(e) The children study many books on many subjects, but exhibit no confusion of thought, and ‘howlers’ are almost unknown.
(f) They find that, in Bacon’s phrase, “Studies serve for delight”; this delight being not in the lessons or the personality of the teacher, but purely in their ‘lovely books,’ ‘glorious books.’
(g) The books used are, whenever possible, literary in style.
(h) Marks, prizes, places, rewards, punishments, praise, blame, or other inducements are not necessary to secure attention, which is voluntary, immediate and surprisingly perfect.
(i) The success of the scholars in what may be called disciplinary subjects, such as Mathematics and Grammar, depends largely on the power of the teacher, though the pupils’ habit of attention is of use in these too.
(j) No stray lessons are given on interesting subjects; the knowledge the children get is consecutive.
The unusual interest children show in their work, their power of concentration, their wide, and as far as it goes, accurate knowledge of historical, literary and some scientific subjects, has challenged attention and the general conclusion is that these are the children of educated and cultivated parents. It was vain to urge that the home schoolroom does not usually produce remarkable educational results; but the way is opening to prove that the power these children show is common to all children; at last there is hope that the offspring of working-class parents may be led into the wide pastures of a liberal education.
Are we not justified in concluding that singular effects must have commensurate causes, and that we have chanced to light on unknown tracts in the region of educational thought. At any rate that Golden Rule of which Comenius was in search has discovered itself, the Rule,—“Whereby Teachers shall teach less and Scholars shall learn more.”
Let me now outline a few of the educational principles which account for unusual results.