talent, or special talent in an art of any kind, that talent should receive special culture. FOURTH PERIOD.- Manhood. At the termination of this period, the scholastic course of study is supposed to be completed. Suitable studies in language are Rhetoric, Criticism, Literature, and foreign languages, both ancient and modern. Studies in the Formal Sciences should embrace the higher Mathematics and Logic. Their relations to other sciences should be pointed out, and an application of their principles should be made. The more abstruse principles of the Empirical Sciences studied during this period, can be mastered; and such principles, and the relations of these sciences to one another, are proper objects of study for minds approaching maturity. Pupils may be encouraged to select some one of the sciences, and to prosecute original investigations with respect to it. The ambition to add something to the sum of human knowledge is a worthy one. This period should be characterized by the study of the Rational Sciences, furnishing as they do the noblest themes for human thought, and the best means of mental discipline. It will be found, too, that their principles underlie all other sciences, and are necessary to their full comprehension. That teacher deserves the name of wise man, who, taking his pupils through many sciences, leads them at last to the firm conviction that faith is the only sure basis of all philosophy; and this, when well understood, is the spirit of all Metaphysical study. History must now embrace the History of science and the History of philosophy, as well as reveal the principles that have ever worked changes in the affairs of men. Its highest province is to embrace all science and all art in its comprehensive narrations, and to trace out the causes and effects of human actions, and thus solve the problem or human life. If it is thought proper to continue the study of Drawing through any part of this period, it may include the principles of Shading and Perspective. Mechanical and Architectural Drawing might, in some cases, be taught. The time to be devoted to Music must depend upon other circumstances than those which arise from its nature. This, too, is the case with other arts, such as Painting, whien are considered more ornamental than useful. From the age of sixteen to twenty-one, the realities of life begin to press themselves upon the attention of the young man or the young woman. They select a profession, or seek to prepare themselves for some kind of business. They feel the need of a professional education; and such an education aims not to impart knowledge of the sciences, but skill in the arts. The highest of all arts is the art of living well, and to this art all science contributes. Exceptions apparently to the common order of things are the gifted sons of Genius - the great Artists of the world. To them we are indebted for the noblest creations of the human mind; and, though but one such person-poet or prophet-appear in a century, a broad system of education cannot be unmindful of the great fact. What has now been written is intended to introduce a discussion of those detailed methods of instruction of which it is the special object of this work to treat. In accordance with the classification of studies already made, the remaining part of the volume will be divided into seven chapters as follows: I. INSTRUCTION IN THE ELEMENTS OF KNOWLEDGE. III. INSTRUCTION IN THE FORMAL SCIENCES. CHAPTER 1. INSTRUCTION IN THE ELEMENTS OF KNOWLEDGE. What is meant by the elements of knowledge has s ready been explained. The elements of each b.anch of knowledge, or of each class of branches, might be treated of in connection with the discussion of the methods of teaching that branch or that class of branches; but practically these elements are noù separated but combined in early education. A child cannot study the sciences, but he can study the general facts which form their bases. The whole subject will be discussed in two sections as follows: I. Informal Instruction in the Elements of Knowledge. II. Formal Instruction in the Elements of Knowledge. Under the first head it is intended to speak of that instruction in the elements of knowledge which a child acquires from parents, companions, and the circumstances that surround him, without any special teacher or any set lessons. Under the second the design is to discuss that kind of instruction which is now generally known by the name of Object Lessons. (123) I Informal Instruction in the Elements of Knowledge.-How interesting to the educator is the infant soul in its efforts to attain freedom! Wrapt in sleep, how softly it awakens to a state of conscious existence! Closely folded within the depths whence it comes, how gently its tender germs seek the light! An angel sent from God, with what seeming hesitation it sets its delicate feet upon the rough earth! We know not what impressions a child may have received before that time, but the beginning of its instruction may be dated from the moment it knows itself from the moment it shows, by looks or actions, that it recognizes something apart from its own being. Commencing at this tender age, a child must receive instruction suited in kind and method to its capacity. Children exhibit in their mental manifestations and predilections the kind of instruction and training which they need. There are internal impulses which prompt them to satisfy their mental cravings. By carefully watching the outward play of these impulses, we may be guided in selecting the most appropriate means and methods of educating the young. "Follow the indications of nature," said Rousseau. In order to make the subject as definite as possible, the most important educational inferences which can be derived in this way, will be expressed in a series of propositions: 1. CHILDREN SHOULD BE ALLOWED AMPLE OPPORTUNITIES FOR EXERCISING THEIR SENSES. - A child can exercise the senses of touching, tasting, and smelling before it can see and hear. Of the two |