of each which is found in all the examples given of its use, and then require the pupil, looking on the book, to explain how this primary meaning enters into all the examples. As an illustration, we first take the adjective open, the primary meaning of which may be given as "not closed." O' PEN, adj. (not closed). 1. The door is open (not shut). 2. Leave it in an open vessel (uncovered). 3. We have had an open winter (mild). 4. He testified in open court (public). 5. We lay open the secrets of our hearts (expose to view). 6. We have an open account against him (unsettled). 7. The question is now open for discussion (ready; free). Why is the word open appropriate in all these sentences? EXPLANATION. 1. The door is "open," because not closed by being shut to. 2. The vessel is " open," because not closed by a cover. 3. The winter is "open," because not closed by the cold or frost. 4. The court was "open" to the public, because the doors were not closed against them. 5. The secrets of the heart are "open," because not closed by reserve or secrecy. 6. The account is "open," because not closed by a settlement. 7. The question is still open" " for discussion, because not closed by a decision. ་་ Take also the following: ROLL, V. (to revolve). The ball rolls down hill. We roll up the cloth. The ship rolls from side to side. Ages roll away. Why is "roll" appropriate in each of these sentences? Why do we say "ages roll away?" Because they pass away by the rolling or revolving of the earth. Similar explanations may be made, by the experienced teacher, of most of the words given in the Defining Lessons." In some cases, however, as in the various uses of the noun "craft," the meaning is now so far removed from the original or primary signification that the analogy is not easily discernible. (See page 150 for the uses to be made of the "Defining Lessons.") But it must be remen bered that the primary and chief use for which the present work is designed is as a Spelling-book; and that not only the regular spelling "Lessons," occupying the upper portions of the pages, but the "Exercises" in synonyms also, are to be used for spelling purposes, both oral and written. The ends hoped to be attained, in accordance with the preceding suggestions, are only incidental to the main object in view; and we do not think it will be deemed a valid objection to a "Spelling-book" that it may, without detriment to its main object, so easily be made to subserve the additional purposes herein contemplated. The subject of Prefixes and Suffixes, though introduced into some of our Spelling-books, we have omitted in the present work, because, from its inherent difficulties, it is seldom studied when introduced; and, indeed, we think its study is of little use to any but advanced students, for in many words it is difficult for any but the most thorough classical scholar to distinguish the original prefixes and suffixes from other analogous forms; in some cases their import is no longer obvious, and in others they have acquired an unusual or metaphorical meaning. TheDirections" for the methods of using the work are designed merely as suggestions to the teacher, who will often introduce methods of his own, which may be better, for his use, than those we have given. CALIFORNIA I. CALLING WORDS AT SIGHT. DIRECTIONS.-Direct the attention of the pupil to the pictures in the lessons of the next page: ask him what each represents; lead him to associate the words with the pictures, until he can call the former at sight, first in order, and then promiscuously when the pictures are covered by the hand or a piece of paper. Next let the pupil read, at sight, the exercises in lesson 3, first by the aid of the illustrations, and then without them. Let him also learn the figures, and use them in numbering the exercises. Let the pupil go through the lessons 4, 5, and 6 in the same manner, and then repeatedly review the whole until he can readily call all the words, and read the sentences, at sight. II. THE ALPHABET. DIRECTIONS.-After the pupil has thus learned to call, at sight, all the words in the first six lessons, let him go back to the word hat, at the beginning of the first lesson, and learn the letters which form the word; let him then spell the word, at first with the aid of the book, and then without it when the word is pronounced by the teacher. Let him go through all the words in lessons 1, 2, 4, and 5 in the same manner. Although these six lessons contain all the letters of the alphabet-most of them repeated many times-yet the pupils may, after this, be occasionally exercised upon the alphabet separately, which will be found on page 12. They should also learn to write the Script letters on their slates. |