Misplaced Pages

#162837

23-805: In 1836, David Stow had established a normal school in Glasgow but, following the Disruption of 1843 , a legal ruling of 1845 compelled adherents of the Free Church to resign from, what had become, state-funded teaching posts. Stow established a new college in Glasgow as the Free Church Normal Seminary . In 1900, it became the United Free Church Training College when the Free Church merged with

46-411: A parallelogram, the length about twice the width. The windows were to be six feet from the floor. The floor should be inclined, rising one foot in twenty from the master's desk to the upper end of the room, where the highest class is situated. The master's desk is on the middle of a platform two to three feet high, erected at the lower end of the room. Forms and desks, fixed firmly to the ground, occupy

69-794: A cheap way of making primary education more inclusive, thus making it possible to increase the average class size. Joseph Lancaster's motto for his method was Qui docet, discit – "He who teaches, learns." The methodology was adopted by the Roman Catholic Church in England and Wales , and later by the National Schools System. The Monitorial System, although widely spread and with many advocates, fell into disfavour with David Stow 's "Glasgow System" which advocated trained teachers with higher goals than those of monitors. The basic teaching and learning process used in

92-543: A dual principle according to their ability in reading and arithmetic. Lancaster described his system as to produce a "Christian Education" and "train children in the practice of such moral habits as are conducive to the welfare of society." Bell's "Madras System" was so named because it originated at the Military Male Orphan Asylum, Egmore , near Madras . Gladman describes Bell's system from notes taken from Bell's Manual which had been published by

115-782: A successful merchant , he was educated at Paisley Grammar School before entering the Port-Eglinton Spinning Co. in 1811, an affiliation he was to maintain to the end of his life. His early involvement in Sunday School teaching led him to believe in the importance of effective training for teachers at all levels. His motto was "Train up a child in the way he should go, and when he is old he will not depart from it." A leader of considerable ability and energy, in 1828, Stow set up his first day school in New City Road, Cowcaddens, Glasgow . Its success led to

138-458: Is a stub . You can help Misplaced Pages by expanding it . This article relating to education in Scotland is a stub . You can help Misplaced Pages by expanding it . This seminary -related article is a stub . You can help Misplaced Pages by expanding it . David Stow David Stow (17 May 1793 – 6 November 1864) was a Scottish educationalist . Born at Paisley, Renfrewshire , the son of

161-674: The UK , including James Phillips Kay-Shuttleworth , education in England still being comparatively undeveloped at that stage. Teachers trained in Stow's 'system' were sent out to schools throughout the United Kingdom and the Colonies taking his approach across the world. Stow's school became part of the establishment and, following the Disruption of 1843 , a legal ruling of 1845 held that

184-850: The United Presbyterian Church of Scotland . The college came under secular control in 1907, and merged with the Glasgow Church of Scotland Training College to form the Glasgow Provincial Training College, later renamed the Jordanhill College of Education . This in turn became part of the University of Strathclyde in 1993. This article related to religion in Scotland is a stub . You can help Misplaced Pages by expanding it . This article about an organisation in Scotland

207-537: The 1880s, distinguishes between the Lancasterian System and the Madras System. Lancasterism is described as preferring smaller classes, unlike Bell's Madras System. Despite the many similarities of the two systems, and the initial friendship of Lancaster and Bell, divisions appeared between their advocates. In 1805, Sarah Trimmer published a paper claiming Lancaster's system was antagonistic to

230-592: The Anglican Church. It was said that the country was soon divided into two camps; speeches, sermons, magazine articles and pamphlets appeared on each side. The National Society was formed to propagate Bell's System and the British and Foreign School Society (B&FSS) was formed to propagate Lancaster's System. There is one surviving Lancaster-designed British School in Hitchin , Hertfordshire —and this

253-641: The Monitorial System has been used in passing knowledge between people in many cultures because of its low cost to benefit ratio. Numerous institutions use the basic concept as their primary mode of instruction. There have been many observations regarding its efficacy, in 35   AD in Rome, Seneca the Younger , in an epistle to his friend, Lucillus, noted: Docendo discimus – we learn by teaching. Lancaster specified an ideal classroom (hall) as being

SECTION 10

#1732798438163

276-487: The National Society two years after Bell's death, in 1832. "After observing children in a native school, seated on the ground, and writing in the sand, he set a boy, John Frisken, to teach the alphabet on the same principle... Bell was consequently led to extend and elaborate the system." Bell declared, "There is a faculty, inherent in the mind, of conveying and receiving mutual instruction". In 1796, John Frisken

299-571: The child, instead of the mere head – the affections and habits, as well as the intellect." "The peculiarities of the Training System may be stated in one sentence, as – Picturing out in words, direct moral training, with suitable premises, and various practical methods by which these objects are accomplished, under well instructed and well trained masters or mistresses." Bell-Lancaster method The Monitorial System , also known as Madras System or Lancasterian System/Lancasterism ,

322-496: The controversy over Bell-Lancaster method . Gladman , citing the British and Foreign School Society handbook, wrote "Failure occurred, as it always will, when masters were slaves to "the system," when they were satisfied with mechanical arrangements and routine work, or when they did not study their pupils, and get down to Principles of Education." Gladman goes on to write that Stow, a young merchant, who, in his anxiety to "stem

345-466: The entire school, and the faults were explained in moral terms. The hall was built in rectangles, with windows five feet from the floor, but opening at the top. Desks were placed against walls, and the Master's desk was raised. "Fixing the master thus, deprived him of much of his power; he would do more good in passing from class to class, and teaching." critics said. Frederick John Gladman , writing in

368-536: The establishment of the influential Glasgow Educational Society . In 1836, Stow established a Normal School for teacher training. The name was derived from the French word 'norma' meaning a rule or system. The Normal School existed to train teachers not to provide them with an education. Stow believed that his students should already possess the necessary education and knowledge of the curriculum they intended to teach. The school attracted students and observers from across

391-599: The middle of the room, a passage being left between the ends of the forms and the wall, five or six feet broad, where the children form semicircles for reading. According to Gladman, to stimulate effort and reward merit, "Lancaster used Place Taking abundantly. He also had medals and badges of merit... Tickets could be earned too; these had a trifling pecuniary value." Prizes were given "to excess" ceremonially. Frequent changes of routine aided discipline. A code of command and exact movements also reinforced discipline. Class lists and registers were kept. Children were classified on

414-650: The position of superintendent of the Male Orphan Asylum in Madras. It was in the course of his residence here that his attention was directed to the system of pupil teachers that obtained in the Madras Pial schools (run around temples), and which in essence was also the system in the Bengal Pathsalas . The Monitorial System was found very useful by 19th-century educators, as it proved to be

437-527: The school was part of the Church of Scotland . Stow and most of his colleagues and students were adherents of the Free Church of Scotland ; for this reason, they were compelled to resign from what had become state-funded teaching posts. Stow established a new college in Glasgow as the Free Church Normal Seminary . The Glasgow System had been named "The Training System" by Stow. The system originated during

460-472: The teacher (so-called pupil-teachers ), passing on the information they had learned to other students. The 'monitorial system' which made such striking progress in England in the early part of the 19th century, received its foundational inspiration from village schools in south India. Dr. Andrew Bell, whose name is associated with the 'monitorial system', was an Army chaplin in India, and from 1789 to 1796 held

483-470: The torrent of vice and ungodliness, turned his attention to the young," and established a school on Sabbath evenings in the Saltmarket, "the very St. Giles of Glasgow," in 1816. Gladman writes that Stow realised that the training of the street was more important than any individual. Adding to the institution Stow had started, he also formalised his method. "The Training System cultivates the whole nature of

SECTION 20

#1732798438163

506-447: Was 12 years and 8 months old. With assistants, he was in charge of 91 boys. The school was arranged in forms or classes, each consisting of about 36 members of similar proficiency, as classified by reading ability. The young teachers were kept to task through registers. Reading, ciphering and religious rehearsals were tracked through the paidometer register. Discipline was held through a 'Black Book', which had entries which were read to

529-431: Was an education method that took hold during the early 19th century, because of Spanish, French, and English colonial education that was imposed into the areas of expansion. This method was also known as "mutual instruction" or the "Bell–Lancaster method" after the British educators Andrew Bell and Joseph Lancaster who both independently developed it. The method was based on the abler pupils being used as "helpers" to

#162837