a young child how to find a word in a dictionary. You
give at first, perhaps, a verbal description of the mystery of a
dictionary. You will tell him that, in such a book, all the words are
arranged according to the letters with which they begin; that all the
words beginning with the letter A are in the first part of the book;
then those beginning with the letter B, then those beginning with C, and
so on; you tell him that all the words beginning with one letter,
covering some one or two hundred pages, are again re-arranged among
themselves according to the second letter of each word, and then again
still further re-arranged according to the third letter in each, and so
on to the end. Arouse his utmost attention, and explain the process with
the greatest clearness that words can give, and then set him to find a
word. See how awkward will be his first attempt, how confused his ideas,
how little he has really understood what you have told him. You must
repeat your directions patiently, over and over, "line upon line;" you
must take him by the hand day after day, and train him into a knowledge
of even so apparently simple a thing as finding a word in a dictionary.

While teaching and training are thus distinguishable in theory, in
practice they are well nigh inseparable. At least, they never should be
separated. Teaching has never done its perfect work, until, by training,
the mind has learned to run in accustomed channels, until it sees what
is true, and feels what is right, with the clearness, force, and
promptitude, which come only from long-continued habit.

IV.

MODES OF HEARING RECITATIONS.

The first that I shall name is called the Concert Method. This is
practised chiefly in schools for very young children, especially for
those who cannot read. There are many advantages in this method, some of
which are not confined to infant classes. The timid, who are frightened
by the sound of their own voices when attempting to recite alone, are
thereby encouraged to speak out; and those who have had any experience
with such children, know that this is no small, or easy, or unimportant
achievement. Another benefit of the method is the pleasure it gives the
children. The measured noise and motion connected with such concert
exercises, are particularly attractive to young children. Moreover, one
good teacher, by the use of this method, may greatly multiply his
efficiency. He may teach simultaneously fifty or sixty, ins