pulses, and motives which is distinctive for each person." (Jevons, Princ. of Science, p. 733, ed. 1877.)

115. Teachers have their individuality, which shows itself in greater or less degrees in their school-room practice, while applying philosophical Methods of Teaching. This individuality is exhibited in the way that one teacher illustrates a point differently from another-in the way he speaks in the way he looks-in the way he thinks, it may be in the way in which his questions are conceived-in the impromptu expedients which he devises-in what, in general, is called "his way of doing things. "" This individuality of the teacher is known as Manner. Misapprehension of the true province of scientific Methods of Teaching has led many to apply the term to any peculiar experiment or expedient which may be selected, which things are in fact but examples of Manner. The familiar expressions so often heard-" my method is thus and my method is not that, but this," "I illustrate by this method, using a bundle of sticks instead of kernels of corn". —are simply examples of Manner.

so,

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116. A teacher has his own Manner of Teaching he can not have his Method, because Methods are general or universal principles, which are beyond the exclusiveness of the individual. Mannerisms can be affected or imitated, or devised, or invented; but Methods of Teaching, existing originally in the native constitution of things, can not be invented-they must be

discovered. Being discovered, they are no more his who discovers them, than the principle of gravity is the property of Newton because he discovered its nature and laws.

117. This conception of Methods of Teaching should not be confused with that of Methods in general, which are ways of procedure in the investigations of subject-matter only-they do not aim at mind. Such expressions as "Horner's Method of Approximation," and the like, correctly use the word Method.

118. In the subjoined quotation the terms Manner and Method are not sufficiently discriminated in demarcation-each includes portions of the conception of Mode.

Perhaps this difference between method and manner will appear better if we use an illustration which is supported by the etymology of the word method: Suppose it is proposed to establish a connection between two cities, for this purpose a road is made; this road will be used by all that go from one city to the other, and by all kinds of individuals; it is the same road for all and not liable to be changed by individual whims or notions. But the manner in which the road is used varies very much; some will walk, others will run, and others still will ride. The road in our illustration represents the method in pedagogics; it may be used by the most widely different individualities; the way in which people make use of it is the manner. Manner cannot be thoroughly specified or defined. Here the utmost freedom must be allowed

to teachers and pupils to develop their own individualities." (Soldan, art. Method and Manner, Nat. Ed. Ass. Proceedings, 1874, p. 249.)

119. When the Manner of a teacher has "method in it,"-when it is more or less determined into a System-when it has become a somewhat systematized exposition or application of the principle of adaptation, i.e., of Methods of Teaching,-when Manner has assumed this state, it is called Mode.

120. Methods of Teaching are fundamental and general principles "out of which other matters of a speculative or practical character flow, and become its practical illustrations". they must be discovered, if known. They can be investigated in their nature-they can not be copied, imitated, or assumed-they can only be stated as principles, which can be illustrated or exemplified in practice in certain ways called Modes, and sometimes Manners. Manner is the term which contains prominently the individuality of the teacher. Mode refers to the systematic application or illustration of Methods-it has little of the notion of individuality in it. Manner can be imitated, but hardly taught. Mode can be imitated and taught. If a teacher writes out a lesson in a methodical order, point by point, and question by question, such lesson is his Mode -and it may partake of his Manner. The more nearly teachers comprehend the nature of subject-matter as related to knowing mind, and the mind itself, the more nearly will their Modes be identical when teaching the same subject-matter

to classes of similar attainments-and the less of mannerisms will be exhibited by the teachers.

121. If perfection of knowledge and of adaptation were possible, it is extremely probable that all perfect teaching would set the same subjects to the same pupils in exactly the same Mode, which would then reach a perfect illustration of Method of Teaching.

122. The failure to discriminate the provinces of Methods of Teaching, Modes, and Manners, has led to considerable abuse of the former expression. Mode and Manner can be imitated by those even who do not comprehend the principle which is illustrated; supposing a principle involved in the case, which principle is sometimes wholly imaginary in actual practice. This being the state of affairs, teachers who rest satisfied with copying another's Mode or Manner must fail, because they do not apprehend the animating principle, the Method of Teaching, which underlies the Mode imitated. Those teachers are dealing with the mere dress, lifeless forms, of Methods. Methods are life, enduring as mind. Modes have a portion of the life of Methods, and a portion from that of the teacher. Manner has only the life of the teacher whose it is.

123. "While Mode (Lat. modus) is also applicable to way of being, Manner (Fr. manière) denotes way of action. Manner, too, is casual; mode, systematic. Mode might be defined regular manner. Hence manner of action implies voluntariness on the part of the agent;

mode of action, uniformity in the thing acting. Modes of existence. Manners of conduct or operation." (Smith, Syn. Discr., Mode.) In consequence of the authorship-there being a large number of different writers-there is great variety in the modes of treatment. (The Nation, No. 700, p. 340, Nov. 28, 1878.) "We all remember how rapidly the theory grew up that in the greenbacks we had stumbled, by a happy accident, on a new mode of acquiring wealth and avoiding financial convulsions, and how rapidly, too, in many minds, they began to wear the air of weapons of war, like a grandfather's sword or musket, hallowed by associations, and unfit subjects for scientific examination or treatment." (Ibid., No. 704, p. 394, Dec. 26, 1878.) "Washburn's Outlines of Criminal Law. A Manual of Criminal Law, including the Mode of Procedure by which it is enforced." (Ibid., No. 704, Dec. 26, 1878.)

124. "System (Gr. σvoτημα, from σvviGTαvai, to place together) regards fixed subjects which have rational dependence or connection. Method (Gr. uera, after, and odos, a way) regards fixed processes. System is logical or scientific collocation. Method is logical or scientific procedure. But, inasmuch as a mode of procedure may be itself harmonized, system is frequently used in place of method. We sometimes say, to go systematically to work,' meaning methodically. Method lays down rules for scientific inquiry, and is the way which leads to system. All method,' says Sir