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IN SIX BOOKS, CORRESPONDING TO THE STANDARDS OF
THE NEW CODE.
BOOK II. FOR STANDARD II.,
Transcription, Spelling, Arithmetic, English, and Geography.
Author of “Sound, Light, and Heat,” “Magnetism and Electricity,” “John Heywoods
"The Explanatory Geography," &c.
SCHEDULE I., NEW CODE (1883), STANDAKD II. READING.* —To read a short paragraph from an elementary reading
book. WRITING.T- A passage of not more than six lines, from the same
book, slowly read once, and then dictated word by word. Copy books (large and half-text hand) to be
shown. ARITHMETIC.I—Notation and Numeration up to 100,0001). The four
simple rules to Short Division. The Multiplication Table and the Pence Table up to 12s.
SCHEDULE II. I. ENGLISH.—To repeat 40 lines of poetry, and to know their
meaning. To point out nouns and verbs. II. GEOGRAPHY.—The size and shape of the world. Geographical
terms simply explained, and illustrated by reference to the map of England. Physical Geography of hills
and rivers, * Reading with intelligence will be required in all the Standards, and increased fluency and expression in successive years. Two sets of reading books must be provided for Standards I , II., and Ill., one of which should relate to English History, for each Standard above the second. The inspector may examine from any of the books in use in the Standard. The intelligence of the reading will be tested partly by questions on the meaning of what is read. “Reading will be tested in the ordinary class-books, if approved by the inspector ; but these books must be of reasonable length, and difficulty, and uumarked. If they are not so, books brought by the inspector will be used.
† The Writing and Arithmetic of Standards I. and II. may be on slates or paper, at the discretion of the managers; in Standards III. and upwards it must be on paper.
The work of girls will be judged more leniently than that of boys. The Inspector may examine scholars in the work of any Standard lower than that in which they are presented.
11 “ Their lordships have ruled that sums are not to be dictated to Standard I. beyond 1,000 and so with the higher standards up to 1,000,000 ; but if the sums are set in figures the examiner may go as far as 9,999 for Standard I., and so on with the higher standards up to within one of ten millions. If the sums are written or printed in words the same rule applies as in dictation.”Extract from Letter from the Department, June, 1879.
New and Corrected Edition. - Answers to the Arithmetical Examples in John Heywood's Home Lesson Books. In Six Books, corresponding to the Standards, 2d. each.
NOW PUBLISHING. GARDINER'S EXPLANATORY GEOGRAPHY,
IN FIVE BOOKS.
Part I. Standard I. & II., 32 pages, with 13 Maps and Diagrams, 2d.
PREFACE TO STANDARD II.
The advice given in Book I. for Standard I., as to the manner of using the books is, in the main, applicable to the whole series.
The DICTATION LESSON on Tuesday is not meant to preclude the setting of other dictation lessons in school during the week. In the lower standards all dictation lessons should be prepared, and should not consist, as a rule, of more than five or six lines. As to the correction of such lessons, there is no plan so effective as the personal and individual examination of every exercise by the teacher. With a large class and a long exercise this will be impossible, within a reasonable time; but an active teacher who carefully dictates three or four lines, a word or two at a time, will be quite able to allow a class of 50 five minutes to prepare the lesson, and have it “ given out” and corrected in half-an-hour. After slates are examined the children should write every mistake again correctly four or six times each. Mistakes should include badly formed letters, omitted stops, and want or misuse of capitals, as well as bad spelling. It is STRONGLY ADVISED THAT TUESDAY'S LESSON BE ALWAYS WRITTEN ON PAPER. A leaf of an “Exercise Book” will do for two lessons, if the children have not books on purpose. Occasionally Tuesday's Lesson may be used as a simple spelling lesson, and the class be examined orally on the hard words.
In the GEOGRAPHY LESSONS it is intended that the lines in large type be committed to memory, the rest read only. It is also recommended that a blank map of the British Islands be used for illustration and practice. If these lessons are not used it is suggested that the scholars write instead 30, 40, or 50 spellings, each word to contain 5, 6, or 7 letters (at the teacher's discretion), and that the first 10, 15, or 20 be accurately learnt. As these words may be selected from any book, paper, magazine, or printed matter that the child can get hold of, it is an easy lesson, and at the same time a valuable one. It is advisable not to allow the Bible to be used for this exercise, and care must be taken that well known and common words are not often rewritten. The teacher may modify the instruction given at the end of every Geography lesson, for alternative work, as he thinks fit. If old Reading Books, no longer fit for use in school, are given to the children, they can select their spellings from them.
The teacher is strongly advised, instead of always using maps, to make a MODEL to illustrate the definitions. Take a large sheet of common thick glass to represent the water, and with clay, plaster of Paris, or putty, to represent the land, make an ideal continent in which all the chief definitions are prominently shown. Children can then see for themselves the difference between a mountain chain and
range, a plain and a plateau, etc.; they can notice that rivers rise in mountains, and generally run through valleys, and further see how they form lakes. Everything, in fact, can be brought vividly before their eyes. A Map of the World on Mercator's projection, made in this manner, will be exceedingly useful in all the Standards.
In GRAMMAR, the chief difficulties will be with abstract nouns, the passive voice of verbs, participles, and compound verbs. It is hoped the lessons here given will help to make the subject clear to both teacher and scholar.
To provide for the requirements in ENGLISH the following pieces (commencing with the 19th week, Lesson 91) are given with short notes :—"The Voice of Spring” (Mary Howitt), 30 lines; “The Chimney Sweeper” (W. Blake), 24 lines ; "The Harper” (T. Campbell), 30 lines; “Wandering Willie" (Miss Williams), 38 lines and " A Farewell” (C. Kingsley), 8 lines. These pieces are repeated at the end of the book for convenience of revision previous to the examination.
In order that the class may always be prepared for new work, it is absolutely necessary that the TIME TABLE be so arranged that lessons in Grammar, Geography, and Arithmetic shall be given before they have to be done at home. There will then be no reason for the common excuse,
“Please sir, I couldn't do it; it was too hard." Questions which have been given by Her Majesty's Inspectors in their examinations are indicated by an asterisk (*) before them.
HOME LESSONS-STANDARD II.
And the lit-tle mo-ments,
Hum-ble though they be,
Make the migh-ty a-ges
Lesson 2.—Tuesday Morn. Write and Learn. Geography.
The earth does not look round to you, but there are many ways in which it can be shown to be round. If you went a great way up into the air in a balloon, and looked down to the earth, it would appear round.
Or write 25 spellings out of any book, each word having six or more
letters in it, and learn the first 10.
* The teacher should give instructions as to the number of times these words are to be written, whether once, twice, three times, &c., each. + Indicated by italics.
A globe and a good Map (preferably a blank one) should always be used in geography lessons. Every new word should be written on the black board and carefully spelled and pronounced till all the children have learned it thoroughly. (See Preface.)