EDUCATION.


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TEACHERS: THEIR TACT FOR TEACHING.


In no particular do teachers differ from each
other more than in tact for communicating
their own ideas, or in Illustrating the principles
of science. Some possess it in a high degree
while others are almost wholly deficient. Take,
! for instance, the science of English grammar r.
and mark the different methods pursued by DIFF
ferent teachers in teaching it. Some barely
point out to the student, the definitions and rules,
and require him to commit them. Others take
up principle at a time, and illustrate by familiar
examples, adapted to the capacity of the learner,
and cause each position to be fairly and fully un
ders,ood before advancing to another. In this
way more can be effected towards acquiring a
knowledge of this science in two weeks, than bv
the common method, in nine months.
The understanding is addressed, rather than
the memory. The student feels himself advanc.
ing and progressing every hour. The science is
continually being unfolded before his mind, and
by gradual and continuous advances, he makes
himself nasier of this grand and hiohlv ;n,nor,
ant branch Of science.


l once happened in school, at tho moment
when the teacher formed a class of little girls,
and introduced tho science of grammar to their
notice. They could read tolerably well, but per.
haPs, had no correct ideas of the nature of this
study. Tho class was called, and seated before
him, without books, and after being informed by
the teacher Of his intentions in calling them and
forming the class, the following dialogue ensued.
the little girls answering his questions; each in
her turn


Teacher. Tell me Miss Mary, how many trees
are there in North America?


Mary. Trees! no sir, | surely cannot tell.


Teacher. There is great number is there not?


Lucy. Yes sir, thousands and millions.


Teacher. Have you not observed there are
different kinds OF trees Or, you may call them
families, if you choose-for instance, family of
oaks-a family of ashes-a family of hickories?


Nancy. Yes sir.


Teacher. Do you not suppose tha, ono might
learn the numbers Of families of trees, and the
qualities belonging to each family!
Louisa. Yes sir, with some trouble, think
Teacher. Would it not be easier to learn the
number and nature, such as the size, leaf, bark,
fruit; age &c. &c of trees by families, than in
dvidally, each tree by itself?


Sophia. Yes sir, much easier.


Teacher. Well, tell me how many words there
are in all the books in your fathers library?


Paulina. Indeed sir, cannot. | might as
well count the trees.


Teacher. Do you not think it would be con-
venient arrangement, if the words could be class
ed. and arranged into families, just as we see the
trees are?


Jane. Yes sir, very convenient.


Teacher. Did you ever hear Of such an
rangement?


Eliza. No sir, think not.


Teacher. If were to teach you that classifi.
cation of words, so that you could know in mo-
ment, TO which class word belongs, and all
about that word and that class, would you not be
pleosed to learn!


Harriet. Yes sir, much pleased.


Teacher. What would that study be called?


Caroline. do not know, sir.


Teacher. Well. young ladies'. if you will pro.
mise to try to learn, will tell You what this STU
dy is called, and take much pleasure in teaching
AA together. We'ltry. ~


Teacher. Well, it is called, English Grammar.
And there are only ten families or classes of
words, and you can soon learn all about them.--


VIII introduce you to one class this morning,
40 when you shall have learned this class, will
rtice the next. One family of words consists
E ,atnes, as names Of persons, names of pIaces.
t = ss na OF things. Any word that is the name Of
spe;isp place. or thing. is member of this first
is This family is called NOUN. George
;t,,o u because it is the name of person.
49, nok is anoun because it is the name of
p"se - iaksand is noun. because j, is the name
W.. .ilng: NTell me, what is Charles! Wbv!
WIZ, - Ne' York! Why9 What is pencil?