as soon as they are admitted into the school, both to assist them in learning the letters of the alphabet and afterwards to promote their proficiency in penmanship. The simplest forms of letters are first presented to the eye, afterwards the more difficult ones, till all are mastered.

Drawing on slates is commenced by the junior pupils; as much, however, to afford them an agreeable amusement as to improve them in other respects, besides assisting them very much to acquire ease in writing. According to Pestalozzi, "Without drawing there can be no writing."

They are introduced to the study of Arithmetic by the use of the Calculator, or numeral frame, and blackboard, and from these they soon learn the use of the slate. They learn the Multiplication Table, as well as Addition, Subtraction, &c., both in theory and practice, entirely from the Calculator.

taught them, until at length this pleasing and instructive study comprehends Botany and Zoology on the one hand, and Vegetable and Human Physiology and Geology on the other. We endeavor also to make these lessons the vehicle of moral instruction; as in no part of His works are the wisdom and goodness of God more manifest than in the structure of animals, their adaptation to the circumstances in which they are placed, the functions they fulfil, as well as the purposes they subserve in the economy of Nature.

These scholars receive, from competent masters, instruction in Vocal Music; and are exercised in the very important branch of Physical Education-Gymnastics with the boys, and Calisthenics with the girls.

The Second Class.-The second class consist of those pupils who read in the second book and sequel to it, and are engaged in working the simple rules of Arithmetic.

In reading, the pauses and inflections are pointed out to them; and great care is taken to teach them the proper pronunciation of words, as well as to correct any wrong habits they may have formed previously to their having entered the school.

Spelling from their reading lessons, and defining the words, are carefully attended to; and although their reading is to some extent mechani. cal, yet, by knowing the meaning of the words, they read much better than they otherwise could. To spell, and give the meaning of the most difficult words of a lesson, is the first exercise in a reading lesson. They write on paper; and drawing on their slates from objects traced on the blackboard is continued.

They commit to memory all the "tables, weights and measures," and receive instruction in the theory of Arithmetic, so as to understand the nature and principles upon which all their operations, so far as they have advanced, depend.

The theoretical, with us, invariably precedes the practical part of every study;-and thus, by enlightening the understanding, while the memory is strengthened, the pupil is not left to depend on the memory alone; besides, anything once made the property of the understanding can never be forgotten, as it thereby becomes assimulated to the mind itself. While it is certain that nothing is valuable only as it affects beneficially the practical purposes of life, so it is evident "that Practice without Science is empiricism; and that all which is truly great in the practical must be the application and result of an antecedent ideal.” "Thus should Science always precede Art, Theory go before Practice, and the general formulæ embrace all particulars."

They are instructed in Geography,—at first by giving them some idea of dimensions, the cardinal points of the compass, the directions in which the streets of our city run, then the relative positions of places With this class we commence Mental Arithmetic, which for disciplinnear the city; this is gradually extended to the geography of our owning the mind is perhaps superior to any other of the branches of a country, after that to this continent, and finally to the whole world. In all studies we go from the simple to the complex, from the known to the unknown.

In Grammar they receive occasional lessons, wholly by oral instruction, and in the simplest manner. In the commencement nothing more is done than to explain the nature of a "noun"-making them point out the nouns that occur in any of their reading lessons. When we have given them a correct idea of this part of speech, we call on them to name the objects in the room-as window, door, chair, &c.,carefully showing them that in Grammar we have to do with the names of things only, the word "chair" is a noun, but the thing "chair" is that on which we sit, &c. In the same progressive manner we proceed with the other parts of speech, so that the pupils are made practically acquainted with the leading principles of this very important study long before they have a Grammar put into their hands.

This class receives daily lessons in Natural History, under the name of "Object Lessons," simple description of animals, their habits, modes of living, instinct, &c.; at first, of those animals only which they may have seen, or those found in our own country; then, those animals peculiar to other climes. If possible, a specimen of the object concerning which they are receiving a lesson is placed before them, so as to have Doth the eye and ear engaged in the lesson. When this cannot be done, pictures of them as they appear outwardly to the eye, as well as drawings of their anatomical structure, are placed before them. As the pupils advance in age and knowledge, other cognate branches are

common school education.

The geopraphy of our own country is continued, and the general features of the globe in all their interesting connections are brought into review before them. The subdivision of continents into political divisions is commenced; the sources of rivers traced; mountain ranges described; capes, islands, gulfs, &c, with their relative positions, are committed to memory, by going over them on large maps and on the

blackboard.

Grammars are now placed in their hands, a certain portion of which they are required to study every evening. They are expected to give the sense not the words of the text; our great endeavor is, by presenting only one thing at a time, stating it in the most simple manner and frequently repeating and reviewing it, to assist them in forming a correct idea and retaining in their mind anything necessary for them to understand.

In Natural History they are taught a systematic arrangement and classification of animals, in addition to that previously mentioned. Hullah's System of Vocal Music is taught to both the boys and girls. Gymnastics with the boys and Calisthenics with the girls, are continued, as with the class to which we have alluded above.

The Third Class.-This class begins writing, from dictation, on their slates, in order to secure good spelling. They likewise are instructed in the History of Canada, in connection with that of Great Britain and France. This branch is taught wholly by conversational lecture. The girls receive instruction in plain sewing.

Those pupils who read in the third book, and are engaged in the conclude, from the number of studies enumerated, that they are too Compound Rules and Reduction, constitute the third class.

This class, as well as the more advanced, have some lessons to prepare at home in the evenings, in order to have their time properly improved, and to cultivate habits of industry.

Those of them who are sufficiently advanced to work in Proportion, are also taught the use of the Prefixes and Affixes; they also write Composition in connection with their Grammar. The Classification of Animals is continued; History of England and General History; Drawing from objects on paper; Geography, Mathematical, Physical and Political; population, extent, capital, &c., of countries; Reading intellectually.

The Fourth Class.-Those reading in the fourth book and advanced to Fractions and Decimals form the fourth class. The preceding studies,

in an advanced state, are continued. The motions of the Earth, with an Introduction to Astronomy in connection with Geography forms a part of their studies.

The Fifth Class.-Those reading in the fifth and sixth books, and working in Interest, Exchange and Logarithms, constitute the fifth class. The girls alone read in the sixth book.

The higher parts of the preceding studies are continued. Formulæ and Logarithms used in solving Arithmetical Problems, Algebra, Geometry, Book-keeping, Elements of Natural Philosophy, and Mensuration with those sufficiently advanced in Arithmetic and Algebra: Domestic Economy in the Female Department, constitute additional branches of study in the pursuit of knowledge.

All those sufficiently advanced to read it, have lessons in the New Testament. A map of Palestine or the Ancient World is placed before them, for the purpose of seeing the relative positions of the various localities, towns, and cities mentioned in their lesson. The geography of Palestine, next to that of Canada and Great Britain, receives special attention.

Love to God, affection for their parents, obedience to all those placed in authority over them, a proper regard for the welfare of others, and an ardent zeal for the prosperity of our country, are enjoined, as these principles are regarded as among the essential elements of true moral greatness. In addition to the morning and evening religious exercises prescribed by the Council, a portion of the New Testament is read by the pupils twice a week.

The following is a summary of the studies in which each class is engaged:

First Class.-Reading, Spelling, Defining, Writing on slates, Drawing on slates, Elements of Arithmetic, Geography. First Principles of Grammar, Object Lessons, Vocal Music, and Gymnastics or Calisthenics.

numerous; and, therefore, that the teaching in this Institution must be more or less superficial. This objection has already been ably answered by Dr. Ryerson, in his "Report on a system of Public Elementary Instruction, for Upper Canada," pp. 146, 148-and to which we would refer all parties concerned.

In the government of the school, we endeavour to imitate, as much as possible, true parental authority. Corporal punishment is discarded, as unnecessary to the proper government of the school. We endeavour to show the pupils that we have their good at heart; that a ready obedience on their part is as conducive to their own personal advancement, as it is essential to the order and discipline of the whole school. Their reason and understanding-their good common sense (of which children have a larger share than is generally imagined)—are addressed; thereby gaining access to the better feelings of their nature; and with the proper developement of these, cheerful obedience is readily secured. This plan always succeeds with children who are properly governed at home. Nearly all the difficulties encountered by a teacher can be traced directly to the culpable negligence of parents.

When admonition, remonstrance and reproof fail in securing proper attention, the offender is required to stand on the floor during a part or the whole of the playtime. Should this fail, the pupil is condemned to idleness during a lesson, or is sent home for a part, or the whole of the day. When this does not succeed, he is suspended from the school for a specified period; then, if this does not secure good behaviour, the boy is finally dismissed from the school. Should his contrition and future conduct warrant it, he may, after a certain time, upon the application of his parents and his own promise of good behaviour, be reinstated in the school; but when expelled, he cannot be re-admitted.

Finally, we anticipate much benefit from the Library recently established in the school. It contains about 500 volumes of most valuable books. By proper management, it will enable us to accomplish more, in a given time, than we have ever yet done in the Provincial Model School.

AMENDED COMMON SCHOOL REGULATIONS,

RELATING TO THE CONSTITUTION AND GOVERNMENT OF SCHOOLS IN RESPECT TO RELIGIOUS AND MORAL INSTRUCTION, AND ADDITIONAL DUTIES OF MASTERS AND PUPILS.

[The 5th section of the 6th chapter of the General Regulations, &c., for the government of Common Schools in Upper Canada, has been revised as follows-embracing certain additional regulations in regard to the duties of masters and pupils:]

V. RELIGIOUS AND MORAL INSTRUCTION.* As Christianity is the basis of our whole system of Elementary Education, that principle should pervade it throughout. The Common School Act, of 1850, fourteenth section, securing indi

Second Class.-Reading, Spelling and Defining, Writing on paper, Drawing on slates, Tables, Weights and Measures, Simple Rules of Arithmetic, Theory of do. and Mental Arithmetic commenced. Geography, Grammar, Natural History, Vocal Music, Gymnastics or Calisthe-vidual rights, as well as recognizing Christianity, provides, “That nics, and History of Canada.

Third Class.-Reading intellectually, Spelling from Dictation and Defining, Writing, Drawing on paper, Arithmetic (Theoretical, Mental and Practical), Geography, Grammar (Prefixes, Affixes and Composition), Natural History, Music, Gymnastics or Calisthenics, and, with the girls, Sewing, &c.

Fourth Class.-Reading, Arithmetic (Fractions and Decimals). The preceding studies in an advanced state continued. The Nations of the Earth, with an Introduction to Astronomy, in connection with Geography (Mathematical, Physical and Political, population, extent, &c., of Countries).

Fifth Class.-Reading in fifth and sixth books, Arithmetic, Interest, Exchange, Logarithms, Formulæ in solving Problems, Algebra, Geometry, Book-keeping, Elements of Natural Philosophy, and, with those sufficiently advanced in Algebra and Arithmetic, Mensuration. And in the Female Department, Domestic Economy, with those of the preceding class.

any Model or Common School established under this Act, no child shall be required to read or study in or from any religious book, or to join in any exercise of devotion or religion, which shall be objected to by his or her parents or guardians: Provided always, that within this limitation, pupils shall be allowed to receive such religious instruction as their parents or guardians shall desire, according to the general regulations which shall be provided according to law."

In the section of the Act thus quoted, the principle of religious instruction in the schools is recognized, the restrictions within which it is to be given is stated, and the exclusive right of each parent and guardian on the subject is secured, without any interposition from Trustees, Superintendents, or the Government itself. Therefore it shall be a matter of mutual arrangement * See pamphlet edition of the Common School Acts for Upper Canada,

Many persons, from not giving the subject proper consideration, (1850,) pp. 61, 62.

between the Teacher and the parent or guardian of each pupil, as to whether the Teacher shall hear such pupil recite from the Catechism, or other summary of religious doctrine and duty of the persuasion of such parent or guardian.

The Common School being a day, and not a boarding school, rules arising from domestic relations and duties are not required; and as the pupils are under the care of their parents and guardians on Sabbaths, no regulations are called for in respect to their attendance at public worship.

The following Regulations in regard to the "Opening and Closing Exercises of each day," the "Duties of Masters and Teachers," and the "Duties of Pupils," which have been adopted by this Council, and approved by the Governor General in Council, in regard to Grammar Schools, shall apply and be in force in regard to all Common Schools in Upper Canada.

I. OPENING AND CLOSING EXERCISES OF EACH DAY, 1. With a view to secure the Divine blessing, and to impress upon the pupils the importance of religious duties, and their entire dependence on their Maker, the Council of Public Instruction recommend that the daily exercises of each Common School be opened and closed by reading a portion of Scripture and by Prayer. The Lord's Prayer, alone, or the Forms of Prayer hereto annexed, may be used, or any other prayer preferred by the Trustees and Master of each School. But the Lord's Prayer shall form a part of the opening exercises; and the Ten Commandments shall be taught to all the pupils, and shall be repeated at least once a week. But no pupil shall be compelled to be present at these exercises against the wish of his parent or guardian, expressed in writing to the Master of the School.

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O Almighty God, the giver of every good and perfect gift, the fountain of all wisdom, enlighten, we beseech Thee, our understandings by Thy Holy Spirit, and grant, that whilst with all diligence and sincerity we apply ourselves to the attainment of human knowledge, we fail not constantly to strive after that wisdom which maketh wise unto salvation; that so, through Thy mercy, we may daily be advanced both in learning and godliness, to the honor and praise of Thy name, through Jesus Christ our Lord. Amen.

Our Father, which art in Heaven, hallowed be Thy name, Thy kingdom come, Thy will be done in earth, as it is in Heaven; Give us this day our daily bread; And forgive us our trespasses, as we forgive them that trespass against us; And lead us not into temptation; But deliver us from evil; For Thine is the kingdom, the power, and the glory, for ever and

ever. Amen.

The Grace of our Lord Jesus Christ, and the Love of God, and the Fellowship of the Holy Ghost, be with us all evermore.

Amen.

II. AT THE CLOSE OF THE BUSINESS OF THE DAY.

Let us pray.

Most Merciful God, we yield Thee our humble and hearty thanks, for Thy Fatherly care and preservation of us this day, and for the progress which Thou hast enabled us to make in useful learning: we pray Thee to imprint upon our minds whatever good instructions we have received, and to bless them to the advancement of our temporal and eternal welfare; and pardon, we implore Thee, all that thou has seen amiss in our thoughts, words and actions. May Thy good Providence still guide and keep us during the approaching interval of rest and relaxation, so that we may be thereby prepared to enter on the duties of the morrow, with renewed vigor, both of body and mind; and preserve us, we beseech Thee, now, and ever, both outwardly in our bodies, and inwardly in our souls, for the sake of Jesus Christ, Thy Son, Our Lord. Amen.

Lighten our darkness, we beseech Thee, O Lord; and by Thy great mercy, defend us from all perils and dangers of this night, for the love of Thy only Son, Our Saviour, Jesus Christ. Amen.

Our Father, which art in Heaven, hallowed be Thy Name, Thy Kingdom come, Thy will be done in Earth, as it is in Heaven; give us this day our daily bread; and forgive us our trespasses, as we forgive them that trespass against us; and lead us not into temptation; but deliver us from evil; for Thine is the Kingdom, the Power, and the Glory, for ever and Amen.

ever.

The Grace of our Lord Jesus Christ, and the Love of God. and the Fellowship of the Holy Ghost, be with us all evermore,

Amen.

II. DUTIES OF MASTERS.

1. Each Master of a Common School shall punctually observe the hours for opening and dismissing the School: shall, during shall see that the exercises of the school be opened and closed the school hours, faithfully devote himself to the public service; each morning and evening as stated in the preceding part of this section; shall daily exert his best endeavours, by example and precept, to impress upon the minds of the pupils the principles and morals of the Christian Religion, especially those virtues of piety, truth, patriotism and humanity, which are the

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basis of law and freedom, and the cement and ornament of society. 2. The Master shall practice such discipline in his school as would be exercised by a judicious parent in his family; avoiding corporal punishment, except when it shall appear to him to be record of the offences and punishments, for the inspection of imperatively required; and in all such cases, he shall keep a the trustees at or before the next public examination, when said record shall be destroyed.

3. For gross misconduct, or a violent or wilful opposition to his authority, the Master may suspend a pupil from attending at the school, forthwith informing the parent or guardian of the fact, and the reason of it, and communicating the same to the Trustees, through the Chairman or Secretary. But no pupil shall be expelled without the authority of the Trustees.

school, and in all cases where reformation appears hopeless, it 4. When the example of any pupil is very hurtful to the shall be the duty of the Master, with the approbation of the Trustees, to expel such pupil from the school. But any pupil under the public censure, who shall express to the Master his regret for such course of conduct, as openly and

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