The Placer herald., 1862-12-27
Hours Of Study.

A very remarkable pamphlet has re.
Gently made its appearance in England,
containing statements Of facts that ought to
command the attention Of the civilized world.
The pamphlet is written by E. Chadwick,
Esq, c. b., and published pursuant to an
address of the House of Lords. The subject
Of this pamphlet is education, and it is
devoted to the discussion Of three matters
the organization Of schools, the hours of
study, and physical training. Our alten
statements Of facts in connection with the
second of these subjects-the hours of study:
"Struck by the frightfuI dispropor,ion
between the powers of childish attention
and the length of school hours, he has
directed questions to many distinguished
teachers. DR.. Donaldson, head master of
the Training College of Glasgow, states the
limits of voluntary and intelligent attention
ar, with children from to 7 years Of age,
about l 5 minutes; from to 10 years Of age,
about 20 mnutes; from 10 to l2 years of
age, about So minutes; from IL to l6 or
l8 years of age, about 80 minutes" and
continues, II have repeatedly obtained
bright voluntary attention from each Of these
CioSoCc, 'c' y VI ~ VI u uIluutCS 'uOiC, Uut
observed it was always at the expense of
the succeeding lesson"
The Rev. J. A. Morrison, Rector Of the
same College. speaking on the same subject
saws:
II will undertake to teach three hundred
children, three hours day, as much as they
can by possibility receive; and | hold it to
be an axiom in education, that no lesson has
been given until it has been received; as
soon, therefore, as the receiving power of
the children is exhausted anything given is
useless; nay, injurious, inasmuch as you
thereby weaken instead of Strengthening the
receiving power. This ought to be first
principle in education. l doubt it is seldom
acted on"
The truth Of these pregnant remarks is
made more and more evident by the testi,
mony of all competent witnesses. We
respectfully submit to all school commission
ers, teachers and parents who may read these
statements, that they are not of a character
to be glanced at and tossed aside; but are
worthy of being thought OF and acted upon.
From Carlyle's picture of German schools,
and from all descriptions of the English
oCuOOIS, tuCIO 10 Nv uouUt tHbI III OOtl tiIOsc
countries there is lamen,abie want of
understanding on the part Of scholars of the
subjects which they attempt 10 learn. The
matter is still worse in France and Austria,
and it is the prominent voice whirh peIvades
the whole Amercsn system of education.
Our failure to secure an understanding Of
the things which we try to teach is, doubt
less, in part owing to the fact that we
endnavor to teach too much in given time,
but it is also in part attributable to the
circumstances that we waste more that three
fourhs of The time trying to impart ideas
when the mind of the pupil is not in
condition to receive them.
This journal has Therefore advocated the
practice Of having recesses in schools of ten
or fifteen minutes every hour, but, from the
experience Of the oldest and abest teachers
in Great Britain, i, seems that the recesses
ought to be granted even to the oldest
scholars, as often as once in half an hour. A
teacher might as we'll expend his efforts
upon carved wooden images of children as
upon scholars after their minds are tired out.
Scientific american.