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INDIANA STATE SERIES

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LANGUAGE
LESSONS
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FIRST BOOK

INDIANA SCHOOL BOOK COMPANY
INDIANAPOLlS

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INDIANA STATE SERIES

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LANGUAGE
LESSONS
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FIRST BOOK

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INDIANA SCHOOL BOOK COMPANY
INDIANAPOLIS
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PREFACE.

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Copyright, 1896, by

Eow ARD

HAWKINS.

The most conspicuous feature of this book is the practical construction and loJical arranJe1nent of a series of
lessons desiJned to lead the pupil naturally and happily from perception to expression, from illustration to
definition, from sentence-buildinJ to conuposition.
The lessons all relate to thinJs that invite attention and
sti!111ulate observation. Pictures, poe1ns, and unfinished
stories comhine 'to ma'/Ce, the an_tua,te exercises ente tainin , while carefully chosen selections awaken interest in Jood literature.
It, is a recoJnized principle that facility of expression
cannot be expected until hou_thts have been en_tendere'd.
Hence tlie lessons be in with uestions. As soon as the
pupil has been led ·to perceive a principle, he is encouraiell to express it in words and then to apply it in various ways .
.Not only are the definitions of terms and the relations
of words developed inductively, biit also the larJcr divisions of thouJht into paraJraphs. Meantime the pupil
"
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is led to apply the rules for 1the use of capitals and punctuation, to observe the arranJement of lines of poetry,
and to follow ·the sin1,,plest fonns of letter-writinJ.
Parallel with the proJressive lessons on word-forms
and sentence-structure runs a series of exercises in nar'3

ration and description.

There is no easier nor more cer-

LANGUAGE LESSONS-FIRST BOOK.
has been led to coniprehend the thought and to appreciate the beauty of an extract he is ready to construct a
siniilar story. The skillful teacher n'iay easily supplement this part of the work by freqiwnt euwrcises drawn
fr01n the daily lessons in other su,~jects. In this way
language nruay be correlated with history, geography, ancl
other subjects.
The habits of observation ancl reflection thus acquired,
cornbined with constant practice in f onning exact ideas
and in expressing theni clearly, nruust surely pave the
way to tha,t granunatical goal," speaking and writing
the English Langiiage ftnently a,nd correctly."
For pennission to iise selections froni standard authors
as subjects for sturly, acknowledgment is due to Charles
Scribner's Sons, to the Centiiry Conrupany, and to Ifoughton, Mifflin g· Conupany.

LESSON I.
STATEMENTS.

Here are three children.
The boy has found a toad.
He is showing it to his sisters.
They have left their play.
4

A PICTURE STORY.

LANGUAGE LESSONS-FIRST BOOK.

6

Tell something about the boy.
Tell something about the larger girl.
Tell something about the smaller girl.
Tell something about the toad.
A group of words which tells or states something is called a

Answer the following questions.
. for answers : thus, -

I.

Does the first word of each statement begin with a capital, or
with a small letter?
A mark like the one placed at the end of each statement (.) is
called a PERIOD.

2.

LESSON II.

Make full statements

QUESTION. -What name will you give the boy?
ANSWER. -We shall call the ,boy Howard.

STATEMENT.

Every statement should begin with a capital, and end with
a period.

7

3.
4.
5.
6.

7.
8.
9.
IO.

What will you call the larger girl ?
What is the little girl's name?
What is the boy doing ?
Is he telling his sisters something he has read?
Are they afraid of the toad?
What do they see in its head ?
Are its eyes bright ?
Do they look like jewels?
.Where does the toad live in winter?
What do toads eat?

QUESTIONS.

How many children are there in the picture?
What have they found?
What has the larger girl been playing?
W:hat does the smaller girl hold in her hand?
.Ask something about the girl holding the hoop. Ask something about the boy. Ask something about the toad.
A group of words which asks something is called a QUESTION.
With what kind of letter does the first word of each question
begin?
A mark like the one placed at the end of each question ( ?) is
called a QUESTION MARK.
Every question should begin· with a capital, and end with a .
question mark.

LESSON III.
A PICTURE STORY.
See picture on p. 5.

Read the following, filling the blanks:FINDING A TOAD.

A boy named - - has found a - - . He has called
his two - - to look at the - - . They have left their
Florence holds in her hand a - - . Alice has a
bunch of - - .
Howard has read about - - .
He
says toads have - - in their - - . Florence says the
- - eyes look like jewels. - - asks where - - live in
winter. Howard says - - sleep through the - - months.
- - asks what - - eat. - - has seen - - eat--.

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LANGUAGE LESSONS-FIRST BOOK.

WRITTEN EXERCISES.

LESSON IV.

LESSON V.

MEMORY SELECTION.

WRITTEN EXERCISES.

Wake up, little daisy, the summer is nigh,
The dear little robin is up in the sky;
The snowdrops and crocus were never so slow ;
Then wake up, little daisy, and hasten to grow;
Wake up!
Wake up, little daisy, and hasten to grow.

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r. Copy the following: -

I tease pleasant sunshine to rest on your head,
The dew and the raindrops to moisten your bed,
And then every morning I just take a peep
To see your little face, but you're still fast asleep;
Wake up!
Wake up, little daisy, and hasten to grow.
Listen, little daisy, and I'll tell you what's said :
The lark thinks you're lazy, and love your warm bed;
But I'll not believe it, for now I can see ,
Your bright little eye winking softly at me;
Wake up!
Wake up, little daisy, and hasten to grow.

Which of the above are statements? Which are questions?
Wlth what kind of letter does the first word of each statement
and question begin ? Which are finished with a period ? When
is the question mark used ?

. 2. Write from dictation:·
I.

Before committing the selection to memory, read it over very
carefully. If you find any new words, ask your teacher their
meaning.
With what kind of letter does the first word of each line
begin?

The :first word of every line of poetry should begin with a
capital.

2.

3.
4.
5.
6.

7.
8.

A wise man made a kite of silk.
He tied an iron key to the silk kite.
He sent the kite up into a cloud . .
Some lightning came down the string.
The wise i:nan was Benjamin Franklin.
Of what are kites usually made?
What kind of string is best for a kite ?
Have you ever made a kite?

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LANGUAGE LESSONS-FIRST BOOK.

COMMANDS AND EXCLAMATIONS.

II

EXCLAMATIONS.

LESSON VI.

How happy the children are!
Hurrah! Hurrah! She sails! She sails!
What an odd name for a boat !
Oh, how I wish I were with them!.

COMMANDS AND EXCLAMATIONS.

You have used words to make statements and to ask questions.
In this lesson you will learn of two new groups of words.

With what kind of letter does the first word of each exclamation
begin?
A mark like the one used at the end of each exclamation ( ! )
is called an EXCLAMATION MARK.
Every exclamation should begin with a capital, and end with
an exclamation mark.

Read the following, filling the blanks with suitable
words:!. Charles is trying to reach the
2. What 1s - - doing?
3. What is - - saying?
4. What is the - - girl's name ?
5. How happy - - appears to be I
6. I - - not see Carlo.
7. Whistle - - him.
8. He - - upset the--.
9. Read the - - on the - - .
10. What a - - name for a - - !
1 I. How - - the water is !
12. Sail on, bonny - - .
1.

COMMANDS.

Study the picture carefully.
Give each child a name.
Observe what each is doing.
Read the name on the boat.
With what kind of letter does the first word of each command
begin? What mark is placed at the end of each command? .
Every command should begin with a capital, and end with ~
period.

When completed, which of the above are exclamations? Which ,.--·
are commands? Which are questions? Which are statements?
Which are followed · by periods? Which by question marks?
Which by exclamation marks?

LANGUAGE LESSON~-FIRST BOOK.

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2.

THE SENTENCE.

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Copy the following: LESSON VIII.
THE SENTENCE.,

LESSON VII.
A PICTURE STORY.

Read tlze following, filling tile blanks: THE CHILDREN AND THEIR BOAT.

Our friends, Charles, - - , and - -, are not flying
their - - to-day. They have - - to the brook to - their boat. The - - is smooth, for the wind is not
hard. How - - the boat sails! The - - is so wide
that - - cannot reach the boat.
--- is waving his - - and - - "Hurrah!" - - is ,
clapping her - - . She - - this is the prettiest - that ever was made. - - chose the name for the - - ,
and printed it on the - - .
Did the - - let Carla' .- - with them to-day? Perhaps - - has gone into the - - to - - at a squirrel.

After studying this picture carefully, you migltt express four thoughts in four differe,nt ways: thus, 1.

STATEMENT. -The dog's name is Major.
QUESTION. - Is Major your dog?
COMMAND. - Major, take this umbrella home.
ExcLAMATION. - What a fine dog Major is!
Did you think before you gave the dog a name? Did you
express your thought in words? Did you thirik before asking the
question? How did you express your thought? Did the man
who keeps the store wish the umbrella to be taken home? What
did he do? Did you think Major was a very fine dog? In what
way did you express your thought?
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A PICTURE STORY.

LANGUAGE LESSONS-FIRST BOOK.

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3. Write three commands and three exclamatz"ons.

Are you much pleased to see so useful a dog? You might
make the simple statement, I like a useful dog. What do you do?
A thought expressed in words is called a SENTENCE.

How many sentences are you told to write? With what kind
of letter will you begin each?
Which sentences will you finish with periods? With question
marks? With exclamation marks?

A sentence may be a statement, a question, a command, or an
exclamation.
2~

Write three statements about the pz"cture.
3. · Write three questions about the dog.
4. Give one command.
5. Use one exclamation.

LESSON X.
A PICTURE STORY.

With what kind of letter should statements, questions, commands, and exclamations begin?
What mark should be placed at the end of a statement?
What mark should be placed at the end of a question? .
· What mark should be placed at the end of a· command?
What mark should be placed at the end of an exclamation?

Little Robin Redbreast
· Sat upon a tree;
Up went Pussy Cat,
And down went he.
Down ~ame Pussy Cat,
And away Robin ran;
Said little Robin Redbreast,
" Catch me if you can ! "

LESSON IX.
EXERCISES.

Write six statements, using one
words z"n each:I.

store
groceries
umbrella

of

the following

Write six questions, using one of the following
words z"n each:winter
snow
sweep

'· '

home
dog
ram

2.

name
master
obey

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Little Robin Redbreast
Hopped upon a wall;
Pussy Cat jumped after him,
And almost got a fall.
Little Robiri chirped aloud;
And what did Pussy say?
Pussy Cat said, "Mew, mew!"
And Robin flew away.

Tell in your own words what you
see z"n the picture.

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LESSON XI.
NAMES. - CAPITALS.
1.
2.

A boy sails a boat on the river.
Charles sails his boat on the Hudson.

Which of the words in the first sentence are names? Is the
word boy the name of any particular boy ? Is the word river the
name of any particular river? In a class of boys may each one
be called a boy? May the name river be given to a great many
streams of water.
Which of the words in the second sentence are names? When
you say Charles, do you mean some particular boy? Is Hudson
the name of some particular river?
Names like boy and river, which may be given to any one of
several persons or objects, are called COMMON names.
Names like Charles and Hudson, which are given to only one
person or river, are called PARTICULAR or PROPER names.
A name is called a NOUN.
A common name should begin with a small letter.
A particular or proper name should begin with a capital letter.

Read the following sentences, giving a reason for the use
of each capital letter : Uncle John made my kite.
2. He gave it to me last April.
3. My brother Henry made his own kite.
4. Sister Florence gave me my little boat.
5. Puss often sails on the Hudson.
I.

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NAMES.- CAPITALS.

LANGUAGE LESSONS-FIRST BOOK.

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6. We fly our kites every Monday if the wind blows.
7. Have you ever seen Carlo, our dog ?
8. The big dog at the store is called Major.
9. He came to school with Geo~ge one day.
10. He understands when George speaks to him . .
1 I. He will carry a basket for George.

EXERCISES.
I.

Name two kinds

of each of the following things: -

minerals
vegetables

fruits
flowers

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birds
trees

Are they all common names? With what kind of letter should
they begin?
Tell some interesting thing about each.
2.

Make a !£st of your pets.

Write the name of each, and your reason for choosing that
particular name.
Remember that the names of your pets should begin with
capitals.

3. Write in a column the names of two of your relatives,
two of your playniates, two children you have read about £n
books, two cities, two rivers, two mountains.
Are they all proper names?
you beg}n each?

With what kind of letter should

4 . . Construct ten sentences, using five proper names and
five common names.

THREE CHILDREN.

LANGUAGE LES SONS-FIRST BOOK.

LESSON XII.
ONE MINUTE TOO LATE .

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The - - at the station cannot help the - - . If they
are not polite, they - - smile.· Some of them - just - - by this train. I - - they have brought a·trunk. The newsboy - - all tqe morning to sell - - .
Do you think 'the - - will - - one ?
Is it better to be - - minutes too early than one - too late? Is it - - to be always on - - than sometimes
a little behind - - ?
3. . Wrz'te four sentences about the nian who was one
minute too late for the traz'n.
4. Tell a story of a boy who came to school a lz'ttle
late.

LESSON XIII.
THREE CHILDREN.

Study tfte picture carefully, and tell what you see,
using complete sentences.
2. Read the following, fill£ng the blanks wz'th the necessary words:1.

ONE MINUTE TOO LATE.

A - - wanted to - - the morning train, but he has
come a - - too late. The - - is going without - - .
He runs very fast, and - - he can jump on the last
He carries his - - in his left - - , and with
his - - hand he is waving his - - . The wind blows his
- - and his - - . He shouts to the - - on the car,
but that - - no good.

''I love you, mother," said little John;
Th en, forgetting work, his cap went on,
And he was off to the garden swing,
Leaving_his mother the wood to bring. .
0

"I love you, mother," said rosy Nell;
" I love you better than tongue can tell."
Then she teased and pouted full half the day,
Till her mother rejoiced when she went to play.

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"I love you, mother," said little Fan; ·
"To-day I'll help you all I can;
How glad I am that school doesn't keep ! ''
So she rocked the babe till it fell asleep.

LANGUAGE LESSONS-FIRST BOOK.

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DICTATION EXERCISE.

Then stepping softly, she took the broom,
And swept the floor, and dusted the room;
Busy and happy all day was she, .Helpful and cheerful as child could be.

What did John say?
done?
What did Nell say?
glad when Nell went to
What did Fan say?
made the baby go to

What did he do?

2.

ALLISON.

What might he have

How did she act? Why was the mother
play?
Do you think she loved the baby? What
sleep? Do you think that Fan enjoyed

Tell the story z'n your own words.
Write six sentences about 'John, Fan, p.nd Nell.

Be careful to begin each sentence with a capital, and t~ end it
with the right kind of a mark.
If you use any particular or proper names, be sure to begin
each with a capital.

DICTATION EXER,CISE.

1.

rocking the baby?
What did Fan do for her mother? Why did she try to be
quiet? Do you think that Fan enjoyed sweeping, and keeping
quiet? Was Fan like the sunshine?
What did John and Nell .and Fan say at night? Did the mother
know which child loved her best? How could she tell? Did the
mother love all her children? What does the poem teach you
to do when you are at home?
1.

LESSON XIV.

Study the following sentences carefully, and be prepared
,
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to write them fronz d£ctation : ·

"I love you, mother," again they said, Three little children going to bed :
How do you think that mother guessed
Which of them really loved her best?
Jov

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2.

of it.
3.
4.
5.
6.
7.
8.

John loved his mother.
He would have brought the wood if he had thought
Do you think Nell was a lovely little girl?
Had Fan learned to be thoughtful?
Nell might have rocked the cradle.
Was Fan happier than Nell was?
How patient the mother is with her children !
She hopes they will learn to be thoughtful and kind.

LESSON XV.
REVIEW QUESTIONS.

Write from memory complete answers to the following .
questions : How should a statement begin and end?
2 . How shol,lld a question begin and end?
3. What word in every line of poetry should begin with
a capital?
4. How should a command begin and end?
5. How should an exclamation begin and end?
6. When should a name begin with a capital ?
1.

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· LANGUAGE LESSON S-FIRST BOOK.

LESSON XVI.
IS AND ARE.

Ralph is robbing
the bird's nest.
2. His
sisters are
watching him.
3. The poor bird is
frightened.
4. A re the eggs 1n
the nest?
1.

How many persons are
mentioned in the first sentence? Do you find is, or are,
11 ;ed in that sentence?
Is one, or more than one,
person spoken of in the second sentence? Do you find is, or are, used in that sentence?
How many birds are spoken of in the third sentence? Do
you find is, or are, used?
Are more eggs than one spoken of in the fourth sentence?
Do you find is, or are, used?
When do we use is ? When .do we use are l

Read tlte following, filling the blanks witlz is when
speaking of one p erson or tliing, and with are when speaking of 1nore tlzan one : 1.

2.

A boy - - in the tree.
His name - - Ralph.

MEMORY SELECTION.

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3. Three girls - - under the tree.
4. The girls-· Ralph's sisters.
5. Ralph's hat - - in his hand.
6. What - ·- Ralph doing?
7. ·What - - the girls' names?
8. - - they looking at Ralph?
9. A bird's nest - - on the branch.
IO. The bird - - flying awai
I I. - - Ralph a good boy?
12. - - the girls doing right ?

LESSON XVII.

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MEMORY SELECTION.

If ever I see,
On bush or tree,
Young birds in their pretty nest,
I must not, in my play, ·
Steal the young birds away,
To gneve their mother's breast.

My mother, I know,
Would sorrow so,
Should I be stolen away:
So I'll speak to the birds
In my softest words,
Nor hurt them in my play.
Mention the names in the above selection.
With what kind of letter does the first word of each line begin?
Why?

24

LANGUAGE LESSONS-FIRST BOOK.

ABBREVIATIONS.

LESSON XVIII.

LESSON XX.

A PICTURE STORY.

ABBREVIATIONS.

See picture on p.

22.

Copy the following, filling the blanks with appropriate
words:ROBBING BIRDS' NESTS.

Ralph and - - three - - saw a bird's - - in a - - .
They all - - to know - - was in the - - .
climbed the - - and - - four little - - eggs in the
He thought he - - show the - - to his - - .
He put one - - in his - - . The - - mother bird
cried - - loud. The - - girls begged - - not to rob
the - - . - - put the - - back in the - - . Then he
· - - his - - on his head and - - down. The poor
- - cried till - - children - - quite out of - - .
Ralph and his - - were sorry that - - had - - the
pretty--.

LESSON XIX.
EXERCISES.

Study the picture on p. 22, and write ten sentences
about Ralph and his sisters, - three statements, three questt"ons, two exclamations, and two commands.
2. Write a little story about some bird's nest that you
have seen.
I.

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A few words are sometimes shortened or abbreviated when
written.

Doctor Jones resides at number I23 State
Street. ·
2. Dr. Jones resides at No. I 23 State St.
3. We were invited to dine with Mister and
Mistress Gray.
4. We were invited to dine with Mr. and Mrs.
Gray.
1.

Mention the abbreviations in the second sentence. What is
the abbreviation for doctor? For number? For street?
For what is Mr. an abbreviation? For what is Mrs. an abbreviation?
What mark follows each abbreviation?
These are some of the abbreviations in most common use : Av.
St.
No.
Co.
N.
S.
E.
W.

Avenue
Street
Number
County, Company
North
South
East
West

N .E.
S.W.
U.S.
R.R.
P.O.
M.
A.M.
P.M.

Northeast
Southwest
United States
Railroad
Post Office
Noon (Meridiem)
Before noon (Ante meridiem)
Afternoon (Post meridiem)

A period must be used after every abbreviation.

.........··

LANGUAGE LESSONS-FIRST BOOK.
I.

Read the following: -

1.

My father is Mr. Henry French.
His store is at No .. 28 Lewiston St.
The sign is Henry French and Co .
My uncle, Dr. Gray, lives in Washington.
Dr. Gray took me home with him last week.
We started on Monday, at 9 A.M._
My aunt, Mrs. Gray, was at home.
She lives at No. 128 N. Oxford St.
The doctor's office hours begin at 12 M.
He goes out every day at 10.30 A.M.
I came home by the Baltimore and Ohio R.R.
I arrived here at 6 P.M.

2.

3.
. 4.
5.
6.

7.
8.
9.
10.
I 1.

12.

EXERCISE IN SENTENCE MAKING.

LESSON XXL
EXERCISE IN SENTENCE MAKING.
I

Copy tlze follow£ng sentences, filling the blanks with
abbreviations selected from the list: 2.

1.

2.

3.
4.
, 5.
6.

7.

and - - . Stone live next door.
We live at--. 67 Stanhope--.
We did live at--. 40 Plymouth--.
School opens at 9 - . - ., and closes at 4 - . - .
Fred studies - . - . history.
Where does - - . Green live ?
His office is on the-.-. corner of State and Pearl
--.

--.
8. What is your cousin's-. - . address?
9. The wind is blowing from the - . - ..
IO. Arthur's father is a member of the firm of Brown,
I
~ray, and--.
I I. The store is in Fulton - - .
12. My uncle is the president of the Erie--.

Study the picture carefully, and the1z write ten sentences,
- three statements, three questions, two commands, and two
e.xclamat£ons.
Use each of the following words in at least one of the
sentences : -

post office
letters
master
barked
Fido

ran
door bell
go
take
seized

road
useful
fine
mouth
teeth

28

Where is the brown thrush sitting? Where is his nest? What
is in it? What does he say to the little boy and the little girl? What
does he sing all day? What do you think the last line means?

LESSON XXII.
STUDY OF SELECTION.

2.

There's a merry brown thrush sitting up in a tree ;
He's singing to me! he's singing to me!
And what does he say, little girl, little boy?
"Oh, the world's running over with joy!
Don't you hear ? Don't you see?
Hush, look! In my tree
I'm happy as happy can be! "
And the brown thrush k eeps singing, " A nest do you see,
And five eggs hid by me in the juniper tree?
'
Don't meddle ! don't touch ! little girl, little boy,
Or the world will lose some of its joy !
Now I'm glad ! now I'm free !
And I always shall be,
If you never bring sorrow to me."
So the merry brown thrush sings away in the tree,
To you and to me, to you and to me;
And he sings all the day, little girl, little boy,
"Oh, the world's running over with joy!
But long it won't be,
Don't you know? don't you know?
Unless we are as good as can be."
LUCY LARCOM.

Read the poem carefully.

Copy the poem., arranging the lines as they are in the

book.

THE BROWN THRUSH.

1.

29

TITLES.

LANGUAGE LESSONS-FIRST BOOK.

LESSON XXII I.
TITLES.
I.

Learn the abbreviations of the following titles:-

Colonel
Doctor
Esquire
General
Governor
Honorable

Col.
Dr.
Esq.
Gen.
Gov.
Hon.

Junior
Mister
Mistress
President
Professor
Reverend

Jr.
Mr.
Mrs.
Pres. ,
Prof.
Rev.

Titles are usually abbreviated when used with names.
other cases they should be written out in full.

In all

A name when used as a title should begin with a capital.
2.

Write from dictation : -

Mr. and Mrs. Townsend have gone to Chicago.
2. Dr. and Mrs. Penn went with them.
3. Prof. Snell could not go.
4. Hon. C. W. Walker and Gen. Lane will go next
week.
5. Col. Hooper will meet them.
6. Rev. T. W. Sawyer will preach on Sunday.
7. Pres. Hale will be here next week.
1.

30

LANGUAGE LESS ONS-FIRST BOOK.

WORDS SEPARATED BY COMMAS.

LESSON XXIV.

LESSON XXV.

GIVEN NAMES. - INITIALS. - SURNAMES.

WORDS SEPARATED BY COMMAS.

The father's name is John Henry Smith.
He writes his name J. H. Smith.

I study reading, writing, spelling, and arithmetic.
2. Paul, Henry, Ruth, and Helen are all my
friends.
3. We gathered red, white, and pink roses~
4. I have pens, ink, and paper in iny desk.

Does he write his name in full, or only the first letters of
the first two words of his name?
The first letter of each word in a person's name is called the
INITIAL LETTER, or the INITIAL.
What mark is placed after each initial? Why?

Mr. Smith has two sons, whose names are William Walter Smith and John Henry Smith.
William writes his name W. W. Smith.
John writes his name J. H. Smith, Jr.
A11 the members of one family have the same last name. It is
called the FAMILY NAME, or SURNAME. The first and middle names
are not the same, and are called GIVEN or CHRISTIAN NAMES, and
•are often those of parents, relatives, or valued friends.
If there are several sons in the family, why are their given
names different?
For what does the abbreviation Jr. stand? What does it
mean? Why does John write Jr. after his name? Why is Jr.
unnecessary after W.W. Smith?

Write your own nanze.
2. Write the nmnes of three friends.
3. Write the names of three persons, using abbreviations
of the following titles: -

1.

A mark like the one used between words in the above sentences is called a COMMA.
Between what words is the comma used in the first sentenc~?
In the second? In the third? In the fourth?
. When several words of the same kind are used together, they ·
are separated by commas.
I.

Copy the following: I have seen white, pink, and blue lilies.
2. My parrot talks, sings, and whistles.
3. I can read, write, spell, and skate.
4. The American flag is red, white, and blue.
5. John is older, taller, . and stronger than I.
1.

I.

Doctor

Reverend

Governor

3r

2.

Write from dictation : In my garden are roses, lilies, and pansies.
2. Apples, peaches, and pears grow in the orchard.
3. . Rex is a large, handsome, intelligent dog.
I.

32

LANGUAGE LESSONS-FIRST BOOK.

4. Gold, silver, and iron are minerals.
5. Red, green, and yellow may be seen in a rainbow.
6. My sister can sing, play, and dance.
7. Bees, wasps, and hornets can sting.
8. Autumn leaves are red, yellow, and brown.
9 . . John, James, and Henry are good boys.

LESSON XXVI.
SELECTION FOR STUDY.
THE CATERPILLAR.

I creep upon the ground, and the children say,
u You ugly old thing!" and push me away.
I lie in my bed, and the children say,
" The fellow is dead, we'll throw him away ! "

WAS AND WERE.

.,
LESSON XXVII.
WAS AND WERE.

The horse was frightened.
2. The horses were frightened.
3. Robert was in the wagon.
4. Robert and Edward were in the wagon.
1.

How many horses are spoken of in the first sentence? · Is
something said of more than one horse in the second sentence?
In which sentence is was used? In which is were used?
How many persons are spoken of in the third sentence? In
the fourth? Why is was used in the third sentence, and were in
the fourth?
Use was when speaking of one, and were when speaking of
more than one.

Read the follow£ng,filling the blanks wz'th was or were:-

At last I awake, and the children try
To make me stay, as I rise and fly.

I.

2.

Where does the caterpillar crawl? How does it look? Do
children like to touch caterpillars?
When the caterpillar, spins a cocoon and goes to sleep in it,
what do the children say?
When the caterpillar awakes and leaves the cocoon as a butterfly, do the children try to catch it?
Have you ever caught a butterfly?

3.
4.

5.
6.

7.
8.
9.
IO.

Write answers to the above quest£ons.
sentences £n four groups.

33

Arrange your

I I.

12.

'

He - - not at home.
We - - not at home.
They - - not at home.
The stars - ·- very bright.
The lesson - - interesting.
The lessons - - very long.
The boys - - noisy.
The sun - - very bright.
The stars - - shirting.
The girls - - all here.
He - - glad to see us.
We - - glad to see you.

I

./"''

'

34

J

LANGUAGE LESSONS-FIRST BOOK.

THE DAYS OF THE WEEK.

LESSON XXVIII.

Does Annie know that the doll has fallen out 0£ the
hammock ? Who has found Dolly ? What is he doing?
What will Annie say when she wakes up?

COMPOSITION.

35

I .

I.

Al'fNIE GRAY AND HER DOLL.

2.

Tell the story of "Annz'e Gray 'and her Doll."
Wri'te the story, gz'vt'ng names to the dog and the doll.

LESSON XXIX.
THE DAYS OF THE WEEK.
I.

Did Annie take her doll out for fresh air? When they
came near the hammock, did Annie think it was time for
Dolly's nap? What did she do? Who is asleep?

Copy the following: -

.. ;;'

The names of the days of the week, when ·used in dates; are
sometimes abbreviated, as follows : -

Sun., April 7, 1895.
Wed., July 2, 1895.
Mon., May 20, 1895.
Thurs., May 30, 1895.
Tues., June 10, 1895.
Fri., June 21, 1895.
Sat., July 6, 1895.
The names of the days of the week should always be written in
full, except in writing dates.

J

THE PARTS OF A SENTENCE.

LANGUAGE LESSONS-FIRST BOOK.
MEMORY SELECTION.

On Monday I wash my dollies' clothes,
On Tuesday smoothly press them,
On Wednesday mend their little hose,
On Thursday neatly dress them,
On Friday I play they arc taken ill,
On Saturday something or other;
But when Sunday comes I say, "Lie still,
I am going to church with mother."
MARY MAPES DODGE.

Write seven sentences, telling something that you did
each day last week. Be careful to begin tlze first word of
2.

each sentence with a capital letter.

LESSON XXX.
DICTATION EXERCISE.

Study the following sentences carefully, and be ready to
wr£te them front dictation: Were you in church last Sunday?
2. Thanksgiving comes on Thursday.
3. Congress meets the first Monday in December.
4. Election takes pface the first Tuesday after the first
1.

Monday in November.
5. Columbus discovered America on Friday.
6. Last year Christmas came on Tuesday.
7. Decoration Day came on Wednesday.
8. What are you going to do next Saturday ?
9. Sunday is the first day of the week.

37

LESSON XXXI.
THE PARTS OF A SENTENCE.

pupils I learn rapidly.
2. Large trees I shade the streets.
3. Wild flowers I are in bloom.
1.

Dilj~ent

Read the first sentence. Who learn rapidly? About whom
is something ·said? What is said about diligent pupils? What is
shown by the first part of the sentence? What is shown by the
second part of the sentence ?
About what is something said in the second sentence? What
is said? Read the part of the sentence which mentions that
about which something is said. Read the part which says something about the other part.
What does the second part of the third sentence do? What
does the first part do?
The part of the sentence which mentions that about which
something is said, is called the SUBJECT of the sentence.
The part of the sentence which says something about the
,subject, is called the PREDICATE of the sentence.
- What is the subject of the first sentence? Of the second
sentence? Of the third sentence?
What is the predicate of the first sentence? Of the second
sentence? Of the third?

Name the subject and predicate of each of the following
sentences : 1. The river flows swiftly.
2. The little brook makes music.
3. Some swallows live in chimneys.

-

I

EXERCISES IN SENTENCE MAKING .

L ANGUAGE LESSONS-FIRST BOOK.

4. The cat secs the canary.
5. An elm is a gracefu l tree.
6. Water lilies open in the morning.
7. Dandelions close at night.
8. Autumn leaves are beautiful.
9. The north wind blows cold.
IO. Jack Frost makes pictures at night.
I 1. This large oak is very old.
1 2. ·w hite clouds float in the sky.

SI
I '

2.

Copy the following, supplying predicates : I.

2.

3.
4.

5.
6.

7.
8.
9.
IO.

LESSON XXXII.

I I.

12.

EXERCISES IN SENT ENCE MAKING.
I.

Copy the following, filling the blanks with subjects : I.

2.

3.
4.
5.
6.

7.
8.
9.
10.
11.

I

1 2.

13.
14.
15.

, il

sing in the trees.
- - swim in the brook.
- - - - rings at nine o'clock.
- - - - has caught a mouse.
- - have found a knife .
-- - is behind a cloud.
- - will not keep on Sa turday.
- - - - have gone home.
- - - - is broken.
- - will mend it.
- read me a story.
- rise early.
- - blossom in June.
- - like fairy stories
- - play tennis.
-

39

13.
14.
I

5.

The sun-- .
The dew-- .
The children -· - '.
Our teacher - -.
W ild flowers - - .
A ball--.
Three littl e kittens Bees - -.
My kite--.
The cradle - -.
The bluebird - -.
Christmas - - .
Little drops of water
Little grains of sand
Humpty Dumpty -

-.

- - .
- . -.
- .

-

3. Write ten sentences, using the words given below.
P ut a word from the fi rst column into each subject, and a
word from tlze second column into each predicate.
ships
dogs
cat
boy
snow
bird
stars
girls
violets
wind

sleeps
laugh
flies
sail
shine
b lows
studies
b loom
b ark
falls

LANGUAGE LESSONS-FIRST BOOK.

TITLES OF BOOKS.
2.

LESSON XXXIII.
QUOTATION MARKS.

May I take your pencil? " asked Horace.
2. "Certainly," replied Edna.
3. In a few minutes Horace gave the pencil back
to Edna, saying, " Thank you, Edna."
1.

"

In the first sentence do we repeat Horace's own words? Read
his words without reading the other words in the sentence.
In the second sentence do we repeat the words that Edna
used? Read them.
When we repeat the exact words of another we make a QUOTATION. The double commas at the beginning (") and end ( ") of
each quotation are called QUOTATION MARKS. Notice that those at
the beginning are inverted.

r. Read the following sentences, and repeat the part of
each that is a quotation: r. "Henry, tell me what time it is," said Mrs. Ware.
2. "It is half-past eight, mother," answered Henry.

3. "Were you late at school yesterday?" asked his
mother.
4. " No, mother; I have not been late this week,'~
replied Henry.
5. "Nor I," said John. "Good morning, mother."
6. "Good morning, boys," said Mrs. Ware.
7. "Are blackberries always black?" asked Henry.
8. "Not when they are green," answered John, as he
hurried downstairs.

41 .

Write from dictation : -

r. " What flower do you like best ? " asked Anne.
2.

· .3·
4.
5.
6.

7.

I do not know how to choose/' replied Sarah.
"I think the prettiest is the rose," said Laura.
Then Mary said, "I like the lily best."
"The violets are sweetest," said Mabel.
"Girls, just see· these forget-me-nots," said Grace.
Then the girls said together, "We all like them all."
"

LESSON XXXIV.
TITLES OF BOOKS.

Jack and the Bean Stalk.
2. Robinson Crusoe.
3. Little Folks in Feathers and Fur.
1.

How does each important word in these titles begin?
of the words do not begin with capitals?

Which

Every important word in the title of a book or any other
composition should begin with . a capital.

Explain the use of capitals in the following sentences: -

r. " Little Lord Fauntleroy " was written for " St.
Nicholas."
2. Charles Kingsley wrote "The Water Babies."
3. Southey wrote for his own children "How does
the Water come down at Lodore?"
4. There are many beautiful stories m Hawthorne's
" Wonder Book."

LANGUAGE L ESSONS-FIRST BOOK.

42

CHRISTMAS EVE.

43

3. Now, Mr. Santa Claus, forget
All the naughty things I do ;
For oh! such lots and lots of things
I'm going to ask of, you.

LESSON XXXV.
CHRISTMAS EVE.

4. I want a doll, a real doll,
The nicest one in your pack,
With coat, and pants, and cap, and all:
I'm going to call him Jack.
5. I want a sled to beat the rest
As we all slide down the hill,
For Jack'll teach me to make it go,
I am very sure he will.
6. And I want a pony to ride,
All summer, at grandma's farm;
Jack will go on the old white horse
And will keep me safe from harm.
1.

1.

Dear old Santa Claus, are you there ?
I want to whisper to you; Jack says you do not care for girls,
But I'm pretty sure you do.

Who is whispering to Santa Claus?
What does she say to him?
What things does she ask for?
Why does she want a pony?

Tell tlze story -in your own words, call£ng the l£ttle
girl Ada.
3. Wri'te another story about the picture. Tell what you
' th-ink Santa Claus wi'll do with the pony, the drum, the sled,
the ship, the doll, the toys in tlze bag.
2.

2.

They say you listen all the time
To the little girls and boys,
And those who quarrel, scold, and fret,
Never get the Christmas toys.

Study carefully the p£cture and tlte poem,,

NAMES.- ONE, OR ll:!fRE THAN ONE.

LANGUAGE LESSONS-FIRST BOOK.

44

10.

LESSON XXXVI.

I 1.

12.

HAS AND HA VE.

3.
14.
I

A tree has leaves.
2. Trees have leaves.
3. I have studied my lesson.
4. Maud has studied her lesson.
5. Maud and Alice have studied their lessons.
1.

About what is something said in the first sentence? In the
second? How many things in the subject of the first sentence?
Does the subject of the second sentence mean more than one
thing? In which sentence is !tas used? In which is lwve used?
Of whom are you speaking in the third sentence? Is lzas, or
!zave, used? Of how many are you speaking in the fourth sentence? In the fifth?
Has is used when speaking of one person or thing, and lzave
is used when speaking of yourself, or of more than one person
. or thing.

Read the following, filling the blanks with has or have:I.
2.

3.
4.

5.
6.

7.
8.
9.

A butterfly - - beautiful wings.
Butterflies - - beautiful wings.
Helen - - found her pencil.
Rose and Kate - - lost their pens.
- - the bell nmg?
- - the girls taken their scats?
My rosebush - - budded.
The willows - - blossomed.
Kate and Alice - - been here.

I

5.

16.

17.

45

The swallows--· flown away.
I - - opened the door.
He ·- - opened the shutters.
They - - opened the windows.
We - - let in the air and sunlight.
The flowers - - faded.
The autumn leaves - - fallen.
We shall soon - - winter.

LESSON XXXVII.
NAMES. -ONE, OR MORE THAN ONE.

The
2. The
3. The
4. The
1.

bird is singing sweetly.
birds are singing sweetly.
girl has a new dress.
girls have new dresses.

About how many birds is something said in the first sentence?
How many are spoken of in the second? Mention the names in
the third sentence that stand for but one person or thing. What
names in the fourth sentence stand fat more than one?
How does the word bird differ from the word birds? The word
dress from the word dresses?

The form used to mean one is called the singular form, or
the SINGULAR.
The form used to mean more than one is called the plural
form, or the PLURAL.
The plural of most names is formed by adding s or es to the

singular.
4

LANGUAGE LESSONS-FIRST BOOK.

CONTRACTIONS. .

47

WRITTEN EXERCISES.

LESSON XXXVIII.

Rewrite the following sentences, us£ng the plural forms
of the names. Remeniber tlzat you should use is, has, and
was, when tell£ng sonz etlzing about one; and are, have, and
were, when telling sometlzing about more than one.
I.

1.

The lesson has been learned.
The lessons have been learned.

2.

Is the owl very wise?
Are owls very wise?

CONTRACTIONS.

It is a pleasant morning.
2. It's a pleasant morning.
3. Are not you going?
4. Aren't you going?
1.

Read the first two sentences. What two words does it's in
the second sentence stand for? What letter is left out? What
mark takes its place?

3. The robin is singing.
4. Was the window open ?

A comma used to take the place of a letter is called an

5. The car was full.

APOSTROPHE.

6. The pencil has been sharpened.

7. The teacher has come.

What is the short or contracted form of are not J · What 1s
omitted? Where is the apostrophe placed? Why?

8. The class is called to order.
I.

9. The girl is late.

Learn the following contractions: I.

· ' · 2; ., Wr£te sentences, using for subjects the singular forms
of the following words: feathers
horses
minerals

fishes
doves
sparrows

elephants
tigers
wmgs

Write sentences, using for subjects the plural forms
of the following words: 3.

2.
3.

4.

5.
6.

7.
8.
9.
IO.

trunk
grass
tree

hoof
flower
dress

claw
top
ring

I I.
12.
13.

I'm for I am.
You're for you are.
We're .for we are.
They're for they are.
I'll for I will.
You'll for you will.
Isn't for is not.
Doesn't for does not.
Don't for do not.
Hasn't for has not.
Aren't for are not.
Let's for let us.
Haven't for have not.

_..

LANGUAGE LESSO.VS-FIRST BOOK.

COMPOSITION.

Read the following, mentioning t!te contractions, and
telling from what each is formed: -

LESSON XXXIX.

49

2.

1.

2.

3.
4.
5·.
6.

7.
8.
9.
10.

I'm not going to tell you a story.
Stories aren't always true.
Don't tell me about an old woman.
She doesn't live in a shoe.
She hasn't a dozen children.
They're all exactly like you.
There isn't a man in the moon.
Let's find out something new.
Haven't you read " Alice in Wonderland" ?
It's a very odd story.

3. Copy the following sentences, writing t!te contracted
words in full: 1.

2.

3.
4.
5.
6.

7.
8.
9.
10.
11.
12.

I'm glad you have come . .
We're all ready.
Let's go now.
Doesn't the wind blow hard ?
Take care, you'll lose your hat.
The chestnuts aren't ripe.
Don't the squirrels know?
They're very busy now.
Isn't your basket heavy?
I'll carry it a little while.
Thank you, you're very kind.
Now we'll look for four-leaved clovers.

Use contractions only in conversation, oral or written. Contractions are sometimes used in poetry in order to secure the
desired number of syllables in a line.

COMPOSITION.
TEA.

Here is a picture of a
bit of tea plant. Would
. you like to see the bush
from which this branch
was picked? It is probably growing on a tea
farm in China, so far
away that we cannot go
Many other
to see it.
tea plants are in the same
field.
They are about
five feet high.
Only the leaves and
buds of the tea plant are
gathered. They are first
picked, then dried and
rolled. Finally, they are
packed in chests, and sent away to different countries.

Arrange in two groups or paragraphs your answers to
the following questions:In what country does tea grow? Are the plants cultivated in fields ? How high are they?
What parts of the tea plant are gathered? How are
they prepared for market? How are they packed?

WRITTEN EXERCISES.

LANGUAGE LESSONS-FIRST BOOK.

)

LESSON XL. ·

LESSON XLI.

THE MONTHS.

WRITTEN EXERCISES.
,
I.

I.

51

Copy the following: -

Thirty days hath September,
April, June, and November;
All the rest have thirty-one,
Excepting February alone,
Which hath but twenty-eight, in fine,
Till leap year gives it twenty-nine.
Write the above from meniory.
3. 1¥rite from dictation.

2.

The spring months are March, April, and May.
2. The summer months are June, July, and August.
3. The fall months are September, October, and No- ·
vember.
4. The winter months are December, January, and.
February.
5. April showers bring Mayflowers.
6. Violets blossom in April and May.
7. Roses come in June.
8. Farmers plant seeds in April.
9. In August they gather their harvests.
10. Nuts fall in October.
1.

2.

Write twelve sentences, telling something about each

of the twelve months.
When writing dates, the names of the months (except May,
June, and July) may be abbreviated as follows: -

January
February
March
A pn·1

Jan.
Feb.
Mar.
A pr.
December

August
September
October
November
Dec.

Aug.
Sept.
Oct.
Nov.

3. Write from 11ie1no1y the names of the niont!ts, wit!r,
their abbreviations.
The names of the months and their abbreviations should
always begin with capitals.

With what kind of letter will you begin the name of each
month?
Be careful to use commas where they are required.

I

LANGUAGE .(.ESSONS-FIRST BOOK.

LESSON XLII.

.

COMPOSITION.

.

LESSON XLIII.

MEMORY SELECTION.

One step and then another,
And the longest walk is ended ;
One stitch and then another,
And the largest rent is mended.
One brick upon another,
And the highest wall is made ;
One flake upon another,
And the deepest snow is laid.
Then do not look disheartened
On the work you have to do,
And say that such a mighty task
You never can get through ;
But just endeavor day by day
Another point to gain,
And soon the mountain which you feared
Will prove to be a plain.

Mention the names in the above poem.
2. Write each name, first in tlte singular, then in the
plural.
3. Give the thoughts in ;1our own words.
4. Tell a story to show what may be gained by trying
again a11d again to learn a lesson.
5. Tell another story to show how you would build a
snow fort. ,
I.

,.

COMPOSITION.
,
SUGAR.

Sugar is made from sugar cane.....
This is a plant· which has a tall,
juicy stalk, just a little like a cornstalk. It grows in warm countries.
When the sugar cane is ripe,
the canes are cut off near the
roots. The juice is, pressed out
of them, and put into large kettles
to boil.
The sweet cane juice, when
boiled enough, becomes sirup. The
thickest part of it is brown sugar,
and the rest is molasses. Some
of the brown sugar is boiled and
cleansed, and so made into white
sugar.
Maple sugar is not obtained
from sugar cane. It is made from
the sap of a kind of maple tree.
Sugar is also found in beets and
m grapes.
WRITTEN EXERCISES.

I.

Write answers to the following ·q uestions: I.

2.

Where does sugar come from ?
How is it made ?
3. What is it used for?

53

DATES.

LANGUAGE LESSONS-FIRST BOOK.

54
2.

sugar
juicy
stalk
npe

Make

sent~nces

containing the following words:-

kettles
boil
sirup
molasses

maple
candy
beets
sap

cake
cookies
pies
lemonade ·

I.

Copy the following, supplying the dates: -

I.

Last Christmas was - - - , - - .
Next Christmas will be - - --, -· - .
- - --, - - , was my last birthday.
- - - , - - , will be my next birthday.
Yesterday was - - - , - - .
To-day is - - - ' - -.
To-morrow will be - - - , - - .
Decoration Day is celebrated - - - .
- - - is St. Valentine's Day.
-- is Hallowe'en . .

2.
3·
4·
5.
6.

LESSON XLIV.

7.

DATES.

8.
9.

The Pilgrims landed at Plymouth Dec.

21,

IO.

Washington was born Feb. 22, 1732.
3. The Declaration of Independence was signed
July 4, I 776.
4. President Lincoln was born Feb. 12, I 809.

2.

1.

55

1620.
2.

In what month did the Pilgrims land at Plymouth? Is the
name of the month abbreviated? On what day of December
did the Pilgrims land? How is the day written? How is the
day of the month written in the second sentence? In the third
sentence? In the fourth?
In writing dates, the days of the month are written as
follows: -

st or I for first.
2d or 2 for second.
3d or 3 for third.
4th or 4 for fourth.
5th or 5 for fifth.
21st or 21 for twenty-first.
22d or 22 for twenty-second.
I

W1 ite the following from dictation : -

,

Columbus ·sailed from Spain, Aug. 3, 1492.
2. Benjamin Franklin was born Jan. 17, 1706.
3. The Tea Party in Boston Harbor occurred Dec. 16,
1773.
4. Paul Revere took his famous ride Apr. 18, 1775;
· 5. Daniel Webster was born Jan. 18, 1782.
6. Longfellow the poet was born Feb. 27, 1807.
7. The first steamboat from New York arrived m
. J,\.lbany, Aug. 9, 1807.
8. The first canal boat from Buffalo arrived in New
York, Nov. 4, 1825.
9. The first telegram was sent across the Atlantic,
Aug. 5, I 8 58.
10. The slaves m the Southern States were declared
free Jan. 1, 1863.
I I. The Brooklyn Bridge was opened May 24, 1883.
12. Queen Victoria was born May 24, 1819.
· .I.

LANGUAGE LESSONS-FIRST BOOK.

MODEL LETTER.

57

THE ENVELOPE.

LESSON XLV.
MODEL LETTER.

EXERCISES.

'

I.

Copy the model letter and the envelope.

Be careful as to arrangement, punctuation, and the use of
· capitals.

Write a letter to your father or nzotlzer or to some
friend.
2.

HINTS.

' Did you spend Thanksgiving week with your cousin
in the city ? Did you go with your cousin to the museum or some other interesting place? Tell what you
saw. Describe your cousin's home. What games did
you play? What curious or pretty things did y~ur
cousin show you ?
3. Write a letter to your cousin, tellz'ng her of your
Journey home, and ·inviting her to visit you in June.

58

LANGUAGE LESSONS--FIRST BOOK.

STUDY OF SELECTION.

4. Write a letter to Santa Claus, asking him to bring
you some Christmas presents. Name the 11arious things
you w£sh, and tell wlzat you would do with them..
Coniplete your letter by nam£ng some poor people, and
tellz'ng what they need.

LESSON XL VI.
COMPOSITION.
APPLES.

Write in four paragraphs your answers to tlze following
questions: Where do apples grow? vVhat orchard have you seen?
When do the trees blossom?
· What color are the flowers ? Can_
you find in an apple any of the
parts of the flower? Where ?
Are green apples good to . eat?
Does the sunshine ripen them?
Do ripe apples fall to the ground ?
What color are they? Is the flesh
of the apple always of the same
color as the skin? In how many
ways arc apples cooked ?
What is the shape of the seeds?
What is the color? Have you ever planted an apple seed?
How long do you think it would take to grow into a large
apple tree?

59

LESSON XLVII.
STUDY OF SELECTION.
DONALD AND THE STAG.

Donald was a hardy fellow who lived among the mountains, a good hunter who could fish and shoot.
Once when hunting he stepped upon a narrow rock, and
found himself facing a gold-red stag, - a brave creature .
that had not lost courage by being shut up in a park.
Donald looked at the deer, but was too proud to turn away,
and the deer looked at the hunter fearlessly, but could
escape from death only by throwing him from the rocks.
Finally the young man lay down in the narrow· path,
and the noble animal picked his way very daintily, for
fear of injuring the man, extending one foot and then th~
other, with as much care as a mother takes in removing a
fly from the face of her sleeping babe. Not even the · tip
of his hoof touched the body of the young man.
Where did Donald live? What were his occupations?
What did he meet one day? Why was the stag brave? Was
the path very narrow?
What did the hunter finally do? How carefully did the stag
pass over the body of the brave hunter? Do you think Donald
tried to kill the stag? What would you have done?
EXERCISES.

Complete the story of" Donald and the Stag" -in your
own words.
2. Write
similar story about "Two Wise Goats."
1.

a

8

6o

LANGUAGE LES SONS-FIRST BOOK.

PLURAL OF NOUNS ENDING IN Y.

toy
boy
day
valley

PLURAL.

toys
boys
days
valleys

61

3.
4.
5.
6.

LESSON XL VIII.

SINGULAR.

PLURALS OF NOUNS ENDING INF OR FE.

SINGULAR.

PLURAL.

army
study
berry
fancy

armies
studies
berries
fancies

Five letters, a, e, i, o, u, are called VOWELS. All the other letters
are called CONSONANTS.
In the noun toy does a vowel, or a consonant, come before y?
What kind of letter is before y in day? Before yin valley?
Does a vowel, or a consonant, come before y in army ? Before
y in study? Before y in .fancy?
When a noun ends in y with a vowel before it, how is the
plural formed? When it ends in y with a consonant before it,
how is the plural formed?

Our - - - - six months old.
I think the - - - - in mischief.
- - - - things which we .could do without.
The ·- - of our house - -. built of stone.
7. - - - - of ten built of brick.
8. Some people think - - - - pleasant pets.
9. Nowadays a - - around the world - - not
uncommon .
10. - - - - handsome marbles.

LESSON XLIX.
PLURALS OF NOUNS ENDING IN F OR FE.

The plural of nouns ending in./ or .fe is sometimes formed by
adding s, and sometimes by changing the./ or .fe into ves. You
can usually tell which by the pronunciation.

Write sentences, using tlze following nouns £n both the.
singular and the plural:1.

Write sentences, using the plural forms of the following nouns: I.

JOY
Journey
jockey
story

turkey
holiday
luxury
chimney

baby
alley
monkey
study

Complete each of the following sentences by putting a
singular or a plural noun in one blank, and is or are in the
.o,ther : ·2.

I.

2.

The Christmas - - - - full of good times.
Do you believe that - - - - true ?

SINGULAR.

gulf
roof
dwarf
chief
strife
grief

PLURAL.

gulfs
roofs
dwarfs
chiefs
strifes
griefs

SINGULAR.

PLURAL.

thief
life
knife
calf
loaf
shelf

thieves
lives
knives
calves
loaves
shelves

Be prepared to write either the singular or the plural from dictation.
Some nouns form their plurals by other changes.

_..

SINGULAR AND PLURAL NOUNS.

LANGUAGE LESSONS-FIRST BOOK.

Conunit to memory the
nouns: 2.

SINGULAR.

child
man
woman
ox
handful
sheep

PLURAL.

children
men
women
oxen
handfuls
sheep

plural of the following

LESSON L.
SINGULAR.

foot
tooth
goose
mouse
spoonful
deer

PLURAL.

feet
teeth
geese
mice
spoonfuls
deer

SINGULAR AND PLURAL NOUNS.

3. Copy the following sentences, filling the blanks witlt
the singular or the plural of one of the preceding nouns.
Remember to use lws and was when speaking of one, and
have and were when speaking of more than one.
I.
2.

3.
4.
5.
6.

7.
8.
9.
10.
I 1.

I 2.

13.
14.

IS.
16.

The - - were playing by the brook.
A - - was swimming in the pond.
A. - - was caught in a trap.
What kind of - - have geese?
Two - - were in .the car.
The -. was afraid of the mouse.
The - - was plowing with the oxen.
A - - has wings.
- - have wings.
Were the - - singing?
Has the - - a gold watch?
Some - - are white.
The - - has a musical voice.
How many - - were in the ark?
An - - has horns.
- - have horns. ·

THE WIND.
I.

High and low
The spring winds blow !
They take the kites of the boys at play,
And carry them off high into the air; ·
They snatch the little girls' hats away,
And toss and tangle their flowing hair.

EXERCISES IN SENTENCE MAKING.

LANGUAGE LESSOAS- E£RS T B OOK.
II.

Hig h and low
The summer winds blow!
They dance and play with the garden flowers,
And bend the grasses and yellow grain ;
They rock the bird in her hanging n est,
And dash the rain on the window-pane.
III.

High and low
The autumn winds blow !
They frighten the bees and blossoms away,
And whirl the dry leaves over the ground ;
They shake the branches of all the trees,
And scatter ripe nuts and apples around.
IV.

High and low
The winter winds blow!
They fill the hollows with drifts of snow,
And sweep on the hills a pathway clear;
They hurry the children along to school,
And whistle a son g for the happy New Year.

Copy ten singular nouns from t!te preceding poem, and
· write the plum! of eac!t.
2. Copy ten plural nouns f rom the preceding poem,, and
write the singular of each.
3. Write fo ur sentences, telling what the winds do tn
spring, in summer, in autum n, and in winter.
I.

LESSON LI.
EXERCISES IN SENTENCE MAKING.
See picture on p. 63.

Write answers to the following questions. Make each
answer a coniplete sentence.
I.

Notice that spring, summer, autumn, and winter do not begin
with capitals.

When do the spring winds blow ?
2. How do the spring winds blow ?
3. What does the wind do with the kites?
4. How do the summer winds rock the birds?
5. Can the winds play?
6. Did you ever hear the rain beat against the windows?
7. What makes the rain beat against the windows?
8. What does the autumn wind do to the bees and
flowers?
9. What does the wind do with dry autumn leaves?
10. How do the winds deal with the ripe apples and
nuts?
11. What does the winter wind do with the snow ?
12. Why do the children hurry before the winter wind?
13. What carries the ships across the ocean?
14. What turns the sails of the big windmill?
I 5. What moves the clouds in the sky?
16. What does the wind whistle for the happy New
Year?
I 7. Which wind brings Jack Frost?
1.

66

LANGUAGE LESSONS-FIRST BOOK.

Study the following sentences, and be prepared to write
them from dictation: 2.

How the wind blows!
2. Do not let the wind take your hat off.
3. Which way is the wind to-day?
4 . . The wind is blowing from the west.
5. How can you tell which way the wind blows?
6. The vane on the steeple shows which way the wind
blows.
7. Tell me some of the names we give to the wind.
8. Sometimes we call it a breeze, sometimes a gale,
sometimes a hurricane.
9. Which wind is the gentlest of all ?
10. The lightest kind of breeze is sometimes called a
zephyr.
11. What is the difference between a gale and a hurricane?
1.

WORDS USED TO ASSERT.

At the magic touch of these
Merry boys and girls;
When they pinch thy dainty throat,
Strip thy dress of g:i;een,
On thy soft and gentle face
Not a cloud is seen.
Poor little dandelion !
All gone to seed,
Scattered roughly by the winds,
Like a common weed ;
Thou hast lived thy little life,
Smiling every day;
Who could do a better thing
In a better way?

LESSON LIL
3. Study the following poem, and wri'te five sentences /

about the dandelz'on : Bright little dandelion !
Dowl)y yellow-face,
Peeping up among the grass
With such gentle grace,
Minding not the April wind
Blowing rude and cold,
Brave little dandelion,
With a heart of gold !
Meek little dandelion!
Changing into curls

WORDS USED TO ASSERT.

The child sings..
2. The sun shines.
3. Sugar is sweet.
4. Flowers are beautiful.
I.

What word tells what the child does? What does the sun do?
What word tells what the sun does? Is sugar sweet? What word
do you use to assert this quality of sugar? What does the word
are do in the fourth sentence?
Words like sings, shz'nes, is, and are, used to make assertions,
are called VERBS.

LANGUAGE LESSONS-FIRST BOOK.

68

VERBS.-SJNGULAR AND PLURAL FORMS.

Copy the following, filling the blanks with verbs : I.

2.

3·
4.

5.
6.

The bird--.
The wind--.
Bees - - honey.
Cats - - mice.
A fly - - six legs.
The stars - - .

7. The grass - - green.

WRITTEN EXERCISES.

I.

8. I - - my mother.
9. Those apples - - ripe.
IO. Butterflies - - wings.
I I. Birds - - sweetly.
12. Fishes - - in water.

Copy the following, filling the blanks with verbs: I.

2.

3.
4.

5.
6.

7.

LESSON LIII.

8.

VERBS. - SINGULAR AND PLURAL FORMS.

9·
IO.

1.
2.

Trees grow.
A tree grows.

3. Men walk.
4. A man walks.

5. Stars shine.
6. A star shines.

A child--.
Children - -.
A fish--.
Fishes--.
A ship--.
Ships--.
The watch - - .
Watches--.
A mouse--.
Mice--.

plural form.

12.

3.
14.

I

I

5.

16.
17.

18.
19.
20.

A dog--.
Dogs--.
The fire--.
Fires--.
A horse--.
Horses--.
The kitten - - .
Kittens--.
The bell--.
Bells--.

Rewrite the following sentences, changing the subjects
and predicates to plural forms : 1.

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

3.
14.
I 5.
I

. The singular form of most ver6s is made by adding s to the

I I.

2.

2.

What is the subject of the first sentence? What is the predicate?
What is the subject of the second sentence? What is the
predicate?
Is something said or asserted of one, or more than one, in the
first sentence? In the second sentence? How does the verb in
the second sentence differ from the verb in the first?
Mention the verb in the third sentence. In the fourth. Which
has a plural subject? What is added to the verb when it has a
singular subject?
Mention the verb in the sixth sentence. Has it a singular, or
a plural form? Why? How has it been made?

69

The eagle soars high. in the air.
The whale dives deep in the sea.
The hunter climbs the mountain.
The miner digs into the earth.
The cloud floats in the blue sky.
The flower grows in the garden.
A river flows down to the ocean.
A boy becomes a man.
The baker bakes bread.
The cow eats hay.
A man mows the grass.
The dandelion has a green dress.
The dandelion has a heart of gold.
The wind scatters the dandelion seeds.
An acorn becomes an oak.

LANGUAGE LESSONS-FIRST BOOK.

VERBS.-S.!NGULAR AND PLURAL FORMS.

LESSON LIV.

LESSON LV.

VERBS. -SINGULAR AND PLURAL FORMS.

VERBS. - SINGULAR AND PLURAL FORMS.

The girls go to school.
2. A girl goes to school.
3. The children do not work.
4. A child does not work.
1.

Mention the verb in the first sentence. Is its subject singular,
or plural? Mention the verb in the second sentence. Is its subject singular, or plural? What is added to the plural form of the
verb when the verb asserts something of but one?
Mention the verb in the third sentence. In the fourth. How
do they differ?
What is added to verbs ending in o (like do and go) when they
have singular subjects?

Copy the following sentences, filling the blanks with do,
does, go, or goes : 1.

2.

3.
4.
5.
6.
7.
8.
9.
10.

11.

Three boys - - for a walk.
One boy - - home.
Two men - - hunting.
A dog - - with them.
All the girls - - their best.
One boy - - not try.
Papa - - down town every mornin g.
The children - - early to school.
The birds - - south in winter.
One swallow - - not make a summer.
Three barley-corns - - an inch.

I.
2.

Children cry.
A child cries.

71

3. Flies fly.
4. A fly flies.

5. Boys play.
6. A boy plays.
Spell the verb in the first sentence. Spell the verb in the
second sentence. How do they differ? Mention the verb in
the third sentence. Mention the verb in the fourth sentence.
How is the plural modified to form the singular?
With what letter does the verb in the first sentence end? Is
it preceded by a vowel, or a consonant? With what letter does
the verb in the fifth sentence end? Is it preceded by a vowel,
or a consonant? When is the y changed to its to form the singular? When is the singular formed by simply adding s J
When a verb ends in y preceded by a vowel, the singular is
formed by adding s to the plural. When a verb ends in y preceded by a consonant, the singular is formed by changing the
y to ies.

•
Rewrite the following sentences, changing the plural subjects to singular, the singular subjects to plural, and making
corresponding cltanges in the verbs: The canary flies about the room.
2. Cats try to catch birds.
3. The spider sees a foolish fly.
4. The bees gather honey.
5. The little birds stay in the ne~t . .
1.

, ··

LANGUAGE LESSONS-FIRST BOOK.

72

SIMPLE AND MODIFIED SUB:JECT.

6. The brook dries up in summer.
7. The butterfly flies from bush to bush.

73

LESSON LVII.
SIMPLE AND MOD~FIED SUBJECT.

LESSON LVI.
ANOTHER USE OF THE COMMA.

Boys, you may close your books.
2. Albert, you may recite.
3. Fred and George, you are whispering.
4. Is it possible, boys, for you to do better?
1.

In the first sentence, to whom does the teacher speak? What
does the teacher say? What mark separates the name boys from
what is said?
Who is spoken to or addressed in the second sentence ? What
is said to Albert? Where is the comma placed?
Where is the comma used in the third sentence? In the
fourth sentence? Why?

Copy the following, fill£ng the blanks, and separating the
name or names of t!te person or persons addressed from the
rest of the sentence witft a co1n1na: 1.

2.

3.
4.
5.
6.

7.
8.

Edith, - - you brought my parasol?
Yes, mother, - - you going for a walk?
I - - going to make a call, my dear.
I - - wishing I could go out, mother.
I thought, Edith, you - - waiting for Kate.
Here she comes, mother; we - - both ready.
You - - come just in time, children.
Good morning, Mrs. May. I - - glad to see you.

1.
2.

Thrushes sing.
Little brown thrushes sing.

In these two sentences, what birds are spoken of?
In the second sentence, what two words show the kind of
thrushes spoken of ?
The name t!irus!zes is called the SIMP~E SUBJECT of the sent~nce.
The words little and brown are called MODIFIERS of the simple
subject
EXERCISE.

Write in a column the simple subjects of t!te following
sentences. Opposite each, in another column, write its
modifiers.
1. The sly fox runs rapidly.
2. The honeybees work industriously.
3. The clever girls study diligently.
4. The north wind blows furiously.
5. The happy little robin sings cheerily.
6. The faithful dog barks loudly.
7. The great lion roars in his cage.
8. The autumn leaves fall to the ground.
9. The old clock ticks steadily.
10. The golden hours are passing away.
/
The principal word in the subject is called the SIMPLE SUBJECT.
The simple subject, together with the word or words which
limit it, is called the MODIFIED SUBJECT.

74

LA NGUAGE L E SSO/I 'S-FIRST BOO£(.

WORDS USE D INSTEAD OF NOUNS.

LESSON L VIII.

LESSON LIX.

SIMPLE AND MODIFIED PREDICATE.

WORDS USED INSTEAD OF NOUNS.

I.
2.

Thrushes sing.
Thrushes sing merrily.

What is the predicate of the first sentence? Of the second?
What one word tells what thrushes do?
What word tells how thrushes sing?
The word sing is called the SIMPLE PREDICATE.
The word merrily is called the MODIFIER of the simple predicate.
EXERCISES.

Write in a column the simple predicates of the following sentences. Opposite eaclz, in another colmnn, write
its modifi ers.
r.

r. Crabs walk a wkwardly.
2. Snow falls silently.
3. The sleigh bells ring merrily.
4. The brave yellow crocus blooms early.
The verb in the predicate is called the SIMPLE PREDICATE.
The simple predicate, together with its modifiers, is called the
MODIFIED PREDICATE.

2.

Write six se11tences, each containing a modified subject.

Name in each the simple subject and the modified subject.

75

SPEAKING. - I AND WE.

1.

.. j

2.

I am going with James .
James and I are going.

3. We are going.
Read the first sentence, using your own name in the place of I.
When you say, "I am going with James," for what does the word
I stand? Instead of what name is it used? Which word in the
second sentence is used instead of the name of the speaker?
When you say, "James and I are going," do you speak for
one, or more tha : one?
Read the third sentence. When you say, "We are going," do
you speak for one, or more than one ?
When speaking for yourself alone, what word do you use?
For what name is I used? For how many does the word I stand?
If speaking for one or more persons and yourself, what word
may you use? For what names does the word we stand in the
third sentence? Does it stand for one, or for more than one?
The words I and we are called PRONOUNS.
When writing, always use a capital for the word/.

Copy the following , filling tlte blanks with the word I
or we:-

r. Mamma says - - may have a party.
2. - - will invite Dora and Alice.
3. - - will not play games. ,
4. Dora and - - frequently play together.

3. Wr£te sz~t: sentences, eaclz containing a modified predicate.
Name in each the simple predicate and the modified predicate.
6

•
~ANGUAGE

WORDS USED INSTEAD OF NOUNS.

LESSONS-FIRST BOOK.

5. - - am her friend.
6. - - are good friends.
7. One day - - played - - were going to Paris.
8. She said, "Now - - are on board the ship."
9. - - said - - wanted to go home.
IO. Soon - - were both fast asleep.

LESSON LXI.
WORDS USED INSTEAD OF NOUNS.
SPOKEN TO.-YOU.

1.
2.

LESSON LX.
COMPOSITION.

Imagine you are North Wind, and answer the following questions : I.

Where do you come from ?
2. What have you seen ?
3. What can you do ?
4. What do you mean to do to-morrow ?
5. Which do the birds and flowers like best, - you, or
your brother South Wind ?
I.

Answer the

Do you remember wearing a yellow dress?
2. Had you many brothers and sisters?
J. Did you all sit on a cushion ?
4. Did you change your yellow dress for silver-gray
wings?
5. Did you fly away alone, or did you wait for South
Wind?
6. What have you seen on your journey?
I.

Mary, you are invited.
Girls, you are invited.

Read the first sentence. To how many do you speak? For
what person does the word you stand?
For what word does the word you stand in the second sentence? Does it stand for one, or more than one?
In speaking to one, what word do you use? If speaking
to more than one, what word do you use? May the word you
· ~enote either one, or more than one?
Because the word you may mean either one, or more than one,
we always use with it the plural forms of verbs, - are, were, have,
not is, was, has.

Copy the following, filling the blanks: 1.

Imagine yourself to be Dandelion Seed.
following questions: 2.

77

2.

3.
4.
5.
6.

7.
8.
9.
IO.
l I.

James, how many brothers - - you?
How many years old - - you ?
When - - .you ten years old?
Come, children, where - - you ?
- - you come home at last ?
Clara, you - - been late once before.
Why - - you kept after scliool?
- - you sure you - - all your books?
Where - - you last Saturday?
Now, boys, - - you ready?
- - you ever at Lake George ?

LANG UA GE LESS ON S-F.lRST BOOK.

SEL EC TION FOR ST UDY.

LESSON LXII.

LESSON LXIII.

' 79

~

WORDS USED INSTEAD OF NOUNS.

SELECTION FOR STUDY.

SPOKEN OF. -HE, SHE, IT, THEY.

I had a knife and lost it.
2. Jessie said she would find it.
3. Frank thought he had found it.
4. They were both mistaken.
1.

What did I lose? Put the name in place of the word it. Put
the same name in place of it in the second sentence. In the
third. Who did Mary think could find it? Put a name in place
of the word she. Put a name in place of th e word he.
The words he, site, it, they, are called P RO NOUNS.
A pronoun is a word used instead of a noun.

Copy the following sentences, using pronouns in place of
the words in Italics: -

BEES.

Where is Walter? Is Walter coming?
2. Do not disturb the teacher.
The teacher is writing.
3. The cat sees a rat and will try to catch the rat.
4. I asked mother. M other said " Yes."
5. Here is Annie 's thimble. Annie thought the thimble
was lost.
6. Call Nellie. I fear N ellie will be late.
7. Here are some roses. The roses are for you.
8. Father is coming . Father is almost here.
9. See my n ew book. My new book is full of pictures.
The pi'ctures are made from photographs.

Have you ever watched the busy bees flying from flower
to flower? They sip the honey from the flowers, and carry
it to their homes.
Some bees are 'wild, and have their homes m hollow
trees. Others live in hives.
A great many bees live in the same hive. Bees look
very much alike, but there are three kinds, - the workers,
the drones, and the queen.
The queen is the mother of all the little bees in the hive.
She is larger than the workers, but not so large as the
drones.

I.

.-·

.80

LANGUAGE LESSONS-FIRST BOOK.

The workers keep the hive in order, build the comb, and
gather the honey. These busy little bees gather also a
kind of yellow dust called pollen. They find it in flowers,
and carry it home on their legs. From this dust they make
bee-bread, which is the food of young bees.
The drones do not work. They live at their ease, and
eat the honey gathered by the workers. Sometimes the
workers think the bees that do not work should not live,
and they -drive them out of the hive, and leave them to
starve to death.
Boys and girls that are lazy and do not work are sometimes called drones. Industrious persons are often said
to be " as busy as bees."
Into how many parts is this talk about bees divided ?
What is the subject of the first paragraph? Of the second?
The third ? The fourth ? The fifth ? The sixth ? The seventh ?

Write answers to the following questions, using coniplete
sentences: 1.
2.

3.
4.
5.
6.

7.
8.
9.
10.
I 1.

I 2.

What is the home of the bees called ?
How many bees live in the same home?
Where do the wild bees make their home ?
Is the queen the largest bee in the hive ?
Which bees gather honey?
Where do they go to find honey ?
Which bees build the honeycomb,?
Of what is the comb made?
What is the food of the baby bees called ?
From what is bee-bread made?
What sometimes happens to the drones ?
Which kind of bee would you rather resemble ?

SELECTION FOR STUDY.

LESSON LXIV.
SELECTION FOR STUDY.
THE LESSON OF THE HONEYBEB.

"Busybody, busybody,
Always on the wing,
Wait a bit where you have lit,
And tell me why you sing."
. Up, and in the air again,
" Flap, flap, flap ! "
And now she stops, and now she drops
Into the rose's lap.
"Come, just a minute, come
From your rose so red."
"Hum, hum, hum, hum" That was all she said.
"Busybody, busybody,
Always light and gay,
It seems to me, for all I see,
Your work is only play."
And now the day is sinking to
The goldenest of eves,
And she doth creep for quiet sleep
Among the lily leaves.
"Come just a moment, come
. From your snowy bed."

81

82

LA NGUA GE LESSONS-FIRST BOOK.

A PICTURE STORY.

"Hum, hum, hum, hum" That was all she said.

LESSON LXV.

But, the while I mused, I learned
The secret of her way:
Do my part with cheerful heart,
And turn my work to play.

A PICTURE STORY.
THE FOX AND THB BEES.

ALIC E CARY.

Do you often wish that you could talk with the birds, the bees,
and the butterflies ?
Can you fancy that you were the child who had this talk with
a bee ? By what na me did you call the bee? What did you want
to know? Did the bee tell you? Where did it go?
Did you call again? What answer did you hear ? Did the bee
seem very busy? What did you say abo ut work and play?
At sunset where was the bee? Did you call it once more ?
Did the bee answer or come?
Did the bee make you think? While you mused, what lesson
did you learn?
Do you know any one who sings while at work?
Find in this book a poem that tells of a helpful and cheerful
child.

Write in your own words
The Lesson of the Honeybee.
HINTS .

Child meets bee. Bee flies from flower to flower. Bee
always singing. To child the work of bee seems like
play.
Child questions bee again and again.
Bee answers with a song. Bee keeps on working. Child learns
lesson. Cheerful heart makes all labor pleasant.

..

Do you see a beehive in this picture ? Is the hive on a
table ? Does the table stand under a tree ? Is the tree in
the garden, or in a field ?
What do you suppose is inside the hive? What time of
day is it? Have the bees been busy?
Have the ducks been eating the grass near by? Did
they know that a fox was coming ?
Is a fox very sly ? Does the fox want some honey to
eat? Would he like a nice fat duck for his supper?
Will he get one ? Why not ? What is he doing now?
What are the ducks saying to him?

Write the story of
The Fox and the Bees.
Remember to use short sentences.
Think out the whole of each sentence before you begin to write.

LANGUAGE LESSONS-FIRST BOOK.

COMPOSITION.

LESSON LXVI.

LESSON LXVII.

WORDS USED WITH NAMES.

COMPOSI'J;ION.

Jam es is a good boy.
2. James has three friends.
3. Wild flowers grow in the woods.
4. Lead is a heavy metal.

COFFEE.

1.

What word is used with the name boy? What does it do?
What word is used with the name friends? What does it do?
With what word is wild used? What does it do? What does
the word lzeavy do?
What is the difference between saying James is a boy and
James is a good boy? Between saying James lzas friends and
James lzas three friends ?
What are names called?
Words used with nouns to qualify them or limit their meaning,
are called ADJECTIVES.

Copy the followi'ng, fill£ng the blanks wz'th sui'table adjectives:I. The - - grass covers the ground.
2. We bought - - apples at the store.
3. I have a - - book.
4. There are - - pictures in it.
5. Oaks grow from - - acorns.
6. - - minutes make an hour.
7. A mountain is a very - - hill.
8. Hailstones are - - raindrops.
9. These - - roses grew in my garden.
10. I found - - strawberries in the field.

Here is a picture of a small branch from a coffee tree.
The flowers grow in clusters. They are white and very
sweet, but they soon fade.
When the coffee berries
are ripe, they look like
cherries. They are red,
and taste sweet.
Bring some coffee that
has not been ground.
These are the seeds of the
coffee tree. Take two of
them and put their flat
That is
sides together.
the way they grow in the
middle of the red coffee
berry. These seeds are
brought across the ocean
in ships, so that we in this
country may have coffee
for breakfast.
WRITTEN EXERCISE.

I.

T¥r£te sentences contai'ning the following words: coffee
flowers
clusters

white ·
sweet
fade

fruit
npe
red

seeds
flat
tree

\
86

STUDY OF SELECT.ION.

LANGUAGE LESSONS-F.!NST BOOK.

LESSON LXVIII.

LESSON LXIX . .

EXERCISES IN SENTENCE MAKING.

STUDY OF SE;LECTION .

Comb£ne the sentences £n eac!t of the following groups
£nto a single sentence:-

DANIEL WEBSTER'S FIRST CASE.

MODEL.

Violets grow m shady places.
Violets grow m cool places.
Violets grow m quiet places.

Violets grow in cool,
}
shady, quiet places.

Oranges grow in Florida.
I Fine, large oranges
Fine oranges grow in Florida.
~I
grow in Florida. .
Large oranges grow in Florida. )
1.

Isabella was a queen.
Isabella was a beautiful queen.
Isabella was a Spanish queen.

2.

Two goats walked on a narrow bridge.
They were silly goats.
They were black goats.

3. Rob Roy was a hero.
He was a Scotch hero.
He was a brave hero.
4. We spent a day in the woods.
We spent a long day in the woods.
We spent a happy day in the woods.
5. The emerald is a costly gem.
It is a transparent gem.
It is a green gem.

''

Daniel Webster's father was a poor farmer, and besides
Daniel he had an older son, Ezekiel. Both boys used to
help in the farm work.
One day Ezekiel set a trap to catch a woodchuck
which had for a long time been stealing his breakfasts
from the garden of the vVebsters. At last the woodchuck
was caught.
"Now," cried Ezekiel, "you've done harm enough to
die, Mr. Woodchuck; and die you shall!"
Daniel, who had a kind heart, begged his brother not
to kill the poor thing, but to take him into the woods, and
let him go. Ezekiel would not relent; and so, as they
could not agree, the two lads went to their father, and
asked him what should be done.
"Well," said old Mr. Webster, "here is the prisoner;
let us try him for his life. You, Ezekiel, shall be lawyer
against him; and you, Daniel, shall be lawyer for him.
You may both speak. I will be the judge."
Ezekiel began. · He spoke about the harm the woodchuck had done in the garden. He told how much time
and trouble it took to catch him.
He asked if the
prisoner would not surely take to his bad habit again '
if they should let him go. And he ended wl.th these
words: "The woodchuck must die; and, to pay for what
he has stolen, let us sell his skin ! "

88

LANGUAGE LESSONS-FIRST BOOK.

Daniel was very much afraid that his brother had won
the case. But, seeing the poor prisoner trembling, the
boy's breast swelled with pity. Looking the judge full
in the fac~ with his deep black eyes, Daniel began : "The woodchuck has a right to life, to food, and to
freedom. Goel made him to live in the bright sunshine,
in the free fields and woods.
"He is not like the cruel fox, for he kills nothing.
Has he taken anything but the corn he needed to keep
him alive ? And is not grain as sweet to him as the
food on mother's table is to us?
"You can't say he has broken the laws, as men often
do: he has done only what it is his nature to do. How,
then, can you blame him? Look at the poor, dumb,
trembling creature, and answer me this: Do you dare
take away that life which you can never give back?"
Daniel paused. There were tears in his father's eyes,
-tears that rolled down his sunburnt cheeks. The plea
for mercy had touched the old man's heart, and, forgetting
that he was the "judge," he started up, and cried in a
loud voice, " Zeke, Zeke, you let that woodchuck go I "
I.

Read the story thoughtfully.

Where did Daniel Webster live when he was a boy? What
was his brother's name? What animal did Ezekiel catch? · How?
What had the woodchuck been doing? Why did Ezekiel wish to
kill the prisoner? Why did Daniel wish to set the poor animal
free? When the boys appealed to their father, what did he say?
In Ezekiel's speech, what complaints did he make? What did he
think the prisoner would do if he were allowed to live? With
what words did Ezekiel conclude? In Daniel's speech, what

STUDY OF SELECTION.

rights did he claim for the woodchuck? Why? Wh:it had the
prisoner stolen? Had he broken any law? Why is it wrong
to take life carelessly? How did Daniel's words affect his father?
What do you understand by the w9rds " touched the heart "?
How do you know that Daniel Webster won the case?
2.

Write a siniilar story about
The Trial of a Fox for Stealing Chickens.
HINTS.

"

A fox is caught in a trap. Two boys disagree concerning the prisoner.
They appeal to their father. He agrees to act as judge.
One boy complains of the loss of chickens; tells of
the stealthy ways of the fox, his cruel disposition, his
repeated thefts; describes the beautiful rug that could
be made from his skin.
The other lad def ends the fox; speaks of his intelligence, his need of food; compares him with the cat, the
eagle, the lion. He takes only what he needs for food.
So does man. Plea for mercy.
Result of speeches, - the fox is sentenced to death.
3. Write another story about
The Trial of a Dog Charged with Killing Sheep.
HINTS.

A dog had been found in the fields chasing sheep.
The farmer complains of many losses. His wife offers
to act as judge. Two boys defend the dog.
One lad tells of the dog's usefulness in driving away
tramps; speaks of his intelligence, his fidelity in guarding
the house, his courage and devotion.

EXERCISES IN SENTENCE MAKING.

LANGUAGE LESSONS-FIRST BOOK.

90

. The other boy argues that the <log should not be killed
simply because he was caught in a frolic. He declares
that he has seen the tracks of a wolf in the sheep pasture.
He believes the dog to be innocent.
Result of speeches, - the dog is imprisoned for life.
Lesson, - avoid the appearance of evil.

LESSON LXX.
WORDS USED TO CONNECT.

Ruth and Susan are sisters.
2. They read and write nicely.
3. To whom does this book belong, -James, or
John?
4. The book belongs to neither James nor John.
I.

What word is used to connect the names in the first sentence?
What does the word and connect in the second sentence? What
does the word or c6nnect in the third sentence? The word nor
in the fourth sentence ?
Words like and, or, and nor, used to connect words, are called
CONJUNCTIONS.

Conjunctions are also used to connect sentences : thus,,.1.

James will sing.}
.
d
r. James
She w1 11 rea .

2.

I will go.
You are going.

3. I cannot sing.
I can play.

}

if

you are going.

3. I cannot sing, but I can. play.

tell what they connect: A rthur and Thomas are brothers.~
Is Arthur, or Thomas, the older .
2.
_ He will be there if he is invited.
3
My little brother can read and write.
4.
5. Will you have a pie, or cake?
6. I am sorry that I forgot.
7. I thought so, but I was mistaken.
8. your friend called while you w~rke ou~.
9· We must not stay, for it looks h e ram.
He will not go unless you are going.
IO.

I.

LESSON LXXL
EXERCISES IN SENTENCE MAKING.

Combine the sentences in eacli of t!te followi11g groups into
a single sentence : MODELS.

Jam es is going.
John is going.
Henry is going.

}
J

·
ames, John, and Henry are gomg.

The snow was deep. }
d h"t
The snow was deep, soft, an w 1 e.
ft
The snow was so ·
The snow was white.

.11 .
.
d
smg, and she will rea .

w1

I will go

Point out t!te conjunctions in t/ie following sentences, and

'

The day is clear.
The day is bright.
The day is cold.
1

}

ld
T he day is clear, bright, and co .

92

LANG UAGE L E S S ON S-FIR ST BOOK.

A OR A N, AND THE.

93

S ec L esso n XXV., o n th e use of th e co mma.

I.

2.

Azaleas bloom in ] une.
Lilies bloom in June.
Roses bloom in ] une.
Trout love deep pools.
Trout love clear pools.
Trout love cold pools.

3. Pines grow on the hillside.
Birches grow on the hillside.
Maples grow on the hillside.
Hemlocks grow on the hillside.

4. The blacksmith's hair was crisp.
The blacksmith's ha ir was black.
The blacksmith's hair was long.

5. Sloops lay at anchor in the bay.
Schooners lay at anchor in the bay.
Yachts lay at anchor in th e bay.
6. Do you remember Midas in the "Wonder Book" ?
Do you rememb er Marygold in the "Wonder Book"?
Do you remember P andora in the "Wonder Book " ?

7. Have you read the story of Jo?
Have you read the story of Meg?
Have you read th e story of Beth?
Have you read the story of Amy?

8. Miss Alcott wrote " Little Women."
Miss Alcott wrote "Little Men."
Miss Alcott wrote "An Old-Fashioned Girl."
Miss Alcott wrote "]o's Boys."

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

A rose is beautiful.
An apple is roun_d.

is

3. The rose white.
4. The apples are sweet.

Does the first sentence mean that some particnlar rose is beautiful, or that any rose is beautiful?
Does the second sentence mean that some particular apple is
round, or that any apple is round?
Does the third sentence mean that some particular . rose is
white?
Does the fourth sentence mean that all apples are sweet, or
simply the apples of which you are speaking?
A an and t!te are used to limit the meaning of nouns, and are
' '
therefore ADJECT IVES. They are also called ART ICLES.
A and an mean one, and are used only when a single object is
spoken of; as, a rose, an apple. They are called INDEFINITE
ARTICLES because they do not point out a particular object.
The may be used either when one is spoken of, or more than
one; as, the rose, the roses . It is called the DE FINITE ARTICLE
because it is used to point out a particular object or objects.
A is used before words beginning with a consonant sound ; as,
a rose, a round apple. An is used before words beginning with a
vowel sound ; as, an apple, an early rose.

Complete the f oflowing sentences by supplying articles: -

boy we sent met - - boy he knew, and played
· by--way.
2. - - teacher gave - - hard lesson in geography
and - - easy one in history.
1.

--

94

-

I

I

LANGUAGE LESSONS-FIRST BOOK.

. EXERCISES I N LETTER WRITING.

3. - - country possessed - - fertile soil, - - variety
of scenery, - - abundance of game, and - - healthful
climate.
4. He was - - ready orator, - - talented poet, - skillful gardener, - - excellent cook, and - - most contemptible sovereign.

95

LESSON LXXIV.
EXERCISES IN LETTER WRITING.
I.

Copy tlte following letter: -

Notice the punctuation and capitals, the margins, and the
paragraphs. Be careful to begin each part of your letter at the
right place.

LESSON LXXIII.

25 WEST STREET, BOSTON,

July

COMPOSITION.

10,

1894.

DEAR EDWIN:
IMAGINATIVE STORIES.

Write about" Mother Goose's Dinner Party."
Who were invited.
2. What th ey wore.
3. What th ey talked about.
4. What they ate.
5. Their amusements.
I.

ADDITIONAL SUBJECTS.

A Garden Company of Flowers.
An Orchard Debate.
A Forest Concert.
The Adventures of a Postage Stamp.
The Observations of a Clock.
The Complaint of a Horse.
The Reflections of a Looking-Glass.
The Trials of a Good-natured Dog.
The Pathetic Story of a Homeless Cat.

Tell-

Frank was out at the beach the other day, and
had great sport wading in the water, playing on
the sand, and picking up seashells.
Uncle James has promised to take us, on Saturday, to Nahant, and we hope you will go with us.
Your friend,
MASTER EDWIN RAY.

2.

CHARLES ARNOLD.

Wr£te a letter to your cousin.

Tell him that you are making a garden. Ask him to come and
help. Tell him to bring his express wagon.

3. Write a letter to your Aunt Fanny.
Thank her for the book she gave you on your birthday.
her why you like it.

Tell

4. Write a letter to one of your playmates.
Tell all about the trip to the seashore.
Tell what you received on your birthday.

Describe your garden.

LANGUAGE LESSONS-FIRST BOOK.

THE ROBIN AND THE CHERRIES.

97

Study carefully the picture and the /Joem.

LESSON LXXV.
THE ROBIN AND THE CHERRIES.

What
What
What
What
robin to

was Robin Redbreast singing?
did Tommy say to the happy bird?
question did the robin ask? ,
reply did Tommy make? Did he finally invite the little
eat a few cherries?
EXERCISES.

r. Write in your own words tfte story of " The Robin

and the Cherries."
Try to use short sentences. Whenever you write the exact
words of the bird or the boy, be sure to inclose them in quotation
marks.

Write a different story, in wh£ch Robin Redbreast
shall appear as a robber.
2.

Tell how many cherries have been carried off.
Represent
Tommy as a faithful boy, driving the birds away, that his parents
may have fr:.iit to eat.

3. Write another story, called "Robin Redbreast and

Little Robin Redbreast
"Did your papa make them?''
Sat upon a tree,
Sang the robin red.
Singing, "Here are cherries! "No," cried little Tommy,
They are nice for me."
Hanging down his head.
"Stop!" cried little Tommy; " Come back, little robin,
"Don't you think I know
You may have a few;
These are papa's cherries? There's enough for robin,
So you'd better go."
And for Tommy too."

Pussy."
HINTS.

The kitten, who does not like cherries, finds fault with
the robin for stealing fruit. She threatens to eat him if
he continues to rob the orchard.
Robin Redbreast laughs at Pussy, says he has a right
to a few cherries, he destroyed a . whole army of insects /
that would have spoiled ·the orchard.
The bird flies away to the top of a tall tree, and sings a
merry song.
Pussy returns to the house.

~

.
LANGUAGE LESSONS- .F IRST BOO.A'.

STUDY OF A POEM.

3. - - are daisies, and - - are violets.
4. Where are - - gloves that you wore yesterday?
5. Here they are in - - drawer.
6. - - man here is taller than -'- - man there.
7. - - pupils in the next room are more quiet than
- - in - - room.
8. The apples that I have are sweeter than - - that

LESSON LXXVI.
THIS, THESE. - THAT, THOSE.

r. Look
2. Look
3. Look
4. Look

at
at
at
at

this flower.
these flowers.
that flower.
those flowers.

you have.
9. - - book is more interesting than the book you

Does the word flower denote one, or more than one? What is
the plural of flower? Is flu's used before the singular, or the plural
form? ·Before which is the adjective tlzese used? The adjective
that? The adjective tlzose.?
On the desk in front of me is an arithmetic, and on another desk
'farther from me is a reading book. In speaking of these you would
say,-

brought me last week.

LESSON LXXVII.
STUDY OF A POEM.

This book is an arithmetic.
That book is a reader.

THE LAND OF STORYBOOKS.

At evening, when the lamp is lit,
Around the fire my parents sit.
They sit at home, and talk and sing,
And do not play at anything.

If there were several arithmetics and several readers, you would
say,-

These books are arithmetics. ·
Those books are readers .

. . Do you use tlzis, ?r tlzat, when speaking of the nearer of two
objects? In speaking of the farther of two objects? In speaking
of se~eral objects, when would you use tltese, and when tlzose? ·

Now, with my little gun, I crawl
All in the dark along the wall,
And follow round the forest track
Away behind the sofa back.

Copy .the following,-Jilling tlze blanks witlz this . oi~. .that,
these. 01; those. Explain t!te meaning of eaclz sentence whrm
,.
"
completed.
.~

·"0 :::': ,

r . .:_.•. _
:. - · . book is mine, and - - book is yours.
2.

--

99

books are new, and _ .- books are old.

. ...

There in the night, where none can spy,
All in my hunter's camp I lie,
And play at books that I have read,
Till it is time to go to bed.

IOO

LANGUAGE LESSONS-FIRST BOOK.

There are the hills, there are the woods,
There are my starry solitudes,
And there the river, by whose brink
The roaring lions come to drink.
I see the others far away,
As if in firclit camp they lay,
And I, like to an Indian scout,
Around their party prowled about.
So, when my nurse comes in for me,
Home I return across the sea,
And go to bed with backward looks
At my dear Land of Storybooks.
ROBERT

I.

Louis

•

NAMES DENOTING POSSESSION.

IOI

Commit tlie poem to memory.
3. W1-ite from meniory, without consulting any book,
some interesting story that you have lately read.
2.

Keep in mind the leading incidents o'f the story.
Separate your composition into paragraphs.
Be careful to have all the sentences in each paragraph relate to
the same subject.
Punctuate carefully as you write.
Remember to begin proper names with capitals.

LESSON LXXVIII.
STEVENSON.

Read the poem throug!t carefully.

What does the title mean? Have you ever read a storybo~k so
interesting that you forgot for the time who you were and where
you were? Have you ever felt that you lived in the land described
in the book, and would enjoy having strange adventures?
What is meant by "play at books that I have read"? What
kind of storybooks would suggest "my little gun," "forest trees,"
and "hunter's camp"?
Did the little boy really have any gun? Were there any
" forest trees" or any " hunter's camp " behind the sofa back?
Did he really see the "hills," "woods," "starry solitudes,"
"river," or "roaring lions " mentioned in the fourth stanza?
What kind of storybooks describe these things?
What kind of storybooks would suggest the fifth stanza?
The second line of the sixth stanza shows you where Mr.
Stevenson lived when he was a boy. What does the word "dear"
in the last line indicate ?

NAMES DENOTING POSSESSION.

The
2. The
3. The
4. The
1.

girl has a new hat.
girl's hat is new.
girls have new hats.
girls' hats are new.

Who has a new hat? Whose hat is new? What is added to
the name girl to make it denote possession?
Who have new hats? Whose hats are new? What is added
to the name girls to make it denote possession?
- What do you add to a singular name to make it denote possession? To a plural name?
When the plural form of a name does not end in s, the possessive form is made by annexing an apostrophe and s: thus,
men's, oxen's.
Names used as subjects of verbs have the nominative form,
and are said to be in the NOMINATIVE CASE.
Names denoting possession have the possessive form, and are
said to be in the POSSESSIVE CASE.

102

LANGUAGE LESSONS-FIRST BOOK.

WORDS USED TO TELL HOW, WHEN, WHERE.

Copy the following sentences, changing the names denoti"ng possession to the plural form, and making any other
necessary c!tanges: -

103

I.

1.

2.

3.
4.

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

A child's letters are interesting
Children's letters are interesting.
The boy's books are lost.
The man's work is done.
The child's apron is torn.
A peacock's feathers are beautiful.
A fly's wings are transparent.
My brother's room is near mine.
The ship's sails are spread.
The bird's nest is empty.
The boy's sled is broken.

LESSON LXXIX.
WORDS USED TO TELL HOW, WHEN, WHERE.

The boy studies di"lzgently.
2. The boy will recite now.
3. The boy is here.
r.

How does the boy study? When will the boy recite? Where
is the boy?
There are many different words used with verbs to denote how,
when, or where something is or is done. Point out the words
thus used in the following : -

r. A tree grows slowly.
2.

Copy the following sentences, changing the names denotz"ng possession to the singular form, and making any other
necessary changes: 2.

I.

2.

3.
4.

5.
6.
. I

7.
8.
9.
IO.
I I.
12.

The gir)s' voices are pleasant.
Let us look for the birds' nests.
Horses' shoes are made of iron.
Wasps' nests are made of paper.
Men's hats are larger than boys' hats.
Our neighbors' houses are ~hite.
The teachers' room is carpeted.
Are the pupils' books all covered?
Where is your sisters' room ?
I can drive my cousins' pony.
Have you ever looked at rabbits' eyes?
What color are robins' eggs?

3.
4.
5.
6.

7.

A bird flies swittly.
Annie will come soon.
I will listen again.
I saw William yesterday.
I meet him often.
Carlo never bites.

Words like slowly, swiftly, soon, etc., used with verbs, are called
ADVERBS.

.

Words used to denote more or less of some quality, greater or
less rapidity of some action, etc., are also called adverps : thus, -

r. The boys are very quick.

The girls study most diligently.
3. The pupils read quz"te distinctly.
2.

An adverb is a word used to modify the meaning of a verb, an
adjective, or another adverb. '

EXERCISES IN SENTENCE JJIAKING.

LANGUAGE LES SON S-FIRST BOOK.

104

105

EXERCISES.

I.
1.

2.

3.
4.
5.
6.
7.
8.
9.
10.

2.

Speak - - distinctly.
Birds build their nests - - skillfully.
The grass and the flowers grow - - .
The boy whistles - - .
Robins sing - - sweetly than sparrows.
The river flows - - along.
You have not been late - - often.
Boys should - - be - - polite.
I learn my lessons - - .
Is the story - - true?

silently
quickly
carefully
patiently .
quietly

overhead
forward
backward
down
yesterday

3. Select tlze adverbs in the following sentences, and tell
what each adverb m.odzfies : 2.

3.
4.
5.
6.
7.

EXERCISES IN SENTE~CE MAKING.

Combine t/ze sentences £n each of t!te follow .:ng groups
£nto a single sentence : MODEL.

The snow falls rapidly. } The snow falls rapidly, steadily,
The snow falls s:eadily.
and silently.
The snow falls silently.
·
1.

Read slowly.
Read carefully.
Read thoughtfully.

2.

The poem was clearly read.
The poem was beautifully read.
The poem was forcibly read.

W1'£te sentences, usi1!g the following adverbs : neatly
correctly
merrily
pleasantly
generously

I.

LESSON LXXX.

Copy the followi11g, fi!li11g the blanks witlz adverbs:-

The ostrich runs rapidly.
The silkworm is highly prized.
It came originally from China.
The owl usually flies at night.
Bats have very large wings.
Nell worked cheerfully.
Socrates said, "The truly wise are the truly good."

3. The brook dashes swiftly along.
The brook dashes gayly along.
The brook dashes noisily along.
4. The balloon rose slowly from the ground.

The balloon rose steadily from the ground.
The balloon rose surely from the ground.

5. Can you write plainly?
Can you write neatly ?
Can you write rapidly?
6. Jack Frost came of ten.
Jack Frost came swiftly.
Jack Frost came silently.

l

06

LESSON LXXXI.

LESSON LXXXII.

COMPOSITION.

MEMORY SELECTION.
WHERE THE BROOK GOES.

MARY AND THE BROOK.

Through the green meadow,
Under the trees,
Runneth a little brook, ·
Fanned by the breeze;

"Stop, stop; pretty watef! "
Said Mary one day
To a frolicsome brook
That was running away".

Over the pebbles bright,
Dancing so gay,
Flashing in silvery light ·
All the long day.

"You run on so fast !
I wish you would stay;
M{boat and my flowers
You will carry away.
,

While o'er the surface
The sunbeams quiver,
Onward it glideth,
Down to the river.

. .

"

" But f will run after,
Mother says that I may;
For I would know where
You are running away."

Bathing the :flowers
That grow on its sides,
Sprinkling the mosses, ·
It onward glides.

So Mary ran on;
But I have heard some say
That she never could find
Where the brook ran away.
I.

used.

'

.

. ..

~

·

I

'

•

,.

.

Dancing and lea.ping
And joyous ever,
Onward it :floweth,
Down to the river.

Po£nt out the quotat£on marks, and tell why they are
.:. i

Tell £n your own words the story of "Mary and the
Brook."
2.

.107 .

MEMORY SELECTION.

LANGUAGE L ESSONS-FIRST BOOK.

1.
.
2

Copy the poem.
Arrange the l£nes as they .are arranged £n yo..ur book.
s

LANGUAGE LESSONS-FIRST BOOK.

108

LESSON LXXXIII.

LESSON LXXXIV.

PRONOUNS. - NOMINATIVE AND POSSESSl:VE FORMS.

EXERCISES IN SENTEN~E MAKING.

NO!IUNATIVE FORMS.

I.

2.

3·
4.

5·
6.

7.
8.

EXERCISES JN SENTENCE MAA'J,VG . .

I live here.
We live here.
You live here.
He lives here.
She lives here.
They live here.
It is an old book.
They are old books.

POSSESSIVE FORMS.

I.

2.

3.
4.
5.
6.

7.
8.

My home is here.
Our home is here.
Your home is here.
His home is here.
I-fer home is here.
Their home is here.
Its cover is torn.
Their covers are torn.

In what case is the pronoun I l What is the possessive form
of the pronoun I l Of the pronoun ; ou l Of the pronoun lie l
Of the pronoun size l Of the pronoun tlzey l Of the pronoun it l
Pronouns used as the subfects of verbs have the nominative
form, and are said to be in the NOMINATIVE CASE.
Pronouns denoting possession have the possessive fo!m, and are
. said to be in the POSSESSIVE CASE.

Combine tlze sentences
into one sentence: -

1.

2.

3.
4.
5.
6.

7.

Have the boys found - - mittens?
Johnnie has lost - - ball.
Mary has torn - - dress.
We have studied - - lessons.
Show me - - new thimble.
I c.an mend - - own gloves.
Put - - hat in - - place.

in each o+ . the following groups
'J

MODEL.

The prince d~nced. twice.
He danced with Cmderella.
Cinderella was poor.
CAUTION.

l The
J

prince d.anced twice
with poor Cmderella.

- Arrange the words so as to convey the idea clearly.

A nna studies spelling.
Anna studies drawing.
A'.nna studies arithmetic.
Anna studies reading.

I.

1

Copy the following sentences, fill£ng blanks with pronouns
having the possessive form : -

109

2.

W m. Penn met the Indians.
He met them under an elm tree.
The tree grew by the river.

3. Jack Frost comes at night .
He works rapidly.
He paints pictures on the window pane.
4 . Bees gather pollen .
They find it in flowers.
They carry it home.
Fr9m pollen they make bee-bread.
5. The petals of buttercups are yellow.
They are burnished.
They are like gold.

111

WORDS USED TO EXPRESS SURPRISE.
LANCUAGE LESSONS-F.IRST BOOK.

110

2.

6. The cat approached the cage.
She was hungry.
She approached stealthily.

Write ft1.JC sentences, using in eacll one of t!u following

interjections: Be careful to put exclamation points after the interjections.

7. The bird fluttered about.
It was frightened.
It fluttered wildly.

8. The willow bends over the brook.
It is a weeping willow.
It bends gracefully.

alas
ha
indeed
adieu

aha
hey
hurrah
fie

halloo
ho
fudge
hush

•' ,. ·~
. J

-

d

.

3. Study t/ze following sentences carefully, and be rea ;y

to write them from dictation: 1.

LESSON LXXXV.
WORDS USED TO EXPRESS SURPRISE.

Hush I !tuslz I you should be quiet.
2. Aha I I thought I should find you.
3. Hark I I think I hear some one corning.
4. I-Iurrah I we have won the game.
I.

2.

3.
.
4
5.
6.
.
7

Lucius, awake!
H urrah ! the sUri is shining.
O h! see that beautiful rainbow.
Hark! I heard a bird singing.
Look! there is a nest.
Hush! you will frighten the birds.
"Stop!" cried little Tommy.

8.

Words used like hush, aha, hark, hurrah, to express surprise
or emotion, are called INT ERJ ECTIONS.
I.

Read the following, m.entioning the interjections: 1.

2.

j.

4.
5.
6.

7.

Ha! ha! you think you have caught me.
Adieu! I cannot stay with you longer.
H uzza ! huzza ! we have won the race.
Fudge ! you are talking mere nonsense.
What I will you not go ?
Fie ! do not tell a story.
Halloo ! are you coming ?

"Caw! caw!" said the crow:
" I should like to know
What thief took- away
.
.,, A bird's nest to-day.-_ : :·. .-. · ·
.

9·

IO.

'·

:.

"ClUc}<.! cluck!"·· said :the hen:
" Don't' ask me· again:_
:VVhy, I haven't a chick
Would do such a trick."
"Buzz!" said the mother:
··
"We buzz," said the five : . ·-·
So they buzzed an~ th~y humm~d :.
In the snug beehive. ·_· • ~ · · - ;"\:,·

II2

LAXG UACE LESSONS-FIRST BOOA.'".
REVIE W LESSON.

LESSON LXXXVI.
STUDY OF A FABLE.
THE MOUNTAIN AND THE SQUIRREL.

The mountain and the squirrel
Had a quarrel,
AB nd the former called the latter "Little Prig."
un replied,
"You are doubtless very big;
But all sorts of things and weather
Must be taken in together,
To make up a year
And a sphere.
And I think it no disgrace
To occupy my place.
If I am not so large as you,
You are not so small as I
'
And not half so spry.
I'll not deny you make
A very pretty squirrel track·
'
Talents differ; all is well and wisely put.
If I cannot carry forests on my back
'
Neither can you crack a nut."
'
RALPH WALDO EMERSON.

"

~hat i~ ~'

fable? Why does the mountain caII the squirrel ,
Little Png ? What is a prig;> WI10 . B ? D
h
.
,
·
Is un
o you think
t e sqmrrel s reply saucy? Do you think it pert? Is the reply
true? What is meant by "~phere "? Wh t .
d"ffi "?
a Is meant by "talents
I er
Was the mountain right in calling the squirrel a prig?

113

Did the mountain mean to express a good, or a bad, opinion of
. the squirrel? Is it right to feel contempt for persons who differ
from us?
I.
2.

Conunit the fable to niemory.
Write in your own words a story from the following

outline: The Wind and the Sun.

Wind and Sun dispute as to which 1s the stronger.
Each tries to make a traveler take off his cloak. Wind
blows furiously, - wha~ does traveler do? Sun shines
steadily, -what does traveler do? Kindness stronger
than force.

LESSON LXXXVII.
REVIEW LESSON.
1.

2.

3.
4.
5.
6.

7.

The goldfish flashes through the water.
Plants breathe through their leaves.
Grasshoppers make music with their wings.
They wear dress coats under their overcoats.
Little Bo Peep lost h er sheep.
The silent cattle g raze peacefully in the meadow.
Linen and cotton are obtained from plants.

Select from these sentences two conjunctions, two adjectives,
two adverbs, two articles, one interjection.
Find the nouns in the sentences. Which of the nouns mean
only one? Which mean more than one?
Find the pronouns. Which have the possessive form ?
Find the subject and the predicate of each sentence.

114

COMPOSITION EXERCISES.

LANGUAGE LESSONS-FIRST BOOK.

5.
6.
7.
8.
9.

H erc is a letter - - you.
The rain falls - - the clouds.
Will you walk - - my umbrella?
Do you draw your sled - - the hill?
Yes, - - the fun - - riding the hill.
10. Who sailed - - the world?
11. Is your knife - - your pocket?
12. Will you lend it - - me ?
13. What will you do - - it?
14. I will be very careful - - it.
15. It was a present - - father.

LESSON LXXXVIII.
WORDS USED TO SHOW RELATION.

The book is on the desk.
2. The pencil is in the desk.
3. My feet are under the desk.
4. I will walk with you.
1.

Where is the book? Is it in the desk? Is it over the desk?
Is it under the desk? What little word in the first sentence
shows the relation of the desk to the book? What does in do in
the second sentence ? What does under do in the third sentence?
What does witli do in the fourth sentence ?
A word like on, in, under, wit!t, used to show th e relation of a
noun or pronoun that follows to some preceding word, is called a
PREPOSITION.
The noun or pronoun is called the OBJECT of the
preposition.

LESSON LXXXIX.
COMPOSITION EXERCISES.
1.

W1 ite sentences, using the .following prepositions : -

from
upon
over
under
above

m
into
for
with
of

Describe-

The choosing of the ground.
2. The preparation.
3. The stakes.
4. The tent.
5. The furniture.
!.

above
around
behind
between
. beyond

Copy the .following, filling the blanks with suitable prepositions: 1. Can you come - - four o'clock ?
2. I will come - - four and five.
3. Will you walk - - the parlor?
4. Let us sit - - the piazza.

Write about" How. to set up a Tent."

2.

Write about "How to put up a Swing."

Tell-

How much rope you need.
2. What kind of tree you like.
3. How far you wish the swing from the ground.
4. How the ends should be tied to the tree.
5. What you will sit on.
1.

II6

LESSON XC.

117

AN IMAGINATIVE STORY.

LANGUAGE LESSONS-FIRST BOOK.

Hollow, hill, Jumping, bumping, rocking, roaring,
Like ·forty thousand giants snoring !

COMPOSITION.

Read the following carefully, and then give tn your
own words an account of
A RIDE IN A RAILWAY TRAIN.

O'er the aqueduct and bog,
On we fly with ceaseless jog,
Every instant something new,
Every moment lost to view;
Now a tavern, now a steeple,
Now a crowd of gaping people,
Now a hollow, now a ridge,
Now a crossway, now a bridge.
Glimpse of lonely hut and mansion,
Glimpse of ocean's wide expansion,
Glimpse of foundry and of forge,
Glimpse of plain and mountain gorge, Dash along, slash along, flash along !
On! on with a bump, and a thump,
And a roll!
Hies the railway train to its destined goal.

Through the mold and through the clay,
Through the corn and through the hay,
By the margin of the lake,
O'er the river, through the brake,
On we hie with screech and roar !
Splashing, flashing, crashing, dashing!
Over ridges, gullies, bridges !
By the bubbling rill, and mill, Highways, byways,

LESSON XCI.
AN IMAGINATIVE STORY.

Describe" The 'Journey of a Drop of Water."

Tell-

Where it fell to the ground.
2. How it reached the river.
3. What it saw on the way to the ocean.
4. How it was drawn up by the sun.
5. Its life in a cloud driven by the wind.
I.

118

EXERCISES.

LANGUAGE LESSON S-FIRST BOOK.

Il9

How many paragraphs are there in Mr. Longfellow's letter?
Where does each paragraph begin?
What does the first paragraph tell? The second? The third?

LESSON XCII.
LETTERS.

The fourth?

,..
NAHANT, MASS.,

August 18, 1859.
DEAR MISS EMIL y :

Your letter followed me · down here by the seaside
where I am passing the summer with my three little girls:
The oldest is about your age; but as little girls' ages
keep changin.g every year, I can never remember exactly .
how old she is, and have to ask her mamma, who has a
better memory than I have. Her name is Alice : I never
forget that. She is a nice girl, and loves poetry almost as
much as you do.
The second is Edith, with blue eyes and beautiful ·
golden locks, which I sometimes call her "nankeen hair"
'
to make her laugh. She is a very busy little woman, and
wears gray boots.
The youngest is Allegra, which, you know, means
merry ; and she is the merriest little thing you ever saw
'
- always singing and laughing all over the house.
These are my three little girls, and Mr. Read has
painted them all in one picture, which I hope you will see
some day. They bathe in the sea, and dig in the sand,
and patter about the piazza all day long, and sometimes
go to see the Indians encamped on the shore, and buy
baskets and bows and arrows.
And no~, dear Miss Emily, give my love to your papa, ·
and good mght, with a kiss, from his friend and yours.
HENRY

W.

LONGFELLOW.

The fifth?

The sixth?

Make a copy of Mr. Longfellow's letter.
2. Make the following lists of words selected from the
letter, -five c01mnon nouns, five proper nouns, jive adjecI.

tives, five verbs, and jive adverbs.

LESSON XCIII.
EXERCISES.
1.

Write a letter to a friend, telling him about your

school life.
HINTS.

1.
2.

Say something about the building.
Name your playmates, and describe your games.

3. Name your studies.
4. Mention your favorite teacher.
5. Tell about your lessons.
2.

Write a letter to a fr£end who ~s away from home, or

living in another place.
HINTS.

I.

2.

Tell about a party you have had.
Name your guests, and say something about each.

3. Describe your amusements.
4. Express your regret for your friend's absence.

120

LANGUAGE LESSONS-FIRST BOOK.

COMPOSITJON.

LESSON XCIV.

LESSON XCV.

OBJECTS OF VERBS.

COMPOSI'.l'ION .,

Bees make honey.
2. Stars give light.
3. Men build houses.

MY FIRST PET.

I.

121

Ab~ut

what is something said in the first sentence? Which
word ~s used to assert something of bees? What is asserted?
What is asserted of stars? What is asserted of men?
~ noun or pronoun used like lzoney, liglzt, liouses, to name that
which the verb asserts of the subject, is called the OBJECr of the
verb.
. A noun or a pronoun used as the object of a verb is said to be
111 the OBJECfIVE CASE.
~ead

tlze following sentences, naming tlte nouns that arc
sub1ects ~f_ verbs, and the nouns that are objects of verbs
or prepositions : I·
2.

3.
4·

5.
6.

7.
8.
9·
IO.
I I.

Children can write letters.
Pupils study lessons.
Men live in houses.
Squirrels eat nuts.
Horses draw carriages.
We ride in carriages.
Trees have leaves in summer.
We gathered wild flowers in the woods.
We gave some flowers to our mother.
The teac~er explains the lesson to the pupils.
The pupils answered the teacher's questions.

He was a very pretty little creature, with a beautiful
bang hiding a pair of soft, gentle, brown eyes. His
manners were perfect. He never spoke a loud word, and
was so quiet at the table, that if you had not seen him
come into the dining-room, you would never have known
he was there. His toilet was as perfect as his manners,
from his necktie to the last curl in his bushy tail.
Yes, of course it was the dog Tobey. No one received
more attention, and no one could have been less affected.
When you patted him on the head, his jolly tail responded
in the merriest fashion.
He had one trick that would delight you. If you
dropped a spool, no matter where it went, Tobey would

PRONOUNS. -

LANGUAGE LESSONS-FIRST BOOK.

122

not stop until he found it, and returned it to you. · And
if you rolled his own special ball through the railing
of the piazza, where it would hide in the shrubbery and .
tall grass, Tobey would go nearly wild with delight, and
hunt until he found it, and returned it to you, when he
would dance and caper until you threw it again. No
matter how tired Tobey was, he was always cheerful while
the game lasted, though he panted when he went back
to his rug. Tobey was a very intelligent dog. He knew
all the friends of th e family and always ran to meet
children when they called. H e did not like tramps or
beggars; and once h e frightened a burglar who was trying
to open the cellar window.

Study carefully the accou1zt of Tobey, and then write a
s£milar story about some other dog you have known.
I.
2.

3.
4.
5.
6.

When did you first see the dog ?
What color was it?
How large was it?
What could it do ?
Was it a good-natured dog?
Did you ever see it angry?

If you

prefer to do so, you may tell so1nething you know
or have heard about one of t!te following: My First Kitten.
My Mother's Canary.
The Elephant in the Park.
A Gentle Horse.
A Talkative Parrot.
A Patient Pony.

OBJECTIVE FORMS.

123

LESSON XCVI.
PRONOUNS. - OBJECTIV~ FORMS.
OBJECTIVE FORMS.
NOMINATIVE FORMS.

I see the man.
2. We see the man.
3. You see the inan.
4 . He sees the man.
5. She sees the man.
6. They see the man.
7. The book is new.
8. The books are new.

1.

1.
2•

3.
4.
5·
6.
7.
8.

The man sees me.
The man sees us.
The man sees you.
The man sees liim.
The man sees her.
The man sees tlzem.
The inan bought it.
The man bought them.

What is the objective form of the pronoun I? Of the pronoun
'l Of the pronoun you ? Of the pronoun he ? Of the pro-

·we.

noun she ?

Of the pronoun they ?

Copy t/ze following, filling t!ie blanks with pronouns having the objective form: I. I wish you would tell a story.
.
his basket is so heavy that I cannot l i f t - .
2. T
to come with-.
. We want 3
4. If John will come in, I will give these letters.
Those apples are ripe: may I eat one of ?
~~ I have lost my pencil: will you help me find - ?
7. The bells are ringing: do you not hear-?
8. Mary asked to write a letter.
. Will she not write to first ?
9
et
be
ready
to
recite
when asked.
IO. L
ait for - - after school.
I I. W

124

LANGUAGE LESSONS- FIRST BOOK.

LESSON

STUDY OF SELECTION.

xcvn.

LESSON XCVIII.

PRONOUNS AFTER IT IS AND IT WAS.
STUDY OF
I.
2.

Is that you, Herbert? Yes, it is I.
Who was whispering, -you, or \Valter?

THE BROWN SPARROW.

It

was he.

3. Who was singing,-you, or Agnes? It was she.
4. Who is there? It is we.
What pronoun is used in the first sentence after it is?
second sentence after it was l In the third after it was l
fourth after it is l

In the
In the

After it is and it was use / 1 we 1 he 1 she they.
1

Copy the following sentences, filling the blanks with I,
we, he, she, or they: -

Who called me? It was - .
2. Boys, who threw snowballs? It was-.
3. Who wrote this, you, or Susie? · It was - .
4. Who killed Cock Robin? It was - .
5. Who eats the cherries, you, or the birds? It

SELE~TION.

I.

15

6. Who has harnessed the dog? It i s -.
7. Who churns the butter, you, or Carlo? It is .
8. Girls, who whistled, you, or the boys? It was-.
9. Who has Jost a penny, you, or Anna? It i s - .
10. Who found th e knife, you, or Harry? It was - .
I I. Who came in late this morning?
It was - .
12. Who is to be monitor to-morrow? It i s - .

I walked up my garden path as I was coming home
from shooting. My dog ran on before me. Suddenly he
went more slowly, and crept carefully forward as though
he scented game.
I looked along the path and perceived a young sparrow,
with its downy head and yellow bill. The wind, blowing
hard through the young birch trees beside the path, had
shaken the nest, and the young bird had fallen o~t. .It
was sprawling motionless, helpless on the ground, with its
little wings outspread.
My dog crept softly up to it, when suddenly an .old
black-breasted sparrow threw himself down from a neighboring tree. He let himself fall like a stone directly ~nder
the dog's nose, and with ruffled feathers sprang wit~ a
terrified twitter several times against his open, threatenmg
mouth.
He had flown down to protect his young at the risk of
his life. His little body trembled all over, his cry was
hoarse, he was almost frightened to death ; but he was
willing to sacrifice himself.
The dog must have seemed to him a gigantic monster;
but for all that he could not stay on his high, safe branch.
A power stronger than himself drove him down.
My dog stooped and drew back; it seemed as if he,
too, respected this power.
9

_,,.,··

HAS, HA VE, AND HAD.

. LANGUAGE LESSONS-FIRST BOOK.

I hastened to call back the amazed dog, and reverently
withdrew. Yes, don't laugh ! I felt a reverence for this
little hero of a bird, with his parental love. Love, thought
I, is mightier than fear, even the fear of death. Love alone
inspires, and is the life of all.
!VAN TURGENEFF,

Poems in Prou.

Where had the hunter Leen with his dogs?
What did he see in the garden path? How had the young
sparrow fallen out of the nest? How did it look?
What did the dog do? What bird came to rescue the little
bird from the dog? What part of the dog did the sparrow
attack?
Do you think the sparrow was frightened? Why?
Observe the conduct of the dog. Of the man.
What beautiful lesson did the sparrow teach the great Russian
author?

LESSON XCIX.
HAS, HA VE, AN~ HAD.

After !zas, have, and had, use run, stolen, taken, worn, written;
not ra11, stole, took, wore, wrote.
1

Write t!te following sentences fro11i dictation : -

.

The boys have run all the way.
2. I have worn out my gloves.
3. The girls have written their names.
4. Marian has taken her umbrella.
. The dog has stolen a bone.
5
6. Sarah has written to me.
. Fred has worn his old hat.
7
8. The chickens had run into the coop.
9. I have taken my music lesson.
e cat had stolen a piece of meat.
10. Th

1.

WRITTEN EXERCISES.

I.

Use in sentences of your own the following words: suddenly
carefully
directly
reverently
softly

downy
birch
hoarse
terrified
threatening

sacrifice
amazed
reverence
parental
gigantic

Write in J I O?tr own words an account of the "Brave
Sparrow." Tell2.

Where the young sparrow was seen.
2. What danger threatened it.
3. How the old sparrow attacked the dog.
4. The result.
5. The lesson of courage.
1.

127

2

.

Copy the following sentences, filling t!te blanks witli

one of tlze verbs given above: 1. My teacher has a note to my mother.
2. The foxes have - - the grapes.
3. The horses have away with the carriage.
her new dress.
4. N ellie has 5. I had a letter to you.
some rather long stitches.
6. You have 7. He has - - a very short story.
8. She had cold.
9. I hope you have rubbers to-day.
. The ducks have down to the brook.
10

128

L ANG UA GE LESSUNS-F!RST BO O/\·.

LESSON C.
HAS, HA VE, AND HAD.

REVIEW.

[The remaining pages of the book are devoted to a series of
review lessons in which the grammatical pith of the foregoing
· .language work is presented with appropriate exercises.]

After /zas, lzave, and lzad, use don e, driven, eaten, given, gone ,·
not did, drove, a te, gave, went.

LESSON CI.
THE PARTS OF SPEECH.

W rite t!te follo wing sentences f ro m dictation: -

I.

I.

2.

3.
4.

5.
6.

7 ..
8.
9.
IO.

H e has done what he was told to do.
I have g iven away my flowers.
Dora had g one fo r a glass of water.
The boy has driven the cows to pasture.
We have eaten nothing since yesterd ay.
You have don e quite rig ht.
Anna has given me the key.
The children h ave gone to sleep.
I had driven th e pony onc e before.
The cat has eaten th e mouse.

Copy t!te f ollowing smtences, filling t!te blanks 'i.c:ith
one of the words given above: -I.

I.

2.

3.
4.

5.
6.

7.
8.
9.
IO.

The birds h ave - - south for th e winter.
The sparrows have - - the robins away.
I had - - my breakfast before seven o'clock.
Sarah has - -- to school.
George has - - this nail too hig h.
We have - - th e birds some crumbs.
Marjorie has - - th e work very well.
The sun has - - down in th e west.
You had - - me your book by mistake.
The cat has - - th e dog out of doors.

129

We communicate our thoughts by speaking or writing
SENTENCES. Our speech, whether spoken or written, is
made up of sentences.
The different classes of words used in forming sentences
are called PARTS OF SPEECH. Every word in the language
belongs to one or another of these classes. They are 1.

N ouNs. - Words used as names.

2.

PRONOUNS. - Words used instead of nouns.

3. ADJECTIVES. -Words used to limit or qualify nouns
or pronouns.
4. VERBS. -Words used to assert something of a
subject.

5. ADVERBS. -Words used to limit verbs, adjectives,
'. · or other adverbs.
6. PREPOSITIONS. -Words used in phrases to show the
relation of nouns or pronouns following them to other
words.

7. CONJUNCTIONS. -Words used to connect words,
phrases, or sentences.
8. INTERJECTIONS. emotion.

Words used to express surprise or

REVIEW.

LANGUAGE LESSONS-FIRST BOOK.

130

LESSON

en.

NOUNS. - SINGULAR AND PLURAL.

Nam es which are common to every one of a
class are called common names, or common nouns;
as, boy, city, kite, boat (Lesson XI.).
2. Names used to denote a particular one of a
class are called proper names, or proper nouns; as,
John, Mary, Paul Sm£th, Boston (xi.).
3. Common names or nouns have two forms, singular and plural (xxxvn.).
4. The form used to denote one is called the
singular form, or the singular; as, bird, girl, hat
(xxxvn.).
5. The form used to denote more than one is , ·
called the plural form, or the plural ; as, birds,
girls, hats (xxxvn.).
I.

Point out in the following sentences the conzmon nouns · ·•.
and the proper nouns. State of each whether it is singular
or plural.
1.

2.

3.
4.
5.
6.

7.

Our teacher is Miss Gray.
Miss Gray knows the names of the wild flowers.
Every Saturday we go into the fields and woods.
We find lilies, violets, and anemones.
Every Monday we have a lesson in botany.
Miss Gray knows the names of the birds.
I spent my vacation in Plymouth.

131

8. I learned to know robins, sparrows, and thrushes.
9. We could not pick Mayflowers in July or August.
ncle John had a mulberry tree near his house.
IO. U
I. Every day the tree was full of bees g~tting h~ne! . .
1
12. Grandmother said the bees hummed like a spmnmg
wheel.
. .
1 3. One day we went to see Plymouth Rock.
14. Mother told me about the Indians and the P1lgnms.
went in a steamboat from Plymouth to Boston.
I 5. We
i6. W e came home on the Saturday before Labor Day.
LESSON CIII.
NOUNS.-HOW TO FORM PLURALS.

The plural of most nouns is formed by annexing s or es to the singular; as, lesson, lessons,· dress,
dresses (xxxvn.).
• The plural of nouns ending in y preceded by
2
a vowel is formed by annexing s; as, valley, valleys;
day, days. If they is prec~ded b~ a c~nsonant, the
plural is formed by changmg y mto i, ~nd annexing es; as, berry, berries; arnzy, armies; fancy,
1

.

fancies (XLVIII.).
. Most nouns ending in f or fe £~rm t~eir
3
plurals by annexing s; as, gulf, gulfs; chief, chiefs;
strife, strifes. A few form their plurals. by c~ang~
ing j or je into v, and annexing es; as, thief, thieves;
knife, knives (xux.).

LAl•/G UA &E LESSONS-FIRST BOOK.

PRIMARY LANGUAGE LESSONS.

Copy the following sentences, c!Langing all the singular
nouns to the plural form., and making such other changes as
are necessary: -

LESSON CIV.

132

A man, a woman, and a child went over the sea
m a ship.
2. The wind blew against the sail.
'"
3. The wave rolled over the deck.
4. An iceberg floated in the blue water.
5. The sky was gray and cold.
6. The ship came to the shore of a warm country.
7. The lady was pleased with an Italian city.
8. The fig, the olive, the orange, and the lemon grow
in a warm country.
9. The leaf of the olive tree is like the willow leaf.
IO. The tomato, the sweet potato, and the cherry grow
in the same country.
I I. The gentleman and his wife visited a church and
a picture gallery.
12. With a penny, the child bought candy and a ·toy.
I 3. The next journey was through a valley and over
a mountain.
14. A Swiss family lived in the valley.
I 5. In all her short life, the child had never seen a
music box.
16. She bought a book with a story of a wolf and a fairy.
I 7. The story was very old.
18. It had been told for a century.
I 9. The child played on the shore.
20. A large wave swept over her doll.
21. The doll was buried in the sand on the shore.
I.

133

A PICTURE STOR:Y.

Study the pictures, and tell in your own words the story
of" I-low we went Nutting."
What kind of nuts are pictured on p.
What kind of tree
is seen in the picture
below?
How many children are there in the
picture ? What are
the boys in the tree
doing ? \Vhat are
the three boys on
the ground doing ?
Give each of the
boys a name. You
may imagine yourself one of them, if
you please.

I

34?

134

LANGUAGE L ESSONS-FIRST BOOK.

REVIEW.

135

MR. BUN ' S HARVEST.

What little animal did the boys very likely see in the
tree ? Is he fond of
nuts? Does he whip
the tree with poles ?
Does he find it hard to
climb the tree? Can he
reach the nuts in the
top of the tree ? Does
he ever fall ?
How often does the
squirrel go nuttin g ?
What nuts does he like?
Do they all grow in
burs ? Which do not?
At what time of year docs Mr. Bun begin to harvest his
nuts? How does he carry those he doesn't eat? Where
does he store his winter supply?
What did Mr. Bun think of the visit of the boys ? How
did he keep out of their way? Which nuts did the boys
leave that he easily got? What did h e decide to do about
next year's harvest?

LESSON CV.
NOUNS.-FORMS TO SHOW RELATION.
i.

A noun used as the subject of a verb 1s said

to be in the nominative case (Lxxvui.).
2. A noun used to show possession is said to
be in the possessive case (LXXVIII.).
3. The possessive singular of nouns is formed by
annexinoan apostrophe and s to the nominative;
. b
as, boy, boy's; girl, girl's (Lxxv1n.).
4. When the plural form of a noun ends in s,
the possessive form is made by annexing an apostrophe; as, girls, girls'; horses, horses'; sisters, sisters'
(LXXVIII. ).
5. When the plural form of a noun does not end
in s, the possessive form is made by annexmg an
apostrophe and s; as, nien, mens ; oxen, oxen s
( LXXVIII. ).
6. A noun used as the object of a verb or a preposition is said to be in the objective case (Lxxxvrn.,
XCIV. ).
I

Point out the nouns in the following sentences.
whicli are singular, wJtich plural.

I

State

The fairies' hiding place was under the sweet ferns.
2. My sister's books are on this shelf.
3. My sisters' playthings are kept in mother's room.
4. My dolly's photograph was taken yesterday.
1.

REVIEW.

LANGUAGE LESSONS-FINST BOOK.

5. I hope you will come to my dollies' tea party.
6. The wolves' cubs met around a rock in the moonlight.
7. A fox's tail is very handsome.
8. I have seen a rug made of foxes' skins.
Copy the nouns in the following sentences, arranging
them. according to case, in three columns, - nominative,
possessive, objective: 1.
2.

j.

4.
5.
6.

7.
8.
9.
10.

The brook hurries by thirty hills.
Philip's farm is not far from the sea.
The fisherman catches trout in the brook.
Mosses grow by the water's edge.
The waves washed over the deck of the ship.
The sailor's hat flew off.
The spaniel has silken hair and beautiful eyes.
The mastiff guards his master's house.
In Italy the greyhound is a lady's pet.
A woodchuck was caught in a trap on my uncle's

farm.
Daniel Webster's older brother wished to kill the

11.

animal.
Daniel made an eloquent plea in defense of the
prisoner.
I 3. He afterward became a famous statesman.
12.

TVrite tlze possessive forms, singular and plural, of the
followz'ng nouns : frog
lady
horse
brother

bird
friend
soldier
grocer

hero
poet
cat
pony

king
cousm
bee
squirrel

.~

137

LESSON CVI.
PRONOUNS.-FORMS TO ,SHOW PERSON.

Words used instead of nouns are called
pronouns; as, I, we, you, he, she, it, they(ux., LXI.,
1.

LXII. ).

A pronoun that represents the person or
persons speaking is said to be of the first persnn;
2•

as, I, we (Lrx. ).
3. A pronoun that represents the person or
persons spoken to is said to be of the secC"nd
person; as, thou, you (Lxi.).
4 . A pronoun that represents the person or
persons, thing or things, spoken of, is said to be
of the third person ; as, he, she, it, they ( LXII.)
Copy tlze following sentences, filling t/ze blanks with pronouns of tlze first, second, and third persons. Tell wizen
each f onn should be used.
1.

Would - - like to have - - tell - - about -

bird?
2.

--

father has just given - - one, a bright yellow

canary whom - - called Tom.
3. - - lives now in a pretty cage.
4. Mother bought - - for me, and put Tom
5. Tom sings and swings as if - - was very
6. - - do not think - - could be happy
tiny house. Do - - think - - could?

.
m -.
happy.
in such a

138

LANG UAGE LESSONS-FIRST BOOK.
REVIEW.

7. Lucy and to go with-?

arc going to ride.

Would - - like

8. should be glad to have sister too, am sure will ask merry company.

go, and if shall have a

9. see a bright little crocus; among the grass.

face peeps up

1 o.

Let - - pick and take - - to sick
friend; will put - - in a vase b y - bedside, where
can see every day.
I 1. Do unto others as - - would that unto-.

should do

LESSON CVII.
PRONOUNS. - FORMS TO SHOW RELATION.
1.

A pronoun used as the subject of a verb has

the nominative form, and is said to be in the
nominative case; as, I, thou, you, we, he, she, z't,
they (LXXXIII.).

A pronoun used to show possession has the
possessive form, and is said to be in the possessive
case ; as, 1ny, thz"ne, your, our, hz"s, hers, z"ts, thez"rs
2.

( LXXXIII. ).

3. A pronoun used as the object of a verb or a
preposition has the objective form, and is said to
be in the objective case; as, nze, thee, you, us, hz'm,
her, z't, them (LXXXVIIL, XCVI. ).

139

4 . After £t i's and z't was, use the nominative
form; as 1 I, we, he, she, they (xcvu.).
Copy the following sente1lces, filling the blanks with not~­
inative, possessive, or objective fonns of pronouns. Tell in
each case why the form chosen s!wuld be used.
The kittens lost - - mittens.
2. --did not know where to find--.
3. _ _ am playing with - - new ball.
4 . Do - - wish to borrow - - for a little while?
5. __ is larger than--, but not so hard, and will
not hurt - - hands.
6. - - might play together till the bell calls - - in.
7. A rose grew in - - garden.
8. - - was pink and fragrant.
9 . A butterfly lighted on - - one day, and stood
waving - - wings slowly to and fro.
IO. The humming bird moves - - wings rapidly, so
rapidly that - - can l~ardly see - - move at all.
1.

Complete the following sentences by supplying tile proper
pronouns : Who rapped on the door? It was - -.
2. Who opened the window ? It was not - - .
3. I told him it was - - who brought the flowers.
4. Do you think it was Cinderella who lost her slipper?
I am sure that it was - - .
5. Did the birds help her with her work? Yes, it
was certainly--. .
6. Was it the prince that found the slipper? Yes, it
was--.
1.

LANGUAGE LESSONS-FIRST BOOK.
THANKSGIVING DAY.

Over the river and through the wood,
Oh, how the wind does blow!
It stings the toes,
And bites the nose,
As over the ground we go.

LESSON CVIII.
THANKSGIVING DAY.

Over the river and through the wood,
To have a first-rate play:
Hear the bells ring,
"Ting-a-ling-ding!"
Hurrah for Thanksgiving Day!
Over the river and through the wood,
Trot fast, my dapple-gray!
Spring over the ground
Like a hunting hound!
For this is Thanksgiving Day!
L. MARIA CH ILD.

What do you see in the picture? Is the weather cold? Is
there snow on the ground? Is the road through a wood? Does
the horse know the way? Who is driving the horse? How many
children can you count? Are they very happy? Where are they
going?
Invent names for the children. What is the boy on the back
seat saying? Perhaps the father of the children is telling how he
spent Thanksgiving when he was a boy.

Over the river and through the wood
To grandfather's house we go;
'
The horse knows the way
To carry the sleigh
Through the white and drifted snow.

Write a short story about your last Thanksgiv£ng Day.
Tell about the family party, the dinner, the games, the drive
home.
2. Write another story telling how you once went on a
sle£gIt-ride.
I.

/

..--··

.
b ,.r:, / eac!t 0 + tile followi11g
Write sentences, usmgan ora eJ01e
'J

7. If it had been - - that had found it, I would ha
advertised it in the paper.
8. If you were - - , what would you do?

words: ax
elm
finger
hand

LESSON CIX.
ADJECTIVES.

Words used with nouns to qualify them, or
limit their meaning, are called adjectives; as; gootl, .·
men, three children, wild flowers, heavy weigh
I.

(LXVI.).
2.

A, an, and the are also called articles.

A and an are used only when a singl e obj ect is spoken

They are called ind efi nit e artid es

!Jt(.au ~::

homes
church
school
storm:

egg
wall
needle
ostrich

inch
onion
peach
example

t!te following adjecWrite sentences, using properly
tives : nice
splendid
pretty
sweet
superb
horrid
strong
golden
blue
wonderful
real
beautiful
delicious
delicate
handsome

they do not point out

Use in sentences suitable adjectives to describe the follow£ng th£ngs: book
lesson
journey
picture

oak
ship
orange
apple

ot· '

The may be used either wh en one is spoken of, or more than
one. It is called the definite article because it is used to point
out a particular object or obj ects.
A is used before words beginning with a consonant sound; as,
a rose, a round apple.
An is used before words beginning with a vowel sound; as, an
apple, an early rose (Lxx1i.).

rose
cake
water
weather

143

REVIEW.

LANGUAGE LESSONS-FIRST BOOK.

142

LESSON

ex.

ADJECTIVES.

Tlzis and that are used before nouns in the
.
1ar number , and these and those before nouns
s1ngu
in the plural number; as, this flower, these flowers;
that flower, those flowers (Lxxvi.).
Tlzis and these always relate to the nearer of
tw~· objects, and that and those to objects farther
off; as, this house, that house; these books, those
I.

books

(LXXVI. ).

Construct ten sentences, using correctly this, that, these,
those.

,.,

\

-

..
145

LANGUAGE LESSONS-FIRST BOOK.

REVIEW.

Expla£n the use of this, that, these, those, £n the following sentences: -

. Verbs that assert something of one .person or
3
thing are singular in form; as, a fish swims, a dog

This is my side of the table : that is yours.
2. Let us put these pictures on this side, and those
larger ones on that side.
3. I wish to buy this rose and these violets.
4. There are peaches on that tree, and pears on those
two. This tree bears plums, and that is full of cherries.
5. Why do you choose this book instead of that?
6. Grandmother gave me these bright pieces of. silk.
This was a piece of her wedding gown ; that was a bit of ·
ribbon from my great-grandmother's bonnet; and these
three red pieces were from grandmother's grandmother's
dresses.
7. This pencil is sharp : that one is very blunt.
8. Those leaves from that maple tree are larger than
these from this birch.
9. This road leads to Banbury Cross, and that to
London Town.
10. These houses are larger than those.

barks (un.).
. The singular form of most verbs is formed by
4
adding s to the plural form; as, men walk, a man

144

1.

walks (Lii I.).
.
. Verbs ending in o add es to form the smgular;
5
as, men go, a man goes (uv.).
6. Verbs ending in y preceded by a vowel form
the singular by adding s to the plural; as, boys
play, a boy plays (Lv.).
7. When a verb ends in y preceded b~ a consonant, the singular is formed by chang1~g Y ~o
i, and annexmg es; as, children cry, a child cries

(Lv.).
Write the following sentences, changing the verb in each
to the singular form, and niaking also the necessary changes
£n the subject : Lions are fierce.
2. The bugles blow.
3. The echoes reply.
4. We are at work.
5. young women are weaving flowers into wreaths.
1.

LESSON CXI.
VERBS.

Words used to make assertions are called
verbs ; as, sings, shines, is, are ( LII. ).
2. Verbs that assert something of more than one
person or thing are plural in form; as, trees grow,
stars shine (LllI.).
1.

6.
7.
8.
9.
10.

They make crowns.
Lightly go the Brownies.
The bees fly in at the window.
From what small acorns the oak trees grow!
The fathers look grave.
10

>

..

. .,

.1

LANGUAGE LESSONS-FIRST BOOK.
I 1.
I 2.

3.
14.
I 5.
16.
west.
I

They shake their heads.
The children are told to run to their homes.
The eagles build their nests on the mountain.
Fish have fins.
The robins sing songs of warning.
The little birds sing east, and the little birds sing

LESSON CXII.
VERBS.

When speaking of one person or thing, use a
singular verb; as, is, was, has (xvi., xxv11., xxxv1.).
2. When speaking of more than one person or .
thing, use a plural verb; as, were, have (xv1., xxvn.,
xxxv1.).
3• After has, have, and had, use run, stolen, taken,
worn, written; not ran, stole, took, wore, wrote
(xc1x.).
4. After has, have, and had, use done, driven,
eaten, given, gone; not did, drove, ate, gave, went .
(c.).
I.

C01nplete the following sentences by inserting the proper
verb in eaclz blank: The barefoot boy - - happy all day long.
2. He - - rich in flowers and trees.
3. There - - humming birds and honeybees.
4. The boy - - a torn hat.
1.

'

147

REVIEW.

5. The tunes he whistles - - merry.
6. - - not the black wasp a cunning way?
7. He - - a mason, and - - making walls of clay.
8. Listen ! The brook - - laughing for our delight.
9. Last evening the frogs - - croaking in the pond.
10. The oriole's n est - - hung on a branch.
11. The robins - - feeding their young in that nest.
12. The lilies - - in bloom now .
•13. - - the fireflies out last night?
14. Th e co lt' s s h oes - - loose . He must be shod
agam.
15. We - - going to the blacksmith to-morrow.
16. The woodchucks - - digging their cell under a
tree yesterday when we - - going through the field.

Construct
verbs:have
have
have

nine sentences, using properly the following
eaten
gone
done

had stolen
had worn
had taken

has given
has driven
has written

LESSON CXIJI.
ADVERBS AND PREPOSITIONS.

r.

A word used to modify the meaning of a

verb, an adjective, or another adverb, is called an
adverb; as, study diligently, very good, quite distinctly (LXXIX.).
2 . A word used to show the relation of a noun
or pronoun that follows, to some preceding word,

,'

)

1 49

LANGUA GE LESSONS-FIRST BOOK.

REVIEW.

is called a preposition; as, the house on the hill,
the books in the desk, the dog under the table, the
boy with the kite ( LX XXV III. ).

4. Justice presided - - the hearts and homes
the people.
5. Birds built their nests - - the scales - - the
balance.
6. We ride - - the country - - the village --- the
hill.
7. We went-_- a tavern, but it was closed, and we
saw no one - - the steps or porch.
8. We stopped - - the post office.
9. The letters were given - - us.
IO. There was one - - me - - my sister Annie.
I 1. She staid - - home this summer.
12. We rode two miles - - the village and back.
13. Our little dog ran - - the carriage all the way.
14. Once he begged us to take him - - the carnage
--us.
15. He wears a collar - - his neck, and his name is
plainly engraved - - it - - large letters.
16. The skies were blue - - us.
I 7. \Vhen we returned - - the farmhouse, we saw a
brood - - chickens nestled - - the mother hen's wings.
18. She hovered - - them and clucked - - them.
19. We got some meal - - the farmer's wife, and
made some dough - - them to eat.

In tile followi1lg sentences, point out the adverbs, and tell
what each modifies : 1.
2.

3.
4.

5.
6.

7.
8.
9.
IO.
I I.

12.

3.
I4.

I

A thousand hearts beat happily.
Very few eagles are seen.
We of ten sing well, but we seldom write well.
Yesterday the rain fell in torrents.
The grass grows everywhere in this yard.
Mother is always kind to us.
We try constantly to please her.
The tJ1ief walked softly across the floor.
The baby waken ed suddenly.
Still sits the schoolhouse by the road.
The beggar was very ragged.
The master's desk is seen within.
The feet crept slowly to school, but swiftly to play.
He bore the red deer homeward.

Copy the followi1lg sentences, filling the blanks w£th
prepos£tions that will express the right relat£ons. Name
the object of each p reposition.
Heaped - - th e hollows - - the grove, the autumn leaves lie dead.
2. Once - - an ancient city, raised aloft - - a column, a brazen statue - - Justice stood - - the public
square.
3. It held scales - - its left hand.
1.

Study the following sentences, point out the words that
show relation, and tell between what words t!zey show a
relation:Sheep feed on the hillside.
2. The sap flows from the trees.
3. The sap is boiled in a pan.
1.

\

..

-

\

.

-

~

- /.

··'

LANGUAGE LESSONS-FIRST BOOK.

REVIEW.

4. Spiles are driven into the trees.
5. Oxen draw the wood to the house.
6. The ivy grows on the walls of the house.
7. There were cannon behind them and before them.
8. Underneath us was the sea.
9. The waves rolled over the rocks.
IO. Through the winter we wear thick clothing.
I I. The feet of the duck are webbed.
I 2. The duck swims in the water.
I 3. Run across the road and find the ball under the
fence.
Upon one knee uprisin g,
I4.
Hiawatha aimed an arrow.

Mention the conjunct£ons in the follow£ng sentences, a!Zd
tell what eacli connects: -

LESSON CXIV.
CONJUNCTIONS AND INTERJECTIONS.

Words used to connect words, phrases, or
sentences, are called conjunctions; as, and, or, nor,
for, but, unless ( LXX. ).
,
2. Words used to express surprise or emotion
are called interjections; as, hush, aha, hark, hurrah
1.

The owl and the owlet talked
in their native
,
language.
2. Hfawatha knew how the beavers built their lodges,
and where the squirrels hid their acorns.
3. He did not shoot the squirrel or the rabbit.
4. The squirrel ran away, but the rabbit sat erect
upon his haunches.
5. He would have run away too, if he had not been
very brave.
6. Hiawatha had two friends, the mus1c1an and the
strong man.
7. The village listened when the musician sang.
8. He made a flute so musical and mellow that the
, wood birds ceased from singing to listen to it.
9. All the hearts of men were softened by his music,
for he sang of peace and freedom.
IO. The strong man broke the ice, if Hiawatha wished
to fish.
11. Once he threw a huge rock into the river, where it
still is seen in summer.
1.

Construct sentences, us£ng the follow£ng £ntn:jections: -

(Lxxxv.).

oh
alas
hurrah

Write sentences contaznzng words, phrases, or clauses,
joined by the following co11junctions: so
but
and

or
if
for

where
unless
therefore

smce
yet
before

0
ah
indeed

lo
hark
hush

Mention the intn:ject£ons in the follow£ng sentences, and
explain the use of each exclamation po£nt: 1.

Oh, how happy we were !

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LANGUAGE LESSONS-FIRST BOOK.

152

2.

· under
3.
4.
5.
6.

7.
8.
9.
IO.

What a lovely picture l - Betty and her kitten asleep
the white rosebush.
" How rosy she isl " said papa.
Hush l I hear the kitten crying.
See! She runs away under the piazza.
Alas l she never came back again.
0 Betty l we have lost her.
Indeed ! I cannot believe it.
Hurrah! A holiday to-morrow!
Oh, how big and black that cloud is!

LESSON CXV.
A NEST IN A POCKET.

-A little bird went to and fro,
Once in the nesting season,
And sought for shelter high and low,
Until, for some queer reason,
She flew into a granary,
Where, on a nail suspenCled,
The farmer's coat she chanced to see
'
And there her search was ended.
The granary was in a loft,
Where not a creature met her·
'
The coat had hollows deep and soft :
Could anything be better?
And where it hung, how safe it was,
Without a breeze to rock it I

..

REVIEW.

Come, little busy beak and claws,
Build quick inside the pocket!

Yo~ never saw a prettier nest,

In rye field or in clover,
Than this, wherein she sat at rest
When building work was over.
Three speckled eggs soon warmly lay
Beneath the happy sitter;
Three little birds - oh, joy! - one day
Began to chirp and twitter.
You would have laughed to see them lie
Within the good man's pocket,
Securely hid from every eye
As pictures in a locket.
Busy, and blissfully content
With such a place for hiding,
The little mother came and went
To do their small providing.

And not a creature wandered in, .
Her nestlings to discover
(Except a wasp that now and then
About her head would hover),
Until, - ah, can you guess the tale ?The farmer came one morning,
And took his coat down from the nail
Without a word of warning.

1

53

-

154

---LANGUAGE LESSON S-FIRST BOOK.

Poor little frightened motherling !
Up from her nest she fluttered,
And straightway every gaping thing
Its wide-mouthed terror uttered.
The good man started back aghast;
But merry was his wonder
When in the pocket he at last
Found such unlooked-for plunder.
He laughed and laughed. " Upon my word!"
He said aloud. "I never!
Who could suppose a little bird
Would do a thing so clever ?
Come, now! 'twould be a shame to harm
The fruit of such wise labor:
I wouldn't hurt you for a farm,
My pretty little neighbor! "
He put the coat back carefully:
"I think I have another;
So don't you be afraid of me,
You bright-eyed little mother.
I know just how you feel, poor thing,
For I· have youngsters, bless you!
There - stop your foolish fluttering Nobody shall distress you."
Then merrily he ran away
To tell his wife about it, How in his coat the nestlings lay,
And he must do without it.

,

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155

REVIEW.

She laughed, and said she thought he could;
And so, all unmolested,
The mother birdie and her brood
Safe in the pocket rested;
Till all the little wings were set
In proper flying feather;
And then there was a nest to let,
For off they flocked together.
The farmer keeps it still to show,
And says that he's the debtor;
His coat is none the worse, you know,
While he's- a little better.
MARY

E.

BRADLEY,

in St. Nicholas.

At what season did the little bird fly into the granary? What
was she looking for? Was the farmer's coat a good place for a
bird's nest? Why?
Was the nest built m the coat pocket a pretty one? How
many eggs were laid in it? How many little birds were secure
and happy in the quiet home? Who fed them? Did anything
disturb the nest?
What happened when the farmer came to the granary one
morning? How did the mother bird feel when the coat was
taken down? Were the little birds frightened? Was the farmer
surprised to find a bird's nest in his pocket? What did he say?
Why did he feel kindly toward the bright-eyed little mother?
What promise of protection did he make? Did he tell his wife
about the nest in his coat?
How long did the bird family live in the farmer's pocket?
Did they all fly away together?
What did the farmer do with the vacant nest? Do you understand why he considered himself the debtor?

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LANGUAGE LESSONS-FIRST BOOK.

Write in five paragraphs an account of "A Nest in a
Pocket." In your story describe: -

The search of the bird for shelter.
2. The nest in the granary and the birdlings.
3. The discovery of the nest.
(a) The fright of the birds.
(b) The surprise of the farmer and his promise
of protection.
4. The quiet life of the little family and their flight
together.
5. The satisfaction of the farmer.
1.

Construct original sentences, showing that you understand
the meaning of the following words: -

shelter
granary
twitter
locket
content

wandered
blissfully
merrily
straightway
unmolested

terror
plunder
clever
debtor
neighbor

LESSON CXVI.
SENTENCES.

1.

A complete thought expressed in words is

called a sentence (vni.).

REVIEW.

thing is called a statement, or a declarative sentence (i.).
4. A group of words which asks something is
called a question, or an interrogative sentence
(n.).
5. A group of words which expresses strong or
sudden feeling is called an exclamatory sentence
(vi.).
6. A group of words which expresses a command or a request is called an imperative sentence
(vi.).
Tell how each of the following sentences ts used, and
what it is called:1.

2.

3.
4.
5.
6.

7.
8.
9.
10.
I 1.

A sentence may be a statement, a question,

12.

a command, or an exclamation (vnr.).
3. A group of words which tells or states some-

13.
14.

2.

157

What a tiny, tiny bird that is!
That is a humming bird.
Why is the humming bird's bill so long?
The long bill can reach the deep honey.
Corne into the woods with me.
Do you hear that woodpecker tapping the tree?
How hard the woodpecker's bill must be!
Some woodpeckers drink the sweet sap of trees.
Of what is maple sugar made?
Ask me that question to-morrow.
Listen a minute.
How the squirrel chatters!
What do you think he is trying to say?
The little bird sits at his door in the sun,
Atilt, like a blossom among the leaves.

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LANGUAGE LESSONS-FIRST BOOK.

REVIEW.

Write a declarative sentence, an interrogative sentence,
an exclamatory sentence, and an imperative sentence, about
each of the following: -

thing about the subject is called the predicate of
the sentence (xxx1.).
4. The principal word in the subject is called
the simple subject ( LVII. ).
5. The simple subject, together with the word or
words which limit it, is called the modified subject
(Lvn.).
6. The verb in the predicate is called the simple
predicate (Lv111.).
7. The simple predicate, together with its modifiers, is called the modified predicate ( LVIII. ).

dog
snow
coat

man
door
hat

desk
tree
book

shoes
gloves
curtain

B e prepared to write the following sentences from dictation: 1.
2.

3.
4.

5.
6.

7.
8.

9.
IO.

Eagles' wings are very strong.
Can eagles fly over th e Rocky Mountains?
Owls' eyes are large and round.
Is the owl a very wise bird?
Do people ever eat birds' nests?
What a strange question you ask!
How sweetly your canary sings!
Tell me your canary's name.
Will Dick perch on your finger ?
Be very kind to the pretty bird.

159

Name the sz"mp
. le sub.feet and the simple predicate in
each of the followz"ng sentences: Our ride to the seashore was on a holiday.
2. The clear blue sky gave no promise of rain.
3. Bright autumn leaves m ade the forests very gay.
4. Our little gray pony trotted briskly along.
5. The old-fashioned chaise held Frank, Dolly, and
I.

me.
LESSON CXVII.
SUBJECTS AND PREDICATES.

1. A sentence consists of two parts, - subject
and predicate (xxxi.).
2. The part about which something is said is
called the subject of th e sentence (xxx1.).
3. The part of the sentence which says some-

6.
7.
ducks,
8.
9.
fun.

Our
Oh,
and
The
The

handsome collie, Max, ran gayly on before.
how the naughty fellow frightened chickens,
geese!
deep blue sea looked grand from Holly Hill.
smooth white beach was a splendid place for

Would you like to hear the story of our holiday?
I I. I am going to write a long letter to Aunt Ruth
to-morrow.
IO.

LANGUAGE LESSONS-FIRST BOOK.

160

Name the modified subject £n each
tences:-

of the follow£ng sen-

Some fine ripe chestnuts were roasting in the fire.
2. A hungry monkey smelled the tempting food.
3. The monkey's nimble fingers might be ·s corched.
4. A poor unlucky pussy came along.
5. The kitty's dainty paw served as poker for the
scamp.
6. The cruel, selfish monkey ate the nuts.
7. Poor pussy's paw was soon almost a wreck.
8. The saucy mice had jolly times just then.
9. The blame for stealing chestnuts was laid on pussy
too.
10. Would any foolish person be a cat's-paw just for
fun?
1.

,I
'

Name the modified pred£cate £n each of the follow£ng
sentences: The clock strikes seven.
2. The sun set an hour ago.
3. See the slender new moon in the west.
4. The moon will soon set like the sun.
5. The sun rose in the east this morning.
6. · Did the moon rise in the east ?
7. Was the moon up in the sky all day? .
8. I see a bright star above the moon.
9. Twinkle, twinkle, little star.
10. The sparrows have gone to sleep.
1.

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