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    that hemay be acquainted with ; for this purpose he stands up and pro * nounces them slowly and distinctly , stopping a short time between each ; when the rest ofvthe scholars , who axe seated , pronounce the same letter all together .

    10 . Should any of the other boys remember a greater number of letters - -than the one first called upon , , he takes his place near the master , and proceeds in the same manner with such as the former may have omitted .

    v . ll . As soon as they may be instructed in the alphabet they are then taught the figures by the same process ; first to write and count as far as 500 , or probably 1000 ; afterwards they learn the mwltiplication-table , and then the addition

    and subtraction of broken numbers , as one £ is f , two % is l £ , three i fc 2 i * four f is 3 , and so on , with halves , quarters , sixteenths , &c . any required number of times ; they afterwards proceed in the same manner with whole numbers , both

    fuJjjUnjg and subtracting | h ^ m . 19 U « & % ,: $ * pjwpp , Jjfoe Xhfrt &e 4 Wh 0 jfldSS M& leftrmng the figures , 49 &bme , they are taught to join tfee ^ vowels and cousopants : one

    of tfrom whOrMsiy l ^ Gpijsidere / l as CQ * npete&t , , ar if mm , ojae of the luicter-teachers , is placed at the head # f ifae line , or should the line be long it ) & e & £ pt * e jq { i ^ tha t tbjqr &tyfty all haw a distinct view of his writing ; 4 ie marks in the

    sand vyith his finger , as before ; one X ) f tfeie con ^ onuwts 5 ^ pd # dds to jt <^ t of the yavv ^ ls , leoAwhen thus joined he pronounces aloud the syllabi ^ sou nd ; the others fil l write * W 1 psmfHUbpe XV ibe ^ me r « an - ^ < ^ n » til tilthmvomb * h ave been

    ^ fpwdiltify added by ^ erawng the f ir ^ dmie ;; one ; when he begins

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    with another consonant , and proceeds in the same manner ; . 13 . From single he proceeds to two syllables , wbich are taught in the same manner by any one of the class who shall be chosen , for one or more lessons , as he may

    preserve his superiority in reading , or else by the second-master , who is himself always a scholar ( should no one amongst the others be equal to the duty ); the head-master being present to superintend and to correct whenever it may be requisite *

    14 . At the same tirne that the scholars are taught to write and to pronounce double syllables they commence board-writing , that they may be enabled to give a more correct shape to the letters tfyaii they could acquire by writing on sand .

    15 , When they have proceeded thus far , they are taught to writ $ and to pronounce tHe names of things and of places , l ? y one or other of the 1 st or 2 d masters ; he selects easy words of two and three syllables , and pronounces the fi ^ st

    syllable , which the boys write on sand ; the teacher then pronounces the second syllable , and when tljis also is written he desires the boys to give them their proper sound , w-hich is repeated until the correct pronunciation df the word shall be acquired .

    l 5 . Th 6 boys are taught these names either together or separately ; or one of them pronounces first , and all of the others immediately afterwards ; and in the above manner they proceed from shorter to longer

    words-17 ' Thus far the scholars have been principally instructed by writing in sand spread on the ground , and in large letters formed

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    Account < f the Nattve / Schook in India . 4 > T 3

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    y oi ,. ix . 3 r

• Citation
  • Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Aug. 2, 1814, page 473, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2443/page/25/