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ONE-Book Course in ENGLISH

COURSE

IN WHICH THE PUPIL IS LED BY A SERIES OF OBSERVATION
LESSONS TO DISCOVER AND APPLY THE PRINCIPLES
THAT UNDERLIE THE CONSTRUCTION OF THE
SENTENCE, AND

USE OF GRAMMATICAL FORMS.

THAT

CONTROL

THE

A COMPLETE TEXT-BOOK ON GRAMMAR

AND COMPOSITION.

FOR SCHOOLS WHOSE CURRICULUM WILL NUT ALLOW TIME

FOR THE AUTHORS' TWO-BOOK COURSE.

BY

ALONZO REED, A. M., AND BRAINERD KELLOGG, LL.D.,

AUTHORS OF “GRADED LESSONS IN ENGLISH,"

9

“ HIGHER LESSONS IN ENGLISH,

ETC.

NEW YORK:
MAYNARD, MERRILL, & Co., PUBLISHERS,

44-60 EAST 230 STREET.

1904.

EN

COPYRIGHT, 1888, BY
ALONZO REED AND BRAINERD KELLOGG.

PREFACE.

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mo induce habits of exhaustive observation and to develop power to use the results of observation as material for thought being the aim and end of teaching, it follows that the relative position of any school study must be determined by the extent to which it contributes to this end.

First place in school instruction is popularly claimed for natural history and the physical sciences, on the ground that these afford the only means for developing a pupil in the line of his natural activities, &nd that the knowledge result of these studies most closely concerns the practical business of living.

While appreciating the educational value of the natural sciences, we c'aim for the study of language, properly taught, results equal, if not superior, both in the habit of mind induced and in the practical value 0. the knowledge accumulated.

To depreci all systematic study of language because the methods the past may have been irrational and unproductive is as unwise as it would be to rule all science out of the common school because it is often improperly presented as a series of dry formulas and technical terms.

Grammar should be learned from the language inductively, but it should be learned. Popular maxims are sometimes mischievous and misleading. We do not “learn to do” by simply “doing,” but by

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