to be written in their copy-books.

"A theme may be proposed and the pupils may be left free to
develop it without any further explanations.

Theme A.--_Luisa threw a piece of wool into the fire_. (The
wool caused a bad smell. The teacher reproved Luisa. A
companion opened the window to allow the bad odor to escape.)

Theme B.--_Ernesto upset the ink on the floor_. (The floor
was stained. The teacher reproved the child. Ernesto promised
to be more careful.)

Theme C.--_Elisa read the story well_. (The teacher praised
her and gave her a good mark. Elisa was very much pleased.)

Theme D.--_Mario made a blot on his copy-book_. (The teacher
did not correct his exercise; she scolded him. The boy went
home crying.)

"After all this collective practise the teacher gives a free
theme such as the following: 'Maria knew her lesson well.' In
developing it, the children are expected to follow the above
examples: that is to say, they are to indicate in two
sentences the logical effects of such a cause (the teacher
gave her ten marks and praised her; then she told her to
persevere in her industry)."

* * * * *

Sometimes the teaching has a psychological purport rather than a
logical one. In such a case the "little thoughts" are not linked
together as cause and effect, but by the display of psychical
activities in three spheres: "knowing, feeling, and willing."
Examples:

Amelia made me smell some ammonia (fact perceived).--

What a horrible smell! (sentiment).--I will not smell it
again (volition).

Gigi pulled my hair (fact perceived).--It hurt me
(sentiment). I pulled my companion's hand away quickly
(volition) (_I Diritti della Scuola_, Year xiv, No. 16, p.
232).

With methods such as these it is obvious that every possibility of
inspiration and creation will be destroyed. The child has to follow
phrase by phrase what the teacher indicates; thus every spark of
aptitude for original composition is quenched. Not only does the child
remain _empty of material_ wherewith to create, as in the past, but
the very capacity for creation disappears, so that if, to-morrow,
material should be formed in his mind, he would no longer have the
impulse to utilize it, and his thought would be fettered by his school
routine.

Intellectual education carried on by the teacher on such a system
makes one think