The Middlebury register. [volume] (Middlebury, Vt.) 1850-1882, 1850-05-21

atory." His rules of elocution are not brought
out and arranged until the scholar reaches
this book. Thore they are finally arranged
as nature itself has developed them. step by
step.
These are the facts" in the case. as Pa
rent will find upon further examination. and
the Uer5 grounds upon which Vaudeville has
Invested reading Of mechanism more com.
pletey than any other author who has pre-.
cedcd him. Ills process is not to shape ma
ture to fixed rules. but the contrary de
yelop nature first, then from this develop
ment declare the necessary rules.
Here then we come at the very, and in
my opinion, the only reason, why this sys-
TEN is so great novelty 10 Parent. Nat.
ural reading in its different stages of devel>
opment' seems to bring up before his mind
the image Of the ndusedfing and riilgar tail.
poie and he, like the idle school bow, had
rather linger and pelt it with stones, than
study. Such an image, however, does not
give the true naturalist any special qualms.
lie can contemplate it, and derive lesson
Of instruction from it with as much compo.
sure as he would were neither fully accom-
plished.
The plan Of reading which Parent rakes
up from the depths Of his own scholastic
lore Is found in these words" BY aaiidfing
IN reading what they can understand, child
rem learn to read well At the close of this
sentence he might. with much propriety.
have placed his exclamation point It is a
dead idea. and in want OF a tombstone. IIav-
ing given us his own system. that we NAV
contrast it with that of NanIcville. he I'M
medlately commences his TRADE upon the
idea Of introducing such lessons as children
Will take an Interest in calling them mon
/ Key stories and the like miserable trash"
and expressly says, they need rather to be
/ trained to the reading of what is serious and
edrHcsf.' making no allowance Whatever for
the volatility Of the juvenile mind lie seems
to he unwilling 10 believe that this very trait
may he turned TO valuable account in the
acquisition OF knowledge. Let him take his
own children 10 Il mcndgcre, and note care
fully the animal which interests them more
than all others, and then cease ringing his
favorite tocsin. Vaudeville has shown US
that he Is also a parent, and that he is not an
entire stranger TO the juvenile mind. It is
more naiurul for children to take an interest
in the activity Of monkeu than in the stu.
pidity Of il doniey There are some child.
rem. however, who from their training are
made in some measure 10 resemble the la.-
ter. And one very sure method of produc-
ing this resemblance is to give children any
metaphysical dissertations for lessons ond
teach hem to read bv imitation" Man.
devllies system is the antipode of this, and
hence has called forth Parents structures
lie has found story, as he tells us, in one
of ,he books. which no other ncrson has We,
found because il il not tbera Tbis n,ns,
have been owino 10 the - ynrv cr;,;caI van,'
ina,ion made If the hooks .snot o,,,;,,;n,
sinole mace mr. naranranb > os l,o oss,,ros ~
in the most solemn n5aunnr mi, s,or,. -
his own lanouope is. % A story nLont n mon.
kew snayinG and numninr oui Nav YorI =,
Tie idea Of A monkey shaving Now Vol :.
his own. The idea Of a monkev nun,nin,
= out New York is lis own also, lie douLt'
less has reference TO two dinaren, s,or;c
found in different books. Tn one n bor5ey,
J9y nre,scd unon the subiect conscn,s n, r.
= 10 Share a monkey. upon a certain condition
! In ,he other. hro men instead of ,nooIc
e vcro NJ vol, nur,,;na ,ra,or eyo,a oai,