tween a duck and a goose; a candle and a lamp; and between a pitcher and a bottle.-Tell the differences and resemblances between a dog and a cat; between a sheep and a cow; between a chicken and a crow; and between a mouse and a bat. Examine all the differences and resemblances that can be thought of. The tendency of these examinations to strengthen the powers of attention, memory, and judgment, can only be appreciated by the person who has given the plan an unprejudiced trial."

Some of the questions relative to resemblances and differences, seem to us too difficult for children, or even for common instructers. This, however, need be no objection to their being used by any one, as each can easily omit, in teaching, such questions as he pleases.

The author apologises for the jejuneness of many of the reading lessons. We do not think the apology sufficient; for we see no necessity of having so great a variety of exercises, until the learner has advanced far enough in the combinations to prepare him for such lessons as are perspicuous, elegant, and natural. We think Doct. Keagy has, in this point, fallen into the same error with Mr. Neef, though by no means to so great an extent.

Several lessons are very properly devoted to "the change in sound that a final e makes on a syllable ending in a consonant;" as, hat, hate-rag, rage.

The third section introduces what the author calls "regular reading and spelling lessons," which contain only those combinations which form words that have a meaning. In these lessons, all the previous dianoetic exercises are to be embodied in one. The following oral, dianoetic lesson is to precede every recitation : "1st. Name a word, and let the scholar give the meaning, if he can; if he cannot, define it for him.-2d. If it is the name of an object, tell its parts.-3d. Name its sensible qualities; how it looks, how it smells, tastes, feels.-4th. Tell the different kinds or sorts that there may be. 5th. If an artificial object, tell what it is made of, and what are its uses.-6th. If a

natural one, what can be made of it, and what are its uses.-7th. Tell what it can do as a whole, and with its different parts.-8th. If the word is an adjective, require the scholar to repeat as many nouns as he can, possessing the same quality.-9th. If it is a verb, name some objects that can perform that action.-10th. If the word is a name of a part of some object, let the pupil make out a list of objects which possess the part named.-11th. If the word is a general term, as bird, fish, &c. repeat the kinds included under the term.-12th. Give, orally, the derivatives that are formed from the words in the spelling lesson. This will form an excellent preparation for his lessons of two or more syllables, when he comes to them.-When all the words in the lesson have been gone through, then, and not till then, let the pupil or the class recite 1st. Spell on the book. 2nd. Read or sound the words at sight. 3d. Spell off the book. 4th. Read the accompanying reading lesson.

"This may appear like a formidable series of exercises to be pursued by the teacher and scholar; but if the plan receives an impartial trial, both teacher and scholar will soon be too well pleased with it ever to give it up. Both will find their minds daily expanding. The scholar will be prepared by this course, to compose short essays, as soon as he is able to write with ease on his slate."

The combinations ay and ai are first introduced, with a few words, containing these combinations, arranged in columns for a spelling lesson, and followed by a variety of sentences thickly interspersed with the same combinations. Now, we insist upon it, there is no need of such an accumulation of examples of a particular kind, to the destruction of all good taste in composition. The following is one of these sentences; which sounds much better by itself, than it does in connection with ten or a dozen other sentences, in which the same sound perpetually recurs: "It is day, and I see a jay on the hay." The next lesson contains the combinations oy and oi; which reads better than the other, from an

intermixture of these combinations with those introduced in the preceding lesson. One of the sentences, however, is, "The boy's toy is in the oil." The next lesson contains the combinations ee and ea; the next ow and ou; the next aw and au; the next, ie, as in die; and the next oo. The following are specimens: "Can you maul a rail? No but our Saul can maul a rail. Say, Saul : can you stay to-day and maul rails? Has Saul a maul? Yes, Saul says he has amaul.-My ear can hear Tray play on the hay." The next lesson in order introduces the terminations ab, abe; the next, ap, ape; the next, ep, eb, eep; the next, ib, ibe, &c. The following are specimens: "May I dip the tip of my whip in the oil?—I can skip, if I no not slip or trip. He has eat tripe and a snipe.-I saw a top swop a rope in the shop for some hops.-1 see you scrub and rub the tub.—I see the maid scrape the shad with a spade in the shade of the tree."-These examples are enough to show, that Mr. Neef is not the only man who employs a "queer phraseology" in constructing sentences for the perusal of children. Many of these combinations are so easy, that the child would learn them by analogy, without being exercised upon them so abundantly.—We are sorry, too, to see the reading lessons defaced with so many italic words. It would be better, in most instances, to leave the child to find, for himself, the words which contain an exemplification of the particular combinations which are to be taught or inculcated.

Even Doct. K. himself does not seem to be yet entirely free from the shackles of custom and of long established habits of thinking. He takes it for granted, that new words can be more easily read by the child, in the first instance, in a spelling lesson, in which the words are arranged in columns, than in a reading lesson, where there is seuse as well as sound; and his whole. book is constructed in conformity to this principle. Like the author of the Frankliu Primer, he puts the spelling lessons before the reading lessons; and he even apologises, near the close of the book, for introducing into the reading lessons a few words which are not found in the previous spelling lessons. Now, we would completely reverse this order,-if indeed any spelling

lessons are necessary, other than what the reading lessons themselves afford. Our reasons may be given on a future occasion. Justice to the author requires us to quote a passage from the remarks with which the book concludes: "In reviewing our little work, we see much that might have been amended, both in matter and arrangement. As an apology cannot mend it, we will only observe, that should a second edition be called for, we will present it much improved. The production, such as it is, must now go forth, and be submitted to the ordeal of a public examination."

We take leave of the Pestallozzian Primer, with the hope that a second edition will soon be called for. The day, we trust, is not far distant, when such books as this, the Franklin Primer, and Worcester's Primer, will take the place of Spelling Books in all our schools.

THE MONITORIAL SYSTEM.

Since penning our remarks on the "Advantages and Disadvantages of the Monitorial System," we have found the following paragraph in the American Journal of Education.

"The new system, to commence with fair and rational prospects of success, must be introduced in the primary schools, and work its way upward to the higher schools in other words, children should carry this system with them from the elements of learning onward to its highest departments. The change should not begin in the higher schools, unless the teachers desire it. The influence of habit must be brought to the aid of the teacher and the system. Introduced abruptly with teachers and children trained to a system embracing the force of personal authority in the teacher as the main spring of the school, it will seem loose and disorderly; and the scholars, if not favorably disposed, may render the change equally embarrassing to the teacher, and injurious to themselves. The monitors may prove unfaithful. The noise inseparable from simultaneous recitation and monitorial superintendence, may be abused as a pretext for disorder and confusion. Such was actually the case in some places in Scotland, when mutual instruction was introduced there. The change from the grave and sober aspect previously worn by the school,

was abused even to diversion and merriment, and consequently too many insufferable improprieties. In the national schools of England, on the other hand, the new system was adopted principally with children who had not been previously taught at all, who had consequently no school habits formed, and who could be easily led to form any that might be prescribed. At present, the benefits and the permanence of the monitorial method are fully secured by the establishment of the Infant Schools, where the children are trained up on that system from infancy, and of course feel the authority of a monitor a sufficient control, or the duty of a monitor a serious charge. Mutual instruction, when engrafted on the common system, must always lose much of its efficacy on the contrary, if adopted in the earliest stages of education, it will be found, not only more congenial to the active propensities of the young, but vastly more conducive to improvement."

PHYSICAL EDUCATION.

When a child is old enough to go to school, physical culture becomes, if possible, still more important than before; partly owing to the increased demands of the growing corporeal powers of the child, and partly to the circumstance of so large a part of the day being occupied with sedentary application, which renders relief and active recreation necessary to health and cheerfulness. Here it is possible we may be met with the very common notion, that going to and from school, and perhaps playing a little by the way, are sufficient exercise for children. This is a plausible apology for the neglect of regular means for the improvement of health; but it is every day set aside by the increasing numbers who in the very bloom of youthful promise, are falling victims to it, in most of our large cities. It is not a daily walk merely, whether short or long, or a little sport in the streets, that will meet the demand for full and constant health in after life. * * *

The chief circumstance connected with the health of children, which I would now bring under the notice of parents, is the obstruction offered by the prevailing arrangements of our schools; and, first, the very injurious length of time during which children are compelled to be sedentary-amounting to three, four, or six hours in succession. The human frame was not formed to sustain this, and especially in childhood ;—we are created active and not passive beings; and every scheme of education, howev