11

LEsso~s 1~ ]JA~GcAGE:
AN

INTRODU CTIO ~

TO

Tl-II ~

STUDY OF ENGLISI-I

GRAiI~1AR.

BY

HIRA:NI "HADLEY.

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CHICAGO:
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HADLEY BROTHERS,
1 871.

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1111

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PREFACE.

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MosT children twelve years of ago should be ablo to speak
and write the English language with considerable readiness

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and accuracy, to avoid the

vulgarisms, and. to

COllllllOJl

. detect

the most frequent errors of speech, arrangement, and
notation.

'
appeal chiefly to the
Eutcred according to Ac t of Co

They are placed in the hands of young pupils

memory.

who mem rize them, and, perhaps, re cite satisfactory lessons,
In the Office of the Libr:.i.dan of Co11gress, nt Washiugton.

but the real i·esult is the acquirement of many terms and definit~iom: ,

which convey bnt. lit.t.le meaning, and give but. litt.le

mental growth.

'l'he practical use of language is not

acquired thereby.
The injury rnHictea upon tile pupil is a double one ..
First, after much toil he fails to reap any substantial
Seco nd, he acquires wrong ·habits of study, which ,

ben efit.

>., usually hinder thought, and give a great dist~st~: for the
. • subject.

For the duties of life he . is but little better fitted

than though he I.iad not "finished" English ' gl;n~mar: . \ , ·
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PREFACE .

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should be stimulated in all children at an early age.

They

acquire th eir use of language , whether elegant or in elegant,
by imitation.

CONTENTS.

Hence, all incorrect expressions should be

corrected, and t.he child t.l1oroughly trained in the use of'
LESSON.

correct oues.
Iu the use of written lauguagc, the lirst step is · to
exercise the pupil's perception in making an intelligent
examination of a correct model.

'l'he second step is to

exercise hiw in imitating t-hat model until a reasonable
degree of accuracy and skill has been secured.

The third

step is to exercise him in constructing correct sentences
by usiug the knowledge he has acquired by observation
and imitation.

This plan should be steadily persevered in.

The Ju ngua.gc lesso u should be a daily one.

It need not be

'l'his little volume is intended as
ideas, and

patient use of it will secure two very desirable ends : First., a
reasonable rea diness and accuracy in the use of language, and a
properly stimulated perception ; Second , an excellent preparation fo r the succm;sful and rapid acquirement of the science ·
of lan guage as treated in ordinary text-books on the subj ect.
I invite teachers to give the book a trial, and note ~he

CHICAGO,

H. H.
.!lfay 1, 1871.

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VI. om ma and I a nd 0 ......... ... .. .... .... .... ... ....
12
VII . Capita~s in Poetry ................................ ..... ::::-:::: 13
IX. Quotnt1on Marks ............................. , .. ............... 15
X. ii~1 ~ dC~on .. .... : ........................... , .... .................. l6
XI.
1v1. e Quotation ................... ....... .... .............. . 17
XIII. Capitals - Personified 'Objects ... ......... ................ 19
XIV. The Hyphen ....................... .1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 19
XVII. Co~ma - Cont.inued .......................... ........ .. ...... \22
XVIII. Capit als -Titles of Books ......................... ........ 23
XIX. Abbrevi ations-: Tit.les of Perso ns '. ... .................. 23
XXL Apostrophe to denote Omission ... .. ... ........ .- . .......... 25
XXII. Apostrophe to denote Possess ion ................... ....... 25
XXJV, Exclamation Poin t ...................................... ........ 27
XXV II. euten es containing certain Words ........... ... ....... 30
XXXIII.
~~ects
The Apple ..... ........... ~ ...... .............. .... 34
XXXIV. gbqeo:s- Water .......................... ..................... 36
XXXV. bqec s - Ilre1id ....................... . . .. ... ................ 37
X~XXVI. · O qect - A Paper Box .................. ............ : ....... 39
XVII. O~ects- Writing Paper ............ ........................ 40
XXXVIII. O ~ects - A Pig ............................................... 41
J'.CXXIX. Ob~ects-A Ma tch .......... ............ ................ ...... 42
XL. bJects
Glass ....................... .............. .......... . 43
fr,~t ~~ects-A Chair .............................. ............. .. 44
. XLIIL v bJects - .The Hand ...................... .................... 45
Comllound1ng Sentences . .............................. .. .... 47
L. esson on Vic ure - Dog, Rat, n.nd Cat ...... .......... 53
LI. Lesson on Picture - Boy, Dog, nnd Cow ............... 56
Lil. Le son on Picture - Cnt o.nd IlirJ .... ... .'................ 67
LIU. Lesson on Pict re - Boy o.nd Dogs .... ..... ............ 59
T pical Review o Use of Punctu ation ~forks ... .... . 60
LIV. Lesson on Pictur
Boy o.nd Bird's Nest. .............. Gl
LV. L son on Picture
Iloy in Water ......... .............. 62 I
LVI. Lesson on Picture - Winter Scen e .... .... . .............. 64
To ical Review of Use of Cnpit als ...... ............. .... 65
Lesson on P!cture
Ro.t .in Cage .................... ...... 66
Boys and Frog ..................... 68
Lesson on Picture
L son on Pictur - Boys o.nd Frog.: ................... 70

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long, but it should be thorough.

results.

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I. Period nnd Sentonoe.................. ............... .........
. II. lnte.rrogntion Point...........................................

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CONTENTS.

VI

PAGE.

LESSON.

L, .
L, T.
LXl
LXtn.
LXIV.
LXV.
LXVI.
LXVll.
LXV lll.
LXlX.
LXX .
LXXL
LXXlI.

LXXllL

Lesson
Lesson
Lesson
Lesson
esson
esson
Lesson
J,cR80ll

on Picture on Pich I' on Picttn · on Picture on Picture on Pictureon Pictu1·e -on Pict.m·c -

The Condor .......................
Sibcri::111 Chi lclren ...............
A Cn.na.J ............................
Savn.ge Life .......................
Gnt.h eri11g Sug:tr CanJ . ........
The Ostrich .......................
The Liou ....... ......... ........ ...
Ooo~c :111<1 Blirnl Worn rrn ......

L<~H:-<oH on Li cl lll'<~ -

T l'n. 111

Lesson on l'ic .u ·u Lesson 011 Picture -

'.l'rn.incd Fl eas .. ... ...............
.Elephant. as Defeml c 1· ..... ....
H.nilroncl Scene ..... ..... ........
Y oscmite ............ . .............
H.iv e r an<l l3u.y ...... ...... .......

Lesson on Picture Lesson on Pict.ur -

esson on Pict.ure -

ol' Hnn ke s ............ ... ...

71
72

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LESSONS IN

77
78
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80
81
82
83
84
8G
8G
87
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To THE TEACHER:-The obje~t of these first lessobs is to
make the pupil quite familiar with the expressed form of a

LXXlV. Lesson on,Ricl..ul'.!' - .Elephant as Nurse ..... .........
L XXV. The Bee and C h ild ..........................................
LXXVI. Tl1c l\Jonkcy am! Cat .. .. ...................................
LXXVll. The Doy n,ncl Dog ................ ............................
LXXXl L C ha ng in g Poet.ry t.o P r ose - lVfary's Lamb .. : .......
LXXXVl. Cl1:1.n g in g l'oct.ry t.o l'ro8e -Thc Wasp :ind Dec ...
LXXXVllJ. Gha 11 g i11g l'oet.y Lu 1'1·usc - Deeds of Kmtlncss .... !)~
l'arc11 th csis antl Dash ..... .. ...... .......... ... . ........... !l 1
XCIV. Letter Writing ........... .... ... .............. .. ........ .. .... 100
Mod el Letter .................................................. 101
l\lotl el Supersc ript.ion .......... ...... ........ . ......... .... .l 02
XCVIIT. Business LC;ilcr .... ..... ............ .. .. ... ................. .. 106

sentence.

en.

Note of Invit:iti on ......................................... .. 108

ex.

Clocks . ......................................................... 116

CXI. Shoes ............................. .. ............ ... .............. 117
CXII. n,Ll]s ................................................ .... ........ 117
CXIV . A Rid e to th e Cou n try ..................................... 1 Hl
cxv. A Ride in a Str eet. Cr~r .................................... l 2 1
CXVI. A J ourncy lo Dos t.on ..... ... ........... . ................... l 22
cxvn. /\ .Jo11rnr.y lo H.us~inn America ............. ............. 122
CXIX. A Itivc r . ........................................................ 123
CXXlV. Gamc of 'l'w ent.y Queslions ............................... 1 2~
J'rovcrhR .... .................... ............................... 12;
CXXVI L. lmp1·ompt11 ExcrciRcR ......... . ........................... 128
CXXVIlT. Grouping Word s in to Cln.sscs .. .... .. . ......... .......... 131

He should be trained to observe and to use the

:. capital letter at the commencement of the sentence, the full
, pause at the end, and the other marks in their proper ;places.
' As it is the desigu of this little volume to teach the ·u~e

xc.

CIT!. Note of J\ccrptn.ncc .. ..................... ..... ............ .1 On
ClV. A Pro111 i"so 1·y N ot.c . ....................... ................. . 110
CV . A gcccipl .. ....... . ............................................ 111
CV!. Advertisement ........................ ... ..................... 11 2
CV III. R.ain .... ........... .. .. ................ ...................... .... 114

~:· LANGUAGE.

of language, and introduce the pupil to the science of it,
ome things must, necessarily, be done mechanically, at first,
but patient practice will soon make the pupil familiar with

J· the marks here introduced.

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1. Have the pupil copy the model exercises on his slate.
2 . .Exaniine them carefully yourself, noting the writing,
the capitals, spelling, division of syllables at the end of the
line, etc.

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3. After all corrections have been made, have the pupil
carefully copy the corrected exercise in a book, kept for that

cxxv.

4. Insist that this book be kept neat and free from blots

CXXXlL Definitions of Parts of Speech ................... ....... l 3G
Subj ect n,nrl Predicate ...................................... 137

cxxxm.

or defacing inarks of any kind .
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Too much attention cannot

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LESSONS IN LANGUAGE.

LESSONS iN LANGUAGE!.

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LESSON II.

LESSON I.
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First elicit the pupil's observation by directing his attention to the capitals a nd peri ods.

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L · Did 'the little girl sit near a tree ?

Th en cause the i<cntcnce to

2. Did the birtl fly to the branch above her?

Le copied o n the slaLc.. Arter due concction:; have been
made, the corrected se nten ces must be copied m the blank

Model S entences for E:camination.

' · 3. Did the bird begin to sing a merry song ?
. , Let us observe the difference between these sentences and

book.

:t hose at the commencement of the last lesson.
MODEL 8ENTENCES FOR CAREFUL EXAMINATION.

1. A lit.tie g irl sat near a tree.
2. A bird flew to the bran1~h ahove her .

3. He began to sing a merry song.

1. How many lines are there?
2. Wh at kind of n. letter do you sec n.t th·c beginning of ench line?
W l:~,t do yon ot oC: l \.e al. I lie do~c ·;

1. How nmny thon g hfR n.re
t •. .\l.,1H ~ (·ii •.:::i....:fr tf1 u u;;it L.
ti .

\Vi~ n t. , ! ht_:tn,

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15.

_Do you know .what this

QUESTIONS.

<).

· 1. Do th ey express their meaning in the same way? What diference clo you notice ?
·
( ·2, Is the closing mark the snme as the one used in the las ~
(lesson ? Make this one on your slate.
3. "Why, do you think, there is a different mnrk at, i.he close?

"'E

in these lines?

12:ic!1 ! ~~:f: r :;q~rr'. :::: ::::?

From whn.t. yon observe, when clo you think an interrogation

!i_JOint should be used ?
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:;· G. Write three se nl euces which close \r1t.h n.n 111tcrrogat1on pornt.
.~ 7. How should every sentence begin uml geuer:.tily em!?

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cal~ed?

L It is callP.d an interrogation point.

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i.lwnylit, wc ca.ii ·it a. sentence.

A sentence ., ." n grn1r11

ma~k

U;icd tu c.tJJrc;:;::; a,

LESSON llL

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J}fode{s for Swdy .

thought.
l!..ivo:v sentence &c,')ins wiih a capital, wnd yeneral~y closes

"..:::'C ~l._ She hm: a holiday l1ec:i11:<t: it i" S:1tnrday .

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[: ·;3: She has gone to the woods to enJOY

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Writ.ea sentence nhont. n.. hny, - ~ n rlo~ . -

n. c:tt.

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LESSONS IN LANGUAGE.

LESSONS. IN . LANGUAGE.

QUES'l'IONS

QUESTIONS.

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1. How should a sent.ence begin, and what should gener~lly be
'used at I.he close?
'; ,2. ·How should a question begin, and what mark sho uld be used
t/the close?
How should proper names begin?
4. Write the names of th e days of the week.
5. Are the following sentences correct?

1. With what kind of a letter d oes girl begin?
2. With what kind of a letter d oes l\Iary begin? ,

Girl begins with a small letter, because it is not the name

/a·.

of a, particnlar person; and Jlfar!J begins w1'th a cap-ital letter
becwise ·it is the nanic uf the particular girl, about whom we
arc llillciny.

I seen a man.

We sold the ltoss.

Because girl is not the name of a particular person, it
6. Mention two other incorrect sentences which you have hea rd

is called a common name ; and because the word Mary

·Bed.

denotes some pa rticular girl, it is called a proper name.
3. Write your own 1mme, commencing it with a small letter.

LESSON V.

How Lio you li ke the nppenrance?
4. With what kinu of lL leLter does the word Saturday begin?

COMMA.

Model S entences.

Why?
i>. Wiih what kind of letters sl1oul<l t.he mrn1 cs of Lhe <lays of the
week, and moutlis of the year begin? Why?
Ii. ll r11111 \\li:d. you h:ne ol.Jservcu. give lwu us es uf c:tpii:d
)~Hn--s--?
/"

7. 'Vril c 1111·<'<'
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l'nrh

r"ntn inin~ n,

c~y,,contain any common names also?

proper nn.me.

Do

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1. Mary loves the trees, .Gelds, flowers, and birds.

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Sl10 3:tid: ' · IYl1y arc yuu su Lappy, U Birdie ?

~ '-'· . Tell me Lhat I m~y Le haµpy, too ."
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Write these, with all · the marks, on your slates.
QUESTIONS.

LESSON IV.

1. You notice a mark after trees, fie lds, and flowers .
o.n your slates like it.

REVIEW.

Make one

2. Do.:rou kn ow what such a mnrk is cnlled?

Correct the following sentences orally, and then · write
them in i,h cir corrected form upon the slates.
copy them in your blank-book.
1.
2.
3.
4.

u.

july is the seventh month in lhe year?
Mount ararat is in a sin,.
engln,n<l and france are in europe?
how old is jane.
is I he Mu si c good .

Afterwards ·, It is called a comma.
:when to use it.

, .· . When yon have three

Now, listen, while I

~r more

tell you

words 1ised in the same way, '

ou . must sepai·ate them b!J a comma.

And notice that

etween the last two there is not only the comma, but also the

12

LESSONS . IN LANGUAGE.

LESSONS IN LANGUAGE.

What mark follows a question?

3. Co1Tect the ollowing sentences, n.nd give the. reasons for your
COl'l'CClions.

.- •7_. Correct the following :

.J ohn expect s to read write and cipher.
o luid I wings like a bird!

1. Jane i want to see you

2. I love apples peaches and pears,
3. Mary come to school this morning.

4. Give t.wo uses of capital lctt.ers.
5. Do you think the following sentences are correct?
I haint got no sbte pencil.
Henry come to school with me this morning.

LESSON VII.
CAPITALS IN POETRY.

LESSON VI.
0011'.[ll'.[A, AND CAPITALS

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Model for Study.

0.

A noisy, merry bird am I,

Jlfodcls.-Ex amine them closely.

\Vi th u ot a en.re or fc:i r ;

l. .Little l\hry, Uod rn:iJ c me t h:it I wight be b:ippy ::m u

I' 111 li :tppy

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unhappy ..

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TT 01Y nrnny cnp il nJ k l l crs h nYc 1-rcn nsr rl?
Wh en: ?
;). U ot~ s c Yc r y l ine begin a l. t h e s :ll ll C di.-; l :u 1cc fro1J1 t.lte ctl gc uf

1.

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QUES T I O'.'S .

J. Aft.er J\lriry, in the first lin e, you tind n. mrirk exactly like the 'If,
vH...: .YvH ~ a. w J11 t..lt e la.c:1l. l e 6 1'j uJt.
Tell ULc il::) tntu1e.
[Ji11·.--: it :--: ( • J 1 :J ]';11 ~ '
ln ttH'\ in c.i t l0~\lnn '!

l1 >11 g.

For those about me here .

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IJ, 1_1 l:: .~ Tl U.t-; ,':' ,

f!Q

all clay

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the paper~
1 4. Which lines h<'gin nearest the erlgc?
Bccan;;;e !_,it.t.le l\fary is spoken t.o, or addresl'cd , we place a
.:~. '~· r»: Which lines begin farthest from the edge?
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111 :1

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11 :1 11 11 '.

1: . \\li:it i\ 1) yo11 n otice al.ll11t tl1c 1\'onb al t he end of the ~c Culltl

A comma is used ajter tlie nam e of a. person addressed.
y 111 !

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: 1 l P!ll'.

' " it " c:ip it :tl or a

and fourth lines?
"

T h ey c:lose with the sa 11 1e so1uHl.

sm:.Lll lette r'!

I u,11.7 0, wli.1;n »lt111.d/11u ulune,
.

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~lwul1Z ulwuy.> l;r:,

l 11·u sc•11lc11c cs cu1tla ini11tr !l ie

wpiluls.

ur :t p c r;ou n :i1l·
dr essp i\: 111· 0 s c1t1t•11 ce., co 111 " i11i11 g I :i.11d U s lam.lin g alo11c.
r,_ \\' itl1 11 li: d ki ll d ul' :i kiter s lt o 1tld :t se 11 l c11 ce b eµ; i11 . :wJ w li:d
mark should be used al its close?
ll:tlll('

lVh"n

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wi'.th wnrd.~ ending in the same sound, we

sn,v siich tines rh};nw, a.nd call the composition poetry.
th 1·_1; du nut (· 11 d thu s,
*To

TIIF.

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When

cu lt it pmsc .'''

TEACRER.-Thls definition of poetry is not. to be tak en ""Rn exact one.

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LESSONS IN LAN GUAGE.

i. Wit.It wlrnt kind of ::t letter does e::tch line of poetl'y commence?

We started on a calm pleas::tnt moonlight night.

R1;r:ry lin e of p oetry shoidcl begin with a, capital.

5. We were crowded in the cabin;
not a soul would d a re to sleep :
it was miclnight on the wa ters,
and a storm was on the deep

8. Give ::tll th e u ses th ::tt you have lc::trned of c::tpit::tl l etters.
9. Writ,e lhe followin g corr ec tly upon your sl::ttes:
mary lrnd a little l::tmb,
il.H fl eece wn.s whit.c :is :-m ow;
rtllcl everywh ere th::tt rn::try went,
the lnmb was sure to g o.
After it has b een corrected, copy it in your blank-book.
gre::tt p:iins, th::tt your work be done very nicely.

15

LESSONS IN LANGUAGE.

copy them into your blank-book with
"Not how much but how well.

great care.

Take

LESSON IX.
QUOTATION MARKS .

.ilfodel for Study.

LESSON VIII

Mnry "ni r~ : " :Rnt , J~ir<lir . Gnrl made mr . t nn , and ~n '7 r rnr

· a voice that I might sing and talk with all about me, and yet

1. How ~ho11lrl nvPrV opnf"11"" hl'f'in?
2. Wh a t mrtrk s may be found at t.h c close?
3. H e bough t a ln.rgc, n ew, ancl fa shionable house
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1 1 1i 1· 1, l' \' 1, i ·i 1.-.: ~

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I am not happy all the time as you are."
Q l . i':STIO .\ oi.

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mnr k ~ 1! 0 y ou ol 1 ~ nve :11 l h c r•111 l of t lll! ~e n t cnce ?
i.!. Arc tl1 c co1111u:1s pl:Lecr l 011 th e line?
.3. Tell me what you see b efor e lh c word bu.I .
4. Are the se commas in th e sam e posit.ion a s tho se a t t he close?

· i: Wh :it

'1. 1\ r1• tl1 ('y :i ll 11 s1·rl . l l1 rn. i11 !li e s:i1111 · wny?

ri.

\\' li:1t si1uul cl ::; qpr:1lc thclll?

G. H ow man y words a rc used in th e same w::ty ?
7. Wh a t do yo u s ec b etween the b st two , besides Lh c comma?

No, th ey a re turn ed upside d own.

If but two words are used in ti1e same way, and the word

and is placed between them, no comma is used.

5. Are they placed on the line?
6. Who said ull the words in the text?

8. When I a nd 0 st.a nd ::tl on e, what kind of letters shoulcl they
b e?
!J. ·write the following sentenc es correclly .o n your slut.es:

!Jecanse the words are 1·epealerl cxaclZIJ as llfary said them ,

.·wesay they ai·e

1. Where is j olm.
2 ..John is her e ?
3. '!'h e girl is intelligent., ::tnd amiable.

quoted, and we call the whole paragraph n

.; .direct quotation. The nim/cs at the uegi1ming and end, WC
;··~all quotation marks.
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17

LESSONS !N LANOUAGE .

LESSONS lN LANGUAGE.

I

rnadcs at the beginning a3id

7. What is a direct quotation?

A direct quotation is a repetition of the exact words of
. t' w;..

another.

' 4:'.·with wh a t kind of a l ette r does a direct quotation begin?

8. lnclosc each of the following lines with quotation marks:
I1

direct quotat·ion should begin with a capital

l. Th ou shalL lov e the Lord thy God with all thy l1cart.
~. Love t.hy neighbor as thyself.
\J . Do yon think the following sentence is correct?

• 1

She and me arc of the same age.

'.l.'he girl said it is a pleasant dny.
"Mot.her sn.id, Annie, you must go to school.

LESSON X.
THE COLON.
~Model.

LESSON XI.

Birdie said : " Littl e girl, why are you not happy ? You

DIVIDED. QUOTATION.

have kiud friends, a pretty home, the green fields to roam
in, antl the sweet flo\\' crs with tlieir bright colors to look at.

_ ·"Yes.
Birdie," said l\Tr1ry . "I kn ow it i;: wrnng f<lr me to
.
,

I

ave such thoughts, but sometimes, when I <lo not want to

Truly, you should be happy."
QUESTIONS.

i

? . what my mother or teacher · would have rn e du, I feel
·~o.~ , .and think I can never sing or be pleasant again."

~:

1. Whnt do you find between said and little?
2. Are th ey two periods?
Su ch a mark is called a

colon, and is placed before a

direct quotation , when we are told in the text who uttered
t.Jin

\Vfll'll~

<Jllllf,prl .

~

.

.

.l_. . Look carefully and see if the quotation is nll wri1t.en togeth er:
_2. What would you say of :in apple, if I should cut. it and put
,hrt ir{' one place nnd part in anot.hcr?
" ... ,.-....
. i\Ns. We should sn.y it was divided.

..,

. •

What kind of a quot.at ion shnll we en.JI this, then?
1: ~uLicc c:uci'ul!y the mu.1 b .
,3~~d_I I 1_1 J 1._l l_l li Ll i_l '-i ll i_1

lJ u ~ uu suu

:.1

culuu ·:

i_

· ~ :,.. Where

are they ·1
=-=7.: 1S'Lat \\ _lr11..:: <J.l"l...: LLru ·11·u Lt.:L»l t:L:ll Lu Jl y iJc
1

Llic 4uv l ~Liuu:

18
I

·,''I

8.

LESSONS IN LANGUAG.E!.

LESSONS IN LANGUAGE.

Wlrnt. marks b e tween the quot.ation and the divitling words f
LESSON XIII.

9. I-J ow s hould a divided quotation be written ?

CAPITALS-

'l'h cre should be quotation marks before

PERSONIFIED OBJECTS.

t•

pa.rt. of the quotation; and a corn ma should be

~

betwee n each p:trt of the quotation and the dividi ng words. ,

J )opy the text in the XIth Lesson.
{J ean birds Lalk?

, 2. .Can t.hcy hear

10. Writ.c I.lie followi11g correctly:

IL tHl

nmlcrstand wh nt we

RrLY?

ANH . A s 11 pc1· so11 .

J. I know sa id t.he boy t.lrnt. I am wrong.
:.L wi Hc w:w 11ml you will be happy.

:·n~c~use the bird is represented as talking and listening

2 . .Uc g oo d srLi ll

LESSON XII.

, -When 1:t ·is made to tallc and listen as a person does.

1. .J ohn, come h e re. Give two r eas ons why John should
m ence willt :i capital letter.
2. Wli .v s hould t.here be n, comma n,fler John?

d. IL is u0L Lruc tiiaL i aui gulllg.
1. r~ ! ill' ;l1Hl\ t' :-.( /Jf t'tl! ' I ' ('Ol't"\ 1·! ·~•
r,. \1'!11' 11 ~ii"nld I ~nd c J lw enpitnl~ '!
(i. \Y J1p!) ,10 \Vfll'd:-t 1·l1y11H• '!
1

HgVJl•:W.

1

;="~ fi . Hi\'l· ~ix 11 ~c~ ofcnpitnl lellerR .

f

i t~r~

of n. commn .

S. l\'ii:1i 11111 rk s ,J ,,,11 1·1 111· 11«·•1 wi il1 :i •li n'ct q11otn ti ou?
~-

.~
. ~

\\:'

hnL

i1..: n-

d in• cr r1nntntlnn /

"

~

lluw 6hu ulcl :L Jjyj ,JcJ quut:cLion l.ie •ni Lte n ?

~-

10. \Y rit " 1l1e 1"111111 i11g 1•u1·1 1·1·1ly:

'I

7. G ive two

8._ lhYe one 11~0 0f n colon .
~ ~ 9 . \Yli:d i' :t <lir"ci r111ufniio11?

1.

10. Conecl t.l 1P f'o llowi11,,.:
..

~

A wise rn n, n says know thyself,
There is s nid he uu ul.hcr ho1,e
No , indeed, s11id t.he m1111 I luive found how useful
s o I sh n,11 keep yon for my own.

LESSON XIV.

11. D o y ou l ike t.hc following se ntence s ?
Who hrnke t.hiH Hlaf.c.

h

The la1111J said lo lhe wolf': \\'lio nn~ you'!

THE HYPHEN .

.,,;, ~ But, Mary," said Birdie, "when you fe el cross aml un-

Mc.

llring me I.h em apples .

:1

1

To THE rl'F.ACIIEn.-'l1ho author 'v ishee it to b e k ept conat.nntly in mi nd, thn.t .his
obj ect hl'i 11 g to atlapt these lf'sso ns to th o capacity nnd n eeds of children, ho does
no t aim to mak o nll hi s de!i11itl ons an<l rul es ao nccnrnto as to ue beyond criticism. ~

•

ple,asant, is the very time you should be_merriest. Sometimes,
·
I'
,w] ien I come h omc
w1"t] i on ] y a snrn JI fl y 1or
my ma t e an d

,

' little ones n1y mate is cross, and scolds a bo-reat deal.
I . ,
'

-i. ·

\,
/

/.

Then I

20

LESSONS IN

LESoqNs IN

J~ANOUAOE.

sing loud and long, and she soon fo rgets h er ill-hum or an

i: Look carefully,

sings wi t,h me."

until you -:finq ill

QUESTIONS .
'I '

;i
I

I

1. Look at. th e won! unpl ea sant at th e end
ma ny syll a bi cs in it.
~. Hut. th e r e wns not. r oom t o put it nll on
was ob l igccl to put pa.rt. on o n e lin e and th e
below. Perhaps, if h e ha rl t.r icd, he mi g h t
o n th e fi r 8t. li11 e. Why d id he not do s o ?

.Beca use , wlun a. 11•ord

1's

of th e fir st line .

on e lin e, s ot.h e print.er
~- We call 1't. lt compound word.
remni11d c r on th e lin e
hav e put more than un 4. How are compou ncl words written?
·
~~6 : Give two uses of a hyphen.
d ....-(i . .l:'uL u L_yph" u in th e prnp Pr p lace in eac h of t h e fo llow i n g
7
dfridcd so that p ai'l i~ /Acice· _-ord~- :

on one line and part on another, the d·ivision should be made
betwern t wo syllu bles.

·

~Anthill,

~

blueeyetl,

gla~ ~ lwu~e,

.

.

tomorrow, ti vcceui., reui.oppeu .

3. Do you know what the mark at the end of the first lin e
called ?

LESSON XVI.

It is called a hyphen.
l:'H.£0bDL · u

4. I s it used a t th e beginning of the second line?
5. Tell one us e of a hyphen.

ilLUUi...S l:\COilltLCTL:i" L:iL.lJ .

' Write the fo llowing: sent,ences and make corrections when

A h,iJj>hen ·is med at the end of a line, when the
S!Jlluble, or syllables, are on the line below.
G. Co py t.lt c text on y our sla te, and aft.crwarclc in

book .

"vV

1. John is good
• 2. Wh ere is my hat.

a: 'l'he men women boys and girls went.
,-:_:4.-Ann ·come h ere.

-;:--6. i have read the book antl i like iL.
·• 6 .• A wolf saiu lo a lamb why do you muddy the stream?
.7., Why said he are you so sad ?
LESSON XV.
' ·s. The fox said to the cro.w how beautiful you arc!
9. :Th e air in summer is warmer than in winter.
UYPIIEN . - Con thm cd.
Th e teapot fell and was broken.
ell , Birdie, I am glad you have toltl me so good a cure : .
Which is rig ht ? Th l:l lot is twent.y foot wide; or, The lot is

for my ill-humor.
you have said.
ll ood-bye."

.10.
ii.·

I wi ll go home now and try to do just as .
I will come and see you some ot,her time.

.or, He writes well.

22

LESSONS lN LANGUAGE

LESSON

LESSON XVIL

•

John went to market early one worning to get some appl
He bought some pears and plu

but could find neither pcachef' nor apples.

For what

;. 1J: ·went~·. t~ .the. book-store. to buy
'" 'l'he Ark of l!Jlm Island,"
.
~

ut . could not get. it.

~nd... .'' dh.arlie
'

QUE8TJON8.

:1

l. Wh td. mark do you find after each of the words apples, peacl

n.nd pen.rs?
2. Why is

tL

com111n. phcctl :d't.cr en.ch of these words.

Because when three ur more words arc nsed ni
scww lW!J, thc!J oho-ulcl lie separated by commas.
3. In t.hc secoml part of the purngrnph, you find, "He
some pears and plums. " I s there a co mma a.ft.er pears? .
4. How many wo1·ds ri.re used in the snme wu.y?
G. Why is there n o commn. ri.ft.er pea.rs?

'fhe clfll'k sai,d they had ." Lion Ben ,,;

Bell," but he could not give the book I want.ed.

.

(

QUES'rIONS.

bought, he pai<l half a dollar, or fifLy cents.
I

,·I

~VIII.

I

CAPITALS-..,-TITLES OF BOOKS.

COMMA.- Continued.

peaches, pears, and plums.

23

. LESSONS II:( LANGUAGE.

· ( Look through the sentences above and count the capitals.
·; 2. Arc these capitals used at lhe commencement of new
1
e~tences ?
~..a.., .Select the expressions beginning with capitals.
Each expression, as perhaps you know, is the name of a very
ice book.
. ·4~ _' Do all the wonis in the expressions begin with capita~s ?

~~

\

-· 'Phe principal words in the titles of l.JOolcs should begin

vith capitals.
Give two uses of a eommn..
Give three uses of capital le tters.

B !'ca·n:;c when thr•rc m·c o111!J two words, and and conne , :: 1,Vrite the follo~ing coiTectly:
I

them, a comma. shoidcl not be used.

I

1. F eller's arithmetic,
2. Guide to composition,

I

fl. Whn.t mark do yon find ri.fter the word dollar?

1'

7. Why s honld

:L

co 111111a be placed there?

Because when two words meaning the same th1'.ng

or between them, the c01nnia shoiihl be used .

Do you think the following sentences arc correct?
I•

She writes neat.
Bring them books.

H.emembcr, I.he comma is thus used only when
denote th e same thing.

"i

I

8. Put the comma in t.hc proper place in the following:
1.
2.
3.
4.

The s un moon and st.ars send forth light..
The g irl s and boys may have r ecess .' ,
The pencil cost ten cents or :1 dime.
IL belongs to .John or James.

'I.'h e first r ead er,
Kcrl's grammar.

LESSON XIX.
PERIOD-CAPITALS-TITLES OF PERSONS.

and Mrs. Jones sen<l compliments to Hev. A. M.
and request. the pleasure of his company Friday

,-

_ :

24

LE-SSON XXL

QUESTIONS .

l. Pronounce t.h c first worJ in the text.
2. Spell it.
3. Does Mr. spell Mister ?

B ec<
msc it
;

:r

I

1_"s ti

APOSTROPHE TO DENO'I'E OMISSION.

"But," his little daughter whispered,

short way of e:rpr essing Mister, we

As she took his icy hand ,

un abbreviation.

"Isn't God upon the ocean
Just the same as on the land ? "

4. WJ111t Jo yon sec :iftcr Mr
G. l :; l\lrs. an abbrcviat iou ?
ti. Of what is il a u abbreviation ? Of Alistress.
7. Do yn11 S(' f' :rn_r o f\ l<'l' !1hhr Pv i :i tion ~ ill fhf' f P Xf?
b . i ~ l\..cv. p u.rl.. vt th e

No , 1·1. 1:.,

011!!1 a.

QUESTIONS.
kill <) ,,f C<Hlljll•.'iiiu11 tlu 11e e:ill i l1al in 1111· 11•,1 9
;-c, With

ii.W.. H. ci l.lCUHC ·;

what shoulu eac h line ot' poetry begin ·1

,l}~V h e.:re should each lin e of po etry begin?
f4'. ·Pronou nce th e first word in the third li ne.

title !Jivcn him, vn accou11t vf his o.fji ,

()_ Wi t h what ki nJ of' a letter d oes it b egin 'I

.ds that the full form oft.he word?

o ffic e, ho nor '"' 7 respect, ,7,,,,,: 7r!

T it l e s

I ti.

\\ 11 1· 1···

] ]

\ \ l 1 · i 1 11 1:! r· !,~

<1 •• 11! ,J :1

1 1•·1 j .. . !

) 1 r l: l

ttcr t ha t

i,, li -1,,!

i i i .! I I] -..: !\

; l l 1j

( "; 1'l".''.

1 IT\"

i :l l

11:1.~

postrophe ,

j i I! I

......,........ - " . - .
n:pri.<1 1.t/ / ;' Ir

\ \ l

i(

I ; ' 11

1:,., .

t 11 1' i I'

I .

.25

. LESSONS - IN LANGUAGE.

LES SONS IN LANGUAGE.

\ \' 111

('i

ii~ \\

( '"

;i

I

1

I )I

' ! 11 < ( 1 I l

' \

\ d~ .. l'1 <>I .. 11111 1.,

!:t.i '

i

j] t

I

~ l.

;..;

]J1'l·t1

ui11I

is

!l t11i1 t 1·d .
11st'I/

11'!•1 ·11

u /, //,f' u r / , li 1f s ,

!111r1 ·

!1/'!·11

r1/I/ .

1:! l \
.:\ " .

\.

t \rl., 1': ,,,, .. l>li k

\

.\ .

~I. 11

.\I. ' I) )1

I:. I:

LE ;-;su\ XX! I.
I. 1 :~'Y

P1· ;-; 11 1n\· Jii·t :1cl 1(' d till t

li(' .~E11{)i1 11l'~ .-. : (lf \i ud.
~ '"·

::fMnry'.s mother said that she might piny all the afternoon ,

:4. :::ilie 1•u 1. t.lie ;:;1. aHJ .:\v uH lier lctLer.
... Tit<·\ \ 1' l'llt rnl I~ l\ l'j'(''l 'l'l''.

- -- -~

i'.

---------- ---------~he would on ly re membe r to colllc liornc when the clock

Tiie t eacher may su11vI.r such

cquival e ut~

as U.10 puvili:; lllewscl \'CB

oUtaiu.

I

-.,I

i

c1u1~·
· ck- f'our. She forgot

her promise, auJ

staid

until it

26

LESSONS IN LANGt:AOE

was Iate.

27

LESSONS IN LANGUAGE

""'l'i·I ary •s promise was like t.hose ruanvJ little

make.
QUESTIONS.

1. Spell Mary's in the first line.
2. Whose mother toll\ M.nry what she might do?
3. Yes, I Lio uol. supposL\ any other mot.her would h11vo the r
t.o direct ~fary. But I wanted to express 011 paper that
owned, or possess ed, th e mother. How did I do it?

'I I

'l'he house or building, was lnrge.
1 rea<l in Wilsons third reader.
Ive found the place.
Marys book is torn.
The sword belonged to king arthur.

B!J writing the word 111ary with an apostrophe, and l .

s after it.
4. Give two uses of the a postrophe.
5. Pl::tce the apostrophe in the right pll1ce, in the following l

LESSON XXIV .

•

'.l'he eagles feather,
Marys 111mb,
The girls pencil.

.Johns pencil,
Mothers child,
Harrys home,
.1

1::

EXCLAMATION POINT.

l. Alas ! my friend is dead .
2. Hurrah ! Huzza ! vacation is here.

!

3. Pshaw ! such words are of no use.

1'

I",
I
I

!

LESSON XXIII.
REVCEW.

How do you suppose the person felt who uttered the first
entence?
} 2. <what single word in the sentence expresses his feelings?
, 3. ·What feelings must I.he person have had who used the lanuage in the second? In the third?
·~'!:" What single word in each sentence expresses, the emotion or
' ee.l ing?
/
· 6. Describe
you observe after each of these words. '

1: 'rhe ship sailed up the gulf', or bay.

2. I bought Ray's Arithmetic.
I,, ..

3. The book was given to Captain Jones.

4. I'll never stty, I can't.
5. Jauc's lmt is new.

\
I

'·,[ !

QUESTIONS.

' I

/.

',

QUESTIONS.
,/

I

I
'

1. In the first s entence , why is there a comm11 aft.er gulf?
2. In the second, why docs the In.st t.wo words begin
cnpitn.l s ?
,
3. In t.he third, why docs Captain begin with n. citpit.111.?

!I

·_ \ .

This -ma1'lc is called an exclamation p oint.
';Ji
. ,.__..._ _ _._ _ __

_ __

p1iticnt. Tak o tim e to master · thes e short lessons well.
,~ fter thoroughly understnnding th em, let tho pupil copy them into his blank-book.
l'Fak<' grrri. t r1 :i.i n ~. M ak C' h:-i::: t" ~~ nw ~y .
.• TEACHER AND PUP!L.- B o

•
28

LESSONS IN LANGUAGE.

f,ESSONS JN t.ANGUAGE.

11. ·w here should quotation marks be used ?
121 When do ~e use the exclamation point?
l3. How.'should a sentence begin, and how should it end?
h

li. Where is an exclamatio n point used?

After a word de11ot·ing
c.1·r-laina.tion puiut is

.~trouv

29

I

emotion,

n.~ed.

1. Where s h ould n.n inl.errogn.t.io n point be used?
8. Giv e two uses oft.he com nm.
\). Put. the proper m:irks in the following:

LESSON XXVI.

" To see is better than to

l. Tri the rnonlh of Sept. lhc leaves b egin
lrees.
2. Pu ssy enl Pn ssy cat. where h n,ve you beeu
3. The gi rl writ.cs pl>tin\y neally n.nd Jicautifully .

so busy reading " Rollo in Europe " that I did
3 ~· Jfresident G rant is a younger man than Senator Seward.

4.
I:;

LESSON XXV.

'1

Upon the grass should say,

"What can a little dew-drop do {

REVIEW .
:;I; •
:1 :
I·

I,

I'd better roll away."

l. Eva why do your flowC\·s bloom so brightly
2.

J u1ie J ul_y

auJ Auµ;u sl are Llie suu1wor rno11lhs.

QUESTIONS.
Why'!

1' l

'if'

Suppose the glistening dew-drop

I:

. ~H?w mo,ny P-n.pitn.lR <lo yon finrl in the seconrl sentence?

\!Ii I

,'i :

,!

I. \Vhn.1. mark

~ho11ld

b" 11 RPd n. I. I.he eurl of' t.111' firnt. sent.en f,;~\.rtiy i;i1011 ld the '". l""'.s s ion ~ ,. p,.,,,, i:dni.l Orant Ull ll Sen atur
u:ar d, co rnme11 cc 1·•ilh capital lett ers'?
~~\Vlmt. kind .,r '"'111 1•r1.-<ili11 11 <ln y on fin;] in thro fo111·lh"

, , Wlint. should be placed al'ter the word s June and .July~
·I. Is t.he lirnr. word in the t.iiird iinc wriLLcn correct.ly

Wh~6 :<:l::lhould
'!

each line of poetry begin as nen r the Jiwrgia a~

J11

H """ ose ?-.

;:i.l: ShuulLl :di t.lie li11 e8 hegin a l th e ~ lt1 11e di ;; tan ce fr om t h e

'iifili ill ?

' · 1' 111 1111· ['i'"l"" r 11r: 1rL c< i11 i Ir e l'1J li il li ~ l'llll' ll C C .

ti. Whal 110 you cnll lhc mn.rk bet.ween bont. am! swain

t

7,· Give .a ll lhe uses of en pit.al lelter s?

ruurlh se11ten cc ?

1,
i I

, . IV h er•' shoulJ rL h yp h en be used 'I
B. Uin' two ll RL'S of I.he co11111ia.
\I. Where s lr oulr \ nn apo s lrophc be used'/
10. What is a quotation?

TEACHER.-ln t.he preceding exercises, the pupil haJ

...... .

.

~

31
:·lO
~li<>11ld it he

hl·fon' liirn a p:Lil l'r ll 11·iiicli "'' li:< d nilly I<>,.,,)',\".

1011111[ that. the le ss•rns li:c1·e iil'cll l<> o ln1 lo :ill<Jrd l1i 111" t l1o r1 ll 1p:l 1
:11·1111:1i 11t :111t; c 11·itl1 :t ll 1l1 ecl1: 1r;icl c ,-s 1!1 c r ci 11 i11 1r<1d111:i:il. 111< · tc:ll'l"·r
c;111

1..•;1~ily

a.dd

fidl and jH't'!.(·c 1:11·( 1 11:1i111:1 1H ·1·11: 1~

lll ( 11'i' 11nt i l a

l11'('!l

j';l}'jl\('tl .

'1' 11 1::-:1 • eX ('J'~·i;--:. i..';-:

J~ r1·1111in·d, 110!.
\', ri 1v T\ll'lll

ll] lO} \

<11 ll~ ' l ' >:

.•.:.l 1uul d he lu !Jq\\' t" ! l1y

only
!1i :-:

iri

"-l1i1·l 1 1l1c cl1ild

!!J 111:1kt· l1i:-: o\\'ll :·'( 'lll<'!H't' ~ . \1111 :d.!t•1·w :1rd:-: In
~ \;ii (' .

~llt ' lt

1\ !'1 11 1·

]H '('l l 1· : 1l'l'-

11:1\'P

('\t'!'(•i:-: (•....;

.
. t h!' ll~l'd '!
J l 111<' i11il'lT O"" :t.ilUll ]'nlll
lllll I
•
.", . (
• fter \[1e lirsi Sl'Jl( i'l\ l'l'
1
2. \\'ou\1! it. ill'. ! 11 ·"1wr to ttsc. · .t
.
, .. · 1 nccc:<snry l o

r11lly l' O!T l' l'I P•I hy 111<· l1·:t L' i1 r r , tl1"J cl1 <> 11 ld J,,. 11\:illy ("1•1•i<·d i11 Ili c
hl:11il.; !1rn11\

l~1 ·!'n 1·r ·

ii\ 1· ; 1~ .

:1

hy

I )1r 1 111111il .

1·;111

r· liil1 /

ll11· ~~· id i·:1 :- :

11 1;i ].;p

c:111

;ind Ji:11i1iy i:; !11:1(

tiu11.

l:i:--; 111:pib

lo :1 '-'lo~c

Tl1!· l11llc1\ril!,':

lii111.

\q•

~i· 11 l c"·J1<·1 ·:--:

li,\

:1 1«i11in· r!

\\·Jin

iP: 1t ·l11·1·

u 1' Iii _-.:

J.

1 ! • J 11 • 1 • :--:

.\-.:

di i )J,· 11] iy

11,r l1i....;

~111d c11Tf11 1 r1h:-:1·r\·; 11j l il l 111

:ii!

ill 1:-- i) · 1·

i1 .

;1i I

111·

t i 1 1· \ \ , 11· j i ,..:.
t ' :tll

:tdd

~ , :i

\\ (_q·.[....;,

1·

-

cl"'" ?

4. ls th\' fol\q\Yirih :--(\1ii1·n cr'- c1irr1..·1.:I
.

Ther e

\\-:Ui

JU o r c :t ['l'k~ than one.

\.

J11:1y \\ r i 1P :- (·1 1-

I 1 l i r l E• .
1 ]1 11:-:

tl1(' ~(·11tl'lH_'e again au !l 111,tkc l

( '~( ·rr·1 .--.:( 1 ~ .

\\·rit 1' ;1 :-1 ! l t 1·nr·i ' fi1l ' 1':1 (·!1

1·1 ) ! 1 r 1• l i 11

'it lier

]

\iell S

use llil' i111c·st ioll """ ]; al t Ii e

1 l1i 11 g·,...: :1J' 1111r1d

]1 ' ....::-:nn'-' 111:1y r•111l 11 :1r'(' I \\r) cl:1.o...::-:('....; 111·

.

3 . Call yoll ''"rill'

l{':11I

C()ll\·1·1-.'-';1tio11,

11 • · l\1 ' («•1 :11 '....; :-- ]\j]j,. . j i 11 1l1t' 1'\1 ·1Ti:-:• · .-.: . 111·

1· 1 1 11 ! ; 1 i 11 i 11'..!..

lt•; 1cl1 i. ·r

liarl~

lllll."d

111•

(l\\' 11.

11h..:< 'l'\· ;11ioll :11ld ( ' 1i tl\' E'l":-: 1 ~

r· :1r 1,

I 11 1 l1 l' Ii r:--:L I )1 (' 11111 1i 1 111:1y l w 1·1 ·1 r11 irE'il 1,.
\ \"11 r 1

1. \\

....:. !1, 111 !1 1 1 l 1( •

J!l\..'l'I

;1 . .: 111~',

11it•

'.

111 . i llE' \'; fl ]' ].;

aliove :

I . I ::: <I

I\

\

\

\

Il

\ . ,)11]111,

] >1>)".

\':r l I 11' r.

,,

! llk,

j 1l ll ,

\Yri l<' .

1~ (

('t!\Tl'.

·i·l l 'J JI J'. r\ ' 1· \ I I l l'! :

ll

,J,
ll

._ ' ' 11 I ( J I I ' (

::...

i ·, I J.

I

'( ( '

l1

d~.

·\. \ ),, \\ ,.; .

·'·

l 'i 11 c '

p:q II" l.

11\:iyt lti 11 ::,

::irk

] 1r:i :'-'

1\11i11t.

I .1•.-- :-..1 111:

li:i rd,

111 1

~cl 1 1 Ju l~

pl<H:c,

pL1.1.

Thr (',q>! hn~ Q'. on e to I\ Y

!1:n 1•li1·,

L11·i:.:·i11_

::1.:: .:: ;-:,n1il i1 hul lL_!_ l:L tlyi_' }1i:- i• l

lidd~ ,

lt i::l 1.

W<tl'Ul,

Aug ust.

.. t\

tr

if·,.,

1. \'uni .
[j.

~: 1! '

0

Sun,

l· : i 11 q p ·1 :1

ns t o

i ..

tcu~/1._.

, l

...

1ol lt1 · 1

~..- •• ,,, r ,\1, ·..:
\.,A d · " ' I ·

Tn iru1n..

32

LESSONS IN LANGUAGE.

LESSONS IN LANGUAGE.

LE8SON XXIX.

LESSON XXXI.

1. Fire,

burn s,

matches,

wood.

2. Smoke,

pipe,

fire,

stoves.

3. Pens,

steel,

gold,

point.

4 . Gold,
5. Sheep,

found,

sand,

dirt.

wool,

back,

warm.

•,

finger,

sew,

needle.

Mud,

road,

rains, .

snows.

Fox,

said,

grapes,

sour.

4.•Who,

they, .

fail,

lesson.

5.'

snow,

ice,

fun.

Winter,

1. Wh en three or more words are usecl 111
· t.he
should they be separated ?

,.,
jf
I

'

Ii

REVIEW.

2. Put the proper marks in the following sentences:

0
I

I

-": 1. What is a quotation ?

·a:',-How many kinds of quotations are there?

. 4. Put the proper marks in the following:

J

The farmer said the dog is mad.
I know said John that he will come.

The boys came to school, or
The boys come to school.

LESSON XXXII.

LESSON XXX.
1. Toss,

fragrant,

hay,

2. Milk,

sun.

cows,

street,

3. Watch,
4. Coal,

grass.

time,

dog,

night.

black,

grate,

5. Thread,

stove.

white,

spool,

sew.

ends.

round,

yard,

knock.

smooth,

10e,

winter.

boys,

wood,
.

water.

fragrant,

bouquet.

· pretty,

rrnvrnw.
2. Wh.at ma rk is used to indicate th at letters
have
hec n orurl.f.ctl '/
3 · l'nt t.he proper marks in the following:

fire,

.wood,

.

RNVIEW .

. 1. Whn.f. uin.rk is used to indi cate possession?

1 hey s:ul')tl oer the sea.

·

. .:~ 2..Wh~t marks must. be used with a quotation?

The apple is large round and smooth.
Did the n.pple belong to John, or Jane
3. Which do you prefer ?

;~ohns b~ok is lu1·ger than Marys.

33

sentences have the correct mar,ks? . Correct,,

'YJ.iy do you.r flowers grow !
he day is beautiful and fair ?
··:So.id "where have you been ? "
ames mother bought five yds of lace o~, Mr Jones!
3

I

I'·!

I I

34

L~SS ONS

iN

LESSONS IN LANOUAUE.

LANOt!AG~.

e~just

LESSON XXXIII.

arc none on it.

1. The teacher ho!Jiug up an apple asks:" What is this?" Jt is :111 :1pplc.
1110

t.hc name of' so ni c p :1 rt you can sec (

.-T.-,Vho knows where there nre apple-trees?

tu g11thcr apples?

1'.-1 will l:1kc my knile a11J

11 011c arc t lie re 110\\'.

l'llt

/'.- l

cau E<;e

the :1 pplc i11 the rniJ d lc.

Ap ples c:u1 be gnthcrc1l

. ·r· ouly in SU!lllltCr :wcl auLu11111.

tlw s1;1· cl.-;.

" .

T.-1\' ritc the la st statcmcnt u11 yu1 1r ~latcs .

'l'.-l\'it:1t t],, :ill :1111 1l1:ci li:t\'C (

T.-1\'hat 1111 yuu ti1\(l un "l'Plc-trcl'S in spring?

l'.-,\l l :ip]>lc.; hav<' :1n ouhidc , a11 i11:cid c, a stem, c;ki11,

P.-\Vc fim\ fJ,,wer,; <>ll :1p)'lc-lrc1·c ill ~11ri11g .

:1 11,[ .°'C<'d c.

T.-".Vrilc Lli1; la~t ~(:1lc:rnc11l.
T.-What. ll ll \\ ·,·; fim1 1111 :1111ilc-trc l'~ 111 11i1it1·r ·1
P.-111 1ri1it"r '\"'v f~llil·l c,_l1ll1C!i111c~ 11 t'cw 11ri11d lca1·c,;, lJUL

'/'.-Te ll 111e f;,r 11·li:1t :11·1·'"·' :1 1c 11''"1.
/'.- 'l'IH'y

:1n·

"]']'l ,1-c :<ll1'<:.
1 ·:t

11:-:,•<1

'Jlic·y

Ill

11i:•k•• pie.'.

arc li'<'.!

Tl 11·y :ire W' 1·d t1J 111:1kl'

l11 1J1:1kc: cide r.

T li ('\'
•'

: 1JT

,.,,,,,j

all tli:it •yu u l1a\'e
1.'",1<1
\v

T.-\\'rit1.• tlie 1:1 sl st:1t<.:1111•11 l ·

r-

I.

/'. -- \II

j .. Jf

111 ·· f',,:· \\ l1::t :111•1'' :tr>'

/'.-- .\ 1qilc.' :1rn

llH'd

11.,,

d.

Al'l'LJ: .<

t11 111:1ke pi "'· :11111lc-."':1ucc, :1llll 1· i1kr.

Tli,'.1· :1n· .c: •"11 l t" ' '" t.
J'.-\\'ril" tl11''" ,1:it,•111»11t ..;

1111

yu11r cl:tt>--: .

'/'. -- \\' li>T>' d11 ""' cc•·I :q11•l1·c ~
/'.-ll11 ' \

1)\'11\\

lll\

:·I

Appl•"'

\ \7

\\'<:

li1 1d t IH·1 11 '(

/'. - \V,. li11Cl ilH ·11 1 II\\ 1!1 1' li111 li.-:
1

it·

• ~. . s utnnH'r

g11j \\

a nil

In winti\ r.

l\'l'<'°'.

'i' -. I l11 11 hi"l1 11:11·t ,,1· Ilic tr c•· iJ,,

'/

(Several

hands arc raised .)
1
·11 i.uc Cl11·istmas, 11ow m:rn y 11ill
T.-IVell, next "I
J• olll :1y w1

/ '11pil.-l c:cc Ll1e ski11 .- l sec the st.c111 - I sl:c the ouhidc.
\\'li:1l ca11 yuu ~cc 11011· '(

I"

I ,1•1·•..~··] 1 you '"oulJ
!.!:O au<l pick
'
~

u apple from it.

UllJE CTtl . -Tiii': Al'l'LE .

J'caclicr .-'l' cl!

· .1
outs1·d c t l10 wmuow.

35

--U :111 I :1hr:1y,li11d lhen11111 ln•t•s!

There 1-::1 lll':llltil'ul

hc n

\\.1'

t•\I

:11 11 111 11!1.

finil 1•111y

('111Tc1 · 11 ·

1

l,

i' 11

py

•1 j' 1 l \ \"

dri (· rl

\ I i y1)\\

r

1i '!lY

1i'!:tll L -

1':-: .

l: 1111L:..:

3G

Ll~SSONS

l N J,A Nf1 l li\(i].; ,

J,'JCSSONS IN

J.ANC:tJAC:R

~\VritB the 6b1tenwnt on your slate<o .

LJ~SSON XXXlV.

. . -15" Suppose it were to be very cold to-night , and yon
WA'l'Ell .

1rat.cr out. all 11iglit, what
1. 'J',-11,}1, 1'. --\\' li:it is in 111 i.' ,c: Li .'::; (

the

/ '11;11'i.-Tl11:ri: i.' 11·:11 i:r i11 1lic µ las."i.

~. /'.-

JllOJ'f'illg' '(

lG. \VhaL wou!J crnsc Llic ice 't

1luw Jo yon know it. is w:i11• 1·?

-17.- 'WhaL cffed. L1ues culd

:L \\' 11:11 ,.,,:,,1· i.' i1 .,

li:L\'C

upun water'!

·write tl1c ::;tat c n1r11t un yum slaks.

-1. l'\ u\L lt:i. 1111: j•lll· 111y j•e1wil in the irater.
iL ?

Uau you Bee

Is water vny 11scf'ul (

\.V rite the :1118\Vt:r.

Docs irater crc r tlo l1anu '!
J!1n111s1 ·
rr:u/ ,.r is

1·u;1

/l' I '

t/11: _111·1u·i/ f/i1·1,11_,;fl thr. 11·ufrr,

.\/_'!'

?1'f' Srf!J

HcaJ \1·liat yuu lia\'C written.

~ :1y ul'

ru;v 1Ew.
11·:dn ·;

\V rite this

st.;tt.e111cnL on

L How sl 101i1 1l n1•ry s<·ni<'ncl· hq,i11 '!

.Y"11r ;-;Jatc.

2. WliaL ni:irk ;, f'"il<'rally 1'111111d a.I Ilic close'!

t-;._,,,1 if l pour the water

n1ti,

ii. fol'IJ1s ih1;]f' i11l11 dn_1p.-;.

i cal cr ./;".'"" itself '1 1110

drops u1LCu po111'1:d /i·o'/lt

Will r.: lialk
JJ1

\VriLt! the auswcr '(

transp::ir c nt .

fl. 1\'lwl do we

li.

'\YOU]J }OU fi.11J ill

u1. 11.\r;

1L1

a.

Wlwt mark l'ullu11:; :1 <Jlll'.'li1111

·i

i.l1i,, !

tlie bottlr~ . w" ,,o(l

1'1 11

LESSON XXXV.

liquid.

Hit EA I> .

Teacher. -\Yhat is this? (lwlJiug up a piece uf breaJ.)

8 . Write this statr:mcnt. on v 1111r ~ htcs.
!) _ Cu1.11liinr;
r1s

f.n 111:11'<0 hnt n11c: c:rntrn ('c .

JU. \VhaL

11sie

,Jo we 111alrn ofw:itcr?

J J. l_l,11·;:: wati:r :il\\':•_r 1.. .-.k like this'!

!~. ~\l'Ler

2. Of what is it rn:idc '(

y•:iur lasl ::>t:i. tcrncnt ·wit.], /.Jiu nne fii·,t made,.~,-,

11>ai.i: r

1 1 :1~

hc•e11

n1·1·r

\Vrifr t"11f' :1nsw .. r.
\Yril,,

:i fire• r,,r s111111·ti1uc, w11aL

'Writ e the

:insivrr.

·
]Jl'Cal1?'
_ 3. How is iluur eli:1J1ge J iutu
.,.::.;___ ___'L f::; ]1 reaJ Lrau:lpareut '! 'Wliy uul '(

\Vrite tlic a1b1\'Cl'.

~=== 5 . CurnlJi11e :i11d wrill~ llic: l:1sL t11u :i11~111·1 ~ .
~:::;:: ti .

ls brc:ul a liquiJ

~

Why n o t~

Write the au~wcr.

=::== =:c /1r•n1·11.<;r:
I::.

\\rlitCJ'C

did il11• ~lt•:1111 1·111111• /'rn111'

T

solid.

--~---'- '1 ; Look :it tlw ]1 reatl earcl\tlly, am1 tell

11ic

wk1t you ~cc

38

LESSONS IN LANGUAGE.

Pupil.~I see a grea~ number of little holes.

LESSON

'Fcachcr.-'l'ltesc holes are cailcd pores, and because
1. What is this ?

·write the answer.

9. Of what use is bread?
10. Js it very uso l'u J ?

xxxvr.

A PAl>ER BOX.

bread is full of them , we say bread is po1·ozts.

8. What is bread?

39 ·

LESSONS IN LANG UAGE.

2. Name the parts of the box you see.

Write the answer.

3. Write the name of the pa rts.

11. Could we live without it?
last Lwu <[ ue;;tions.

Write tlw an13wcrs to the

4. Of what is this box made?

Write.

By whum arc boxes made?

\Yrite.

5.

6. L ook at this piece of coal.

By whom was it

m~ulc?

B ecause Goel forms the coal, we say it is a natural

substance, lxttt uecuuse man makes boxes, we say they w·e
artificial.
7. \Vliat c!o we say of box'es becnnsc they :ire rnnde by
Wrile.

8. Trnchcr .- J u1w, c:iu yuu briu.:,;· we ::utue water iu tlii;;
'l'll J.; .BHEAD-FRUI'l'.

.fnlm. -1 t. will

12 . On some of t he South -Sea islands there is found a tree
called t he Bread-fruit tree.

'l'J 10 fTut.t is
. a l urge green b erry, much lik e a cocoa-nut or
1J1elo11 in s ize a11d fo r111 . It is b:tked like bread, aud tastes
lllllch like a masted pnl"nt.o.
did uf' Llw i11h abita11Ls.

It fo nllf; a l:irµ;c purt

or the

13. Read what you linve written.
Re· writ.e 1111 yo u hn.vc wrilt e 11 , n.nd when you h:we n.rrn.nrr cd it
0
~.s we ll as yo u J'OS Rihly cn.n, copy it. iu your b lank-hook.

The

w:1ter

will

snak

through the paper.

It g rows to t he height of fort.y

foet or more, and h as leaves about eighteen inches Jong ,111 d
eleven in ch es Lroad.

not h old water.

9. T.-IIcrc is a pail mad e of t in .

Will this h old water?

B eca·nse tin will not allcw the wa l er to pass through it, ice
:1g.;;;;;,,=

say it is wa.ter-prooj, and because paper will permit the -water
to pas.~ throu(th 'it, we .~a,11 it is not watcr-jJ roof.
10. W hat boxes wi ll hold water Y

Why?

Write the

~~$; :_ 11. Is t h is box lmuLhiomc enough to piaee upon the parlor
Write?

We say of things that w·e made onl!J lo loolc pretty, that

'1

40

LESSONS IN L ANGUAGE .

LESSONS IN LANGUAGE.

41

15. l s there another reason why it will not make good

they are rnade for ornament, and of th1'ngs rnade to be used,

shoes?

that thr'!J arc ·use/id.

12. 'Vas this box -lll ade for use or ornament?

16. Suppose yo u put some paper rn the fire, what would

Write.

Because pciper will bitrn when put -in the )ire, we

Read what yoLt have written.

say it ·is ·i11jlmnniaUle.

17. What is paper?

Write.

18. Read what you have written.

LESSON XXXVII.
WRITIN G l'Al'Elt.

LESSON XXXV III.

1. T cachm-.-How many can tell me what this i:; i'

A

2. What kiu<l of paper is it ?
3. ·w hat is its color?

1. How many of the chiluren have ever seen a pig?

4. Does uny one see paper of another color ?

2. Name some part of th e pig that you saw.

5. Of what color is writing paper then? Write the answer.

3. N ow, write all the parts of the pig that you can thiuk of.

6. Where is the paper made ?

4. What kind of a h ead has h e?

7. Of what is it made?
1•

"
. :·
I'

~ . ·..

PIG .

Write.

Write.

. 5. What sort of eyes?

8. Are there any ot.h er kinds of paper~
fl . Of what is brown paper made?

·write.

Write.

6. Of what shape are the legs?

'Vritc.

Write.
Write.

7. Does the hair on the back loo k fine, or coarse and stiff?
\

10. For what is paper used?
think of.

Write all the uses you can

. .; ' Write.
8. Where is the mouth ?

9. Is the pig a neat animal ?

11. Now, tell me why it is not used for dresses ? and coats?
12. Yes, little boys and g irls need to have th eir clothes
mad e of strong material.

IL Of what use is it?
12. Why do you suppose God gave a pi g a head and snout

1B. 0 f what arc shoes made ? Yes, shoes a.re made of
Bcel/.11se leather

, of such strange shape ?
13. Why do you :;uppose it has such huge flappin g ears?

1c ill wear a l011g time, we say ·It is du rable.

14. Why, then, will not paper make good shoes ?

1

Write,

Write the reµli es.
1,

-· -·-·----- --·----

Write.

· 10. How docs it spend most of its time ? Write.

' Vould it ma.kc good shoes ?

leath er , because it will wear a. long time.

Write.

1·

J~Jo;SSONS

14. Do you suppose a pig ever saw the stars?

11. ·what do we cal l sulphur?

Hi. Where Jocs a pig always look?

Why?

'Write the an-

. swer to the two last questions.

Hi. Docs it nccJ. large aud beautiful eyes then?
Oil

;_13

IN LANOUAGK

Write

12 . .Look at the sulphur a nd tell me its color.

your slates the r easo n Why Q od gave the pig such little eyes.

13. What is the color of the wood?

17. Suppose it, were covered with fine soft fur , what; would
be the eJlcet when it rulbl in t.he <.lirt [

Write the answers

to the last two questions.

"\'\Trite.

H. Let rnc rub it against the wall.

What do you observe

18. llas God then 111a1l e the pig that he may suit the
posit.ion wlti ch h e is to occupy?

Write.

15. "\Vlmt do we say of objects that will burn?

Ia. Read what you have written .

16. Is the wood inflammable? "\Vrite.
17. What Lecom es of the sulphur?
18. What becomes of the worJd?

LESSON XXXIX.

lD. W hich buril s more rapidly the wood or the sulphur?

A MATCH.

Write the auswcrs to the last three questio ns.

1. How wany lrnow what this is Y

2. Of what is it made?
3. Ca tt you rnakc

;t

"r

20.

Write.

what arc matches useful?

·wri te.

22. Head what you lrnve written.

'Vritc.

5. ·w hat do you fi11d on each end?

l~or

21. You say they are very useful; are they ever dangerous?

match of wooJ. ouly?

,J. How wany ends arc there?

Write.

'Vrite.

•·11

(i . Wl11J lll:d.-cs rn atchcs (

'Vritc.

7. Because man rnakes them, what Ju we say of thew ?
Write .

1. Who knows what thi s is ?

8 . Arc the materials of which they are composed artificial?
'I

"\Vho can tell rne in what part of a house ' g l:v;s is gen-

Writ e.
D. W here is th e wood oLtainecl?

era lly us cu ?
Write.

10. Whe re is the s ulphur obta.i11 cd ?

wr rite .

3. Would it do for the floor of a school-room?

Write.

Why not?

B ecaitse it vrcaks VCl'!J easil!J, WC say it 'is brittle.

B ccu nsc the sulplmr is dug j i·oin the growul, we call it a
1

To THE TEAClIRn.-Plcaso rC"memher that w e des ire neatn ('SS nnd accuracy more
than qnan ti t.y. "Mako hnste slow ly." To havo one of these exerc ises uoatly
. written, propcrl.r Hpu ll ud, lllld currcc tl y }HluctuatcU, 11:4 u. g rontor success tlaan to
have mauy carolcssly uoue.
.. .

mineral.
'I

No'.p::..-'l'hu tcacl1cr r; lioultJ provide lti111st• lf w.i.tl1 a few 111 1tlcliea.

...

"t.

I

, I

I.

44

T•.ESS O NS JN

4. W ould it do for a roof!'

45

LESSONS IN LANGUAGE.

J,AN<IUAGE.

4 . Of wh at is the scat made? . Write.

Why not?

5. Is it ever used for a roof?

5. Are all chairs like t his ?

G. Why tlo people use it for wind ows ?

G.. What kin<l of a chair do yo u lik e best'!

7. WiJJ it allow th e wa ter to pass through it?

Write the

' an s1yc rs _to lh e last quest ion s.
G. For wlmt arc chairs used?

a nswers to the last questions.
8. Arc there more reasons than thoso you have g iven why

U. Whieh is the wore cxpcusivc, g lass or wood?

·write

'Vritc.

7. Of wl1at use is the back of the chair?
8. Of what use arc the legs?

it is not used more in buil<ling hou.>cs?

'Vrite.

" Trite.

D. Of what use arc the rounds ?

Write.

10. Of what use is the whole chair?

the answer.

Write the

Write.

10. 'l'hc people of E11 gla11tl once buil t a very large h ouse

11. DiL1 you ever know a l1oy or g irl who scc111c<l to .thiu k

of g la ss, n11J, because it was clear like crystal, they called it

-.• ~hairs were hooks on which they mig ht haug th eir hats or

"The Crystal l':dacc."

Copy.

12. Arc s uch uses proper ones?

11. vV h o kn ows of what glass is made .?
12. l\Jcntion as urnuy <liffcrc nt kinds of g!:tss as you ca n.

13. Wh at kind do we ofte n sec in ehurch windows?

'Vrit~

Write.

R ead what you have wri tten.
Wh er e should an inlerrog:ition point be used?

the answers to the last questions.

14. 'Vl10 ca n tell some other use of glass ?
vVrite and read all .you have written.
I

"'

LESSON XLII.

Where is the t1postrop hc used ?

'l'HE

HAND.

What am I holding up for yo u to see?

LESSON XLI.

~

Wl1at do you sec upon my Imm! ?

CHAIR.

Look upon your own hand and tell me what you see.

l. l\Ientiou sowe of the pa rts of the cl1air you now see.

4. What do you call the broad flat part below the fin gers?

A

5. What do yo u cn,ll th e part opposite the palm

Write one sc ntcucc 11:rn1ing thc111.

ten ee w li:1t parts are 111:u]c of' wuud.

\V rite.

Tell in

th e

outside of the hand ?

2. Of what is the back of the chair rna<l e ?
:-). 'Vlrn.t oth er parts arc rna<le of woo<l?

0 11

0110

scn-

Of what parts docs th e lrnma11 hand cousist '!
Whi ch fin ge r is the lou gcHt '!

Write.

'\Trite.

"""'""'

46

LE SSONS JN J.A NUUA<JE.

8 . "'Which fin ge r is the sl1 orlrs t?
"·

"

·w rite

LESSON XLIII.

!J. l s 111y lin :.rn r strai:.d1t now ? 11Jo11Ji11•"
a the fi1JO'crs)
·o
·
u

t_·

\..

-

FORMING COMPOUND 8EN'l'EN CES 1''1Wl\i Sii\ll'LE ONES.

'I

'i.'he pluces where thf' jiuger beud., m·e callf'rl joints.

10. How many joints iu each fin ge r ?

l. ,Tohn goes to school.

Vhi te.

11. 'Vhat do you 11 oti ec at t he end of each flu gcr?

· 2. Johu is a good boy.

\Vritc the [lllswcrs to the

4. He has a dog.

wishcLl to point rn a certain Jircctiou , which

' Vrite

slates , ·w e will call t he first fin ge r , Pointer.
let us call that, Thimble-Wearer.

.;-· brotl~ers.

Write.

17 . On which fin ger do ladi es wear the wedding
Then let us call t hat, Ring-Wearer.
18 . What docs the little fin ger do?
·w rite.

l !J. The thumb ::;oe111s to be w:itchiu g the oth ers
we will call him Sentinel.

21. H c-writ.e
'I

I

it,

JOU

The dog's name is Fido.

I g uess he lov es him as well as many boys love their
QUESTIONS .

16. Ou wliieh finger do worn cn wear the thimble?

20 . H c:id what

When J obn

6. I guess Fido loves him as well as any dog can love a

15. Tl1 cu we will ca ll that th e pointer.

80

Johu is

5. Fido loves Johu very much.

fill gc r would you use '?

th ey behave,

J"ollll is a faithful boy .

goes how e he improves each minute.

la st two questions.

Little Do-Nothing.

J"ohn will excel.

3. Wh cu John goes to school he stmlies.

13. For what arc they used?

}' OU

John learns fast.

, a truthful boy.

12. Arc ha11u s useful?

14. If

47

LESSONS IN LANGUAGE.

Write .

Jiavc Wl'~tt.0 11.

ca.i·e f'ull y anJ CO J'.Y nc:itly in your Loo k.

To 'l'Hr: T1·:11c.111rn .-In th e followin g lesso ns, have th e p upil s write'
t lie s in11.J c sc 11t.c11 ccs t.lrnt. t.l11~y i11ay he n.lil c to 111:i.ke co 111puu11u or ,.
cu111pl ex: se n l.cnc<·s . l'rn c t icL• in t Ii i8 di 1·cc t io11 is vc 1·y val un ble, 11uu
ll1 c r e ca1111 ot. b e too mu ch of it.. S houl d th e t cnc h e 1· find the
exercises of tl1is kind luo few, he can rcMlily s upply I.he d efi c ic11cy.

1. I want to put the fir st three sentences into one. It will not
sound well to say John goes t.o school, John lea rn fa s t anJ John wi ll
· ~-excel. What little worJ can I use in stead of John? The word he.
2. Write, substituting the word he · for lh e word John. Thu s,
Jolin goes to sc ho ol, he learns fast a nd he will excel.
3. Now, unite the next three, putting the word he for the word
John. He is ti goou boy, h e is a faitlifnl boy, h e i ~ a truthful boy .
. I s it nec essary to use the words lte and boy so often?
4. Write the sentence, using boy ant.I he onc e . He is n good,
faithful , truthful boy.
5. Join the n ext two, substituting the word he for the word
~ John.
When he is nt sc hool he stuuies, an J when he goes . ho1uc
he improves cnch rninule.
6. Unit e t.he next two. He has a dog whose name is Fido .
7. Write t.h c next n.s it, is.
8. Combine the next two . I guess he lov es him as much as any
dog can l ove a p er son; indeed, I t.hink h e loves him as well us many
· i boys love their brothers.
Reau what you h ttve written.
•• 1 Re-write it carefully ond copy iu your blank-book.

. . \ D.
i ••

I

-I ' '

!';,-..,:-...:\ ) ' · S

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=

l . L: ~ >\I.\ _~~

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1 11·

weak .

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l ii t;I' ' i 11 ' l'r'

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I i 11' ii 11' 1-.
11111

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1

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r\\ " I '"

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'f1 1" n,pplr .t?: r owrr! on th e t1·Pr.

-

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~

l.
~.

U ui Lc iu one t he n P.xt.

1,:0"'!

~i.

IJ nlt.P. ln onro t.hf' nn-vl th1 ' "" ~r-ntn~~ r·~u::i _

-=~ -

; ; n1i c~

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LllL. . C 111 Ullt_:

in

tl ie

·r ·
.
J JI< _'. t. u:~·

li.l'.::-l. Ud'UIJ '"L' l1Lt:11C P:·L

1.i11'P.P. ;:.:P.. nt . P. n 0 ~~ ­

,-111 .. 1.1... 11"~1 1111·1·,.

i.1 1 1'1;\~ei~

·~-~I-

He hn1in :r'. o u ght r.o

hn. v r~ non~

so.

;r'l~"i<-,

f'i·rj«it•tr:l- ·

"''"''''"''' eo .

LESSON XL VI.

l. H ow sli onld n, <liYidctl quot.:it.i ou he written?
'.l. !low s li o 11l Ll n, dire ct. <Jnota t.ion be writ.ten?
3. Wh a l mark sboultl follow t.be name of n, perso n :uldressetl?

COMPOUNDING SENTENCES.
,:f.

. '1. ·The hill is high .

The hill is covered with suow.

'fhe

hill is uicc for coasting.
2. Sch ool is di smissed.

LE SSON XLV.
1. A farm er

..

W:lfi

<lyin g.

He call ed his sons to him .

He

b1111dlc.

N ot ouc co ukl

110

sleds.

The boys come running wit.h their

They want to sec who will have the first ride.

._ 3. What happy faces!

tol<l th c1u to Lri 11 g a lm1Hl lc o f' i; t.i cks .

2. 'l' hc sticks were Lron ght .

"What rosy faces!

What smiling

Uc :isked each to brea k a '
must enj oy it while they _can .

it.

3. He told th em to unti e the bundl e.

Th ey did so.

~

'.!-"..i!!=,,-

QUEST ION S.

.,
,,.

......

·- 1·;-

a. ,-... \.1d1i,_• .1111-•J i.i1e \.\iUdC!'.

Th en , they must go to their homes.

'fhen

th ey easily broke the sticlrn.
4. It will be with yo u as it h as bee n with the sticks," he · '

The night will

. · 5. Winter is a merry season .
spor~s.

. I

fl i
I\

I

r

4

Winter has m.a ny pleasa nt

.

-~-~--

...................

-~......._-·--

....... . --

50

51

hi!iSSONS IN J,ANOUAGE.

LESSONS JN J.ANOUA<iE.

l. U11ilc in one sentence t he first Lhrcc sente nces.
:.l. U11i1.c ia unc sc ut.e11eo th<) u c x t. t.l1 r ec :;0 11Lelle e~.
~- U11ilc in one sc ntcn co t !i r~ TH'Xi llirr·t· :-:1 ·11! c·n c 1·~ .

QUESTIONS.

1. Why <lo Wind :m il ~u11 li1·;,;ill 1rilli capitals·:
:.l. W hell should :w inL o rrog:ct.i on point. lie u:;e <l ·:
:J. When shoul rl a.n "x"l:i.inn.1.io11 pni11t. h<: u sed'!

<I. U 11i Lc ill 0110 sc ni e llc e lite ncxL ll 1r cc s cnle11cc:; .
r; TT11iLP in nnr: i=.:.•• 11h:i 11 r.0 tl10 11nxt. f 111'<'.P. l'C'nf.P.ncr.8.

<I. \Vl 1a.1.

i'"'"'"'''"L

la11 g 1mge lmV<! ynu lieard lo-day

1. How 8hould eve r y sc nt. e11ec lH.: /:!: i11 , r111d h ow s li oulL! il ellll? ---..~--' ' fl. Eecp a r:1erno1.,wd11111 a11d report :di tliat. .nm hear hcl.wec11
0.1)JT1llli ~ lll ~C

:1.11d Pllli f.l10

ruJluwi11g

~===~ Lid ,.., t.i1110

jll'ujle dy .

and

11oxL reeil.a.i.io11,

J. tli c girl has l o~ t her fan.
q

<lo r·'.-' \\· i1il <'l' <'n111r

lH'forr

~t!lllH1P1"

J,ESSON XLVI!l.
USE OF VAUSES.

1. Why do flowers bloom in the sprin gtime.

1. A traveler

COMPOUNnTNG SEN'rENCF.S.

2. Jau cs mother said to Jane you must go over the nvcr.

wa s walki11g along.

a.

' 'l'he traveler drew his

\Vilsons reader is good, but I like Fclters aritlimetie

cln:i.k al>rn1L l1irn.
2. 'l'h e Sun saicl: "vVhat a pjJJy lll :tll !
his (.J n:1k"
nut !HceU

He <locB not. nccrl

11''1<' \Vind said: \\ihat :t ~illy m:m

4 . There is a h:1ppy lanrl , far, far away, where s:1i11t;S Ill
g-lory stand, bright, bright as day .

hi::; cki;1 k ''

QUEl->'l'IUNI->.

~l. S;ii,l ll1E 81111; "T ·will force him tu hy it a.siJc."

SaiJ

t.hP \iVi11d: "l will Ji,:cc lii111 Lo hv iL aHidc."
I. Tl11' wi11d U1 ·1c.

Wlrnl. 11>e1rk sl1<111ld he bet.we1·11 s;•r/11:1 a11d
~elllt'.I JCl ~ l t ll yutll' :-.:.!:1!L' \\-itl 1

:L \\'rill' tliP

'l'ht• "1m .,fi,,n,,.

·I. 111

ii. 1'11c win1l ouly made 11im <lraw his cluak more tightly
nhnnt. him.

l. Wh:d. mark s l1011IJ bu a.L the close of tlw lirnl s enLelleo? Why
~.

'l'J11, :rn 11 , wit.Ii its hut mis. soon forcc1l him tu

Why no t

111• s<'curnl H·11l.cnee , is t lie

w111·d

L'O l'l'P <..:!

./1111cs \\Tit.i.t:i1

J11arl.;:.-.:,

eorr<'etl:;

•1

;, _ Wii:LI 111:1rk s!i!lldd J'oll!lw
I\,

t:1kC' t.hc coat !'n1111 Iii,; sho1ddcro-;.

i

\\' l1 y '!

!l1tu• /

lli L'

./11111·

!

or

11.

lef\(•}' .o l i<>tild

(.'(Jl I l'l'l j ll

.!:

a.11

\\"i tl i \\'ll fll k i111l

\\" l1y ·1
,l /U // ht• ;..; i11 ')

"\\"11,1·

O

G. Wlwse 1rns Ll1c !JcLlcr w:iy, the \\rind'~ or Ilic Sun 's'(
1. lfnit.e in one scnh_'lll'l' liil' fir ~d

f\\'{1

~t·n11•1H_· e s.

~-

Unit.<, in two sclltences t.lic llCXt. f1:.nr sentences.
;-1. Uail.c i11 !llle 8e11LellCC u,e 11exl Lwu ~e11LellCCB.

4. Unite iu 0110

~eutcnee

Lhe aexl- l.wu 8Lntl-L'llecs.

l'I I 1 >I ""\ ,

\\ li:il ki111l of' co u'i""iLiuu <lo

11.

I~

ii \l'l'illl'll Col'l'f'C lly?

itl'-Wl'itf' ,

W('

c:dl t!tt' tirnrth

\\ i>y ·:

52

53

LES SON S IN LANGUAGE.

LE SSO NS lN i.AN OUAOE.

LESSON XLIX.
U S E OF PAU SES .

l. Th e hearts of th e loyal people were throbbing with joy.
2. Mary why do your flowers Ll oom.
3. You are s ai Ll he 111y ]Jc,;t, fri c 11J.
4. 'l'he Lir<ls Leasts aud men are glad wh cu spriu g co mes.
Q U.ESTION8.

1. Wrilc th e fir sl. scnl.cncc on Lwo lines, dividin g correctly in
th e wo r d p eopl e.
2. Could ii. b e di vid ed in I.h e won! wer e? Wh y n ol.?
il . Wh a l. m a rk sh oul d b e a ft. e r l\L a ry , in t he seco nd? Why ?
4. Wh a t m ark sh oul d be at the end of t h e secoml senten ce?
G. Wri te t h e second co rr ~c t.l.y ?
5. Wr ile ::m an s we r to I.h e qn csl.ion.
7. Wh a.t wrLs said in I.h e 1.hird se 11l.c noe ?
8. H ow s honlLl :t di vid cC: quo tation be wril.t cn ?
!l. ·wri te I.h e Lhir1l sc n lc ncc co rr ectly.
10 . Whal. mark s hould li e pi n.cod afte r hinl s :uul b eits ls ? Why?

LESSON L.
LESSON ON A PICTOtE.

Teacher to a Pup-il.-1'cll mc what you sec in this picture.
'J'o '1'111~ PuP1r.. -Yo 11 ob se rve th a t we hnvc mad e y o11 a cq 11 a. inted
wil.11 t.h c p c ri uil ( . ), i11l.c1·1·oga l.i G':l p oint ( ? ), co mma ( , ),
colon ( : ), qu ol.al.ion m a.rk s ( " " ), hy ph en ( - ), a p os trop h e (' ),
c xcl:i.m rLLi ou p oiu t ( ! ), a utl som e of th e mo r e comm on uses of
t h em .
By examinin g any prope rly prin ted p a ~c, you 'Viii find oili er
rnn.rk s than th ese. All th ese a r e en.li ed Punctuation Marks, n.nrl,
n.s yo n have no d unl>L obse rv ctl , th ey are u srrl lo srprt rale rm rl

First l "upil.-I sec a dog in the picture.
S ecoll(l P.11pil.-I sec a cat in the pi cture.

Th-ird P npil.- I see a rat in th e picture.
F oul'lh PnJYll.- I see a box in th e picture.

P(fth Pnp il.- I sec a stool in, the picture.

I

T cachcr.-Now, who will tell me all the thin gs h~ sees in

nth erw ise mark th e p arts of a rliscou r -1c, i11. s uch a 111.anncr as lo enab l e

the picture?

th e rrr1d1•r l o 111 or 1' c11r r r rt l y .'1 11£11. th e a11 th or' s 111r1111i11.Cf.

P11pil. - I see a dog a cat a mt a box aud a stool rn the

J\ s y o n :i.tlva11 cc, yo u will b e rn ad c ac qu :ii11l cll \\'i Lh I.h e ol.h er
m a rk s and th eir uses.

picture .
.'

(Th e I. ca c h er writes t.h e a nswer on the blnck-bonrd, th e pupils
write it on I.h eir 8latcs.)

--- J,J~SSONS

lN

LJo;::;::;QNS lN LANO

LANUUAO~.

T.-How many words arc used in the same way?

i

',('
• j'

J

.~I

!

.\

P.-They arc tl~g, cat, rat, box, and stoo l.

/ P.-There seems to be hay in the box.

1'.-W hat rnark :;l10uld be used to :;cparntc three or more
word:; U>;ed i11 t.he S<tlllC w<ty?
. th
1
1 ,. - l> u t· eounnas rn
- e proper paces.

around her neck, I think.

Vv'rite.

1'.-Wlwt docs the dog have about his ueck ?
1'.-Now, read what you have written and see how nice a
compositiou you have.
COMPOSITION.

P.-Thc cat docs not appear angry.

She looks very quiet

\V rite.

1'.-\Vliat is the dog doing?
P.-The dog see ms to be - - .

Write.

T.-Docs he appe:i r ea lu1 a11d quiet like the cat?
P.-Hc Joes 11 nt :1ppcar cal111 a.11d t1u ict, but looks as
tlinugh he wantecl to bite ~li e poor rat.

\Vritc.

.'l'.-TJ ow w:u1 y tcdl1 ca n you ;;cc in t.l1 c Jug's rn outh?

P.-T c:u1 sec - - teeth in the dog' s mouth .

·w rite.

I sec a dog, a cat, a rnt, a box, and a stool in the picture. 'l'hc
."cat is silting on the stool. 'l'hc c:it docs not appe:ir a11gry. She
looks very quiet :irul calm . 'l'he dog seems to be chasillg t.hc mt.
He tloes not appear calm :ind quiet, but looks as though he wantetl
to bite the poor rul. I cun sec four teeth in the dog's 111out.h.
llesitlcs the dog 's teeth, I can sec hi s tongue. The rat is running
as fast as it cttn to get ttway from the dog. It is runni11g tow1.11.'d s
.. the box. I do not think the tlog can follow it into the box, he is
: 'too l arge. There seems lo he hny i11 the box. The cit!. J111s a
ribbon about her neck, I think. The llog has a collur ubouL his
(Copy in your blank-books.)

.'!'.- ·w11crc is the rat?

'l'o THE 'l'1>ACHER.-'l'he above is givcu tis a model, but many
children will prefer t.o arrange their own. Imleell, it has been the
experien ce of t.hc author, tbtLt chihlrcn gcnernlly clothe their own
ideas i11 better h.ngunge, than n.tlnlls possibly cn.n; nm! if we
would t.rnin up nnturn.l and easy writl'rs, we must e ncourngc

1'.-'l'hc rat is rnuning as fast as it can to get away from

chiklreu to be true to themselves in this respect.

.'!'.-"What can yon sec besides the Jog's teeth?
P.-Hec;i(les the dog's t.ccth, I can sec--.

the <log.

Writ.c.

Write.

T. -\Vl1 erc is it running?
: I

!~ as a - -

P.-Thc cat is :;ittiug on the stool.

and eal m.

,

P.-Thc cat

P.-'l'he dog has a - - about his neck .

T.-Docs the cat appear angry ?

~

'\Vritc.

' 1'.-What_does the cat have arouml her neck?

1'.-Whcre is the cat?

T.- \V rite the auswer ou the slates.

I

Write.

1'.-'\Vhat seems to be in the box?

T.-Nawe them.
I.·

UAU~ .

P.-l do uot think the dog can follow it into the box, he
is too large.

P.-l•'ivc word:; arc used iu thfl same way.

I~ I H I

-

P. - It iH run 11i11g towanfo the box.

\Vritc.

1'.-Do you think the dog will follow it into the box ?

..,.,""'.:"

J,ESSONS IN LANO UAOE.

5U

11. Why do you think so?

G7

Write.

12. If he has hur t the cow what shoul_d be done to him?
Write.

I

13. What should be done with everybody who hurts an-

I

'I

other without cause ?

·write.

'.fhc t eacher rnny continue question s at hi s own pleasure.

14. Now, r ead what you have wriLte u, aud then copy in
your blank-books.

t ,

LESSON LL
A

PI CTUR J~.

l. N:1111 c all t he obj ects yon sec inf.he pi ctm c.

I>ut th ese

n:1111 cs in one statc111 ent, and write the st.ale111 e11 ton your :;!ates.
~. I 11 wl1a.L posiLio11 du you
~. Wh ere

is Lit e dog?

RCe

th e Loy?

vVritc.

Write. ··

4. What has the Loy i11 his hand?

"Write.

5. l>ocs he look an gry ? ·w rite.

'

().

])u yuu tl1i11k he is goin g to st.rik c the dog ?

7. w ·hat is th e cow doing?

Why?

" ' rite.

c..:

(! ,,,., "111' ].,.,), "" tlw11g lt ,: In· l1:id hce n hurt.?

!I.

Jl ., .\ "'l "" I' P""'~ f.h., Llo'..:· lt :1' J,,.,." li"n1 1i11,g he r
\ \ ' i ii

\,, ! \ "

; ;:

j !!•

;

I. ..

1

! !!:· · i,,,,,

LESSON LIL
111

A PICTURE .

:1 11_y

f

1. 0:1111L' :ill tl1• ' 111·.i•·t·f s ~-on >« ~ c in t11r pi('Lllr t'.

''

.)

tr:~-

\\'] 11'1'('

i~ fli l'

l. iJ"il

~

"\Vr itc.

\\' J'i lt'.
l .

'

- -

..

,

I

r I

G8

59

LE SSONS IN LANUUAGJ<} .

r.m;soNs IN r.ANULJAG:Fl.

·1.

'I

;;L I'

..j: ·. I
'

i'~ I
1'

1~li

I

II

'I;;;,: I

3. What season of the year do you think it is ?

4. Why do you think so ? 'Write .
5. Do trees have leaves on them in winter ?

vVrite.

G. Do birds stay in this climate in winter?

Write.

7. Where is Puss?

Write.

8. Upon what is she perched?

Write.

!J. What makes you think it is a shed?

·write.

10. What do you suppose she is planning?
~

'

i

'j

Write.

11. What makes you think so?

Write.

Write.

12. Are cats and birds good friends, generally?

Write.

13. ·w hat will she do with the bird if sh e catches it ?
Write .

.'

.·

14. Which do you like the better) a cat or a bird? Write .

15. ·w hy ? Write.
lG. R ead what you h ave writtcu , and then copy in your
blank-books.
NoT.1·: .- 'L'he above are but a few of lhc suggestive qu estions thn.I.
m ay h e a s kc<l, ailll hnl.h I.cach er aml pupil arc c ucou rnge<l lo
exerc ise I.heir iug e nuil.y in µ; le:rniu g i<lcn.8 from I.h e picture . ll. is
h eli e vecl that the ski llful am! i11tclli gc n l. t ca-:: h er ca n . by t hi s mca.ns,
J o mu ch t owards awakc uin g t.h e pupil's appreciat.ion of th e bea utiful in a rt., and hi s imn g in n. tion in creating of.h e r, aud pcrlrnp s
lll orc s 11 g;gcst ivc pict111•es . Th e author h opes that. teachers may sec , ·
s 1dll i: ic11 t r cwanl iu lhiH, to i11cl11 cc t.hcm t.o :till the pupil in lllakin g
1m cxh 1wstivc cxau1iuation of eac h picture.

LESSON LIII.
1. How many dogs do you see in this picture?

Write .

2. ·what relation do you think the large dog is to the
small one ?

·write.

3. What is the position of erteh dog ?

Write.

4. Wh at. living obj ec t do you.sec in the picture besides the
dogs ?

Write.

.5. Ia what position is the boy?
G. What ha8 he in his hand?

Write.
Write.

7. What do you see on the cake?

vVrite.

8. What is he doin g with th e cairn ?

Write.

9 What do you notice in the front of the picture, partly
. \

under th e stool upon which the boy is

s ittin ~

'(

Write.

10 . Do you su pposc that is where the do.gs J rink Y Write.

GO

-

- -

LESSON S IN J,ANOUA OE ,

LESS ONS JN LANU UAOE.

61

11. Is this saucer on the boy's right hand or left? Write.
12. Which is the taller in the picture , the boy or the <log?
Write.

13. Which woul<l be the taller if the boy were standing?
'IV rite .
J ·1 How <lo you like the way the boy's hair is comLc<l ?

·w rite?

/

15. Does his face look kin<l or otherwise?
lG. H ow <l oes the large dog look?
'.I

" Trite.

Write.

17. '\Vlticlt part of th e s111a 11 <log <lo we sec 't

'\Vritc.

18. Heall what, you hav e written and then copy in your

.
...,
,i

i'

1.

..

•f
I l ',

!'I
I

blank-books.

LESSON LIV.

TOPI CAL R EVIEW OF USES OF PUNCTUATION MARKS.

P eriod.-At close of a sentence. L esson l.
With abbrev iation. Lesso n 19.
Iutarogation P o'int.-With a (iuestion. L esson 2.
Comma.-'l'h rcc or more wor<ls. L esson G.
A person addressed. Lesso n 6.
Two words connected by and. L esson 17.
Two words eonuectcd by 0 1-. J_,esson ' 17.
Quotat'ion 3Tarlcs.-Direct <1uotations. J_,csso n 9.
Divi<lc<l <p10tatio11 . · L esso n 11.
C'ohm.-Direct quotation. J)esson 10.
lf1jplwn. -Co u1pouu<l words. J)csson lG.
·word divided at end of li ne. Lesson 14 .
Apostroplie.- Denotin g omission. L esson 21.
Denoting possess ion. L esso n 22.
Erclmnatiun Poi'.11t.-En10t,ion. Lesson 24.

A PI CTURE.

1. Who is in the tree in this picture ?

Give him a name

. · and call him by it.

2. How does he manage to stay in the position he occupies?

Write.

3. If he should loosen his hol<l, what would happen to
him?

Write.

4. Wl1y do you suppose he has climbed to so great a
height ?

Write.

5. Where is the bird's nest?

G. What is in it?
,

I

Write.

7. What <lo you see in the upper part of the picture near

'l the boy's hca<l?

1

Write .

Write.

Ll'~SSONS

LESSONS IN LANGUAGE .

IN J,ANGUAGE.

8. Does the bird appear frighten ed 't

Write.

9. \Vhat reason do you think the bird has for seeming

fri gh tened?

Write.

10. Can boys thiuk?

Write.
, 4. Whut is he duiug Y Write.
5. \Vhorc is the grass to which he is clinging?

Write.

11. Do they kuow what is wrong ?
1~ . Do cats know what

is wro11g

r

vV rite.

13. ·w hich is the worse, then, the cat in the last picture
that is trying to take t he uinl's lif'c , or t he l1oy iu thi:;, who

Head what you lwvc writtcu.

\Vritc

G. \V hat do we call that part uf' a river that LurLkrs uu

vVritc .

is tak i.11g from the mother Linl her eggs ?

2. Where is he in t.his picture Y Write.
3. Docs he look as happy and cheerful as m the last. Y

Write.

. the land? Write.
7. Whon1 do you see runuing aloug the Lauk?
, -them names.
8. Do t.hcy Reem to be in lwste Y

Copy.

GiY e

Write.

9. What docs the man carry on his shoulder (
10. What do you thiIJ,k he has been doing?

\,Y rite.

Write .

11. Do you think the boy could r;et uuL of' the water if
left alone?

Call the boy by the name you have given him.

12. Do you hope the man and boy ·will get there in time
. - to help him? \Vrit.c
13. Huw do you suppose they kn ew he w:is there? Writ<:

1,1. ·what kirnl of pay Jo !Joys generally get for (1oi11g
.- wr1111'.C.

Y

\\'rile.

'l'eaclirr cnntinu() to elicit i<1c:i;;; l'rnm the 11icturc .
15. H,cad what yuu have written, aud then re-write , ~olll ­
Lining- it into a nice and interesting story.

LES;..:o i\ LV.
A

·1.

nn

i'IC'l'lllU,;.

~·011 think the liny

that we ~~LW in the hst?

i11

the pidure is

\Vrifl'.

l1 10

c;amc Luy

I,

G4

LESS ONS IN LANGUAGE.

65

LESSONS IN LANGUAGE .

8. ' Vlrnt birds stay where there is s now, generally?

Write.

9. What does the boy appear to be trying to do?
10. 'Yhat has h e about him to k eep him warm?

11. What has the bird to keep it warm?

Write.

12. Wh at has t he dog to keep k im warm ?

Write.

13. Where Llo Lite boy a u<l <log got t heir food?

14. Wh ere does the bird get its fuoJ.?

16. Read wh at you h ave written.

(.

' Vrite.

Uopy.

I' i
TOPI CA L ltEVlE W OF USES

1. At 1Jcgiu11 i11 g of Sen tence .
2. l'ropc r Names.

LESSON LVI.

3. I a nd 0.

A PIC T URE.

4. Iu Poetry.

l. What m ay be see n on the ground rn t his picture ?

2. Arc th ere leaves on tl1 c bush es?

in

Write.

5. These fom foc ts tell you t l1 at it is whaL scasou ? Write.
G. W hat livi ng t hin!; llo you sec in th e picture besides the

Give pretty names to th e boy , dog and

bird.

·I

7.
L esso n 10.
L esson 13.

Lesso n 18.

Pupils may write se ntences illustrati ng th e use of capitals

4. :YVhat does the boy h ave about his neck a nd ears ?

th e boy a ml dug?

L e::;son l.

8. Ti t les of Office, etc. · L esso n l !).

Write.

!•

Lcs~mn

7. 'l'i tlcs of Books.

3. What J o you see where t he boy and dog ktY C stepped?

-CAPITALS.

L esson 3.

6. P crso nifiell Obj cets.

Write.

O~'

Lesson G.

5. Dire ct Quotatiou.

Write .

t

Write ?

Write.

15. Which of th e t hree is most fortu nate?
'j'

Write.

7 . Where is Llie LirJ?

"'W ril,c.

~ach

of the ab ove cases.

Cap ita ls arc used in oth er c:i.scs t.h :1 11 th ose

th ese :i.rc the rn v.s L c JlllllJ vll u.,._.,,

,111J

11l(~ 11ti n 11 (' (1.

h11t

;trc: .,ufli1;i._11L lvr LLc:

-

... l

(j()

67

J,ESSONS JN LANGUAGE .

LE :::i:::i ONt; lN J,ANU UAUK

10. How docs it show its dislike ?

11. What do you see in the front part of its mouth?
12. Are these teeth long or short?
13. Do you kuow what we can tell . by the long teeth of
14. Of what use arc its long teeth ?

15. Why <loes it not use them to get out of the box?
16. But who can tell the name of the box in which the rat
. is caught ?
17. How did the rat get in there?

18. What do people use such boxes for?
19. Do you think this olJ rat would be glad to get out and
be safe once more ?
20. · Do you think he would remember anJ not get in next

LESSON LVII.
A

21. Please relate any anecdotes of rats which you may

PICTURE.

have heard.

1. What animal do you sec in the pict.urc ?
2. What iH it in?

:J. What <lo you sec in front

ot

22. Read what you have written.

·

4. Of what do you think the box is rnad c.
f> . Of whnt arc !.lie barn 111:1dc that cxtcml across t,hc front?
Ii. Did you ever see such bars in a window'(

Tl

.

I'

".(
!

l,f

'
1']
'i
'i

~ '

l

Right or wrong?

t,hc rat's face, cxtcn<ling

from one side of the box to the other ?

7. Wl1:it <lo you call a person who is kept
havin g windows with s uch b:i.r:;; aero:::s them?
8. ·w hat may you call the rat., then?
9. Docs this rat see m to like its house ?

Wh ere?
111

a room

Copy.

I haint got no pencil.
I seen him. I 11illnt. do nothing.
cheer. Uncle l1as went home.

He set down on the

I

-

·tiH

68

Ll!:St;O.NS IN

LANUUAU .1!:.

9. Whel'e do frogs live? ·
Where Jo you thiuk this

0110

came from ?

Do you suvpose the preseut condition of the frog is
Why?
you advise the !Joy who 1s lwlJiog the

rog to do with it [
;

r

13. Wlw.t do you imagine those boys are say mg to eac h
·w rite out their conversation in foll.
Please give a name to en,ch boy.
H ead what you have written.

Copy.

LESSON LVIlI.
A l'J C'.L'URP:

H"i·ite the

fr,ns1ucr

to each

1. How 111n11y 11crso11s

11111•st/un.

110 ,YOU

Rr:c i11 the picture?

:J,. What is Ll1e pos il.io11 ol' each hoy'!
'.>

What ha ::; •rnc hoy i11 hi:; hand that the otl 1c1· 1ms, a·Iso
· .,r

.J. .fo which haud does the boy who is stao diu g have his
::t.i0k?

5. I n whicl1 lia11d docs the u'-oy \vl·10 i '°c,· ::; itti 11g have hi : ;
:-:tick?

I:

i.

0· What do you sec

.i us t

1°11

ti 10 fTon t part o f' ·be
l picture, or

7. 'Vha.t iu the back part or jus t bcl1i11d the two boys?
'l

LRSSON LIX.

bcfot"c the two boys?
\

8. 'Vhat dues tl1c boy who is sitti11g hav e iu his right .
hand?

A

l'JCTUIU~.

Where arc the two boys in this pidurc '(

......--······· ·.......,

-··---~

J,J•:SSONi:! lN J,ANflUA<H!

70
~-

vV lmt is tl1 c positio n of each

71

r

3. Arc they i11 the sa11 1e place by the river that they were ·,. ;
in the last pieturc ?
·' t
4. Uow do you know ?
5. Docs each boy have a stick here?
6. Which one does have a stic k ?
7. 111 wh ich hand does he hokl it?
8. Where is the frog now ?
9. What is the frog doing?
10. What living things besides frogs can swiw?

11 . Do frogs and fishes sw i111 alike ?
t

~·

12. What is the difference?

.11

ii

~ "I
.'

i

I'

13. Do frogs aud Loys swim alik e?
14. Which seems nearest you, the frog or the boys?

15. Put your hand on the picture and see if it is really so.
16. How does the water look directly under the feet of ·
each boy.

17. Do you know what we cn ll such dark places ?
18. What other objects in the picture cast a shadow?
'·

U uite what you have written , and whatever else you way _,'
think proper, into a story and copy it iu your blank-book.

LESSON LX.
'l'Jm

CONDOR .

1. Have you ever seen a Condor?
2. Do you know where its home is?
3. Wlrnt is there peculiar ah onl t.he appearance of it.s head and

Wlrnt. do you think of it.s s ize?
How many toe8 11pon . c1~e h foot.?
Wlml is the shape of it.s bill'/

r.ES80NS lN f,ANGUA<rn.

72

.

'!

J,l>::it:iONS TN LAN<l UAU F..

7. \V\1:i.t. kiutl of l'ood tl o yon t.\1i11k that. b ill is b est. li lt.e ll for?
8. Of w h u.t color is th e Uu ml or ?
\1. W1·if.e n.11811·(·1·s f.o :i.ll f.l1 ese 'tlll' 8Lion s.

10. Cn11s11lL h ooks, a nd l(':1.1·H a ll yo 11 c:t n rihout. !li e Co ndol' .
lL Wh nL d oes Ge o. D. J'r e nti ce s:iy of the CorJ!lor in hi s
t.iful poem, 'l'he Cl os ing Year?

;

~

;

LESSON LXI.

Bli/1£BTS S"1 ,
·1

]. Do t h<'SO c hilrlr'<'ll look like y rn11· l_11· 01h(" 's

·U.!

~f'\! ' ~

'·

'/~·\

.' ~r~'
-

~~

1.ool~ at ~-our ::5 i :--; t crs ~ ye~.

dt1

n: t :--

·'( •itl

LL-----1

:..:~ .< l1 1 r s1 1cL

!t

Jh~ 11i~'.Y ~1:1 111:1:..:1111·~1· cl1 i ld r <·1i' .~

I )!1

.i

1'1

!

'I,

/\

-=1':===

1'1) 11 nd .

chcrr .',· !ii;;: 0 r hin

:1s

1l11 1 ~·p

I. N n n ir· n ll th1· f, 11.it·ets
q

·1

["Q!l ! 1LP

:,. Wha,t. clo yo u

o b~ (,nn :11Jo 11 L

1.h eit· cn.1·-rln g;s '!

7. Do vw1 t lij nk tL,q1.!1·J.t " jp i plli gc nt. te sa;i.?••
R. Wlmt. do you k n ow nho11 t. th e co111li l'Y of S ib e ri n.?
fl. Len.rn rill you e:w a.bou t. t.hc eou ut.ry :i.ud

your comp os it ion.

Tell

\\· 11:1!

yo11

1·:i1:l 1 1,111t· j :--:,

3. \'\"li:tL is i.li e 11 l1 ul c

1b_rp· ! 1p'j ';

;

t
l\ .
.· ..-~

LESSON LX:li.

~ i~l e n; '?

'!

c hil<lrC'n lrnve
11.

1111J

.,

C.\

''-'I,,

\'al\ ~\~l~ in t11 i~~ l 1ic1ure.

dt i i11 g : ur i n w !ia t 1H1 : . : itiu11 iL i.~ .

]J idu1'l' of ·?
, ~· How d ocs :i. c::i.nal Ll iffcr from :t ri l' l't' '1
;;_ · \Vhn.t i~. ih ~·d ~~rn~~ tln• riYt-'l' ·?
:t

6 . WhaL is ih c u se of c:Limls <rnu brillg cs ?
·7. Whn.L d o you see u.t. the fooL of th e hill beyo nd the grove!
Do you th ink it. rt p l e:i.sn.nt pl:i.c e lo live ?
Mention som e n oted canrils .

".1

, I ~ ! · '.i'
~; _,1 · '

.n

~ ~: ~i:~
I .~1. -

..

.~ -

74

J,ESSONS lN

J~ANUUAGE.

LESSONS IN LAN,OUAOE.

75

10. Are there many b eing built now?
11. OtJ1cr 4u csLions will sugges t. t.hem ,rnlvc:; i,o the fencher.
12. W1·itc n, ni ce co 1n p osiLio 11 nho ut c:wuls.

'.·

,,,.
'1
I

l

L.l!]SSON LXIV.
GATHEitlNG SUGAR OANE.

I.ESSON LXlII.
SAVAGE LIFE.

Not.ice, ca r efull y , eac h oh,i ec l. in thn picture, ~vrif. c it.s n::i.me,
d esc ribe a ll t.hnt is odtl o r pccul i:L r al>ou l. it ..
Writ e you1: impr es~io n s in rcg n.r<l to th e kiml of li fe these people lend, t h eir lmbils, culi.urc, foo< l, occ upati ons, at.t enfi on to bus in ess, the countries th ey now inb rtbif., nm! wl1 cth er t.hc people arc
on t.he incrense or dcc r crtsc.
By careful s tudy of t.his picture, you will be able to write a fiue
i;tory.

hn.ving pretty fu lly illust.rnt.cd the m eth od of u s ing
these pictures, de sires n ow lo throw the teac h er nm! pupils on
lle will s uggest, l1 owevcr, t hn. t at t.hc close
of each r ecitat ion , the t.ench er should sp end tL few minutes in
directin g the examination of th e n ext pi ctur e. Great cu.re shoulLI
b_e tu.ken to no t violate that fund a mental ltLw: Never /ell a child
1~hat you can lea d him to discover for himself.
,After having glen.n cd fr om the pict·1rc all y ou can, informal.ion
and n.ppropri::i.tc anecdotes an<l illt\St.rat.ions may be gained. from

----

_, .

76

LE!:iSO.NS IN LANUUAOE•

LE SSONS IN J,AN<1U AGE.

77

I

( .1
I

'

!

LESSON LXV.
TTJF. OSTRICH.

To Trrn l'irrrr.. -Wlt:iLever knowle tlgc is pr esented 1o you, s lt o11 ltl
h e prese nl.c1l in s n c h :i mm111cr. llt nl. lh c :icf. o f ac?1tiri11g if. will
mssessiun of·
. or you, 11·"11 • ro 1 yo 11 of hof h :i pl ea s ure
'l'!tcreforc, I lc::ivc you lo s tudy it well n11J write :i

LESSON LXVI.
'l'IlE J,lON -IG NO OF BEASTS.

'l'ho lion, in lhis piclure, appeurs lo ha.vo just ri sen from his

. sleep.

. ..
78

LE t:it:iON::i IN LANUUAGE,

J,.B f:it:iO Nf:i lN LANU UAU.B.

79

LESSON LXVIII.
A TEAl\1 OF SNAKES.

Showing docility in animals •.

LESSON LXVII.
ILLUSTRATJNfl TUE IN'l'Ef,J,J(JE,NCE• OF. ANIMALS.

S11pposc
tltc, ltott ,RC yo 11 Hee 1o 1in n. c l1111·u
· li, a.nil t. lt c olu l ad to
.
he ul111d, wh:it d o you Llti11 k t.hc whol e picLnr c l' C}) l'CSc nt s?
y

LESSON LXIX.
'! 'RAINED FLEAS.

For addi tionn.l infol'rnation lhe t eacher is refcrretl lo Intelligence
_of Aniin11l B, 011e v olum e of th" llhu;LruLcd Library of Wonders,
published by Messrs Chas . Scribner & Uo ., N. Y.
I

,j

80

LE SS ON S IN LA N\:UAGE.

LB8 80N8 IN LANGUAUB.

LESSON LXX.
OJ<'

TICE ELBl'HANT .

H INTR.-El cph:mt in :i barn ; <l og and clPph :i11 L grc:il fri ends;
boys oulsiLle lhe barn Lease the clcplmnt by pulliug uog' ~ en.rs .

Ll~ SS ON · LXXI.

81

w

LESSONS IN LANGUAGE.

83

LESSON LXXIII.
his be11utiful picture contains enough th11t is suggestive, to
e.niploy llie student more th11n one day. Study it attentively, and
ri,le carefully the thoughts which it suggests, and you will find
'at,Your mind has been greatly enriched thereby.

1,g::;su.N:-; lN

LA .NU UAGE.

LESSONS IN LANGUAGE.

85

LESSON LXXV.
THE IlEE AND THE CHILD.

' 1. "Pretty Bee, pray tell me why, tlIUs from flower to
; flower you fly, culling sweets the livelon g day, never leav ing
off tu play."
2. "Little Child, I'll tell you wh y, thus from flow er to
flower I fly .

S ummer flowers will soon be o'er.

comes, th ey bloo m nu w ore.

Wiu ter

F in est days will soon be past.

Brig hlest suus will set at ·last."
QUESTIONS .

J;Ji;SSON LXXIV.
E LEl'IL\ NT ACTING AS NUB.SE .

'!'li e pnpil mn y nl so inclmlc in hi s com p os iti on n. pret.t.y full
'1 csc ripti o11 of el rpl 1 :; 1d ~, th eir fon11, s ize, color , halii ts , tnLils of
cli a l':t clr1', co un tr ies t hey i11h a1Jit., u se Lo rna11, '11lll give lLlhlitio11a l
anecdotes.

ic ol>j cct of the following lessons is
to teach th e pup il to ll (lticc carefull y wh:i.t li e is rea<lin g, :rnd
then to r eprodu ce Ili c suLstancc in l1i s own words.

But few

1,,s;;o11 s ar c µ: ivr. 11, sin ce Lll<'.Y cau re;1dily Le imppli c<l by the
teach e r :1t plea sure.

" TiLh t he Loo k open befo re t he child,

tli c teache r lllay :isk tl1 c q11 csLio11 s, a11<l then, tl1c book being
c]o:-;cd. req uire that f.hc :in swc rs sl1 oukl be written.
exercises will be fou11il very profi t:1ble.

Such

'J'h cy cul t ivate the

powers of uLsc rvatiun, aJlll give comma nd of lau g uage .

1.
2.
3.
4.
G.

Who ask s the question in the first pamgrnph?
Of whom <locs t h e child ask i L'!
Wrile on your sln.te lhen, 'l'h e Child says to lhe Bee.
Whal <loes t he child ask ?
Whnt is the first question'!

ANS. Wh y tlo yon fly from fl ower

to fl ower?
. G. Suppose yo u were l o write this upon your sbt e im111e<linlcly
aft.er wlrnt. you have writ.ten t h ere, w h1d. rn nr k sh ou lLl p r ecede it. ?
7. Wli :Ll is th e seco 11tl que slio11 '! A;ss. Wl1y Llo you cull sweets
all Lh e dny l on g? (C ull mean s to gath er .)
8. Write on your slat.cs, Why do you gal.h er swcels all Lhe thy
lon g?
n. Wh at. is the thir<l question? Write the a nswer Oil your slates.
10. Who s pcnlrn i11 I.lie s.cco n1l pn.rngrnph ?
]]. Writ.eon your slntes, Th e Bee says to the Child--.

12. What <l ocs h e sn.y?
18. How mnn y r easo ns d oes h e give for b ein g so indusLri.ous?
14. Give t.he fir s t. If yon were talking, wo uld you say, "Summer da.ys will soon h e o'er."
] Ii. W1·i te it with Lhe proper mn.rk s on yo ur slnl cR .
1 G. Whal is the seco H<l r eason? ANs . Because when winter
Write.

8G

frl•::;som; lN LANU UAUJ~.

17. Wlrnt is lh e lh inl reason ? ANs. 'l'he fine tlays - - . Write.
13. Whal is l he fourt.h reason? ANS. Th e llrightest - - .
HJ. ltcaJ. what you have written.
THE BEE AND THE CHILD .

Th e Child sn,ys to the Bee: "Wby do yo u fly front flow er to
flower? Why tl o you gather sweet ~ all day'! Why do you never
s top allll pby ? "
'l'hc Bee saitl lo the Chilll: "I will tell yon why I fly from flower
to fl owe r. Summer will soon b e gone. Wh en Wint.er comes the
flower s will not bloom any longer. The llrightcst sun must set
SO lll C lime.

1. What is a direct. quot.:ition ?
2. How should a direct quotation be written ?

LESSONS IN LANGUAOJ.;.

87

What is ea~h doing ?
Which a11inrnl is lhc most profitably em ployed?·
What arc said to be in the fire-place?
What are embers?
What. does this mischievous monkey desire to do?
V\' hat prevents him from doing wbut he desires'?
What docs H 811y strikes him ? (An iucn is a thought.)
10. What does he do to the cat?
·11. In what w:.1y do cats revenge themselves when injured?
Did thi s cat scratch? Why not?
Ilow did the monkey at lu st secu r e the potatoes?
Read· what. you hav e written . Copy.

LESSON LXXVII.
TIIE IlOY AND DOG.

LESSON LXXVI.
TIIE

i\TONKJ.;)~

AND CAT.

Some sweet pota toes arc baking in the embers of a fireplace.

A cu1rni11g won key is n,uxious to feast upon them;

L1tt h e docs not know how lie ca11 get them out with out
burning himself.

Presently, howe ver, an iLlc:t strikes him.

Puss is dozing, as usual, ncn,r th e fire-phee, and, without h er
consent, h e seizes her in such :t way that she cannot h elp
h erself.

Ile then t:;kes lier paw :rnd with it lw pulls the

pot:ttocs out or the burni11g e111bers,
lfn.vc th•: pupils fir st. g ive om\ n.nswers lo th e following and
s imilar questions. After due criticism, l1n.v c th e an swers written
on the sl:it.es. If pro pct", collllJi11c them as in preceding lessons.

1. Wlrn.t. is the sl.ory abont.?
2. Where arc I.he monkey n,nd cat?

An idle boy was one day sitting on some steps with a stick
a piece of bread and butter in the 0Ll1er.
As he was eating his bread, he saw a dog lying near hi 11 1,
nd called out : "' Come here, fellow ! "
About whom is the story?
Do you think there are many suc h boys in the world?
Where was this itlle boy ?
What. did he h ave in each hand?
Of what use was the st.ick?
Of what use was the bread and butter?
What was h e tloing with each ?
Do you th ink b e worked h ard?
Was hi s work pleasant. or unpleasant?
1-0. Wh at <lid he see near him?
What did he say t.o the clog?
Do we generally call a dog. fellow?
Wh at wou ld you have called him?
1. In how many ways is· an apostrophe used ?

Ill
88

LE Si;ON8 IN LANU UAUE.

LESS ONS lN LANGUAG .E.

a half-dollar, asked him if he would like to have it.
THE IlOY AND 'l'UE

said the boy, "to be sure I would."

DOO.-Continucd:

8 !)

"Y cs,"

" Come and get it,

then," said the man.

'.l'he dog hearing him self kiudly s poken to, arose, pricked
l. What Llicl the boy do wh e n he saw the dog running away?
2. Wl111.t kiu•I o!' a boy docH Ll1c 1:1 lo1·y 8uy lie was?
3 . Do you think it right to call him crue l ?
4. S houl1l he n ot have been c:1ll ed kind for offcr iu g the bread
and butter?
5. Who was on t he other s id e of the s treet a ll the lime?
G. Wh:Lt had tLis man been doing?
7. Aller the mnu had called to the l>oy, what did he s how him ?
8. What que s tion dill .h e a s k?
0. Do yo 11 thiuk the -boy was fooli s h to nn s wer a s he did? '
10. Wl1at would you say if some man were lo offer you a halfdollar?
11. Wh a l do you sec between ha!/ aml dollar ?

up hi s cars, wagg-ecl l1i s tail, and ca lll e up.
'l'he boy held out hi s piece of bread :.rnd butter, and as the
d og was about to take it, the naughty fe ll ow struck him on
the nose with

rt

stick, which he had in t he oth er ltaucl . Th e

poor Llog howlccl, :rnd r:rn away as fa st as he coulcl .
1. Whal did the Llog do when he h en.rd the b uy'~ w onls ?
2. Why did he tlo so ?
3. Would h e l111v e ncletl Lbus, if !.he boy h a d spoken in 11. hars h,
cross nu11u1e1·?
4. Wh at cffccl hav e kind word s OH men a.nu nnimal s ?
G. Wl1al. diJ I.he hoy hokl out when th e dog c:1111c 11car?
G. JJitl ll1c dog fhi11k li e was in earnest in hi s offer?
7. lVa s I.he boy in cnr nesl.?
8. Wl1nf. 1l i1l the boy 1!0 wh e n the Llog af.LcmplcLl lo cat. the bread
nml bnll e l' ?
!). H ow dill I.h e d og s h ow h e W l\.S in pain ?
JO. JJi•l li e !'<:mnin l ong w here the boy was?
11. Whi c h d o you t.hi11k w:1s tl1c n olJl c r animal, the boy or <log?

Write thi s part of the story in your own language.
1: Where s.hould a hypllcn be used ?·

LESSON LXXX.
TIIE IlOY AND TUE DOG.- Cont inned.

Puncluaf.c th e fo llowin g:

The boy ran to him, and stretched out hi s hand for the

Ycs said the boy lo be sure I would.

money, when the man gave him snch a rap over the knuckles
with his cane, that he roared with pain.

LESSON LXXIX.
TUB BOY AND TUE

At this mo111e11t, a man

0 11

that?" said the boy ' 0arinui1w
and rubbino·
his knuckles.
b
b
"I did not hurt you or ask you for money."

])0('L-Continucd.

Th e cruel boy lnughe<l heartily nt the trick he had played. ·
the oth er sid e of the street, who

had been watchiug him, call ed to the boy, and showing him

"'W hy did you du

~

1. What was the boy's fir s t movem ent?

2. Wh a t was the second ? .
3. Ditl he get f.lte money?
4. What did th e man give him ins tead?

!JO

LESSONS lN LANIJ UAGE.

91

LESSONS IN LANGUAGE.

5. With what <lid he hit him?
fi. How did the ra.p rlffoct lhc h oy?
7. Which do you wppose felt the greater pain, the boy or the

The object of the following lessons is to enable the pupil,
, by a few pointed aud well-directed q uestious, to chauge the
:: rhyme in the text to simple prose of his own.

dog?
8. What question did the boy ask of the man?
9. How did he act while he wtis asking llJC quest.ion?
10. Do you like l.o sec boy s grin?
11. Which part of the lrnn<l is the knuckle?

Have the

',.:! pupil give answers to the questions, orally, first.

Then lwvc

. all the pupils write tho most sµit;1.ble answers

their BlatcB.

011

Correct aud copy as in the preceding exercises.

Write this part of the sto ry in your own language.

1. Where should a comllla be used?

LESSON J_,XXXII.
MARY'S LAMB.

LESSON LXXXI.

Mary had a little lamb,

THE BOY AND THE DOG.- Continued.

Its fleece was white as

"Why did you strike the poor dog just now?" said the
mau.

" Had he hurt you or asked you for bread ?

SDOW;

And everywhere that l\lary went

I have

The lamb was sure to go.

served you just as you served him ."
The bad boy hung his head , and seemed very much
ashamed; and I have never heard of his playing any cruel
trick s since.
JJ ow many questions did the man ask of the boy?
What was the first? The secoml? The third?
How dirl the man say h e lrntl tren.ted the boy ?
Is it right to trertt other p eople as they treat us?
How sho nld we (.r ent other people?
u. What says the Golden Rule?
7 . How diLl the hoy rict?
:'l. Ilow do you think boys generally feel when they h ang their
head s ?
n. Was this a good l f)SSO ll for him?
JO. WhnJ. tlocs f.110 Rlnry Rn.y wa~ 11cver l1on.t"l of him nftcr t.lrnt ?\,
l.
2.
3.
4.
5.

1. Wh er e 8hould a period !Jc us cu ?

QUESTIONS.

1. What is the name of the little girl about whom we are writing?
2. Wh a t did she own?
3. Jlow d o you tltiuk it CtHne into her posse8sion?
4. Whttt is said about its fleece?
5. Do you think snow is lJcautiful?
6. Di<l this lamb love l\Iary?
7. JI ow do you know that, it tlid '!
8. W 011ld you think a lamb lov e<l you .very much if it followed
you all about?

The answers combined will make a composition similar to
the following :
MARY AND HER LAMB.

'.L'h o 1rn111 e1 nf' lhti little gil'l 1Ll1uuL who111 wu 11.1·c writing is Mary.
, She owned a little larub. W c arc uot told how this lamlJ came into

·~'•'. ·i
'

92

J,F;ssONS IN LANGUAGE.

LESSONS IN LANOU AUE.

her possession. Perhaps, some one gave it to her. This
must have been very pretty. We read that its fleece was as white
as s no11·; :uni I thiuk snow is very beautiful. 'l'his lamb loved
Mary very much. I know it. lov etl her, because it followed her
up stairs and down stairs, and everywhere she went. I shouhl
t.hink a lamb loved me very much if it followed me everywhere.

7. Don't you think they were very silly to laugh at so trifling a
thing?
8. Would you laugh if y ou were to see a lamb at school?
1
9. Read what you have · written. Copy.
i

1. Correct.
The wolf said to the lamb, you are a rascal.

A J'ew wcll-dircet.ed 1piestiu11s 111ight Lri11g about a union

of' sentences, when the co111position woukl read as follows:
l\1a 1·y, the little girl about whom we rire writing, owned a little
l:imb. We are not told how the lamb c:ime iut.o her p ossession,
but suppose that it was given to her. The la111L must have been ·
very pretty, fol' we r e:ul t.lt:d. il.s fleece ll'a.s a;; ll'hit.e a.s s 11ow; and
I thi11k t.lrnt. the pure s uow is very b c11ut.iful. Th e !:tmb lovcu Mary
ve1·y much. I know it loved lt ct", b eca use it followed her up stairs, .
down st:til's, a nd in my lady 's chamber; in fact, it went everywhere s l1e went. [ should think a lamb loved me very mu ch if it "
followed me everywhere.

LESSON LXXXIII.
MARY AND HER LAMB.

IL followcJ her to school 011e clay,
Which was against the rule ;

LESSON LXXXIV.
MARY AND HER LAMB.

AnJ so the teacher turned him out,
But still he lingered near;
AnJ in the grass he feel a bout,
Till l\iary did appear.
1. Wlt:tt impolite act did the teacher commit?
2. Do you think the lamb felt badly when it was treated so?
3. - \\' ~ y do you tltiuk so ?.
, 4. What. did he do while he was lingering near?
5. Are boys and girls ever turned out of school?
6. Are they dismissed for the same reason that the lamb wn,s?
7. How long did the lamb stay near the school-house?
8. What does this long waiting prove?
1. For what is the apostrophe used?

It made the children bugh and play,
To sec a lamb at school.
l. Of wlrnt offence was thi s lamb guilty one clay?

LESSON LXXXV.

2. 'Vere la.inh s allowed Lo go t.o school in those clays?

3. Are they allowed to go now '!
4. What do lambs do ?
G. Axe not t.he green field s :i school for thent?
G. How did all the children act wheu they :;aw the lamb in
sc hool-room ?

" What makes the lamb love Mary so,"
'l'hc little children cried;
" Mary loves the lamb, you know,"
The teacher quick replied.

93

94-

J, ESSONS l N LA NU UA<JE.

If you, like Mary, arc but kind,'
An<l food th e lar11bs with g rass,
'l'h cir love aud frien <lsh i p you w i II find

95

LESSONS IN LANGUAGE.

LESSON LXXXVII.
THE WASP AND THE BEE.

Change into prose.

Are constant to the la st.
1. Wh a t. quest.ion <liLl Lh c children ask of the l.each e1·?
2. Whn.L was I.h e Le:tehcr' s reply'!
il. What, I.hen, do \Y e Jim! w :ts lh c Rc crel. of th e l a 111b' s gr eat. love
for i\I a.ry ?

4. lJo y ou ll1ink lhn.t if we love perso ns, those pcrso11s will be
a pt lo love us in rclu rn ?
5. Wlml did lhe tea cher m1<l further to explain th e l:unlJ' s love
for Ma ry?
1. Where shoulcl an int.crrogn.li on point ]JC u sed ?
2. Where should an ex cla mn.t.i on point. be used ?

"You have a fine shape, and a delicate wing;
You are perfectly handsome, but then there's on e thing,
They never can put up with , and that is your sting."
5. " My coat is quite homely and plain, as you see,
Yet nobody ever is angry with me,
Because I'm a useful and innocent Bee."
MORAJ,.

From this little lesson let children beware,
For if, like the wasp, they ill-natured are,

r..gssoN LXXXVI.

1. How m1:rny lines do we find grouped loge lher her e ?

Chan ge the following into prose :
Trrn W ASI'

1. A

vV ASP

met a

BEE

ANJ> Tirn

that was

They will never be loved, though they're ever so fair.

B1m.

.i ust

buzzing by,

A11<l he saiLl: " LitLlc cousin , can you tell me why
You arc loved so much better by people than I ?
2. " My back shines as bright and as yellow as gold,

lVh en se1,eral lines of p oetry are group ed tog eth er,
a stanza.
2. How \]oes the last stanzn. .differ from tho se
It contains n. lesson Urnt we ar e lo learn from I.he
3. Because it conlldns such a. lesson, we call it
is a. moral?

3. "Ah ! fricml ," said the Bee, "it is all very true,
And were I but half as much mi schief to do,
Then people would lov e me no better than yrm."
1. What kind of a quot.tiLion do we fiml in Lite last slnnza?

that precede it.?
story.
a moral. What

LESSON LXXXVIII.

And my shape is most elegant, too, to behold;
Yet 110body likes me for that, I am to!J."

we call the group

DEEDS OJ<' KINDNESS.

Change to prose:

1. Suppose the little cowslip
Should hang its golden cup,
And say, "I'm such a tiny flower,
I'd better not grow up:"

---

9G

-

!2»~"J"

J.l~l::iSONS

JN J,ANOUAlll<:.

T,ES SONS JN J",ANUUAGJ.;

How many a weary t.ravcl er

!17

4 . How ma ny deeds of kindn ess

·A li ttle child can do,

W oul<l miss its fragrau t smell;
How many a li ttle chi l<l woul<l g rieve

Although it has so li ttle strengtl1 ,
And little wi s<lo1~1 too;

To lose it from the dell.

It wants a loving spirit,

2. S uppose th e g listening dcw-<lrop

M11 cl1

Upon the grass shoul<l say,

JU ore

t han strengll1 , to prur e

H ow many things a chil<l may J o

" What ca n a little <lcw-Llrop <lo?

For others by l1is love.

I\l bctt.er roll away :"
'l'l1 c blade on whi ch it r cstcLl,
Defore the day was <lon e,

LESSON XO.

Wi thout a drop to moisten it,

PAH.EN1'IIESIS AND DASII.

vVould wither in th e sun.

1. 'l'he boy became - well, I'll not tell th e r est of t he
~

st.ory.
2. H e lived at - - street.

LESSON

I~ xxxrx .

3. How many mistakes, (as you know ,) peopl e make.
QUES T IONS.

DEEDS OF KINDNESS.

Chan ge into prose :
3 . Suppose t h e little bree zes
Upon a summer's day,
S houl<l think tl1cmsclvcs too small to cool
'l'hc traveler on his w:iy;
Wh o would not miss th e smallest
And softest on es that blow,
And think they rna<le a g reat mistake

If t.hcy were talking so.

1. Co py th e fir s t two se n tenc es on your s lnl c.
2. Aft er I.h e w ord became, in the firs t, aud at, iu th e second, whn.t
kind of n, m ark do yo u sec ?

..3. Muk c one lik e i t on you r slat.es.
4. Is it. n, li ypl1 cn? .
6. Is t. h c fir s t. p:ut of the firs t se ntence con ip l e le?
7.h c m rt rk nft e r t.h e wo rd became, is crt ll cd a dash, and i8 u se d
because the se nt en ce is b1·ok cn and i nco n1pl ct.c. It. is u se d nfl er
·· al in th e seco nd, been.u se t.he name of the slrecl h as been purposely
'omit.t.ccl.

G. Wh e n is a <la.s h u se d ?
The da sh. is usrd lo dmo/e Ilic intentional omission of u·ords

71. In th e 11 cx t se nten ce, w h at ucw 111rtrk s do yo u olJsc r ve?
. ,son\c lik e t.li c n1 .

1\Iak c

-~~--

L J<;t>S ON:> l N L AN U UAta; .

8. Co uld th e word s inclosetl by th ese m a rks b e omitted without
SNOW .

d os t r oy i11g th e sen s e?
Th ese nrnrk s, ( ) , arc call ed a parenthesis. 1Vords that are not
necess ary to the sense m ay be c11 clo.scd in ct puren th csis.

Snow comes in winter, but. 1 so m et im es wis h it, came i11 s umm e r.
It i8 b ea utiful and pure wh en it fall s, but soon bec omes bla ck a nd
1

._••..,_.,,,,,_ ,fJ' Ja·n · t·Y.

'l'o TUE TEACIIErt.-As a valuable exercise at this
of' development, se icct :i11 i11citlc11t or story a11d read it tu your
pupil s.

After you have read it rel1uirc th em to re-write it

i 11 th e i~· own lan g uage .

, ·i"'

Buy s !t11d girls u se it to m a k e s now hall s, rn en and wom en H 8 C it
for s.leigh-ritling, and it se rv es th e li t tl e p limts a s a lilaukct tu k eep
th em wa rm.
I t hink it more useful to pb11 ts t.lmu to m en. Copy .

'l'lie exercise is nwrc profi ta ble than -·

th ose preceding , sin ce the chik1reu must not only exercise

LESSON XCIL

their memory, but also make t heir owu se uteuees.

llOYS.

1. Write six senten ces about Boys.
LI~SSON

XCI.

SNOW.

2. Combine as far as possible.

3. Read and copy.
] . Wh en s h ould. an a p ostr oph e b e u sed?

1. 'Vrite six sentences a bout snow.

2 . Gi ve thr ee u ses of th e h yp h en .
3. For what is th e d as h u sed?

] . S n ow com es in wint.er.

/

2. I so 111 ct.im cs w is h it c a me in s umm er .
:! . It. i8 h ca11t.iful :11Hl p11r c w l1 !' 11 it. fall s , hut soou

LE SSON X CIII.

dark 1L11d wil ed .

4. B oy s and g irl s use it. t.o nmk c s 11 ow b:ill s.
5. M e n n.ml wom e n ns e it. for sl eigh -ridin g.

r..

Th e plants u se it for a bla11k ct, t.o k ee p them .warm .

2. Re-write, combinin g t.hc first two sc 11te11ccs.
3. Copy th e second.
4. Cornbin e in one the last three.
5. I s th e snow more useful to plants or to men?
G. 'Vrite th e an swer to this riucstion.

7. R ead what you have writtcu.

1. Write six sen tences about Girls.
2. 'Vrite six sentences about Ualls.
3. Write six senten ces about Clocks.
4. 'Vritc six sentences about Ink.
5.

'~' rite

six senten ces a.bout Pins.

G. Combin e in oue, as far as poss iLl e, the six se nt enc es
, · about Girls.
7. Combine those nnd th e ones about Balls in one properly conn ected composition .

•>

100

LESSONS IN LANU UAGK

LESSON XCIV.
LE'r'l'Elt-WRI'l'l N Cl.

To

THE

PuPIL.-No part of your education deserves more J '
•"\

careful aud persistent atteutiou tlrnu Letter-writing.

Your success in life will depend so much upon your ab ility :"
as an ef-licient correspoudent, that we feel warranted in invi~
ing you to make a special effort.

Every person should be

able to write an elegant letter, properly arranged, correctly

u,_ _._ _.,

and neatly written.

'l'he boy or girl who can readi ly compose a mce
write it in a beautiful, free, and legible hand , without blots '!..
or scratches, arrange it accurately, and clothe it iu appro- .
priate language, has greater security for his introduction. to
the path to usefulness and profit t11an ,hough he possess(ld,1 -.
bot 1 wealth and i11fluential friends.

I

valuable exercise ma.y profitably be used daily for .
•

week s.

\

i

~

The ran ge of subjects is broad, and patient training

will pay a rich reward.
Through t.he kindness of l\'.I. D. L.

HAYES,

Esq., associate

author of the elegant Spn1crn~an S.1Jslcm of I>cnmanship, we _;-.
are able · to .furnish you the following finely cugravc<l letter .
as a model.
W c 110pe yon will study it carefully, and scarely . rest_,
satisfied with your efforts until you are able to very closely
imitate it.

LESSON S IN LANGUAGE .

103

Ql]ESTIONS .
\

l. What is writ.Len on th e fir st line?
2. Ou whi ch purl of the fir st. line are these words writt.en?

Th ese

words lltlccn toget her f orm the date.

3. Wlrnt. d o you find in t.he dat.e? '!'he name oft.he city or town,
t.h e name oft.he month, th e day of the month, and the year.
Whcu t.he place is not well known, the uame of lhe St.ale should

'.I

"-..:·

be inclu Llcd abo .
4. Wlrnt. do you find between t.hc name of th e city and the mime
of t.h c mont.h?
5. Wh11t. do you sec between lhe day of the mont.h and the
number of the year?
6. Wlrnt is placed at the close?
7. Wlrnt. would this da le say if it were writ.ten out in full ? It
would say : This let.ler was writt.en at New York, on the fir s t. da y
of Februa ry, in the year eighteen hundred a nd se venty-on e.
8. Copy t.his date correctly, and in the right place, on your
slates.
9. Date a l elt.cr from Chicago, the fifth day of July, in the year
eighteen hundred and seventy. Copy the date in your books.

LESSON XCV.
A LETTER.

l. In the l etter in last. l esson, wh a t word s follow the date?
lVe call the words , "lily dear Jlfother," the introduction.

2. Where is the introduction writ.I.en? The introduction is
writ.I.en at. th e left. end of t.he line below that on which the date is
written.
3. How many capital letters do you find in it?
4. What pause fo llows the introduction?
5. Is I.h e iutrollnclion to all l etters th e s::.me? They are not, but
the above is one frequently used.
6. Mention .some other forms of introduction. Dear Sir,
Respected Sir, Gentlemen, Friend John, Kind Friend, etc.

'-- - - --- - - -----·- - -- -- - - -- - - - - - -_]
I

I
'

.I

104

L Ei:ii:iONi:i JN .LA NGllA<lE.

, , 7. H ow 111a.1.1y J':trl s have bee11111entione1l as belo 11 gi 11 g l.o a leUe r ?
_I wo par'.s of a letter have bee n rnentioucd, Llic dale and Lhe
rnl roducl.1011.

LESSON XCVII.
A LETTER.

8. Writ e uyon youl' s lalc lhc d ale you copied in yo ur lasL lesson
'
till(! tl1 cn wn tc the proper form of introducLion fo .. 1 ti
s ister.
I a c .er 1.o your

1. Read what you fin<l below and Lo the left of the signature.
'l'!tis part we call t!te address.
2. WhaL is written in Lhe address? In Lhc ad<lress arc written
Lhe name of Lhc person to whom t he leUc r is r1bout to be sent, a11u
the name of the city and State in which h e lives. It may a lso
include Lire name of the stree t and number of the house.
3. What is wriLLen in lhe firsL line of Llie ad<lre ss ?

!). Read what follows the i11tro<l11ctio11 1· 11 •] 1e
•
lelLe r. • T!iis part
we rnll the body <~f lht• leil<'r.

10. Wlrcrc docs l ire body of LI.IC lette r bco-in '1 '.l'he bo<ly of th e
" .
l etlc r bcgius on lhc line below the introduction, a ud a very li Ule
to the righL of it.
11. W rile
an<l body .

:1

short letter to you1· s 1's•e
• 1·.

LESSON
A.

c opy

4. Wh ere is this firsl line writlen?

1 rnLro<luction
·
11e

5.
6.
7.
8.
9.

xcvr.

J,}~TTEit.

1. WlrnL word s follow lhe bo<ly o·l' yo111· Ic LL e r ?.
cnll lhc close, s ince iL fini s h es the letter
2. Do all letlers close in I.h e same way?
i11 t.h e same wu.y.

T Jii s parl we

All le tters ,1 0 not close

mu.ry jones 54 Bond st N. Y .

1. The date,
2. The introduction,
3. The body,

5. Wh a t p'.1usc do you see h elwcen the clo se and lhe signature?
. u. Wh e r e 1s tb e close wriLlen ? The close is written on the n u L
1m e below Lhe body.

Tell wha L parL of the lelter each is.

* * * * * * * *
9. Copy the model lct.tc r , pn.ge ·101 , in your blank-book.

4. Th e close,
5. 'fhe address.

Non.-Unvarying mo<lels or <lirections for letter-writing cannot. l>o giv en.

Dif·

' forent circumstances a<lmit a variu.tion of ordinary forms of.introduction arnJ clo~(J .

011

-,J'he puuctuo.tion e mployed Uy good letter-writers, ht not a] ways 11nifnr111.

"°

'Vo ouly

tiroµmw l1 oro to g h·o som e forms thn.t u.ro proper un der orclirrnr.Y c irc umHlan crR.
'J'• 'Vh e u Uio introduction consis tH of a. si ng le expression, as , My <leflr Moth er, it i:1

new orlcans i\In.y 4 1850
my Dear cous in
ever your frien<l jn.nc Howe.

What pause follows lhe name?
What afLer the nam e of Lhe city ?.

13. H ow m ru1y p11rls of a lef.te 1· have we had?
14. N11me them.

4. With wh:tl. kiml of a loll e r <l ocs the close !Jcgiu?

7. Where is th e signature wrilten? Tlv1 s ignature is wriLLen
th e lin e below lhe close, :uHI a !ill.l e to the right.

WhaL do you see in the secon<l line?
Notice 11ow it is punctuated.
Wh at do you notice at the close of all abbreviations?

10. WlrnL at Lite close?
11. Aduress the letter yo'u have 'vrillen in your books to Henry
Gibson, No. 243 Ohio st., Des Moines, Iowa.
12. CorrecL t.he following address :

. :l. Mc11.t.ion so 111e f'orn1 8 t.lrnt arc co111111only used. Yours truly,
'ours afl ec t.rona.1.ely , Yours fraLe r1rnlly, Yours, Yours with love,
el.c.

8. Co rrecL the following.

105

LESSONS IN LANGUAGE .

generally followeLI l>y" colon; l>ut wh en it consists of two, a•, John Smith, Esq.,
Dt>n. r S ir; a corn 1na fo llows t.li o fir s t one, nnU a colon th e second ouo.
llusiu eaR men ndrn ire sh o rt, pointed, clear nnLI rcspectful l cth-! l'S, con fin ed to tho
anUjoct. 'llh ey ha\'O n e ithe r time nor in clinati o n to read about the state of the
.weather o r other matte rs foreign to the one un<ler consitle.ration. 'l'il e.1rn letters
should h o writteu with great c u.re, so ne to a<lmit of 1111t one! m eani ng. A want of
~ ,.: ~ caro lmH ofto u prrnlucotl lutli cro us hln1Hlern nwJ. seriu118 n~H t1lt!i. An onl c r fvr l\\'O
~ ,/aumls or paint, llB lL l:HUllph', Wl\li filled Uy 80!lllillg two ba rrel s .
4

,.l ·

•t

106

J,ESSONS IN J,ANOUAOK

LESSONS IN LANO UAGE.

LESSON XCVIII.

LESSON XCIX.

BUSINESS LET'.l'ER.

A LE1"l'ER.

CHICAGO,

July 1, 1871.

Alex. McNie, Esq.,
Winona., Minu.,
Dear Sir:

* * * * * * * * *
Yours truly,

Hadley Brothers.

1. At this point, is your letter ready for the Post Office?
2. What is the next thing to C:o in order to pre.p are the letter for
the mai 1 ·1 It 111 ust be folded.
3. lJ ow Jo you fold a letter? If it is note paper, 1mJ of the
width of the envelope, fold the lower third up and the upper down.
('l'hc teacher· can easily show the child).
5. What do you do after the letter is folded ? After it is folded,
" ' we put t.he letter int.o the envelope, ancl seal the envelope.
G. Now that the envelope is .sealed, what next?

That wh'ich we write on the outside,. we call superscription.

QUESTIONS.

1. To whom is this let.I.er addressed?
2. Where is the adJl'css written?
3. Wh ere was it wril.t.cn in the preceding letter?
4. Is there any Jiffcrence in the manner of writing the dates in
the two letters ?
5. Is tL erc any in the manner of writing Urn close and
signnturc?
u. Then wherein tlocs the only tliffcrcnce consiHI. 'I
'l'he form of commencement of t.his lesson, is a common form
business lell.crs. The forn1 given before is n common form
letters of f'ri cnd8h ip .

7. \V rite the Jate, intro(luct.ion, a<lJress, close and signature of .
a business letter.
8. Of a let.tor of fri endship.
9. Put propel' nrnrks in the following:
CIHCAGO
PROF

June 27 1871

A C Snon.TRllJG r.
lndin11:1polis Iml
De:ir Sir

*

101

Very respectfully yours

*

*

*

7. How does the superscription on the outside differ from the
address within?
8. Wlrnt is lhe s ixth part of a letter?
9. Name all the prirts of a letter.
I. 'l'h e date,
2. 'l'he introduction,
3. 'fhe holly,

4. The close,
5. The adJress,
· 6. The superscription.

See the s111vi1·seription on page 102.

·_...

10. Where should the superscription be written? The super·Bcription should be written in the middle. of the envelope. -·~
11. What ma rks should be used with it? .'l'he same marks
. should be us ed in the superscription that were used in the add,ress.
· 12. Drnw nn envelope, and write the superscription of your
~ letter in yom book.
13. But still your letter is not ready for t be Post Office? Who
·, can I.ell what else it needs? A stamp.
14. Who cnn tell where the st.amp should be plnccd? The stamp
should b e placed near the upper right-hand corner.
15. Who can tell why it should be placed there? Because it is
. more convenient for the post-man t.o look over the letters when I.he
stumps 11.1·c n.ll in t.hc same }Jlace.
"
1
.'
i lG. l\In.rk t.hc pl1we for the st.nrnp on your Jett.er, in your book.
1

'l'HOMAS CHAULF:S

',{ j Again, we say 'to

\I

teacl~er and

pupil, be patient.

Practice

--

-~·

108

letter-writing, as a da ily exerc ise, u11til each pupil can write
and arrange a beautif'ul and correct letter.

109

LE:S:SONS IN LANGUAGE.

l.Jo: NSONS J N J,1\ N\IUA<H: .

Once well learned

'

it becorues a treasure for use during a lifo-tiuie.

1. Read the heading.
2 _ By whom was t.he above written?
3. I s there a sign11ture ?
do you know that it was written by Mrs. Jones?
4. 11 OW
. .
?
5.' Por wh11t purpose w11s the note wntt.en.
. M. iss
. B row 11 to tea, we call it a note
Because it was written lo invite
.of invita tion.

A LE'l'1'Elt.

1. Write the following correctly.
P eori ill

.i•tn

5 18G8 dear mary

Name the parts.
received your letter a

week :.igo :t nll inLcnJcd to a11swcr i111rn ed ia! ely.

l3 ut tl1 ere

were five hundred an d oue thi ngs to claim my time and
attentio 11 so t hat I beg you to !Jlarne tl1e five h1111Jred and
one things antl not Ill e.

The weather with us is cold and

we begin to th ink winter has come in ca.ruest.
fr iend john .

Tn haste your

· G V\'hcrc is the d11tc written?
.
. t?
7. Of wh11t does I.h e date co ns1s .

8. Why is t.her e no s ig nature?
do you c11ll th e ch11rncter
!). In the expression o'clock, wh 11 t
between o rtnd c?
10 Where sho uld 11n 11postrophe be used?
.
?
·
· .· 0 n or the possess tve c11se .
11. Is it u~ed h_ere t.o denote 11;1 o1llls:1h •tt l and the lrnve been
'.l'hc cxprcsst011 is of the cloc c, so
. .'
. .
• . le
. omitt.cd. A note of invil.al.ion should be wrtl.l.cn ac1oss the nudd
of the piige .
l2. Wr ite your teacher 1111 invit11tion l.o Tlrnnksgiving t!inner.

l\Iary smith pittsbu rg pcnn.
I.ESSON CIII.
LESSON CT.

NO'l'1~

0.1!' ACCEr'l'ANCE.

A L1"1''.l'Ell.

Write a neat letter to your teacher .

LEASON CII.
NOTE 01<' JNVITA'I'ION.

_Jf'ttJ. pnctJ~ tJ co.n'i"/,.;nenf!J k =4t'.6a ~aum, and
te7"eofu /he p leaor<fo ";/' £e?, co.m/uw;JI I';, t'ea, /f~<./ne6da}I

ev.t'!n r•n7'J ~;. ,.{' o"I, a.I;--

o.J

ch~k.

NOTE OF R.EORF.T .

~jo, ~o.1CL11/ d ca·r nft;nPnlt! lo. ~/t4.

fo.ne61

an~/

t';?~,,;{(} .{/,,.,t efbu<M _,.,,,L/ not fe~m•C ,(/,., fleaoeeu o,{ /.et.
' ·; u.coeflt.;',7 /,/,,, /,.,;,J ,;a_,fu.t,.~,. j'az -'fff1,J,,eode';Y •w"".,;:J'•
cf?7rceo!i';Y, ~i./ %!, f:f 6:§1.

110

9. What do es "for valu e r eceivetl" mean? It in errn s that. Wm.
Field acknowled ges that h e h as r ece ived the vnluc of t h e 5'800.

QUESTJ ONS .

1. llentl the t.wo JJ oteR above.
2.
3.
4.
G.
G.

111

LESSONS IN LANGUAGE.

LE SS ONS IN LANGUAGE.

Wlrnt is I.lie d ilforeucc bet.ween th em?
What is I.he first c:tll c<l ?
WJ1at is th e seco nd cal!ctl?
Wh ere is I.he dat.e writ.ten in each?
I s t h er e a sigualurc?

I

Th e above is a promiss ory note, and is s uch n writing as you
would g ive to a ny person whom you owe r1 nd promise lo pny in six

,;·!month s.

.

10. Write a prom issory note for $G2G.2o, due iu ninety dnys.

Noles of n.ccept.a nce or regret, like t hose of invitation, sh ould be
writ.ten ncross th e ·middl e of th e pngc.

LESSON CV.

7. Write a not e or invitation, n uot. c of acceptance, und a note f
r cg 1·ct.
o

RECEIPT.

NEW YoRI<., Feb. 4, 1870.

$800 .00.

Received from J ohn Jones eight huuJrcJ J ollars, in full
J~BSSON

of account to date.

CIV.

RonElt'r SMITII.

A PROi\IISSOltY NOTE.
QUESTIONS.

$800.00 .

NE\v Yo1rn, Aua. 4, 1869.
receive l1' I pl.Olll!SC
. to pay
Six month s from date ' for value
'
to the order of J ohu Jones, eight hundred dollars, with
iutcrcst.
.WILLIAM lfIEJ,D.
QUESTIONS.

l. Of h ow rn:tny parts do cs t h e nbovc note consist?
2. Where is t h e da te writ.ten?
:]. How ma. ny ti111es is I.he amount. wr itt.cu ?
''- Where is it. fi rst. \Vl"itt en?
fi. ll ow is it. wr itt en th ei· e?
Ii. Whal.fo ll ows I.h e :u nouut. wri tte n in fi g ur es?
7. How is the n1r1011nt writt.cn in I.h e bo1ly of I.he not.c?
rn cn· ·r1 ?· .Jt·. means 'I
. 8. What. do cs" s ix rn ont.hs fr om ihte"
··
, iat m
s i x mont.h s from th e tim e I.he note w•ts d ated th'
t
t.
paid .
· · • · , · c a 111 oun mu s be

1. Examine th e above r eceipt.
· 2. Of h ow nm n y parts docs i t consist?
3. Whnt pa.rt is omitted lh nt wa~ used in I.he promissory not e ?

·4. Wh ere is lhe tlatc written~
G. ll ow nmny t.im cs is lhc amo u11t. expressed?

G. H ow is it exp r essed, th en ?
7. Wh at does "in full of acco u11 l" men n ? In fttll of account means
thn.t John .Jon es pays Hobert .S mi t h all that h e owes him.
The above is call e<l a receipt, an d is such n writing ns you
woul d g iv e IL person of whom you h ad received rno11 cy, in prtyrn ent. of nll h e owe tl yo u .

112

LES80NS

IN

LE8SONS IN

LANUUA<JE.

113

LAl~WUAOE.

12. What. do you obscl'vc under t.he words "School for lloy8."
13. How many nrnrks do you obse rve?
14. How nrnny marks do you observe under t.he words in t.he

LESSON CVI.
ADVElt'l'lSEMENT.

next. lin e?
I
15. Why do you place those marks there?

~/.oa/ fat ~/'<l.

A8k your teacher.

This is th e way the above will appear when put in print.

SCHOOL :FOlt BOYS.
15 MADISON AVE., N. Y.
Instructions given. in u1l the English branches, Latin,
Greek aud Germau.
For Circulars containin g 'l'erms, etc.,
Address,
PROF. RonER'l' SEELEY,
15 Madison Ave.
1G. Write an advertisement of a Yonng L11dies' Institute.

QUESTIONS.
l. Copy the ahove.
2. Whal is I.h e 1i:im c :d I.he h eat!?

::. or what. is

it. n11 n.tlvcrt.ise111e11t?

4. ll o w rn1111y perio1'8 do you sec in I.he text. ?
1
G. "hat.
m:trk Rh o11l d be usecl n.f't .l•. 1· 1\v<'.
:d.ilirevi:tl.io 11 '!

LESSON
heenusc~

it. is

What s hould be 11se1l because
. o f n sentence?
· it· is· ti· 10, c·I ose
' · Are th e re l.wo periods?
·

8. 'l'hPn when nn abhr ev iatio n ends n sc 11te ncc, how manv j)C l'iods
arc use d ?
J
•
fl. Where d o you sec co nnnas?

10 . .ltead th e tirst. thr ee wol'll s.
These word s n.rc ]Jl:Lt:e<l first. becm1sc they arc th e most . .
.
l:wt. I
·T
.
· · 1111po1. . . . n w11 .111g a<lvl,l'l 1se111e11 ts , we gc nel'ally pince the most
important wonl o r wo rd s fir st.

11. Are any words us e•l I.hat. co nhl eonvc11ie11tly be omilted?
In writing a1lvcrtisc111e11t.s, u se n.s few wortls nH possible.

ADVERTISEMENTS.

011

(i,
-

cvn.

'l'o LE'r.-'rwo very desirable Stores and Houses, Nos. 43
and 45 Elm st.

Apply to W. SMITH, 5 King st.

WANTED-A First Class Cook, at 15 Cherry st.

None

other need apply.
WANTED-Pupils m Drawing, by an Artist.
per quarter.

Terms $15

Address 'rEACHER, 17 Beekman st., N. Y.
.Jf'

QUESTIONS.
1. Copy t.he above as they should be written for the printer.

11-1-

J.,ESSUNS 1N LA NUUAH J-: .
LE SSONS lN L ANU U AUE .

'.4. Writ.can a1Jvcrti scmcnt. of a house t.o let..
3. \\' l'i te au advcrt.isc 111 cu t o f a ga 1·d1 H!I' waut.ed.

115

The answers to the foregoing question s, proper ly grouped

~ud arrangcll, forw somethin g like the following:

·1. Wri t.c :in adve rt ise men t. of pupils want.ell by a 11111 s io teacher.

This is a useful exo rci se, am! lll:Ly be cxt.e ntletl at pleasm·c .
RAIN.

l'o

TUE

'l'EACUE lt - For th e next step i11 the co urse, a

·y co111rnon exercise 111ay be adoptc<l .

Uaviu g selecte d a

11iliar topic, the teacher proceeds to ask sugg~stivc· ques- .
Hr s upou it.

s~cad of oral.

'.L'hc au swer to such fl ucstious will be written,
After ca reful cxa iuiuatiou au<l criti cism,

ch answers will be properly gro uped a ud copied into the
11k-book.

We call drops of water, that d escend from above, rain. '.l' hesc
drops f:d l fr om the clouds, but for fear you umy ask me h o.w th e
water r cric hcs t.he cloulls, I will add that. th e ntmosph cr e is !h o
throu"h exp r ess t ra in t hat carri es t he water from the ocean or other
botly ~f wate r to the sky. lt d oes not., ho weve r, usce11d in th.e f~rru
· , of wiit.er. The s un breathes upon it ge ntly a nd converts it rnto
' . vap or, which is borne above, ant! forms cloud s.
'l'he Iliblc d ocs not tell us wh en min was created. Th e first·
men t ion we hav e of r ai n is Uic acco un t of the tl ood. This accou ut
is very un favornb le indeed, and we a r e almost inclined t.o di slike
.
" rain for the misc hi ef it did t.h'en .
Rain is very u seful. It mak es th e t.rees, and plants, and flow ~rs
·• 'Ools· tlie
. grow; let.
·
,. '11· on !L h ot summer's day, a nd seems to r ev ive
us as well its Dame Nature li er self.
0

·- .1

,

LESSON CVIII.
ltAlN .

, LESSON CIX.

1. What is rain ?
2 Wh ere Joos the water come from ?

3. How does it reach the clouds?
'!. 'Vhat is the express trai n t hat carries the water from
t he ocean to the sky ?
5. In what fonn is it carried?
G. Docs t he Bible tell us when rain was created?
7. Wh a t is the first accou nt we ha ve of raiu?

8. ls t ha t account favorab le or not?
9. Is rain useful ?

10. In what way is it usefu l ?

RAIN.- Continued.

1. Are t h ere any places iu the world where ram never
falls ?
2. What do the people dwelling in those rcgiou s do for
water?
3. You h ave said rain is useful , is it ever injurious ?

4. In wh at portion of the world does the greatest :.irnouut
of rain fall ?

5. Where does the least quantity fall ?
6. When is rain most rc f'r~shing to you?
7. Arc you fo nd of r aiuy days ?

;-

llG

J,Ei::ii::iONi::i JN LANU UAUJ!:.
LEi::iSONl::l JN J,ANU UAUE.

117

8. What is your favorite ernpluyrneut when it is too wet to
1,1. Have you ever see n or heard uf E stell's celcLratcJ

vcuturc out <lours [
9. Supput>c two Jrops uf' water, haviug J e1:>ec ud eJ side by
side, an<l falli11g uu t he water-t>hcd iu lUinucsota, should be

Progrnu1111 e Clock fo r Schools ?

rn.

How docs it differ from others ?

separated, one sccki11 g the occa11 Ly the lake::;, the other by
the i\li81:>i:;sippi, what Ju yuu think they wou!J say to each
other if they should 1uect iu Uw occau [

LESSON OXI.

/

SH OES.

1. Of what are shoes made?

J_,ESSON

ex.

3. Describe a sl10c.

C.L OCK l::l .

1. 'Vhy are clocks so call ed?
::;ccnied to duck lik e a hen.

Because the first

4. "'What were

,~om

before shoes were known ?

5 . Arc shoes subj ect to the changes uf fa shion ?

G. Tell some change that you know.

2. Describe a clock.
3. 'Vh cn were clocks invented

2. Are all shoes made of the same material ?

r

4. By wh o111 were they iuvcutcd?
5. Arc clocks irsc rul ?

7 Of what use arc sh oes?
8. Did you ever h ear of another use for t.hcm ?

'I'cll - the story of the "Ohl 'V0111au wh o lived in a

Ii . For what arc t hey used ?

7. 'Vere the first clocks mad e anythin g lik e those we have
ll OW (

LESSON OXII.

8. ·w hat were used before clocks were invented, to denote
ti111c ?
~- ' Vhcrc is th e largest, number lllallc?

10. 'Vh erc is th e lllost noted cloc k in the world?

11. 'l'ell nil tliat is wonderful about it.
12. ' Vhat docs a clock say to you?
13. Can you make a clock say what .you are thinking of?

RALLS.

1. What is the slrnpc of a ball?
2. Mention some oth er thin gs that arc round?
3. Arc they exactly the same sh ape as a ball ?

What is th e sh:i pc of a ring?

Is a ring like a ball?
T ell the difference .

j

118

LJ.;HSUNI> J N

LESSONS IN LANGUAGE.

LANU UAOK

119

7. How many varieties of Lalls <lu you k1111w "(

10. Do you suppose there was a raiubow before the flood?

8. Which kind is most useful [

11. Give your reasous for thinking as you do?

9. A re balls ge uerally use fnl [

12. At wbat time in the <lay does the rainbow appear?

10. Upon what du you aml everyLody •.:!lsc lir e (
11. What is its shape!

13. Did you ever see one at noon ?
14. What proverb is there about a rainbow iu the night,

12. l s not t.hat really the most useful ball that. you know ?
13. Why is it most useful?

/

14. Which ball is a greater favo ri te than all others?

15. Why!

or in the morning ?

15. Are rainbows only seen after a rain ?

16. Did you ever sec steam or mist upon which the su n
was shining ?

1 G. H ow arc balls made?

17. By wl10111 are they made?

At Niagara Falls, when the sun is shining, you can
scarcely look without seein g a rainbow.

18. "W hi ch is the oldest ball in existence !
19. If it co ul<l speak wliat <lo you thiuk it woul<l say?

17. Is

tl~c

light of the moon powerful enough to produce

a bow?

18. What is such a bow called ?
LESSON CXIII.
'l'll E RA I N HOW.

1. ·w hen the sun shines after a rain , what may be seen in

19. What is the old story about the treasure to be found
nt the end of the rainbow?

20. Did you ever search for it?
21. Of what should the rainbow always remind us?

the sky?
2. DcscriLc t.he rainbow as it appcan: to you
3. ·w hat colors may be seen [
'L Wl1at wonl <lu the i11it.ial ]c(J,crs spell!

fi. Wl1 cn only is t.11 0 r:iinbow Ree n?

J... ESSON CXIV.
A RIDE TO THE COUNTRY.

G. \ Vhat causes the rainb ow ?

1. When did you leave hom e ?

7 . What. iR it ,; sl1npc?

2. What sort of a day was it?

8 . Can yo u te ll why it. i ~ c ircular?

3. 'Vlio went with you ?

9. Whcu was the first rain bow sec n ?

4. What did you see on the way?

120

LESSONS IN LAN GUAGE.

6. ·w hi ch was t.hc lllOst, bca11til'1tl place _ynu pa ~sed - ?

G. Jluw far diJ yuu ride Lefo re you ei.l.111c to your j ourn ey':;
c11<l ?

7. Wh ere dicl yo u stop ?
8 . How lon g <lid you sL:iy there?

!J. '\T ere you pleased with t he pla.oo?
10. J)iJ th e ri Lln ho1110 soolll a:; pkasa11t as tho ride t h ere ~

11. WliaL t.i111 e <lid you reach home?

12.

Wh at did you wi:;h when you arrived at hom0, and

saw t h e oarri:i ge ta ken i.l.way ?
A

JUl)J~

·· such a place in which t.o build it.

Ul

We rode e ig h t m il es, and th en

. alig hted at th e h otel in a small village. Here we . h all tea, to t he
gr eat delight of ll aby Nelli e, who was n ot ofte n perm it ted th e g r eat,
privil ege of laking t ea away from h om e. Th e vi ll nge seemed
p lea sa nt., and I saiu it would b e ni ce to s tay t h ere a ll t.hc time.
Dul l<athcr did not agree with me. After an h ou r 's i· est, we
s ta rlet! for h ome. It wa s n ow n ear eve nin g. Thin gs seemed
chan ged._ Th er e were more people in th e r oad t.h an wh en w e went.
I s nppose it was b ecause lh e day 's work was don e, and t h ey were
go in g h ome lo s upp er a nd to rest. We reac h e d h ome abo ut eight
o'c lo ck in l h e evening. Baby was tired, and Mother sa id s h e was
' glad l o be th e re again; but, I cou ld not .h el p think in g, us t h e car' riage was t a k en fr om the door, what a nic e thing it woulu b e to
ride a lw ays, fo r eve r to rid e.

'l'o Tim COUNTRY.

We le ft h ome at. 8 o' cloc k , on a pleas ant aft.e rn oo n in Ma y. 1Ve
111 e:u1 s Fat h er , i\f ut h er, Haby Ne lli e, aml m yse lf. Th e w citth cr
was d el ig htful. 'l'l1 c ll'ce. l1 nd p11I. 0 11 t l1 c ir best gree n d resses fu r
I he occas io n , a11il I.he ~ k y was as clt'a l' :till! c lo11dl css as on those
matc hl C'ss tl:iy s in .lu11 e. Afle r a ri tlc of a few 111in11tcs , we l1:1u
lpfl. t.h e ci ty :t11tl 0111· h n111 e lw hi11d 11 ~. :1 11d 1re r e l' 11joyi 11 g th e gree n
ti ,. \d ~ :t11d I h" µ; l:itl so 11 µ;~ of' lh t• bi rd s.
'l' ht•l'l) we re ma11y othl
t hi11 gs t.o see :du 11 g I.he wa y, a111.l we were quit.c m e rry at the cx1w 11 ~e of' p e rs o11 s wl1111 11 w•~ did 11 01. k11o w.
A s 111 nll h ou se wit h rt
)' l'oje e li11 g r oo f', 1·p11 1i11tl 1·tl 111oll1 e r of' a lit tl e b oy ll' h o Jiau 0 11 hi s
fal h c 1·' s l1 al, wl 1il e th e ri ckcly steepl e of a tlilnpid atcd c hurch
rn ade fat h e r think o f :1 m:rn who lmtl l os t hi s fr on t t ee th , a nd h n.t1 1
n ot ye t. bee n to t h e tlc11li s t,'s l o ge t. 11 cw ones. Bes id es t h ese fun ny
t.lii nµ:s, w e sa.w 111 any spo t s to whi ch Na ture h a t! b ee n very kiml.
On " T 1·enw111h c l' , wl"' ''" s l1e h:id pl:111 t.c tl wid e-H p1·eu.tlin g elm s, :1,111!
lh e n tra.i11 cc l llc li c:i.tc vin es ovc l' lh c r ou g h ba r k, th at n othin g
1111 s iµ; hll y mi g ht. he Yi :; ihk. A l m1· 1· of h c1·~. ntl1nirin µ; t h e spot.
wl 1ic h s h e h a d ~ o t c11d e rl y 1·e m e111 uc 1·etl , h a d pl:i.ccll a lilt.Jc whit e
cu lln gc in th e s h ntle oft.h ose fri e ndl y l 1·ees . F;o tin y n.ud so cosy
it. loo k Cll , tl1:1.t. .i t. Kl'C 111 ed :i.!111 0K I. li ke a. bird 'H h ou s e, a.11d I t h oug h t
s ur ely its i11h:il>itanl ,; 111u s l h e h:ippy. l s aid : " Wl1 c 11 I rt lll a
111 :1.11 , 1 wi ll littve ju 8t. s u ch a. h ou se fo1· my s elf. if I cn. n find just

LESSON OXV.
A RIDE IN A STREET-CAR.

1. Wh ere did you take the car ?
~.

Who were in it when you stepped in?

3. Where do you think they were go ing?
4. What other persons patronized the street-car ? ?
5. Do yo u think they came because you were t here ?

6. Wh at amusing things happened ?

7. What sad things occurred?
8. ·w hat did the conductor say to you wh en h e came to
9. ·was h e cross or pleasant?
10. Where did you . alight?
·w ha t do you think of street-cars

?

Do you think they ought to run on Sunday

r

..

•
122

LESSON S IN LANGUAGE.

L E SSONS IN LAN O UAG .i,;.

LESSON

ex VI.

123

LESSON CXIX.
A RIVER.

A JOUR NEY T O DUST ON.

See picture, page 88.

Laying aside the q ucstion s, write a <l escrip tion of a journey • ,
t.o B oston, with regard to the followiu g h eads :

G. l111pressio11s of tho

l. Obj cet of Lli e journ ey,

[city, ,

2. ·w hat rout e was determ in ed upon,
3. When aml how di d you leave ho1uc , 6. Wli at you
4. Tli e nature of th e co un try,

[the city.

Iu place of Boston , you may substitute any
familiar.

LESSON CXVII.
A J OUR NEY TO llU Sl::ilA N AM E RI CA.

1. Object of journey,

4. An accoirnt of R A.,

2 . .I:oulc tak c11 ,

G. Dcsc ripli o11 of' people,

3. D esc rip tion of journey,

G. 'l'he owucrs of R. A.

PLAN.

1. Sources of a river,

G. The use of rivers,

2. Chann el of a river,

7. 'l'he beauty of rivers.

3. Mouth of a ri\'er,

8. R ese mblauee between

4. The largest river in the world,
5. Small riv ers,

[a man and a river.

1. Sou 1te Es OF A RI V ER. The sourc es of 11 river are v11rious.
Some of th em have 11 b eginnin g in a litll c sprin g on a mounta in,
wh ere th e imlic11tion of t heir prese n ce is th e p ec uli 11r brightness
of th e g r ee n around th em . Some rivers a r c I h e ou t.lets of hikes,
and so th e Jak es b ecom e th e s ource . Oth er rivers spring fr om th e
uni on of rivu lets, and th en we s11y th ey 11r c form ed by th e junction
of tw o s tr eams.
2. CHANN EL m· A RIV E R . Trav elin g fr om t.h c source of a ri ve r,
we soo n find that it b ecom es wid er and wid er, and th nt it is
not. s o cnsy to sec the bottom ns it was when we started . The
· p a. rt. of ti riv er includ ed between th e l:lml on each s ide, we call the
clm nn el, urid I.h e b ott om, th a t finally bec omes invisible, we call
· the b ed of th e riv er.

3. MouTI-I

O F A RIVER,

etc.

LBSSON OXVIII.
SU B.J E CT S.

l. A Wa lk to Rchnol.

LESSON CXX.

G.

2. A J ourn ey down the Mi ssissippi.
3. A Visit to Nin gara.
4. A J ouru ey around the \Vorld.

l'LAN .

P arts,
G.

H ow a11<l by whom made,
Description ,
Use,

5. What did people do before
[they were invented,
6. Stories, quotation s, etc.

•

LES::iONS IN LANG UAG .1!;.

i24

125

LESSONS iN LAN GUAG E.

After the preceding plan, let the pupi l write a composition
upon eac h of the following subjects:

1. A Cow.

4. A H en.

2. A Hog.

5. A Cat.

3. Au E lephant. 6. A Dog.

1. A Railroad .

4. A Ship.

7. A Clock.

2. A Can al

5. A Bridge.

3. 'l' hc Telegraph.

G. A Watch.

8. A Bell.
9. A Broom.

LESSON

7. 'rim Rat.
8. The Spider.
9. The Butterfly.

cxxrv.

'l'here is a very pleasing and amusing way to d raw out
childrcu on certaiu s ubj ec ts, called the " Game of Tw enty
Qucstious."

LESSON CXXI.
L et the pupil wri te a cornposit iun npon each of the follow-

vVe will introduce it here , sin ce it is not well

known to all teachers.

The teacher says to the pupil, " I

am thinki ng of som ethin g about which you may ask me

i11 g" suLj ects, 111aki11g his ow n plau :

tw enty questions.
l. A Knife.

3. A Swing.

5. A Pen.

2. A Drum.

4. A Hoop.

6. A B ook.

If, at the end of twenty questions, you

cannot guess what is in my lllind, I will tell you, and you
must write a composition about it.
QUESTIONS.

LESSON CXXII.
'l'lm ELEPHANT.

1. S hape, color , general appearance , 5. In what country are
2. How found, sin gly or in gro ups,

[ they found,

3. What they cat in a native state,

6. Are th ey useful or

'1. Are they wild or tame ,

[injurious,

7. 8torics.

r~EssoN

cxxrrr.

After th e preceding plan , let the pup il write
of the following subj ects :

-1. I s it an animal? ANS . It is not a n animal.
2. I s it a vegetable ? ANS. It is not a vegetable.
3. I s it a min eral ? AN s. It is not a minernl.
4. Is it a s olid ? ANs. It is not a solid .
5. Is it 11 liqu id? ANs. It is no t a. liquid.
6. Of wh at color is it ? ANs . It varies in color. Sometimes it.
is pure whi te , a nd sometimes it is yello wi sh .
7. I s it lransparent? ANS. It is not transparent.
8. For what is it used ? ANs . It is userl for mnny purposes, so
many that I ca11n ot t.cll all of them. I lhink it is principally used
in cook in g. Animnls eat i t as well as ma.n .
ll. How ''"ould he nt. rdfect it.? ANS . Heat wo uld pr obably make
it thicker limn it u sun,ll y exist.s.
10. Wh nt effect, would cold hnve upon it? ANS. Cold would
fr eeze i L.
I
1
· · \ 11. Wh ere is it fo uml? ANS. It is not found, but may be made
•in almost all purls of th e world.

-'·I.

__!~ ---

~

'
-

12()

l::l. Who 111n,ke il ? AN :;. H is mn,tlc by ;11 c11 aml women and
rson1cli11H':; by c hildr en.
'
13. Jl uw. is . iL m:H .lc? . A ll'S . lt 1s
· rnalIc 111
· man y <l iffcr ent. way s,
bul tl1 c pr111c 1pn l tl11n g J.. to k eep it iu mot.ion.
J,1. Wh ere Lio people keep il ? Al's. Si11ce il is a liquid , iL
m11 s L b e k e pi. in a ve ssel, nuLl this vesse l urny be placed alm ost
an y wher e.
J G. Will it ke e p lo11g., wit.l1oul s11oi li11 "g? A NS . N l>, ·l
I . 8 Il Oll 11
C be
used iunn cd i:Llcly .
.l.G. lJu ci; it cosl rnu clt ? AN S . No, it costs ]Jul Iii.I.le.
17. lluw is il 80ld ? ,\N s . It is so lLl uy lhc piut, qu:irt, and
gallon.
18. C:"" yo u buy it. al tlir. s t.ores? J\.. N3 . No . vo11 1n 11i..:f :1:" wh•·i·e
it is rn:1.dn.

,,
. . . . . . . . ....

J

'"' '-.. l. ' l.... '-' 1'+

'2:J. [;., ; ;_; c.

Jt l i t l l J

: ,:,;:

111\..U

u.,

:tnH lllfLll.Y

do

J\ Q t.

it is a liriuid , a nd t.he se vessels may be kept almost anywhere . It.
cannot b e k ept lon g, th erefore, i l musl be u sed almost irnm cdi:it ely.
IL is not expensive, and a small or l arge quant.it.y may be bought.
Il ca nnot l.>c purc h ased al th e st or es, hut buy ers mu sl go wh ere it
is m a,de
P eo ple generally like it, and I am s ure I like il very

I1:i ,.c

"oi' ll"
011·-·
' "., 1"11·
"
"

w

1.1

i!G

much.

I',!;.,

I~ I

The teacher can give another siruilu.r exercise.

i:

111
j:

.' '

LESSON OXXV.

.·•
;:

!'ll0 V.LllL3.

_._.\n ::f.hi::;r intr: rr~;=\t.1n g n,nrl profi table cxc:.·elsc

Orr·n 1a ng:_Ei.g:J.
"'i111••J
v

r

l S:

t o g n~ c a

prn1·.,rl1 : :11111 11:1Y1: (]t,, el 1il11r«n wrilP (.] w 11H' ;11i i11 g i11 tl1 <' ir

lik e it..

"

l1robabl ~v, Lcfur e Lhi :s

1l

127

LESSONS IN LANGUAGE,

J.l•:S!:iONS J N Ju\ NrilJAlllC.

11

gues~ed

J,c

,;1 :1: 11

a.1111

lt'

yon g~ V ~ t.!~r. prn "; c~~·h , "('. Jti1Jr~ :l :-: h ou!d

uuL li c:uJ," you will 3ct

lll

r eturn ~omcth ing

iike Llw lvlluwiuµ;;
l \\'\.:11 Lidl1 •1 llc:::>Liu11 11:1"

)_1cl' Ll

a 11 8 W f'l'f' 1L'

.

mil tll('UJ
' ._.nnd t" ·'...... rl
'

~

r cq11irc ca cf1 ]'11pil to \\Tile a co111posit io 11 up o n thi s subj ect.

The an swers g 1Y cn abov e, "·ill giv e a cull1}JO:;it.iull ::;u11iething

']'hose perso n s who [Lre too young to h aven. sett.led op inion of
their own. s hould. in the prc8encc of lhose who a r c ohlcr, k eep
s ilent, :iml li slcn lo wh:1l their elders may ~::iy .
PltOVERBS FOB. EXERCISE.

lik e the fol lowing :

l. 'l'he rich and poor meet togeth er : the Lor<l is the
Il UTTEitl\lILK.

Butte r milk <l ors n ot. b elo ng to Ili c :wimal, vcgc tn.ble, or min crnl
ki11 gcl orn. Jt. is neith er n. min r r nl 1101· fl solid , 1J11t. is cla ssecl with
th" liq11icl s . 8 r1111Pti111rs it is p111·r wl1it<', :i11cl sn 111 cti111l' H it. iH of ll
yl'l ioll' is h l1nr. Ol1j re t:' c:i 11n ot. li n Sl' l' ll thro1 q,~ h it, so it iH u ot
t1·:111 s p:1.rrnt
TL is 11 sl· il fnr so 111nny purp oses tl1at. I ca 1111 ot. t ell
.V" " :ill. Both 111 P11 :in cl :111i111nl s use it. fo1· f'on<l. 11 .. n.t ll' Ollld mnke
it thi ck e r than it. is us uall y fo uml, ll'hilc co ld ll' Oul cl freeze it as
qui ekl y ns it. ll oes 111:111 y liqui cl s. l\Icu, 11·orn en, auLl c liildn'n a ssist
in 111:1ki11 p; ii.. H iR111arl c in cliffncnt ll'ay s . h11f. tl1 e prin cipal object
is to ke e p up som e ki1Hl of lll OL ion in il. IL is kept in vessels , since

maker of th em all.

2. Train up a child m the way h e should go: and wheu
h e ii; ulJ , 11 0 will not Jcpn.rt from it.
3. A soft answer turneth away wrath : but grievous wonls
stir up anger.
, ·1ll
1,

''

J28

LESSONS IN LANGUAGE.

J, Et; SO NS JN LANUUAGE.

li'or this purpose we

J,ESt)ON OXXVI.

hand , and the time to devote to the exercise is thirty minutes.

Another pretty and quite interesting exercise is to require
SO lllC

suuj cct.

Th e

followin g are spcc iu1 eus written Ly a cbs8 of children of
about fourtee n years of age.

'..l'hcy were asked to write an

illustrati on of an honest school-boy.

I

You Ulay assign a topic to the class and allow fifteen minutes
for writing, and fifteen for reading the vari,ous productions.
'l'he aulhor was at one time prese nt at such an exercise,
when the subj ect assigned was A
exercise.

An h onest sc hool-boy is like a silver bell.
true m etal and rings the true soullll.

minutes.

He is made of the

•

•• 1 111
0

•
cxcrc1sc,
a 1ways

An illustration of truth was asked for, and the followin"'
I:>
was received :
'.l'rut.11 is lik e a rin g, it h n.s n either beg innin g nor end.
was and always will be.

It always

Truth is like th e rain, washing from onr conscience all the b a d .
Torrcs.-A Clear Conscience.
A Merry Heart.
A Triud Friend.

LJ~ssoN

To

THE

GARDEN.

'l'he following is one of the compositions produced at that

An hon est sc ho ol-boy is like a clock, a lways movin g forward and
never los in g time.
·

An l1oncs t sc ho ol-boy is like the U}Jwa 1·<l
movi11g upward.

recomrn end impromptu wriLiug.

Suppose your class is before you, with paper and pencil in

ILLUSTltATIONS.

the children to write an illustration of

1.29

cxxvrr.

TEACIIE11.-It is des irable to stimulate rapidity

of thoug ht., even if it be done at some sacrifice of acwrcicv.

It is printed here with out the slightest correction,

just as it was left by the student at the close of the fifteen

A

GARDEN.

'l'hc g11rden of whi ch I think fir s t, is, of cours e, my own. I
cannot tell you how it looks now, for oth er hands than mine h11ve
tr11incd the jcssaminc over the lutticc, and strangers huve tended
the pan sy bed.
Jn my ga rd en I have my particul11r favorites, a moss- r ose bu s h
1111d 11 111r ge pansy bed. Sitting und er the s hotde of the apple-tree,
by u;e pansies, I talk to th em by the hour, and t.h cy noll their bright
littl e heads and sr.1y s weet things to me. The river is but 11 littl e
di stance from my garden, 11nd it s gentle ripple is always heard,
adding mu ch lo t.he sweet influ en ce or th e spot.
How m11n y houquets I have gath er ed fr om tlrnt gn.rdcn, for frieml 8
whom I zlra1·ly ] cwr.
Nuw u.w.l then 11 tiny Howe r to place in a letter th at sl1 ould tell
more s wee t. t h in gs thnn I could write.
13luc forgetmenots I gather for th e g r:1Yes of th ose who live with
the a ngels , am! r ose bulls for the hnir of t.lt ooe who liY e with 11s.
A tr c:1s ur c is my gnrtlen , aml I nm longing for it to-day with :i
tender yearning whi ch shall soo n be gratifi ed.* On e ro se bu s h i11
my gnnl cn nrnkcs me sad, so sad, for the fir s t bULl whi ch ever
*It was ' 'cry near th o close of tue school-year.

l•··

----·--- -~-\

130

J,ESSONS IN J,,\ NOUAGE.

01Jcned its white pclals to the morui11 g su n, 1 pic1'cLI while the dew
wa s ye t on it., :i nd pli.Lc ed it betw ee n th e wax e u fiug e r s of a dead
friend. Th e memol'y of Urnt morn in g, wh e n t.hc 11·orlLl without was
so gloriou sly love ly, n.nd the worlrl wiLhiu so dark, :rnLI cold, and
dr ca.ry , will liuger forev e r arou ud my while moss rose.
It. sc e1n s sacr ilege al mos t. to gr1thel' a ros e from that bus h, unless
it. h e for th e g rav e or the love\! one.
No spot in the g:i.rclcn hollb Ill }' J1.tt.c nli o11 so lung ns th e 11pplctr ce, wit h th e pan s ies uudel'nc:d.h . Tl1 c s un will i; lr ugg lc through
th e 1Jr:i11ches, a nd fl ec k I.h e gold en hcnl'l 8 of the lovely flower s , as
thouglt the s uub earns, too, l ove p11nsies best.
JENNIE

~

\

·:
!'

',JI

~

131

LESSONS IN J,ANGUAOE.

\

~

-t

LESSON OXXVIII.
I'

GROUPING WORDS INTO CLASSES .

·i1

vVe will now proceed to t11e examination of writteu lan'"U<l"C

b

U'

".,

r

with the view of iutroducing the pupil to the stully

uf the sc1:c11cc.
'l'EACUElt TO THE

0LASS.-If you were in the midst of a

large forest, yuu would olJserve arouud you a great multitude
ol' trees.

'J.'hese trees arc not all of the same kind, yet, by

exaiu iu atioo, we will find that although the number of t rees

{

'

{i !
j

~t

f
tt

is grc:.tt, the number of different kinds is not large.
So fa r, the att.ention of the pupil has been mainly directed
to acquir in g n free use of lan guage j to cxprcs::; iu g his iJ.cas
in a neat fo rm on paper, aud to t he observation of
th e more common errors of speech -

SOLllC

of

such as ll!ig ht not

inappropriately Le called

You

will uLserve a great many of oue kinJ., called beech-trees,
a uuthcr calleJ. oak, another ash, etc., etc.
the

U SE

So, if we cxami ue

of each of the great nurnL er of words found in any

~
f:·.
if

EXAMPLE.

. the word Jlfary use d '?.
Tcaclwr.-How is
lf left to that time, his habits of speech will have been

forrn cll, and exper ience shows that few persons coi'rcct t hose

Pupil.-It is used as the name of a person.
T--We will put all the nmnes into one group, and call
tlicm Nouns.

h abits, although their hook-knowledge of the sc ience be

T.-Ilow is loves used?

l:0111p]cLc.

P.-It expresses what Mary doe s.

Hence, teach the child the use,, and the achdt will soon .
acquire the science..

t;

and. give each group a name.

.M ary loves trees, fields , flowers, and birds.

it.

I

~

Louk , we shall be abl.e to coll ect them all iuto a few groups,

To form i 11

knowlell ge of the S cience of Grainmcw, but shoulJ. precede

I

'/'.-Yes , it cxpre;;ses action, and we call it a Verb.
]~or the present we will put all words th at express action

into the class called Verbs.

jt!:
'~

; t·

\ ·-r,'.
Ji;

!Ii

~

··11;
;i:

I:

~

\

\

132

I,ESSONS IN J~AN<IUAOE.

:t:ESSONS lN LANGUAGE .

.1'.-Do you see any other names?

J<-Y es; trees, fiel<l s, flower:;, birds.
1'.-llight. Put them into the class called Nouns.
there any words left ?

Are

· P.-Onc, the word aud.
.' / ' . -i..I_r_.-.,u.
~ ·0

((·, 1· :-;• lli>CU
.1 '
J
LU Cll ll ll OcL t IC

.l
wuru;;
jluwCl'8 aud
l.Jfrds, a11J we c:ill co 11n ooti11 g worJs, Conjunctions.
.

Thus, you see that we have already found three gr~ups or
classes.

Nam es, or N ouns .. -Mary, trees, fields, flowers, birds.
Action-words or Verbs.-Lo ves.
Conjunctions.-And.

J_,ESSON CXXIX.
OltOUPING WOllDS.-Uontinucd.

1

1

2

•J

1

3

2

The industrious pupil studies long lessons and learn s

5

d10 m

n

well.
1'eoch cr.-Se iect the name-words and put th em in the group
ca ll ed Nouns. Place a figure 1 above each word tl1al you pul in
thi s class.
Pupil - .iY01111s: Pupil, lessons.
T. -S imil a.rly, g ro11p !.he action-wonls 01· Verbs, and place a
figure 2 over eac h .
l'. - Vrrbs : Stullics, learn s.
T.-Co nn cc ting wonls or Conj un ct. ions.
P. -Co 1~iun c tions: And.
I place a 3 over it.
:7'. - Whal n ew classes can you find? For what is the word
ilidnstrious used ?

133

P.-Il is used to express what kind of a pupil studies.
7'.-Yes, it expresses quality, and we call such words Adjectives.
Seiect all the quality-words and place them in the group of Adjectives. Pbcc a 4 over each.
/ l'.-Adjcctives: Industrious, long, the.
T. For what is the word them used? If you should omit that
wonl, wlrnt wol'd wonld you use instcitd of it ?
./'.-Tho word lessons.
'l'.--Y cs, and s in ce the word lessons is a noun, and lhe word
th em is us ed instead of it, we find a new class used inst.ead of nouns.
We call such, Pronouns. Place a figure 5 over it, and put it in
lhe new class.
']'.-Pronouns: 'l'hem.
'1'.-What is the use of the word well?
I'.-It expresses t.he manner in which the pupil learns his
lesso ns.
'1'.-Ycs, it is added lo the verb learns, 1md expresses manner.
We call such words Adverbs. -Place 6 over it, and form a new
class.
1'.-Adverbs: Well.
'1'.-l~ or the present, we will put the little words the, a, an, in the
class called Adjectiv es. Therefore, put '! over the, and put it in
t.hc proper group .
ltevicw of groups found:

1. Nouns. -Words used as names: Pupil, lessons.
2. Verbs.· -Words that express action : Studies, learns.
3. Co11functions.-Worus that connect: And.
4. Ac(fect£ves.-Words that express quality: !ndustrious, long,
lhe.
5. l'ronouns .-Worcls used instead of nouns: Th em.
G. Adverbs.-W ords that express manner: Well.

;
~

"

/>-~..

'

j

I

134

LESSON S IN J,ANdUAdE.

135

SENTENCES.

LESSON OXXX.

John was an industrious student, and he is now a fine

GROUPING WOlW S. - Continued.

s
The book 1s on tho table.

;;'

scholar.
John studies his lessons diligently, and is loved by all who

.I

'J'ho boo k 1s over tho table.

know him.

.J

. niu/er
s
'l'I 10 boo k is
t ho table.

1'.-'l'he word was expresses J oltn 11s having been imlustrious ;
the i,vo rd is us being 11 fine scholar . S u ~ h \vorcls express Uein!J , n,ntl
are put with action-words in the class cnlled Verbs. 'rlte wonls,
is lov ed, r eprese nt John as b eing acted upon by his friend s. We

I

·1

8

T eacher .-l'bcc a book in lLe position r cp r csc nlcJ by e11c h of the
11Lovc sc11 te nccs. Which words expr ess th e i·elation of the l> ook
to t he tab le?
P .- T hc wo l'd s 011, over, nnd under .
J'.-Y cs, s uch words arc said lu cx 1wcss rei<1t1'01i. 'L'hcy a rc
gc ncrnll y pbccd before nouns or· })l'Oltou 11 ,,L,· , U. lllI we na me the
grn up P reposi tions . Place 7 ovc 1· eac h.
7. P rcpositions .-Wonls whi ch cxp l'ess l li c r ela tions of Ji!fcr ent
U1rn gs to eac h otli er: On, over, uml cr.

!·

.John is a good boy,
John s tu lli cs l1 is lessons,
John is lovcJ. by all;

P slrnw ! such words arc of no use.

cnllcd verbs-

LESSON CXXXII.
SEN'.rENCES F OR EXAMINA1'JON.

1. The !urge bird flies swij{ly .

CXXXT.

2. The very large bird flies excee11'in!Jly swiftly .

0011 / imtcrl.

3. The book lies hei·e.

As i a t!t o rores t , 11 ll. · 11• 10 t recs t I1at we call oaks, arc not

4. The party started early .

exactly alike in all particulars, so, sometim es all tho words
same purpose.

f'
J<0

1•

\1

A Verb is a word that expresses to be, to act, or to be acted upon .

T.-Whnt is th e us e of the word s I's haw, n.nd Alas'!
.P. -~h cy ex press t he sudde n and st rn11g foe li11 g of the speaker.
T. - ' P S, ~ 11 c h wo rd s rtf! express stron g fee lin g or emotio n 1,
·
·
' c
c·ill
I n t e rJechons.
·
'l'l1is is our e ighth cla ss or g r oup . 'You
?bse rv c t ha t our only g uide for group ing wonls has b ee n their us E
rn the sen te nce.

that we th row in to one ~irroup are r:ot used

... ["

Thus, in the sentences-

Ala s ! my fri end is doa<l.

rm.OU Pl NG WOltD S. -

/

a lso class s uch words wit h Verbs.

th e word is expresses being, th e word studies ex presses action, and
t he wo r ds is loved express. being ac/Cd upon, and a s th ey are all

Ll~SR ON

l

1

exactIy t Iio \

F or what is the word swiftly us ed? Wh11t word do cs it '!.· modify?

I

"''l'e:ich er cxplttin mcnniug of th e word modify.

.I

I

13G

LE SS OC.S JN l.A1'<U UAti I•! .

LJC::;t>UN::> lN _l..ANUliAGB.

In the second se ntence, for wh11.t :uc the words very 11.nu exccedWh 11.t 11ords t.lo !hey modify?
In the third se ntence, for what is the word here used?
What word tlo cs it modify ?
Wl111.t is the use of the word early ?
We observe the fo ll owi11g fads:
Swiftly denot.cs nw1iner and modifies lhc mcani11g of 11. verb.
Very uenotcs ·'kdegree anu modifies th e me:tning of an adjective.
JTere 1.le 11 otc;i place a111l motlifief! 11. verb.
Narly denotes tim.e and modifies a verb.
All f.h e words, swiftly, very, exceedingly, here, and early, are
call ed Au verbs, th er efore,
i11,r7t,11 uoot.l?

An Adverb is a word used lo modify the meaning of a verb an
ad.fcctive, or another adverb, and generally expresses time, place, d:gree
or manner.

From the various USES of words we have f'ormed eio-ht
0

group,,, Nouns, .Adjectives, Prononns, Verbs, Adverbs, Prcp-

os-itions, Gonjmictions and Intei:Jectiom.
cull each group

a,

For convenience, we

6. A Preposition is a word Vt$ea to show the relation
of words.

7 . .A Conjunction is a word used to connect words or
sentence.$.

8 . .lb Interjection is a ,word used to denote some strong
feeling or emotion.
QUESTIONS.
/

I. What are Parts of Speech ?
2. How many Parts. of Speech have we found?
3. What is a noun? An adjective? A verb? A pronoun? A
preposition? A conjunction? An interjection?
4. Write' a sentence containiug a noun, an aLlj ective, au<l a verb.
G. One containing a preposition.
G. One containing a conjuncf.ion.
7. One containing an adverb expressing manner.
8. One containing an adverh expreosing time.
9. One containing a pronoun.

Part of Speech.

DEFINITIONS OP PAlt'I'S OF SPEECH.

LESSON CXXXIII.

1. A Noun is a name.
2 An AdJ. ective

i._~ a word nsccl to mocz:f
1
.1J y tile m eaning

of a noun, a nd gc ne1·al~11 expi·esscs qualit!J.

3. A Verb -is n. word that cxp1·csscs being, action, or being
rr etcd npon.

4. An Adverb is ct wonl nserl

to inodif.IJ the mca.nin,r; of

·ocrli, a.1Urcti'l!c, or olhe1· r11locrb, and ,r;r.nc•·a71y
•
expresses
time, place, d c,"Jrcc or mnnner.
rt

5 . .A Pronoun 1~s
*Teacher oxplain degree.

ri

word 11scd instead of a noun.

SUBJECT AND

PREDICATE.

T eacher.-E xpr ess a thought about boys.
J'11pil .-Boys play.
T.-E xpress, sirnihrly, thought.s about dogs, birds, and girls.
P .-1. Dogs b11.rk. 2. B irds fly. 3. Girls stud y .
T.-Of what do you speak in the first s entence?
J'.-I spe11.k of dogs.
T.-Yes. In every sentence it is necessary fo speak of something. That of which something is saiu or affirmed is call ed I.he
Mtlu'ccl. In this senl.ence you spe11.k of dops , h ence dog s is lhe subj eel.
Point out the subj ect in each of the other sentences.
What do you say or affirm of dogs?
P.-1 s11.y <logs bark
T.-Correct. In every sentence something must. be said or

/
138

LE SSONS lN LANUUAGE .

I•
I

a fl irn1cd of t he s ubj cc~. That. which is afli rm ctl of lh c subject is "1).
call ed lli c J'r edicale. In Lid s sc nlc ncc, bark is ih c JH·ctlic;d.n.
r/
J\ 1; t1u eu 111 plcLc sca lc ncc ca n be fu l'rn ccl wi1l1out a s ubject a nd u
prccli ca le, t hey :Lrc c:Llletl th e pri'llrij1ol parts of a sen tence.
Sub. Dogs } .A rran ge lhc ol hcr sc u lc nccs iu a sirnila.r nrnnn cr,
l'red. Lark.
pl:ic ing lhc subj ect in th e upp e r part of the brnckc l
a ml lh e prctli c:il c i 11 lhc lower part..
Wh at pal'l. or s pcl'c li is t• :i e lt s uhj (•cf.? E:i c li pr e1licn.t e?
b'vcry predicate ·mu;,i contain a verb. and subjects [t cnerally contain a
nomi or pronoun.
Write t hr ee scu lc nccs, eac h containing a single wortl as subjec t
untl prcclical c.
Example. -Fishes s wim •
.l\l oLli fy t he subject of eac h by n,n n,ppropr iatc adjective.
Bx.-·Largc fi shes swim.
l\Iorli fy the p red icate of eac h of th e last se nlcnc cs by a n n,dvcrb
exp r essin g manner .
.E1:.-Ln.rgc fi shes s wim swiflly.
l\Iodify eac h adjective a ncl each a clv crb by a noth er aclv erb
expressing cl cg rcc .
Rx .- Very large fi shes swim exceed ingly s wiftly.
Drnw n brackcl a.n d ::nra ngc ca.c h se ntence in it, pla cing the
s u bject n.nd it s motlifi cr s in the upp er purl a m! (.he predicate n.n u
its motlifi e rs in t he lower pa.rt..

I la.rge I Very .
\.sw im I sw irtl y. I cxccctlrngly
Large mod ifies ./is he.~, a nd in arranging it. in th e bracket we pince
it to tl1 c ri g h t of fi sh es, and place a short vertic al lin e bet.ween
th em. S imil :nl y, bccn.11 sc very modifi es large, we pla ce il t.o th e
ri g ht of large. On !.he snme plnn an::in gc the prcdi c:ll c. ln
sc pn.rnlin p; sc nl cnc('S in thi s mnnncr al1nrr?J8J'lrrcem.odif1JingwfJrds to
th e rij;ht n.f th ose thry mod(li;.
flcpa rat c t.ltc words in tht• la.s t. scntcncP. inlo diffcr e11 l gronp s or
Ex.-f fi s h es

l'a rt s or S peec h.
Ex.-J\'oims-Fis hcs. Verbs - Swi m . Arlfectives - Lar gc. Adverbs-Very, sw iftl y , cxcccclin gly.
Sepnra l. in g the words of n. se ntenc e inlo their apprcip rint e gro ups
or l' n.rt s of S peec h is call ed parsin.'J .
Scp n.rnlin g a se nt ence inl.o it ~ pri11 cipnl pnrt s is c:illcd ana lvsis.

. I·

