considerations; and which are characteristics indispensable in all the more responsible positions of life, and that in reality may adorn and help even in the humblest. In a recently published report or address on a recommendation respecting the teaching of Sciences, made by the English 'Committee of Council on Education,' in 1859, Mr. Buckmaster says: 'The object-lessons given in some schools are so vague and unsystematic, that I doubt very much if they have any educational or practical value. I have copied the following lessons from the outline of a large elementary school; Monday, twenty minutes past nine to ten, Oral Lesson--_The Tower of Babel_; Tuesday, _The Senses_; Wednesday, _Noah's Ark_; Thursday, _Fire_; Friday, _The Collect for Sunday_. What can come of this kind of teaching, I am at a loss to understand. Now, a connected and systematic course of lessons on any of the natural sciences, or on the specimens contained in one of Mr. Dexter's cabinets, would have been of far greater educational value, and more interesting to the children. _This loose and desultory habit of teaching encourages a loose and desultory habit of thought_; it is for this reason that I attach great value to _consecutive courses_ of instruction. I think, it will not be difficult to show that the study of _almost any branch of elementary science_ not only has a direct bearing on many of the practical affairs of every-day life, but also _supplies all the conditions necessary to stimulate and strengthen the intellectual faculties in a much greater degree_ than many of the subjects now taught in our elementary schools.'