308 The Rural Econcm:ſts Dee: and in turn aids both yourſelf and others around you, to under- ſtand it better than you otherwiſe would.‘In addition to read- ing, let him be carefully taught to sPELL. We ſeldom pronounce juſtly: even when we do, our pronunciation and our ſpelling do not exaly correſpond to one another: and, in truth, it 1s better that our orthography ſhould be ſomewhat permanent, than that it ſhould vary with allthe caprices of our pronunciation: but, in conſequence of this, corre& SPELLING does not always néceſ- ſarily attend corre pronunciation. SPELLING is to be learned with a particular care. Let your child, in the courſe OL ITSTANA ſtruction in the art of reading, be plied with continual exercifes in that of SPELLING.“To SPELL ¡the words of his native language corre&ly or not is uſually accounted the primary teſt of diſtinétion between him who has{he education befitting a man and the drutiſkilliterate clown.—Let him be next'inſtruéted in the grammatical DISTINCTIONS of CONCORD 4nd INFLEXIONS, that he may know what is corre># Engliſh fheech, what only an ungrammatical jargon. The example of the books which be reads, the inſtruétions of his teacher, the exerciſes which he muſt be required to perform, will, all together, compoſe the pro- per means of giving hin this knowledge.;

Amidſt this progreſs of his elementary inſtruétion in Engliſh literature, he muſt‘be early initiated in the ART OF WRITING. This neceſſary art he ſhould, indeed, begin to learn as ſoon as his fingers have acquired enough of muſcular ſtrength to hold the

en firmly; in writing two or three lines at once; as ſoon as'his mind is ſo ſteady às tò apply to a taſk for twenty minutes together;* and as ſoon as his breall is ſufficiently vigorous, not to be injured by the ſtooping’ poſture‘and exertion of writing. The only other préerequitfit&is, that the boy be made to conceive a fond- neſs for the ART OF WRITING, and a deſire to learn it, before yóu make hf commence his aQual application to it. This may eaſily be accompliſhed in various ways, entirely free from diſingénuous artifice. He wl the more cafily become deſirous of acquiring an art, ât once ſo amuſing and ſo uſeful,‘ſince the previous part“of his education has been ſuch as to give him a more manly underſtanding than boys commonly pofſfeſs‘at ſo

early an age, In the remote parts of this country, it is not un- uſual to ſuffer children, in their firſt attempts at writing, to Imi- tate very indifferent models. This prattice 1s bigbly careleſs and inconſiderate. From the firſt, lect your boy have the fineſt models of handwriting put before him. Let theſe be rather ac- tually manuſcript, than copperplates. Never uſe‘the latter, unleſs good manuſcript examples cannot be procured. In this caſe, indeed, it will be better to lay before the learner fine cop- perplate lines than very indifferent manuſcript ones. Never allow your child to accuſtóm himſelf to write in a very minute ſpecies of handwriting. Above all things, do not withdraw his attention from his writing, till he ſhall have, firſt,