7. How should children be introduced to maps?
8. Why should a child be made ‘at home’ in some one region?
9. Why is it well to follow the steps of a traveller?
10. Mention a few books useful in this connection.
11. How should maps be used in this kind of work?
12. How should a child get his first notion of a glacier, a cañon,
etc.?
13. What course of reading might parents aim at between a child’s
fifth and his tenth year?
14. How should young children get their lessons on place?
15. How should they arrive at definitions?
16. What fundamental ideas should a child receive?
17. How should he be introduced to the meaning of a map?
XVIII. HISTORY
1. What is the intellectual and what the moral worth of history as an
educational subject?
2. What is to be said of the usual ways of teaching English history?
3. What, if the little text-book be moral or religious in tone?
4. What is the fatal mistake as regards the early teaching of history?
5. What is the better way?
6. What should a child know of the period in which any person, about
whom he is reading, lived?
7. What moral gain may he get from such intimate knowledge?
8. What manner of books must be eschewed?
9. What is the least that should be done to introduce children to the
history of England?
10. Why is the early history of a nation better fitted for children
than its later records?
11. Why are the old Chronicles profitable reading for them?
12. Name and comment upon a few of the Chronicles upon which
children’s knowledge of history should rest.
13. What effect on a child should the reading of such old Chronicles
have?
14. Show that children should know something of the heroic age of
their own nation.
15. What use may be made of Geoffrey of Monmouth’s _History of the
British Kings_?
16. From what authority should a child get the story of the French
wars?
17. Why do Plutarch’s _Lives_ afford the best preparation for the
study of Grecian and Roman history?
18. Give two counsels which should regulate the teaching of history.
19. Upon what principles should history books for children be selected?
20. Mention one or two books that lend themselves to narrating.
21. Comment upon Mr Arnold Forster’s _History of England_.
22. How would you help children to clearness with regard to dates?
23. Mention two or three ways in which children’s minds work if their
history books are of the proper quality.
XIX. GRAMMAR
1. Why is grammar uninteresting to a child?
2. Why is English grammar peculiarly hard?
3. Show that the Latin grammar is easier.
4. Show that the Latin affords some help in the learning of English
grammar.
5. Why should a child begin with a _sentence_ and not with the
parts of speech?
6. Write notes of one or two introductory lessons.
XX. FRENCH
1. How should French be acquired?
2. Show that the learning of French is an education of the senses.
3. What are our two difficulties in speaking French?
4. Show that these hindrances should be removed in childhood.
5. How?
6. How might the difficulty of accent be dealt with?
7. What half-dozen principles has M. Gouin made plain to us?
8. Show that the _Series_ method enables a child to think in the
new language.
9. Trace fully the steps by which the author worked out his theory.
10. How does he treat the difficulty of spelling?
11. Illustrate the facility with which a child learns a new language.
XXI. PICTORIAL ART, ETC.
1. Upon what two lines should the art training of children proceed?
2. How should picture-talks be regulated?
3. What gains may we hope for from this kind of teaching?
4. Discuss the use of blobs in early drawing lessons.
5. What should be our aim in these lessons?
6. Children have ‘art’ in them. How should this fact affect our
teaching?
7. What should we bear in mind in teaching clay-modelling to children?
8. Name methods of teaching singing and the piano which are to be
commended.
9. What physical exercises would you recommend?
10. Name some handicrafts suitable for young children.
PART VI
THE WILL--THE CONSCIENCE--THE DIVINE LIFE IN THE CHILD
I. THE WILL
1. How is the government of Mansoul carried on?
2. Show that the executive power is vested in the will.
3. What is the will?
4. In what respects may persons go through life without a deliberate
act of will?
5. Show that character is the result of conduct regulated by will.
6. What are the three functions of the will?
7. What limitation of the will is disregarded by certain novelists?
8. Show that parents blunder into this metaphysical error.
9. Show that wilfulness indicates want of will-power.
10. What is wilfulness?
11. What are the superior and inferior functions of the will?
12. Show that the will does not always act for good.
13. Show that a disciplined will is necessary to heroic Christian
character.
14. How would you distinguish between effective and non-effective
persons?
15. How does the will operate?
16. Show how incentives, diversion, change of thought are severally
aids to the will.
17. What should be taught to children as to the ‘way of the will’?
18. Show that power of will implies power of attention.
19. Show that habit may frustrate the will.
20. Show the necessity for the reasonable use of so effective an
instrument.
21. By what line of conduct should parents strengthen the wills of
their children?
22. How may children be taught to manage themselves?
23. Show that the education of the will is more important than that of
the intellect.
II. CONSCIENCE
1. What are the functions of conscience?
2. What is implied in ‘I am, I ought, I can, I will’?
3. What mistake is made by the inert parent with regard to the divine
grace?
4. Show that conscience is not an infallible guide.
5. How does Adam Smith illustrate the fact that conscience is a real
power?
6. What do we know of conscience?
7. Distinguish between a nascent and a trained conscience.
8. Show that refinement of conscience cannot coexist with ignorance.
9. What are the processes implied in a ‘conscientious’ decision?
10. What may be said of the instructed conscience?
11. What may be expected of the good conscience of a child?
12. Show that children play with moral questions.
13. How would you impart any of the moral ideas contained in the Bible
to a child?
14. Show the use of tales in the training of conscience.
15. Show the extreme ignorance of a child’s conscience.
16. How would you instruct children in the duty of ‘kindness,’ for
example?
17. What is to be said of the conscience made effective by discipline?
III. THE DIVINE LIFE IN THE CHILD
1. What is the ‘very pulse of the machine’?
2. Show that parents have some power to enthrone the King.
3. Define as far as you can the functions of the soul.
4. What is the life of the soul?
5. Show by the illustration of the bee and the apple-tree what is the
parent’s part in quickening the Divine life in his child.
6. Show where the similitude of the bee and the apple-tree fails.
7. By what two deterrent ideas is God most often presented to children?
8. What precautions must a mother take to secure that her children get
inspiring ideas of God?
9. What considerations should help us to select the quickening
thoughts proper for children?
10. How would you select fitting and vital ideas?
11. Show the danger of confounding ‘being good’ with knowing God.
12. What cautions will the mother observe as to the times and the
manner of religious instruction?
13. Make some suggestions for the reading of the Bible.
14. How might a mother give her child the idea of God as Father and
Giver?
15. How may children be brought up in allegiance to Christ?
16. How would you bring the thought of their Saviour home to children?
17. Show that the indwelling of Christ is a thought fit for children.
FOOTNOTES:
[46] The students in question are persons preparing to become
“Qualified Members” of the Parents’ National Educational Union.
Particulars may be had at the office, 28 Victoria Street, London, S.W.
APPENDIX C
THE EXAMINATION OF A CHILD OF SEVEN UPON A TERM’S WORK ON THE LINES
INDICATED IN THIS VOLUME
CLASS 1B
_Programme of the Term’s Work, on which the Examination
Questions are set_
_Bible Lessons._
_The Bible for the Young_, by Rev. J. Paterson Smyth
(Sampson, Low, 1s. each); _Exodus_, Lessons i.-vii.;
_St Mark’s Gospel_, i., ii., iii., iv. Teacher to
prepare beforehand as much of each lesson as the children
can understand, and to use the Bible passages in teaching.
_Recitations._
To recite two poems, to learn three hymns, and a passage of
six verses, each, from (_a_) _Exodus_, (_b_)
_St Mark’s Gospel_ (part set for Bible lessons).
Longman’s _Junior Poetry Book_ (1s. 6d.) may be used,
or Miss Wood’s _A First Book of Poetry_ (Macmillan,
2s. 6d.).
_Sums._
Chapter xi., _A B C Arithmetic_ (Teacher’s Book, part i.,
1s.; Sonnenschein). Tables up to twelve times twelve.
Tables should be worked out in money thus: (9×7 = 63 pence
= 5s. 3d.).
_N.B._--The terms ‘tens’ and ‘units,’ etc., should be used
instead of ‘staves’ and ‘cubes,’ etc.
BEGINNERS--Chapters vi., vii., viii.
Books for Pupils, containing exercises only, are published at 4d. each.
_Music._
_Child Pianist_ (Curwen & Son), continue. _Teacher’s
Guide_ (revised edition).
_Singing._
Three French Songs, _Chansons d’Enfants_ (Librairie Ch.
Delagrave, Paris, 1s. 6d.). _Ten Minutes’ Lessons in
Tonic Sol-fa_ (Curwen & Son). Three English songs from
Novello’s _School Songs_, book xxi. (8d.).
_Drill._
Light-Pole Exercises and Calisthenics, from _Musical Drills
for Standards_ (Philip & Son, 2s. 9d.). Ex-students take
House of Education Drills.
_Writing._
_A New Handwriting for Teachers_, by M. M. Bridges (Mrs
Bridges, Yattenden, Newbury, 2s. 9d.), page 2, lines 1 and
2; page 3, line 5. Two letters to be mastered each lesson.
Transcribe from Reading Book in _New Handwriting_ and
write a little from dictation.
_Reading._
Read books used for History, Geography, Tales, and
_Hiawatha_.
BACKWARD CHILDREN.--_Happy Reader_, part ii., by
E. L. Young (Simpkin, Marshall, & Co.).
_English History._
_Sketches from British History_, by F. York Powell
(Longmans, 1s. 3d.), lessons xx.-xxxi. Mrs Frewen Lord’s
_Tales from St Paul’s_ (Sampson Low, 1s.), pages 1-19.
_Tales._
_The Pilgrim’s Progress_ (Partridge, 1s.), pages 102-148.
_The Heroes of Asgard_ (Macmillan, 3s. 6d.), pages
50-108. Two Tales from Mrs Beesly’s _Stories from the
History of Rome_ (Macmillan, 2s. 6d.).
_Natural History._[47]
Keep Nature Note-Book. Watch and describe twelve birds. _The
Birds of the Air_, by A. Buckley (Cassell, 6d.), pages
38-79. Children to notice all they can themselves about
birds. _Wild Nature Won by Kindness_, by Mrs Brightwen
(Fisher Unwin, 2s.), pages 99-139.
_Picture Talk._
Study six reproductions of J. F. Millet’s work (see the Perry
Pictures).
_French._[48]
The Gouin Method: _The Study of French_, by Eugène and
Duriaux (Macmillan & Co., 3s. 6d.), pages 31, 35, 36,
37. Make new sentences with the words learnt in these
_Series_. _Illustrated French Primer_, by H. Bué
(Hachette & Co., 1s. 6d.), pages 109-112, 141-150.
_Geography._
_London Geographical Reader_ (Stanford), book ii. (1s.
6d.), pages 1-14. Book i. (1s.), pages 1-11. Map questions
to be worked through with map before each lesson.
Description of any rivers, hills, mountains, etc., the
child may know of, with plans.
_Work._
Six twigs of trees (not done before) in brushwork. For
occasional use, _Pour Dessiner Simplement_, par V.
Jacquot et P. Ravoux (Glaisher, 3s. 6d.), _cahier_
ii. Attend to garden (_Aunt Mai’s Annual_, 1894).
_Carton Work_, by G. C. Hewitt (King & Sons, Halifax,
2s.): make a pillar-box, a match-box, a pen-tray, and
a vase. Smyrna rugs (see _Aunt Mai’s Annual_,
1894). Children make their own designs. _Self-Teaching
Needlework Manual_ (Longmans, 1s.): children to be
exercised in stitches, pages 1-15. Use coarse canvas and
wool; then, _coloured_ cotton and coarse linen.
_Questions on Preceding Programme_
_Bible Lessons._
I. 1. What do you know of Moses as a little boy?
2. Tell about Moses and the burning bush.
II. 1. Tell the story of Jesus curing the man sick of the palsy.
2. When did Jesus say, “Peace, be still”? Tell all about it.
_Writing._
I_a_. Print} “The field mouse has gone to
I_b_. Write} her nest.”
_Natural History._
I_a_. How does a beaver build his house?
I_b_. 1. Tell one story about ‘Blanche.’ What have you
noticed about any tits you have watched?
I_a_ & I_b_. 2. Describe a rook, a starling, a
chaffinch, and tell anything you have noticed about them.
_Geography._
I_b_. 1. How can we tell that the earth is round?
2. What countries would you pass through going from England to
Russia by land?
3. What are the countries to the South of Europe? Which
countries have the most indented coastlines? Mention two
inland seas and say where they are.
I_a_. 1. Describe a forest in Brazil.
2. Tell about the Indian’s blow-pipe, and a hanging nest. Can
you draw a hanging nest?
_Number._
I_b_. 1. Tom went to school at 6¼; he was 8 years and
3 months at one school, 4 years at another, 1 year and
9 months going round the world, 3 years and 3 months in
Corea, and 5½ months in Japan. How old was he then?
2. John had to take three cheques to the bank, £175, 13s. 3d.,
£30, 7s. 5d., and £89, 19s. 11d. How much did the cheques
come to?
3. Find the rent of four houses at £17, 8s. 4½d. a year
each.
BEGINNERS--
1. Which is greater, and by how much, a quarter of a hundred
or a fifth of a hundred?
2. How many pounds in a hundred shillings?
3. If tops cost 9d. for 5, how much will 25 cost?
I_a_. 1. If Jack’s dinner costs 1s. 6d., how much will he
have to pay for himself and three friends?
2. If a copy of _Robinson Crusoe_ cost 6s., how many can
I buy for £2, 2s. 0d.?
3. How many sixpences are equal to nine fourpenny pieces?
BEGINNERS--
1. How many newts and how many robins have twenty-eight legs
between them?
2. His father gave Jack 1d. a week. How many weeks must he
save to buy a slate for 4d.?
_Picture Talk._
Describe from memory the picture of Millet’s you liked best.
_Tales._
I_a_. Tell a fairy tale.
I_b_. 1. Tell about the trial of Christian and Faithful in
Vanity Fair.
2. Tell about Odin’s journey to Jotunheim until he came
to the land of giants.
or, 3. Tell a short story from the History of Rome.
_History._
1. Can you remember two Scottish proverbs?
2. Tell a story of John Hall, or Wat Tyler, or Robin Hood.
3. Tell what Taswell says about the burning of St Paul’s. What
are the words over the north transept door?
_Reading._[49]
Father to choose unseen passage, marking words not known.
_Recitations._[49a]
Father to choose a poem, a hymn, and two Bible passages.
_Singing._[49a]
Father to choose an English and a French song and, (I_b_),
two Tonic Sol-fa exercises.
_Drill._[49a]
Drill, before parents.
_Music._[49a]
Examine in work done.
_Drawing._
(_a_) An outline drawing with your brush of a bird and a
cat, (_b_) a brushdrawing of an ash, and a lime twig
with leaf-buds.
_Work._[49a]
Outside friend to examine.
_N.B._--The work suggested in the course of this volume is usually
with a view to children in classes I_a_ and I_b_, but many children in
their ninth year are fit for Class II. (See Appendix D).
B. B., aged 7½. CLASS IB
_Subjects taken_
1. Bible Lessons.
2. Writing.
3. Number.
4. Picture Talk.
5. Geography.
6. Tales.
7. Natural History.
8. History.
9. Reading.
10. Drawing.
The answers of all the children in this class reach much the same
standard as those here printed. The children in class I_b_ range
in age from seven to eight or eight and a half.
_Bible Lessons_
I. (1) When Moses was born, King Pharaoh of Egypt had ordered that all
the new-born baby-boys should be killed, and Moses’ mother hid him for
three months and at last he grew so big that when he cried he would
be heard. So his mother made him a basket of bulrushes and put him
in it in the water. And she plastered it together so that the water
would not get in. And when Pharaoh’s daughter came down to bathe, her
servants walked along by the river, and when she saw the basket in the
river, she asked her maid to bring it to her. And when she opened the
basket she saw the baby in it, and she said that this was one of the
Hebrews’ children. Then the baby’s sister came and asked Pharaoh’s
daughter if she would get a nurse for the baby, and Pharaoh’s daughter
said ‘Yes.’ And she brought a Hebrew woman, and it was the child’s
mother. And Pharaoh’s daughter said that she would call him Moses,
because she drew him out of the water. Then Pharaoh’s daughter gave
the baby to his mother, and she took him home and nursed him and she
taught him to be good. And then when he was pretty old he was taken to
the palace and there he got a very good education.
(2) When Moses was married, he was out in the field keeping his wife’s
father’s sheep when he saw a burning bush. And a voice spoke out from
the burning bush and said, “Draw not nigh hither, put off thy shoes
from off thy feet for the place whereon thou standest is holy ground.”
It was God speaking to him, and God told him to go and bring the
children of Israel out of Egypt. But Moses said, “Who am I to go to
Pharaoh? he won’t listen to me,” and God said that he would be with
him. But Moses said, “Pharaoh will not believe that God has spoken
to me at all.” Then God said, “I will teach you to make signs before
Pharaoh.” But Moses said, “I am slow of speech.” And God was angry
with Moses and said that he would send his brother Aaron to do the
speaking.
II. (1) Jesus was surrounded with people and there was a man sick of
the palsy wanted to see him; and he was let down through the roof on
his bed which was only a mattress. And Jesus said, “Rise, take up thy
bed and walk.” And the man took up his bed and was cured.
(2) When Jesus was crossing the sea of Galilee with his disciples to
the other side there arose a great storm, and Jesus’ disciples thought
that they would be thrown into the sea. And they awoke Jesus and said
to him, “Master, carest thou not that we perish.” And Jesus woke up
and said to the sea and the foam, “Peace, be still.” And his disciples
marvelled and said, “What manner of man is this that even the sea
obeys him.”
_Number_
I_a_. 1. 6/.
2. 7 copies.
3. 6 sixpences.
Beginners.--
1. 14 Robins.
2. 4 weeks.
_Picture Talk_
‘THE FIRST STEP’
In this picture I see a baby taking its first step alone. The father
is stretching out his arms to catch it, then the baby toddles to its
father.
They are not rich people and they live in a farm, and the father had
just left off his work when his wife met him in the garden and told
him that his baby was going to walk alone for the first time.
_Geography_
1. We know that the world is round because if a sailor starts from
his home and sails on and on without turning he will come back to the
place he started from; if you stand on the sea shore and watch a ship
coming to-wards you, you will first of all see the mast of the ship
and then the hull last; if you stand on a high place you will see that
you are in the middle of a circle.
_Tales_
FROM ‘HEROES OF ASGARD’
2. Loki, before he left Jotunheim, told his witch-wife to keep the
children indoors, for said he, the Æsir will soon find out that we
have a secret down here, but while Loki was away, his wife could not
keep Jormungand in the house, because he grew so big, that she had to
let his tail out of the door. And Odin saw Jormungand’s tail sticking
out of the door, so he dismounted Air Throne, and said farewell to all
the Æsir, and then went to Jotunheim, but before he went he taught
all the people how to fight and make armour, and not to forget what
he had taught them. So he went on and on and on until he came to the
Golden Van, and asked him what his education was, and what he did
up here. And the answer was, that he gave wisdom, but that it was so
dear that many people turned away sorrowfully. Odin said, “What is
the price? I would willingly give my right hand.” But the Van said it
is your right eye you must give; but Odin didn’t think the price too
dear, so he plucked his right eye out and gave it to the Van. Then he
got wisdom and set off for Jotunheim. At last he came to the very edge
of Jotunheim, and then he peeped over to Jotunheim and saw all the
hideous creatures that lived down there; and he hung over Jotunheim
two or three days and nights before he went in.
_Natural History_
1. There was a lady that wanted to have a pair of pigeons, and a
friend sent her two. And when she opened the basket she found that the
mate had flown away. Then the lady got a mate for the pigeon but the
pigeon just pecked at it, so the lady got another one, that was white
like herself, and so she kept this one. The female was named Blanche;
and every day for four hours Blanche would come in to the lady’s room
and take a rest on a great big Bible that lay on the table.
2. Tits are very fond of fat in the Winter. There are four different
kinds of Tits, Greater Tit, Marsh Tit, Blue Tit, and the Cole Tit. And
sometimes the tits sit at the entrance to a beehive and eat all the
bees that come out. They build in old letter-boxes sometimes. The Blue
Tits are great fighters, and if you hang a basket outside your window
with fat in it, the Blue Tit will hang down and eat all it wants, and
act King of the Castle. And the Cole Tit takes away all it wants and
stores it up.
Rooks are black and very like crows, and the way you will know them
from crows is that they build altogether and crows don’t. When the
rook is one year old, it has a grey bald patch on its head.
Starlings look black when you see them far off and when you see them
near to you they look purple and white on their backs. They build in
hollow trees and in chimneys.
_History_
1. One day when King James of Scotland was staying with his friend
McFarlane, he saw his geese running about in the yard and playing; and
the king laughed at them. And that evening they had a goose for dinner
and it was so lean and tough that the king could not help saying
“McFarlane, your geese mind their play more than their meat.” And
always after that people that played more than they worked were called
McFarlane’s geese.
ROBIN HOOD AND THE FORESTERS
2. One day when Robin Hood was only sixteen, he was walking in the
Forest with his bow and arrow, when he met fifteen foresters, who
laughed at him when they saw the bigness of his bow. Then Robin got
angry with them and said, “I am only out bird-shooting to-day.” But
they just laughed at him the more, and he said, “I would wager my
head, I hit a deer at twelve score yards.” And they held him to his
word, and they staked one hundred shillings against that. Then they
sent a deer galloping past him, and just as he was taking aim, one
of the foresters jeeringly bade him remember his head was at stake,
because he was frightened he would lose his money. And all the
foresters marvelled because Robin Hood hit the deer. But Robin Hood
said he wouldn’t take any man’s money, except the man’s money who had
tried to put him out when he was taking aim; and that, he said, “we
will spend on a feast for us all.” Then the man that had lost his
money, made a cut at Robin, but Robin dashed nimbly aside, and ran
away one hundred yards, and then he turned round, and shot the man
that had tried to put him out when he was taking aim. The foresters
saw his fall, and all ran for Robin Hood, but he shot them down dead
or badly wounded as they came to him. The friends of these foresters
got Robin Hood outlawed for this act.
* * * * *
(Children in Classes 1_a_ and 1_b_ narrate the answers to
their examination questions, which are written at their dictation.)
FOOTNOTES:
[47] Where there are children in I_a_ as well in I_b_, both classes
should work together, doing the work of I_b_ in the subjects thus
indicated; or, if the children are backward, that of I_a_.
[48] See note, page 388.
[49] Subjects thus indicated to be marked according to _Regulations_.
APPENDIX D
THE EXAMINATION OF A CHILD IN HIS NINTH YEAR UPON A TERM’S WORK ON
THE LINES INDICATED IN THIS VOLUME
CLASS II
_Programme of the Term’s Work, on which the Examination
Questions are set_
_Bible Lessons._
_The Bible for the Young_, by Rev. J. Paterson Smyth
(Sampson Low, 1s. each vol.); _Exodus_, Lessons
i.-vii. inclusive. _St Mark’s Gospel_, chapters i.,
ii., iii., iv. Teacher to prepare beforehand, and to use
the Bible passages in teaching. Answers to the Catechism
with explanations as far as the _Lord’s Prayer_
(optional).
_Recitations._
_Lyra Heroica_ (Nutt, 2s. 6d.), _Boadicea_, and _A
Welcome_. Two hymns and two passages of twelve verses
each, one from _Exodus_, one from _St Mark_.
_French._
The Gouin _Series_; pages 76, 78, 80, 82, 84, 93, from
_The Study of French_, by Eugène and Duriaux (1898
edition, Macmillan & Co., 3s. 6d.). _Little French
Folk_, by C. T. Onions (Simpkin & Marshall, 2s.),
pages 15-25. Make new sentences with the words learnt
in the _Series_. Recite two poems from _La Lyre
Enfantine_ (Hachette & Co., 1s. 3d.).
_Latin._
_A First Latin Course_, by E. H. Scott and F. Jones
(Blackie, 1s. 6d.), pages 1-10, 67-71, and vocabularies.
Revise work carefully by means of exercises, and make fresh
sentences with all the words learnt. Boys may, if desired,
take Latin instead of German; in this case they should take
Hall’s _Child’s First Latin Book_ (Murray, 2s.), pages
1-23 in addition.
BEGINNERS, _A First Latin Course_, by E. H. Scott
and F. Jones, pages 1-5, with vocabularies and exercises on
pages 67, 68, 69.
_German._
_Little German Folk_, by M. Schramm (The Norland Press,
2s.), pages 16-20 inclusive, to be learnt orally, only.
_Drill._
Light-Pole and Calisthenic Exercises, from _Musical Drill for
Standards_ (Philip & Son, 1s. 6d.). Ex-students take
House of Education Drills.
_Music._
Continue _Child Pianist_ (Curwen & Son); teacher using the
Teacher’s Guide.
_Singing._
Two French songs, _La Lyre des Écoles_; two German songs,
_Deutscher Liedergarten_ (each of these, Curwen &
Son, 2s. 6d.). Two new English songs from Novello’s
_School Songs_, book xxi. (8d.). _Ten Minutes’
Lessons in Tonic Sol-fa_ (Curwen & Son).
_Geography._
_London Geographical Readers_ (Stanford): book ii. (1s.
6d.), pages 1-22; book iii. (2s. 3d.), pages 1-26; map
questions to be answered from map and then from memory,
and then in filling up blank map from memory before each
lesson. All geography to be learnt with map. Children to
make memory maps. Know something about foreign places
coming into notice in the current newspapers. _The School
Atlas_, edited by H. O. Arnold-Forster (37 Bedford
Street, London, 3s.).
_English Grammar._
_A Short English Grammar_, by Professor Meiklejohn (Holden,
1s.), pages 25-52. Parse and point out Subjects, Verbs,
Objects.
BEGINNERS, pages 5-25.
_Writing._
_A New Handwriting for Teachers_, by M. M. Bridges
(Mrs Bridges, Yattenden, Newbury, 2s. 9d. post free);
practise pages 1, 2, 3. Two perfectly-written lines every
day. Transcribe some of your favourite passages from
Shakespeare’s _Julius Cæsar_, with page 6 as model.
_Dictation._
Two pages at a time to be prepared carefully; then a paragraph
from these pages to be written from dictation or from
memory. _The Citizen Reader_, by H. O. Arnold-Forster
(Cassell, 1s. 6d.), chapters vi., vii., viii. (both parts).
_Plutarch’s ‘Lives.’_
Plutarch’s _Julius Cæsar_ (omitting unsuitable parts)
(Cassell’s National Library, 3d.).
_English History._
_A History of England_, by H. O. Arnold-Forster (Cassell,
5s.), pages 1-56 (B.C. 55-A.D. 871). Read from Shakespeare’s
_Julius Cæsar_ (Cassell’s National Library, 3d.). Read
contemporary parts from _Old Stories from British History_
(Longmans, 1s.).
_French History._
_A First History of France_, by L. Creighton (Longmans, 3s.
6d.), pages 2-22, to be contemporary with English history.
Any time over should be given to English history.
_Drawing._
_Pour Dessiner Simplement_, par V. Jacquot et P. Ravoux
(Glaisher, 3s. 6d.), _cahiers_ ii. and iii., for
occasional use. Twelve twigs of trees with leaf-buds
in brushdrawing. Original brushdrawings from scenes in
_Julius Cæsar_. Garden (or section of) drawn to scale;
and, Join the _Portfolio of Painting_ (see _The Children’s
Quarterly_).
_Picture Talk._
Study six reproductions of J. F. Millet’s work (see Perry
Pictures).
_Reading._
Geography, English history, French history, should afford
exercise in careful reading. The _Morte D’Arthur_,
Selections by C. L. Thomson (Marshall, 2s., pages
190-238), or, poetry, to be read on Thursdays.
_Nature Lore._
(Tuesday) Buckley’s _Fairy Land of Science_ (Stanford),
pages 99-123. (Wednesday) _The Sciences_, by E. S.
Holden (Ginn & Co., 2s. 6d.), pages 1-34. _Seaside and
Wayside_ may also be used. Keep a Nature Note-book.
Record, when you see them, and describe twelve birds and
notice all you can about them. (Saturday) _Birds of the
Air_, by Mrs Fisher (Cassell, 6d.), pages 38-79. All
members must take in _The Children’s Quarterly_.
_Arithmetic._
_A B C Arithmetic_, Teacher’s Book, part ii. (Sonnenschein
& Nesbitt, 1s.), pages 93-111. Mental Arithmetic and
Numeration for five minutes on alternate days. Mair’s
_Mental Arithmetic_ (Sonnenschein, 9d.). Steady
progress. Much care with tables.
BEGINNERS, 1-27.
_Composition._
_The Citizen Reader_, by H. O. Arnold-Forster (Cassell, 1s.
9d.), chapters vi., vii., viii. (both parts). Selections
from _Morte D’Arthur_. Read and write substance. Young
children who cannot write easily may narrate.
_Work._
_Cardboard Modelling_, by A. Sutcliffe and W. Nelson
(Philip & Son, 2s. 6d.), or, better, _A Manual of
Cardboard Modelling_, by H. Heaton (Newmann & Son, 5s.).
Make a set of furniture for the bedroom of your doll’s
house. Make the curtains, rugs, bed linen, and counterpane
for this bedroom. _Self-Teaching Needlework Manual_
(Longmans, 1s.). Practise stitches on pages 15-24. Attend
to Garden (_Aunt Mai’s Annual_, 1894).
_Questions on Preceding Programme_
_Bible Lessons._
I. 1. “Take this child and nurse it for me.” Tell what you
know about the education and early life of the child.
2. “Who made thee a ruler and a judge over us?” “Take off the
shoes from off thy feet.” On what occasions were these
words used? Tell the whole story in each case.
II. 1. (_a_) “Come ye after me.”
(_b_) “Arise, take up thy bed.”
(_c_) “Stretch forth thine hand.”
(_d_) “Peace, be still.” Tell all about the occasions
when these words were used.
2. Give, as far as you can in the words of the Bible, the
Parable of the Sower.
_Writing._
Write from memory two lines of _A Welcome_.
_Dictation._
_The Citizen Reader_, page 79, § 2.
_Composition._
Describe your favourite scene from _Julius Cæsar_, or, the
picture of J. F. Millet’s that you like best.
_English Grammar._
1. Analyse and parse the words in italics,--
“O, _when_ do _fairies_ hide _their heads_?
_When_ snow lies on the _hills_,
When _frost_ has spoiled their _mossy beds_,
And crystallised their rills.”
2. Make sentences using the following words, and parse each
of them: _this_, _which_, _herself_,
_many_, _above_, _after_, _once_,
_very_, _that_.
BEGINNERS--
1. Pick out the nouns, adverbs, prepositions, and verbs in (1).
2. Make sentences containing the following words, and say
what part of speech each is: _her_, _carry_,
_very_, _to_, _on_, _before_,
_soon_, _all_, _since_.
_English History._
1. “You can put me to death but you will gain more honour if
you spare my life.” What do you know of the speaker?
2. What history is there in the words _Manchester_,
_Thursday_, _Saturday_, _Oxford_? Who gave
us these words?
3. “From the fury of the Northmen, good Lord deliver us.” What
do you know about these Northmen?
_French History._
1. “Martin has clothed me with his garment.” Tell what you
know about this Martin. On what day of the year do we
remember him?
2. “Thus did you break the vase at Soissons.” Tell what you
know of the speaker.
3. What do you know of Charles the Great?
_Plutarch’s ‘Lives.’_
1. “Arms and laws do not flourish together.” Who said this?
Tell the story.
2. Describe one of Cæsar’s expeditions into Gaul.
_Natural History._
1. What are earth-pillars, landslips, and pot-holes? How are
they caused? Describe some work of water as a sculptor that
you have seen.
2. Make a diagram, giving the names and the sizes as near as
you can of the planets. Which planets have you seen? What
do you know about Jupiter and Saturn?
3. Describe a rook, a starling, a jackdaw, a thrush. Tell
anything you have noticed about them.
_Geography._
1. What countries can I visit in going from England by sea
through the Mediterranean to the Black Sea?
2. What are the boundaries of Austria, Switzerland, Greece?
3. Draw a map of Northumberland, putting in the river Tyne and
the chief towns on its banks.
4. Describe a journey in the Lake District.
_French._
1. Recite Les Cerises and the poem learnt.
2. Name, in French, the various parts of a house, and make six
sentences, using the words.
_German._
1. Tell, in German, all you can about the pictures on pages 18
and 19 of _Little German Folks_.
2. Make three new sentences with some of the words you have
learnt.
_Latin._
1. Translate into Latin: (_a_) The road is not safe; (_b_) The
slave is Roman; (_c_) Here is a wide road; (_d_) The town
has four big gates; (_e_) The poet’s daughter is tall.
2. Make sentences, using the words,--_sex_, _Romani_, _magnae_,
_pila_, _iratus_, _cujus_, _dux_, _octo_, _reliqui_, _vos_.
BOYS ONLY. 3. Decline fully,--_bona malus_, _niger equus_,
_vir liber_.
BEGINNERS--
1. Do the first half of question 2 above.
2. Answer in Latin the questions,--_Ubi est porta?_ _Quot portae
sunt?_ _Estne servus magnus?_
_Arithmetic._
1. If a railway guard travels 2303 miles a week, how much does
he travel in twelve days?
2. Find the interest on (_a_) £11, 15s., (_b_) £7,
16s., at 5% for one year.
3. What sum of money multiplied by 11 will give £38,020, 4s.
9½d.?
BEGINNERS--
1. How much is each of the following numbers--197, 931, 240,
99, short of 1000?
2. If quill pens cost 12s. a thousand, how much would 250 cost?
3. How many florins in 1000 shillings?
_Drawing._
(_a_) An outline of a bird with your brush.
(_b_) An original brush-drawing from _Julius Cæsar_.
(_c_) A birch, and an elm twig.
_Recitations._[50]
Father to choose a poem, and ten verses from St Mark and ten
verses from Exodus.
_Reading._[50a]
Father to choose unseen poem, marking words not known.
_Music._[50a]
Examine in work done.
_Singing._[50a]
Father to choose an English, a French, and a German song, and
two Tonic Sol-fa exercises.
_Drill._[50a]
Drill, before parents.
_Work._[50a]
Outside friend to examine.
A. A., aged 9 years
_Subjects taken_
Scripture.
English History.
French History.
Natural History.
Geography.
Writing.
Dictation.
Arithmetic.
French.
Composition.
Drawing.
English Grammar.
Plutarch’s _Lives_.
_French_
LES CERISES.
1. Albert a envie de manger des cerises.
Il court au verger, et grimpe à un cerisier.
Albert se pose à califourchon, sur une branche.
D’œil, il choisit les plus belles cerises,
Il cueille les plus mûres,
Et les mange au fur et à mesure.
DIEU
Qui dit au soleil sur la terre
D’eclairer tout homme et tout lieu,
Qui donne à la nuit son mystère,
O mes enfants, c’est Dieu.
Le bluet le ciel superbe.
Qui les a teints d’un même bleu,
Qui verdit l’emeraude l’herbe?
O mes enfants, c’est Dieu.
[51]
Qui donne au bosquet son ombrage,
Et quand l’oiseau chante au milieu,
Qui donne à l’oiseau son ramage?
O mes enfants, c’est Dieu.
Qui donne à chacun chaque chose,
A l’un beaucoup, à l’autre peu,
Moins au ciron, plus à la rose?
O mes enfants, c’est Dieu.
Qui donne à vos mères ce charme,
De rire à votre moindre jeu,
Pleurant à votre moindre larme?
O mes enfants, c’est Dieu.
2. Les murs, les portes, la salle à manger, la cuisine, le feu.[52]
_Composition_
JULIUS CÆSAR
My favourite scene from _Julius Cæsar_ is where Mark Antony makes
his speech to the people about Cæsar, and they all think it such a
good one, and wished to destroy the conspirators who had killed Cæsar.
He tells them that he had thrice offered the crown to Cæsar and yet
he had refused it, and yet Brutus in his speech had said that the
deed was done for the good of the country in case Cæsar should get to
be the King, which would not be good for Rome. Antony said that in
Cæsar’s will he had left to every one of the people a sum of money,
and left his shaded gardens for the public use.
_English Grammar_
1. _Nouns_--fairies, heads, snow, hills, frost, beds, rills.
_Preposition_--on.
_Verbs_--hide, lies, spoiled, has, crystallised.
2. her Pronoun.
carry Verb.
very
to Preposition.
on Preposition.
before Preposition.
soon
all Adjective.
since Preposition.
Were you with _her_?
Will you _carry_ this?
Yesterday was _very_ wet.
Are you going _to_ London?
London is _on_ the Thames.
Please walk on _before_ us.
We will be there _soon_.
That is _all_.
_Since_ you are not coming I will not come.
_Plutarch’s ‘Lives’_
1. These words “Arms and laws do not flourish together,” were said by
Julius Cæsar in answer to a book that had been written by a greater
orator than himself called Cicero. In this he said that the people
could not expect him to be such a great orator as Cicero who had
studied all his life for Cæsar had to fight and could not study.
2. When Cæsar first went into Gaul to fight against the Helvetians and
the Tigurini he sent out his lieutenant to fight the Tigurini. His
lieutenant defeated them so he went on to fight the Helvetians who had
burnt 400 of their villages, and 12 of their large towns. He marched
against them and after having fought them he defeated them and he made
the prisoners he took resettle in the land and rebuild the towns and
villages they had burnt for fear that other tribes from Germany should
come and settle in a country that was left with no inhabitants.
_Arithmetic_
1. 1000 1000 1000 1000
197 931 240 99
---- ---- ---- ----
803 69 760 901
2. If quill pens cost 12s. a thousand, how much would 250 cost?
4)12
----
3 Ans. 3s. = four 250.
3. How many florins in 1000 shillings?
2)1000
-----
500 Ans. 500 florins.
_English History_
1. _Caractacus_ was one of the early British chiefs who held out
against the Romans for a long time. After he had been fighting many
times he was defeated and taken prisoner by the Romans and was then
brought before the R. Governor, where he was tried. The Roman Governor
wished to put him to death, but he said “You can put me to death but
you will more honour if you spare my life.” So after a time he was
let go, and the Governor said for his brave words he was to be well
treated.
2. _Chester_ or _Castra_ in Latin meant camp, so therefore
in the word Manchester it is shown that the Romans had a camp there
and that tells us it is a old town.
2. (_b_) When we use the word _Thursday_, we are bringing
the old Saxon God _Thor_ into our mind, as it was on this day
that the Saxons worshipped this God.[53]
(_c_) When we say the word _Saturday_, we are again recalling
the old Saxon God, whose name was Saturn, the planet which we now
have, and it was on this day that the Saxons worshipped their old
God.[53a]
3. _The Northmen_ were a wild race who came from Germany and
Denmark, and they were always coming and invading England as the
Saxons had done before them. Canute was their greatest king and he
had many flatterers at his court, and they said that everything would
obey him, the water, the sun and the moon, etc. So one day he ordered
his chair to be carried to the water’s edge and then he said to the
sea “Come no further on my land,” but of course the sea still came
on, and his courtiers had to rush and save him from getting very wet.
The Northmen plundered the land and burnt it, so that the Saxons all
wanted to get rid of them, and some of the Bishops prayed “From the
fury of the Northmen, good Lord deliver us.”[53a]
_Natural History_
1. _Earth pillars_ are pillars of earth generally with a stone on
the top. Where they are now was once all level ground, but the rain
came and washed away the softest clay, then the sun came, and hardened
the other into cracks. Then more rain came and washed that away, but
occasionally there was a large stone which prevented the water washing
the clay away and there it remained beneath, thus forming an earth
pillar with a stone on the top. When the stone comes off, the pillar
is almost sure to fall down for then it is no longer protected from
the rain.
[_Diagram of four earth pillars_]
1. (_b_) A _landslip_ is a large piece of land which has
fallen away from the top of a cliff, or the side of a hill. It is
caused by the rain sinking down through some soil until it comes to
a hard rock, and then more and more rain coming, it makes a regular
little pond or pool. This makes the foundation of the hill or cliff
very unsafe. Then it begins to fall away, and thus gradually the whole
part goes down, and that is how the landslip is caused.[54]
1. (_c_) _Pot-holes_ are round holes at the sides of a waterfall. They
are caused by the water coming down and bringing little stones with
it, and beating them against the rock on each side of the waterfall,
so that it gradually pounds away the side of the rock till it makes it
into a round hole. If you look in these holes you will generally find
one or two round stones, which have been used by the water for
pounding the rock. When the water has broken these stones to tiny
little bits, it brings others down, which it uses in the same way, and
so it continues to make the pot-hole.[54a]
I have noticed a waterfall in Ireland gradually cutting itself
deeper and deeper into the earth, and carrying down the rocks from up
above.[55]
3. (_a_) A _rook_ is a fairly large black bird. It does a
great deal of good to the farmers by eating the grubs which are in
their fields, though it eats a little corn, but it does much more good
than evil. Once several farmers decided to shoot all the rooks round
about, expecting to get a very good crop, but instead of this they
had only a very little corn, so that they had to induce more rooks to
come and settle there again. Rooks generally fly in flocks. They make
their nests high up in tall trees, and use the same nests each year,
repairing them every now and then in the winter to keep them all right
for the next nesting time.[55a]
3. (_b_) A _starling_ is also a black bird, but it has bright colours
on the tips of its wings so that it does not look nearly as black as a
rook. It is the smallest of its family, the crow is the largest. It
feeds generally upon grubs, though it will eat bread and corn when it
cannot get other food. Its eggs are pale blue, and there are from four
to five of them in the nest, which is generally built half-way up a
tree or in old buildings and barns.[55a]
3. (_c_) A _jackdaw_ is another black bird, though it has a
little grey on the head and a little on the body. It belongs to the
crow family and builds its nest very high up, and so is very hard to
find. The nest is made of straw and bits of dry grass and other little
bits of old stuff. Its eggs are the same colour as the starling.[55a]
3. (_d_) The colours of a _thrush_ are, on the back a browny
grey, the throat and breast are a whity grey with spots of brown, the
tail also brown with a little white and spots underneath, and the
wings are brown like the back. Its nest is made of dry grass, etc.,
and other bits of old stuff, and the inside is lined with mud. Its
eggs are generally about four, occasionally five. They are a beautiful
blue colour with spots of brownish black. It sings very beautifully.
Once a little thrush was known to die from having sung too violently,
and by that breaking one of its bloodvessels.[56]
I have noticed that the thrush sings very loudly, and that the sort
of song he sings is--‘Pretty Mary’ or ‘Pretty Joey.’ When we put out
crumbs for the birds in the morning, the thrush does not come so much
as the other birds, such as sparrows and black-birds, etc.[56a]
_Scripture_
I. 1. There had been a law made by the king of Egypt that all the
Hebrew children should be put to death so Moses’ mother took her
little babe Moses to the river’s side in a cradle which she had made
and pushed it out until it went into the reeds on the other side.
When Pharoah’s (_sic_) daughter came down to bathe in the river,
she heard the baby crying, and told some of her maids to fetch the
cradle and see what was in it. When she found it was a little baby
she thought she would keep it, as she had none herself. Before this
Moses’ mother had put her daughter to watch what would happen to the
baby, and when she saw the Princess take it, she came and asked if she
should get a nurse for it. The Princess said to the mother “Take this
child and nurse it for me.” So Moses was taken into the palace and
nursed there and was treated as a prince.
All royal children were very well educated so Moses was taken to
school and had to study very hard. When he had learned reading and
writing, he went to college at On, where there was a University and
here he studied all the arts and laws of the Egyptians. We know he
was a great warrior because we told him coming back in triumph after
defeating some of the enemies of Pharoah (_sic_).
II. 1. (_a_) Jesus was walking along by the Sea of Galilee when
he saw two fishermen, whose names were Andrew and Simon Peter, and
they were mending their nets. He turned to them, wishing them to be
his disciples and said “Come ye after me.” So they left their nets and
followed Him.[57]
(_b_) Jesus was in Peter’s house at Capernaum and as he healed
the people there was a great crowd round about and a man which had
palsy could not get in. So his four friends which were carrying him
lifted him up on to the roof, and then opened the trap door, and let
him down unto Jesus. When Jesus saw their faith He said “Is it easier
to say forgive thee thy sins,” or to say “Arise and take up thy bed.”
Then He turned to the man and said “Arise, take up thy bed and go to
thy house.” So the man was healed.[57a]
(_c_) After Jesus had healed the man with the withered hand the
Pharisees took counsel with the Herodians how they could destroy Him,
but Jesus took a boat to sail across the Sea of Galilee to the other
shore. As He was going, He fell asleep in the boat. When they got
about half-way across a great storm came on, so that the boat was
almost full of water and His disciples were frightened, and woke Him
up and said “Master, save us, for otherwise we shall drown.” Then
Jesus woke and said, “Have ye so little faith, that ye are frightened
at this storm.” So He got up, and said to the winds and the storm
“Peace, be still” and the storm ceased, and there was a great calm.
Then the disciples marvelled and said to themselves “Who is this, that
even the winds and the waves obey.”[57a]
II. 2. A sower went forth to sow, and as he sowed some of the seeds
fell by the way side and the fowls of the air came along, and ate them
up; others fell upon rocky places, where there was no depth of earth,
and they sprang up quickly but when the sun came out it scorched them
up--others fell among thorns and prickles, so that when they came
up, they were choked and could not live, and others fell among good
soil and produced fruit, some thirty fold, some sixty, and some a
hundred.[58]
_French History_
1. _Martin_, who was afterwards made saint, came from Germany.
When he was only about ten years old he ran away from home to become
a monk, but he was taken by the Romans to be made a soldier. One day
while he was a soldier he was coming out of town when he saw a beggar
without anything on him who was asking for alms, so he took out his
purse but he found he had no money in it so taking his sword he cut
his cloak in half and gave one half to the beggar. In a dream that
night he saw God clothed in half a cloak and He said to the angels
around Him “Martin who is not yet a Christian has clothed me with his
garment.” So he took it as a sign that he should be made a Christian
and so he went to the Bishop and was baptized. After he left the army,
he studied some time in Italy and then came back to Gaul and founded
the first Christian monastery at Tours. He went from place to place
with his disciples preaching and teaching and he was one of the most
famous early Christian teachers.
2. _Clovis_ was one of the great Merovingian kings. When he was
only about sixteen years old, he was made king of the Franks. After
they had been plundering a church the Bishop of Rheims asked Clovis
if he would send him back a silver vase which had originally belonged
to that church, so Clovis sent back a message saying he would, if it
fell to his share, but otherwise he could not. When all the treasure
was collected, Clovis asked if the silver vase could be given to him
and all agreed but one man, who said that rather than let him have
it, he would break it, so he took his sword and smashed it in little
pieces. This was at Soissons. Some time after, when he was reviewing
his army, he saw the same man that had broken the vase, and as his
sword was hanging not quite properly, he told the man to right it. As
the man was doing so, he drew out his own sword, and cut the man’s
head off, saying at the same time “Thus did you break the vase at
Soissons.” Later on, when he was fighting a battle, he was not yet a
Christian, and the fight was going against him, so he called out “If I
win this battle, I will serve the Lord of my wife,” she being already
a Christian, and as he did win, he was baptized by the Bishop, who had
already received the pieces of the vase which had been broken. As he
was being baptized the Bishop said to him “Adore what you have burnt,
burn what you have adored.”[59]
3. _Charles the Great_, or Charlemange, as he is usually called,
was one of the very greatest Emperors. His empire stretched to the
mouth of the Elbe in Germany, to the Theiss in Austria, half of
Italy, the whole of France and a small piece of Spain. He was called
the Emperor of the West, and had been made so by the Pope. There had
not been an Emperor of the West for a long time, there having been
nobody great enough for the position. He was a very good king, and
had schools built all over the country, and thus he made a Christian
empire amidst all the wild races there. He placed Counts over the
different parts to see that all was done well there, and if they could
not manage anything, they were to send up to Charlemange. He had also
two chief ministers whom he sent round to the different places to see
that the Counts did their work rightly. He liked to live best at a
place in Germany called Aachen, and it was there he died.[59a]
_Geography_
1. In going a tour from England through the Mediterranean to the
Black Sea, I could go first to France, then to Spain and Portugal,
then reach Gibraltar, and on one side be Africa, and on the other
Spain. Then I would see France again and then Italy with the Island of
Sicily. Then I would pass Turkey and Greece, and come to the Straits
of Constantinople, and reaching the Black Sea I could visit Russia.
2. The boundaries of _Austria_ are--
North, Germany and Russia.
South, Turkey.
East, Russia and Turkey.
West, Adriatic Sea and Italy.
The boundaries of _Switzerland_:--
North, Germany.
South, Italy.
East, Austria.
West, France.
The boundaries of _Greece_ are--
North, Turkey.
South, Mediterranean.
East, Archipelago.
West, Adriatic Sea.
4. A journey in the lake District would be very beautiful, especially
in summer. Derwent-water is the most beautiful of the lakes, but
Windermere is the largest of all. The Lake District is called the
playground of England, because people go there to see the glorious
scenery. There are many mountains of which Helvyllen is the monarch,
but Scaw-fell is higher. There are lots of other mountains with
curious names, one is the Pillar another the Saddle-back, and there
is a waterfall there which has a lot of water rushing down. The poets
Southy (_sic_) and Wordsworth lived in the Lake District, and
Southey has written a poem about the waterfall splashing and dashing.
One of the towns is called Ambleside and from there the coachs
(_sic_) start for the lakes.
5. A Map of Northumberland.
This boy has written the whole of his papers, excepting where
‘dictated’ is indicated by the figure ‘1.’ Children in Class II. may
write part and dictate part of their examination work, as to write the
whole would be tiring for the younger pupils.
Parents and teachers are so often at a loss as to whether the work
of the children they are teaching does, or does not, reach a fair
average standard, and as to whether their education is conducted on
lines too broad or too narrow, that these specimens of children’s work
may be of use by way of a fair average standard. The programme of
the term’s work for each child is given, as well as the examination
questions the children have answered. It will be seen that the plan
of their studies is very much the same as would be adopted in the
case of advanced students, that is to say, the children read during
the term an appointed number of pages or chapters in a considerable
number of books written with intelligence. I think that the style
of the children’s answers justifies this method of teaching; they
speak out of a full and satisfying knowledge of their subjects. It
is astonishing what repose of mind children gain when they entirely
comprehend their lessons, and that they should remember what they have
fully understood is a matter of course. The little girl (Appendix
C) has dictated all her answers, but sends specimens of her writing
and reading. The boy’s work is partly dictated and partly written
by himself. I have indicated the end of each dictated answer. His
diagrams, maps, drawings, are very good. His pointing, spelling, etc.,
have been carefully preserved. Having been educated upon books for
three years, spelling and composition have come to him as matters of
course. Hundreds of children educated in the same way are constantly
producing comparable results. Some children, as one in fifty, perhaps,
are inveterately bad spellers, but no child taught in this way fails
to compose with ease and vigour. The habit of narration in ordinary
lessons makes the dictation of answers to examination questions a very
simple matter.
I should add that this work is done during morning school, which lasts
two and a half (for the girl) to three hours (for the boy), out of
which time half an hour is given to drill and play. No preparation
is done in the evenings. The afternoons are spent in field work,
handicrafts, etc., but no book work is done except in the morning
school-hours.
FOOTNOTES:
[50] Subjects thus indicated to be marked according to _Regulations_.
[51] Dictated to end.
[52] Dictated.
[53] Dictated.
[54] Dictated.
[55] Dictated.
[56] Dictated.
[57] Dictated.
[58] Dictated. Some Scripture answers omitted for want of space.
[59] Dictated.
Index
Accuracy, 165.
_Adam Bede_, 69.
Affection as a motive, 144.
Affections, the, 101.
Air,
as important as food, 28;
unchanged, 31;
night, wholesome, 34;
country, 92;
unvitiated, 93.
Airings, indoor, 33.
Alfred, King, 283.
Alphabet, teaching the, 201.
Ants, how to keep, 57.
Application, habits of, 149, 150.
Arithmetic,
the teaching of, 253-264;
a means of training, 260.
Arnold, Dr, 175.
Art, pictorial, 307-313.
Artificial reflex actions, 116.
Asser, 283.
Association,
a mind at the mercy of, 138;
the law of, 157;
a condition of recollection, 158.
Attention,
habit of, 86, 137-149;
wandering, 139;
to things, 141;
what is?, 145;
self-compelled, 145.
Audubon, 59.
Augustine, St, 330.
Austen, Jane, 83.
Autobiography of Mary Howitt, 248.
Avebury, Lord, 56.
Baby is ubiquitous, the, 126.
Bath, the daily, 36.
Bede, the Venerable, 284, 285.
Beef-tea, 32.
Bible,
lessons, 247-253;
method of, lessons, 251;
recitations in, lessons, 253;
the chief source of moral ideas, 336;
the reading of the, 348.
‘Bird-stalking,’ 89-92.
Blood, certain causes affect the quality of the, 25.
Books,
field-lore and naturalists’, 62;
uses of naturalists’, 64;
lesson, 229.
Brain,
conditions of healthy, activity, 20;
all mind labour means wear of, tissue, 21;
a healthy, 96;
incessant regeneration of, tissue, 115;
no limit to recording power of the, 158.
Bridgman, Laura, 195.
Burns, 126.
Calendars, naturalists’, 54.
Carpenter, Dr, 68, 111, 112, 116, 131.
Cerebration, unconscious, 108.
Change,
of occupation, 23;
the child’s thoughts, 167, 325.
Character affected by acquired modifications of brain tissue, 118;
the result of conduct regulated by will, 320.
Charles II., 29.
Charts, history, 293.
Child,
the estate of the, 11;
divine estimate of the, 12.
Children,
are public trusts, 1;
training of, dreadfully defective, 3;
offending the, 13-17;
are born law-abiding, 13;
must perceive that their governors are law-compelled, 15;
should have the best of their mothers, 17;
despising the, 17;
hindering the, 19;
the faults of, are serious, 19;
relationships of, with God, 19;
the, walk every day, 29;
out-of-door life for the, 42-95;
should know field-crops, 51;
should follow the seasons, 52;
should be encouraged to watch, 57;
what town, can do, 59;
get knowledge by means of their senses, 65;
learn from _things_, 67;
should be made familiar with natural objects, 69;
and mother nature, 78-80;
require country air, 92;
a physical ideal for, 94;
have no self-compelling power, 98;
are incapable of steady effort, 99;
should be saved the effort of decision, 100;
must not be left to their human nature, 102;
habits of, are formed involuntarily, 105;
should learn dancing, etc., at an early age, 113;
should put away their playthings, 130;
should be let alone, 134;
should execute perfectly, 159;
must have desire to obey, 161;
learn, to grow, 171;
learn, to get ideas, 173;
learn, to get knowledge, 174;
literature proper for, 176;
danger of undervaluing intelligence of, 186;
should be allowed some ordering of their lives, 194;
‘only,’ 193;
narrate by nature, 231;
enjoy the Bible, 247;
should know the Bible text, 248;
have art in them, 313;
should be taught the way of the will, 326;
play with moral questions, 336.
Christ, our King, 350;
the indwelling of, 352.
Christianity, the essence of, 350.
_Christmas Day and other Sermons_, 341, 342.
_Cinderella_, 138.
Classification, first-hand, 63.
Clay-modelling, 313.
Cleanliness, 124, 127.
Climbing, 83.
Clothing, 84.
Cobbe, Frances Power, 102.
Code of education in the Gospels, 12.
Coleridge, 61, 318, 337.
Common sense, 37.
Compass drill, 76.
Composition, 243-247;
lessons in, 245;
comes by nature, 247.
Conditions of healthy brain activity, 20-37
Conscience,
is judge and lawgiver, 329;
is not an infallible guide, 331;
a real power, 332;
a spiritual sense, 332;
an undeveloped capability in children, 333;
the uninstructed, 334;
the instructed, 335;
a child’s good, 335;
of a child ignorant, 338;
instructing the, 339;
made effective by discipline, 340.
Consequences, natural and educative, of conduct, 148.
_Copperfield, David_, 69.
Cowper, 22, 86.
Creatures, living, 56-62.
_Cul-de-sac_, an educational, 89.
Darwin, 107.
Dates in history teaching, 289.
Dawes, the Rev. Richard, 270.
Days in the open, 43.
Decision, a ‘conscientious,’ 334.
Desires, the, 100.
Desks, 239, 265.
Despising the children, 17-19.
Dickens, Charles, 69, 186, 263.
Dictation, 240;
steps of a lesson in, 241.
_Diogenes and the Naughty Boys of Troy_, 152.
Direction,
in geography lessons, 74;
practice in finding, 75.
Distance, in geography lessons, 73.
Diversion, 324.
Divine life in the child, the, 341-352.
Drawing lessons, 312.
Drills, 315.
Duty of a child, the whole, 160.
Edgeworth, Maria, 148.
_Education_, by Herbert Spencer, 4.
Education,
traditional methods of, 6;
code of, in the Gospels, 12;
‘the reign of law’ in, 37;
based upon natural law, 96-134;
is the formation of habits, 97;
intellectual and moral, 117;
infant, 125;
in habits favours an easy life, 135;
a science of, 135;
lessons as instruments of, 169-316.
Educational forces, Love, Law, Religion, 99.
Educator, problem before the, 103.
Emulation, 143.
Enunciation, 230.
Esau, 40.
Evans, Mr, 69.
_Evenings at Home_, 265.
Exaggeration, 165.
Exercise,
mental, 21;
daily physical, 132-134.
Family is the unit of the nation, the, 5.
Farrar, Dean, 56.
Faults of children, the, 19.
_Faust_, Marlowe’s, 107, 119.
Field lore, 62-65.
Fleming, Marjorie, 223.
Flowers,
and trees, 51-56;
field, and the life-history of plants, 51;
Leigh Hunt on, 53.
Francis, S., 60.
Free-will and habit, 110.
_French Home Life_, 7.
French,
the, lesson, 80, 157, 300-307;
M. Gouin’s method, 302;
the _Series_, 303.
Froebel, 179, 185, 197, 198.
Games,
out-of-door, 80;
noisy, 81.
Garden of Eden, the, 128.
Garments,
porous, 36;
for walks in bad weather, 87.
Geography,
out-of-door, 72-78;
pictorial, 72;
physical, 73;
‘distance,’ 73;
‘direction,’ 74;
use of compass in, 76;
‘boundaries,’ 77;
‘plans,’ 77;
local, 78, 271-279;
should be interesting, 273;
how to begin, 273;
maps, 275;
general knowledge of, 276;
particular knowledge of, 276;
definitions, 277;
fundamental ideas of, 277.
God,
relationship of children with, 19;
allegiance to, 38;
the Law-giver, 39;
presented as an Exactor, 345;
the knowledge of, distinct from morality, 347;
the Father and Giver, 349.
Gordon, 322.
Gospels, the code of education in the, 12, 19.
Gouin, M., 304.
Grace, divine, works on lines of human effort, 104.
Grammar, 295-300;
a difficult study, 295;
Latin, 295;
English, a logical study, 295;
first lessons in, 296-300.
Guido’s ‘Magdalen,’ 322.
Habit,
is ten natures, 96-134;
the instrument by which parents work, 97;
may supplant nature, 105;
runs on the lines of nature, 105;
may be a lever, 105;
a, is formed involuntarily, 105;
forces nature into new channels, 106;
lines of, must be laid down, 107;
direction of lines of, 109;
and free-will, 110;
rules our thoughts and acts, 110;
powerful even when the will decides, 111;
the physiology of, 111-118;
the forming of a, 119-124;
a delight in itself, 121;
stages in formation of a, 122;
of music, 133;
of attention, 137;
of application, 149;
of thinking, 150;
of imagining, 151;
of remembering, 154;
of perfect execution, 159;
of obedience, 160-164;
may frustrate the will, 326;
of self-management, 328.
Habits,
moral and mental, 113;
infant, 124-132;
of time and place, 131;
of mind, 135-168;
moral, 135-168;
training in, becomes a habit, 136;
inspired in the home atmosphere, 137;
slipshod, 229.
Hall, Dr Stanley, 198.
Handicrafts, 315.
Havelock, 322.
Head, Captain, 150.
Heidelberg, 159.
Heredity, 101.
Hindering the children, 19, 20.
History,
the teaching of, 279-295;
a storehouse of ideas, 279;
‘outlines,’ mischievous, 280;
early, best fitted for children, 281;
chronicles, 282;
myths, 284;
books, 287;
dates in teaching, 291;
narrating and illustrations, 294;
‘playing at,’ 294.
Home,
the best growing ground for young children, 170;
work, 147.
Honour, the sense of, 128.
Houdin, 86.
Howe, Dr, 195.
Hullah, Mr, 133.
Human nature, 101, 102.
Hunt, Leigh, 53.
Huxley, 23, 116.
Ideas,
children learn, to get, 173;
grow and produce after their kind, 173;
Scott and Stevenson worked with, 174;
value of dominant, 174;
lessons must furnish, 174;
fitting and vital, 347.
Illustrations, original, 311.
Imagination,
tales of the, 152;
and great conceptions, 152;
grows, 153.
Imagining, the habit of, 151-154.
Inattention, 229.
Incongruous, sense of the, 151.
Indian Mutiny, the, 335.
Inertness of parents, the, 332.
Influence, outside, 118.
Initiative, the importance of personal, 192.
Intelligence, the danger of undervaluing children’s, 186.
Intentions, good, and common sense, 37.
Intimacy with nature, 71.
_Intimations of Immortality_, 11-12.
Jerusalem, 82.
Jesus, our Saviour, 351.
Keller, Helen, 194-196.
Kindergarten,
the, method, 8, 82, 170;
the, as a place of education, 178-199;
the nursery need not be a, 179;
field of knowledge too circumscribed in the, 179;
‘occupations,’ 180;
‘sweetness and light’ in the, 180;
further considerations of the, 182-199;
a false analogy, 189;
Miss Sullivan on the, 195;
the, in the United States, 196;
Mr Thistleton Mark on the, 197;
Dr Stanley Hall on the, 198.
Kindergärtnerin,
the mother the best, 178;
the true, 185, 188.
Kindness, 339.
Kingsley, 58, 71.
King’s Somborne School, 268.
Knowledge,
nature, 61;
attractiveness of, 145;
the doctoring of the material of, 172;
children learn, to get, 174;
diluted, 175;
Dr Arnold’s, as a child, 175;
of God distinct from morality, 347.
Landseer, 309.
Law,
reign of, in education, 37;
‘mind’ and ‘matter’ equally governed by, 39;
antagonism to, shown by some religious persons, 39;
and love as educational forces, 99;
ensures liberty, 164.
Laws of health, 16;
of the intellectual and moral life, 16.
_Laws of Thought_, Thompson’s, 150.
Lesson,
must recall the last, each, 156;
books, 229.
Lessons,
attractive, 141;
as instruments of education, 169-316;
must furnish ideas, 174.
_Life of Wesley_, Southey’s, 200.
Life,
out-of-door, 92-95;
the divine, in the child, 341-353.
Light, solar, 94.
Literature, proper for children, 176.
Lives, law-abiding, often more blameless than pious, 38.
Livingstone, Dr, 101, 274, 275.
_Logic_, J. S. Mill’s, 261.
_Lucy_, Wordsworth’s, 33.
_Lycidas_, 225.
Lying, three causes of, 164, 165.
Macaulay’s schoolboy, 30.
Magnetism in the teacher, personal, 188.
Malmesbury, William of, 283.
Manners, good, 132.
Mansoul, the government of, 317.
Maps, 275;
the meaning of, 278.
Mark, Mr Thistleton, 197.
Marlowe, 119.
Masterly inactivity, 5, 134, 192.
Mathematics, the preparation for, 263.
Maurice, F. D., 341, 342.
Meals,
concerning, 25;
talk at, 26;
variety in, 27;
out of doors, 42.
Memorising, 224.
Memory,
a ‘spurious,’ 155;
a record in the brain substance, 155.
Men,
grown, lose habit of observation, 69;
power will pass into the hands of scientific, 71.
Mental effort, rapid, 149.
_Mental Physiology_, Dr Carpenter’s, 68, 111, 112, 116, 131.
Method,
a way to an end, 8;
kindergarten, 8;
a system easier than a, 9.
Methods, traditional, of education, 6.
Mill, J. S., 261, 323.
Miller, Miss, 217.
Mind,
labour means wear of brain, 21;
and matter equally governed by law, 39.
Modesty, 128.
Modifications, acquired, of brain tissue, 118.
Monmouth, Geoffrey of, 285.
‘Mooning,’ 147.
Moore, the Rev. H. A., 270.
Morell’s _Introduction to Mental Philosophy_, 68, 329.
Morley, Professor, 283.
‘Mother-games’ too strenuous for children, 190.
Mother, the, the best kindergärtnerin, 178.
Mothers,
owe a ‘thinking’ love to their children, 2;
form their children’s habits involuntarily, 105;
and teachers should know about
nature, 64;
must refrain from too much talk, 78.
Music, the habit of, 133, 314.
Narrating, the art of, 231-233.
Natural philosophy, 264-271.
Naturalist, mental training of a child, 61.
Naturalists’ books, 64.
Nature,
diaries, 54, 62, 65;
work most important for young children, 61;
especially valuable for girls, 62;
mothers and teachers should know about, 64;
the teaching of, 65;
intimacy with, makes for personal well-being, 71;
what is, 100;
_plus_ heredity, 101;
elemental notion of human, 101;
_plus_ physical conditions, 102;
human, the sum of certain attributes, 102;
as an educator, 186;
danger of supplanting, 191.
Neatness akin to order, 130.
Newton, Sir Isaac, 54.
Nightingale, Florence, 322.
Nose, a sensitive, 125.
Notation, 257.
Nourishment, mental, 24.
‘Nurse,’ 18.
Obedience,
habit of, 128, 160;
no accidental duty, 161;
must be expected, 162.
Object lessons, 67.
Observation,
discriminating, 47;
grown men lose habit of, 69;
in winter, 85.
Occupation, change of, 23.
Offending the children, 13-17.
Opinion, the force of public, in the home, 58.
Order, habit of, 129.
Overpressure, 66, 146.
Osborne, George, 243.
Othello, 4.
Out-of-door life for the children, 43-45.
Oxygen,
has its limitation, 30;
the essential proportion of, 92.
‘Pacing,’ 73.
_Palace Tales_, by H. Fielding, 296.
_Paradise Lost_, 24, 226.
Parents,
may _offend_ by disregarding laws of health and of the intellectual
and moral life, 16;
must acquaint themselves with principles of physiology and moral
science, 40;
the trust of, must not be supine, 104;
must lay down laws of habit, 107;
must expect obedience, 162;
must reflect on subject-matter of instruction, 169;
must sow opportunities, 192;
inertness of, 331;
have some power to enthrone the King, 341;
must present idea of God to children, 343;
must not make blundering efforts, 344;
must select inspiring ideas, 346;
must teach only what they know, 346.
_Parents’ Review_, the, 270.
Paul, St, 322.
Persistence, 122.
Persons,
born with the same primary desires and affections, all, 100, 101;
the requirements of, 186.
Perspiration, free, 35;
insensible, 35.
Pestalozzi, 2.
‘Picture-painting,’ 48-51;
method of, 48;
a strain on the attention, 48;
fully and in detail, 49;
the mother’s part in, 49;
a means of after solace, 50.
Picture-talk, 309.
‘Plans’ in teaching geography, 77.
Plato, 185.
Pleasures connected with frost and snow, 85.
Plutarch’s _Lives_, 233, 286.
Possibilities of a day in the open, 43.
Power, no limit to the recording, of the brain, 158.
Priestley’s, Dr, _Lectures on History_, 176.
Printing, 234.
Problems in arithmetic, 257.
Pronunciation, careful, 206.
Prospero, 30.
_Punch_, 94.
Punishments, 148.
Purity, 128.
_Pussy Box_, 222.
Reading, 199-222;
at sight, 204;
the, of prose, 204;
ordinary method of teaching, 206;
the first, lessons, 207-222;
by sight and by sound, 214;
handwriting, 214;
arbitrary symbols, 215;
sentences, 218;
moral training in, lessons, 221;
for older children, 226-230;
the habit of, 227;
aloud to children, 227.
Recitation, 222-226.
Recollection, 154;
and the law of association, 157.
‘Red Indian’ life, 88.
Reflex actions may be acquired, artificial, 116.
Regularity in infant education, 131.
Religion as an educational force, 99.
Religious instruction, 347.
Remembering, 154.
Rest, 22;
after meals, 22.
Reverence, for life, 62, 166.
Rewards, 148.
Reynolds, Sir Joshua, 314.
Richter, J. Paul, 88.
_Robinson Crusoe_, 152, 187, 232.
_Rondes_, 82.
_Rosamund and the Purple Jar_, 148.
Ruskin, 155, 263, 312.
Scott and Stevenson worked with ideas, 174.
Scott, Sir Walter, 223.
‘Sight-seeing,’ 45-48;
how to do, 46;
educational uses of, 46.
Simpson, Sir James, 185.
Singing, 314.
Skipping-rope and shuttlecock, 83.
Smith, Adam, 333.
Smollett’s _History of England_, 175.
Soul,
the functions and life of the, 342;
what is the life of the?, 343.
Southey’s _Life of Wesley_, 200.
Spelling, early, 203;
bad, 240;
the rationale of, 241;
causes of illiterate, 243.
Spencer, Herbert, 3, 4, 265.
Steele, Richard, 223.
Sullivan, Miss, 195.
Sun, the, 73.
Sunshine, 34.
Swanwick, Miss Anna, 225.
System easier than a method, A, 9.
Table for little children, a, 240.
Tact, 122.
Teachers,
should know about nature, 64;
must lay down laws of habit, 107;
mediate too much, 188;
must sow opportunities, 192.
Temper, 166;
not, but tendency, 166;
new habit of, 167.
Tennyson, 52, 63, 69, 330.
Tests applied to children’s lessons, four, 177.
Text-hand, 235, 238.
_The Ancient Mariner_, 61.
_The Heir of Redclyffe_, 323.
_The Mill on the Floss_, 69.
Theology, nursery, 20.
Thermopylæ, 187.
_Things_, children learn from, 67.
Thinking comes by practice, 153.
Thompson’s _Laws of Thought_, 150.
Thought, persistent trains of, 114.
Thoughts,
think themselves, 108;
change the child’s, 167.
Time-tables, 142.
_Tintern Abbey_, 50.
Tolstoi, the childhood of, 182.
Tonic Sol-fa, 314.
Training,
of children ‘dreadfully defective,’ 3;
of ear and voice, 133;
mental, of a child naturalist, 61;
of a just eye and faithful hand, 180;
in habits becomes a habit, 136.
Tramps in wet weather, 87.
Transcription, 238-240.
Trees and flowers, 51-56;
the study of, 52.
Trench, Archbishop, 55.
Truth, essential and accidental, 249.
Truthfulness, 164, 165.
Tuileries, The, 59.
Ulysses, 187.
_Vanity Fair_, 243.
Ventilation, 33.
Walks,
in bad weather, 85-88;
winter, 85;
garments for, 87.
Watchfulness, 122.
Weighing and measuring, 259.
Wesley, Mrs, 199.
Wilfulness, what is? 321.
Will, 317-329;
executive power vested in the, 317;
what is the?, 318;
persons may go through life without deliberate act of, 318;
three functions of, 319;
wilfulness indicates want of, power, 320;
the, has superior and inferior functions, 321;
the, is not a moral faculty, 322;
the, must be disciplined, 322;
the sole practical faculty of man, 323;
how the, operates, 323;
the way of the, 324;
power of, implies power of attention, 326;
habit may frustrate the, 326;
how to strengthen the, 327;
education of the, 329.
Word-making, 202, 203.
Words a weariness, 141.
Wordsworth, 11, 12, 33, 50, 69, 79, 188.
Work, definite, in a given time, 142.
Writing, 233-240;
position in, 239.
‘W. V.,’ 188.
Zambesi, the tribes of the, 101.
Zeal must be stimulated, 149.
∵ As allusion has been made to the _Parents’ National Educational
Union_ and its various agencies, especially of the _Parents’
Review School_, it may be well to add that information about
these may be had from the Secretary. The “_Questions for the
Use of Readers_” are inserted with a view to the P.N.E.U.
READING COURSE. Persons who wish to become “Qualified Members”
of the Union by undertaking this course should communicate with the
Secretary, 26 Victoria Street, London, S.W.
PRINTED BY NEILL AND CO., LTD., EDINBURGH.
Transcriber’s Note:
This book was written in a period when many words had not become
standardized in their spelling. Words may have multiple spelling
variations or inconsistent hyphenation in the text. These have been
left unchanged unless indicated below.
Words and phrases in italics are surrounded by underscores, _like
this_; those in bold are surrounded by equal signs, =like this.=
Footnotes were renumbered sequentially and were moved to the end of
each Part. Several footnotes have multiple anchors. Subsequent anchors
are identified with an “a” following the anchor number.
Obvious printing errors, such as backwards, upside down, unprinted, or
partially printed letters, were corrected. Final stops missing at the
end of sentences and abbreviations were added.
The following items were changed:
Added missing accents to words in Italian in the poem preceding the
Preface.
Added missing word: Let them once get [in] touch.
Spelling corrections:
They must be bept [kept]
in consequences from certain premisses [premises]
In this connecton [connection]
but thus [this] much is evident
at the royal vill [villa]