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10 how pretty 'tis to see
Left foot, right foot, same behind;
Clap your hands now more and more,
SUCCESSION OF PRESIDENTS.
Who was the first president of the United States? General George Washington.
How long was he in office, and during what years? Eight years; from 1789 to 1797.
Who was the second president? John Adams.
How long a time, and in which years was he in office?
Who was the third president? Thomas Jefferson. What was his period of presidency? Eight years; from 1801 to 1809.
Who was the fourth president? James Madison.
What were the years of his office? Eight years; from 1809 to 1817.
Who was the fifth president, and at what time? James Monroe, from 1817 to 1825.
Who was the sixth president? John Quincy Adams.
How long and when was he in office? Four years; from 1825 to 1829.
Who is the president at this time? General Andrew Jackson,
If any parent has leisure to teach a little child, he might say ten or even twenty lessons a day: but they should always be short. If there be several children together to be questioned, ask the smaller ones simple or easy questions; and then let them listen to the others. Where there are two or three children, or six or eight in a family, an interesting class may be formed; and a diversity of exercises on the infantile method would be both pleasing and highly useful. It would be desirable to have every child attain the art of teaching by hearing the lessons, and instructing younger children or those of his own age.
The trite answers, Yes ma'am, and No ma'am, should not be practised. Do you know your lesson? I do; not Yes ma'am. Did those children know their lesson? They did not; not No ma'am. Does the Lord love good children? He does; he loves all who do right, Can you sing? We can sing some tunes. Do you ever make any mistakes? We do frequently; &c. &c.
Many parents who pay attention to the education of their children, do not attend to their exercises and amusements; hence serious injuries are often done to their health, and that at an early age. Every little child needs much recreation, and the enjoyment of open and wholesome air.
As to spelling, an efficient method for saving much time and labour, is to have the pupil spell a short lesson with the book in his hand, till the words become quite familiar; and then put them to him to spell without the use of the book.
Respecting the art of committing a lesson to memory, let the child first be taught to read it well; and this will be of essential aid both as it relates to the habit of correct reading, and to the ease with which it may be retained.
The child, or children, should proceed in the following manner, by marching and counting at the same instant;
Left, right; left, right; left, right; &c. When they are accustomed to this method, let them say one for the left foot, and two for the right foot. Thus, one, two; one, two; one, two; &c.
When the above separate ways are familiar, they may be interchanged as follows. Left, right; one, two; left, right; one, two; left, right; one, two; &c. &c.
Children of every family should be taught to march, both male and female; and every person who teaches them should see that they always proceed with the left foot first. After they can march according to the above directions, they may be taught to proceed by keeping the step to some tune. So far as I have noticed the marching at Infant Schools, the children step with the right foot first; but this is certainly wrong, and should be universally corrected.
RIGHT HAND AND LEFT HAND, &c.
Parents exercise their children much to teach them to know their right hand from the left, &c. Let them pursue the following method. Ask the child which is his right hand, right eye, right ear, right cheek, right shoulder, right foot, &c. several times. Then they may follow a similar course of questions respecting the left parts of the body. After the child is familiar with this exercise, he may be asked to exhibit alternately the right and left as follows. Right eye, left eye; right ear, left ear; right cheek, left cheek; right shoulder, left shoulder; right hand, left hand, &c. Hence amusement and instruction are united systematically. All our plans should be systematick, both for the sake of correctness, efficiency, and the husbanding of our precious time.
Children in every family should be taught to sing, not only as a desirable, social accomplishment, but to enable them to unite in the active praises of God. How much has this talent been neglected and uncultivated! But this will not be so always; for the whole world will eventually be singers. Let some person sing some easy tune or air, and excite the little child to follow. If he succeed to catch some simple
strain, then may he progress, and shortly be enabled to join with others in singing verses. Teach the child either by note or by rote, as may be practicable. Both methods are desirable. How important, and how richly compensated are I those parents who teach their children the art of singing at an early age! How interesting the system of infantile instruction in this respect!
LESSON FOR READING.
He that hath no rule over his own spirit, is like a city that is broken down, and without walls.
A soft answer turneth away wrath; but grievous words stir up anger.
Better is a dinner of herbs, where love is, than a stalled ox, and hatred therewith.
and a haughty spirit
Pride goeth before destruction; before a fall.
that thou mayest
Hear counsel, and receive instruction, be truly wise.
He that is slow to anger, is better Aand he that ruleth his spirit, than he AT He that hath pity on the poor,
than the mighty; that taketh a city. lendeth to the Lord;
that which he hath given, will he pay him again.
If thine enemy be hungry, give him bread to eat; and if he be thirsty, give him water to drink.
It is better to be a door-keeper
in the house of the
Lord, than to dwell in the tents of wickedness.
is the heaviness of his mother.
Happy is the man that findeth wisdom. Length of days is in her right hand; and in her left hand, riches and honour: her ways are ways of pleasantness; all her paths are peace.
A few direct interrogatory sentences, which admit of YES, or No, as an answer; consequently to be closed with a raised tone of voice.
Have you a book? Yes; I have, &c.
Did he give you a pen? No; he did not, &c.
Have you any milk in your basin? Yes.
A few sentences, which do not require YES, or NO, for an answer hence they are not to be closed with a raised tone of voice, and the interrogation is inverted.
Which of the two came to the place;
The questions are now interchanged, and demand alternate answers of course.
Did any one assist the man in his work? Yes.
Who will go with you to the place; Charles.
These examples may be of much use to many respecting correctness as to their views and practice of reading interrogatory sentences.
SCRIPTURAL INTERROGATORY SENTENCES."
Hath he said it? and shall he not do it? Hath he spoken it? and shall he not make it good?
He that formed the eye, shall not he see? He that planted the ear, shall not he hear? He that teacheth man knowledge, shall not he know ?
Should a wise man utter vain knowledge, and fill his belly with the east wind? Should he reason with unprofitable talk? or with speeches wherewith he can do no good? Art