It is avowedly drawn in a great measure from the Library of Entertaining Knowledge, and seems to embody the most valuable and interesting parts of that work, so far as they relate to the higher classes of quadrupeds.

The author has not been content to insert the loose accounts which have been copied from one compend of natural history into another, for half a century-but he seems to have consulted the latest and best authors, and has therefore given to the work a degree of authority which does not usually attach to abridgments of this sort. He has also taken pains to arrange the descriptions of animals under certain heads, as form, size, colour, appearance, habits, countries, &c., and thus, by presenting one point at a time to the attention of the pupil, has given his work great perspecuity; at the same time that it affords the teacher easy and effectual means for examining his pupils.

The work is richly illustrated with engravings of animals, many of them of an amusing character, and calculated to impress the mind of the student. It is also provided with a frontispiece, which exhibits in outline the principal animals according to their comparative size. There is also a scale of feet in the margin which shows their positive dimensions. The general idea of this interesting and valuable plate, seems to be derived from Bingley, but it is the most complete device of this sort we have The work cannot fail to be highly useful in schools; and, as a book for general reading, should be in every family.

seen.

Peter Parley's Method of teaching Geography to Youthwith nine Maps, and seventyfive Engravings. Hartford. H. & F. J. Huntington.

This work is well calculated to answer the purpose for which it is written, viz. to teach the first steps in geography. Such a work is much wanted, there being no one, either expressly designed for, or suited to this end. There are several valuable works for more advanced scholars, but none that is calculated to help the child easily and agreeably over the somewhat difficult grounds which lie between the primary reading lessons, and this popular and useful portion of juvenile study.

The neatness and clearness of the maps, the abundance of the illustrative cuts, and the free and colloquial (though we regret to say, somewhat careless) style of Mr Parley, together with the attractive qualities of the white paper and large print, are calculated to make the book a favourite with pupils, and we trust, with their teachers. It appears to us that schools which have the use of a book like this, must profit by it in the more rapid and thorough progress of its pupils, and as we esteem everything that promises advantage to youth of importance, we commend this book to them, who, with ourselves, are interested in the cause of education.

AMERICAN

JOURNAL OF EDUCATION.

No. VI. NOVEMBER AND DECEMBER, 1829. VOL. IV.

ART. I.-Thoughts on Primary Education,—Elementary Instruction in Reading, Writing, Arithmetic, Grammar, and Geography.

[Resumed from last number.]

No child should be permitted to read a single sentence, without being able, in the first place, to comprehend the meaning of every word in that sentence. But how different is the common practice. Children are hurried into pronouncing before they know their letters; into reading before they can pronounce; and into the Bible, Pitt's speeches, and Addison's philosophical speculations, before they can define the word baker. This want of attention to definitions has been seen and lamented by many teachers. To remove the difficulty, some have proposed a spelling book with the definitions annexed to each word. If such a book were in general use, however, there is reason to believe that the study of it would degenerate into a routine of committing to memory, without acquiring ideas; the very rock on which we are all wont to split. Another error which infests all our first books, without exception, would be likely to creep into this too, viz. introducing words according to some artificial order, without regard to the wants of children. Now those words should be first taught to children which they use most, and are in most need of; and their reading lessons should be constructed on, this principle. But 61

VOL. IV. NO. VI.

what child will ever use half the words in some of the tables in our spelling books? And suppose he should; if he does not need them now, why should he commit them to memory, until he has made himself thoroughly acquainted with those which he does need? Will it be said that, considering the various wants of various children, a book cannot be prepared on this plan,—since what would be necessary for one child in one place or situation in life, might be entirely useless to another in different circumstances? But perfection is not to be expected we must come as near perfection as we can. Nor, after all, are the wants of various children so widely different as has been supposed. They are, in this respect, nearly the same.

It

A first book constructed on the plan suggested in the last number of the Journal, would come as near the real wants of children as any of which I am at present able to conceive. is especially desirable, because it would teach the elements of science rationally, not mechanically. I know of no other plan of teaching children to define words extensively, except the one there proposed,-if carried out into all its applications. Nor do I know of a better way of teaching reading. The pupil would thus read his own language, his own words. And how could he avoid reading them naturally? only by being put forward too fast, an error as common as it is lamentable.

If these views are correct, how deficient our school books must appear! Our spelling books in general what are they? Fit for philosophers it may be-fit for those who already possess a liberal education, but evidently unfit for children,-for beginners. Who is the disciple of Pestalozzi that shall give us a book in his spirit, and constructed on a rational plan? Such a book, or rather such a set of books, would do more towards preparing a child to teach himself, to educate himself, than all the various elementary works that have ever been used in common schools. I do not mean to say that no other books would be necessary,-doubtless they would; and this preparatory work would be a key to unlock their treasures. This work alone, however, without any others, would be worth more than all others without this.

Perhaps no books are more unfit for the purposes to which they are usually applied, than our reading books. I know there has been an improvement in their character, within a few years; still however, they are, with a few exceptions, altogether unfit for the use to which they are applied; unfit for

'young readers to learn to read in, until they have made the necessary preparation. There would be a time in the course of a rational education, when such books as 'Leavitt's Easy Lessons,' 'Nursery Morals,' 'Early Lessons,' 'Popular Lessons,' 'Jack Halyard,' and a few others might be useful, at least much more useful than they now are for at present they do very little good. Then there is a set of books exceedingly well adapted to the wants of those who by long practice have acquired an accurate knowledge of the meaning of their words. Such for instance are the American Preceptor,' and Murray's reading books.

Valuable as the American Preceptor would be to those who were sufficiently advanced to use it, its use in our common schools at present is highly pernicious. As a member of the Board of Visitors in the town where I now reside, I have found it my duty to hear children, who were scarcely able to read the simplest combinations of words of one syllable, attempt to read in the American Preceptor and English Reader. Nothing but a sense of duty could make me submit to so much pain as I have suffered at these visits. For the exercises from first to last were performed without interest. The reading especially was calculated to disgust. It consisted of a mere repetition of 'words, of which the pupils neither understood the use nor the meaning. One exhibition of this kind in particular I shall never forget. A class of scholars who were just able to read the simplest sentences which could be devised, were directed to read a piece in the American Preceptor, on profane swearing. Most of its paragraphs, consisting of from four to ten lines ́each, contained at least twenty words, of which not a scholar in the class could give any thing approaching to an accurate definition. One of the paragraphs, of twelve lines, contains more than forty words of the above description. I here quote the first paragraph of the piece, as it exhibits a fair specimen of the whole. 'Few evil habits are of more pernicious consequence, or overcome with more difficulty, than that very odious one of profane cursing and swearing. It cannot be expected that the force of moral principles should be very strong upon any one who is accustomed, upon every trivial occasion, and frequently without any occasion at all, to slight the precepts and character of the Supreme Being.' Now of the many nouns, adjectives, and verbs in this paragraph, not a scholar in the class had any knowledge of the definition of more than three, nor any adequate idea of even these. Now how im

proper a selection was here made! No wonder children hate their books and school when thus managed. Nor is it any wonder that we have few good readers among us.

With respect to the Bible as a reading book, I have a few words to add. The Bible contains the word of God. With it, should children associate, from their earliest years, sentiments of reverence. They should never touch it, nor if possible be suffered to see any one else touch it, with indifference. If they do, and if it be often repeated, they cease to reflect on its importance, and lose their reverence for it. If it be used as a common reading book in school; if it be suffered to lie by the side of the English Reader, the Preceptor, and the Spelling Book; if its leaves are turned over and over a thousand times a day, what, I ask, will be the consequence? The answer is at hand. It becomes associated in their minds with the Spelling book! They come to maturity with these associations, and either become practical infidels, or discover their error at so late a period of life that it is next to impossible to reform.

It has already been observed that the best way to learn to write, is, to be in the constant habit of writing from earliest infancy; first, with chalk, next with a pencil on a slate, and lastly on paper. And I cannot but think that to spend any time for the special purpose of learning to write, is altogether unnecessary. Still, as a majority of the world believe and practice differently, I venture to offer my thoughts on the subject.

Too many things are required of the learner at once. In beginning to write as is commonly taught, the following points are to be attended to at the same time, viz. Position of the body and arms, position of the paper, manner of holding the pen, size, length, slant, distance, and both the absolute and relative proportion of the marks. Now, requiring a minute attention to all these points at once, confuses a beginner. Even if we ourselves have had the good fortune to escape so awkward a predicament, we may judge a little of the tyro's confusion, by attempting to move one hand horizontally, and the other perpendicularly, at the same time. We shall thus obtain a faint idea of the unpleasant situation in which we place a child when he begins to write. While he tries to give his mark the proper size, length, or slope, he will, almost of necessity, forget his manner of sitting, or holding his pen; thus exposing himself to the frowns-perhaps blows, of a tyrannical or ig

norant master.