of other words are placed alphabetically. The last fifteen lessons of the set consist of a selection of words, approximating in sound, but different in spelling and signification, They embrace the principal orthographical irregularities of the language. The whole set consists of sixty folio lessons, containing, besides four alphabets, nearly six thousand words; selected primarily for the purpose of communicating a complete knowledge of English orthography, and revised with the design of including a very extensive range of useful knowledge, and inducing habits of observation and inquiry. The plan of teaching is invariable throughout the series; the pupils are expected to spell, read, and explain every word. Suppose, for instance, the word to be 'he.' The first boy would say h, e-he; and the second boy would, without giving a regular definition, express his sense of its meaning. He may be supposed to say, 'him;' or 'not me;' or, putting it in a sentence, say, 'he is here.' Any answer which indicates a knowledge of the word should be accepted, however homely either in language or illustration. The same remark applies to all the definitions they give: if the idea be correctly received, repeated demands for explanation will soon lead to more suitable language and more correct definitions. The two principal points to be attained by the pupil, are, the comprehension of the meaning of the term, and the power of expressing that meaning in suitable language.

"The meanings of the words in the alphabetical columns, which are generally derivative, the pupils learn by being exercised in separating the prefixes and affixes, and then tracing the root through other combinations.

6

For instance, the word retrospective; the monitor would say, Separate it,' and the boys would reply, retro, behind, spect, look, and tion, act or action. He would then say, 'What is the meaning of the word retrospection?' and he would ask for other instances in which the root occurs. In-spect, pro-spect, spect-acle, circum-spect, re-spect, and other words, would be given."*

The advantages of this system of interrogation are numerous and weighty. It teaches even the youngest child to apply every word as it is brought before him, from his earliest acquaintance with a written or printed language. It leads the mind direct from the words to the legitimate use of them, the communication of ideas. By inducing the child to draw on the resources of its own mind, it teaches him to compare, to discriminate, to judge; a process by which he is rendered capable of far greater mental exertion. It necessarily insures a habit of observation and scrutinizing inquiry; it occasions close application; and it constantly calls upon the master rather to restrain than to excite.

See Manual of the System of Primary Instruction, pursued in the model-schools of the British and Foreign School Society. See also, on this subject, Wood's Account of the Edinburgh. Sessional School. To Mr. Wood the cause of education is deeply indebted. He was certainly the first to call public attention to the importance of giving a more intellectual character to popular education; and by his unwearied exertions in the Sessional school he demonstrated the practicability of it.

READING. It has often been observed, (and certainly not without sufficient reason,) that very few persons read well! To read simply and naturally, - with animation and expression, is indeed a high and rare attainment. What is generally called good reading, is in fact the very worst kind of reading; I mean that which calls the attention of the auditor from the subject of discourse, to the supposed taste and skill of the person who is pronouncing it. Ars est celare artem.* The best window is that which least intercepts the prospect; and he is the best reader, who brings before us the mind of the author, unencumbered by the tints and tracery of his own style and manner. Still it must be remembered that, with most persons, reading is an art. The best readers are those who have most diligently studied their art; studied it so well, that you do not perceive they have ever studied it at all. You so thoroughly understand, and so sensibly feel the force of what they say, that you never think for a moment how they are saying it, and you never know the exact extent of your obligation to the care and labor of the elocutionist. In many schools, little can be done beyond teaching the pupil to read in a plain and intelligent manner; to pronounce with general correctness, and to avoid offensive tones. You may probably wish to have a few rules,

* The perfection of art, is to conceal art.

by attention to which, this degree of proficiency may, in most cases, be secured. I will only mention four.

1. Take care that the pupil thoroughly understands that which he is directed to read. This is absolutely essential to his success. If he do not fully comprehend the thought, how can he be expected adequately to express the language in which it may be clothed? Attention to this point is just as important in the lowest as in the highest class. Indeed it is there (in the lowest class) that the habit of fully comprehending in the mind that which is presented to the eye, must be formed. The great evil of putting before children unmeaning combinations of letters, such as "bla, ble, bli, blo, blu," and all the rest of this ridiculous tribe, is, that in reading them, a habit is formed of separating the sight and sound of words from sense, a habit which frequently cleaves to the mind long after the days of childhood have passed away. If, therefore, you would have a sentence well read, read so as to be understood and felt by the hearer, take care that the reader himself both understands and feels it. The progress of your pupils, too, will by this means be greatly facilitated. "He who is taught the habit of carrying the sense along with the sound, is armed with two forces instead of one, to grapple with the difficulties he encounters; the one, his knowledge of the

letters and syllables, and the other, his knowledge of the story."*

you

2. Remember that the tones and emphasis which we use in conversation, are those which form the basis of good elocution. Children should, therefore, be instructed to read as they talk. How often do find young people describing, with an ease and vivacity which is truly charming, events which, if read by them in the very same terms from a book, would be insufferably dull and uninteresting!

ness.

3. Guard your pupils against rapidity and loudA rapid and noisy reader is, of all others, the most disagreeable; and, at the same time, the most unintelligible. Insist, therefore, upon a slow and distinct enunciation of every word; without securing which, it will be impossible to obtain correct pronunciation, good emphasis, or suitable intonation. Slow reading, in a subdued tone of voice, is always most agreeable and impressive; in the reading of the Holy Scripture, the boisterous fluency which ignorant persons so frequently applaud, is irreverent and offensive.

4. Do not permit too much to be read at one time. A good teacher can profitably occupy twenty or thirty minutes over a page, without at all weary

* Pillans.