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 before his eyes the subject-matter and the method by which it should be taught.

5. Pursuing this analogy to the art of printing, we will show, by a more detailed comparison, the true nature of this new method of ours, since it will thus be made evident that knowledge can be impressed on the mind, in the same way that its concrete form can be printed on paper. In fact, we might adapt the term “typography” and call the new method of teaching “didachography.” But this conception we will analyse at length.

6. The art of printing involves certain materials and processes. The materials consist of the paper, the type, the ink, and the press. The processes consist of the preparation of the paper, the setting up and inking of the type, the correction of the proof, and the impression and drying of the copies. All this must be carried out in accordance with certain definite rules, the observance of which will ensure a successful result.

7. In didachography (to retain this term) the same elements are present. Instead of paper, we have pupils whose minds have to be impressed with the symbols of knowledge. Instead of type, we have the class-books and the rest of the apparatus devised to facilitate the operation of teaching. The ink is replaced by the voice of the master, since this it is that conveys information from the books to the minds of the listener; while the press is school-discipline, which keeps the pupils up to their work and compels them to learn.

8. Any kind of paper can be used, but the cleaner it is, the better it will receive the impress of the type. In the same way, our method can deal with any class of intelligence, but succeeds best with talented pupils.

9. There is a great analogy between the type and the class-books (that our method requires). Firstly, the type have to be cast and polished, before books can be printed; and in the same way the necessary apparatus must be provided before we can begin to use the new method.

10. A considerable quantity of type is required to