The class are then requested to write the sentence again, without any further dictation, and then to repeat the whole, as fast as they can do it, with any degree of accuracy, perhaps ten or twenty times. Another sentence is then given out, written, and repeated in the same way. This plan is pursued to the end of the first lesson, of an hour and a half, or two hours; in which time the class will have written perhaps half a chapter from the Bible, or, at least the entire contents of plate 6; and will have acquired a tolerably correct notion of the whole system, theory and practice.

It is desirable that between the first and second lessons, (and lessons are generally given daily,) the learners should give so much attention to the subject, as to be able to make all the characters without referring to the alphabet.

The second lesson follows up the plan commenced in the first, till it is discovered that a majority of the class can write small words without hesitation. By this time, some, from closer application, or more brilliant parts, will probably have outstripped the majority; while others, from negligence, want of capacity or other circumstances, have fallen below the general level. To meet this case, a change is necessary, in order that no time be lost to any, and that each individual may go forward, in exact proportion to the brilliancy of his genius, and the assiduity of his application; that none be clogged and kept back by the more tardy march of others; and that the backward be stimulated by the more rapid strides of their superiors, and by the fear of falling below a respectable level.

The new plan is this; to dictate short, easy sentences, and permit each individual to write the whole as soon as he can, and then proceed immediately to repeating as fast as possible, till a new sentence is given, at which time, all must drop the old, and commence the new sentence, whether the former has been written once, five times, or not half written. By this means every individual is all the time actively engaged with his own particular duty, not knowing whether he is first, second, or last, in point of improvement.

It is perhaps best, during this kind of exercise, for the teacher to conform as nearly as may be convenient, to the average rate of the whole class; that is, allowing time for each sentence to be written at least once, by all, supposing their facility fairly equalized. This exercise may be profitably continued to the close of the second lesson, or third hour. While dictating to a class, it is my uniform practice to be moving constantly about, to see that all perform their part according to the best of their ability, and that none acquire bad habits, in their style of execution. I am very particular, also, to explain the manner of spelling and joining all hard words that may occur; and if a prefix or termination be necessary, the proper instruction is given at the time.

To afford a little variety, and to excite new ambition in the class, I sometimes request one or more of the most fluent writers, to pronounce aloud the last word of each sentence, as soon as it is written, or when it shall have been completed a second time.

Here the whole class discover what progress has been made by the several individuals as they are selected from time to time; and the measure has usually a very salutary effect in stimulating the slower ones to increased exertion, as they know not how soon they will be called to the same duty. The fear of exposing their own deficiency often produces an astonishing change before the next lesson.

In the use of these novel, and extraordinary means, the teacher should accurately discriminate, and be governed by sound discretion, lest in his attempt to awaken the slumbering genius, he wound the feelings of those who, from causes other than that of negligence, are unable to keep way with the class-rather let the deficiencies of these appear to pass unnoticed by the teacher, and unexposed to the rudeness of those more fortunate in the class. It is a fact worthy of serious consideration that few individuals are fully acquainted with their own powers and faculties; and it is not a little astonishing that this circumstance should have been so long comparatively overlooked, by those whose duty it is to instruct the rising generation.

I shall here introduce a few ideas, from a late number of the "Boston Education Reporter"-under this head, "There should be a discriminating attention to the different capacities," &c.-" A school may be considered a plantation of young minds, the trees of which radicate in a different manner, and blossom at various times; each of them requiring a method of cultivation adapted to its nature. It is of immense importance to know the real capacity of pupils, in order that impossi

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bilities be not required of them. Minds, like locks, have different, and often difficult wards; the same key will not open them all, yet all by a skilful locksmith may be opened. Some teachers, like a set of empirics, have a certain nostrum which they administer in every case they never vary the application, and if this does not succeed, the case is abandoned as desperate, whereas a little variation in the mode of treatment would have carried the point and ensured success. When a teacher meets with cases which ordinary methods do not reach, he should call to his assistance the powers of invention, and try the effect of new measures.”

Upon this topic I shall offer a few more hints, with a hope that they may be useful to teachers and pupils.

We see that by training the faculties of the body simply, the most astonishing attainments are achieved in almost every department of human action and skill. This acquired superiority in certain particulars, results, not so much from any peculiar fitness of organization, as from circumstances operating to call forth, concentrate, and put into successful action, certain hidden germs of latent energy, which, under different circumstances might have lain dormant; or, struggling into activity, might have been prematurely smothered amid the ranker faculties, or warped from the course for which the dignity of our nature had intended them, into sickly tributaries to some grovelling effort of debased humanity.

The same holds good of the purely intellectual faculties-they require not only to be protected from the rude encroachments of the grosser attributes, but to be

fostered and trained into a systematic, healthy, and vigorous action.

From this we draw the following conclusions, that to excel in any thing, it is chiefly necessary to give our undivided attention, and to persevere with an untiring zeal, according to a fixed rational plan. And as it has been well remarked, there is a time for every thing, if we take one thing at a time, so is it highly important, and even necessary, in the business of teaching and acquiring useful knowledge, to decide, first, what is most essential to be accomplished; secondly, the quickest and most effectual method of attaining the end; thirdly, to persevere with an unshaken resolution to succeed, and a full confidence that these efforts will be crowned with success.

I have already mentioned the fatal error of grasping indiscriminately at a little of every thing at the same time, thereby dividing the attention and giving but a superficial knowledge of any thing: I will now speak of another serious impediment.

Most learners finding themselves surrounded by a variety of interesting subjects, all claiming their special attention, are at a loss which first to pursue, and thus waste much valuable time in hesitation and doubt, or in changing from one thing to another. And being placed, as they may honestly suppose, at an almost immeasurable distance behind those who have excelled in particular departments of human improvement, they conclude their own case hopeless, as it respects distinction, in this, that, and the other attainment-they cannot equal Demosthenes, nor Cicero, nor Newton, nor