INTRODUCTORY.

OUTLINE AND SUGGESTIONS TO TEACHERS.

Outline.- The First Book in this series is arranged to develop the pupil's power of observation, to stimulate and guide his thought, and to lead him to express his ideas correctly.

The Second Book continues this work under the general lines of Observation, Thought, and Expression, gives abundant practice in the Art of using language in order to form the habit of correct expression, and by leading the pupil to discover the principles on which the Art rests, teaches him the Science of language, the Art of which he has previously been practicing.

By this arrangement no time or labor is wasted, since the practice forms habit, while the principles, thoroughly learned from practice, serve as a guide to other forms of expression, thus developing the mental powers in a new direction, and giving greater independence in thought and research, and the ability to state ideas simply, freely, and in correct forms.

What was at first largely imitation in practice, now becomes more clearly a form of knowledge that will strengthen the habit of correct expression.

The brief Summary of Principles given in the lessons puts in the best form the results of the work done, while, for reference and study, a comprehensive view of the Science of Language is given in Part Second.

The simple principles developed in the First Book are made the foundation for more complete work in the Second Book, and, to insure a thorough knowledge of them, the first ten lessons in this book review the leading principles already developed.

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The title of this Language Series emphasizes the three divis made prominent in the lessons, viz.: Observation, to acquire id Thought, or the comparison of ideas; Expression, or the fo statement of a judgment.

Ideas may not be knowledge, though necessary to it. They lea knowledge only when they are compared and their relations to another are decided. This act of thought may form new ideas, w if the judgment is not at fault, are elements of knowledge. T simple judgments, expressed in form, are the beginnings of the a expression.

The various steps in these divisions are simple, well grade matter and thought, and are united in a natural sequence under $ in Composition, which give a connected and complete system of w

The Series is so simple and well graded that the average pupil, can read the words easily, will not need assistance to learn the les taken in their regular order.

It is so scientific in its simplicity that the pupil will never be obl to unlearn anything he has once mastered.

It is so arranged as to give opportunity for any amount of instruction and drill on the subject matter, and to cultivate and pel Observation, Thought, and Expression.

It is so planned as to give plenty of Practice Work to ex and illustrate the principles taught, and to make it a habit to correct forms of expression.

Suggestions to Teachers.- Read carefully the suggestion teachers in the First Book. Study each lesson before assignin so as to be able to make wise suggestions in regard to metho study, and to illustrate and develop particular principles in which class may be deficient.

Each lesson contains an outline of the work, which you must f

SUGGESTIONS TO TEACHERS.

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by oral instruction.
pupils the most trouble, prepare a line of work on them, similar to
that in the lessons (Practice Work and questions), and use it for
oral and written work. Don't leave a lesson until it has been mastered.
Require good work, and accept nothing else.

Select the particular principles that seem to give

Make a list of wrong forms habitually used by your pupils, write the correct forms on the board, and use them in lessons as you have opportunity. Grade your supplementary work, and write it in a blank book in order to have a record of the work you have done, that will help you in reviews. Desultory instruction, oral or otherwise, is of little value.

Never waste time on principles that pupils know thoroughly and use correctly.

Composition. While nearly every lesson has its Practice Work, which is largely composition, there are also set lessons arranged to develop the regular Steps in Composition as given in Part Second. This arrangement makes it possible and easy for each pupil to know and to see clearly what he is going to say or write, and he will advance rapidly and pleasantly from the simple question-andanswer to the higher forms of composition. Remember that knowledge must precede expression, and never allow a pupil to state a thought formally, orally, or in writing, until it has become a form of knowledge.

Outlines serve as a framework for composition, as a guide to the meaning of others, and as a help to remember what one reads or studies. Pay careful attention to them in the lessons where they are developed and used, and do not neglect them elsewhere.

In addition to the work outlined under Letter Writing in Part First, you will find in Part Second other models of social, business, and legal forms, which may be used when your class is advanced sufficiently to understand them.