fixing our attention on expressions, we lose sight of the thoughts they convey, and consequently of the effects they should produce. We also wish that lessons in language should be well given, and should be complete in all their parts; and in proof of this we may boldly appeal to the table of lessons we have given above, whether as regards its extent or its gradation, or what may be called all the minutiae of grammar and orthography. But all the while we have kept in view something infinitely more important, viz. : the intellectual developement, and by means of it, the education of childhood, in the strictest, noblest, acceptation of the term. We beg, therefore, that teachers who make use of our elementary books, will with heart and soul adopt our intentions, and thus become something better than mere teachers of language. The mother has begun the noble task, and we must carry it on according to the increasing age and capability of the pupil. Our elementary books will certainly provide the details as well as the principles of our teaching; but if, on one hand, we do not undervalue teachers, or wish to make them mere passive instruments in our hands; neither do we consider that they can accomplish their task well without full conviction and knowledge of the plan from beginning to end. An exercise of reason is required of the children throughout, because the object is to make them reasonable, that they may become good. It will, therefore, be necessary to assist them in their exertions, to uphold their faultering steps, to teach them what they cannot know of themselves, and to correct the errors into which they will fall. Beginning in complete ignorance men must pass through error in the way to truth. Need we add that what has now been said relates to the educative instruction which pervades our whole course of language? Every thing else must be subservient to it; and this must be deeply impressed on teachers who would worthily discharge their high duties. It is for their assistance that we have written this preliminary work; and we conjure them to keep constantly in view the great model upon which they are to endeavour to form the pupils entrusted to them. They must also learn to know the natural tendencies of the human heart, as the materials which they are to work upon; and the means of cultivating them so as to produce the desired effect. These we have pointed out in detail, and the guides of youth may, with a little reflection, work in the light of knowledge, and will be able to add something of their own, according to circumstances, as well as to direct the attempts of their pupils, at the different exercises suggested by our elementary books. Exercises on the principle of our educative instruction are all-important, because they tend directly to our object. They consist in explaining and analyzing all the truths contained in our course of language, with a view to the right formation of the heart, and they must never be omitted. Not so the exercises in grammar, orthography, and punctuation. In these matters we must do the needful, and omit what is superfluous; and pupils must be exercised in them, both by oral lessons and in writing, until they have acquired the habit of writing correctly. To go beyond this is to waste precious time upon minutiæ, and to render our lessons irksome, whereas they ought to be attractive; for one of their principal charms is novelty. Nothing stimulates the application and diligence of children so much as the consciousness of progress. Try, then, to inspire this feeling by praising their exertions and achievements, and beware of leaving them in a difficulty; but assist them out of it by some slight hints, which may still reserve for them the pleasure of the discovery. You will find many faults to correct, but these must not dishearten you, still less must they provoke you, for impatience will neither gain the heart of your pupils, nor open their minds, nor increase their powers and industry. All this will be effected by kindness in the teacher and gratitude in the pupils. No children should be admitted to our course of language who cannot pursue its exercises advantageously. They must, therefore, bring with them all the knowledge and little accomplishments which will be taught in the elementary school of which we have spoken, or at home; for it matters little where they have acquired these elements, provided they have them. Our educative course of language, though it will require a good deal, will not occupy the whole time of children; and we have recommended that lessons in reading from the sacred history and also from books on the wonders of nature should be annexed to it. To these may also be added lessons in geography, drawing, arithmetic, and even the elements of foreign languages. All this was done in my school, and the children of other countries are as well gifted as those of my own. Another thing that must not be neglected is calligraphy, which is in general too little attended to; and for this reason time must be devoted to it, in order thoroughly to form the handwriting of the pupils. 2. Use of the Course of Language in Schools. Schools are continually recruited by new pupils at intervals, and we undertake to instruct them up to the mark assigned in the plea of education for childhood. The capacities we have to deal with are therefore very various, and this variety requires regular classification. The more numerous the pupils, the more these gradations may be multiplied, and this is a material advantage. Pupils love to advance, in order to have the sweet consciousness of progress, and to draw strength from it for the work that yet remains to be done. And, again, when the gradations are numerous, each pupil may be placed exactly according to his talents, his application, and acquirements. Thus he works with those on the same level as himself, and neither delays others, nor is delayed himself. Thus a powerful spring is called into action in schools, viz., emulation; a term which by no means implies rivalry, or that hateful desire to eclipse others which would say, "Remove hence, that I may take your place." Far from exciting this bad passion, education should carefully prevent it or stifle it in the birth. The emulation of which I speak is only the lawful desire not to lag behind others, but to follow their good example. If a man walks alone he is soon weary, but give him a companion and he will journey on with ease. So it is in the studies of childhood. I can safely say that in my school there was much emulation, but no rivalry. Never did one pupil object to the advancement of another; but, on the contrary, I was often requested to advance those whom I did not consider forward enough, and was assured that if I would do so, they should be assisted in the points in which they were deficient, and I should myself ascertain the result by examination. At the end of the year prizes were given for progress, good conduct, and diligence. The pupils of the three upper classes were called upon to decide on the distribution of these prizes, and they acquitted themselves of their task with such discernment and justice, that the largest number of votes always fell on the worthiest candidate. By multiplying the gradations of instruction in the same school, it is obviously necessary to employ mutual instruction; and it was by its assistance that I was enabled to give full developement to the course of language, and to other graduated subjects, in my school. Nor did I ever find any difficulty in providing monitors or propostors, without impeding their own studies, which they still pursued, because I only called them away, where subjects were treated of on which they had acquired knowledge enough to advance a step further. Besides, by instructing their school-fellows of a lower grade, they acquired the talent of teaching, which was ample compensation for any little loss they might incur in other respects. It is not true that the office of monitor produces self-sufficiency, pride, and vanity in children; for this office does not involve these vices, as a cause does its consequences. Among the monitors, there may indeed be found those who are self-sufficient; but they bring this disposition along with them to their office. Only it was hid, and now it shows itself; and being discovered, it may be corrected by an enlightened and watchful master. This, then, is an additional advantage in the system of mutual instruction. Other systems do not form the child for every relationship in life; for if they place him in that of subordination to his master, and equality with his school-fellows, they do not in that of a superior to his inferiors; therefore, he is deprived of training in this important particular. Those who, in order either to cry down or to extol mutual instruction, have represented it as a modern invention, forget that it was practised by the Jesuits in the sixteenth century, and that in fact, it finds its first application in every large family. From this source it was that I myself almost unconsciously borrowed it. My mother had brought up fifteen children: she was a strong, active, lively, and intelligent woman, and she presided over our education in all its details. One of my sisters taught needle-work to the younger ones; and in the absence of the tutor I was desired to teach my little brothers and sisters to read, and write, and recite. I remember that I was very exorbitant in my requirements; and that I often incurred reproof from my dear mother on this account, for I knew not, as she did, how to combine gentleness with strictness. But these reproofs were not thrown away, for I have since learnt to correct this fault. How little did my mother foresee that I was serving my apprenticeship under her for the more extensive duties I should afterwards be called to, at the head of a school in the town of my birth. And, how little did I foresee that I should live to hear that system, which first sprung up in families, and is from above, because it belongs to a mother's instinct, to hear it, I say, denounced as an almost infernal invention! The proscription of it has now been rescinded in this country, for it is practised, though without being avowed, in most of our public institutions. Thus truth may be crucified, but it cannot be slain; it will appear alive again, though perhaps not for many days. I do not hesitate, therefore, to recommend mutual instruction in large schools, as the only means of providing for the instruction of all the pupils, and of putting it within reach of all, so as for all to be interested and benefitted by it. And here I allude particularly to syntax and conjugation. Vocabulary I made a general lesson, given by the teacher to the whole class collectively; and there were others also which were reserved for him, as for example, the correction of the compositions; and moreover he was called |