ility for astronomical study and observation.

On the top floors or around the building should be arranged workshops,
where the use of tools and machinery could be taught. The classes should
assemble in the large hall, in the morning, where they might join in
singing or light gymnastic exercises, or listen to some short appropriate
address before betaking themselves to their class-rooms.

The teaching in these latter should be conducted, wherever practicable,
upon the Socratic method, and every branch of science and of art could be
thus explained. The mother unconsciously uses this method in educating or
drawing out the first perceptions of infancy and early youth; and the
impressions derived from this method of acquiring knowledge are the most
lasting, being such as become most absolutely assimilated with the pupil's
mind. The teacher would also, at frequent intervals, conduct his class
into the fields and woods for the study of botany, entomology, and
geology, where Nature would supply in abundance the materials, and the
teacher would be the only book. Instruction in the various trades which
could be conveniently practised should receive attention, the taste of the
pupils being made a guide to selection.

Some portion of the teaching which goes on in school should be performed
by the pupils, under the supervision of the teacher. No adult can so
thoroughly enter into a child's mind as can another child; nor is this the
only reason.

That is not fully known which can not be thoroughly used and applied, and
knowledge can not be applied which its possessor can not himself impart.
A perfect illustration of this truth is furnished us in the training of
the soldier.

Upon nothing, perhaps, have the knowledge and skill of the most powerful
intellects been more concentrated than upon the science and art of mutual
slaughter; and in establishing the soldiers' drill, an exhaustive analysis
of the means by which the desired object was to be attained has been
pursued. The men whose intellects have developed that drill, have not been
content to treat the soldier as a pupil only. Each recruit has in turn to
teach, as well as to learn to practise what he has learned, by drilling
others whom he is made temporarily to command, as well as to practise his
drill under the command of his officer; for only by such means could the
highest degree of efficiency be secured. The reasons which led to the
adoption of this principle in the barra