Q.What is hunting?
A.Following animals to catch them.
Q.Who made all the animals?
A.Almighty God.
* * * * * The method above described is adapted to the large room, where the children may be taught all together; but it is necessary to change the scene even in this; for however novel and pleasing a thing may be at first, if it be not managed with prudence it will soon lose its effect.

It is here to be observed, that the mode of teaching described, is not practised every day, but only twice or thrice a week.

The children will take care that the teacher does not altogether forget to teach them in any way that they have been accustomed to.
After letting the above plan lie by for a day or two, some of the children will come to the teacher, and say, "Please, sir, may we say the picture alphabet up in the gallery ?" If the other children overhear the question, it will go through the school like lightning: "Oh yes--yes--yes, sir, if you please, do let us say the letters in the gallery." Thus a desire is created in the children's minds, and it is then especially that they may be taught with good effect.
_Another plan_ which we adopt, is in practice almost every day; but it is better adapted to what is called the class-room: we have the alphabet printed in large letters, both in Roman and Italic characters, on one sheet of paper: this paper is pasted on a board, or on pasteboard, and placed against the wall; the whole class then stand around it, but instead of one of the monitors pointing to the letters, the master or mistress does it; so that the children not only obtain instruction from each other, but every child has a lesson from the master or mistress twice every day.
Before they go to the reading lessons, they have the sounds of all the words in spelling: thus the sound of a--ball, call, fall, wall; then the reading-lesson is full of words of the same sound.

In like manner they proceed with other letters, as i--the sound of which they learn from such words as five, drive, strive, until, by a series of lessons, they become acquainted with all the sounds; and are able to read any common book.
I have observed in some instances the most deplorable laxity in this particular.

Cases have occurred in which children have been for two years at school, and yet scarcely knew the whole alphabet; and I have known others to be four years in an infant school, without being able to read.