The children, being taught the first elements of form, and the terms used to express the various figures of bodies, find in its application to objects around them an inexhaustible source of amusement.

Streets, houses, rooms, fields, ponds, plates, dishes, tables; in short, every thing they see calls for observation, and affords an opportunity for the application of their geometrical knowledge.

Let it not, then, be said that it is beyond their capacity, for it is the simplest and most comprehensible to them of all knowledge;--let it not be said that it is useless, since its application to the useful arts is great and indisputable; nor is it to be asserted that it is unpleasing to them, since it has been shewn to add greatly to their happiness.
It is essential in this, as in every other branch of education, to begin with the first principles, and proceed _slowly_ to their application, and the complicated forms arising therefrom.

The next thing is to promote that application of which we have before spoken, to the various objects around them.

It is this, and this alone, which forms the distinction between a school lesson and practical knowledge; and so far will the children be found from being averse from this exertion, that it makes the acquirement of knowledge a pleasure instead of a task.