with good effect.

_Another plan_ which we adopt, is in practice almost every day; but
it is better adapted to what is called the class-room: we have
the alphabet printed in large letters, both in Roman and Italic
characters, on one sheet of paper: this paper is pasted on a board, or
on pasteboard, and placed against the wall; the whole class then stand
around it, but instead of one of the monitors pointing to the letters,
the master or mistress does it; so that the children not only obtain
instruction from each other, but every child has a lesson from the
master or mistress twice every day.

Before they go to the reading lessons, they have the sounds of all the
words in spelling: thus the sound of a--ball, call, fall, wall; then
the reading-lesson is full of words of the same sound. In like manner
they proceed with other letters, as i--the sound of which they learn
from such words as five, drive, strive, until, by a series of lessons,
they become acquainted with all the sounds; and are able to read any
common book.

I have observed in some instances the most deplorable laxity in this
particular. Cases have occurred in which children have been for two
years at school, and yet scarcely knew the whole alphabet; and I have
known others to be four years in an infant school, without being able
to read. I hesitate not to say that the fault rests exclusively
with the teachers, who, finding this department of their work more
troublesome than others which are attractive to visitors, have
sometimes neglected it, and even thrown it entirely aside, affirming
that reading is not a part of the infant system at all! Such a
declaration is, however, only to be accounted for from the most
lamentable ignorance, preverseness, or both. Had it been true, we
should not have had a single infant school in Scotland, and throughout
that country the children read delightfully.

The great importance of full instruction in reading will be apparent
from the following considerations.

1. If the parents do not find the children learn to read, they will
discontinue sending them. This they consider essential, and nothing
else will be deemed by them an adequate substitute.

2. Children cannot make desirable progress in other schools which
they may enter, unless they obtain an ability to read at least simple
lessons.

3. Neglect in this respect impedes the progress of the infant system.
Such an obstacle ought not to exist, and should at once be r