Home Education (Mason)/part5

by Charlotte Marie Mason

PART V - Lessons As Instruments Of Education

I. The Matter and Method of Lessons

It seems to me that we live in an age of pedagogy; that we of the teaching profession are inclined to take too much upon ourselves, and that parents are ready to yield the responsibility of direction, as well as of actual instruction, more than is wholesome for the children.

Parents must reflect on the Subject-matter of Instruction.--I am about to invite your attention to a subject that parents are accustomed to leave very much in the hands of the schoolmaster or governess when they do not instruct their children themselves--I mean the choice of subjects of instruction, and the ways of handling those subjects. Teachers are the people who have, more than others, given themselves to the consideration of what what a child should learn and how he should learn it; but the parent, also, should have thought on this subject, and even when he does not profess to teach his children, should have his own carefully formed opinions as to the subject-matter and the method of their intellectual education: and this for the sake of the teacher as well as for that of

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the children. Nothing does more to give vitality and purpose to the work of the teacher than the certainty that the parents of his pupils go with him.

Even when children go to schools taught by qualified persons, some insight on the part of fathers and mothers is useful as hindering the teacher from dropping into professional grooves, valuing proficiency in this or that subject for its own sake, and not as it affects the children. But in the early days of the home schoolroom, it is iniquitous to leave the young governess, with little qualification beyond her native French or German, or scanty English, to chalk out a course for herself and her charges. That the children waste their time is the least of the evils that accrue: they are forming habits dead against intellectual effort; and by-and-by, when they go to school, the lessons go over their heads, the work slips through their fingers, and their powers of passive resistance baffle the most strenuous teachers.

Home the best Growing-ground for Young Children.--All the same, whatever be the advantages of Kindergarten or other schools for little children, the home schoolroom ought to be the best growing-ground for them. And doubtless it would be so, were the mother at liberty to devote herself to the instruction of her children; but this she is seldom free to do. If she can live in a town, she can send them to school when they are six; if in the country, she must have a governess; and the difficulty is to get a woman who is not only acquainted with the subjects she undertakes to teach, but who understands in some measure the nature of the child and the art and objects of education; a woman capable of making the very most of the children without waste of power or of

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time. Such a rara avis does not present herself in answer to every advertisement; and in default of a trained teacher, the mother must undertake to train the governess--that is, she may supplement with her own insight the scanty knowledge and experience of the young teacher. 'I wish the children to be taught to read, thus and thus, because------ ': or, 'to learn and history in such a way that the lessons may have such and such effects.' Half an hour's talk of this kind with a sensible governess will secure a whole month's work for the children, so well directed that much is done in little time, and the widest possible margin secured for play and open-air exercise.

Three Questions for the Mother.--But if the mother is to inoculate the governess with her views as to the teaching of writing, French, geography, she must, herself, have definite views. She must ask herself seriously, Why must the children learn at all? What should they learn? And, How should they learn it? If she take the trouble to fiind a definite and thoughtful answer to each of these three queries, she will be in a position to direct her children's studies; and will, at the same time, be surprised to find that three-fourths of the time and labour ordinarily spent by the child at his lessons is lost time and wasted energy.

Children learn, to Grow.--Why must the child learn? Why do we eat? Is it not in order that the body may live and grow and be able to fulfil its functions? Precisely so must the mind be sustained and developed by means of the food convenient for it, the mental pabulum of assimilated knowledge. Again, the body is developed not only by means of proper sustenance, but by the appropriate exercise of

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each of its members. A young mother remarked to me the other day, that before her marriage she had such slender arms she never liked to exhibit them; but a strong five-months-old baby had cured her of that; she could toss and lift him with ease, and could now show well-rounded arms with anybody: and just as the limbs grow strong with exercise, so does intellectual effort with a given power of the mind make that power effective. People are apt to overlook the fact that mind must have its aliment--we learn that we may know, not that we may grow; hence the parrot-like saying of lessons, the cramming of ill-digested facts for examinations, all the ways of taking in knowledge which the mind does not assimilate.

Doctoring of the Material of Knowledge.--Specialists, on the other hand, are apt to attach too much importance to the several exercise of the mental 'faculties.' We come across books on teaching, with lessons elaborately drawn up, in which certain work is assigned to the perspective faculties, certain work to the imagination, to the judgment, and so on. Now this doctrine of the faculties, which rests on a false analogy between the mind and the body, is on its way to the limbo where the phrenologist's 'bumps' now rest in peace. The mind would appear to be one and indivisible, and endowed with manifold powers; and this sort of doctoring of the material of knowledge is unnecessary for the healthy child, whose mind is capable of self-direction, and of applying itself to its proper work upon the parcel of knowledge delivered to it. Almost any subject which common sense points out as suitable for the instruction of children will afford exercise for all their powers, if properly presented.

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Children learn, to get Ideas.--The child must learn, in the second place, in order that ideas may be freely sown in the fruitful soil of his mind. 'Idea, the image or picture formed by the mind of anything external, whether sensible or spiritual.'--so, the dictionary; therefore, if the business of teaching be to furnish the child with ideas, any teaching which does not leave him possessed of a new mental image has, by so far, missed its mark. Now, just think of the listless way in which the children too often drag through reading and tables, geography and sums, and you will see that it is a rare thing for any part of any lesson to flash upon them with the vividness which leaves a mental picture behind. It is not too much to say that a morning in which a child receives no new idea is a morning wasted, however closely the little student has been kept at his books.

Ideas Grow and Produce after their Kind.--For the dictionary appears to me to fall short of the truth in its definition of the term 'idea.' An idea is more than an image or picture; it is, so to speak, a spiritual germ endowed with vital force--with power, that is, to grow, and to produce after its kind. It is the very nature of an idea to grow: as the vegetable germ secretes that it lives by, so, fairly implant an idea in the child's mind, and it will secrete its own food, grow, and bear fruit in the form of a succession of kindred ideas. We know from our own experience that, let our attention be forcibly drawn to some public character, some startling theory, and for days after we are continually hearing or reading matter which bears on this one subject, just as if all the world were thinking about what occupies our thoughts: the fact being, that the new idea we have

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received is in the act of growth, and is reaching out after its appropriate food. This process of feeding goes on with peculiar avidity in childhood, and the growth of an idea in the child is proportionably rapid.

Scott and Stephenson worked with Ideas.--Scott got an idea, a whole group of ideas, out of the Border tales and ballads, the folklore of the country-side, on which his boyhood was nourished: his ideas grew and brought forth, and the Waverley novels are the fruit they bore. George Stephenson made little clay engines with his playmate, Thomas Tholoway; by-and-by, when he was an engineman, he was always watching his engine, cleaning it, studying it; an engine was his dominant idea, and it developed into no less a thing than the locomotive.

Value of Dominant Ideas.--But how does this theory of the vital and fruitful character of ideas bear upon the education of the child? In this way: give your a child a single valuable idea, and you have done more for his education than if you had laid upon his mind the burden of bushels of information; for the child who grows up with a few dominant ideas has his self-education provided for, his career marked out.

Lessons must furnish Ideas.--In order for the reception of an idea, the mind must be in an attitude of eager attention, and how to secure that state we have considered elsewhere. One thing more: a single idea may be a possession so precious in itself, so fruitful, that the parent cannot fitly allow the child's selection of ideas to be a matter of chance; his lessons should furnish him with such ideas as shall make for his further education.

Children learn to get Knowledge.--But it is not only to secure due intellectual growth and the

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furnishing his mind with ideas, that the child must learn: the common notion, that he learns for the sake of getting knowledge, is also a true one so much so, that no knowledge should be so precious as that gained in childhood, no later knowledge should be so clearly chronicled on the brain, nor so useful as the foundation of that to follow. At the same time, the child's capacity for knowledge is very limited; his mind is, in this respect at least, but a little phial with a narrow neck; and, therefore, it behooves the parent or teacher to pour in only of the best.

Diluted Knowledge.--But, poor children, they are too often badly used by their best friends in the matter of the knowledge offered them. Grown-up people who are not mothers talk and think far more childishly than the child does in their efforts to approach his mind. If a child talk twaddle, it is because his elders are in the habit of talking twaddle to him; leave him to himself, and his remarks are wise and sensible so far as his small experience guides him. Mothers seldom talk down to their children; they are too intimate with the little people, and have, therefore, too much respect for them: but professional teachers, whether the writers of books or the givers of lessons are too apt to present a single grain of pure knowledge in a whole gallon of talk, imposing upon the child the labour of discerning the grain and of extracting it from the worthless flood.

Dr. Arnold's Knowledge as a Child.--On the whole, the children who grow up amongst their elders and are not provided with what are called children's books at all, fare the better on what they are able to glean for themselves from the literature of grown-up people. Thus it is told of Dr. Arnold that when he

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was three years old he received as a present from his father of Smollett's History of England as a reward for the accuracy with which he went through the stories connected with the portraits and pictures the successive reigns--an amusement which probably laid the foundation of the great love for history which distinguished him in after life. When occupying the professorial chair at Oxford, he made quotations, we are told, from Dr Priestley's Lectures on History--verbally accurate quotations, we may believe, for such was the habit of his mind; besides, a child has little skill in recasting his matter--and that, though he had not had the book in his hands since he was a child of eight. No doubt he was an exceptional child; and all I maintain is, that had his reading been the sort of diluted twaddle which is commonly thrust upon children, it would have been impossible for him to cite passages a week, much less some two score years, after the reading.

Literature Proper for Children.--This sort of weak literature for the children, both in any story and lesson books, is the result of a reactionary process. Not so long ago the current impression was that the children had little understanding, but prodigious memory for facts; dates, numbers, rules, catechisms of knowledge, much information in small parcels, was supposed to be the fitting material for a child's education. We have changed all that, and put into the children's hands lesson-books with pretty pictures and easy talk, almost as good as story-books; but we do not see that, after all, we are but giving the same little pills of knowledge in the form of a weak and copious diluent. Teachers, and even parents, who are careful enough about their children's diet, are

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so reckless as to the sort of mental aliment offered to them, that I am exceedingly anxious to secure consideration for this question, of the lessons and literature proper for the little people.

Four Tests which should be applied to Children's Lessons.--We see, then, that the children's lessons should provide material for their mental growth, should exercise the several powers of their minds, should furnish them with fruitful ideas, and should afford them knowledge, really valuable for its own sake, accurate, and interesting, of the kind that the child may recall as a man with profit and pleasure. Before applying these tests to the various subjects in which children are commonly instructed, may I remind you of two or three points which I have endeavoured to establish in the preceding pages:--

Resume of Six Points already considered.--

(a) That the knowledge most valuable to the child is that which he gets with his own eyes and ears and fingers (under direction) in the open air.

(b) That the claims of the schoolroom should not be allowed to encroach on the child's right to long hours daily for exercise and investigation.

(c) That the child should be taken daily, if possible, to scenes--moor or meadow, park, common, or shore--where he may find new things to examine, and so add to his store of real knowledge. That the child's observation should be directed to flower or boulder, bird or tree; that, in fact, he should be employed in gathering the common information which is the basis of scientific knowledge.

(d) That play, vigorous healthful play, is, in its turn, fully as important as lessons, as regards both bodily health and brain-power.

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(e) That the child, though under supervision, should be left much to himself--both that he may go to work in his own way on the ideas that he receives, and also that he may be the more open to natural influences.

(f) That the happiness of the child is the condition of his progress; that his lessons should be joyous, and that occasions of friction in the schoolroom are greatly to be deprecated.

Promising so much, let us now consider--What the child should learn, and how they should be taught.

II. The Kindergarten As A Place of Education

The Mother the best Kindergartnerin.--It is hardly necessary, here, to discuss the merits of the Kindergarten school. The success of such a school demands rare qualities in the teacher--high culture, some knowledge of psychology and of the art of education; intense sympathy with the children, much tact, much common sense, much common information, much 'joyousness of nature,' and much governing power;--in a word, the Kindergarten method is nicely contrived to bring the child en rapport with a superior intelligence. Given such a superior being to conduct it, and the Kindergarten is beautiful--'tis like a little heaven below'; but put a commonplace woman in charge of such a school, and the charmingly devised gifts and games and occupations become so many instruments of wooden teaching. If the very essence of the Kindergarten method is personal influence, a sort of spiritual mesmerism, it follows that the mother is naturally the best Kindergartnerin; for who so likely as she to have the needful tact, sympathy, common sense, culture?

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The Nursery need not therefore be a Kindergarten.--Though every mother should be a Kindergartnerin, in the sense in which Froebel would employ the term, it does not follow that every nursery should be a regularly organised Kindergarten. Indeed, the machinery of the Kindergarten is no more than a device to ensure the carrying out of certain educational principles, and some of these it is the mother's business to get at, and work out according to Froebel's methods--or her own. For instance, in the Kindergarten the child's senses are carefully and progressively trained: he looks, listens, learns by touch; gets ideas of size, colour, form, number; is taught to copy faithfully, express exactly. And in this training of the senses, the child is made to pursue the method the infant shapes for himself in his early studies of ring or ball.

Field of Knowledge too circumscribed.--But it is possible that the child's marvellous power of obtaining knowledge by means of his senses may be undervalued; that the field may be too circumscribed; and that, during the first six or seven years in which he might have become intimately acquainted with the properties and history of every natural object within his reach, he has obtained, exact ideas, it is true--can distinguish a rhomboid from a pentagon, a primary from a secondary colour, has learned to see so truly that he can copy what he sees in folded paper or woven straw,--but this at the expense of much of that real knowledge of the external world which at no time of his life will he be so fitted to acquire. Therefore, while the exact nicely graduated training of the Kindergarten may be of value, the mother will endeavour to give it by the way, and will by no means

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let it stand for that wider training of the senses, to secure which for her children is a primary duty.

Again, the child in the Kindergarten is set to such tasks only as he is competent to perform, and then, whatever he has to do, he is expected to do perfectly. I have seen a four-years-old child blush and look as self-condemend, because he had folded a slip of a paper irregularly, as if found out in a falsehood. But mother or nurse is quite able to secure that the child's small offices are perfectly executed; and, here is an important point, without that slight strain of distressful anxiety which may be observed in children labouring to please that smiling goddess, their 'Kindergarnerin.'

Training of a Just Eye and Faithful Hand.--The Kindergarten 'Occupations' afford opportunities for training in this kind of faithfulness; but in the home a thousand such opportunities occur; if only in such trifles as the straightening of a tablecloth or of a picture, the hanging of a towel, the packing of a parcel--every thoughtful mother invents a thousand ways of training in her child a just eye and a faithful hand. Nevertheless, as a means of methodical training, as well as of happy employment, the introduction of some of the games and occupations of the Kindergarten into the nursery may be allowed; provided that the mother does not depend upon these, but makes all the child's occupations subserve the purposes of his education.

'Sweetness and Light' in the Kindergarten--The child breathes an atmosphere of 'sweetness and light' in the Kindergarten. You see the sturdy urchin of five stiffen his back and decline to be a jumping frog, and the Kindergartnerin comes with

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unruffled gentleness, takes him by the hand, and leads him out of the circle,--he is not treated as an offender, only he does not choose to do as the others do, therefore he is not wanted there: the next time, he is quite content to be a frog. Here we have the principle for the discipline of the nursery. Do not treat the child's small contumacy too seriously; do not assume that he is being naughty: just leave him out when he is not prepared to act in harmony with the rest. Avoid friction; and above all, do not let him disturb the moral atmosphere in all gentleness and serenity, remove him from the company of others, when he is being what nurses call 'tiresome.'

Once more, the Kindergarten professes to take account of the joyousness of the child's nature: to allow him full and free expression for the glee that is in him, without the 'rampaging' which follows if he is left to himself to find an outlet for his exuberant life. This union of joy and gentleness is the very temper to be cultivated in the nursery. The boisterous behaviour sometimes allowed in children is unnecessary--within doors, at any rate: but even a momentary absence of sunshine on the faces of her children will be a graver cause of uneasiness to the mother. On the whole, we may say that some of the principles which should govern Kindergarten training are precisely those in which every thoughtful mother endeavours to bring up her family; while the practices of the Kindergarten, being only ways, amongst others, of carrying out these principles, and being apt to become stereotyped and wooden, are unnecessary, but may be adopted so far as they fit in conveniently with the mother's general scheme for the education of her family.

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III. Further Consideration Of The Kindergarten

The Childhood of Tolstoi--There is possibly no known field of research in which so little available work has been done as in that covered by the word 'children.' The 'fair lande' lies under our very eyes, but whoso would map it out must write 'Unexplored' across vast tracts. Thoughtful persons begin to suspect that the mistakes we make through this ignorance are grievous and injurious. For example, are not all our schemes of education founded on the presumption that a child's mind--his 'thinking, feeling man'--begins 'very small,' and grows great with the growth of his body? We cannot tell if this is indeed the case. The children keep themselves to themselves in a general way, their winning ways and frank confidences notwithstanding; but if one of us do, by chance, get a child revealed to him, he is startled to find that the child has by far the keener intelligence, the wiser thoughts, the larger soul of the two. When genius is able to lift the veil and show us a child, it does a service which, in our present state of thought, we are hardly able to appraise; and when genius or simplicity, or both, shall have given us enough such studies to generalise upon, we shall doubtless reconsider the whole subject, and shall be dismayed at the slights we have been putting upon children in the name of education. Count Tolstoi gives us, in Childhood, Boyhood, Youth [see Appendix A], unmistakable child-portraiture, a miniature in which a mother may see her child and recognise what and how much there is in him:--

"Like our own dear mother,"

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the little fellow writes, in the verses he makes for his grandmother's birthday; and then, when the verses come to be read, ah! The humiliation of the soul he goes through, and how surely he expects father and grandmother to find him out for a hypocrite. "Why did I write it? She's not here, and it was not necessary to mention her; I love grandma, it's true; I reverence her, but still she is not the same. Why did I write it? Why have I lied?" This is the sort of thing there is in children. We recognise it as we read, and remember the dim, childish days when we, too, had an 'organ of truth' just so exquisitely delicate; and the recollection should quicken our reverence of the tender consciences of children.

"The Story of a Child."--I should like while speaking of this subject to mention another book which contains the self-revelation of a child,--a child that once was summoned, to give evidence, out of the dark abysm of time. This is the sort of study of a child that is really precious, because it is to be had on no other terms than by harking back to our own childhood, vivifying it, reproducing it, by mere force of imaginative power. This is absolutely the only way to get into sympathy with a child, for children, with all their frank confidences and ready chatter, are quite inscrutable little persons, who never tell anyone the sort of things that read in this 'Story.' There is no need to tell each other, for other children know, and, as for telling the grown-ups, children are fully persuaded that no grown-up, not even mother, could understand; Otto might, perhaps, and confidences will be poured into the ear of a dog which the loving mother lays herself out for in vain.

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    "Each in his hidden sphere of joy or woe,
    Our hermit spirits dwell, and range apart,
    Our eyes see all around in gloom or glow--
    Hues of their own, fresh borrow'd from the heart."

And this is even more notably the case with children than with ourselves. It is a law of our nature with which it is absolutely useless to contend, and our only means of true intimacy with a child is the power of recovering our own childhood--a power which we are apt to let slip as of no vital importance. This, Miss Margaret Deland helps us to do: we recognise our old selves, with a difference, in Ellen. Just so irrational, inconsequent, loving and heroic, and generally tiresome to the grown-up world were our own impulses that long ago, on which we look back with tenderness, but seldom with complacency. If we rise, after reading, The Story of a Child [See Appendix A], a little more humble, a little more diffident, ready to believe more than we see, why, it will do us no harm, and should bless and help the children. From one word of the author's we should like to differ. Miss Deland thinks that it may be wholesome for the elders to understand children better, but for the children, why, she thinks that most of us grow up wonderfully well in spite of this and all other difficulties. In a sense this is true, but, in another sense, one of the saddest things in life is the issue of splendid child-material into common place, uninteresting maturity, of a kind that the world seems to be neither the best nor the worse for.

Tolstoi's childhood and that of Miss Deland's little heroine would appear to be a far cry from the 'Kindergarten'; but as a matter of fact these two revelations of what children are bring our contention to a point.

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We are told that, "but yesterday, in the University of Edinburgh, the greatest figure in the Faculty was Sir James Simpson, the discoverer of chloroform. The other day his successor and nephew, Professor Simpson, was asked by the librarian of the University to go to the library and pick out the books on his subject that were no longer needed. And his reply to the librarian was this: 'Take every text-book that is more than ten years old, and put it down in the cellar.'" So far as education is a science, the truth of even ten--much more, a hundred--years ago is not the whole truth of to-day.

    "Thought beyond their thoughts to those high seers were given";

and, in proportion as the urgency of educational effort presses upon us, will be the ardour of our appreciation, the diligence of our employment, of those truths which the great pioneers, Froebel and the rest, have won for us by no less than prophetic insight. But, alas, and alas, for the cravings of lazy human nature--we may not have an educational pope; we must think out for ourselves, as well as work out, those things that belong to the perfect bringing-up of our children.

What we Owe to Froebel.--We reverence Froebel. Many of his great thoughts we share; we cannot say borrow, because some, like the child's relations to the universe, are at least as old as Plato; others belong to universal practice and experience, and this shows their psychological rightness. Froebel gathered diffused thought and practice into a system, but he did a greater thing than this. He raised an altar to the enthusiasm of childhood upon which the flame has never since gone out. The

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true Kindergartnerin is the artist amongst teachers; she is filled with the inspiration of her work, and probably most sincere teachers have caught something from her fervour, some sense of the beauty of childhood, and of the enthralling delight of truly educational work.

Requirements of a Person.--And yet I enter a caveat. Our first care should be to preserve the individuality, to give play to the personality, of children. Now persons do not grow in a garden, much less in a greenhouse. It is a doubtful boon to a person to have conditions too carefully adapted to his needs. The exactly due sunshine and shade, pruning and training, are good for a plant whose uses are subordinate, so to say, to the needs and pleasures of its owner. But a person who has other uses in the world, and mother or teacher who regards him as a plant and herself as the gardener, will only be saved from grave mistakes by the force of human nature in herself and in her child.

Nature as an Educator.--The notion of supplementing Nature from the cradle is a dangerous one. A little guiding, a little restraining, much reverent watching, Nature asks of us; but beyond that, it is the wisdom of parents to leave children as much as may be to Nature, and "to a higher Power than Nature itself."

Danger of undervaluing Children's Intelligence.--Those of us who have watched an urchin of seven making Catherine-wheels down the length of a street, or a group of little girls dancing to a barrel organ, or small boys and girls on a door-step giving what Dickens calls 'dry nourishment' to their babies, or a small girl sent by her mother to make four careful

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purchases out of sixpence and bring home the change--are not ready to believe that physical, mental, and moral development waits, so to speak, upon Kindergarten teaching. Indeed, I am inclined to question whether, in the interest of carrying out a system, the charming Kindergartnerin is not in danger sometimes of greatly undervaluing the intelligence of her children. I know a person of three who happened to be found by a caller alone in the drawing room. It was spring, and the caller thought to make himself entertaining with talk about the pretty 'baa-lambs.' But a pair of big blue eyes were fixed upon him and a solemn person made this solemn remark, "Isn't it a dwefful howid thing to see a pig killed!" We hope she had never seen or even heard of the killing of a pig, but she made as effective a protest against twaddle as would any woman of Society. Boers and kopjes, Russians and Japs, Treasure Island, Robinson Crusoe and his man Friday, the fight of Thermopylae, Ulysses and the Suitors--these are the sorts of things that children play at by the month together; even the toddlers of three and four will hold their own manfully with their brothers and sisters. And, if the little people were in the habit of telling how they feel, we should learn perhaps that they are a good deal bored by the nice little games in which they frisk like lambs, flap their fins, and twiddle their fingers like butterflies.

We all like to be Humoured.--'But,' says the reader, 'children do all these things so pleasantly and happily in the Kindergarten!' It is a curious thing about human nature that we all like to be managed by persons who take the pains to play on our amiabilities. Even a dog can be made foolishly

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sentimental; and, if we who are older have our foibles in this kind, it is little wonder that children can be wooed to do anything by persons whose approaches to them are always charming. It is true that 'W.V.,' the child whom the world has been taught to love, sang her Kindergarten songs with little hands waving in the 'air so blue'! but that was for the delectation and delusion of the elders when bedtime came. 'W.V.' had greater thoughts at other times.

Teachers mediate too much.--There are still, probably, Kindergartens where a great deal of twaddle is talked in song and story, where the teacher conceives that to make poems for the children herself and to compose tunes for their singing and to draw pictures for their admiration, is to fulfil her function to the uttermost. The children might echo Wordsworth's complaint of 'the world,' and say, the teacher is too much with us, late and soon. Everything is directed, expected, suggested. No other personality out of book, picture, or song, no, not even that of Nature herself, can get at the children without the mediation of the teacher. No room is left for spontaneity or personal initiation on their part.

Danger of Personal Magnetism.--Most of us are misled by our virtues, and the entire zeal and enthusiasm of the Kindergartnerin is perhaps her stone of stumbling. 'But the children are so happy and good!' Precisely; the home-nursery is by no means such a scene of peace, but I venture to think it a better growing place. I am delighted to see that an eminent Froebelian protests against the element of personal magnetism in the teacher; but

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there is, or has been, a good deal of this element in the successful Kindergartner, and we all know how we lose vigour and individuality under this sort of influence. Even apart from this element of charm, I doubt if the self-adjusting property of life in the Kindergarten is good for the children.

'Kindergarten' a False Analogy.--The world suffered that morning when the happy name of 'Kindergarten' suggested itself to the greatest among educational 'Fathers.' No doubt it was simple and fit in its first intention as meaning an out-of-door garden life for the children; but, a false analogy has hampered, or killed, more than one philosophic system--the child became a plant in a well-ordered garden. The analogy appealed to the orderly, scientific German mind, which does not much approve of irregular, spontaneous movement in any sort. Culture, due stimulus, sweetness and light, became the chief features of a great educational code. From the potting-shed to the frame and thence to the flower-bed, the little plant gets in due proportion what is good for him. He grows in a seemly way, in ordered ranks; and in fit season puts forth his flower.

Now, to a figure a person by any analogy whatsoever is dangerous and misleading; there is nothing in nature commensurable with a person. Because the analogy of the garden plant is very attractive, it is the more misleading; manifestations of purpose in a plant are wonderful and delightful, but in a person such manifestations are simply normal. The outcome of any thought is necessarily moulded by that thought, and to have a cultivated garden as the ground-plan of our educational thought, either means

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nothing at all, which it would be wronging the Master to suppose, or it means undue interference with the spontaneous development of a human being.

Mother-games too strenuous for a Child.--To begin with the 'Mother-games,' a sweet conception, most lovingly worked out. But let us consider; the infant is exquisitely aware of every mood of his mother, the little face clouds with grief or beams with joy in response to the expression of hers. The two left to themselves have rare games. He jumps and pulls, crows and chuckles, crawls and kicks and gurgle with joy; and, amid all the play, is taught what he may not do. Hands and feet, legs and arms, fingers and toes, are continually going while he is awake; mouth, eyes and ears are agog. All is play without intention, and mother plays with baby as glad as he. Nature sits quietly by and sees to it that all the play is really work; and development of every sort is going on at a greater rate during the first two years of life than at any like period of after life--enough development and not too much, for baby is an inordinate sleeper. Then comes in the educator and offers a little more. The new games are so pretty and taking that baby might as well be doing these as his own meaningless and clumsy jumpings and pattings. But a real labour is being put upon the child in addition to the heaviest two years' work that his life will know. His sympathy with his mother is so acute that he perceives something strenuous in the new play, notwithstanding all the smiles and pretty talk; he answers by endeavour, great in proportion as he is small. His nerve centres and brain power have been unduly taxed, some of the joy of living has been taken from him, and though his

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baby response to direct education is very charming, he has less latent power left for the future calls of life.

The Society of his Equals too stimulating for a child.--Let us follow the little person to the Kindergarten, where he has the stimulus of classmates of his own age. It certainly is stimulating. For ourselves, no society is so much so as that of a number of persons of our own age and standing; this is the great joy of college life; a wholesome joy for all young people for a limited time. But persons of twenty have, or should have, some command over their inhibitory centres. They should not permit the dissipation of nerve power caused by too much social stimulus; yet even persons of twenty are not always equal to the task of self-management in exciting circumstances. What then, is to be expected of persons of two, three, four, five? That the little person looks rather stolid than otherwise is no guarantee against excitement within. The clash and sparkle of our equals now and then stirs up to health; but for everyday life, the mixed society of elders, juniors and equals, which we get in a family, gives at the same time the most repose and the most room for individual development. We have all wondered at the good sense, reasonableness, fun and resourcefulness shown by a child in his own home as compared with the same child in school life.

Danger of supplanting Nature.--Danger lurks in the Kindergarten, just in proportion to the completeness and beauty of its organisation. It is possible to supplement Nature so skilfully that we run some risk of supplanting her, depriving her of space and time to do her own work in her own way. 'Go and see what Tommy is doing and tell him he mustn't,'

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is not sound doctrine. Tommy should be free to do what he likes with his limbs and his mind through all the hours of the day when he is not sitting up nicely at meals. He should run and jump, leap and tumble, lie on his face watching a worm, or on his back watching the bees in a lime tree. Nature will look after him and give him promptings of desire to know many things; and somebody must tell as he wants to know; and to do many things, and somebody should be handy just to put him in the way; and to be many things, naughty and good, and somebody should give direction.

Importance of Personal Initiative.--Here we come to the real crux of the Kindergarten question. The busy mother says she has no leisure to be that somebody, and the child will run wild and get into bad habits; but we must not make a fetish of habit; education is a life as well as a discipline. Health, strength, and agility, bright eyes and alert movements, come of a free life, out-of-doors, if it may be and as for habits, there is no habit or power so useful to man or woman as that of personal initiative. The resourcefulness which will enable a family of children to invent their own games and occupations through the length of a summer's day is worth more in after life than a good deal of knowledge about cubes and hexagons, and this comes, not of continual intervention on the mother's part, but of much masterly inactivity.

Parents and Teachers must sow Opportunities.--The educational error of our day is that we believe too much in mediators. Now, Nature is her own mediator, undertakes, herself, to find work for eyes and ears, taste and touch; she will prick the brain with problems and the heart with feelings; and the

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part of the mother or teacher in the early years (indeed, all through life) is to sow opportunities, and then to keep in the background, ready with a guiding or restraining hand only when these are badly wanted. Mothers shirk their work and put it, as they would say, into better hands than their own, because they do not recognise that wise letting alone is the chief thing asked of them, seeing that every mother has in Nature an all-sufficient handmaid, who arranges for due work and due rest of mind, muscles, and senses.

In one way the children of the poor have better chances than those of the rich. Poor children get education out of household ways; but there is a great deal of teaching to be got out of a wisely ordered nursery, and their own small persons and possessions should, as I have said, afford much 'Kindergarten' training to the little family at home. At six or seven, definite lessons should begin, and these need not be watered down or served with jam for the acute intelligences that will in this way be brought to bear on them.

'Only' Children.--But what of only children, or the child too old to play with her baby brother? Surely the Kindergarten is a great boon for these! Perhaps so; but a cottage-child as a companion, or a lively young nursemaid, might be better. A child will have taught himself to paint, paste, cut paper, knit, weave, hammer and saw, make lovely things in clay and sand, build castles with his bricks; possibly, too, will have taught himself to read, write, and do sums, besides acquiring no end of knowledge and notions about the world he lives in, by the time he is six or seven. What I contend for is that he shall do these things because he chooses (provided that the

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standard of perfection in his small works be kept before him).

The Child should be allowed some Ordering of his Life.--The details of family living will give him the repose of an ordered life; but, for the rest, he should have more free-growing time than is possible in the most charming school. The fact that lessons look like play is no recommendation: they just want the freedom of play and the sense of his own ordering that belongs to play. Most of us have little enough opportunity for the ordering of our own lives, so it is well to make much of the years that can be given to children to gain this joyous experience.

Helen Keller.--I think what I have said of natural development as opposed to any too carefully organised system is supported by a recent contribution, of unique value, to the science of education--I mean the autobiography of Helen Keller.

When she was nineteen months old, Helen had a severe illness, in which she lost sight and hearing, and consequently speech. She never recovered the lost senses and here, we should say, was a soul almost inviolably sealed, to which there was no approach but through the single sense of touch; yet, this lady's book, written with her own unaided hands (she used a typewriter), with hardly any revision, should rank as a classic for the purity and pregnancy of the style, independently of the vital interest of the matter. How was the miracle accomplished? Of her childhood Helen says herself that, save for a few impressions, "the shadows of the prison-house" enveloped it. But there were always roses, and she had the sense of smell; and there was love--but she was not loving then. When

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she was seven Miss Sullivan came to her. This lady herself had been blind for some years, and had been at the Perkins Institute, founded by that Dr Howe who liberated the intelligence of Laura Bridgman. But Miss Sullivan is no mere output of any institution. She is a person of fine sanity and wholesomeness, trusting to her personal initiative, and aware from the first that her work was to liberate the personality of her little pupil and by no means to superimpose her own. "Thus I came up out of Egypt," says Miss Keller of the arrival of her teacher, and the voice which she heard from Sinai said, "Knowledge is love and light and vision"; and then follows that amazing and enthralling epic which tells how it was all done, how the one word water was the key which opened the doors of the child's mind, while the word love opened those of the closed heart. Thenceforth, many new words came every day with crowds of ideas; and it is not too much to say that this imprisoned and desolate child entered upon such a large inheritance of thought and knowledge, of gladness and vision, as few of us of the seeing and hearing world attain to. The instrument in this great liberation was nothing more than the familiar manual alphabet, followed in course of time by raised books and 'Braille.'

Miss Sullivan on Systems of Education.--Like all great discoveries, this, of a soul, was, in all its steps, marked by simplicity. Miss Sullivan had little love for psychologists and all their ways; would have no experiments; would not have her pupil treated as a phenomenon, but as a person. "No," she says, "I don't want any more Kindergarten materials . . . I am beginning to suspect all elaborate and special systems of education. They seem to me to be built

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up on the supposition that every child is a kind of idiot who must be taught to think, whereas if the child is left to himself he will think more and better, if less showily. Let him go and come freely, let him touch real things, and combine his impressions for himself, instead of sitting indoors at a little round table, while a sweet-voiced teacher suggests that he build a stone wall with his wooden blocks, or make a rainbow out of strips of coloured paper, plant straw trees in bead flower-pots. Such teaching fills the mind with artificial associations that must be got rid of before the child can develop independent ideas out of actual experiences." It is a great thing to have a study of education as it were de novo, in which we see the triumph of mind, not only over apparently insuperable natural obstacles, but over the dead wall of systematised education--a more complete hindrance to any poor child than her grievous defects proved to Helen Keller.

The Kindergarten in the United States.--This question of the Kindergarten, as the proper place for the education of young children, is so important that I should like to recommend to parents and teachers the examination of the subject contained in the Special Reports published by the Board of Education. [See Appendix A]

We must go to the United States to witness the apotheosis of educational theory; I say theory rather than practice, because the American mind, like the French, seems to me severely logical as well as generously impulsive. A theory arrives, is liberally entertained, and is set to work with due appliances on a magnificent scale to do that which in it lies for the education of a great people. To say, educational science in America appears to be deduc-

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tive rather than inductive; theories are translated into experiments with truly imposing zeal and generosity. An inductive theory of education is, on the other hand, arrived at by means of long, slow, various, and laborious experiments which disclose, here a little, and there a little, of universal truth. The Americans have chosen, perhaps, the easier way, and in the end, they too experiment upon their theory. The Kindergarten system illustrates what I mean; notwithstanding its German name, the Kindergarten is not a common product in the Fatherland; it is in America that the ideas of Froebel have received their greatest development, that the Kindergarten has become a cult, and the great teacher a prophet. But the impulse has worn itself out; any way, it is waxing weak.

Mr Thistleton Mark on the Kindergarten.--According to Mr Thistleton Mark--whose able paper on 'Moral Education in American Schools' offers matter for much profitable reflection--"Even a stationary Froeblian is driven to have some better holdfast than the ipse dixit of the great reformer. The word Kindergarten is no longer a proper noun signifying always and everywhere the one, sole, original, and identical thing. It is a common noun, and as such is assured of a more permanent place in American speech." That is to say, educational thought in America is tending towards the broad and natural conception expressed in the phrase 'education is a life.' But I wish that educationalists would give up the name Kindergarten. I cannot help thinking that it is somewhat of a strain to conscientous minds to draw the cover of Froeblian doctrine and practice over the broader and more living conceptions that are abroad to-day. Even revolutionised

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Kindergarten practice must suffer from the memory and habit of weaknesses such as are pointed out by Dr Stanley Hall in the following words:--

Dr Stanley Hall on the Kindergarten.--"The most decadent intellectual new departure of the American Froebelists is the emphasis now laid upon the mother-plays as the acme of Kindergarten wisdom. These are represented by very crude poems, indifferent music and pictures, illustrating certain incidents of child life believed to be of fundamental and typical significance. I have read these in German and in English, have strummed the music, and have given a brief course of lectures from the sympathetic standpoint, trying to put all the new wine of meaning I could think of into them. But I am driven to the conclusion that, if they are not positively unwholesome and harmful for the child, and productive of anti-scientific and unphilosphical intellectual habits in the teacher, they should nevertheless be superseded by the far better things now available." [quoted by Mr Thistleton Mark].

"Another cardinal error of the Kindergarten is the intensity of its devotion to gifts and occupations. In devising these Froebel showed great sagacity; but the scheme as it left his own hands was a very inadequate expression of his educational ideas, even for his time. He thought it a perfect grammar of play and an alphabet of industries; and in this opinion he was utterly mistaken. Play and industry were then relatively undeveloped; and while his devices were beneficent for the peasant children in the country, they lead in the interests of the modern city a child a very pallid and unreal life." With these important utterances I must conclude a superficial

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examination of the very important question,--Is the Kindergarten the best training-ground for a child?

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IV.--Reading

Time of Teaching to Read, an Open Question.--Reading presents itself first amongst the lessons to be used as instruments of education, although it is open to discussion whether the child should acquire the art unconsciously, from his infancy upwards, or whether the effort should be deferred until he is, say, six or seven, and then made with vigour. In a valuable letter, addressed to her son John, we have the way of teaching to read adopted by that pattern mother, the mother of the Wesleys:--

Mrs Wesley's Plan.--"None of them was taught to read till five years old, except Kezzy, in whose case I was overruled; and she was more years in learning than any of the rest had been months. The way of teaching was this: the day before a child began to learn, the house was set in order, every one's work appointed them, and a charge given that no one should come into the room from nine to twelve, or from two to five, which were our school hours. One day was allowed the child wherein to learn its letters, and each of them did in that time know all its letters, great and small, except Molly and Nancy, who were a day and a half before they knew them perfectly, for which I thought them then very dull; but the reason I thought them so was because the rest learned them so readily; and your brother Samuel, who was the first child I ever taught, learned the alphabet in a few hours. He was five years old the tenth of February; the next day we began to

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learn, and as soon as he knew the letters, began at the first chapter of Genesis. He was taught to spell the first verse, then to read it over and over until he could read it off-hand without hesitation; so on, to the second verse, etc., till he took ten verses for a lesson, which he quickly did. Easter fell low that year, and by Whitsuntide he could read a chapter very well; for he read continually, and had such a prodigious memory, that I cannot remember to have told him the same word twice. What was yet stranger, any word he had learnt in his lesson he knew wherever he saw it, either in his Bible or any other book, by which means he learned very soon to read an English author well." [Southey's Life of Wesley].

It is much to be wished that thoughtful mothers would more often keep account of the methods they employ with their children, with some definite note of the success of this or that plan.

Many persons consider that to learn to read a language so full of anomalies and difficulties as our own is a task which should not be imposed too soon on the childish mind. But, as a matter of fact, few of us can recollect how or when we learned to read: for all we know, it came by nature, like the art of running; and not only so, but often mothers of the educated classes do not know how their children learned to read. 'Oh, he taught himself,' is all the account his mother can give of little Dick's proficiency. Whereby it is plain, that this notion of the extreme difficulty of learning to read is begotten by the elders rather than by the children. There would be no little books entitled Reading Without Tears, if tears were not sometimes shed over the reading

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lesson; but, really, when that is the case, the fault rests with the teacher.

The Alphabet.--As for his letters, the child usually teaches himself. He has his box of ivory letters and picks out p for pudding, b for blackbird, h for horse, big and little, and knows them both. But the learning of the alphabet should be made a means of cultivating the child's observation: he should be made to see what he looks at. Make big B in the air, and let him name it; then let him make round O, and crooked S, and T for Tommy, and you name the letters as the little finger forms them with unsteady strokes in the air. To make the small letters thus from memory is a work of more art, and requires more careful observation on the child's part. A tray of sand is useful at this stage. The child draws his finger boldly through the sand, and then puts a back to his D; and behold, his first essay in making a straight line and a curve. But the devices for making the learning of the 'A B C' interesting are endless. There is no occasion to hurry the child: let him learn one form at a time, and know it so well that he can pick out the d's, say, big and little, in a page of large print. Let him say d for duck, dog, doll, thus: d-uck, d-og, prolonging the sound of the initial consonant, and at last sounding d alone, not dee, but d', the mere sound of the consonant separated as far as possible from the following vowel.

Let the child alone, and he will learn the alphabet for himself: but few mothers can resist the pleasure of teaching it; and there is no reason why they should, for this kind of learning is no more than play to the child, and if the alphabet be taught to the little student, his appreciation of both form

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and sound will be cultivated. When should he begin? Whenever his box of letters begins to interest him. The baby of two will often be able to name half a dozen letters; and there is nothing against it so long as the finding and naming of letters is a game to him. But he must not be urged, required to show off, teased to find letters when his heart is set on other play.

Word-making. The first exercises in the making of words will be just as pleasant to the child. Exercises treated as a game, which yet teach the powers of the letters, will be better to begin with than actual sentences. Take up two of his letters and make the syllable 'at': tell him it is the word we use when we say 'at home,' 'at school.' Then put b to 'at'-- bat; c to 'at'--cat; fat, hat, mat, sat, rat, and so on. First, let the child say what the word becomes with each initial consonant to 'at,' in order to make hat, pat, cat. Let the syllables all be actual words which he knows. Set the words in a row, and let him read them off. Do this with the short vowel sounds in combination with each of the consonants, and the child will learn to read off dozens of words of three letters, and will master the short-vowel sounds with initial and final consonants without effort. Before long he will do the lesson for himself. 'How many words can you make with "en" and another letter, with "od" and another letter?' etc. Do not hurry him.

Word-making with Long Vowels, etc.--When this sort of exercise becomes so easy that it is no longer interesting, let the long sounds of the vowels be learnt in the same way: use the same syllables as before with a final e; thus 'at' becomes 'ate,'

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and we get late, pate, rate, etc. The child may be told that a in 'rate' is long a; a in 'rat' is short a. He will make the new sets of words with much facility, helped by the experience he gained in the former lessons.

Then the same sort of thing with final 'ng'--'ing,' 'ang,' 'ong,' 'ung'; as in ring, fang, long, sung: initial 'th,' as then, that: final 'th,' as with, pith, hath, lath, and so on, through endless combinations which will suggest themselves. This is not reading, but it preparing the ground for reading; words will be no longer unfamiliar, perplexing objects, when the child meets with them in a line of print. Require him to pronounce the words he makes with such finish and distinctness that he can himself hear and count the sounds in given way.

Early Spelling.--Accustom him from the first to shut his eyes and spell the word he has made. This is important. Reading is not spelling, nor is it necessary to spell in order to read well; but the good speller is the child whose eye is quick enough to take in the letters which compose it, in the act of reading off a word, and this is a habit to be acquired from the first: accustom him to see the letters in the word, and he will do without effort.

If words were always made on a given pattern in English, if the same letter always represented the same sounds, learning to read would be an easy matter; for the child would soon acquire the few elements of which all words would, in that case, be composed. But many of our English words are, each, a law unto itself: there is nothing for it, but the child must learn to know them at sight; he must recognise 'which,' precisely as he recognises 'B,' because he has

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seen it before, been made to look at it with interest, so that the pattern of the word is stamped upon his retentive brain. This process should go on side by side with the other--the learning of the powers of the letters; for the more variety you can throw into his reading lessons, the more will the child enjoy them. Lessons in word-making help him to take intelligent interest in words; but his progress in the art of reading depends chiefly on the 'reading at sight' lessons.

Reading at Sight.--The teacher must be content to proceed very slowly, securing the ground under her feet as she goes. Say--

    "Twinkle, twinkle, little star,
    How I wonder what you are,"

is the first lesson; just those two lines. Read the passage for the child, very slowly, sweetly, with just expression, so that it is pleasant to him to listen. Point to each word as you read. Then point to 'twinkle,' 'wonder,' 'star,' 'what,'--and expect the child to pronounce each word in the verse taken promiscuously; then, when he shows that he knows each word by itself, and not before, let him read the two lines with clear enunciation and expression: insist from the first on clear, beautiful reading, and do not let the child fall into a dreary monotone, no more pleasant to himself than to his listener. Of course, by this time he is able to say the two lines; and let him say them clearly and beautifully. In his after lesson he will learn the rest of the little poem.

The Reading of Prose.--At this stage, his reading lessons must advance so slowly that he may just as well learn his reading exercises, both prose and

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poetry, as recitation lessons. Little poems suitable to be learned in this way will suggest themselves at once; but perhaps prose is better, on the whole, as offering more of the words in everyday use, of Saxon origin, and of anomalous spelling. Short fables, and such graceful, simple prose as we have in Mrs Gatty's Parables from Nature, and, still better, in Mrs Barbauld's prose poems, are very suitable. Even for their earliest reading lessons, it is unnecessary to put twaddle into the hands of children.

But we have not yet finished the reading lesson on 'Twinkle, twinkle little star.' The child should hunt through two or three pages of good clear type for 'little,' star,' you,' are,' each of the words he has learned, until the word he knows looks out upon him like the face of a friend in a crowd of strangers, and he is able to pounce upon it anywhere. Lest he grow weary of the search, the teacher should guide him, unawares, to the line or paragraph where the word he wants occurs. Already the child has accumulated a little capital; he knows eight or ten words so well that he will recognise them anywhere, and the lesson has occupied probably ten minutes.

The next 'reading at sight' lesson will begin with a hunt for the familiar words, and then--

    "Up above the world so high,
    Like a diamond in the sky,"

should be gone through in the same way. As spelling is simply the art of seeing, seeing the letters in a word as we see the features of a face--say to the child, 'Can you spell sky?'--or any of the shorter words. He is put on his mettle, and if he fails this time, be sure he will be able to spell the word when you ask

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him next; but do not let him learn to spell or even say the letters aloud with the word before him.

As for understanding what they read, the children will be full of bright, intelligent remarks and questions, and will take this part of the lesson into their own hands; indeed, the teacher will have to be on her guard not to let them carry her away from the subject.

Careful Pronunciation.--The little people will probably have to be pulled up on the score of pronunciation. They must render 'high,' sky,' 'like,' 'world,' with delicate precision; 'diamond,' they will no doubt wish to hurry over, and say as 'di'mond,' just as they will reduce 'history' to 'hist'ry.' But here is another advantage of slow and steady progress--the saying of each word receives due attention, and the child is trained in the habit of careful enunciation. Every day increases the number of words he is able to read at sight, and the more words he knows already, the longer his reading lesson becomes in order to afford the ten or dozen new words which he should master every day.

A Year's Work.--'But what a snail's progress!' you are inclined to say. Not so slow, after all: a child will thus learn, without appreciable labour, from two to three thousand words in the course of a year; in other words, he will learn to read, for the mastery of this number of words will carry him with comfort through most of the books that fall in his way.

Ordinary Method.--Now, compare the steady progress and constant interest and liveliness of such lessons with the deadly weariness of the ordinary reading lesson. The child blunders through a page or two in a dreary monotone without expression, with imperfect enunciation. He comes to a word he does

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not know, and he spells it; that throws no light on the subject, and he is told the word: he repeats it, but as he has made no mental effort to secure the word, the next time he meets with it the same process is gone through. The reading lesson for that day comes to an end. The pupil has been miserably bored, and has not acquired one new word. Eventually, he learns to read, somehow, by mere dint of repetition; but consider what an abuse of his intelligence is a system of teaching which makes him undergo daily labour with little or no result, and gives him a distaste for books before he has learned to use them.

V.--The First Reading Lesson

[It is so important that children should be taught to read in a rational way, that I introduce two papers--by the writer--which have appeared in Parents' Review, in the hope that they will make the suggested method fairly clear & familiar.]

(Two Mothers Confer)

"You don't mean to say you would go plump into words of three or four syllables before a child knows his letters?"

"It is possible to read words without knowing the alphabet, as you know a face without singling out its features; but we learn not only the names but the sounds of the letters before we begin to read words."

"Our children learn their letters without any teaching. We always keep by us a shallow table drawer, the bottom covered half an inch deep with sand. Before they are two, the babies make round

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O and crooked S, and T for Tommy, and so on, with dumpy, uncertain little fingers. The elder children teach the little ones by way of a game."

"The sand is capital! We have various devices, but none so good as that. Children love to be doing. The funny, shaky lines the little finger makes in the sand will be ten times as interesting as the shapes the eye sees."

"But the reading! I can't get over three syllables in the first lesson. Why, it's like teaching a twelve-months old child to waltz."

"You say that because we forget that a group of letters is no more than the sign of a word, while a word is only the vocal sign of a thing or an act. This is how the child learns. First, he gets the notion of the table; he sees several tables; he finds they have legs, by which you can scramble up; very often covers which you may pull off; and on them many things lie, good and pleasant for a baby to enjoy; sometimes, too, you can pull these things off the table, and they go down with a bang, which is nice. The grown-up people call this pleasant thing, full of many interests, 'table,' and, by-and-by, baby says 'table' too; and the word 'table' comes to mean, in a vague way, all this to him. 'Around table,' 'on the table,' and so on, form part of the idea of 'table' to him. In the same way baby chimes in when his mother sings. She says, 'Baby, sing,' and, by-and-by, notions of 'sing,' 'kiss,' 'love,' dawn on his brain."

"Yes, the darlings! and it's surprising how many words a child knows even before he can speak them; 'pussy,' 'dolly,' 'carriage,' soon convey interesting ideas to him."

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"That's just it. Interest the child in the thing, and he soon learns the sound-sign for it--that is, its name. Now, I maintain that, when he is a little older, he should learn the form-sign--that is, the printed word--on the same principle. It is far easier for a child to read plum-pudding than to read 'to, to,' because 'plum-pudding' conveys a far more interesting idea."

"That may be, but when he gets into words of three or four syllables; but what would you do while he's in words of one syllable--indeed, of two or three letters?"

"I should never put him into words of one syllable at all. The bigger the word, the more striking the look of it, and, therefore, the easier it is to read, provided always that the idea it conveys is interesting to a child. It is sad to see an intelligent child toiling over a reading lesson infinitely below his capacity--ath, eth, ith, oth, uth--or, at the very best, 'The cat sat on the mat.' How should we like to begin to read German, for example, by toiling over all conceivable combinations of letters, arranged on no principle but similarity of sound; or, worse still, that our readings should be graduated according to the number of letters each word contains? We should be lost in a hopeless fog before a page of words of three letters all drearily like one another, with no distinctive features for the eye to seize upon; but the child? 'oh, well--children are different; no doubt it is good for the child to grind in this mill!' But this is only one of many ways in which children are needlessly and cruelly oppressed!"

"You are taking high moral ground! All the

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same, I don't think I am convinced. It is far easier for a child to spell cat, cat, than to spell plum-pudding, plum-pudding."

"But spelling and reading are two things. You must learn to spell in order to write words, not to read them. A child is droning over a reading-lesson, spells c o u g h; you say 'cough,' and she repeats. By dint of repetition, she learns at last to associate the look of the word with the sound, and says 'cough' without spelling it; and you think she has arrived at 'cough' through c o u g h. Not a bit of it; c o f spells cough!"

"Yes; but 'cough' has a silent u, and a gh with the sound of f. There, I grant, is a great difficulty. If only there were no silent letters, and if all letters had always the same sound, we should, indeed, have reading made easy. The phonetic people have something to say for themselves."

"You would agree with the writer of an article in a number of a leading review: 'Plough ought to be written and printed plow; through, thru; enough, enuf; ought, aut or ort'; and so on. All this goes on the mistaken idea that in reading we look at the letters which compose a word, think of their sounds, combine these, and form the word. We do nothing of the kind; we accept a word, written or printed, simply as the symbol of a word we are accustomed to say. If the word is new to us we may try to make something of the letters, but we know so well that this is a shot in the dark, that we are careful not to say the new word until we have heard someone else say it."

"Yes, but children are different."

"Children are the same, 'only more so.' We could,

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if we liked, break up a word into its sounds, or put certain sounds together to make a word. But these are efforts beyond the range of children. First, as last, they learn to know a word by the look of it, and the more striking it looks the easier it is to recognise; provided always that the printed word is one which they already know very well by sound and by sense."

"It is not clear yet; suppose you tell me, step by step, how you would give your first reading lesson. An illustration helps so much."

"Very well: Bobbie had his first lesson yesterday--on his sixth birthday. The lesson was part of the celebration. By the way, I think it's rather a good idea to begin a new study with a child on his birthday, or some great day; he begins by thinking the new study a privilege."

"That is a hit. But go on; did Bobbie know his letters?"

"Yes, he had picked them up, as you say; but I had been careful not to allow any small readings. You know how Susanna Wesley used to retire to her room with the child who was to have his first reading-lesson, and not to appear again for some hours, when the boy came out able to read a good part of the first chapter of Genesis? Well, Bobbie's first reading-lesson was a solemn occasion, too, for which we had been preparing for a week or two. First, I bought a dozen penny copies of the 'History of Cock Robin'--good bold type, bad pictures, that we cut out.

Then we had a nursery pasting day--pasting the sheets on common drawing-paper, six one side down, and six the other; so that now we had six complete copies, and not twelve.

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Then we cut up the first page only, of all six copies, line by line, and word by word. We gathered up the words and put them in a box, and our preparations were complete.

Now for the lesson. Bobbie and I are shut in by ourselves in the morning room. I always use a black-board in teaching the children. I write up, in good clear 'print' hand,

         Cock Robin

Bobbie watches with more interest because he knows his letters. I say, pointing to the word, 'cock robin,' which he repeats.

"Then the words in the box are scattered on the table, and he finds half a dozen 'cock robins' with great ease.

We do the same thing with 'sparrow,' 'arrow,' 'said,' 'killed,' 'who,' and so on, till all the words in the verse have been learned. The words on the black-board grow into a column, which Bob reads backwards and forwards, and every way, except as the words run in the verse.

Then Bobbie arranges the loose words into columns like that on the board.

Then into columns of his own devising, which he reads off.

Lastly, culminating joy (the whole lesson has been a delight!), he finds among the loose words, at my dictation,

    'Who killed Cock Robin
    I said the sparrow
    With my bow and arrow
    I killed Cock Robin,'

Arranging the words in verse form.

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Then I had still one unmutilated copy, out of which Bob had the pleasure of reading the verse, and he read it forwards and backwards. So long as he lives he will know those twelve words."

"No doubt it was a pleasant lesson; but, think of all the pasting and cutting!"

"Yes, that is troublesome. I wish some publisher would provide us with what we want--nursery rhymes, in good bold type, with boxes of loose words to match, a separate box, or division, for each page, so that the child may not be confused by having too many words to hunt amongst. The point is that he should see, and look at, the new word many times, so that its shape becomes impressed upon his brain."

"I see; but he is only able to read 'Cock Robin'; he has no general power of reading."

"On the contrary, he will read those twelve words wherever he meets with them. Suppose he learns ten words a day, in half a year he will have at least six hundred words; he will know how to read a little."

"Excellent, supposing your children remember all they learn. At the end of a week, mine would remember 'Cock Robin,' perhaps, but it the rest would be gone!"

"Oh, but we keep what we get! When we have mastered the words of the second verse, Bob runs through the first in the book, naming words here and there as I point to them. It takes less than a minute, and the ground is secured."

"The first lesson must have been long?"

"I'm sorry to say it lasted half an hour. The child's interest tempted me to do more than I should."

"It all sounds very attractive--a sort of game--but

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I cannot be satisfied that a child should learn to read without knowing the powers of the letters. You constantly see a child spell a word over to himself, and then pronounce it; the more so, if he has been carefully taught the sounds of the letters--not merely their names."

"Naturally; for though many of our English words are each a law unto itself, others offer a key to a whole group, as arrow gives us sp arrow, m arrow, h arrow; but we have alternate days--one for reading, the other for word-building--and that is one way to secure variety, and, so, the joyous interest which is the real secret of success."

VI--Reading By Sight And Sound

Learning to read is Hard Work.--Probably that vague whole which we call 'Education' offers no more difficult and repellent task than that to which every little child is (or ought to be) set down--the task of learning to read. We realise the labour of it when some grown man makes a heroic effort to remedy shameful ignorance, but we forget how contrary to Nature it is for a little child to occupy himself with dreary hieroglyphics--all so dreadfully alike!--when the world is teeming with interesting objects which he is agog to know. But we cannot excuse our volatile Tommy, nor is it good for him that we should. It is quite necessary he should know how to read; and not only so--the discipline of the task is altogether wholesome for the little man. At the same time, let us recognise that learning to read is to many children hard work, and let us do what we can to make the task easy and inviting.

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Knowledge of Arbitrary Symbols--In the first place, let us bear in mind that reading is not a science nor an art. Even if it were, the children must still be the first consideration with the educator; but it is not. Learning to read is no more than picking up, how we can, a knowledge of certain arbitrary symbols for objects and ideas. There are absolutely no right and necessary 'steps' to reading, each of which leads to the next; there is no true beginning, middle, or end. For the arbitrary symbols we must know in order to read are not letters, but words. By way of illustration, consider the delicate differences of sound represented by the letter 'o' in the last sentence; to analyse and classify the sounds of 'o' in 'for,' 'symbols,' 'know,' 'order,' 'to,' 'not,' and 'words,' is a curious, not especially useful, study for a philologist, but a laborious and inappropriate one for a child. It is time we faced the fact that the letters which compose an English word are full of philological interest, and that their study will be a valuable part of education by-and-by; but meantime, sound and letter-sign are so loosely wedded in English, that to base the teaching of reading on the sounds of the letters only, is to lay up for the child much analytic labour, much mental confusion, due to the irregularities of the language; and some little moral strain in making the sound of a letter in a given word fall under any of the 'sounds' he has been taught.

Definitely, what is it we propose in teaching a child to read? (a) that he shall know at sight, say, some thousand words; (b) That he shall be able to build up new words with the elements of these. Let him learn ten new words a day, and in twenty weeks he will be to some extent able to read, without any

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question as to the number of letters in a word. For the second, and less important, part of our task, the child must know the sounds of the letters, and acquire power to throw given sounds into new combinations.

What we want is a bridge between the child's natural interests and those arbitrary symbols with which he must become acquainted, and which, as we have seen, are words, and not letters.

These Symbols should be Interesting.--The child cares for things, not words; his analytic power is very small, his observing faculty is exceedingly quick and keen; nothing is too small for him; he will spy out the eye of a fly; nothing is too intricate, he delights in puzzles. But the thing he learns to know by looking at it, is a thing which interests him. Here we have the key to reading. No meaningless combinations of letters, no cla, cle, cli, clo, clu, no ath, eth, ith, oth, uth, should be presented to him. The child should be taught from the first to regard the printed word as he already regards the spoken word, as the symbol of fact or idea of full of interest. How easy to read 'robin redbreast,' 'buttercups and daisies'; the number of letters in the words is no matter; the words themselves convey such interesting ideas that the general form and look of them fixes itself on the child's brain by the same law of association of ideas which makes it easy to couple the objects with their spoken names. Having got a word fixed on the sure peg of the idea it conveys, the child will use his knowledge of the sounds of the letters to make up other words containing the same elements with great interest. When he knows 'butter' he is quite ready to make 'mutter' by changing the b for an m.

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Tommy's First Lesson--But example is better than precept, and more convincing than the soundest reasoning. This is the sort of reading lesson we have in view. Tommy knows his letters by name and sound, but he knows no more. To-day he is to be launched into the very middle of reading, without any 'steps' at all, because reading is neither an art nor a science, and has, probably, no beginning. Tommy is to learn to read to-day--

    "I like little pussy,
    Her coat is so warm" -

And he is to know those nine words so well that he will be able to read them wherever they may occur henceforth and for evermore.

"Oh, yes," says a reader, "as in the 'Cock Robin' lesson; grant that the principle is sound--and there is much to be said on both sides of that question--but grant it, who in the world could get through all the pasting and cutting and general messing preparatory to the great lesson? No; the method of the books may be only second-best, but ready-made books must do for me. I have no time to make my own apparatus."

I must own that the cutting and pasting was very clumsy, but the lesson served its purpose because it induced a good friend to education [Miss Miller, founder of a Training College at Oxford] to have a delightful 'Little Pussy' box prepared for us, loose words, nice big type, two lines in a bag. Whoso learns "Little Pussy' as it should be learned will know at least one hundred words--not a bad stock-in-trade for a beginner--all of them good useful words that we want every day. There is one objection; such

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contractions as 'I'll' are ugly at the best, and I hope that in the word-lessons based upon 'Little Pussy,' pieces will be chosen in which this fault is avoided.

Steps.--And now, we begin. Material: Tommy's box of loose letters, the new 'Little Pussy' box, pencil and paper, or much better, blackboard and chalk. We write up in good big print hand 'Pussy.' Tommy watches with interest: he knows the letters, and probably says them as we write. Besides, he is prepared for the great event of his life; he knows he is going to begin to learn to read to-day. But we do not ask anything yet of his previous knowledge. We simply tell him that the word is 'pussy.' Interest at once; he knows the thing, pussy, and the written symbol is pleasant in his eyes because it is associated with an existing idea in his mind. He is told to look at the word 'pussy' until he is sure he would know it again. Then he makes 'pussy' from memory with his own loose letters. Then the little bag containing our two lines in loose words is turned out, and he finds the word 'pussy'; and, lastly, the little sheet with the poem printed on it is shown to him, and he finds 'pussy,' but is not allowed yet to find out the run of the rhyme. 'Coat, little, like, is, her, warm, I, so,' are taught in the same way, in less time than it takes to describe the lesson. When each new word is learned, Tommy makes a column of the old ones, and reads up and down and cris-cras, the column on the blackboard.

Reading Sentences--He knows words now, but he cannot yet read sentences. Now for the delight of reading. He finds at our dictation, amongst his loose words, 'pussy--is--warm,' places them in 'reading' order, one after the other, and then reads off

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the sentence. Joy, as of one who has found a new planet! And Tommy has indeed found a new poet. Then, 'her-little-coat-is-warm,' 'Pussy-is-so-little,' 'I-like-pussy,' 'Pussy-is-little-like-her-coat,' and so on through a dozen more little arrangements. If the rhyme can be kept a secret till the whole is worked out, so much the better. To make the verses up with his own loose words will give Tommy such a delicious sense that knowledge is power, as few occasions in after life will afford. Anyway, reading is to him a delight henceforth, and it will require very bad management indeed to make him hate it.

Tommy's Second Lesson.--Tommy promises himself another reading lesson next day, but he has instead a spelling lesson, conducted somewhat in this way:

He makes the word 'coat' with his letters, from memory if he can; if not, with the pattern word. Say 'coat' slowly; give the sound of the c. 'Take away c, and what have we left?' A little help will get 'oat' from him. How would you make 'boat' (say the word very slowly, bringing out the sound of b). He knows the sounds of the letters, and says b-oat readily; fl-oat, two added sounds, which you lead him to find out; g-oat, he will give you the g, and find goat a charming new word to know; m-oat, he easily decides on the sound of m; a little talk about moat; the other words are too familiar to need explanation. Tommy will, no doubt, offer 'note' and we must make a clean breast of it and say, 'No, note is spelt with other letters'; but what other letters we do not tell him now. Thus he comes to learn incidentally and very gradually that different groups of letters may stand for the same sounds. But we do not ask him to

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generalise; we only let him have the fact that n-oat does not spell the symbol we express by 'note.' 'Stoat'--he will be able to give the sounds of the initial letters, and stoat again calls for a little talk--another interesting word. He has made a group of words with his letters, and there they are on the black-board in a column, thus

         c-oat
         m-oat         
         g-oat
         fl-oat
         st-oat
         b-oat

He reads the column up and down and cris-cras; every word has a meaning and carries an idea. Then the loose words he knows are turned out, and we dictate new sentences, which he arranges: 'I-like-her-goat'; 'her-little-stoat-is-warm,' and so on, making the new words with loose letters.

Unknown Words--Now for a new experience. We dictate 'pussy in the boat.' Consternation! Tommy does not know 'in' nor 'the.' 'Put counters for the words you don't know; they may soon come in our lessons,' and Tommy has a desire and a need--that is, an appetite for learning.

Like Combinations have Different Sounds.--We deal with the remaining words in the same way--'little' gives brittle, tittle, skittle: pussy, is, I, and her, give no new words. 'Like' gives mike and pike. 'so' gives no, do (the musical 'do'), and lo! From 'warm' we get arm, harm, charm, barm, alarm; we pronounced warm as arm. Tommy perceives that such a pronunciation is wrong and vulgar, and sees

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that all these words are sounded like 'arm,' but not one of them like 'warm'--that is, he sees that the same group of letters need not always have the same sound. But we do not ask him to make a note of this new piece of knowledge; we let it grow into him gradually, after many experiences.

By this time he has eighteen new words on the blackboard of which to make sentences with the nine loose words of 'pussy.' Her skittle is little, her charm is brittle, her arm is warm, and so on. But we take care that the sentences make sense. Her goat is brittle, is 'silly,' and not to be thought of at all. Tommy's new words are written in his 'note-book' in print hand, so that he can take stock of his possessions in the way of words.

Moral Training in Reading Lessons--The next day we do the last two lines of the stanza, as at first. These lines afford hardly any material for a spelling lesson, so in our next lesson we go on with the second verse. But our stock of words is growing; we are able, as we go on, to make an almost unlimited number of little sentences. If we have to use counters now and then, why, that only whets our appetite for knowledge. By the time Tommy has worked 'Little Pussy' through he has quite a large stock of words; has considerable power to attack new words with familiar combinations; what is more, he has achieved; he has courage to attack all 'learning,' and has a sense that delightful results are quite within reach. Moreover, he learns to read in a way that affords him some moral training. There is no stumbling, no hesitation from the first, but bright attention and perfect achievement. His reading lesson is a delight, of which he is deprived when he comes to his lesson

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in a lazy, drawling mood. Perfect enunciation and precision are insisted on, and when he comes to arrange the whole of the little rhyme in his loose words and read it off (most delightful of all the lessons) his reading must be a perfect and finished recitation. [Spirited nursery rhymes form the best material for such reading lessons. A 'Delightful Reading Box' has been issued on similar plan to the 'Pussy' Box, whose one fault is that the verses are a little dull. But this 'Box' should be of great use]. I believe that this is a practical common-sense way to teach reading in English. It may be profitable for the little German child to work through all possibly dreary combinations of letters before he is permitted to have any joy in 'reading,' because wherever these combinations occur they will have the sounds the child has learned laboriously. The fact that English is anomalous as regards the connection between sign and sound, happily exonerates us from enforcing this dreary grind. [It is desirable that 'Tommy' should not begin to 'read' until his intelligence is equal to the effort required by these lessons. Even then, it may be well to break up one into two, or half a dozen, as he is able to take it].

VII.--Recitation

'The Children's Art'

On this subject I cannot do better than refer the reader to Mr Arthur Burrell's Recitation. This book purports to be a handbook for teachers in elementary schools. I wish that it may be very largely used by such teachers, and may also become a family hand-book; though many of the lessons will not be called for in educated homes. There is hardly any 'subject'

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so educative and so elevating as that which Mr Burrell has happily described as 'The Children's Art.' All children have it in them to recite; it is an imprisoned gift waiting to be delivered, like Ariel from the pine. In this most thoughtful and methodical volume we are possessed of the fit incantations. Use them duly, and out of the woodenness of even the most commonplace child steps forth the child-artist, a delicate sprite, who shall make you laugh and make you weep. Did not the great Sir Walter "sway to and fro, sobbing his fill," to his little 'Pet's' speaking of--

    "For I am sick, and capable of fears,
    Oppressed with wrong, and therefore full of fears;
    A widow, husbandless, subject to fears;
    A woman, naturally born to fears"?

Marjorie Fleming was, to be sure, a child-genius; but in this book we learn by what carefully graduated steps a child who is not a genius, is not even born of cultivated parents, may be taught the fine art of beautiful and perfect speaking; but that is only the first step in the acquisition of 'The Children's Art.' The child should speak beautiful thoughts so beautifully, with such delicate rendering of each nuance of meaning, that he becomes to the listener the interpreter of the author's thought. Now, consider what appreciation, sympathy, power of expression this implies, and you will grant that 'The Children's Art' is, as Steele said of the society of his wife, "a liberal education in itself." It is objected-- 'Children are such parrots! They say a thing as they hear it said; as for troubling themselves to 'appreciate' and 'interpret,' not a bit of it!" Most true of the 'My name is Norval' style of recitation; but throughout this volume the child is led to

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find the just expression of thought for himself; never is the poor teacher allowed to set a pattern--'say this as I say it.' The ideas are kept well within the child's range, and the expression is his own. He is caught with guile, his very naughtiness is pressed into service, he finds a dozen ways of saying 'I shan't,' is led cunningly up to the point of expressing himself, and--he does it, to his own surprise and delight. The pieces given here for recitation are a treasure-trove of new joys. 'Winken, Blinken, and Nod,' "Miss Lilywhite's Party,' and 'The Two Kittens,' would compel any child to recite. Try a single piece over with the author's markings and suggestions, and you will find there is as much difference between the result and ordinary reading aloud as there is in a musical composition played with and without the composer's expression marks. I hope that my readers will train their children in the art of recitation; in the coming days, more even than in our own will it behove every educated man and woman to be able to speak effectively in public; and, in learning to recite you learn to speak.

Memorising.--Recitation and committing to memory are not necessarily the same thing, and it is well to store a child's memory with a good deal of poetry, learnt without labour. Some years ago I chanced to visit a house, the mistress of which had educational notions of her own, upon which she was bringing up a niece. She presented me with a large foolscap sheet written all over with the titles of poems, some of them long and difficult: Tintern Abbey, for example. She told me that her niece could repeat to me any of those poems that I liked to ask for, and that she had never learnt a single

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verse by heart in her life. The girl did repeat several of the poems on the list, quite beautifully and without hesitation; and then the lady unfolded her secret. She thought she had made a discovery, and I thought so too. She read a poem through to E.; then the next day, while the little girl was making a doll's frock, perhaps, she read it again; once again the next day, while E.'s hair was being brushed. She got in about six or more readings, according to the length of the poem, at odd and unexpected times, and in the end E. could say the poem which she had not learned.

I have tried the plan often since, and found it effectual. The child must not try to recollect or to say the verse over to himself, but, as far as may be, present an open mind to receive an impression of interest. Half a dozen repetitions should give children possession of such poems as 'Dolly and Dick,' 'Do you ask what the birds say?' Little lamb, who made thee?' and the like. The gains of such a method of learning are, that the edge of the child's enjoyment is not taken off by weariful verse by verse repetitions, and, also, that the habit of making mental images is unconsciously formed.

I remember once discussing this subject with the late Miss Anna Swanwick in some connection with Browning of which I do not recall, but in the course of talk an extremely curious incident transpired. A lady, a niece of Miss Swanwick's, said that after a long illness, during which she had not been allowed to do anything, she read 'Lycidas' through, by way of a first treat to herself as a convalescent. She was surprised to find herself then next day repeating to herself long passages. Then she tried the whole poem and found she could say it off, the result of

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this single reading, for she had not learned the poem before her illness, nor read it with particular attention. She was much elated by the treasure-trove she had chanced upon, and to test her powers, she read the whole of 'Paradise Lost,' book by book, and with the same result,--she could repeat it book by book after a single reading! She enriched herself by acquiring other treasures during her convalescence; but as health returned, and her mind became preoccupied with many interests, she found she no longer had this astonishing power. It is possible that the disengaged mind of a child is as free to take and as strong to hold beautiful images clothed in beautiful words as was that of this lady during her convalescence. But, let me again say, every effort of the kind, however unconscious, means wear and tear of brain substance. Let the child lie fallow till he is six, and then, in this matter of memorising, as in others, attempt only a little, and let the poems the child learns be simple and within the range of his own thought and imagination. At the same time, when there is so much noble poetry within a child's compass, the pity of it, that he should be allowed to learn twaddle!

VIII--Reading for Older Children

In teaching to read, as in other matters, c'est le premier pas qui coute. The child who has been taught to read with care and deliberation until he has mastered the words of a limited vocabulary, usually does the rest for himself. The attention of his teachers should be fixed on two points--that he acquires the habit of reading, and that he does not fall into slipshod habits of reading.

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The Habit of Reading.--The most common and the monstrous defect in the education of the day is that children fail to acquire the habit of reading. Knowledge is conveyed to them by lessons and talk, but the studious habit of using books as a means of interest and delight is not acquired. This habit should be begun early; so soon as the child can read at all, he should read for himself, and to himself, history, legends, fairy tales, and other suitable matter. He should be trained from the first to think that one reading of any lesson is enough to enable him to narrate what he has read, and will thus get the habit of slow, careful reading, intelligent even when it is silent, because he reads with an eye to the full meaning of every clause.

Reading Aloud.-- He should have practice, too, in reading aloud, for the most part, in the books he is using for his term's work. These should include a good deal of poetry, to accustom him to the delicate rendering of shades of meaning, and especially to make him aware that words are beautiful in themselves, that they are a source of pleasure, and are worthy of our honour; and that a beautiful word deserves to be beautifully said, with a certain roundness of tone and precision of utterance. Quite young children are open to this sort of teaching, conveyed, not in a lesson, but by a word now and then.

Limitation--In this connection the teacher should not trust to setting, as it were, a copy in reading for the children's imitation. They do imitate readily enough, catching tricks of emphasis and action in an amusing way; but these are mere tricks, an aping of intelligence. The child must express what he feels to be the author's meaning; and this sort of intelli-

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gent reading comes only of the habit of reading with understanding.

Reading to Children--It is a delight to older people to read aloud to children, but this should be only an occasional treat and indulgence, allowed before bedtime, for example. We must remember the natural inertness of a child's mind; give him the habit of being read to, and he will steadily shirk the labour of reading for himself; indeed, we all like to be spoon-fed with our intellectual meat, or we should read and think more for ourselves and be less eager to run after lectures.

Questions on the Subject-Matter--When a child is reading, he should not be teased with questions as to the meaning of what he has read, the signification of this word or that; what is annoying to older people is equally annoying to children. Besides, it is not of the least consequence that they should be able to give the meaning of every word they read. A knowledge of meanings, that is, an ample and correct vocabulary, is only arrived at in one way--by the habit of reading. A child unconsciously gets the meaning of a new word from the context, if not the first time he meets with it, then the second or the third: but he is on the look-out, and will find out for himself the sense of any expression he does not understand. Direct questions on the subject-matter of what a child has read are always a mistake. Let him narrate what he has read, or some part of it. He enjoys this sort of consecutive reproduction, but abominates every question in the nature of a riddle. If there must be riddles, let it be his to ask and the teacher's to direct him the answer. Questions that lead to a side issue

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or to a personal view are allowable because these interest children--'What would you have done in his place?'

Lesson-Books--A child has not begun his education until he has acquired the habit of reading to himself, with interest and pleasure, books fully on a level with his intelligence. I am speaking now of his lesson-books, which are all too apt to be written in a style of insufferable twaddle, probably because they are written by persons who have never chanced to meet a child. All who know children know that they do not talk twaddle and do not like it, and prefer that which appeals to their understanding. Their lesson-books should offer matter for their reading, whether aloud or to themselves; therefore they should be written with literary power. As for the matter of these books, let us remember that children can take in ideas and principles, whether the latter be moral or mechanical, as quickly and clearly as we do ourselves (perhaps more so); but detailed processes, lists and summaries, blunt the edge of a child's delicate mind. Therefore, the selection of their first lesson-books is a matter of grave importance, because it rests with these to give children the idea that knowledge is supremely attractive and that reading is delightful. Once the habit of reading his lesson-book with delight is set up in a child, his education is--not completed, but--ensured; he will go on for himself in spite of the obstructions which school too commonly throws in his way.

Slipshod Habits; Inattention--I have already spoken of the importance of a single reading. If a child is not able to narrate what he has read once, let him not get the notion that he may, or that he

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must, read it again. A look of slight regret because there is a gap in his knowledge will convict him. The power of reading with perfect attention will not be gained by the child who is allowed to moon over his lessons. For this reason, reading lessons must be short; ten minutes or a quarter of an hour of fixed attention is enough for children of the ages we have in view, and a lesson of this length will enable a child to cover two or three pages of his book. The same rule as to the length of a lesson applies to children whose lessons are read to them because they are not yet able to read for themselves.

Careless Enunciation--It is important that, when reading aloud, children should make due use of the vocal organs, and, for this reason, a reading lesson should be introduced by two or three simple breathing exercises, as, for a example, a long inspiration with closed lips and a slow expiration with open mouth. If a child read through his nose, it is well to consult a doctor; an operation for adenoids may be necessary, which is rarely distressing, and should be performed while children are young. Provincial pronunciation and slipshod enunciation must be guarded against. Practice in pure vowel sounds, and the respect for words which will not allow of their being hastily slurred over, should cure these defects. By the way, quite little children commonly enunciate beautifully, because a big word is a new acquirement which they delight in and make the most of; our efforts should be directed to make older children hold words in like esteem.

The habit of 'minding your stops' comes of intelligent reading. A child's understanding of the passage will lead him to correct pointing.

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IX.--The Art of Narrating

Children Narrate by Nature.--Narrating is an art, like poetry-making or painting, because it is there, in every child's mind, waiting to be discovered, and is not the result of any process of disciplinary education. A creative fiat calls it forth. 'Let him narrate'; and the child narrates, fluently, copiously, in ordered sequence, with fit and graphic details, with a just choice of words, without verbosity or tautology, so soon as he can speak with ease. This amazing gift with which normal children are born is allowed to lie fallow in their education. Bobbie will come home with a heroic narrative of a fight he has seen between 'Duke' and a dog in the street. It is wonderful! He has seen everything, and he tells everything with splendid vigour in the true epic vein; but so ingrained is our contempt for children that we see nothing in this but Bobbie's foolish childish way! Whereas here, if we have eyes to see and grace to build, is the ground-plan of his education.

Until he is six, let Bobbie narrate only when and what he has a mind to. He must not be called upon to tell anything. Is this the secret of the strange long talks we watch with amusement between creatures of two, and four, and five? Is it possible that they narrate while they are still inarticulate, and that the other inarticulate person takes it all in? They try us, poor dear elders, and we reply 'Yes,' 'Really!' 'Do you think so?' to the babble of whose meaning we have no comprehension. Be this as it may; of what goes on in the dim region of 'under two' we have no assurance. But wait till the little fellow has words and he will 'tell' without end to

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whomsoever will listen to the tale, but, for choice, to his own compeers.

This Power should be used in their Education.-- Let us take the goods the gods provide. When the child is six, not earlier, let him narrate the fairy-tale which has been read to him, episode by episode, upon one hearing of each; the Bible tale read to him in the words of the Bible; the well-written animal story; or all about other lands from some such volume as The World at Home [See Appendix A]. The seven-years-old boy will have begun to read for himself, but must get most of his intellectual nutriment, by ear, certainly, but read to him out of books. Geography, sketches from ancient history, Robinson Crusoe, The Pilgrim's Progress, Tanglewood Tales, Heroes of Asgard, and much of the same calibre, will occupy him until he is eight. The points to be borne in mind are, that he should have no book which is not a child's classic; and that, given the right book, it must not be diluted with talk or broken up with questions, but given to the boy in fit proportions as wholesome meat for his mind, in the full trust that a child's mind is able to deal with its proper food.

The child of eight or nine is able to tackle the more serious material of knowledge; but our business for the moment is with what children under nine can narrate.

Method of Lesson.--In every case the reading should be consecutive from a well-chosen book. Before the reading for the day begins, the teacher should talk a little (and get the children to talk) about the last lesson, with a few words about what is to be read, in order that the children may be animated by

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expectation; but she should beware of explanation and, especially, of forestalling the narrative. Then, she may read two or three pages, enough to include an episode; after that, let her call upon the children to narrate,--in turns, if there be several of them. They not only narrate with spirit and accuracy, but succeed in catching the style of their author. It is not wise to tease them with corrections; they may begin with an endless chain of 'ands,' but they soon leave this off, and their narrations become good enough in style and composition to be put in a 'print book'!

This sort of narration lesson should not occupy more than a quarter of an hour.

The book should always be deeply interesting, and when the narration is over, there should be a little talk in which moral points are brought out, pictures shown to illustrate the lesson, or diagrams drawn on the blackboard. As soon as children are able to read with ease and fluency, they read their own lesson, either aloud or silently, with a view to narration; but where it is necessary to make omissions, as in the Old Testament narratives and Plutarch's Lives, for example, it is better that the teacher should always read the lesson which is to be narrated.

X.--Writing

Perfect Accomplishment.--I can only offer a few hints on the teaching of writing, though much might be said. First, let the child accomplish something perfectly in every lesson--a stroke, a pothook, a letter. Let the writing lesson be short; it should not last more than five or ten minutes. Ease in

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writing comes by practice; but that must be secured later. In the meantime, the thing to be avoided is the habit of careless work--humpy 'm's, angular o's.

Printing.--But the child should have practice in printing before he begins to write. First, let him print the simplest of the capital letters with single curves and straight lines. When he can make the capitals and large letters, with some firmness and decision, he might go on to the smaller letters--'printed' as in the type we call 'italics,' only upright,--as simple as possible, and large.

Steps in Teaching.--Let the stroke be learned first; then the pothook; then the letters of which the pothook is an element--n, m, v, w, r, h, p, y; then o, and letters of which the curve is an element a, c, g, e, x, s, q; then looped and irregular letters--b, l, f, t, etc. One letter should be perfectly formed in a day, and the next day the same elemental forms repeated in another letter, until they become familiar. By-and-by copies, three or four of the letters they have learned grouped into a word--'man,' 'aunt'; the lesson to be the production of the written word once without a single fault in any letter. At this stage the chalk and blackboard are better than pen and paper, as it is well that the child should rub out and rub out until his own eye is satisfied with the word or letter he has written.

Of the further stages, little need be said. Secure that the child begins by making perfect letters and is never allowed to make faulty ones, and the rest he will do for himself; as for 'a good hand,' do not hurry him; his 'handwriting' will come by-and-by out of the character that is in him; but, as a child, he cannot be said, strictly speaking, to have character.

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Set good copies before him, and see that he imitates his model dutifully: the writing lesson being not so many lines, or 'a copy'--that is, a page of writing--but a single line which is as exactly as possible a copy of the characters set. The child may have to write several lines before he succeeds in producing this.

Text-Hand--If he write in books with copperplate headlines (which are, on the whole, to be eschewed), discrimination should be exercised in the choice of these; in many of them the writing is atrocious, and the letters are adorned with flourishes which increase the pupil's labour but by no means improve his style. One word more; do not hurry the child into 'small hand'; it is unnecessary that he should labour much over what is called 'large hand,' but 'text-hand,' the medium size, should be continued until he makes the letters with ease. It is much easier for the child to get into an irregular scribble by way of 'small-hand,' than to get out of it again. In this, as in everything else, the care of the educator must be given, not only to the formation of good, but to the prevention of bad habits.

A 'New Handwriting.'--Some years ago I heard of a lady who was elaborating, by means of the study of old Italian and other manuscripts, a 'system of beautiful handwriting' which could be taught to children. I waited patiently, though not without some urgency, for the production of this new kind of 'copy-book.' The need for such an effort was very great, for the distinctly commonplace writing taught from existing copy-books, however painstaking and legible, cannot but have a rather vulgarising effect both on the writer and the reader of such manuscript. At

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last the lady, Mrs Robert Bridges, has succeeded in her tedious and difficult undertaking, and this book for teachers will enable them to teach their pupils a style of writing which is pleasant to acquire because it is beautiful to behold. It is surprising how quickly young children, even those already confirmed in 'ugly' writing, take to this 'new handwriting.'

But Mrs Bridges' purpose in A New Handwriting will be better understood by some passages quoted, with her permission, from her preface: "The accompanying ten plates are intended chiefly for those who teach writing: a few words, both of apology and explanation, are needed to introduce them. I was always interested in handwriting, and after making acquaintance with the Italianised Gothic of the sixteenth century, I consciously altered my hand towards some likeness with its forms and general character. The script happening to please, I was often asked to make alphabets and copies, and begged by professional teachers to have such a book as this printed, that they might use it in their schools. One can never quite satisfy oneself in the making of models for others to copy, but these plates are very much what I intended, though, owing to my inexperience, some of them have suffered in the reproduction...

[Note: Mrs. Bridges' A New Handwriting was a style of Italics:"In 1898, Monica, wife of the poet Robert Bridges, published A New Handwriting for Teachers, which was influenced by the chancery hand." http://www.designingletters.com/html/italic_notes.html -LNL]

A child must first learn to control his hand and constrain it to obey his eye; at this earliest stage, any simple forms will serve the purpose; and hence it might be further argued that the forms are always indifferent, and that full mastery of the hand can be as well attained by copying bad models as good; but this can hardly be: the ordinary copybook, the aim of which seems to be to economise the component parts of the letters, cannot train the hand as more

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varied shapes will; nor does this uniformity, exclusive of beauty, offer as good training to the eye. Moreover, I should say that variety and beauty of form are attractive, even to little children, and that the attempt to create something which interests them, cheers and crowns their stupendous efforts with a pleasure that cannot be looked for in the task of copying monotonous shapes. But whether such a hand as that here shown lends itself as easily as the more uniform model to the development of a quick, useful cursive, I cannot say; and it is possible that the degradations, inevitable in the habit of quick writing, might produce a mere untidiness, almost the worst reproach of penmanship. Some of the best English hands of to-day are as good a quick cursive as one can desire, and show points of real beauty; but such hands are rare, and are only those which have, as we say, character; which probably means that the writer would have done well for himself under any system: whereas the average hands, which are the natural outcome of the old copybook writing, degraded by haste, seem to owe their common ugliness to the mean type from which they sprang; and the writers, when they have occasion to write well, find they can do but little better, and only prove that haste was not the real cause of their bad writing."

How to Use.--The method of using Mrs Bridges' Handwriting [see Appendix A], which we find most effectual, is to practise each form on the blackboard from the plate, and later to use pencil, and still later pen and ink. By-and-by the children will be promoted to transcribe little poems, and so on, in this very pleasing script.

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Set headlines are to be avoided, as children fail to use the forms of the headline in their ordinary writing. It is sometimes objected that this rather elaborate and beautiful handwriting will interfere with a characteristic 'hand,' but it seems to me that to have a beautiful, instead of a commonplace, basis for handwriting is a great gain.

XI.--Transcription

Value of Transcription--The earliest practice in writing proper for children of seven or eight should be, not letter writing or dictation, but transcription, slow and beautiful work, for which the New Handwriting is to be preferred, though perhaps some of the more ornate characters may be omitted with advantage.

Transcription should be an introduction to spelling. Children should be encouraged to look at the word, see a picture of it with their eyes shut, and then write from memory.

Children should Transcribe favourite Passages.--A certain sense of possession and delight may be added to this exercise if children are allowed to choose for transcription their favourite verse in one poem and another. This is better than to write a favourite poem, an exercise which stales on the little people before it is finished. But a book of their own, made up of their own chosen verses, should give them pleasure.

Small Text-Hand--Double-ruled Lines--Double ruled lines, small text-hand, should be used at first, as children are eager to write very minute 'small hand,' and once they have fallen into this habit

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it is not easy to get good writing. A sense of beauty in their writing and in the lines they copy should carry them over this stage of their work with pleasure. Not more than ten minutes or a quarter of an hour should be given to the early writing-lessons. If they are longer the children get tired and slovenly.

Position in Writing.--For the writing position children should sit so that light reaches them from the left, and desk or table should be at a comfortable height.

It would be a great gain if children were taught from the first to hold the pen between the first and second fingers, steadying it with the thumb. This position avoids the uncomfortable strain on the muscles produced by the usual way of holding a pen--a strain which causes writer's cramp in later days when there is much writing to be done. The pen should be held in a comfortable position, rather near the point, fingers and thumb somewhat bent, and the hand resting on the paper. The writer should also be allowed to support himself with the left hand on the paper, and should write in an easy position, with bent head but not with stooping figure. It would be unnecessary to say that the flat of the nib should be used if children had not a happy gift for making spider marks with the nib held sideways. In all writing lessons, free use should be made of the black-board by both teacher and children by way of model and practice.

Desks.--The best desks I know are those recommended by Dr Roth, single desks which may be raised or lowered, moved backwards or forwards, with

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seat, back, and a back pad, and rests for the feet. There may be others as good, even better, in the market, but these seem to answer every purpose.

Children's Table.--For little children it is a good plan to have a table of the right height made by the house carpenter, to the top of the table consisting of two leaves with hinges. These leaves open in the middle, and disclose a sort of box in the space which is often used for a drawer, the table-top itself making the lids of the box. Such a receptacle for the children's books, writing materials, etc., is more easily kept neat by themselves than is an ordinary drawer or box.

XII.--Spelling And Dictation

Of all the mischievous exercises in which children spend their school hours, dictation, as commonly practised, is perhaps the most mischievous; and this, because people are slow to understand that there is no part of a child's work at school which some philosophic principle does not underlie.

A Fertile Cause of Bad Spelling.--The common practise is for the teacher to dictate a passage, clause by clause, repeating each clause, perhaps, three of our times under a fire of questions from the writers. Every line has errors in spelling, one, two, three, perhaps. The conscientious teacher draws her pencil under these errors, or solemnly underlines them with red ink. The children correct in various fashions; sometimes they change books, and each corrects the errors of another, copying the word from the book or from the blackboard. A few benighted teachers still cause children to copy their own error along with the correction, which last is written three or four

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times, learned, and spelt to the teacher. The latter is astonished at the pure perversity which causes the same errors to be repeated again and again, notwithstanding all these painstaking efforts.

The Rationale of Spelling.--But the fact is, the gift of spelling depends upon the power the eye possesses to 'take' (in a photographic sense) a detailed picture of a word; and this is a power and habit which must be cultivated in children from the first. When they have read 'cat,' they must be encouraged to see the word with their eyes shut, and the same habit will enable them to image 'Thermopylae.' This picturing of words upon the retina appears to be to be the only royal road to spelling; an error once made and corrected leads to fearful doubt for the rest of one's life, as to which was the wrong way and which is the right. Most of us are haunted by some doubt as to whether 'balance,' for instance, should have one 'l' or two; and the doubt is born of a correction. Once the eye sees a misspelt word, that image remains; and if there is also the image of the word rightly spelt, we are perplexed as to which is which. Now we see why there could not be a more ingenious way of making bad spellers than 'dictation' as it is commonly taught. Every misspelt word is in image in the child's brain not to be obliterated by the right spelling. It becomes, therefore, the teacher's business to prevent false spelling, and, if an error has been made, to hide it away, as it were, so that the impression may not become fixed.

Steps of a Dictation Lesson.--Dictation lessons, conducted in some such way as the following, usually result in good spelling. A child of eight or nine prepares a paragraph, older children a page, or two or

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three pages. The child prepares by himself, by looking at the word he is not sure of, and then seeing it with his eyes shut. Before he begins, the teacher asks what words he thinks will need his attention. He generally knows, but the teacher may point out any word likely to be a cause of stumbling. He lets his teacher know when he is ready. The teacher asks if there are any words he is not sure of. These she puts, one by one, on the blackboard, letting the child look till he has a picture, and then rubbing the word out. If anyone is still doubtful he should be called to put the word he is not sure of on the board, the teacher watching to rub out the word when a wrong letter begins to appear, and again helping the child to get a mental picture. Then the teacher gives out the dictation, clause by clause, each clause repeated once. She dictates with a view to the pointing, which the children are expected to put in as they write; but they must not be told 'comma,' 'semicolon,' etc. After the sort of preparation I have described, which takes ten minutes or less, there is rarely an error in spelling. If there be, it is well worth while for the teacher to be on the watch with slips of stamp-paper to put over the wrong word, that its image may be erased as far as possible. At the end of the lesson, the child should again study the wrong word in his book until he says he is sure of, and should write it correctly on the stamp-paper.

A lesson of this kind secures the hearty co-operation of children, who feel they take their due part in it; and it also prepares them for the second condition of good spelling, which is--much reading combined with the habit of imaging the words as they are read.

Illiterate spelling is usually a sign of sparse read-

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ing; but, sometimes, of hasty reading without the habit of seeing the words that are skimmed over.

Spelling must not be lost sight of in the children's other studies, though they should not be teased to spell. It is well to write a difficult proper name, for example, on the blackboard in the course of history or geography readings, rubbing the word out when the children say they can see it. The whole secret of spelling lies in the habit of visualising words from memory, and children must be trained to visualise in the course of their reading. They enjoy this way of learning to spell.

XIII.--Composition

George Osborne's Essay--"What a prodigiously well-read and delightful person the Reverend Lawrence Veal was, George's Master! 'He knows everything,' Amelia said. 'He says there is no place in the bar or the senate that Georgy may not aspire to. Look here,' and she went to the piano-drawer and drew out a theme of George's composition. This great effort of genius, which is still in the possession of Georgy's mother, is as follows:

" 'On Selfishness.--Of all the vices which degrade the human character, Selfishness is the most odious and contemptible. An undue love of Self leads to the most monstrous crimes and occasions of the greatest misfortunes both in States and Families. As a selfish man will impoverish his family and often bring them to ruin; so a selfish king brings ruin on his people and often plunges them into war. Example: The selfishness of Achilles, as remarked by the poet Homer, occasioned a thousand woes to the Greeks--[a sentence in Greek follows here, from Homer's Illiad, A. 2]. The

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selfishness of the late Napoleon Bonaparte occasioned innumerable wars in Europe, and caused him to perish, himself, in a miserable island--that of St. Helena in the Atlantic Ocean.

" 'We see by these ecamples that we are not to consult our own interest and ambition, but that we are to consider the interests of others as well as our own.--George S. Osborne.

" 'Athene House, 24 April 1827.'

" ' Think of him' (George was 10) 'writing such a hand, and quoting Greek too, at his age,' the delighted mother said."

And well might Mrs George Sedley be delighted. Would not many a mother to-day triumph in such a literary effort? What can Thackeray be laughing at? Or does he, in truth, give us this little 'theme' as a tour de force?

An Educational Futility.--I think this great moral teacher here throws down the gauntlet in challenge of an educational fallacy which is accepted, even in the twentieth century. That futility is the extraction of original composition from schoolboys and schoolgirls. The proper function of the mind of the young scholar is to collect material for the generalisations of after-life. If a child is asked to generalise, that is, to write an essay upon some abstract theme, a double wrong is done him. He is brought up before a stone wall by being asked to do what is impossible to him, and that is discouraging. But a worse moral injury happens to him in that, having no thought of his own to offer on the subject, he puts together such tags of commonplace thought as have

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come in his way and offers the whole as his 'composition,' an effort which puts a strain upon his conscience while it piques his vanity. In these days masters do not consciously put their hand to the work of their pupils as did that 'prodigiously well-read and delightful' master who had the educating of George Osborne. But, perhaps, without knowing it, they give the ideas which the cunning schoolboy seizes to 'stick' into the 'essay' he hates. Sometimes they do more. They deliberately teach children how to 'build a sentence' and how to 'bind sentences' together.

Lessons in Composition.--Here is a series of preliminary exercises (or rather a part of a series, which numbers 40) intended to help a child to write an essay on 'An Umbrella,' from a book of the hour proceeding from one of our best publishing houses: -

"Step I.

"1. What are you? "2. How did you get your name? "3. Who uses you? "4. What were you once? "5. What were like then? "6. Where were you obtained or found? "7. Of what stuff or materials are you made? "8. From what sources do you come? "9. What are your parts? "10. Are you made, grown, or fitted together?

• * * * * *

"Step II.

"I am an umbrella, and am used by many people, young and old. "I get my name from a word which means a shade. "The stick came perhaps from America, and is

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quite smooth, even, and polished, so that the metal ring may slide easily up and down the stick. "My parts are a frame and a cover. My frame consists of a stick about a yard long, wires, and a sliding metal band. At the lower end of the stick is a steel ferrule or ring. This keeps the end from wearing away when I am used in walking.

"Step III.

"Now use it, is, and was, instead of I, have, my, and am.

• * * * * *

"Exercise.

"Now write your own description of it."

Such Teaching a Public Danger.--And this is work intended for Standards VI. And VII.! That is to say, this kind of thing is the final literary effort to be exacted from children in our elementary schools!

The two volumes (I quote from near the end of the second and more advanced volume) are not to be gibbeted as exceptionally bad. A few years ago the appalling discovery was made that, both in secondary and elementary schools, 'composition' was dreadfully defective, and, therefore, badly taught. Since then many volumes have been produced, more or less on the lines indicated in the above citation, and distinguished publishers have not perceived that to offer to the public, with the sanction of their name, works of this sterilising and injurious character, is an offence against society. The body of a child is sacred in the eye of the law, but his intellectual powers may be annihilated on such starvation diet as this, and

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nothing said! The worst of it is, both authors and publishers in every case act upon the fallacy that well intentioned effort is always excusable, if not praiseworthy. They do not perceive that no effort is permissible towards the education of children without an intelligent conception, both of children, and of what is meant by education.

'Composition' comes by Nature.--In fact, lessons on 'composition' should follow the model of that famous essay on "Snakes in Ireland"--"There are none." For children under nine, the question of composition resolves itself into that of narration, varied by some such simple exercise as to write a part and narrate a part, or write the whole account of a walk they have taken, a lesson they have studied, or of some simple matter that they know. Before they are ten, children who have been in the habit of using books will write good, vigorous English with ease and freedom; that is, if they have not been hampered by instructions. It is well for them not even to learn rules for the placing of full stops and capitals until they notice how these things occur in their books. Our business is to provide children with material in their lessons, and leave the handling of such material to themselves. If we would believe it, composition is as natural as jumping and running to children who have been allowed due use of books. They should narrate in the first place, and they will compose, later readily enough; but they should not be taught 'composition.'

XIV.--Bible Lessons

Children Enjoy the Bible.--We are apt to believe that children cannot be interested in the

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Bible unless its pages be watered down--turned into the slipshod English we prefer to offer them. Here is a suggestive anecdote of the childhood of Mrs Harrison, one of the pair of little Quaker maidens introduced to us in the Autobiography of Mary Howitt, the better known of the sisters. "One day she found her way into a lumber room. There she caught sight of an old Bible and turning over its yellow leaves she came upon words that she had not heard at the usual morning readings, the opening chapters of St Luke--which her father objected to read aloud--and the closing chapter of Revelation. The exquisite picture of the Great Child's birth in the one chapter and the beauty of the description of the New Jerusalem in the other, were seized upon by the eager little girl of six years old with a rapture which, she used to say, no novel in after years ever produced."

And here is a mention of a child of five. "The little ones read every day the events of Holy Week with me. Z. is inexpressibly interesting in his deep, reverent interest, almost excitement."

We are probably quite incapable of measuring the religious receptivity of children. Nevertheless, their fitness to apprehend the deep things of God is a fact with which we are called to 'deal prudently,' and to deal reverently. And that, because, as none can appreciate more fully than the 'Darwinian,' the attitude of thought and feeling in which you place a child is the vital factor in his education.

Should know the Bible Text.--Children between the ages of six and nine should get a considerable knowledge of the Bible text. By nine they should have read the simple (and suitable) narrative portions of the Old Testament, and, say, two of the gospels.

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The Old Testament should, for various reasons, be read to the children. The gospel stories they might be read for themselves as soon as they can read them beautifully. It is a mistake to use paraphrases of the text; the fine roll of Bible English appeals to children with a compelling music, and they will probably retain through life their first conception of the Bible scenes, and, also, the very words in which these scenes are portrayed. This is a great possession. Half the clever talk we hear to-day, and half the uneasiness which underlies this talk, are due to a thorough and perfect ignorance of the Bible text. The points of assault are presented to men's minds naked and jagged, without atmosphere, perspective, proportion; until the Bible comes to mean for many, the speaking of Balaam's ass or the standing still of the sun at Joshua's bidding.

But let the imaginations of children be stored with the pictures, their minds nourished upon the words, of the gradually unfolding story of the Scriptures, and they will come to look out upon a wide horizon within which persons and events take shape in their due place and due proportion. By degrees, they will see that the world is a stage whereon the goodness of God is continually striving with the wilfulness of man; that some heroic men take sides with God; and that others, foolish and headstrong, oppose themselves to Him. The fire of enthusiasm will kindle in their breast, and the children, too, will take their side, without much exhortation, or any thought or talk of spiritual experience.

Essential and Accidental Truth.--As for whether such and such a narrative be a myth, or a parable, or a circumstance that has actually occurred, such questions do not affect the sincere mind of a child,

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because they have nothing to do with the main issues. It is quite well to bring before children, in the course of their Bible readings, whatever new light modern research puts in our way; the more we can help them in this way, the more vivid and real will Bible teaching become to them. But this grace, at any rate, the children may claim at our hands, that they shall not be disturbed by questions of authenticity in their Bible reading any more than in their reading of English history. Let them hear the story of the Garden of Eden, for example, as it stands; just so, we might even let them have the story of the man who went fishing and found a goodly pearl; and this, because the thing that matters in both stories is the essential truths they embody, and not the mere accidents of time and place. It is conceivable that the 'pearl of great price' was matter of current talk at the time; a so-called 'fact' seized upon by upon our Lord to make of it the vehicle for essential truth. If we will believe it, the minds of children are, perhaps, more fit than our own to appropriate and deal with truth. By-and-by they will perceive and discard, if necessary, the accidental circumstances with which the truth is clothed upon; but let us be very chary of our own action. Let us remember that neither we nor the children can bear the white light of naked truth; that if, for example, we succeed in destroying the clothing that covers the story of the first fall--the tree and its fruit, the tempting serpent, the yielding woman--we have no other clothing at hand for the fundamental truths of responsibility, temptation, sin; and, once uncovered, with no vesture which we can lay hold upon, the truths themselves will assuredly slip from our grasp.

We need not be at the pains to discriminate, in

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teaching children Bible narratives, between essential and accidental truth--the truth which interprets our own lives, and that which concerns only the time, place, and circumstances proper to the narrative. The children themselves will discern and keep fast hold of the essential, while the merely accidental slips from their memory as from ours. Therefore, let the minds of young children be well stored with the beautiful narratives of the Old Testament and of the gospels; but, in order that these stories may be always fresh and delightful to them, care must be taken lest Bible teaching stale upon their minds. Children are more capable of being bored than even we ourselves and many a revolt has been brought about by the undue rubbing-in of the Bible, in season and out of season, even in nursery days. But we are considering, not the religious life of children, but their education by lessons; and their Bible lessons should help them to realise in early days that the knowledge of God is the principal knowledge, and, therefore, that their Bible lessons are their chief lessons.

Method of Bible Lessons.--The method of such lessons is very simple. Read aloud to the children a few verses covering if possible, an episode. Read reverently, carefully, and with just expression. Then require the children to narrate what they have listened to as nearly as possible in the words of the Bible. It is curious how readily they catch the rhythm of the majestic and simple Bible English. Then, talk the narrative over with them in the light of research and criticism. Let the teaching, moral and spiritual, reach them without much personal application. I know of no better help in the teaching of young children than we get in Canon Paterson Smyth's Bible for the

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Young. Mr. Smyth brings both modern criticism and research to bear, so that children taught from his little manuals will not be startled to be told that the world was not made in six days; and, at the same time, they will be very sure that the world was made by God. The moral and spiritual teaching in these manuals is on broad and convincing lines. It is rather a good plan occasionally to read aloud Mr. Smyth's lesson on the subject after the Bible passage has been narrated. Children are more ready to appropriate lessons that are not directly levelled at themselves; while the teacher makes the teaching her own by the interest with which she reads, the pictures and other illustrations she shows, and her conversational remarks. Click here for a Sample of one of Paterson Smyth's books

Picture Illustrations.--The pictures in the Illustrated New Testament are, at the same time, reverent and actual, an unusual combination, and children enjoy them greatly. It would be well for them to have only the penny gospel they are reading, but it should perhaps be protected (and honoured) by an embroidered cover. A tattered Bible is not a wholesome sight for children. The Holy Gospels with Illustrations from the Old Masters, published by the S.P.C.K., is admirable. The study of such pictures as are here reproduced should be a valuable part of a child's education; it is no slight thing to realise how the Nativity and the visit of the Wise Men filled the imagination of the early Masters, and with what exceeding reverence and delight they dwelt upon every detail of the sacred story. This sort of impression is not to be had from any up-to-date treatment, or up-to-date illustrations; and the child who gets it in early days, will have a substratum of reverent feeling upon which should rest his faith. But it is well to let the pictures tell their own tale. The children should study a subject quietly for a few minutes; and then, the picture being removed, say what they have seen in it. It will be found that they miss no little reverent or suggestive detail which the artist has thought well to include.

The various R.T.S. publications issued in the series of Bypaths of Bible Knowledge will be found very helpful by the teacher as illustrating modern research; notably, Professor Sayce's Fresh Light from Ancient Monuments, and Budge's Dwellers on the Nile.

Bible Recitations.--The learning by heart of Bible passages should begin while the children are quite young, six or seven. It is a delightful thing to have the memory stored with beautiful, comforting, and inspiring passages, and we cannot tell when and how this manner of seed may spring up, grow, and bear fruit; but the learning of the parable of the Prodigal son, for example, should not be laid on the children as a burden. The whole parable should be read to them in a way to bring out its beauty and tenderness; and then, day by day, the teacher should recite a short passage, perhaps two or three verses, saying it over some three or four times until the children think they know it. Then, but not before, let them recite the passage. Next day the children will recite what they have already learned, and so on, until they are able to say the whole parable.

XV.--Arithmetic

Educative Value of Arithmetic.--Of all his early studies, perhaps none is more important to the child

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as a means of education than that of arithmetic. That he should do sums is of comparatively small importance; but the use of those functions which 'summing' calls into play is a great part of education so much so, that the advocates of mathematics and of language as instruments of education have, until recently, divided the field pretty equally between them.

The practical value of arithmetic to persons in every class of life goes without remark. But the use of the study in practical life is the least of its uses. The chief value of arithmetic, like that of the higher mathematics, lies in the training it affords the reasoning powers, and in the habits of insight, readiness, accuracy, intellectual truthfulness it engenders. There is no one subject in which good teaching effects more, as there is none in which slovenly teaching has more mischievous results. Multiplication does not produce the 'right answer,' so the boy tries division; that again fails, but subtraction may get him out of the bog. There is no must be to him he does not see that one process, and one process only, can give the required result. Now, a child who does not know what rule to apply to a simple problem within his grasp, has been ill taught from the first, although he may produce slatefuls of quite right sums in multiplication or long division.

Problems within the Child's Grasp.--How is this insight, this exercise of the reasoning powers, to be secured? Engage the child upon little problems within his comprehension from the first, rather than upon set sums. The young governess delights to set a noble 'long division sum,'--, 953,783,465/873--which shall fill the child's slate, and keep him occupied

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for a good half-hour; and when it is finished, and the child is finished too, done up with the unprofitable labour, the sum is not right after all: the last two figures in the quotient are wrong, and the remainder is false. But he cannot do it again--he must not be discouraged by being told it is wrong; so, 'nearly right' is the verdict, a judgment inadmissible in arithmetic. Instead of this laborious task, which gives no scope for mental effort, and in which he goes to sea at last from sheer want of attention, say to him--

"Mr. Jones sent six hundred and seven, and Mr. Stevens eight hundred and nineteen, apples to be divided amongst the twenty-seven boys at school on Monday. How many apples apiece did they get?"

Here he must ask himself certain questions. 'How many apples altogether? How shall I find out? Then I must divide the apples into twenty-seven heaps to find out each boy's share.' That is to say, the child perceives what rules he must apply to get the required information. He is interested; the work goes on briskly; the sum is done in no time, and is probably right, because the attention of the child is concentrated on his work. Care must be taken to give the child such problems as he can work, but yet which are difficult enough to cause him some little mental effort.

Demonstrate.--The next point is to demonstrate everything demonstrable. The child may learn the multiplication-table and do a subtraction sum without any insight into the rationale of either. He may even become a good arithmetician, applying rules aptly, without seeing the reason of them; but arithmetic becomes an elementary mathematical training only

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in so far as the reason why of every process is clear to the child. 2+2=4, is a self-evident fact, admitting of little demonstration; but 4x7=28 may be proved.

He has a bag of beans; places four rows with seven beans in a row; adds the rows thus: 7 and 7 are 14, and 7 are 21, and 7 are 28; how many sevens in 28? 4. Therefore it is right to say 4x7=28; and the child sees that multiplication is only a short way of doing addition.

A bag of beans, counters, or buttons should be used in all the early arithmetic lessons, and the child should be able to work with these freely, and even to add, subtract, multiply, and divide mentally, without the aid of buttons or beans, before he is set to 'do sums' on his slate.

He may arrange an addition table with his beans, thus--

         0 0          0          = 3 beans

         0 0          0 0       = 4 "

         0 0          0 0 0    = 5 "

and be exercised upon it until he can tell, first without counting, and then without looking at the beans, that 2+7=9, etc.

Thus with 3, 4, 5,--each of the digits: as he learns each line of his addition table he is exercised upon imaginary objects, '4 apples and 9 apples,' '4 nuts and 6 nuts' etc.; and lastly, with abstract numbers--6+5, 6+8.

A subtraction table is worked out simultaneously with the addition table. As he works out each line of additions, he goes over the same ground, only taking away one bean, or two beans, instead of adding, until he is able to answer quite readily, 2 from 7? 2 from 5? After working out each line of

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addition or subtraction, he may put it on his slate with the proper signs, that is, if he have learned to make figures. It will be found that it requires a much greater mental effort on the child's part to grasp the idea of subtraction than that of addition, and the teacher must be content to go slowly--one finger from four fingers, one nut from three nuts, and so forth, until he knows what he is about.

When the child can add and subtract numbers pretty freely up to twenty, the multiplication and division tables may be worked out with beans, as far as 6x12; that is, 'twice six are 12' will be ascertained by means of two rows of beans, six beans in a row.

When the child can say readily, without even a glance at his beans, 2x8=16, 2x7=14, etc. , he will take 4, 6, 8, 10, 12 beans, and divide them into groups of two: then, how many twos in 10, in 12, in 20? And so on, with each line of the multiplication table that he works out.

Problems--Now he is ready for more ambitious problems: thus, 'A boy had twice ten apples; how many heaps of 4 could he make?' He will be able to work with promiscuous numbers, as 7+5-3. If he must use beans to get his answer, let him; but encourage him to work with imaginary beans, as a step towards working with abstract numbers. Carefully graduated teaching and daily mental effort on the child's part at this early stage may be the means of developing real mathematical power, and will certainly promote the habits of concentration and effort of mind.

Notation--When the child is able to work pretty freely with small numbers, a serious difficulty must be faced, upon his thorough mastery of which will

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depend his appreciation of arithmetic as a science; in other words, will depend the educational value of all the sums he may henceforth do. He must be made to understand our system of notation. Here, as before, it is best to begin with the concrete: let the child get the idea of ten units in one ten after he has mastered the more easily demonstrable idea of twelve pence in one shilling.

Let him have a heap of pennies, say fifty: point out the inconvenience of carrying such weighty money to shops. Lighter money is used--shillings. How many pennies is a shilling worth? How many shillings, then, might he have for his fifty pennies? He divides them into heaps of twelve, and finds that he has four such heaps, and two pennies over; that is to say, fifty pence are (or are worth) four shillings and two pence. I buy ten pounds of biscuits at fivepence a pound; they cost fifty pence, but the shopman gives me a bill for 4s. 2d.; show the child how to put down: the pennies, which are worth least, to the right; the shillings, which are worth more, to the left.

When the child is able to work freely with shillings and pence, and to understand that 2 in the right-hand column of figures is pence, 2 in the left-hand column, shillings, introduce him to the notion of tens and units, being content to work very gradually. Tell him of uncivilized peoples who can only count so far as five--who say 'five-five beasts in the forest,' 'five-five fish in the river,' when they wish to express an immense number. We can count so far that we might count all day long for years without coming to the end of the numbers we might name; but after all, we have very few numbers to count with, and

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very few figures to express them by. We have but nine figures and a nought: we take the first figure and the nought to express another number, ten; but after that we must begin again until we get two tens, then, again, till we reach three tens, and so on. We call two tens, twenty, three tens, thirty, because 'ty' (tig) means ten. But if I see figure 4, how am I to know whether it means four tens or four ones? By a very simple plan. The tens have a place of their own; if you see figure 6 in the ten-place, you know it means sixty. The tens are always put behind the units: when you see two figures standing side by side, thus, '55,' the left-hand figure stands for so many tens; that is, the second 5 stands for ten times as many as the first.

Let the child work with tens and units only until he has mastered the idea of the tenfold value of the second figure to the left, and would laugh at the folly of writing 7 in the second column of figures, knowing that thereby it becomes seventy. Then he is ready for the same sort of drill in hundreds, and picks up the new idea readily if the principle have been made clear to him, that each remove to the left means a tenfold increase in the value of a number. Meantime, 'set' him no sums. Let him never work with figures the notation of which is beyond him, and when he comes to 'carry' in an addition or multiplication sum, let him not say he carries 'two,' or 'three,' but 'two tens,' or 'three hundreds,' as the case may be.

Weighing and Measuring.--If the child do not get the ground under his feet at this stage, he works arithmetic ever after by rule of thumb. On the same

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principle, let him learn 'weights and measures' by measuring and weighing; let him have scales and weights, sand or rice, paper and twine, and weigh, and do up, in perfectly made parcels, ounces, pounds, etc. The parcels, though they are not arithmetic, are educative, and afford considerable exercise of judgment as well as of neatness, deftness, and quickness. In like manner, let him work with foot-rule and yard measure, and draw up his tables for himself. Let him not only measure and weigh everything about him that admits of such treatment, but let him use his judgment on questions of measure and weight. How many yards long is the tablecloth? How many feet long and broad a map, or picture? What does he suppose a book weighs that is to go by parcel post? The sort of readiness to be gained thus is valuable in the affairs of life, and, if only for that reason, should be cultivated in the child. While engaged in measuring and weighing concrete quantities, the scholar is prepared to take in his first idea of a 'fraction,' half a pound, a quarter of a yard, etc.

Arithmetic a Means of Training.--Arithmetic is valuable as a means of training children in habits of strict accuracy, but the ingenuity which makes this exact science tend to foster slipshod habits of mind, a disregard of truth and common honesty, is worthy of admiration! The copying, prompting, telling, helping over difficulties, working with an eye to the answer which he knows, that are allowed in the arithmetic lesson, under an inferior teacher, are enough to vitiate any child; and quite as bad as these is the habit of allowing that a sum is nearly right, two figures wrong, and so on, and letting the child work it over again. Pronounce a sum wrong,

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or right--it cannot be something between the two. That which is wrong must remain wrong: the child must not be let run away with the notion that wrong can be mended into right. The future is before him: he may get the next sum right, and the wise teacher will make it her business to see that he does, and that he starts with new hope. But the wrong sum must just be let alone. Therefore his progress must be carefully graduated; but there is no subject in which the teacher has a more delightful consciousness of drawing out from day to day new power in the child. Do not offer him a crutch: it is in his own power he must go. Give him short sums, in words rather than in figures, and excite him in the enthusiasm which produces concentrated attention and rapid work. Let his arithmetic lesson be to the child a daily exercise in clear thinking and rapid, careful execution, and his mental growth will be as obvious as the sprouting of seedlings in the spring.

The A B C Arithmetic--Instead of entering further into the subject of teaching elementary arithmetic, I should like to refer the reader to the A B C Arithmetic by Messrs Sonnenschein & Nesbit. The authors found their method upon the following passage from Mill's Logic:

"The fundamental truths of the science of Number all rest on the evidence of sense; they are proved by showing to our eyes and our fingers that any given number of objects, ten balls for example, may by separation and re-arrangement exhibit to our sense all the different sets of numbers the sum of which is equal to ten. All the improved methods of teaching arithmetic to children proceed on a knowledge of this fact. All who wish to carry

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the child's mind along with them in learning arithmetic, all who wish to teach numbers and not mere ciphers, now teach it through the evidence of the senses in the manner we have described."

Here we may, I think, trace the solitary source of weakness in a surpassingly excellent manual. It is quite true that the fundamental truths of the science of number all rest on the evidence of sense but, having used eyes and fingers upon ten balls or twenty balls, upon ten nuts, or leaves, or sheep, or what not, the child has formed the association of a given number with objects, and is able to conceive of the association of various other numbers with objects. In fact, he begins to think in numbers and not in objects, that is, he begins mathematics. Therefore I incline to think that an elaborate system of staves, cubes, etc., instead of tens, hundreds, thousands, errs by embarrassing the child's mind with too much teaching, and by making the illustration occupy a more prominent place than the thing illustrated.

Dominoes, beans, graphic figures drawn on the blackboard, and the like, are, on the other hand, aids to the child when it is necessary of him to conceive of a great number with the material of a small one; but to see a symbol of the great numbers and to work with such a symbol are quite different matters.

With the above trifling exception, which does not interfere at all with the use of the books, nothing can be more delightful than the careful analysis of numbers and the beautiful graduation of the work, "only one difficulty at a time being presented to the mind." The examples and the little problems could only have been invented by writers in sympathy with children. I advise the reader who is interested in the teaching

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of arithmetic to turn to Mr Sonnenschein's paper on 'The Teaching of Arithmetic in Elementary Schools,' in one of the volumes published by the Board of Education.

Preparation for Mathematics.--In the 'forties' and 'fifties' it was currently held that the continual sight of the outward and visible signs (geometrical forms and figures) should beget the inward and spiritual grace of mathematical genius, or, at any rate, of an inclination to mathematics. But the educationalists of those days forgot, when they gave children boxes of 'form' and stuck up cubes, hexagons, pentagons, and what not, in every available schoolroom space, the immense capacity for being bored which is common to us all, and is far more strongly developed in children than in grown-up people. The objects which bore us, or the persons who bore us, appear to wear a bland place in the mind, and thought turns from them with sick aversion. Dickens showed us the pathos of it in the schoolroom of the little Gradgrinds, which was bountifully supplied with objects of uncompromising outline. Ruskin, more genially, exposes the fallacy. No doubt geometric forms abound,--the skeletons of which living beauty, in contour and gesture, in hill and plant, is the covering; and the skeleton is beautiful and wonderful to the mind which has already entered within the portals of geometry. But children should not be presented with the skeleton, but with the living forms which clothe it. Besides, is it not an inverse method to familiarise the child's eye with patterns made by his compasses, or stitched upon his card, in the hope that the form will beget the idea? For

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the novice, it is probably the rule that the idea must beget the form, and any suggestion of an idea from a form comes only to the initiated. I do not think that any direct preparation for mathematics is desirable. The child, who has been allowed to think and not compelled to cram, hails the new study with delight when the due time for it arrives. The reason why mathematics are a great study is because there exists in the normal mind an affinity and capacity for this study; and too great an elaboration, whether of teaching or of preparation, has, I think, a tendency to take the edge off this manner of intellectual interest.

XVI.--Natural Philosophy

A Basis of Facts.--Of the teaching of Natural Philosophy, I will only remind the reader of what was said in an earlier chapter--that there is no part of a child's education more important than that he should lay, by his own observation, a wide basis of facts towards scientific knowledge in the future. He must live hours daily in the open air, and, as far as possible, in the country; must look and touch and listen; must be quick to note, consciously, every peculiarity of habit or structure, in beast, bird, or insect; the manner of growth and fructification of every plant. He must be accustomed to ask why--Why does the wind blow? Why does the river flow? Why is a leaf-bud sticky? And do not hurry to answer his questions for him; let him think his difficulties out so far as his small experience will carry him. Above all, when you come to the rescue, let it not be in the 'cut and dried' formula of some miserable little text-book; let him have all the insight available

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and you will find that on many scientific questions the child may be brought at once to the level of modern thought. Do not embarrass him with too much scientific nomenclature. If he discover for himself (helped, perhaps, by a leading question or two), by comparing an oyster and his cat, that some animals have backbones and some have not, it is less important that he should learn the terms vertebrate and invertebrate than that he should class the animals he meets with according to this difference.

Eyes and No-eyes.--The method of this sort of instruction is shown in Evenings at Home, where 'Eyes and No-eyes' go for a walk. No-eyes come home bored; he has seen nothing, been interested in nothing: while Eyes is all agog to discuss a hundred things that have interested him. As I have already tried to point out, to get this sort of instruction for himself is simply the nature of a child: the business of the parent is to afford him abundant and varied opportunities, and to direct his observations, so that, knowing little of the principles of scientific classification, he is, unconsciously, furnishing himself with the materials for such classification. It is needless to repeat what has already been said on this subject; but, indeed, the future of the man or woman depends very largely on the store of real knowledge gathered, and the habits of intelligent observation acquired, by the child. "Think you," says Mr. Herbert Spencer, "that the rounded rock marked with parallel scratches calls up as much poetry in an ignorant mind as in the mind of the geologist, who knows that over this rock a glacier slid a million of years ago? The truth is, that those who have never entered on scientific pursuits are blind to most of the poetry by which

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they are surrounded. Whoever has not in youth collected plants and insects, knows not half the halo of interest which lanes and hedgerows can assume."

Principles.--In this connection I should like to recommend The Sciences, by Mr. Holden. America comes to the fore with a schoolbook after my own heart. The Sciences is a forbidding title, but since the era of Joyce's Scientific Dialogues I have met with nothing on the same lines which makes so fit an approach to the sensible and intelligent mind of a child. This is what we may call a 'first-hand' book. The knowledge has of course all been acquired; but then it has been assimilated, and Mr. Holden writes freely out of his own knowledge both of his subject-matter and of his readers. The book has been thrown into the form of conversations between children--simple conversations without padding. About three hundred topics are treated of: Sand-dunes, Back-ice, Herculaneum, Dredging, Hurricanes, Echoes, the Prism, the Diving-bell, the Milky Way, and, shall I say, everything else? But the amazing skill of the author is shown in the fact that there is nothing scrappy and nothing hurried in the treatment of any topic, but each falls naturally and easily under the head of some principle which it elucidates. Many simple experiments are included, which the author insists shall be performed by the children themselves. I venture to quote from the singularly wise preface, a vade mecum for teachers:--

"The object of the present volume is to present chapters to be read in school or at home that shall materially widen the outlook of American schoolchildren in the domain of science, and of the applications of science to the arts and to daily life. It is in

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no sense a text-book, although the fundamental principles underlying the sciences treated are here laid down. Its main object is to help the child to understand the material world about him.

To be Comprehended by Children.--"All natural phenomena are orderly; they are governed by law; they are not magical. They are comprehended by someone; why not by the child himself? It is not possible to explain every detail of a locomotive to a young pupil, but it is perfectly practicable to explain its principles so that this machine, like others, becomes a mere special case of certain well-understood general laws. The general plan of the book is to awaken the imagination; to convey useful knowledge; to open the doors towards wisdom. Its special aim is to stimulate observation and to excite a living and lasting interest in the world that lies about us.

"The sciences of astronomy, physics, chemistry, meteorology, and physiography are treated as fully and as deeply as the conditions permit; and the lessons that they teach are enforced by examples taken from familiar and important things. In astronomy, for example, emphasis is laid upon phenomena that the child himself can observe, and he is instructed how to go about it. The rising and setting of the stars, the phases of the moon, the uses of the telescope, are explained in simple words. The mystery of these and other matters is not magical, as the child at first supposes. It is to deeper mysteries that his attention is here directed. Mere phenomena are treated as special cases of very general laws. The same process is followed in the exposition of the other sciences.

"Familiar phenomena, like those of steam, of

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shadows, of reflected light, of musical instruments, of echoes, etc., are referred to their fundamental causes. Whenever it is desirable, simple experiments are described and fully illustrated, and all such experiments can very well be repeated in the schoolroom. . . . The volume is the result of a sincere belief that much can be done to aid young children to comprehend the material world in which they live, and of a desire to have a part in a work so very well worth doing."

I cannot help quoting also in this connection from an article (Parents' Review, April 1904) by the Rev. H. H. Moore dealing with a forgotten pioneer of a rational education and his experiment. This pioneer was the Rev. Richard Dawes, at one time Rector of Kings Somborne parish, Hampshire, who, in 1841, worked out the problem of rational education in an agricultural village, in which he found the population unusually ignorant and debased. The whole story is of great interest, but our concern is with the question of Natural Philosophy, the staple of the teaching given in this school.

As taught in a Village School.--Mr. Dawes thus explained his object:--"I aimed at teaching what would be profitable and interesting to persons in the position in life which the children were likely to occupy. I aimed at their being taught what may be called the philosophy of common things of everyday life. They were shown how much there is that is interesting, and which it is advantageous for them to know, in connection with the natural objects with which they are familiar; they had explained to them, and were made acquainted with, the principles of a variety of natural phenomena, as well as the principles and construction of various instruments of a useful

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kind. A practical turn was given to everything the uses and fruits of the knowledge they were acquiring were never lost sight of." A list of some of the subjects included in this kind of teaching will be the best commentary on Mr. Dawes' scheme:--

"Some of the properties of air, explaining how its pressure enables them to pump up water, to amuse themselves with squirts and popguns, to suck up water through a straw; explaining also the principles and construction of a barometer, the common pump, the diving-bell, a pair of bellows. That air expands by heat, shown by placing a half-blown bladder near the fire, when the wrinkles disappear. Why the chimney-smoke sometimes rises easily in the air, sometimes not; why there is a draught up the chimney, and under the door, and towards the fire. Air as a vehicle of sound, and why the flash of a distant gun fired is seen before the report is heard; how to calculate the distance of a thunderstorm; the difference in the speeds at which different materials conduct sound. Water and its properties, its solid, fluid, and vaporous state; why water-pipes are burst by frost; why ice forms and floats on the surface of ponds, and not at the bottom; why the kettle-lid jumps up when the water is boiling on the fire; the uses to which the power of steam is applied; the gradual evolution of the steam-engine, shown by models and diagrams; how their clothes are dried, and why they feel cold sitting in damp clothes; why a damp bed is so dangerous; why one body floats in water, and another sinks; the different densities of sea and fresh water; why, on going into the school on a cold morning, they sometimes see a quantity of water on the glass, and why on the inside and not

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on the outside; why, on a frosty day, their breath is visible as vapour; the substances water holds in solution, and how their drinking water is affected by the kind of soil through which it has passed. Dew, its value, and the conditions necessary for its formation; placing equal portions of dry wool on gravel, glass, and the grass, and weighing them the next morning. Heat and its properties; how it is that the blacksmith can fit iron hoops so firmly on the wheels of carts and barrows; what precautions have to be taken in laying the iron rails of railways and in building iron bridges, etc.; what materials are good, and what bad, conductors of heat; why at the same temperature some feel colder to our touch than others; why a glass sometimes breaks when hot water is poured into it, and whether thick or thin glass would be more liable to crack; why water can be made to boil in a paper kettle or an eggshell without its being burned. The metals, their sources, properties, and uses; mode of separating from the ores. Light and its properties, illustrated by prisms, etc; adaptation of the eye; causes of long and short-sightedness. The mechanical principles of the tools more commonly used, the spade, the plough, the axe, the lever, etc."

"It may surprise some who read carefully the above list that such subjects should have been taught to the children of a rural elementary school. But it is an undeniable fact that they were taught in Kings Somborne School, and so successfully that the children were both interested and benefited by the teaching. Mr. Dawes, in answer to the objection that such subjects are above the comprehension of the young, said:--'The distinguishing mark of Nature's

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laws is their extreme simplicity. It may doubtless require intellect of a high order to make the discovery of these laws; yet, once evolved, they are within the capacity of a child,--in short, the principles of natural philosophy are the principles of common sense, and if taught in a simple and common-sense way, they will be speedily understood and eagerly attended to by children; and it will be found that with pupils of even from ten to twelve years of age much may be done towards forming habits of observation and inquiry.' Such a fact, I think, suggests some valuable practical lessons for those who have the responsibility of deciding what subjects to include in an educational system for children."

In reading of this remarkable experiment, we feel that we must at once secure a man, all-informed like the late Dean Dawes, to teach our own Jack and Elsie; but it is something to realise what these young persons should know, and Mr. Holden has done a great deal for us. Some of the chapters in The Sciences may be beyond children under nine, but they will be able to master a good deal. One thing is to be borne in mind: nothing should be done without its due experiment. By the way, our old friend, Joyce's Scientific Dialogues, if it is still to be had, describes a vast number of easy and interesting experiments which children can work for themselves.

XVII.--Geography

Geography is, to my mind, a subject of high educational value; though not because it affords the means of scientific training. Geography does present its problems, and these of the most inter-

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esting, and does afford materials for classification; but it is physical geography only which falls within the definition of a science, and even that is rather a compendium of the results of several sciences than a science itself. But the peculiar value of geography lies in its fitness to nourish the mind with ideas, and to furnish the imagination with pictures. Herein lies the educational value of geography.

As commonly Taught.--Now, how is the subject commonly taught? The child learns the names of the capital cities of Europe, or of the rivers of England, or of the mountain-summits of Scotland, from some miserable text-book, with length in miles, and height in feet, and population, finding the names on his map or not, according as his teacher is more or less up to her work. Poor little fellow! the lesson is hard work to him; but as far as education goes--that is, the developing of power, the furnishing of the mind--he would be better employed in watching the progress of a fly across the window-pane. But, you will say, geography has a further use than this strictly educative one; everybody wants the sort of information which the geography lesson should afford. That is true, and is to be borne in mind in the schoolroom; the child's geography lesson should furnish just the sort of information which grown-up people care to possess. Now, do think how unreasonable we are in this matter; nothing will persuade us to read a book of travel unless it be interesting, graphic, with a spice of personal adventure. Even when we are going about with Murray in hand, we skip the dry facts and figures, and read the suggestive pictorial scraps; these are the sorts of things we like to know, and remember

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with ease. But none of this pleasant padding for the poor child, if you please; do not let him have little pictorial sentences that he may dream over; facts and names and figures--these are the pabulum for him!

Geography should be Interesting.--But, you say, this sort of knowledge, though it may be a labour to the child to acquire it, is useful in after life. Not a bit of it; and for this reason--it has never been really received by the brain at all; has never got further than the floating nebulae of mere verbal memory of which I have already had occasion to speak. Most of us have gone through a good deal of drudgery in the way of 'geography' lessons, but how much do we remember? Just the pleasant bits we heard from travelled friends, about the Rhine, or Paris, or Venice, or bits from The Voyages of Captain Cook, or other pleasant tales of travel and adventure. We begin to see the lines we must go upon in teaching geography: for educative purposes, the child must learn such geography, and in such a way, that his mind shall thereby be stored with ideas, his imagination with images; for practical purposes he must learn such geography only as, the nature of his mind considered, he will be able to remember; in other words, he must learn what interests him. The educative and the practical run in one groove, and the geography lesson becomes the most charming occupation of the child's day.

How to begin.--But, how to begin? In the first place, the child gets his rudimentary notions of geography as he gets his first notions of natural science, in those long hours out of doors of which we have already seen the importance. A pool fed by a mere cutting in the fields will explain the nature of a lake,

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will carry the child to the lovely lakes of the Alps, to Livingstone's great African lake, in which he delighted to see his children 'paidling'--"his own children 'paidling' in his own lake." In this connection will come in a great deal of pleasant talk about places, 'pictorial geography,' until the child knows by name and nature the great rivers and mountains, deserts and plains, the cities and countries of the world. At the same time, he gets his first notions of a map from a rude sketch, a mere few lines and dots, done with pencil and paper, or, better still, with a stick in the sand or gravel. 'This crooked line is the Rhine; but you must imagine the rafts, and the island with the Mouse Tower, and the Nuns' Island, and the rest. Here are the hills, with their ruined castles--now on this side, now on that. This dot is Cologne,' etc. Especially, let these talks cover all the home scenery and interests you are acquainted with, so that, by-and-by, when he looks at the map of England, he finds a score of familiar names which suggest landscapes to him--places where 'mother has been,'--the woody, flowery islets of the Thames; the smooth Sussex downs, delightful to run and roll upon, with soft carpet of turf and nodding harebells; the York or Devon moors, with bilberries and heather:--and always give him a rough sketch-map of the route you took in a given journey.

What next?--Give him next intimate knowledge, with the fullest details, of any country or region of the world, any county or district of his own country. It is not necessary that he should learn at this stage what is called the 'geography' of the countries of Europe, the continents of the world--mere strings of

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names for the most part: he may learn these, but it is tolerably certain that he will not remember them. But let him be at home in any single region; let him see, with the mind's eye, the people at their work and at their play, the flowers and fruits in their seasons, the beasts, each in its habitat; and let him see all sympathetically, that is, let him follow the adventures of a traveller; and he knows more, is better furnished with ideas, than if he had learnt all the names on all the maps. The 'way' of this kind of teaching is very simple and obvious; read to him, or read for him, that is, read bit by bit, and tell as you read, Hartwig's Tropical World, the same author's Polar World, Livingstone's missionary travels, Mrs. Bishop's Unbeaten Tracks in Japan--in fact, any interesting, well-written book of travel. It may be necessary to leave out a good deal, but every illustrative anecdote, every bit of description, is so much towards the child's education. Here, as elsewhere, the question is, not how many things does he know, but how much does he know about each thing.

Maps.--Maps must be carefully used in this type of work,--a sketch-map following the traveller's progress, to be compared finally with a complete map of the region; and the teacher will exact a description of such and such a town, and such and such a district, marked on the map, by way of testing and confirming the child's exact knowledge. In this way, too, he gets intelligent notions of physical geography; in the course of his readings he falls in with a description of a volcano, a glacier, a cañon, a hurricane; he hears all about, and asks and learns the how and the why, of such phenomena at the moment when his interest

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is excited. In other words, he learns as his elders elect to learn for themselves, though they rarely allow the children to tread in paths so pleasant.

What General Knowledge a Child of Nine should have.--Supposing that between the child's sixth and his ninth year half a dozen well-chosen standard books of travel have been read with him in this way, he has gained distinct ideas of the contours, the productions, and the manners of the people, of every great region of the world; has laid up a store of reliable, valuable knowledge, that will last his lifetime; and besides, has done something to acquire a taste for books and the habit of reading. Such books as Lady Brassey's Voyage in the 'Sunbeam' should be avoided, as covering too much ground, and likely to breed some confusion of ideas.

Particular Knowledge.--But we are considering lessons as 'Instruments of Education;' and the sort of knowledge of the world I have indicated will be conveyed rather by readings in the 'Children's Hour' and at other times than by way of lessons. I know of nothing so good as the old-fashioned World at Home by Mary and Elizabeth Kirby (for lessons) for children between six and seven. As they hear, they wonder, admire, imagine, and can even 'play at' a hundred situations. The first ideas of geography, the lessons on place, which should make a child observant of local geography, of the features of his own neighbourhood, its heights and hollows, and level lands, its streams and ponds, should be gained, as we have seen, out of doors, and should prepare him for a certain amount of generalisation--that is, he should be able to discover definitions of river, island, lake, and so on, and should make these for himself in a tray of sand, or draw them on the blackboard.

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Definitions.--But definitions should come in the way of recording his experiences. Before he is taught what a river is, he must have watched a stream and observed that it flows; and so on with the rest.

Children easily simulate knowledge, and at this point the teacher will have to be careful that nothing which the child receives is mere verbiage, but that every generalisation is worked out somewhat in this way:--The child observes a fact, as, for example, a wide stretch of flat ground; the teacher amplifies. He reads in his book about Pampas, the flat countries of the north-west of Europe, the Holland of our own eastern coast, and, by degrees, he is prepared to receive the idea of a plain, and to show it on his tray of sand.

Fundamental Ideas.--By the time he is seven, or before, he finds himself in need of further knowledge. He has read of hot countries and cold countries, has observed the seasons and the rising and setting of the sun, has said to himself--

    "Twinkle, twinkle, little star,
    How I wonder what you are!"--

Knows something of ocean and sea, has watched the tide come in and go out, has seen many rough sketch-maps made and has made some for himself, and has, no doubt, noticed the criss-cross lines on a 'proper' map; that is to say, his mind is prepared for knowledge in various directions; there are a number of things concerned with geography which he really wants to know.

The shape and motions of the earth are fundamental ideas, however difficult to grasp, but the difficulty is of a kind which increases with years.

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The principle in each case is simple enough, and a child does not concern himself, as do his elders, with the enormous magnitude of the scale upon which operations in space are carried on. It is probable that a child's vivid imagination puts him on a level with the mathematician in dealing with the planetary system, with the behaviour and character of Earth, with the causes of the seasons, and much besides.

Meaning of a Map.--Then, again, geography should be learned chiefly from maps. Pictorial readings and talks introduce him to the subject, but so soon as his geography lessons become definite they are to be learned, in the first place, from the map. This is an important principle to bear in mind. The child who gets no ideas from considering the map, say of Italy or of Russia, has no knowledge of geography, however many facts about places he may be able to produce. Therefore he should begin this study by learning the meaning of a map and how to use it. He must learn to draw a plan of his schoolroom, etc., according to scale, go on to the plan of a field, consider how to make the plan of his town, and be carried gradually from the idea of a plan to that of a map; always beginning with the notion of an explorer who finds the land and measures it, and by means of sun and stars, is able to record just where it is on the earth's surface, east or west, north or south.

Now he will arrive at the meaning of the lines of latitude and longitude. He will learn how sea and land are shown on a map, how rivers and mountains are represented; and having learned his points of direction and the use of his compass, and knowing that maps are always made as if the beholder were

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looking to the north, he will be able to tell a good deal about situation, direction, and the like, in very early days. The fundamental ideas of geography and the meaning of a map are subjects well fitted to form an attractive introduction to the study. Some of them should awaken the delightful interest which attaches in a child's mind to that which is wonderful, incomprehensible, while the map lessons should lead to mechanical efforts equally delightful. It is only when presented to the child for the first time in the form of stale knowledge and foregone conclusions that the facts taught in such lessons appear dry and repulsive to him. An effort should be made to treat the subject with the sort of sympathetic interest and freshness which attracts children to a new study.

XVIII.--History

A Storehouse of Ideas.--Much that has been said about the teaching of geography applies equally to that of history. Here, too, is a subject which should be to the child an inexhaustible storehouse of ideas, should enrich the chambers of his House Beautiful with a thousand tableaux, pathetic and heroic, and should form in him, insensibly, principles whereby he will hereafter judge of the behaviour of nations, and will rule his own conduct as one of a nation. This is what the study of history should do for the child; but what is he to get out of the miserable little chronicle of feuds, battles, and death which is presented to him by way of 'a reign'--all the more repellent because it bristles with dates? As for the dates, they never come right; the tens and units he can get, but the centuries will go astray; and how

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is he to put the right events in the right reign, when, to him, one king differs from another only in number, one period from another only in date? But he blunders through with it; reads in his pleasant, chatty little history book all the reigns of all the kings, from William the Conqueror to William IV., and back to the dim days of British rule. And with what result? This: that, possibly, no way of warping the judgment of the child, of filling him with crude notions, narrow prejudices, is more successful than that of carrying him through some such course of English history; and all the more so if his little text-book be moral or religious in tone, and undertake to point the moral as well as to record the fact. Moral teaching falls, no doubt, within the province of history; but the one small volume which the child uses affords no scope for the fair and reasonable discussion upon which moral decisions should be based, nor is the child old enough to be put into the judicial attitude which such a decision supposes.

'Outlines' Mischievous--The fatal mistake is in the notion that he must learn 'outlines,' or a baby edition of the whole history of England, or of Rome, just as he must cover the geography of all the world. Let him, on the contrary, linger pleasantly over the history of a single man, a short period, until he thinks the thoughts of that man, is at home in the ways of that period. Though he is reading and thinking of the lifetime of a single man, he is really getting intimately acquainted with the history of a whole nation for a whole age. Let him spend a year of happy intimacy with Alfred, 'the truth-teller,' with the Conqueror, with Richard and Saladin, or with Henry V.--Shakespeare's Henry V.--and his vic-

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torious army. Let him know the great people and the common people, the ways of the court and of the crowd. Let him know what other nations were doing while we at home were doing thus and thus. If he come to think that the people of another age were truer, larger-hearted, simpler-minded than ourselves, that the people of some other land were, at one time, at any rate, better than we, why, so much the better for him.

So are most History Books written for Children--For the matter for this intelligent teaching of history, eschew, in the first place, nearly all history books written expressly for children; and in the next place, all compendiums, outlines, abstracts whatsoever. For the abstracts, considering what part the study of history is fitted to play in the education of the child, there is not a word to be said in their favour; and as for what are called children's books, the children of educated parents are able to understand history written with literary power, and are not attracted by the twaddle of reading-made-easy little history books. Given judicious skipping, and a good deal of the free paraphrasing mothers are so ready at, and the children may be taken through the first few volumes of a well-written, illustrated, popular history of England, say as far as the Tudors. In the course of such reading a good deal of questioning into them, and questioning out of them, will be necessary, both to secure their attention and to fix the facts. This is the least that should be done; but better than this would be fuller information, more graphic details about two or three early epochs.

Early History of a Nation best fitted for Children.--The early history of a nation is far better

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fitted than its later records for the study of children, because the story moves on a few broad, simple lines; while statesmanship, so far as it exists, is no more than the efforts of a resourceful mind to cope with circumstances. Mr. Freeman has provided interesting early English history for children; but is it not on the whole better to take them straight to the fountainhead, where possible? In these early years, while there are no examinations ahead, and the children may yet go leisurely, let them get the spirit of history into them by reading, at least, one old Chronicle written by a man who saw and knew something of what he wrote about, and did not get it at second-hand. These old books are easier and pleasanter reading than most modern works on history, because the writers know little of the 'dignity of history'; they purl along pleasantly as a forest brook, tell you 'all about it,' stir your heart with the story of a great event, amuse you with pageants and shows, make you intimate with the great people, and friendly with the lowly. They are just the right thing for the children whose eager souls want to get at the living people behind the words of the history book, caring nothing at all about progress, or statutes, or about anything but the persons, for whose action history is, to the child's mind, no more than a convenient stage. A child who has been carried through a single old chronicler in this way has a better foundation for all historical training than if he knew all the dates and names and facts that ever were crammed for examination.

Some old Chronicles.--First in order of time, and full of the most captivating reading, is the Ecclesiastical History of England (see Appendix A) of the Venerable Bede, who,

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writing of himself so early as the seventh century, says, "It was always sweet to me to learn, to teach, and to write." "He has left us," says Professor Morley, "a history of the early years of England, succinct, yet often warm with life; business-like, and yet childlike in its tone; at once practical and spiritual, simply just, and the work of a true scholar, breathing love to God and man. We owe to Bede alone the knowledge of much that is most interesting in our early history." William of Malmesbury (twelfth century) says of Bede, "That almost all knowledge of past events was buried in the same grave with him"; and he is no bad judge, for in his Chronicles of the Kings of England he himself is considered to have carried to perfection the art of chronicle-making. He is especially vivid and graphic about contemporary events--the story of the dreary civil war of Stephen and Matilda. Meantime, there is Asser, who writes the life of Alfred, whose friend and fellow-worker he is. "It seems to me right," he says, "to explain a little more fully what I have heard from my lord Alfred." He tells us how, "When I had come into his presence at the royal vill, called Leonaford, I was honourably received by him, and remained that time with him at his court about eight months, during which I read to him whatever books he liked, and such as he had at hand; for this is his most usual custom, both night and day, amid his many other occupations of mind and body, either himself to read books or to listen whilst others read them." When he was not present to see for himself, as at the battle of Ashdown, Asser takes pains to get the testimony of eyewitnesses. "But Alfred, as we have been told by those who were present and would not tell an

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untruth, marched up promptly, with his men to give them battle; for King Ethelred remained a long time in his tent in prayer." Then there are Chronicles of the Crusades, contemporary narratives of the crusades of Richard Coeur de Lion, by Richard of Devizes, and Geoffrey de Vinsany, and of the crusade of St. Louis, by Lord John de Joinville.

It is needless to extend the list; one such old chronicle in a year, or the suitable bits of one such chronicle, and the child's imagination is aglow, his mind is teeming with ideas; he has had speech of those who have themselves seen and heard; and the matter-of-fact way in which the old monks tell their tales is exactly what children prefer. Afterwards, you may put any dull outlines into their hands, and they will make history for themselves.

Age of Myths.--But every nation has its heroic age before authentic history begins: these were giants in the land in those days, and the child wants to know about them. He has every right to revel in such classic myths as we possess as a nation; and to land him in a company of painted savages, by way of giving him his first introduction to his people, is a little hard; it is to make his vision of the past harsh and bald as a Chinese painting. But what is to be done? If we ever had an Homeric age, have we not, being a practical people, lost all record thereof? Here is another debt that we owe to those old monkish chroniclers: the echoes of some dim, rich past had come down to, at any rate, the twelfth century: they fell upon the ear of a Welsh priest, one Geoffrey of Monmouth; and while William of Malmesbury was writing his admirable History of the Kings of England, what does Geoffrey do but weave the traditions

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of the people into an orderly History of the British Kings, reaching back all the way to King Brut, the grandson of Aeneas. How he came to know about kings, that no other historian had heard of, is a matter that he is a little roguish about; he got it all, he says, out of "that book in the British language which Walter, Archdeacon of Oxford, brought out of Britainy." Be that as it may, here we read of Gorboduc, King Lear, Merlin, Uther Pendragon, and, best of all, of King Arthur, the writer making 'the little finger of his Arthur stouter than the back of Alexander the Great.' Here is, indeed, a treasure-trove which the children should be made free of ten years before they come to read the Idylls of the King. Some caution must, however, be exercised in reading Geoffrey of Monmouth. His tales of marvel are delightful; but when he quits the marvellous and romances freely about historical facts and personages, he becomes a bewildering guide. Many of these 'chronicles,' written in Latin by the monks, are to be had in readable English; the only caution to be observed is, that the mother should run her eye over the pages before she reads them aloud. (Bohn's Antiquarian Library [5s. a volume] includes Bede, William of Malmesbury, Dr. Giles's Six Old English Chronicles--Asser and Geoffrey of Monmouth being two of them--Chronicles of the Crusaders, etc.)

Froissart, again, most delightful of chroniclers, himself 'tame' about the court of Queen Phillippa, when he chose to be in England--from whom else should the child get the story of the French wars? And so of as much else as there is time for; the principle being, that, whenever practicable, the child should get his first notions of a given period, not from the modern historian, the commentator and

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reviewer, but from the original sources of history, the writings of contemporaries. The mother must, however, exercise discrimination in her choice of early 'Chronicles,' as all are not equally reliable.

Plutarch's 'Lives.'--In the same way, readings from Plutarch's Lives will afford the best preparation for the study of Grecian or of Roman history. Alexander the Great is something more than a name to the child who reads this sort of thing:--

"When the horse Bucephalus was offered in sale to Philip, at the price of thirteen talents (= £2518, 15s.), the king, with the prince and many others, went into the field to see some trial made of him. The horse appeared very vicious and unmanageable, and was so far from suffering himself to be mounted, that he would not bear to be spoken to, but turned fiercely upon all the grooms. Philip was displeased at their bringing him so wild and ungovernable a horse, and bade them take him away. But Alexander, who had observed him well, said, 'What a horse they are losing for want of skill and spirit to manage him!'

"Philip at first took no notice of this; but upon the prince's often repeating the same expression, and showing great uneasiness, he said, 'Young man, you find fault with your elders as if you knew more than they, or could manage the horse better.'

"'And I certainly could,' answered the prince.

"'If you should not be able to ride him, what forfeiture will you submit for your rashness?'

"'I will pay the price of the horse.'"

"Upon this all the company laughed; but the king and prince agreeing as to the forfeiture, Alexander ran to the horse, and laying hold on the bridle, turned him to the sun, for he had observed, it seems, that the

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shadow which fell before the horse, and continually moved as he moved, greatly disturbed him. While his fierceness and fury lasted, he kept speaking to him softly and stroking him; after which he gently let fall his mantle, leaped lightly upon his back, and got his seat very safe. Then, without pulling the reins too hard, or using either whip or spur, he set him agoing. As soon as he perceived his uneasiness abated, and that he wanted only to run, he put him in a full gallop, and pushed him on both with the voice and spur.

"Philip and all his court were in great distress for him at first, and a profound silence took place; but when the prince had turned him and brought him safe back, they all received him with loud exclamations, except his father, who wept for joy, and kissing him, said 'Seek another kingdom, my son, that may be worthy of thy abilities, for Macedonia is too small for thee.' "

Here, again, in North's inimitable translation, we get the sort of vivid graphic presentation which makes 'History' as real to the child as are the adventures of Robinson Crusoe.

To sum up, to know as much as they may about even one short period, is far better for the children than to know the 'outlines' of all history. And in the second place, children are quite able to take in intelligent ideas in intelligent language, and should by no means be excluded from the best that is written on the period they are about.

History Books--It is not at all easy to choose the right history books for children. Mere summaries of facts must, as we have seen, be eschewed; and we must be equally careful to avoid generalisations.

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The natural function of the mind, in the early years of life, is to gather the material of knowledge with a view to that very labour of generalisation which is proper to the adult mind; a labour which we should all carry on to some extent for ourselves.

As it is, our minds are so poorly furnished that we accept the conclusions presented to us without demur; but we can, at any rate, avoid giving children cut-and-dried opinions upon the course of history while they are yet young. What they want is graphic details concerning events and persons upon which imagination goes to work; and opinions tend to form themselves by slow degrees as knowledge grows.

Mr York Powell has, perhaps more than others, hit upon the right teaching for the young children I have in view. In the preface to his Old Stories from British History, he says:--"The writer has chosen such stories as he thought would amuse and please his readers, and give them at the same time some knowledge of the lives and thoughts of their forefathers. To this end he has not written solely of great folk--kings and queens and generals--but also of plain people and children, ay, and birds and beasts too"; and we get the tale of King Lear and of Cuculain, and of King Canute and the poet Otter, of Havelock and Ubba, and many more, all brave and glorious stories; indeed, Mr York Powell gives us a perfect treasure-trove in his two little volumes of Old Stories and Sketches from British History, which are the better for our purpose, because children can read them for themselves so soon as they are able to read at all. These tales, written in good and simple English, and with a certain charm of style, lend themselves admirably to narration.

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Indeed, it is most interesting to hear children of seven or eight go through a long story without missing a detail, putting every event in its right order. These narrations are never a slavish reproduction of the original. A child's individuality plays about what he enjoys, and the story comes from his lips, not precisely as the author tells it, but with a certain spirit and colouring which express the narrator. By the way, it is very important that children should be allowed to narrate in their own way, and should not be pulled up or helped with words and expressions from the text.

A narration should be original as it comes from the child--that is, his own mind should have acted upon the matter it has received.

Narrations which are mere feats of memory are quite valueless.

I have already spoken of the sorts of old chronicles upon which children should be nourished; but these are often too diffuse to offer good matter for narration, and it is well to have quite fitting short tales for this purpose.

I should like to mention two other little volumes in which children delight, which feed patriotic sentiment and lay a broad basis for historical knowledge. I mean Mrs Frewen Lord's Tales from St Paul's and Tales from Westminister Abbey. It is a beautiful and delightful thing to take children informed by these tales to the Abbey or St Paul's, and let them identify for themselves the spots consecrated to their heroes. They know so much and are so full of vivid interest that their elders stand by instructed and inspired. There are, no doubt, multitudes of historical tales and sketches for children, and some of them, like Miss Brooke Hunt's Prisoners of the Tower, are very good; but let the mother beware: there is nothing which calls for more delicate tact and understanding sympathy with the children than this apparently simple matter of choosing their lesson-books, and especially, perhaps, their lesson-books in history.

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Many children of eight or nine will be quite ready to read with pleasure A History of England, by H.O. Arnold Forster, who has long since won his spurs in the field of educational literature. In this, as in matters of more immediate statecraft, Mr Arnold Forster has the gift to see a defect and a remedy, an omission and the means of supplying it. He saw that English children grew up without any knowledge of the conditions under which they live, and of the laws which govern them; but since the appearance of The Citizen Reader and The Laws of Every-day Life, we have changed all that.

The History of England, or, as the children call it, History, ignoring the fact that there is any other history than that of England, has hitherto been presented to young people as "outlines of dates and facts, or as collections of romantic stories, with little coherence and less result on the fortunes of the country." Mr Arnold Forster says in his preface that he "is reluctant to introduce his book by any such repellent title as 'A Summary,' or 'An Outline of English History.'

Such titles seem on the face of them to imply that the element of interest and the romance inseparable from the life and doings of individuals are excluded, and that an amplified chronological table has been made to do duty for history. But to read English history and fail to realise that it is replete with interest, sparkling with episode, and

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full of dramatic incident, is to miss all the pleasure and most of the instruction which its study, if properly pursued, can give." The author fulfills his implied promise, and his work is, I venture to say, as "replete with interest, sparkling with episode, and full of dramatic incident" as is possible, considering the limitations imposed upon him by the facts that he writes for uneducated readers, and gives us a survey of the whole of English History in a pleasant, copiously and wisely illustrated volume of some eight hundred pages. How telling and lucid this is, for example, and how we all wish we had come across such a paragraph in our early studies of architecture:--"On page 23 we have pictures of two windows. One of them is what is called a Pointed window. All the arches in it go up to a point. It was built a long time before the Tudor period. The other was built in the time of Queen Elizabeth. In it the upright shaft, or mullion, of the window goes straight up to the top without forming an arch. This style of building a window is called the Perpendicular Style, because the mullions of the window are 'perpendicular.' Some of the most famous buildings in England built in Tudor times, and in the perpendicular style, are the Chapel of King's College, Cambridge, and Hatfield House, the residence of the Marquis of Salisbury, in Hertfordshire." Mr Arnold Forster has done in this volume for children and the illiterate, what Professor Green did in his Shorter History of England for somewhat more advanced students, awakening many to the fact that history is an entrancing subject of study. This is a real introduction to real history. The portraits are an especially valuable feature of the work.

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Dates.--In order to give definiteness to what may soon become a pretty wide knowledge of history--mount a sheet of cartridge-paper and divide it into twenty columns, letting the first century of the Christian era come in the middle, and let each remaining column represent a century B.C. or A.D., as the case may be.

Then let the child himself write, or print, as he is able, the names of the people he comes upon in due order, in their proper century.

We need not trouble ourselves at present with more exact dates, but this simple table of the centuries will suggest a graphic panorama to the child's mind, and he will see events in their time-order. [You can see a timeline chart with a similar idea, only in block form, illustrated in the Parents Review article The Teaching of Chronology. The kind of table she is describing here may have looked like this.]

Illustrations by the Children--History readings afford admirable material for narration, and children enjoy narrating what they have read or heard. They love, too, to make illustrations. Children who had been reading Julius Caesar (and also, Plutarch's Life), were asked to make a picture of their favourite scene, and the results showed the extraordinary power of visualising which the little people possess. Of course that which they visualise, or imagine clearly, they know; it is a life possession.

The drawings of the children in question are psychologically interesting as showing what various and sometimes obscure points appeal to the mind of a child; and also, that children have the same intellectual pleasure as persons of cultivated mind in working out new hints and suggestions. The drawings, be it said, leave much to be desired, but they have this in common with the art of primitive peoples: they tell the tale directly and vividly. A girl of nine and a half pictures Julius Caesar conquering Britain. He rides in a chariot mounted on scythes, he is robed

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in blue, and bits of blue sky here and there give the complementary colour. In the distance, a soldier plants the ensign bearing the Roman eagle, black on a pink ground.

In the foreground, is a hand-to-hand combat between Roman and Briton, each having a sword of enormous length. Other figures are variously employed.

Another, gives us Antony 'making his speech after the death of Caesar.' This girl, who is older, gives us architecture; you look through an arch, which leads into a side street, and, in the foreground, Antony stands on a platform at the head of a flight of marble steps. Antony's attitude expresses indignation and scorn. Below, is a crowd of Romans wearing the toga, whose attitudes show various shades of consternation and dismay. Behind, is Antony's servant in uniform, holding his master's horse; and on the platform, in the rear of Antony, lies Caesar, with the royal purple thrown over him. The chief value of the drawing, as a drawing, is that it tells the tale.

Another girl draws Calpurnia begging Caesar not to go to the Senate. Caesar stands armed and perturbed, while Carpurnia holds his outstretched hand with both of hers as she kneels before him, her face raised in entreaty; her loose blue night-robe and long golden hair give colour to the picture. This artist is fourteen, and the drawing is better done.

Another artist presents Brutus and Portia in the orchard with a 'south-wall' of red brick, espaliers, and two dignified figures which hardly tell their tale.

Another child gives us the scene in the forum, Caesar seated in royal purple, Brutus kneeling before him, and Casca standing behind his chair with out-stretched hand holding a dagger, saying "Speak, hands, for me," while Caesar says, "Doth not Brutus bootless kneel?"

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Again, we get Lucius playing to Brutus in the tent. Brutus, armed cap-a-pie, seated on a stool, is vainly trying to read, while Lucius, a pretty figure, seated before him, plays the harp. The two sentries, also fully armed, are stretched on the floor sound asleep.

Another, gives us Claudius dressed as a woman at the women's festival--the ladies with remarkable eyes, and each carrying a flaming torch.

Another pictures, with great spirit, Caesar reading his history to the conquered Gauls, who stand in rows on the hillside listening to the great man with exemplary patience.

In these original illustrations (several of them by older children than those we have in view here), we get an example of the various images that present themselves to the minds of children during the reading of a great work; and a single such glimpse into a child's mind convinces us of the importance of sustaining that mind upon strong meat. Imagination does not stir at the suggestion of the feeble, much-diluted stuff that is too often put into children's hands.

'Playing at' History--Children have other ways of expressing the conceptions that fill them when they are duly fed. They play at history lessons, dress up, make tableaux, act scenes; or they have a stage, and their dolls act, while they paint the scenery and speak the speeches. There is no end to the modes of expression children find when there is anything in them to express.

The mistake we make is to suppose that imagination is fed by nature, or that it works on the insipid diet of children's storybooks.

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Let a child have the meat he requires in his history readings, and in the literature which naturally gathers round this history, and imagination will bestir itself without any help of ours; the child will live out in detail a thousand scenes of which he only gets the merest hint.

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XIX.--Grammar

Grammar a Difficult Study.--Of grammar, Latin and English, I shall say very little here. In the first place, grammar, being a study of words and not of things, is by no means attractive to the child, nor should he be hurried into it. English grammar, again, depending as it does on the position and logical connection of words, is peculiarly hard for him to grasp. In this respect the Latin grammar is easier; a change in the form, the shape of the word, to denote case, is what a child can see with his bodily eye, and therefore is plainer to him than the abstract ideas of nominative and objective case as we have them in English. Therefore, if he learns no more at this early stage than the declensions and a verb or two, it is well he should learn thus much, if only to help him to see what English grammar would be at when it speaks of a change in case or mood, yet shows no change in the form of a word.

Latin Grammar.--Of the teaching of Latin grammar, I think I cannot do better than mention a book for beginners that really answers. Children of eight and nine take to this First Latin Course (Scott and Jones) very kindly, and it is a great thing to begin a study with pleasure. It is an open question, however, whether it is desirable to begin Latin at so early an age.

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English Grammar a Logical Study.--Because English grammar is a logical study, and deals with sentences and the positions that words occupy in them, rather than with words, and what they are in their own right, it is better that the child should begin with the sentence, and not with the parts of speech; that is, that he should learn a little of what is called analysis of sentences before he learns to parse; should learn to divide simple sentences into the thing we speak of, and what we say about it--'The cat-sits on the hearth'--before he is lost in the fog of person, mood, and part of speech.

"So then I took up the next book. It was about grammar. It said extraordinary things about nouns and verbs and particles and pronouns, and past participles and objective cases and subjunctive moods. 'What are all these things?' asked the King. 'I don't know, your Majesty,' and the Queen did not know, but she said it would be very suitable for children to learn. 'It would keep them quiet.'"(2)

It is so important that children should not be puzzled as were this bewildered King and Queen, that I add a couple of introductory grammar lessons; as a single example is often more useful than many precepts.

LESSON I

Words put together so as to make sense form what is called a sentence.

'Barley oats chair really good and cherry' is not a sentence, because it makes no(n)sense.

'Tom has said his lesson' is a sentence.

It is a sentence because it tells us something about Tom.

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Every sentence speaks of someone or of something, and tells us something about that of which it speaks.

So a sentence has two parts: (1) The thing we speak of; (2) What we say about it.

In our sentence we speak of 'Tom.'

We say about him that he 'has learned his lesson.'

The thing we speak of is often called the SUBJECT, which just means that which we talk about.

People sometimes say 'the subject of conversation was so and so,' which is another way of saying 'the thing we were speaking about was so and so.'

To be learnt--

Words put together so as to make sense form a sentence. A sentence has two parts: that which we speak of, and what we say about it. That which we speak of is the SUBJECT.

Exercises on Lesson I

1. Put the first part to--

    --has a long mane.
    --is broken.
    --cannot do his sums.
    --played for an hour;
    etc., etc.

2. Put the second part to--

         That poor boy--.
         My brother Tom--.
         The broken flowerpot--.
         Bread and jam--.
         Brown's tool-basket--;
         etc., etc.

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3. Put six different subjects to each half sentence in 1.

4. Make six different sentences with each subject in 2.

5. Say which part of the sentence is wanting, and supply it in--

         Has been mended
         Tom's knife
         That little dog
         Cut his finger
         Ate too much fruit
         My new book
         The snowdrops in our garden, etc., etc.

N.B.--Be careful to call the first part of each sentence the subject.

Draw a line under the subject of each sentence in all the exercises.

LESSON II

We may make a sentence with only two words--the name of the thing we speak of, and what we say about it:--

         John writes.
         Birds sing.
         Mary sews.

We speak about 'John.' We say about him that he 'writes.' We speak about 'birds.' We say about them that they 'sing.'

These words, writes, sing, sews, all come out of the same group of words, and the words in that group are

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the chief words of all, for this reason--we cannot make sense, and therefore cannot make a sentence, without using at least one of them.

They are called VERBS, which means words, because they are the chief words of all.

A verb always tells one of two things about the subject. Either it tells what the subject is, as--

         I am hungry.
         The chair is broken.
         The birds are merry;

or it tells what the subject does, as--

         Alice writes.
         The cat mews.
         He calls.

To be learnt--

We cannot make a sentence without a verb. Verb means word. Verbs are the chief words. Verbs show that the subject is something--

         He is sleepy;

or does something--

         He runs.

Exercises on Lesson II

1. Put in a verb of being:--

         Mary--sleepy.
         Boys--rough.
         Girls--quiet.
         He--first yesterday.
         I--a little boy.
         Tom and George--swinging before dinner.
         We--busy to-morrow.
         He--punished;
         etc., etc.

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2. Make three sentences with each of the following verbs:--

         Is, are, should be, was, am, were, shall be, will be.

3. Make six sentences with verbs of being in each.

4. Put a verb of doing to--

         Tigers--.
         The boy with the pony--.
         My cousins--;
         etc., etc.

5. Make twenty sentences about--

         That boy in kilts,

with verbs showing what he does.

6. Find the verbs, and say whether of being or doing, in--

         The bright sun rises over the hill.
         We went away.
         You are my cousin.
         George goes to school.
         He took his slate.
         We are seven.

7. Count how many verbs you use in your talk for the next ten minutes.

8. Write every verb you can find in these exercises, and draw a line under it.

XX.--French

French should be acquired as English is, not as a grammar, but as a living speech. To train the ear to distinguish and the lips to produce the French vocables is a valuable part of the education of the senses, and one which can hardly be undertaken too soon. Again, all educated persons should be able to speak

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French. Sir Lyon Playfair, once speaking a conference of French masters, lamented feelingly our degeneracy in this respect, and instanced the grammar school of Perth to show that in a Scotch school in the sixteenth century the boys were required to speak Latin during school hours, and French at all other times. There is hardly another civilised nation so dull in acquiring foreign tongues as we English of the present time; but, probably, the fault lies rather in the way we set about the study than in any natural incapacity for languages.

As regards French, for instance, our difficulties are twofold--the want of a vocabulary, and a certain awkwardness in producing unfamiliar sounds. It is evident that both these hindrances should be removed in early childhood. The child should never see French words in print until he has learned to say them with as much ease and readiness as if they were English. The desire to give printed combinations of letters the sounds they would bear in English words is the real cause of our national difficulty in pronouncing French. Again, the child's vocabulary should increase steadily, say, at the rate of half a dozen words a day. Think of fifteen hundred words in a year! The child who has that number of words, and knows how to apply them, can speak French. Of course, his teacher, will take care that, in giving words, she gives idioms also, and that as he learns new words, they are put into sentences and kept in use from day to day. A note-book in which she enters the child's new words and sentences will easily enable the teacher to do this. The young child has no foolish shame about saying French words--he pronounces them as simply as if they were English.

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But it is very important that he should acquire a pure accent from the first. It is not often advisable that young English children should be put into the hands of a French governess or nurse; but would it not be possible for half a dozen families, say, to engage a French lady, who would give half an hour daily to each family?

M. Gouin's Method--A serious effort is being made to approach the study of foreign languages rationally and scientifically. I have no hesitation in saying that M. [Monsieur Francois] Gouin's work (The Art of Teaching and Studying Languages) is the most important attempt that has yet been made to bring the study of languages within the sphere of practical education. Indeed, the great reform in our methods of teaching modern languages owe their origin to this remarkable work. The initial idea, that we must acquire a new language as a child acquires his mother tongue, is absolutely right, whether the attempt to follow this idea out by analysing a language into a certain number, say fifteen, exhaustive 'series,' be right or not. Again, it is incontestable that the ear, and not the eye, is the physical organ for apprehending a language, just as truly as it is by the mouth, and not the ear, we appropriate food. If M. Gouin's book establish these two points only, it will be a valuable contribution to educational thought. Equally important is his third position, that the verb is the key to the sentence, and more, is the living bridge between thought and act. He maintains, too, that the child thinks in sentences, not in words; that his sentences have a logical sequence; that this sequence is one of time

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--the order of the operations in, for example, the growth of a plant, or the grinding of corn in a mill; that, as the child perceives the operations, he has an absolute need to express them; that his ear solicits, his memory cherishes, his tongue reproduces, the words which say the thing he thinks.

No doubt M. Gouin's method should be more successful than any other in steeping the student (child or man) in German or French thought. If you are all day long trying to work out a 'series' in French, say, you come to think in French, to dream in French, to speak French. Moreover, one has a delightful sense that at last the way is made clear to us to conduct all teaching in the language under study. You have the 'Art Series' and the 'Bee Series' and the 'River' and the 'Character Series' and the 'Poet Series,' and any series you like. You think the thing out in the order of time and natural sequence; you get the right verbs, nouns, and such epithets as are necessary, follow suit, and in amazingly few sentences, very short sentences too, connected by 'and,' you have said all that is essential to the subject. The whole thing is a constant surprise, like the children's game which unearths the most extraordinary and out-of-the-way thing you can think of by means of a dozen or so questions.

The 'Series.'--Thus, a language learned by M. Gouin's method is 'a liberal education in itself.' One learns how few and simple are, after all, the conceptions of which the human mind is cognisant, and how few and simple, putting mere verbiage aside, are the words necessary to express these.

You really learn to think in the new language,

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because you have no more than vague impressions about these acts or facts in your mother tongue.

You order your thoughts in the new language, and, having done so, the words which express these are an inalienable possession.

Here is an example of an elementary 'Series,' showing how 'the servant lights the fire':

    "The servant takes a box of matches, (takes.)
    She opens the match-box, (opens.)
    She takes out a match, (takes out.)
    She shuts up the match-box, (shuts up.)
    She strikes the match on the cover, (strikes.)
    The match takes fire, (takes fire.)
    The match smokes, (smokes.)
    The match flames, (flames.)
    The match burns, (burns.)
    And spreads a smell of burning over the kitchen, (spreads.)
    The servant bends down to the hearth, (bends down.)
    Puts out her hand, (puts out.)
    Puts the match under the shavings, (puts.)
    Holds the match under the shavings, (holds.)
    The shavings take fire, (take fire.)
    The servant leaves go of the match, (leave go.)
    Stands up again, (stands up.)
    Looks at her fire burning, (looks.)
    And puts back the box of matches in its place, (puts back.)

But any attempt to quote gives an uncertain and unsatisfactory idea of this important work.

How does the Child learn?--Whatever may be said of M. Gouin's methods, the steps by which he arrives at them are undoubtedly scientific. He learns from a child:

"Unhappily the child has remained up to the present a hackneyed riddle, which we have never taken sufficient trouble to decipher or examine...."

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The little child, which at the age of two years utters nothing but meaningless exclamations, at the age of three finds itself in possession of a complete language. How does it accomplish this? Does this miracle admit of explanation or not? Is it a problem of which there is a possiblity of finding the unknown quantity? . . . The organ of language--ask the little child--is not the eye: it is the ear. The eye is made for colours, and not for sounds and words . . . This tension, continuous and contrary to nature, of the organ of sight, the forced precipitancy of the visual act, produced what it was bound to produce, a disease of the eyesight."

This refers to M. Gouin's herculean labours in the attempt to learn German. He knew everybody's 'Method,' learned the whole dictionary through, and found at the end that he did not know one word of German 'as she is spoke.'

He returned to France, after a ten months' absence, and found that his little nephew--whom he had left a child of two and a half, not yet able to talk--had in the interval done what his uncle had signally failed to do. "'What!' I thought; 'this child and I have been working for the same time, each at a language. He, playing round his mother, running after flowers, butterflies and birds, without weariness, without apparent effort, without even being conscious of his work, is able to say all he thinks, express all he sees, understand all he hears; and when he began his work, his intelligence was yet a futurity, a glimmer, a hope. And I, versed in the sciences, versed in philosophy, armed with a powerful will, gifted with a powerful memory . . . have arrived at nothing, or at practically nothing!'"

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"The linguistic science of the college has deceived me, has misguided me. The classical method, with its grammar, its dictionary, and its translations, is a delusion." "To surprise Nature's secret, I must watch this child."

M. Gouin watches the child--the work in question is the result of his observations.

The method of teaching may be varied, partly because that recommended by M. Gouin requires a perfect command of the French tongue, and teachers who are diffident find a conversational method founded on book and picture easier to work and perhaps as effectual--more so, some people think; but, be this as it may, it is to M. Gouin we owe the fundamental idea.

It is satisfactory to find principles, which we have urged continually, enunciated in this most thoughtful work. For example: "If one learns French without being able to read it--as the child does--there will be no longer much greater difficulty in pronouncing it than in pronouncing words in English. 'How about the spelling?' you will ask. The spelling? You would learn it as the young French children learn it, as you yourself have learnt the English spelling, ten times more difficult than the French; and this without letting the study of the spelling spoil your already acquired pronunciation. Besides, the spelling is a thing that can be reformed--the pronunciation hardly at all. We must choose between the two evils." M. Gouin speaks of the possiblity of a child's picking up another tongue--even Chinese from a Chinese nurse; and his words remind me of an extraordinary instance of a child's

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facility in picking up languages, which once came before me. Having occasion to speak in public of three little children, all aged three, belonging to different families, where one parent was English, the other German, I said that these three children of my acquaintance could each say everything they had to say, express the whole range of their ideas, with equal ease and fluency in the two languages. At the close of the meeting, a gentleman present came forward and endorsed my remarks. He said he had a son whose wife was a German lady, and who was now a missionary in Bagdad. They have a child of three, and their child speaks three languages with perfect fluency--English, German, and Arabic! No doubt the child will forget two of the three, and this is no argument for teaching foreign tongues to babies, but surely it does prove that the acquisition of a foreign tongue need not present insuperable difficulties to any of us.

XXI.--Pictorial Art

Study of Pictures.--The art training of children should proceed on two lines. The six-year-old child should begin both to express himself and to appreciate, and his appreciation should be well in advance of his power to express what he sees or imagines. Therefore it is a lamentable thing when the appreciation of children is exercised only upon the coloured lithographs of their picture-books or of the 'Christmas number.' But the reader will say, 'A young child cannot appreciate art; it is only the colour and sentiment of a picture that reach him. A vividly coloured presentation of Bobbie's Birthday, or of

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Barbara's Broken Doll, will find its way straight to his "business and bosom."' 'Therefore,' says the reader, 'Nature indicates the sort of art proper for the children!' But, as a matter of fact, the minds of children and of their elders alike accommodate themselves to what is put in their way; and if children appreciate the vulgar and sentimental in art, it is because that is the manner of art to which they become habituated. A little boy of about nine was (with many others) given reproductions of some half dozen of the pictures of Jean Francois Millet to study during a school term. At the end, the children were asked to describe the one of these pictures which they liked best. Of course they did it, and did it well. This is what a little boy I mentioned makes of it:--"I liked the Sower best. The sower is sowing seeds; the picture is all dark except high up on the right-hand side where there is a man ploughing the field. While he is ploughing the field the sower sows. The sower has got a bag in his left hand and is sowing with this right hand. He has wooden clogs on. He is sowing at about six o'clock in the morning. You can see his head better than his legs and body, because it is against the light."

A little girl of seven prefers the 'Angelus', and says:--"The picture is about people in the fields, man and a woman. By the woman is a basket with something in it; behind her is a wheelbarrow. They are praying; the man has his hat off in his hand. You can tell that it is evening, because the wheelbarrow and the basket are loaded."

Should be Regular.--When children have begun regular lessons (that is, as soon as they are six), this sort of study of pictures should not

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be left to chance, but they should take one artist after another, term by term, and study quietly some half-dozen reproductions of his work in the course of the term.

The little memory outlines I have quoted show his studies; but this is the least of the gains. We cannot measure the influence that one or another artist has upon the child's sense of beauty, upon his power of seeing, as in a picture, the common sights of life; he is enriched more than we know in having really looked at even a single picture. It is a mistake to think that colour is quite necessary to children in their art studies. They find colour in many places, and are content, for the time, with form and feeling in their pictures. By the way, for schoolroom decorations, I know of nothing better than the Fitzroy Pictures [see Appendix A.], especially those of the Four Seasons, where you get beauty, both of line and colour, and poetic feeling. I should like, too, to quote Ruskin's counsel that English children should be brought up on Jean Richter's picture-books for children, the Unser Vater, Sontag [see Appendix A], and the rest. [Editor's note: Charlotte probably meant children's illustrator (Adrian) Ludwig Richter, 1803-1884. An illustration from his book Der Sontag in Bildren, or, Sunday in Pictures, can be seen here or here. Unser Vater, or Vater Unser, means Our Father and may have been an illustrated book about the Lord's Prayer. Charlotte undoubtedly was familiar with art historian Jean Paul Richter, and probably got the names confused.]

I subjoin notes of a lesson on a Picture-talk [by a student of the House of Education] given to children of eight and nine, to show how this sort of lesson may be given.

PICTURE-TALK

"Objects

"1. To continue the series of Landseer's pictures the children are taking in school. "2. To increase their interest in Landseer's works.

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"3. To show the importance of his acquaintance with animals. "4. To help them to read a picture truly. "5. To increase their powers of attention and observation.

"Step I.--Ask the children if they remember what their last picture-talk was about, and what artist was famous for animal-painting. Tell them Landseer was acquainted with animals when he was quite young: he had dogs for pets, and because he loved them he studied them and their habits--so was able to paint them.

"Step II.--Give them the picture 'Alexander and the Diogenes' to look at, and ask them to find out all they can about it themselves, and to think what idea the artist had in his mind, and what idea or ideas he meant his picture to convey to us.

"Step III.--After three or four minutes, take the picture away and see what the children have noticed. Then ask them what the different dogs suggest to them; the strength of the mastiff representing Alexander; the dignity and stateliness of the bloodhounds in his rear; the look of the wise counselor on the face of the setter; the rather contemptuous look of the rough-haired terrier in the tub. Ask the children if they have noticed anything in the picture which shows the time of day: for example, the tools thrown down by the side of the workman's basket suggesting the mid-day meal; and the bright sunshine on the dogs who cast a shadow on the tub shows it must be somewhere about noon.

"Step IV.--Let them read the title, and tell any facts they know about Alexander and Diogenes; then tell them Alexander was a great conqueror who lived

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B.C. 356-323, famous for the battles he won against Persia, India, and along the coast of the Mediterranean He was very proud, strong, and boastful. Diogenes was a cynic philosopher. Explain cynic, illustrating by the legend of Alexander and Diogenes; and from it find out which dog represents Alexander and which Diogenes.

"Step V.--Let the children draw the chief lines of the picture, in five minutes, with a pencil and paper."

Original Illustrations.--I have spoken, from time to time, of original illustrations drawn by the children. It may be of use to subjoin notes of a lesson [By a student of the House of Education] showing the sort of occasional help a teacher may give in this kind of work; but in a general way it is best to leave children to themselves.

"Objects

"1. To help the children to make clear mental pictures from description, and to reproduce the same in painting. "2. To increase their power of imagination. "3. To help them in their ideas of form and colour. "4. To increase their interest in the story of Beowulf by letting them illustrate a scene from the book they are reading. "5. To bring out their idea of an unknown creature (Grendel).

Steps

"Step I.--To draw from the children what they know of the poem 'Beowulf', and of the hero himself. "Step II.--To tell them any points they may miss

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in the story, as far as they have read (i.e. to the death of Grendel).

"Step III.--To read the description of the dress at that time, and the account of Grendel's death (including three possible pictures).

"Step IV.--To draw from the children what mental pictures they have made--and to re-read the passage.

"Step V.--To let them produce their mental picture with brush and paint.

"Step VI.--To show them George Harrow's 'original illustration' of Beowulf in "Heroes of Chivalry and Romance."

Drawing Lessons.--But 'for their actual drawing lessons,' says the reader, 'I suppose you use "blobs"?'--'i.e. splashes of paint made with the flat of the brush, which take an oval form. I think blobs have one use--they give certain freedom in using colour. Otherwise 'blobs' seem to me a sort of apparatus of art which a child acquires with a good deal of labour, and which, by proper combinations into flowers, and so on he can produce effects beyond his legitimate power as an artist, while all the time he can do this without a particle of the feeling for the natural object which is the very soul of the art. The power of effective creation by a sort of clever trick maims those delicate feelers of a child's nature by which he apprehends art.

"Let the eye (says Ruskin) "but rest on rough piece of branch for curious form during a conversation with a friend, rest, however unconsciously, and though the conversation be forgotten, though every circumstance connected with it be as utterly lost to the memory as though it had not been, yet the eye will, through the whole life after, take a certain

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pleasure in such boughs which it had not before, a pleasure so slight, a trace of feeling so delicate, as to leave us utterly unconscious of its peculiar power, but undestroyable by any reasoning, a part thence-forward of our constitution."

This is what we wish to do for children in teaching them to draw--to cause the eye to rest, not unconsciously, but consciously, on some object of beauty which will leave in their minds an image of delight for all their lives to come. Children of six and seven draw budding twigs of oak and ash, beech and larch, with such tender fidelity to colour, tone, and gesture, that the crude little drawings are in themselves things of beauty.

Children have 'Art' in them.--With art, as with so many other things in a child, we must believe that it is there, or we shall never find it. Once again, here is a delicate Ariel whom it is our part to deliver from his bonds. Therefore we set twig or growing flower before a child and let him deal with it as he chooses. He will find his own way to form and colour, and our help may very well be limited at first to such technical matters as the mixing of colours and the like. In order that we may not impede the child's freedom or hinder the deliverance of the art that is in him, we must be careful not to offer any aids in the way of guiding lines, points, and such other crutches; and, also, he should work in the easiest medium, that is, with paint brush or with charcoal, and not with a black-lead pencil. Boxes of cheap colours are to be avoided. Children are worthy of the best, and some half-dozen tubes of really good colours will last a long time, and will satisfy the eye of the little artists.

Clay-modelling.--While speaking of the art train-

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ing of children, it may be as well to give a word to clay-modelling. Neat little birds-nests, baskets of eggs, etc., are of no use in the way of art development, and soon cease to be amusing. The chief thing the teacher has to do is to show the child how to prepare his clay so as to expel air-bubbles, and to give him the idea of making a little platform for his work, so that it may from the first have an artistic effect. Then put before him an apple, a banana, a Brazil nut, or the like; let him, not take a lump of clay and squeeze it into shape, but build up the shape he desires morsel by morsel. His own artistic perception seizes on the dint in the apple, the crease in the child's shoe, the little notes of expression in the objects which break uniformity and make for art.

The Piano and Singing.--I must close, with the disappointing sense that subjects of importance in the child's education have been left out of count, and that no one matter has been adequately treated.

Certain subjects of peculiar educational value, music, for instance, I have said nothing about, partly for want of space, and partly because if the mother have not Sir Joshua Reynold's 'that!' in her, hints from an outsider will not produce the art-feeling which is the condition of success in this sort of teaching. If possible, let the children learn from the first under artists, lovers of their work: it is a serious mistake to let the child lay the foundation of whatever he may do in the future under ill-qualified mechanical teachers, who kindle in him none of the enthusiasm which is the life of art. I should like, in connection with singing, to mention the admirable educational effects of the Tonic Sol-fa method. [See Appendix A]

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Children learn by it in a magical way to produce sign for sound and sound for sign, that is, they can not only read music, but can write the notes for, or make the proper hand signs for, the notes of a passage sung to them. Ear and Voice are simultaneously and equally cultivated.

Mrs. Curwen's Child Pianist [See Appendix A] method is worked out, with minute care, upon the same lines; that is, the child's knowledge of the theory of music and his ear training keep pace with his power of execution, and seem to do away with the deadly dreariness of 'practising.'

Handicrafts and Drills.--It is not possible to do more than mention two more important subjects--the Handicrafts and Drills--which should form a regular part of a child's daily life. For physical training nothing is so good as Ling's Swedish Drill, and a few of the early exercises are the reach of children under nine. Dancing, and the various musical drills, lend themselves to grace of movement, and give more pleasure, if less scientific training, to the little people.

The Handicrafts best fitted for children under nine seem to me to be chair-caning, carton-work, basket-work, Smyrna rugs, Japanese curtains, carving in cork, samplers on coarse canvas showing a variety of stitches, easy needlework, knitting (big needles and wool), etc. The points to be borne in mind in children's handicrafts are: (a) that they should not be employed in making futilities such as pea and stick work, paper mats, and the like; (b) that they should be taught slowly and carefully what they are to do; (c) that slipshod work should

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not allowed; (d) and that, therefore, the children's work should be kept well within their compass.

May I hope, in concluding this short review of the subjects proper for a child's intellectual education, that enough has been said to show the necessity of grave consideration on the mother's part before she allows promiscuous little lesson-books to be put into the hands of her children, or trust ill-qualified persons to strike out methods of teaching for themselves?