2 Result. 1 C. Weekly Summary of Attendance, &c., (And so on to all the Weeks in the First Quarter.) (And so on to the Second, Third, and Fourth Quarters.) The form of Quarterly summary of attendance, &c. this register is given in Table E. Each of the quarterly tables should be filled up at the end of each quarter. Nothing has to be done except to write in, and add up, the weekly results of the preceding register (C). Annual summary of attendance, &c. Table E gives the form of this register. In this case, the quarterly results are filled in, and then added up to give the results for the year. D. Quarterly Summary of Attendance, &c. Average Number Routines of lessons, or time tables. Each class should have a separate routine of lessons, adapted to the attainments and capabilities of the pupils composing it. These routines should be suspended before their respective classes, and the teacher should enter the routine of his class in the fly-leaves left at the beginning of his class register. The routines should be framed not only with regard to the attainments of the respective classes, but should also have a due regard to the harmonious operation of the whole school and the proper alternation of subjects, according to the principles which we have explained in relation to school routines (see p. 109). Table F is a specimen of a routine of lessons for the first class of an ordinary elementary school. Routines of lessons should, to a certain extent, be framed to suit the taste and capabilities of the master. F. Specimen of a Time Table or Daily Routine of Lessons. 1st Class. CLASSIFICATION. Without classification, the collective system of instruction would be worse than useless. The first business of the schoolmaster, therefore, is to throw his pupils into classes, where the boys in each class shall have the same, or as nearly as possible the same, attainments and capabilities. The number of classes, in a school, must depend upon its size as well as upon the differences of age and attainments of the pupils. A very minute division is neither desirable nor practicable. It is not at all requisite, to secure efficient instruction, that all the pupils in a class should have exactly the same attainments; for a good teacher can always adapt his instruction to suit boys whose attainments do not differ widely from each other. As a general rule, a large school may contain about eight classes, and a school of an average size about five. The pupils in each class should continue there for every subject of study until promoted to the next class. Under a proper system of management, the subdivision of classes into drafts, for the purpose of attaining a more perfect classification, is rarely necessary, and, in my opinion, should only be resorted to in special cases. BASIS OF CLASSIFICATION. The proper basis of classification, as we have already explained (see p. 106), should be the mental power and capabilities of the pupils. The following method of classification is simple, practicable, and sufficiently exact for all ordinary cases: First, arrange the pupils into three great divisions; second, subdivide each division into two or more classes. Thus, in a school of 120 boys, we should have, on an average, 40 boys in each division, and 20 boys in each class. TESTS OR QUALIFICATIONS FOR THE THREE DIVISIONS. Reading and general intelligence may be taken as the best tests for fixing the division to which any child may belong. Reading words of one and two syllables may be taken as the qualification for the third or lowest division; reading words of two and three syllables, or reading simple sentences with intelligence, as the qualification for the second division; and reading words of four or any higher number of syllables, or reading the higher class books with tolerable intelligence, as the qualification for the first or highest division. TESTS OR QUALIFICATIONS FOR THE CLASSES. In this case arithmetic forms the best basis of classification. Here a knowledge of principles, not less than mechanical dexterity, should enter into our estimate of qualifications. If the third division contains two classes, the lower class may contain those children that have not commenced slate arithmetic, or who have only commenced the subject of mental calculation; the higher class may contain those children who have commenced slate arithmetic, or who have made some progress in mental arithmetic. If the second division contains two classes, the lower class may contain those children that have not completed the four elementary rules; the higher class those that have commenced the subject of reduction. If the first division contains two classes, the lower class may contain those boys who are capable of working questions in the rule of three, without the use of fractions; and the higher class those that are capable of understanding fractions and arithmetical problems generally. THE PUPIL TEACHERS. The pupil teachers should always be selected for their general intelligence, good conduct, and aptitude for teaching. The number of pupil teachers must, of course, depend upon the size of the school; for a school of 120 boys, there should be at least four pupil teachers. It is also desirable that there should be a class of assistant pupil teachers, who may be considered in a state of probation, or preparation, for the office of pupil teacher. These as sistant pupil teachers may have a draft of a class given to them, for teaching certain subjects which may require a greater subdivision of labour. The master should con |