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PESTALOZZI was peculiarly solicitous that the
idea of his method of Education should not be
co11fuu11ucd with I.h e form it might assume . fTe
felt, and strongly felt, the value, I.lie power, an<l
the truth of that irlea; and hi;!,hly as he was disposed t o nppreciate the labours of his disciples
iu the practical application of it to the work
of education ; still he saw that they were at
best imperfect, incomplete embodyings of the
grand and profound couceptions in w·hich he
might be said intellectually " to live and move
and have his being." The continual appeal
which he made from the imperfections of his
practice, to the beauty and truth of his principles,
contributed perhaps to attach to himself the
character of a benevolent visionary, and to his
system, the charge of impracticability. Much
had been written, much had been said, yet little
seemed to havP. been done; for even his O\Yn
school, miserably conducted in many respects,
presented but a cloudy and distorted exhibition
of his views. Hence the man of lofty mind and
feeling heart <1uitteu y vcruon wit!; a sigh of

VI

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PREFACE.

regret : while the shallow reasoner and self-satisfi e~ rattlier cast a smile of conte mpt on principles
which he could not discover to be tru e, in the
midst of the disord er that impeded a nd deformed
their <le vclope n1 ent.
Profoundly co11 vi11ced of the truth of l 'estalozzi's views, and warned against his errors hy
long actual ohservatio n of tl1cir co11sc11uencc~,
the \\lriter of these prefatory remarks de terrnine<l
lo attempt the introduction of his method into
:England, reli giously preserving the Idea, but
adapting the Form to t hose circumstances in
wh ich he might be placed. lie eo11sidered that
the lllost effectual mu-de of accom pl ishi ng this
Pml was lo devote himself to the formation and
eo11duct of a schoo l, in which th e arrarwement
and practical applicatio11 ofllwsc pri11ciplP~ 111ight
''" made . To exh ibit the system in opPratio11 ,
lo elaborate hy nwans of ex pPrimcnt s cunti1111al I y
repea ted , a course of instruction; a111l nbove ali,
to prepare materials for An appeal tu actual
n ·s11lts , seemed lo him a for more useful and
dl'cctual, though le~s rapid or Lirili iant process,
t.l1a11 that of llraggir1g· it lJeforc rcl11cta11t audie nces
at public meetings or of advocatini!; its merits in
th e periodical p nhli ea tions of the rlav. He
was content that it should be huried in ~hli,·ion
for a while, assure.I tlial. if it really possessed
the life of truth, it would i11 tlue time sprin"'
" h renov a ted vi~om , That time seems~
up wit
to have arrived ,
A tte11tion to this subj ect is

PREFACE.

vii

, revived. Schools, professing to he conducted
on P estalozzian principles, are increasing in
number; and publications issue from the press,
which point out, with more or less success, the
manner of applying them lo different branches
of instruction. Under these encouraging circumstances, it is proposed to publish, from time
to tim e, a 1111mher of little treatises of a strictly
practical 11ature, e mbodying in a familiar manner
th e princi pi es of Pestalm:zi. They will be the
result of many years' experience-the corrected
and recorrected editions of lesso ns actually given
by different individuals. They may want some
of that ideal beauty discernible in works produced by a n ingenious imagination in the closet,
but they wi II possess, on the other hand , the
sol id ad vantage of ascertained practicability and
demonstrated usefulness.
lt ha~ been thought desirable to com mence
the series with a course.of L E SSO N S ON OBJECTS •
rt is a tield hitherto little, if a t a ll cultivated.
The distinguishing principles of the Pestalozzian
system are strikingly exemplified in it. T he
instruction i,rivcn in I nfants' ~c ho ols wo uld be
improved by t he introduction of a similar plan :
a nd the ea rly edu cation of the nursery rece ive a
new and interes ting feature.
This mode uf inst ruction was suggesletl tu the
mind of Pestalozzi by the peculiar circumstances
in which he was placed at Stantz. The bruta lized
stnte into which the poor children confided to

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VIII

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PREFACE.

l'RIWACE,

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l1is care had fallen, reudered it absolut.cly necessary to find some new mode of interesting· their
minds , and calling out their dormant faculties.
Nature was the only book with which they
were conversant, and th eir first lessons were
cons1~qucntly drawn from its pages. Experieuce
au<l judgment retained what necessity lirst imposed . The sul~jccts ordinarily prcseuted to
the youthful mind appeared too remote from
that knowled

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! ' but" why," exclaimed the same little objector,
':• why talk of th,is picture of a window, when
there is a real window in the room, and there
is no need to go into the court-yard for it?"
Again the remark was silenced, bu~ in the
evening both circumstances were mentioned to
'Pestulozzi. " The boy is right," said he, " the
reality is better than the counterfeit; put away
the engravings, and let the class be instructed by
' means of real obj ects ." The plan was adopted;
;but many inconve11icnces resulted from the
s rac t a
arrangement. The subjec ts which the room
111g: education more into cuutaet
itself, the building, t he premises presented,
child's own expcrieuce and observation, and t
.were soon exhausteLl, or thought to be so; the
firrd in ltim the first link in the chain of his in' upils were taken iuto the fields; the weather
struction. In the cxec utiou of this plan a series
s an occasional hindrance, the variety of
of engra vi:1g·s was provided, representing those
'e cts presented out of doors distracted the
o~jccts whic11 are fa!_uil iar to cl1ildren; and the
ntion of the pupils, aud though much interest
lessons consiste{! 111 nami ng· fhe1 parts, descrill-'.' .
sat first excited, still, as there was no sensible
ing their struct-ure-and- us-e. = Oue rlay, howev9'{
rogress, no perceivab le end, it diminished rather
the '.Master havi ng presented to his
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' tha11 i11creased in force. It was thought too,
·-"~e~t
a_ ladi.l_er,_.a live~~~~that ex:rcis: s so
iu their character,
~:&j1u1~l'-". ':"""':'. "~~ · -~ ~ 1«(.Jl'for 111 the
c;;'urt- .)'ar< -': '~v"iy not talk about it rather tlra11 .i,.so <levo1d of syste111at1c arrangement, were essentially <lefective as means of intellectu~I developethe picture ! " "Tlw e11grav i11g is here, " said
ment. U pou these grounds the .M1scellaneo11s
the master, "and it is morn convc11ic11t to talk
Object Lessons were abandoned, and the ]\faster
auout what is before your f'yes than to go into
who had conducted. the class substituted a
t.hc cour t-yar<l to talk auout the other." Tlw
.f course on tl1e parts and fonctio11s of the Lo<lily
hoy's uLscrvatiou , thus eluded, was for that
These are contained in the Manual des
:,._frame.
time disregarde<l.
Soon after, the cngTa vi11g
Mcres, a work presentiug valuable hints for curly
of a w iudow, formed the subject of examination:

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PREFACE.

tedious. · At the p eriod wh en t he writer of th ese
observations was in the Institution a t Y verdou
instruction on Qbj ects had fallen into disuse;
CONTENTS.
hut having heard this history from the individual
who\had formerly given it, he fe lt strongly convince~ that a mode might be adopted, by whicl ~ ·
its advantages would be secured, and its con·
FIR.ST SJmJES.
tingent incopvcni cnccs avoided. Having- com·
m1111icate1l this impression to his sister, .with 1 "
PAGE
general notion of the plan, he has left th
.
INTRODUCTORY
REMAR KS • •. • •• • • • • • • • • • • • • • • • •
execution of th e details to her, an<l the result
5
of her labours .is the Exercises, 11ow for the first LKssoN 1. Glass ........ .. . · · .. · · · · • · · · · · · • · · ·
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···
.............
.
2.
Indian
Rubber
time presented to the public. The desultory
!l
3. Leath er ..... · · · · · · · · · · · • · · · • · · · · · · ·
character attac hin g to them in th eir e riginal form
10
4. Loaf Sugar . .. ... · · · · · · · · · • • • · • • · · •
is corrected, by making a previous selection of
5. A piece o f Gum Arabic . · •.. ·. · · · • · · · l l
subj ects, and presenting th em in the class-room.
12
6. Sponge ... .• .......• •. • · · · · • • · • · · · ·
As they are intended t o be preparatory t ...
13
7.
\
Vool
•.....•..
•
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·
·
·
·
•
·
·
·
·
·
·
·
··
·•
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instruction in natura l history, they. gracl ualli
13
8. Water .......• ....• · · · · · · · · · · · · · · ·
as,ume a more 'cient.ific character, and thus a
lfi
feeling of progress is sustained in the pupil's ,
9. A piece _of Wax .. • · · · · · · · · · · · · · · · • ·
1.5
It has been found, indeed, by long
mind.
lO. Camp hor .. .. ... . •. • .. · · ·• · · · • · · • • •
16
experience, that 110 lessons produce more con- ~
11. Bread ... . .....•........... . . · · · • • · ·
t. in11 ccl interes t, or more •enlar~·e the minds of 12. Sealing Wax ....•....• . . •. . ...•• · ·. · 17
ch il dren, than those 011 OBJECTS.
13. Whalebone ..... .. ................. 18
14. G inger . ..... ..•.•.•....••.. · · · · · · ·

C. MAYO.

19

15. Blotting Paper . .••..•. .. . .. .• · • · · · . •

19

16. A piece Willow . ... . ... ••... . .. ·•· ·. ·

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18. Rice .......... . , ... •. · · · · · · · · · · · • ·

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19. Salt .......... . ....•.. . .. . •• · · · · ..

22

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A llorn

. . .. . .... ...... .. ........ .

7

XII

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CONTENTS.
PAG

PAGE

LESSON 2 1. Ivory ... ..... .•.. ... ..•. , .. •.. ... . .

Glass of a " ' atch • , , , • • • . . . • . . . • . . . • •

22 . Chalk

.•.. . •...... . ...............
23. A P iece of the Bark of th e Oak Tree ... .

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6. Brown Sugar

SECOND SEIUES .

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L\lTHODUCTOHY ll F MAHRS

Li-:ssoN

1. 1\ Pin .

•• • • • • •.• .•• • •. • • . •. .

.... .... .. . • ..... . . . . .. ... . .

1\11 lJ11c1d.

J,{'nd Prncil .. ... . ..... . . . .

I. A l'cn .. .. . .. ... ... .... • . ... . .. .. .. .
:i . A \\' ax

Candle . .. .

G. /\.Chair ..... ... ..
,\ !J,,ok .. . . . ..... . ... .. ... . .. . . . .. .
S. An 1'~~ .. . ......'.
9. A Thimble. ... . . . .

10. A Penknife

•••• , . . . . • . . . . • . • . . . . .

. ... . ... . .

. .... . ...... .. .. .. . .... .

49
50

7. An Acorn..........................

51

8. A Piece of Honey-Comb .... . ...•. • .•.

52

9. Refined Sugar ••.. . .. . ..•• , ••• , .....

53

10. A Co rk ... • •.•. ••• .•• •. • . ..•• • •.•..

54
55

11. G luc ...•..•••• . .•.•... •• .. •••• .. ,.

2 . .A Cuhc of \Vood ... ....... . . , . , ... . .

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CONTENTS,

12. Puckthrca1l ....... . , . .. .. .. . ..... ..

56

13. Honey ....•..... .• ... .. ..... •.....

56

14. Butler -cu p .. , •••. .•.•. . . . •. .•.....

57

15. Lady -Bird ....•••••••••.••• ••••.• , .•

58

IG. An Oyster .•. . •..•..•....•.. •. •..•..

59

17 . A F ir Cone .. .................. .. ..

ill

18. Fur. ......••.. , •......... .. , •. , , .. .

26

19. ALaurelLeaf..•.•. . • ..•......... ....
20. A Needle _....................... ..

G4

2 1. A Stoue ................... . ...... ..

65

f,3

11. A Key .... ...... ........ .......... ..
12 . A Cuµ

FOURTH SERIES.

. . ..••....... . ... .. ..... . .. .

, l 3. A Cot:i'ro llcrry .. ........... . • . .•. . ..
I ·I . A Jlnir of S c issors . . . . . .. .. •... , , .... .

ON SPJCgs ,
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TIIIH.D S.ElUES .

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TRODUCTOHY

l\EhlA llKS

•••••••• , , •• , • •• , , • , ••

67

L~ssoN I . Pepper •... . . . • .. ••... ...••. . . ...• ,

G8

2. N utmeg. , ........... . ........... .. .

70
72

lNTHODUCTUH.Y l(E;'llAllT\S •• , , . . • • , . .

3. Mace •...• : . . . . . . . . . . . . . . . • . . . . . . . .

L•:ssoN I. A Quill .. . .•. . .. ..... . . .... ... .. ...

4. Cinnamon ...• , , • , ....• , ........... .

74

2. ,\ TJalf11t>1111y .. . . .... .... ......... .. ..

r~. Ginger

........•. ... ..•...••••.. .. .

iii

3. Mus lard Sect!

ii. All~ picc , • • .•..•..• , • , , , • , •. , , •.•.•.
7. A Clove ..• • , •.• , . •. ,., .•. , . . . ..•...

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.• ..•..... .. ••. • • ••. ..

4. An ,\pple ..•....•...... ..... .. .. . ..

...... _..

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xii•

xv

CONTENTS.

CONTENTS .

PA GE

'LISBON 1 • Leather

ON LIQUIDS.

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18. Sponge .• ....•.••. • . . .. .•.• .•. ... · • I 08
,f .

19. Coffee . ....... .... ...... .... .. .. .. 109
LessoN

8. ,Watcr

.. ... .. . .. .... • •. . . . . .. ... ..

20. Tea • . . ..•. . ...•.•...• . .. • · · ... • · · 109
2 1. Rice .....•........• • .. .. .. • • , . . . . . 111

9 . Oil . . .. . ........... . . · ·· ··· ·· ···· · ·
10. Beer •.. .... .... . ... . . ..•. . .. ... .. .

22. Sago ......... .... .. .. .. .... .. . .... 11 2

11. Fore ign W hi te W ine . .... . •... . .. .• . . .

23. The Cocon Nut. . .... ,.... ....... .. .. 11 3

12. Vinegar .....•....... . ..... . ....•...

24. Bread ••.• •••• •• .• . •...• • • · • · · • • · • 11 5
25. Sugar ..... •.. • •... •. •. · · · • · · · · · · • 11 6

13. Ink .......... . .. .• ........ . ........
14. Milk .. . . • ... . . .. .•.. .. . .. ... · · . . · ·

26 . Whalebone .. • , . .•. . .••....•••• •. · · 11 7
27. Glass .. .. .... ...... .... . ...... .... . 11 8

Jlll·' Tll SJUtLES.

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28 . Parchment . .. .. . .. . .. • .. . .. .. • .. ..

I NTRODUCTORY REMARKS . . . . . . . . . . . . . . . . . .• ., ..
I.ESSON

' ":' ~

1. Camphor

30. Wool. . . •. .•... . , . . . ... , . ... . ,. •• •. 124

... .. ... .. . .. .. . , . .. .... . .

3 1 . Cotton . . . . . . . . . . . . . • . . . . . . . . . . . . • • 12 5

2. \Vax Candle .... . ....... .. . .. .. .... .

32. Flax . . .•. .. •.•... . ., .. · · .. · · · · · · · · 126
33 . Hem p • •. . .•. ...••.•..••...... . . .. 128

3. Putty . .. ... .. . •.. . . .. ..... ...•. .. . .
. (1

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120

29. Paper •.• , .. ...• , •.. . ' .. .•. ...• • • • . 12 1

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• • .. . . . .... ... . • .•... • .... . 107

4. Shell Lac ..••. . ....... .. . .. •. .... . .

34 . Silk . . .•.. ...•.• .... . ... ... ..• . ...

5. Butter . . . . . . . . . . . . ...•...•.. . . ...

129

35 . Felt ......•. .•.•. . .• ............. . . 130

G. Cheese . .. . . ... .....• ..•.•. • .. • ... .

36 . Porcelain ... , . . • • . . • . . . . . . . • . . . . . • . 13 2

7. l!om .. . .......... .. ......... . .... .
8 . Iloncy •... . .......... , . . • . . . . ... .

\

!!. Starch ...... , . . . • .... , • .. . , . . . ... .

\

l 0. Saffron ... . ..•• .. . • ................
1 1. Comt Plaster
12 . Glue ...... . . ... . .... . .....•. .....•
l:-3. Tamarinds ... . .. . . . . . . . . . . . . . . . . . . . .

l -1. Indian Itublicr, or Gum Elastic .. .... . .
15. Forei gn Currants , , •.•...• , ••. . •..•••
IC. Cork . .... . . ... . .. . .. ... .. .. ·. ·. · · ·

r.-----~-:---

ON METALS.

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IOO[~;NTRODUCTORY R&MARKS

• • • • •• •• •• . • •• •• •• •• • •

134

IOI . LESSON 37. Go l<l. .... · ........ · · · .. · "· .... • · · 134
JO· ·
!03 . -

104!_

-

38 . Silver . . ..•.. . .. .. . .. · . .. · · · · · · · · · 139
39 . Quicksil ver, or Mercury .. ..•••. • . · · · · 143
40. Lea<l . . . . . . . . . . . . .. . . . . . . . . . . . . . . . .

147

4 I . Copper ....... . . ... . .. . ..... · ... • · • I 5 1
42. Iron ... ...... ... . . .. . . ....•••.. • · · l:JG

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XVI

CONTENTS .

LESSON

c·
(

43. Tin
44. Comparison of Metals ....• • .... . . ..••

)

45. On Metals in general ...•. ..... ...•..

,f .

QUESTIONS ON THE META L S

• , • •••• , ••• • • •• • •• , •

LESSONS ON OBJECTS.

ON EARTHS.

"

I .E ssoN 4G. Lime ... . •....... .. .... .. ..•... ....

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q_uEST IU NS ON TIIE EArlTl\ ::3

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47. Silica . ..• ...•• .... . . . ......•..•.••

l'lltST S.ElU.ES.

•.• ••• •••• ••••••

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GI. Salt ...... .. ................... .. 19

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To lead children to observe with attention the
. l1 s111'1'011111l t I1e111,
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JJ. Coral ..... .. ................... ... . . 190
..,_;; describe with accmacy the impressions they
convey, appears to be the first step in the
ON THE SENSES.
business of education.
· The ceaseless activity of the perceptive
li4. !NTROD\JC TOl\Y REMAHKS •• , •••••••••
faculties, which characterizes the period of
55. Feeling or Touch •••.• • ••••.•••.• ••• 200~ childhood, shews that this is the point at which
:-,r. . Si gh!.. . • . . . . . • . . . . . . ....... · · · · . · 203fE=instruction would mo;:t naturally commence.
;,2. SJH.te . ...•• . • • . .. . ••.... . . .• • .•••.. 191

LESSON
( '

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INTRODUCTORY REMARKS.

GO. Granite .........•..•.••....•...••.. 18'

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:i7. I1 car i11 g

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·
o b~ccts

. , •. , • . ...• , .. .. . , , . • ... . • 204C-

It gi\'es animalion to the dull , and precision to

GS. Smell. .•..•• . •••..•. . •..... . ....... 2oi_ ,-

the lively; it promotes that clearness uf ap-

,-,0. Taste . ... .... . . . .• . . .. . ... . ........ 2o;P-· prehension wltich

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is tlie solid basis of afler-

VOC/\ llU L/\11, Y ..•.. . ..••• . •• • ••... •• ..•.•• . • 20 ~;;:-.

attainme11t,-withuut which, our jutli:;ments
=E-. unsound, and our reasonings inconclusive.
- the sphere of obsf'rvation is enhrµ;etl, and
pages of history, or the fields of science,
.-.:.. explored, the mind accustomed to accurate

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l'IRST SEJUES.

• vestigatiun will not rest content with less than
satisfactory evidence, either rn morals or 111
science.
The present work consists of live series of
lessons, each of which increases in <liiliculty as
the pupil advances. The order observed in them
is the result. of some experi ence, and of several
trials, which have produced a slro11g conviction
of the importance and valu e of a methodical
arrangement, and of a very gradual progression.
It is therefore recommended that 110 ste p in the
course shoul<l be altoge ther omille<I, though the
age and talents of the c hildre1i must reg ulate
the time bestowed 011 each.
J-' he first series presents a selection of miscellaneous objects, every one possessing some distinguishing quality; yet so arranged as tu have
an obv10us conn ection with what has preceded.
The children should he practised in re1iiarking
those qualities observable by the simple operation of the external senses, deferring till a more
advanced period, those requiring a high er exercise of mind.
It is very important that in a11y course of
instructio11, some definite object should be
proposed, andthat e very step should have a
tendency towanls the end in view. Thus, in
the series under consid eration, the developement
of the perceptive fneulties is aime1f at , and each
sense is called into action for the attainment
of the obj ect.

INTRODUCTORY REMARKS.

3

One. lesson is drawn out fully as a specimen
of the manner in which the others should be
given. It would have extended the volume to
an unnecessary length, and fill ed it with nee<lless
repetitions, had each been made out with equal
minuteness. Much information might have been
thrown into the preliminary set : but as the end
propose1l was rather to excite the mental powers
to activity, than to provide them with knowledge, it has been purposely avoided.
.· It may perhaps be necessary to guard against
tJ1e error of expecting, in a work like the· present, anything more than hints as to the mode of
arranging and imparting knowledge. The tencher
must be previously well-informed, in order to
meet the inquiries which the active minds of
children continually suggest. Their questions
will generally point out the best mode of treating
a subject, or of leading them to the discovery
of any truth. Precise unvarying rules may be
laid down for mechanical operations; but mind
alone can act upon mind, and bring it into
' vigorous e xercise : and all instruction must be
dry and uninteresting, which has not undergo11e .
some modification from the person by whom it
is communicated. T
· t(;)
which teachers are likely to fall
of telling too much to their pupil s.
hey may
'" receive the information with pleasme, and appear
to profit by it; but grent evil arises from such
a mode of instruction: their minds remain almost
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passive, and they acquire a hab.it of receiving
impressions from others, at a time when tl~ ey
01wht
to b e gaining mental ower by the exertion
0
of their own faculties. Another 1istake is that
of giving a term, before the pupil has felt his
wa1~t of it. "When the idea of any quality has
hce11 formctl in his miml, without his being
able to express it, the 11ame given under such
circumstances fix es it on the memory :-thus,
when a child observes that whalebone, after
havinrr being bent, returns to its original posi tion,
he m:y be tol<l that this property which he has
discovered is called elastic. 1
The following pages were written originally
with no view to publication, but merely for the
use of tho school in which they wero given;
and the information they contain was <lmwn
from various sources. No memorandum being
made at.the time, it would now be impossible
t.o assign each passage to its respective author,
though it is probable that those acquainted with
the popular works on the S!rbjects here treated
of, may detect, in some places, almost literal
c uotations.
)

' The wr iter des ires particularly to enforce this remark,
in one or two in stances seen the lessons altogether
misus~d.-Thus the qualities were told, and the explanation
of them given, Instead of the object being presented to the
children , that they might make th eir own observations
upon it, nntl require from the teacher terms for qualities
clearly discerned, though unknown by name.
havin~

·'

GLASS.

SERIES.

I

"'o \-1 '
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FIRST

4

LESSON I.
GLASS.
GLASS has been selected as the first substance
lo be presented to the chi ltlren, because the
qualities which clmraclerize it are quite obvious
to the senses. The pupils shoulcl be arranged
before a black board or slate, upon which the
result of their observations should bo written.
The utility of having the lesson presented to
the eyes of each child, with the power of th~s
recalling attention to what has occurred, will
very soon be appreciated by the instructor.
The glass should be passed round the party
to be examined by each individual. 1
TEACHER. ·what is this which I hold in my
hand?
CHILDREN. A piece of glass.
TEACH ER. Can you spell the word glass .?
(The teacher then writes the worcl " glass "
upon the slate, which is thus presented to the
whole class as the subject of the lesson.) You
l fly this means, each indi vidual in the class is called
upon to exerci se his own pow ers on the object presented ;
the subsequent question s of the teacher tend only t o draw
out the ideas of tbe children, and to correct them if

wrong.

12

l~IRS1'

SERIES.

LESSON I.
GLASS.
GLASS has been selected as the first substance
to be presented to the children, because the
qualities which characterize it arc quite obvious
to the senses. The pupils should be arranged
before a black board or slate, upon which the
result of their observation should be written.
The ulility of havin g- the lesson prcscntc<l to the
eyes of eac h child, with the power of thus recalling attention to what has occurred, will very soon .
be appreciated by the instructor.
The glass should be passed round the party
to he examined by each individual/''
T1~ Ac1rnn. What is that which I hold in my
hand?
CmLDREN. A piece of glass.
T EACirnR. Can you spell the word " glass"?
(The teacher then writes the word "glass" upon
the sln.te, which is thus presented to the whole
class us th e subject of the lesson.) You have all
examined this glass; what do you observe? What
.can you say that it is ?i·
CurLDREN. It is bright.
*fly this means each individual in the class is called upon
lo exercise his own powers on tho object presented; tho subsequent questio ns of tho teache r tencl only to draw out tho ·
ideas of tho children, um! lo correc t th em if wrong.
t This question is put instead of asking, " \Vhal aro its
qualities?" because tho children \rnul<l not yet, in all probability, understand the meaning of the term, but by iL5 frequent
npplicntion to the answers to this ques tion, they will sl1ortly
become familiarized wilh it.

LESSON !.-GLASS.

13

. : •' TEACiiER· (Teacher having written the word
" qualities," writes under it-lt is bright.)_ 'J'ake
1
.'.
it in your hand and jcr;I"' it.
.
·
1
· CmLDREN. It is cold. (Wnttcn on the ·.b~mrd
under the former quality.)
_
TEACIIER. Feel it acrain, and compare it with
the piece of sponge that is tied to your slate, and
then tell me what you perceive in the glass.t
CmLDUEN. It is smooth-it is hard.
TEACIIER. Is there any other glass in the room?
Cun,DREN. Yes. The windo,ws.
TEACHER.
(Closes the shutters) Cun you sec
the garden now ?
CurLDREN. No.
TEACHER. Why cannot you?
CHILDREN. We cannot see through the shutters.
TEACHER. W'hat can you say then of the glass?
CmLDREN. W c can see through it.
TEACHER. Can you tell me any word that will
express thi s quality?
CnrLDREN. No.
TEACHER· I will tell you then; pay attention,
that you may recollect it. It is transparent.t
* The art of the tcnchcr is to put such questions as may
lead successively to the exercise of the different senses .
t The object of the teacher -here is to lead the pupil to ~he
obstirvntion of the quuli!o/. smooth, an<l ho dues so by makmg
him contrast it wit~1 the ~~~ilc_:9uality in another s~,J.;>stance;
a mode of sugcrest10n, of •vluchJrequent use may be ·\nude.
b
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•
• •
t The fa ct of the glass being ·transparent 1s so f~m1l!ar .to
the children, that th ey will probably not obse rve 1t, tiU its
grca·t use in consequence of that , fJl!ality brings it forcibly
before their mind s. They then fee_!' th e want of a lorm to
express the id ea thus formed, and the teacher g i~·cs them th.e
word, as a sign for it, and in order to nnpress 11 upon their
minds. To ascertain whether th ey have rightly comprehended

n

LESSON

·what shall you now understand when I tell you
that a substance is transparent? .
~mLnm.rn. That you can sec through it.
h:A~m:R .
you arc right.'!!' 'fry antl recollect
sometlung that 1s transparent.
CmLDUEN. 'Vater.
TEACHER . If I were to let this glass fall, or
you were to throw a ball at the window what
would be the consequence?
.'
_CmLnREN. The glass would be broken. It is
bf1ttlc.
TEACIIER. Could I in the same manner break
the shutter?
CurLDREN. No.
TI,ACIIER. Could I break it if I used great
force?
C1rrLDREN. Yes.
TEACIIEit. · Would you therefore call the wood
brittle?
CurLDTIEN. No.
T1;;AClIER. What substances then do you call
brittle?
~nILDTIEN.
Those which arc easily broken . .
1 hose are probably as many qualities as would
oc~ur to children at their first attempt, which
berng arranged on the slate form an exercise in
spelling. They .should then be effaced and if
the pupils arc able to ,\,rite, they may c1~deavour
to remember the lesson, am1 put it down on their
slates.
the mc:ming of the word, they arc call ed. upon" to gi ve examples of its appli cation.
'* fl is b'.11 too c_ommon a practi ce to call u child good because ho gives a right answer, thus confounding intcllectuo'
truth and moral virtue.

n. ur.-INDIAN nummn,

LEATHER·

15

LESSON II.
INDIAN uummn.
This substance has been chosen that the class
may ohservc the qualities opaque, elastic, inflammable. The first would be made clear to
them by contrasting the Indian rubber witli the
glass of the preceding lesson ; the second, by
stretching it, and allowing it to resume its former
shape; the third, by setting it on fire.

Qualities

of

Indian Rubber.

It is opaque.
elastic.
inflammable.
tough.
smooth.
Uses.-To -rub out pencil marks-to form balls
and shoes.

LESSON Ill.
LEATHER·

Ideas to be developed by the examination of
this substance-flexible, odorous, dumble.

Quaz.ities

of Leather.

It is fl exible.
odorous.
tou gh.
smooth.
durable.
. opaque.

16

FIRST SERIES·

Uses.-For sh?es? gloves, reins, saddles, portmanteaus-for bmdmg books--.-covering trunks.

LESSON IV.
LOAI~

SUGA}{.

Ideas to be devel~ped .by this lesson, soluble,
fusible, sparkling.

LESSON V. VI.-GUll[ ARADIC, SPONGE.

17

I

Qual-itics of Gum Arabic.
It is hard.
bright.
· yellow.
semi-transparent.
.
dissolvable, or soluble in water.
sticky when melted.
solid.
F~e . -To unit~ li r~ht thin substances.

Q ual it i.r:s oj
· L ou;·
8 urr1u.
.
.
0

lL i.;:; culuLl..:, uf tli..,.,ol valJl0 ill water.
fusible, ''' or may be melted by heat.
brittle.
·
hard.
sweet.
white.
solid.
opaque.
Use.-To sweeten our food~

LESSON V.
A PIECE OF GUM ARADIC.

Ideas to be developed hy this lesson, semitransparent, adhesive.
*The <lifference between fu sil;ility ":rn<l solubility may be
renderc<l ol?v10us to the cluldrcn by dissolving one piece of
sugur.111 water and holdin g another over th o cnndle. If any
expe rimen.t be necessa ry to exl11b1t the quality of an object,
th e opernt10n should be performed before the children, thut
they may themselves observe it.

Sl'ONGE.

Ideas to be developed by this lesson, porous,
absorbent.

Qualities of Sponge.
It is porous.
absorhent. *
soft.
tough.
opaque.
. .
elastic, or springy.
flexible, or easily bent.
light brown.
Use.-For washing.
*Tho qtmlity of absorbing will he made obvi_o~s ~o the
class, by showing that the sponge sucks up any 11qu1d. It
possesses this quality in consequence of its being full of pores.
The use to which an object is applieu, ollcn/ leads . to the obscrvalion of tho quality upon which tbo use is dependent.

n

2

