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النشر الإلكتروني

FOR

SEVENTH AND EIGHTH

GRADES

By

J. W. SEWELL

SUPERVISOR OF GRAMMAR GRADES IN THE PUBLIC SCHOOLS OF NASHVILLE,
TENNESSEE; JOINT AUTHOR OF THE BASKERVILL-SEWELL "ENGLISH

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MARVARD COLLEGE LIBRARY

GIFT OF

GEORGE ARTHUR PLIMPTON
JANUARY 25, 1924

COPYRIGHT, 1911, BY J. B. LIPPINCOTT COMPANY

PRINTED BY J. B. LIPPINCOTT COMPANY
AT THE WASHINGTON SQUARE PRESS
PHILADELPHIA, U.S.A.

PREFACE

A text-book for young children should succeed if it contains good pedagogical material stiffened and steadied by a modicum of plain common sense. Such is the central thought of this book.

In the upper grades of grammar schools the study of English takes two directions: technical grammar, and composition. There must be some grammar as a basis for study in the high-school grades; there should likewise be enough to form the groundwork for an actual understanding of the work in punctuation and composition. The composition exercises should cover a wide range while teaching principles of structure, giving in clear outlines the principal divisions of discourse. If these two lines can be made to converge and interlace in one text, economy of time will be attained, accompanied by more intelligent effort; and the following pages constitute an attempt to organize the work of these grades into one line of progress as far as the nature of the subjects will permit.

As the course is here planned for two years' work, two lessons in grammar and three in composition are provided for each week's assignment. The lessons in grammar are not an end in themselves: they are the basis of practice upon the principles of structure. The book is not, therefore, to be regarded as a text-book in grammar. Analysis is the underlying support of the whole system: first, analysis of the sentence as a basis for parts of speech and their relations; second, analysis of the paragraph to find its constituents; third, analysis of the outline to give it consist

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