YOUNG EYES AND EARS

BEING

A MANUAL OF OBJECT LESSONS FOR
PARENTS AND TEACHERS.

BY MARY ANNE ROSS,

MISTRESS OF THE CHURCH OF SCOTLAND NORMAL INFANT SCHOOL, EDINBURGH.

EDINBURGH: JAMES GORDON.
HAMILTON, ADAMS, AND CO., LONDON

1863.

500. . 22.

26231. f. 2.

PREFACE.

Ir is not the design of this little work to supersede the necessity of preparation on the part of the teacher of object lessons. Such lessons can never be given with effect without a thorough appreciation both of the wants and of the capabilities of the individual children to be instructed. The aim is rather to give assistance in the choice of materials, and in the order and arrangement of topics suited for early lessons of this kind.

It will be observed that the lessons are divided into

three distinct stages. These correspond approximately with the beginning, middle, and close of the infant-school course, supposing the child to enter at the age of four or five, and to leave at six or seven. The lessons in the first stage are so simple as to contain little which may not be drawn from the children's own observation by skilful questioning. Those of the second stage are more condensed, there being now less danger of taking for granted knowledge which the class do not possess; whilst, in the third, a great deal of information is imparted to the children, who are supposed to be able to understand and retain statements made to them. As it is presumed that

FES:S

XFO

EDINBURGH: T. CONSTABLE, PRINTER TO THE QUEEN, AND TO THE UNIVERSITY.

PREFACE.

Ir is not the design of this little work to supersede the necessity of preparation on the part of the teacher of object lessons. Such lessons can never be given with effect without a thorough appreciation both of the wants and of the capabilities of the individual children to be instructed. The aim is rather to give assistance in the choice of materials, and in the order and arrangement of topics suited for early lessons of this kind.

It will be observed that the lessons are divided into

three distinct stages. These correspond approximately with the beginning, middle, and close of the infant-school course, supposing the child to enter at the age of four or five, and to leave at six or seven. The lessons in the first stage are so simple as to contain little which may not be drawn from the children's own observation by skilful questioning. Those of the second stage are more condensed, there being now less danger of taking for granted knowledge which the class do not possess; whilst, in the third, a great deal of information is imparted to the children, who are supposed to be able to understand and retain statements made to them. As it is presumed that