ted by Nature, he may
silently drop all that he cannot easily reiterate. But in the act of
reading, the person has both the active and the passive operations to
perform. His mind, while he reads, must be actively engaged in
decyphering the words of his book, and the ideas are, or should be, by
this act, forced upon the observation of the mind at the same time. As
long, therefore, as the child is required to read nothing except that
which he understands, and to read no more, and no faster, than his mind
can without distraction receive and reiterate the ideas which he reads,
the act of grouping will be performed with ease, and with evident
delight, and the powers of the mind will be healthfully and extensively
exercised and strengthened:--But if this simple principle of Nature be
violated, the exercise becomes irritating to the child, and most
pernicious in its consequences. The neglect of this application of the
principle is so common in education, that it usually escapes
observation; but on this very account it demands from us here a more
thorough investigation.

We say then, that this principle is violated when a child is required to
read that which it does not, and perhaps cannot understand; and also
when he is required to read more, or to read faster, than he is able to
reiterate the ideas in his own mind. On each of these cases we shall say
a few words, for the purpose of warning and directing the teacher in
applying this important principle in education.

Let us then suppose a child set to read a section which he does not, and
which there is every probability he cannot understand, and then let us
carefully mark the consequences. The child in such a case reads the
words in his book, which ought to convey to his mind the ideas which the
words contain. This is the sole purpose of either hearing or reading.
But this is not accomplished. The words are read, and the ideas are not
perceived; but the child is required to read on. He does so; and of
course when the first part of the subject or sentence has been beyond
his reach, the second, which most probably hangs upon it, must be much
more so. In this therefore he also fails; but he is still required to
read on. Here is a practice begun, which at once defeats the very
intention of reading, and allows the child's mind to roam upon any thing
or every thing, while the eye is mechanically engaged with his book. The
habit is soon formed. The child reads; but his attention is