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Spelling...........Willson's Primer.

Sargent's Pronouncing Spelling-book
Reading ........Willson's Reader, No. 1.

" " " 2 '

" « (( 3

Sargent's " " 4.

« « " 5

Writing...........Payson & Dunton's Penmanship, in twelve

numbers.
Arithmetic... ....Davies" Primary Arithmetic.

" Intellectual "
" Practical "
" University "
Grammar.........Quackenbos' First Bonk.

" English Grammar.
Geography........Cornell's Primary Geography.

" Grammar School do.
" High School do.
History U. S. ....Goodrich's Child's History.

" Pictorial "
Algebra ........... Davies' Elementary.

Book-Keeping.....Payson & Dunton's Double Entry.

" " Single "
Natural Phil'opy.. Wells' Science of Common things.

" Natural Philosophy.
Definition............ Webster's Common School Dictionary.

Barley's Scholar's Companion.
School Toxics......School-Boys' Infantry Tactics.

Spelling.—It is necessary that each scholar in our Public
Schools should, each day, have at least one spelling lesson.
While this should, as a general thing, be assigned from the,
"Pronouncing Spelling-Book," and with the younger schol-
ars, should be read aloud by the class at the time it is assigned,
it. is deemed proper to state that every hook, used in the
School, may be employed as a spelling-book. A scholar,
should know how to spell every word in any lesson he may
have learned. Thus Renders, Grammars, Arithmetics—all
can, and occasionally all should, be used as spellers. To,
advanced scholars, additional recitations, in the Scholar's
Companion or the Dictionary, mny be assigned for the pur-
pose of acquiring a knowledge of Definitions, although it if
debatable whether the best use of the Dictionary be not as a
book of reference, for the scholar. Let it be understood that
no lesson should be laid aside until every word contained in
it be made intelligible to the class. Here the teacher's com-
mand; of language will find abundant scope for its exercise.
The scholar should first pronounce the whole'word distinct-
ly, and then, in spelling, take the greatest care in pronoun-
cing each separate syllable. This direction should not be
overlooked by teachers.