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was done in electricity (and will be repeated this year), based on the telegraph and telephone—taking up the things that can easily be grasped.

In mechanics they have studied locks and clocks with reference to the adaptation of the various parts of the machinery. All this work makes a most excellent basis for more formal physics later on. Cooking gives opportunity for getting a great many ideas of heat and water, and of their effects. The scientific work taken up in the school differs mainly from that of other schools in having the experimental part—physics and chemistry—emphasized, and is not confined simply to nature study—the study of plants and animals. Not that the latter is less valuable, but that we find it possible to introduce the physical aspects from the first.

If I do not spend a large amount of time in speaking of the music and art work, it is not because they are not considered valuable and important—certainly as much so as any other work done in the school, not only in the development of the child's moral and æsthetic nature, but also from a strictly intellectual point of view. I know of no work in the school that better develops the power of attention, the habit of observation and of consecutiveness, of seeing parts in relation to a whole.