with green haricots,' also dried, make at any time a pleasing dish, being first soaked some hours in water, and then boiled. When the grain is ripe and hard, there are also several ways of using it. One is to soak it all night in a lessive or lye, and then pound it in a large wooden mortar with a wooden pestle; the skin of each grain is by that means skinned off, and the farinaceous part left whole, which being boiled swells into a white soft pulp, and eaten with milk, or with butter and sugar, is delicious. The dry grain is also sometimes ground loosely, so as to be broke into pieces of the size of rice, and being winnowed to separate the bran, it is then boiled and eaten with turkies or other fowls, as rice. Ground into a finer meal, they make of it by boiling a hasty-pudding, or bouilli, to be eaten with milk, or with butter and sugar; this resembles what the Italians call polenta. They make of the same meal with water and salt, a hasty cake, which being stuck against a hoe or other flat iron, is placed erect before the fire, and so baked, to be used as bread. Broth is also agreeably thickened with the same meal. They also parch it in this manner. is filled with sand, and set on the fire till the sand is very hot. Two or three pounds of the grain are then thrown in, and well mixed with the sand by stirring. Each grain bursts and throws out a

An iron pot

white substance of twice its bigness. The sand is separated by a wire sieve, and returned into the pot, to be again heated and repeat the operation with fresh grain. That which is parched is pounded to a powder in mortars. This being

sifted, will keep long for use. An Indian will travel far and subsist long on a small bag of it, taking only six or eight ounces of it per day, mixed with water. The flour of mayz, mixed with that of wheat, makes excellent bread, sweeter and more agreeable than that of wheat alone. To feed horses, it is good to soak the grain twelve hours: they mash it easier with their teeth, and it yields them more nourishment. The leaves, stripped off the stalks after the grain is ripe, tied up in bundles when dry, are excellent forage for horses, cows, &c. The stalks pressed like sugar-cane, yield a sweet juice, which being fermented and distilled, yields an excellent spirit; boiled without fermentation, it affords a pleasant syrup. In Mexico, fields are sown with it thick, that multitudes of small stalks may arise, which being cut from time to time like asparagus, are served in deserts, and their sweet juice extracted in the mouth by chewing them. The meal wetted is excellent food for young chickens, and the whole grain for grown fowls.

SKETCH OF AN ENGLISH SCHOOL, FOR THE CONSIDERATION OF THE TRUSTEES OF THE PHILADELPHIA ACADEMY.

It is expected that every scholar to be admitted into this school, be at least able to pronounce and divide the syllables in reading, and to write a legible hand. None to be received that are under years of age.

FIRST, OR LOWEST CLASS.

Let the first class learn the English Grammar Rules, and at the same time let particular care be taken to improve them in orthography. Perhaps the latter is best done by pairing the scholars; two of those nearest equal in their spelling to be put together. Let these strive for victory; each propounding ten words every day to the other to be spelled. He that spells truly most of the other's words is victor for that day; he that is victor most days in a month, to obtain a prize, a pretty neat book of some kind, useful in their future studies. This method fixes the attention of children extremely to the orthography of words, and makes them good spellers very early. It is a shame for a man to be so ignorant of this little art, in his own language, as to be perpetually confounding words of like sound and different significations; the consciousness of which defect makes some men, otherwise of good learning and understanding, averse to writing even a common letter.

Let the pieces read by the scholars in this class be short; such as Croxall's fables, and little stories. In giving the lesson, let it be read to them: let the meaning of the difficult words in it be explained to them; and let them con over by themselves before they are called to read to the master or usher, who is to take particular care that they do not read too fast, and that they duly observe the stops and pauses. A vocabulary of the most usual difficult words might be formed for their use, with explanations; and they might daily get a few of those words and explanations by heart, which would a little exercise their memories; or at least they might write a number of them in a small book for the purpose, which would help to fix the meaning of those words in their minds, and at the same time furnish every one with a little dictionary for his future use.

THE SECOND CLASS

To be taught reading with attention, and with proper modulations of the voice, according to the sentiment and the subject.

Some short pieces, not exceeding the length of a Spectator, to be given this class for lessons (and some of the easier Spectators would be very suitable for the purpose). These lessons might be given every night as tasks; the scholars to study them against the morning. Let it then be required of them to give an account, first of the parts of

speech, and construction of one or two sentences. This will oblige them to recur frequently to their grammar, and fix its principal rules in their memory. Next, of the intention of the writer, or the scope of the piece, the meaning of each sentence, and of every uncommon word. This would early acquaint them with the meaning and force of words, and give them that most necessary habit of reading with attention.

The master then to read the piece with the proper modulations of voice, due emphasis, and suitable action, where action is required; and put the youth on imitating his manner.

Where the author has used an expression not the best, let it be pointed out; and let his beauties be particularly remarked to the youth.

Let the lessons for reading be varied, that the youth may be made acquainted with good styles of all kinds, in prose and verse, and the proper manner of reading each kind-sometimes a welltold story, a piece of a sermon, a general's speech to his soldiers, a speech in a tragedy, some part of a comedy, an ode, a satire, a letter, blank verse, Hudibrastic, heroic, &c. But let such lessons be chosen for reading, as contain some useful instruction, whereby the understanding or morals of the youth may at the same time be improved.

It is required that they should first study and understand the lessons, before they are put upon reading them properly; to which end each boy