Imágenes de páginas
PDF
EPUB

first to confess that nearly the whole of our primers and spelling-books are so constructed as to cause much unnecessary toil both to teacher and learner. Every teacher must observe that the progress of his pupils mainly depends on his observance of two important principles of education; namely, first, that the pupil be conducted by very gentle gradations from the simplest and easiest lessons, to those which are more difficult; and secondly, that each succeeding lesson be grounded on the experience acquired in former lessons. But how are these conditions fulfilled in the A B C method of teaching to read? The child first commits to memory the names of a number of symbols, called the letters of the alphabet, but when he comes to spell words, the names he has learned are worse than useless to him, because the name of the letter is generally very different from the sound it has in a word. Where, for instance, can we find a sound like that which we give to the letter h, which we call aitch? If a child were to pronounce the little pronoun he, according to the names he has been taught to give to the letters of the alphabet, he would of course call it aitchee. Then why do we begin by teaching children names which are of no use in helping them to the sounds of words? By this plan we indeed tax their memories to a great extent; but surely, where there is so much to learn on which memory might be more profitably exercised, it is a pity to make unnecessary calls on the infant mind. Year after year, in the case of dull children, is frequently employed in the most laborious manner in endeavouring to master the difficulties of the spelling-book, and perhaps an unconquerable dislike of all books is then acquired, which is observable in many persons, and which operates most unfavourably on their whole character. It is no just reply to this, to say that numbers of clever children get through the task without any difficulty, and may almost be said to teach themselves to read. In taking a wide view of the subject, it is not fair to argue by the example of the clever and the educated: we must observe the effect of different methods on large masses of the people, and see whether dull and ignorant and neglected children, which form the majority in most schools, are helped, or hindered by them. In setting such children to read the words brought, fright, plough, &c., what possible help can they derive from pronouncing each letter separately, and giving it a name which has nothing to do with the sound of the whole word? After spelling the word, the child is just as much at a loss as before, and it is only after the teacher or monitor has repeatedly given the sound, that it becomes at last connected, in the memory of the child, with the assemblage of letters used to express it. Thus by slow and tedious steps, and by continual repetitions, the dull and ignorant scholar gets his memory loaded with a sufficient number of words to enable him to read a little; but the knowledge he has gained is extremely small, and, without practice in reading, he probably shares the fate of the agricultural labourers of Norfolk above described, and loses it all before he has attained

man's estate.

It is a serious defect of the spelling method that the knowledge which a child has already acquired is not brought sufficiently into use at every lesson to help him onwards. He has little pleasure in his lessons, because he does not feel his own progress. What he has gained to-day does not appear to make to-morrow's task more easy. The child's powers are indeed unfairly taxed, and the memory has to bear a cumbrous load which weakens instead of strengthening the mind.

The defects in the common method of teaching reading are now becoming evident, not only to intelligent schoolmasters who have had the best opportunities of judging in this matter, but also to parents and teachers generally. Accordingly we find in various quarters an attempt to get rid of the spelling lesson entirely, and to

substitute easy sentences which the child is taught to read off at sight according to the dictation of the teacher, who also encourages the pupils to seek for similar words elsewhere. Various other modes have been tried in private teaching, and even in schools there have been some attempts to get rid of what is felt to be a great burden. In the volumes previously alluded to, there is abundant evidence that teachers are disposed to attempt some better mode than that which they have proved to be so inefficient. It is therefore with much pleasure that we are about to trace the rise aud progress of a system of teaching which is based upon the sounds of letters only, and which discards all arbitrary names and modes of classification. The history of this system, and the claims it has to be generally introduced, will occupy our notice in succeeding articles. But we may here remark that it is entirely opposed to mere mechanical teaching and learning, and therefore offers a decided contrast to the senseless spelling method by which teacher and scholars have so long vexed themselves, and prolonged their labours without any satisfactory result.

THE wisdom and goodness of God, in the providential arrangements which He is pleased to make for the benefit of his fallen creatures, may be thwarted or impeded for a time, and in particular instances, by their perverseness or folly; but the arrangements themselves are not on that account the less wise or good.-BISHOP BLOMFIELD.

WE bought little except a supply of lentiles, or small beans, which are common in Egypt and Syria under the for which Esau sold his birthright. We found them very name of 'Adas, the same from which the pottage was made palatable, and could well conceive that to a weary hunter, faint with hunger, they might be quite a dainty.-ROBINson's Palestine.

THE solid materials of which the earth is composed, from the surface inhabited by man to the greatest depths within Minerals are inorganic substances formed by natural operathe reach of his observation, consist of minerals and fossils. tions, and are the product of chemical or electro-chemical action. Fossils are the remains of animals and vegetables which have been imbedded in the strata by natural causes in remote periods, originally elaborated from inorganic matter by that marvellous principle, termed vitality, and subsequently more or less altered in structure and composition by the influence of those physical forces, by which the inert substances of the mineral kingdom are subjected table and animal organisms rapidly decay after death; but to perpetual change. The soft and delicate parts of vegethe firmer and denser structures, such as the bones and teeth of the latter, and the woody fibre of the former, possess considerable durability, and under certain conditions will resist decay for many years, or even centuries. And when deeply imbedded in the earth, protected from atmospheric influences, and subjected to the conservative effects of various mineral solutions, the decomposition of even the tion, transformed into stone, may be preserved for incalmost perishable tissues is often arrested, and their organisaculable periods of time. Certain animal structures are even more permanent than even those of vegetables, and the shells and cases of innumerable species of animalcules being composed of lime and silex, or flint, are so indestructible, and occur in such inconceivable quantities, that the belief of some eminent naturalists of the last century, that every grain of flint, lime, and iron, may have been elaborated by the energies of vitality, can no longer be regarded as an extravagant hypothesis. Nor has the contribution of the vegetable kingdom to the solid crust of the earth been unimportant. Immense tracts of country are almost wholly composed of plants in the state of anthracite, coal, lignite, and brown coal; of submerged forests and peat morasses; and of layers of trees and plants transmuted into siliceous or calcareous rock.-MANTELL's Medals of Creation,

EASY LESSONS IN CHESS.

XXIV.

THE EVANS GAMBIT.

THIS highly ingenious variation of the King's Knight's Game was introduced to the chess world about the year 1833, by Captain W. D. Evans of Milford, and soon became celebrated for the novelty of its situations, and the opportunities afforded for bold and brilliant play. This game was conducted with remarkable skill by Mr. M'Donnell, in whose contests with M. de la Bourdonnais many beautiful examples occur. When the French champion arrived in England, this game, having been but recently introduced, was unknown to him.. It was introduced at the commencement of the second match by Mr. M'Donnell, who, of course, won the game; whereupon the Frenchman, as he afterwards admitted to Mr. Walker, "purposely declined playing again for two or three days, during which time he sedulously analyzed the novel debût, and made up his mind upon its merits, both as to its strength and weakness."

[blocks in formation]

This move constitutes "Captain Evans's Game," as it is familiarly called.

By the sacrifice of this Pawn, which is a less valuable one than the K. B. P. sacrificed in the King's Gambits, you acquire much scope for attack. You are enabled to plant your Q. B. on Q. Kt. second, or Q. R. third square, both very attracting moves, and you are also enabled to advance K. B. P. two squares much sooner, in consequence of the Black K. B. being drawn out of the diagonal, which he so advantageously occupies at the third move.

Black's best move is to capture the P. with the B. If he take it with the Kt. it would be bad play to capture his K. P. with your Kt., because by moving his Q. to K. B. third, he gains an immediate advantage.

Whether he take the P. with the Kt. or the B. you must advance Q. B. P. one square.

[blocks in formation]
[blocks in formation]

It is not unusual at this point to play the Kt. to K.

The advance of this P. is necessary at this point to second, with the intention of transferring him afterenable him to play out K. Kt.

[blocks in formation]

(

wards to K. Kt. third. It would be bad play to move him to K. fourth, because you would xchange Knights, and by drawing the Q. P. on to the King's file prevent Black from castling, and get a powerful attack on your Queen's side. In the present position the Black Kt. is as it were put out of the game; it is true that he forces your K. B. to move, but as your Q. P. masks the attack on Black's K. B. P., you vary the attack so as not to lose the services of the K. B., so important in most gambit attacks.

[blocks in formation]
[blocks in formation]

If at the twenty-seventh move, Black had played Q. to K. B. third, the mate would have been equally forced; for example,

28 Q. takes Q.

29 B. takes B. checking.

30 Kt. CHECKMATES.

27 Q. to K. B. third.

28 K. takes R.

29 K. to Kt. sq.

The next game was opened by M'Donnell.

i K. P. two.

2 K. Kt. to K. B. third.

3 K. B. to Q. B. fourth.

4 Q. Kt. P. two.

5 Q. B. P. one.

& Castles.

7 Q. P. two.

8 P. takes P.

9 K. R. P. one.

10 Q. B. to Q. Kt. second.

1 K. P. two,

2 Q. Kt. to Q. B. third.
3 K. B. to Q. B. fourth
4 B. takes P.

5 K. B. to Q. R. fourth.
6 K. B. to Q. Kt. third.
7 P. takes P.

8 Q. P. one.

9 K. R. P. one.

10 Q. to K. second.

[merged small][merged small][merged small][merged small][graphic][subsumed]

SIR ASTLEY COOPER frequently related the following anecdote, as one of the most remarkable instances of acuteness of perception in the organs of taste which had ever occurred to his notice :-Upon an occasion of the Athlete meeting at Mr. Coleman's, at the Veterinary College, he promised Mr. Norris, who was a gourmand, that he would give him a joint of beef from Markham's, the most celebrated butcher of the day. To secure this treat, Mr. Coleman went himself to Markham's, and ordered his finest specimen of a sirloin to be sent to him on the appointed day. The party met, and dinner being announced, the promised beef soon made its appearance. The host cut for his friend Norris one of the primest slices, and soon, in exultation, inquired if it was not to his heart's content. To this Mr. Norris replied: "The beef is good beef, but it is not my friend Markham's." "Pooh!" says Mr. Coleman, "that I'll swear it is, Norris, for I myself called at his shop, and ordered it, and this

Black seems to have lost the game by this move. morning saw it delivered at my house by his own man ;K. Kt. to K. B. third would have been better.

[blocks in formation]

but," as he would say, whenever he felt quite certain of his own accuracy, "I may be wrong, Norris; however, to decide the matter, if you please, I'll lay you a bet of a dinner for the party, that it is Markham's beef." Mr. Norris at once consented to the wager; and the curious subject of the

By this move you defend K. B.; and he cannot cap- bet, and the equally positive assurance of the two parties, ture the Kt. without losing his Q.

[blocks in formation]

13 K. Kt. to B. third.
14 P. takes P.

[blocks in formation]

produced such an interest in the rest of the members present, that it was agreed to send off immediately for Mr. Markham, in order that the dispute might be at once decided.

An hour had scarcely elapsed when he arrived. It was settled that Mr. Coleman, as master of the house, should put the question: so he said, "Mr. Markham, all I have to ask you is, was the beef your man left here this morning your own meat?" "No, sir, it was not," was the reply. "I have to make a thousand apologies; for, although you yourself gave me the order ten days ago, I never thought of it till I looked in my book this morning, when I knew I had nothing in my shop that would answer your purpose. I therefore went myself to every butcher in the market, and picked out the finest piece I could find, and I hoped it would have proved satisfactory; but the beef was not mine." Norris burst into laughter, delighted at the successful display of his gastronomic faculties, and the whole party joined in the fun against Coleman, who was generally so sagacious in his bets, as to make it quite a novelty when he lost. It may be necessary to say, that this Markham was a butcher who was in the habit of buying stock, much older than butchers usually buy, for certain of his most particular customers, and of afterwards feeding it himself in some peculiar manner before bringing it to the slaughter-house. So superior to that of any man of his day was his beef considered, that many persons, of whom Mr. Norris was one, would pay the most exorbitant prices for meat to be sup

plied by him.-Life of Sir Astley Cooper.

JOHN W. PARKER, PUBLISHER, WEST STRAND, LONDON.

[merged small][merged small][merged small][subsumed][subsumed][subsumed][merged small][graphic][subsumed][merged small][merged small][merged small][merged small][graphic][merged small]

I. SAINT PAUL'S SCHOOL was permanently established in the year 1512, but a school had been attached to the metropolitan church at a much earlier period. "It appears," says Dugdale, "by the charter of Richard, bishop of London, in the time of King Henry the First, that he granted to one Hugh, the schoolmaster of St. Paul's church, and his successors, the habitation of Durandus, at the corner of the turret or bell-tower, where William, dean of St. Paul's, had placed him by the bishop's command, together with the custody of the library belonging to the church; in which place Hugh succeeded Henry, a canon of the same bishop's, who had been educated under the said Hugh, to whom the bishop, besides the house which Hugh enjoyed, granted a meadow at Fulham, together with the tithes of Ilings and Madeley: and in further augmentation of its revenues, Richard, surnamed Nigel, who sat bishop here in Richard the First's time, gave unto this school all the tithes arising in his demesnes at Fulham and Horsete," &c. The chancellor of St. Paul's had the control of all the schools within the city, whether attached to the church or not; and no persons except the masters of St. Mary le Bow, and St. Martin's le Grand, were allowed, under pain of excommunication, to teach within London without his licence. The chancellor having appointed a master, the dean and chapter gave him possession, and it was their duty to see that he was sober, honest, and learned-a teacher not only of gramVOL. XXV.

mar but of virtue: "Eis non solum grammatices, sed etiam virtutis magister."

The history of this ancient school has not been traced; the present noble establishment was founded by Dr. John Colet, (a sketch of whose useful life has already been given,) who himself furnished a statement of the foundation and rules for the government of the school. From this interesting document we select a few passages, and give an abstract of the rest.

"JOHN COLLET, the sonne of HENRYE COLLETT, dean of PAULES, desiring nothyng more thanne education and bringing uppe children in good maners, and literature, in the yere of our Lorde one thousand fyve hundredth and twelfe, bylded a schole in the estende of Paulis churche, of one hundred and fifty-three to be taught fre in the same. And ordeyned there a maister, and a sur-maister, and a chappelyn, with sufficiente and perpetuale stipendes ever to endure, and sett patrones and defenders, governours and rulers of that same schoole, the most honest and faithful fellowshipe of the MERCERS OF LONDON. And for because nothing can continue longe and endure in good ordre without lawes and statutes, I, the said JOHN, have expressed and showed my minde what I wolde should be truly and diligentlye observed and kepte of the sayde maister, and surmaister, and chapelyn, and of the Mercers, governours of the schole, that in this boke may appere to what intent I founde this schole."

After stating that this grammar school was founded "in the honour of Christe JESU in Pueritia, and of

785

his blessed modir MARIE," the statutes proceed to notice the qualifications of the head-master:-" This high-maister, in doctrine, learnynge, and teachinge, shall directe all the scole: a man hoole in body, honest and vertuous, and learned in good and cleane Latin literature, and also in Greke, yf such may be gotten; a wedded man, a single man, or a preste that hath no benefice with cure, nor service that may lett the due besinesse in the scole." He is to be chosen by the Company of Mercers, who are to charge him to teach the children not only good literature but good manners; and that the permanency of his situation depends upon the strict performance of his duties, which is to be inquired into every year at Candlemas. He is not to absent himself without the permission of the surveyors for the time being. His lodgings are to consist of the whole story over the hall and chambers, and a little middle chamber in the house roof, and the gallery on the south side, and the cellars beneath the hall, the kitchen, and the buttery, with all the implements of his house. "All these lodgings he shall have fre, without any payment, and in this lodging he shall dwell and kepe householde to his power. His wages shall be a mark a weke, and a lyvery gowne of four nobles, delivered in cloth. His absence shall be but onys in the yere, and not above thirty dayes, which he shall take conjunctim or divisim." If he be afflicted with an incurable disease, or very much advanced in years, he is to be suffered to depart with a pension of ten pounds; but if he resigns voluntarily then a notice of twelve months is required. If afflicted with temporary illness, his salary is to be continued, and the sub-master to be paid by him for extra duty. On his demise the sur-master to be chosen in preference to other candidates. The dean's house in Stebenhigh, or Stepney, was also given to the high-master "to resorte unto," and the Mercers' Company were to keep it in repair.

The sur-master was to be "some manne vertuose in livinge and well lettered. This sur-maister, the high maister shall chose as often as the same shall be voyde, a man hoole in body, and when the high maister hath appointed him upon one, he shall call to the scole the surveyors of the scole, and before them he shall say to the sur-maister on this wise; Sir, before these my maisters here, the surveyors of this scole, I show unto you that I have chosen you to be under maister of this scole, and to teache alway from tyme to tyme as I shall appoynte you, and supply my rome in my absence, when it shall be granted me by my maisters the mercers, wardens, and surveyors. And for such more labour in my absence I shall somewhat se to you as my maisters here shall thinke best. . . . . Thanne the surveyors shall exorte the sur-maister diligently to do his dewtie, and shall say unto hym on this wyse :-"Your rome is no perpetuitie, but according to your labor and diligence ye shall continue, otherwise found not according and reasonable, warned of us, ye shall departe. Yf it shall be so that at any tyme ye will departe of your owne mynde, ye shall geve us a half year's warninge. Yf any controversy be betwixt you and the highe maister, ye shall stande at our discretion in every thinge."

....

The wages of the sur-master were 6s. 8d. a week, and a livery gown similar to that of the head master; and if convenient he might take commons with him. When overtaken with decay and age he was recommended by the pious and humane founder to the charity of the Mercers' Company. If both the masters should be so afflicted with illness as to be both at the same time unfit for duty, the school was to be shut, but the salaries continued. Neither of the masters were to enjoy lectures or professorships.

It was the business of the high master to "se the scole to be kept cleane by the poor childe, and be swepte every Satorday, and also the leades, and from tyme to tyme to call upon the Mercers for necessary reparations."

The chaplain was to be a honest priest, appointed by the wardens and assistants of the Mercers. He was to

assist in teaching in the school, if the high master desired it. He was to have no benefice with cure or service, nor other office or occupation. He was required to teach the children their catechism, the articles of their faith, and the Ten Commandments in English. His wages were 87. by the year, with a livery gown of 26s. 8d. His lodgings were to be in the new house in the Old Chayn, or in the master's house, as might be most convenient. It was his duty to sing mass every day in the chapel, and to pray that the children might prosper in good life and in good literature, te the honour of God and our Lord Christ Jesu. And it was ordered "at his masse when the bell in the schole shall knyll to sacringe, then all the children, in their seats, shall, with lift up hands, pray in the time of sacringe. After which, when the bell knylleth agayne, they shall sit down agayne to their bokes learninge.'

There shall be taught in the scole children of all nations and contres indifferently, to the number of ONE HUNDRED AND FIFTY-THREE*, according to the number of seates in the scole. The maister shall admit these children as they be offirid from tyme to tyme; but first se, that they canne saye the catechyzm, and also that he can rede and write compe tently, else let him not be admitted in no wise.

A childe at the first admission, once for ever, shall paye 4d. for wrytinge of his name; this money of the admissions shall the poor scoler have that swepeth the scole and kepeth the seats cleane.

In every forme one principall childe shall be placed in the chayre, president of that forme.

The children shall come unto the scole in the mornynge at seven of the clocke, both winter and somer, and tarye there untyll eleven, and returne againe at one of the clocke, and departe at five. And thrise in the daye, prostrate they shall say the prayers with due tract and pawsing as they be conteyned in a table in the scole, that is to say, in the mornynge, and at none, and at eveninge. candell in no wise, but alonly waxe candell, at the costes of In the scole in no tyme of the yere, they shall use talough theyr frendes.

Also I will they bring no meate nor drinke, nor bottel, nor use in the school no breakfasts, nor drinkings, in the time of learnynge in no wise, yf they nede drineke let them be provided in some other place.

I will they use no cockfightinge, nor rydinge about of victorye, nor disputing of Saint Bartilimewe, which is but foolish babling, and losse of time. I will also that they shall have no remedyes t. Yf the maister grantith any remedyes, he shal forfeit 40s. totiens quotiens excepte the kyng, or an archbishopp, or a bishop present in his own person in the scole desire it.

Childermas-day, to hear the boy bishop's sermon; when, The scholars were required to attend at St. Paul's on at high mass, every member of the institution was to offer one penny to the boy bishopt.

In their processions they were to walk two and two, and devoutly repeat, but not sing aloud, seven psalms and the Litany.

If a scholar of this school were permitted by his parents to attend any other, he was to be expelled, and on no account to be re-admitted: and this notice was given on his first entrance.

subjects to be taught in this school:The dean gave the following directions respecting the

As touching in this scole what shall be taught of the maisters, and learned of the scolers, it passeth my witte to devyse and determine in particular, but in general to speake and sumewhat to saye my mynde, I would they were taught always in good literature to the Laten and Greeke, * Alluding to the number of fish taken by St. Peter. John xxi. 11. + Play days.

The Boy Bishop was one of the choristers of a cathedral, who was chosen by the rest to officiate from St. Nicholas' Day to the evening of Innocents' Day, in the habit of a bishop, and if he died in the interval, was buried in that habit, or represented in it, as at Salisbury. The biographer of Dean Colet does not attempt to reconcile the apparent superstition of this statute to his enlightened mind; but it is probable, observes Mr. Ackermann, that he wished to give his school the figure and publicity of the procession connected with it; or that this old custom gave a

spirit to the children, and encouraged the hopes that they might one

time or other attain to the real mitre, and consequently incited them to that learning and those virtues which might qualify them to attain it

« AnteriorContinuar »