All this is a copy (systematized, of course) of the method employed by the mother. Now, first, can the grammarian be useful to us? Let us remember that to begin with his method is to put the cart before the horse. He must play the second but also an important part. The child learns to speak first, but he also learns to read and to write. We will give the same lesson to the pupil in printed form; he will be asked to read it, and then to copy it or write it from dictation. He will receive the new speech through the sense of hearing; it will then be communicated to the sight, and then to the touch. In this manner a class of twenty girls of about thirteen years had been taught English. After about thirty printed lessons had been mastered with the anecdotes, riddles, etc., which had occupied about half a German school year, they were not only able to read and write without many mistakes, but showed a strong desire to express themselves in the new tongue, and were, indeed, able to do so very satisfactorily, as compared with the results obtained by the grammarian after a seven years' course. Who first thought of combining the two original methods of language teaching in this way? A Frenchman, named François Gouin. He gave it the name of the "Series Method," because each lesson contains a series of actions. After the pupil has learned to express himself in regard to his immediate surroundings he continues to learn in series in regard to the lives of animals and of plants, the processes of housekeeping, traveling, trade, etc. It is all presented simply, but each has its own appropriate words and expressions. As soon as the pupil has mastered the rudiments he will also have the subjective matter presented in a series; in one lesson the teacher will be inclined to mirth, in another to (mock) anger, in another to hope, in another to (mock) despair. The most important result of education being the evolution of the character already present in the child, let us not consider him a little empty jug to be filled with knowledge; rather let us seek to draw out the riches of his character. When he is able to _live_ in a new language, he will be ever broadened, refreshed, and renewed. This method, resting on a psychological basis, is, with modifications of manner, which it remains the duty of the teacher to recognize, just as good for an adult as for a child. Rules of grammar will be earlier given to the adult, because he will notice correspondences and differences sooner than the child. But no rule will ever be given to a pupil of any age till he himself can appreciate its value, till he is mentally beginning to ask "why?" This questioning state of mind is one highly to be desired, as it is a state of receptivity. * * * * *