Part II., reading lessons, §§ 16-23. Practise letters on pages xiii.-xvi.
_Italian._
Ex-Students of House of Education, six of the Gouin _Series_. Twelve grammar rules exemplified in _Series_. Teachers use Perini’s _Italian Conversation Grammar_ (Hachette, 4s.).
_Latin._
_Young Beginners’ Third Latin Book_ (Murray, 2s.), pages 9-15. Revise back work by means of exercises. _Young Beginners’ Second Latin Book_ (Murray, 2s.), pages 60-71.
BEGINNERS.—Hall’s _Child’s First Latin Book_ (Murray, 2s.), 15-32; or, better, _A First Latin Book_, by E. H. Scott and F. Jones (Blackie, 1s. 6d.), pages 1-32.
_English History._
_A History of England_, by H. O. Arnold-Forster (Cassell, 5s.), pages 719-758 (1820-1897). Read Scott’s _Lady of the Lake_, and, if possible, Henry Kingsley’s _Valentin_ (Ward, Lock & Co.).
_French History._
Creighton’s _First History of France_ (Longmans, 3s. 6d.), pages 279-293, to be contemporary with English history.
_Roman History._
Plutarch’s _Romulus_, teacher omitting unsuitable parts (Cassell’s National Library, 3d.).
_Geography._
Geikie’s _Physical Geography_ (Macmillan, 1s.), pages 108-131, §§ 224-270. _London Geographical Readers_ (Stanford), Book V. (2s. 6d.), pages 238-267, with special reference to recent events; map questions to be answered from map and then from memory, and then in filling up blank map from memory before each lesson. Know something about foreign places coming into notice in the current newspapers. Ten minutes’ exercise on the map of the world every week. _The School Atlas_, edited by H. O. Arnold-Forster (37 Bedford Street, London, 1s. 6d. or 3s.). Read also Arnold-Forster’s _History of England_, chapters lxxv. and lxxvi.
_English Grammar._
Morris’s _English Grammar_ (Macmillan, 1s.), pages 100-108, 98-99 (inclusive). Parse and analyse, using pages 109-125. Work from Morris’s _English Grammar Exercises_ (Macmillan, 1s.).
_Singing._
Three French songs, _La Lyre des Écoles_ (Curwen & Son). Three German songs, Erk’s _Deutscher Liederschatz_ (Peters, Leipsic). Three English songs, Novello’s _School Songs_, Vol. XX. (8d.). Stainer’s _Primer of Tonic Sol-fa_ (Curwen & Son).
_Writing._
Choose and transcribe ten poems or passages from Wordsworth. German Copybook, No. I. (Nutt, 4d.). _A New Handwriting for Teachers_, by M. M. Bridges (Mrs Bridges, Yattenden, Newbury, 2s. 9d.); work to page 6, following instructions.
_Drill._
Grecian Exercises and Marching Drills from _Musical Drills for the Standards_ (Philip & Son, 2s. 6d.). Ex-Students, House of Education Drills.
_Dictation._
_Growth and Greatness of our World-wide Empire_, pages 32-77 (four or five pages a week) to be prepared, a passage dictated, or, occasionally, written from memory.
_Drawing._
_Pour Dessiner Simplement_, par V. Jacquot et P. Ravoux (3s. 6d.), cahier ii., iii., for occasional use. Twelve wild fruits on their branches, with background, in brushwork; illustrations in brush-drawing from _The Lady of the Lake_. Study and be able to describe the pictures in _The Holy Gospels_, Part II. (S.P.C.K., 1s. 8d.) (optional);
or, Join the Portfolio of Paintings (see _The Children’s Quarterly_);
or, Follow the _Fésole Club Papers_.
_Natural History._
Keep a Nature Note-Book. Geikie’s _Geology_ (Macmillan, 1s.), pages 125-144 (mountains), with questions. Refer to in holidays, and study in term, _Lowly Water Animals_, Lessons 1-21, inclusive.
_Botany._
Oliver’s _Elementary Botany_ (Macmillan, 4s. 6d.), chapter vii., pages 63-87. _Glimpses into Plant Life_, Brightwen (Fisher Unwin, 2s.), chapters v. and ix. Record the finding of and describe twenty wild fruits (see Oliver). Specimens must be used in all botanical work. Observe all you can about the structure of various fruits (not edible), and about the dispersion of seeds. _Plant Life in Field and Garden_, by A. Buckley, pages 40-80.
_Physiology._
Schofield’s _Physiology for Schools_ (Cassell, 1s. 9d.), pages 43-64.
_Arithmetic._
Mair’s _Mental Arithmetic_ (Sonnenschein, 9d.). Longman’s _Junior School Arithmetic_ (1s.), chapters xxi. and xxii., _Practice_ and _Bills_. Miscellaneous examples from pages 192 and 193.
BEGINNERS, chapters xvii., xviii., and xix., §§ 74-81.
_Euclid._
_A First Step in Euclid_, by J. G. Bradshaw (Macmillan, 1s. 6d.), pages 63-81.
BEGINNERS.—_Inductive Geometry_, by H. A. Nesbitt, M.A. (Sonnenschein, 1s. 6d.), chapters iv., v., vi.
Members who have Hamblin Smith’s Euclid may continue to use it. The books now set are more modern and lead to more intelligent work.
_Reading._
Geography, English history, French history, and tales should afford exercise in careful reading. Poetry should be read daily.
_Composition._
Read on Thursdays and write from memory on Tuesdays (_a_) a passage from _Ecce Homo, Ecce Rex_, Part II., chapters ii. and iii., by Mrs R. Charles (S.P.C.K., 3s. 6d.); (_b_) Arnold-Forster’s _History of England_, chapter lxxvii.
_Work._
Attend to garden. _Bent Iron Work_, by F. J. Erskine (Upcott Gill, 1s.). Make six models. _Self-Teaching Needlework Manual_, edited by S. Loch (Longmans, 1s.), pages 25-54. Make a baby’s crochet petticoat with body part. Make a linen book cover, with design drawn and worked by yourself.
_N.B._—For illustrations for History, Geography, etc., see the catalogue of the Perry Pictures (Art for Schools Association, 46 Great Ormond Street, London, 3d.).
Children who are beginners or who have just been moved up from Class II., or who find the work difficult, may omit three subjects.
_Questions on Preceding Programme._
_Bible Lessons._
I. 1. Show how God trained Joseph for his work. What lessons may we learn from Joseph (_a_) in prison, (_b_) in a palace?
2. (_a_) “I am Joseph,” (_b_) “Bless the lads,” (_c_) “Until Shiloh come.” Give the context in each case, and describe the occasions on which these words were used.
II. 1. Tell the parable (_a_) of the Fig-tree, (_b_) of the Two Sons. What lessons may we learn from each?
2. (_a_) “Shall I crucify your King?” (_b_) “He ... wept bitterly,” (_c_) “He is risen.” Give the context (in the Bible words if possible) of each of these quotations.
_Recitations._
Father to choose two passages, of ten verses each, from the Bible Lessons, and a poem.
_French._
1. Write down in French the names of things that a huntsman uses for the chase.
2. Recite the poem learned.
3. Write in French a short _résumé_ of the chapters read in _Le Général Dourakine_.
4. Make sentences to show the use of _cette_, _ces_, _ce_, _cet_, _leurs_, _ses_, _tel_, _chaque_, _même_, _nul_.
_German._
1. Say three sections of a Gouin _Series_, and translate into English and retranslate into German page 6, lines 14-24, from _Heroengeschichten_.
2. Translate into German:—(_a_) Which of these flowers is the finest? (_b_) I have been once in Berlin and three times in Paris.
3. Make sentences with other adjectives, using the German for 6, 15, 17, 9, 4, 18.
_Italian._
Recite two _Series_, and give two rules exemplified.
_Latin._
1. Translate into English and retranslate into Latin Fable V., page 61, and parse each word in the first sentence.
2. Translate into Latin:—(_a_) We dream whole nights; (_b_) I will teach you music; (_c_) The Roman people elected Numa king; (_d_) The Gauls dwell on this side the Rhine; (_e_) The master sees that many boys play. What rule is illustrated in each sentence?
BEGINNERS—
1. Translate into Latin:—(_a_) Where is the shield? (_b_) A narrow shield is bad; (_c_) The hen is small.
2. Make sentences using the words _hic_, _porta_, _augusta_, _duo_, _capita_, _dux_, _quattuor_, _qui_, _sumus_, _murum_, _vident_.
_English History._
1. What do you know of the Anti-Corn Law League, and what have you heard or read about a similar agitation in this country to-day?
2. What reasons induced each of the five countries engaged to enter on the Crimean War? Give some account of the war.
3. “It was felt by all ... that the government of India ... could not be left in the hands of the East India Company.” Why? Give some account of the events which led up to this.
_French History._
1. Write shortly the history of the war with Prussia.
2. Describe the new constitution of 1875.
_Roman History._
1. “Sardians to be sold.” Who said this? Tell the story.
2. How did Romulus unite the Romans and the Sabines?
_Geography._
1. Describe, with a map, a visit to the West Indies. What recent event in these islands do you know of?
2. Write a short description of (_a_) Mexico, and (_b_) a Brazilian forest.
3. What is meant by saying, “The gates of the pathways of the sea are in the hands of the British race”? Illustrate with a map.
4. How are coral reefs formed? Give a diagram of one. Describe, with diagrams, a volcano.
_English Grammar._
1. Analyse, parsing the words in italics:—
_One by_ one the flowers _close_, Lily and dewy rose _Shutting their_ tender petals _from_ the moon. The grasshoppers are _still_; but not _so soon_ Are still the _noisy_ crows.
2. Make sentences, showing the different ways in which the following may be used:—_dying_, _making_, _to tell_, _but_.
3. Give some words with each of the following prefixes:—_epi_, _hypo_, _cata_, _di_, _syn_.
_Singing._[32]
Father to choose an English, a French, and a German song, and three Tonic Sol-fa exercises.
_Writing._
Write ten lines of Tennyson’s from memory.
_Drill._[32]
Drill, before parents.
_Dictation._
_Growth and Greatness of our World-Wide Empire_, page 43, “Not ... home.”
_Reading._[32]
Father to choose unseen poem.
_Drawing._
(_a_) Paint a carrot, an onion, and a potato grouped together, (_b_) an illustration in brush-drawing of a scene from _The Lady of the Lake_, (_c_) a glove, a trowel, and a rake in charcoal.
_Natural History._
1. Describe (_a_) six sea (or pond) creatures you found this last summer, (_b_) the _Foraminiferæ_. How do sponges grow? Give a diagram.
2. What do we know of the origin of mountains? Describe any formation you have examined this term—in cliff, river basin, or quarry.
_Botany._
1. Give rough diagrams showing the manner of growth, with leaf buds, of the twigs of the following trees:—oak, ash, horse-chestnut, beech, sycamore.
2. Compare the fruits of the raspberry, strawberry, and blackberry, with diagrams.
3. What are some of the ways in which plants store food? Give examples.
_Physiology._
1. What are the functions of the skin? Give a diagram of the skin cells.
_Arithmetic._
1. Find, by Practice, the cost of 1 ton 2 cwt. 2 qrs. and 20 lbs. at £1, 13s. 10d. per cwt.
2. Find the cost of 4959 balls at 11¾d. each.
3. How much property tax should I pay on £5238, 10s. 0d. at 8½d. in the £?
4. Make out an invoice for 5 pairs of stockings at 1s. 3½d. per pair; 40 needles at 13½d. per score; 96 buttons at 6½d. a dozen; 6¾ yds. silk at 5s. 1d. a yard.
BEGINNERS—
1. Find the G.C.M. of 12321 and 54345, and the L.C.M. of 12, 18, 30, 48, and 60.
2. Reduce: 11385/16335, 96679/119427.
3. Find the sum of the quotient and remainder when 36789241 is divided by 365.
_Euclid._
1. To bisect a given finite straight line.
2. To draw a straight line perpendicular to a given straight line of unlimited length from a given point without it.
3. Divide a given angle into four equal parts.
or, 1. Prove that the two angles of a triangle are always less than two right angles.
2. Draw a kite consisting of an equilateral triangle and an isosceles triangle twice the height.
3. The latitude of London is 51½° N. How far is it from the South Pole?
_Composition._
Write some account of—
(_a_) Recent events with regard to Korea and Macedonia; or, (_b_) (_a_) Scott, or (_b_) Burns, and his work.
(_c_) Write twenty lines on “An Autumn Evening” in the metre of _The Lady of the Lake_.
_Work._[32]
Outside friend to examine.
P. Q., aged 12. CLASS III.
_List of Subjects taken._
Bible Lessons. French. German. Latin. English History. French do. Roman do. Geography. English Grammar. Writing. Dictation. Natural History. Botany. Physiology. Arithmetic. Euclid. Composition.
All the answers, in the subjects taken, have been attempted; a few of these are omitted here for reasons of space. The maps and diagrams are rather well done, but cannot be reproduced. The writer’s spelling, pointing, etc. have been carefully preserved.
_Bible Lessons._
I. 2. (_a_) “I am Joseph, your brother, whom ye sold into Egypt.” These words were spoken by Joseph when he was revealing himself to his brethren. His brothers had come down into Egypt a second time to buy food, and had persuaded their father Jacob to let them take Benjamin down with them, because Joseph had told them that they must. So Jacob reluctantly let Benjamin go. And now they had bought their corn, and actually been asked to dine with Joseph, and were on their homeward way, when some officers of Joseph’s household come galloping after them, and angrily ask whether the way to return hospitality is to steal Joseph’s cup, his favourite silver cup. Then when the cup is found in Benjamin’s sack, Judah, who has promised to be surety for him, begs that he may be a slave to Joseph instead of Benjamin, as he promised Jacob his father to bring him back safe. Then they are all taken in to see Joseph, and he cannot stand it any longer, and bursts into tears, and says “I am Joseph; doth my father yet live?” ‘And his brethren could not answer him for they were troubled at his presence. And Joseph said unto his brethren “Come near to me, I pray you.” And they came near. And he said “I am Joseph your brother whom ye sold into Egypt.”’ So then of course they believed him, and everything was made all right.
(_c_) Jacob lay on his deathbed with his sons around him, listening to his words which seemed to come straight from God. But instead of Reuben, as the first-born getting the best or most wonderful blessing, he seems to have been put below Judah, who is told that he shall be “a fruitful bough,” and shall remain “Until Shiloh come.” This seems to be a wonderful inspiration in Jacob that someone should come from the descendants of his son Judah who “should save His people from their sins.” Of course, _now_, we see in it a prophecy of the coming of our Lord Jesus Christ, though then it was most likely an undefined thought.
II. 1. (_b_) “There was a man that had two sons; and he went to one, and said “Son, go to work to-day in my vineyard.” And he answered and said “I will not”; but afterwards he repented, and went. And the father went to the other son and said “Son, go to work to-day in my vineyard.” And he answered and said “I go, sir,” but went not at all to the work. Whether of the twain did the will of their father?” They (the priests) say unto him “the first.” “From this we see that the parable was aimed at the chief priests, scribes, and Pharisees, who had been trying to trap him in his talk. The man was God, the two sons, those that did his will, and those that did not, and the vineyard was the world. The scribes and Pharisees were those who made a lot of show, and were very particular about all the little outside observances of religion, but did not really work, like the son in the parable who said “I go, sir” and did not go at all. Thus they were made to condemn themselves by saying that the first did the will of God, and not the second.
2. (_a_) Pilate had been cross-examining Jesus, and had “found no fault in him.” When he asked the people what he should do with him, they cried out, saying “Crucify him, crucify him.” But Pilate answered and said “Shall I crucify your King?” But they cried out yet the more, saying “Crucify him, crucify him.” Then Pilate took a bason, and washed his hands before the multitude saying “I have nothing to do with this righteous man; see ye to it.” And the people cried out, saying “His blood be upon us and upon our children.” Then Jesus was led away.
_French._
1. Un fusil, une bandoulière, des cartouches, une gibecière, un permis de chasse, et une meute de chiens.
2 (_recited_).
“Savez-vous son nom?”—La nature Réunit en vain ces cent voix. L’étoile à l’étoile murmure “Quel Dieu nous imposa nos lois?” La vague à la vague demande “Quel est celui qui nous gourmande?” La foudre dit à l’aquilon “Sais-tu comment ton Dieu se nomme?” Et les astres, la terre, et l’homme Ne peuvent achever son nom. Que tes temples, Seigneur, sont étroits pour mon âme! Tombez, murs impuissants, tombez! Laissez-moi voir ce ciel que vous me dérobez! Architecte divin, tes domes sont de flammes! Que tes temples, Seigneur, sont étroits pour mon âme! Tombez, murs impuissants, tombez!
4. Cette aiguille est très aigue. Ces animaux sont de trois familles. Ce mouvement est très facile; un pas avec ce pied, et il faut qu’un bras faire ce tour. Cet homme était bien fait de sa personne. Ils étaient très sages; ils mettaient leurs livres dans l’armoire, pas sur la table. Ses filles étaient très méchantes. Il fit un tel pas, que je pensais qu’il tomberait. Chaque personne fit une grande revérence, quand le roi venait.
_German._
1. (_Heroengeschichten_ has not been taken, so “Kaiser Karl am Luther’s Grab” is recited, from page 24 of _A Book of German Ballads_, Cambridge University Press.)
In Wittenberg, der starken Luther’s Feste Ist Kaiser Karl, der Sieger, eingedrungen; Wohl ist den Stamm, zu fällen, ihm gelungen Doch neue Wurzeln schlagen rings die Aeste. In Luther’s Feste hausen fremde Geste Doch Luthers Geist der bleibet unbezwungen Da, wo des Geistes Schwert er hat geschwungen Da ruhen billig auch des Leibes Reste. Am Grabe steht der Kaiser, tief gerühret. “Auf denn, und räche dich an dem Gebeinen Den Flammen gib sie preis, wie sich’s gebühret.” So hört man aus der Diener Tross den Einen. Der Kaiser spricht “Den Krieg hab’ ich geführet Mit Lebenden; um Todte lasst uns weinen.”
2. Welche dieses Blümen ist den schönsten? Ich war einmal in Berlin und dreimal in Paris.
3. Ich habe sechs güte Bücher. Er ist fünfzehnmal gestraft worden. Wir sind siebzehn edele Knaben. Neun Knaben sind in dieses Spiel. Vier Bücher wären gross-Achtzehn-hundert schlecht Knaben.
_Arithmetic._
1.
£ _s._ _d._ tons. cwts. qrs. lbs.
2 qrs. = ½ of 1 cwt. ½ of 1 13 10 value of 0 1 0 0 11 ------------- 18 12 2 ” 0 11 0 0 2 ------------- 37 4 4 ” 1 2 0 0 ------------- 8 lbs. = ⅐ of 2 qrs. ⅐ of 0 16 11 ” 0 0 2 0 8 lbs. = ” ” 0 2 5 ” 0 0 0 8 4 lbs. = ½ of 8 lbs. ½ of 0 2 5 ” 0 0 0 8 0 1 2½ ” 0 0 0 4 -------------- ------------------ Answer:— £ 38 5 3½ ” 1 2 2 20 ============== ==================
2.
4959 balls @ 11¾d. each = 4959 balls @ 1s. ea. - 4959 farthings.
4959 farthings = 1239¾d. = 103s. 3¾d. = £5 3 3¾.
4959 shillings = £247 19 0.
£ _s._ _d._ 247 19 0 - 5 3 3¾ -------------- = 242 15 8¼ the cost of 4959 balls @ 11¾d. ea. ==============
3.
£ _s._ _d._ 8d. = 1/30 of £1. 1/30 of 5238 10 0 ---------------
½ = 1/16 of 8d. 1/16 of 171 5 7¾ (nearest ¼d.) 10 14 1¼ --------------- Ans.:— £ 181 19 9 ===============
4.
LONDON, _May 21st 1906_.
JONES, BROWN & CO. Bought of D. H. EVANS & CO., Oxford St., W. --------------------------------------+------------- | £ _s._ _d._ 5 pairs stockings @ 1s. 3½d. per pair | 0 6 5½ 40 needles @ 1s. 1½d. per score | 0 2 3 96 buttons @ 6½d. per doz. | 0 4 4 6¾ yds. of silk @ 5s. 1d. per yd. | 1 13 3¾ +------------- Total |£ 2 6 4¼ +=============
_Composition._
(_a_) Sir Walter Scott was a well-known writer in the early part of the 19th century. His novels are read by almost everyone; and though, perhaps, his poetry is not quite so well-known, still, at most places one finds people who have read or heard of the “Lady of the Lake” or “Marmion.” The first of his novels was “Waverly” (_sic_), and so they are often called the “Waverley Novels.” The historical tales are very good, giving the reader a splendid idea of life in the 12th or 13th centuries; “Ivanhoe,” “Betrothed,” “The Talisman” and “Kenilworth” (this latter is about the 16th century, in Queen Elizabeth’s reign). “The Heart of Midlothian” is also very interesting, and “Peveril of the Peak” tells about the fighting between the Cavaliers and Roundheads in the time of Charles I., and Oliver Cromwell. The “Lady of the Lake” is about the longest poem Sir Walter Scott ever wrote; it is very beautiful, and many pieces in it are most interesting. “Marmion” tell (_sic_) of a battle, and how a Lord Marmion was killed there.
_Latin._
1. Alexander once upon a time asked a pirate whom he had taken by what right he infested the seas? At that, “The same,” said he “by which you do (infest) the world. But because I do it with a small ship, I am called a robber; you, because you do it with a great fleet and army are called a general.” Alexander dismissed the man unhurt. Did he do rightly?
Alexander olim comprehensum pirātam interrogavit, quo jure maria infestaret? Ille “Eodem,” inquit “quo tu orbem terrarum. Sed quia ego parvo navigio facio, latro vocor; tu, quia magna classe et exercitu, imperator.” Alexander inviolatum hominem dimisit. Num juste fecit?
_Alexander_, noun proper, masc., sing., nominative case.
_Olim_, adv. modifies verb “interrogavit.”
_Comprehensum_, participle used as adj., modifying “piratam.”
_Piratam_, n. common, masc., sing., objective case, governed by “interrogavit.”
_Interrogavit_, verb, transitive, 3rd pers. sing. Past Tense.
_Quo_, relative pron., ablative case, antecedent “jure.”
_Jure_, n. common, neuter, sing., ablative case.
_Maria_, n. common, neuter singular, objective case to “infestaret.”
_Infestaret_, intransitive verb, 3rd person singular Present Subjunctive Tense.
2. (_a_) Somnimus totus noctes. (_b_) Docebo te musicam. (_c_) Romani Numam regem elexerunt. (_d_) Galli cis Rhenum habitaverunt. (_e_) Magister videt multos pueros ludere.
(_a_) illustrates that the object is in the accusative in Latin.
(_b_) illustrates that the double object is in the accusative.
(_c_) illustrates that the double object is in the accusative.
(_d_) illustrates that all prepositions as “cis” take the acc. case.
(_e_) illustrates that with a sentence like “The master sees that many boys play” you prefix with “Master sees” leave out “that” turn “many boys” into accusative, and turn “play” into the infinitive.
_English History._
1. The Anti-Corn-law League was formed early in the reign of Queen Victoria. Its name shews that its object was to get the Corn Laws repealed or rather to have the taxes on corn taken off, as they were causing distress in the country. Eloquent men went about the country, speaking to the people, and telling them how much better it would be not to have them, until they were convinced that it was so, and made rather a fuss over it, so that one Prime Minister, Lord Russell, resigned, and Lord Melbourne came in, and took off some of the taxes. People now seem to be thinking that it would be a good thing to put on some of these corn taxes again, and the country is again rather agitated about it, and Mr Chamberlain, Mr Balfour, and many other gentlemen go about making speeches either for, or against it, according to their different views, just as people did then, when Sir Robert Peel did take them off.
2. England joined in the Crimean war, because they were afraid that if Russia got hold of Turkey, they might prevent the English going to and from India, and that thus the command we had over India might be loosened and India might once more become an independent country. France entered because Napoleon III. wished to show that he had some power, and was not afraid of war. Sardinia entered in because the King of Sardinia’s minister, Count Cavour, wished to shew that Sardinia had some power, and he also thought that by making powerful friends such as England and France, his master, King Victor Emmanuel might one day become king of Italy. Russia wanted to put down Turkey, and Turkey of course went against Russia. It was a very sad war, mostly because of the bad management. The charges of the Light and Heavy Brigades, the battles of Inkerman, Balaclava, and last of all, the long siege of Sebastopol, which might have been prevented, had we charged the day before at the Russians, so as to prevent them get (_sic_) hold of, and fortifying the chief tower, all tells (_sic_) of suffering from the intense cold, and death of the soldiers by scores.
_French History._
1. The Prussians advanced into France, meeting with resistance everywhere, but still they went steadily on, till at last they reached Paris, which they besieged for a long time, so that the people were obliged to eats cats, dogs, horses and even rats and mice, so that they had to give in. Then there was a treaty made, and Prussia made France give up the two provinces of Alsace and Lorraine, and also made them pay an immense sum of money, which was only paid off about 10 years ago. France cannot rest with Alsace and Lorraine in the hands of the Emperor of Germany, and keeps up large armies in the hopes of winning them back some day. Germany also keeps up large armies, in readiness for resistance, and these two countries make Europe like an armed camp.
2. In 1875 people thought that they would like a king again, but after all a new Constitution was made and passed by the Assembly. This government still lasts. There is a Chamber of Deputies, something like our English Parliament. There is also another Chamber called the Senate, like the House of Lords in England. A President is chosen, and after seven years, gives up his post, and someone else is chosen. Ministers carry on the government so as to please the National Assembly. New people must be chosen if they are not liked by the Assembly.
_Roman History._
1. The Veintes, one of the Tuscan nations, declared that Romulus ill-treated the Fidenæ, who belonged to them. This was absurd, as the Veintes had not tried to help the Fidenæ when Romulus took them, and therefore they had a war, in which Romulus was victorious and on the anniversary for some years after the Romans celebrated their victory by having a herald who called through the town “Sardians to be sold” (the Veientes were called Sardians, because the Tuscans were descended from the Sardians) and several young boys in ropes represent (_sic_) the Veientes.
2. The Romans imagined that there were not enough women for them all to have a wife, so they attacked the Sabines and carried off several women. These were treated with courtesy and respect, but the Sabine men did not like it, and declared war. But while they were fighting the women ran in between, and beseeching, on one side their fathers, and on the other their husbands, to stop, they did stop, and made up the quarrel.
_Geography._
1. The West Indies are a set of islands enclosing the Gulf of Mexico and the Caribbean Sea. They form two large groups, the Greater Antilles and the Lesser Antilles. The largest island in the Greater Antilles is Cuba, which belongs to Spain. It is a lovely place, with palm-trees cocoa and coffee plantations, and sugar and tobacco are largely exported. The capital is Havana, where the best cigars in the world are made; and it also has a good harbour from whence is exported the sugar, coffee, cocoa and rum made in the island. The island next in size in our first group is Hayti, or St Domingo. Part of this island belongs to Spain, and the other part once belonged to France, but is now a little negro kingdom. Its capital is Port au Prince. Jamaica is the next island; this belongs to Britain, and is the chief place from which we get our sugar, cocoa and coffee. The capital is Kingston, a nice bright town, with churches and a Town Hall, and a governor’s residence. Porto Rico is a Spanish island of not very much importance. Its capital is Don Juan, named after the Spanish sailor who first discovered it. Then comes a little group of islands called the Virgin Islands, of which the most important is Santa Cruz, which belongs to Denmark. They are between the Greater and Lesser Antilles. The largest island in the Lesser Antilles is Guadeloupe, which belongs to France. It is a pleasant island, with a lovely bay on which stands the capital, Grande Terre. Dominica (British), Barbuda, Anguilla, Antigua, and St John’s (also British) are some of the most important British islands. The other French islands are Martinique, and Marie Galante. St Vincent, and Barbadoes (capital Bridgetown) are also important British islands. After passing the Lesser Antilles, we come to the beautiful island of Trinidad, with its capital, Port of Spain, on the lovely blue Gulf of Paria, which separates it from Venezuela.
[_Map._]
4. Coral reefs are formed by tiny animals called “coral polypes” which, almost as soon as they are born, begin to separate part of their food to build up their houses. They often stick to one another and build in companies. We will imagine 10 of these little animals have started building at the bottom of the sea. Two or three of them may have stuck to each other, and soon a little pillar appears of red, white or (very rarely) black coral. New little polypes are born, and they build on and round their parents’ work. So it get (_sic_) broader and higher, and more and more little ones come to enlarge the work, till one day a point of red or white coral appears above the surface of the sea. More and more of it appears, till there is quite a little island. Then the wind often blows seeds, and the birds bring them, and the sea washes up sand into the nooks and crannies, till palm-trees grow, and other plants, and birds build their nests there, and maybe have tiny birds themselves, and so there is an island fit for man’s use, and it all started from two or three little coral polypes about ⅛ of an inch long.
Volcanoes are apparently openings in the earth’s crust down to (_sic_) very centre of the earth, where many people believe that there is a great fire, the remains of the days when the earth was a seething mass of fiery vapour. When eruptions break forth, flames and smoke reaching to an enormous height come out of the crater, and fiery lava runs in streams down the sides of the mountain, burning everything in its course, and stones and ashes are thrown out ever so far. In the sad eruption of Mont Pélée in 1901 ashes fell on steamers more than 100 miles away, and the noise of the eruption was heard for miles, and the city of St Pierre (the capital of Martinique) was entirely buried in ashes and lava; only a few church walls or street corners are remaining now to show that St Pierre was once a flourishing city. This shews that volcanoes are evidently openings through which the inside of the earth seems sometimes to “let off steam.”
[_Diagrams._]
_English Grammar._
Subject. |Attrib. of Subj.|Predicate.|Dir. Obj.|Adverbial Adjuncts. | | | | 1. Flowers | The, lily and | close | |one by one | dewy rose | | their | Shutting | | | tender |from the moon | | | petals | Grasshoppers| The | are still| | | | | | Crows | The noisy | are still| |but not so soon
_One_, numeral adj., modifying “flowers.” _By_, preposition, joining “one” to “one.” _Close_, transitive verb, 3rd pers. plur., Present Tense. _Shutting_, present participle, governing “petals.” _Their_, pers. poss. pron., 3rd pers. plur. _From_, preposition, governing “moon.” _Still_, adj., modifying “grasshoppers.” _So_, adv., modifying “soon.” _Soon_, adv. of time, modifying “are still.” _Noisy_, adj., qualifying “crows.”
2. Go quickly; he is dying. A dying man lies there. Making a dress is difficult. I am making a box. To tell tales is mean. I was to tell you that. But for him, I should not be here. Had you but a knife, we should be safe. Yes, but he is stupid, so I cannot make him hear.
3. Episode, epi-tome. Hypo-crite, hypo-thesis. Cata-ract, cat-astrophe, cat-hedral. Di-phong (_sic_). Syn-tax, syl-lable, sym-pathy.
_Natural History._
1. (_b_) Foraminiferæ are in the Rhizopoda, or root-footed family. They have a little opening in their shells, through which they send out hairs to catch very tiny water creatures and suck them in. Their shells are made from something they swallow. They are all sorts of shapes, and can be seen without a microscope, though their lovely coloured shells and tiny bodies can be seen better with it. They increase by self-division, but they generally grow from tiny buds on the bodies of their mothers.
[_Diagrams._]
Sponges are cousins to the Foraminiferæ, but are slightly higher up in the Rhizopoda family. They are full of tiny holes, with sometimes a bigger opening. These little holes lead into little passages, which are continually leading into one another, and the bigger holes lead into bigger passages. They are made of some sort of fine tissue, which the sponge animal makes out of some part of its food after it has been digested. In these passages tiny, soft slimy creatures live, which are able to throw out hairs from themselves, with which they sweep water in and out of their house. Their children are born from buds, by self-division, and also from eggs. Some sponges increase in all these different ways at once, so that one sponge often becomes the father of several families. Little hard things called Sponge spicules grow round the eggs to protect them. They are made from the lime the Sponge finds in the water, and often have beautiful shapes.
[_Diagram._]
2. It has been found, that though people speak of the “everlasting hills” yet they cannot have been always where they are now. Mountains that are formed of rocks of any kind, either sedimentary, or organic, must have been laid down at the sea-bottom and something must have pushed them up; either earthquakes, or volcanic eruptions. If, for example, several different kinds of Sedimentary Rocks were laid down flat at the sea-bottom (fig. 1) till they were
[_Diagram._]
hundreds, perhaps thousands of feet thick, and they also happened to lie on some weak part of the earth’s crust, where earthquakes sometimes happen, they may be squeezed or pushed up above the surface of the sea, and round them may be deposited more rocks, and they may be pushed up, and so land may be formed, with some parts higher than the rest, and these parts are called mountains.
_Botany._
[_Diagrams._]
2. The raspberry, strawberry and blackberry are all of the Rose family. But there are little differences between them; they are not all alike. The raspberry is like the strawberry in that its seedboxes grow on a mound. But when you look at the ripe fruit, you will see that the seedboxes themselves grow bigger, softer and rounder, and also they shrink away from the white mound, so that a ripe raspberry comes off without a little stalk, etc., hanging on. The Blackberry is just the same as the raspberry, only it is black, and the round juicy seed boxes do not shrink away from the mound quite so much. The construction of the strawberry fruit, however, is slightly different. Here it is the little mound that swells, and becomes a bright red, and the seed boxes (generally wrongly called “seeds”) remain hard and small, looking something like little yellow apple pips.
_Euclid_ (first set).
1. Let AB be a given st. line.
It is reqd. to bisect AB.
On AB describe an equilateral △ ACB. I. 1.
Bisect ∠ ACB by the st. line CD, meeting AB in D; then shall AB be bisected in D. I. 9.
In △s ACD, DCB the side AC = side CB, and CD is common and ∠ ACD = ∠ DCB. Hyp.
∴ △s are equal in all respects I. 4.
and side AD = side DB. Q.E.F.
2. Let AB be the given st. line of unlimited length and C the given pt. outside it.
It is reqd. to draw from C a st. line perpendicular to AB.
Take a pt. D on the other side of AB; and with centre C and radius CD describe a ☉ FE cutting AB in E and F.
Bisect EF in G, and join CE, CG, CF. I. 10.
Then shall CG be at right angles to AB.
In the △ s ECG, CGF, EC = CF, and EG = GF (Const.) and CG is common.
△s are equal in all respects. I. 7.
and ∠ EGC = ∠ CGF.
and ∴ CG is perpendicular to AB. Def.
Q.E.F.
3. Let ABC be the given ∠.
It is reqd. to divide ∠ ABC into four equal parts.
Bisect ∠ ABC by the st. line BD. I. 9.
Bisect the ∠ ABD by the st. line BF. I. 9.
Bisect the ∠ DBC by the st. line BE. I. 9.
Then ∠ ABF, FBD, DBE, EBC are all equal. Ax. 7.
∴ ∠ ABD has been divided into four equal parts. Q.E.F.
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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