m some of the lessons
drawn, such as, "Why is it inconvenient to handle hot irons?" "Because
hard bodies readily conduct heat." Or it may be varied by asking the
reason of a phenomenon not formerly perceived;--such as, "Why does the
fire scorch the foot when it is without a stocking, and not when we have
a stocking on?" "Because soft bodies, such as the stocking, do not
readily conduct heat." These are sufficient as specimens of the mode of
conducting classes upon these principles; the "Steps," and their "Keys,"
constructed for the purpose, will assist both teacher and pupil in their
proper working.

Note U, p. 320.--In teaching children to read, two things are to be
specially observed.--_First_, that the child shall know that the letters
in a syllable are used merely as the signs of sound, by the combination
of which he is to get a _hint_ only of the sound of the whole word. This
will very soon enable him to teach himself.--The _second_ is, that the
child shall know that his reading is only another way of getting at
truth by words _seen_, instead of words _heard_. This will make him
search for the ideas, even while learning to read; and the habit being
formed, he will never afterwards be satisfied without understanding all
that he reads.

The letters of the Alphabet, with their powers, having been made
familiar, the "First Class Book" may be put into the pupil's hand, and
the first word taught him by the combination of the three
letters,--"Bob." Shew him how the letters pronounced shortly, and
rapidly one after another, _form the word_. He will then be able to
_read_ this word wherever he finds it. The word "has," is to be taught
in the same way, and then the word "dog." He must then be asked, "Who
has a dog?" and "What has Bob?" till he understands that these three
words convey an idea. The second and succeeding lines are to be taught
the same way;--the teacher making him read the words in different parts
_out of their order_, to take care that he does not repeat by rote.

At every new lesson he must learn to read the words which precede it,
and to read them _well_ before beginning. The great design of his
reading being to collect the ideas conveyed by the words, his doing so
is greatly facilitated by his learning to read the words before
beginning to the lesson. It is only necessary to remark, that the
homely nature of the lessons tends greatly to produce the effect here
designed, and which would not perhaps be