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but, since he is not expecting every sentence to be an illustration of the subject under immediate discussion, he is forced to use a discriminating judgment, and this begets power.

The book is divided into

4. DIVISIONS OF THE BOOK. six parts, and is designed especially for seventh and eighth grades, each of the first four parts furnishing approximately a half year's work. The first three parts cover pretty well the entire subject of grammar, without, however, leading the pupil into questions over which grammarians are wont to wrangle, the purpose being rather to give him a sure grasp of general principles that shall prepare him adequately for the work of secondary schools. In these three divisions the various subjects are taken up by the easiest and most natural approach, the complete presentation of each subject in its logical order being reserved for the fourth part, Classified Grammar.

It is not

The final Exercise in Part IV is all-important. so essential that a child should be able to "parse" as that he should be able to tell the one or two most vital things without troubling to mention a number of unimportant details.

5. COMPOSITION WORK. The Composition Outlines (Part V) are to be used throughout the year in whatever way the teacher deems best. Each outline for reproductive work

consists of five or six paragraphs.

A short time may be

given about once a week to the writing of one paragraph, the entire composition thus requiring five or six sittings. Or a longer time may be given about once a month, the entire composition being finished at one sitting. In either case the idea of the paragraph must be emphasized. The work should be done in the schoolroom, and the pupil should have nothing to guide him except the outline, which may be copied upon the blackboard.

6. Part VI (The Elements of Grammar) contains the principles of grammar arranged in numbered sections, and is designed for reference.

An expression of obligation is due to Miss Anna Hinshaw for helpful suggestions that came as a result of testing the Exercises in the class-room; and to other friends who have in many ways lent encouragement to the work.

The author now submits the book with the earnest hope that it may prove of real service to teachers and of profit and enjoyment to the youth of our public schools.

PART I

A STUDY OF SENTENCES

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