might be a feeling of interest and delight. The only rational procedure with the child, in the study of rudimentary geology, for instance, is, therefore, to take him into the field and permit his faculties of observation and thought to lead him, by the natural processes of investigation and discovery, to the apprehension of those principles which constitute the inductive department of the science. His own faculties then are active, and to some extent, in all cases, the principles reached are principles discovered; the child feels a consciousness of success-a pride in it, an exhilaration over it, and the whole exercise is a delight.

If the case be that of a person entering on a thorough course of scientific study, then equally, an examination of the facts which constitute the data of the science is the first thing in natural order. This is the nature of the study in an elementary course, whether the pupil be a child in the grammar school or a senior in college. But the style of the presentation will vary with the maturity of the learner, and so will the prompting needed in drawing the appropriate lessons from the facts. It is a needlessly prosaic, heavy and deadening process to start a course in science with the conning and memorizing of abstract general statements which rest on no evidence visible to the learner, and sustain no recognized relation to any body of knowledge which interests and inspires, and lifts up the mind. With all the inspiration which belongs to science, it is easy to give it a cold and soporific presentation to the beginner. The order of ideas in the historic development of a science is nature's order in the development of the same ideas in the individual mind. What is most natural is most pleasant and most profitable.

As the study of the science proceeds, the student's mind is prepared for the reception of the higher generalizations, and the far-reaching results of deductive reasoning. The skillful teacher will cause the data to pass before the learner's mind in such order as to prompt the mind, through its own energy, to reach these inferences as original discoveries. That is the best teaching, and those are the best text books, which secure the most of this productive spontaneity. But, as before stated, much must always be enunciated by authority. Especially, while the person continues in the relation of pupil rather than independent investigator, will it remain appropriate and best for the teacher in his own language and way, to enlarge upon the far-reaching consequences of those modes of being and action which are expressed in the higher generalizations of science. To trace those consequences leads the learner's thoughts and imagination into realms so remote from present experience that novelty and wonder lend new incentives to attention and add exalted interest to the conceptions of the science. These higher generalizations and loftier deductions are a grand sequel to the earlier details of facts and the later formulation of doctrines, and they may advantageously be reserved for formal lecture presentation.

There are still other circumstances in which every teacher of science is liable to find himself sometimes placed. Multitudes of persons who cannot or will not pursue any thorough course of scientific study, still desire a knowledge of the grand results of science. This, indeed, is all which the world at large cares for.

It is in truth all which enters into the cultural influence which science exerts upon the intelligence of the masses. Now, as has been shown, this class of scientific knowledge, to those who have not reasoned up to it from the facts, must necessarily be imparted by means of dogmatic statements, and the learner must rest content with the results, ignorant, largely, of the data from which they have been reached. This may be half-knowledge, but beyond question, it may be very interesting and very valuable knowledge. This is the department of scientific knowledge best suited for impartation through popular lectures. It is the aspect of science to which the popular intelligence always turns with eagerness. Still, it is not to be supposed that the highest appreciation requires the exclusion of all statements of fact. The mind-even the popular mind-takes delight in its own activity. It likes to trace the relations of causality by means inductive and deductive. The lecturer, for instance, may direct the attention of his hearers to the familiar phenomena of erosion, occurring within the narrow sphere of his own observation. The hearer will easily follow the generalization of this action into a universal phenomenon; and then, by a mental process equally agreeable, he will accompany the lecturer in a delineation of the ulterior consequences of such geological action. The experimental sciences afford superior opportunities for conducting the hearer over the steps of fact, generalization and deduction. But to assume that no popular instruction in science is legitimate which does not accompany every conclusion by its appropriate proof, is the affectation of a mind which has been running in a rut. To summarize results, we may say that instruction in natural science intended for youthful learners, should deal chiefly with the concrete data, giving occasional glimpses of the ratiocinative procedures to be based on them. Definitions and general enunciations should come at the end instead of the beginning. This work compasses the rudiments of the science. For all persons entering on a thorough course, a similar method should be pursued, extending the range of logical inferences as knowledge accumulates, or the maturity of the learner is more advanced. Theinductive method may well be supplemented by formal, descriptive, didactic and dogmatic presentations.

This instruction may cover the fundamental facts and doctrines, and the prominent theories in the science. It embraces the elements of the subject, and ought always to be acquired during the preparation for college. The third phase of scientific teaching, which may be noted as collegiate, should combine the same method with a larger supplement of lectures designed to gather into a unity, with a clearer co-ordination of parts, the somewhat disjointed results of observational and inductive study, and to lead the learners mind over the lofty ranges of remoter generalization, and ulterior results of the causes in action. A fourth form of presentation is the popular, in which the interest and profit of the learner require a minimum of facts and a maximum of general conceptions. Thus the method of instruction in natural science is not one and uniform. It must vary

with the subject matter and with the age and aims of the learner. It may be rudimentary, preparatory, collegiate or popular, and in each case a different pro

portion of the concrete and reflective constituents of science must be presented to the mind.-Fortnightly Index.

THE NATIONAL EXHIBIT AT THE NEW ORLEANS EXPOSITION.

In addition to the grant of $1,000,000 made by Congress as a loan to further the project of a World's Fair, and Cotton Centennial in New Orleans, an appropriation of $300,000 was made to enable the various departments of the national Government that are depositories of the nation's historic and industrial annals to make a fitting display. The most imposing and valuable exhibits will be made by the various bureaus comprised in the interior department, represented by Hon. Benjamin Butterworth, commissioner of patents. The manner with which the preparation and arrangement of the vast exhibits of the various bureaus have progressed insures a display that will appropriately and fully place the industrial life and immense mineral wealth of the country before the world.

The bureaus under the department of the interior which will contribute to the exhibit opened on December 16, 1884, are the Patent Office, General Land Office, Bureau of Education, Census Office, United Sttates Geological Survey (which includes the Bureau of Ethnology), and the Office of the Commissioner of Railroads. These exhibits will be ready for shipment to New Orleans in a few days. They will illustrate in a comprehensive manner all the important industries and interests in the United States.

The Bureau of Education will present in school architecture, models and drawings of schoolhouse structures, from the most primitive times up to the most improved building of the present day. Photographs and photo-lithographs will supplement the models and form a considerable part of the exhibit. The fixtures of the school-room, such as are used for heating, ventilation, and the modification of heat and light will be presented. The kindergarten will be shown with all the material which is used in that kind of a school, and a considerable amount of children's work. It is intended that this section shall be under the immediate supervision of an experienced teacher of kindergarten, and that much pains will be taken, not only with the kindergarten itself, but with the material for the instruction of young children.

Primary, grammar, and high school rooms will be fitted up with desks, apparatus, charts, maps, specimens of scholars' work, text-books, and any other material that may fairly represent the appliances found in our best schools. The college rooms will be similarly fitted up, and will be made to display, so far as possible, the contributions of colleges to the bureau for use in this connection.

Professional education, especially the teaching of medicine and dentistry, will be amply illustrated by charts, photographs, and plans of medical buildings; by the instruments used in the profession, and in such other ways as the ingenuity of the medical profession may suggest. The schools of science and technology are expected to contribute largely of their products to the section especi

ally devoted to institutions of this character. Plans of bridges, buildings, and machines, and constructions of various kinds will form a part of the display of the schools of technology. The schools for the education of the deaf mutes and the blind and reform schools are to be especially represented by their products, coming not only from their school-room, but also from the shops which are frequently a part of these schools. A library room has been planned in which there will be found current numbers of the educational periodicals of the country; the most useful books for teachers; the various city, State, and national reports on education; specimens of foreign reports and periodicals, and other material of a similar nature.

The representation of statistics by charts will be largely shown in this room; the statistics of illiteracy will be presented by colored maps, showing the localities in which education has been most neglected. Physical and chemical laboratories have been planned by professors of these subjects, and will be so arranged as not only to display the apparatus illustrating the different departments of these sciences, but to show visitors some of the more common and useful experiments which are performed before classes in physics and chemistry. The manual training schools which have sprung up in the country since the centennial will be represented by the tools and machines which are used in these schools, and it is believed that under the management of a skillful superintendent the actual operation of these schools in teaching carpentering, forging, machine work, and the like, will be handsomely displayed. The schools of art of the country will be represented by their product, which will form a most interesting part of this display. It is believed that this bureau will make a most interesting and instructive exhibit to all who feel an interest in a more advanced stage of education.

The Census Office will illustrate by a series of illuminated charts and diagrams, together with some geometrical figures, the present stature of this country, and its growth by decades, as far as may be possible, in population, agriculture, manufactures, mining, forestry, fisheries, and other material interests. The present standing of the United States, as compared with foreign countries, will be indicated by a combination of figures and illustrations showing our relative population, industrial employments, and value of products, acreage and agriculiural products, wealth, taxation, and indebtedness, with interesting comparative data relating to the defective and dependent classes of the people to their social progress, occupations, etc.

The Geological Survey comprises also the bureau of ethnology. During the last five years this bureau has made large collections of the products of aboriginal art, both ancient and modern, such as textile fabrics, pottery, implements of war and of the chase, with other curious objects, many of which were used in their periodical ceremonies and dances; these latter will be arranged by Mr. Frank Cushing, who is familiar with the mystic rites of these people, and will make an interesting exhibit. Col. James Stevenson has been in the far west during the past two or three months collecting important additions to these ex

hibits, all of which will be displayed in the National Museum after the close of

the exposition.

Among other objects of interest and wonder will be the series of models of the towns of the existing Pueblo tribes, and of the ruins, cliff-dwellings, and towns of the pre-historic peoples. An entirely new series of these has been made on a scale of one-sixtieth-large enough to show much of the interesting details of their architecture and habits of life. The model of the Pueblo of Zuni, the largest, is upward of twenty feet long. Appended to this display will be a number of models of the mounds, earthworks, etc., of the mound-builders. A series of the relics of stone, clay, metal, various tools and implements, and a representation of the skeletons obtained from the mounds. This branch of the work is under the special supervision of Prof. Cyrus Thomas, who has been engaged during the past four or five years investigating the origin and possible history of these unknown people.

The Geological Survey will furnish a number of models of the more important geologic and typographic features of the far west, -the Grand Cañon of the Colorado, the Yellowstone Park, the Yosemite Valley, and the grand district of the Rocky Mountains. There will also be a number of models of the great mines of Colorado, Nevada, and California.

A fine collection of the largest and most elegant photographs ever made will be shown by the transparencies, and will be an exceedingly attractive feature of the exposition. There will be 150 of these pictures which will illustrate chiefly the people and scenery of the far west. They will be returned to the National Museum after the close of the exposition.

There will also be sent from the United States Geological Survey specimens representing the ancient life of the globe, the fishes and reptiles of strange form, some of them of immense size, the multitude of remarkable quadrupeds which have become extinct, the infinitely varied forms of shell fish which have inhabited the seas of former geological periods, and remains of the mighty forest trees that once covered a large portion of the earth's surface, and which have been succeeded by those which now decorate the earth. This exhibit will include minerals of nearly every kind known to science, from the beautiful and costly gem to the common clay of the potter; ores of every metal known to human industry, representations of the mines whose wealth is fabulous, maps and charts showing the location of all this natural wealth, the extent and methods of its development, and giving plain indications of their future productiveness.

The space required for the exhibits of the interior department is as follows: For the Patent Office, 15,650 square feet floor and 1,800 feet wall space. Geological Survey, 10,000 square feet floor and about 1,500 wall space. Pension Office, 600 feet floor and seventy-five feet wall. General Land Office, 300 feet floor and 1,400 feet wall. Commissioner of Railroads, 2,000 feet wall space and floor space to view exhibits. Census Office, 300 feet wall and floor space to view exhibits. The total floor space required is 35,000 square feet.