discussed will be elicited in the course of the lesson. This is, at best, only a sort of quasi-development, individualizing an idea by turning it on all sides, comparing with others, and sweeping away the rubbish that partly obscured it. In others of the topics, the learner has the ideas before we begin our developing operations. But the great misfortune of the usage of the term here is, that _develop_ properly implies to _unroll, uncover, or disclose_ something that is infolded, complicate, or hidden away; but mark, something that is always THERE before the developing begins, and that by it is only brought into light, freedom, or activity! Thus, we may develop faculties, for they were there before we began; but we simply can not develop _objective ideas_, such as this book deals with, but must impart them, or rather, give the mind the opportunity to get them. First, then, this term thus employed is needlessly pretentious; secondly, it is totally misapplied. Would it not help both teacher and pupil, then, if we were to leave this stilted form of expression, and set forth the actual thing the lessons undertake, by using such caption as for for example, _To give the idea, of a triangle,_ or to insure, or _to furnish the idea of a curve?_ We think the misnomer yet greater and worse, when we come to such captions as 'To develop the idea of God, as a kind Father;' especially when the amount of the development is this: 'Now, children, listen very attentively to what I say, and I will _tell you_ about a Friend that _you all have_, one who is kind to all of you, one who _loves you better_ than your father or your mother does,' and so on. All this, and what precedes and follows, is 'telling,' as the author acknowledges; of course, then, it is not developing. How is the child here made to _find_ and _know_ that it has such a Friend?--that this Friend _is_ kind to all?--that this Friend loves it better than do parents, or, in fact, at all? This is the way the nursery develops this and kindred ideas, and if the child be yet too young for its own comprehension of the most obvious truths of Natural Theology, then better defer the subject, or at least cease to call the nursery method by too swelling a name!