took some material, such as copper, and went through a series of experiments, fusing it, working it into objects; and the same experiments were made with lead and other metals. This work has been also a continuous course in geography, since the children have had to imagine and work out the various physical conditions necessary to the different forms of social life implied. What would be the physical conditions appropriate to pastoral life? to the beginning of agriculture? to fishing? What would be the natural method of exchange between these peoples? Having worked out such points in conversation, they have afterward represented them in maps and sand-molding. Thus they have gained ideas of the various forms of the configuration of the earth, and at the same time have seen them in their relation to human activity, so that they are not simply external facts, but are fused and welded with social conceptions regarding the life and progress of humanity. The result, to my mind, justifies completely the conviction that children, in a year of such work (of five hours a week altogether), get indefinitely more acquaintance with facts of science, geography, and anthropology than they get where information is the professed end and object, where they are simply set to learning facts in fixed lessons. As to discipline, they get more training of attention,
