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and
Fluency

With
Expression. on a Board.

Chalk on

With
the Wall or Slates. | Paper.

On On

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Rules.

First
Learning

ATTAINMENTS OF MONITORS, OR PUPIL TEACHERS.

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In Drawing,

Arithmetic.

some

Having by Ear an acquaint

ance with Psalmody and

Labour Songs.
Acquainted with the Ele-

ments of the Notation of

Music,
Able to sing Common Psalm

Tunes and Labour Songs
from Notes at Sight.
Able to sing Chants, An.

thems, and more difficult

Sacred Music, from Notes.
Able to draw simple Recti-

linear Figures.
Able to draw and shade

simple Rectilinear Fi

gures. Acquainted with Linear Drawing, as applied to

Mechanical Art, such as Carpentering, &c. Acquainted with the Ele.

mentary Movements. Acquainted with the more

complex Combinations. Capable of conducting a

Class under Exercise.
Geography.
| Grammar.
| History of England.

Etymology.
Period during which he

has been so employed.
Whether he receives any

Reward or Privilege.
Number of Children com-

mitted to his charge.
Their average Age.

Arithmetic.

Mental

Exercises.
In Physical

Geography.

Knowledge of
Comparative

Grammar.

Etymology.

History of
England.

Vocal Music.

Linear Drawing.

Land Surveying

If not, state what other occupation they have,

the time it occupies, and its emoluments. 115. Have they received instruction in the art of teaching, in

any and what training-school? 116. At what age did he or she) become a schoolmaster (or

schoolmistress)? 117. What was his (or her) former occupation ? 118. State your opinion of the teachers as respects their attainments;

character ;

and method of conducting the school. 119. By whom is the master (or mistress) appointed ? 120. Upon what conditions, and for what period, is the appoint

ment held ? 121. Is there a written agreement ? 122. Is there a sufficient facility for dismissing the master (or

mistress) in case of need? 123. By whom is the master (or mistress) to be dismissed?

Government of the School. 124. In whom is the general management and control of the

school vested ?
125. Name the visitor (if any).

Patron.
President.
Treasurer.
Secretary
The committee.

The trustees. 126. Do the trustees (or committee) meet periodically ? 127. Are there general meetings of the subscribers and pro

moters of the school? 128. Is there any, and, if so, what system of constant superin

tendence by the committee or otherwise ? 129. Is the committee active, or merely nominal ? 130. Who are the active members of the committee? 131. Transmit a copy of the printed rules of the school. 132. Is there any periodical public examination of the school? What is its effect upon

The teachers,

The children;
especially as respects character and manners ?

Annual Income. 133. State the amount of annual subscriptions and donations. 134. Of annual collections. 135. Of annual produce of endowment. 136. Of school-fees, 137. Of any other source of income separately enumerated.

Annual Expenditure.
138. What is the annual stipend of the master ?

The mistress?
Each assistant master and mistress ?

Each pupil teacher ?
139. What amount was expended last year in repairs ?

For furniture and apparatus ?
For books and stationery?

For candles and fuel ?
140. What other expenses are incurred ?

be

SPECIAL QUESTIONS ON INFANT SCHOOLS.

Mechanical Arrangements. The questions respecting mechanical arrangements in the former paper having been replied to, the following additional questions may put :1. Are the walls lined with a broad belt of black board, or

prepared with mastic, painted black, for lessons in

chalk-drawing and writing ? 2. Is a small gallery prepared with desks and boards for the

instruction of forty children in drawing and in the signs of sounds ?

Recreation and Physical Exercises. 3. What amusements have the children? 4. What games are encouraged ? 5. Have they any and what gymnastic apparatus ? 6. Are the children trained in walking, marching, and physi

cal exercises, methodically? 7. With what result ? 8. How often do the intervals of recreation occur daily, and what time is spent in recreation at each interval ?

Industry.
9. How many children learn to sew ?

To knit ?
To plait straw ?
To keep the garden-border free from weeds ?
To sweep the school.floors, &c. ?

Imitative Arts. 10. Do the children learn to draw, on the wall or on a board, right-lined figures from objects or from copies?

11. Do they learn to draw the Roman capital letters and numerals ?

12. Are these steps the preliminaries to learning to write ?

13. Do they in this way learn to write the letters with chalk on the wall, or on a board ?

Learning Signs of Sounds.

I. READING. 14. Does the school-room contain one of Mr. Prinsen's letterboxes ? 15. Has the master or mistress been instructed in the method of making the children familiar with letters

1. By showing them the figure of a natural

object having a monosyllabic name? 2. By analysing this word" into its constituent

sounds ? 3. By showing the children the sign of each

sound, beginning with the vowel sound, and then combining them into the word by the

phonic method ? 16. Are the children expert in the various modes of using the letter-boxes to spell and read words?

II. SINGING, 17. On what method are the children taught to sing? 18. Do they learn the signs of musical sounds to any extent? 19. Can they copy the notes of music with chalk on ihe wall? 20. Can they sing many marching or other school songs? 21. Can they sing any hymns ?

Knowledge of Natural Objects, fr. 22. Are the children exercised in examining and describing,

in very simple and familiar terms, the properties of

those natural objects by which they are surrounded ? 23. Is there a cabinet in the school stored with natural objects

which the children are likely soon to meet with in their

rambles or visits to friends ? 24. Is there a cabinet of domestic utensils or implements of

industry, of a small size, the uses of which may be explained to the children?

Instruction in the Gallery. 25. Are they instructed in any other subjects in the gallery ? 26. If so, enumerate the gallery lessons. 27. How long is the usual lesson in the gallery? 28. Are the replies of the children made intelligently, or chanically and by rote?

Discipline. 29. Are the children clean in their persons and dress ?

me

30. Are they orderly and decorous in their behaviour ? 31. Do they appear to have confidence in their master and

mistress, and to regard them with affection? 32. Are any, and, if so, what rewards and punishments employed ?

On what principles, and with what results ? 33. Is their attendance at school punctual and regular? 34. Examine register, and state whether it is kept on a good

plan, neatly, and with care.

1.-SUPPLEMENTARY MINUTE respecting the Mode of conducting

Applications for Aid from the PARLIAMENTARY GRANT. The Committee of Council, in conducting the distribution of the Parliamentary Grant for the promotion of Education in Great Britain, during the past year, have requested the applicants for aid towards the erection of school-houses to submit to the Committee their plans, drawn according to scale, and exhibiting the arrangements of the desks, benches, and school apparatus.

The Committee have also framed their questions, Form A, so that the answers to them may afford information respecting the structure of the school-building, its drainage, and the mode of warming and ventilating it.

This information has been sought not merely to guide the Committee in apportioning the grant in some degree according to the intelligence and skill displayed in the arrangements, but also to enable them to advise the applicants respecting the structure of the buildings described in the plans, working drawings, and specifications, in order that any defective construction of the schoolhouses might be avoided, and that the method of warming and ventilating these buildings might be improved.

Their Lordships have also been desirous that the arrangement of the desks, benches, and school apparatus should be consistent with the progress made in methods of teaching in the most approved schools; and they therefore determined to avail themselves of opportunities of advising the promoters of the erection of school-houses concerning such of the defective arrangements which they observed as were capable of alteration without much cost, and as might otherwise prove an obstacle to the improvement of the school.

The Committee, in the minute of the 20th of February, 1840, stated that they had, at an early period of their proceedings in superintending the appropriation of the Parliamentary grant for promoting public education in Great Britain, observed that considerable expenses were incurred by the promoters of schools in the preparation of plans, specifications, and forms of contract for the

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