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Orthography As Outlined in the State Course of Study for Illinois   By: (1864-)

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ORTHOGRAPHY AS OUTLINED IN THE STATE COURSE OF STUDY FOR ILLINOIS.

SEVENTH AND EIGHTH YEARS.

BY ELMER W. CAVINS, TEACHER OF ORTHOGRAPHY IN ILLINOIS STATE NORMAL UNIVERSITY.

INTRODUCTION BY DR. EDWIN C. HEWETT.

SECOND EDITION JANUARY, 1906.

PUBLISHED BY C. M. PARKER, TAYLORVILLE, ILLINOIS.

Copyright, 1904, by C. M. Parker.

PREFACE.

This book is prepared for teachers and pupils who use the Illinois State Course of Study. The outline in Orthography for the Seventh and Eighth Years is the basis of all that is included herein. Three fifths or more of this work is word analysis which, valuable as it is, teachers as a rule are unable to teach without the aid of a text, never having learned much of it themselves. What, for example, can the average teacher unaided do toward writing a list of words to be analyzed which contain the root ann , meaning year? He might turn in the dictionary to annual , anniversary , and annuity , but he must fall back on his acquired knowledge for such as, biennial , centennial , millennium , perennial , and superannuate . And having the list, very many teachers, as well as pupils, need help in the analysis.

The aim of this book has been to set down in an orderly and convenient form such facts as are needed by those who follow the State Course of Study.

Emphasis has been placed upon word analysis. The author believes that this has more value in education than is generally attributed to it. When Mr. Kennedy named his work on word analysis "What Words Say", he gave it the best possible title. Composite words have a wealth of meaning; each syllable is significant. And, as a rule, only to those who can read this significance does the word yield its full meaning. Accuracy is the mark of a scholar. Accuracy in speech and in the understanding of speech cannot be attained by those whose knowledge of words is vague and general. Pupils should early learn how to interpret what words say , and to discriminate carefully in the use of words, for these are the tools which they are to use in all the various departments for acquiring knowledge.

Normal, Ill., Aug. 30, 1904. E. W. CAVINS.

INTRODUCTION

BY DR. EDWIN C. HEWETT.

I have long thought that the careful, discriminating study of words is much neglected in our schools. And I am glad to approve, and help to forward, anything that will promote such a study.

Not only will such a study improve a person's language greatly, but it will, at the same time, do much to improve the clearness and precision of his thinking; thought and language have a reciprocal effect.

If a child, while young, can be made to be interested in words themselves, their origin, their exact meaning, their relations to each other and some of the changes in their meaning which result from their use, he will be likely to retain that interest through life; it will be more likely to increase than to diminish.

It seems often to be assumed that a student can do nothing profitably with the study of words made up from Greek and Latin roots till he has acquired some mastery of those languages. But I know from experience and much observation that this is not true. Why should it be? Must one master Greek and Latin before he can understand that, in English words, graph means write; ge means earth; phone means sound; cur means run; fin means limit; port means carry, etc.?

And then having learned the meaning of the prefixes and suffixes, is it preposterous to train him to know the etymological significance of a few hundred words by showing him how they are built up?

Of course, we know that many words in common use have shades of meaning quite different from, and in some cases almost opposite to, their literal significance... Continue reading book >>




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