By-gone Hours. Immortality of the Soul. Influence of the Great and Good. Poetry of Nature. Music of Nature. Memory of our Fathers. The Stuff that Dreams are made of. The Seasons. Heat. Light. The Spirit of Discovery. The Art of Printing. Newspapers. Novelty. The Sun. The Rainbow. The Moon. The Stars. The Study of Geography. The Pleasures of Travelling. The Application of Steam. Rivers. To-morrow. The Influence of Women. Hero-worship. Cost of Civility. Things that Cost Nothing. The Orphan. The Rolling Stone. Teachers. Loved Faces. We Bloom To-Day, To-mor row Die! The Wreath of Fame. Reflections of a Looking-glass. Early Companionship. Music of the Sea-shell. Letter from the Town. Letter from the Country. My Room-mate. What Shall we Read? School Associations. Paddle Your Own Canoe. One by One. I've Wandered in Dreams. Philosophy of a Tear. Music of the Spheres. Oppression the Nursery of Re. form. The Book. Peaceful Conquests. The True Hero. Sources of a Nation's Wealth. Commerce. Early Rising. Cheerfulness. The Uses of Biography. The Backwoodsman. Curiosity. Foppery. Gardening. Modern Delusions. Young America. The Multiplication of Books. The Freedom of the Press. The Present. The Past. The Future. Silent Influence. The Monuments of Antiquity. The First Stroke is Half the Make Hay while the Sun Shines. A Picture of Fancy. A Soft Answer Turneth away Avoid Extremes. A list of 1,000 graded subjects for composition will be found in Emerson's "Rules for Essay-Writing.' REFERENCE BOOKS VERBAL PITFALLS. A manual of 1,500 words commonly misused, including all those the use of which in any sense has been questioned by Dean Alvord, G. W. Moon, Fitzedward Hall, Archbishop Trench, Wm. C. Hodgson, W. L. Blackley, G. F. Graham, Richard Grant White, M. Schele de Vere, Wm. Matthews, Alfred Ayres," and many others. Arranged alphabetically, with 3,000 references and quotations, and the rulings of the dictionaries. By C. W. Bardeen. 16mo, pp. 223. 75 cts. 66 ORTHOEPY MADE EASY. A Royal Road to Correct Pronunciation. By M. W. Hall. 16mo, pp. 103. 75 cts. OUTLINES OF SENTENCE MAKING. A brief course in composition. By C. W. Bardeen. 12mo, pp. 187. 60 cts. A SYSTEM OF RHETORIC. By C. W. Bardeen. 12mo, pp. 813. $1.75. A SHORTER COURSE IN RHETORIC. By C. W. Bardeen. 12mo, pp. 311. $1.00. A mature study. GRAMMAR Grammar deals largely with abstract relations, and for this reason some maturity in the pupil is indispensable. A great deal of time is wasted upon this subject; if presented wisely and at the proper time it will prove delightful and interesting. A common fault in teaching grammar is to require pupils to commit to memory definitions and rules that have for him no meaning. Grammar should at first be taught orally; all the terms should be developed, explained and illustrated by copious examples. When these terms are fully understood, then, and not until then, should the pupils be required to commit the rules to memory. As fast as the terms are learned, the pupils should be required, in all cases, to embody them in sentences of their own construction. 1. Simple. IV. Develop the forms of Sentences (as to propo- 2. Complex. sitions.) 3. Compound. V. Teach the correct use of Capital Letters. Suggestive. In order Ask the pupils to think of some object. Ask them how you may know the name of the object. They perceive that before their thoughts can be known to others they must express them. to communicate your thoughts, what must you use? They will discover that to express a thought, they must use words. Now ask each pupil to express a thought, as "The bird sings;" "The tree grows;" "The boy laughs;" "The clock ticks;" etc. They are now told that a thought expressed in words is called a sentence. Require the pupils to form several sentences orally, using the following analysis: I first think about something; I use words to express my thought. The words used are: "The bird sings." These words express a thought, and form a sentence. A thought expressed in words is called a Sentence. The subject. The pupils have already discovered that there must be an object or subject of thought in the mind. And when they tell their thoughts they speak of some object or subject and tell something about it. They are led to see this in every sentence. By repeated trials they soon find that they can form no sentence without speaking of something and telling something about it. Ask the pupils to express a sentence and analyze it. "The clock ticks." "The clock ticks," is a thought expressed in words; it is a sentence. The word "clock" represents the object spoken of; it is the subject. The word "ticks" represents what is said of the clock; it is the predicate. That of which something is said, is called the subject. That which is said of the subject is called the predicate. The object. By a similar process of development the pupils are led to observe the object of a sentence. The teacher should write at the board all the sentences given. tences. It would be well for the teacher to ask questions of Kinds of sen- the pupils and endeavor to get in reply the different kinds of sentences, as asking, telling, etc. The teacher should write these sentences as given by the pupils on the board, and let the pupils discover the differences. Let them see that every telling or declarative sentence, ends with a period. Every asking or interrogative sentence ends with the mark of interrogation; every exclaiming sentence with an exclamation point; and every commanding or imperative sentence with a period. REVIEW.-To be committed to memory. 1. A thought expressed in words, is a Sentence. 2. That of which something is said, is called the Subject. 3. That which tells what is said of the subject, is called the Predicate. 4. That which receives the act expressed by the predicate, is called the Object. |