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that we have now instanced. A certain portion of time should therefore be set apart for this examination . and, after those explanations nave been given, which are necessary to the right understanding of the passage, such minuter investigations only may be gone into as time will admit. It is no more essential, that every word should be gone over in this way, than that every word should always be syntactically parsed. A single sentence well done may prove of the greatest service to the Bcholar in his future studies.'

In applying this system of instruction to the First-Class Reader, I would recommend that the pupils have the reading exercise for the day, previously assigned to them, in order that there may be an opportunity for them carefully to study the same, in reference to the examination that is to follow. In reading the book the first time, the.examination should be general, rather than otherwise; let the pupils be questioned in regard to the general sense of the piece, and the meaning of prominent words in it. Explanation and illustration should be given by the teacher; such as the meaning of any passage, its allusions, figures, &c. may require. Care should be taken that the scholars do not forget these explanations; this may be prevented by recurring to them at subsequent examinations. In order to show the nature of this first examination, a specimen is subjoined.

In going through the volume the second time, a more particular examination should be instituted. Not only the same kind of questions, which have already been put, are to be repeated, but the pupils should be examined with reference to the analysis of words, their inflections and analogies; and also with reference to the rhetorical features of the composition, and the topics of general information suggested by the text.

Of this second examination, a specimen, such as our limits would allow, is also subjoined. Its nature and character, the extent to which it may be carried, and the interest, which it may be made to impart to the exercise, will at once be felt and appreciated by every intelligent teacher.

We will take for an example of the following examinations, an extract from the writing of the Rev. Sidney Smith.

APPEAL IN BEHALF OF THE BLIND.

The author of the book of Ecclesiastes has told us,' that the light is sweet; that it is a pleasant thing for the eyes to behold the sun.' The sense of sight is, indeed, the highest bodily privilege, the purest physical pleasure, which man has derived from his Creator • — to see that wandering fire, after he lias finished his journey through the nations, coming back to us in the eastern heavens; the mountains painted with light; the floating splendor of the sea; the earth waking from deep slumber; the day flowing down the sides of the hills, till it reaches the secret valleys; the little insect recalled to life; the bird trying her wings; man going forth to his labor; each created being moving, thinking, acting, contriving, according to the scheme and compass of its nature; by force,

by cunning, by reason, by necessity. Is it possible to joy in this

animated scene, and feel no pity for the sons of darkness? for the eyes that will never taste the sweet light? for the poor, clouded in everlasting gloom?

If you ask me why they are miserable and dejected; I turn you to the plentiful valleys; to the fields, bringing forth their increase; to the freshness and flowers of the earth; to the endless variety of its colors; to the grace, the symmetry, the shape of all it cherishes, and all it bears. These you have forgotten, because you have always enjoyed them; but these are the means by which God Almighty makes man what he is; cheerful, lively, erect; full of enterprise, mutable, glancing from heaven to earth; prone to labor and to act.

This is the reason why the blind are miserable and dejected because their soul is mutilated, and dismembered of its best sense; because they are a laughter, and a ruin, and the boys of the streets mock at their stumbling feet.

Therefore I implore you, by the son of David, have mercy on the blind. If there is not pity for all sorrows, turn the full and perfect man to meet the inelemency of fate. Let not those who have never tasted the pleasures of existence, be assailed by any of its sorrows. The eyes that are never gladdened with light, should never stream with tears.

First examination on the foregoing extract.

What is the title of the piece? Who is the author? What sacred writer does he quote? What is the quotation? What is the 'highest bodily privilege?' What is meant by the word 'bodily?' What is here meant by the word 'physical?' What pleasures are higher and purer than bodily or physical ones? What other senses have we, besides that of sight? Whose gift are they? What is the 'wandering fire,' mentioned in the text? Why is it spoken of as 'coming back to us in the eastern heavens?' What are the effects of its rising, so beautifully described in the text? What wakes the insects and the birds, and sends man forth to his labor? What are the effects of its return, on other created beings? Do these effects of light, prove the truth of the sacred writer's assertion quoted above? What feeling should our enjoyment of the morning light, excite towards the blind? What beautiful objects of sight are spoken of? Why do we forget their beauty and value? What is the effect of the beauties of nature on man? Why are the blind sad and dejected? Why are the blind peculiarly entitled .o our compassion?

Second examination on the foregoing extract.

What is the meaning of the word 'author?' What is the equivalent word applied to a female? What is the meaning of'highest?' Of 'purest?' What is the effect of adding the syllable est, to a word expressing a quality? Give some examples. What is expressed by the word 'physical?' To what class of words do most of those which end in al belong? When the termination at is added to a noun, into what is it changed? Define 'Creator.' From what verb is it derived? What is the meaning of the word 'wandering?' From what is it derived? What is the effect of adding the termination ing to a verb? Give examples. What does the termination ing generally express? Ana. —Continued action. What is the meaning of ' finished?' From what is it derived? What are some of the other derivatives of the same word. What does the termination ed generally express? Give examples. What is meant by the word 'nations?' What adjective is formed from nation? How? Define 'eastern.' From what is it derived? What other adjectives are derived from the same word? What is the meaning of the word ' heavens' in this connection? What other meaning has it? What adjective is derived from the word mountain? What is meant by 'the mountains painted with light?' Is this a literal or a figurative expression? What other instances occur immediately afterwards of the same figure? What is the 'floating splendor of the sea?' What is meant by 'the earth waking from her deep slumber?' Point out the words, in this part of the piece, used metaphorically. Why is the day represented as ' flowing down the sides of the hills?' What is 'painted' derived from? Name other derivatives of the same word. From what is the word 'waking' derived? What other words have the same derivation? Give some of the derivations of the word 'deep!' Of 'slumber,' of 'day.' How do ' hills' differ from mountains? What is the diminutive for 'hill?' What are 'valleys?' Why is the term 'secret' applied to them? What is the meaning of 'recalled?' What does the first part of the word 'recalled' signify? Can you give any other examples of that syllable having the same signification (as remit, revert &c.) What does the latter part of 'recalled' signify? Give examples; (as miscalled uncalled.) What is the meaning of ' life?' What are some of the derivatives and kindred words. (As lively, lifeless, livelihood &c.) Define 'bird.' How does a 'bird ' differ from an 'insect?' Define 'trying.' Give the derivatives of try. Define 'wings.' Give the derivatives of it. What do you consider to be comprehended in the term 'created being?' Is it limited in the text to living beings? Is the term, properly speaking, more comprehensive? What is the origin of the term being? Does it apply to unorganized or lifeless matter, as well as to living creatures? Define, and give some of the derivatives of the following words; move, think, act, contrive, possible. What kind of animals obtain their food by ' force?' What animals by ' cunning?' What by 'reason?' Is it common to find the word'joy'used as a verb in prose writing? What is the meaning of 'animated?' Its origin? Its kindred words? What is the original meaning of 'scene?' Is it applied in the text literally or metaphorically? What is meant by the term, 'sons of darkness?' What figure of rhetoric is this an example of? What figure of rhetoric is used in the expression, 'eyes that will never taste the sweet light?' &c

The above Specimens are deemed sufficient to show the nature and character of the proposed system. The ' Second-Class Reader' and ' Third-Class Reader' will contain similar Specimens adapted to the earlier stages of schoo) instruction

THE

FIRST-CLASS READER.

LESSON I.

Humility and Perseverance. Jin Allegory.—N. Y. Mirror.

From the side of a mountain there flowed forth a little rivulet. Its voice was scarcely heard amid the rustling of the leaves and grass around, and its shallow and narrow stream might be overlooked by the traveller. This brook, although so small, was inspired with a proud spirit and murmured against the decree of Providence, which had cast its lot so lowly.

'I wish I were a cloud, to roll all day through the heavens, painted so beautifully as those lovely shapes are colored, and never descending again in showers; or, at least, I wish I was a river, performing some useful duty in the world. Shame on my weak waves and unregarded bubbling. I might as well have never been, as to be puny, insignificant and useless.' When the brook had thus complained, a beautiful tall flower, that bent over its bosom, replied,

'Thou art in error, brook. Puny and insignificant thou mayst be; useless thou art not, for I owe half of my beauty, perhaps my life, to thy refreshing waters. The plants adjacent to thee are greener and richer than the others. The Creator has given thee a duty, which though humble thou must not neglect. Besides who knows what may be thy future destiny? Flow on. I beseech thee.'

The brook heard the rebuke, and danced along its way more cheerfully. On and on it went, growing broader and broader. By and by other rivulets poured their crystal waters into it, and swelled its deepening bosom, in which already began to appear the fairy creatures of the wave, darting about joyfully and glistening in the sun. As its channel grew wider and wider, and yet other branches came gliding

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