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
form, with its previously-appointed teaching-course arranged as to times