LESSONS IN ITALIAN. 



2. The teacher must cultivate ft firm, active, and lively 



. HUSH both of eye and ear. He should be 



iil.i.- instantly to discover the tditchtoHt indication of inatton- 



tii.n ,,r in any membor of the class, and to arreit 



the miK,''g inturoat by aome appropriate question or remark 



directed to the offending individual ; an 1 should tliit not suffice, 



to remove t iho class than to 



< lie contagion of hia examplo t > spread. 



3. The pupil* who are receiving the same lesson ihould, M 

 nmrly as possible, be of the asune degree of manfeal capacity, 

 ..t'M.-nvUe the huigoage and ideas oitable to one portion will 

 not appeal to the understanding and secure the attention of the 

 remainder. 



4. The language should be aa simple as poanible, and the 

 questions as short as is consistent with clearness. This is 



-t the highest attainment of a teacher. Not uufru- 

 <[iiontly teachers forgot, while giving their lessona, that every 

 word which H not needed to make a thought clear, only serves 

 to render it more obscure. 



.ry point in the lesson should be pictured out, by 

 which wu in.- ui that the ideas of the various things treated 

 of in tho loason should bo clearly and graphically represented 

 to tho minds of the pupils. This is effected by the aid of 

 appropriate words, assisted by the movements of the teacher, 

 by diagrams, specimens, models, maps, black-board sketches, 

 etc. This graphic ability, or power of effective description, is 

 Another invaluable attribute of a good instructor, and should 

 be earnestly and persevoringly cultivated. 



6. There should bo much individual questioning. In this 

 way real progress is continually tested. Tho teacher's eye 

 should pass rapidly about over the class, or rather should take 

 in every pupil at a glance, and his finger should single out 

 one and another to give answers to his questions. The dull, 

 the lazy, and the backward should most often be subjected to 

 this searching scrutiny. 



We have made these few remarks with a view to assist young 

 teachers in their attempts to obtain and secure attention. Some 

 inexperienced persons may indeed imagine that we have wandered 

 from our object, and have rather been pointing out the way 

 to teach. That is just what we have been doing ; for to teach 

 well, and to suit instruction to the capacities of those who are 

 to receive it, is to gain and rivet their attention, and to ensure 

 their progress. 



An acquaintance with Mental Science is another important re- 

 quisite in tho education of teachers. Nor must they confine their 

 attention to books, but must make the living human being tho 

 subject of their investigations, while by no means neglecting the 

 study of the best literature which deals with this important 

 branch of science. Thus extending and expanding the short 

 sketch of the human faculties which is found in one of our 

 articles in the present series, they will learn to look on their 

 profession in its most useful and benevolent aspect, and will 

 not only be able to develop the senses and train the intellect 

 of their scholars in a more orderly and systematic manner, but 

 will also seo and acknowledge the prime necessity and the best 

 means of acting on their various emotions, and of leading them 

 to form suitable habits. 



Proceeding thus, it will soon be found that the love of appro- 

 bation is an emotion, the judicious cultivation of which will 

 greatly aid the preceptor in gaining and preserving that in- 

 fluence over his scholars, without which all his efforts to teach 

 and train will be comparatively useless. The emotion of fear 

 is too often abused for this purpose. This feeling, when 

 unduly excited, tends to produce a cowardly, deceitful, and 

 ignoble nature. But the love of praise, when properly used, 

 fosters the desire to win the approbation of wise and good men, 

 by doing what is worthy and ennobling. A gentle pressure of 

 the hand, a word of commendation, an encouraging smile, will 

 often win young hearts, and nerve them afresh to conquer diffi- 

 culties, when a frown or a blow would alienate affection and dis- 

 courage effort. "Why do you scold mo?" said a dull but 

 plodding lad to the great Dr. Arnold ; " I am doing the best I 

 can." His master never forgot the lesson thus simply given. 



Tho Sympathy of Numbers is another principle in our nature 

 already alluded to, which, in the hands of a wise tutor, may be 

 made tho instrument of great good ; when left to itself, it is 

 almost always productive of immense evil. Teachers should 

 strive, therefore, to create in their pupils a love of order and 



virtue. Thar* should be a constant effort to excite amongst thi 

 a healthy public opinion, which shall condemn everything 



base, and dishonourable, and approve and enoourage what is 

 honourable and good. 



Imitation in another emotion which is especially powerful in 

 young people, and the teacher should never forget nor ignore 

 it* existence. His own example will exert a powerful influence 

 on the character of his pupils, either for good or evil. For 

 this reason, if for no other, he should be ever watchful over the 

 motives which prompt his action*, over the spirit which actuate* 

 him in his intercourse with those under his care, over all bis 

 habits, his words, and deeds. " Do as I eay, and not ae I do," 

 must emphatically not be the expression of his lips, nor the 

 rule of his life. Let him rather seek to lead his pupils on, by 

 his own bright and consistent example, in the ways of holinees 

 and virtue ; to let his light so shine among them, that they 

 may see his good works, and, by imitating his model, glorify 

 their Father who is in heaven. 



There are many other points of almost equal importance to 

 those we have mentioned, which we should be glad to place 

 before our readers, did our limits allow ; but we trust that a 

 careful study of those we have so briefly treated, will suggest 

 the value and practice of others, and that thus our labour will 

 not be without a twofold reward. 



LESSONS IN ITALIAN. XXX. 



CONJUGATION OF THE VERB PBOCU&ARSELO, to procure U 

 (i.e., to get, tend for, buy it, etc.). 



THIS verb is an example of the principal combinations of the 

 reciprocal pronouns, and of the relative words lo, him or it ; la, 

 her or it ; li, them (m.) ; and le, them (f .) with a verb. 



Preeent. 

 Procurirselo, to procure it. 



Past. 



ssersolo procurato, to have pro- 

 cured it. 



I. INFINITIVE MOOD. 



Preeent Gerund. 

 Procurondoselo, procuring it. 



Essendoselo procurato, kattag pm 

 cured it, 



II. INDICATIVB MOOD. 



Preeent. 

 Sing. Me lo prociiro, I procure it. 



Te lo prociiri. 



Se lo procura. 

 Plur. Ce lo procuriamo. 



Ve lo procurite. 



Se lo procurano. 



Imperfect. 



Sing. Me lo procurira, etc., 1 

 procured it. 



Indeterminate Pre'.erite. 

 Sing. Mo lo procurii, etc., I pro- 

 cured it. 



Determinate Preterite* 

 Sing. Me lo sono procurito, 1 



have procured it. 

 Te lo sol procurato. 

 Se lo e procurato. 

 Plur. Ce lo siamo procurito. 

 Ve lo siote procurato. 

 So lo luno procurato. 



Indeterminate Pluperfect. 

 Sing. Me lo trn procurito, etc., 1 

 had procured it. 



Determinate Pluperfect. 

 Sing. Me lo fui procurito, I had 

 procured it. 



Future. 



Sing. Me lo procurers, etc.. I 

 tail procure it. 



Future Perfect. 



Sing. Me lo aaro procurito, etc., / 

 thott have procured it. 



Conditional PreeeiU. 

 Sin-]. Me lo procurer^, etc., I 

 thould procure it. 



Conditi'ynal Pact. 

 Sing. Me lo sarei procurito, etc. 



III. IMPERATIVE MOOD. 



Sing. Procdratelo (tu), do Uiou procure it. 



Non te lo procurare, do not tAou procure it. 



Se lo prociiri (egli). 

 Plur. Procuriimocelo (noi). 



Procurateyelo (voi). 



Se lo procurino (ossi). 



The literal meaning of procurd>*elo Is to procure tt to omj' tif. 

 The reciprocal pronouns mi, ti, ei, etc., consequent!/ are In the dative 

 case, meaning (f procure it) to mjfeet/, co thytelf, etc. j for this reason, as 

 stated before, it is allowable to conjugate this verb with e**cre or ewere, 

 and to say me lo IOHO or me T ho procurato, ce lo liamo or ee f sWee 

 procurato, me lo era or C aeera procurato, ce lo eravamo or ce T 

 procurato, etc. 



