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 then loses his temper if they do not succeed in their endeavours.

What is this but to torture the young? it is just as if a nurse were to force a child to walk, while it is still afraid to stand on its legs, and beat it when it failed to do so. Nature’s teaching is very different, and shows that we ought to have patience with the weak as long as their strength is insufficient.

41. Rectification.—From this it follows:

(i) That no blows should be given for lack of readiness to learn (for, if the pupil do not learn readily, this is the fault of no one but the teacher, who either does not know how to make his pupil receptive of knowledge or does not take the trouble to do so).

(ii) That the subjects that have to be learned by the pupils should be so thoroughly explained to them, that they can understand them as well as they understand their five fingers.

(iii) That, as far as is possible, instruction should be given through the senses, that it may be retained in the memory with less effort.

42. For example, the sense of hearing should always be conjoined with that of sight, and the tongue should be trained in combination with the hand. The subjects that are taught should not merely be taught orally, and thus appeal to the ear alone, but should be pictorially illustrated, and thus develope the imagination by the help of the eye. Again, the pupils should learn to speak with their mouths and at the same time to express what they say with their hands, that no study may be proceeded with before what has already been learned is thoroughly impressed on the eyes, the ears, the understanding, and the memory. With this object, it is desirable to represent pictorially, on the walls of the class-room, everything that is treated of in the class, by putting up either precepts and rules or pictures and diagrams illustrative of the subjects taught. If this be done, it is incredible how much it assists a teacher to impress his instruction on the