according to which peoples, families, or individuals, determine what branches of study shall be pursued in schools and elsewhere, are properly denominated Methods of Pedagogics. The term Education being used by English and American authors as nearly or quite the equivalent of the German Pedagogics, Methods of Education will be used instead of Methods of Pedagogics. Methods of Education regard the future man as a member of a given society; they consider what the child is to become; they are subjects of choice by nations, communities, families, or individuals, because they determine the uses to be made of the learning and discipline which nations or families require of the young. In Germany, Methods of Education are determined by the condition of the body-politic, and are well established. In France, the Methods of Education differ from those of Germany, in so far as the purposes of the government differ from those in Germany. In England, Methods of Education still vary, as also they do in the United States. Whatever purposes Methods of Education propose for the young, they always point distinctly to the end that these young persons, when grown up, shall be good and loyal citizens of that Community or State. Methods of education in France are not calculated to produce good citizens for Germany, but for France. It is the same with every nation. Families adopt Methods of Education which aim at giving specific direction to the energies of the children in those families, referring immediately

to the positions which these chlidren shall come to occupy, as professional, diplomatic, or governmental. These Methods inquire what is to be studied by the learner, in order that he may attain a certain end desired. Methods of Teaching are concerned in Methods of Education only so far as to ask in what way shall the branches determined by the family or the nation be presented to the mind. Methods of Teaching know no nationality nor family; Methods of Education preserve nationality and family attainments. To elaborate the subject of Methods of Education would require an extended treatise, and must be set aside until a more convenient time shall present itself for the work.

95. In the following quotation the province of Methods of Teaching is not discriminated from that of Methods of Education, although the notion of Method in general is very clearly outlined:

"The Methodick (1) The Educator must guide the pupil to knowledge of the outer world by aiding him to acquire it for himself in accordance with the natural operation, successive movements or procedure of Intelligence ;that is to say, according to the way or method whereby Intelligence proceeds and must proceed. These processes, as we have seen, are, in the first instance, Analytic, but have Synthesis and Induction for their end. When ascertained, they yield the doctrine of Method in Education-The Methodick of Education.

"(2) The Educator must perform the same

task with reference to the higher feelings and emotions, with a view to constitute them habitual motives. In things of sense or of thought the learner learns by truly knowing in things of action the learner learns through the action of others, and by his own action. The doctrine of The Methodick of Education is to be called Methodology, and embraces the application of Method to every subject of intellectual study and to every stage of ethical training alike (page 16).

I

"The way of carrying out the Educative process to a successful issue, both intellectual and ethical, is, as we have seen, The Methodick of Education (p. 18.) How must convey instruction so as to insure assimilation by the pupil ?. The answer to this question contains the Doctrine of Method, and rests on the process of the Will in its movements towards knowledge. Dependent on this areParticular Methods." (Laurie, Synopsis of Lect., p. 20, 1877.)

96. Methods of Education have regard for the growth of mind as an end or habit unto itself, an object to be attained for itself, and also for knowledge or matter, as an end. (1) "What subjects of instruction must I teach in order to give to the future man the materials of right judgment? (The Real.) This leads us into a discussion of subjects of Instruction generally and their relative values. (2) How must I instruct so as most effectually to exercise the intelligence of the pupil in making those distinc

tions on which the rightness of judgment depends? (The Senses. The Formal as Will-power in reference to Intelligence.) The answer to the first of these questions contains the Doctrine of the Real with reference to the outer world-the substance of Knowledge. The answer to the second questions contains the Doctrine of Formal discipline in its intellectual relations." (Laurie, Synopsis of Lect., p. 20, 1877.)

97. "It is a physiological law, first pointed out by M. Isidore St. Hilaire, and to which attention has been drawn by Mr. Lewes in his essay on Dwarfs and Giants, that there is an antagonism between growth and development. By growth, as used in this antithetical sense, is to be understood increase of size; by development, increase of structure. And the law is, that great activity in either of these processes involves retardation or arrest of the other. A familiar illustration is furnished by the cases of the caterpillar and the chrysalis. In the caterpillar there is extremely rapid augmentation of bulk; but the structure is scarcely at all more complex when the caterpillar is full-grown than when it is small. In the chrysalis the bulk does not increase; on the contrary, weight is lost during this stage of the creature's life; but the elaboration of a more complex structure goes on with great activity. The antagonism, here so clear, is less traceable in higher creatures, because the two processes are carried on together. But we see it pretty well illustrated among ourselves by contrasting the sexes. A girl develops

in body and mind rapidly, and ceases to grow comparatively early. A boy's bodily and mental development is slower, and his growth greater. At the age when the one is mature, finished, and having all faculties in full play, the other, whose vital energies have been more directed towards increase of size, is relatively incomplete in structure; and shows it in a comparative awkwardness, bodily and mental. Now this law is true not only of the organism as a whole, but of each separate part. The abnormally rapid advance of any part in respect of structure involves premature arrest of its growth; and this happens with the organ of the mind as certainly as with any other organ. The brain, which during early years is relatively large in mass but imperfect in structure will, if required to perform its functions with undue activity, undergo a structural advance greater than is appropriate to the age; but the ultimate effect will be a falling short of the size and power that would else have been attained. And this is a part cause-probably the chief cause-why precocious children, and youths who up to a certain time were carrying all before them, so often stop short and disappoint the high hopes of their parents." (Herbert Spencer, Education, pp.

271, 272, ed. 1870.)

"To grow is the process of which to increase is the result or manifestation. Trade has been growing for years past, and is now considerably increased. To increase, however, does not necessarily imply to grow; rapid expansion