Chapter LI: Appendix: V

HOW ORAL LESSONS ARE USED

Though the part of the teacher should, in a general way, be that of the University tutor who “reads with” his men, the oral lesson, also, is indispensable, whether in introducing a course of reading or as bringing certain readings to a point. Oral lessons, too, give the teacher opportunities for the reading of passages from various books bearing on the subject in hand, a sure way to increase the desire of the children for extended knowledge. Some subjects, again, as Languages, Mathematics, Science, depend very largely upon oral teaching and demonstrations. It might be well if the lecture, with its accompaniments of note-taking and reports, were cut out of the ordinary curriculum, and the oral lesson made a channel for free intellectual sympathy between teacher and taught, and a means of widening the intellectual horizon of children. I add a few sets of notes of criticism lessons which have been given by various students of the House of Education to the children in the Practising School. These lessons are always expansions or illustrations or summaries of some part of the scholars’ current book-work.

ORAL LESSONS

SOME NOTES OF BIBLE LESSONS

_Subject: Old Testament History._

Group: History. Class Ib. Average age: 8.

Time: 20 minutes.

OBJECTS.

1. To so interest the children in the story of Jacob’s death, that they may not forget it.

2. To give a new idea of God as drawn from the story of Jacob’s deathbed:—God’s abiding presence.

3. To give them an admiration for Joseph as one who honoured his father and mother.

LESSON.

_Step 1._—Recapitulate the former lesson, and follow Jacob’s journeying with his family from Canaan to Egypt, on a map.

_Step 2._—Show the children how Joseph was the first of Jacob’s sons to visit him when he was ill. Draw their attention to the particular trait of Joseph’s character shown in this story.

_Step 3._—Describe in a few words the surroundings in which the events of the story take place.

_Step 4._—Read carefully to the children suitable parts of Genesis xlviii., reminding them to pay special attention to the words of the Bible, as they so beautifully express the scene.

_Step 5._—While the children are narrating in the words of the Bible, help them by questions to bring out the important points of the story.

_Step 6._—Help the children to realise how Joseph’s love of his father affected his life, and how they should let their parents feel their love.

_Step 7._—Let the children see that this family realised God’s abiding presence, and show them how any family can realise it in the same way, if it will.

_Subject: New Testament Story—The Stilling of the Tempest._

Group: History. Class II. Average age of children: 10.

Time: 30 minutes.

OBJECTS.

1. To try to give to the children some new spiritual thought and a practical idea of faith.

2. To bring the story of the Stilling of the Tempest vividly before their minds.

3. To interest them in the geography of the Holy Land.

4. By means of careful, graphic reading, to help them to feel the wonderful directness, beauty, and simplicity of the Bible language: in short, to make them feel the poetry of the Bible.

APPARATUS REQUIRED.

1. Bibles for the children.

2. A map of Palestine.

3. Thomson’s _Land and Book_.

4. Pictures of (1) A storm on a lake; (2) Galilean boats; (3) The Sea of Galilee.

LESSON.

_Step 1._—Ask the children to find St Matt. viii. 23 in their Bibles. Tell the story of the Stilling of the Tempest, keeping as closely as possible to the language of the Bible.

(_a_) Let the children find the Sea of Galilee on the map, gathering _from the map_ some notion of the surrounding country; compare with Lake Windermere.

Show course of journey by reference to verses 5 and 28 in the same chapter.

Show pictures of ships used in the East and on the Sea of Galilee.

(_b_) Describe the tempest graphically, drawing from the children the reason for the sudden storms (caused by the ravines, down which the winds rush); get from them their idea of a storm at sea or on a lake.

Show photograph of a storm on Lake Windermere.

(_c_) Try to make the children understand the twofold nature of our Lord:—

(1) His Humanity—He was evidently weary.

(2) His Divinity—His power over Nature.

(_d_) Try to make the children feel the simplicity of the Bible language and the forceful way in which it brings pictures before the mind.

There arose a great tempest—His disciples came to Him—He arose—there was a great calm—Refer to Psalm cvii.

(_e_) “The men marvelled.” Try to show the children that faith is just another word for understanding, knowing: how, the better we know a person, the more we can trust him. Draw from the children how faith is shown in nearly every verse of this story, but, as far as the disciples were concerned, it did not go far enough.

Draw from them that it is not necessary to be with a person _always_ in order to have faith in him. Ask them how people show faith in all the actions of their daily lives.

_Step 2._—Read the story from the Bible; read it carefully, so that the children will appreciate its literary value and see the vivid pictures which it brings before the mind.

_Step 3._—Let the children narrate the story, keeping as much as possible to the Bible words.

_Subject: Reading._

Group: English. Class III. Average age: 13.

Time: 25 minutes.

OBJECTS.

1. To try to improve the children’s reading by drilling them in clear and pure pronunciation.

2. To show them that by their reading a series of mental pictures should be presented to the listener.

LESSON.

_Step 1._—Breathing exercises. Ask reason for the same.

_Step 2._—Practise the children in consonant and vowel sounds, by giving them sentences in which difficulties in pronunciation occur.

_m, en, n._ A stricken maiden musing on a mountain was given from heaven man in mortal form.

_final t._ A just knight felt a weight on his heart, and yet a sweet quiet rest was present when he went to meet the light.

_p, b._ A path of prickly brambles, bordered by pure pale poppies, breathed peace between the broken beams.

_d._ Touched by the hand that appeared from the cloud under which nodded the dead leaves. (Notice final _d_ is sometimes pronounced like _t_.)

_Step 3._—Read the passage chosen, from Tennyson’s ‘Sir Galahad,’ asking the girls afterwards to describe the mental pictures they have drawn.

“A maiden knight—to me is given
Such hope, I know not fear;
I yearn to breathe the airs of heaven
That often meet me here.
I muse on joy that will not cease,
Pure spaces clothed in living beams,
Pure lilies of eternal peace,
Whose odours haunt my dreams;
And, stricken by an angel’s hand,
This mortal armour that I wear,
This weight and size, this heart and eyes
Are touched, are turned to finest air.
The clouds are broken in the sky,
And through the mountain walls
A rolling organ-harmony
Swells up, and shakes and falls.
Then move the trees, the copses nod,
Wings flutter, voices hover clear:
‘O just and faithful knight of God!
Ride on! the prize is near.’
So pass I hostel, hall and grange;
By bridge and ford, by park and pale,
All-armed I ride, whate’er betide,
Until I find the Holy Grail.”

_Step 4._—Show the girls a reproduction of Watts’ conception of the idea, asking them in what points the poet’s and artist’s ideas coincide.

_Step 5._—Let the children read the passage.

_Subject: Narration_ (Plutarch’s life of Alexander—part of the term’s work).

Group: Language. Class II. Average age: 10.

Time: 20 minutes.

OBJECTS.

1. To improve the children’s power of narration by impressing on them Plutarch’s style (as translated by North), and making them narrate as much as possible in his words.

2. To rouse in the children admiration of Alexander’s love of simplicity, generosity, and kindness to his men.

LESSON.

_Step 1._—Connect with the last lesson by questioning the children. They read last time stories illustrating Alexander’s graciousness and tact.

_Step 2._—Tell the children shortly the substance of what I am going to read to them, letting them find any places mentioned, in their maps.

_Step 3._—Read to the children about three pages, dealing with the luxury of the Macedonians, Alexander’s march to Bactria, and the death of Darius. Read this slowly and distinctly, and _into_ the children as much as possible.

_Step 4._—Ask the children in turn to narrate, each narrating a part of what was read.

_Subject: From Plutarch’s ‘Greek Lives.’_

ALEXANDER THE GREAT.

(_An Introductory Lesson._)

Group: History. Class II. Age: 8 and 9.

Time: 30 minutes.

OBJECTS.

1. To establish relations with the past.

2. To introduce the boys to a fresh hero.

3. To stir them to admiration of the wisdom, valour, and self-reliance of Alexander the Great.

4. To increase the boys’ power of narration.

LESSON.

_Step 1._—Begin by connecting Alexander the Great with the time of Demosthenes, of whom the boys have been learning recently.

_Step 2._—Draw from them some account of the times in which Alexander lived and of Philip of Macedon.

_Step 3._—Arouse the boys’ interest in Alexander by the story of the taming of Bucephalus, which must be read, discussed, and then narrated by the boys.

_Step 4._—Ask the boys what they mean by a hero. The old meaning was demi-god, the Anglo-Saxon meaning, a man. Both really meant a man who was brave and true in every circumstance.

Ask them, ‘What are the qualities which go to make a hero?’ Draw from them how far we can trace these qualities in Alexander. We notice:—

_Wisdom._—‘What a horse are they losing for want of skill to manage him!’

_Perseverance._—He kept repeating the same expression.

_Self-reliance._—‘And I certainly could.’ This was justified by the fact that he _could_.

_Observation._—He noticed that the horse was afraid of its shadow.

_Courage._—Seeing his opportunity, he leaped upon its back.

_Prudence._—He went very gently till he could feel that he had perfect control of the animal.

These are not all the qualities one looks for in a hero, but as the boys will be learning all about Alexander next term, they will be able to find out for themselves what others he had. They will see, for instance, how he never imagined a defeat, but went on, conquering as he went (_Hope_).

The name of Alexander has never been forgotten, because he was so great a hero. Owing to him, the language and civilisation of Greece were carried over a great part of Asia.

Show map illustrating his campaigns. He tried to improve the land wherever he went. Owing to his travels, people began to know more than they had ever known of geography and natural history.

Himself a hero, Alexander reverenced heroes, keeping ‘the casket copy’ of _The Iliad_.

_Step 5._—Recapitulate Step 4 by means of questions.

_Subject: The Godwins._

Group: History. Class III. Average age: 13.

Time: 30 minutes.

OBJECTS.

1. To recapitulate and enlarge on the period of history taken during the term (A.D. 871-1066).

2. To increase the children’s interest in it by giving as much as possible in detail the history of one of the prominent families of the period.

3. To exemplify patriotism in the character of the Godwins.

LESSON.

_Step 1._—Recapitulate what the girls know of the period briefly by questioning about the Saxon and the Danish kings and leading men, making a chart on the blackboard.

_Step 2._—Begin with the reign of Canute. Enlarge upon their present knowledge as to his character and deeds whilst king of England, and let a girl read the account of his pilgrimage to Rome (Freeman’s _Old English History_, p. 242).

_Step 3._—Give an account of the early history of Earl Godwin—his apparently humble origin—his love of his country—his character. He rose by his valour and wisdom—was loved by both Saxons and Danes—was merciful to his foes. He married Gytha, sister of Earl Ulf—was made Earl by King Canute—and had Wessex given him as his kingdom. Put on the blackboard the names of the three divisions of England, with their earls or rulers.

_Step 4._—The period between the death of Canute and Edward the Confessor’s coming to the throne. Under Harold and Hartha-Canute Danish rule became distasteful, and the English longed for an English king. Let a girl read the account of Hartha-Canute’s treatment of the people of Worcester and the conduct of Godwin and the other earls on that occasion (p. 250).

_Step 5._—Edward the Confessor. Ask them questions about his early life and education, and how these affected his character and ideas. Was he a suitable man for a king? Not powerful enough to rule—Godwin became his supporter and adviser. Marriage of Godwin’s daughter, Edith, to the king. Godwin’s eloquence and influence over the people. (Read from Knight’s _History_, p. 162.)

_Step 6._—Godwin’s patriotism is put to the test. Speak of his banishment with his wife and six sons, and its consequences. William of Normandy invited over to England—great dissatisfaction at misrule in England—the people resent the Normans being put in office. Let G—— read (p. 262).

_Step 7._—Godwin’s return—he and his family again received into favour—his death—the crime which had been laid to his charge—Harold a worthy successor. Show from a map the divisions of England at the death of the ‘Confessor.’ Read from Lord Lytton’s _Harold_ (p. 63).

_Subject: History._

Group: History. Class IV. Age: 16.

Time: 40 minutes.

THE STATE OF FRANCE IN 1789.

OBJECTS.

1. To establish relations with the past.

2. To show how closely literature and history are linked together and how the one influences the other.

3. To try to give yet a clearer idea of the social and political state of France before the Revolution than the girls have now, and to draw from them the causes which brought about the Revolution in _France_ and at _this time_ (1789).

LESSON.

_Step 1._—Begin by noticing the state of France generally. _Feudalism_ was still in existence, without its usefulness and with most of its abuses, and it led to the great _division of Classes_—the Privileged and the Unprivileged. In both Army and Church it was impossible for the unprivileged to rise by merit; all offices were filled by the privileged classes. These were exempt from many taxes. Draw from G—— and S—— the chief taxes—_Taille_, levied on property, and the _Gabelle_, which forced everyone to buy a certain amount of salt from the Government at an enormous rate.

_Step 2._—Speak of the state of France in the country, showing what was the relation of the peasant to his lord. The land he lived on generally belonged to him; in return for which he had to grind his corn at his lord’s mill, etc., had to give his work free on certain days in the year, and help to make the roads in his lord’s land (_corvée_). Tell them something of the Game Laws and the ‘Intendants.’

_Step 3._—Notice the state of France in the towns, showing how impossible it was for a poor man to set up in a trade, owing to the guilds and monopolies. The merchants, together with men who held certain offices under Government, formed a separate class, far removed from both the peasants and the nobles.

_Step 4._—The state of the Church. For the most part the higher ecclesiastics were hated and despised. This was not the case with the ‘curés,’ for they were of the peasantry, and shared their troubles. But the higher ecclesiastics were generally younger sons of nobles, who drew the salaries of their offices and lived a gay life at Court. The Church also imposed heavy dues.

_Step 5._—Show that these evils might have been remedied gradually (as in England) had there been a representative assembly regularly called, or any true justice. But as justice could be bought and sold, the poor man always lost his cause, and the pleadings of the peasants could in no way make themselves heard. They had risen just before this time, but unsuccessfully.

_Step 6._—Draw from G—— and S—— the reason why the Revolution broke out in France rather than in any other Continental country. Because, though the evils in France were no worse than those borne by the German peasants, the French people had been awakened to the knowledge of their misery and of their right to liberty by many great writers. Such were Voltaire, Rousseau, Diderot, d’Alembert, and Montesquieu. Get from G—— and S—— all I can about these men and their influence on history.

_Step 7._—Draw from G—— and S—— why the Revolution broke out just in 1789. Rousseau had written his works since about 1730, and Voltaire since 1718.

The French had borne their lot under Louis XIV.’s strong government. Louis XV. was very different. The evils of a despotic government were clearly shown by him. He it was who said, ‘Après nous le déluge!’ Then came Louis XVI., conscientious and full of good intentions. Get from the girls something of Louis’ character. But the great opportunity of the people came in the calling of the States General, in order to raise money.

_Step 8._—A short recapitulation of the principal points.

_Subject: Literature._

Group: English. Class IV. Age: 16. Time: 45 minutes.

CHARLES LAMB.

OBJECTS.

1. To give some main principles to guide the choice of reading.

2. To give a short sketch of the life of Charles Lamb.

3. To show how the writer’s character is reflected in _The Essays of Elia_.

4. To emphasise the fact that very thoughtful reading is necessary in order to get full pleasure and benefit from a book.

LESSON.

_Step 1._—Decide with the pupils as to some principles which should guide us in the choice of books, such as the following:—

Never waste time on valueless books.

Have respect for the books themselves.

Try to cultivate taste by noticing the best passages in any
book that is being read.

Time is too short to read much; there is a necessity,
therefore, for judicious selection.

The best literature can only be appreciated by those who have
fitted themselves for it.

It is more important to read well than to read much.

The gain of reading some of the most beautiful literature while
we are young is that we shall then have beautiful thoughts and
images to carry with us through life.

To get at the full significance of a book it is necessary to
dig for it.

Thus _The Essays of Elia_ are not only pleasant reading, but they are the reflection of the writer’s character. All that Lamb was can be gathered from his works, and to rightly understand these one must know something of the grand though obscure life of Charles Lamb.

_Step 2._—Try to draw from the girls, who are already familiar with some of the essays, what they tell us of Charles Lamb.

Charles Lamb was born 1775. His father was in the service of Mr Salt, whose portrait is found in _The Old Bencher of the Inner Temple_. 1782, Charles received a presentation from Mr Salt to Christ’s Hospital (see _Essay_). The result of his education is summed up in _The Schoolmaster_. From fifteen to twenty he was a clerk in the South Sea House (_Essay_).

In 1795 he was transferred to the India House. He lived near Holborn with his parents and his sister Mary. Here took place the calamity occasioned by Mary’s insanity.

Charles’ heroic resolution. One learns something of the dream he renounced in _Dream Children_. His work at the India House was uninteresting, but such as left him leisure for intellectual pursuits. This distribution of occupation was a means of conserving his mental balance. His literary work was all done in the evening: ‘Candle Light’ in _Popular Fallacies_.

The girls will then read Talfourd’s estimate of Lamb.

Letters to Robert Lloyd show Lamb’s persistent cheerfulness. This cheerful tone is also noticeable in many of his essays: _Mrs Battle_, _All Fools’ Day_, _My Relations_ (portrait of John Lamb), _Mackery End_ (portrait of Mary Lamb), _Poor Relations_, and _Captain Jackson_. C. Lamb died 1834.

_Step 3._—Summarise by questions.

_Subject: English Grammar._

Group: Language. Class II. Average age: 10.

Time: 20 minutes.

OBJECTS.

1. To increase the children’s power of reasoning and attention.

2. To increase their knowledge of English Grammar.

3. To introduce a new part of speech—preposition.

LESSON.

_Step 1._—Draw from the children the names of the two kinds of verbs and the difference between them, by putting up sentences on the board. Thus in the sentence ‘Father slept,’ ‘slept,’ as they know, is intransitive; therefore he could not ‘slept’ anything, as ‘slept’ cannot have an object.

_Step 2._—Put on the board the sentence ‘Mary went,’ and ask the children to try and make it more complete by adding an object. ‘Mary went school’ would not be sense, but ‘Mary went _to_ school’ would. Ask for other phrases saying where Mary went, as, _for_ a walk, _into_ the town, _with_ mother, _on_ her bicycle, _by_ train, etc.

_Step 3._—Tell the children that these little words, on, in, by, for, with, etc., belong to a class of words which are very much used with intransitive verbs; they have not much meaning when used alone, yet in a sentence they cannot stand without an object. You cannot say ‘Mary went in,’ without saying what she went in.

_Step 4._—Introduce the word ‘preposition,’ giving its derivation. Because these little words always take objects after them, and because their place is before the object, they are called prepositions, ‘pre’ being the Latin word for ‘before,’ and ‘position’ another word for ‘place.’

_Step 5._—Write on the board the definition:—‘A preposition always has an object after it.’

_Step 6._—Let the children work through the following exercises:—

(1) Put three objects after each of the following prepositions:—in, on, over, by, with, and from.

(2) Put three prepositions and their objects after the following:—Mary plays, Mother sits, John runs.

(3) Supply three prepositions in each of the following sentences:—The book is —— the table. The chair is —— the door. I stood —— the window.

(4) Supply three subjects and verbs to each of the following prepositions and objects:— —— —— in the garden, —— —— on the floor, —— —— by the fire.

(5) Make three sentences about each of the following, each sentence to contain an intransitive verb, a preposition and its object:—The white pony, My little brother, That pretty flower.

_Subject: German Grammar._

Group: Languages. Class III. Average age: 13.

Time: 30 minutes.

OBJECTS.

1. To show the pupil that although the German construction of sentences may seem very much complicated, yet with the help of a few simple rules it can be made much clearer.

2. To draw these rules from the pupil by means of examples.

3. To teach two or three of these elementary rules.

4. To strengthen the relationship with the foreign language.

LESSON.

_Step 1._—Begin by finding out what the pupils know of compound sentences in English, _i.e._ that they consist of two or more clauses depending on each other, etc., and let them give one or two examples. Connect this lesson with a former one on the arrangement of words in German sentences by letting the pupils put one or two compound clauses on the board in German, and then giving the rule they illustrate.

_Rule._—Dependent clauses take the verb at the end of the clause.

These sentences the pupils can probably give themselves.

_Step 2._—Get the old rule that the past participle comes at the end of the sentence, with a few examples, one or two of which the pupils may write upon the board to compare with those illustrating the new rule.

Let the pupils put several sentences on the board illustrating the new rule.

_Rule._—In dependent clauses the auxiliary follows the past participle.

_Sentences._—‘Ich kehre zurück, wenn sie angekommen ist.’

‘Das Kind, welches verloren war, ist gefunden.’

Let the pupils translate these literally into English, and with the simple German clauses already on the board and the translation let them find the rule. Let them translate a few sentences into German to show that they thoroughly understand the rule.

_Step 3._—Treat the next rule almost in the same way, but have each sentence put on the board twice in different order, and find the rule by comparing these.

_Rule._—If the subordinate clause comes first the principal clause takes its verb at the beginning.

_Sentences._—(1) ‘Sie gab den Armen viel, weil sie gut war.’

(2) ‘Weil sie gut war, gab sie den Armen viel.’

(1) ‘Er ging immer fort, obwohl er müde war.’

(2) ‘Obwohl er müde war, ging er immer fort.’

_Step 5._—Recapitulate.

_Subject: French Narration._

Group: Languages. Class III. Average age: 13.

Time: 30 minutes.

OBJECTS.

1. To give the children more facility in understanding French when they hear it spoken, and also in expressing themselves in it.

2. To teach them some new words and expressions.

3. To improve their pronunciation.

4. To strengthen the habit of attention.

5. To introduce a new branch of the study of French and thus increase their interest in it.

6. To have the following passage narrated by the children.

LESSON.

_Passage chosen_: LE CORBEAU.

“Auguste étant de retour à Rome, après la bataille d’Actium, un artisan lui présenta un corbeau auquel il avait appris à dire ces mots: Je te salue, César vainquer! Auguste charmé, acheta cet oiseau pour six mille écus. Un perroquet fit à Auguste le même compliment et fut acheté fort cher. Une pie vint ensuite; Auguste l’acheta encore. Enfin un pauvre cordonnier voulut aussi apprendre à un corbeau cette salutation; il eut bien de la peine à y parvenir, il se désespérait souvent et disait en enrageant: Je perds mon temps et ma peine. Enfin il y réussit. Il alla aussitôt attendre Auguste sur son passage, et lui présenta le corbeau, qui répéta fort bien sa leçon: mais Auguste se contenta de dire: J’ai assez de ces complimenteurs là dans mon palais. Alors le corbeau, se ressouvenant de ce qu’il avait souvent entendu dire à son maître, répéta: J’ai perdu mon temps et ma peine. Auguste se mit à rire et acheta cet oiseau plus cher que tous les autres.”

_Step 1._—Read the passage slowly and distinctly, stopping frequently to make sure that the children understand. Write the new words and expressions on the board and give their meanings.

_Step 2._—Let the children repeat the story in English.

_Step 3._—Read the passage straight through.

_Step 4._—Let the children read the passage, paying special attention to the pronunciation.

_Step 5._—Have the passage narrated in French, helping the children when necessary with questions.

Speak as much French as possible throughout, but always make sure that the pupils understand.

_Subject: Italian Gouin._

Group: Language. Class IV. Average age: 16.

Time: 30 minutes.

OBJECTS.

1. To increase the girls’ interest in foreign languages.

2. To enlarge their Italian vocabulary.

3. To give the girls more facility in understanding Italian when they hear it spoken, and also power to express themselves in it.

LESSON.

_Step 1._—Tell the children in a few words what the series is about.

_Step 2._—Explain the verbs in the infinitive, by doing the actions when possible.

_Step 3._—Let the children say the verbs in the infinitive.

_Step 4._—Let them write the verbs on the board.

_Step 5._—Explain, by actions, when possible, the rest of the series.

_Step 6._—Repeat each sentence several times slowly and carefully.

_Step 7._—Let the children repeat the sentences.

_Step 8._—Let them write the series on the board.

_Verbs._ | _Italian._ | _English._
| |
Volere esercitarsi| Luigia _vuol esercitarsi_ | Louise _wishes to
| sul piano. | practise_.
| |
Aprire | _Apre_ il piano. | She _opens_ the piano.
| |
Suonare | _Suona_ una scala e | She _plays_ a scale
| degli arpeggi. | and some arpeggi.
| |
Studiare | Poi _studia_ una Sonata | Then she _studies_ a
| di Beethoven. | Sonata by Beethoven,
| |
Volere imparare | Che _vuol imparare_ | Which she _wants to
| a mente. | learn_ by heart.

_Subject: Geography._

Group: Science. Class III. Average Age: 13.

Time: 30 minutes.

SCANDINAVIA—NORWAY IN PARTICULAR.

OBJECTS.

1. To introduce the children to Scandinavia.

2. To foster interest in foreign countries.

3. To teach the children how to learn the map of a country by means of map questions.

4. To implant mental pictures of the characteristic scenery of Norway in the children’s minds.

5. To show, by means of comparison, the great difference in the physical features of the two countries which are included in Scandinavia, although they form only one peninsula.

LESSON.

_Step 1._—Let the children learn the map of Scandinavia, Norway in particular, by means of the map questions previously written on the blackboard, writing down their answers.

_Step 2._—Ask for a general description of Scandinavia.

_Step 3._—Let the children fill in the blank map on the blackboard.

_Step 4._—Require the children to give the answers to the questions, and, as they answer, give information, in order that they may become acquainted with each place as it is mentioned, and be able to picture it in their minds.

MAP QUESTIONS.

From the _Geographical Readers_, Book IV.

1. What waters bound the Scandinavian peninsula? To what land is it attached? What countries does it include?

NOTE.

Describe the government of Scandinavia briefly, showing that,
although Sweden and Norway have a common sovereign, each
country has an independent parliament, elected in very much the
same way as our English Parliament.

2. Through how many degrees of latitude does this peninsula stretch? What other countries of the world lie partly in the same latitude?

3. Describe the coast of Norway. Compare it with that of Sweden. Name the four largest fiords or openings, beginning at the extreme north.

NOTE.

Give the idea of the extraordinary way in which the coast is
cut up, and the immense number of islands which fringe it.
Girls to notice how these islands form an effective break-water
to the force of the Atlantic breakers, so that within their
boundary the water is as calm and still as a lake. Describe
the rocky, almost perpendicular sides of the fiords, over which
the rivers fall in roaring torrents. Mention the fact that
many ships of the Spanish Armada were driven as far north as
Stadtland, and wrecked around this dangerous headland.

The Sogne is the largest and most important fiord. It is like
a long sea channel running into the country for a distance of
100 miles, with branches right and left, over which wonderful
torrents fall. The sides are very steep, and the water is very
deep at the entrance. At the Sulen Islands, at the mouth of the
fiord, Harold Hardrada collected his force for his expedition
against England.

4. Name a group of islands north of the Arctic Circle. The most northerly island. The cape on this island. The most northerly cape on the mainland. The most southerly cape.

NOTE.

The Lofoden Islands are granite rocks, rising from the water
in hundreds of peaks, with jagged and fantastic outlines. The
cod fisheries of these islands are very important, and employ a
great number of people.

Nordkin, which means ‘north chin,’ is the most northerly point
on the mainland of Europe. Incessant storms rage round the
island of Mageröe, so that it is extremely difficult for anyone
to land there.

Lindesnaes means ‘Lime nose.’

5. Name five towns on the west, and three on the south-east coast of Norway.

NOTE.

Stavanger is the fourth largest city in Norway. Its chief trade
is in herrings. It has a very ancient Cathedral.

At Bergen the houses are built on the slopes of the hills which
run out into the deep sea. It was formerly the capital, and is
now a great fish port.

Trondhjem is the oldest capital. The name means ‘home of the
throne,’ and in the Cathedral the kings of Norway are crowned.

Hammerfest is the most northerly town in Europe. Tourists
go there to see the midnight sun. Read Charles H. Wood’s
description of the midnight sun, from the _Geographical Reader_.

Christiania, the capital of Norway, is not a big town, but
has a most beautiful situation. It is at the head of the
Christiania Fiord, which is studded with countless grassy
and wooded islands. Most of the houses are of wood, painted
white, with green blinds. The fiord, which used to be very
much frequented by the old Vikings, is blocked by ice for four
months of the year.

6. The Scandinavian mountains nearly fill Norway—by what name is the range known in the north, south, and centre? Name three or four of the highest peaks.

NOTE.

There is no continuous range in the Scandinavian mountains; the
whole is a high table-land, which increases in height as we go
south, with here and there groups of peaks which appear like
huge rocks dotted over the surface. These plateaux are topped
with moors or snowfields from which glaciers descend right down
into the sea.

7. How does the position of the mountains affect the rivers? Compare the rivers of Norway with those of Sweden.

NOTE.

Describe how, in Norway, the rivers rush in torrents over
their rocky beds, while those in Sweden flow more gently
down the gradual slope of the land. Give the threefold
reason—great rainfall, small evaporation owing to the coldness
of the climate, and small waste owing to the hardness of
the rocks—for the great volume of water in the short, quick,
Norwegian rivers.

8. Recapitulate with blank map, the girls adding descriptive notes as they answer the map questions.

_Subject: Astronomy._

Group: Science. Class IV. Age: 16.

Time: 30 minutes.

OBJECTS.

1. To interest the pupils in studying the heavens for themselves.

2. To show where the planets may be looked for and how they may be recognised.

3. To help the pupils to apply their theoretical knowledge of the planets to explain the movements they can observe with the naked eye.

4. To exercise the reasoning powers.

LESSON.

_Step 1._—Get the pupils to describe the changes to be seen in the sky at night, and, excluding the apparent motion caused by the earth’s rotation, find out whether they have noticed and contrasted the constellations of fixed stars and the planets (wanderers).

Let the pupils tell which of the planets are visible to the naked eye, and ask whether they have noticed when and where are to be seen, at the present date, Jupiter, Saturn, and Mars, which are in Capricornus, Sagittarius, and Leo, respectively.

_Step 2._—Draw from the pupils, if possible, the marks by which planets can be distinguished from stars.—

(_a_) Their steady light.
(_b_) Size (in the case of Venus and Jupiter).
(_c_) Colour (in the case of Mars).
(_d_) Position (relatively to known constellations).
(_e_) Motion (noticeable after successive observations).

_Step 3._—To enlarge on Point (_d_), let the pupils name the planets whose orbits are within that of the earth and those whose orbits are outside ours. By the help of a diagram (blackboard) of the solar system, get them to infer, from the nearness to the sun of Venus and Mercury, that these planets are never visible at midnight, but only just before sunrise and after sunset.

_Step 4._—To appreciate Points (_d_) and (_e_), get the pupils to recognise the advantage of knowing the constellations by sight. Show Philip’s Planisphere, and refer to the Zodiac, showing that, besides being the sun’s apparent path, this is the region in which to seek the planets.

Let the pupils find the portion of the heavens visible at 6 p.m. to-day, and indicate, both in the heavens and with respect to our landscape, the positions of Jupiter and Saturn. Also show how Mars may be looked for in the south, too, about 6 o’clock in the morning.

_Step 5._—To enlarge on Point (_e_), show a diagram of the path of Venus among the constellations in 1868 (Lockyer’s _Elementary Lessons in Astronomy_, p. 183), and get the pupils to notice how large a distance she travelled in one month, in order to induce them to make personal observations. Prepare them to see the planets sometimes move backwards and sometimes remain stationary. Explain this by letting one of the girls move round the table, while the other watches how, with respect to her background, she appears to move first from left to right, then to remain stationary, then to move from right to left, and again to remain stationary. The moving girl, observing the other with respect to her background, notices the same phenomena.

Then show the diagram in Lockyer, which illustrates these facts, p. 178, and also another in Reid’s _Elements of Astronomy_, p. 137, which shows the apparent motion of one planet viewed from another in motion.

A PICTURE TALK.

Group: Art. Class III. Age: 13. Time: 25 minutes.

OBJECTS.

1. To give the girls some idea of composition, based on the work of the artist Jean François Millet.

2. To inspire them with a desire to study the works of other artists, with a similar object in view.

3. To help them with their original illustrations, by giving them ideas, carried out in Millet’s work, as to simplicity of treatment, breadth of tone, and use of lines.

MATERIALS NEEDED.

See that the girls are provided with paint-boxes, brushes, water, pencils, rulers, india-rubber, and paper.

Photographs of some of Millet’s pictures.

A picture-book by R. Caldecott.

LESSON.

_Step 1._—Introduce the subject by talking with the children about their original illustrations. Tell them how our great artists have drawn ideas and inspiration from the work of other artists; have studied their pictures, copied them, and tried to get at the spirit of them.

Tell them that to-day we are going to study some of the pictures of the great French artist, Millet, some of whose works Mr Yates has drawn for us on the walls of our Millet Room, considering them to be models of true art.

_Step 2._—Tell the children a little about the life of Millet (giving them one or two pictures to look at meanwhile); give only a brief sketch, so that they will feel that he is not a stranger to them.

Just talk to them a little about his early childhood, how he worked in the fields; how he had two great books—the Book of Nature and the Bible, from which he drew much inspiration; how later on he went to Paris and studied the pictures of great artists, Michael Angelo among them.

_Step 3._—Show the pictures to the girls, let them look well at them, and then draw from them their ideas as to the beauty and simplicity of the composition; call attention to the breadth of tone, and the dignity of the lines. Help them, sketching when necessary, to reduce a picture to its most simple form; half-closing their eyes to shut out detail, help them to get an idea of the masses of tone, etc.

_Step 4._—Let the children reproduce a detail of one of the pictures, working in water-colour with monochrome and making their washes simple and flat, reducing the tones to two or three.

_Step 5._—Suggest to them to study the works of other artists in a similar way, and show them how the books of R. Caldecott will help them in making their figures look as if they were moving.

_Subject: Fra Angelico._

Group: Art. Class IV. Average age: 16½.

Time: 30 minutes.

OBJECTS.

1. To show reproductions of some of Fra Angelico’s pictures.

2. By means of them, to point out such distinguishing features as will enable my pupils to recognise Fra Angelico’s work wherever they may see it.

3. To show in what degree his work holds a place in high art.

LESSON.

_Step 1._—Give a short sketch of the life of Fra Angelico.

_Step 2._—Allow time for my pupils to look at the pictures provided, namely, various reproductions of ‘Christ in Glory,’ ‘Saints in Paradise,’ ‘Angels,’ ‘Christ as Pilgrim,’ ‘Annunciation,’ ‘Crucifixion,’ ‘Noli me tangere,’ ‘Descent from the Cross,’ ‘Transfiguration.’

_Step 3._—To notice what strikes us most in Fra Angelico’s work—the exquisite jewel-like finish; the pure open skies and unpretending clouds; the winding and abundant landscapes; the angels; the touches of white light; the delicacy and grace of form; the colouring; the peace.

_Step 4._—If high art is to be seen ‘in the selection of a subject and its treatment, and the expression of the thoughts of the persons represented,’ how far does Fra Angelico come up to this standard?

He unites perfect unison of expression with full exertion of pictorial power. This will be illustrated by further reference to the pictures, and by reading some passages from _Modern Painters_.

_Step 5._—Allow my pupils time to look again at the pictures, summarising meanwhile by a few questions.

_Subject: Design._

Division: Art. Class IV. Average age: 16½.

Time: 40 minutes.

OBJECTS.

1. To give the girls an idea of how to fill a space decoratively, basing the design on a given plant.

2. To show them that good ornament is taken from nature, but a mere copy of nature to decorate an object is not necessarily ornamental.

3. To give them an appreciation of good ornament and help them to see what is bad.

4. To draw out their originality by letting them make designs for themselves.

5. If possible, to give them a taste for designing by giving them some ideas as to its use.

LESSON.

_Step 1._—Ask the girls what is meant by a design.

_Step 2._—After getting from them as much as possible, explain to them that a design is not a mere copy from nature, although it should be true to nature; make them see this by simply copying a plant in a required space to be designed (let this space be for a book cover). It will look meaningless and uninteresting, and does not fill the space, therefore it will not be ornamental. Then show the girls that a design requires thought and invention in arranging it to ornament the object. In the case of the book cover the flower must be designed to fill the space in some orderly pattern, and should be massed in good proportion. Give a few examples of this by illustrations on the board, and show them a book with a design upon it.

_Step 3._—Point out to them that the most beautiful designs and those that have had the most thought spent upon them are the most simple. Show examples of this in Greek Ornament—Greek Honeysuckle, Egg and Dart Moulding.

_Step 4._—Tell the pupils that you wish them to make a design for a linen book cover, 7 in. by 5 in., and if they have not time to finish to go on with it at home; if they like to carry the design out practically, to transfer it to linen and work it.

_Step 5._—Show the girls the flower from which they are to take their design, and point out its characteristics—the general growth of the plant, the curves which it makes, the form of the flower and leaves, and the way the leaves are joined to the central stem; these characteristics should not be lost sight of, but be made use of in giving character to the design, and treated as simply as possible.

_Step 6._—Let them begin their designs first of all by construction lines, and then clothe them with flowers and leaves, seeing that the masses are in good proportion. If time permits the design could be tinted in two colours, one for the background representing the linen, and the other for the pattern upon it.

_Step 7._—Suggest to them different ways in which they can make use of design in making simple patterns for their handicrafts, such as leather-work, wood-carving, and brass-work.

_Subject: Leather-work (Embossed)._

Group: Handicrafts. Class IV. Age: 16½.

Time: 40 minutes.

OBJECTS.

1. To cultivate the artistic feeling in the pupils.

2. To train them in neatness and in manual dexterity.

3. To give training to the eye.

4. To introduce them to a new handicraft.

5. To work, as far as possible in the time, the top of a penwiper.

LESSON.

_Step 1._—Show the pupils a shaded drawing of the design, also a partly finished penwiper top, with the same design on it. When they have compared the two, they will see that the effect of light and shade is obtained in the leather by raising the light parts and pressing back the dark ones.

_Step 2._—Let the pupils trace the design on the leather with a pointer. Remove the tracing-paper and accentuate the lines with a pointer. (This is best done with a wheel in a large design.)

_Step 3._—Damp the leather and with a moulder press the background away from the outline of the design, also the dark parts under the folds at the top of the petals and round the centre. From behind, raise up the light parts with a moulder, and fill the holes thus made with a mixture of sawdust and meal, wet enough to make a kind of rough thick paste. Press away the dark parts again, and make any ornamental lines, etc., while the stuffing is wet, as it soon dries very hard. For this reason a very little must be stuffed at once; in this design, about one petal at a time.

_Step 4._—Let the pupils punch their background or not as they prefer.

Work on my own half-finished piece of leather to avoid touching the pupils’ work.

_Subject: Cooking._

Division: Handicrafts. Class IV. Age: 16½.

Time: 45 minutes.

OBJECTS.

1. To teach the children to make little cakes.

2. To show them that cooking must have method in it.

3. To give them opportunity of thinking for themselves why certain things should be done.

4. To show them how they can alter a recipe to make it richer or plainer.

5. To interest them in cooking.

LESSON.

_Step 1._—Show the girls how to manage the stove for cooking.

_Step 2._—Show them all the utensils to be used, and let them arrange them on the table.

_Step 3._—Let them write out the recipe from dictation.

_Step 4._—Let them grease the tins first of all with melted butter. Then let them each weigh out the ingredients on pieces of kitchen paper, and let them work independently of each other, the teacher also doing the same thing, so that the pupils may be able to see how to set to work without having their own work interfered with. During the process ask them _why_ certain things should be done—for instance, why baking powder should be used, why the patty-pans should be greased. Tell them that if they wished to make the cakes plainer they could use milk instead of eggs, or if richer, they could add raisins and currants and spice. When the mixture is sufficiently beaten and put into the patty-pans, let the girls put them into the oven.

_Step 5._—While the buns are cooking (they take about ten minutes), let the children and teacher wash up the things they have been using and put them away.

_Step 6._—Let the children see for themselves if the cakes are done; they should be a light brown. Then let them place them on a sieve to cool, and then arrange them on plates for the table.

FOOTNOTES

[1] _The Story of My Life_, by Augustus Hare (George Allen).

[2] _Outlines of Psychology._

[3] ‘Person’ is used in the common-sense, everyday acceptance of the word.

[4] _Lehrbuch zur Psychologie_, Part III., sects. 152, 153 (see _Herbartian Psychology_, by J. Adams).

[5] The references here and after are to the distinctive thought and work of the Parents’ National Educational Union.

[6] Cf. Coleridge’s _Method_.

[7] The Parents’ National Educational Union.

[8] Sonnenschein & Co.; 3s.

[9] Quoted by Mr Lewis in _The Child and its Spiritual Nature_.

[10] The Parents’ National Educational Union.

[11] The Parents’ Union.

[12] ‘La Discessa dello Spirito Santo’ and ‘Allegoria filosofica della Religione Cattolica,’ to be had from Mr G. Cole, 1 Via Torna Buoni, Florence (shilling size, Nos. 4077 and 4093).

[13] Of ‘The Parents’ Union.’

[14] _Pastor Pastorum_, by H. Latham, M.A., page 6.

[15] The italics are mine.

[16] _The Prelude._

[17] Students of _Love’s Meinie_ and _Proserpine_ will know what rich compensations later life brought for the child’s disadvantages.

[18] _The Secret of the Presence of God._ Masters.

[19] _The Prelude._

[20] “The Schoolmaster,” by H. C. Benson, of Eton College.—_Nineteenth Century_, December 1902.

[21] _Spectator_, 2nd August 1902.

[22] _Education_, 16th April 1903.

[23] See _Through Hidden Shensi_, by F. Nichols.

[24] It is highly encouraging that the new regulations of the Board of Education both for primary and secondary schools lend themselves to the lines of work advocated in these pages.

[25] See note at the end of the volume.

[26] The writers have been in two minds about the spelling of words marked [26].

[27] After this the answer was dictated.

[28] The writers have been in two minds about the spelling of words marked [28].

[29] The writers have been in two minds about the spelling of words marked [29].

[30] A large number of complete sets of examination answers may be seen at the office, and further information can be had from the Secretary, P.N.E.U., 26 Victoria Street, London, S.W.

[31] Where the Gouin _Series_ are not taken, French, German, and Italian should be taught _orally_, teacher repeating aloud, pupil reciting after her.

[32] Subjects thus indicated to be marked by the parents according to _Regulations_.

Index

Abraham, 4, 139.

_Academy, The_, 81.

Accuracy, 120.

Adams, John Quincy, 178.

Adams, Professor J., 59.

Affinities, further, 194-203;
for material, 194;
children have, 208.

Albert Memorial Chapel, 133.

Alertness, 108.

Alison’s _History of Europe_, 178.

‘Allegoria filosofica della Religione Cattolica,’ 155.

Alleys, blind, 243.

Ambidexterity, 244.

Amiens, the Bible of, 132.

Animals, intimacy with, 80.

Angelico, Fra, 57.

Angelo, Michael, 152, 155.

Anxiety, note of transition stage, 26.

Apostles’ Creed, The, 146.

Appendices, 248-359.

‘Apperception masses,’ 245.

Appliances, 230.

Appreciation, Æsthetic, 77.

Arena Chapel, Padua, 132.

Aristotle, 154.

Armada, Spanish, 231.

Armenia, 26.

Arnold, Dr, 242.

Arnold, Matthew, 131, 220.

Art, 234, 238.

Attention, 120.

Aurelius, Marcus, 86.

Austen, Jane, 243.

Authority, and docility in home and school, 1-24;
dethronement of, 6;
not inherent but deputed, 7;
and docility fundamental principles, 9;
what is,? 10;
vested in the office, 11;
distinguished from autocracy, 15;
behaviour of, 17;
response of docility to, 19;
avoids cause of offence, 22;
is alert, 22;
who gave thee this,? 23;
basis of moral teaching, 126;
limitations of, 127;
in religious education, 137;
how, works, 139.

Autocracy, of elder generation of parents, 2;
distinguished from authority, 15;
behaviour of, 16.

Basedow, 91, 97.

Behistun Rock, 82.

_Benedicite_, 134.

Benson, H. C., 221.

Bible, the, of Amiens, 132;
habit of reading the, 142;
the great storehouse of moral impressions, 175, 235.

Biography, the value of, 133.

Biology, utility of, 157.

Bloch, M., 230.

Board of Education, 247.

Books, first-hand, 162;
school, how they make for education, 164;
that sustain life of thought, 168;
school, of publishers, 168;
how to select school, 177;
marks of fit school, 178;
how to use school, 178;
intelligent reading of school, 180;
other ways of using school, 180;
Ruskin’s delight in, 196;
Wordsworth’s delight in, 197;
every child should have _own living_ books, 214;
children must be educated on, 226;
that supply sustenance of ideas, 228;
and oral teaching, 229;
education by, 232, 243;
for use in nature study, 238;
use of, makes for short hours, 240;
and ‘utilitarian’ education, 240;
_habit_ of, 247.

Botany, Coleridge’s description of, 157.

Bowen, Edward, 242.

Bremer, Frederika, 164, 220.

Brightwen, Mrs, 238.

Browning, Robert, 63, 90, 124, 134, 213.

Brutus, 111.

Bullen, Frank, 169.

Burton, Sir Richard, 82.

Byron’s influence on Ruskin, 196, 199.

_Cæsar_, 125, 236.

Camorra, the, 109.

Capacities of a human being, the, 68.

Carlyle, ‘masterly inactivity,’ 28, 157;
on lectures, 226.

Charles, Mrs Rundle, 4.

Chastity, 112.

Child-mind, is there such a thing as the? 223.

Child-study, 244.

Children, better relation with elders, 1;
confidence in the, 30;
should be free in play, 36;
must have personal initiative in work, 37;
are not enough let alone, 38;
should choose own friends, 40;
should spend own pocket-money, 41;
should form own opinions, 42;
are persons, 63, 186;
capacities of, 68;
limitations of, 68;
education of, 68;
what nature does for, 74;
have every power, 74;
set up new relations, 78;
must have dynamic relations, 79, 189;
power over material, 80;
intimacy with animals, 80;
must have human relationships, 80;
must establish relations with themselves, 86;
with all classes, 87;
with Almighty God, 89;
the schoolmasters of, 94;
need training in self-restraint, self-control, self-discipline,
alertness, quick perception, fortitude, courage, prudence and
service, by means of stimulating ideas, 105-112;
intellectual habits necessary for, 120;
living ideas for, 121;
books for, 122;
independent intellectual development of, 122;
born neither moral nor immoral, 129;
need training in the virtues, 136;
religious life of, 137-147;
formalists by nature, 143;
religious habits for, 143, 144;
ideas of religious life for, 144-147;
must have a wider curriculum, 162;
make large demands upon us, 170;
are undervalued, 171;
of the last generation, 172;
as they are, 172;
must have vitalising ideas, 172;
must labour at books, 179;
life tempered too much for, 183;
are heirs to an enormous patrimony, 186;
must have food of romance, 198;
must range at will among books, 198;
have affinities and must have relations, 208;
have right of entry to several fields of knowledge, 214;
have appetite for such knowledge, 214;
are to be educated on books and things, 214;
should study their _own living_ books, 214;
have a natural craving for knowledge, 225;
must be educated on books, 226;
delight in school, but not for love of knowledge, 245;
educated, 245;
the Magna Carta of the, 247.

Chinese intellectual futilities, 244.

Christ, on authority, 16;
kingship of, 145;
our Saviour, 146.

Church catechism, the, 130, 147.

Cicero, 154.

Citizens, fitness as, 88.

Coleridge, on _Method_, 71;
Lady Geraldine, 90;
concerning Plato, 125;
on ideas, 155, 157, 212.

Colonna, Vittoria, 155.

Columbus, 155.

Comenius, 91.

Commandments, the ten, 83, 85, 130.

Comradeship, 201; has duties, 211.

Confidence, self, 29;
in children, 30.

Consciousness, Locke’s ‘states of,’ 49.

Co-ordination of studies, 230.

Courage, 111.

Cowper, 223.

Crafts, manual, 234, 236.

Crete, peasants of, 161, 224.

Culture, physical, 101-112.

Curriculum, a wider, necessary, 162;
suggestions towards a, 215-227;
question of a, 234.

_Curse of Kehama_, the, 123.

Darwin, 224.

Daumer, Dr, 72.

Decision, the effort of, 20.

Demokritos, 158.

Development, of faculties, 92;
intellectual, of children, 122;
abnormal, 151.

Devotions, regularity in, 142.

Disciplinary, subjects, 119, 174;
devices, 181.

Dissatisfaction with education, general, 45.

Docility, and authority, 1-24;
a fundamental principle, 9;
response of, to authority, 19.

Dominant ideas, 93.

Drawing, 238.

Duty, not within scope of present-day psychology, 83;
does not come by nature, 85;
is not sentiment, 90;
that which we owe, 128;
Wordsworth on, 130.

Dynamic relations, 79, 189.

Edinburgh Cathedral, 134.

Education, general dissatisfaction with, 45;
the science of relations, 65, 161, 182-213, 222;
an adequate theory of, 68-78;
of a human being, 68;
mediæval conception of, 95;
uncertainty as to purpose of, 96;
religious, 137-147;
is an atmosphere, a discipline, a life, 148, 182, 216;
is not cultivation of faculties, 151;
has three faces, 152;
is a world business, 160;
how school-books make for, 164-173;
an infant’s self, 186;
of the little prig, 207;
not desultory, 209;
objective not subjective, 218;
should give knowledge touched with emotion, 220;
our aim in, 170, 231;
by books, 226, 232, 243;
by things, 231.

_Education_, 233.

Educational, thought, 4;
thought in the eighteenth century, 44;
some, theories examined, 56;
truth a common possession, 62;
German, reform, 91;
only three, instruments, 182;
unrest, 219;
aim of Plato, 125;
an, manifesto, 214.

Educationalist, a great, 91.

Element of personality, 57.

Elizabeth, Queen, 17, 188.

_Emil_, 96.

Ennui, 150.

_Eöthen_, 122.

Epictetus, 86.

Establishment of relations, 75, 84.

Ethical, casual, teaching, 84;
teaching of the Middle Ages, 131.

Euclid, 96, 154.

Evelyn, Richard, son of John, 171.

Evolution, of the individual, 47, 50;
is checked, 55;
master-thought of the age, 157;
attitude of parents and teachers towards, 159.

Examination of a child of twelve, 302-329.

Existence, struggle for, 57.

Facts, three ultimate, 114.

Faculties, development of, 92;
we discard, 92.

_Faëry Queen, The_, 122.

Failure, causes of, 242.

Fairy lore, a screen and a shelter, 184.

Faith, 35.

Family principle, the, 96.

Fate and free-will, 31.

Fatherhood of God, the, 145.

Finality of human reason, 8.

First-hand knowledge, 77.

Fisher, Mrs, 238.

Flower studies, Ruskin’s, 195.

Fortitude, 110.

Francis, St, 75.

Freeman, Professor, 124.

French Revolution, the, 6.

Froebel, the theories of, 56, 58, 91, 92.

Gaddi, Taddeo, 155.

Games, organised, are not play, 36.

Geddes, Professor P., 238.

Geikie, Professor, 238.

Geography, 79, 237.

Geology, 79, 237.

‘George, The Royal,’ 10.

Geraldine, Lady, 90.

German, educational thought, 56;
educational reform, 91.

Ghost, the Holy, 95, 112, 146, 155.

Giotto, 132.

God, we are made for, 90;
the will of, 20, 129;
relationship to, 89, 212;
an ultimate fact, 114;
duty to, 136;
fatherhood of, 145;
authority of, 127, 138;
the thought of, 140;
the Holy Spirit, 146;
a revelation of, 159.

Habit, of prompt obedience, 20;
in physical training, 104-110;
local, 107;
intellectual, 118, 119;
of sweet thought, 135;
of religious life, 140;
of thought of God, 140;
of praise, 143;
of Sunday-keeping, 144.

_Hamlet_, 188.

Hare, Augustus, 13-15.

‘Harlech,’ Turner’s, 204.

Hauser, Kaspar, 71-74.

Hawkshead, 191, 202.

Hector, 98.

Heraklitos, 158.

Herbart, psychology of, 58-100;
eliminates personality, 58;
German educators work upon, 91;
discards faculties, 92;
on education in the family, 94;
theory of, ethical, 98;
on ‘apperception mass,’ 185.

Historic sense, Ruskin’s local, 199.

History, 235.

Holmes, O. Wendell, 169.

Homer, 152.

Home rule, 26.

Human, a, being, 68;
relationships, 80, 88;
intelligence, 82;
full, life, 82.

Human reason, finality of, 8.

Humour, good, 29.

Huxley, 18, 157, 237.

Idea, a captain, 161.

Ideas, behaviour of, 69;
cannot be begotten unaided, 69;
certain, attracted by certain persons, 70;
that strike us, 70;
awakening, 81;
dominant, 93;
stimulating, 110;
nothing so practical as great, 118;
living, 121;
of the religious life, 144.

_Iliad, The_, 98.

Impressions, moral, 175.

Inactivity, masterly, 25-35;
component parts of, 32.

Inanition, intellectual, 149.

Individual, the evolution of the, 47.

Indwelling of the Holy Ghost, the, 146.

Infant’s self-education, an, 186.

Information, knowledge _versus_, 224.

Initiation, Ruskin’s, 205.

Initiative in work, personal, 37.

Instruction, subjects of, 174.

Intellect, man’s peculiar sphere, 116.

Intellectual, training, 113-125;
we recognise no, authority, 113;
three ultimate facts, 114;
habits, 118-121;
living ideas in, life, 121;
literature, 122;
independent, development, 122.

Intelligence, human, limited by human interests, 82.

Interests, 219;
and relations, 241.

Intimacies, with animals, 80;
with persons of all classes, 87;
we are educated by our, 182-213;
with natural objects, 194;
life-shaping, 196.

James, Professor, on psychology, 51, 53, 54.

Johnson, Dr, 226, 227.

Joseph, 185, 235.

‘Kailyard’ literature, 47.

Keble, 24.

Ken, Bishop, 130.

Kidd, Benjamin, 9.

Kindergarten, 57, 58.

Kingship of Christ, the, 145.

Kipling, Rudyard, 134.

Knowledge, first-hand, appreciative, exact, 77;
man’s proper discovery, 116;
learned in schools, 201;
_versus_ information, 224;
the love of, 240-247.

Knossos, 224.

‘La Discessa dello Spirito Santo,’ 155.

Latham, the Rev. H., 183.

Lawrence, Brother, 212, 213.

Lawrences, the, 2.

Lecky, Professor, 240.

_Lehrbuch zur Psychologie_, 59.

Leisure, 34.

Lesson-books, parsimony in, 124.

Lewis, H. King, 122.

Life, full human, 82;
too much tempered, 183;
religious, 144;
education is a, 148, 152, 182, 216;
a creed which unifies, 154.

Limitations, of a human being, 68;
of teachers, 170;
of the educator, 183.

Linnæus, 77.

_Little Arthur’s History_, 235.

Liturgy, the, 176.

Living, fulness of, 75;
spontaneous, 185.

Locke, on infallible reason, 5, 6, 44;
on ‘states of consciousness,’ 49, 50, 51.

_Love’s Meinie_, 195.

Lucerne, ‘Peace and War’ museum, 230.

Macaulay, 72.

Magna Carta of the children, the, 247.

Magnus, Sir Philip, 232, 233.

Malcolm, Sir John, 81, 82.

Manifesto, an educational, 214.

Martineau, Miss, 122.

‘Masterly inactivity,’ 25-35;
component parts of, 32, 45.

Material, power over, 80;
affinity for, 194.

Materialism, ‘unjustifiable,’ 52.

Mathematics, 174, 234, 236.

Matsys, Quentin, 152

Meditation, habit of, 120.

Memmi, Simone, 155.

_Memorials of a Quiet Life_, 13.

_Method_, Coleridge’s, 71.

Miall, Professor, 238.

Mill, J. S., 2.

Millet, J. F., 239.

Milton, 2, 181.

Mind, the Child-, 223.

Minos, King, 161, 224.

Mistakes made on principle, 13.

Montague’s _Feather-Hangings_, Mrs, 223.

Moral, impressions, the Bible the source of, 175, 235;
progress, 25;
training, 126-136;
basis of, teaching, 126;
principles, 127;
children neither, nor immoral, 129;
teaching, 130-132;
high ideals in, education, 133;
value of biography, 133;
value of poems, 134;
value of mottoes, 135;
habits of thought, 135.

_Morality_, Matthew Arnold’s, 131.

Morals do not come by nature, 129.

More, Hannah, 172.

Morgan, Professor Lloyd, 238.

Morris, William, 171.

Narration, the value of, 179.

Nature, what, does for a child, 74;
does not teach us duty, 129;
intimacy with, 194;
ideas of, 157;
a passion, 205;
study, 236, 237.

Newman, Cardinal, 42, 134.

Nichols, F., 244.

Nineteenth-century formula, a, 148.

_Nineteenth-Century, The_, 221.

Novella, Santa Maria, 153.

Obedience, mechanical and reasonable, 18;
prompt, 20.

Obscurity of psychology, the, 98.

_Ode to Duty_, Wordsworth’s, 130.

_Ode to the Iron Duke_, 134.

_Old English History_, 124.

Omniscience of parents and teachers, 30.

‘Open, sesame,’ 174.

Opinions, children should form their own, 42.

Opportunities, Wordsworth’s recognition of, 191;
Ruskin’s, 194.

Oral teaching, 169, 214, 229, 329-359.

_Outlines of Pedagogics_, 91.

_Outlines of Psychology_, 52.

Padua, the Arena Chapel, 132.

Parents, the elder generation autocratic, 2;
responsibility of, 26;
need more confidence, 29;
omniscience of, 30;
National Educational Union, 26, 62, 87, 92, 138, 148, 216, 217,
220, 222;
_The_, _Review_, 148;
the _Review_ School, 240, 246.

Parsimony in lesson-books, 124.

Passiveness, wise, 28, 34.

Past, living touch with the, 200.

_Pastor Pastorum_, 183.

Paul, St, 83, 235.

Pebble studies, Ruskin’s, 196.

Penelope, 224.

Personality, 37, 60, 158.

Persons, rights of children as, 36-43;
sacredness of, 46;
evolution of, 47, 50;
effects not causes, 59;
children are, 63;
will think and feel, 64;
certain ideas attract certain, 70;
expansion and activity of, 71;
intimacy with, of all classes, 87.

Philosophers, rationalistic, 10.

Physical training, 101-112;
does our, make heroes? 101;
end of, 102;
habit in, 104;
stimulating ideas in, 110.

Physiological psychology, 51.

Picture-talks, 239.

Plato, on ideas, 69;
educational aim of, 125, 224.

Play, games not organised, 36.

Plutarch, 152.

Pocket-money, children’s, 41.

Poet, the calling of a, 207.

Pope, 196.

Portia, 111.

Power, a normal child has every, 74;
of recognition, 76;
over material, 80.

_Præterita_, 182-213.

Praise, the habit of, 143.

Prig, the education of the, 207.

Principle, a unifying, 220.

Principles, fundamental, 9;
luminous, 99;
foundation, 126.

Progress, moral, 25.

_Proserpine_, Ruskin’s, 195.

Prudence, 111.

Psychology, in relation to current thought, 44-55;
many systems of, 45;
an adequate system of, 46;
a ‘phrase of diffidence,’ 52;
the new, 53;
must meet demands on it, 62;
present-day, 83;
obscurity of, 98.

_Quarterly, The_, 223.

Queen, the late, 133, 134.

Questions ‘in the air,’ 138.

Questions for the use of readers, 248.

‘Quick as thought,’ 8.

Quincey, De, 175-177.

Race, solidarity of the, 48.

Rambouillet, Hôtel, 150.

_Rasselas_, 122.

Ratich, 91.

Rationalistic philosophers, 10.

Rawlinson, Sir Henry, 81, 82.

Reason, infallible, 5;
apotheosis of, 6;
finality of human, 8;
limitations of, 115;
brings logical proof of any idea, 116.

Recognition, the power of, 76.

Reflection, 120.

Rein, Professor W., 91, 94, 96.

Relations, between children and parents, 1;
education is the science of, 65, 161, 185, 217, 219, 222;
establishment of, 75, 84;
new, 78;
proper to a child, 79-90;
dynamic, 79, 189;
human, 80, 86, 88;
to Almighty God, 89, 212;
and interests, 241.

Religious education, 137-147;
habits in, 140;
thought of God in, 140;
inspiring ideas in, 144;
a curriculum in, 235.

Responsibility, increased sense of, 25;
parental, 26, 27.

Restless habits, 27.

Rhodes, Cecil, 201.

_Robinson Crusoe_, 122, 172.

Romance, children must have food of, 198.

Romanes, G. J., 120.

Röntgen rays, 27.

_Rosamund and the Purple Jar_, 41.

Rousseau, 44, 96, 97.

_Rugby Chapel_, 131.

Rule, arbitrary, 3.

Ruler, qualities proper to a, 17.

Ruskin, 2, 117, 125, 132, 182-213.

Ruskin’s, dynamic relations, 189;
limitations of condition, 190;
opportunities, 194;
flower studies, 195;
pebble studies, 196;
delight in books, 196;
local historic sense, 199;
aloofness from the past, 200;
vocation, 204;
sincere work, 205.

Sadler, Professor, 221.

Saviour, our, 145.

School-books, 164-173;
of the publishers, 168;
how to select, 177;
mark of fit, 178;
how to use, 178, 179;
children must labour at, 179;
teacher’s part as to, 180, 228-239.

School Field, Hackney, 38.

Schoolmasters of the child, the, 94.

School of Song, Edinburgh Cathedral, 134.

Science, 156, 236.

Scott, Sir Walter, 202, 209.

Self, confidence, 29;
restraint, 105;
control, 106;
discipline, 107;
an ultimate fact, 114;
appropriation of ideas, 123.

Sentiment is not duty, 90.

Serenity, 33.

Service, 111.

Shakespeare, 43, 150.

Shelley’s _Skylark_, 121.

Smollett, 178.

_Social Evolution_, 9.

Sociology, 87.

Socrates, 128, 131.

Solidarity of the race, the, 48.

Solomon, King, 84.

Sorabji, Cornelia, 232.

Southey, 122.

Spanish chapel, the, 95, 125, 153.

_Spectator, The_, 232.

Spencer, Herbert, 6, 7.

Spirit, the Holy, 8, 118, 153, 155, 173.

Spontaneity, 43.

Staël, Madame de, 150.

Standing aside, the art of, 66.

‘States of consciousness,’ Locke’s, 49.

Sterne, Laurence, 190.

Stimulus, 187.

Struggle for existence, the, 57.

Studies, serve for delight, ornament, ability, 214;
co-ordination of, 230.

Subjects, disciplinary, 119;
of instruction, 174.

Suggestions towards a curriculum, 215-239.

Sunday-keeping, 141, 144.

System of psychology, an adequate, 46.

Taine, 247.

Teachers, limitations of, 170;
must remove obstructions and give stimulus, 187;
errors of, 188.

Teaching must not be obtrusive, 66.

_Te Deum_, 155.

Tennyson, 2, 10, 107, 122, 123, 131, 134.

_Thalaba_, 123.

_The Child and its Spiritual Nature_, 122.

_The Cruise of the Cachelot_, 169.

_The Flag of England_, 134.

_The Native-born_, 134.

_The Neighbours_, 164.

Theories examined, some educational, 56-67.

_The Prelude_, 182-213.

_The Secret of the Presence of God_, 212.

_The Story of my Life_, 13-15.

Things, education by, 214, 231.

Thomson, Professor, 238.

Thoroughness, 120.

Thought, psychology in relation to current, 44-55;
educational, in the eighteenth century, 44;
best, is common, 49;
P.N.E.U., 92;
habit of sweet, 135.

Three ultimate facts, 114.

Thring, 242.

_Through Hidden Shensi_, 244.

_Tiers État_, 157.

Training, physical, 101-112.

Traquair, Mrs, 134.

Truth, educational, 62.

Turner, 204.

Tyson, Dame, 191.

Ulysses, 224.

‘Utilitarian’ education, 240.

Vinci, Leonardo da, 152.

Virgil, 236.

Virtues in which children should be trained, 136.

_Vis inertiæ_, 59.

Vocation, 204-213.

Volition, intellectual, 120.

Walt Whitman, 48.

_Waverley_, 209.

Wells, H. G., 228.

What a child should know at twelve, 300-302.

Words, ‘a passion and a power,’ 199.

Wordsworth’s ‘wise passiveness,’ 28;
cloud, 92;
recognition of opportunities, 191;
intimacy with nature, 195;
delight in books, 197;
delight in words, 199;
aloofness from past, 200;
calling as poet, 207.

Work, personal initiative in, 37.

World an ultimate fact, the, 114.

Zeitgeist, the, 46.

Zoroaster, 96, 154.

⁂ As frequent mention has been made of the _Parents’ National Educational Union_ and its various agencies, it may be well to add that information about these may be had from the Secretary. The “_Questions for the Use of Readers_” are inserted with a view to the P.N.E.U. READING COURSE. Persons who wish to become “Qualified Members” of the Union by undertaking this course should communicate with the Secretary, 26 Victoria Street, London, S.W.

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