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COMMON SCHOOLS AND ACADEMIES.
HENRY MANDEVILLE, D.D.,
PROFESSOR OF YORAL SCIENCE AND BELLES-LETTRES IN HAMILTON
COLLEGE NEW YORK.
NEW EDITION, REVISED AND CORRECTED,
SMITH, KNIGHT & CO.-COLUMBUS, O.: J. H. RILEY & CO.-SAN.
Entered according to Act of Congress, in the y 114
By D. APPLETON & COMPANY, lu the Clerk's Office of the District Court of the United States for the Southern District
of New York,
Entered according to Act of Congress, in the year 1850,
By D. APPLETON & COMPANY, In the Clerk's Office of the District Court de United States for the Southern District
of New York.
ADDITIONAL HINTS FOR TEACHERS.
The present volume differs from Part 3. of the Introduction in two respects.
1. It contains some selections from poetry: inserted rather in accordance with the views of others, than in consequence of any change of my own, expressed in Part III.: it being still my opinion, deliberately formed after much experience and observation, that poetry is the worst imaginable reading to form a flexible and graceful delivery. Its tendency to a monotonous manner is so strong, that even a practised reader, unless continually on his guard, will insensibly yield to its influence and glide into song. Nor is this all : it is an additional objection to the introduction of poetry into our primary school-books, that it comprises, especially poetry of the higher grade, such as compilers are usually most anxious to insert in these books, the most difficult reading to be found in the whole circle of English literature. It is at once passionate and figurative: demanding, on the one hand, to give its ever-varying emotions due utterance, much power and versatility of expression, and, on the other, to render its ideas intelligible, a profound knowledge not merely of the primary and fundamental, but the derivative meaning of words; with the sources also and the fitness of the imagery; and in short with all those verbal artifices on which so much of the elevation and beauty of popular poetry depends. Have the pupils in the common schools this perception and command of the passions, the last and highest attainment of oratory; this extensive and intimate acquaintance with language, the fruit of long and assiduous culture? If not, such reading is manifestly beyond their depth, and should be deferred to a more advanced period of their education; when they may have measurably formed their habits of de livery, and be able to bring to the exercise somewhat more of information and maturity of judgment.
Impressed by the importance of these considerations, I earnestly recommend to teachers, the propriety of passing the poetical selections, I have made, by, until their class or classes shall have read the book through at least a half a dozen times; and should they not allow them to be read at all, I shall have the higher opinion of their capacity as teachers. This, however, as they may choose.
II. Instead of subjoining to each section, as in Part 3., definitions of a few of the more difficult words in it, I have, in the main, contented myself with a quotation of those words which in my judgment required definition: here and there only, inserting an equivalent after a word to be defined, and more frequently as well as more fully ex. plaining examples of idiomatic usage. I have adopted this plan,
1. Because the process of definition, if entered upon at all, should be extended to every word. Words rarely occurri-g may need ex