Program of a large school.-Next page. found by setting aside the regular lessons for some particular day, once a week, or once in two weeks; and for composition, declamation, &c., a half day should be occasionally or periodically assigned. In order to give the reader a more complete idea of arrangement under varied circumstances, I subjoin the program of the New York State Normal School, as copied by the Executive Committee in their Annual Report, made January, 1846. It should be borne in mind that this was the program for only a part of one term; and also that in this Institution, the studying is done out of school hours, the time of regular session, with very few exceptions, being entirely devoted to recitations or general instruction See next page. Program of New-York State Normal School. October 20, 1845, and onward. Time. Exercises. 9 A. M. to 9.30 CHAPEL EXERCISES, &C. IN LECTURE ROOM. Teachers. Prof. Perkins. Mr. Webb. Mr. Eaton. Mr. Bowen. Miss Hance. 10.15 to 10.25 Wednesday is devoted to Penmanship, Composition, Declamation, "SubLectures," Lectures, and General Exercises Models not to be copied.-Teacher must think.-Interruptions. If I have devoted considerable space to this subject, it is because I deem it of very great importance to the teacher's success. With one other remark I dismiss it. These models are not given to be servilely copied. They are given to illustrate the great principle. The circumstances of schools will be found to vary so widely, that no model, however perfect in itself, would answer for all. The teacher must exercise his own ingenuity and judgment to meet his own wants; and in general it may be remarked that where a teacher has not the skill to adapt his own plans to his own circum stances, he can hardly be expected to succeed in carry ing out the plans of another. SECTION II.-INTERRUPTIONS. In every school consisting of pupils of different ages and circumstances, there will be more or less of interruption to the general order and employment of the school. Some of the pupils have never been trained to system at home; perhaps most of them may have been positively taught to disregard it at school. At any rate, "it must needs be," in this particular, "that offenses come." Nor should the teacher lose his patience though he should be often disturbed by the thoughtlessness of his pupils. He should expect it as a matter of course, and exercise his ingenuity as far as possible to prevent it. It may well be one of his sources of enjoyment to witness an improvement in the habits of his pupils in regard to system. A scene from nature.-Business accumulates.-A crisis. These interruptions proceed from various causes,— such as soliciting leave to speak, or to go out; asking for some assistance in learning lessons, or for leave to drink, or to stand by the fire; requesting the teacher to mend pens, or to set copies; disorderly conduct in pupils, making it necessary, in his judgment, to administer reproof or punishment in the midst of other duties, -and sometimes the vociferous and impatient making of complaints by one scholar against another. How many times I have seen a teacher involved in indescribable perplexity, while trying to perform the duty of instruction, and to "get through" in time While hearing a grammar lesson, a scholar brings up his atlas to have some place pointed out which he had upon one trial failed to find. The teacher turning to look for the place, is addressed with "Please mend my pen," from another quarter. Having the knife in hand, as if such things were to be expected, the obliging teacher takes the pen, and holding it between his eyes and the atlas, endeavors to shape its nib and to discover the city at the same glance. "Jane keeps a pinching me,"-vociferates a little girl who is seated behind the class. "Jane, Jane," says the teacher, turning away from both the nib and the city, "Jane, come to me instantly." Jane with the guilty fingers thrust far into her mouth. makes her way sideling towards the teacher. May I go out?"—says John, who is thinking only of his own convenience. "No, no❞—answers the teacher, a little pettishly, as if conscious that in a crisis like this, a request simply to 66 A pail of water.-A juncture and a conjunction!-A truce. "Please, breathe more freely is scarcely justifiable. sir, let me and Charles go out and get a pail of water.” This is said by a little shrewd-looking, round-faced, light-haired boy, who has learned how to select his time, and to place the emphasis upon the "please, sir.” The teacher by this time being considerably fretted by such an accumulation of business on his hands, very naturally thinks of the refreshment contained in a pail of cool water, and very good-naturedly answers the little urchin in the affirmative, who most likely is by this time more than half way out of the door, so confident is he of success. Just at this juncture a considerate-looking miss in the class earnestly appeals to the teacher, to know if the word next but three to the last, was not a common noun, though called a conjunction! This reminds the teacher that several words have been parsed without his notice, and he asks the class to stop there." Glancing at his watch, he discovers that he has gone three minutes beyond the time for recess, and he relieves himself by saying, "boys may go out." This grants a truce to all parties. The pen goes back unmended; the atlas with its sought city undiscovered; John "goes out" now by common law, taking to himself the credit of this happy release, as he asked only to remind the master that it was time for recess; Jane takes both thumb and finger from her precious little mouth, and smiling seats herself by the side of her late challenger, who is by this time more than half repentant of her own impatience; the shrewd-looking urchin and his companion return with the refreshing pail of water, |