this very same sound is represented in many other ways. In those words which we shall first learn to write, the sound o is represented by oa.-P. By oa! and of what use is the a in representing the sound 0?-T. You want to know more than I can tell you. People represent the sound o by the letters o and a; this is the only reason I can give you for representing this sound thus. How will you now write, or spell, as people say, the word afloat ?-P. By a, f, l, oa, t,"

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The greater part of the volume (243 pages out of 338) is occupied with "Practical Writing and Reading Lessons," adapted to every step of the course which we have been describing. In constructing these lessons, the author was compelled, by the plan which he had marked out for himself, to labor under very great restrictions, and to perform a very " tedious job." He takes it for granted, that the various sounds of the letters, and the various combinations and irregularities, must be introduced to the child in the most systematic order, and that the learner must be exercised a long time on each particular sound before he proceeds to another, though it be at the expense of reading many hard words and many awkwardly constructed sentences. "Instead of the usual word rapture," says the author, in his own account of the matter, "I was compelled to make use of the term enravishment. The vulgar term to swop usurped the place of the more elegant word to barter or to exchange. As I could not use the word peel, I employed the word skin. The usual word you, in the common dialect of civil life, I could not employ, and therefore I made use of the word thou, of the grave dialect. Instead of saying, as we usually say, 'She did not forbid me to erase it,' or, 'She did not forbid my erasing it," I was compelled to employ the obsolete or unusual form,

She did not forbid me erasing it." When the author has arrived, by a regular process, at the chapter in which he gives all the examples he can find of ou having the sound of oo, the word you is introduced, and thou laid aside; except, indeed, in the future tense, thou wilt or shalt is still used instead of you will or shall, because he has not yet come to the regular place for teaching the child that I at the end of a word has the same sound as a single l. In order to learn the sound of ll, the child must wait till the publication of the "second volume." Whether this has ever made its appearance, we know not; but if the ingenious author is yet living, he has probably ere this become convinced, that though his method may be far better than the absurd spellingbook method in common use, it is susceptible of material improvement, and that it is of no service to the learner for an author to preserve such a rigid adherence to system as should render necessary the "queer phraselogy" which he has employed. And as we have begun to find fault, we would add, that in the langauge which he would have the teacher employ in addressing the child, there are by far too many technical terms, and the style is otherwise frequently above the capacity of those for whom it is designed. In regard to his general method of teaching children to read and write, we should think it

might be pretty successful with children a few years older than it is usual for them to commence learning to read. The grand excellence of the author's method is his skill in asking questions, and in presenting a new subject to the mind of a child. It is this that has induced

us to make the copious extracts which we have given; not that we consider Mr. Neef's method of teaching even the alphabet and the primary combinations, as the best that can be devised, but as affording a happy specimen of that inductive method of teaching which it is so desirable should be applied to every branch of instruction.

MISTAKES IN EDUCATION.

There are two false principles, which lie at the foundation of our system of instruction.

1. Education is understood to consist in the acquisition of knowledge. This we infer from the pompous catalogues of books and subjects, which are arrayed and set forth as constituting the course of every petty school in the land. There are subjects, oftentimes, for which the youthful mind is not at all prepared, and by which of course it must be baffled and discouraged. When a subject is presented to a pupil, who requires the exercise of an intellectual faculty not yet developed, he must be as much confused as a blind man would be if called upon to criticise colours. Education, we believe, at least elementary education, does not consist in the acquisition of knowledge, but, as its etymology implies, in the developement of the mind. And subjects should be selected and arranged with reference to its object, the acquisition of knowledge being only incidental.

2. When the subjects are selected, perhaps judiciously, they are presented in a form, which neither affords a salutary discipline to the mind, nor facilitates the acquisition of knowledge. They are all too abstract, or are generalizations of facts which are themselves unknown to the pupils. Particularly, the whole course of the physical and exact sciences, to use a common but expressive phrase, comes precisely the wrong end foremost ;first the general principle, then the particular instances illustrating it. Lord Bacon has taught us that this is not the method by which the human mind takes in knowledge, and it is time we had attended to his instructions. Upon all new subjects of which we have no knowledge or experience, we must, first, have the particular cases, instances, or facts, abstracting the particular qualities or points of resemblance common to them all; then a des

cription of those qualities or points of resemblance, which constitutes a general principle. We have no room to enlarge upon these topics, but believe they will be found to reach the evils and defects, which have been so long and so severely felt. For if the purpose of early education be the developement and discipline of the mind; then all subjects must be selected and arranged with reference to this purpose. And if Lord Bacon's philosophy is sound; then the subjects so selected and arranged must be put in that form, in which alone the mind can successfully encounter them.-U. S. Lit. Gazette.

EARLY PHYSICAL EDUCATION.

The following judicious remarks are extracted from Mr. Wilderspin's work on the education of infants.

"The conduct of other young animals shows the propriety of giving exercise to children. Every other animal makes use of its organs of motion, as soon as it can; and many of them, when under no necessity of moving in quest of food, cannot be restrained without force. This is evidently the case with the calf, the lamb, and most other young animals. If these creatures were not permitted to frisk about and take exercise, they would soon die or become diseased. The same inclination appears very early in the human species; but as they are not able to take exercise themselves, it is the business of their parents and nurses to assist them. It is a pity that men should be so inattentive to this matter: their negligence is one reason why females know so little of it. Women will ever be desirous to excel in such accomplishments as recommend them to the other sex; but men generally keep at such a distance from even the smallest acquaintance with the affairs of the nursery, that many would reckon it an affront, were they supposed to know any thing of them. Not so, however, with the kennel or the stables: a gentleman of the first rank is not ashamed to give directions concerning the management of his dogs or horses, yet would blush were he surprised in performing the same office for that being who is to be the heir of his fortunes, and the future hope of his country.

Arguments to show the importance of exercise might be drawn from every part of the animal economy. Without exercise, the oirculation of the blood cannot be properly carried on,

nor the different secrétions duly performed: without exercise, the fluids cannot be properly prepared, nor the solids rendered strong or firm. The action of the heart, the motion of the lungs, and all the vital functions, are greatly assisted by exercise. When exercise is neglected, none of the animal functions can be duly performed, and when this is the case, the whole constitution must go to wreck. A good constitution ought certainly to be our first object in the management of children. It lays a foundation for their being useful and happy in life; and whoever neglects it, not only fails in his duty to his offspring, but to society.

I am sorry to say, that many men have considered it quite beneath their notice, to have any thing to do with infant-children; and consequently have permitted their children to be sent to what are called schools, and there to be placed on seats for hours, under the care of some person, who, in many cases, is no more fit to teach and instruct children, than I am fit to be a monarch. If any man will take his children into his garden or fields, and encourage them to ask questions on the glories, works, and first great Cause of nature, he will soon find out the importance of the thing, and the necessity of his own mind's being well cultivated, to be enabled to answer their questions. Whatever men may think of this subject, they will find, ultimately, that the rising generation have never had a fair chance of becoming wise; because they have not had proper exercise either for their minds or bodies."

On teaching children to stand or walk alone, M. Londe, author of a work in French, on "Medical Gymnastics," remarks as follows:

"Children should not be taught to stand or walk, but should be placed on a carpet, and allowed to move freely according to their fancy. They will not be able to walk or stand alone so soon by these means; but they will eventually, like the young savage, acquire greater agility, and a more general developement of the muscles. The bad shape of the legs of many individuals may be ascribed to their having been injudiciously forced to stand alone, before the bones were sufficiently strong to support the weight of the body."

The following remarks on the dress most suitable for infants, are extracted from the Journal of Education.

"In furnishing the infant's wardrobe, we should have refer

ence to economy, convenience, health, and good taste: these are the objects to be attained. Any thing like ornament, (unless it be something very simple and appropriate,) or undue expense, is equally opposed to economy and good taste. The infant himself is a jewel; and the casket should never be permitted to usurp the mother's or spectator's attention.

To be convenient the dress should be so made as to be put on and taken off in as little time and with as little labor as possible. To promote health, the dress should be suited to the various seasons of the year; never so warm as to be oppressive in summer, nor so light in winter as not to protect the child both from the irksome sensation of cold, and the risk of disease. Soft, thin flannel should be the prevailing material for three fourths of our year.

Noncombustible substances should alone be used during that portion of the year in which fires are kindled. This single precaution would be the means of preventing a number of painful deaths.-Needles, when used for fastening the dress, are worse than pins; and pins should be as little used as possible.

At no period of life, should any part of our clothing be permitted, even in the smallest degree, to impede the freedom of muscular motion; nor, by compression, to interfere with an easy and healthful performance of all the essential functions of life, such as circulation, breathing, digestion, &c.

Infants require so much watching and fidelity to secure their well being, that parents may well dispense with any labor or exSuch works of supense which does not contribute to this end.

pererogation, we think, are all dresses for the head: they are certainly useless; and in the opinion of those who are best qualified to decide in this matter, they are worse than useless, for they make the head tender, subject it to catarrh, promote undue heat, eruptions, &c.

INFANT MARCHING.

There is nothing more likely to arrest the attention of children, and to lead them to the most submissive and willing obedience, than the exercise of marching; and there is nothing which is more pleasing (generally speaking) to the visiters. In the marches I make use of a whistle, the employment of which it will here be necessary to explain.