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Soul Murder in the Schools 217
ing the constant growth of the contents of
knowledge.
In regard to instruction, methods now pop-
ular should be forced out of the field. The
two obligatory features, the careful hearing of
lessons by the teacher, and the equally care-
ful preparation of the next lesson, must be
changed for other methods according to the
age of the scholar, the special character of the
subject, and of the scholar himself; or accord-
ing to the particular stage of the subject. At
one time the teacher should give an attractive,
comprehensive account of a period, a character,
a land, a natural phenomenon. Another time
it will be enough to give a simple, introductory
reference to the reading of one or more works
on the subject, best of all an original author-
ity. Sometimes he should require an oral ac-
count of what he has said, or what has been
read; sometimes this should be done in writ-
ing. When the lesson is filled with many
facts the scholar should write them down in
the hour; another time he should summarise
them from memory. An assigned amount
too can be gone through along with the teach-
er’s explanation; on another occasion, the as-
signment need not be gone over at all, but the
scholars could show their capacity to under-
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