Chapter XXI: Section III: Cultivation of the Body (2)

I do not myself feel that there is danger of unwholesome crowding in secondary residentiary schools, provided that there are separate living and school accommodation, such as I have already indicated, and also provided that every girl has her own cubicle fully furnished. The smallest area upon which it is possible to arrange the usual cubicle furniture with any degree of comfort, is sufficient to provide enough cubic space of air in a room twelve feet high.

[Food must be abundant.]

[There must be variety.]

[Sugar and fruit necessary.]

[Disastrous effects of insufficient or unwholesome food.]

A chapter on the Cultivation of the Body seems hardly complete without some mention of that without which the body cannot grow or even continue to exist, namely, food. As will have been seen from the tables given above, growth during the early years spent at a secondary residentiary school is exceedingly rapid, and food is necessary to support it; also every form of activity of any of the faculties of the being causes waste of substance and necessitates recuperation, which will be obtained chiefly by means of food and sleep. Food, therefore, must be abundant; it must be of good quality, well cooked, attractively served, and helped in a tempting manner. Plenty of time should be given for partaking of the meal, but the girls should not be kept sitting so long as to be bored, and conversation should be freely indulged in. I do not myself think that solid meat should be given except at the midday meal, but both at breakfast and at supper there should always be a savoury dish, consisting of fish, eggs, macaroni, rice or vegetables, with occasional admixtures of meat, ham, tongue, etc., to ensure variety; porridge should also be provided for breakfast. The great essential is variety. Besides these three meals there should be a light luncheon consisting of hot soup and bread, or cocoa, or milk, according to taste; and in the afternoon, after games and changing, the refreshment of tea and bread and butter, now and again varied with cake or a bun, before going into afternoon school. Sugar in abundance and milk should always be upon the dinner table, to be partaken of according to taste with the pudding, and jam or marmalade and golden syrup should be provided for breakfast and supper. In this way the quantity of saccharine matter, so essential for a growing child, is supplied. Greediness is not induced because the natural appetites are freely and wholesomely supplied, and the habit of self-indulgence is kept in abeyance for the same reason, because the ordinary diet is so satisfying that there is no craving for sweets and other tuck-shop delicacies. But even so, it is desirable to give sweetmeats occasionally after meals, rather than allow girls even to fancy that they want to go and buy them for themselves. Fresh fruit also is very good and wholesome and should be available when required for health; it will often be needed if the water is at all hard, and should occasionally be given in liberal quantities, say instead of pudding. Vegetables too must never be forgotten. Some people will be inclined to say that girls are not fed as well as this in their homes! That may sometimes be possible, and indeed I have known of cases where, from a terribly mistaken view of economy, or from a desire to teach self-restraint, growing girls have been stinted in food, with most lamentable results in after life. I am not, however, afraid that school will ever enter into competition with the home, no matter how good the puddings are; and it is natural that such things should be more considered at school where it is realised that even such minor matters as the bread and butter enter into the general scheme of education, and may influence for good or evil the future lives of the pupils. In some homes, on the other hand, girls receive food much too rich or too stimulating, made dishes and late dinners not being conducive to healthy digestion.

[Danger of over-stimulating the emotions.]

Before closing this chapter a word must be said about the emotions; healthy bodily development is hindered or prevented if they are too early encouraged, as it is also by want of food, rest, fresh air, exercise and interest, or by the excess of either physical or intellectual activity. The emotional nature is over-stimulated by excessive time spent upon music, especially if the music is of a certain kind. Much care is needed, more particularly if there is decided musical taste, to begin with composers who appeal least to the emotional nature, and not to specialise in music at all until a thorough intellectual groundwork has been laid in the general education. Latin, mathematics and vigorous games hold a far more important part in the general scheme of a comprehensive education than is always apparent.

INDEX.

Absences from school, effect on class teaching, 34.
Acton, Lord, on study of history, 126.
Aim of education, 2, 67.
Aim of school life, 414.
Air and space in schools, 421.
Algebra--
Age for beginning, 247.
Educational value, 237.
Geometry and algebra, relation between, 246.
Alphabet, 46.
Books for teachers, 52.
Alphabets, phonetic, 111.
Ambition, intellectual, fostering, 40.
Analysis of sentences, 60.
Ancient history, 160.
Books recommended, 166.
Educational value, 159.
Higher classes, history for, 164.
Illustrations, models, etc., suggestions, 164.
Junior classes, scheme of work, 161.
Parallel chart, 167.
Apparatus needed in teaching, 29.
Arithmetic--
Addition, 222.
Approximations, 235.
Decimal notation, 222.
Division, 227.
Exclusion of various branches, suggested, 237, 247.
Factors, measures, multiples, 227.
First teaching, 216.
Fractions, 229, 232, 236.
Decimals, 223, 233.
G.C.M. and L.C.M., 231.
Historical method of teaching, 237.
Sketch of lesson, 218.
Logarithms as part of scientific arithmetic, 248 _note_.
Money, addition and subtraction of, 221.
Multiplication, 224.
Practice, 235.
Proportion, 234.
Subtraction, 223.
Art in education--
Beautiful surroundings in school, etc., 322.
Drawing and painting [_see_ that title].
Historical art, 321.
[_See also_ various titles, Music, Drawing and painting, etc.]
Art needlework, 361.
Articulation, 347.
Astronomy--
Mathematics as stepping-stone to, 245.
Psychological order of study, 254.
Attendance at school, regular, necessity for, 34.

Bacon on knowledge, 2.
Bearder, Mr., on phonetic alphabet, 97.
Beautifying schools, importance of, 322.
Bedford college, opening, 4.
Bible lessons [_see_ Religion and philosophy].
Biological sciences, 260.
Field work, 263.
Microscopes, using, 265.
Museum, school, arrangement of, 263, 272.
Notes of lesson on seedlings, 269.
Observation, developing, 261.
Psychological order of study, 252, 255.
Sequence of lessons should be outcome of teacher’s own
individuality, 266.
Text-books recommended for botany, 253, 271.
Botany [_see_ Biological sciences].
Brush drawing, 348, 349, 354.
Bryce, Dr., on science teaching, 249.
Buss, Miss, first high school established by, 4.

Century question, 176 _note_.
Character--
Formation of, books on, 376.
Insight into, essential for teachers, 376.
Moulding, power of teacher in, 385.
Charts, illustrated [_see_ Time maps].
Cheltenham Ladies’ College, opening, 4.
Chemistry--
Method of teaching, need for improvement in, 307.
Position in scheme of science teaching, 308.
“Practical” training, importance of, 310.
Pre-examination classes--broad principles recommended, 312.
Preliminary course of elementary physics, 308, 312.
“Pure” and “physical” chemistry, order of teaching, 315, 316.
Technical language not required, 309.
Typical lessons, 317.
Child study society, 370.
China painting, 360.
Civilised nations, energy devoted to education by, 3.
Class-singing--
Dictation, 341.
Ear tests, 341.
Educational value, 340, 343.
Length of lesson, 340.
Notation, questions on, 340.
Part-singing, 342.
Rhythm, 341.
Sight-reading, 342.
Size of class, etc., 340.
Tonic sol-fa system, 344.
Value of, as supplement to pianoforte teaching, 332.
Voice production, 342.
Class teachers and specialists, comparison between, 21.
Classical studies [_see_ Latin and Greek].
Classification in any subject, method, 38.
Committee of Ten, report--
Arithmetic, exclusion of certain branches suggested, 237.
English, teaching, 62.
Geometry, instruction in, 239.
Compayré on education, 17 _note_.
Competition--
Bracing influence of, 386.
Personal rivalry, avoiding, 388.
Composition--
Committee of Ten, report, 63.
Dale, Mr., on, 55.
Conduct prizes, objections to, 33.
Consonants, classification of, 47, 48.
Corporate virtues, cultivating, 401.
Corrections, giving in exercise books, etc., 27.
Cricket, 404, 406.
Curriculum for pupils of different ages, 10, 12, 20.

Dale, Mr., on oral composition, 55.
Dancing, 412.
Davies, Miss, University privileges won for women by, 4.
Dialects in English colonies, danger of developing into different
languages, 110.
Difficulties of teachers, remedy, 23.
Diphthong table, 51.
Discipline of home and school, 369.
Distractions, avoiding, in teaching, 37.
Drainage of school buildings, 420.
Drawing and painting--
Brush work, 348, 349, 354.
Educational value, 322.
Foreshortening, 351.
Individual teaching, advantage of, 351.
Individuality, encouraging, 352.
Line drawing on squares, 349.
Memory drawing, 350.
Model drawing, 352.
Mural decoration, 358.
Natural drawing of children, 348.
Object drawing, 350.
Painting, 356.
China painting, 360.
Perspective, 352, 357.
Plane geometry, 352.
Proportional measurements, 350.
Ruskin, quotation from, 348.
Shading, 353.
Suggestive drawing, 352.
Dress, manner, etc., of teachers, effect of, 35.
Duration of school-life, 15.

Economics--
Educational value, 186, 190, 191.
Interest of pupils in, 188.
Method of teaching, 188.
Text-books, use of, 189.
Education--
Aim of, 2, 67.
Books on, 38, 43, 376.
Definition, 7, 324.
Mistakes to be avoided, 17.
Moral, aspect [_see_ Moral side of education].
Reform in women’s education since 1848, 3.
Electricity and magnetism, 299.
Elocution, 346.
Emotions, danger of over-stimulating, 423.
English language, training in, 54.
Books recommended, 66.
Committee of Ten, report, 62.
[_See also_ Grammar.]
English literature--
Aim and method of teaching, 192.
Periods of literature, studying, 198.
Poetry, reading, 194.
Prose, reading, 198.
Reading courses, suggested, 200.
Shakspere, study of, 195.
Style, sense of, cultivating, 199.
Environment of a school, 418.
Euclid [_see_ Geometry].
Examinations--
Internal and local, comparison between, 34.
Value of, 33.
Examiners, 34.
Exercise--
Dancing, fencing, etc., 412.
Games [_see_ that title].
Gymnastics [_see_ that title].
Some forms more valuable than others, 397.
Swimming, 415.
Exercise books, corrections, giving in books, etc., 27.

Faculty, definition of, 20.
Family selfishness, women prone to, 401.
Fearon, Mr., on analysis of sentences, 60.
Fines, objections to, 33.
Fire brigade, school should be organised as, 414.
Fitch, Sir J., on study of history, 137.
Food, suitable, for growing girls, 421.
Foreign languages--
Latin and Greek [_see_ that title].
Modern languages [_see_ that title].
Pronunciation, teaching, value of “Le Maître Phonétique,” 111.
French--
Books recommended, 101.
Pronunciation, 49, 97.
Rules, 102.
Translation, 98, 100.
[_See also_ Modern languages.]

Games--
Corporate virtues developed by organised games, 402.
Cricket, 404, 406.
Cycle of games, 404.
Higher functions of, 400.
Hockey, 405.
Lacrosse, 405.
Over-exertion, dangers of, 409.
Playground, 403.
Severe games not safe without gymnastic training, 409.
Small numbers, games for, 400.
Value of, as means of exercise, 398.
Gardening, educational value, 415.
Geography--
Aim in teaching, 275.
Course of lessons, notes, 282.
England, supplementary work with reference to, 287.
Physical geography [_see_ that title].
Geology, psychological position in science teaching, 255.
Geometry--
Algebra and geometry, relation between, 246.
Definitions, forming, 242.
Educational value, 240.
Euclid, objections to, 243.
Kindergarten, beginning in, 239.
Methods of teaching, 242, 244, 248.
Practical geometry for young children, 239.
Text-books recommended, 240, 242.
German--
Difficulties of the language, removing, 102.
Literature, attractiveness of, 103.
[_See also_ Modern languages.]
“Girls’ Public Day Schools’ Company,” founding, 4.
Gladstone, Dr., spelling reform, statistics, 107.
Grammar, English, 59.
Books recommended, 59, 66.
Committee of Ten, report, 64.
[_See also_ English language.]
Greek and Latin [_see_ Latin and Greek].
Gymnastics, Swedish--
Physical defects, correcting, 410.
Superiority of, to ordinary gymnastics, 410.
Value of, 408.

Habits, right, forming, 39.
Hamilton, Sir W., on teaching, 134.
Hand arts [_see_ Manual training].
Harris, Dr.--
Art in education, 322.
History, definition of, 114.
Manual work, views on educational value of, 323.
Mistakes to be avoided in education, 17.
Head mistresses and head masters, control exercised by, 22.
Health--
Book recommended, 421.
Care of, during school years, 383.
Necessary conditions, 397.
Heat and light, 302.
Height and weight of girls at different ages, 416, 418.
Hieroglyphics, interesting children in, 45.
High schools, first school established by Miss Buss, etc., 4.
Higher education of women, reforms since 1848, 3.
History--
Ancient history [_see_ that title].
Approaching subject, methods, 121.
Definition, 114.
Educational value, 114, 137.
German scheme of teaching, 166.
Junior class, history for, 121.
Moral lessons from, 115.
Political economy more important for girls than constitutional
history, 120.
Psychological order of study, 258.
Senior classes, history for, 122, 124.
Class library, forming, 130.
Contemporary writings, studying, 131.
Continuity of history, tracing, 126.
Essay-writing, value of, 135.
First-hand acquaintance with authorities desirable, 130, 131.
Historical novels, etc., recommended, 133, 150.
Maps, lack of, suggestions, 129.
Pictures, etc., educative power of, 132, 321.
Post-school work, 136.
Previous knowledge to be assumed, 126.
Sectional teaching, advantages, 127.
Selection, principle of, 126.
“Spirit” of the period, catching, 124.
Syllabus of lessons, 128, 130, 138.
Testing work, 134.
Text-books recommended, 132, 145.
Time maps [_see_ that title].
Historical novels, value for elder classes, 122, 133.
Hockey, 405.
Home and school, relation between, 367.
Rules for home government in connection with school work, 371.
Humanities--
Inclusion in course of study, importance of, 20.
Teachers’ studying, necessity for, 9.
Hygiene, school, book recommended, 421.

Ideal, ultimate, or perfect development of individual, keeping in
view, 41.
Ideals, highest, encouraging, 41.
Individual life, developing, 41.
Inquiry, spirit of, awakening and sustaining, 40.
Intellectual ambition, fostering, 40.
Intellectual sympathy with pupil, necessity for, 38.
Intellectual work, number of hours to be devoted to, 412.
Interest, awakening, in pupils, 37.

Judgment cultivated by study of history, 117.

Knowledge of the world essential for teachers, 375.
Known to the unknown, proceeding from, in teaching, 38.

Lacrosse, 405.
Laing, Mr., establishment of first high school, 4.
Languages--
Enjoyment of work essential for pupil, 104.
Latin and Greek [_see_ that title].
Methods of teaching compared, 69.
Modern languages [_see_ that title].
Order of teaching, 94, 257.
Latin and Greek--
Advanced work, methods, 77.
Books recommended, 71, 75, 77, 78, 81, 82, 89.
Composition, hints on teaching, 75, 80.
Construing, lessons in, 72.
Conversation, 72.
Educational value of Latin, 68.
Examples prefixed to exercises to be learnt by heart, 76.
Greek accentuation, 83.
Greek preferred to Latin, 104.
Late learners, chance of success, 86.
Methods of teaching compared, 69.
Models and illustrations of classical life and history, suggestions,
85.
Position in girls’ education, 67, 94, 103.
Pronunciation, 82.
Reading to be begun as soon as possible, 71.
Illustrative works to accompany reading, 79.
Repetition, 77.
Scheme of work, 87.
Style, attention to, 80.
Translations--
Old English versions, value of, 84.
Unseen translation, beginning, 76.
Using, 79.
Verse writing, 81.
Weak points in girls’ work, 86.
Law, William, on true learning, 395.
“Le Maître Phonétique,” alphabet and specimens of writing from, 111.
Learning by heart, value of, 54.
Lectures, school, parents attending, 371.
Leisure--
Mental leisure required by teachers, 375.
Ripening of character, need of leisure for, 210.
Time table arranged by Miss Beale, 13.
Length of lessons, 16.
Letters, classifying, importance of, 50.
Light and heat, 302.
Lighting in schools, 420.
Literature--
English literature [_see_ that title].
German literature, attractiveness of, 103.
Logarithms as part of scientific arithmetic, 248 _note_.

Magnetism and electricity, 299.
Manual training--
Educational value, 323, 414.
Handicrafts, suggested, 414, 415.
Modelling, 363.
Needlework, 361, 415.
Sloyd, 366.
Wood-carving, etc., 362.
Maps--
Constant use of maps, importance of, 30.
Historical maps, lack of, 129.
Marks--
Chart showing fluctuation in, 32.
Inspection by head mistress, advantage of, 31.
Personal rivalry, method avoiding, 388.
Martineau, Dr., on history, 114.
Mathematics--
Algebra [_see_ that title].
Books recommended, 248, 249.
Geometry [_see_ that title].
Historical method of teaching, advantage of, 248.
Mixed mathematics, 248.
Mazzini on “Solidarity of Man,” 120.
Meiklejohn, spelling book, exhaustive nature of, 109.
Mental state of pupil, teaching must be adapted to, 39.
Method of teaching subject should be adapted to age of pupil, 19.
“Méthode mnémonique polonaise” applied as a record of time, 169.
Miall, Professor, on difficulties in education, 23.
Microscopes, use of, in schools, 265.
Mill, Mr., on study of history, 137.
Milton, quotations from, on--
Divine philosophy, 41.
Education, 2 _note_.
Mistakes in education, 17.
Modelling--
Educational value, 363.
Individual and class teaching, 364.
Studies, 364.
Tools required, 363.
Modern languages--
Books recommended, 111.
Composition, 101.
Enjoyment of work essential for pupil, 104.
Exercises, 99.
First lessons should be oral, 96.
Order of studying, 94, 257.
Philology, value in teaching languages, 101.
Phonetic system, success of, 96.
Reform in method of teaching, necessity for, 96.
Translation, 98.
Vocabulary, forming, 99.
[_See also_ titles French and German.]
Money, origin of, 219.
Moral side of school education--
Competition, wholesome, benefit of, 386.
Concentration of faculties, practice in, 387.
Moral lessons in school, value of, 389.
Religion and philosophy [_see_ that title].
Responsibilities and qualifications of teachers [_see_ Teachers].
School worldliness, danger of, 387.
Uniformity of treatment, value of, 386.
Müller, Professor Max, on English spelling, 106, 107.
Mural decoration, 358.
Museum, school, arrangement of, 263, 272.
Music--
Class-singing [_see_ that title].
General education, necessity for, 337.
Pianoforte [_see_ that title].
Sending children abroad for musical education, 320, 336.
Taste, cultivating, 320.
Violin, 338.

Needlework, training in, 415.
Art needlework, 361.
Newton on discovering truth, 40.
Nineteenth century, illustrated charts, 182, 184.

Observation, development of, value of biological sciences, 261.
Occupations for training purposes which are not purely intellectual,
414.
Oral composition--
Committee of Ten, report, 63.
Dale, Mr., on, 55.
Order of study--
Importance of, 17.
Psychological order, 19, 251.
Organisation, power of, games developing, 400.
Over-exertion in games, dangers of, 409.
Overstrain, teachers avoiding, 381.

Pagliardini, spelling difficulties, 109.
Painting and drawing [_see_ Drawing and painting].
Parents and teachers--
Co-operation, means for securing, 370.
Relations between, 368.
Parker, anecdote on “conscience,” 206.
Parsing exercises, usefulness questioned, 59.
_Pedagogical Seminary_, extract from, on teachers, 35.
Philology--
Books recommended, 52, 66, 102.
Knowledge of, value in teaching languages, 101.
Philosophy and religion [_see_ Religion and philosophy].
Phonetic system [_see_ Spelling reform].
Physical defects in girls--
Correcting, by Swedish gymnastics, 410.
Frequent causes of, 411.
Physical geography--
Courses of lessons, subject-matter, 275, 277, 279.
Definitions, forming, 278.
Observation and experiment, 275, 276.
Psychological position in science teaching, 254.
Written work, style of, 276, 277.
Physics--
Books recommended, 303.
Definitions, forming, 294.
Diagrams, value of, 299.
Electricity and magnetism, 299.
Elementary course of lessons, 292.
Apparatus, 296.
Practical work, 296.
Elementary physics as a basis for chemistry, 308, 312, 315.
Heat and light, 302.
Position in science teaching, 255, 291.
Senior classes, 302.
Syllabus of lessons, 304.
Physiology--
Books recommended, 256.
Psychological position in science teaching, 256, 292.
Pianoforte--
Aim in teaching, 326.
Difficulties of teachers, 327.
Ear, cultivating, 332.
Examinations, 334, 336.
Gradation of study, 329, 333.
Hands, treatment of, 334.
Harmony, 333.
Memory, cultivating, 334.
Practice, superintending, 335.
Selection of music, 331.
Sight-reading, 335.
Singing class, value of, 332.
Studies recommended, 332, 334.
Thoroughness, importance of, 336.
[_See also_ Music.]
Pitman, Mr.--
Pitman alphabet, suggestion, 111.
Spelling reform, 109.
Place-taking in classes, disappearance of, 31.
Playground, 403.
Pleasant, lessons, making, 38, 104.
Poetry, learning, 53, 54.
Political economy, educational value, 120.
Practical precepts for teachers, 37.
Prizes, objections to, 32.
Progress, promoting, 39.
Psychological order of study, 19, 251.
Punishments, nature of offence and suitable punishments, 33.

Queen’s College, founding, 4.
Questioning of pupils, judicious, 40.

Rapport between teacher and class, importance of, 34.
Reading, 44, 51.
Books recommended, 47, 54, 66.
[_See also_ Alphabet.]
Recitation, value as moral training, 54.
Recreation--
Certain forms more valuable than others, 397.
Games [_see_ that title].
Meaning of, 397.
Reform in women’s education since 1848, 3.
Religion and philosophy--
Bible lessons, 391.
Books recommended, 211, 215.
Conscience, 206.
Consciousness and self-consciousness, 205.
Definition of religion, 203.
Dogmatics and ethics, relation between, 202.
Foundations of faith, classification, 213.
Historical art, educative power of, 321.
Leisure for thought, 210.
Personal element in child’s religion, 204.
Position in time-table, 391.
Psychological order of teaching, 206, 209, 258.
Reading and discussion, 211.
Religion in relation to science and philosophy, 204.
Sceptical phases, dealing with, 210.
School lessons--
Advantages, 389, 390.
Scope of, 202.
Special training, for teachers, 212.
Written work, importance of, 209.
Reports, advantages of, 33.
Reproofs, injudicious, avoiding, 382.
Right habits, forming, 39.
Ruskin, quotations from, 2, 348.

Salford, Professor, on logarithms, 248 _note_.
School and home, relation between, 367.
Rules for home government in connection with school work, 371.
School buildings--
Beautifying, importance of, 322.
Situation, 418.
Ventilation, lighting, etc., 420.
School life--
Aim of, 414.
Duration, 15.
Science--
Biological sciences [_see_ that title].
Central idea in teaching, necessity for, 311.
Chart showing progress during the Queen’s reign, 184.
Early training essential, 309.
Experiments, success with, importance of, 295.
Historical method of teaching, 248, 249.
History, supplementing, 115.
Imagination and reasoning power, cultivating, 267.
Introductory teaching, 314.
“Lecture” lessons and “practical” work, 295, 312.
Psychological order of study, 251, 308.
Scheme, suggested, 292.
Sequence of lessons, care in planning, 265, 266.
Size of classes for “practical” instruction, 313.
Shakspere--
Illustrations from, in teaching history, 123, 133.
Study of, 195.
Shirreff, Miss, on education, 3.
Silence rules, value of, 14.
Singing--
Class-singing [_see_ that title].
Tonic sol-fa system, 344.
Situation of school building, soil, rainfall, etc., 418.
Sixteenth century--chart of historical events, 171, 174.
Sloyd, 366.
Soames, Miss, promoting phonetic system, 108, 110.
Solitude, value of, for young people, 13.
Sounds, classification of, 46.
Space and air in schools, 421.
Specialising in youth, results, 20.
Specialists and class teachers, comparison between, 21.
Spelling reform--
Books recommended, 66.
Foreign languages, acquiring--success of phonetic system, 96.
Necessity for, 53, 106.
Phonetic alphabets, 111.
Present spelling condemned by philologists, 110.
Soames, Miss, promoting, 108, 110.
Spencer, Herbert, on education, 17 _note_.
Spenser, quotation from, 396.
Stubbs, Bishop, on study of history, 137.
Study--
Courses arranged for pupils of different ages, 10, 12, 16, 20.
Hours to be spent in, 412.
Subjects, classification of, 9.
Sunday quiet for young people, necessity for, 14, 211.
Swedish gymnastics [_see_ Gymnastics].
Swimming, 415.
Sympathies enlarged by study of history, 114.
Sympathy, intellectual, with pupils, need for, 38.

Teachers--
Aim, 383.
Circumstances and character of each pupil, knowing, 379.
Class teachers and specialists, 21.
Corrections, giving in exercise books, etc., 27.
Difficulties of, remedy, 23.
Externals, importance of, 35.
Higher attainment, seeking, 6.
Holding attention of class, 34.
Humanities, study of, 9.
Knowledge of the world essential, 375.
Mental leisure, necessity for, 375.
Moral responsibility of, 377.
Overstrain, avoiding, 381.
Practical precepts for, 37.
Reproofs, injudicious, avoiding, 382.
Right judgment and presence of mind, 379.
Self-mastery, 380.
Time-saving methods, 24.
Teachers and parents--
Co-operation, means for securing, 370.
Relation between, 368.
Teachers’ Guild, 370.
Educational museum, 85, 165.
Tenses, discriminating, 61.
Time available for school teaching, 15.
Time-maps, 168.
Ancient history, 181.
Illustrated charts, 171.
Syllabus of lessons on modern history, 177.
Time-saving methods for teachers, 24.
Time-tables--
Courses of study for pupils of different ages, 10, 12, 16, 20.
Hours to be spent in intellectual work, 412.
Tonic sol-fa system, 344.

University education won for women, 4.

Ventilation in schools, 420.
Victorian era, illustrated charts, 182, 184.
Violin, 338.
Voice production, 53.
Class-singing, 342.
Elocution, 346.
Vowels--
Diphthong table, 51.
Sounds, discriminating, 49, 97.

Walter, Miss L. E., on preliminary science teaching, 314.
Ware, Mr., on phonetic alphabet, 96.
Warming school buildings, 420.
Water supply in schools, 420.
Weight and height of girls at different ages, 416, 418.
Wood-carving, etc., 415.
Educational value, 362.
Woodward, Professor, on analysis of sentences, 60.
Writing, preliminary teaching, 45.

Zoology [_see_ Biological sciences].

Transcriber’s Notes

Depending on the hard- and software used to read this text and their
settings, not all elements may display as intended. The sections on
phonetics and mathematics in particular contain characters that may
not display properly.

Some wide tables have been split; blank lines resulting from this
split have not been deleted, so that the parts may be re-combined
more easily.

Where feasible, a graphic representation of illustrations has been
provided; these are intended to give an impression only.

Inconsistent and unusual spelling, hyphenation, capitalisation,
etc. (including those of proper and geographical names) have been
retained, except as listed below.

Page 46, 47, symbols: for some symbols there is no real glyph, the
ones given here are intended to give an approximation of the shapes
only.

Page 108, careful experiments have established 1): there are no
subsequent numbers.

Page 112, phonetics: as printed in the source document, even though
there appear to be some mistakes, inconsistencies and omissions in
the phonetics. There are several errors in the German text (Wenn wir
uns ...), these have not been corrected.

Page 129, 130, Sprüner: Karl Spruner von Merz.

Page 147, Ranke. _History of England_, vol. ... endon Press: part of
the text is missing from the source document; the publisher is the
Clarendon Press, probably the reference is to volume ii.

Page 221 ff., 235: the ditto marks/low double quote marks in amounts
are present as such in the source document; they appear to be used as
separators between the pounds, shillings and pence. The inconsistent
use of S. and D. above the shillings and pence has been copied from
the source document.

Page 230, Nearly all children will write thus: ³⁄₄ × 7 = ³⁄₂ ÷ 3,
etc.,: as printed in the source document, the first fraction should
be ³⁄₁₄.

Page 233, 561 = 3 × 3 × 3 × 23: the multiplication results in 621,
which is the number required cf. the sum on the previous page.
Calculation before “I have not given ...”: × 2 should be inserted
after 11 × 5.

Page 234, circulator example: “∴ No =” moved to more clearly reflect
the division.

Page 235, Suppose we want a sum ...: the calculation and accompanying
explanation are given as printed; the decimal point in the last term
(·059692) was not visible in the source document.

Page 260, footnote [25]: a^{m} × a^{n} = a^{m × n} should be a^{m} ×
a^{n} = a^{m + n}.

Changes:

Footnotes, tables, equations and illustrations have been moved
outside text paragraphs. Sidenotes (in square brackets) have been
moved to immediately before the paragraph to which they belong.

Several ditto marks („) and abbreviations (Do.) have been replaced
with the dittoed text.

Some minor obvious typographical and punctuation errors have been
corrected silently.

Various pages: Frobël has been changed to Fröbel.

Page 11: Erdknude has been changed to Erdkunde (2×).

Page 43: Greard has been changed to Gréard.

Page 81: “in despite of” has been changed to “in spite of”.

Page 107: “which he puts most dearly and forcible” has been changed
to “which he puts most clearly and forcibly”

Page 108, second » inserted after “instructed on the old method.»”

Page 201: “Essays of Ella” has been changed to “Essays of Elia”.