The Object System teaches geography very ingeniously. The pupil begins by getting into his mind the idea of a map. This is by no means so simple an idea as might be supposed, as witness the impossibility almost of making a savage understand it. The child is first told to point to the different points of the compass; then he marks them down on a blackboard; next he draws a plan of the room, and each scholar attempts to locate an object on the plan, and is corrected by the school, if wrong. Next comes a plan of the district or town; then a globe is shown, and the idea of position on the globe given, and of the outlines of different countries. Soon the pupil learns to draw maps on the board, and to place rivers, bays, lakes, and oceans. The book-questions now to be presented will not be on purely political geography or merely arbitrary lists of names. The child is taken on imaginary journeys up rivers, over mountains, by railroads, and must describe from the lesson he has learned the different productions, the animals, the character of the scenery, the vegetation, and the occupations of the people. Thus geography becomes a kind of natural science, deeply interesting to the pupil, and touching his imagination. Certain dry geographical names are forever after associated in his mind with certain animals and plants and a peculiar scenery. Natural history is also taught in this system, but not by the usual dry method. The teacher brings in a potato, for instance, and carries the pupil along by questions through all its growth and development. Or she takes flowers, or leaves, or seeds, and stamps the most important phenomena about them on the scholar's mind by an objective lesson. Prints of animals are presented, and the teacher begins at the lowest orders, and rises up in regular gradation, questioning the children as to the uses and purposes of every feature and limb. They work out their own natural philosophy. They observe, and then reason; and what they learn is learned in philosophical order, and imprinted by their own efforts on their memories. It is astonishing how much, in these simple methods, may be learned in natural science by very young children; and what nutritive but simple food may be supplied to their minds for all future years. From lessons in science thus given, the teacher rises easily to lessons of morality and religion. Nothing even in moral teaching impresses a child's mind like pictures, stories, or parables, or some form of "object-teaching." The modern charts and books are extremely ingenious in giving religious lessons through the senses.