1676^

124

Heading.—The names of the punctuation-points, and the
value of the pauses they indicate, should be taught as soon
as the child begins to read. It is a great error to allow a
child to read mechanically, and without regard to the sense.
This exercise should be made of such a nature as to keep the
minds of the scholars actively engaged, so that, while elocu-
tion is taught, the lesson may be made the source of actual
instruction—a means of increasing the store of their know-
ledge. A scholar, who has intelligently read through the
Second Reader, having learned the orthography and signifi-
cance of every word, and the sense of every senti nee, has
learned more than one who has gone through the full series
of Readers without any reference to the significance of what
he has read. Where the sense is understood, but little dif-
ficulty will be experienced in learning to read with proper
expression.

Writing.—The admirable series of Copy Books, adopted
for our Schools, makes instruction in this accomplishment
comparatively easy for the teacher, provided he shows care
in superintending the use of the same, and in explaining
the principles which are set forth by their authors. Where
these Copy Books cannot be procured, the same system must
be pursued by Teachers in their instructions. The aim
should be to secure successful imitation of good copies, rather
than rapidity of execution, which will come in due time.

Arithmetic.—Great attention is required to ensure a know-
ledge of principles—definitions and rules. It is not meant
that the exact language of the book should be exacted, but a
clear and intelligent apprehension of principles—as shown
by the ability of the scholars to express these in their own
language—should be the aim of the teacher. At first most
of the lime spent in this study should be occupied with con-
crete numbers, so that the way may bo made open for an in-
telligent, study of principles as applied to abstract numbers,
Let the operations of Addition, Subtraction, Multiplication,
and Division be connected entirely with familiar objects.
The Priimary Arithmetic furnishes abundant materials for
this kind of instruction. After a scholar has gone through
thin book two or three times—particular attention being paid
to Analysis when the conception of abstract numbers be-
comes clear to the mind—the Practical Arithmetic, may be
substituted, using along with it, if circumstances will
admit, the Intellectual Arithmetic for oral recitation and prac-
tice in Analysis. In no case should a slate be used with the
latter book; it is purely for mental work. The teacher
should labor to make the scholar thoroughly understand the
principles underlying the science of numbers, while he ac-
quires readiness in the art of calculation.