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Bize that makes it difficult to learn one, at a single lesson. True, a part only of a lesson may be assigned as a task, but the teacher must then daily ascertain the extent of the lesson, in order to portion it according to the capacity of his class. With a private scholar, even with a private class, that may be done without much inconvenience; but the case is different when applied to classes in schools, where more regularity and uniformity are required, and where, the scholars having to pass quickly from one study to another, have no time allowed for measuring the fractional part they ought to have for the next recitation. With the view of remedying this serious objection, the equalization of the lessons was thought expedient. To divide each long lesson into two, three, or four small ones, would in a great measure have destroyed the unity whi-ch characterizes each particular and successive lesson in the book. This was thought objectionable ;and hence the idea of dividing each lesson, according to its length, into two, three, or four sections, so as to obtain the equalization of the parts without destroying the unity of the whole. It is what has been accomplished, and which is.now presented to the American public. One of the strongest proofs that can be adduced of the superiority of the principle here followed is that, in spite of the numerous faults, inaccuracies, defects, omissions, and errors with which the former book is teeming, scholars learn, and learn well. The half of those errors would destroy the reputation of any other grammar or method, was not the fundamental principle so self-efficient. Those defects are like grades on a railroad: they may partially impede the way, but the moving power of the engine easily overcomes them. We will notice a few of them. At page 24, we find: This or that ox. This or that hay. C ebceuf. Ce foin. As the three word
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