Lessons in English, adapted to the study of American classics

Front matter

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Preface

The interest recently awakened in the study of English is, doubtless, due, in a great measure, to the fact that the works of the best English and American authors are now published in convenient and attractive form, and at prices which bring them within the reach of all.

It is almost universally conceded that the best teaching of English is that in which precept and example are most happily combined. The testimony of teachers who have long been striving to attain this end is that far better results are reached by the use of supplementary reading than were possible before the days of cheap editions. The pupil has constantly before him specimens of classic English, and is trained to test their excellence by applying the principles which he has learned. This method not only strengthens his mental grasp upon the abstract principles, but unconsciously develops a critical literary taste. Power of thought and facility of expression are acquired with comparatively little effort. More than this, the opening of so many lines of thought and investigation does much towards forming the basis of a broad, general culture.

These are not simply theories. They have been tested by actual experience. The question is not, therefore, Shall we use these books in our high-school classes? but rather, How shall we use them to the best advantage?

In attempting to solve this problem, the necessity for a simple but comprehensive text-book has become apparent to many teachers. There are good text-books on Rhetoric and excellent works on Composition; but most of them contain more than is needed for the lower classes in our

VI PKEFACB,

high schools, and much of the matter is too philosophical for immature minds. So, too, there are voluminous biographies of our noted writers, but no one book that brings within the reach of every pupil the main facts in regard to the lives and works of several authors. As a matter of school economy, therefore, a new book on the study of English seems desirable.

The author's apology for presuming to meet the necessities of the case is that, for several years, she has been trying to teach English without a text-book, doing a laborious amount of dictation work and copying with the hektograph. Realizing that a simple and practical hand-book of the essentials of English would be a help to many teachers, she has been induced to publish the details of her method.

Many books have been consulted during the preparation of this volume, but special mention should be made of the help afforded by Guest's " Lectures on the History of England" ; "The Handbook of the English Tongue," by Angus ; Swinton's " New Word- Analysis " ; the Rhetorics of D. J. Hill, A. S. Hill, Hart, and De Mille ; " Errors in the Use of English," by Hodgson; "Mistakes in Writing English," by Bigelow ; Wilson's "Treatise on Punctuation"; and Whitney's "Language and the Study of Language."

The author extends her thanks to the teachers associated with her in the English department of the Hillhouse High School, for their cordial co-operation ; and to her friend, Miss S. S. Sheridan, for many helpful suggestions.

She also gratefully acknowledges her obligations to Mr. S. T. Button, Superintendent of the Public Schools of New Haven, for kind encouragement during the progress of the work ; and to Prof. T. R. Lounsbury of Yale University, for invaluable assistance in the critical revision of the manuscript. S. E. H. L.

New Haven, Conn., November, 1887.

Introduction

PAGE

Course of Study as pursued in the New Haven High School. List of American Classics for the Study of Literature. Details of the Method. Practical Suggestions to Teachers xi

CHAPTER I. History of the English Language

The Study of Language. Classification of Languages. The Britons. The Roman Invasion. The Saxons. The Norman Conquest. Growth of the English Language. Summary of the Elements of the Language 1

Questions for Review , 34

CHAPTER II. The Anglo-Saxon Element

The Study of Etymology. Importance of the Anglo-Saxon Element. Words Distinguished as Saxon by their Form. Words Distinguished as Saxon by their Use and Meaning. Saxon Prefixes and Suffixes 40

Miscellaneous Exercises 48

Vlll CONTENTS.

CHAPTER III. The Classical Element

page Latin Prefixes and Suffixes. Words Derived from Latin

Words of Number. Words Derived from Latin Roots.

Principal Greek Prefixes. Words Derived from Greek

Words of Number. Words Derived from Gr^ek Roots . 51

Miscellaneous Exercises * - 62

CHAPTER X. Composition

Suggestions for Adapting Composition Work to the Study of Literature. Paraphrase. Abstract. Outline. Biography. Amplification. Compositions from Pictures. Imaginative Writings from Subjects. Illustrations and Lists of Subjects under Each Division. Five-Minute Ex ercises. Narrative. Description. Narrative and Description Combined. Lists of Subjects. Hints about Choice of Subjects 279

A CONTENTS.

CHAPTER XL Biographical Sketches.

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Topical Biographies of Seven American Authors: Irving, Longfellow, Whittier, Hawthorne, Holmes, Lowell, and Bryant. Works of Each Author. References for Home Reading. Review Questions on the Life and Works of

Each 335

Miscellaneous Questions i . 389

Programme for Celebration of Longfellow's Birthday . . . 392

INTRODUCTION.

SUGGESTIONS TO TEACHEKS.

To the many teachers who have, by years of patient toil and experiment, achieved success in this department of school work, it may seem presumptuous to suggest methods of teaching English. It is certain, however, that there are not a few, of less experience but of equal enthusiasm, who will welcome a definite plan of work and a few practical hints. To such this chapter is addressed.

As will be seen from the following plan, this text-book is intended to be used in connection with a critical study of some of the best American authors. The choice of books for reading must, of course, depend largely upon circumstances, upon the taste of the teacher, and the capacity of the class. 1 The plan provides for instruction extending through the pupil's first year in the high school and half of the second, although a full two years' course is strongly recommended. Even without a text-book, all the proposed work except the study of Bryant has been completed in a year and a half, and with very gratifying results. It is believed that by the aid of this hand-book, still more may safely be attempted.

1 If preferred, any other authors may be substituted for those named in the plan.

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INTRODUCTION.

PLAN FOR LESSONS IN ENGLISH.

First Year. (40 Weeks.)

History of the English Language.

Saxon and Classical Elements.

Figures of Speech.

Common Errors in the Use of English.

Punctuation and Capitals.

Letter- Writing and Composition.

Irving

Literature.

"1 From "Six Selections f romlrving's

Life.

The Voyage.

Rip Van Winkle. [ Sketch-Book," ed-

Legend of Sleepy Hollow. ited by Homer B.

Westminster Abbey. J Sprague.

f Life.

( ture Series, No. 2.

( Riverside Litera- Twenty Shorter Poems. | ture Series, No. 11.

Life,

Whittier . . -{ Snow-Bound and Among $ Riverside Literathe Hills. I ture Series, No. 4.

i

Second Year, First Term. (20 Weeks.)

Diction : Purity, Propriety, Precision.

With critical study of words from the dictionary and other books

of reference.

Sentences : Rules for Construction.

Letter- Writing and Composition.

INTRODUCTION.

Xlll

Hawthorne . j

Literature.

Life.

Essay on Hawthorne by J. "}

T. Fields. I Modern Classics, 1

Tales of the White Hills. ( No. 28.

Legends of New England. J

Introduction to Mosses from an Old Manse. (Selections.)

Holmes

Life.

Favorite Poems and

My Hunt after the Captain. ^ (Selections.)

Modern Classics, No. 30.

Lowell

Bryant

Modern Classics.

No. 5.

Life.

The Vision of Sir Launfal.

Favorite Poems. (Selects tions.)

r Life. . ^ Thanatopsis and Other Favorite Poems. I lished by Ginn & Co.)

(Pub-

At first sight, the arrangement of subjects may seem illogical. It should be understood, however, that it is not the intention to have the class " go through " the chapters of the book consecutively, but to fit all the parts of the work into one harmonious whole. The plan presupposes that, before entering the high school, the pupil has learned the essential facts concerning the structure of the English language. Some of the chapters — for example, "Punctuation and Capitals" and " Common Errors in the Use of English " — ■ will, therefore, not be new to him ; but every teacher appreciates

1 Hawthorne's Biographical Stories, Grandfather's Chair, The Wonder Book, and Tanglewood Tales are now published in the Riverside Literature Series, and may be substituted, if preferred.

XIV INTRODUCTION.

the fact that instruction in these particulars must needs be "line upon line, and precept upon precept." In the second year of the course and even later, they may very profitably receive attention. It is recommended that drill in these essential elements of good writing and speaking be given, a little at a time, in connection with other and more entertaining features of the work. Let each principle be enforced by illustrations and practical applications,, Teach pupils to punctuate as they write, not after they have written. In this way, the correct use of capitals and marks of punctuation becomes a matter of habit rather than of obedience to certain arbitrary rules. The necessity for persistent attempts to correct prevailing errors of speech is too well understood by teachers to need any comment here. Practice in writing should be constant. If possible, let the pupil do some written work in class each day. Where there is a large number of pupils under the care of one teacher, daily practice in writing may not be feasible ; but it is urged that every teacher make the most of her opportunities in this direction. The chapters on Letter- Writing and Composition contain suggestions for five-minute exercises, to be introduced at the beginning of the recitation. Vary these exercises, so as to have something fresh and interesting every day. The careful teacher will plan her work for at least several days in advance, so as never to be at a loss for expedients to occupy the time to the best advantage. Much is gained by occasionally allowing the pupils to correct each other's written work ; but, as a rule, the corrections should be made by the teacher. When the thought, rather than the arrangement, is to be consid-

INTRODUCTION. XV

ered, it is well to have some of the exercises read aloud and criticised by the class. Pupils should be encouraged to copy their corrected compositions into a note-book, for future reference. Insist upon neat and careful writing, even in these brief exercises.

It is intended that the study of literature be taken up as early in the course as is practicable and continued in such a way as to supplement the technical part of the instruction. To illustrate : the life of Irving may be studied immediately after the pupil has learned the history of the' language. Then, while he is learning to distinguish Saxon words, he should read at home or at school as much as he can about Irving's life and works. The references given at the close of each biographical sketch are intended to aid in directing home reading. The sketches are purposely meager in details, containing little of anecdote and nothing regarding the characteristics of the authors, the intention being to have the outline filled out from the pupils' own researches, under the guidance of the teacher. The dates are given mainly for reference. Teachers will use their own discretion in determining how many of these it is worth while for the scholar to commit to memory.

After allowing a reasonable time for home reading, let the pupils tell in class what they have learned in this way. If access to these references be impossible for the scholars, as will be the case in many schools, the teacher must try to supply the want of a circulating library. An interesting incident in the life of the author may be related by the teacher or written for the class, they being required to reproduce it as their composition work for the day.

XVi INTRODUCTION.

Finally, the pupil should write for himself a biography of the author. It is excellent practice to change the sketch from the topical form, as here given, to the chronological order of events. Good results are obtained by having parts of this work done by the class as a whole, the teacher writing upon the blackboard at the dictation of various pupils. For example, let them all think of an introduction which shall not begin with, " Washington Irving was born in New York, April 3, 1783." The class decides which is the best of several forms proposed, and the teacher then writes it, the class dictating the details of arrangement and punctuation. By thus doing the work for them, while apparently leaving it in their own hands, the teacher may emphasize directions previously given as to margins, paragraphing, etc.

One of the simpler sketches, perhaps " The Voyage," may now be read with special reference to the principles already learned. At the outset, teachers should seek to remedy defects in the mechanical part of the reading. Doubtless it ought not to be necessary to spend time in the high school upon drill in the elements of good reading; but doubtless, also, the necessity for such drill is recognized in most high schools. The teacher ought to insist upon such a style of reading as will show appreciation of the thought. The mind must be trained to look ahead and catch the sense before the sound is uttered. Cultivate natural, conversational tones and inflections. The entire sketch should be read by the pupil at home, so that he may be familiar with it in its unity and be able to reproduce it either orally or in writing, before beginning to study it in detail.

INTRODUCTION. XVI 1

Some of the points which should be considered in the critical study of the sketch are the following : —

First. Construction. Misunderstanding as to the relations of words in a sentence may make the meaning so obscure that a proper reading will be impossible. The teacher should be sure that such misunderstandings are corrected. Occasionally have a sentence analyzed or ask for the syntax of words in peculiar constructions.

Second. Derivation and Definition. Apply the rules for distinguishing Saxon words. Substitute occasionally Saxon words or phrases for synonymous terms of foreign origin. Show the class how to use the dictionary, and see that they form the habit of consulting authorities whenever, in any of their studies, they come upon a word whose pronunciation, use, and meaning they do not know. Never accept from pupils a definition which does not accord with the office of the word defined. Require them to define verbs as verbs, adjectives as adjectives, etc.

Third. Allusions, personal, local, historical, literary, etc. Direct pupils in their search for information. Show them the use and value of the gazetteer, the encyclopaedia, the dictionaries of mythology, biography, and etymology, the hand-book of quotations, the dictionary of phrase and fable. See that they learn to consult a book by the help of its index.

As the work progresses, each new principle learned should be applied to the work in literature. A knowledge of the common rhetorical figures is indispensable to an intelligent appreciation of what is read, and ac-

XV111 INTRODUCTION.

cordingly the subject is introduced into the first year's work, in simplified form and with copious illustrations. It is recommended that Simile and Metaphor be thoroughly understood before a second sketch is read, and that the entire chapter on Figures be taken up before any poetry is studied in class.

Before attempting to study any sketch or poem, the class should acquire a good general knowledge of the subject of the piece. For example, before reading " Westminster Abbey," they should learn the history and associations of the building, and be able to draw a plan of it and to describe its most interesting features. They should have access to a guide-book of London, with a map showing the location of the Abbey. If possible, bring within their reach such books as " Old and New London," Dean Stanley's history of the Abbey, and Hare's " Walks in London." Show them the illustrations in Knight's " Old England," or, better still, photographs of all the places of interest referred to in the sketch. They will then be prepared to walk with Irving through the shadowy cloisters and among the graves of the mighty dead and to appreciate in greater measure his reflections upon the vanity of human greatness.

The teacher should be careful not to tell the pupils too much. This line of work offers peculiar temptations to the enthusiastic teacher, who is likely to forget that the main object is not to make the recitation a brilliant one. Let each pupil feel that he must contribute his share towards the general interest.

Require pupils to commit to memory and recite in class choice extracts from the various authors whose

INTRODUCTION. XIX

works are studied. Encourage them to do even more of this memorizing than is required. The habit of storing the mind with beautiful and noble thoughts, expressed in fitting words, cannot be too highly commended.

For the second year's work, it is expected that teachers will use substantially the same methods as those suggested for the beginning of the course. In schools where there are several classes in the same grade and but meager facilities for reference, the work may be so planned as to secure rotation of subjects. One class may begin Diction and enjoy a monopoly of the reference books required, while a second takes up the chapter on Sentences, and a third studies the life and works of Hawthorne.

These suggestions answer, at least in part, the inquiries which have, from time to time, been made as to the details of this method of studying English. It is hoped that they will prove of assistance in the use of these Lessons.

LESSONS m ENGLISH.