INTRODUCTORY. ix 



ness and precision in expression. By both the oral and the 

 written exercises another good results: the pupil incident- 

 ally and unconsciously learns the art of arrangement in 

 thought. This 'art may afterward be supplemented by the 

 science which gives the reason for the order. 



Fifth. — When the topics relating to familiar things are 

 read, let the pupil describe some similar thing, or relate 

 some incident bearing upon the subject, which has come 

 under his own observation or has been told him. Such an 

 exercise associates the school-lesson with personal experi- 

 ence, and produces that functional activity of the mind 

 which is one of the principal ends of education. 



Sixth. — Special topics suggested by the lesson may be 

 given out which will require careful observation, and some- 

 times investigation extending over considerable time. 

 Notes of results may be made, and the whole topic finally 

 presented in the form of a report. This trains the percep- 

 tion, and calls into active exercise all the higher faculties 

 of the mind. 



Seventh. — Attention may next be called to the litera- 

 ture of the subject, and books may be searched for further 

 information upon this and kindred topics. Items in news- 

 papers that touch upon the points under consideration 

 may be clipped and preserved, and magazines laid under 

 contribution. When the mind is awake and alert, it is sur- 

 prising how much valuable matter may be found that would 

 otherwise have escaped notice. 



As resultants of such a course as is here pointed out, 

 pupils will become eager to pursue studies of which they 

 have obtained a smattering and in which they have taken so 

 much interest, and education will be rescued from the re- 

 proach of being a mere process of cramming words, or un- 

 related facts, and will become in fact what it is in name — 

 the means by which all the functions of the mind are 

 aroused into healthful activity. 



