the oral
communication of his thoughts. A constant variety, of which these three
methods should be the elements, is unquestionably the best mode. We not
only, by this means, secure in a great degree the advantages which each
is fitted to produce, but we gain, also, the additional advantage and
interest of variety.

By these, and perhaps by other means, it is the duty of the teacher to
satisfy himself that his pupils are really attentive to their duties. It
is not perhaps necessary, that every individual should be, every day,
minutely examined; this is, in many cases, impossible. But the system of
examination should be so framed, and so administered, as to be daily
felt by all, and to bring upon every one, a daily responsibility.

* * * * *

We come now to consider the second general head, which was to be
discussed in this chapter.

The study of books alone, is insufficient to give knowledge to the
young. In the first stage, learning to read, a book is of no use
whatever, without the voice of the living teacher. The child cannot take
a step alone. As the pupil, however, advances in his course, his
dependence upon his teacher for guidance and help, continually
diminishes, until, at last, the scholar sits in his solitary study, with
no companion but his books, and desiring, for a solution of every
difficulty, nothing but a larger library. In schools, however, the
pupils have made so little progress in this course, that they all need
more or less of this oral assistance. Difficulties must be explained;
questions must be answered; the path must be smoothed, and the way
pointed out, by a guide, who has travelled it before, or it will be
impossible for the pupil to go on. This is the part of our subject,
which we now approach.

The great principle which is to guide the teacher, in this part of his
duty, is this; _Assist your pupils, in such a way, as to lead them, as
soon as possible, to do without assistance_. This is fundamental. In a
short time they will be away from your reach; they will have no teacher
to consult; and unless you teach them how to understand books
themselves, they must necessarily stop suddenly in their course, the
moment you cease to help them forward. I shall proceed, therefore, to
consider the subject, in the following plan:--

1. Means of exciting interest in study.
2. The kind and degree of assistance to be rendered.
3. Miscellaneous suggestions.