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a valuable feature for although you may not be able to be. gin with more than ten pounds you will soon bear twenty or thirty. The skull cap which comes in immediate contact with the head, is made of strong cotton and is drawn into the centre, sliding on a strong cord, with which the crown may be made to fall or rise on the head.
Besides, while it is so arranged that you must balance the crown with much care and skill, still in case it does tip, the sides of the crown will catch and prevent its falling
I think in common with many scientific men who have examined this contrivance, that it lacks nothing. But ag I have intimated, this iron crown is by no means necessary. A book, a bag of beans or corn, a padded board with a weight upon it, and a hundred other things will do just about as well.
MANAGEMENT OF ACADEMIES,
HINT NUMBER TWO. One of the evils from which our Academies suffer, is the great number of classes permitted, and the great number of subjects attempted, to be taught each term.
This would be a great evil were all our teachers experienced and learned men; for the reason that no man can do well so many things at one time. But when we consider that the teachers in our academies are generally young men whose experience is very limited, and whose learning is neither very wide nor very deep; we shall more fully realize the impossibility of their teaching well so many branches in a single term as our academies frequently try to teach. Not that the teachers of our academies are really incompetent; with proper arrangements they are not so. A young man of fair ability who has diligently applied himself during his preparatory and collegiate
course, is qualified to teach the branches commonly pursued at an academy, if he has not too many branches at once and has time for further study. But when the number of subjects is multiplied, the time devoted to teaching is likely to be increased so that the hours at the teacher's command for study are not long enough for him, already overwearied, to make a suitable preparation for his lessons.
Inferior instruction is not the only evil which results to the schools because of too great a number of studies.The classes will often in consequence, be so smail that a proper class spirit is not generated and listlessness usurps the place of life. Again the bringing of so many studies before the pupil, and all optional, leads him to random and wrong choices, so that his studies follow no proper order; but at best, constitute a miscellaneous patchwork began at various points, rounded off and finished at few or possibly none.
What is the remedy? In schools that are strong enough to adopt and enforce it, a course of study carefully arranged and strictly adhered to, is undoubtedly the best. Bnt in most cases the best that can be done is to fix upon particular terms for the study of particular subjects so far as practicable; publish such an arrangement and adhere to it. This, if carefully done will help pupils to systematize their studies ; will lesson the number of classes; increase their size, and secure better instruction.
Just how far this plan can be carried, must be determined by actual trial; but it is practicable to a much greater extent than most teachers would at first suppose. People would soon become accustomed to the arrangement and act in harmony with it. Persons wishing to attend to particular studies would mark the time for such branches and attend school at such times.
Few rules should be given to children; but these should be strictly adhered to.
A STORY WITH A MORAL
What say you dear Editors now to a song,
The farmer looked puzzled, he said not a word,
C. A. S.
I. CHOICE OF LOCATION.
Having been repeatedly requested to furnish something for the School Journal, I will endeavor to comply. To this request I cordially respond, that I may not only do my part in sustaining the Journal, but also be able to contribute a mite towards the further advancement of the interests of education among the great mass of the people.
I propose, in what I may have to say, to limit myself to a few hints on school-houses. This subjeot is chosen for a two-fold reason,-both because of its primary importance, and as its consideration has been far too much neglected in Vermont.
In proceeding to make some statements on the topic suggested, it may be well, in the first place, to notice the importance of securing a proper location for the school house; indeed the present paper will be entirely confined to this single point.
Scarcely too much care can be exercised in making choice of a location for the edifice, in which the young are to receive much of their early training in the rudiments of knowledge, as well as of that nurture, by which character is formed. One of the first things, consequently, to strike the attention, when we think of common schools, is the desirableness of their being within the reach of all. They should be not only accessible, but so situated as to promote the comfort of the pupil - so located as not to subject the child to excessive fatigue, and thus to the degree of weariness which will render the exercises of the school irksome and unprofitable. Having these points in view, we cannot reasonably overlook the importance of fixing upon a more or less central place, which shall be at the same time suited to secure the various other ends for which it is chosen. In the erection of almost any building, a dwelling-house, or a barn, for instance, a proper and convenient position is of no slight moment. This point is deserving of regard, not only that the edifice may be so located as to be readily reached, but also from the fact that the situation very closely affects its structure, and must to a considerable extent, determine the character of manifold modifications, which need to be made in its arrangements, if it be adapted to the purpose intended. Especially is this true in respect to our school houses, in the construction of which weight should be given to various considerations, which may be left out of account, in erecting a granary, or stables for our horses and sheds for our sheep. If now it be proper for us to be thus careful in respect to our stock, it should be evident that we may be still more considerate, without any loss of propriety, when our aim is the convenience and encouragement of our children in obtaining an education.
But while the selection of a suitable site for the district school-house merits prominent regard for the reason already given, it too frequently receives little, or next to none, particularly so far as pleasantness of locality is concerned. Beauty of scenery has a great influence on the opening mind of youth. In its absence powers remain unaffected, which might else have been called into lively play. It makes a vast difference, whether one in his early years be brought into contact with that which is calculated to dampen and discourage, or with that which is suited to animate and cheer. We might accordingly suppose, that the pleasantest locality, or one of the sunniest and