Drawing came in everywhere, being a mode of expression as natural as language, and indispensable to the acquirement of clear ideas; pupils soon made constant use of it, though, from lack of early training, their efforts had no pretensions to artistic merit.
Our lessons took various forms, depending upon the object we had in view. In the development exercises, by a series of questions quite in the Socratic spirit, we brought together the wandering, disconnected ideas which the class possessed upon any subject, and directed attention to the more obvious relations. The pupils were then left to work over the lesson, and arrange and present it in due order. This process became a guide, and pointed out the way for the next step in investigation. Lessons of instruction were usually given in the form of lectures. We, however, varied this exercise by substituting for the formal lecture a more or less familiar conversation, in which, after a little, all pupils took part.
Topical recitations included all knowledge obtained from books or reported from investigation. Day by day pupils were called upon to tell what they knew of given subjects in clear and connected discourse. The words of the text-book were not accepted; so every lesson became a language-lesson of the most practical kind. As a matter of fact, we found that, whenever a new thought was clearly understood, the mind sought expression in some form, either through constructive work, drawing, or language, and was not content until it had clearly imparted its meaning to another mind. The mental circuit was then complete.
In this reaching out after words and forms individual character asserted itself, the imagination was awakened, the invention quickened, and the dead monotony of the old-school recitation disappeared completely. This training finally resulted in an unusual mastery of spoken language.
"Written work held a large place in our school. Our plan made provision for at least one written exercise a day for each pupil. As these exercises were in connection with the studies pursued at the time, the pupils entered upon them without any consciousness that they had begun the dreaded composition. Lessons from textbooks, and aided by books of reference, were treated topically, and were frequently written out. Investigations in science were reported in writing, and in due time the pupils came to think easily and naturally, pen in hand.
In another regard we made a serious innovation upon custom. The teachers were not required to correct the wearisome mass of papers prepared daily. For this we had good reasons. The free use of criticism is a dangerous practice. It paralyzes the imagination of the pupil, and so depresses and discourages him that
