sufficiently numerous to occupy the whole interval, (generally about ten minutes,) which elapses from the conclusion of one lesson to the commencement of another; the time which remains, after they are written, is employed in writing words of one syllable, dictated from the ten first pages of the Child's First Bookk. These words are known in the school by the name of the spelling words; and are dictated, written, and inspected, precisely as the lesson words are1. When the time is arrived for the class to be called out to lesson, all the children take their slates with them; and before the books for the reading lesson are given out, they read over the spelling words three or four times, on their slates; and then, covering the faces of the slates, spell the same words from memory, as the teacher names them. This exercise being concluded, which seldom occupies more than five or six minutes, the class proceeds with its reading lesson. On going over the Spelling Book the second, and every subsequent time, the practice of reading word by word is also discontinued; and, in its stead, the no less singular, but equally useful practice of read k In the list of Tracts dispersed by the Society for Promoting Christian Knowledge. When children are admitted, as with us, at a very early age, they frequently make a considerable progress in reading, and advance through several classes, before they are qualified to write from dictation. In this case, whenever they are exercised, for the first time, in any of those words in Murray's Spelling Book, that are arranged in columns, and that precede the reading lesson; the teacher himself first spells and pronounces each word; and then requires every child in succession to do the same;-precisely as before described in the account of the method of teaching the elementary card lessons. As all such words must be supposed to be new, and of course difficult, to children going over them for the first time; and as, in consequence of the anomalies in our language, no child should be expected to know how to pronounce a word, until it has been first pronounced to him by a teacher; this method was adopted, as containing some of the advantages of writing from dictation, and as a temporary substitute for that excellent practice. 3d edit, 1815. ing backwardsm is introduced. No lesson is now allowed to be read in the common way, until it has previously been read through backwards. The child named by the teacher reads thus the last line slowly, distinctly, and making a short pause after every word: the next child proceeds in the same way with the line next above it: and in like manner the rest of the children, line after line, to the beginning of the les son. It has been very justly observed by Dr. Bell, that "while children are thought to be engaged in learning to read, they are often merely exercising their "memories." It is the great recommendation of this preparatory exercise, that it provides against this inconvenience. By reading backwards, the child is enabled effectually to study the words of his lesson, without any risk of getting it by rote. Another, and a still more important exercise, which commences on the second reading of the Charity School Spelling Book, Part I. is that of questioning the children on the meaning of what they read. The questions used are those in the "Teacher's Assistant" and they are asked by the teacher of the class, as soon as the lesson is read, and before the spelling begins. In this exercise the usual rules are observed with respect to correcting mistakes, and taking places °. Of the advantages resulting from this practice of m See Madras School, page 58. n In the Catalogue of Books dispersed by the Society for Promoting Christian Knowledge. • Besides this more formal mode of examining a class by means of printed or written questions; our teachers have long been in the practice of putting extemporary questions to their classes. These are often expressed in very simple language: but they are, for the most part, quite as useful as those questions which have been drawn up by persons of much higher attainments. The teachers are trained to this practice, by frequently putting questions to each other, in the course of reading their own lesson; when the mistress, or the visitor, if present, takes occasion to correct errors, and occasionally to suggest additional questions. 3d edit. 1815. questioning, when properly conducted, it is scarcely possible to speak too highly. It is a distinguishing feature in the plan of instruction followed in the Royal Military Asylum, Chelsea: and from what I have seen of its effects in that magnificent establishment; and still more, from my own experience of it, during the last eighteen months, at our humble village school; I cannot but consider every system of education as exceedingly defective, of which this method of questioning does not form a part. I am well aware that much after all will depend on the nature of the questions, and the manner in which they are drawn up: but supposing this to be judiciously done; with due regard to the age and previous acquirements of the children; the effect cannot be otherwise than highly beneficial. By proposing questions after every lesson, the child's understanding is kept in continual exercise; his mind is gradually opened: and he acquires insensibly the habit of scrutinizing, and reflecting upon the meaning of what he reads. But that the practice of questioning inures the child to the use of his intellectual powers, is not the sole, nor even the principal advantage arising from it. Its chief value consists in its being, beyond all comparison, the most pleasing and efficacious medium through which the principles of morality, and the truths of our holy Religion, can be conveyed into the infant mind. In the new method of teaching, by means of the pupils themselves, it is very desirable, and in most instances it is absolutely necessary, that answers should be annexed to the questions: the teachers, however, being made clearly to understand, that they are intended solely for their own guidance; and not by any means as the exact and literal answers, that are to be required from the children. A class may thus be exercised by an intelligent child of eight years of age, with nearly as much effect as by the schoolmistress herself; as the only thing, in that case, which calls for any judgment in the teacher, is to determine when an answer returned by a child, though not agreeing in words, is the same in sense with the written or printed answer; and to this we generally find our juvenile teachers fully equal. The reading lesson, with its accompanying exercises, being concluded, the teacher collects the books, and leads the class back to the desk, in the same regular way in which they came out; and having dictated and inspected the mis-spelled words, if any, of the past lesson, he proceeds, as the circumstances of his class may require, to dictate and inspect either lesson words, for a new reading lesson, or spelling words, for an intermediate spelling lesson. When the class have thus gone three times through their Spelling Book-and in some cases a second reading has been found sufficient-there remains in general not a single word with which the children are not thoroughly acquainted, and which they cannot spell readily out of book; nor a single question, to which they are not able to return a proper answer: and this appearing on a strict examination to be the case, they are promoted to the fourth class. CHAPTER VI. FOURTH CLASS. THE following are the reading lessons of the fourth class: 1. The Child's First Book P. 2. Lessons consisting of Words not exceeding two Syllables. 3. Instructive Fables. 4. The Catechism. The three last articles are contained in Mrs. Trimmer's Charity School Spelling Book, Part II 9. The exercises connected with each lesson are of the same kind as those which have been already described in the account of the third class; and need not therefore to be again enlarged upon. It is necessary however to observe, that, in spelling words of more syllables than one, we constantly follow Dr. Bell's method in not reiterating the syllables; and that we occasionally adopt his practice of reading syllabicallys. But this latter practice is scarcely ever had recourse to, unless when the class happens to consist mostly of new scholars, who have acquired a habit of pronouncing polysyllables in a hurried and indistinct manner. The children are not allowed to leave either of the sets of lessons before mentioned, until they are per P Instead of the Child's First Book, we now use Part II. and the first six chapters of Part III. of Lindley Murray's Spelling Book. When these have been carefully studied, the children are prepared to pass, with ease, through the other reading lessons appropriated to the class, 3d edit. 1815. 9 In the list of Tracts dispersed by the Society for Promoting Christian Knowledge. See Madras School, page 71. • Ibid. page 64. |