ess in the child, or
cause him to apply his former knowledge in a more active and definite
way to the problem in hand, they must be classified as phases of the
developing method. Two of these subsidiary methods will now be
considered.

THE OBJECTIVE METHOD

=Characteristics of the Objective Method.=--One important sub-section of
the developing method is known as the objective method. In this method
the teacher seeks, as far as possible, (1) to present the lesson problem
through the use of concrete materials, and (2) to have the child
interpret the problem by examining this concrete material. A child's
interest and knowledge being largely centred in objects and their
qualities and uses, many truths can best be presented to children
through the medium of objective teaching. For example, in arithmetic,
weights and measures should be taught by actually handling weights and
measures and building up the various tables by experiment. Tables of
lengths, areas, and volumes may be taught by measurements of lines,
surfaces, and solids. Geographical facts are taught by actual contact
with the neighbouring hills, streams, and ponds; and by visits to
markets and manufacturing plants. In nature study, plants and animals
are studied in their natural habitat or by bringing them into the
class-room.

=Advantages of the Objective Method.=--The advantages of this method in
such cases are readily manifest. Although, for instance, the pupil who
knows in a general way an inch space and the numbers 144, 9, 30-1/4, 40,
and 4, might be supposed to be able to organize out of his former
experiences a perfect knowledge of surface measure, yet it will be found
that compared with that of the pupil who has worked out the measure
concretely in the school garden, the control of the former student over
this knowledge will be very weak indeed. In like manner, when a student
gains from a verbal description a knowledge of a plant or an animal, not
only does he find it much more difficult to apply his old knowledge in
interpreting the word description than he would in interpreting a
concrete example, but his knowledge of the plant or animal is likely to
be imperfect. Objective teaching is important, therefore, for two
reasons:

1. It makes an appeal to the mind through the senses, the avenue through
which the most vivid images come. Frequently several senses are brought
to bear and the impressions thereby multiplied.

2. On account of his interest i