=Importance.=--When it is considered that our general knowledge must be based on a knowledge of individuals, it becomes apparent that children should, through sense observation, learn as fully as possible the various qualities of the concrete world. Only on this basis can they build their more general and abstract forms of knowledge. For this reason the child in his study of objects should, so far as safety permits, bring all of his senses to bear upon them and distinguish as clearly as possible all their properties. By this means only can he really know the attributes of the objects constituting his environment. Moreover, without such a full knowledge of the various properties and qualities of concrete objects, he is not in a position to turn them fully to his own service. It is by distinguishing the feeling of the flour, that the cook discovers whether it is suited for bread-making or pastry. It is by noting the texture of the wood, that the artisan can decide its suitability for the work in hand. In fine, it was only by noting the properties of various natural objects that man discovered their social uses. =How to be Effected.=--One of the chief defects of primary education in the past has been a tendency to overlook the importance of giving the child an opportunity to exercise his senses in discovering the properties of the objects constituting his environment. The introduction of the kindergarten, objective methods of teaching, nature study, school gardening, and constructive occupations have done much, however, to remedy this defect. One of the chief claims in favour of the so-called Montessori Method is that it provides especially for an education of the senses. In doing this, however, it makes use of arbitrarily prepared materials instead of the ordinary objects constituting the child's natural environment. The one advantage in this is that it enables the teacher to grade the stimulations and thus exercise the child in making series of discriminations, for instance, a series of colours, sounds, weights, sizes, etc. Notwithstanding this advantage, however, it seems more pedagogical that the child should receive this needful exercise of the senses by being brought into contact with the actual objects constituting his environment, as is done in nature study, constructive exercises, art, etc.