131:
196:
350:
63:
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
213:
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
146:
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
187:
which had been published by 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
107:
The basic teaching and learning process used in 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
209:
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 the entire school, and the faults were explained in moral terms.
147:
three feet high, erected at the lower end of the room. Forms and desks, fixed firmly to the ground, occupy 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.
151:
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.
80:
The
Monitorial System was found very useful by 19th-century educators, as it proved to be 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
43:
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
232:
published a paper claiming
Lancaster's system was antagonistic to 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
64:
1796 held 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
191:
Bell declared, "There is a faculty, inherent in the mind, of conveying and receiving mutual instruction". In 1796, John
Frisken was 12 years and 8 months old. With assistants, he was in charge of 91 boys.
225:, writing in the 1880s, distinguishes between the Lancasterian System and the Madras System. Lancasterism is described as preferring smaller classes, unlike Bell's Madras System.
161:
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."
130:
228:
Despite the many similarities of the two systems, and the initial friendship of
Lancaster and Bell, divisions appeared between their advocates. In 1805,
155:
Frequent changes of routine aided discipline. A code of command and exact movements also reinforced discipline. Class lists and registers were kept.
206:
The school was arranged in forms or classes, each consisting of about 36 members of similar proficiency, as classified by reading ability.
494:
56:
who both independently developed it. The method was based on the abler pupils being used as "helpers" to the teacher (so-called
429:
Rayman, Ronald (Winter 1981), "Joseph Lancaster's Monitorial System of Instruction and American Indian Education, 1815–1838",
256:—and this is now run as a museum with an experiential educational program suitable for Key Stage 1 and Key Stage 2 pupils.
234:
94:
17:
499:
238:
341:
270:
465:
49:
419:
331:
158:
Children were classified on a dual principle according to their ability in reading and arithmetic.
313:
100:
The Monitorial System, although widely spread and with many advocates, fell into disfavour with
245:
222:
104:'s "Glasgow System" which advocated trained teachers with higher goals than those of monitors.
175:
Bell's "Madras System" was so named because it originated at the Military Male Orphan Asylum,
195:
86:
286:
265:
8:
199:
446:
113:
389:
68:
schools (run around temples), and which in essence was also the system in the Bengal
337:
90:
438:
138:
attend a demonstration of the Bell–Lancaster method in the Piedmont, Italy (1860s).
118:
53:
135:
45:
488:
354:
282:
253:
229:
170:
57:
374:
School Work Control and Teaching Organisation and Principles of Education
276:
101:
450:
40:
471:
442:
60:), passing on the information they had learned to other students.
353:
This article incorporates text from this source, which is in the
249:
180:
176:
85:– "He who teaches, learns." The methodology was adopted by the
241:(B&FSS) was formed to propagate Lancaster's System.
142:
Lancaster specified an ideal classroom (hall) as being a
183:. Gladman describes Bell's system from notes taken from
125:
417:
486:
116:, in an epistle to his friend, Lucillus, noted:
237:was formed to propagate Bell's System and the
387:
273:, an example of a Lancaster-designed school
244:There is one surviving Lancaster-designed
367:
365:
363:
194:
129:
371:
329:
14:
487:
428:
360:
75:
279:, US proponent of educational reform
333:Village government in British India
24:
495:Pedagogical movements and theories
239:British and Foreign School Society
126:Lancasterian System (Lancasterism)
25:
511:
458:
418:Pierrepont Graves, Frank (1915),
390:"British Schools Museum, Hitchin"
421:A Student's History of Education
348:
271:British Schools Museum (Hitchin)
164:
37:Lancasterian System/Lancasterism
479:, about the monitorial schools.
411:
388:England, Mark; Saunders, Jack.
431:History of Education Quarterly
381:
323:
305:
13:
1:
293:
217:
108:regarding its efficacy, in 35
7:
336:. London: T. Fisher Unwin.
259:
10:
516:
394:britishschoolsmuseum.co.uk
168:
500:19th century in education
298:
122:– we learn by teaching.
315:Britannica Encyclopedia
188:elaborate the system."
134:Count Confalonieri and
330:Matthai, John (1915).
223:Frederick John Gladman
203:
149:
139:
312:"Monitorial system",
198:
144:
133:
87:Roman Catholic Church
376:, Jarrold & Sons
372:Gladman, JF (1886),
287:democratic education
266:Learning by teaching
93:, and later by the
18:Lancasterian system
204:
140:
114:Seneca the Younger
76:Monitorial Systems
477:on 7 January 2007
318:(online ed.)
91:England and Wales
83:Qui docet, discit
29:Monitorial System
16:(Redirected from
507:
478:
476:
470:, archived from
453:
424:
405:
404:
402:
400:
385:
379:
377:
369:
358:
352:
351:
347:
327:
321:
319:
309:
235:National Society
200:Dr Bell's School
119:Docendo discimus
111:
95:National Schools
54:Joseph Lancaster
31:, also known as
21:
515:
514:
510:
509:
508:
506:
505:
504:
485:
484:
474:
464:
461:
414:
409:
408:
398:
396:
386:
382:
370:
361:
349:
344:
328:
324:
311:
310:
306:
301:
296:
262:
220:
173:
167:
128:
109:
78:
23:
22:
15:
12:
11:
5:
513:
503:
502:
497:
481:
480:
460:
459:External links
457:
456:
455:
443:10.2307/367922
437:(4): 395–409,
426:
413:
410:
407:
406:
380:
359:
342:
322:
303:
302:
300:
297:
295:
292:
291:
290:
280:
274:
268:
261:
258:
246:British School
219:
216:
166:
163:
136:Silvio Pellico
127:
124:
77:
74:
58:pupil-teachers
9:
6:
4:
3:
2:
512:
501:
498:
496:
493:
492:
490:
483:
473:
469:
468:
463:
462:
452:
448:
444:
440:
436:
432:
427:
423:
422:
416:
415:
395:
391:
384:
375:
368:
366:
364:
356:
355:public domain
345:
343:81-85557-69-1
339:
335:
334:
326:
317:
316:
308:
304:
288:
284:
283:Sudbury model
281:
278:
275:
272:
269:
267:
264:
263:
257:
255:
254:Hertfordshire
251:
247:
242:
240:
236:
231:
230:Sarah Trimmer
226:
224:
215:
211:
207:
201:
197:
193:
189:
186:
185:Bell's Manual
182:
178:
172:
171:Madras School
165:Madras System
162:
159:
156:
153:
148:
143:
137:
132:
123:
121:
120:
115:
105:
103:
98:
96:
92:
88:
84:
73:
71:
67:
61:
59:
55:
51:
47:
42:
38:
34:
33:Madras System
30:
19:
482:
472:the original
466:
434:
430:
420:
412:Bibliography
397:. Retrieved
393:
383:
373:
332:
325:
314:
307:
243:
227:
221:
212:
208:
205:
190:
184:
174:
160:
157:
154:
150:
145:
141:
117:
112:AD in Rome,
106:
99:
82:
79:
69:
65:
62:
36:
32:
28:
26:
277:Horace Mann
50:Andrew Bell
489:Categories
399:17 January
294:References
218:Comparison
169:See also:
102:David Stow
48:educators
467:Lancaster
70:Pathsalas
41:education
39:, was an
260:See also
97:System.
289:schools
250:Hitchin
202:, Leith
179:, near
46:British
475:(film)
451:367922
449:
340:
214:said.
181:Madras
177:Egmore
110:
447:JSTOR
299:Notes
401:2017
338:ISBN
66:Pial
52:and
27:The
439:doi
285:of
248:in
89:in
35:or
491::
445:,
435:21
433:,
392:.
362:^
252:,
72:.
454:.
441::
425:.
403:.
378:.
357:.
346:.
320:.
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
