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CHAPTER XVIII.

SCHEDULE I. (STANDARD V.). READING.—" To read a passage from some standard author, or from a History of England.(New Code 1883.)

In Standards V., VI., and VII. books of extracts from standard authors

may be taken, though such works as Robinson Crusoe," Voyages and Travels, or Biographies of eminent men (if of suitable length) are to be preferred. As a rule ordinary text-books or manuals should not be accepted as readers.(Instructions to Inspectors.)

[Three sets of Reading-books are required in this Standard, viz.(1) A book of extracts from standard authors; or

a book of travels or biographies. (2) A History Reader.

(3) A Geographical or Scientific Reader.] WRITING.—“ Writing from memory the substance of a short story read out twice ; spelling, handwriting, and correct expression to be considered.

Copy-books to be shown." An exercise in dictation may, at the discretion of the Inspector, be substituted for composition.(New Code, 1883.)

In Standard V. the passage selected for writing from memory should be an anecdote occupying from ten to fifteen lines of ordinary length, and containing some sufficiently obvious point, or simple moral. The passage may, if the teacher desires, be read aloud by him. Neither accuracy in spelling, nor excellence in writing should secure a pass, unless the exercise is an intelligent reproduction of the story. The writing exercise prescribed for Standard V. may be altogether, and must be, to a certain extent, an effort of memory." (Instructions to Inspectors.)

ARITHMETIC. .Practice, Bills of Parcels, and Rule of Three by the method of unity. Addition and Subtraction of proper fractions, with denominators not exceeding ten.” (New Code, 1883.)

In Standard V. the 'Rule of Three by the method of unity' has been prescribed in order to avoid at that stage the difficulties of the theory of proportion, and to suggest a simpler method of solving ordinary problems by a combination of the four simple and compound rules. But if the answers are correct, aud have been iutelligently worked by either method, you will of course accept them.(Instructions to Inspectors.)

READING (STANDARD V.),

The teacher of Standard V. is referred to instructions on Reading, Standards I.-IV.

History may be taken as a class subject as well as in the ordinary History Reader as a part of reading in Standards V., VI., VII.; but in the former case, “a graduated scheme of teaching it must be submitted to the Inspector, and approved by him at the previous inspection.(Instructions to Inspectors.)

In both cases the instruction must be more systematic

and detailed, with larger reference to oral lessons than in the preceding Standards. The lessons in it will require a fuller knowledge on the part of the teacher, with more elaborate preparation. To this end, as types, the following Notes of Lessons are appended, and the Junior Teacher should prepare others on the same line.

NOTES OF LESSONS ON REIGN AND LIFE OF RICHARD III.

Subject Matter.

I. INTRODUCTION.—The latter stage of the Wars of the

Roses is now reached (1)

Richard was a cunning and cruel usurper, but not an infatuated villain wading through blood to his own destruction. He was a clever politician, able to deal with men, of singular moderation,

great powers of application, and soldierly experience. II. STATE OF THE COUNTRY.—The different sections of the

feudal nobility were at strife for the mastery, each
trying to win over to its side the power of the

Church.
III. USURPATION.- Richard arrested the

young king, Edward V., and proclaimed himself Protector, putting his nephew into the Tower. Hastings turned against Richard, on which the latter caused him to be executed. Dr. Shaw and the Duke of Buckingham caused the Londoners to acclaim Richard as king within three months of the death of Edward IV.; the young princes disappeared, and

Richard became unpopular in consequence.() IV. REIGN.—The new king exhausted his treasure in gifts or bribes, but only to procure

unsteadfast friendships; to oppose his rival, Henry of Richmond, he had recourse to forced loans. Henry landed in South Wales, overran that principality, made his way into the heart of the Midlands before Richard, with his large army, was well on his march from Nottingham. The rivals met at Bosworth Field, where Richard had to leave it to chance whether Lord Stanley with the Lancashire troops would fight with or against him. In this supreme crisis the self-assertion of the warrior chief came out in all its savage strength, and he lost his life in one desperate effort to slay his rival with his own hand.(8)

METHOD.
(1) Briefly recapitulate the history of these up to this period.

Narrate the legend concerning the supposed murder of these.
Describe the Battle of Bosworth.

NOTES OF LESSON ON THE GREAT FIRE OF LONDON,

(By an Eyewitness.)

Subject Matter.

I. LONDON IN 1666.-London then was mostly built of

timber; and there were no fire-engines or water supply for the extinction of fires. The streets and houses were crowded together; and there was no provision to relieve the poor by means of unions,

poors' rates, etc. II. THE FIRE.—This began at a baker's shop in Pudding

Lane, by Fish Street, near Thames Street, City, at the dead of night. Picture the half-dressed people at the windows, and in the streets; women with children in their arms; the Lord Mayor helpless and confounded. A strong east wind blew. The churches were in flames all that Sunday. Flying flakes of flame spread the fire, until at night all the City appeared on fire. Men pulled down and blew up houses to stop the progress of the fire. The Royal Exchange was destroyed ; St. Paul's Church caught fire at the top, the lead melted and ran down, and the massive stones fell on the pavement. The

poor fled to the country. III. RESULTS OF THE FIRE.—13,000 houses (1) were de

stroyed, 87 churches, the Royal Exchange, (*) Custom House, (*) Newgate,() Guildhall,(%) and 4 bridges.

METHOD.

(1) Compare with the great fire at Moscow, in which also 13,000

houses were destroyed. (3) Give the uses of these buildings.

NOTES OF A LESSON ON THE BRITISH CONSTITUTION.

Subject Matter.
I. FORM OF GOVERNMENT.-In early times the monarchy

was elective, (1) though generally the heir appa-
rent () succeeded (unless incapacitated or a
female). At present the monarchy is practically
hereditary, but limited by the power of the
people.

The Legislative (Y) functions are carried out by the Houses of Parliament (Lords and Commons). (a) The House of Lords ("Peers"-Spiritual (4)

and Temporal) have hereditary succession, but the Crown can increase the

number of the Peers. (1) The House of Commons is elective, and

consists of 658 members chosen by the people (from Boroughs, Counties, and

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