Two points call for our attention in this education of the senses; we must assist the child to educate himself on Nature’s lines, and we must take care not to supplant and crowd out Nature and her methods with that which we call education. Object lessons should be incidental; and this is where the family enjoys so great an advantage over the school. It is almost impossible that the school should give any but set lessons, but this sort of teaching in the family falls in with the occurrence of the object. The child who finds that wonderful and beautiful object, a “paper” wasp’s nest, attached to a larch-twig, has his object lesson on the spot from father or mother. The grey colour, the round symmetrical shape, the sort of cup and ball arrangement, the papery texture, the comparative size, the comparative smoothness, the odour or lack of odour, the extreme lightness, the fact that it is not cold to the touch. These and fifty other particulars the child finds out unaided, or with no more than a word, here and there, to direct his observation. One does not every day find a wasp’s nest, but much can be got out of every common object, and the commoner the better, which falls naturally under the child’s observation, a piece of bread, a lump of coal, a sponge. In the first place it is unnecessary in the family to give an exhaustive examination to every object; one quality might be discussed in this, another quality in that. We eat our bread and milk and notice that bread is absorbent, and we overhaul our experience to discover other things which we know to be absorbent also, and we do what we can to compare these things as to whether they are less absorbent or more absorbent than bread. This is exceedingly important: the unobservant person states that an object is light and considers that he has stated an ultimate fact: the observant person makes the same statement, but has in his mind a relative scale, and his judgment is of the more value because he compares it silently with a series of substances to which this is relatively light. It is important that children should learn to recognise that high, low, sweet, bitter, long, short, agreeable, &c., &c., are comparative terms, while square, round, black, white, are positive terms, the application of which is not affected by comparison with other objects. Care in this matter makes for higher moral, as well as intellectual development: half the dissensions in the world arise from an indiscriminate use of epithets. “Would you say your bread (at dinner) was light or heavy?” The child would probably answer, “rather light.” “Yes, we can only say that a thing is light by comparing it with others; what is bread light compared with?” “A stone, a piece of coal, of cheese, of butter of the same size.” “But it is heavy compared with?” “A piece of sponge cake, a piece of sponge, of cork, of pumice,” and so on. “What do you think it weighs?” “An ounce, an ounce and a half.” “We’ll try after dinner;