tion we let year after year pass without taking any notice. We debate the question of raising the school age, or of doing this, that, and the other for the sake of giving some education beyond the elements to the children of the country. And all the time we might if we chose solve half the problems of elementary education by exercising a small amount of intelligence. The exceedingly simple method propounded by Mr. Sonnenschein has been procurable for years past in a little series of cheap primers published by Messrs. Macmillan. It is perfectly well known at the Education Office, and has been approved—as, indeed, it could not fail to be by any person who had given the matter a moments serious attention-by the leading educational authorities. Why does the Education Office not recommend these primers for use in Board Schools? Simply because our culpably timid authorities shrink from giving the weight of their sanction to books produced by any particular firm of publishers. Rather than do so they waste the money of every ratepayer in the kingdom and the time and labour of every child in the schools. We have no hesitation in asserting that if the London School Board were to insist on the general adoption of the Sonnenschein method of teaching reading, they would introduce one of the most important educational reforms brought about since the Act of 1870. Those electors, therefore, who seek some practical and useful aim to guide them in the coming election could not do better than refuse support to candidates of either party who are unwilling to give a promise that this reform shall be at any rate given a fair examination and trial by the new Board." THE NURSERY BOOK. [THE NAMES OF THE LETTERS MUST LESSON 1. (To be read first across, then down, till known; then teacher to point at words here and there.) (To be read first across, then down, till known; then teacher to point at words here and there.) (To be read first across, then down, till known; then etc.) (To be read first across, then down, till known; then etc.) (All the syllables in 1 to be practised first, then those in m; and then both alternately. To be read first across, etc.) 1. he met me on the mat. 2. she let the ox go up on the hut. 3. I let the lot go. 4. we met a shy ox. 5. it is on the mat, is it to go? 6. Let me in. 7. the hat is on the mat. 8. the fat ox is let into the hut. 9. we met the fat ox. 10. he lit up the hut. |