Part 1

Transcriber’s Note

Missing or inconsistent punctuation made consistent. Obvious typos corrected. Language Lessons: ‘Kind’ in item 13. on p. 4 has been italicized to be consistent with other italicized words in the sentence. Line breaks have been added to separate the individual Exercises for Correction to make them easier to read. Arithmetic Lessons: Problem numbers jump from 14 to 16; 15 is not labeled. History Lessons: The Presidential Terms are not in chronological order - they have been kept as printed. Italic text indicated by underscores surrounding italic text. Bold text indicated by equal signs surrounding =bold text=. Small capitals in original converted to ALL CAPS in text. Description of illustrations added to text except for small decorative flourishes on the title page.

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FIFTEEN INSTITUTE LESSONS

-IN-

LANGUAGE, ARITHMETIC

-AND-

U. S. HISTORY

COPYRIGHT SECURED, AUGUST 1888,

BY W. F. L. SANDERS, CAMBRIDGE CITY, INDIANA.

RICHMOND, IND.. DAILY PALLADIUM BOOK AND JOB PRINTING HOUSE. 1888.

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GENERAL DIRECTIONS ON TEACHING LANGUAGE.

The teacher should ask questions about the objects and incidents of the reading lesson; the most difficult words of the lesson should be placed on the board and used as an exercise in rapid pronunciation and spelling; let the pupils pass rapidly through a paragraph, pronouncing the words of two-syllables, three-syllables, etc.; and, as soon as the advancement of the class will permit, the pupil should pass through a paragraph naming the parts of speech, the phrases, the propositions, and the sentences, now and then classifying them.

Frequently, as a pupil reads, the rest of the class should be required to close their books and turn their attention directly to what is being read; when the reader is through, the teacher should question the listeners carefully until every point of what was read is brought out clearly,—the reading itself to be properly criticised. Rules of punctuation, and those concerning the use of capitals should be deduced from the reading matter, and frequently recited. Quotation marks, the hyphen, and the apostrophe must receive their share of attention.

Geographical terms, allusions, and figures of speech should be noted; let the places mentioned be located and described as in geography. If prominent men are mentioned, let brief biographical sketches be given.

Before beginning the recitation, the teacher should question the class closely in regard to what is set forth or told in the lesson. Give careful attention to position, voice, emphasis, tone, etc. Good reading should strike our attention as being very like good conversation.

As soon as practicable, the pupils should be required to write out as a composition the thoughts and incidents of the lesson. Occasional exercises in parsing and analysis may be given from the reading lesson.

Stories, extracts, etc., should often be read to the class, to be written out by them in their own language. Let attention to the use of correct language be a prominent feature of every recitation. Transformations of easy poems into prose, and descriptions of scenes, real or imaginary, may be used in composition work. Oral and written reproductions of reading lesson must occur frequently. Conversations about familiar and interesting objects will give the teacher an opportunity to correct bad language.

From time to time, as opportunity offers, supplementary reading matter may be used. Throughout the grades, two or three times a week, the pupils should be required to commit choice quotations and to recite them clearly and effectively.

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INSTITUTE LESSONS. Language.

Cautions Against the Use of Incorrect Language.

1. A verb must agree with its subject in number and person.

2. Use either or neither with reference to one of two objects.

3. Use any one or no one with reference to one of more than two objects.

4. Each, every, either, or neither requires a verb or a pronoun in the same connection to be in the singular number.

5. Two or more subjects taken together require a verb or a pronoun in the same connection to be in plural number.