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instruction. It is better to observe with a peculiar degree of reverence all lessons which do so; although, of course, a wise teacher will always bear in mind, that all he teaches may be made to bear upon the most important subject of all. The practice of setting copies from Holy Scripture, for writing in copy-books, seems especially objectionable, as tending to make children regard sentences so put before them in a light and indifferent manner.

It is taken for granted, that the children, to whom the lessons contained in the latter part of this book are adapted, will have some knowledge of geography and grammar. Whatever objections may exist to the introduction of these subjects into the education of the children of the poor, the simple fact is, that some instruction in them must necessarily follow, from the elevated standard of attainment now required in the many admirable Normal Schools in operation. The teacher will give to his scholars whatever he has himself learned; and, so long as religious instruction holds its due place in the education of the children of the poor, there can be no more reasonable objection to teaching geography and grammar, than to arithmetic. A lesson in each of these subjects, three or four times a week, will be found profitably to vary the routine of the lessons, to fix the attention of the children, and so to awaken the faculties which may, by God's blessing, be made useful in the acquirement of the “ wisdom which cometh from above.” Only may we be preserved by God's mercy from the delusion of regarding knowledge itself, and the amount of information given in such subordinate subjects, as the object of education: and not the formation of a teachable, attentive, and industrious mind, humbled by the discipline necessary for the acquirement of knowledge of any kind, and so enlightened and awakened as to be able to feel and know the highest truths.

It may be added, that one of the qualifications required in candidates for the office of pupil-teacher is, to write correctly from dictation a simple narrative slowly read to them. In village schools, it is to be feared that, from the early age at which children are taken to work, few of them remaining after they are twelve years old, little benefit will be derived from this part of the method of aiding national education which has been adopted by the government.





The rain is gone. The sun shines clear in the sky. I see no clouds now. The wind blows soft and fresh.

When it is a clear night the moon shines. Then we see the stars. They are bright, and more than you can count.

3. The birds sing in the trees, and build their nests, so that they may lay their eggs in them. I love to hear them sing.


How cold the wind blows! It blows from the north, or from the north-east. Soon we shall see the white snow on the ground.

5. Spring is come. The grass grows, and the young leaves shoot on all the trees. All things look glad. Come! Let us walk out.

6. Hark! I think that I hear the bees. They hum in the air. We must not go too near the hive, for fear they should sting us.

How I love to see the young lambs play in the field, or on the downs! They seem full of joy. They play all day, and sleep at night.

8. That sweet smell comes from the wild rose, which grows in the thick hedge. I cannot reach it. It is a bright flower. Do you not see it?

9. The sheep and lambs feed on the soft green grass. There is a large flock. A man has charge of them. Look! He has a dog with him.

10. The cow is in the field. She gives milk. When they want to milk her, she stands quite still. From milk we get cream; and of cream are made butter and cheese.

11. The stream runs through the mead. How

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