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LANGUAGE LESSONS
BooK ONE

BY

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CHARLES DE GARMO, PH.D.
PRESIDENT OF SWARTHMORE COLLEGE

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NEW YORK

CHICAGO

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BOSTON

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ID:IJC -mmtctncr iLanguagc

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LANG-U AGE

LESSONS

Boo1r ONE

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BY

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CHARLES DE GARMO, PH.D .

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PRESIDENT OF SWARTHl\lORE C OLLEGE

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"WERNER SCHOOL BOOK- COMP ANY
NEW YORK

CHICAGO

BOSTON

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PUEFACE.

CHARLES DE GARMO.
LA NG. LE SS . BOOK I.

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Tumm are two leading ideas in these Language Books.
They are, (1) lProgressive ~ xercises in Composition, and (2) an
Inductive approach to Grammar. The work is consegnently
di vidcd into two classes of lesso11s, Sentence Exercises and
Composition Exercises.
It. is a preeniinent characteristic of both classes of exercises
that they provide for the pupil a lan guage experience, instead
of presupposing one that he does not have. This conduces
both to interest and comprehension.
The lai~gu age exercises are based upon the occupations of
111011, the facts of nature aud of history, and upon a few masterpieces of literature. The contents are, therefore, as rich as
nature and human thought can well make them. The consequence is that the mind is fe d as well as drilled.
Though all composition exercises are made brief, they are at
the beginning also made very si m plc, in order that both pupil
and teacher may Le spared the discouragement arising from
the attempt to overcome too rapidly the initial difficulties of
composition, such as spelling, punctuation, penmanship, formulation of thought, and the various conventionalities of form.
___,.,_ictorial illustration in these books especially in tlie
literature and history, is so arranged as
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J'H f:FA CK

more vi vi<lly to slww the development 0£ the subj ect-matter.
'l 'lte tox.t g ui cl es t l1 e t h ought; t he Jiictmes sli 1111il ato t h o iinagination. In thi s ·w ay pictures ancl t ext work J1 a.rm ouiou sly
together. The n atural result is the cluvelopment of such a 1 ~
interest in the subject-matter of corn )OSi tio11 i that j ts paiuful
featur es quite cli sappcar. .Frn 111 drt1ll g·1 ~ ''.Y , t.l1l '.Y :u·c t ra nsfor 1nctl i11 Lo pkasa11 I; 11«J rk, gladl y t11lll c rta kc1L iJcl;ausc of Llic
inter es t in t h e suLject.
. .By this use of pictmcs, th re fore , a more effective appeal
is made to th e mind of tho chihl., for it is g niclcll not 0 11 Iy by
>vonls, but also by pi cl-ofrt.I iJ l11 st ra tirn1 sl10 wi11 g t ltc prngrcss of
t h e though t. Though t11is lJlan h:ts heretofo re solll c: l. i11i cs bee n
appliecl to single lessons, it is ltero macl a rm.N c 1 l'LE OF ILr,uspictures couscc1 uc11Lly bocouw au organiCJJart of t1 1e
language lessons, 11ot a mere unrebted incidellt.
TRATION;

To a large extent the s111>j c:et-mattor for cornpos itioll lessons
is incl epen<lent of n ecessary sequence. l~ur t hi s reasm1, the
teach er may freely a.clapt it Lo t he cx igr11l' ies of I.li e prog ram.

TJ

.

rns, m the n a ture wo rk , if Ll1 c Him is t li e ul1j c'l't or st ull.)', it is
Lett er to write t h e co 111vo1:; it io11 for th at chy 11po 11 the m :i·:,
rathe r t han upon th e E LEl'JIA NT, t hough tl1e l:ttt01· top ic m ay
stand n ext in tli e Look. ] :y ul;ili zing the index provitlell at
the close of tJ1 e ,-olu rn c, 1.l1 e teacl1 er may eas il y make :t11.r
des irabl e co n elation bctw rc 1t tl1 0 Compositi on Exerc ises all(l
oth er stmlies. TJ1 0 se11nence of lessons iii 1~-11e S0 11 t 011 ce ]'!..xercises, h owever, is, in ge nera l, a u ccossary one, so t h at t li ey
sh ould he studi ed in the unler gi ve n.
B esilles t hG pract ical rcs 11l ts to be r c:wlt l'll liy t'u111iiusit i011,
language study h as an en<l of it.s own ; for lan 3·u;1,ge, like

m~mli er, has its scien ti li c s id e, which sl 1011ld n ever bo neg-

lected.

5

How ever 111:;eful it may be, rn practical affairs, to

know how to multipl y, acld, divide, and s ubtract, that would
ho regarded as poor tcaeltin g in arithmetic which shoulu
ignore the maste ry of th e laws of nnmber.
So, likewise,
that is uot good lan guage work, which, aiming at mere <lcxtel'ity in wl'iting, forgets the trne lan guage iclca,

O I' gr~u um ar

itself.
'!'he valid criti cism to lie made on the t eaching of gram. mar is 11ot that th e 1:; ubj ect is an un suitable one fo r children,
but rather t hat the eurrent methocls of presentation are defective. A too early anal ytic p roseatation of any science n ecessarily leatls to a fo rmali sm more or less fatal to understanding, and hence to inte rest. ]\[ost child ren call grnmmar dry.
1'his is because t he prevailing aualytic method of teachi ng
the ·subject is premature. H everse the process, t eaching the
· subject firs~ synthetically, or inductively, arnl grammar may
easily become as interestiug as a11y oth er subj ect.
'fbese. books prnse nt the subj ect of language from the in. ductivo standpoint. Their motto is, "To th e scie nce through

tlio art." Beginning with the 1:;implest and most fundam ental distinctions in language, the gramm atical ideas are presented one by one in natural sequence, not by rule, definition, and illustrati011, as in analytical gram mar, but by
concrete exercises, in wlii ch the pupils learn by much doing.

They gr.ow into a culll 11reh ension of grammat ical ideas by
true inductive approaeh to th em.
\Vhcn a. series of ideas h as been sufficiently embodied in
;sentence exerci ses, a summary of the points developed is
'placed at the close of the chapter, thus enabling the t eacher
to have a perfect knowled ge 0£ the eml toward which the

lessons are progress rn g.

n · ·

nn

H av in g hacl an acleguatc experience

of a bn guage iclca in co ncrete exe rcises, t he pnpil is th en
properly callecl upon to fo rmn1ate this iclca iu a r ul e or
clefinitio11 .
As in the cornpos ition exe rcises, so J1 erc, the
greates t care is taken to scleet subject-matte r iulrnrcntly
val nab l c an cl i ntcrcstin g.
l i'or th e idea of th ese imlncti ve sentence exercises, as ,,· ell
as for much of t heir conte nts, t he author gladl y aclrn o\\'ledges
his indebtellness to th e language pamphlets of Daron 1 .rungh an u, a nd Schindler.
Book I. is designed for th e use of the pupil clmin g t he
third and fomth years of the grndeLl school ; Hook IL, for
the two succeecling school years. In ungrad ed sehools they
will be fo und achp Lc1l Lo euncspolllli11g ages.

SEN'rENCE AND COMPOSI1,ION
EXERCISES.

CI-IAPTEH I.

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LESSON l.
COMPOSITION EXERCISE.
THJ!: FOOLISH

IIIOUSJ•~.

vVho once came to a, trap? ( liltle mouse) vVhat was
in the trap? (cheese) How did " -~
-\11
the cheese smell ? (very good)
vVho wanted some of it very
mnch? (l i Ltlc rnoufH;) \V li at

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did he think he must do? (smell of it) \\That did he
touch it with? (his nose) vVhat happened? (trap was
spruug) \Vho wa,s caught?
1. vVritc this story in compl ete sentences. - lt:i;.: A little
mouse once came to a trap. There was cheese in the trap. It
smelt very goou.

To T llE TEA C 11En. -Insist, from the bcgin11in g, on correct form in
composi tion. The following points are t he most important: 1. The pupil's na.rn e should be written nea.r the upper right-lmnd
corn er of the page.
2. The title should be in the rn iddle of th e pctge, near the top, a.nd
underlined.
3. Th ere should be a.n even ma.rgin on the lcft-ha.nd side of the page
(about one-half inch on note paper). The first lin e of each pa.ra.graph
should be indented, that is, it should be begun still further to the right.
9

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LA NG UJ\G E LESSO N ~.

SENT ENC E 1 ~ x1rn, c 1 S E S .

4 . .A sy ll a,ble s hould n e r r r h e~ b rok en :it th e end oI a, Ji 11 e. Wh en
Lh rrc rn n oL roo n~ fpr Lh e wh11l e o[ Lhc la!< L wo rd 011 ;i Ji 11 l' , write a,s ma ny
sy l~ a ~l es as p oss ibl e a nrl p la ce a hy ph en af t.er Lhe 1n tu s l11111· tli aL I. he rcnin •" of tli c
ma 11111.1g sy ll able or sy lla,bles h:we bce 11 carried Lo Ll1 c Ul"··i
0 11
n ext lin e.
"'
5. Every sc11ten ee mn st beg in " ·it.h a capital Jet.trr .
~ · An i11 ~c rr'.1gaL i o n. 111ark i ~ r equired a.t the close n [ ca,ch rpi es lion .
1.
A pcn od 1s r equ ired a t Lite close of a tl ecbrat.ivc or an iiu pcrali re
sen ten ce.

standing ancl easr, uni rss co n[11 sc d b y u11n ecessary di stinctions. This is
con seq uently 011l y a m eans fo r lea rnin g a few convenient term s. It will
be bett er Lo p resen t orall y Lh e m a tter in brackets concerning Subj ects,
l'redicates, Noun s, <LIHl Ver l.Js .

10

UE C AUS E

THE YOICJ•;S OF ANil\IALS.

The d og barks.
Th e wolf h owls.
The crow caws.

JI .E J)JUN'T TJU N I\..

Once a tr;1p 1vn s LaiLed
'Vi th a pi ece of cheese ;
It t ickled so n, 1iLUe mouse
1t a.l m ost ma.do him sn eeze.
An old r at sa.id, " Th ere's danger !
Be car eful wJ1 ere .Jvou bO'O ! "
"Nonsern;c ! ":.;aid U1 c ot.J1 cr,
"I don't think you kno w ! ''
So h e walked in Loldly Nohocly in sigh t;
Fin;L l1 u Look a 11ihlil c

The quail whi stles .
Th e li en cackl es .
The puppy whines.

'

Then he Look a ui tc;
Close t he trap toge ther
Snapped as quick as wink,
Catching 1\fon sie fast there
Hec;trnw li e clidn' L U1i11k.
Copy antl learn thi s verse.

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Th e
Th e
The
Th e

l '11orn.i,; C A1t r.

LESSON JI.
SENTENCE EXERCISE.

T o.Ti m T EAC!IEH . --Thi s lesso n is to be nserl as :t b:is is fo r t herx pla11 at,10 n o [ Lhe te r~n s S ubj ?ct_:rnd P rcLli cate, No un mid Vc rl.J , Si 11 gn la,r
a nd I'lura,1. The chtldren w1ll 111 a fe w d nvs i1 sP tli r>sP 1,.. ,."' " "' ;,i, ,,,,,1,,,.

lion roars.
cat purs.
ox l ows.
rooste r crows.

sun.TEC'l'- NOUN .

In each sentence in<J.nire 1,1.; hat it is that does something. E x.: ·what bark s? The dog.
[W·e call the two words the clog th e subj ect of the sentence
2.

12

SENTENCE

the clog barks, s in ce th ey i1H1ic:d;e tl1 e l.l1i11g abo 11 t " ·lti('lt so11 1cth i ng is said ur n,ssc rtell. \V c ('all the \runl dou a J'.\O ux, s ince
it is a mune. Th e wonl !'\() l ' :'-1 111P:u 1s ·1111m.1•.
It o [Lon J1:q111c11s t.l 1aL t.l1e 11 u w1 is the cnlire s 11l~ject of t lw
sentence, as Doc s )):u·k. J lel'c t li e wunl rloy.-; is bot.It s uh.it~ ('t
a1Hl 1wu11. l\lure fr ct1u c11 t ly, l1 owcve r, tlic s1Lhj eet i!:> m;Hl c up
of seYeral wunl s, uf whi ch the 11 otm is one ; a.s, '/'li e du;1 kuks,
Jlfy little w hil e clou barks.]

3. Jn the pbcc of 111 c gi\'('11 i1 0t 111 !:> use' ot.licl's wl1icl1 1rill ll()
as well. - H.e. : The !:> 1111 i rrcl J1;Lrlrn.
1·1: Ell I C. \ 'l ' J·: - Y E l~J:.

J~XElWlSES.

LESSON III.
SENTENCE EXERCISE.

To THE TEA c imr.. - ·Jn tli is lesson t he nom1s and verbs are in the
plural. By chan gin g th em to th e s.in g nla~-, th e .child. is drill ed .in spelling,
as well as in making ve rbs a.gree w1Lh Lli e1r sul.JJ ects 111 Hn111\.Je1.
.
A conveni ent m ethod o E h av in g this lesso n and simi lar lessons recited
is to divide the chtss in to groups, and to ass ig n a port.ion oE t he work to
each group. If th ere a.re t o u c t hree gronps, let the pupils count off on.c,
t wo , three ; one, t wo, three , un t il each ha s a numl.Jer. All the ones will
uelong to the first group, all Lite lwus to t he scco11d, all the threes to th e
thinl. In this wo.y vari ety and facilil.y of work arc promoted.

Dish es r attle.
Bees buzz.
J)uun:; creak.

·wl'iLc tl1e [l,Jl S \\'<'I' 1.o t hese
<1u cstions and 1111d crlin e LJ1 0 ve rlJ, that is, the wul'll wl1il'l1 te ll s
wh at is done. - E:i:.: \\'ltat dues the dog do'? The llog ba rks.

U e<Lrs growl.

[Tl1 c s11 hjl'l't of :1. sc 1ilt·1wn s lio\\' S 1.11:1.L :LIH111L wl1it"h so 111 d l1i11 g
is said ; th e pn.!1li1'.ate inllil'ates wliat is said, or asse rted, aLout
it. The ,,·orcl t hat actual ly makes t h e ass0rtion is calleLl a

Cats pur.
Fish es swim .
1\fonkcys cl1;ttlc r.

D oves coo .
Dogs Lark.

Bugs lrnm.

1\ p cs el irnb.

4. Im1nire \\·hat Ll1 0 tliiug does .

VERB.

In e:-i.ch of the fo r egoin g sc 1d cnccs, the pretlicatc is [\, vel'b ;
Lut it 1roul1l b e easy to r. n l:tr~· r~ ca<'li pl'c<lil'al.1) so as to 111 ;dce it
cousist nut of t he veru alon e, but of other words also; as, The
dog barks Tow ll,11. H er c Lhe predi cate con sis ts of t. wo 1rnnls,
barks loudly. \Ve h aYe a lreally learned t hat the SllL,i ed may
be a n oun onl y, 01· Le rnatlc ltp of a. 11o u11 a nd other wonl s : so
h ere we lea nt also that a 11re1l il"atc lllay uc a verb 011ly, m b<'
lll a.llc up of a, vc l'L :tlHl utl1er \1·orLls.J
SI :\ <: l J J, :\ I ~ -

I ' L l I J: 1\ L.

5. \\rl1 m1 a i1ot1n rn r.:Ln s u11e, it is sa.ill Lo uu in t he s 1 Nuu .1 ,,\1~
when it m eans m ore t11w1 une, it is saitl to be in the
J>LU RAL NUl\rn1m.
Change tl1 c se nte nces so th~Lt the n ouns
shall be in t h e pl nral n urnlJer. - E.i:. : D oys u11rk.

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Dogs bi te .

If e11 s c:wl< le.

Claws serntcli.

7. l <'o rm sentcrn:es with th e nolm s in tl1e sin gular, using
the article a, cin, or the. - .E:e. : A clog bites.
Note. -Th e words ci, w1., ;wLl the are called ArtTlCLES.

s. Chan ge t.lt o sc ntc'.IH'.('S into <pLcstion s : (<i) Jn which the
article a shall lie t1s<·1l - ].,'. t: . : I >01 ~s a bear growl'?
(b) In
which tl1 e :-i,rt.icle tli c sl1:1.ll be u sr1l " ·it.Ii th e plural form of the
llOlllL lt:e.: Do the dogs hi t u '?
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NUJHmm;

6. l\Iake quest.ion s ou t of t h e sc 11 te11ees : (et) So tJmt th e
n ouns slrn.ll be s in gular. - R:r.: Du('S tl1 c d og lJark ':' (11) So
that the i1ouns shall Le plural.- E .r.: Do the Llogs ba rk':'

.LESSON IV.
SENTENCE EXERCISE.

To Tlrn Ti>A C lllrn. - ll crc I.h e 1\ 01111 aml th e verb are given, the n oun
being in the s iu gnhtr a nd t he verl.J i11 lit e plural, or the form that is

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SENTENCE EXEllCISES.

LANGUAGE LESSONS.

15

proper for the pluraJ subject. Th e child nwkcs thclll agree. Observe
t hat in this pat't, a ll the st•11Le11 ce exe rcises are npon wlial thilllJS do, aml
that each one pr ese nts an advance 011 the precediug.

Merchant- weigh .
Hi ver - flow.
Uce- Lly.
\V onn - era w 1.
\Vire - Lend.
Hunter - shoot.
Child- pby.
Snow - fall.

G arclener - sprinkle.
FeaLhcr - H_y.
Key - turn.
I-I unter - aim .
Girmt -win.
Animal - rest.
Gate - creak.
\Vater- freeze.

10. Tell this story, anu then write it in complete sentences.

LESSON Vl.

Form seutences witlt the Bouus in the singubr, using the
article the. - Ex. : The bee fli es.
9.

LESSON V.

SENTENCE EXERCISE.

To Tirn TEA CIIEB . -ll ere the s in gular nouns are to be changed to the
plural, makin g th em con form with the verbs given. The article the or a
(or an) may be nsed, as the chilllren like . .
:For suggC'stin11s as to methods of wnttcn work, see Note to the
Teacher, L esson .UL

OUTLINE FOR COMPOSITION EXERCISE.

Deer-fl ee .
Coal-glow .
Daisy- bloom .
Year - pa,ss.
Cock - cro w.
Clock - stop.
Dan ger - a,pproad1.
'l\tilor - se w.

To Tll E TE ,1c 111rn. - One of the g r e:~t all vantages of these outlines is
that the co mpos iti on is sure to be brief. The ba.ne of most ear ly work in
compos it.io n, especially wh en based upon stories or pictures, is the uuclue
length of the exercises .
THE TWO GOATS.

vVho once met upon
a foot-Lridg e? (two
goats) I-low wiLlc ·was
the fuot-Lridge ! (very
narrow) \Vhat would
neither do? (give way to the other) \¥hat l1 appened ?
(ran together) "'\Vhere Llid both fall? (into the water)
vVlrnt did they Larely save? (lives) \Vho lutll learn ed a
lesso n? (the Q'oats)

:M ill-go.
Fox - slink.
Arm y -march .
Flag-wave.

Poppy- bloom.
Bean - grow.
Traveler - rest.
Mower - mow.

11. Form sentences with these nouns m the plural. - Ex.:

Coals glow.
Chm1ge yo ur sentences so as to form questions, and tell
whether the nouns are sin gular or plural. - Ex.: Does the
coal glow? Do the tlaisies bloom?
12.

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LA NGUAGE LESSONS.

17

SENTENCE EXRHCISES .

LESSON V l l.

LESSON Vll I.

COMPOSITION EXERCISE.

SENTENCE EXERCISE.

T 0 TTrn TE ,\ C llL<;Jl. - IVliC'l'C the stor
r
.
geuerally th e case, it is a. o·ood >l·;11 t~ . y ~nL m ed is . a. classic one, a.s is
form. Th e outli11 c shou lJ 11 .1 ' . i ead it .to th e cl11ldrr11 i1 1 its ori ginal
. .
~
.
,
. ic11 S l'J Vl' as a o·1 11cl c to ti '
rng to fix the co nti1111it v oJ' the tl1ou cr l t,
1" l
, ie co 111pos1t1011 , help•
"' i ant t, ie for111 of the senten ces.

To THE TEACHEit. -Herc the dtild is r equired to put the 11oun in the
sin gular, select the appropriate ve rb l.Jclow, a.nd the11 use it properly with
the singular form of th e nn1111.

horse.s
hogs
<loves
meaclow-larlrn
thrushes

sheep
<Logs
cocks
swallows
snakes

go a.ts
cats
hens
robins
squirrels

cackle
whistle
bark
smg
scra.tch

111ew

bleat
coo
grunt
hiss
whinn.r

TIU; I.JON , \ND TJIJ£ llIOUSJ~ .

1. Tim i\fou:m

'Vho was asleer) uudcr

JN

Tno unLE.

t

n ree 7. (Lig lio11)
\\Tlw ran
over hi s face? (little mouse)
\V1io11t dill t.l1 e lion seize with
11ii:; paw? (mouse) \\Tl1nt
did the mouse lieo·
fo 1"l· ( 1llS
·
b
.
.
.
life) \r\Tlrnt llicl il1 e mouse
promise tlte
1
11011 . .(to Le his frieml always)
'VI1at dicl
the lion do? (l et lum go)

neigh
frill
twitter
crawl

State "·hat each of the nam ed animals does, using the
given verbs. Put the nouns in the singular number and change
the verbs to the right fol'ni.
15.

~. 'l'l!Ic LIO)<

JN TRO UBLF..

vV110 was 1nu1ti11g in tl1u woods o11e
clay? (lion) Into
what did lie nm? ( hunter's net)
\Vhat llid the lion do'? (roared
<lread f u]] .Y)
\\r .It o 11 oar< l 1t i lit ? -~­
(little m ouse) \\That dill the
mou se <lo? (g 11 awe1l t l1 e 11 ct)
\iVlio 0·1 t I1· · [' t
r'
t->)
'.S . 00 out aml Lore t1 1e n et to lJiecei:;? (lion)
lo 'lvliom dlll the liou owe 11is life? (mouse)
.

13. T ell this story from tJ1e book;

it from memory.
14. \\Trite

the story.

aft.er doing· this
~

repeat

LESSON IX.
SENTENCE EXERCISE.

To

-This exercise i11 tro<lncPs prnper names, the spellCall attention to the capitals. The
e hihlren may be allowed to substitute the n a mes of persons in the class,
for thor;e here given.
A convenient method of written drill is to assign three or fo ur na mes
t.n each pupil, allowing him to illustrate the various exercises with them.
THE TEACHER.

i11g of which shoukl he imprer;scd.

IN SCHOOL.

There were in a school many boys a.ncl girls. Th eir
names were Henry, Joseph, Karl, F reddie, \\Tilli e, ,f ohn,

SENTENCE

18
George, Frank, Eugene, J ameB ; .A nna, Bertha , 1da, Clar;l,
Laura., Martha, ~I.1. 1·,r, i\laud, LouiBe, Eliza, l\.a.tc. E1lit 11 .
\Vlten they had sung, t.li e ir teacher :-;ai1l: "To-day }!ll l
will do llli11 1y things. Y OIL will "Tite, eo unt, :ttld, sul>tract, multiply, di vidc, read, thaw, sing, mareh, iHquirc,
answer.
But yn 11 lllust not talk, 1vl1isper, bnglt, en.
shout, torment, pnsli, seolcl .. ,
16. ·write of each pupil ,,· ltat he 1loes or does not do. Ex.: Henry writes. Bertha does not whisper.
Note. -The uante of a i11·rsun mu st al ways beg in with ;i,
capital letter.
17. Ask of each person what h e lloes. -

Clara sing?

E:r.: Does 11 nt

Do Kate and Edith 1"11i sper ?

Combine senten ces in 1'arious 1ntys. - E.i:,.: Frank reads.,
but he does not shout. :Maud aml L ouise read and write.
18.

EXERCISES.

19

LESSON XI.
COMPOSITION EXERCISE.

To TIIE TEA C H En . -This exerc ise is more difficult than the preceding.
Let the pupil s compose Lh c story ora ll y before writing, both from and
without the book.
Drill on fop, spr llin g of th e words. Use dictation
exercises containin g th rse word s. Tl1a.t diffi culti es lie not obtrnded too
rapidly, the compns iti o11 s s houl d n.t first lie constructed mo~t.ly from
simple sentence~.
THE FOX AND

TIU~

DUCK.

Duck - pond - swimming .
\Voods - pond - near.
Fox -w oods - live1l - 1Ya11tcd
cluck- dinn er - hadly. Du ck
- shore - t.riecl to entice .
Duck - tricks - understood
- not come. l\lichlle - pon<l swam.
Fox - tricks - r epeated lrnt in vam.
Fox - vexed and slunk away.
Duck - s:wecl.

LES~ON

X.

COMPOSITION EXERCISE.

To THE T E A CHEH . - In this exe rcise the n ouns and verbs are united
in a new wa.y. The urnin point is the use of th e conuna with th e nam e
of the pe rson :tddressl' d . L et pupil,; exe rcise their i11 ge11uit.y in devising
vn,ri uns form s of direction

C> l'

pruhi biLi \l Jt.

\VJ1;i t doe:-; t11 c kil( ·l1 cr s<1y ( I) wl1eJL li e \rnnts a. Ll1ing

done'? (2) wh eH li e dues n ut w<1nt it Llonc '!
19. .Answer the qu es t.ion s, 11l:'in g th e nam es and verbs fouml
in J,esson J X . - E':i;.: Fmuk , rc;-id. Pl cn,se r ead, Frank. Y on

may r eatl, 11'rank. Kate, do iwt bngh. Do not laugh, Kate .
You mu ~'t not lau gh, Kate. Notice that-. ~L com ma is 11 s0d
either befo re or after the name of the pupil addressed.

20. YVrite this exercise m full sentences, after carefully

studying the following: A duck was one day swimming 011 a pond. There were
woods near the pond. In these
woods there lived a fox. He
wanted the uuck for his dinner
very badly.
So he tried to
entice her to the shore. But she
understood his tricks and would
Hot come. She then swam to
the middle of the pond. The
. fox repeated his tricks, but in vain. He then became vexed
and. slunk away. 'rhe cluck was saved.

----·- -------

~o

LA~G U AGE

LESSONS.

SE.NTENCE EXERCISES.

21

LESSON XII.

LESSON XIII.

COMPOSITION EXERCISE.

SENTENCE EXERCISE.

To Tim TEACHEH. - lL llli ghL IJe <L good plan Lo disso lve so uw salt iu
a bag, and to wet a dry spouge , observing th e difference in weight. Encourage the children , \\'hi le k ee pin g close to the outline, to vary the diction
and construction. This \\'ill giv e all needed opportunity for variety of lan guage and spontan eity of t.h ought.

To TJrn TEACHEIL - \Ve have he re the description of a natural event.
The child will be pleased with the continuit.y of th e sentences. He
should be allowed to give the description orally, p erhaps increas ing the '
force and raising the pitch to the culmination, a,nd then reducin g both to
the end. After the sentences have b een written in their simplest form,
let the pupils enlarge th em according to their own invention.

TllE

DOl\l\..li: Y 'S i\lIS'l'Al\:E.

THE 'l'HUNDElt S'l'Olti\l.

- salt - illad ed. Hiv e r - eome to - slip
- fall - water. Get up - load
lighter - salt dissolved. This

11 eavy .
21.

- notice.
Another day sarne wa,y.
Fall - on pmposc. This time - dry sponges
- carry. \Vater - absorl1 Can hardly rise - 11ea.r drowning .

T ell tl1e stury :1.111l \\'rit·t·

t-.111 ~

cu1llpusitiu11 , so111c\\'l1aL

:1,:o;

follows: -A donkey was once 1oaued with rmlt. He came to a ri \'e1·
and, slipping, fe ll into the
water.
\Vhen h e a rose his
load ·was ligh te r, for the salt
had dissolved. 'L'lie donk ey
noticed this. Another tirne
h e came th e same way aml foll
on purpose. This tim e h e
carried tlry sponges.
They
absorbed the "·ater and became very h eavy. The donk ev could hardl,v nse, and eame
near being drown ed .

Cloud - threateu.

vVirnl - 1low. Dust - whirl. Tree
- bend.
Swallow - Hee .
Farmer - run.
Lightning flash . Thunder - roll.
\Vinclow - rattle.
Rainfall.
Cloud - break. t:lun - sltine. lbinbow - a,ppea,r.
Describe the storm i11 foll sentences. - E.r.: The clouds
threaten.
22.

Enlarge each senteuc.;e according to your own ideas. Ex.: · The dark clouds threaten. The "·incl blows fiercely .
23.

-----

LI•:::lSON .\.IY .
COMPOSITION EXERCISE.
THE CUNNING CROW.

Thirsty Cl'O\Y - water - pitch er - drink. Bill - :-:;hort.
\Yater - not reacl1.
Pitcher - upse t - try.
Strength -

22

LESSO~S .

LESSON XVJ I.

small.
Glass - lJrcak - attempt. Gla::;s - thick. Happy
- thought. Pebbl es - g ather - in pi tch er - drop. \Yater
- nse. At last - w:Ltcr - r each - bill. Thirst - quench.
24.

23

SENTENCE EXEHCISES.
LA~ GU A G E

COMPOSITION EXERCISE.
llE WOULD NOT TELL A LIB.

\Yri te the eom posi t ion.

Uoy- fath er- littl e hatchet
15· .
Try - ~
- give. Great joy.
at unce. Garden - go. Fine
] i ttle ch erry tree
."l iVf
- c hop (lown. ?.;iJ>~~~~~ ,
1',at h er - bo-arden ~&'J~·t~l~~-~z
'
,. ~~. ·
Fa.vorite tree - lying - ground - see. \ rery saLl.
Threaten
doer - punish ,
d on"t know. - Son - behind:.
.•o

LESS01' XV.
SENTENCE EXERCISE.

To THE TEA c 111::rc -As in a ll t he sen te nce exercises of this chapte r.
.w
se h ern th e s im pl e-i1~bHH+i:i iti v.G fo rm of-th e-1rn~cl-i G<'ltc-i s uset:l. __'._f h e- n @
point is, that th e verb and n oun both h a ve the same e t.y molog ical roo t.

- come.

\Vho cooks '? \\Tho lmkes '! \Vho hunts'! \Vh o fish es '!
·vVho t ea ch es ? \V h o prc:Lch cs? \Vho writes? \Vho
paints? \Vho cbn ces ? \\Tho plays? \\Tho r obs ? \Vl10
farms ?

Hc ar e d -

Lut

will Hot lie. ,~·
c...: J-'c
Appear - speak

N

_
_ :.
~.
-· ·· --·

t

~
C::::'

r,,..

c·

-

J\sk - fath er - forgive.
Father - joy
- truthfulness - furgi \' c.
27. ·write this story, putting in the name of the boy.
- . ll one wrong.

25. Answ er the qnes tion s

bakes.

111

se ntences. -L':i·. : The baker

- -LESSON XVI.

JVH.A 'J' 'l'llllv'GS ARE DOING.

WORD EXERCISE.

LESSON XVIII.
T o THE TEA C11E1:. - Thi s is a simple wonl exercise, cles ignell to lead
th e children to contras t verbs of opposite meaning.

Sleep, lie, take, lrnsl1 , ery, sow, hate, curne, ask , sweat ,
live. - Give, harvest, staucl, speak, wake, bug h , lon~,
1lie, answ er , harm, .f reeze, g o.
26. \Vritc th ese ver\Js in p ;iirs, so that tliose opposite

meaning may come together. - E :r,. : Sleep - ·wake.

111

SENTENCE EXERCISE.

To THE TEA CHEH . - Notice th a t this exercise affords a drill upon the
intransitive verb in the progressive form. The same is true of the next
Lesson.
SPRING.

Spring is coming ; winter going;
Snow is melting; water flowing;

---

.---·
24

LANG UAGE LESS OKS.

SENTENCE

Birds are singing ; chickem; peeping ;
Quails are ,,·hi s tliug; grape-vines weepiug.

•

EXEHCISES.

LESSON XX.

Jnquire for tlmt of wltieh surn ethi11g is said, beginuiug
each question ·w ith 1rll((f. Write the answer and underli1ll'
the J101ms. -Ex.: \Vl1at is ('OJning- '? Spri11r1 is coming.
28.

29. 8upply other aµpropriate i10u11s iu the place of those
given. -E.i:.: 'l'he storm is co llling.

COMPOSITION EXERCISE.
'l '.H.E SlCR J,JON.

\Vho Jm<l become nl<l awl feeble'? (lion) \V!tat could
he 110 longer get? (food) \V here diu J1e r emain'? (den)
\Vhat word did he send to the animals? ( sick) vVhat
did many animals <lo'! (visited him) \Vhat did the lion

LESSON XIX.
_1-., - -

SENTENCE EXERCISE.

To THE 'l'EA C HEH. - R ead to the children Hobert Southey 's "Tl1f'
Cataract of Loclore " to s how the111 the possibilities of the progressive·
form of verbs, - in this case usuall y in the participial construction .

<lo? (ate them, 011e b.Y oue) \\' lio aJ so came to visit the '
lion? (fox) vVhat did li e notice? (lion's trick) \Vho
invited the fox to walk in? ( lion) " That did fox reply'?
(all tracks lead into eave, ll o11 e 011t)

AUTUMN.

vVincls are blowing,
Cattle lowiug,
liorns resounding,
Rabbits bounding,
Leaves are falling,
Birds are snying,
"N ort.11, farewell.·

33. T ell thi s ~tory a11cl then write it iu eomplet e senGences.

30. Inquire for the subject of the sentence with

what. -Ex. : ·what are blowin g?

who or

Winds are blowing.

31. Change the plural noun s into the singular, ancl use the
article a. - E:c. : A cmv is lowin g.
32.

falling.

Supply other

apprnpriate nouns. -

E'.l.:. : Nuts are

- -

- -

-

- ---

SENTENCE EXERCISES.

27

LESSON XXII.
COMPOSITION EXERCISE.

To THE 'l'BACillrn. -The first exe rcises in description should be very
simple, it being of more importa nee for the pupil to use brief , complete
sentences, and to observe the leading facts, than to atte mpt elegance of
style.

C.HAPTEI\, ll.

THE HOUSE.
- - +--

---.LESSON XXI.
--------~~

It is built of brick, stone or
wood. B eneath t h e ground is the cellar. The rooms
and closets are above ground. At the top is the attic,
and over this is the roof. The smoke escapes through
the chimney. \Ve go into t he house through doors. Stairways lead to the upp; r stories. Light comes into t he
house tl1rougli the wintluws. The house is used as the
dwelling place of nmn.

A house is a building.

IV.HA 'l' 18 DO ~YE '/'( > 'l'lf LYU8.

------~~-

To THE TL\ CHEn. - In this clia.pter the pupil is familiarized with the
u:;e of the pass ive form of the predicate. A new form of composit.io11
l' Xc reisc is :t.lso i11I rodu cecl; vi z., th e Ri11111lc de;;cript.iu11 . As in previous
co111pos it.ion lesson:;, th e \\"Ords Lo be used are, in the ma.in , b efore the
c hild , so that he may easily study th eir spelling. When practi cabl e, the
obj ect described should be prese nt; otherwise, a picture may be used .

36.
37.

Copy this description.
·w rite a description of the house, beginning with the top.

THE GAI:l>EN lN SPRING. -I:S, ARB.

The ground is fe rt.ilized. Th e earth is s1Jalled. The
beds are ma.rked out. The lettuce seed is sown. The
beans are planted.
The rn.spberry-bush is trimmell.
l 'h e r osebush is tied up. The fruit t r ees itre pruned.
Th e \\"Cells a.re d cst.r oyed. Tl1 e bed is sprinkled. The
ganlen er is tliligent.
34. lrn1uire wha,t is done to each thing, and give the auswe r
in a full sentence. - E :l:. : ·what is done to the ground'? The
ground is f ertilized.

possible, form th e plural when the siugular is given,
and the singular when th e plural is given. - E'1.:. : The bed is
marked out. The rosebush es are trimmed.
35. If

LESSON XXlll.
SENTENCE EXERCISE.

To THE TEACIIEH. - Observe that the child supplies the passive from
the given verb.
I:S , .,L.BE- W .,LS, lVEllE.

Bottles - Jill. \Vatchcs - sot. \\Tagons - stop. Bows
- bend. Clothes - tear. Thief - catch. Alleys - block.
Fodcler - dry. Roofs - cover. Trees - fell. Fox - chase.
Knife - whet.
38. Tell what is done to these things. - E.r. : 'l'he bottles
rtre jilter.I. The fox i::; chasecl.
39. Use was a.nd were instead of is and are. - E.r.: The
bottles were filled. 'l'he knife wcls whetted.

,
28

SEN TE ~CE

LANG U AGE LESSONS.

LE S~ON

29

LESSON XXV I.

XXIY.

COMPOSITION EXERCISE.

COMPOSITION EXERCISE.

Tn TH E T 1-: .1 l · 111·: 1: . - 'J'l1 l'se dvsc rip t. iv c t'.' \l'rc iscs a re at
tir;;t very s impl e, nearly all the words to Le used being fou nd
in t he c1uestio11s a nd in t.he pa.rent.hescs. l fan~ pupils \Hi te
accord in g to th e model in Lesson XXL!. Ti111c shou ld bl'
ta.ken to clri ll npo11 spelling; a.lso to teach th e correct 11se of
tho period and in terroga.tion 1trnrk.

EXEIWISE~.

\Vhat is a wagon l (a vehicle on fo ur wheels) 'Vhat
is the shape of the wheels '! (ro und) 'Vhat are hitched

TH.I!: STEEPLK

\Vhat is a steeple? (par t of a building)
W lio l.milt it'? ( masons and carpenters)_
.....,,..
. . ,__.,.
\Vlia.t i.s the shape of t he steeple'? (tall
.__'_
:?:~·>·:· ·~ ·'' ; n11<l r-;le11d c r)
What l1a11 gs i11 it'? (bell)
''.~f·,; ·.r. \Vl1at building 11as <L steeple? (clrnrcl1)
40.

Answer these fJltestiou s, us ill g the words s11ggestl'd.

Wri t.e t h e description.

to the wn.gon '! ( l1or:·H ~s) \Vl1 0 us e~ the wagon '! ((lriver)
What kimls of wago11:-; l1 ave we'! ( Iumber-wago11, dra.y cart, express-wagon)
\Vhu 111 a.kc~ them'! (wagonmaker)
43.

\Vrite a

cles < ~ ri

pt.iun of

<L

\\"a.gun .

LES SON

SENTENCE EXERCISE.

SENTENCE EXERCISE.

Cake, Jiehl, linen. house. stocking, wheat, hogs, seed.
picture, grape, goose . - Till. pn.int, bake, son·, plo\Y,
bl each, knit, harvest, gather, r o:tst, :feecl .

XX.VII.

To THE TEA C llEJL - 1,rnctice e nough is g iven in this part to make the
child familiar with the nse of the passive form, quite a.pa.rt from any
theoretical knowl edge oI vo ice in gramm:w. i\l ore extend ed practice will
come later.

Child - lo ve.
Servant - call.

Uoy - strike.
G ir] ~

- wash.

Father - driv e ( horses).
Fox - hun t. Bell - ring .

T ell 1dmt is done or was dolle to each of these thin gs .
selecting the appropriate verb from among those s·i" en. .E';1·.: The linen is bleached. The h ouse teas pa£11 te1{.

44. Tell of each of the foregoing what it does and what is
done to it. - Ex.: 'l'he chi ld loves. Th e child is lovecl.

42. P u t tl1 e 110lms in the plural and use the vedJs are cir
1cere. - E:i·. : Cakes are boked. F ields ?11('./'(I 71l o1ce1l.

45. Find nouns iu your reader, and tell what the things
which they name do and what is Llone to them.

41 .

BO

LANG UAGE LESSONS.

LESSON XXVIll.
COMPOSITION EXERCISE.
THE TREE.

What JS n, tree'! (pln.ut)
What is the lowest part
of the tree? (roots)
\\That. grow from the trunk?
(bral!cbes) \\'!tat gr,rn· frn111 the branches? (leaves)
\\'hat do some of t.l1 e flow ers prndnee? (fruit) \Vha.t

Cl-IAP'rEH ll l.
THE QUALITIES OF' THINGS.

LESSON XXIX.
SENTENCE EXERCISE.

kind of trees are firs and pines? (evergreens) \Vhat kind
of a tree is the oak? (wide-spreading tree) \Vha.t
kind of a tree is the ch erry tree? ( frni t tree) vVhicb
tree do the children lov e best? (Christ1m1,s tree)
46.

·write th e exercise.

To THE TEA C llEH. - Ch:tplcr II I. eontains a n11111ber of interesting
sentence exercises intemled to familiarize the pupil with the use of the
predicate adjective. It will be observed that the child must at every
sentence refiect upon the qualities of the things themselves. The composition lessons are a continuation of the descriptive and narrative exercises. The objects described should be before the class when practicable.
l\IAY.

The air is mild. The sky is clear. The meadows are
green. The violets are blue. The primroses are yellow.
The lamb is frisky. The child is h appy. The farmer is
diligent. The gardener is busy. All n ature i8 beautiful.
and underlin e
the adjective (the wonl that shows the quality or state). Ex.: What is the state of the air? The air is mild. \\That is
the color of the violets ? The violets are blue. A.nswer in
complete sentences, and underline the adjective. - Ex.: The
n,i r is milcl.
47. Ask for the quality or state of the object,

48. Place the adjective bef,ore the noun a,ncl complete the
sentence. - Ex. : 'l'he mild air is pleasant .
.,,

:32

L ,\ NGUAGE

Ll ~SS O N

LESSONS.

SENTE~CE

X XX.

'

.

33

EXERCISES.

LESSON XXXII.

COM POSITION EXERCISE.
NARRATIVE EXERCISE.
TJIE APPLE.
TH.E 1''0X

\\Th at is tlte a.pple '! (l"rnit) \\Tl1at is its shapt' '? (rouud)
\\'lint does it h ang by'?
(:->lc111)
\VliaL is tl1e
opposite cJJd called '?
(ulossom cml) Js Lite
skin thick or t hin '?
\\Tltat i:-; hc11mtli it '? (ilci:>l1) \Vha t.
li es in the middle ? (core) \Vhat.
do we <l o ·w it h t he :i,pple? (eat)
How do apples La.stc '! (_:-;\\·cet or
sour)
\Vhich \\'a.r d o the F<Ce<l:-;
point?

51. First. rnl:ik, aml t.l1 e n wl'il-.e tlie story.

LI ~SSON

words, fruit, ro1111rl, etr., in t lt e ::i.nswe rs, aml then write the
rlescri pti on .

SENTENCE EXERCISE.

Clmlk, ink , hluocL s1dpl11tr, Yiuld, 111 ouse, fog, grass,
<"ro" -, 111ilk, gohl, hl:1ckl1ird, silvl'r, t.l1rnslt, CO ]JJWL', ashe:-;,
sky, leaf.
50. Tell of each of tltese thiugs "l1ether i L is white, red,
yellmY, hln P, black, gr::i.y, brown . or grPen. - R.r.: r.lrn.lk is
white.

XXXIlJ.

NARRATIVE EXERCISE.

--~- -

xxxr.

HAU LOST HlS 'l'AJL.

Fox - tail - ]11:-;( - tra JI·
Sharno - life - l111r<l e 11.
~cheme - all
fo;o;e:-; - 110
tails. Advise - tail::; - c nt uff.
Look bett e r - tail::; ]1 ea \..)'
- great trouble. Old - ffl x
- reply: yo ur loss - ca uf' u - ad vice.

49. Answer the questiuus, using the

LE~SON

·w uo

TIU; ;\II(.;J, IN t:OUNClL.

J ,. .

\Vl1u held

<L

cu u111.jl '! (mice)

Of

" ·hose npp~·oach ditl. they want ~o
--{~ ~~~g ])( ~ war11 ed ? (Lite ca.ts) \Vhat dill
,.~/f <k'-~~, '=' t l1 ey <lcc idc to
__ _ . ,.________,.
....,=f
d"'! (tie <L bell
~~~~_,,;::/'

·

· 011 the mtt)

Wlw •t_mo11g Lltern wa.::;

J'~:,--

.JdJ..:1

founcl that would try to "Ldl the
:-'q~J ~-'L.
JY&~cat "? (no one)
-~ X- "
52.

Tell the story.
in,: .

1-f ~

\\"rite it i11 f1tll.

•

rutr

34

(destroyed)

LESSON XXXJ V.

54. Answe r th e <]nest.ions,

, .T?. TH~..·T,EAC'. rn11. -lll

t11i s l e~so n, obj ects arc co ntrasted as to their
a11 othcr \YaY 1u LerC'sti 11 g :wd v:ilu:ibl c drill npo n th e
lorrn of scnLc 11 cc nuder cu11si d ernLi on.

"' ''Ill!:!,

vVlrnt rmi mal catches mice ? (cat)

\\That

:u·e set for them? (tntps)

SENTENCE EXERCISE.

_1 n,tl1li ~s ,

B5

SENTENCE EXERCISES.

LANGUAGE LESSONS.

and write t.he description from

memory.

Ill

String - rope. .i\larLle (to play wi tl1) - LdJle. ~tOllt'
- sponge . Hill - 111 ountaiu . Elephant - 111 ouse. Foolphmk - bridge. Ca11e - stake. Bra.ncl1 - twig. Year minute.
Sofa - r-;lool.
Sparrow - eagl e.
Ba.ll _ cube.
Alley - Ktr0cl;. I l 11 t - luw er.

:roll

53.
of e~1.1.;h uf these thi 11 gs whether it is round or a.11 gular, tluck ur tlu11) soft or hard, l1igh or low, wide or narrow ,
long or sl1ort, weak or r-;tro1w.
l•'orn1 Ll1 c i•ltu"'tl"
1,•.,.~ . .. .l\l a.1 .::i
• , •o. __ n.
bles are round. Tabl es are angular.

LESSO N XXXV.
DESCRIPTIVE EXERCISE.
THE l\IOU S E.

\Vlrnt ts th e mouse'? (a.nirna.I) I s it large or small '!
(sma.11) \Vhat rn il1 e sluLpe of its head ? (pointed)
\Vlmt has t he rn o11 se on its nose ?
( wl1iskcrs)

it.s

H ow tlo

cyt K appear'?

~ ~

,;'.:~~gh~;lrn '~!"'tea~'.; ~~· . ~
-~

(ch ecKc)
What. can they 1lo " ·ith th ci t·
Leeth? (gnaw) How do we r egard them? (as troublesome)
\"Vhat is done to t.hem on this account?

LESSON XXXY I.
DESCRIPTIVE EXERCISE.
'l'HE GOOSE.

\\That is the goose? (fowl) v\Tlrnt kind of a bill has
C it ? (red a.ml uroad) \Vhat kind of a

#

.~--~l

~,-

neck '! (lo11g)
\iVhat kind of
legs ? ( short) What' is there

be-~

·-~P::~-

r

twee n th e toes? cw.eb). "\Vlmt
cover the whole uody ! (feathers)
·what can t lie g eese llo in the water ? (swim) I s the
goose useful or harmful ?
(useful) \Vlrnt are plucked
from it'! (fe:ithcrs) 'Nhat
:ire the feathers used for? (pillows) \Vhat is often done
with the goose at last ? ( eaten) "\Vlmt is very good to eat?
__,.~ - · --

( its flesh)
55.

\Vrite the description, after · a nswering the questions

orally.

LESSON

xxxvn.

SENTENCE EXERCISE.

To THE TJ.;A c11En. -This is simply a word exercise, to bring out
clearly contrasts of quality . The class may be divided into groups as
suggested in L esson 1 ll.

Large, old, thick, hard, dry, tame, light, sweet, diligent,
warm, good, black, rich, deep, clear, low, smooth, full, high,

-

---

......

3G

SENTENCE EXI.mcrnEs.

\rhite, soft, h eavy, poor, lJa d, e mpty, cold, lazy, small. thi11,
dark, sour, w et, u e \\·, \ri Id , rough, shallt1\\·, (·1011dy.
56. \Vrite th ese n,dj ecti\·es so that those 11·liich l1:i1·(' a.11 011posito m oanin g shall starnl in pairs.-1~'.r.: La.rgr , sma ll.

Cons t ruct a sentence fur each pai r of l\'oril:-;.
Clear weath er is plPa.santer t J1a.n c1011r7y ,,.<'aJ.lwr.
57.

-

F.1·.:

Rouml, yellow, 1mrrow, brown , red, iron, wooden, bitter.
Lltick, variegaLeLl, poi11ted, ::;our, glass, blue, sweet, green.
gray, angular, wide, c ruokeL1, :-;il ,·er, slaty, stony.
59. l'l::i,ce togdltcr 1ho:-;e a.dj ccti 1·e:-; wl1iclt show ( 1) eolor.
('.2) form, (3) taste, (-t) material.
60. Use caeli u[ these adj1 •(·Livu:-; 11 it li a11 :i.pprupriate
- Ji.,'.i;.: Au -ir on !Jetbtl'ad.
.\ 1·rrH1kecl ~tic ·k.

·-+<>+--

LESSO N XXXYill.

-~

DESCRIPTIVE EXERCISE.
THE

PI~E

37

uu1111.

---·

LES:-\Ui\

.\L.

TREJ<; .

SENTENCE EXERCISE.

To what class of trees does the pine t rce belo11g '!
is its trunk formed? How do th e
branches gro w out? vVJrnt are on the
twigs? In what do the needles end'?
\Vlrnt is their C'.olor? \Vh en do they
r em a in on the Lree? \Vliat do 1Y e
call the fruit
Urn pine'? \\That is
m a.d e from pin e wood?
\Vhat d ocs
,-...,~· ·-...._ the cabinet-maker mak e from it ·:

11 ow

or

The carpenter'?
58.

For wlrnt else is it used

'J

To THE TBA< ' llEI: . _ \o t.il'c that a, Io rlll of llest:riptiu11 is g ive n fur the
ruse, th~ room, allll t he s1Y;tll uw , furth e r illustraLi ng the use of ~he c.op.uht
and adjective a.LLrilmLe, ;u 1d tl1at tltc pupil i,.; cx 1wctetl Lo wnt~ s1m1la1
descri ptions fo r t he pi11k, t.ltl· s tabll' , and the sparrow, after hav111g mastered those given.
TIU~

The rm;e i::; Lea uLifol. Hs s mell is pleasa,nt.
~
The root ifl knotty . Tl1 e stem is woolly. The (}:
leav es are oval. The ed ge of the leaf is serrate. 1
61. Copy these sentences n.ml underline the adjectives. .f!);i;. :

The r ose is 1Je1.wt1f11l.

\Vrite the clescriptiou .

LE SSON XXXIX.

THE l'lNR.

62. Describe t he pink, :md use ill a similar way
th e foll owin g n,tljcctivcs: singh~ (or llouble), delicate, fibrou s, lrnotty, 11a,now, 8rnooth. - Ex.: The
8 tern i 8 k 1wlt.11.

GROUPING EXERCISE.

To Tilt:: TEAC1rn1:. -This is a lesso n in the class ificati o n of qualities. If it is d esired to progress more rapidly, this and s imil a r exe rcises
may be r ec ited orally, or Lhc children ma y be divid ed into four groups
corresponding to the four classes of adjectives, each pupil writinfr in his
group the adjectives that belong to it, as the teacher slowly reads the list.

l\.O::;.E.

TllE ltOO.lU.

The room i8 li g ht.

Tl1 e walls are
smooth. The ceiling is high. The
windows are broad.
The floor is
carpeted. The air i8 pure.

•

•
38

-

•
39

SENTENCE EXEHCISES.

LA NGUAGE LESSONS.
TH.E S'l'AULK

Describe as above, using th e follo \\·ing adjectives: dark , rough, lo\\·,
lI [ll'J'O " ·· boanl r.d, nu pleasant.
63.

TIJ I•; SWAJ,LOl\' .

lll'e-hou se ?

The swallow is small. Th u Lod .)' is :·dcmler.
The Lack is steel-blue. Thu Yuil'u is ,,·ealc
The nest is i-mug. Th e swallow is t r ue. It.
is trustful.

\Vhat ca u i t do wit h its sting'?
\\Tlmt doe::; the , Gee seek?
\Vh at
do ef;
it mak e from the
:-,;wce t of the fl owers?
\\Tliat. is the bee's trea::;Wl10 llf;(~S t 11< ~ \\':IX '! the l1011ey? rs th e bee

useful?
66. \Vrite the description, after having examined the Lee
and answered the questions.

64. \Vrite the descriptiou frum rn ernory.
TH.E

Sl'AI~ROW.

LESSON XLll.

65. Describe in the same way, usiu er the
fo llowing adjecti ves: n ot large, con7pact.
blunt, powerful, brown, rough, coarse, bold,
saucy.

T o T HE TEA C 1rn1:. -This lesson and that on the forty-first page show
how sta1Hl ard verse m ay often be associated with lesso ns upon na tura l
objects. 'Vri ting the verses from dic tation in sures a kn owledge of poet.ic
form, while co mmi tting t.hem t.o memory stor es th e mind with lite rary
gems.
110\V UOTll TJI E

BUSY UEE.

H ow (loLlt tl1e little busy bee

LESSON XLL
DESCRIPTIVE EXERCISE.

To TJIE. 1:'E"\cm; ~. - Do n ot fail to have the objects before the class
when eYer 1t is prnct1cable.
'

\Vha t is the Lee'?
many pa r ts is its holly com pose<1 '?
\\Tlrnt :ire tltey call ed ? \\' ha t
011

{

t\

I mpro,·e each shining h our,
And gath er honey all the clay
From every opening flower !
How sk illfully sh e lmilds h er cell!
How neat sl1 e spren.ds the wax !
And labors hanl to store it well
'Yi th the sweet food sh e makes .

TH.E UEE.

are found oJL its licall '?

J,ITTLJ~

~~~'Sf~

its Lreast, or t hor:n '! H o \\. \l~-~
many legs ha s the b ee'? \\' liat is found 011 its abdomen'?

-

I SAA C

\Y ATTS.

67. Vhite these verses from dictation, and commit them
to memory.

- - LE~SO.N

-----011 e

X LU I.

.- -·
...

·
?
see hum rna11y n1ot.mt.a111s.

\Vl
. the name of
' rn t is

th e high est mnunbiin i11 the P 11ited States?

SENTENCE EXERCISE.

70. Write t hP dPs<·ript-i1111 .
To TllE TEA CHEn.t.he class.

rr

poss ilil r,

ii :H e

n. liv1 •, nr n s tnffr d s quirre l befo re
---<>+-

Tiil<; S(JIJI BHEL.

Tl1 e squirre l iB sma ll.

It s li ea< l 1s i:iJe nd e r.

are pointe d. Its tcetl 1 are sl1:1rp.
back is r ed.
Tts tnil 1s lrn s l1Y.
I t B m oti01 1 is C] ll i1·1'.

Its ea rs

Tli e l1t1ir is lill e.

Its r l:rn·s

: tl' l'

Tl1<·
TllE 1'10lJ NTA I N

l' lll'v e d .

68. Lnq11irP. for t11 e p<ir(. uf Lite s1• 11t.e11C'e tl1:i.L desc riue.-; llie
t hi11 g. -E~·.: Ho1\' are ih;; IP Pt l1 tlrsnibr c1 '.' I l s lt c•t. h :ue slim"!'·
1

69. 'Yri t.P. oth r r sc nt-.. ~ 111·1· s i11 \\·l1i cl1 tlii11gs 11 :1.vc so111 n of t.111·
t1u:diti es rn e11(;ione<l in t li n 1•;1.se o f tli e i'iquincl. -H.r. : Th r g1wt
is snrnll. S ilk is d elil'll f f'. .\ lso in " ·hi r h thi 11 gs h :1 , .•~ t he npp(lsite qu ality. - E.1·.: Tli 0 plf'pli:1n !; is 7ruyr. n:1 gg i11g is CO(l/'8(' ,

The niounLain a1Hl tlw srin irn·l
Had :t quarrel.
Arnl t.h e for11wr t·:tl h ~ d t lt e la tl<·r "Litt le prig" ';
Bnn r eplie d,
" Yon are (lrntl>Lkss \'l~ ry big,
But all sorts of ihings n.11tl w eath e r
~Just

he takl·n in tog-eth e r
To uw.k n i1p :i y<'nr
1\ rnl a. s p lil'!'e.
J\1Jd l en 11nt it.

To THE TEA CH E1t. - Pictures of >:uious 111 nu11 lai11 !:'t:e nes fo und i11 t li e
geography should b e di smissed in con11ectiu11 with t his exr rrisr.
TllE l\l.Ol l NT1\ll'i .

mountain call ed?

\\'lwt. is t.l1 e lu\\·e r 1mrt of a

th e upper

part.'( th e pn rt-. betw een

the top and tlie Lase? (s lo]Jc)

\\'hat cornrs th e tops of

the highest monnt.ains in srnumcr and 1rinLer '!

'\That

sometimes rush es down t.Jie side of the rnom1tain '?

\ Vhat

is often fonnd in tlt e int erior of mountains .,

1111

disg rnce

To occupy rny pln.ee .
I{ l'm no t so large ;1s yu11.

DESCRIPTIVE EXERCISE.

'VlrnL is a. rnountain '!

,\NH THE SQUIRHEL.

\\ ' ha t en11

Yon a.re not so s11rnll as I,
And nut. ha! f so spry:
f'll nui de11y yu11 111:1 kt ~
A v ery preL!y sqnirrel (.rack.

Tn.lents diffe r; all is " ·ell and \\·ise ly put;
If I cannot ca.rry forests on my back,
Neitlwr cn.n you cm.ck :1. nut. "
- H. ,V,

71 . Write the poe m from did.at.ion.

E~lEHl'\O~.

Commit it, t o memory.

--42

•

LANGUAGE LESSONS.

SEN1'ENCE :EXERCISES.

LESSON XL \TI.
NARRATIVE EXERCISE.
THJ~ FOX AND TH .E

G]{J\.PES.

\V lto went ltrn10Ty
throtwh
b.
b
Lli c ·w oods? (fnx) \V!ta.t did
li e coiue tu'! (ripe grnpeB)
\\'l1 e re \\ ere U1 e gr[tpes? (u n :i.
liiglt l>ra11eh) \VJrnt 1lid the
fox try i11 vain to do? (reach
th em)
\Vhat did he say to
comfort l1imself? (grapes sour)
72. Tell the story, aml tlie11 wri tr. it.

LESSON XLVIL
SYNONYM EXERCISE.

To

THE

T1 :.1c HEn . - Thi s is an Pxerci sc in the discove ry of synonyms.

~-~nnuing, diligent, polite. strong. :-;ick, lifel ess, sleepy.
qmck, clenn, angry, 1azy.
73. Name other n.dj ef'tin>s having
Cunning - sly.

[I,

-±3

<loes the potato liloom '? How does the blossom appea.r ?
\Vlrnt comes from the blossom'! \Vlrnt is
their form'? Can they be eaten'? vVhrit
forms on the roots'!
\\'h en arc the
\Vho llse the potato for
tuLers ripe?
food '!
74. ·write the deseri pti on.

LESSON XLIX.
SENTENCE EXERCISE.

To THE TEACllEH. - Thi:; i:; a good thinking exercise, for here the pupil
is called upon to distiu guish uctwecn essential aud uou-csscntial qualities
of objects. Considerable oral discuss ion may be nsefnl.

Needle, bed, sug<tr, vinegar, rope, blood, ice, glass,.
bread, ball, cube, snow, nut, iron, dwarf, giant, spire,
worknrnn, beggar.
75. Name in a sen tenee <L quality ·w hich eaeh of the abovenamed objects al ways has. -Ea;. : ~f he needle is pointed. Vinegar is sour.

similar meauiug. -E.r. :

LESSON L.
DESCRIPTIVE EXERCISE.

LESSON XLVIII.
DESCRIPTIVE EXERCISE.
THE !'OTA TO.

' 'TJrn.t is the potato'? When are tl1e seed pot<itoes
planted? \Vhat soon n.ppears above the ground '? \Vhen

THE TULJP.

\Vhat is the tulip '?
Name its
pa.rts.
\.nrich parts grow in the
ground?
\Vliat grow from the
lmlL '! (roots) \Vlrnt else comes
out of the bulb? \Vliat is the slrnpe of the le~iv es '? vVhat

48

LA~ GU AGE

.

f),

l , l ·:~~ON

49

LETTER WRITIKG.

LESSONS.

I,\.' .

Names of some of tl1e states, -

llJ inois .
Pcnnsy 1v;u1 i<L
Ohio
vViscon si 11
Michigan .
Minnesota
Louisiana

HOW TO ,\UlHt.J<;SS AN J<; N\' J.; J, ()J'.K

''Ii

83. ln order tu rea(' It th e per so n t.o
om it 1:-; di red.l· d,
there shonlcl be writ.te11 011 Llic l'11,·e lope: l. The name of the pe rson ;
2. Th e name of the town or cit..) i11 \Ylticl1 lie li ,·e::;. <1r al.
\\'hi ch he gets his urni 1 :
3. The na111e u[ tlw state in ,,·Jiid1 the to\\·11 ur city 1s
situated.
In towns and villages people usuall y gu or :-;end to the pos1office for their rna,il; but in cities ea,ch pc rs<rn ·s mail is taken
by letter-carriers to his residence. li'or this reason, in mail i11g
letters to a person in a city, the name of the STREET ancl the
xu:i'lrnER. of th e house where the prrson liv es sl1011 h1 :dso ]H·
writte11.
It is also acl visable w lien the letter is sent to a small town
or village to write the name of the COUNT Y.

New York .
Colorado .
California
o.
J\Iassa,d111 sett.:-;
Wis.
l\ [icli. Conueeticnt
.Mimi. Georgia
Missomi .
La.

Llls.
Pa.

N. Y.
Colo.
Cal.
Mass.
Conn.
Ga.
:i\fo.

J.Vute. -To aYoicl rnist·akes, many business houses require
that, in aclllressing ktte rs, th e names of all stutes be written rn
foll .
St. for Street

AV('.

for A vemw
-- -

Co. for County

·~--... -

LESSON LVIl.
lllODEJ, ADDitESS.

LES~ON

1. For a town or vi llage: -

LV J.

- --

--

----- - -- ~-

-- --- -- ----- - - - -- - -- - - - - · - - - -

,\l:t~REYIATIONS

l. N:tmes of Titles, -·J\Ir. for l\fister
Mrs. " J\l isLress
Hon . " Flo1H1ra.ble

Feu.
Mat'.

-- -1

'

'

Tt is often convenient to shorteu certain words.

'..!. Nam es of Mouths, Jan.

- -

Stamp .

This i:-;
clone by omitting some of the letters of a word, and pbeing ;1
period a,t the close. Th e following are examples: 84.

-

USED IN LJl;T'l'EH WRITING .

!:'res. for .Presidc11t
P rn [. " PrnJessor
l•:sq. '' !·:squire (title for
law yer::>)
"\pr.
Aug.
:-:\PpL

Oct.
.No1·.
Dee.

'•
'
'

_ _ __ _ _ ..!'

cij/;,!darn diay1
d

oait/i1rrt oie-'

50

LANGUAGE LESSONS.

2. For

:i

LETTER WRITING.

city: 1 - - ---- ,
I
I
I
t
I

I

S t:1111p.

I
I
I

I
'.

-- ·· --- ~

51

86. :Put the aLove in the form of a letter from Ernest to
He m y. Remember, (1) th e place aud date; (2) the salutati011
(D0ar li'riend, Deal· l-Ienry, De:ir Teacher; Dear Brother); ~nd
(:3) the snLscription, or 11 arn c a t; t he close, to show who writes
the letter.

LE SSON LIX.
LETTER EXERCISES.

·T o THE
directions.

TEACHE1:. -

Have these lette rs written according to previous
l\IAltY TO JIEJ, EN.

· -------~

85.

Aclclrrss :w

e 11 n~ lup e

for e:wh of t he lcttc>rs ,ro 11

\Hi ll~.

Mary lms left lier aritlmietic at school to-day. She is
in g reat trouble about it. To-morrow she must hand
i11 the t:>olutioll of so1u e proulen1s. Helen is a.skcd to lend
her book. As soon as t he work is done, Helen shall
receive her book agai11, unsoiled. l\Iary will be glad
to return the favor.
87.

LESSO N LVJII.

to Helen.

LETTER EXERCISE.
To THE TEA C JJ EH . llere the matte r for a letter is given , but n oL in
the letter f ol'm. Le t. t h e pupil \Hi te accorcli11 g to directions. Sec th:1L
the child ~c qnires so me s kill i11 :u l a.pt in _g " ·o rcl s tn t.ltP given spa.er .

EnNEST TO Il.ENRY.

Yestenlay Ernest hatl

great plea.sure. Two rabbitR
·were g iven to him hy :L neigl1bor. One was wl1itc, tl1 c
other b(Tray.
Henry must louk n.t them nhiu. l le will
.
certainly be pleased. l ( th ere are any yo1111g rabbits,
Henry shall have one.
<1,

Put the foregoing into the form of a letter from Mary

LESSON LX.
HENRY TO FRANK.

vVho emne from Dloomington to-day on a visit ? (Henry's
friend John) How long ean he stay? (only three days)
\iVhom would he like to see? (Frank) But where can
he not go? (to Frank) What has happened to him?
(taken cold) \Yhat should Frank do, therefore? (come
to Henry) vVho desires this very much ? (John) vYhat
does Henry hope? (that Frank will come)
~a.

Place this in the forll1 of a letter from Hemy to Frank,

.
f>2

-~.

-

• --

LJ\NGUAGI~

_- .~

-_--.-

•

LESSOI'\8.

LESSON LXI.
.JA:\I ES TO J:IJDO.LPH.

'Vhere can .James n ot g;n ? (se liool) What pai 11 s hirn ·1
(throat) \\'h o " -ill n ot permit him to leave the house'!
(~loctor)
\\Tha,t shall Hudolph do for .James? (have
lnm exc nsecl)
H ow does .Tames hope to be to-morrow'!
(well).

CHAP'l KH Y.
1

II' fl I I'/' TlIINU S .JBE.
89. Put this into the form of a Jet.ter from <Tam es t o
Rudolph.

------+-

L~S S ON

LXll.

SENTENCE EXERCISE.

To TJrn TE AC llbU . - Chapter \ ' . cu11taiw; a large 11umuer of exerciseH
in compos in g sentences hav in g the u ou n, or s uustaative attribute . It is
well to bear in mind that the se nten ce exercises of Part I. em1Jhasize
chiefly the fo ur prin cipal forms of the predicate, which are identified by
th e expressions: \\' Il .\T THIN GS IJO, WHAT I S IJONB TO TIIIN GS, Tim l)UA L lTIE S OF THIN!.'"• a nd 'nIAT THING S ,1 nic .
Th e co mpos ition exercises cout,inue as before, only increasing in dif-licult.y.

The h orse is a quadruped. Th e robin is a bird. The
trout is a fish. The bee is an inseet. The fir is an evergreen. The apple tree is :.i fruit tree. The rose bush is ii
shrub. The cabbage is a vegetable. The tulip is a flower.
The pear is ii fruit. The oak is a forest tree . The diamond is a sL011e. The clock is a Lime-keeper. The whale
is a mammal. The h oe is ti tool.
90. Ask, \Vhat is the thing'? Answer in a complete sentence. - E:i;. : -w hat is tl1e h orse? The horse is a quadruped.
Say the uame of some oth e r anilllal. - E:r.: The clog is ;1.
quadruped .
91. Place the sub.i ed uf eaL:h uf t.hc sente1wes i11 the plural.

LANG lJA\~E

LE SSO~

LEf'SONS.

55

SENTENCE EXEH,ClSES.

LXI II.

COMPOSITION EXERCISE.

To THE T E.\ CIJE1:. - With t.his l<'S"u11 t.h c rp is IJcgun ;i series o f outlines from R o bin so n C ru soe . 'J'li c bn g u; tgE' rl' qt1ired 'is ext rcm nly si 11 ipl<',
\\'l1il1 : lli L' l'Xc rl' iSL'S an• s11rn t.o be intcrcsling,
f{)r t.h e s to ry u[ l:u ui11su11 C rusoe is m ore t h ~ 11
a lll L' re narrative nf ad1·1•11lnrPs. That which
111 akcs tl1t ' liuuk a c lass ic, is Lh e fa ct t ha t ii.
prese nt s i11 co ue ret.e fo rm th e econ omi c liist.ory of nia.11ki Ill!. Th e struggle of Lh e rnce
from Lit e C' l'lldl' produ ctions of b a rlrn.ris n1
11p to t h e p e rfectL·d m et.hod s of t he presc nt.,
.1_,
with it s gn•at }JOwer Ol'er n a,t urc, is he n ·
typi cally r cpr esc nt.e d.
Tl1 e tead 1L· r mny
well in t rndnce eac l1 nf th ese le0Bo 11 s lJ)·
rca,Llin g fr o111 ll1 e or ig i11 a,l s uc h portions ;1 ,.;
a,rc iu vo lved . \ "alnalJle ora l \ VOr k ca n al~ n
be done in co ntrast ing t h e c rude p roductive impl eme nts of Hobinso n
C rnsoe wiLh those of saY;tge races on t he o ne hand, a ucl with tlwse of t h e
present on the o th e r.
TIU•;

-

-

--- '- -· -- -----;il ·il at"'*'"""";._
...

92. l\lake a eo1111el'Lctl story from this outline. 'l'hus: A
fearful storm now a. rose. '1' \i c sailors feared that the ship
would be lost. Every mom ent great wav es Lroke over the
deck. Suddeuly there \\'as :L mighty erash. The ship had
strnck npon a rock. Th e :milors cri ed: " The ship has sprung
a leak! '' etc.
\'IO:J:.fmS l"Olt IJIUTATION.

Come, gn tl1 e r rouml m e, little 01ie8,
And Jw rk en un to 111e,
A nd yo u shall hea1· a tale about
.\Ltd t.ltat went to sea,.\.buttt a Incl Urnt. ran a.\\'ay,
Uh , 11rn11 y yea.rs ago,
~\ml le ft liis home aml parents dear y. onno·
Hohin son Crnsoe l
b
- 'F rom T11E

C 111LDH E~'s

B oo K

OF POETRY.

SIHPWitJ~CJ\.

Fen,dul f5torm itn scs. \\' ayes lJrcak uYcr ship. Fear.
Mighty crash
rock.
.' '
Sailors cry: "Shipspnmg - leak! " Lan11cl1
boat. All leap in. \\rave
upsets hoat. M en sink.
Rohinsrn1 rises. lhsl1 nd
against r ock. Clings Lu:;t.
Sees land.
\V ave rctrea ts.
C lamb e r s on
shore. Faints. Co me1;;
to. Calls. No reply. All Lut himself dro,rned. Tlrnnks
God for rescue.

I, ESSON

'

LXIV.

SENTENCE EXERCISE.

To

TIIE

T1uc 1rnn. -Thi s is a lesso n in c lassification.

ii111c it calls fo r sr.t1t.r.t1 c!'S wit.11

,.; 11u st.a. nt . i1· l ~

At the same

n.U.rilJ11tcs.

The boy, tlie eagle, t lie washerwoman, the hoe, the
8hovel, t he lmke r, th e goat, the butcher, the adder, the
crowbar, the soldier, iron, tlie snake, the hammer, the tongs,
silver, gold.
93. Tell of each object named whether it is a human being
or an animal, a metal or a tool. - Ex. : Gold is a metal.

56

l,,\ i\L1 \ i ,\ (1 1·:

LEt'S(l\~ .

SENT ENCE EX ERCISES.

I,ESSON LX \'.

,57

L 8SSON LX\r l I.

COMPOSITION EXERCISE.
COMPOSITION EXERCISE.

To
be fo re

ll:i l'l·

T llE T 1-:..1c 11 EH . 11Ti

t.}i p

d iild rc n r n ns t rn c• I c' nc h se n tc JH' P o ra ll y,

l.in g .

'1'<>
T tn; I S J ,AN H.

n11 : 'l' E AC llEJ: . -

lfo l1i11 srn1 - afr a id - wild
be asts. ;\ o \\ ' l~ ap rn1s. I lat
a!l(l sl1 m:s lost. 1\ o fo od.
1f1111 0 T1
b

-tl1irst.)· ·

HOBI N SO]'; YJ S JT S TTl.E S HIP.

\\rater s lrn ll o \\· - w atl e. Sh or t
tli sta.ll ce - s wim. Hop e - climb
o n h na. nl.
lh rki11 g of dog.
l\ a r ry . B oLh g l a d . Set;k s food
- [ i11d s
~ liip"s hi s-

~cn r clws

·'

·,"

~

- tiud s n ntliin g .
ll O \Y.

iµ; Jit
"\YJ1 erego'? No

house - 11 0 eave . Tli i11k s
of uird s . Find ::; t. rce sleeps. 1\lorni11 g - 111111gry - thi rsty . Seeks -

-

C:ll'JH' tll C' r"s

t oo ls

snucr - t \\·n O' ll ll S
'""
puwLlcr - sl1"t - <'iotlt-

fin ds spring . C lim bs hill . \\'ater all a ronnd .
D espa ir -· s t ar ve . Sees ·w rec k nf ship.
94 .

Le t. this be preced ed by oral

co 111 j)(J>' i t.io ll .

Is la nd .

F irst. t ell. a.n cl t.li en \ni t.e thi s aceo111it·.

ing . P11 s li es o ff- s pl aR l1.
Ala l'llH'< !. 01 ii y I h ny .
~ w im s - v l i rn lis 0 11 r;1Jt..

Une h our - J;1nds.

!)J eep s in t n-' n.

Dn.rry a t fo ot.

- -- - -<>--

96.

First Lell. a 11il t.l1 e 11 1nil.e t.l w exP n·i s1•.

J, ESS <. >N L X V J.
SENTENCE EXERCISE.

T ailor , cond nna11, p res id ent, p a.in te r, srni t h, c ham bcrrn aid, emperor , rn ayo r , g lazie r, sen] pto r, governo r, cnrpent er, duk e , watchmak er.
95. T ell \Vli et.h er t he fo rego in g a. re s e n· a n t.s~ artisa.n s, a r t is t s,
( ll' 1 •11l P 1•Q

_

f:1,p ·

A

l\ 1 •oc_• ~ r-l on ~- ~ c· .,

1'11l ri 1 •

-·- ~- --

L I~ SS < >i\ LX V11 l.
T o T ll E T E .1 C HEJ L - This lef':son not only calls for the subs tan t ive
attribute, ou t. it is one in which th e ch ild will d eligh t. L et th e children
invent a.not.he r simil ar exercise, say on " Th e School in th e Parl or. •;

------~------------~----------

.58

LANGUAGE

- - ~ENTEK C E

LE :ciSU~S .

THE HOTEL lN THE PLAYltOOJ\I.

97. Form seuLe 11l·es in whid1 yu u tell wh at each t hi11g is i11
th e play. - E.r.: Th e pla.)TOu111 is th e h ot.el.

59

LESSON LXX.

Playroom - h ot el.

Ci eo rge - lawllorll. Uarry - " ·aiter.
~lary - cook. Doll-wa goH - p os l.-wagull.
(\u·Iu - h orse .
Dolls - g u ests.
Suga r-wat er - so uv. C'li ocolal e - roast.
l' ebLles - mon ey. Yard - tl1 e widt~ world.

:EXEHClSES.

SENTENCE EXERCISE.

Cat, rabbit, co w, elepluin t, eagle, owl, robin, h en, duck,
sto rk, t ree tocicl, herrin g , trout, pike, .J nne hug, wasp, men,
lice, nL L.
99. Tell n,s an·urntely :ts yon (':tll what th e animals are. E x. : The rrtt is a beast of pre)-.

--~-

LE:::l SUN

LXIX.

LESS ON LXXT.
SENTENCE EXERCISE.
COMPOSITION EXERCISE.

To Tim T EAC111.rn. -This rxen:isc appeals tu th e fancy of the pupil ,
whil e still furnishin g t he ki1ul n f se 11 tr 11ce nud e r cou sideration. Call t.h e
attention of t he childrr 11 t.o th e i11r ersi1111 in the third line . - The cleat·
r ivulet is my so n.
SONG OJ.' Tit E HAIN.

The duutl is n1 y 111ut lier,
Th e willll iH 111y father,
1\ly so n is tli e rin1l et clear ;
The fruit. is 111 y da11 g ltt e r,
Th e rni11buw 111)c l:nwliter
Tli e eal'!h is my r cs liu g -pbce d ear.
Uh man is a. Lroul1lu,
\Vito makes rn y ca.re double,
\n10 t ells m e to go o r appear.
.

h

'

98. Inquire what doud, " ·illl1 , brook, frui t, rrti11bow, earth,
rtnd m a n, a re, a11d ans1ver in se11 tenees. - E.t·.: \Yh at is th e
cloud ? Th e cloud is m.' · moth er.

OTHEit YlS ITS TO THE SHIP.

Morning - unload s. U o ag<till.
Get everything. Second load :
two more gmrn - 111 urc pow<ler
a JH l l e a cl kegs of nails

- brge a nge r
. .r;l _. - grindstone
"""~
l

-~

q>.!\;'tif
"

•.. r'

-

•

bag of money .

SHI' l -

.p UtS Up
lent.
Sharpens stakes.
Drives them. Fastens sailcloth over them.
Puts
things in tent.
On third visit finds pair
of shears - some knives - a
Latter useless. ( \Vh y ?) Knives better.
,

· "-' 1:.

'
uClll
l mg.

l.

-- ___, c

Mftd - ·

t

- -

MX -bstff

S E N TE.\ C l ~

GO
Starts - wind rises - l1 :tl'<l \1 o rk.
wu.sh it awn\·.
v
100. T ell, and t lw11 wri te

t . 111~

\\'ay es co ver wrec k -

------ -

E X E H C18Et::>.

61

102. 8 elert t.h P. nnm rs whi f' h n.p ply ( 1) to person s, (2) to

t hin gs.
103. P lace toge t-.l1 e r tl10se 11 a mes wh ich are (1) g ive n n am es,
(~) n am es of labon.: rs, (~.l) of a.nima1s, ('1) of p la nts, (5) of
metals, (G) of lrnilt1in gs, (7) of 11 ten sil s.

na rr:1ti1·e.

104. G ive fi ve names: (1) of places, (2) of tools, (3) of school

uten sils, (4) of drink s, (5) of g<um en ts.
SENTENCE EXERCISE.

T o TH E 'l'E ACHEH . -- The children p la y t li a l th e woud is a city.
them invent otli er exe rcises of the sam e surt; ;1 ,.:: \\' oods - C' ircn>' .

W oml - c ity .
Trees - lw u ses.

Patl1 ::; - :4r cet s.
n lalfo - 111 :1, rk c t -plal't' .

--- - . . o + -

Let

Thrusl1 - srn gcr .
~ tarli11 g - speakn .
FiwJ1 - n111:: ; i c.ia11.
l•'low c rs - · :tlllli to rs.

:\loss - }J ~L\" iu g .

:::iquirrel - ar ti::; t.

Birds - people.
Eagle - k ing .

\Voocl-pec ker - carpente r .
O wl - ni g;ht- \\-:Ltchrnau.

101. l\'fakc sc11 tc11 ecs s o t h at t.l1 c word s in t h e fir st 1·u lum11 shall be s ubjects; a w1 t h ose i11 t he se('o11d predicates. -E x. : The wood i s a city .
- -+<>+--

LESSON LXX Ill.
SENTENCE EXERCISE.

T able, cabinetmaker , house, mason, lily, W<tnlrobe.
g lazier, glass, rose, gardener, F rell, table, d1ild. goblet.
gold, H elen, church , granary, ball , LinJ1 , T heod ore, sch oolh ou se, pupil, silversmith , cl onk ey, iron, Linl, ca.l , copper.
s n a k e , ch a ir, oa k, Jir, h o r se. zinc. carpent er. l>e ucli , leatl.
men, H enr y .

LGSSON LX XIY .
COMPOSITION EXERCISE.
HOBT N SON S ETTLES.

Am ong tbing8 broug li t:
spy-glass - Bible - peus paper - ink. Mak es diary
- also alnrnnac. Sets up
cross as monum en t wher e
first cast 0 11 shor e. l\'[u Rt

/

.'

·-.

/

h ave bett er house. Finds
cave m rock - hig her
g round.
Large - dry .
Carries t hings t o cave.
l\I ak es fence - protection.
Around mouth of cave half-circle. Twenty paces
long - t en wide - no opening - ladd er. Hard work.
From J anuary 3 t o April 14 .
105. ·w rite th e Reco unt, first tellin g it.

62

LA.KGUAGE

-

....

-

LESSO~~.

LESSON LXXV.
WORD EXERCISES.

House, woman, gentlemen, boy, object, head, mount.ai11.
brook, wood, servant, 1i e1d , Hoa, ca.11 c.
106. Select other wor(ls li:wing a. simibr m eani11g. -

-·-

E:v.:

House - builtling.

RE VIE lV OF SENTE)1tCE EXERCISES.

-·-

Giant, ·w oman, gcnLlerna.11, uoy, friend, l>rothcr, mastl'r,
day, summ er, body, hea.cl, mountain, city, to-morrow, seed,
min, h eaven, heat, h ealth, li fe , ernl, joy, poverty, nst>,
honor.
107. Select other word~ h av ing an opposite meaning. -

E x. : l\lountain - valley .

LES~ON

LXX VJ.

To THE T1·:Ac 11ici;. -This lessun iR a s ummary of lhe elements of
grammar thm; far preRentell in U1e Sent ence Exercises. Th e distincti o1rn
here m ad e Ii ~ n t 1lu· f1111 mlalion o f a kn owl edge of gra11111 1ar. F or th i.reason they Hlw11ld IJe 11iadc clear and familiar to t he children.

1. Th e sr 11t nmc may Le tlivided into subject and prediI flow.
2. The snLj eet may be n. Honn alone, or a noun used with
othe r wonl:-;. - ft'.c.: Mu11kc,11s I <;h atte r. Th e u11sy uec I makes

cate. -E:r. : Hir ers

l1on ey.

3. 'J'l1 e vretlieate rna.y he :L ve rL alone, or a. ve rb us eLl with
other words. - E:i:. : 1\fon k eys I chatter. The bee I makes

honey.
J.. There are four prin<'ipnJ forms of the pretli1·ate, namely:

1

\a) Thal; wlii eh shows

W ll AT Tlll l\" <OH

no. - E:i;.: The <.log

ln'les.

(h) 'l'lin.t whiel1 shO\\"S \\"11,\T IS J>OXE TO T llIX!;s. - E:r.:
Tli c 1l og is uilfe11 .
(r:) That \d1i('h sl10\YS the QUALITY OF TlllXGS. ~ E:r,.:
'!'li e :-;ky is clear.
(Ll) That. which shows WIL\T ·1·11prns Aim. -Ex.: Gold is
a meted.

- - Ii-!

- LANGUAGE

LESSON

REVIEW O.F SENTENCE EXEHCISES.

LE~~U~~-

LX~

hut - within feuce
tent ltmky.
Stakes
front of c~i,ve - cross -

\. 11.

SENTENCE EXERCISE.
THI~

SEASONS.

(a) Tlic iuetLLlow gToms green.

Tlic birds ll.lTlV(' .
~howers fall.
'J'lie violet l.1louu1s.
Tl1e tlu·ush smgs.
The frnit tree blossurns. :::;pri11g J,ed\:ous.

(b) The snn l.>ur11s.
Tlic rnses 1>100111.
Tl1c Jirefh
glows.
The l1arvest ii l>ew.;. The sick l <' ra (.( h·s. Tlil'
bundles fall. Summer smiles.
The :-;~wallows depart. The farmer
plu\\S. Tl1c wild guusc flies. Tl1L~ grapes npen. The
apples fall. , \ u trn 1111 begins.

( c) Till' lL'<Lres fall.

bar - poles for rafters.
Against rock - lea11.
Roof - branches - leaves
- anything.
SiLles wood - cracks - mutl.
Still plenty to do. No
bed - no table - no fireplace.

108. Inrpti re for tli c part of tlie se11tenc< · \d1il'l1 tells what

t.he thiugs do. -L'.1" : WJ1;~t docs tl10 meacllJ\r Llo !' The m eado"·

gro1cs green.
\\Trite the fir s t or ll<tlll\' form
Grow, come, call, bloom, etc.

L>f

eacl1 H'rl1. -L\r.:

110. Change th e sentenl'es into L1uestium;. -

meadow grow greeu :'

E:r.: Does tlw

no the birds arrin'?
~- •0.-

LES::-lON

LX:\VIJJ.

COMPOSITION EXERCISE.
1~- 0JHNSON

SETTl,ES

\t.:n11li1111cd ).

Enlarges \:a\'L'.
Sluw '' ork.
No pid;: - nu shovel.
Shovel ha.rd wood - witl1 l1ald1el - three days. Bnilds

Long time.

111. ·write the acconnt..

(d) The suugs cease. Tl1e a.xe Jalls. 'J'he snow field
glisteus. The sleigh bells jingle. The ri rer frl'ezes. Th"
skaters gliLle over the ice. \V iuter reigns.

109.

65

LESSON LXXIX.
SENTENCE EXERCISES.

112. Tell (ci) what the tea.cl1er does i the gardener; the
cabinet-maker; the bla.cksmith; the bir<l.; the dog; the bee;
the tree; the wim1; the horse; the river. (b) Say the same of
several teachers, gardeners, etc. - E;-c. : (a) The teacher teaches;
(b) T eachers teach. (a) 'l'he bee gathers honey; (b) Bees
gather honey.
113. Who teadies '? Who is taught? \Vho serves? vVho
is served? Who paints'? ·what is painted? \Vho shoots?
What is slwt. ·: \Vlio sprinkles? \Vliat is sprinkled? Who
bakes? What is 1JakcL1? Wlio phnes '? Wliat is planed'?
Who sells ? ~Wlw t is sold ? - Ex. : The teacher teaches.
114. Tell what is done with the tree, the coat, the house,
the window, the table, the marble, the ball, the light; with
grain, yarn, wool, linen, sonp. - TCx.: 'l'he tree is felled. 'I'he
grain is cut.
llli:. J-1-:

66

LANGUAGE LESSONS.

115. Select for each of the following verbs another of simibr
meaning: come, speak, c ry, strike, sit, hillll , mend, llriuk, prPss.
_:_Ex. : Come, arrive.
116. Select for e::wl1 of the fulluwiug verbs another of op-

posite meaning: hnglt, auswcr, sta,11c1, open, blame, wake, lovn,
give, come, sell, sow, soil. - E:e. : Laugh, cry.
To TllE TEACllEH. -Exercise 117 furnishes
cate containing the adjecLive attribute.

<t

fine review of the predi-

117. Select verbs for the nouns in the sentences describing the

seasons (Lesson LXXVII.), which tell what the qualities of
things are. - E.r. : The 1neaclow is green. The birds are 11wsical.

REVIEW OF SENTENCE EXERCISES.

.I

67

One day - shoots goat
- glad. Sees kid - sorry.
Carries goat--kid follows.
Kid will not eat - kills
it. Anotl1er time - shoots
kid in leg - catches carries home - binds up
leg.
Kid gets well tame - stays - milk. No
light at night. Thinks - goat's fat - fills lamp - light.
118. vVrite the account.

LESSON LXXX.

LESSON LXXXJ.

COMPOSITION EXERCISE.
SENTENCE EXERCISE.
J{OBINSON SETTLES (l' v 11tinned).

\

;

,:... ..: ,

No \Vatch - makes sun-dial. 1\forning walk- with gun.
\V orks till 1 l. Prepares dinner. Sleep - 12 to 2 - sun
hot. \Vorks till evening - writes in dia.ry.

To THE TEACHER . - Several forms of the predicate are illustrated
in this exercise. See that the pupil is able to distinguish them.
IN MARCH.

March is the third month. It is also called the first
month of spring. The air becomes warmer. The snow
melts. The brooks How. The birds now come again,
and sing. The meadows grow green. The buds swell.
Here and there they burst out. The fruit trees will soon
bloom. The woods will also soon waken. The violets
have thus far hidden themselves. But they will soon
appear. The farmer has already plowed. Now he will
sow. Soon the seed will spring up. Then the fields will
be green. People walk forth. The eye is delighted.
The heart is quickened. Man rejoices. All nature has
become a fruitful garden.

-- - --

68

LAI'IG UAGE

.. ,, ?

--- --- -

LES SU~S.

Jnquire for t lw predicate, and \H ite do\\'n those that
('Ottt.ai11: (u) :t Yerb 0111,v ; (11) a. ,·c rl1 a.1H! a.11 adj ective; (c) a
n•rb and a noun . -E.r. : Th e snow melts. (b) TltL~ a.ir becomes
1cm·me1" (c) 1\Jaxch ·i s the thinl month.

1

I

- - HEVIEW OF SENTENCE EXERCISES.

-

-.

--

69

119.

Tell in "·l1i ch se 11tcrH '. es tl1 e ve rb shows 'd1at the thing
does. - Ex. : Th e snow m elts .
120.

Ll ~SSON

LXXXII I.

SENTENCE EXERCISE.

To THE Ti>A C IIEn . - ' Ve now ha ve a number of interesting exercises
in the doubling, or compounding of the s ubj ec t or the pred icate. See that
the pupil und ers tm1ds what he is doing.
IN TUE NIGHT.

LESSO N LXXXl I.
COMPOSITION EXERCISE.
J\N

Moon and stars s lii11 e. ~Ieatlows and fields are silent.
The leaves and twigs rustle. Th e streets and n,lleys are
dark. }\!en and rrni nrnls sleep. Thi e ves a.ncl cats prowl.
Policemen n, nd dogs watel1.

UNEXPECTEH ,IOY.

Notices small plants. Later, a dozen lteads of barley .
How came barley h e re ., Hef-l ec ts - remembers. Thunder

122. f:l eparnte en,d1 of th ese sc11 te 11ees iuto t wo sentence::;. l !-'x.: Tl1 c moon shines. The stars shine.
123. Put th e nouns all in the singular. - H :e.: The rn oo11
and the stars shine.

My broth er lately \\Tote a letter. He asked : " Are
father and moth er well ? J\ re brother and sister diligent?
Do Carlo aml pussy agree'? Are tl1 e apples and pears
ripe? A_r e t h e r oses and pink::; goue? Are uncle and
aunt sti ll the re '? "
124. Answe r the questions
Father and moth er are we 11.

storm - fear8 lig ht11i11 g will destroy powder - divides
powder into sacks. Shak es out a fe w grains of barley.
Seed grows - ripens. Harves ts - two handful s - Sa.Yes
for seed.
121.

\\Trite the composition.

111

eompl ete se ntences. - Ex.:

LESSON LXXX1\ . .
COMPOSITION EXERCISE.
TH _E

EAU.THQUAiiE.

Robinson l>efore dour -- dreadful n oise m ca ve. Earth
sways - earthquake.
Flees.
G reat rock of cliff falls

70

1rnvrnw OF SENTENCE EXERC ISES.

LAN GUAGE LESSONS.

into the sea. Sea roars aud foams. H eavens black hurricane. After few hours - quiet. Robinson returns
- finds dreadful destruction. Cave fnll of ro ck. Tries
to put thing·s to rights - long t ime.

125.

·write the account, as if iL had already happened.

71

LESSON LXXXV1.
COMPOSITION EXERCISE.
ROBI NS O N GETS SJC IC

Lies down well - ~twu kes sick. IJ eco mes cold - tries to
work - chill continues teeth chatter . Cnnuo t
sleep.
Chills - rag iug
fever - thirst. Drinks
milk- still thirsty. Gets
worse daily. Thinks of
parents - regrets Lad
concl net.
Dreams of
home.
Grows worse prepares to die - becomes insensibl e. Awakes - better - fever mostly gone .
Dog - rejoices - almost starved .
127.

T ell, and then write the account of Robinson's sickness.

LESSON LXXXV .
LE SSON LXXXVII.
SENTENCE EXERCISE.
SENTENCE EXERCISE.

To THE TEA C HER. -This lesso n is one in classil ication as well as in
co mpounding the s ubjec ts.

Violet, plate, arm, fir, milk, apple, herring, crock, oak,
trout, berry, leg, tulip, wa,ter , peach.
126. Arrange the above words in pairs, and tell ·whether
they are dishes, limbs, :flo,Yers, frni ts, trees, fish, or drinks.
- E x.: The violet aml the tulip are tlowers.

T o THE TEA C ll E IL conjunctions are used.

Here the predicates are compounded, and two

(a) Bugs - tly - buzz.
Bear - dance - growl. Lamb
skip - spring. Thrush - fly - sin g . Orphan - complain
- cry. Sun - warm - shine. Bute1i er - ch op - slice.
vVater - tlo' v - freeze.
Seamstress - sit - sew. Cock scratch - crow.

1rnv rnw OF 8 ENT1': i': CE

72

( b) 1\la.icl - cook - wash. Fa nner - pl o\Y - sow . Pupil
- read - \Hi te . Coa,clim a11 -- drive - ride. Blacksmi t h hamm er - fil e.
1\Iake sen te ur·cs from t he a.buve, allll in (ti) use a 11d,
and in (b), or. - E.r. : (rt ) the lll'a r Ll:u1ces anJ gro wls. (b ) The
maid cooks or washes.
128.

LES SON L XXX VIIJ.

EX EH CISES.

73

LESSON LX X X IX.
SENTENCE EXERCISES.

T o T H F. 'l'EAC II E H.
sive predicate.

-

Here we have both t he intransitive and the pas-

Tree - fall - cltol.J up. Pigeo n ~ - come - fe e<l. Mouse
- smell - cat ch. vVorrn - cni wl - crush. Rose - pluck wilt. Dog - call - come. Rabbit - wound - die.
130. 'fell what ea.ch thing does and what is done to it. Ex.: The tree falls and is chopped up.

COM POSITION EXERCISE.

T o T H E TEA c 11 En. - L et p11 pils descri be prese nt me thorl s of ha rvestin g
a nd thresh in g gra i11 , con tras ti ng tlie 111 with t he use of t he sickle a nd t he
Jlail. Pi ctures will a id in fo n11in g cn n ect id eas.
Tll E

HA R Y EST.

Tw o season s on island - one dry - one r ai ny . ::)ows
gram at Leg innin g of
rarn y season - g rows
" ·el l. Makes hedge keep off goats. G rain
ri pe - no sickle.
C ut
off heads with cnr ved
sa Lcr - earry h ome - rub
nu t witl1 1inwl s. Tw o
ln1sk et s full of barl ey .
Bi ce har vest alm ost. as
goocl. Third har vest more g rn111 . Fifth harvest. - l.\\' ent y Lu shels uf barl ey
and ri ce .
129.

First te ll and H1 e11 writr, t his narrative.

LESSON XC.
SENTENCE EXERCISES.
To TU E T E A C JI E H . In t his a nd the succeeding exercises of this lesson
the adjective a ttribute is com pounded.

JN

NOVJ~J\1HEU.

The weath er is raw.

'J'be w eat h er is foggy. - The air
is moist. The air is cold. - Tlrn clouds are grny . The
clouds are black. -Th e streets are wet. The streets are
muddy. -The fi elds a.re bare. Th e fields are empty. The woods are lonesome. Th e woods are bare.
131. Unite each pair of sentences into a single sentence.
-Ea:. : Th e weath er is raw and foggy.
IN

JUNJ~ .

13right - clear.
Pure - mild. \Vhite - light.
clean. Green - full of life. Fresh - fragrant.

Dry -

132. Describe .June ju st as you did November in the preceding lesson. - E x. : The weather is bright and clear.

.,

74

LANGUAGE LESSONS.

LESSON XCI.
ROBINSON AND FRIDAY.

To nm TEAC11En. - If it is des ired to arld to these outlines, others
can easily be made from th e text.

One day walking on seashore. Discovers
footprints on the sancl. l\Iade by naked
foet - savages. !Talf a year later sees five
ca.noes on shore. Sees ca.nnilmls around
a Ii re - victims dragged from
bon,ts. One escapes. Hobinson
fires at his pursuers. Savage
kneels at his feet.. Man FTiday
- named from 1by of the week.
133.

Describe these events orally and in writing.

·.

·•

CI-IAPTER I.
RE VIE1V OF' SUBJECT AND PREDICATE.
001lfPARISO>f OF ADJECTIVES.

LESSON l.
;>;OUN, AD.JECTIVE, YElW.

SENTENCE EXERCISES.

To TllE T1·;Ac 11..:1: . - Ex ercises 1-5 Jen.cl the pupil to distinguish
hetwee11 sense objects a nd thonght objects. This Jays the foundation
for recognizing co ncrete and abstract nouns.

Hook, house, wind, warmth, tower, odor, twig, wreath,
sweetness, color, water, cold, paper, envy, tone, clay, hate,
mouth, justice, courage, flesh, diligence, luck, power, covetousness.
Tell which of these nouns name things that one can pereei ve (1) by the sense of sight, (2) of hearing, (3) of smell,
(4) of taste, (5) of touch. Note. -Things which we can perceive with the senses are called sense o~jects.
1.

2. T ell which of the nouns name things that cannot be perceived by the senses, bnt of which we can think. Note. Thill gs t.hn.t we can not. pereei ve with the senses, but can only
think of, are called tho11glit o~jects.

i7

!!

-

78

-

·--

79

LANGUAGE LESSONS.

SENTENCE EXERCISES.

3 . ]l'orm senten ces in whi ch the predi cate expresses (1) the
eolor of a11 object, (2) tl1e s ize and form of an object. -Ea·.:
'l'he sky is blue. 'l'he ma rbl e is small and round.

master riveted an iron collar iuound his n eck, and often
treated him cruelly. lle set Smith to tlrn.1 shing grain
with <L Hail. Oue day the master came by and struck him
with his riding whip . . Smith, who was greatly enraged,
killed the Turk with his flail, and, disguising himself in
his d ead master's clothes, escaped to England. He then
resolved to join a co mpany of emigrants who were going

Name (1) fi ve bodily qualiti es of a m an, (2) ii ve of his
mental qualities. - Ea:.: A man is strong. He is brav e.
4.

The body is visible.

The infant is w eak. The brook
i::; narrow.
1' he night is dark. The mountain is high~
The stone is lifeless. Th e summer is hot. Th e cube is
angular. A year is long. Glass is brittle.
\Vool is
soft. The lion is courageous. The ant is lively. \V a.ter
is liquid.
Name in sentences things that have the opposite qualities. -Ex.: '.rhe sonl is invisibl e.
5.

LESSON II.
CAPTAIN JOHN SMITH.
\

\~') .,

. I out. '1'o T H E 'l' E.\ C ll E ll. - 'l 'l 1esc '"
u1ograp Iuca
' lin es are inser ted to show how the great wealth of
material at our comm and may be util-0'd~) ized for language purposes. Sim il ar outlines may
0 ::' be easil y prepared bv• t.he teacher alon e ' or by the
%:%'· .
~ -::::::-_:,
c l a~s when guidctl l>y his suggestions. As a preparation for each exercise, read to the pupils the
corresponding portion of the history of John
Smith's life.

:.J~, ~1istorical

to Virginia.
6.

·write the story from the outline.

LESSON III.
To THE TEACIIEIL - Hi s very help[ul for th e pupil's thinking to decide
what qualities arc esse ntial aud what are non-essential to a thing. I~lus­
trate t his freely, cl isc ussiug various qualities for each of the ol>Jects
nam ed. }<~or instance, in connection with the judge, d ecide whether
the foll owin cr qualiti es are essentia,l or non-essential: ·w ise, firm, just,
honest, poor~ old , brave, sad, jolly, large , fat, learned, ignorant, accurate,
<liligcn L.
7 . Name an esseiitial quality, i.e., one that the obj ect must
possess, (1) of a good ruler, (2) of a good judge, (3) of a hypocrite, (4) of a h ero, (5) of a deceiver, (6) of a scholar, (7) of a
good workrna.n, (S) of a good servant, (9) of a fri end, (10) of
a goocl son. - E;l'.. : A good ruler is firm.

a. Name qualities which a house, a coat, an apple, a room ,
a fi eld, may or may not have, i.e., non-essential qualities . Ea;. : The house is square.

JOHN SMITH'S EARLY LIFE.

John Smith began his active life a.s a clerk in England.
Not liking this work, he ran away and turned soldier.
He was captured by the Turks and sold as a slave. His

9 . \Vhat persons mentioned in Bible history may be described
as - wise? dishonest? proud ? humble? covetous ? peaceable'?
ambitious? benevolent? cruel? fearless ? reven geful '? cunning ? thankful ? - E x. : Solomon was wise.

80

SENTENCJ;; EXEH CISES.

LANGUAGE _LESSONS.

81

LESSON V.

LESSON IY.

CO Ml' ARlSONS .

To TIIE TE .\ C HEH. - Exe r ci.·es JO and 11 direct the mint! of the pupil t•)
the various kind s of activity rxpressctl by verbs. His olLe n cu11ve11i e11t to
divide the class into gro ups, to each of which a part of the \\'Ork 111a ,v be
assigned . Thus in Exercise 10 th ey may Humber off, o ne, two , t.l1ree,
four; one, two, three, four, etc., n11ti l each pupil ha s a 11uml.w r. Each
pupil may then fo rlll se11te11 cm; 1 llSill .!.!; t.J1c V!'l'US Ll1a.t ueJ011g to hi s g ruup .
Jn Exerci se 11, two divi s ion s wo uld be 1·011vc11il'11t. ; in 1~, e ith er t1Yo or
fonr. This vla11 facilitates recitati o n a nd :-;ti 111ul;L les interes t.

Laugli, think, reflect, nd, HP\\-, nlll , cry, ::;leq>, by, lie,
do, hang, ride, sit, j udgc, h ear, li::;ten, 11rn lerntaud, go,
sveak, chase, ·w ill, lisp, say, ::;tand, r ejoice.
T ell ·whi ch of the forego in g \·e rbs express (l) Lodily
action, (2) mental actiun. Name those which tell (:-l) that an
animal or a thing acts, (4) that a. thing is at res t. - E.r.:
(1) The child laughs. (2) The l.Joy thinks. (::) '.L'lic ha re
hears the hunters. (4) The lamp stands 0 11 the ta.bk.
10 .

C OM POSIT ION EXERCISES.

To THE TEACllEH. -This exer cise is in te nded as a model for simple
com pa.risons.
'l'llJ<; WATCH ANJJ THE CLOCIC

The watch a11d Lltc clock are timepieces. Each has a
dial, and both have ]1and s and wl1 ecl::;. \Ve carry the
watch in a poc ke t, but tlte clock u s llally sta.mls on a slielf.
The wheels uf a watch are k ep t in motion by tL spring,
whicl1 mu st be wou11<l np once a clay. l\lost cl ocks have
to be wound only oll cc a ·w eek, and some lia.vc ·w eig hts
instead of spri11gs. C locks gene rally have an apparatus
for striking, but watches <lo n ot.
13. Read th e ('Ompari son a number of ti mes and write it
from memory.

:Place opposite ead1 other tl1ose verbs i 11 l ~xc re i ::;e 10
which express (l) a similar mnanin g, (2) a11 opposite rn ea11rng.
-E:r.: Think , reflect; sit, stand.
11.

LE SSON VJ.

To THE TEA C llEJ:. -This Pxcrl'ise tli s tingui s li es ac tive fro111 passiYe
forms of the verb.

(o,) blacksmith
<lairy111an
mower
hunter
cook
buyer
writer

(/J) u ail
lint;Le r
dover
ha.re
fl esh
pail
letter

(a) woud111a11

liak<'r
\ \ "(_\;t\" ('f'

.i ml g·c
doctor
teacher
sower

(b) tree

roll
clotl1
pnsoner
patient
pupil
seed

12. T ell what the persons nam eLl und er a do. and what is
done to the things nam e(l 1111<l r r 11. - E.i:.: Tiu~ k1,ker malrns
the roll. The roll is rnacl c.

ing to munlcr Lite lead e rs
of the eolo11y - t l1;1.L l ie
mig ht Le cliic f.
Put in
irons. D emandc< l trial by
jury as soon as the company landed . vVas d ecla red
innocent, ttiH.l accuser co ndemned to pay a fine.
Smith gav e the money to help Lhe se Ltlcment.
IllL 1 - F

-82

. LANGUAGE LESSO.NS.

Smith, not regarding
himself, tlicl n,ll lie could
to help tli em.
Some
J.iscourag c d settlers
sought to seize th e only
ship t here and return to
Englantl. Smith turned
the cannon of the fort
agn-inst them. Th e deserten; came back. One
of the ]cn,clers was tried
and shot, the other sent to Englaml in disgrace.

::-\ENTirnCE EXImCISES.

Sickness came upon the people.

14. ·write the story from the outline.

LESSON VII.
EXERCISES IN COMPARISON.

83

PIGEON AND HEN.

rng.
16.

Voi ce .

Similarities: Domestic
fowls.
Bircls.
Feather
dothi11g. Eggs. Edible
ilesh.
Food. Useful. Differences: Size.
FlyHoo~tiug place.
Single parts of body.

Write the comparison.
DOG AND CAT.

17. Dog - cat - house anin1als.
Dog - large - cat.
Cat - spry - dog.
Dog hark - bite.
Cat - mew
- scratch.
Dog - watch
- growl. Cat - hunt - pur.
Dog - faithful - brave. Cat
Dog - cat - beloved.

LESSON Vlll.
LETTEI~S.

To THE TEA C ll EIL - Si 111ph ~ leLlers of fri e ndship are most appropriate
in this grade. ] f more practice is ncetlcd, l1ave so111c of the stories in the
Compositio11 Exercises put into the letter form. The date may be written
011 the secoutl lin e, if it wi ll look l.Jelter there.
For a review of forms,
8CC l'<trt l.

Similarities : l\lammals. llave hoofs. Domestic ammals. Good flesh. Food. 1Jse(ul. -Differences: Size.
Strength. Covering of Lolly. Form of heatl. Voice.
Mille Use of hide.
15. \Vrite the comparison in complete sentences.

- - -

- .,

8-1

LAKG uACE

~EN'l'ENCE

LE SSOXS.

18. ln a letter from i\lal1c l to J'd a,ry writn about a canary
bird which lHab c l's aunt l1as g i \\~ 11 l1 c· r. 'I'd I a\)()ttt th e eo lPr
of th e Linl, its age, h ow it s in g·s, t h e kiuds of food it cats,
when it u eeLl s attcutio11 , h ow i t s lee p s, etc.
19. \ Vrite a s imil a r Je tte r: -

S JUITH AND THE INDIANS.

Thinking it to Le but
a short distan ce to the
Pacifi.c ol~ C a.ll ( I [ow far
is it?), the sctLlen; fitted
out n.n explori11 g party,
with Smith at the h ead.
Attempted to discove r
the Pacific, uut wer e attacked and capt ured Ly
lndim1s. To amuse the
1ndi:L11s, Smit.Ji sl1ow ell t.11!!111
should

brought you a young Ne\\·fmu1<lhml d og. T e ll what hi s llame
is, h ow h e look s, ,\"\1 at you g i\·c him tu cat, wh ere h e s lcq1s ,
wlmt h e do es, h o w you are goin g to tr<tiu hirn, what t ri ck s he
already kno\\·s, etc.

20. \\Trite in a lette r, that y i>m· brot.li e r l'anl has buu gl1t a
p a ir of ,,·hite rabbits. T ell frum \\·hum li e bought t l1 crn , Ji o,,rnuch they cost, h ow t h ey l ook, wh at they eat, wh er e t h ey
s leep, e tc.
21.

22. Ernest to Clw.rles: Cl1 a rk s hail loa11cll a book tu Er11est.
R e turn with tlianks. \\" ell pleased. L earn ed mu c l1. A sks
for another s imihr bouk.
l~ obi 11 s o n C rn soc pr<'l"L' i'l'Cll.
ls
an x io us to ku uw l1 0\\. H1Jbin so 11 ni;ui;:i.geLl Lo live a lo uc for so
many year s. H cquest fo r earl y anS\\"el'.

(Why

1

\

l

23. Jie11r_11 to Geur[!C': V a t.li e r 's birtht1ay. ·w i sh es to please
him . .A clra,wing. S ee n so n1 e Jin c on es at G eorge's. H.eqn es t
- S( ~ ncl "·itlt n1< ~SS(' ng·<·r . Nc !rn r:i.l Lo <·.l1oose fron1. l'rn1ui sc to
care for tli c111 w ell. H cL ur11. Lltern , self. ll carty t.l1al1ks for
fnlJjllin g r ecpics t .

24. L aura to A;neliu.: 1\fotli cr 's birt hday. Prese nt. l\fat
c roch e t. No patte rn. Ameli a is ask ed to a ssis t. Lik e b est,
b ea u t iful stars. Am eli a w ill s urely not Llcn y r equ es t. Send.
by se rvant. l'rnmise n.wl tliank s.

85

LESSON JX.

Yom m1 c le h as com e aml

Yon ]iavc visiL<~cl :i. c'tHllH'l' 's s hop wit.11 yu11r father.
Young man pla11 cLl board s, <LlloL her ::; liavcd hoop s. Th e w aste r
j oined th e staves into a barrel. .Alon g· th e s icl es of t he r oo m
stood several kin cl s of baucls a]l(.1 cask s .

EXEH C lS ES.

sake of It is daughter, sparccl

Smith's life, autl sent him to
Jamestown.
25. \Vrite the story of S mith and Powlrntan from this out-

line.

Ft £

!!!!!!!!!!!

=

8G

LANGl J\(;g LESSONS.

87

HENTENCE J...:XEllCISES.

LESSON XI.

LESSON X.

COMPOSITION EXERCISE.

THE

COl\ ll'AltISO N

OF

AU,JECTTYES.

SENTENCE EXERCISES.

The wolf is strong. T11 0 tiger is stron ger. 1'110 lion
is strongest. -The li etlgc-hog is s111all. 'J'lio mul e is
smaller. The fiel<.1-monse is smallest. -Tlic goat is useful. The sheep is more use ful. The cow is most u seful.
- The n eck of t he goose is long.
Tl1 e 11cck of the
swan is longer. The 11eck of Llio u::;tricl1. is luHgcsL. The song of the lark is Leautiful. T11u sung of t lto
canary uird is lllOl'O boa.nLif1tl. Tl1 0 SOllg ol' Ll1 c 11i g liti11gale is most LoanLi(ul. - Tho life o[ Ll1u bee is sJrnrL.
The life of the gnat is shorte r. Th e li fc of Ll1c i11 scct
that lives Lut a Jay is shor test.
,\iVrite the three forms of eaeh a,tljretive togetl1er. Strong, stronger, stro11 gest.
26.

/.,'.l:.:

Note. -The adjective has three tleg rees of cornp:irison,
namely: the PosITivE, the COi\ll'A I:ATrY u:, a,11c1 the Strl'E l~LA­
TIVE. Stro11g is said to be in the Posr1·rvis degree; stro11r1er in
the COMPARATIVE tlegree, mid stro11r.;esl i11 SUl'EltLATf\'E degree.
To

THE

TEAc1rn11. -This exe rcise g ives Lh c pnsiLivc degree o[ t il e

To Tiii~ TEA CHEn. - In sist-., frolll the beginning, on correct fonn in
composition. The following- pni11t.::; arc I.he most important: 1. The pupil's 1iamc s houhl be wriLten near the upper right-hand
corner of the page.
2. Th e title s hould be in the middle of the page, near the top, and
Ullllerli 11ed.
3. Th ere should be an even margin on the left-hand side of the page
(about one-half inch on n ote paper). The first line of each paragraph
should be indented, tlrnt is, it s hould be begun still further to the right.
4. J\ syllablr. should never be broken at the end of a line. When there
is not roo111 fo r t,he whole of L11 e last. worLl 0 11 a lin e, write as many sy llables
as possibl e, and place a h yphen a[ter them to show that the remaining
syllable or syllables h n,ve bee n carried to the beginning of the next line.
G. Every sentence must begin with a capital letter.
0. An intnrrogat.i on is reqnirl' d at. the close of each question.
7. A period is r e•1uired at. tl1c close of a declaraLion or an imperative
sentenee.
THE l\IONKEY AND THE UOOTS.

vVho sat upon a tree?
(monkey)
vVho came
through Lhc wooLls? (man)
\Vhat <lid he place at the
foot of the tree? (boots)
What di<.l he then do ? (departed)
vVho saw this ?
(monkey) vVhat di<.l he do? (climbed down and pulled

,.)~~l~~~:,:~:iI~ (_J l:i~T.

adjective aLtrilmte.

!f

Dwarf-child. Snow-ice. Honey-sugar. Tree-house.
Dress - snow.
FielLl - m eadow. Dread - stnne.
lhll marble. vVell - coal-shaft. Jee - mirror.

(glue)

~

Who

returne<.l su<.1dcnly?
(the '

I(.

Compare these ohjects as fo llows: A tlwarf is as small
as a child. Snow is as coltl as ice.
27.

man)

.n.;i

0

._

~

~l "'-

\Vlrnt did the monkey try to do? (pull off the

~

--- ..... -

--

- .

--- - ---SENTEN CE EXER CISES.

88
bools) \ Vha L w as Ili c rcs ulL ? (uouls sLuck fa sL)
caugh t tli e m onk ey e asil y'! ( Ll1 u cu111ti11 g rna11 )

\Vl1 0

\ \T ri te t l1 e sto ry l'r u111 t.\1 c~ outl in e, :tl'Lcr ]1 av i11 g givc u an
oral na rr at i vc.

89

LESSON Xlll.
Tll E

JHO: E

ANI> THE P I GEON.

28.

-

oO•-

LE ~SON

XII.

SENTENCE EXERCISES.

T o THE T EA C H EH. - ln tl1 c fnl lo1Yi 11 g exerc ises we have illustrati o ns
of th e three fo rn1 s of L11 c adj ect ive, vir. .: t l1 c p os itive, t he co111parali ve,
the superlali ve .

Jun e lrn g - Dy - g 11 <d, - sma ll.

Thread - strin g - rope
s nrnll. Fork - pi 11 - 11 ccdl c - sharp. Co ppe r - s il vc r
gold - pre cious. J\ ppl c - p ear - o ran ge - .1u1cy.
M other - fat he r - g ra ndfo.t l1cr - old.
\Vimlow-pauc paper - coLw cu - Lli in. 1ron - lea<l - go ld - l1 eav y .
Coat - fur - Lln nket. - warm. l lursc - elcpha.11 t - \\·hal e
J\x - large . H ouse - steeple - m ountain - hi g h.
knife - razo r - sh a rp.
29. Compare as fo ll ows : Th e

i s small er.

J u11 c bug is small.

·wh o foll i11 Lo a broo k'?
(Lee) Wl1o sa.wtliis ? ( pi g eon)
\\Tl1 e re dill she siL '?
(on a limb) What tlill t he
pi geon d o? ( tlropped a lea f)
. Wh at di tl th e Lee do '?
(swam to it)
\\Tho saved
herself m this way ? (lice) \ Vho sat upon the limb at
anoth er t ime ? (pi geon) " Tho
t ri e<l to sh oot h er? (hunter)
\Vl 10 fl ew to him? (bee ) vVho
st u11 g his han<l ? ( uee) \ Vhat
new to one side? (the shot)
\ Vhat became of th e pi geo11 ? ( Ue w away) \Vho had
save<l h er life '? (bee)
31. Write the story from this outline.

Tl1 c fl y

Th e g irnt is s mall es t .

30. Compare t h e fo1Jow i11 g adj eeti ves: Fin e, Lright, tame,

thick, tl1i11 , ri ch , p oor , l1 n.nl , ·warm , lo11 g, la rge, C<XLrse, hi gh ,
short, cu 1mi 11 g, fool is It , beau Lifo I. - .L':i;. : Fi Ill', Ii 11e r, fine st.
Coarse, coarse r, coa rses t.

Nute . - 1llure a ml most , less and l ea~ l , are ge n erall y used in
com paring ·w ords of m ore t l1 a n one sy llabl e. - E.r. : C unuin g,
m ore cunning, m ost cunnin g. Foolish, less foo1i sl1 , l ea s t foo lish. Balmy, more balmy, m os t balmy.

LESSON XIV.
"COitN, OR YO Ult LIFE!"

Smith ma<le govemor - more emigrants came.
Discovere<l some shining pa.rti cles - thought they bad found
gold . L eft their work to dig t he shining dirt. Loaded
a ship with it. (It was not gold.) Soon they had no food
- sent out a party to Luy it from the Indians.

----

=

VO

LANGUAGE

mice. In this way she is useful to man. But she also
catches small birds. She is very trustful, but she can
not al ways Le trusted.
33. Learn the cl escription, a1Hl write it uown from memory.

1mlians laill a plot
to kill the whole party
- Smith learned of it.
]Jc seized t li e chi ef held pistol Lo his Lreast,
a11d gave hi111 l1is choice,
-"Corn, or your life."
He got the co rn, aml
plenty of it.
32. " Trite the
from the outline.

91

SENTENCE EXEBCISES.

LESSONS.

story

LE SSON XV.
DESCRIPTIVE EXERCISE.

To THE TEACHER. - This is intend ed as a model for d escriptive exercises to follow, in which the pupil is thrown more upon hi s own r eso urces.
TUE CAT.

The cat is a beast of prey. Hs head is
~ ,~
round. The ears are short,
'~
_ :-~,._,,~
but the cat can hear well.
-~---' ~ -~ It can also see in the dark.
· ~
~
:t
There are stiff hairs on its
lips. The eat lms short teeth and a rough toJJ guc. On
the feet there are sharp claws.
These can Le
drawn in or put
out at will. The
cat uses her
claws to catch and hold her prey. She hunts rats and

LU:SSON XVI.
SENTENCE EXERCISE.

To THE TEA CHEB . - Here we have the comparative form of the
a<ljecti ve altribute.

I
j

Ox - cow - strong. Leg - arm - short. Blanket -sheet - warm. Jee - water - cold. Father - mother old. Hatchet - knife - sharp. Gristle - Lone - hard.
Branch - twig - weak.
Foot-plank - bridge - narrow.
Wren - quail - large. Thread - yarn - coarse . Blood flesh - reel. Fi11ger - toe - short. Fox - wolf - cun111ng. Youth - Loy - young. Sugar - sirup - sweet.
Street - square - wide. Furrow - ditch - deep. Iron wood - heavy.
34. Compare the foregoing in this way: The ox is stronger
than the cow. The leg is longer than the arm.

LESSON XVII.
DESCRIPTIVE EXERCISE.
THE HORSE.

;

·

I

vVhat is the horse ? What
~·
is the shape of its body? of
its head? of its neck? vVhat
is there on the neck ? How are the feet protected?

--

~

92

SENTENCE EXEHC JSES.

<L

7. The simpl e or unmotl ifiecl predicate rn ;i,y be a si ngle ve rb,
verb a ud a n atljecti ve, or a ve rb antl. a noun.

III. The .A(ljeclive -

What are fasten et1 to Ll10 11 oofs? ·w lia t kin cl of horses
have we as to culur ? \ Vliat d ut~s t h e l1 o rse cat'? "\Vhat
does it draw ? carry? \\'hat ki1Hl uf a11 animal is it,

then '?
35. Vfrite th e llesc rip tio u.

To TH E TEA C ll En. - It is reco mm end ed that the pupil s learn t hrse
"Rules and l'ri11 ciples ," which axe l ittle m ore than s u11111iari es o f what
t hey have lea rn ed by th e ir practice.

I. T he Sulije<.:t -

1'1t e Xolln.

1. A noun s how s wh a t. a tl1i11 g is. It is th e n ame of a perso n
or thing. - Ex.: James, ho rse.
2. Th e s nbj cct of a sc11te nec names the thing of which so lll ething is said or :tsserted. - Ex. : '/'h e (lou knks .
3. \\Te in c1uire for th e s ubj ect ·\vltlt " ,v]lo" or '' \vltat. '' E x.: Who thinks ? 1\lan . Wh at uarks? Th e Llog.
ii. '!'h e s1 J\1j r·( '. t is 11s 11 al ly a 11!11111. - l~'.1:.: l\-ru·l pl ays .

JI. 'l'hr J>rer/irnt e - '/ 'he Vi' rfi.
5. The predi cate is t h e part of th e sc utelll'e which t ell s wh:tt
is saill of t he subject. -Ex. : Tlte ri ve r ji·cezes.
G. T o fi nd the prellic:-ite i.\' e as k: (u) \Vl1 at !l ucs tl1e tlii11g
do; or w h ;i,t is clone to it? (b) What is Ll1 e qn:1lity of tl1 c
thing? (c) \Vlrn.t is t h e thing':'

93

Compar ison.

S. The ad jective in t he prc(lic::tte i11 lli cates some quality or
property of a thing. -J,_,'.r.: Th e grass is yrecn. An adjective
rn ay also \Je ll SC< l w itlt a ll Ol l l l . - E:i;.: The ureen grass is
vleasan t to see.
0. D iffe rcut tl1iu gs m;i,y h ave t h e same quality in various
degrees. - E':i;. : Tli e elephant, the h orse, and the donkey a re
strong, but t he l1 orse is slmnyer than t h e donkey, and the
el ephant is t lt e strongest of t h e t h ree.
lO. If i,\·e wish to show that on e thing possesses a given
quality iu a hi g h e r deg ree t ha n a noth er, i,\·e compare t h e ad j ective. - E .r. : Good , hc~tter, best..
11 . There are three degrees of eo mp a.r iso n : (u) l'usrnn:. - Tl1i s is t h e s impl est fo rm of t h e adjecti ve. E':i;. : Straw is liyht.
(b) Coi\11' ,\l ~AT I \ . E. - The r eg ul ar way of form in g the comparative deg ree is to add er to the positive for m of the
a dj ecti ve. - E'.r.: Feath ers are lir;ht er.
(c) Sul'Jm LATIYE. - This ex presses t h e hi g hest or lowest
deg ree of 1uality, and is r egu larly fo rm ed by add ing
est tu th e p os it ive. - Ex. : Air is lightest.
1~.

Th ere are t\\'O irreg ular w ays of forming tlie comparative aml s uper lat i\·e: ( (/ ) l\y di
/~'./'.

IT! ~ l' C ll (,

\\'Ol'd S.

: ( ;uud,
J: ad,
Littll',
l\la uy,

lJcLl;cr,
worse,
less,
more,

bes t.
worst.
l east.
most.

(b) Dy the 11 se of t he words, more, most, and less, least.
E.r. : B eautiful, more beautifu l, most beautiful.
Beautiful,

less beautiful,

least beautiful.

SENTENCE EXERCISES.

95

LESSON XIX.
DESCRIPTIVE EXERCISE.
To THE TEA CHER . Let the pupil write this and similar exercises
by constructing sentences in answer to the questions.

CI-IAPTEH IL

THI~

To what class of animals
<loes the dog belong? vVhat
is the shape of his head?
' ,Ylrnt do we call the
front part of it? vVhat
has li e in lii s mouth? What can he do with them? vVhat
has he on his toes? vVith what is his whole body covered?
vVhat
does
the dog like ,
best to eat ?
't:vv1 rn t Inn
· d s I'~
d);i.v1· r ,,;:;..'~ :/~
of dogs are "' ~~

PERSONAL 1'UONO U.NS .
-+To nm TEA C IIE B. -The following exercises :ire intemlrd to lead the
pupil to a free and correct use of the perso nal pron oun s in th e nominative
forms especially, and at the sa,me tim e to secure th e proper agreeme11 t of
the verb. Exercises upon pron ouns in the objective case will come later.

LESSON XVIII.

l/

WHAT THE UIUDS SAY.

vVe birds h<LVU a, glorious ti111e ; we Hy' <L!Ld hop, ;wd
skip. vV e sing till field and wood resound. 'vV e are well
and free from care, and we al ways find sornetliin g guml
to ea,t. \Vherever we Hy the table is set. \Vli en U1e
day's work is ended we settle i11 the trees. '\V c softly
rest through the night and h ave beautiful dream s. \V11 en
the early morning light brettks, then we mount upo11 our
wings, and fly forth into the world, singing our joyont:

I

there ? What does the watch-dog do? The shepherd
dog'? vVho uses the hunting dog? Does the master like
his dog? vVhat dogs are very dangerous?
37.

·write the description.

LESSON XX.

songs.
1. Change the foregoing so that onl y orie bird shall
speak. - Ex.: I hav e a glorious time; I fty , and h op, and skip.
2. Ch ange it so that yo u adtlress 011 t:. bird tlirnughout. -E:i;.: Bird, you have a glorious time; yon fly, and hop, and
skip. You sing till field and wootl resound.
36.

DOG.

SENTENCE EXERCISE.

To

THE

'I' EA CHER. - L et the pup il use the pronoun it in this exercise.

The fox is a beast of prey. The fox hunts living animals. - The mouse belongs to the gnawers. The mouse
has four gnawing teeth. -The sheep is a domestic animal.

·LANG U ./\GI~

(b) 1Ve write.

\V c reacl.

RENTirn c g

LESSONS.

Vv e count.

\V c cipher.

\Ve sing. vVe obey.
41. In the sentences un<l er (n), say the same of yo urself and
your schoolmates; under (b), of yourself alone. - l!.,':i:.: (tt) lVe
stuJ.y, (b) I write.
____

iiii

EXERCISES.

do people buy and sell? Which houses are u sually large
a,nd fine? vVhat is the largest city of our Nation called?
Of our State?
42.

vVrite the answers to the ques tions in full sentences.

LESSON XXl V.

LESSON XXV.

COMPOSITION EXERCISE.

SENTENCE EXERCISE.

To Tirn Tr:A c nr:n. - I t will be well to coll ect a. nu111ber of views, so
that country children espec iall y may get a, more adequate idea of the city.

• •

FATUElt, J\IOTHER, AND CHILD.

( a) Ile clirects. Ile works. 1-Ie provides. He watches.
(b) Site washes. She sweeps. She sews. Slie saves. It
(he or she) laughs. It cries. It sleeps. ( c) Th ey eat.
They drii1k.

Th ey sleep.

Under (a) and (b) say the same thi11gs of several persons;
under (c), of one person. - E :i:.: (a) They clirect. (b) They
wash. (i;) H e eats.
43.

---

LESSON XX VJ.
NARRATIVE EXERCISE.

\Vhat is a city? \Vlrnt other kinds of dwelling-places
are there ? \Vlrnt are the inhabitants of villages called ?

To THE TEA C llE1t . - Pi ctures showing river systems a nd ri ve r views
are found in abundance in th e school geographies.
THE RIVER.

I-low n,re the houses situated in cities? \Vha,t are nanow
streets called ? \Vhat are the open places called? vVhere

vVhat is a riv er'? \Vhere does it rise? \\That is the
starting-place of <L riv er called? \Vhat is the place where
it ends callecl? \ Vhat are the names of its two sides?
How are these nmned? vVhat does the river receive as it
flows on? vVlrnt do great rivers b ear? \Vlrnt are often
built along the rivers? vVhat is the name of our larO'est
b
river? vVhat large cit ies lie on this river?
44. Answer the question s, and then write the description.

r

S ENT ENCE EX.EH,CISES.

100

Had not been gnn)rnor lnng, ·w hen a, tcrr i1Jlc n.ce i(lenl;
lrnppcn e(l. \\' as 011 L i 11 a. boat, and a lmg of g 1rnpow(lel'
11c;u· l1im cxplmled. l.l c
. ,..: · ·"··
wa::; lmdly hur t, Ho Ll1at
''
li e li :ul to lie 8C ll t to
E11 g laml for I r e:1 t tll c 11L.
So111e yc<irs l:L! c r h e
rcturHcd to i. he Now
\V udd, and oxplorc(l th e
co:t.sL JlorLh o[ V irgini:i.,
tn which h e ba-ave i li e
11amc N cw E11gla11d.
He never vis ited ,Jam estown aga in. U e di ell in L omlon, ri1Hl \nis ]Juried in a
fa mous okl church in LlmL city . T her e :t.ru Ll1rec tl1ings
Smith did for the people oI .Jamcs tuwn: (1) H e kept them
from st:irviu g by forcing tlic lmlia.ns to sell cunt. (2) ll e
protected tltc111 from l mlia11 :1ttac.;ks 1Jy hi s cnma.gc. (i~) J le
taught t h em h o\v to work.
Tl1rnu g l1 11 is sc rYicc~ s t.11 e
E11glish g:1.i11 c<l :t, p e rrn :Lltl' ld· 1'1 1u ll1old i1t !lie Ne w \\'urld.
45. vVrite t.li e sto ry Jrorn t l1 c outline.

101

LESSON XXV III.

LESSON XX \'II.
S JUITH' S ACCI H .ENT.

=

'P

HOW TO USE Tiil~ PRONOUN AFTEl~ IS AND WAS.

\Vho is

kurn ~ king

'?

iJ . It is HE ( u ot him) .
1. I L is l ( 11ot Ill e).
4. It is WE (not us).
2. lL is ~ HI~ ( 11 ut h er ) .
G. It is THEY (not th em ).
'\V li o knod: c(l ycsLonhy?

1. l t \ VfLS l ( n o t m e) .
2. ] L was SH ID (not !ter ).

3. It \\ras HT<.; (not him).
4. It was THEY (not t hem).

46. .An s \rGl' t h e fo llow i11 g ques tions, u sin g the r ight prono1111 s : \ \' 11 0 is th ere':' ·\ Vito is coming'? \ Vho broke the

glass?

Who l>rough t me the flowers?

LESSON XXIX.
COM POSITION EXERCISE.

To T1rn TEA C llEH. -This outline fo r co m position n,nd t h ose that
succeed it 11 my \Jc as bri ef or a s exte nd ed as time and c ircumstances
nmkc atlvi H:thle. 1'11p il s w h o write eas il y may be a llowed to expand
each h cal l i11t.o RL'Ve r:1.l se nte n ces. :For t h ose w h o write with diffi culty,
it wi ll ) 11 , : 1il r i :-::tl >il~ t.o rl' c;l.ri\'I. l ho 11u11 1hl'r o f Rl' ll tl' n ccs, and eve n to
d evl' lop t li elll ornll y \Jd nrc \Hit.i11 g. l>itlicult words ma.y uc written o n
th e lJuanl [or a stud y of t he ir H p c lJi11 ~ .
IITOI~NJNG.

YEltSE FOTI

'~

JHC'l'ATJON. - 'l' .111~

UOY AND T H E STOmu.

\ Vhy sporting thus," a seaman cried,
"\Vhilst ter rors ovc nd1elm ?"
"\Vhy yield to fear?" Lhe Loy r eplied;
"l\ly father' s at the helm."

Nigh t prLst. Li g ht . Sky, coloreJ. Sun . Ivy. Dew.
Binls. Thrusl1 es. C l1i ekens. Fanner. Dwellers of the
city. SLores. Str eets. Sq trnres.
47. ·write a composition from this outline.

--·- -- - -----~--

102

tmr

l:Aet tctC

~ ·--

-

-

-~"~

-

SENTENCE EXERCISES.

LESSONS.

LA .NUi;,\ G E

LESSON XXXII.

LESSON XXX.

SENTENCE EXERCISE.

SENTENCE EXERCISES.

Call, laug h , cry, d :in ce, play .
Assert these actio11s (a) of yourself; (71 ) of yo ul' brother,
speaking to him ; am1 (c) of yo ur fat her, speaki ng of him . _
E x. : (u) I call. (11) You call. (1') 1le call : ; .
48.

B eckon, sh ou t, jmnp, travel, Luy , drink.
49. Assert these action::; (u,) of yourself and schoolm ates;
(b) of your schoolmates alon e, speaking to t hem; aml (c) of
your schoolurntes, speaki ng of them. - E:i;. : (a) We L>eckon.
( b) Yon beckon. (c) Th ey beckon.

103

To THE TEA C H E lt.
pass ive predicate.

-

Observe that this lesson uses the pronoun with the

WHAT IS DONE TO THE PUPIL.

The pupil is called, ques tioned, taught, warned, exami11 ed, lJl'ai:-;ecl, J!l'Ol110ted, dismissed.
52. Change tlte foregoing verbs into all three persons in the
singular aml plural. - Ex.: I am called, you are called, he is
called.

LESSON XXXIII.
SENTENCE EXERCISE.

Fall, call, drink, sink, ride, cl1ide, Llow, row, Rlccp , leap,
strik e, like, e:it, write, fi g ht, r ealt leall, fear , cheer.
50. 1. Use these verbs in a,ll three persons ill the sill gular.
- E :i;.: I faJl, you fall , ho fall s.

2. Use the verbs in all 1 . l1r<~o persons in th o plural -Ex.:

·we call, you call, t liey eall.

LESSON

xxxr.

COMPOSITION EXERCISE.
SUJ\IlUEit

EVJ~NING.

Sinking of the sun. Long shadows. Quiet air. Farmer.
Herds. Sunset. Evening rell. Approach of darkness.
Cool air. Bat. Owl. Fox. Villagers before t heir d oors.
Night. B ed.
51.

\Vl'ite the composition, describing what takes place.

To THE TBA C ll EH. - Here we have the pronoun as used in the letter
form of narrative. L et the childre11 rewrite the whole accord ing to the
direction given below.

D ear Friend: l liad Jon g wished to ricle on the r-a rs. Finally father
gnmtell this wish. One moming, early, I went with him
to t he depot. vVhen the train came in I was a little
anxious. I took courage aml climbed in. Soon I flew
along like th e wind. I sat by the window. There I saw
h ow the h ouses and trees flashed. past. A t last I h eard. a
loud whistle. J was at my destination. I should like to
have gone farther. But the train stopped, and I left the
car with my fath er. Then I visited my grandfather, and
I am with him still.
FHANK.
53. How would the letter read if Frank and his brother had
taken the journey and described it together'? - E x. : TVe had
long, etc.

-•

!!!!!!!I

10-1

L ANU LJ,\ U I•;

- -

=

- ••

..
SE NTENC E

LE SSONS.

LE SSON X XXl V.

EX E l W l SES.

105

LESSON XXXVl.

SENTENCE EXERCISE.

SENTENCE EXERCISE.

T o T iiie TEA Cm rn . - lt w ill p l' rli a.ps !Jc b ette r t o h:w e Lh e 111 os t of thi s
lesson r ecited o ra ll y , r equi r in g ea eh p upil t() r ee ite 0 11 01ie o r Lwt ) uf Lite
exer cises o nl y. lf the c la.ss is se11t t u Lli e 1Jua rd, t he pupi l:; umy tak e
different words.

T o TllE T E.\ c 111:11. - It a l wriys li es aL I.li e disc re tion of t h e t each er
a,s t.o li uw 1u11eh w ritten wo rk t h e pupils sh a.11 1Je r equired to d o on th e
s e11 Le n ee· exl' r c is cs. .lt will ge ne ra ll y 1Je wdl Lo 11 a.ve t he wri t t en exer c ise
prccl'Lled by a n om.I o ne. Th e pupil is t hus llc n efi te ll both in writt.en a,nd
ornl expression .

I am diligeu t .
Y ou ar e diligent.
H e is diligent.

\\re arc Lliligcn L
You are <1iligeHL
They are Lliligcnt.

54. Sa,y of all three pcrsous, hoth in the si11 gul:Lr a,rnl
plural, that they are (1) yow1 u, (2) heu lthy, (0) lwp ;>y, (<J) small,
(5) obligi11g, (G) obecl ient. For explana,tion of what is meant
by three p erso ns, see page 107.

LESSON X XXV.
COMPOSITION EXERCISES.
S l'JH N G .

Days. Sun. .Air. S1io-w. Fields. l\l ea(lows. Jee.
Trees.
Flo1rnrs . Uinl::; . F rogs . Jnsed s. F a rm er.
Children.

AT TH E FAR!\I.

'Vhat does t he farm er command his workmen and serving nrniLls t o do '? You mu st wak e up, leave t h e bed, go
into t he staLle, cuny the h or ses, rn ilk the cows, fee d the
ehi ckens, open t he barn d oor, prepar e t h e wagons, sweep
the rooms, Lriug water, g et the m eal s, lmmess the horses,
drive iuto t h e field, plow. But yo u must n ot shirk, n ot
scold, n ot swear. You must Le dili gent, trusty, contented,
orderly, clean, and h on est.
E xpress t he al1ove in the form of commands. -Ex.:
\ Yake up. Leave the beJ. Be dili gent.
57. F orm r1uestions from the comm aml s. - E :r,. : Are you
awake? Are you diligent'?
56.

55. D escribe iu brief sen lcuecs e::wh of the obj eets n ameLl.

LE SS ON XX XV JI.

VEH S E l <' OJ t JH CTi\TJO N . - J N S PRI NG.

Th e coc k. is rr owi11 g,
The stream is fl owi ng,
The small bircls twi tter,

Th e bke doth glitter,
The green Jiclt1 s sleep in t he snn ;
'L'li e cattle are grazin g,
Their h eads neYcr raisiu g;

There are forty feeding like one !

COMPOSITION EXERCISE.
AUTUIUN.

Days. A ir. vVind. Fog. Potat oes. Apples. Pears.
N uts. Grapes. Fl owers. A sters. 'Trees. Migratory
birds. Farmer. Hunter.
58.

\ 'Vrite a composition from this outline.

--- ---· 106

LANGUAGE LESSONti.

Sl<:NTENCE EXERCISI•; S.

SENTENCE EXERCISE.
THE CRICU:ET AND THE .BUTTERFLY.

60.

A little cricket sat in the grass. 1'he crielcet sa;w a
Leautiful butterfly flit from Hower to flower. 'l.'he cricket
envied the butterfly; for the butterfly lrnd a beautiful
color. "Ah! " sighe<.l tlw criclcet, "why am l 11ot as beautiful as the butte1:fly ! " Many chilchen came across the
meadow.
The children espied the summer Lirdling.
"Heigh ho! " cried the children, "see Uie beautiful butterHy." The children ran with hat and apron aJter the butterfly. 'l.1he bidterfly trieJ. to escape, but a child. caught
him. But the child wits careless. The child broke off
one of his wings. Then the child crushed in his little
hea.d. The cricket lrnd seen it all. " Ah ! " said the
c1·iclcet, "how goocl it is that I live in concealment!"

COMPOSITION EXERCISE.
THE TIIUNDER STOmn.

Air.
Flowers. Leaves. Animals. People. Black
clouds. Distant rolling. Storm. Sharp lightning. Heavy

vVri te a Llescri pt ion according to the ahove outline.

HULES AND PRINCIPLES.

I . In speaking, we distinguish three persons. The first person is the speaker; the second, the person (or thing) spoken to;
and the third, the person (or thing) spoken of.
2 . The pronon11s hrwe three forms, to show which of these
persons . is meant. -H:.'G .: 1. I write. ~- You write. :3. Ile
writes.
3 . These are called Personal Prononns. Among them are:
I, you, me, he, she, it, we, om, us, they, their, them.
4 . rronouns are words which stand. for nouns. - E:'G.: He
(the ma11) thinks.

59.

LESSON XXXlX.

101

thunder. Rain. Urooks. Lighter thunder. Less fre
quent lightnin g. Storm over. Safe. Meadows. Fields
'rrees. Flowers. Bees. BirJ.s. People. Thank.f ulness.

LESSON XXX V JJ I.

"Write this story, putting the proper pronouns in place
of the italicized >Yonls. You ma,y think of the cricket as she,
and the butterfly as he. - Ea;. : A little cricket sat in the
grass. She saw, etc. She envied him, for he had a beautiful
color.

iiiiiill

·'

I

S ENTENC E EXJmCI S ES.

1oa

LESSO N X J_,I.
SENTENCE EXERCISES.
'I'll E

CJ IAP'_l_'J£H, 11 L
TJIE 'l'JJ f J.i.; OF .LLY .A CTI O.L\T.
-

+----

LW·i;) U N XL.

TIU~

M o Lw I NG . - 'fl1 c ni g h t passed. The stars fad ed. The
su n rose . All sleepers awok e. The r <LLl>it spn w g fr om his
Hes t . Tho (lee r ]1 astc11ed to t h e brook. The birds slipped
oll L o( their 110st.s. TJ1 e busy bee fl ew fo rth. The Lirds
l.>0("<t11
their so1ws
. P eo1Jle L eg·~m t h eir labor. The chil:::.
0
<

T o T JIE T EAc 1rnn . -I11 t h is !'a r t., the Sen te nce E xerch;;es fa mili a ri ze
t he pupil s \Yith th e c·l en1 l 'll Lary idl·:rn o f '1'l·11 s('. Tlii s nnti on d ol's nnt
co 111 e o u t d ea rl y until exer e ise::; 011 I.li e p asL a nd f u tu re are i 11 truduced .

l'AST.

lre11

\V

ell L Lu sehool.

C1u:w ge th e desc ription so that all actions shall be
ex prcssc11 as if t h ny were occurring now. - E :r. : '.L'he night
passes. 'l'he stars f<.Lde.
62.

J>J:.J<;SENT.

N Lo ;r'l' . -TJ1 e s 1111 s i11b<. D :1111 p rni st cove rs tl w n1<·:1 <1 -·
o ws. Dark 1iess beg in s . Tl1 e 111< H111 appea,rs i11 tl1( ~ sl-: .)-.
H lig hts up t h e sileHt lielcls. Th e star::; t winkle. Th e La t
fl utters thro ng h t he rLir.
The fox s links t h ro ug h the
bushes . T ltc owl h oots. The rmi nrn.ls rest in tl1 eir sblls.
J\fan sleeps a.lso . Tl1 e Hi g lt t-waLd lllw,H rn an.d1 es U1rong h
t li e str eets . Th e eye o [ Goll wafrh cs over all.

\\rri t;c all t he ve rbs, l;ngd.li nr wiLli tl1 ei1· !ind . u r ll (l il W
fo r111,. - E. r.: Ni11 ks, si11k. CO\'<~ r s, r:ooer. Not.ieo tk 1,1; wh en
we express t h: Lt wli ich happens 1ww, 1rn 1tsc the preseut l'ur 111 of
t he verb.
T winkle, t winkle, li LLle s tar ;
II ow I " ·nud er wh at yoll arc !
Up ab ove t he worltl so hig·lt
Like a <l in mon<l in the sky .
61.

c

'

63. Cltauge the description of Niyht so that the actions
sl1 a ll be t1esc rilie1l as if they lt at1 alreatly ta ken pla.cc. Notice
t hat when we ex press wh a t; has already taken place, we use the
past form of t11 c verb.

-Tli e d ay closed.
The sun sank . The
bell w as nmg . The fa rm er r eturned fr om t he field.
Tli c h enls went int o t h eir s talls . The songs of t he birds
ceased. U p c)]} th o grnss th e d ew fell. The fl ower closed
its ehaliee . The m on11 La in peaks w ere ligh ted Ly t he last
m y::; uf Lli c st 111. Tlw d ouds g lowed in the evenin g r ed.
Then it bcca.111e quite dark. Soon all was s till in fi eld and
wood. The an im als already r ested in t h eir places . Men
wer e w eary n,ml wen t to th eir r est.
EVENING .

64.

Change the sentences so that the verbs shall be m the

n r P!':P.nL

•

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--

i

110

LAN GUAGE LESSONS.

SENTENCE EXERCISES.

LESSON XLII.

65. Construct the sentences, putting the pre<licates (1) into
the present, (2) the past, (3) the future.

LESSO N XLIII.
SENTENCE EXERCISE.
THE S HAUOW.

Fred is very t imid. Ile it:> sent to a n eighbor's liou se
late in the evening on au errand. It is bright mo oulight.
He steps into the yanl. Now h e sees at his side a great
black man standing a.gai118t tlte house. Jn terror he
springs to one side. The black nmn springs to one side
also, and b ecom es much smaller. Freu grows deadly pale.
He screams and leaps Lack toward the house . The Lla.ck
man also springs upon the door and becomes much larger.
The scream brings the father. Now the boy is lying upon
the steps. Uc is carried half dc<td into t11 c roo111. Finally
he stammers out something aLout the black man outside.
The father sees the mistak e. Ile takes Fred by the hand
and leads him a.gain Lefore the house . H ere h e shows
him that the Llack man is his own shadow.

SENTENCE EXERCISE.
I•'U TUIU~.

\VINTEH.. -vVinter will soon come.

Then the earth
will r es t. The powls will fr eeze . It will snow. The
fields will look 'vhite. Then the people will ricl e in their
sleighs. Doys will s1rnte upon the ice. They will Luilcl
snow men. ChristrntLS will come. Santa Claus will bring
many preseuts. In this way he will Lring g reat joy to
the children.
67. Write the <lescription as if all these actions were takin()'
t>
place now.
68. Change the exercises on llforwi11a to rea.d as if all the
actions were still to happen. Notice that when we express
au action tlrnt is still to take place, we use the fiititre form of
the verb.

LESSON XLV.
WINTER JEWELS.

A million little <l.iamon<l.s
Twiukled on the trees,
Arnl all the little maidens said,
"A jewel, if you please ! "
Dut while they h el<l. their hands outstretched
To catch the diamonds gay,
A million little sun Learns came
And stole them a,ll away .

66. Change the story so tha,t the predicates slw.11 be changed

from the present iuto (1) the past, (2) the futur e.

111

LESSON XLIV.

THE JOUltNEY.

Journey - d ecide upon. Co urse - mark out. Tmv cli11g suit - unler.
Trunk - paek. Dqmrturc - Lake .
Depot - r each. Ticket - buy . lVfany stml}ge places visit. J\lany interesting things - see. All kimlt:; of presents - Luy . Letters - write. Home j ourn ey - enLer upon.

- -

69.

Learn this poem and write it from memory.

-

·~·- ·-~-

Ll~ SSON

XLVI.

S ENT ENCE EXER C ISE.

To

TllE

TEA C11En.-Lct t.h e pupils r ecite Ulis lesso n ora ll y.

Count, s ing, speak, wrilc, nm, ricl ~ .
70 .

SENTENCE EXEH C lSES.

LA NU ! A<rn LESSO N:).

112

U se tli ese YcrLs in t lH' tltr0e p erso ns s in g ular, (a) in ll10

present, (b) in the past, (G) in the future. - ]i.,':r. : l cu u11t, yu11
count, he counts. 1 co unteu, yo u counted, he counteu. 1 slmll
connt, you will count, h e ·will co unt.

LE SSON XLVll.
STORIES OF 'fHE TROJAN WAR.

To TllE T i:: A C llEJ: . - School labo r ceri ses to be drncl ge ry wh en it is
fouml ecl ou in te r estin g a nd va lnalJle tl10ugl1t. Natu re a nd Litera ture a re
two unf;Lili11g so urces from whi ch we 111 ay d eri ve the
11mtt.er o[ 011r cu mpos iLion exer c ises. ~i11 cc 1101.hing
stamls nea rer to tlte child than the b est pro!luctinus
oE th e chihlh o()(l of t1 1e race, a series or co1nposition
\es::;o 11 s IJa.scd u pt1 11 s turi cs front ll()tn l' r' s lliad is here
introdu er d. \Vliil e t he pupil is m aste rin g th e more or
less tedious font18 of Engli s h co111posit.ion his mind is
in spired and enrichell ,lJ.Y th ose id eas 'whi ch have
mad e th e G reek cln ss ics independent of th e flight of
tim e .

I [ n mlreLls

of yen,rn
b efo re CJ1rist was born
and when Greece w:ts a new country, a
great trouble arose in tlrnt land. It
led, so the story goes, to a long war
b etw een the Greek s arnl tli e Trojans, or
th e peopl e of Troy. 'fhi s is tli e way
the trouLle is said to have Leg un : -

113

At a great wedcling feast the goddess of Discord, \vho
]1 ml not Leen invited, threw a golden apple among the
g nests, ont of r evenge, s:ty ing as she threw
i t, " For t li e m ost beantif ul." A strife
for Uw appl e <LL once <Lrose anion.I} th e godd esses. Th ey could n ot decide the matter,
s1> t:/u'.'J condtl<lctl to lc;wc the cl ecision to
Parh1, unc of Llw sous of Llw king of Troy .
l•: ach gothlcss tried to uriue Paris to give
h er the apple.
H e finally g:tve it to
Venus, the godLless of love, who promisecl
l1im tlte most beautiful woman on etLrth for his wife. The
most Lea,utiful wo11wll was IIelen. She was afrcady the
wife o[ ~Jc11claus, a, king in Greece. But
Paris lure(l h er away and took h er to
Troy. This led to a war, which l:tste<l for
t eu y erLrs, :tml emletl with the r ecapture
of Helen and the burning of 'Iroy.
At the b egi1rning, the Greeks, after many
difficulties, g:ttherecl their heroes a,nd their
armies mHl sailed for the Trojan land.
l Tere th ey fought many Lattles :incl endured
ma1 1y \1:1nlsl1ips. A chilles was their bravest and strongest,
and U lysses Lliei r most cunning w:trrior. Hector was the
most pow erful o[ tltc Troj an h eroes .
A (l1lal'l'el won arose b etween A g mnem 1non, the king,
and Aclt illes, tli e h ero. The opening line of the Iliad reads:
0 gol1dess ! sing the wrath of Peleus' son,
71.

Achilles .
Copy th e story, beginning the sentences vvith the itali-

ni 7.P.rl wrwrl c::

-114

LANGUAUE

--,

LESSO;\!S.

115

8ENTirnCE EXEHCISES.

Say of all three persons (see page 107), singular and
pluraJ, in present, past, and future, that they are happy, tired,
sad. - Ex.: I am happy, yon are, etc. I was happy, you were,
etc. I shall be happy, you will be happy, etc .
75.

LESSON XLVlTT.
SENTENCE EXERCISE.

.

11".JL[; AND RE.

The sumrncr was Iillc. Tltc air was hot. 'fhc days
were long. The nights w ere short. Autumn is also fine.
The air is fresh. The days a1H.l nights ;ire equal. \\Tinter will not be so fin e. Th e air will he cold. The days
will be short. The nights will Le long.
72. Fi1Hl the se11t<lllccs whil'.h tell (u) how things arc
(b) how they were, and (c) how they will be.

...

•

I

· - --<>*-

LESSON L.
ULYSSES TU.IES A STUATAGEl\I.

Agamemnon, the Grecian eomuutndcr and king,
needs Ulysses. Ulysses
loves - wife - La.by hoy wishes to stay at home.
King sends two messengers. Stratagem: Ulysses

11Uw ,

LESSON XLIX.
SENTENCE EXERCISES.
SPIUNG.

Spring is pleasm1t. The air is moist. The wood is
green. The meadow is variegated. The lamb is frisky.
The child is happy. The farmer is busy.
\Vrite these sentences (a) as if spring were alreatly past,
(b) as if it were sti ll to come.
73.

SUl\IiUER

Harvesters - busy.
\Vheat - yellow.
Days - hot.
Fields - empty.
B<trus - full.
Vegetahles - npe.
Leaves - wilted. Peovle - contented.
Form se ntences in which you describe (u) how the summer is, (b) how it was, (c) how it 'rill be. -E:v.: The clays are
hot - were hot- will be hot.
74.

yokes ox and donkey
plows.
lVfakes strange
gestures as if mad. Sows
salt instead of wheat.
l\Ien suspect trick. Nurse
nem· Ly wiLh ehihl. Messenger puts child in furrow. Father stops team
- picks up child and kisses him.
Ulysses joius the army.
76.

Trick discovered

\¥rite a composition from the outline.

Pronunciation

. -- -

116

LAN G U A Crn

--

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:::iENTENCE EXEHCISI~S.

LESSONS.

L ESSON LJ.
SENTENCE EXERCISES.

To THE T1·: Ac 111m. - Tl1 L' l'nl\()wi11 .<. : sc•1il.c' ll<'n l 'Xf'n·isc·s ;1ss n c i;1(.c> 111<•
id ea of t i111 c wit h the pa.ss i ve forn 1 of 1 . \1( ~ Vl'rb. ~c e that. L11 c c hilc.lrc 11 perceive this point c k:irly.

117

79. Fonn sen tc11ces so that the verb shall tell what will be
llOnl'. - Ji,':1·.: The Christmas tree will be bought.

Cliange the sentences so that you will tell what happe11e1l h s t Uhristnw.s.
80.

CJ1 a 11 µ;n t li n sc 11 Lc nces so that yon will describe what 11ow
happens at this Ultristmas.
81.

WHAT JS DONE JN UUJJ, DlNG A HOUSK

Cellar - dig. Brick (or stone) - ln'int;. Luml> ur liaul. Lime - slake. Salld - sift. \\r;dls - by. Frn111c
- raise. Siding - na.il 01 1. Hoo [ - cover. Fluor - lay.
\Valls - plaster. 1-:Iouse - i1a.int.
77. Form sentences so that t he verbs shall tell wl1at is Llone .
- E:i;.: The cellar is tlug.
1-10"' THE

HJU ~i\ D

WAS 1\IADK

Fields - fe r tilize.
Gronrnl - plow.
Sl!etl - so w.
\Veeds - destroy. Grain - Jian'est. t)hea.ves - bind.
Grniil - thresh. \Vheat - gri 1ul. Flour - lea.vc11.
- Lake.
Form sentences so that the nrbs s ha,ll t ell \\'hat was
done. - Ex . : The fie lds were fer tilizetl.
78.

-

•Oo-

LESSON Lii.
WHAT 'VILL HAPPEN AT CHltISTl\lAS.

Christmas tree - Luy . Apples - gil<l. Nnts - silver.
Presents - anange. Tapers - light. C hildren - call.
Gifts - admire. Drums - l)eat. Dolls - clothe. Pictures - look at. Parents - kiss.

82. In the buil<ling of a house, show ·what will be clone to
the things. -E.r.: The cellar will be <lug.

Shoe - meml. Goose - pluck. Roast - eat. .l\Iilk llriHk. Doutor - get. Side - pity. Flo \\·ers - gather.
Treei:; - sliak e. Eggs - batch.
Say of th ese things, (u) what is Llone to tliem, (b) what
>ms tlone to them, (c) what will be clone to them. -Ex.: The
shuc is m e mlcLl. The s hoe was mended. The shoe will be
111 emlcd.
83.

LE~ SON

LIJI.

HOW TO USE SilALL AND WILL.

have a song?
I sLmly this lesson?

S1rALL WE
S I LALL

iVute. - N eve r use will before I or

WE.

I shall be home in time for supper.
I will do what you ask.
1Vo te. - 8 1/(dl after I merely states a fact, or ma,kes a predi ction. 1Vi1l ::ifter I makes a promise. - Ex.: ·\\'ill yo u come
forrne? .TWILL.

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L..

118

LANG UAGE

SENTENCE EXERCISES.

LESSONS.

Ile shall obey you. (1 will oLligc liirn to do so.)
Ile will obey you. (I regard him as an oLe<lient Loy.)

LESSON LV.
COMPOSITION EXERCISE.

Use shall aml will properly with the vel'lis conM', yo,
bri11u, carry, employing the pronouns J, ice, he. the,1.1, a11(l telling what each sente1H·c 111 ca11s.
84.

LES~ON

Can I nmlerstaml it'?

L1 V.

You ma!J.
I thi11k yon can.

Note. - 1lia.71 asks for Ol' gl'ants permission.

as to ability,

01·

Can Jll(llllres

asserts it.

Shut the lluor. Haise the wimlow. Get a drink. Consult the dictio11:1,ry . Spell the wonl. H.ecite tlie lesson.
Solve the problem. Houml the State of Colomdo. Go
out to pla.y. Ila.vu a, l1a,lf-l1uli<lay. Erase tl1c work.
Use may or <..:an or both of them with the foregoing
expressions, em:ploying the pronouns J, ir:e, she, they, ancl telling the meaning of each q ncstion or statement.
85.

OPl~NING

LJNJ<;S OF

TIU~

HOW ULYSSES FOUND ACHILLES.

To THE T1·;ACllEB. - L et the
pupils expand tl1 e~c outlines to
any desired cxte11 t.

now TO USE ;lLlr AND GAK.

Jlfay I read this Look'?

119

ILIAU.

0 G Ollde::;s ! ::;ing tltc wnitlt of Peleus' soa,
Achilles ! sing the dea<lly wrath that brought
\Voes numuerless upon the Greeks, and swept
To Hades many a valiant soul, and gave
Their limbs a prey to tlogs and birds of air, For so had .Jove appointed, - from the time
'Vhen the two chiefs, Atrides, king of men,
An cl great A chill es, parted first as foes.

King needs Achilles,
tuo.
Sends Ulysses to
liml liim. Searches everywliere. The mother of
Achilles, who is at this
time a you th, has disguised
liim as a girl. She has
. placed him on au island with a king's daughters. Ulysses
comes as pedcller. Displays
<lress-goods.
Sets spear
and shield in corner. By
and Ly war trumpet sounds
without - direction of
,.
Ulysses.
Girls run scream.
Ollc goes with
manly tread to weapons
mid seizes the spear - hastens to meet the foe. "You
are Achilles, but we are
. ·./

not peddlers; we arc heroes sent to invite you to the
war." In vi ta ti on g lacll y accepted.
86. Vfrite the composition.

Pronunciation: A-chil(kil)-les.

120

t;ENTENCE

LESSON LV J.
FOHiU OF TUE YEHB TO BE Ui' J!:D
AND .IL-11>.

WITH llA J"E, JL18 ,

Each verb l1as t11 rec prin cipal for rn s,-!. l1 c J>1~ESE.l" ' I ',
the PAST, aml whaL is eal led U1 c l' "'\ST l>A1:T1c:11'LE. To
mak e an assc rti011, tli c la.st form r eq 11 ires the use o f have,
has, or had, ur som e for m of tl1c Yc rh BE, lik e i;;, 11111, are,
u:as, were. - E.r.: l have do11e rn y work. Tl1c ,,·urk is
do11 e.
PHICSE:-;T.

f' ,\ ST.

l ' .\ ~ T

did

])o

do11 e (w it It lu rrr>, is, l'te. )
see11 (\\"iLl1 liur e, is, l'le.)

See
C,\ UT ION. -

-

I',\ 1:TJ C l l' l. E.

Ne ,'e r 11 sc tl1c p:1.s t fo rn1 ·w iLh ltw.:e, hus, or luul.

Ea;. : N EYEH. sa.y I hu,ve cl ill it, I have saw it.

- Ne»er u se the p:tst participle form ·w iLlwu t hn re,
has, or hcul or some form of t he ver b rn;;, .like i's, <w1 , ore, 1Cas,
were. - E':e. : N 1w 1rn. s:1.y I do11e it, T seen if.
CAUTION.

87. Use the words <lid, clo11 c ; saw, ser11 , co n cdly wit h 1.11 e
pronouns 1; you, he, s!tr, it, 1cc, they. - E.r.: I dirl rny work this
m orniu g. 1 ha 1:e clon e lll .)' ·work 1rnll. \ Ye swu t h e bu11cl1i11g
of the ship. \ Ve hm.:e seen the sun rise.

LES:::lON LV 11.
PHE SEN T.

!'AST.

Go
'Vrite
Give
Come
Take
Tear

went
wrote

gave
came
took
tore

J'AST l'A ltTI C I f'LE.

go ne (wilh liar<', lius, lt acl, is, clc.)
wr itten
g iven
"
co 111 e
"
t:ikrn
torn

"

EXI<:HCn:\ES.

121

88. Form emrcct ::;<.•.11 te 11ces wit.Ji t.l1e forrgo in g verbs a nd
t l1 e prono uns 1; we, h e, they, nsin g h auf', has, o t· hcul with th e
tltinl fo rm of t h e verb, but not witl1 the seco nd. Use is, iws,
:wtl 1cere, a lso, when appropriate, witl1 t h e third fol'ln of t h e
verb. -E'.f.: H e lws nut yet come. \ Ve cwne yesterday. The
letter 1cn.s ·mrille n.

H u !, ES

AND

Pitl NC I l'LES.

l. :Every act ion occurs a.ta cert;tia time.

It c iLl1 e r h app ens

n uw, or it has lt a.ppe 11 ed , or it will h a.ppen. - E:u.: Th e bird
si ngs. 'l'lte bird sang. The bird ·w ill si n g.
2 . The present is the t im e in wl1i ch we now li ve. Th e pa.st
is the ti me w] 1i t:.11 h as a lready gone by . The futur e is the time
w hi ch is ye t·. to come.
;-). The ve rb kts t.ltrr.c <1iffcre11t ti m e forms call ed tc11sc.~,
the J' J :.Jo:SE;-<T, t h e PAST, and t h e FUTURE.
4 . The worcls have, !i ris, had, m ay be used with the third
fo rm of the verb, call ed t h e pa.st partic iple, hut n eve r wit.It
t h e second, or past form .
r;, T l1n var i011 s fnrn1s of t.l1 r. vr.rh n1·~, l ik c is, 1nis, mn, a.re,
11:ei'e, w ill ue, i11 ~ty aJ:-;o lie usCll with the Ll1i rd for11t of the verl>,
but not with the secon<l..

-

=

SENTENCE EXERCISES.
89.

123

·write down (a) the uo1111s in the singular a,nd in the

pllll'al, (h) Llie aLljedi ves. -E;r. : Sickle - sickles. Ripe, sultry.

Nute. - An adj ccti ve is a word that describes or points out
the thing uametl by the noun.

CI-JAPTER l V.

Inquire fol' the alljective with the question" vVhat kind
of." Answer iu full sentences aml underline the adjectives.
-E.v.: ·what kind of grain waves? Ripe grain waves.

'PIIE JlfOJJIPJO.,I '/'ION OP 'l'Jll<,' NU(J N

91. U se the modifying n,dj ectives a,s predicates to show
tho cp1ality or condition of the thiugs. -E:l:.: The grain is ripe.

LESSON LVJlJ.

LESSON LIX.

To THE TEACHER. -Let the pupil go through this exercise ornJly,
asking and answering the questions ealled for. In Lliis part the conscious
modification of the noun Legins.

COMPOSITION EXERCISE.

THE l\10DIF1EJt IS AN ADJECTIVE.

SENTENCE EXERCISES.

1. The ripe grain wa;ves.

The sultry air stirs. The
sharp sickle rattles in the field. The ln·ow11 thrnsh sings
in the tree, and the merry quail whistles to his mate.
2. Stro11g lwn;cs thaw Lite cl:tLLcri11g rnaul1i11u, a11<l tlte
yellow gra,iu· falls Lefore it. Tlie dista,nt thunder rumbles. Now tlie long whip crauks, and tlrn heavy Lumlles
fall mpidly to the ground.
3. The busy lrnrvesters gather the tightly Lomul bunclles, a,nd pla,ce them in large shocks, till the bright sun
sinks. Soon the empty bins will be full. 1N orrying cares
will cease, merry songs will resound, and the weary men
will rest.
122

90.

IPillC:J~NIA

l\IUST BE A SACIUIPICE.

\Vimls will not Llow. Goddess Diana is offended. Priest
tleelares that the king's daughter, 1pliigenja., must be sacrifa~ed.
(;rid of king - delay.
Greeks Lecome impatient- Iphigenia sent for. She is willing
to Le sacrificed for the good of
the (-;reeks, a]L(l is led Lo the
a,ltnr. 'fhe fire Hames up. The
priest prays to Diana - mises
the knife. A cloud sinks down. \Vhen it rises a doe is
seen - Iphigenia has va,nished.
The doe is slaughtered
as a sacrifice. A favorable ·w ind then springs up, and the
Greek warriors depart for Troy.
92. ·write the composition.
Di-a-na.

Pronunciation: Iph-i-ge-ni-a;

..
124

LANGU 1\ C:E

LESSO~S .

LESSON LX .
THE

UJ~ACU:Sl\llTH.

\\That kind of a man is t h e l>lacksmith? \\rl1at kind of
metal does J1 e work with'? \VJ1at ki11cl u[ ar111s nu1:-;t li e
have? \Vhat kiml of <L lmmmer must he Le able to use'?
\\That kiucl of tongs (.loes he u se? \VJrnt kiml oE 11amls
does he have when working'? \Vltat kind of utensils Lloes
he make? Then, what kind of <L trade <loes he foll o\v '?
Answer t he questions, a,ml mouiJy the nouns with adjectives. - E :i;.: The hbcksrnit.11 is a, stro11y rnan. H e wurks with
a useful metal.
93.

Hay - gntss.
Colt - liorse.
Lion - animal. Sea water. llurricaue - wiucl. Alley - street.
Cottage house.
Desert - plain.
Giant - man.
Dwad - man.
Puppy - clog. Kitten - cat.
Unite the aLove conplcts iJJto sentences, usmg appropriate adjectives. - E.i;. : 11 ay is Llricd grass.
94.

FltOl\I NATUltAL HISTOUY.

SENTENC I~

EXImcrnES.

trce:3. Beautiful flowers are seen in the beds. Delicious
oclurs come from the Llossoms. There is also a beautiful
lawn. The back part of the yard is the vegetable garden.
(i reen lettuce grows here.
Red radishes, the tender asparagtts, arnl t he crisp C<tbuage also grow in tl1e garden.
96. Fin cl th e adj ective by asking what kincl. - E;i;. : "What
ki11cl of a fouce? Au iron fe11ce.
·---<><--

LESSON LXI.
COM POSITION EXERCISE.
TUE GREAT QUAitREL.

Greeks plunder su1Tolm(ling cities.
1\gamemnon's
prize - Chryseis (Kry-se-is) - daughter of a priest of
Apollo. .l\lakes slave of
--·,
',
I1er.
Father pleads for
Lbughter - offers ransom m vmn. .Prays to Apollo.
The god is angry - sends
:,
pest upon Greeks. Animals die first - then men.
Greeks call council. Calclrns asked to explain
Apollo's ·w rath. Calchas
is afraid - asks Ach illes
for protection. This promised. Calchas declares Agamemnon is to blmne. 1VI ust return Chryseis to her father
- also off er sacrifice to Apollo.
Agamemnon sends slave hack - offers siwrifice to
Apollo, lmt is very angry Lecanse Achilles promised to
__

The oak is a tree. The thorn-apple is a plant. The
moss is a plant. The tiger is <1, Least of prey. The sheep
is an animal. The canary is a songster. The bee is an
insect. Coal is a mineral. \Vater is a liquid. Gol<.l is
a metal.
Modify the i10tms in the predicate with acljecti ves. Ex. : 'rhe oak is a val11aule tree.
95.

IN THE YAltD.

The yard is a pleasant: resort.
it. A small gate opens into it.

An iron fence surrounds
\ V ithin there are large

125

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.

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.

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~_,.

... ..,-...__,_

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....~....... -..- .......-..-- ·- ,

-.

-"-

~-

~)'
~
-,.,i1 • •

1:w

SEN TENC E EXER CI SES.

Li\ N<; l . ,\(; E LESSOi\t-i.

D crna11d s the fe111alc sbY c, Bryscis, of
Acl1illes .
Says lie will
take her Ly fo r ce, if sli e
is 11ot g ive n up. Bitte r
wonb OJI eith er siclc.
A chilles g1vcs up his
slave fo r tli e sak e uf the
Greek s - very a11g r y won't Light a ny more.
S u n- s in Ii is ten t.
Greeks go on with the
war.
"'¥rite th e co mposition.
chas (Kal-kas).
97.

Pronunciation: Ury-sc-is; Cal-

Tl1ese arc harmful.
They are injurious.

127

( 10) H e catches other insects.

98. Unite ca.cit pair of sentences in to one sentence, and
place the :u lj cc Li vc in the second before the 1101111 in the first.
- E ':i;.: 'l'he sprurow is a small bird. He destroys harmful
cate rpillars. H e also catches other injurious insects.

- --LESSON LXIII.
SENTENCE EXERCISE.

To THE TEA CIIE R. - This exercise, which calls fo r two kinds of adjective modifiers, the WV l'<l a nd the p hrase , should first be gone over orally
in the class. Th e pupils may then write the sentences.
THE CIIJ!:RltY TREE.

LE SS ON LX1I.
SENTENCE EXERCISE.

To THE TEA CllEH. -H equire l he pupils to combin e these sentences
first orall y, a ml t hen in \\Tit in g.
'
TUE

S rAI~RO\V.

( 1) Tl1 0 Rparrow is a Gird. I le i::; s m;tll. (2) He has
feathers. Tl1 0:::;0 arc g ray. (il) Ifc i;ec8 well with his
eyes. Th ese are Lright.
(4) H e
makes a n oise. Thi::; i:::; 101td. (G) li e
does harm.
This is n ot smnJl.
(6) H e d evo urs peas. These are
h alf ripe. (7) Il e is also fond. of
cherries and g rapes . Those arc swee L. (8) But ho is
also of u se . This is great. (U) H e destroys caterpillars.

(a) The cherry t ree is a - - tree.

It has a - trunk. Above there is a - - top. In - - spring it
blooms Leautifully. A - - fruit grows from the Llossoms. (b) The color o f -- is g reen at first. At the
time of--, th e fruit is r ed or blitek. Und.er the skin
o,f - - is a jnicy fl esh. Jn the inside - - there is a
stone. The frnit - - is therefore called a stone-fruit .
The ta::>Lc - - i::> s weet. But the taste - - is bitter.
Cherries are <L fa,vo ri te food - - . Hircls are also fond of
certain kinds - - .
Complete the sentences by supplyin g an aJjective, or an
adjective phrase consisting of the word ~f n.nd a noun. - E x.:
(a) The cherry tree is a frn it tree. (b) 'l'he color of the cherry
is green at firs t.
99.

-

----~------

128

---~- --~- -·-

LA.NGUAGE LESSON~;.

L ESS ON LXJ\' .
COMPOSITION EXERCISE.

DUJ~ L

B.E'l'W1£EN l'AIUS AND

]JJ£NKJ~AU S .

. Pari~ propui"e<l to suLil c 1.li u \rar l1y a d11ul
IJutwuc 11
hunself and. t h e LoJd est Urc uk.
Vietor to lu LVc I Iulen
a.llll lwr trea!:)urus _ tlie
\\·ar to close . j\J enulau s
'
the Greek huslmnd of
H elen, gladly a.ceepts _
longs
for vengean ce.
The g uilty l'<t ris tenifiell
at 8 ight 0£ Menelaus.
lf cd or
i111l1r:1ids l1i s
brot11e1· J> an·s f'·or l iis
co wardi ce.
H e said:
"G
·
J·
1
h at yo u.
G oocl i.oLber - no furth er cotu"io·e i yee '-s .- ·:rng
·
l .
. .
.
'b ·
OUl JH}Jlll g - p retty
.
I a,ce
- o vel.)r )ntr
[
' .. - lo
uo t- l icl l> you in LatUe ." P aris·
ashamed - agrees to fight.
J

100.

\\Trite the cornpo:sitiou from tlte OLLtJ1'11e.

·~r en-e-la-us.
. : 1i'
t-1011

Pronuncia-

CIIAPTER V.
THE 11f01JJFICATION OF TIIE VERB.

LESSON LXV.
T o THE TEACHER. - In these exercises the modification of the verb by
tli e o l~je ct is i11 troduced. Have the chi ldren go through the exercise orally
~s directed below.
TILE OJ:,JE UT.

SENTENCE EXERCISES.
FROIII THE LIFE OF ANIMALS.

E:i:planat'ion. - In the sentence, The horse eats hay, the verb
eats expresses an action ; the noun horse names the actor, and
the noun hay names that which is acted upon, or th e OBJECT
affected by the action. The noun hay is therefore said to be
the OJlJECT of the verb eats.

The h orse eats hay . The dog gnaws bones. The fox
catch es tlic goose.
The mole devours worms.
The
squirrel cracks nuts. The weasel sucks eggs.
101. Inquire for the object with "whom?" or "what?"
102. Change singular nouns into the plural form, and the
pluml nouns into the singular, rewriting the sentences.

\Vhat d oes the horse draw?
BIL J. -

I

)29

\Vhat does the dog

---- ----- 130

LANGUAGE LESSO:\S.

guard ? vVlrnt cloes the mouse cat'? -\iVhat does the
cock announce? \Vhat does the hc11 lay'? \Vhat cloe::;
the swallow build'?
What do the geese seek? \Vlrnt
does the mole spoil? What does t1 1e sheep fornislt?
Answer the questions with nouns both in the singular
and plural. - E :i:.: The horse draws the wagon. The horses
draw the wagons.
103.

IN THE .BARNYAilD.

The maid calls the - - . The chickens follow - - .
They pick up--. But the cattle come also. Then she
feecls - - . For this the cows give - - . The farmer
feeds the - - . He puts - - in order. The laborers
now leave the - - .
104.

Complete the sentences by supplying the ol>jects.

LESSON LXVI.

RENTENCE

131

- spear does 110t go through. Menelaus prays to Jupiter
Paris leans to
- throws - pierces shield and clothing.
one side - escapes death.
1\fonela,ns springs forwanl
with sword - strike::; hellllct o( l'aris - swonl
brea,ks.
Seiz.cs Paris's
plume - clrags him towa,nl
Greeks. Invisible goddess,
Ven us, loosens band of
helmet. l\![enelans hurls
it toward Greeks - pursues
Paris with lance - cannot
see him. Ven us has home him off m a cloud. :Minerva
induces Pauclarus to shoot an arrow at 1\fenelaus - war
begins a,ga,in.
105. \V rite

THE DUEL O.F l'AIUS AND MENELAUS (Co11tinned).

Greeks and Trojans
make a solemn treaty abide by result of dutl.
Both sicles rejoiced at
prospect of pe:t, c<'~ . Hector arnl Ulysses nwasure
ground - lots ca::;t for
- firnt throw of spear. In
f:tvor of l'a.ris - duel
begins.
Paris throws hits shiekl of Menelaus

EXERCISES.

the com posi tiou.

Pron nnciation : Pcm-da-rus.

LESSON LX VII.
Herd, shephenl, follow. Horse, farmer, serve. House,
carpenter, build.
Thief, watchman, avoid.
Orplrnn,
friellll, thank.
Poison, health, ruin.
Maid, mistress,
help. King, people, command. Fa,ther, child, forgive.
Dn,ugltLcr, moLl1cr, l1dp. Pupils, tcaclicr, oLey.
Jl'onn sentences and place the nouns first in the singular and then in the plural. -Ex.: The servant obeys his
master. The herd follows the shepherd.
107. Form sentences from the words in Exercise 12 by using
the nouns in the second column as subjects (What is clone to
things). - Ex. : The tree is struck by lightning.
106.

-

132

--

L ,\N GU.A GE

L~ SSON

---

.....

- -

LESS0..0~.

LXVllI.

COMPOSITION EXERCISE.
PATUOCLUS , TUE FitIEND OF A C HILLES.

108. :.Man y battles arnl
duels - U reeks unfortunate.
Achilles viewecl
battle from ship - woultl
not fi ght a l; entreaty of
Cheeks. Greek earn p :ittacked. ConsenLs to let
:Patr ocl us figlit in hi s
armor. The Trojaus fl ee
- mistake Patroclus for
Achilles.
Trojans cliscover their enor - still
Hee. Patroclus thinks to
storm city aml cml war.
He presses upon Hector - th e goll Apollo strikes Patroclus
with open hand upon the shoulders - falls - Hector pierces
him with lance. l'atroclus dies.

HULES ANu J!uI NC JP LES.

1. The direct object is a word used to complete the meaning
of the verb, and answers the q uestion wlw.t or who?ll. -Ex. :
The dog gnaws what? The clog'l'l
~ gnaws bones.
. ic f'.ox secs
whom ? The fox sees the lumter.
2. A verb th at takes an object is said to be tm11siti'Ue. _
Ex.: I saw a lion. Saw is a trausitive verb, and lion is its
object.

CllAPri'Eli VI.

--

SENTENCE FOR 1lfS.

To THE T1, Ac11En. - In this chapter we have a pleasing introduction
to the fonr chief forms of the sentence, viz. : the decla rative, the interve , th e i1111)ernti ve ' aml the exclamato ry. Prepare the children for
rorrati
M
their written exe rcises first by go in g over the lesso n with them, orally.
Th e llcs ign or the sente nce lesso ns in this chapter is th at the children
shonl1l be tanght to recogni ze in stantly , and to construct readily, any one
of th e fo ur chief sentence fo nu::;.

LESSON LXIX.
THE SICI( CHILD.

1. 1'/i c Child. I a.m sick. 1\Iy head aches. Everything gives me pain. I cannot play. I long for the bed.
I do not wish to eat.
2. 'l_'ft c P arent s (to doctor). Come to us. Look
:t[tcr our cl1ihl. Find out his sickness.
U i vo hi 111 rneclicine. Make him well
a.gam.
3. The Doctor (to parents).
Has the child been sick long?
<) f what does he complain?
\Vb ere does he have pain? H as h e taken cold? Has lie
eaten harmful food?
1.'l) i•l)

---

-

- -

13-±

8ENTENCE l •'OHJ\18.

4. 'Plw Doctor (to s ic k d1ild). Du not be afrai<l. G iv e
me your lrnml. Slww inc yo nr toHgue. Tak e Lliis rn edicme. Lie quie tly in b od .

13£

LESSON LXX.
Tiii~

YOUNG

l\lOUSJ~,

THE OLD MOUSE, AND THE CAT.

1

5. 1 /t e Child (to the parents). 0 i[ l co ul<l onl y get
up again ! lf l
did iwt li;we :-:; uclt pai 11 !
t to i:>cc rn y
fri e mb ! l [ l co uld only go
to school again ! \ \T ould I
were well!
0

how I

w:t11

G. 'Plt e Oanvalescent Child.
llow happy l am ! 0 Lord,
how I thau k Th ee ! How
obedient I shall b e to my parents !
m y play!

How I shall e nJOY

109. Select from the above (a) the declarn,ti ve or narrative
sentences ; (b) tli e imperat i\·e sentences wliid1 ex 1n·ess (1) <L
request, (2) a real co n1ma11J; (c) the in terrngati ve scnteuces ;
(tl) the exclamatory se ntc nc<'s.
110. Change the sentences under 1 into exclanmtions. - E;i:. :
How sick I am!

Change the sentences in 2 and 4 into exclamato ry sent ences, like those in u. - E:u. : 0 that tl1e doctor woulcl come
to us ! 0 that you woultl not Le afraid!
111.

112. Change the seute nces in 3 into declarative sentences,
like those in 1. -E:i:.: This chilcl has been sick a long time.
He complains of something.

113. Change the sentences under [) into interrogative sentences, like those in .'.3. - E~t. : l\fay I get up soo n '? · l\fay I

soon see my friends'?

1. Oat (to you ng moui:;e). Corne and see m e, littl{
ou e. Do not Le afraitl. Give m e just on e kiss . Let nH
cmLraco yo n.
2. Youn,g JJious c (Lo his mothe r). \ VhrLt shall I do ~
Js it safe to go?
1\lay I trus1
h er ? \V ill she k eep h er word?
3. Old lJious e (to young one)
C hikl, you do not unde rstand th<
wicked cat. All is pretense an(
d ece ption. I advise you not to go
4. Cat (to yo ung mouse) . 0
com e, you fooli sh thing. Don't le t yourself be tleceivell
See m y h on est face . Follow m y well-meant words.
5. Old lJfoitsc (to yo ung one) . C hild, llo not go
Believe m y warning. Run back into yo ur hole.
li. Yon11!} Mouse (to mother). 0 bow sweet rn he:
voice ! How soft a r e h er
paws! llow velv ety h er
fur ! How gentle is h er
l ook! l\l otl1 e r, I am gowg. - - 0 tlcar ! S l1 c
::;e izes m e ! 0 tlie i:;lmmel ess deceiver !
7. Old Jlfouse. If I could only r escue you ! If you ha(
only obeyed me! Ah, if the young w er e not always wise
than their parents !
114.

Select from the above (a) the declarative or narrati v

-- - 136

J,,\NG U,\ (; E LESSONS.

SENTENCE FOIUIS.

sentences; (b) the imperative sentences ·which express (J) a11
entreaty, (2) a real commful(1; (t:) the interrogative scnLcnces;
(r:l) the exclamatory sellte nccs.

LESSON LXXII.

Clrnn ge the irnperntive sentences in 1 rtllll ·I illto <]_nestions. - E:-v. : \Vi 11 you come anll see me, 1i ttle on e '?

137

COMPOSITION EXERCISE.

115.

ACHILLES AND HECTOJt.

Ac hi ll cs gi.vcs up his enmity to Agamemnon. Thetis,
llloLl1er of 1\ el1illes, pr;i,ys V ulcan for a new armor (Hector
l'aptmc<1 t}1 e U ll C WOi' ll uy
l'atrocl us) - gds rn uch
liner 011c. \Vuuld cat noth· .~
in•r
v Lill li e h ad a,venged the
flra Ll t of Patroclus. A.nu ics
meet - blood y LaLtle. Trojans retreat into city l Lector remai1 1cLl outside
the gate. l Iopcs lo Llcfeat
120.

116. Chan ge th e exclamato ry 8C11tc11 ces in li into !p1csLio11s.
- Ex. : Is h er voice not sweet?

117. Change the questions i IL 2 arnl the cxclarn at io11 s in I
into declarative sentences. - E:-v.: It is saJe to go. 1 loug to
rescue you.
118. Ask five questions about the life of
answer them.

·w ashin gton, and

~

LESSO N LXXI.
SENTENCE EXERCISE.

(a) You wish to know: Wh eth er it rains, if the sun
shines, whether your father will soon return, if it was
cold, if you have been diligent en ough, if you have
ciphered correctly. (b) You wish to know : The nam es
of the twelve months, the n ame of yo ur nativ e land, the
size of th e earth, the age of your friend, t h e color of the
fox, the use of the horse, t he number of the sta,rs. (c) You
wish to know : \ ,Vl1euce tl1e wimls come :m<l whither they
go, why the needle of t h e compass a,lways points toward
the north, why the smoke rises in the chimn ey, ·w hy the
moon is sometimes full an<l sometimes only a bow, why
the ocean doesn't overflow.
119. Irorm interrogative sentences. -

E :-v.: Does it rain ?

Achilles. He sees glaring
eyes of Achilles - sudden
fear seizes him - flees.
Huns three times around
the city. Hector stops waits for Achilles. The
fight beg ins - Achilles
throws lanc e - Hector
stoops - Lli0n Lli rnws. -Lan ce cannot pierce Vulcan's shield.
H ector now L1raws swurrl. Achilles watches for an open place
in Hector's armor - finds it - thrusts - kills Hector. Hitches
body
to ch ariot - drarrs
it to Greek camp and three times
.
v
around tomb of Patroclus. Gods preserve .the body of Hector
from injury.

-

•
138

LA NCil_) ,\GE LESS<J NS.

-

SENTE NC E l •'OHl\LS.

LE SSO N LXXIII.

LES SON LXXIV.

SENTENCE EXERCISES.

COMPOSITION EXERCISE.

(a) The teach er tells th e pupils to write, t o ciph e r, lo
sing, to draw, to r eaLl, to step forward, to r emain standing, to g o home. (b) The motli er cautions th e children
to be polite, diligent, obedi ent, still , clean, goocl.. ( c) Th e
fath er urges his boy s to Le manl y, brave, indu strious,
saving, cautious, truthful , h onest.

J>ESTltU CTION OF TROY.

Form irnper;:i,tive sentences. - E :t. : Chil Llre11 , be poli tP.
Notice the comma after the name of the person adLlressed.
121.

The boy wishes a n ew hat ; t he trav eler, fair weath er;
the beg gar, great ridies ; the rn erchaut, man y c ustomers;
the child, long life t o the fath er; the Indi an wishes t o
shoot th e d eer ; t h e pupil wi shes t o hav e vaca tion soon ;
the lazy man wishes no t t o ha ve to wo rk ; th e mi11cr h opes
to find gol<l; tli c farm e r des ires go u(l c rops ; tl1 e little
girl longs for a Lea11Liful Lloll.

139

Greeks Llespair of capturing 'rroy by force - resolve on
stratagem. 'rhe cullning Ulysses has an imm ense hollow wooden
horse made. G reeks pret end to sail for home hide l>e1tim1 an island.
Greek heroes hide in the
horse. Trojans as tonished
at wooden horse - don' t
know its pnrpose. Mislell by a Greek who has
been left l>cliiud . Drag
it as a trophy to gate.
H orse too large t o enter
- break down wall. At
ni ght heroes l e~w e horse - fire city - Greeks return. Troy
Llestroycd - H elen recaptu red.
125.

Chan ge t h e above in to excla matory sentences expressing wish es. - E x. : 0 t h;it I had a new h at !
122.

LESSON LXXV.
SENTENCE EXERCISES.

The bird smgs. The thunder-storm passes quickly .
The boy is polite. Tli e 1;pri11g will soon co me.
123. Chan ge t h e above into interrogative, imperative, and
exclamatory sentences. - E t .: Does the bird sing'? Bird,
smg. 0 that th e bird would sing !
124. Find interrogati ve, impcrati ve, a nd exclamatory sel!tences in your R eader.

E xpress ill the im perati ve form th e command, - (1) not
to read in the Llusk, (~) not to steal, (3) not to eat umipe fruit,
(4) to give to the poor, (D) not to t ak e another's property, (6) to
observe Oll e's ow11 faults, (7) not t o let the wicked entice you,
(8) not to swear, (9) not t o scold, (10) not to return evil for
ev il, (H) to help the sufferin g, (12) to protect the innocent. E a;. : Do 11ot read in the dusk. Steal uot. Not e. - Use the
old or solemn form also, ·when appropriate, as, Thon shalt not
steal.
126.

. . . .r -'"'. . . . •

140

LAN GUAGE

I W LE~

LESSOi'\S.

127. Express in the form of an entreaty the wishes of one

who is sick, who is lrnu gry; who is a \\'Cary wamlcrer, an
inquisitive Loy, a lazy pupil, a mercl1ant; t he wishes of o11 c
in winter, in a t lnmder storm, in a frnit-sLorc.
128. " W hat exclamations Lloes one h e:u· in spriug '? in s un1mer? in ·w inter? \ Vhe11 one is in great pain':' in g reat joy':'
"'When oue thinks of loviug pa.rents '? of dear fri emls '?

1\NI> l'IUNCll'LES.

141

Tll.E CAT AND THE ROAST (Imitation).

131. Think of a cat instead of the fox; instead of the grape-

vine, .imagin e a eupboard with a wire door, upon which the cat
scratc hes; i11 steaLl of the grapes, think of a roast; antl instead
of t he L>ird s, two rlogs.
TIU ~

J:<>Y AND THE NEST (Jm i t11tion).

111 the place of the fox, the grape-vine, the grapes, and
t h e birds, imagiue the following persons and things: boy, tree,
l>il'll's uest, girls.
132.

LESSON LXXYl.
ltuL"s AND

COMPOSITION EXERCISE.
THE I?OX ANl> TUE G l{.;\.l'ES.

A fox in search of prey
cmne to a grape -vin e ou a
trellis . Tlte v in e hunrr
full
b
of sweet grapes. Th e fox lea p c< l up
rnany tim es, for h e wantecl Llte111 badly.
But th ey hun g 80 l1i g-l1 tl1:1t all l1is leaping was in v;1i11 . Some Linls sat in a
n e ighboring tree ancl laugh ed at his efforts.
Fiually h e t. nrn ed nway wi t.lt < ~ 011t ernp t, saying : "Tl1e grnpes a.re too sour
for me. I do not want them."
129. Learn the fable and write it from memory.
THE OX IN THE CJ,O , .Elt- J?IJU,J>

(1 111ita ti o11).

130. In the place of the fox, imagi ne an ox; in stead of the
~rape-vin e,

a clover-fi eld wl1ieh is SlllTOlllHled by a h edge ;
mstearl of th e binls, imagin e cows.

P1tIN CIPLES.

1. There are de cbrati ve, interrogative, irnperati ve, and
exclamatory sen teuces.
(a)

A

DL•: cLA JtATI\·1-:

seutenr,e makes a statement. -E;i;.: The

sun shines.
(lJ) An INTtm.1w GA TIVE sentence asks a qmlstion. - Ex.: Does
the s un shine?
(1:y J\.11 1M t•JmATIYJo: se ntence expresses a conunanLl, or makes
n, r eq uest. - ]_!-' :i;. : II enry, be silent.
Henry, please
bring me rn y hat.
(rl) An EXULANI A TOitY sentence expresses an exclamation. E.1-.: How hot the sun shines!
~-

At the c1osn of :i. Lleclarative or imperative sentence, a
pe i·io<l mus t; Le placed; a.t the close of an interrogative sentence, a question mark; at the close of an exclamatory sentence, an exclamation mark. -Ex. : The thrush sings. Thrush,
s111g. Is the thrush s inging? 0 that the thrush would sing!

-

•

..
INDEX.
Abbreviations used in Letter 'Vriting,
48.
Aceid e nt, Slllith'R, 100.
Adiilles :wcl Hee Lor, 1:11.
Al'.ilillcs, How Ulysses fonnd, lHl.
Adjcct.i VO, Tile (Deli nil inn)' u:;.
Address an Envelope, How to, 48.
Address, Models of, 4ll, 50.
Animals, Th e Voices of, 11.
An Unex pected Joy, (i8.
Apple, Th e, :12.
Arrest and Trial, Smith 's, 81.
A Stratagem, Ulysses tries, 115.
At the Farm, IO!i .
A11Lu11111, 24; (Composition), IUG.
Barley, Th e, fi8.
Bee, Th e, 38.
fll', Will and, 114.
Birds say, Wha t t.he, 9-l.
Blackslllith, The, 12L
Blank Forni of L ct.L•.~ r , '17.
Hoots, Tl1c .Monlrny and the, 87.
Bread \\'as mad e, How Lhe, llU.
Building a House , llli .

•

Captain John Smith, 78 .
Cat and the Roast, The (Imitation),
Hl.
Cat., Th e Yo1111.~· :md Ohl l\Tnnse allll,
l:J5; Dngand, 8:l; The, DU.
Cherry Tree, Tlw, l ~7 .
Child, Father, Mot.her, and, !J!I ; The
Sick, 13:;,
Christ111as, What will happen at, 11U.
City, Th e, !JS.
Cluck, The Watch and the , 81.
Com pariso11 (Defi ni ti on), \J:l.
"Corn, 01· your Life, " S!J.
Council, t.he l\'Ii ce in, :13.
Cow and Sheep, 82.
Crane, The Fox and t.11e, !J7.

Cricket and the Butterfly, The, 106.
C row, The Cunning, 21.
Cnre for Swearing, !JU.
Destrnetion uf Troy, l:Jfl.
Dog, The, !1!"1; and Cat, 8:l.
Donkey's Mistake, The, W.
Duck, The Fox and, l!J.
Duel between Paris and Mt:Jnelans,
128 , 130.
Earthquake, The, 69.
Envelope, How to address, 48.
Eve11ing, Summer, 102.
Farm , At the, 105.
Fat.her, Mother, and Child, !)9.
Fox and the Cra11e, The, !J7.
Fox and the Duck, The, 19.
Fox and the Grapes, The, 42; (For
Imitation), 140.
Fox who had lost his Tail, 83.
l ~ riday, H.ohi 11son and, 74.
From Nalnra.l llistory, 12 L
From the Life of Animals, 12!!.
Future, 111.
Garden in Spring, The, 2G.
George 'Vashi11gto11, 23.
Goats, The Two, 14.
Goose, The, :ir; .
Grapes, The Fox and the, 42.
Harvest·, The, 72: Time, 122.
Jlane, Jlas, and llctcl, How to use, 120.
Hector, Achill es arnl, 137.
H en, Pigeon alld, 83.
"He who will not work shall no t eat,"
96 .
He wonlcl not tell a Lie, 23.
Horse, The, 91.
!Jnt el int.h e Playroom, The, GS.
House, Tlie, 27.

143

I

-- - - - - - --- llilllilli.i

144
How
How
How
How
How
How
Bow

-

I NDEX.
doth the Little Busy B ee , :.iU.
the Bread was made, llli.
to address an Envelope, 48.
to use llave , llas, and llacl, 120.
to use 1lfoy and Ca n, 118 .
to use Shall a nd ll'ill, 11 7.
to use the Pro no un aflc r I s and

Patroelns, Tl1c Fri e nd o f Ac hill es, 132.
Perso n of l' ro no1111 s, 107.
Pigeon and li en, 8~1 .
Pigeo n , Tli e Dec anti th e, 8!).
l'in e Tree, The, :JG.
Pink, The, :n.
P lnr;il, 12.
Pocahontas, 8.'i.
Wa s, 101.
L'o tato, The, 42 .
How Ulysses found Ac hilles, ll!J.
Po'" ha.tan, S'i .
Indians, Smith aml th e, SG.
Predicate, Th e (Definiti o n), 12, !l2.
In Jun e, 73; Novemuer , 70; l\I:nch , fi7. l' rcscn t., Th e, l OK.
Iu School, 17.
l'ronu11n aft er l s and IJ 'u s, IUJ.
In the Night, GD.
l'rono11n, l'crsun of, 107 ; Lise ol' , !l-J.
In the Yard, 12J.
Jphigeuia must b e a Sac rifice, l'.l:l.
Qnalili es o( Thi11gs, Th e , :; 1.
Is, Are, - lVus, Were, 27.
Island, The , !ifi.
Hai11, So ng of lh e, G8.
1:... vi e\r of S<•11l <:nec E xc n·i scs, (;: ;.
John Smith, 78.
Hi\·e r , Tl w, !l\l.
John Smith's Arrest and Tri:il, 81 ;
Robin son C rn soe, Sto ri es o f, Gel; gels
Early Life, 78.
Ri.,k, 71; a. nd Frida y, 7-1; sett les,
,Journ ey, The , .110.
til , li·1, r;~; ; vis it.;; Ship , !i7.
Joy, an Uncxpcclcd, GS.
Hotll11 Th e, :n.
June, lu, 73.
Rnse, Th e, ;;7 _
Rnl cs and l'ri11cipl cs, !l2, lO'i , 121, 1:12,
Le tters, 4.G, 8~~ 1±1.
L e tter, Blauk Form of , 47.
Lion and the l\louse, The, lG.
Schoo l, In , .17 ; What. is du11 c :it, D7 .
Lion, The Sick, 25.
Scaso 11s, TlH', fiJ.
Sent c 11 cc Forn1 s . 1:;:1.
May , 31.
Rh:ido\\-, Th e, llll .
!Jfa y a nd Ca 11, ll o w to use, 11 3.
Sha ll :i1Hl ll"i /I. lim1· to ll Sl', 117.
March , Ill, G7.
Mi ce i11 Counci l, Th e, 33.
f-i hc<'J>, Cow and , S~.
Ship, Ot he r \' .is its tn , !i!l: l: oh i11 son
Morning, 101.
Mother , and Chile!, Father, !lU.
vi s it s , G7.
Mountain, The , 40.
S mit.Ii a11el I.h e Tndi :t11.~ , 8G.
Mountain and. the Squirrel , Th e, 4 1.
Smit h "s J\ eeid e nt., JO:l ; Arrest aml
Mouse , The (Desc ription of), :1,i ; T he
Trial, 18.
F oolisl1 , !l; The Lion and, lfi ; Th e Song o f t he R;ii11 , !i8 .
Rparroll", Thi :, :;s, 12f i.
Young, th e Old, aml t h e Cat, J:Jii.
Spri ng. 2:1, 114 ; (Cnlllpositi on), lOJ ;
Night., In t.he, GD.
Th e (~ar d c n i 11, 21i.
Noun , Th e, 11, !12.
Sq uirrel, Th e, 4.0; Th e l\1o1111t:ii11 and,
NoYe mber, Ill , 73.
41.
St ;ihle, Th e, ~R.
S tee ple, Th e, 28.
S tori es n ( t.h c Trnj :1.11 \Y:1.r , 11 2.
Paris arnl Me nelaus, Duel b et wee n, Stori es of lfo bin so11 ( ' rnsoe, G+.
128 , 1:m.
Stn r111, Th e Thund e r, 2 1 ; (Composition), lOli.
Past, The, lOU.

Oth er Visits t·o th e Ship, m.
Ox in th e Clove r-fi eld, Th e, 1~ 0.

I.ND EX.
Stratag1:111, Ulysses t.ries a, LJ r •.
H11lij1 :c t , 1 t.
i-i11n1mcr, 114; Evening, 102.
Swallow, The, 38.

145

The H.ivcr, !J!l .
Hoom, :n.
Rose , 37.
Seasons, !i4.
Shadow, l IO.
T eusc , 10S.
Sick Child , 1:n .
Th e ,\dj cctive (Definition), !l:{.
Hick Lion , '..'5.
J\ pple, :12.
t:lparrow, :~s . 12<i.
Hee , :is.
Seplirrcl, 40.
Bee :ind t.h e J.'i gco 11, S!l .
Stable, :18.
Ul a cksmith , 12-L
Stee ple, '.!8 .
Cat , !JO.
Subj ect , !J2.
Cat. and th e Honst . 141 .
Swallow, ;;::; .
C he rry Tree, 127.
Thund er :-itorm, 21; (ComposiCity, !J8.
tion), 10().
C ricket a11d th e 1-litt.t.crlly, JO(i .
Tree, 30.
C mllling C row, 21.
Tulip , 4:3 .
Do .~, U!i .
Two Goat.s, U.
l>o nlwy's Mi st.;ilrn , 20.
Young- ?ifouse', Th e Old l\lonse,
Lluck, Th C\ Fl>X a11d, l!l.
an1l I.he Cat, t:Ju.
E :~rthq nak e, (in .
Verb (Definition), !J2.
Foolis h l\Iouse , !l.
Voices o f A11i111als, 11.
Fox a 11d t.l1fl Cra ne :, !17.
\Va.gnu, 2!1.
l•'ox :tlld tlu: l>11<·k, l!l.
Watch and tl11 ~ Clock, 81.
L•'ox and th e < ~ ra.pcs , 42; (For l 11liThund e r i:i torrn, Tl1 e , 21; (Compos itnti011), 1-10.
tion), lOli.
Fnx who liad lt >st. hi s 'J':iil, 3:0;.
Time, <H.
Garde n i11 Sprin g, 2fi.
'fransi t.i \'C '\' e rbs, 12!).
Gnosc, 3ii.
Tree, Th e, :·:o.
G reat Q uarrel. 12;;.
Trojan War, Stori es of tile, 112.
llarvest., 72.
Troy , D es tru ction nf, 13!).
Horse , !II.
Tulip, The , 43.
Hotel int.he l'l:i y ronm. !i~ .
llousc, 27.
Ulysses fo u11d Achill es, How, 11\1.
ls la11el, !iG.
Ulysses tri es a Stratage m , ll!i .
.Tourn ey, lJO.
Lion and the Monsc, lti.
Verb, The (De finition), !12.
l\licc in Co u 1H'i I, 3:!.
Voices of Animals , Tlw, ll.
Hon key and th e Boot s, 87.
1\Jnuntain, 40: and t he Squirrel, \Vago11, The, 2!J.
41.
\Vashingtnn, George, 2:3.
l\fo11sc (Dcs1:ri pt io n), :ll.
\Vat.c h and tl1e Clock, The, 81.
Obj ect., l '.!!l.
What is done at School, !)7.
Ox i11 t lw Clovc r-li cld, 140.
\Vhat, is <lon e to the Pupil , 103.
Past, lOD.
What is don e to Things, 2fi.
Pin c Tree, 3<).
What the Birds say, !J4.
L'ink, 37.
What Things are, 53.
Potato, 42.
What Thin gs do, !l.
Predicate (Tlcfinit.ion) , !J2.
What will happen at Chri stmas, 116.
Prest•nt., JOH.
Will and / fo, 1 H.
(,l nalifi es of Things, ~H.
\Vintnr .Je wels, 111.

I

