I will lay plague, and neigh, and nought, and naught, and weight, and glare, and freight, and heart, and grieve, and hearth, and bathe, and thread, and vaunt, and boast, and vault, and tongue, and grieve, and beard, and feast, and friend, and fraught, and peace, and bread, and grape, and breath, or the verb to breathe, and thought, and grace, and mouse, and slave, and chide, and stake, and bought. _Second Girl._ I shall like the play, and it will teach _Charles_ to spell well. _First Girl._ That is its use: we have sports of all kinds to make us quick: we have some to teach us to count; else I could not have been taught to do sums at three years old. _Second Girl._ Were you? _First Girl._ Yes; I was through the four rules by the time that most boys learn that two and two make four. _Second Girl._ I wish you would teach me some of your sports; that I could teach _Charles_. _First Girl._ Print words on a card; on the back write the parts of speech; let it be a sport for him to try if he can find what each one is; let him have the words, and place them so as to make sense; thus I give you these words: _you_, _done_, _do_, _be_, _would_, _by_, _as_. Place them in their right order, and make _Do as you would be done by_. Or give him two or three lines: here and there scratch out a word; let him tell what those words must be to make sense. _Second Girl._ The card on which you have a, b, c, and so on, might have a, b, c, made with a pen at their backs, to teach written hand. _First Girl._ I have a set of those; I could read my mother’s writing when I was four years old. _Second Girl._ I will buy some prints or cuts, and paste at the back of cards, for our little ones; so they will soon learn to distinguish nouns. On one side shall be DOG; I will ask what part of speech is that? _Charles_ will say, Is it not a noun?—He will turn the card, and find a cut. _First Girl._ Let us prepare some words of all kinds; we can lay sentences for little ones to read. For _Lydia_, we will place them thus: _Our new dog._ _An old cat._ My mother says that three words are as much as a child could read in a breath at first. _Second Girl._ Where there is a house full of young folks, it might be good sport to teach and learn in these ways. _First Girl._ It is; we play with our words thus; mother gives to one some words; he is to place them so as to make sense: one is to parse them: one to tell more than the parts of speech, as the tense, mode and so on, of the verbs.—_George_ and I have false _English_ to correct; verse to turn to prose; we write out a passage which we like; we write letters upon given subjects; we read a story, and then write it in our own words. _Second Girl._ Do you repeat much? _First Girl._ To strengthen our memories, we learn to repeat passages in _prose_—we also repeat _verse_, and read it aloud.