LANGUAGE LESSONS-GRAMMAR-COMPOS
A Complete Course in Two Books O
1. GRADED LESSONS IN ENGLI
168 pages, 16mo. Bound in linen.
2. HIGHER LESSONS IN ENGLI
288 pages, 16mo. Bound in cloth.
By Alonzo Reed, A.M., Instructor in English Grammar i lyn Collegiate and Polytechnic Institute; and Brainerd A.M., Professor of English Language and Literature in Collegiate and Polytechnic Institute.
TWELVE POINTS WHEREIN WE CLAIM THESE WORKS TO
Plan.—The science of the language is made tributary to the act of Every principle is fixed in memory and in practice, by an exhaustive posing sentences, arranging and rearranging their parts, contractin punctuating, and criticising them. There is thus given a complete c nical grammar and composition, more thorough and attractive than if were treated separately.
Grammar and Composition taught together.—We claim tha and composition can be better and more economically taught together rately; that each helps the other and furnishes the occasion to teach the that both can be taught together in the time that would be required for ei
A Complete Course in Grammar and Composition, in only tw—The two books completely cover the ground of grammar and composi the time the scholar usually begins the study until it is finished in the High Academy.
Method.—The author's method in teaching in these books is as follow principles are presented inductively in the "Hints for Oral Instruction." instruction is carefully gathered up in brief definitions for the pupil to (3) A variety of exercises in analysis, parsing, and composition is given, press the principles on the mind of the scholar and compel him to underst
Authors—Practical Teachers.—These books were prepared by men made a life-work of teaching grammar and composition, and both of the high positions in their profession.
Grading.—No pains have been spared in grading the books so as to a least possible difficulty to the young student. This is very important a scarcely be accomplished by any who are not practical teachers.
Definitions.—The definitions, principles, and rules are stated in the s guage in both books, and cannot be excelled.
Models for Parsing.—The models for parsing are simple, original an of careful attention.
System of Diagrams.—The system of diagrams, although it forms no of the works, is the best extant. The advantage of the use of diagrams is: present the analysis to the eye. (2) They are stimulating and helpful to th the preparation of his lessons. (3) They enable the teacher to examine th a class in about the time he could examine one pupil, if the oral method a used.
Sentences for Analysis.—The sentences for analysis have been sele great care and are of unusual excellence.
Questions and Reviews.—There is a more thorough system of ques reviews than in any other works of the kind.
Cheapness.—In introducing these books, there is a great saving of the prices for first introduction, and for subsequent use, are very low.
CLARK & MAYNARD, Publisher
734 Broadway,
