Part 2 (1/2)

Another difficulty is that of econo the the should any particular work be carried on? Perhaps ten minutes' rest may be necessary after the first three-quarters of an hour of occupation; but after another three-quarters of an hour, a pause of fifteen hout the day; finally, a quarter of an hour's rest may be needed after ten minutes' occupation But what instruction is best adapted to the powers of a child during the various hours of the day?

Is it best to begin with mathematics or with dictation? At what hours will the child be ination, at 9 in theor at 11?

Other anxieties must assail a perfect teacher! How should he write on the blackboard so that the children seated at a distance may see? for if they do not see his work is of no avail And how ht shall fall upon the blackboard, in order that all may see clearly the white characters on the black surface? Of what size should be the script specially chosen by the master to suit distant vision? This is a serious ed by discipline to look and learn froreat a strain upon his powers of visual accohted; then the teacher would have manufactured a blind person A serious iven to the state of anxiety of such a teacher? To get so wife about to become a : how can I create an infant, if I know nothing of anatomy; how can I form its skeleton? I must study the structure of the bones carefully I must then learn how the muscles are attached; but hoill it be possible to put the brain into a closed box? Andcontinually until death? Is it possible that it will not weary?

In like fashi+on, she ht ponder thus over her new-born babe: it is evident that he will not be able to walk if he does not first of all understand the laws of equilibrium; if he is left to himself, he will not be able to understand these till he is twenty; I must therefore prepare to teach him these laws prematurely in order that he may be able to walk as quickly as possible

The schoolence of the pupil; the intelligence of the pupil increases in direct proportion to the efforts of the teacher; in other words, he knows just what the master has made him know and understands neither more nor less than the master has made him understand When an inspector visits a school and questions the pupils he turns to the master, and if he is satisfied says: ”Well done, teacher!” For the result is indubitably the work of the master; the discipline by which he has fixed the attention of his pupils, even to the psychical , all is due to him God enters the school as a symbol in the crucifix, but the creator is the teacher

A good deal of help is given to teachers in their superhuman task

There is a kind of division of labor, by virtue of which more advanced experts prepare the schey, if the teaching is on a scientific plan, or on the principles laid down by one of the great pedagogists such as Herbart, for exaiene and experiy, are further invoked to overcoe up of the curriculum, time-tables, etc

Here, for instance, are notes for lessons on a psychological basis, that is to say, lessons which take account of the proper _order of succession_ in which the psychical activities should develop in the mind of the child; by exercises of this kind, the pupil will not only learn, but will develop his intelligence in accordance with the laws governing its formation [2]

[Footnote 2: These two examples are taken from the well-known review, _I Diritti della Scuola_, Year xiv]

OBJECT LESSON

A Candle: _Education of the sensory and perceptive faculties_

_Sight_--White, solid

_Touch_--Greasy, smooth

_Nomenclature_--Parts of the candle: wick, surface, extrees, upper part, lower part, middle part The candles we use are made of _wax_ mixed with _stearine_ Stearine is s Hence they are called stearine candles There are also _wax_ candles These are yellowish and less greasy Wax is produced by bees There are also tallow candles; these are very greasy and have a disgreeable s

_Memory_--Have you ever seen a candle-factory? Have you ever seen a bee-hive? Of what are the cells of the honeycoht a candle? Have you ever carried a lighted candle carelessly? Did not this cause a disaster?

_Iination_--Draw the outline of a candle on the blackboard

_Comparison, association, abstraction_--Similarity and difference in candles of stearine, wax, and tallow

_Judg_--Are candles useful? Were they ht?

_Sentireatly pleased by a visit to a candle-factory It is indeed very agreeable to see how candles used by so many people are made When we can satisfy our desire for instruction we feel pleasure and contents if we did not kno to make it into stearine? What should we do ax if we did not kno to utilize it? Man is able to work and to transform many products into useful substances and objects Work is our life Blessed be the workers! Let us also love work and devote ourselves diligently thereto

(NB--The children are all to listen without ) Any kind of lesson may be based on the same psychical plan, even a moral lesson

For instance:

_Moral education derived from the observation of actions_

(NB--The actions are all invented and narrated)

_Agreeable e church is o there I thought I had arrived, and I was so pleased I have co way, and I airl, as standing at the gate of her home, ”you are still a kiloate, and take the short cut I will show you through et to the church in five irl!