Al 'J Vi' * 
 
 
 '^ J* •
 
 THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 
 OF CALIFORNIA 
 
 LOS ANGELES 
 
 Ex Libris 
 
 SIR MICHAEL SADLER 
 
 ACQUIRED 1948 
 
 WITH THE HELP OF ALUMNI OF THE 
 
 SCHOOL OF EDUCATION

 
 THE SCHOOL: 
 
 ESSAY TOWARDS HUMANE EDUCATION 
 
 BY 
 
 W. H. HERFORD B.A. Lond. I'^^Jp ^ ^ V 
 
 SOMETIME MEMBER OF THE UNIVERSITIES OF BONN BERLIN AND ZURICH *"" 
 
 LATE LECTURER ON THE SCIENCE OF EDUCATION AT THE TRAINING 
 COLLEGE OF THE KINDERGARTEN ASSOCIATION (MANCHESTER) 
 
 ' It is as impossible to draw fair and regular characters on 
 a trembling mind, as on a shaking paper.' — J. Locke. 
 
 ' Plus le corps est faible, plus il commande ; plus il est fort, 
 plus il ob6it.' — J. J. Rousseau. 
 
 ' Deprive not children of the sacred right of discovery." 
 
 Pestalozzi. 
 
 LONDON 
 
 Wm. ISBISTEE Limited 
 
 58 LUDGATE HILL 
 
 1889
 
 t-B 
 
 \SS£' 
 
 H^2^ 
 
 TO 
 
 TEACHEES 
 
 
 At the risk of surplusage or repetition, the Author 
 entreats his Guild brothers and sisters to beheve him 
 that the following examples of Method are offered 
 merely as finger-posts, for pointing out the way to 
 those who do not already know it. They are meant 
 to suggest a few of the many roads by which the one 
 goal of Education — to bring about happy spontaneity 
 and regulated activity in our pupils — can be reached : 
 and they are given, because, in his own experience, 
 the goal has been thus reached. He doubts not that 
 Methods, superior to these in order and in finish, will 
 easily occur to Teachers who by their own efforts or 
 through his endeavours are come to the true faith : which 
 is, that for the School-age, Development of faculty and 
 Exercise of power are the End and Aim of Teaching. 
 
 808125
 
 TO 
 
 MISS EMILY A. E. SHIRREFF 
 
 AS THE BEST ENGLISH INTERPRETER 
 OF 
 
 FROEBEL'S SPIRIT AND WORK 
 
 THIS LITTLE BOOK IS BY HER KIND PERMISSION
 
 CONTENTS, 
 
 Preface 
 
 
 
 
 Essay - 
 
 
 - 
 
 - 
 
 Appendix 
 
 OF 
 
 Method : 
 
 A 
 
 ABC OF 
 
 ENGLISH - 
 
 B 
 
 
 )' 
 
 HISTORY - 
 
 C 
 
 
 )) 
 
 GEOMETRY 
 
 D 
 
 
 It 
 
 LATIN 
 
 E 
 
 
 )> . 
 
 HUMANITY 
 
 Vll-X 
 
 1-32 
 
 35 
 51 
 
 69 
 82 
 92
 
 PKEFACE. 
 
 This little book is the Fruits of more than forty years 
 of Teaching ; various in the Sex, Age, Class, and 
 Nation of its objects. 
 
 During the first quarter of a century of my Teaching 
 I was an unconscious follower of F. Froebel : having 
 learnt much from the late Lady Noel Byron, whom I 
 served for a short time as Tutor to her grandson ; and 
 having spent through her kindness some months at 
 the Institute of Hofwyl near Berne, just before the 
 Sonderbund War occasioned its close in 1847, I thus 
 tasted the head waters of modern Eeformed Education, 
 as they rose with Pestalozzi and Von Fellenberg. For 
 the last fifteen years, as a professed Disciple of Froebel, 
 and recognising in him the systematic Founder of that 
 new and true Education ' for want whereof this nation 
 perisheth ' (J. Milton, 1642) — I have endeavoured to 
 teach in his Spirit, using where practicable his Means,
 
 Vlll PREFACE. 
 
 and feeling a reverence for his Genius and Character 
 that has constantly grown with Knowledge and Ex- 
 perience. 
 
 The School for Girls and Boys, at present carried on 
 at Lady Barn House, Fallowfield, Manchester, was 
 designed at its establishment — Easter 1873 — to take 
 the place of second story on the foundation of the 
 Childgarden proper ; to be what F. Froebel would 
 have called, a ' Schoolgarden :' and this ' Appendix of 
 Method ' chiefly endeavours to preserve the Bone and 
 Sinew of Lessons once given orally, to Classes, seldom 
 reaching, in number of Pupils, a dozen. 
 
 These Lesson- Sketches, or Outlines, to which Her- 
 b art's name of * ABC ' is given — are to be viewed as no 
 more than Finger-posts, to show the Direction which 
 Teachers should take to reach the one goal of all wise 
 Teaching. This end and aim, is not Learning, or Know- 
 ledge, or useful Information. Such gains, however im- 
 portant, are not the ' one thing needfuL' The patient 
 Teacher's text is : ' First the blade, then the ear, then 
 the full corn in the ear.' The Be-all and End-all of direct 
 School-training is to rouse Attention, to excite Interest 
 and Curiosity, to awaken and exercise Faculty : 
 because every Faculty once awakened, works, feeds, 
 grows, for itself : because, simply, all spiritual gains
 
 PREFACE. IX 
 
 are made con amore : for when we have learned to take 
 pains, our intellectual pains are among our highest 
 pleasures. 
 
 The earnest humble hope of the Author is, that 
 other Teachers with greater Gifts and ever aug- 
 menting wealth of means ; with not lesser love of 
 Childhood, or weaker faith in true Training, may find 
 herein some suggestion of what to do, and above all of 
 what to leave undone ; (that is, all Sham and Cram :) 
 that a few hard-pressed School- masters, and School- 
 mistresses, may see, from these hints, that like 
 Christian in the Giant's Castle they really have at 
 hand a key of dehverance when they shall discern 
 that it is more deUghtful, and easier far, to train 
 children aright — through due study of their Nature ; 
 — than to train them all wrong, by ignorantly thwart- 
 ing, or weakly following, their inchnations. 
 
 Of obvious omissions in the ABC of Method, that of 
 Geography is explained by the grateful acknowledg- 
 ment, that Professor Geikie's httle Book on the ' Study 
 of Geography ' contains, in full or in outline, a choice 
 assortment of methods by which children may be 
 taught to know and to love their Mother Earth : 
 beginning Hke charity at home. 
 
 As for Arithmetic ; a tiny book ' Arithmetic for
 
 X PREFACE. 
 
 . Young Children ' (published fifty years ago by the 
 Society for the Diffusion of Useful Knowledge) con- 
 tains every help that a Teacher will need : — who 
 brings as his or her contribution, Love Patience and 
 Wisdom, 
 
 Just as excellent, even wider in its scope, and 
 showing by its methods that Froebel has not lived 
 in vain ; is ' Teachers' Manual of Elementary Arith- 
 metic ' prepared for his own Teachers by the Inspector- 
 General of Schools, South Australia, John A. Hartley, 
 B.A., B.Sc, Lond. (1887.)
 
 THE SCHOOL: 
 
 ESSAY TOWARDS HUMANE EDUCATION. 
 
 For the purposes of this Essay, I propose one Defini- Prelimin- 
 ary, 
 tion, two Postulates, and two Axioms. 
 
 1. 'The School' means the second period of Child- Definition. 
 hood, from the seventh to the fourteenth or fifteenth 
 year of life. 
 
 As Postulates, I assume : 
 
 I. ' Not all means adapted to the first or Infant Postulates, 
 period of Life, will suit all children, from their seventh 
 
 to their fourteenth year ;' but 
 
 II. ' Froebelian Methods will first occur to all true ■ 
 disciples of the Master ; therefore such, so far as fit, 
 will be used, and when needful expanded or modified, 
 to suit the elder period.' As Axioms, I accept : 
 
 (i.) Froebel's motto, which sums up his principles, Axiom*. 
 ' The End of Education is Harmonious Development ;' 
 and (ii.) his rule of Method, ' Learn by Doing. ' 
 
 These appear to me Theoretic and Practical phases 
 of one thought : to involve the assertions that 
 willing activity of the child's whole Nature, guided 
 and helped by ripe wisdom, is the Aim of Education, 
 and that all Learning and Exercise are Means to that 
 End. 
 
 1
 
 2 THE SCHOOL. 
 
 It is clear that all the good old Teachers under- 
 stood this, just as observant people understood a great 
 deal about Gravitation before Sir I. Newton published 
 his ' Principia.' A thousand maxims might be collected 
 from a hundred Sages, to show that they knew quite 
 well that it is much better to lead children than to 
 drive ; that what counts, is all you lead your pupils to 
 do for themselves, not what you do for them. None 
 the less does Froebel make epoch among the Teachers 
 of Teachers, when he shows that the growth of power 
 from within is the whole of growth; w^hen he proclaims 
 that all the efficient energy of Parent and Teacher is 
 in cultivating — training — helping to grow. It may in- 
 clude a little watering here, a little pruning there, with 
 a modicum of manuring now and then, but it means 
 a vast preponderance of watching and letting alone. 
 
 ' It was said by them of old time,' better is it to lead 
 children than to drive ; now we see, through Pestalozzi 
 first, and more still through Froebel, that all unwise 
 Means, all antiquated unreasoning Methods must do 
 harm, can only hinder that unfolding, which some- 
 times realizes itself wonderfully, when left to itself. 
 Accepting heartily the place of a humble disciple and 
 follower of F. Froebel, inasmuch as his theoretic 
 principle of ' Harmonious Development ' appears in- 
 capable of being surpassed, antiquated, or invalidated 
 by any length of time, or growth of man ; feeling all 
 admiration ' on this side of idolatry ' for the system of 
 means and methods which Froebel has fitted for the 
 first period of child-life up to six or seven years of age ; 
 my Essay really endeavors to answer the question how 
 his principles can best be carried forward from the 
 Childgarden into the School.
 
 THE SCHOOL. 3 
 
 It is no loss of time, then, to draw the line between ^jt^ep'o''"* 
 Childgarden (Kindergarten) and School. The precise ^enlnd^' 
 difference seems to be that we find in School the ^''^'^°^- 
 claims of Duty and Obedience consciously asserted ; 
 the same being in the Childgarden rather understood 
 than expressed. ' Negative ' duty was indeed not only 
 implied in the Childgarden, but openly insisted on ; 
 for example, ' No one may hurt, or annoy, another.' 
 ' Positive ' duty — that is, obligation to act in obe- 
 dience to order — is not asserted in true Childgarden 
 according to Froebel, however much acted upon in so- 
 called Kindergarten. Froebel utterly forbids compul- 
 sion during the Childgarden age : when, if children 
 ' do not like ' to do what the rest are doing, they are 
 permitted to sit out and do nothing : an alternative, 
 usually, of rapidly corrective efficacy ! A delightful 
 story, perhaps mythical, is told by some Ehapsodist 
 of the Childgarden, about a squttre-headed, curly- 
 pated, bright-eyed boy of four, who on entrance into 
 a Kindergarten declined ' to like to do ' everything. 
 He sat out perseveringly for a month, and then went 
 in to win, by doing everything better than any other 
 child ! 
 
 * The School,' as the first stage of this work-a-day ^^^^f^^' 
 world, as the beginning of the life militant, says, ' at '***^''^'^*^- 
 this hour, all do so and so:' 'we are all now on 
 duty ; and all must, obey — or ..." Not that force 
 will be needed ! With normally prepared children 
 must will seldom have to thrust out its horns ; but 
 must is implied, and the right of punishment, the 
 sanction of the Law, is reserved. Hence a clear dis- 
 tinction is made in ' the School,' between Work and 
 Play. 
 
 1—2
 
 4 THE SCHOOL. 
 
 Han*-work '^^ seeiiis to follow iiext that in the School, Occupa- 
 
 u^efuf Rc-^ tions or Hand-and-Sense-work should have useful 
 
 suits. results which pupils can themselves appreciate. 
 
 Infancy is satisfied with action though it greatly 
 
 loves results, when they are to be had. Childhood 
 
 requires to know what its action produces. 
 
 fu^occu-^ Herewith many of Froehel's beautiful Gifts and 
 
 deciduous. Occupations fall away of themselves, like plant scales 
 
 and sheaths which protected the leaf while the year 
 
 was young, and had finished their beautiful service so 
 
 soon as spring airs began to breathe. Still, it seems 
 
 premature to attempt to pronounce finally, here, which 
 
 links in his golden chain of Means must first be disused, 
 
 ivhich shall be expanded, and ivhich may be employed 
 
 in their present form for a deeper or wider purpose. 
 
 These questions nought but the experience of many 
 
 Teachers in many Schools can finally answer. 
 
 A few examples to illustrate the transition may be 
 
 hazarded. The ' divided cubes ' inay still be used to 
 
 bring home ideas of solid Geometry and of fractional 
 
 Arithmetic, to minds grown far beyond the Infant-school 
 
 Pea(or stage. ' Pea-work,' the formation of objects of Use or 
 
 Cork) work o ' j 
 
 Beauty, by means of little sticks joined by softened 
 peas, may be employed most helpfully to Teachers and 
 Pupils — as the present writer knows by trial — in 
 making distinct and familiar, by Doing and Seeing, the 
 forms in skeleton of regular Solids, of Prisms and of 
 m'odiaing' Pyramids. ' Clay-modeling ' wall have to halt much 
 earlier through lack of Teachers able to lead, than of 
 Pupils delighted to follow, in a pursuit which is as 
 . truly educative as it is fascinating. 
 
 retained. 
 
 My subject is virtually, I repeat, ' how to carry on
 
 THE SCHOOL. 5 
 
 Froebelian principles in the School.' The very Boys and 
 
 girls to be 
 
 first of Froebel's principles— or shall we say ' Bases of trained to- 
 
 ^ '- •' gether. 
 
 Method '? — which the School takes over is that Boys 
 and Girls will be trained together in this second ^ 
 stage of their education, even as in the first. This 
 is not the place fully to argue out the question of 
 Common, as against Divided, Education. I would 
 hope that argument is not needed. 
 
 Let it be permitted to say thus much : the reasons 
 which make it good for infant Girls and Boys to be 
 trained together do not grow weaker, but grow stronger, 
 as Childhood advances. Family life, in families where 
 all the children are of one sex, is likely to suffer more and 
 more as the young ones grow up. The influence where- 
 by oiie sex educates the other, communicating by sym- 
 pathy the proper gifts of each, so that both man and 
 W'Oman become through natural companionship more 
 completely human, augments with age up to full 
 growth ; it does not decay. The Difficulties, the 
 Dangers, let us admit, likewise increase. But difficul- 
 ties are to be overcome, dangers are to be met, for a 
 great purpose like the humane training of mankind. 
 
 Be it at once acknowledged, the machine we propose 
 to work, as the natural successor of Froebel's Child- 
 garden, is of exquisite delicacy. The training of Boys 
 and Girls together in Day Schools from their seventh 
 to their fourteenth year, demands much thought and 
 pains. For it means that they are not artificially 
 divided. They share the same School and Class- 
 rooms, and the same Playground. They partake in 
 almost identical Studies, Occupations, and Games ; the 
 few differences being scarcely worth mention, as that 
 Football and Joinering are confined to Boys, plain
 
 6 THE SCHOOL. 
 
 Sewing as an art, to Girls. The School demands of its 
 teachers a religious forethought, which foresees, and 
 provides for, all that ought to be foreseen and pro- 
 vided. The School will have distinct entrances and 
 separate dressing-rooms for Boys and Girls. In all 
 changes of Class — in Marching and Drilling — Girls will 
 take the lead as by courtesy due to them. Seated 
 desks will be distinct for each scholar, but carefully 
 mixed on the schoolroom floor, rather than divided. 
 Superintendence, the centre of all safety — let us 
 rather call it the social life of Teachers and Pupils — 
 at Work as at Play, will be practically unceasing 
 during the hours spent within the School gates. In- 
 evitable vacant corners of time will be made as few as 
 possible, that no ill may therein house itself unseen. 
 Assuming the existence of this anxious, conscientious 
 watchfulness, far greater than needful or possible in 
 families, the School will in nothing lose but wholly 
 gain by the ensemble of Boys and Girls from seven 
 years of age to thirteen or fourteen. 
 
 Education Education is a threefold cord, woven of (1) Physical, 
 
 or Training, 
 
 threefold. (2) Intellectual, (3) Spiritual,— Training. With the 
 School, as with the Childgarden, the first strand, or 
 Physical Training, is the one not least momentous, 
 but most easily made. Easy, however, is a word 
 that has, in our work, no proper meaning. Let us 
 say, ' Training of the Body is most fairly within the 
 power of Common-sense and Eight FeeUng, embodied 
 in good Management.' 
 
 Training of The third straud. Training of the Soul, or Moral 
 
 Soul least 
 
 dependent and Spiritual Education, is of all the three least de- 
 
 on formal 
 
 means. pendent upon means. Nature, original organisation,
 
 THE SCHOOL, 7 
 
 or Heredity, sometimes defeats the best-purposed 
 means ; and, let us thankfully acknowledge, now and 
 then triumphs over the worst possible circumstances. 
 The second strand. Mental Education — Training of Training of 
 
 T n • 1 ^ • ^ -< i Intellect 
 
 intellect— IS that which appears to be most dependent most de- 
 pendent on 
 or success upon goodness of Means and Methods. method. 
 
 I. Taking then Physical Training first, let us assume physical 
 that all due general precautions for Space Light '^^"*™^" 
 Ventilation Drainage have been taken ; we proceed 
 to say, the School will hold the fitness of buildings to 
 consist wholly in their fulfilling all conditions needful 
 to bodily training and will by no means modify these 
 conditions to meet exigencies, financial or architectural. 
 As an example of modifying the End to suit the 
 Means, this writer was once invited by a very dis- 
 tinguished Inspector of Schools to see a National 
 School ' where all that is good in the Kindergarten 
 was carried into practice.' He saw some games, sup- 
 posed to be Froebelian, whereof the essence is free 
 action of all limbs and unrestricted movement of the 
 body, carried on sitting ! 
 
 In this branch of bodily training the widest depar- fGaiues • 
 tures will have to be made from Childgarden plans, byorm^and 
 A few of Froebel's ' Games ' may be retained, for in- ^y™'^^*'*'- 
 door recreation, on a rainy day. Elder children, who 
 have passed through the Childgarden, certainly enjoy 
 partaking in the Games for ' Auld Lang Syne.' On ^"ail^"' 
 the whole, however, direct Drilling and systematized °^ ^^' 
 Extension Motions, often accompanied by Music, will 
 take place of the ' Windmill,' the * Birds,' and the 
 ' Huntsman.' With poles, clubs, and dumb-bells, the
 
 8 THE SCHOOL. 
 
 children's sense of doing something, and therefore 
 Gymnastic : their contentment, is fed. A httle rudimentary Gym- 
 catgaUows. nastic will be practised on the School's playground 
 when there is a tree or a ladder, a rope or a pole, to 
 climb ; where swing or catgallows can be so inspected 
 as to be safe. 
 
 When all is said and done— for direct training 
 of the Body, for unfolding its elementary powers, 
 — Strength, Agility, Endurance, — with most happy 
 by-help to elementary moral powers, Justice, Fair- 
 play, Altruism — nothing comes up to genuine 
 Nothing child's play, Boys' and Girls' Games, which have 
 
 equals Play ! ^ . 
 
 their laws to be obeyed and their point of Honour to 
 be remembered. In the School, Games, though little 
 left to caprice — fixed beforehand, say, at a ' General 
 Meeting ' — need not always be compulsory. Girls will 
 commonly be found desirous of joining the Boys, and 
 the ill-nature of shutting them out is not difficult to 
 prove, even to Boys. To those Teachers who have 
 had any experience of training Boys and Girls 
 together, it can be no news that the gentler sex often 
 excels — in Agility — the rougher ; often makes a good 
 first at the Catgallows, and a very fair second at the 
 Wickets. 
 Occuia- Among Occupations having the direct purpose to 
 
 tiODS. . 
 
 cultivate quickness of Senses and Skill of Hand along 
 with the indirect good result of affording change from 
 Headwork, the School will assuredly retain for both 
 Sewing, Boys and Girls, Sewing Knitting and Netting. The 
 Netting, 'all mysteries of ' White-seam,' with Mending and Cutting- 
 out, will be reserved for the Girls ; while a Boy's 
 clumsier fingers and less perfect love of sedentary 
 work may be indulged with coarse canvas and coloured
 
 THE SCHOOL. 9 
 
 wools. One day the School will introduce Technical inthefuture 
 
 •' — House- 
 
 training for Girls— not with baby-tools, fit for fairy- ^:^rk for 
 
 chambers or dolls'-houses, but with proper womanly 
 utensils, — in all the neat and delicate work which so 
 largely promotes household happiness, in Cleaning, 
 Cooking, Bread-making, Wasliing ! Basket-making, 
 also common to both, is of surprising success in in- 
 teresting children, and delighting parents. The School ^oyT'^ ^*'* 
 will introduce Joiner's work as of unfailing dehght 
 and use — for Boys : not yet, for Girls ! The parental 
 mind is not yet so risen ' to the height of this great 
 argument ' as to risk the cut fingers or hammered 
 thumbs of daughters, for the sake of their improve- 
 ment in handiness ! But the time will come, never- 
 theless. ' Paper-folding ' may be expanded to bring in Paper-foid- 
 the learnmg of new geometrical forms, or to complete mon. 
 the understanding of old ones. 
 
 Having exiled the Slate, which gives opportunity for 
 many small bad habits, the School secures a very valu- 
 able ' Occupation ' by making paper-books for its various Book-mak- 
 forms of Writing, and Counting-exercise. To fold and ° 
 cut the paper from sheets ruled with lines at various 
 distances, to count, cover, and sew these leaves into 
 books, gives a wide variety of very simple practice for 
 accuracy of eye and neatness of hand. x\s a moral 
 by-help to careful usage, and respect for ' public ' 
 property, the reflection ' We made the books our- teaches 
 
 neatness 
 
 selves, and we know their value' comes of itself, as '"''i care, 
 we say. Hence the School will need less than average 
 re^jression or punishment to prevent the time-honored 
 disfigurement of school-books and papers ; because, to 
 save their own labour is a more efficacious motive w-ith 
 children than to spare the parents' or teachers' money.
 
 10 THE SCHOOL. 
 
 ciitting-out The adaptation of a long-disused art of our great- 
 paper, i o O 
 
 grandmothers, the cutting out of paper with scissors, 
 affords excellent practice for eyes and fingers ; with 
 an opening, quite in Froebelian spirit, towards in- 
 vention or discovery of Beauty. Set forms, gradually 
 increasing in difficulty, first of right-lined figures, next 
 of curved shapes, are lithographed on sheets of colored 
 paper, which avoid in these days the ancient 
 harshness of tint. These are to be cut out with 
 sharp but safe scissors. Sheets of colored Flowers 
 Fruits Animals even military objects in strict modera- 
 tion, afford more advanced practice for fingers ; give, 
 likewise, the always healthful and pleasing treat of 
 change. 
 
 These Cuttings-out may be pasted, according to the 
 small artists' taste for color and arrangement, into 
 Scrap- brown-paper books made at school. The arrange- 
 ment and pasting-in form simple examples of Learning 
 by doing, as Taste and Feeling for Colour and Sym- 
 metry grow under their hands. This Occupation, too, 
 affords an excellent opportunity for the children's work 
 for help to unfold kind feeling, and give them a taste 
 of the purest human pleasure — Beneficence. Such 
 Scrap-books would be valued in the home-nursery ; 
 even more in some Hospital for sick children, or as a 
 Christmas gift for little ones not spoiled by luxurious 
 toys. To this end the destination of each child's 
 scrap-book should be fixed after quiet full discussion 
 with each. Thus little ones may learn as to be 
 faithful, so also to do good, ' in small things.' 
 
 Draw^g'^*^ Singing and Drawing, the two forms of learning and 
 practice which come between physical training and
 
 THE SCHOOL. 11 
 
 abstract teaching, will certainly be cai-ried forward by 
 the School. They will, indeed, be more strenuously 
 and systematically cultivated here than in the Child- 
 garden, as suits the augmented strength and unfolded 
 powers of the age from seven to fourteen. 
 
 Baby-songs will be discontinued in favour of Child- 
 ren's Poetry, carefully chosen ; only let not the Tunes be 
 w^eak or elaborate, nor the Words either precocious or 
 silly. Let good verse, of which there is abundance, 
 be set to bright and simple music, whereof the world 
 is full. There is need of a Froebelian Musician — may 
 he, or more likely, she, come soon ! — who should work 
 up nursery tunes and most precious Folk-music, along 
 with Ballads and simply beautiful Lays, Ancient 
 and Modern, into School-songs. It was thus our 
 Master Froebel turned Ball-play, Brick-building, and 
 Mud-pies, into the buttresses, columns, and pinnacles 
 of an immortal temple to childhood ! Probably much 
 more has been done in this direction than the present 
 writer (who is, alas ! unmusical) knows. Still, he 
 may venture to assert, that what has been done is 
 preparatory, not complete ; usually rather commercial, 
 than ideal. Such (supposed) collection would form a 
 ' Schul-und-Jugend-Lieder-Schatz,' a Treasury of Song 
 for School and Youth, complementary to Froebel's 
 ' Mutter -und-Kose-Lieder.' 
 
 In Drawing, Froebel made, perhaps, a good he- Dniwing. 
 ginning. Teachers possessed of artistic instinct see, 
 however, that it is a beginning only, and one liable 
 to be drawn to unsuitable consequences. Froebel's 
 drawing, on the tiny squares, is obviously rather an 
 A B C of ' Design,' or Pattern making, than of 
 Drawing, as usually understood. Art, however modi-
 
 12 THE SCHOOL. 
 
 fied, is essentially imitative. Freehand-drawing from 
 Objects or Models, from Examples and from Nature, 
 must, with judgment, be called in to supplement 
 Froebel and his immediate followers. The imitation 
 of Nature — who is always beautiful — is manifestly 
 needed, to balance the invention of patterns on the 
 minikin squares ; because the latter, as everyone sees, 
 is liable to err in the direction of stiffness. 
 
 Is it going beyond the province of this Essay to 
 insist that skill in drawing from Nature — or the Keal 
 — has, for every class of life, a value both in use and 
 in delight that can hardly be exaggerated ? 
 
 Moral and jj When wc touch the third, the moral or spiritual 
 
 spiritual ■■■ 
 
 training. strand of our golden cord, we feel sadly how soon the 
 most faithful Teachers reach the limits of their power. 
 What is highest deepest most precious in Humanity, 
 lies beyond the direct teaching even of Parents, still 
 farther beyond that of Parents' deputy, the Educator. 
 Moral sense, Eeligious emotion. Justice, Altruism, 
 cannot be taught like Carpentry or ' the Three E's.' 
 What follows ? 
 
 Shall we leave the whole matter alone, except- 
 ing the inevitable Police of Discipline and preven- 
 tion? Shall we, who look for children as Pupils 
 only on the working-days, say : ' Schools are to 
 train the Intellect, so we have nothing to do with 
 Spiritual Teaching ' ? This icas said openly by some 
 of the most earnest teachers of old time ; it is, 
 perhaps, tacitly held by many of the most successful 
 Teachers of to-day. Shall we not rather say : ' In 
 this most grave matter we can do little ; whatever
 
 THE SCHOOL. 13 
 
 can be done we will zealously endeavor '? That 
 which we cannot make we shall resolve not to viar, 
 but earnestly strive to foster. 
 
 Here is the place to insist upon tacit and in- 
 direct moral training, as indefinitely more efficacious 
 than moral teaching which is direct and formal, 
 as being, indeed, the sole basis upon which direct 
 and positive moral teaching can safely stand. The 
 motto of this indirect and negative moral traininir 
 is * Ohsta iwincipiis.' It means, withstand all begin- 'wuhstaad 
 
 all begin- 
 nings of evil, and sedulously foster in the young all uings o 
 
 evil.' 
 
 germs of good. These are in the young; pure, but weak. 
 It cannot be too earnestly preached, that of Means to Atmo- 
 moral and spiritual Training, the first in rank as in ' 
 time, is to put away all causes of offence, to keej) 
 everything healthy and sweet around the fair young 
 plants, to give children a pure bracing moral atmo- 
 sphere to grow in, with happy cheerful circumstances 
 to help their growth. 
 
 This purpose is effected mainly by the social life of ^^onax life of 
 Teachers and Pupils, which, when acting by S3"mpathy, -'"^i PupUs. 
 one may call ' Comradeship ;' when by authority, 
 ' Superintendence.' In both forms it works by a love 
 which is according to Knowledge. Carefully chosen 
 Game, sweet Song, and touching Story, may each drop 
 its grain of nourishment near to the roots of life ; 
 Praise, Eeproof, and even Punishment, will-have their 
 places. No occasion will be lost of giving the children 
 joy, by letting their work give to others pleasure ; of 
 letting them learn, in their Occupations, that their 
 own share — and always the best, too I — is the making ; 
 the thing made is for another !* 
 
 * Courthope Bowen's address in Journal of Education, June, 
 1887.
 
 14 THE SCHOOL. 
 
 Character The Be-all and End-all is the effect of character 
 
 influences 
 
 character, upon character. Gentle truthfulness bringing ' airs of 
 
 heaven,' and quick mental perception, which sees the 
 
 end from the beginning, supply the best means of 
 
 moral training. 
 
 Artificial Here Froebel's second Principle or Basis of Method 
 
 Mciuded. may be briefly introduced. He excludes all Prizes, 
 
 Place-taking, Merit-marks, and Forms of artificial 
 
 Eeward and Competition whatsoever, as needless and 
 
 They arc hurtful. Nccclless J bccause, as in the Physical sphere, 
 
 needless, ^^ -^ ^^^^ Intellectual sphere — where such goads are 
 
 usually applied — every normal exertion of power is 
 
 pleasurable, every unnatural pressure dangerous, 
 
 therefore no goad or bait is requisite, or safe. Hurt- 
 
 and hurtful, fid ; because artificial competition excites pride and 
 
 vanity, thus feeding the roots of that very selfishness 
 
 which it is a large part of the struggle of life to 
 
 weaken and root out ! 
 
 Dogmatic Direct teaching of religious Form or Dogma, in a 
 
 teaching m- kd o o ' 
 
 admissible. Day-Scliool, is in principle unwise and unjust, what- 
 ever be the practice, so long as we may assume that 
 each family represents a distinct branch of the Church. 
 In place of that positive teaching which only Parent or 
 Minister of Eeligion can rightfully impart, the School 
 
 Knowledge will treat all human knowledge as sacred ; will impart 
 
 a sacred _ 
 
 privilege. q;\\ Truth religiously as a privilege demanding gratitude; 
 
 and will show Eevereuce for every form in which man's 
 
 Worship of the Highest has appeared. 
 Two steps to The School will provide 'steps from Nature up to 
 
 a Natural l r tr 
 
 Reiigiou. Nature's God ' by bringing the Child's mind, through 
 niture °^ ^^^^ study of Natui'e, into contact with the superhuman 
 human. character of all Nature's works; and by showing to the
 
 THE SCHOOL. 15 
 
 Child's heart, in examples plenteously offered by 
 Sacred and Profane Story, the preternatural quality 
 of human heroism and self-forgetting love. In practice, Human 
 
 . . heroism, 
 
 the School will assume Duty as the prime mover of preter- 
 
 • 1 • c 1 p 1 natural. 
 
 action ; will expect and patiently wait-for, Faithfulness 
 in Word and Deed. While providing opportunities for 
 the natural growth and exercise of human kindness, 
 the School will ensure protection against its contraries 
 — the Teasing and Bullying, that are ever ' waiting at 
 the door ' — by that mixed Comradeship and Superin- 
 tendence which has, here, been called the Social Life 
 of the School. 
 
 III. To devise adequate Means and iudicious Methods inteiiec- 
 
 ^ •" tual tr.iin- 
 
 in the Intellectual Sphere of Training is most important, i"&- 
 for the obvious reasons that, here, it is at once neces- 
 sary and practicable. In the physical Sphere good 
 sense can hardly fail to find and use means — all good 
 ' as far as they go.' In the Moral or Spiritual Sphere, 
 where character is trained, there is not, as parents' 
 hearts know, full assurance of success to our best 
 efforts. We have here, indeed, only earnest endeavor, 
 and trembling hope, with prayer to Him ' who giveth 
 the increase.' But in the Sphere of Eeason or Under- 
 standing, right ways of setting-out and well-chosen 
 Methods of proceeding, do assuredly produce at last 
 calculable, even \asible Eesults. 
 
 Eeasserting the two Axioms: 1. Of Principle : 'Deve- 
 lopment is the End ; Practice and Acquisition are the 
 Means ;' 2. Of Method: ' Learn by doing,' the School ^1;^^^;^'''^ 
 accepts, for to-day, mainly the traditional program p^'^g^^','-^'^ '** 
 of school subjects as affording fit scope for unfold-
 
 16 THE SCHOOL. 
 
 iug and practising the abstract faculties ; at the same 
 
 Itime not denying that a future is conceivable when all 
 accepted lines — in School-teaching — may have become 
 antiquated. For the present, then, the School begins 
 its direct intellectual training with Eeading, Writing, 
 
 Reading and and Arithmetic. The two first will be taught to- 
 Writing to- . ^ 
 gether. gether, and both are thus learned quicker than either 
 
 alone, with an interest and pleasure that must be seen 
 
 to be believed. 
 
 Arithmetic. Arithmetic is the first study in which the essential 
 
 purpose of all intellectual exercise is clearly set before 
 
 us. The essential purpose of all intellectual training, 
 
 we say, is to teach the mind to lay hold of, and use — • 
 
 ,/ to compare, distinguish, arrange, combine — things 
 
 abstract. The duly educated Intellect deals with 
 
 Thoughts (which are the children of Objects), and with 
 
 Ideas (which are the images of Objects), as the skilled 
 
 workman handles his tools and his materials, or a 
 
 Child his Toys and his Gifts. 
 
 This is w^ell seen in Arithmetic. From the age when 
 
 'pebble ' (calculus) gave its name to ' calculation;' from 
 
 earlier days yet, when a Babe's white fingers or pink toes 
 
 were its symbols of a decimal system ; Counting has 
 
 always been first taught by objects. Not that the study 
 
 should rest in Objects. As soon as possible — only not 
 
 with more haste than good speed — the child's mind must 
 
 rise to counting without counters. With no more than 
 
 needful delay, the child should be made familiar, first 
 
 with the Arabic digits, perhaps the most beautiful 
 
 emblems possessed by Man. In due time the child 
 
 should learn next to know the Decimal Numeration, 
 
 siTrely an exquisite example of simple and far-reaching 
 
 Abstraction. The School will, in the third place, set
 
 THE SCHOOL. 
 
 17 
 
 before its pupils in visible and tangible shape, that 
 Metrical System of Weights and Measures, which 
 Science and Philosophy throughout the world has 
 adopted. 
 
 In practice, the School will, first, employ beans 
 or pebbles, cubes or disks, to teach the ' young idea ' 
 every possible operation of adding, subtracting, 
 multiplying, dividing, up to ten. By help of the 
 divided cube (Gift III.) ideas of fractional value, more 
 clearly grasped than by some ' well-educated ' Adults, 
 will be attained by Children of seven, before they 
 become officially acquainted with 'the Fool's Number,' 
 as the Germans call it — eleven ! 
 
 When all the potentialities of Ten have been 
 mastered, the Arabic digits should be imparted, and 
 not earlier. Nor is any artificial transition needed to 
 the Decimal Numeration. To devise arbitrary shapes 
 for denoting hundreds and thousands appears to the 
 present writer needless. The Numeration by which 
 everybody has reckoned since the Crusades is simpler 
 and more convenient. 
 
 There need be no superstition against learning the 
 Multiplication Table. The method of turning it from a 
 wearisome plague to an agreeable exercise, is to let the 
 children make it for themselves, by Addition ; results 
 being scored on the blackboard, and kept in a note-book 
 by each pupil. Other Tables of weights and measures 
 will yield at first to the Metrical System. That this may 
 be really understood, let the small Students, for them- 
 selves, weigh and measure — Sand or Water, Schoolroom 
 and Play-ground — with cheap and simple implements, 
 not beyond the resources of the School ; keeping always 
 -^ecord, each one, of what they have done. We shall 
 
 2 
 
 Arithmetic 
 teaching. 
 
 Multiplica- 
 tion table. 
 
 Weights and 
 ile;isures.
 
 18 
 
 THE SCHOOL. 
 
 have here Occupations, equal in pleasure to the 
 children with any Froebelian gifts whatsoever, and of 
 which every Handstroke and Mind-movement is truly 
 educative. I refer here with great pleasure to a 
 golden word of our Master's master, Pestalozzi. 
 * Never, if you can help it, deprive the child of the 
 sacred right of discovery.' In Arithmetic, most fitly, 
 Eules may be used to shorten Labour. Let them only 
 h&formulcB, results of practice, inductions from experi- 
 ence, not Oracles preceding Experience. Eules should 
 be formed by pupils, under the Teacher's guidance, and 
 by each noted, as before. The interest thus aroused, 
 by their own efforts, is constant and unfailing. 
 
 Next after Arithmetic, as a study beautifully pre- 
 pared - for in the ' Childgarden,' comes Geometry. 
 For the School, no better opportunity exists of ' teach- 
 ing by doing ;' both in the primary highest sense of 
 helping by concrete Action the hirth and growth of 
 abstract Ideas ; and in the secondary sense, of afford- 
 ing scarcely less precious eye and hand skill, in the 
 very process of gaining these abstract ideas. So soon 
 as the meaning of right-lined angle is known, a footrule 
 may be added to the pencil and paper, and lo ! delight- 
 ful occasions for discovery are given, as the young 
 geometers try to find out how many angles can be 
 formed by two right lines — by three lines — by four, 
 and so on. By-and-by a pair of compasses is given, 
 and quite a long period of school-life is now provided 
 with endless, but never aimless. Geometrical exercises. 
 For example : all the straight lines relating to a Circle 
 may be discovered, and afterwards fitted with Names. 
 Methods of drawing regular right-lined Figures, inside 
 and outside of a circle, may be found out ; and while
 
 THE SCHOOL. 
 
 19 
 
 ' ' Helmath- 
 Eunde.' 
 
 Euclid is soundly and substantially prepared for, 
 thrown in to boot is a neat style of mathematical 
 Drawing — gained absolutely without toil. 
 
 That these studies of Number and Form may be Geography, 
 * learned by doing,' every one sees, and even a tradi- 
 tional teacher is only too ready to admit that Map- 
 drawing helps to a knowledge of Geography. With 
 due attention to the Truism, ' Confuse not Means 
 with Ends,' which, like the Golden Eule, is a per- 
 manent Truism that will never be exhausted in this 
 World — let it be granted that Map-drawing does help 
 Geography. Far more will the child's real acquaint- 
 ance with the Planet be helped, in the School, by that 
 ' Home - Knowledge ' which includes learning by 
 observation the points of the Compass, the direction 
 of Koads, the flow of Streams ; while elements of 
 Map-drawing are practised in making plans of the 
 Schoolroom-floor, the Play-ground, the Garden. 
 
 With regard to Natural Science again, — whatever 
 small branch be taken from the Tree of Knowledge 
 as best suiting children's tastes or powers, — we are 
 sure that it can be ' learned ' by no manner of rote or 
 routine, but only through Observation, which is action ! 
 of Senses and Mind upon Objects ; or by Experiment, 
 which is action of Senses and Mind upon neiu objects, 
 to ascertain their habits and qualities in relation with 
 things previously known. Alas ! that the Common- 
 place should be so unintelligible, and the Self-evident 
 prove so hard to comprehend ! How comes it to pass 
 that proof should be needed, or even reiterated asser- 
 tion, that, in Botany, for instance — it is the Seed I have 
 myself dissected — seen open and grow, that becomes . 
 mine : not the definition, however clear, of Chlorophyl 
 
 2—2 
 
 Scienoe of 
 nature.
 
 20 THE SCHOOL. 
 
 and Cotyledon ? That — in Chemistry — the acid where- 
 with I often stained my clothes, the Phosphorus that 
 once burned my fingers, have impressed on my 
 memory indelible traces, while Manuals and Primers 
 have left scarce a wreck behind? 'Cause,' is it — or 
 * consequence ' — or only ' concomitant phenomenon ' 
 — that epidemics of School Editions still prevail, 
 offering Notes that tell everything but what you want 
 to know? Primers too are seen, many of them jewels 
 of compressed light, framed indeed for Teachers, but 
 falling, it would seem inevitably, from the loose grasp 
 of these, into the unprepared hands of Pupils. All 
 alike ' do what they ought not to do ' — that is, give 
 Knowledge, which the pupil could procure, and cannot 
 remember; and ' leave undone what they ought to have 
 done ;' that is, to have gathered and made ready the 
 work, which the pupil can do ; — wood let it be to saw 
 and split ; nuts to crack, stones to break, ore to sift 
 and reduce. But, ' there's a good time coming. Boys! 
 {and Girls !) a good time coming !'* 
 
 In all the methods that seek to apply the canon, 
 ' learn by doing,' we must recollect Wilkie's recipe for 
 mixing colors, and ' employ brains.' Else, may come 
 to pass, that by drying plants or dissecting flowers, 
 Handskill and no more, has been developed. This, too, 
 is not contemptible ! It will be useful one day, in 
 tying up commercial parcels : but it is of quite another 
 value from that mental dexterity, which should lend 
 a hand by-and-by to untie scientific knots, 
 ^-word^'^^ When we come to the studies which depend only, 
 
 or chiefly, on Words, the impregnable dictum, ' Learn 
 
 * Tor a streak of dawn, see A. Geikie's " Teaching of Geo- 
 graphy " (pub. Macmillan, 2s.). 
 
 studies.
 
 THE SCHOOL. 
 
 21 
 
 by doing,' seems to fail us. It only needs widening. 
 This, with Pestalozzi's help, it may easily receive. 
 His word of power, Anschauung, which has no English 
 equivalent, provides a needed fore-step or preparation 
 to Froebel's ' Learn by Doing.' Anschauung means, 
 first, ' Looking upon — Intuition :' but that is part put 
 for the whole. Anschauung means, with Pestalozzi, 
 every exertion of Senses, and of those mental powers 
 which work immediately by the senses — Observation, 
 Examination, Comparison, etc. — whereby the concrete 
 Object is brought into contact, that is, into immediate 
 Kelation, with the Mind of the learner. The one 
 Pestalozzian invention which has made the tour of the 
 world, is his ' Lessons on Objects.' These became — 
 not by abuse, by necessity — 'Lessons on Words.' A 
 happy compensation will be to make of all lessons 
 that depend on Words, virtual lessons on Objects. 
 This can easily be done. 
 
 The one thing needful in every abstract study, 
 depending, i.e., wholly on thoughts conveyed by Words, 
 is to get the Matter to be learnt close up to the child's 
 mind : so that the mind ' sees it,' as we commonly 
 say; so that the pupil grasps the matter with the 
 tentacles of its Intellect. This may fah-ly be called 
 ' Intuition.' Then, when a child's mind sees the 
 Matter, touches the Subject, so natural so pleasant is 
 Activity to every normally-constituted living creature, 
 that the young mind seizes it ; works at it ; feels an 
 interest in it ; discovers something new from it, and 
 about it — carries mental Nourishment away. This 
 is true with Geography and with History ; but not 
 with them only. Geography, naturally taught, should 
 be like a show of Pictures and Diagrams, spiced with 
 
 AnKhauung 
 — in ab- 
 stract 
 studies.
 
 22 
 
 THE SCHOOL. 
 
 work. History ought to be as fascinating as the 
 telling of Stories — which may be true. Both of these 
 studies J. S. Mill rejects for School subjects, because 
 every child worth anything will read them for itself. 
 The interest, the delight of natural Work is just as 
 real with very dry and abstract subjects : with 
 Grammar, as extremely abstract ; or British Ortho- 
 graphy, for the acme of Unreason, added to the 
 extreme of dryness. In everything, bring only the 
 matter, be it bread of life, or more likely food for 
 Ostriches, within reach of the ever-hungry child-mind, 
 by making the mental steps short enough, and no 
 farther impulse to action will be needed. The dis- 
 covery of Parts of Speech which exist, and knowledge 
 of which forms a real aid in studying every Language ; 
 or the Invention of Eational rules for Spelling — which 
 do not exist — will be, to a class of fitly trained children 
 from eight to ten, as fascinating as Hide and Seek or 
 Eiddles : only in a quieter way, and for not so long a 
 time. 
 
 A foreign 
 toQgue. 
 
 The School will teach the Mother-tongue first ; 
 formally, as well as unconsciously. ' Unconscious 
 teaching ' means extreme care for correctness of 
 Speech, accurate choice of Words, and distinctness 
 of Enunciation, in all the daily speaking and writing 
 of the Scholars. ' Formal teaching ' is, to give initial 
 practice in the ABC of Scientific Language-learning, 
 by employing the ample stores of Knowledge in the 
 Mother-tongue, that have been already gathered 
 without labor by every child that can talk. 
 
 In the next stage, study of a foreign language, Com- 
 monsense demands that an easier living tongue should
 
 THE SCHOOL. 23 
 
 be first attacked, before the difficult dead ones. Let us 
 suppose German to be chosen as the language to be 
 learned next after English ; because it is both fullest of 
 obvious likenesses, and has in structure that essential 
 resemblance, which shows stronger the deeper one 
 goes into the study. The School will adopt natural 
 methods, whenever possible, because thus only the 
 ostensible end, ' to learn the language ' is reached. 
 
 A 'natural method' is thus: A story is told — in 
 German: retold — in English: out of it, dialogue is de- 
 veloped which by (judicious) repetition is remembered. 
 In another method. Pictures are shown so that names 
 of Objects and of Actions are acquired. But if 
 immediate acquisition be (wisely) left out of sight, as 
 likely to be on any plan une quantity neglig^ahle, or if 
 age be somewhat advanced beyond ' baby methods,' 
 then one may begin at once with written or printed 
 sentence — of Proverb, easy Poem, or Story. Of each 
 word, the Sounds first, then Meanings, are made known, 
 and planted, ineradicably, by much Question and 
 Answer. Every touch of kinship with familiar words, 
 every ' coign of vantage ' in meaning, is seized : no 
 chance being lost of giving to pupils the pleasure of 
 discovery. Soon, a morsel of real Literature, in poetry 
 or prose, should be attacked ; the needful drudgery of 
 grammatical forms being, not evaded or slurred over, 
 but exacted with Judgment and Perseverance. It is 
 good thus to awaken a grateful sense of our English 
 freedom from grammar-shackles, and to give occasion 
 for comprehending the rationale, so far as known, of 
 Cases and Tenses. This is, in truth, part of the ABC 
 of universal or theoretic Grammar. Whatever is 
 learned, at Class, will be reproduced afterwards as
 
 24 
 
 THE SCHOOL. 
 
 exercise, calling for Thought as well as Memory. Thus, 
 that Language - study which is always difficult, 
 becomes interesting, because the road traversed is 
 seen, and the progress felt. Thus, according to the 
 benevolent wish of William Lilly, ' the boy (and the 
 girl) are brought past the wearisome bitterness of 
 (their) learning.' 
 
 Words may yet farther be treated as properly 
 ' Objects,' in right Pestalozzian and Froebelian wise. 
 The natural history of Words ; study of them as 
 Things constantly used in Dialogue and Literature 
 — ' the counters of wise men and the money of 
 fools,' having thek metal and their marks of wear, 
 their entrances and exits, — will be found scarcely 
 less interesting to children of School-age, than what 
 is more commonly called ' Natural History,' or the 
 study of Shells, Plants, Animals. 
 
 Derivation again affords a bewitching study. The 
 little work of Archbishop Trench opened this subject 
 to many, fifty years ago ; and floods of material, 
 poured out by Max Mliller and others, have en- 
 chanted thousands since. Now, leading the eyes of 
 children to observe Plant and Shell, Dewdrop and 
 Snow-crystal, will not bring about a glut of ' Scien- 
 tists ' such that the British Association would have 
 to meet on Salisbury Plain, but will help all normal 
 Children to remain lifelong children of Nature, 
 Just so this study 'of words will not inundate 
 Exchange or Mart with Sanscrit scholars and Egypt- 
 ologists, but will give to every trained mind the 
 possession of a life-pleasure. To trace, namely, 
 'History in Words' (Trench), often sad, some- 
 times merry ! To recognise, when they meet it.
 
 THE SCHOOL. 
 
 25 
 
 family likeness, most unexpected relationships, be- 
 tween words that have fallen as far apart, in breed- 
 ing and in rank, as the Emperor and the Shoeblack. 
 Eelated to history of Words, equally interesting, 
 and affording exercise of higher thought-faculty, is 
 Definition of meanings : where widely divergent 
 Significations which yet disclose their unity of Origin, 
 may be followed up to a central trunk of Meaning. 
 
 Of all illusory and delusory studies of childhood, 
 surely none — if we except the old classical regimen ! — 
 can be fairly matched with History. Any approved 
 book of ' History for children,' if examined from the 
 Froebelian or any rational point of view, would be found 
 to be full of misleading Assertions, and Statements 
 demanding for their due appreciation Knowledge not 
 possessed by children and not desirable to be possessed 
 by pupils of the age for which the books are designed. 
 Let the History books, therefore, be impartially dis- 
 carded in favor of carefully chosen Stories — true or 
 false, sacred and profane — given orally by the Teacher, 
 and reproduced in the compositions of the Pupil. 
 Choice fau'y-tales, and legends worthy the name (in 
 its original meaning), are surer foresteps to History 
 than all known, or hitherto projected Manuals. They 
 will better prepare young people for enjoying fitly 
 the great Historians, whose works, as one of them 
 says, are a ' possession for ever.' 
 
 The School aims at arousing naturally a historical 
 Interest, and at guiding surely a historical Judg- 
 ment. Possibility — as to human Fate and Conduct 
 — must be brought home to the Child's mind, first : 
 this is done by fable, with its true kernel of human 
 
 Definition of 
 meanings. 
 
 History for 
 children.
 
 26 THE SCHOOL. 
 
 nature, and its impossible shell of form. Proba- 
 bility must come next, by means of true stories 
 displaying in sharpest contrast Ancient as against 
 Modern ; Heathen as against Christian Views of Life. 
 The soil of the pupil-mind should be thus opened and 
 stirred, before Eeality is planted therein, save in the 
 simplest forms : for of all Cheats that cheat us in 
 this cheating world, the worst are Facts — mis- 
 represented and misunderstood. Hardness of heart 
 is taught, not Light and Sweetness imparted to the 
 mind, by the use of words that veil infinite mean- 
 ings of human Weal and Woe under familiar sounds ! 
 One ought not to try to bring to a child's tender 
 thought what War really implies, what Mobs have 
 occasionally done, and Tyrants always officially claimed 
 the right to do ; just as one would not set up for them 
 a Laboratory (with all foreign appliances) that they 
 might 'learn by doing.' But a horror of War — a 
 hatred of Tyranny — a sense of common Justice, due 
 to all human Brethren of every hue and tongue, may 
 be brought home to the tender hearts of unspoiled 
 children — upon the historical path, too — with as much 
 certainty as Derivations and Definitions to their quick 
 heads. Nothing is needed but a little more Truism, 
 and a little more Altruism. Truism : that what 
 children from seven to fourteen, cannot, or ought not, 
 to know, the School will not try to teach. Altruism : \ 
 that whatsoever helps on love to mankind be en- 
 couraged, and by every available means fostered. 
 
 In close connection with its ABC of History, 
 under the laws of the Intellectual region, though with 
 higher purpose than culture of Intellect, for children
 
 THE SCHOOL. 
 
 27 
 
 from ten to fourteen, the School would provide some 
 direct teaching of Morals ; some ABC of Ethics. 
 There need be none of the affectation of culture which 
 ignores Christian teaching, or modern standards : no 
 polite bowing-out of the Gospels, in favor of Brahmin 
 Shastras or the Buddhist Canon. Eehgious sanctions 
 are not excluded only reserved, while natural Con- 
 science is training, by careful selection from the stores 
 of History, Legend, Parable, Fable — proposed to the 
 young Students for the serious judgment of their pure 
 souls. Thereby, it is contended, ' whatsoever things 
 'are True; whatsoever things are Honorable; whatso- 
 ' ever things are Just ; whatsoever things are Pure, 
 * whatsoever things are Lovely, whatsoever things are 
 ' of Good Eeport ;' would acquire — not a foundation, 
 which many hold that Eeligion alone can give — but a 
 dwelling-place, in ingenuous young minds and tender 
 young hearts, such as, in evil days — which now are 
 and are yet to come — might help them to be firm in 
 their Affiance, and not to wander from ' the faith once 
 delivered to the Saints.' 
 
 Conscientious carefulness in Writing Drawing 
 Ciphering, that is, in all work done for the School, 
 will be exacted with gentle insistence ; because Neat- 
 ness is everywhere good and beautiful ; because care- 
 ful Manipulation, ' to do well whatever is done at all,' 
 is a form of Duty quite within a child's ken ; and 
 because, if as some one has said, the ' formation of 
 good habits is the best result of Education ;' the habit 
 of careful performance, which Hke all plants good or 
 in when well-planted will spread, is one of the best 
 of good habits. The School, therefore, permits no 
 entrance of Haste into the schoolroom. Haste belongs 
 
 Minor 
 
 morals : care 
 .ind exact- 
 ness. 
 
 V
 
 28 
 
 THE SCHOOL. 
 
 Teachers, to 
 work. 
 
 Pupils to 
 learn to 
 work. 
 
 to Play : in Work, ' more haste, worse speed,' is true 
 almost to the letter. In everything, ' Quality before 
 quantity ' : always, ' One thing at a time.' These 
 have ever been petites mosurs of the Childgarden, and 
 are with all earnestness to be carried on in the School. 
 This is a Workaday world. Teachers, therefore, are 
 to work, and to think nothing Drudgery, whereby 
 they may help ' one of these little ones.' Pupils are 
 to learn to worJc, and with that view must never have 
 anything done for them which they could do for them- 
 selves ; and moreover be employed in much Practice, 
 which, to (ignorant) Parent or (prejudiced) Teacher, 
 may look very like Play. The pupil's work should 
 therefore be always willing, and in great measure, 
 voluntary. Dislike for a certain Study or Employment 
 should not be treated as a Crime or a Disease. In rare 
 cases it may even be proof of unusual mental Health ! 
 A wise method of treating such ' indisposition ' is 
 noted below. 
 
 Punish- 
 ment. 
 
 Not profess 
 to exclude 
 punish- 
 ment. 
 
 The School, it need hardly be said, will avoid as 
 far as possible, all Punishment ; viewing as an evil — 
 possibly sometimes, a necessary evil — whatever dims 
 the Brightness, or checks the Activity, of Child- 
 hood. The School sees, in every deliberately inflicted 
 pain or privation a confession of the Teacher's own 
 incapacity : or at best, a concession to the pupil's 
 lower nature. The School will, however, not profess 
 to exclude all punishment : because such profession is, 
 as yet, premature, and results in the virtual retention 
 of punishment, in a not-necessarily-amended form, 
 but a non-natural sense of words. The School will 
 probably permit to establish themselves, a few
 
 THE SCHOOL. 
 
 29 
 
 Penalties, of light "Weight, but inevitable Incidence. 
 While admitting this partial Condescension to the 
 hardness of hearts, we pronounce some varieties of 
 punishment — still extant — to be, none the less, as 
 truly antiquated as the Stocks or the Branding-iron 
 of our forefathers. These are, all punishments effected 
 by bodily Pain ; and those which are founded on 
 (public) Disgrace. A boy who disturbs Order can 
 surely be accommodated with short, and safe Sohtude : 
 or yet better, with a ration of clean Drudgery, or extra 
 Drill. The girl who ' dislikes ' a valuable study — Latin, 
 suppose, or Drawing — could certainly be set, at that 
 lesson-hour, to do something else, as useful and mora 
 monotonous, suppose ' white seam ' ; the same being 
 carried on just a little longer, than till her taste should 
 have changed ! 
 
 Xo whips or 
 foolscaps. 
 
 Safe solitude 
 and clean 
 drudgery. 
 
 Peace ! to the idiotic quarrel between Science and conclusion. 
 Literature : even to that also between Ancient and 
 Modern ' sides ' ! The End of all Education, is har- 
 monious development of Faculty : acquisition of 
 Knowledge is but Means. But every acquisition, 
 every practice, may become a means : and when once 
 the End is seized in its infinite significance, every 
 Means gains rather than loses in value. Education, 
 indeed, — virtual, essential. Education, — {imce 'My 
 Lords ' — all Examining Boards, and Syndicates 
 notwithstanding — ) works not for Information, or f 
 Skill, which show immediate results ; but to enlarge 
 Capacity, to augment Power ; that Childhood — Youth 
 — Maturity ' may have Life and have it more abun- 
 dantly.' The Great Teacher said : ' This ought ye to 
 have done, and not to leave the other undone.' Ee-
 
 30 THE SCHOOL. 
 
 verently, let us modify and apply these words : ' This 
 ought ye to do ; (unfold Faculty) and doing this, ye 
 will not have left the other (getting of Knowledge) 
 undone.' The School will choose, whenever Age and 
 Circumstances permit choice, that learning which best 
 exercises faculty ; and will so teach it as best to attain 
 that end. No * Tyrant's (or Schoolmaster's) plea. 
 Necessity ' will be allowed to force Latin accidence, or 
 English reading, upon Children of an age at which geo- 
 metrical Paper-folding or musical Hop-Skip-and-Jump 
 were fitter for them. ' Not to leave the other undone ' 
 means for us, that among a wide variety of equivalent 
 Materials, ready for the Faculties to be practised upon, 
 those will be chosen whose acquisitions, however 
 minute, have most real value ; — whose dust is gold ; 
 or which shed pregnant seeds of after-Knowledge. 
 But in truth, every common or special School-subject 
 does afford means for building of Foundations, for 
 driving-in of Piles, for laying of mosaic Pavement, 
 which are the fit metaphors to signify the true, the 
 new, the primordial Instruction ! Every matter of 
 Study gives room for planting little plots, which 
 will not need to be afterwards weeded-out, but will 
 form deeply-rooted centres for further growth in 
 Science, and Philosophy, rightly so called. 
 
 The School may by its results seem to resemble 
 the separate, apparently unconnected, works of a 
 Eailway in progress : — when a tunnel is made under 
 one hill, and a cutting through another, as if to 
 go no-whither ; when an embankment begins to 
 fill up a valley, to no seen purpose ; or a viaduct 
 predominates incoherently over shops and hovels 
 of a country town. In truth, each bit of Work
 
 THE SCHOOL. 31 
 
 is the limb of one System, carefully mapped out, 
 beautifully planned. By-and-by, the parts will be 
 united into a Line — which joins the separated and 
 connects the diverse. In a few Heads, the carefully 
 true ABC of Geometry will bloom into Mathema- 
 ticians who are at home in space of n dimensions. 
 Natural History, practised on dissected leaf and 
 watched Bean-flower, will bear fruit in Botanists, 
 who bring new treasures to science from Australia or 
 Japan. More ! The careful training of Faculty has 
 fitted all to take up whatever comes to hand, fitly, i.e., 
 with awakened Taste, instead of dulled Perception : to 
 work well — at other schools, or at College — on matters 
 unknown before ; or by methods answering to ' pas- 
 tures new ;' — where the herbage is at first tough, — not 
 to say bitter. 
 
 The School will save from what we may call the 
 inevitable and accepted consequence of plans ad- 
 dressed to immediate results ; shall we say ? to 
 ' small profits and quick returns ' ? With all but 
 the exceptional few, 'claims of real life;' — going to 
 business at eighteen, or entering on a trade at 
 fourteen ; — will crush out all, but merest fragments, 
 of the ' learning ' taken in at School. In extreme 
 cases, the Awkward Squad of those serving under 
 Public Elementary Standards, loss of ease even in 
 mechanical Beading and Writing, is observed to 
 follow : by more, all Pleasure in Study is lost. In 
 the elaborately educated, what remains is a sense 
 of having ' gone through ' so-and-so, and found it 
 barren. Thus to the Man educated at Public 
 School and University, now arrived at years of 
 Society, Classics shall be mere pedantry ; Mathe-
 
 32 THE SCHOOL. 
 
 matics, dry bones ; History, mostly lies ; and Philo- 
 sophy, the quintessence of all Boredom ! 
 
 The retrospect of School Education, hitherto, has 
 looked, when seen from middle life, like a view of ruins. 
 The memory, like a Museum, holds bits of sculptured 
 stone ; fragmentary inscriptions ; even portions, the 
 use of which can be conjectured — limb of a statue, 
 tile of a building : but they have no Unity ; they 
 form no Whole ; they serve but to recall pensive 
 recollections ; unless, perchance, these classic or 
 scientific scraps adorn the outside of a Culture that is 
 essentially materialistic, being directed to the selfish 
 good of the smallest Number — ons. But, true Training 
 will ensure to all the Children of God a childhood that 
 never ends. They shall be eternal wonderers, even 
 until the everlasting Wonder opens. So shall ' the 
 Child be father of the Man ' — and his ' days ' — from 
 infancy to the Eternal Day — ' be bound each to each 
 by natural Piety.'
 
 PART II. 
 
 APPENDIX OF METHOD.
 
 ABC OF ENGLISH. 
 
 I. GRAMMAR. 
 
 This naturally divides itself into several stages. Of 
 these the first is Grammar. It will be worked as 
 part of a Eeading-lesson. Suppose the children to 
 be 7 — 8 years old. A piece of simple poetry, for in- 
 stance Wordsworth's ' Lucy Gray,' has been read, 
 and examined upon, to see if the meaning of the 
 words is thoroughly understood. Tell them words 
 are divided into ' parts of speech ' ; that is, into kinds 
 or species, as animals and plants are. 
 
 It may be found necessary, first, to draw out the idea 
 of ' kind ' or * species.' All things in Nature are 
 different ; two leaves on a tree ; two apples on a plate ; 
 noses on faces — all differ. Yet it is convenient to give 
 the same name to things that are alike : that have 
 many points of resemblance. ' Apple,' f.i., may be 
 used of many different-looking, and differently-tasting, 
 fruits : still 'apple' is never confused with 'plum.' 
 Such a questioning might be carried far. It is, really, 
 a preparation for the idea of ' common nouns ' ; only 
 do not hurry to tell them so ! 
 
 Now read the verse yourself, putting a slight emphasis 
 
 upon the nouns (as N.B. children should be taught 
 
 always to do, in Eeading : for the Nouns are the chief 
 
 words, always). 
 
 ' You oft may see the "/awn" at play, 
 The ''hare " upon the " green " ; 
 But the sweet "/ace " of ''Lucy Gray" 
 Will never more be seen.' 
 
 3—2
 
 36 THE SCHOOL. 
 
 Let them give the meanings of fatvn, hare, green, 
 face, Lucy : and, with much patience, on yom' part ! 
 they will discover for themselves that all these 
 words express something that can be seen, touched. 
 Then give the word ' noun ' ; showing on blackboard 
 through (Latin) Nomen, (French) No7n, and (German) 
 Name, that name and noun are really one word ! Then, 
 ' Names of things are called Nouns.' (Let this be 
 pronounced by all together.) A good deal of practice 
 may be advantageously given in selecting and detect- 
 ing Nouns in the Eeading-lesson. This exercise will 
 be liked ; and its length may be made to depend 
 (tacitly) on the pains taken in the reading, joroper. 
 
 Next in order of rank come Verbs. When you 
 have got their Names, you want to say what Things 
 do. (Be sure that they fully understand that people, 
 persons are things ; more, of course, much more — but 
 that, first !) ' Verbs are chiefly words of action, or 
 doing. What can boys and girls do V (Walk, jump, 
 run, skip, climb.) ' Good ! all these words are called 
 verbs. What do animals do T (Fly, swim, creep, 
 crawl, sing, etc.) 'But all these are body-movements, 
 almost ! Must one move the body ?' (Sit, sleep, lie 
 down.) 'But can you do anything with your minds?' 
 (Think, remember, forget.) 'All of these are doings — 
 by oneself — can we do something to other people or 
 things ? Work upon other things ?' (We saw wood, 
 chop sticks, plane a board, cut pencils : men break 
 stones, cook boils potatoes, roasts meat.) ' And you ?' 
 (Eat cakes, drink coffee), and so on. 
 
 Beware of all attempts to exhaust or define ; where- 
 by nothing is defined but Their incapacity for strict 
 definition, and nothing exhausted but Their interest.
 
 APPENDIX A.— ENGLISH. 37 
 
 Illustrate, clear up, fix, facts obtained by the natural 
 operation of children's minds ; leaving gaps on pur- 
 pose, whereby they may see that there is always more 
 to come. So they learn patience to wait, and per- 
 severance to keep on. Let them see first or last 
 that our word verb comes from Latin vcrhum = ' wordi.' 
 Let them try to discover, why? (Comp., Bible = The 
 Book.) Because, in certain senses, ' verb ' is the 
 most important word of a sentence, i.e., ' tlie Word.' 
 Finding of verbs is less obvious, by much, than of 
 nouns : but they are to be found, on every page : in 
 every verse. Person, Mood, and Tense may be 
 deferred till the second onset of Grammar (B). 
 
 Third 'part of speech' is called 'Adjective.' As 
 the name has as good as no rational meaning, it is 
 matter of taste or accident when to give it. There is 
 no obvious fitness in giving it first, or last. (One may 
 mention that, by a clever writer generations ago, the 
 name ad-noun was suggested as an improvement.) 
 Draw out — first from the Eeading passages — after- 
 wards from their own memory — abundant examples 
 of words which distinguish things : these will, naturally, 
 be all of them ' Adjectives of quality.' Standing on 
 the basis that all words, albeit become abstract, first 
 expressed sensations or noted the concrete, one may 
 help the childi-en to discover kinds, or varieties of 
 Adjective, depending severally on each of the Senses : 
 because expressing qualities of things which are noted 
 by that sense. Of course the whole value of this is in 
 the tvorh, most interesting the children find it, of dis- 
 covering, and arranging their discoveries. 
 
 Quality-adjectives, proper to each sense, will be 
 made out, first : As for Sight, blue, dark, brilliant ;
 
 38 THE SCHOOL. 
 
 for Hearing, melodious, shrill; for Touch, smooth, 
 hard, heavy; for Taste, savory, bitter; for Smell, 
 fragrant. Next, as a step towards abstraction, let 
 them look for examples of adjectives used to denote 
 impressions on two, or three, senses ; as stceet, of 
 Hearing, Taste, Smell ; or heavy, used of a weight ; 
 the eyes ; bread, etc., and such could be indefinitely 
 multiplied. Farther, adjectives proper to sense, 
 which we employ for qualities truly mental or 
 abstract : bitter words ; memory green ; brotun study ; 
 cool remark ; keen observation ; hot temper, etc. 
 
 IV. Pkonouns. 
 
 Let the children discover the need of a word to 
 take the noun's place. Tell them a short story about 
 William; repeating the name until They are tired, and 
 suggest he, him. For once, we have a good common- 
 sense name. Let them illustrate its being so : how 
 he stands for John, boy, King ; for a horse, or dog of 
 one's acquaintance, etc., etc. So likewise, with she, 
 it. Here is the place to make the idea of gender in 
 grammar clear. Let them discover the English rule, 
 so different from other languages ; how we use he or 
 she, only of persons or animals, known to be male 
 or female ; it of all lifeless things. ' Are there any 
 exceptions ?' (Sun — Moon — Ship.) 
 
 Thus trouble is saved when you come to German or 
 any foreign language. 
 
 V. Advekb. 
 
 Fifth part of speech is ' Adverb.' It tells, first, the 
 manner of action ; hoio one does something. Suppose, 
 ' to write ;' one can write — ivell — ill — neatly — care-
 
 APPENDIX A.— ENGLISH. 39 
 
 lessly — etc. Then, ask for another verb ; or let them 
 make sentences (I walk slowly ; you eaX fast, etc.). A 
 sharp member of the class will perhaps make the 
 discovery, that adverbs always end in ly. Propose 
 that judgment to the rest, with examples, and the 
 class will correct it often, not always. 
 
 ' When adverb ends in ly, what part of speech is the 
 word to which the ly is added ?' By dint of examples 
 — slowly, stveetly, licavi-ly, etc. — they will make out 
 that many adverbs of manner, are thus formed from 
 adjectives of quality. 
 
 GEAMMAR: SECOND ON-SET. 
 
 B — NouKS. 
 
 The first division of Nouns is into Sense-nouns (con- 
 crete) Suxxd Mind -nouns (abstract ;) — as being the names 
 respectively of Sense-things and Mind-things. To dis- 
 cover and see this, affords valuable thought-practice : 
 and therefore needs thoughtful management. The 
 natural indications of clear sky or fog in the young 
 intellects, must be watched. This amounts to slow 
 progi'ess. An ABC of metaphysic may thus be 
 drawn naturally out of children's minds. Begin from 
 the outside ! ' What are you ? Ai-e you a thing ? I 
 ' see your clothes ; are they things ? I see your face ; 
 ' is your skin — your body — a thing ?' All these ques- 
 tions will be answered affirmatively. {Mem. : Let it 
 always, here and everywhere, be by complete sen- 
 tences !) 'Is there anything more of you besides your 
 clothes, and yom* body ?' (I have a mind, or soul, or 
 spirit.) ' Can you see — touch — tJiat ? Which is most 
 ' precious, Body or Soul ? Suppose you lost a limb,
 
 40 THE SCHOOL. 
 
 ' would the soul be maimed too ? Even an eye, or an 
 ' ear ? Then the soul is not a sense-thing ? Whatever 
 ' belongs to the soul, or mind, or spirit, may be called 
 ' mind- thing.' [If the sharp member aforesaid tries to 
 puzzle you by questions about v^ords that seem mixed, 
 or uncertain whether concrete or abstract, practise 
 saying I don't know — when you do not ! Eemind 
 him, if you like, that the greatest Naturalists are in 
 doubt about some objects whether they are animals or 
 plants ; though everybody can see the difference 
 between some animals and some plants.] 
 
 I have found the distinction of sense -nouns into 
 Common and Proper much more difficult. The defini- 
 tions to be worked up to — if possible, drawn out from 
 the class ; on no account presented first — are these 
 two : Common nouns, are names given to things to 
 distinguish them (each of them) from things of 
 different kind : — Proper names are given to distin- 
 guish things from others of the same kind. 
 
 * Nouns are names : what are they for ?' (To mark 
 that one thing is not another ; dog, not pig ; water, 
 not milk ; boy — girl, etc., etc.) ' But, there are so 
 many things of the same kind ; and every individual 
 thing cannot have a name to itself : how do we help 
 ourselves to distinguish '>' (One uses adjectives.) ' But 
 when you want certain things to stay distinguished ? 
 f.i., One has several brothers and sisters ; several 
 dogs — horses '?' (One gives each of them a name all to 
 itself : its oiun name.) ' What does one call these own 
 names ?' [for probably it will be easier to draw out 
 proper — first.] ' What then shall we call those names 
 that belong equally to a number of things ?' [Common 
 means, belonging not to one Thing only, but to more
 
 APPENDIX A. — ENGLISH. 41 
 
 than one ; Proper, belonging to one only.] As practice 
 ill classification, they may make out — in some true 
 logical order ; perhaps, from self outwards — varieties 
 of proper names; of Man, first; Christian, or given 
 names ; Family names. Next, names of animals, 
 near and dear to man. (Bye-questions : * Do animals 
 give one another names ? Do they understand their 
 own?') Villages, Towns, Cities, Counties, Countries, 
 Continents, in which Man lives. Then Mountains, 
 Eivers, Lakes, observed by, useful to, Man. ' Seas ? 
 Oceans ?' From their answers, let them see that 
 * North Sea,' ' Atlantic Ocean,' are not strictly proper 
 names, though equivalent in meaning. They are 
 jjhrases. So the World, the Sun, used as Proper 
 Nouns, are truly common nouns ; for there are, pro- 
 bably, millions of suns and of worlds besides our own. 
 [Comp. Father, Mamma, etc., in family use.] 
 
 The definitions of Common and Proper Nouns when 
 thus educed, and thoroughly apprehended, are worth 
 committing to Memory by means of simultaneous 
 repetition, aloud. In Eeading, henceforth, each noun 
 must be put into its species or variety ; and abundant 
 practice for thought will be found therein — not for 
 Pupils alone ! 
 
 B — Veebs. 
 
 In this second onset on Verbs the first aim must be 
 to educe the simple meaning of verb: viz., that it 
 affirms or denies, that it asserts something. Various 
 ways may be taken to discover this fundamental 
 meaning, which being rather abstract, is not quite 
 easy to grasp. The difference between ' the hnrning 
 coal,' and ' the coal burns,' is not self-evident ; but
 
 42 THE SCHOOL. 
 
 numerous like examples will at last yield the idea that 
 a sentence is the speaker's expressed opinion, or view. 
 That is, when one says ' the coal burns,' to the previous 
 phrase tlic burning coal, is added an assertion ; so that 
 ' the coal burns,' is equivalent to, ' the coal is a burning 
 coal.' This assertion is given by the verb. So, by 
 help of many examples, f.i., that loves = is loving ; 
 speaks = is speaking, etc., one finds in ' be ' the simplest 
 example of a verb : as having the ' substance ' or 
 meaning of a verb without any addition ; for it asserts, 
 and no more. 
 
 Next comes the idea of Person, with which 
 Number may well be taken. Without using yet 
 the puzzling word Subject, or the unmeaning name, 
 Nominative, bring them to see how, in every sentence, 
 some word, some noun or pronoun, appears, as acting 
 or being. ' I can say something of myself : I like 
 fruit : or I speak to another ; You are a child : or I 
 talk about somebody ; Tom is absent.' (Let them 
 give varied examples ; exacting, gently, a new verb for 
 each sentence ; else, the ovine sequence will appear ! 
 All will ' eat ' or ' jump.') 
 
 Thus they are led to these conclusions. {First 
 person is when we speak of, or for, ourselves : 
 second, to another, who is present ; third, of person, 
 or thing, supposed to be absent. Then * I ' stands for 
 first person.) ' But does not one speak sometimes for 
 several ?' (We.) ' What is the difference between I 
 and toe T (Difference of number — one, or more than 
 one.) The terms singular and plural are easily 
 brought out. (J is first person singular; ive is first 
 person plural.) When second person is asked for, you 
 is instantly given ; but on the question, ' Is it singular
 
 APPENDIX A.— ENGLISH. 43 
 
 or plural ?' After doubt, comes forth that it is both. 
 To find second pei'son singular — ' tlioii ' — appeal will 
 be made to Bible language, and they will observe that 
 in the usage of to-day Thou has taken rather a sacred 
 or solemn meaning, instead of the familiar one it 
 formerly had. ' Next — third person — or when we 
 speak of some one supposed to be absent, hcinfj or 
 doing V (We say, lie was, or did, etc.) ' But of our 
 mother ?' {Slie, did it.) ' Or of something not living ?' 
 {It is good, etc.) ' Three words then are used for one 
 2}erson, according as something male ; something 
 female ; or something luitliout life is spoken of. When 
 we speak of several men?' ('They.') 'Of several 
 women ?' (Likewise they, and of lifeless objects also.) 
 ' So — Third person has in the singular three forms, in 
 the plural but one.' [The actual construction of these 
 easy generalizations into ' Eules,' so to call them, is a 
 most important exercise ; it is the tying up of detached 
 facts or ideas into bundles convenient to carry. It is 
 a proper A B C of Induction. Only let the facts be 
 discovered by individual exertion, not the bundles be 
 picked up ready-made !] 
 
 Tense. 
 
 Tense means time ; show on the Blackboard, Lat. 
 Tempus, Fr. temps, Eng. tense. Draw out the three 
 divisions of time — past, present, future ; what is, 
 what was, what is to come. By use of any common 
 verb (strike) to show the corresponding forms : present, 
 I strike ; past, I struck ; future, I shall or icill strike, 
 are brought out. 
 
 It may be best to reserve, for yet another course, 
 the few personal verb-forms ; certainly the slight dif-
 
 44 THE SCHOOL. 
 
 fereuces of conjugation, which every child uses cor- 
 rectly, or should — as need arises — be set right therein. 
 
 Mood. 
 
 [Mood means manner : mode being another form.] 
 ' What is the simplest, shortest form of a Verb?' (I 
 run, I eat.) ' No ; here are hvo words !' [He runs, she 
 talks, they fight, etc., are in the same condemnation.] 
 ' What does Go ! mean ? How do we use it ?' (By 
 such simple words we order somebody to do some- 
 thing.) ' Yes ; this is called the ordering Mood, or 
 manner, of the Verb. But is it always ordering?' 
 {Helj} me, spare my life, give me water, are not com- 
 manding, but begging.) ' As the shortest, this is no 
 doubt the first form of the Verb.' When the idea is 
 thoroughly grasped, give the name ' Imperative,' and 
 show the connexion with Empire and Emperor. 
 
 [Perhaps give name, Indicative==^omi\ng out, from 
 indie, forefinger ; — after discovering that it is the most 
 usual, as it were habitual, mood of the Verb ; namely, 
 to assert, describe, point out, deny, etc. Perhaps 
 Infinitive, also, may be explained as containing the 
 meaning of a particular verb, exempt from all limita- 
 tions of person, time, or number ; being therefore a 
 sort of verbal noun, and having two forms ; as 'To 
 laugh is better than to cry,' or ' Dancing exercises the 
 limbs.' But Subjunctive I would leave alone. Slight 
 acquaintance with styles of modern literature will 
 show that our language is fast ' shuffling off that 
 mortal coil ' — of the Subjunctive Mood — which must 
 always be the yoke and the terror of Latin scholars : 
 — because while English is a very living language, 
 Latin is now a dead one.]
 
 APPENDIX A. — ENGLISH. 
 
 B — Adjectives. 
 
 The second kind are called Adjectives of Quantity. 
 ' Give examples.' (I see many books.) ' Tell the parts 
 of speech in this sentence : old word is, parse' {Many 
 is an adjective.) ' Can you find others like many V 
 (Feio, great, small, etc.) ' Are these like in kind to 
 red, hard, heavy, sweet ?' (They seem to be of a 
 different kind from those.) ' If we want to say exactly 
 how many in a set or group ?' (We count one, tu'o, 
 three.) ' If we put things into a row, or order, like 
 children in a class, days in a month ?' (First, second, 
 third, fourth.) ' These, then, are adjectives of number 
 — numerals.' 
 
 [Simple examples as they occur in reading, f.i., this 
 man, that house, will yield the idea of distinguishing 
 adjectives. Among these, one brings in the Articles. 
 The will appear as a sort of poor relation, perhaps an 
 ancestor, of this and that ; a, being originally an, is a 
 broken-down form of one. Compare : Scotch, ane, or 
 ain ; German, eiw; French, «w, wwc ; Latin, ?r?f?^s.] 
 
 COMPAKISON OF ADJECTIVES. 
 
 [Valuable thought practice is got by letting children 
 discover that ideas of quality, such as Adjectives ex- 
 press, are first gained by comparison. No one would 
 call a thing hard, or hitter, who had not experience of 
 some things soft and sweet. Next, one puts together 
 two things, both possessing the same quality, and 
 finds that one has more of it than the other.] ' What 
 does one say, f.i., of two plums ?' (One is siccct ; the 
 other is sweeter.) ' When one has a number of things 
 — all smooth ; what about the most so ?' (This is the
 
 46 THE SCHOOL. 
 
 smoothest of all.) ' It is usual in Grammar to speak 
 of " three degrees of comparison." First degree how 
 obtained ?' (By comparing things having opposite or 
 unlike qualities.) ' Second, how?' (By comparing like 
 things, in pairs.) ' Third, how ?' (By comparing not fewer 
 than three things, all having the same quality.) ' And 
 the marks or signs ?' (First degree is the simple ad- 
 jective; second adds er ; third es^.) 'Always?' [Draw 
 out the word elastic] ' "Would you say : India-rubber 
 is elastic ; ivory is elastic-er ; and steel the elastic-est 
 of all? If not, what?' (We should say: more 
 elastic, most elastic.) 'Why?' (Because, f.i., ex- 
 traordinarier, or insurmountablest would sound awk- 
 ward.) ' That is matter of feeling ! Germans and 
 Latins say just so. French have no added syllables ; 
 always use = more and most ! What are our rules ?' 
 [By careful drawing-out they make for themselves 
 Rules, thus : All one-syllabled adjectives add on to 
 the simple former and est; all three-or-more-syllabled 
 words, put before the word more and most; in two- 
 syllable words one pleases one self ! N.B. — Finding 
 of examples is the sort of work upon known matters, 
 by means of which abstract thought is gained, cleared, 
 and fixed in the memory.] 
 
 B — Adverb. 
 
 [Eecall by abundant examples that the most obvious 
 adverbs express lioio the verb acts. Words expressing 
 when, and where, or time and place of action, are 
 also adverbs. Adverbs of manner are often formed 
 from adjectives by adding ly. In German the crude 
 form of adjective is an adverb. English has remains 
 of this : let them discover that fast is both adjective
 
 APPENDIX A. — ENGLISH. 47 
 
 and adverb.] ' Other examples ?' (Slow, hard, high.) 
 ' What part of speech is manly V (An adjective made 
 from a noun.) ' Others ?' (Friendly, heavenly, etc.) 
 ' This ly may be taken as = hke.' 
 
 Adverbs of place. ' What does litre mean ?' (In 
 this place, house, street, town, etc.) ' Can you find 
 an adverb expressing movement from this place ?' 
 (Hence) ' To this place ?' {Hither) [By judicious 
 questioning they will discover endings ; — re which 
 denotes rest in a place (as here, where /) ; — nee, (as 
 hence, thence) motion from a place ; and — ther, (as 
 thither, luhither ?) motion to a place. They may 
 arrange them thus : 
 
 Here, there, where ? 
 
 Hence, thence, whence ? 
 
 Hither, thither, whither? 
 [Perhaps a certain beauty may strike Them ; at 
 least a regret that these correct and elegant forms 
 should be going out of use : barbarisms like ' I some- 
 times go there ;' ' I am come from thence,' being often 
 used by persons not uneducated. Should we let them 
 go, or try to keep them ?] 
 
 II. English : Definition. 
 
 ' I wandered lonely as a cloud 
 
 That ^floats on high o'er vales and hills 
 
 When all at once I saw a croird, 
 A hotst of f/ohlen daffodils : 
 
 Along the lake beneath the trees 
 
 Fluttering and dancing in the breeze.' 
 
 [The aim is to get exactness of understanding, by 
 letting them discover that words are often used in 
 senses which depart more and more from their original 
 and proper meanings. For convenience, here, I take
 
 48 THE SCHOOL. 
 
 and exhaust one stanza ; in practice, one would take 
 a few salient words, here and there, out of any Eead- 
 ing-lesson.] 
 
 ' Floats : what part of speech ?' (It is a verb, and 
 used commonly of resting on the water.) ' Is it used 
 properly here ?' (It is — it is not.) ' It is properly 
 used. Suppose I had here cups containing spirit, oil, 
 quicksilver, would something very light, like paper or 
 cork, sink in them ?' (They would not sink, they 
 would float.) ' So the cloud in the air. Do you see 
 a word having a likeness to float ?' (Flutter.) ' What 
 does flutter mean here ?' (The flowers are blown 
 about by the breeze.) ' What is its real or proper 
 use ?' (A bird, in a cage, or tied by a string, flutters ; 
 that is, moves its wings without getting further.) 
 ' Here, then, used not in its first, or proper sense.' 
 [Comp. pro2)er names ; pro-per means oivn.'] 
 
 ' What likeness causes the poet to use the word 
 here ?' (Perhaps the flower, moved by the breeze, 
 seems tied to the root ; looks as though wishing to 
 get away, etc.) ' How about the apparent likeness 
 between float and flutter V (These seem almost 
 contrary ; float, means rest without moving ; flutter y 
 motion without rest.) 
 
 [Being quite sure that the ideas of genus and species 
 are understood by Them, with or without the words, 
 draw out that flutter is a kind of flying ; perhaps also 
 flit, fleet (swift), may be discovered as other words 
 connected with fly : still, the decision whether float 
 is so connected, had best be left over. The sharp 
 member, else, may puzzle us with (nouns) fly and flea; 
 also, with (adj.) flat, and fleet (ships). They may 
 hold, as a certain fact, that these apparent likenesses
 
 APPENDIX A. — ENGLISH. 49 
 
 {f.i., initial fl. of the words in question) are rarely, 
 what man calls accidental ; usually point to a likeness 
 of meaning.] 
 
 ' Croivd : what part of speech ?' (Crowd is a 
 common noun.) 'Meaning here?' (A great number 
 of flowers.) * What is the proper meaning ?' (A 
 great number of people, close together.) ' Why does 
 he add a host ? What is the proper (own) meaning 
 of host ?' (A great number of soldiers : an army.) 
 ' Different words, as nearly as possible of the same 
 meaning, are called synonyms : host and army are 
 synonym-ous. Try to find other pairs.' (Dog, hound; 
 pig, swine ; sky, heaven ; blossom, flower ; ape, 
 monkey ; strike, hit, beat ; fast, fleet, quick, rapid, 
 swift; hardly, scarcely.) 'Can you find another 
 synonym for croivd ?' (Mob.) ' Mob involves rough- 
 ness, pushing ; at least moving ; croivd means close 
 together — perhaps connected with crush.' (Throng.) 
 ' Yes : throng is the most perfect synonym of crowd.' 
 ' Golden ?' (It is an adjective of quality, and means 
 here yellow like gold; but, properly, made of gold.) 
 * Can you give other instances of the not-proper use ?' 
 (Golden sunset, golden hair.) ' There is a proverb : 
 "Silence is golden:" how comes that use?' (From 
 gold being so precious, and because most people talk 
 too much.) 
 
 ' Dancing : why used here ?' (The quick move- 
 ments of the flowers is so-called, as synonym of 
 fluttering.) ' What feeling in us does dancing show ?' 
 (It shows joy, pleasure ; but fluttering shows pain, or 
 fear : the sense-image belongs to the latter ; the mind- 
 image to the former.) ' Yes ; can you quote the last 
 line of the second stanza ?' 
 
 4
 
 50 THE SCHOOL. 
 
 ' Tossing their heads in sprightly dance :' 
 
 * Also the last two of the fourth stanza ?' 
 
 ' And then my heart with pleasure fills 
 And dances with the daffodils.' 
 
 ' You see the motion of joy in them all.' 
 
 ' Breeze (u.s.) ?' (Breeze means a fresh, or rather 
 strong, wind.) [Bring out, that wind is air — now 
 known to be a real thing — as much so, as earth or 
 water : that wind is air in motion ; that its force 
 depends on the speed of its motion ; a slow = gentle, 
 air makes the leaves quiver ; a rapidly-moving = 
 violent, wind blows down the tree.] ' Can you form a 
 ladder or scale of words meaning wind, from gentle 
 to violent ?' (Breath, breeze, gale, storm or tempest 
 — hurricane.) [Hurricane is a signal instance of false 
 derivation. The real word is Orkan, Ouragan ; which 
 was corrupted by ignorant sailors into ' hurry-cane.' 
 They had, in the West Indies, observed one of the 
 commonest effects of the terrible Tropical wind, 
 cyclone, to crash down the sugar-canes, and fling them 
 far and wide.]
 
 B 
 
 ABC OF HISTOEY. 
 
 I. ' Our History begins on . . .' the actual day of the 
 first lesson, and is worked backwards. Any other 
 commencement involves some factitious date. Mists, 
 in which all history really begins, are not instructive 
 objects for the contemplation of young children. 
 They all know that we are reigned-over by Victoria — 
 whom God preserve ! The idea of this first ' date ' — 
 what one desires to draw out of the children, is — 
 ' A limited monarchy,' although these words probably, 
 ought not to be uttered. 
 
 Teacher asks, ' Does the Queen govern us ?' (All 
 replies of pupils are to contain the matter of the 
 question in affirmative or negative form.) Children 
 answer with one voice ' Victoria governs us ', or 
 ' governs England.' ' Can she do what she likes 
 with us ?' Doubt arises ! ' Can our Queen do to us 
 what other Kings and Queens have done ?' Some are 
 silent ; one answers, doubtfully. ' She cannot do 
 all,' etc. By mixed question and story the existence 
 of momentous limitations of Eoyal power in Britain, 
 can be made clear. ' If angry with anybody, could 
 she order him, or her, to be killed there and then ?' 
 * She could not order,' etc. ' Did Kings ever, or 
 
 4—2
 
 52 THE SCHOOL. 
 
 anywhere, do so ?' Supposing doubt — ask for the 
 Story of John the Baptist. The ignorance of Scrip- 
 ture Knowledge is so strangely prevalent, that it may 
 be well to narrate — in simplest words — the always- 
 touching story. 'Could our Queen do that?' Probable 
 enthusiastic reply, is, ' She would not wish to do 
 it !" ' Quite true ; but could a wicked queen, as bad 
 as Herodias or Jezebel — or a king as weak as Herod 
 — do so, in England, now?' Eesolute, true British 
 'They could not do so!' would ensue. 'Then our 
 Queen cannot, of her own will and pleasure, put her 
 subjects to Death ?' This proposition worthy to be 
 impressed on the children's minds, deepened or 
 brought down to the base beneath their consciousness, 
 might be repeated by the whole class (' Our Sovran 
 cannot,' etc.) If a more than usually thoughtful 
 young mind, having heard of an execution, should in- 
 quire 'How came so and so to be hanged?', let the 
 scepticism be respected, and the thoughtful questioner 
 be rather praised than blamed, but not yet satisfied 
 by explanation of Magistrate, Judge, and Jury. This, 
 were the inquirer alone with the Teacher, might, very 
 fitly be given ; but for the Class, the true reply is 
 ' Wait ! you will understand that by-and-bye !' 
 
 Perhaps what has been above sketched might 
 occupy one lesson — not to exceed three-quarters 
 of an hour — parts of which should be dictated 
 to be written there and then ; because, no oppor- 
 tunity of domg what one learns, should be omitted ;l 
 and because all change of work refreshes, and ourl, 
 question and answer, however simple, is more interest- jj 
 ing and therefore exerts the brain more, than any \\ 
 quantity of assertion. Our process, being slow, is '•
 
 APPENDIX B. — HISTORY. 53 
 
 sure ; it caunot be evaded ; while all ' telling ' may 
 run like water from a duck's back ! The dictated sen- 
 tences will form a sort of skeleton for the children's 
 recollections, in an exercise — to be written at home — 
 or apart : under superintendence, but without help. 
 [There is much to be said for keeping ' Home,' wholly 
 uninvaded by ' Home-lessons,' until, perhaps, the 
 twelfth year begins.] 
 
 ' Can our Queen take our property from us ?' — ' We 
 should be glad to give it her !' ' True — and she does 
 have a good deal of it — called Taxes — which we give 
 her : — but if we do not wish to give it her, can she 
 take it?' ' She can not.' ' Could Kings or Monarchs 
 formerly ?' In case of doubt, the old Turkish plan — 
 when a Pasha— (take care that clear understanding of 
 the Thing or Person, precedes the Name !) grew too 
 rich, may be told. The Sultan sent a slave with a 
 silken cord, and a short letter, and the Pasha stretched 
 out his neck, and was instantly strangled : — his head 
 cut off, to be carried to the Palace, and all his wealth 
 taken by his Master ! Here, too, by all together — 
 aloud — ' Our Sovran cannot take her subjects' pro- 
 perty from them, at her own will.' 
 
 So with the tliird great point of Liberty : ' personal 
 freedom.' Here the two most convenient examples 
 are : in France — up to 1789 — the King's power of 
 arbitrary imprisonment, as in the Bastille, by lettres 
 de cachet ; and the Eussian plan, which still subsists : 
 — of sending persons — criminals or not, — who offend 
 the Czar, to Siberia — for life, or till the Czar changes 
 his mind. Here comes the burden again — ' Our 
 Sovi'an, or the British So\'ran, cannot take away any- 
 one's Uberty — cannot put anyone into prison — by his.
 
 54 THE SCHOOL. 
 
 or her, own will.' Here our sceptic, again, perhaps 
 says : ' People are hanged ; are imprisoned ; have their 
 money taken against their will; — how is it done?' 
 These objectors -i are the most valuable members of 
 the class ; showing the gift, nowhere too common and 
 to be everywhere sedulously cultivated, of thinking for 
 themselves ! For the Teacher, here is an example of 
 the always-recurring difficulty : between too much and 
 too little ! Putting-off is, I am convinced, usually 
 better, decidedly better, than prematurely satisfying; 
 too little is better than too much. Moreover this first 
 set of 'dates' are to be gone over again — to recall what 
 has been gained, and to clear up ideas. 
 
 In the second on-set, when also the dates of Accession 
 of the English Sovrans included in this first period have 
 been put in as members of the series, a fuller under- 
 standing of the elements of the British Constitution 
 may be aimed at : — not by the ' fatal facility ' of 
 telling, but (as always) by question and combination of 
 answers. In this first handling of the dates, * Parlia- 
 ment,' — composed of Ca-own, Lords, and Commons, — 
 may be briefly set up, before them as the Maker of the 
 Laio, to which all — whether High or Low, Eich or 
 Poor, have to submit. Our Sovran is not above, but 
 under, the Laws, which she helps to make. That is 
 the proper definition of * Limited Monarchy ' — for 
 children. 
 
 At each meeting of the Class, the former Dates are 
 repeated in order from the beginning ; and any con- 
 fusion betrayed in the exercises may, as needful, be 
 set right ; and any fit question on the old lesson, be 
 answered. Then the new Date is given, by dictation. 
 Whether Narrative or Questioning predominates,
 
 APPENDIX B.— HISTORY. 55 
 
 from time to time, in the ' lesson ' which the Teacher 
 gives, must depend on the nature of the matter. Too 
 anxious a watching of the cliildren's minds — whether 
 they take, and how they take, all you give them — can 
 hardly be exercised. All Teachers should prepare 
 themselves, by careful study of elements of a common- 
 sense psychology, so to get into touch with children's 
 minds, as to move at a rate which suits the young 
 travelers. Teachers have constantly to deny them- 
 selves that pleasure of ' getting forward,' which, like 
 so many other pleasures, is ' sweet in the mouth ' (to 
 Teacher) but bitter in its consequences (to Pupils). 
 The Teachers' pleasure must be that higher and purer 
 one of seeing their children's joyous Activity : the 
 lovely eagerness of the bright eyes, and ' many- 
 twinkling ' fingers — while They are gaining points of 
 light — atoms of knowledge — grains of gold — by means 
 of Their own exerted and satisfied Energy. 
 
 The second date is, or may be — my order is a sug- 
 gestion — not an Edict — 
 
 II. ' All slaves were made free in the British 
 dominions, on the 1st August, 1834.' 
 
 What is a slave? [A wise teacher will not be 
 afraid of simple questions !] What have slaves had 
 to do ? What to suffer ? Whence came they ? Was 
 it with their own good will ? All masters were not 
 cruel. Slaves sometimes loved their masters very 
 much. Servants, at home, have to do what they are 
 ordered ; to do many things they would not choose. 
 What is the difference between servant and slave? 
 ' Not food — or clothing — or money : but the being free 
 to change one's master.' [Perhaps, give the common- 
 law rule ; a month's notice, or a month's wages.] A
 
 56 THE SCHOOL. 
 
 slave belonged to his master, as a horse or a cow does, 
 and kind people are kind to their animals ; to all 
 animals ! ' Merciful man is merciful to his beast ' — 
 says The Book. Slaves could be sold — cruelly beaten 
 — branded with hot iron — chained — forced to work. 
 The masters dreaded — as well they might — the setting 
 free of their slaves. In one West Indian island, on the 
 night before this 1st of August, upon one estate where 
 the masters had not been kind, the slaves were sean 
 to be meeting together — late — and the masters feared 
 that the slaves were making a plan to punish — 
 perhaps, murder — them, and their families : so they 
 listened, and heard the slaves praying together that 
 God would help them to do right in the new life 
 that was going to begin for them, with the next 
 sunrise. 
 
 III. ' Tlie first Railway, between Manchester and 
 Liverpool, was opened September, 1830.' 
 
 Most children have seen a Eailway, traveled in a 
 Eailway carriage, etc. The two chief elements of it — 
 the metal rails or trams, and the Locomotive — might 
 be drawn out and some account given with sketch on 
 the Blackboard, but better, perhaps, the second time 
 of going over dates, than at this first. Then also 
 (roughly) the gain in time (3 to 5 fold) along with 
 practically unlimited accommodation, may be made 
 clear. 
 
 Now we go backwards to show successive im- 
 provements in traveling. * How did people travel on 
 land .before Eailways ?' Stage - coaches carried 
 persons, and waggons carried goods ; and later were 
 canals, which are used yet. Before stage-coaches — 
 horses: people rode on horse-back and goods were
 
 APPENDIX B.— HISTORY. 57 
 
 carried by pack-horses. In other countries various 
 large (or strong) animals ; camels, elephants ; reindeer 
 — dogs. Men ( = slaves,) in early times — Egypt; to- 
 day in India — carried persons and goods on their 
 shoulders. Walking, the first method of all — and the 
 best ! — is happily, not yet disused. ' What is the real 
 value of this communication V Time is saved ! One 
 can see so much more of the world ! Thus hfe is 
 made, virtually, longer ! Business can be done in a 
 day, that used to take a week, etc. So people do 
 more business, and have more leisure. 
 
 IV. 'Battle of Waterloo was fought ISth June, 
 1815.' 
 
 Question : ' Between what nations ? Who were the 
 leaders ? What was it about ?' One lesson (perhaps) 
 might be given to the rough outlines of the story leading 
 to the battle, and shewing that (humanly speaking) it 
 was, though so dreadful (30,000 men killed or wounded 
 on the field) necessary, not to be avoided. Wars, 
 that might have cost ten times as many lives, were 
 prevented by that one battle. After twenty years of 
 almost ceaseless war, costing a million of lives, Europe 
 had thirty years of peace. After tyrannizing over all 
 Europe, Napoleon Bonaparte had sworn to remain 
 quietly in a little island, Elba. At the end of nine 
 months he broke loose, and had he not been caught 
 and laid up finally in prison at St. Helena, all Europe 
 would have been, again, in war and confusion. The 
 Duke of Wellington and Prince Bliicher were 
 appointed to master him. Napoleon being a very 
 clever Captain managed to get between them, and 
 hoped to beat Wellington, whom he feared most, 
 before Bliicher came up. On a glorious summer day
 
 58 THE SCHOOL. 
 
 — Sunday too ! — for all the morning hours, the British 
 force was attacked by the French army, and stood its 
 ground. When, in the afternoon, men saw Bliicher 
 coming up with a fresh army. Napoleon cried out, 
 'Every one save himself who can!' and rode off the 
 field. Soon afterwards, he gave himself up to the 
 British, and was sent prisoner for the rest of his life 
 to St. Helena, an island to the West of Africa : (see 
 map !) 
 
 What is an army ? What is a soldier ? Must we 
 defend ourselves ? Take care of our children, and 
 wives, and old parents ? Drive off robbers who would 
 hurt our goods ? Ought we (strong men^ to do this 
 ourselves ? Is it right to pay others to do it for us ? 
 It is more convenient ! We sit quietly at home and 
 send out others to fight for us ! Is this right ? Many 
 think — if war has to be done we ought to get ready to 
 do it ourselves. Hence, Volunteers : Eifle Corps. In 
 some countries (Switzerland and Germany) every 
 young man is required by Law to be trained as a 
 soldier, part of his time. Probably that will be law 
 one day at home also. Soldier, then, is a man 
 trained to fight. Army is a number of soldiers led by a 
 General, having been carefully taught to act together. 
 Battle is when two armies do all they can, each to hurt 
 and destroy the other ! 
 
 V. ' First French Revohition began 1789.' 
 (Not quite superfluous, always, to see that they 
 know toliere France is ! See the closeness — in space 
 — and constant division by war — from Britain.) 
 
 Meaning of word ' Eevolution ' : turning of a wheel 
 on its axle ; of earth on its axis, etc. Then — in History 
 — a turning ' topsyturvy ;' — so that Kings are over-
 
 APPENDIX B.— HISTORY. 59 
 
 thrown, nobles made poor, and the humbler people 
 lifted up. The two sides of the French Eevolution. 
 Terrible destruction among ' Upper Classes,' is the ill 
 side : real raising of the whole class of Handworkers, 
 specially the Peasants, is the good side. 
 
 For hundreds of years. Kings of France had 
 oppressed the people by wasteful Wars, which cost 
 frightful sums of lives and money. These wars were 
 paid for by the People's lives and money. The Nobility 
 exacted excessive rents from their Tenants, and forced 
 Labor from the Peasants ; often lived away from them 
 — in Paris. Many years before our date, travelers 
 from England spoke of the poverty and even hunger 
 of the working people in France, and foretold that a 
 terrific overthrow must come. For the poor were 
 1,000 times as many as the rich ! Noblesse, etc., 
 perhaps, 25,000 ; peasants, 25 millions ! 
 
 At last, it could be borne no longer ! All over France, 
 peasants met together, to burn down Chateaux — 
 great houses — of the nobles. (Perhaps read descrip- 
 tion in Dickens's 'Tale of Two Cities.') Even the 
 soldiers could not, or would not, help to stop these 
 burnings. In Paris, there were battles between the 
 people and the soldiers. The people won, and the 
 soldiers joined the people. The first instance of this 
 was the taking of the Bastille, July, 1789. A very old 
 and strong castle, in the heart of old Paris, had long 
 been a prison where, not always criminals, but men 
 who had offended the King and Court, were im- 
 prisoned, without trial. The Bastille became, to the 
 People, a special mark, or type, of the tyranny of the 
 Crown. So they gathered in their thousands, and in 
 spite of enormously thick walls, and soldiers inside to
 
 60 THE SCHOOL. 
 
 defend it, they made their way in. The people pulled 
 it down ' with their hands ' — has been said ! Not a 
 stone remains ! A large square is where it formerly 
 stood, with a pillar in the centre ! Sad to say, the mob 
 broke their word to the garrison. To these brave 
 soldiers, who had done their duty gently, had been 
 promised their lives ; but alas ! a few minutes after 
 they had yielded, their heads were fixed upon pikes, 
 and carried in procession. 
 
 Numberless dreadful things were done in Paris ! 
 Multitudes of the nobles fled from France. The King 
 and Queen tried to escape, but were brought back, and 
 imprisoned : soon after Louis XVI. not for a King very 
 wise but certainly a kind and well-meaning man was 
 tried and guillotined in January, 1793. In October, 
 the Queen was beheaded. A great number of both 
 rich and poor were executed, after hasty trial, by the 
 guillotine, which — in Paris only — for many days cut 
 off 80 heads a day. The Eepublic had to fight with 
 almost every European nation ; and such strength and 
 spirit was given to the people by feeling themselves 
 ree, that the French who were hardly soldiers at all, 
 — were at first, ill-clothed, ill-armed, ill-disciplined — 
 beat the best generals and bravest veterans of Europe ! 
 In 1799 Napoleon Bonaparte became supreme as 
 First Consul : in 1804, he made himself Emperor, and 
 ruled (till 1814) perhaps a worse man, and certainly 
 more of a tyrant, than any one of the later Kings of 
 France had been. 
 
 So much for the ill side ! Overturn of Monarchy — 
 oppression of the Church — destruction of Nobility — 
 terrible loss of life and property ! The good side is the 
 raising of the millions ! From May, 1 789, when the
 
 APPENDIX B.— HISTORY. Gl 
 
 French ' States General ' were sinnmoned ; for fully 
 two years, after some preliminary troubles ; the best 
 and wisest men of France were engaged setting 
 the Nation to rights, after the Government had been 
 growing worse and worse for 200 years. They made 
 good Laws, and arrangements which should work well, 
 so soon as all the terrible riots and confusions were 
 past. All Frenchmen were made equal, before the 
 Law. The peasants were set free from the unjust laws 
 and customs which pressed specially on them. They 
 got their land for their own, and since then, have been 
 w^orking — most industrious and frugal people — as 
 citizens and freemen. Perhaps no body of men ever 
 by their own wisdom, in so short a time, wrought such a 
 Eeform in any country, as this ' Constituent Assembly ' 
 did in France, from October 1789, to September, 1791. 
 The good side of the Eevolution is that twenty 
 naillions of human beings were lifted by it to be free. 
 The ill side must not be excused ; only, in this world, 
 what Man must feel to be evil seems part of God's 
 way towards good ! 
 
 VI. ' The American War of Independence began 
 1775.' 
 
 Meaning of Independence. Dependent means hang- 
 ing down from, resting on : thence of states, governed 
 by another power: n^dependent means standing on 
 one's own feet. This War was fought by the British 
 Colonies in North America to set themselves free from 
 British sovranty, that they might govern themselves. 
 ' What is a " colony ?" How do you call the man who 
 makes, or lives in, a colony ?' Colonist. (Ask for 
 other modifications, e.g., colonize, colonial.) Eoot- 
 idea is in coZ = cul, as in cu/tivate, or agric?iZture — ' till
 
 62 THE SCHOOL. 
 
 the ground.' The word Colony is from the Latin. 
 The Eomans were great colonizers or colony-makers. 
 (Comp. Cologne on Ehine, and Colne in Lancashire.) 
 [Not the first ! Greeks and Phoenicians were colonizers 
 long before them.] The American colonies then, were 
 inhabited, mainly, by British people. [Not exclusively ! 
 New York, first settled by Hollanders ; Louisiana by 
 French ; Florida by Spaniards.] Men were sent out from 
 England a-s Governors ; each State had its own ' Parlia- 
 ment ' — copied from England — which made laws for 
 that State. ' Why then did they quarrel with England?' 
 British Parliaments laid taxes on them, they having 
 no representatives therein. Disputes about many 
 points, chiefly this of taxation, had lasted for ten years 
 before the War began. The British Government said 
 ' we have to pay for ships and soldiers to defend you, 
 and you ought to help pay.' Colonies replied, ' Ask 
 us properly, and we will vote some money, but pay 
 taxes fixed in London without our consent, we won't !' 
 The tea-ships and Boston rebellion ! First battle, 
 Lexington, 1775. The British were trained soldiers : 
 the Americans, farmers and woodmen ; but good 
 marksmen, and very brave. The colonists were often 
 beaten, but ' never knew when they were beaten,' and 
 always tried again. Officers from Europe, French 
 and Germans, came over and helped them. George 
 Washington, their General, was a brave and wise 
 man. They might finally have been beaten, but the 
 French King made an alliance with them. In 1781 
 peace was signed between Great Britain and the 
 * United States of America.' Washington was chosen 
 for their first President. 
 
 VII. ' James Watt completed his stationary Engine, 
 1765.'
 
 APPENDIX B.— HISTORY. 63 
 
 The work of the world is done by men's strength. 
 Tools help man to do the work. Beasts — horse, 
 ox, elephant, dog — help by their strength. Work 
 used to be too hard for men : they died over it. 
 Poor animals suffer and die, too, helping Man. If 
 we can get help from the Giants* who do not feel 
 weariness or pain, it is much better. Nature's 
 * Giants ' are ready to help us if only we know how 
 to use them ! Other giants {f-i., Electricity) are being 
 tamed ! From very early times, the Wind-giant has 
 helped Man. So too Water-giant : running stream, 
 carrying rafts and boats ; also driving water-wheels. 
 But the greatest as yet is only lately put into harness. 
 Steam. The old Greeks, who seem to have thought 
 of everything, found out something about steam. 
 Hero of Alexandria (3rd century B.C.) invented a 
 little engine in which the boiler rotates by steam 
 pushing against the air. Steam was not made use of 
 for work by the Greeks. Several inventors, in France 
 and England, had the idea of making Steam help Work, 
 but nothing useful was carried into practice till 
 early in the last century, 1705, when Newcomen made 
 his engine, used chiefly for pumping water out of 
 mines. Few inventors have themselves done so much 
 as Watt. He deserves, almost, his common name as 
 inventor of the Steam Engine. 
 
 f VIII. The Black Hole of Calcutta— 1756. 
 t IX. The Battle of Plassy— 1757. 
 
 Calcutta, then a factory or trading-station of the 
 British East India Company, was attacked and taken 
 by Surajah Dowlah, a youth of nineteen. All Euro- 
 
 * This refers to the stury of John Hopkins and his three helpful 
 giants; Wind — Water — and Steam.
 
 64 THE SCHOOL. 
 
 peans, 146 in number, one being a woman, were by 
 his orders confined at Sunset in the ' Black Hole ' or 
 small military prison, twenty feet square, with 
 windows only on one side. After frightful sufferings, 
 for the guard who pitied the sufferers dared not 
 waken the prince, all had sunk apparently lifeless in 
 one mass. At daybreak the door was opened, and 
 twenty-three, including the one lady, recovered life. 
 Almost before England knew what had happened, 
 and raised the cry of sorrow and indignation, Eobert 
 Clive — a young merchant's clerk — who preferred mili- 
 tary life after small experience as a soldier — with his 
 army of 3,000 men beat Surajah Dowlah with 60,000 
 in the Battle of Plassy. Henceforth this battle has 
 been reckoned the beginning of Great Britain's ' Eaj ' 
 or Lordship, over India. A native prophecy foretold 
 the existence of the Company's ' Eaj ' for 100 years. 
 So, when the terrible ' mutiny ' was preparing nearly 
 a hundred years later, this prophecy kept the Indian 
 leaders from beginning it, when, as England was then 
 in the throes of the Crimean War, the Eebellion 
 would have had the best chances of success. In '57 
 the Crimean War was over, and captains trained 
 therein {f.i., Sir Colin Campbell), were ready to restore 
 the British Supremacy. The prophecy was, in tuord, 
 fulfilled : for the Company's authority was transferred 
 to the Queen, immediately after the Mutiny had been 
 quelled. 
 
 X. ' The last Rebellion in England began in 1745.' 
 
 ' Eebellion ' means — bring out by questions — ' armed 
 
 attack upon the Sovran with intent to overthrow his 
 
 government ': may therefore well be the beginning 
 
 of ... ? 'A Eevolution !' Charles Edward Stuart,
 
 APPENDIX B.— HISTORY. 65 
 
 grandson of James II., who was expelled at the 
 Eevolution, 1688-9, came with a few friends to Scot- 
 land : his purpose, to make his father King. Highland 
 chiefs met him, and at first tried to dissuade him from 
 making the attempt. A brave, high-spirited, hand- 
 some young Prince, they allowed him to persuade them. 
 They called their clansmen together, made a small 
 army — never more than 6,000 men — and marched by 
 Edinburgh to invade England, and overthrow the 
 ' Hanoverian Government,' now established on the 
 throne for a generation. They reckoned on two 
 things : on help from France, by an invasion of the coast 
 of England; and on the rising of English friends. In 
 both they were utterly disappointed. France did 
 nothing. No English Insurrection took place. The 
 Government in London was not well prepared, and 
 the first leaders sent against the Young Pretender 
 were incapable. He won a battle, and marched to 
 Edinburgh where the city submitted to him, while 
 the Castle remained loyal to George II. At Holyrood 
 he held a sort of court, representing his father — ' Old 
 Pretender ' — proclaimed as James VIII of Scotland, 
 and III of England. On 1st November the Scotch 
 army set out for England, keeping good discipline, 
 and meeting no opposition till it had reached Derby. 
 There, hearing that three bodies of troops were 
 converging to surround him, Charles Edward was 
 obliged in passionate disappointment to retreat to 
 the North West of Scotland. Resolved to make 
 complete work, the English army under the King's 
 brother William Duke of Cumberland was in no 
 hurry but followed the Scotch army leisurely, attended 
 by ships which provided all necessaries. The de- 
 
 5
 
 66 THE SCHOOL. 
 
 cisive battle was fought, ou Culloden Moor, 16tli April, 
 1746, "when the Scots, thinned in numbers, ill-fed, 
 suffering from all manner of hardships, had no chance. 
 It has been said * A War of 56 years (1689-1745) 
 was ended in less than 56 minutes.' It is sad to 
 remember that the English character for mercy 
 towards the vanquished has rarely, been so stained 
 as after this battle. The Duke gained the name of 
 the Butcher — rather from the conduct of his inferior 
 officers than from his own disposition. On the other 
 hand, few stories prove the Nobility of Courage, Con- 
 stancy, Disinterestedness which is in Man, more than 
 that of the faithfulness shown by the Highlanders, of 
 all ranks and both sexes, to the fugitive prince, who 
 wandered among them for fully five months. Not 
 a thought of betraying him seems to have occurred to 
 one, though there was a price on his head of £30,000, 
 which meant fabulous wealth to any dozen or score 
 who should combine to take him, had they chosen 
 to earn it by treachery. 
 
 XI. ' The Legislative Union between England and 
 Scotland was voted, 1707.' 
 
 What does Union mean ? North and South Britain 
 had been one island from before the memory of man. 
 They had been under one Sovran since the death of 
 Queen Elizabeth — 1603. Now, what means ' Union ' 
 here ? The two countries had been one Land, for 
 uncounted centuries. They had had one So%T:an since 
 1603 when. Queen Elizabeth dying, James VI. of 
 Scotland became James I. of England. He, not a 
 fool altogether though like all his family wanting in 
 the true wisdom which governs conduct, is credited 
 with suggesting the grand name, ' Great Britain ;' also
 
 APPENDIX B. — HISTORY. 67 
 
 with uttering the wise wish, that henceforth all Scots 
 ctiould have the rights of EngHshmen, in England ; 
 and all English people those of Scots, in Scotland. 
 This would have been, or would have brought about, 
 an Union of the Nations. The mutual dislike and 
 jealousy, so sad and so usual between neighbouring 
 nations, made this immediate ' fusion ' or Union of 
 the Nations, impossible. At present, after nearly 
 three centuries, we may speak of this idea of James I. 
 as substantially realized. ' What did the Union of 
 1707 effect?' The Parliaments were united. Forty- 
 five members were chosen in Scotland as part of the 
 English House of Commons : sixteen Peers, chosen for 
 each Parliament, by the rest of the Scottish peerage, 
 took their seats in the House of Lords, in London : 
 henceforth the composite body was styled ' British 
 Parliament.' All new Laws, all Changes and Eepeal- 
 ings of old laws, are made for the whole country by 
 the British Parliament, Many laws of Scotland were, 
 however, left untouched by the Act of Union : espe- 
 cially was the Independence of the Scottish Church 
 secured. Still the Union which had been partly 
 brought about by corrupt means, was long viewed — 
 in Scotland — as a loss of Dignity and Independence. 
 Time has proved the great advantages of the measure, 
 especially to North Britain, and very few Scots — to- 
 day — seriously desire a ' Kepeal of the Union.' 
 XII. * The English Revolution took place in 1688.' 
 James II. brother of Charles II. became king on 
 his brother's death, in 1685. A much less shamelessly 
 vicious man than Charles, James was also far less 
 clever, more obstinate, and not so good-natured. 
 Very unpopular, and known to be a bigoted Koman 
 
 5—2.
 
 68 THE SCHOOL. 
 
 Catholic, rebellions were made against him almost 
 directly after his accession, at either end of his 
 Kingdom ; in the South West of England under 
 the Duke of Monmouth, called the ' Eising of the 
 West ' ; and in the West of Scotland, under the Marquis 
 of Argyle. Both were premature ; both were put 
 down, in the cruelest way, by the execution of their 
 leaders, and merciless (legal) slaughter of humbler 
 partizans. But no success, or warning could save 
 James. When the Eoman Catholics, in England, were 
 perhaps one in a hundred of the population, he set 
 about forcing the Law : first, to tolerate them, which 
 was just, if not legal ; next, to make of England a 
 Eoman Catholic country, against its will, which was 
 neither just nor legal, but absurd. He was driven 
 out without a blow being struck on his behalf, in 
 England, and his throne was given to his son-in-law 
 and his daughter, the Prince and Princess of Orange, 
 who, by Act of Parliament, 1689, were made King 
 and Queen, together^as William and Mary.
 
 c. . 
 
 ABC OF GEOMETEY. 
 
 Each pupil being provided with pencil, ruler, and 
 paper, the Teacher holds up a large cube, saying, 
 ' You all know this figure?' (It is a cube.) He puts 
 it out of sight. * Try to tell about it without seeing 
 it.' With some mistakes, They will bring out, (It 
 has six faces, eight corners, and twelve edges.) 
 Then, each having a cube from Gift III., 'Draw 
 one face.' The results, which will be very various, 
 may perhaps be submitted to the criticism of the 
 class ; being compared with the solid. ' Describe 
 one face.' (It has four lines or sides, and four 
 corners : the four sides and four corners are all 
 equal.) 'Draw one corner: how is it made?' (By 
 two lines, slanting towards each other and meeting.) 
 * We call this corner an angle. Can you make other 
 angles, unlike those of the cube?' A pocket rule, 
 opened to different angles by Teacher helps Their 
 minds through sight, and a short period of delighted 
 activity produces a large number of angles of many 
 shapes and sizes. Some pains are needed to give 
 Them a clear idea that angular magnitude depends 
 not on length of lines ; that angles are greater or less, 
 not by the length of their arms, but by the distance 
 to which the arms, long or short, are opened from one
 
 70 THE SCHOOL. 
 
 another. Making on the Blackboard angles like those 
 on their papers, we bring out that some are large, 
 some are small ; and that a fixed, or middle-sized 
 angle to compare them all with, is needed. One can 
 trace, on the Blackboard, from the larger cube, a 
 Eight Angle ; and thence put all other angles into two 
 classes ; those greater than a right angle, and those 
 less ; leaving till later, to discover how the right angle 
 is obtained. 
 
 ' Can you make with two lines more than one 
 angle ?' (Yes : two or four can be made.) ' With 
 three lines how many variations can you make, 
 not closing-in space?' (Two can be made, three, 
 four, five, six.) ' With four lines, how many can 
 be made?' (Three, four, five, six, seven, eight, 
 can be made.) These answers represent the work, 
 perhaps of several lessons : the symmetry or equality 
 of parts should have attention paid to it ; all extrava- 
 gance of lines be gently checked, and the forms most 
 pleasing to the eye being selected by vote, may be 
 copied uxDon the Blackboard — perhaps by a pupil. 
 
 Eight Angle. 
 
 They should be brought to observe that all the chief 
 ■right-lined objects about them ; window-frames and 
 panes ; doors, and floor ; their desks, books, and 
 papers ; all show — at their corners — right-angles. A 
 plumb-line should be procured : a small lead-weight 
 fastened to a yard of pack-thread, and hung from a 
 nail so as to meet any horizontal edge of the school- 
 room wall, or line drawn upon it, will answer every 
 purpose, better than a more formal instrument, to let 
 them discover the meaning of perpendicular. Show —
 
 APPENDIX C. — GEOMETRY. 71 
 
 and let them try !— how the lead-Hne hangs per- 
 sistently in the same direction ; if lifted to either 
 hand, swings and returns to its old place : when so 
 hanging, makes equal angles with the straight-across 
 line ; when lifted, makes on one hand a blunt, on the 
 other hand a sharp, angle. This they will draw on 
 their papers. The word ijerpcndicular will be familiar, 
 and as usual, half understood : by what they have 
 done, and by hearing that pend = haxi.g, (as depend, 
 impend) they will understand and recollect that 
 perpendicular is the line made by a weighted string, 
 hanging freely. (Let the centre of the earth, and the 
 law of gravitation be left to a ' more convenient 
 season ' — as our ' School ' children will not have to 
 work for examinations !) The importance in all build- 
 ing work, etc., of this du-ection, may be drawn out of 
 their own small experience ; perhaps a few experi- 
 ments, with one of the building Gifts, would be 
 advantageous. They will see the reason for calhng 
 this angle right, and for making it the test of other 
 angles : and the definition, by patience and persever- 
 ance obtained : — ' When one straight line falling on 
 another, makes equal angles with it, those angles 
 are called, Right ' — should be repeated and kept in 
 memory. 
 
 Figures. 
 One may take figures next : and first those made by 
 straight lines. 'Are lines all of one kind? (Some 
 are straight, some crooked.) ' Make examples on 
 your paper.' Various straight lines in different direc- 
 tions, along with zig-zags and curves will be produced. 
 Let them see that the same line may appear in three
 
 72 THE SCHOOL. 
 
 Directions — Upright, (perpendicular) Straight-across, 
 (horizontal) and Slanting, (oblique) : then that all 
 the family of zig-zags are made by straight lines, joined 
 at angles. Thus, but two kinds of Line, remain ; 
 Straight and Curved : also that the point of a pen 
 or pencil, when making a straight line, keeps moving 
 on in the same direction ; when making a curved 
 line is always changing its direction. 
 
 ' Suppose you want to shut up a space — make a flat 
 (plane) figure — how many lines may you use ? Try it 
 — keeping your lines or sides of the same length.' 
 Many forms will appear, alike only in that they 
 inclose space. Hence may be drawn a few conclu- 
 sions. ' With how few lines can you shut in room, or 
 space ?' (With one line if curved ; with two lines if 
 both curved, or one curved and the other straight ; 
 with three if all are straight.) ' With how many 
 straight lines can you inclose a space ?' A crowd of 
 Polygons will ensue : all of which — neatness of execu- 
 tion being steadily exacted — will help the Hand, if not 
 the Mind ! A manifolding yard - measure (Id.) or 
 perhaps two tied together, may be handled, so as to 
 suggest to Them the discovery, that there is no limit 
 to the number of equal straight sides that may inclose 
 a space, except the difficulty or trouble of doing it 
 accurately. ' Of all these which is the simplest ?' 
 (The three-sided figure is simplest.) One or other 
 may know the word tri-angle ; by way of triple, all 
 will understand, iri = three. 
 
 Let them discover that a straight-lined figure must 
 have as many angles as sides, and no more : and see 
 why ; each angle employs two sides, and each side 
 has two ends, so it matters not whether figures are
 
 APPENDIX C— GEOMETRY. 73 
 
 named after their sides or their angles : let Them 
 even call — if they choose — a quadrilateral, ' four 
 sides;' a pentagon, 'five-angle,' etc. 
 
 Ne quid nimis — ' Never too much of anything ' 
 — ought to go with us everywhere, and be continually 
 reining in our teaching-zeal : that natural zeal, whereby 
 we are wanting to make Them be what we are, and 
 know what we know. Natiu-e however wills each 
 of Them to grow, by om' help, to be its best self : and 
 it is useless, and far worse than useless — in the 
 intellectual sphere — to fight against Nature. 
 
 Triangles. 
 
 * We take three-sided shapes, or Triangles. Make as 
 many different ones as you can. . . How many have 
 you ?' Quick Tom has ten : thoughtful Annie two : 
 others half-a-dozen each. Having looked at all — care- 
 fully — you may say ' We want to fix Classes or Kinds of 
 Triangles. Measm^e the length of the sides in the 
 same triangle, and find how many kinds you can 
 have — with respect to the sides only.' Illustrate on 
 the Blackboard by drawing triangles of nearly the 
 same shape — and of shapes as different as is possible. 
 They will discover only three possible kinds : a) 
 having three sides equal : b) two sides equal and one 
 unequal: [meiri.: in two varieties:] c) all three sides 
 unequal : a may be called equal-sided ; b even-legged ; 
 c, limping. 
 
 ' Now let us find classes of triangles by their angles. 
 Can you draw a triangle with one right angle — using 
 the corner of your rule, as test '?' (Done.) ' Can 
 you draw a triangle with one blunt angle?' (Done.) 
 ' Can you make a triangle with two right angles ?'
 
 74 THE SCHOOL. 
 
 All try, in perfect good faith : and it is a real dis- 
 covery to them, that a triangle with two right angles 
 is impossible ; and still less possible, is one with two 
 blunt angles. 
 
 ' Describe your right-angled triangle.' (A right- 
 angled triangle has two sharp angles, and one right 
 angle ; a blunt-angled triangle has one blunt angle 
 and two sharp angles.) ' Is there any other kind?' 
 (A triangle may have all three angles sharp : it is then 
 all-sharp-angled.) ' Good ! We usually call it sharp- 
 angled.' 
 
 Other Polygons. 
 
 Can you make a four-sided ligure, having all 
 sides and all angles equal, each to each ?' (Yes : I 
 have made it ; it is a Square.) * Make a four-sided 
 ligure with all sides equal, but angles not all equal.' 
 (Yes : it is a Diamond, or Lozenge.) ' Now — make one 
 with opposite sides equal and near sides (touching 
 sides, adjacent sides) unequal.' (This is an Oblong.) 
 ' Any other kinds of four-sided shapes ?' (One with 
 three equal sides and one side unequal ; one with two 
 sides equal and the other two unequal to those and to 
 one another ; and one with all sides unequal.) ' These 
 three sorts are called irregular four-sided figures. — 
 Now ; can you draw a five-sided figure with five 
 equal sides and five equal angles ? Try your best ; it 
 is very difficult. What kind of angles should you 
 expect ?' After many endeavours, very imperfect 
 Pentagons will come out, and the children will dis- 
 cover, by trials, as a law or rule ; in triangles one 
 expects sharp angles ; in quadrilaterals, right angles ; 
 and in five = , six = , and more-sided figures, blunt
 
 APPENDIX C— GEOMETRY. 75 
 
 angles ; which angles become greater the more sides 
 the figm^e has. 
 
 ' Solid Figures.' 
 Another plan is to procure a box of solid figures 
 containing the regular Solids, also sets of pyramids 
 and prisms, and the Sphere, Cylinder, and Cones 
 divided and undivided. Hence we get the distinction 
 of solid and lolane ; the three dimensions ; the reckon- 
 ing up, on each solid, of plane faces ; plane angles, 
 composing each solid angle ; and edges. We get like- 
 wise various flat forms : as from the Cube, the square ; 
 from the Tetrahedron, the equilateral triangle ; from 
 the Dodecahedron, the pentagon. Taking the 
 simplest first — the Tetrahedron, or four-faced sohd: 
 we find, four equal faces, each being an equal-sided 
 triangle ; six edges, and four solid-angles, each made 
 by three sharp (plane) angles. When thoroughly 
 understood, and noted down in their MS. books, the 
 four-faced solid can be represented in pea-work. 
 Next the Cube or Hexahedron, already well-known to 
 children of the Kindergarten ; bounded by six equal 
 squares ; having eight solid angles, each made by 
 three right (plane) angles, and twelve edges. The 
 noting-down of all particulars in the MS. books 
 follows, and then the making of the figure in Pea- 
 work. These objects of art, when satisfactorily done, 
 become the pupil's property. The eight-faced solid 
 (Octahedron) offers no new plane shape, but examples 
 of a solid angle formed by four sharp (plane) angles. 
 Eules may therefore now be made. ' An Edge is 
 formed by two faces slanting to one another, and nreet- 
 ing at their side : A solid angle is made by any number,
 
 76 THE SCHOOL. 
 
 not less than three, of angles on different planes, meet- 
 ing at a point.' 
 
 From Pyramids — first being a triangular pyramid 
 — we get even-legged triangles, and find that the side- 
 faces of all of them are such : while the base is of 
 any regular plane figure. Prisms are like the Pyramids 
 in forming a group : each prism having two equal and 
 opposite end-faces, made of any regular plane figure. 
 The side-faces of Prisms are equal oblongs. From the 
 bases we get five-sided, six-sided, eight-sided, regular 
 plane figures. All of these solids can be constructed 
 in Pea- work, aiding at once the mind to abstraction, 
 and the hand to practical executive skill. 
 
 Perhaps a desire may be expressed for the correct 
 names of these plane figures, with four sides or above 
 four. An interesting lesson may be made here, of 
 bringing out by way of quadruped — Pentateuch — 
 Heptarchy — Octave, all by judicious questioning — 
 quadrangle — pentagon, etc. Now such word-finding 
 lessons may easily be carried too far ; but the test is 
 not difficult to apply : ' Are the children all interested ? 
 that is, not the quick ones, only ?' ' Colors,' said 
 Wilkie, ' have to be mixed with brains.' 
 
 Circle. 
 
 The addition of a pair of compasses having been 
 made to the pupil's equipment, the circle may be 
 attacked. It is worth while to show how the 
 gardener makes a round bed. A peg being fixed 
 for the centre, on which plays one loop of the string 
 which represents the radius, a pencil placed in the 
 opposite loop, and carried round, traces the circum- 
 ference. By means of this visible demonstration, the
 
 APPENDIX C. — GEOMETRY. 77 
 
 true definition of a circle can be drawn from the 
 children : ' a circle is a plane figure bounded by one 
 curved line — the circumference ; having a point within 
 it called centre, all lines drawn from which to the 
 circumference are equal rays.' 
 
 It is well, by help of two drawing-pins, and a 
 knotted thread stretched round them, to form or let 
 the children form, Ovals (ellipses), so that they see 
 more figures than one can exist, which are bounded 
 by a single curved line. The obvious likeness of a 
 circle to a wheel should be made use of. The radius 
 or ray is the spoke ; the tire makes the circumference, 
 and the axle is the centre. 
 
 Names connected wuth the circle will give much 
 interesting matter for discovery; linguistic, indeed, not 
 geometrical ; still helpful, and a mental ' learning by 
 doing ' ; which the hand will accompany, by drawing, 
 whatever can be drawn. Arc by way of arcus (archer, 
 etc.) and chord, through bow-string, musical-c/ior^Z, etc. 
 Diameter will yield its derivation through thexvuometer 
 and iZmgram. It will be seen to equal two rays, and be 
 therefore of equal length, in whatever direction drawn: 
 cutting the circle always into equal ' segments ' (half = 
 or semi-circle). Quadrant will give up its meaning of 
 quarter-circle, and They will discover that at the 
 centre, four right angles are formed, by a perpen- 
 dicular diameter, intersected by a horizontal. 
 
 Thence They may find the use of the circle for 
 measuring the size of angles. For themselves, They 
 will not discover u-hy the circumference of every circle, 
 large or small, is taken to be divided into 360 degrees. 
 With or without use of the word arbitrary, they may 
 be taught that the number 360 is so, but having been
 
 78 THE SCHOOL. 
 
 long fixed, is likely to last our time ; though all admit 
 now that 400 would have been more convenient, and just 
 as easily fixed. Each makes (describes) on Its own 
 paper a circle as large as convenient ; or by order a 
 circle of 1|, 2, or 2| inches' ray. Then Teacher says 
 ' Draw a perpendicular diameter ; a horizontal diameter. 
 How have you divided your circles ?' (Into two semi- 
 circles ; four quarter-circles = quadrants.) 'What are 
 the angles at the centre?' (They are right angles.) 
 They will soon discover that 90' or one quarter of 
 the circumference stands for one right angle. Here 
 they may learn to call the chord of an arc of 180' ; 
 that is of a semi-circle = diameter, a straight angle. 
 Then, by very easy mental Arithmetic, drawing every 
 ray as They reckon the degrees, They will discover, 
 and mark out, J a right angle ; -^ ; | of a right angle ; 
 a right angle + |, and so on ad infinitum; which I 
 will take leave to translate ' just so long as their 
 interest — or the class-time — lasts.' 
 
 Pboblems. 
 
 The name (Problem) may be given Them along with 
 Euclid's first Problem. ' Can you construct an equal- 
 sided triangle on a given right line ?' [Our proposition 
 A.] The Class will take great pleasure in working this 
 out — making the discovery, in fact. The idea of 
 Axiom will be formed in the course of their proof. 
 Having found out the intersecting circles, and thus 
 made two lines, or sides, each equal to the given base ; 
 you ask : ' Why must those two sides be equal to 
 one another?' By a few illustrations, which must 
 be thoroughly childlike. They see that one cannot 
 help knowing, that * when two things are each equal
 
 APPENDIX C— GEOMETRY. 70 
 
 to the same thing, they are equal to one another.'] 
 ' This is called the first Axiom. When a truth is 
 so simple that the mind cannot help seeing it, as 
 soon as the words are understood, it is called Axiom.' 
 As examples of Theorem they may work out 
 (Euc. I. 13), ' One line falling on another makes 
 angles with it, which if equal are two right angles ; 
 or taken together are equal to two right angles ' [B], 
 and afterwards (I. 15) ' When two lines intersect 
 each other, the vertically-opposite angles are equal ' 
 [C], wherein They naturally find more difiiculty, and 
 overcome it with a little help, and much patience. 
 
 Paeallel Lines. 
 
 The word imrallel may be unknown to Them ; the 
 notion cannot be unfamiliar : at least it will speedily 
 awake by looking at opposite lines, or sides, of window- 
 panes, pages, walls, trams : till each one has brought 
 Its own illustration. Definition may then be formed 
 and repeated together : ' Lines, two or more, on the 
 same plane, which keep always at the same distance 
 from one another are called parallel.' ' If two lines 
 are parallel, and a third line cuts them, what says 
 your eye about the angles so made ?' (The third line 
 cuts both the parallels at the same slant ; or makes 
 equal angles with each line.) ' Your eyes tell you 
 so ; but the eyes alone are not always to be trusted, 
 as I will show you.'— drawing as large a circle as you 
 can on the Blackboard. — ' Is any part of this circum- 
 ference flatter — less curved — than the rest?' (All 
 parts are equally curved.) ' Certainly ! but look 
 now !' [You have drawn two diameters, at right 
 angles to each other ; and no eye can help seeing
 
 80 THE SCHOOL. 
 
 the portions of the circle where the diameters touch it, 
 as flatter than the rest.] * That shews that the mind 
 is needed, sometimes, to correct the sight ! Now try 
 your Axiom of Parallel Lines again.' A parallel ruler 
 makes it clear ; still better, a rude apparatus whereby 
 two parallel edges, cutting a line, could be moved 
 gradually nearer, so as at last, to form together but 
 one line — the slant or angle remaining unaltered. 
 Without apparatus, the two parallels can be conceived 
 as approaching one another till they coincide. We 
 must not treat this as Geometrically conclusive, but 
 They may be told that the fact is so. This then will 
 be our Axiom of Parallel lines : ' A line which cuts 
 parallel lines, makes equal angles with all of them.' 
 
 Possessing our propositions B and C (Euc. I. 13 and 
 15) along with this our Axiom, They may make out all 
 the equalities, etc., of two parallels cut by a third line, 
 [Euc. I., 27, '28, 29], and may also discover for them- 
 selves, with a true surprise and delight, perhaps in 
 several varieties of method, the beautiful truth 
 [Euc. I., 32]. ' In every triangle, the three angles 
 taken together are equal to two right angles.' 
 
 Many more truths of Euclid's first Book of the Ele- 
 ments may be discovered by them. Whether or not 
 they carry on their Geofnetrical studies by help of 
 Euclid, They will be interested in learning some- 
 thing, by familiar narration, of the value to the 
 World's Education of this great work, which collected 
 in a wise if not perfect order, fundamental truths, 
 which had been discovered by many successive sages, 
 and upon which wonderful edifices of knowledge have 
 been built up ; which, after reigning absolutely over 
 the realm of Geometry for nearly two thousand years,
 
 APPENDIX C— GEOMETRY. 81 
 
 still retains its value as a supreme work of human 
 genius, and is scarcely yet superseded as a manual of 
 teaching. 
 
 [Books most helpful to me have been Eeiner: 
 * Lessons on Form :' published ante 1850. W. G. 
 Spencer's ' Inventional Geometry ' — 1860, and the 
 ' Elementary Geometry ' (1868), of Eev. J. M. Wilson, 
 Head Master of Chfton College, 1889.]
 
 D. 
 
 ABC OF LATIN. 
 
 PRELIMINABY. 
 
 The sentences here given are offered as examples : 
 not as the best possible ; but as having been, by 
 practice, proved suitable. The method of thus going 
 direct to the child's mind ; — giving It wherever 
 practicable ' the sacred right of discovery ; ' always 
 calling upon It for judgment, by comparison, or 
 association — never fails to produce a glow of interest 
 and a readiness to take pains. Eesults beyond this 
 painstaking interest must be left to faith. No other 
 immediate results can be, reasonably, looked for — in 
 any teaching of children. This is the ' one thing need- 
 ful.' The danger is — over-haste ; or, to speak more 
 plainly yet, the extremest difficulty is to maintain 
 sufficient slowness. Very different sequences from 
 that followed here, might be taken in the ' points of 
 Grammar ' to be brought to the children's minds ; any 
 attempt at a priori scientific order, would be out of 
 place ; not only surplusage, but damage ; because such 
 formal order cannot seem natural to the young in- 
 quirers. It is not easy for adult minds ; rather, it is 
 utterly impossible, without very much experience, to 
 see how difficult all abstract thinking is to a child ; 
 how easily, for example, young minds — the quick, too, 
 more than the dull ones — confuse the meaning of 
 like-sounding words. Compare Topsy's inquiry
 
 APPENDIX D.— LATIN. 83 
 
 ' whether the state from which our first parents fell 
 was Kintuck?' Perhaps some white child may one 
 day show that Grammar * cases ' are not sufficiently 
 distinguished in his mind from ' medical cases ' or 
 'packing-cases!' 'The conclusion of the whole 
 matter,' is, try for ever- widening sympathy with 
 children's mental difficulties ; and set down — infinite 
 patience — within human limits — as the first, second 
 and third qualifications of a Teacher ! One may 
 parody Danton ! ' De la imtience ! Encore de la 
 •patietice ! Toujours de la j^atience /' 
 
 Each pupil being provided with a piece of paper and 
 pencil (for careful writing — not scribbling ! — ) 
 
 Teacher writes on Blackboard a short and simple 
 Latin sentence, pronouncing each word as he writes ; 
 f.i., I. Ira furor brevis est. He reads it aloud again, 
 with the proper Italian pronunciation, which is that of 
 all Europe — except England ! Then he lets the class 
 read it, after him ; first, one or two whose ear can be 
 trusted, then, all together. 
 
 Having premised that our English tongue of to-day 
 is an alloy [see they know what it means ; or else say 
 a ' compound '] of two languages, which, for the nonce, 
 may be called ' German ' and ' Latin ' — let them try to 
 discover, in those four words, any that are like 
 English words of to-day. [It may be well to give 
 them a helpful hint by saying, they must look for like- 
 nesses of stem, at the beginning of words ; the end- 
 parts will almost always differ.] 
 
 {Furor is like fury), says one. ' Good !' says 
 Teacher : ' Another '?' Perhaps, with a little help, 07ie 
 finds brevis to be like 'brief;' another, est equal to 
 
 6—2
 
 84 THE SCHOOL. 
 
 'is.' You ask has any one ever seen or heard of * Ire?' 
 or ' irate' or ' irascible ?' Then give the Enghsh mean- 
 ing : ' Anger is short madness.' [You let them ob- 
 serve — now, or later — the different order of words in 
 the two languages ; as something not arbitrary or acci- 
 dental : nor as yet to be accounted for. Practise them 
 in the meaning of each word. Eub out the line from 
 the blackboard ; let the Latin be written down by 
 each, from memory, at class : as exercise the English 
 is written, from memory, at home — or out of class — 
 with any other information gained during the lesson.] 
 Next lesson, after repetition sufl&cient to show that 
 every point has been secured by each : give a new 
 sentence : II. Sapiens iram regit. Same process ! 
 Possibly (not likely !) one may have seen ' sapient ' — 
 or descry likeness of reg — to ' reign.' All will discern 
 likeness and difference of ira and iram. Then give 
 version : ' A wise person governs anger.' If, as Eeason 
 dictates, pupils have learnt something of English 
 Grammar, before beginning Latin, it will easily come 
 out that ira is Subject of the sentence, and iram Ob- 
 ject. Probably the idea of Cases will have to be care- 
 fully worked-out, and worked-in ; as, changes of ending 
 in word (noun, etc.), to express change of use ; where 
 English, sometimes or often, puts special little words 
 — to, of, by, from, etc. [Let them tell the name — 
 preposition — if they know it ; but you, not /] Show 
 that English nouns have two cases ; Tom, and Tom's, 
 personal pronouns, three ; he, his, him : they, theirs, 
 them: him and thejJi answering to what ? — (' iv&m') — 
 'his and theirs to . . . ?' — (We have no Latin ex- 
 ample yet !) ' Well : you shall have examples enough ! 
 Latin nouns often have five cases!' And the question-
 
 APPENDIX D. — LATIN. 85 
 
 ing and writing down — [N.B. — The papers used at 
 class are retained by Teacher!] — make another lesson. 
 Only one sentence, at most each day. x\nd, experto 
 crede, incredible care will need to be taken with the 
 exceptions of the Class ; i.e., to keep the one dull head 
 among ten average ones clear, and abreast of the 
 others ; but it can be done : We can also manage to 
 hold in the one quick one, by letting him, or her, 
 coach and examine the dull ones. Usually, both 
 coachee and coach will like the work : if there is any 
 difficulty, the quick one's leisure can be honestly paid 
 for as ' Labor.' A few more sentences may be given, 
 all aiming to teach the ABC of Latin Grammar. 
 III. Labor omnia vincit is charmingly easy to find 
 likenesses in ! Labor is ' toil.' [Pray tell here about 
 ' omnibus ' meaning ' for all ': invented in Paris ? 
 Patronized by the Grande Monarque, and named by 
 some wit. If they recollect o??iui-potent or oynni- 
 vorous — well ! : but do not drag in these difficult 
 words. Eemark, now, or when convenient, that Latin 
 words, even when English words are made from them, 
 are rarely best translated into English, by the words 
 nearest in sound to the Latin. The phrases 'dog- 
 Latin,' or ' Latin de cuisine,' may — at pleasure — be 
 given ; and will be found useful warnings against the 
 once, perhaps still, prevalent. Grammar-school, bar- 
 barism, of construing Latin into English by the words 
 nearest in sound to the Latin !] 
 
 Tell them there are five sets, of cases, called 
 ' Declensions:' and that Labor, is an example of that 
 one which has immeasurably the largest number of 
 nouns, etc., belonging to it. Labor itself is the stem. 
 All the case-endings are additions. The Possessive
 
 86 THE SCHOOL. 
 
 case, f.i., 'Tom's head' — 'cat's tail' — is ZaJoris ; 
 Objective, compare iram, is lahorem.. You may now 
 ask them to construct a sentence. ' A wise person 
 conquers toil :' — and though their errors may amuse 
 you, their evident pleasure in success will encourage. 
 As their small vocabulary grows, this making up of 
 sentences is great fun. The practice beyond anything 
 fixes words in their memory, and well occupies corners 
 of time — though these corners are few ! For, however 
 zealous you are in examination and repetition ; and, 
 short of boring them, you cannot repeat or question 
 too much ; the children's blessed habit of forgetting 
 will surprise, more than it pleases you ! IV. Laboris 
 premium sapientia: 'Toil's prize (is) wisdom.' They 
 will conclude sapientia from sapiens : some one may 
 may recollect pramium, used as an English word. 
 Let them find instances of English words with end- 
 syllable like labor; lionor, terror, etc. In sentence 
 observe the omission of ' is ': another instance of the 
 pregnant brevity of Latin. 
 
 V. Pater bonus filium bomim amat. ' A good father 
 loves a good son.' The meanings being thoroughly 
 worked-in, note So/ras and bond,. Here comes in well 
 a statement of theory of * gender.' InEnglish, ' gender' 
 simply marks ' sex :' names of male creatures are 
 masculine ; of female creatures, feminine. Names of 
 all other things — with or without life — are neuter = 
 neither. Let them find out the exceptions. Sun, Moon, 
 Ship. If they have learnt any German or French 
 they will know it is not so in these languages. Let 
 who can tell, hoio it is. (In German, three genders, 
 in French, only tioo.) Here draw from them that 
 English adjectives make no account at all of these
 
 APPENDIX D. — LATIN. 87 
 
 differences, good man, good daughter, good bread. If 
 any can let him or her give the German and French 
 phrases. [Tell that us, is very often a masculine 
 ending, and a a feminine one. Teach them now exc. 
 exc. as a symbol, or with complete Latin meaning, 
 exceptis excipicndis, as applying to almost every rule 
 or statement of Latin grammar !] 
 
 VI. Mater hotiafllio pdnem dat. ' (A) good mother 
 gives bread to her son.' On occasion of pater and 
 mater draw attention to the differing sounds in Latin 
 of long and short vowels, identically written, and give 
 the marks (" and ■") taking care, henceforth, to use 
 them where needed, that is, in initial and medial 
 syllables, as flllani, pdnem: not in final syllables. 
 Fllio is a new case : fourth, not found at all in English, 
 but in German : if the Class has in it any German 
 born or taught — It will supply ' dir, mir ; dem Manne,' 
 etc. The Name of the Case is Dative : get the mean- 
 ing out of dat ! 
 
 VII. Yer non semper viret. [One may suggest ver- 
 nal : non, probably will be guessed.] Translate ' Spring 
 not always is green,' or ' Spring is not always green.' 
 Then give the heraldic motto, Vernon semper viret, or 
 not, according to your tastes and consequent habits. 
 I should give it : any relief to ' the wearisome bitter- 
 ness of their learning ' (Lillie) helps to final attainments. 
 
 Here comes in a questioning about ' person ' in 
 Grammar. Let them recal — or receive — the idea of 
 first person (I, we), second person (thou, you, ye). 
 Then, for themselves, find out and tell from memory 
 all the verbs hitherto had (est, regit, dmat, dat, viret). 
 ' Of what person are they all ?' (Third.) ' How does 
 third person end ?' (In letter t.) ' Always the same
 
 88 THE SCHOOL. 
 
 vowel before t?' (No! a-t, e-t, i-t, and once s-t.) 
 ' These endings, at, et, it, are examples of sets of 
 different endings in verbs, analogous to the sets of case- 
 endings in nouns, etc., which are called Declensions.' 
 
 VIII. Non nilmero horam nisi serenam. ' Serene ' 
 of course, has here not mental meaning, but concrete 
 or sensuous, 'cloudless.' ' Nilmer-o ?' Perhaps, they 
 will bring out ' number ' hor&m. (compare Iram) objec- 
 tive of hora = h.o-ar. '1 count not the hour unless (it 
 is) cloudless.' (Altered from the motto on a Sun-dial !) 
 ' Any English word having no Latin equivalent ?' (' I.') 
 * The o of nfcmero is one ending of first person singular. 
 From dm-at then, first person?' (' Auw.') 'From 
 vincit ?' (' ViJico.') ' From viret V (' Yiro'^ ' No ! 
 virm ; exception again ! Serenam, adjective, ' agrees 
 with ' horam (called feminine !) compare in V. filium 
 honum ; of what gender is films ?' 
 
 IX. Soils Arclore stagniim fit siccum. Solis (by way 
 of solar ?) what case ? What is the probable form of 
 Nominative? (Comp. laboris and pdnis !) 'It is 
 sol.^ Ardore : stem? ardor = 'English, 'ardour.' Differ- 
 ence of meaning : Latin, as here ' sense-heat ;' English 
 more usually means (abstract) ' mind-glow.' ' Is there 
 a verb?' (Fit.) Instances to confirm aviat, est, etc. 
 Are all words ending in t Verbs ? (' Yes !') ' Wait, 
 and recollect exc. exc. /' Stagnum, through ' stagnant ;' 
 pool, puddle. ' By the sun's heat (a, or the) pool 
 becomes dry.' [They should discover the new case- 
 form e in ardore and see its meaning, by means of, in 
 consequence of, etc. Help with various English 
 sentences : ' He was driven away by fear : She forgave 
 Lim with love : Through doubt I speak.' Last, after 
 much practising, give the name 'Ablative:' which
 
 APPENDIX D. — LATIX. 89 
 
 seems to us arbitrary, as most of the Latin grammar 
 names do.] 
 
 Set up a scheme on Blackboard for the cases already 
 discovered : the stem represented by a hyphen (-), and 
 leaving a column for the case-endings. Now the 
 succession of First, Second, and Third Declensions 
 being purely arbitrary, without any obvious inner 
 reasons whatever, by us the ' Third Declension ' is 
 taken first : because 1st, probably a majority of the 
 nouns of the Language belong to it : 2nd, because the 
 Fourth and Fifth Declensions are only varieties of 
 Third : 3rd, This ' Third ' possesses most points of 
 likeness with English, and far the largest number of 
 our derived words come from Latin words belonging 
 to it. 
 
 Thied Declension. 
 Singular Number. 
 
 Nominative . . . — Various 
 
 Objective - -. - - — em 
 
 Possessive - - - - — is 
 
 Dative - - - - — i 
 
 Ablative - - - - — e 
 
 Now for construction of the Scheme ! ' Give any 
 word in Objective Case.' {Laborem.) ' Another !' 
 (Iram) ' Others in em !' (Pdnem, arddrem.) ' Any 
 other ending ?' (Fllium.) ' Here you have examples 
 of this one case, in three Declensions (sets). Words 
 which take objective ending am are called First ; 
 those which take um are Second ; those with cm Third. 
 We apply ourselves to Third and put down on the 
 Scheme em. Next what is the Possessive ending of 
 the noun whose Objective is em V [You will bring
 
 90 THE SCHOOL. 
 
 out IS : that goes down into the Scheme.] ' What 
 Ablative ?' (Arclore.) ' To which declension (set) 
 belongs that ?' [Not a guess, this, but a jtidgment ; 
 because likeness always means something, though it 
 needs to be carefully inquired into.] (To Third.) 
 * Eight : and Dative ?' (The Dative ends in i.) Let 
 them give orally, and then write down the forms of 
 Dative, and of Ablative for all the nouns of 3rd known 
 to them. ' Now about the Nominative ! Collect all 
 the Examples you possess.' {Labor, pater, mater, ver, 
 pdnis, Sol.) ' I tell you there are, besides these four 
 endings, perhaps as many as twenty more, in Nomina- 
 tives of Third. What will you say, then?' (Various.) 
 ' Put that in.' 
 
 After these sentences have been thoroughly mastered 
 during the lessons — say, two weekly of one Term, or 
 longer — I took a fable of Phaedrus : usually the first. 
 Lupus et agnus : questioning and expounding, word 
 by word — about a line for a lesson — requiring always 
 translation and retranslation. A paper-book, at this 
 epoch, is given into which, on right hand pages, 
 translation from the author may be written — at School 
 — not copied, always from memory, and retranslation 
 into Latin at home ; and on left hand pages. Gram- 
 matical information, given or established at Class, and 
 reproduced, out of class, is copied in form of Kules. 
 Into this book the Scheme of the 3rd will be entered, 
 and in due succession those for the other Declensions, 
 1st and 2nd pretty soon ; 4th and 5th not, at earliest, 
 till examples of them have occurred in reading. As 
 with cases of Noun, so personal endings of the verb 
 may be displayed, and entered (as above).
 
 APPENDIX D.— LATIN. 91 
 
 SiNGULAK. 
 
 Plueal. 
 
 1st pers. various 
 
 — mus 
 
 2nd ,, s once -sti 
 
 — tis 
 
 3rd „ t 
 
 — nt 
 
 Whether this is done before or after some idea has 
 been given of time, or tense-forms will depend upon 
 the degree in which the teacher uses the deductive and 
 oracular process, that is, prepares for what the pupil 
 will meet with, or the inductive and natural, which 
 lets all rules be formed out of what the pupil has met 
 with. Both modes will have to be used : to exclude 
 either would be, like tying up one foot, rather pre- 
 judicial to progress ! With myself one great lesson of 
 forty years' earnest teaching has been to use the in- 
 ductive, or natural mode, wherever and whenever it 
 is, without tediousness, possible : the deductive or 
 oracular solely when it cannot be avoided, and even 
 then as a sort of concession or condescension. Half 
 in fun, and yet quite sincerely, one often says : ' Well, 
 I must tell you this ! I am sorry, because what I 
 tell, you are pretty sure to forget ! If you had found 
 it out for yourselves, you would remember !'
 
 E. 
 
 ABC OF ETHIC 
 
 OR 
 
 HUMANITY. 
 
 Preliminary — an elementary scheme of Moral Duties 
 and Eight Feelings, for the elder Classes of the School, 
 for children perhaps not under ten : it is to be drawn 
 from their own consciousness. As part of their actual 
 consciousness, I assume a Moral Sense, or Natural 
 Conscience. I leave till later days all inquiry into that 
 assumption ; all discussion of its foundations, verifi- 
 able, or otherwise. This ABC of Morals is to be 
 illustrated by every available aid of Story and Poetry, 
 Prose or Verse : from Scripture ; from Prophane 
 History, not excluding Fable and Fiction, so long as 
 distinctly understood to be such. 
 
 For obvious reasons, here as throughout the book, 
 conclusions are sometimes put on the page without 
 their links ; because, to give every step leading up to 
 them would be too tedious. It is taken for granted 
 that all conclusions shall be reached by pupils them- 
 selves, with the least possible amount of ex cathedra 
 assertion. They are to be helped always by that 
 process of extricating the Hidden, and elucidating the 
 Obscure, which Socrates (Vhomme sage) professed to 
 have learned from his mother (la sagefemme).
 
 APPENDIX E. — HUMANITY. 93 
 
 The primary purpose is an intellectual clearing, and 
 purifying of this moral sense ; by throwing upon 
 Their sincere but necessarily childlike Intuitions, 
 Instincts, Experiences — the dry light of unselfish 
 impersonal truth. 
 
 The second purpose is to give Them, indelibly — if 
 it may be — fixed on the heart's memory, a treasure of 
 beautiful sacred and humane Stories and Verses. 
 
 The third purpose is a sound exercise in English 
 Composition : which though of much less moment 
 than the former two, is still of great intellectual value ; 
 is a means, indeed, whereby spiritual impressions get 
 themselves fixed in the frame of the mind : ' Learning 
 by Doing.' 
 
 ' Humanity.' 
 
 ' Humanity ' is obviously just the abstract noun 
 which expresses the meaning of the adjective human — 
 Mimane. ' Humane ' is simply the elder form (comp.: 
 J. Locke's 'Essay on the Humane Understanding:' 1st 
 ed. 1690) — and retained in the special, or less general, 
 meaning of what Mankind should be. ' Human ' 
 means what Mankind always was or is. Ki7id and 
 kindness involve the same idea : that is, what affections 
 beings of one kind should have one towards another. 
 
 Humanity, therefore, obviously holds all the gifts or 
 qualities which Man possesses over and above the 
 Animals : what Man has in addition to all that he 
 possesses in common with the Animals. For Animals 
 we are ; — first. All the higher warm-blooded quad- 
 rupeds whose young ones are born alive, possess 
 stomach heart lungs etc. circulation of the blood ; 
 nervous system ; organs of sight hearing taste ; all
 
 94 THE SCHOOL. 
 
 SO like to those of man, that by examining the vital 
 organs of higher mammals, we get the best idea of the 
 construction and working of our own. 
 
 Wherein is Man superior to the lower Animals? 
 Not in strength : Whale, Elephant ; not in swiftness : 
 Antelope, Eagle ; not in exquisite quickness of Senses, 
 Eyesight, Hearing, Smell. Animals, indeed, are 
 endowed with faculties, that seem to transcend any 
 human powers; f.i., in darkness, and where memory 
 seems inconceivable, they find their way ; they — and 
 not highest animals only — bees, ants, communicate 
 wishes perhaps even facts to one another, without 
 speech. The superiority is not in body, the visible 
 part ; but the invisible : Mind, Soul. As we all know, 
 animals cannot talk, or write, or cook their food : 
 never make fire, though they enjoy its warmth, and 
 learn that it will hurt them — * Chatte ^chaucUe craint 
 I'eaufroide.' In some moral quahties, wherein too we 
 recognise the purest ' humanity,' it is not to be denied 
 that higher animals, Elephants, Dogs, Horses, Apes — 
 could they reason as Man does [comp. Eable of Lion 
 and Sculptor] — might reasonably claim that Man 
 shows degeneracy, rather than development. In the 
 4th Gospel we read : •' Greater love hath no man than 
 this that a man lay down his hfe for his friends ;' but 
 that a dog, or a horse, dies for his master, or his 
 master's child, is the very commonplace of a hundred 
 true stories. Hence has come the saying, ' Man is 
 God to the Dog :' which is beautiful, but not strictly 
 defensible. Perhaps it may even be doubted whether 
 dogs do not sometimes perceive their master's faults 
 and weaknesses ! 
 
 As to moral qualities. History and the accounts of
 
 APPENDIX E.— HUMANITY. 95 
 
 travelers and our own observation tell us, that Man 
 is like the Animals, to begin with. Man is like the 
 animals in greedily seeking food ; taking life that he 
 may live ; stealing when he can, what he covets. 
 Survivals of this animal quality we see when a child, 
 or a rude adult, ' taketh before others his own ' meal, 
 picks the best pieces, etc. Man is like the animals in 
 feeling anger : if you hm-t a dog he bites ; if you hit a 
 boy he hits back. The Animal has no sense of having 
 done wrong, in stealing, or biting ; except towards one 
 whom it loves. [Here might come in Cowper's little 
 poem condemning his spaniel Beau for slaying a little 
 bird ' that flew not till to-day' — disobeying his master's 
 voice ' forbidding him the prey.' Mevi. : The very same 
 dog lovingly found out his master's wish for the 
 water-lily, and so cleverly fulfilled it.] Pity for other 
 animals even of its own kind excepting its mate and 
 young ones, seems curiously absent from animals. 
 When wounded or sick, beasts and birds are ruth- 
 lessly killed by their companions, unless they hide 
 themselves. [So Shakspere : ' Poor hurt fowl ! Now 
 will he creep into sedges:' — and again the Stag, 
 wounded by an arrow, ' abandoned of his velvet 
 friends,' comes to weep his life away into the brook.] 
 We call it humane to relieve want, to help the weak : 
 all feel it natural to warm the chilled, to feed the 
 hungry. The first, properly humane feeling obviously 
 then is, this (f>iXavOpc>j-ia — ' love of man as man.' First 
 in time, and as it widens risinsr toJbe next to the 
 highest m value [Homo sum: S$ nihil humani.mUd 
 alienum puto] , is impersonal, unselfish Love. 
 
 Can we put our finger on a line of complete distinc- 
 tion between Man and ' his poor relations ' of the
 
 96 THE SCHOOL. 
 
 .Animal Elingdom ? A sense is universally found in 
 man of a Power, and Skill beyond his own : of a Gov- 
 ernment irresistible, to ends that wholly pass Man's 
 t^ a,j reckoning : [Shakspere : '/Divinity ^th, shape , our 
 
 »w-/ t*)*-!^/ ends, rough-hew them att^ we 'oad;' and Tennyson: 
 tlj diwi-ncj' ^s^ far-off gaaS fe^nt w] of a ' tendency not Him- 
 Mlt-ick U**- ^®^^' towards Eighteousness.' This he calls first 
 Gods, and afterwards God. This ' feeling-after ' with 
 closed eyes and with open mind ; as after the Most 
 Awful and the Dearest, the Closest and most Unap- 
 proachable — maybe called Eeligiousness. What have 
 been in all ages held to be modes in which man finds 
 God : these are the Eeligions of the World. — This 
 feeling-after and finding seems peculiar to man, of all 
 beings that dwell on Earth. 
 
 Later in time higher in Eank of human qualities 
 than Love, is Truth. Specially tied it is to that sense 
 of dependence, of incomparable inferiority whence 
 Eeligion seems to grow, as from its earthly root ; 
 therefore more human, in the special sense, than even 
 Love. It is, indeed, the earthly, finite form of what 
 Scripture calls 'Love of God.' To it belong, as its 
 utterance, or moral expression — Duty : — ' I ought.' 
 Truth needs farther unfolding of mind than Love. 
 Kindness — temporal or personal Love — will flatter, 
 caress in words, hide unpleasing Truth, lie. Truth is 
 trusted though it slay : as the Imperial Stoic, Marcus 
 Aurelius, said ' Truth is that by which no one ever 
 yet was injured.' 
 
 Paeageaphs. 
 
 As another method of approach to a subject which 
 can never be more than approached with children, the
 
 APPENDIX E. — HUMANITY. 97 
 
 following sections or paragraphs may be dictated, each, 
 perhaps, forming the solid contents of one or more 
 lessons, the text or conclusion of a free conversation with 
 the Pupils. Truth spoken with Love, about questions of 
 Eight and Wrong, is certain to rouse sincerest interest 
 and enjoyment in the minds of unspoiled children ; 
 and hence the true Teacher will reap a higher share 
 of enjoyment in their pleasure, as the matter is in- 
 trinsically more precious than Latin Grammar or 
 English Definition. If the Teacher finds them dull 
 and uninterested after the trial of a few ' lessons,' I 
 would humbly counsel that Teacher to put off the 
 Subject for a while, substituting white-seam or map- 
 making for Humanity.] 
 
 § 1. Humanity has two meanings: (a) Man's Nature 
 as it is, with Good and Evil mixed : (b) Man's 
 Nature as it should be, Good, overcoming, or expelling 
 Eva 
 
 This wider sense (a), obviously includes much that 
 Man has in common with the animals : holds all that 
 is ' natural to man ' — right or wrong. We must 
 suppose, then. Humanity in the wide sense to be 
 given, fixed at Creation, unalterable as to its possi- 
 bility : also beyond our definition. No individual 
 human being can judge of all ' that is in Man.' Scrip- 
 ture says ' Man was made little lower than the 
 Angels :' we know Man has been, still sometimes is, 
 little above the Brute. 
 
 In the narrower sense of Humanity — that which we 
 feel Man ought to be — good only ; what each one feels 
 to be best ; what we all aim at ; what the Good, the 
 Teachers and Leaders, the Saints and Heroes of the 
 race have actually become ; what we hope all may 
 
 7
 
 98 THE SCHOOL. 
 
 come to : in this sense, Humanity is not fixed, is con- 
 stantly growing : as Man improves its meaning be- 
 comes larger higher to those who recognize that ' the 
 proper Study of Mankind is Man.' 
 
 § 2. In both meanings, Humanity must comprise 
 whatsoever distinguishes Man from the lower animals. 
 
 We have seen that actually Man has much in 
 common with the animals. The capacity, the fore- 
 sight of something better than he is, may be accepted 
 as a distinction between Animals and Man. Animals 
 do many clever, many wonderful things; but they 
 seem not to improve in them ! Yet they do adopt new 
 materials, and use unexpected places, and in several 
 particulars show themselves to be as it were educated 
 by the neighbourhood of Man, and Man's works. 
 
 § 3. The first great plain and obvious distinction 
 seems to be that Man has speech ; but Speech depends 
 upon the mind. 
 
 Animals, birds, etc. — as we know — can be taught 
 to speak ; but they do not understand what they say 
 ' Do they understand what we say ?' (Our tones they 
 understand, and their own names.) 
 
 § 4. Speech is the expression of Reason ; now Reason, 
 esteemed to be the chief distinction of Man, is certainly 
 possessed also in a less degree by the higher classes of 
 animals. 
 
 Elephant, Dog, Horse, even animals looked on as 
 inferior to these, seem to draw conclusions and to 
 make comparisons; they certainly act on their own 
 experience, judging that what has once happened, 
 will happen again, in the same circumstances — or from 
 the same people. Probably, as good books of Natural 
 History are now so familiar, illustrative stories may
 
 APPENDIX E. — HUMANITY. 99 
 
 be told hy the children. The Teacher should have 
 ready a selection of such stories : their number is 
 endless. Whether 'animal sounds ' answer at all to our 
 speech, and if so how far, may be discussed : usually 
 cries of animals are, it is believed, simply expressions 
 of feeling — Interjections as we might say — but some 
 must certainly be intended to encourage, warn, excite 
 others of their own kind. Instances will occur to the 
 children, and They should be encouraged to observe 
 ' our neighbors over the frontier,' as a German thinker 
 has called the animal creation. 
 
 § 5. The second great distinction is : Man loves his 
 kind, his own race : Animals love their mates and their 
 young ones by Nature, and learn to love Mankind by 
 Education. 
 
 Some (many) Animals show constancy towards 
 their mates ; remain together ' so long as they both do 
 live,' and parent animals exhibit the utmost devotion 
 to the care and protection of their little ones. All 
 animals drive away, or are left by, their grown-up 
 offspring, and know them no more. Contrast with 
 this the family life of human beings in every clime 
 from the earliest times. "We ought not to forget, 
 however, what we call the gregarious habit of many 
 higher animals, perhaps of most while in a state of 
 nature, that is, until associated with man. Nor should 
 we forget the ' policed commonwealths ' of Bees and 
 Ants, concerning w4aich the recent observations of Sir 
 John Lubbock and others fill us with ever-increasing 
 wonder. These display the working of human motives, 
 as enlightened selfishness and the like ; also exhibit 
 strange caricatures of human excesses and organized 
 crimes, like War and Slavery ! 
 
 7—2
 
 100 THE SCHOOL. 
 
 § 6. In ancient times, men behaved to other men, 
 when strangers, just as we see animals behaving now; 
 but, by very slow degrees, the feeling grew up among 
 Men that we all are brothers, and ought to behave one 
 to another wherever we meet, as such ! 
 
 ' It was said by them of old time,' not in Jewry 
 alone ; but in Heathenesse as much, and no more : 
 ' Thou shalt love thy neighbor and hate thine enemy.' 
 The old Greek story is full of examples, how strangers 
 were viewed as enemies simply, of which theory 
 remnants still exist among ' civilized ' peoples. The 
 Greek Heroes set out in their galleys, [Jaso?i — Argo, 
 etc.] touch on a foreign shore, at once attack the 
 dwellers there without a thought of wrong, burn their 
 city, make slaves of the people, carry off treasure, or 
 fix themselves down as Lords of the vanquished 
 country. On precisely similar lines Angles or Saxons 
 attacked the Britons, and Northmen or Danes, a 
 century or two later, repaid upon the English the 
 earlier cruelties of these towards the Britons. When 
 Columbus reached America (1492), the natives first 
 met and received the Spaniards, not as foes, but as 
 Heaven-sent friends, and behaved with a touching 
 confidence and devotion, until undeceived by the 
 conduct not of Columbus but of his uncontrollable 
 followers. 
 
 The savages of our great towns — ' Roughs ' — have 
 a like hatred to all who are not their comrades. The 
 story, only too probable, of the Black-country nailer, 
 asking his mate : ' Who is that fellow ?' ' A stranger,' 
 replies the friend. * Then hurl a brick at him,' re- 
 turns the first ; — is in essence, truly classical. The 
 Parable of the Samaritan — to be told here in one's
 
 APPENDIX E. — HUMANITY. 101 
 
 own words — is a perfect answer, as Jesus no doubt 
 meant it to be, to the survival of that ' savage ' 
 feehng which He descried among the people around 
 Him, and which we can discern about us. We have 
 not, as a nation, yet reached, in our treatment of 
 Maori or Zulu, the ' height of His great argument.' 
 William Penn's Treaty with the Indians, sometimes 
 doubted, sometimes undervalued, sometunes ridiculed 
 [tell it, if necessary, to the children, with the addition 
 that — for a century afterwards — one might travel in a 
 Quaker's dress safely, from one end of America to 
 another, among Savages who would have tomahawked 
 any man of the same colour not thus safeguarded] is 
 still the high water-mark of Christian negociation 
 with Savages. We, however, even our Governments, 
 do recognize to-day that ' Natives ' have some rights. 
 
 § 7. Humanity is still imperfect, in this first point 
 of natural kindness, so long as civilized nations oppress 
 barbarous ones ; even as Englishmen have oppressed 
 and enslaved Negroes, Red Indians, Kaffirs, etc. 
 
 Whether or not we accept or deny Charles Darwin's 
 Theory that Man of to-day is actually grown-up 
 from an ancestry whence also the higher animals — apes, 
 tigers, etc., — are descended, the facts of Man's mixed 
 nature — part Beast, and part Angel — are well pre- 
 sented, when we say that all want of love in Men or 
 children, all Cruelty and Bullying, is a survival of 
 the a?m/iaZ-dispositions which — now that we know 
 better — we ought to put far away from ourselves, and 
 from our children. 
 
 § 8. The highest feeling in Man is Worship, Religion ; 
 and this we believe to be wholly wanting to the lower 
 animals. In all ages and countries, Man has feared,
 
 102 THE SCHOOL. 
 
 and worshipped ; at last learned to love, Something 
 higher than himself. 
 
 In rough succession, Man has had (and Men still 
 have !) the following chief ideas of God. Fetischism 
 means worship of any strange-shaped, unintelligible 
 thing. It begets, chiefly, fear, and thus the lowest 
 because most selfish worship. 
 
 Next comes Animal-vj or shv^ ; that is, worship of 
 the powers seen to exist in Animals, especially mark- 
 ing the religion of ancient Egypt. The Sun and 
 Moo7i were in very early ages worshiped, because 
 seen to be ' causes ' of so much life and happiness 
 to man. Fire has always been viewed as some- 
 thing mysterious. [Comp. Story of Prometheus, Vesta, 
 Aryan Hymns] Fire was worshiped, especially by 
 the Eastern Aryans = Hindoos and Persians. Then 
 Man is seen, especially by the Greeks and those whom 
 they taught, to be the most beautiful, the most perfect 
 form of the visible creation. Deities, meant at first to 
 represent powers of nature, just as the ugly idols of 
 the East still do, were figured under exquisite shapes 
 of Men and Women ; more beautiful, more powerful 
 than Man ; but of like passions. 
 
 Before speaking of the latest and highest idea — that 
 of the invisible God — 'Spirit' — one should mention 
 the wonderful ' Dualism ' of the old Persians — taught 
 by Zerdushtha, or Zoroaster. With a wonderful in- 
 sight into fact, the unceasing actual struggle of Good 
 and Evil is pictured as presided over, led by, Ormuszd 
 and Ahriman, two almost equal Deities in constant 
 conflict, of whom however the Deity of Good, 
 Ormuszd, is one day to conquer ! 
 
 The highest and last idea which we find, to-day,
 
 APPENDIX E.— HUMANITY. 103 
 
 having over-mastered, alas ! but imperfectly, the rest 
 — is that of One God, Himself unseen, but manifest 
 in all created things and Beings, Monotheism. This 
 grand generalization took a definite form, among the 
 peoples of Shemitic race, Hebrews and Arabians. 
 The greatest Teachers and Sages of the West — Socrates 
 and Plato, Cicero and Marcus Am-eHus — make only 
 vague and uncertain approaches to that doctrine of 
 One God which rings out so clear in the Hebrew 
 confession : ' Hear, Israel, the Eternal thy God is 
 One !' — grandly too, though with an addition of error, 
 in the Moslem Creed : ' There is no God but God, 
 and Mohammed is the Prophet of God.' 
 
 § 9. Man possesses, to-day, a Conscience ; a prefer- 
 ence for, power to choose, one act or course of conduct 
 as better than another ; not only 1st, as it leads to 
 one's own Pleasure or Pain ; (this animals possess) : or 
 2nd, as it affects the lasting Good or 111 of all ; (this 
 comes of Man's Reason) : but 3rd, as it is, in itself, 
 Right or Wrong. 
 
 There seems to me no difficulty in discerning that 
 this ' conscience,' or choice between Eight and Wrong, 
 is bound up with the germs whence Worship grows. 
 Theodore Parker when a child, and about to strike 
 with the stick in his hand some harmless creature, is 
 stopped by an inward voice, ' Do not so !' and runs to 
 ask his mother. She says ' It was God's voice ! Mind 
 always to attend !' Socrates said a Daemon spoke 
 vrithin him, to restrain from Wrong. 
 
 Duty — from due, owed — points to what we are bound 
 to do — like w^ e it, or not ! Outer compulsion by parental 
 teaching, tribe-law, tradition, spiritualizes into this in- 
 ward tie : * Whose Service is perfect freedom.' The Im-
 
 104 THE SCHOOL. 
 
 perative, ' Do this — for it is Eight : avoid that because 
 it is Wrong,' whose origin occasions so much trouble 
 to the * Wise and Prudent ;' and which certainly 
 cannot dispense with their constant help in clearing 
 up its practical applications, does not look to them for 
 its foundation : ' It hath been revealed unto Babes.* 
 
 Duty points with one hand to God (our conception 
 of what is Highest above Ourself, not Ourself at all) ; 
 with the other to Man. The two great command- 
 ments of Jesus Christ : ' Thou shalt love the Lord thy 
 God with all thy Heart, and Mind, and Soul, and 
 Strength : and the second is like to it, Thou shalt love 
 thy neighbour as thyself.' A young friend, who had 
 lived in the East among Buddhists, told me, Buddha's 
 corresponding commandment is : ' Love your brother 
 — and if there be Gods (which pure Buddhism seems 
 to deny !) they will accept the service of thy Brother 
 as Piety to them.' (Comp. S. John, ' How canst thou 
 love God whom thou hast not seen, if thou love not 
 thy brother whom thou hast seen ?') 
 
 § 10. The first and highest Duty of Man, is Truth ; 
 which seems to come nearest to a duty tO God. 
 Usually the practice of it is in Speech, the most 
 specially human of all gifts which depend on the body : 
 but to act falsehood is possible, as well as to speak 
 falsehood. The Essence of Truth is the resolution to 
 speak, or act, in accord with our inmost Knowledge 
 and Belief 
 
 Truth, then, as before stated, is the first of Duties — 
 in Eank. It is not, as is also evident, the first in Time. 
 By infant nations, as by individual children. Veracity 
 — the habit of Truth-speaking — has to be acquired. 
 Yet Truth was early esteemed — admired, though not
 
 APPENDIX E. — HUMANITY. lUo 
 
 practised as a rule. Achilleus, in Homer, hates the 
 man that will lie. Old Persians taught their sons to 
 ride, draw the bow, and speak the Truth, Children 
 are very quick to perceive its presence or absence in 
 their elders or companions. With rare and beautiful 
 exceptions, children have for themselves to learn it : 
 and the teaching of it needs great pains because two 
 distinct defects or weaknesses, natural to childhood, 
 have to be overcome. Moral weakness or timidity is 
 the most prevalent ; but confusion of Mind, not dis- 
 tinguishing fact from imagination, is very frequent. 
 These two defects obviously require, for each case of 
 actual falsehood, careful diagnosis and different treat- 
 ment ; though the Teacher's Specific, Patience wisely 
 exhibited cures both ! Half truth is very dangerous, 
 and very common : perhaps almost unavoidable from 
 children to their ' pastors and masters,' so that question- 
 ing on matters of fact is a most delicate Art, and breeds 
 many Hes because evasion is so very natural to weak 
 creatm-es. 
 
 General foundations of the duty of Tiuith are 
 readily accepted by children, as that people would 
 not live together in any comfort unless they could, 
 usually, trust one another. [The Story of the Shepherd 
 Boy who cried out ' Wolf, Wolf.'] How, between one 
 and another confidence dies, when once Truth is known 
 to have been broken. Stories about the folly of exag- 
 geration, and the duty of exactness, may be told. [C 
 Darwin, in constant ill-health, leaves his own bed — at 
 midnight — to set a friend right ; having become aware 
 that he had given to him some erroneous impression 
 about a matter of scientific opinion.] The beauty of 
 accurate, compared, with careless language. The moral
 
 106 THE SCHOOL. 
 
 limits of jest aud humor, of fancy and fiction, may be 
 illustrated from Fairy Tales, etc., because Humor and 
 Fiction are forms of Truth : methods, that is, of saying 
 what could not else be said, so well. The glory of 
 Truth — in danger, in presence of Death ! Christian 
 martyrs cried out ' with a loud voice ' — lam a Christian 
 — when those words meant, at least Death, often the 
 crudest death. Socrates before his judges, who would 
 have spared his life, if he had pretended to ask their 
 pardon, which Truth forbade him to do. 
 
 The case of producing the effect of falsehood by 
 verbal truth, may be illustrated from the story told 
 of Agesilaus, Spartan King; that having to reach 
 with his army a certain spot to which were several 
 roads, he gave out openly which way he should take, 
 and kept his word : finding it open, as he expected, 
 while all others were defended! ' Was he right to 
 do so ?' The universal rule is : ' Keep silence, or 
 speak Truth.' 
 
 § 11. The next duty; or the same duty, in action 
 towards one's neighbor, is Justice; giving to everyone 
 his own ; that is, what he has earned by his labor. 
 The contrary of justice is robbery. Once, men thought 
 that Might made Right ! 
 
 ^fftni crud- h The aas^s wa,y — the simple plan 
 
 / That he should take who has the power 
 And he should keep, who can !' 
 
 Justice is doing Truth. Situm cuique. To each 
 one his own. ' What is one's own ? What is 
 Property ? Why must I not take what is another's ?' 
 There is no reason deeper than the word oiun: this 
 is an Axiom, or ' a truth accepted by everyone who 
 understands its terms.' Only one morally blind can
 
 APPENDIX E. — HUMANITY. 107 
 
 seriously ask the question : as a color-blind person 
 might ask, ' How do you know Ked from Blue ?' 
 ' How does property begin ?' (A savage gathers 
 berries ; catches fish : what I have toiled for, is 
 mine.) This, then, is natural property ; what I earn 
 by my toil, is my own, and no one can take it from 
 me. 
 
 § 12. Justice always says : To each his own ; always 
 distinguishes between meum and tuuni. Therefore, 
 to buy what we cannot pay for ; to waste what others 
 might use, of food or clothing ; to push our rights till 
 they become others' wrongs, is against 'private 
 justice !' 
 
 Justice may be, must be, distinguished from Love, 
 or Kindness. ' Be just before you are generous.' 
 How much higher, nobler, more difficult a virtue 
 Justice is than Kindness, we all find out day by day. 
 ' Law, the perfection of Reason,' implies that the 
 ablest and purest Minds of Man, since the beginning, 
 have been engaged in working out the problem of 
 being just to one's neighbor, and to oneself. The 
 Tables Codes Law-books of all nations prove the 
 earnest desire to do Justice, and the difficulty of 
 doing it. Still, summum jus, summa injuria = ' strained 
 law is utmost wrong.' Human justice must when 
 put in practice be interpreted by Love, or it becomes 
 injustice. In actual life and conduct neither Justice 
 nor Love is good for much without the other. 
 
 § 13. Justice includes punishment, that bad people 
 may be restrained from wronging others. If I am 
 injured, the law of the country will not permit me to 
 let the criminal go ; as then he might be able and en- 
 couraged to injure others.
 
 108 THE SCHOOL. 
 
 Here, private duty and public duty seem at variance. 
 It is because private Eight and public Eight are not 
 always identical. ' I say unto you Love your enemies, 
 etc,', is not mistaken ; it is of eternal truth, and 
 infinite use. It expresses the spirit which rises above 
 natural vengeance ; it is not a rule of action, like the 
 cook's recipe. Action must be governed by reason. 
 Man must ' look before and after.' I need not be 
 angry with one who has robbed me ; I may be sorry 
 for him, and desire to help him to a better life ; but 
 I must speak the truth against him, and let him go 
 to prison. ' The School ' being mild but strict, will 
 have taught Them, that penalties though liked by 
 none do good. 
 
 § 14. Justice does not command the Rich to provide 
 for the Poor. Her motto is : to each his own : this 
 counsels independence^ industry ; perhaps suggests — 
 ' He that will not work, neither shall he eat,' 
 
 It is nobler, better, to work — to the bone — for self, 
 and family — than to come daily to the buttery-hatch 
 of an Abbey, or to accept the corn-dole of an Emperor, 
 The Parable of the Loaves expresses at once the 
 material difficulty of feeding the hungry without 
 labor, and the loving thought of help which made 
 even the crumbs satisfying. The voluntary poverty 
 of monks and dervishes was noble, but not judicious; 
 therefore is not binding on lovers of Man and of justice. 
 
 § 15. Love takes for motto : ' Do good and lend, 
 looking for nothing again.' And the two, Justice and 
 Love, are fused into one — the golden rule : 'Do to 
 others, as you would have them do unto you, in like 
 case.' This is sufficient for all private duty, and it does 
 not preclude public duty.
 
 APPENDIX E. — HUMANITY. 109 
 
 All the loving exhortations of the Gospel — reached, 
 perhaps overpassed, by the Buddhist commandments 
 — to feed the hungry, to clothe the naked, to share 
 with those who have less, are binding as well as 
 inspiring. They must, in use, be held in by two 
 obvious checks : 1. of what is possible ; 2. of what is 
 universally good. 
 
 We ask : 'Is it just that I, or you, should sleep 
 in comfort ; be well dressed ; eat plenty of whole- 
 some food ; while thousands of old and young live 
 in dwelhngs unfit for health, are imperfectly fed ; 
 insufl&ciently clothed ?' (These poor people have 
 been idle.) ' Some, no doubt, have been idle : 
 many are working as hard as they can.' (Then 
 it is not just.) ' No ; and wherever we recognize evil 
 that affects others ; wherever we recognize that im- 
 provement is needed, our duty is to cultivate Discontent, 
 — with that state of things ; but also Patience, as to ways 
 and means of mending it. We should try to put our- 
 selves in others' place ; and be discontented, till all — 
 the World over — have as good chances as we have had. 
 The perception is close at hand that All are 
 helped, benefited, by Each doing his own work well. 
 A new doctrine of Uses teaches us that not only 
 Meat and Clothes are useful productions, but also 
 Beauty and Joy [' A thing of Beauty is a joy for 
 ever:'] that they who make these are 'worthy of 
 their hire,' and should be encouraged, so that more 
 and more Beauty and Joy may be produced, till all 
 partake therein. A new teaching about Independence 
 tells us that the skilful, sober. Mechanic, or Maid-of- 
 all-work is far less dependent than a Prince or fine 
 Lady, who have been carefully trained to do nothing.
 
 110 THE SCHOOL. 
 
 § 16. Justice and Love are distinct, but belong toi* 
 iac4i. ol gather, like Light and Warmth. Together they com- 
 prise all our duties to our fellow-beings. Love is like 
 a central glow, which spreads : 1, to our family; 2, to 
 our neighbours ; 3, to our country ; 4, to all human 
 beings ; 5, to all creatures that feel.
 
 INDEX 
 
 ' Anschauuno,' Meaning of 
 
 ' Arithmetic for Young Children ' 
 ,, Study of . 
 
 ,, Teachers' Manual of, 
 
 by John A. Hartley, Inspector- 
 Gen, of Schools,South Australia 
 
 Artificial Stimulus, needless and 
 hurtful to Children . 
 
 ' Atmosphere ' fMoral Training) 
 
 A-xioms of ' School ' 
 
 Bookmaking (' Occupation ') 
 Boys and Girls trained together 
 in ' School "... 
 
 Character influences Character 
 ' Childgarden ' distinguished from 
 
 ' School ' . . . . 
 Clay-modeling, in ' School ' 
 Conclusion .... 
 Cork- (or Pea-) Work . 
 Cutting-out (Occupation) . 
 
 PAGE 
 
 21 
 
 Definition of ' School ' . 
 
 ,, ,, Word-meanings 
 
 Derivation of Words . 
 Dogmatic Teaching (Religion) 
 
 tabooed 1-1 
 
 Drawing .... 11, 12 
 Drill supersedes ' Games ' . . 7 
 
 Education, a Threefold Cord . 6 
 English, ABC of (App. M.) . 35 
 
 Ethic, ABC of . . . .92 
 
 Froebel, F., his Motto, 1 ; Law 
 of Method, 1 ; First Basis of 
 Method, 5 ; Second ditto . 
 
 ' Games ' superseded . 
 Geography, Study of . 
 Geometry ABC of (App. M.) 
 
 ,, Study of ... IS 
 
 'Gifts,' some fall away in 'School' 4 
 Gymnastic, in Place of ' Games 
 
 Hand- work in ' School' . . 4 
 
 Hfimath-kii.nde .... 19 
 
 History, for Children ... 25 
 
 „ in Words ... 24 
 
 House-work, for Girls ... 9 
 
 Humanity, ABC of (App. M.) . 92 
 
 Intellectual Training, HI. . . 10-26 
 
 Joinery ; as yet for Boys only . 9 
 
 Knitting, Common ... 8 
 
 Language, Study of . . . 22-24 
 
 ,, Teaching, Natural 
 
 Methods of .... 23 
 
 Latin, ABC of (App. M.) . . S2 
 
 Literatiu'e — ' Word-studies ' . 20 
 
 Metrical System . 
 
 Moral and Spiritual Training, I 
 
 Morals, Direct Teaching of 
 
 „ Minor, in Practice . 
 
 ,, ABC of (Humanity) 
 
 App. M 
 
 Slultiphcation Table . 
 
 Natural Science . 
 Netting, Common 
 
 17 
 
 12-15 
 
 2(3 
 
 27 
 
 92
 
 112 
 
 INDEX. 
 
 PAGE 
 
 Occupations retained in ' School ' S 
 ,, some fall away . . 4 
 
 Paper-folding, retained 
 Pea- (or Cork-) Work, retained 
 Penalties, not excluded 
 Pestalozzi .... 
 Physical Training, I. . 
 Play, not superseded . 
 Postiilates of ' School ' 
 
 Preface 
 
 Punishment .... 
 Punishments, all Corporeal, ta- 
 booed 
 
 9 
 
 4 
 
 28 
 
 i,18 
 
 7-12 
 
 8 
 
 1 
 
 vii-x 
 
 28 
 
 29 
 
 Religion, Dogmatic, not touched 
 
 in ' School "... .14 
 Religion, Steps to Natural, Two 14, 15 
 
 PAOE 
 
 Science Primers .... 20 
 
 Scrap-books 10 
 
 Sewing, Common .... 8 
 Singing .... 10, 11 
 Social Life of Teachers and Pupils 13 
 Spiritual Training, Moral and, II. 12-15 
 Stimulus, Artificial, needless and 
 hurtful 14 
 
 Training of Girls and Boys to- 
 gether, discussed . . . 5, 6 
 Two Steps t J Natviral Religion 14, 15 
 
 Words, Definition of . 
 
 25 
 
 THE END. 
 
 BILLING i 60NS. PRINTERS, QUJLDFORD.
 
 UNIVERSITY OF CALIFORNIA LIBRARY 
 
 Los Angeles 
 This book is DUE on the last date stamped below. 
 
 ■' :•>>
 
 UCLAYoung Research Library 
 
 LB1555 .H42S 
 
 y 
 
 L 009 537 087