ch pupil had to
do it by himself as an exercise. These representations of the earth's
surface of ours had a round contour, resembling the circular outline of
the visible horizon.

At the next public examination of the school, I was fortunate enough,
although this first attempt was full of imperfections, to win the
unanimous approval of the parents present; and not only that, but the
especial commendation of my superiors. Every one said, "That is how
physiography[54] should be taught. A boy must first learn all about his
home before he goes further afield." My boys were as well acquainted
with the surroundings of the town as with their own rooms at home; and
gave rapid and striking answers as to all the natural peculiarities of
the neighbourhood. This course was the fountain-head of the teaching
method which I afterwards thoroughly worked out, and which has now been
in use for many years.

In arithmetic I did not take the lower, but the middle classes; and here
also my teaching received cheering encomiums.

In drawing I also taught the middle classes. My method in this subject
was to work at the thorough comprehension and the representation of
planes and solids in outline, rising from the simplest forms to complex
combinations. I not only had the gratification of obtaining good
results, which thoroughly satisfied those who tested them, but also of
seeing my pupils work with pleasure, with ardour, and with
individuality. In the girls' school I had to teach orthography[55] in
one of the elementary classes. This lesson, ordinarily standing by
itself, disconnected with anything, I based upon correct
pronunciation.[56] The teaching was imperfect, certainly; but it
nevertheless gained an unmistakable charm for both teacher and pupils;
and, finally, its results were very satisfactory.

In one of the other classes of the girls' school I taught preparatory
drawing. I took this by combinations of single lines; but the method was
wanting in a logically necessary connection, so that it did not satisfy
me. I cannot remember whether the results of this teaching were brought
to the test or not.

Such was the outcome of my first attempts as a teacher. The kind
indulgence and approval granted to me, more because of my good
intentions and the fire of my zeal than for my actual performance,
spurred me on to plunge deeper into the inquiry as to the nature of true
teaching. But the whole system of a large school must have its settled