great spectacle of the daily progress of nature, as the reasoning faculties of the child grow and become familiar with the use of the tools of knowledge,—reading, writing, and elementary mathematics, he should pass on to what is, in the more strict sense, physical science. Now, there are two kinds of physical science. The one regards form and the relation of forms to one another; the other deals with causes and effects.

9. In many of what we term our sciences these two kinds are mixed up together; but systematic botany is a pure example of the former kind, and physics of the latter kind, of science. Every educational advantage which training in physical science can give is obtainable from the proper study of these two; and I should be contented for the present if they, added to physical geography, furnished the whole of the scientific curriculum of schools.

10. Indeed, I conceive it would be one of the greatest boons which could be conferred upon England if henceforward every child in the country were instructed in the general knowledge of the things about it,-in the elements of physics and botany; but I should be still better pleased if there could be added somewhat of chemistry and an elementary acquaintance with human physiology.

11. So far as school-education is concerned, I want to go no farther just now; and I believe that such instruction would make an excellent introduction to that preparatory scientific training which, as I have indicated, is so essential for the successful pursuit of our most important professions. But this modicum of instruction must be so given as to insure real knowledge and practical discipline. If scientific education is to be dealt with as mere book-work, it will be better not to attempt it, but to stick to the Latin

grammar, which makes no pretense to be anything but book-work.

DEFINITIONS.-2. €ŭlt'üre, enlightenment and discipline acquired by mental training. Es thět'ie, pertaining to the science of taste or beauty. 5. Phe nòm ́e na, whatever is presented to the eye. Ap proxi mā ́tion, approach. Căt'e go ry, class or order. 6. Ae erē ́tion, an increase by natural growth. Fae'ul ty, power or ability. 7. Păn o răm’ie, complete. 9. Sys tem at′ie, methodical. Physies, the science of natural objects, including the study or knowledge of the material world. Єur rĭe'ū lăm, a fixed course of study. 10. Physi ŭlo ġy, the science which treats of the organs and their functions, in animals and plants. 11. Mõd ́i eŭm, a small quantity.

5.—SCIENTIFIC EDUCATION (Concluded).

1. If the great benefits of scientific training are sought, it is essential that such training should be real,—that is to say, that the mind of the scholar should be brought into direct relation with fact; that he should not merely be told a thing, but made to see, by the use of his own intellect and ability, that the thing is so, and not otherwise. The great peculiarity of scientific training-that in virtue of which it cannot be replaced by any other discipline whatsoever is this bringing of the mind directly into contact with fact and practicing the intellect in the completest form of induction,—that is to say, in drawing conclusions from particular facts made known by immediate observation of nature.

2. The other studies which enter into ordinary education do not discipline the mind in this way. Mathematical training is almost purely deductive. The mathematician starts with a few simple propositions the proof of which is so obvious that they are called self-evident, and the rest of his work consists of subtile deductions from them. The teaching of languages-at any rate, as ordinarily practiced

-is of the same general nature: authority and tradition furnish the data, and the mental operations of the scholar are deductive.

3. Again, if history be the subject of study, the facts are still taken upon the evidence of tradition and authority. You cannot make a boy see the battle of Thermopylæ for himself, or know of his own knowledge that Cromwell once ruled England. There is no direct contact with natural fact by this road, nor any dispensing with authority, but rather a resting upon it.

4. In all these respects science differs from other educational discipline and prepares the scholar for common life. What have we to do in every-day life? Most of the business which demands our attention is matter of fact, which needs, in the first place, to be accurately observed or apprehended; in the second, to be interpreted by inductive and deductive reasonings, which are altogether similar in their nature to those employed in science. In the one case as in the other, whatever is taken for granted is so taken at one's own peril. Fact and reason are the ultimate arbiters, and patience and honesty are the great helpers out of difficulty.

5. But if scientific training is to yield its most eminent results, it must, I repeat, be made practical,-that is to say, that in explaining to a child the general phenomena of nature you must, as far as possible, give reality to your teaching by object-lessons. In teaching him botany, he must handle the plants and dissect the flowers for himself; in teaching him physics and chemistry, you must not be solicitous to fill him with information, but you must be careful that what he learns he knows of his own knowledge.

6. Don't be satisfied with telling him that a magnet

attracts iron. Let him see that it does; let him feel the pull of one upon the other for himself. And, especially, tell him that it is his duty to doubt, until he has been compelled by the absolute authority of nature to believe, that which is written in books. Pursue this discipline carefully and conscientiously, and you may make sure that, however scanty may be the measure of information which you have poured into the boy's mind, you have created an intellectual habit of priceless value in practical life.

7. One is constantly asked, When should this scientific education be commenced? I should say, With the dawn of intelligence. As I have already said, a child seeks for information about matters of physical science as soon as it begins to talk. The first teaching it wants is an objectteaching of one sort or another; and as soon as it is fit for systematic instruction of any kind, it is fit for a modicum of science.

chil

8. People talk of the difficulty of teaching young dren such matters, and in the same breath insist upon their committing to memory propositions far harder to comprehend than anything in the educational course I have proposed. Again, I am incessantly told that we who advocate the introduction of science into schools make no allowance for the stupidity of the average boy or girl; but it is my belief that stupidity, in nine cases out of ten, is unnatural, and is developed by a long process of parental and pedagogic repression of the natural intellectual appetites, accompanied by a persistent attempt to create artificial ones. for food which is not only tasteless, but at the same time essentially indigestible.

9. Those who urge the difficulty of instructing young people in science are apt to forget another very important condition of success,-important in all kinds of teaching,

but most essential, I am disposed to think, when the scholars are very young. This condition is that the teacher himself should really and practically know his subject. If he does, he will be able to speak of it in the easy language, and with the completeness of conviction, with which he talks of any ordinary every-day matter. If he does not, he will be afraid to wander beyond the limits of the technical phraseology which he has gotten up; and a dead dogmatism which oppresses or raises opposition will take the place of the lively confidence, born of personal conviction, which cheers and encourages the eminently sympathetic mind of childhood.

DEFINITIONS.-2. Sub'tile, acute. De due'tions, conclusions. Tra di'tion, information transmitted orally. Da'tà, facts. 4. Úl'ti māte, final. Är ́bi terș, umpires. 5. So liç'it ous, anxious. 8. Pěd a gog'ie, belonging to a teacher. 9. Těch ́nie al, pertaining to the useful arts. Phră şe ŏl ́o ġy, manner of expression. Doğ ́ma tîşm, positiveness in opinion.

NOTES. 3. Battle of Ther mop'y læ, a battle fought between the Persians, under Xerxes, and the Greeks, under Leonidas the Spartan, about 480 B. C.

Crom'well. Oliver Cromwell, born in 1599, became ruler of England, under the name of Protector, after the death of Charles I. He died in 1658.

6.-A LOST CHORD.

ADELAIDE ANNE PROCTER, daughter of Bryan Waller Procter (Barry Cornwall), the poet, was born in London, October 30, 1825. She published several volumes of poems, which were well received. Her style is marked by great tenderness of feeling and seriousness of thought. A Legend of Bregenz is one of her most popular poems. She died February 3, 1864. A Lost Chord has been arranged for the voice and piano by Arthur Sullivan.