lesson to be studied. Not long since I visited a school where the prescribed number was ten! Nothing more fatal to the advancement of the papil could be done, and I would consider such a teacher a fitter candidate for our Institution at Brattleboro' than for the school room!

The lesson should be studied but ONCE. The reasons are plain. We study in order to remember the forms of the words. Memory depends upon attention, that is, the greater the degree of attention we give to any subject, the stronger it will be impressed upon the memory, and hence the more easily recalled.

Attention is merely a modification of a state of mind produced by prolonging that state. Then the time we may remember a thing, the orthography of a word for instance, depends upon the length of the mental state produced by thinking of that word.

Now if I have a lesson to commit, as for example, Cat, and Dog, I look first at Cat three seconds, then at Dcg three seconds, and so continue alternately until I have studied my lesson ten times. Now let us notice what has been done. Ten images of each word, twenty in all, have been formed upon the retina of the eye and conveyed to the brain, each producing a change in the mental state. Thus we have twenty mental states in one minute, and these produced so rapidly that the memory takes cognizance of only a confused mass of forms, without regard to their proper arrangement to form words.

Now let me study as I propose, and notice the result. I fix my eye upon the first Word," Cat," an image is formed and a 'mental state is produced. I continue to look at the word for thirty seconds, the same image is continued and the mental state prolonged. I study the next word in a similar manner, with a like result.Here I have two mental states in place of twenty, each being in the latter case ten times as long as the former, and hence I am enabled to recall the proper spelling, if studied by the last method.

Another disadvantage when the mental state is so frequently changed is, that the attention may be more easily distracted by what is taking place in the school room. Then, fellow teachers, let your first instruction be how to study, and I assure you that by teaching your classes to study in the manner here proposed, you will conter a greater good than you can by a whole year's training in the usual way.

It seems proper in this connection to refer to the habit which obtains in many of our schools, of allowing the pupils to pronounce the lesson after being called forward for recitation. The same objection may be offered to this practice, as to the usual method of study. It only tends to confuse what may previously have been clear. And again some pupils will depend upon this reading to commit the lesson, judging that by this once pronouncing, they can remember it as long as the recitation continues, and this is their only care.

"The pu

An argument in favor of this process was lately given me as follows. pils will not pronounce the words correctly by themselves, hence, it is necessary to read them when they come to recite, in order that the teacher may correct the errors."

Let every rational teacher consider this argument. Is the time to correct the pronunciation after the wrong one has been instilled into the mind, or before?

You will all answer with me, before most certainly. Then if the lesson is to be read, it should be done at the time it is assigned, and by the teacher, instead of the pupil. Experience proves that it is easier to teach the right first, than to eradicate errors and then teach the truth.

We will now suppose the lesson to be assigned, read by the teacher, correctly studied by the pupil, and the class called forward for recitation. The first thing to notice is the position of the class.

In all cases the pupils should stand, for the mind acts with greater freedom when the body is standing. I would not allow a pupil to sit while reciting in any branch. Curved lines are elements of beauty, as they suggest to us the pleasing attributes of the mind, while straight lines are elements of sublimity, as indicating vastness in extent; therefore I would, when possible, arrange my class in the form of a

curve; but whether curved or otherwise, I would have them in perfect lines, and teach them to arrange themselves without "toeing a mark," for this will tend to cultivate good taste, as the object of thought will be the good appearance of the class, instead of the mark upon the floor.

The teacher should dictate the words to the pupil, but it should be understood that they will be pronounced but once, for otherwise, the pupils will become listless, and a general state of inattention will be the condition of the class.

In pronouncing, the teacher should avoid favoring the spelling, as for example, pronouncing Verify, Verify, or Separate, Separate.

The pupil should repeat the word after the teacher in order that it may be certain that the word is understood, and also that they articulate sounds may indicate the spelling. Each syllable should be pronounced as spelled, and lastly the whole word. If the syllable consists of but one letter, it is customary to omit the pronunciation, but this should not be a'lowed. For example, in spelling Verify, the second syilable should be spelled i (long I) and pronounce i, (short I.) In pronouncing a syllable, be careful to give the same sounds as the same syllable would possess if the whole word was spokeu.

The pupil should be allowed to try but once upon a word, for the second spelling can be only guessing, and too, it is unfair, for many words can be reasonably spelled in but two forms, for illustration, words ending with tion or sion. If mansion be first spelled with a "t," the second-trial will surely be "," while another pupil may have a much more difficult word which may be spelled in several different ways, and yet each give rearly the proper articulate elements.

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The su ject of taking places" as it is termed, has been often discussed, and arguments pro aud con offered in abundance. I find one serious objection to it. All muds are not developed alike. A, at the age of seven, may be capable of learning the same lesson perfectly, that B, twelve years old, can learn indifferently. Now if B. studies as diligently as A, he is entitled to the same credit. That is, if A. studie one hour and spelis every word, and B. studies the same and misses half the wo ds, (if this is all the time B. could give to the lesson) they both deserve equal credit, for merit is not alone iu succeeding but in trying. If taking places " was allowed, A. would gain unfairly over B.

When such a course is pursued, the pupil going above should always step behind the class, never trout. First, s a lesson of propriety, and second, if he goes before he will step backward into the line, and as I have frequently observed will come in contact with some other pupils, while in moving behind the class he can see where to step.

There is one little point which, though not of vital importance, yet demands to be noticed. It is usual at the commencement of every study to give a definition of the study, and therefore a definition of Spelling should be given. It is usually given thus, "Combining the letters of a word in the order in which they occur is called spelling

Now the spelling of every word should agree with the definition. Let us see if they do in the common mode of spelling. Take for example the word "Moon." The child sys, "m-double o-n moon." We have no such letter as double o, therelore the letters have not been combined in the order in which they occur, and according to our definition the word has not been spelled. It should be given m-o-o-n

moon.

It is a matter of much surprise that the practice of silent spelling, by writing, is not more treq ently employe, since we learn the orthography of words mainly in order to be able to write them correctly.

I think it would be better if most of the spelling exercises were conducted in this way.

Let each pupil, in the higher classes, be provided with a black-board in which to wr te the words. (The younger classes might use slates or the black-board, and print their words.) These books, or slates, might be collected and corrected by some

pupil, or by the teacher. Let each misspelled word be checked, and this will place distinctly before each one just those words which demand particular attention. Then at the end of the week, or two weeks, give for a lesson all those words which have been misspelled.

As for definitions, no word should ever be passed until it is perfectly understood, but it is always preferable that the child should give the definition in his own words, as the object of all Education is not to teach the child to repeat the thoughts of others, but to think for himself.

The oral spelling exercises are usually liable to the charge of being monotonous, and hence fail to engage the attention of the class. I will now illustrate a few exercises which will serve to awaken an interest, and secure the attention of the class to the work.

FIRST METHOD

Illus

IS CALLED ASSOCIATE SPELLING. Each pupil gives one letter or syllable. tration-The word may be Perpendicular. No. I pronounces the word, No. 2 says "p," 3 says "e,” 4 says “r.” 5 says “per,” and so continuing until the spelling is completed, when the word should be pronounced by the whole class.

The spelling should proceed as rapidly as though but one individual was giving the exercise.

This secures perfect attention.

SECOND METHOD,

CALLED CAPPING. In this exercise the teacher proposes a word to the frst pupil who spells it, and then gives to the next a word, the first letter of which is the same as the last letter of his word. Illustration-School, Lady, Youth, Happiness, &c. This is good as a review exercise. It teaches pupils to think quickly, and serves to cultivate" Language."

THIRD METHOD.

SENTENTIAL SPELLING. The teacher reads a whole sentence and each pupil will then spell one word in order, No. 1 spelling the first word, No. 2 the second, &c.— Illustration-" No whispering should ever be allowed in school." The lesson may be printed by the teacher upon the black board, or be given from the reading books. This method cultivates memory.

FOURTH METHOD.

CALLED EMPHATIC SPELLING. The teacher reads a sentence, requiring the pupils to spell in order (as in third method) the emphatic words. Illustration-The mind of youth is ike a field of luxuriant soil, in which the seeds of vice or virtue germinate, and shoot forth with vigor, producing a glorious harvest of usefulness to mankind or a sickly growth of vice and m sery.

This exercise cultivates the ear, and renders it peculiarly sensible to those nice distinctions of inflection which constitute the beauty of Reading or Singing.

FIFTH METHOD

Is an exercise in words alike in sound but differing in orthography. The teacher should assign for a lesson one word of each sound. The pupil is to find another, differing in the spelling, spell each, and construct a sentence employing each word properly. Illustration-The teacher m assign for the lesson, "Might," " "Right," Knew," &c. The first word being given to a pupil he would spell Might, then Mite, and give a sentence as, you might give me a mite..

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Right, Write.-It is right to write letters.

Knew, New. I knew the dress was not new.

This exercise cultivates comparison and Composition.

"Sail,"

SIXTH METHOD

Is like the fifth, except the teacher dictates the sentence, requiring the words of similar sound to be spelled in the ord er in which they occur. IllustrationThe beech grew upon the beach.

He adds it to the price of the adz. *

He ate eight apples.

He knows he has a nose, &c.

* This word is sometimes spelled adze. When two spellings are authorized always employ the shorter and easier.

SEVENTH METHOD.

INDEPENDENT SPELLING. This is the method which should ordinarily be employed, as it prevents the unfairness of the usual recitations. By the cld process if a word is misspelled, the same word is pronounced to the next in order who evidently has a better chance to give the correct orthography, and so in proportion to the numbers who have missed the word, has the next pupil less forms to choose from, and consequently is less liable to give an incorrect form.

To remedy this evil, the teacher should, if a mistake is made, take no notice of the fact, but dictate a new word to the next pupil who, if he notices the previous error, will spe 1 the word missed instead of the one put to him. If he does not notice the error. then he is as much at fault as the one who first misspelled it, and new words should be dictated to each successive pupil until some one corrects the error, and takes his position above the one who gave the incorrect spelling. If the pupil spelling the word be already above the latter he should be placed, of course, at the head.

Recitations conducted in this manner will secure the closest attention of every member of the class to the work.

EIGHTH METHOD.

CLASSIFIED SPELLING. I have spoken of the faulty classification employed in our spelling books as the prime source of erroneous pronunciation.

A better system, I think, would be to classify words according to their use. For example, one lesson might comprise the names of all materials used in building; another, all parts of buildings; a third, all articles in the school-room; a fourth all farm tools; filth, all farm producs; sixth, carpenters tools; seventh, parts of human body, &c., &c. In this way we teach just those words which will be use ful in actual life, and teach them in such a manner that the thing will be the object of thought, and not merely the rame. This relation serves to aid the memory. In these exercises, vary the position of the class and method of conducting the recitation. Have them write upon paper one day, upon blackboard the next, orally the next, &c. When it is possible, induce the children to present the objects, the names of which they spell. In spelling the parts of the body, have the pupils place the hand in concert upon the parts.

The author's method is this. On stated days the pupils form their own spelling lessons. Given for subject, "The names of articles in a grocery store." The subject is given two days previous to the recitation. Twenty minutes is allowed for recitation, during which each pupil writes each name he has found. The books are then examined, and the misspelled words writen upon the board for the next lesson. In spelling" Nouns," a little girl eleen years of age wrote one thousand,— only three misspelled!

NINTH METHOD.

Let each pupil bring in several difficult common words. No. 1 will propose one of his words to whom he may choose. If it be correctly spelled, the latter may in turn propose one of his words; but if it was misspelled, No. 1 himself shall spell it,

and the other pupil shall lose the privilege of proposing one of his words. Continue in this way until all the words are spelled or lost.

TENTH METHOD.

ON GEOMETRIC FORMS. Every school should be supplied with a complete set of geometric forms, and lessons may be given from them. The pupil spelling the name and choosing from all the forms the one to which this name is applied. Where a set of forms cannot be procured they may be represented upon the blackboard.

ELEVENTH METHOD.

GEOGRAPHICAL. Give for a lesson a State or Country, requiring the spelling of Counties or countries, Rivers, Capes, &c., &c. This is particularly useful in respect to our own state and country.

TWELFTH METHOD.

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The teacher assigns for a lesson some primitive word as care," requiring the pupils to form and spell all the derivtaives as, Careful, Carefully, Carefulness, Careless, Carelessly, Carelessness, &c. Or from "Case" form Caseharden, Caseknife, Casement, Casemate, Caseshot, Caseworm, &c.

THIRTEENTH METHOD.

ILLUSTRATED SPELLING. By this method the pupil illustrates the meaning of the word and gives its etymology. I will illustrate this method by the word Thermome

ter.

A pupil rises, holding in his hand a Thermometer and says, "I hold here an instrument employed for measuring heat, hence we might call it a heat-measurer, but we have a word which means heat measurer which is Thermometer." Close by spelling the word, and writing it upon the board. It may be interesting for the teacher to give an account of the invention, use, and manufacture of this instrument.

Many words may be thus illustrated and would interest the pupils, by teaching them that these words are not meaningless things, but contain in themselves the deas which distinguishes the objects to which the names are applied.

FOURTEENTH METHOD

Consists in choosing sides and keeping an account of errors. The whole school may engage in this as a review exercise, and it may properly be employed at least once a week.

These are only a few of the methods which actual experience has proven to be practical, and peculiarly adapted to the end which they are designed to secure, viz: an increased interest in this most important branch of Education.

Every ingenious teacher will be constantly engaged in inventing ways by which pupils may be interested and benefited, and we hope that the compensation allowed will soon be sufficient to warrant a more thorough preparation for the work, and an increased expenditure of time and talent.

CONDITION OF THE SCHOOLS.

An inspection of the official reports of the Town Superintendents, who are charged with the supervision of the schools, and, in the discharge of their duties, are required to make frequent visitations to them, furnishes one of the best, if not the most reliable means of forming a correct opinion as to their actual condition. Before proceeding, then, to give the statisti