SUGGESTIONS TOWARDS A CURRICULUM
_Part III.—The Love of Knowledge_
1. Why does the use of books make for short hours?
2. What is the evil of a utilitarian education?
3. Distinguish between relations and interests.
4. Show that the tendency of present-day education is to depreciate
knowledge.
5. Enumerate some causes of the failure of our efforts at intellectual
education.
6. Show the danger, which besets teachers, of pursuing intellectual
futilities.
7. By what test may we distinguish a fad from an educational method?
8. Our end is to produce an educated child. How is he to be recognised?
9. Children delight in school for many reasons. Which of these is the
only abiding motive?
10. What change in our educational methods should secure the children’s
educational Magna Carta?
APPENDIX II
SOME SPECIMENS OF EXAMINATION WORK DONE IN THE ‘PARENTS’ REVIEW’ SCHOOL,
IN WHICH THE PUPILS ARE EDUCATED UPON BOOKS AND THINGS
The _Parents’ Review_ School, an output of the Parents Union, was, in the
first place, designed to bring home schools, taught by governesses, up to
the standard of other schools. A Training College for governesses, with
Practising School, etc., was established later. Children may not enter
the School under six; because we think the first six years of life are
wanted for physical growth and the self-education which children carry
on with little ordered aid. The _Parents’ Review_ School is conducted by
means of programmes of work, in five classes, sent out, term by term,
to each of the home schools (and to some other schools); and the same
programmes are used in the Practising School. Examination papers are set
at the end of each term.
The work is arranged on the principles which have been set forth in this
volume; a wide curriculum, a considerable number of books for each child
in the several classes, and, besides, a couple of hours’ work daily, not
with _Books_ but with _Things_. Many of the pupils in the school have
absorbed, in a way, the culture of their parents; but the children of
uncultured parents take with equal readiness and comparable results to
this sort of work, which is, I think, fitted, not only for the clever,
but for the average and even the dull child.
=Class Ia.=—The child of six goes into Class Ia.; he works for 2½ hours a
day, but half an hour of this time is spent in drill and games. Including
drill, he has thirteen ‘subjects’ of study, for which about sixteen
books are used. He recites hymns, poems, and Bible verses; works from
Messrs Sonnenschein and Nesbitt’s _A B C Arithmetic_; sings French and
English songs; begins Mrs Curwen’s _Child Pianist_, learns to write and
to print, learns to read, learns French orally, does brush-drawing and
various handicrafts. All these things are done with joy, but cannot be
illustrated here. Bible lessons, read from the Bible; tales, natural
history, and geography are taught from appointed books, helped by the
child’s own observation.
Our plan in each of these subjects is to read him the passage for the
lesson (a good long passage), talk about it a little, avoiding much
explanation, and then let him narrate what has been read. This he does
very well and with pleasure, and is often happy in catching the style as
well as the words of the author.
Certain pages, say 40 or 50, from each of the children’s books are
appointed for a term’s reading. At the end of the term an examination
paper is sent out containing one or two questions on each book. Here are
a few of the answers. The children in the first two classes narrate their
answers, which someone writes from their dictation.
_Q._ Tell the story of Naaman.
A. (aged 6¾):—
“Naaman had something the matter with him, and his master sent
a letter to the King of Israel, and the king was very unhappy
and did not know what to do because he thought that he wanted
to come and fight against him, and he rent his clothes. And
he said, ‘I can’t cure him,’ so he sent him to Elisha, and he
told him to take a lot of presents and a lot of things with
him. And when Naaman came to Elisha’s door, Elisha sent Gehazi
to tell him to dip himself seven times in the waters of Jordan,
and he said to himself, ‘I surely thought he would have come
out, and I thought a lot of people would come out and make a
fuss’; and he went back in a rage. And his servant said to
him, ‘Why didn’t you go?’ And he said, ‘My rivers are much the
best.’ So his servants said, ‘If he had asked you to do some
great thing, wouldst thou have done it?’ So he went and dipped
himself seven times in the water, and when he came out he was
quite all right again. And when he was coming home they saw
Gehazi coming, so Naaman told them to stop the horses, and so
they stopped, and Gehazi said, ‘There are some people come to
see me, please give me some money and some cloaks,’ and they
were very heavy, so Naaman sent some of his men to carry them,
and when he came near the house he said to his servants, ‘You
can go now.’ Elisha said, ‘Because you have done this you shall
have the leprosy that Naaman had.’”
_Q._ Tell a fairy story.
B. (aged 6¾):—
“When Ulysses was coming back from Troy he passed the Sirens.
He could hear them, but he couldn’t get to them, because he was
bound. He wanted to get to them so as he could listen to them
a long time, because a lot of people had come and listened to
them, and they found it so beautiful that they wanted to stay
there, and they stayed till they died. His companions couldn’t
hear them because they stopped up their ears with wax and
cotton-wool. And this was the song they sang:—
‘Hither, come hither and hearken awhile,
Odysseus far-famed king,
No sailor has ever passed this way
But has paused to hear us sing.
Our song is sweeter than honey,
And he that hears it knows
What he never learnt from another,
And his joy before he goes.
We know what the heroes bore at Troy
In the ten long years of strife,
We know what happened in all the world,
And the secret things of life.’
And then they rowed on till at last the song faded away, and
they rowed on and on for a long time, and then when they could
not hear them nor see them, the wax was taken out of their
ears, and then they unbound Ulysses.”
_Q._ What have you noticed (yourself) about a spider?
C. (aged 7¾):—
“We have found out the name of one spider, and often have
seen spiders under the microscope—they were all very hairy.
We have often noticed a lot of spiders running about the
ground—quantities. Last term we saw a spider’s web up in the
corner of the window with a spider sucking out the juice of a
fly; and we have often touched a web to try and make the spider
come out, and we never could, because she saw it wasn’t a fly,
before she came out.
“I saw the claw of a spider under the microscope, with its
little teeth; we saw her spinnerets and her great eyes. There
were the two big eyes in one row, four little ones in the next
row, and two little ones in the next row. We have often found
eggs of the spiders; we have some now that we have got in a
little box, and we want to hatch them out, so we have put them
on the mantelpiece to force them.
“Once we saw a spider on a leaf, and we tried to catch it, but
we couldn’t; he immediately let himself down on to the ground
with a thread.
“We saw the circulation in the leg of another spider under the
microscope; it looked like a little line going up and down.”
_Q._ Gather three sorts of tree leaf-buds and two sorts of catkin, and
tell all you can about them.
D. (aged 6):—
(1) “The chestnut bud is brown and sticky, it is a sort of
cotton-woolly with the leaves inside. It splits open and sends
out two leaves, and the leaves split open.
(2) “The oak twig has always a lot of buds on the top, and one
bud always dies. Where the bud starts there is a little bit of
knot-wood. The oak-bud is very tiny.
(3) “The lime bud has a green side and a red side, and then
it bursts open and several little leaves come out and all the
little things that shut up the leaves die away.
(4) “Golden catkins and silver pussy palms of a willow tree.
The golden catkins have stamens with all the pollen on them.
They grow upwards, and two never grow opposite to each other.
The silver pussy palms have seed boxes, with a little tube
growing out, and a little sticky knob on the top. The bees rub
the pollen off their backs on to the sticky knob.”
_Q._ Tell about the North-West Passage. (Book studied, _The World at
Home_.)
E. (aged 7):—
“People in England are very fond of finding things out, and
they wanted to find out the North-West Passage. If people
wanted to go to the Pacific Ocean, they had to go round Africa
by the Cape of Good Hope, or else round South America by Cape
Horn. This was a very long way. They thought they might find
out a shorter way by going along the North Coast by America,
and they would come out in the Pacific Ocean. They would call
this way the North-West Passage. First one man and then another
tried to find a way. They found a lot of straits and bays which
they called after themselves. The enemy they met which made
them turn back was the cold. It was in the frozen zone, and the
sea was all ice, and the ice lumps were as big as mountains,
and when they came against a ship they crashed it to pieces.
Once a man named Captain Franklin tried over and over again to
find the North-West Passage, and once he went and never came
back again, for he got stuck fast in the ice, and the ice did
not break, and he had not much food with him, and what he had
was soon eaten up, and he could not get any more, for all the
animals in that country had gone away, for it was winter, and
he could not wait for the summer, when they would return. A
ship went out from England called the _Fox_ to look for him,
but all they found was a boat, a Bible, a watch, and a pair of
slippers near each other. After looking a lot they found the
North-West Passage, but because there is so much ice there the
ships can’t use it.”
=Class Ib.=—In Class Ib., the children are usually between seven
and eight, but may be nine. They have fifteen ‘subjects’ (perhaps
twenty-three books). The subjects which do not lend themselves to
illustration are a continuation of the work in Class Ia. But by this
time the children can usually read, and read for themselves some, at any
rate, of their books for _History, Geography, and Tales_. In Class Ib.
the children narrate their lessons as in Ia., and, also, their answers
to the examination questions. They appear to enjoy doing this; indeed,
the examinations which come at the end of each term are a pleasure; the
only difficulty is that small children want to go on ‘telling.’ Their
words are taken down literally. One is struck by the correctness and
copiousness of the language used; but young children delight in words,
and often surprise their elders by their free and correct use of
‘dictionary words.’ One notices the verve with which the children tell
the tale, the orderly sequence of events, the correctness and fulness of
detail, the accuracy of names. These things are natural to children until
they are schooled out of them.
_Q._ Tell all you know about St Patrick. (Book studied, _Old Tales from
British History_.)
A. (aged 7):—
“St Patrick was the son of a Scotch farming clergyman, and one
day some Irish pirates came and took Patrick with them to make
him a slave; and they sold him to an Irish nobleman. And the
Irish nobleman made him a shepherd to take care of his flocks,
and shepherds have a lot of time to think when they are out
guarding their flocks by night. And Patrick was very sorry that
the poor Irish were heathens. One day he slipped off and got
into a boat with some sailors, and after a great adventure,
for their food ran short, they arrived safely in Scotland. And
Patrick was still thinking about the Irish, so he went off in a
boat of his own, with a few followers, to Ireland. A shepherd
saw them coming, and told his master the pirates were coming.
So he armed his servants and went down to meet the pirates,
but when he heard the errand they were on, he offered them
to come into his house. Now Patrick settled in Ireland, but
some heathen priests rose up against him, and a wise man said,
‘What is the good of killing him? Other Irish people are now
Christians, and they will teach too.’ So he saved his life. And
Patrick gave him the book of Psalms written by his own hand.
One day Patrick asked a rich man if he might have a little plot
of land on the top of a hill, but the rich man refused him,
but gave him a little plot of land at the bottom of the hill.
And there Patrick built a church, and a house for himself and
servants to live in. Then the rich man got ill, and was just
about to die, but got better, but as he thought Patrick was
like a wizard, who could foretell his fortune, he thought he’d
better try to please him. So he sent him a brass cauldron,
enough to hold one whole sheep, and Patrick said ‘I thank you,
master.’ The rich man was angry, and sent for the cauldron back
again, and Patrick said, ‘I thank you, master.’ So the rich
man was ashamed, and brought back the cauldron, and said he
could have the little plot of land on the top of the hill. So
they went up to measure it. Then a roe-deer dashed out of the
thicket, but left her fawn behind her, and the men were going
to kill the fawn, but Patrick took it up and carried it down
the hill; the mother followed, for she saw he was doing no harm
to it. On that place he built a fine church, which is still
standing. And Patrick died on a journey, and was buried at a
place called Downpatrick after him.”
_Q._ Tell what you know about Alfred Tennyson. (Book studied, Mrs Frewen
Lord’s _Tales from Westminster Abbey_.)
B. (aged 7½):—
“Alfred Tennyson was born in 1809, and he loved the country
very much. One Sunday when they were going out to chapel,
except Lord Tennyson as he was very young, his brother Charles
gave him his slate to write about birds and flowers, and when
they came back he had filled his slate with his first poem. He
and his brother used to make up stories that sometimes lasted
a month. He was very shortsighted, and when he was looking
at anything it looked as if he were smelling it. He had good
ears, for he could hear the shriek of a bat. Alfred Tennyson
wrote _The Revenge_ and _The Siege of Lucknow_, and Sir John
Franklin’s poem:—
‘Not here; the white North hath thy bones,
And thou, heroic sailor soul,
Art passing on thy happier voyage now,
Toward no earthly pole.’
And he also wrote the _May Queen_ and _Cradle Song_. Because
his poetry was so good the Queen gave him a name and knighted
him. He says that if you tread on a daisy it will turn up and
get red. He was 83 years old when he died—the year he died in
was 1892. He was buried in Westminster Abbey, in Poets’ Corner.”
_Q._ What is a hero? What heroes have you heard of? Tell about one.
C. (aged 7):—
“(1) A hero is a brave man. (2) Count Roland, Huon of Bordeaux,
the Horatii and Curatii. (3) Once there was a brave Emperor
called Charlemagne, and he was fighting with the heathen King
of Saragossa. Just a wee bit of land was left to the heathen
king, so he sent a messenger to speak about peace. They
pretended that they would have peace, so they went back to
Charlemagne and asked him to leave Roland behind to take charge
of the mountain passes. So Charlemagne said that he would leave
Roland behind because there was none so brave as him, so that
when Charlemagne had turned his army they should come in great
numbers to fight against Roland. And Roland stayed behind with
twenty thousand men, and Oliver heard a great noise by the side
of Spain, and then Oliver climbed on a pine tree, and he saw
the arms glimmering and the spears shining, and then he said to
Roland that there were a full hundred thousand, and that they
just had so few, and that it was much better to sound his horn
and Charlemagne will turn his army. Roland said he would be mad
if he did that. Oliver said again to sound his horn, and Roland
said he would lose his fame in France if he did it. Then Oliver
said again, ‘Friend Roland, sound thy horn and Charles will
hear it, and turn his army.’ Then all the mountain passes were
full of the enemies, and when they came nearer they fought, and
they fought, and they fought, and at last the Christians were
falling too, and when there were only sixty left he blew his
horn. Charlemagne heard it and said he must go, and Ganelon
said he was just pretending, but then Charlemagne heard it
fainter, and knew that it was true that he must go, and then
fainter again, but Charlemagne was nearer and so heard it
better. And Roland said, ‘Ride as fast as you can for many men
have been killed, and there are few left.’ Then Charlemagne
bade his men sound their horns, so that they knew that help
was near and then the heathen fled away. There were just the
two left, Roland and the Archbishop, and Roland said to the
Archbishop that he would try to fetch the dead bodies of the
braver soldiers. Then the Archbishop said to Roland, ‘Quick,
before I die.’ Then Roland went and brought them before the
Archbishop and laid them down there. Then he went and searched
the field again, and under a pine tree he found Oliver’s body,
then he brought it too and laid it in front of the Archbishop.
Then Roland fainted to the ground, then the Archbishop tried to
bring some water for Roland, and he fell down and died. Then
Roland put the hands over the chest of the Archbishop, then he
prayed to God to give him a place in Paradise, and then he said
that the field was his. Before he died he put his sword and
his ivory horn under him, and laid himself down on the ground,
so that Charlemagne, when he came, would know that he was the
conqueror. And God sent St Michael and another saint to fetch
his soul up to heaven.”
_Q._ Gather three sorts of tree leaf-bud and two sorts of catkin and tell
all you can about them.
E. (a cottage child aged 9):—
“_Beech Twig._—It has rather a woody stalk, and it is a very
light grey-browny stalk, and it is very thin, and the little
branches that grow out are light brown and it is thicker where
the buds are and it is a lighter brown up at the top than it is
at the bottom, and the buds are a light reddy-brown and very
pointed, and they are scaly. The bark is rather rough and there
is a lot of little kind of brown spots on it.
“_Lime Twig._—It is called Ruby-budded Lime because the buds
are red, and they are fat rather, and they have got some green
in as well, and they come rather to a point at the top, they
grow alternately and the little stalk that they grow out of is
reddy-green, and the top part of the stalk is green, and it is
woody, and it is rough, and it is a reddy-green at the bottom.
Where the buds come out it is swelled out, the bark has come
off and it has left it white and woody. At the top of one of
the stalks the bud has come off.
“_Sycamore Twig._—Well, the back is _very_ woody, and it is a
brown stalk and it is rough and there is a little weeny bud
growing out of the side, and the buds grow out two and two, and
there are a lot of little buds.
“_Willow._—Well, the stalk is a dark brown, and is very smooth
and it will bend very easily, and the buds when they first come
on the stalk are little brown ones, and then a silvery-green
comes out and there is a scale at the bottom, and then they get
greyer and bigger with little green leaves at the bottom, and
then it comes yellow, and there is a lot of pollen on it. If
you touch it the pollen comes on your finger.
“_Hazel._—Well, the stalk is a dark brown, something the colour
of the willow, and it bends easily, and the buds are green and
there is little scales, and then the catkins come and they
grow very long, and there is a lot of little flowers in one,
and there is pollen in that, and the stalk is rather rough,
and there are some big buds at the top just bursting, and the
leaves are coming out, and the buds are very soft and glossy,
and the scales are at the bottom.”
_Q._ What have you noticed about a thrush? Tell all you know about it.
F. (aged 8):—
“Thrushes are browny birds. They eat snails, and they take the
snail in their mouths and knock it against a stone to break
the shell and eat the snail. I found a stone with a lot of
bits of shell round it, so knew that a thrush had been there.
Where we used to live a thrush used to sing every morning on
the same tree. The song of the thrush is like a nightingale.
We often see a lot of thrushes on the lawn before breakfast or
after a shower. They have yellow beaks and their breasts are
specked with lovely yellow and brown. Once we found a thrush
asleep on a sponge in a bedroom and we carried it out and put
it on a tree. Thrushes eat worms as well as snails, and on the
lawn they listen with their heads on one side and go along as
the worm gets under the ground, and presently, perhaps, the
worm comes up and they gobble it up, or they put their beaks
in and get it. Thrushes build their nests with sticks at the
bottom and line them with little bits of wool they pick up, or
feathers, and they like to get down very much.”
=Class II.=—In Class II. the children are between nine and twelve,
occasionally over twelve. They have twenty-one ‘subjects,’ and about
twenty-five books are used. They work from 9 to 12 each day, with half
an hour’s interval for games and drill. Some Latin and German (optional)
are added to the curriculum. In music we continue Mrs Curwen’s (_Child
Pianist_) method and Tonic Sol-fa, and learn French, German (optional),
and English songs. But I cannot here give details of our work, and
must confine myself to illustrations from seven of the subjects on the
programme. Children in Class II. write or dictate, or write a part and
dictate a part of their examination answers according to their age. The
examination lasts a week, and to write the whole of their work would be
fatiguing at this stage. The plan followed is, that the examination in
each subject shall be done in the time for that subject on the time-table.
I should like to say a word about the Greek and Roman History. Plutarch’s
_Lives_ are read in Classes II. and III., and as children are usually
five years in these two classes, they may read some fifteen of these
_Lives_, which I think stand alone in literature as teaching that a man
is part of the State, that his business is to be of service to the State,
but that the value of his service depends upon his personal character.
The _Lives_ are read to the children almost without comment, but _with
necessary omissions_. Proper names are written on the blackboard; and,
at the end, children narrate the substance of the lesson. The English
History book used in Classes II. and III. is extremely popular; it is Mr
Arnold-Forster’s (of about 800 pages), and is well known as a serious,
manly, and statesmanlike treatment of English History; in no case is
there any writing down to the children. Mrs Creighton’s _First History
of France_ is also a favourite, though I should have thought there was
hardly enough detail to make it so. Contemporary periods of English
and French History are studied term by term. For Natural History, Miss
Arabella Buckley’s _Fairyland of Science_ and _Life and Her Children_,
Mrs Brightwen’s books, etc., give scientific information and excite
intelligent curiosity, while out-of-door nature-study lays the foundation
for science. The handiworks of Class II. are such as cardboard Sloyd,
clay modelling, needlework, gardening, etc. These, field-work, piano
practice, etc., are done in the afternoons or after tea.
_Q._ “Ah! Pericles, those that have need of a lamp, take care to supply
it with oil.” Who said this? Tell the story. (Book studied, Plutarch’s
_Lives: Pericles_.)
D. (aged 11½), answer dictated:—
“Anaxagoras, the philosopher, said these words to Pericles.
“Pericles was the ruler of Athens, and Anaxagoras had taught
him when a boy. Being ruler of Athens, he led a very busy
life, attending to the affairs of State, and so was not able
to give much time to his household affairs. Once a year he
collected his money, and could only manage his income by giving
out an allowance to each member of his family and household
every day: this was done by Evangelus, his steward. Anaxagoras
thought this a very wrong way of arranging matters, and said
that Pericles paid too much heed to bodily affairs, because he
thought you ought to mind only about philosophy and spiritual
doings, and not about the affairs of the world. To give an
example to Pericles he gave up all his household and tried to
live entirely on philosophy. But he soon found his mistake when
he found himself starving and penniless, with no house. So he
covered his head up and prepared to die. Pericles, hearing of
this, went immediately to his rescue and begged him to live;
not because he thought death a misfortune, but that he said,
‘What shall I do without your help in the affairs of State?’
And then Anaxagoras uttered the words which are above, meaning,
of course (though putting it in a clever way), that Pericles
was to keep him. On the other hand, he might have meant that he
had been mistaken in his philosophy.”
_Q._ Tell the history of ‘F.D.’ on a penny. (Book studied,
Arnold-Forster’s _History of England_.)
C. (aged 10), answer written by child:—
“The letters ‘F.D.’ stand for the Latin words _Fidei Defensor_,
meaning ‘The Defender of the Faith.’ Henry VIII. had a little
while ago written a book on the Pope (who was Clement VII.)
saying that the Pope was the true head of the Church, and
everyone ought to obey him. The Pope was so pleased that he
made Henry _Fidei Defensor_. It must be remembered that the
king had married his brother Arthur’s[26] widow, a Spanish
princess, namely, Catherine of Aragon (_sic_), and as they
had no son Henry wished to divorce her, but the Pope would
not allow him to, as he had given Henry special leaf (_sic_)
to marry her. At this Henry was furious, and began to think
about the Pope’s words, ‘Defender of the Faith.’ He would
not act as he thought till someone suggested it. So two men,
called Cromwell and Cranmer, came forward, telling the king
to take the Pope’s words, not as he meant them, but as they
really were, as they stood. The king was delighted, and made
Cranmer a bishop and Cromwell his wisest counsellor.[26] In
1534 Parliament[26] was called upon to declare Henry head of
the Church. All said he was, except two men, Sir Thomas More
and Fisher, bishop of Rochester; these would not agree, and
were executed in 1535. If we look on a penny we see the letters
‘F.D.,’ which shows from the reign of Henry VIII. till now the
Pope has not been allowed to interfere with England. In order
to spite the Pope, Henry allowed the Lutherans and learned men
to come into England.”
_Q._ What did you see in the _Seagull_ sailing up the Firth of Forth?
(Book studied, _Geographical Reader_, Book II.)
G. (aged 9), answer dictated:—
“In sailing up the Forth we first of all see Leith, which is
the seaport town of Edinburgh. Then we come to Edinburgh. The
old and new Edinburghs are built on opposite hills, the valley
in between is laid out in lovely gardens. One thing very odd
about Edinburgh is that the streets look as if they are built
one on top of the other. At one end of the town there is a
castle which looks so like the rocks and mountains it is built
on, one can hardly distinguish it. At the other end of the town
there is Holyrood, where the ancient kings used to live. We do
not see many merchantmen because there are no good harbours,
there are a good many fishing smacks and pleasure boats. As
we go along we see women with big baskets with a strap across
their foreheads, and they are calling out ‘caller herrings.’”
_Q._ “And Jonathan loved him as his own soul.” Of whom was this said?
Tell a story of Jonathan’s love.
E. (aged 9), answer dictated:—
“This was said of David. Saul’s anger was kindled against
David; and Jonathan and David were talking together, and
Jonathan had been telling David that he would do anything for
him, and David said, ‘To-morrow is the feast of a new moon, and
Saul will expect me to sit with him at the table; therefore
say, ‘David earnestly asked leave of me to go to Bethlehem,
his city, where there is a sacrifice of his family.’ If Saul
is angry, then I shall know that he would kill me, but if he
is not angry, it will be all right.’ Jonathan said, ‘So shall
it be, but it will not be safe for anybody to know anything
about it; come into the field, and I will tell you what to do.
Thou shalt remain hidden by the stone, and I will bring a lad
and my arrows and bow, and I will shoot an arrow as if firing
at a target; and if I say ‘Run,’ to the lad, ‘is not the arrow
beyond thee? go fetch it,’ then thou shalt know that thou must
flee from Saul.’ David’s seat was empty at the feast that
night, but Saul said nothing. But the next day his seat was
empty, and when Saul asked why, Jonathan told him what David
had asked him to say. And Saul’s anger was kindled, so much so
that Jonathan feasted not that day, for he was grieved; and
next morning he went out with his bow and arrows, and the lad,
and shot an arrow as if at a mark. Then Jonathan said to the
lad, ‘Run, is not the arrow beyond thee? haste.’ Then Jonathan
gave his artillery unto the lad and sent him back to the
city; and David came out of his hiding-place, and they made a
covenant together, for Jonathan loved him as his own soul. Then
David had to flee to Naioth in Ramah and Jonathan went back to
the city.”
_Q._ What do you know of Richelieu? (Book studied, Mrs Creighton’s _First
History of France_.)
E. (aged 10), answer partly written, partly dictated:—
“Cardinal Richeleu (_sic_) was brought to the French Court by
the Queen mother, who thought he would do as she wished, but
she was mistaken, for he no sooner was there than he turned
against her, for Louse (_sic_) took him into his favour and
made him Prime Minister after he had been there a few weeks.
Richeleu (_sic_) was a devoted Catholic, and was determined to
put down the Hugenots (_sic_), or Protestants as we call them,
so he laid siege to La Rochelle, the chief town of the Hugenots
(_sic_), who applied to the English for help. Charles sent a
fleet to La Rochelle under pretence of helping the Hugenots
(_sic_)[27] but Admiral Pennington, who was in command of
the ships, received orders when half way down the channel to
take in French soldiers and sailors at Calais and to go to
the French side. When Admiral Pennington ordered the ships to
take in the soldiers, his men mutinied and he had to go back.
Richelieu had thrown up earthworks across the harbour so that
it was impossible to get in. Now Rochelle held out bravely, but
at last it had to surrender, and out of 40,000, 140 crawled
out, too weak to bury the dead in the streets. La Rochelle was
razed to the ground, and never recovered its prosperity. One
by one the Huguenot towns surrendered, and thus the Huguenots
were destroyed. When Richelieu was made Prime Minister, the
nobles did not like him, because they thought he had too much
power, and now when Louis was ill, the Queen mother came to
him, and in a stormy passion of tears begged Louis to send away
his ungrateful servant. Louis promised he would do so, and
Richelieu’s fall seemed certain. Now all the nobles crowded to
the Queen mother to pay their respects to her, as they thought
she would now be the most important person in the Government.
But one noble, who was wiser than the rest, went to Richelieu
and begged to plead his cause before the King. The King
promised he would keep him if he would serve him as he had done
before. The Queen mother was foiled, and returned to Brussels,
where she died.”
_Q._ What towns, rivers, and castles would you see in travelling about
Warwickshire? (Book studied, _Geographical Reader_, Book III.)
B. (aged 9½), answer dictated:—
“Warwick, Kenilworth, Coventry, Stratford, Leamington, and
Birmingham are all towns which you would see if you travelled
through Warwick.
“The Avon stretches from north to south of Warwickshire. It has
its tributary the Leam, upon which Leamington is situated.
“There is a castle of Warwick and Coventry and Kenilworth.
“Warwick is the capital of the county. It has a famous castle,
whose high and lofty towers stand upon the bank of the river
Avon.
“Coventry is a very old town. It also has a beautiful castle,
where the fair Lady Godiva and her father used to live, about
whom I suppose you have read.
“Stratford is called ‘The Swan on the Avon,’ because that is
where Shakespeare, the great poet, was born and died, and this
is a little piece of poetry about him:—
‘Where his first infant lays, sweet Shakespeare sung,
Where the last accents faltered on his tongue.’
“The river Avon takes its rise in the vale of Evesham, then
winds through pleasant fields and meadows till it comes to the
south of Warwickshire, and then it becomes broad and stately
and flows on up to Coventry, where the Leam branches off from
it (!), and then it becomes narrower and narrower until it gets
out of Warwickshire and stops altogether at Naseby (!)”
_Q._ How many kinds of bees are there in a hive? What work does each do?
Tell how they build the comb. (Book studied, _Fairyland of Science_.)
F. (aged 10), answer dictated:—
“Three kinds. The _drones_ or males, the _workers_ or females,
and the _queen_ bee. The drone is fat, the queen is long and
thin, the workers are small and slim. The queen bee lays the
eggs, the worker bee brings the honey in and makes the cell,
and the drones wait to be fed. On a summer’s day you see
something hanging on a tree like a plum pudding, this is a
swarm of bees. You will soon see someone come up with a hive,
turn it upside down, shake the bough gently, and they will fall
in. They will put some clean calico quickly over the bottom
of the hive, and turn it back over on a bench. The bees first
close up every little hole in the hive with wax, then they hang
on to the roof, clinging on to one another by their legs. Then
one comes away and scrapes some wax from under its body, and
bites it in its mouth until it is pulled out like ribbon, this
she plasters on the roof of the hive, then she flies out to get
honey, and comes home to digest it, hanging from the roof, and
in 24 hours this digested honey turns to wax, then she goes
through the same process again. Next, the nursing bees come
and poke their heads into this wax, bite the wax away (20 bees
do this before one hole is ready to make a cell). Other bees
are working on the other side at the same time. Each cell is
made six-sided, so as to take up the least wax and the smallest
space. When the cells are made the bees come in with honey in
their honey-bag or first stomach; they can easily pass the
honey back though their mouths into the cells. It takes many
bees to fill one cell, so they are hard at work.”
G. (aged 9), written by child:—
Composition on ‘_The Opening of Parliament_.’
“The opening of Parliament by King Edward VII and Queen
Alexander (_sic_) was rather grand. First, they drove to the
Houses of Parliament in a grand state carriage which had
been used by George III, and then when they got there they
had to robe in a certain room in great big robes, all edged
with ermine fur, and with huge trains. Queen Alexandra had
an evening dress on, and King Edward a very nice kingly sort
of suit (which was nearly covered up by his robes), and then
they walked along to the real Houses of Parliament, where
the members really sit. Then the king made a speech to open
Parliment (_sic_), and other people made speeches too, and
everything was done with grandeur and stateliness such as would
befit a king. May Parliament long be his!”
=Class III.=—In Class III. the range of age is from eleven or twelve
to fifteen. The ‘subjects’: Bible Lessons and Recitations (Poetry and
Bible passages); English Grammar, French, German, and Latin; Italian
(optional); English, French, and Ancient History (Plutarch’s _Lives_),
Singing (French, English, and German Songs); Writing, Dictation, Drill;
Drawing in Brush and Charcoal; Natural History, Botany, Physiology,
Geography; Arithmetic; Geometry, and Reading. About thirty-five books are
used. Time, 3½ hours a day; half an hour out of this time, as before,
for drill and games. There is no preparation or home work in any of the
classes. The reader will notice from the subjoined specimens that the
papers are still written _con amore_, and show an intelligent grasp of
the several subjects. Though there are errors in many of the papers,
they are not often the mistakes of ignorance or stupidity, nor are they
those of a person who has never understood what he is writing about.
‘Composition’ is never taught as a subject; well-taught children compose
as well-bred children behave—by the light of nature. It is probable
that no considerable writer was ever taught the art of ‘composition.’
The same remark may be made about spelling: excepting for an occasional
‘inveterate’ case, the habit of reading teaches spelling. All the pupils
of the _Parents’ Review_ School do not take all the subjects set in the
programmes of the several classes. Sometimes, parents have the mistaken
notion that the greater the number of subjects the heavier the work;
though, in reality, the contrary is the case, unless the hours of study
are increased. Sometimes, outside lessons in languages, music, etc.,
interfere; sometimes, health will not allow of more than an hour or two
of work in the day. The children in the practising school do all the work
set, and their work compares satisfactorily with the rest, though the
classes have the disadvantage of changing teachers every week. Children
in Class III. write the whole of their examination work.
_Q._ Describe the founding of Christ’s Kingdom. What are the laws of His
Kingdom?
A. (aged 13):—
“Christ came to found His kingdom. He preached the laws to His
people. He taught them to pray for it: ‘Thy kingdom come.’
And He told His chosen few to ‘go and preach the Gospel of
the kingdom.’ He founded His kingdom in their hearts, and He
reigned there. He will still found His kingdom in our hearts.
He will come and reign as King. The kingdom was first founded
by the sea of Galilee. ‘Follow Me,’ said our Lord to Andrew,
and from that moment the kingdom was founded in Andrew’s heart.
Then there were Peter, James, John, Phillip (_sic_), Nathaniel
(_sic_), and the kingdom grew. From that moment Christ never
stopped His work for the kingdom—preaching and teaching,
healing and comforting, proclaiming the laws of the kingdom.
‘Think not that I am come to destroy the law or the prophets. I
am not come to destroy, but to fulfil.’ ‘One jot or one tittle
shall in no wise pass from the law.’ ‘Whosoever shall break one
of these least commandments, and shall teach men so, the same
shall be called the least in the kingdom.’ No commandment was
to pass from the law, but there was a new commandment, a new
law, and that was ‘love.’ ‘Love your enemies.’ The Pharisees
could not understand it. ‘Love your friends, and hate your
enemies,’ was their law. But Jesus said, ‘Bless them that curse
you, and pray for them that despitefully use you.’ ‘Give,
hoping for nothing in return’; and, ‘Whosoever shall smite thee
on one cheek turn to him the other also.’ Christ’s law is the
love which ‘suffereth long and is kind ... seeketh not her own
... never faileth ... hopeth all things, endureth all things’;
and ‘now abideth faith, hope, and charity, these three, but the
greatest of these is—love.’”
_Q._ Explain ‘English Funds, Consols 2¾ per cent., 113.’ And give an
account of the South Sea Bubble. (Book studied, Arnold-Forster’s _History
of England_.)
B. (aged 14½):—
“This means that when the South Sea Company first appeared, the
Government gave them £113 on condition that the Company should
give 2¾ per cent., which means £2 15s. on every £100 lent, for
a certain number of years. In the reign of George I. the money
matters of the country were in a very bad state. The Government
was very much in debt, especially to those people who had
purchased annuities, and had a right to receive a certain sum
of money from the Government every year as long as they lived.
Sir Robert Walpole, who was then Prime Minister, was most
anxious to pay off part of this debt. He heard of a Company
which had just been started, called the South Sea Company,
whose object was to trade in the South Seas. This was what
Walpole wished for. He suggested to them that they should pay
off the debt due to the people who had bought annuities, and in
return the Government would give them some priveleges (_sic_)
and charts which would be useful to them. This the Company
agreed to do, but instead of paying the people in money they
gave them what were called ‘shares’ in the South Sea Company.
These shares were supposed to be very valuable, and it was
thought that the South Sea Company was really prosperous, and
that those who had shares in it would have most enormous profit
in the end. Thousands of people came to buy shares, and some of
them were so anxious to get them that they spent enormous sums
of money on these worthless pieces of paper. All was well for
a time, but at last the people began to wish for their money
instead of the shares, and claimed it loudly from the Company.
It was then that the bubble burst. It was discovered then that
the Company was quite unable to pay what was due, and that all
this time they had been deluding the nation by promises and
giving them shares, and that they had never been the rich and
prosperous Company they made themselves out to be. Naturally,
the most dreadful distress prevailed everywhere, and many were
absolutely ruined, so that the Government had to help those who
were most distressed. At this point Sir Robert Walpole came to
the rescue. He made the Bank of England pay some of the debts,
and behaved with such cleverness that he saved the country
almost from ruin.”
_Q._ What do you know of the States General? (Book studied, Mrs
Creighton’s _First History of France_.)
C. (aged 12):—
“The States General met in May, 1789. The people had long
wanted reforms, and been talking about them, and now on the
5th of May, 1789, the States General met again for the first
time since 1614. If the nobles sat in one house, and the people
in another, as was the custom, they could never get the changes
made. So the people with their leader, the Marquis of Mirabeau,
declared that they would not leave the tennis court on which
they were standing till it was agreed that they could sit
together with the nobles. When Louis XVI. came down in State,
and told them they were to sit apart, they said they would not
leave their place except at the bayonets (_sic_) point. When he
heard this he said, ‘Very well, leave them alone.’ So they sat
together.”
_Q._ Show fully how Aristides acquired the title of ‘The Just.’ Why was
it a strange title for a man in those days? (Book studied, Plutarch’s
_Lives: Aristides_.)
D. (aged 13¼):—
“Aristides acquired the title of ‘The Just’ by his justice, and
because he never did anything unjust in order to become rich
or powerful. While many of the judges and chief men in Athens
took bribes, he alone always refused to do so, and he also
never spent the public money on himself. When, after having
defeated the Persians, at Platae, the Greek States decided to
have a standing army, it was Aristides who was sent round to
settle how much each town should contribute. And he did this so
fairly and well, that all the Greek States blessed and praised
his arrangement. It is said that Aristides could not only
resiste (_sic_) the unjust claims of those whom he loved, but
also those of his enemies. Once when he was judging a quarrel
between two men, one of them remarked that the other had
often injured Aristides. ‘Tell me not that,’ was the reply of
Aristides, ‘but what he has done to thee, for it is thy cause I
am judging, not my own.’ Another time when he had gone to law
himself, and when, after having heard what he had to say, his
judges were going to pass sentence on his adversary without
having heard him, Aristides rose and entreated his judges to
hear what his enemy could say in his own defence. In all that
he did Aristides was inflexibly just, and many stories were
told of his justice. Though he loved his country well, he would
never do anything wrong to gain for Athens some advantage, and
in all he did his one aim was justice, and his only ambition
to be called ‘The Just.’ He was so just and good, that he was
called the ‘most just man in Greece.’ In the times in which
Aristides lived, men used to care more to be called great,
rich, or powerful than just. Themistocles, the great rival of
Aristides, used to do all he could to become the first man in
Athens, and rich as well as powerful. He did not hesitate to
take bribes, and all he did for the Athenians was done with a
view to making himself the head of the people, and the first
man in the State. He used often to do unjust as well as cruel
things in order to get his own ends. It was the same with most
other men who lived at this time, they prefered (_sic_) being
rich, powerful, or great, to being distinguished by the title
of ‘The Just.’”
_Q._ Describe a journey in Northern Italy. (Book studied, _Geographical
Reader_, Book IV.).
E. (aged 12):—
“I am about to go for a tour round the northern part of Italy,
and after I have taken a train to Savoy, which is about the
south-east of France, I enter into Italy by the Cenis pass,
which is very lofty, about 7,000 feet above sea level.
“On arriving in Italy, I come into the province of Piedmont,
which has three mountain torrents or streams running through
it. These streams join at Turin, the capital of Piedmont, and
form the Po river, which flows out on the east coast of France
into the Gulf of Venice. On the banks of the three mountain
streams are some Protestants by the name of Waldenses, who
say they are followers of the disciples, but if you ask any
outsider, they will say, ‘Oh! the Waldenses are followers of a
good man, by the name of Waldo, who fled out of France in the
12th century.’
“We will now go and see Turin, and the first thing we say is,
‘What a clean town,’ and so it certainly is, for it is quite
the cleanest town in Italy, as the people have only to turn on
the fountain taps to clean their paved streets. And after we
have looked at Alessandria, where Napoleon gained his great
victory, we leave Piedmont and follow up the river Po, until
we come to its next tributary, the river Ticino, which runs
up north into the Lake Maggiore, which is five to six miles
wide and about sixty miles in length. This lake has four
islands, which are named after Count Borromeo and so called
the Borromean Islands, which are cultivated like gardens with
terrases (_sic_) for resting places.
“Now let us go to Milan, which is so well known by its
beautiful cathedral of white and black marble which have
(_sic_) no less than 4000 sculptures of white marble, with
pillars of Egyptian granite. Milan is famous for silks and lace
to provide for the numerous palaces.
“We will now go back to the next lake, Lake Como, which is
surrounded by mountains, and supposed to be the most beautiful
of all lakes. At the south it goes out in a fork, and between
the fork is a beautiful piece of land called Bellagia (_sic_).
“The next lake we come to is the Garda, the largest of all the
lakes, and then we go on to the smallest of lakes called Lugano.
“We now having visited all the lakes, take a look at Lodi, the
famous cheese market in Italy; after which we visit Verona,
where Pliny the naturalist was born, also Paul Veronese.
Shakespeare lays the scene of his play ‘Romeo and Juliet’ in
Verona. The short time we have we spend at Venice, the queen
of the Italian citys (_sic_) with its wonderful canals and the
marvellous cathedral of St Mark’s, also the dark, gloomy palace
of the Doge.”
_Q._ How are the following seeds dispersed:—Birch, Pine, Dandelion,
Balsam, Broom? Give diagrams and observations. (Book studied, Mrs
Brightwen’s _Glimpses into Plant Life_.)
F. (aged 13):—
“The seeds of the Birch are very small, with two wings, one on
each side, so that in a high wind numbers of them are blown on
to high places, such as crevises (_sic_) on the face of a rock,
or crevises (_sic_) on a church tower, or the tower of an old
ruin. They are so light that they are carried a long way.
“The seeds of the Pine are very small, and the veins in the
seed are wriggly, so that the seed is curly, which makes it
whirl rapidly in the air, and the whirling motion carries it
along a little way before it rests on the ground. It has two
small wings.
“The seeds of the Dandilion (_sic_) are large, with a kind
of silky parashute (_sic_) attached, so that when they fall
off they do not fall to the ground, but are carried a little
way because the wind catches the under part of the parashute
(_sic_). The seed has a little hook at the top of it which
prevents it from being pulled out of the ground by the
parashute (_sic_) after it is once in.
“The Balsam seed case splits when the seeds are ripe and
sends them flying in all directions, so they are far enough
dispersed, and need no wings or parashutes (_sic_) to help them.
“The Broom seed case is a carpel, more like that of the sweet
pea. When the seeds are ripe the two sides of the carpel split
open and curl up like springs and send the seeds flying out, so
they are dispersed without needing wings or parachutes.”
_Q._ Describe the tissue of a potato and of a piece of rhubarb. (Book
studied, Oliver’s _Elementary Botany_.)
G. (aged 13):—
“The tissue of _Rhubarb_ is _very_ fibrous indeed. In fact, it
is almost entirely made up of vessels. These are cells which
have become tubes by the dividing cell-wall being absorbed.
These vessels are very beautiful when seen under a microscope,
for their walls are all thickened in some way, in order to make
them strong enough to bear the weight of the leaf. Some are
thickened by a spiral cord, which goes round and round the wall
of the vessel. In some vessels this is quite tightly twisted
round the wall, that is to say, the rings do not come far
apart; in others it is quite loose and far apart. Another kind
of thickening is by rings, which just go round the tube and are
not joined to each other. Other vessels, again, have little
knots in them like what there are in birch bark.
“The _Potato_ tissue is mainly made up of starch, as it is one
of the plant’s storehouses, and starch is one of the plant’s
principal foods.”
_Q._ Give a diagram of the eye, and explain how we see everything. (Book
studied, Dr Schofield’s _Physiology for Schools_.)
H. (aged 13):—
“The eye can be likened to a camera, and the brain to the man
behind the camera. The image enters at the hole, passes through
the lens, is reflected on the plate, but the camera does not
see, it is the man behind the camera who sees. In the same way,
the image passes in at the pupil and through the lens, both
sides of which are curved, and can be tightened or slackened
according to the distance of the image. Then the image passes
along the nerve of sight to the two bulbs in the brain which
see. If you hold a rounded glass between a sheet of paper and
the image at the right distance (for the glass cannot tighten
or slacken like our lens), you will see the image reflected
upside-down on the paper. This is the way the lens acts. There
is a small yellow spot a little below the middle of the back of
the eye; here the sight is more acute, and so, though we can
see lots of things at one time, we can only look at one thing
at a time. There is a blind spot where the nerve enters the eye
(which shows that the nerve of sight itself is blind) so that
some part of every image is lost, like a black dot punched in
it. But we are so used to it that we cannot see it.”
_Q._ Describe your favourite scene in _Waverley_.
I. (aged 12½):—
“_A Highland Stag Hunt._—The Highland Cheifs (_sic_) were
in various postures: some reclining lazily on their plaids,
others stalking up and down conversing with one another, and
a few were already seated in position for the sport. MacIvor
was talking with another Cheif (_sic_) as to what the sport
would be; but as they talked in Gaelic, Edward had no part in
the conversation, but sat looking at the scene before him.
They were seated on a low hill at the head of a broad valley
which narrowed into a small opening or cleft in the hills at
the extreme end. It was hemmed in on all sides by hills of
various heights. It was through this opening that the beaters
were to drive the deer. Already Waverly (_sic_) could hear
the distant shouts of the men calling to each other coming
nearer and nearer. Soon he could distinguish the antlers of the
deer moving towards the opening like a forest of trees stiped
(_sic_) of their leaves. The sportsmen prepared themselves to
give them a warm reception, and all were ready as the deer
entered the valley.
“They looked very ferocious, as they advanced towards where
Edward and the cheifs (_sic_) were standing and seemed as if
they were determined to fight; the roes and weaker ones in the
centre, and the bulls standing as if on defence. As soon as
they came within range, some of the cheifs (_sic_) fired, and
two or three deer came down. Waverly (_sic_) also had the good
fortune (and also the skill) to bring down a couple and gain
the aplause (_sic_) of the other sportsmen. But the herd was
now charging furiously up the valley towards them. The order
was given to lie down, as it was impossible to stem the coming
wave of deer; but as it was given in Gaelic it conveyed no
meaning to Edward’s mind, and he remained standing.
“The heard (_sic_) was now not fifty yards from him; and in
another minute he would have been trampled to death; but
MacIvor at his own risk, jumped up and literaly (_sic_) dragged
him to the ground just as the deer reached them. Edward had a
sensation as if he was out in a severe hail storm, but this did
not last long.
“When they had passed, and Edward attempted to rise, he found
that besides a number of bruises he had also severely sprained
his ancle (_sic_), and was unable to walk, or even stand. A
shelter was soon made for him out of a plaid in which he was
laid; and then MacIvor called the Highland doctor or herbalist,
to attend him. The doctor approached Edward with every sign
of humiliation, but before attending to his ancle (_sic_), he
insisted upon walking slowly round him several times, in the
direction in which the sun goes, muttering at the same time a
spell over him as he went, and though Waverly (_sic_) was in
great pain he had to submit to his foolery. Waverly (_sic_)
saw to his great astonishment that MacIvor believed or seemed
to believe in the old man’s cantations (_sic_). At last, when
he had finished his spells, which he seemed to think more
necessary than the dressing, he drew from his pocket a little
packet of herbs, some of which he applied to the sprained
ancle (_sic_) and after it had been bound up, Edward felt much
relieved. He rewarded the doctor with some money, the value
of which seemed to exceed his wildest imaginations, for he
heaped so many blessings upon the head of Waverly (_sic_) that
MacIvor said, ‘A hundred thousand curses on you,’ whereupon he
stopped.”
=Class IV.=—Girls are usually in Class IV. for two or three years,
from fourteen or fifteen to seventeen, after which they are ready to
specialise and usually do well. The programme for Class IV. is especially
interesting; it adds Geology and Astronomy to the sciences studied, more
advanced Algebra to the Mathematics, and sets the history of Modern
Europe instead of French history. The literature, to illustrate the
history, includes the reading of a good many books, and the German and
French books when possible illustrate the history studied. All the books
(about forty) are of a different calibre from those used in the lower
classes; they are books for intelligent students.
I think the reader will observe that due growth has taken place in the
minds of the girls, both as regards judgment and power of appreciation.
Not, I think, in intelligence,—
“Love has no nonage, nor the mind.”
But as our concern is with boys and girls under twelve, it will be enough
to show by two or three papers that this sort of education by books
results in intelligence.
_Q._ For what purpose were priests instituted? (Book studied, Dr Abbot’s
_Bible Lessons_.)
A. (aged 15½):—
“The system of the Jewish priesthood was almost entirely
symbolical. God ordained it, we believe, to lead the primitive
mind of his chosen people onwards and upwards, to the true
belief and earthly comprehension of that great sacrifice, by
the grace of which we are all now honoured to become ‘kings and
priests unto God.’ In the earliest times of the patriarchs,
there was in every holy and honourable Jewish family some
voluntary priest to offer up the burnt offerings and yearly
sacrifices. We have an example of this in Job the patriarch,
who, we read, ministered to his family in the capacity of
priest of their offerings. In the wilderness, however, God
commanded through Moses the foundation of a separate and
holy priesthood to minister in His Tabernacle and offer His
appointed sacrifices. The tribe of Levi and the family of Aaron
were set apart for this purpose, and in the building of the
tabernacle, and the annointing (_sic_) of Aaron and his four
sons, the cornerstone was laid to that great building which
became a fit dwelling for the presence of God and the heart of
Israel, until Christ came to change and lighten the world; and
the symbol and the shadow became the truth.”
_Q._ “His power was to assert itself in deeds, not words.” Write a short
sketch of the character of Cromwell, discussing the above statement.
(Book studied, Green’s _Shorter History of the English People_.)
B. (aged 15):—
“Cromwell was no orator. It has been said that if all his
speeches were taken and made into a book, it would seem simply
a pack of nonsense. In Parliament though, the earnestness with
which he spoke attracted attention. His deeds proved his innate
power, which could not express itself in words. He may be
called the inarticulate man. In his mind, everything was clear,
and his various actions proved his purposes and determinations,
but in speaking, he simply brought out a hurried volume of
words, in the mazes of which one entirely lost the point meant
to be implied. Cromwell also was more of an administrator than
a statesman, unspeculative and conservative. He was subject to
fits of hypocondria (_sic_), which naturally had some effect
on his character. He considered himself a servant of God, and
acted accordingly. Undoubtedly he was under the conviction that
he was carrying out the Lord’s will in all he did. He was not
in calm moods a bloody man, but when his anger was kindled he
would spare no one. At times he would be filled with remorse
for the part he had taken in the martyrdom of the king; then,
again he would say it was the just punishment of heaven on
Charles. In giving orders his words were curt and to the
point, but in making speeches he adopted the phraseology of
the Bible, which added to their ambiguity. One would think he
was ambitious, for at one time he asked Whitelock: ‘What if a
man should take upon himself to be king?’ evidently having in
view the regal power, and yet according to his own assertion he
would rather have returned to his occupation as a farmer, than
have undertaken the government of Britain. But in this, as in
other acts, he recognised the call of God, (as he thought) and
obeyed it.”
_Q._ What do you know of the Girondins? (Book studied, Lord’s _Modern
Europe_.)
C. (aged 17):—
“The Girondins were the perhaps most tolerant and reasonable of
the revolutionary parties. They were a body of men who found
the government of France under the king more than they could
stand, and who were the first to welcome any changes, but were
shocked and horrified at the dreadful riots and massacres which
followed the fall of the throne. Such a party, representing
justice and reform, could not be popular with the more violent
Jacobins and like clubs. The day came when these latter were in
power, and all the Girondins were thrown into prison.
“They were all taken from prison before the Court of Justice
for trial, and placed before the judge, where they sat quite
silently; they were one by one condemned to execution,
receiving the sentence of death with perfect calmness. Only
their leader was seen to fall down; one of his companions leant
over him and said: ‘What, are _you_ afraid?’ ‘Non,’ was the
answer, ‘Je mours,’ he had stabbed himself with his dagger.
“As the Girondins marched back to their cells, condemned to die
the next morning, they all sang the ‘Marseillaise,’ as they had
arranged, to tell their fellow-prisoners what the sentence had
been. When they reached the prison a splendid supper was placed
for them, and they all sat down with great cheerfulness to eat
it, none of them showing the least signs of breaking down.
Towards morning priests were sent to them, and very early in
the day they all marched to the foot of the guillotine, singing
as they went. They kept on singing a solemn chant when the
executions commenced, which became fainter and fainter as one
by one they were beheaded, until all were gone.”
_Q._ Distinguish between _arrogant_ and _presumptuous_, _interference_
and _interposition_, _genuine_ and _authentic_, _hate_ and _detest_,
_loathe_ and _abhor_, _education_ and _instruction_, _apprehend_ and
_comprehend_, using each word in a sentence. (Book studied, Trench’s
_Study of Words_.)
E. (aged 15):—
“A man who is ‘arrogant’ is a man who has right to what
he wants, but who is harsh and exacting in taking it. A
‘presumptuous’ man is a man who expects more than is due and
takes it. ‘Judge Jeffries was an _arrogant_ old man.’ ‘Charles
II. was a _presumptuous_ king, he thought he could have
absolute power.’
“‘Interference,’ is not minding your own business, and meddling
with other people’s when we are not wanted. ‘Interposition’ is
more the ‘doing good by interfering’ as protecting a little boy
from a bully. ‘But for the _interference_ of James all would
have gone well.’ ‘Thanks to the _interposition_ of Mary a
quarrel was averted.’
“‘Genuine’ means real, true, what it seems to be as—‘a real
_genuine_ ruby.’ ‘Authentic,’ in speaking of a book, means
really written by the author to which it is ascribed. ‘Dickens’
_Oliver Twist_ is certainly _authentic_.’
“You would ‘hate’ a man who killed your father. ‘Charles II.
hated Cromwell.’ You would ‘detest’ a man who had not done you
any personal injury, but who (_sic_) you knew to be a murderer.
‘Yeo _detested_ the Spaniards.’
“You would ‘loathe’ a poisonous snake or a hypocrite. ‘David
Copperfield _loathed_ Uriah Heep.’ You would abhor a man
inferior to you in intellect or principles, as a great king
would ‘abhor’ a cringing coward, leave him behind, go on
without him, refuse to listen to him. ‘Napoleon _abhorred_ the
traitor.’
“‘Education’ is the lessons you receive as a matter of course,
as French, writing, grammar. ‘Instruction’ is this, but more
also, it includes moral teaching, the teaching of honesty, and
the teaching of gentleness. ‘Henry had a good _education_.’ ‘No
well-_instructed_ Britain (_sic_) is a coward.’
“‘Apprehend’ is to see, or hear, and notice. ‘Comprehend’ is
to understand, without seeing or hearing perhaps. ‘Phillip
_apprehended_ that danger was near, but he did not _comprehend_
it.’”
_Q._ Give shortly Carlyle’s estimate of Burns, showing what he did for
Scotland, and what was the cause of his personal failure in life. (Book
studied, Carlyle’s _Essay on Burns_.)
F. (aged 17):—
“Carlyle looked upon Burns as one of the nicest of men and
greatest of poets; rather a weak man, perhaps, but covering
all his faults with his genius and kindness of heart,
clever and persevering, and basely neglected and shunned by
his contemporaries. It is quite extraordinary to read the
world-famous poems of this poet, and to remember that he
was a ploughman, and surrounded only by the most uneducated
peasants and fellow-labourers, though, of course, the life of
a ploughman in the hills of Scotland is far more likely to
encourage poetry and reflection than the life of many a London
dentist or hair-dresser far higher in rank; but it is easy to
believe in fact, that Burns would have found inspirations for
his genius in a flat sandy waste or a grocer’s shop, and, as
Carlyle says, a man or woman is not a genius unless they are
extraordinary, not really inspired if such a person could have
been imagined before. Robert Burns has provided Scotland for
centuries at least, with plenty of national poetry, his poems
are such as can be enjoyed, like flowers and trees and all
things really beautiful, by old and young, stupid and clever,
fishermen and prime ministers—surely that is a work of which
any man would be proud!
“Burns (_sic_) chief fault, if fault it can be called, and the
cause of his failure in life, seems to have been a sort of
bitterness against people more fortunate than himself without
the art of hiding it. This, real or affected, seems very common
in poets, and such an inspired man, a man with a mind greater
than kings, must have felt very deeply, almost without knowing
it, the ‘unrefinedness’ of the people he loved best, and his
own distance from the admirers who clustered round him later in
life.
“All his life, it seems, he was in a place by himself, now
spending his time with his own family, acting a part all day,
trying to make his relations feel him an equal, pretending to
take a great interest in what he did not care for—the pigs, and
cows, and porridge, seeing his own dearest friends looking at
him with awe, and feeling him something above them, thinking of
his ‘great’ friends, and feeling embarrassed when he came, and
more at ease without his presence.
“Now, on the other hand, associating with people, high in
rank and education, enjoying their friendship and praise, but
feeling, be they ever so kind and familiar, that he was not
their equal by birth, and that they could not treat him quite
as such, however hard they might try, turning familiarity in
his mind into slights, and kindness into condescension. This
to a proud man must have been misery, and Burns must have been
very lonely in a crowd of companions, thronged with admirers,
but without a friend.
“Nobody understood Burns; he shared his opinions with no one
he knew. When, at the beginning of the French Revolution he
expressed his delight and approval, the people who admired him
were shocked, refused to speak to him, and regarded him either
as mad or terribly wicked. His poems were not admired as much
as they deserved to be, he had hardly any money, was never
likely to get on in the world, was shunned and disgraced, and
began, as a last resource,[28] to drink too much. Ill-health
was one of his misfortunes, and this intemperance killed him.
“Thus died at the age of thirty-seven, poor, friendless,
despised, the man who has given pleasure to thousands, and an
undying collection of poems and songs to his country.”
_Q._ Give some account, as far as you can in the _style_ of Carlyle, of
the Procession of May 4th. (Book studied, Carlyle’s _French Revolution_.)
G. (aged 14½):—
“See the doors of Notre Dame open wide, the Procession
issuing[29] forth, a sea of human faces that are to reform
France. First come the nobles in their gayly (_sic_) tinted
robes, next the clergy, and then the commons, the Tiers Etats
in their slouched hats firm and resolute, and lastly the king,
and the Œuil-de-bœuf, these are greeted by a tremendous storm
of vivats. Vive le roi! Vive la nation! Let us suppose we can
take up some coigne (_sic_) of vantage from which we can watch
the procession, but with eyes different from other eyes, namely
with prophetic eyes. See a man coming, striding at the head of
the Tiers Etats, tall and with thick lips and black hair, whose
father and brother walk among the nobles. Close beside walks
Doctor Guillotin,[29] learned Doctor Guillotin,[29] who said,
‘My friends (_mes amis_), I have a machine that will whisk off
your heads in a second, and cause you no pain,’ now doomed
for two years to see and hear nothing but guillotin, and for
more than two centuries after yonder a desolate ghost on this
(_sic_) of the Styx. Mark, too, a small mean man, a sea-green
man with sea-green eyes, Robespierre by name, a small underhand
secretary walking beside one Dantun (_sic_) tall and massive,
cruelty and vengeance on their faces. We may not linger longer,
but one other we must note, one tall and active with a cunning
air, namely, Camille Desmouellins (_sic_), one day to rise to
fame and the next to be forgotten.
“Many more walk in that procession one day to become famous,
Bailli, future president of a New Republick (_sic_), and Marat,
with Broglie the War-God and others.
“The Tiers Etats with Mayor Bailli march to the rooms where
they are to sit, but the doors are shut: there is sound of
hammering within.
“Mayor Bailli knocks, and wants to know why they are shut out?
It is the king’s orders. He wants his papers. He may come in
and get them, and with this they must be content.
“They swarm to Versailles, the king steps out on the balconny
(_sic_) and speaks. He says the room is being prepared for his
own august presence; a platform is being erected, he says he
is sorry to inconvience (_sic_) them; but he is afraid they
must wait, and with that he retires. Meanwhile patriotism
consults as to what had best be done. Shall they meet on the
palace steps? or even in the streets? At length they adjourn
to the tennis court, and there patriotism swears one by one
to be faithful to the New National Assembly, as they now name
themselves This is known as the Oath of the Tennis Court.”
I have placed before the reader examples of a portion of some thirty
pupils’ work to illustrate their education by books. It is not necessary
to speak of their education by Things: that is thorough and systematic;
but may I point out that what has been cited is average work. I do not
know if the reader considers that I have proved my point, that is, that
‘studies’—schoolroom studies—‘are for delight, for ornament, and for
ability.’
APPENDIX III
WHAT A CHILD SHOULD KNOW AT TWELVE
In order to induce the heads of schools (private schools, preparatory
schools, girls’ schools, and ‘Lower’ schools) to consider seriously
whether it is not possible to introduce some such method of _Education by
Books_, let me put forward a few considerations:—
1. The cost of the books per pupil for the six years—from six
to twelve—does not average more than £1 a year. A scheme of
work for elementary schools might be arranged at a much less
annual cost for books.
2. Two and a half, for Class I., to three and a half hours a
day, for Class III., is ample time for this book education.
3. Much writing is unnecessary, because the pupils have the
matter in their books and know where to find it.
4. Classes II. and III. are able to occupy themselves in study
with pleasure and profit.
5. Teachers are relieved of the exhausting drudgery of many
corrections.
6. The pupils have the afternoons for handicrafts, nature-work,
walks, games, etc.
7. The evenings are free, whether at school or at home, for
reading aloud, choral singing, hobbies, etc.
8. The pupils get many intelligent interests, beget hobbies,
and have leisure for them.
9. There is no distressing cramming for the term’s examination.
The pupils know their work, and find it easy to answer
questions set to find out what they know, rather than what they
do not know.
10. Children of any age, however taught hitherto, take up this
sort of work with avidity.
11. Boys and girls taught in this way take up ordinary school
work, preparation for examinations, etc., with intelligence,
zeal, and success.
The six years’ work—from six to twelve—which I suggest, should and does
result in the power of the pupils—
(_a_) To grasp the sense of a passage of some length at a
single reading: and to narrate the substance of what they have
read or heard.
(_b_) To spell, and express themselves in writing with ease and
fair correctness.
(_c_) To give an orderly and detailed account of any subject
they have studied.
(_d_) To describe in writing what they have seen, or heard from
the newspapers.
(_e_) They should have a familiar acquaintance with the common
objects of the country, with power to reproduce some of these
in brushwork.
(_f_) Should have skill in various handicrafts, as cardboard
Sloyd, basket-making, clay-modelling, etc.
(_g_) In Arithmetic, they should have some knowledge of vulgar
and decimal fractions, percentage, household accounts, etc.
(_h_) Should have a knowledge of Elementary Algebra, and should
have done practical exercises in Geometry.
(_i_) Of Elementary Latin Grammar; should read fables and easy
tales, and, say, one or two books of ‘Cæsar.’
(_j_) They should have some power of understanding spoken
French, and be able to speak a little; and to read an easy
French book without a dictionary.
(_k_) In German, much the same as in French, but less progress.
(_l_) In History, they will have gone through a rather detailed
study of English, French, and Classical (Plutarch) History.
(_m_) In Geography they will have studied in detail the map
of the world, and have been at one time able to fill in the
landscape, industries, etc., from their studies, of each
division of the map.
(_n_) They will have learned the elements of Physical
Geography, Botany, Human Physiology, and Natural History, and
will have read interesting books on some of these subjects.
(_o_) They should have some knowledge of English Grammar.
(_p_) They should have a considerable knowledge of Scripture
History and the Bible text.
(_q_) They should have learned a good deal of Scripture and of
Poetry, and should have read some Literature.
(_r_) They should have learned to sing on the Tonic Sol-fa
method, and should know a number of English, French, and German
Songs.
(_s_) They should have learned Swedish Drill and various drills
and calisthenic exercises.
(_t_) In Drawing they should be able to represent common
objects of the house and field with brush or charcoal; should
be able to give rudimentary expression to ideas; and should be
acquainted with the works of some artists through reproductions.
(_u_) In Music their knowledge of theory and their ear-training
should keep pace with their powers of execution.
This is the degree of progress an average pupil of twelve should
have made under a teacher of knowledge and ability. Progress in the
_disciplinary_ subjects, languages and mathematics, for example, must
depend entirely on the knowledge and ability of the teacher.
APPENDIX IV
EXAMINATION OF A CHILD OF TWELVE, IN THE ‘PARENTS’ REVIEW’ SCHOOL, ON THE
WORK OF A TERM
Possibly a complete set of answers to an examination paper may be of use
as showing the all-round standing of a scholar educated on the principles
I have advanced. This paper is not exceptional,[30] and some weakness
will be noticed in what I have called the disciplinary subjects.
_Programme of the Term’s Work on which the Examination Questions are set._
_Bible Lessons._
_The Bible for the Young_, by the Rev. J. Paterson Smyth (Sampson, Low,
2s.), _Genesis_, Lessons xvii.-xxiv., _S. Matthew_, Lessons xvi.-xxiv.,
and the Lesson on Christmas. Teacher to prepare lesson beforehand,
and to use the Bible passages in teaching. Answers to Catechism with
explanations from the beginning to the _Lord’s Prayer_ (optional).
_Recitations._
Learn two passages of 20 verses each from chapters in Bible Lessons.
Learn _The Death of the Duke of Wellington_; _The Charge of the Light
Brigade_; _You ask me Why_.
_French._[31]
The Gouin _Series_; _A Study of French_, by Eugène & Duriaux (Edition
1898, Macmillan & Co., 3s. 6d.), pages 184, 194, 196, 198; teacher study
preface. _Première Année Grammaire_, par P. Larousse, Rules 61, 63, 64,
66, 70, 74, Exercises 55, 58, 61, 63. Read the first half of _Le Général
Dourakine_, par Mdme. de Ségur (Hachette, 1s.), parse two pages. Learn a
poem from _Recueil de Poésies_, par Mdme. de Witt (Hachette, 2s.).
_German._[31]
Eight sections of the Gouin _Series_; (or, translate into English and
retranslate into German pages 1-8 from Niebuhr’s _Heroengeschichten_
(Clarendon Press, 1s. 6d.). _Book of Ballads on German History_
(University Press, 2s.); two ballads to be learnt by heart. _First German
Book_, by A. L. Becker (Hachette, 1s.), Lessons xxvii-xxxv. Use the
words, from the lists of useful words, in sentences. Beginners read from
Part II., reading lessons, §§ 16-23. Practise letters on pages xiii.-xvi.
_Italian._
Ex-Students of House of Education, six of the Gouin _Series_. Twelve
grammar rules exemplified in _Series_. Teachers use Perini’s _Italian
Conversation Grammar_ (Hachette, 4s.).
_Latin._
_Young Beginners’ Third Latin Book_ (Murray, 2s.), pages 9-15. Revise
back work by means of exercises. _Young Beginners’ Second Latin Book_
(Murray, 2s.), pages 60-71.
BEGINNERS.—Hall’s _Child’s First Latin Book_ (Murray, 2s.), 15-32; or,
better, _A First Latin Book_, by E. H. Scott and F. Jones (Blackie, 1s.
6d.), pages 1-32.
_English History._
_A History of England_, by H. O. Arnold-Forster (Cassell, 5s.), pages
719-758 (1820-1897). Read Scott’s _Lady of the Lake_, and, if possible,
Henry Kingsley’s _Valentin_ (Ward, Lock & Co.).
_French History._
Creighton’s _First History of France_ (Longmans, 3s. 6d.), pages 279-293,
to be contemporary with English history.
_Roman History._
Plutarch’s _Romulus_, teacher omitting unsuitable parts (Cassell’s
National Library, 3d.).
_Geography._
Geikie’s _Physical Geography_ (Macmillan, 1s.), pages 108-131, §§
224-270. _London Geographical Readers_ (Stanford), Book V. (2s. 6d.),
pages 238-267, with special reference to recent events; map questions to
be answered from map and then from memory, and then in filling up blank
map from memory before each lesson. Know something about foreign places
coming into notice in the current newspapers. Ten minutes’ exercise on
the map of the world every week. _The School Atlas_, edited by H. O.
Arnold-Forster (37 Bedford Street, London, 1s. 6d. or 3s.). Read also
Arnold-Forster’s _History of England_, chapters lxxv. and lxxvi.
_English Grammar._
Morris’s _English Grammar_ (Macmillan, 1s.), pages 100-108, 98-99
(inclusive). Parse and analyse, using pages 109-125. Work from Morris’s
_English Grammar Exercises_ (Macmillan, 1s.).
_Singing._
Three French songs, _La Lyre des Écoles_ (Curwen & Son). Three German
songs, Erk’s _Deutscher Liederschatz_ (Peters, Leipsic). Three English
songs, Novello’s _School Songs_, Vol. XX. (8d.). Stainer’s _Primer of
Tonic Sol-fa_ (Curwen & Son).
_Writing._
Choose and transcribe ten poems or passages from Wordsworth. German
Copybook, No. I. (Nutt, 4d.). _A New Handwriting for Teachers_, by M.
M. Bridges (Mrs Bridges, Yattenden, Newbury, 2s. 9d.); work to page 6,
following instructions.
_Drill._
Grecian Exercises and Marching Drills from _Musical Drills for the
Standards_ (Philip & Son, 2s. 6d.). Ex-Students, House of Education
Drills.
_Dictation._
_Growth and Greatness of our World-wide Empire_, pages 32-77 (four or
five pages a week) to be prepared, a passage dictated, or, occasionally,
written from memory.
_Drawing._
_Pour Dessiner Simplement_, par V. Jacquot et P. Ravoux (3s. 6d.), cahier
ii., iii., for occasional use. Twelve wild fruits on their branches, with
background, in brushwork; illustrations in brush-drawing from _The Lady
of the Lake_. Study and be able to describe the pictures in _The Holy
Gospels_, Part II. (S.P.C.K., 1s. 8d.) (optional);
or, Join the Portfolio of Paintings (see _The Children’s Quarterly_);
or, Follow the _Fésole Club Papers_.
_Natural History._
Keep a Nature Note-Book. Geikie’s _Geology_ (Macmillan, 1s.), pages
125-144 (mountains), with questions. Refer to in holidays, and study in
term, _Lowly Water Animals_, Lessons 1-21, inclusive.
_Botany._
Oliver’s _Elementary Botany_ (Macmillan, 4s. 6d.), chapter vii., pages
63-87. _Glimpses into Plant Life_, Brightwen (Fisher Unwin, 2s.),
chapters v. and ix. Record the finding of and describe twenty wild fruits
(see Oliver). Specimens must be used in all botanical work. Observe all
you can about the structure of various fruits (not edible), and about the
dispersion of seeds. _Plant Life in Field and Garden_, by A. Buckley,
pages 40-80.
_Physiology._
Schofield’s _Physiology for Schools_ (Cassell, 1s. 9d.), pages 43-64.
_Arithmetic._
Mair’s _Mental Arithmetic_ (Sonnenschein, 9d.). Longman’s _Junior School
Arithmetic_ (1s.), chapters xxi. and xxii., _Practice_ and _Bills_.
Miscellaneous examples from pages 192 and 193.
BEGINNERS, chapters xvii., xviii., and xix., §§ 74-81.
_Euclid._
_A First Step in Euclid_, by J. G. Bradshaw (Macmillan, 1s. 6d.), pages
63-81.
BEGINNERS.—_Inductive Geometry_, by H. A. Nesbitt, M.A. (Sonnenschein,
1s. 6d.), chapters iv., v., vi.
Members who have Hamblin Smith’s Euclid may continue to use it. The books
now set are more modern and lead to more intelligent work.
_Reading._
Geography, English history, French history, and tales should afford
exercise in careful reading. Poetry should be read daily.
_Composition._
Read on Thursdays and write from memory on Tuesdays (_a_) a passage from
_Ecce Homo, Ecce Rex_, Part II., chapters ii. and iii., by Mrs R. Charles
(S.P.C.K., 3s. 6d.); (_b_) Arnold-Forster’s _History of England_, chapter
lxxvii.
_Work._
Attend to garden. _Bent Iron Work_, by F. J. Erskine (Upcott Gill, 1s.).
Make six models. _Self-Teaching Needlework Manual_, edited by S. Loch
(Longmans, 1s.), pages 25-54. Make a baby’s crochet petticoat with body
part. Make a linen book cover, with design drawn and worked by yourself.
_N.B._—For illustrations for History, Geography, etc., see the
catalogue of the Perry Pictures (Art for Schools Association,
46 Great Ormond Street, London, 3d.).
Children who are beginners or who have just been moved up from
Class II., or who find the work difficult, may omit three
subjects.
_Questions on Preceding Programme._
_Bible Lessons._
I. 1. Show how God trained Joseph for his work. What lessons may we learn
from Joseph (_a_) in prison, (_b_) in a palace?
2. (_a_) “I am Joseph,” (_b_) “Bless the lads,” (_c_) “Until Shiloh
come.” Give the context in each case, and describe the occasions on which
these words were used.
II. 1. Tell the parable (_a_) of the Fig-tree, (_b_) of the Two Sons.
What lessons may we learn from each?
2. (_a_) “Shall I crucify your King?” (_b_) “He ... wept bitterly,” (_c_)
“He is risen.” Give the context (in the Bible words if possible) of each
of these quotations.
_Recitations._
Father to choose two passages, of ten verses each, from the Bible
Lessons, and a poem.
_French._
1. Write down in French the names of things that a huntsman uses for the
chase.
2. Recite the poem learned.
3. Write in French a short _résumé_ of the chapters read in _Le Général
Dourakine_.
4. Make sentences to show the use of _cette_, _ces_, _ce_, _cet_,
_leurs_, _ses_, _tel_, _chaque_, _même_, _nul_.
_German._
1. Say three sections of a Gouin _Series_, and translate into English and
retranslate into German page 6, lines 14-24, from _Heroengeschichten_.
2. Translate into German:—(_a_) Which of these flowers is the finest?
(_b_) I have been once in Berlin and three times in Paris.
3. Make sentences with other adjectives, using the German for 6, 15, 17,
9, 4, 18.
_Italian._
Recite two _Series_, and give two rules exemplified.
_Latin._
1. Translate into English and retranslate into Latin Fable V., page 61,
and parse each word in the first sentence.
2. Translate into Latin:—(_a_) We dream whole nights; (_b_) I will teach
you music; (_c_) The Roman people elected Numa king; (_d_) The Gauls
dwell on this side the Rhine; (_e_) The master sees that many boys play.
What rule is illustrated in each sentence?
BEGINNERS—
1. Translate into Latin:—(_a_) Where is the shield? (_b_) A narrow shield
is bad; (_c_) The hen is small.
2. Make sentences using the words _hic_, _porta_, _augusta_, _duo_,
_capita_, _dux_, _quattuor_, _qui_, _sumus_, _murum_, _vident_.
_English History._
1. What do you know of the Anti-Corn Law League, and what have you heard
or read about a similar agitation in this country to-day?
2. What reasons induced each of the five countries engaged to enter on
the Crimean War? Give some account of the war.
3. “It was felt by all ... that the government of India ... could not be
left in the hands of the East India Company.” Why? Give some account of
the events which led up to this.
_French History._
1. Write shortly the history of the war with Prussia.
2. Describe the new constitution of 1875.
_Roman History._
1. “Sardians to be sold.” Who said this? Tell the story.
2. How did Romulus unite the Romans and the Sabines?
_Geography._
1. Describe, with a map, a visit to the West Indies. What recent event in
these islands do you know of?
2. Write a short description of (_a_) Mexico, and (_b_) a Brazilian
forest.
3. What is meant by saying, “The gates of the pathways of the sea are in
the hands of the British race”? Illustrate with a map.
4. How are coral reefs formed? Give a diagram of one. Describe, with
diagrams, a volcano.
_English Grammar._
1. Analyse, parsing the words in italics:—
_One by_ one the flowers _close_,
Lily and dewy rose
_Shutting their_ tender petals _from_ the moon.
The grasshoppers are _still_; but not _so soon_
Are still the _noisy_ crows.
2. Make sentences, showing the different ways in which the following may
be used:—_dying_, _making_, _to tell_, _but_.
3. Give some words with each of the following prefixes:—_epi_, _hypo_,
_cata_, _di_, _syn_.
_Singing._[32]
Father to choose an English, a French, and a German song, and three Tonic
Sol-fa exercises.
_Writing._
Write ten lines of Tennyson’s from memory.
_Drill._[32]
Drill, before parents.
_Dictation._
_Growth and Greatness of our World-Wide Empire_, page 43, “Not ... home.”
_Reading._[32]
Father to choose unseen poem.
_Drawing._
(_a_) Paint a carrot, an onion, and a potato grouped together, (_b_) an
illustration in brush-drawing of a scene from _The Lady of the Lake_,
(_c_) a glove, a trowel, and a rake in charcoal.
_Natural History._
1. Describe (_a_) six sea (or pond) creatures you found this last summer,
(_b_) the _Foraminiferæ_. How do sponges grow? Give a diagram.
2. What do we know of the origin of mountains? Describe any formation you
have examined this term—in cliff, river basin, or quarry.
_Botany._
1. Give rough diagrams showing the manner of growth, with leaf buds,
of the twigs of the following trees:—oak, ash, horse-chestnut, beech,
sycamore.
2. Compare the fruits of the raspberry, strawberry, and blackberry, with
diagrams.
3. What are some of the ways in which plants store food? Give examples.
_Physiology._
1. What are the functions of the skin? Give a diagram of the skin cells.
_Arithmetic._
1. Find, by Practice, the cost of 1 ton 2 cwt. 2 qrs. and 20 lbs. at £1,
13s. 10d. per cwt.
2. Find the cost of 4959 balls at 11¾d. each.
3. How much property tax should I pay on £5238, 10s. 0d. at 8½d. in the £?
4. Make out an invoice for 5 pairs of stockings at 1s. 3½d. per pair; 40
needles at 13½d. per score; 96 buttons at 6½d. a dozen; 6¾ yds. silk at
5s. 1d. a yard.
BEGINNERS—
1. Find the G.C.M. of 12321 and 54345, and the L.C.M. of 12, 18, 30, 48,
and 60.
2. Reduce: 11385/16335, 96679/119427.
3. Find the sum of the quotient and remainder when 36789241 is divided by
365.
_Euclid._
1. To bisect a given finite straight line.
2. To draw a straight line perpendicular to a given straight line of
unlimited length from a given point without it.
3. Divide a given angle into four equal parts.
or, 1. Prove that the two angles of a triangle are always less than two
right angles.
2. Draw a kite consisting of an equilateral triangle and an isosceles
triangle twice the height.
3. The latitude of London is 51½° N. How far is it from the South Pole?
_Composition._
Write some account of—
(_a_) Recent events with regard to Korea and Macedonia; or, (_b_) (_a_)
Scott, or (_b_) Burns, and his work.
(_c_) Write twenty lines on “An Autumn Evening” in the metre of _The Lady
of the Lake_.
_Work._[32]
Outside friend to examine.
P. Q., aged 12. CLASS III.
_List of Subjects taken._
Bible Lessons.
French.
German.
Latin.
English History.
French do.
Roman do.
Geography.
English Grammar.
Writing.
Dictation.
Natural History.
Botany.
Physiology.
Arithmetic.
Euclid.
Composition.
All the answers, in the subjects taken, have been attempted; a few of
these are omitted here for reasons of space. The maps and diagrams are
rather well done, but cannot be reproduced. The writer’s spelling,
pointing, etc. have been carefully preserved.
_Bible Lessons._
I. 2. (_a_) “I am Joseph, your brother, whom ye sold into Egypt.”
These words were spoken by Joseph when he was revealing himself to his
brethren. His brothers had come down into Egypt a second time to buy
food, and had persuaded their father Jacob to let them take Benjamin
down with them, because Joseph had told them that they must. So Jacob
reluctantly let Benjamin go. And now they had bought their corn, and
actually been asked to dine with Joseph, and were on their homeward way,
when some officers of Joseph’s household come galloping after them, and
angrily ask whether the way to return hospitality is to steal Joseph’s
cup, his favourite silver cup. Then when the cup is found in Benjamin’s
sack, Judah, who has promised to be surety for him, begs that he may be
a slave to Joseph instead of Benjamin, as he promised Jacob his father
to bring him back safe. Then they are all taken in to see Joseph, and he
cannot stand it any longer, and bursts into tears, and says “I am Joseph;
doth my father yet live?” ‘And his brethren could not answer him for they
were troubled at his presence. And Joseph said unto his brethren “Come
near to me, I pray you.” And they came near. And he said “I am Joseph
your brother whom ye sold into Egypt.”’ So then of course they believed
him, and everything was made all right.
(_c_) Jacob lay on his deathbed with his sons around him, listening
to his words which seemed to come straight from God. But instead of
Reuben, as the first-born getting the best or most wonderful blessing,
he seems to have been put below Judah, who is told that he shall be “a
fruitful bough,” and shall remain “Until Shiloh come.” This seems to
be a wonderful inspiration in Jacob that someone should come from the
descendants of his son Judah who “should save His people from their
sins.” Of course, _now_, we see in it a prophecy of the coming of our
Lord Jesus Christ, though then it was most likely an undefined thought.
II. 1. (_b_) “There was a man that had two sons; and he went to one, and
said “Son, go to work to-day in my vineyard.” And he answered and said “I
will not”; but afterwards he repented, and went. And the father went to
the other son and said “Son, go to work to-day in my vineyard.” And he
answered and said “I go, sir,” but went not at all to the work. Whether
of the twain did the will of their father?” They (the priests) say unto
him “the first.” “From this we see that the parable was aimed at the
chief priests, scribes, and Pharisees, who had been trying to trap him
in his talk. The man was God, the two sons, those that did his will,
and those that did not, and the vineyard was the world. The scribes and
Pharisees were those who made a lot of show, and were very particular
about all the little outside observances of religion, but did not really
work, like the son in the parable who said “I go, sir” and did not go at
all. Thus they were made to condemn themselves by saying that the first
did the will of God, and not the second.
2. (_a_) Pilate had been cross-examining Jesus, and had “found no fault
in him.” When he asked the people what he should do with him, they
cried out, saying “Crucify him, crucify him.” But Pilate answered and
said “Shall I crucify your King?” But they cried out yet the more,
saying “Crucify him, crucify him.” Then Pilate took a bason, and washed
his hands before the multitude saying “I have nothing to do with this
righteous man; see ye to it.” And the people cried out, saying “His blood
be upon us and upon our children.” Then Jesus was led away.
_French._
1. Un fusil, une bandoulière, des cartouches, une gibecière, un permis de
chasse, et une meute de chiens.
2 (_recited_).
“Savez-vous son nom?”—La nature
Réunit en vain ces cent voix.
L’étoile à l’étoile murmure
“Quel Dieu nous imposa nos lois?”
La vague à la vague demande
“Quel est celui qui nous gourmande?”
La foudre dit à l’aquilon
“Sais-tu comment ton Dieu se nomme?”
Et les astres, la terre, et l’homme
Ne peuvent achever son nom.
Que tes temples, Seigneur, sont étroits pour mon âme!
Tombez, murs impuissants, tombez!
Laissez-moi voir ce ciel que vous me dérobez!
Architecte divin, tes domes sont de flammes!
Que tes temples, Seigneur, sont étroits pour mon âme!
Tombez, murs impuissants, tombez!
4. Cette aiguille est très aigue. Ces animaux sont de trois familles. Ce
mouvement est très facile; un pas avec ce pied, et il faut qu’un bras
faire ce tour. Cet homme était bien fait de sa personne. Ils étaient très
sages; ils mettaient leurs livres dans l’armoire, pas sur la table. Ses
filles étaient très méchantes. Il fit un tel pas, que je pensais qu’il
tomberait. Chaque personne fit une grande revérence, quand le roi venait.
_German._
1. (_Heroengeschichten_ has not been taken, so “Kaiser Karl am Luther’s
Grab” is recited, from page 24 of _A Book of German Ballads_, Cambridge
University Press.)
In Wittenberg, der starken Luther’s Feste
Ist Kaiser Karl, der Sieger, eingedrungen;
Wohl ist den Stamm, zu fällen, ihm gelungen
Doch neue Wurzeln schlagen rings die Aeste.
In Luther’s Feste hausen fremde Geste
Doch Luthers Geist der bleibet unbezwungen
Da, wo des Geistes Schwert er hat geschwungen
Da ruhen billig auch des Leibes Reste.
Am Grabe steht der Kaiser, tief gerühret.
“Auf denn, und räche dich an dem Gebeinen
Den Flammen gib sie preis, wie sich’s gebühret.”
So hört man aus der Diener Tross den Einen.
Der Kaiser spricht “Den Krieg hab’ ich geführet
Mit Lebenden; um Todte lasst uns weinen.”
2. Welche dieses Blümen ist den schönsten? Ich war einmal in Berlin und
dreimal in Paris.
3. Ich habe sechs güte Bücher. Er ist fünfzehnmal gestraft worden. Wir
sind siebzehn edele Knaben. Neun Knaben sind in dieses Spiel. Vier Bücher
wären gross-Achtzehn-hundert schlecht Knaben.
_Arithmetic._
1.
£ _s._ _d._ tons. cwts. qrs. lbs.
2 qrs. = ½ of 1 cwt. ½ of 1 13 10 value of 0 1 0 0
11
-------------
18 12 2 ” 0 11 0 0
2
-------------
37 4 4 ” 1 2 0 0
-------------
8 lbs. = ⅐ of 2 qrs. ⅐ of 0 16 11 ” 0 0 2 0
8 lbs. = ” ” 0 2 5 ” 0 0 0 8
4 lbs. = ½ of 8 lbs. ½ of 0 2 5 ” 0 0 0 8
0 1 2½ ” 0 0 0 4
-------------- ------------------
Answer:— £ 38 5 3½ ” 1 2 2 20
============== ==================
2.
4959 balls @ 11¾d. each = 4959 balls @ 1s. ea. - 4959 farthings.
4959 farthings = 1239¾d. = 103s. 3¾d. = £5 3 3¾.
4959 shillings = £247 19 0.
£ _s._ _d._
247 19 0
- 5 3 3¾
--------------
= 242 15 8¼ the cost of 4959 balls @ 11¾d. ea.
==============
3.
£ _s._ _d._
8d. = 1/30 of £1. 1/30 of 5238 10 0
---------------
½ = 1/16 of 8d. 1/16 of 171 5 7¾ (nearest ¼d.)
10 14 1¼
---------------
Ans.:— £ 181 19 9
===============
4.
LONDON,
_May 21st 1906_.
JONES, BROWN & CO.
Bought of D. H. EVANS & CO.,
Oxford St., W.
--------------------------------------+-------------
| £ _s._ _d._
5 pairs stockings @ 1s. 3½d. per pair | 0 6 5½
40 needles @ 1s. 1½d. per score | 0 2 3
96 buttons @ 6½d. per doz. | 0 4 4
6¾ yds. of silk @ 5s. 1d. per yd. | 1 13 3¾
+-------------
Total |£ 2 6 4¼
+=============
_Composition._
(_a_) Sir Walter Scott was a well-known writer in the early part of
the 19th century. His novels are read by almost everyone; and though,
perhaps, his poetry is not quite so well-known, still, at most places
one finds people who have read or heard of the “Lady of the Lake” or
“Marmion.” The first of his novels was “Waverly” (_sic_), and so they are
often called the “Waverley Novels.” The historical tales are very good,
giving the reader a splendid idea of life in the 12th or 13th centuries;
“Ivanhoe,” “Betrothed,” “The Talisman” and “Kenilworth” (this latter
is about the 16th century, in Queen Elizabeth’s reign). “The Heart of
Midlothian” is also very interesting, and “Peveril of the Peak” tells
about the fighting between the Cavaliers and Roundheads in the time of
Charles I., and Oliver Cromwell. The “Lady of the Lake” is about the
longest poem Sir Walter Scott ever wrote; it is very beautiful, and many
pieces in it are most interesting. “Marmion” tell (_sic_) of a battle,
and how a Lord Marmion was killed there.
_Latin._
1. Alexander once upon a time asked a pirate whom he had taken by what
right he infested the seas? At that, “The same,” said he “by which you
do (infest) the world. But because I do it with a small ship, I am called
a robber; you, because you do it with a great fleet and army are called a
general.” Alexander dismissed the man unhurt. Did he do rightly?
Alexander olim comprehensum pirātam interrogavit, quo jure maria
infestaret? Ille “Eodem,” inquit “quo tu orbem terrarum. Sed quia ego
parvo navigio facio, latro vocor; tu, quia magna classe et exercitu,
imperator.” Alexander inviolatum hominem dimisit. Num juste fecit?
_Alexander_, noun proper, masc., sing., nominative case.
_Olim_, adv. modifies verb “interrogavit.”
_Comprehensum_, participle used as adj., modifying “piratam.”
_Piratam_, n. common, masc., sing., objective case, governed by
“interrogavit.”
_Interrogavit_, verb, transitive, 3rd pers. sing. Past Tense.
_Quo_, relative pron., ablative case, antecedent “jure.”
_Jure_, n. common, neuter, sing., ablative case.
_Maria_, n. common, neuter singular, objective case to
“infestaret.”
_Infestaret_, intransitive verb, 3rd person singular Present
Subjunctive Tense.
2. (_a_) Somnimus totus noctes. (_b_) Docebo te musicam. (_c_) Romani
Numam regem elexerunt. (_d_) Galli cis Rhenum habitaverunt. (_e_)
Magister videt multos pueros ludere.
(_a_) illustrates that the object is in the accusative in Latin.
(_b_) illustrates that the double object is in the accusative.
(_c_) illustrates that the double object is in the accusative.
(_d_) illustrates that all prepositions as “cis” take the acc.
case.
(_e_) illustrates that with a sentence like “The master sees
that many boys play” you prefix with “Master sees” leave out
“that” turn “many boys” into accusative, and turn “play” into
the infinitive.
_English History._
1. The Anti-Corn-law League was formed early in the reign of Queen
Victoria. Its name shews that its object was to get the Corn Laws
repealed or rather to have the taxes on corn taken off, as they were
causing distress in the country. Eloquent men went about the country,
speaking to the people, and telling them how much better it would be not
to have them, until they were convinced that it was so, and made rather
a fuss over it, so that one Prime Minister, Lord Russell, resigned, and
Lord Melbourne came in, and took off some of the taxes. People now seem
to be thinking that it would be a good thing to put on some of these
corn taxes again, and the country is again rather agitated about it, and
Mr Chamberlain, Mr Balfour, and many other gentlemen go about making
speeches either for, or against it, according to their different views,
just as people did then, when Sir Robert Peel did take them off.
2. England joined in the Crimean war, because they were afraid that
if Russia got hold of Turkey, they might prevent the English going
to and from India, and that thus the command we had over India might
be loosened and India might once more become an independent country.
France entered because Napoleon III. wished to show that he had some
power, and was not afraid of war. Sardinia entered in because the King
of Sardinia’s minister, Count Cavour, wished to shew that Sardinia had
some power, and he also thought that by making powerful friends such as
England and France, his master, King Victor Emmanuel might one day become
king of Italy. Russia wanted to put down Turkey, and Turkey of course
went against Russia. It was a very sad war, mostly because of the bad
management. The charges of the Light and Heavy Brigades, the battles of
Inkerman, Balaclava, and last of all, the long siege of Sebastopol, which
might have been prevented, had we charged the day before at the Russians,
so as to prevent them get (_sic_) hold of, and fortifying the chief
tower, all tells (_sic_) of suffering from the intense cold, and death of
the soldiers by scores.
_French History._
1. The Prussians advanced into France, meeting with resistance
everywhere, but still they went steadily on, till at last they reached
Paris, which they besieged for a long time, so that the people were
obliged to eats cats, dogs, horses and even rats and mice, so that they
had to give in. Then there was a treaty made, and Prussia made France
give up the two provinces of Alsace and Lorraine, and also made them
pay an immense sum of money, which was only paid off about 10 years
ago. France cannot rest with Alsace and Lorraine in the hands of the
Emperor of Germany, and keeps up large armies in the hopes of winning
them back some day. Germany also keeps up large armies, in readiness for
resistance, and these two countries make Europe like an armed camp.
2. In 1875 people thought that they would like a king again, but after
all a new Constitution was made and passed by the Assembly. This
government still lasts. There is a Chamber of Deputies, something like
our English Parliament. There is also another Chamber called the Senate,
like the House of Lords in England. A President is chosen, and after
seven years, gives up his post, and someone else is chosen. Ministers
carry on the government so as to please the National Assembly. New people
must be chosen if they are not liked by the Assembly.
_Roman History._
1. The Veintes, one of the Tuscan nations, declared that Romulus
ill-treated the Fidenæ, who belonged to them. This was absurd, as the
Veintes had not tried to help the Fidenæ when Romulus took them, and
therefore they had a war, in which Romulus was victorious and on the
anniversary for some years after the Romans celebrated their victory by
having a herald who called through the town “Sardians to be sold” (the
Veientes were called Sardians, because the Tuscans were descended from
the Sardians) and several young boys in ropes represent (_sic_) the
Veientes.
2. The Romans imagined that there were not enough women for them all to
have a wife, so they attacked the Sabines and carried off several women.
These were treated with courtesy and respect, but the Sabine men did not
like it, and declared war. But while they were fighting the women ran
in between, and beseeching, on one side their fathers, and on the other
their husbands, to stop, they did stop, and made up the quarrel.
_Geography._
1. The West Indies are a set of islands enclosing the Gulf of Mexico
and the Caribbean Sea. They form two large groups, the Greater Antilles
and the Lesser Antilles. The largest island in the Greater Antilles is
Cuba, which belongs to Spain. It is a lovely place, with palm-trees cocoa
and coffee plantations, and sugar and tobacco are largely exported. The
capital is Havana, where the best cigars in the world are made; and it
also has a good harbour from whence is exported the sugar, coffee, cocoa
and rum made in the island. The island next in size in our first group
is Hayti, or St Domingo. Part of this island belongs to Spain, and the
other part once belonged to France, but is now a little negro kingdom.
Its capital is Port au Prince. Jamaica is the next island; this belongs
to Britain, and is the chief place from which we get our sugar, cocoa
and coffee. The capital is Kingston, a nice bright town, with churches
and a Town Hall, and a governor’s residence. Porto Rico is a Spanish
island of not very much importance. Its capital is Don Juan, named after
the Spanish sailor who first discovered it. Then comes a little group
of islands called the Virgin Islands, of which the most important is
Santa Cruz, which belongs to Denmark. They are between the Greater and
Lesser Antilles. The largest island in the Lesser Antilles is Guadeloupe,
which belongs to France. It is a pleasant island, with a lovely bay on
which stands the capital, Grande Terre. Dominica (British), Barbuda,
Anguilla, Antigua, and St John’s (also British) are some of the most
important British islands. The other French islands are Martinique, and
Marie Galante. St Vincent, and Barbadoes (capital Bridgetown) are also
important British islands. After passing the Lesser Antilles, we come to
the beautiful island of Trinidad, with its capital, Port of Spain, on the
lovely blue Gulf of Paria, which separates it from Venezuela.
[_Map._]
4. Coral reefs are formed by tiny animals called “coral polypes” which,
almost as soon as they are born, begin to separate part of their food
to build up their houses. They often stick to one another and build
in companies. We will imagine 10 of these little animals have started
building at the bottom of the sea. Two or three of them may have stuck
to each other, and soon a little pillar appears of red, white or (very
rarely) black coral. New little polypes are born, and they build on and
round their parents’ work. So it get (_sic_) broader and higher, and more
and more little ones come to enlarge the work, till one day a point of
red or white coral appears above the surface of the sea. More and more
of it appears, till there is quite a little island. Then the wind often
blows seeds, and the birds bring them, and the sea washes up sand into
the nooks and crannies, till palm-trees grow, and other plants, and birds
build their nests there, and maybe have tiny birds themselves, and so
there is an island fit for man’s use, and it all started from two or
three little coral polypes about ⅛ of an inch long.
Volcanoes are apparently openings in the earth’s crust down to (_sic_)
very centre of the earth, where many people believe that there is a great
fire, the remains of the days when the earth was a seething mass of fiery
vapour. When eruptions break forth, flames and smoke reaching to an
enormous height come out of the crater, and fiery lava runs in streams
down the sides of the mountain, burning everything in its course, and
stones and ashes are thrown out ever so far. In the sad eruption of Mont
Pélée in 1901 ashes fell on steamers more than 100 miles away, and the
noise of the eruption was heard for miles, and the city of St Pierre (the
capital of Martinique) was entirely buried in ashes and lava; only a few
church walls or street corners are remaining now to show that St Pierre
was once a flourishing city. This shews that volcanoes are evidently
openings through which the inside of the earth seems sometimes to “let
off steam.”
[_Diagrams._]
_English Grammar._
Subject. |Attrib. of Subj.|Predicate.|Dir. Obj.|Adverbial Adjuncts.
| | | |
1. Flowers | The, lily and | close | |one by one
| dewy rose | | their |
Shutting | | | tender |from the moon
| | | petals |
Grasshoppers| The | are still| |
| | | |
Crows | The noisy | are still| |but not so soon
_One_, numeral adj., modifying “flowers.” _By_, preposition, joining
“one” to “one.” _Close_, transitive verb, 3rd pers. plur., Present Tense.
_Shutting_, present participle, governing “petals.” _Their_, pers. poss.
pron., 3rd pers. plur. _From_, preposition, governing “moon.” _Still_,
adj., modifying “grasshoppers.” _So_, adv., modifying “soon.” _Soon_,
adv. of time, modifying “are still.” _Noisy_, adj., qualifying “crows.”
2. Go quickly; he is dying. A dying man lies there. Making a dress is
difficult. I am making a box. To tell tales is mean. I was to tell you
that. But for him, I should not be here. Had you but a knife, we should
be safe. Yes, but he is stupid, so I cannot make him hear.
3. Episode, epi-tome. Hypo-crite, hypo-thesis. Cata-ract, cat-astrophe,
cat-hedral. Di-phong (_sic_). Syn-tax, syl-lable, sym-pathy.
_Natural History._
1. (_b_) Foraminiferæ are in the Rhizopoda, or root-footed family. They
have a little opening in their shells, through which they send out hairs
to catch very tiny water creatures and suck them in. Their shells are
made from something they swallow. They are all sorts of shapes, and can
be seen without a microscope, though their lovely coloured shells and
tiny bodies can be seen better with it. They increase by self-division,
but they generally grow from tiny buds on the bodies of their mothers.
[_Diagrams._]
Sponges are cousins to the Foraminiferæ, but are slightly higher up
in the Rhizopoda family. They are full of tiny holes, with sometimes
a bigger opening. These little holes lead into little passages, which
are continually leading into one another, and the bigger holes lead
into bigger passages. They are made of some sort of fine tissue, which
the sponge animal makes out of some part of its food after it has been
digested. In these passages tiny, soft slimy creatures live, which
are able to throw out hairs from themselves, with which they sweep
water in and out of their house. Their children are born from buds, by
self-division, and also from eggs. Some sponges increase in all these
different ways at once, so that one sponge often becomes the father of
several families. Little hard things called Sponge spicules grow round
the eggs to protect them. They are made from the lime the Sponge finds
in the water, and often have beautiful shapes.
[_Diagram._]
2. It has been found, that though people speak of the “everlasting hills”
yet they cannot have been always where they are now. Mountains that
are formed of rocks of any kind, either sedimentary, or organic, must
have been laid down at the sea-bottom and something must have pushed
them up; either earthquakes, or volcanic eruptions. If, for example,
several different kinds of Sedimentary Rocks were laid down flat at the
sea-bottom (fig. 1) till they were
[_Diagram._]
hundreds, perhaps thousands of feet thick, and they also happened to
lie on some weak part of the earth’s crust, where earthquakes sometimes
happen, they may be squeezed or pushed up above the surface of the sea,
and round them may be deposited more rocks, and they may be pushed up,
and so land may be formed, with some parts higher than the rest, and
these parts are called mountains.
_Botany._
[_Diagrams._]
2. The raspberry, strawberry and blackberry are all of the Rose family.
But there are little differences between them; they are not all alike.
The raspberry is like the strawberry in that its seedboxes grow on
a mound. But when you look at the ripe fruit, you will see that the
seedboxes themselves grow bigger, softer and rounder, and also they
shrink away from the white mound, so that a ripe raspberry comes off
without a little stalk, etc., hanging on. The Blackberry is just the
same as the raspberry, only it is black, and the round juicy seed boxes
do not shrink away from the mound quite so much. The construction of
the strawberry fruit, however, is slightly different. Here it is the
little mound that swells, and becomes a bright red, and the seed boxes
(generally wrongly called “seeds”) remain hard and small, looking
something like little yellow apple pips.
_Euclid_ (first set).
[Illustration]
1. Let AB be a given st. line.
It is reqd. to bisect AB.
On AB describe an equilateral △ ACB. I. 1.
Bisect ∠ ACB by the st. line CD, meeting AB in D; then shall
AB be bisected in D. I. 9.
In △s ACD, DCB the side AC = side CB, and CD is common and
∠ ACD = ∠ DCB. Hyp.
∴ △s are equal in all respects I. 4.
and side AD = side DB. Q.E.F.
[Illustration]
2. Let AB be the given st. line of unlimited length and C the
given pt. outside it.
It is reqd. to draw from C a st. line perpendicular to AB.
Take a pt. D on the other side of AB; and with centre C and
radius CD describe a ☉ FE cutting AB in E and F.
Bisect EF in G, and join CE, CG, CF. I. 10.
Then shall CG be at right angles to AB.
In the △ s ECG, CGF, EC = CF, and EG = GF (Const.) and CG is
common.
△s are equal in all respects. I. 7.
and ∠ EGC = ∠ CGF.
and ∴ CG is perpendicular to AB. Def.
Q.E.F.
[Illustration]
3. Let ABC be the given ∠.
It is reqd. to divide ∠ ABC into four equal parts.