An Introduction 



the average in power, or to enable pupils to do more work in 

 the subject without the teacher's direction. If such work is 

 done, a report to the class w r ill be interesting and valuable. 



The purpose in calling for seat-work, such as cutting or 

 drawing, in connection with some of the lessons, is to lead the 

 class to review or think over the experiences more definitely, 

 thus preparing for better language expression. 



It is believed that the best results in oral expression come 

 rather from a correct use of language than from learning defi- 

 nitions and rules. For this reason the questions and direc- 

 tions have been framed not only to stimulate thought, but to 

 call for a full language response, thus giving an opportunity 

 for the correction of errors and for training in right usage. 

 Laws or rules governing uses of forms have been stated only 

 after the children have had experiences that make those laws 

 understood and when such statements might lead to care in 

 further use of the same forms. The necessity for repetition 

 in the formation of habits has been recognized and care taken 

 to provide frequent opportunities for practice. 



There is a well defined movement in favor of teaching 

 form as an instrument of thought rather than as a thing of 

 importance in itself. It is hoped that the material and sug- 

 gestions in the following pages will be in accord with this 

 movement. 



The selections from Frank Dempster Sherman, Henry W. 

 Longfellow, Celia Thaxter, John Burroughs, James Russell 

 Lowell, and Edith M. Thomas are used by permission of, and 

 special arrangement with, Houghton, Mifrlin & Company, pub- 

 lishers of the works of the authors named. For the use of 

 other valuable copyrighted matter, thanks are extended to 

 Little, Brown & Company, D. Appleton & Company, The 

 Bowen-Merrill Company, and Mary Catherine Judd. 



H. A. P. 



May 25, 1902. S. E. G. 



