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PRACTICAL LESSONS
IN THE

·US·E OF- ENGLISH
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BY
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MARY F. HYDE
I

FORMERLY TEACHER OF COMPOS ITION IN THE STATE NORMAL
SCHOOL, ALBANY, N.Y.

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"'.ln,110J 1Y~UED YNVitTM!
BOSTON, U.S.A.

D. C. HEATH & CO., PUBLISHERS
1,

1899

., .

PRE FACE.

C.0PYRIGHT,

tllif,,

. dT MARY F. HYDE.

DUPILS whose school-life ends with the common school or
L•. the grammar school should receive such trammg m those
schools as will best fit them for every-day life. Pupils who
' '.. are' to receive a more extended course of instruction should
.· '
have a good foundation laid for future work. The following
l~ssons in language have been planned with reference to the
· . future needs of both classes .
. , .· careful attention sho,uld be given to the language used by
~. the pupil in all recitations - every lesson, in fact,· should be 1 a
language lesson. But special training must also be given upon
certain points .
.Throughout this work the aim is to ·lead the pupil to see
. for himself - to cultiv~te his powers of observation at every
step.
From the first, the learner's attention is directed to the use
of language as the expression of thought. His study is not
confined to detached sentences. Selections from some of the
, best writers are introduced, that, from the study of these selections, he may learn certain facts about the English language,
•. and at the same time form a taste for good literature. Many
. of the lessons are designed to awaken a love of nature or to
deepen some moral impression.
iii

iv

PREFACE.

Each new topic is brought out by means of oral instruction .
This is followed by a written exercise, aiding the pupils to
remember the facts learr~ed, and also training them to habits
of independent work.
In every lesson, a definite task is laid out for the pupil. As
the child remembers best that which interests him most, care
has been taken to bring each exercise as near as possible to
the child's own experience.
The reaso11s why certain forms are right and others wrong
. are, for the most part, omitted. The aim is to lead the pupil
to use habitually the right expression . .
Incorrect forms for correction are not given. It is believed
that incorrect forms should not be placed before children. The
child is led to avoid common errors by being trained from the
first to use the correct forms.
While nearly every lesson is a lesson in oral or in written
· composition, or in both, special lessons in composition are also
given. In these lessons, the pupil is led to see clearly, before
he is required to express his thoughts in writing.
Special attention is given to letter-writing and to business
forms. Care _has been taken to make this part of the work
practical.
Thanks are returned to the several publishers who have
kindly permitted selections from their publications to be used.
Particular acknowledgments arc offered to Messrs. Houghton,
Mifflin, & Co. for permission, by special arrangement, to use
selections from the works of Longfellow, vVhitticr, and Lucy
LarcQm.
M . F.H.

SUGGESTIONS TO TEACHERS.

T is not expc::cted that the .exact .amount. of w_ork laid out in
, each lesson will be all that is required tor every class.
• Su~h additional exercises should be given as the needs of the
class may demand. Much of the work, particularly in compositio~, " js meant to be suggestive merely. All school studies
afford material for good work in composition. Whatever the
· pupil is interested in, whether it be a topic connected with his
reading, geography, history, or some other lesson, will afford
him a good subject for composition. Topics of local or\ of
general interest will have a new meaning to the pupil if he
' writes about them.
Never ask a pupil to express a thought in writing until he
, sees clearly what . he is trying to express. If one is trained
fr~m the first to express only those thoughts which are clearly
;een, he will acquire greater accuracy of expression.
~ In dictation exercises, read each sentence slowly once, then
require the class to write. Pupils must be t_rained. not only to
write correctly, but also to !tear correctly.
Require all written work to be carefully done.
Accept
nothing but the pupil's best work.
' The sentences in large type ar~ to be used in developing the
The pupil should read these sentences from

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SUGGESTIONS TO TEACHERS.

the book, and should answer orally such questions on them as
may be asked. The questions in smaller type are for the use of
the teacher, · but they should not be followed too closely. The
teacher shoul.d add such questions of her own as may be needed
to make the subject clear. After the pupil has been led, by
means of questions, to see the truth presented, he should, without assistance, write .the exercise which follows. .

CONTENTS.

PART FIRST.
LassoN

PACll

I. The Sentence
II. Statements .
III. Questions
IV. Names
v. A Picture Lesson
VI. How to Write Names •
VIL Is and Are.
VIII. R eview
IX. The Word I
x. Composition
XL Selection to be Memorized .
XII. Was and Were
XIII. Dictation Exercise
XIV. Review
xv. Names of Cities and of Streets
XVI. Composition
XVII. Christian Names and Surnames
XVIII. A Picture Lesson
XIX. How to Write Initials.
xx. Selection to be Memorized •
XXL A Picture Lesson
The Words Uncle and Aunt

2

3
4
6

7
8

0

9
IO ,
II
II

12
13
13
14
~-15

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16
11

18
19
21

:xxn.

2:2

vii

v111

CONTENTS.

LassoN

XX.III.
XXIV.

xxv.
XXVI.
XXVII.
XXVIII.
XXIX.

xxx.
XXXI.
XXXII.
XXXIII.
XX.XIV.

xx.xv.
XXXVI.
XXXVII.
XXXVIII.
XX.XIX.
XL.
XLI.
XLII.
XLIII.
XLlV.
XLV.
XLVI.

'~LVII.
XLVIII.
XLIX.
L.
LI. '
LIL

CONTENTS.

ix

PAG•

Mr. and Mrs.
Composition .
Names of the Days
Written Exercise
Has and Have
Composition .
Words to Use with You.
A. Picture Story
Review.
Selection to be Memorized
Names of the Months
Th~ Seasons .
A Picture Story
Song of the Grass Blades
How to Write Dates
A. Letter
Composition .
A.ddresses
Composition .
The Command
The Comma.
Dictation Exercise
A. Picture Story
Quotation Marks
Quotations
Composition .
Contractions .
Dictation Exercise
Composition .
Review.

23
24
25
26
26
28
29
31
32
33
34
35
36
37
38
39
39
41
43
44
45
46
48
48
49

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PART SECOND.
LassoN

LIII.
LIV.
LV.
LVI.
LVII.
LVIII.
LIX.
LX.
LXI.
LXII.
LXIII.
LXIV.
LXV.
LXVI.
LXVII.
LXVIII.
LXIX.
LXX.
LXXI.
LXXII.
LXXIII.
LXXIV.
LXXV.

53
55
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P.u:a

The Two Parts of a Statement
Names .
Proper and Common Names
When to Use Capital Letters
Dictation Exercise
Words Derived from Proper Names
A Picture Story
Review.
Composition .
Names that Mean More than One
Names that Mean More than One. - Continued .
Na mes that Change F or Fe to Ves
Review.
Composition .
Plural Forms of Names ending in Y
Other Plural Forms
A. Picture Lesson .
Review.
Composition .
Words that Denote Possession
Possessive Forms of Plural Nouns ending in S
Possessive Forms .of Plural Nouns not ending in S
A Picture Lesson .
Study of Selection
Dictation Exercise
Words Used for Nouns

57
58.
59
61
63
64
66
67
69
71
72
72
73
74
75
76
77
78
80
81
82
84
85
86
86

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xc.
XCI.
XCII.
XCIII.
XCIV.

xcv.
:

XCVI.
XCVII.
XCVIII.
XCIX.

c.
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LXXVIII.
LXXIX.
LXXX.
LXXXI.
LXXXII.
LXXXIII.
LXXXIV.
LXXXV.
LXXXVI.
LXXXVII.
LXXXVIII.
LXXXIX.

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LllSSON

Ll<SSON

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CONTENTS.

CONTENTS.

en.
CIII.
CIV.
CV.

Words that Describe
Composition
Study of Words that Describe
This and That
The, and An or A
Composition
Review
Words that Assert
Transitive and Intransitive Verbs .
Singular and Plural Forms of Verbs
Study of a Description
Composition
Words that Show How
Words that · Show When
Words that Show Where • .
Composition
Use of Negatives
A Picture Story .
Review
Words that Show Relation .
Nominative Forms of Pronouns .
Objective Forms of Pronouns
Possessive Forms of Pronouns
Dictation Exercise
Words after Is and Was
Composition
Words that Connect
A Picture Lesson

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89
90
91
93
94
96
97
98
100
IOI

103
104
104
106
107
108

109
III
112
113
II5
II6

II7
II8

II9
120
121
123

CVI.
CVII.

Composition
Study of Selection
The Exclamation

124
124
126

CIX. · Study of Selection
ex. Review
CXI. The Parts of .a Letter
CXII. The Heading
CXIII. The Salutation
CXIV. The Conclusion
cxv. The Address
CXVI. The Body of a Letter
CXVII. The Superscription .
CXVIII. A Business Letter
CXIX. Letters Ordering Periodicals

127
128

~VIII.

cxx.
CXXI.
. CXXII.
,..,XXIII.

Change of Address
Exercises in Composition
Study of Selection
Composition
List of AbbreviatiOns
Index

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131
133
136
137
140
143
145
147
148
148
149
152
156

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LESSONS IN ENGLISH.

LESSON

HOW TO WRITE

NA~ES.

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v. ·
LESSON VI.

A PICTURE LESSON.

HOW TO WRITE NAMES.
1.
2.
3.

Charles Adams is skating.
Where is Geo~ge Moore going?
Will you go, Alice?

Read the sentences above. Which words in these sentences are
names? Tell what each is the name of.
What boy's name do you find in the first sentence? With what .
kind of letter. does his first name begin? His last name?
What girl's nam'e do you see in the sentences? With what kind
of letter does that name begin?
Copy the names in the sentences.
Write your name. Write the name of a child in your class.

Each word in the name of a person should begin with
a capital letter.
PLAYING SOLDIER.

What are these children playing? Which boy is the captain?
What has he for a gun ?
How many children are marching together in the second
row? What has the little girl over her shoulder? What have
a
the boys over their shoulders?
How many children are there in the last row?. What is the
boy carrying? What does the girl carry ?
What music do you think the children are keeping step to?

Look at the p£cture carefully, then wrt'te answers to the questions above. Make each answer a complete statement.

DIC'l'ATION EXERCISE.•

Do you go home to dinner?
He gave the picture to Henry Brown.
3. Fanny and Ruth are coming.
4. Where is my hat ?
5. May Fred go home with me?
1.

2.

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* To the

Teacher. -Read each sentence slowly once, then let pnt>ils writ"

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LESSONS IN ENGLISH.

SELECTION TO BE MEMORIZED.

LESSON IX.

LESSON X.

THE WORD I.

My name is Jam es Gray.
2 . I live in the city.
a. Willie and I are playmates.
4. Willie is larger than I am.
1.

What name do you see in the first sente~ce? With what kind of
does the word James begin? What is the first letter of James's
last name? What kind of Jetter is that?
When you speak of yourself, do you use your own name ? What
-word do you use instead of your own name ?
Who is supposed to speak in the first sentence?
What word is used instead of James's name in the second sentence? in the third sentence? in the fourth sentence? W.ith what
kind of letter is I written in those sentences?
When you write your name, with what kind of Jetter should you
begin each word in it? When you write the word I instead of your
name, what kind of letter should you use?
~etter

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COMPOSITION.

Write answers to ~he following questions.
a complete statement: 1.

2.

Make each answer

What is your name ?
3. Where do you live ?
How old are you?
4. What is your father's name?
5. Who is your teacher?

LESSON XI. .

•

SELECTION TO BE MEMORIZEl>.

l

Copy the following sentences : -

How can you do yom hest at home?* How can you do yo11'
. best at school? How often should you do your best?

Copy the lines above, and commit them to mem01y.

*

Pupils should answer these questions orally, in complete sentences.

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INDIANA CENTRAL COLLEUf
.' LIBRARY~ :~ .

LESSONS IN ENGLISH.

3. Harry - - going to the post-office.
4. Harry and James-·- going to the post-office.
5· - - that a honey-bee ?
6. The snow - - very deep.
7. The snow-drifts - - high.
8. - - the horses afraid ?
9. Helen and I - · going to ride.
10. We - - not afraid of the cold.

COMPOSITION.

Copy the following names, and tell what each is the name of: -

LESSON XV.
NAMES OF CITIES AND OF STREETS.

15

EXERCISE II.

Write the na.me of the city or town in which you .live.
Write.the names of the leading business streets in your place.
3. Write the names of tlzree streets in your city or town, wh£ch
are desirable for residence.
4. Write th1 name of the largest city that you have visited.
1..

2.

Harry Graham lives in Boston.
He lives in Beacon Street.
s. My cousin lives in New York.
1.

, 2.

What does the first statement tell? What is the name of the city
in which Harry lives? With what kind of letter does the word Boston
begin? Copy the word Boston.
What does the second statement tell? With what kind of letter does
the word Beacon begin? With what kind of letter does the word street ·
begin? Copy the name of the street in which Harry lives.
What city is mentioned in the third statement? How many words
are there in the name of that city? With what kind of letter does each
.
word in the name begin? Write New York.

LESSON XVI.
COMPOSITION.

Wr£te answers to the following questions.'
a complete statement: -

Make each answer

In what city or town is your home? In what street do yoQ
live? What school do you attend ? How far is it from your
- home to the school ? Do you :walk or ride to school ?

16

A

LESSONS IN ENGLISH.

PICTURE LESSON.

17

WRITTEN EXERCISE.-

LESSON XVII.
CHRISTIAN NAMES AND SURNAMES.

That boy is Charles Taylor.
2 . His brother's name is Henry Arthur Taylor
a. He has a sister named Edith Taylor.
4 . John Henry Taylor is their father.

L

Write answers to the following questions. Make each answel
a complete statement: I. What is your father's surname?
2. What was your mother's surname before she was married?
~. \Vhat are the surnames of five families that live near you?
4 What is your father's Christian name?
5. What is your mother's Christian name?
6. Wha~ is your full name ?

What is the name of the boy spoken of in the first statement? Whose
name is given in the second statement? What is the last name of both
boys?
What girl is me.ntioned in the third statement? What is her last
name? Who is spoken of in the last statement? Who is John
Henry Taylor? How does it happen that all the persons mentioned
in the sentences have the same last name?
What is your last name? What is your father's last name? Which
part of your name belongs to your parents and to your brothers and
sisters, as well as to yourself?
The name that belongs to all members of the same family is called
the family name or surname.
Tell the first name of each of the boys mentioned above. Why are
their first names not alike? Who gave them these names?
The part of a name given to a child by its parents is called the
Christian name. The Christian name is sometimes made up of two
words.
What Christian name d o you see in the first sentence? What one
in the second sentence? What one in the third sentence? What one
in the fourth sentence ?
What surname do you fi nd in the sentences?
With what kind of letter should each word in a name begin?

LESSON XVIII.

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."
What is this little boy doing? What are the goats drawing?
What kind of wagon is it? Why does not the boy ride?
How can such a small boy manage two goat s? W ho do you
think harn esses them?
What do you th ink th e boy carries in his wago n?
Wn'te answeYS to these questz.ons.
~ld1

statement.
"'2

JI-fake each answer a com-

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LESSONS IN ENGLISH.

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A

PICTURE LESSON.

21

LESSON XXL
A PICTURE LESSON .

Wh;1t an~ this little girl and her cl og doing? \Vhcrc Jo yo11
think they came lrorn? \V hcre is the little g irl's home?
\Vhat t ime of the year is it? \V\i;1t shows you this? Wh:1t
p:1rt of the cby is it? How do you kno11·?
What kind of dog is it - - large or sm'111, cross or good
n'1turcd? Why docs th e little girl take the dog with her 1vhe11
she goes out to walk ?

=

Write answers to the questions.
IL

Write a story suggested by this picture. Call your story Going
to Meet Papa. Call the little girl by some name that you like.
HINTS.

Where does this little girl live? What kind of home has she?
What is her papa's business? Where does he work, and at
what time in the day does he come home?

GOING TO MEET PAPA.

What kind of day was it when the littl e girl went to meet her
·papa? What did she take with her? What did she do when
~he saw her papa 1 What did Carlo do?

LESSONS IN ENGLISH.

24

NAMES OF THE DAYS.

25

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

Name the two words of which Mr. and Mrs. are the shortened
forms. What letters are used instead of the word Mister? What
letters are used instead of the word Mistress 'I What mark \s placed
after each?
When a word is shortened, it is said to be abbreviated. The shortened form of a word is called an .ibbrevi~. tion.
A period should be placed after an abbreviation.
DICTATION EXERCISE.

Mr. Brown has a new house.
Mr. and Mrs. Brown live alone.
3. Mr. John I. Wood is a grocer..
4. Papa had a letter from Uncle Frank.
5. I am going to visit Aunt Laura

What took place once when a lion was sleeping?* What did the
lion do when he saw the mouse? Why <lid he let the mouse go? What
happened to the lion afterward? How did the mouse repay the kindness of the lion?
WRITTEN EXERCISE.

Write the story of The Lion and the Mouse.
the sub.feet of tlze story, and then write tlte story
words.t

First write
your own

in

1.

2.

LESSON XXV.
NAMES OF THE DAYS.

LESSON XXIV.
COMPOSITION.

Read this story: THE LION AND THE MOUSE.

One day, as a lion lay sleeping, a mouse ran across his nose
and woke him up. The lion laid his paw on the mouse, a:id
was about to crush him. But the mouse begged so harcl for
his life that the lion let him go. . Not long after, the lion was
caught in a net laid by some hunters. He roared and struggled, bi:t his struggles only fast ened him more firmly in the
net. Just then up came the little mouse. He went to work ·
gnawing the ropes, and in a short time set the lion free.

With what kind of letter does the name of each day begin?
many days are there in a week? Name the days of the week.

How

Copy t!ze names of tlze days of the week.

* To flu Teacher. -The pupils should answer these questions orally, in complete
sentences.
t The pupils should read their stories to the class.

28

LESSONS IN ENGLISH.

WORDS TO USE WITH

YOU.

29

III,

LESSON XXVIII.
COMPOSITION.

Write something about your pets."' If you have piyeons, or a
canary bird, or a doy, or a cat, or rabbits, write answers to
t!te questions given on t!tose subjects. But if you have none of
tlze pets named in t!tis lesson, write about t!te ones you !tave.
Write carefully, and be sttre to begin every sentence wt"tlt a
capital letter.
I.

MY PIGEONS.

How many pigeons have you? Where do they stay? What
kind of house do they live in? Where is it ? What do they
eat? Are they tame? Will they eat out of your hands, and
light on your shoulders? How do the old pigeons teach the
young ones to fly? What kind of noise do pigeons make?

OUR DOG.

Have you a large or a small dog? What is its name?
Where does it ~Jeep at night? Is it glad to see you when you
come home from school ? What makes you think so? How
does it act when strangers come to the house? Has it any
tricks ? What are they ?
IV.

OUR CAT.

What is your cat's name? Of what color is the cat? With
what do you feed it? What food does it get for itself? How
does it catch a mouse? vVhat does it do with the mouse before
it kills it? Does your cat stay in the house? Where does it
like to lie best? What does it do when it is happy? Tell any
little story about your cat.

v.
MY RABBITS.

II.

MY CANARY .BIRD.

Have you a canary bird? How old is it ? Of what color is
it? What is its name? Who takes care of it? What do
you do for it? What does it eat? How often does it take a
bath? How does the bird answer when you talk to it? Where
do you keep its cage? In what part of the day does it sing
most? How does it sit. when it sleeps?
• To the Teacher. - Before taking up this lesson, talk with the children about
their pets. Find out what pets they have, and lead the pupils to tell about them.
Then let each child write about his or her own pets.
The pupils should read their exercises to the class.

How many rabbits have you? Where did you get them ?
How old are they? What do you call them ? Where do you
keep them ? What do they like to eat? How did you tame
them? How do they play with you?

LESSON XXIX.
WORDS TO USE WITH YOU.

Has John a pencil ?
a. Have the boys pencils?
1.

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A PICTURE STORY.

LESSONS IN ENGLISH.

About whom is the first question asked ? If you should speak to
John, and ask him the question, what would you say?
· Read the second question. What would you say if you were
the boys that question ?
Did you use has ?r have with you when it meant one person?
it meant more than one?
1.
2.

Where is John going?
Where are the boys going ?

Change these questions. Do not speak about the boys, but speak to
them. Write the questions that you would ask.
Did you use is or are in your first question? Which of those words
did you use in your second question?
1.
2.

Where was John last night?
Where were the boys last night?

What would you say in asking John the first question? In asking
the boys the second question? Did you use was or were with y ou in
your first question? In your second question?
With the word you should we use J1as or have I is or are I was or
were l

Use have, are, and wm•e with the word you, whether it
means one or more than one.
WRITTEN EXERCISE.

Wrz"te
Write
3. Write
4. Write
5. Write
6. Wrz"te
I.

2.

a
a
a
a
a
a

statement,
state'ntent,
statement,
question,
question,
question,

using you with have.
using you with are.
using you with were.
using you with have.
using you with are.
using you w£th wer"·

31

LESSON XXX.
A PICTURE STORY.

Frank

brother

kite

H arry

face

sitting

long

grass

string

watching

fly

house
FRANK'S NEW KITE.

vVho are these boys ? What is each boy doing? Whose
kite is it? Who made the kite, and what did he draw on it?
What must Frank do to make his kite go higher?
What building do you see in the picture? Whose home do
you think it is ? Who may be watching the kite from the
window?
Wn"te answers to the questions.

36

SONG OF THE GRASS BLADES.

LESSONS IN ENGLISH.

Write a story about tlzese cltildren.
call them by those 1lames. Tell-

LESSON XXXV.

Give them · names, and

Who they are.
Where they ljve.
What they do for amusement.
What led the boy to draw the little girl's picture.

A PICTURE STORY.

LESSON XXXVI.
SONG OF THE GRASS BLADES.
~·Peeping,

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.

1

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peeping, here and there,
In lawns and meadows everywhere,
Coming up to find the spring,
And hear the robin redbreast sing;
Creeping under children's feet,
Glancing at the violets sweet,
Growing' into tiny bowers,
For the dainty meadow flowers: We are small, but think a minute
o~ a world with no grass in it! "

A LITTLE ARTIST.

What is the little artist doing? Upon what is he drawing a
picture ? Whose picture is he drawing ?
Describe the little girl, and tell where she is sitting.
How is the larger boy helping about the picture?
What kind of picture do you think it will be ?

At what time o( the year does the grass come up?
What is meant by the grass blades' peeping bere and there?

Where
have you seen the grass blades come up? Do you like to think of a
world with no grass in it?

Copy the Song of the G:rass Blades, aud commit it to
'
memory.

LESSONS IN ENGLISH.

39

COMPOSITION.
WRITTEN EXERCISE.

LESSON XXXVII.
HOW TO WRITE DATES.

Abraham Lincoln was the sixteenth president of
the United States.
2. He was born February 12, 1809.
a. ,He died April 15, 1865.
1.

Read the sentences. Who was Abraham Lincoln?
In what month was he born? On what day of the month? In
wh.1t year?
In what year did he die? How do you know, from the third sentence, on what day of the month he died? How is the day of the
month written? How is the year written? What mark separates the
figures which tell the day of the month from those which give the
year?
In the dates above, I2 and IS are abbreviations of twelfth and
fifteenth. These dates should be read not February twelve and Apn·J
fifteen, but February t'"dJe(/t/1 and April.fifteenth.

Copy the f (Jllowing sentences, and .fill the blanks: 1. This letter was written May 4, 1880.
2. Next Christmas will be December 25, 18-.

3. School began September 1,
4. I was born - - - - , - - .
5. To-day is - - - - , - - .

18-,-.

LESSON XXXVIII.
A LETTER.

Copy the letter on the next page. Notice how the different
parts are arranged, and place them in the same way on your
slate or paper.
Be careful to use capital letters and marks of punctuation as
they are used in the letter given.

Read the following dates : -

LESSON XXXIX.
Octo her 1 2, 18 34.
December 20, 1620.
September 3, 1808.
July 4, 1776.
February 22, 1732.
January 1, 1878.
June 17, 18~.
May 30, 1887.

COMPOSITION.

Write a letter to one of your playmates.
Tell about something that you have at home.
Begin and close your letter like the model given on the next
page.
Use in your letter the name of the ct"ty or town in w!tich you
live, your own name, and the name of one.of your friends.

40

LESSONS IN ENGLISH.

ADDRESSES.

LESSON XL.
ADDRESSES.

The Address of a person is made up of his name and his
residence; nc 1.

42 '

LESSONS IN ENGLISH.
COMPOSITION.

When the words street, avenue, and county occur in addresse:i,
they are usually abbreviated, as follows: Street
St.
Avenue.
Av.
County .
Co.
NOTE. - Sometimes the name of the state is abbreviated also.
name of the state is long, it is better to write it in full .

But unless the

EXEIWISE II.

T:Vrite your own address as it slzou!d be writtm on an
envelope. TVrite ; our real name, not your pet name.
2. lVritc tlzc address of your fa titer ur uf your J:Uaniian.
3. l¥rite the addresses of five of your playmates.
I.

1

1

Read the firs·t address in this lesson. Whose a<ldress is it? What
word is placed before Walter's name? In what street Joes \\'alter live?
What is the number of his house? In what city does he live? In
what state.?
Read the second address. What word is placed before Margaret
Barton's name? What does the second line of the address tell? What
does the third line tell? Why is a period placed after Col What does
the fourth line tell? What mark is placed after the first, the second,
and the third line? What mark is placed after the last line?
If you were writing your mother's address on an envelope, what
would you place before her name? If you were writing your father's
address, what would you place before his name?
WRITTEN EXERCISE.

·Draw on your slate two figures, each of' the shape and size
of an envelope. Make each figure , about 5Yz inches long, and
37,( inches wide. Or, lay an envelope on your slate, and mark
around £t.
2. Copy, tn those figures, the two atfdresses given at the head
of this lesson. In each, write the first l£ne of the adcfress near
the middle of the figure, and be careful to place the other lines.
just as they are placed £n the models gfr1en. Use commas and
periods as they are used in the addresses given.
3. Mark the place for the postage-stamp.
I.

43

LESSON XLI.
COMPOSITION.*

Write letters from the hints given below.
each letter like the model given on page 40.

Begin and close

HINTS FOR LETTERS.
J.

}uLIAN To Louis.

If to-morrow is a pleasant day, Willis and
Julian are going to take their tent and camp out in the Maple
Grove. They would like to have Louis go with them. Willis
will carry their dinner in his father's old knapsack. Ju:ian will
take along his new book, "Hans Brinker."
Will Louis please take his bow and arrow with him ?
II.

Lours TO }uLIAN.

Louis would like nothing better than to
camp out with Julian and Willis. He will go, and will take his
bow and arrow with him. His mother has promised to give
him a nic~ ·lunch, to put into Willis's knapsack.

*

To t!te Teacher. - Pupils should write letters as often as once a week, until they
become so familiar with th e proper form of a letter that they use it unconsciuusly.
Always suggest to the pupil a subject that will interest him, so that he may write
easily and naturally. ,

THE COMMA.

LESSONS IN EN'GLTSH.
III.

RUTH TO BERTHA.

So warm to-day that Ruth went to look
at her. pansy-bed. Found the snow all gone, and the pansies
in blossom, Sends some pansies to Bertha by Frank.

Give a request that you might make of one of your playmates ; as,
Please /uiM my books.
What request might yon make of your teacher? of one of your
parents?
WRITTEN E XERCISE .
I.

IV.

BERTHA TO RUTII.

-

Copy these commands and
1.

Thanks Ruth for the pansies. Thinks
they are beautiful. Has put them into her little Japanese cup.
Sends Ruth her last number of "St. Nicholas."
v.

Suppose that your uncle has sent you a book for a birthday
present. vVrite a letter to your uncle, thanking him for the
gift, and telling him how you like the book.
VI.

Write a letter to one of your playmates, and ask him or her
to spend next Saturday afternoon with you. T ell your friend
of something that you will do together; if he or she will come.

45

z.
3.
4.

5.
6.

7.

1-u1111's/s : -

Lay th e book on t he tableR in g th e bell so ftl y.
Go with your fri ends.
vVear your warm coat.
Please open the box.
Bertha, please play for us.
Form th e habit of standing erect.

2. Write commands or requests, using in each, one of the following words: apples,
fire,
paper,
drum,
pictures,
water,
horses,
roses,
flag,
hats.

LESSON XLIII.
· THE. COMMA.

LESSON XLII.
THE COMMAND.

1.
2.

Give a command that you might use in speaking to a dog; as, Lie
down.
Give a command that you might use in speaking to a person ; as,
Close the door.
Give a command about a ball; about a bell ; about a chair.

3.

Papa, may I ride with you?
Your box, Ellen, is on the table.
Hang up your hat, Robert.

Read thesP. sentences, and tell wh at each sentence d oes.
Who is spoken to in the first sent ence? What mark separates the
word Papa from the rest of the sentence?

LESSONS IN ENGLISH.

48

A PICTURE STORY.

What is the name of the person spoken to in the second sentence?
How many commas are used to separate the word Ellen from the rest
of the sentence?
What is the name of the person spoken to in the third sentence?
How is this name separated from the rest of the sentence ?
When you speak to a person, you are said to address him.

The name of a person addressed should be separated
from the rest of the sentence by a comma or commas.
WRITTEN EXERCISE.

Copy tlze following sentences. Insert commas wlzere they are
needed, and place the proper mark at the end of each sentence: I.

2.

3.
4.

5.
6.

7.
8.

Look at this tree John
Mother will you go with us
Good-night Arthur
Hear the birds sing
Your book Carrie is very interesting
Walter where is the hamm er
Did yon have a pleasant walk Fanny
Be kind to the unfortunate

LESSON XLIV.
DICTATION EXERCISE.

Good-morning, Charles.
Clara, where is your mother?
3. Please open the blinds, Harry.
4. Here is your paper, Mr. Hunt.
5. Wait, Edith, for your sister.
I.

2.

lrom Our Little Onu.

QUOTATIONS.

LESSONS IN ENGLISH.

4.8

49

The little marks [" "] that enclose the exact words used by another

LESSON XLV.
A PICTURE STORY.•

Who is this little girl l t
What is she doing l
What kind of home do you think she has?
Write a story about her.

are called quotation marks.
Read the third sentence. Why is yes enclosed by quotation marks?
Whose words· are repeated in the fourth sentence? Read Ida's
words. What are the marks called that enclose her words?
When the exact words of a person are repeated by ari<>ther, they should be enclosed by quotation marks.
NOTE. -

In a later lesson, examples of quotations are given, in which the quota·

tion is divided by other words.
W RITT E N EX ERC I SE.

LESSON XLVI.

I.

QUOTATION MARKS.

2.

Come and see the morning-glorie~,'' said Henry.
2. " Do they blossom every morning?" asked Ida.
. a. "Y es, " answere dH enry.
4. "Let us count the blossoms," said Ida.
1.

tx

Whose words are repeated in the first sentence? Read the part of
the sentence that tells what Henry said.
What question did Ida ask? Read her exact words.
.When the exact words of a person are repeated by another, they are
said to be quoted. The words repeated art calle·d quotations.
What words are quoted in the second sentence? Notice. the little
marks that are placed before and after Ida's words. How are they
made?
• T~ t!u Tead1t,.. - Give a~ditional exercises of this kind from time to time.
For this pu~pose, sel.e.ct attr".ct1ve pictures of artistic merit. Each pkture should
tepre~ent ohiects familiar to the child, and should in itself suggest some story.
. t See page 47.

Copy the four sentences at t!ze head of t!tis lesson.
Copy these smtences, and place quotation marks whereve1'

they are needed: 1. Here are your gloves, said Thomas.
2. Uncle George, please tell us a story, said Elsie .
3. How do cats walk so softly? asked Fred.
4. Because they have cushions on their feet, replied his
mother.
5. Where shall we hang the hammock? asked the boys.
6. Under the old elm-tree, said Mrs. Wood.

LESSON XLVII.
QUOTATIONS.
1.
2.

George said to Robert, " Where is Bruno?"
Robert replied, " He was out by the barn a short

time ago."
•4

1
I

152

LESSONS IN ENGLISH.

In writing I've, what do you place where the letters h and a are
left out? ·
The mark ['] is called an apostrophe.
From what two words is don't made? Why is the apostrophe used?
Words, . like I've and don't, made from two w~rds by omitting a
letter or letters, are called contractions. .
An apostrophe should be used in a contraction wherever
a letter or letters are left out.
Mention the contractions in these sentences, tell from what words
each is formed, and name the letters that are left out : -

There's Fred.
He's behind time.
Isn't your brother coming?
They'll be here soon.
I'm glad to see you.
I'll try to solve the problem.
He said 'twas a mistake.
Doesn 't your brother sing?
Wouldn't Paul come?
I can't read this letter.
They're painting the house.
It's a cold morning.
WRITTEN EXEllCISE.

1.

Copy t/ie sentences above, writing tlze contracted words t'n full.
Example. -

2.

There is Fred.

Compose sentences containing the following contractions: it's,
I'll,
doesn't,
'twas,
I've,
he's,
there's,
I'm,
don't,
can't,
wouldn't,
they're.

COMPOSITION.

LESSON L. .
DICTATION EXERCISE.

1.
2.

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

Don't walk so fast.
There's the car.
Isn't that your ?og?
He's following us.
Doesn't th e wind blow harcl?
Harry can't open the gate.
It's too heavy.
I'm learning to draw.
Wouldn't you like to see my drawings>
They're in the next room.

LESSON LI.
COMPOSITION.

THE BROWN THRUSH.
J.

There's a merry brown thrush sitting up in the tree;
"He's singing to me! he's singing to me!"
And what does he say, little !jirl, 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 as happy as happy can be!"
i
.11
I! >
. t

LESSONS IN ENGLISH.

55

REVIEW.

n.

LESSON Lii.
And the brown thrush keeps 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!
/ An.a I always shall be,
' If you never bring sorrow to me."

REVIEW.
1.

Use these words in statements: -

2.

Use the following words

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 see?
Unless we are as good as can be."
LUCY LARCOM.

What is sitting in the tree ? What is he doing?
What does the thrush say in his song?
To whom does the thrush sing? What does he say to everybody?
Name all the contractions in this poem, and tell for what each
stands.

Wn'te in you,- own words the story of The Brown Thrush.

i1t

questions: has,
have.

was,
were,

is,
are,

III.

blacksmith,
garden.

river,
merchant,

stars,
boy,

dollar,
flag,

3- Write a command or a request about. a fire,
the tea-table.

your hat,
your book,

a horse,
a door,

4. Write the names of the seasons of the year, and ·tell somt
stgn of each season.

5. Copy these abbrev£ations, and opposite eaclz abbreviation
write t/ze word for which it is used: -

Sept.

Mon.
Mr.
Apr.
Tues.
Jun.

Jul.
Oct.
Sat.
Feb.
Mar.

Aug.
Sun.
Dec.
Wed.
Nov.

St.
Av.
Co.
Jan.
Fri.

Thurs.

Mrs.

d.
,I '

86

..,.,.-s;.._.,:T-:·~~~
- ~-

REVIEW.

LESSONS IN ENGLISH.

I

LESSON LIX.

67

LESSON LX.
REVIEW.

A PICTURE STORY.

1.

Make a statement about -

your book,
the clock,

a chain,
th e window,

a small boy,
bright faces,

cold weather,
kind words.

How many parts has a sentence ? What are these parts called?
What is the office of each part?
What is a word used a.s a name called ?
/" What is a name cal!ed that belongs to an individual person or thing?
Give an example.
What is a name called that belongs to every person or thing of the
same class? Give an example.
With what kind of letter should a proper name begin?
II.

Point out the nouns in these statements, and tell which are common
names and which are proper names ; -

r. Th e basket was filled with g rapes.

THE NEW PUPIL.

Write a story about "Hetty." Tell where she went one
day; what she saw there; and how she was received.

2 . V aluable min erals are found in the Rocky Mountains.
3. A fisherman hastened along the beach.
4. The robin and the wr~n are flown.

5·
•

,j

, Listen, my children, and you shall hear
Of the midnight ride of Paul Revere.

6. I stood on the bridge at midnight.
/
7. My rambles soon led me to the church, which stood .at
short distance from the village.

(
I

a:

l

/

68

COMPOSITION.

LESSONS IN ENGLISH . .

69
'I

"l

I

j

'

III.

LESSON LXI.

Tell why each capital letter is used in the following : -

COMPOSITION.

This chair was made by the Shakers.
2. The tea-plant is cultivated in China.·
3. Sir Walter Scott had a great affection for animals.
4. England is separated from France by th e English Channel.
5. The Leg isl ature will be in session on Mond ay evenin g.
6. The Governor has issued a Thanksgivin g proclamation.
7. Charles is reading "The Old Curiosity Shop."
8. 0 Harry, see what I have found.
9 . The chimney-piece is set round with Dutch tiles, representing scenes from Scripture.
I.

IO.

,.
THE FOUR SUNBEAMS.
t'

J.
I
Four little su,b beams. came earthward one day,
Shining and dancing along on th eir way,
Resolved that their course should b e blest.
" L et us try," they all whispered, "some kindness to do,
Not seek our own pleasuring all th e day through,·
Then meet in the eve at the west."

On Alpin e heights the love of God is shed ;
He paints the morning red,
Th e flow~re ts white an<J blue,
And feeds them with his dew.
On Alpine heights a loving Father dwells.

IL

One sunbeam ran in at a low cottage door,
And played "hide-and-seek" with a child on the floor,
Till baby laughed loud in his glee,
And chased with delight his strange playmate so brigh t,
The little hands grasping in vain for the lig ht
That ever before them would flee.

IV.

Write statements containing1.

2.

3.
4.
5.
6.

7.
8.

The
The
The
The
The
The
The
The

name
name
name
name
name
name
name
name

of a large city.
of a lake.
of a railroad. ,
of an express company.
of a hotel.
of a bank.
of a newspaper.
of a book.

'

\

III.

One crept to the couch where an invalid lay,
And brou bcrht him a dream of th e sweet summer day,
Its bird-son g and bc:rn ty and Ll oo m ;
Till pain was forgotten ancl weary unrest.
And in fancy he roamed th rough the scenes he loved best,
Far away from the dim, dark ened room.
I

l

'f
I

~J

l
11

.I
l

70

NAMES THAT MEAN MORE THAN ONE.

LESSONS IN ENGLISH.

IV.

One stole to the heart of a flower that was sad,
And loved and caressed her until she was glad
And lifted her white face again,
For love brings content to the lowliest lot,
And finds something sweet in the dreariest spot,
And lightens all labor and pain.

71

How did the fourth sunbeam show the little blind girl that he felt
sorry for her?
What did aJI the little sunbeams say, when they went home at night?
The parts into which a poem is divided are called stanzas. How
many stanzas are in this poem?

Write in your own words tlze story of The Fou1· Sttnbeams.
Do not forget to begin every new sentence with a capital letter.

v.
And one, where a little blind girl sat alone
Not sharing the mirth of her play-fellows, shone
On hands that were folded and pale,
And kissed the poor eyes that had never known sight,
That never would gaze on the beautiful light
Till angels had lifted the veil.
VI.

At last, when the shadows of evening were falling,
And the sun, their great father, his children was calling,
Four sunbeams sped into the west.
All said, "We have found that in seeking the pleasure
Of others, we fill to the full our own measure," Then softly they sank to their rest.
:

.•,

.M. K. B., in St. Nicholas.

What did the four little sunbeams resolve to do?
What did the first sunbeam do?
How did the second sunbeam amuse an invalid?
What did the third sunbeam do to make a little flower happy?

LESSON LXII.

X NAMES

THAT MEAN MORE THAN ONE.

What do you say_when you speak of more than one clock ?

book?

slate ?

chair?

The form of a wo~((-used m speaking of one thing is called the
sin'1ular form.
The form of a word used in speaking of more than one thing is
called the plural form.
Write the words clock, book, slate, and chair.
Write the words that mean more than one clock, book, slate, and chair.
What did you,.add -to each word, to make it mean more than one?

Add s to the singular of most nouns, to form the µlural.
WRITTEN EXERCISE.

Write sentences containing tlze plum! forms
:basket,
mile,
marble,
hour,
pailful,
tree,
· week,
cupful,
bird,
pencil,
,, car,
spoonful,
·'

of the following

~vords

hat,
coat,
paper,
flag.

.

.

....

.·.-~~

-

~;~

~~~~--~~-

r.

74

'

PLURAL FORMS OF NAMES ENDING IN Y.

LESSONS IN ENGLISH.

Copy t!te numbered sentences, and use singular nouns fof
t!te plural nouns.
Make such other changes £n the sentences as may be necessary.

75

2.

Example. -

LESSON LXVI.
PLURAL FORMS OF NAMES ENDING IN Y.

The birds were sitting on posts.
A bird was sitting on a post.

Write the words-

1,

LESSON LXV.

,,

COMPOSITION.

THE BOY AND THE WOLF.

A boy who was tending sheep ran to his neighbors and told
them that a wolf was carrying off his lambs. The men left
their work and went to help him, but found that no wolf had
been there. The boy deceived them in this way several times.
At last, a wolf really came. The boy went again to the men,
and begged them, with many tears, to come to the rescue of
his flock. But they thought that he was in sport as before, and
paid no attention to his cries and tears. So he lost his lambs.
What is this story about?* What was the boy doing? How did he
amuse himself? What did his neighbors find when they came to help him?
What happened when a wolf really came?
What does this story teach?

cherry.

city,

lady,

With what letter does each of these words end?
What word Il!eans more than one lady? more than one city? more
than one cherry?
Write the words that mean more than one lady, city, and cllerry.
How did you change each word, to make it mean more than one?

Some nouns ending in y, change y to ies, to form the
plural ; as, fly, flies; city, ct'ties ,· army, armies.
Write the words-

boy.

key,

day,

With what letter does each of these words end? What letter comes
before y in day 1 in key 1 in boy?
Write the words that mean more than one day, key, and boy. What
did you add to each word?

When\ a noun ends in y, if a, e, or o comes before the y,
adds to the singular, to form the plural; as, day, days; journey,
journeys,· toy, toys.
WRITTEN EXERCISE.

WRITTEN EXERCISE.

Write £n your own words the story oi The Boy and the Wolf.
• To flu Teacher. - Pupils should answer these questions and write the story,
without referring to their books.

Copy tlu singular forms of the following words, and writ~
opposite each name £ts plural form : I.

Example. -

.._,._

'

.

" ........

~~,.,.s ~~,

"'t"''

~~

..

-· .. ,

Lily, lilies; valley, valleys.

_...

--

-

-

-

76

A PICTURE LESSON.

LESSONS IN ENGLISH.

2.

lily,
daisy,
fly,
monkey;
Write sentences

chimney,
berry,
valley,
story,
containing the

baby,
body,
pony,
city,
donkey,
duty,
tidy,
lady.
plural forms of the names

77

'I .

Il
'l
I

LESSON LXVIII.

I

A PICTURE LESSON.

above.

LESSON LXVII.
OTHER PLURAL FORMS.

What word means more than one -

man?
tooth ?
mouse?
foot?
goose?
ox?
woman?
child?
Some nouns form their plurals in irregular ways; as,

I.

man, men; mouse, mice ; clzild, clzildren.
t.
2.
3.

4.

The farmer counted his sheep.
One sheep was mi ssing.
There are five deer in th e park.
Have you ever seen a wi ld deer?

Read the sentences above. What word is used to denote one sheep?
To denote more than one?
What is th e singular form of the word deer? What is the plural
form?

Some words have the same form in the singular and the
plural ; as, sheep, deer, trout, cannon.

Write sentences containt'ng t/ze plural forms of these words : woman,
ox,
man,
foot,
child,
tooth,
mouse,
goose,
sheep,
deer,
trout,
cannon.

THE SWING.

Where is the swing? Why do the children like to go
there? What happened one afternoon while they were there?

eo

WORDS THAT DENOTE POSSESSION.

LESSONS IN ENGLISH.

81

WRITTEN EXERCISE.

Tell in your own words What Makes the Ocean Salt.
LESSON LXX.
HINTS.

COMPOSITION.

WHAT MAKES THE OCEAN SALT?

He who sails upon the sea must carry fresh water in his ship
or perish with thirst, for he will find

Describe the course of the raindrops on their way to the sea.
Tell what they bear to the ocean, what becomes of their
burden, and how they reach the sky again.

"Water, water everywhere, but not a drop to drink."

What is the secret of the saltness of the sea? Its water was
not always so. Every drop of it, at some time, came from the
clouds, and was just as fresh as any rain-wat er. I will tell you
the simple story. Raindrops patter upon hilltops and meadows
everywhere'. They sink into the soil and run over the rocks,
all the time dissolving many things in their way; but they find
more of salt than of any other one thing. Springs and rivulets
gush from 'the hillsid e, rivers run from the highlands, and,
swollen by others from the plains and valleys, at last pour their
. ftQods into the sea. N ext comes in th e work of the sunshine.
The heat lifts the water, in the form of vapor, into th e clouds,
but it leaves the salt behind. Year after year this work goes
on. Water loaded with an easy burden of salt, travellin g by
easy stages to the sea, leaves its burden there, while it climbs
the sunbeam up to the sky again to form the fl oatin g clouds.
The clouds, wafted by the winds, fly away over the continents
to drop upon forest and field their rattling rain, which must
travel its oft-repeated journey to the sea again. In this way
the ocean has received its salt.
.
Lii ROY C . COOLEY.

.)f< LESSON

LXXI.

WORDS THAT DENOTE POSSESSION.
i.
2.

H enry has a sled.
Henry's sled is broken.

Who is spoken of in the first statement? What is said about Henry?
What is said about the sled in the second statement? What does
the word Henry's show?
In the statements above, how many forms has the word Henry 1
When a word is used to show to whom or to what something belongs,
it is said to denote possession. The form of a word that denotes possession is called the possessive form .

The boy's hat is too large.
2
The doctor's horse ran away.
a: ) Here is a spider's web.
i.

Whose hat is too large? Whose horse ran away? To what did the
web belong?
What has been added to each of the words boy, doctor, and spider, to
show that they denote possession?
118

A PICTURE LESSON.

LESSONS IN ENGLISH.

84

~LESSON

LESSON LXXIII.
POSSESSIVE FORMS OF PLURAL NOUNS No'f'· ENDING IN S.
i.
2.

85

LXXIV.

A PICT U RE LESSON.

Men's voices were heard.
Did you see the children's presents ?

What does the first sentence do? Whose voices were heard?
What does the second sentence do? What is the use of the word
childrw's?
Mention the words in these sentences that denote possession. What
has been added to each of the words, to show that they denote possession?

Add the ap ostrophe (') and s to a plural noun not ending
in s, t o form the possessive.
WRITTEN EXERCISES.
I.

1. Copy t/ie follo w ing possessive forms.
Tell wlticli of the
words mean one, and wliiclt mea11 more tlian oue: -

sister's,
boys',
man's,
birds',

boy's,
men's,
girls',
bee's,
2.

ladies'.
teachers',
women's,
Herbert's.

Use these possessive forms in sentences.
11.

Write sentences containing the possessive plural forms of thtfollowing words: pupil,
child,
lady,
woman,
doctor,
dog.
gentleman,
brother,
ox,
horse,

(r

tiVIU .

I
PONTO RINGING THE BELL.

Who was "Ponto " ? H ow did he look? What did he do?
Who was watching him? Tell a true sto~y
that you have known.
about some dog

-~

.

--"'-"'--

'

-

~

-

-

~

~

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

...,,..-...._~~

..

~.-

,,,

__

-;.

..

,,,_~

~

~

_.,;;:._.._-

~

-

.... __

~

WRITTEN EXERCISES.

LESSON LXXX.

I.

Use each of the following words in a sentence, to describe something: tall,
amusing,
tru~,

large,
cool,
smiling,

busy,
straight,
slender,
Example. - A

obedient,
sunny,
old.

tall boy held the horse.
II.

Write sentences containing the following words used as adjectives:these,
both,
each,
few,
many,
some,
no.
this,
Example. -

Each boy carried a flag.

J,,. LESSON LXXIX.
~-

i' ,J

hat,
dog,

STUDY

OF WORDS THAT DESCRIBE.

SOMEBODY'S MOTHER.

r.

The woman was old and ragged and gray,
And bent with the chill of a winter's day;
The' street was wet with a recent snow,
And the woma~'s feet were aged and slow:
She stood at the crossing and waited long,
Alone, uncared for, amid a throng.
II.

Past the woman so old and gray
Hastened some children on their way,
Nor offered a helping hand to her,
So meek, so timid, afraid to stir
Lest the carriage wheels or horses' feet
Should crowd her down in the slippery street.
' III.

COMPOSITION.

Suppose that you have lost something. Describe the lost article.
Be careful to use words that will show exactly wltat thing is
meant.
Describe a lostknife,
purse,

91

STUDY OF WORDS THAT DESCRIBE.

LESSONS IN ENGLISH.

90

horse,
cow.

Example. - Lost. - A small pocket knife with a pearl handle. It has
two blades, one long and broad, the other short and slender. The small
blade has a broken point.

At last came one of the merry troop The gayest laddie of all the group;
He paused beside her and whispered low,
"I'll help you across if you wish to go."
IV.

Her aged hand on!his strong young arm
· She placed ; ancVso, without hurt or harm,
He guided the trembling feet along,
Proud that his own were firm and strong.

.-

96

WRITTEN EXERCISE.

LESSON LXXXIV.

Copy the following sentences, and fill the blanks w ith an or a : I.
2.

3.
4.
5.
6.

7.
8.
9.
10.

The window is shaded by ~ large tree.
Please lend me ____;;._._ pencil.
~ old man entered the door.
He wore~ new coat.
You may stay · ~ hour.
He was riding in ~ carriage.
Can you catch _b._ ball?
~ narrow path led to the river.
They. took ~ early train.
Do not make ~ unkind remark.

LESSON LXXXIII.

( .'
I'

HINTS.

What kind of day was it when you took your walk?
If your walk was in the city, did you go through quiet or
noisy streets ? What kind of carriages passed you ? What did
you see in the windows ? What kind of men, women, and
children did you meet ? What else did you see ?
If your walk was in the country, did you walk in the road or
in the fields? What was growing in the fi elds? What flowers
did you see ? What trees were in sight ? What animals did
and what were they doing ?
you see,
~ ,;., "r·
.

.

··~ ~-!

REVIEW.

I. ORAL EXERCISE,

Mention a word that will tell the color of -

•

the sky,

the grass,

the snow.

What word may be used to tell-

'

'

the shape of an orange ? ·
the taste of an orange?

the size of an orange l
the number of oranges?

Mention a word that may be used to point out one thing near by;
one thing at a distance.
Mention a word that may be used to point out two or more things
near by ; two or more things at a distance.
For what is ·the used? Give an example.
For what is an or a used? When should we use an I When should
we use a?

COMPOSITION.

Write about some walk that you have taken.

97

REVIEW.

LESSONS IN ENGLISH.

II. WRITTEN EXERCISE.

Use each of these words in a sentence, to describe or point out
sometht'ng : interesting,
an,
the,
sleepy,
smooth,
red,
heavy,
thirsty,
this,
these,
those,
large,
cold,
honest,
small,
kind,
pretty,
tired,
long,
pleasant.
Example. -

I am reading an interesting book.
Ill. DICTATION EXERCISE.

1.

.,

2.

I did not hear the man's reply.
Where is Charles's hat?

LESSONS IN ENGLISH.
1.

2.

3.
4

5.
6.

7.
8.
9.
IO.

H.
12.

STUDY OF A DESCRIPTION.

The stockings hang by the chimney.
The shadows dance upon the wall.
Man wants but little here below.
. The birds have gone to rest.
This stream flows rapidly.
The exercises begin at eight o'clock.
The house stands on the side of a hill.
A sycamore grows by the door.
His voice is soft and gentle.
The ships were haded with tea.
These timbers are valuable.
The spring comes slowly up this way.

IV.

Write sentences containing the following, used correctly as sub~jects of plural verbs: caterpillars,
houses,
railroads,

15. He goes on Sunday to the church.
II.

Use the following verbs correctly itf sentences: rides,
hears,
has,

are,
moves,
was,

were,
go,
goes.

111.

Wr£te sentences contain£ng the following, used correctly as
of s£ngular verbs : -

,~ubjects

September,
window,
nephew,

wind,
path,
night,

stars,
merchants,
Americans.

LESSON LXXXVIII.

14.. Too many cooks spoil the broth.

comes,
make,
come,

trees,
swallows,
brothers,

•---

13. The walls are high, and the shores are steep,
And the stream is strong, and the water deep.

live,
tells,
builds,

103

chair,
forest,
street.

STUDY OF A DESCRIPTION.
HOW FLIES WALK.

You have often seen a fly walking on the ceiling or running
up a smooth pane of glass, and have wondered how it could
hold on.
By examining the foot of a fly with a powerful microscope,
it has been found that a fly's foot is macie up of two little pads,
upon which grow very fine short hairs. Th ese hairs are so very
fine that there are more than a thousand on each foot-pad. The
hairs are hollow, with trumpet-shaped mouths. Back of the
pad is a little bag fill ed with liquid glu e. When the fly steps,
it presses the li0uid through these hollow hairs out of the little
mouths. The moment the glue reaches the air it hardens.
Thus we see that at' every step the fly takes, it glues itself to
the surface. When the fly lifts its foot, it draws it up gently in
a slanting direction, just as you might remove a moist postagestamp, by beginning at one corner and gently drawing it back.

LESSONS IN ENGLISH.

WORDS THAT SHOW HOW.

Of what two parts is a fly's foot made up? How was this found out?
What grow on each foot-pad? Describe the hairs. Mention a flower
that is trumpet-shaped. What is . back of the pad? What takes place
each time that the fly steps? How does the fly lift its foot?

. Read the first sentence. What is the use of kindly 1
What is the second statement about? What word asserts something
of the boat 7 What is the use of the word slowly 7
What word asserts an action of Charles 7 What is the use of the
word well?
What word asserts something of the wind 7 What does gently show?
In the foregoing sentences, which words are used with verbs to modify their meanings?
A word that modifies the meaning of a verb is called an adverb.
Use words to tell how -

104.

WRITTEN EXERCISE.

...

~)

Make sentences containing the following words: -

..

smooth,
hollow,
surface,

ceiling,
microscope,
glue,

examine,
·trumpet,
slanting,

powerful,
liquid,
moist.

\

,,

I·'

LESSON LXXXIX.
COMPOSITION.

HOW FLIES WALK.

BINTS.-Describe a fly's foot.
Tell what takes place each time that the fly steps
Tell how the fly lifts its foot:

)<

LESSON XC.

WORDS THAT SHOW HOW.

He spoke kindly.
2. The boat moved slowly.
s. Charles writes well.
4. The wind blows gently.
1.

The
The
The
The
The

The snow falls .
The river runs.
The children laughed.
The man worked.
· Anna sang.

r

soldiers marched.
tired child sleeps.
b°'6y waited.
cricket chirps.
gloves were mended.

WRITTEN EXERCISES.
I.

Copy the following sentences, underline the verbs, and fill the
blanks with words showing how the actions are peiformed: r. The man walks - "'.
2. Ruth reads - - .
3. The bell rings - - .
4- Horace crossed the street--.
5. The snow falls - -.
6. She speaks - - and - -.
7. The door swings - -.
8. The children play--.
9. Laura thinks - - .
IO. Snails move - ·-.

•

108

USE OF NEGAT I VES

LESSON S IN ENG LISH.
·-----·- --

The tree stood.
2 . Th e boy jumped.
3. The train moved.
. 4. The man looked.
5. A sailor fell.

- --

6. We see the stars.

I.

7 Ile thre\\ the box.

LESSU1

8. The fami ly mo veJ.

,_J_

9 Th e chil dren ran .
IO. A bird flew.

Example. -The

T

Use these words in sentences, to show where actions were per
fonned:hither,
overhead,

back,
there,

forth,
here,

forward,
down.

XCl V.

USE OF NEGATIVES .

Tell which of thes e scnlcncl'.s af1iri 11 , anrl \\'hi ch c.l eny: -

tree stoon yonner.
11.

away,
backward,

109

- - - - - - - - -- ·---·- - - - -- --

··

The a rticl es will oe (1 JU !ld.
Th e ar ticl es will ne ver be found.
These grnpes ;:i.re ripe .
These gr~pes are not ripe.
He knows something about the matter.
He knows little about the matt er.
He d<?es not know anything about the matter.

LESSON XCIII.
COM POSITION.

Tell, as clearly as you can, !tow to do any one of the following
tht'ngs:How to Pop Corn.
How to Make Molasses Candy.
·How to Make a Bed. ,

How to Harness a Horse.
How to Make a Kite.
How to Catch a Crab.

HOW TO POP CORN.
HINTS.

What kind of corn is best for popping? How do you prepare it? How much corn do you put into the corn-popper at a
time? Where do you hold the corn-popper ? D o you hold it
still or keep it moving? Why l How will the corn look when
it is done l

I told on e person.
I never told you that.
I did not t ell anybody.

•

Our climate is warmer than theirs.
Our dim.ate is not warm.
A sentence that affirms is called affirmative, and one that denies is
called negative.
Which of the foregoing sentences are affirmative? Which are negative?
A word that denies is called a negative.
Name the negatives in the sentences above.
Do not use two negatives in the same sentence, unless
you wish to express an affirmation.

110

LESSONS IN ENG LISH.

A

PICTURE STORY.

WRITTEN EXERCISES.

LESSON XCV.

J.

Change these sentences, making each express a meaning opposite to the meaning gi11en : - .
1.

2.

3.
4.
5.
6.

7.
8.

9.
10.
11.

12.

r3.
14
I

5.

A PICTURE STORY.

Your mail has come.
The boy is better. .
He will pay something for the use of the carriage.
I did not give him anything.
Don't tell anybody.
Speak to the child .
It will do no good.
He did not put anything into the box.
The nurse followed the directions given.
They said something to the owner of the boat.
He will arrive before night.
The matter was not explained.
I saw nothing like this.
I did not learn anything about the accident.
They never found the watch.
Example. -

Your mail has not come.
.

JOHN'S NEW PONY.

JI.

Write a story about "John's New Pony."

Use the follow£ng words £n affirmative sentences: somebody,

anybody,

something,

anything,

anywhere. ·

III .

. Use the follow£ng words in negative sentences: not,

diqn't,

never,

cannot,

don't.

111

120

LESSON

IN ENGLISH.

WORDS THAT CONNECT:

121

WRITTEN EXE&CISE.

LESSON CIV.

Copy the following sentences, and fill the blanks with I, we,
he, she, or .they: I.
2.

3.
4.

5.
6.

7.
8.
9.
IO.
I I.

12.

Who raised the window? It was .- - .
Who is there? It is--.
Was that your brother? It was - - .
It is - - who are reciting.
It was - - that brought the flowers.
Was it the boys? It was--.
Was it the Mayor in the first carriage? It was--.
Was it--?
It i s - -.
Is it - - ?
It was - - .
It was - - that replied.
It was either - - or - '
.
If - - were - - , - - would go.

LESSON CIII.

WORDS THA'r CONNECT.

The passengers took their seats, and the train
started.
2. He owns the house, but he does not live in it.
s. The basket contained apples and oranges.
4. The pupils march and sing.
1.

How many statements are made in the first sentence? Read each
statement. What word joins the two statements?
How many sentences can you form from the second sentence? Read
each. What word joins the two sentences?
What does and connect in the third sentence? In the fourth sentence?
A word that connects sentences or similar parts of the same sentence
is called a conjunction.
Mention the conjunctions in thes.e sentences, and tell what each connects:-

The door opened, and the boy came in.
· Walking and rowing expand the chest and strengthen the
muscles.
3. The kettle was singing, and the clock was ticking.
4. Shall we walk or ride ?
5. The notes of the wren are sharp and shrill.
6. He did not like the man's appearance, so he dismissed
him.
7. We called at the house, but we did not see our friends.
8. The boy seemed pleased, yet he would not. speak.
I.

C 0 M P 0 S I T I 0 N.
THE RAINBOW.

What kind of weather brings the rainbow? When
. did you see one? At what time of day did you see it?
Where . was the sun? Where did you look for the rainbow?
What did you see? What are the colors of the rainbow, and
in what order do they appear? Tell any story that you have
heard about the rainbow.
DINTS. -

'.

2.

122

LESSONS IN ENGLISH.

A PICTURE LESSON.

WRITTEN EXERCISES.

I.

LESSON CV.

Copy the following sentences, and underline the conjunctions: -

A PICTURE LESSON.

'

Now stir the fire, and close the sh utters fast.
Is this a time to be cloudy and sad ?
3. Days brightly came and calmly went.
1.

2.

4.

She trimmed the lamp and made it bright,
And left it swinging to and fro.

5. Our band is few, but true and tried.
6. Sink or swim, live or die, survive or perish, I give my hand
and my heart to this vote.
7. They came, but they did not stay.
8. She must weep or she will die.
9. Speak clearly if you would be understood.

u.
Write sentences containing the following: I.
2.

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

And connecting two nouns.
And connecting two adjectives.
And connecting two verbs.
And connecting two statements.
But connecting two statements.
Or connecting two nouns.
Or connecting two statements.
Yet connecting two statements.
For connecting two statements.
Unless connecting two statements.

DISCONTENTED HARRY.

Write a story about "Harry."

128

124

STUDY OF SELECTION.

LESSONS IN ENGLISH.

LESSON CVI.
COMPOSITION.
OUR FLAG.

Describe the flag of our country. Tell its shape
and color, and name its different parts. Tell which parts are
red, which white, and which blue, and show how the different
parts are placed. Men tion the number of stripes, and tell why
that number is used. Give the number of stars, and tell what
each represents.
HINTS. -

'''Tis the star spangled banner! oh , long may it wave
O'er the land of the free, and the home of the brave l"

LESSON CVII.
STUDY OF SELECTION.

125

Who wrote these lines? Read the first stanza.
What is the first thing that the poet says? vV/1ere does he hear
something? Who is meant by me l
Between what words does in show a relation? What word shows the
relation between the chamber and the poet?
Whctt is the first thing that the poet hears? Of what does he hear
the patter? Do children run or walk when their feet patter? What is
thP. second thing that the poet hears? What is the third thing? What
words describe the voices ?
Read the second stanza. From what place docs the writer see something? In what light does he see something? What does he see?
What are they doing?
What does descending mean? What does the word hall show? What
is the use of broad?
What kind of girl was Alice? What is the meaning of grave ? What
word desc ri bes Allegra? What words describe Edith? Do they describe something about her appearance or her character?
" Tell in your own words what the poet heard. Tell what he saw.

[The following lines are taken from the poem called " The Children's
Hour.." The poet is describing his own children on their way to his study .J
WRITTEN EXERCISES.

I hear in the chamber above me
The patter of little feet,
The sound of a door that Is opened,
And voices soft and sweet.

I.

2. Copy the following sentences, writing other words of similar
meanz"ng in place of the words in Italics : -

From my study, I see in the lamplight,
Descending the broad hall stair,
Grave Alice and laughing Allegra•
And Edith with golden hair.
LoNGFELLOW.

• Allegra: pronounced Al-lt'-grq.

Copy the two stanzas above, and.commit them to memory.

I.

2.

3.
4.

5.
6.

I hear the patter of httle feet.
The voices are soft.
The children are descendz"ng the stairs.
The stair is broad.
Alice is grave.
Edith has golden hair.

,·-,
l<

,,

!' i

130

LESSONS IN ENG LISH.
I.

2.

3.
4.

5.
6.

7.
8.
9.
IO.

The brook ran - -· the bridge.
The water is - - the pitcher.
Did you put .ice - - the water ?
Wild horses are caught - - a lasso.
Is Mr. Hunter - - home?
He has gone - - his office.
The family sat - - the table.
The strangers walked - - the streets - - the city.
The habits - - the cuckoo are very interesting.
The soldiers marched - -. the camp.

PART

THIRD.

LESSON CXI. THE PARTS OF A LETTER.

IV.
DICTATION EXERCISE.

i.
2.

3.
4.
5.
6.

. .

•

7.
8.

Is this hat yours or Ruth's?
Hark I I hear a drum.
Charles, where are you going?
How cold the water is!
"This train is often late," said the boy.
The bell rings at eight o'clock.
What a clatter the horses' feet make!
The bird is singing to its mate.

• 9. " There
Till
There
Till

is no glory in star or blossom
looked upon by a loving eye ;
;s no fragrance in April breezes
breathed with joy as they wander by."

• To tlu Teacher.___: Read one line of the stanza at a time, and tell the pupils
what mark to place at the close of the second line,

A Letter is .m ade up of five parts. (See Form on next page.)
If a letter fills a page or more, it should begin about an inch
and a half from the top of the page. But if it occupies only a
few lines, it should begin lower down, so that the margins above
and below the letter may be about equal. The first line of the
heading should begin a little to the left of the middle of the page.
A margin should be left on the left-hand side of each page.
The width of this margin should be about one-quarter of an
· inch on note-paper, and about half an .inch on large letter-paper.
The address is usually placed at the beginning of a business
letter and at the close of a familiar letter.
When the address is placed at the close of a letter, the salutation should begin at the marginal line, on the first line below
, the heading, and the body of the letter should begin at the end
of the salutation, on the first line below.
WRITTEN EXERCISE.

I. Copy on note-paper the following letter-form.
L eave on the
left-hand side of each page a margin one-quarter of an inch wide,

-1

.,I.

I

131

l '

132

LESSONS IN ENGLISH.

THE HEADING.

[HEADING . }

.c:/a,n/a 6fatLata,, ~a/,,
@e~. 6,; -!&ff·

133

and arrange the different parts as they are arranged in the model
g-tven.
2. 1¥rite a letter-form similar to the one given in this lesson,
using in it yoiw ouin name and address, and t/u: wmu and address
<f one if _your friends. Draw dotted lines to represent tlte body
of tlte letter.

(•ALUTATION.j

~

deat

GJot~ei,,-

LESSON CXII.
(BODY OF LETTER.

J
THE HEADING.

The Heading of a letter shows where the letter was written
and when it was written.
If the letter is written from a city, the heading shouid contain
the number of the house, the name of the street, the name of
the city, and the name of the state:

/Jhu·t /o4,LM2fP rttd-1.et,,
(CONCLUSION .)

dt~e

tf.

[ADDltKSS. J

~-

&anA d

.e;f/o/~ea,,

O'lfad~o.n,, -9/~.

~ '.

,.

.e;f/odne:t.

NOTE. - Sometimes the number of the post-office box is used instead of the
number of the house and the name of the street.

-If the letter is written from a small town, the heading should
contain not only the name of the town and the name of the
state, but the name of the county also.
If the letter is written from a large school, from a hotel, or
_from any well-known institution, the name of the institution
may take the place of the street and n_umber.
The heading should begin about an inch and a half from the
top of the page, and a little to the left of the middle. If the
• heading is short, it may be written on one line. If it occupies
•· two or three lines, the second line should begin a little farther

it'
ii

!:ii

l~~

i~I!
II

I'1
:1,
I

134

THE HEADING.

LESSONS IN ENGLISH.

to the right than the first, and the third line should begin
little farther to the right than the second.

135

Mention the different itetns in each heading. What mark is used to
separate those parts? What mark is placed at the close of each heading?

Separate by commas the different items in the heading,
and place a period at the close of the heading.

FORMS OF HEADING.
1.

~nd,, (}~~ allay~ 4<f5f4. : ·
2.

~,, ifu~ ~o.,, ~.,, ·

~ 2,, 4a5fa5.
3.

446 ~

O!O.

di.,, ~ee,, ~d.-'
cJd7. 2 2,, ,f Q5f /·

NOTE. - If any of the words in the heading of a letter are abbreviated, the
different items must be separated by commas the same as .if the words were written
in full. A period must be placed after each abbreviation.

Do not omit the name of the state from the heading of a
letter; thus, not Springfield, July 24, 1898.
Do not abbreviate the name of a city; not N. Y. for New York.
Do not abbreviate the distinguishing word in the name of a
county ; thus, not Scho. Co. for Schoharie Co., Wash. Co. for
Washington Co.
Do not write st, d, or th after the number denoting the day of
the month, when that number is immediately followed by the
number denoting the year; not Jan. lst, 1898, for Jan. l, ,1898;
May 3d, 1890, for May 3, 1890; Dec. 25th, 1895, for Dec. 25, 1895.

'·

G?~ /25,, @~,) ~~ ·

WRITTEN EXERCISES.

I.

d~ 25,, 4f 00.
11.

(}~~~,/
oour~,, di~,,
@ec.

4cf,,

Copy the foregoing Headings. Be careful to arrange the
different parts as they are arranged in the forms given.
II.

Write headings for letters from the items given below.
" range the items like those iJZ tlze foregoing forms.

'I
1

Ar-

1. Austin, Texas, May 3, 1898.
2. 839 Wabash Avenue, Chicago, Illinois, Novemb~r 15, 1900.
3. Cooperstown, Otsego County, New York, August 26, 1899.

-

~

136
--...__

_ _ _ _ LESSONS
___

IN ENGLISH.

4. Yale College, New Haven, Conn ect icu t, February 22 , 19 01 .
~· P.O. Box 947, Philadelphia, Pennsylvania , January 17, 1899.
III.

Write a headz'ng for a letter to be smt frum y our !tome tu-day.

T HE CONCLUS I ON .

137

When the words f athc1', mother, sistc1' , cousin, e tc., are
used in the salutation of a le tte r , t hey shoul d be gin with
capi ta l letters .
The salutation may be follow e d by a comma and a dash,
or by a colon and a dash.
N OTE. -

Some writ ers do not use th e dash in th e salutation unless th e body of th e

lt:! lc r beg in s o n the sa me line as tli c sa l11 t ;i. t i1l ll .

LESSON CXIIL
THE SALUTATION.

The Salutation consists of the opening words of respect or
· affection.

\Vhc n th e address is pl aced at th e close nf a lette r, th e sillu tation should begi n at th e marginal li ne, o n t h e fir st li ne IJc luw
the headin g ; but when the address is placed at the beginnin g of
a letter, th e salutation sh ould be pla cecl on th e first lin e h el ow
the address. (See p. r 32, and pp. r40 and 14 r, Ex. I and 2.)

FORl\IS OF SALUTATION.
WRITT.E N EXEitCISES.

To relatives or friends -

lJUl/V $ai;/uru/ 11111 duvu 111otlu/v/ 11111 ~ ;/W,f,f/[,,/ ~

0dwcvui:-

I.

11111 duvu (!!,~Ma, l>ul/i ?knAu l{WW!f, }>WA,, 111~ 0dwau:&;,,, _l>WA,, 111'U. /{~: -

To strangers -

111adamv: -

huvi dilv:-

;/ilv:-

;/~:­

~

#~:- ·

lJ1adcvJn .· -

With what kind of letter does each salutation begin? Mention
words that are used for the names of the persons addressed. By what
marks are some of the salutations followed? By what are others fol- ·
lowed?

Copy the foregoing Fornls of Salutation.
II.

r
I
,I

Write a salutation for a letter to
m~ther or your g uardian.
A lady who is a stranger.
3. _A gentleman who is a stranger.
4. A business firm.

I

:fi

r. Your

5. Your teacher.

2.

6. Your aunt.

7- One of your classmates.
8. Your cousin.

LESSON CXIV.
THE CONCLUSION.

The Conclusion of a le tter is made up of the closing words
of respect or affection and the signature of the writer.

I

ii )

··.
138

THE CONCLUSION.

LESSONS IN ENGLISH.

With what kind of letter does each conclusion begin? What mark
separates the closing words from the name of the writer? What mark
is placed after the signature?

FORMS OF CON()LUSION,

d~vt4zn- Y'o.ut&,,

ddce 2

(}/iat/t,'n.

The first word of the conclusion should begin with a
capital letter.
The closing words should be separated from the signature
of the writer by a comma.
A period should be placed after the signature of the writer.
Some of the forms used in closing familiar letters arc -

••

Your friend.
Lovingly yours.
Affectionately yours.
Most sincerely yours.

-----------------------------------------------·

of-@O<Jt ~cete/y youM,,

dot7e d. <?Peyn-o/d.J. _,~-- ~

Y our affectionate father.
Your loving son.
Ever yours.
Very sincerely.

The most common forms for closing business letters are Yours respectfully.
Respectfully yours.
Yours very truly.

3.

Jfout di-vf;n? dau?~Cet,,
~nny

e/.

dU<J~n.'

Yours truly.
Very truly yours.
Very respectfully yours.

When the words, sister, brother, friend, etc., are used in
the conclusion of a letter, they should begin with small
letters. (See Form 3, p ... 138.)
WRITTEN EXEROISES.
I.

W~ectful?y

ruM,,

139

.

@£~{2&o~.

Copy the foregoing Forms of Conclusion.
II.

I.

2.

Write five different form s f or closing familiar letters.
Write five different forms for closing business letters.

140

LESSONS IN ENGLISH.

THE ADDRESS.

LESSON CXV.

2. - Buslne•• Letter.

THE ADDRESS.

The address is made up of the name, the title, and the
dence or place of business of the person written to.
NOTE. -

If the letter is an important one, the address should contain not only- ~

the name of the place where the letter is to be sent, but the street and number, the
county, or such other items as make up the full address. But in ordinary letters the . ~~$1~
name of the city or town and the name of th e state will be suffici ent. Many per•
sons omit the address altogether in familiar letters.

.:·

==!!!!!!!!!!!!!!!!!!~••

In business letters, the address of the person written to is
usually placed at the beginning' of the letter; but in letters- to ~- ­
relatives or intimate friends, it is written at the close of the ::_~'~ii~
letter. When the address is placed at the beginning of a letter, .
it should begin at the marginal line, on the first line below the
heading (See Business Letter, p. 147); but when it is placed at -="-.==~~
the close of a letter, it should begin at the marginal line, on the
first line below the signature (See p. r 32 ).
FORMS OF ADDRESS.
1. - Business Letter.

Wv. ,J'ohn d W04ttcvtc0
ailhnd,,

C!Jze.

/()eat dt :-[J'oui /avoi ·
~/~ te7uea.h~7 ud,1 etc. ·

·offe:k.tia.

141

/U __,6. Weal/! ~ ~o.,

440

r:i:foy-dto-n. ditee~

6foa,./o?-z./ d:faa-a..
dntl:n-ien :- &--z, te/-~ to
~ tl/e cfi cfti/ -/nat . etc.

youia

3. - Familiar Letter.

---------------------------------·

[J'oui l/;,·vt~z.j' dauj'lftei/

rzJc:Utl/ J
~. ~?Wt°n:?

dnn

of.

crf!uto ":_,

GJ1,ouvn

6lwUtn_,

dtcl/.

Mention the different items in each address and tell how those parts
are separated. What mark is placed at the close of each address?

Separate the different parts of the address by commas,
and place a period at its close.

Do not forget. to use a title when writing a person's address.
Some of the most common titles used in addresses are -

LESSONS IN ENGLISH.

I. -

Mrs.,•

BEFORE THE NAMES OF P ERSONS.

Miss,
Misses,

Master,

THE BODY OF A LETTER.

Mr.,
Messrs.,

R ev.,
Dr.,

Prof.,
Hon.

Prefix Mrs. to the name of a married woman; Miss to the
name of an unmarried woman; Mr. to the name of a man who
has no higher title; and Master to the name of a boy. In writing to two ot more gentlemen, use the title Messrs.; to two or
more young ladies, the title JWisses. Prefix Rev. to the name
of a clergyman, or Rev. Mr. if the Christian name is not known;
Dr. to the name of a physician ; Prof to t he name of one who .
has been elected to a professorship in a college or other institution of learnin g; and Hon. to the name of a cabinet officer,
a me mber of Congress, a judge, a mayor, and to the names of
some others of similar rank.
Nam. - When a lady writes to a stranger, she shoulcl preGx l>fiss or JJ!n. to her
name, so that the person who answers the letter may knuw h uw tu address the reply.

ll.- AFTER

Esq.,*
A.M.,

THE NAMES OF PERSONS.

MD .,
Ph.D.,

D.D. ,

LLD.

Esq. is added to the name of a member of the legal profession, and to the names of civil officers not entitled to the prefix-==~F~
Hon. A.111., 111.D., Plt.D., D.D. , and LL.D. are titles conferred~-~~=11
by universities, colleges, or other institutions uf lea1;ning.
.~
Do not prefix Mr. to a name when Esq., A.ill., or some
lar title is added to the name ; and do not prefix Dr. to a nam .'-• The meanings of

157 and 158.

=====•=;

that is followed by on e of the titles, 111.D., P!t.D., D.D., or
LL.D.; thus, not Dr. John Brown, 111.D., but Dr. John Brown,
or John Brown, JV/.D. Not Rev. Dr. HnnJ' S. IVl1ite, D .D.,
but Rev. Dr. H enry S. Wltite, or Re7!. 1-femy S. White, D.D.
WRITTEN :EXERCISE.

Write addresses to be used ill letters fora married lady,
an unmarried lady,
a member of Congress,

a boy,
an editor,
a business firm,

a clergyman,
a physician,
a lawyer.

LESSON CXVI.
THE BODY OF A LETTER.

The Body of a letter usually begins at the encl of the salutatinn, on th e first line below it (Seep. 132); but when the address

a nd salutation together occupy more than two lines, the body
of the letter may begin on the same line with the salutation.
(Sec µp . 140 and 147.)
Adapt the style of the letter to the subject. In \Yriting to
relatives or to intimate friends, be unreserved -write as you
would talk if your friend s were present. In writing to superiors

or to strangers, be respectful.
Begin at once with what you wish to say, and when you have
finished do not try to think of somc_thing to fill the sheet, but
add the closing words of . respect or affection, 2.nd sign your
name.
Do not write a succession 0£ short sentences with the subjects

144

145

THE SUPERSCRIPTION.

LESSONS IN ENqLISH.

omitted; as, Had a pleasant journey. Found my friends
• Shall expect to liear from J'OU soon.
Do not begin a new paragraph under the last word of the ~~;¥
preceding paragraph, but leave a space the width of the margin

LESSON CXVII.
THE

~C?ERSCRTt

TION.

The address on the envelope i:: cz.nc-.d the Superscription.

at the beginning of the first line in every paragraph, except the:~ilf
first.
~
Do not rule a line for the margin of a letter.

FORMS OF SUPERSCltiPTION.

of

When you use the letters st, d, or t!z after the cby
th c._:;-~i!I~
month, do not write them above the line, but on the lin e ; ~~
Dec. 16th, not Dec. 16!;..
Do not place periods after 1st, 2d, 3d, 4th, etc.
Do not place two periods at the close of a sent ence when the
last word is abbreviated; as, His address is Springfield; /fl.
Not, His address ts Springfield, Ill.
Do not forget to enclose a postage stamp when you write
· requesting an answer for your own ben efit.
Do not send a letter carelessly wr;tt en. Pay parti cular attc_nl:-~~iE
tion to penmanship, capital lett ers, and marks of punctuation.
WRITTEN EXERCISES.
I.

1Vrz'te a letter to one of your co11sins or to some other friend,
describing your sc/zool. Tell the number of jmpi!s, tlze mmiber of:.==~I:::
teachers, and suclz otlu:r thi1tgs about t!te sclwol as interest you mo.It<;;:-~5':1!-~­
Follow the form given on pag e r 32. Gi7-·c J 'OUJ' full address' ·
z'n the headz'ng, and sign your own name to tlu letter.
~iiiiii~

av.

W:nty off ~ttet/ @.@./

u!ot'WaM:~

JI.

Suppose you are away from honie attending school.
letter to so1ne mcmb1;'r of your family, i·equesting to have som~
~~
article that you need sent to you.

~onn.
*10

" BUSINE SS

LESSONS IN ENGLISH.

146

Write the first line of the address near \he middle of the

L ETTE R.

.

envelope, making the right and left margi ns equal. Begin each ~--~~E
of the other lines a little fa 1tb er tc. the rig ht than the preceding "".
line.
Do not rule the envelof..: with a pin, or with a pencil, even if
you erase the mark.
Be careful not to address the envelope upside down. ·write
the address so plainly that it cannot be misunderstood.
Place the stamp at the upper right-hand corner of the et>
velope.
To fold a sheet of ordinary note-paper so t hci ~ it will fit an
envelope a little longer than the width of the sheet, lay the
sheet before you with the first page up, and the double edge ·
toward your left hand. Th en turn the lower third of the sheet
up, fold the upper third down over this, and press the folds.
If a large square envelope is used, only one fold should be
made. Place the sheet before you in the manner described,
turn the lower part of the .sheet up until the lower and upper .
edges meet, and press the fold.
Insert the letter in the envelope m such a manner that it
may be right side up when it is t::lken from the envelope and
= = =:;i;lF=
unfolded.

LESSON CXVIll.
A BUSINESS LETTER.
FORM OF BUSINESS LETTER.

6 I <J <!2wrJ1/fa/6 dt di., f_{v1ii-J 1,cdl0, !~1·i
JJ0&,fAn6u0 t J, / J <J 6.
171&~,J;'l/fp. /{a/1jwv &v /J.wtliU1A0
1

d'Ul/J1~n .dcpu7/IA:,,, of0w fM.L.

.di10f).,: - 6nl§.,l01U£l UJ, a 11uJ1U1j oulu1.,
o~

2.

to~

Copy on envelopes the fo regoing superscriptions.
Write on envelopes the superscnptions of letters to be sent' ~~~~I. Your father or guardian.

z.

3. Your t eacher.
·One of your classmates.
4. A business firm.
5. Your uncle in a distant city.

(I I),

1

/fl f,/X;t

1l'1i1 Ji/J E 0.

~OU/l/cP UfJ/Jtrdfutl 1/1
I

9a.dllJ',,f).,

6, J'-U/l/)'lf,0.

I

;;;1!

I

. ~!~~~~~~~~~~~~~~-~~~~~~~~~~~
What is the firs_t thi ng sµuken of in lhe boJy of the letter? Whal
does the letter ask tu hav e sent ? Where is it lo be sent? When is
the subscription to begin?

~

' .

/00

/010 w ki@,k faCE,cifJ.,& fl&1u[
io 111/l/ ~f.d,7.J'/Q,;;, a @~fa'l/ of "Ira 1;uc 1/;;, l~hu 1id
:!a6h " /010 on& 110a10 60cji,nnin9 w itk tfi0
doela10

WRITTEN EXERCISE.

I.

14-,

u.s

LESSONS IN ENGLISH.

EXERCISES IN COMPOSITION.

-----

- - - - - - -- - -- - - - - - - -- - - - Copy the foregoing letter. Pay particular attention to capit"'" ,,
letters, marks of punctuation, and arrangement of the differml,farts.

149

LESSON CXXI.
EXERCISES IN COMPOSITION.
To the Teacher. - Give fr eque nt exercises in composition similar to the following.

··.The written exercise should be preceded by an oral discussion of the subject.

LESSON CXIX.

f.
l.

EXERCISE J,

LETTERS ORDERING PERIODICALS.

OUR SON<; BIRDS.

I.

I. Tell what the most co mmon song bir<ls are in your locality,
and show how th ey aid man and give him pleasure.
.,, 2. Mention some of the enemies of birds, such as cats, owls,
egg-collectors, etc.
;. 3. Sho'Y what the effect of usin g birds for millinery purposes
has been, and tell what you know abou t the societies th at have

Write a letter orderi'ng" St. Ni'cholas," " Youth's Companio11" .
"Scribner's Magazine," or some ot/1er magazine or paper tlta ·
you would hke to take.
·
·_
Use your own name and address in the letter, and
carefully as if the letter were to be sent.

~~~ili~been

formed to ,;.)revent their destruction.

JI.
.EX.ERV lS.E II.

rVn'te a letter ordering some
your home.

YELLUW::>TUNE PARK.

I.

Tell where Yellowstone Park is, give its arP.a, and tell
its surface. 2. Describe some of its 5reat natural

LESSON CXX.
= = = = = ==!j

"'

CHANGE OF ADDRESS.

Suppqse you are a subscriber for some magazine or paper,
that you wish to have the address chan;;cd. /Vritc to tlu~p -'
hshers and request to hm1e the paper sent to your new add
Mentt'on i'n your letter the name of the pen'odz'cal, amL~ , old address as well as the new.

A WESTERN RANCII.

Tell what a ranch is, and how it differs from a farm.
Describe the way in which the cattle and sheep arc allowed
wander about from place to place, tell how the herdsmen
~~ep track of them, and how a ran chman knows his own stock.
Describe the buildings and the manner of life on a ranch.
I.

150

LESSONS IN ENGLISH.
EXERCISES IN COMPOSITION.

151

EXERCISE IV,
EXERCISE VII.

MIGRATION OF BIRDS.
THE HUMAN SKIN.

Find out what you can about t!te 1~fiuration of Bi1'ds,
then tell in your own words What the migration of a bird is.
2. Mention the common migratory birds in your locality, and
tell at what time they arrive in spring, and when they depart i=·
autumn.
3. Tell why these birds migrate.
upon insects, worms, fruit, seeds, fish, or other food, and sho:v
what effect the cold weather has upon their supply of food.
4. Tell how they migrate. Tell at what season and in what
direction they take their flight; whether they travel in the day:~
time or at night, alone or in flocks; and how far they go.
··~~;;1~

Describe the structure of the skin.
3. Tell what care it needs.
1.

2.

State its uses.

2.

State your rea-

I.

EXERCISE V.

USES OF FORESTS.
1. Tell how forests affect the water courses;
vent floods and drouths; how they affect soil and climate;
mention any other uses of forests that occur to you.

EXERCISE VI.

EXERCISE VIII.

MY FAVOR ITE DOOKS.
1. Tell which your favorite books are.
sons for liking each.
EXERCISE IX.

Write a letter to one of your friends, g1vmg an account of
your school work, and telling what part of the work you like
best.
EXEltClSE X.

You are obliged to leave school on account of illness in your
'family. Write a letter to your teacher stating the cause of your
absence from school.
EXEIH!ISE XI.

. You promised to spend last evening at the home of one of
· your friends, but you were unable to do so. Write. to your
frieiid, giving a :ceason for your absence, and express111g your
regret at not being able .to keep the appointment.

THE SIGNAL SERVICE.

Tell what the object of the Signal Service is;
warning of the approach of storms is given; how these weather
reports aid people on shipboard and on land.

EXEltCISE XII.

1.

Write to Messrs. Light & \Vood, 781 Broadway, New York,
asking them to send you samples of their letter-paper sold by
the pound.

.

STUDY OF SELECTION .

153

LESSONS IN ENGLISH.

1!52

LESSON CXXII.
STUDY OF SELECTION.

ROBERT OF LINCOLN.
I.

Merrily swinging on brier and weed,
Near to the nest of his little dame,
Over the mountain-side or mead,
Robert of Lincoln is telling his name:
Bob-o'-link, bob-o'-link,
Spink, spank, spink;
Snug and safe is that nest of ours,
Hidden among the summer flowers.
Chee, chee, chee.

' ...

II.
1

Robert of Lincoln is gayly drest,
Wearing a bright black wedding coat;
White are his shoulders and white his crest,
Hear him call in his merry note :
Bob-o'-link, bob-o'-link,
Spink, spank, spink;
Look, what a nice new coat is mine,
Sure there was ti.ever a bird so fine.
Chee, chee, chee.
III.

Robert of Lincoln's Quaker wife,
Pretty and quiet, with plain brown wings,

Passing at home a patient life,
Broods in the g rass while her. husband sings:
Bob-o'-link, bob-o'-link,
Spink, spank, spink;
Brood, kind creature; you need not fear
Thieves and robbers while I am here.
Chee, chee, chee.
JV.

Modest and shy as a nu11 is she;
One weak chirp is her only note.
Braggart and prince of braggarts is he,
Pouring boasts from his little throat:
Bob-o'-link, bob-o'-link,
Spink, spank, spink;
Never was I afraid of man ;
Catch me, cowardly knaves, if you can.
Chee, chee, chee.
v.

Six white eggs on a bed of hay,
Flecked with purple, a pretty sight I
There as the mother sits all clay,
Robert is singing with all his might:
Bob-o'-link, bob-o'-lin k,
Spink, spank, spink ;
Nice good wife, that never goc~ out,
Keeping house while I frolic about.
Chee, chec, chee.

.11

I~

I

I~

.(

1~4

LESSONS IN ENGLISH.
STUDY OF SELECTION.
VI.

Soon as the little ones chip the shell,
Six wide mouths are open for food;
Robert of Lincoln bestirs him well,
Gathering seeds for the hungry brood.
Bob-o' -link, bob-o'-link,
Spink, spank, spink;
This new life is likely to be
Hard for a gay young fellow like me.
. Chee, chee, chee.
VII.

=

Robert of Lincoln at length is made
Sober with work, and silent with care;
Off is his holiday garment laid,
Half-forgotten that merry air, Bob-o'-link, bob-o'-link,
Spink, spank, spink;
Nobody knows but my mate and I
Where our nest and our nestlings lie.
Chee, chee, chee.
\'III.

Summer wanes ; the children are grown;
Fun and frolic no more he knows ;
Robert of Lincoln's a humdrum crone;
Off he flies, and we sing as he goes:
Bob-o' -link, bob-o' -link,
Spink, spank, spink;

156

When you can pipe that merry old strain,
Robert of Lincoln, come back again.
Chee, chee, chee.
WILLI AM CUI.LEN BRYANT.

What is the poem about?
Read the first stanza. Where was Robert of Lincoln? \-\1hat was
he doing? What word would be used in prose instead of mead? What
do the fifth and sixth lines tell? What are the two following lin es abou t?
What. is mean t by the nest's being snug? What is meant by its being
safe? What are the closing words of the song?
Read the second stanza. What does the first line tell? What is the
use of the second and third lines? What is meant hy !tis crest? Wh:it
is the hearer requested to do in the fourth line? What is the song
about?
Read the third stanza. What are the first four lines about? Why is
she called a Quaker wife? Which words describe her appearance?
What does the wife do? Where does she brood? What does her husband sing to her?
Read the fourth stanza. \Vhat are contr:isted in th e first four lin es?
To what is the wife compared? What is said about her sing ing? What
is the husband called? \\ihat are his words?
Rear! the fifth stanza. How many eggs are spoken of? Of what color
were th ey? What did the moth er Jo all day? \n1at did kobert do?
Read th e sixth slanza. \\.hat is the meaning of dnp? \\'hat happened when the shells were chipped? What did Robert do then?
Wh:it was his song now?
Read th e seventh stan z:i. How did th e work and care affect Robert?
\i\ihat is meant by laring o(l lus ltolirlay ga1111e11t?
Ans. Chan ging his color.
What was half-forgotten? Wk1t is meant by mate in the seventh
line? By nesttings in the eighth line?

:

ii!
I!'I
'11

156

LESSONS IN ENGLISH.

Read the last stanza. What is the first statement? What is the
meaning of wanes? What is the second statement? The third? To
what does he refer in the second line? What is Robert called in the
third line? Where does he go? When shall we welcome him b~ck?

LIST OF ABBREVIATIONS.
WRITTEN EXERCISE.

·Copy the poem.
· your book.

Arrange tlze hnes as they are arranged in

LESSON CXXIII.
, COMPOSITION.

. Wri'te about Bobert of Lincoln.

Tell where Robert of Lincoln sing;s, and what he
says in his song. Describe his appearance. Describe his wife,
and tell what she does. Tell about the little ones. Tell about
Robert's work and his departure.
HINTS. -

• • • . Illinois.
Ala. • . . • • • . Alabama. Ill.
. Indiai1a.
Ind.
A.M., Before noon (ante meridiem).
. Indian Territory.
Ind. T .
Ark. .
Arkansas.
Iowa.
Iowa or lo.
Arizona.
Ariz.
Aug;
Jan . .
January.
. August.
Jr. or Jun . .
. Junior.
. Avenue.
Ave.
Kans . or Kan.
. Kansas.
California.
Cal.
Kentucky.
Ky .
. Captain.
Capt ..
Louisiana.
Company., La.
Co .
Long Island.
. County. L.I .
Co.
Lieu tenant.
Lieut.
Colonel.
Col.
. Doctor of Laws.
Colorado. LL.D .
Colo . or Col.
Noon (meridies).
M ..
Connecticut.
Conn :
Mass.
Massachusetts.
District of Columbia.
D.C.
Member of Congress.
D.D.
Doctor of ·Divinity.
M.C.
M.D.
Doctor of Medicine.
December.
Dec.
. Maryland.
Del.
Md.
Delaware.
. Maine.
Dr.
Me .
. Doctor.
E ..
Gentlemen (Messieurs) .
East.
Messrs.
. Michigan.
Esq.
Esquire.
Mich .
. 1Minnesota.
Feb.
February.
Minn.
Mississippi.
Fla.
. Florida.
Miss ..
Missouri.
Fri.
. Friday. Mo . .
Monday.
Ga.
Georgia. Mon ..
Montana.
Gen.
Mont.
General.
. Mister.
Gov.
Governor.
Mr.
Mistress .
Hon.
. Honorable.
Mrs .
Mount.
~aho
Idaho.
Mt.
157

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..

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