1. Geometrical Drawing.-2. Reading and spelling.-3. Intellectual Arithmetic.-4. Geometrical Definitions-5. Written Arithmetic.-6. English Grammar.-7. Writing.-8. Geography.-9. Composition.

By "Geometrical Drawing," we intend an exercise with a pencil and slate, designed chiefly to prepare the child to notice more readily and remember more easily the various forms of the alphabetic characters. We will endeavor soon to resume this subject. Some remarks of Mr. Neef, which are partly applicable to the case in hand, were quoted on p. 145-6.

In "Reading and Spelling," we would include a knowledge of whatever is expressed or implied in that which is read, and the rudiments of an extemporaneous use of language. On this subject, we have much to say; for which we shall find opportunity in the continuation of the article entitled "First Lessons in Reading and Spelling." See some valuable suggestions on p. 110, from the pen of Doct. Keagy, author of the Pestalozzian Primer. The exercise of reading should be continued during the whole course of education; and the exercise of spelling should be connected with every branch to which the scholar attends.

"Arithmetic" has been already several times brought into view. (See pp. 12, 21, 44, 60.) We have some suggestions of our own to offer, hereafter, on this subject, in addition to what has been so well said by Fowle and Colburn. We fear that much of the benefit of Colburn's Intellectual Arithmetic and Sequel is lost, from the manner in which the books are used by many instructers.

In regard to "Geometrical Definitions," we propose ere long to prepare an article, designed for the use of teachers in communicating instruction on this subject. A little knowledge of geometry is so easily acquired and so very convenient, that it ought never to be neglected. See, on p. 65, some good remarks from the pen of the Rev. Joseph Emerson.

By "Written Arithmetic," we intend such numerical calculations as are performed on a slate.

The method of teaching "Grammar" is another of those topics which remain to be discussed in our pages. A hint on the subject may be found on p. 73.

In connection with "Writing," the making and mending of pens, the manner of folding and superscribing letters, and other things of the kind, should always be taught.

In connection with "Geography" a little of History, Chro

nology, and Astronomy, may be taught, either orally, or from suitable books, if such can be found.

By Composition," we mean written composition; the manner of teaching which will be considered hereafter.

We should be glad to add Natural History and Natural Philosophy to the list of branches, if we knew of any books on these subjects adapted to common schools.

We have not named Rhetoric among the branches to be studied, because we think that what is commonly called studying rhetoric,'-that is, reading Blair or Jamieson, and committing certain portions to memory, or getting answers to printed questions, is a very unprofitable exercise, at least for pupils in common schools; and we strongly suspect that one half the scholars in academies and private schools, who study rhetoric,' would derive greater benefit from spending that time in learning to read and spell, and to understand what they read. Indeed, all the books on rhetoric that we have seen, require a mature and cultivated mind, in order to be useful. If, however, by Rhetoric,' we mean the art of using language so as to express our ideas in the most forcible and pleasing manner, it is an art which the child ought to begin to learn, by the example of those around him, as soon as he begins to talk ; in which he ought to receive oral instruction during the whole period of childhood; and which he may be taught by exercises in written composition, as soon as he has learned to write a legible hand. The use of figurative language, and the names of some of the figures of rhetoric, may be taught by means of examples; and many of the directions or rules contained in Blair's Lectures, may be taught, one by one, as cases occur, in examining exercises in composition, in which those rules are violated.

The extent to which the various branches shall be pursued, must depend on the capacity and assiduity of the pupils, and the length of time which they have to attend school. Nor have we any objection to the introduction of some higher branches into a common school, provided the school is small, and a suitable number of the scholars are properly qualified to proceed to such branches. We would venture to say, that if the number of scholars in a school does not exceed forty or fifty, and if one seventh of the whole number are thoroughly acquainted with all the branches that have been named, to as great an extent as is necessary for the business of life, let them, if they please, form a class, and commence the study of Surveying, Navigation, Alge

bra, or Natural Philosophy. We apprehend, however, that there are very few district schools, where a class could be formed on these conditions.

We have not mentioned moral and religious instruction, among the branches to be taught, because we believe that this is more successfully inculcated by occasional remarks and in connection with the reading lessons, than as a distinct branch. Some valuable remarks on the best method of communicating moral and religious instruction, may be found on p. 141. We would also refer the reader to the remarks on p. 70, on the duty of a teacher to communicate general instruction.

2. The order in which the various branches should be taken up, depends very much on the books that are used and the method of teaching that is adopted. We have named the branches above in the order which we are inclined to prefer, provided they be properly taught. If, however, Reading and Spelling are to be taught according to the prevailing method, we should place them after Intellectual Arithmetic. Again, if Grammar is to be taught in the method which was formerly practised, and which still prevails to a considerable extent, we should place this branch after Writing and Geography. By Writing, we intended writing with a pen if writing on a slate is taught, it may be commenced immediately after Reading and Spelling, and before Intellectual Arithmetic. We cannot give our reasons for placing Geography so near the end of the list, without entering into a larger discussion of the subject, than we have room for at present.

3. It remains to say something on the third topic of inquiry, which relates to the elementary books best adapted to the use of common schools. Our correspondent has indeed, by asking this question, imposed on us a difficult and laborious, a delicate and invidious task. We apprehend, that merely to read the tables of contents of all the elementary school books in existence, or to examine thoroughly even all the new ones that are daily issuing from the press, would, of itself, be a task too great for one man to perform. A premium of one hundred dollars was offered, last year, to the person who should write "the best Essay or Criticism on the different Spelling Books now in use." The essay submitted was to include criticisms on the following Spelling Books Dilworth, Perry, Mavor, Murray, Webster, Picket, Little, Wiggins, Alexander, Bradley, Mayo, May, Hull, Cummings, Marshall, Crandall, Byerly, Conaby, Burhans, Hazen, Cobb, Jones, Sears, Hawes, Bently, Torrey, Kelley, Bolles, and Will

iams.* So much for the single article of Spelling Books. Well, then, might our correspondent and his coadjutors shrink from "the task of collecting all the elementary books that are in existence, and instituting such a thorough inquiry as would enable them to make a proper selection.”

The task imposed on us is also a delicate and invidious one. To recommend one book in preference to others, is to touch the interest and array the prejudices of the authors, publishers, and advocates of all the books which are, by implication, pronounced to be of inferior merit. Some of the obstacles to be encountered in introducing new and improved books into schools, have been adverted to by Mr. Carter, in the extract from his Letters on p. 204. An attempt was made, a few weeks since, to introduce the Franklin Primer into a small private school, as a substitute for the Spelling Book. The lady who teaches the school, examined the book, was pleased with it, and recommended it to the parents of her little pupils. She had eight or ten children of suitable proficiency to use the Primer; but she was able to persuade one only to purchase a book for her child. The parents of the others said that their children had books already, and that was sufficient. They would not give a single four-pence-halfpenny to have their children taught in a better manner; and to have them make greater progress in reading and spelling, and in the acquisition of useful knowledge. So it is. From many instructers little is to be hoped, and from most parents still less, in varying the standard of common education. The progress of light and improvement must be grudual ;-so gradual, that we fear some of our schools will scarcely, in the lapse of half a century, emerge from the degraded and sad state into which they are sunk. To raise the character of schools, school-committees must interfere, and that same legislative power must be exerted, which has provided for the establishment of these schools. It would, probably, be going too fast for the legislature to establish a uniformity of books throughout all the schools in each State; but it would be well, we think, if a Committee, in each town, consisting of all the legally qualified instructers belonging to the town, and of the best educated men besides which the town should afford, would establish an absolute uniformity of books throughout the town, subject to alteration whenever the Committee should think They forgot, after all, to mention Mr. Fowle's Spelling Book, which is certainly one of the best.

expedient. Something of this kind has been done in Massachusetts, and we look upon it as an auspicious event.

We do not like to recommend particular books, without assigning the reasons of our preference. We wish to enable our readers to form an idea as to what kind of books those are which we recommend; to see in what respects they are superior to others; and to judge, for themselves, of their claim to public patronage. We also wish to point out the faults which we find in the books we recommend; for the double purpose of guarding our readers against supposing that we approve of them in every respect, and of assisting their authors, so far as our strictures may meet their eye, to make, in future editions, those improvements. of which their works are susceptible. It will, therefore, readily be seen, that we are not yet prepared to give a complete list of books best adapted to the use of common schools. We will, however, in our next number, endeavor to do something toward answering the question of our correspondent.

QUALIFICATIONS OF AN INSTRUCTER. One important qualification of an instructer, is a fondness for the employment. Every instructer should not only be " apt to teach," but should love to teach. We do not mean, that every instructer should prefer the business of teaching to all other employments; nor that he should be indifferent to the numerous vexations and trials which a teacher is frequently called to experience; but that he should feel a lively pleasure in communicating instruction to his pupils, and in seeing the daily accessions made to the stock of their ideas, the gradual expansion of their faculties, and the increasing vigor of their intellectual powers. In order to this, it is not so necessary that he should possess great learning or superior talents, as that he should be fond of the particular branches of science and literature which he undertakes to teach, and should possess some degree of scientific acquaintance with the philosophy of the human mind. Under the eye of such an instructer, the scholars will be likely to apply to their studies with cheerfulness, with alacrity, with pleasure. The effect which is produced by keeping scholars in "good spirits," is almost incredible. We do not mean that flow of spirits and that half suppressed laugh, which arise from little acts of roguery or sport, either secretly or openly performed; but that animated countenance, and that brightening eye, and that glow of feeling, which arise from the acquisition of new ideas, and

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