Intuition, an act of reason, 116. Investigation, the tendency of action in the reflective faculties; its directions, 122-exemplified in the scientific traveler, the astronomer, the historian, the philologist, 123-in the mechanician, the chemist; its value in all the higher relations of thought, 124. Judgment, identical with reason, 119. Knowledge, the result of the action of the perceptive faculties, 21; actual, 22; verbal accuracy a false test of; true knowledge experimental and personal, 23. Language, a measure of power, 68; its value, 69; study of languages ancient and modern, of the English language, 98-100. Method, importance of, to the teacher, 10. Methods, defective, of instruction, regarding the action of the reflective faculties, 127; exemplified with reference to reading, arithmetic, geography, history, language, logic, intellectual and moral philosophy, 129134; appropriate methods for the discipline of the reflective faculties, 135-151. Modeling, its uses in training the perceptive faculties, 30. Models, false, in music; their injurious effects, 93. Monotony, evils of, in modes of training, 15. Music, as a discipline for the ear, 31; errors regarding it, 91-93. Nature, importance of early study of, 20; universal susceptibility to its influence, effects of on mental character, 21; value of the study and observation of it, as a discipline of intellect, 40. Novelty, need of in modes of carly training, 15. Objects, study of, with reference to color, form, measure, number, organization, 27-29. Observation, definition of, 13; its influ ence as an instinctive intellectual ten dency, 17; its effects as a habit, 18; cherished by early attention to elementary botany, geology, mineralogy, zoology, 19; habits of attentive observation, how secured and confirmed, 41-46. Perception, definition of, 13. Perceptive faculties, cultivation of, 9; contemplated with reference to their classification, 12, 18; their actuating principle, 14-17; their tendency, 17-21; the result of their action, 21-26; their appropriate educational processes of exercise, development, and discipline, 26–55. Personation, as a mode of expression, 66; exemplified in the successive stages of life, 67. Philosophy, mental importance of, to the teacher, 120. Plan necessary for the guidance of the teacher, 10. Processes, educational, for the discipline of the perceptive faculties, 12, 26-55; of the expressive, 80, 93Progressive intellection, law of, 26; 100; of the reflective, 127-151. progressive discipline of the perceptive faculties, 33. Ratiocination, definition of, 117. Reason,-explanatory remark, 111; etymology of the term; definiteness and certainty of action in this faculty, 112; its offices in definition and discrimination, its authority, 113; its cognizance of relations; its inventive character, 114; aberration of reason; uses of reason in analysis and abstraction, 115; intuition, inference, deduction, 116; generalization, induction, ratiocination, 117; reason, as cognizant of truth, as susceptible of cultivation, 118; judgment, underRecollection, definition of, 104, 105. standing, 119. Reflective faculties, cultivation of; introductory observations; etymology of terms, 101; classification, 102; actuating principle, 121; tendency, 122124; result, 125, 126; educational processes, 127-151. Remedies for errors regarding the eultivation of the expressive faculties, 93-100. Remembrance, definition of, 105. Representation, a form of expression, 67. Repression, evils of, 9. Rhetoric, methods of teaching, 86. Senses, discipline of; sight, color, 27; form, measure, number, 28; natural objects, animated forms, 29; the ear, music, speech, 31. Speech and writing, results of discipline, 68. Taste, significance of the term; char acter of true taste, 69; its positive Teacher, his true point of view, 6; his power; a subject of culture, 70. aim in instruction, 9; his need of plan and method, 10; his place as an observer of the mind, 14; his proper business as its superintendent, 23. Truth, the result of the action of the reflective faculties, 125, 126. Understanding, its identity with reason, 119. Utterance, the tendency of the expressive faculties, 75–78. Variety, its importance in modes of Wonder, its analogy to curiosity, 15; culture, 15. its effects, 17. THE TRUE ORDER OF STUDIES. BY REV. THOMAS HILL, D. D., PRESIDENT OF ANTIOCH COLLEGE, YELLOW SPRINGS, onio. [Reprinted from Barnard's American Journal of Education.] 2 A Tabular View of the Studies in a Course of Liberal Education, from the Sub ARTICLE III. Natural History; or, the Study of the Material World in its natural state, 29 THE TRUE ORDER OF STUDIES, (FIRST ARTICLE.) BY REV. THOMAS HILL, Waltham, Mass. WE take it for granted that there is a rational order of development in the course of the sciences, and that it ought to be followed in the course of common education. Starting from these assumptions, we seek to find what that order is, and arrive at the conclusion that there are five great studies for the human spirit, - Mathesis, Physics, History, Psychology, and Theology, which must be pursued in the order in which we have here named them. This circle of five points must be embraced in every scheme of education, whether for the nursery, the subprimary school, the primary school, the grammar school, the high school, or the college. No one of them is to be omitted, in any school, until the student enters the professional school in which he is to prepare directly for the exercise of his profession or calling in life. We also take it for granted that there is a natural order of development in the human powers, and that studies should be so arranged as to develop the powers in this order. Starting from this assumption, we arrive at the conclusion that the ability to receive impressions, that is, the perceptive power, first shows itself; next, a power to conceive or imagine; thirdly, the power of reasoning; fourthly, the power to decide and act upon the decisions of reason. Moreover, these faculties are called out in their proper order of development by taking the five branches of study in their proper order, and this harmony of the results of our two lines of inquiry is a presumptive proof of their correctness. These are the conclusions at which we have arrived, and which we propose to illustrate somewhat at length in the present paper. Their great breadth and generality, and the demand which they make, upon those who accept them, to change the whole character of our education from the hour of the child's birth to the day of his graduation from college, must be our apology for the length of our remarks, and for our request that the reader should not dismiss them from his mind without a candid consideration of their value. It is manifest that the faculties which are first developed should be |