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<br /> 6. The time before and between the recesses in the fore- when not to wear bats: proper manner of addressing elders,
<br /> noon, and before and after the recess in the afternoon, shall be etc., etc.
<br /> J equally divided by some general exercise; this may be physi- Teach morals by example, incidents, maxims., etc.
<br /> cal exercise, —calisthenics, or marching; or vocal exercise,— r ' This is, emphatically, a grade for education and instruction,,-
<br /> singing, or practising the elementary sounds,—to continue ' little or no.study should be required,
<br /> four or five minutes. Ventilate at these times, .if needed. In addition to the oral instruction given to each class, There
<br /> 7. No exercise shall continue longer than fifteen or twenty should be some general exercise each session, in which oral in-
<br /> minutes; and no scholar should be obliged to sit in his seat struction is given upon common objects, incidents, important
<br /> longer than one half hour without a change.. events, etc. etc.
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<br /> 8. The following books shall be used, and the course of in- Teachers should be prompt, careful, and full of life. Even
<br /> struction carefully carried out. for ordinary success, thorough preparation for each day's work
<br /> is necessary.
<br /> No scholar should be allowed to sit still with nothing to do:
<br /> TEXT-BOOKS. during the recitation of a class, the other scholars should be
<br /> CLASS 3.—The National Readino�b Charts and the National engaged in some definite work; nothing should be done with-
<br /> Primer. - out an object in view; the slates and blackboards should not
<br /> CLASS 2.—.The National First Reader and Worcester's Pri- 1 be used except for a given purpose.
<br /> mary Spelling Book.
<br /> CLASS 1. —The National Second Reader, Worcester's Pri- V
<br /> Mary Spelling Book, Eaton's Primary School Arithmetic. T
<br /> THIRD CLASS.
<br /> The National Music Charts and First Music Reader; Barr (Age, s-s.)
<br /> tholomew's Drawing Cards. READING AND SPELLING.—Lessons from the charts.
<br /> The teachers should have constant access to other books Teach words, the sounds of the letters, and the names of the
<br /> for illustration. Sheldon's Manual of Elementary Instruction l letters, at the same time.
<br /> should be carefully studied. Teach the spelling of the words in each reading lesson. The
<br /> National Primer may be used alternately with the charts the
<br /> INSTRUCTION. last term.
<br /> NUMBERS.—Develop the idea of number as far as ten.
<br /> Begin at once to require distinct articulation and correct ex- Teach counting as far as one hundred.
<br /> pressions. Second Term.—Teach Addition, Subtraction, Multiplica-
<br /> 4 Do not allow a question to be asked, or an answer given in- tion, and Division, —the numbers used, and the results, not
<br /> distinctly or carelessly; and do not allow the slightest error of to exceed ten. Use common objects,—corn, beans, marbles,
<br /> expression to pass uncorrected. books, straws; also use the numeral frame. [See Sheldon's
<br /> When scholars are standing,insist on upright and fixed posi- Manual, p. 146,-- Through First Step.]
<br /> zn
<br /> tions,—with the shoulders thrown back and heads erect,_ WRITING AND PRINTING.— Carefully point out the forms
<br /> and be watchful of bad positions when they are sitting. ;� of the letters, and teach the printing of each letter as it is
<br /> Teach habits of neatness; do not allow the least litter or learned, gradually leading to words .and short 'sentences in the
<br /> dirt in or about the desks; encourage neatness of dress and reading lessons.
<br /> person. Teach good behavior; how to open and shut doors; Do not allow* a short, blunt pencil to be used. Insist that
<br /> how to hold and hand books, and turn the leaves properly; the pencil shall be held like a pen.
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