ifested in the early introduction of object lessons in elementary natural science, including botany, geology, zoology, mineralogy, &c. Further, the introduction of easy literature, elementary enough to be grasped, yet full of the purest thought

which may develop the child into a power for good. History, home and foreign, modern and ancient, in the way of biography are early furnished that the child may learn the great lessons the rein contained. Geography work in the best sense of the term is pretty fairly completed before the high school is

reached.

Previously all of these were mainly deferred until

the high school or college course.

Instead of requiring boys

to wait until "eleven years of age" be fore beginning arithmetic they are in good possession of the elements of arithmetic before that time. In some grammar schools algebra is quite satisfactorily studied in the latter part of the course. Brooklyn, in 1894, placed it in the last two grades of the grammar schools. During that time it is taught in its special bearing upon the solution of arithmetical examples. ventional geometry is taught in the last year and a half, also. A little more than a century ago, many men reached Harvard College and nearly completed the course be fore be ginning such abstruse subjects.

In

}

CHAPTER VIII.

PRESENT TENDENCIES.

The multiplication of subjects though a great advance over last century methods is not an unmixed good. One of the great questions of pedagogics at present is how to correlate and co-ordinate, so that this great multitude of subjects which threaten to overwhelm teaching shall be of the greatest

possible value.

Dr: De Garmo says: "It now seems evident

that if we are to make further progress in education we must add to this initial impulse something of the scientific spirit of the age in which we live. The curricula of studies is not the simple thing it was in Pestalozzé's time. Study after study has been added in obedience to same popular demand or because of the esoteric interest of the schoolmaster. What

now constitutes our course is a chaos of isolated subjects, which are allowed not from any demonstrated psychological needs but because of some popular or professional demand. The only proper way to determine which shall be eliminated, which abridged, is to submit the whole to a thorough investigation

according to the well developed psychology of the present time.(1) (1) Introduction to Lange's Apperception.