In the foregoing paragraphs on analytical instruction, the question naturally arises, “Is such instruction to be regarded as an end in itself, or as a means for preparing the mind for more perfect assimilation of the subject-matter to be presented from day to day in the various studies?” Since the time these paragraphs were written, not only Germany herself, but also America has gone through a varied experience with respect to what we call object teaching. It was at one time conceived that a specific hour should be set apart each day for instructing the children in the observation of objects. In other words, object lessons were a distinct part of the programme. It was supposed that in this way the children could be made conscious of the significance of their environment, and that it was highly desirable that such an end should be brought about. In Germany the same effort was undertaken under the name of _Anschauungsunterricht_, but since the multiplication of text-books, and the increased pressure upon the schools brought about through the introduction of new subjects of study, it has been found inadvisable to devote a specific period of the day to isolated analytic instruction upon objects. Such instruction, however, has by no means passed from the field of usefulness, even in our very best schools. The necessity of appealing powerfully to previous experience, in and out of the schoolroom, as a basis for understanding a matter presented in the daily lessons, is everywhere recognized. From being an end of school work, therefore, analytic instruction has passed to the realm of a useful means for arousing the mental activity of the children concerning the regular lessons of the schoolroom. It is, in modern terms, an apperceptive basis for all instruction. 117. At a later time analytic instruction reappears in other forms, those of review and the correction of written exercises. The teacher has presented a body of facts; he has furnished the helps necessary for the solution of certain problems. What he has given, the pupils are expected to produce again in their review exercises and essays. Where necessary, their work is analyzed and corrected.