hich maybe attended later.

Lessons in history are often spoiled by futile questions put in as it
were for conscience' sake, to satisfy the obligation of questioning, or
to rouse the flagging attention of a child, but this is too great a
sacrifice. It is artistically a fault to jar the whole movement of a
good narrative for the sake of running after one truant mind. It is also
artistically wrong and jarring to go abruptly from the climax of a
story, or narrative, or lecture which has stirred some deep thought or
emotion, and call with a sudden change of tone for recapitulation, or
summary, or discussion. Silence is best; the greater lessons of history
ought to transcend the limits of mere lessons, they are part of life,
and they tell more upon the mind if they are dissociated from the
harness and trappings of school work. Written papers for younger
students and essays for seniors are the best means of calling for their
results, and of guiding the line of reading by which all oral teaching
of history and study of text-books must be supplemented.

When school-room education is finished what we may look for is that
girls should be ready and inclined to take up some further study of
history, by private reading or following lectures with intelligence, and
that they should be able to express themselves clearly in writing,
either in the form of notes, papers, or essays, so as to give an account
of their work and their opinions to those who may direct these later
studies. We may hope that what they have learned of European history
will enable them to travel with understanding and appreciation, that
places with a history will mean something to them, and that the great
impression of a living past may set a deep mark upon them with its
discipline of proportion that makes them personally so small and yet so
great, small in proportion to all that has been, great in their
inheritance from the whole past and in expectation of all that is yet to
be.

CHAPTER XI.

ART.

"Give honour unto Luke Evangelist:
For he it was (the aged legends say)
Who first taught Art to fold her hands and pray.
Scarcely at once she dared to rend the mist
Of devious symbols: but soon having wist
How sky-breadth and field-silence and this day
Are symbols also in some deeper way,
She looked through these to God, and was God's priest.

"And if, past noon, her toil began to irk,
And she sought talismans, and turned in vain
To soul