For example, suppose the picture thus exhibited were to
represent a girl sewing in an attic. The compositions to which it would
give rise might be very various. One pupil would perhaps simply give an
account of the picture itself, describing the arrangements of the room,
and specifying the particular articles of furniture contained in it.
Another would give a soliloquy supposed to be spoken by the sewing-girl
as she sits at her work. Another would narrate the history of her life,
of course an imaginary one. Another would write an essay on the
advantages of industry and independence.
This is a very good way of assigning subjects of composition, and, if
well managed, it may be the means of awakening a great interest in
writing among almost all the pupils of a school.
5. Though the superintendents, as such, have, necessarily speaking, no
_teaching_ to do, still they ought particularly to secure the progress
of every pupil in what may be called the _essential_ studies, such as
reading, writing, and spelling. For this purpose, they either see that
their pupils are going on successfully in classes in school in these
branches, or they may attend to them in the section, provided that they
never allow such instruction to interfere with their more appropriate
and important duties.
In a word, the superintendents are to consider the members of their
sections as pupils confided to their care, and they are not merely to
discharge mechanically any mere routine of duty, such as can be here
pointed out, but to exert all their powers, their ingenuity, their
knowledge of human character, their judgment and discretion, in every
way, to secure for each of those committed to their care the highest
benefits which the institution to which they belong can afford.
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