ch him to think of a crooked
line or a blotted page as of an untied shoe, or a dirty face. By thus
making every written exercise an exercise in writing, his progress will
be increased beyond your expectations, and you will soon see him looking
with pleasure at the clean and symmetrical forms which flow so
gracefully from his pen, as he goes from line to line over the virgin
page, no half-formed or misshapen letters to embarrass, but all in every
part as elegantly written as it is easily read.

Grammar should no doubt be taught by text-book and in stated lessons.
The parts of speech, the conjugations and declensions, syntax and
parsing, must all be systematically conned, the rules and definitions
committed to memory, and the judgment exercised upon their application.
At the same time every recitation of a child, as well as all his
conversation, ought to be made an incidental and unconscious lesson in
grammar. Only never allow him to use unchallenged an incorrect or
ungrammatical expression, train his ear to detect and revolt at it, as
at a discordant note in music, let him if possible hear nothing but
sterling, honest English, and he will then learn grammar to some
purpose. If, on the contrary, he is allowed to recite and to talk in
whatever language comes uppermost, and to hear continually those around
him reciting and talking in a similar manner, he may parse till he is
blind without learning "to speak and write the English language
correctly." Banish from the nursery, the school-room, and the
play-ground, incorrect and ungrammatical expressions, and you do more
than can be done in all other ways to preserve "the well of English
undefiled."

Young persons need systematic instructions in the principles which
should govern their conduct. They need not indeed be troubled with the
more abstruse questions in the theory of morals. But the great obvious
rules of duty should be taught them, in a systematic manner, by a
competent instructor. But that man would be thought little acquainted
with the influences which go to mould and form the character, who should
suppose the matter ended here. The doctrines inculcated in the lesson,
must be carried out and applied in all the petty incidents of the day.
Not an hour passes in a large family or a school, without an occurrence
involving some principle in morals. A boy of moderate talents,
notwithstanding all his exertions, is eclipsed by one more gifted, and
he is tempted to envy. I