mono-syllables. Do not say _a, m, am_--but say _am_ at once, and point
to the word. When the child knows that word, then point to the next,
and say _as_, and be sure to follow the same plan throughout the book.
Spelling lessons may be taught at a more advanced age; but it will be
found that a young child will learn to read much more quickly if they be
dispensed with in the Primer. In words of more than one syllable, it is
best to pronounce each syllable separately, _car, pet_,--_po, ker_,--and
so on. In the lesson on "Things in the Room," point out each thing as
the child reads the word, and indeed, wherever you can, try to associate
the word with its actual meaning. Show a child the word _coach_ as a
coach goes past, and she will recollect that word again for ever. In the
"Lesson on the Senses," make the child understand how to feel cold and
heat, by touching a piece of cold iron or marble, and by holding the
hand to the fire,--how to smell, to hear, to see, and to taste. In the
"Lesson on Colours," be sure to show each colour as it is read; and
endeavour to make every Lesson as interesting as you can. _Never weary
a child with long lessons_. The little poem at the end is intended to be
read to the child frequently, that she may gradually learn it by heart.

J.C.


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