disposal of the Board. In his report for 1860 the Principal says, in speaking of the ‘‘Experimental Department’’: ‘There are seats for fifty pupils, which is the limit of the number received.’ In describing the institution, he writes: “‘It is the design in this department to make the course of study correspond to the natural order of mental development. First, the senses are trained to the study of objects and objective sciences, and afterwards the reflective faculties are developed by means of studies adapted to this end. In pursuance of this design, the course is arranged as follows: First object lessons and the elements of natural science, and afterwards arithmetic, grammar and elementary history, thorough training in reading, penmanship, spelling, drawing, composition, singing, and moral lessons, is also included in the course.”’ It will be seen that the course of instruction is intended for a school embracing about four of the primary grades.
Two years later the course was given as follows: ‘‘Object lessons, (color and form) ; elementary sounds by object lessons; drawing, preparatory to learning the alphabet; alphabet by drawing lessons; mathematical forms; reading, penmanship; natural philosophy, (Swift's First Lessons); elementary philosophy; object lessons in botany; primary arithmetic; elementary geometry, (Hill's), philosophy, (Swift's Second Part); local geography by outline maps and map drawing; descriptive geography; vocal music; arithmetic; English grammar; botany, (Gray's ‘‘How Plants Grow’’). A comparison of the matter of this course with the substance of some popular courses of the present day suggests some valuable lessons in educational history. The past often repeats itself with change of names, and forms and unessential conditions. Just about that time Mr. Sheldon of Oswego was publishing his “Elementary Instruction’? and ‘‘Object Lessons;’’ Principal Welch in the same year had published his “‘Object Lessons.’’ In these and other similar works, “‘Lesson Plans’’ were given with great minuteness of detail and abundance of illustrations. Enthusiasm for ‘‘Object Lessons’' and ‘“‘Oral Instruction’’ was spreading through the whole country. The National Educa-
