the pupils being of that
description usually found in schools for special instruction. The
school-room is furnished, as every primary school-room should be, with
stationary chairs and desks, and Holbrook's primary slates. Twenty-two
lessons, of from thirty to forty minutes each, were given, about
one-third of the time being devoted to drawing, and two-thirds to
writing. As to the method pursued, the main points were, to present but
a single element at a time; to illustrate on the blackboard defects and
excellences in execution; frequent review of the ground passed over,
especially in the _first_ steps of the course; a vigorous exercise of
all the mental faculties requisite for the performance of the task; and
a desire for improvement, encouraged and stimulated by the best and
strongest available motives; the greater part of the time being
bestowed upon the dull and backward pupils.

"The result has exceeded my expectations. About three-fourths of the
number taught can draw most of the simple mathematical lines and
figures, given as copies on the slates used, with tolerable accuracy,
and write all the letters of the alphabet in a fair script hand. This
experiment satisfies me that, with the proper facilities, the three
upper classes in graded primary schools can be taught to write the
letters of the alphabet in a plain script hand, and even to join them
into words, without any material hindrance to the other required
studies; and, moreover, that the great remedy for the complaint of want
of time, in these schools, is the increase of skill in the art of
teaching."

It is well known that in this country and in Europe methods of teaching
the alphabet have been introduced which materially diminish the labor of
teachers, and lessen the drudgery to which children are usually
subjected. The alphabet is taught as an object lesson. The object is
usually an animal, plant, or flower. More frequently the first. The mind
of the child is awakened either by the presence of the animal, or by a
brief but vivid description of its characteristics. The children are
first required to pronounce properly the name of the animal. Here is an
opportunity for training in the use of the voice, and in the art of
breathing, with which the general health, as well as the vocal power, is
intimately connected. The word which is the name of the animal is
analyzed into its elementary sounds. It may then be reconstructed
without the aid of visible signs, e