l. | His writing is good.

Again, they may make out a list of adjectives, with the adverbs derived
from each, in another column. Then they may classify adverbs on the
principle of their meaning, or according to their termination. The
exercise may be infinitely varied, and yet the object of the whole may
be, to make _perfectly familiar_, and to fix for ever in the mind, the
distinction explained.

These two points seem to me to be fundamental, so far as assisting
pupils through the difficulties which lie in their way, is concerned.
Diminish the difficulties as far as is necessary, by merely shortening
and simplifying the steps, and make thorough work as you go on. These
principles carried steadily into practice, will be effectual, in
leading any mind through any difficulties which may occur. And though
they cannot perhaps be fully applied to every mind, in a large school,
yet they can be so far acted upon, in reference to the whole mass, as to
accomplish the object for a very large majority.

3. _General cautions._ A few miscellaneous suggestions, which we shall
include under this head, will conclude this chapter.

(1.) Never do any thing _for_ a scholar, but teach him to do it for
himself. How many cases occur, in the schools of our country, where the
boy brings his slate to the teacher, saying he cannot do a certain sum.
The teacher takes the slate and pencil,--performs the work in
silence,--brings the result,--and returns the slate to the hands of his
pupil, who walks off to his seat, and goes to work on the next example;
perfectly satisfied with the manner in which he is passing on. A man who
has not done this a hundred times himself, will hardly believe it
possible that such a practice can prevail. It is so evidently a waste of
time, both for master and scholar.

(2.) Never get out of patience with dulness. Perhaps I ought to say,
never get out of patience with any thing. That would perhaps be the
wisest rule. But above all things, remember that dulness and stupidity,
and you will certainly find them in every school, are the very last
things to get out of patience with. If the Creator has so formed the
mind of a boy, that he must go through life slowly and with difficulty,
impeded by obstructions which others do not feel, and depressed by
discouragements which others never know, his lot is surely hard enough,
without having you to add to it the trials and suffering, which sarcasm
and reproach from you, can