1895. NOTES AND COMMENTS. 93 



It is entitled ** Object Teaching," and is prefaced with some 

 admirable remarks by Sir George Kekewich. First, he draws the 

 distinction we have so often emphasised between observation of the 

 object itself and information about the object. " It should be always 

 remembered," he says, " that in Object Lessons the imparting of 

 information is secondary to the cultivation of the faculty of observa- 

 tion." He distinguishes object teaching from instruction in natural 

 science : " It is Elementary Science only in so far as it aids the child 

 to observe some of the facts of nature upon which Natural Science is 

 founded ; but as it deals with such topics without formal arrange- 

 ment, it differs widely from the systematic study of a particular 

 science." Science teaching belongs to a later stage of mental 

 discipline. " In Object Teaching the chief interest in the lesson 

 should centre in the Object itself." Summing up the uses of object 

 teaching, Sir George says : " The first and most important is to 

 teach the children to observe, compare, and contrast ; the second is 

 to impart information ; and the third is to reinforce the other two by 

 making the results of them the basis for instruction in Language, 

 Drawing, Number, Modelling, and other Hand-work. There are, how- 

 ever, other important uses of good Object Teaching. It makes the 

 lives of the children more happy and interesting by opening up an 

 easily accessible and attractive field for the exercise of brain, hand, 

 and eye. It gives the children an opportunity of learning the 

 simplest natural facts and directs their attention to external Objects, 

 making their education less bookish. It further develops a love of 

 nature and an interest in living things, and corrects the tendency 

 which exists in many children to destructiveness and thoughtless 

 unkindness to animals, and shows the ignorance and cruelty of such 

 conduct." 



But the chief point in the circular that has attracted our atten- 

 tion is one that may easily be overlooked. After speaking of visits to 

 museums as advantageous in connection with object teaching, it 

 proceeds, " Occasional class excursions out of school hours (or, if the 

 instruction be in accordance with Art. 12 (/.) of the Code, in school 

 hours), under proper guidance, will enable teachers both to provide 

 suitable Objects and to confirm previous impressions. It should be 

 borne in mind that Objects, when they are brought into the class- 

 room, cannot be there studied under their ordinary conditions ; and 

 therefore it is important by a proper use of such expeditions to let the 

 children see what part the Object plays in its usual surroundings." 

 When we turn to the list of objects suggested as appropriate to these 

 lessons, we find among them " Caves by the sea formed by the waves ; 

 caves inland formed by rain dissolving limestone. Springs and 

 running water. Study of flow of a stream. Study of seashore" ; while 

 for children in towns are suggested " River or canal, according to 

 circumstances. Atlantic liners. The park or public garden." It is 

 pretty obvious that seashores and Atlantic liners cannot conveniently 



