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
But one of her companions, more lively for the moment, tickled her with
a straw until she roused, and then said, "Let us take the stranger to the
boat garden now. The current will drift us round the bay, and we can come
back when it turns. If we wait we shall have to row in both directions,
or even walk," and again planetary slothfulness carried the day.
So down to the beach we strolled and launched one of the golden-hued
skiffs upon the pretty dancing wavelets just where they ran, lipped
with jewelled spray, on the shore, and then only had I a chance to
scrutinise their material. I patted that one we were upon inside
and out. I noted with a seaman's admiration its lightness, elasticity,
and supreme sleekness, its marvellous buoyancy and fairy-like "lines,"
and after some minutes' consideration it suddenly flashed across me that
it was all of gourd rind. And as if to supply confirmation, the flat
land we were approaching on the opposite side of the bay was covered by
the characteristic verdure of these plants with a touch here and there
of splendid yellow blossoms, but all of gigantic proportions.
"Ay," said a Martian damsel lying on the bottom, and taking and kissing
my hand as she spoke, in the simple-hearted way of her people, "I see
you have guessed how we make our boats. Is it the same in your distant
country?"
"No, my girl, and what's more, I am a bit uneasy as to what the
fellows on the Carolina will say if they ever hear I went to sea in
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