'The 'object lessons' of Pestalozzi and his numerous followers, had, in a good degree, one needed element--they required WORK of the pupil's own mind, not mere recipiency. But they have [almost] wholly lacked another element, just as important--that of CONSECUTION in the steps and results dealt with. In most of the schools in our country--in a degree, in all of them--these two fundamental elements of all right education, namely, true work of the learner's mind, and a natural and true consecution in not only the processes of each day or lesson, but of one day on another, and of each term on the preceding, are things quite overlooked, and undreamed of, or, at the best, imperfectly and fragmentarily attempted. But these, in so far as, he can secure their benefits, are just the elements that make the thinker, the scholar, the man of real learning or intellectual power in any pursuit.--_New-York Teacher, December,_ 1859. A like view begins to show itself in the writings of some of the English educationists. The object-teaching is recognized as being, in most instances, at least, too promiscuous and disorderly for the ends of a true discipline and development, and certainly, therefore, even for securing the largest amount of information. It too much excludes the later, systematic study of the indispensable branches, and supplants the due exercise of the reasoning powers, by too habitual restriction of the mind's activities to the channels of sense and perception. Isaac Taylor, in his _Home Education_, admits the benefits of this teaching for the mere outset of the pupil's course, but adds: 'For the rest, that is to say, whatever _reaches its end in the bodily perceptions_, I think we can go but a very little way without so giving the mind a bent _toward the lower faculties as must divert it from the exercise of the higher._' This thought is no mere fancy. It rests on a great law of _derivation_, true in mind as in the body; that inanition and comparative loss of one set of powers necessarily follows a too habitual activity of a different set. Thus it is that, in the body, over-use of the nervous, saps the muscular energies, and excessive muscular exertion detracts from the vivacity of the mind. Logically, then, when carried to any excess over just sufficient to secure the needed clear perceptions and the corresponding names for material objects and qualities, the object-lesson system at once becomes the special and fitting education for the ditcher, the 'hewer of wood,' the mere human machine in any employment or station in life, where a quick and right taking to the work at the hand is desirable, and any thing higher is commonly thought to be in the way; but it is not the complete education for the independent mind, the clear judgment and good taste, which must grow out of habits of weighing and appreciating also thousands of _non_-material