he has not
been taught them previously, the matter becomes worse; for by this
attempt to teach a variety of new things at the same time, some
important principles of Nature are still more violently
outraged.--_After_ the subject has been taught, and the child is called
on to _revise_ his several lessons, then is the time to combine them,
and to point out their various connections,--but not before.

Note N, p. 195.--It will always be found advisable to teach the alphabet
to children long before they begin to read; and while they are being
verbally exercised on the "Groupings from Scripture," and other books of
a similar kind. To do so at home by way of games, will be found easiest
for the parent, and most pleasant for the child. By having the small
letters on four dice, (six on each,) and allowing the use of only one
till the six letters on its sides are familiar;--and not giving the
third, till those on the two first have been mastered; and the same with
the fourth,--will be found useful, provided they be only occasionally
made use of. A too frequent repetition of the _game_ will destroy its
effect; and therefore, as there is sufficient time, it ought only to be
allowed on proper, and perhaps on _great_ occasions. Other contrivances,
besides those given in the text, such as making the child guess at
letters, drawing letters from a bag, and naming them, &c. will readily
occur to ingenious parents or teachers. It should be observed, that as
this acquirement is needed but _once_ in the child's lifetime, a little
pains or trouble ought not to be grudged in forwarding it.

Note O, p. 208.--In using the "First Class Book on the Lesson System,"
the teacher must take care that the letters and their sounds, or powers,
be perfectly familiar to the child before he begins to read. The first
lesson, of course, is composed altogether of words new to the child,
each of which he must be taught to _read_ by combining the powers of the
letters composing it;--and he must never be allowed to pass on to the
following word, till all the previous ones can be correctly and readily
decyphered. Before beginning to the second, or succeeding lessons, the
new words occurring in it, (which are prefixed,) must be read and made
familiar to him one by one, and explained if necessary. By this means he
will soon be able to _pick up the ideas_ in his lesson by even a first
reading, which is the great end that the teacher ought to have in
view.--The c