OHIO UNIVERSITY, at Athens, Ohio, was founded upon a grant of two townships of land by the general government for the endowment of a state university. This was the first educational endowment by the general government, being made in 1787. The lands to be devoted to the support of the university were located in 1795; and, in 1802, an act was passed by the territorial legislature, establishing the institution under the name of the American Western University. Nothing was done under this act; and, in 1804, the institution was chartered as the Ohio University. Instruction commenced in 1809; but a full faculty was not organized till 1822. The institution is supported by the rents from its endowment and by tuition fees. It has a cabinet, apparatus, and libraries containing 8,000 volumes. The university comprises a preparatory department and a collegiate department, with a classical course of four years, and a scientific course of three years. Both sexes are admitted. The cost of tuition is $18 a year in the preparatory, and $30 in the collegiate, department. One student from each county of the state is admitted free of tuition. In 1875-6, there were 6 instructors and 100 students (46 collegiate and 54 preparatory). The presidents have been as follows: the Rev. James Irvine, A. M., 1822-4; the Rev. Robert G.Wilson, D.D., 1824-39; the Rev. William H. McGuffey, D. D., LL. D., 1839-43; the Rev. Alfred Ryors, D. D., 1848-52; the Rev. Solomon Howard, D. D., LL. D., 1852-72; and the Rev. William H. Scott, A. M., the present incumbent, appointed in 1873.

OHIO WESLEYAN UNIVERSITY, at Delaware, Ohio, founded in 1842, is under Methodist Episcopal control. The grounds consist of 30 acres, and contain four college buildings. There are cabinets of archæology, geology, mineralogy, and natural history, and libraries containing 13,000 volumes. The university has an endowment of $300,000; and the value of its buildings, grounds, etc., is $200,000. Scholarships, admitting the student to all the studies required for graduation, can be purchased at the university at prices as follows: perpetual scholarships, $500; for twenty years, $100; ten years, $50; six years, $30; four years, $20; two years, $15. There is a collegiate and a preparatory depart ment (with a classical and a scientific course), and a teachers' course. In 1875-6 there were 10 instructors, 335 students (141 collegiate), and about 700 alumni. The presidents of the university have been as follows: the Rev. Edward Thomson, D. D., LL. D., 1844—60; the Rev. Frederick Merrick, M. A., 1860-73; the Rev. Lorenzo D. McCabe, D. D., LL. D. (acting), 1873-6; and the Rev. Charles H. Payne, D.D., LL. D., elected

in 1876.

OLIVET COLLEGE, at Olivet, Mich., was founded in 1844. It is supported by tuition fees of from $15 to $21 a year, and the income of an endowment of $140,000. The library contains about 6,000 volumes. The institution comprises a collegiate department, with a classical, a scien

ONE STUDY UNIVERSITY

tific, and a ladies' course; and a preparatory department, with a classical, an English, and a ladies' course. Facilities are afforded for instruction in art, music, and normal school branches. In 1875-6, there were 14 instructors and 317 students (124 collegiate and 193 preparatory), of whom 151 were males and 166 females. The presidents of the college have been as follows: the Rev. M. W. Fairfield, 2 years; the Rev. N. J. Morrison, 8 years; the Rev. J. H. Hewitt (pro tem.), 2 years; the Rev. Oramel Hosford (pro tem.), 1 year; and the Rev. H. Q. Butterfield, D. D., the present incumbent (1876).

OLMSTED, Denison, a natural philosopher and educator, born in East Hartford, Ct., June 18., 1791; died in New Haven, May 13., 1859. He graduated at Yale College, and shortly after became a tutor there. In 1817, he was appointed professor of chemistry in the University of North Carolina; and, while in that position, he proposed and completed the first state geological survey ever made in the United States. In 1825, he was appointed professor of mathematics and natural philosophy in Yale College, with which institution he remained connected till his death. In 1830, he published a theory of hail storms, which, after much discussion, was accepted as a valuable contribution to scientific knowledge. Three years later, he began an investigation into the cause of the shower of shooting-stars which occurred in 1833, and made such suggestions in regard to them as, followed up by astronomers in this country and in Europe, have led to a great addition to our knowledge of these singular bodies. Professor Olmsted, besides being a frequent contributor to scientific periodicals, has been the author of many text-books on natural science, the principal of which are: Introduction to Natural Philosophy (1831); Compendium of Natural Philosophy (1832); Introduction to Astronomy (1839); Compendium of Astronomy (1841); Letters on Astronomy (1841); and Rudiments of Natural Philosophy and Astronomy (1844).

ONE STUDY UNIVERSITY, at Scio, Harrison Co., Ohio, under Methodist Episcopal control, was opened in the fall of 1859, at Harlem Springs, Ohio, and was known as the Rural Seminary, which name it retained until 1867, when it was removed to New Market Station, and the name changed to New Market College. In 1874, the legislature changed the name of the village from New Market to Scio; and the name of the college was then changed to One Study University. The institution was chartered in 1866; and since then, 111 students have graduated. The distinctive feature of this institution is the plan of study. Each student passes through the course by taking up and thoroughly completing one study at a time. It is claimed that "a practical test of six years shows a great gain in scholarship, and a saving of about one-third of the usual time.” Both sexes are admitted. There is a collegiate (classical and scientific), a preparatory, and a normal course. Facilities are afforded for musical instruction.

days every half year for the purpose of visiting other schools, and observing the methods practiced therein. The laws governing Roman Catholic separate schools are nearly the same as those of the public schools. A separate school may share in the provincial or municipal grants, but not in municipal assessments. The public or separate school board of any city may establish an industrial school for destitute, vagrant, and depraved children. The number of children between the ages of 5 and 16 years, in 1874, was 511,603; the number of schools, 4,758; the number of pupils, 464,047; and the number of teachers, 5,736. The amount expended from grants was $267,782; and the amount raised and expended from local sources, $2,597,550. The Roman Catholic separate schools, which are included in the above, were 166 in number, with 22,786 pupils.-By the law of 1871, the former grammar schools were changed into high schools.. The course of study in these schools comprises the English language, arithmetic, algebra, geometry, natural philosophy, French, German, Latin, Greek, chemistry, botany, physiology, history, geography, bookkeeping, writing, drawing, and penmanship. The governor may confer on any high school, the name of collegiate institute, if four masters are fully employed, and an average of 60 male pupils in the classics is maintained; and such institute may receive an additional $750 per annum, while that standard is maintained. The number of high schools, in 1874, was 103, with 240 teachers. a total enrollment of 7,871 pupils, and an average attendance of 4,621. The expenditure, including a grant of $78,494, was $286,593. Besides the public schools, there were, in 1874, 280 collegiate and private schools, organized independently of the school laws, with about 8,500 pupils and 540 teachers. The University of Toronto was established, in 1827, as King's College. The institution was inaugurated, and the first students were admitted, in 1843. The university confers the degrees of Master of Arts, and Bachelor of Arts. Connected with the university there is a faculty of medicine and of law, a school of civil engineering, and a department of agriculture, each department conferring the usual degrees. The University College of Toronto was originally a part of the university; but was separated from it in 1853. By this act, the university became the examining body, also conferring degrees in arts, law, and medicine; and the college was constituted a teaching institution for the faculty of arts. The course of instruction prescribed by the university has been adopted by the college, and its lectures are given on the subjects appointed for candidates for the degree of B. A., or for the diplomas in civil engineering and agriculture. The University of Victoria is under the control of the Wesleyan Methodist Church. It was opened as an academy for both sexes, in 1836, and received the usual university powers, in 1841, and its present name. It has a faculty of arts, a scientific department, a faculty of medicine, a faculty of law, and a faculty of theology. It confers the usual degrees in each

ORAL INSTRUCTION

faculty. The Cobourg Collegiate School serves as a preparatory department for the university. Queen's University and College, in Kingston, was established by an act of the legislature of Upper Canada, in 1840, as the University of Kingston. This act was disallowed; and, in 1841, the queen issued her letters patent, incorporating the institution. The first session was opened in 1842, with 11 students. A faculty of medicine was organized in 1854, but became a separate school in 1866, under the name of the Royal College of Physicians and Surgeons. It has its seat in Kingston, and is connected with the university. The faculty of law which was opened in 1861, was discontinued in 1863. Since the opening of the college, 871 students have been enrolled, and 526 degrees have been conferred. The university is under the control of the Presbyterian Church. Trinity College was established by an act of the legislature in 1851, and was opened the same year. The University of Trinity College was established by a royal charter in 1852, and was empowered to confer degrees in divinity, arts, law, and medicine. Ottawa College, in Ottawa, was incorporated, and empowered to grant university degrees, in 1866, It is under the direction of the Oblate Fathers of Mary Immaculate. Albert University, in Belleville, was incorporated in 1857, as Belleville Seminary, by the Methodist Episcopal Church. It received limited university powers in 1866. and full powers, in 1871. It has faculties of arts, law, music, theology, and engineering, and a department of agriculture. There are, also, in the province a large number of professional and scientific schools. Institutions for the special instruction of the deaf and dumb, and the blind. for orphans, and for vagrants and young criminals are also provided. The number of Sunday-schools, in 1874, was about 3,500, with 197,000 scholars and 22,700 teachers. See MARLING, Canada Educational Yearbook and Directory for 1876; LOVELL'S Gazetteer of British North America, (1873); CHAUVEAU (formerly minister of instruction in the province of Quebec), in SCHMID'S Encyclopädie, art. Canada (2d edit., 1876).

ORAL INSTRUCTION is a technical term in use in the common schools of the United States to denote instruction, without text-books, in the nature and uses of common objects, and also in the elements of natural science. In a certain sense, all instruction given by the teacher in the class room, either to supplement the textbook, or by way of general explanation, may be said to be oral; and, considered in this sense, it belongs to every subject taught. But oral instruction, as it appears in courses of study, is limited to a distinct channel of teaching, and, therefore, is not to be confounded with general class instruction in the entire range of subjects. It is distinct from object teaching, because it is not confined to teaching through sensible objects. It deals also with more advanced pupils-those, for example, who have passed through the lowest, or primary grades, and who may be supposed to have benefited by what is known as object teach

ing. It has to do, moreover, with elementary knowledge, and has been gradually narrowed to instruction in natural science. As might be gathered from the word oral, its leading or cardinal idea is instruction without a text-book. The teacher is in the place of the book. The information given flows entirely from him; and the skill with which he imparts this, is the measure of his success. Closely allied in importance to the foregoing, is the principle that the instruction shall be familiar. In its methods, it must approach closely those that are adopted in an intelligent family circle; it must emulate the kindliness, patience, and watchfulness of a parent, or of a deeply interested friend. With a clear idea as to the kind and amount of instruction to be given at each lesson, it must avoid mere amusement and puerilities, on the one hand, and the danger of a mechanical and hard method, on the other. The test of such familiar instruction is the interest which the teacher creates and maintains; the want of life and animation on the part of the pupils is an unfailing measure of the teacher's short-coming. But instruction to be familiar must be fertile in illustration. In no part of the teacher's work is there greater need of versatility. It is in this that the vast advantage of oral teaching over that which depends on the text-book is apparent. Pliancy, variety, suitableness to the particular wants of certain pupils, or of the class as a whole, simple familiar allusions and illustrations, all come into play. If experiments are necessary, they should be always of the simplest kind, and with the commonest materials, such as nearly every child can obtain, if he can be induced to imitate the experiments. So far as objects are needed, those that are easily obtainable are to be preferred. The approach to the pupil's mind through his senses is carefully to be kept open; most constantly of all, the avenue of sight, although, of course, the other senses are not to be neglected. As a natural result of this familiar instruction, the interest of the pupils will manifest itself in inquiries, and especially in a desire to communicate the glimmerings of their own knowledge. This will render the exercise still more familiar, break down the barrier of reserve on the part of the pupils, stimulate observation and thought throughout the class, and react on the mind of the teacher, compelling perhaps new illustrations, a more carefully considered statement, or fresh investigation outside of school. From what has been stated, it will be seen that oral instruction is widely separated from lecturing. The children are brought immediately in contact with the mind of the teacher, by means of skillful questioning on his part, by requiring from them connected statements, and by stimulating them with his approval when a happy answer or statement has been made. This method never loses sight of class instruction, and, therefore, cannot be carried on without the assistance of the class. Nor is it a recitation in the generally received acceptation of the word. There is no lesson to be learned in the sense implied by a recitation, nor any to be recited. The memory is of course

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taxed, but it is not taxed by any lesson to be committed as a task. The measure of the pupil's interest is the measure of his acquisition. Whatever he learns is in no sense compulsory. Skillful reviewing is, indeed, used to test the hold that the oral instruction has kept on the pupil, and to supplement what has been imparted, by new or more lively illustration. But repetition, in a mechanical or rote sense, as understood to be an underlying principle in text-book instruction, is not used in oral instruction. The subjects to which oral instruction, as a special method, is usually confined, are embraced, under the head of natural science. While it does not aim to make the instruction in these subjects scientific, it does aim to impart such instruction in a methodical way, and with the most careful accuracy. Wherever classification is necessary, such classification, naturally, becomes more or less scientific. Whenever definitions are necessary, they must approach scientific accuracy. But the scientific nomenclature, except in those cases in which it has passed into common use, is carefully avoided. Latin or Greek terms, therefore, being burdensome to the young, however instructive to the adult, are generally to be discarded, and familiar or common names to be used. As a thorough scientific classification is not the object of oral instruction, neither does it endeavor to make the treatment of the various subjects exhaustive. It has done much of its true work when it has awakened attention, strengthened observation, led the pupils to collect illustrative objects, taught them to group and arrange what they have observed, and implanted in them a tolerably clear idea of the simpler elements of the science, to which the instruction has been confined. It has done its full work when, in addition to this, it has accustomed the pupil to express, in his own language, what he has learned and retained, without the painful halting and poverty of language so often manifest in the class room. With some approach to scientific accuracy, oral instruction may be defined as the union of conceptive and objective training. It does not discard objective illustration, nor does it depend entirely on the development of perception to furnish new ideas. It proceeds on the principle, that, in the mind of every healthy child of eight years of age, there is a vast number of tolerably distinct conceptions, obtained through the senses, as well as from conversation, from reading, from home instruction, and from play; that these conceptions are particularly abundant in relation to natural objects; and that it is the office of the oral instructor to recognize their existence by using them to form more complex ideas, or as the nucleuses around which to arrange the new ideas imparted during instruction. As to the age when this instruction should be given, as well as its importance, the following words of President Porter, in the Human Intellect, may be cited. "The studies which should be first pursued are those which require and discipline the powers of observation and acquisition, and which involve imagination and memory, in