objects such as are usually selected is a very difficult part to give
to young children. Ask the student who has taken a course in chemistry
whether the study of the qualities of metals and their alloys is easy
work. Ask him how much can readily be shown, and how much must be taken
on authority. Have him tell you how much or how little the thing itself
suggests, and how much must he memorized from the mere book statement
and with difficulty. Study of materials is good to a certain extent, but
it is often carried much too far.

Consider a conversational lesson on some animal. Lessons are sometimes
given on cats. As an element in a reading lesson--to arouse interest--to
hold the attention--to secure correct emphasis and inflection--to make
sure of the reading being good: such work is appropriate. But let us see
what the effect upon the pupil is as regards the knowledge he gains
of the cat, and the effect upon his habits of thought and study. The
student gives some statement as to the appearance--the size--or some
act of his cat. It is usually an imperfect statement drawn from the
imperfect memory of an imperfect observation. And the teacher, having
only a _general knowledge_ of the habits of cats, can correct in only
a general way. Thus habits of faulty and incorrect observation and
inaccurate memory are fastened upon the child. It is no less by the
correction of the false than by the presenting of the true, that we
educate properly.

Besides this there is the fact that traits, habits, and peculiarities
of animals are not always manifested when we wish them to be. Suppose
a teacher asks a child to notice the way in which a dog drinks, for
example; the child may have to wait until long after all the associated
facts, the reasons why this thing was to be observed--the lesson as a
whole of which this formed a part--have all grown dim in the memory,