class of children; especially in their primary instruction. A difficulty, however, exists here, and one, too, of no trifling consideration. The compilers of these reading books, spell certain words very differently. We find in some, positive errors; here, an author, whose book is perhaps in the hands of your youngest class, adopts the orthography of Perry; there, is a book used by your next class, which follows Johnson; another takes Walker for his standard; and a fourth varies in somepoints from all three; while a fifth, professing to follow rigidly the most fashionable guide, either from ignorance or carelessness, deviates, most widely in many cases, from his own criterion; beside spelling the same word variously, in different parts of the book.

It is true, an attentive teacher may meet the evil by oral explanation and remark; but while the pupil has the printed guides in his hand, he must inevitably be confused, in many instances, by the inconsistency he discovers. Besides, in numerous cases, instruction in the department of spelling, must be entrusted to the elder scholars; in monitorial schools almost wholly so. Hence, very imperfect instruction will be the result.

Among the good reading books, in use with us at the present time, are, the American First Class Book, the National Reader, and the Introduction to the National Reader, all by the same author, who has not only compiled them with very great care and taste, as to the style of the compositions as well as to their moral tendency, but who has given more than ordinary attention to the spelling of the words; so that they form a series for three classes, containing as few variations from the standard assumed--and that the most popular among us at the present day--as can be found in any other three books in the language. In the spelling of some classes of words, which I shall have occasion to advert to hereafter, I should not perhaps adopt the same rule which he has adopted; but as they are few and very distinct in their character, the variations can be easily explained, and remembered by all pupils, sufficiently advanced to use these books.

The same gentleman would render the cause of education a service, by continuing his labors, until all classes of pupils, from the oldest to the youngest, should be supplied with books for reading and spelling, from one source-by which a uniform standard might be observed throughout.

The wishes of those teachers who might be unwilling to forego the use of the spelling book, could be attained by a series of books, prepared with reference to each particular lass; beginning with one containing the alphabet and such simple words as the child himself would naturally understand and use, and advancing, by very gradual steps, in several separate books to the most difficult words in the language.

The words to be spelled might first be embodied in interesting stories, and afterwards arranged in columns,—in the manner of Worcester's Primer, which, presenting them in two different aspects, would make a more permanent impression on the memory.

Several advantages would arise from this plan; 1. the various books would necessarily be quite small, and a child could entirely master the contents of each, before it would be worn out; which is far from being the case with the spelling books now in use. Hence the plan has economy to recommend it.

2. The pupil's advancement would be much more agreeable to himself, and consequently more rapid; as he would travel in the light, comprehending all he learned. He would be stimulated to effort, by passing onward from book to book, as he would realize a promotion at every change.

In the use of the spelling books now in our schools, it be comes necessary to review--to pass through them several times; and after all, the lessons are not retained, for the pupil becomes tired of the book; he has used it too long; it has been a dull companion to him. He never studies it the second or third time with the same spirit as at the first; whereas, a new book is taken up with an eagerness and freshness that the novelty of it inspires, and produces proportionally increased benefit.

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Another advantage will be suggested, when I come to speak of defining words, which was a subject connected with that of spelling, assigned to me by your Committee.

Were spelling books, such as have now been recommended, once introduced, I am not sure but that the advantage would ilie on their side, even when compared with books exclusively for I reading. One superiority they might be made to possess, es=pecially with the younger classes; I mean that which would arise from methodical classification of. words. By arranging the lessons analogically, the manner of spelling would be more easily learned, and on the mnemonical principle longer retained, than if taken up promiscuously. Still, I would not have the lessons entirely unaccompanied by exercises from the reading book. And from what book soever or by whatever mode they might be studied, the evidence of the study should, in all cases, be rendered in writing.

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On this point I would venture one general remark; which is, that in all branches susceptible of it, the exercises-the results of study-should be presented to the eye, as the best organ of communication with the mind. Whatever is acquired through this medium, is better retained than when entering through any other. It may be said, the eye remembers. It is more attentive than the ear. Its objects are not confused. It takes in a single and perfect image of what is placed before it, and transfers the picture to the mind. Hence all illustrations in our teaching, which can possibly be addressed to this accomplished organ, should be so applied.

The mode of performing orthographical exercises now recommended, is not, it will be observed, a mere substitution of a more expeditious and effective method of accomplishing a spelling lesson. It implies the adoption of a different principle of operation from that which generally prevails. It proceeds upon the great principle of calling the mind into action in a practical and useful way, instead of one which is arbitrary and mechanical. It demands of the pupil, not a mere listless attention,

or a transient effort of recollection, but an active exercise of his powers, such as corresponds to the occasions of business in after life. The senses, even, are employed, and the perceptive power in young minds is so slight and evanescent, that such aid is to them indispensable. Attention and memory are made to keep pace, in such forms of exercise, and it is the dissolution of their natural connexion, which, in any case, gives rise to errors in orthography. What is needed in this department of instruction, is, that the pupil have prescribed to him such forms of exercise as shall prevent that mechanical and abstracted attention, which belongs appropriately to a higher stage of his advancement—that in which memory, having become perfectly true and faithful in its office, the power of attention may be safely permitted to glide into a comparatively dormant or unconscious state.

One of the great intellectual benefits of instruction in this department, is to keep the mind in wakeful, voluntary, and efficient attention—a result which can be attained only by practical expedients. The usual mode of performing spelling lessons, fails entirely in this respect, and indeed much of the pupil's success in it depends on an inactive state of mind, in which all the faculties are merged in an arbitrary flow of Practical methods of instruction, involving the memory. cooperation of our pupils themselves, in all that we require as exercises or lessons, have in all cases the recommendation, which, though not always a primary one, is, nevertheless, important in a high degree-I mean the immediate happiness and cheerful diligence of the young. The prevailing method of managing lessons in spelling, is commonly attended with a comparatively dull and languid state of mind, which contributes, along with other things, to render school exercises listless and wearisome. The effect of such states of feeling, is to be dreaded, not merely because it is less favorable to immediate improvement, but because it tends to entail on the mind, habits which are injurious to its powers, unfavorable to their free and generous developement, and at the same time, silently

destructive of that freshness and vigor of corporeal sensation, which is indispensable to happiness in youth, and to habitual activity in manhood. All exercises in every department of education, should, as far as possible, be of an active, and not. of a passive nature.

Organization, we have heard, bespeaks a design for action.* This should not be forgotten, even in those employments which are purely mental; and perhaps we should find less injury resulting to health from school education, were school exercises of an active and enlivening nature to an extent which is easily practicable. It is perhaps too true of all the stages of education, from the lowest to the highest, that they are planned with too much reference to a recipient and passive state of the mind; that they presuppose and demand inaction as a matter of habit, and thus tend to produce a mental character, which, although it may be of occasional advantage in a given branch of study, is precisely that which is not required in the business of life, nor in those stages of intellectual pursuits, in which the student is required to advance for the purposes of discovery and invention, carrying with him all his energies in full and constant activity.

I may be pardoned, I hope, this brief digression; for it is of inexpressible moment, that, in the whole course of education, and especially in its elementary departments, and in its operation on the susceptible faculties of early life, we should keep a constant eye on the probable result of all our methods, and their influence on mind and character. In the humble routine of the daily exercises of school, there are principles at work on the intellectual habits of the young, which may give a color or determination to the whole mental being; which may lead to intelligence, moral purity, and happiness for life, or to results of the opposite character, and as lasting in their effects.

'The existing diversity in the modes of spelling English words, each defended by high authority, will present to the

*Vide Dr Warren's Lecture on Physical Education.