does not experience great satisfaction in the mental elasticity which succeeds the strain required for the mastery of great truths. Of course there is a limit to mental as well as physical elasticity, but no elasticity whatever is manifest except under the previous application of some external force. Suppose an experiment has been performed not explicitly stated in the text book, but comprehended in the general principles adduced, if the majority of the class do not at once "see through it," let its explanation pass for a day or for many days, stirring up their minds occasionally by way of remembrance. Give them at times full permission to talk the matter over among themselves, and at other times withhold the privilege.

The experiments, as a rule, should be exhibited before the explanation of the principles involved is attempted; but not before they have read over the matter in their text-books. Where, as in connection with the air-pump, there are many experiments illustrating different properties, the experiments should be classified in accordance with the specific property illustrated, and the class should be required to prove the existence of the property by the experiments. When it is possible, the experiments should be performed with apparatus that the class may make at home. The importance of experiments in fixing facts and principles in the minds of the pupils, is not generally recognized. Too often they are regarded merely as affording the class a sort of relaxation from the monotony of recitation. They are proofs of facts, and should always be required in the statements of facts.

In my own experience, I have found it profitable to develop some one theme with each class beyond the limits of an ordinary text-book, merely to impress the pupils with the extent and capabilities of the subject, but deriving thereby much other good both to myself and them. In this way I have worked out thoroughly at different times, but not all with the same class, for want of time, specific gravity, the pendulum, mirrors, the steam engine, polarized light, etc., etc. In each case, it cost me much thought and labor to bring the various ramifications of the several themes to the average comprehension. Sometimes I found it necessary to devote the study of a week to contrive the apparatus and develop the method for the simple elucidation of the principles involved. I have pursued this plan for several years, and intend

to persevere in it for the sake of keeping out of the old ruts of thought and labor. Let no one say that the themes mentioned are easy until he has written out exactly what he wishes to give his class in place of the matter in the text-book. Let any one make one trial of this, and he will make many.

Another thing has often troubled me, which is the amount that ought to be learned by each pupil. Many topics in any text-book are of so inconsiderable importance that it seems a waste of time and strength to burden the mind of the student with them, especially if it involves the exclusion in part of weightier themes. The themes that I consider unimportant may not seem so to others, but all will agree that some are merely burdensome. What shall be done with such? My plan has been to require these as a sort of reading lesson, and to give in a short lecture the facts that are most worthy of remembrance, and require nothing in recitation beyond a quiz on the lecture. Without some such precaution, I find my pupils are prone to study over the invention of some useless trinket, or through a wordy explanation of a self-evident proposition, with as much painstaking care as upon the steam-engine, or the law of gravitation.

The mathematical bugbear is the lion in the way of younger pupils, and oftentimes bars further advance. Yet mathematical formulæ are so valuable that their application at least should be mastered if possible. I think a little pains on the part of the teacher will give even very young pupils enough of algebra to comprehend the properties of a simple equation. My own pupils study Natural Philosophy before making much progress in mathematics, so that I sometimes find it necessary to give a lesson or two in the latter science.

Teachers, however, must not expect to find many philosophers among their pupils even after the most intelligent training. Mr. Mendenhall's class contains as large a proportion as any that I ever saw; viz., one in eight. I do not think that this small proportion is due to any inherent mental deficiency; but that it is almost entirely caused by poor training in the lower grades of schools. Young children are not taught to think for themselves as they should, and this reacts upon them throughout their educational course.

OBJECT TEACHING IN THE OSWEGO SCHOOLS.

[The following is the concluding portion of a "Report on Object Teaching" read at the late meeting of the National Teachers' Association by Prof. S. S. Greene, of Rhode Island, in behalf of a committee consisting of seven of the most eminent educators of the country:]

We come now to the final question: Does the plan pursued at Oswego conform to these general principles?

We answer unhesitatingly-in the main it does. It may not be right in all its philosophy, or in all its practice. Whether the practice is better than the philosophy, or the philosophy than the practice, we will not pretend to say. Neither is it our object or purpose to appear as champions of the system, to defend it against attacks, or cover up what is faulty. We simply appear to report it, and our opinions upon it, so far as the examinations of one week will enable us to do.

But what is the Oswego system? The schools of the city-a city of some twenty-three thousand inhabitants-are divided into four grades: Primary, Junior, Senior and High,-corresponding to the Primary, Secondary or Intermediate, Grammar and High schools of other cities. Besides these grades, there is an unclassified school continued through the year, to meet the wants of pupils who are not well adapted to the graded schools; and yet another kept in winter, to accommodate those who can attend only during that season. Each grade is subdivided into classes named in the order of rank from the lowest, C, B, A. Something like the object system was introduced in 1859. But in 1861, these peculiar features were more fully developed. Previous to the last date, the schools were in session six hours per day. Since that time the daily sessions have been shortened one hour in all the schools.

The peculiar system called the "object system" was introduced at first into only the Primary grade. In 1861, it had gained so much favor with the School Board, that a Training School was established under the direction of Miss Jones, from the Home and Colonial Institution, London. At present the system has reached the Junior schools, and now prevails throughout the two lower grades.

The Training School, which forms a prominent feature of the

system, is at present established in the Fourth Ward school building. Besides the Training School, this building contains a city Primary with its classes A, B, C,-a Junior A, B, C, and a Senior A, B, C. Each Primary and each Junior school throughout the city is provided with a permanent principal and permanent assistant for each of the classes. In the Fourth Ward schools, however, only one assistant is permanently appointed. The place of the second assistant is supplied from the Training School. The exercises in these two grades are the same throughout the city— except in the building of the Training School, where additional exercises, hereafter to be described, are introduced. In this building, then, we shall find the ordinary lessons in "Object Teaching" as well as the peculiar lessons of the Training School. Let us enter any Primary school at the beginning of the year, with the C class at the age of five, fresh from home life, for the first time to enter upon school duties. They come with their slates and pencils-and this is all. Their first exercise is not to face the alphabet arranged in vertical or horizontal column, and echo the names of the letters after the teacher in response to the question, "What is that?"-a question the teacher knows they can not answer, and, therefore, ought not to ask. But some familiar object, one of the boys of the class, it may be, is placed before them, and called upon to raise his hand-the class do the same. This is beginning with the known. Then he is called upon to raise his right hand. This may be an advance into the obscurely known; the class do the same if they can make the proper distinction; if not, the first lesson marks clearly the distinction between the right hand and the left. Something real and tangible is done. The children can now distinguish between the right ear and the left ear, the right eye and the left eye. Here is acquired knowledge applied.

But what of their slates? The teacher may first give a lesson -practical of course-on the use of the slate and pencil. Standing at the blackboard, she uttters the sound represented by some letter, as t. The class utters it. They repeat it, till the sound becomes a distinct object to the ear. She then prints upon the board the letter t. This becomes an object to the eye. She points to it and gives the sound-they repeat the sound. She points again, they repeat. She gives the sound, they point.

Two ob

jects are associated. Now in their seats the letter t is to be made upon their slates till the next lesson is given. In this second lesson an advance is made upon the parts of the human body, or another sound-as the short sound of a is given, then the character as before. Now the two sounds are put together-then the two letters. Two objects are combined, and we have the word at. But before this lesson is given, the children go through with a series of physical exercises. Perhaps, next, the whole class is sent to the sides of the room. Here is a narrow shelf, answering both as a table and a ledge to the blackboard. Under this are apartments containing beans. The children take them one by one and count. They arrange them in sets of two or three, etc. They unite one and one, that is, bean to bean-one and two, etc. They take away one from two, one from three, and so on. They now return to their seats and make marks upon their slates, to take the place of the beans. In short this Primary room is a busy workshop-not one idle moment. One year is passed in this manner. The children have learned many useful lessons; have mastered a set cf Reading Cards-have learned to spell many words involving the short sounds of the vowels and most of the consonants. They have lessons on form and color, on place and size; on drawing, on moral conduct; and these are changed once in two weeks.

They are now promoted to the B class. They commence reading from the primer. They can write upon their slates and form tables. They have Object lessons more difficult and more interesting. They can read the statement of the facts developed as they are drawn off upon the board. They can write them themselves. They now learn to make their own record of facts upon their slates. Their written work is examined and criticised. They read their own statements, and do it with ease and naturalness, because the thoughts are their own. They learn to represent numbers with figures. They make out numerical tables for addition and subtraction, not by copying, but by actual combinations with beans or otherwise. They thus realize these tables. In short, a mingling of Object lessons with writing, spelling, reading, singing, physical exercise, adding, subtracting, multiplying, dividing, elementary geography, and natural history, occupies their attention through the first three years. All the lessons are given