convinced him that a hypodermic injection of aqua distillata, given under proper precautions and circumstances, so as to impress the patient deeply, will produce very nearly, if not quite, as many cures as hypnotization. As for the other question, laboratory experiments indicate that a hypnotized person may be induced to commit acts bearing the aspect of crime, but that when the case becomes a serious one something will most likely occur in the mind of the patient or the conditions to prevent the consummation. The result is too uncertain and difficult, and the risks are too many and various, even to permit the use of hypnotism as an instrument of crime to become common or really dangerous. And the author's conclusion is that the dangers of hypnotism lie much more in its use for experimental and therapeutical than for criminal purposes.
Instruction of the Deaf and Dumb.—Of the two principal methods of instructing deaf-mutes in this country, as defined by Mr. J. C. Gordon, of the Illinois Institution, in the sign method, deaf-mutes are taught a peculiar language of motions of the arm and upper part of the body, to which they learn to attach signification through usage. For instance, to teach the word cat to a deaf child a sign teacher would show the child a cat or a picture of a cat. He would next direct attention to the cat's whiskers, drawing the thumb and finger of each hand lightly over them. "A similar motion of the thumb and hand above the teacher's upper lip at once becomes a sign for cat." After the sign has become familiar the child is trained to write the word cat on a slate, blackboard, or sheet of paper, and by frequent repetition the pupil associates the written word with the sign for cat, so that the written word recalls the gestural sign, and the gestural sign serves to recall the concept cat. This language is acquired more readily than any other means of communication. The other method is the intuitive, direct, or English language method, and, while it would require the use of the living cat or the recognition of the picture of a cat by the deaf child, would connect the written or spoken word directly with the object, without the intervention of any artificial finger-sign. Wherever this method prevails the English language in its written or spoken forms, or in its finger-spelled form, becomes the ordinary means of communication between teachers and pupils, so that every step in instruction requires the use of the English language, which is practically both the instrument and the immediate end of instruction. All the schools called oral use this method. It can be used in connection with finger-spelling, but not with the sign method.
Experiments in Nature Study.—Some very interesting features of school children's Nature study—not the teaching of science, but the seeing and understanding of the common objects of the external world—are illustrated in a report of Cornell Agricultural Experiment Station, from incidents of school life in some of the New York schools. The children in the sixth grade of one of the schools of Saratoga Springs provided themselves with eggshells filled with earth and sown with wheat. "The botanical side was made a lesson well flavored with active interest. The pride of ownership and a plant coming from a spoonful of earth had the charm of a creation all the pupil's own, and it was much more real to study the thing itself than to read about it and make a recitation." Geographical applications were made by tracing the introduction and extension and transportation of the crop, and by means of the exchange of correspondence the wheat belt could be traced and plotted in every State of the Union. The children of Corning gathered seeds and divided them into classes as indicated by the means of travel with which they are provided. A small boy felt himself a profound investigator when he discovered the advantage some seeds have in being able to float and ride on the water. It required no hard drill to learn the names. The summer planting of flowers by the children of Jamestown resulted in a flower show in the fall. Many children took the tent caterpillar, reared it from the eggs, and learned all about its metamorphoses. "Nature study can be made elastic. In the kindergarten it can be idealized so as to approach a fairy story. It can be intensified so that in the high school it will have all the solidity of pure science."
