158 KANSAS CITY REVIEW OF SCIENCE. 
lighter blue not quite so much as the dark; the other colors less as they were 
lighter; and the quite white remained on the surface of the snow, not having en- 
tered at all. What signifies philosophy that does not apply to some use? May 
we not learn from hence that black clothes are not so fit to wear in a hot, sunny 
climate as white ones ?” 
‘What signifies philosophy that does not apply to some use?” ‘That is a 
sentiment characteristic of Franklin, characteristic of the age in which he lived. 
In truth, the entire scientific and industrial progress of that century is an example 
of it.—Dr. Joun W. Draper, in Harper's Magazine for July. 
DD UW CAIIOINE 
SOME THOUGHTS ON THE PRINCIPLES OF INSTRUCTION. 
BY PROF. E. C. CROSBY, KANSAS CITY, MO. 
(Concluded.) 
Says the Assistant Superintendent of the N. Y. schools (1874): ‘‘ Telling 
pupils facts about an object without the necessary observation on their part to 
clearly comprehend those facts, may possibly be called teaching science, but it is 
neither scientific teaching nor object teaching.” I do not understand how one 
can overlook the truth that the memorization of names of natural objects or the 
names of their qualities, or formule which express their relations, without an in- 
dividual appeal first of all to their perceptive faculties, carries with it neither 
science nor scientific method. As the educating process simulates original in- 
vestigation acquisition becomes more rapid, secure and intelligent. Strange it is 
that, at this late date, these principles, but little less than axiomatic, should be so 
disregarded, and demand explicit statement! The truth is, too many are en- 
gaged in this professional business of teaching without attempting to make it 
professional. A few give attention to the science of teaching ; the many engage 
in fiction, or other diverting literature, popular science, philosophy and society. 
The teacher’s preparation of a lesson which he is to hear recited to-morrow, has 
two phases; one, as to its contents and application; the other as to the exact 
method best calculated to arouse the mind, reach the understanding and adapt 
the subject at hand to the inherent and unchangeable laws of unfolding thought. 
This second phase of preparation is so rarely studied that he who would venture 
to present it at the usual teachers’ institute, would suddenly find himself accused 
of taking up valuable time with ‘‘ pet theories.”” May we not hope that the time 
is not far distant wheu a simple statement of the elemental principles of teach- 
ing, daily witnessed in the school room, will be distinguished from those baseless, 
