ither written or printed. Next the
teacher produces the signs which stand for the several sounds, and gives
their names. The letters are presented in any way that suits the
teacher. There may be no better method than to produce them upon the
blackboard, as this course encourages the pupils to draw them upon their
slates, and thus they are at once, and without formal preliminaries,
engaged in writing.

An outline of the animal may be drawn upon the blackboard, which the
pupils will eagerly copy; and though this exercise may not be valuable
in a high degree, as preparation for the systematic study of drawing,
yet it trains the perceptive and reflective faculties in a manner that
is pleasant to the great majority of children. It is also in the power
of the teacher, at any point in the exercises, and with reference both
to variety and usefulness, to give the most apparent facts, which to
children are the most interesting facts, in the natural history of the
animal. This plan contemplates instruction in pronunciation in
connection with exercises in breathing, in the elementary sounds of
words both consonant and vowel, in the names of letters, in writing and
drawing, to all of which may be added something of natural history. It
is of course to be understood that such exercises would be extended over
many lessons, be subject to frequent reviews, and valuable in proportion
to the teacher's ability to interest children. The outline given is
suggestive, merely, and it is not presented as a plan of a model course;
but enough has been done and is doing in this department to warrant
increased attention, and to justify the belief that a degree of progress
will soon be made in teaching the elements that will mark the epoch as a
revolution in educational affairs. It is to be observed that the system
indicated requires a high order of teaching talent. Only thorough
professional culture, or long and careful experience, will meet the
claims of such a course. It is quite plain, however, that no advantage
would arise from keeping pupils in school six hours each day; and that,
regarding only the intellectual advancement of the child during the
elementary course, his presence might be reduced to two hours, or
possibly in some cases to one: provided, always, that he could enjoy,
with his class associates, the undivided attention of the teacher. In
this view of the subject, it would be possible, where the primary
schools are graded, as in porti