“Mayor Bailli knocks, and wants to know why they are shut out? It is the king’s orders. He wants his papers. He may come in and get them, and with this they must be content. “They swarm to Versailles, the king steps out on the balconny (_sic_) and speaks. He says the room is being prepared for his own august presence; a platform is being erected, he says he is sorry to inconvience (_sic_) them; but he is afraid they must wait, and with that he retires. Meanwhile patriotism consults as to what had best be done. Shall they meet on the palace steps? or even in the streets? At length they adjourn to the tennis court, and there patriotism swears one by one to be faithful to the New National Assembly, as they now name themselves This is known as the Oath of the Tennis Court.” I have placed before the reader examples of a portion of some thirty pupils’ work to illustrate their education by books. It is not necessary to speak of their education by Things: that is thorough and systematic; but may I point out that what has been cited is average work. I do not know if the reader considers that I have proved my point, that is, that ‘studies’—schoolroom studies—‘are for delight, for ornament, and for ability.’ APPENDIX III WHAT A CHILD SHOULD KNOW AT TWELVE In order to induce the heads of schools (private schools, preparatory schools, girls’ schools, and ‘Lower’ schools) to consider seriously whether it is not possible to introduce some such method of _Education by Books_, let me put forward a few considerations:— 1. The cost of the books per pupil for the six years—from six to twelve—does not average more than £1 a year. A scheme of work for elementary schools might be arranged at a much less annual cost for books. 2. Two and a half, for Class I., to three and a half hours a day, for Class III., is ample time for this book education. 3. Much writing is unnecessary, because the pupils have the matter in their books and know where to find it. 4. Classes II. and III. are able to occupy themselves in study with pleasure and profit. 5. Teachers are relieved of the exhausting drudgery of many corrections. 6. The pupils have the afternoons for handicrafts, nature-work, walks, games, etc. 7. The evenings are free, whether at school or at home, for reading aloud, choral singing, hobbies, etc. 8. The pupils get many intelligent interests, beget hobbies, and have leisure for them. 9. There is no distressing cramming for the term’s examination. The pupils know their work, and find it easy to answer questions set to find out what they know, rather than what they do not know. 10. Children of any age, however taught hitherto, take up this sort of work with avidity.