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INTELLIGENCE.

MR. G. F. THAYER'S SCHOOL, BOSTON.

Ar the conclusion of the exercise [described in the last Number of the Journal,] arthe cell strikes again, and five spelling monitors, each with his slate in hand, containing the list of a division of a class, repair to as many semi-circular marks on the floor Again the bell is rung, and the five divisions assemble at their posts. If any one should have forgotten his rank, the monitor gives it to him from his memorandum on the slate. At the fourth sound of the bell, the monitors of the lowest two divisions--who spell from spelling books, in which the pronunciation is sometimes doubtful to the pupils-begin by pronouncing the words of the lesson, while the boys of the class follow them looking over their books, and the other three monitors give out the words by the orthoepy of their dictionaries,-from which classes spell, as soon as they have become familiar with the contents of their spelling books. Each boy pronounces his word before spelling. If the lesson be short, it is spelled twice over; otherwise, only once. Every word missed in each class, is marked by its monitor, and a check made against the boy who failed; the latter office is generally performed by the boy standing at the head. The word is then put to the next below until it is spelled right, and the correct speller goes above those who fail, who all spell the word over, as evidence of attention in them. The boy who has taken precedence, then spells another word, that those who have lost their rank, may have a chance to recover it, and especially as their failure may have been a means of his gain, without any merit on his part, excepting that of spelling differently from them: Boys are required to spell mentally every word given out, that nothing in the lesson may escape them. This and many other of the details of the exercise, may be deemed trifles too inconsiderable to be mentioned; but they will all be found, on examination, to furnish good reasons for their adoption. Boys in class, having occasion to speak to their monitor, give a signal, and he listens to them. If any difficulty occurs, an appeal is made to the principal when the lesson is over. The spelling concluded, boys are required to write on their slates, all the words missed by their class, the monitor giving them out; by which means, those who spell, as many do, thoughtlessly, are obliged to think or they will fail. The slates are examined by the monitors, and due notice taken of the errors. Sometimes we require boys to learn the definitions of words repeatedly missed, and to copy them, as we do those whose signification is not understood in the moral lesson, into their writing books, the better to impress them on their memories. The boy at the head of each class, goes to the foot every morning before the lesson begins; and at the end of the week, he who has most frequently gained this distinction, receives a reward. Boys are degraded in class, for inattention or disorder, from one to the whole, according to the nature of the offence. Before boys leave the spelling stands, lessons are assigned for the following day, rank is marked, and the award made (a mark of 4 or otherwise) for the report.†

*There are in all four classes, at present subdivided into seven divisions: vi first class one, and each of the others, twoɔ.

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While these boys are spelling, a higher class moved by the same signal, repair to the study, to recite their day's lessons to one teacher; and the remainder of the class to which the spelling monitors belong, (for they are all usually appointed from one class for one week at a time,) return to their seats, and attend to ciphering. Another teacher moves from class to class, to ascertain that all is going on proper. ly; a third engages himself in adjusting numerous little unmentionables, always found in a large school, and necessary to be kept in order; and the principal sets such writing copies as remain unprepared, or which require more particular attention.

To spelling, succeeds an exercise in mental Arithmetic, Geography, or Grammar, each of these having particular days assigned. One teacher takes a division of a class at one end of the hall, and another, one at the other end; while the remaining boys form a line in the aisle, and taking such apparatus as may be designated, move out of school in company, for gymnastic exercises. When the weather is suitable, they go, accompanied by the principal, to the Common, where they engage for about fifteen minutes, in running, hopping, junping-with poles and without-leap-frog, drawing-or pulling by classes at the opposite ends of a rope, &c.—and, returning to the school, one of the teachers takes out such of the remaining boys as have been found correct in their lessons, for similar physical exercises in the open air. When the weather is not suitable for this, the boys go into the yard about the school, a class at a time, and take exercise by themselves as well as the space will allow. We have a plank placed edgewise and raised about eighteen inches from the ground, on which we require them to walk, to strengthen their legs and ankles, and gain the power of preserving equilibrium in narrow paths, &c. These sports are much enjoyed by boys, and are granted who have been found deficient in lessons or deportment during the morning. They are to be extended by the erection of such additional apparatus, as the limits about the establishment will permit. Besides our daily exercises, the principal, sometimes accompanied by an assistant, occasionally invites boys to meet him early in the morning, on the common or in the mall, where they engage in their usual sports or in walking. We have been several times to South Boston during the present season. We sometimes exercise them too, in school hours, in marching, with reference to the carriage of the body, turning out the toes, and such other matters in connection, as boys are most apt to fail in.

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When boys re-enter school, their recitations are finished class by class. After which the principal gives them, or as many as time will allow, a drill in reading, and those who do not read in the morning, are generally heard in the afternoon. In teaching this too much neglected branch of education, he first reads to the pu pil the portion assigned to him, and requires as close an imitation as possible; directing the class to give the utmost watchfulness, and allowing them to correct him as well as each other, in whatever they consider erroneous in pronunciation, pauses, emphasis, inflection, cadence, &c. Boys of the first class, who can mark their books expertly, take memorandums, and point out the faults at the close of the reading; others are permitted to correct aloud on the instant, which they highly enjoy, and by which they are rendered very vigilant. As very young children are liable to forget corrections made in pronunciation, &c. words mispronounced by those of the lowest class, are marked by the teacher on a state, and each child rem quired at the close of the lesson, to pronounce over again all the words he had failed in, during the exercise. The hardest words in the reading books of the highest four divisions, are marked with a lead pencil, constantly one lesson in advance, and boys are required to learn their meanings, between one reading day and the next; so as either to substitute a synonyme for each, while reading, or afterward to give a brief definition that shall apply to the passage.

The time not occupied in class, is filled up by ciphering, or in learning extra lessons for recitation; and by some, more backward than their classes, in redeeming rank or lost lessons. Only two class lessons for study are given in a day; so that those who are practising the whole course, learn-for example-two lessons in Geography, two in Grammar, and two in Mental Arithmetic in the week;

and

when History is studied, it takes the place of one of these. Spelling is a daily lesson, except for Mondays, when composition, takes the place of it, every week with the first class, and every second week with the second class. Boys prove their most palpable grammatical errors in composition, by parsing the sentence. The afternoons are devoted principally to writing. Spare time with the boys is occupied by arithmetic, and the principal either exercises those in reading, who were omitted in the morning, or examines such as are thought to be backward, in various studies, without preparation or previous notice. We have as many of the exercises performed by writing as possible, confident that instruction conveyed through the medium of the eye, makes the most durable impression on the mind. As far as practicable, while writing their copies, a small boy sits on the right of one larger and more advanced, who directs him about the manner of sitting, holding his pen, and the general formation of the letters; who, in short, performs the office of a writing monitor to his single pupil. A teacher walks from row to row, inspecting the whole, and in the course of each copy, sometimes every two, four, or six lines, and the more or less often according to the habits of the boy-the most careless requiring the most frequent examinations--calls to his desk by signal, every boy, that he may point out faults, commend beauties, and, writing in the pupil's book, excite him to emulate his master. Very great care and constant watchfulness, are necessary in this department, as good writing depends on a variety of trifling circumstances. And if boys are aware that they may be often called upon to exhibit their work for approbation or censure, their attention will be kept awake, and their progress will be more certain and rapid.-That they may be compelled to imitate their copy or slip, every one is directed to point the fore finger of the left hand, at the letter to be made, and as it moves along the line, the eye must take in each one so pointed out, and the boy can hardly fail to write like his model. Boys of eleven years old are required to mend their own pens, and younger ones are encouraged to do so-many of whom do.

Fridays, from ten in the morning, are devoted to declamation. Before learning their pieces, boys read them to the principal, who marks them for emphasis, modulation, rhetorical pauses, &c. that they may be committed with reference to the sense. From this hour recitations are attended to out of the hall, generally in the study, and being heard in single classes, they occupy the greatest part of the day. During recitations, any error detected by a boy below the one reciting gains hin precedence, by his giving a silent signal of it, and waiting to be called on by the teacher to make the correction; unless it is as soon discovered by a higher boy who is likewise below the reciter, in which case HE goes up.

All unnecessary wandering is prohibited, and any boy having occasion to leave his seat, holds up his hand until a teacher beckons him to him, to learn his wants. As teachers are almost always engaged in talking to pupils or hearing lessons, the boy called out is not allowed to speak, but presents his request in writing, previously prepared on his slate. This has the threefold advantage of preventing noise, practising in writing, and introducing a general acquaintance with familiar English composition. This method is pursued as far as practicable; but every one's mind will present cases in which the regulation must be waived. Sometimes it is necessary for one boy to speak to another; he then gets permission in this way, and both repair silently and quietly to a point appropriated to such conferences, which they quit as soon as their business is accomplished. This indulgence, however, is granted as seldom as possible. The necessity of the arrangement arises from the existence of so many sources of privilege in school; it is obvious, that if a boy were allowed to speak in his place, there might be four couple talking at the same time, each having had leave from one of the four masters. But as two boys only are suffered to be at the speaking-stand at once, permission is never granted to another while these are engaged there.

Boys having been absent from school, or tardy, or wishing to go home before the regular hour, are required to bring notes from parents or guardians. A reasonable apology from the same source, in writing, likewise secures from recitations or deficient marks.

Boys are dismissed individually, each having first given an account of his day's performances; being called by classes, alphabetically, from first to fourth on one day, and the order reversed on the next. Those deficient in exercises are detained until they have learned them, together with their lessons for the following day. Any boy who has had four or more low marks—below* four or par-in a week, is detained each day of the week following, until the lessons of the succeeding day are committed, to prevent a repetition of the fault.

Punishments are generally detention beyond school hours, loss of play, and low marks on weekly reports; but, although we do not shrink from inflicting judicious punishment where it is necessary, our chief regulating power is rewards; the assignment of which we have reduced to a system. As the reports, of which a copy is annexed, are distributed weekly, those of a quarter usually amount to thirteen; which, if they should all be good, i. e. if the aggregate obtained in each amounts to as many as that required, the holder is entitled to prize No. 1. If there should be twelve good, he is entitled to prize No. 2. And so on, down to nine good ones, which receive the lowest prize, No. 5. In pursuance of this ar rangement, the pupils of the two schools receive about fiity volumes of books per quarter, besides some which are occasionally distributed, for extraordinary success or uncommon exertion. The system has been in operation about two years, and its effects have been of the most pleasing and satisfactory kind. The mark of a deviation, which reduces the chance of obtaining these rewards, is generally con sidered a greater punishment, than the long established quantum of four claps' on the hand; and has introduced a degree of order and correctness in exercises, that the rod would have failed to produce among the generality of boys. In extreme cases, however, corporeal infliction is still resorted to, but seldom to any considerable extent. Expulsion has been substituted, when the conduct has been flagrant. This has happened, on an average, about once a year, and has gene rally been for lying, profaneness, or great disrespect for school authority; the first and last of which are almost invariably associated, and not unfrequently the second. Since the rod was laid aside as no longer an instrument of frequent use, the school has, I think, been growing more and more pure. I will not say, this is a consequence of its disuse, but only state the simple fact for it seems to me, that there are cases in all large schools, where boys do not live under the teacher's roof, and are not consequently always within his control, in which stripes only will avail and happy indeed should I be to learn some other method of reducing a certain class of tempers-few and of as rare occurrence as they are--which eleven years' experience has convinced me, will resist every soft and gentle application; whose sensibility can only be awakened by corporeal pain; and, whose obstinacy can only be subdued by the pedagogue's last resort.

The vacations are very similar to those of the English High school, and the Latin schools of this city.

Terms 15 a year, including stationary, the use of all the books studied in the school, and every other expense attending it.

Such, sir, are the details of my all-day school; the intermediate, though somewhat dissimilar, as it occupies but two hours in the day, would probably furnish nothing worth presenting to your readers.

I intend after the Commencement vacation, to introduce as much of the sys tem of mutual instru tion as may be done to the advantage of the school, still retaining all that is useful in the foregoing sketch. Any suggestions from you of your correspondents presenting improvements in the important art of teaching, would, I doubt not, be received with gratitude by your other readers,

by,

Yours truly,

as well as

G. F. THAYER. Harvard Place, June 15, 1826.

To the Editor of the Journal of Education.

* See Table.

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