fly. In the child's fifth or sixth year it is already possible to direct its attention to the parts of the body, to the manner in which they are employed for walking, eating, and other functions of life-and this in connection with the most common of our indigenous and domestic animals; thus the bat, the mouse, the spider, the frog, the cat, &c., furnish matter for the most interesting object lessons. The child will thus learn to observe attentively, to see exactly and quickly without strain or fatigue. From the first drawing should be encouraged, not necessarily of the whole animal, but of striking points. Thus even small children can attempt the owl's beak and the cat's claw. The teacher must of course himself be a keen observer, and must have at his command a store of anecdotes furnished by his own observation. He will thus be methodically cultivating another faculty of his pupils, of no less importance educationally, namely, their imagination. These lessons on animals may well be followed by similar ones on plants and minerals, but always of the same kind; the question to ask about a plant at this stage is not, 'to what class and order does it belong?' but 'what is it like? what are its parts? where does it grow best? when does it bloom? how long does it live?' &c. Later, we may return to our animals in order to apply more rigidly the methods of science, and from this point botany and zoology may be taught side by side, or alternated by short courses of geology and physical geography. There comes a time to most children, usually at the age of twelve or later, when they have a mania for collecting. Seals, stamps, coins, &c., furnish material for gratifying this desire; but there is no reason why it should not be directed to natural objects, which not only keep up the interest of the previous instruction, but also prepare the way for a new stage, the classificatory. But the formation of these collections has other advantages than their direct bearing on the class lessons. The child is by this means brought into intimate relation with Nature, his physical development gains by the out-of-door walking, climbing, and even by the looking and watching involved, the teacher will no doubt occasionally acoompany some of his class in their ramble, and, whilst sharing their search, will teach them valuable lessons on 'Eyes and no eyes, none the less valuable for being deprived of the formality of the classroom. On returning home the young collector arranges his objects, observes, tries to identify them; he thus learns the value of order and method both in his thoughts and actions. The great naturalist, Cuvier, has borne testimony to the value of the training in method furnished by scientific studies. He himself was a man of varied avocations, professor at the university, director of the museum, member and president of the council of state, &c. He says he would have found it difficult to perform the various duties involved, without the application of the method of which he speaks. The habit that is necessarily acquired in studying natural history, of classifying in one's mind a very great number of ideas, is one of the advantages of which little has been said, and which will become one of the most important, when the subject shall be generally introduced into common education. We by this means obtain practice in the part of logic called method, almost as much as one gets practice in the syllogism by the study of geometry. . . . Now this art of method when once mastered can be applied with infinite advantage to studies most foreign to natural history. Every dis cussion which supposes a classification of facts, every research which demands a distribution of material, is carried on according to the same laws; and the young man who thought he had been pursuing this science only as a source of amusement, is himself surprised at the faculty which it has developed in him for business of all kinds.' In order that such a result may be obtained, it is not necessary that large collections should be made. A hundred insects or plants carefully studied would suffice to develop this most valuable spirit of method. The private collection will naturally give rise to a school collection or museum; fortunate possessors of rare objects will be glad to contribute or to lend them to it; sometimes whole collections of small objects, as eggs, insects, &c., will be lent for a period and compared with others; thus the esprit de corps of the school is fostered. As the teachers will of course inculcate respect for life, especially of the higher animals, they will encourage the children to bring specimens of birds and small mammals found dead, and will have ZOOLOGY AS A SCHOOL SUBJECT them stuffed to place in the museum. These will be of use for the class-lessons; even skeletons can often be found, or portions of them, especially in woods, and will be of use when the time comes for detailed study of anatomy. 527 study of human physiology, so important as guiding to the laws of health. It will be important to encourage the foundation of clubs among the scholars; when these have been once started by the co-operation and encouragement of the At this stage much interest will be added teachers, they can be left to the manageto the study of geography by the descrip- ment of the more enthusiastic pupils. To tion of the fauna and flora of distant lands, the periodical meetings specimens will be which the children will be in a position to brought and short papers read; minutes compare with their own. It is impossible should be kept; and the teacher may show in fact to picture to oneself India without his interest by occasionally taking the the elephant, Australia without its kan- chair and reading them. It is well to get garoos, Madagascar without its lemurs. up several clubs, as matters that interest Good pictures will of course be needed for the younger children will not be so interthe leading types, and the teacher must esting to the elder, and vice versa. Possibly read books of travel, with special attention two classes might combine with advantage, to the descriptions of plants and animals. especially if studying different branches of Now will come the time for lessons on natural history in the class-room. To sum classification, based on the resemblances up then, by briefly answering the questions observed in specimens actually handled with which we set out: 1. Zoology as a and the pictures of foreign types. Nor branch of history can be taught in schools can we avoid touching upon the relations of every grade. 2. The purposes it serves of animals to man and his works. In are manifold. It develops the child's primary schools it will be of no small powers of observation and of comparison, advantage to the future agriculturist to leads to methodical arrangement of ideas, overcome the many foolish prejudices that promotes accuracy both of thought and abound in rural districts, and the fear of word, arouses interest in nature, furnishes harmless animals; to understand the true a motive for the out-of-door exercise so function of these friends of man, and the good for mind and body, encourages esprit right way of checking the ravages of those de corps among the scholars by giving that destroy his crops or decimate his them intellectual pursuits in common out herds. Not that theso points need form of the class-room, and opportunities for the subject of formal lessons, but should assisting one another to gain knowledge. arise naturally out of the teaching of 3. It must be taught in such a manner zoology, and when once put upon the right that these purposes may be fulfilled to the track, the peasant will discover much for utmost, in the first years of school by himself in the course of his daily experi- object-lessons, by directing attention to ences after school-days are over. To re- habits, characters, utility of animals, by enturn to secondary schools, the zoology and couragement to form collections, drawings other branches of natural history may be to note down observations in writing to dropped for a time when the physical be read at the 'club'; later by more syssciences are begun, to be resumed later tematic lessons on the relations of forms when these have been pursued sufficiently and functions, to which analogies will be to throw light upon the physiology and furnished by the study of plants and histology of plants and animals, and the fossils brought up to the same stage. causes of the phenomena described under 4. The time when it should be taught has physical geography. also been indicated, namely, in the form of object lessons in the lowest class, and alternately with other branches of natural history and the physical sciences throughout the school course. At this stage good diagrams are essential; but if the teacher can draw there will be not much difficulty in providing these. A good microscope should be part of the school furniture, and opportunities may be found for exhibiting sections of tissues, cells, &c.; thus the diagrams of such things will be better understood and appreciated. The physiology of animals should lead up to the much-neglected In English secondary schools the subject does not usually receive the attention it deserves. In elementary schools it is scarcely recognised, even among the 'optional' subjects. In France, however, natural history is among the subjects that were made obligatory by the law of 1882, and the programme issued is so suggestive that we reproduce it in full. The place occupied by zoology and its relation to the other branches will be readily seen. Infant Class. Little 'lessons on things' (object-lessons), always with the object under the eyes, and in the hands of the children. Exercises and familiar conversations, having for their object to enable the children to acquire the first elements of knowledge concerning animals, vegetables, minerals, and above all to lead them to look, to observe, to compare, to question, and to remember. Elementary Course.-Object lessons: graduated according to a plan chosen by the master; but, once chosen, it must be followed regularly. Man, animals, vegetables, minerals. General notions about the conversion of raw materials into artificial substances in common use (foods, tissues, paper, stones, metals). Little collections made by the pupils, especially in the course of school expeditions. Study, on certain selected types, of the principal organs of the plant. Notions about the large divisions of the vege table kingdom, indications of useful and poisonous plants, especially in the school expeditions. Higher Course.-Notions about the natural sciences. Revision with extension of the middle course. Man: Ideas about digestion, circulation, respiration, the nervous system, the sense-organs. Practical advice in matters of hygiene. Animals: Broad features of classification. Animals useful and noxious to agriculture. Vegetables Essential parts of the plant. Dried collections. Minerals General notions about the earth's crust. Rocks, fossils, soils. Examples drawn from the district. Excur sions and small collections. In the normal schools a more strictly scientific course is prescribed for each of the three years of training. Germany, Switzerland, Norway, and Belgium also Middle Course.-Very elementary no- render the subject obligatory, but in the tions of the natural sciences. Man: Gene-primary schools the knowledge is generally ral description of the human body; the left to be obtained from the reading-book, idea of the principal functions of life. a method that by no means serves all the Animals Notions of the four sub-king- purposes we have indicated. In the doms, and of the division of the vertebrates United States the teaching is methodical, into classes, by the aid of an animal taken and on the lines we have seen laid down as the type of each group. Vegetables: in France. This List is limited to books which either are in print or being out of print are commonly met with, or 'standard.' School class-books are uniformly excluded. The books asterisked [*] are believed to be specially good in their several departments. [Am.] indicates that the writer is an American; [ed.] that he is the editor, and not the author, of the book; o.p. implies that the book is out of print. The other abbreviations will, it is thought, be self-evident. Dates of the nineteenth century are abbreviated (e.g., 41, 80=1841, 1880); but previous dates are given in full; those within square brackets representing the dates of the first editions, and those without them the dates of the latest editions. I. Comprehensive Works on Pedagogy. (a) CYCLOPÆDIAS, ENCYCLOPÆDIA,' BIBLIOGRAPHY. *BUISSON, F. [ed.] Dictionnaire de Pédagogie et d'Instruction Primaire, Sér. i. [theoretic part] [about 3000 pp.], 2 vols. ab. 45f. r8° Paris 82-87 The best French work; very full and good in French subjects, but somewhat weak otherwise. Cyclopædia of Education-the present work eds. KIDDLE (H.) + SCHEM (A. J.) [Am] Cyclopædia of Education; pp. 858 $4 m8° New York [76] 83 Deals almost exclusively with American and British subjects; somewhat restricted in scope. The statistical part [by Schem] is of chief value. LINDNER, G. A. 84 83 Dictionary of Education [abdgmt. of above] $1.50 12° New York 81 Encyclopädisches Handbuch der Erziehungskunde; pp. 1040 8° Vienna With special reference to the Volksschule; the best of the smaller alphabetical cyclopædias; contains good bibliographies. SANDER, F. Lexikon der Pädagogik; pp. 540 [a pocket handbook] Leipzig *SCHMID, K. A. [ed.] Encycl. des gesammten Erziehungs- und Unterrichtswesens, v. i-ix. 76-87 The first ed. (1859-76) was in 11 vols. large 8vo; second now in progress. The standard German work. Pädagogisches Handbuch; 2 vols. [abridgment of above] 298. r8° Gotha 75-79 Encyclopädie, Methodologie und Literatur der Pädagogik; pp. 478 68. 8° Leipzig [61] 78 STOY, K. V. 81 Herbartian; very suggestive, but weak in bibliography. Systematic arrangement. *VOGEL, Dr. August. Systematische Encyclopädie der Pädagogik; pp. 238 8° Bernburg Best general view; with copious but not wholly trustworthy (and limited to German) literary references; systematic and philosophic. WAGNER, J. J. System des Unterrichts [an encyclopædia' of pedagogy] 8° Ulm 81 M M Bibliography -v. also Lindner, Stoy, and Vogel, supra. Führer durch die pädagogische Literatur 8° Vienna 79 $1 c8° Boston 87 HALL (Prof. G. S.) + MansfielD (J. M.) [Ams.] Hints towards a Bibliography SCHOTT, G. E. The Philosophy of Education [tr.] (b) PERIODICALS (GENERAL). $1.50 12° St. Louis [72] 86 Great Britain. Educational Times. [ed. Dr. R. Wormell] Secondary. Organ of Coll. of Precept. 6d. 4° H lgson; monthly 6d. 4° Rice; monthly fcp. 4o Carr; monthly Journal of Education. [ed. Francis Storr.] Secondary. Founded 1869 Private Schoolmaster. [ed. Edw. Markwick.] Secondary. Founded 1887 School Board Chronicle. [ed. R. Gowing.] School Bd. topics. Fd. 1871 fcp. fo Grant & Co.; weekly School Guardian. Organ of National Society. Founded 1876 d4° National Soc.; monthly Schoolmaster. fcp. fo Educ. Newsp. Co.; weekly Bulletin de la Société pour l'Instruction Elémentaire. Founded 1815 Manuel général de l'Instruction Primaire. Founded 1874 Revue Internationale de l'Enseignement. Chiefly secondary. Founded 1881 Germany and Austria. llgemeine deutsche Lehrerzeitung. [ed. W. Stoy.] Organ of Allgem. Lehrerver sammlung. Founded 1848 Centralblatt f. d. gesammte Unterrichts- Verwaltung in Preussen f weekly Paris Paris Paris Paris; monthly Paris; monthly Darmstadt Berlin; monthly Langensalza; weekly Berlin; monthly Erziehung der Gegenwart. [ed. W. Schröter.] Froebelian. Founded by Baroness Marenholtz-Bülow 4° Dresden; monthly 4° Gütersloh monthly Langensalza 69-82 Evangelisches Schulblatt. [ed. W Dörpfeld.] Founded 1846 Lehrproben und Lehrgänge. [ed. O. Frick+G. Richter.] Founded 1884 Pädagogische Blätter für Lehrerbildung. Founded 1871 Halle; irregularly 8° Leipzig; quarterly Pädagogische Zeitung. [ed. H. Schröder.] Organ of Berliner Lehrerverein. Fd. 1871 Berlin; weekly Pädagogischer Jahresbericht. [ed. A. Lüben; cont. by Fr. Dittes] Pädagogisches Archiv: Gymnasien, Realschulen, Bürgerschulen. Founded 1858 Leipzig Stettin Pädagogisches Correspondenzblatt im Auftrage d. Zillerschen Seminar. Founded 1882 bi-monthly Pädagogium. [ed. F. Dittes.] Secondary monthly Rheinische Blätter. [ed. W. Lange.] Founded by A. Diesterweg, 1827. 88° Frankfort; bi-monthly Zeitschrift für deutschen Unterricht. [ed. O. Lyon.] Founded 1887 American Journal of Education. Secondary. Founded by Barnard in 1855 Education. Syracuse; monthly Hartford Boston; bi-monthly |