PRACTICAL

LESSONS IN LANGUAGE
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No.

N.Y.

3, BROOKLYN,

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NEW YORK·:· CINCINNATI ·:· CHICAGO

AMERICAN BOOK COMPANY

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FoY~ T 102 i' I~ 3,5 .
TO . THE TEACHER.

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THE

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language Je~~qns in this book are intended to cover the
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last two years of: tli~~: primary course, and they are graded to
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-:suit the capacity 8,f ·p0~ pils as they advance. The reviews under
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the he'.ld of "T~{ng.~[ to Remember':' 1 ip~'cate the divisions of
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(!:.~ bo~~ i_nto the· w,;;,~i;~ for each half year.

It ;,ill

COPYRIGHT:

1893,

Bv AMERICAN BOOK CO.MPANY.

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be notic'ecf that the lessons are arranged under the two

heads, "Things tq -Notice" and "Things to Do."
Unde~ the
of" Thin to Notice" will be found develop·
ment questions, aiid the : e uctions drawn froin answers to such

head

. questions.
Under the head of "Things to Do" the exercises are varied,
and of such a nature as to interest the pupil. Indeed, the aim
;t-.
1.:
t 11ru ug h uut th ·2 uoc·k 13 t v l'.:: :·~c: the p;lf·il t0 s~~ ~nr~ to th!n.: for

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Every pupil sh9uld be provided with a book, to prevent the
serious loss of ti;~e-.:.·that must · inevitably take place in getting
the necessary exerci~es before the class in any other way. Besides, the memory is, greatly aided by contact of the eye ·with

l)rlntcb at
Ube EclCctic ~reee
~lnclnnatt, U. $. a.

the printed page.. .~;,,_
Only such thoughts as are clearly ·grasped by the mind can
be intelligently expressed; therefore in preparing a composition
exercise it should be the aim of the teacher to ~_ee that pupils
clearly comprehend the thoughts they are about to express · i~
their own language.
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_ The correction of compositions in primary classes should gmLral!y be d?ne during the time devoted to writing them. The
teacher can be more helpful· t~ pupils by passing from one to
another, making corrections, answering questions, and offering
'suggestions during the bour of writing, than by making formal

PRACTICAL

LESSONS 'IN LANGUAGE.

.corrections _after the compositions are written.
By pursuing this course~ and l::>Y _c~r~~µ'lJy reading one or more
sets of compositions through, thi tea¢b~r\~ill soon discover which
pupils need_.~ssistance mos't, and _thus b~\~ble to give help where
it will do the most good.
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A. PICTURE STORY .

To the Teacher. - Each answer to a •question should
be. at com•
h"
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plc te sen te nce ; thus, •· Ho\v m:rny peuj'lc cu ye,.,; <;C C 1'! t .•s pir ure ·
Answer: "I see two g irls in t!1is p:c tt:rc: .'' Tht: t•.·:ic11cr shcu 1r1 not
confine herself exclusively to the questions here given: other questions
will naturally suggest them,,selves.

Things to Notice. _5_ What are the children m this picture doing? How many children are there? How many
of them are girls ? ... ~
Are Jack and Rosa turning the rope steadily? What
is little Susie about to do? Do you think Jack and Rosa
are kind to turn the rop·e for their little sister to jump?
Things to Do. -

Look at tire picture and tell its story

in your own words. 5

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There -are three in this picture.
2. There are two·in this--.
3. There is one - - in - - picture. .
4 . . The name of the largest child is - ·- .
5:_J~e -· -~of t!ie ~ child is Susie.
Jack ~tan~~- O
f · ~~e
side of the_. - -·.
7. Rosa ---::· 01(4K~ ~left - - of the picture.
8. I .think r.::.~~~~youngest, - - she is the--.

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MODEL.

The children in this picture are jumping rope.
There ar~. three children: two of them are .girls, and
t he other.is a boy: Ja?kan~ Rosa are turning the
r_~pe for ht~l e ~us1e _to JUµlp. I think .they are very
kmd to their h ttle sister. .
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ANOTHER STORY

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HE PICTURE . .

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. To the Teacher. - When a question- -~ ~'iouowed ·by "Why?"

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IV. ,,STORIE"S FOR REPRODUCTION.

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m s ome
of th e foll owino-,
:
as
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o the full answer 5· hould b e given
to t e first
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quest10n ; then the answer to the " \Vhy ·? ,., 5'h ou Id be comb.med .:wtth
the fi rstl''answer
. t , uecause
,_ '· she
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th
,, : thus, " I think Susie is the y ounges
ts
h
.
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. ze sma .est. Go ove r the questions oft
on the pupils' minds .
en enoug to impress the facts

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Things to Notice. - What are the names of the th
ch.ld
.
.
iee
I ren 1umpmg rope in the picture?
.
"\Vhirl->
...,
1i: ~ n ~ t"h
· · a-~t-'- o' +i..
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"l'"·~r
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st:mds on t h e lef t ?

\\'he re is Susie?

Wh'.ch do you think is the youngest? Why?
Which do you think is the next older? \ Vh ?
Which do you think is the
Why ? y.

oldest~·';

Things. to Do
· your· own ··~·words a second· story
. . -. T.e!I m
of lite pzclure.
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SUPPLYING SUITABLE WORDS.

. To the Teacher. - Read ea~h f h

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t e followrng sentences with an .
spaces and
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require pupils while
supp) t e proper words .

intermi~sion of the Yoic t ti bl o
e a ie ank
loo~ng at the picture to
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To. 'the "Teaclier~·E'a.th of .the following little stories for reproduct ion should bi 'read.byJ he teacher slowly and distinctly, once only;
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then a number of pupils should be called upon to tell the story as

ne~rly in their o~n ~6rds "its po
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·Two little .· _l;?oys, ent out to pick strawberries.
One · ate
-{!~ pi·cked, and the other carried his

·all

h om e to his~- ~i ck: sister.
limmv is a little b ov .

Pr ince is a big clog.

They live in th ~~'~?untry and play together out in
the fields. Whefr the sun is too hot for 'them to
play, they lie d()\"iiil under a big horse-chestnut tree
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and take a nap. ~
Joseph was sittfhg in a car. A lady came in and
in front of him.
as he .. saw
stood rio-ht
0
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. As soon
that she had no seat, ·he gave her his.. Then· the
lady said he was a little · gentleman; and so h~
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was.

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words Jtlo,. I would r,a thzer take a .sc Id.
are not the words of th
.
o mg than tell a lie
h
e wnter of th
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t . e exact words of some oth .
e story. They are
called quotation marks.
er person. These marks are

D<? the marks before
after lie .?

11r
LVO

turn th
. . e same way as those

To be Memorized.

He that
. . at fi rst
. does one:.·fa~ft·
A nd Iies to hide it
. two.
'
'· ' ma'.'k' es it

wharf? What do you see on the wharf near the four
people standing together ? What do you think these four
people are going to do? Why?
At what do you think the man standing alone. is looking? Do you see· any people on this sailing vessel? :What
difference do xou ~see between this boat and the steamboat? On whish:,_kipd of boat would you rather sai! ?

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XI.

A PICTURE ST.ORY.
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think the peoEle standing together are wkmg about.

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Do~ ..,~ \'f!P t!te story of t!te picture in your own
wo.rds, tlzen writ;~if.t~;~
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• To the Teache'.r;;~, ;E.or another story let pupils tell what they
Things to

be Memorized.

Leave not your work
Till it: done ; ·
Firs o your task,
hen have your fun. ·.

SUPPLYING SUITABLE WORDS.

T hings t o Do: --· R ,,ad tire f(l//owing smtmces carefully,
and s!i}/{1' rm!(v suitable 711ords to fill th~· bi1z11ks; t!:oz

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write t!te sentences,_suppl;ying w ords o> b,.jJri:: --

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Four ai:e standing together on the - .
2. T\vo of- are gentlemen, and of them are-·
3. A and a ~ are beside them on the wharf.

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Things to Notice
H .
the wharf? Ho ·-:- ow many people are standing on
w many of th
o f them are women ?
em are men ? How ma??-y
What
th
. are the t wo men and t
ge er waiting for .~ I s t h e steamboat
wo women standi ng tocoming up to the

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4. The ladies and are __:__ for the - .
5. The man a.l one is ----'- for the sailing vessel.
6. These 7. They -

are together.
soon be on board the - ·

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To be. Memorized.

XVIII.

A PICTURE STORY.

He who is most slow in making a promise is the most

11JUkk to keep it.

How poor are they that have not pati_e nce !
XVII.

NAMES SHOWING OWNERSHIP.

Things to Do. - Write the following_sei~tences, being. carejiitl to notice any change made in tlte same:tiame used in two
,tfijferent sentences: - . ·
1.
2.

3.
4.
5.
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Julia sits at the table. ·._" ·
Julia's dress is new.
Pussy is also at the table:
Pussy's paws are on the table.
The girl is looking at pussy.
::i=.I:i-e-gi-rFs-finger poinfS at puss_)_'.~

Things to Notice.-In the first sentence which two words
~er<.:

n:c: nc:s?

Sjh.:li j1dzi? .

l s t his iunH..: ir 1 Uh: s..:cuncl o;cn -

tc: ncc spelled cliffcrcntly? By reading th e second sentence
w ho do you think o~;.ms or p ossesses the dre ss ? \Vha t word

shows this? \Vhat difference in the S!Jdling shows this?
The comma used with s ('s) in this way (a little above
the letter) is called an. apostrophe, and the two together
('s) arc called apostrophe-s.
.
When apostrophe-s is added to the name of the owner,
it shows ownership or possession.
~ T.hings . to

Do. - After spelling pussy, pussy's, girl,
girls, _write from dictation tlte six sentences, being careful
to wnte correctly tltc names showing possession.

' Things
is little Julia in thi s picture ·
doing? \Vhy do. you think she is eating breakfast a lone?
1) n ): (_)! i l h ink s ~ 1 gt)~ Li t-1 t u (t L~- t ~-- t d ~ . ~~ l \ vi ~ h l'1:_' r f,_ I n; i 1y ?
Do you n() t think it \l'<>uid he hdkr f": lLr to ri>c: '-"rli'-1

e

Wh y?
· to pussy? How many plates on the table ? \Vhat do you
think is on each ?
What do -you think Julia has in the tumbler to drink?
·what else is there on the table? \Vhat kind of flowers
· are in the vase ? Do you think they smell very sweet?
Things to Do. __: T-Vrite the story of tlie picture.
To the Teacher. - Require a number of pupils to tell stories of
the picture, ~llowing them to draw on the imagination as largely as
may be desirable.

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Things to

Notice~

- Notice the little mark(,) after D ear
Papa:..· This mark is called a comma. The comma, the
and .the question mark are calle.d punctuation
.

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m the first lin:e of . the letter,
Notice where other commas are
of the apostrophe, and

LETTER WRITING.

Suppose your cousin has loaned you a book, and you
,.. • •
• r eac11ng
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1 nrnshert
h::;.vc neariy
1·t.. T ell in two ara.1o.._·raµ h s
1
how you h·k·e ·it as f ar as you have r ...:::1cJ, and when )' i ll
µ_

will pr nb :>,bly n:turn it.

You are to ~p_e nd Saturday afternoon at your aun:'s.
Invite one of yo'u r playmates to go with you. Ment10n
what you will a'O:_i! he or she will go with you.
XXIII.

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.THE PARTS OF A STATEMENT.

Things to Do. I.

2•

!frite the follo w ing sentences. : -

This girl sews neat_ly.
The fire burns brightly.

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Things to Notice. - In the first sentence what is the
subject word? Does it mean one, or more than one?
_What is the chief word used in telling about A spider.'?
What is the subject word in the second sentence ? Does
it mean one, or more than one? How ,_ does the chief
word that tells about spiders differ from · the chief word
.
that tells about A spider'!
.:;_- ,In the third;senfence what is the subject word? In the
·: f~u~th "s~nten;e .? ',, Which means one, and \vhich more than
one? Wh~t is~~tii~;chief word that tells about men'! About _
.... \-·
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Th£s man '! Ho\vYdoes the chief word that tells about men
~diff ~r .f~om thi?'tiffef word that tells about Tltis man '!
~ Read the fotii..~~ntences. In the second sentence why
is spi"t1s·~hi'nged t~ spin'! In the fourth sentence why is
.·· - buil~ changed '. to build'!

3. Some men paint pictures.
4 . . Some animals eat flesh.
5. The dog barks loudly.
6. The cook makes bread.

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Things to Notice. - In the first statement something is
told M said about Tltis girl, .and the words that do the
tellimg or saying are sews neatly. In eath of the other
?tateruents is something said about a person or thing, _a nd
are,tkere other words which say something?.
A statement, then, is made up of t\yo ·parts, - the part
- about -which something is said, and the;. part that says
~omiet.hing.
-. In the first sentence Tltis girl, being" the part talked
about, _may be called the subject of the sentence; and the
- chief vord, girl, may be called the subject word.
In the part sezus ntat!y, is sezvs the chief word used
in telling s_o mething about the subject?

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When a statement ...........
is.Allllade ab-Out more than one person
or _thing, the c~ief 0rd that tells seldom ends with s.

Things to Do. - Select tlte subject word in tlte second
_senf1ma above, also lite cMef word used in telling about
fire..
lJ~;· f1~"i" St l'1:(· ·; ;://;:• /;~· ,· o/1~r·r .S(Ji/c"JlCt"S .

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XXV.

Things

to ''Do. -

SENTENCE WRITING.

J.Vri!f

snrtences sa~vtng somethinJ[

:I.::.,•r.:!.:. i:~ £:.l::/:. .s:...·1:!:.:1:.:. .·.;. .· ,· tl~:ts, t;~rl -· ~c·;,·~.

XXIV .

THE PARTS OF A STATEMENT.

"
A spider spins a web.
2. Spiders spin webs.
3. This man builds ships.
4. Some men build ships.
1.

birds
tree

father
apples

John
cousin

boy
ships

Things to Do. - 1Vrite two statements about each

of

the

violet
cows

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following: -

bee
"
brother

flower
book

top
oranges

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To the Teacher. -After pupils have written these sets of sentences
in combination, the work should be carefully examined, and pupils
should be required to correct errors pointed out by the teacher, or
detected by themselves, without giving reasons, except perhaps in
observing the conclusion reached in Lesson XXIV.

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PUNCTUATION AND

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A PICTURE STORY.

C~PITALS.

Things to Do. - Read caclz of the follow~tzg exercises, and
tdl .:wlty eac!t period, question 111ark, a,11J::;apital ·teller is
t1sed; also tell w/zic/z sentences are single"' statevients, and
w!ziclt are conneded statements, and wh,~~he~ there are any
sentences w!tic!t are not :Statement;.
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A large rat stole an egg from:.·, ~ nest.
hen ran to he r riest, and the rat ·rari away.

dren afraid of rats ?
animals.

The
The
;n
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"-r
~
n
chi!1 1 u
L_ "-tr .
*ats are very destructive

~.
uo1,,..1ce.
1"n1. ngs t o .w

this picture? -..

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--y

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I O\V

n~anv

Dc.rson~

o; ~t are they Jst;nding?

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Where is the

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r o c1~

HCl'\\" chrl th~y get

trl

1t?

\Vn u1d the 1-..-·at h~vr dr!f ~~~· d

gras s rn summer, but tlit:y feed on hay in the
\\i nter.
Cheese and butter a rc made f rorn the

away h:td it been securely Listened '
Is the rock above the 'Sater ;tt lri\\ tide;

miik of the cow. Sume people l.ikc milk very
much~
Buttermilk is also a very nice drink, but
some people do not. like it. Boots and shoes are
made from the skin of the cow after it is made
into leather.

\\· ith \ Vatcr at hig1! tide?

Copy each of tlze above stories, separating t!te first into
two. paragrap!ts and t/ze second £nto t!tree paragraphs, using
capitals and punctuation marks w/zere /key belong.

r~ it

((J\ (lc'cl

l)f \vh2t ar'--: the childrc:1 ;tfL1id?

Do you think the~~ :is any danger of their being drowned ?
Why?
-·.
What is James, · the oldest one, holding in his hand?
Why is Mary's ap~on fastened to the end of the oar?
Why is Harry shouting?
Do you think that some one on the shore will see the
apron _o n ttie end of the oar or hear Harry shout, and
come to save them?

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XXXVII . . NAMES SHOWING POSSESSION.

nuts so plentiful that the children's baskets were
soon- filled.

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The boy cried.
2 . Two boys cried.
3. The men sang.
1.

4. The boy's eyes are red.
5. Both boys' eyes are red.
6. The men's voices werefine.

Now rewrite from dictation, and be careful to writt· correctly the words slwwing possession.

Things to Notice. - In the first .sentence does boy mean
ih~) '

cl::in;; c: cl to shciv.: 1J<JS:~ '.: s~,ic\n?

zLJL:S

z\~rs rn c:ln

':.•. XXXVIII.

Things to !-{otice. -- f\ nt1cc

In the s'-·cc)r1J s~_'.~ltc n cc

(1nL·, nr n1o r(: th:1n on~?

~

\\.J1y is the s

t1 1 n :11J(Jut

u 0t ti~ S c~hno1" i~

f-it)\V

tf11.: fii~Jn\\'l, 1.

fii l

1
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p 1_d. tii~~>-· th·~:r f r 1~.n1 the fn tl n~.::-

i1w
outline : 0

2.dckd?
In the fift11 sent ence: h o\\" i .~ lio)'s made to s ho \V possession ?

COMPOSITION.

\Viut is ad ckd to show p ossession?

sentence do cs mo1 rn c~rn one, or more than one?
end ins ?

r. _Name of school. \\'here it is. Kir1L1 (Jf btiilding.
N um ber of boys' cbss es . Girls' cbs sL'.S .

In the thi rd

2.

Docs it

3. \Vint you like about school.
4 . How loner you ha\·c attenclccl the sch•nl

How is the possess ive fo r m of men spelle d in

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the sixth sentence?

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-O U R SCIIOOL.

When a name meani ng more than one ends in s, the
apostrophe alone (') is added to the s to show possession.
To all other names both the apostrophe and s ('s) are
added.

Things to Do. respect:'-

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Our sch~0Lis-~1h1;i.t e cl on Hancock St re et, and is
called Public School No. 3. It is a brge brick
buildina,
and......is very handsome.
~
There are .twenty-four class rooms. Eleven of
·these are fo; ' boys' classes, and thirteen are for

Wn'te t!te following correctly tn every

Three boys and three girls went to the grove to
gather chestnuts. ,
John carried the boys' lunch basket, and William
politely offered to take the girls' basket.
On the way, Mary's shawl was caught on a sharp
twig, but Henry soon unfastened it.
When they arrived at the. grove, they found the

0

girls' classes.
.
I like my school, because th e teachers are pati ent
and kind, and I am learning very fa st.
I have attend~d this school for two years, and I
hope I shall not have to leave to attend any other.
Things to Do. -

dictation.

Write tlzis composition corratiy from

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Use are in making a statement or in asking a question

NtnV wn"te a composition on "My Studits," 11szng the

about .more than one person or thing.

fallowing outline as a guide:~

To the Teacher. - Require pupils to give the reason for the use
of ·is or are in each of the sentences in this lesson;: also have the
sentences read rapidly around t.he class to p·ractice the ear in the use

Number and kind of studies.
Those reci~ed fo the morning.
3. Which I like best. \Vhy? ·
4. Teacher's rules during recitation.s.
I.

2.

~

of is and are.
. The~ di~tate the · sentences to be written, omitting is and are in
the. dictation;· a~( re-qu~rlng pupils to supply the proper word. Give

. attention
-

- ~· -Thi~gs to D~(;{~Change is to are, or are to is, in tlte fol, lowing senlet!Ct:;;·_,. ~ilun write from t!ic!!!fi,;ii , m:d ,tur.ctua!i'

...
!:

Things to Do. -

tocapita~ afid punctuation.
"
.

·p';operly :--:: · '. - ~~"";

Write t!te followiug sml!mces: - -

--- ' -::•

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· -

-~.

1. f.Tpjs

knife is new.
2. ··Are the boys here?
3>i:t1'e ·rose is beautiful.
~ Are t
cherries ripe?
5. : T · skate is broken.
6~: Are those melons good ?
7.-c That flower is white.
Are these flowers fragrant?
• ....

1.
2.

3.
4.
5.
6.

· 7.

The pink is a fragrant flmver.
Pinks are fragrant flowers. .
Is the pink a fragrant flower?
Edith is in the garden.
Edith and Ethel are in the garden.
Are Edith and Ethel in the garden?
H e and I are good friends.

Things to Notice. -

In \Vhich of the

zi.110\·c

4.

c
6;

s.:

sentences

is t~e statement made or the question asked about a single
person or thing? In each such sentence notice whether
i.1, or are, is used in , making the statement or asking the
question.
Now fjnd each sentence in which the subject means
rnmre than one, and notice whether is, or are, is used in
waking the statement or asking the question.
Use is in making a statement or in asking a question
about -one person or thing.

'i('.:.":\

-XL.

.i

IS, .A.RE, AND AM.

Things to Do. --- Use is or are in making statements an_d .·
in asking questions about t!te following, first orally, tlten w 'E.

· 1

' '·

writing: -

...

~

book
doors
boy
girls

apple
grapes
_picture
flowers

...
ruler
houses
shoe
pencils

bird
beets
bell
bread

horses
celery
currants
,.
cow

<

dogs
plum y·
street ,, ·
trees

55

54

they' II for they will.
I've for I have.
we've for we have.
i } c) ' zrc- f;J r !/!.:)'
1

/;~· ti,'i ~c.: iu:-

iz (l" l.Jt-'.

don't for do not.
didn't for did not.
'tis for it £s. ·
cai1.'t for [(tlz;zot.
for ?!(~'tr.
o'clock for ef the clock.

he's fo r he is or he has.

Caution. - N ever say aiu't or taiu't. N cv:-:r say !tc
dou't or site don't: say lie doPsn't or .site doesn't. Don't is
a contraction of do not, and no one would. say, He do 'not
}mow !tis lesson.
Things to Do. - vVrite eaclz contraction given above, and
tell of w hat word or words it is a contraction.
Write the following sentences, making all !he allowable
contractions p ossible: -

They are not coming. We have found them.
He does not know. We do not know. I have
heard from home. They will be sorry. They do
not hear. He is going away. It is for you I am
anx10us. I have finished my letter. . He has traveled over land and sea.
He will go to-morrow.
He does not know us. It is six of the clock. They
did not remain long. He could not lift it. He
would not hurry.
L . A LETTER.

Things to Do. - Write tlte following letter and address
t/1e e,nvelope, using the capitals and punctuation marks.

•.,.

/~Ill

((j>?~ ~~,-; ;!<".!/· ;·

f.<1 i'~' {'!Fl' 4

u c'cr

·....

.2f7/AJ~~~

~

-,

f!--

- -'-Jl. , - - -

::'--__.,/, "/' . ,- ...- j __ -/ :~-· --;~ /' j

/ /~--~-_:<

-- -- -

----

- - ~ ··

57.
Things to Do. - Write a letter in correct form to a friend,
inviting Jzim to go nutting with yore on some Saturday.
Tell lzim · what time yott will start, and wlzetlzer you will
carry luncheon along or not.

LI. EXCLAMATIONS.

Ah ! th'ere he comes!
2. H tirtah ! how the snow flies!
.
3. 0, ~v~~t a fine time we shall have!
4. Ohl.~\'!hat a nice pn:::sent this is !.
5 ..- .t1hs J):.iow pn<w th ey are!
6. Oh! 'fiow that did hurt!
7. Psha\v.. ! how it rains !

I.

~

I
I

~ -

" '.)..'

·

oes the first sentence express a
sorrow ? The second sentence ?
feeling of joy,_-o of
Does the fourth sentence express
'Tl•
"\.
.. ,, e third
sentence
.?

Things to ,.Notice.

I
i

STAMP

i
.

I.
'

:
-

I

I

I
.,

may express different feelings.
feeling of joy, or of so rrow?

Does the fifth exprc>'

,l

D ocs the sixth express a
\ \·h:tt f

i•1:,;: d: 1·.>

t 'r·ic ·

feeling of pain, or of :::;orr,.)w ?
seventh express ?
When there comes to us a strong feeling of joy, sorrow,
pain, or disappointment, we express our emotion in strong

I '·

language· that is we cry out, or exclaim.
,
' ~·
A sentence that expresses strong feeling or emotion

i<

is an exclamation.
An exclamation should end with an exclamation point (1).

·~· ·

59
Special exclamatory \vords are of ten used in exclamato_ry sentences. Such words should be followed by an
exclamation point, except the word 0 .
\Vhen the word 0 is used in an exclamation, it should
be a capital, and be followed by a comma.

statement end? With what mark must a question end?
With what mark must an exclamation end? Where else
must an exclamation point be used ?
What mark should follow the word 0 when ~sed in an
exclamation? How many of the sentences in these two
.
paragraphs are statements ? How many are questions.
.
How many are co~~ands? How many are exc 1amat10ns.

~

Things to Do. - Jlfmtion cac!z special exclamatory word
i n t!te seven sentences at tltt beginning of this !esso?t.
J.r~ ~·:.z,:' ii~' ,_' .S:.:1~' -',:J;:..-~·s a11J 1.:"';iz":.-:.: t:dr~fu!1) · ii:.~: j· .·1u..:tuu:i~)11..;
tl1 ( 11

7~·r//:· /;~': ·i r' ..!~--, :;.- t li~·/, : r·· 1 ; iz tlll:l juJ:'( / 110!1..·

LII.

~

1 r.,rej\·r:~;' .

PlJNCTUlt..'rtCJN.

pu ;1c t: 1.:..tlon .

Things to Do.--· (,'/; c' i/1c- l'c'il. .11'!! for tk· I I .ff c:f //;,· f' l !J!d!i·
a!t-:'l! n:a,./· at //' c' t'J!~l t_
/· ta(I! rf ll:t· fe!lc'":.l'ii?/; sc~ nt~· n.~ · c·s, t? J!ll
also fer ti!:'' Jf .r.,· ,· (>F t/:,· ((JJJlJJ!llS; tlt·cu 'Zt'ri!c· tlzc SCJ!/c·1!t"t·s,
bci11J; rnnfu! lo p1111c/lt(z/,· proprr~y: -

Corne \':ith me to the riw:r, J::cmc:s. Do you sec
those beautiful f1owers? 0, whzi.t zi. pretty blue
flcrn·cr thzi.t is! \\'ill you pid:: it fr1r me?
I )0

you not think
to mamma, for
Do not get
goes my hat!

it is pretty, James? I will take it
she is ill and likes flowers.
too near the water. 0, dear! there

Can you not catch it with a stick?
Oh! oh ! there it goes un d e r th e rock! Hurrah!
hurrah! you have caught it.
I am very gl ad to

get it again, but I am sorry it is so wet. · I must
let it dry in the sun.
Things to Notice. - How many kinds of sentences are
there in these two paragraphs? With what mark must a

Llll

COMPOSITIONS

A TALK 0:\

l:\SECTS .

~-:4"

'rh
t1 1e, lv.&t~'rf1v
the bee, t he \\;e:..;p, Zlncl th <..
l
c,., .a"
Ii ) :
X"" '- '---' •
'
grasshopper are insects.
E;ich of t1H~se insects has a hczi.cl, J. thorax, ztn
~

I

abdomen , and si x legs.

The head of an insect has two eyes, two feelers,
and a mouth. :
The legs of these insects zi.re on the thorztx. The
thorax is rnacle up of three rings, ztncl each ring
has a pair of legs.
If an insect has wings, you will find th em on th e
thorax also.
Things to Notice. ·_ How many paragraphs in this composition? What is the composition written about?

'Jlbt! words A Talk on Insects at the head of this com positiiom form the heading or subject. The first word and
cac:ht important word in the subject of a written corirposi- .
tion slhould begin with a capital. Such words as a, an. tke,
anti~ <PT, to, of, by, for, on, in, etc.; are not important words,
and sJtould not . begin with capitals unless they b~gin the
subj<~ ·
'flbe space left without any writing on either side of the
page is called a margin. In a written composition there
shcruild be a margin of about three quar!ers of an inch on
the lift of a page only. Begin each paragraph in a story
or co1mposition about half an inch af the right of the
ma.Tginal line.

1

•

2.

Mary has a sweet voice, and she sings well.
James likes pets, and he treats them kindly.

Things to Notice.~ In the first combine~ sentence site
is used to avoid repeating the name .l'llary.
What two words in the second sentenc~ a,re us,cd to pre·
vent repeating names, and for what name dqes each stand?
Things ·to Do. - Jn tlze following sentences select tlzc
words used inplacepf 1lamcs, and tdl Jo~ w!tat 11ame cac!t
stand;; then co.;,ibi1fe caclt set into a single sentence by using

tit~ joining.words, ,,~pd, for, or but:-_
~

Tilings to Do. - IYrite the composition /1eaded "A Talk
f'1n:seds," being careful to preserve its arrangement, puneJ::c:tu•r., capitals, al!d paragraphs. Git.1e. t!tr rr~asons f vr the

f ti'lia and

~ ~-

;{}!/.

"'.-,•.!v~.ff'.1r.r
-~"':i._.
.......
a.:o
-

t'CS':l
!,".',i,~
........!,",! ';P
... .....
__

it;,C
"..

-

Yciti

3 . J(Jrn

i\b ry lia:.; a.

Ji:sfik c::;

H :t rry.

..,nrl mP
J1,.,T"\o
!:"_!!'-· ~ .................. - ~

\Ve treat them kindly.

S\\'CCt \'OlCC.

l\Iary sing:-> well.
2.

.._, ~

4 . Nellie had a bird.
It fl'~-,,: ;,·.':a y .

WORDS USED IN PLACE OF NAMES.
I.

I go to school.
·c an Q'O with US.

rn•"p·-·t..'-=""_
n .- 7·;.;n••
£
, . I
•·
"'"'n',_ i...er~ JTG'JJ
..,- a1c"c.:t:on,

hehtg £oreful about capitals, punctuation, and paragraplLS.
LIV.

A:

--E-dfth
had a pen.
I.
.~
S~e\has it yet.

James likes pets.
. James treats his pets kindly.

6. Robins feeJ on y.,:orm s.
They devour them greedily.

\

Things to Notice. - I, me, It<", site, and it always

stand

f"

·• . 1·

"I'hUngs to Do. - Combine t!te first two sentences into one
snrtnur, and t!te .last two sentences into anot/1er sentence, and
write tkem as follows .

for names meanir{g only one.
meaning ·~~ .
1-Ve,
t!tey; and tltem always stand for names

tt;,

more than one.

y

To ·t he Teacher. -After the sentences are written in combination,
have them read ;iround the class so as to accustom the ear, the eye,
a~d the voCal organs to the use of such language.

In the second sentence, whiclt is .used both to .c onnect
the statements and to take the place of the name slate.
- \Ve use who in the first sent~nce because it takes the
place of the name of a person.
We use w!tich in the second sentence because ,it takes
the place of the name of a thi11g.

LVIII.

Subject:

. Use who (or w;hom) in place of the name of a person.
Use which in place of the nam~ of a thillg or an animal*

1. Mad~ -; of
. b;i.

LVII.

2.

Mary picked a basket of strawberries.
The strawberries grew by the roadside.

3. I have lately been reading of Elias Howe.
H e im·e nlccl the se wing mzichine.
4. The girls brought h o me some b c:rntiful shell s .

They found the shells on the beach.
5. The florist gave Paul some choice plants.
He carefully planted them in the garden.

paper .

.,_~.~·;

;<--~--

JOINING SENTENCES.

Henry was very fond of his dog.
His uncie had kindly sent him the dog.

MY READING BOOK .

z. Pro foded
by covers.
.,.

3. Printeil matter arranged m lessons.
4. sdmt!lessons are stories.
are descriptions of picture~s.
.....,.. 5.
6. Wh/~J. like my book.

Things to Do. - Combine cac!t of tit~ following seven sets
of statt1nc1its into a single sc1ttencc, a·ccordz"ng to the dircc,.,
tions i11 the preceding lesson: I.

COMPOSITION.

Otf1crs
.:. ...._ ;·

~

i

I

-·~·

Thin::i-s to Notice. - No_jce what is written below from
the fir;t and second
of the above o~t'.inc, 11l;lki11g
. the first and seco~ifYaragraphs of a compos1t1on.

l s

MY READING BOOK.

i· er book !::> called Swin ton\ T1 1irc1
y rcac inw
.
.
Reade r, ancl it is rn:cck of rncc white paper.
The book is -bound with stiff covers, to keep the
leaves from bec9.ming soiled and torn . .
1\ .1
n

.,

"

6. ~airy accidentaliy found the nest.
The hen had carefully hidden it.

Things to Do.-'-. Write above paragraphs and finish ~lte ; .
t· · •
p ts of the outline
composition, using 1/ze four rematnmg ar
' ~~ .
and writing as much as possible about each part.
:.

7. Have you ever read of Samuel Morse?
He invented the electric telegraph.

,,..
· th outline on the ''
To the Teacher. - For another lesson wnte
e. . .
't the whole compos1t10n.
.
'I
blackboard, and require pupi s to wn e
·
.
LES. IN LANG. -

5 ,

6<)

68

\Ve at last reached the. summit of the mountain, and obtained the view - - - - we so often
had lo~1gcd_.
2.

3. The little girl - - - -

b"; w:-:s fo und

s1t ti n,~

on

J.

we

had searched so
rock by t1 1c :- i \C L

ii7/
\I

-

-i· T h e old .,
c.rcntlcrnzm - - - - vou \ \"Crc lookino ia rhc cro wd i:; standinu
.._'-, bv
.I the door.

-

(l

r

to any person olde r th ;-i.n hirn:-.~· lf \\ hu

THE CORRECTION OF A COMPOSITION.

Things to Notice . -The ddc (8) means to omit .
The card (J\) is used to show an omission .
The m ark of fo1f.!cr case (I.e.) means a small letter.
The paragraplt mark (~) indicates a new paragraph.

I

t(.

No"/

Things to Do. - lVn"te t!tc following composition, correctingal! errors t!tat arc indicated: -

- he \Vas unselfish.
Politen c;~~ s thoughtfulness combined
with p
fishness, and therefore it is
· a s e lfi s h person t o be rea\lv;
hard ·for

polite.

A YOUNG GENTLEMAN.

Sp./

l

h c ·w o u 1cl r isl'. an c1 () ff c r it to a h cL

~

L:'<i.

He always allowed ladies, both young
and old, to pass before him out of a
In fact, he never
room or a house.
walked before a lady, except m going
he h'.'tpn~ned t("\ 0\C'UPV

Paul Bentley was a very gentlemanly
lad. He was not a coward, for he allways
took the p·art of the smaller and weaker
boys.

He was courteous to girls and to ladies,
8/ and he he always raised his hat when
o/ Cap./ he met them J\he even raised his hat to
strangers · when they were recognized by
his companion.

LXII.

Things to

COMPOSITION.

D~~ .~After examining
your)sclwol dt'sk, and
,/-" · d;
p r/s and /iat
1

r1
talking about tlte names oJ tis lpITeren / a
' .
t!Ley are made of, wn.tc a composition from t!tc fo!lowwg

outline: Subject:

MY SCHOOL DESK.
\'-·

Supports. - Material; how fastened to box and Hoo:·
Box. - Kind of wood; length, width; number of pieces

.\

...

and their names; how coated.
Top. _ Sloping ; the reason ; groove ; its use ; rail;
general uses.
)

··~-. -'__;

· .".. ..r -..

.-"'~~ -·~.:'t

\_ j)~{·:~.;·!;::~·-'":.. · {:.;' ,;-·: -->~

~-

~- -

71

70
LXIII.

- - - __,. -

LXIV.

A PICTURE LESSON.

THINGS TO REMEMIBER.

A sent,ence expressing a command; a wish, or a request, should
enii with a period.

of

The name
a person spoken to should .'be sev~ated from the
irest of the sentence by a comma, or by two. commas.
A name is usually made to mean mor'e, than one by adding s
-;..J-

,·;,c

es.
: ,.;, c'
When a name meaning more than one. en:d:iS in s, the apostrophe
alone ( ') is added to the s to show pos~~~~i~~.
To all other nouns both the apostrophe ~d. s (' s} are added to
den.ote possession.
., .·,:;·.
Use is or was in making a statement of in asking a quest ion
about one person or thing.
Use are or were in making a statement or in asking a question about more than one person or thing.
When I alone is the subject of a sentence, use am .instead of
is for the word that tells.
When. more than two words of the same kind follow each other,
they should be separated by commas, unless they are all joined
by a connecting word.
The words I and 0 should always be capitals .
A name gi ven to a particu12.r one of a cl;iss is called a po.rticufar name, and begins with a capital letter.
A name that belongs in common to all .of a class is called a
common name.
When a common name becomes a part of a particular name,
it begins with a capital letter.
A period should be used after an abbreviation.
An exclamation should end with an exclamation point.
Use who or whom in the place of the name of a person.
Use which in place of the name of a thing o~ an animal.

()r

...

~10;

THE ROBIN.

"My pretty little robin,
vVith coat so very gay,
I hvt ' y nu come nn purpose
To d_ine with me to-chy?
" you know that you are welc.ome,
Com~-, robin, when you will,
Because you sing so s:veetl y
Upon my window sill.
"Some nice soft crumbs I've sav'd you;
I thought that you would come:

\.·

72

73

So pick up now your portion ;
The rest you'll ple~se take home,

The farmer tries to shoot the sparrows, for they
eat ~is grain. Do you think he knows what good
they do? They eat a great many bugs that do
harm to his grain. ·
There is a~ kiq_d of sparrow which has a white
throa t. Sparrow$ of this kind sing very sweetly in

" WheTe Mirs. Robin Redbreast
'
With bonny children thre~,
Are :waiting for their dinners
At home, in yonder tree."
iii

'T1dngs to Notice. - \Vhal is the suL'1, """•'" t o'l ''·
· Ulc:Cc
·
Lill:>
u1r
poettry? How marny lines are in e'a ch stanza? . _Which
lines begin nearer the left margin,' tile ~first and third, or:
the :eco~d and_ fourth? How many lines in each stanza ·
begm with capital letters?
· · -' .

!

th;.. surino-.
b

~_in.gs

to Do. -

"and s upply all

-"~~~

LXVI.

f;,

r.!Jf!/"f
fl/T f '; "' i ' •
_t.... r ... t.-L.:.'t.-';;.L.·rt,;

-T'-' ~

-~-C. ~-.._t

th<>m <:incr?
~
1 ! ' -; <f

..

... .._..._.:::,

•

o~i~si_3!{.§:1f
7

-~i~~

REPR:.6 ptJCTION, AND QUOTATION MARKS.

.

~

.

,_:>"'~·

THE FOX AND THE GRAPES.

Read tlu selection carefully, notice £ts

1" 1"ar"r
1/:..C
,,.· ~"It.
· f..i,
L <-J £:;
/:..Jrt..,~ ;_.!J(lf;·LJ j] '0 ant.f / /;.f"
......

.l-~:·r.~. ;-\,.4

~~rrT"'> n ho
'
' '
'.'. . .
•
• ~ T ' h,":;;-o _..: .~" -'"· 1-..o. thr.z
T 0 t ilc e..c 1;1. · ~-«·· ' l L~ L ., ' ... , e f"' "S"T'"" on the [ll1CKuoaru,
. - omitting all puncttii tioh) narks and capitals, and require pupils to copy,

Every line of poetry should begin with a capital letter.
1",,7,_,,,.
Jt·
. r"'*'J

H.·'"''' ,.,-,., ''"''"' ,. hr1rrl

.l

V

..~ Fl'-..BLE.

i..r:.r.:il
<#-f' •

his thirst, sp°ied some clusters ot grapes hangillg
-For a second lesson have.pup1·1 s· turn the poetry
. To- the Teacher.
.
mto
prose,
using their own languacre
Put \"hat
· sa1"d m
· the first
•
•
"' •
•
IS
s ..:i::.?:1
?nto
par~~ph ) wh::lt ·ic: ~~l<l in thf" c; P nnrl c:-t"ln"7
•
+'I' t one ··
,
.. c ...... - --·· " :l into

anou~er,

uu

gra} ' b .

H:i'c puµils wntc an origin:il story from the picture.

r'

•

cu1nu1ne vonJ.t is s;iid in the ] 1:-i
-1
"
.
l~\U
_

.

_

•

LX V .

c

•
•
lntU

•
the t1tirJ

. . p:lr:-l-

PUNCTUATIC• N .

~ings to Do. -_Read tlte following \ selection carefully,
nutue tlte punctuation, and give reasons for tlte use of all
tke narks.
THE SPARROW.

'The sparrow is a very saucy little fellow. He
will hop about under your feet and seem to
"Who is afraid?"
say,

just too high for him 10_reach.
Tl1C' f ox ~tnod 'a fe',V moments gazin~ wistfully at
the pu r ple clusters. Then he rnadc an :.ttkrnp t t()
reach them by leap ing as high a:-o h:.: c1lu1d. hu t Ji ,,
failed . I Ic tri ed :1g:i.in :i.ncl agct.in until his efforts

made him quite weary.
At last he turned away, and said with a sneer,
"You are sour things, anyway, and are not at all fit
to eat."

~:'.
""

.:\ 2

Things to Notice. - What kind of story is this called? ,.
What is a fable? Why did the fox wish to get the grapes?

75

74
LXVII.

. \Vlly could he not get them? What did he say when he
eo>nld not reach them? Did he really think they were
saour ? Do people ever pretend not to like things they

Things to Do. - Write t!te following story, being careful
to notice t!te quoted words and to use the proper m~rks : -

team. not have?
Into 'how m~ny paragraphs is the story divided? What
!t'-~m m:n k s a re placed before and aft er what the fox said,
!:£; sh a\V t ha t t hey ar c not the ;vor<ls o f th~:. \v r!tc:r o f tl-1c
J
~- -o!iy :

\ - -, ·

•
.\ 111cn

\V ~ty

1 ,l
'
c:o •i..n:..:.
4-1.u
:J.Ll u.:.1. .
1

t •

b-:~innin~ of th e fox's spcc:ch?

a ! the end?

·- , -1 •·• -

~~~

,,.'li

gen tle man p::i.ssi ng a ganlt:n

t}

\Vhat punctuation m:nk st:inJs between tlH:

.h

)'~}u r

~,\Ir fl

KEE PING AT IT.

\\'Lich \\:~ y du th,: y turn

.
,r, . .. ...,
· ; ; ' I /. .
Tr:, 1ngs
to D o.- nJ> ·J .:,.
11 c :-/ ,( -~r l J'1
t}f
1 ,.:
r=
•
"
r
,
.J,"
-f,f;11
•
P,
,
.,
__
,.
al.
'
l'.1.
i
.
r
t·r·
.l.
r
·.i·.i·r1J.'
r_r!'!.Ir::-·s
Jf't·tf? f(,{ . ! n d
s 7L ~ 1~)' i!!

.

11L . . ih~

A COMPOSITION .

o :.

1

1:

-

....

( l J/ ( l '

.r ·•.fi .rc?.·_Jt T/r.·" 1~ /,·.c:~.
..:

1.--

. ; t1ncy
- ,([
~ ..
unlit
c

!a 11L:;it'1?~)}-t- .

{",11 ! 'l!C:>1
; .·11 ,'"Li..,-'
1
-·

Things to Notice . -

.
11
!
W: · 11·: ~ · l/, .sic;_·'.• ' f reiJ! ri:(/11tu l!: t !' /J:"~r
1'or ano ~ ,tt.:r ~.),_,~- li-<- ... . .....
t:di«ful abaut tlz~ qtt0!11f/(l;1S
F u " a tUrd frssr:t: rPad tl!r stnry .care.ful(v, and tltm l't~FO-

\\' hen the ex3.ct worc1s tlnt :i. r e

1 1·

i'-j}c:t)kcri or \vrittcn by ;:inoth c r and introduced into one~ s
n1i;,n compositi n n

lxgins \\·ith a

rn:=i k e a com p let e sentence , the quotation

cqiit~d.

1

f(_

'

'

When a quotation is a complete sentence, it should begin
with, a capital.

LXVIII . • HAS AND HAVE.

\\'hen :i. ch:inge is nude in the quotcc1 \\'or cl s, so t int
;~he quotat iu:1

i:-; not cx ud, nu quuLltion rnJ.rks arc: us,_·cl;
1.

1.
'.'2.

Mary said, " I am delighted with this place."
Mary said that she was delighted with this place.

The quotation m the first sentence is called a direct
tquotation; that in the second sentence is called an indirect quotation.

2.

,
3
.
4

5.

6.

Frank has a fine watch.
Frank.and John have fin e watches.
This boy has a good record.
These boys have good records.·
Has John seen the flowers?
Have the boys finished th eir work?

'

we any peaches?
in Boston yesterday.

19. -

Tbi)ngs to Notic·e. -Tell whether kas, or haz1e, is used
above in making statements 'or in asking questions about

20.

I -

a single person or thing.
, Use: Jzas in making statements or in asking questions
about & single person or thing. ·
Use: lliave in making statements or in asking questions
about more than e>ne person or thing.

Things to Notice. - How have you filled the blanks m
the thirteenth sentence? Is it right to say, "1 lzave a fragrant flower"? Is it right to say, "She Jzas f- fragrant
flower" or "They /zave a fragrant flower·,, f
.

Things to Do. -Read tlte following sq itences, using is, are,
~vas, wciTe, ~m, has, have, or some/!tmte, in each blank
.· space:'., ·-,,

~~i~~s to_Do~-:~}yrite the above scnte~zces from dictation,

~f~s.

Ella - - beautiftil
2.•· Joe and Ned - ->1.qke pony.
3. This o:i.k leaf _ _::.red.
4. These maple leaves-·_- · yellow.
5. - - he and John coipi~g?
6. vVhere - - the oars? _ - c
7. Joe and Fred - - the oars.
8. Here - - the basket and bait.
1 ·'

() . - - t11is door stron(T hincrr·c..;?
._
•
1 o. I - now in good health . 1 r · /\ - --- is a snnll stream.
li\·c in a brook .
I '.?. -- I 3. I - -. a fragra~t - ---. .
14. Charles - - a nice kite.
\
~'"::>

.~

We use have iri a statement or a question about one
person whe~ I stanas for that person.

and supply the..:~~·-ifJJr.tcd words. Aftt·r the sentences have
been written, reaflt~ndt aloud distinctly to acmstom the ear

- ~"" ..

- ·: - •

~~,~:::~;.;i!~!:?

to 1/ze -correct u~eJJf
it!ze words.
"'" .....
.:..:~.,-··

.. LXlX.
.

,

;

~

.;

LETTER WRITING.

...:-·

Things to N~tice . _:_ Wh.en ·a person receives a letter,
court~sy requit:_es that. l 'should answer it at once. To
do this he must ~ where to se~d his answer; and,
that the reciple'dt"- may know whether the letter has been
cklin:rccl prnmptly or not, he w ishcc; to know w l:eu it was

-~

\

IS· - _- produce acorns.'
16. This - - makes a nice shade.
I 7. Apples - - wholesome food.
18. - .- Nina and Mary here?

written.
To tell this in the usual way would require something
Eke the following : (I write this in) Cooperstown (in th('.

St~1tc of)

1\c'v Ymk

(on) January 8th (in the year) 1891.
This, howevi;/can be much shortened by omitting all · ~
the words inclos~d in parentheses, and placing commas ; ·betvveen the wo~.ds\vhere the omissions occur; thus, Coop-

k

erstown, New York, January 8th, 1891.
,
This may be placed in the upper right-hand corner of }'·
·~· '

79

Mamma says that I may have a tea-party next
Wednesday afternoon at four o'clock, and I shall
be very glad to have you come to take tea with us.

the page, occ_upying still less space, by an abbreviation ?f
some of the words : -

Cooperstown, N.Y.,
Jan. ~th, 189 I.

(Subscription)

It is well for a person living in a city to state also the
name of the street and the house number; thus, 124

•

.

LETTER

the different JJia~·in the heading? Which part of the
heading is the'}~tl~ths of the writer ? Which part is the
d~te ~f the lett~~tS~What two parts, then, does the heading

-

WRlT~NG.

Things to Do. - Write t!te following letter after noticing
punctuation, tlze ca}ital letters, the margins; tlte paragrapl1s,-a1td the arrangement of tlte different parts. Do not
copy the names of the parts.
(Heading)

(Sa1·.i~ation)

(Body of Letter)

~ rccci·vcd i bcJ.utiful

Cl1i112.. tca.--sct for

7

1111

Cl1rist-

mas present last Thursday. There are a teapot,
a sugar-bowl, a milk-pitcher, a b'read-plate, and a
cake-plate. And, besides, there are six teacups and
saucers and six cake-plates.
Each piece has a gilt edge, and all the dishes
are so thin that I can almost see through them.
I shall have to be careful not to break them.

. .,.... ..,,..,,,,;
.

.~

of a fetter contain] ·.:'.
. What ~ark ~ is"~p~t after the salutation? What mark
after the subsc1 iption ? w at after the signature, and the
address of the p-erson

t)!f

Dear: Ellen,

·-

Thi~gs to "NGfi~~f::__ Why are commas used to separate

Things to Do. - rVrite from dictatio,;z tlte two foregoing
lteadings, putting caclt m its proper p{ltce on the, page and
i1Z t!u proper form.
..
LXX.

(Address)

Mis~ Ellen Milb'tirn.
"
··~

N~~

Verona .:Pl., Brooklyn,
Jan!
&th,
1891.
.
. :,;;.
.

Your friend, (Signature >
Ella Cochrane.

II

ten to ?

Things to D~ ~aw t!tree or more owe/opes on your
slate. Direct '/Jie first like tlte one below, and tltc ot!t: rs to
sn,n p (lf your friends.
Draw your envelopes t/1rce wcltcs
-

~

•

,

7i.Jldi· a11d j n·c t11C11c·s

b.: '<.v'titt,,·;;

01

a

hJ:L.

/

1!111 . il

_...

, _, -

'iuar.c

/·,df;:niy

r

,. 1 , ,,-

u ' ·..:.·

fi,-t;:t'tl'll

l/:.· n 1 r:~ ·,_ : ~\· 1~ :;,-/I
·-

·

tltc· top a11d tlic botto///.

(Superscription)

}

·Miss Ellen Milburn,

'·

..

: ..
!• '
\~

Watkins,

Ne\v York. ·

1''

-----

-·- - -

- ___,,

81
80

LXXI.

Things to Do. -

:.-.

.

Verona Pl.,
Brooklyn, N.Y.
t

.

_.,.

Caution. - Do not use both Mr. and Esq. with the same
name, or either of these two titles with Dr., M.D., Rev.~ or
D.D.
.
But we may writeRev. Adam Clark, D.D. ,

.}

expect to ret:ir..n

Rev. Dr. Adam Clark.
. ·:

FORMS OF SALUTATION.

Madam:Dcar I\Iacbm : -

Dear Father,
My dear Sister,
Dear Mr. Brown,

Sir:Gentl emcn : My dear E lla,
Dear Uncle James
\
'
Dear Miss Brush,

FORMS OF SUBSCRIPTION.

Respectfully,
Yours truly,
S_incerely yours,

Very respectfully,
Yours respectfully,
Your affectionate son,

Write letters, wing the follo wing !tints

as your guide·°,--;Suppose you are to have a picnic in Prospect Park,
- and you wish to invite a friend to go with you.
.
.
In the first' paragraph of your letter state the fact that
you .are going pt 'h he picnic, when, and where, and tell
· why . you think~_ tl\,e place is a good one, imagining the
. re~sons if you ao' -~ot really know.
.
-.
.: . ~•111; ' t_h e sec<::m4·;fp~ragraph state who are going, giving
the "nan'ies df . f ofit'"triends, invite the friend to whom you
.,. ~~ , . . ""°·.!, ... !·.~"'"''.
are writing to go '"\vith ·you, and speak of your hopes- as
to the weather ori :·the day appointed.
I~1 the third -P~~~graph Jell -..vhat arrangements you hive
•
.dli!f'
made as to lurich, w~ lt is to ue e aten, and when you

Miss Edith L. Wilson,
1 24

LETTER WRITING.

I

1:

e.

Another lett~r may contain, first, the mention of an invitation to visit a cousin . _in the country, and the preparation for the journey; scc tmc1, inci n cnts of th e visit; third,
reg rets on leavin g and the journey h o me.

uote: -

Friday Morning, Feb. 9, rS9r.

" ).-

t '·

Miss Ida Bradbury, .
Please excu;e Henry's absence yesterday. He (
was too ill to attend school, or even to leave his \~
room.

"
LES. IS LANG. -

Yours truly,
Beatrice F. Howard. ·
(j ..

85

84

M>. \\."'e have plenty of - - sort of pears.
1 J. John - - a large r kit e than I - - .
Ella and I\Iay gone to school yet?
12 .
! 3. - - kind of apples - - S\VCC tcr th;in
kind.
r .t. - - - n 1o u11t~1n i s n earer t1 s than - i; .
m oun tain is farther awav than - - one
I :>- . -

wished to attend your party, she szi,id I might go.

a

\Jll\. --:

.I

-

·'
tnc
\ \ .il \ "
,

·•

i.

1

< ~u

:,

bL;~_k

!!

1
_

t :

~

_
-.... •

:-- ;_._ ·

~c·1 1~ c- 1 1 1c: ,

1 ·• '-

.lll• l

r •• - t.' '.

11h 1- ;

'\:

J

\ \

i

li~

l

Tt:ings to Do . 1ms<-~•,,1 tv

'

/

Ll/V,U.;)

'

:
_,
L'lllllll.lt.
''.

"

pleasant tirne

\V e

may ali have together.
V.&. .V. . . . ,,,..
f,-;
0nrl
l4.l
J. .l l \....1 &1.... t.,

Miss Ella Cochrine.

Ellen l\Iil\Jurn.

l

fl \' l l l ~ L\. \. . l ) :_l
.

,_ , .

\ \ 'h :1t \\ (> r d sh •_1l:! d

in t lL: L'i ,-~h ·. h :-<· n k m: l·, :lll rl 11-hy

LXXIV .

. '

1s- .

II

Wasn't she kind ?
You may expect me, then, next \Vecln esday.
ndorc that cby comes I sha11 nfh'n think of the

i

LETTER W!<.ITING .

!1 '1 i!L _li om

rll1!a!i'1!J/

/,!,- f1//,J z,•111.:;-

t/1c· ldhr lit Lcssun /,),.',,\'.: -

Dear Ella,

Watkins, New York,
Dec. 29, 1890.

Your kind invitation to your tea-party next \V ed rn.:sday \\as rccci vccl too late last Sal u rd a v for a
n.:ply to rc~tcl1 yu u on that day, so I waited till this
rnorn1ng to write :111 answer.

At first rnarnrna h es itated to o-ive h e r consent
;::,

J

as she had thought of taking me with h e r to visit
Uncle Henry. But when I told her how much I

Things to Notice. - Is not th e clo g shn\\'n in the picture
a faithful animal? \Vhy clid not the rn:ticl on the \1·Jnrf
k ee p th e child close by her s ick, so that it cou ld n0t fall
into the water? Was she faithful t o h er duty? Docs the
doer hold the child's h ead above th e water? Does not
b

86

the man in the boat deserve praise for getting to the child
so soon after it had fallen into t he water?
Things to Do . •

.,..

••.

•

li'ri!e t!tr·

, ,.

!it ::.~ j1_.J fl Li ~ i) /J!.._S'

l -:-u t / l i !c.

i? :,~

•

S'ubjfft:
1.

sf(}}y
r

17 .._fii lcl c'

of ffr,:

1(

s !.l!J;

Things

.~ n~ ri ~ -· '.'

valleys
turkeys
monkeys
( l! ! l 11!1i:~ \ , ;

\Ve also see that the ah o\C nJ.rnc:s
· - f (\ r rn. ?\ ri '. i,· t'
e nding in .J' s irnµ iy ac.c s tu c ti n r~;_; c +>
u ;(~ lc
al so th at e , r, or e c u rn ·.::s bcfnrc the~ y rn ea c h nf t!i ,_. ,,l'.

A F :'\lTlfflJL DOG .

t r)

Notice. 1

T\ Ll icl st:rncl ing o n \\ha rf .

1 '

words .

5. Man in boat

W hen a n a me ends with y, ha v ing a. e, or o befor e it ,
s onl·· is ad d ed to make it mean more than one.
Ot~;r not~~s ending w ith y change the y t o i and add es

6. C hil d saved .

to mean m ore than one.

NAMES

Things to Do. 1ia111es: -

fly
lily
lady
city
pony

'

r h

lu y

~~ -~

Chil d st rugg l ing in th e wJ.k r.
3 D og seizin g child.
4. J Iolding chiicl a bove watt.:r.

LXXVI.

valley
turkey
rn onkey

days
keys
boys

day
key
boy.·

Y CHANGED
MORE THAN ONE .

ENDING

IN

TO

Write botlt forms of t/t.e following

flies
1ilies
ladies
cities
. ponies

daisy
berry
story
candy
cherry

LXXV I I.

MEAN

daisies
berries
stories
candies
cherries

Things to Notice. -We see that these na mes ending
in y change the y to i before es is added to make them
\
mean more than one.'
Things to Do. - 1¥rite botlt fon11s of the names at the ·
It>} ef the next page.

bird
birds
oxen
boys

_,

- ~-

U
,..,..,~E

._boy
man
men
fly

OF POSSESSIVE FORM.

child
children
rabbits
cousin

women

ladies
turkey
girls

Things to Do. - Use the correct possessive /om~ of t!te
above nam es fn :t/te blank spaces of t!te followrng sen-

tences: I.

2

•

.
3
.
4
S·
6.

Th at - .
The --=-These _
The__:.:
This _
That _

winer
o is broken .
nest is lined with feathers .
burrow is very long.
.
father bought them a pony.
mother is ve ry sicki
horse is too frisky.

-- - - '

89

7. Th.e - - voices were musical.
8. The - - conversation was interesting. .
9. Thie - - coat is badly torn.
10. Th·e - - dresses were all neat.
11. The -- - yoke is very heavy.
i ~ - :rvr,~ - - t.r. ='k· ~~ nc:ttl•,c col.~erecl.
I 3. The - - legs arc tangled .·
..
r 4. 1 n.e - - wraps arc 1n tne h.a11.
1 5. The - - egg i.:; speckled ..
r 6. The --- room is vcrv n·cat.
•

Things to Notice . -

..

'

The little words 11z_r, o::r, _r:·o1tr, !:is,

!ur, its, and tit.cir show possession, but they . are never
written with

3fl

·

,_~:f::~-t:::: ;~:.i'~~:; -!:~\

<-gg

'"T"1

- - .- ' .. _._'--'

apostrophe.

I

I

-i"f.;_

The intelligent animal looked at the robe · a ·
moment, and then at the man, as though he would
say, "Y.ou are very kind; I know the robe will
keep me from slipping." He edged around until
his feet were upon the robe, and then with a great
cff.·:,rt 1-ie :;-ot t1 I")·
The driver tightened the harness, picked up and
shook the 1ap robe, gol inlu his wd.go11, z,1,d dro·;c
away.

.

_

Now do voti-·not admire the driver's kinrlncss and
~
. d w::i.s no t ti.1c JlOf:-,_
-p an
t 11oucr1h t f u 1,ncss,
an
, intcliif!,C'nt
_
0

animal?

_._'J,.'

·1

To the Teacher. -For ::mother lesso n rc:ul. th e selection not ncorc
LXXVIIL

REPRODUCTION AND PUNCTUATllON.

Things to Do. - Rard tl!e fo!!ou.!ing selection carcf11!!y, noticing words 1-ndicating possession, and quotation
marks:A GOOD . EXAMPLE.

Th_e other day a big, fine-looking horse attached
to a grocer's wagon fell in the middle of a slippery
pavement.
The driver did .n ot jump down and whip the horse;
;is many drivers would have done, but he got out of
his wagon and loosened the harness. Then he took
his lap robe and spread it upon the slippery pavement near the horse's feet.

than twice to th e class, ;inc\ then require pupils to reproduce th e story

in their own words.

LXXIX.

COMPOSITION.

Things to Do. - From t!te following outline wri!I' n
compositt'on w!t~'clt may be, or may not be, like t!te writtm
story in t!te preceding lesson: Subject:

A GOOD EXAMPLE.

Horse fell; pave ment slippery.
Kind driver; loosened harness; spread lap robe .
3. Intelligent horse; put his feet on robe; stood up; ';
driver fixed harness; drove away.
4. Thoughts about driver and horse.
1.

2.

J

_;~i2T'i?-r~A'.£'·~~~~~::. -~ ~·~~~· ·

., 94 ····';"." .
LXXXIV.

~.
~

3. The boys look happy.
4. The boy was hungry.

A COMPOSI'TlON.

Things to Do. - Give the reason for tfir.r use of ea;ch mark
·~f punctuation :"1t rlu fol!ozving descnpli.JJF:: -

-

~,

Tl._ : ~
_l

11 l

::>

~""1~

d.

fJ j J l L.

... ~ •.

\'w a..:J

"~"Y

.,:, u u J. •

6. The ['"ir1s seem n1c~scd.

i•i·-·:

Things to Notice. - In the first sentence what word 1s
used to asse rt rou11dness of the earth? Does is express

The hand is one of the most useful parts of the
body. , Each hand has a back, a palm, a thumb, and
four fingers.
Th,..,,
llt..:
#c

h - r·- r~ -

.ll.i. 1 (~..__ 1

_...
. . . . .. ~-'~1 :~ -_\L

t--

LO

th11C: tnl!mD
,,
1

..

!~~

:,..'l
l fiC:

r

action?
- What is the asserti11 g word in the second sentence ?

;r

r o r{:11:i~cr.

Thi: one nc>:t to thi::; i:-; the middle fin;:..;c r. 1 iow
lo:1g and brgc the middle finger i:~ 1 Diel you ever
notice this?
The third finrrcr
is called fhe nng
<J
Do you know the nZ1.rnc of the fourth
finger.
finger?
\Vith the aid of the fingers we write, drJ.w, sew,
knit, play on musical instruments, and do many
other things.

tc11ccs?
None of the verbs in thcs1..'. six scnkncc:s cxprc:ss ac:t i,•r1.

. ·. .,

but each asserts . \Ve lcarnccl in a p rc\·ious kss on tlnt
some verbs express action when they ass1.:rt. There ar c
c·n1y a few w ords that s imp ly assc..:rt. Thcc;c few 11·nrc1s

arc a1so called verbs.
A word that expresses action or that simply makes an
4
assertion is a verb.
..~

Write t!te above from dictation, being careful to jrmzctuate
mu/ paragraph properly.
To the Teacher. - For another lesson wril1e in solid form on the
blackboard, 0~1itting punctuation marks and capitals, and require pupils
to br~ak up rnto sentences and paragraphs properly. Ano ther lesson
may be a reproduction in the pupils' own langu.age.

. LXXXVI.

Things to Do."- T-Vn'te a composition about "S!tocs ,"

being guided by tltc fol!o ;viug outline: Subject:
I.

LXXXV. , VERBS THAT ON"Y ASSERT.

Things to Do. -

Write tlte following smtences: -

r. The. earth is round.
2.

These apples are large.

COMPOSITION.

2.

3.
4.
5.
6.

SHOES.

What made of in this country.
Na mes of parts of a shoe.
Different kinds of leath er for parts.
How the parts arc fast ened togeth er.
Oversh ~e s, and what mad e of.
U scs of both kinds of shoes.
I

9i
TD the TeacheJr. - Before the pupils begin to write, the teacher
sh1(11Jl]d talk to· them a.>bout the subject of the composition, and see that
they have, at least, th! i.nfor111alio11 suggested in the outline.

L ;,;·{XVII

VERBS · PRESENT, PAST , AND FUTURF:

Things to Do. I.

5. l - - - l(1rl c: ye:; Li.. : rclay .
~6. Will_iam · ~ -some water a minute ago.
-·~ 7. ~1v
"1-llry
" a1w
, · ~y::i
-': -- - - he~
\'"O~l- ,....;,.."1"
-' ' ' ' "" " " -·" 1 ·

1Vnic tlte Joi/owing sente11a:s: -

I .spc.:1-ik to you now. _:·
I .~!10Z.c

Things to Nutice . - I n eve ry sentence the verb rdcrs
tu .s;.Jmc: ti m e , cir:hcr jh·scnt, or past, or future.
Time now means present time.
'Time gone means past time.
Time to come means future time.
'Vh.a t time does the verb express in the first sentence
yoiu have written? In the second sentence? \Vhat is
t he verb in the third sentence, and what time does it
· express?

Things to Do. - Change lite verbs in t!te following smlozccs so as to cxpnss past time: -

James likes his school.
2. I miss my lessons.
J. Sarah mends stockinrrs.
b
1.

4. Boys - - play better th an study.

T~ME

to you ycstcrciay .
3. l rL'tN speak to you to- m orrow.
'.?.

I - - him an hour ago.
2. That b o y - a snowball at me yesterday.
3. My father - - me early C'':ery morning.
i.

4. We like our teacher.
5. He likes the. country.
6. They see their faults.

Things to Do. - Supply tlte blanks in the sentences on
th' 1tc.rt page witlt tlte present or past forms of suck of the
verbs found below as the sense may require, and tell the
ti111e caclt verb expresses.

i

!

8 . l\1y~ lJrut1;·e r - - four miics ycsicrcby.
9. Yell ow roses - - in our garden last June .
P i<ES~ST FORMS .

sec
throw
call
like
am

PRE.s r: :-.T

PA ST F o ~~ts.

F c•R\t_-; .

cl raw draws
docs
do
walk walks
grow grows
goes
go

sa\v
secs
throws
calls ..
· likes
IS

l1 AST

F cF\l -~..

d rew

did
walked
grew
went

Things to D~. ~ Cltange tlte verbs in the exercise in Lesson LXX VJI. to express present time.

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LXXXVIII.

JOINING SENTENCES .

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Things to Do. - · vVrite eaclt of tlte follo-zving sets of statemods as a single sentence, using as connectives tlte words
·
·
in parentheses immediately
preced'mg· cach set· Choose for
yourself the connecting words for t!te last set.

''"-(over which-. but)
I.

The boys came to a river.
.
They \vish ed to cross the river.
The water was too deep for them to wade.
LES. JN LANG.

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COMBINED.

Th.;e boys came to a river over which they wished
to cr,,oss, but the water wa~ too deep for them to
wade~

(but-under which)
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2~

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it \\';;.,s ra:r;;ng

;.'er.y·

Things to Do. - Read the following composition carefully, and tell wlzere you think it should be divided su as
to make five paragraplzs; then copy, separating it into five
paragraphs, and punctuating properly: 1-· Ti~1-, 7 <:::'

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Little t '1do \vas

(to

lw m -

'1.e 1

a nd)

3. You spoke to a boy this morn mer.
<->
He is my co usin.
His father is a druggist.

(from which)
4- ·The boy is on the roof of a building.
The building is burning.
The boy cannot escape.

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5. The man suddenly left his employer.
The man had worked for him five years.
He was soon very sorry he had acted so hastily.
Things to Do. -Read the combined sentences, and correct
any 11.tistakes in the combination.
To the Teacher. -

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REPRODUCTION.

LXXXIX.

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\i\T e hurried under the shed for shelter.

This lesson should of~en be taken in review.

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thirsty·, tor it \Vas a _hot ciJ.y,
and his pan h0ad ·. not been filled \\·ith \vater tlnt
morn mg. N obod y seem ed to undcr.;:;tZ1.nd how °"'- '·y.
very thirsty he was. The cook dro vl' him out ()f
the kitchen when he pulled h e r dress ancl \\hinl'd ;
and when he tried to share pussy's milk, she boxed
his ears with her sharp cla\\·s. At last, seeing little
Lena sitting on th e porch, Fido \vent to her, thinking she would know ~ at he wanted. He took her
dress in his teeth
pulled her towards the kitch en
sink. Then he sat up on his hind legs and begged
very hard. Lena climbed upon a chair near the sink,
turned the faucet, and ..filled the pan with fresh, cool
water for the poor dog. He drank every drop, and
then wagged his · tail and put his cold nose into
Lena's hand, as if he wanted to say, "You are my
good friend; thank you."
"'lCr)r

To the Teacher. - Dictate the above story to be written, telling
the pupils where each ~~ntence and paragraph ends. Read the sto'.Y
aloud slowly and carefully once, then require pupils to rep:o~uce in
their own language. Let~ the pupils read carefully, changing. every
verb here expressed in pasf time so that it shall express present time.

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XCVII.

REPRODUCTION AND PUNCTUATION.

.Beside the other pile of sand

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The warm, white hillock; and I said,
" That is a noble fort you've made."
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\\ -u~1ld

L\._· .

./ \ lH>U .~(__._\viL._
'. \\'l>tdd

1_

L- ._l, ._
hi:-) ~~~~:_ t~r 1
i'·- ~ !r : tl~

1

To the Teacher. - For another less on have pupils re;1c:l the sele ct ion, questio n carefully as to its meaning, then require t he m tu rqiruduce in their own words .

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She patted with her baby hand

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XCVIII.

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WORDS US E D T O QUA LIFY

ThL: yellow apple fell.
2 . T hese are small potatoes.
3. He drew.,.a straig ht line.
4. This Heavy bundle tir:es me.
S· : A one is hard.
6. ·It is smooth glass.
7. The orange is sweet.
8. · The ·rose is fragr ant.
9. The boy is lazy.
10. The girl is pretty.
I.

Things to Do. - . Make an exact copy of the f ollow ing
selection f or a lesson in poetic form and punctuation : -THE DIFFERENCE.

Two little sand heaps by the sea,
As much alike ·as pea and pea.
Beside one heap a little lad,
With serious eyes, and all intent
Upon his work, with patience had
Molded a mound ; and as I went
Past him, I wondered what it meant.
· " A pie?" I asked. " A ·fort," said he.

Things to Notice. - Does th e first sentence contain th e
name of a thing - or obj ect? D oes it also co ntain a word
used to describe'. ~r qualify this obj ect? D oes th e seco nd
• sentence contain ~ word used for a like pu rp ose ? D ocs ':
the fifth sentence?
)

118

119

· CVI.

CV. · PRON OUNS AFTER IS AND WA.S.

Things to Do. - R ead t!te following expressions r;apidly
ar.0111zd thie class to practice t!te ear in tlze ccmrect titse of
I : \Ve~ he, she, .c7n(.i they, a..,fler tlte verbs is a nd was· ~

Is
Is
Is
Is

it io. he.
1t: i:.; she.
J1t is WC.
I1t i:; thcv.
was I.
H was he.
1t ;,vas she.
It was we.
It was.they.
}it

It
It
It
It

is
is
is
is

,.,
l U"'-} l •

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Isn't lit she~?
Isn' t .it we?
Isn't 1t t}11::\·?

\Vas
\Vas
Was
Was
Was

\Vasn't
\V asn't
Wasn't
Wasn;t
Wasn't

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not he.
not she.
not we.
not ,t hey.

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Ucci. r ,, usi• \

it she?
it we?
Is it the\· ?

It is riot I.

Things to Do. - Read tltc follo w ing lette;-, and g ive
reasons for J/ze use of every ma,rk of punc!uatiqn, and for
the di,v£sion of the letter into paragraphs.

Isn't it I?

it I?
it he:

it
it
it
it
it

LETTER WRITING. ·

I?
he ?
she?
we?
they?

It
It
It
It
It

was
was
was
was
was

not
not
no t
not
not

it
it
it
it
it

I?
he?
she?
we?
they?

1:
he.
she.
we.
they.

Caution. - Never say, "It was m e," "It was him,"
••It was lter," "It was us," "It was not m e," etc.
To the Teacher. -This exercise should be repeated from time to
time. Other words may be added on a second reading; as, " It was
I Iha/ did it." .

One day last week l\Iiss Goodheart took n-1c to
visit a poor, sick b oy. She had in a lnskct some
fruit and crack ers, an d a bunch of bcautifol flm\crs .
After fOin g through a long, na r-rO\\. :-otrt:d, \ic
came to the house where poor little Jam ie 's mother
lived. Climbi ng three flights of broken stairs, \\T
found the poor boy 1. • g on a cot.
,; Good rno ~ nin . ,· , iss Goodh eart, " said th e little
fellow, " you' a~e· very kind t o com e to see me."
But when she showed him what she had bro ught
for him, he exclaimed, " How very kind you are ! "
Miss G. arranged the flowers in an old pitcher,
-and · placed them by the sick boy's cot. She then
prepared some food for him to eat, after which \\'e
bade him good-by and returned home.
Poor Jamie! H e will n ever g et well; for two , ·
years ago he fell down the long, narrow, sh aky
stai~s, and severely injured his back. Do you think "·
you would like to make such a visit?
Elaine St. Clair.
Miss Susie Stevens.
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·'Things to Do. - Put . the following in proper letter

In the seventh and eighth sentences observe that sliall
is used, because the person speaking simply foretells what
is to happen ; but in the ninth and tenth sentences will
is used, because the speaker promises.

form:-

! am in Cleveland, Ohio, and am about to write a letter
to the American . Book Co., Broadway, New York, ordering
twenty do.zen Spencerian copybooks, ~o.

St· ,

ruse shall when yom foretell what will happen .to :r.ourself; use will when Y'Du make a promise~

Things to Do. tlzeu sentences.: -

Use shall or will in tlte· blank spaces

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-:-;..- ~' letter t~ Scribner & Welford, Broadway, New York, for
"''~~ ~-.q;~~PY-. ~f W~b~t~r;'..~ International Dictionary, inclosing a
t-...., ic
-"'.:_check tor twelye aouars anu a u crn..
.. -... - -

I carry the umbrella?
I - - t ry to clo my best.
-. we wait for Mary? . ~--.
I - - stay here about a we~k.
- - . you help me lift this ho~_ ? .
I - - attend the party this evening.

1. - -.2.

3.
4.

5.
6.

CXX.

'·.-i am. at 129 Ma~on St:, Brooklyn, and am about to write

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BUSiriESS LETTER.

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"4F·· . _· ·_ ;
"':'

•_,

own l.uiguage.: -

·~

-:-- ~

-·

.....=:.

. . ; ; :-\;- 1v .Es AND SCISSORS .

- tion a~

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• •
•- ' - -~ 1 -- •
t'
+- 1-1~ r· ~ -; ·:.: ·..; i
hn1
ve s anc,1 :~cis:-.
u r.::i U '...: tll1i:C:,
' l ,_,_ ~ · - ··
called cutlcn·. _:\ pod: c-t knif, ln ,.; a 11
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975 Dean S t., Brooklyn , N:Y.,
F eb. 2 4, i S 9 r.

- ;-'~r t 1.c '! (' ::;

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from one t~ fo ur blades, ,\-h ich shut with in the
handle. These bbclcs lnvc sharp edges, an_cl they

Harper & Brothers,
Frankli n Square, Nev; York .
Gentlemen: -

Inclosed please find check for .six dollars ($6)
for one year's subscription to "Harper's Mo~thly
Maga,zi!1e" arul " Harper's Young ~eople," each to
begin with the number for Dece~ber, 18<p.
Yours res.pectf ul_ly,_
· Ethan A. Speilmati. ..

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open an d sh ut

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\~ I t l

i\ t:ible k rnfe ha:.;
. . .· a
a sp 1 111 ~ - . , .

a handle and only one . blade, which is no: movable. ~­
A pair of scissors has two blad~s, which are fas~ , ·,.
tened togethei in-. the cente·r by a _pivot. The blades i,:'.
termiriate iri a . poirit at the cutting end, an~ at the \!:
.• other, in oval-shaped handl_es.
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138

.,.139

Kmives and scissors are both used to cut with,
but they ;are used in different ways an~ for different
purposes., When we cut \vith a knife, we use only
one bhde at a time; but when we cut with scissors,
both bra.mes must be used.

3. Name the. material of which the article and its parts
_;:ire made, describe the use of each, and tell how they are
'p ut· together.
CXXII. THINGS TO REMEMBER.

Th.imgl; to Do. - Write compositions from time to tt"me
about 1rardt of I/re following pairs of objects, describing simi_/a1 ity and .diffe_rence in use, appearance, etc~ .~-

pens and chalk.
dock arid watch.
city and country.
pea.s and beans.
Things tto Do. -

in succession, they should be

boxes and barrels.
apples and 'pears.
wheat and .rye.
carriage and bicycle.

1¥rite a composition descn.bing a com-

,,-Jrrvtr.
• ,••....
- .. ,, a ../ahiP
___ , .nr
. . , a... · 1·a1n1>
"'r·
'no

ea promise. ·

First t.efil what it is, then speak of its general · use; as,

" A cha.fr is a piece of fu rniture which is used to sit
upon."
Second,. narrie it~ parts, - legs, seat, posts, back, rungs.
T~Ir:~ . d;;sc:r!bc th ;=: u~ cs of these p:::.rts .

Things to Do . -

r----·

T'\P"lr-1'

fence

.

Form outlints .from time lo time .for

carriage
slate '

book

basket

;

box

Tb.imgs· to Do; - Before beginning to describe any manufactured aTticle, form an outline similar lo tire follo--..ving: I.

TelJ what the article is, and its general use.

2. ·

:r._lention the parts.

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