3. The words of the first lesson are those of familiar speech, and the ones that follow are those needed by continually advancing study and thought; so that, while the vocabulary keeps pace with knowledge, it never usurps the place of knowledge. 4. The ideas of the first lessons are familiar ones, or those that may become known by simple observation; and these are followed by thoughts which reach out toward the different fields of industry, science, and litera ture. 5. The illustrative sentences are increasingly made up of quotations, so as to secure as great a variety as possible in forms of expression, and to develop in the minds of the pupils a taste for literature. 6. The book has three parts, designed respectively to meet the wants of the primary, intermediate, and senior departments of our schools. Part First presents the thoughts and language of daily life; Part Second specially treats of words alike in pronunciation, but unlike in spelling; Part Third deals with the technical expressions of elementary science and with the language of advanced literature. HOW THE PLAN IS CARRIED OUT. 1. The first twelve pages are in script, giving enough of script-work for one school term. 2. The first time a word is used, it is put in full-face type, so that a glance of the eye can tell what words need special attention. 3. Consecutive lessons are given upon the same subject, so that related words may be associated with related thoughts, and with each other. 4. In every sentence something of interest is told, so that the language is kept subordinate to thought. HOW TO USE THE BOOK. 1. The first lessons should be introduced by means of the objects designated in each. In these lessons the objects should be so treated that the pupil will give the form of expression used. 2. The sentence which in recitation is read from the board, after recitation should be copied from the book. Words are learned by copying them, and correct copying implies close observation. 3. In the lessons, where words are used by substitution, no effort should be made to exhaust the possible combinations. Only enough sentences should be required of the pupils to familiarize them with the words used. 4. Each new topic introduced should be discussed in such a way as to suggest other similar topics, which, in turn, may be made the bases of writing, spelling, and composition. WHAT WILL COME OF IT. 1. The pupils learn the form and meaning of words incidentally, while copying, and in the endeavor to express their own thoughts. 2. They find words in sentences and spell them by writing; their school-work thus conforming to subsequent practice. 3. The lessons by substitution lead incidentally to the classification of words as parts of speech, thus preparing the way for the formal study of grammar. 4. The large number of quotations made will have a tendency to awaken in the minds of the pupils a literary sense, and lead them to an appreciation of noble thoughts in beautiful forms. It will also lead to a desire to read the highest and best which literature affords. 5. For teachers, the drudgery of primary instruction is greatly diminished; and for pupils, irksome tasks are converted into pleasant exercises. SOME OTHER POINTS. In the spelling, pronunciation, and meaning of words, Webster has been followed, as the acknowledged leading authority in this country. As the object of this book is to render the acquisition of language, on the part of the pupil, as nearly unconscious as possible, lessons upon derivations, etymologies, synonyms, prefixes, and suffixes, are omitted altogether. These subjects, and the few rules of English spelling that are of practical use, are left for the high-school course. When pupils are mature enough to make language a direct object of study, and then only, can they pursue these topics with profit. |