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Note: This text has been automatically extracted via Optical Character Recognition (OCR) software. The text has not been manually corrected and should not be relied on to be an accurate representation of the item.
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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
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Citation
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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/
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