the less useful. It has the double advantage of showing how words are formed from other words, and of rendering familiar some of the more common parts of grammar. The lessons contain examples of most of the changes which the various terminations occasion or require, and this part of orthography truly appears to be of no less importance, for constant use, than that of the primitive form of words.

We now come to the lessons of trisyllables. In these the author has classed the words with reference to some obvious distinctions which it is not necessaray to particularize. Where the opportunity offers, the composition of a word is sometimes shown by the manner in which it is divided; thus glutton-ous, burden-some, dis-armed, &c. If we have not mistaken the proper object of spelling-books, it is the formation of words correctly for letters, that is, spelling. And we believe that a child thould be early taught to see that most of our hard words (as he learns to call them) are formed from very easy words, which he well knows how to spell. On this principle the 30th lesson is made up of nouns ending in er and or, and their formation is shown by suffering the primitive word to stand entire, with the termination by itself; thus we have labour-er, partake-r, &c. The idea of one letter standing alone to represent a syllable may be appalling, but whoever tries to spell a word in this manner will find no more difficulty than every one meets in the thousand other anomalies to which every new elementary books adds at least one. The pupil in grammar is taught that adjectives are varied by adding r or er, and verbs by adding d or ed: why should not the student of the art of spelling be taught the same as early as he may ?

The seven lessons which follow contain the words terminating in art, ent, ance, and ence; words in ful and less; in ness; adverbs in ly; words in y short; polysyllables in able and ible; words in sion and tion. The symplicity of this arrangement recommends it in theory, and we think that in practice it will be found quite serviceable. Subsequent lessons present the longer miscellaneous words, the compound words, and the forty-first lesson comprises such as are peculiarly irregular, or had not found a place in their appropriate tables.

The forty-second lesson brings us to the proper names, which have been classified with much pains, in such a way as to lead to the correct orthography and pronunciation. Each class commences with a leading word, whose pronunciation is always familiar, and under it arranged all those names in which the accented syllable bears the same vowel sound and the accented syllables are moreover made to range under each other in such a way as to leave no doubt upon the subject. The spelling lessons are concluded with a table of the names of the books of the Old and New Testaments, which appeared peculiarly appropriate in a school book designed for the purposes of this. The number of adults who can name those books in order, would not have been so few, if we had had such a table in our Childhood's Companion.

For the accommodation of beginners it seems necessary to add a series of Reading Lessons. These are all composed of scripture phrases or stories adapted to the infant mind: they begin with the easiest readings of monosyllables, and are so arranged as to call into exercise the memory and judgment, by progressively furnishing examples of the most difficult spellings and pronunciation. To do this, and at the same time to make a lasting moral impression on the child's mind, without any reference whatever to sectarian sentiments, is the sole object of this part of the book. How well this is effected the good sense of the public must determine.

The tables of Abbreviations, of Numbers, of Months and Days, of Similar Sounding Words, of Stops and Marks, will be found to differ somewhat from those in other books, of the kind, and the difference is believed to be an improvement; by which term in matters of education we mean an alteration calculated to render the learner's progress more easy while it is also made more certain. This seems to be the author's only object in devoting his time to this

compilation; and the object of this lengthened exposé is to call the attention of readers, interested in directing the first steps of childhood up the hill of knowledge, to the facilities it offers for that purpose.

INTELLIGENCE.

EDUCATION OF THE DEAF AND DUMB IN NEW-YORK.

[The interesting intelligence which follows is extracted from the Report of the Secretary of State' and (Superintendent of Common Schools) 'in relation to the Instruction of the Deaf and Dumb in the city of New-York.' The pamphlet from which these extracts are made contains much useful and pleasing information on the general subject of instruction, as applied to the class of pupils mentioned. At present, we must restrict ourselves to a few facts connected with the establishment of the institution referred to in the Report. But we shall take the earliest opportunity of laying before our readers the comparative views given of the arrangement and instruction of seminaries for the deaf and dumb in other parts of the United States.]

STATE OF NEW-YORK, SECRETARY'S OEFICE. Albany, April 12, 1828. The Secretary of State respectfully submits to the legislature, the annual report required of him by An act to provide for the building an asylum for the deaf and dumb in the city of New-York,' passed March 23d, 1827.

The first section of this act requires that the price of the ground to be purchased, and the plan of the buildings to be erected, shall be submitted to the Superintendent of Common Schools, and be by him approved, before the said sum of money ($10,000) shall be drawn from the treasury. In June last, the plan of the buildings, and a lease from the corporation of the city of NewYork, of a lot on which they were to be erected, were presented for approval. Impressed with the belief that a public institution ought to be placed on permanent ground, and guarded against future embarassments, the Superintendent communicated to the directors some objections to placing the buildings on leased land; after which the directors made a second application to the corporation of New-York; which body, with its characteristic liberality, gave the fee of one acre of land to the institution, on which the buildings are to be erected. And there is reason to hope, from the representations of Dr Akerly, that when the buildings are completed, the institution will not be indebted for any part thereof. The plan, and the progress which has been made in the erection of the asylum buildings, are presented in the annual report of the directors, made to the legislature in February last.

The second section of the act referred to, declares that it shall be the duty of the Superintendent of Common Schools, from time to time, to inquire into the expenditures of the said institution, and the system of instruction pursued therein to visit and inspect the schools and the lodgings of the pupils; to ascertain by a comparison with other similar institutions, whether any improvements can be made, and for that purpose, to appoint such and so many persons as he shall from time to time deem necessary, visitors of the said schools; to suggest to the directors, and to the legislature, such improvements as he shall deem expedient; and to report annually to the legislature on all the matters aforesaid, and particularly the condition of the schools, the improvement of the pupils, and their treatment in respect to their board and lodging.'

In the month of October last, the Superintendent visited the New-York institution for the instruction of the deaf and dumb. The school at present is kept in two rooms in the upper story of the buildings, belonging to the corpo

ration, in the rear of the City Hall; and for these rooms, insufficient as they are, the school has been indebted from its commencement to the liberality of the city authorities, who have added thereto an annual appropriation of 400 dollars.

The female pupils, 28 in number, board and lodge in the family of Dr Akerly, the secretary; and the males, 35 in number, with Mr Loofborrow, the prin cipal teacher. At each boarding-house the pupils have a room, where they assemble after school hours, for the purpose of studying their lessons, and receiving instruction; and all the arrangements appear to be made with a view of preserving a parental supervision over the scholars, during the hours when they are not occupied at the school. The pupils are comfortably lodged; and so far as an opportunity was presented for judging, there is reason to be satisfied with their board.

NOTICES.

The New-England Farmers' and Mechanics' Journal. Conducted by E. Holmes, M. D., Professor of Chemistry, Natural History, and Agriculture, in Gardiner Lyceum. Vol. I. Nos. 2 and 3 -February and March, 1828. Gardiner, Me. P. Sheldon.

To some of our readers we may seem out of place in taking notice of this publication. But we mention this periodical with a deep conviction that extensive and effectual measures for the general improvement of education can never be taken, until a spirit of improvement and a disposition for information become prevalent in the community,with regard to the progress of the useful arts and sciences. This we conceive is true emphatically in respect of common education. Parents will not feel disposed to maintain good instruction, and pay for well qualified teachers and improved school-books, unless they themselves are addicted to reading and take an interest in mental mprovement.

We shall have occasion in our next to resume this subject, in some of its more practical details. In the meantime we would recommend the Journal we have mentioned to all our readers who are desirous that both their leisure and their active hours should be well occupied. To many it may prove peculiarly serviceable in their daily pursuits; and to all it will furnish much useful and agreeable information.

An English Parsing Table. By A. Curtis, Principal of a Literary Seminary for Young Ladies, Richmond, Virginia.

Articles of this description are valuable aids in the instruction of young scholars, who should be introduced to the study of grammar practically rather than theoretically. The higher principles of grammar should, we think, always be deferred till a later stage of education than we have yet observed to be customary.

Of the table under notice we entertain a very favourable opinion, and think that the chief room for improvement, in a new edition, would be the addition of paradigms of inflection. These would render it a much more useful manual than most of our current abridgments of grammar.

AND

PARENT'S ASSISTANT,

DEVOTED TO THE INTERESTS OF COMMON EDUCATION.

This work will be published monthly, by S. G. GOODRICH, 141, Washington Street, Boston Wait, Greene, & Co. Court Street, are general Agents, and will supply subscribers. The terms are one dollar a year, payable on delivery of the June number; if payment is delayed beyond that time the price will be one dollar fifty cents, payable on demand. No subscription will be taken for less than a year-all remittances by mail must be post paid.

All communications respecting the editorial department should be addressed to S. G. Goodrich; those which respect the other departments of the work, to Wait, Greene, & Co. No. 13, Court Street.

NEW SERIES.

JUNE, 1828.

NUMBER

ELEMENTARY INSTRUCTION.

[For the following article we are indebted to the same writer from whom we received that on primary education, which occurs at page 26 of the first No. of the Journal for the present year. These observations will be found, we think, directly applicable to most elementary schools in their existing condition, and conducive to their practical improvement.]

methods by which We believe there community, the

In this article we propose to suggest a few elementary instruction may be given to the young. are many of those very useful members of the teachers of primary schools, who daily feel the responsibleness of their profession, are deeply interested in the rising welfare of their pupils, and sincerely disposed to adopt any judicious means which shall issue in their improvement. Possessing sufficient independence of mind to think for themselves, and to estimate things by their intrinsic utility, they are prepared to receive any suggestions which aim at the intellectual and moral advancement of the rising generation; and they are aware that it is the fate of every thing valuable and interesting in the progress of mind, and the improvement of society, to be ushered into the world under the name of innovation, and regarded as unnecessary and chimerical.

Before entering, however, upon the direct subject of this article, we would state the general principles by which, we conceive, instructers should be guided in the discharge of their high and peculiar duties.

Instruction should be spontaneous; and those to whom the su

perintendence of the young is entrusted, should distinctly keep in view, as the surety of their success, that the minds upon which they are operating, not only for time, but for eternity, are endowed with internal principles of action, with self-guiding powers; and that their chief concern should be, to study those principles; to call forth those powers; and, by a natural adaptation of manner, and subject, and circumstance, to cooperate with them in the good work of progress. They should distinctly understand that the mind itself is the chief agent which is to achieve its own advancement; that all within it that is simple, and beautiful, and individual, should be preserved; and allowed to work out its way, in those pure channels which nature has traced; and that its symmetry and perfection, essentially depend upon that gradual, and equal, and spontaneous order of advancement, for which it is fitted by its all wise Author. Perfect liberty of action, is the thing which can preserve those individual and original features enstamped on every mind; and which it should be the duty and the delight of the teacher, to carry out in their just prominence and beauty; for by such varieties is human society sweetened and blessed,

Instruction should not only be spontaneous but social. Oral communion with the young, on the part of the instructer, is admirably suited to convey accurate knowledge to the inquiring intellect, and to throw a living interest around a subject, which written instruction can never impart; and is peculiarly favourable to the moral development of the heart; the great purpose and end, of all tuition.

Instruction should likewise be rational. Reason, the distinguishing attribute of our nature, should not be debased by the inculcations of authority, or the deceptions of prejudice and error. Truth is its natural element, and in this it should be allowed to dwell. As friendly companions, on whom the goodness of God has conferred the high privilege, instructers should accompany their pupils in the pursuit of truth; clothed with no other authority, assuming no other superiority than previous experience has given them.

We now proceed to describe some methods of tuition, by which a knowledge of the elements of common science, may be communicated to the young-confining our remarks to what is strictly rudimental.

In formal instruction, the first exercise in which the young learner should engage, is Enunciation. By this is meant, the full and accurate utterance of the elementary sounds of our lan