is ever any other part of speech? whether they can give any example of this? why the word is an adjective in the example so given ? The children will then be required to point out the next adverb in the passage, which is "yet." With regard to this word, if they had previously been made acquainted with conjunctions, we should have asked whether it is ever any other part of speech? and when?

The next part of speech to which the pupil's attention is particularly called is the CONJUNCTION, of which, in the present case, they will give as an example the word "and," and be required to say what it connects.

INTERJECTIONS form the last subject of consideration, and as these but rarely occur in the course of ordinary reading, it becomes necessary to furnish extraneous examples.

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After the children have learned all the parts of speech, or at least all the principal ones, the practice of classing the same parts of speech is entirely dropt, and each word is parsed according to the common method in its own order. Thus " the," the definite article prefixed to " object ;" "grand"est,” an adjective in the superlative degree qualifying "object;" "the," the definite article prefixed to object;""most," an adverb in the superlative degree qualifying "sublime;" "sublime,” an adjective qualifying "object;" "and," a conjunction connecting "sublime" and "extraordinary ;" "ob"ject," a noun, neuter, singular, nominative to "is;" "we," a personal pronoun, plural, nomina

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tive to "have;" "have," a verb, indicative mood, present time, plural number, and first person; "yet," an adverb qualifying "seen;"" is," a verb, indicative mood, present, singular, third person;

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Fingal's,” a noun, masculine, possessive, singular; "cave," a noun, neuter, nominative, because it follows the verb "is" preceded by a nominative ;* "in," a preposition governing "isle;" "the," the definite article prefixed to "isle ;" "isle," a noun, neuter, singular, objective governed by the preposition "in ;" "of," a preposition governing "Staffa ;" "Staffa," a noun, neuter, singular, objective governed by the preposition "of." This routine, however, is very often broken in upon, (much oftener, indeed, than otherwise,) as the state of the class, the particular answer given, or any other circumstances, may suggest the propriety of more particular questions.

Nothing can possibly be more satisfactory than the result of this experiment. There is however a very great difference betwixt teaching the grammar of one's own language, and that of a foreign tongue. In the latter case, and even in teaching the grammar of a vernacular language more complicated than our own, we should consider it absolutely necessary to put the pupil in possession of a book of grammar, from which he may learn the various inflexions and rules. Those, too, who are less prac

* We have given this as a specimen of the manner in which our rules are repeated, or rather the principles enunciated. If the principle be expressed, the pupil may do it in any words he pleases.

tised in that method of oral instruction, which pervades our whole system, may perhaps derive greater benefit, than our school would, from the use of some judicious systematical treatise. But, even where such a book is used, whether in teaching a vernacular or a foreign tongue, it ought never to be forgotten, that grammar is not solely, nor even chiefly to be acquired from what a child learns at home to repeat, but from what he is practically taught by a judicious master in school;-not from the rules contained in the systematic work, but from the application of the principles to the daily lessons. We can, accordingly, by no means approve of that method of teaching any language, which is now every day becoming more and more exploded, whereby a long and irksome preliminary process of grammar was gone through, before a book was put into the hands of the pupil to read. Before leaving the subject of grammar, we would remark, that, in our opinion, after the pupil has been practically instructed in its leading principles, he may then with great advantage peruse some of the systematic treatises on this subject.

CHAP. XVIII.

ON WRITING.

Beasts may convey, and tuneful birds may sing,
Their mutual feelings in the opening spring;
But man alone has skill and power to send
The heart's warm dictates to the distant friend.

CRABBE.

THE benefits which WRITING holds out to every class of the community, can hardly be called in question by any one, who, for a single moment, reflects upon the comfort and delight, which, especially in situations of danger and distress, a letter is calculated to afford to a distant parent, wife, or other relative or friend. Yet this blessing the opponents of education long withheld from the lower orders, on no better ground, than that, like every other blessing, it might by possibility be perverted and abused. "If you teach them to write," it was said, "they will learn to forge." And, upon the same principle, they ought, were it possible, to be precluded from the exercise of speech, because they

may lie and blaspheme, and have cause to say with Caliban

"You taught me language; and my profit on't
"Is, I know how to curse: the red plague rid you
"For learning me your language."

This absurd objection, though urged at no remote period, (as shall afterwards be noticed,) can no longer find any one hardy enough to be its advocate.

In the Sessional School, where, from the condition of the pupils, it is highly desirable, that every branch of education should begin at as early a period as possible, the reading and writing commence simultaneously. In order also that the pupils may have more extensive practice in this art, than the institution could afford, if they were constantly to employ pens and paper for this purpose, each of them is, (according to the practice both of the Madras and Lancasterian schools,) furnished with a pencil and slate, which last is constantly suspended round his neck, during the period of his attendance upon school. There is no other peculiarity in this department.

M