object in his hand, and learning that each of many bodies has weight, he affirms that bodies have weight. A knowledge of specific truths occasions a knowledge of a general or scientific truth. Hence the principle we are now considering requires that general or scientific truth shall be taught by means .of those specific truths which will occasion the general or scientific truth to be taught. This principle forbids in any and in all cases the statement of the general truth-whether in the form of definition or otherwise at the beginning, as is too generally the case in teaching subjects and objects by means of lectures and text-books. By the true method, the pupil is led to formulate for himself general or scientific truth, by means of the specific truths he has gained by his own observation and experience. The application of this principle goes far in solving what and how much of scientific truth shall be taught in every department of a curriculum of study. Lastly, this principle requires that in every school, studies shall be so correlated as to form a course of study, and that the interdependences of the several studies shall be sedulously regarded. Where this principle is properly applied, the elements of mineralogy, properly subsidiary to geog. raphy, are not deferred to the high school; nor is history divorced from geography, nor the applications of geometry in the use of tools from the study of geometry. A sixth principle relates to the emotional nature: Cheerfulness promotes the best activity of the powers. Another principle touching the steady purpose of the teacher is: Teaching should accomplish definite ends. I will state one more, which in its true significance applies to the greatest interests of the human soul: Teaching should accomplish permanent moral ends. E. C. Hewett, LL. D., of Normal, Ill., suggested that the statement that the method of proceeding from generals to particulars should never be adopted in teaching was, in his opinion, a little too strong. In elementary teaching this law holds good, but for advanced pupils the reverse is often very necessary and useful. Mr. J. Kneeland, supervisor of schools, Boston, said: I heartily indorse the views set forth in Prof. Greenough's paper. Many educators, no doubt, remember when, some fifteen years ago, "object" teaching came in for a great share of attention. A wave of enthusiasm for the new method swept over the land, but as usual when any new way is proposed, the book-makers at once published books to enable the teachers to give instruction with objects; no better results were reached, such a plethora of books having been the stumbling-block in the old method, and as a consequence the wave subsided. In regard to "oral" or lecture teaching, there was also a time when we had a great deal too much of that. Interested in a subject, and thinking they were engaging the minds of the children, teachers were too apt to hold forth beyond the proper limits, forgetting for the time the real end in view. As to the objective teaching of to day, I think many educators are trying to guard against the mistakes of the past, and I know they are reaching better results. What all teachers should particularly avoid is trying to do too much. Do not help the pupils more than is absolutely necessary. Let them find out for themselves. Finally, I would have the examination conform to the teaching you have in view; for as the examination, so will be the teaching. Let it be no text-book recitation or examination in book knowledge. Let the questions be put so as to draw out the child, and ascertain his general knowledge and growth of mind. If superintendents and school officers will keep this end in view, the teaching will be greatly improved. LECTURE IX. THE SCIENCE AND ART OF READING. BY PROF. S. S. BLOCH. HE special phases of elocution designed for our consideration this morning are inflection, emphasis, and stress, — their co-relation and interdependence for proper and natural effects. Before proceeding to treat of them, permit me to present a few thoughts on reading as a science and art. Notwithstanding all that has been said against reading as a "fine art," it always will receive that dignified title from those who will give thoughtful and unprejudiced consideration to the subject; for like all the other arts, it appeals to the emotions, to the moro-sensuous elements in man. It demands for its expression, means that are akin with form, color, etc. Indeed, it is not only a distinct fine art, but in its entirety forms a chain linked by all the fine arts. Indulge me in a brief analogy between reading and the remaining fine arts. Architecture finds its equivalent in the con. struction and development of the human physique. He is the best architect who builds the most symmetrical form. The muscular and æsthetic development of the body demands the most careful attention and knowledge of the intricacy of the human form divine. In his thoroughly developed condition, man indeed becomes "Express and admirable in form and moving! the beauty of the world! the paragon of animals!" Sculpture has its component part in dramatic attitude, necessarily employed in all emotional and passional renderings. We know how eagerly sculptors seek the artistic posing and attitudinizing of famous actors, that they may render permanent in marble the grace of motion of the stage. It is a noteworthy fact that the lamented Charles Fechter, in many respects the most wonderful of all actors, whose every gesture was poetry set in motion, was an adept with the chisel and mallet. Painting finds its kinship in the human face, a surface capable of a variety of expression only equalled by the variety of the emotions themselves. Any person of emotional discernment, when listening to a good actor or reader, will at once perceive in his countenance an accurate, unerring reflection and picture of the various emotions called into play. Under the influence of the sacred spark, the eye, the lip, the brow are means that will give color and tone to the face, the transfigured beauty of |