Affinity for material: Ruskin’s opportunities—Intimacy with natural objects—Ruskin’s flower-studies—His pebble studies—A life-shaping intimacy—Insatiate delight in books, Ruskin’s, Wordsworth’s—‘_They must_ have their food’ of romance—Children must range at will among books—Words, ‘a passion and a power’—Ruskin’s _local_ historic sense—Living touch with the past necessary—Wordsworth and Ruskin aloof from the past—Knowledge learned in schools—Comradeship, 194 CHAPTER XIX WE ARE EDUCATED BY OUR INTIMACIES _Part III.—Vocation_ Turner’s ‘call’ to Ruskin—Sincere work—Initiation—Nature, a passion—The calling of a poet—The education of the little prig—Children have affinities and should have relations—Education not desultory—Strenuous effort and reverence—Comradeship has duties—The angel troubles the still pool—The highest relationship, 204 AN EDUCATIONAL MANIFESTO, 216 CHAPTER XX SUGGESTIONS TOWARDS A CURRICULUM (_For Children under Twelve_) _Part I._ Summary of preceding chapters—Some preliminary considerations—We take too much upon us—A definite aim—Education objective, not subjective—Interests—Educational unrest—A unifying principle—Education should give knowledge touched with emotion—Education is the science of relations—Is there such a thing as the ‘child-mind’?—Knowledge _versus_ information—Children have a natural craving for knowledge—Children must be educated on books, 215 CHAPTER XXI SUGGESTIONS TOWARDS A CURRICULUM (_For Children under Twelve_) _Part II.—School-books_ Books that supply the sustenance of ideas—Books and oral teaching—The use of appliances—The co-ordination of studies—Our aim in education—Education by things—Education by books—The question of a curriculum—Religion—History—Language—Mathematics—‘Practical instruction’—Science—Drawing—Picture talks, 228 CHAPTER XXII SUGGESTIONS TOWARDS A CURRICULUM _Part III.—The Love of Knowledge_ The use of books makes for short hours—‘Utilitarian’ education—Relations and interests—Causes of failure—Intelligent education—Blind alleys—An educated child—Children delight in school, but not for love of knowledge—An educational revolution—The children’s Magna Carta, 240 APPENDICES I. QUESTIONS FOR THE USE OF READERS, 248