CHAPTER XX.
THE ELLIPTICAL PLAN OF TEACHING.
_Method Explained--Its success_.
* * * * * "He tried each art."-- _Goldsmith_.
* * * * * All persons acquainted with children are aware of the torpor of some minds, and of the occasional apathy of others, and to this it is necessary to provide some counteraction.

This is done effectually by what is called the elliptical plan, according to which, words are omitted in a narrative or poem repeated by the teacher, for the purpose of being supplied by the children.
These exercises are very agreeable to the children, and by them some features of the mental character become conspicuous.

Children are usually sensible of their need of instruction, but if they can make it appear that any of their statements are original, their delight is especially manifest.

There seems, too, a dislike at first, to take any trouble to arrive at the truth; careless children will therefore guess several times; but an observant teacher will at once perceive that there is no effort of the understanding, point it out to the child, and thus prevent its recurrence.
Dr.Gilchrist observes, in a letter sent to me, "You have now the whole method before you, and I shall boldly stake all my hard-earned fame, as a practical orientalist, on the salutary consequences that will spring from the adoption of short elliptical tales at your interesting institution." My usual practice with respect to the elliptical method of teaching, is, to deliver some appropriate, simple, extemporaneous tale, leaving out but few words at first, and those such as must obviously strike the children; as they get used to the plan, I make the omissions more frequent, and of words less obvious.

The following specimens will render the whole plain to the understandings of my readers.
A gardener's youngest[a] -- -- was walking among the fruit[b] -- -- of his father's[c] -- --, he saw a little[d] -- -- fly up and sit on one of the[e]---- of the trees; the[f] -- -- lifted a stone, and was going to[g]---- it at the poor[h]---- which seemed to[i]---- most sweetly thus: My[k] -- -- is[l] -- -- of moss and hair, The[m] -- -- are[n]---- and sheltered there; When[o]---- soon shall my young[p] -- -- fly Far from the[q]---- school[r]---- eye." The[s]---- eldest[t]---- who understood the[u]---- of birds came up at that moment, and[v]---- out, throw down the[w] -- --, you hard-hearted[x] ---- and don't[y] -- -- the innocent[z] -- -- in the middle of his song; are you not[aa]---- with his swelling red-breast, his beautiful sharp eye, and above all with the[bb] -- -- of his notes, and the familiar[cc] -- -- he assumes, even in the[dd] -- -- of a[ee]---- like you?
Ask your youngest[ff] -- -- here if she remembers the[gg]---- which her good[hh] -- -- read to her yesterday of a very[ii]---- boy, who was very[kk]---- to a harmless green[ll] -- -- which he caught[mm] -- -- for hunger, among the[nn]---- in the[oo] -- -- of winter.
[Footnote a: Son] [Footnote b: trees] [Footnote c: garden] [Footnote d: bird] [Footnote e: branches] [Footnote f: boy] [Footnote g: throw] [Footnote h: bird] [Footnote i: sing] [Footnote k: nest] [Footnote l: built] [Footnote m: eggs] [Footnote n: laid] [Footnote o: hatched] [Footnote p: ones] [Footnote q: roaming] [Footnote r: boy's] [Footnote s: gardener's] [Footnote t: son] [Footnote u: notes] [Footnote v: called] [Footnote w: stone] [Footnote x: rogue or boy] [Footnote y: disturb or hurt] [Footnote z: bird] [Footnote aa: pleased or delighted] [Footnote bb: sweetness or melody] [Footnote cc: air] [Footnote dd: presence] [Footnote ee: naughty boy] [Footnote ff: sister] [Footnote gg: story] [Footnote hh: mother, aunt &c.] [Footnote ii: naughty or good] [Footnote kk: cruel or kind] [Footnote ll: finch or linnet] [Footnote mm: perishing or dying] [Footnote nn: snow] [Footnote oo: depth or middle.] The following little verses upon the same principle have been found to answer extremely well, by putting one child in the rostrum, and desiring him purposely to leave out those words that are marked, the other children will fill them up as he goes.
I must pray Both -- -- and day.
Before -- -- eat I must entreat, That -- -- would bless To me -- -- meat.
I must not play On God's own day, But I must hear His word with fear.
It is a sin To steal a pin Much more to steal A greater thing.
I must work, And I must pray, That God will feed Me day by day.
All honest labour, God will bless; Let me not live In idleness.
I will not be Or rude or wild, I must not be A naughty child.
I will not speak Of others ill, But ever bear To all good-will.
I'd rather die Than tell a lie, Lest I be lost Eternally.
I'll -- -- my bread From -- -- to door, Rather -- -- steal My neighbour's store.
I must not kill A little fly; It is an act Of cruelty.
I must not lie, I must not feign, I must not take God's name in vain.
Nor may my tongue Say what is wrong; I will not sin A world to win, In my Bible I am to read, And trust in God In all my need.
For Christ alone My soul can save, And raise my body From the grave.
Oh! blessed Saviour, Take my heart And let not me From thee depart.
Lord, grant that I In faith may die, And live with thee Above the sky.
CREATION.
God made the -- -- that looks so blue, God made the -- -- so green, God made the -- -- that smell so sweet, In -- -- colours seen.
God made the -- -- that shines so bright, And gladdens all I see; It comes to give us -- -- and light, How -- -- should we be! God made the -- -- bird to fly, How -- -- has she sung; And though she -- -- so very high, She won't -- -- her young.
God made the -- -- to give nice milk, The horse for -- -- to use; I'll treat them -- -- for his sake, Nor dare his gifts abuse.
God made the -- -- for my drink, God made the -- -- to swim, God made the -- -- to bear nice fruit, Which does my -- -- so nicely suit; O how should I -- -- him! "O Lord, how manifest are thy works; in wisdom hast thou made them all!"-- Psalm civ.