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FIRST BOOK IN ENGLISH

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WILLIAM H. MAXvVELL, M.A.
SUPERINTENDENT OF PUBLIC

INSTRU CTION,

BROOKLYN,

N.Y.

NEW YORK·:· CINCINNATI::. CHICAGO

AMERICAN BOOK COMPANY

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FIRST BOOIC IN ENGLISH
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WILLIAM H. MAXvVELL, M.A.
S u Pt;RJ NT.F.N D.F.NT o~- PuBI.IC I NSTR U CT ION,

ll1tOO KJ,Y N,

N. Y •.

NEW YOHK ·:·CINCINNATI ·:· CHICAGO

AMERICAN BOOK COMPANY

PREFACE.
MAXWELL'.S ENGLISH SERIES.

THE more conspicuous features of "First Book in English"
are the following : FIRST BOOK IN ENGLISH.
For us e in Primary Grade s .

INTRODUCTORY LESSONS JN ENGLISH
GRAMMAR.
For use in Interm e di ate Grades.

ADVANCED LESSONS IN ENGLISH
GRAMMAR.

COPYRIGHT,

1894,

B Y AM E RICAN BOOK C OMPANY.

IPrlntet> b12 ·
ilUU lliam 1h1fson
'Rew .!!!orh, ill. $.

:a.

1 . . The method employed is inductive throughout.
2. 'l'he book is divided into three parts. Each part provides
work imfficient for one year. Part I. may be safely used as
early as the beginning of the third school year.
.· 3. Part I., in addition to the devices usually employed for
language training, contains a series of exercises on the construction of the type forms of th e simple sentence.
~ 4. I n Part II., the pupil is r equired, in addition to the construction of type sentences, to distinguish the complete subject, the subject word, and the noun; the complete predicate
and the predicate verb.
5. In Part III., _generalization, is begun. The parts of
speech, and word and phrase modifi ers of th e noun and verb,
a.re taught inductively. 'l'l~e synthesis and the analysis of
typical sentences are continued, and particular attention is
· paid to the correct employment of the more comm.on irregular
verbs.
6. The sentences used for word and sentence drills are not
the "dried specimens" too often presented for children's study,
but in themselves possess an interesting content; and, whenever possible, they are form ed into a series connected in
thought.
1. Pararlel with the work on sentence and word forms runs
a series of exercises in composition. As children like stories,
,t the compositions are chiefly narrative, though description is
not neglected.
!8 , . In every instance, a model is presented which the child
is invited to study before writing a composition similar in
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character. Imitation is th e easiest and surest way to the
acq ui sit ion of a correct style.
9. In these exercises, t he form of the sentence to \Je used,
and the chief words to be employed, are generally indicated.
Thus, the two most dangerous faults into which th e yo uthful
writer is apt to fall- bad spelling and sins against se11tential
uni ty - are avoided.
10. Pictures that sugges t stories a,re used sparingly, as it is
better that the t eacher shoulcl coll ec t or rnak e these l1 orself.
Th ose which arc prese11 tcd, will , it is hopeLl , serve as mollels
for similar exercises.
11. A fe w poems are given for study. Th e purpose is 11ot
that the child may turn good poetry into bad p rose ("an
impious and unholy u se of pen and ink," says Professo r
L aurie) , but that he lllay comprehend th e thou ght a,ll(l appre·
ciate th e beauty of th e poetry. The t eacher shonld find oth er
poems suited to the age and t l1 e umlerstarn.ling of h er pupil s,
and treat them in a simil ar u1::wner.
12. P ractice and gui(la,nce are affordell in th e graph ic, as
well as in the verbal, expression of thought. The " illustration" of compositions should be permitted onl y with good
models and under proper direction.
For th e classification of the type form s of th e sim ple sent ence, I am indebted to the series of German lan guage
books, by B:iron, J uugh ann , and Schindler, which was first
in troduce(l to Ame rican t c:1,cl1nrs hy PresiLle11t Do Ca rrn o of
~ warthm o r e Co ll ege.
Ack11u wle(lg111ent is ah;o Llne to l\lcss rs.
· H oughton, i\lilfl.in, & Co., for permi ssion to use selectious from
the wri tings of H a wthom e, L owell, Longfello w, a rnl Lucy
L arcom, as subj ects fo r study in several of th e lessons.
\Vomen are more successful than men in t eaching young
children. A language Look for children should have t he delicacy of t ouch, the k eeu ap preciation of children's likes and
dislikes, the intuiti ve sense of what a child can and can uot
do, which only a woman possesses. 'l'hat these qualiti es permeate tbis little Look, is due to th e assistance I have received
from Miss Emma L. J olrnston, In structor in English in the
Brooklyn Training Sch ool fo r T eachers.
W. II. M.
BROOKLYN,

N.Y., Jau. 1, 1894.

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ART

I.

LESSON I.
·wHAT THINGS DO.-STATEMENTS.

Read these five sentences.

Notice that they t ell what some

animals do.
Because the first sentence tells or states something, it is
called a statement. ·
What does th e second sentence do?

'rhe third sentence?

The fourth ? 'rhe fifth ?
' What is each of these sentences called?
. ?
\Vith what kind of letter does each st at ement b egm · .
\Vhat is placed at tho end of each statement? (A period.)
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l\fake five different statements about dogs, letting each
statement tell something that dogs do.
In the same way make two different statements about bears,
bees, birds.

Malce staternents telling what these thin,r;s do: trees
waves
rain

LESSON II.
WHAT THINGS DO. - ONE AND MORE THAN ONE.

If you were :;;peaking of only one dog, one bear, one lion, one
. bee, one bird, you might say, -

balloons
snow
clouds

A sentence that tells or states something. is called
a statement.
Begin with a capital the first word of every statement.
Place a period after every statement.
Written Exercise.

monkeys
wolves
cats
ducks
hens
sheep
doves
geese
oxen
crickets

chirp
mew
low
ehattcr
hiss
howl
quack
cackle
bleat
coo

JVrite ten staternents. L et each statenient be made of two
w01·ds, - one from the first list, and one from the second.
Remember to begin each statement with a capital letter,
and to end it with a period.

Make ten statements about the animals named iri the preceding exercise. Let each statement tell what one anirnal
does.
Example. -A monkey chatters.
Written Exercises.
I.

frog
horse
owl
quail
crow

croak
neigh
hoot
whistle
caw

Write ten statements about these aninials. Change each
word in the first list so that it will mean more than one
·animal.
Example. - Frogs croak.

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II.

Change the stfliSments van have written so that in each
statement you, name only one animal.
Example.

-A frog croaks.

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. , These five sentences are the questions that the boy asked
about the animals: -

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..2.

LESSON III.
COMPOSITION.

Once a cunning little spider
built a home for himself. It was
on a kitchen wall. The tidy
housemaid brushed the web
away. Then the spiuer built another home. The maid bruslrntl
it away. Again the spider spun
a \veb. This time the maid did ·
not brush it away. She let the persevering little spinner
live in peace. vVoul<l you luivc Jct the web remain'?

1. Copy this story, leavinp a margin half an inch wide at
the left-hand side of your pape1·. Oopy the picture also.
2. Write the story f rom dictation.
3. Write it frorn rneniory . .

LESSON IV.
WHAT THINGS DO. -QUESTIONS.

Once a little boy visited a mewigerie. His father told him
the names of some animals that th e boy had never seen before,

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What does the first sentence ask about? The fifth sentence?
How many questions did the boy ask'?
With what kind of letter does each question begin'?
With what mark does each end? (A question mark.)
Begin with a capital the first word of every questi~n.
Place a question mark after every question.

1. 'Write five questions aslcing abou,t
sheep

oxen

geese

wolves

bees

2. Write five questions aslcing about
a sheep

a goose

an ox

a wolf

a bee

LESSON V.
REVIEW.

vVhat do we call a sentence that tells something?
What do we ca11 a sentence that asks something?

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"'With what kind of letters llo statements and questions
begin?
What mark is placed at the end of a statement?
"\!\That mark is placed at the end of a question?
Notice that all the statemeuts and questions we have studied
so far are about what things do . 'l'liese things may be persons,
animals, plants, or objects without life.

Oral Exercise.

1. Malce a statement tlzat tells something tltat boys do.
2. 111-"alce a statenient tliat tells something that girls do.
3. Malce a statenient tliat tells something that a baby
does.

4. Malce a statement that tells something that an eagle
does.
5. 111-"alce a statement that tells something that fire does.
Written Exercise.

Change these statements to questions : -

1.
2.
3.
4.

5.
6.
7.
8.
9.
10.

The children hang up their stockings.
The children go to bed.
They fall asleep.
Santa Claus comes.
He fills the stockings.
Then he goes up the chimney.
The reindeer start.
The bells jingle.
Santa Claus disappears.
The morning dawns.

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LESSON VI.
COMPOSITION.
THE STORY OF A FLOWER.

Did some little brown flowers grow by the roadside ?
Were they not at all beautiful? But did they try to be
contented?
Did a good fairy notice.
their behavior? Did she
feel sorry for their ugliness?
One morning <lid she
. ?
place them on a cuslnon·
Diel she turn them into
one tall flower? Then
did she give this flower
a golden crown ?
Is the flower very
happy now? Does it look at the sun all day long? Can
you easily guess its name?
Change these questions to statements.
.
Leave a margin half an inch wide at the left-hand side of
your paper.
.
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r
Notice that the questions are wnttcn m Jour groups .. These
groups are called paragraphs. Write y.our statements m four
paragraphs. Begin each paragraph an mch from the left edge
of the paper.
Bead your composition.

Copy this picture.

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LESSON VII.
WHAT IS DONE TO THINGS. - IS AND ARE.

Written E.xercise.

Fill these blanks with is or are : -

1. Mary's hat - - blown off.
BH.EAD.

2. The boys' hats - - blown off.
3. The dust - - raised.
4. The rosebush - - broken.
5. The blossoms - - scattered.

The ground is plowed. Then the seed is sown. 'l'11e
wheat is cut down a11ll threshed. Then the wheat is
ground into flour. The flour is mixed with water. The
dough is kneaded. The ]oaf is baked. The bread is eaten .
"\i\That is done to the grouu<l? To the seed? To the wheat'!
To the flour ? To the dough ? To the bread?
Answer in complete statem ents.

LESSON VIII.
WHAT WAS DONE TO THINGS. -WAS AND WERE.

1. A bud was nipped.
2. Buds were nipped.

Oral Exercise.

Wlrnt is done to things by the wind : -

1. A tree is shaken.
2. Trees are shaken.

3. A leaf is torn off.
4. L eaves are torn off.

5. A house is blown down.
6. Houses are blown down.
·w hat thing is spoken of in the first sentence ? vVhat
things are spoken of in the second sentence? In which of
these two statements do we use is ? In w11ich do we nse cire ?
Why do we use is in the first sentence, and are in the seco11d?
"\VJrnt thing is spoken of in the third sentence? What
things are spoken of in the fomth sentence ? vVhy do we use
is in the third sentence, arnl are in the fourth ?
vVhy do we use is in the fifth sentence, and are in the sixth?

3. A pitcher was cracked.
4. Many pitchers were cracked.
Read the first two sentences. In which one do we use was?
In which one do we use were ? Why <lo we use was in the
first sentence, and were in the second ?
Why do we use was in the third sentence, and were in the
fourth?
Written Exercise.

Fill these blanks with was or were : -

1. The windows - - covered with pictures.
2.
3.
4.
5.

The grass - - sprinkled with powder.
Kate's toes - - bitten.
The chestnut burrs - - opened.
A beautiful flower - - killed.

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LESSON IX.

LESSON X.

COMPOSITION.

REVIEW.

THE FOX AND THE GRAPES.

Oral Exercises.

vVhat kind of day was it? (Sultry.) From what was
a fox suffering? (I-I unger and thirst.) Suddenly what
did he spy? (Some clusters of grapes.) From what were
they hanging? (A vine.)

Answer in sentences.
I.

IN SCHOOL.

Who teaches ?
Who are taught?
Who learns?
What is learned?

Who study?
What are studied ?
Who sing?
What is sung?
II.

AT HOME.

What did the fox try to reach? (The grapes.) But
could he spring high enough? How often did he ]Ump
up? (Again and again.) Then what did he say about
the grapes? (That they must be sour.)

Who cooks?
What is cooked ?
Who sweeps?
What is swept?

Who sews?
What is sewed ?
vVho eats?
What is eaten ?
III.

IN THE CITY.

1. Write this story in two paragraphs. B egin each .
paragraph one inch from, the le.ft edge of your paper.
Change each question to a statement.
Us e the words that
are in parentheses.
2. Copy the drawing of the .fox, and finish the picture by
drawing the vine and the grapes.
3. Read your composition.

Who builds?
What was built?
Who drives?
What was driven?
Who visits?
'Vho were visited?
What blows?

vVho sells?
vVhat were sold?
vVho buys?
What were bought?
V\Tho rings?
What was rung?
What rattles?

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LESSON XI.

LESSON XII.

WHAT THE PICTURE SAYS.
Oral Exercise.

Why is the little
boy in bed? llow is
he sitting?
vVhat toys has he
to amuse him ?
What does he do
with the horse? The
soldiers? The ship?
The trees and the
houses?
Written Composition.

THE LAND OF COUNTERPANE.

vVlmt was the matter with Robert? vVhere llid he lie
for many days? vVhat had he to play with?
vVhat did he pretend to be? (A giant.) On what hill
did the giant sit? (Pillow Hill.) At what land did he
look down? (Land of Counterpane.)
vVhat did he sometimes make his soldiers llo? His
horse? His ship'? What ditl ho some Li 1t1es make of Lhe
houses and the trees?
Tf?·ite statements in answer to

thes~

questions.

-This lesson was suggested by a poem in R obert Louis Stevenson's "A Cliild's Garden of Verses."
NOTE.

NAMES OF PERSONS.

Cinderella
Silverhair
Bo-Peep
Jack Horner

Tommy Tucker
Humpty Dumpty
Mother Hubbard
Jack Spratt

Here are the names of some persons. Tell your teacher all
you know about each of the persons.
With what kiml of letter does Cinderella's name begin?
How many words are there in Jack Homer's name ? How
.must you begin each wortl in a person's 11ame?
Written Exercise.

Fill these blanks by writing the names that are at the head
of this lesson : 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

Little - - - - sang for his supper.
Little - - - - sat in a corner.
Pretty - - wore glass slippers.
Old - - - - went to the cupboard.
- - - - sat on a wall.
Little - - lost her sheep.
Naughty - - visited three bears.
- - - - woulcl eat 110 fat.
Old - - - - had a dog.
- - --- was eating a Christmas pie.
Did - - - - have a great fall?
The bears frighten ed - - .
Little - - -fell asleep
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LESSON XIII.
COMPOSITION.
THE GOLDEN TOUCH.

There was once a king named what'?
(Midas.)
What was his little daughter's name?
(Marygold.)
vVhat did the king love very much? (Gold.) So what
was given to him? (The golden touch.) Then what
happened to everything he touched? (Became gold.)
At first how did this gift make the king feel? (Very
happy.)
But one day what did he do to his little
daughter? (Touched her.) What did she Lecome? (A
golden statue.) Then what was the king glad to get ri<l
of? (The golden touch.)

1Vrite this story by answering the questions.
paragraphs.

Make two

Instead of saying first . uame, we may say given name.
Instead of saying last name, we may say surname.
What was the given name of Christopher Columbus? vVhat
was his surname ?
What is your given name? Your surname?
Are there any chil<l.ren in your class who have two words
in their given names ?
With what kind of letter must you begin each wor<l. m a
p~rson's name ?
Begin with a capital every word in the name of a
person.
Written Exercises.
l.

1. W1·ite your name in full.
2. Write you1· fath er's name.
3. Write your mother's name.
4. If you have brothers or sisters, write their names.
5. Write your teacher's name.

LESSON XIV.
GIVEN NAMES AND SURNAMES.

Christopher Columbus
George Washington
Here are the names of two great men. P erhaps your
teacher will tell you something about them.
How many words are th ere in George Washington's name ?
With what kind of letter does his first name begin? His last
name?

II.

Fill the blanks in these sentences.
Miss, Aunt, and Uncle are written.
1.
2.
3.
4.

Notice how Mr., Mrs.,

My mother is called Mrs.--.
My father is called Mr. - - .
I ha,ve a friend called Miss - - .
I like to visit Aunt - - .
5. I often see Uncle· -.
6. I know a girl named --- - - .
7. I know a boy named - - - - .

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LESSON XV.

Written Exercise.

A STORY IN PICTURES.

Write answers to these questions : -

What did John and Henry play one day? Who was
the horse? vVbo was the driver? What did they call
the chair '?
Was the horne very lively? How hard did he pull?
So what happened to the wagon? Upon whom did it
.fall? vV ere any bones broken? But did Henry want
to play horse any longer?

LESSON XVI.
INITIALS.

Oral Exercise .

Let us call the boy in the clrnir Henry, and the boy who
is pullin g Ii irn .Toh ll.
vVhat are they playing?
Which is the horse, and which the driver?
How are Lhe reins fixed?
vVbat do they call th e chair?
vVhat are they using for shafts?
How <lo yo u Ll1i11k .Tolin feels about it?
How do you think H en ry feels about it?
Is there any clanger, and of what?
\Vhat makes the ch air fall?
vVhere is H enry when the chair falls?
Do you think John feels sorry about it?

c. c.

I-I. D.

G. \"V.

J. s.
J. II.

T. T.

What is th e first letter of the name Chn:stupher ? Of the
name Colmnbus ? The first letter of a word is called its
initial . letter. Finu the initials of the name C!1ristophe1'-·
Columbus at the h eau of this exercise. What mark is placed
after each letter ? vVhat kind of letters are they ?
vVhat is .the initi al letter of the name George ? Of the name
lVashington ? vVhat does G. vV. stand for '? vVhn,t mark is
placeu aft er each l etter ?
Look at the names at the head of Lesson XII. vVhich of
the names have their initials at the head of this lesson ?
vVhat mark is placed after each letter ?
What are the initials of your name ? How would you
write them?

1.
2.
3.
4.

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Dictation Exercise.

Oral Exercise.

Do you know Frnnk D. Smith?
He lives near Uncle John and Aunt Emma.
His father is Mr. James Smith.
:Mrs. Brnwn is his aunt.

Copy these sentences.

TrVrite them froni dictation.

.Answer in sentences the fallowing : -

1. What
2. What
3. What
doing?
4. What
5. What

are you doing now?
is your teacher doing?
do you think the pupils in the next room are
do you think your mother is doing now?
do you think your father is doing?

LESSON XVII.
WHAT THINGS ARE DOING.

smg
draw
add
subtract
multiply
divide
write
read
count
spell

shout
whisper
push
scolu
frown
stamp
pout
cry
eat
hum

These words tell what some children do in school. Do you
think the words in the second list tell what good children do
in school'?
You may think of twenty names of children. ·write twenty
statements about them, t elling what each is doing in school.
The words you use to tell what they are doing must end in ing.
Example. -

J olrn is singing.

LESSON XVIII.
HOW TO COPY POETRY.

While the children are in school, this is what the lambs,
the birds, the fa-vvns, and the flowers are doing: -

The young lambs are playing in the meadows,
The young birds are chirping in the nest,
The young fawns are playing with the shadows,
The young flowers are blowing toward the west.
With what kind of letter does each one of these lines of
poetry begin ?
Copy these lines of poetry.
Be sure to let the first word of the third line stand directly
under the first word of the first line. Let the first word of the
fourth line stand under the first word of the second line.

.

Write the poetry from meniory.
Begin with a capital the first word of every line
·of poetry.

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LESSON XIX.

II.

REVIEW.

1.
2.
3.
4.

Aslc
Aslc
Aslc
Aslc

a
a
a
a

question about the boy.
quest-ion about the girl.
quest-ion about the doll.
quest-ion about the flowers.

LESSON XX.
THE WORD I.

1. My naine is Red Riding Hood.
2. Niy lnother a.nd I live near the woods.
3. I went to see my grandmother.

I.

Exmnine this picture, and t!ten write staternents tellin,q--

1.
2.
3.
4.
5.
6.
7.

The girl's full name.
The boy's foll name.
vVhat tlie boy is do-ing .•
vVhere the girl sits.
vVhere the bench is placed.
'Vhat is held by the girl.
vVhat are growing near the bench.

What little girl is supposecl to say these three sentences?
What worcl in the secoml se11tence is used insteacl of her
name ? 111 the third sentence ?
What word may you use instead of your name, when you
are speaking of yourself?
vVith what kind of letter is the word I written in these
sentences?
How should the word I always be written ?
When Red Riding Hood speaks of her mother and herself,
whom does she mention first?
When you are telling something about yourself and a playmate, do you mention yourself first?
'l'ell something that you ancl some one else cli<l.
'l'ell something that you and some one els e saw.
· Ask if you and some one else may clo something.
Ask if you and some one else may have something.

Write the word I with a capital.

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LESSON XXL

·w ith what kind of letter docs the name of each plac
begin'!
What is the rnune of the place in which you live ?
How do you spell its name?
vVith what kind of letter does the name begin?
vVhy do yo u like to live there ?
Do you know the names of any other places? Would yo1
know how to write these names ?

COMPOSITION.

I am a horse.
I can neigh and snort. I can gallop and trot. I can
draw caniages too .
I eat oats aud hay. Sometimes I like to eat a lump of
sugar. My master brings my food to me.
My home is tlie stable. I sleep there in a stall.
I.

Bead this composition.
II.

Imagine you are some anirnal.
in written statements : -

Answer these questions

1. vVlrn,t are you?
2. vVhat can you do?
3. vVhat do you like to eat? \ i\There do you find your food?
4. vVhere is your home?

LESSON XXII.
NAMES OF CITIES AND STREETS.

New York
Chicago
Phila<lel phia
Brooklyn
These are the names of the largest cities m the United
States.

Oak Street
Elm Street
Cedar Street
Pine Street
Chestnut Street
Maple Street
These are the names of rea.l streets. vVlrnt were a.11 thes1
streets nam ed for? How is each name written?
Sometimes streets are named for great men; as, Washington A venue
On what street do you live? Do you know why you
street was given this name ? Spell the name, telling th1
kind of letter it begins with.
Begin with a capital every word in the name of
city or a street.
Written Exercise.

1f1·ite four statenients in answer to these questions : -

1. What is your name ?
2. In what pbce do you li ~e ?
3. On what street is your school ?
4. vVho is your teacher?

E

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III.

LESSON XXIII.

W1·ite about the canary bird.
OF WHAT QUALITY THINGS ARE.
:MY UAT.

My cat's fur is black. Its head is round. Its tongue is
rough. Its teeth are sharp. Jts claws are sharp too.

feathers
bill
eyes
v01ce
head

Use these words : -

small
sweet
yellow
short
bright

\i\That word in the first sentence describes the ca.t's fur?
\i\That word ·describes its head? Its tongue'? Its teeth? Its
claws?

LESSON XXIV.

Written Exercises.

COMPOSITION.

l.

W1·ite about the rose.

Use these words : -

smell
stern
petals
thorns
leaves
color

red
round
beautiful
sharp
green
pleasant
IL

Write about the sqidrrel.

movements
tail
eyes
hair
ears
whiskers

Use these words : -

long
large
soft
bushy
pointed
quick

This leaf is dark red on its upper side, and light red on
it.s under side. It is smooth on both sides.
The leaf is oval-shaped. It is three inches long. In
"the mid<lle, it is an inch and a half wide.
The stem of the leaf is short and flat.
I.

Read this composition. Notice that the d?·awing at the
head of the lesson stands for the leaf described.

30

31

u.

LESSON XXVI.

Get a real leaf. Observe it carefiilly, fasten it to your
naper, and then answer these questions : -

STUDY OF A

LADY MOON.

vVhat is the color of your leaf on its upper and under
;ides? How does it feel to the touch?
vVhat is the shape of your lea.£? \\That is its length?
What is its width? 'Vhat kind of stem has your le:tf?

" Lady Moon, Lady Moon, where are you roving? "
" Over the sea."
"Lady Moon, Lady Moon, whom are you loving?"
" All that love me."
"Are you not tired with rolling, and never
Resting to sleep?
Why look so pale and so sad, as forever
vVishing to weep ? "

LESSON XXV.
QUALITIES.

From tlu'.s list of words select those that are opposite in
meaning, and write them in pairs : -

happy
rich
old
wet
high

poor
empty
unhappy
sour
good

low
dry
light
thick
full
Example. -

POEM.

" Ask me not this, little child, if you love me:
You are too bold :
I must obey the dear Father above me,
And do as I'm told."

new
dark
thin
bad
sweet

"Lady ·Moon, Lady Moon, where are you rovi11g?"
"Over the sea."
"Lady Moon, Lady Moon, whom are you loving?"
" All that love me."

Happy - unhappy.

Oral Exercises.
I.

Mention everything yo11, can think of that is s1nooth.

I

II.

Mention everything you can think of that is always

blue
cold

bitter
beautiful

hard
ugly

busy
black

lazy
warm

I

Read the whole poem.
How many stanzas has it? How many lines are there
in each stanza? R ead the last word of each line in the secon<l
stanza. ""Which of these words rhyme with each other?
Who says the first line of the poem '? The second ? The
third ? The fourth ? vVhere do yon think the little child
is? Do you think it is a boy, or a girl?
How much of the secon<l stanza does the child say?

32

33

How much of the third stanza does the moon say?
vVho says the fir::;t line of the last stanza? The second
line ? The third ? The fourth ?

LESSON XXVIII.

1. Learn this poem by heart.
2. Write the first stanza froni memory.
______,,.

f

COMPOSITION.

__
' .1·

LESSON XX VII.
WHAT THINGS ARE.

l.
2.
3.
4.

John is a boy.
The thrush is a bird.
The ax is a tool.
The house is a building.

JACK-IN-THE-PULPIT.

I.

Jack is a preacher. He stands in his pulpit under the
green trees just over the way. The woods are his church.

Answer these questions in staternents : 1. vVhat is the lily?
2. vVhat is the lion ?
3. vVhat are you?
4. What is the robin?
5. What is the hammer?

Copy this composition, and finish it by answering these
questions: -

II.

Tell of each of these whether it is a tool, an animal,
a flower, a building, or a person: buttercup
violet
tiger
butterfly
woman
rake
spade
· pink
church
palace
shovel
boy
girl
schoolhouse
bee

.

1. What is the carpet of the church?
2. vVho are the choir ?
3. vVho are the congregation ?
4. How are the buttercups and the dandelions dressed ?
5. vVha,t color are th e clovers' bonnets? ·
6. vVhat do you think Jack preaches about?
7. Has he a well-behaved congregation?
8. Did you ever go to his church?

',

F'

Norn. -This lesson was suggested by a poem in Whittier's "Child
Life.''
3

f
34

LESSON XXIX.
NAMES OF DAYS.

35
I_

LESSON XXX.
A STORY IN A PICTURE.

With what kind of letter does the name of each day begin?
Copy these names.

Write them from mernory.

Begin with capitals the names of the days of the
week.
Written Exercise.

Write statements in answer to these questions : -

1. Yesterday was what day?
2.
3.
4.
5.
6.
7.
8.
9.

To-day is what day?
'Vhat day will to-morrow be ?
What day will the clay after to-morrow be?
Which is the first day of the week?
Which is the seventh day of the week?
Which is the third day of the week?
vVhich is the sixth clay of the week?
vVhich is the fo11rtl1 day of the ·w eek?
10. On which day of th e week does 'rhanksgiving Day
come?
Be sure to use a hyphen in writing the word to-day and in
writing the word to-nwrrow .

Where is this little girl lying asleep? What season is it?
What makes you think so? What is in front of the girl?
What is he doing? What are behind her? What is one
of them doing? vVhat are the other two doing? vVhat
do you think they are saying? Do you think the bonnet
is becoming to the rabbit? Do you think it would be useful to the rabbit?
What will you name this little girl? vVhen did she
start out from home ? What had she on ? vVhat did she
carry? What was in the basket? Where was she going?
What happened to her on the way? What happened
while she was asleep? Did this really happen, or did she
dream it? How did she get home again?
Tell a story of your own about this little girl.

38
LESSON XXXIII.
HAS AND HA VE.

l. September has thirty days.
2. April, June, and November have thirty days.
In the first sentence, how many mouths are spoken of? In
he secontl seutence, how many months are spoken of? In
vhich sentence is has usetl? In which sentence is have used?
!Vhy is has used in one sentence, arnl have in the other ?
Oral Exercises.
I.

1. A bird has wings.
2. A fish has fins.
3. An elephant has a trunk.
4. A sna.il has a shell.

How many animals are spoken of 111 each of these senences?
Change each sentence so that you may use have instead
f has.
II.

1. Geese have feathers.
2. Deer have horns.
3. Sheep ha vc hoofs.
4. Oxen have horns.
5. Mice have sharp teeth.
vVhy is have used instead of has in each of these sentences?

Change each sentence so that you may use has in it.

39
Written Exercise.

Fill these blanlcs with is, are, was, were, has, or have.

Two robins - - a nest in the old apple tree. The nest
__· rough outsicle, but it - - a lining of soft hair and
feathers. La.st April there - - four little eggs in the
nest. Each egg - - blue. Now there - - four little
birds that cannot fly.
A mouse - - a home on the top of a quince bush.
It - - once the nest of a robin. vVhen Mrs. Mouse
moved in, there - - no birds in the nest. Six tiny mice
- - in the nest now. They - - a comfortable bed to
sleep in. It - - as soft as yours or mine.

LESSON XXXIV.
COMPOSITION.
JACK AND THE BEAN STALK.
PAH.T II.

One day what did Jack do? (Climbed bean stalk.)
vVhere did he go? (Up and up.) What did he reach at
last? (The giant's castle.)
What did Jack carry away from this castle? (His
mother's gold.) But what did the giant do? (Ran after
him.)
~That did Jack do? (Hurried home.) What else?
(Cut clown bean stalk.) So what happened to the giant?
(Tumbled down and was killed.)
TVrite answers to these questions.

40

41

LESSON XXXV.

LESSON XXXVI.
ABBREVIATIONS .

WORDS USED WITH Y OU.

1. You are writing well, John.
2 . You are writing well , boys.
3. You were caught, J ohu.
4. You were caught, boys.
vVho is addressed i11 the first sentence? In the second
1tence?
In the first sentence, the word you means h ow rn a.uy persons?
In the second sentence, the wo rd you mean s bow many
l'SODS ?
·what is the second word in each of t hese two sentences?

THE DAYS OF THE WEEK.

d~
~

a~y

otv~
SOME OF THE l\IONTHS.

Whether you means one or more than one, the word
e is used with it.

Iu the third sentence, the wonl you mea.ns how m;wy
.'SODS ?
In tl1 e fourth sen tcw_~( ), the wu r1l yon means how m an y
:sons?
Wh at is the seco nd word 0£ the third sentence ? Of the
1rth?
Whether y ou means one or more than one, the word
we is used with it.
W ritten Exercise .

1. ·w rite a
2. Write a
3. 1Vrite a
4. 1f1·ite a

statement, itsing y ou with are.
question, using y ou with were.
question, using you with are.
statement, itsing y ou with were.

Th ese shortened words are called abbreviations.
T ell what each abbreviation stands for.
vVhat ma.rk is placed after <'a.ch abbreviation?
What does the wonl nbbre·v iation mean ?
·which of the months are not named h ere?
vVhy is it not necessary to shorten the names of the months
not mentioned h ere ?
Place a period after every abbreviation.

'

-

42

43

Written Exercises.

LESSON XXX VIII.

I.

Copy these abbreviations. By the side of each write the
word in full ; thus, Monday - Mon.
II.

JVrite from memory the names of the days and the months
in order. By the side of each name, except May, June, and
July, write its abbreviation.

LESSON XXXVII.
COMPOSITION.
A

HIVE.

In every hive there are three kinds of bees. 'They are
the queen, the drones, and the workers.
The drones do no work. The workers make the comb
awl fill it with honey. They Lake care of the youug Lees
and wait upon the queen.
I.

Read what is said liere about a hive.
II.

Call you1· classroom, a beehive.
questions : -

Write answers to these

What is your schoolroom? vVho is the queen?
vVho are the drones? (Lazy children.) vVhat do they
not do?
Who are the workers ? vVhat do they do ?

DATES.

1. \Vashington was born on the twenty-second day
of February, in the year seventeen hundred thirtytwo.
2. Washington was born Feb. 22, 1732.
These two sentences tell us just the same thing. vVhich is
the shorter sentence? Tell what changes are made in the
first sentence to get the shorter form.

Read these dates : -

July 4, 1776.
Oct. 21, 1892.
Dec. 25, 1893.

"

Written Exercise.

lVrite answers to these fJ1.testions : -

1. On what date are you answering this question?
2. vVhen shall we next celebrate Washington's birthday?
3. vVhen was your last birthday?
4. vVheu will next Christmas Day come?
5. vVhen were you born?
6. vVrite the date of yesterday.
7. vVrite the date of to-morrow.
8. vVhen will next V :otlentine's Day come?
9. vVhen will next Independence Day come?
10. vVhen will next New Year's Day come?

45

44
LESSON XXXIX.
A LETTER.

Read this letter.
Who wrote it? To whom was it written? What words
tell where. Margaret was when she wrote it? \Vhat mark
separates Brooklyn from N. Y ? (A comma.) How do you
know the date on which the letter was written?
How does Margaret address l\,uth? What mark is placed
after the word Buth ? (A colon.) At the end of the letter,
what uoes Margaret call herself?

Copy the letter. Notice the capital letters, the periods,
the commas, and the colon.
Suppose you are writing a letter.
where and when you are writing?

How would you show

..
46

47

Written Exercise.

LESSON XL.
ADDRESSES.

vValter Crane lives at 219 Prospect Street in the
city of Cleveland in the State of Ohio.
Ruth Stevens lives in I1ion, which is in Herkimer
County in the State of New York.
On the next page you see a shorter way of telling where
Walter Crane and Ruth Stevens live.
The name of a person, with the name of the place where he
lives, is called his address.
What is your address ? Your father's ?
vVhen the words street, avenue, and coimty are used m
addresses, they are usually written thus : -

Names of States are sometimes abbreviated. Your teac.h er
will perhaps tell you how to abbreviate the name of your
State.
Written Exercise.

'rhis letter was written by Wa,lter's friend, John Lee. He
wrote it on the seventh day of October, eighteen hundred
ninety-two. He was in Albany, N.Y.

Copy the letter.

Fill the blanks.

Draw on yow· slate two oblongs to represent envelopes.
Copy in these figures the addresses of Walter Orane and
Ruth Stevens.
Notice how far the first line of each address is from the
upper edge of the oblong. Notice the conimas and periods at
the ends of lines.
In the uppe1· right-hand corner of each oblong, draw a
smaller oblong to represent a stamp.

..
48
-

- - - - - - - - --

-

49

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

LESSON XLI.
STAMP

ONE USE OF THE COMMA.

l. Mistress lVIary, how docs your garden grow ?
2. Stop, J ohu Gilpin !
3. Take a la,ntern, Lucy, to light your mother
through the snow.
-~Nho

is spoken to in the first sentence? What mark separates th e name Jllistress Mciry from the rest of the sentence?
vVe may say addressed instead of spoken to.
\Vho is addressed in the second sentence? \Vhat mark
separates John Gilpin's name from the rest of the sentence?
\Vho is a1ldressecl in the thinl sentence ? How many
commas are used to separate the name L1tcy from the rest of
the seu ten ce ?

STAMP

Use a com1na, or commas, to separate from the rest
of the sentence a name that shows who is addressed.

d
~ C~d~~

Written Exercises.

cfl
Lt/7/V;

I.

dt::d~@;~

c~{jfad

I
I

,

lrna[Jine you are a teacher. Write ten statements telling
your pupils what they slwidd not do. Call your pupils by
nmne J. thus, -

Frank, you should not pout.

1. ·write your address properly on an envelope.
2. lVrite your fat her' s

01·

sonie otller man's address.

Do not forget to separate from the rest of the sentence the
name of the perso11 spoken to.
4

50

51

II.

II.

ITT·ite five sentences, using names to show w hom yoii are
addressing.

1.
2.
3.
4.
5.

T ell the ladybird to fly away home.
Ask the pussy cat where it has been.
Tell the baby to sleep.
Ask the sheep if it has any wool.
'Tell Doy Blue that the cows are in the co rn.
Example. -Ladybird,

fly away home.

LESS ON XLII.
COMPOSITION.

1f1·ite the story of the greedy dog that saw its own image
in the water . Jlfalce yoiir sentences short. Use these words:-

cross mg
Lridge

water
meat

mouth
image

tried
snatch

lost
Loth

The sun doesn't shin e. The flowers don't hold up thei
heads. There isn't a bird to be seen. The farmer lias n~
takeu in his bay. The raindrops haven't reached it yet.
Read these two para.graphs. Do they tell the same thiug
\ Vhat words in the secowl pa.ragraph are not ·written as th e.
are in the first p:uagraph '? ·wha t does does11't starnl fur
What letter is left out of cloes not to make doesn't ? vVl1at i
used instead of the letter o ?
We call thi s mark an apostrophe.
\ Ve caH the word doesn't a contraction.
"What is the second contraction you find in this exercise
What does it stand for? \Vh at letter is omitted ? \ Vhat i
used instead of the letter ?
T ell about the other contractious used in this exercise.
Notice that t h ere is 11 0 period n eeded afte r a coutraction, a
there is after an abbreviation.

Use an apostrophe wherever a letter, or letters, ar'
left out of a word.
Written Exercises.

I.

LESSON XLIII.
C 0 NT RAC TI 0 NS.
I.

The sun does not shine. The flowers do not hold up
their heads. There is not a bird to be seen. The farmer
has not taken in his hay. The raindrops have not reached
it yet.

W1·ite these sentences, rnaking contractions where you can:1

It is not dark now. The flowers do not hang thei
heads. The birds are not hidden. The rain does not fall
The hay has not Lee n spoiled.
'"
II.

I'm glad to see you, Mary. I've looked for you all day
I didn't see you come up the steps. It's very cold to-clay

I

.

53

52
is it not? There's frost in the :iir, I think. T'll take your
hat arnl cloak to my room. vVlrnt's the nmtter with your
hands'? You shouldn't go out without gloves. \ Vhere's
your muff? vVouldn~t you like some hot tea'?
1

l'

I

LESSON XLV.
COMPOSITION.

Copy these sentences, writing the contracted words in full.

LESSON XLIV.
STUDY OF A

POEM.

There's no dew left on the daisies aml clover,
There's no rain left in hea.ven:
I've said my "seven times" over and over, Seven times one are seven.

I am old, so old I can write a letter;
My l>irthcla.y l essons are done;
'l'he lambs play al ways, they know no better, Th ey are ouly one times one.
\ ¥hat dried the dew that >vas on the daisies arnl clover?
Then do you think these lines were sa.id very early in the
morning?
What does the second line t ell us about the clouus i11 the
sky? Can you say the "seven tim es" table ? It was this
little girl's birthday. How old <lo you think she was '? Could
you write a letter when you were li er age? Would you like
to play all the time, as th e lambs !lo ? How old does she say
the lambs are ?

Copy the se two stanzas .

1Vrite them from rnernory.

I.

Write the story of the crow that dropped pebbles into a
pitcher, so that the water in it would rise liigh enough for
her to get a drink;. JJ1alce your sentences short. Use these
words: thirsty
found
spied
pebbles
pitcher
dropped
little
one by one
water
drank
II.

Copy the drawing at the head of this lesson, and finish
the picture by drawing the pitcher.

-

54

55
II.

LESSON XL VI.

Copy these sente1ices, and use quotation marks wherever
QUOTATION MARKS.

they are needed: -

1. ".Mother, I have been stung by a nettle," said
a boy.

2. His mother said, " Did you touch it gently?"
3. " Yes," answered the boy.
4. "You should have grasped it boldly," said the
mother.
Read the part of the first sentence that tells what the boy
said. Read the mother's question. " That one word did the
boy answer? ·w hat were the exact words the mother used
then?
V\'hen one person uses the exact words of another, the
words are said to be quoted. 'l'he words are called a quotation.
vVhat words in the first sentence are quoted ? In th e
second sentence? In the thircl? In the fourth'?
Notice the little marks before and after the quotation in
each sentence. 'l'hese marks are called quotation marks.

1. Here is an ugly caterpillar, said the children.
2. vVhen the ca.terpillar was asleep in his bed, they said,
Throw the old thing away.
3. But when the butterfly burst forth, they cried, Let us
catch the beautiful thing!
4. vVill you have these crumbs? asked a little girl.
5. Tlrnnk you, Mary, the robin seemed to say.
6. 'I'hen Mary said, Thank you for your company.
7. Said the boy, I'll climb that tree,
And bring down a nest I know.
Said the girl, I will not see
Little birds defrauded so.

LESSON XL VIL"
COMPOSITION.

Use quotation marks to show that the exact words
of a person are repeated.

the l>oy.

Written Exercises.

1. 1-V?·ite Just what you thinlc the boy and the frog said to

I.

1. Copy the fou1· sentences at the head of this lesson.
careful about using the quotation rnarlcs.
2. ·w rite the sentences from dictation.
3. lVrite thenifrom memory.

A boy was throwing stones into a pond. At last an
old frog lifted his head from the water and talked to

Be

each other.

R eniember to use quotation ?narks.

Give your

composition a title.
2. Draw a picture of the boy throwing stones into the
pond.

56

57

LESSON XLVIII.

LESSON XLIX.

STUDY OF A POEM.

A STORY IN TWO PICTURES,

vVhat does little Linlie sn,y,
In her nes t at peep of clay?
"Let me fly," :::;ays littl e liinfo~,
"Mother, leL rne il,r away:'
"Binlie, rest a litLle longer,
Till the little wings are stronger."
So she rests a litLle louger,
Then she flies awn,y.

Write a story about these
·
pidures. rn;
.L iese q11 f stwns
'])ltf[f fi t' fjl f/U ll ; -

\Vhere <li<l .i\Ir:-;. 'J\tLl>y
go one Llay? \Vluit <lid
she sec lying Oil the
floor? \Vlmt were eating it?

vVhat do cs little 1a1y say,
Jn her bed n,t peep of day'?
Baby S<tys, like little birdie,
"Let me rise n,nd fly away."
"Baby, sleep a little longer,
Till t]ie little limbs <ire stronger.
If she sleeps a liLLle longer,
lh1y, too, slmll 1ly aw:1y."

Copy this poem,.

W1·ite it from menw1·y.

vVhere is little birche? vYhat time of day is it? vVhat
does the birdie want to do? \Vhy can she not fly away now?
vVhere is the baby ? vVhy cannot baby walk and nm now?
Fill these blanks : -

1. Little birdie says, - - - - - - .
2. But the mother binl says, - - - - - - - 3. Little baby says, - - - - - -. . .
4. But mother says, - - - - - - - - .

.

Did the rats see Mrs
Tabby at once ? vV erE
they thinking about her!
vnmt dill they seem tc
be enjoying? Was it
their breakfast, their din·
ner~ or their supper 'i
Diel they mean to le<t ve
any of it lying there?
Who crept up softly behind the rats? What did she de
then? \\That was she thinking when she felt the taih
urn1er h er paws?
vVlmt did one mt clo? vVhat did the other rat do !
vVhn,t did Mrs. Tabby say then?
Are you sorry for Mrs. Tabby, or are you glad that sht:
did not get the rnts?
Call your stor!J

'.rl-I~ GllEEDY CAT.

I .

59

58
,..,

I.

LESSON L.
REVIEW.
Oral Exercise.

1. Make a statement th at t ells what a saw does.
2. Ask what a saw does.
3. Make a statement that tells what is clone to a saw.
4. Ask what is dune to ~t saw.
5. Tell one of th e qualities of a saw.
6. Tell what a saw is .
7. Make a statement about yourself and some other person.
8. Ask a question about yourself and some other person.
9. Use these words in sentences : IS

are

was
were

1.
2.
3.
4.

Write the full name of a boy or girl in your class.
\Vrite the initials of this name.
vVrite your address.
"\Vrite a sentence, usin g the name of a month.
5. vV rite a se11tence, using the n ame of a season.
6. vVrite the coutracted form of each of these expressions: -

vVh a t is.
Could not.

I will.
There is.
vVhere is.
Were not.

Haven't.
We'll.
She's.
Couldn't.
She'll.

You'll.
Wouldn't.
He'll.
Isn't.
Who'll.

It's.
Hasn't.
He's.
They'll.
Shouldn't.

8. Write a question, using the name of a day.
9. Write a statement about yourself and some other person.
10. vVrite a question about yourself and some other person.
11. "Write a sentence, using the name of the person you are
addressin g.
12. ·write in full the words for which the following abbre·
viations are used : -

has
h ave

Written Exercise.

I am.
I have.

vV rite in full each of the following: -

Did not.
Does not.
Do n ot.
Are not.

Mon.
Feb.
Apr.
Thurs.
Aug.
Sun .

Jan.
Ave.
vVed.
Sept.
Mr.
Nov.

St.
Tues.
Mar.
Fri.
Oct.
Dec.

·
·
tl10 name of the person you ar•
usmg
13. vVrite a question,
addtessing.
14. vVrite a sentence in which you repeat the exact words o
another person.
15. vV rite from memory four lines of poetry. .
16. "Write a sentence in which you repeat the exact words c
a question asked by some one.
17. Write sentences t elling what a hammer does, one of th
qualities of a h ammer, and what a hammer is.

60
RULES FOR CAPITALS.

1. Begin with a capital the first word of every sentence.
2. Begin with a capital every word in the name of
a person.
3. Begin with a capital every word in the name of
a city or a street.
4. Write the word I with a capital.
5. Begin with capitals the names of the days of
the week.
6. Begin with capitals the names of the months.
7. Begin with a capital the first word of every line
of poetry.

PART

LESSON I.
THE TWO PARTS OF A STAJ'EMENT.

1.
2.
3.
4.

RULES FOR PUNCTUATION.

1. Place a period after every statement.
2. Place a period after every abbreviation.
3. Place a question mark after every question.
4; Use a comma, or commas, to separate from the
rest of the sentence a name that shows who is
addressed.
5. Use quotation marks to show that the exact
words of a person are repeated.
6. Use an apostrophe wherever a letter, or letters,
are left out of a word.

II.

i..

I

I,

Moths fly.
Squirrels leap.
Sponges live.
Birds sing.

vVlrnt is spoken of in the first sent!=Jnce? What is said
of moths? vVhat is spoken of in the second sentence? vVhat .
is said of squirrels? What is said of sponges? 'Vhat live?
vVhat is said of birds? What sin,g?
The part of the sentence that shows what is spoken
of is called the subject.

What is the subject of the first sentence?
Of the third? Of the fourth ?

Of the second?

The part of the sentence that tells what is said of
the subject is called the p1·edicate.

"What is the preuicate of the first sentence? Of the second?
Of the third? Of the fourth'?

Ohange these sentences so that you will speak of only one
thing in each sentence.
61

62

63

Written Exercises.

LESSON II.

1.

COMPOSITION.

Copy these sentences. Draw one horizontal line under
each subJect, and two horizontal l'ines under each predicate.

1. Mary sweeps.

6. Mary cooks.

2. Mary dusts.
3. Fire burns.
4. Water boils.
5. Steam rises.

7. Dishes rattle.
8. Clocks strike.
9. Mother speaks.

Oral Exercise.

Read the four sentences at the head of the preceding exercise. 'l'hey make a story. But do you think the story runs
along smoothly ?
Read the following story, and notice that the sentences run
together more smoothly.

10. Mary answers.

THE FOOLISH GOATS.

IL

Fill these blanks with suitable subJects, one word for
each: IN THE WOODS.

- - bloom.
smg.
- - play.
rustle.
nou.
bend. - - break. - - fall.

hum.

buzz.
npen.

One day a goat started out for a walk. He went along
quietly until he came to a very narrow bridge. At the
middle of this bridge he met another goat. Then the
trouble began.
Both goats must have been very silly. Neither would
give way to the other. They butted each other and locked
horns. 'I'hen both fell into the water and were drowned.
Copy this story.

Write it frorn dictation.

Oral Exercise.

1. Two goats walked on a narrow bridge.
2. The goats met at the middle of the bridge.
3. The silh- goat~ foug·ht for the right of
4. Both goats fell into the 'rnter.
a

L

L

L

\Yay.
•

\Yhat is spoken of in the first sentence? \Vhat did th e
two goats clo ? \Vhat is spo ken of in the second se ntence'.'
\Vhat did the goats do 7 Yrlrnt is spoken of in th e third
sentence? YY1rnt is said of the si l1_1 goats? \\h at is spoken
of in th e fourth sentence ? v;-b at is said of both goats?

LESSON III.
THE TWO PARTS OF A STATEMENT.
Written Exercise.

Copy these sentences . Draw one line under each subject,
and t1co lin es under each predicate.
T.

1. A m ouse crept under the pan-s of a sleeping lion.
" The lion a "0ke.

65

64

LESSON V.

3. The lion crtuglit the tiny c reature.
4. The mouse Legged for his life.
5. The lion gave the mouse his liberty.

n.
1. Some hunters caught the lion.
2. The hunters bound him 'vith strong rope.
3. The mouse h eard the lion's groans.
4. The mouse gnawed the ropes.
5. The lion esca.pecl.

LESSON IV.
COMPOSITION.

NAMES.

rainbow

Brooklyn
desk
thunder

heat
boy

vVhich of th ese words is the name of a place ? Of a piece
of furniture ? Of a person?
vVhich of these words rnuues something that we know only
through the sense of hearing? Through the sense of touch?
Through the sense of sight?

Use these narnes in statements : kindness

Atlantic Ocean
potatoes

Frank

owls
mUSlC

A word used as a name is called a n oun.
Written Exercise.

l¥1·ite sentences containing the name of -

Rea.cl the sentences given in L esso n TlT. \Vritn tl1e story
of the lion anJ the mouse. You ma,y write the sto ry in two
parts. Call your first colT1position TllE nooD-NA'l'URED r,ION.
. Call your second composition 'l'llE CTRATEFUL MOUSE.
The above drawing illustrates THE GOOD-NATURED J,lON.
Make a drawing to illustrate TllE mu '1·1·:FvL l\'COURK

1. A tool.
2. An a,rticle of dress.
3. A fruit.
4. A plaything.
5. An ornament.
6. A country.
7. A city.
8. A person .
9. An occupation.
10. A part of the body.
5

66

67

LESSON VI.

Write the.~e .'lcntcnces, changiu!J the noun.~ so that eaeh
shall mean more than one. 111alce all other neeessary changes.

NAMES.-ONE AND MORE THAN ONE.
I.

picture
pictures

chair
chairs

year
years

Which of these names mean only one thing ? Which mean
lore than one ? What do you add to the word picture to
lake it mean more than one ? To the word chair? Yenr?

A word that means but one thing is said to have
the si11gula1· fon11.
A word that means more than one is said to have
the pl u1·al fol'm.
Add s to most singular nouns to make the plural
for1n.
When a singular noun ends in a sound that will not
unite with that of s, add es to make the plural form.

Written Exercise.

handful
spoonful

roof

lamb

LESSON VII.

month

piano

NAMES.-ONE AND MORE THAN ONE.

Add s to each of these words, and then use it in a state-

loaf
loaves

~ient.

knife
knives

II.

church
churches

brush
brushes

dress
dresses

What is added to the name church to make it mean more
.han one ? To brush? To dress?
Try to pronounce churches without the e. Why do we a<l.<l
~s instead of s to church?
Written Exercise.

1.
2.
3.
4.
5.

The brown thrush sings.
'The gold watch keeps time.
This box was broken.
The glass has been washed.
A ditch was dug.

vVhat is the last letter of loaf? The last two letters of
knife? How is the word knife changed to make it mean more
than one ? The wonl lol~f ?
When a singular noun ends in for fe, change for fe
"into v, and add es, to make the plural form .
Written Exercises.
I.

Write sentences, using these words: -

life
leaf

shelf
calf

wolf
wife

half
beef

II.

Change the sentences so that each word in the above list
sliall mean more than one.

68

69

LESSON VIII.

vVhat are the blosso ms? To 1-vlw.t danger are they exposed?
Of ·what use are the blossoms ? vVhat would be the result if
the wind swept them away?

STUDY OF A POEM.

Read the fallowing poem silently: -

L earn this poem, by heart.

THE TllEE.

Written Composition.

The Tree~s ea.rly lea.£ buds were bursting their brown;
"Shall I take them away?" saiu the Frost, sweeping down.
"No, leave them alone
Till the blossoms have grown,"
Prayed the Tree, while he trembled from rootlet to crown.

THE TH.EE.

The Tree bore his blossoms, aml all the birds sung;
"Shall I take them away?" said the Wind, as he swung.
"No, leave them alone
Till the berries have grown,"
Said the Tree, while his leafl ets quivering hung.
The Tree bore his fruit in the midsummer glow;
Sa.id the girl, "Ma,y I gather thy Lenies now? "
" Yes, all thou ca.nst see ;
Take them ; all are for thee,"
Said the Tree, while he bent down his laden boughs low.
Oral Exercise.

Notice that the tree, the frost, rmcl the wincl are spoken of
in this poem as if they ·were persons. This is why their
nam es begin with capitals.
vVhat are leaf buds ? At what time of the y ear do they
appear? To what danger are they exposed? Of what use to
a tree are its leaves?

Wha.t tim e of year was it? What were appearing on
the tree? vVith what were these lmds covered? How
did the weather change? vVhat came suddenly? vVhat
did the frost threaten to <lo? vVould this have been
good for the tree ?
After a while, what appeared on the tree? vVhat came
and shook the tree? Wha.t might have happened to the
blossoms? Then what would not have grown?
In midsummer, how was the weather? vVith wha.t was
the tree heavily laden? Who gathered the benies? Did
it harm the tree to lose its Lenies in this way?
Write answers to

the;3r~

q'Uestions.

LESSON IX.
NAMES. -ONE AND MORE THAN ONE.

lily
lilies

daisy
daisies

vVlia.t is the last letter of lily ? Of dciisy ? How are these
two words chauged to make them mean more than one ?

70

71

Written Exercise.

bal>y
lady
berry
story

LESSON X.
cherry
fairy
sky
pansy

Change each of these nouns so that it shall rnean more
than one, and then use it in a qiwstion.
Oral Exercise.

day
days

boy
boys

chimney
chimneys

"'What letter stands before y in clay? In boy? In chininey?
How are these words change<l to make them mean more than
one?
Notice that when a, e, or o 1s before y, s is added without
changing the y.
The plural of nouns ending in y not preceded by a,
e, or o, is formed by changing y into i, and adding es.
Written Exercise.

bay

JOY
key
valley
turkey
donkey

monkey
toy
JOUrney
Jay
way
pulley

Change each of these nouns so that it shall mean rno1·e than
one, and then use it in a sentence.

NAMES.-ONE AND MORE THAN ONE.

man
n1en

child
children

woman
women

·w'hich of these words mean but one'? Which have the
singular form ? Which of these words mean more than one ?
"'W hich lrnve the plural form?
1.
2.
3.
4.

Two oxen were lowing.
The geese are cackling.
Mice have sharp teeth.
Five deer and three sheep are here.
5. I am four feet high.

Change these sentences so that every noun in them shall
have the singular f orrn.
Written Exercise.

IrnVIEW.

1. A butterfly has a short life.
2. Crows annoy the farmers.
3. A fox caugh~ his tail in a trap.
4. 'fhe woodman uses an ax.
5. The photographer sent me this proof.
6. We gathered a daisy, a lily, aml a poppy.
7. A mouse, an ox, and a sheep were in the barn.
8. I hear a noise in the chimney.
Change these sentences so that every singular noun shall
be plural, and ever:IJ plural noun sin,r;ular.

72

73

LESSON XL

Written Exercise.

Write answers to these questions : A STORY IN PICTURES.
Oral Exercise.

In this picture, who
is standin g alone on a
rock? vVliat does he see
far below him '? \Vliat
do you think h e i::; wi:: ; hing? Is h e used t o
being out alon e?

---

LESSON XII.

vVhy does a shadow
suddenly fall on him '?
vVhat does h e h ear above
him? vVhat does he
do? How does h e feel?
What does the ha,vk
do?

WHAT THINGS DO.-CHIEF WORDS.
I.

1. .Moths fly.
2. Great white moths fly at night.

How does the chick
feel when h e sees his
mother? vVhere is ::;he'?
\Vliat llocs li e tell h er'!
\\That ad vice docs slie
give him '? D ocs he ever
<igain run away?

Tell a story aboilt th e chide.

vVl10 went out one day to see the world? vVhat place
Llid be reac h? (A Lare rock.) From there what could
he see? vVhat did h e wish he could do? (Travel.)
S uddenly what n oise did he hear above him? Then
what did h e see flying towards him? vVhat did he turn
aml do?
vVho was sitting qu ietly at home? How did the chick
feel when he saw her ? vVhat did he say? vVhat did
she say?

In these two sentences, what insects are spoken of?
In the second sentence, what two words help to show the
k ind of moths s poke11 of? How many words are there in the
subj ect of the second se utence? Which of these three words
names the thin gs spoken of?
'Ne may call t he mime moths the chief word of the subjeet. The words great and white are helpers.
\.VJ1 at is the predicate of the second sentence? \i\That one
wonl t ells what moths do? \iVhat two words show when
they Hy.
vVe may call the word jly the chief word of the predicate.
The words at night are helpers.

74

75

11.

LESSON XIII.

Squirrels leap.
Pretty gray squirrels leap from bough to bough.

REVIEW.
THE WISE GOATS.

vVhat animals are spoken of in these two sentences ?
In the second sentence, wha,t two words he]p to show the
nd of squirrels SJJOken of ? Huw many words are there in
Le subject of the seconJ se11te11en? \Vlti ch of th ese words
t?nes th e things spoken of'? -Which is the chief wonl of this
tbj ect ?
vVhat is the ]JreJicate of the second sentence? \Vhat one
ord tells what squirrels do ? \Vhat four words h elp to show
here they lc:tp? \ Vbat is the chi ef worLl of this predicate'?
III.

Sponges live.
The largest sponges live 111 t he y1,rarm parts of
the ocean.
Birds sing.
.. Some birds of the South sing swee tly.
\Vha,t is the subj ect of the first sentence? vVhat is the
1redica,te?
vVhat is the subject of the second sentence? -W hich is the
hi ef ·w ord of this subject? -wh at eight words make the
1redicate of the second sentence ? Which is the chief word
,f this predicate?
\ Vha,t is the suuj cct of t he thinl 8e ntcucc '? \,Yh;Lt is th e
iredicate ?
\Vhat is the subject of the fonrth sentence ? ·whi ch is the
~hief word of this subj ect ? vVhat is the predicat e ? \ Vhich
s the cbief word of thi s pre<licate?

Two goats walked from opposite directions.
goats m et on a narrnw ledge.

These

A deep stream flowed on

one side of the lellge. A steep mountain rose on the other
sille.

One wise goat lay down.

over him.

The other goat bounded

Both goats passed along in safety.

W"l1at is the subj eet of the first sentence ? \Vhich is the
chief word of this subject? ·what is the predicate of the
first se11tence? vVhi ch is the chief word of this predicate ?
Notice that there is one line under the chief word of each
sul>j ect, and that there are two lin es under the chief word of
each predicate.
Read th e two chief words of each sentence.
Copy the story without the horizontal lines. Draw . one
line under each complete subject, and two lines und er each
complete predicate.

LESSON XIV.
WHAT IS DONE TO THINGS. - CHIEF WORDS.
I.

1. Eggs arc hatched.

2. Mr. Fly is caught.
3. Lilies nre planted.
What is the subject of the first sentence? "'What is done to
eggs? How many words do we use to tell what . is done to

76

77

eggs? "\Vonld either of these worJ.s alone tell wh:tt is done
to eggs ? ·w hat is the predicate of the first sente11ce '?
·what two words tell what is done to Mr. Fly ?
vVhat two words tell what is done to lilies?

LESSON XV.

IL

1.
2.
3.
4.
5.
6.

Eggs are hatched.
Gnats' eggs are hatched on the water.
Mr. Fly is canght.
Silly Mr. Fly is caught in a spider's web.
Lilies are planted.
l\'Iany beautiful lilies are planted by the gardener.

vVhat is the subject of the second sentence? What is the
name of the things spoken of? "'l'Vhich is the chief word of
the subject? "\Vhich is the helper? 'Vhat does this helper
show ? Vlhat is the predicate of this sentence? "\Vha,t two
words tell what is done to gnats' eggs? The words are
hatched are the chief worus of the predicate. How do the
words on the water help?
What is spoken of in the fourth sentence? vVhat are the
chief words in the subject of this sentence? How does the
word silly help? vVhat is done to silly Mr. Fly? "\Vhat are
the chief words of the predicate ? w·hat words help by
showing where he was caught?
"\iVhrtt is the subject of the sixth se11tence '? "\Vhich is the
chief word in the sul>ject of this se11tence '? vVhich of the
words in the subject are helpers? What is clone to many
beautiful lilies ? vVhat is the predicrtte of this sentence ?
vVhich are the chief words of the predicate? "'Which are the
helpers? How do these words help?

STUDY OF A POEM.

The snow had begun in the gloaming,
And busily all the night
Had been heaping field and highway
With a silence deep and white.
Every pine and fir and hemlock
vV ore ermine too dear for an earl,
And the poorest twig on the elm tree
vVas ridged inch deep with pearl.
From sheds new-roofed with Carara
Came Chanticleer's muffled crow,
And stiff rails were softened to swan's-down,
And still fluttered down the snow.
Oral Exercise.

What word in the first line means the same as twiUght
How do we kuo\v that it snowed hard all night? 'iVh::
words are used to tell us that the snow fe ll quietly?
What trees are mentioned in the second stanza? Are the:::
trees bare in winter? Ermine is a white fur that kiugs an
nobles sometimes wear. vVhat did the trees wear that ma<l
one think of ermi uc ? What did the snow on the twigs of th
elm tree look like?
Carara is a kind of marble. \Vhat made the sheds look a
if they had white marble roofs? What name might yon us
instead of Chanticleer ? "'What did the snow 011 the rails loo
like?

78

79

Written Exercise.

Written Exercises.

lVrite answers to these qnestions, and call your cornposition
THE Filt ST SNO W.FALL.

When did it begin to snow? llow <li<l the snow fall
.11 night long ? How were fi ekb and highways in the
norning ?
vVhat did the snow on t he everg ree ns look like? \Vhat
lid the twigs of the elm tree seem to be e<lge<l with?
vVhat kind of roofs did the slieds avpea.r to have? How
lid the snow change the appearance of the stiff rails?
Read the poem again.
N ow read your composition.
Wliich is the rnore beautiful description of a suowfall?

LESSON XVI.

I.

Copy these sentences, fill-ing the blanlcs with verbs : -

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

The cow - - over th e moon .
The mouse - - up the clock.
Hed Hiding Hood - - a wolf in the wood.
The boy - - - - by a nettle.
Miss Muffot - - - - by a spider.
Mother Hubbard - - to the cupboard.
The poor lamb - - - - by the wolf.
Johnny Green - - the cat out of the well.
The hare - - - - by the tortoise in a race.
A wolf - - himself in the flee ce of a sheep.
The slipper - - - - by Cinderella..
The fly - - - - by a spider.

W O RDS THAT ASSERT.

1. Bees work a11 day.
2. Uells are lill eu with honey.
vVhat is said of bees? N"l1at is the predicate of the first
;entence? vVhich word in this predicate t ells what bees do?
1

A word that tells, or asse1·ts, is called a ve1·b.

What is said of cells? vVhat is the preuicate of the second
rnntence? YVhat two vvords t ell ·w hat is done to cells?
l'h ese two words, are filled, are call ed a verb.
vVhat is the chief part of the predicate of the first senten ce ? Of the second ?
The chief part of a predicate is always a verb.

II.

11'r ite sentences, itsing these words a~ verbs.
under each verb in yoiir sentences.
1

do
does
have done
am doing
did
were doing
has done
are doing
was doing
is doing

go
goes
have gone
is going
went
are going
has gone
were going
was going
am going

Draw a line

80

81

LESSON XVII.

LESSON X VIIJ.

DRILL ON VERBS.

A STORY IN PICTURES.

THE FLY AND THE MOTE-I.

Oral Exercise.

A fly alighted upon a pot of honey. The honey along
the eclge of the pot was eaten quickly.
The fly crept
into the jar. His legs Rtuck fast. He was caught.
A moth flew by. She laughed at the fly. The moth
flew into a candle flam e.

She wn.s burned.

Copy this story. Notice that there is a line drawn under
each subject.
Find the verb in each predicate. Be sure to look for the
words that tell what the things clo, or what is done to the
things. Remember that when the verb tells what is tlo11e to
things, it consists of more than one word. Draw two lines
under each verb.

vVliat do you think the l>oy is saying
to Ll1 e g irl'? vVhat do you think the
girl answers?
I low di cl they chess Lefore going on
the ice? \Vhat did they take with
them '?
T ell what you see in the second
picture. How does the boy move?

Written Exercise.

Write sentences, using the following words cts verbs. Use
helping words with the verbs. Draw a line itnder each verb
in your sentences.

learn
teach
learns
teaches
am learning
are learning
Example. -

are teaching
was learn ed
were leam ed
have tn.ught
has taught
is teaching

Goocl boys learn their lessons.

Tell n.1.0L1t
tl1e accu
· l ent shown in the third picture.
u
H ow <lo yon think it hn.ppen ed?
How did the boy find out that the
g-i r1 l 1n.d fallen ? v\That did he do
then?
Give names to the bo,y and girl, and
tell the story in yoii1· own words.
fl

82

83

Written Exercise.

Ora I Exercise.

From the following outline write the story told by the
four pictures : -

Change each of these sentences so that its co1nplete subJect
shall corne befo1'e its complete predicate: -

\.Vhat the Loy said in asking the girl to go on the ice.
What the girl said in reply.
The getting ready. The start. The fun they had.
The accident and its cause .
The boy's discovery. His return and rescue 0£ the girl.
Write yoiir story in five paragraphs.
Read yow· story.

LESSON XIX.

1.
2.
3.
4.

5.
6.
7.
8.
9.
10.
11.

12.
ORDER OF WORDS IN A SENTENCE.

Over in the m-eadow lived a mother bluebird.
Iu the popbr tree the katydid sings.
Over the hill the farm boy goes .
Into the street the Piper stepped.
Away went John Gilpin.
Down the chimney came Sa11ta Claus.
High on the hilltop the old King sits.
By her little cot at close of <lay knelt sweet Bell.
Among the thistles on the hill sat Little Sorrow.
Of speckled eggs the birdie sings.
There stood the little fairy.
Every night I go into the land of Nod.

13.

1. The stars shine at night.

2. At night the stars shine.
-

--

3. A toad lives over in the meadow.
4. Over in the meadow lives a toad.
Compare the first two sentences. ·what do th ey both tell
1bout? \Vhat (lo they t ell about stars ? How do the ·words
'J,t night help the verb shin e ? vVl1at is the only difference
between the first two senteuces? Notice that one line is
irawn under the subject, and two lines under the predicate, of
:iach of these sentences.
vVhat is the predicate of the third seutence ? Of the
fomth?

Example. -

Down in a green and shady bed
A modest violet grew.
A mother bluebird lived over in the meadow.
Written Exercise.

BY THE

Sl~A.

A dear little girl walked by the water's edge. A bigcrnb pinched her bare foot. The little girl screamed.
Iler mother ea.me. The mother broke off the crab's claw.
Then the crab walked away.
place of tlie Lrnken one.

Soon a new claw grew in

Copy this story. Draw two lines itnder each predicate.
lVrite the initial v. under each verb.

85

84

Written Exercise.

LESSON XX.
COMPOSITION.
A LETTER.

Suppose you are spending the summer at the seasho re.
'Vtite a letter to some one at yo ur home, telling al>out
something that has happen ed. If you know of 110 other
seaside resort, you may pretend you are writing from
Asbury Park, New Jersey. If you can think of nothing
else that might happen at the seashore, you may tell the
story of the girl and the crab.

shallow
deep
green
wet
high
low
cold
ha rel

trees
ram
mountains
valleys
ice
rocks
lakes
ponds

Write e£ght sentences of three words each. Choose one
word from, the fir st list, and one from the second list. Connect these words by is or are.
Example. -

Trefls are green.
v.

LESSON XXL
OF WHAT QUALITY THINGS ARE.-CHIEF WORDS.

1. Sngar

1~ ~w ee t.

2. Snow is white.

Draw one line under the subject, two under the predicate,
and write v. under each is and are. What does this v.
stand for?
'Which of the words in these two lists have you used to
denote quality ?
Oral Exercise.

3. Flowers are beautiful.
°'iVhat is said of sugar? vVhat is the predicate of the first
sentence ?
If you say, Sugar sweet, do yon tell anything about sugar ?
"'Vii at other wonl is neetled '! The word i8 is the veru i 11 the
first predi cate.
vVhat is said of snow '! vVhat is the verb in the second
predicate?
vVhat is said of flowers ? VVhat is the verb in the third
predicate ?

road
fence
top

leaf
water
house

Malce three sentences about each thing named above. In
eaeh sentence as sert sonic quality of the thin,rJ, using the verbs
lS
Example. -

was

will be

The leaf is red.
The leaf was green.
The leaf will be brown.

87

8G

1. 0£ Lhc two sLrings, w hieh i8 the - - ?

LESSON XX1I.

2. Give me the - - of the two pieces.
3. These apJJles are - - than any others in the orchard.
4. These avples are the - - of all in the orchard.
5. The sq uinel's teeth are.-- than mine.

COMPARISON.
THE THREE BEAltS.

There was once a family of three Lears. Compared to
:ome animals, even the La Ly Lea,r was large ; but the mother
vas larger, and the father was the largest Lear iu the
:ountry.
The father had a sniall Lowl for his ponidge. The
nother's bowl was smalle1·, Lut tlie lxiLy's was the smallest
>f the three.
Tb ere were three chairs in the Lean;' parlor, - a hard
me for the baby, a harder one for the moth er, and, for the
·a ther, the hardest one Silverhair had ever sat in.
U psta,irs there were three beds. The father's vvas soft,
.he mother's wa,s softer than the fath er's, but the LaLy's
''as the softest bed Sil verl1air hall ever lai11 upon.

Oral Exercises.
I.

Use these words in comparing two thin,c;s : -

more
more
more
more
more
more
more

lovelier
handsomer
brighter
cleaner
clearer
thinner
pleasanter

diligent
useful
interesting
careful
valuable
amiable
cheerftJ.l

Example. - Her face is lovelier than her sister's.

N oticc how these words are used : large
small
hard
soft

larger
smaller
harder
softer

II.

largest
smallest
hardest
softest

Use these words in comparing more than two things : -

finest
noblest
ugliest
coldest
highest
thickest

vVhich of these words <lo you 11sc when comparmg two
hings? When comparing more tkw two ?
Written Exercise.

Fill tlie blanlcs in the sentences at the top ~f tlie next page
'J ith WO?'dS that dPnote lc£nd ()}' rz11al/t!J.

most beautiful
most industrious
most powerful
most important
most tiresome
most magnificent

Example.-This is the finest street in the city .

J

88

89

LESSON XXlII.

LESSON XXIV.

WHAT THINGS ARE.-CHIEF WORDS.

COMPOSITION.

l. The n10011 ~~~~~rdess .
2. The large stars :ue she e1~~
---- - 3. The little stars a,re lambs.

R ead the three sentences at th e head of the preceding lesson.
The followirig composition was made from the hints given
in those tl1ree sentences : THE 1\lOON AND THE STARS.

°'"That is said of th e mou11 '? W uukl the wul'ds, 'Phe moon a
shepherdess, t ell anything ? vVhat other word is needecl?
What is the verb in the first predicat e ?
vVhat is said of the large stars ? \\That is the verb in
Ghe second predicate ?
What is said of the little stars ? vVhat is the verb in the
:.hircl predicat e '?
vVhat name is the chief word in the subj ect of the first
;entence? Of the second sentence? The third?

At 11iglit the moon alHl the stars shine in the sky.
Some of the stars are large, and some are sinall.
The moon moves along with the stars around her. vVe
might pretend tlrn.t she is a shepherdess leading her
sheep. 'The large stars are sheep. The little stars are
lambs.
Copy this composition.
menwry.

Oral Exercise.

LESSON XXV.

Find the coniplete pred·ieate and the ve rb in each of these
:entences : -

1. A whale is not a fish.
2. A calla is not a lily.
3. Goliath was a giant.
4. Solomon was a wise man.
5. A tomato is a !Jerry.
6. The moon is a world.
7. Stars are suns.
8. A cow is a rumin ant.
9. A rat is a rodent.
10. You are an industrious pupil.

Write from dictation and from

REVIEW.
I.

l.
2.
3.
4.
5.
6.

The sky is a pasture.
This pasture is blue.
The clouds are sheep.
The wind is a shepherd.
The wind blows.
The clouds are driven across the sky.

·which of these se1rtences t ells what some thing does ?
vVhich t ells what is clone to some thing?

go·

91

Which tells one of the qna1iti es of some thing?
\Vhi_ch tell what som e things are ?
Copy the sentences. Draw one line under each sul>j ect,
bwo lin es under each predica,te, a,rnl write v. under each verb.
IL

TVrite f o·u r sentences about each of these things.
~entences tell 1. What the thing does.
2. vVhat is done to the thing.
3. A quality of the thing.

Let the

4. vVhat the thing is.

Example. -

An
An
An
An

orange
orange
orange
orange

potato
violet
grows.
is eaten.
is yellow.
is a fruit.

vVhen you have written your sentences, draw one line under
~ aclt subj ect, two lines under ca.ch pr e <1ic ~Lte, :wll write v. under
~ach verb.
III.

TVrite sentences, using these words as verbs (the word
ie here means to recline): lie
lies
is lying
were lying
Example. -

COMPOSITION.

From the hints given in the six sentences at the head of
the preceding lesson, write a, composition called THE WIND
AND THE CLOUDS.

LESSON XXVII.
WORDS USED INSTEAD OF NAMES.

fish
ivy

orange
sponge

LESSON XX VI.

lay
am lying
have lain
has lain

The children lie in their beds at night.
Y esterday I lay under those trees.

l.
2.
3.
4.

Columbus went to the Spanish court.
He asked for ships.
Queen Isahella was interested in him.
She helped him.

In the second sentence, for wha,t noun is the word he used?
In the fourth sentence, for what noun is the word she used?
For ·w hat Houn is hini use<l. in these sentences?

Make sentences, ·u sing the fallowing words instead of
nouns:I
you
he
she
our
his

it
we
they
me
my
their

him
her
them
us
its
hers

A word used instead of a noun is called a pro110un.

93

92
Written Exercise.

8.
9.
10.
11.
12.

In the second sentence of each pair, instead of repeating
the 11oun, use the pronoun he, she, it, or they.

1. The cock woke early .
The cock said to the hen, "Let us find some breakfast."

I.

Fill these blanlcs w·i th I, she, he, we, or they : -

1. "vVho killed Cock Robin?"

4. The hen said, "I cannot eat rubies.
2.
3.
4.
LESSON XX VIII.

I.
he.
she.
we.
they.

Written Exercises.

The hen stood waiting while the cock scratched.

Rubies are not so precious as kernels of corn."

was
was
was
was
was

Change the statements to questions.

2. The hen was glad to go.

3. The first thing the cock found was a precious stone.
The stone was a ruby.

It
It
It
It
It

5.

"--," said the

sparrow.
Was it Robert that broke the glass? No, it was
not--.
Was it Jessie? No, it was not - - .
vVas it Fannie and Martha? No, it was not--.
Was it John and you? Yes, it was--.

PRONOUNS AFTER IS AND WAS.

II.

Read these sentences, and notice the pronouns that are used
after is and was : -

TVi·ite the following, filling the blanlcs with one of these
words: mine, yours, his, hers, ours, theirs: -

1. Who is knocking ?
2. It is I.
t). It is he.
4. It is she .
5. It is we.
6. It is they.
7. Who did the wrong?
C)

1. John said the book was - - .
2. Mary said the doll was - - .
3. I say the pen is - - .
4. You claim what is--.
5. We want what is--.
6. vVhat they took away was - - .
7. I have no pencil. May I use--?
8. James has two. Use one of--.

95

94

1. Cinderella sat by Lh e fire.
2. H er sisters wen t to t he ba,ll.
3. Cinderella h eard a k11 ock n.t th e doo r.
4. H er godmother walked into the roo m.
5. This godmother was a fairy .

3.
4.
5.
G.
7.
8.
9.
10.
11.
12.

Copy these sentences . .Draw one line u nder each suldect .
Draw two lines unde r each predicate. Wri te v. un de r each
verb .

13.
14.
15.

II.

l G.
17.
18.
19.
20.

LE ~SO N

XXIX.

REVIEW.

r.

lVrite sentences, using these words as verbs : -

am writin g
writes
have wri Lten
wrote

am sitti11 g
sits
sit
sat
I II.

1. The fairy said, ' Vhy are you crying ?
~ . I want to g o t o t he ball, answered Cinderella.
3. If you wDl be a goo <l g irl, sa,id th e fairy, yo u shall go.
Copy these senten ces, iising quotation marks where they
are needed.
Oral Exercise.

1. Cinderella went to the ball.
2. H er sisters saw h er.

21.
22.
23.

C imlc relb was not recognized.
Slie dan ced with Llie pri11ec .
A t t wel ve o'clock she went home.
Th e next ni g ht she went to th e ball.
Th e prill ce danced with h er again.
Tl ie d ude ::::>truck t welve.
A wa,y n m Cinderella.
Her glass slip per was lost.
In t he mornin g, t he prince looked for its owner.
Th e slipper was too small for either of Ciuderella's
sisters.
Cinderella, .tried it on.
It was just rig ht for h er.
The prince married Cind erella.
Then the siste rs begged C inderella's pardon.
Th e lovely prin cess fo rgave her sisters.
She t ook them to tli e pa.lace wit h her.
Th ere th ey li ved happily together.
After a wl1ile, the prin ce's fath er di ed .
Thi s old man h acl bee n kin g of t he co untry.
Now th e prince was mad e king .
So the good cinder ma id became a qu een.

T ell t h e subj ect of each sen tence.
T ell t h e chief wo r d in eac h subject.
'l'cll wlt etli cr t hi s cl1icI wonl is a uame, or n. won1 used
inst eall of a name.
When the chief word of a subject is a noun, it is
called the subject 11oun.
When the chief word of a subject is a pronoun, it is
called the subj ect p1·011oirn.

96

97

LESSON XXX.

Ii ne tell us th:Lt the eagl e was standing on the top of a very
lti gl~ 1110uuta,i11? Do you think other birds were with him?
Wha t made a great blue ring around the top of the mountain?
ltcacl the second stanza.
"\Vliat <lid the waves so far below him look like .? Instead
of mov ing swiftly, how did they seem to move? Ditl they
really cra;wl? vVkLt do you think the eagle was watching'?
H ow did h e descend on his prey ?
11.ead the poem again.
Can you make a picture in your mind of the eagle standing
alone on the top of a high mountain, with the blue sky above
him, and the sea, far, far below him? Can you see him watching until he c~Ltches sight of his prey, and then .suddenly
swooping down with th e sw iftness of a thunderbolt?

STUDY OF A POEM.

THE EAGLE.

I-I e clasps th e cr ag wi th h ooked hancls;
Close to tlie sun i11 lonely lands,
Hing'<l with tli c azure world, lie stands.

Draw the eagle standing on the rnountain top, with the
ocean below. Under your drawing write the poem from
1nenzory.

LESSON XXXI.
The wrinkled sea beneath him cravvls ;
He watches from his mountain walls;
And like a thunderbolt lie falls.
Oral Exercise.

Notice the mark over e in lwokecl. H mca11s tlia,t you :ue
to make two syllables of hoolced. HeaLl the 1irst lin e, making
one syll able of hoolcecl, a nd notice lww you spoil the sound of
the line.
Head the first stanza. Wl1at arc the eagle's ltarnl s? Wl1 y
are th ey described as hooked '! "\Vliat wonl s in tl1c Sl' <'Oll<l

COMPOSITION.

Vessel makes voyage to the South Sea -is driven upon
a. ro ck - is dash ed to pieces.
Six m en seize a small Loat. vVind upsets boat.
One man swims to shore. His name is Gulliver.

B ead this oi1,tline. W1·ite in your own words the story of
the shipwreck that G u lliver experienced. T ell the sto'r y as
though it happened long ago. Gall it THE SHIPWRECK.
11111/ce three para!Jraphs.
7

98

~9

LESSON XXXII.

II.

THE POSSESSIVE FORM.

1'Vrite sentences, itsing these words as nouns having the
possessive form: -

1. The boy's hat was lost.
2. l\ir. Jon cs's horse gallops.
-what was lust? How many Hou11 s i11 the subject of the
first sentence ? What is the name 0£ the thing that was lost ?
Then what is the chief word in the su\Jject? "'W hose hat is
spoken of? Is the llOUll hat singular, or plural ? vVhat have
Leen added to the uoun boy '!
The apostrophe and s show that the boy owns, or possesses,
something.
What is the subject of the secoml sentence? \Vhat is the
chief word of this subject? Who owns, or possesses_, tl1 e
horse? ·what are added. to the noun Mr. Jon es to show possession ? \ iVhen a word shows possession, it is said to have
the possessive form.
Does .:Jfr. Jones mean one, or more tlta,n one ?
Add the apostrophe and s to a singular noun to make
the possessive form .
Written Exercises.
I.

Write sentences, using tliese exp1·ess1:ons : -

the
the
the
the

sun's mys
moon's beams
ocen.n's roar
bird'::; flight
Example. -

the lark's song
Harry's work
Alice's apron
a woman's hand

Th e sun's rays are hot.

!ally
horse
fox
tree
Exam11Ie. -The

mouse
cherry
Mr. Dickens
basket
horse's mane was black.

LESSON XXXIII.
THE POSSESSIVE FORM.

1. Foxes' tails are bushy.
2. Boys' voices are not soft.
What is the chief word. in the subject of the first sentence?
\iVhat other noun is in this subject ? Does the word foxes
mean one, or more than one ? vVith what letter does it end?
·whose tails are spoken of ? \iVhat is atlded to the noun foxes
to give it the possessive form?
\Vhat is the chief word in the subject of the second sentence?
vVliat h elps voices by showing w hose voices are spoken of?
Does boys mean one, or more than one? vVith what letter
does it enu? vVhat is added to boys to give it the possessive
form?
When a plural noun ends in s, add the apostrophe
to make the possessive form.

100

101

Written Exercises.

\Vliat 1101m in tlto first sentence has th e possessive form?
111 th e seco11Ll '? ln the third?
Does each of these nouns mea,n oue, or more than one?
vVh~it are aLldeLl to ?nen, to women, and to chilclren, to make the
possessive form ?

1.

Write sentences, usiny these expressions : -

boys' voices
girls' hair
birds' nests
lions' dens
butterflies' wings

When a plural noun does not end in s, add the
apostrophe and s to make the possessive form.
Written Exercise.

Write sentences, using these words in the possessive
form:-

II.

TVrite sentences, using these nouns in the possessive Jann:_

tiger
tree
table
chair
lamb

rabbit
pony
calf
lady
turkey

geese
nnce
deer
sheep
oxen

gentlemen
women
children
salmon
trout
~

III.

. Write sentences in which the nouns of tlie p1·eceding exe 1:_
eisc shall be plural and ltauc llte pu8se:-.;:-.;ive fvr!Jl.
Example. -

Tigers' skins were obtained by the hunter.

THE POSSESSIVE FORM.

hung

in

COMPOSITION.
GULLlVEH. AND THE LITTLE PEOPLE.

LESSON XXXIV.

L .Men's arms should Le strong.
~. vVomen's voices should be soft.
L The children's stockings were
chimney.

LESSON XXXV.

the

Gulliver -land - evening. Tired - lies down-grass
- asleep. Awakes- daybreak.
Finds arms - legs - fastened, ground - cords. Long
hair fastened also. Human creatures six inehes high running over his body.
Creatures armed- spears, bows, and arrows. Gulliver
tries - move. They shoot arrows. Arrows prick like
needles.
Frorn this oiitline w1·ite a compos~tion.

102

LESSON XXXVl.
OBJECT WORDS.

1.
2.
3.
4.

Birds hop .
Birds build n ests.
Birds fly.
Bird s e<it worms.

Each of these sen teuces tells something that birds do. 'l'wo
of tl~e sent~11ces t ell what birds <lo to other things.
Buels bmld
what? Birds e::i,t
.
.
' wktt?
' · H ow many wons
1 in
the predicate of the second se ntence ? vVhich is the verb ?
\V~1at other wonl is in the prellicate? This wonl t ells what is
bmlt. \Vhat word iu the fourth sentence tells what is eaten ?
Oral Exercise.

JV!ticli of tlie following sentences tell wliat some things
do to other things .'2 _

1.
2.
3.
4.

Cows eat grass.
Doys fly kites.
Eagles fly swiftly.
Spiders spiu webs.
5. Bees make honey.
6. Ducks swim in the water.
7. Frngs jump from the rocks.
8.•Tanc holds the lmby.

9.
10.
11.
12.

.Motlier sews with white thread.
Grandmother sits in the chair.
Donald catches the ball.
Pussy lies on th e floor.
13. Th e dog draws the sled.

103

LESSON

xxxvn.

OBJECT WORDS.
Oral Exercise.

1. The north wind shakes the young tree.
2. The frost nips it.
Read th e Jirst sentence. \ 1\That acts'? \Vhat does the wind
shake? Then what receives the action expressed by shakes~
\Vhat is the predicate of this sentence?
Itead the second sentence. 'What acts? ViThat receives
the action expressed by nips?
Sometimes part of a predicate shows what receives
the action expressed by the verb. This part of the
predicate is called the object of the verb.

LESSON XXXVIII.
CONNECTED WORDS.

l. Ferdinand and Isabella reigned in Spain.
2. The flag was lost or destroyed.
3. Washin gton was a soldier and a statesman
4. Lincoln was good a,nd wise.
\'Vho reigned? What are the two chief words of the sub
ject of the first sentence? vVhat word connects them ?
vVhat are the two verbs in the predicate of the second sen
t ence? How are they connected?

104

105

·w hat was \Vashi11gton? \ 1Vh:Lt two nouns <lenotc th e s:irne
pcrso11 as the 11uuu Washington Llues '? How are the8o noun s
connecteu ?

II.

Zifalee two seutences of each of the fallowing: -

\Vhat qualities are asserted of Lincoln'? How are guuLl
::md wise connected?

1. The teacher tolcl :M ary and me to go.
2. Let J olm and me go.
3. May Faunie aml I come?
4. Diel he and she recite?
5. Give the peueih; to ltim a11cl her.
6. My mother saw them and us.
7. Ka,te and I saw them.
8. They met Kate and me.
9. The teacher told Ralph and me to recite.
10. 'vVere Halph and I right?

Oral Exercise.

Give sentences containiny 1. Two subject nouns connected by and.
2. Two verbs connected by and.
3. Two objects connected by and.
Written Exercises.
!.

Oonibine each of the f ollowin,<J groups of statements into a
single senten~e : -

LESSON XXXIX.

1. A donkey was walking toward the city.
A dog was walking toward the city.
2. They met a cat.
They met a cock.
3. The four animals walked together.
The four animals talked together.
4. They were old.
They were ill-uiiecl.

5. They were tra vclern.
They were musicians.
6. Tl1eir music was loud.
Their music was harsh.

I

l

COMPOSITION.
GULLIVER IN LILLIPUT.

Gu lliver fed by t he tiny creatures. Shoulders and
legs of largest animals smaller than our larks' wings.
Loaves of bread size of musket balls.
Gu lli ver sleeps. Placed upon a wagon drawn by fifteen
huntlrell horses. Each horse four and oue half inches
high. Carried to the chief town of Lilliput.
Gulliver is kept a prisoner - chained. Meetg emperor.
Emperor a nail's brea<lth taller than any of his subjects wears a sword three in ches long.
lVn'.te a coniposition from this outline.

106
LESSON XL.
ANOTHER USE OF THE COMMA.

1. Plants lrnd, !Jluuiu, <n1cl decay.
2. Roses, lilies, gera,niums, ancl violets grO\v here.
3. \Ve gatherecl daisies, clover, dandelions, and
marigolds.
4. Buttercups are small, yellow, and scentless.
5. .Thtiy :favorite fruits aire a.pples, pe;us, ancl peaches.
w·hat three things are plants s:1itl to do? How rnany verbs
in the first selltence? \Vlt:1t is the co1lllecti11g word between
bloom and decoy ? \Vh~it collnecting word is understood
between biicl antl bloom ? \V"J1at ma,rk after b11rl ? After
bloom ?
How many subject nouns in the second ::.;ente11ce '? How
are they separa,ted from one another ?
\Vhat are the obj ect nouns in the tl1inl sentence ?
vVlia,t qualities are asscrtcll of lrnttereups ?
vVhat are the fruits mentioned ?
Written Exercises.
I.

·write sentences tell£n,q -

1. Three things that a,re eaten.
2.
3.
4.
5.

Three things that horses do.
Four q wilities of a sponge.
\ Vhat your three favorite ga,mes are.
Three things that you saw yesterday.
1

107
II.

Conibine each of the following grmips of statements into
single sentence : -

1. The mason uses brick.
The ma.son uses stones.
The nrnson uses mortar.

2. The shoenmker nrnkes boots.
The shoemaker makes shoes.
The shoemaker makes slippers.
3. l\fary studies arithmetic.
l\!fary strnlies reading.
Ma.ry studies writing.

4. Alice is fond of music.
Alice is fond of pictures.
Alice is fond of poetry.

5. Cows eat grass.
Cows eat corn.
Cows eat turnips.

6. The cat eats meat.
The cat ea.ts bread.
The cat eats fish.

7. Father rca,cls books.
Father reads magazines.
Father reads the newspapers.

8. Steam drives mills. ·
Steam llrives boats.
Steam drives trains.

108
9. A plant has a root.
A plant has a stem.
A plant has leaves.

109
Read this composition.
Notice that in this composition rain arnl snow are comparec
Yon are told -

1. How they resemble each other.
2. How they differ.
3. \iVhy I like each of them.

10. A bird has two feet.
A bird luts two wings.
A Linl lrns a bill.
11. Trains cal'l'y passengers.
~!'rains carry freight.
Trains carry the mails.
12. A carpenter uses a hammer.
A ca,rpenter uses a chisel.
A carpenter uses a plane.

Write a similar composition on any one of the f ollowiri
sitbJ ects : -

Day and Night.
Summer and Winter.
A Mountain and a Valley.
The Oak and the Pine.
The Hose and the Violet.
The Lake and the Ocean.
The Brook and the River.

LESSON XLI.
COMPOSITION.
HAlN AND SNOW.

Rain and snow come from the clouds. Snow falls
quietly, but rain sometimes makes a great noise. Rain
has no color. Snow is white. Rain is a liquid; Snow is
a solid. Rain falls in chops. Snow falls in flakes. Jt
may rain at any time, but it snows only in winter.
I like the rain because it seems to do good to the air,
the streets, ancl the plants. It also makes pools and
streams for my boats. I like the snow because it is so
beautiful. I can use it for making balls, forts, houses,
and statues. It makes a fine road for my sled.

LESSON XLII.
WHO, WHICH, AND THAT.
Oral Exercises.
I.

General Marion invited a rich British officer to a feai
General :Marion was called the "Swamp Fox." The fea
consisted of a heap of sweet potatoes.
General Marion, who was called the "Swamp Fm
invited a rich British officer to a feast, which consisted
a heap of sweet potatoes.

110
vVhat is clone to the first three se ntences to make the fourth
sentence? Instead of whose llam e is the word who used?
Instea,d of wha,t worcl is which useLl ?
Of the two words who and which, which is usetl instead of
the name of a person? "Which is used inste::1d of the Ha111e of
something else ?
II.

-

111

8. Animals - - eat flesh are called flesh-eati11g, o
carnivorous, animals.
9. The t ea,cher loves those children - - do their best.
10. Ja,mes found a snail's shell - - had five whorls.
11. Jane hold::; i11 her hand a flower - - has iiv1
stameus.
12. The flower - - I like best is the rose.

The potatoes that were offered to the British oflicer
were co11sidered great dainties by all the American soldiers
that were encamped with Geneml Marion.
\Vhat were offered to the British officer ? vVho were
encamped with General J\fariou '? Notice that the first that
stands for potatoes, and the secontl that stands for soldiers.
Of the three words who, which, and that, which one is usccl
for the 1iame of a person only? vVhich one is never used for
the uam e of a person ? ·vvhich one is used for the name of
anything?
Written Exercise.

Cop.11 the .followin,r; senli'nr:es, .fill£n.r; the blanlcs with the
words who, which, or that, as 'II/IT}) be required : -

1. He met a man - - pointed out the right way .
2. I have written in my own words the story - - you
told me.
3. The calyx is that part of the flower - - holds the
corolla.
4. Those - - read poetry find beautiful thoughts .
5. The petals of a Hower are the colored leaves
make up the corolla.
6. A quadruped is an animal - - has four legs.
7. An animal - - has two legs is called a biped.

LESSON XLIII.
ORAL REVIEW.

1. Children play hide-and-seek in Gulliver's lmir.
2. Hope-dancer::> perform on fine white threads.
3. The emperor rewards the dancers by making then
of-ficers at his court.
4. Nobles jump over a stick.
5. The emperor hnld8 the stick.
G. Pieces of colored thread a.re given to the bes
JUmpers.
7. Gulliver fixes nine upright sticks in the ground.
8. These sticks are two feet high.
9. Gulliver fastens his handkerchief across the top o
the sticks.
10. Tvirenty-four horses and their riders practice upo1
Gulliver's high plain.
Find the nouus in these sentences. Which of the noun
mean only one ? \Vhich mean more than one ? \Vhich hav•
the possessive form ?

112

113

All the sentences uut two tell wliat things do. ·w1iich are
;he two that do 11ut tell what tlii 11gs du'!
Find the suuj cct of each s ell te11ce. .Firnl the pretlicate
)f each sentence. Read together the chief words of each
;eutence.
Which of the verbs are cornpletetl by objects? Find the
)bjects by asking questions like this: -

7. Tli c n he tlraw:-; the ships after him to the lanu of

Children play what?

LESSON XLIV.

I

Lilliput.
8. _Th e eiuvcror wants more of the enemy's ships.
9. Gulliv er will not cn.pture them.
10. So h e is compelled to run away from Lilliput.
li'ind the n ouns in these sentences. vVhich of the 11ouns
mean only one thing ? vVlrich have the possessive form?
Find the pronouns. ·which of the pronol.ms have the
sin gular forn1? "Which h a,ve the plural?
Find th e chief word of each subj ect. Fintl the chief word
or words of each predicate. Read together the chief wortls
of each sentence.
·w hich of the verus are completed by bujects?

COMPOSITION.

vVrite a composition in four paragraphs, describing the four
5ames mentioned in the preceding lesson.
Call your composition Sl'ORTS IN LILLIPUT.

LESSON XL VI.
COMPOSITION.

LESSON XLV.
ORAL REVIEW.

1. The emperor of Lilliput wages war with a neighboring
country.
2. The enemy's ships are anchored near Lilliput.
3. Gulliver wades out into the water.
1. In half an hour he reaches the ships.
). He fastens hooks to fifty of the ships.
3. He ties strings to the hooks.

Read the sentences at the head of the preceding lesson.
Notice that they t ell the story of Gulliver and the little ships,
but they do not run along smoothly.
Close your book and write the story in your own words.

LESSON XLVII.
LETTERS.

Copy the letter on the next page, being careful to observe
the p eriods, conimas, and colon.
8

•,

115

114

7 tJ ~J-d/ O~, /{)~?c1~

/u-nP' r.

/ tf"'J'd

LESSON XL VIII.
LETTERS.

1'Vrite letters ftoni these outlines : I.

ALlCE TO FRANCES.

Alice's mother has couseuted to let Alice go to the
party. Alice is very gla<l. Frances has invited her-hopes
it will be a fine clay - expects to reach her friend's house
before noon - will bri11g her best doll with her.
II.

KATE ORR TO FRANCES PAGE.

Kate is very sony that she cannot go to Frances's party.
She lias a lm<l. colcl - must have caugl1t it while coasLing
last week - has to stay in the house for a few clays hopes the clay will be :fine for the party, and that the other
girls will enjoy themselves.
III.
ROBERT TO PHILIP.

Robert has a new gun. He expects to go to the woods
with it next Saturday. He would like Philip to go with
him. They will carry th eir lunch and stay all day.
IV.
l'HILIP TO ROBERT.

Philip will be very glad to go with Robert. He has
been practising for many days at hitting a mark. , He
thinks he is a pretty good shot now. His older brother
Ne<l. will go too. They will call for Robert at nine o'clock.

..
llG

SUMMARY OF RULES AND DEFINITIONS.

The part of a sentence that shows what is spoken
of is called the subject.
The part of a sentence that tells what is said of the
subject is called the predicate.
A word used as a name is called a noun.
A word that tells, or asserts, is called a verb.
A word used instead of a noun is called a pronoun.
When part of a predicate shows what receives the
action expressed by the verb, this part is called the
object of the verb.
The chief part of a predicate is always a verb.
When the chief word of a subject is a noun, it is
called the subject noun.
When the chief word of a subject is a pronoun, it is
called the subject pronoun.
A word that means but one thing is said to have the
singular form.
A word that means more than one thing is said to
have the plural form.
Add s to most singular nouns to make the plural form.
When a singular noun ends in a sound that will not
unite with that of s, add es to make the plural form.
When a singular noun ends in f or fe, change f or fe
into v, and add es, to make the plural form.
The plural of nouns ending in y not preceded by a, e,
or o, is formed by changing y into i, and adding es.
Add the apostrophe and s to a singl,llar noun to make
the possessive form.
When a plural noun ends in s, add the apostrophe
to make the possessive form.
When a plural noun does not end in s, add the
apostrophe and s to n1ake the possessive form.

PAurr III.
LESSON I.
THE THREE KINDS OF SENTENCES.
I.

"Is this John Smith's shop?

Is his forge lighted?
vVill he shoe my horse now? vVho are you?"
"John Smith is in. H e will shoe your horse at once<
I am his helper. H e is teaching me to shoe horses."
"Lead the horse to me. l\ifa,ke the shoe. Now hold
up the horse's foot. Pare his hoof. Fit the shoe. Be
careful. Do not drive the nails into the flesh."
"You ha,ve done well. That is a good shoe. The
gentleman's horse vvill not lose it easily."
"Are you satisfied., sir? Don't you think my boy will
make a good horseshoer? "
vVhat questions does the gentleman ask the boy?
\¥hat does the boy tell th e gentleman?
What does J olm Smith comniand his boy to do?
H.ead the fourth paragraph. Does John Smith ask, comrnanrl, or tell th is ?
R eacl the last para.gr;iph. Does J"ohn Smith a.sk, comma.ncl,
or tell this ?
117

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•

119

118

Why <lo you shiver so,
Viol et sweet?
Soft is the meadow grass
Under my feet.
W ra]Jped in your hood of green,

Ask (1ucstious al.Jout the weather. Tell SU lll Ct liing auout
the weather. Comrnaml or request some one to Llo somethiu g.

II.

Did you ever see a little scale on the petal of a buttercup? Take off a p etal and look at it,s lm8e. TJ1e claw
is nearly covered \Vith scales.
·w hich of these sentences is a st atement '? A question '?
A command ? vVhich of th e sentences end with periods '?
There are three kinds of sentences. They are called
state111ents, questions, and co111111a11ds.
Place a period after every statement and after every
command.

Another name for a statement is declarative sentence.
Another name for a question is interrogative sentence.
Another nam e for a command or a request is imperative
sentence.
III.

THE VIOLET.

D ear li ttle violet,
Don't be afrai<l,
Lift your Llu e eyes
Frnm the rock's mossy shade.
All the birds call for you,
Out of t h e sky;
l\1ay is h er e waitin g,
And h ere, too, am I.

Violet, why
Peep from your earth <loor
So silent and shy?
Tell of each sentence in this poem wh ether it states, asl•
or commands.
ll'ind declarative, interrogative, and imperative sentences
your reader.

LESSON II.
QUESTIONS AND COMMANDS.

l.
2.
3.
4.

D id you ever see a tulip leaf ?
Of what shape is a willow leaf?
llanie fonr cordate leaves.
T ell the name of a tree .

Chanrre these two interroga,tive sentences to the dech
ti ve foi~u. vVhat is the subj ect worcl of the first ? W
two words make the verb? vVhat is the subject word
th e second ? vVhat is the verb?
In the third sentence, what are you commanded to 1
Notice that the whole sentence is the predicate. vVha:
the verb? vVhat word may I use instead of your n:

..
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121

when I am speakiug to yo u ? J 11 thi s selltencc, neither yo nr
name nor the word yon is used ; but, as yo u are the person
commanded t o name four conlate leaves, th e wonl you is
the subject of the sentence. ·what is the preclic::tte of the
last sentence ?- The subj ect?
Vv e will call the chief word of a pretlica te the predicate

LESSON III.

verb.

The pronoun you is always the subject word of a
command.
To find the predicate verb of a question, always
change the question to a statement.
Oral Exercise.

Tell of each of these sentences whether it is declarative ,
interrogative, or imperative. Find the snliiect word of each
sentence, and read it with the predicate verb : -

EXCLAMATIONS.

A teacher holds a squirrel in her hands, and says
quietly to h er class, "Look at this beautiful squ.irrel.".
A Loy who has been in the woods, bur~ts rn to .lus
m oth er's room, exclaiming, "Look at tlus beau tiful
squirrel!"
. Notice th::tt the boy used the same words as the teacher
used. -Which of the two persons expressed sudden feeling?
What mark is used aft er the boy's exclamation ? Can you
t ell why the exclam ation point is not useJ. after th e t each er'1
words'?

I-Iurrah !
Alas!
Pshaw!
Ah!
Oh!

1. What is this child's name?
2. Does sh e live n ear us ?
3. This is our little snow sister.

4. Is she not a nice one ?

5. Peony and I made h er.
6. I hav e caught you at last.
7. Come in to the house .
8. vV arm your h ands at the fire.

Sometimes sudden feeling is expressed by one word. Wh ic:
of the al>ove words would you use if you were hurt ? If yo
were sad ?. If yo u were impatient? If you were glad ?
Place an exclamation point after a word, or wordE
used to express sudden feeling.

9. Make yourself at home.

Oral Exercises.

10. Th e snow image has melted away.
Notice tha.t the predicate verb of each sentence is uuderlined.

I.

·which are the exclamations 'i n the sentences at the top ~
the next page?

,
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123

122
1. Dear mother, how uretty Llie
2.
3.

4.

5.
6.
7.

looks to-night I
The Piper eriell, "No trilling! l t.:a11't wait!''
Daffodils! llaffodils ! say, do you hear?Summer is coming! aud spring-time is hem!
Hark! how the music leaps out from his throat!
Hark ! was them ever so merry a note'?
Hush ! Look ! In my tree,
I'm as happy as happy can be!
Sail forth into the sea, 0 ship!
" 0 father ! I hear the sound of guns,
Oh! say, what may it be?"
"Some ship in distress that cannot live
In such an angry sea ! "
lllOOll

LESSON IV.
COMPOSITION.

Notice that the word 0 is a,lways written with a capital
letter.
II.

Perseus, the Gorgons are lying 011 the shore of that
island beneath you. Be cautious. One of tlie Gorgons
is stirrillg in her sleep. ThcLt is Medusa. Do not look
at her! The sight would turn you to stone! Look at
the reflection of her face and figure in the bright m11Tor
of your shield. Now make a dash at the monster!
vVhy is there a comma after the word Perseus ? 1Nhy ;i,re
the three exebmation points used? 1Nhy is tlterc an exclamation point after the fifth s01.1tence, aucl not after the
fourth?

T ell of eaclt sentence whether it is declarative, interro,qative, or imperative . Give the subject word and the predicate
verb of each sentence.

SIEGFRIED'S CHILDHOOD.

Siegfried, an orphan - brought up by a dwarf.
live in a hut in the forest.
The dwarf is very skillfu~ .

He is a smith.

They

He bas ~

forrre in his hut.
Siegfried does not stay in the hut during the. clay
He spends his time in the woods - learns the habits .o
the animals -learns how to make the birds answer 11111
when he calls to them - tames many fierce animals teaches the timicl ones to trilSt him.
Siegfried becomes a young man - wants the dwarf t
make him a sword. Siegfried is so strong that he brea.k
every sword the cl warf makes.

125

124
From the foregoi11g 01ttlinc write a composition. Mere
hints are ·given in the outline. Your imagiuatiou mu st help
you in writing the composition. Picture to yourself the hut
in the forest. 'l'ell how you think it was furnish ed. Describe
the appearance of the dwarf. Think of Siegfrietl <lay after
day :mtl year after year pbyillg by liiurnelf in tli e forest, lc:irning strange and beautiful things about plants rind auimals, antl
becoming at last so strong that the tlwarf ca1mot maJce a swortl
that is tough enough for 11 im.
Make four paragraphs, descril>ing -

1. The hut in the forest.
2. The cl warf.
3. What Siegfrietl learned in the forest .
4. How Siegfried proved his strength.

Copy the pfrture of Siegfried and the dwarf at the head
of this lesson.

A name that applies to each one of a class of thingE

is called a c ommon noun.
· 1 comma,nder s ar·e mentioned ? ·what special
\'\That s pcma
lakes are rnentionecl ?
A name that belongs to a particular thing is callee
a prope1· n oun .
With what kind of letter does each common noun in thesE
tone es l.iegin ?
.
·w ith what kind of letter does each proper noun rn thesE

sR11

sentences l.iegin?
Begin every proper noun with a capit a l letter.
Oral Exercise.

Both names in each of the fallowing pairs can be appliec
to the sanie thing. Tell which of the names are co11imo1
noims, and which are proper nouns.

1. October-month.

2. day- Tuesday.
LESSON V.
CO MMO N AND PRO P E R N O UNS.

1. Ethan Allen was a commander.
2. Commodore Perry was a commander.
3. Superior, Michigan, Huron, Ontario, and Erie are
the names of five lake&
\V-hat name is applied to Ethan Allen and to Commodore
Perry?
"What name applies to every large body of water that is
surrounded by land ?

3. city - Boston.
4. Auburn - Yillage.
5. poet- Longfellow.
G. Victoria - queen.
7. statesman - Lincoln.
8. river - Mississippi .
U. Elm - street.
10. San Frnncisco-bay.
11. lake - Dundee .
12. V esuviUs - volcano.
13. steamer - Germanic
14. Carlo - dog.

-

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127

Written Exercise.

Written Exercises.

TVith each cornrnon noun write a proper noi1,n denoting
the same thing.

I.

1Vith each prop er noun write a common noun denoting
the same thing.

1. avenue2. CharnJ?lain 3. church 4. president5. vV ashing ton 6. Australia 7. mountain8. Goliath-

----

9. cape10. China11. shiJ?12. Columbus 13. boy14. girl15. Gnmt16. United States -

Copy the fallowing sentences, and imderline the words
derived from p1'0per nouns : -

1. "Robiuson Crusoe" is an English story.
2.
3.
4.
5.

Rob Roy was a Scotch hero.
There are American and Irish children in our class.
Here are many Japanese fans.
Can you rea.d a Chinese word?
II.

TV?·ite these words in sentences : French
Russian

African
Mexican

Swiss
Indian

Turkish
Greek

Danish
German

LESSON VI.
CAPITAL LETTERS . - WORDS DERIVED FROM
PROPER NOUNS.

1. Isabella was a Spanish queen.
2. Co1un1bns was an Italian explorer.
3. Longfellow was an American poet.

LESSON VII.
TITLES OF BOOKS.

l. A Day in the Woods.
2. Alice in "'\V onder1a.nd.
3. The Pied Piper of I-Iamelin.

From the name of what country is tho WO]'(l 871anish
derived? ·y vhat kirnl of noun is the wol'<l Spain? From
what proper 11om1 is tlw wor<l ]lrrlia,n derived ? The wonl
American ? \Vi th what kind of letter does the ·word Spanish
begin ? Italian ? American ?

The first of these expressions would be a good title for a.
compositio11. I-fave yon read the book ca.Hell" Alice in l Von<lerhnd"? Have yon rea.d the poem cfLlled "The Pietl Piper
of Hamelin"? How is each important word in these titles
written? \Vlii ch of the worcls do not begin with capital letters?

Begin with a capital letter every word derived from
a proper noun.

Begin with a capital letter every important word in
the title of a book or of any other composition.

1

128

129

Dictation Exercise.

1. "The Children's Hour" aml "Paul Revere's Hide"
are two of Longfellow's poems.
2. Do you ever read " Harper's Young Peo_JJle "?
3. "Black Deauty '' is an interesti11g book about a horse.
4. " The Wonder Book" is full of fairy tales.
5. Girls like to reacl "Little \Vornen."
6. Every Loy likes "l{obinson Crusoe."
7. The subject of the com1Josition 011 tlie next page is
"Siegfried and the Dwarf."
8. T'he title of this picture is "A Storm."
9. Mr. Smith reads "Tho Sun."
10. vVe read from "Swinton\; .Fourth Reader."
Notice that th e titles used in this exercise are incloseu in
quotation marks.
Written Exercise.

Fill tlie blanks in tlie fallowing : The ::rnbjeet of my last compo::;ition was - - .
The story I like best is called - - .
I can recite a poem called - -.
My father reads a newspaper callecl - - .
The title of one of my schoolbooks is - - .
- - is the title of a fairy sto ry.
I think - - is a good title for this picture.
The nam e of this magaz ine is - - .
A poem in onr reader is called -- - .
- - is the subject of our reading lesson to-day.
I bought a book called - - .
12. Every morning I read a chapter in - - .
1.
2.
3.
4.
5.
6.
7·
8.
9.
10.
11.

LESSON VIII.
COMPOSITION.
SIEGFlUED AND THE DWARF.

Siegfried asks the dwarf to make him a strong sword.
Th8 dwarf shows him two pieces of a sword that Siegfried's father used to cany.
Siegfried is delighted to think he may have his father's
sword. He wants the dwarf to weld the pieces together,
but the dwarf cannot do this. He tells Siegfried that
the swonl can be mended only by a person who has never
been afraid of anything .
Siegfried t ells the cl warf that he has never known fear
of any kind, but the dwarf does not like to hear this. He
does not want Siegfried to have the sword.
The dwarf tries to frighten Siegfried. He tells him of
a fearful dragon that lives in a cave in the forest.
This does not frighten Siegfried at all. He laughs, and
says tliaL he himself will mend the sword and. will slay the
dragon with it.

From tlie foregoing outline write a composition. Give the
conversation between Siegfried and tlie dwarf in the e;cact
words tliat you, tliinlc were used. Use quotation ma1·ks.
Example.

One day Siegfrieu said to the dwarf, "Will you not make
me a strong sworu? Every sword you have given me is
fit for a child. I am a man now."
The dwarf held up two pieces of a sword and said, " - - - - - ,"etc.

-

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130

131

LESSON 1X.

In th e second seutcuce, w hn,t cu11j unction is used ? Hm
many pcn;ons hav e the net? Why is hcis used instead o

WORDS THAT CONNECT.

hctve ?
lu the third sentence, notice that the conjunctions either a111
or are used together. vVhat conjunctions are used together i
the fourth sentence?

r.

1. China is a very old country, but we do not know
inuch about it.
2. The Chinese are fond of tea, so they drink it
often during the day.
3. The Yang-tse-Kiang and the Hoang-I-Io are the
two great rivers of China.
How many statements are there in the first sentence'?
VVhat word joins them?
How many statements are made in the secon<l sentence '?
vVhat wonl cu1111ccts them '?
vVhat are the two subj ects of the third sentence? vVhat
word connects them ?

A word used to connect sentences, or similar parts
of the sa1ne sentence, is called a co11ju11ctio12.

Written Exercise.

Fill these blanks with suitable verbs : -

1. Two and two - - four.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Here - - a butterfly or a moth.
Here - - a butterfly and a moth.
Frank or James - - the nest.
Either the sun or the moon - - into my room now.
N cit,lter the sun nor the moon - - into my roor
now.
Neither snow nor rain ·--now.
- - your father or your mother at home?
- - your father and your mother at home?
- - he or she the book?

II.

l.
2.
3.
4.

John and _Mary have the net.
John or :Mary has the net.
Either a robin or a sprtrrow eats my cherries.
Neither a robin nor a sparrow eats my cherries.

In the first sentence, what conju11ction is usecl to connect
the words John a11d Mary? How many persons have th e n et?
vVhat is the verb in the first sentence? Why is have used
instead of has ?

LESSON X.
COMPOUND SUBJECTS, PREDICATES, AND OBJECT~

l. The night hawk is an insect hunter.
2. The whip-poor-will is an insect hunter.
3. The night hawk and the whip-poor-will are insec
hunters.
4. SanJpipers come in large families.

132

5. fh11d pi perK gu in large fam ilics.
6. Ra,vens eat g rubs.
7. Havens eat corn.
\Vhat is the subj ect of the 1irst sentence? Of the secoml ?
What are the two subjects of the tltird sentence?
\VJ1 e11 a vcrl> has two or rnore sul>jects, it is s~L id tu liave
a compound subject.
·what is the predicate of the fourth sentence ? Of the
fifth? Make one sentence of these two. ·what is the compoun<.l predicate of your sentence ?
\Vliat is the obj ect of the sixth sentence ? Of the seventh ?
Unite these two sentences, making the object compo und.
·what wor<.l couuects the two subjects of the thir<.l sentence ?
Written Exercise.

Combine each of the f ollvwiny sets of staternents into a
single sentence hav/ng a compou.nd siibJect. Be silre to rnalce
the other changes tlwt are necessary : -

1. Laura has a pen.
Julia has a pen.
I have a pen.
2. Edith is tall.
I am tall.
3. I was busy yesterday.
John was busy yesterday.
James was busy yesterday.
4. The cow is a useful animal.
The horse is a useful animal.
'Th e sheep is a. useful animal.

133

G. Ile11ry pl:tys lmseuall.
George plays base ball.
6. l\tly sister writes letters.
I write letters.
7. Lead is a metal.
Gold is a metal.
Copper is a met.al.
8. Grass is green.
Leaves are green.
Moss is green.

LESSON XI.
COMPOSITION.
'
THE MAKING
OF SIEGFRIED ' S SWORD.

Siegfried files the pieces of his father's sword in to du
- throws the dust into the melting-pot- places the p
on the fire - sings as he fans the flames with the bello1
- pours the melted steel into a. mould - plunges it in
water to cool.
Then he thrusts the steel into the fire- draws out t]
glowing metal -hammers it on the anvil - plunges tl
steel into water - fastens the welded sword-bla.de
the hilt.
Singing again, he swings the sword through the air brings it down with force - splits the anvil. Sword
hand, Siegfried rushes a.way to find the dragon.

'
134

135

From the following outline write a composition.
four paragraphs, describing1.
2.
3.
4.

The
The
The
The

Write

melting.
forging.
tempering.
testing.

LESSON XII.
WORDS THAT DESCRIBE OR POINT OUT.

1. Peaches are sold here.
2. Large, ripe peaches are sold here.
3. S1nall, unripe peaches are sold here.
What is the subject word of each sentence ?
verb?

The predicate

Jn the first scutcuce, ca.u .You tell wha.t lci'.ncl 0£ peaches is
meant?

In the second sentence, what two words help to show the
kind of peaches spoken of ?
In the third sentence, what two words help to show the
kind of peaches spoken of ?

Prefix words to the nonns
kind of things spolcen of: -

in

tliese sentences to ::;lww the

1. \Vinds blow.
2. Waves rise.
3. Ships are tossed.

Oral Exercise.

1.
2.
3.
4.

These roses are beautiful.
Those roses are faded.
A rosebush was planted by the gardener.
The rosebush grew day by day.

In the first sentence, wlrnt worcl helps to show which ros
arc spoken of? The word these points out.
In the second. sente11ce, which word points out'? Whe
are these roses ? Where are those roses ?
In the thinl senteuce, a means about the same as one.
In the fourth sentence, the shows that a particular roE
bush is spoken of.
A word used to describe or point out the thing namE
by a noun is called an adjective.

Does the word peaches apply to more, or to fe;ver, thin.
than the words large peaches or ripe peaches or s11wll peaclw
·when we use an adjective to describe or point out the thi1
named by ~ noun, the a<ljective limits the nieaning of the nou
Written Exercise.

Change the following sentences so that you may use the
and those in place of this and that : 1.
2.
3.
4.
5.
6.

Tlrnt caterpilla,r will become a butterfly.
This caterpillar will become a moth.
Let me carry this bundle.
Shall I erase that word?
Please give me that book.
This book is not mine.

137

136

Notice t li at the word useful begiu s with th e consonant
sounJ. of y . ·what sounJ. l1 as o in one? "With what sound
does ewer begin'? What word is useu l.Jefore imifonn? One?

LESSON XIl I.
A AND AN.

an
an
an
an
an

apple
eel
iron la mp

Ewer?

a bird
a cat

owl

a fish
a dog

upper sto ry

a goa,t

Al ways notice the first sound of a word, not its first
letter.

Fill each of th ese blanks with a or an : -

In the above lists, is a, or is an, used before the words
beginning with a) e, i, o, and u?
The sounds of the letters a., e, i, o, and u, are called vowel
sounds. All othe r sounds are called consonant sounds.
·with what kind of sound s J.o t he nouns in t he second list
begin ? What is used before ea.ch of these nou ns ?
Use an before a word beginning with a vowel sound.

01·

an to each of t he fo llowing : -

hill
ounce
apricot
qumce
pillar

judge
elephant
kite
orange

oyster
uls ter
rainbow
ornament
inmge

urn
Oral Exercise.

an hour
a uniform

a one-inch stick
a ewer

·what is the first letter that is sounded
word is used before hour ?

-----

u seful article.
honored name.
ewe .
wonderful lamp.
5. - - one-eyed doe.

LESSON XIV.
SUITABLE ADJECTIVES.

Written Exercise.

Prefix a

1.
2.
3.
4.

111

hour?

vVha.t

1. The queen has splendid jewels.
2. There was a smile ·on h er lovely face.
3. The awful peal of thunder hushed the boy's cries.
4. T he terrible fire spread over the city.
5. Daniel was saved from a horrible death in the
lions' den.
G. There was elegant furniture in the nobleman's
h ouse.
7. vV e have had a pleasant evening.
Notice what the adjectives written in italics are used t o
rlescribe. vVhat does each of th ese adjectives mean t o you?

f

138
Oral Exercises.

139
LESSON XV.

I.

COMPOSITION.

Name several things that may be described as_

splendid
lovely
awful
tenible
honible

elegant
pleasant
ugly
homely
delicious
II.

Of what persons or animals have you read that 1nay be
described as -

w1se
foolish
brave
cowardly
proud
humbl e
truthful
dishonest

cruel
kind
peaceable
quarrelsome
forgiving
revc11 baeful
fearless
timid
III.

rVhat adjectives niight you nse to describe_
a hat

a dress
an orange
a house
a voice
a laugh

a picture
a story
a cloud
a cry
a storm
an accident

SIEGFRIED AND THE DRAGON.

Siegfried finds the cave where the dragon lies breathing
out poison. A vast treasure is guarded by the monster.
Every man that has tried to get this treasure has been
killed by the dr:igon. Siegfried slays the dragon with his
strong sword. A drop of the dragon's blood wets Siegfried's finger. The finger burns like fire. To cool it,
Siegfried toucl1es it with his tongue. Immediately he
finds he can und erstand the· language of the 1irds in the
trees around him.
I.

Read this ontline, and then write the stor.71 in your own
words. JJ[alce fonr para,qraphs. Use the hints that are
given on the next page.

140
HINTS FOlt J>A ltAGRAJ>HS.

1. Describe the strength, the ferocity, and the ugliness
of the dragon. Tell where he was lying and wlrnt he was
doing.
2. Describe Siegfried's appearance, his courage, and his
wonderful sword.
3. Tell aLout the struggle, -what you thillk the dragon
did, and in what manner Siegfried slew the monster.
4. Tell how it came to pass that Siegfried could understand the language of the birds.

141

1. The butterfly's form is Lcautiful.
2. 1ts life is a short one.
3.
4.
5.
6.

The bees' pockets are upon their thighs.
Marygold's father could change everything into gold.
He changed his little daughter into a golden statue.
Her father was glad to get rid of the golden touch.

LESSON XVII.
REVIEW.

II.

Copy the picture at the head of tliis lesson.

LESSON XVI.

\Ve have now found two kinds of words that limit the
meaning of nouns. They are adjectives, and nouns and pro- ·
nouns having the possessive form.
Find all the words in the f ollowiny sentences that are used
to limit the meaning of nouns : -

THE POSSESSIVE FORM.

1. Little Three Eyes could not reach the golden apples.

1. Graee Darling's Luat reached the wreck in time.
2. Her courage did not fail.
What is the subj ect word of the first sentence? vVhat
word shows whose boat is spoken of? W"hat form has the
noun Grace Darling's ?
In the second sentence, what ·word is used instead of
Grace Darling's name ? \Vhat is a wonl called that stands
for a noun ? What word shows whose courage is spoken of?
Oral Exercise.

JV!iicli of the nouns and pronouns ·i n the fallowing sentences b:mit the nieaning of nouns ?

2. Great rats, small rats, lean rats, brawny rats, brown
rats, black rats, gray rats, tawny rats, followed the
Pied Piper.
3. The child loved the great, wide, beautiful, wonderful
world.
4. Old Kaspar's work was done.
5. The humming-bird is a rare little artist.
G. This bird fears the sly attacks of a great spider.
7. The sea-swallow has long, slender, and graceful wings.
8. The cap on its head is black.
9. The stockings on its legs are coral-red.
10. The trees in the forest waved their branches.

143

142

LESSON XV I U.
COMPOSITION.

From the fa llowing ontline write a composition. 'Pell, as
though you were using their exaet word1S, what the birds said
to Siegfried: SIEGFHIED AND THE

nmns.

After he has slain t he dragon, Siegfried lies under a
tree in the forest, and the birds siug to him.
They t ell him to go into the cave and get the umgon's
treas ure. They tell him what this treasure is, - a great
heap of gokl, a magic ring, and a magic h e lm ~t. By
wearing this rin g, he can make himself the most powerful
person in tlic worM. By wcari11g the helmet, he can, at
any time, make himself invisible. Then the birds tell
Siegfried where the Sleeping Beauty lies .

111 the first se ntence what dues rose's du? In the second
se11tence what three words have the same meaning as roses?
'l'hese words, of the rose, are called a phrase.
vVha.t three words in the fourth sentence have the same
men.Hing as the adj ective gohlen-haired? \¥hat are the words
with golden hair c:Llled '?
Whc:tt twu won1s in the last sentence have the same mec:tnin g a.s cheering? vVhat are these two words called?
Oral Exercise.

Change the italicized words into phrases : -

1.
2.
3.
4.
5.
6.
7.

She ha.cl golden curls.
0 ur cou'lltry cousins called.
The bee's legs were covered with pollen.
Th e bees' legs were coverecl with pollen.
P ictiire Looks entertain the children.
The daily fatRks <tre ended.
A knotty tree stood in the pasture.

Make a drawing to ilfostrate this composition.
Extunple. -

She hc:td earls of gold.

Written Exercises.

LESSON XIX.
PHRASES USED AS ADJECTIVES.

l.
2.
3.
4.
5.
6.

The rose's peta1s were scattered.
The petaJs of the rose were scatLered.
The gok1en-h:.1ired doll was broken.
The doll with golden hair was broken.
Cheering words should be spoken.
vVords of cheer should be spoken.

I.

Fill the blanks with phrases: -

1. The wife - - - - - . - is a fine lady.
2. J hoar the patter - - - - - - .
3. Can you hear the sound - - - - ?
4.
5.
6.
7.

The baby - - - - - - is fast asleep.
The snow - - - - - - looked like ermine.
The leaves - - - - - - have turned red.
vV ould you like a, piece - - - - ?

145

144
8. The bird - - - - - - tmng to his mate.
9. The house - - - - - - is my brother\;.
10. I have a little brother - - - - - - .
II.

Copy these sentences. Underline the phrases that are
here used to liniit the meaning of noims.
1.
2.
3.
4.
5.
6.

The
The
The
The
The
The

leaves of the maple were re<l. an<l. yellow.
horse in this staLle is mine.
camel with 011e hu111p is a Llro1110Lbry.
flowers in my garllen are cultivated flowers.
flowers in the woods are wild.
houses on this block are built of stone.

9. The petals of a buttercup are called burnished petals.
10. ln su111111er, ganle11 rose::i and wild roses Jill the air
with perfume.
\\That is the subj ect of each of these sentences ? \Vhich
of th e se11tr nces l1a,ve compouud snl>jects? l"l'incl the subject
nouns. \Vhich of the wor<l.s that limit the meaning of the
subject 1101ms are al1jcctivcs? \Vhich are nouns or pronouns
having the possessive form '? Which are phrases ?

LESSON XXL
COMPOSITION.

LESSON XX.
REVIEW.

1. Tho beautiful gb.lliolut:i is seen m August allll
SeptemLer.
2. Its long green leaves are shaped like swords.
3. Its cluster of flowers is called a spike.
4. The pretty toad-flax is a wild flower.
5. The showy red, orange, or yellow blossoms of the
nasturtium are seen in summer and in autumn.
6. The smooth, roundish leaf of a nasturtium has a
long stern.
7. A few plants will grow in sand or gravel.
8. Blue-curls, or self-heal, will grmv on a sandy roadside
or in the gravel along a railroad track.

RmflFHTED A.ND THE SLEEPING BEAUTY.

Princess Brunhil<la, - willful and disobedient - punished by being put to sleep- s1eeps for a. hundred yea.rs.
10

146

147

A wall of fire protects her . castle. nifany knights try in
vain to reach h er. Siegfried rushes unharmed through
the flames - climbs a rocky mountain - finds the castle
on the summit- awakens the princess. All of her attendants start up. The hundred years' sleep is at an end.

vVhat word in the fourth sentence helps the verb by tellir;
where?
'l'he words now, quietly, and here are called adverbs.
A word that limits or modifies the meaning of
verb is called an adve1·b.

I.

W1·ite a composition from, the fallowing oiitline : -

Oral Exercises.

1. The princess -- her beauty - her faults.

I.

2. Her punishment.
3. The failures of the knights.
4. The awakening.

In the following sentences, find the adverbs that show ho'
the action is performed, and tell what verb each modifies: -

Illustrate your composition by drawing the picture at the
head of this lesson.

1.
2.
3.
4.

LESSON XXII.

5.
6.

II.

ADVERBS.

l.
2.
3.
4.

\Vashington is now crossing the Delaware River.
His boats inove quietly.
Now he reaches Trenton.
Here he finds and defeats the enemy.

vVhat is the predicate verb of the first sentence'?
word helps this verb by telling when?
\Vhat is the predicate verb of the second sentence?
word helps this verb by tellin g how ?
In the third seuteJJcc, how docs no'IV 11elp the verb?

7.
8.
9.

10.

Did he write his exercise neatly and correctly?
This train moves slowly.
That train moves fast.
Do your work quietly.
The huntsman whistled merrily.
The miller's wife laughs heartily.
Quickly turns the mill-wheel.
The men worke<l hard.
They did their work well.
The snow fell silently.

vVith what two letters do most of these adverbs end?
II.

vVhat
'What

llfention tlie adverbs
the use of each : -

in

the fallowing sentences, and tel

1. Hail and snow came down.
2. Washington and his brave soldiers worked hard.

148

149

3. Slowly the bmLts went forward.
4. Then the half-frozen Americarn; b11ded quietly.
5. The frightened Hessians were completely routed.

LESSON XXIV.
A STORY IN A PICTURE.

LESSON XXIIl.
PHRASES USED AS ADVERBS.

1. Jack Frost came at night.
2. He worked with great skill.
3. He painted pictures on the windowpane.
\¥hat two words in the first sentence help the verb by
showing when?
In the second sentence, what three words show how?
\Vha,t three words in the thinl sentence show ·w here?
vVhat uo we call these grouI_Js of words?
Written Exercise.
Oral Exercise.

Oopy these sentences, and 'Und erline the phrases that are
u::;ed as adverbs : -

1.
2.
3.
4.
5.
G.
7.
8.

vVilliam Penn met the Indians under an elm tree.
The tree grew by the river.
Penn came ill his usual pbin dress.
On the day appointed, the Indians arrived.
The Indians at all times respected vVilliam Penn.
He treated them with great courtesy.
Penn bought bnd from the Indians.
In 1683 he la.id out tlic city of Philadelphia.

vVhat do you see first as yon look at this pictrn
How is he riding? Does he look as though he were 1
ing for pleasure? How is he sitting? Can you tell
his face what he is thinking? vVhat do you lea.rn fr,
the horse's face? How would you describe the road?
vVhat is at the right of the rider? vVho have stopr
at the top of the hill? vVhat are they doing? vVhy
they seem so small? Are they friends, or enemies,
the man below? vVhat does his dress show him to l
What do you think tho others are?

150

151

The American soldier has just dashed down the hill.
Do you think the others will d<trc to follow him? J f
they do not follow, what will they try to do from above?
Will the American escape ?
Written Exercise.

JV:rite the story siiggested by this picture.
American soldier General Putnam.

Call the

LESSON XXV.
PREP 0 SIT I 0 NS.

book - - the desk
home - - the sea
castle - - the gia,n t
The words boolc and deslc, as h ere used, seem to have nothing to do with each oth er. ]Till t he Lla11k Letween tl1 cm with
on, and then you will see tlm t they uear some relati on to
each other. Notice h ow the r elation between the two words
ch anges when you use unde r or over or necir instead of on.
vVhat word coulll be u::;ecl to show the relation betwee n
honie a nd sea? B etween castle and gfrin t ?
A word used to show the relation between other words
is called a p1·epositio11.

Find prepositions in y our readers.

Oral Exercise.

F ind the p repositions in these sentences. Notice how each
is iised. B ead the sentences aloud, emphasizing the prepositions.
1.
2.
3.
4.
5.
6.
7.
8.
9.

The boy fell into the water.
Th e Loy is in the water.
He walketl into the house.
He is now in the house.
My moth er is at h ome.
My fath er has g one to church.
H e divid ed the mon ey between the two boys.
H e divided the mon ey ·among the three boys.
There was no quarreling between the two children.
10. 'There was no quarreling among the five brothers.
Written Exercises.
I.

Write sentences, using these words as prepositions : between

to
at

among

into
111

II.

Fill these blanlcs with suitable prepositions : 1.
2.
3.
4.
5.
6.

The child died - - a fever.
This book is different - - that.
Do you like to stay - - home?
The boy was angry - - his playmate.
vVh a t was the matter - - him?
H e threw himself - - the bed.

153

152
7. Docs t11e teaelicr sLay - - su110ol laLc?
8. I have ueecl - - rest.
9. He was - - New York yesterday.
10. The cat fell - - the well.

Think of some way in which he might have obtained
Tell your story orally.
Write the story you, have invented.
fo1· it.

Ohoose your own ti

LESSON XXVIII.
LESSON XXVI.
REVIEW.

One morning a lady was lacing her shoes. She broke
one of her laces. She tun1ecl to her spaniel and play£ully asked him for another boot-lace. Then she tie<l the
broken lace and soon forgot <tll about it.
Next morniu g she was lacing her boots again. The
spaniel ran up to her with a new silken boot-lace in his
mouth. How did he get it ?
Give the complete subject and the subject word of each
sentence.
Give the predicate of each sentence. "'Which of the sentences have compound predicates? "YVhich of the verbs are
completed by objects?

LESSON XXVII.
COMPOSITION.

The story about the dog and the lady's boot-lace is said
to be true, but no one knows how the dog got the bootlace.

SHALL AND WILL.

l. This was once an acorn.
2. It is now a tender sapling.
3. Some day it will be a tough old oak.
Notice that in these sentences wcis refers to past time;
to the present; alHl will be, to the future.

l. Some da,y I shall be a man.
2. VVe shall be men.
3. You will be a man.
4. She will be a woman.
In which of these sentences is shall used to show futt
time? In which is will used?

l.
2.
3.
4.
5.
6.

Shall I see you to-morrow ?
\Vhere shall I buy the goods?
When shall we three meet again?
Shall I close the book ?
Shall I erase this word?
Shall I find you here when I return?

Notice that shall, a,nd not will, is used when you are aski
<Iuestions about yourself.

155

154
Written Exercise.

Fill these blanlcs, iising shall or will : -

1.
2.
3.
4.
5.

- - I close the door?
- - you go with me?
I - - be glad to see you at any time.
H e - - not let me go.
vVe - - be plcasecl to have yonr company this evcniug.
6. I - - have plea.sure in serving you.
Oral Exercises.
I.

1. '\Tho will carry this bundle? I will.
2. vVill you let me t ake it now'?
one help me.

LESSON XXIX.
A STORY IN A POEM.
'.l'HE PARROT.

A parrot from the Spanish main,
Full yo un g and early caged, came o'er
vVith bright wings to the Lleak domain
Of M ulla's shore.
To spicy groves, wh ere he had won
His plumage of resplendent hue,
His native fruits, and skies, and sun,
H e ba.de adieu.

No, I will not let any

Notice that will is used with I in two of these sentences.
The speak er must be makin g a promise or expressing determination when he says, I will or iue will.
11.

1. I will n ot go.
2. You shall go.
Notice that w ill is used ·w ith I, because the speaker means
;o express determination. Shall is used here with you, beca,use
;he speaker means to show tli :i,t he will force y on t o go.

For these he changed the smok e of turf,
A heathery land and misty sky,
And turned 0 11 rocks a.nd raging surf
His goklen eye.
But petted in our clima.tc cold,
H e lived and chattered many a day,
Until, with age, from green and gold
His wings grew gray.
At las t, when blind, and seeming dumb,
H e scolded, laug h'd, and spoke no more,
A Spaui:::;h stranger chanced to come
To J\iulla's shore.

Written Exercise.

1.
2.
3.
4.

JVrite five
1Vrite .five
1Vrite five
1Vrite five

sentences, using shall u·ith I.
sentences, nsing shall with we.
sentences, using will with I.
sentences, using will with we.

He hailed the bird in Spanish speech;
The bird in Spanish speech r eplied,
Flapped round the ca,ge with joyous screech,
Dropt clowH, a.ml Llied.

157

156

LESSON XXX.

Oral Exercise.

The Spanish main is part of the coast of South America.
Mull is an island belonging to Scotland.
.From w lw,t pbce clill the parrot come ? li'or what word is
o'er a contraction? To what place wa,s the parrot brought?
How young was he? vVhen had he been caged?
In the second st anza there are mentioned four things to
which the parrot bade adieu. \'Vhat are they? vVha,t might
you say instead of bacle adieu? 'What other word does the
sound of resplenclent make you think of ?
vVhat three things are we told the parrot found in his new
home? \'Vhat did he often look at? vVhy <Jo you think he
liked to look toward the water?
vVhen the parrot grew ok1, what happened to his wings?
To his sight? T o his voice?
\!\That stranger visited the old parrot? In what language
did he speak to the bird? Jn what language did the bird that
had seemed dumb reply? How do you think the parrot felt?
vVhy did he die so smlcleuly '?
Written Exercises.
I.

Write a composition from this outline : -

1. How the parrot looked.

The kind

·of

country he was

born in.
2. His new home.
3. His growing old.
4. The stranger's visit.

THE VERB

l.
2.
3.
4.

LIE.

The olu tree lies on the ground .
It lay there last summer.
It has lain there a long tin1e.
It will lie there until the farmer takes it away.

\Vhich sentence refers to present time? To future time?
\'Vhich two sentences refer to past time? vVhat is the predicate verb of the second sentence? What word is used with
la in to make the predicate verb of the third sentence'?
Lain must al ways have with it a wonl like has, have,
had, etc.
Oral Exercise.

R ead these sentences aloud several tinies.
lie, lay, and lain are used.

Notice how

1. The hat lay on the floor yesterday.
2. It lies there now.
3. How long has this fruit lain on the ground?
4. Let it lie.
5. How long do you lie abed in the morning'?
6. I lay under the trees for an hour yesterday.
7. Did you lie there all day?
8. How long has the cat lain before the fire ?
9. Do not let the book lie on the floor.
Written Exercise.

IL

Malce a suitable drawing to illustrate yoitr composition.

Fill these blanlcs with lie, lay, lain, 01· lying. When
your sentences are coniplete, read them several times.

159

158
He had - - 011 tlic sofa :di <l.ay.
vVill you let me - - on this grass?
Y estenlay Pussy - - in the suushine.
Let us - - on tltis soft turf.
'The babies - - in their craclles now.
o. Tlie babies are - - in their cra,clles now.
7. Last night the sol< lie rs - - before their camp fire.
8. \,Yhere is Queeu Titania - - ?

1.
2.
3.
4.
5.

hohling up? Why is lie doing this? Why does he ride
at the head of the army?
\Vho is riding just a li ttle behind him? vVhat is he
cloing? '\Vhy? vVhere are the color-bearers?
Of the men on foot, which is the most prominent?
vVhere is he? How is he armed? vVhat is he doing?
vVhat are the meu behind him doing? How are they
armecl? How are they carrying their arms?

LESSON XXXJ.

LESSON XXXII.

DESCRIPTION OF A PICTURE.

THE VERB LAY.

1. My mother now lays her hand on my head.
2. Y csterday the cook laid the pies on the shelf.
3. The boy has laid his books away for the summer.
4. 'lve shall lay another log on the fire.
Observe the (li ffe r e 1J c1~ in meaning between lfo aru1 lay.
My mother lays what 't 'l'he cook lai<l what? 'l'he boy
has lai<l what ? vVe shall lay what ?
·vvhat is the obj ect wor<l in each of these sentences?
Written Exercise.

Fill tliese blanks with lay, laid, or laying: _

1. Mother - - the baby in the cradle an hour ago.

Written Exercise.

1Vrite a description of this pictu1·e.
help you : ·

1'/iese questions may

vVhat would be a. good name for this picture?
vVJiat is Lli e most str iking figure iu it? vVl1at is he

2.
3.
4.
5.

l\!Iother is - - the baby in the cradle .
May I - - my slate on the table?
The boys have - - Lheir coats on the grass.
The solcliers were conun:mded to - - down their arms.

160

161

LESSON XXXllI.

LESSON XXXIV.

LIE AND LAY.

COMPOSITION.

I laid 111yself down to sleep last night.
I lay down to sleep last night.
Lay the loaf on the shelf.
Let the loaf lie on the shelf.
John laid his slate on the bench.
The slate lay on the bench for a whole week.
7. The surgeon was laying the wounded soldier on
the grass.
8. The wounded soldier was lying on tlie grass.

AN INN-KITCHEN IN SPAIN.

1.
2.
3.
4.
G.
6.

Read these sentences aloud several times.
forms of lie and of lay are used.

Notice how the

Written Exercise.

Fill these blanks with some form <!f' lie or lay : -

1.
2.
3.
4.
5.
G.
7.

Let us - - ourselves down to rest.
How long do you intend to - - there?
Have you - - anything by for a rainy day?
I saw the dog - - before his kennel.
The hen - - an egg yestenlay.
Does the hen - - more tlrnn one egg a day?
The soldiers - - dowu their :urns when they surrendered.
8. The soldiers - - <lown to rest when the lmttlc was
over.

The inn-kitchen was a room about ten feet square, and
literally all chimney; for the hearth was in the center of
the floor, and the walls sloped upward in the form of a
lon g, narrow pyramid, with an opening at the top for the
escape of the smoke.
Quite round this little room ran a row of benches, upon
which sat one or two grave personages.
Upon the hearth blazed a handful of fagots, whose
bright flame danced merrily among a motley congregation
of pots and kettles, and a long wreath of smoke wound
lar,ily up through the huge tunnel of the roof above.
The walls were black with soot, and ornamented with
sundry legs of bacon, and festoons of sausages; and as
there were no windows in this dii1gy abode, the only light
which cheered the darkness within came flickering from
the fire upon the hearth, and the smoky sunbeam::; that
peeped down the long-necked chimney.
H.

w.

LONGFELLOW.

Oral Exercise.

1. Read this description.
2. Give in your ·own wo1·ds a description of this Spanish
inn-kitchen.
Written Exercise.

1Vrite a desc1·iption of some roo'l1i you have seen,
11

162

163

LESSON XXXV.

LESSON XXXVI.

SIT AND SET.

DID AND DONE.

1. The maids set the dishes on the table now.
2. The maids set the dishes on the table yesterday.
3. The niaids have set the dishes on the table.

4. The children sit in their chairs now.
5. The children sat in their chairs an hour ago.
6. The children have sat in their chairs a11 day.
"'Which of these verbs have objects to complete them ?
Is set changed to show past time?
How is sit changed to show past time ?
Written Exercise.

1. lVIy birthday lessons are done.
2. The day is clone.
3. You lVIoon, have you done something wrong in

H eaven ?
4. The girl did her work well.
5. The cat did no harm.
Notice that has, hwve, is, are, etc., are used with done, but
not with did.
Make five sentences, using done with has, have, is, was, and
were.
Make ten sentences, using did as a complete verb.

Fill these Manics with sit, sat, sitting, set, or setting : -

1.
2.
3.
4.
5.
6.
7.
8.
9.
0.

- - the doll in the chair.
A fair little girl - - under a tree.
The maid is - - the table.
The table was - - early to-night.
There's a merry brown thrush - - up in a tree.
Pussy, - - beside the fire.
The gardener has - - the trees in a row.
How long has the bird - - on her eggs?
Do not - - the pitcher so near the edge of the table.
" Little white lily
- - by a stone,
Drooping and waiting
Till the sun shone."

LESSON XXXVII.
SAW AND SEEN.

I. I-lave you seen our little Nell?
2. Ruth was seen in the fields.
3. The sailors saw the ship go down
4. Who saw the comet last night?
You should use seen with has, ha·ve, is, are, etc.
without any helping verb.
l\fake ten sentences, using seen.
Make t en sentences, using saw.

Use saw

164
LESSON XXXVIII.
STUDY OF A POEM.

RIA WATHA'S C HILDHOOD.

By the shores of Gitche Gurnee,
By t,lic sl1i11i11g Big-Sc:i-vVatcr,
Stood the wigwam of Nokomis,
· Daughter of the Moon, Nokomis.
Dark behind it rose the forest,
Rose the black and gloomy pine trees,
Rose the firs with cones upon them;
Bright before it beat the water,
Beat the clear and sunny water,
Beat the shining Big-Sea-Water.
There the wrinkled, old Nokomis
Nursed the li ttle Hia,watlrn,

165
Rocked him in his linden cradle,
lledlled soft in moss and rushes,
Safely bound with reindeer sinews;
Stilled his fretful wail by saying,
" Hush! the Naked Bear will hear thee I ,,
Lulled him into slumber, singing,
"Ewa-yea! my little owlet!
Who is this, that lights the wigwam?
With his great eyes lights the wigwam?
Ewa-yea! my little owlet!"
At the door on summer evenings
Sat the little Hiawatha;
Heard the whispering of the pine trees,
Heard the lapping of the water,
Sounds of music, words of wonder;
"Minne-wawa ! " said the pine trees,
"Mudway-aushka!" said the water.
Saw the firefly, vVah-wah-taysee,
Flitting through the dusk of evening,
vVith the twinkle of its candle
Lighting up the brakes and bushes,
And he sang the song of children,
Sang the song Nokomis taught him:
"~r ah-wah-taysee, little firefly,
Little, flitting, white-fire insect,
Little, dancing, white-fire creature,
Light me with your little candle,
Ere upon my bed I lay me,
Ere in sleep I close my eyelids ! "

16G
Then the little I-Iiawatlrn,
Learnecl of every Lil'll its Ian guage,
Learned their uames ancl all their secrets,
How they built their nests in summer,
vVhere they hid themselves in winter,
Talked with them whene'er he met them
'
Called them "Hiawatha's Chickens."
0£ all beasts he learned the language,
Learned their names ancl all their secrets,
How the beavers built their lodges,
vVhere the squirrels hid their acorns,
How the reindeer ran so swiftly,
vVhy the rabbit was so timid,
Talked with them \.vhene'er he met them,
Called them "Hiawatha's Brothers."

167
baby in a tree cradle? From whn,t kind of tree did Hi:iwatha
cradle hang? vVhat made the cradle soft? What made
strong? What did the olu woman say to stop Hiawatha
crying'? What song did she sing to put him to sleep?
What two sonuds did Hiawatha like to hear on summ1
evenings? What did he think the pine trees said? The water
vVho saw the firefly? vVhat did he call it? What is th e fir
fiy's ca11<lle? vVlw taught Hiawatha the song about the firefly
"\¥ iiat did. Hiawatha learn from the birds ? Who uo ye
suppose taught him their names? But how did he discovE
their secrets? vVhat two secrets are mentioneLl '? vVhat di
he call the birds? Do you think he really urnlerstood wh:
they saiu to one another?
vVhat did he learn about aJl the beasts? About the beaver
'I'he squirrels? The r eindeer? 'l'he rabbit? How do ye
think he managed to learn these things? vVhat dicl he ca
the beasts? vVhy do you suppose he called them that?

Oral Exercise.

Hiawatha was an Indian boy who became a great hero.
These stanzas are a small part of a great poem that t ells the
whole life of Hiawatlw.. \Vlien you read the sta11zas, pro11ouuce
the Indian names so as to make the lines run along smoothly.
vVhat two names did the Indians give to the bo<ly of water
near which the wigwam stood? ·whose wigwam was it?
Whose daughter was Nokomis? She was called the danghter
of the Moon, because the Indians believed that ·when she was
a young wom an she fell from the moon to the earth. What
was behind the ·wigwam? \ iVhat trees were in th is forest?
vVhat was before the wigwam ? Can you form a picture in
your mind of the wigwam, with the dark trees behind it, and
the broad, shining water in front?
Have you ever seen a picture of an Indian nurse rocking a

Written Exercises.
I.

TVrite in vour own words about Iliriwatlia' s chilclhoo,
Give the substance of each stanza in one paragraph. Ui
this outline : 1.
2.
3.
4.

Hiawatha's home.
Hiawatha and his nurse.
What he saw and heard on summer evenings.
What he learned from the birds.
5. What he learned from the beasts.
II.

From the picture at the head of this le sson, make drm,
ings to illustrate the scenes of the story.

168

169
1. w:i·ite five sentences, using the words in the second

LESSON XXXIX.
V E RBS.

1.
2.
3.
4.

The
The
The
The

boy broke his kite string.
vase is broken .
ma,id has broken the plate.
window has been broken a long time.

column.
2. Write ten sentences, using the words in the third column
with is, was, or will be.
Example. -

The putty will be blown through the tube.

3. 1f1·ite five sentences, using the words in the first column
with will.

Read the predicate verbs of these sentences. ·which verb
onsists of only one word?
Yon should use some little word like has, had, is, etc.,
rith brolcen. Never use these little words with brolce.

LESSON XL.
REVIEW.

Oral Exe rcise.

freeze
choose
steal
speak
break

froze
chose
stole
spoke
broke

frozen
chosen
stolen
spoken
broken

1. Make ten sentences, using the words in the second
1lurnn.
2. Make ten sentences, using the words in the third
lumn with has, have, had, shall have, or will have.

1

1.
2.
3.
4.
5.
6.

The cows were driven home .
Have you forgotten my name?
My picture was taken yesterday.
Has he gone home?
Thy mother has shaken the dreamland tree.
There has fallen a little dream on thee.

Find the subject word of each sentence. Read it with the
predicate verb, which, you see, is underlined .
·w hich of these sentences tell what things have done?
Which of them ask what things have done?

W ritte n Exe rcise.

blow
know
throw
grow
fly

blew
knew
threw
grew
fl ew

Oral Exercise.

blown
known
thrown
grown
iiown

drive
forget
take
go
shake

drove
forgot
took
went
shook

driven
forgotten
taken
gone
shaken

170

171

1. Using the words in the first, anLl second co lwnn.'i, malce

over, an aumiraule pattern to my brother officers by the
cool, sLeauy, upright, downright, and impartial discharge
of my business, a.nu the constancy with which I stand to
my post. Summer or winter, nobouy seeks me in vain:
for all day loug I am seen at the busiest corner, just above
the market, stret ching out my arms to rich and poor a.like;
a.nu a.t night I hold a lantern over my head, Loth to show
where I am, and k eep people out of the gutters. At this
sultry noontille, I am cupbearer to the parched populace,
for whose benefit an iron goblet is chained to my waist.
Are you all satisfied? Then wipe your mouths, my
goou friends; and while my spout has a. mom ent's leisure,
I will delight the town with a few historical reminiscences.
In far antiquity, beneath a darksome shadow of venerable
Laughs, a. spring buLblecl out of the leaf-stre,vn earth, in
the very spot where you now behokl me on the sunny
pavement. The water was as bright and clear, and deemed
as precious, as liquid diamonds. The Indian sa.gamores
drank of it from time immemorial, till the fatal deluge of
th e fire water Lurst upon the red men, and swept thei1
whole race away from the cold fountains. Endicott and
his followers came next, and often knelt down to drink
clipping their long beards in the spring. The richest gob
let, then, was of birch-bark. Governor Winthrop, after ~
journey afoot from Boston, drank here, out of the hollo\1
of bis hand. The elder Higginson here wet his palm, arn
laid it on the brow of the first town-born child. For man:
years it was the watering place, and, as it were, the wasli
bowl, of the vicinity, whither all decent folks resorted, t
purify their visages and gaze at them afterwards - a
least, the pretty maidens did -in the mirror which it mad•

five sentences telling w hat tliings do, did, or will do.
2. M alce five sen tences , 'Using the words in the third
column with have, has, had, shall have, or will have.

LES SON XLI.
A RILL FROM THE TOWN PUM:P
(SCENE. -

The co1'ne1' of two principal streets.
through its nose.)

(ab1·idged).

The TowN Pu111r talking

NOON, by the North clock ! Noo n, by the east! High
noon, too, by these hot sunbeams which fall, scarcely
aslope, upon my head, and almost mak e th e water lmbLle
and smoke in the trough uwler my 1108c ! Truly, we public cha,rncters have a tough tim e of it! And, among all
the town officers, chosen at l\forch meetin g , where is he
that sustains, for a single year, the burden of such manifold uuties as are im]J08eu, ill pcqJetuit,Y, upon the Town
Pump?
The title of "town treasurer" is rig htfully mine, as
guardian of the bes t treasure that the town lms. I provide bountifully for the pauper, without expense to him
that pays taxes. I am at the head of the fire departm ent,
and oue of th e plty8 iGia11s Lo Llio Loctrll of li ealLli. J\::-; a
keep er of tl1e peace, all wa te r <hinkers will cn 11 fess rn e
equal t o the co nstaLle. I perform some of ilie du t ies of
the town clerk by promulgating public notices, when they
are posted on my fro11t. To speak within bounds, I am
the chief person of t he municipality, and exhibit, more-

172

173

Thus one generation after another cast their shadows
into its gLtssy bosom, and vanished from the earth, as if
mortal life were but a flitting image in <t fou11tain. Finally
the fountain vanished also. Cell<:trs ·were dug on all sides,
and cartloads of gravel flung upon its source, whence oozed
a turbid stream, formiug a mud puchlle, at the corner of
two streets. In the hot months, when its refreshment was
most needed, the dust flew in clouds over the forgotten
birthplace of the waters, now their grave. Dut in the
course of time a Town Pump was sunk into the source
of the ancient spring; aucl, ·w hen the first decayed, another
took its pln.ce, and then another, and still another, till
here stand I, gentlemen and la.dies, to serve yo u with my
iron goblet.
Drink, and be refreshed! The water is as pure and
cold as that which slaked the thirst of the red sagamore
beneath the aged boughs, though now the gem of the wilderness is treasured under these bot stones, where no
shadow falls but from the brick buildings. And be it the
mornl of my story, that, as this wasted mid long-lost fountain is now known and prized again, so shall the v~rtues
of cold water, too little valued since your fathers' days,
be recognized by all.
NATllANIJ~L HAWTIIOltNE.

Oral Exercise.

Read this selection aloud.

vVho is supposed to be talking? Then why do the words
Town Pump begin with capitals? vVhat is the nose of a pump?
In what direction do sunbeams fall at noon? Of what does
a real town treasurer have charge? vVhat is the pump's
treasure? Do you think it is the town's best treasure ? \Vlw,t

does the pump give to the pauper? How does tho pump help
the fire department? What are the duties of a town uoard
of health? How does the ]Jump help the board? vVhat are
sometimes posted on this particular pump?
To whom uo you think this pump is talking? What was
once on the spot where the ]Jllmp now stanJs? What words
are used insteaJ of long ago ? 'l'o what is the water of the
spring com pared '? vVha,t words are used instead of Indian
chief? vVhat was the InJian's fire water? Find out who
Endicott, vVinthrop, arnl Higginson were. What words could
you use insteaJ of punflJ thefr visages?
vVhat other name is given to the spring? vVhen the building
of houses began in its neighborhood, what became of the sprin g?
vVhat wonls are used i nsteacl of quenchecl the thirst? vVhat
is meant by the gem, of the wilderness?
Observe that in this composition the pump tells -

1.
2.
3.
4.
5.

The time of day.
Wlrnt it does for the town.
Its life as a spring.
Its life as a puddle and as ·a pump.
The lesson to be learned from its history.
Composition.

You may imagine a shade tree on a street corner talking
about itself in the way the pump talked. Let it tell the
time of clay, and wlrnt good it does to the people of the
town. Then let it tell its history. Perhaps it was once a
young tree growing in a forest that stood where the town
now stands. Or perhaps, when it was a sapling, it was
carried from the forest to the tovm. Prob:tbly you can
think of a history more interesting than either of these.

174

175

LESSON XLJI.

LESSON XLIII.

REVIEW.

COMPOSITION.

1. Have you written the letter?
2. Where are the violets hidden?
3. Her time was given to the poor.
4. Could not this dress be worn by the little girl?
5. vVas the page torn hy the boy?
6. The pig was eaten.
7. Poor 'Tom was beaten.
8. The frost has bitten the apple.

"\V ATC HING A LEAF BUD.

Find the subj ect word an<l the pre<licate verb of each senbence. Read them together.
Written Exercise.

write
hide
give
wear
tear
eat
beat
bite

wrote
hid
gave
wore
tore
ate
beat
bit

written
hidden
given
worn
torn
eaten
beaten
bitten

One spnng I wa.tched a. leaf bud open. It was on a
l10n;e-clicstnut tree.
F'irst the scales moved a little, and I could 'see something that look ed like brown wool. The scales spread
farther apart, aml showed more a11d more of this brown
wool. Then I saw that it was a leaf peepiug out. It was
almost hidden by its woolly wrnpper.
By and by the leaf began to open its parts. There
were seven of them, all very much wrinkled. 'I'he whole
lea[ was of a vretty gree11 color.
The warm sun made the little leaf grow larger and
larger ec1ch day. The spring winds soon began to shake
out its wrinkles.
At la.st it became a great spreading leaf. Its color grew
darker. lts veins became more woody. All summer it
remained on the tree among the other leaves.
Written Exercise.

1. vV atch the leaf buds on sonie tree or bush, and then

1. Write eight sentences, 'using the words in the second
;olumn.
2. TVrite eight sentences aslcing what is 01· was or will be
ione to things, using the words in the last colU?nn.
3. ·write e1'.ght sentences, 'using the words in the last cclumn
with has or have.

2.
3.
4.
5.

write an account of what they do; or
Watch the little plant that is growing from some seed
you have planted; or
Watch a flower bud that is opening; or
W a.tch some fruit that is swelling or ripening; or
vVatcb some ferns unroll.

I_ -

176
SUMMARY OF RULES AND DEFINITIONS.

A sentence that states or declares something is called
a declarative sentence.
A sentence that asks a question is called an interrogative sentence.
A sentence that expresses a command or a request
is calle d .an imperative sentence.
A name that applies to each one of a class of things
is called a common noun.
A name that belongs to a particular thing is called
a proper noun.
A word used to describe or point out the thing named
by ·a noun is called an adjective.
A word that limits or modifies the meaning of a verb
is called an adverb.
A word used to c onnect sentences, or similar parts
of the same senten~e, is called a conjunction.
A word used to show the relation between other
words is called a preposition.
Place a period after every statement and after every
c ommand.
Place an exclamation point after a word, or words,
used to express sudden feeling.
Write the word 0 with a capital letter.
Begin every proper noun with a capital letter.
Begin with a capital -letter every word derived from
a proper noun.
Begin with a capital letter every important word in
the title of a book or of any other composition.

