The voice of freedom. [volume] (Montpelier, Vt.) 1839-1848, 1846-01-08

Hioue vi PROCEDURE were only occasionally
resorted to. And the effect might be rem
dered still more certain and decisive, by
requiring each pupil to pronounce his
opinion on the spelling of each word,
whether fright" or wrong;" bat this
perhaps would occasion too much confu-
sion to admit of its adoption as frequent
practice, unless in very small schools
We are aware that the whole mode of
teaching spelling, as ordinarily practsed,
is by many condemned as unnatural but
in regard 10 this, as well as other points,
We would say-it is not to be expected
that established practices can be broken
up at once, even though obviously better
might be substituted. And il in any case
better modes of instruction have already
been introduced than what our remarks
would seem 10 contemplate, we re dice at
It, Our suggestions are intended to apply
to what is supposed to be the general con
dition of our schools, and to be adapted to
the suppostion that complete revolutions
cannot be the work of "a moment.
In reading, if word is miscalled, or
mlspronounced, you may occasionally
S"'I VII uuC vi tic CldSS W UiICCL Its DuL
the more reliable and praclible method for
fixing the attention of all, in this exercise,
would be, perhaps, to have it understood,
especially if the reading be descriptive or
historical, that ore or more of the class
will be called upon at the close of the les
son, to give general outline or statement
OF what has been read. So TOO, their opin.
ions should occasionally be asked in res
gard TO subjects or topics embraced in The
lesson. They should be engaged not on
Y in ascerainipg what the author means,
but in inquring aud deciding whether he
is correct--whelher his statements, his
views or opinions are just and proper
whether they are in accordance with those
generally received. BY these means not
only will the attention be enlisted and con-
centra;ed, but another important end will
be gained-that of keeping he rejecting
and reasoning powers in active exercise.
1t is true that by proceeding in this way
your pupils will go over less ground in a
given time but the great end and purpose
of reading will be much more surely al
tained. For the object is not, merely to
acquire quick and ready association of
the sound of words with The letters which
compose them as they appear on paper
If it were so, then rapid reading would be
and unfortunately 1t is too often suppos-
ed TO be-the ulrimatum of acquisition.--
And under this view the unreasonng nar>
rot might, for ought we can tell, become
as good reader as the best. We admit
that the acquisition of this facility for read
mess of association which has been spoken
of, is an iacjdental, and not an maimpor-
tant object. But it is by no means the
prominent and ultimate Que. This object
is 10 gather ideas--nnd that too not only
in such form as to make them most clear
and Ineligible TO ourselves, but 10 such
way as 10 communicate them most clear
Iy and distinctly to others. Your pupils
then should be taught to read intelHgemllv
and anfelHSjbly: and this great end can
never be secured by mere familiarity of
association between letters and sounds.
We have fingered upon this topic, and
pressed it the more strongly and earnestly
upon your attention, because our school
reading is so ofIem--or perhaps we might
almost SAYS so universally bad.
But we have not time TO illustrate the
application Of the principle TO other
branches Of study. You will, however,
find ample scope for the exercise of you.
ingenuity. And we would say to YOU .
do not fear TO break away from The dull
routine of every day practice so you can
excite attention, quicken thought, give ex-
ercjse to reason, or accomplish some 9TH
er useful purpose-always guarding, how
ever, that your proceedings do not degen-
crate into levity or frivoIity. To call into
exercise the Imagination Of your pupil,
may at suitable times be az object worthy
your attention, The systematic cuniva>
lion Of this faculty of the MUD has rarely,
if ever, been attempted or thought of,
but certain degree of iveIness and ac,
llvity ofimagination, may contribute much
TO he enjoymens of ordinary social life,
aud we believe its cultivation should moi
; be lost sight of in a complete system of
education. 1t would, however, be i'm.
poriant that it should receive culture as
we'll as culticati0n-that right direction
should be given it, as we'll as its power
and activity be increased.
AS 40 example OF The mode Of employ.
ing this faculty, you might suppose that
a wounded deer, or bird, returns to her
young, and enquire of your pupils what
conversation they think would cnsue if
the animals could reason and converse.
This case would exercise the imagination
i. mainly upon moral subjects Or again
you might suppose the qualities, of certain
animals TO be transferred TO others--the
eagle, for Instance, to possess the strength
of the elephant, or The bear the agility of
the fox or anteIope-and inquire wha,
would be the probable consequences. And