b INTRODUCTION. 



3. Art, inclnding drawing, painting, moulding, sculpture, music, and 

 architecture. 



4. Oral and wi-itten language, including spelling, writing, reading, 

 grammar, rhetoric, etc. 



These expi-essive subjects may in turn become objects of study for the 

 purpose of gaining greater facility in expression. 



If this classification is correct, then we have three great groups of 

 studies — the physical, the psychical, and the expressive sciences. The 

 first two are the thought studies, and the last the language or expressive 

 studies. That the thought studies shoiild come first in order of time is a 

 logical conclusion. It is true they cannot be separated, but the logical 

 order must be observed, notwithstanding. 



This arrangement of studies may be expressed in tabular form as fol- 

 lows: 



ARRANGEMENT OF STUDIES TABULATED. 



MATERIAL OBJECTS OF STUDY. 



Plants . 



Animals. 



Minerals . 



m 



(B > 



D gjO 



O S I 



^ o2 



a: ^ ;3 



Eh cS 



f Form, size, relation — Elements 

 of geometry and the arts. 



Color, sound, weight, motion and 

 qualities generally — Elements 

 of physics, chemistry, and the 

 arts. 



iVu7)i6er — Leading to arithmetic 

 and algebra. 



1. PZace — Leading to geography. 



IMMATERIAL OBJECTS. 

 Human Souls . \ Psychology J Pi^S;,-. 



f 1. Pantomime, including 

 gesture and elocution! 



3. Signs and symbols, as 

 iu mathematics. 



3. Art, including draw- 

 ing, painting, mould- 

 ing, sculpture, music, 

 and architecture. 



U. Oral and tvritten lan- 

 guage, including spell- 

 ing, writing, reading, 

 grammar and rhetoric. 



It is in accordance with this scheme that the course of study in our 

 school of practice is arranged. At the very outset we begin with the 

 nature studies, and story work — the starting-point in history and literature 

 — and these two lines are carried on parallel to each other in daily lessons 

 throughout the entire course. In these studies thoughts are elicited and 

 ideas gained, and the children are encouraged to give expression to them in 

 the most simple and natural ways — in pantomime, in words, by drawing, 

 by moulding, by constructing, and by color. We are in no haste to teach 

 them to read or write. We think it is better that they should get their ideas 

 in other ways than from the pi-inted page at this early age. With us the 

 children enter upon this work from the kindergarten at from four to five 

 years of age . Drawing and color work is more simple than writing, and 

 interests the children more. At the proper time, and soon enough, they 

 v^ill learn to read and write. 



