Part I., the humanities, should throughout the whole course be

represented in all its branches; to it belong specially the _cultur-studien_. I think of some miserable starved specimens of girls I have known, fed upon an almost unmixed diet of either classics or mathematics; their physique had suffered, and they had no mental elasticity, their one idea being to win scholarships: they did this, but never flourished at the university, for want of all-round culture. Others I have known, who thought they could be high-class musicians by practising their fingers, without cultivating their minds; the results were lamentable; whereas those who gave half the time to music and half to _cultur-studien_, did more in the limited time. Is not the overwork of which many complain later, due to the too undivided work at one subject during the undergraduate period at the university? Mathematics relieves the strain of classics; specialising may be comparatively harmless to the full-grown man, but the child-specialist will grow up deformed.

[Class teachers and specialists.]

Shall teaching be by class teachers or by specialists? Once every teacher was expected to take all the subjects with her class, now the tendency is towards specialisation. In junior classes the class mistress has many advantages over the specialist, for she knows what the children can do, the character and difficulties of each, and can adapt her teaching to her pupils. In any case she must exercise control over specialists, each of whom is inclined to think her subject the most important. She can get hold of children, and exercise a stronger influence than an occasional teacher, and the more subjects she teaches, the more intimate will be the relation to her pupils. On the other hand, it is not good for children to be shut up to one personality, though it is not well for them to be under too many, and there ought always to be one predominant; for this reason special arrangements are made in some boys’ schools for a tutor to follow the boy’s career all the way up the school. A class teacher too can correlate the different subjects, and make one help the other; being always at hand, she can give such help as is needed at odd times, to bring up laggards, and generally bring the intellectual to act upon the moral.

On the other hand, a specialist can attain to greater excellence, throw more life into the subject, keep up with new discoveries and methods; the best plan is perhaps for the class teacher, at least in junior classes, to hear and help to bring home to her pupils the teaching of specialists; this is desirable with some foreign teachers, who fail to understand the exact difficulties of English children. It can, however, only be done when the staff is large. The case is different with upper classes, which should be taught almost entirely by specialists, though there should be always some one person responsible for each class.

[Head mistress.]

There seems to be a great difference between the kind of influence and control exercised by a Head Master, and a Head Mistress. The government of a boys’ school approaches more nearly to a republic, of a girls’ school to a constitutional monarchy; whilst classes and teachers change for the child each year, the head mistress is permanent, and follows each through all the classes, knowing her in all her phases. She reads marks, gives encouragement and admonition, and is in immediate relation with the other controlling influences, parents and teachers. Then--owing possibly to the fact that many women have not degrees--the head mistress permits herself to criticise and advise her teachers in a way that no young master fresh from the Honour Schools would permit. “I hear you go and listen to your teachers,” said the head of an Oxford College to me--his face, on my admitting it, expressed more than his words. Again, the head mistress considers herself responsible for good order in every class, whereas in boys’ schools the entire responsibility seems to rest on the individual master; this must always be the case to a certain extent; head mistresses try to avoid indiscipline by insisting on the training of teachers, and resorting to various devices, _e.g._, a junior teacher is made assistant to a senior, and entrusted with a class of her own, only when she has shown herself able; or--until she has well grasped the reins--she is set to teach in a large room in which there may be the head mistress and some other teacher capable of overawing the restless; or if she is a specialist the class teacher may be in the room. If the class is insubordinate owing to the bad teaching they get, there is of course no alternative but to change the teacher, or to improve her.

[Economy of time.]

Here let me touch on some of the chief perplexities of modern teachers. Professor Miall (_Thirty Years of Teaching_) writes: “No one can write on education without insisting on new subjects; and yet the old claims are not relaxed. We must have science in several branches, modern languages (more efficient than heretofore), drawing and gymnastics, but classics and mathematics and divinity must be kept up and improved. Increased hours are not to be thought of, fewer lessons, shorter lessons, and not so much home-work, are the cry. More potatoes to carry, and a smaller basket to carry them in.... I believe the problem is not an insoluble one after all.”

The remedy, or perhaps I ought to say rather the mitigation of the teacher’s difficulties, is to be found in four directions. (1) In increasing the number of school years. The well-trained kindergarten child comes with an interest in lessons, a power of attention, a considerable amount of knowledge, and a clear understanding of much that formerly children knew nothing about, so that we gain time at the beginning. (2) Then if girls come earlier to school and stay later, if we have a girl from eight to eighteen, we can give many things in succession, which we once had to attempt simultaneously, when girls came “to finish” in a year, or at most two years. (3) If the hours are shorter, we can get more work done than was the case when children were wearied out with long hours; when I began my teaching life at Cheltenham, children came back sleepy for two hours of afternoon lessons, and returned to do home work, when they should have been in bed. (4) Better methods economise time, but this matter is so important that I shall insist on it at some length.

[Economy of time in school.]

(_a_) First let me beg a teacher to think how easy it is to waste half an hour in one minute. You have thirty girls before you and you say: “Now, girls, I am going to give you a lesson, and you must be very attentive,” and so on for one minute. Let every teacher use as few words as possible. Let there be no preambles, no repetitions: “Now, my dear child, I wonder whether, if I asked, you would be able to tell me at once,” etc. Let the question be direct. “As I have said just now,” then do not say it again.

Wordiness must be avoided. We all know how wearisome it is to hear the same thing repeated in the same or different words. If we see this in a book, we skim; if it is done in lesson or lecture, we let our thoughts wander. Children do the same. I once heard a mistress of method recommend teachers to repeat themselves!

(_b_) Learn what not to say, _e.g._, a name that you do not want remembered. I knew some boys who were set to learn the names of the “Do nothing” kings; the memory must not be loaded with useless luggage.

(_c_) In giving a dictation, some teachers will habitually repeat twice; the consequence is that many do not listen the first time, and a third repetition is often asked for. Let it be understood that the sentence will be given distinctly, and not repeated.

(_d_) In English dictations do not ask that every word should be written, but emphasise those required--“Each _separate_ parcel was _received_”. “I did not _perceive_ his meaning.” “He did not _succeed_ in persuading her to _secede_.”

(_e_) If a lesson has been set, we must ascertain that every one has learnt it, but there should be no questioning round and round a class. If a question and answer take one and a half minutes in a class of thirty, the whole time is gone, and the teacher has no distinct impression of which pupils have answered well; but if two questions in succession are asked of each and are promptly answered, the whole lesson may be considered to be known. Suppose there is a French dialogue to be heard, or an exercise has been learned, the teacher should not read the English; the sentences should all be numbered, the teacher call the number, and the child read the French from the English. The sentences in some books are not numbered, and some dialogue books are so printed, that the French cannot be covered; these are time-wasting books. A prompt reply must always be given; since we speak at the rate of over a hundred words in a minute, three children could say two short sentences each in half a minute. Thus a class of twenty could be heard in ten minutes, or if the class teacher is assisting, and takes half the class, five minutes only would be necessary, and time saved for oral composition, or reading exercises at sight, or training in pronunciation, etc. Some teachers, if unanswered, repeat a question. A girl who is not sure will often give an indistinct reply; one who does this robs her companions; the time of the class cannot be wasted thus, she must come in the afternoon and say it by herself; it will generally be found that her vocal powers are improved by this exercise.

(_f_) In many subjects a so-called written _viva voce_ may be properly substituted--say six questions written on the blackboard with numbers, the answers promptly written in class, the papers of different girls exchanged, the faults underlined and the name of the corrector signed. The answers can be quickly marked by the class teacher at home. This has been dwelt on in Miss Andrews’ paper.

If French verbs have to be heard, table should be suspended, and the teacher point to a tense and a number. Here is a portion of one:--

_Sing._ _Plur._ Indic. Pres. 1, 2, 3. 1, 2, 3. Imperf. Passé défini, etc.

Of course this rapid questioning is suitable only when we wish to ascertain whether a lesson has been learned, not to such _viva voces_ as are dialectic, intended to elucidate a subject and make pupils think.

Note-taking should never be allowed in junior classes; a syllabus may in some cases be profitably supplied, or the lesson may be an amplification of a text-book which the pupils have read, or questions may be set calculated to bring out the main points of the lesson. It should be an _invariable rule_ that _whatever is written_ is looked over and corrected; if this is not done, we shall certainly get bad writing, slovenly work and general inaccuracy. Should this not be possible without over-working the staff, the _written_ work of the pupils must be diminished, or the number of teachers increased.

[Corrections.]

The work of correcting is not mere drudgery, and it is essential, not for the sake of the pupil only, but of the teacher. Without written exercises she may imagine she is teaching, whilst her pupils are not learning. A lesson she felt to be good, she will find perhaps has been ill-adapted to the class, and therefore relatively bad. She will find she has not emphasised the important matters, she has given a confused picture in which one fails to see the wood for the trees. There are no teachers like one’s own pupils if one will learn of them: they convict us of disorder, inaccuracy, vagueness, etc.

It is important however that the teacher should be spared as much as possible unnecessary labour and waste of time. It is one of the most urgent duties of the head mistress to see that the teachers have not so much to do in the way of correcting, as to stupefy them, and deprive them of the time required for preparing lessons. The work of correcting should be reduced as far as practicable for the teacher, and made as profitable as possible for the pupil.

Suppose the teachers to be free after one o’clock, an hour may be given in the afternoon to correcting, and one in the evening. Language teachers, whose preparation is light, might do more, those who give lectures less; the work of correction must be fairly distributed, and a junior teacher trained to correct, by taking books first, and having these revised and given out in class, in her presence by a senior teacher.

[Giving up books.]

Very strict rules must be made regarding the giving up of books at the right time by the pupils, and their being returned punctually in class by the teacher with explanations and comments. The books should always be in uniform, and some rules, _e.g._, respecting French being red, German, blue, etc., are very useful. Outside should be a label with the name of the pupil, the class and the boarding-house. This is important in the case of derelicts. All corrections should be made in red ink, and the exercise signed with the initials of the corrector.

[Giving out books.]

Suppose we have a foreign language exercise to be given out. The teacher should come into class with memoranda of faults which have commonly occurred, and mention these to the class generally. Faults of mere carelessness should have a special indication in the book of the offender, and need not be spoken of further to the class. Each pupil should, before writing the next exercise, divide the page, write on one side correctly the sentence in which the fault occurred, underlining the words that were wrong, but on no account writing the mistakes again, and on the other explain why it was wrong.

When an arithmetic paper has been set the teacher may read out the answer, and each girl write W or R. The papers may be then collected, and it will only remain for the teacher to see whether the method was good. If not, she can write L W for “long way,” give explanations at the next lesson, and have the sum done again. Slates should not be used, nor loose papers, for such exercises.

If the paper is an essay, or answers to questions, the teacher should make notes of the subjects in which the class generally has gone wrong, and explain these. She may select specimens of broken figures, bad grammar, etc., but it is very profitable to read out good specimens; it is a great help to us to see others succeed, when we have tried and failed, and there is nothing that many need more than a word of encouragement to make them feel able to try. One who has done well may be requested to enter good paragraphs in a book (what I think Dr. Kennedy called a “Golden Book”) for the benefit of the class, and the worst writers desired to copy it; this would have done them no good, had they not tried and failed, but afterwards it helps us much to see how well another can express what we could not. The teacher may herself write in the book of the most painstaking pupil, things which she has failed to make clear, and ask her to copy that into the aforesaid book; it will do her good and help others. Certain conventional marks may be agreed on, _e.g._, L would stand for wordiness, C P for commonplace, S for satisfactory, G for good, Fig. for broken metaphors, etc.

[Apparatus.]

Diagrams and apparatus may be reckoned amongst time-saving things, but like ready-made toys these may be less profitable to children than very simple things, which they put together themselves, and the more they make for themselves, the more they appreciate and profit by the labours of others. Fergusson, lying on his back with a brown paper roll for a telescope, and watching the movement of the stars, learned more than many who are provided with an elaborate orery, and the Edgworths learned more about the reason of a rainbow from their glass of water, than many from the lens. As Miss Leonard has said in her paper, many things are not necessary in teaching elementary science, and it is a great pleasure to children to make anything for themselves. Here the kindergarten training will tell. For higher work well-equipped laboratories are good, but these are an expensive luxury, especially as new things are being constantly invented.

Physiological models are almost indispensable for class teaching, and excellent botanical ones are obtainable. A museum in which lessons can be given, and specimens referred to, is very desirable for natural science, but children should have their own private ones. Maps of physical geography should be constantly before the eye, but wall maps of political and historical geography cannot be so well seen; the teacher should be able to draw on the board or on paper, maps bringing out the special features of the lesson. It is understood that no class on history or geography is given without large maps both of space and time.[5]

[5] And here let me protest against the mischievous practice of having a round roller at the bottom, but a flat piece of wood at the top of maps. They are sure to be rolled on the latter and the map cut to pieces.

Working models of pumps, archimedean screws, mechanical powers, and steam engines are within the reach of most, and some simple forms of orery. There is an inexpensive one with the world inside a glass globe, on which are engraved a few circles, and this removes the difficulty which most children feel on seeing a pair of globes.

[Marks, reports, prizes, place-taking.]

In former times when lessons were made less interesting, many ways were employed to keep up attention. Place-taking, by which each child took down all above her who failed to answer a particular question. This was most distracting; and so much depended on accident, that it was impossible by means of it to arrive at any trustworthy conclusions. Except for small children it has wholly gone out. The giving of counters has found more favour on the Continent, but this lends itself to barter, and anything which fosters the habit of considering what we can get by knowledge, is destructive of that calmness, that “wise passiveness” which is as necessary for mental, as for physical assimilation; it is equivalent to playing games, or running about during dinner-time. Some record there should be of each exercise, some “stock-taking” at intervals, and these intervals should for little ones be short, for time passes more slowly with them. If the head mistress each week looks over the mark-book in the presence of the class and the teacher, she is kept in touch with all, comes to know if there are girls who are wasting their time, and is able to give encouragement or reproof, and strengthen the hands of teachers. If there are a great number of lessons returned, she may find that a specialist is making unreasonable demands; she sees if corrections have been omitted by the teacher--in fact, notices things which, if left to the end of the term, might have resulted in considerable mischief. It is undesirable, however, to take up much of the teacher’s time in adding up marks, and placing pupils in order of merit; it may be left to individual class teachers to do as they think best; there is no need in this for uniformity of practice, and it is always well to give every teacher as much liberty in following her own methods, as is consistent with the general management.

In language exercises the number of faults can be written at the end, and classified as mere careless ones, and those for which there is at least some excuse--the former being counted double. In these and other exercises a maximum say of ten marks may be given; in many the teacher can give only a general estimate, but when returning books, she can show why she puts a higher estimate on one than on another. In junior classes the marks may be added, read with comments, and perhaps sent home each week. A sort of weather chart is used by us in the youngest classes--showing for each week whether they have risen or fallen in the number of marks.

Prizes, in part determined by work done at home, are dangerous, the temptation to get undue help is great; a conscientious child will reject such assistance as would be really good for her, lest she should gain an unfair advantage. Prizes given on the result of examinations, provided they are given not to the best, but to all who have attained a certain standard, are less objectionable; we cannot make it too clear that good may be better than best, and that the only praise we should desire is to hear: “She hath done what she could”.

Public prize-givings seem to me very undesirable. A terminal report parents may reasonably look for, and words of blame or encouragement may be made very helpful to the child. Punishments in the shape of doubled lessons, lines, etc., are objectionable; if a duty has been neglected, or badly done, it has to be done at an inconvenient time--say in the afternoon. A fine may be required for untidiness and damage--in order to compensate others for trouble and expense, but to inflict a fine for breaking rules is altogether wrong. At a school I knew, where this was done, girls would deliberately break rules, _e.g._, talk at prohibited times, and say they were going to have “three pennyworth”. Into a matter of right and wrong, money cannot enter; so also conduct prizes should, I think, never be given; the proper reward for doing right is a good conscience, and the trust, friendship, respect of others.

[Use of examinations.]

Having lived through the pre-examination period, and seen the great evils which resulted from there being no test, I cannot join in the popular condemnation. There is no unmixed good, and many mistakes, which we learn to avoid later, are made when a system is new. I shall regard examinations only from the point of view of their value educationally. (1) They are useful as a test of what we really know; preparation for them enables us to find out what are our permanent possessions; (2) competitive examination compels us to set these in order, and estimate their relative importance. (3) Examinations tend to produce presence of mind, mental self-control, (4) to suppress wordiness and abolish a florid style, and (5) to make us feel the supreme importance of clearness and accuracy.

Examining is a difficult art, and examiners have to learn their _métier_. All are not perfect; the process of reading papers is exhausting, and after reading ninety-nine, an examiner may fail to appreciate the exquisite thought and philosophic insight of the hundredth. It is possible he may form an erroneous opinion regarding some unusual performance--there have been reviewers who failed to appreciate the early volumes of Wordsworth, Tennyson and Browning; there are examiners, however, really sympathetic, laborious, and anxious to see what has been done (which is limited) rather than find out what has not been done (which is unlimited), and these may give much help both by their criticisms and their encouragement. It is good for all of us to have our work tested by a competent critic.

An internal examination, if well conducted, is most valuable, as it can better follow the work, but on the other hand, many teachers feel that an internal examination places them too much at the mercy of caprice, or personal feeling, and hence prefer a central one, such as the University Locals.

[Regular attendance.]

Schools must insist on punctuality in returning, and no unnecessary absences should be allowed. Children who are absent cannot follow the teaching in the next lesson, and laggards demoralise the class and distract the teacher, who feels she is not understood.

[Rapport with the class.]

In conclusion let me say the teacher must have the power of holding the class. She must be sensitive to the least inattention, quick to discern whether it is her fault or that of the pupil, and take her measures accordingly, acting always upon the wholesome maxim (which should never be heard outside the common room), certainly never whispered to parents, that it is always the teacher’s fault, if pupils do not learn. When she fails to establish the rapport between herself and her class, she must try to discover the cause of her failure. Young children, like wild animals, are tamed by the eye, and a class is controlled by a teacher who sees everything that goes on. If a teacher when using the board turns away and writes in silence, a restless child is almost sure to play some amusing trick, and it may take a considerable time to recover attention. If experiments are performed, the teacher, like the conjurer, should never cease talking or questioning. If she cannot manage to do both, she must have an assistant.

[Dress, manner, etc.]

She must avoid awkward tricks. I knew two very distinguished teachers whose lectures were admirable, but one had a habit of pulling a tuft of hair, and another would stuff his handkerchief carefully into his folded hand, and then draw it out again--to the great distraction of the class. We have all heard of the parliamentary orator and his button.

A study of the _Pedagogical Seminary_ for August, 1897, would be profitable to teachers careless about externals. The article is called “A Study in Morals”. The question was put in writing and answered by twenty-three boys and one hundred and sixty girls: “Reflect which teachers, from kindergarten to college, you have liked best, and been influenced most by, and try to state wherein the influence was felt. Account if you can for the exceptional influence of that particular teacher. Was it connected with dress, manner, voice, looks, bearing, learning, religious activity, etc.? Four out of five mentioned the manner of the teacher as exerting an influence. One in three speaks of the voice, one in four speaks of dress.” These externals, as we are apt to call them, are the outcome of the personality, or they would not exert influence. We must therefore so order our inner being that manner, voice, dress, should express self-respect and unselfishness, right feeling, love of order, good taste.

If I were writing a treatise on psychology, I might insist on the teacher’s gaining an insight into the contents of the child’s mind--what Herbart calls apperception-masses, but in this short introduction I can only touch on the subject. I subjoin a short list of books not too difficult for teachers. I conclude with a few common rules derived from psychological observation and a few practical hints for the schoolroom.

A FEW PRACTICAL PRECEPTS.

This is not a treatise on psychology but a practical hand-book for young teachers. Before entering on the special subjects, it may be well to say something of the application of the principles which are familiar to all who are trained, and dwell upon a few of the most important.

(1) There is the fundamental precept, _awaken interest_. Have you seen the Medusa spreading its tentacles idly on the waves? Have you watched the change as it fastens on its prey? So does the mind grasp that which is suitable for its nourishment. As the intelligence of the child awakens, it no longer perceives in the lazy, dreamy way in which the infant is conscious of a light; it apperceives, takes into itself the object, the word, the thought, and grows thereby.

(2) _Avoid distractions._ The senses and the mind must be fixed on the subject of instruction. When a bird is to be taught to speak, he is placed in a dark room, shielded from the distractions of sight, until the words are acquired, then the use of other senses than hearing is permitted; so little children require more quietness and isolation than older ones.

Distractions are not all of sense. The mind is distracted by fear. How dreadful are the old pictures of the dame, teaching rod in hand, or the master with his cane; some may remember the music teacher ready to rap the knuckles, and know how all sense of harmony was destroyed. And it is so also with the seeking of rewards. I hope place-taking and prizes and scholarships will one day follow the rod and the cane, and children be led from their earliest years to feel, what is really natural to them, that knowledge is in itself a pleasure and a good.

(3) _Proceed from the known to the unknown._ Observe the laws of association; for this a teacher must be in _intellectual sympathy_ with her pupils--know and feel by an inner sense, when mind is responding to mind. I have heard some so-called teachers, who spoke like a book, who were lecturers; they saw their own thoughts, but not those of their pupils, and were therefore unable to lead them on. _E.g._, if a sum was wrong, they would say, “Do it thus,” instead of inquiring into the cause of the mistake. In questioning they would not try to see into the child’s mind.

It is more difficult to enter into intellectual sympathy with very little ones, hence we need specially able teachers for them. It is also better for class teachers not to change too often, as it takes time to get into sympathy with a new class. Of course specialists have to do this; it is one reason why _cæteris paribus_ they are less successful than class teachers.

(4) Proceed in classifying by noticing first the likenesses, then the differences--in other words, proceed from the genus to the species. There are some excellent chapters on this in Rosmini’s _Method of Education_, translated by Mrs. Grey, p. 15.

(5) _Make lessons pleasant._ This does not imply that the act of learning should be always easy or amusing. Children like to feel they are making progress, and a teacher wearies them who is always trying to be amusing, but does not really get them on. Porridge has a very plain taste, but for everyday fare even children prefer it to tarts for breakfast. A London confectioner was asked, if he did not find the many boys he employed make depredations. “No,” he said, “when first they come I tell them they may eat what they like; in a few days they make themselves sick and eat no more.” There was a book called the _Decoy_, a story mixed with conversations on grammar; children always managed to get the story without the grammar. They like sums and history for regular meals, fairy tales for dessert.

(6) _Teaching must be adapted to the mental state of the pupil, and be just a little above his unassisted intelligence._ It is a worse fault to teach below than above the powers of the child. I shall never forget my indignation at having a book given me, which was below my powers, nor the stimulus of trying to do what was hard. One who was afterwards a distinguished teacher, told me how the Maurice lectures helped him, by making him feel there were regions of thought on which he had not yet entered. Knowledge quite within reach does not promote progress. A friend who had a night school was told by its members, “We want to be taught something as we can’t understand”. They meant something they could not learn without help; they wanted to overcome difficulties.

(7) _Form right habits._ We should as far as possible prevent the making of mistakes even once. A child when reading the Bible miscalled the word patriarch, reading it partridge; when an old man, he never saw the word without recalling his error. Hence we should not give children misspelt words, or bad grammar to correct, or let them write exercises before the ear has been cultivated to know what is right. I knew a music master who would anticipate mistakes, and stop the pupil, saying: “You shall not play that wrong note”.

On the other hand each repetition of a right action makes it easier, and the prime work of the educator is to form right habits; these should become instinctive, and so set free thought for ever higher and more perfect performance.

(8) _Awaken and sustain the spirit of inquiry._ We need, however, to be very careful not to ask questions, which the child cannot possibly answer. This encourages mere guessing, and the habit of deciding upon insufficient data. We should question the pupils, and build on their knowledge, but as they get older the _viva voce_ questioning may be overdone--and for the highest classes it would be simply a distraction. For these it is well to give questions to be thought out, and answered in writing. Pascal’s father shut him up alone to find out the translation of a classical author; there are so many helps now, that people rely upon them when they might gain vigour by grappling with difficulties. No intellectual habit is more essential than the habit of patient, sustained inquiry, that described by Newton when he said: “I keep the subject of my inquiry continually before me, till the first dawning opens gradually by little and little to the perfect day”.

(9) _Foster intellectual ambition._ Help the child to feel the joy of surmounting difficulties, of climbing the heights. This invigorates the intellectual life. Some can remember how, _e.g._, they grappled with the dull work of early mathematical study, that they might one day learn to solve the problems of astronomy, or went through the labour of learning irregular verbs, that they might read the poetry and philosophy of Greece.

(10) _Put before pupils the highest ideals which they can appropriate._ These are not the same at each stage of development. The little child desires first to have something, and this is not wrong. Later it feels more the need of love, of approbation, and this is a legitimate and right motive; it is generally his best guide, until he can exercise himself, irrespective of the outward voice, to have a “conscience void of offence”. We have to teach him to discriminate voices which are in harmony with, from those in discord from, that inward voice, and to make this ultimately his supreme law.

(11) _The ultimate ideal or final cause should be implied in all that we teach_, _viz._, the attainment of the perfect development of the individual, through bringing each into harmony with the environment, the universal, and thereby on the other hand helping to perfect the whole. For this, wisdom and self-denial and sympathy with the noblest and the best are to be sought, and above all with the One, the Infinite Wisdom revealed in Nature, in the world of thinking beings and in the self-conscious mind. All should feel in their inmost soul what Milton has expressed:--

How charming is Divine philosophy, Not harsh and crabbed as dull fools suppose, But musical as is Apollo’s lute, And a perpetual feast of nectared sweets, Where no dull surfeit reigns.

+----------------+----------+------+------+---------+----------------+ | Name of Work. | Author. |Pages.|Price.| Pub- | Remarks. | | | | | | lisher. | | +----------------+----------+------+------+---------+----------------+ |Psychological |W. Harris | 400 | 6s. |Appleton |An excellent | |Foundations | | | | |book by the Com-| | | | | | |missioner of | | | | | | |Education, | | | | | | |U.S.A., showing | | | | | | |the correlation | | | | | | |of the Philoso- | | | | | | |phy of Education| | | | | | |with Psychology | | | | | | |and Ethics. | | | | | | | | |Philosophy of |Rosenkranz| 280 | 6s. |Appleton |Well translated.| |Education | | | | |Notes by Dr. | | | | | | |Harris add much | | | | | | |to its value. | | | | | | | | |Handbook of |Sully | 400 | 6s. |Longmans | | |Psychology | | | 6d. | | | | | | | | | | |Education of Man|Fröbel | 330 | 6s. |Appleton |Well translated | | | | | | |by Hailmann. | | | | | | | | |Educational Laws|Hughes | 300 | 6s. |Arnold |Should be read | | | | | | |by all teachers.| | | | | | |A very clear ex-| | | | | | |position of the | | | | | | |ideas of Fröbel | | | | | | |and other re- | | | | | | |formers. | | | | | | | | |Pedagogy of |Ufer | 120 | 2s. |Isbister |Not too diffi- | |Herbart | | | 6d. | |cult for begin- | | | | | | |ners. | | | | | | | | |Herbart and |De Garmo | 270 | 5s. |Heine- |A clear account | |Herbartians | | | |mann |of Herbart’s | | | | | | |thoughts and | | | | | | |application of | | | | | | |his principles | | | | | | |by others. | | | | | | | | |Essentials of |De Garmo | 130 | 2s. |Heath | | |Method | | | 6d. | | | | | | | | | | |Herbart’s ABC of|Eckhoff | 300 | 6s. |Appleton |Not an easy | |Sense-Perception| | | | |book. Gives much| | | | | | |insight into | | | | | | |Herbart’s theo- | | | | | | |ries and prac- | | | | | | |tice, especially| | | | | | |in mathematics. | | | | | | | | |Application of |Mulliner | 360 | 4s. |Sonnen- |Introduction | |Psychology to | | | 6d. |schein |gives a full ex-| |Education | | | | |position of | | | | | | |Herbart’s psy- | | | | | | |chology. | | | | | | | | |Apperception |Lange | 120 | |Isbister |Very clear. | | | | | | |Suitable for | | | | | | |beginners. On | | | | | | |Herbartian | | | | | | |lines. | | | | | | | | |Herbartian |Adams | 200 | 2s. |Isbister |Excellent for | |Psychology | | | 6d. | |beginners. Full | | | | | | |of apt illustra-| | | | | | |tions. | | | | | | | | |Primer of |Ladd | | 5s. |Longmans | | |Psychology | | | 6d. | | | | | | | | | | |Leading |Rosmini | 360 | 5s. |Heath |A thoughtful, | |Principle of | | | | |religious, sym- | |Method | | | | |pathetic writer.| | | | | | |Translated by | | | | | | |Mrs. Grey. | | | | | | | | |Vocation of the |Fichte | 130 | 2s. |Chapman |Will kindle | |Scholar | | | 6d. | |enthusiasm and | | | | | | |lift the | | | | | | |thoughts to the | | | | | | |higher aspects | | | | | | |of learning. | | | | | | | | |Metaphysica Nova|Laurie | 300 | 6s. |Williams |Clear and full | |et Vetusta | | | |& Norgate|of interest. | | | | | | | | |Outlines of |Rein | 200 | 6s. |Sonnen- | | |Pedagogics | | | |schein | | | | | | | | | |Educational |Oscar | 192 | 3s. | | | |Theories |Browning | | 6d. | | | | | | | | | | |Elementary |Baldwin | 300 | |Appleton |Very systematic.| |Psychology | | | | |Not a book for | | | | | | |the general | | | | | | |reader, but for | | | | | | |the serious stu-| | | | | | |dent. Many good | | | | | | |diagrams. | | | | | | | | |Psychology |Kirchner | 350 | |Sonnen- |A very thorough | | | | | |schein |book, suitable | | | | | | |for those who | | | | | | |have some knowl-| | | | | | |edge of philoso-| | | | | | |phy. | | | | | | | | |Psychology Ap- |Compayré | 220 | 3s. |Isbister |Useful and well | |plied to | | | 6d. | |arranged. | |Education | | | | | | | | | | | | | |Education as a |Bain | 450 | 5s. |Kegan }|Contains much of| |Science | | | |Paul }|value to | | | | | | }|teachers. With a| |Education |Herbert | 170 | 2s. |Williams}|good deal the | | |Spencer | | 6d. |& Nor- }|editor is not in| | | | | |gate }|sympathy. | | | | | | | | |L’Education des |Gréard | 300 | |Hachette |A very interest-| |Femmes | | | | |ing book. | | | | | | | | |Rousseau’s Emile|Worthing- | 160 | 3s. |Heath | | |Extracts |ton | | 6d. | | | | | | | | | | |Les Pères et les|Legouvé | 350 | 3s. |Hetzel |Short chapters | |Fils | | | | |giving in the | | | | | | |narrative form | | | | | | |the way a father| | | | | | |deals with his | | | | | | |son. Delightful | | | | | | |reading. | | | | | | | | |Hist. Critique |Compayré | 500 | |Hachette |Several volumes.| |des doctrines de| | | | |Very judicious | |l’Education | | | | |and interesting.| | | | | | | | |Educational |Quick | 330 | |Longmans |Very good. | |Reformer | | | | | | | | | | | | | |L’Education Pro-|Necker de | | 7s. | |Three vols. A | |gressive |Saussure | | | |mine of original| | | | | | |observation. | | | | | | |Rosmini depends | | | | | | |much on it. | | | | | | | | |Home Education |Mason | | 3s. |Kegan |A very helpful | | | | | 6d. |Paul |book for parents| | | | | | |and teachers. | | | | | | | | |Lectures on |Fitch | 430 | 5s. |Camb. |Should be in the| |Teaching | | | |Univ. |hands of all | | | | | |Press |teachers. | | | | | | | | |Teaching and |Barnett | 420 | 6s. |Longmans |A very valuable | |Organisation | | | 6d. | |book. Contains | | | | | | |23 papers on | | | | | | |different sub- | | | | | | |jects. | | | | | | | | |Aims and |Spenser | 280 | |Camb. |Very good. Con- | |Practice of | | | |Univ. |tains 12 papers | |Teaching | | | |Press |by various | | | | | | |writers. An ex- | | | | | | |cellent one on | | | | | | |modern languages| | | | | | |by the editor. | | | | | | | | |Thirty Years of |Miall | 250 | 3s. |Macmillan|A series of | |Teaching | | | 6d. | |brightly-written| | | | | | |practical es- | | | | | | |says, which all | | | | | | |teachers may | | | | | | |read with plea- | | | | | | |sure and profit.| | | | | | | | |School and Home |Rooper | 480 | 1s. |Brown |Original and | |Life | | | | |suggestive. | | | | | | | | |Educative |Holman | 530 | 6s. |Isbister |Not too diffi- | |Psychological | | | | |cult for begin- | |Foundations | | | | |ners. | | | | | | | | |Teaching and |Trumbull | 400 | |Hodder | | |Teachers | | | | | | | | | | | | | |Religious |Bell | 180 | 2s. |Macmillan|A very good | |Teaching | | | 6d. | |book. | +----------------+----------+------+------+---------+----------------+

The Bureau of Education, U.S.A., issues valuable reports each year, which are presented to the Teachers’ Guild and a few favoured places. They always contain a great deal of interesting matter.

The _Pedagogical Seminary_, edited by Dr. Stanley Hall, should be studied by all who desire to keep in touch with the new scientific methods. No. for Aug., 1897, is specially good.