150 INTRODUCTION TO DETAILED SYNTHESIS. 



been success, the teacher, rather than the book, has given it, 

 since success has not been uniform, but exceptional. 



It has been suggested that, in some cases, it may be advisa- 

 ble to commence recitations with the Synthetic part : some of 

 its features are due to its having been prepared with reference to 

 this suggestion. In such cases, however, it will be best to have 

 the class spend a few of the first recitation hours in reading 

 the Analytic part nor will it be amiss to have the same thing 

 done with the Second Part before commencing recitations in it ; 

 ,for some parts of the Body are so interwoven and so intimately 

 related, that it is a great assistance to a pupil to first gain a gen- 

 eral familiarity with all the parts before he studies their details. 

 In fact, the general knowledge gained by reading the work, at 

 least the Synthetic part, under the eye and questioning of a 

 teacher, especially if reviewed in the same manner, will be all 

 that is desirable for practical purposes, and none the less profit- 

 able because pleasantly obtained. 



It will also be sometimes convenient, in the Synthetic part, 

 to have the capitalized words necessary to fill out the questions, 

 and which have hitherto commenced a paragraph, located in 

 other portions of it. It is not denied that this method of ask- 

 ing questions is sometimes very simple, sometimes leading, and 

 that answers to them are always very easily given; but it is 

 remembered that teachers often have but little time to devote 

 to any one lesson, either to devise questions or make explana- 

 tions ; and it is also noticeable, that by this plan questions may 

 be very numerous without occupying too much space, thus de- 

 veloping in recitation all the practical facts of the lesson, which 

 should be the sole aim in pursuing this study. Teachers may be 

 fairly promised that if they will ask the successive questions 

 and require the corresponding answers, they will, by the time 

 the work is recited, develop in the minds of their pupils a thor- 

 ough and in every way practical knowledge of the subject; 

 a knowledge not merely of what is in the book, but of what is 

 in the Body, as well as the why and wherefore of its construc- 

 tion ; a germinal knowledge that will not vanish when the lan- 

 guage through which it was received is forgotten; a knowledge 

 ideaful, that will be a leaven, disciplining their minds as well 

 as informing them. 



