(Slow.) "At length, o'er Columbus slow consciousness breaks

(Loud and 'LAND! LAND!' (Moderate) cry the sailors; (Loud) ‘LAND!. High.) 1

(Fast.)

{

LAND!'-he awakes

He runs-yes! behold it! it blesseth his sight!

(Spirited.) THE LAND! Oh dear spectacle! transport! delight!"

(pp.) {“

Soft is the strain when zephyr gently blows,

(f.) {.

(Slow.)

(Fast.)

And the smooth stream in smoother numbers flows;
But when loud surges lash the sounding shore,
The hoarse, rough verse should like the torrent roar.'
"When Ajax strives some rock's vast weight to throw,
The line, too, labors, and the words move slow;
Not so when swift Camilla scours the plain,

(High and Quick.)

(Slow.)

(Moderate.)

Flies o'er the unbending corn, and skims along the main."

(Low and Soft.)

(Very Soft.)

(>)

(Slow.)

(Soft.)

(Low.)

(Low & Loud.) (High & Loud.) (Moderate.)

"Go ring the bells and fire the guns,
And fling the starry banner out;

Shout 'FREEDOM' till your lisping ones

Give back the cradle shout.”—WHITTIER.

POPE.

"Through glades and glooms the mingled measure stole, Or o'er some haunted stream, with fond delay

(Round a holy calm diffusing,

Love of peace and lonely musing),

In hollow murmurs died away."

"He said, and on the rampart heights arrayed
His trusty warriors, few, but undismayed;
Firm-paced and slow, a horrid front they form,
Still as the breeze, (Loud) but dreadful as the storm!
Low murmuring sounds along their banners fly,
'REVENGE, OF DEATH!'-the watchword and reply;
Then pealed the notes omnipotent to charm,

And the loud tocsin tolled their last alarm!"-CAMPBELL.

*These signs, when placed before a line, apply to the entire line.

PART II.

CLASS METHODS.

PRIMARY READING.

PRIMARY reading may be taught analytically, by begin ning with words, and concluding with their component elements (sounds and letters), or synthetically, by beginning with the elements (sounds and letters), and concluding with words and sentences.

In these methods the teacher will need a blackboard, and a greater or less number of the following articles, viz., realobjects, picture-objects, word-objects, slates, cards, charts, and books, according to the method employed. The blackboard is indispensable in any method, and if used, each pupil in the class should have a slate, with a pencil and bit of sponge attached. In ungraded schools, the slates serve to occupy and amuse the small children while the teacher is engaged with older classes. They can, in the time thus occupied, learn to print, write, draw simple objects, or very profitably occupy their time in inventive drawing.

The real object employed must correspond with the picture and word objects selected for the lesson. The pictureobjects will be found in primers, cards, and various books, and all should be fair representations of the objects whose corresponding words are to be learned. The word-objects should at first consist of two or three letters only, none of which should be silent, and should be such words as are capable of representation or demonstration, as bat, cat, hat, up, on, in. The teacher may print the word upon the blackboard for the class, or it may be shown from a primer, card, or chart. The primary methods should continue until the pupil can read and print from memory any simple sentence of monosyllables or dissyllables.

The following rules, derived from the principles of teaching as advanced by Pestalozzi, may serve as a guide to many young persons who desire to make teaching a profession.

1. Never tell a child what he can discover for himself.

2. One difficulty at a time to overcome, and but one.

3. The measure of information is not what the teacher can give, but what the child can receive.

4. Accustom the child to do. Educate the hand.

5. Develop an idea, and then give the term.

6. Proceed from the known to the unknown, from the particular to the general, from the concrete to the abstract, from the simple to the more difficult.

Note.-Require the pupils to express themselves in complete terms, leaving no part of a sentence to be understood; never accepting nods, yes or no, as replies.

ANALYTICAL OR OBJECTIVE METHODS.

The analytical or objective method takes the name "objective" from its dependence upon the use of objects to introduce the lessons, and "analytical" because a word is first learned as a whole, and then analyzed or reduced to its primary elements.

Each lesson of one word is arranged something like the following plan; then, when a sentence can be formed from the words that have been thus learned, it should be done. At first no letter should receive more than one sound. The vowels should take their short sounds, afterward their long sounds, the remaining ones last.

ORDER OF THE OBJECTIVE PLAN.

1st. Show a real object, or illustrate or demonstrate a word, and draw out its name, nature, qualities, parts, and uses. Be sure to allow each pupil the opportunity to tell all he or she connectedly can about the object, without prompting or questioning. If the class be large, divide the work, allowing A to give its name and nature, B its qualities, C its parts, and D its uses, in order to get through the work in the allotted time.

2d. Show the class a picture (object) representing the real object, and draw from the pupils the points of resemblance, difference, etc.

3d. Show the class a word (object) representing the real

and picture objects. Draw out a description of the word as to outline; then require the pupils to discover and point out duplicates of this word from the cards, charts, or books. Continue this exercise until the pupils can recognize the word readily at sight.

4th. Require each pupil to produce sentences containing the word of the lesson until the use of the word is perfectly understood.*

5th. Print the word upon the board, and explain its separate elements (letters or sounds) as to the formation of the word-how the sounds are produced, whether with the lips, tongue, teeth, or palate principally. Let each pupil copy the letters (from memory) upon the blackboard or upon the slate. Pronounce the word slowly, so that each element can be distinguished singly; then increase in rapidity of pronunciation. Reverse the time, and require the class to follow in the phonic spelling.

6th. Combine words that have been learned into sentences, and print them upon the board, requiring the class to make out the sentences alone.

7th. Allow the pupils to select word-cards, and to combine them so as to make sentences. If word-cards are not in use, the pupils may be detailed in groups to reproduce a whole sentence upon the board or upon their slates, and afterward correct them, as in Nos. 5 and 6, page 68.

Note.-Before class-hour the teacher should select the word or words which will constitute the lesson, and have ready the necessary illustrations. If the words can be illustrated by the real object, in or out of doors, arrangement should be made to do so. If it must be illustrated by other means, preparation should be made that nothing be omitted that will aid in giving a clear perception of the meaning and use of the word. The words in, out, under, over, more, less, etc., are words simple enough when developed by comparison, experiment, and reason.

* The teacher should not go too rapidly with these steps. Here is work enough for weeks and months. The work of the fifth step may be postponed until many words are learned as sight-words, both in print and as reproduced upon the slates and board.

Objects should be presented—

1st, to the senses, or perception.

2d, to the laws of memory.

3d, to the reflective or reasoning powers.

Ideas are developed

1st, by appealing to the senses.

2d, by comparison.

3d, by experiment.

4th, by reason.

SYNTHETICAL METHODS.

There are three synthetical class methods: Memorizing letters in selections of two, three, etc., which will make one or more words; memorizing letters in alphabetic order; and the phonic or phonetic method.

MEMORIZING LETTERS IN GROUPS OR SELECTIONS.

1st. Short vowels and a few consonants.

2d. Long vowels and a few consonants. 3d. Other vowel sounds and consonants.

This is a very good method, and is employed by many excellent primary teachers. The lessons may be given in about the following order, varying, of course, to suit the material and apparatus at hand.

1st. Select two or three letters which, when joined, will produce a word or words.

2d. Print the first of these letters sufficiently large upon the blackboard to be seen by the entire class.

3d. Let the class give the sound of the letter; its form and resemblance to some familiar object.

4th. Detail the class in groups or divisions suited to the size of the board, to reprint or copy the letter and give its sound.

5th. Obtain criticisms from the class by comparing each copy with the original printed letters, and have all errors corrected by the pupil who made them.

6th. Let the class reproduce the letter upon their slates. The teacher will examine the slates, and the mistakes

copy