a particular organisation, like that of a ragged school, in order to bring them in. 3352. But would you not consider that those classes would require that provision should be made for their wants?-Yes. But the first point is this: if you find in ragged schools generally a large number of children who belong to neither of those classes, but are, in fact, not only able but willing to pay 1d. a-week for their education, I say that is an abuse of the ragged school institution, as it is understood by its promoters. The presence of those children who are able to pay, in those ragged schools, is an evil which you must either prevent in some way, or else the Government will be assisting the same class of children on two different principles. 3353. Did you find any large proportion of children who both could and would pay in the ragged schools in Bristol?—I should say that a large number of those whom I saw there were perfectly able to pay.* The summary of these minutes should be such a brief narrative as, in a history of the question, would express Mr Cumin's opinion, and the reasons by which he supported it. PART III-THE STRUCTURE OF THEMES. 107. A Theme* is a series of paragraphs discussing the different parts of a subject, so arranged as to give a complete exposition of the whole subject of which it treats. 108. The elements of which a Theme consists are (as in the paragraph), Narration, Description, and Reflection; and, while no Theme is likely to be composed of any one of these elements exclusively, they may be classified, according to the prominence which each of these elements assumes in their composition, into I. NARRATIVE THEMES. II. DESCRIPTIVE THEMES. To these, however, we shall add two classes of Miscellaneous Themes or Essays, viz. : IV. DISCURSIVE THEMES. V. ARGUMENTATIVE THEMES. Chapter I.-Narrative Themes. 109. The Narrative Theme has for its object, to give a complete account of all that happened in connection with a particular event; and only such details are to be introduced into it as are necessary for that purpose. 110. The Narrative Theme may therefore be regarded as an expansion of the narrative paragraph (§ 81), with the addition of occasional descriptions and reflections. 111. The particulars enumerated (§ 82) as belonging to the narrative paragraph were, 1. The event; 2. The persons or instruments; 3. The time; 4. The place; 5. The manner or accompanying circumstances. In the Theme, the last head will afford the greatest scope for amplification, as it will include an * The word Theme is here used in its secondary sense of a short dissertation, or methodical essay on a given subject; primarily, it signifies the subject or topic itself. account of the course of events to which the special incident under consideration belongs. 112. Narrative Themes may be divided, according to the subjects treated of, into these three classes: I. Incidental Themes, including miscellaneous subjects, as Mechanical Processes, and Incidents of every day life. II. Biographical Themes. III. Historical Themes. 113. Rules for Narration : I. Narrate the events in the order of their occurrence. II. Introduce description, only when really necessary to explain objects referred to in the narrative. III. Introduce reflection sparingly, and always keep it subordinate to narration, which is the main object of the Theme. IV. Each circumstance which forms a distinct unity should occupy a separate paragraph. **As the drawing out of a scheme or skeleton before writing any Theme is an important exercise in itself, only a model scheme is here given. It is recommended that, as a first exercise, the pupils should be required to prepare the scheme, and as a second, to write the Theme therefrom. The following directions for scheme-making are given to aid the pupil in doing this for himself. 114. Directions for Scheme-making: I. When the facts are not derived from personal observation, read some plain and authentic account of them; and in the course of reading, make notes. II. From these notes, select the points most worthy of attention, and arrange them in the order in which they are to be taken up in the narrative (§§ 103, 104). III. Indicate by marginal notes those objects that may require description, and those which suggest reflections. IV. Write the Theme from the scheme and notes alone, and not from the author consulted. V. The division into paragraphs is most conveniently made in the course of composition. 115. 1. Incidental Themes. Model Scheme.-Paper-Making. 2D. Machine. R.† Purpose of this. Rags collected dusting-sorting-cutting' | 'D.* knife, cylinder. — washing — teasing — bleaching — stirring pulp in vat-passage through strainer-over wire cloth-vacuum box3-lateral vibration -passage of film between iron rollers-on to felt web-rollers again-under steam-heated cylinders-on to a drum or reel, a perfect web of paper. "R. Beauty of the contrivance; ingenuity; effects, spread of knowledge, &c. Exercise 47. Subjects for Narrative Themes: 1. The process of making a book. 2. The process of photographing. 3. The process of calico-printing. 4. The process of glass-blowing and casting. 5. The process of sugar refining. 6. The opening of Parliament. 7. A journey. 8. A voyage. 9. An ascent of Mont Blanc. 10. A visit to London, Paris, Rome, Berlin, &c. 11. A visit to a picture gallery, or other exhibition. 12. A military review, or other spectacle. 116. II. Biographical Themes. Model Scheme.-Frederic the Great. Birth-Education-occupations of youthtreatment by his father1-imprisonment liberation-first campaign. Accession-Silesian wars2-treaty of Dresden, 1745-Voltaire; verse-making-seven years' war, 1756-battles of Lowositz, Prague, Kolin, Hochkirchen, Leuthen-Disasters of 'R. Frederic William's character, 2R. Their origin, & D. R. Treatment of Voltaire. D. One of the battles. reflection. In every case the pupil should be required to prepare a scheme, and submit it to the teacher, before writing the Theme. third and fourth campaigns-treaty of Hu- | 'R. Fortitude in adbertsburg, 1763-partition of Poland, 1772-versity. armed neutrality, 1781-death, 17867. Exercise 48. Subjects for Biographical Themes:· 1. Alexander the Great. 2. Hannibal. 3. Cyrus the Great (the elder). 4. Julius Cæsar. 5. Alfred the Great. 6. Charlemagne. 7. Charles XII. of Sweden. 8. Peter the Great. 9. Napoleon Bonaparte. 12. Warren Hastings.. 16. Sir Walter Raleigh. 19. Thomas à Becket. 20. Alcuin. 21. Lanfranc. 22. Wycliffe. 23. Cardinal Wolsey. 117. : 24. Milton. R. Fate of Poland. "R. His character as a general, a ruler, a politician, and a man. 27. George Stephenson. 31. Boadicea. 32. Joan D'Arc. 33. Queen Eleanor (Edward I.). 41. Flora Macdonald. 42. Mary Wortley Montagu. 44. Cleopatra. 45. Queen Victoria. III. Historical Themes. Model Scheme.-The Massacre of Glencoe. William's (III.) authority established in England-in Lowlands of Scotland-" Pacification " with Highlanders, Aug. 1691-M'Ian of Glencoe, head of Macdonalds-his delayarrival at Fort-Augustus-No officer theresent to Inverary-arrives, 6th Jan 1692-his oath received-Dalrymple's plot3-the warrant procured-signed by William, 1st Feb. 1D. Provisions of the pacification. 2D. Glencoe, its scenery and situation. R. Its origin. R.W.'s share of blame. |