LESSON 16.
REVIEW.
TO THE TEACHER.—In all school work, but especially here, where the philosophy of the sentence and the principles of construction are developed in progressive steps, success depends largely on the character of the reviews.
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.
These "Exercises" are offered only as suggestions. The teacher must, of course, determine where and how often this composition should be introduced.