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2. A fine poetic sentiment beautifully put ! 



3. The cork tree is not so large as many other trees. 



4. Sponge does not " grow like a plant" and the sponge of 

 commerce is not found in " deep, deep " water. 



5. The quantity of oil got from fish is not worth mentioning 

 in comparison with that from other sources. Perhaps the 

 " poet " thought a whale was a fish. Oil is not obtained from 

 flax as understood by a "flaxen haired" child, but from flax 

 seed — linseed. 



6. Most candles are not now made from either tallow or wax. 

 7 and 8. Rags to be pronounced "racks" to meet the 



exigencies of this " poet," who has the temerity to call his pro- 

 duction "Facts for Little Folks." "Platitudes for Partial 

 Idiots " would be a less insulting title. 



As twin sister to literature comes art. Since artists like poets 

 are born, and not made — to a few only will it be worth while to 

 teach art production. If taught at all, it should be with the 

 practice of original design and an understanding of the scientific 

 principles involved. But just as one may learn to appreciate 

 literature without being able to write poetry, so one may be 

 taught to value and understand painting, music, sculpture, 

 architecture, and their leading points, their history and develop- 

 ment, and the principles involved in and underlying these arts, 

 thus giving an intellectual appreciation of their nature as well as 

 a cultured enjoyment of the pleasure they give. The actual 

 practice of music may however be considered as generally more 

 desirable as a means of culture. 



Now as regards mere knowledge ; sometimes not inappro- 

 priately called dead knowledge. First, as to method of im- 

 parting it ; the pupil is to be fed just as he can assimilate it, 

 not stuffed like a Strasburg goose. What he learns then will 

 remain and become part of him, and the process will be a com- 

 paratively easy and pleasant one. 



Plato said the immortality of the soul appeared to him to 

 receive decisive proof from the rapidity with which boys learnt. 

 For they seized on knowledge so readily that they seemed to 



