Rough Notes of a Lesson.

I hope to start a new lesson for some of you, and I have gathered you all here to-day, whether you will be able to come to it or not, because, in thinking over what I wished to say about this one lesson, I found I was led into describing what I should like all lessons to do for you. My new lesson will be a talk on various things in which you are, or ought to be, interested. I have tried this plan before, and have sometimes been laughed at for having such miscellaneous lessons, but I found their effect very good. I had a spare half-hour in the week, which I gave to this Talking Lesson.

Once I took Dante, and after a sketch of his life and of Florence, we went through the "Inferno;" I read the famous parts in full and told the story of the rest, and now many of those children who listened feel, when they come on anything about Dante, as if they had met an old friend.

Then I happened to go to Yorkshire and saw several of its lovely abbeys: I came back with a craze for architecture, so I and the girls did that together. Neither they, nor I, imagine that we understand architecture, or are authorities on it; but though we only took the barest outline, it made us all use our eyes and enjoy old buildings. I often get letters from those girls, saying that they have since enjoyed their travels so much more, because they now notice the architecture. You know the story of "Eyes and No Eyes"—how two boys went out for a walk—one saw nothing to notice, and the other found his way lined with interesting things. I am sure, architecturally, your way is lined with beauty in Oxford, which deserves both outward and "inward eyes."

Another time we took the French writers of Louis XIV. and we all feel that Molière and La Fontaine and Mme. de Sevigné are our personal friends, so that the value of their books is doubled to us!

We took mythology at one time, and many girls found that they understood, much better, allusions in books and various pictures in the Academy, which are often about mythological subjects. Ignorance on this point may sometimes be very awkward. I have heard of an American lady who invited her artistic friends to come and see a picture she had lately bought of "Jupiter and Ten." The friends puzzled over her notes of invitation, and, on arriving at her house, were still more puzzled to know how to pass off the mistake gracefully, when they found that the picture was one of "Jupiter and Io." I trust you will not cause your friends embarrassment of this kind!

Another time we took the history of Queen Victoria, as our way of celebrating the Jubilee patriotically. We began by all collecting as much patriotic poetry as we could, which was surprisingly little—I wonder if you would find more—and, all through, we made a special point of finding poems written about any of the events. We found Punch a valuable assistance, and we much enjoyed the cartoons and jokes which had been so mysterious to us before. Just that part of history which is not in "Bright," and which, yet, is before our time, is so very hard to find out about, and many allusions in the newspapers and parliamentary speeches are consequently wasted on us.

Now, all this was miscellaneous, yet I had one object running through it all, and the girls helped me to carry it out by listening in the right spirit, knowing that I was only pointing out the various doors through which they might go by-and-by. Not one of them thought she had "done" a subject because we had thus talked about it,—we all learnt to feel our own ignorance, and at the same time, how much there was in the world to learn.

I want to show you this morning where such a lesson should fit in, in the general plan of your education. To do that, you must first have the plan. Have you ever thought what education was to do for you, or, are you learning your lessons, day by day, just because they are set? I know what I want to do with you, but I cannot do it unless you work hand-in-hand with me, and you cannot do that unless you think about the matter and realize that, for instance, Euclid is not only Euclid, it ought to teach certain mental and moral qualities which you must have if you are ever to be worth your salt. There is a story of Dr. Johnson, which seems to me to apply to so many things. When his friend, Mr. Thrale, the great brewer, died, there was a sale of the brewery, which Dr. Johnson attended. An acquaintance expressed surprise at the great man\'s honouring with his presence such an ordinary affair as the sale of a brewery. "Sir," said Dr. Johnson, turning with crushing deliberation on the unhappy speaker, "this is not the sale of a mere brewery, but of the potentiality of growing rich beyond the dreams of avarice." This story seems to me well worth remembering, both because it is so characteristic of the Doctor, and because it is applicable to so many things. It is so easy to go through the world not seeing the importance of things, like the common people in "Phantasies," who never saw what a fairyland they lived in. Lessons, for instance, are not mere lessons, they are "the potentiality of growing rich in wisdom and in goodness beyond our highest dreams."

I should be sorry if, in after life, you should wake up and say to yourself, "How much more good my lessons would have done me if some one had shown me the real use of them and made me think, so that I might have learnt all I could, instead of just slipping through them day by day." No one can do the thinking for you. Unless you work with me by trying to think, I cannot really do much for you. I can bring you to the water, but I cannot make you drink. Yes, after all, I can make you drink, i.e. do your lessons day by day as a matter of obedience. So a better illustration would be that I can make you eat, but I cannot make you digest your food. You can prevent its doing you any good. If you simply learn your lessons by rote and do not use your thinking powers, education is very little good,—the obedience will have done you good, but, as far as mental growth is concerned, you will not gain much, for that sort of education drops off, like water off a duck\'s back, when you leave school. They say "a fool and his money are soon parted," but that is nothing to the speed with which a fool and his education are parted!

Now, I am going to take the chief subjects you learn, and show the higher things which I want you to gain when you are doing those lessons, and you must want it too, or my wanting it will not do much good. You do not learn Mathematics simply that you may know so many books of Euclid, and so many pages of Algebra; it is to give you power over your minds, to enable you to follow a chain of reasoning, to teach you to keep up continuous attention, and not to jump at conclusions. I do not say you cannot learn these things except by Mathematics; you might do it by Logic, and I know many people who have done it by mother-wit and the teaching of life; but when a person is inclined to trust to his mother-wit, and to neglect educational advantages because he can do without them, I for one feel inclined to doubt whether his share of mother-wit can be very large, after all. The people I have known who are clever, without having had the careful school-training you enjoy, used all the advantages that came in their way (though, when they were young, advantages were fewer), and unless you do the same, you cannot expect to be like them. Also, clever untrained people often feel very much hampered by their want of training; you see the cleverness, but they feel how much more they could have done if they had been trained. Therefore, do not allow yourselves to think "Euclid is no good, because \'Aunt So-and-so\' is quite clever enough, and she never did it;" depend upon it, that is not going the right road to be like her. I feel quite sure that if this "not impossible aunt" had had opportunities of learning Euclid when she was young, she would have done it, and very well too! Of course, if you mean to read Mathematics from choice by-and-by, you will work hard at the subject now, but I can quite understand that those who are not going to do this, perhaps sometimes feel, "What is the good? I shall never look at a Euclid again after I leave school—I want to learn how to ............