New National First Reader
The authors of this book believe,-- 1st.--_That the Word Method is the most natural and practicable,_ because words are representatives of objects, actions, etc., while letters, or sounds, in the abstract, convey no meaning to the pupil, and are devoid of interest. 2d.--_That words of ordinary length are as easily learned as short ones, provided they are familiar to the pupil_. No teacher will doubt the statement that a pupil will learn the word "mamma'" as easily as "says" or "eyes." 3d.--_That frequent "Reviews" are essential to the rapid and thorough advancement of pupils_. By this means the words imperfectly learned are again brought to their attention and thoroughly memorized. That these "Reviews" ought to take up the new words in a different order and arrangement, in order to test the ability of the pupil to recognize them in any situation. That as soon as the vocabulary is large enough they should be written in the form of a new exercise, as on pp. 36, 44, 52, 60, and 68 of this book. 4th.--_That thorough and systematic drill in Spelling is absolutely necessary_. That the "Reading Reviews" should
_to have and to hold_, _to give and to grant_, _time and tide_, _wind
and wave_, _gold and gear_; or proverbs, as, for example: _When bale
is highest, boon is nighest_, better known to the present age under
the still alliterative form: _The darkest hour's before the dawn_.
But if we may trust the signs of poetic evolution in barbarous tribes
to-day, if we may draw inferences from the sacred character attached
to the Muses in the myths of all races, with the old Norsemen, for
instance, SagAc being the daughter of Odin, we may rest a reasonable
confidence upon the theory that poetry, the world over, finds its
first utterance at the bidding of the religious instinct and in
connection with religious rites.
Yet the wild-eyed warriors, keeping time by a rude triumphal chant to
the dance about the watch-fire, were mentally as children, with keen
senses and eager imagination, but feeble reason, with fresh and
vigorous emotions, but without elaborate language for these emotions.
Swaying and shouting in rhythmic consent, they came slowly to the use
of ordered words and, even then, could but have repeated the same
phrases over and over. The burden--sometimes senseless to our modern
understanding--to be found in the present form of many of our ballads
may be the survival of a survival from those primitive iterations. The
"Blaw, blaw, blaw winds, blaw" of _The Elfin Knight_ is not, in this
instance, inappropriate to the theme, yet we can almost hear shrilling
through it a far cry from days when men called directly upon the
powers of nature. Such refrains as "Binnorie, O Binnorie," "Jennifer
gentle an' rosemaree," "Down, a down, a down, a down," have ancient
The authors of this book believe,-- 1st.--_That the Word Method is the most natural and practicable,_ because words are representatives of objects, actions, etc., while letters, or sounds, in the abstract, convey no meaning to the pupil, and are devoid of interest. 2d.--_That words of ordinary length are as easily learned as short ones, provided they are familiar to the pupil_. No teacher will doubt the statement that a pupil will learn the word "mamma'" as easily as "says" or "eyes." 3d.--_That frequent "Reviews" are essential to the rapid and thorough advancement of pupils_. By this means the words imperfectly learned are again brought to their attention and thoroughly memorized. That these "Reviews" ought to take up the new words in a different order and arrangement, in order to test the ability of the pupil to recognize them in any situation. That as soon as the vocabulary is large enough they should be written in the form of a new exercise, as on pp. 36, 44, 52, 60, and 68 of this book. 4th.--_That thorough and systematic drill in Spelling is absolutely necessary_. That the "Reading Reviews" should