ure, should be to give instruction in reading, spelling,
writing, music and drawing, it is just to say that special attention
should be bestowed upon the two branches first named. So imperfectly is
reading sometimes taught, that pupils are found in advanced classes, and
in advanced schools, whose progress in other branches is retarded by
their inability to read the language fluently and intelligently. When
children are well educated in reading, they find profitable employment;
and they are, of course, by the knowledge of language acquired, able to
comprehend, with greater facility, every study to which they are called.

Pupils often appear dull in grammar, geography and arithmetic, merely
because they are poor readers. A child is not qualified to use a
text-book of any science until he is able to read with facility, as we
are accustomed to speak, in groups of words. This ability he cannot
acquire without a great deal of practice. If phonetic spelling is
commenced with the alphabet, he will be accurately trained in that art
also. It is certain that reading, writing and spelling, have been
neglected in our schools generally.

If there is to be a reform, it must be commenced, and in a considerable
degree accomplished, in the primary schools. These studies will be
taught afterwards; but the grammar and high schools can never compensate
for any defect permitted, or any wrong done, in the primary schools.
Reading is first mechanical, and then intellectual and emotional. In the
primary schools attention is first given to mechanical training, while
the intellectual and emotional culture is necessarily in a degree
postponed. When the first part of the work is thoroughly done, there is
no ground for complaint, and we may look to the teachers of advanced
classes and schools for the proper performance of the remaining duty.
The ability to spell arbitrarily, either in writing or orally, and the
ability to read mechanically,--that is, the ability to seize the words
readily, and utter them fluently and accurately,--must be acquired by
much spelling and much reading.

This work belongs to the early years of school-life; and, if it can be
faithfully performed, the introduction of text-books in grammar,
geography and arithmetic, may be wisely postponed. But it is a sad
condition of things, which we are often compelled to contemplate, when a
pupil, who might have become a respectable reader had the elementary
training been careful, accu