, 1863-08-08

children arc continually exercised in close and ac-
curatc observation. by means OF specimens OF pic
tuIes, and to limited extent from given OF tan
thus calling forth the yet feeble powers Of rca-
foD. In eome Of these later Lessons some little
hs eae
given on the more familiar qu1d1upeds and birds,
either those irhabtting the Immediate neIghbor.
by informntion. Some attention has also boen
riyen by the teaclicr 10 the order in which theso
i.sEons have been presented. grouping together or
rather giving in succession Lessons oelong1n. to
tie sal1c ciss or order. Thus far, however, Tho
children have no realizing eense Of any such de-
| sign. Alter having gone over in this way with a
they are led to associate together in natural
order the anmaIs that have constituted the sub
Jects Of Lessons aided by the kno Wedge they
hare acqnsIed Of their Characteristic palIs ana
| habfts. These systematic lessons, however, are
| confined to 1n:mms1s and birds, Is being more
familiar to the children For variety, an oscasIou-
al leseon moy be given on fish, an insect rep.
,ile, or shell, those somewhat familiar to the
children, buta large proportion Of the antmnls he
longing to these and the lower Subdivisions Of tho
animal kingdom are further removed from thr
ehildg immediate sphere Of observation aud there.
fore the basls Of the classification is less uppannt
oa On Anss as distinct
Lessons ehonld be on objects Of the most faniliar
character, and for q long time their attention
shonta on'y ss called to The simple parts and their
lut at the same time cultivates observation ani
the power Of accurate expression. Al the nevf
step, some q the more simple and common auali-
ties IRE ADDED At further step, more occult
rattoD, and srch ss nte brought ont by cxpesiment
may PC intfoaucea: also, to limited extent, the
In Q! material o. structure to use,
teme information tn regard to the objects Consul
cred, may be brought in, US alsoa simple c'assis
,xt o Si iae 1esSts In
thould be made one OF the leading points. cnT1-
mencing with the simplest oral erpressions. isad.
mg On TO written reproductions and finally to con
THIS Leads % directly to consideration Of In.
gunge, The subject ne1t in order. Il Was fyosite
ma1im o. pes.alozzt that .he first object in Cd.
neanon asa m9st be TO lead child to observe with
ascntacyi tue Second, to express with correctness
he result Of his obse1sationa." Again, Sideas
dtst and language afterwards That there is
sGa ns.wssn tthoash apd
onablc doubt. Who has not observed Fat chjliren
nlways seek name for every new obj,.:s OF dis
fo'eEy ard a,e never aatahtd until they receive it:
our nature. that language has srowa m. ..
czracscd and enlarged to keep paee with the
lere their reason to be lord owe. their words but
II Often happens, too, thatworls exercise tcclp-
19ca ma and ssacttoHary power over our inIellect.
as II rs hoW shoot te m
Again, q what practical advantage would be the
tafe1hl CULTIVATION OF observation, without cor
hfe saluelese to all but their poesessor but well
expIe:eed, they are powe. to move the world,
Like The ripple started the surface Of the placid
Ike, their luducnce is felt to tho rcmotest chores
u time Now, as observation Is cultivated By care
tuand constant nee, so is language by the frequent
expression Of IDEAS But how ig the child to
acquire this power of language, o. what IL the
process and o1tcr ofthis acquisition? This is an
interesting qncsifon. and deserves an Intelligent
answer. He1c, aB In everything else, we nanst 70
BACK 10 nature, y we would mako no mistakes,
ObeeESe, then, the child, in his dret uttetances.
Bis hrst Efforts at speech arc to articulasc the
names OF those persons, objects and acrlons, bear.
necessities; the names Of pa nnd MI, the articles
oi focl and drink tho lino.cut members or the
houet bold, ahd familiar objects about him Noxt
in order come action words
Neither name nor action words arc IL vet oua1i-
q O. but thfse quality words follow slowly along
The third step IL reached before the time Of school
lita begins. However, when the transtre is made
Iem TIC nursery to the sehoolrcon, this yoeabu-
g'oWth Of ideas Observing then the order already
indicated, We begin with the names of objects the
~holes and their part5 Next come the names oftha
properties ard qualities of objects, proceeding OF
Gon1se ON the mott simple to the more dincnlt.
PUT y It asked to what extent are tlaso terms to
be Gavcns We answer most unh.BitatipEly, iuat
20 nr as tie child feels the necessity 10. thcir use
and has tho power to apply them.
Rev. Nj. MeJilton moved that Mr.. Bernard be
requested TO reduce the subject matter OF his at-
dress to writing III the {om Of resolutions, OF
that his propositions might be acted
upoo. Adopted.
names as officers for tae ensuing year
Election hxed at the opening Of the afternoon
session: