Lowell, J. R., 138, 145, 152, 159, 165, 176. Southey, Robert, Ɛ6.

NOTES AND SUGGESTIONS.

BELIEVING that the practice of memorizing choice thoughts from our best authors should be made a prominent feature of school work, I recommended, some three years ago, its introduction into the several grades of the Cincinnati Public Schools, and subsequently prepared a pamphlet for this purpose, containing some two hundred prose and poetical extracts-brief, telling, yet each complete in the expression of thought. These selections were adopted by the Board of Education, and made a part of the school curriculum. One hour of each week is now devoted to this literary work. The idea of its introduction is not new in the history of education. In a similar manner, the Germans have long been in the habit of training their children in the knowledge and admiration of the literature of their own land. The Arabs, the most civilized nation of the ancient world, taught their young to repeat the undying thoughts of their poets, under the beautiful name of "Unstrung Pearls."

The powerful influence for good which this literary work is exerting upon our pupils, its hearty indorsement by the teachers and the patrons of the schools, and the encouragement I have received from many prominent educators and men of letters in other parts of the country, have led to the preparation of this volume, which is more complete and comprehensive than the former, and better adapted for use both in our schools and at our homes. It contains extracts from the writings of more than one hundred standard authors in English literature.

PLAN OF THE BOOK.

For children from six to thirteen years of age, the selections are graded. Each year's work contains about three hundred and twenty lines, or eight lines per week.

The greater part of the selections for younger children consists of entire pieces, and of such as are calculated to develop their emotional nature,-the imagination, the love of home and parents, kindness to animals, etc.—and to give them correct rules of action.

Those for more advanced youths consist principally of brief extracts containing grand and ennobling thoughts, calculated to inspire them with higher aspirations of life, to lead them into pure fields of English literature, and to teach them to love and reverence our great authors.

There is no attempt made at classification as to subject-matter except in the last few pages, which are devoted to patriotism.

TO TEACHERS.

Teachers are expected to write on the blackboard the selections for the week; to see that the pupils thoroughly understand the meaning of each word and sentence; that they give the substance of each passage in their own language, and make the proper application of the same, before requiring them to commit it to memory. In short, it is intended that each selection shall be made the subject of lessons to be given by the teacher,—in order that all the ideas intended to be conveyed by the extract shall be thoroughly impressed upon the minds of the pupils.

All the selections are to be recited in concert, and individually, from the platform. Here I desire to say that declamation—a subject almost entirely neglected in public schools of late years—

NOTES AND SUGGESTIONS.

vii

can be better taught by means of short extracts than by long pieces. Let it be borne in mind, however, that, important as declamation is, it is secondary to the great work intended to be accomplished by this book; viz., storing the mind of our youth with grand thoughts, clothed in beautiful language and calculated to interest them in the character and productions of good writers. Therefore, if any part of the work indicated above is to be neglected, it should be individual recitation.

Now and then a little time should be taken from the grammar or language lesson, that the pupils may write the selections from memory, not only for the purpose of seeing that the language is accurately memorized, but also for the practical lessons they will thereby receive in capitalization, punctuation, and spelling.

The most effective way to keep the youths of our country from reading the pernicious dime-novel is to interest them in the lives and writings of good authors. It is very important, then, that in connection with these selections, biographical sketches of the most prominent writers be given, at least to the pupils in all the grades above the fifth year. I would also recommend that the teacher, or one of the pupils, read to the school some of the pieces from which extracts are taken, or from others by the same author-as, for instance, "Snow-Bound," "The Birds of Killingworth," a story from Hawthorne's "Tanglewood Tales," one of "Timothy Titcomb's Letters," etc.; and, further, that pupils be encouraged to read at their homes still other selections, and to give sketches of the same in the class-room.

In connection with this literary work, let me urge the celebration of the birthdays of the best authors. These celebrations may consist of sketches of the author's life, of the recitation of gems by entire classes or grades, of declamation, of readings, of singing, and of appropriate talks by teachers and friends of the schools.

CONCLUSION.

To look practically at the good to be accomplished by the exercise, we find that it trains the memory. The memory needs as much strengthening by exercise as the muscles of the arm; but it should be employed, as here, in storing the mind with what is worth remembering.

The committal to memory, too, of these great thoughts, is a means to the elevation and expansion of the mind, and an incitement to purer moral habits. These memory-gems may be guiding stars to our children through life, for what one learns by heart when a child he never forgets. The exercise familiarizes the student with a pure form of language, and stimulates the desire for a better kind of mental food.

The critical acumen of the scholar is thus awakened; he is led to exercise his judgment, to think for himself, and to express his thoughts in intelligible English.

CINCINNATI, May, 1880.

J. B. P.

NOTE.-Biographical sketches of most of the authors represented in this volume may be found in McGuffey's Revised Fifth and Sixth Readers.