PRACTICAL

LESSONS

I N THE

USE OF ENGLISH

HYDE'S LANGUAG E SERIES.

PRACTICAL LESSONS IN THE USE OF ENGLISH.

Book I.

FO R

For Primary and Intermediate Grades.

PRACTICAL LESSONS IN TH E USE OF ENGLISH .

Book II.

For Grammar Grades .

Covers such Techn ical

Grammar as is essential to a correct use of English.

PRIMARY AND GRAMMAR SCHOOLS.

ADVANCED LESSONS IN ENGLISH.
For Upper Grammar and High School Grades.

T his boo k

BY

treats of the grammatical str ucture of English.
In Preparation.

A Composi1ion for Upper Gra mmar and H igh Schoo l Grades.

MARY

I/

F~YDE,

LATE TEACH ER OF' CO/l1IPOS ITION 1N THE STA1°E NOR MA L
SCHOOL, ALBANY , N . Y.

BOSTON, U.S.A.:
D. C. HEATH & COMPANY.

1894.

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LESSONS

PRACTICAL
JN T H E

USE OF ENGLISH

HYD E'S LANGU A GE SER I ES.

P RACTICA L LESSONS IN THE USE OF ENG LI SH .

Book I.

FO R

For Primary and Intermediate Grades.

P RACTICAL LESSO NS IN T HE US E OF ENGLISH .

Book II.

For Grammar Grades.

Covers such Technical

Grammar as is essential to a correct use of English.

PRIMA RY AN D GR AMMA R SCHO OLS.

ADVA NCED LESSONS IN EN GLI S H.
For Uppe r Grammar and High Schoo l Grades.

T his book
BY

treats of the grammatical structure of E nglish .
In Preparat io n.

A Compositi on for Upper Grammar and High S c h ool G rades.

MA R Y

.//

F~Y DE,

L AT E TEAC H ER OF COMPOS I T IO N I N TH E STAT E NORM AL

SCHOOL, ALBANY, N.Y.

BOSTON, U .S.A. :

D. C. HEATH & COMPANY.

1894.

;_: i 11 I

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PRE FACE.

UPILS whose school-life ends with the common school or
the grammar school should receive such training in those
schools as will best fit them for every-day life. Pupils who
are to receive a more extended course of instruction should
have a good foundation laid for future work. The following
lessons in language have been planned with reference to the
future needs of both classes.
Careful attention should be given to the language used by
the pupil in all recitations - every lesson, in fact, should be a
language lesson. But special training must also be given upon
certain points.
Throughout this work the aim is to lea
he- upil to see
for himself - to cultivate his powers
t every
step.
From the first, the learner's attention is directed to the use
of language as the expression of thought. His study is not
confined to detached sentences. Selections from some of the
best writers are introduced, that, from the study of these selections, he may learn certain facts about the English language,
and at the same time form a taste for good literature. Many
of the lessons are designed to awaken a love of nc>.ture or to
deepen some moral impression.

P

COPYRIGHT, 1887,

Bv MARY F. HYDE.

TvroGRAPHV av

P REss woRK nv

J.

S. C usHI NG & Co., BosTon.

R o cK W ELL

& CHuRtHI LL,· BosToN.

iii

iv

PREFACE.

Each n ew topic is broug ht out by means of oral instruction• This is followed by a written exercise, aiding th e pupils t~
re~em b er th e facts learn ed, and also training the m to habits
of mdepend e nt work.
In every lesson, a definit e tas k is laid out fo r th e pupil. As
the child remembers bes t th at which int eres ts him most, care
has been t aken to brin g each exercise as n ear as possible to
the child's own expe rience.
The reasons why certain for ms are rig ht and oth ers wrong
a re, for th~ most part, omitted. Th e aim is to lead th e pupil
to use habitu ally th e ri ght expression.

v

Incorrec t forms for correctio n are not give n. It is believed
that incorrect forms sh ould not be placed before children. The
child is }eel to avoid common errors by being train ed from the
first to use th e correc t form s.
While n early eve ry lesso n is a lesson in oral or in written
co mposition, or in both, special lesso ns in composition are also
gi v~n. I~ th ese lessons, the pupil is led to see clearly, before
he is required t o express hi s thoughts in writing.
Special attention is give n to letter-writing and t o business
forms. Care has been taken to make thi s part of the work
practical.
Thanks are returned to th e several publishers wh o have
kindly permitted selections from th ei r publications to be used
Particular ackno wledgment s are offered to Messrs. Hou O'hton.
Mifflin, & Co. for permission, by special arranO'ement ;o us~
selections from the works of Longfellow, Whit~ier, a~d Lucy
Larcom.
ALHANY , N.Y.,

Jun e,

188? .

M.F. H

SUGGESTIONS TO TEACHERS.

T is not expected that the exact amount of work laid out in
each lesson will be all that is required for every class.
Such additional exercises should be given as the needs of the
class may demand. Much of the work, particularly in composition, is meant to be suggestive merely. All school studies
afford material for good work in composition. Whatever the
pupil is interested in, whether it be a topic connected with his
reading, geography, history, or some other lesson, will afford
him a good subject for composition. Topics of local or of
general interest will have a new meaning to the pupil if he
writes about them.
Never ask a pupil to express a thought in writing until he
sees clearly what he is trying to express. If one is trained
from the first to express only those though ts which are clearly
seen, he will acquire greater accuracy of expression.
In dictation exercises, read each sentence slowly once, then
require the class to write. Pupils must be trained not only to
write correctly, but also to hear correctly.
Require all written work to be carefully done.
Accept
nothing but the pupil's best work.
The sentences in large type are to be used in developing the
various subjects. The pupil should read these sentences from

I

v

vi

SUGGESTIONS TO TEACHERS.

the book, and should answer orally such questions on them as
may be asked. The questions in smaller type are for the use of
the teach er, but th ey should not be followed too closely. The
teacher should add such questions of her own as may be needed
to make the subject clear. After the pupil has been led, by
means of questions, to see the truth presented, he should, without assistance, write the exercise which follows.

CONTENTS.

PART FIRST.
PAGE

LESSON

The Sentence
II. Statements .
III. Questions .
IV. Names
V. A Picture Lesson
VI. How to Write Names .
VII. Is and Are.
VIII. Review
IX. The Word I
X. Composition
XI. Selection to be Memorized .
XII. Was and Were .
XIII. Dictation Exercise
XIV. Review
XV. Names of Cities and of Streets
XVI. Composition
XVII. Christian Names and Surnames
XVIII. A Picture Lesson
XIX. How to Write Initials .
XX. Selection to be Memorized .
XXL A Picture Lesson
XXII. The Words Uncle and Aunt
I.

2

-3
4
6

7
8

9
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I I
I I

12
13
13

14
15
16

I7
18

19
21
22

vii

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viii

CONTENTS.

XXIII.
XXIV.

xxv.
XXVI.
XXVII.
XXVIII .
XXIX.

xxx.
XXXI.
XXXII.
XXXIII.
XXXIV.
XXXV.
XXXVI.
XXXVII.
XXXVIII .
XXXIX.
XL.
XLI.
XLII.
XLIII.
XLIV.
XLV .
XLVI.
XLVII.
XLVIII.
XLIX.
L.

LI.
LIL

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ix

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LES SON

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CONTENTS.

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PAGE

Mr. and JVIrs .
Composition .
Names of the Days
Written Exercise
Has and Haz1e
Composition .
Words to Use with You .
A Picture Story
Review .
Selecti on to be Memori1.ed
Names of the Months
Th e Seasons .
A Pi ctu re Story
Song of th e Grass Blades
H ow to Write Dates
A Lette r
Composi tion
Addresses
Composition .
The Command
Th e Co mma .
Dictation Exercise
A Picture Story
Quotation Marks
Quotations
Compositi on .
Contractions .
Dictation Exercise
Composition
Review .

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23
24
25
26
26
28
29
31
32
33
34
35
36
37
38
39
39
.p

43
44
45
46
48
48
49
51
5[
53
53
55

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PART SECOND .
PAGK

LESSON

I.

II.
III .
IV.
V.
VI.
VII.
VlfI.
IX.

x.
XI.
XII.
XIII.
XIV.

xv.
XVI.
XVII.
XVIII .
XIX.

xx.
XXL
XXII .
XXIII.
XXIV.

xxv.
XXVI.
XXVII.
XXVIII.

The Two Parts of a Statement
Names
Proper and Common Names
Dictation Exercise
Review
Composition. - The Four Sunbeams .
Names that Mean More than One
Names that Mean More than One
Names that Change.fo r .fe to ves
Review
Composition
Ph1ral Forms of Names Ending in)'
Other Plural Forms
Review
Composition
Words that Denote Possession
Possessive Forms of Plural Nouns Ending in
Possessive Forms of Plural Nouns not Ending in -"
Study of Selection
Dictation Exercise
Words that Describe .
Composition
Study of Words that Describe
Words that Point Out
The 1 and An or A
Composition
Review
Words that Assert
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57
58
59
61
61
63
65
66
66
67
68
69
70
7I
72

73
7-t

76
77
77
78
79
80
82
83
85
86
87

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CONTENTS.
LES SO N

XXIX.

Words that Assert
xxx. Review .
XXXI. How Flies Walk
XXXII. Composition .
XXXIII. Words that Show H ow
XXXIV. Words .that Show Wizen .
xxxv. Words that Show Wit ere
XXXVI. Composition .
XXXVII. R eview .
XXXVIII. Words Use d Instead of Names
XXXIX. Words Used Instead of Names
XL. Composition .
XLI. Word s after .ls and Was
XLII. Words Use<l as Objects .
XLIII . Word s that Show Relation
XLIV. Obj ect Forms
XLV. Co mposition .
XLVI. Stu<ly of Selecti on .
XL VII. Word s that Denote Possession
XLVIII. Dictation Exerc ise
XLIX. The Exclamation
L. Study of Selection .
I.I. R eview.

PAGE

88
89
90
91
91
93
94
9S
96
97
98
99

PART

FOR THIRD YEAR PRltlfARY.

LESSON I.
THE SENTENCE.

Tell something about your book.

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102
104

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FIRST.

J

Tell something about your pencil.

Tell something about your desk.
Think of some object at your home. Tell something abo ut the
object. Think of something that you saw on your way to school. Tell
what you saw.
.
Tell what you think about the weather to-day. Ask something that
you would like to know about the weather to-morrow.
When you use words to express a thought, you make a sentence ;
as, -

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2.

The table stands in the corner.
Has the table a drawer?

Read the sentences. \\/hat is the first sentence about? What is the
second sentence about?
Make a sentence about birds ; about a dog ; about a knife ; about
roses ; abou t the sun.
WRITTEN EXERCISE.

Copy these sentences.

Write your very best: -

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LESSONS IN ENGLISH.

QUESTIONS.

3

What mark is placed after the first statement? after the second
statement? after the third statement?

A statement should begin with a capital letter.
A period should be placed after every complete statement; thus, -

WRITTEN EXERCISK

r.
2.

r.
•

t

2.

3.

LESSON II .

3.

STATEMENTS .

4.

5.

Th e river is deep.
Th e robin has flown away .
H enry has a new ball.

Write
l¥rite
Write
Write
vVrite

a
a
a
a
a

statement about a dog.
statement about a jislt.
statement about <!ra?tges.
statement about a rost'.
statement about a boy.

LESSON III.

About wha t d oes th e first sentence tell somethi"ng ·'
about it?

Wh

About what does th e seco nd sentence tell something'·
about it?

"n 'I1at

QUESTIONS.

at 1s told
i.

1s to Id

~~out who m does th e third se nte nce tell someth ing?
( r1ve a sentence telling so mething about yo ur hat.
Give a senten ce telling what you like to do. Give a sentence
that will tell
your age. Give one that will tell wh ere you live.
.·\ sentence tha t tell s or states something is called a statement.
With what kind of letter does the first statement in this lesson
begin? th e second state ment? th e third statement?

2.

The horses ran away.
What made the horses run?

3.
4.

Did they run far?
Was any on e hurt?

What is the first sentence about? 'v\l hat is said abou t the horses '
What is the second sentence about? Does the second sentence tell
a nything about the horses? What does it do?
What does th e third sentence do? What does th e fo urth sentence
do?
Ask something about a watch ; about a kite ; about a butterfly.
What is a sentence that asks something called?

4

LESSONS IN ENGLISH .
NAMES .

With wh at ki nd of letter does the fi rst ques tion begin? the second
question? the third qu estion ?

WRITTEN EXERCISES.

What mark is placed after the first qu estion? after the second
question? after the third question?

Wrz'te zn columns tite nmnes of -

The mark ? is called an interrogation point.
A question should begin with a capital letter.
An interrogation point should be placed at the end of a
question ; th us, -

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WRITTEN EXERCISK
r . lYrzl i: a question about a house.

T'Vrz'te a question about a girl.
3. Write a question about the cars.
4. 1.Vn'te a questiou about the wind
5. 1-Vritc a q11estio?t about trees.
2.

,, t

I.

I.

2.

Five thinb<YS tha t yo u eat.
Five things that you wear.

Five things th a t you play with.
h 1
43·. Five thing s th at you saw on yo ur way to sc oo .
II.

Write tlte names of T wo
Two
3. Two
4. Two
Two
Two
I.

2.

~:

trees used for shade.
animals used for food .
thing s made of iron .
things that grow in the fields .
thing s that are found in the earth.
thin g s that you see in the sky.
III.

L ESSO

I V.

NAMES .

All persons and things have names by which they are known .
What is your name? What is you r fa ther's name?
Mention th e n::ime of some great man of whom you have heard .
T ell the name of some place that you have visited.
What is the name of th e ri ve r nearest yo ur hom e?
Name fi ve objects that you see in your schoolroo m.
Give th e names of two kinds of fl owers ; of two kinds of trees; of
two anim als ; of two parts of a house; of two p ieces of fmnit ure.

Use these nam es in statements : coat,
hat,

tree,
apple,

knife,
kite.

Exarnple. -My coat is warm.
IV.

Use these names £n quest£ons : ba ll,
horse,

dog,
top,

rabbit,
drum .

Exam1>le. - Is your ball hard?

6

LESSONS IN ENGLISH.

HOW TO WRITE NAMES .

7

LESSON V.
A

LE SSON VI.

1-'ICTURE LESSON .

HOW TO WRITE

1.
2.

3.

NAMES.

Charles Adams is skating. . )
Where is George Moore gomg.
Will you go, Alice?

the sentences above. V\lh1.ch wo rds in these sentences arc
Tell what each is the name of.
. th e first sentence? With wha1
boy's name do you fi n d m
· ? His last, name ?
b
letter does his first name egm.
girl's name do you see in the sentences ., With what kin(
. ?
of letter does that name begm .
Copy the names in the sentences .
V.' rite your name. Write the name of a child in yo ur class.

R ead
names ?
What
kl.nd of
What

ft

'

. the name of a person should begin wit!
Each word m
a capital letter.

...

PLAY I NG SOLD I ER .

What arc th ese children playing?
Wh at has he for a g un i

DICTATION E XERCISE.*

Which boy is the cap ta in ?

H ow many children are marching together in th e second
row? ·w h at has th e littl e g irl ove r her sho ul der ? What have
the boys ove r th eir shoul de rs ?
H ow many chil dren are th ere in the last row? What is the
boy carryin g? ·w ha t does th e g irl ca rry?
What mu sic do yo u th ink th e children are keeping step t o ?
Look at tlte picture carefully, tllt'u write auswers to tlte questions above. JJ;fa/.:e eadt answer a complete statement.

D o you go home to crmner .'
2. H e gave the picture to H enry Brown.
3 _ Fanny and Ruth are comin g.
4 . Where is my hat?
S· May Fred go h ome with me ?
1.

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tlie ,.
7 eac!.ur . -

R ea d each sentence slow Iy on ce, ti ie. n have pupils write it.

8

LESSONS IN ENGLISH .

REVIEW.

LESSON VII.

9

L ESSON VIII.

IS AND ABE.
REVIEW .
i.
2.

3.
4.

H erbert is in the house.
H erbe rt and A lfred are m th e house.
My penci l is dull.
Th ose pencils a re sharp.

Who is spoken of in th e fi rst statement?
th e second state me nt?

Who are spoken of in

In which of the two state ments do we use is? In whic h do we
use are? Why do we use is in th e first statement and are in the
second statement?
What is the third statement about?
of?

•'

WRITTEN EXERCISE.

How many pencils are spoken

What is the fourth statement about?

I •

Use is in a statement about a sled ; about a hat.
Use is in a qu estion abo ut a horse; about a carriage:
Use are in a statement about the trees; about two girls.
Use are in a question abou.t the cars ; about the clouds.
When should you use is? When should you use are?
What is a sentence that states something called? What is a sentence that asks something called? What mark should be placed
after a statement? What mark should be placed after a question?

Tell whethe r we use is or arc in stating something about one pencil.
What word is used in stead of is in speaking of more than one
pencil?
Look agai n at the sentences given in thi s lesson, and tell when
we use is. T ell when we use are.
WRITTEN E X :C,:RCISE.

Copy the fol!owz'7tg sentences, and fill the blanks with is or
are. Be carif1tl to use is in statemeuts about one, a1td a're z"n
stateme?tts about more tltaJt OJte : -

Copy tlte f ollowing sentences, aud fill tlte blanks with is or
u 1·e : 1.

2.

3.
4.
5.
6.

7.
8.
9.
10.

r. The bird - - in the cage. J The boys - - happy.
2. Cla re nce - - my fri end .
4 The sweet apples - - ripe.
5. The bell --- ringing.

Th e birds - - sin gin g.
- - yo ur knife sharp?
__ Alice a nd Bertha going?
The soldiers - - marching.
My hat - - torn.
Papa - - at home.
Papa and Mamma - - at home.
- - yo ur brother here ?
_ _ your sisters h ere ?
Th ese books - - new.

10

LESSONS IN ENGLIS H .

SELECTION TO BE MEMORIZED.

LESSON IX

LESSON X.

THE
i.

2.
3.
4.

WORD I.

COMPOSITION .

My name is ] am es Gray.
l live in the city.
\N ill ie and I a re playmates.
\ \ 'i llie is larger t han I a m .

. answers to the J'+of/owing questious.
1-1/rite
a complete staten.ent: 1

.
2.

What name do you see in the first sentence? With wha t kind ·or
le tter does the word Ja111 e.1 begin) What is th e first letter of James's
last name? What kind of letter is that?

I
I,.

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I

When you speak of you rself, do you use you r own name?
word do you use instead of you r own na me?

11

Make each a11swer

What 1. s your nam e .1
3· Where do you live ?,
1
I
H ow old ar~ you .
4·. What is your fath er s nam e .
S· Who is your teacher?

What

Wh o is supp osed to speak in the first sentence?

LESSON XL

What word is used instead of J ames's nam e in th e second sentence? in the third sentence? in the fourth se ntence? With what
kind of letter is I written in th ose sentences?
- \Vhen you write your name, with what kind o f letter shou ld you
begin each word in it? When you write the word I instead of you r
name, what kind of letter should you use?

Copy tlte fol!owinx sentences : -

H ow can you d o your best at h om e.? * How can you d o your
best at school? How often should you do you r best?

,_ zznes
· above' and commit tlzem to memory.
Copy tne
I

*

I

.
Pupils should answer these questions
orally ' in complete se ntences.

12

1.
2.
3·

4·

LESSONS IN ENGLISH.

REVIEW.

LESSON XII.

LESSON XIII.

WAS AND J.l"ERE.

DICTATION EXERCISE.

I walked with Kitty White.
Did you see my brother ?
3. Have you been to the woods?
4. Did you find any flowers ?
5. Did you hear the birds sing?
1.

Agn es was in the garden.
Ag nes. and A lice were in the garden .
Th e bird was .shy.
Th e bird s were shy.

2.

Who
d is spoken of in the first sentence .? Who are spoken of in the
secon . sentence? In which se ntence is was used ?
.
used mstead of was in th
d
What word 1s
e secon sentence ? Wh ·
the first sentence and
_ .
Y is was used in
·
.
we; e 111 t11e second sentence ?
What is th e third sentence about? H
. .
.
ow many birds are spoken
of? T ell wheth er we use was o
bird.
r were to state so mething about one
• •I

"·

d .
.
What is th e four th sentence about? What
of
·
·
wor is used mstead
was m stat111g something about th e birds ?
In which of th e sen tences above is was used?
are
k
f
· H ow many things
.
spo
cl en o in each of those sentences.? What word do we use
mstea of w as wh en we speak of more than one?
WRITTEN EXERCISE .

Cop;1 the f ollow z'ng sentences, and fill !.

wm·e: -

13

LESSON XIV.
REVIEW.
ORAL.

Use is in asking a question about an animal; about a flower.
Use are in making a statement about yourself and a playmate.
Mention yourself last.
Use was in asking a question about a river; about the wind.
Use were in asking a question about the stars.
Use were in making a statement about two boys.
· When should you use was 7 When should you use were 'I
With what kind of a letter should you begin each word in your
name? How should you write the word I 7

t le blanks wz'th was or
WRITTEN EXERCISE.

1·

2.

Carlo - - lon esom e.
3. - - those marbles yours ?
Fred and H a rry - - a way. 4 . The snow - - flying.
5. Our hands - - cold.

Copy the following sentences, and fill the blanks with is, m·e,
U.Jas, or we1·e: I.

The boy - - waiting for the basket.

2.

The leaves - - falling.

14

3. H arry - - g oing to th e post-office.

15

COM POSITION.

LESSONS IN ENGLISH .

Copy tlte following names, and tell wltat eaclt is tlte name of: -

4 H a rry a nd J ames - - goi ng to the p ost-office.
5 - - th at a honey-bee ?
6. The snow - - very deep.
7. The snow-drifts - - hi g h.
8. - - the hors es afraid 1
9

H elen and I - - go ing t o ride.
\\'e - - not afraid of the col d.

10 .

LESSON XV.
~· '

EXERCISE JI,

NAM ES OF CITIES AND OF STREETS .

I

i.

2.

I.

fVrite tlte name of tlte city or town i11 wlziclt you live.
Wi'ite t!te names of tlze leadi11g business streets in your place.
3. Write tlte uaines of t!tne streets iit your city or town, w luclt
l.

2.

I

3.

Harry Graham li ves in Boston.
H e li ves in Beacon Street.
My co usin li ves in N ew York.

are desirable for res£deuce.
4. Wn'te t!te name of t!te largest city tltat you !tave visited.

I

What d oes th e first state ment tell? What is the name of the city
in which Harry li ves ? With what kind of letter does th e word Bosto'2
begin? Copy th e word Boston.
What does th e second statement tell ? With what kine! of letter does
the word Beacon begin? With what kind of lette r does the word street
b egin? Co py th e na me of the street in which Harry lives.
What c ity is mentioned in th e third statement? H ow many words
are there in th e name of that city? With wh a t kind of letter does each
wo rd in the name begin? Write New York.

.
--~-·

-

·-

--

--

LESSON XVI.
COMPOSITION .

Write answers to tlte following questions.

Make eaclt answer

a complete statem ent: I n what city or town is your h ome? I n what street do you
Jive? What school do you attend? How far is it from your
home to the school? Do you walk or ride t o school.1

-

-

-~-- ---

•

~...1o..._.,_

-

-

16

LESS ONS IN E NGLISH.

LESSON

xvrr.

CHRISTIAN NAMES AND SURNAMES .

That boy is Charles Taylor.
2. His brother's name is H enry Arthur Taylor.
s. H e has a sister named Edith Taylor.
4 . John H enry Taylor is th eir fath er.
i.

What is the nam e of the boy spoken of in the first statement? Whose
name is given in th e second statement? What is the last name of both
boys?
What girl is mentioned in the third statement? What is her last
name? Who is spoken of in the last statement? Who is John
Henry Taylor? H ow does it happen that all the persons mention ed
in the sentences have th e same last name ?

.

~

"•

A

17

PICTURE LESSON .
WRITTEN EXERCISE.

' · quest;o
vVrite answers to t h e fiol iowmg
• ns .
a complete statement: - •

Make each auswer

What is your father's s urna m e?
. d'.
What was your mother's surname befo1e she was marne
3. What are th e surnames of five families that live near you?
4 . What is your father's Christian name?
5. What is your mother's Christian name?
1.

2.

6. What is your full nanie ?

LESSON XVIII .
A PICTURE LESSON .

What is yo ur last name? What is you r father's las t name ? Which
part of you r name belongs to your parents and to your brothers and
sisters, as well as to yourself?
The name that belongs to all members of the same family is called
the family name or surname.
Tell th e first name of each of the boys mentioned above. Why are·
th eir first names not alike? Who gave them th ese names?
The part of a name given to a child by its parents is called the
Christian name . The Christian name is sometimes made up of two
words.
What Christian name do you see in the first sentence ? What one
in the second sentence ? What one in the third sentence? What one
in the fourth sentence ?
What surname do you find in the sentences ?
With what kind of letter should each word in a name begin?

.

1

What is this little boy doin g ? What are th e goat s drawmg ·
Wh a t kind of wagon is it? Why does not th e boy ri de?
How can such a small boy manage two goats ? Who do you
think harn esses them?
What do you think the boy carri es in his wagon?

Write answers to these questions.
plete statement.

Make eaclz answer a com-

,,
18

SELECTION TO BE MEMORIZED.

LESSONS IN ENGLISH.

Edith Hart Cart er.
Jlfary Elizabeth W atkin s.
Alice Ca rr Willia m s.

LESSON XIX.
HOW TO WRITE I~ITIALS .
1.

Ellen G ertrude Lyon.
Fanny L ee Robinso n.

My father's name is James Richard Wilso n.

H e writes hi s name James R. \N ilso n.
s. My uncl e's nam e is Charl es H enry Ford.
4. H e writes hi s name C. H. Ford.
2.

I.

,,
·'I

L ESSON XX .

Whose name is gi \·en in the third sen tence? Read th e name.
\'Vhat does th e fourth sentence tell? What does C. stand for? What
mark is place d a fter th e letter C? What does H . stand fo r? What
mark is placed afte r th e letter H?

SELECTION TO BE MEMORIZED .

Read the .following lines: -What do h appy birdies say,
Flitting throug h the g loo my wood ?

Th e first letter of a word is called its ini tial lette r. What is the
initial letter of th e name Ricltarrl? of the na me Cltar!es? of the nam e
H enry?
When, instead of a word in a name , you write the initial
of that word , use a capital letter.
Place a period after each initial.

Ernest Page Dalton.
John H oward Miller.
Arnold Brooks Sanford .

TVrite the .full 11ames o.f teu persons whom y ou kiww.
Write each o.f tlwse 11am rs as the owner writes it.

What does th e first se ntence tell ? What does th e second sentence
tell? What does N. stand fo r ? \\'h at kind of Jetter is used? What
mark is placed after the letter?

~

Frank R ichard Kin g .
Charl es Frank Sh erwood .

EXEltCISE II .

2.

.I

19

" \ Ve must s in g th e g loom away Sun or shad ow, God is good ."
M. M. D ., in St . Nicholas.

·what do th e bi rdies say the y must do whe n th ey are in the d ark
wood, without any sunshine ?. * \"·v l1at can little children do when it is
rainy, or wh en th ey are unhap py?

WRITTEN EXERCISE .

Copy these 11a111es, t1//d i7lstead of tlte words m italics, write
lite i7litials o.f t/1ose words: 1

Example. -

Edit h !-fa rt Carter.
Ed ith H. Carter.

Copy these !i1tes. Notice the arrangement of the lines, aJ1d
each liue w itlt a capital letter.
be<rin
b
Commit the lines to memory.
-

. To t!te 7'eadter. - The pupi ls shuultl answe r th ese questio ns orally, in complete

se ntences.

--

-

-

20

A

LE SSONS IN ENGLISH .

PICTURE LESSO N .

-

-----

21

LESSON XXI.
A PICTURE LESSON .

\Nhat are this littl e girl and her clog doin g ? Wh ere do you
think th ey came from? Is the littl e girl's home in th e city or
in th e co untry?
What tim e of th e year is it ? Wh at shows yo u thi s ? Is it
a sunny or a cloudy day? H ow do you know?
What kind of clog is it - la rge or small, cross or goodnatured? Do you think th at the littl e g irl and the dog like to
go out t ogether ?
Write answers to tlte questions.
II.

Wn'tc a story suggested by t!tis picture. Call yonr story Goiny
to ~feet Pa1Ja. Call t!te little girl by some uame t/1at y ou hkc.
"•
HINTS.

GOI NG TO M EE T PAPA .

Wh ere does thi s little girl live ? What kind of hom e has she?
vVh at is her papa's business ? vVh ere does he work , and at
what tim e in th e clay does he co me home ?
vVhat kind of day was it wh en the littl e girl went to meet her
papa? vVhat did she t ak e with h er? vVhat did sh e do when
she saw h er papa? What did C:lrlo do?

20

A

LESSONS IN ENGLISH.

PICTURE LES S O N.

21

L ESSON XXI.
A PICTURE LESSON.

W hat are this littl e girl and her dog do in g ? Wh ere do you
think th ey came from? Is the little girl' s home in th e city or
in the country ?
What t ime of th e year is it ? W hat sh ows you t his ? Is it
a sunny or a cloudy day ? H ow do yo u kn ow ?
What kind of dog is it - large or small, cross or goodnatured? Do you think that the little g irl and th e dog like to
go out together ?

;"

W rite answers to the questions.
II.

Write a story suggested by t!tis picture. Call your story G oi ng
to lJfeet Papa. Call tile little girl by some name t/1at y ou like.
!I ,

"•

HI N T S .

GO I NG TO M EET PA PA .

From Ha rper's Young People.

W here does this little g irl live ? What k ind of ho me has she ?
What is her papa's business ? Where does he work, a nd at
what tim e in the day does he come h om e ?
W hat ki nd of cl ay was it wh en th e littl e girl wen t t o meet h er
papa ? W hat did she t ak e with her? W hat did she do when
sh e saw h er papa ? W hat did C:ulo do?

22

THE . WORDS MR. AND MRS.

LESSONS IN ENGLlSH.
Example. -

23

Church is the name of a building used for worship.

LESSON XXII.
1.

THE WORDS

U..cY CLE AND A UN1'.

2.

~

.)·

r. Aunt Clara brought me a watch.
2. It was a prese nt fr om Uncle George.

4.
5.
6.
7.
8.
9.

What is told in the first sentence? vVho brought the watch? Copy
th e name A1111t Clara.
R ead the second se ntence. Who sent the watch? Copy the nam e
Uncle George. \\'i th wh at kind of lett er does the word uncle begin?
(;ive th e name of one of yo ur uncles. When you speak to your
uncle, wh;it do you call him? Write that name. Mention the nam e of
one of your aunts. \Vh:i t do you call her? Write that name.

10.

This church is closed .
My hat was bought in New York.
W e spent our vacation at Aunt Fanny's .
\Ve rode in Uncle John's new carriage.
The horses are afraid to cross the bridge.
Laura is learning to sew.
H erbert took the letter, and ran into the ·house.
Grace opened th e window, and the little birds flew away.
Do you hear the bells ?
The sun is shining.

When you write the word nncle, or the word ciunt, as
part of a name, begin it with a capital letter.

LESSON XXIII.
JtIR . AND ltIRS.

WRITTEN EXERCISE.

iVrite about a ·uisit to

0 1l e

of your m mts.

Mister White.
Mistress White.

Begi?t as follows: -

1'Iy Yis it to Aunt - -' s.

1.

Fill t!te b!a11k witlt t/1c uame of your aunt.

T ell wh e re yo ur aunt li ves.
2 . T ell when you visit ed her.
3. T ell wh at yo u did wh en you were th ere.
r.

HE\' .IEW EXERCISE .

R ead tftesc se11tc11ces, ·111c11/z.u11 every word used as tlze name of
auyt!ti11g , a11d tell zvltat it is tlte na111 e of: -

2.

Mr. White.
Mrs. ( m is'sis) White.

Mr. White told his wife that he had bought a new
horse.
Mrs. White asked whether th e horse was gentle.

What man is spoken of in the first sentence? What lette rs are used
before his surname? For what word is Mr. used?
If you were to speak to Mr. White's wife, what would you call her?
\•Vhat does Mrs. stand for? How is hfrs. pronounced?
Mr. and Mrs. are placed before the names of men and women as
a mark of respect.

-25

LESSONS IN ENGLISH.

NAMES OF THE DAYS.

Name the two words of which lvfr. and Mrs. are the shortened
forms. What letters are used instead of the word Mister.? What
letters arc used instead of the word Jl!fz'stress? What mark is placed
after each?

What took place once when a lion was sleeping?* What did the
lion do when he saw the mouse? Why did he let the mouse go? What
happened to the lion afterward? How did the mouse repay the kind-

24

When a word is shortened, it is said to be abbreviated.
ened form of a word is called an abbreviation.

ness of the lion?

The short-

A period should be placed after an abbreviation.
DICTATION EXERCISE .

WRITTEN EXERCISE.

,,.e• F.,;1,st
write
Write tlte story of The Lion an d th e 11'i.ous
•
tlze subject of t!te story, and tlze1l write tlze story in your ow1t

words.t

Mr. Brown has a new hou se.
Mr. an d Mrs . Brown live alone.
3. Mr. J oh n I. Wood is a grocer.
4. Papa had a letter from Uncle Frank.
5. I am go in g to visit Aunt L aura.
I.

2.

LE SSON XXV.
NAMES OF THE DAYS .

LESSON XXIV.
COMPOSITION.
'l j

•,

Read t!tis story: THE LI ON AND THE MOUSE.

On e clay, as a li on lay sleep in g, a mouse ran across his nose
and woke him up . The li on laid his paw on the mouse, and
was about to crush him. But th e mouse begged so hard for
his life th at th e li on let him go. Not long afte r, the lion was
caught in a net laid by so me hunters. He roared a nd struggled, but hi s struggles only fastened him more firmly in the
net. Just th en up came th e littl e mouse. He went to work
gnawing the ropes, and in a short time set th e lion free .

•

With what kind of letter does the name of each day begin?
many days are there in a week? Name the days of the week.

H ow

Copy tlze names of tlze days of tlze week.

*

To t/u Teacher. -The pupils should answer these questions orally, in complete

sentences .
t The pupils should read their stories to the class.

l

LESSONS IN ENGLISH.

WORDS TO USE WITH

YOU.

29

III.

LESSON XXVII I.

r

COMPOSITION.

11/ rite sometlti1tg about your p ets.* If you have pigeons, or a
cana1•y b·i?'cl, or a dog, or a cat, or 1•abbits, write answers to
t!tc questions give7t Oil tlwse s11bjccts. But if you !tave none of
the p ets 1tamed iu tltis lesson, w rite about tlte ones you have.
Wrz"te carefully, and be sure to begin every sentence .with a
capital letter.
I.

MY PIGEONS.

H ow ma ny pigeons ha ve you ? Where do th ey stay? What
kind of h ouse cl o th ey li ve in? Wh ere is it 1 What do they
eat? Are th ey t a me ? \Nill th ey eat out of your hands, and
lig ht on yo ur sh ould ers? H ow do the old pigeons t eac h the
youn g ones to fl y? Wh at kind of noise do pigeons mak e ?

OUR DOG.

Have you a large or a small ·dog? What is its name ?
Where does it sleep at night ? Is it glad to see you when you
come home from school? What makes you think so? How
does it act when strangers come to the house? Has it any
tricks ? What are they ?
IV.

OUR CAT.

What is your cat's name? Of what color is the cat? With
what do you feed it? What food does it get for itself? How
does it catch a mouse? What does it do with the mouse before
it kills it ? Do es your cat stay in the house ? Where does it
like to lie best? What does it do when it is happy? T ell any
little story about your cat.
v.
MY RABBITS.

II.

MY CANARY BIRD.

H ave yo u a canary bi rd 1 H ow old is it? Of what color is
it? What is its name? Who t akes care of it? What do
you do for it ? \Nhat does it eat? How often does it take a
bath? H ow doe s th e bird answer wh en you talk to it? Where
do you keep it s cage ? In what part of the day does it sing
mos t? H ow clo es it sit when it sleeps?
/
1'

*

To tile 7 eacller. - Befo '
their p ets. Find out what p ts
Th en let each chi ld wr ite a l ut
Th e pupils sh ould ead t eir

taki ng up this lesso n, talk with th e children about
they have, a nd lead th e pupils to tell abo ut them.
his or her own pe ts.
exercises to t he cl~ss.

How rriany rabbits have you? Where did you get them ~
How old are they? What do you call them? Where do you
keep them ? What do they like to eat? How did you tam e
them? How do they play with you?

LESSON XXIX.
WORDS TO USE WITH YOU.
i.

2.

Has John a pencil?
Have the boys pencils?

32

LESSONS IN ENGLISH.

SELECTION TO

BE MEMORIZED.

33

II. Change these senteuces, making each state something or
ask something about more than one thing: -

LESSON XXXI.
REVIEW.

State som ething about a chair,
th e street,

bread,
grass,

birds,
morning,

a picture,
papers,

horses,
the fire.

What is a sentence that states something called? What mark should
be placed at the d ose of a statement?
Think of someth ing that you would like to know abou t a river. Ask
three · things about a river. Ask so mething about a boat,
a house,

a rat,
an owl,

oranges,
a violet,

What is a sentence that asks something called?
be placed after a question?
Write a statement about your school.
Write a question about your school.

th e moon,
th e stars.
What mark should

WRITTEN EXERCISES.

+!,
I

r. Th e robin is singing.
Was the boy at home ?
3. Is the peach ripe?
4. The paper has not come.
5. The door was locked.
6 . ·The car has started.
7. Has th e plant dark green leaves?
8. The girl is making an apron.

2.

I. Copy the following seutences, and fill the blanks with is, are,
was, or we1·e: I. Ralph - - a good writer.
2. You - - a good speller.
J. - - th e pony lame?
4. - - yo u going to school to-morrow?
5. My hat - - too small.
6. Y ou - - singing a n ew song.
7. - - you in Broadway yesterday ?
8. Th e girls - - playing.
9. Y ou - - in th e wrong street.
IO. - - your fath er at home?

LESSON XXXII .
SELECTION TO BE MEMORIZED.

R ead these lines: Little hands, little heart,
Kee p them pure and white,
Fit for heavenly errands,
And the angels' sight.
SUSAN COOLIDGE,

in St. Niclzolas .

Will little hands be pure and wlzite if they strike in anger? Will
little hearts be pu1·e and wlzite if th ei r owners say naughty words?

Copy the lines, and commit them to memory.

34

LESSONS IN ENGLISH.

THE SEASONS.

3

Leant these abbreviations of the names of tlte months: -

LESSON XXXIII.

January.
February
March*.
Apri l *.

NAMES OF THE MONTHS .

J a n.
Feb.
Mar.
Apr.

May~'.

Jun e*.

Jun.

July * .
August
September
October.
November
December

Jul.
Aug.
Sept.
Oc t.
Nov.

Dec.

LESSON XXXIV.
THE SEASONS.

·~'

'"

l/11

I, ,

,

With what kind of letter does the name of each month begin?
Na_me the spring months; the summer months; the autumn ~onths .
the wmter months.
'

'

What fi.owers blossom in spring? t What do you see on fruit-tre e
What do the birds do in spring?
What kind of weather do we have in summer? What insects
you see fi.ying about? What fruits ripen in the summer months?
What are the colors of the leaves in the early part of autumn ? WI
becomes of the leaves later? What does the farmer harvest in au tum
What kind of weather do we have in winter? What sometimes cov•
the ground? Why are the little streams said to be asleep? Name soi
of the winter sports.
"WRITTEN EXERCIS:E.

I.

Copy the na111es of the months.
II.

r . Write the names of the spring months.
2. Write the 1lames
3. Write the names
4. Write the names
5. VVrite the name
you like z"t best.

of the
of the
of the
of the

summer months.
autimm months.
winter months.
mont!t you lz.k e best, and tell whv
"

Write answers to the following questions. Begin the wo1
spring, su1n1ner, aiitu1nn, and wintm· with small letters: What three signs of spring have you noticed ?
What ripe fruits have you seen in the summer months?
3. What insects have you h eard chirp in autumn?
4. vVhat have you noticed about the len g th of the days in wintE
1.

2.

* May is never abbreviated; and Jl!farch., April, :June, and 7uly should ge1
ally be written in full.
t Pupils should answer these questions orally, in complete statements.

36

LESSONS IN ENGLISH.

SONG OF THE GRASS BLADE S .

- -- - - - --------- -vVrite a story about tltese cliz'ldren.
call tltem by tftose 11ames. Tell -

37

Give tltem 11ames, and

LES SON XXXV.
Who they are ;
Where th ey live ;
Wh at they do for amusemen t;
What led the boy to draw the little g irl' s picture.

A PICTURE STORY .

LESSON XXXV I.
SONG OF THE GRASS BLADES.

I~

I

.'

I

--~

\

1

\_

· ·1 ' 1 ;':11~1 1 n11 ~'111 111wi11~1.mm1N11 1 1111111pi1,,:: .... , 1 1ii1111i11w~1 J1:111w11 1 /l/1 1 1t.11 1 1J1 ,!1 ui1m;~,i1 1 1 1 1 1 1 1 1 1 1m1~m1 1f e1i1ffi;;;-:::,,~,~.

" Peeping, peeping, here and there,
In lawns and meadows everywhere,
Corning up to find th e sprin g,
And hear the robin redbreast sing;
Creeping under children's feet,
Glancing at the violets swee t,
Growing into tiny bowers,
For the dainty meadow flowers: We ar e small, but think a minute
Of a world with no grass in it! "

A LITTLE ARTIST.

Wh at is th e littl e arti st doing? Upon what 1s he drawing a
picture 1 \\Th ose picture is he drawin g ?
Describe th e littl e g irl, and tell where she is sitting.
H ow is the larger boy helping a bout the picture ?
What kind of picture do you think it will be?

At what time of th e year does the grass co me up?
What is meant by the grass blades' peeping here and th ere? When
have you seen the grass blad es come up? Do you like to think o( :
world with no grass in it?

Copy tfte Song uf the GJ•ass Blades, and commit it /,
memory.

38

LESSON S IN ENGLISH .

COMPOSITION.

39

WRITTEN EXJ£RCISE .

LESSON XXXVII.
Copy t!te f ollowing sentences, and fill the blanks : HOW TO WRITE DA TES.

Abrah am Lincoln was the sixtee nth president of
the United S ta tes.
2. H e was born February r 2 , 1809.
s He died April 15, 1865.
1.

It
J
I

'

I

R ead the sentences . Wh o was Abraham Lincoln?
In wha t month w:is he born? On what day of the month? In
what year?
In what year d id he di e ? How do you know, from the third sentence, on what clay of the month he died? How is the day of the
month written? H ow is th e yea r written? What mark separates the
figures which tell the day of the month from those which give the
year?
In th e dates above, I2 and I5 are abbreviations of twelfth and
fifteenth. These dates sh ould be read not February twelve and April
fifteen, but February f-dleift!i and Apnl fif teent/z.

1.

2.
3.
4.
5.

This Jetter was written May 4, 1880.
Next Christmas will be D ecember 25, 18-.
Sch ool began S eptember I , 1 8-.
I was born - - - -, - -.
To-day is - - - - , ·- - .

LESSON XXXVIII.
A LETTER.

Copy the letter on the next page. Noti'ce how t!te different
parts are arranged, and place them in the same way oit your
slate or paper.
Be careful to use capital letters and marks of punctuation as
they are used in the letter gi'ven.

R ead the foll owing dates : -

LESSON XXXIX.
October r 2, I 8 34.
D ecember 2 0, 1620.
Se ptembe r 3, r 808.
July 4, 1776.
F ebruary 22 , I 732.
J anu ary 1, 1878.
June 17, 1800.
May 30, 1887-

COMPOSITION .

Write a letter to one of your playmates.
Tell about something that you lzave at lwme.
B egin a11d close your letter like tlze model g iven oit tlte next
page.
Use in your letter the name of the city or town in w!tich you
live, your own 1tame, and the name of one of y our friends.

40

ADDRESSES.

LE SSONS IN ENGLISH.

41

LESSON XL.
ADDRESSES.

The Address of a person is made up of his name and hi~
residence ; as -

1.

2.

42

COMPOSITION·
LESSONS IN ENGLISH.

- - - -- -- -------·----- ---·EXERCISE II.

\Vh e n th e word s street, avenue, and county occur in addresses,
th ey a re usua ll y abbreviated, as follows: Street
St.
Avenue .
Av.
County .
Co.
:--roTE. name of th e

Sometim es the nam e of th e sta te is abbre,·iated also.
s t~ tc is lllng, it is be tt e r to writ e it in full.

But unless th e

Read the first add ress in this lesson. Whose add ress is it? What
word is placed before \\! :titer's nam e ? In what street does Walter live?
What is th e num ber of hi s house ? In what city does he live? In
what state?

./i

Read th e second address. What word is placed before Margaret
Barton 's nam e ? What does the second line of the add ress tell? What
does the third lin e tell? Why is a period placed after Co? What does
the fourth line tell' \\"hat ma rk is placed after the first, the second,
a nd the third lin e? What mark is placed after the last fine?
If you were writing your moth er's add ress on an envelope, what
would you place before her na me? If you were writing your father's
add ress, wh at would you place befor e his name?
WltlTTEN EXERCISE.

I'

I.

address as it s!to1tld be written on a
T.Yrite your own
•"e
W:rite your real name, not your pet name.
d.
enve lOr •
vVi'ite t!te address of yo1tr fath er or of yo1tr g 1tar zait.
~: Write the add1'esses of five of your playmates.
1.

r. Draw on J'Olt r slntt two figures, eaclt of the shape and size
of an envelope. JV!nke enclt figu re about 5Yz inclzrs long, and
3}i incites widr. Or, lay mt envelop e 011 your slate, and mark
around it.
2. Copy, in tltose fig ures, tlte two addresses given at the head
of th£s lesso7t. In cnc/1, write lite first line of tlte address near
tlte m iddle of t!te fig11re, and be careful to place t!te other liucs
just as tltcy are plnccd z·n t!te models given. Use commas mu/
p eriods as tlzey an 11sed iu the addresses gi71eu.
3. Mark the place fo1' t!te postage-stamp.

LESSON XLI .
COMPOSITION .*

Write letters from t/ze hints given below.
each letter like t/ze model given on page 40.

Becrin
and clc
D

HINTS FOR LETTERS.
I.

J u LIAN TO LOUIS. If to-morrow is a pleasant day' W 1"Jris a
ulian are going to t ake their tent and camp ~ut in the Ma.
J
111.ke to have Louis rro with them . vV1
Grove They wou c i
"'
r
will c~rry their dinn er in his father'~ old .~napsack. Ju ian '
take along his new book, "Hans Bnnker.
.
. i
Will Louis please take his bow and arrow with him .
11.

L OUIS TO J ULIAN. Louis would like nothing better th ar
camp out with Julian and Willis. He will go, and ~ill take
. l h.
His mother has promised to
bow and arrow wit 1 im.
him a nice lun ch, to put into vVillis's knapsack.
-

. h ld write letters as oft en as once a week, unti
To the Tea cher. - Pupils s ou
f
tt
that th ey use it unconsci
.th the proper orm o a 1e er
T
become so fam1 iar wi
.
.
. t
t him so that he may
Always suggest to the pupil a subject that WI11 m eres
'

*

easily and naturally·

44

LESSONS IN ENGLISH.
III.

RUTH TO BERTHA.

So warm to-clay that Ruth went to look
at her pansy-bed. Found the snow all gone, and the pansies
in blossom. Sends some pansies to Bertha by Frank.
IV.

BERTHA TO

Give a request that you might make of one of your playmates ; as,
Please !told my books.
What request might you make of your teacher? of one of your

parents?
\VIUTTEN EXERCISE.

1.

Copy these commands and requests: -

R U TH.

1.

Thanks Ruth for th e pansies. Thinks
they are beautiful. H as put them into her little Japanese cup.
Sends Ruth her last number of "St. N icholas. "

2.

3.
4.

5.

v.

Suppose that your uncle has sent you a book for a birthday
presen t. vVrite a lett er to you r uncl e, thanking him for the
gift, and telling him how yo u like the book.
VI.

vVrite a letter to one of your playmates, and ask him or her
to spend next Saturday aft ernoon with you. T ell your friend
of something that you will clo together, if he or she will come.

45

THE COMMA.

6.

7.
2.

Lay the book on the table.
Ring the bell softly.
Go with your friends.
Wear your warm coat.
Please open the box.
Bertha, please play for us.
Form the habit of standing erect.

Write commands or requests, using i11 eac/1, one of t!te fol

lowing words: apples,
water,

fire,
horses,

paper,
roses,

drum,
flag,

pictures,
hats.

LESSON XLIII.
THE" COMMA.

LESSON XLII.
THE COMMAND.

Give a co mmand that you might use in speaking to a dog; as, Lie
rlown.
Give a co mmand that you might use in speaking to a person; as,
Close tlte rloor.

Give a command about a ball; about a bell; about a chair.

Papa, may I ride with you?
2. Your box, Ellen, is on the table.
s. Hang up your hat, Robert.

i.

Read these sentences, and tell what each sentence does.
Who is spoken to in the first sentence? What mark separates th
word Papa from the rest of the sentence?

LES S ONS IN

46

ENGL ISH.

A

PICTURE

·what is the na me of th e pe rson spoken to in th e second se ntence ?
H ow many commas are use d to sepa rate the word Ellen from the rest
of th e sentence?
What is th e name of th e person spo ken to in th e third sentence ?
H ow is thi s nam e separated from th e res t of the sen tence ?
Wh en yo u speak to a perso n, yo u a re said to address him.

The name of a p erso n addressed should be separated
from the re st of the se ntence b y a comma or commas.
WRITTK N J<: XEHCISE.

Copy the f ollowl11g sc11te/lces. fns ei-t commas w!tere t/1ey are
needed, a11d place !lie pi·opcr 711ar/c a! tlte e11d of eac!t seutence : r.
2.

3.
4.

5.
6.

7.
8.

Lo ok at t l1i s tree J ohn
Mot her will yo u go wi th us
G ood -ni ght Arth ur
H ea r th e bird s si n g
Y o ur book Carr ie is ve ry int eresting
\\'al t er where is th e hammer
Diel yo u ha \·e a pl easant walk Fa n ny
Be kind to th e unfortunate

LE SSO N X LI V .
JHCTATIO::" E XERCISE.

r. G ood -m orning, Ch a rl es.
Clara, wh e re is you r mother?
3. Pl ease ope n the blind s, Harry.
4. H ere is your paper, l\ Ir. H unt.
5. \Va it, Edit h, fo r y our s is ter.
2.

From Our Little Oms.

STORY.

47

LESSONS IN ENGLISH .

46

A

PICTURE STORY .

What is the n ame of the person spoken to in the second sentence?
How many commas are used to separate the word Ellen from the rest
of the sentence?
What is th e nam e of the person spoke n to in the third sentence ?
How is this name separated from the rest of the se ntence ?
When you speak to a pe rson, you are said to address him.

The name of a person addressed should be separated
from the rest of the sentence by a comma or commas.
WRITTEN EXERCISE .

Copy t/1e f ol!o wi11g smtences. Insert commas where tltey are
needed, and place t!te pi-oper mark at t!te end of eacli smtence: I.

2.

3.
4.

5.
6.

7.
8.
I'

Look at th.is tree John
Mot her will you go with us
Good-night Arthur
H ear th e bird s sing
Y our book Carrie is very interesting
vValter where is the hammer
Did yo u have a pl easant walk- Fanny
Be kind to th e unfortunate

LESSON XLIV.
DICTATION EXERCISE.

Good-morn ing, Ch arl es.
Clara, where is your mother?
3. Please ope n the blinds, Harry.
4. H ere is your paper, Mr. Hunt.
5. Wait, Edith, for your sister.
I.

2.

From Our Little Ones.

47

48

QUOTATIONS.

LESSONS IN ENGLISH.

The little marks [" "] that enclose the exact words used by ano

LESSON XLV.
A PICTURE STORY .*

Who is this little girl? t
What is she doing ?
What kind of home do you think she has?
Write a story about her.

are called quotation marks.
R ead the third sentence. Why is yes enclosed by quotation ma
Whose words are repeated in the fourth sentence? Read I
words. What are the marks called that enclose her words?
When the exact words of a person are repeated by
other, they should be enclosed by quotation marks.
NOTE. -

•

In a later lesson, examples of quotation s are given, in which the

<.

tion is divided by other words.
WRITTEN EXERCISE.

LESSON XLVI.
QUOTATION MARKS.
i.

2.
3.

4.

Come and see the morning-glories,'' said Henry.
" Do they blossom every morning? " asked Ida.
"Y es, " answere d H enry.
"L~t us count the blossoms," said Ida.
"

I.

2.

Copy the four sentences at the head of tlzi's lesson.
Copy these sentences, and place quotati'on marks whe1

they are needed: Here are your gloves, said Thomas.
Uncle George, please tell us a story, said Elsie.
3. How do cats walk so softly? asked Fred.
4. Because they have cushions on their feet, replied
I.

2.

Whose words are repeated in the first sentence? Read the part of
the sentence that tells what Henry said.
What question did Ida ask? Read her exact words.
When the exact words of a person are repeated by another, they are
said to be quoted. The words repeated are called quotations.
What words are quoted in the second sentence? Notice the little
marks that are placed before and after Ida's words. How are they
made?

mother.
5. Where shall we hang the hammock? asked the boys.
6. Under the old elm-tree, said Mrs. Wood.

* T o the T eache>·. - Give additional exercises of this kind from time to time.
For this purpose, select attractive pictures of artisti c merit. Each picture should
~epresent objects familiar to the child, and should in itself suggest some story.
1" See page 47.

George said to Robert, "Where is Bruno?"
Robert replied, " He was out by the barn a
time ago."

LESSON XLVII.
QUOTATIONS.
i.

2.

50

CONTRACTIONS.

LESSONS IN ENGLISH.

To whom did George speak? What did he say?
Read the second sentence. Whose words are repeated in this sentence? What shows that the words are quoted?
What mark is placed before the quotation in each sentence? With
what kind of letter does the first word of each quoted sentence
begin?

A quoted sentence that gives the exact words of another
should begin with a capital letter.

Copy the following story.
quotations : -

Tell whz"clz of the sentences are

LESSON XL VIII.
COMPOSITION.

Read this story: · THE CAT AND THE SPARROW.

A cat cau 0aht a sparro~ and was about to eat it, when the
sparrow said, " No gentleman eats till he has first washed his
face ."
.
The cat, struck with this remark, set the sparrow down, and
beaan to wash his face. The sparrow then flew away. This
ve~ed Tom, and he said, "As long as I live, I will eat first, and
wash my face afterward."

THE FARMER AND THE STORK.

Tell the story in your own words.

A farmer set a net in his field, to catch the cranes which
came to feed on his corn. He caught several cranes, and with
them a stork. The stork begged the farmer to let him go. He
said, "I am not a wicked crane, but a poor, harmless stork."
The farmer replied, "That may be true. But I have caught
you with the cranes, and you must die with them."
What does this story teach about bad company?
your own words.

51

WRITTEN EXERCISE.

Write the story oif The Cat an d tlie S par1·ow • Ffrst write
the name of the story.
Do not forget to use the quotation marks if you give the exact
words of the cat and the sparrow.

Tell the story in

LESSON XLIX .
CONTRACTIONS.

DICTATION EXERCISE.

Frank cried, " Throw me the rope."
2. "Here it is," said John.
3. "The bells are ringing," said Mrs. May.
4. "Look at this leaf," said Clara.
5. "Where did you find it ? " asked the girls.

i.

1.

2.

I've torn the book.
Don't be careless.

What does I've mean in the first sentence?
Write I have. Write I've. What letters are in I have that are no;
in I've 7

52

LESSONS IN ENGLISH.

COMPOSITION.

In writing I 've, what do you place where the letters h and a are
left out?
The mark ['] is called an apostrophe.
From what two words is don't made? Why is the apostrophe used?
Words, like I've and don't, made from two words by omitting a
letter or letters, are called contractions.
An apostrophe should be used in a contraction wherever
a letter or letters are left out.
Mention the contractions in these sentences, tell from what words
each is formed, and name the letters that are left out : -

There's Fred.
He's behind time.
Isn 't your brother coming?
They' ll be here soon.
I'm glad to see you.
I'll try to solve the problem.
He said 'twas a mistake.
Doesn't your brother sing?
Wouldn't Paul come?
I can't read this letter.
They're painting the house.
It's a cold morning.
WRITTEN EXERCISE.
I.

Copy the sentences above, writing the contracted words in full.
Example.

2.

-There is Fred.

Compose sentences containing the following contractions : it's,
I'll,
doesn't,
'twas,
I've,
he's,
there's,
I'm,
don't,
can't,
wouldn't,
they're.

LESSON L.
DICTATION EXERCISE.

1.

2.

3.
4.
5.
6.

78.
9.
IO.

Don't walk so fast .
There's the car.
Isn't that your dog?
He's following us.
Doesn't the wind blow hard?
Harry can't open the gate.
It's too heavy.
I'm learning to draw.
Wouldn't you like to see my drawings?
They're in the next room.

LESSON LI.
COMPOSITION.

THE BROWN THRUSH.
I.

There's a merry brown ·thrush sitting up in the tree;
"He's singing to me! he's singing to me!"
And what does he say, little girl, little boy ?
"Oh, the world's running over with joy!
Don't you hear? Don't you see?
Hush! look! in my tree.
I'm as happy as happy can be! "

5:

54

LESSONS IN ENGLISH .

REVIEW.

E

II.

LESSON LIL
And the brown thrush keeps singing, "A nest do you
see,
And five eggs hid by me in the juniper-tree?
Don't meddle ! don 't touch ! little girl, little boy,
Or the world will lose some of its joy:
Now I'm glad ! now I'm free!
And I always shall be,
If you neve r bring sorrow to me."

REVIEW.
1.

Use these words in statements: dollar,
flag,

2.

nver,
merchant,

stars,
boy,

Use the following words in questions:is,
are,

III.

So the merry brown thrush sings away in the tree,
To you a nd to me, to you and to me;
And he sings all the day, little girl, little boy,
"Oh, th e worl d's running over with joy!
But lon g it won't be,
Don 't you know? don't you see?
Unless we a re as good as can be."
L uc y LARCOM.

What is sitting in the tree? What is he doing?
What does the thrush say in his song?
To whom does the thrush sing? What does he say to everybody?
Name all the contractions in this poem, and tell for what each
stands.

Write in your own words the story of The B1·own Tlwush.

blacksmith,
garden .

was,
were,

has,
have.

3. Write a command or a request about11

a horse,
a door,

your hat,
your book,

a fire,
the tea-table.

•

4. Write the names of t!te seasons of the year, and tell so11
szgn of each season.

5. Copy these abbreviations, and opposite each abbrcviati,
write the word for wlt~dt it is used: St.
Av.
Co.
Jan.
Fri.

Aug.
Sun.
Dec.
Wed.
Nov.
Sept.

Mon.
Mr.
Apr.
Tues.
J un .

Jul.
Oct.
Sat.
Feb.
Mar.
Thurs.

Mrs.

56

LESSONS IN ENGLISH.

SUll'll\IAHY OF UULES.

NOTE. -The pupil should apply these rules in all written exercises.

Every sentence should begin with a capital letter.
Each word in the name of a person should begin with
a capital letter.
The word I should be written with a capital letter.
The name of a city or of a street should begin with
a capital letter.
The names of the days of the week should begin with
capital letters.
The names of the months should begin with capital
letters.
The names of the seasons should begin with small
letters.
A period should be placed after every complete statement and after every command.
An interrogation point should be placed after a question.
A period should be placed after an abbreviation.
The name of a person addressed should be separated
from the rest of the sentence by a comma or commas.
When the exact words of a person are repeated, they
should be enclosed by quotation marks.
An apostrophe should be used in a contraction, wherever
a letter or letters are left out.
\

PART

SECOND.

FOR FOURTH YEAR PRIMARY.

LESSON I.
THE TWO PARTS OF A STATEMENT.
i.

2.
3.

Plants need sunshine.
Two train s crossed the bridge.
The bell is ringing.

What are spoken of in the first statement? What is said about plant;
What are spoken of in the second statement? What is said about t\\
trains?
What is spoken of in the third statement? What is said about tr
bell?
Of how many parts is each of these statements made up? Wh:
does the first part in each show? What does the second part tell?

Every statement is made up of two parts. One pa 1
shows what is spoken of. The other part tells somethin
about the thing spoken of.

I

WRITTEN EXERCISE.

Copy tlzese statements, and draw a slzort vertical l£ne betwet
the two parts of each statement: 57

'

58

LESSONS IN ENGLISH .

Example. -

1.
2.

3.
4.

5.
6.

7.
8.

9.
IO.

Oranges

I

PROJ;>ER AND COMMON NAMES.

I grow in Florida.

WRITTEN EXERCISE.

Oranges grow in Florida.
Th e ground is covered with snow.
·w alter is sweeping th e walk.
Two little sparrows came to my window. ·
Emily gave the birds som e crumbs.
This apple is hard.
Your pencil has a sharp point.
A small boy opened th e gate.
The room has three windows.
The old clock stands in the hall.

Write sentences containing the uame of I.
2.

3.
4.

5.
6.

7.
8.

9.
. 10.

A flower.
A body of water.
An article of furniture.
A kind of grain.
A musical instrument.
A timepiece.
A vegetable used for food.
A building used for residence.
A building used for worship .
A material of which stoves are made.

Example. -

The dandelion grows by the roadside.

LESSON II.
NAMES
L

2.
3.

John harnessed the horse.
Flour is made into bread.
The robin is building a nest.

LESSON III.
PROPER AND COMMON NAMES.

Tell what is spoken of in each statement, and what is said about the
thing spoken of.
Point out each word used as a name, and tell what it is the name of.
A word used as a name is called a noun.

Write sentences co11taining tlze following words used as
710U7ZS; -

t able,
carpet,

river,
pond,

lily,
potato,

barn,
post-office,

grass,
clouds.

Give the name of a boy ; of a city ; of a river.
A name that belongs to an individual person or thing is cal
proper name ; as, Frank, Charleston, Red River.
Give a name applied to animals of the same kind - to a cla
animals ; as, cow.
Give a name applied to each bird of some class ; to each tr
some class ; to each building of some class.
A name that all things of the same class have in common 1s ca:
common name ; as, man, house, horse.

LES S ONS IN ENGLISH ..

REVIEW.

Tell which of th e foll owing names are common to persons or things
of the same class, and which, belong to individual persons or things : -

LESSON IV.

60

house,
city,
Chicago,_
church,
Trinity Church,

school,
Y ale College,
state,
K entu cky,
river,

boy,
R obert,
g irl,
H elen,
co untry,

DICTATION EXERCISE.

Germany,
month,
January,
day,
Tu esday.

With what kind of letters do the examples of common nam es begin?
With what kind of letters do th e examples of proper names begin?
Begin a proper name with a capital letter ; as, James,

E

r. I saw apples in Market Street.
Henry Hudson discovered the Hudson River.
3. I heard Rover bark.
4. Mr. Green has removed to the city.
5. The stranger came from Baltimore.
6. We sailed across the Atlantic Ocean.
7. T ea is brought from China.
8. Our friends have gone to th e White Mountains.
9. Have you seen the Brooklyn Bridge ?
ro. My brother goes to the High School.
2.

ri

I

Broadway.

When a proper name is made up of two o r more w ords,
begin each w o rd with a capital letter; as, New York , N iagara
Falls .
WRITTEN EXERCISE.

I.

Example. -

2.

II

T e!! some interesting fact aboutth e city or town,
you live.

th e county,

a nd the state, -

REV IEW.
I.

in which

Immense herds of cattle and sheep are raised in Texas.

W rite the 1tam es of three wild animal s, t wo domestic animals, three songbirds, two reptiles, - found in your state.

3. Use these 11ames in sentences.

LESSON V.

\

i.

Make a statement about -

<
your book,
the clock,
2.

a chain,
the window,

a small boy,
bright faces,

cold weath<
kind words

Supply words in the following, to complete the statements: - blossom in the spring.
- live in the water.
- shod the horse.
- sold the goods.

- is ringing.
- are walking .
-sing in the morning.
- rises in th e east.

62

LESSONS IN ENGLISH.

Example.-

COMPOSITION.

Violets blossom in the spring.

LESSON VI.
How many parts has a statement?
What is the office of each part?
What is a word used as a name called?
What is a nam e called that belongs to an individual person or thing?
Give an example.
What is a name called that belongs to every person or thing of the
same class? Give an example.
With what kind of lett er should a proper name begin?
II.

Point out the nouns in these statements, and tell which are common names and which are proper names : 1.

2.

3.
4.
5.
6.

The lamp stands on the table.
Harry missed the train.
The horse has broken his halter.
Uncle Brewster lives in Washington.
The basket was filled with grapes.
Valuable minerals are found in the Rocky Mountains.
WRITTEN EXERCISE.

I. Copy the statements above, a11d liraw a short vertz"cal line
between the two parts of eacit statement.
2. Write statements containing the name of-

a
a
a
a

large city,
river,
lake,
railroad,

a canal,
a public park,
a public building,
a noted inventor,
some great soldier.

COMPOSITION .

THE FOUR SUNBEAMS.
I.

Four litttle sunbeams came earthward one day,
Shining and dancing along on their way,
Resolved that their course should be blest.
" Let us try," they all whisp~red, "some kindn ess to do
Not seek our own pleasuring all the day through,
Then meet in the eve at the west."
11.

One sunbeam ran in at a low cottage door,
And played "hide-and-seek" with a child on the floor,
Till baby laughed loud in his glee,
And chased with delight his strange playmate so bright
The little hands grasping in vain for the light
That ever before them would flee.
III.

One crept to the couch where an invalid lay,
And brought him a dream of the sweet summer day,
Its bird-song and beauty and bloom;
Till pain was forgotten and weary unrest,
And in fancy he roamed through the scenes he loved b(
Far away from the dim, darkened room.

64

LESSONS IN ENGLISH.

IV.

One stole to the heart of a flower that was sad,
And loved and caressed her until she was glad
And lift ed her white face again,
For love brings content to the lowliest lot,
And find s som ething sweet in the dreariest spot,
And lighte ns all labor and pain.

NAM E S THAT

MEAN MORE

T HAN ONE.

6

How did the fourth sunbeam show the little blind girl that he fe
sorry for her?
What did all the little sunbeams say, when they went home at night
The parts into which a poem is divided are called stanzas. Ho·
many stanzas are in this poem?

Write in your own words tlze story of The Fom· Sunbeam>
Do not forget to begin every new sentence wit!t a capital letter.

v.

And one, where a littl e blind girl sat alone
Not sharing the mirth of her play-fellows, shone
On hands that were folded and pale,
And kissed the poor eyes that had never known sight,
That never would g aze on the beautiful light
Till an gels had lifted the veil.
VI.

At last, wh en the shadows of evenina were fallina
t>
"''
And the s un, their g reat father, his children was calling,
F our su nb ea ms sped into the we st .
All said, " \Ve have found that in se eking th e pl easure
Of others, we fill to the full our own m eas ure," Then softly th ey sank to thei r rest.
M. K . B., in St. N zdiolas.

What did the four little su nbeams resolve to do?
What did the first sunbeam do?
How did the second sunbeam amuse an invalid?
What did the third su nbeam do to make a little fl ower happy?

LESSON VII.
NAMES

THAT

MEAN

MORE

THAN

O NE.

What do you say when you speak of more than one clock ?

book ?

slate ?

chair?

The form of a word used m speaking of one thing is called tr
singular form.
The form of a word used in speaking of more than one thing
called the pl u ral form.
Write the words clock, book, slate, and chair.
Write the words that mean more than one clock, book, slate, and chat
What did you add to each word, to make it mean more than one?
Adds to the singular o f most n ouns, to for m the plur a
WRITTEN EXERCISE.

IVrite sentences containing tlze plural forms of tlze fo!lowi1,
words:hat,
mile,
basket,
marble,
coat,
hour,
pailful,
tree,
paper,
week ,
cupful,
bird,
flag.
pencil,
spoonful,
car,

66

REVIEW.

LESSONS IN ENGLISH .

L ESSON VIII.
NAMES THAT MEAN MORE THAN O NE.

Some n ouns ending inf or f e, change for f e to ves , to fo
the plural.

What do you say wh en you speak of more than one -

dres s ?

watch?

box?

Name the words in the foregoing list that mean one thing. Na
the words that mean more than one.
Tell how the words are changed to make each mean more than or

WRITTEN EXERCISE.

dish?

Write the words that mean more than one dress, box, watcli, and dislz.
What did you add to each word to make it mean more than one?
Add s to each of th e names above, and try to pronounce the words
thu s form ed. Why is es instead of s added to each of these words?

When the singular ends in a sound that does not unite
easily with the sound of s, some nouns add es to the singular,
to form the plural.

Use tfte plural forms of tlzese names in sentences : shelf,
wolf,
leaf,

half,
beef,
thief,

Example.

calf,
life,
wife,

loaf,
sheaf,
knife.

- The shelves were filled with books.

WRITTEN EXERCISES .

LESSON X.

Write sentences containiug the plural forms of these names: church,
glass,
dress,
brush,
Example. -

wish,
fox,
tax,
grass,

match,
dish,
watch ,
ditch.

class,
peach,
house,
bush,

There are fi ve churches in the village.

leaf,
leaves,

loaf,
loaves,

1 . R ead thl!se statements, tell what is spoken
ment, and what is said about it : 1.

2.

3.
4.
5.
6.

LESSON I X.
NAMES THAT CHANGE F

REVIEW.

7.

OR FE TO

VES.

knife,
knives.

8.
9.
10.

Of in

The birds were sitting on post s.
The farmer sold his calves.
A child bought two loaves of bread.
The t axes were paid.
George brought three pailfuls of water.
The leaves are green.
Two bridges were burned.
The trains were delayed.
Foxes h ave long bushy tails.
The thieves were sent to prison.

each s

68

LESSONS IN ENGLISH.

PLURAL FORMS OF NAMES ENDING IN

Copy tlze 1mmbered se11te11ces, and use singular nouns for
the plural nouns.
Make such ot!ter cltauges in tlte sentences as may be necessary.

Y.

2.

Example. -

LESSON XII.
PLURAL FORMS OF NAMES ENDING IN Y.

The birds were sitting on posts.
A bird was sitting on a post.

Write the words -

lady,

L ESSON X I.
COMPOSITION.

THE BOY AND THE WOLF.

A boy who was tending sheep ran t o his neighbors and told
them that a wolf was carrying off his lambs. Th e me n left
their work and went to help him, but found that no wolf had
been there. The boy deceived them in this way several times.
At last, a wolf really came. The boy went again to the men,
and begged th e m, with many t ears, to come to the rescue of
his fl ock. But they thought that he was in sport as before, and
paid no at t ention t o his cries and tears. So h e lost his lambs.
What is this story about?* What was the boy doing? How did he
amuse himself? What did his neighbors find when they came to help him?
What happened when a wolf really came?
What does this story teac h?
WRITTEN EXERCISE.

Write in youi' owu words the story of The Boy and the Wolf.
* To tlte Teach er. - Pupils should answer these questions and write the story,
without referring to th eir books.

I
I

city,

cherry.

With what letter does each of these words end?
What word means more than one lady? more than one city? in
than one cherry?
Write the words that mean more than one lady, city, and chei
How did you change each word, to make it mean more than one?

Some nouns ending in y, change y to ies, to form
plural; as, fly, flies; city, cities; army, armies.
Write the words -

day,

key,

boy.

With what letter does each of these words end? What letter cor
before y in day? in key? in boy?
Write the words that mean more than one day, key, and boy. . W
did you add to each word?

When a noun ends in y, if a, e, or o. comes before the
adds to the singular, to form the plural; as, day, days; journ
journeys; toy, toys.
WRITTEN EXERCISE.

I. Copy the singular forms of the following words, and wr
opposite each name its plural form : Example. -

Lily, lilies; valley, valleys.

LESSONS IN ENGLISH.

70

2.

baby,
pony,
donkey,
tidy,

chimney,
berry,
valley,
story,

lily,
daisy,
fly,
monkey,

R E VI E W.

body,
city,
duty,
lady.

"/if/rite senteuces containiug t/1e plural f orms of the names

above.

LESSON XIII.
OTHER PLURA L F O RMS.

What word means more than one -man?
tooth ?
mouse?
foot?
goose ?
ox?
woman 1
child?
Some n o uns form their plurals in irregu l ar way s ; as,
man, men; mouse, mice ; child, c!ti/dren .

The farmer counted his sheep.
2 . One sheep was missing.
s. There are five deer in the park.
4. Have you ever seen a wild deer?
i.

LESSON XIV.
REVIEW .

When is a word said to be in the singular form?
When is a word said to be in the plural form?
How is the plural form of most names made? Mention five words
that form the plural by adding s to the singular.
If a name ends in a sound 1 that does not unite easily with s, how is
the plural formed? Give five word's that form the plural by adding es
to the singular.
How do some nouns ending in .f or .fe form the plural? Give
examples.
In how many ways do nouns ending in y form the plural? Give
examples of each way, and tell how the plural is formed in each case.
Mention five words that form the plural irregularly.
Mention three words in which the singular and the plural form are
the same.
WRITTEN EXERCISE.

r. Write statements containing the plural forms of -

ox,
deer,

Read the sentences above. ·what word is used to denote one sheep?
To denote more than one?
What is th e singular form of the word deo· ? What is the plural
form?
So me w ords have the same form in the singu lar and the
pl ura l ; as, slteep, deer, trout, cannf)n.

71

2.

half,
chimney,

family,
shelf,

American,
German,

life,
city.

Use in a question the plural form ofday,
knife,

valley,
path,

leaf,
lily,

iourney,
woman.

Write sentences containing t/ie plural f orms of tltese words: woman,
child,
sheep,

ox ,
tooth,
deer,

man,
mouse ,
trout,

foot,
goose,
cannon.

3. Use in a command the plural fo1·m ofpony,
cherry,

baby,
child,

match,
turkey,

sponge,
toy.

72

LESSONS IN ENGLISH.

WORDS THAT DENOTE POSSESSION.
WRITTEN EXERCISE.

Tell in your own words What Malces the Ocean Salt.

LESSON XV.

HINTS.

COMPOSITION.

WHAT MAKES THE OCEAN SALT?

He who sails upon th e sea mu st carry fresh water in his ship
or perish with thirst, for he will find
"Water, water

everywhere~

Describe the course of the raindrops on their way to the S•
T ell what they bear to the ocean, what becomes of th
burden, and how they reach the sky again.

but not a drop to drink."

What is the secret of the saltness of th e sea? Its water was
not always so. Every drop of it, a t some time, came from the
clouds, and was just as fresh as any rain-water. I will tell you
the simple story. Raindrops patter upon hilltops and meadows
everywhere. Th ey sink into th e soil and run over the rocks,
all th e time dissolving many things in their way; but th ey find
more of salt th an of any other one thin g . Springs and rivul ets
gush from th e hillside, riyers run from th e highlands, and,
swollen by oth ers from the plains and valleys, at last pour th eir
floods into the sea. Next comes in th e work of the sunshine.
The heat lifts th e water, in the form of vapor, int o th e clouds,
but it leaves the salt behind. Year aft er year this work goes
on. vVater loaded with an easy burd en of salt, travellin g by
easy stages to th e sea, leaves its burd en there, while it climbs
the sunbeam up to the sky again t o form th e floating clouds.
The clouds, wafted by the winds, fly away over the continents
to drop upon fo rest and field their rattling rain, which must
travel its oft-repeated journey to th e sea again. In this way
the ocean has received its salt.
LE ROY

c.

COOLEY.

LESSON XVI.
WORDS THAT DENOTE POSSESSION.
i.

2.

Henry has a sled.
Henry's sled is broken.

Who· is spoken of in the first statement? What is said about Hern
What is said about the sled in the second statement? What d,
the word Hen ry's show?
In the statements above, how many forms has the word H enry J
When a word is used to show to whom or to what something belon
it is said to denote possession. The form of a word that denotes p
session is called the possessive form.
1.
2.

3.

The boy's hat is too large.
The doctor's horse ran away.
Here is a spider's web.

Whose hat is too large? Whose horse ran away? To what did 1
web belong? ·
What has been added to each of the words boy, doctor, and spider,
show that they denote possession?

74

75

LES SONS IN ENGLISH .

POSSESSIVE PL URAL NOUNS ENDING IN S.

Add the apostrophe ( ·) and s to a singular noun, to form
the possessive.

Write the words boys, ladies , and birds. With what letter does each
word end? What is added to each of these words in the foregoing
sentences, to show that they denote possession?

WRITTEN .E XEIWISE.
I.

Add the apostrophe (') to a plural noun ending in s, to
form the possessive.

Write sentences containing the following : H elen's letter,
a g irl' s hat,
th e boy's hand,
a dog 's bark,
a lady's glove,
Exam pl e . -

th e day's work,
a squirrel's t eet h,
a man's voice,
the grocer's wagon,
th e lawye r's office.

WRITTEN EXERCISES.
1.

Write sentences containing the possessive plural forms of these
words: -

Helen's letter is interesting.

soldier,
sister,

11 .

Use tlze possessive forms of tlzese words in sentences: _
boy,
child,

bird,
m erchant,
Example. -

pony,
mother,

father,
sister,

boy,
fly,
Example. -

Milly,
M r. S rn1t
· h.

The boy 's hat was too large.

pony,
horse,

teacher,
merchant,

fox,
wolf.

The soldiers' knapsacks are heavy.
11.

Change these sentences, so that the words

in

Italics shall hav.

the possessive form .
Examt>le.

LESSON XVII.
POSSESSIVE FORMS OF PLURAL NOUNS ENDING IN S.
i.

2.

3.

Boys' boots have thick soles.
The packages were left in the ladies' room.
The birds' nes ts are deserted.

Read th e statements. T ell what each statement is about, and what
is said about the thing spoken of.
Which words in these sentences denote possession?

-The voice of the singer was sweet.
The singer's voice was sweet.

r. The voice of the singer was sweet.
The wings of the bird were black.
3. It was the house owned by your father.
4. I did not hear the name of the lady.
5. The back of a toad is rough.
6. Place these flowers in the room belon ging to your mothe

2.

7. Have you ever seen the .track of a fox ?
8. The arm of the blacksmith is strong.

76

LESSONS IN ENGLISH.

DICTATION EXERCISE.

LESSON XVIII.

LESSON XIX.

POSSESSIVE FORMS OF PLURAL NOUNS NOT ENDING IN S.

STUDY OF SELECTION.

i.

2.

Men's voices were heard.
Did you see the children's presents?

What does the first sentence do? Whose voices were heard?
What does the second sentence do? What is the use of the word
children's?
Mention the words in these sentences that denote possession. What
has been added to each of the words, to show that they denote possession?
Add the apostrophe (') and s to a plural noun not ending
in s, to form the possessive.
WRITTEN EXERCISES.
I.

Copy the following possessive forms. Tell which of the
words mean one, and whz"ch mean more than one: I.

boy's,
men's,
girls',
bee's,
2.

sister's,
boys',
man's,
birds',

ladies',
teachers',
women's,
Herbert's.

Copy these lines:

BRYANT.

What flower is spoken of? What is meant by the violet's bell .
What is the use of the word yellow? From under what leaves doe
the violet come?
When does the violet come? On what kind of tree do beechen bud
grow? At what time in the year do beechen buds swell?
What bird is heard in the woods when the violet comes? What i
meant by the bluebird's warble?
Which words in these lines have the possessive form? Tell how th·
possessive form is made in each case, and give the name of the thin;
possessed.
Tell in your own words when the yellow violet blossoms.

Learn the stanza, and then write it from memory.

LESSON XX.

II.

doctor,
horse,

woman,.
ox,

lady,
brother,

_L

When beechen buds begin to swell,
And woods the bluebird's warble know,
The yellow violet's modest bell
Peeps from the last year's leaves below.

Use these possessive forms in sentences.

DICTATION EXERCISE.

Write sentences containing the possessive plural forms of the
following words: child,
gentleman,

pupil,
dog.

7~

She bought ladies' gloves.
2. We visited the soldiers' camp.
3. Father's story made us laugh.
4. Did you take the lady's card?
1.

78

LESSONS IN ENGLISH.

5 I hear children's voices.
6. Mr. Brown's house is for sale.
7. Do not touch birds' n ests.
8. Have you seen Edward's cousin?
9. The boys' caps are warm.
10. Ralph's pony came from Mexico.

LESSON XXI.

COMPOSITION.
WRITTEN EXERCISE.

Use each of tlze follo wing words in a sentence, to descrz'be so
thing: E:xample.-A tall boy held the horse.
tall,
amusmg,
true,
noisy,
warm,

busy, .
straight,
slender,
hig h,
quiet,

large,
cool,
smiling,
jolly,
black,

obedient,
sunny,
old,
cheerful,
happy.

WORDS THAT DESCRIBE .

The bird has black wings.
2. An old sword hung above the door.
s. The boy carried a large basket.
i.

Read the first statement. What is the use of the word black 7
What is the second statement about? What is the use of the word
old?
What does the third statement tell?
show?

What does the word large

Mention the words in the sentences above that are used with the
names of things, to describe or tell something about the things named .
What kind of weather is liked by the boy who wishes to go skating?
By the girl who is going to a picnic? By the farmer who wishes to make
hay? By the housekee per whose cistern is dry?
Mention ·other words that may be used to describe the weather.
Name words which can be used to describe a house,
a knife,
a river,

a mouse,
a man' s clot hing,
a m an's character.

LESSON XXII.
COMPOSITION .

Suppose that you have lost something. Describe the lost art
Be careful to use words tlzat will show exactly what tlzin,
meant.
Describe a lost knife,
purs::!,

hat,
dog,

horse,
cow.

Ex~mple,_:_Lost. -A small pocket knife with a pearl handle. It
two blades, one long and broad, the other short and slender. The s
blade has a broken point.

80

STUDY OF WORDS THAT DESCRIBE.

LESS ONS IN ENGLISH.

8

~~~~~~~~-

LESSON XXIII.
STUDY

OF

WORDS

THAT

DESCRIBE.

SOMEBODY'S MOTHER. .
I.

The woman was old and ragged and gray,
And bent with th e chill of a winter's day;
The street was wet with a recent snow
And the woman's fe et were aged and s;ow.
She stood at the crossing and waited long,
Alon e, uncared for, amid a th ro ng.
II.

Past the woman so old and gray
H ast ened some children on th eir way,
Nor offered a helping hand to her,
So meek, so timid, afraid to stir
Lest the carriage wheels or horses' feet
Should crowd her down in the slippery street.
111.

At last came one of the merry troop_
The gayest laddie of all the group;
H e paused beside her and whispered low
" I'll h elp yo u ac ross if you wish to go.'; '
IV.

Her aged hand on his strong young arm
She placed; and so, without hurt or harm
He guided th e trembling feet along,
'
Proud that his own were firm and strong.
Harper's Weekly.

R ead the first stanza. What is the first line about? Mention th
words that describe the woman. Which word tells her age? Whic
word describes her clothing? What does. the word gmy describe
What is the third line about? What is the use of wet? of recent
What is stated in the fourth line ? What do aged and slow describ<
What is the use of the word woman's ? What is the meaning of th
line? Where was the woman waiting? What does the last line tell 1
about the poor woman? What is a tltro11g?
Read the second stanza. Who went past the woman? H ow ma1
children were there ? What does the third line tell? Who was mee/.
Who was timid? What kind of person is a timid person? Why w
the woman afraid to stir? What is the use of the word ca rriage? (
the word !torses' ? What does slippery show?
Read the third stanza. What is a troop? What kind of troop "
it? What " laddie " came to the woman? What did he say to her?
Read the last stanza. What does this stanza tell? Point out t
words in the first line that describe things. What does the third Ii
tell? What does trembling describe? Whose fee t were tremblin
What is meant by !tis own, in the last line - his own what? What
the words firm and strong describe ? Which word shows how the t
felt on account of his own strength? Why do you think he was g·
to be strong?
WRITTEN EXERCISES. I .

Copy the poem, and draw a line under each word that is u:
to

describ~

something.

II.

Copy these sentences, writing other words of similar meam
in place of those in italics: r. The woman felt the chill of a winter's day.

She stood amid a throng.
3. The street was w et with a recent snow.

2.

82

LESSONS IN ENGLISH.

4. One of the merry troop came to the woman.
5. He was the gayest laddie of all the group.
6. He paused beside her.
7. She was afraid t o stir.

LESSON XXIV.
WORDS THAT POINT OUT.

This orange is sweet.
These oranges are sweet.
s. Did you see that bird ?
4. It flew over those trees.
i.

2.

Read the first sentence. For what is tlus used?
What word in the second statement shows which oranges are meant?
What does the third sentence do? What is the use of that.?
Where did the bird fly? What is the use of tlzose.?
In the sentences above, what word is used to point out one thing
near by? What word is used to point out two or more things near by?
What word is used to point out one thing at a distance? What
word is used to point out two or more things at a distance?

Use
Use
Use
Use

this to point out one thing near by.
these to point out two or more things near by.
that to point out one thing at a distance.
those to point out two or more things at a distance .
WRITTEN EXERCISE.

C{lpy the following sentences, using these in place of this, and
those in place of that. Make suclz other changes as may be
necessary: -

THE, AND AN OR A.

j

Example.
1.

2.

3.
4.
5.
6.
7.
8.
9.

-These knives are sharp.

This knife is sharp.
Look at that chimney.
Is this glove yours ?
That horse has a ·heavy load.
Did you find that key ?
That star is bright.
Jack Frost drew this picture.
Have you read that magazine?
This leaf has a notched edge.

LESSON XXV.
THE, AND AN OR A.
1.
2.

3.
4.

A boy stood by the window.
The boy had light hair.
An apple fell from the tree.
The apple was large.

Read the sentences. Was it any particular boy that stood by
window? What boy had light hair?
Are we told what apple fell from the tree? What apple is spoke
in the fourth sentence? If you should say, "Bring me an apple," W <
you mean any apple in particular? What would you mean if you sh·
say, "Bring me the apple "?

The is used when some particular thing is meant.
An or A is used when no particular thing is meant.

84

LESSONS IN ENGLISH.
i.

2.
3.
4.

COMPOSITION.

A birch tree has smooth bark.
An apple lay on the table.
W e passed an old house.
The boys are learning a new game.

WRITTEN EXERCIS:E.

Copy the following sentences, and Jill the blanks witIt an or a: r. The window is shaded by - - large tree.
2. Please lend me - - pencil.
3. - - old man entered the door.
4. He wore - - new coat.
5. You may stay - - hour.
6. He was riding in - - carriage.
7; Can you catch - - ball ?
8: - - narrow path led to th e river.
9. They took - - early train.
10. Do not make - - unkind remark.

What kind of tree is spoken of in the first senten ce? What is the
second sentence about? Give the first sound in th e word birclz ; in the
word apple. Wh at word is used before birch? What one before apple?
What word descri bes ltouse? What word describes game ? Give
the first sonnd in the word old. What word is used before old? Give
the first sound in the word new. What word is used before new.?
Which of the words birc/1, apple, old, and new begin with vowe l *
sounds? What word is used before each of those words? What word
1s used before the other words?
.An is used before words beginning with vowel sounds;
a is used before other words.

Pronounce these words, and use an bef ore tlte wo;'ds beginning
w£th vowel sozmds, and use a before the ot!ter words: -

•

LES SON XXVI.
COMPOSITION.

Tflrite about some walk tltat you ltai 1e takm.
Ex<tmp les. -

An orange; a boat.
HINTS.

orange,
inch,
boat,
year,

owl,
unit,
hour,
horn,

ax,
honor,
yoke,
ear,

oak,
ewe,
maple,
island,

wonder,
one,
apple,
egg.

NOTE. -Always notice the first sound of a word, not its first letter.
We say an
hour (h is silent), many a one (one begi ns with the consonant so und of w) , a useful
article (useful begins with the consonant sound of y).

*The sounds of the letters a , e, i, o, and-u are vowel sounds; the sounds of tlie
other letters are consonant so unds.

What kind of day was it when you took your walk?
If your walk was in the city, did you go throug h qui et c
noisy streets ? What kind of carriages passed you ? What di
you see in the windows ? What kind of men, women, an
children did you meet ? What else did you see ?
If your walk was in the country, did you walk in the road c
in the fields ? What was growing in the fields? What ftowe1
did you see ? What trees were in sight ? What animals di
you see, and what were they doing ?

86

WORDS THAT ASSERT.

LESSONS IN ENGLISH.

3- The dog's name is Prince.
4. These look like robins' eggs.
5. Next Wednesday will be Alice's birthday.
6. It sounds like the tramp of horses' feet.
7. Tea is brought from China.
8. The March winds are cold.

LESSON XXVII.
REVIEW.
I.

OltAL EXERCISE.

l\·i ention a word that will tell the color of the sky,

the grass,

th e snow.

t

What word may be used to tell the shape of an orange ?
the tast e of an orange ?

the size of an orange ?
the number of oranges?

Mention a word that may be used to point out one thing near by ;
one thing at a distance.
Mention a word that may be used to point out two or more things
near by ; two or more things at a distance.
For what is tlze used? Give an example.
For what is an or a used? When should we use an? When should
•
we use a?
II.

WIUTTEN EXERCISE.

Use each of tlzese words in a sentence, to describe or point out
something: interesting,
smooth,
this,
cold,
pretty,

an,
red,
these,
honest,
t ired ,

Example. -

I.
2.

the,
h eavy,
those,
small,
long,

sleepy,
thirsty,
large,
kind,
pleasant.

I am reading an i?teresting book.
III.

8

DICTATION EXERCISE.

I did not hear the man's reply.
Where is Charles's hat?

rI
I

LESSON XXVIII.
WORDS THAT ASSERT.

Tell some of the things that birds do.
cats do? What do bees do ?

What do dogs do?

What d

Lions roar.
2. Soldiers march .
s. Rabbits have long ears.
4. The apple is red.
i.

What word tells what li ons do? What word tells what soldiers do?
\Vhat is said about rabbits? Read the third se ntence, leaving 01
the word ltave, and see if the remaining words tell anything about th
rabbits.
What is told about the apple? What is the use of the word rt:tl
If you take away is, do the remaining words form a sentence? Why not
In every sentence, some word is used to tell or assert. What wor
asserts something of lions.? of soldiers ? In the third sentence, wh :
word asserts? . In the fourth sentence, what word asserts?
A word that asserts is called a verb.

- ---

88

LESSONS IN ENGLISH.

REVIEW.

WRITTEN EXERCISE.

vVrite sentences, telling something about the f ollowing.

3. C herries - - ripe.
4. Dora - - neatly.
5. Carpenters - - houses.
6. The sun - -.
7. Bees - - honey.
8. Foxes - - chi ckens.
9. Th e violet - - in the spnng.
10. The picture - - on the wall.

U11der-

hne the w ords that assert : -

th<.: canary,
ships,
bell s,
Charles,
the sun,

children,
a boy,
a man,
the cars,
the wind.

--i.

2.
3.
4.

What
What
What
\Vhat
What
above.

000---

LES SON XXIX.

LESSON XXX.

WORDS THAT ASSERT.

REVIEW.

A boy ope ned th e door.
Th e woman locked the door.
Mr. Gray rode to th e city.
Arthu r walked to the city.

is said about a boy? Name th e word that asse rts his action.
is said about the woman ? What does the word locked do ?
word asse rts an ac tion of Mr. G ray?
word asserts an ac tion of Art!tttr?
is a word that asse rts called ? Name the verbs in the sentences

Mention ten things that you have; as, I have a sister.
NOTE. -

Do not use got after have, when you wish to indicate mere possession.

Use have in two questions addressed to a newsdealer ; as, H ave )
t!te March "St. Nicholas "?
Use have in two questions addressed to a fruit-dealer ; in two qu,
tions addressed to a grocer.
Use is in asserting something about a hou se ; as, T!te house is old.
Use is in asserting something about a boat; about a boy.
. Mention some of the things that you do at home ; tell as manv thi1~
as you can think of; as, I sweep; I sew; I carry coal; etc.
WRITTEN EXERCISES.

WRITTEN EXEltCISE.

I.

Co/Jy the sc11tmccs below, filling tlte blanks witlz verbs: r. Th e wind - - t he leaves.
2.

Th e horses - . - in the stable.

T1lrite se,ntences, each containing one of the following vei-bs:

fe eds,
broke,

was,
has,

are,
bought,

hear,
sell,

90

WORDS THAT SHOW HOW.

LESSONS IN ENGLISH ..

-

s hut,
sa w,

build,
sent,
l~ xa111pJ e . -

Ii ves,
have,

lS,

sleep.

Fra nk feeds th e chickens.

Of what two parts is a fly 's foot made up? How was this found ou
What grow on each foot-pad? Describe the hairs. Mention a flm,
that is trumpet-shaped. What is back of the pad? What takes pla
each time that the fly steps ? How does the fly lift its foot?
WRITTEN EXERCISE.

II.

vVrifr ns 111n1ty tld1tgs as you can tltink of, in answ er to t!tis
question : What can Pupils Do to Make their School Pleasant?

ll1ake sentences co1daining t!te following w ords : smooth,
hollow,
surface,

ceiling,
microscope,
glue,

LESSON XXXI.

examine,
trumpet,
slanting,

powerful,
liquid,
moist.

LESSON XXXII.

1-l 0 \V F LI E S WA L K.

COMPOSITION.

You have oft en seen a fly walking on th e ce ilin g or running
up a sm ooth pa ne of glass, a nd have wonde red how it could
hold on.
By examinin g th e foo t of a fly with a powerful microscope,
it has bee n fo und th at a fly's fo ot is mad e up of two little pads,
upon whi c h g ro w very fin e short hairs. Th ese ha irs are so very
fine th at th e re are more than a thousa nd on eac h foot-pad. The
hairs are holl ow, wi t h trumpet-shaped mouths. Back of th e
pad is a littl e bag fill ed with liquid glu e. Wh en the fly step·s,
it presses th e liqui d t hrough th ese holl ow hairs out of the little
mouth s. Th e moment th e glue reac hes th e a ir it hard ens.
Thus we see th at at every st ep th e fly tak es, it glues itself to
th e surface. vVhen th e fly lifts its foo t, it draws it up gently
in a slanting directi on, ju st as you mi ght remove a moist postagestamp, by beginn ing at one corner and g ently drawing it back.

HOW FLIES WALK.
HINTS.-

Describe a fly's foot .
Tell what takes place each time that the fly steps.
Tell how th e fly lifts its foot .

LESSON XXXIII.
WORDS THAT SHOW HOW.

H e spoke kindly.
The boat moved slowly.
s. Charles writes well.
4 . The wind blows gently.
i.

2.

92

L E SSONS IN E NGL ISH.

Read the first sentence. What is the use of kindly l
What is the second statem ent about? What word asserts something
of the boat l What is the use of the word slowly l
What wo rd asserts an action of Cltades l What is the use of the
word well?
What word asserts someth ing of the wind l What does gently show?
In the sentences above, which words are used with verbs to show
how actions are performed )
Use words to tell !1owThe snow falls.
The river runs.
The children laughed.
The man worked .
Anna sang.

The
The
The
The
T he

soldiers marched.
t ired child sleeps.
boy waited.
cricket chirps.
gloves were mended .

WORD S THAT S HO W

WHEN.

93

IJ .

Use each of tfte following wo1'ds
some action is peiformed: easily,
generously,
·patiently,
distinctl y,
pleasant ly,

in

a sentence, to show how

quickly,
plainly,
carefu lly,
brigh t ly,
merr ily,

quietl y,
fas t,
noisily,
neat ly,
car elessly.

LESSON XXX IV.
WORDS THAT SHOW WHEN.

I wrote four letters yesterday.
Alice rides often.
s. T he magazine is published mon thly.
4 . H e seldom spoke of the war.
i.

2.

WRITTEN EXERCISES.
I.

Copy the followiitg senteures, underline the verbs, a11d fill the
blanks with words slwwing how tlte actions are performed : 1.
2.

3.
4.
5.
6.

7.
8.
9.
IO.

The man wa lks - -.
Ruth reads - -.
The bell rings - -.
Horace crossed the street - - .
The s now falls - - .
She speaks - - and - -.
The door swin gs - -.
The children play - -.
Laura thinks - - .
Snails move - - .

What word in the first sentence asserts an action? What is the use
of the word yesterday l
What word asserts something of Alice l What does often do?
What is the third statement about? What word shows !tow often the
magazine is published?
What wo rd asserts something of he l What is the use of seldom l
Name the words in the sentences above that show wlien or how oftrn
actions were performed.
WRITTEN EXERCISES.
I.

Co}J' tlte following sentences, and underli11e tlte words that
show when : -

94

LESSONS IN ENGLISH.

COMPO SITION .

They went hom e early.
I saw the picture yesterday.
Th e pape r ~ame to-clay.
Always speak the truth.
I will go presently.
Cross the brid ge, th en follow the crowd.
Never be discouraged.

r.
2.

3.
4.
5.
6.
7.

6. We see the stars.
7. He threw the box.
8. The family moved.
9. The children ran.
IO. A bird fl ew.

The tree stood.
2 . The boy jumped.
3. The train moved.
4. The man looked.
5. A sailor fell.
I.

Example. -

The tree stood yonder.
II.

Use t!tese words £11 sentences, to slww
formed: -

II .

Use tfte fo!lowi11g words in se11te11ccs, to s!tow
was do11 r. U11derli11e !lie verbs: -

often ,
now,

soo n,
yesterday,

never,
quickly,

when

afterward,
early,

sometft£ng

away,
backward,

always,
late.

whe1·e

back,
there,

forth,
here,

hither,
overhead,

act£ons were

forward.
down.

LESSON XXXVI.
CO MPOSITION.

LESSON XXXV.
WORDS THAT SH O W
i.
2.
3.

Tell, as clearly as you can, lzow to do auy 011e of t!te fol/07
tl1ings : -

WHBRB,

Th e man stood here.
Your friends were there.
Charles threw the ball down.

H ow to Pop Corn.
How to Make Molasses Candy.
H ow to Make a Bed.

\Vhat word asse rts some thing of man ? What does ltere show?
What word asserts, in the second sentence? What is the use of the
word tlure?
What did C harl es do?

HOW TO POP CO RN.
HINTS.

What is th e use of th e wore! down?

WRITTEN

EXERCISES.
I.

Add words to tlze f ollowing statemmts, to s!tow

wlte1·e -

How to Harness a H <
How to Make a Kite.
How to Catch a Crab

I.

What kind of corn is best for popping? H ow do you
pare it? How much co rn do you put into th e corn-popper
time? Where do you hold the corn-popper? Do you ho
still or keep it moving? Why? How will th e corn look ~
it is done?

96

LESSONS IN ENGLISH.

WORDS USED INSTEAD OF NAMES.
2.

LESSO N XXXVII.
REVIEW.

Mention fi ve words that may be used as names.
Mention fi ve wo rds that may be used to assert so mething.
Tell for what each of the foll owing words in Italics is used : 1.
2.

34.
5.
6.

Y ou r watch is too slow.
Sail ors watch th e sky.
Th e rose is fragrant.
Edith rose from the chair.
Th e house is built on a rock.
Th e waves roe!.: the vessel.

Name fi ve word s th at are used to point out things.
Mention three words used to describe things.
Mention three words use<l to show how something is clone.
Read the se se nte nces, and tell for what each word in Italics is
used : -I.
2.

3.
4.

5.
6.

'vVe came on the fa st t rain.
Do not talk so f ast.
Th e woman has a patient face.
H e performed the task patimtly.
W e had a pleasant rid e.
Spea k pleasantf;1.
WRlTTEN I'XERCISES.

Use each of tltese words i7t a se11 tence, as the name of somet!tiug-: ri de,
nn g,
plant,
saw,
plough,
iron,
roof,
carpet,
light,
rose.
I.

Use each of these words in a sentence, to assert an action
ride,
iron,

carpet,
nng,

plant,
saw,

plough,
walk,

light,
speak.

3. Use each of these words in a sentence, to describe something
kind,
tall,

white,
deep,

strange,
rapid,

bright,
light,

soft,
shrill.

4. Use each of these words in a sentence, to s/ww how, wl
or w he1·e something- was done : -

well,
now,

fast,
far,

often,
slowly,

here,
kindly,

g ently,
lightly.

5. a. Use each of the words below, to describe a person ,
thing-. b. Add ly to each of these words, and use each
word, to show how an action was performed.
mild,
quick,

neat,
slow,

rough,
harsh,

quiet,
frequent,

loving,
certain.

LESSON XXXVIII.
WORDS USED
i.

2.
3.
4.

5.

INSTEAD

OF NAMES.

I will go," said Merton.
Robert, will you go to the river?
George stopped when he heard the train
Nelly plays, but she does not sing.
Look at this fern. It grew in th e shade

"

Whose words are repeated in the first sentence? Who is meant t
Who is addressed .in the second sentence? Who is meant by yo

98

LESSONS IN ENGLISH .

COMPOSITION.

Who is spoken of in the third sentence? For what word is lze used?
What is the first thing said about Nelly? What is the second thing
said? For what word is she used?
How many statements are there in the last example? To what does
it refer? \Vhich words in these sentences are used instead of nouns?
Words used instead of nouns are called pronouns.

WRITTEN EXERCISES.
I.

Copy the followi'ng sentences, filling tl1e blanks with I, he, s
we, or they. Jn sentences lz'ke these, the speaker should ment
hz'mseif last.
1.

WJUTTEN EX:EltCUU:.

2.

1!f/rite two stateme11ts about eaclt person or t!ti1tg- u'amed below.
In the first statement use the name of the person or thing, and 111
the second statement use a pronou1t nfcrring to that 11am e.
camel,
Ralph,

horse,
man,

3. Clara and - - will do your errand.
4.

Exampl e. The came l is used to cross the desert.
water for a week.

- -, - - , and - - are going together.

5. - - missed our train.
6.

Emma,
Rover.

cotton,
coal,

Frank and - - are go ing to ride.
- - and - - have read the book.

Edward and - - did the work.

7. Hear the children.

- - are singing.
8. - - and - - went to Central Park.

It can go without

9.
10.

Edith and - - were invited.
- - and - - were invited.
II.

Use in a statement or in a questiou -

LESSON XXXIX.
WORDS

USED

INSTEAD OF

NAMES.

Of how many do you speak, when you use th e word J ?
To how many do you speak, wh en you use the word y o11 ? Give a
sentence in which )'ON refers to one person. Give a sentence in which
you refers to two or more persons.
Of how many do you speak, when you use the word h e .? When you
use the word s/1 e? " ' hen you use the word it ? When you use th e
word we.?
State something about your classmates without mentioning their
names. What word did you use instead of the names of your classmates?

I,

we,

you,

he,

she,

it,

they.

LESSON XL.
COMPOSITION .

THE RAINBOW.
HINTS. -

What kind of weather brings the rainbow?

Wr

did yo u see one? At what time of day did you see
Where was the sun ? Where did you look for the rainbo

100

W O R D S USED AS O BJE C T S .

LESSONS IN ENGLISH .

It was we.
It was they.

It 1s we.
It is they.

What did you see ' What are the colors of the rainbow, and
in what order do th ey appear? Tell any story that you have
heard about th e rainbow.

WRITTEN EXERCISE.

Copy the following sentences, and fill the blauks with I,

1•

he, she, or they: -

LESSON XLI.
WO RDS AFTER IS AN D

1.

2.

WAS.

3.
4.

Use the words it /;· with I, lte, site, we, or thq , in answering the following questions : -

5.

Who 1s knocking at my door?
2 . Is that Harold in the boat?
3. Is th at your sister?
4. I s it you and Walter that wish t o go?
5. Is it your cousins who are singing?
1.

Example. -

Question.
Answer.

6.

7.
8.
9.

Who raised th e window? It was - -.
Who is there? It is - - .
Was that your brother? It was - -.
It is - - who are recit ing.
It was - - that brought the flow ers.
Was it the boys? It was - -.
Was it t he Mayor in the fi rst carriage?
Was it - - ?
It is - - .
Is i t -- ?
It was - -.

- ·-...

Who is knocking at my door?
It is I.

-~.;~

LESSON XLII.

Use the words it was wi th l, lu:, she, we, or they, in answering the
following questions : Was
2. \Vas
3. W as
4. W as
5. \Vas
1.

it
it
it
it
it

your father and moth er that entered the house?
th e postman that rang the bell?
you that left the book?
H elen that drew this picture?
yo u and Floren ce that call ed to see me?

Change th ese statements to questions : It
It
It

IS

I.

IS

he.
she.

IS

It was I.
It was he.
It was she.

It was -

WORD S US E D A S OBJ E CT S .

The boy threw a ball.
2. Helen broke her needle.
s. Bees make honey.
i.

What is the first sentence about? What word asserts an action
the boy? What did the boy throw?
What is the use of the word broke? What received the action?
What word asserts an action of bees? What is the use of the we.
honey?

LESSONS IN ENGLISH.

102

WORDS THAT SHOW RELATION.

Some verbs are followed by a word showing who or what receives the
action expressed by the verb. This word is called an object.
What is the object of the verb threw ? of the verb broke? of the
verb make?

10

- - - - - -- - - - - -- - - - - -- - -- -·------- - Look around your schoolroom, notice different things, and tell wh:
relation they have to other things; as, 1.

WRITTEN EXERCISES.

2.

The chair is by the desk.
The flowers are £n the vase.

J.

Copy these sentences, aud zmderhne tlte words used as objects of
verbs:I. The cat caught a mouse.
6. The horse broke his halter.
2 . John lost his ticket.
7. Artists paint pictures.
3. Grocers sell butter.
8. Newsboys sell papers.
The
teach
er
ran
g
th
e
bell.
9.
The blacksmith shod the
.
4
5. Birds build nests.
horse.
10. Walter gathered the pears.

Read these sentences, point out the words that show relation, and te
between what words they show a relation : 1.

2.

3.
4.

5.
6.

7.

Ir.

8.

Write sentmces, 11s£ng these words as objects of verbs: boat,
stable,

flowers,
bridge,

basket;
fire,

door,
window,

pencil,
paper.

The man walked across the bridge.
One oar fell into the water.
The child ran to its moth e r.
Th ese oranges came from Florida.
My hat is on the table.
The cherries on this tree a re ripe.
They passed throug h the city.
His coat was lined with silk.

A word placed before a noun or pronoun to show its relation ti
some other word in the sentence is called a preposition. The nou1
or pronoun that is used after a preposition is called its object.
Name the object of each preposition, in the sentences above.

LESSON XLIII .
WRITTEN EXEltCISES.

WORDS THAT SHOW RELATION .

Hold your slate so that it will take the following different positions : -

On the desk.
Above the desk.

Use each of these words £n a sente1lce, to sltow relatz'on: to,
from,
on,

for,
at,
by,

into,
of,
over,

with,
between,
against,

under,
upon,
above.

Jn the desk.

What word shows the first position that the slate has in relation to
the desk? What word shows the second position? What one the third
position?

Use the followz'ng words as objects of prepos£t£ons: house,
windows,

tree,
fur,

street,
river,

him,
them.

LESSONS IN ENGLISH .

104

OF SELECTION.

LESSON XLIV.

LESSON XLV.

OBJECT FORMS.

COMPOSITION.

Read these se ntences, and tell what words are used as objects: r. I saw Henry.
I saw h£m.
3. H e went with th e boys.
4. He went with them.
5. S he gave th e flowers to Fanny and me.
6. She gave the flow ers to her and me.
7- She gave the flow ers to us.
2.

Mention the pronouns, and tell for wh at word each is used .
Which pronou ns are the objects of verbs? Which are the objects of
prepositions?
The words m e, hi1n, her, us, and them take the place o.f
nouns used as objects.
WRITTEN EXERC I SE .

Copy the following sentences, and fill t/1e blanks with me, him,
h e·1·, us, or thmn : 1.

2.

3
4
5.
6.
7.
8.
9.

G race call ed, a nd Lucy went home with - -.
That book was given to - - and - - .
Our fri ends did not wait for - - .
Th e hunt ers took th eir gun s with--.
Thes e thin gs are so common with - - , that we hardly
noti ce - -.
His fri end s co uld not please - - .
The picture hun g directly in front of - - .
She wi ll be glad to have you visit - - .
S he show ed - - t he pat h th at led to the village.

10!

OUR FLAG.
HINTS. Describe the flag of our country. T ell its shap•
and color, and name its different parts. Tell which parts ar•
red, which white, and which blue, and show how the differen
parts are placed. Mention th e number of stripes, and t ell wh;
th at number is used. Give 'the number of stars, and t ell wha
each represen ts.

" 'Tis the star spangled banner! oh, long may it wave
O'er the land of the free, and th e home of the brave!"

LESS ON XL VI.
STUDY OF SELECTION.

[The following lines are taken from the poem called " The Children'
Hour. " The poet is describing his own children on their way to his study.]

I hear in the
The patter
Th e sound of
And voices

chamber above m e
of little feet,
a door that is opened,
soft and sweet.

From my study, I see in the lamplight,
Descending the broad hall stair,
Grave Alice and laug hing Allegra*
And Edith with golden hair.
LONGFELLOW.

*

Allegra: pronounced

Al-le1-gr q.

106

LESSONS IN ENGLISH.

WORDS THAT DENOTE POSSESSION.

Who wrote these lines ? Read th e first stanza.
What is the first th ing that the poet says? U/!tere does he hear
so mething ? Wh o is meant by me ?
Between what words does i11 show a relation ? What word shows the
relation between the chamber and th e poet?
What is the first th ing that the poet hears? Of what does he hear
th e patte r? Do children run or walk when their feet patter? What is
the seco nd thi ng that the poet hears? What is the third thing? What
words desc ri be the vo ices ?

LESSON XL VII.
WORDS THAT DENOTE POSSESSION.

Read the following sentences, and tell for what each word in Ital
is used:I.

2.

3.
4.

React th e second stanza. From what place does the writer see someth ing ? In what light does he see something? What does he see?
What are th ey doing?
What does desce11rli11g mean?
is the use of broad?

What does th e word /wll show?

5·

What

6.

I have lost my p e ncil.
This pencil is mine.
This is her fan.
This fan is lzers.
They did not see tlteir mistakes.
These cabins are theirs.

WRITTEN EXERCISES.

WRITTEN EXERCISES.

I.

r. Copy the two stauzas above, and commit them to memory.

Copy these sentences, and draw a line under each word t1
denotes possession: -

2.

I.
2.

I hear the patter of lz"ttle feet.
The voices are soft.

3. The children are descending the stairs.
4. Th e stair is broad.
5. Alice is grave.
6. Edith has golden hair.

7. Here is his hat.
8. We lost our way.
9· . This carriage is ours.
IO. Are these bees yours .'1
I I . Are these your bees?
I 2. The bird fell from its ne

What two words may ~e used instead of the name of the per~
speaking, to denote possession?
Find two words that may be used instead of a girl's name, to den•
possession.
Tell for what name or names each word in Italics is used.

What kind· of girl was Alice? What is the meaning of grave? What
word desc ri bes All egra? What words describe Edith? Do they ~
scri be so mething abo ut her appearance or her character?
T ell in your ow n words what the poet heard . T ell what he »aw.

Copy the following smtmces, writing other w ords of similar
meani11g iu place of t!te w ords in ltalz"cs: -

1

•

I.

2.

3.
4.

5.
6.

7.

Her eyes were blue.
These coats are theirs.
My horse stood near me.
We lost our way in the wood.
Are these slippers yours?
The drooping flower raised its head.
The black hat is mine.

108

8. They pitched their tents near our dwelling.
Are these trunks yours ?
ro Two of them are ours.

LESSON XLIX.

9.

THE EXCLAMATION .
1.

II.

2.

Use each of the following words in a sentence.
apostrophe with t/1ese words.
my,
mine,
your,

yours,
hi s,
her,

h ers,
our,
ours,

1

THE EXCLAMATION.

LESSONS IN ENGLISH.

Do not use the

Hark! what is that?
Hush! they will hear us.

What does hark express in the first sentence above?

their,
theirs,
its.

What d

!tush express?
What word do you sometimes use to express the feeling of pain w

somebody hurts you?
A word used to express sudden feeling is called an exclamatic
as,-

hark!

oh!

pshaw!

halloo!

What mark is placed after each exclamation?
The mark [!] is callejAh exclamation poiht.

LESSON XLVIII.
DICTATION EXERCISE.

Copy tlzese sentences, and draw a !£ne under each excla.
tion:1.

r. Here are the girls' hats.
2. Here are th eir hats.
3. These hats are theirs.
4. Every clay brings its duties.
5. Charles stopped at his uncl e's.
6. The animal raised its h ead.
7. The picture is not hers.
8. Mr. Green's son is here.
9. I s this book yours?
IO. The carriage stopped at our door.
Ir. Some birds build their nests on the ground.
r 2. He that is slow to anger is better than the mighty.

2.

3.
4.
5.
6.

Alas ! what have I done?
Hurrah ! our side has won.
There ! I have spilled my ink.
Halloo ! where are you going?
Halt! who goes there?
Ah ! there he is.

Tell how each of these sentences is used : -

The sunset is beautiful.
What a beautiful sunset it is !
3. The children are happy.
4. How happy the children are!
1.

2.

A sentence that expresses sudden feeling is called an exclamat

110

LESSONS IN ENGLISH.

What mark is placed after each statement?
after each exclamation?

REVIEW.

What mark is placed

A word or a sentence expressing feeling should be followed by the exclamation point.
WRITTEN EXERCISE.

Change t/te following sente7tces from statements to exclamatio11s. Place tlte n g ht mark after each.
I.

2.

3.
4.
5.
6.

7.
8.
9.
ro.

The moonlight is beautiful.
It is a cold day.
I should like to go.
He rides well.
This knife 1s dull.
This room is cold.
The stars are bright.
He must be a wonderful man.
The sun is warm.
This is a beautiful world.

Exampl es. -

Read the stanza. Of what does the writer speak?
Into how many parts is the first line divided? What is the use
each part?
Read the first statement. What words show where the sunshine i,
Read the second sta tement, and supply words to make it complett
Ans. There is sunshine on the brooks. What is the meaning of 1
statement?
Supply words to complete the next statement, and read the statem<
What is the use of the word singing?
Supply words to complete the second statement in the third Ii
What is meant by perfumes on tlte air? Mention some of the differ
things that make the perfumes of summer.
Complete the first statement in the fourth line. What is meant
a !tappy smile on eac/z young lip?
Complete the last statement. What makes the gladne~~?

Copy tlze lines above, and commit them to memory.

How beautiful the moonlight is !
What a cold day it is !

LESSON LI .
REVIEW .
I.

LESSO

L.

Point out the statements, the questions, tlte commands, and .
exclamations, m the following: -

STUDY OF SELECTION.

It is summer! it is su mm er! how beautiful it looks!
There is sunshine on the gray hills, and sunshine on the brooks,
A sin g in g bird on every bough, soft perfumes on the air,
A happy smile on each young lip, and gladness everywhere.
MARY HOWITT.

The box was filled with old coins.
What did you see?
3. How refreshing the rain is!
4. How much farther must we go?
5. The car was loaded with wheat.
I.

2.

112

L E SSONS I N

6. L ook at t ha t butt erfly.
7. What a long cl ay it has been !
8. Make a good use of yo ur tim e.

1.

2.

3.
4.
5.
6.
7.
8.
9.

II.

Wha t is a pro noun °

Me nti on five p ron ou ns that may be used fo r th e na me o f th e pe rso n
speaki ng .
Wh at two pro noun s may he used for the na me of a wo man o r a gi rl
spoken of?
Wha t t wo p ro nouns m:i y be us ed fo r the na m e o f a ma n or a boy
spoke n oP

10 .

T he brook ran - - th e bridge.
The water is - - th e pit ch er.
Diel you put ice - - th e wate r?
Wilcl horses a re caught - - a lasso.
I s Mr. Hunte r - - h ome?
H e has gon e - - hi s office.
Th e famil y sat - - th e t able.
The stran gers walked - - th e stree ts - - the cit y.
Th e habit s - - the cuckoo a re ve ry interestin g.
The soldiers marched - - th e camp.

•.
J \',

l'vi e ntion twelve p ro no uns that m ay be used to d e no te possessio n.

DICTATION
WRITTJ<~N

EXERC I S E.

1: Ellen and - - will gathe r the fl owers.
3
4.

5
6.

7.
8.

9·
I

I O.

bas ket is la rger th a n - -.
as ked H arry a nd - - to wat er th e pl ant s.
Say t o t he man t hat - - do not wish t o see - - .
It was not - - that came las t nig ht.
Do not fo rge t to send - - an account of - - journey.
W as it ·- - th at called--?
Wh o is walkin g so softly' It is - -.
Th e box was sen t to - - and - - .
Ne ith er - - no r - - heard th e bell.
- - -

Ill-

Copy tltesf' sn1tn1as, and Jill t/te bla nks 'w ith words showi11g
the rigl 1t rdatio1ls : -

EXEltC I S E .

r. Is this hat yours or Ruth 's?
2 . Hark! I h ear a drum.
3. Ch arles, whe re are you going?
4. H ow cold the wat er is !
5. " This t rain is often late, " said the boy.

Cup)' tltl' fol/o-;, 1i11g smtmcrs, filh'1tg tlte blanks w ith p ro11u11 ns: ')

1:1

REVIEW.

ENGLI S H .

6. The bell rin gs at eight o'cloc k.
7. ·w hat a clatter th e h orses' fee t make
8. The bird is sin g ing to its mat e.

* 9.

*

" There
Till
There
Till

'l'o tlie Teacller. -

1

is no g lory in star or bl ossom
looked upon by a loving eye;
is no fragrance in April breezes
breath ed wi th joy as they wander by."
Read one lin e of th e stanza at a ti me, and tell th e Jl '

wh a t mark to place at th e close of the seco nd line.

MATERIAL
FOR

PICTURE LESSONS.

11'1

PICTURE LESSONS.

MATERIAL FOR PICTURE LESSONS.

fo ll owin g pictu res a re fo r supple me ntary work
pos ition .
TH E

Directions. -

111

C om[From Holmd New
First Reader.]

H av in g selec ted one of th e pi ct ures for stud y,

place th e books in th e hand s of the pupils, a nd lead them to
t elI what th ey see in the pict ure.
By mea ns of a few suggesti ve qu es tions a id the pupils to
obse rve th e p ict ure closely, an d t o state clea rl y what they see.
D irec t th e ir atte ntion to th e centra 1 tho ug ht whi c h th e picture
expresses, a nd lead t he m to notice th e various obj ec ts in relati on t o thi s idea.

In all th e earli er lesso ns let a n oral exercise

of this kind precede th e written exe rcise.
U ntil th e pupil has fo rm ed th e hab it of exp ress in g consecut ive st a t e me nts in co mpl ete se nt e nce s, le t the wri tt e n work
consist s imply of written answers to question s.

(See pp. 6, 17,

and 3 1. )
Afte r a few lessons uf th is kin d, train pupi ls to in vent stories
s ugges ted by th e pictures.
by a n oral e xe rcise.

Prepare th e c hildre n for thi s work

A sk ques tions th a t will s ugges t the lead-

in g point s of a sto ry, a nd th en le t eac h pupi l writ e a story of
hi s own .

(See p.

2

r, Ex. II ., and pp. 36 a nd 48.)

As soo n as th e pup il can do th is k in d of work indepe ndently, place a p ict ure before him , a nd le t him writ e with out
ass ist a n ce.
11 6

i.

THE RIDE.

How many children do you see?
What did they do one pleasant day ?

Wh at are their nam es :

P I CTURE LESSONS,

11'

MATERIAL FOR PICTURE LES SONS.

T in: folluw111g pil'lu1-cs :ire fur supple m e11 Ltry work in Co mpnsition
Dircc tio11.". -

l-l :ff i11.~ selec tecl one of thl' pictures fOJ- study,

[ h-0111 Holmes' New

.First Rl•ader.]

place the buoks 111 the ha 11ds ()f the pupil s, and lead the m t o
te ll wh:it the1· sec in the picture.
By 111c111 s ()f ;1 kw suggesti1·L· (j l! estiuns a id the pu pil s t o
11\isc n c the pid 11 rc L·ioscly, a 11 d tu ;;ra te clear ly what th ey sec.
Direct th eir .1 ttc:11t iu11 t11 th e u :> 11tra1 thou g ht whi c h t he pi ct ure
e xpresses , :rnd k:1d thL·m tu 111>t icc the va r io us obj ec ts in re laIn all 1he ea rlie r lessons let an o ral exe rc ise
t io n tu this idea
nf this kin d p1·ccedc the written exe rcis e.
' 1

I
·1~
'I

U n t il the p11pil Ins lr1rn1ed t he h;ib it

or

exp rcss lll g co n-

sc1·ut iv e .st<1tcmcnts in co m plete se nt e nces, let the writt e n wo rk
consist si mp ly uf writte n a 11 s wcrs to quest ion s.
and 3 t. )

,I'
I

(Sec pp. 6, 17,

:\ftcr a k11· ks~n11s 11f th is ki 11 d, tr:i in pup ils to in ve nt stori es
s11.~.~cstcd by the pictu1-e s.

bi-

0 1-al

:\ ,-.;k q 11cstio11 s that w ill s uggest thc lc;icl111g po in ts () f ;[ ,;tt1n-. :lll d th e n lc t each pupi l w ri te ;}
st ory of
h is ()\Vil . (:-ice ]l 2 1, l·:x. TT. and pp. 36 a nd 48.)
;rn

As

C .\ lTl'ISL·.

sCJ0 11

i.

THE RIDE.

P repa re t he c h ild re n for thi s wo r k

:ts the pupil can do th is kind of work indep e n -

d e n tly, place a pi ct ui-c he fo re him , ;i ncl le t h im writ e without
:tssista n cc.

How many children do you sec?
What d id th ey do on e pl easa nt day ?

\Nh at a re their name s

118

LESSONS IN

ENGLISH.
--- ----- - - - -- - -- - - - - -

PICTURE LE SSONS.

1 '.

'I

[h·om H olmeJ' New FirJ/ Reader.]
2

HARRY'S CHICKENS.
3.

H o\\- m:i ny chick en:-: h:is H :i rry'
\ Vhere does he keep
th em ' \\' h;it docs th e old he n do fo r the c hi ckens ? vVh at
docs 11 ~ury do ?

THE RAG DOLL.

Wh ere are these children? vVh at are th ey doing ? W
a sto ry about "Th e R a~ Doll."

120

LESS ONS IN ENGLISH .

PICTURE

[ .F'n.Jm Holmes'

,,

..,.~

.t:":i'=-- -_ ~ =-,...

4.

Firsz Reader.}

_

TEACH I NG THE DOG HIS LETTERS.

\ Vhn is this little g irl' Wh at is h e r dog's na m e?
sto ry about the lit tle gi rl ancl her clog.

1\Teu,.

LE SSONS.

5.

\Vritc a

FEEDING THE HEN .

T e 11 w h a t you see i·n the p1.cture .
is it? How·do you know?

What tim e of th e )' t

PI CTUR E

LE SSO NS .

123

LESSONS TN ENGLISH.

12 2

[h·am Holmes' New First Reader.]

.

7 . THE MILLER AND THE CANDLE .

I'

'

6.

T H E L U CKY MOUS E.

T e ll wh at th is little mouse did one day, an cl what happened
to him.

D es cribe t h es e chi ldren, and t ell what happe ned one eve1
ing while they were sitting around the table.

12 4

LESSO N S

IN

EN G LISH .

PICTURE LESSONS.

125

'I

[h·o111 H olmes' N ew Tlti1 ·d Reader.]

·,''
8.

\rVri tc

~t

THE YOUNG DOCTOR.

story a bout .. Th e Youn g Doctor."

9·

THE NEW PUPIL.

Write a story about " H ett y." T ell where sh e went
day ; what she saw there ; and how sh e was received.

O'

126

PICTURE LESSONS.

LESSONS IN ENGLISH.

127

[ l ·i·o111 flo lmes' 1\'e11..• l ·i·rst Neader.]

10 .

FEEDING THE DOVES.

Wh o is thi s litt le girl? Wh at
is sh e doi ng? Where do the
cloves li ve ?

T ell

something

about th e littl e gi rl's home.

L1-rom

Holmes' New First Reader.]

11.

CHILDREN BY THE POND .

T ell who th ey are
\ Vrite a story about t 11cse c·l11·1 cl 1·en ·
where they live; and h ow they are spending the cl y.

128

LE SS ONS IN ENGLISH.

PICTURE LE SSONS.

[ l >·om 1-/o!mes'
.\ >u.• Fin"/ N1·,1dr•r.J

[h·om H olmes' New First Rrnder.]

.
I'

'

13.

RIDING THE PONY .

De sc rib e th e pony a nd his rider.
r2 .

\ Vhe re is th e swin g· '
th e re '

THE SWING.

Why cl o the childre n lik e t o go
\ Vha t happe ned one afternoon while th ey were there ?

129

130

LESSON S IN ENGLI S H.

PICTURE LESSONS.

1'
[From J-Jol111es' N ew First Reader.]

14.

LOST IN THE WHEAT-FIELD .

T e ll the story that you scc in this picture.

15.

WADING IN THE POND.

Write a story about th ese boys.

131

132

LESSONS I N

PICTURE LES S ONS.

E NGLI S H .

133

·..
[From Holmes' New First Reader.)

,,
16

PONTO R INGING TH E B ELL.

\ Vh o was ·' Pont o··

J

\ \!h o 11·::is w::itch ing him

J low clicl he loo k ?
1

[[

W hat d id he do?

you had a dog like P onto, wha t

17 ,

CROSSING THE BROOK.

wo uld you t each him to clo?

Who crossed t he brook?
were they go ing ?

H ow did th ey get across ? W here

1:34

LESSONS IN

ENGLISH .

PICTURE LESSONS.

135

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

(h·om H olmes' N ew First Reader.]

18. COASTING.

· V\i hat are th ese chil dre n
doing?

Tell what you see

in t he pi cture.

~I

II

I

I~
f
rg .

YOUNG HOLLANDERS.

Wh ere do thes e childre n live? D esc ribe th eir dress. T ,
how they a mu se themselves. T ell what yo u can about th L
lFrom Ho/111,S Aew First Hea der. ]

co un try and its inhabi tan ts.

136

LESSONS IN ENGLI SH.

PICTURE LESSONS.

[h·o111 Holmes' New Second A'eader.]
20.

THE TAME BEAR.
2r.

\ Vr ite the story that yo u
see in th is picture.

[ Frflm 1-/ (1/mn'

.\ ·1'il'

:..:,·ro nd Neade r .]

JOHN'S NEW PONY .

\Vrite a story about '·J ohn 's N e w Pony."

137

1 38

L E SSO NS I N

EN G LISH.

PICTURE LE SSON S .

,r

"

lFrom H olmes'

J\°r"l i. J

Third Nendl·r.]

[From Hol111rf New 711 ird Nead<r .]
22

Writ e

;:i

ANN E' S PET COW .

s t o1y s ugges t ed by thi s pi cture.
23 . DISCONTENT E D HARRY .
-

T o tlie 7"Mtlt, ·r -

-

~ -------·

-------

J-'., r a sec.ind exe rcise, tell th e pupils the st o ry that t his picture
ill ustrates, and t hen kt th e m write th a t story in th e ir ow n words.

Writ e a story about "Harry."

1.

14 0

L ESS ONS I N

ENGL ISH.

IND EX .

I'

24 . THE BRIDGE-MAKERS .

\ i\lh e re is t hi :; bridge'

1-f ow was it made?

kn o w a b out th e ha bit s of th e bui lde rs.

T e ll wha t yo u

:\ bh re,·iation s, 2-f, 26, 35 . 42.
..\ ddresses , 41.
:\pos trophe, Th e , 52.
I n Cont racti o ns , 52.
Capi tal Lett ers. used to begi n '\arnes of Cit ies, q.
~'\arn es o f D ays , ~5·
Nam es of i\fonths , 34.
Names of Perso ns, 7.
Nam es of S treets, q .
Proper N am es . 6o.
Questio ns. 4.
Quoted Sente nces, 50 .
Statements , 3 .
Christian N am es and Surnames, 16 .
Co mm a, Th e, -+5.
Use of, 46 .
Co mma nd, Th e, -1-4·
Co mpos ition, 6, 11 , 15, 17 , 21 . 24 ,
28 , 3 1, 36, 39, 43, 48, 5 I ' 53 , 63,
68, 72, 79, 85, 9 1' 95 , 99 , 105.
Contractions, 5 1 .
Dicta tion Exercise, 7, 13, 24, 46, 50 ,
53, 61, 77' 86, 108.
Exclamation, The, 109.
Exclamation P o in t, 109.
Use of, 11 0.
Ha s and Have, 26 .

H o w to Wri te Ad d resses . -t 1 .
Dates, 38 .
I nitials, 18.
. IIr. a nd .l/u . 23.
Nam es of Perso ns . 7.
Nam es of the Seaso ns. 3-+·
The \ Vo rel/, 10 .
T he \V o rel:; U11rl.: and .-l.1111/ .
lnitiab, 18.
Interrogat io n Poi nt .-+·
.After Questi ons . -+ ·
ls a nd Are, 8.
It is /, etc ., 100 .
Letter-Writ ing. 39- 43.
Letter , r\, 40 .
Nam es, 4, 58.
Prope r an d Co mm o n. 59.
Objects , 10 1, 103.
Object Forms , 1o+.
P eri od Aft er Abb re,· iat ions . 2-f.
After Initials, 18.
After S tate men ts , 3.
Pictu re Lesso n. 6, 17, 2 1 . 3 1, 36, -+·
Possessi,·e Form s of Noun s , 73 , 7
75, 76.
Questions , 3.
I-f I

142

INDEX.

Quotations, 48, 49.
Quotation Marks, 48, 49 .
Re view, 9, 13, 32, 55, 6 r, 67 , 71, 86,
89, 96, I I l.
Rul es for Plural Forms, 65, 66, 67 , 69 , 70 .
Possessive Fo rm s, 74, 75 , 76.
Seasons, The, 35.
Script Exercises, 2, 3, 4, Io , rI , I5 ,
25, 34, 40 , 41.
Selections , I I, 19, 33 , 77 , 105 , 1 Io.
The Li on a nd the i\fouse, :q .
Song of th e Grass-B lades , 37 .
The Farm er and the Stork. 50 .
The Cat and the Sparroll', 5 1 .
Th e Brown Thrush , 53 .
The Four Sunbeams. 63 .
Th e BO\· and th e Wolf. 68.
What :Vfakes the Ocean Salt' 72.
Somebody's Mothe r, So .
H ow F lies Walk , 90 .
Selec ti ons to be Memori zed , r I, I9,
33· 37, 77. lO), l IO.
Sentence, The, r.

What System

Singular and Plural Forms of Nouns

~.~.0.~.~·

Drawing ~~~~1u~~;-

Dr. WM. T. H ARRIS in his rece nt report to Congress on the condition of schools of the District of Columbia, says: -

'

Stanza, 65.
Statements, 2.
Statement Two Parts , 57 .
Study of Selec ti on, 77, So, 90 , 105 ,
106, !I O.
Summary of Rules. 56.
The, and An or A, 83 .
Use of An or A, 84.
Was and Were, 12.
vVorcls that Assert, 87, 88.
Denote Possessio n, 107, 108.
Describe, 7$.
Point Out, 82.
Show H ow, 9 1.
Show 11/lten, 93.
Show W/1ere, 94.
S how Relation, 102.
\V ords to use with Yo1t, 29 .
\Vords used instead of Names, 97 . 98.
Written Exercises-Throughout th<
Work.

of

" In drawing, the Commissioner's assistant, Dr. L. R. Klemm,

notes the absence of a central controlling power.

H e calls at -

tention again and again to the inaccuracy of the work observed
by him both in the colored and in the white schools.

'The

Commissioner is disposed to explain th e defects in drawing by the
too early neglect of exercises in drawing from t!te flat.

Drawing

has an alphabet which must be learned first before one can spell
with it.

Place a pupil before an object and tell him to draw it

and he will not know what lines to use fo r this purpose unless he
has learned by drawing from good drawings what lines produce
the appearances d esired .

What raw pupi l would know how to

represent a cylinder or a sphe re parts to leave entirely blank -

what parts to shade and what

before he has learned this lesson

by studyi ng and reproduc ing good drawings given hi m?
"After the alphabet of represe nting form is learned by copy ing
a progressive se ries of drawing lessons, the pupil should certainly
be set at drawing from models."
Thompson 's System of Industrial and Educational Drawing;
published by D. C. HEATH & Co. of Boston, is specially commended by Dr. H arris, because its plan is in exact conformity
with the correct principles above set forth.
The entire System consists of the following Serie.> of Drawing Books and Manuals: 1.
2.

3.
4.
5.
6.
7.

Manual Training Series; Two Manuals.
Primary Free Hand Series ; Four Drawing Books and Manual.
Advanced Free Hand Series ; Four Drawing Books and Manual.
Model and Object Series ; Three Drawing Books and Manual.
Aesthet ic Series ; Six Books and Manual.
Mechanical Series ; Six Drawing Books and Manual.
Institute Series ; Two Drawing Books.

