adults, provided that the individual is possessed of sufficient wide, though rough, experience on which to base his reasoning. Geometry is, however, highly desirable in that the objective bases are so simple and precise that they can be grasped at an early age, that the amount of training for the imagination is very large, that the deductive processes are not beyond the scope of ordinary boys, and finally that it affords a better basis for exercise in the art of simple and exact expression than any other possible subject of a school course. Are these results really secured by teachers, however, or are they merely imagined by the pedagogue as a justification for his existence? Do teachers have any such appreciation of geometry as has been suggested, and even if they have it, do they impart it to their pupils? In reply it may be said, probably with perfect safety, that teachers of geometry appreciate their subject and lead their pupils to appreciate it to quite as great a degree as obtains in any other branch of education. What teacher appreciates fully the beauties of "In Memoriam," or of "Hamlet," or of "Paradise Lost," and what one inspires his pupils with all the nobility of these world classics? What teacher sees in biology all the grandeur of the evolution of the race, or imparts to his pupils the noble lessons of life that the study of this subject should suggest? What teacher of Latin brings his pupils to read the ancient letters with full appreciation of the dignity of style and the nobility of thought that they contain? And what teacher of French succeeds in bringing a pupil to carry on a conversation, to read a French magazine, to see the history imbedded in the words that are used, to realize the charm and power of the language, or to appreciate to the full a single classic? In other words, none of us fully appreciates his subject, and none of us can hope to bring his pupils to the ideal attitude toward any part of it. But it is probable that the teacher of geometry succeeds relatively better than the teacher of other subjects, because the science has reached a relatively higher state of perfection. The body of truth in geometry has been more clearly marked out, it has been more successfully fitted together, its lesson is more patent, and the experience of centuries has brought it into a shape that is more usable in the school. While, therefore, we have all kinds of teaching in all kinds of subjects, the very nature of the case leads to the belief that the class in geometry receives quite as much from the teacher and the subject as the class in any other branch in the school curriculum.