=Books that supply the Sustenance of Ideas.=—Mr H. G. Wells has put his finger on the place when he says that the selection of the right school-books is a great function of the educator. I am not at all sure that his remedy is the right one—or that a body of experts and a hundred thousand pounds would, in truth, provide the manner of school-books that reach children. They are kittle cattle, and, though they will plod on obediently over any of the hundreds of dry-as-dust volumes issued by the publishers under the heading of ‘School Books,’ or of ‘Education,’ they keep all such books in the outer court, and allow them no access to their minds. A book may be long or short, old or new, easy or hard, written by a great man or a lesser man, and yet be the _living_ book which finds its way to the mind of a young reader. The expert is not the person to choose; the children themselves are the experts in this case. A single page will elicit a verdict; but the unhappy thing is, this verdict is not betrayed; it is acted upon in the opening or closing of the door of the mind. Many excellent and admirable school-books appreciated by masters are on the Index Expurgatorius of the schoolboy; and that is why he takes nothing in and gives nothing out. The master must have it in him to distinguish between twaddle and simplicity, and between vivacity and life. For the rest, he must experiment or test the experiments of others, being assured of one thing—that a book serves the ends of education only as it is vital. But this subject has been treated at some length in an earlier chapter. =Books and Oral Teaching.=—Having found the right book, let the master give the book the lead and be content himself with a second place. The lecture _must be subordinated to the book_. The business of the teacher is to put his class in the right attitude towards their book by a word or two of his own interest in the matter contained, of his own delight in the manner of the author. But boys get knowledge only as they dig for it. Labour prepares the way for assimilation, that mental process which converts information into knowledge; and the effort of taking in the sequence of thought of his author is worth to the boy a great deal of oral teaching.