_Writing._--In teaching the art of _Writing_, upon the preceding principles, the chief object is to train the pupils easily and readily to _write down their own thoughts_. To accomplish this, a certain portion of their time may be occupied as follows. The teacher reads a sentence, or a paragraph, or, what will perhaps be better, a short story, or anecdote, and requires the whole of them to write it down in their _books_ for after examination. These of course are to be examined and corrected, with any necessary remarks by the teacher or assistant.--In this exercise, there is no necessity for circumscribing the pupils as to time,--it being required that they write accurately, grammatically, and neatly, whether in large or small text. To all those who are first finished, some other exercise ought to be provided that they may in that manner usefully occupy the time that may remain of their hour. _Arithmetic._--The introduction of the Arithmetic Rod, and its Key, into a school, will be productive of many advantages.[41] The line of figures upon the A side of the Rod, being painted on a board in sight of the whole school, and which is never required to be altered, the teacher has only to announce a sum to be added to each of the figures; the first pupil that is done, deposits his slate on a table, stool, or form, and goes to his place; the next places his slate above his, and the others in the same way as they finish. The answer in the Key will shew their accuracy, and the order in which their slates lie points out their respective merits. Another very important object is gained by this exercise; for the teacher, by recording the time taken by any one of the pupils in adding a particular sum to the line, can measure by the watch the rate of his improvement every month, every week, or even every day. The parents of any child, by means of the Rod and its Key, can also do this at home with perfect exactness. These hints for the regulation of teachers are thrown out with great deference, as they have not been sufficiently tested by actual experiments. Teachers, however, will be able, each for himself, according to the circumstances of his school, and the capacities of his children, to adopt such parts as he finds most effective; and so to modify others, that the end shall perhaps be more efficiently gained, than by strictly adhering to any one of them.--Education in all its parts is yet in its infancy; and these crude hints can only be expected to help it forward to maturity. FOOTNOTES: [38] See Key to Second Initiatory Catechism, pages xxi. & xxii. [39] See Complete Directory for Sunday School Teachers, vol. i. p. 278. [40] For these exercises the Teacher or monitor will find himself greatly assisted by means of the "Helps" to Genesis, Luke, Acts, &c. where, besides the lessons, all the explanations are given in the form of a paraphrase. [41] See Note V. THE END. NOTES