draw long at a time. Nice manipulation,
which is important, can be taught, and the eye for form cultivated, by
drawing for them birds and letting them prick the lines. It will enchant
them to have something pretty to carry home now and then. Perforated
board can also be used to teach them the use of a needle and thread.
They will like to make the outlines of ships and steamboats, birds,
etc., which can be drawn for them with a lead pencil on the board by the
teachers. Weaving strips of colored card-board into papers cut for them
is another enchanting amusement, and can be made subservient to teaching
them the harmonies of colors. In the latter part of the season, when
they have an accumulation of pricked birds, or have learned to draw
them, they can be allowed colors to paint them in a rough manner. It is,
perhaps, worth while to say, that, in teaching children to draw on
their slates, it is better for the teacher to draw at the moment on the
blackboard than to give them patterns of birds, utensils, etc., because
then the children will see how to begin and proceed, and are not
discouraged by the mechanical perfection of their model.

Drawing ought always rather to precede reading and writing, as the
minute appreciation of forms is the proper preparation for these. But
reading and writing may come into Kindergarten exercises at once, if
reading is taught by the phonic method, (which saves all perplexity to
the child's brain,) and accompanied by printing on the slate. It then
alternates with other things, as one of the amusements. We will describe
how we have seen it taught. The class sat before a blackboard, with
slates and pencils. The teacher said, "Now let us make all the sounds
that we can with the lips: First, put the lips gently together and sound
m," (not _em_,)--which they all did. Then she said,--"Now let us draw
it on the blackboard,--three short straight marks by the side of each
other, and join them on the top,--that is m. What is it?" They sounded
m, and made three marks and joined them on the top, with more or less
success. The teacher said,--"Now put your lips close together and say
p." (This is mute and to be whispered). They all imitated the motion
made. She said,--"Now let us write it; one straight mark, then the
upper lip puffed out at the top." M and p, to be written and
distinguished, are perhaps enough for one lesson, which should not reach
half an hour in length. At the next lesson these were repeat