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8. Apart from direct religious iustruction and influence, what do you do to form moral habits, the habit of always acting conscientiously? of punctuality and regularity? of diligence? of perseverance? of forethought? of kindness? of courtesy? of mercy to inferior animals? of forgiveness? of charitableness? of justice? of respect to property? of respect for superiors? of submission to the authority of law? of truth? of reverence for God and obedience to his laws?

9. Do you administer the government of your school with special reference to the moral culture of your pupils? in holding out motives to study and good behavior? in the punishments inflicted, &c.?

3. INTELLECTUAL DEPARTMENT.

1. Have you formed, for your own guidance, any scheme of the work to be done by you in developing, training, and storing the minds of your pupils? of the order in which the several powers or faculties of the mind should be developed, so that its growth shall be symmetrical and vigorous?

2. By what studies, and in what manner, do you cultivate the power and habit of accurate observation? memory? comparison? calculation? reflection? reasoning? imagination? expression?

4. ESTHETICAL DEPARTMENT.

1. Do you embrace in your ideas of primary education the development of the sentiment of the beautiful, and a love of order, harmony, and suitableness, in nature, art, literature, and life?

2. Do you make occasional excursions to interesting natural objects in your neighborhood, improve the principal phenomena of nature as they occur, employ music, drawing, and recitation as elements in this branch of education?

3. Do you have regard to this department in cultivating order, cleanliness, and grace? in the personal habits of your pupils?

5. INDUSTRIAL DEPARTMENT.

1. Are any industrial branches taught, such as sewing, knitting, dress-making, &c.? at what hours? and by whom?

2. Do you communicate a practical knowledge of the elementary principles of domes tic and rural economy, and of technology?

STUDIES AND TEXT-BOOKS.

1. Enumerate the branches taught, and the number of pupils attending to each branch?

2. Enumerate the books used in teaching each branch?

3. Mention what books are used by each class?

4. By what authority are the books introduced into the school?

5. Do you experience any difficulty in inducing parents to provide the necessary books?

6. How many pupils are unprovided with all the necessary books and stationery? 7. Can all the books required be obtained without difficulty in the neighborhood? 8. Is there any plan adopted for supplying poor children with books, slates, &c., gratuitously or at reduced prices?

9. Are the school-books used considered by you in every respect satisfactory? 10. Have you any improvement to suggest in the books, or mode of supplying the school?

11. Are writing materials provided by the children? by the teacher? by the local school committee? or how?

METHODS.

1. To what extent, and in what branches, do you practice individual teaching? 2. To what extent do you practice the collective and simultaneous method, or address your teaching to a class or the school?

3. Are your collective lessons devoted to subjects on which improvement depends on the amount of individual practice, as reading and spelling, or to subjects connected with manners, morals, and religion?

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4. Do you aim to characterize your collective lessons by simplicity, both of manner and illustration, and by animation, both of voice and manner?

5. Do you rest satisfied if you obtain an answer to a question from one, or do you repeat and remodel the question till the matter is understood and answered by all?"

6. Do you employ your pupils as monitors of order? attendance, &c.?

7. To what extent do you employ your pupils as monitors in teaching?

8. Do you train every monitor in every lesson he is to teach?

9. Do your monitors receive any remuneration or distinction?

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10. What branches are taught orally?

11. Are the pupils exercised in catechising each other?

12. Are the pupils exercised in giving written answers to written questions? 13. Do you occasionally require your pupils to write from memory an abstract of the lesson?

14. Do you call on your scholars to recite individually in the order in which they are arranged in the class?

15. Do you put out your questions to the whole class or school, and then point to the individual to answer?

16. Do you require every error to be corrected by the pupil making it, after it has been corrected by another pupil, or by yourself?

17. Do you aim at giving your pupils a thorough acquaintance with a few subjects, or a superficial acquaintance with many?

18. Do you feel at the close of every lesson that your pupils really understand what they have been attending to, and that the subject has become a means of intellectual development?

19. Are lessons in the various branches prescribed for preparation at home?

20. Do you have recourse occasionally to singing, or gymnastic exercises, to relieve the mind, and sustain the attention of your pupils during the progress of a lesson ?

21. For how many consecutive minutes do you keep a class at recitation or lesson? 22. To what extent do you practice the system of interrogation, i. e., a plan of carefully devised questions, by which the limits of the pupil's knowledge is discovered, and he, at the same time, is led to infer some new truth?

23. Do you require frequent and full explanation from your pupils of the meaning and etymologies of words, used in their spelling, reading, and other lessons?

24. Do you avoid indefinite questions, and such as, by admitting of only "yes," or "no" for an answer, encourage guessing?

25. Do you employ the elliptic, or suggestive system, in which the pupil is expected to fill up in a statement an important omission, or to infer the fact or truth of a proposition which logically follows from so much as is stated?

26. However important you may deem one or more of these or other methods, do you aim to vary the same and to adapt your methods to the study, the difficulty, the class, or the individual in hand?

27. Do you aim to bring your own mind and heart into immediate and creative contact with the mind and heart of each pupil?

28. Give a statement of any peculiarity of method pursued by you?

SPELLING.

1. Do you classify your school in reference to spelling, as distinct from reading? 2. Do you confine the spelling exercise to a text-book in spelling?

3. Do you require a definition or explanation of every word put out in the spelling exercise?

4. Do you sometimes test correctness in spelling, by dictating sentences containing one or more words of the spelling lesson, to be written on the blackboard or slate? 5. Do you put out the words to be spelled in the order in which they stand in the spelling-book?

6. Do you call on the pupils to spell in the order in which they stand in the class? 7. Do you put out the word to the whole class, and then designate the pupil who shall spell the same?

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8. Do you practice your pupils in both oral and written spelling of the more difficult words?

9. Do you require the pupil to write on the blackboard the word he has misspelled orally?

10. Do you practice the method of dictating a number of words to be written by the class as a general exercise?

11. Do you require that the pupils should pass their slates or papers containing their spelling lesson, to be corrected by each other?

12. Do you require each pupil to rewrite correctly, and spell orally, the words which have been misspelled in the writing exercise?

13. Do you require the pupil to pronounce the word before he attempts to spell the same?

14. Do you require the pupil to pronounce each syllable as he spells it, together with the syllable already pronounced?

15. Do you require your elder pupils to copy pieces of poetry and exercise in grammar, with a view to improvement in spelling?

16. Do you require frequent exercise in original composition, partly to test and improve their habits of spelling, as well as of punctuation and capitalization?

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1. Do you define and limit the portion to be read by a class?

2. Is the portion assigned of such moderate length as to allow of its being read three or four times at each lesson?

3. Do you read all or any portion of the lesson at the time it is given out, by the way of example?

4. Do you give illustration or explanation of obscure illusions, difficult words, and point to sources of information as to such and similar difficulty?

5. Do you require every member of the class to be attentive while one is reading?

6. Do you call on the class to read in the order in which they are seated?

7. Do you commence each lesson at the same place in the class?

8. Do you exact particular attention to the position of the reader?

9. Do you require that he throw his shoulders back, and hold the book at the right distance, and elevation?

10. Do you try to break up monotonous tones by requiring the pupil to write a sen tence on the blackboard, and then to read the same?

11. Do you allow, as an occasional exercise, a class, or each member of a class, to select a piece for reading?

12. Do you point out on the map, or require the pupil to point out all places occurring in the lesson read?

13. Do you encourage mutual questioning on the part of the class, as to meaning of words?

14. Do you encourage a free detection of errors?

15. Do you require at the beginning, or close of a lesson, an explanation of the gen eral character, style, and subject of the lesson?

16. Do you teach the definitions, and etymologies, and spelling of words in the read. ing lessons?

17. Do you occasionally require the class to read in concert?

18. Do you occasionally require the class to write a composition on the subject of the lesson?

19. Do you require every error in reading to be corrected by the pupil making it?

COMPOSITION.

1. Do you classify your pupils in reference to writing composition?

2. Do you accustom your youngest pupils to write or print words and short sentences on the slate, from your dictation?

3. Do you ask them to print or write something about what they have seen in coming to school, or read in the reading lesson?

4. As a preliminary exercise in composition, do you engage them in familiar talk about something they have seen in their walk, and has happened in and about the school? and when they have got ideas, and can clothe them orally in words, do you allow them as a privilege to write or print the same on the slate or paper?

5. Do you give out a number of words, and then ask your pupils to frame sentences in which those words are used?

6. Do you require your older pupils to keep a journal, or give an account of the occurrences of the day, as an exercise in composition?

7. Do you instruct your pupils as to the most approved form of dating, commencing, and closing a letter, and then of folding and addressing the same for the post-office? 8. Do you require your pupils to write a letter in answer to some supposed inquiries, or about some matter of business?

9. Do you request your older pupils to write out what they can recollect of a sermon or lecture they have heard, or of a book they have been reading?

GRAMMAR.

1. Do you make your pupils understand that the rules of grammar are only the recognized usages of language?

2. Do you give elementary instruction as to parts of speech and rules of construction, in connection with the reading lessons?

3. Do you accustom your pupils to construct sentences of their own, using different parts of speech, on the blackboard?

4. Have you formed the habit of correct speaking, so as to train, by your own example, your pupils to be good practical grammarians?

ARITHMETIC.

1. Are your pupils classified in arithmetic ?

2. Do you have a specified time assigned for attention by classes, or the whole school, to this study?

3. Do you use a numeral frame, and commence with and constantly refer to sensible objects in giving elementary ideas of number?

4. Do you question at every step in an arithmetical operation?

5. Do you explain easily and constantly all terms and marks?

6. Do you accustom your pupils to connect the abstract principle of the book with the objects about them?

7. Do you make constant use of the blackboard?

8 Do you go through a regular system of mental arithmetic with each class or pupil?

9. Do you allow a pupil or class to proceed to a second example, unless you are quite sure the first is thoroughly understood?

10. Do you always give one or more additional examples under each rule than are to be found in the text-book?

PENMANSHIP.

1. How many pupils attend to penmanship?

2. Does your whole school attend to writing at the same time?

3. How often do they attend to writing, in morning and afternoon, and how long at each exercise?

4. Have you any physical exercises to give strength and flexibility to the hand and wrist?

5. Do you require the books to be kept clean, free from blots, and without the corners being turned down?

6. Have you a system of teaching penmanship?

7. Do you practice setting the copies in each book?

8. Do you occasionally write in chalk on the blackboard a copy, and require the whole school to imitate your mode of doing the same?

9. How are the pupils supplied with copy-books? with ink? with pens?

10. Do you instruct your pupils in the art of making a pen?

11. Do you use metal or quill pens?

12. Do you show your pupils how to clean, and repair metal pens with a file?

13. Do you require your pupils to remove every ink-spot made by them, accidentally or otherwise, on the desk or floor?

14. Do you allow the ink to remain in the ink pots, or the ink pots in the desk, except when the class or school is engaged in writing?

15. Do you occasionally encourage your pupils to exchange specimens of their penmanship with pupils of some neighboring school or schools?

GEOGRAPHY.

1. Have you a compass, and do you make your pupils acquainted with the four cardinal points of the heavens, and have you the same marked on the floor or ceiling of your school-room?

2. Do you learn them how to find the north star at night, and to locate the north wherever they may be by day?

3. Have you a terrestrial globe divided into two equal parts, and connected by a hinge, to give a correct idea of the two hemispheres, or map of the world?

4. Have you a large globe painted black, on which the pupils may give an outline in chalk, of latitude, longitude, zones, &c.?

5. In the absence of any globe, do you construct a globe, or make use of some common object like an apple, for this purpose?

6. Do you aim to give your young pupils clear and practical ideas of distance and direction, and the elementary ideas of geography, by constant and familiar reference to the well known objects and physical features of their own neighborhood?

7. Have you a map of the district, town, county, or state in which the school is located?

8. Do you require your pupils to make a map of the school-room, or play-ground, and from that explain the principles on which maps are constructed, and what they are made to represent?

9. Do you commence map-drawing by accustoming your pupils to lay off the lines of latitude and longitude on the blackboard and slate?

10. Do you find any advantages in placing the map on the north wall of the room, or having the class recite facing the north?

11. Do you explain the different scales on which maps are constructed?

12. Do you occasionally require your pupils to designate a particular place both on the globe and on the map, and also to point with the finger in the direction of the

same?

13. Do you connect the teaching of geography with the reading lessons, and especially with the study of history?

14. Do you occasionally test their knowledge of geography by questioning them as to places and productions of different climates mentioned in advertisements, and the shipping intelligence in the newspapers?

15. Do you occasionally take a book of travels, or a voyage, and require your pupils to trace the route of the traveler, on a map of their own construction?

16. Do you, especially with the older pupils, teach geography by topics-rivers, mountains, lakes?

17. Do you accustom your older pupils to construct their own geographical tables, in which the different physical features of a country, continent, or the earth, as mountains, rivers, &c., are classified by their distinguishing element, such as length, height, &c.?

HISTORY.

1. At what age do your pupils commence the study of history?

2. Do you, at any period of his education, endeavor to give each pupil a clear and practical idea of the measurement of time, i. e., of the comparative length of a minute, an hour, a day, a week, a month, and a year?

3. Do you aim in any way to make him conceive the want of his own experience during a day, a week, or year, as constituting his own chronology and history for that period of time, and so apply the idea to the chronology and history of a people, or state?

4. Do you modify the exercise of map-drawing, by requiring your pupils to fill up an outline map of the world, with the nations as they were at a particular epoch? and so of each country, as different exercises?

5. Do you occasionally require your pupils to denote on an outline map of the world, the birth-place (date, &c.) of celebrated persons who have led armies, founded colonies, or changed the moral aspects of the age in which they lived?

6. Do you always require your pupils to study history with constant reference to geography and the map?

7. Do you accustom your pupils to make their own tables and chronology?

8. Do you occasionally give out a particular period in the history of a country, and the world, as an exercise in composition or conversation, pointing out several authors to be consulted on the subject?

9. Do you make your lesson in history at the same time a reading lesson?

10. Do you aim, by the aid of pictorial representation, poetic extracts, and vivid oral description, to enlist the imagination in realizing the scenery, occupations, and customs of the people whose history they are studying?

11. Do you avoid the common method of assigning a certain number of pages for a lesson, and requiring the pupils to answer the prepared questions thereon?

12. Do you aim to conduct your lessons in history mainly with a view of showing them how to study it by themselves, and after they leave school, than of going over much ground?

13. Do you aim to show the influence which certain individuals, and classes of men, exerted on the age and country in which they lived?

GOVERNMENT.

1. Do you enter on your duties in the school-room in the right spirit, in good health, and with the right preparation for your work?

2. Do you aim to make your children love you, by exhibiting a strong sympathy in their pursuits, and a fondness for their company?

3. Do you attend strictly to punctuality, regularity, and order in your own duties? 4. Do you perform your work with animation, exercise constant patience, and never lose your temper?

5. Do you exhibit firmness, impartiality, kindness, and parental regard toward your scholars?

6. Do you see that your pupils are all properly seated and every way physically comfortable, as to light, air, and temperature?

7. Do you see that all your children at all times have something to do, and a motive for doing it?

8. Do you make order, quietness, and obedience, the habit of

your school?

9. Do you aim to enlist the affection and activity of the older pupils in doing good to you and the school?

10. Do you give rewards of any kind? places in the class? ticket? prizes, as part of your system of government?

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