PART I. OF THE SYSTEM OF THE MALE ASYLUM AT MADRAS. CHAP. I. SCHEME OF A SCHOOL ON THE MODEL OF THE "The best way to learn any science is to begin with a regular system, or a short and plain scheme of that science well drawn up into a narrow compass." WATTS. 1st. THE Asylum, like every well-regulated school, is arranged into Forms or Classes. The Scholar ever finds his own level, not only in his Class, but in the ranks of the School, being promoted or degraded from place to place, or Class to Class, according to his proficiency. This of Schools in general; now more particu-. larly of the Asylum. 2d. Each Class is paired off into Tutors and Pupils. The Tutor to assist his Pupil in learning his lesson. 1 5d. Each Class has an Assistant-Teacher to keep all busy, to instruct and help the Tutors in getting their lessons, and teaching their Pupils, and to hear the Class, as soon as prepared, say their lesson, under, 4th. The Teacher, who is to take charge of the Class, to direct and guide his Assistant, to intend him in hearing the Class, or himself hear both the Assistant and Scholars say their lesson. 5th. When necessary, from the state of the School, or rather from the inequality of the Master, a Sub-Usher and Usher, one or both, are appointed to inspect the School, and act under, 6th. The Schoolmaster, whose province it is to watch over and conduct the system in all its ramifications, and see the various offices of Usher, Sub-Usher, Teachers, Assistants, Tutors, and Pupils, carried into effect. 7th. Last of all, the Superintendant, or Trustee, or Visitor, whose scrutinizing eye must pervade the whole machine, whose active mind must give it energy, and whose unbiassed judgment must inspire confidence, and maintain the general order and harmony. For this purpose, there is kept by the Scholars, Teachers, or others equal to the office, 8th. A Register of the daily tasks performed: and, by the Schoolmaster, 9th. A Register of daily offences, or Blackbook, to be expurgated weekly by 10th. A Jury of twelve or more boys selected for the purpose. This in brief is the scheme in its most multitiplied form, and yet abundantly simple. It may be proper (in limine) in the threshold to observe, that it chiefly hinges on the Teachers and Assistants to each Class. Let us now enter into the exposition of this scheme, and assay its character by the principles on which education should be conducted, and the ends which it has in contemplation. CHAP. II. OF THE PRINCIPLES ON WHICH THIS SYSTEM OF TUITION IS FOUNDED. "Pueri efferuntur lætitia cum vicerint, et pudet victos; ut tam se accusari nolunt, quam cupiunt laudari: quos illi labores non perferunt, ut æqualium principes sint?" "THE end of tuitionis to form good scholars, good men, and good Christians;" or, in other words, to advance the temporal and spiritual welfare of our pupils. To attain these ends, to attain any good end in education, the great object is to fix attention, and excite exertion. By these maxims I leave the reader to try the science (if I may so denominate this key to all knowledge) of elementary education in other schools. |