Let reviews be, so far as possible, topical. Require frequent outlines of
the work passed over, especially of what is taught in the "Introductory
Hints." The language, except that of Rules and Definitions, should be the
pupil's own, and the illustrative sentences should be original.
+Direction+.--_Review from Lesson 8 to Lesson 15, inclusive_.
Give the substance of the "Introductory Hints" (tell, for example, what
three things such words as _tick, are,_ and _remain_ do in the sentence,
what office they have in common, what such words are called, and why; what
common office such words as _ripe, the,_ and _eight_ have, in what three
ways they perform it, what such words are called, and why, etc.). Repeat
and illustrate definitions and rules; illustrate what is taught of the
capitalization and the abbreviation of names, and of the position of
adjectives and adverbs.
Exercises on the Composition of the Sentence and the Paragraph.
(SEE PAGES 150-153.)
TO THE TEACHER.--After the pupil has learned a few principles of analysis
and construction through the aid of short detached sentences that exclude
everything unfamiliar, he may be led to recognize these same principles in
longer related sentences grouped into paragraphs. The study of paragraphs
selected for this purpose may well be extended as an informal preparation
for what is afterwards formally presented in the regular lessons of the
text-book.
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