this branch of
his education. These, at an advanced stage of his learning, will no
doubt be of service; but till the pupil can write with some degree of
freedom, they are in a great measure useless, or worse. What is wanted
most in our elementary schools, is a successful _beginning_;--suitable
exercises to assist the pupil in writing his own thoughts properly, but
in his own way. Many methods have been devised to effect this, and with
more or less success;--but we believe the most efficient, because the
most natural and simple, is that which has been engrafted upon the
paraphrastic exercise. In regard to its ease, it is only necessary to
say, that a child who can but write a sentence, may begin to practise
it;--and its efficiency may be argued from the fact, that while every
step is progressive, the advanced exercises give ample scope for the
abilities of the cleverest in the school.[38]

FOOTNOTES:

[30] See Part II. chap. x. p. 111. Part III. chap. ix. p. 257, and p.
310-313. For the methods of teaching, see Note S.

[31] Note T.

[32] Note U.

[33] Note V.

[34] Note W.

[35] Note A a.

[36] See pages 215, 216.

[37] See Pages 297, &c.

CHAP III.

_On the Easiest Methods of Introducing these Principles, for the first
time, into Schools already established._

That the educational principles attempted to be developed in the
preceding pages, shall ultimately pervade the great fields of Elementary
learning, admits we think of but little doubt; and yet the diminutive
word "When?" in relation to this change, forms a question, which it
would be extremely difficult to answer. Every improvement of the kind
hitherto has been gradual; and experience shews, that the admission of
the most important principles in Science, has been often retarded,
rather than forwarded, by undue precipitation on the part of their
friends. It is with this historical fact in view that the following
hints are now offered, in order to render any sudden change unnecessary,
and to enable teachers gradually to feel their way to greater success by
_new_ methods, without making any material change for some time on the
_old_. We speak advisedly when we say, that two half hours daily, if
regularly and honestly employed in working out these principles in a
school, will do more real good in forwarding the education of the pupils
attending it, than all the rest of the day put together. This portion of
time, divided between the two part