: seen, the more they increase the store of their language, and rectify it; and the more patience and indulgence they exhibit in going through these exercises, the greater will be the success of their labours. Think of that animal which carries its house on its back of those which never walk, but only hop: of those which have many small bones: of a bird which crows of another which sings of those which lay eatable eggs of an animal which lives in the earth of another which gnaws every thing of one which sees best in the dark: of those that spoil and corrupt meat; and of such as consume your clothes, &c. : Think of that animal which has a long proboscis, or trunk, and name it; of that which has two hunches on its back; of that which has long legs and a long neck, &c. Recollect the names of the coins which you know : of the materials of which your clothes are made of several sorts of leather: the names of musical instruments of different sorts of vehicles, &c. What do you see about the window, on the table, on the watch, on the lock of the door? What do you observe about a tree, a flower, a vine, a rose? what do you see on the wall by candlelight? what on a summer's morning? (dew :) what on a winter's day? towards night? (sunset, workmen returning home.) What do you see on the walks and roads, after a long drought? (dust :) what do you see on a bird which a dog has not? on cows, on sheep, on hogs? what do you see near flocks and herds? (shepherds, dogs :) what in a forge? on a steeple? If a tree were represented, the following questions would excite the child's attention. What do you see on this tree? do you always see leaves on a tree? do you see strong boughs on every tree? what do you see on trees in Spring? and what in Autumn? can you also name a part of a tree which is not seen which is the highest, and which the lowest part of the tree? where do trees grow? in the garden only? what animals rest on trees? none but these? Name some flowers you have seen in the garden, and others you have seen in the fields. Separate pictures on pasteboard are very useful, and may occasionally be placed before the child in rows, when he may be asked, How many rows of pictures do you see before you? which is the upper, which the middle, which the third, the fourth, and which the last or lower row? what does the third picture of the second row represent? what the last picture of the first, the fifth picture of the third row? They may be gradually led to system in the use of these prints, by placing all those together that belong to out-of-door occupations: all those that belong to the house; those that belong to the farmer— to the gardener-to the carpenter, &c. To separate animals into domestic and wild-most useful-least useful-amphibious. Those that furnish clothing. Those that serve for food-for food and clothing. Land birds-water birds-birds of prey-singing birds. Insects with wings-without wings-with two-with four wings-with covered wings-naked wings. Stuffed birds will be useful to examine and describe, and compare with prints and during their walks they may be led to listen to, and by practice become skilful in distinguishing the notes of different birds. "Come, let us go forth into the fields; let us see how the flowers spring; let us listen to the warbling of the birds, and sport ourselves upon the new grass," is an invitation that children will always receive with joy. All these amusing little exercises will develop them to the observation of nature, and will prepare them for entering afterwards upon the scientific study of natural history. In order to exercise the eye together with the attention, the Mother draws, with a piece of chalk, a line, on the table, asking, what have I done? She then draws one shorter, and some longer lines, &c. and asks: What do you notice of these lines? She then draws a curve line, after this a circle, then a square divides one line into two, three, four, or five parts, and the other lines also, and makes the children observe the difference between the parts, &c. She then desires the children to shut their eyes, or to turn about; effaces some of the lines or figures, and makes them find out which of them has been effaced. She shortens several lines, and lengthens others, asking, What have I done? She effaces them entirely, and renews them again in a greater number. She now turns the board or slate so that the children see only the blank side, and desires them to mention the figures or lines in the order in which they are drawn on the slate. In every exercise for children, the board or slate should be large, and placed upon an easel. To those who are practical, the advantages attending the use of the large slate and chalk need not be pointed out. These two lines, which I am now drawing from the left to the right, and which do not decline either way, but appear level with the floor, I shall call horizontal lines. What did I call them? I now have made a new line: is it like the former ? It comes down in a straight direction, like a stone which falls to the ground, and I shall call it a perpendicular line. But what name would you give to this third line, which is neither horizontal nor perpendicular? (a sloping or oblique line.) What lines have I drawn now? (two horizontal lines.) Do they approach or touch each other, or are they equally distant? we will name them, therefore, parallel lines. But what do you observe of these two? (they bend or incline on one side towards each other.) And what on the opposite side? They run or decline from each other. They are called lines not running parallel, &c. Should the Mother at any time hear any 'little disputes, or the children making too much noise, she may recal them to order by desiring them to describe the geography of their gardens-situationextent-form-aspect-soil-culture, and produce : or describe the interior of the house, or by what marks can you recognise its exterior? Could you recognise a house by a waggon placed before it? Why not? By a tree before it? Do you see windows and doors in every house? What do you call the highest, and lowest part of the house? what do you call that channel which runs from the bottom of the house to the top, and rises above the roof? &c. Questions like the following may be asked, as an introduction to the knowledge and the value of the senses. How do you know that animal is creeping? that bird flying? that insect hopping? How do you know the snow is falling? that that man is mowing? another sowing? &c. Can you see the wind? Can you see thunder? But how would you discover what is acid or bitter? &c. Can you distinguish by any other sense than seeing, an orange from a lemon? a rose from a carnation? a walnut leaf from a geranium? Can you perceive by your sight whether a plate be hot or cold? &c. Those things with which an artificer works, are called tools, or instruments. Which are the instruments of seeing? hearing? smelling? and tasting? are these instruments equally perfect in every person? what persons are deprived of some of them? what is our duty towards such persons? what does the blind man suffer? of what enjoyment is he deprived? what magnificent and sublime sight is withdrawn from him? what acquirements can he never attain ? by what does he distinguish one man from another? Of what can a blind man form no idea? Of what enjoyments are the deaf deprived? by what means only can you make them understand you? what is the reason that those born deaf, are dumb at the same time? Are people ever dumb at one period of their lives, and able to talk at another? Is it possible to be dumb without being deaf? "A few years ago, and I was a little infant, and my tongue was dumb within my mouth; and I did not know the great name of God, for my reason was not come unto me. But now I can speak, and my tongue shall praise Him: I can think of all His kindness, and my heart shall love Him." |