LESSONS IN LANGUAGE:

BY THE SAME AUTHOR..

AN INTRODUCTION

LESSONS IN LANGUAGE.
(Old Edition .)

1 vol., 12mo., boards.

Price 6o cts.

TO THK

u we have used it in our training classes with great satisfacti on.11-Horatio 0. Ladd, Principal State Normal Sc/:ool1
Plymouth,
N. H., Feb . 24, I8'j6.
1
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\Ve have used Hadley's Lessons in Language in the Public Schools of the District of Colu mbia since las t September,
and no text-book has eve r been more acceptable to teachers
and p~pils."-J. Ormund Wilson, SujJ't of Public Scliools,
Washington, D . C., Jan. I3, I676.

STUDY OF ENGLISH GRAMMAR.

LESSONS IN LANGUAGE, PART II.
r vol., cloth . About 72 pages.

LESSONS IN LANGUAGE, PARTS I
Bound together.

1

BY

(In preparation.)
AND

II,

..

vol., 12mo., clot h. 180 pp. (In preparat ion.)

HIRAM HADLEY .

ENGLISH GRAMMAR.
An Advanced Course of Lessons in Language. By Mary V.
Lee and Hiram Hadley. 1 vol., 12mo. , cloth. Price $1.

(

u Without reserve- the best elementary English Grammar
ever presented to teacher and pupil. "-Cliicago Tribune.

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HADLEY BROTHERS & CO .
Publishers, Chicago.

/

PART I.

CHICAGO:
HADLEY BROTHERS AND. COMP ANY.

1876.
r:.-

LESSONS IN LANGUAGE:

AN INTRODUCTION

BY THE SAME AUTHOR.

LESSONS IN LANGUAGE.
(Old Edition.)

I vol. , 12mo ., boards.

TO THK

Price 6o cts .

HWe have used it in our train ing classes wi th great satisfaction.11-Horat io 0. Ladd, Principal State Norma.I School
Plymoutlt, N . H., Feb . 24, I876.
'
·~We have used H adley's Lessons in L anguage in the Public Schools of th e District of Colu mbia since last September,
a nd no tex t-book has ever been more acceptable to teachers
and pupils."-J. Ormund Wilson, Sup't of Public Schools,
Waslt.ington, D. C., Jan. I3, I8';6.

STUDY OF ENGLISH GRAMMAR.

LESSONS IN LANGUAGE, PART II.
r vol. , cloth.

About 72 pages.

BY

(In preparation.)

L ESSONS IN LANGUAGE, PARTS I AND II,
Bound toget her.

J

..

vol., 12mo., cloth. t8o pp. (In preparation.)

HIRAM HADLEY .

ENGLISH GRAMMAR.
An Ad vanced Course of Lessons in Language. By Mary V.
L ee and Hiram Hadley. 1 vol., x2mo., cloth. Price $t.
u\Vithout reserv~ th e bes t elementary English Grammar
ever presented to teacher an d pupil."-Cllicago Trib une.

I
'l

HADLEY BROTHERS & CO.
Publishers, Chicago.

/

/

PART I.
)

CHICAGO:
HADLEY BROTHERS AND COMP ANY.

1876.

I'

PREFACE,

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From the date of its publication it has been popular.

The

stereotype plates are now so much worn that it is necessary to
renew them.
work and
COPYRIGHT, 1876,

Bv HIRAM HADLEY.

This opportunity has been seized to re-write the

ma~e

such improvements as experience has suggested.

THE THEORY on which this book is based, is:

Train the chil-

dren to USE language, and the youths and adults will soon acquire
the science

.

ef language,-

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.

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grammar.

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- ldren

THE S UBJECTS presented are those which seem to be most
naturally appropriate to that age, and which will fit children, both
for practical life and the further study of the science of language.
THE BOOK HAS BEEN DIVIDED into two parts.

Each part

contains enough work for the pupils in our best graded schools
to complete in one year.

Part I may be studied by pupils dur-

ing the year they read the Third Book of a ny of the standard
series of r eaders.

Part II may occupy the succeeding year.

Nothing will be lost, however, by giving more time to each.

I
t;Jectr o ty~d

by A. ZEESE & CO ..
Chicago.

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PREFACE.

THE ILL USTRATIONS, designed to furnish pupils with ideas for

INDEX.

expression, have been se lec ted or prepared with great care, and to
carry out a defi nite purpose, viz.: primarily, to teach language,
and secondarily - entirely subsidiary to the prim ary purpose - to
teach children, by observation, some of the more distinguishing
facts of Natural Hi story.

indebted to Prof. Sanborn T enney, author of T enney's Elements

ef

Zoblogy. The oth ers have been specially designed and engraved
for this work.
THIS BOOK is des igned for the use of jttjils, and the best
results to be secured with it will come from placing it in their
hand s and requiring them to prepare their language exercises
with the same care, in the same m anner, and as independently
of aid, as they prepa re their lessons in geography and arithmetic.

At th e same tim e its value as a hand-book for teachers
will be recognized and appreciated by all thoughtful persons.
CHICAGO, 1876.

PART I.

For many of these illustrations, I am

HIRAM HADLEY.

PAGES .

OBJECTS,
WORDS,
SENTENCES,
PUNCTUATION MARKS 1
CAPITAL LETTERS,
PUNCTUATION, •
ACT.ION· WORDS,
QUALITY-WORDS,
MODIFYING-WORDS,
CONNECTING-WORDS, SUBSTITUTE· WORDS,
WRITING SENTENCES,
ERRORS IN SPEECH,
ERRORS IN ARRANGEMENT,
COMPOUNDING SENTENCES, •
SIMPLE DESCRIPTION OF OBJECTS,
DESCR IPTION BY MEANS OF THE SENSES,
COMPARISON OF OBJECTS, •
COMPARISON OF ANIMALS,

LETTER WRITING,
PROMISSORY NOTE,
RECEIPT,
ADVERTISEMENTS, •

9-I5
l0-I3
13-20
2I
22-26, 33, 36
27-36
37
38
39
40
4I
44-45
46--47
47
48--50
5I-52
.53
54-55
55-56
56-62
63
100-104
I05
ro6

107-1o8

LESSONS IN LANGUAGE.

--PART I.
[To the Teacher. The answers to the questions may be oral, or
they may be written. In either case, let them be given in complete and accurate sentences.]

EXERCISE I.

Teacher. Name five objects that you can see.
Pupil. I can see a boy, an apple, etc.

Teacher. Name five objects that you can hear; five
that you can feel; five that you can taste; five that you
can smell.
EXERCISE II.

Teacher. Name three . objects that you can both see
and hear; three that you can hear but cannot see ; three
that you can feel but cannot smell; three that you can
see, hear, feel, taste, and smell.
EXERCISE III.

Teacher. How do I know that snow is white?
Pupil. You can see it.

Teacher. How do I know that the engine whistles?
How do I know that a stone is hard, or that a sponge is
soft?

10

LESSONS IN LANGUAGE.

LESSONS IN LANGUAGE.

How do I know that sugar is sweet, or that vinegar is
sour?
How do I know that the pink is fragrant?
EXERCISE IV.

Teacher. Name two objects that are white; two that
are black ; two that are red; two that are blue; two that
are yellow; two that are green.
Name three objects that are hard; three that are soft.
Name three objects that are sweet; three that are sour.
Name five objects that are fragrant; two white objects
that are hard; two black objects that are soft; two red
objects that are sweet; two green objects that are fragrant; two yellow objects that are soft.

11

Teacher. Write the names of five objects.
(Pupils write, and read what they have written.)

Teacher. What have you written?
(Perhaps the pupils will answer: We have written the names
of five objects.)

Teacher. What else do you call these five names?
Pupzis. We call them words.

Teacher. Can you write objects on your slates? Can
you speak objects? When you speak or write about
objects, what do you use?
{Writing several names of objects on the board) What
have I written?
(Pointing to objects about the room) What are these?
Now you may write the difference between objects and
the names of objects.
(Pupils write.)

EXERCISE V.

Teac/ier. Name three objects that can be eaten; three
that can be worn; three that can be used for building.
Name three objects that are beautiful; three that have
life; three that do not have life; three that can swim.
Name three obj ects that walk on two feet; three that
walk on four feet; three that fly in the air; three animal
objects that are useful to man.
EXERCISE VI.
(DESIGN :

To teach the distinction between objects and their
names.]

Teacher. What did we talk about in the last exercises?
Pupils. W e talked about objects.

Teacher. What did we say about objects?
(Pupils answer.)

Tl'acher. What is an object?
Pupils. An object is something that we can see, - - .

Teacl1er. What can we call words that are the names
of objects?
Pupils. We can call them nam.e-words.

EXERCISE VII.

Teacher. Write the names of six objects in the schoolroom; of six used as food; of six used in the kitchen; of
six used to furnish a house.
What are the names of objects called? When we wish
to express an object, what kind of word do we use? Tell
me two ways of expressing names.
EXERCISE VIII.

Speak or write five name-words. Speak or write something about each of them.
Speak or write the names of three colors; the names of
six boys; the names of six girls; the names of three birds.

12

LESSONS IN LANGUAGE.

Speak or write the names of three animals whose flesh
is used as food; th e names of four vegetables; the names
of four kinds of fruit.
[In writing , too much care cannot be tak en by the pupil. The
teacher sh ould see tha t th e writing is plain and neat, and that
the spelling is correc t.]

EXERCISE IX.

Teacher. Speak or write something of each color that
you wrote about in your last exercise; something of each
boy; something of each girl.
Speak or write something about each bird; something
about each vegetable ; something about each kind of fruit.
Read what you have written and point out the namewords.
EXERCISE X.
[DESIGN:

To teach, as an additional u se of words, that they ·
are u sed to express thought.]

T eacher. (Pointing to several objects) What are these?
(Writing the names of these objects upon the board)
What have I written?
When I show you objects and ask you about them,
what do you do first?
Pupils. \Ve look at them.

Teacher. Wh at do you do next?
Pupils. We say som ething about them.

T eacher. But wh at do you do while you are looking at
them, and before you speak about them ?
What do you do after that?
Think of an apple ; then write what you thought about
it.
When you told me what you thought, what did you use?
When you write what you think, what do you use?

LESSO' IN LANGUAGE.

What use did you make of words in the last exercise ?
Pupils. We used words to tell the names of objects.

T eacher. What use do you make of words in this exercise?
What uses of words have you now learned? Write
these uses on your slates.
(The teacher will take great care to fix in the pupils' minds
this twofold use of words.]

EXERCISE XI.

Teacher. What are objects? What is the name of an
object? What do we use to express a thought?
Think of some object and write something about it.
Read what you have written, and tell in what ways you
have used words.
Write five words used as the names of objects.
Express a thought about each one of these objects.
EXERCISE XII.

Teacher. What do you do about an object before you
say anything about it?
Write something about three objects that you can see;
three that you can hear; three that you can taste; three
that you would lik~ to have.
Write something about your school-room. Read what
you have written.
EXERCISE XIII.
[DESIGN:

To illustrate and define a Sentence.]

Teacher. When we speak or write the names of objects,
what do we use?
When we speak or write our thoughts, what do we use?
What two uses of words have we learned?
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14

LESSONS IN LANGUAGE.

In expressing the name of an object, do you usually
. a t h ought
duse one word or more than one?· In expressmg
o you use one word or more than one ?
,
(Writin g several names upon the boa~d) What do th
words express?
ese

(Writing a sentence upon the board) What do these
words express '
(Pointing to th e sentence on th e b oar d) Why did I
write this group of words?
Pupils. You wrote the words to express a thought.

(Speakin g the same sentence) Why did I speak the
same group of words ju st no w ?

LESSONS IN LANGUAGE.

EXERCISE XV.

Teacher. Write the names of five objects, each name
meaning but one.
Write the same names, each meaning more than one.
Write the names of six objects, each meaning but one,
and make a sentence about each object.
Write the same names meaning more than one. Make
a sentence containing each name.
Write four sentences about objects made of iron.
Write four sentences about objects made of lead.

Pupils. You spoke the words to express a thought.

How do you kn ow when I speak a thought?
How do you kno w when I write a thought ?
Th
.
.
en, m what two ~vays can we express a thought ?
Wh ether we speak it or write it, what must we use?
Teache~. (Writes) A group of words used to expr~ss a
thought is called a sentence. Now, tell me what a sentence is.
P upils. A sentence is - -.
EXERCISE, XIV.

Teacher . What is a sentence? What do you use to
form a sentence?
You may speak a sentence about the clock. a sentence
about_the cat. Write ~ sentence abo ut the fl~.
Wnte a sentence tell'.ng something that the dog does.
Make a sen tence tellmg something that the wind d
Mak
oes.
e a sentence telling of four obj ec ts th at can
. k en s, sheep, horses, and m en, in therun.
Mod. el: "I saw c111C
fi eld."

Wnte a sentence telling of four objects that have wings.
Speak a sentence telling of four objects that can
swim.

EXERCISE XVI.

Teacher. Write a sentence about two objects made of
gold; a sentence about two objects made of wood; a sentence about two objects made of leather.
Write a sentence containing the names of three objects
made of wool; a sentence containing the names of three
objects made of tin; a sentence containing the names of
three objects made of glass.
Express a thought about two objects that we drink at
table.

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EXERCISE XVII.

Write a sentence naming three objects used in building; three objects used for garments; three objects used
in writing; three objects used in traveling.
Express a thought in writing, about two objects whos
bodies are covered with hair; two objects whose bodies
are covered with fur; two objects whose bodies are covered with feathers.
Speak a sentence about two objects that can run, fly,
and swim.

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LESSONS IN LANGUAGE.

LESSONS IN LANGUAGE.

EXERCISE XVIII.

EXERCISE XX.

[DESIGN: To illustrate and define the Telling sentence.]

[DESIGN: To illustrate and define the Asking sentence.J

Tea~her. Make a sentence about this pencil.

Teacher. What kind of sentence did we talk about in
the last exercise? Write a declarative sentence about the
bird. If you wished to know something about the bird
that you do not now know, what would you do?

Pupils. The pencil lies on the desk.

Teacher. What does this sentence do?
Pupils. It tell s something about the pencil.

Teache:. Because this sentence tells something about
the pe?c1l, what kind of sentence may we call it?
Pupils. We may call it a telling sentence.

Teacher. Make a telling sentence a b out t h e wmdow;
·
a telling sentence about the door.
What kind of sentences are these? Why?
I will now give you another and better name for them.
They are declarative sentences. Use the. new name and
tell me what kind of sentences they are.
What is a declarative sentence?
Pupils. A declarative sentence is a sentence that tells or
declares something.

17

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Teacher. Write three declarative sentences about objects
that you can see. Read what you have written, and point
out the name-words.
EXERCISE XIX.
The boy went into the garden. He had a basket in his hand.
There were many flowers in the garden.

c Teacher. What kind of sentences are these .? WJ1y.?
opy them carefully on your slates or paper. Tell me all
the name-words you find in them.
. Write three declarative sentences about objects raised
m the garden; _three about objects you can buy at ·a
?ook-store. Wnte sentences telling me what you learned
m the last exercise. Read what you have written.

Pupils. We should ask about it.

Teacher. Well, you may ask me what you wish to know,
and I will write what you ask, upon the board.
(Teacher writes several of the inquiries.)
What did you do? What have I done? (Pointing to
the sentences written) What are these? Are they like
the sentences we talked of in the last exercise? What
use did we make of declarative sentences? How do we
use these sentences?
Then, what may we call these sentences?
Pupils. We may call them asking sentences.

Teacher. Right. I will give you another name for them.
It is £nterrogat£ve. Now, using the new name, what kind of
sentences are these? What is an interrogative sentence?
Pupils. An interrogative sentence is - - .
Teacher. Open your reader, find two interrogative sentences and read them.
EXERCISE XXL
Did the boy go into the garden? Did he have a basket in his
hand? Were there ma~y flowers in the garden?

Teacher. Copy the above sentences neatly.
Have we used sentences like these before? Look at
the first three sentences in Exercise XIX. What kind of
sentences are they? What kind of sentences are these?
What is a declarative sentence? What is an interrogative sentence?

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Select three interrogative sentences from your reader
and read them. Write two declarative sentences about
the sun. Change these declarative sentences to interrogative sentences. Read what you have written, and
point out the name-words.
EXERCISE XXII.
[DESIGN:

LESSONS IN LANGUAGE.

LESSONS IN LANGUAGE.

To illustrate and define the Commanding sentence.]

Teacher. Write three declarative sentences.
(Pupils write, teacher interrupts.)

What are you doing?

Why are you writing?

Pupils. Because you told us to write.

EXERCISE XXIII.

Teacher. What kind of sentence do you use to express
a command? to ask a question? to tell something about
an object?
Make an imperative sentence with only these words:
house, z"nto, Mary, the, go.
Make two sentences expressing commands to a dog
named Rover; two sentences, each expressing a command
to a horse. Select from your reader two imperative sentences and read them. Write two declarative sentences
abc;mt the elephant; two int~rrogative sentences about the
lion. Read what you have written.

Teacher. What word can you use instead of toldJ

EXERCISE XXIV.

Pupils. We can use the word commanded.

Teacher. Right.

Now, why are you writing?

Pupils. Because - -.
John, bring that book to me.

What does this sentence do? Because it commands,
or expresses a command, what kind of sentence may we
call it?
Pupils. We may call it a commanding sentence.

Teacher. Make a commanding sentence with these
words: desk, lay, Ja mes, your, the, on, book.
Why is it a commanding sentence?
Now, you may learn another name for it. It is an
z"mperative sentence. Write three commanding sentences
on your slates or paper. Using the new name, what
kind of sentences are they?
What is an imperative sentence?
Pupils. An iniperative sentence is - - .
Teacher. Find two imperative sentences in your reader
'l.nd read them.

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[D E SIGN:

To illustrate and define the Exclaiming sentence.]

Teacher. If a gun were suddenly fired off near you,
what would you do? How many of you would say something? What would you say?
Pupils. 0!

My goodness!

What a noise!

Teacher. We call such expressions exclamations.
What exclamation would you make if you were frightened ? if you were tired ? if you were sorry?
Suppose it were raining hard, and you were to look out
of the window, what would you say?
Pupils. How hard it rains!

What a wet day it is!

(The teacher will write all these replies on the board,
and see that the pupils observe the difference between an
exclamation and an exclaiming sentence.)
Teacher. What are these written on the board? What
kind of sentences may we call them?
Pupils. We may call them exclaiming sentences.

Teacher. What is an exclaiming sentence?
exclamation ?

What is an

20

LE SSONS IN LANGUAGE.

21

LESSONS IN LANGUAGE.

U se . an exclamatory
sentence expressing joy;
.
expressmg su rpnse.

one

Because th ese sentences exclaim so mething, we call
th em exclamatory sentences. What is an exclamatory
sentence?
In this exercise, what have we used exclamatory sentences to express? F ind two exclamatory sentences m
your reader. Write an exclamatory sentence.

what will you say?
have ?

What kind of sentence do you now
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The men, women, and children rode in the cars.

What kind of sentence ? Ch ange 1·t so that the name. .
words shall mean but one. Write a sentence exc 1aimmg
something abo ut men and children.
EXERCISE XXVII.

EXERCISE XXV.

T eacher. What kind s of sentences do you now know?
Which one did you learn in yo ur last exercise ?
What a re objects? In what ways have we learn ed to
use words ? By what means can we gain knowledge of
objects?
Pup,-ls. By seeing, - -.

T eacher. In how many ways can we express a thought?
Wh at are they?

Se lect and read three exclamatory sentences from your
reader. Wri te an exclamatory sentence about the appea rance of the clock; one expressing sadness. Read what
you have written.
EXE R CIS E XXVI.

T eacher. Se lec t from you r reader, and copy on your
slates or pape r, two declarative sentences ; two interrogative sentences : two imperative sentences ; two exclamatory sentences.
Th e boys a nd g irls were play ing in the yard.

Wh at kind o.f sentence is this ? Change it so that the
name-words shall mean but one. Suppose you wish to
know whether th e boys and girls are playing in the yard,

PUNCTUATION.

In all written langua~e, certain m~rlks a;eh~se!:~a~~~~
d t d the meanmg more readi y.
Y
t · portant
us un ers an
h
. mar ks · The following are t e mos im
punctuation
of th ese with their names :
.
·nt
'
·
· t ('') · exclamat10n p01
Period (.); interrogat10~ pom k. ('" "). colon (:);
(!); comma (,) ; q uota;10n mar s
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hyphen(-); apostrophe ( ).
.
f each
Copy these marks carefully, with the name o
.
EXERCISE XXVIII.

.
the following correctly printed
Let us examme
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dsenthe
tences, an d dete rmine the correct use of capita s an
most im portant punctuation marks.
. .
. sits
. near a tr ee. She has a holiday
1t 1s
A little girl
·
't because
H er name
is
S t day She has go ne to the wood s to enjoy I . .
.
a
ur
·
b
h
H
e
begms
to
smg
a
M ary . A bird fl ies to the branch a ove er.
song.
merry
Mar)'
loves the trees, fi elds, flower s, a nd birds. She says:
b
"Why are you so happy, 0 Bir
. d'ie .~ T e II m e, that I may e
happy too."
d me that
Birdie says: "Little Mary, God m~ e .
happy, and he gave me a voice tha t I mig ht smg .
A noisy, merry bird am I , .
With not a care nor fear.
I'm happy all day Jon g , and sing
For those about m e here."

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L ES SONS IN LANGUAGE.

LESSONS IN LANGUAGE.

23
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"But, Birdie," sa_vs Mary, "do you never feel cross and
unpl easant ? I som etimes do. I a m not alway s h appy , as you
are ."

" Mary ," says Birdi e, " wh en you feel cross and unpleasant is
the very time when you should be merries t. Som eti mes, w hen I
come hom e with only a sma ll fly for my little ones, my m ate is
cross and scolds a great deal. Then I sing loud and long, and she
soon forgets h er ill -humor, and sings with m e."
"0, h ow happy you m ust be then !" excla ims Mary . "Birdie,
I am g lad yo u have told me of so good a cure for my ill-humor.
I will tell m other, and my teacher, Mr. May , tha t I will try ne ver
to be cross again . G ood-bye."
Mary's m other was very g lad to h ear h er make that p romise.
And her uncle, G en. Morgan , who ,l ived in Bos ton, was so pl eased
wh en h e heard of it, that he sent h er a pretty book call ed Stories
about Bird s.

Copy th e above accurately on paper, and present it at
the time of yo ur next exercise.
(The teacher can make m ore than one exercise of this if necessary.)

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E XE RCISE XXIX .
[DESI GN: T o teac h on e use of capitals.]

Let th e pupils exchange the written papers with one
anoth er, and let th e teacher or one of the pupils, read the
examples in the preceding exercise, naming each capital
letter and pun ctuation ma rk : whil e the pupils note any
errors in copyi ng.
T eaclier. What and where is th e fi rs t capital in the
exam ples ? th e second ? the fourth ? E ach is used at
the beginning of what ? Examine furth er. Does each
sentence begin with a capital? What then 1s one use
of capital letters ? Make the statement in your own
langu age.
Pttpils. E very sentence - - -.

EXERCISE XXX .
[DESIGN : To teach other uses of capitals.]

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Teaclur. Examine further, and name other words that
begin with capitals.
Pupils. Mary, Saturday,---.

Teaclier. Mary is the name of what? Then, the ~ame
of a particular person begins with what? Saturday is the
name of what? Then, how should names of days of
the week begin ?
.
What do you observe · about I and 0 when standmg
.
alone? What do you conclude, then, co.ncer~mg
t h ~m ~~
What have you learned about capitals m this exercise .
Pttpils. We have lear ned t hat the names of pa~ticul.ar persons
and the names of t he days of the week shottld begw w tth cap1.tals.
Also that t he letters I and 0 w hen standing alone, should be capitals.

(~o the T eacher. Let the pupils commit to memory all definitions and paragraphs in italics.)
EXERCISE XXXI.
[DESIGN: To teach other u ses of capitals.]

Teacher. Look through Exercise XXVIII until you find
the name of a city. What city is named? With what
kind of letter does it begin?
Major White and Doctor Snow live in London.

What city is named in this sentence? With what kind
of letter does it begin? Why ?
Pttpils. B ecause the names of places should begin w ith capitals.
Teacher. In the same sentence, why does Snow begin
with a capital? How is the same word used in Exercise
III? Does it begin with a capital there?
I will tell you the difference. Names of particular persons, times, and places are called proper names; and
names that are not such are called common names.

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24

LE SSONS IN LANGUAGE.

LESSONS IN LANGUAGE.

What is a proper name ? What is a common name ?
Which one shou ld begin with a capital?

Teacher. State what uses of capitals you have learned
in this exercise.

EXERCISE XXXII.

Pupils. Tke .first word of every line of poetry, every word used
as a title of o.f!ice, honor or respect, and every word ttsed as a name of
the Creator, or Deity, should begin w it!t a capital.

What uses of capi tals have you now learned? Examine
the following sentences, and correct all the errors you
notice:
w e <lid not go on friday. how Old is jane? Did he say that I
was th ere? o, how brightly the sun shines! j ohn and george
know their lesso ns w ell.

Write a declarative sentence containing the words,
Fran/.:, store, pencil, M onday.
Why should Monday and Frank begin with capitals?
When should I and 0 be capitals?
EXERCIS E XXXIII.
[D ES IGN: To teach oth er uses of capitals.]

~t'

Notice th e four lines of poetry in E xercise XXVIII.
With what kind of letter does each line begin? Then,
how should the first word of each line of poetry begin?
Look through Exe rcise XXVIII until you find the words
Gen. Moi-gan. Wha t does Gen. stand for? How is this
word used?
P upils. It is u sed to indicate the name, or title, of an o.f!ice.

T eacher. With what kind of letter does it b egin? Find
the words llfr. May. What does M r. stand for? What
kind of word is it?
Pupils. It is u sed as a title of respect.

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Teacher. With what kind of letter should titles of office,
honor, and respect begin ?
Find the word God in Exercise XXVIII. Why does it
begin with a capital?
Pupils. E very name applied to the Creator should begin witk a
capital.

25

EXERCISE XXXIV.
[DESIGN: To teach another use of capitals.]

I

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.j- ' 1
1'

f
I,

In Exercise XXVIII find the following words: Stories
about Birds. What do these words tell? Which of them
begin with a capital? How, then, do the principal words
in titles of books begin?
I went to the book- store to buy The Ark of Elm Island.
The clerk said they had Lion Ben, and Charlie Bell, but not
the book I wanted.

What words begin with a capital in these sentences?
Name those that are used as the ti ties of books. How
many books are mentioned?
T eacl1er. What use of capitals have you learned in this
exe rcise?
Pupils. The principal words in the titles
begin wit!t a capital.

of

books should each

Correct any errors in these sentences :
They use felter's arithmetic.
bought a Guide to composition.

W e read in the third reader .
I have a lessons in Jangua~e.

EXERCISE XXXV.
[DESIGN: To teach another u se of capitals.]

How many times do you find the word Birdie in Exercise XXVIII? What kind of word is it? With what kind
of letter does it begin?
Do birds talk, or understand what we say? Is this bird
represented as talking and hearing ?

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26

LESSONS IN LA NGUAGE.

LESSONS I N LAN G UAGE.

27
I

Because the bird is represented as talking and listening,
as a person does, we say it is personified.
The Wolf said to th e Lamb, "Who are you? "

Point out the name-words in this sentence. Why do
they begin with capitals?
The name of a personified animal or object sl1ould
begin witlz a capital.
When is an animal or object personified? Find the
name of a personified object in your reader.

'· '

EXERCISE XXXVI.

Write all the uses of capitals you have learned.

I

John, come here.

v,,

Wh at kind of sentence is this? Why?
reasons why J olin shou ld b egin with a capital.
Write the foll owing sentences correctly: ·

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EXERCISE XXXVIII.

Write the titles of two books th at you have read. Which
words of these titles, should begin with a capital?
Give reasons for the use of all the capitals in these sentences :

./

God created the world. Hon. Thomas Benton and President
Jackson went to \Vashington. Christmas comes in December.
"0, that I cannot tell," said he,
"But it was a famous victory."

Write an interrogative se ntence, using a proper name
for the last word; a declarative sentence, with a proper
name for the first word.
Write six uses of capitals.

Give two

it is nO t tru e that I am going. I read in Will son' s third reader.
The Book was g ive n to captai n jones. we hav e a holiday on
saturday. I am going to chicago. \Vh en does christmas come?
The sword bel onged to king arthur.

When is an an imal or object p ersonified?
EXERCISE XXXVII.

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I

vVrite the names of fi ve persons ; the names of the days
of the week; the names of the months of the year.
With wh at kind of letters do these names begin? Why?
Write five names used as the names of dogs. Why do
these nam es b egin with capitals? \Vhat are proper names?
With what kind of letters do common names begin?
Write a declarative sentence telling two uses of capitals.
Put th e words Emma and study into an interrogative sentence. Write a sentence using the names Sarah and
Jolm. R ead what you have written.

EXERCISE XXXIX.
[DESI GN: To illustrate u ses of the period.]
(To tlie T eacher.- If the pupils have forgotten th e names of
punctuation marks, let them review Exercise XXVII.)

Examine the first six sentences of the examples in Exercise XXVIII. What kind of sentences are they? What
mark do you find at the close of each?
Find six declarative sentences in your reader. What
mark is at the end of each? Wh at mark, then, should be
used at the close of every declarative sentence ?
Find the words Mr. May, in Exercise XXVIII. What
does Mr. stand for? Does it spell Mister?
Because it is a short way of expressing Mister, we call it
an abbreviation.
What mark do you see after M r? What other abb reviation do you notice in Exercise XXVIII ? What mark
follows it? What mark, then, should be used with every
abb reviation ? Find tv..o abbreviated words in your
reader.

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!'

LESSO NS IN LANGUAGE.
LESSONS IN LANGUAGE.

29

EXERCISE XL.
EXERCISE XLII.

Give two uses of the period. What is an abbreviation?
Write equivalents for the following:
Gen., \Vm., Dr., Maj., No., A. M., Rev., Hon., Col., Bbls.,
M . D., R.R., l\frs., Capt., P. M., Gov., Jno., Jr.

Write abbreviations of the following words:
Company, street, New York, yard s, Professor, Esquire, September, Saint, cen ts, Gov ernor, United States.

Correct the following :
Rev dr Snow preached on the goodness of god.
She put th e St and No on her letter The N Y Central R R
prospers .

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EXERCISE XL!.
I
I

[DESIGN:

.·'1I
1.

,,

here!
door.

To teach uses of the period, interrogation and exclamation points.]

What kind of sentences have a period at the end?
What kind of sentence is followed by the interrogation
point? What kind by the exclamation point? Where else
do you find the exclamation point? Give all the uses of
the period you know.
What corrections will you make in these sentences?
Alas my friend is dead Come, Towzer cries Rob, here is a rat
in the trap My little man, what are you good for Close your
books What made the lamb love mary so

Give reasons for your corrections.
Write two declarative sentences about capitals; two
interrogative sentences about dogs; two imperative sentences containing the word boy; two exclamatory sentences
containing the word snow.

See what a pretty bird! 2. Hurrah! huzza ! vacation is
3. Why are you so happy, 0 birdie ? + James, close the

Examine these sentences carefully. What kind of sentences are the first two? What mark is at the close of
each? With what mark should exclamatory sentences
always end? In the second sentence, what mark follows
the first word? the second word? What mark should
always follow exclamations?
What kind of sentence is the third one? What mark
do you find at its close? What mark should follow every
interrogative sentence?
What mark do you find at the end of the fourth sentence? What kind of sentence is it? Then, give another
use of th e period .
What feeling, or emotion, does the first sentence express?
the second sentence? Find four exclamations in your
reader, and state what emotions they express.

EXERCISE XLIII.
[DESIGN :

To teach one use of the comma.]

"Mary loves th e trees and fields and flowers and birds."

What kind of sentence is this?
"Mary loves the trees, fields, flower s, and birds."

I s this sentence like the first one? What mark do you
find after trees, fields, and flowers? In place of what word
does the comma seem to be used?
I will state this use of the comma for you:
When you have three or more words used in the same way,
place a comma after all but the last one. And notice that
between the last two the word AND is generally used, alt/1ough
it may be omitted.
Punctuate the following sentences correctly. and give
reasons:
John will buy marbles pens apples and paper. Charles Lucy Ida
and James walk to school. This is a cold damp unpleasant day.

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30

LESSONS IN LANGUAGE.

LESSONS IN LANGUAGE.

slate used in the same way?
between them?

E XERCIS E XLIV.
[DEs IG:-1: To teac h another use of the comma.]
"Little Mary , God made me that I might be happy."

Wh at mark do you find after Ma ry ? Does it separate
words used in th e sam e way, as in the last exercise?
Which part of this sentence shows who is spoken to?
Which pa rt shows what is said to her?
How are the words that show who is spoken to, sepa- ·
rated from th e remainder o f the sentence ?
How will you state tl:is use of the comma?
A comma is used after tlze name of a p erson addressed.
Why is a comma used after Mary? Where else do you
find th e comma so used in E xercise XXVIII?
Make co rrec ti ons in th ese sentences, and give reasons:
J a n e how old are yo u G eorge open y our book. Frank said
Lewis will _yo u lend me y our pencil rubber and knife? Robert
you mu st not go to th e ri ver. Sit down, "Willie sit down.

31

Why is there no comma

Pupils. When only two words are used in t/1e same way, with
the word AND between them, t!te comma is omitted; but if AND
is omitted t!te comma is used.

Teacher. Give four uses of the comma.
EXERCISE XL VI.

Correct the errors in the following sentences :
The sun moon and stars give light The girls, and boys may
have recess Fred where are you going I am going to see my
friend H enry Dale. Charles what did your pencil cost? It cost
ten cents or a dime I yo ur king command you to go.

Give reasons for your corrections. Give reasons for
the other marks used in these sentences; for all the capitals used.
EXERCISE XL VII.
[D ESIGN: To teach one use of the hyphen.]

EX E R C ISE X LV.
[D ES IG N: To teac h other u ses of th e comma.]

T eacher. In Exercise XXVIII find the words teacher
and Mr. May. Do these words mean the same person?
·w hat mark do you find between teacher and Mr. ?
I will give you the reason. Wizen two names coming
toget!zer mean t!te same person or !!ting, a comma is placed
between them .
"The book and slate cost half a dollar, or fifty ce nts."

Do half a dollar and fifty cents mean the same thing?
What word and mark do you find between them? Why?
OR

P upils. 1V!tc11 t wo words meaning the sa1/le person or thing have
bet ween IItem, the C01'1Hna is also used .

Teacher. In th e above sentence, are the words book and

-

. -

-~· --------

In Exercise XXVIII find the words ill and lzumor.
What mark do you find between them ? Are these two
separate words? What may we call a word written this
way?
A word titat is formed of two other words is called a
compoiind word, and the two parts are generally con-

nected by a hyphen.
In the s·ame exercise find another compound word.
From what two words is it formed? What mark comes
between its two parts? How, then, is the hyphen used?
Find four compound words in your reader. Insert a
hyphen between the parts of th e following words :
Anthill, blueeyed, glasshouse, tomorrow, fiv ecent, redtopped.

32

(D ESIGN :

LESSONS IN LANGUA G E.

EX E RCI SE XL VIII.

Wh at is a direct quotation?
A direct quotation is a repetition of the exact
words of anotlier.
When should quotation marks he used? Write these
sentences correctl y, with quotation marks properly placed:

To teac h another use of the hyphe n.]

Wh at word begin s at th e end of the first line in Exercise XXVIII? Where do you find the rem ainder of the
word ? Was there room for all of it on the firs t line?
H ow many syllables in the wo rd? How many of them
are on the first line? Perhaps, if the printer had tried, he
co uld have put four letters of the word on the first line.
Wh y did he not do so?
f!Vl1en a word is divided so that part is placed on 011e line and
part on anot/1er, the division is made between two syllables.
Wh at mark do yo u find a t the end of the first line? Is
it used here to connec t th e parts of a compound word?
What then is another use of the hyphen?
Wh en a word is divided at t/1e end o.f a line, a Ji.ypl1en is
used, and tlze other syllable or syllables are placed on the line
below.
Write two uses of th e hyph en.
EXERCISE XLIX .
(DESIGN:

33

LESSO NS IN LANGUAGE.

To teach the u se of quotation marks.]

Mary said : "Why are you so happy, 0 Birdie?
I may be happy too."

T e ll me, that

Wh at mark s besides the period do yo u find at the end
of this se ntence? Are they on a line with the letters?
What marks do you find just before Why? Are they the
same as those at the end? Who speaks all th e words that
come between these marks? Are they the very same
words that Mary spoke?
Because th ese words are repeated here exactly as Mary
spoke th em, we call th em a direct quotation. Therefore,
the marks at th e beginning and end are called quo tation
marks .

Pandora said shall I lift th e lid again .
6aid it is school time.

Andrew came in and

EXERCISE L .
[D ES IG N :

T o teach the use of the co lon.]

Examine the sentences at the beginning of the last
exercise. What mark do you find just afte r said? What
do you call all that comes after this colon? What do the
words before the colon tell? Th en, what is one use of
the colon?
A colon is generally placed be/ore a direct quotation,
wJ1en t/1e words quoted are all written together, and we are
told in the text w ho uttered the words.
What is a direct quotation? Wh at marks should be
used with it?
Look again at the sentences at the beginning of Exercise XLIX. With what kind of letter does Wiry begin?
Is it the first word of the sentence? What do you call the
words between th e quotation marks? With what kind of
letter, then, should a direct quotation be gin?
EXERCISE LI.

Write the following sentences correctly :
And god said Let there be lig ht. Th e lion said to the fox
divide the ga me. H er mother sa id Annie yo u mu st go to schoo l.
The teacher said it is a pleasant day.

How is the colon used? What is a direc t quotation?
With what kind of letter does it begin? What marks
inclose it? How is the hyphen used ? What is a compound word?

34

LESSONS IN LAN GUAGE.

Copy th ese sentences, and give reasons for the capital
letters and the punctuation:
Laura, BNh, and Amy were sitting together in the room.
J oseph came in a11d asked : "Has any one taken my book?"

35

LE§ONS IN LANGUAGE .

What, then, is one use of the apostrophe ?
An apostrophe is used to slww that one or more letters of a
word have been purposely lqt out.

Write the full forms of the following :
'Tis, Heark'n, Ne'er, I ' ve, Don't, I'm.

EXERCISE LIL
(D ES IGN:

Punctuate the following correctly :

To illustrate divid ed quotations.]

"But, Birdie," ,;ays Mary, "do yo u never fee l cross and unpleasa nt? "

i
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In the above quotation who is speaking? What doe
s.h e say.? I s t11e quotation written all .together? Whats
km d of quotat10n, then, will you call it?
P upils. vVe will call it a divided quotation.
T eacher. Notice the punctuation. Do you find a colon?
Wh ere do you find quotation marks? What words come
betw ee n the parts and divide the quotation? What mark
comes before and afte r the dividing words? State this
use of th e comma.
Ho_w, then, should a divided quotation be written?
vVnte the following correctly:
I know sa id the boy that I am wrong.
man and yo u wil l be happy.

Be good said a wise

EXERCISE LIII.
(D ESIGN:

To teach one use of the apostrophe.]

"But," hi s li ttle daugh ter whi spered,
A s sh e took hi s icy hand,
" I sn't God upon the ocean
Ju st the same a s on the land?"

What kind of quotation is the above? Why is a
comma placed after But and hand?
Pronoun ce the first word of the third line.
Do _you think this is the full form of the word? What
letter rs left out? vVhat mark seems to take its pl ace.?

You think hes all tun. Theres no place for you. A child was
sporting mong the flowers . The door wasnt locked.

EXERCISE LIV.
[DES I GN:

To teach another use of the apostrophe.]

Frank's hat is on the chair.
Teacher. In this sentence, what mark and letter have
been added to the word Frank? Do you think any letter
has been omitted? Is the apostrophe used then for the
same purpose as in last exercise?
Who owns the hat? The writer, then, wishes to show
that Frank owns or possesses the hat. How has he done

so?
Pupils.

By writing Frank with an apostrophe and letter '

added.
Teacher. Then state another use of the apostrophe.
The apostrophe is used to denote ownership or possession.

In Exercise XXVIII find a word that expresses possession. Find four words in your reader that express possess10n.
Place the apostrophe in the right place in the following:
Johns pencil. Mothers child. Harrys home.
feather. The girls slate. Marys lamb.

The eagles

EXERCISE LV.

The summaries in this and the next exercise are given
as aids in remembering the uses of capitals and punctuation marks. Let the pupils be able to state the uses of
each one, in their own language ; and let them find in

36

LE§ONS I N LA NGUAGE.

this book or th eir reader, an exarnple 1·11 ustrating each
statement.

Quotation Mar/ls are placed before and after every direct
quotation.
The Colon is generally used before a direct quotation,
when we are told in the text who speaks the words

Cap itals should be used to begin :
every se ntence .
The first word of every lin e of poetry.
every direct quo tation.

1

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( of particular persons and places.
of personified anim als an d objects.
of days o.f the week and months of the year.
All names
J
used. as titles of office, honor, and respect.
applied to the Creator.
th at are principal wo rds in the titl es of books.

l

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Th e letters I an d
capitals.

P U :-< CT UA T I ON

MARKS.

,

. .
{ at. the close of a ll d. eclarative and
1 he P eriod is used
imperati ve sentences.
to close every abb reviated word .
Th e .ln_terrogation Point is used at the end of every interrogative sentence.
is used after exclamations.
The Exclamation Point is used at the end of every ex{
clamatory sentence.

rafte r each of three or more words

/
.

The Comma is used

I

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used in the same way, except the
las t one.

J between

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quoted.

words connected by or,
when th ey mean th e same thing.
afte r the name of a person addressed .
before and after the words that separate a divided quotation.

to unite the parts of a compoun d
wo rd, when each part is accented.

r
Th e Hypl1en is used 1
l
The Apostroplze is used

standing alone, should be

EXERC I SE L VI.

< '

37

LESSONS IN LANGUAGE.

in printin g, to show that a word 1s
divided at the end of a line.

~

to show that one or more letters
have b een purposely left out.
to denote possession.

EXERCISE LV1I.
[DESI GN :

To Illu strate and defin e the Action-word.]

The dog runs.

Teacher. What kind of sentence is this?
What does the dog do?
What word tells what runs?

W/iat runs?

P upils. The word dog.

Teaclzer. What kind of word 1s it?

What 1s a name-

word?
What word tells what the dog does 7
Pupils. The word nms.

T eac/ier. Because runs tells what the dog does, and represents him as acting, we will call it an action-word.
What is an action-word?
Pupils. An action-word is a word that expresses action .
T eac/zer. Change the above sentence to show that more
th an one dog runs.
Flowers bloom. H or ses neig h. Birds sing . Men labor. Fire
burns. Wind blows. Riv ers flow.

In th ese sentences tell what each word is used for, and
point out the action-words .

3$

LESSONS IN LANGUAGE·

EXERC IS E L VIII.

EXERCISE LX .

What is an action-word? Add action-words to these
names so as to form sentences:

Write the following sentences and add one or more
quality-words to each name-word .

Lions - - .
Th e El eph a n t -- -.
The sun - -.

G irl s - - -.
R ats - - - .
The fox - - - .

Apple s -- .
R ain - -.
Snow---.

Write three declarative sentences, putting into each an
action-word and the word cat; change th em to interrogati ve se ntences.
Write two sentences with action-words expressing acts
of soldiers; two expressing ac ts of sheep; two expressing
acts of squi rrels; two expressing acts of flies.
Name the action-words in what yo u have written.
EXERC I SE LI X.
[DES I GN : T o ill u strate and define the qual ity- word.]
Th e large, white dog run s.

T eacl1er. Which is the name-wo rd?
word ?
Wh at does th e word wlzite show ?

Which the action-

Pupils. It sho\\'S the color of the dog.

T eac/1er. Wh at does the word large show?
P upils. I t shows th e size of th e dog.

T eaclter. Th e words large and w hite tell the kind of
dog and express his qualities. Therefore, we call th em
quality-words.
What is a quali ty -wo rd?
Pupils. A qnnlity-1.IJO'l'cl is a word expressing· some quality of
an object.
Il

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,

T eacher. What are the quality-words in the followin g
sentences, and what does each one express ?
A large, ye llow, j uicy pear fe ll fr om th e tall tree. Th e lion is a
fierce, w il d anima l. Th e fox is a cunning, thi ev ish an imal, with a
long, bushy tail. The tall, bra ,·e soldier lives in a small, white
hou se.

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39

LESSON S IN L ANGUA GE.

MOD EL: The fragrant, white flower s bloom.
F lower s bloom. Horses neigh ., Birds sing. M en labor. The
fir e burns. The wind blows. The river s flow. The snow falls.
Th e smoke ri ses.

Make a sentence about your desk, using two or more
quality-words; a sentence about your pencil; . a sentence
about ice; a sentence about the sun; a sentence about
chalk; a sentence abo ut paper.
EXERCISE LXI.

How many kinds of words do you now know?
are they? What is a quality-word?
Examine the following sentences:

What

May an d June; with the red roses a nd gree n leaves, and th e
sparrow that carried bits of straw an d wool to mak e a so ft nest for
its littl e o nes, are gone. The pretty , pink fio\\'er s are gone from
the old apple-tree, and the robin redbreast no longer si ts on its
branches to delight us with hi s happy song.

Tell me all the name-words you find. Name all the
action-words. Point out all the quality-words, and tell
what each one expresses.
Fill the blanks in the following sentences with suitable
words:
The - - - fi sh - - - in the - - - ' vater.
- - - with a - - - pen .

The - - - boy

EXERCISE LXII.
[DE SIGN:

T o illustrate the u se of modifying words.]

The lar ge, white dog runs swiftly now.

Teaclier. What does the dog do 7 What word tells what
he does?

40

LESSO NS IN LANGUAGE.

LESSON S I N LAN GUAG E.

What does th e word sw1jtly tell?
Pupils. I t tell s !tow th e clog run s.

T eac/1er. \Vhat does the word 11ow tell?
Wh at word tells lzow th e dog rnn s ? What word tells
wizen he runs?
Th e clog rnn s here.

Th e man "·alk s rapidly, and " ·ill soo n arrive there . .

In the above sentence name the how-word; the whenword; the whe re-word. Tell what each one expresses.
EXERCISE LX rII .

Pupils. I t is u sed to join, or connect, th e two sentences, Frank
has come, George /ias come.

T eaclter. How is and used in the fourth se ntence ?
T eacher. Examine th ese sentences:
Frank or G eorge has come.
Frank has come but George has not come.

How is or used? How is but used ?
Because such words as and, or, and but are used to connect words or sentences, we call them connecting-words.
What is a connecting-word?
P upils. A connectiny-w01•d is 011e used - - - .
Make sentences that shall contain the following connecting-words:

F lo\\'ers bl oom there. H orses neigh loud ly . Birds sing early.
Men labor \\'il lin gly . The ri ver s flow rapidly. The snow falls
silently. Th e smoke ri ses slow ly. Th e sun sh in es daily .

.."'

T eacher. Does the third sentence express the same as
th e first two? Does the fourth sentence express as much
as the third? How is and used in the third sentence?

Pupils. It is used to connect th e words Frank a nd George.

Teac/1er. In thi s sentence, what does the word here tell?
Words like th e above, that tell how, wl1en, and wl1ere
an act is don e, may be called /1ow-words, wl1en-words, and
w!tere-1.oords. A how-word expresses manner; a when\\·ord expresses time; a where-word expresses place.

J .

41

Name the how-words, when-word s, and where-words in
the above sentences. T ell wh at each expresses.
Add a how-word, when-word, or where-word to complete eac h of the following sentences:

Because, for, if, even, unless, although, then.

EXERCISE LXV.
(D ESIGN:

To 1·1111strate the use of substitute-words.]

Pupils will succeed if they study diligently.
The li on is called th e king of beasts, beca use he is strong and
fi erce.

Li ons roar - - - . Girl s write - - - . The elephant walks
- -. Th e stars shine--. The fox steals---. Apples
grow - - . Ra ts li ve - -.

Teaclzer. In the first sentence what is meant by they?
What is meant by he in the second sentence ?
Write the above sentences, putting in place of t/1ey and

Find two how-words in your reader; two when-words;
two where-words .

he the words they stand for.
What kind of words are pupils and lion?
Words like they and lte we may call substitute-words,
because they stand in place of name-words.

EXERCISE LXIV.
[DES I GJ\" :

T o teach the u se of connecting-words.]

Frank has com e. 2. G eorge ha s com e.
3· Frank has come and G eorge ha s come.
4. Frank and G eorge have come.
1.

Horses are called dumb animals, because horses cannot talk.
John h as long lessons, but John alway s learns them well. ~lex·
ancler was called great, because Alexander conquered many nat10ns.

- - -· - - ------',.~-------'"'""""'=--==-=-=-,.,..,·-,....,·..,.,·_,..,_, . . . - - - - - - - - - -

42

LESSONS IN LANGUAGE .

What word will you substitute D r h
.
.
occurs the second time ? Wl
o
orses, where it
word for Alexander?
.
mt word for John? What

soil Mary's dress." 5. Frank spoke and said: "Frank wou ld like
to go to school." 6. Charles promised to let me play with Charles's
ball.
What substitute-words do you find in the quoted sen-

Wh a t is a substitute-word?
Pupils. A

,.
I

43

LESSONS IN LANGUAGE.

I will go.

substitute-word is· one

1..
I.

EXERCISE LXVIII.

EXERCISE LXVI.

T eacher. What word shows wlzo will
th e word I stand for?
go?
P upils.
T.

tences, Exercise LXI?

used - - - .

What does

It stands for the name of th e person speaking
.

eacher. What kind of word is J?
You may go. 2. He may go.

.

goT?eaclzer. In these sentences what words show who may

T eaclzer. w. hat does the word you stand "or?
he 7 Wh k d
''
The word
.
.at m of words are they? Wh ? .
Fmd six substitute-words in your reade;.
Fill the blank plac · h
·
words:
es m t ese sentences with substituteWill you lend me ___ book ? I looked for John, but did not
find - -. Th'IS IS
. · - - seat. · May--- come in? _ __
are not coming to school.
EXERCISE LXVII.
What are the substitute-words in the
tences?
following sen.I am sitting at my window. Th
. .
.
Wt!l yo u brin "' me SOil1 fl .
ey are walkmg 111 th eir fields.
'°'
e O\l' ers from 0
·d
would come with his fath
W
. Y ur gat en? He said he
er.
e wt! l try to me t th
e
em there.
I n place of wh a t na me-wor d s would
.
words in the folio ·
you use substitute'
wmg sentences:
I. The fox ran in to the fox's d
.
go." 3. J ames said that James w::jd ~ik~da said: "_Ida cannot
brother. + Mary 's mother said to Mar . " to go with J ames's
Y · Mary, Mary must not

How many kinds of words do you now know? ·what
are they? Make a sentence using an action-word; one
using a quality-word; one u sing a how-word; a whenword ; a where-word; one using a connecting-word; one
using a substitute-word .
The lion, the fox, and the donkey started off on a hunting excursion. They traveled together peacefully, like gay and happy
companions. The lion walked proudly afong, like a king. The
donkey held up his long ears and brayed with all his might. The
fox went jumping and bounding about his maj esty .

In the above sentences, point out all the name-words;
all the action-words. Name all the qualit y-words and tell
what each one expr esses.
Name the how-words; the
where-words ; the connecting-words ; the substitutewords.
EXERCISE LXIX.
In the following sentences point out the name-words
and the action-w ords :
I. The miller ground the corn.
2. The ground is covered with
snow. 3. The saw belongs to the carpenter. 4. We saw you
coming to school. 5. The spoke of the wheel is broken. 6. He
spoke to the boys. 7. The squirrel can spring from tree to tree.
8. A spring is a small stream of water flowing out of the ground.
9. 'When Spring comes the flowers will bloom. 10. State what
city is capital of the State in which you live. l I. Taffy will stick to
your teeth. 12. Put a stick of wood into the stove. 13. Indians
hunt with the bow. 14. People in church bow their heads. 15·

44

LESSONS IN LA NGUA GE.

LESSONS IN L ANG UAGE.

Th e co ld wind blows from the north.
and fas t.

16 · The blows fell thick

What other kinds of words do yo u find in
tences ?
these sen-

dumb, animals, speak. 8. Trees, birds, buds, spring.
frozen, winter, skate. IO. Mary, school, Jamb, go.

L esson , hard, me. 2 • School la .
.
. Corn field
brigh t.
'P 'ce, p lay. 3· Knife, handle,
.
1 1
4
gra ze, meadow , 7 I :~~1gl1. 5_· Sun, warm, August. 6. Cattle,
xr
·
·
, 1ea vie r, sto ne
8 Brooks fl
1 . 11
9· \ ·v hat, capital 1 Illi nois • 10• p ea1.s, 11pe
.· ·n, sun
· .
>
ow, u .
I.

In th.e first
. sente
. nee what word represents tha t of which
somethm g is said? \Vhat kind of word is thi s ? What
word m the same sentence shows what is said of the
nam e-word? What kind
. d Is
. t I11s
. ? Pomt
. out the
. of wor
name-words an d th e ac tion-words in all the sentences.
EXERCISE LXXI.

Write sentences, each contain ing one of
groups of word s:
the following
Boy, J ohn , fathe r. 2. Ink pen write
B
4· Pi ns , brass, p oin t. 5· 'M en' coal gr. ou3n·d o6ok,Eco~er,
tra 111 t
·
'
'
·
· • ng me
> s eam .
7· Picture, frame, wal l. 8 Blade k ·~
'
Map, worl d, pape r . IO. Tree, ba nk, ri ver:
' m e, steel. 9·
t.

pa~er.

G ive reasons for all the pun ctuation marks vo u have
used . In how many ways have you used capitals ?
E XERCISE LXX IJ.

Write sen tences, as in th e last exercise.
I. F ire, burn s, match es wood
, S
k
.
3· P ens steel
· '
· -· m o ·e, pi pe, fire , stoves.
wool b' k , ~o ld , pomt. 4· Gold, found , sa nd , d irt. 5. S heep
. s, n. se, abov e, clouds. 7·. Horses,'
' ac 'wai m . 6 . Mo un t am

- - - -- - ~~ -

-

~--

-

.

9. Lake,

Point out the quality-words in what you have written;
the connecting-words.
EXERCISE LXXIII.

EXERCISE LXX .

w nte
· sentences, each containing one of h
t e following
groups of wo rds:

45

Write sentences, as in the last exercise.
I. Toss, fragrant, hay, sun.
2 . Tops, snow, m ou ntains, covered.
3. Swallows, build, n est, chimney. 4. Bee, hon ey, flowers, winter. 5. Ships, storm s, sea, lost . 6. Dogs, good, burglars , night.
7. Eagle, strong, high, air. 8. \Val ves, fores ts, kill, sh eep. 9. I,
squirrel, tree, nuts. 10. Cows, hay, milk, cheese.

Point out the action-words in what you have written;
the substitute-words.
EXERCISE LXXIV.

Write sentences, as in the last exercise.
r. Thimble, finger, sew, needle. 2 . Mud, rain, road, snows. 3.
F ox, said, sour, grapes. 4. Who, they, fail, lesson. 5. Winter,
snow, ice, fun. 6. Chicken, tree, fl ew, fox. 7. Man, blind, string,
dog . 8. Trav eler, early, journey, miles. 9. Farmer, wheat, wagon, market. IO. Boy, gate, whistle, dog.

Point out the how-words, when-words, and where-words
in what you have written .
EXERCISE LXXV .

Write sentences, as in the last exercise.
r. Watch, wood, fire, end . 2. Ball, yard, kr.-)ck, around. 3.
G ood, boys, wood, water . 4. Flowers, bouquet, pretty, fragrant.
5. Boys, street, march ed, drum . 6. Bridge, riv er, iron, across.
7. Winter, snow, birds, south. 8. Poor, man, door, bread. 9.
Cloud, storm, night, dark . IO. Cam el, called, ship, desert.

Point out the action-words.
the capitals.

Give reasons for use of all

46

(D ESI GN :

47

LESSONS IN LA NGUAGE .

LESSON S IN LANGUA GE.

EXERCI SE LXXVI.

than me . J ames and him rode in the buggy. You did
as well as me. What was you and him talk~ng abou.t? I
thought it was her. It was them that did rt. I:£ e rs five
foot high . Was you there? Mary and her cousm was at
our house. There was more apples than one. · How
many is there? The girls goes to school. Has the boys
. gone?

To de,·elop th e pupils' obser vation in detecting com- ·
mon errors in speech .]*

T eacher. What do you thi nk of the expressions m this
and the next th ree exercises ? If they do not suit you,
write better ones.
l seen the man. Henry come to school with me this
morning. I have often saw your friend. Have you saw
him? John has came home. The apple growed on the
tree. I knowed he would go. The boy throwed a stone.
The horse drawed the cart. Th e bell was rang. She
has went home. What was you doing?
EXERCI SE LXXVII .

H e set down on the chair. The pitcher sets on the
tab le. The hen sets on her nest. Where shall this boy
set? Sit the glass down. You may set there. Tell him
to lay down and rest. He laid abed till breakfas t. After
layin g awh ile in thi s position he raised up and set awhile.
Ask him to raise up. We set up late. I aint going yet.
I hain't got no pencil. H ave yo u wrote your letter?

EXERCISE LXXIX.

Where is it at ? Where are you going to ? Are you
going to go? He hadn't ought to do so. I have got to
go. I have got no book. This here is my seat. How
many have you got? I never said nothing to nobody.
We didn't find nobody at home . What for did you do
that? I didn 't go for to do it. Is this your'n? . ;hat
there is his'n. I wont go. He don't know nothm. I
haint got none. Taint no use . Not as I knows of. I
didn't do nothing.
EXERCISE LXXX.
[ DESIGN:

To show how a wrong arran gement of the parts of a
sentence may change the meaning.]

r. A man in New York advertised as follows:

'"

EXERCISE L XXV III.

It is me. Who broke that slate? Me. Was it him or
her? Who swept th e room ? Us gi rls. H e writes better

*

T o THE T EAC H E H. - It is of the high es t impo rtance to so train ch ildren that
they may become se lf- c riti c is ing in rega rd to th e lan g uage the)r use . This can
bes t be do ne by teaching them to observe close ly . I n th e exe rcises here g iven , it
wo ul d be quit e eas y for the a uth o r to correc t th e m; but that wou ld defeat th e
obj ec t. Le t the children d iscuss th e m in th e ir o wn way, and the teacher ask s uch
qu es ti o ns as will direct their att e n tion to th e erro r, te ll ing them what is wrong
a nd how to co rre ct it , only when they do not read il y perceive it themselves. Si mply teach correc t express ion s in stea d of th e inc orrect o ne s , and pass ove r th e reason
for the presen t.

W ANTED.-A boy to open oysters fifteen years old.
2.

An auctioneer advertised:

F o R SALE .- A lot of chairs that have been u sed by school
children without backs.

3. A certain person once said :
I saw a horse drawing a plow with one eye.

Teacher. What does the man say in the first sentence,
about the oysters? Do you think he means to say that?
What kind of boy does he want? How will you arrange
the sentence to give it the right meaning?

48

49

LESSO N S IN LANGUAGE.

LESSON S IN. LANGUAGE.

What is wron g in the second sentence? How will you
write this sentence to show th at th e chairs, and not the
children, were without bac ks ?
What funny mi stake is made in the third sen tence?
Wha t kind of horse is meant? Chan ge the sentence so
th at it will say th at the horse, and not the plow, has one
eye.
B e careful to arrange all words so tl1at tlte meaning will
be wltat is intended.

three times in one sentence. What substitute-word can I
use instead of J ohn the second and third time?
Write the sentence, using the word lie. -

EXERC I SE LXXXI.

It is not necessary to use the wo rd s he and boy so often.
Write the sentence using he and boy but once.

[In th e same manner as in the last exer cise, lead the pupils to
notice a nd correct the errors in these se nte nces.)

Vv A~TED.-A room for a single gent leman twenty fee t long
nncl fi fteen feet wid e.
Th at man c ut clo"'n the tree with a straw hat o n.
\ VA:S-TED.-- A nurse to take care of a n infant w h o is over twen ty-five years of age.
Thi s story "'as \\'ritten by a man w hile confined in jail for his
own amusem ent.
vVe saw a man ca rry in g a ba sk et with a large n ose.
A boy "'as eatin g app les with red hair.

EXERCISE LXXX II.
[DESIGN:

To fo r m compound se nte nces from simple ones.]

J o hn goes to sc hoo l. J ohn learns fa st. J ohn exce ls.
2. J ohn is a good boy. J ohn is a faithful boy. John is a truthful boy .
3. \ \T h en J o hn goes to school he studies. When J ohn goes
home he improves each minute.
4. J ohn has a dog. Th e dog's name is Fido.
S· Fid o loves J ohn very much .
6. I think F id o lov es him as well as any clog ca n love a person.
I beli el'e he l oves him as we ll as some boys love the ir brothers.
I.

I. I want to combine the three sentences in the first
paragraph in one. It will not sound well to repeat Jolm

J o hn goes to sch ool, h e learn s fast, a nd he exce ls.

Now write the sentence, leav ing out the word he.
J ohn goes to school, learns fast, a nd excels.

Unite the next three sentences in one, using a substitute-wo rd for J olm.
2.

He is a good boy, h e is a faithful boy, h e is a truthful boy.

He is a good, faithful,· truthful boy.

3. Unite the next two sentences, using the word he for
the word John.
Whe n h e goes to school h e stud ies, and when he goes home he
improves each minute.

4. Combine the next two sentences.
He has a dog whose name is Fido.

5. Write the next sentence as it stands.
6. Unite the last two sentences.
I think he loves him as w ell as a n y dog can love a person;
indeed, I believe he loves him as w ell as some boy s love their
brothers.

Read what you have written.
EXERCISE LXXXIII.
I. A farmer was dy ing .
He called his son s to him . He told
them to bring a bundle of stick s.
2. The stick s were brought.
He ask ed each one to break the
bundle. Not one could do it.
3. He told the m to untie the bundle. They did so. They easily
broke the sticks singly.
4. "It will be with you as it h as been with the stick s," said he.
"United, you will be strong; separa ted, you will be weak."

50

LESSONS I N LANGU AG E.

LESSONS IN LA NGUAGE.

In the same way as in the last exercise, combine the
first three se ntences in one. Combine the next three.
Unite the next three. Copy the last two as they stand.
Read what you have written.

51

EXERCISE LXXXVI.
(To TH E TEACH ER.-\Vhenever it is possible, let the object bo
placed where the pupil can see it.)

Write sentences naming the parts of a book .
EXERCISE LXXXIV .

The
The
The
Th e
The
The
The

book
book
book
book
book
book
book

has
h as
has
has
has
has
has

leav es.
a cover.
pages.
a title.
a back.
a title-page.
an index.

r. The hill is high. The hill is covered with snow. The hill
is a fine place for coas ting .
2. School is di smissed.
Th e boys come running with their
sl eds . They want to see who will have th e fir st ride .
3. What rosy faces! What smiling faces! What happy faces!
4. Th ey mu st enjoy it whil e they can . The night will soon
come. Then they mu st go to their homes.
5. \Vinter is a merry season . Winter has many pleasan t
sports .

The book has leaves, a cover, pages, a title, a back , a title-page,
and an index.

Unite in one sentence the first three sentences; the
second three; the third three; the fourth three; the last
two sentences.

In the same way write the parts of the following
objects, and combine the statements for each in one sentence.

Combine these sentences in one sentence.

A chair.

A knife.

A table.

A tree.

EXERCISE LXXXV.
1.

A trave ler was wa lking along.

EXERCISE LXXXVII.

The travel er drew his cloak

about him .
2. Th e Sun said: "What a silly man!
I-l e does not need his
cloak." Th e \Vind said: "\Vhat a silly man! H e does not need
his cloak."
3. Said the Sun: "I will force him to lay it aside ." Said the
\ Vind : " I \\'ill force him to la·y it aside."
4. Th e \\'in cl ble1l'. Th e Sun shone.
S· The \:Vinci only mad e him draw hi s cloak more clo se ly about
him. Th e Sun, w ith his hot rays, soon forced him to throw the
cloak from hi s shoulders.
6. \Vhose \\'as the better way , the Wind's or the Sun's?

Unite in one sentence the first two sentences; the next
four sentences; th e next two sentences; the next two sentences ; th e next two sentences.
Write an answer to the question in the last sentence.

Write th e parts of the following objects, then combine
the statements about each one. Write as many uses of
each object as you can . Then read what you have
written.
A whip.

A need le.

A sled.

A bottle.

EXERCISE LXXXVIII.

Write some of the qualities of the horse, in separate
statements. Combine these statements in one sentence.
The
The
The
The
The

horse
horse
horse
horse
horse

is
is
is
is
is

black .
y oung.
strong.
gentle.
black, young, strong, and gentle.

52

LESSONS IN LA NGUAGE.

In the same way write as many qualities as you know
of th e following objec ts:
A feath er .

A ston e.

A dog.

A bear.

.I

A brush.

Describe the following objects by telling their parts,
their qualities, and their uses:
A lamp.

A hat.

A spade.

A shoe.

EXERCISE XCill.

In the same manner as in the last exercise, write and
combine statements about the following objects:

A rabbit.

EXERCISE L XXX IX.

,I

53

LESSONS IN LANGUAGE.

A bucket.

A bed.

A pair of scissors.

EXERCISE XCIV.

A stove.

Combine the statements in sentences, taking care not
to make the sentences too long.

A broom.

A nail.

Teac/1er. By what means do you learn the qualities of

objects?
Pupils. By seeing, h earing, touching, s melling, and tasting.

Teacher. These faculties, or powers, of man are called

EXERCISE XC.

In the same manner as in last exercise, write descrip-·
tion s of the followi ng objects:
A top.

A clock.

A fork.

A gu n.

A buggy.

EXERC I SE XCI.

.,:j

In answer to the questions here given write statements
about each of the objects nam ed:
What is it?
What doe> it do?
Where is it fo und?
How is its body cov ered?
The raccoon . The sheep. The swan. The mouse. The robin.

Combine the statements abou t each object.
EXE R CISE XCII.

In answe r to th e following questions write statements
abou t each object here named:
\\That arc its parts?
Of what is it made?
For what is it used?
A kite. A chu rch. A hammer.

the five senses.
Let us examine certain objects and see what qualities
we may learn by each sense. Examine first a lump of
loaf sugar.
By seeing we learn that the color is white, that parts of
it are bright and sparkling, that we cannot see through it,
that it seems rough on the outside, that it is not very large,
and that its shape is not regular.
By /uaring we cannot learn anything from it.
By toucliing it we learn that it is hard, solid, rough, and

not very heavy.
By smelHng we learn that it has a very slight odor.
By tasting we learn that it is sweet, and that it dissolves
in th e mouth .
From the facts learned above, write a short description
of the lump of sugar.
In the same way give the qualities of the following
objects:
Bread.

A coat.

A cart.

Combin e th e stat emen ts about each object.

A key .

A piece bf bark.

A grain of pepper .

A watch.

(I n these exercises the teach er may omit one or two of the
objects named, if the exercise is too long, or a specimen is not to
be obtained easily .)

54

LE~ONS

LESSON S I N LANGUAGE.

EXERCISE XCV.

I n th e same manner as in the last exercise learn the
qu alities and write descriptions of these objec ts:
''•

A sponge.
India rubber.

A piece of g lue .

A penny .

A fig.

A piece of

EXERCISE XCVI.

Ascertain th e qualities of the following objec ts by
means of the senses, and write short descriptions of them:
A fl ower. A lea f. A kni fe.
A piece of cinn a mon.

G inger.

A piece of g um arabic.

EXER CISE XCVII.

Horn.

A candle.

\V halebone.

In the same way state the qu alities of each of these
obj ects, an d combine the statemen ts in short d escriptions:
N utmeg.

V in egar.

Write the comparisons, after you have learned the
qualities.

A bunch of raisins.

EXERCIS E XCV III.

A grain of coffee.
A spool. Butter.

and is nearly round; and that the stone is of a gray color,
is irregular in form, and is larger than the orange.
By touc/zing them we find that th e orange is soft, while
the stone is hard. The orange yields to pressure, but
the stone does not. They are both rather heavy, but the
stone is heavier than the orange.
By tasting we learn that the orange is sweet, while the
stone is tasteless.
By smelling we find that the orange has a pleasant odor,
while the stone has none.
Now, in your own language, write a comparison of an
orange with a piece of stone.
In the same way .compare these objects:
A piece of soap with a rubber ball. A piece of string with an apple.

In the same manner ascertain and state th e qualities of
these objects :
·wool.
Ch eese.

IN LANGUAGL

A piece of pasteboard.

EXERCISE C.

In the same manner compare the following objects:
A piece of wood with a piece of cake. An ear of corn with a nail.
A piece of cork with a piece of lead.
(In this exercise the teacher may call attention to th e different
so unds given forth by the obj ects whe n struck <1gain st anoth er
object.)

EXER CI SE XCIX.

EXERCISE CL

T eaclier. In comparin g two objects we ascertain the

After the same mann er compare th e followin g objects:

qu al iti es of each, then we obse rve whether they have the
same qualities or different qualiti es. , We observe, also, in
what respects th ey are alike, and in what they are different, and wh ether one has more or less of th e same quality
than the other. By mean s of our senses let us compare
an orange with a piece o.f stone.
By seeing we learn that the orange is of a yellow color,

S alt with cheese. A feather w ith a spoon. A piece of charcoal
with a piece of glass. Alum with a lump of sugar.

EXERCISE

en .

We may compare animals with each other by telling
whether they are alike or whether they are different, in
points like the following :

56

Size. z. Covering of the body. 3· What they eat.
4.. What sounds they make · 5 · Whetl1er w1"Id or d omest1c. 6. Whether they are fierce and bold, or gentle and
timid .
In this way compare the following:
I.

Th e bee and the cat.
the sheep.

Th e goose and the deer.

57

LESSONS IN LANGUAGE.

LESSONS IN LANGUAGE.

The wolf and

Teacher. Name all the parts of an apple that you know.
Pupils. All apples have an outside, an inside, a skin, seeds, a
stem, and a core.

T eacher. Of what color are the seeds?
Pupils. They are of a dark brown color.

Teacher. What do you know from this color?
Pupils. We know that the apple is ripe.

Teacher. For what are apples used?
EXERCISE CIII.

Pupils. They are u sed to make pies. They are used to make
apple-sauce. They are used to make cider. They are used for

In the same way compare the following animals:
A fox and a pigeon. An ox and a jiro.rr.
~
pine. A fish and a bear.

A s11ake and a porcu·

eating.

Teacher. Combine these four statements in one sen-

tence.

Where do we get apples?

Pupils. We get them from the trees on which they grow. ·

OBJECT LESSONS.

[Objects which pupils can examine by mean s of the sense. I1 ld
th e first
.·
s,A tew
•· .rank among topics abou t which theY can w11te.
compo>1t10n
lesson
.
L et each
·1
. s on
. such subj. ects are he r e given.
pup1 prepare his
exercise on these o b"JeC t · top1cs
.
. the
111
. written
.
same
manner
111 wh ich he prepares
.
.
' · hi s o th er 1esso ns - reacting
anthmet1c,
spe.llin«
.
"'' de
. · It is 'al1no<t
·- necessary t I1at each u ii'
should
of the k'111 d un ct er cons1deratwn
·
r. p .
\Iv
.be. pronded
. with an obiect
,
. 111'
. . quiet
.
h hen it. 1s possible, let thi s be done · Then , 111
stucty•
our, his observation directed by the printed question 1
tlmik and w rite. ]
s, et him

?

Teacher. On what part of the tree do we find them?
Pupils. We find them on the small limbs, or branches.

Teacher. On what kind of trees do we find them?
Who knows where there are apple-trees? (Hands are
raised.) Who will go with me on Christmas to gather

some apples ?

Pupils. But .we would find none in Winter.
gathered only in Summer and in Autumn.

Apples can be

Teacher. What do you find on apple-trees in Spring?
EXERCISE CIV.
OBJECT:

The Apple.

(The teacher hold s up an apple before the class.)

Teacher. What is this ?
Pupils. It is an apple.

T eacher. Tell me the names of the parts that you can
see.

Pupils. We find green leaves and blossoms on apple-trees in
Spring.

Teacher. What do we find on apple-trees in Winter?
Pupils. In Winter we find sometimes a few dried leaves, but
nothing more.

Teacher. Now, write in a few sentences what you have

learned about apples.
APPLES.

P upil. I see the skin.- I see the stem.- I see the outside.

T eaclier. I will cut the apple through the middle.
What small parts in the center can you now see?
P upil. I can see th e seeds.

All apples have an outside, an inside, a skin, seeds, a stem, and
a core. When an apple is ripe the seeds are of a dark brown
color.

58

LESSONS IN LANGUAGE.

Apples are used to make pies, app le-sauce, and cider, and are
good to eat.
Apples are found on appl e-trees, g rowing on the small branches . .
Th ey are gathered only in Summer and in Autumn . In early
Spring we find green leaves and blossoms on the apple-trees, but
in ·winter, only a few dried leaves.

E XE R C IS E CV.
OBJECT:

A g lass of water.

T eaclzer. What is in this glass? How do you know it
is water? What is its color?
Can you see my penci l when I put it in the water?
Because yo u can see the pencil through it, what do we
kn ow of wate r?
Pupils. \ Ve know that water is transparent.

Teac/1er. Why do we know that water is transparent?
If I should pour the water on the desk it would run off

onto th e fl oo r.

What d oes this show?

Because water flows read ily and spreads out when poured on a
lev el surface, we call it a liq11id.

Why do we call water a li quid?
water do you know'

EXER CI SE CVI.
OBJECT:

A piece of writing paper.

Tell me what this is . What kind of paper is it? What
·1s its
· co Ior.? Does any one see paper
color?
. . of a different
?
Of what colors have you seen wntmg paper.
Where is pape r made? Of what is it .made? What
other kinds of paper are there? Of what is brown paper
d ? Write as many uses of paper as you know. Why
ma e.
d
. ? W ld
is paper not used for making dresses an co~ts ·
ou
it make good shoes? Do you know any article of cloth.
ing that is made of paper?
Did yo u ever see a wasp's nest? Does it seem to be
made of paper? Do you think man may have taken lessons from the wasp? If you put paper in the fire, what
happens?

...

Because paper burns when put in the fire we say it is mjlammable.

Write what you have learned about paper.
EXERCISE CVII.

H ow many uses of

Does water always appear as th e water in this glass
does? After wate r has been over the fire fo r some time,
wh at do you see ri sin g from it? What effect, then, does
heat have upon water?
If it were very cold weath er, and you should leave water
out doors all night, what would you find in the morning?
What effect does co ld have upon water?
In what other fo rms besid es ice do you sometimes see
water? Does water ever do harm? What do you think
of the usefu ln ess of water?
Write what you have learned about water. Then read
what you have written.

59

L ESSONS IN LANGUAGE.

OBJECT:

A match .

. .
d ?
How many know what this is? Of what is it ma e .
Can you make a match with wood only? What do you
find on one end of th e match? Who makes matches?
Does man make the wood? Does he make th e sulphur?
Because God makes the wood and su lphur we call them natural
man make s ma tches we call
. t s,. but because
substan ces, or o b1ec
·
th em m'tificial objects.
.

Why is a match artificial? Where is th e wood obtamed?
Where is the sulphur obtained ?
.
Because the wood, or tree, grows ou t of th e ground, we cal.It it
a vegetable; because sulphur is dug out of the gro und we call 1 a
mineral.

~~~=====-------------·--- -

-.

60

LESSONS IN LANGUAGE.
LESSONS IN LANGUAGE.

What is the color of the sulphur? What . th.
I
tl
d? I
·
is e co or of
1e woo .
rub the sulphur end of the match
.
agamst
the wall. What do you observe? Wh t d
·
a
o we ~ay of
.
o bJects that will burn? Which b
. '
·
urns more rapidly the
wood or the su lphur?
'
For what are matches useful? Are tl
d
ou s? How d
.
.
1ey ever anger.
o yo u thmk people were able to make ti
when they had no matches?
res

w·

r'.te carefully and fully what you have learned in th'
exercise.
is
EXERCISE CV III.

made ? What other parts are made of wood ? Are all
chairs made like this one? What kind of chair do you
like best? Of what use is the back of the chair? Of
what use are the legs ? Of what use are the rounds? Of ·
what use is the whole chair? How many kinds of material do you know that are used in making chairs? Did
you ever know boys or girls who seemed to think that
chairs were hooks on which they might hang clothes, or
places on which to stand with muddy shoes? Are such
uses proper ones?
Write what you have learned about chairs.

OBJ ECT: A piece of glass.

EXERCISE

\~hat

is thi.s? In building a house, where is glass used?
s It well suited for th e floor of a school-room? Wh.
not?
·
Y
I

Beca use glass break s very easily, we say it is brittle.

l s glass eve r used for a roof? Would 't
k
roof? Wh
t ? WI
I ma e a good
.
y no .
1y do people use it for windows?
Because we can see through it, what do we say of it ?
Will it allow water to pass through it? WJ1 k
.
what J ·- ·
d
1ii
.
·
0
nows of
gas ~ is ma e?
fent10n as many kind s of glass as
you can . What other uses of glass do you know? What
kmd do we often see in church windows? The ;eople of
;~glandll one~ built a very large hou se, mostly of glass
1ey ca ed it the " Crystal Palace ,, Wh
I
.
.
y was t 1at a
good nam e for it?
Write what you have learned about glass.
EXERCISE CIX.
O BJECT: A chair.

~ention, in one sentence, the names of the parts of the
chair that you can see. Of what is the back of the chair

61

ex.

OBJECT: A piece of leather.

What is this? What is leather? Mention some ammals, the skins of which are used for leather. Do the
skins of these animals look like this leather? What is
done to them in making the leather? I s leather made by
man as matches are? Of what color is leather? How
many uses of leather do you know? Can you tear paper?
Can you tear leather? Does water go through leather?
Why does leather make good shoes? Would leather do
as well as glass for windows? Why?
Because we cannot see through leather we say it is opaque.

What other substance do you know that is opaque?
Take the leather in your hand. Is it as thin as paper?
What else do you notice in handling it? Can you bend
it ?
Because we can bend leather, we say it is flexible.

State what qualities of leather you have learned. Which
of them did you discover by looking at it? Which by
touching it ?
Write in full what you know concerning leather.

62

LESSONS IN L ANGUAGE.

L ESSONS I N LANGUAGE.

af~

EXERCISE CX I.
OBJE CT:

63

The ha nd .

Wh at am I holding up ? What do you call the broad,
flat p~rt below the finge rs ? What do you call the part
opposite the palm, on the outside of th e ha nd? Of what
parts does the human hand consist? Which fin ger is ti
lon ges t? Which fing e r is th e shortest? Is my
strai ght now ( bendmg the fin ger)?

fing:~

Th e places wh ere the fing er bends are call ed j oints.

How many joints in each fin o()'er?· Wl1at d o you notice
.
at the end of each fi.nger? Can you think of many things
th at you ca n do without using yo ur hands ? Give two
r~.asons why w e . should ~ e ep our hands clean. If you
I\ ish ed to po111t m a ce rtam d irection, which finger would
you use ?. Th en we will call the first fi nger, Pointer .
On whi c h fing e r do women wear the thim ble? Then
le t us cal I th a t one, Thimble- W earer.
.
1 weddmg-ring
, , On whi ch fi ncre
o r do Ja d'1es wear tie
?
1 hen let us call that, .Ring- W earer .
.Wh a t does the little finger do? Then let us call him
Little Do-Notliing .
The thumb seems .to be watching the others, to see if
they behave, so we will call him Sentinel
Write what you have learn ed abo ut ti1 e hand a nd tell
why you have named th e thumb and the fingers. '

First, t!iougkt;
Composition-writing is too often regarded as a disagreeable task.
By th e u se of pictures from which children can gain ideas, it m ay
be made one of th e most interesting and attractive exercises. The
obj ect of the fo llowing lessons is two-fold: First, to teach language by g ivin g th e p upil ideas to express. Second, to prese nt
such ideas as are within his compreh en sion, and as wi ll be useful
to him in the future. These lesso ns pertain m ainly to Natural
History. In Part I it ha not been the aim to eshaust the ideas to
be gleaned from the pictures, but to develop only such as are suitable to th e pupils of this grade. In Part II oth er and more
advanced lesso ns wi ll be g iven upon the same pictures. Whenever possible, have the pupils observ e the living obj ects also.
To the Teacher who may desire further information on the subjects presented, I recommend the fo llowing excell ent work s :
Elements of Zoology, by Prof. Sanborn T enn ey : Jvfa1m11alia, by
T. Rhymer Jones; Natu ral History, by R ev. J . G. ·wood.

EXERCISE CXII.
(The answers are giv en in thi s and the next exercise, as models.
Pupils may give other or additional an swers, if they wish.)

Teacher. What animal is represented in this picture ?
Pupils. A monkey is represen ted in this picture.

Teacher. If th e monkey were to stand upright, what
would it look most like ?

64

EXERCISE CXIII.

Pupils. If the monkey were to stand upright, it would look like
a person .

T eaclter. Name . some of th e parts that you can see
without looking ve ry closely.
Pupils. W e can see the head bodv legs fe et and tail.

T eac!ter. What is the

sha~e

of.its l;ead?

Pup ils. The shape of the h ead is round.

T eac!ter. Name all the parts of its head that yo u can
see.
Pupils. Th e foreh ead, eyes, nose, mouth, and cheeks can be
seen.

T eac!ter. Which of these parts remind you of th e parts
of a person's head?
P 11j"?s. Th e eyes and nose look like those of a person.

T eacher. With what parts of its body is it holding on
to the tree ?
P upils. It is holding on to the tree with its feet and tail.

T eac!w·. Count the toes on its hind foot. How many
of th ese do you fiiid to be shorter th an the rest?
Pupils. Th ere are four toes on its hind foot, and one of th ese is
shorter than the oth ers.

Teacher. Of what part of your hand does this short toe
remind you?
P upils. The sh ort toe seems like the thumb on my hand.

T eacher. Now, by combining the answers you have
given, write a short description of th e monkey.
THE MO N KEY.

':his '. s the picture of a monkey. If the monkey were standing.
upright 1t wo u ld look something like a person. The pictur.e shows
th e body, legs, feet, tail, and th e round h ead of the monkey. We
can see th e fo rehead, cheeks, mouth, eyes, a nd nose. Of these, the
eyes a nd nose rese mble th e eyes and nose of a per son.
The monk ey is holding on to the tree with its feet and tail.
Th ere are four toes on each hind foot. One of these toes is shorter
th an the rest, and reminds us of th e thumb on the hand of a per·
son.

65

T.F.SSONS IN LANGUAGE.

LESSONS I N LA NGUAGE.

Teacher. What is there about the monkey's fore foot
that reminds you of your own hand?
Pupils. On the monkey's fore foot there arc four slender toes,
that look like the fingers on the hand of a person.

Teacher. How many hands, then, does the monkey
appear to have ?

.

Pwpils. The monkey seems to have tour hands.
(Do not forget thi s fact about the monkey's hands.)

Teacher. What is the difference between the number ot
a monkey's hands and the number of hands that people
have ?

.

Pupils. The monkey has two hands m ore than a pers~n has.

T eacher. What else does a monkey have that is almost
as good as a hand?

Pupils. The monk ey's tail is nearly as ~oo~ as another hand,
for he takes hold of a branch of the tree with 1t.

Teaclier. What is the shape of this monkey's body?
With what is it covered?
Pupils. This monkey's body is long and slender, and is covered
with hair.

T eacher. Where have you seen monkeys?
do people make of them?

What use
.

Pupils. We have seen monkeys at the. menagerie. People
sometimes k eep them for pets. Organ-grmders teach them to
dance, and carry them about the country to h elp them beg for
money.

Teacher. Now, continue the description of the monkey,
by combining the above answers. If you know any stories about monkeys, you may relate them .
THE MONKEY .-Continued.

On its fore foot the monkey has four long, slender toes, that
rem ind us of the fingers on a person's hand. So that in all, the
monkey seems to have fo ur hand s, or two hands mor~ than a man
has. The monkey' s tail is nearly as good as another hand, for he

66

LESSONS lN LANGU AGE.

LE SSONS I N L ANGUAG E.

can hold on to objects with it Tl ..
sle nd ,.
I·
·
ii s monk ey 's bod · I
t:: l , anc is covered w ith hair.
y IS ong and
. W e ha ve see n monk ey s at t h
.
e m enagen e. Me n who go about.
with ha nd-orga n" t ·" .
.
' "• ' am monk eys to da
Sometime s peO]Jle keep
nee a nd to beg for money.
a monk ey as a pet.

(R em ember this about the number of the cat's toes, because it is
importan t. )
10. Wh at grow on both sides of the cat's mouth?
l r.
What can yo u see in th e cat's m outh? 12 . What parts
can you see at the top of h er h ead on each side? 13.
What oth er parts of the cat's head can you see ? 14.
Wh at part lies stretched out on the floor? 15 - Wh at
grows all over the cat's body? 16 . Why is the cat of use

to us ?

E XE R CIS E CXIV .

How many kit tens a re sh .
.
Wh a t relation d o you ti . k I own _m thi s picture? 2.
WI
1111 tie cat rs to ti k'
i a t is one of the kitten I
.
. .
1e Jttens? 3.
else can you
.
I s 1_old mg m its mouth? 4. vVhat
.
see in tie kitten's mo th?
yo u th mk , did th e kitten e t I1
~ . 5. Where, d o
H
g t e mou se ? 6. Wha t is th e
o ld ca t doi ng?
. 7.
ow many paws has she' 8 C
an d tell how man y toes a re on h er fore foot
·
. aunt,
H
man y toes are on her hind foot?
. 9.
ow
I.

l. How many dogs are shown in this picture?
2.
What is the l arge dog in the front of the picture doin g ?
3. With what is h e holdin g th e basket? 4. What, b esides
the basket, can you see in the dog's mouth? 5. What
other parts has the do g's head? 6. What kind of tail has

66

LESSONS IN LANGUAGE .

LESSONS IN LAN G UAGE.

can hold on to obj ects with it Tl118
.
· covered with hair
· .
monkey's bod .Y is
· long and
sle ncl e ',· an d is
vVe have see n monk eys at the
with hand-or <>ans t1···11·11
k
m e nagerie. Men who go about.
mon ·eys to cl
"
, ,
Sometim es peOj)le keep .
k
ance and to beg for money .
'' mon ey as a pet.

6'7

(R emember this about the number of the cat's toes, because it is
important.)

io. What grow on both sides of the cat's mouth? I I.
What can you see in the cat's mouth? I 2. What parts
can you see at the top of her head on each side? 13 .
\Nbat other parts of the cat's head can you see? i4.
What part lies stretched out on the floor? i5. What
grows all over the cat's body? i6. Why is the cat of use
to us?

E\"ERCISE CX IV.

r. How many kittens are ·h
.
.
Wh a t re la tion do you tl . k ~ own _m th is picture? z.
What is one of ti k.
1111 tie cat is to the kittens? 3
1e ·1ttens holding i ·
·
e lse can you see 1·11 ti
k.
n its mouth? 4. What
1e ·1tten 's
tl ?
you think, did the kitten
t I
mou 1. 5. Where, do
.
ge t 1e mouse? 6 WI
·
o Id cat domrr?
H
·
·
1at 1s the
and
tell I o. 7 .
ow many paws has she? 8. Count,
1ow many toes are on I
many toes are on h I . d
1er fore foot. 9. How
er 1m foot?

I. How many dogs are shown in this picture?
z.
What is the large dog in the front of the picture doing?
3. With what is he holding the basket? 4. What, besides
the basket, can you see in the dog's mouth? 5. What
other parts has the dog's head? 6. What kind of tail has

68

LESSONS I N LANGUAGE.

thi s dog?· 7· V'l
v 1a t k.md of legs has he ? 8 c
tell how many toes there are on each fo~e fo.ot aunt, and
many toes has he on each hind foot? IO Of . 1 9. How
do you think, is this doa ? I I Of . h t . h w mt color,
"·
·
w a ot er colors ha
you seen dogs ? I z. Wh at kind f
.
ve
bod ' ?
.
o covenng has a dog's
) ·, r3. Tell o.ne way m which a dog is useful to us
I 4. v\ hat other thmgs can a dog do
. h are of use to.
us
?
wI11c

LESSONS IN LANGUAGE.

GO

people do you see? 8. What is each person doing? 9.
What other objects do you see? ro. What is on the
wagon? r r. What has the man been doing with the two
horses? 12 . What is he going to do . for them? I3·
What is on these two horses? I4 . What is on the horse
beside the water-trough? 15 . What is the largest boy
doing with this horse?
Write, in full, an answer to each of the above questions.
EXERCISE

cxvn.

r. On what part of the horse is the bridle fastened? 2.
Name all the parts of the horse's head you can see. 3.
What do you see that looks like hair on the horse's head
and neck? 4. How many feet has each horse? 5. What
parts of the horse's feet touch the ground? 6. What part
is at the back of each foot, just above the ground? 7.
How many toes has the horse on each foot?
(A sk your teach er about this, and remember what you are told,
for you may hear of it in some other lesson about the horse.)

EXERCISE CXVI.
r.' :vhat kind of house do you see in this picture?
Thus .· I see a b arn m the picture.

\.\ nte th e an swers
in full ·
.

d z. For wh. at is th e barn used?· 3· H ow. many horses
·
Wl see
t m the picture?• 4 · Of what
co 1or are t h ey ?
" o you
~I
1~ ot 11er colors hav e you ·seen horses have ? 6.
1ere is each horse? 7. How many and what ki~d of

8. What part of the horse is so long that it nearly
touches the ground? 9. What other part of the horse is
somewhat like this? Io. What kind of covering has the
horse's body? r r. Write the names of any other parts of
the horse you know or can learn. I2 . What have the
man and the boy been using these horses for? 13. Mention two ways in which the horse is of use to us.
Write full answers to the above questions.

70

J.,ESSONS I N LANGUA G E.

LESSONS IN LANGUAG!!:.

71

n what respect are these like the cow's
ground? r5. I
· ' b dy? 17
What
sort of covering has
.
toes? r 6 .
. ?the pig s o .
What use do people make of the pig.

EXERCISE CXVIIJ.

r. Wh at kind of place do you see in side of the fence in
th e picture? 2. How many pigs are in there? 3. What
do th e pi gs see m to have been doing? 4. What is the dog
trying to do with them? 5. Tell what the pig outside of
the fence has bee n doing. 6. By what has the dog taken
hold of one of the pigs? 7. What kind of ears has the
pig? 8. What other parts of th e pig's head can yo u see?
9. Wh at can th e pig d o with its snout? ro. Wh at is the
pig neares t th e fence d oing with its snout? II. What
kind of tail has th e pi g? 1 2 . H ow many feet has th e pig?
r3. H ow many toes has it on eac h foot?

r Have you ever seen an. animal like the_ o~e in thi~
. t.
? Where did you see it? 2. What is it called .
pie ure.
d "th
horse ? 4
a
.
.
large is it when compare wi
H
3·
ow
'
.
.
? 5 "What
What is tru e of the size of its ears? of its ey~s.
.?
other strange-looking parts has the elephants head .

(Y o u mu st remember the number of toe s the pig has on each
foot, as it is important to know thi s.)

about them.)

14. On each fo ot, how many of the pig's toes touch the

EXERCISE CXIX.

(If you do not kn ow the n ames of th ese parts, ask your teacher

6. Which of these parts is curled up under the elephant's mouth' 7 · wh a t d 0 You see on the ground, in

70

LESSONS I N LA NGUAGI£.

LESSONS I N LA NGUAGE.

71

? r5 In what respect are these like the cow's
·
1
· ' body? 17
groun d ·
. ? 6 What sort of coverin g has t 1e pig s
.
.
toes . r .
. ?
What use do people make of the pig.

EXERCISE CXVIII.
1.. Wh at kind of place do you see in side of the fence in
th e picture ? 2. How many pigs are in th ere ? 3. What
do the pigs seem to have been doing? 4. What is th e dog
trying to do with th em? 5. Tell what the pig outside of
the fen ce has been doin g. 6. By what has the dog taken
hold of one of the pigs? 7. ·w hat kind of ears has the
pig) 8. What other parts of th e pi g's head can you see?
9. Wh at can the pig do with its snout? ro. What is th e
pig neares t the fence doing with its snout? r r . What
kind of tail has th e pig? 12. H ow many fe et has the pig?
r 3. H ow many toes has it on eac h foot?

(You must remember the number of toes the pig has on each
foot, as it is important to know th is.)

14. On each foo t, how many of the pig's toes touch the

EXERCISE CXIX.

ever seen an animal like the one in this
1 H ave You
· ·
11 d?
. t.
? Where did you see it?
2. What is it ca e .
pie ure.
·h
h e? 4
. "t ·hen compared wit a ors .
.
3· How large is i ' w
.
.
?
What
What is true of the size of its ears? of its ey~s. 5.?
other stranae-looking parts has th e elephant s h ead.
(If you do" not know the names o f t 11ese pa1·t s, ask your teacher
about them.)

6. Which of th ese parts is cu rled up under the eleou see on the ground, in
7 · wh a t d 0 Y

phant's mouth?

72

L E330WI

lH

LAN G U AG E .

front of th e eleph ant? 8. When he drinks, how do you
think he ge ts th e water to his mouth? 9. How large are
hi s legs co mpared with a horse's legs ? ro. How many
toes has he on eac h foot?
(D o no t fo rg et thi s.)
1 r. In wha t one thing is the elephant's tail different
from a horse 's tail? 12. What have you ever seen or
touched that is like the skin of the elephant? 13. Is the
skin of th e elephant thin, or very thick? 14. Of what
use is the eleph ant to man?

Ll!.::,::.01'1 ~

I

LAN'GUJ\.OE .

73

her head is she doing this? 6. Name all the other parts
of her head that you can see. 7. What parts of her head
are different from those of the horse's head? 8. What
part of her body is just behind her head? 9. What parts
of the cow's feet touch the ground? 10. What one thing
about the cow's hoof makes it different from the horse's
hoof? 11. Why is the cow useful to us? 12. From what
part of her body do people get the milk? l 3. In what
other way is the cow useful to us? 14. What is the flesh
of the cow called? r 5. In what way is the cow's tail different from the horse's tail? 16. What kind of covering
has the cow's body? r 7. Of what color is a cow's hair,
sometimes? 18. Of what other colors have you seen it?

I

;j

.!l·
EXERCISE CXXI.
EXERCISE CXX.
c

I
I

r. What tim e of d ay, do you think, is suggested by this
picture? 2 . What are the boy and the dog going to do?
3. How many cows are there? 4 . What is the one nearest th e front of ti1e picture doing? 5. With what part of

1. What animal is shown in the picture?
2. Have you
ever seen one? If so, where did you see it? 3. What
animal is about as large as a camel? 4. Tell two things
that are true about the camel's neck. 5. What one thing

72

LcSSUN S IN

LANGUAGE.

front of the elephant? 8. When he drinks, how do you
thin k he gets th e wate r to his mouth? 9. How large are
hi s legs compared with a horse 's legs? ro. How many
toes has he on each foor?
(D o not forget thi s.)
1 r . In wh at one thing is the elephant's tail different
from a horse's tail? 12. What have you ever seen or
touched that is like the skin of the elephant? 13. Is the
skin of the elephant thin, or very thick? 14. Of what
use is th e elephant to man'

LESSUNS I N

LANGUAGE.

73

her head is she doing this? 6. Name all the other parts
of her head that you can see. 7. What parts of her head
are different from those of the horse's head? 8. What
part of her body is just behind her head? 9. What parts
of the cow's feet touch the ground? 10. What one thing
about the cow's hoof makes it different from the horse's
hoof? r r . Why is the cow useful to us? r 2. From what
part of her body do people get the milk? r 3. In what
other way is the cow useful to us? 14. What is the flesh
of the cow called? r 5. In what way is the cow's tail different from the horse's tail? 16. What kind of covering
has the cow's body ? 17. -Of what color is a cow's hair,
sometimes? 18. Of what other colors have you seen it?

EXERCISE CXXI.
EXERCISE CXX.

r. What time of day, do you think, is suggested by this

picture ? 2. Wh at are th e boy and th e dog going to do?
3. H ow many cows are there ? 4. What is the one nearest th e front of ti1 e pi cture doing? 5. With what part of

r. What animal is shown in the picture? 2. Have you
ever seen one? If so, where did you see it? 3. What
animal is about as large as a camel? 4. Tell two things
that are true about the camel's neck. 5. What one thing

74

LESSONS IN LANGUAGE.

LESSONS IN LANGUAGE.

about its head is curious? 6. What kind of back has the
camel? 7. What do people often put upon its back? 8.
Whi ch of its legs are longe r tha n the others? 9. How
many toes has it on each foot ? ro. What is strange about
the shape of its toes? l r. What sort of covering has the
camel's body? 12. Wh at do people sometimes make out
of this coverin g ? 13 . In what other ways is the camel
useful? 14. What kind of disposition do you think the
camel has?

What do you notice about the skin that covers its body?
3. What can you say of the length of its neck? 4. What
do you notice about the size of its head? 5. What parts
grow near the middle of the top of its head? 6. What
can you tell about the size of its eyes? 7. Name the
other parts of its head. 8. Why would it be hard to keep
a saddle on the giraffe's back? 9. Which pair of the
giraffe's legs is longer than the other pair? 10. What
part of the giraffe's foot is something like a part of the
cow's foot? l r. Which does the giraffe's tail most resemble, the elephant's, or the horse's? Why? 12. Which do
you think could run faster, the giraffe or the elephant?
Why?

75

EXERCISE CXXIII.
EXERCISE CXXII.

r. Have you ever seen animals like these in the picture?
2 . Look at one of them.

If so, where did you see them?

r. What animal is shown in this picture? 2. Where
have you seen an animal like it? 3. In what kind of
place is it? 4. Why did the rat go into such a place? 5.

76

LESSONS IN LANGUAGE.

LESSONS IN LANGUAGE.

What is it trying to do? 6. What kind of body has the
rat? 7. With what is its body covered? 8. What two
things do you notice about the rat's tail? 9. How many
feet has the rat? Io. What parts grow at the ends of all
the toes? 11. What parts of its head can you see? 12.
What do you find on each side of the rat's nose, just
above the mouth? 13. How many teeth can you see?
14. In exactly what part of its mouth are they? 15. Tell
one thing in which these teeth are very different from the
front teeth in your own mouth. 16. Of what color is a
rat's fur?
EXERCISE CXXIV.
1 . What do you see extending from the top to the bottom of the box, in front of the rat's face? 2. Why cannot
the rat break these bars? 3. Did you ever see a building
with such bars across the windows? 4. \Vhat is such a
building called? 5. For what is it used? 6. What do
you call a person who is kept in such a buildi11g? 7.
What may you call this rat, then? 8. What do you think
will be done with him? 9. Why do people try to catch
and kill rats? IO. Do you think the rat knows what is
going to happen to him? 1 I. How does he show this?
1 2. If he should get away now, would he be apt to go into
such a trap again? Write out in full, any short anecdote
you may have heard or read of rats.

EXERCISE CXXV.
1. Of what animal is this a picture?
2. In what position is the animal represented ? 3. What do you notice
about its mouth? 4. How many of its teeth can you
see? 5. How do they look, when compared with a rat's
teeth ~

(Remember this about the beaver's teeth.)

6. How many toes has the beaver on its hind foot? 7.
How many on its fore foot? 8. What grows between the
toes of its hind feet? 9. Of what use is this web to the
beaver when he is in the water? 10. What grow at the
ends of all the beaver's toes? I 1. What kind of tail has
the beaver? 12. What covering grows on the beaver's
body? 13. In what way do people make use of the
beaver?

78

LESSO NS I N LA NGUAGE .

Ll£~~v

~

IH L ANG UAC&.

79

remarkable about this eagle's beak. 6. What do you
notice about the length and the size of its wings ? 7.
How many toes has the eagle on each foot? 8. How
many of the toes point backward? How many point forward? 9. What parts grow at the e.nds of all the toes?
ro. In what two things are these claws like the eagle's
beak? 11. Do you think the eagle could carry anything
very heavy in its claws? Why? 12. What kind of covering has the eagle's body? 13 . What else do you see in
this picture?

Bird of the broad and s weeping wing,
Thy hom e is hig h in h eaven,
Where wide the storms their banners fling,
And the tempes t clouds are driven .
Thy throne is on the mountain top;
Thy fields, the bound less air;
And h oary peak s, tha t proudly prop
The skies, thy dwellings are.
Thou sittest lik e a thing of light,
Amid the noontide b laze :
The midway sun is clear and bright;
It cannot dim thy gaze.
Thou art perched aloft on the beetling crag,
And the wave s are white below,
And on, w ith a h aste that cannot lag,
They rush in an endless flow.

EXERCISE CXXVI.
r. What kind of bird is shown in this picture? 2 . Of
wh at color are its head and neck? 3. On account of its
havin g a head and neck of this color, what name has been
given to this kind of eagle? 4. What do you notice
about this eagle's mouth? 5. Tell two things which are

Again thou hast plumed thy wing for flight
To lands beyond the sea,
And away, like a sp irit wreathed in light,
Thou hurries t, w ild and free.
Lord of the boundl ess realm of air,
In thy imperial name,
The hearts of the bold and ardent dare
The dangerou s path of fame. -Percival.

80

LESSON S IN L ANGUAGE .

LESSONS I N L ANGUAGE.

81

rot's sides? 8. On which part of the wing are the feathers
longest? 9. Which is longer, the parrot's wings, or its
tail? ro. Why, do you think, is the picture of a bird's
foot put with the picture of the parrot? r r. With what
is the parrot's foot covered? r 2. How many toes has
the parrot's foot? How many point backward? How
many point forward?
r 3. Tell two things about the
shape of the parrot's claws. 14. What is true of the
length of the parrot's legs ? What is true of their stoutness? 15 . By what pet name do people usually call a
parrot?

EXERCISE CXXVIII.

r. What do you think the bird in this picture is doing?
On what is it resting ? 3. With what is it holding fast
to the branch? 4. How many toes has it? How many
point backward? How many point forward? 5. What
is true of the length of its wings, compared with the length
of its side? 6. In what position is the tail? What is
true of the length of its tail? 7. Why is the beak of this
bird not like the beak of the eagle, or that of the parrot?
8. What part can you see, inside of the open mouth of
this bird? 9. Do you know of any bird that is smaller
than this one? ro. Of what color is this bird? r r. What
is its name?
2.

EXERCISE CXXVII.
. I. On what is th e bird in the pictu re sitting?
2 . What
kmd of bird is it? 3. Of what colors have you seen parrots? 4· W.hat can parrots be taught to do, which very
few other birds can do? 5. What is the shape of the
parrot's head? 6. For what three things is the parrot's
beak remarkab le? 7. What parts grow out from the par-

82

L ESSONS IN L ANGU AGE .

LESSON S I N LA NGU AGE.

83

EXERCI SE CXX I X.
I. H ow many li ttl e chi cke ns are in thi s p icture ?
2.
What is the hen doing fo r th em? 3. With what p art of
her body is she scratch ing? 4. How many toes h as sh e
on each foot? 5. H ow many toes p oint for ward on each
foot? H ow many backwa rd ? 6. Which of all th e toes
is a little higher up on the leg than th e res t? 7. What is
on th e end of each toe ? 8. With what part of her head
can the he n pick up her food ? 9. W hat is on th e top of
h er h ead ? ro. How many win gs has sh e ? r I. What
ki nd of covering has the hen's body? 1 2. On wh at parts
of h er b ody are th e longes t feathers of all? 13. Of what
colors have you seen chickens? r 4. What is the littl e
girl going to do for the h en? r 5. Wh y is th e hen useful
to us?

-

--

EXERCISE C XX X.
1. What do you think is the stran gest thin g about this
queer-looking bird? Why? 2. What kind of legs has
this bird? What kind of neck? 3. In wh at one thing i:a

- -----------------------------

84

85

L ESSONS IN LA NG U AG E.

LESSONS I N LA NG U AG E.

its beak like its neck and legs ? 4. Near what is the bird
standin g ? Wh at is it doing ? 5. What do you think the
bird sees, down in the water? 6. If the bird could not
reach dow n and ge t thi s with its beak, how would the
lon g legs be of use in getting it? 7. What would the
bird be doi ng, if it walked in the water to get its food?
8. Count th e toes on its feet. How many point backward, and how many point forward? 9. What is true of
th e si ze of this bird's wings ? ro. How many long feathers grow just on the top of the bird's head? r r. What is
this bird call ed >

duck? 1 r. Which has longer legs, a duck or a turkey?
12. Which has stouter legs, a duck or a chicken?
13 . Of
what color are the duck's feathers in this picture, do you
think? 14· Of what colors have you seen ducks ? r 5.
Why is the duck useful to us?

EXERCISE CXXXII.
E X E R C I S E CXXXI.

r. What is the bird in th e picture doing? 2. What
kind of bird is it? 3. What parts of its body are almost
entirely hi dden by the water? 4. What parts can you ·
see above th e water? 5. Of what shape is its body? 6.
What is curious about the way in which a duck holds its
head ? 7. Wh at kind of beak has the duck ? Of what
color have you seen a du ck's beak? 8. What grows
between th e toes of a duck's fee t? 9. What animal is the
duck like in thi s respect ? ro. How many feet has the

r. How many persons do you see in this picture? z.
What is the position of each boy? 3. What d oes the boy
who is standing have in his hand? 4. In which hand is
he holding it? 5. In which hand does the boy who is
sitting down hold his stick? 6. Wh at has he in his other
hand? 7. What do you see just in frqnt of th e two boy s ?
8. Where do frogs live? 9. Where do you think this fro g
came from? ro. Do you think the present position of
the frog is pleasant? 1 l . Give a name to each of these
boys. What do you think they are saying to each other?
12. Write out their conversation in full.

84

85

LESSONS IN LANG U AGE.

LESSONS IN LANGUAGE.

its beak like its nec k and legs? 4. Near what is the bird
standing ? Wh at is it doing? 5. What do you think the
bird sees, down in the water? 6. If the bird could not
reach d own and ge t thi s with its beak, how would the
lon g legs be of use in getting it? 7. What would the
bird be doing, if it walked in the water to get its food?
8. Count th e toes on its feet. H ow many point backward, and how many point forward? 9. What is true of
the size of this bird's win gs ? 10. How many long feathers grow just on th e top of the bird's head? 1 r. What is
this bird call ed ?

duck? I I. Which has longer legs, a duck or a turkey?
I2. Which has stouter legs, a duck or a chicken?
I3· Of
what color are the duck's feathers in this picture, do you
think? 14. Of what colors have you seen ducks? 15.
Why is the duck useful to us?

EXERCISE CXXXII.
E X ERCIS E CXXXI.

r. What is the bird in th e picture doing? 2. What
kind of bird is it? 3. Wh at pa rts of its body are almost
entirely hidden by the water? 4. What parts can you ·
see above th e water? 5. Of what shape is its body? 6.
What is curious about th e way in which a duck holds its
head ? 7. Wh at kind of beak has the duck ? Of what
color have you seen a duck's beak? 8. What grows
between th e toes of a duck's fee t? 9. What animal is the
duck li ke in this respect? ro. How many fe et has the

r. How many persons do you see in this picture? 2.
What is the position of each boy? 3. What does the boy
who is standing have in his hand? 4. In which hand is
he holding it? 5. In which hand does the boy who is
sitting down hold his stick? 6. What has he in his oth e r
hand? 7. What do you see just in frqnt of the two boy s ?
8. Where do frogs live? 9. Where do you think this frog
came from? 10. Do you think the present position of
the frog is pleasant? 1 r. Give a name to each of these
boys. What do you think they are saying to each other?
I 2. Write out their conversation in full.

88

u:ssO N .

IN

Ll!:,,~0

LANGUAGE_

'·

IN L ANGUAGE.

87

EXE RCISE CXXXIIL
1 . Wh ere a re the two boys in this picture?
2. What is
th e position of each? 3. Are th ey in the sa me place by the
stream tha t th ey we re in th e las t pic ture? How do you
know? Wh at cha nges do you notice in their appearance? 4. Wh ere is the fro g now? 5. What is he doing?
6. Do you think h e is happier now? 7. Do fro gs swim
in the same way th at people do? 8. Of what colors
have yon seen fro gs ? 9. What animal that looks like a
fr og, is found living on th e land? ro. Do frogs do any
harm? l r. Are you glad th at the boy has put this frog
back into th e water? 12. Cou ld the frog live ve ry long
out of th e wate r? 13 . Would it have b een right to kill
the fro g ? Why not? I4· Wh a t do you think the boys
are sayin g to each oth e r now? 15. Write out th eir conversation . 16. G ive a reason why we should not destroy
harmless animals.

EXERCISE CXXX I V.
r. What kind of people are represented in this picture?

In what part of our country do you find such people?
3. Wh at else do you se e in th e pic ture? 4 . What do the
men on th e horses h ave in their hands? What u se do
they m ake of these weapons? 5. What kind of food do
these people h ave? What kind of clothes d o they wear?
6. Do you think they work much? 7. Would they lead a
more pleasa nt life if they worked more? 8. What kind
of house do they live in? What do you notice about its
appearance that is peculiar? 9. Supposing this to be a
family of Indians, tell what relation they are to each other,
and wh at each one is doing.
2.

8fi

07

LE CCONG IN LANGUAGE.

EXERCISE CXXXIII.
I. Wh ere are the two boys in this pi cture?
2. What is
th e positi on of each ? 3. Are they in the sa me place by the
stream that they were in the las t picture? How do you
know? What changes do you notice in their appearance? 4. Where is the frog now? 5. What is he doing?
6. Do you think . he is happier now? 7. Do frogs swim
in the same way that people do? 8. Of what colors
have yo u seen frogs? 9. What animal that looks like a
fro g, is fou nd living on th e land? ro. Do frogs do any
harm? r r . Are you glad that the boy has put this frog
back into the water? r 2. Could the fro g live very long
out of th e water? 13 . Would it have been right to kill
the frog? Why not? 14. What do you think the boys
are sayin g to each other no w? 15. vVrite out their conversation. 16. Give a reaso n why we should not destroy
harmless animals.

EXERCISE CXXXIV .
r. What kind of people are represented in this picture?

In what part of our country do you find such people?
3. What else do you see in the picture? 4. Wh at do the
men on th e horses have in th eir hands? What use do
they make of these weapons? 5. What kind of food do
these people have ? What kind of clothes do they wear?
6. Do you think they work much? 7. Would they lead a
more pleasant life if they worked more? 8. Wh at kind
of house do they live in? What do you notice abo ut its
appearance that is peculiar? 9. Supposing this to be a
family of Indian s, tell what relation they are to each other,
and what each one is doing.
2.

88

LESSONS TN LANGUAGE .

EXERCISE CXXXV.

Write a connected description of this picture, observing
the foll ow ing order:
I. What stream of wate r is rep resented?
2. What kind
of boats do you see? 3. How many persons are there?
4. What is each one doing? 5. What do you see that
reac hes across the canal ? 6. How many horses are
th ere? 7. What is the use of canals? 8. Did you ever
see one ? 9. What is the difference between a canal and
a ri ve r?

Li,;,,,,UN" 11-1

LANGUAGE .

89

EXERCISE CXXXVI.

Write a composition on this picture, obse rving this
order:
Name the objects shown. What domestic animal does
the lion resemble? Describe his appearance as to len gth,
hei ght, color, limbs, eyes, mouth, tail, claws, bottoms of
his feet, habits, food. His disposition - whether noble or
mean, courageous or cowardly, haughty or meek. Hom e,
where? What kind of noise does he make ? What is he
sometimes called on accoun t of his strength? Relate any
anecdote you may know of the lion.

88

LESSONS IN LANGUAGE.

EXERC I SE CXXXV .

Write a connected description of th is picture, observing
the following order:
1. Wh at stream of water is represented?
z. What kind
of boats do you see? 3. How many persons are there?
4. What is each one doing? 5. W hat do you see th at
reaches across th e canal ? 6. How many horses are
th ere? 7. What is the use of canals? 8. Did you ever
see one? 9. What is the difference between a canal and
a river?

Ll!:~~UN~

Sil

! N LANGUAGE.

EXERCISE CXXXVI.

Write a composition on this picture, observing this
order:
Name the objects shown. What d omestic animal does
the lion resemble? D escribe his appearance as to length,
height, color, limbs, eyes, mouth, tail , claws, bottoms of
his feet, habits, food. His disposition - whether noble or
mean, courageous or cowardly, haughty or meek. Home,
where? Wh at kind of noise does he make ? What is he
sometimes called on account of his strength? Relate any
anecdote you may know of the lion .

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90

LESSONS I N LANGUAGE .

LESSONS lN LA NG U AGE.

91

EXERCISE CXXXVII.

EXERCISE CXXXVIII.

Write a description, observing th ese headings:
r. What kind of house is shown on the right of the picture? 2. What other objects are shown? 3. What is
the man in the front of the picture doing? Why are so
many people collected here? 4. Of what use are railroads? 5. How are they built? Of what does a train
of cars consist? 6. How did people travel when there
were no railroads? 7. Was such a method of travel very
pleasant? 8. Did you ever ride on a railroad? If so,
give a short description of the trip.

Suppose this picture were real and y~u were aske.d to
take a ride on the boat that is just startmg up the nver.
Write a description of the trip.
r. Tell what you would see. 2. How far would you be
able to go on the boat? 3. What would you come to
that would prevent the boat from going farther? 4.
If you were to try to walk to the place from which the
water comes, tell which bank of the river you would take.
.5. What would you find at the end of the walk? Add any
other thoughts that may occur to you.

90

LESSONS IN LANGUAGE.

LE~ONS IN

LANGUAGE.

91

EXERCISE CXXXVII.

Write a description, observing these headings:
r. What kind of house is shown on the right of the picture? 2. What other objects are shown? 3. What is
the man in the front of the picture doing? Why are so
many people collected here? 4. Of what use are railroads? 5. How are they built? Of what does a train
of cars consist? 6. How did people travel when there
were no railroads? 7. Was such a method of travel very
pleasant? 8. Did you ever ride on a railroad? If so,
give a short description of the trip.

Suppose this picture were real and you were aske_d to
take a ride on the boat that is just starting up the nver.
Write a description of the trip.
r. Tell what you would see. 2. How far would you be
able to go on the boat? 3. What would you come to
that would prevent the boat from going farther? 4·
If you were to try to walk to the place from which the
water comes, tell which bank of the river you would take.
.5. What would you find at the end of the walk? Add any
other thoughts that may occur to you.

LESSONS I N LANGUAGE.

Ll:.SSUN S I N LA:-IGU AGE.

93

think will become of the wagon, before the children's ride
is over? What part is broken already? 16. Do you see
any one in the picture who cares what becomes of th e
children? Who do you think it is? 17 . How does she
show that she cares ? 18. Write a full answer to each of
the preceding questions. Then combine them into one
story.

EXERCISE CXXXIX .

r. Name a ll the obj ects yo u see near th e front of this
pictu re. 2 . Name the objects in th e background of the
picture. 3. What has happe ned to the child behind the
wago n~ 4. Wh at an im al is drawing the wago n? 5. What
is the dog trying to do? 6. Why is it hard for him to do
thi s ? 7. Do you think he will succeed in doing it? 8.
Wh at is th ere abo ut th e look of the d og th at makes you
think he will succeed ? 9. How many children are left in
th e wagon? ro . H ow do you think th e little girl feels?
Wh y does she feel so? Which is most fri ghtened, the
boy or the gi rl? r r . What has th e boy in his hands? r 2.
\Vhat do you think that boy means to do? 13 . Wh at is
th ere about th e way he is sittin g that shows thi s? 14.
hi~ fa ce shows the same thing ? Why will
' - •his? 15 . What do you

EXERCISE CXL.

r. How many children are in this picture? 2. Have
yo u seen the same children before? 3. Why do you think
these are the same children th at we saw in the picture on
page 92? 4. Why cannot the wago n go any farth er? 5·
Where are the wagon wh eels? 6. \'\That has become of
the little girl who was so frightened? 7. What has become of the child who first fell out of the wagon? 8.
What has the dog succeeded in doing? 9. What did you

92

LESSONS IN LANGUAGE.

LESSO NS IN LANGUAGE.

93

think will become of the wagon, before the children's ride
is over? What part is broken already? 16. Do you see
any one in the picture who cares what becomes of the
children? Who do you think it is? 17 . How does she
show that she cares? 18. Write a full answer to each of
the preceding questions. Then combine them into one
story.

EXERCIS E CXXXIX.

r. Name all the objects you see near the front of this
picture. 2. Name the objects in the background of the
picture. 3. What has happened to the child behind the
wagon? 4. What animal is drawing the wagon? 5. What
is the dog trying to do? 6. Why is it hard for him to do
thi s ? 7. Do you think he will succeed in doing it? 8.
Wh at is th ere about th e look of the dog that makes you
think he will succeed? 9. How many children are left in
th e wagon? ro. H ow do yo u think the little girl feels?
Why does she feel so? Which is most fri ghtened, the
boy or the girl? r r. What has the boy in his hands? r 2.
Wh at do you think that boy means to do? 13. What is
there about the way he is sitting that shows this? 14.
What look on his face shows the same thing? Why will
it be hard for the boy to do this? l 5. What do you

EXERCISE CXL.
r. How many children are in this picture? z. Have
you seen the same children before? 3. Why do you think
these are the same children that we saw in the picture on
page 9 2 ? 4. Why cannot the wagon go any farther? 5.
Where are the wagon wheels? 6. What has become of
the little girl who was so frightened? 7. What has become of the child who first fell out of the wagon? 8.
What has the dog succeeded in doing? 9. What did you

94 ·

LESSONS IN LANGUAGE.

say that the boy in the other picture meant to do? Has
he done it? Io. What has happened to the boy? Where
is he lying? I 1. What has happened to his clothes? 12.
Do you think he cares for all this so long as he has done
what he meant to do? I3. Was it right for the boy to do
as he did? Why? 14. · If this boy at another time means
to do anything, do you think he will be likely to succeed?
Why? I5. If his little sisters are in danger, and he says
he will take care of them, do you think they ought to trust
him? Why? 16. Write a story about all that these two
pictures suggest. You may begin thus: Once upon a
time a boy by the name of Frank Burton had a very handsome dog that he called Carlo, etc. etc.
EXERCISE CXLI.

With th e aid of the questions here given, let the pupils
write, and read in class, a composition on
A RIDE TO THE COUNTRY.

r. When did you leave home ? 2. Who went with you?
3. What kind of day was it? 4. What did you see on
th e way? 5. What was the most beautiful place you
passed? 6. H ow far did you ride before you came to
your journey's end? 7. Where did you stop? 8. How
long did you stay there ? 9. Were you pleased with the
place? Io. Did the ride home seem as pleasant as the
ride th ere ? r r. What time did you reach home? I2 .
What was your feeling when you arrived at home ?
MODEL.

We left home at three o'clock on a pleasant afternoon in May.
We m eans Father, Mother, Baby Nellie, and myself. The weather
was delightful. The trees had put on their best green dresses,
and the sky was clear and bright. After a ride of a few minutes

LESSONS IN LANGUAGE.

1:!5

we had left the city, and were in the country, enjoying the green
fields and the glad songs of the birds. There were many things
along the way that seemed odd. A small house with a projecting
roof reminded mother of a little boy who had on his father's hat.
We met two boys who were riding on a small wagon. The wagon
was drawn by two cal ves that were yoked to it, and the boys
seemed to be enjoying their ride very much. We saw many spots
to which Nature had been very kind. One I remember, where
she had planted some wide-spreading elms, and then trained delicate vin es over the rough bark, so that nothing unsightly might
be visible. Some person, admiring the spot, had · built a little
white cottage in the shade of the noble trees. So tiny and so
cosy it looked, that it seemed almost like a bird's house, and we
thought that its inmates must be very happy. We rode eight
miles and then alighted at the hotel in a small village. Here we
had tea, to the great delight of Baby Nellie, who is not often permitted to take tea away from home. The village was pretty and
quiet, and I said it would be pleasant to stay there all the time.
But father did not agree with me. After an hour's rest we left for
.h ome. It was now near evening, and we enjoyed the ride very
much. There were more people on the road than there .were in
the afternoon. I suppose it was because the day's work was done,
and the laborers were going home. We rea~ hed home about eight
o'clock in the evening. Baby was tired, and mother said she was
glad to be there again. I was tired too, but I could not help thinking it would be very nice to take such a ride every day.

EXERCISE CXLII.

Write, and read in class, a description of A Journey to
Boston, arranging it under these headings:
I. Object of the journey.
2. What route was determined upon. 3. When and how you left home. 4. The
nature of the country through which you passed. 5. What
you saw in the city. 6. What you thought of the city.

In place of Boston, you may substitute any town with
which you are more familiar.

96

LESSONS IN LANGUAGE.

LESSONS I N LANGUAGE.

EXERCISE CXLIII.

EXERCISE CXLVII.

Under the following headings, describe
A JOURNEY TO CALIFORNIA.
1. Obj ect of the journey.
2. Route taken.
3. Description of the journey. 4. Description of the country.
5. The kind of people living there. 6. Of what nation
is the country a part?

97

Write anecdotes about: I. A boy climbing .for a bird's
nest. 2. A boy wlw .was late at sclwol.
In writing, follow the order of these headings :
r. \ Vhat was hi s name? 2. ·w hen and where did it occur? 3.
What led him to do so? 4. What happened to him? 5. Was he
rightorwrong? \ Vhy?

EXERCISE CXLVIII.
EXERCISE CXLIV.

Describe a river under the following headings:
I. Sources of a river.
2. Channel of a river. 3. Mouth
of a river. 4. The uses of rivers. 5: The beauty of rivers. 6. The largest river in th e world.

(Should the pupils be at a
giv e n, th e teacher m ay read
which de scription they may
work see that their sty le of
possibl e to correct models.)

loss for information on the subjects
to them a description of the object,
reprod uce from memory . . In · thi s
composition conforms as much as

EXERCISE CXL V.

Write a composition on one of these subjects:
1. A Walk to School.
2. A Journ ey down the Mississippi
River. 3. A Vi sit to Niagara Fall s.

EXERCISE CXLVI.

Write out in full the story of Tlze Fox and tlte Grapes,
from th ese facts :
A thirsty fox; sees some fine grapes; grapes hang on a high
vine; says he mu st have the grapes; leaps after them; does not
reach them; leaps higher; becomes tired; finds he cannot get
them; then says the grapes are sour; that he does not want them.

Write anecdotes on these subjects:
I. A dog rescuing a child from drowning.
her pet bird.

2.

A little girl and

Prepare your headings before you begin to write.
EXERCIS E

CXLIX.

Write a story containing the following facts:
r. Dog crossing a stream, on a plank. 2. Has a piece of meat
in his mouth. 3. Sees himself reflected in the water. 4. Thinks
it is another dog with a piece of meat. 5. Wants the other dog's
meat. 6. Drops hi s own meat and jumps into the water. 7. The
result.

EXERCISE CL.

Change the following poetry into prose:
Pretty Bee, pray tell me why,
Thus from flower to flower you fly,
Culling sweets the livelong day,
Never leaving off to play.
Little child, I'll tell you why,
Thus from flower to flower I fly.
Summer flowers will soon be o'er,
Winter comes, they bloom no more.
Finest days will soon be past,
Brightest suns will set at last.

98

LESSONS JN J.,ANGUAGE.

Who speaks th e first four Jines of the above?
are they spoken? Then write:

LE ~ ON E

To whom

A Child says to a Bee.

Express the question contained in the first two lines, in
your own language.
Pray tell me why you fly from flower to flower.

Ask a question, in your own language, that shall contain the next two lines.
Why do you cull sweets all day long and not stop to play?

Who speaks the next six lines, and to whom are they
spoken? Then write :
The Bee says to the Child.

State in your own language what the Bee says in the
first two lines of the six.
I will tell you why I fly from flower to flower.

How many reasons does the Bee give for being so indu strious? What is the first one? the second? the third?
the fourth? Write them in your own language.
Now, read what you have written. Find out the meaning of any words you do not understand.
THE CH ILD AND THE BEE .

The Child says to the Bee: "You are a pretty Bee. Pray tell
me why you fly from flower to flow er. Why do you cull sweets
all day long, and neve r stop to play?"
The Bee answers the Child: "I will tell you why I fly from
tlower to flow er. The Summer will soon be gone. Th en Winter
will come and the flowers will not bloom . The finest days soon
pass. Brightest suns must set sometime."

IN LANOUAO&

00

EXERCISE CLI.
THE HOLIDAY.

Put by your books and slates to-day!
This is the sunny First of June,
And we wiU go this afternoon
Over the hills and far away.
Hurrah! we'll have a holiday,
And through the wood and up the glade
We'll go in sunshine and in shade,
Over the hills and far away.
The wild rose blooms on every spray,
In all the sky is not a cloud,
And merry birds are singing loud,
Over the hills and far away.
Not one of us behind must stay,
But little ones and all shall go,
Where summer breezes gently blow,
Over the hills ahd far away.

Change the foregoing into prose . A model is here
given, but each pupil should strive to follow an idea, or
order of his own, in making the change.
This is the First of June, and it is a sunny day. Put by your
books and slates, and this afternoon we will go far away over the
hills.

EXERCISE CLII.

Change the following into prose :
WHAT?

What was it that Charlie sat to-day,
Down in the pool where the cattle lie?
A shoal of the spotted trout at play?
Or a sheeny dragon-tly?

100

Th e tly and the fish were th ere indeed ;
But, as fo r th e pu zzle,- gues s again!
It was neither a shell, nor tlower, no r reed,
Nor the la st year's nes t of a wre n .
Some willows droop to the brooklet's bed;
\ Vho kn ows but a bee had fa ll en down?
o; a spid el·, swu ng from hi s br'o ken thread,
\Vas learn in g the way to drown?
You have not read me the ridd le yet;
Not eve n th e win g of a wo unded bee,
N or the web of a spider, torn a nd wet,
Di d Cha rlie this morn ing see.

Now answer, you who have g rown so \vi se,What co uld the wonderful sight ha ve been,
But the dimpl ed face and th e g reat blue eyes
Of th e boy who was looking in?

esting letter, neatly written, with spelling and punctuation
con:.ec:;t.
In bu siness letters the writer should say what he desires
to communicate, in as few words as possible. Business
men have not the time, nor do they like, to read long
letters.
Letters of friendship may be longer, but they should
contain the best and most interesting thoughts that we are
able to express. Some people put into their letters much
that is silly and uninteresting, merely for the sake of making them longer. When their fri ends receive such letters,
they feel that the writer does not take much interest in
the correspondence, and that it would be almost a waste
of time to answer them.
In thi s work, on ly the more important principles or
forms are given, leaving minor d etails to be learned as the
pupil advances.

EXERC ISE CLI II .

After changing the poetry in the preceding exercise into
prose, rewrite it, using words of similar meanings in place
of th e following:

A

&J~nd, ~££X4

c#.?d./ c!f:;/ .M/

?J'7t .

fo C(§o../
C(§Leca?a,

d.end-n-i-e.n .·
c£W./eade <1.end ""/

LETT1':R WRITI NG.

PUPILS, no part of your education deserves more careful attention and direction th an letter-\vriting.
When a yo ung man begins a busin ess life, much depends
upon his ability to write a letter in a neat and legible
hand, free from blots, properl y arrange d, and with words
correctly spell ed.
Every young lady should be able to compose an inter-

LETTEK .

@l~ad~ch,

Pool, shoal, spotted, . shee ny, puzzle, g uess, droop, wounded,
wo nd erful , boy , looki ng.

EXER C IS E CLIV.

101

LESSONS IN LANGUAGE.

LESSONS I N LANGUAGE .

ca~/e ae/

a/ @;:ch-e.na ~

-4 e~/

@la,z~, .@d,Le

r!~a-n.

~o,wta

ane

£t-u4/
JPriut!l' # Sfaa-JnM.

102

LESSONS IN LANGUAGE.

LESSONS IN LANGUAGE.

What kind of letter is the above?
the first line?

What is written on

,,I
,,

These words and numbers taken together are called the date.
Copy th ese words and tell what punctuation marks you
find.
Copy the words, with the punctuation marks, on the
next two lines.
These word s form the address.

What word is on th e fourth line ?
it? Copy.

103

·I

What ma rk follows

This is called the int1·odiiction. The introduction is not
always the same. It m ay be D ear Sir, D ear Madam, D ear Friend,
or any term by which we wish to add ress the party to whom we
are writing. Th e part following th e introduction is called the
body of th e letter .

What word s follow the bod;1 of th e letter? Copy.
These are call ed the close. The close is not always th e sam e.
Yours respectfu ll y, Your friend, Fraternally yours, Very truly
your s, Yours cord ially, are among the forms common ly .used.

Copy the words comin g after th e close.
These are called the signatur e, or subscription.
Now, write the names of the parts of a letter, and tell
of what each consists and its positi on on the paper.
r. The date.

body .

2.

The address. 3. Th e introd uction.
6. The subscription.

4. The

5. The close.

Wh en the letter is written it is folded neatly and inclosed
in an envelope, which is then sealed. On th e envelope
are written the name of the person for whom it is intended,
the number and street of his residen ce (if he lives in a
large city), the name of the city, and the name of the State.
The stamp is placed on the right-hand upper corn er.
The words written on the envelope are called the superscription. Study carefully the arrangement and position of the superscription.

I •

•

104

LESSO NS IN LANGUAGE.

LESSONS I N L ANGUAGE.

The address m ay be written in this way if the writer. prefers it.

EXERCISE CLV .

Write a letter to a school-mate who has been absent for
a week on account of sickness.

A LETT ER .

ddtcv--iy, of. <ffe'./ ~-L

ef(}/

40'7t.

~;1 de-a.z <E%n .·

<f!Jou oan <k:-a.z-c-e~ -e:V--i-arm .;{av~

rnu c .d'µ a d.f.'A. e

d

/'£Ue'1

r c.'1-n ;y:.c.u.

@le

an;.uC.u-:t.~ ,t,_

de -time

/e/./ 70-u
fw"aa-e:d'~

-ua

·?.>

h 'Lece~

a .

d/../e..t

-a.ze ad .d..czk7 p -t.-ut-a.zd
den

@f.e k-4.<e

/:wtn hn-tnt·

;1-CJ;fd.

•many

-a-1..e

,t,_

-te=

/4:;'/4 ,t,_

7 0.UA .zud.-1;/ -aa '1nUc4' -aa
v~ -ua ~en y.czu UL,u!/ .tfe

@-i;;t-0.y
a n-d

(Each pupi l sh ould be provided w ith an envelope. After writing the letter, inclose it in the envelope. Then write the superscription.)
, Ir

<f!Ja-u.z z:n./eu..<1,h~ d/../.u c-a'1·n e yea=
..te.za!ay.

105

4'.cz-n-ze.

EXERCISE CL V I.

Write and punctuate the following letter correc_tly .
Name the parts.
Peoria Ill may 5 I876. dear mary I received your letter a week
ago and intended to answer immed iately . But more things than
I can tell you of now h ave happe ned to prevent. I beg you to
pardon me for the delay. After some coaxing mama h as consen ted that I may accept your kind invitation to spend a part of
my vacation with you. So I am making preparations for the visit
and expect to see you soon. Till th en , g ood-bye. In haste your
fri end J ennie. Mary Smith Pittsburg Pa.

Write letters as follows:
r. To Lane and Mason, of Chicago, ordering a music book
called Th e Song King, to pay for which you are to send seventyfi ve ce nts in the letter. 2. A letter to yo ur teacher, describing
on e of the gam es you play. 3. A Jetter to a friend describing the
school you attend.

EXE R CISE CL VII.
A PROM I SSORY NOTE.

$8oo.oo.
N EW YORK, Aug. 4, I875.
Six months after date, for va lue received, I promise to pay to
the order of J ohn J ones, eight hundred dollars, with interest.
WILLIAM FI E LD.

What kind of letter is the above? Copy it, and name
all th e parts. Do yo u find the address in the same place
as in the other letter?

Copy the above note .
consist ~

Of how many parts does it1

T h e date, the amount in figures, the body of the note, and the
signature.

106

107

LESSONS IN LANGUAGE.

LESSON S IN L ANGUAGE.

Where 1s the date written? How many times is the
amount of money written? Where is it written the first
time? Where, the second time? How is it written the
second time? What comes after the body of the note'
What do the words "Six months after date," mean'

EXERCISE CLIX .
ADVERTISEMENTS .

They m ean that six months from Aug. 4, 1875, the time the
note is dated, the amount is due and mu st be paid.

What do the words "for value received " mean?
They mean that William Field acknowl edges to have received
the value of eig ht hundred dollars.

A P 'l'OmisSO'l"'Y note, then, is a written paper that
you would give to a person whom yo u owe and promise to
pay in a certain time.
Write a promissory note for $5 25 .25, due in ninety days.

~~ <Ueda,f'-7 UU4a4-a!ed<J.41- ud~J" ~m

.k
EXERCISE CL V III.
A

RECEIPT.

$6oo.oo.
NEw Y ORK, Feb. 4, I876.
R eceived from J o hn J ones six hundred dollar s, in full of account
to date.
ROB ERT SWIFT.

Copy th e above receipt. Of how many parts does it
consist ? How does it differ from a promissory note? In
wh at respects is it like a promissory note? What do the
word s "in full of acco unt " mean '

.2/Jf?

qj~ ~

What are the above? Copy them. Where do you see
advertisements? Of what use are they?
What do you find under the first line of each one?
What do these marks mean ?
These lines show that the words under which they are placed
are to be printed in larger letters than the others .

The above 'receipt, then, is such a written paper as
you would give to a person wh en he pays you all the
money he owes you.

In writing advertisements the most important words are·
usually placed first, and as few words as possible are used.
One line shows that the word under which it is drawn is
to be printed in italt"cs; two lines, that it is to be printed
in SMALL CAPITALS; and three lines, that it is to be printed
in CAPITALS.
This is the way the first of the above advertisemen'eS
appears when printed.

If a person pays only a part of what he owes you, instead of the
word s " in full of account," write " on account."

house-work.

Write a rece ipt for $125.36, which amount 1s only a
part of what th e person owes.

Write an advertisement offering a reward for the return
of a shawl that has been lost.

They m ea n that John Jones has paid to Robert Swift all tha t
h e owes him.

WANTED-A GOOD GIRL
Apply at 2I3 Park Ave.

TO

DO

GENERAL

108

LESSONS I N LA NGUAGE.

EXERCISE CLX.
To L et-Two very des irable stores, Nos. 43 and 45 Elm St.
Apply to W . King, 59 Bond St.
Wanted -At 15 C herry St., a first-class cook.
need apply.

N one other

Copy the above as they should be written for th e
printer.
Write an ad verti sement of a dwelling-house to ren t; an
advertisement for a gardener wanted. Mark th ese so that
the printer will know how yo u wish them printed .
(Thi s is a useful exercise, and may be extended at pleasure.
L et th e pupils take advertise ments from a daily p1per, and write
them fo r the printer. A lso prepare si milar original advertisem ents.)

