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This is a reproduction of a book published before 1923. This book
may have occasional imperfections such as missing or blurred pages,
poor pictures, errant marks, etc. that were either part of the
original artifact, or were introduced by the scanning process. We
believe this work is culturally important, and despite the
imperfections, have elected to bring it back into print as part of
our continuing commitment to the preservation of printed works
worldwide. We appreciate your understanding of the imperfections in
the preservation process, and hope you enjoy this valuable book.
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone!
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone!
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone!
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone!
This is an EXACT reproduction of a book published before 1923. This
IS NOT an OCR'd book with strange characters, introduced
typographical errors, and jumbled words. This book may have
occasional imperfections such as missing or blurred pages, poor
pictures, errant marks, etc. that were either part of the original
artifact, or were introduced by the scanning process. We believe
this work is culturally important, and despite the imperfections,
have elected to bring it back into print as part of our continuing
commitment to the preservation of printed works worldwide. We
appreciate your understanding of the imperfections in the
preservation process, and hope you enjoy this valuable book.
FIRST SPANISH BOOK AFTER THE NATURAL OR DIRECT METHOD FOR SCHOOLS
AND SELF INSTRUCTION BY JAMES H WORMAN, AM, PnD, LLD. FORMERLY
PROFESSOR OP SPANISH, UNIVERSITY OP VERMONT Nthil est tn tntelUctu
quod nonjuerit m sensu AMERICAN BOOK COMPANY NEW YORK CINCINNATI
CHICAGO BOSTON ATLANTA S MODERN LANGUAGE SERIES SPARSE XE FIRST
SPANISH BOOK SECOND SPANISH BOOK REVISED FRENCH FIRST FRENCH BOOK
SECOND FRENCH BOOK GRAMMAIRE FSANCAISE REVISED FRENCH ECHO A MANUAL
OF FRENCH CONVERSATION GERMAN FIRST GERMAN BOOK SECOND GERMAN BOOK
AN ELEMENTARY GERMAN GRAMMAR GERMAN ECHO A MANUAL OP GERMAN
CONVERSATION ComiGHT, igi6, IT J H BOSMA WOMIAS KEW FIRST SPAN BK.
B P H FOREWORD TO TEACHER AND STUDENT HTHIS little book follows the
plan of my First German Book and First French Book, like them, it
is the outgrowth of schoolroom expenence, and a product of my
language method It as origmall prepared ith the help of the late
Prof H M Monsanto, but many changes and impro ements ha e been made
in it from time to time, and in this present revision it conforms
to the best usages of Spanish enters and to the latest decisions of
the Spanish Academy Those wishing to learn not only the ntten but
also the spoken Spanish ill find here the material that must be
acquired The peculiar features of my method are Pestalozzian in
char acter It differs idely, howeier, from all other methods of
teaching a foreign language, because netted of this j, Thls taches
the Spanish language without the help of the learner s vernacular 2
It bases linguistic instruction upon a direct appeal to a pic
torial illustration of the objects mentioned The student is never
left to guess at what is said, but is clearly instructed, and
learns to speakunderstandingly 3 Grammar is taught to help the
student speak accurately Many of the natural or direct method
textbooks present too few, if any, grammar rules, and thus make the
work superficial Unsystematic study is sure to be barren of results
My aim is, therefore, to unfold the principles of the language
progres sively, and to supply grammatical as well as lexical
details. 4 Paradigms are used to enable the pupil to see the
relation of the part to the whole It confuses the learner when he
is only given one person or one case at a time 5 The rules are
deduced from the examples, the purpose being to develop the
abstract from the concrete In short, the laws iv NE FIRST SPANISH
BOOK of the language are the learners cwn inferences from the
examples 6 The footnotes contain much information. Their mastery is
necessan to the students progress m his reading of the text As soon
as the text of the first five lessons has been passed, the
footnotes should be carefully discussed in class and made the
subject of ntten exercises, if not m Spanish then by trans lation
into and from the English 7 Everything is taught by contrast and
association Too fre jquently the learners memory is overtaxed and
the development of his sense and reasoning faculties neglected My
special aim is to employ as much as possible the lower or sense
faculties of the mind, the perceptions 8 The lessons are strictly
graded and consist of conversations on interesting topics,
supplying words and idioms needed m the everyday affairs of life 9.
Distinctive type is used for the variable inflections of nouns,
rate, adjectives, etc...
FIRST SPANISH BOOK AFTER THE NATURAL OR DIRECT METHOD FOR SCHOOLS
AND SELF INSTRUCTION BY JAMES H WORMAN, AM, PnD, LLD. FORMERLY
PROFESSOR OP SPANISH, UNIVERSITY OP VERMONT Nthil est tn tntelUctu
quod nonjuerit m sensu AMERICAN BOOK COMPANY NEW YORK CINCINNATI
CHICAGO BOSTON ATLANTA S MODERN LANGUAGE SERIES SPARSE XE FIRST
SPANISH BOOK SECOND SPANISH BOOK REVISED FRENCH FIRST FRENCH BOOK
SECOND FRENCH BOOK GRAMMAIRE FSANCAISE REVISED FRENCH ECHO A MANUAL
OF FRENCH CONVERSATION GERMAN FIRST GERMAN BOOK SECOND GERMAN BOOK
AN ELEMENTARY GERMAN GRAMMAR GERMAN ECHO A MANUAL OP GERMAN
CONVERSATION ComiGHT, igi6, IT J H BOSMA WOMIAS KEW FIRST SPAN BK.
B P H FOREWORD TO TEACHER AND STUDENT HTHIS little book follows the
plan of my First German Book and First French Book, like them, it
is the outgrowth of schoolroom expenence, and a product of my
language method It as origmall prepared ith the help of the late
Prof H M Monsanto, but many changes and impro ements ha e been made
in it from time to time, and in this present revision it conforms
to the best usages of Spanish enters and to the latest decisions of
the Spanish Academy Those wishing to learn not only the ntten but
also the spoken Spanish ill find here the material that must be
acquired The peculiar features of my method are Pestalozzian in
char acter It differs idely, howeier, from all other methods of
teaching a foreign language, because netted of this j, Thls taches
the Spanish language without the help of the learner s vernacular 2
It bases linguistic instruction upon a direct appeal to a pic
torial illustration of the objects mentioned The student is never
left to guess at what is said, but is clearly instructed, and
learns to speakunderstandingly 3 Grammar is taught to help the
student speak accurately Many of the natural or direct method
textbooks present too few, if any, grammar rules, and thus make the
work superficial Unsystematic study is sure to be barren of results
My aim is, therefore, to unfold the principles of the language
progres sively, and to supply grammatical as well as lexical
details. 4 Paradigms are used to enable the pupil to see the
relation of the part to the whole It confuses the learner when he
is only given one person or one case at a time 5 The rules are
deduced from the examples, the purpose being to develop the
abstract from the concrete In short, the laws iv NE FIRST SPANISH
BOOK of the language are the learners cwn inferences from the
examples 6 The footnotes contain much information. Their mastery is
necessan to the students progress m his reading of the text As soon
as the text of the first five lessons has been passed, the
footnotes should be carefully discussed in class and made the
subject of ntten exercises, if not m Spanish then by trans lation
into and from the English 7 Everything is taught by contrast and
association Too fre jquently the learners memory is overtaxed and
the development of his sense and reasoning faculties neglected My
special aim is to employ as much as possible the lower or sense
faculties of the mind, the perceptions 8 The lessons are strictly
graded and consist of conversations on interesting topics,
supplying words and idioms needed m the everyday affairs of life 9.
Distinctive type is used for the variable inflections of nouns,
rate, adjectives, etc...
FIRST SPANISH BOOK AFTER THE NATURAL OR DIRECT METHOD FOR SCHOOLS
AND SELF INSTRUCTION BY JAMES H WORMAN, AM, PnD, LLD. FORMERLY
PROFESSOR OP SPANISH, UNIVERSITY OP VERMONT Nthil est tn tntelUctu
quod nonjuerit m sensu AMERICAN BOOK COMPANY NEW YORK CINCINNATI
CHICAGO BOSTON ATLANTA S MODERN LANGUAGE SERIES SPARSE XE FIRST
SPANISH BOOK SECOND SPANISH BOOK REVISED FRENCH FIRST FRENCH BOOK
SECOND FRENCH BOOK GRAMMAIRE FSANCAISE REVISED FRENCH ECHO A MANUAL
OF FRENCH CONVERSATION GERMAN FIRST GERMAN BOOK SECOND GERMAN BOOK
AN ELEMENTARY GERMAN GRAMMAR GERMAN ECHO A MANUAL OP GERMAN
CONVERSATION ComiGHT, igi6, IT J H BOSMA WOMIAS KEW FIRST SPAN BK.
B P H FOREWORD TO TEACHER AND STUDENT HTHIS little book follows the
plan of my First German Book and First French Book, like them, it
is the outgrowth of schoolroom expenence, and a product of my
language method It as origmall prepared ith the help of the late
Prof H M Monsanto, but many changes and impro ements ha e been made
in it from time to time, and in this present revision it conforms
to the best usages of Spanish enters and to the latest decisions of
the Spanish Academy Those wishing to learn not only the ntten but
also the spoken Spanish ill find here the material that must be
acquired The peculiar features of my method are Pestalozzian in
char acter It differs idely, howeier, from all other methods of
teaching a foreign language, because netted of this j, Thls taches
the Spanish language without the help of the learner s vernacular 2
It bases linguistic instruction upon a direct appeal to a pic
torial illustration of the objects mentioned The student is never
left to guess at what is said, but is clearly instructed, and
learns to speakunderstandingly 3 Grammar is taught to help the
student speak accurately Many of the natural or direct method
textbooks present too few, if any, grammar rules, and thus make the
work superficial Unsystematic study is sure to be barren of results
My aim is, therefore, to unfold the principles of the language
progres sively, and to supply grammatical as well as lexical
details. 4 Paradigms are used to enable the pupil to see the
relation of the part to the whole It confuses the learner when he
is only given one person or one case at a time 5 The rules are
deduced from the examples, the purpose being to develop the
abstract from the concrete In short, the laws iv NE FIRST SPANISH
BOOK of the language are the learners cwn inferences from the
examples 6 The footnotes contain much information. Their mastery is
necessan to the students progress m his reading of the text As soon
as the text of the first five lessons has been passed, the
footnotes should be carefully discussed in class and made the
subject of ntten exercises, if not m Spanish then by trans lation
into and from the English 7 Everything is taught by contrast and
association Too fre jquently the learners memory is overtaxed and
the development of his sense and reasoning faculties neglected My
special aim is to employ as much as possible the lower or sense
faculties of the mind, the perceptions 8 The lessons are strictly
graded and consist of conversations on interesting topics,
supplying words and idioms needed m the everyday affairs of life 9.
Distinctive type is used for the variable inflections of nouns,
rate, adjectives, etc...
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