sense work, i. e., to seeing, feeling, hearing, &c. Hence, the studies must be objective; hence, objects on which the senses can operate; hence, objectteaching, which is carried to such perfection in these schools. Hence, also, oral instruction, which forms all the instruction for the first year, and most fit for the first four years. Here, then, is a step, the first step in the order of development, also an adaptation in the matter presented, also in the mode of presentation.

A second fact observed in this order of development is, that the young mind can give its attention to the same thing but for a short time; consequent upon this, frequent changes are introduced, as often in some cases as every fifteen minutes.

A third observed law of child development is, physical activity; consequent upon this, there should be liberal provisions for physical exercise; these schools have this provision.

A fourth law of child nature, of mankind in general, is the desire to do, to discover, &c., for themselves. Consequent upon this, the sources of knowledge should be placed before every child in such a manner as to permit it to become in a sense a discoverer. This is done in these schools in an eminent, yea, I may say in a pre-eminent, degree. To illustrate this, which I deem as one of the strange points of these schools, the teacher comes before the class with a small branch of a tree in her hand. Instead of saying, Children, here is the branch of a tree, then asking them to repeat the statement, she says, Children, what is this? Instead of again saying, This is a branch of the peach, apple, maple, &c., as may be, she says, A branch of what tree? Again, instead of saying, Listen, I am going to tell you of what this branch consists, namely, of wood, bark, leaves, &c., she says, Of what does this branch consist? The first answer will probably include wood and leaves; the next, buds; and thus on until this portion of the subject is exhausted. Then comes an analysis of parts, and their relations, as stem, branches, leaf scars, nodes, internodes, &c., until the close of the lesson, when the pupil retires from his research with the glow and pleasure of a doer, and not with the ennui of a mere recipient. Consequent upon this, he is sharpened and strengthened for another tour of discovery, when the time comes. This is an all-pervading law of child development, and should not be neglected for a single moment in child culture.

Thus, I have very briefly, and necessarily somewhat imperfectly, because of this brevity, stated a few of the laws observed in the order of child development, also the subjects presented, and the manner of that presentation. In like manner do these schools, so far as I was able to discover, continue to observe the order of development, and the adapta tion of subject, and mode of presentation, on through the higher grades of study. I do not say all this is done in perfection; this would be affirming a PERFECT system of instruction and development. I have aimed to

affirm simply, that these schools recognize these laws in the order of development, and the consequent adaptation of matter and manner; second, that they have made progress in the application of these laws, greater progress than any other schools in the United States, so far as I am able to learn.

Before leaving this branch of the subject, it is proper to remark, that, while I have indicated certain laws in the order of development, as 1, 2, 3, &c., it is not intended that this should present an order of development as to time; simply an order of statement, in this article. As, for instance, sense activity is placed first, and physical activity, third. It is not meant that these activities show themselves in this order in the life of the child, the reverse being true.

II.

PRACTICAL WORKINGS OF THESE SCHOOLS.

So much space has been given to the previous division of the subject, that this must of necessity be short.

1. Oral Instruction.-Oral instruction constitutes a distinguishing feature in these schools. No text-book whatever is found in the hands of the pupil while in the school-room, at any time within the first year of his school life, and but a limited number within the first four years. The benefits accruing to the child from such a course, is increased interest, consequently, increased effort; hence, increased attainment and development. The principal tools with which the child works, are slates and pencils, black-boards, and crayons, with occasional paints and brushes, weights, measures, &c. Practically, the primary teacher who may read this article, is requested to notice one fact in particular, namely, while in many schools the first year of a child's school life is spent with a book alone, no slate, no pencil, no black-board, no crayon, in these schools it has no book, but has all the latter. Reader, will you stop and try to ascertain which is right, and afterward modify your instruction accordingly?

To illustrate this method of oral instruction in some of the branches, we will take spelling. Suppose the children sufficiently advanced to know all the sounds of a. The teacher will place on the board something

like the following:

A as in ale; a as in at; a as in all, &c., after which the children will dictate and spell the word, at the same time stating how it is to be classed with reference to the sound of a. Thus, bale, classed under first sound of a; fall, under sound of a in all; and mat, under sound of a in at; thus on, until a long column of words under each sound is dictated and spelled. Here, it will be perceived, is not only spelling, but classification and research. This, it will be observed, is in exact accord with the fourth law mentioned above, namely, the desire to discover or to do for ourselves. This board-exercise completed, the work is erased, and the pupils sent to their seats to re-produce the same from memory, placing the

re-production on their slates. Here, besides the acquisition in spelling, is an application of another mental faculty, namely, memory. This, with the proper and necessary modifications, will serve to illustrate this process in other branches.

(Remainder deferred until next number, for want of room.)

TRIBUTE OF RESPECT.

At a meeting of the Business Committee of the Board of Directors of the N. W. C. University, held January 5, 1865, the President presented a communication from Professor G. W. Hoss, resigning the Chair of Mathematics, whereupon a committee, consisting of B. F. Reeve and W. S. Major, was appointed to draft Resolutions expressive of the feelings of the Board touching the resignation. The following report was submitted, and unanimously adopted:

WHEREAS, Professor G. W. Hoss, for eight years a faithful and able Teacher of Mathematics, having been recently transferred to a different field of labor, has resigned his Professorship in our University; therefore,

Resolved, That, in behalf of the Corporation, we tender him our grateful acknowledgments for the eminent fidelity, industry, and success with which he has discharged the arduous duties of his Chair; and that it affords us heartfelt pleasure to bear this testimony to his worth as a Teacher, a Scholar, a Gentleman, and a Christian.

Resolved, That in parting with him who has been a Pillar and an Ornament to our University, we moderate our unfeigned regret with the reflection that our loss will be the gain of the State.

Resolved, That a copy of these Resolutions be transmitted to Professor Hoss, by the Secretary.

At the meeting of the Committee held April 3, 1865, the following Response by Professor Hoss to the foregoing Resolutions, was read, and, on motion, the Secretary was ordered to have both Resolutions and Response published in the INDIANA SCHOOL JOURNAL.

OFFICE OF PUBLIC INSTRUCTION'
INDIANAPOLIS, April 2, 1865.

Business Committee of Board of Directors of the N. W. C. University :— GENTLEMEN: Your Resolutions, relative to my resignation and myself, were, in due time, transmitted to me by your Secretary. Permit me, in response, to say, that, while I am, in a good degree, indifferent to that empty praise often on the tongue and pen of the thoughtless, I am sensitively alive to the well-considered approval of the gray-haired and thoughtful.

I prize this testimonial of yours above any other of my life: First, because it covers a large period of my working years; Second, because it

comes from men who are in a position to know whereof they affirm. This testimonial of my past labors strengthens me for those of the future. Tendering you my sincere thanks for this testimonial, and for your unvarying courtesy shown me while in the University, I remain,

Most respectfully and truly, yours,

HOME GEOGRAphy-Map DrawING.

GEORGE W. HOSS.

During last winter I was engaged in a rural school, in which the pupils possessed only a common capacity for learning, and their parents were not so much afraid of innovations as to oppose any of my peculiar plans, merely because they had never heard of such things before. My pupils took interest in their studies, and, like other children, were pleased with novelty. I therefore addressed myself to teaching them Home Geography. And this I did in a manner that I have not known any other teacher to use. I procured a county map and suspended it in the schoolroom, where all could have a good view of it. I commenced by pointing to the town in which my school was, its situation, the neighboring farms, and other objects of which my pupils had some knowledge; then I explained the situation of neighboring towns, villages, and other objects of interest in the county. Thus I brought them into such a familiarity with all these, that they could describe the location of any of them. How many adult persons there are, who do not know the names and boundaries of more than half of the towns of their own counties!

I also encouraged my pupils to draw maps of the county. This was easily accomplished, as the towns are in most cases exactly square, and most of the counties are of such shapes as to be easily drawn on paper, or on a black-board. Map-drawing, when commenced with the town or county in which the pupil resides, will interest him more than any other plan. In his first attempts, the pupil may make only the county and town lines. Afterwards he may proceed to other things, as he gains proficiency.

The county being learned in this manner, the pupil may next learn its boundaries, the locations of neighboring counties, and thus continue till he learns all the counties of the State, their capitals, the rivers, lakes, railroads, and objects of interest throughout the State. In teaching these I used Chapman's sectional map. There is nothing better than this to illustrate the plan of the State surveys. By it I showed to my pupils how the State is surveyed into ranges, and how the sections are numbered; and then how the ranges are divided into towns-each six miles square, and how these are numbered. And in like manner I explained how the towns are divided into sections, and how the sections are numbered. All of these items are things with which every citizen ought to be familiar. No branch of geography is more important or interesting than this.

I am persuaded from my experience in teaching geography, that much

of time and effort is lost in trying to teach young pupils the size and shape of the earth—the divisions of land and water-the names and situations of foreign countries, and various other things that they have never seen, and of which they can have only vague ideas. What they have seen, and what is in their immediate vicinity, they can comprehend without much aid from a teacher. Let them learn these, and then proceed to remote objects. This would be the natural order of learning. In the above-described manner, I have taught Home Geography in some other schools with good success. And I, therefore, can recommend other teachers to try it. G. D. HUNT.

-Wisconsin Journal of Education.

PROCEEDINGS OF THE DELAWARE COUNTY TEACHERS' INSTITUTE. MUNCIE, June 10th, 1865.

The Delaware County Teachers' Institute convened June 5th, in pursuance of notice, and continued in session until Saturday noon, June 10th, there being about thirty teachers in attendance.

The forenoon of each day was devoted to instructions in school discipline, and recitations. The afternoon sessions, to lectures upon the theory and practice of teaching, and upon the most efficient manner of teaching the different branches of our common schools, delivered by various educators; in recitations, examinations, discussions, promiscuous business, and local and physical gymnastics.

The following resolutions were offered, and adopted by the Institute: Resolved, That we, the members of the Delaware County Teachers' Institute, feel that, during the past week, we have been greatly enlightened in the theory and practice of teaching, and prepared to engage in the great work of training the rising generation.

Resolved, That we do sincerely hope that the day is not far distant when the citizens of Delaware county will appreciate the importance of giving attention to the cause of home education.

Resolved, That we feel encouraged by the result of this week's normal instruction to more fully qualify ourselves for, and more faithfully perform, the great and responsible duties devolving upon us.

Resolved, That we consider the Indiana School Journal a most valuable assistant to teachers, and consider it the interest of every teacher of our State to take and peruse it.

Resolved, That we, as teachers, appreciate the value of Prof. Rice's School Manual, in conducting religious exercises in our respective schools, and we heartily recommend it to the schools of the State as worthy of a place within them.

Resolved, That the thanks of this Institute are hereby tendered to Prof. Rice and lady, and Prof. Hutcheson, for their faithful and efficient labors during the session of the Institute.