HARVEY'S LANGUAGE COURSE .

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FIRST LESSONS

l N THE

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.I
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ENGLISH LANGUAGE
.' ~
BY

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THOS. W. HARVEY, A. M.
I

A. o Tn on. OF E1.F.M EN TARY GR AMMAR ANO 'PRAC TI C AL GRAMMAR OP' TUX ENot.1 s 11

LA.N OU AOJo;, ASO 01" T1H: GKAOK I>-f:iC UOO L H.t~ A Df;WJ.

WILSON, HINKLE & CO.
137 vV ALNUT

STREET

CINCINNATI

28

BOND STREET

NEW YORK

HARVE Y'S LANGUAGE COURSE .

-l

FIRST LESSONS

I N THE

ENGLISH LANGUAGE

nv
y "

THOS. W. HARVEY, A. M.
t,
AO TllOB. OF

];: 1 .t~ Mt~ NTAnV

G 1tAMMATt ANll PH.A C: Tt C Al, CinAMMAR OF Tllfi: ENO J.1S H

LA N<JU AO E, ANO OF

Tau: GK ADJ.:o-,.Sc uooL

lb: ADE:k.'1 .

WILSON, HINKLE & CO.
13i \VALNUT STREET
CINCINNATI

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28 BOND STREET
NEW YORK

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11

PREFACE.

An attempt has been made, in this little manual, to
arrange a series of progressive lessons in the use of language, which shall lead the pupil to express thought accurately and concisely, and to avoid, as well as to criticise,
the most common inaccuracies of expression. The book
in its present form is simply an extension and application
of the principles sketched out in the " Oral Lessons" of
the author's Elementary Grammar.

COPYRIGHT

As will be seen, grammatical terms have been used sparingly- those only being introduced with the application
of which every pupil ought to be made familiar in the third
or fourth year of school life.
Sentence-making and composition writing are, it is be-.
lieved, presented in a natural and attractive manner.
Words are given for the pupil to use in sentences. At
first, all the words to be used are given; then, a part of
th em. After the pupil has acquired some facility in the
construction of sentences, he is taught to use groups of .
words, or phrases and clauses, as single words.

El.F.CTROTYPED AT
FRANKLIN TYJ'F. FOUNDUY
CINCINNATI

ECJ.EC'l'IC PRF-58
11I NKLE tt CO.

\\'IL.SO~,

(;JNCIN~ATI

As a closing exercise in sentence-making, the subject and
the predicate of a sentence are given, the pupils, being required to suggest modifiers,, and to arrange into sentences
such words and groups as he may select, Experience has
demonstrated that this is .a natural method of instruction,
and that pupils taught in this manner soon learn to express their thoughts with accuracy and facility.
(iii)

lV

PREFACE.

JS
at"'
a nswer qu estions
d esc ription and th e .answers following it make a compositi on. H e is n ext t aught to study a picture, to ex ercise his
in ve ntive powers in writing short stories suggested by it ;
t hen, to inmgine that what he sees through a window or .a
door is a picture as easy to b e d escrib ed as a pa in ti ng or
an engrav ing. Afterward, all r eal or imaginary picture
fram es be ing r emov ed, h e is required to. describe actions
as th ey :wtually occur. Th ese lessons have been used in
m any sc hools with th e most satisfactory res ults.

Th e d escription of si ngle objects belongs to an advanced
course of instruction, and its treatm ent will r eceive attenti on in the second book of this series. vVith due deference
to t he opinions of those who differ from him, th e author
must enter his protes t agai nst r equiring young" pupils to
perform task s which are sever e tests of th e abll ity a nd
inge nuity of those belonging t o the hi gher departments
of our schools.
Th e in telligent teacher n eed not be told that some of
th e lessons in sentence-making may be used in the instructi on of pupils as soon as th ey ar e able to r ead in a primer
or first r eader . The same may be said of some of t h e
picture lessons. In fact, th e soon er this work is b egun, th e
b etter for the pupil. He can n ot too soon be taught to
express his thoughts in written language. Thorough work
must be insisted on , how ever ; a nd no exercise or class of
exercises should be omi tted, n either sh ould any exercise
be abandon ed until th e pupil has mastered all its requirem ents. Jn th e use of this book t he teac h er as well as th e
pupil should "make haste slowly. "

CONTENTS.

PAGE.

The Alph:tbet

7

Words

7

The Noun

8

9

Kinds of Nouns
Nam es of Obj ects known by th e Senses

11

N umber

13
14-26

Senten ce-Making
Abbreviations

27

Quotation Marks

31

Picture Lessons .
The V erb

36

.

38

Incorrect Language

39

The Adjective

41

Incorrect Language
Subject and Predicate

42

The P articiple

45

The Adverb

46
49

Incorrect Language

50
51

The Pronoun
Incorrect Language
(V)

vi

CONTENTS.

Possessives .

52

Appositives

55

The Preposition

56

The Conjunction

58

Incorrect Language
Picture Lessons .
Observation and Description

FIRST LESSONS

60

IN THE

61-69

ENGLISH LANGU.1}.GE.

70

Writing from Memory

71

Changing Verse into P1;ose

73

Letter Writing .

76

1. The Alphabet.
The t eacher writes on the blackboard-m, c, n, 1, s; g, a,
h, q, e, k, r, d, x, v, i, y, w, j, u, o, t, f, p, z, b.
Teaeber. What are these characters called?
Pn1>ils. They are called Letters.
T. How many letters have I written?
P. YOU have written twenty-six letters.
T. Have you seen them written in this order before?
\Ve have not.
In what order have you seen them written or printed?
A pupil. In this order: a, b, c, d, e, f, g, h, i, j, k, 1, m,

P.
T.

n, o, p, q, r, s, t, u, v, w, x, y, z.
T. Can you tell me what the arrangement is called when
the letters are written in this order?
1•. It is called the Alphabet.

2. Words.
Can any one tell me what a letter represents?
A letter represents a sound.
T. That is right. We articulate one of these sounds, or
combine two or more of them, and have a Syllable. We
Teaeber.

A pu1>il.

(7)

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s

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LESSONS IN LANGUAGE.

KINDS OF NOUNS.

take on e of th ese syllables, or combine two or more of
them, and m rik e a lVord. Wh en we talk or write, we use
word s to e xpress our thoughts. ·what, th en, is a word?

Whut is placed after each word?
A p eri od is placed after each word.
T. What ure these words?
1•. Th ey are th e n am es of obj ects.
T. Now, a name is called a noun. What, th en, a re the
words wh ich you have just written?
P. They a re nouns.
T. Why?
1•. Becau se they ar e n am es.
T. You may n ow t ell m e what a noun is.

A 1... 1.n.
A \VoRD is a syllable or a combination
of syllables used in expressing thought.

The teac her writes this d efinition on th e blackboard; th e
pupils copy it and commit it to m emory.

3. 'l'he Noun.
T e n c h er ( taking a book from his desk ).
1•111•ils.

'What is this?

Tli e tcncher writes t his answ er on th e blackboard; the
pu11il s copy it on th eir slates.
T. (

pointin.r; to the word "book")

T.

1•.

A pu 1.u.

Tlrnt is a book.

I s that a book?

No; that is a word.
T. Tlrnt is r ight.
It is u word u sed as the nµme of u
thing , o r object. I hold in my h and an obj ect called a book.
The n am e of this obj ect is written on th e blackboard.

9

A

NOUN

is a name.

'I'.
Write that answer on your slates, and commit it to
m emory.

Require the pupils to write ~ in coh~m!1 s, the n ames of all
obj ect s in the s?h ool ro~m-m th e s1tt111g room at h on~ e ­
in th e purlor-111 the kitch en- also, th e names of obj ects
seen on t heir way to school.

11

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The teacher culls th e uttention of the pupils, i~ a similar
ma,n n er, to a pen, a bell, a crayon, a pencil, u slate, a ruler, an
inkstand, or to any other objects on his des k or in th e room.
T. \ Vritc these numes on your slates, in columns, as I
wri te th em on th e blackboard:

Boole
P en.
Bell.
Crayon.

'

T.

"

1•.

P en cil.
Slate.
Rul er .
Inkst and.

\ Vi th wh at does each word begin?
Each wor d begins with a capital letter.

4. J{inds of Nouns.
I.

The t each er writes th e words boy, girl, and city, on the
blackboard, and th en asks: What are th ese words?
1• 111 ,ns. They are nouns, because th ey ure names.
Teacher. Can I u se the word boy wh en I wish to speak
of any boy in the sch ool or in the world?
P. Y es; you can.
T. It is a n am e, then, which is common to all boys; that
is, it can be applied to each of them. What kind of noun
shull we call it?
1•. We will call it a common noun.
T. What kind of noun is girl1
1•. Girl is a common noun.
T. Why?

'f

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P.

LESSONS IN LANGUAGE.

Because it is a name which can be applied to all girls.

·r. What can you say of the word city 1
City is a common noun, because it belongs to all cities.
Objects of the same kind form what is called a class.
The name of the class can be applied to any object belong·
ing to it. Now, what is a common noun?
1•.

OilJECTS . KNOWN BY '.l'HE SENSES.

11

P• Boston is ·a . proper. noun, because _it is the name of a
particular city.
T. Can you now tell me what a proper noun isT·

T.

A 1m 1.n.

A COMMON NOUN is a name wliich may
be applied to any one of a class of objects.
T. Write that answer on your slates, and commit it to
memory.
II.

Teacher. ( Writes) " John." Is this word a common noun?

No; it is not.
'Why is it not a common noun?
P. Because it can not be applied to all boys.
T. That is true; but why do boys have different names ?
A pupil. Because we could not tell one from another
if they all h ad the same n ame.
T. V ery well; but do not say "tell one from another;"
say "distinguish one from another." D istinguish is a better
word to use than tell. Now, a name which is used to distinguish one object from another of the same kind or class,
is called a proper noun. Proper nouns are the names of
particular objects. What kind of noun is John 7
1•. Jolin is a proper noun.
T. Why?
1•. Because it is the name of a particular boy.
T. What kind of noun is Mary 1
P. Mary is a proper noun, because it is the n ame of. a
particular girl.
T. What kind of noun is Boston 7
Pupils.

T.

A pupil.

A

.PROPER NOUN

is the name of a particu-

lar object.
T. ·write that answer c>n your slates, and commit it to
memory. Re~ember that a. proper noun should alw~ys begin with a ·capital letter, and that a common noun should
begin with a small letter, unless it is the first word in a
~entence. The ~ord I should always be. a capital letter.
Write the words which I pronounce. Do not write theni
in c~l~~ns, but in lines. Be very careful to place a. comm!\
(,) after every word except the last. What should be placed
after .the last word 1
P. A period should be placed after the last wor.d.

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EXERCISES.

Fence, road, Silas1 gate, barn, Jam!ls, house, cow, hen.
bird, Emma, Toledo, corner, harrow, woods, fields, Portland,
sled, wagon, Richmond, Nashville, peach, plum, Louisville,
lake, I, Pittsburgh, Chicago.
Examine the slates. Should any mistakes be found in the
use of capital let~ers or the ~omma, make the n_ecessary
corrections. Reqmre the exercises to be neatly written.

· 5. Names of Objects known by the· Senses.
Teacher. Write on your slates the names of six obje.c ts
which you can see. Write them in two columns, three
'vords in each column.

Pupils write as directed.

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12
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LESSONS 1N LANGUAGE.

Alice, you may read the names you have written.

13

NUMBER.

'ea~h ·s~ntence and every proper noun begins with a capital

Jetter, and that a period is · placed at . the end of each
sentence.

Alice reads :
Apple.
Desk.
Chair.

Window.
Stove.
Door.

What can you tell me about an apple?
An apple grows on a tree.
'I'. Very well; write your answer on your slate.
With
what should the first word begin, and what should be
placed after the last word?
A. The first word should begin with a capital letter, and
a. period should be placed after the last word.
T. That is right. All the pupils may write Alice's answer on their slates. Willie, what can yo~ tell me about
a stove?
Willie. A stove is made of iron.
T. You may all write that answer.
T.

Alice.

Ask similar questions about other objects whose names'
have been written by the pupils, and require the answers
to be expressed in writing.

6. Number.
Teacher. (Writes ) "Fan. Fans." Does th~ first word I
have written denote one object or more than one?
1•upns. . It denotes but one object.
T. Does the second word denote one or more than one
object?
P. It denotes more than one.
T. That is right. · When a noun denotes but ·one object,
it is said to be in the Singular Number; when it d enotes
more than one object, it is saici to .be in the Plural Number.
What does the singular number denote?
A pupil.

The

SINGULAR NuMBER

denotes but one

object.
T. Write that answer.
·denote?

A pupil.

The

What does the plural number

PLURAL NUMBER

denotes more than

one object.
E XERCISES.

1. Write the names
the sense of hearing.
by the sense of touah.
by the sense of taste.
by the sense of smell.

of six things that may be known by
2. Of six things that may be known
3. Of six things that may be known
4. Of six things that may· be known

Talk with the pupils about the ol\jects whose names are
given. Encourage them to tell what they know of their
properties, uses, etc. Let them write sentences like these:
"Sugar is sweet." "Oranges grow in Florida." "I heard it
thunder." See that all the words are spelled correctly, that

T. Write that answer, also. What difference is there in
the spelling of the two words I have writte.n ?
P. The second word ends with s.
., T. Is that word in the singular or the plural number?
P. It is in the plural number, for it denotes more than
one fan.
T. (Writes) "Church. Churches." What have I added to
church to make it plural?
P. You have added es.
, T. These are two ways of forming plurals. There are
many other ways. Nouns ending in f or fe usually change

•

14

15

LESSONS IN LANGUAGE.

SENTENCE-MAKING.

these endin gs to ves; those ending in y with a vowel before
it, add s ; those endi ng in y , with a consonant befor e it,
clrnn go y to ies ; and those ending in o with a consonant
befor e it, ad d es.

T. What should you place after the las t word in the first
sentenc e wri_tt.e n to-day ?
P. We should place a p eriod after the last word.
· T. That is right; always place a period after the last
word· of a sentence which is the statement of a fact. "This
book is mine," is the statement of a fact; therefore, a period should b e placed after the last word. What should you
place after the last word in th e second sentence?
A pupil . We should place a p eriod th ere.
T. That is not right; this m ark (?), called an interrogation p oint, should be placed aft er th e last word in a written
or printed question. Now arrange th ese words so that th ey
will form a sentence: Iceland, very, is, in, it, · cold.
J.•. " It is very cold in Iceland."
T. Arrange th em so th a t they will ask a question.
P. "Is it very cold in Iceland?"
T. Wha t mark should you place after the last word in
th e second sentence ?
1•. vV e should place an interrogation point th er e.
·r. Why?
J.•. Because a question is asked.
T. ( lVrites ) "A sentence which states a fact, is a declarative sentence. A sentence which asks a question, is an interrogative sentence. " What is a d eclarative sentence?-

EXERCISES.

Write the plurals of the f allowing nouns :

Book, fence, box, des k, p encil, potato, money, rose, folly,
cr1lf, mr1n, boy, girl, child, woman , wind, knife, vessel, house,
l' Ofld, OX .

The t.er1cher should assist th e pupils in writing th ese pluJ'flls. Th ey cr1n not rem ember r1nd apply a la rge number of
rul es for their form ation . The plurnl forms must be learned
by practi ce in writing th em.

7. Sentence-Making.
I.

Copy th ese words on your slr1t es: book, this, mine,
Do th ese words express any m eaning as they ar e now
written?
J.•u1>ll!1. They do not.
T. Arrange th em so that th ey will express som e m eaning.
1•. "This book is mine."
T. Arrnnge th em so th at th ey will ask a question.
1•. " Is this book mine ?"
T.
ell don e. 'W hen groups of words express some
m er1nin g, they a re said to make complete sense. Such
groups are called sentences. What, then, is a sentence?
'J'encher.

is.

'V

A SENTENCE is a group of words making
complete sense.
A 1m 1.n.

If necessary, the t each er m ay assist th e pupil in express-

in g this d efinition. Write it on th e blackboard, and let
th e pupils copy it and commit it to m emory.

A pupil. A DECLARATIVE
which states a fact.

SENTENCE

is a sentence

T. Write your answer on your slates and commit it to
memory. What is an interrogative sentence ?
A pupil. An INTERROGATIVE
which asks a question.

T.

SENTENCE

is a sentence

Write that answer also, and commit it to memory.

I .

iw

SENTENCE· MAKING.

LESSONS IN LANGUAGE.
EXERCISES.

F orrn sentencl!1! of the following word.s :

•'

l. Lesson , a n, t his, easy, is. 2. June, cherri es, ripe, in,
a re. 3. Lemon s, wh ere, grnw, do. 4. Is, house, our, hill,
th e, und er. 5. Riv er, into, cap, th e, fe ll, boy's, little, r ed .
6. Deep, our, is, la ne, very, in, snow, th e. 7. Sp1-ing, corn,
the, in , plants, farm e r, a. 8. Ice, smooth , th e, wh en, I,
sk ate, to, like, very, is. 9. Aunt, r iv er, th e, toll-gate, over,
beyo nd, liv es, th e, my.
Write other groups, a nd r equi re th e pu pils to arran<>e
Use this exe rc ise un t il th e pupfis
can c•as il y nnd n•ad ily construct sentences containing not
less tkm fi f"tce n words.
t.lw m int o se n te nces.

17

F. Beca use it is a common n ame, and is not th e fir st
word in t h e sentence.
T. Are all th e other words spelled correc tly?
A pupil. No; my should be spelled rn-y, not m-i.
T. Cora, do you notice a n y other mistak e ?
Corn. Y es, I do. An interrogation point should not be
placed after the last word, b ecause no qu estion is ask ed .
T. What mark sh ould be placed th ere?
(;. A period; for a period should be placed aft.er the
last word of a sentence which t ells somethin g.
T. V ery good , indeed ; b ut you should say "which states
a fact," n ot " which tells somethin g." You m ay all write
th e sentence on you r slat es as it should be written .
EX ERCISES.

8. Corrections.

I

Th e teache r writes the following sentence on th e black boa rd: "j on put h is H att on mi d esk? "
'J'c neh e r.
H ave I made a n y mistak es in writing this
sc nt 0ncc?
1•n1•il,.. Y cs; yo u have mad e several mistak es.
'I'.
Emma, 11·ill you point ou t one of th em?
fanma . Tli c first word does not b0gin with a capital
lette r, and it is not spell ed co rrec tly.
T . U ow should it be spell ed?
E. It should be spell ed J-o-h-n.
T. Ei!tould it begin 11' ith a small letter if it were n ot the
first 11·orcl in tlt c sen tence ?
E. No, it shoulrl not ; for it is a proper nam e, a nd a
pmpcr nam e should al ways begin with a capital l ette r.
T . F ra nk , can you point ou t a ny other mistake ?
l'ranl<.
Tfn t sl1 onld not begin wi th a capital letter, and
it sli o11lt! be spelkd with on e t.
T. Wl1 y shoul(I it n ot begin w ith a capital l etter ?

Correct the mistakes in the follo wing sentences:
I. Silas soled rn ec his Dog for a Dolar. 2. we shal h ev
pl enty of' App les this F a ul. 3. h ow menny Horses has yo ur
Fath er got. . 4. i fo und 3 old Knifes in our Gardin'? 5.
W here d oes your Unk el j arn es live. 6. h e lives in texas.
7. can yo u write fore " ' ords in too Sekons. 8. perh aps i ca nn.
i will try. 9. london is a verry large citty in england?

9. Sentence-Making.
II.
Teac her. (lVi·iles) " Me, book, J am es, a, bring." Arrange
th ese words so as to fo rm a senten ce.
A 1n•1•il. " James, bring me a book."
'I'. Is a fact stat ed in th at senten ce?
P. T h ere is not.
T. Ts a qu es ti on ask ed?
1•. Tlw r e is not .
L. L. 2.

18

LESSONS IN LANGUAGE.

SEN'l'ENCE-MAKING.

T. Corr ec t. James is told t o do som ething-a command
is mad e. For th at r eason, it is called an imperative sentence,
Ca n yo u now t ell me wh at an im perativ e sentence is ?
A 1m 1.u.
An IMPERATIVE
which makes a command.

SENTENCE

is a sentence

" Trite that answer, a nd commit it to m emory. A
peri od should be placed after a n imperative sentence, or a
sente nce whi ch simply m a kes a command; and a comma
aft.er th e 1mme of a person or obj ect to whom th e comm:tnd is given or th e n a me of a person addressed.
T.

EXERCIS ES.

Form sentences qf the jollowing words :
1. Go, you r , seats, to, boys. 2. Me, your, lend, book, J an e.
3. IT ome, go, once, at, Ponto. 4. :Minutes, lesson , t en , pupil>, st,ud y, th e. 5. Qu es ti on, Anna, this, :wswer. 6. Arms,
you!', m e, in , carry, moth er. 7. T eam, into, th~, dri ve, th e,
J onas, barn. 8. Time, not, your, do, waste. 9. Parents,
obey, yo ur, always.
I'nin t nut th e names of the p ersons or oluccts addressed in these
scntcnas.

10. Sentencc-}faking.
JIJ_

(Writes ) "Cold , is, h ow, Oh , it." Arran ge th ese
so as to form a se ntence.
A 1m1•i •- "Oh, how cold it is."
T. ·wh at mark did you place after th e last word?
1'. T pla ced a peri od afte r th e last woJ'd.
T. You should ha ve p laced thi s mark (!) th ere. It is
call ed a n ex clamation p oint. A sentence, whi ch expr esses
Teacher.

1!)

some strong feeling or emotion, is called an exclamatory
sentence. An exclamation point should be placed afte r the
last word of such a sentence. What is an exelamatory
sentence?

An ExcLAMATORY SENTENCE is a sentence
A pnJ>il.
which expresses some strong f eeling or emotion.
T.

All may write that answ er, and commit it to memory.

NOTE . -The t eacher should explain the meaning of th e
t ern1 "emotion."

·reacher. (Writes ) "H urra ! our side has won I" Does th e
word "hurra!" help to sta te a fact or to ask a ques tion?
1•111•lls. It does not.
·1·. That is right. It d enotes that we are pleased-that
· we are excited by a feeling or emotion of pleasure. It is
called an interjection. Other interjections d enote grief, j oy,
pity, fear, pain, et c.; but th ey all denote feeling or emotion
of some kind. What, th en, is an interj ec tion?

An INTERJECTION is a word which denotes
f eeling or emotion.
A pn 1.n.

T. ·write th at an swe r, and commit it to m emory. An
exclamation point is usually placed after an interj ection,
but not always, unl ess it stands alone. Remember that 0,
wh en a n inte1jection, is always a capital letter.

EXERCISES.

W O l' l b

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Form sentences of the f allowing words :

] . Clock, four, hark, th e, strikes. 2. Am, h a, ha, ha, I,
it, glad, of. 3. H e, so, say, h em, did. 4. Pretty, is, oh,
she, how. 5. Away, pshaw, go. 6. Don't , it, ugh , like, I.
P oint out the interjections in the sentences written.

.' ~

20

-

LESSONS IN LANGUAGE.

SENTENCE-MAKING.

11. Sentence-Making.

12. Sentence-1\laking.

IV.

v.

T e a c h e r.
I h ave h er etofore given you all the words
wl1ich yo u wer e to use in making se ntenc es. I will n ow
girn you only a part of th em . You ma.y write a sc ntcrn :c
co ntaining th e words rained, last, hard. Supp ly words n eccssa.ry to mak e com ple te sense,
A 1•n1•ll. " It rain ed hard last night."
T. W ell d one. Has a ny on e a diffe rent sentenc e?
l'lrst 1rn1•il. "How h ard it ra ined last night!"
Seemul 1rn1•ll. " Do you know th a t it rained h a rd las t
ni ght.?"
T.
·write a sen tence containing these words : jlowei·s,
th e, Uoom. Each sente nce must consist of more th a n four
word s.
l'il·st 1m1•il. " Flowers bloom in th e garden ."
Second 1m1•il.
" Th e fl owers wilI bloom when spring

con ics ."
Third 1rn1•il.
l ' onrth 1m1•il.

" \Vill th e fl owers bloom n ext week ?"
"·wh en will th e fl owers b loom?"

Teacher. L ook at this picture. Wher b a re the boy an d
th e girl sitting?
1•upHs. The boy and the girl are sitting on the grnss.
'I'. Write you r an swer.
Wh at words in th e a nswer t ell
wh ere these children are sitting ?
1•. The words on the grass.
·r. Draw a line under those words. Wha t is the boy
pointing a t?
1•. The boy is pointing a t a sheep and a lamb.
T. ·write your a nswer, and draw
line und er th e words
whi ch t ell what the boy is pointing at. Und er what words
h a ve you drawn th e line ?
1•. Under th e words at a sheep and a lamb.
T. Where is th e lamb?
1•. Th e lamb is standing by the side of the sh eep.
T. Write that answer, also, and d raw a line under th e
words which tell where the lamb is standing. Under wh at
words is it drawn?
1•. Under th e words by the side of the sheep.
•r. When do you think th e boy and the girl will go
home ?

a

En:RcrsEs.
1-Vi·ite sentences containing the following words :

1. Fish , ri ver, caught. 2. Birds, n es ts, b uild. 3. L et.,
slate, pencil, your. 4. ·wh ere, swallows, winter. 5. Diel,
el0pha n t. 6. Sernn , fourt ee n . 7. Bugs, bask et. 8. Broth ers,
'led , up ~c t. \1. Lcsf'On, 18:1.rn, min u tes. JO. Man y, how,
cl olbr. 11. Gold.
12. P ari s, Fran re.
13. Albany, N ew
Y ork.

I'a.y particubr tit tention to th e choice of words in th ese
('X ('l'Cif'CS.

21

20

LESSONS IN LANGUAGE.

SEN'.rENCE-MAKING.

11. Sentence-Making.

12. Sentence-Making.
v.

IV.

'l'••nt'l1 e r.
I have h eretofore g iven you all the word s
ll"liich you were to use in making se n tences. I will n ow
g i,·c you only a part of t hem. You may write a sentcni:c
co n triinin g th e words rained, last, hard. Supply words n ecessriry to make com plet e se nse,
A 1•n1•ll. " It rain ed ha rd last night."
'I'. W ell d one. Has a ny one a differ ent sentence ?
l ' lr"t 1m1•ll. "How h ard it rain ed last night!"
S<0eo1ul 1m1•il. " Do you know th a t it rained h ard b st
ni glt t? "
T.
\V rite a sentence containing these words : flowers,
th ~ , bloom. E ach sen tence must co nsist of more than fou r
\\' Ol'ds.
I' ir,. t 1m1>il. "Flowers bloo m in t he garden ."
S<0co11d JHIJ>il.
"Th e fl owers will bloom wh en spring

con1cs.

11

Third 1•n1•ll.

l'ourth 1"'1•11.

" \Vill th e fl owers bloom n ext week ?"
"\Vh en will th e flow ers bloom?"

E:o:RCISES.

l Viite sentences containing the f ollowing words :
1. Fish , ri\·er, caught. 2. Birds, n ests, build. 3. Let,
pencil, your. 4. " There, swallows, win ter. 5. Did,
cleplrnnt. 6. Seven, four teen. 7. Bugs, bask et. 8. Brothers,
fi led , u p~C't. 0. L e~f<O n , 10.a rn , minntcs. 10. Many, l1 ow,
dolhr. 11. Gold. 12. Paris, Fra nce. 13. Albany, N e w
Y or k.
~ bte,

Pay particular attention to th e choice of words in these
rx crcises.

• \ ...

~-

21

- 1. .- . , _

. -~--::_~~T~;~~~:~:::--~~:-~.

-i..... .

·~:

:-:.

Teacher. Look a t this picture. Wh er e are the boy and
the girl sitting?
J•upil,.. The boy and th e girl are sitting on th e grass.
T. Write your answer. What words in th e a nswer tell
wh ere th e!e children are sitting?
1•. The words on the grass.
T. Draw a line und er those words.
What is th e boy
pointing at?
1•. The boy is pointing at a sh eep and a lamb.
T. ·write your answer, and draw a line under the words
whi ch t ell what the boy is pointing at. Under wh at words
h ave you drawn t h e line ?
1•. Under the words at a sheep and a lamb.
T. Where is th e l amb?
1•. T h e lamb is standing by the side of th e sh eep.
T.
Write th at answ er, also, and draw a line under th e
words which t ell wh ere th e lamb is standing. Und er what
words is it d rawn?
1•. Under the words by the side of the sheep.
T. When do you think the boy and the girl will go
h ome?

'. h
I'
SENTENCE· MAKING.

LESSONS IN LANGUAGE.
A J>ttJ>ll. I think th ey will go home wh en it begins to
grow d:crk.
T. ·wh a t words in your a nswer tell when th
·11
home ?
ey w1 go
P.

Th e words when it begins to grow dar k .

S h 01~ oth ~r pictures to .th e pupils; as k qu es tions about
th ~ o h.1 ects 111 th em; r equir e all th e answers to b e writ ten
a n 1mes to be drawn und er all modifyin "' ph rases and

causes.
1

T.

23

Has any one a differ ent arrangement?.
"Our friends came through the woods

Second 1m1>il.

from th e village."
T. Arrange th ese words and groups into a sentence.
(Writes ) T o a store, went, where hats are sold, we.
1•. "We went to a store wh ere hats are sold."
EXERCISES.

o

Arrange the f allowing words and groups into sentences :

13. Sentence-Making.
VI.
Tencher. Copy on your slates wh at I write on the blackboa rd. (Writes ) " Trees grow in th e for est." Wha t words
tell wh ere trees grow?
P111•ils. The words in the forest
T. (Writes ) "Th e knife whi ch ;ou found belongs to m e."
What words tell which knife belongs to me?
J•. Th e words which you f ound.
T. ( lV:rites ) "I shall leave when th e clock strik es four."
Wh at words t ell wh en I sh all leave ?
P. Th e words when the clock strikes f our.
T. Now, each of th ese groups is used, like a sin,,le
word
0
t o ass1.s t 111
.
expressing th e exact m eaning of a sente nce.'
1.Ve can not always· do this with single words. These
groups begin with such words as in , on, to, of, for , f rom, with,
thro 11g h, over, under, up, down, beyond, beneath, who, that, which,
whose, whom, when, where, etc.
You may now arran ge th ese words and groups, separa ted
by co mmas, into a sente nce. (Writes ) Chme, f riends, through
the woods, our, f rom the village.
F'irst 1• 11 1•11.

th e woods."

"Our fri ends came from the villa"e
throu"h
0
0

I. To some poor p eople, gave, my, I, money. 2. House,
he, w\th a light heart, the, left. 3. Whose fath er you saw,
th e, to our school, goes, boy. 4. Saw, toward us, vessel, we,
on the third day, a, sailing. 5. Up the street Sarah, with
Jane, went, when she left us. 6. You, to hunt, like, do, for,
eggs, in the barn. 7. Of books, gave, a, for my brother , m e,
package, he.
Do not call th ese groups "phrases" and "clauses."
th em " groups" only .

Call

14. Sentence-Making.
VII.
Tencber. I will give you to-day only 11 part of the words
and groups which you are to use in writing sentences.
(Writes ) L esson, I, in twenty minutes. Arrange these into a
sentence, supplying necessary words and groups.
A i•npll. "I learned my lesson in tw enty minutes."
T. H as any one a different sentence ?
First pupil. "I can learn my spelling lesson in twenty

minutes."
second pn 1,n.

tw enty minutes."

" I think we can recite our lesson in

H

,I,
LESSONS IN LANGUAGE.

.Let the pupi ls r ead the se nte nces which have been written. Correc t all inaccurate ex p1·Psgions.
T. Use these word s and groups in a n interrogative sc ntc•n ce: wlio, on my desk, a.
First 1•111•11. " Who put a slate on my d es k?"
Second 1m1•il. " \Vho left a pencil on my d esk yesterda~' ?

II

Third 1m1•il.

"vVho made a mark on my d esk this

n1orning?"

Use these words and groups in a d eclarativ e se ntence : wli.ere t/i.e men are, wen t.
l'irst 1m1•il- "I went to the place wh ere th e m en are."
Secon•l 1m1•il. " John went in to the shop wh ere th e men
n..rc at "'Ork."
Third 1•111•11 - "Jam es went with his fath er to th e hall
wl1 ere the men iire."
'I'.

EXERCI SES.

l Vrite sen tences containing the following words and ,r;roups:,
I. Ovc1· the riv er, rod e. 2. vVrote, who, on my slate. 3.
l:a11, ll'olf, through th e woods. 4. Tn th e f'nll, chC'stn11ts.
5. Mcrr hrrnt, sells. 6. Cat, mouse. 7. N Pst, builds, a. ~ .

·wh en the sun shin es, day. 9. vVh cre th e ground is wet,
not. 10. That barks, afraid, boy.

SEN'l'ENCE-MAICING.
T.

25

Tell me something about flowers, beginning with the

word "for."
The pupils suggest for l.,ouquets, for wreaths, etc. These
phrases are written after the subj ect.
·1·. Tell me something about th em, beginning with the
word " that."
The pupils suggest that grow in the garden, that grow in th e
woods, that grow in the house. These clauses are written after
the subj ec t.
T. Tell me wh ere th e flow ers bloom, beginning with
11
in," 11 on/' "by," or "where."
Th e pupils suggest in the garden, in the house, on th e hill, liy
the road side, where the soil is rich, etc. Th ese phrases and
clauses are written after th e predicat e.
T. T ell m e wh en the flowers bloom, begi nning with "in,"
11

after," or " \.Yhen."

The pupils suggest in the spring, in the winter. ofter the snow
is gone, when the weather is warm, when winter comes, etc. Th ese
phrases and clauses are written as before.
The t each er asks oth er qu estions which lead th e p~tpils
t.o sugg1<:st early, late, abundantly., etc. These words are written
by th e feach er afte r th e predicate.
T. You may now t ak e any of th ese words and groups
and arrange th em so as to form a senten ce. What have
you written?

15. Sentence-Making.
VIII.

Th e teacher wri tes "Fl owers b loom" on the blackboard,
witli a wid e space bC'twecn th e words.
Teacher. 'W hat kin tls of fl owe rs bloom?
Th e pupils suggest smalt, lw:r;e, sweet, i eautiful, white, red,
U11c, d .c. Th e teac h er writes th ese words, in a column, befo re th e subject..

1''irst J>1•1•1I.

"Beautiful flow ers bloom in th e garden

wh en spring comes."
seeontl 1m1•il. "Sweet flowers bloom early by the road
sid e."
Third 1.., 1,n. "Flowers for bouquets bloom in th e house
wh en winter com es. "
Fourth 1.., 1,11.
"Flowers that grow in th e woods bloom
after the sn ow is gon e."

Each pupil r eads a sentence.

Should th ere b e any faulty

2G

LESSONS IN LANGUAGE.

ABBREVlA'l'IONS.

n1T11ngcment of words or inaccurncy of st11tem ent, it should
be emn·ct cd. Th e pupi ls will soon learn to criticise their
ow n work 11s well as th11t of' t he ir classmates.

En:iw1sES.

Exi,;uc1 s Es.

r:se th e f ollo wing sentences in exercises similar to the preceding:
I. Winds Llow. 2. Snow falls. 3. Trees grow. 4. Pupils
lunrn . 5. Dogs bark. 6. Birds sing. 7. Vessels sail. 8. lee
melts. 9. Boys play. 10. W11v es d as h.

21

Use the following words in sentences - place commas in
the proper places :
.

1. Morning, and, bright, is, joyful. 2. Cold, the, thirsty,
hun gry, was, boy, and. 3. Kind, Emma, gentle, affectionate,
and, Alice, Louisa, and, are. 4. Dog, or, run, my, jump,
did. 5. Clear, the, is, water, cold, and.

17 Abbreviations.
16. Sentence-Making.
IX.

'l'ench<'r. ( H'i-ites ) "A nd , truthful, a re, Sibs, hon est, WiJ.
li an1 , an d , H o1·acc." Arrange th ese wor<ls into a sentence.
A 1u•1•il. " Horace, Silas, a nd vVillinm are honest a nd
truthful."

Wh at mark have you pl11ced a fter 1-lorace and Silas ~
I h ave pl11ced n o mark after those words.
'I'.
.\ co mma should be placed afte r them.
Copy wHat
writ e. ( lVi·ites ) "vVhene ve r more th a n two words of the
sam e kind arn u sed together, th ey should be sepa rated by
commns." Do you think you can r emember th (l,t rul e?
I'. l t hink I c11n .
'I'.

J>.

'I'. Copy this, nlso.
( TVi·ites ) " Wh enever two words of
t h e sam e kind are used toge th er, they a re not usun.ll y separated by commn.s, but a re conn ected by and, or, or some
s imibr word." Should there be a ny commn. after honest in
th e se ntence which you wrote a little while ago?
l'. There should not.
'I'. Why?
1•. Bec11use it is one of two words of the same kind used
together.
·1·. Wh11t word connec ts th em?
P. Th e word and.

I.

Teaeher.

(Writes ) "Dr. Wilson is a brother of G v•'· Wil-

son , a nd the father of Mrs. Lockwood." Can you tell m e
what th e first word of this sentence is?
A. 1•upil.
The first word is D octor.
'I'. That is ri ght; but you see I have used only th e first
and the last letters of the word in writing it. This is a
short way of writing a word, and is called an al,l,reviation.
What other word is abbrev iat ed?
l•. The word General.
'I'. a y es; and in abbreviating it, I have u sed only the
first three letters. Is th er e a ny oth er abbreviation in th e
se ntence?
l'. The word Mistress is abbr evia ted.
T. Correct.
You see that in m aking this abbreviation
have used the first , fifth, n.nd last letters only. Remember that a p eriod should b e placed after an abbreviation.
EXERCISES.

lVi·ite the f ollowing abbreviations and their equivalents :
Dr. Doctor.
Mi·. Mister.
Cr. Credit.

E sq. Esquire.
Gov. Governor.
R ev. Reverend.

28

ABBREVIATIONS.

LESSONS IN LANGUAGE.

81. Saint or Stree t.
Mt. Mount.
Bp. Bishop.
Cot. Colonel.
Gen .. Gen eral.
Muj . Major.
L ieut. Lieutenant.
Co . Company.

,,

I

Honorable.
Professor.
Presid ent.
Mistress.
Ally. Attorney.
Cap t. Captain.
Supt. Superintendent.
Ctk. Clerk.
H on.
P rof.
Pres.
Mrs.

NoTE.-A bbreviations generally begin with capital letters.
EXERCISE S.

Jlfake th e prnpcr aMreviations in the fo llowing sentences:
1. Colonel Knapp has r emoved to Saint Louis.

3. John
Sullivan, Esq uire, is not a m ember of th e firm of Sullivan,
Metz & Comp:.my. 3. Superintend ent Furness lives on Elm
Stree t, nex t door to Doctor Cass. 4. Mistr ess Whipple is
a sist.er of Profess or Clark . .">. Mister Jones and President
J ohnson a re now at Mount VI ashington.
Correct the f ollowing sentences :

l. Mr Cunan and Esq Hanson are th e guests of rroff.
Cutt er. Gov r. Clinton is now in St Louis. 3. Do you kn ow
Gen! W orthin gton ? . 4. H e wrote his name, El i 'W irth, Esq
Clrk . 5. Did you ever h ear th e Rev Dr Storrs preach?

29

Doors open at 7 o'clock P . M~"

" N. B." is equivalent to
These
letters a re the initials, or fir st letters, of Latin words.
These are n ot all the ways in which abbreviations are
made ; but th ey are as many as you need r emember.

take notice, and " P. M." is equivalent to afternoon.

EXERCI SES.

1Vrite the fallowing abbreviations and their equivalents :

A. M. Forenoon.
B. C. Befor e Christ.
U 8. United States.
JI. C. Member of Congress.
M. D . Doctor, or Physician.
P. 0. Post Office.
P. S. Postcript.
fl. R. Railroad.
Jlf. Noon.

A . D. In th e year of our Lord.
C. H Court House.
C. 0 . D. Collect O"l Delivery.
Bbl. Barrel.
Lb. Pound. ,

Hhd. Hogsh ead.
N o. Number.
Ult. The last month.
Prox. The n ext m onth .

1\oTE.-"A. M.", wh en placed after th e nam e of a p erson,
is <~qui val en t to MrLster of Ar!s; "~· M.", wh en written or
printed in a similar ma.nner, is eqmvalent to P ost llfaster.

a

Wi·ite the aMreviations for the days ef th e week.
Wi·ite the a6breviations f or the months ef the year.
Write th e abbreviations f or the States of the Union.
1l{ake the proper abbreviations in the f otlowing sentences :

II.

( 1Vi·ites ) "·wm. J on es, Esq. , lives in Brooklyn,
In what stat.e lloes this ge ntle ma n live?
A p1111il. H e lives in th e state of New York.
T. Co rrec t. The abb reviation for N ew York is "N. Y,"
the first letter of each word being used . ( Wi·ites ) "N. B.
T••nchcr.

~.

Y."

1. Take notice.-These lots are for sale. 2. Joel Phelpf;,
J\frmber of Con gress, is now in Nevada. 3. Th e Narrow
Ga uge Railroad is n early fini sh ed. 4". Send th e goods by
Px press, and collect on d eliv ery . 5. W e arriv ed at 12
o'r.loc k, noon. G. I was in Ch icago on the second day of
th e laf<t, month.

30
,t

I

QUOTATION MARKS.

LESSONS IN LANGUAGE.

Correct the f ollowing :
l. Th e m eeti ng will be h eld on th e 2d prox , n.t 10 am.
2. p . s.-Shall 1 send you r goods by th e New Yo rk Central
r . r . ? 3. H ow m an y Ibs of sugar did you buy? 4. Th e
lc-tt er 1rns sent to 'V ashington c. h . 5. The p . o. is closed
n.t 7 p. m.

Non. -Th e abbreviations for weights and measures, as
" ·011 as ul t. a nd prox. , should begin with ·small letters unlc,-s t h0y stand alon e, or at the .beginning of se ntences. Jn
some case~. sma ll letters m ay be used as th e a bbreviations
for fo renoo n and afternoon.

III.
Teacher. (Writes ) "Don't kill the birds." Can you tell
me wlrnt mark I hav e used betw ee n n and t in writing
d o n't?
A 11111>11. I can not.
'I'.
I lrnv e used wh at is ca1l ed th e apostrophe. In an abhr l' viation or contmction it shows that one or m o1·e letters
have bcC' n om itted. ( 1Vrites) "' Tis alm ost noon." What
lcttl'I' hnv e l omitted in writin g this sente nce ?
I'. Y ou have omitted the lette r i.

~

18. Quotation Marks.

'fcncher. (Writes ) "Alma _said, "I am going to hunt
flow ers in the woods," and ran out of th e door. " You see
th at I place these marks (") before th e words which Alma
used , and th ese (" ) after th em. Can you t ell me why l

do that?
I can not.
l do it because th e \VOrds between th ese marks are
the exact words which Alma used. When ever we quote
the exact words of another, in writing, we should use these
marks as I h ave u sed th em. They are called quotation marks.
The quotation should begin with a capital letter.
1•. Should we always use them wh en we tell wh at a
A 1m1>ll.
T.

person says ?
'I'. By no m eans. Never use them 'unless you c,--~te the
exact language of anoth er. (Writes ) "Mary said that she
would go with Alma." You see th at I do not use quotation marks in this sentence. I do n ot quote the exr1ct
language which Mary used.
EX ERC I SES. ·

Use quotation marks and capital letter~ prop erly
in th ese sentences :
E xE HCTBEfl.

Tell what letters are omitted in the contracted words
in th ese sentences:
l. ls n' t tliat horse lame. 2. I don't know. 3. I told
',.rn not to go. 4. \V e ca m e fr om o'l' r th e sea. 5. I 'II not
go wi t It yo u ; I 'm not well. G. 'V e ' re go ing h ome. 7. I've

.in ,-t ('011"\C' frnm ~cw Ol'l enn s. S. "\-Ve 'II h elp you. 9.
'J'\, ,.y ' ro pi:l yi ng l•all in th e park. JO. Aren't th.ose men
s:ii ln 1·." ·J 11. Th e rorp ora l said , "'Bont, face."

1. Will you come into my parlor, said th e spider to th e
fly. 2. Th e man yawn ed , a nd said, how sleepy 1 am . 3.
Dill you r m other send you , said th e m erchant gruffly. 4.
Go th en, said th e ant, and danc e winter away. 5. Th e
pupils k ept r ep eating, four tim es three are tw elve, four
tinws three a re tw elv e, for at least three minu tes. 6. Fnst '
bind, fast find, is a good motto. 7. Our orders were, be
really to start at 4 A. M. 8. H ow fu.r is it to Camuen,
ask0tl th e stn111 f!e 1·.

LESSONS IN LAN GUAGE.

19. Picture Lessons.
I.

PIC1'URE LESSONS.

33

A pn1>ll. I cn n . " I see a boy a nd a girl, a bird , a bird's
nes t, and a p ar t of a t ree in th e picture."
T. W ell d one. You may all erase the senten ces which
you h ave written, and in th eir place write this one. ·what
are the girl a nd th e boy doing ?
1•. The girl is looking at th e bird' s nes t, a nd the boy is

looking a t t he bird.
·r. Where is th e bird' s n est?
1•. The n e,st is on th e bran ch of a tree.
·r. ''' here is the bird?
1•. The bird h as just left the n est and is fl y ing away.
'I'. Why is th e bi rd flyin g away?
1•. It i;, fl ying away because it is a fra id of the boy a nd
th e girl.
T . Do you think they will rob th e nest?
P. I do not think they will rob the nest, for they look

'\on.-The a nswers t o th e fJ Uest ions in t h is and th e
fo llowing e xercises, shoul d first be give n orall y, a nd th en
wr itt,en, by all t he pu pils, on sb t es or sli ps of paper. The
teacher shoul d wri te a fe w of the a nswers on th e bla.ckhoa rd , to ohow how th e wor k ough t to be d one.
( To a pupil ) Wh at do you see in this picture ?
see a boy a nd a girl in th e p ict ure.
'I'.
(To anoth er pupil ) 'W h at d o you see ?
I'. I see a bi rd in th e p icture.
T. ( To a third pupil ) ·wh nt cl o you sec ?
I'. I ~<'<' a. bird's n es t in th e p ictu r e.
T.
( To 11 f»IT Ih. p117>il ) ' V lrn.t rlo you see ?
I'.
I S<'C a pa.r t of >L t rC'e in th e p ictu re.
'I'.
l fow m any sen tences ha ve yo u wri tte n ?
I'. \\' e h •w e wr ittC' n fo u r S<' ll l <' nccs.
T. Cn n not som e one, in a sin gle sen tence, use th e nam es
of' :1 11 t h<' oli.i•'<' b n •f'f' 1T ('( I t.o in tl1 <'S<' fo ur s<' nt.enc<'s ?
T4'nd1<'r.

l'nt>il.

like good children.
T. ( To a pupil) You may r ead wh at you have written.
P. (Re.ads) " 1 see a boy a nd a girl, a bird, a bird's nest,
a nd a part of a tree in the picture. The gi1·l is loo king
a t th e bird's n es t, a nd th e boy is looking at the bird. The
nes t is on t he b ranch of a tree. The bird h as just left'th e
n est, a nd is fl yi n g awaY. It is fl y ing away be cause it is
:iJrai d o f th e boy a nd the g irl. I d o not t h ink they will
rob t he nest , for t hey look like good child ren."
-r. Tha t is a ni ce little composition, is it not? It is
m ade up, as yo u see, o f the answe rs to the questions which
I h ave as k ed abo ut t he obj ects in the picture. You may
now copy it n eatly in you r composit ion book.

L. L. 3.

'i'

3~

LESSONS IN LANGUAGE.

PICTURE LESSONS •

...

J

19. Picture Lessons.

I'

I.
~:
,.

33

A puJ>il .
I can. "l see a boy and a girl, a bird, a bird's
nest, and a part of a tree in th e picture."
T. W ell done. You may all erase the sentences which
you have written, and in their place write this one. What
are the girl and the boy doing?
P. The girl is looking at the bird's nest, and the boy is
looking at the bird.
T. Where is th e bird's nest?
1•. The 1w,st is on the branch of a tree.
T. Where is the bird?
1•. The bird has just left the nest and is flying away.
·1·. Why is t)rn bird flying away?
1•. It is flying away because it is afraid of the boy and

th e girl.
T. Do you think they will rob the nest?
I'. l do not think they will rob the n est, for th ey look

:'\ OTE . -Th e nnswers to th e f]u estions m this and t.he
fol lowi ng e x Prciscs, s hould first be gi ve n Ol'ally, n.ncl tlH• n
wl'itten, b y all th e pupils, on sbtes or slips of paper. The
teac her should write a few of the a nswers on th e bla.ckhoarcl , to show how the work ought to be clone.

(To a p11pil) Wha t do you see in this picture?
see a boy and a girl in th e picture.
(To nnothcr pHpil) What do you see?
I see a bird in th e picture .
T. ( To a th ird p11pil ) ·wh a t do you see ?
I sC'e a. bird' s nest in th e picture .
( To rt fn11rt h p11pil ) " That <lo you see ?
I spc a pa.!'t. of :t t l'PC in t.h c pictu!'e .
H ow m any se nt en ces hav e you writ.ten?
P. 'V e have written foul' sP ntPn ces.
Can not som e one, in i t single sentence, use th e nam es
o f :111 lh c ol ~ i •" rt ~ r1•fC'1TNI t.o in tlH•s(' four sPnt.pnc Ps ?
T<>ncher.
l'nJ>il.

....

...

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

like good children.
T. (To a p11pil) You may r ead what you have written.
P. (Reads ) "l see a boy and a girl, a bird, a bird's n est,
and a part of a tree in t.he picture. The girl is looking
at the bird's n es t, and the boy is looking at the bird. The
n es t is on the branch of a tree. The bird has just left'the
nest, and is flying away. It is flying away because it is
afra,ill of the boy and th e girl. I do not think they will
rob the nest, for they look like good children."
·r. That is a nice little composition, is it not? It is
made up, as you see, of the answe rs to the questions which
I have ask ed about the oqjects in the picture. You may
now copy it n eatly iu your composition book .

....
....

L. L. 3.

!.
~;

34

I

.f

JI.

r

35

l'l<1'l'URE LESSONS.

LESSONS IN LANGUAGE.

I

with the goose. The house is behind the hUl. The boy
is runnin g o.fter th o fo.x, but I do not think that he will
c11,tch him. Tho fox will take the goose to his hidingplace and eat it."
111.

Th ~ t~ n.c h er

as ks q ~ie s ti o n s n.bout th e obj ec ts in this piclr
s1m1la r to th o~ e m th e preceding lesson. Th e foll owse n tence co ntn.ms th e n ames of all th e obj ec ts seen:
. l 1;ee 3: fox , a goose, a fence, a boy, a hill and a house
1n th e p1ct.ure."
'
~r e,
~ .n g

Wh at is th e fox d oing ?
Th e fox is runnin g off with th e goose.
·r. ·where is th e h ouse ?
P. Th e house is behind th e hill.
T. Wh a t is th e boy d oin g ?
1•. The boy is runnin g n,fter th e fo x, but I do not think
that h e will catch him :
T. "· hat will th e fo x do with t h e goose ?
P. T he fo x wi ll tak e th e goose to his hidin"-place
and
0
eat it.
T. Frnn k , you may r ead wha t you h ave written .
- ll.. .
(Reads ) " I see a. fo x , a goose, a fence, a boy, a
"· n n ict urc. Th e fox is running off
Teneher.

A pupil.

TeRcher.

picture.
Wtllle.

Willie, t~ll m e every thing th at you see in this
.
.
.
I see a dog, six rats, a. spade, and

l'

· 1

a·

broom · in

the picture.
T. What is th e dog doing?
A p•~pn: The dog is killing a rat.
T. How many rats h as h e killed already?
p, H e h as kill ed one a nd p erhaps two already.
T. What are th e rest of .the r ats trying to do?

r
"
~i

34

f

l'IC'l'URE LESSONS.

LESSONS IN LANGUAGE.
II.

r

35

I

with the goose. The house is behind the h~l. The boy
is running o.fte r tho fox, but I do not think that he will
c1ttch him. Tho fox will take the goose to his hidingplaee aml eat it."
111.

Th ~ t~ac h er as k s q ~.iestion s about th e objects in this pict-

~r e,
~.ng

s1m1lar to th o~e rn the preceding lesson. The follow·
se ntence con ta rns th e n am es of all th e objec ts seen :
. I .iee 3: fox, a goose, a fence, a boy, a hill and a house
rn th e picture."
'
What is th e fox doing?
Th e fox is running off with the goose.
T. ·where is th e house ?
P. Th e h ouse is behind th e hill.
T. Wh a t is th e boy d oi ng ?
P. Th e boy is runnin g after th e fo x, b ut I do not think
th at h e will ca tch him.'
T. W hat will th e fox do with th e goose ?
P. T he fo x will tak e th e goose to his hidin"·place
and
0
ea.t it.
T. Frank, you m ay r ead wh at you h ave written.
- ->< . (Reads ) " I see a fox , a goose, a fen ce, a boy, a
;i, .., ui cture. Th e fox is running off
Teacher.

A pupil.

. I

'(
I'

Teaeber.

picture.
Willie.

Willie, t~ll m e every th ing th at you see in this
.
.
.
I see a dog, six rats, a spade, and a broom · in

the picture.
T. What is th e dog doing?
A ~.~pn: The d og is killing a r at.
1
T. How ma ny ra ts has h e killed already?
P. H e h as killed one a nd p erhaps two already.
T. What ·are ·the r est of th e r a ts trying to do?

I.

.!

,J

.,

~r

3G

•

''i

i

I·

', 1

'

,,

The rest of the ruts are trying to get away from him;
One of them is climbing th e broom.
T. Will the d og catch it?
J•. The dog will catch it; for it can not climb th e handle
of th e broom, it is so smooth.
T. 'W h ere d o rats li ve ?
P. Rats li ve in houses, ba rn s, stables, in h oles which
th ey dig in th e ground, a nd sometim es in stacks of hay
and strnw.
T. ·wh at harm do they do?
1•. _Th ey cat or destroy grain, and the food which is put
a way 111 th e pantry, wh en th ey can ge t at it.
T. Edwin , you may r ead what you have written.
Edwin. ( Reads ) "I see a dog, six rats, a spad -i an<l a
broom in th e picture. The dog is killing a rat. He has
kill ed one and perhaps two already. The r es t of th e rats
arc trying to get away from him. One of th em is climbin"
th e broom. Th e dog will catch it ; for it can not clim~
th e ha ndl e of the broom, it is so smooth. Rats live
houses, barns, stables, in holes whi ch they dig in th e ground,
and so metim es in stacks of hay or straw. They eat or destroy grain, a nd th e food which is put away in the pantry,
wh en th ey can get at it."
P.

in

r

20. The Verb.
I.

"Th e horse trots." Which word in
this sentence tell s what th e horse is doing?
Pn11lls. '11-ots tells what the horse is d oin"
T. ( W,.ites ) " Th e boy sleeps." Which wo;~ in this sent e nce tell s wh at th e boy is doing?
P. 1-.S'l1.:eps tells what th e Loy is doing.
T. Th ere are a great many words which t ell what difTenchcr.

( Wi·ites)

37

'.l'HE VERB.

LESSONS lN LANGUAGE.

ferent objects do. When such words are used with the
names of objects, th ey generally affirm something of those
obj ects. Do you know what affirm m eans?
P. We do not.
T. Affirm m ean s\ to say. These words say som ething of
obj ects. Now, a word which affirms something of an object,
or t ells what it does, is called a verb. Can you t ell me,
then, what a verb is?

A V~RB is a word that affirms something.
Write that a nswer on your sla te, a nd commit it to
memo ry. Rem ember that a verb does not always express
action. It sometimes d enotes being ; ·as, I am; -or state;
T.

as, I sleep .
EXERCISES.

' Affi~m the following verbs of appropriate objects:

Sail, look , quarrel, hunt, snarl, gobble, scratch, scream, er ,
buzz, whisper, limp, n eigh, whine, stand, dream, mow, r eap,
loiter , roar, bloom, pur, fight, whistle, jump, stud~, learn.
MOD E L.

-Vessels sail.
T ell what the fallowing objects do :

Birds, horses, h ens, geese, turk eys, r abbits, trees, scholars,
farmers, m erch a nts, cats, vessels, flow ers, winds, houses, cows,
sh eep, dov ea.
M o DEL. - Birds fly .
Point out the nouns and verbs in the sentences you lwve written.
JI.

Tencher. ( Writes) " Horses eat oats." What word, in this
sentence, is used to show what horses eat?
A ,.. ,u. The word oats shows what horses cat.
1 1

38

THE ADJECTIVE.

LESSONS lN LANG U AGE.

To "·h
. at cl ass 0 f wor cl s d oes eat belong ?
~at is a verb, because it affirm s so methinrr.
T. Correct . Oats is sa id to co mple te th e m e .
, ·b
l .
ea nmrr of the
' .e1 eat. .t 1s .th e nam e of t h e ob.i. ect upon which
. e t he ac
t1on of eatm g is perfo1T'· ·ed · Fo r th a t r eason 1t
. i
I t he object of eu t. The oqj ect of a ve rb is n ot al ,
s
led
word · · t · .
·
' \\ ays a smgle
' I
is sometim es a g roup of words. Kow t ell
me what •
t h e obj ec t of a vf' rb is.
T.

1•.

c~

,.u.

A , ...
~h e OBJECT of a rerb is a word or grou
of words winch completes its meaning.
p

T. E ac h m ay write th at answer a nd co mm·t
1 .t t
ory. A
b. t ·
' '
1 o memn o ~ ec is alway s a m odifi er · Do no t suppose how
verb is follow ed
dever, t im t every
.
· Ly a n o1)j. ect, "1or some ' verbs.
o not require obj ects to comp lete th eir m eaning.
E XER CISES.

P oint ou t tlie o/,j ecls in t!tese sentences :

. w1.11 1earn h er lesson.
3 I.C H enry struck William . -9 · Al
. ice
catch
mi
ce.
4
..
John
wrote
a
lette r · 5. Caleb bought
. b ats
k
a oo . 6. Th e dog kill ed a sh eep.
Wi·ite sentences llsin.g these words as ohj ects :

I

Squirrels, potatoes, hill , t rees bread
.
'
' • cars, surrar wood,
cloth J
o '
' e epha nt , boats, d oor ' moo n ' ball , sun, w h eat.
Moni:: r.. -Boys hunt s7uirrels.
tl

1

8 1 ·~:ra: ~T l n~ .

-Th e t eache1· sh ould
·1· e ..ta ct t hat r.rm, may, could, would now call a ttention to
m11 es, fo rm a part of th e verb. ' e tc., wh en u sed as aux·

I

21. Incorrect Language.
!·

. t ,.1or is not or am not. liaint for
l CA U T1 0 ·~ T· -Do n o t use am
w s nn/ o1· ""w not ; or 't aint fo r ii is not.
'

..

39
I.

Ex. -1. I aint wdl this morning. 2. He aint my uncle.
3. 'T aint ri ght to he idle. 4. H aint you been to town today ? 5. Wh y Im.int h e built the fir e ?
C A UT IOS'

I I. - Do n ot use done for did; went for gone; saw

for seen ; nor seen fo r saw.
Ex. -1. I d one wh a t you told me to do. 2. J ohn has went
home; h e aint well. 3. W e have n ot saw the sun since last
Monday. 4. I seen Eli hiding behind t h e school-house. 5.
Henry done th e mischief; I seen him.

22. The Adjective.
I.

Tcacbcr.

( lVrites ) " Oranges are sweet."

'Vhat word in

this senten ce d escribes oranges 1 _
s>u1•tls. The word sweet d escribes oran ges.
T. That is ri ght. S weet is a word u sed to d enote th at
oranges possess a certa in qu ality. ( lVrites ) " Ripe oranges
11re sweet ." 'Vhat other word, m this sentence, d escribes
ora nges by d enoting a quality?
P. The word ripe.
T. To what class of words does oranges belong?
1•. It is a noun, b ecause it is a n am e.
T. ( lVrites ) "That oran ge is ripe." What word, in this
senten ce, is u sed to point out orange 1
P. The word that.
T. (Writes ) "Henry bought fiv e ora nges." What word,
in this sentence, is u sed to d enote the number of oranges
th a t H enry b ought?
P. Th e word five.
T. W ords which d enote th e quality of nouns, which
point th em out or d enote th eir number, are said to modify
th em . Such words are called adj ectives. What, th en, is an
adj ectiv e ?

I'

40
A J>t11>ll.

An

ADJ ECTIVE

a noun.
.;;.

IN CORRIW'l' LANGUAGE.

LESSONS IN LANGU AGE.

is a word user[
' to modify

Ex Enc1sEs.
Wi·ite the j ollowing adj ectives before appropriate nouns:

·write. th " t an swe r on you r slates ' a n rl comm it
. 1t
. to
]
·
m emory. -tememL
er th at th e ad' , t" .
ca lled articles.
JCC ives a, an, a nd the are
T.

EX ERCISES.
P oint out the adjectives in these sentences :
1. Vin e<>ar
is· sour · -·
9 Qu111111
· · e IS
· b itter
.
e
3 St d '
pils learn Ion " l essons 4 G1 d b.
.
.
u ious pu0
•
•
•
00
oys a re b e! , d <
<l ay 1s cool 6 'l' J· t 1
.
O\ e · u. Th e
·
·
1a 10use 1 ~ old 7 G
·
18
Gold is vellow 9 I h
'
·
· r ass
green. K
- ·
· ·
ave a sq ua re box 10 I
·
Tell l t
,
·
· ce 1s cold
. w ia nouns t11ese adjectives modify.
.

Monn. - " Vin egar is sour." Vinegar is m odifi ed by sou r.
"Tha t lwuse is old. " llouse is m odifi ed by that and old.

Large, £Tlis, sm all, squa re, 1)1at, round , h eavy, light, a , an,
he, smooth, rough, t en,. muddy, clear, four, seven , t h ese,
hose, r ed, blue, green, y ellow, cold, warm, dry, wet, sweet,
retty, old, young.

0

MODELS. -A laiye t able .

( l Vi·ites )

I s• is p laced b et ween ball a n d roum.
. l
T. \\h en th e word is' or som e s1m1
. ·1ar word ·
I
l
b etw een a n oun
d
. .
· , is p acec
ad . t"
.
. a n an adj ec tiv e whi ch m odifi es it th e
. J:c n.· e is said to b e ojfi'rmed of th e
"
' I 1
I
n oun. The word
v 11c I I s p acC'd b etween th em is a ver b.
P.

l.

That book.

Tell dogs.

lVrite the f allowing adj ectives aft er appropriate nouns:

Dar,;: , light, clear , cold, pleasant, sound, 1·otten, strai ght,
'rook ed, l evel, broad, n arrow, b e,autiful, u gly, cross, happy,
wise, selfish, wick ed , soft, hm·<l.
MonEL. -The ni ght is dark.
N'o T E . -Adjectiv es m ay also be written b efor e th e nouns
in th ese senten ces.

II.

"Goo d sc 110l a rs a r e h appy ." " rhat
words, 111 thi s sen ten ce, m odify scholars?
Pupils. Th e word ·s good a nd nappy.
1
T. I s gvod placed Lefore or after scholars'
P. 1t is placed b efore scliolars.
·
T. \\' ]~ ere is th e word li appy placed?
P. I t is placed after scholars.
T. "Wh. ere: th e 11 • m ay a dJ' ec t1v
· es be placed?
1•. AdJ cc tiv es may b e placed b ~
T
( 11' .
e ore and aft er noun s
.
·rites) "A ball is roun rl"
"n ' I111t word 1s
.
·
l
d. . b
. sen t en ce ?
p ace
et \\' ec n &all an d round ' in ti11s
T<>nchf'r.
.

41

23. Incorrect Language.
CAUTION I.-Do not u se this here for this; that ' ere for that;
or them fo r those.
Ex. - l. Does th is h er e book b elong to you. 2. No; that
'ere b ook is min e.
3. Put th em ch erries in this h ere
bask et.

4. Give m e one of th em apples.

CAUTION l I. - Do n ot u se these or those b efore a noun
whi ch d en otes but one obj ect .

Ex. - l. I d o n ' t like th ese sort of p eople. 2. He bought
a p eck of those kind of apples.

C_-\UT!ON III. - Do not u se a b efore vocal sounds, or an
befor e su bvocals a nd aspirat es.
Ex. -1. H e has an hundred horses. 2. This is a open
country. 3. Mr. Sadl er is a hon est m an . 4. Ile is an
univ ersal favori te.

•
i
SUllJEC'l' AND PREDICATE.

LESSONS JN LANGl AGE.

'i

l
...

>

EXERCISES.

2-i. Subject and Predicate.

Point out the prediccy.es of these sentences :

I.

1. George whispered. 2. The wind blows. 3. The l ight"J ce is cold · " ·what word, in this ·ng flashed . 4. Fire burns. 5. The ' >rmer plows. 6.
owers bloom. 7. Turkeys gobble. 8. I write. 9. He
s n e nce is th e name of the object about w11· h
.
1c someth mg
is affirn ed?
1
udies. 10. The baby sleeps. 11. She dreamed.
Pn1> 11 "· Th e word ice.
JJI.
This word is. ca 11 e d t 1ie sub;ect
. of the sente
b
. T.
.
1t 1s that of which som tl .
... ffi
.ne e, ecause
e ung is a rmed C
Teache r. (Writ es ) "Ice is cold."
·what word is the
m e wha t. th e subiec t f
.
.
·
an you now tell
"
o a se ntence 18 ?
redicate in this sentence?
A 1111 1•11.
Tlte SunJEC' if
something is rc!firmed. r o a sentence is that of which 1•uplls. The word cold.
T. Yes; cold is the predicate. T,he word is joins it to
he subj ect. This word is called the copula, because it links,
·write that answer, a n<i commit it, to m emory.
r joins, the predicate to the subject - and copula means
ink.
Many other words beside is are used as copulas.
EXERCI S ES.
Rem emb er that wh en the predicate is. a noun, a word
P oint out the sub;ects
0~r t'ncse sentences :
. .,
sed instead of a noun, or a word denoting quality, it is
l. H enry is a good hoy. 2. R'.1in falls. 3. I am hungry. "oinecl to the subject by a copula.
4. George has a new sled. 5 Clarence was not at school
ExERCIS!':S.
yes te rcby. 7· Our 110 use was· burned last ni <>ht
8• 1,1ie
0
•
P oint out the copulas in these sentences :
two burglars escaped .
e T<>nc
t h cr.
·

( Writes)

r

l. Ellen is sick. 2. The weather was warm. 3. The boys
were noisy. 4. I shall be glad. 5. A cat is an animal. 6.
Nellie will be tardy. 7. John should be careful. 8. The

II.

'l'cneh<>r. ( lVrites ) " Ice m elts "
t e n ce, affirms so methin" of . ".
o

ice '

Wh a t word, in this sen-

Th e word melts.
'I'. This
. . word is call ed
· th e prea·zcate of the sent
b
ence, ecause it is th a t whi ch is affi . d
·
ime of th e sub· t " '
I l 1en, 1s th e l)l'Cdi cat
~ ec . n hat,
· e o f a sente nc e ?
1•111•11 ,..

A 1111 •• 11 •
The PREDICATE oif
.
.
is afjirm cd oif the I .
a sentence is that which
·
·
' SU.'J.)ect.
· th a t answer, and commit it to m emory.
.... w ntc

·-- -- - - -

road may be muddy.
NoTE. -The teacher should be careful , in these exercises,
to call a ttention to th e fact that will be, may be, etc., are copulas. He should also write sentences containing different
forms of the copula on the blackboard, an<l use them as
n.d<litional exercises.
Point out the subjects and the predicates in these sentences:

1. Boys learn.

sail.

2. Grass grows.

5. Dogs growl.

.I
•i:

43

3. I work.

6. Pupils study.

4. Vessels

I

L ESSO_ ' S IN LAN G UAGE .

45

THE P ART!CIPLE.

Mon er..- Birds fl y. B ms
" l is
· the subj ec t; fly, th e pred icate.

25. The Participle.

I'oint out thr. su/Jccts, the prcrh cates, and the copulas ;,,
these sentences :
1. T!t c weather is wa I"m

will lie cheap. 4. ·w e
H e s hou ld be so ny.

111

,:y

J 111 01 1.: 1.. - V in ega r is so ur. rr
Yinegar is th o su bj ect ; sou r,
t ic predi cate ; is, th e copula.

P oint out

a

ic

·
su1?ects,
the pi·edicales, anrl the objects
in these sentences:

/

I. P u pi ls study lessons.
2. H orses draw wa 0"ons•
Mcrclt a n t:; sell goods. 4 _ Farm ers plow th e 0"round •
The girl mad e a bouquet.
s

3.
5.

- IIelen stud ies b ot any. H elen is the su bj ect·,
t MoDEI.._
r
Ul tes, th e p redi cate; l,otany, th e obj ec t.
P oint out the sul,jects, the predicates the oi . t
d ~
adjectives in these sentences: gee s, an t ie

1. Deep sno w coveI"s th e g ro d
2. W e can learn hard
lesso ns. . 3. A cro-s
.. a stra nger. 4. I like
,. d og WI"llubn1te
good chil d ren.

MoDF.L. - T hat mn.n sells old cloth es. Jlfan is th e subj ect;
1l fan is modified Ly

sells, t h e pred icate; clothes, th e obj ect.
that; clothes, by old.

Write five sen tences, usmg
. verl,s as
:\
..
,
p red"zcates.
- fo1n.1.. - Co rn grows in th e fi eld.
ll?·ite five sentences, using nouns as· p redicates.

MODE L. - ·wh eat is a vegetable.
ll 'ritc fi1 •e sen tences, usingr. ac(J"cctt"vcs as p redicates.

MonE 1.. - Ck d k is w!tite.

( W rites ) " I saw Cy rus play in g." Point out the
bj ec t, th e predi cate, aml jlie obj ect in this sentence.
1•u11ils. I is th e subj ect; saw, th e predicate; Cyrus , th e

TcRchcr.

2. Moth er was sick 3. Apples
i:s swee t. 6.
be glut!. 5. S ugar
~

bject.
T.

Th at is correct .

What can you say of the word

laying 1
1•. P laying t ells wh at Cy rus is doing.
T. Yes; but it d ocs not affirm an y thing.

It expresses
ction like a verb, but modifies 0.JruS like an adj ective. It
arta k es of th e n ature of a verb and an adj ectiv e. For th at
reaso n it is called a participle, which m eans partaking of.
Som e participles par tak e of th e n ature of a verb and a
noun. Can you now t ell m e wh at a par t iciple is ?
A pupil. A P ARTICIPLE is a word i~hich p artakes of
the nature of a verb and of an adjective or a noun . .

T. Write th at answer . It is a long d efinition, hut I wish
you would commit it to m emory. What ar e the last three

letters of th e word p laying ?
r. Th ey ar e i-n-.IJ.
T. The p articiple th at ends in ing, is called the present
par ticiple. It d enotes th at th e act expressed by it is continuing. T ell m e, now, wh at the present p<uticiple does
A pu

1n.

1

The

PRESENT PARTICIPLE

denotes continu-

ance.
T. (Writes ) " I saw th e letter written." Can you t ell m e
whi ch word in this senten ce is a participle ?
1•. I think I cn.n. 1-Vrittcn is a par ticiple.
T.
1•.

Wh y?
Because it sh ows that som ething was done, like a

verb, and it m odi fies letter.

I

~

!
""

LESSONS IN LANGUAGE.
T.

Ye?. goo_d.

J ell m e wliat a perfec t participle d enotes.

I

T.
~IC

PERFECT PARTICIPLE

denotes completion-.

What kind of word is falls 1
Falls is a verb.
T. Why?
p
Because it affirms something.
T: Th e wOJ·d gently modifies falls.
P.

A word that modifies

It usually ends · d . . . b
.
verb is called a n adver/;. What kind of word, then, is
in
01 tc. ,
ut sometimes
'.n en'. n , t, or other_ letters. Th ere is a noth er participle It. ntly 1 .
.
is fo 1med by pl:tcm g having beiny or l .
/;
b
P. It 1s a n adve1 b.
f t
•
'•
iavmg een efore •
'Vh ?
y
p C' r ec participle, and is called the compound participle. T.
B eing seen, having seen, and 1 •
1
P. Because it modifies a verb.
!laving ueen a re compound par.
ti ciples.
EXERCISES.
T.

!',·

It is a participle, and denotes thnt the T.

~-c t of IH1 t111g is completed. It is called a perfect participle.
A 1"'1' 11 •

47

'l'IIE ADVERB.

Correct.

P oint out the adverbs in the following sentences:

P oint out the participles in the f ollowing sentences:

in the fi eld • 2• A b oy was seen
0
fi .1.• A m a n was plowin"
is 111ng for eels. 3. W e pick ed up drift-wood left on tho
s ho_ re. 4. Being fatigu ed, we sat down to r est.
pa1 cl for ou r tick ets, we ente red the cars. .

5. Having

I. The moon rose slowly . 2. Our dogs barked furiou sl y.
The young man walked rapidly through the park. 4. I
ill leave you presently. 5. I live h ere. 6. Do you live
ere? 7. Will you go now? 8. The babe smiled sweetly.
Point

P oint out the s~bj~cts, tlie predicates, the copulas, and the
modijywg words in these sentences :

1. 1 Raw a 11ouse burning. 2. The bird was flying. 3.
Th e le tter was writte n. 4. Tli e b oy being punished waa
a tru ant.
I

f

saw four men fishing. We is the subj ect;
saw, th e predicate; men, the object. Men is modified b1
f nur rtnd fis!iing.

Olli the nouns in these seritences.
The pronouns. The
Th e adjectives.
lVrite .fi.ve sentences, each of them containing a noun., a verb, an
ljective, rrnrl a.1< adverb .
lVrite five sentences, each of them containing a pronoun, a verb,
d an adverb.

·r~s .

11.

:Mo1J E L. -W e

(Writes ) "Very large drops of rain fell." What
ord tells h ow large th e drops of rain were?

'Teacher.

The word very.
What kind of word is large 1
1•. Large is an adjective.
·r. Why?
J>. Because it modifies a noun.
·r. What noun does it modify?
1•. It modifies drops .

1•111•lls.
T.

26. The Ad verb.
I.

'J'eneher. (Writes ) " Th e rain falls gently."
t ells how th e min falls ?
l'n1•ils. Gcnlly tell s how the rain falls.

What word

I

ir

- - - -- - - 1 1i; ··· 11;
•I h

'

d

~1

48
'I".

11
'•

INCORRECT LANGUAGE.

LESSONS lN LANGUAGE.

(Writes ) " Th e min foll quite fast."

What word t e·11s ur feet thick. G. She spake-to m e. 7. I am-comfortle. 8. Th e wind blew- h ard that we could- k eep our

h ow fa ,t. t he rnin fell ?
I'. Th e "· ord q11ite.
\\"li:t t kind of word is fast~
T.
ft is an arh·erb .
'I'.
Wh y ?
P. TI C'cnu sc it n1odifies a v erb.
'I'.
W l1 at verb docs it modify?
1'· lt m ocliri cs jell.
T.
A \Yorcl that modifi es an · adj ec tiv e or an adverb is
call c·d n n advcr/1. What kind of word is quil<'?
I'. Quite is a n ach e rb.
'I'. Wh y?
1•. n rcausc it in odifi es an ad verb.
T.
H oll"
I'. Tl
. , .many
. . . kin tl ~· o f 11,o1·tI s m ay an adv er9. moclify '/
11
~c
k111
cls: . th e ve rb ' th e a d'Jee t'iv e, ancl the adYcrb
T. l t
m:iy modify a participle a lso ·C
.
m e• ll"lrnt a n adv e rb is?
·
= any one tell

...

·..

1

!:;
I

~\
'I

I.

A '"'.''iL
(l}I

An

(l(U CC{u>c,

(l

ADVERB

participle,

is a word that modifies a verb
01'

49

an cufoerb.

'

.et.
oint out the nowis, the verbs, the pronouns, and the adjectives in
the following sentences:

J. A hungry h orse eats oats greedily. 2. That old man
· very poor. 3. The warm rain falls gently. 4. I shall
·opn learn my spelling lesson. 5. A very large orange costs
five cents.
Point out the subjects, the predicates, the objects, the adjectives, and
the adverbs in these sentences.

Monr.1.. -That large boy can write a l etter rapidly . B oy
is th e subj ect; can write, th e predicate; letter, th e object.
Boy is motlifi ed l1y that aml large; letter, by a; cmt write, by
rapidly.

No·rn.-T h e pupil n eed not now b e t.::wght that th e object
is a m odifi er of th e predi c:ite. Should a ny teach er pre fer
to do so, th e following mod el m ay b e used: " Jfoy is th e subject; can write, th e predicate. B oy is modifi ed by that and
large ; can write, by letter, the object, and by rapidly. L etter
is modifi ed by a."

'I'. Write th:it answer on your slates, and comm it it to
m emor y.

27. Incorrect Language.

EXERCIS ES.
I

C 1uT 10N 1. -Do not use adjcrtivcs a s adver/, s.

I'oint out the adver/;s in tlwsc sentences :

t

] . Th 0n all ll" flS li11 shed. 2. Presently o l !
.
t.h c w st. 3 I .
" c our rose m
like m y sc hool very much. 4. Th e star
. . 0.
..
" as ex c<'cd1ng ly v10lent 5 Tl
I.
m
G. H erc ·our
."
. . '.
ie ~mg was agrtin enraged .
.l
nc1,,,hbo1 pulls your sleeve n-ently 7 J
is a \" C' l'J' ,..n-ood
· .1• anc1 11·e love h er d ea rl y."'
·
. ane
.
gir

3.

Ex. - l. Emma dresses n eat. 2. IT e spertk s very tli~t,i n ct..
r am tolerabl e well. 4. You ought to read slower. .').

am that tired I can scar ce walk.
CAUTION IT..-Do not say, I don't see nothing, don't tell nobody ,

S 11 l1siit11/1• advm-f1s .(nr the rhrs Iirs :m tn' ese sen ten.crs :

1.lL i,;- cold -·. ,- · 1·1·c.nry '.is - s .ick. 3. - idle boys 4· Tl 1c wind blows -. 5. Th e ice is -

learn long lesso ns.

C'tC.

Ex. -1. 1 don' t want i;iothing to-cln,y. 2. W e didn't find
no ch estnuts. 3.•John don't fe el no better than h e did
ye~tenhy. 4. Don't tell nobody nothing about it.
L. L. 4.

Ill
"

', ,

11

'

50

LESSONS IN L ANGUAGE.

51

INCORRECT LANGUAGE.

Substitute pronouns for the dashes in these sentences:

28. The Pronoun.
( ll'ritcs ) " Ann
t A ,
1. John has -kite. 3. - hat was on-d esk . 3. Didt.l11s
. a co rrec t sente nce ? pu
nn s boo!· on ••\ nn •s d cs k.' e th e boy - was hurt? 4. - did not see - , but - sister
8 P 1>lls.
lt is not.
. id. 5. L en d - - pen. G. - so.y - is - broth er. 7. -has

~

'Ccmt:hcr.

i

11

How shou ld it be written?
st - parasol.
It should be written A
oint out the nouns in these exercises. The verbs. The adjectives.
' nn put her book on her des k.
I Tha t o<u>hoc
th;, .onten oo
IVri" fi" •.Um<M,
ef
=taini"iJ a
arul a aub.
t
pupi ls copy it on th eir slrttes. on th e blackboard, and Vrite fiv e sentences, each of them containing a p ronoun, a verb,
16
T
' VI
and a noun.
Vrit e five sentences, each of the11i containing a pronoun, a verb, a
• . JI.
•
rn._t word is h ere used instead of Ann's ?
,
nn s.
noun, an an a ~ective.
1
er ~ used inst eo.d of A •
d
d
,T.d flii
f s word her · caII c d a pronoun wh ich
C"
.
Write jive sentences, using nouns as subJects.
.
15
111
ca o 'ri nou11 · h' ll words used inst.
'
...ns Ill·
St
n ou ns. ( ll"i·ites ) " I
d
ead of nouns are pro- MonEL. ·-Three men fell fr om th e b rid ge.
11car you tell hi1n. " W Iiat words, 111
. scn t.ence, arc pronouns?
. Writ e five sentences, using pronouns as subjects.
t h is
T.
i•.

'""~

~'h th~

pro-•

1

P.

I, you, n.nd him n.re pronouns

·r.

Wl 1y?

MODEL. - Jie m easured the ground.
.

Rcr.ausc th ey n.rc u ocd in stcn.d of
.
wriles
· ) ,, T hey have lost t heir places
nouns.
• .
"
111 !'11~ se n te nce, a.re pronoun s ?
. '\llrnt_ wonb,

29. Incorrect Language.

P.

·1·

(

P.

Th e word s they a nd their.
\\' h:it is a pronou n?

'I'.

A 1m11il.

A PHoNouN is a icon z used instead of a

CauT10N 1.- Do not u se improper forms of p ronouns.

Ex. -1. l s that house your' n? 2. H e took my cap and
left his'n. 3. This is not my d esk; it is h er' n . 4. You 'un s
ar e falling behind. 5. W e ' uns ho.v e our l essons.
CaUTJON IL-The pronoun you sh ould precede he, &he, or

11onn.

they , and he, she, or they sh ould precede I or we.

·i·. Writ e that n.nswer on your slates, n.n<l commit i"t to
rn c rn ory.

Ex. - 1. Sh e and you o.r e sisters. 2. They and you ar e in
th e sam e sch ool. 3. I and you will go home now. 4. Vv e

EXERCISES .

P oin t out trte
' pronoun s in these sentences:
·1. y onr fat.J1 e1· is my un cle.

2. IT is cows a re in our

pa ~ tnr C' .

:1. 1t ""'" (.Ji e dog that Ji cd.
4. She los t th e
hoo k \\'liivl 1 li c: !:!""" li er. 5 It can ll Ot fiml its mate. ti.

H o told us

1d io

t !i cy arc.

7. T, my self, was with him.

and h e went fi shing.
CAUTION 111.- Do not use him, me, or her as th e subj ect
or th e predi cate of a sentence.
2. lt is me.
Ex. -1. 1I er a.nd m e ar e going to St. Louis.
5. You o.nd
3. 11 i m a nd you a.re truants. 4. It is h er .
him arnl m e wer e tr~rdy yesterd ay.

I

52

l'OSSESSIVES.

LESSONS IN LANGUAGE.

ExE1tc1 sER.

IV · - D0 not use which to
. I
represent persons, ol.'!
· t o b Yamma
name.s, objects without li fe, or
children not refe·rr ed
C.:AETIO)I

who or whom to r epresent

'i

Ex. -1. Th e man whi ch you saw is
] H er moth er is his aunt. 2. The bird is in its n est.
The m en sat in thei r wagon. 4. I have sold my farm.
•
was ost? 3 I 1
th ey found th e chi ld , .. ]10
1
my fath er. ? Have .
·
· · as t at your do
. Our t each er is kind. 6. Your fath er is my uncle. 7. Do
speak th e truth 4 IV
h
·
ove all which
110
. · g w
was killed? ou know whose hat this is?
· Did you see the poor old
5
whi ch was our classm t I man wluch was here? G. Eli,
JI.
h
,
a e ast t erm h as 1 ft
l 'Id i.en whom 'he m et.e sc ool. 7.
I I enry bowed to th e cu
Tencl1er. (Writ es) "John's hat is lost." What word tells

30. Possessives.
I.

.-'...

•.

P oin t oid th e possessives in the following sentences :

vhose h at is lost?
P111•ll!J. The word J ohn' s.
·r. To wh a t class of words does J ohn' s b elong?
P. J ohn's is a n oun, b ecause it is a n am e.
\ T. (Writes) " His hat is lost."
What word t ells whose

l

t IITeacher. ( ll'i·i/es ) "Frank i.ea cl s his book s." iVha.t ,,·orcl
hl1t is lost?
c s wh o owns the book s tl1at Frank reads ?
P. Th e word his.
i•n1•il,.. Th e word his.
T. What is this word?
T. T o what class of words do es his bclon 0" '!
P. It is a pronoun in th e possessive case.
1•. 1l is is a prnnoun.
T. vVh rLt do we call such a pronoun?
T. IVJ 1y ?
P. \V e call it a possessive.
Beca use it is used i ns t eacI o f Fran k' s name, which is
a 1•.
noun.
·r. J ohn's is u sed precisely like his. What kind of word
'J''. (lVrites ) " Frank r eads
oocl
g
books." \Vlmt wonl
modifi es &oo ks, in tl11's
sentence?
i•. Th e word good.
T. Wh at is good?
1•. Good is nn adj ective.
T. Wh .i• is it nn a.c1·
.1ec t1·vc?
J• .. ll <·raus0 it ninclifi ',....·',. a n onn .
'J'. .H is,. in th e fir"t
. t c ncc, also m od if .
., sen
an acl.1cct. · p, Tt sl .
ics :t noun like
.. . 11
.. 101\ s t.lrnt Fm n k owns the b
at 't .
.
ook s ; aiHl
lprnca.u~e. 1t d ocs· th
· ' , 1 1s s:i1d to J,c in t h e
.
posscsswr. ca,c.
..
osscss vc Hl <'' llb (/
1
11
1
.
' · · r 0 mg owncrslii]J. :r l'O llOUllS in the 1)0."·
seS'!VC
· ·
ca;;<' a I'<' en ll l'd 71osscssives.
.,

is

Jo h n' s~

It is a p ossessive.
That is ri ght. It is a noun in th e possessive case.
This m ark (' ), called an apostrophe, is u sed to show that
1•.
T.

l

a noun is a possessive. R emember three things :
I. Wh en th e noun d enotes but one object, the letter s
follows the apostrophe; thus, (' s), as in J ohn' s.
1I. Wh en th e noun d enotes more th an one object, and
ends with s, th e apostrophe alone is used, as in ladies'.
11 I. \Vh en th e noun d enotes more than one object, and
docs not end with s or x, the apostrophe is u sually followed
by s, as in m en's.

55

APPOSI'l'IVES.

LE SSONS I::'f LANG U AGE.

T. You would write it correctly. · The group "of the
· NOTF... -Tl 1e teach er should .11
m g appropr iate exam pl es of { usltrnte th ese rul es by writ- ird," written after nest m eans th e same as the word "bird's"
case ? '1 th e blac k board . Tl p ura nouns in t he possessive
aced b efor e it. A group of words, beginning with "of,"
u s<'d 111 SL' nt.r ncc''
es should ·alii·a,:-..
· .. · '"<• i 1 w· a ..ie texampl
l t
• • 0 s be
usct I 111 wri t in" t li c .po0. . '. '.1, 0 , ia t 1ie apostrop he i" I .
en, may be used inst ead of a possessive.
th e
. 0
s~css 1ve case r
)(' \'f'r
possessive case som etim es cl c1~~te o /.:a {p ronou n, a nd t hat
~ ·uu • a nd not poss.:ssion.
ExEIWISES.
¥

Ex EHC ISES.

ic possessives in the jioll ·
, P oint ou t ti
owzng sentences :

fat],,..:,

S ubstitute groups f or th e p ossessives in the following sentences :

P oint out the errors in the jioll .
owmg sentences :
l. Al ice' lesson is learn ed 3 J
"
e
horn . 4. 'Vo th en \\•a.11t i'11to. tl1. I adU: e.s saw a fl ag on the ox'
- ugl1t
'I'
<' · "u. . 'I' h ea vessel
ie s pa.rl or.. , 5. Tho hoo k
ca
in th e bo vs' co"t
8
1
0
'· he ba wl '· i' · 111
· 1"
·• •s nes t.
sai s are spread ·

I. The barn'< ,oof

yo u look at m.y writing?
c• . I''s
>.Jllla

bon n et?

Moun . -Ei11ma 1m s li er mother's muff
III.

Tl1e n est of th e b'11. 1 ·
. .
.
c is very small "
Can th 1s se nt e nce b c wri
·
t ten 111 an
1 .
A 1m11ll. T ·l
Id
.
.
Y ot 1CI mann er?
small. "
s iou
write it " The bir l -I' s. n est 1s
. very
( l Vi·ites ) "

2. A dog'• b"k

S ubstitute possessives f or the groups beginning with "of" in the
f ollowing sentences :

1. The hand of th e boy was much hurt.

2. Do not go
near t e an • o t11 e riv er.
.
e n est o t rn eag e was
h b k f
.
3 Th
f l
l
on a high tree. 4. The hunters came to the den of a
tiger. 5. "\Ve saw the hut of a trapper.

~

31. Appositives.

w;·
nte ptliree
sentences, each containing a noun and a pronoun
ossessive.

Teacher.
.

blown oil'.

·

1-Vntc
.
M three. sent ences, cac!l1 CQntai·11ing a no un possessive.

onEI..-'Vh ere is

W"'

. There is a r at by th e dog's k ennel.

lVi·ite
-..r three sentences, each containing a J' ronou n p ossessive
J.•:i.OUEI.
. -,ViJl
.

w"

i~- fen,rd
. 3. H e took hold of th e plow's handles. 4. The
ook' s cover was scratched. 5. Daniel was in the lion' s d en.

3. 1.My1 he ho!'se'sbrnt
ho"
foot
. .1am o. 2. Th ' dm'• b.,,k '' hioh
soil ed.
. The ir bo rt IS my un cle. 4. H er doll's dresso
. . ,
s were muddy. 6 ....- .
5
0
c I1il d1 en s sho es · 7· Tlie m en ,s h ead ·· , · . J.•.1.1. Jon es sells
'V
,
< · s " ei e uncov ered .
8
' e passed by the b
oy s Pay
·
1 ground.

Teacher.

"Mr. Bellows, the blacksmith, died
"\Vhl1t word, in this sentence, points out or

(·writes)

yes terda.y ."

clesc rib es Mr. Bellows?
A 1>upil. Th e word black smith.
T. Y es; and it denotes that the blacksmith is th e same
p erson as Mr. Bellows. Because it points out Mr. Bellows,
it is a m odifi er of a noun. ·what is blacksmith 1
P.
T.

Blacksmith is a noun.

Th en a noun may modify a noun , and not be a possessive. ·when a noun modifies another noun, and d enotes
the same person or obj ect, it is called an appositive, or a noun
, in apposition.

'

! I

I

TIIE PREPOSITION.

I'oint out t/1e appositives in t!te "ol'o,,.,·,,gc se t
.I' ' ' '"
n enccs:
P. Under shows the relation between bridge and runs.
1
T. ( lVi·ites ) "The man h ad a load of apples." 'What
· Mr. Stok es, th e sexton, lives on Elm stree t.
the poet, ll'as lilincl. J. Steph<• n ~
t.I
.
.'.!. Milton, vord shows th e relation be tw ee n apples and load~
England. 4 111 ..
.
~
' •e e n'-'1n ee r Ji, eJ in
·
o i ~e , th e inventor of th 0 t -- l ~ .
1•. The word of
Ameri ca n. ~ '\' .1 ·
c e-=1 aph, """ an
··
as 1mgt.on, the c·ii;it:.t! of ti _ " .
.
T. ·what kind of words are load and apples 1
is situated 011 tll e p t
•
ie united Stu tes
o omac.
• 1•. They are nouns.
ll'ritc jive sentences, each containing aii
T. A word which shows the relation between a noun
appositive.
and some other word, is called a preposition. What, then,
I'oi111 out //,
b
'" su ject~, Ili c )l1"rdicatcs, !lie co u
is a preposition?
11wdijiers in Ifie·· , s t
P las, and tlie
. . c cu ences :

011

A 1m 1.u. A PREPOSITION is a word used to show the
l. Mr. Otis, th e la.wyer, is very sic] - '>
.
my un cle. 3. 'Vh an" tl Cl .
'· . ~. II1s fath er kn ew relation between. a noun and some other word.
' O > Je
lll1CSe miller act l ~ ]'
4 ]\
. fy grandfather, the celebrated Afr'
'
ec oo i:;ldy.
fath er's un cle.
ican traveler, wa:; your
T. Write that answ er, and commit it to memory. Re·
m emb er, al. o, that a group of words beginning with o.
Mo DEL. - your fri end the Ital.
i3 th e sub' e . ,
'
ian, is my teach er. F rien d preposition is called a phrase. Most phrases are modifiers.
•
U ct ' teacher, th e predi cate . . tl
1s· m od· 1'fi ccl h Y ynur a nd I.t t · . . r • . is, 1 e copula· F,.,·,·ml
awn, J: !alwn is 1n ocJ'fi
l l iy //,c ;
. cr 1.,; m odifi ed
P oint out the prepositions and the phrases in the
twcl1
1 I C<
1Jy my.
> .
.
Jotlowing sentences :
I u111 / ou t !lie p ossessives and the .
.:
.
1. Chestnuts grow on trees. 2. I walked slowly in the
appos<1ivcs in tlicse senlcn ccs.
garden. 3. Th e boys wad ed across the stream. 4. Did you
come through th e woods ? 5. Mr. Perry usually buys t en
32. TJ1e Preposition.
/ pounds of coffee. 6. Will you walk into my parlor?
Trnchcr.
(Writes ) "The horse ran
What words t ell wh ere tli e liorse ran? over tl1e Lriclo"C. "
I'oint out the subjects, the predicates, and the modifiers
in these sentences.
A 1m1•il. 1:he words over t/1.e ln"idgc.
T. What ~llld of word is bridge?
MoDF.I .. -Th ey drov e r apidly through the park. Tli ey is
I'. B ndge 1s a noun.
th o subj ect ; drove, th e predi cate. Drove is modified by
'I'.
What kind of word is ran 1
rapidly, and by th e phrase through the p ark.
P. R an is a ver b.
T. Th e 11·ord over shows th
lVi·ite five sentences, each containing a phrase modifying a noun.
.
ran : tl
.
·
·
e re1atw n be twe en brid, and I
ic 111nn111 g was over
t
l
ye
Mon EL. - I h eard th e patter of the rain.
"A bro l
~
' no uni er, th e brid"e ( ll 'r,"/i:s)
o < runs und er th e brid"e" C.
o ..
0
lVi·ite five sentences, each containing a phrase modifyi119 tlie predicate.
word sl10\\'s tli e r elat'
b
.in you tell m e what
·
ion et ween bridge and runs~
Moni,L. -The band march ed up the street.

I
II

i

I

'l'IIE CONJUNCTION.

LESS ONS I:'< LANGUAGE.

11.

33. The Conjunction.
I.

Teacher. ('Writes) "It. is very warm. lt is very dry. 1t
s very dusty." How many sentences have I written?
Pupils.
You have written three sentences.
T. II ow many times have I u sed the words it, is, and very 1
"'liat

.Teacher. ( lFi·itcs) "James. ancl H enry are sick "
t" o word s [tl'e used as th e subi~ ect of th1'uv sentence. ?
A JHIJ>il. The words J ames and IIenry.
T. Wh a t word joins th em?
P. Th e word and joins them.
T. ( H'i·itcs ) "Emma or Jane w1·1 I go with you." WI
· iat
word j oins E mma a nd J ane 1
P. Th e word or joins th em.
T. (Writes ) "We rod e over·
Y[l,lley " "\Vh t
th e bridge, and down the
,
.
a a re th e phrases in this sentence?
P. Over the bridge a nd down the valley.
T. ·wh at word joins th em?
1•. Th e word and.
T. (H'i·ites) "John is a t school, but Franl· '1s "t l
'
•
u
10111('. "
Wli [l,t word joins the two statem ents in this se ntence?
P. Th e i\'orcl but.
T. T he words and or and but .
used
. .
, , ,.
, in tii ese sentences, are
to. JOlll words .· or 0<>roups of woreI s. They
•
II . 1
conJunctw ns. 'Vhat th en is " c .
. ?
are ca eu
'
• · •• OnJ un ction

A CONJUNCTION. is. a word used to J'oin
words or groups of words.
A JH1pll.

T,

\\' 11te
.· that answer; and comm1't it. to m emory.

P oint out the con'J·llnctions ;,,
' ' Ill' e f ollowing sentences :

1. My .brother a.ml I are orphans
" noses or pmk
.
' · ~.
?
,v·n
.
s m ay
b e u se cl Ill the wreaths
• '"
I
yon go, if I stay? 4. H e
ca n not "O f . J '.
o , o1 ie is unw ell
5 That 0 I l
h e is very selfish [tn .
I· · ·
t man is rich, but
• t 1 un 1appy.

You have used th em three times.
·when we were writing about objects seen in picture:\
we found that we could name, ·in a single sentence, all
the objec ts m entioned in four or five sentences. How did
J.• .
T.

ive do it?
A 1m1>il.

I r em ember.

We used " I see " and " in tho

picture " but once.
·r. How can we· m ake a single sentence out of the three
which 1 have written?
P. "\Ve will u se it, is, and very but onco.
T. V ery good. What is th e sentence ?
1•. "It is very warm, dry, and dusty."
T. ·wh a t mark have you placed after w :mn and dry 1
J>. A comma, because three wore.ls of th e same kind,
wh en written togeth er, should be separated by commas.
·r. 'What word in your sentence is not in any one of
th e three senten ces on the blackboard?
The word and.
What kind of word is it?
P. It is a conjunction.

1•.
T.

E xpress the meaning of the foll.owing sentences in as f c111
sentences as possible :
l. My dog is _very old. He is very cross. His t eeth nro
gone. 2. Art is long. Time is fleeting. 3. The water in the
river rose rapidly. 1t overflow ed its banks in less than nn
hour It swept away a whole village. 4. vVe went down
to the mill together. Ench r eturned by himself. 5. It is
growing dark. l think the sun has set.

=~---.;;;;;;.::::::.:~==~::__::=.-'----~.~ ;ll
,•
I I

GO

LESSONS IN LANGUAGE.

PICTURE LESSONS.

3!. Incorrect Language.

35. Picture Lessons.

S t·cr:r: sT1n xs. -Tlt e teac h er should ass ist th e pupil in corr cding t l11•,-c e x erc ises. Jn rl o ing tltis, th e use of t ec hni cal
tN111s 011g l1 t to b u avo id ed. Th e prope r worcl or form of express ion should he sugges ted, and tlt e pupil required to write
t.!t e co rr ec teJ sen te nces in an ex ercise book .

JV.

Gl

l. I have go t fiv e marbles. 2. Th at h ouse th ere ought to
b e painted. 3. A tramp come to our h ouse- for to get somethin g t.o eat. 4. H e d id n't know wh ere h e was going to. 5.
\Viii you ju st let m e look at your writing?
6. My sister has we nt to San Francisco. 7. Has any one
a pen t hey will lend me ? 8. I h ave ca.me to see you. 9. Is
that all t h e far you h ave gon e ? 10. How is that 'ere sick
m a n this m ornin g ? 11. Wh er e is Arthur living at?
l 2. Th e cat has got in the pa ntry a nd a te th e fish up. 13.
I li ve t.o !t ome now. 14. I guess you catched cold yesterday.
l :i. \V!t c•re 'u c yo u gwin e to ? 16. I a re gw ine to wh ere my
sister 1i vcs.
l i. l kn u 11· (• tl wh<it you d one th crc. 18. My bonne t is all
worn ou t. l 'J. E sq. Jo110s h as lots of stamps. 20. Put th em
apples in th e wa go n; I will tote 'em h om e. 21. J oh n, h e
run , an d th e dog, h e run.
22. lt 's so orfu l cold I'm almost froz e. 23. If h e sauces
m e, I ' ll go fo r h im. 24. Ther e is m a ny kind s of peach es;
t hese kind :we t he best. 25. ·wh en does sc h ool ta k e up?
2G. Isn't that 11· ord th er e writ wron g.
'.!i. I lrn\' c saw two men figh t ing this mornin'. 28. I
d one th e work yo u give me to do. 2'J. I n ever see a
m ore !tu ngr ier se t th a n we was.

30. I nint well ; m'ai n t I go h ome? 31. " ' ont you tote
m y bask et for m e ? 32. John ha in t got no marbles ; he
s!t a'nt pby.
Observe and correct your own language.

th at vou once
took
•
•
fi shm" like
"
of
a
riv
er
and
saw
a
oy
"'
1
b
.. 11 ~ bv t 11e a n "..
'
.
t . ?
a w.1 ~ . J
Id
b egm your s 01Y ·
· tur e h ow wou you
th e on e m t 11e pi e
'
I
walking by th e
was ' . .
I sh ould say, "'Vh en
A pupil.
day, I saw a barefooted boy s1ttmg on a
riv er, th e oth er
?
log fi shing."
11 What else would you say
T
V ery we ·
d
taking it off
.:_ " H e h ad just caught ~ ~~h, an was
t!t c h oo k wh en 1 passeJ by him .
Coulcl you t ell m e any thin g more ?
t .
' "hi ch
T.
fi sI1 es· on a s rmg '
h
1
"
Th
er
e
were
two
P. O yes .
A b
for bait was on th e 1og
cl to the lo".
ox
.
"·ns f as t en e
e .
e tim e. H e told me
b
I tn1ked with 1um son1
."
.
. 11 fo r hi s pnre.nts w<'r P pool.
near th e oy.
I
that h e was catchm g fi sh to SP ,

I

T<'n .. h<'r.

wish eel t o teII m e ' ' 0
.
l f yo
u
b

; I

62

PICTURE LESSONS.

LESSONS IN LANG UAGE .

63

Elin. " Clara o,nd Susan came home from school, with
.
yDid h"e t.cll
, yo u any ti11ng
more a.bout himself?
heir
broth er Silas, one afternoon, and found th eir moth er
P.
cs,
ff o went to school in th e winter.
ery
work th e res· t of th e yP.a.r. Wh en he
'
but
ha.<!
to
unw
ell. Sh e told th em that sh e wanted a cup of t ea,
Id
wo1+ t d I
cou
not find any
ut
did
not
feel able to m ak e a fir e."
' o o, ie wen t fi shin " A h t 1 k
'
fi !' h, and IH' w11·c ·ill ti
,,.
o e · eep er bought his T. Sadi e, you may t ell what follow ed.
T.
•
,....
,
ic money to !tis m oth er "
Sadie. " Silas did not sa.y any thing, but put his school); o11· r ead a ll t hat you ha ve writte n
.
ooks on a tabl e and ran into the wood-sh ed to get some
T.

l

v.

~· ood and a b ask et of kindlings."
T. Tl111t will do, Sadi e.
H enry, what did Clara and

' usan do ?
Jfoury. ''. Clara and Suso,n went into the kitchen, and
ll'hile Cbra "·as s1vccping, Suso,n went to th e well a nd dr ew
:t pa il o f wtiter.
She th en filled the tea-k ettle, and put it

on th e stove."
·1·. Edwin, you m ay fini sh th e story.
:Edwin. " Th e children mad e very little noise.
A cup
of t«a wa s soon read y, itnd was carri ed into th eir moth er's
room . ::!li e t lrnnk cd th em for th eir kindn0ss, and oaid , 'l
do n' t think th ere arc three b e tter children in the world.'
Th ey tlt <' n set th e table for supper."
Non;.-Th(' parts of this story should first b e told by differ ent pupils, t hen all should write it, each making such
ch a n ges and additions as may be thought appropriate. In
fact , m an y pu p ils m ay prefer to write a story entirely different from th e one giv en as a model. L et th em do so, and
assist th em , by sugges tions, in arranging th e d etails,
Select oth er pictures, and en courage th e pupils to write
stol'i es suggested by them .
B i • r. ra:_~ ·i· in ,.-Tl w

pupil s have a lre

j ,

b

s tud~·. p1ct11 r0> an d clesc rih e th em ac } een ta~ght how to
q11 Ps t1 ons a bou t l it e ob ject . . u' .. Le t th em ask th em sclv0s

answers. Th e teac!1 a1· ·!·
l~l 1n I 11~ p1 ctu1·c, at'nd write th eir
, . •· s 1011 c m •t <C such co
n ec0ssa l',\' , in ('a,;c t he answc
r. ' an conn
cc 1ons
as ma.:v
be
ected
seri es.
. i", (1·o no·t iorm
'l'f'R<'IH'r.

T,.J] m «, ..t s·( ory a b out th ese child re n.

yo u n1 :1y l w.!.! i ll it.

rn
:. a,

62

PICTURE LESSONS.

LESSONS IN LANG UAGE.

63

Elll" " Clara and Susan came home from school, with
Diel he tell yo
ti ·
Y es " II ~ . ut tany hung more about hims elf?
heir
broth e r Silas, one afternoon, and found th eir moth er
.,
wen o sc ool in th e winter. b
work th e rest of ti
.
, ut lrnd to ery unw ell. Sh e told th em that sh e wanted a cup of t ea,
ie }' Pa r.
\Vh en h e could n t fi d
\\ Ork to do ' li e went tiis11mg.
·
A h ot el k eep er ob n h- any u t did not fe el able to make a fire."
fi s.I1., and. he ~g:w c all ti· 1c mon ey to lt 1.s m oth er" oug t his T. Sadie, you may t ell what followed.
S1ulle. " Silas did not say any thing, but put his schoolJ. :\ ow read a ll t hat ,_,ou h a ve wntten.
.
·
ooks on a tabl e and ran into the wood-sh ed to get some
T.
P.

<'

rnod and a bask et of kindlings."
T. That will do, Sadie.
Henry, what did Clara and

v.

r' usan

do?

".Clara and Susan went into the kitchen, and
while Clara was sweeping, Susan went to the well and drew
:t pail of water. Sh e th en filled the tea-kettle, and put it
ll•mry.

on the stov e."
'I'. E<lwin, you may fini sh the story.
Edwin. "Th e children made very little noise.
A cup
of' t ea was soon ready, and was carri ed into their mother's
room. Sh e thank ed th em for their kindn ess, and said, ' I
don't think th ere are three b etter ch ildren in the world.'
Th ey th en set th e table for supper ."

,,,

NOTE. -Th e parts of this story should first be told by differ ent pupils, then all should write it, each making such
ch a nges and additions as may be thought appropriate. In
fact , many pupils m ay prefer to write a story entirely different from th e one giv en as a model. L et th em do so, and
assist th em , by suggestions, in arran ging the details.
Select oth er pictures, and encourage the pupils to write
stori es suggest ed by th em.
SL'C:GEsT10:-;. - Th e pupil
stud y p ict ur es and .cl e .sh 11athve a 1read y b ee n taught how to
. s abou
· 't Urn ob-cct
sc ri e· . em
·
qu Ps·t ion
· · .. I, et
._ th e mas k· th emselves
answm·s. Tli c te>a.chcr si~ oul~l ~aflt1s p\c turc, a~<l write tlt eir
n ecessa.ry, in case th e •tn s , '" 1' <: e sue 1 corrcct10ns as mav be
•
. 11 c1, co not form a conn ec ted sei·ies.
T<!1wlwr . T .. 11 m c
you m ay lw gin it.

<t

s l ory about th ese chihlre n.

Ella,

..

rlC'l 'URE LESSONS.

64

LESSONS IN LANGUAGE.

,....

VI.

L T. <'ll
. wlrnt you see in this p ictu r e · . G1" ve nam es to the
O) S , nrnl t<' ll wh y the one in th e
,· d
h is liand . 'l' l
\\ m ow
.-! "' hy th e lad y has a stick i11

.
.
is hold mg out
J1e r Jlan e,l. and

. ./

-=·~') i,,,.

1

- - --

- -'. I

~ -·._- ::..::..-_:,,

T ell wh at th ese children are doing. Give them n ames.
T ell wh ether th e two standing togeth er are at h ome, or at
th e h om e o f th e litt.l e girl holdin g th e d oll. Tell how old
you t hink th e littl e girl is th at has a baske t on h er arm.

I

·I

\ Vrite a story nbout t hree ch ildren that play ed ut k eepin g shop one rtfternoon .
\Vrite a stor y nbout a brother a nd a sister t h at spen t a
<lay with th eir cousin wh o li ved in th e cou ntry . T ell what
"' h cth1·r ,: !11' in ti' nds to whiI' t he clo"
e t ll C boy in the room,
o r Ll1 e boy at t he wind ow.
'

w·
. l'lt e a ~t.o r y n.hou t two boys and a do" .
·l . h
t ll ·\
. .
"" m "11c you
c " iy on e o l Lh e boys or the d og was whipp ed.
·write n. story about a boy that tolu a false hood trnd
pu11isl1t' d for it.

wa~

gam es th ey play ed .
\Vri le :t story about three littl e girl s t.hat wer e left alon e at
l1 om e on e aft E'rn oon . T ell h ow th ey spent t.h e afternoon.
\ Vri te a d esc ripti on of your play-house at h ome.
]1 ow large it is, nnd wh at playthings a re in it.

Tell

. },, J,. 5.
'}

LESSONS lN LA ' GUAGE.

rlC'L'URE LESSONS.

' 'III.

IX.

G7

T (• ll wl 1at this boy is do in g. Why h e holds hi s arms
'Wh y li e is looking down. How far h e is abov e the
wa ter. \\'!t y yo u think he is o r is n ot a . brave boy. \\' hy
Loy s oug h t not t o be in d a n ge rous places unless older
peopl e rne with Ll1em . Wh y chi ldren should n ot lean out
of wind ows or swin g on th e br:t\1 cli es of tr ees.
n ut.

Wr ite a st ory nbout a boy t h a t ran away from. sc hool,
mornin)!, to plny ll'h PrP so m e rough m en wer e at work ,
:1nd, 1rlt,·11 walki 11 )! o n a mil along il 1c i; id e of a d oc k , Josi
hi~ li:1l:tnco a11d fc.ll int.o t l1e w:itor.
0110

\\'r ile' a. .-dmy al io11 t a g irl t li at fell fr o m a \1·indow a nd
nra r ly kill l'<l .

w ~·.3

·
Describe t.he r el ationT"ll wli nt yo t1 see in this pi ctur e.
.
th ey 'are goll1''
·I11·
f tlt c differe nt perso ns. 'f e 11 w h e tl 1er
·
• "'
~ P O . . ·n ay or to a j) .ICl1\· C. \\rh ilt IS
· tl1e l rtdvJ SrtVlll:!
on a Ion g .JOU! , .
'
.
, ·1.
1
l,o t.li e cltihll' C'n? \ Vr it e a d esc ription of a tnp on a i a1 i onc,
introd1wing ~O l11 C 01' all of t]1 C'Se flC' rSO l1S.

I

!

GS

x.
'l\' lrn.t cl o you sec in thi s pictur e ?
A p1111il.
I sc•c a Jilli e 0.. ;l'I s hndin<> b
. d
'I'.
\\'I t
o
Y a wm ow
'
.
. , '" ca n he see n th l'Ough tli e wind ow?
I'.
J
hroug
h
t
h
o
\\'ind
ow
can
be
see
n
a
h
tree
l
ouse, on e large
a m m :Ln y sm:tllor on es, fall ing ra in , and a rainb ow.
Ten<'h<'r.

()!)

l'ICT URE LESSONS.

LESSONS IN LAN GUAGE.

·r. Does t h e picture r epr esen t a morning or an ·evenin g
scen e ?
1•. Th e ·picture r epresents an eve nin g scen e.
T. Hoo.cl wh o.t yo u Ji o,ve wri tten .
XI.
Tencber.

L ook at th e window fr am e.

Does it n ot l ook

l ike t.h e frnm c of a pictur e ?
A 1n•1>il. It is larger th a n u.n y p ictur e fr am e I ever saw .
T. Th at m ay b e; b ut a great many p a intin gs ar e much
l a rger th an t his wind ow. N ow, I wa nt you to imagine th at
a picture of what is seen throu gh th e window is p a inted
on it. J am es, tell m e wh a t you see in th e picture .
.James. 1 see
in th e picture.
Questions should n ow b e ask ed con cernin g t h o obj ec ts
seen , a nd t h ey ·h ould b e exp ressed a nd a tTan gPd in such
a m ann er that th e a nswers wi ll form a d escription of th ese
obj ects, and o f t h e act ion s of obj ect s h aving life .
R equire pupils to d escrib e wh at can b e seen through
t.h e windows and d oors of the sitting room and p arlor
at h om e.
XII.
T each e r. ·w e h ave b een writin g a l ong while about what
can be seen in pictur es, and through windows and doors.
vV e will h erea fter try to get al on g without fr am es for our

•
T.
l s a storm app roac hin.2·~ ti.1e h onse wh ere th e girl is,
or h as i t. pas,;cd i t, '!
P. A. storm h as passed over th e h ouse wh ere
'I'.
d o yo u t.hink so?
th e girl is.

'"Ii~·

• g d own th e
"1•. I . tl1 ink it ha .s, hcc•t11
, .sc ' '".1- t·et• •is r11nn111
0 I
"md
o"
p:111
"'•
:ind
we
could
not
see
th
. or th e ram.
.. .
•
h o"' so l
iouoc
<' r·:ll ' 1~', JI I t l\' erc rni11i11 g.

p ictures.
Stand b efor e th e door of th e school-house; l ook carefully
at all th e promin en t obj ects b efor e you ; th en wri te a d escript ion of th e obj ects seen .
Write, al o, o. d escripti on of a n y thing th at m ay ocem·
whi le you are l ookin g at those obj ects.
\Vrite d escrip t ion s of wh a t can b e see n from various
p laces in th e n eigborhood, and of what m ay occ ur cluring
y ou!' visits t o tl10se places.

GS

G!l

PICTURE LESSONS.

LESSONS IN LANGUAGE.

·r. Does the picture r epresent a morning or a n ·evening

x.
\Vlmt do you see in this picture?
A 1rnpll. I see a little 0"irl standin" b
. d
T.
\\II t
e
Y a Wll1 ow.
, m c:tn be seen through th e window?
.
t . P.. Through th e wimlow can be seen a h ouse, one Jar"e
1 cc an l1 man y smaller ones ' fair
· an d a rainbow.
.
e
' ing i..,un,
TeRcher.

scene?
1•. The ·picture r epresents an evening scene.
T. Head what you h :we written .
XI.
TeRcber.

Look at the window frame.

Does it not look

like the fram e of a picture?
A 1•u1>il. It is larger than any picture frame I ever saw.
·r. Th at may b e; but a great many paintings are mu.ch
larger than this window. Now, I want you to imagine that
a picture of what is seen through th e window is painted
on it. James, tell m e what you see in th e picture .
.James. I see
in the picture.
Questions should now b e asked concerning th e objects
see n, 11nd th ey should b e expressed and ananged in such·
a manner that th e answers will form a description of th ese
obj ects, and of the actions of objects having llfe.
Require pupils to describe what can b e ·seen through·
the windows and doors of the sitting room and parlor
nt home.
XII .
Tencber. 'Ve have been writing a long while about what
can be seen in pictures, 11nd through windows and doors.
We will h er eafter try to get along without fram es for our

•
T. l s a sfor m approachin"
e th e h ouse where the girl 1·",
or has it pa:;scd it ?
P. A
·e the girl is.
'Vhstorm h as passed over the house •vhe1
'
T.
'
Y do you th ink so?
I think it has
.18 runnin"'
· do
• P.
<
, b ecause wn.t.er
th
wmdow ,..i nes,
.
l we co uld not see ti J
e
wn • e
n
nc
l
. 11 ,
.. .
ie iousc or the ram)OW so c P. i.rl y, ii it were raining.

pictures.
Stand before the door of the school-house; look car efully
at all the prominent obj ects before you; then write a de-

0

scription of the objects seen.
Write, also, 11. description of any thing that may occuT
while you are looking at those objects.
Write d escriptions of what can be seen from various
places in th e neigborhood, and of what may occur <luring
your visits to those places.

70

WRITIN G l?ROl\1 MEMORY.

LESSONS IN LANGUAGE .

3G. OIJsenation

,·i1icl

Descri 11tion.

p rnv1.<l c<l wi t h kacl-pencils a11cl
pape r, or witJ1 s 1a t es nnd i)en cils. ,
sli1)~
l'h e t eac h er says,
" Watc h m e afte r· I l 11 l
'
s rn
Hwe co un ted C
·
m y h ands; t hen write a 1
. .
our, until I clnp
d
• c escr1p t1on of , 1 t
o d u r ing t hat t ime. On e, two t h ree Co ~ .~a you see m e
Th e p 11p1·1 s wntc h th e teac h er' n d , . u1 .
·
' ·
• ...n write t he d . · ·
r eqm rcd . The slates
.
- esc r1pt10ns
1
'
or s ips of pape r a 1. th
th e d esc riptions exam ined
d ·
' e
en collected,
·
' a n a ll n ecessary
•
correct10ns
m ncI e or suggested.
f Tl1 c p11 pi ls arc

71

to a pupil and asks him a question in a loud voice; on
r eceiving an a nswer, h e goes to a window and taps on it
with his fin ger , t h en r eturns to th e pla tform, t ak es his
seat, and claps liis hand s.

0

Th e act ions perform ed sh oul d h
.
but should increase in
b
e fe w a nd si m ple, at first ·
num er an d compl .t
',_
learn to obser ve
t·
.
ex 1 y ns th e pu pils
ac ions care full v
1
correc tl y. Tl
.
.
J ' nm
to <l esci·ibe th en1
ie exac t order 111 whi ch
.
Le observ ed in il1 e d esc .· t·
act10ns occur should
. " P 10ns :\ o im
t
par t icula rs shoul d be omi tted .
pm -a nt or essen t ial
com ple te statem en t of f: t . .
eq u1re a n accurate and
ac s -n o m ore and
l
As soon as tl1
.
•
no ess.
'
e pup1 1s can write t he cl
.·1 .
.
nnd accum.t.ely the t
esci pt1ons read ily
d uct t he e
'.
eac 11er m ay appoint rn onitors to con
xerc1ses.
·

R .

Correct the fallowing exercises :

1. Our t each er coun ted fore, th en h e went acrost the
flo or to a <lore and r apped twist on it, and then h e shet
th e wind ow, a nd th en h e ask ed a boy some thing, and then
h e turn ed r ound a nd clapped his h a nds.
2. Our t each er counted four. H e t ook a p en in his h and.
La id it down . Then took a ruler from th e .d esk. He
walk ed to a window t o shut it. 1t could not b e shut.
Then h e walked to th e door. H e r apped on it. After
that h e turn ed round. H e went to his d esk. H e clapped
his hands.

37. Writing from 1\Iemory.
Teacher.

List en while I r ead .

Be very quiet and at-

t entive.

Ex EncrsEs.

llOXEST PONTO.

l. Th e teach er cou n ts fo ur ' tfll' , es. a b ook from th d k
an- d bpu ts it. und er his left •fl rm , wa 11<S ac ross th e r oo e t l·
es
h d
cl
m, a , es
ti ie oo k m h is ri.,ht
"'
an an preten tls to
l
_. ,
r eac , r eturns
t o th e d es k turn s to ti
'
1e rr gllt and fa ces th
.
clnps his Ji ands.
e pupils, th en

Ponto was a b rave and hon est dog. H e would never
l eav e the h ouse un guarded at night; but watched while

9
~. Tl.l e teacher co un ts fo ur, walks
to a wind ow, ra ises or
closes it, return s to th e 1 t"
p fl iorm "Oes to tl d
on it t urn s to tl1e . ht
,c .
1e oor a nd ra1)s
rig
or th e left
d
'
, a n wa lks a round th e
sc hool room; on r eachin "' th l
'3 n e t
1
0
e p atfm m , he cla.ps his ha nds
1 eac rnr counts fo ur I
·
·
1
ri ght h:rn d on his lips and r, t p ~es t1 e fo'.·efin~er of liis
p e en s to be lrstenmg, walks

th e famil y slept.
One ni ght som e robb ers tri ed to break into the house.
P onto attac k ed th em, a nd drove th em away, although he
was shot at several tim es and badly wounded.
H e was som etim es sent to th e butch er's with a basket
fo r m eat . The butch er woul d wrap th e m en,t in some
paper, and p ut it in to th e bask et. Pon to would th en
carry th e bas k et home, and was n ever known to touch
th e m eat.

"
I-

I

72

CHANGING VERS:E INTO PROSE.

LESSONS IN LANGUAGE.

One morning, Ponto went to the butcher's with his mas:t er, wl10 bought l1im some m ea t for l1is breakfast. Hi~
mast er did not wait to see ltim eat it, but went to his
office a nd begtin to wri te a letter.
Pre tty soon h e heard Ponto scratcliing at th e door. On
opening it, he saw 11i111 standing in th e h a ll wi th a packnge in his mouth.
Th e butcher h ad wrapped the m eat in a piece of paper
to see wh at P onto would do with it. Ins tead ·of tearing
th e pape r off and ea ting the m eat, h e carried the pac kage
to his mas te1·.

38. Cha~ging Verse into Prose . .
Teacber.

Ca1:y.

THE CHICKEN'S MIS'f·AKE.

A little downy chicken· one day
Asked l eave to go to t~e water,
For she saw a duck with her brood at play,_
Swimming and splashing about .h er.

l.

Indeed she began to peep nnd cry,
'Vh e~ her mother wouldn't l et h er:'
"If the ducks can swim th er e, wh~, enn t I;
Are they any bigger or better?

2.

was a long time before h e could he made to understand that tlte meat was intend ed for him. H e seeme1l to
think th at h e must not eat it because it had b een wrapped
in paper.
]t

Now, I want you to write all you r enwmbe r
of wh a t I have read.
'l'encher.

3.

Th e pupi ls write: their work is th en handed to the
teach er for correction.

4.
EXERCISES.

I
I

1·

I
I

] . The teac her read s a short story : th e pupils listen, and
th en r eproduce it from memory. 2. The teac her p ermits th e
pu pil to l'ett<l a story 01· a description two 01· three times,
th e n r eq uires liim to r eprod uc e it entirely from m emory.
3. " ' rite a story s imilar to th e one r ead by the t eacher,
t.l1 at is, a sto ry illustra tin g th e sam e habit, custom, fau lt,
qualit y, princ iple, etc. 4. '\\Trite d escriptions of th e appea1:an ce a nd actions of do.mestic animals - stories and d escriptions r ead by th e t eac her being tak en as m odels.
NOTE. -At first, th e pupils sh ould not b e permitted to
add a ny thing to th e incid ents of a sto ry or th e facts of n
d escription . As soon as they can reproduce a story 01· a
d esc rip t. ion readily, th ey muy m a ke such alterations an<.l
nd<litio ns as seem appropriate.

I will r ead !1 fabl e written in verse by Phrebe

to. me,
Then th· e old . hen · ~nswere d ' "Listen
.
And hus.h your foolish talkmg ; .
and .Yoµ w1U see
J us t look at . your feet,
.
lk" "
They wer e only made for wa mg ..
But ehicky wistfully eyed the brook,
And didn't h alf b elieve her, .
For she seem ed tc;i say, b y a knowincr
.
. "'"look,
"Such stories couldn't d eceive her.

5.

6.

And as her mother was scratching the ground,
She muttered lower and lower,
·
d not be drowned,
" I know I can go th ere an
,;
And so I think l 'll show her.
.
Then sh e mnd e a p l nnge \"'here -the·water wns d eep,
And snw too . late h er blunder;
For she hadn't hardly time to p eep
. 'fill h er foolish h ead went under.

w.r ite this story, not jn verse, but in
T. You m ay now
your. own la nguage ...

.IJ•

' SE IN'l'O PROSE.
CHANGING VER

LESSONS IN LANGUAGE.

"

A LEAP FOi\ I.JFE.

Qld Ironsides at anchor l ay
In the harbor of Mahon;
lm rested on the bay,
A d eacl ca
h cl gone·
4 And th e winds to sleep ~ '
'
Wh en little Jack, the captam s son,
. W'th gallant hardihood,
.
• J
and then upon
Climbed shroud and spar,
cl
. t.ru ck rose and stoo .
The m am-

1.

1. The teach er should r ead ballads, and require them to
b e changed into prose from memory. 2 The pupils should
be permitted to read ballads, a nd then to clrnnge th em into
prose 1Yi thout quoting th e language of the author. 3. Write
a composition abou t keeping bad company, the thoughts
b eing suggested by th e fo llowing stanzas:
THE WHITE KITTEN.

l.

2.

shudder ran through ever~ v~~
turned on 111gh'
All eyes were
.
d"
brain
Ther e stood the boy, with izzy
• '
Betw een the sea and sky.
No hold bad he above: b elow;

2.

A

My little white kitte n now wants to go out
And frolic, with no one to watch h er about;
"Little kitten,'.' I say,
"Just an hour you may stay,
An d be careful in choosi ng yo"ur places to play."

Alone he stood in a.JI';
d to go;
At that far h eight none d ar e
No aid could r each him th ere.

Ilut ni ght has come down when I h ear a loucl " mew;"
1 open th e d oor and my kitten comes through;
My white kitten! a h m e !

could sp eak;
'V e "'azed, but not a man
'.'
1th
honor
all
aghast;
W
'th pallid brow .an d cheek,
In groups, w1
t
d the "f:J.uivering mas .
We watche
.
d hot
Th e atmosphere grew thick an
'
And of a lurid hue,
As riveted unto the spot,
Stood officers and crew.

3.

Can it really he sh e This ill-looking and beggar-like cat that 1 see?
3.

4.

Wh at ugly gray streak s on h er side and her back I
II er nose, once as pink as a rose-bud, is black!
Oh, I very well know,
Though she does not say so,
Sh e has been wh er~ white kittens ougl1t never to go.
If little good children intend to do right,
If li ttle white kittens would k eep themselves white,

1t is needful that th ey
Should this counsel obey,
An<l be careful in choosing th eir places to play.

Ii! t
!

Non:. -Th e teacher should explain the difference betw een verse a nd prose.
EXEllCISES.

'i5

4.

d eck_:. he gasped,
The father came on
I"
" 0 God I Thy will be don e .
Then suddenl y a rifle grasped,
And aimed it at his son .
t bo y, into .the wave,
.. Jump! far ou,
. or I fire"
Jump,
• h e said i

.,

7G

77

LET1'ER-WRI'l'ING.

LESSONS IN LANGUAGE.

I. I
1.

And n1y h eart it replied, "I '11 not mole~t you, cl .
My d ear little fellow, for· you've something to o .
. I '11 learn
from thy prudence and
But a 1esson
'
.. care,
For I for the winter days, too, must prepare. .
. ese k'm d words from m e;
So -fr esh courage h e took at th
'And aatherecl th e nuts from the ·old chestnut tree.
0
H . S . lVashburne.

" This chance alon e y·o ur life can save,
.Jump! jump!" H e was obey.ed.
5.

H e su nk, he ros e, he li ved, h e moved;
H e for th e ship stru ck 'out;
On board we hailed th e lad beloved
With many a m anly shout,
His fath er drew, with silent joy,
Those wet limbs round his n eck,
And fold eJ to his h eart th e boy.
Th en fainted on the d eck. - G. P. J';forris.

.

39. Letter Writing~
Teacher.

( !fol.ding

ti.;,:r

t.his is?
THE SQUIRREL AND Tli8 CHESTNUTS.

'

l. "I pray you, good sir, do not mol est me,"
Said a squirrel, from unde,r an old ch estnut tree;
" Th e winter is coming and I must prepare
For food and for sh elter wh e n th e ground is all bare.
I have fr olick ed and played through the long summ er's
But now I have something to do besides play : [day,
So, good sir, if you please, pray do not molest me,.
While I gather the nuts from the old chestnut tree.

2. "I have made m e a s tore,:house just und er the wall,
My ha nds th ey have form ed a nd fashioned it all,
And wh en th e wind roa rs, and th e loud tempes ts beat,
I s hall be quite as happy as a king on his seat.
No wa nt shall I know , for in th e snug oorner th ere
l s jus t such a n es t as I love to prepare;
And with food laid in store for full many a day,
l 'I! care not how r~del y the winter winds 'p lay;
So, good sir, if you please, pray do not molest me,
Whil e I gath er th e nuts from th e old chestnut tree."
3.

And thus spa k e th e squirrel, as quick ly h e. sprung
From th e ground to the tree, and .on the branch swung;

a letter) Can any one tell me what

,

J t is a letter.
it. First, how ever, look a& ~he
•1.• I will let you l ook at
· ·
. ,vhat is written on th e envelope. y OU see
811 pcrscnptwn, 0 1
A jmi>il.

th at it looks lilrn this:
' i~ ..._

.............. - · ~,

I
I

!

)

11T>M P 0

I
I
l

I

I
/

I

I

t'""' ' j

.

l t to be written in
Th e ~ uperscrip tion of every letter oug 1
~ .
the name and title of the p erson
a similar m a nn er . '. r1tte b e sent a little below the middle
to whom th e letter IS .o .
cl'
J'ttl to the ri.,ht of
of the env elope. Below this, an a I e
"

•

78

LESSONS IN LANGUAGE.

th e first let.t ers of the nam e, write th e n a me of the ·post- ·
office. Th is is usually the nnm e of some township, village,
or city. Th e nam e of th e county should be written below
a nd a little to the right of th e first letters of th e name
of th e post office, and th e nLbreviation of th e name of
th e state shou ld be written in tl1 e lower right-hand corner
of the env elope. Th e top of a n envelope is that· part containing the flap. A stamp should always be placed on the
envelope, in th e upper right-h and corner, before it is sent
to th e post-office to be mailed.
I will now open my letter. It is from an old friend.
You see that th e nam e of th e city in " ·hich h e lives, and
th e day of th e m on th on whi ch the lette r wns wri €ten, are
placed nea r th e top of t he page. This part of a letter is
called th e da te.

'

After \\Ti tin g th e d ate, m y n am e was ,Z•ritten on the next
lin e beneath , beginnin g about half an inch from the left
sid e of th e page, a nd the nam e of m y post-office on the
line below that. The words " Dear Sir" were written , ne xt,
beginning rtbout two inches fr om the left sid e of the page.
This par t of a letter is called th e address. Some call "Dear
Sir," " My Dear Friend," etc. , whe n writte n in this way,
th e introduction or complimentary address. These words are,
l1oweve r, onl y a. part of th e address.
Th e &ody of the letter, whi ch contains what the writer
wished m e to kn ow, was then w1·itte n; aftei· that, the signature. Th e first word of th e body of the letter was written
und er th e last word .Jf th e add ress. Som e begin this part
of a lette r far ther to th e righ t. The words " Yours truly"
f' l1 oulcl begin a. little to (.h e le ft of the center of the line.
I n ~ tead of th ese words, some prefer "Yours faithfully," .
" V ery r e;;pectfull y, " etc. The signa ture should be written
as leg ihl y a' po8siLle. All :~ttempts at " flourish es" should
b t> a vo id P<l.

LETTER-WR I'!' ING.
f'OHM

O~'

A !.ETTER.

I

(nAn: .)

(AllORESS.)

(7/}~1. ~ta. ~~naon,·

·'
. -.uouY OF U~ TTF.R.)

d

U<-tfle

•
7ou ,t,,(aj -e:f -e.! -wi7

/!Lt.£ /(Z

vr-t.Pn

-e~.z£ent0;,n ./o £tav,e/

jot -n.z;y -lt.: a.?t~ ./.J!'e co'1n,t7~u-wi'1nM1

r;Jl<U/Ad

-ttu17

1

(S lGNATtmr.. )

and

Sff

LESSONS IN LANGUAGE.

have told you how to write a letter. \Vhen
have writte n one, bring it to me a nd I will show you
ta' fold it and put it into an envelope. .You m ay
write me a letter in which you sh all t elt m e what
in tend to do next Saturday afti::rnoon.

you
how
now
you

Ex ERCI SF:S.

1. Wri te a letter to a school-mate, requesting the loan
of a hook. 2. Write a letter to your. parents, d escribing
your studies in school. 3. Write a le tter criticising a composition written six months ago. 4. \\Trite a letter to your.
cousin, inviting him, or her, to visit you. 5. Write a letter
tio a ny absent fri e nd, about an y subject th at may interest
jou.
'·

-

.

..

'
•

..

