Having accustomed the children, in this manner, first to give you the _names_ of things, and then to observe and repeat something respecting them--you have gained two ends; you have, first, taught the children to be observant and discriminative; and, secondly, you have taught them to distinguish two distinct classes of words, or _names_ and _qualities_; and you may now, if you please, give them terms by which to distinguish these respective classes, viz.

_substantives_ and _adjectives_.

They will no longer be mysterious words, "signifying nothing," but recognized signs, by which the children will understand and express definite ideas.

The next thing you have to teach them is, the distinction betwixt singular and plural, and, if you think proper, masculine and feminine; but before you talk to the children about _plural number_ and _masculine gender_, &c., let them be made acquainted with the realities of which these hard-sounding words are the signs.
Having made the classification of words clear and comprehensible, you next proceed to the second grand class of words, the verbs, and their adjuncts, the _adverbs_.

With these you will proceed as with the former; let action be distinguished by words;--the children _walk, play, read, eat, run_; master _laughs, frowns, speaks, sings_; and so on; letting the children find their own examples; then comes the demand from the master for words expressing the manner of action.