part ii
. (Sonnenschein & Nesbitt, 1s.), pages 93-111. Mental Arithmetic and Numeration for five minutes on alternate days. Mair’s _Mental Arithmetic_ (Sonnenschein, 9d.). Steady progress. Much care with tables.
BEGINNERS, 1-27.
_Composition._
_The Citizen Reader_, by H. O. Arnold-Forster (Cassell, 1s. 9d.), chapters vi., vii., viii. (both parts). Selections from _Morte D’Arthur_. Read and write substance. Young children who cannot write easily may narrate.
_Work._
_Cardboard Modelling_, by A. Sutcliffe and W. Nelson (Philip & Son, 2s. 6d.), or, better, _A Manual of Cardboard Modelling_, by H. Heaton (Newmann & Son, 5s.). Make a set of furniture for the bedroom of your doll’s house. Make the curtains, rugs, bed linen, and counterpane for this bedroom. _Self-Teaching Needlework Manual_ (Longmans, 1s.). Practise stitches on pages 15-24. Attend to Garden (_Aunt Mai’s Annual_, 1894).
_Questions on Preceding Programme_
_Bible Lessons._
I. 1. “Take this child and nurse it for me.” Tell what you know about the education and early life of the child. 2. “Who made thee a ruler and a judge over us?” “Take off the shoes from off thy feet.” On what occasions were these words used? Tell the whole story in each case.
II. 1. (_a_) “Come ye after me.” (_b_) “Arise, take up thy bed.” (_c_) “Stretch forth thine hand.” (_d_) “Peace, be still.” Tell all about the occasions when these words were used. 2. Give, as far as you can in the words of the Bible, the Parable of the Sower.
_Writing._
Write from memory two lines of _A Welcome_.
_Dictation._
_The Citizen Reader_, page 79, § 2.
_Composition._
Describe your favourite scene from _Julius Cæsar_, or, the picture of J. F. Millet’s that you like best.
_English Grammar._
1. Analyse and parse the words in italics,--
“O, _when_ do _fairies_ hide _their heads_? _When_ snow lies on the _hills_, When _frost_ has spoiled their _mossy beds_, And crystallised their rills.”
2. Make sentences using the following words, and parse each of them: _this_, _which_, _herself_, _many_, _above_, _after_, _once_, _very_, _that_.
BEGINNERS--
1. Pick out the nouns, adverbs, prepositions, and verbs in (1). 2. Make sentences containing the following words, and say what part of speech each is: _her_, _carry_, _very_, _to_, _on_, _before_, _soon_, _all_, _since_.
_English History._
1. “You can put me to death but you will gain more honour if you spare my life.” What do you know of the speaker? 2. What history is there in the words _Manchester_, _Thursday_, _Saturday_, _Oxford_? Who gave us these words? 3. “From the fury of the Northmen, good Lord deliver us.” What do you know about these Northmen?
_French History._
1. “Martin has clothed me with his garment.” Tell what you know about this Martin. On what day of the year do we remember him? 2. “Thus did you break the vase at Soissons.” Tell what you know of the speaker. 3. What do you know of Charles the Great?
_Plutarch’s ‘Lives.’_
1. “Arms and laws do not flourish together.” Who said this? Tell the story. 2. Describe one of Cæsar’s expeditions into Gaul.
_Natural History._
1. What are earth-pillars, landslips, and pot-holes? How are they caused? Describe some work of water as a sculptor that you have seen. 2. Make a diagram, giving the names and the sizes as near as you can of the planets. Which planets have you seen? What do you know about Jupiter and Saturn? 3. Describe a rook, a starling, a jackdaw, a thrush. Tell anything you have noticed about them.
_Geography._
1. What countries can I visit in going from England by sea through the Mediterranean to the Black Sea? 2. What are the boundaries of Austria, Switzerland, Greece? 3. Draw a map of Northumberland, putting in the river Tyne and the chief towns on its banks. 4. Describe a journey in the Lake District.
_French._
1. Recite Les Cerises and the poem learnt. 2. Name, in French, the various parts of a house, and make six sentences, using the words.
_German._
1. Tell, in German, all you can about the pictures on pages 18 and 19 of _Little German Folks_. 2. Make three new sentences with some of the words you have learnt.
_Latin._
1. Translate into Latin: (_a_) The road is not safe; (_b_) The slave is Roman; (_c_) Here is a wide road; (_d_) The town has four big gates; (_e_) The poet’s daughter is tall.
2. Make sentences, using the words,--_sex_, _Romani_, _magnae_, _pila_, _iratus_, _cujus_, _dux_, _octo_, _reliqui_, _vos_.
BOYS ONLY. 3. Decline fully,--_bona malus_, _niger equus_, _vir liber_.
BEGINNERS--
1. Do the first half of question 2 above. 2. Answer in Latin the questions,--_Ubi est porta?_ _Quot portae sunt?_ _Estne servus magnus?_
_Arithmetic._
1. If a railway guard travels 2303 miles a week, how much does he travel in twelve days? 2. Find the interest on (_a_) £11, 15s., (_b_) £7, 16s., at 5% for one year. 3. What sum of money multiplied by 11 will give £38,020, 4s. 9½d.?
BEGINNERS--
1. How much is each of the following numbers--197, 931, 240, 99, short of 1000? 2. If quill pens cost 12s. a thousand, how much would 250 cost? 3. How many florins in 1000 shillings?
_Drawing._
(_a_) An outline of a bird with your brush. (_b_) An original brush-drawing from _Julius Cæsar_. (_c_) A birch, and an elm twig.
_Recitations._[50]
Father to choose a poem, and ten verses from St Mark and ten verses from Exodus.
_Reading._[50a]
Father to choose unseen poem, marking words not known.
_Music._[50a]
Examine in work done.
_Singing._[50a]
Father to choose an English, a French, and a German song, and two Tonic Sol-fa exercises.
_Drill._[50a]
Drill, before parents.
_Work._[50a]
Outside friend to examine.
A. A., aged 9 years
_Subjects taken_
Scripture. English History. French History. Natural History. Geography. Writing. Dictation. Arithmetic. French. Composition. Drawing. English Grammar. Plutarch’s _Lives_.
_French_
LES CERISES.
1. Albert a envie de manger des cerises. Il court au verger, et grimpe à un cerisier. Albert se pose à califourchon, sur une branche. D’œil, il choisit les plus belles cerises, Il cueille les plus mûres, Et les mange au fur et à mesure.
DIEU
Qui dit au soleil sur la terre D’eclairer tout homme et tout lieu, Qui donne à la nuit son mystère, O mes enfants, c’est Dieu.
Le bluet le ciel superbe. Qui les a teints d’un même bleu, Qui verdit l’emeraude l’herbe? O mes enfants, c’est Dieu. [51] Qui donne au bosquet son ombrage, Et quand l’oiseau chante au milieu, Qui donne à l’oiseau son ramage? O mes enfants, c’est Dieu.
Qui donne à chacun chaque chose, A l’un beaucoup, à l’autre peu, Moins au ciron, plus à la rose? O mes enfants, c’est Dieu.
Qui donne à vos mères ce charme, De rire à votre moindre jeu, Pleurant à votre moindre larme? O mes enfants, c’est Dieu.
2. Les murs, les portes, la salle à manger, la cuisine, le feu.[52]
_Composition_
JULIUS CÆSAR
My favourite scene from _Julius Cæsar_ is where Mark Antony makes his speech to the people about Cæsar, and they all think it such a good one, and wished to destroy the conspirators who had killed Cæsar. He tells them that he had thrice offered the crown to Cæsar and yet he had refused it, and yet Brutus in his speech had said that the deed was done for the good of the country in case Cæsar should get to be the King, which would not be good for Rome. Antony said that in Cæsar’s will he had left to every one of the people a sum of money, and left his shaded gardens for the public use.
_English Grammar_
1. _Nouns_--fairies, heads, snow, hills, frost, beds, rills. _Preposition_--on. _Verbs_--hide, lies, spoiled, has, crystallised.
2. her Pronoun. carry Verb. very to Preposition. on Preposition. before Preposition. soon all Adjective. since Preposition. Were you with _her_? Will you _carry_ this? Yesterday was _very_ wet. Are you going _to_ London? London is _on_ the Thames. Please walk on _before_ us. We will be there _soon_. That is _all_. _Since_ you are not coming I will not come.
_Plutarch’s ‘Lives’_
1. These words “Arms and laws do not flourish together,” were said by Julius Cæsar in answer to a book that had been written by a greater orator than himself called Cicero. In this he said that the people could not expect him to be such a great orator as Cicero who had studied all his life for Cæsar had to fight and could not study.
2. When Cæsar first went into Gaul to fight against the Helvetians and the Tigurini he sent out his lieutenant to fight the Tigurini. His lieutenant defeated them so he went on to fight the Helvetians who had burnt 400 of their villages, and 12 of their large towns. He marched against them and after having fought them he defeated them and he made the prisoners he took resettle in the land and rebuild the towns and villages they had burnt for fear that other tribes from Germany should come and settle in a country that was left with no inhabitants.
_Arithmetic_
1. 1000 1000 1000 1000 197 931 240 99 ---- ---- ---- ---- 803 69 760 901
2. If quill pens cost 12s. a thousand, how much would 250 cost?
4)12 ---- 3 Ans. 3s. = four 250.
3. How many florins in 1000 shillings?
2)1000 ----- 500 Ans. 500 florins.
_English History_
1. _Caractacus_ was one of the early British chiefs who held out against the Romans for a long time. After he had been fighting many times he was defeated and taken prisoner by the Romans and was then brought before the R. Governor, where he was tried. The Roman Governor wished to put him to death, but he said “You can put me to death but you will more honour if you spare my life.” So after a time he was let go, and the Governor said for his brave words he was to be well treated.
2. _Chester_ or _Castra_ in Latin meant camp, so therefore in the word Manchester it is shown that the Romans had a camp there and that tells us it is a old town.
2. (_b_) When we use the word _Thursday_, we are bringing the old Saxon God _Thor_ into our mind, as it was on this day that the Saxons worshipped this God.[53]
(_c_) When we say the word _Saturday_, we are again recalling the old Saxon God, whose name was Saturn, the planet which we now have, and it was on this day that the Saxons worshipped their old God.[53a]
3. _The Northmen_ were a wild race who came from Germany and Denmark, and they were always coming and invading England as the Saxons had done before them. Canute was their greatest king and he had many flatterers at his court, and they said that everything would obey him, the water, the sun and the moon, etc. So one day he ordered his chair to be carried to the water’s edge and then he said to the sea “Come no further on my land,” but of course the sea still came on, and his courtiers had to rush and save him from getting very wet. The Northmen plundered the land and burnt it, so that the Saxons all wanted to get rid of them, and some of the Bishops prayed “From the fury of the Northmen, good Lord deliver us.”[53a]
_Natural History_
1. _Earth pillars_ are pillars of earth generally with a stone on the top. Where they are now was once all level ground, but the rain came and washed away the softest clay, then the sun came, and hardened the other into cracks. Then more rain came and washed that away, but occasionally there was a large stone which prevented the water washing the clay away and there it remained beneath, thus forming an earth pillar with a stone on the top. When the stone comes off, the pillar is almost sure to fall down for then it is no longer protected from the rain.
[_Diagram of four earth pillars_]
1. (_b_) A _landslip_ is a large piece of land which has fallen away from the top of a cliff, or the side of a hill. It is caused by the rain sinking down through some soil until it comes to a hard rock, and then more and more rain coming, it makes a regular little pond or pool. This makes the foundation of the hill or cliff very unsafe. Then it begins to fall away, and thus gradually the whole part goes down, and that is how the landslip is caused.[54]
1. (_c_) _Pot-holes_ are round holes at the sides of a waterfall. They are caused by the water coming down and bringing little stones with it, and beating them against the rock on each side of the waterfall, so that it gradually pounds away the side of the rock till it makes it into a round hole. If you look in these holes you will generally find one or two round stones, which have been used by the water for pounding the rock. When the water has broken these stones to tiny little bits, it brings others down, which it uses in the same way, and so it continues to make the pot-hole.[54a]
I have noticed a waterfall in Ireland gradually cutting itself deeper and deeper into the earth, and carrying down the rocks from up above.[55]
3. (_a_) A _rook_ is a fairly large black bird. It does a great deal of good to the farmers by eating the grubs which are in their fields, though it eats a little corn, but it does much more good than evil. Once several farmers decided to shoot all the rooks round about, expecting to get a very good crop, but instead of this they had only a very little corn, so that they had to induce more rooks to come and settle there again. Rooks generally fly in flocks. They make their nests high up in tall trees, and use the same nests each year, repairing them every now and then in the winter to keep them all right for the next nesting time.[55a]
3. (_b_) A _starling_ is also a black bird, but it has bright colours on the tips of its wings so that it does not look nearly as black as a rook. It is the smallest of its family, the crow is the largest. It feeds generally upon grubs, though it will eat bread and corn when it cannot get other food. Its eggs are pale blue, and there are from four to five of them in the nest, which is generally built half-way up a tree or in old buildings and barns.[55a]
3. (_c_) A _jackdaw_ is another black bird, though it has a little grey on the head and a little on the body. It belongs to the crow family and builds its nest very high up, and so is very hard to find. The nest is made of straw and bits of dry grass and other little bits of old stuff. Its eggs are the same colour as the starling.[55a]
3. (_d_) The colours of a _thrush_ are, on the back a browny grey, the throat and breast are a whity grey with spots of brown, the tail also brown with a little white and spots underneath, and the wings are brown like the back. Its nest is made of dry grass, etc., and other bits of old stuff, and the inside is lined with mud. Its eggs are generally about four, occasionally five. They are a beautiful blue colour with spots of brownish black. It sings very beautifully. Once a little thrush was known to die from having sung too violently, and by that breaking one of its bloodvessels.[56]
I have noticed that the thrush sings very loudly, and that the sort of song he sings is--‘Pretty Mary’ or ‘Pretty Joey.’ When we put out crumbs for the birds in the morning, the thrush does not come so much as the other birds, such as sparrows and black-birds, etc.[56a]
_Scripture_
I. 1. There had been a law made by the king of Egypt that all the Hebrew children should be put to death so Moses’ mother took her little babe Moses to the river’s side in a cradle which she had made and pushed it out until it went into the reeds on the other side. When Pharoah’s (_sic_) daughter came down to bathe in the river, she heard the baby crying, and told some of her maids to fetch the cradle and see what was in it. When she found it was a little baby she thought she would keep it, as she had none herself. Before this Moses’ mother had put her daughter to watch what would happen to the baby, and when she saw the Princess take it, she came and asked if she should get a nurse for it. The Princess said to the mother “Take this child and nurse it for me.” So Moses was taken into the palace and nursed there and was treated as a prince.
All royal children were very well educated so Moses was taken to school and had to study very hard. When he had learned reading and writing, he went to college at On, where there was a University and here he studied all the arts and laws of the Egyptians. We know he was a great warrior because we told him coming back in triumph after defeating some of the enemies of Pharoah (_sic_).
II. 1. (_a_) Jesus was walking along by the Sea of Galilee when he saw two fishermen, whose names were Andrew and Simon Peter, and they were mending their nets. He turned to them, wishing them to be his disciples and said “Come ye after me.” So they left their nets and followed Him.[57]
(_b_) Jesus was in Peter’s house at Capernaum and as he healed the people there was a great crowd round about and a man which had palsy could not get in. So his four friends which were carrying him lifted him up on to the roof, and then opened the trap door, and let him down unto Jesus. When Jesus saw their faith He said “Is it easier to say forgive thee thy sins,” or to say “Arise and take up thy bed.” Then He turned to the man and said “Arise, take up thy bed and go to thy house.” So the man was healed.[57a]
(_c_) After Jesus had healed the man with the withered hand the Pharisees took counsel with the Herodians how they could destroy Him, but Jesus took a boat to sail across the Sea of Galilee to the other shore. As He was going, He fell asleep in the boat. When they got about half-way across a great storm came on, so that the boat was almost full of water and His disciples were frightened, and woke Him up and said “Master, save us, for otherwise we shall drown.” Then Jesus woke and said, “Have ye so little faith, that ye are frightened at this storm.” So He got up, and said to the winds and the storm “Peace, be still” and the storm ceased, and there was a great calm. Then the disciples marvelled and said to themselves “Who is this, that even the winds and the waves obey.”[57a]
II. 2. A sower went forth to sow, and as he sowed some of the seeds fell by the way side and the fowls of the air came along, and ate them up; others fell upon rocky places, where there was no depth of earth, and they sprang up quickly but when the sun came out it scorched them up--others fell among thorns and prickles, so that when they came up, they were choked and could not live, and others fell among good soil and produced fruit, some thirty fold, some sixty, and some a hundred.[58]
_French History_
1. _Martin_, who was afterwards made saint, came from Germany. When he was only about ten years old he ran away from home to become a monk, but he was taken by the Romans to be made a soldier. One day while he was a soldier he was coming out of town when he saw a beggar without anything on him who was asking for alms, so he took out his purse but he found he had no money in it so taking his sword he cut his cloak in half and gave one half to the beggar. In a dream that night he saw God clothed in half a cloak and He said to the angels around Him “Martin who is not yet a Christian has clothed me with his garment.” So he took it as a sign that he should be made a Christian and so he went to the Bishop and was baptized. After he left the army, he studied some time in Italy and then came back to Gaul and founded the first Christian monastery at Tours. He went from place to place with his disciples preaching and teaching and he was one of the most famous early Christian teachers.
2. _Clovis_ was one of the great Merovingian kings. When he was only about sixteen years old, he was made king of the Franks. After they had been plundering a church the Bishop of Rheims asked Clovis if he would send him back a silver vase which had originally belonged to that church, so Clovis sent back a message saying he would, if it fell to his share, but otherwise he could not. When all the treasure was collected, Clovis asked if the silver vase could be given to him and all agreed but one man, who said that rather than let him have it, he would break it, so he took his sword and smashed it in little pieces. This was at Soissons. Some time after, when he was reviewing his army, he saw the same man that had broken the vase, and as his sword was hanging not quite properly, he told the man to right it. As the man was doing so, he drew out his own sword, and cut the man’s head off, saying at the same time “Thus did you break the vase at Soissons.” Later on, when he was fighting a battle, he was not yet a Christian, and the fight was going against him, so he called out “If I win this battle, I will serve the Lord of my wife,” she being already a Christian, and as he did win, he was baptized by the Bishop, who had already received the pieces of the vase which had been broken. As he was being baptized the Bishop said to him “Adore what you have burnt, burn what you have adored.”[59]
3. _Charles the Great_, or Charlemange, as he is usually called, was one of the very greatest Emperors. His empire stretched to the mouth of the Elbe in Germany, to the Theiss in Austria, half of Italy, the whole of France and a small piece of Spain. He was called the Emperor of the West, and had been made so by the Pope. There had not been an Emperor of the West for a long time, there having been nobody great enough for the position. He was a very good king, and had schools built all over the country, and thus he made a Christian empire amidst all the wild races there. He placed Counts over the different parts to see that all was done well there, and if they could not manage anything, they were to send up to Charlemange. He had also two chief ministers whom he sent round to the different places to see that the Counts did their work rightly. He liked to live best at a place in Germany called Aachen, and it was there he died.[59a]
_Geography_
1. In going a tour from England through the Mediterranean to the Black Sea, I could go first to France, then to Spain and Portugal, then reach Gibraltar, and on one side be Africa, and on the other Spain. Then I would see France again and then Italy with the Island of Sicily. Then I would pass Turkey and Greece, and come to the Straits of Constantinople, and reaching the Black Sea I could visit Russia.
2. The boundaries of _Austria_ are--
North, Germany and Russia. South, Turkey. East, Russia and Turkey. West, Adriatic Sea and Italy.
The boundaries of _Switzerland_:--
North, Germany. South, Italy. East, Austria. West, France.
The boundaries of _Greece_ are--
North, Turkey. South, Mediterranean. East, Archipelago. West, Adriatic Sea.
4. A journey in the lake District would be very beautiful, especially in summer. Derwent-water is the most beautiful of the lakes, but Windermere is the largest of all. The Lake District is called the playground of England, because people go there to see the glorious scenery. There are many mountains of which Helvyllen is the monarch, but Scaw-fell is higher. There are lots of other mountains with curious names, one is the Pillar another the Saddle-back, and there is a waterfall there which has a lot of water rushing down. The poets Southy (_sic_) and Wordsworth lived in the Lake District, and Southey has written a poem about the waterfall splashing and dashing. One of the towns is called Ambleside and from there the coachs (_sic_) start for the lakes.
5. A Map of Northumberland.
This boy has written the whole of his papers, excepting where ‘dictated’ is indicated by the figure ‘1.’ Children in Class II. may write part and dictate part of their examination work, as to write the whole would be tiring for the younger pupils.
Parents and teachers are so often at a loss as to whether the work of the children they are teaching does, or does not, reach a fair average standard, and as to whether their education is conducted on lines too broad or too narrow, that these specimens of children’s work may be of use by way of a fair average standard. The programme of the term’s work for each child is given, as well as the examination questions the children have answered. It will be seen that the plan of their studies is very much the same as would be adopted in the case of advanced students, that is to say, the children read during the term an appointed number of pages or chapters in a considerable number of books written with intelligence. I think that the style of the children’s answers justifies this method of teaching; they speak out of a full and satisfying knowledge of their subjects. It is astonishing what repose of mind children gain when they entirely comprehend their lessons, and that they should remember what they have fully understood is a matter of course. The little girl (Appendix C) has dictated all her answers, but sends specimens of her writing and reading. The boy’s work is partly dictated and partly written by himself. I have indicated the end of each dictated answer. His diagrams, maps, drawings, are very good. His pointing, spelling, etc., have been carefully preserved. Having been educated upon books for three years, spelling and composition have come to him as matters of course. Hundreds of children educated in the same way are constantly producing comparable results. Some children, as one in fifty, perhaps, are inveterately bad spellers, but no child taught in this way fails to compose with ease and vigour. The habit of narration in ordinary lessons makes the dictation of answers to examination questions a very simple matter.
I should add that this work is done during morning school, which lasts two and a half (for the girl) to three hours (for the boy), out of which time half an hour is given to drill and play. No preparation is done in the evenings. The afternoons are spent in field work, handicrafts, etc., but no book work is done except in the morning school-hours.
FOOTNOTES:
[50] Subjects thus indicated to be marked according to _Regulations_.
[51] Dictated to end.
[52] Dictated.
[53] Dictated.
[54] Dictated.
[55] Dictated.
[56] Dictated.
[57] Dictated.
[58] Dictated. Some Scripture answers omitted for want of space.
[59] Dictated.
Index
Accuracy, 165. _Adam Bede_, 69. Affection as a motive, 144. Affections, the, 101. Air, as important as food, 28; unchanged, 31; night, wholesome, 34; country, 92; unvitiated, 93. Airings, indoor, 33. Alfred, King, 283. Alphabet, teaching the, 201. Ants, how to keep, 57. Application, habits of, 149, 150. Arithmetic, the teaching of, 253-264; a means of training, 260. Arnold, Dr, 175. Art, pictorial, 307-313. Artificial reflex actions, 116. Asser, 283. Association, a mind at the mercy of, 138; the law of, 157; a condition of recollection, 158. Attention, habit of, 86, 137-149; wandering, 139; to things, 141; what is?, 145; self-compelled, 145. Audubon, 59. Augustine, St, 330. Austen, Jane, 83. Autobiography of Mary Howitt, 248. Avebury, Lord, 56.
Baby is ubiquitous, the, 126. Bath, the daily, 36. Bede, the Venerable, 284, 285. Beef-tea, 32. Bible, lessons, 247-253; method of, lessons, 251; recitations in, lessons, 253; the chief source of moral ideas, 336; the reading of the, 348. ‘Bird-stalking,’ 89-92. Blood, certain causes affect the quality of the, 25. Books, field-lore and naturalists’, 62; uses of naturalists’, 64; lesson, 229. Brain, conditions of healthy, activity, 20; all mind labour means wear of, tissue, 21; a healthy, 96; incessant regeneration of, tissue, 115; no limit to recording power of the, 158. Bridgman, Laura, 195. Burns, 126.
Calendars, naturalists’, 54. Carpenter, Dr, 68, 111, 112, 116, 131. Cerebration, unconscious, 108. Change, of occupation, 23; the child’s thoughts, 167, 325. Character affected by acquired modifications of brain tissue, 118; the result of conduct regulated by will, 320. Charles II., 29. Charts, history, 293. Child, the estate of the, 11; divine estimate of the, 12. Children, are public trusts, 1; training of, dreadfully defective, 3; offending the, 13-17; are born law-abiding, 13; must perceive that their governors are law-compelled, 15; should have the best of their mothers, 17; despising the, 17; hindering the, 19; the faults of, are serious, 19; relationships of, with God, 19; the, walk every day, 29; out-of-door life for the, 42-95; should know field-crops, 51; should follow the seasons, 52; should be encouraged to watch, 57; what town, can do, 59; get knowledge by means of their senses, 65; learn from _things_, 67; should be made familiar with natural objects, 69; and mother nature, 78-80; require country air, 92; a physical ideal for, 94; have no self-compelling power, 98; are incapable of steady effort, 99; should be saved the effort of decision, 100; must not be left to their human nature, 102; habits of, are formed involuntarily, 105; should learn dancing, etc., at an early age, 113; should put away their playthings, 130; should be let alone, 134; should execute perfectly, 159; must have desire to obey, 161; learn, to grow, 171; learn, to get ideas, 173; learn, to get knowledge, 174; literature proper for, 176; danger of undervaluing intelligence of, 186; should be allowed some ordering of their lives, 194; ‘only,’ 193; narrate by nature, 231; enjoy the Bible, 247; should know the Bible text, 248; have art in them, 313; should be taught the way of the will, 326; play with moral questions, 336. Christ, our King, 350; the indwelling of, 352. Christianity, the essence of, 350. _Christmas Day and other Sermons_, 341, 342. _Cinderella_, 138. Classification, first-hand, 63. Clay-modelling, 313. Cleanliness, 124, 127. Climbing, 83. Clothing, 84. Cobbe, Frances Power, 102. Code of education in the Gospels, 12. Coleridge, 61, 318, 337. Common sense, 37. Compass drill, 76. Composition, 243-247; lessons in, 245; comes by nature, 247. Conditions of healthy brain activity, 20-37 Conscience, is judge and lawgiver, 329; is not an infallible guide, 331; a real power, 332; a spiritual sense, 332; an undeveloped capability in children, 333; the uninstructed, 334; the instructed, 335; a child’s good, 335; of a child ignorant, 338; instructing the, 339; made effective by discipline, 340. Consequences, natural and educative, of conduct, 148. _Copperfield, David_, 69. Cowper, 22, 86. Creatures, living, 56-62. _Cul-de-sac_, an educational, 89.
Darwin, 107. Dates in history teaching, 289. Dawes, the Rev. Richard, 270. Days in the open, 43. Decision, a ‘conscientious,’ 334. Desires, the, 100. Desks, 239, 265. Despising the children, 17-19. Dickens, Charles, 69, 186, 263. Dictation, 240; steps of a lesson in, 241. _Diogenes and the Naughty Boys of Troy_, 152. Direction, in geography lessons, 74; practice in finding, 75. Distance, in geography lessons, 73. Diversion, 324. Divine life in the child, the, 341-352. Drawing lessons, 312. Drills, 315. Duty of a child, the whole, 160.
Edgeworth, Maria, 148. _Education_, by Herbert Spencer, 4. Education, traditional methods of, 6; code of, in the Gospels, 12; ‘the reign of law’ in, 37; based upon natural law, 96-134; is the formation of habits, 97; intellectual and moral, 117; infant, 125; in habits favours an easy life, 135; a science of, 135; lessons as instruments of, 169-316. Educational forces, Love, Law, Religion, 99. Educator, problem before the, 103. Emulation, 143. Enunciation, 230. Esau, 40. Evans, Mr, 69. _Evenings at Home_, 265. Exaggeration, 165. Exercise, mental, 21; daily physical, 132-134.
Family is the unit of the nation, the, 5. Farrar, Dean, 56. Faults of children, the, 19. _Faust_, Marlowe’s, 107, 119. Field lore, 62-65. Fleming, Marjorie, 223. Flowers, and trees, 51-56; field, and the life-history of plants, 51; Leigh Hunt on, 53. Francis, S., 60. Free-will and habit, 110. _French Home Life_, 7. French, the, lesson, 80, 157, 300-307; M. Gouin’s method, 302; the _Series_, 303. Froebel, 179, 185, 197, 198.
Games, out-of-door, 80; noisy, 81. Garden of Eden, the, 128. Garments, porous, 36; for walks in bad weather, 87. Geography, out-of-door, 72-78; pictorial, 72; physical, 73; ‘distance,’ 73; ‘direction,’ 74; use of compass in, 76; ‘boundaries,’ 77; ‘plans,’ 77; local, 78, 271-279; should be interesting, 273; how to begin, 273; maps, 275; general knowledge of, 276;
## particular knowledge of, 276;
definitions, 277; fundamental ideas of, 277. God, relationship of children with, 19; allegiance to, 38; the Law-giver, 39; presented as an Exactor, 345; the knowledge of, distinct from morality, 347; the Father and Giver, 349. Gordon, 322. Gospels, the code of education in the, 12, 19. Gouin, M., 304. Grace, divine, works on lines of human effort, 104. Grammar, 295-300; a difficult study, 295; Latin, 295; English, a logical study, 295; first lessons in, 296-300. Guido’s ‘Magdalen,’ 322.
Habit, is ten natures, 96-134; the instrument by which parents work, 97; may supplant nature, 105; runs on the lines of nature, 105; may be a lever, 105; a, is formed involuntarily, 105; forces nature into new channels, 106; lines of, must be laid down, 107; direction of lines of, 109; and free-will, 110; rules our thoughts and acts, 110; powerful even when the will decides, 111; the physiology of, 111-118; the forming of a, 119-124; a delight in itself, 121; stages in formation of a, 122; of music, 133; of attention, 137; of application, 149; of thinking, 150; of imagining, 151; of remembering, 154; of perfect execution, 159; of obedience, 160-164; may frustrate the will, 326; of self-management, 328. Habits, moral and mental, 113; infant, 124-132; of time and place, 131; of mind, 135-168; moral, 135-168; training in, becomes a habit, 136; inspired in the home atmosphere, 137; slipshod, 229. Hall, Dr Stanley, 198. Handicrafts, 315. Havelock, 322. Head, Captain, 150. Heidelberg, 159. Heredity, 101. Hindering the children, 19, 20. History, the teaching of, 279-295; a storehouse of ideas, 279; ‘outlines,’ mischievous, 280; early, best fitted for children, 281; chronicles, 282; myths, 284; books, 287; dates in teaching, 291; narrating and illustrations, 294; ‘playing at,’ 294. Home, the best growing ground for young children, 170; work, 147. Honour, the sense of, 128. Houdin, 86. Howe, Dr, 195. Hullah, Mr, 133. Human nature, 101, 102. Hunt, Leigh, 53. Huxley, 23, 116.
Ideas, children learn, to get, 173; grow and produce after their kind, 173; Scott and Stevenson worked with, 174; value of dominant, 174; lessons must furnish, 174; fitting and vital, 347. Illustrations, original, 311. Imagination, tales of the, 152; and great conceptions, 152; grows, 153. Imagining, the habit of, 151-154. Inattention, 229. Incongruous, sense of the, 151. Indian Mutiny, the, 335. Inertness of parents, the, 332. Influence, outside, 118. Initiative, the importance of personal, 192. Intelligence, the danger of undervaluing children’s, 186. Intentions, good, and common sense, 37. Intimacy with nature, 71. _Intimations of Immortality_, 11-12.
Jerusalem, 82. Jesus, our Saviour, 351.
Keller, Helen, 194-196. Kindergarten, the, method, 8, 82, 170; the, as a place of education, 178-199; the nursery need not be a, 179; field of knowledge too circumscribed in the, 179; ‘occupations,’ 180; ‘sweetness and light’ in the, 180; further considerations of the, 182-199; a false analogy, 189; Miss Sullivan on the, 195; the, in the United States, 196; Mr Thistleton Mark on the, 197; Dr Stanley Hall on the, 198. Kindergärtnerin, the mother the best, 178; the true, 185, 188. Kindness, 339. Kingsley, 58, 71. King’s Somborne School, 268. Knowledge, nature, 61; attractiveness of, 145; the doctoring of the material of, 172; children learn, to get, 174; diluted, 175; Dr Arnold’s, as a child, 175; of God distinct from morality, 347.
Landseer, 309. Law, reign of, in education, 37; ‘mind’ and ‘matter’ equally governed by, 39; antagonism to, shown by some religious persons, 39; and love as educational forces, 99; ensures liberty, 164. Laws of health, 16; of the intellectual and moral life, 16. _Laws of Thought_, Thompson’s, 150. Lesson, must recall the last, each, 156; books, 229. Lessons, attractive, 141; as instruments of education, 169-316; must furnish ideas, 174. _Life of Wesley_, Southey’s, 200. Life, out-of-door, 92-95; the divine, in the child, 341-353. Light, solar, 94. Literature, proper for children, 176. Lives, law-abiding, often more blameless than pious, 38. Livingstone, Dr, 101, 274, 275. _Logic_, J. S. Mill’s, 261. _Lucy_, Wordsworth’s, 33. _Lycidas_, 225. Lying, three causes of, 164, 165.
Macaulay’s schoolboy, 30. Magnetism in the teacher, personal, 188. Malmesbury, William of, 283. Manners, good, 132. Mansoul, the government of, 317. Maps, 275; the meaning of, 278. Mark, Mr Thistleton, 197. Marlowe, 119. Masterly inactivity, 5, 134, 192. Mathematics, the preparation for, 263. Maurice, F. D., 341, 342. Meals, concerning, 25; talk at, 26; variety in, 27; out of doors, 42. Memorising, 224. Memory, a ‘spurious,’ 155; a record in the brain substance, 155. Men, grown, lose habit of observation, 69; power will pass into the hands of scientific, 71. Mental effort, rapid, 149. _Mental Physiology_, Dr Carpenter’s, 68, 111, 112, 116, 131. Method, a way to an end, 8; kindergarten, 8; a system easier than a, 9. Methods, traditional, of education, 6. Mill, J. S., 261, 323. Miller, Miss, 217. Mind, labour means wear of brain, 21; and matter equally governed by law, 39. Modesty, 128. Modifications, acquired, of brain tissue, 118. Monmouth, Geoffrey of, 285. ‘Mooning,’ 147. Moore, the Rev. H. A., 270. Morell’s _Introduction to Mental Philosophy_, 68, 329. Morley, Professor, 283. ‘Mother-games’ too strenuous for children, 190. Mother, the, the best kindergärtnerin, 178. Mothers, owe a ‘thinking’ love to their children, 2; form their children’s habits involuntarily, 105; and teachers should know about nature, 64; must refrain from too much talk, 78. Music, the habit of, 133, 314.
Narrating, the art of, 231-233. Natural philosophy, 264-271. Naturalist, mental training of a child, 61. Naturalists’ books, 64. Nature, diaries, 54, 62, 65; work most important for young children, 61; especially valuable for girls, 62; mothers and teachers should know about, 64; the teaching of, 65; intimacy with, makes for personal well-being, 71; what is, 100; _plus_ heredity, 101; elemental notion of human, 101; _plus_ physical conditions, 102; human, the sum of certain attributes, 102; as an educator, 186; danger of supplanting, 191. Neatness akin to order, 130. Newton, Sir Isaac, 54. Nightingale, Florence, 322. Nose, a sensitive, 125. Notation, 257. Nourishment, mental, 24. ‘Nurse,’ 18.
Obedience, habit of, 128, 160; no accidental duty, 161; must be expected, 162. Object lessons, 67. Observation, discriminating, 47; grown men lose habit of, 69; in winter, 85. Occupation, change of, 23. Offending the children, 13-17. Opinion, the force of public, in the home, 58. Order, habit of, 129. Overpressure, 66, 146. Osborne, George, 243. Othello, 4. Out-of-door life for the children, 43-45. Oxygen, has its limitation, 30; the essential proportion of, 92.
‘Pacing,’ 73. _Palace Tales_, by H. Fielding, 296. _Paradise Lost_, 24, 226. Parents, may _offend_ by disregarding laws of health and of the intellectual and moral life, 16; must acquaint themselves with principles of physiology and moral science, 40; the trust of, must not be supine, 104; must lay down laws of habit, 107; must expect obedience, 162; must reflect on subject-matter of instruction, 169; must sow opportunities, 192; inertness of, 331; have some power to enthrone the King, 341; must present idea of God to children, 343; must not make blundering efforts, 344; must select inspiring ideas, 346; must teach only what they know, 346. _Parents’ Review_, the, 270. Paul, St, 322. Persistence, 122. Persons, born with the same primary desires and affections, all, 100, 101; the requirements of, 186. Perspiration, free, 35; insensible, 35. Pestalozzi, 2. ‘Picture-painting,’ 48-51; method of, 48; a strain on the attention, 48; fully and in detail, 49; the mother’s part in, 49; a means of after solace, 50. Picture-talk, 309. ‘Plans’ in teaching geography, 77. Plato, 185. Pleasures connected with frost and snow, 85. Plutarch’s _Lives_, 233, 286. Possibilities of a day in the open, 43. Power, no limit to the recording, of the brain, 158. Priestley’s, Dr, _Lectures on History_, 176. Printing, 234. Problems in arithmetic, 257. Pronunciation, careful, 206. Prospero, 30. _Punch_, 94. Punishments, 148. Purity, 128. _Pussy Box_, 222.
Reading, 199-222; at sight, 204; the, of prose, 204; ordinary method of teaching, 206; the first, lessons, 207-222; by sight and by sound, 214; handwriting, 214; arbitrary symbols, 215; sentences, 218; moral training in, lessons, 221; for older children, 226-230; the habit of, 227; aloud to children, 227. Recitation, 222-226. Recollection, 154; and the law of association, 157. ‘Red Indian’ life, 88. Reflex actions may be acquired, artificial, 116. Regularity in infant education, 131. Religion as an educational force, 99. Religious instruction, 347. Remembering, 154. Rest, 22; after meals, 22. Reverence, for life, 62, 166. Rewards, 148. Reynolds, Sir Joshua, 314. Richter, J. Paul, 88. _Robinson Crusoe_, 152, 187, 232. _Rondes_, 82. _Rosamund and the Purple Jar_, 148. Ruskin, 155, 263, 312.
Scott and Stevenson worked with ideas, 174. Scott, Sir Walter, 223. ‘Sight-seeing,’ 45-48; how to do, 46; educational uses of, 46. Simpson, Sir James, 185. Singing, 314. Skipping-rope and shuttlecock, 83. Smith, Adam, 333. Smollett’s _History of England_, 175. Soul, the functions and life of the, 342; what is the life of the?, 343. Southey’s _Life of Wesley_, 200. Spelling, early, 203; bad, 240; the rationale of, 241; causes of illiterate, 243. Spencer, Herbert, 3, 4, 265. Steele, Richard, 223. Sullivan, Miss, 195. Sun, the, 73. Sunshine, 34. Swanwick, Miss Anna, 225. System easier than a method, A, 9.
Table for little children, a, 240. Tact, 122. Teachers, should know about nature, 64; must lay down laws of habit, 107; mediate too much, 188; must sow opportunities, 192. Temper, 166; not, but tendency, 166; new habit of, 167. Tennyson, 52, 63, 69, 330. Tests applied to children’s lessons, four, 177. Text-hand, 235, 238. _The Ancient Mariner_, 61. _The Heir of Redclyffe_, 323. _The Mill on the Floss_, 69. Theology, nursery, 20. Thermopylæ, 187. _Things_, children learn from, 67. Thinking comes by practice, 153. Thompson’s _Laws of Thought_, 150. Thought, persistent trains of, 114. Thoughts, think themselves, 108; change the child’s, 167. Time-tables, 142. _Tintern Abbey_, 50. Tolstoi, the childhood of, 182. Tonic Sol-fa, 314. Training, of children ‘dreadfully defective,’ 3; of ear and voice, 133; mental, of a child naturalist, 61; of a just eye and faithful hand, 180; in habits becomes a habit, 136. Tramps in wet weather, 87. Transcription, 238-240. Trees and flowers, 51-56; the study of, 52. Trench, Archbishop, 55. Truth, essential and accidental, 249. Truthfulness, 164, 165. Tuileries, The, 59.
Ulysses, 187.
_Vanity Fair_, 243. Ventilation, 33.
Walks, in bad weather, 85-88; winter, 85; garments for, 87. Watchfulness, 122. Weighing and measuring, 259. Wesley, Mrs, 199. Wilfulness, what is? 321. Will, 317-329; executive power vested in the, 317; what is the?, 318; persons may go through life without deliberate act of, 318; three functions of, 319; wilfulness indicates want of, power, 320; the, has superior and inferior functions, 321; the, is not a moral faculty, 322; the, must be disciplined, 322; the sole practical faculty of man, 323; how the, operates, 323; the way of the, 324; power of, implies power of attention, 326; habit may frustrate the, 326; how to strengthen the, 327; education of the, 329. Word-making, 202, 203. Words a weariness, 141. Wordsworth, 11, 12, 33, 50, 69, 79, 188. Work, definite, in a given time, 142. Writing, 233-240; position in, 239. ‘W. V.,’ 188.
Zambesi, the tribes of the, 101. Zeal must be stimulated, 149.
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Transcriber’s Note:
This book was written in a period when many words had not become standardized in their spelling. Words may have multiple spelling variations or inconsistent hyphenation in the text. These have been left unchanged unless indicated below.
Words and phrases in italics are surrounded by underscores, _like this_; those in bold are surrounded by equal signs, =like this.= Footnotes were renumbered sequentially and were moved to the end of each Part. Several footnotes have multiple anchors. Subsequent anchors are identified with an “a” following the anchor number.
Obvious printing errors, such as backwards, upside down, unprinted, or
## partially printed letters, were corrected. Final stops missing at the
end of sentences and abbreviations were added.
The following items were changed:
Added missing accents to words in Italian in the poem preceding the Preface.
Added missing word: Let them once get [in] touch.
Spelling corrections:
They must be bept [kept] in consequences from certain premisses [premises] In this connecton [connection] but thus [this] much is evident at the royal vill [villa]