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Melrose Abbey,........

......... 449
Milburn, William H.,..
Miller, Hugh,.............
Miltiades, ........... ............. 461
Milton, John,.......

473
Mitchel, Ormsby M., ......... 453
Moab,...................

... 480
Montezuma,............
Montgomery, James,...

487
Montgomery Place,

450
Moore, Sir John,

... 479
Morris, George P.,

.... 476
Moses,..... ....................... 480
Mount Auburn,.................. 461
Mount Zion,........

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Halloy, Edmund,................ 455
Hastings, Warren,.............
Hector,.......................

493
Hemans, Felicia,...
Herschel, Sir J. F.

454
Hippocrene,......
Holmes, Oliver Wendell,

442
Holland, Josiah G............
Holy Allies,...................... 448
Homer,......................

492
Hood, Thomas,..........

.......
Howe, Dr. S. G., .......

464
Hume, David,...
Hyperia's Spring,..

494
Hypoplacus,....

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454

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Nebo, ...........
Nestor,.....
Newton, Sir Isaac,....
Niobe,............................ 440
Norton, Andrews,................ 492

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Jackson, Andrew,...

465
Jackson, “Stonewall,”.... 467
Janus,....................

483
Jason,.................

457
Jefferson, Thomas,

476
Jerrold, William Douglas,........ 487.
Jerusalem, ......

447
Jordan,............

480
Jupiter, .......................... 493

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Page, David P.,.

479
Patroclus,...............
Pericles,....... "
Persecutions of the Christians,... 443
Peter the Hermit,...

M TV,................ 439
Phidias, ....
Philip,......

456
Philippe, Louis,....

............. 464
Phineus,............

............ 474
Pierpont, John,...

............ 484
Pinckney, Charles C.

.......... 452
Plutarch,......................... 475
Pope, Alexander,............

492
Portia,...............
Potomac,...........
Prayer of Ajax,......

453
Prescott, William,...

465
Prescott, William H.,.

485
Proctor, Edna Dean,..

446
Propontic,.............
Putnam, Israel,................... 465
Pym, John,...........

442

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La Fayette,......................

463
Lamb, Charles,..........

489
Land, William,.....

442
Laurens, Henry,....
Laurens, John,.....

452
Lexington, ..........

484
Lincoln, Abraham,....

445
Lisbon Earthquake,..
Lochinvar, ...........
Lodi, .......... .....
Longfellow, H. W......

............ 440
Louisburg, ......

................. 464
Lowell, James Russell,.........

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478
Marion, Francis,.................. 451
Marvell, Andrew,................ 466

Read, Thomas B.,................ 494
Reynolds, Sir Joshua,............
Rialto,......................

..................... 484
Romulus and Remus,............. 475
Rubicon,......................... 456

456

PAGE.
Russell, Lord William,............ 462
Rutledge, Edward,...............
Rutledge, John................... 452

PAGE.
Themistocles,.....

..... 459
Tiber,............

............. 475
Tresias,... ...
Trafalgar,........................ 481
Trojan War,.............. ... 493
Troy,..............

485
Tyburn,..........................

442
Tydides,...........

494

.... 485

450

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Salamis,....
Salmon,......
Sangamon,...
Scamander,

493
Shakspeare,...
Sheridan, Mrs.,...
Sheridan, Richard B.,

490
Sibylla,............
Solomon,..............

450
Somers, Lord John,..

469
Southey, Robert,.

458
St. Cecilia..

473
St. Cloud,..
Steele, Sir Richard,...

490
Story, Joseph,.....

...... 461
Stowe, Harriet B.,... ......... 444
Stygian Pool,........... .......... 474
Sumner, Charles,.........
Sumter, Thomas,................. 451

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Valet de Place,.....
Vane, Sir Henry,..
Vauxhall,....

455
Venus, .....

455
Verres,......
Veto of U. S. Bank,..........

W.
Warren, Dr. Joseph, .........
Washington, George, ............. 446
Webster, Daniel,................. 451
Westminster Abbey,......
Whately, Richard..............
Whitehall, .............

441
Whittier, John G.,..

462
William Rufus,

468
Winthrop, John,

461
Wolfe Charles........

479

Tacitus, Caius Cornelius,.........
Thamyris,.......................
Thebe, ...........................

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HOW THE BOOK SHOULD BE USED.

mu

GENERAL SUGGESTIONS TO TEACHERS.
1. Let the principles and directions given in the Introduc-
tion be thoroughly learned. They occupy less space than is
often assigned to such introductory matter, and the learning
of them will not be a difficult task.

2. These principles and directions should be practically
applied to each of the reading exercises.

3. Every pupil should also be thoroughly drilled in the phonic analysis, according to directions given in that article.

4. We hope teachers will fully understand that the mat-
ters just spoken of in 1, 2 and 3, are meant for actual use,
and are not inserted to fill up the book, or to give it a
respectable appearance.

5. Logically, these matters should be mastered before the
reading is begun, but practically it will be best to have them
learned in connection with exercises in reading,—every les-
son to consist in part of principles, and in part of practice
in reading.
: HOW TO USE THE ANALYTICAL QUESTIONS.

1. Let the class take for a lesson, say, for reading, the first
stanza of the Gray Old Man of the Mountain, together
with the general questions on the piece, and the special ques-
tions on the first stanza. Only very able and well disci-
plined pupils can do so much at one lesson. For most, the

14

lesson should not exceed one half of the amount here indi-
cated, and for some not more than one fourth.

2. Let this course be pursued, the teacher dividing the
analysis into lessons of suitable length,- until the entire
selection has been thoroughly learned and reviewed.

3. While doing what is here indicated, let a constant application be made of the knowledge acquired in the phonic drill. This knowledge can be retained only by constant use.

4. The teacher may, at his discretion, either pass next to another selection analyzed in the book, or he may take up for analysis and reading a piece similar in character to the one already read. The pupils should prepare such written questions as they can by way of analysis,—the teacher carefully examining them, and supplying additional ones wherever necessary to develop the thought.

5. The pieces analyzed in the book should be studied before other similar ones are attempted.

6. As much of the original thinking as possible should come upon the pupil, and he should, finally, make full and complete analyses for himself.

7. The appendix should be carefully examined when a lesson has been assigned, and all the notes bearing upon the . piece carefully learned. Many other points will require érzé..

explanation beside those set forth in the notes."
better 8. Every good teacher will possess one or the other (it |

would be best to have both) of our unabridged American
dictionaries, and will strive to be on intimate terms with its
pages. The notation of the recent edition of Webster is
adopted in this book, but there will be no inconvenience in
using Worcester in connection with it.

9. The teacher must be prepared to illustrate by his own
reading the proper rendering of every sentence the pupils
are called upon to pronounce. It is impossible to teach

renault me ad route tolerirand fentences , censek rijmenu n aire

young people, or any one else, to read well, except by setting
a good example before them.

10. LET THE TEACHER SEE TO IT THAT, AT EVERY STEP,
IIE IS THOROUGHLY MASTER OF THE LESSON IN ALL ITS
BEARINGS,—THAT HE NOT ONLY KNOWS IT FOR HIMSELF,
BUT IS PREPARED TO LEAD HIS PUPILS INTO A CLEAR AND
COMPLETE UNDERSTANDING OF IT.

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