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.LANGUAGE LESSONS
PART ONE

BY/·
ROBERT C. METCALF
.,
SUPERVISOR OF SCHOOLS, BOSTON, MASS.
AND

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ORVILLE T. J?RIGHT
SUPERiNTENDENT . OF SCHOOLS, COOK COUNTY, ILL.

NEW YORK·:· CINCINNATI·:· CHICAGO

AMERICAN BOOK COMPANY

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PREFACE.
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C OPYRIG HT,

1894,

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.a.MJWICAN BOOK COMPANY.
M. & B. LANG . LESS, PART J.

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Prlnteb bl!
'lllllm. '!ll'lson

'Rew l!!orh, ill. $, ~.

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IN response to the requests of many t eachers, the authors
have made "a rearrangement of the lessons in Metcalf and
Bright's Language Exercises;· and the present work consists ·
of the first part of that book interspersed with much. new·
matter adapted to the needs of a younger ''class of pupils . .
The Language Exercises will also continue to be publisheu ·
in its origina.l form.
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The most profitable language work for children is such as
demands their best effort, and a wise teacher will nev13r
attempt to remove every difficulty from .a pupil's path: At
the same time, however, it is true that ins1,u mountable difficulties discourage the pupil' and defeat the teacher's purpose. '·
As language is the expression of thought, it is the first duty
of the teacher of language, to trai
·s pupils i thought getting.
ature, in her wealth of resources, furnishes' abundant
aterial to the obs ant .teac , for thought training. Every ,
opportuni y for )i)servation in the fields au wo ds, where
teacher and t au 0 t
er study the plants arid flowers,
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the birds, the insects, and 1' creeping things," ,should be seized
upon as a ·. means of awakening interest / and . stimulating
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·thought.
Next to Nature herself, books describing natural objectS ar ~·,/ ·:. ·i· /
<!>f v ue, because they may create an interest which will lead :
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the pupil into the fields. In every possible' way, vhether by,//r
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excursions, or by quiet hours spent with suit\tble books, the >.•1 '1 ·J-;·1~ '
teacher should endeavor to train his pupil to think.
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PREFACE.

'l'he expression of thought is very much controllecl by habit,
- - - and a.s- g00d- hi:tbi-t-s of- ex-pTes-simr :ue-s-etclum- f or1nea:~ex=c~e=p7Cltc-------:;i~ct70-------.,
by much practice uncler skillful guidance, it must be the aim
of the teacher to present to his pupils frequent opportuni~s
for using laugtutge under the most favorable conditions. 'l'his
little book has beeu prepared for the purpose of assisting
teachers iu tlte presentation of exercises which shall furnish
the pupils with suitable opportunities for practice in talking
and writing. These exercises have been made so simple that
any teacher of ordinary ability will find no difficulty in their
use. At the same time, thry are sufficiently difffoult to call
in'lit_
- out and strengthen tlie pupil's powers,
a :'.v.:@1 ' s to:ww1·~s 1iM Uwr.tg l.
"--_._._,_f.an~ ffimple ~ ms iave
een g1ve11 to be reacl and committed to memory ancl occasionally to be studied, for the purCHAPTER I.
pose of interesting the children in poetic forms, thus preparing
-LESSON I.
the way for a more extenrled study of poetic literature in the
higher grades of the schools.
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SENTENCES-STATEMENTS.
The authors earnestly hope that this effort to direct the
work of the tertchers of language, and to suggest exercises
which may be helpful both to teacher and to pupils, may
prove effectual.
enever you put into words what you think, you rn
'l'he selections from Holmes, Longfellow, Lowell, Whittier,
one or more sentences.
and the Cary sisters, which appear in the various language
Use sentences, telling: exercises, are usecl by 1ienniss_ion of aml arraugement with
1. What you see in the picture. . .
Messrs. Houghton, Miftiin & Company. We are under similar
2. Whether such dogs like to swim m the wate~.
obligation to Messrs. D. Appleton & Company for kindly
3. vVhether these two dogs are friends 9r enemies.
permitting us to use several selections from the copyright
works of "\Villiam Cullen Bryant. The attention of teachers
4. What happened to the small dog.
is a1so called to other poems, which it is hoped they will find
5. What the large dog is doing.
time to read with their pupils. For convenience of reference,
6. What you think of the large dog.
a full list of the publications containing the works of the same
See how many good sentences you can make.
authors may be found on page 1GO.
A group of words which expresses. a complete though~ iE
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THE AUTHORS.

-sentence.

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How many sentences have you used in telling about t
picture? Why are they sentences?
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LANGUAGE LESSONS.

HOW -TO WRITE NAMES.

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A sentence that tells something is a statement.
3. Ask about the baskets, and whether the birds and
- - - -=\iV-ri-t-e-fom sta-tm1Te-i1ts.-.- - - - - - - - - - - - - - - - __ ,,._.__ _the ltttie-girl-are-having~a--Gl1.14strnasc-pa1~t
,
With what kind of letter have you begun each sentence?
4. Ask about anything else you would like to know.
What mark have you placed after each statement?
Number your questions as you write them, and see how
Every statement is a sentence .
· inany good ones you can ask.
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Every written sentence should begin with a capital.
How many sentences have you ~1sed in asking 9.uesti_ons
Every written statement should end with a period.
about the picture?

LESSON II.

SENTENCES- QUESTIONS.

Before you ask a question, you must think. A group of
words, therefore, which is used
in asking a question is a sentence.
If you would like to
know the story
about the little
girl and the birds,
ask questions: 1. Ask about
the girl's age
and her name,
her father and
mother, and the
house she lives in.
2. Ask about
the birds, and
why they have
come to the tree,
and whether they
are afraid of the
little girl.

What kind of letter begins each question?
rule about this.
Change your questions to statements.
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What two kinds of sentences can you name?

Make a

Exercise.

Which of the following sentences are statements? Which
are questions? What mark follows the statements? What
mark follows the questions?
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1. Fido is a good dog.
2. Did you see him -run'?
3. Does he trouble the kitten?
4. Some dogs bark at cats.
5. I wish I had
a good .dog.. ~-··
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Every written question should begin with _a capital. . ' ·
Every written question should e1~d ~ith a quest~on mark_. .
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LESSON ' III.

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. HOW TO WRITE NAMES.
Dictation Exercise.

Study the following sentences so that you
them correctly: 1.
2.
3.
4.
· 5.
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ca~ , vy~·ite

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Does Anna May Brown live in Boston '.t
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Jam es Henry Norton went to New York. . ...
Do you know George Lee Davis.?
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Chicago is in Illinois.
Do you live in 'Vest Virginia 'l
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LANGUAGE LESSONS.

INITIALS.

How do people come by their surnames?

Oral Exercise.

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How do the

A-;:;n~s-;;
w;;.e~r:--;t~h~e:-7
fo:::-l1'1lo~w
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1g
_q_u_e_s-:-c
ti;--o-n_s_w
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h-0-1.a-:-l_s_t_
at_e_m
_e--t-s-:-=-_
· ---~:-+--com~by-thei-15-i:\Lefl-IHtHW&--? -Why ar.e tha.y_Jlalle d.:_give

How many names are there in the first sentence? Th~
first name is the name of what? The second is the name
of what? How many words are there in each name?
Tell the names in the second sentence.
How many words are in the name in the third sentence?
How many names are there in the fourth sentence? in the
fifth? Of what are they names?
. How many capitals did you use in the first sentence?
m the second?. the third? the fourth? the fifth? Why?
Ho\~ many periods did you use? Why?
How many question marks? Why?
Every word in the name of a person or place should begin
with a capital.I
LESSON IV.

names?
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· · Carefully write the names of ten persons whom yo
know.
LESSON V.

INITIALS.

Many people write only one word of their given name:
They sometimes write one name and a letter to Stftnd fc
the other, or one letter for each given name. A man ma
write his name Charles Henry Black, Charles JI. Black, c
C. H. Blaclc.
The first letter of a word is called an initial. When tb
initial stands alone, it should be followed by a period.

A father's name is James Johnson. The name of one
son is Eenry .Tohnson, and of the other, Charles Louis
John8on. The daughter's name is Alice Maud Johnson.
The name which is the same for all the members of the
family is called the family name, or surname.
The name which is given to a boy or girl is called the
given name.
Exercis·e.

Answer in statements the following questions:_
What word is the same in all the names above? What
is the given name of each person mentioned? ·what is
the family name? vVhat is your surname? your given ·
name? your father's given name?
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See note 1, page 45.

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Exercise I.

GIVEN NAMES AND FAMILY NAMES.

Write the following names · when pron.ouncec.l by you
--teacher: - ·
John H.. Davis. ·
Mary E. Ray.
L. A. Freeman.

Miss 1\1. A. Tanner. ·
R. B. Stone.
George B. Putnam.
Exercise 2.

Write from your book the following , names with or
initial and then with two: Arthur Allen Morse.
Oliver Wendell Holmes.
Elizabeth Cady Stanton.
Henry Wadsworth Longfellow. ·
John Quincy Adams.
James Russell Lowell~ .
William Cullen Bryant.
. Ralph Waldo Emerson.
James Knox Polle
· James Abram Garfield.
Harrison Gray Otis.
John Jacob Astor.
William Ewart Gladstone. George William Curtis . .

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LANGUAGE LESSONS.

MEMORY EXERCISE.

LESSON VI.

ROBIN AND ROBERT.

COMPOSITION.

Robert ..

Write a statement answering each of the following
questions: -

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O Robin, Robin bird,
Wise as wise can be,
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Why do you sit on that swinging bough,
Nodding your head at me?
Haven't you any work to do,
Hopping about all day?
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Is it the whole of a Robin's life,
To whistle and eat and play?
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1. What is your name?

2. How old are you ?
3. Have you brothers and sisters? If so, tell how many,
and write their names.
4. vVhere is your home ?
5. What school do you attend?
6. What is your teacher's imme ?
7. What can you do to make school pleasant?
8. When will your next vacation come ?
Read your sentences carefully and correct any mistakes
you may find. How many sentences have you written?
Where have you used capitals? Where have you used
periods? You may read what you have written.

Robirt.
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o Robert, Robert boy,

Why shouldn't I look at you?
If I am only a little bird,
I have plenty of work to do.
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Don't you whistle and eat and play,
And play and whistle and eat?
Don't I see you at dinner-time,
And out in the sunny street 'l
Robert.

To THE TEACHEH . - A ll composition should be written under the
immediate attention of the teacher. Guard against errors. Have
some of the compositions read aloud to the class.

LESSON VII.

MEMORY EXERCISE.

Yes, but Robin, Robin bird,
I study as well as play ;
I'm half-way through my Reader now,
And many a lesson I say.
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But you don't have any books to read,
And life you can enjoy.
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I wish I were only a Robin bird, /
·. Instead of a Robert boy l
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Read the following poem with your teacher, and then
commit it to memory: -

, Robin.

To THE TEACHER. - All poems should be read with the teacher
before being com~itted to memory. In reading or reciting, a boy
may take the part of Robert and a girl that of Robin.

Ah, Robert, Robert boy,
Yori don't know what you say;
There's nobody longing to eat you up,
Whenever you go .to play;

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LANGUAGE LESSONS.

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STORY FROM PICTURE.
There's nobody ready to hunt your nest,
And steal you, if he could,
Or shoot you at sight with a horrid guu,
'Vheu you wander iu the wood.
But yciuder the cat sits blinking
Her great greeu eyes, you see;
She would break all the bones in my body,
If she got her claws on me.
I never can be any other
Thau only a Itobi11, you know,
While you, perhaps, from a little boy,
A tall, strong man will grow.
And you may win fame and honor,
'Vherever your name is heard,
But J shall never - no, never ! Be anything but a bird.
So, don't Le idly wishing,
For God knew best, you see,
'Vheu he made you a pretty Robert boy,
Instead of a Robin like me.

LESSON VIII.

STORY FROM PICTURE.
(Oral.)

Look at the picture on page 13 and think about it.
Think where the boys found the horse; what sort of
animal this horse is; whether the boys all tried to ride
him; what they did and how the horse liked it; what
happened next, and '''lrnt the boys thought when the
horse unloaded them.
Tell your teacher a,ll about it, giving names to the boys
and also to tbe horse. Tell how it happened that the
boys were not. in school, and where the farmer was when
the boys borrowed his horse.

LESSON IX.
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STORY FROM .PICTURE.

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(Written.)

Write a story from the picture on this page. Mal
it as good as you ·can. Write everything that you to 1
about in the last lesson and ~s much more as you ca
'T hink Of the season of the year, and . ~he ,:weather,· ~nd . tl
place where the- accident happened.
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· · Be careful of your · sentences, your cap1~als, and yo1
· ·p unctuation n1arks, and be su~e ·that all yo~~· ~_ords a
spelled correctly.
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Read your story over very careful.ly, and correct all tl
mistakes you can .find,. before handmg your work ~? l~
teachei·: ' .
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LANGUAGE LESSONS.

15

IS AND ARE, WAS AND WERE.

LESSON X.

REPRODUCTION.
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or aper, first writing the title as it is in the book. You
may begin your story with the words " Once upo1i a time."
Tell how the dog got the meat . . .Tell about the stream;
the image in _the water; what happened; how you think
the dog felt as he went I;ome.
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Each thought should be expressed by a separate sen·.
tence.
To THE TE~CHER~. _: ,The best stori~s for\~production are those
told by the teacher. These should be repe'a ted orally ,by the children
and then written. - A few of the written -stories may be -read to the
cl~ss .. - Crit~cisrn should be a class exercise:whenever practicable .
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LESSON XI." ' . : ·

' IS .AND ARE, WAS AND WERE."

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Dictation Exercise.

1. The rat is in the pantry.
2. Two rats are in the pantry.
3. Harry is afraid of the rat~.
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4. Rob is afraid of the rats. :_. · :. -_,_----- ::·. ·
5. Harry and Rob are afraid of the rats . .
.

Read the following story carefully : T1rn GREEDY Doa.

A .dog, with a bit of meat in his mouth, was crossing a river.
Lookmg down, he saw his image in the water, and thought it was
another dog with a bigger piece. So he dropped what he had and
jumped into the water after the other piece. Thus he lost both
pieces -the one he really had, which he dropped; and the one that
he wanted, which was 110 piece at all.
This is a good fable for greedy people.

Close your books and think about the story.
Write the story in your own words upon your slates

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·write the five foregoing statements as questions .
. How many rats are spoken of in the first sentence,
where we use is? in the second~ where we use are? How
many boys are spoken of in the third sentence? in the
fourth? in the fifth?
Change the sentences so that you can use. was in place
of is, and were in place of are.
" Change the statements which you . have just written
into questions using was and were.
Use is and was when speaking of one.
Use are and were when speaking of more than one ..
Do not use was with you, either in statements or questions.

·_.You iqere and wr:re you are correct.

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LANGUAGE LESSONS.

STORY FROM PICTURE.

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LESSON XII.

IS AND ARE, WAS AND WERE (continued).

about the bird, where he found the tub, and why· he went
to it. What happened afterwara-r-wnatcli.Cl.tne cat
think, and what did she do? Was she disappointed?
:Does the cat look pleased in the second picture?

Exercise.

(Oral and then Written.)

Read the rules at the encl of Lesson XI. before beginning
the following exercises.
Fill each blank with is, are, was, or were:1. - - the men at work novv?

2. - - they at work yesterday?
3. I was at work, aud so - - you.
4. Mary is here, but her sisters - - not.
5. - - James at school yesterday? - - you? No, but Fanny
and Dot--.
6. Six boys - - now playing ball. - - they playing this
morning?
7. I am invited to the party. - - you? - - she? - - Ned
and Henry?
8. I was invited to the party. --you? - - she? - - Ned
and Henry?
9. Maurice is to lose his recess. - - Rob? you? We
--not.
10. Maurice was to lose his recess. - - Rob? - - you? We
- - not.
11. Where are the boys to-day? Where - - they yesterday?
12. Where - - you girls last Monday? We - - at school.
LESSON

.Thhe is a very ·old saying, "Look before you leap."
What do you think of it?
LESSON XIV.

STORY FROM PICTURE.
(Written.)

XIII.

STORY FROM PICTURE.
(Oral.)

Tell what you can see in the larger picture on page 17;
in the smaller.
Begin a story with, "One pleasant morning." Tell

Write the story about :the bird and the cat. Give them
each a name. Write, for the title of your story, Look
.Before You Leap. . . .
To THE TEACHER. ~For class criticis'm, two or three . of these
stories may be written on the board while others are being written ' on
slates or paper.
M. & B. LANG. LESS.

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LANGUAGE LESSONS.

LESSON XV.

. ABOUT GAMES.
(Ol'al.)

Think about the games you know. Give. the names of
three or four of them. Which one do you like best? Tell
just how one of them is played so that any one not knowing the game may learn it from you.

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DAYS OF . THE "WEEK."-

In this poem, you will notice two divisions of nine lines
'each. These divisions are called stanzas.
The number of lines in a stanza . varies m different
poems.
What does the first stanza tell about? the first part of
the second ? the last part of° the second?

LESSON XVII.

DAYS OF THE WEEK.
LESSON XVI.

MEMORY EXERCISE.

'Carefully study the spelling of the names of the days.
Then learn the abbreviations for the names : -

Commit to memory and recite the following poem:-..
vVHAT

RomN

NAMES.

Sunday.
Monday.
Tuesday.
Wednesday.
Thursday.
Friday.
Saturday.

TOLD.

How do the robins build their nest?
Robin Redbreast told me.
First a wisp of yellow hay
In a pretty round they lay ;
Then some shreds of downy floss,
Feathers too, and bits of moss,
Woven with a sweet, sweet song,
This way, that way, and across:
That's what Robin told me.
Where do the robins hide their nest?
Robin Redbreast told me.
· Up among the leaves so deep,
Where the sun beams rarely creep.
Long before the winds are cold,
Long before the leaves are gold,
Bright-eyed stars will peep and see
Baby robin s - one, two, three:
That's what Robin told me.

ABBREVIATIONS.

· Sun.
Mon.
Tues.
Wed. _....-Thurs.
.. Fri . .
Sat.

The names of the days should always begin with capitals.
Always place a period after an abbrnviation.
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Dictation Exercise.

1.
2.
3.
4.

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On Saturday and Sunday there is no school.
Last Monday it rained, but we were at school.
Where were you Tuesday and Wednesday?, We were at school.
Thursday and Friday were holidays.

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To THE TEACHER. - For a second dictation lessou, give the same .
sentences, but require a,bbreviations of the names of the days.
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LANGUAGE LESSONS.

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21

THERE ARE AND THERE 'WERE.

LESSON XVIII.

l\lONTIIS O.F THE YEAR.

Learn these names and abbreviations: January,
February,
March,
April,
May,
•Tune,

July, ·
August,
September,
October,
November,
December,

Jan.
Feb.
Mar.
Apr.

How

Aug.
Sept.
Oct.
Nov.
Dec .

TO WRITE DATES.

"July 4, 1776" is called a date. In writing dates,
place a comma after the day of the month. Notice that
the names of three of the months are not abbreviated.
Dictation Exercise.

1. Washington was born Feb. 22, 1732.
2. 'Vhat happened ,July 4, 1776?
3. Columbus lande<l in America Oct. 14, 1492.
4. 'Vashington was in New York April 30, 1789.
5. The Pilgrims lauded Dec. 21, 1620.

Write in a sentence the elate of your last birthday.

LESSON XX.

THERE ARE AND THERE WERE . .

· an d was sh ould be used when. speakRemember that is
of more than
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ing of one, and are an d were wh en spealnng
.,
one.
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LESSON XIX.

STORY FROM PICTURE.

If I had to write a story about the pictures on page 21,
I should think who the children were. I should tell
about · their old dog; what fun they had with him; how
dogs and cats like each other; and what happened.

Exercise.

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(Oral and then Written;)

· Think carefully. before filling the ; following bla~1ks with
is, are, was, or were.

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I. There -· .- one tree in our yar<l. '
2. There -. _ . three trees in the school yard. · ·
3. Yesterday there - - only one session of ,schoo1.
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LANGUAGE· LESSONS.

. MEMORY EXERCISE.

4. I thought there - - two.
5. - - there a horse in the road? No, but there __ several an
hour ago.
6. - - there many raiuy days last month 'I

two.

No, there _

only

7. Where - - the birds last January'? They - - in the South.
8. Where - - they now 'I They - - all about us.
·

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Tell in your own words about the bird's building her
r !. ·nest. · · What sort of bird do you think it was?
What
llk, 1 ,
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1.
1
b.
d.
tl
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, cl~~:·1 11 ' color were her eggs? Hovv many itt e ir ies were iern
: The little birds' mouths are open; are they singing? ·
~i.'. . !1 : "One day" what happened? Do you think th~ squirrel
~· • meant to harm the little birds? · ' .
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LESSON XXI.

LESSON XXII.

REPRODUCTION.

A Bnm's

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COMPOSITION.

STORY.

I built me a nest in the old oak tree_
As pretty a nest as ever could be.
I wove it with threads to the oak-tree bough ;
And three lit;tle birdies are sleeping there now.
One day as I sang my "Cheer up, chee, chee,"
A spry little squirrel sprang up in the tree.
I thought he was coming rig.ht up on the bough_
It makes my heart tremble to think of jt now.

Write in your own words the story of The Mother .Bird
and the Squirrel.
LESSON XXIII.

MEMORY EXERCISE.

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Read the following poem and c?mmit ·it to :merr.iory:. ·

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I flew like an eagle right down through the air;
And soon he was running, he did not know where.
I pecked him and pecked him, and flew in his track;
T :till sme lie will be in no haste to corne back.

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SONG. i

Scatter in springtime a handful of seeds,
. And gather in summer a 'lapful of flowers. :
This is the song of the birds in the bowers, · • . ·
This is the song of the wind in .t he ~·ee9s.
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Do";n by the roadside and over the meads, ·
Under the sunshine and under the show~rs, .
' Scatte1· i,n springtime a.handful·of seeds, I .
· And gathe~ ·in summer a l~pfu~ .of flowers~ . _
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Scatter in childhood kind words ~~1d .ki~d deeds, · , , '. ';
. Sc~tter them everywhere throi1gh ' all the hours i' : .· :
· · ' ' ·Whether sky brightens ?r whether .cloud lowers, · ·
. .Their. blossoms shall come :to thee- ere summer speeds.
·scatter ii1 spi-ingtime a handful of seeds, .~ . ,
·.• r Andgatherin summe1:
a. l~pful o(flqwers.
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CHAPTER II.

25

TO, TOO, AND TWO.

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(Telling.)

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Wh&eareilieyhom? Howilidilieygci
to the farm?
Where is this load of ha.y going? Of what
use is it?
Is it all fun in the hayfield?
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Tell the stori suggested by the pictur:e.

LESSON XXIV.
LESSON XXV.

ORAL LESSON FROM PICTURE.
TO, TOO, AND TWO.

'These are three of the hardest words in our . language
for children to learn. Many never learn to write them
correctly.
~ To . indicates motion towards. Two is a · nurnber. Too
~mans also, or more than_enough.
.
.
If you think before yo"1 write, you will n·o t be likely to :
make a mistake in using these words. The following '
sentences are correct : Examples:

I went to town yesterday.
I stayed there only two hours.
I could not stay longer, because I was too tired.
'

Exercise. ·

.
.'

',

"

'

)_,' .

1

I"

.

. '

(Oral and then Written.)

"~

Fill each of the following blanks with the right word:-,~''.

(Se eing.)
(Thinking.)

What can you see in this picture?
What is the time of year? Is the story
about the country or the city?
Who is near the horses? Who are on the
load of hay?
24

1.
2.
3.
4.
5.
6.
7.

- - "rneks make a fortnight.
There is - - much noise in the room.
The book cost - - dollars.
Mother said it cost - - much.
I thought so, - - .
- - boys fell from the tree - - the ground.
They were - - eager get down.

26

LANGUAGE LESSONS.

LESSON XXVI.

THERE AND TllEIR.

Here are two more words very hard to use correctly.
Their always denotes ownership. There often denotes
place, never ownership.
E xamples:

Th ere are the boys.
Is their father with them?

Exercise.

27

took his stand a little way from · the den, and asked the Lion how be
was.
The Lion said he was very sick, and begged him to come into the
den and see him.
" So I would," said the Fox, "but I notice that all the footprints
point into the den, and there are n~ne that point out."

LESSON XXVIII.

VOWEL EXERCISE.
(Oral.)

Use the right words in these bl<mks: 1. - - are Dine of our boys playing ball.

2.
3.
4.
5.
6.

. VOWEL EXERCISE.

- - teacher is keeping the score.
The boys are improving - - holiday.
Look--! Torn made a home run.
The squirrel is up - - in the tree . .
Ned and Rob are visiting - - cousin:

Our alphabet has twenty-six letters.
Five of these letters, a, e, i, o, and u, are called vowels.
. Notice the different sounds of a in lame and lamb;
of e in me and met; of i in wine arid win ; of o in wrote
and rot; of u in fume and fun.
Speak each pair of words above, and then the vowel
sounds in them.
--··

./

.

LESSON XXVII.

REPRODUCTION.

A man named h:sop wrote fables more than two thousand years ago. Here is one of them, which you may read
carefully, and then write in your own words.
TuE LION AND THE

Fox.

A Lion that had grown old, and had no more strength to forage
for food, saw tliat he must get it by cunning. He went iuto his den
and crept into a corner, and made believe that he was very sick.
All the animals about came in to take a look at him, and, as they
came, he snapped them up. Now, when a good many beasts had been
caught in this way, the Fox, who guessed the trick, came along. He

I

1. From the following list, select the words having the
same sound of a :
cap, cape, lane, male, fat, man, grate, take, at, have.

How many different sounds has a in the ten words?
2. Select the words having the same sound of ,e : · red, pet, feet, tree, mean, stem, head, stean1, see, set.
I

How many different sounds has e in these words? ,
3. Select the words having the same sound of i:
fine, thine, limb, climb, pine, mine, rip, ripe, win, wine.

How many different sounds of i do you find?

28

. MEMORY .. EXERCISE.

LANGUAGE LESSONS.

29

4. Select the words having the same sound of o:
note, not, lot, coat, co111b, stop, thro,v, go, got, drove.

How immy different sounds of o do you find?

5. Select words lrnving the same sound of

u:

tnne, finte, tub, cut, tnhe, cube, blunt, hun1, thtnnb, June.

How many different soumls has

i1,

in these words?

LESSON XXIX.

VOvVEL EXEHCISE (continu ed ).

In the dictionary, a mark placed above or below a vowel
shows what sound should be given to it. This aids us m
pronouncing the word correctly.
The two most common marks are the macron ( - ) to
show the long sound, and the breve ( v) to show the short
sound.
The vowels in the following words are correctly marked:
iite, at; steam, stem; hide, hid; hole, hot; tune, tub.

Give the long aml t he sl10rt sound of each vowel by
itself.
Now write the words in the five lists in Lesson XXVIII.
a,ucl place a macron or a breve over the proper letter in
eacb.
'I'ell whether the vowels 111 the following words are
long or short.
Copy the words upon your slate and place over each
vowel the proper mark.
ill
sing
chubby
think

hush
fro in
bring
waking

us
<lay
tell
'vhen

re<l
'vay
socks
have

old
upon
rustling
behiJHl

LESSON XXX.

MEMORY EXEH,CISE.

Read the following poem with· your teacher. , Then
commit it to memory and recite it: MERRY CHRISTMAS.

In the hush of early morning,
·when the red burns through the gray,
And the wintry world lies waiting
For the glory of the day,
Then we hear a fitful rustling
Just without upon the stair,
See two small white phantoms coming,
Catch the gleam of sunn~ hair.

Are they Christmas fairies stealing
Rows of little socks to fill?
Are they angels floating hit~er
With their message of good will?
What sweet spells are these elves weaving,~·
As like larks they chirp and sing?
Are these palms. of peace from heaven
That these lovely spirits bring?
Rosy feet upon the threshold, ·
Eager faces peeping through,
With the first red ray of sunshine,
Chanting cherubs come in view·:
Mistletoe and gleaming holly,
Symbols of a blessed day,
In their chubby hands they carry,
Streaming all .along the way . .
Well we know them, never weary
Of this innocent surprise, Waiting, watching, listening always
With full hearts and tender eyes,

..

30

LANGUAGE LESSONS.

31 .

DICTATION.. /) ' .

·while our little household angels,
1:ten- 1n--'
- e-fm-n,---------------:~~-~--------~ESSO-N-X-X-X-II~-----·tce--a+lt1.J g0l.J
· tlt
Greet u s with the sweet old welcome, "Merry Christmas, every one ! "
SYLLABLES (continued).

--------~r-n-1u:n..

-LOUISA

M.

ALCOTT.

LESSON XXXI.

SYLLABLES.

The
The
The
The
The

word come lrns one syllable.
word be-come has two syllables.
word be-com-ing has three syllables.
word un-be-com-ing has four syllables.
word un-be-c9m-ing-ly has five syllables.

Speak the following words slowly and distinctly, and
tell how many syllables each has: using
write
syllable
reader

1nany
following
distinctly
language

family
letter
vowel
speak

butterfly
comfort
written
comfortable

Copy the words, placing those of one syllable in one
column, those of two syllables in another, and those of
three syllaLles in another. Separate the syllables as you
copy ; thus, sep-a-1·ate.
A word of one syllable is spoken with one impulse of
the voice; as, corne. A word of two syllables is spoken
with two impulses of the voice; as, be-come. A word
of three syllables, with three impulses; as, be-com-ing.
When part of a word is written on one line, and the rest on
the next line, the division must be made between syllables.
VVords of one syllable must never be divided.

Answer in sentences: ·How many syllables are there in the name of eac~1 day
· of the week? How many syllables are there in the name
of each month? How many syllables are there in each
word of your name ?
Sometimes y has the sound of i; .as, sly, fly, my, lyre,
tyrant.
Jn slyly, the first y sounds like long i, and the · second

like short i.
When y has the sound of i, it is a vowel.
Can you find on this page a word .which has no vowel
in it?
: . See whether in the names of the days of the week and
the months of the year, each syllable has at least one
vowel in it.
~ .-- .
A
A
A
A

word
word
word
word
.

of
of
of
of

one syllable is a monosyllable.
two syllables is a dis.syllable.
three syllables is a trisyllable.
more than three syllables is .a polysyllable. ·
•

.

;

•

~~•

• .

"

\ _4 \ :,

•.· • ',

~ . }.

LESSON XXXIII.

DICTATION.

/

. Study carefully the spelling, capitals, and punctuation
in this lesson : Deaf and dumb people can neither speak nor hear. They have a
sign language. Did you ever see them use this language? Do they
talk rapidly with it? Can you talk with your fingers? _ ·
,
· Many deaf mutes have been taught to speak. Then they are no
longer mutes. Have you ever heard them talk?
l

;~~

':

I

i

32

PLANTS.

LANGUAGE LESSONS.

Answer the following questions in complete sentences:vVhich '~onls in the dictn,tion exercise are dissyllables ?
Which are trisylla,bles? How many are monosyllables?
Which is a polysyllable?
In rapidly, why is y a vovvel? In this lesson what other
words can you find that contain the letter y used as a
vowel? T ell in each case whether it represents long i or
short i. Give a r eason for each punctuation mark. Why
are the capitals used? vVhat are mutes? What are deaf
mutes?

LESSON XXXIV.

STORY FROM PICTURE.

33

LESSON XXXV.

ANIMALS.

Answer the following questions in oral sentences: \

1. Are birds, fishes, and insects anim;'.Lls?
,
2. Which do you think are the five most useful animals?
3. Tell why each is useful.
4. vVhat is the largest animal that you have see.n?
5. Of what use, if any, is he to man?
6. Tell something that you have heard or read about
this animal.
7. What sort of food ·does the elephe:~nt eat?
8. How does he get it into his mouth?
9. Tell why some animals have claws.
10. What are "beasts of prey"?

(Oral and then Written.)

LESSON XXXVI.

·PLANTS.

In answerrng the following questions, make complete
statements: ..

This picture shows that a mouse once had a rather
lively time. Suppose he were to tell the story himself,
wha.t clo yon think he might say? You may write the .
story.

1. Name five important food plants.
2. Which plant do you think feeds the most' people?
3. Name three plants that are useful .for clothing.
4. ·what is the largest plant that you have seen? .
5. Give some of its uses.
6. Name some large plants that grow from small seeds.
7. _Name : som~ ; plants: that are cultivated only because
they are beautiful.
8. Do you think such plants are useful? Why?
M, & Il. LANG. LESS. -

3

34

L AN G UAGE LESSONS.

- -L-ESSQN- XXXVII. - - - - - - -

MEMORY EXERCISE.

Commit to memory and reci~e the following poem: IVAI T I NG T o

Gn ow.

Lit tle white snowdrops, just wakin g up,
Vi olet, daisy, and swee t buttercup!
Think of th e fl owers that are under the snow,
W aiting to grow !

INFORMATION LESSON.

35

--'IiEss-oN- xX-XVIII.

INFORMATION LESSON.
CHERRY

Buns.

With a sprig containing a cherry bud partly open m
your hand, read the following description, and see if you
can find all the parts that are mentioned. ·
Make a note of everything you can see which is not
mentioned in the description.

Allll think wl1at h os ts of queer little seeds,
Of fl owe r$ and mosses, of fern s and of weeds,
Are un de r the leaves a nd under t he snow,
\Vai tiu g to grow !
Think of th e roots getting ready to sprout,
Reaching their slen der, bro wn fin gers about
Under the ice and the leaves and t he snow,
·wai ting to grow!
Only a month, or a few weeks more,
Will they have to w ait beliind tha t door,
Listen a nd watch and wait below,
\Vaiting t o grow!
N oihi11 g so small , a nd hidden so ·well,
Th at God will not find it and prese ntly tell
His sun wh ere to shine and his rain where to go,
H elping t hem grow !

1. How many of the flowers mentioned m this poem
have you seen?
2. Tell the color of each one.
3. vVhat makes them grow, and why will they not
grow in th e winter?
4. \ Vrite the poem from memory.

If you look at the sprigs of a cherry tree in April or May, you w_ill
find on them many round buds of a brownish color. Soon the brown
scales of the buds are pushed apart, and out come the beautiful white
flowers and the green leaves which have all been packed inside the
buds.
Away down in the center of the flow er is 'a little shining green bud,
which is a baby cherry. '¥hen all the other parts of the flow er h ave

36

LANGUAGE LESSONS.

MEMORY EXERCISE.

.37

withered and dropped off, this little cherry grnws very fast, until it
- - is ripe an rea y fo >e ea en.
-----;:;~~.:::::,-__
LESSON XL.
After the tree has ripened its cherries, it has other work to do
through the summer. It rn ust get ready S-Ome new buds to make
COMPOSITION.
blossoms and cherri es for anoth er year. These buds are quite small
and may be found just where the sterns of the leaves join the twigs.
. .Write what you have len;rned about cherry buds, making
They are wrapped so carefull y in brown scaJes that the cold winter
such use as · you please of the topics in the preceding
does them no hai·m ; and, though they show no signs of life for
·
lesson.
·
several months, th ey are ready to wake in the warm spring sun and
Tell some of the uses made of the fruit of the cherry.
uupack: their flow ers and leaves. - IL L. CLAPP.

Place the sprigs of cherry in water for a day or two .

...

LESSON XLI.
LESSON XXXIX.

MEMORY EXERCISE.

INFORMATION LESSON (continued).

Read the following poem with your teacher and then
commit it to memory: -

TOPICS FOR CONVERSATION.

vVhy should this lesson be studied in the spring? What
fruit trees have you seen in blossom earlier than the cherry? ·
vVhat are the size and shape of the cherry bud? What is
the color of the blossom? vVhy could you not see the
flowers and green leaves when you examined the bud?
Where was the little cherry? Why does it grow so rapidly
after the flower withers? When will it be ripe and ready
for eating?
.
\Vhat work is done by the cherry tree after its fruit is
ripened? vVhere may the cherry buds for the following
year be found? How are they preserved during the cold
winter?
While you are writing this lesson, you should have a
· sprig of cherry in your hrrnd. Notice carefully all its
parts and describe them in the best sentences you can
make.

'
THE TREE.

The Tree's early leaf-buds were bursting their brown;
"Shall I take them away?" said the Frost, sweeping down.
."No, leave them alone
''
Till the blossoms have grown,"
Prayed the Tree, while he trembled from rootlet to crown. ,
The Tree bore his .blossoms, and all the birds sung. ·
"Shall I take them away 'l" said the ''Vind as he swung.
"No, leave them alone
·
Till the berries have grown,''
/
Said the Tree, while his leaflets quivering hung.
'
I

The Tree bore his fruit in the midsummer glow.
Said the girl, "May I gather thy ripe berries now?"
" Yes, all thou canst see. ·
Take them ; all are for thee,"
Said the Tree, while he bent down his laden boughs low.
- B J ORNSTJERNE BJORNSON.'

38

STORY FROM PICTURE.

LANGUAGE LESSONS.

Read carefully and answer the followin questions in
sentences: 1. What were the "leaf-buds"? What is meant by
"bursting their brown"? vVhat did the Frost say?
What did he mean? What did the Tree answer? Did
the Frost take the leaf-buds away? How do you know?
2. vVhy did all the birds sing? \,Yhat did the \,Yind ask?
What did he mean? vVh~tt did the Tree answer? Did
the \,Yind do as the Tree wished? How do you know?
3. What is" midsummer"? When is it? What is meant
by "glow"? What did the girl <:tsk? \Vhat did the Tree
answer? \Vhat is meant by "laden boughs "? vVhat
kind of tree may it have been? Give a reason for your
answer.

• 39

---"-"'-""""-''-"--"--'--ber of stars ever change?' Why? How many stars
were on the flag at first? - Find out other facts connected with the history of our flag. Do you think there
will be still more stars?
Has the flag any use? · Where is it used? Wh,at names
are given to it? Has your schoolhouse a flag? · 1 If so, on
what days should it be raised~ How can you honor "Our
Flag"?
To THE TEACHER. -

A flag should hang before the class during

the lesson. ·
LESSON XLIII.

STORY FROM PICTURE.

LESSON XLII.

_

--=:::::;.-___.

OUR FLAG.
(Oral.)

Tell what you can of
each topic mentioned
below.
The shape of the flag.
The colors in it. Its
different parts. What
is the fi eld?
Its
color. The number and
color of the stripes.
The number and color
of the stars.
Does the number of
stripes ever change?
vVhy? Does the num-

Write a ::;tory from the picture above, using the.. following hints:. The little boy and girl that you see in the picture are
brother and sister. Where do they live? Do you think

40 .

41

MEMORY EXERCISE. -

LANGUAGE LESSONS.

•

they are playing truant, or is it a holiday? Which is
older, the boy or the girl, and what are their names?
They have been out playing and have found i:t strange
dog. I wonder what has happened to him! They found
him lying by the side of the rmtd and crying piteously.
He look;ed up) at them as though he would like to tell
them what had happened. The children could hear the
noise of a carriage that had just been driven by. Has the
dog been run over, or has he been bitten by another dog?
What are the children trying to do? -Why do they pity
the poor dog?
vVhen they have bound up the poor dog's foot, do you
suppose they will take him to their own home? What a
nice playfellow he will make if he gets well!
LESSON XLIV:

PRONUNCIATION AND CLASSIFICATION.

LESSON XLV.

MEMORY EXERCISE.

Commit to memory and

r~cite

the following poem : -

GRANDPAPA.

' -

Grandpapa's hair is very white,
And grandpapa walks but slow;
- He likes to sit still in his easy-chair,
While the children come and go.
"Hush ! play quietly," says mamma;
"Let nobody trouble dear grandpa pa.
Grandpapa's hand is thin and weak;
It has worked hard all his days.
A strong right. hand and an honest hand,
That has woq all good men's praise.
"Kiss it tenderly," says rnamma;
"Let every one honor grand papa." Grandpapa's eye,s are growing dim ;
_· _,,.,.,··
They have looked on sorrow and death ; But the love"light never went out of them,
Nor the courage and the faith.
"You children, all of you," says mamma,
"Have need to look up to dear grandpapa.''
_

Pronounce very distinctly the following words according
to the marking: wbOie
nobody
driiin
minnows

sleek
bade
patriot
victory

bite
petal
forge
tube

butter
- horrid
sitting
happiness

Write in separate columns the monosyllables, the dissyllables, and the trisyllables.
Use each word in an oral sentence, speaking very distinctly.
Mark the vowels in the following words : re(l
pin
both
meet

in et
rain
bank
time

ripen
manner
borrow
evening

music
brave
kingly
currant

Grandpapa's years are wearing few,
But he leaves 'a blessing behind.
A good life lived; and a good fight fought,
- True heart and equal mind.- " Remember,'- my children," says mamma,
"You bear the name of your grand papa.''
.

I

1 -

.

!

-l\1Rs : CRAIK. - '

Tell in your own words all you can about the grandpapa
of the poem. Tell something about any grandpapa tha,t
you know or have known.

42

LANGUAGE LESSONS.

LESSON XL VI.

COMPOSITION WlUTING.

vVhile learning to write compositions, here are six good
rnles to have al ways in mind : -

STORY FROM PICTURE. ·

43

LESSON XLVII.

STORY FROM PICTURE. ·
'
(Oral and then Written.)

1. B.e sure that each thought is complete before beginning to write it in a sentence.
2. Be sure to begin each sentence with a capital.
3. Be sure to punctuate every sentence.
4. vV rite as well as yon can.
5. If you have any doubt whatever about the spelling
of a word, find it in the dictionary, or ask to luwe it written
on the bla.ckboard.
6. Do not try to write too much.
COMPOS ITION.

Write about a snowstorm that you remember, using any
of these _notes you choose: vVhen it was; where you were; what you were doing;
whether the wind blew and whistled; whether much snow
fell, and grea.t drifts formed; what made them; what sport
the snow furnished you, and what work.
Does the snow do any good? If so, what?
In writing the foregoing story about a snowstorm, have
you kept in mind the six rules given above? What rule
do you think you have broken?
R ead to the pupils the whole or a part of
Whittier's " Snow Bound." Let th em describe the work and the play
"·hich th e poet tells about, aucl then describe their own \rnrk or play
as required in the notes.
To nrn TEA CII EIL

-

· Tell what you can see m the pictures, a.nd what you
think it all means.
Write the story, giving names to the children and to the
·
doll.
Remember the rules in Lesson XL VI.
Tell where these children live, and ·to whom the
"doctor's" clothes belong. vVbat has he in his hand, and
what is he trying to do with it?
What will be a good name for this story?

----44

:,
I

LANGUAGE LESSONS.

LESSON XLVIII.

COVERINGS OF ANIMALS.
(Oral.)

CHAPTER III.

The covering of an animal is a pa.rt of the anim::il, just
as the bark is a part of the tree. Let us think about the
different coverings of different animals, of their uses to
the anirna.ls, and of their uses to man.
1. What covering li:1.s an oyster? Describe it. What
is its use?
2. vVhat covering has a dog? a cat? How do they
differ? What are the uses of these coverings?
3. What covering has a snail? vVhat is its use?
4. vVhat covering has a fish? Describe the parts; tell
how they are put on, and ·why they are so put on.
··
5. What covering has a sheep? What uses are · made
of this covering?
6. What articles of clothing are made from the coverings of animals ?

LESSON L.

PROPER NAMES.

The special name given to any person, place, or thing
is called a proper name; as, John Adams, Chicago, North
America.
Every word in a proper name must begin with~ capital letter.I
· Dictation Exercise.

Study the following sentences so that you can write
each correctly from one reading. Draw a line under the
proper name or names in each sentence that you have
written.
1.
2.
'3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

LESSON XLIX.

REPRODUCTION.

Here is another fable from JEsop. Read it carefully and
then write it in your own words.
/

Tim Foun.

BuLLS AND THE LION.

Four bulls 011ce agreed to live together, and they fed in the same
pasture. Now the liou saw th em afar off, and wanted to hunt them,
but he knew that he could not, so long as they held together.
So he managed to set them quarreling with each other; and when
that happened, they separated, and he easily mastered them, one at a
time.

James A. Garfield was a poor boy.
He lived in Ohio.
Young .Garfield drove horses on a tow path.
He became President of the United States.
Abraham Lincoln was born in Kentucky. ·
He moved to Illinois.
· /
Lincoln lived in a log cabin when a boy.
He is sometimes called the "Martyr President.'.'
Bunker Hill monument is on Breed's Hill ..
The battle was fought on Breed's Hill.
St. Louis is on the Mississippi River.
The city of New Orleans is near the Gulf of Mexico:

1 In names like The United States of America and Simon de Montford,
,however, the words of and de do not begin with capitals. ·
·

;

·'

45

!_ _ _ _ _ _

46

._

LANGUAGE LESSONS.

STORY FROM PICTURE.

47

--------

LESSON LI.

LESSON LIII.

PROPER NAMES (continued).

STORY FROM PICTURE.

Write five sentences, each containing the name of a boy
whom you know, and the name of the place where he
lives.
Write the names of five girls whom you know.
Write five questions, using the names of persons in this
room.
What proper nouns have you used in each sentence?
What mark have you used after each sentence? Why?
Give two rules for the c:.Lpitals you have used.

(Oral and then Written.)

LESSON LII.

NAMES AND DATES.
(Oral and then Written .)

Be sure of the capitals and of the spelling of the words
that you use in writing the answers to the following
questions: Answer in complete sentences, and use no abbreviations.
1. \\Then is your birthday?
2. On what date is Christmas?
3. \V"hich is the shortest month?
4. vVhich months have thirty-one days?
5. Which months have thirty days?
6. \Vhich is the middle day of the week?
7. On which days is there no school?
8. On which day of the week are your lessons poorest?
9. vVhen is Washington's birthday?
10. On what date are you answering this question?

Tell a story from this picture. The girl, the boy, and
the dog are the same that you saw on page 39.
SUGGESTIONS.

What have the children been doing? Did the sticks
float down the stream? What did Carlo do?
What was the little girl trying to do when she fell off
the bridge? Why did Carlo plunge into the water after
the little girl? What might have happened? _.
. :
Was the . little girl sick for a long time? I wonder
whether Carlo used to go into the sick-room to see . her!
D~ you suppose that papa and mamma were sorry that .the
children had taken pity on the poor, lame dog?
:~

-

- - - -

48

1'

MEMORY EXERCISE.

LESSON LIV.

Pronounce the__f ~llowing~wgrds-wi-th-the long oo sound,
and tell how the ·vowels should be marked: whose
room

VOWEL SOUNDS.

Some of the vowels have other sounds besides the long
and the short sounds .
The letter a has a different sound 111 each of these
words:fiir

tall

can

cane

li.SlC

,.-

You know the names of the first two sounds of a. The
third is called broad a, and the fourth Italian a. The fifth .
sound is the lrnrdest of all to learn. It is. 'just mid way
between short a and Italian a. It occurs iii. such words as
ask

'

LANGUAGE LESSONS.

grass

brlinch

d~tnce

gHtSS

far

fall

are

palm

talk

all

star

squall

1nark

hard

Mark the a in each word.
Write five other words containing broad a, and five
containing Italian a.
LV.

VOWEL SOUNDS (continued).

The sounds of o in m~ve, oo in moon, and ii in rµde, are
all exactly alike. The sound is called long oo, and the
vowels are marked as you see them.
The sounds of o in w~lf, oo in foot, and u in b~ll, are . all
alike. The sound is called sho1·t oo.

true
canoe

prove
rule

do
brute

Pronounce the following words with the short oo sound,
\
and tell how the vowels should be marked : push

good

foot

pull

woman

LESSON L V I .

MEMORY EXERCISE.

Commit to memory and recite the follo\ving poem:-

task

Tell which of the following words have broad a and
which have Italian a: -

LESS ON

soon
fruit

49

DANDELION•

There's a dandy little fellow
Who dresses all in yellow, In yellow, with an overcoat of green;
With his hair all crisp and curly,
In the springtime bright and early,Tripping o'er the meadow he is seen,
Through all the bright J mie weather,
Like a jolly little tramp. ·
He wanders o'er the hillside, down the road;
Around his yellow feather,
·
The gypsy fireflies camp ;
His companions are the wood lark and the toad.
Spick and spandy, little dandy,
Golden dancer in the dell !
Green and yellow; happy fellow,
All the little children love him well ! But at last this little fellow
Doffs his dandy coat of yellow,
And very feebly totters o'er the green; For he very old is growing,
l\I. & Il. LANG. LESS.

-4

50

-

-

INFORMATION LESSON.

LANGUAGE LESSONS.

51

..

And, ·with hair all white and flowing,
A-11oacfing illthe sunf~he is seen.
Th e liWe w i 11cls of morning
Come a-flying through the grass,
And clap their hands around him in their glee;
They shake him without warning;
His wig falls off, alas!
And a little baldhead dandy now is he.
Oh, poor dandy, once so spandy, Golden dancer on the lea!
Older growing, white hair flovving,
Poor little baldhead dandy now is he I
To THE TEACHEH. - Conversation suggested by this lit,tle poem
should make a capital language lesson.

LESSON L VII.

INFORl\lATION LESSON.
(Oral and then Written.)

Read carefully this account of the fly. Notice flies as
you see them about the house, and read a.nything else
about them that you can find.

The fly's feet are also very curious. The..y_ are m.a.de so that it
can walk on the wall of a room as well as on the floor; and it can even
run up and down the glass in our windows.
The fly has no teeth. Its mouth is a kind of trunk, through
which it sucks its food. It cannot eat anything
that is hard. · Still, you know that flies are v~ry
fond of sugar, and you wa1{t to know how
they can eat that. They have something to drop
upon the sugar, which softens it into a sirup;
then they draw this sirup up through their trunks.
Flies do not breat.he through their noses: I
do not know that they have noses. They breathe
through little holes in their sides.
I have only one thing more to tell you about
this curious little creature. It always keeps itself
very clean. Have you ever seen a fly rub its front
legs over its head 'l I suppose you have of ten
wondered why it does this.
The under side of the fly's feet and its legs
have tiny hairs on them.
These are its hair- LEG OF A FLY.
brushes, which it always carries ready for use. If
any dirt gets on its head or face, it brushes it off. Then it rubs its
feet and legs together so that no dirt shall stick to them. --·
Do you not think that there are many boys and girls who may
learn something even from a fly 'I What may the fly teach us?
· ·

---,~&·"f't-±:+~-:--

HARPER'S SECOND READER.

A TALK ATIOUT FLIES.

The body of a fly has three parts, one of which is the head. On
its head are two large eyes . But what will you think when I tell you
that each of these large eyes is made up of about four thousand
small eyes?
Each of t.h e small eyes has six sides.
Of conrse these tiny eyes are placed very
close to each othe1·, for the four thousand
together are not so large as
a pin-head. Is it any wonder that the fly is so hard
to catch? It can see every SMALL EYES OF
A FLY.
way at the same time.
EYES OF A FLY.

TOPICS FOR CONVERSATION.

The fly is an insect. Why? Its body. Its ,eyes. Its
feet. Has it any teeth? Its mouth, and how · it eats.
How it eats sugar. How it breathes. Its cleanliness.
What have you noticed about the fly? What else have
you read about it?
What other kinds of flies, besides house-flies, have you
seen? · Tell how the fly differs from the mosquito. Which
gives us the most trouble, and why?

-

52

LANGUAGE LESSONS.

PRONUNCIATION.

LESS O N · L VIII.

Separate_ the following words into syllables, and mark ·
the accented syllable in each: -

SILENT LETTERS.

In the word high, only the first two letters are sounded
when the word is spoken. The last two are silent letters.
Jn band all of the letters are sounded. In mine the e is
silent. In throitgh there are seven letters and only three
sounds. In leave there are five letters and only three
sounds.
Exercise.

Tell which of the following words have all of the letters
sounded and which words luwe silent letters: -tail
trhn
glmn
thumb

barn
lane
lean
pink

are
t'vo
have
night

ACCENTED SYLLABLES.

Words of more than one syllable have what is called an
accented syllable; that is, a syllable which is pronounced
with a stronger impulse of the voice than the others in the
same word. Thus in the words yeste1·day, playing, garden,
the first syllables are accented. In the dictionaries such
syllables are marked as follows:giir 1 den

butterfly
syllable
incomplete
behave \

Write the words of two syllables in a column; the words
of three syllables.
Mark the vowel in each accented syllable.
: Why is y a vowel in the word syllable?
Select words of two syllables from your reading lesson,
and tell which syllable is accented in each.

L ESS O N

LX.

PRONUNCIATION.

Pronounce distinctly the following words as they are
marked: class
hearth
root

LESSON LIX.

pHiy 1 ing

believe
follow
differ
must

write
last
lamp
could

How many letters are there in each word? How many
sounds?
Name other words that have silent letters, and tell which
letters are silent.

yes' ter day

delay
honest
letters
belong

53

s~u 1

cy
ket' tie
chance

roof' less
recess'
chil' dren

wrn'dow
stamp' ing
bana/ na

Use each word in an oral sentence.
Write the words when pronounced. Mark from memory the vowel in each monosyllable and in each accented
syllable of the remaining words.
Mark some other words in your oral sentences . .·
To THE TEACHER. -The word a, when e1nphatic, has the sound
of long a; when not emphatic, of a.
The should rarely be spoken with the full sound of lon_q e. Indeed,
when before a consonant, the vowel is nearly short u.

54

-

-

LANGUAGE LESSONS.

MEMORY EXERCISE.

LESSON LXI.

LESSON LXII.

REPRODUCTION.

MEMORY EXERCISE.

Read the following story
carefully; then
close the book,
think the story
over, and write
it as well as
you can.
What name

will you select
for the story?
A Newfoundland dog and a
mastiff had a quarrel.
The dogs
were fighting on a
bridge, and suddenly, in their rage, over they went into the water.
· The banks were so l\igh that they were forced to swim a long distance before they came to a landing-place. This was easy for the
Newfoundland dog. He was as much at home in the water as a seal.
Bnt not so with poor Bruce.
Old Bravo, the Newfoundland, had reached the bank, and turned
to look at his enemy. He saw that the other dog, whose strength
was fast. failing, was likely to drown. So he plunged in, seized the
mastiff gently by the collar, and towed the poor fellow safely into
port.

'55

Commit to memory an~ reci~e .t he following poe,m : '

.

Have you heard the waters singing,
Little May,
Where the willows green are leaning
O'er their way?
'
Do you know how low and sweet,
O'er the pebbles at their feet, .
Are the words the waves repeat,
Night and day?
Have you heard the robins singing,
Little one, ·
Where the rosy day is breaking When 'tis done?
Have you heard the wooing breeze,
In the blossomed orchard trees,
And the drowsy hum of bees
ln the sun?
All the earth is full of music,
Little May;
Bird and bee, and water singing
· On its way.
Let their silver voices fall
On thy heart with happy call :
"Praise the Lord, who loveth all,
Night and day."

/

1. Tell what is meant by "the waters singing."
2 . . In the fourth line, whose way is "their way"?
3. . In the sixth line, whose "feet" are referred to ? .
4. What word seems to be m1ssmg ·from the third:line
in the second stanza?

56

-

..
LANGUAGE LESSONS.

STORY FROM PICTURE.
-

LESSON LXIII.

SEEDS AND PLANTS.
(Oral and tllcu Written.)

1. In which season of the year does the fa.rmer plant
seed?
2..Mention a fe,v of the kinds of seed that he pbntc:;.
3. How must the ground be prepared before planting?
4. Of what use is the root of the plant?
5. vVhy does a very large tree have very large roots?
6. Mention a small plant that has a large root.
7. Name some roots that are good to eat.
8. Of what use are the leaves of a plant?
9. Are the leaves ever used for food?

--

57

(Wdtten.)~

Use each word in a sentence.
Which words are accented on the first syllable?
Which words have no accent? Why?
Which words are accented on the last syllable? '

LESSON LXV.

STORY FROM PICTURE.
(Oral and then Written.)

COl\Il'OSITION.

vVrite all that the foregoing questions suggest to you
about seeds and plants.
LESSON LXIV.

PRONUNCIATION.
(Oral.)

Pronounce the following words as they are marked:r~!le

vi 1 o let

srn 1 gu lar
be C~"!-USC 1
bon' net

hiln' clrccl

off

gl:incc
fac'to ry

pap}i/
1na.1n 1nii.'

catch

Use each word in a complete oral sentence which shall
show that you know tlie meani11g of the word.
Tell how many syllables each word has.

Tell what you see in the picture: how the boys look;
what time of year it is, and how you know; where you
think the boys are going; what seems to be going on; , and
what you think of it.
Write a story giving names to the boys. Tell about
the poor boy. and his home . .

58

- ---

,-

- Soon- as-the leaves-hea-rd-the-w-ind'-s-low caH-, Down they came flutteriug, one and all; ·
Over the brown fields they danced and flew,
Singing the soft little songs they knew.

LESSON LXVI.

DICTATION EXERCISE.

'

Study spelling, capitals, and punctuation: Everything in the world is animal, vegetable, or mineral. Things
that we get from a,uimals are called animal productions. Things
that we get from plants are vegetable productions. Everything
else is mineral. So there are three classes of objects. When we
say a thing is animal, vegetable, or mineral, we classify it.
Oral Exercise.

Classify the objects named below: 1noss
coral
pearl

salt
pepper
eggs

cotton
stone
coffee

leather
bread
ivory

hair
milk
water

LESSON LXVII.

Name a word having a meaning opposite to each of the
following and use it in a sentence: sweet
brittle

right
cast

good
wide

north

<lccp

tall

fat
thick

LESSON LXVIII.

STUDY OF POEM.

Tr-rn

V{IND AND TIIE LEAVES.

"Come, little leaves," said the wind one day,
"Come o'er the meadows with me, and play.
Put on your dresses of red and gold; Summer is gone, and the days grow cold."

"Cricket, good-by, we've been friends so long I
Pretty brook, sing us your farewell song; Say you are sorry to see us go.
. Oh! you will miss us, right well we know.
"Dear little lambs, in your fleecy fold,
Mother will keep you from harm and .cold;
Fondly we've watched you in vale and glade:
Say, will you dream of onr loving shade'( "
Dancing and whirling, the little le_aves went:
Winter had called them, and they were content.
Soon fast asleep in their earthly beds,
The snow laid a coverlet over their heads.

Answer in complete oral sentences: -

WORDS AND TIIEIR OPPOSITES.

rough

59

STUDY OF POEM.

LANGUAGE LESSONS.

long
swift
clean

1. How many stanzas are there in this poem?
2. In the first stanza of The Wind and the Leaves, who
is speaking? In the third stanza?
3. What was the time of year? How do you know?
4. What ~ere the ." dresses of red and gold"? · At
, whose bidding did they put them on? · What dresses did
they lay off?
·
5. How did the leaves "sing little songs"? .'
6. Why -were the cricket and the leaves ''friends"?
the leaves and the brook? the leaves and the lambs?
·
7. How does a brook " sing " ? Did you ever hear one?
8. What is a "fleecy fold"? Do lambs "dream"?
9. How had winter "called" the leaves? In what
sort of bed did they sleep? Did they ever wake up?
10. Commit the poem to memory.

60

·- - -

LANGUAGE LESSONS.

LESSON LXIX.

COMPOSITION.
(Oral and then Written.)

Divide your composition into two parts: Leaves in
Spring and Summer and L eaves in Autumn and Winter.
Follow the order of the questions below.
vVhen do the leaves come out? What is th eir color? .
I-low <loes it change as summer comes on? Of what use
are the leaves to the ·tree? Of wlrnt other uses are
they?
'Vhen do the leaves put on bright colors? What causes
them to do so? How long do their dresses of red and
gold last? vVhat happens then? Are the leaves of any
further use?

CHAPTER IV.
LESSON LXX.

COMMON NAMES, OR COMMON NOUNS.
SINGULAR AND PLURAL.

1
·1·

,j

.

!

~

In Lesson L., page 45, we spoke of proper, or special,
names. There is another kind of name. The word dog
may be applied to any dog in the world '; that is, the name
dog is common to all dogs. Therefore we say t.hat it is a
common name. For the same reason, the words book; slate,
and boy are common names.

RuLES CoNVENrENT FOR REFERENCE.

1. The first word of every sentence should begin with a capital
letter.
2. A period should be placed at the end of a complete statement.
3. An interrogation point should be placed at the end of a sentence which asks a question.
4. Every word in proper names should begin with a capital ~
5. The names of the days of the week and of the months of the
year should begin with capitals.
6. The first word in every line of poetry should begin with a
capital.
7. All names applied to God should begin with capitals.

. A common name must not begin with a capital unless it
stands at the beginning of a sentence.

Select the common names from the following list, and
tell why they are common: floor
stove

Mary
apple

window
Columbus

pencil
· Ralph
\Vebstel,"
orange

Names that mean but one are said to be singular.
Nam es that mea11 more tha,n one are said to be plural.
Door and pen are singular; but doors and pens are plural.
Tell whether the following nouns are singular or plural, _
and why:1nan
girl
children

horses
boys
woman

child
kite
foxes

61

doors
knives
oxen

robins
apple
1nice

62

-

LANGUAGE LESSONS.

MEMORY EXERCISE.

LESSON LXXI.

LESSON LXXII.

STOH,Y FROM PICTURE.

63

SPELLING EXERCISE ; ON PLURALS. .

Learn to spell the .following nouns : - . i ·
cbimneys
knives
ponies
children

pianos
potatoes
valleys
oxen

babies
wives
foxes
women

.,

journeys
candies
ladies
glasses

Use the singular of each of these nouns in oral sentences.
Change each sentence so that the name shall be plural,
and note the other changes which you are obliged to· make . .

LESSON LX;KIII.

MEMORY EXERCISE.
\

Read and commit to memory the following poem : THE BROWN THRUSH.

There's a merry brown thrush sitting up in the tree,
He's singing to me! He's singing to me I
And what does he say, little girl, little boy'l
"Oh, the world's running over with joy I
. Don't you hear? · Don't you see?
Hush I Look I In my tree,
I'm as happy as happy can be I "

(Oral.)

Tell what you see in the picture. vVho do you think
th e man is? vVhere are the kittens? \Vhere were they?
How did they get iuto trouule? Who first found them?
vVho told the man ? How did he tell him? Are the dog
and th e cat good friends? vVhy do you think so? What
did the rna.n do? \Vas he kind-hearted? Did anybody
thank him? Do you think the kittens learned a lesson?(Written.)

Write a story from the picture, making it as interesting
as you can.

I

I

And the brown thrush keeps singing, "A nest do you see,
And five eggs hid by me in the juniper tree?
·
Don't meddle I don't touch, little girl, little boy,
Or the world will lose some of its j_oy I
Now I'm glad I now I'm free I
And I always shall be,
:
If you never bring sorrow to me."

64

-

- ..
LANGUAGE LESSONS.

THIS, THAT, '{HESE, THOSE.

So the merry brown thrush sings away iu the tree,
To you and to .!llil.,.J&_yotLancLto me.; --- And he sings all the day, little girl, little boy,
"Oh, the world's runnin g over with joy;
But long it won't be,
Don't you know? don't you see 'l
U uless we're as good as can be."
-

- ·5. What can you say about the color of bricks?
6. What are some of their uses?
7. ·what is the man called who builds houses of bricks?
8. What is the shape of a brick, and how large are
bricks usually made? Measure one.
,·
9. Which do you think are better for the building of
·
houses, bricks or stones? Why?

_ ____j~L----

4_. W_bat_is-a-briGkkill-1 ?- ·-

\

LUCY LAHCOl\'L

LESSON LXXIV.

Prn;sibly some obliging boy may bring to school a brick
that has been burned, and one that has not; also a piece
of clay from which bricks are made.

PRONUNCIATION.

Pronounce the following words according to the markrng: accent' ed
a gainst 1 (geust)
~1 1 ways
ii.' pri cot

baI loon'
bgn quet 1 (ki'i)
cC1 1 lar
cor 1 al

bal 1 us ter
bal 1 us trade
cii 1 po la

grimace'

Tell how many syllables there are in each word, which
syllable is accented, and na.me the vowel sound in each
accented syllable.
Use each word in a sentence which shall clearly show
that you know its correct meaning.
:Most people mispronounce some of the words in the
foregoing columns and very few can use them all correctly.
Study this lesson very carefully.
LESSON LXXV.

LESSON LXXVI.

COMPOSITION.
I

q

Write what you have learned about bricks, making use,
of the questions in '.Lesson LXXV.
LESSON LXXVII.

THIS, THAT, THESE, THOSE.

The words this and these refer to what is near; that and
those to what is distant.
f

Examples:

.

INFORMATION EXERCISE.
(Oral.)

1. Have you ever seen a brickyard?
2. Of what are bricks made?
3. How are they made?

This book belongs to me ; that on your desk belongs
to the teacher.
'
These apples are sweet; those yonder are very sour.

This and that refer to one thing; th.ese and those to.more

than one.
Examples:

'

This is a good pen; those are very poor.
That was a good story you told yestel:day, but these in
this book a1;e very simple. ·
·

M, & B. LANG. LESS.

-5

I ,

LANGUAGE LESSONS.

66

REPRODUCTION.

67

----~Oh,_how_ iUoves t0 l-in-ge1~he-re~:----­

Exercise.

Guess me the sunshine - Baby's hair I

(Oral and then Written.)

There are two windows where I see
My own glad face peep out at me;
These windows beam like June's own skies:
Guess me the riddle - Baby's ey~s !

Fill each blank below with one of these words -this,
these, them, that, those : 1.
2.
3.
4.
5.
6.

7.
8.
ready
9.
10.

What is - - in your hand?
- - is a lrnifo.
Have you sharpened - - pencils on your desk?
Yes, I have sharpened - - , and - - on the teacher's desk.
Do you think - - knife is better than - - one?
Certainly, and - - pencils are better than - - on your desk.
Why are - - better than - - on my desk?
- - on your desk are not sharpened at all, while - - are all
for use.
- - will soon be as well sharpened as - - .
- - knife and - - pencils will keep you busy for some time.

LESSON LXXVIII.

MEMORY EXERCISE.

Read and commit to memory the following poem: GUESS.

I see two lilies, white as snow,
That mother loves and kisses so;
Dearer are they than gold or lands :
Guess me the lilies - Baby's hands I
I know a rosebud fairer far
Than any buds of summer are;
Sweeter than sweet winds of the south:
Guess me the rosebud-Baby's mouth I
I know a place where shines the sun Yes, long, long after day is done;

LESSON LXXIX.

POETH.Y.

f
r

1

Pieces like that in Lesson LXX VIII. are called poetry.
Each piece is a poem.
Each line of poetry is one verse. How many verses has
each stanza? How many verses has the whole poem'?
Read one verse in the first stanza. One in the third.
Read the last verse in the poem.
Verses are said to rhyme when they end with simila,r
sounds. Tell which verses rhyme in each stanza. vVhy?
Turn to The Wind and the Leaves (page 58). Tell
the number of stanzas, the number of verses in each, and
the verses that rhyme.
LESSON LXXX . .

. REPRODUCTION.

Read the following story carefully, once , or twice: Do
not try to remember the sentences, but try to understand
them. Then close your book, and think how you would
tell the story in your own words without using the word L
If you have an opportunity, tell the .story to the clas;
before you write it.
When you write the story, add one paragraph of your
own, telling what you think of the bird's act.

- - ..... 68

! ..

SOUNDS OF CONSONANTS.

LANU UAGE LESSONS.

I

.

I

69

I

In_g_eritle,_the-sound .of g is-s0£-t,li-ke-th:e-s0tmd of J-. In
get, the sound of g is hard. The letter is marked thus: 'Vhen I was a little girl I Jived in Virginia, near the Potomac
River. One sunny May morning my father said, "Come, Elinor, I
• want you to go with m e." Of co urse I was glad to go, and in a few
minutes I was on my pony's back. 'Ve took the road by the river.
The birds were singing merrily, and delicate wild flowers timidly
looked out into this great world. As we came near the woods, the air
was filled with smoke, and we co uld see the flames creeping among
the dead leaves on the gro und.
'Ve stopped our horses and listened. What strange cry ·was that
we heard? It ca me from a bird above us, flying slowly round and
round. ·what is the trouble ? Ah! We can see a tall tree trunk by
the roadside. In the topm ost branches is a nest, and around it the
bird is flying. Her little brood is there.
The flames are even now runnin g up a dead vine that clings to the
trunk. Some of the twigs of the nest are on fire. The bird stops her
cries, flies swiftly to the nest, and pulls out the burning twigs with
her beak. But she cannot pull th em out fast enough. Oh, how we
wished that we could help her I The little birds must burn. What
will the mother bird do? She quietly folds her wings over her little
ones, and dies with them.

gentle, get.

In sun, the sound of s is sharp. When s stands for this
sound, it is not marked in the dictionary.
In rising, s has the sound of z, and is said to be vocal,
because the voice is heard in the sound. When it stands
for this sound, the s is marked thus: Oral Exercise.

·1
I

I

Referring to the list just learned, give the sounds of the
consonants that are never marked.
In· which of the following words is the sound of chard,
and in which soft?
cellar
caller

SOUNDS OF CONSONANTS.

The consonants b, d, f, h, J, le, l, m, p, q, r, t, v, w, y, z,
are never marked in the dictionary, because they always
stand for the same or (in the case of d, as in chafed) for
nearly the same sounds.
In the word cent, the sound of c is soft, or like the sound
of s. In can, the sound of c is hard, or like the sound
of le. The letter is marked thus : c;ent, ean.

cut
ceiling

How would you mark c in each word?
In which of the following words l.s the sound _of g hard
and in which soft?
go
gave

LESSON LXXXI.

cinder
curve

general
genius

gander
gentle

. How .would you mark g in each word?
.
.
In the following words is the sound of s sharp or vocal?
this
his
say

miss
seen1
sees

ntisers
hers
sinner

· In which words would you mark the s? Which words
have both the sharp and the vocal sound of s?
· How would you mark the c, g, ands in each of the fol·
. lowing words?
grass ,
gems
circle

crags
sense
singe

cries
nice
· lounge

70

-LANGUAGE LESSONS.

It

------

-

LESSON LXXXII.

LESSON LXXXIII.

STORY FROM PICTURE.

MEMORY EXERCISE.

(Oral and then Written.)

71

MEMORY EXERCISE.

Read and commit to ·memory the following poem: I

•

KEEP A WATCH ON YOUR \>VORDS.

I

'

Connect a story with this picture, and arrange your
composition in four paragraphs.
SUGGESTION S .

Robins; season of year; where they have been all winter ; they are glad to get back; where is th e tree ?
Building _the nest; lining i t; eggs ; number and color.
The ba.by birds; how they look; how long they live in
the nest; how they are fed; how they are taught to fly.
Why we should be kind to the birds ; the pleasure they
give; their happy and useful lives .

Keep a watch on your words, my darlings,
For words are wonderful things ;
They are sweet like the bees' fresh honey;
Like the bees, they have terrible stings.
They can bless like the warm, glad sunshine,
And. brighten a lonely life ;
They can cut, in the strife of anger,
Like a cruel two-edged knife.
Let them pass through your lips unchalle_nged,
If their errand is true and kind,
If they come to support the weary,
To comfort and help the blind.
If a bitter, revengeful spirit
Prompts the words, let them be unsaid.
·They may flash through a brain like lightning;
Or fall on a heart like lead
.
. I
Keep them back, if they're cold and cruel,
Under bar and lock and seal ;
'
The wounds they make, my darlings, i / .. ..
Are always slow to heal. ·
May peace guard your lives, and ever, ·
From this time of ybur early youth,
May the words that you daily utter - ·
Be the beautiful words of truth.

·'

:·..,: ...

•,:.

·-.

Write the thoughts of this poem in your own words, and
tell what you think of them.

72

---

-

wm

LANGUAGE LESSONS.

INFORMATION
LESSON.
I
.

LESSON LXXXIV.

LESSON LXXXV.

COMPOSITION.

INFORMATION LESSON.

Write the following story as though there were two
squirrels instead of one, and use we instead of I: -

INSECTS.

THE SQUIHREL
. A little red squirrel lives in a tree near our home, and we are gettrng to be quite good friends.
·when I first saw him, he was on a limb of a tree just over my
head ; and what a noise he
did make! I think he was
trying to tell me to go away.
I put two or three nuts on
the ground n ear the tree, and
he soon came and picked
them up. You ought to
have seen how funny he
looked with two- large nuts
in his mouth.
The next day I went and
left some more nuts in the
s a rn e p 1a c e,
and he came
and picked
them up while
I was standing
near by. In
a few days he
would come
and take the
.
.
nuts from my
hand, JUmp upon my shoulder, and then leap into the tree.
Now, when I go near his tree, I find him watching for me. He will
run to meet me, jump into my arms, and look into all my pockets for
something to eat.

I

73

\

Insects wear their skeletons on the outside; while birds, snakes, and
fishes carry their skeletons inside their bodies. The insect has no
real bones ; but it has a head, a chest, and a body, each protected by
a case and connected with the other parts by a movable joint. Joined
to the chest it has six legs, and usually four wings.
The mouth of an insect contains jaws that work toward each other
horizontally, instead of up and down as in the dog or horse. Some
of them, like the cockroach and grasshopper, have jaws for crushing
and chewing. The mouth of others, like the butterfly, that sucks
sweet juices from flowers, has softer jaws. The under lip is turned
into a tube, which, in some, rolls, and, when unrolled, is long enough
to reach the calyx of a deep flower. From the sides of the mouth run
out long feelers which carry the sense of touch, though insects have
some power of feeling in their lips and feet.
For breathing, the insect has holes nearly all over the body; and
tubes connect these holes with the living organs within.
But the most wonderful thing of all about them is the change of
form through which they pass. First in the egg; then the living
thing that is hatched from the egg, which is called the larva, or caterpillar; then the chrysalis, in which the larva is wrapped up like
a baby in a blanket; and last, out of the chrysalis, the perfect
insect.
Like birds, insects live in the air, the earth, and the water.
- J OHONNOT's " Flyers, Creepers, and Swimmers."
TOPICS FOR CoNVEHSATION.

What can you tell about the bones o{ insects?
How does the mouth of an insect differ from the mouth
of a dog or a horse? What have you learned about the
mouth of a grasshopper? of a butterfly? What are the
feelers?
~

'

74

-

',

LANGUAGE LESSONS.

75

REPRODUCTION.

Wlli'ttcan you say of -tn:e breathing- apparatus-of- an
in sect?
Through what changes in form does an insect pass?
vVhat insect, if any, have you observed while it was thus
changing?
Name some insect that lives in the air; in the water.

LESSON LXXXVIII.

POSSESSIVES . (continued).

Plural nouns that do not end with s denote ownership
by ·adding the apostrophe ' and s ('s); as, men's hats.
Exercise I.

LESSON LXXXVI.

I

COMPOSITION.

Write what you have learned about insects.

I~ESSON

Write ill a sentence each of the following plural nouns
so as to express ownership, or possession : - ' .
men

geese

women

mice

children

oxen

Plural nouns ending in s denote ownership by ad~ing
the apostrophe; as, boys' hats, girls' dresses.

LXXXVII.
Exercise 2. ·

. POSSESSIVES.

All names, common or proper, when singular, are made
to show ownership by adding the apostrophe and s:
E .xamples :

Alice's h at blew into the ditch.
The horse's head is very long.

Names that show ownership are called possessives.

Use in a sentence each of the following plural nouns so
\
as to express ownership: horses
lions
robins

camels
· girls
eagles

canaries
1nonkeys
rabbits

l a dies
· - - robins
cows

Point out the . possessive in each sentence, and teJl what
is possessed.
i
I

Exercise.

LESSON LXXXIX.

Write each of the following names in a sentence so as
to denote the ownership: fox
Ned
puss
fish
a ss

mou se
Harry
Fido
tiger
rabbit

horse
Charles
wo1nan
Ja.rnes
'valrus

Mr. Smith
Miss Gray
Uncle George
Mrs . Bliss
Dr. Davis

In your sentences, which words are possessives?
Tell in each case what is possessed.

/

REPRODUCTION.

Reproduce orally' the following story:-.
THE

OLD

HORSE'S APPEAL.

...,.,.

Once upon a time, a king who wished justice to be done to all his
people, had a bell put up, so that any one who was injured by another
might ring it. Whenever it was rung, the king called toge.ther a
council of the wise men to decide what should be done. From long
.,

.

74
~

LANGUAGE LESSONS.

75

REPRODUCTION.

- What can you say of tlw breathing apparatuSC>r an
insect?
Through what changes in form does an insect pass?
What insect, if any, have you observed while it was thus

LESSON LXXXVIII.

POSSESSIVES . (continued) .
,

c~anging?

Plural nouns that do not end with s denote ownership
by adding the apostrophe and s ('s); as, men's hats.

Name some insect that lives in the air; in the water.

Exercise I.

LESSON LXXXVI.

Write ill a sentence each of the following plural nouns
so as to express ownership, or possession: -

COMPOSITION.

1nen

Write what you have learned about insects.

geese

women

in ice

oxen

children

Plural nouns ending in s denote ow11ership by adding
the apostrophe; as, boys' hats, girls' d1·esses.
LESSON LXXXVII.
Exercise 2.

POSSESSIVES.

Use in a sentence each of the following plural nouns so
as to express ownership: -

All names, common or proper, when siugular, are made
to show ownership by adding the apostrophe and s:
E xwnples:

horses
lions
robins

Alice's hat blew into the ditch.
The horse's head is very long.

Exercise.

rnou se
Harry
Ficlo
tiger
rabbit

horse
Charles
\voinan
.Jain es
\Valrus

ladies
robins
CO\VS

LESSON LXXXIX.

Write each of the following names in a sentence so as
to denote the ownership: fox

canal'ies
n1onkeys
rabbits

Point out the possessive in each sentence, and tell what
is possessed.

Names that show ownership are called possessives.

Neel
puss
fish
ass

ca.in els
· girls
eagles

Mr. Smith
Miss Gray
Uncle George
Mrs. Bliss
Dr. Davis

In your sentences, which words are possessives?
Tell in each case what is possessed.

REPRODUCTION.

Reproduce orally the following story: I
I

I

TnE 01.n HonsE's APPEAL.

Once upon a time, a kin g who wished justice to be done to all his
people, had a bell put up, so that any one who was injured by anoth er
might ring it. Whenever it was rnng, the king called together a
council of the wise men to decide what sho uld be done. From long

76

LANGUAGE LESSONS.

STUDY OF POEM.

77

mre-;--the lower-end of the- Pepe-was werH- away,-an<l- a- piece-oLwil<l ---~~•------ ______
In--the- worksho-p,-on- the fal'mt7,- - - - vine was fastened on, to lengthen it.
Or wherever you may be,
It so happened that a knight had a noble horse, which had served
From your future efforts, boys,
him long and well, but, having grown old and useless, was meanly and
Comes a nation's destiny.
cruelly turned out on the common to take care of himself. Driven by
hunger, the horse began biting at the vine, when the bell rang loud
and clear.
Exercise.
The wise men came, and fi 11<ling that it was a poor, half-starved
(Oral.)
horse that was asking for justice, looked into !tis case, an<l <leci<le<l
that the knight whom he had served i11 his youth should feed and
1. Give a description of the boys, and tell what is
care for him in his old age. And the king made the decree, adding
meant.
to it a heavy fine if the knight did not do his dnty to the faithful
2. What does the third verse in the first stanza mean ?
animal.
To THE TEACHER. - Have the pupils read Longfellow's poem
about this story, called The Bell of Atri.

LESSON XC.

STUDY OF POEM.
BOYS

vV ANTim.

Boys of spirit, boys of will,
lloys of muscle, brain, an<l power,
Fit to cope with anything, These are wanted every hour.
Not the weak and whining drones .
'Vho all troubles magnify, Not the watchword of "I can't,"
But the nobler one, "I'll try."
Do whate'er you have to do,
vVith a true and earnest zeal;
Bend your sinews to the task, "Put your shoulders to the wheel."
Though your duty may be hard,
Look not on it as an ill;
If it be an honest task,
Do it with an honest will.

3. " These are wanted every hour" where and by
whom?
4. What is meant by "whining drones"?
5. What is it to "magnify " troubles? What is the
opposite?
6. What is a "watchword"?
7. What are "your sinews"?
8. "Put your shoulder" to what wheel? Why your
shoulder?
9. Give your thought of the fourth stanza.
10. Is the boy in the workshop as good as any other?
11. Which would you prefer, to have nothing to do, or
to earn your own bread?
12. What do the last two lines mean? Do- you believe
what they say?
13. What nation is meant?
14. Do the boys spoken of in the poem mean the boys
in this very school ?
15. Do you love your country? What is a patriot?
. ......
16. Do you love to read about patriots?
17. How can every boy make 'his country better and
stronger?
18. Can you name one boy who will try to do it?

COMPOSITION.

CHAPTER V.
LESSON XCI.

DICTATION EXERCISE.
\V1LLrn's FmsT VrslT TO THE FARM.

79

oi- the- ehrysaHs-splits,-a-nd- the 1Jutterfly- e0mes----0ut. - Lts wings
are crumpled and moist, but they soon dry in the air, aud the·
butterfly spreads them and flies away.
Some of the caterpillars which become
moths crawl into the earth and there ,change
to chrysalides. Others spin silk cocoons
on twigs or fences or rocks, aud change to
chrysalides inside these.
llnLterflies and moths do not grow
after they come from the chrysalides.
They lay eggs which produce little caterpillars. Sometimes one
butterfly or moth will lay more than two hundred eggs.
- H. L. CLAPP.

One pleasant evening in July, Willie arrived at his uncle's farm.
He was tired out by a long, day's journey, and soon went to bed. The
next morning he fed Aunt Lizzie's hens and chickens. He found
three hens' 11ests in the haymow. After dinner he drove his uncle's
horse to the post office. On the way home he called at Cousin
George's store and bought some tea, coffee, and sugar.

Point out the common 11ouns and the proper nouns.
Which of these nouns denote ownership?
LESSON XCII.

INFORMATION LESSON.
A caterpillar is hatched from a tiny egg, and is at first very small.
It grows fast because it eats so many green leaves. In the course of
a few weeks, it sheds its skin several times. \Vheu it is full-growu,
it stops eating and looks al>out for
a place where it can be undisturbed.
Different kinds of caterpillars choose different kinds of places.
Those that become butterflies generally fasten themselves to twigs,
or to some other surface, by silk threads. At the end of one or two
days, the skin of the caterpillar splits and falls off.
Its body is then of an entirely different shape and color, and is
called a chrysalis. After several days or several weeks, the skin
78

TOPICS FOR STUDY AND C9NVERSATION.

Eggs - where they may be found.
Food of caterpillars. The skin. The chrysalis. The changes that
take place from the egg to the butterfly. Differences
between the butterfly aud the moth.
LESSON XCIII.

COMPOSITION.

Write what you have learned about Caterpillars.

80

LANGUAGE LESSONS.

STORY FROM PICTURE.

LESSON XCIV.

LESSON XCVI.

I, ME, HE, HIM, S HE, HER.

STORY FROM PICTURE.

s:

Exercise.
(Oral and then Written.)

Fill each blank below with L rne, he, him,, she, or her.
1. The dog chased Willie a11d - - .
2. 'i\Tillie aud - - ran into the house.
3. Between you and - - , this is a hard lesson.
· 4. The trouble all came between - - and - - .
5. The teacher thought it was - -, but both - - and - - told
her that it was not so.
6. Mother told Ned and - - to go to the post office.
LESSON XCV.

REVIEW.
(Oral and then Written.)

Make a statement begi1ining with The1'e is; one beginning with There are.
Make the same statements without using the word there.
Ask a question beginniug with A1·e you; one beginning
with W ere you. Change the questions to statements.
Make a statement beginning with There was; one beginning with There were. Change the statements to questions.
Make the same t:>taternents wiLhout using the1;e.
Ask a question beginning with Is there~· one beginning
with Are there.
Make a statement beginning with Yoit are; one beginning with You were.
Ask a question beginning with Was there; one beginning with Were there.

TOPI CS FOR STUDY AND CONVERSATION.

Scene of picture. Father and son. Where are they
going? Why do you think it a large boat?
What interests the boy? vVhat do you· know about a
whale, its size, its life, its capture, and its uses to man?
The birds. Why do they hover around the ship?
Length of this voyage. · vVhy would you like such a
trip?
Tell a story about Jamie's Vacation.
lll. & D. LANG. J,ESS. -

6

82

-

LANGUAGE LESSONS.

IS AND ARE.

Day a:fter day-t1rts- str1lllge--bird- laitl- a--shining- gold-ei1--egg- for
her master. That was why he liked the goose so much. You may be
sure he did not sell these eggs in the market. Not he: he hid them
away carefully in a great iron box.
Every ·day he found a bright new golden egg in the goose's nest,
and added it to the pile. He was so glad to get it that he could
hardly wait for the night to pass and the morning to come. Each
day seemed as long as a week to him.
When he saw the pile growing higher and higher in the iron box,
he rubbed his hands with glee. "Ah ! " said he to himself, "if it
were only full, I should be the richest man in the world."
He could think of nothing but his golden pile. At last he grew
so greedy that he wanted all his gold at once. He thought he would
find plenty of eggs in the goose's body, and not have to wait and wait
and wait any longer.
So one day he killed the wonderful bird. But when he came to
look for more eggs, - why, there were none to be found!
Foolish man I He had killed the goose that laid the golden eggs.

LESSON XCVII.

MEMORY

83

EXEl~CfSE.

Commit to memory and recite the following poem: THE LITTLE PEOPLE.

A dreary place would be this earth,
"'\\'ere there no little people in it ;
The song of life vrnuld lose its mirth,
Vvere there no children to begin it ;
No little forms like buds to grow,
And make the admiring heart surrender;
No little hands on breast and brow,
To keep the thrilling love chords tender.
The sterner soul would grow more stern,
Unfeeling nature more inhuman;
And man to Stoic coldness turn,
And woman would be less than woman.

LESSON XCIX.

Life's song, indeed, would lose its charm,
Were there no babies to begin it;
A doleful place this world would be,
Were there no little people in it.

IS AND ARE.
Exercise.
(Oral and then Written.)

LESSON XCVIII.

Fill the blanks below with is or are, and give reasons for
your choice. Then fill them with was or were.

REPRODUCTION.
(Oral and then Written.)

Read the following fable, an<l then write it in your own
words:Ti-rn GoosE

AND

Tim

GOLDEN EGGS.

Once on a time there was a man who had a goose he thought a
great deal of. And well he might do so, for this was the strangest
goose that ever lived. Every da,y she laid an egg. "There is nothing strange about that," you will say. Ah ! but the eggs this goose
laid were of solid gold. Think of that l

i

~·

.

All of the chickens - .- out ~£ the coop.
Not one of the chickens - - out of the coop.
Both of the horses - - lame.
Neither of the horses - - lame.
John and Mary - - going to the party.
John or Mary - - going to the party.
All of the girls - - at school.
Every one of the girls - - at school.
Every one of the children - - to receive books.
10. Each of the children - - to receive a book.
1.
2.
3.
4.
5.
6.
7.
8.
9.

LANGUAGE LESSONS.

STORY FROM PICTURE.

LESSON C.

LESSON CII.

SINGULALtS AND PLURALS.

STORY FROM PICTURE.

84

85

Review Exercise.
(Ora l and t hen Written .)

In the following senteuce::,;, use plural nouns instead of
the nouns in Italics, ~rnd make such other changes as are
necessary : 1. The bird carries straws in its 111oath to build its nest.
2. It buil ds its u est in a tall tree.
a. There is a n est in a tree n ear our house.
4. Th ere is a blue e.r;g in this n est.
5. The eg;1 lias black spots on it.
G. A little boy kno\\'S wh ere th e bird has its n est.
7. Do yon think this l1oy vvill h a r111 the n est ? N ot he!
8. He watch ed the bird while it was buildi11g· its nest.
0. IJ e likes to he:tr i t s in g its s wee t SO ll!f.
10. The boy thinks a binl has as good a right to live and be happy
as a boy has.
11. He calls auy bO!J who will h arm a bird's n est a coward .

LESSON CI.
(Ora l.)

PRONUNCTATTON EXERCISE.

Pronounce the following words as marked: for bade'
cn 1ghte
<lro~vue<l

d1·own 1ing

~ c n 1 tle

man

hat loo'
h eight
ho ri 1zon

ide'a
In stead'
I tal 1ics
uoth 1ing ( o = ii)

After studying the foregoing words, copy them upon
your slate, then close yo ur book and mark each word to
uenote its proper pronunciation.
Use each word iu an ora,l 8Cll ten cc.

SUGGESTIONS.

Name of boy. The city in which he lived. Had bee n
at school- after school. Appearance of street. Old lady
- poor - bundle - hard work - difliculty in cr ossing the
street. What the boy did. Kindness to the poor - respect for age.
(Writ.ten.)

Write a story about A Noble Boy, using these suggestions.

LANGUAGE LESSONS.

INFORMATION LESSON.

LESSON CHI.

LESSON CIV.

l'ARAGRAPIIS.

INFORMATION LESSON.

For convemence, books are divided into chapters, and
chapters are divided into paragraphs. Each paragraph
relates to some particular part of the subject upon which
the author is writing. Thus, the first five lines of this
lesson form a paragraph.
The first word of a paragraph is usually set in, or
indented, to the right of the first words in the lines above
and below it.
It would be much more difficult to rea<l books if they
were not divided into chapters and paragraphs. 'This you
will easily understand if you try to read some one's composition that has not been divided into paragntphs.
A paragraph should contain all that reln.tes to some
particular part of a topic. If you examine the paragraphs in any carefully written book, you can tell what
the author is writing about in each one.
There are usually two or more sentences in a paragraph,
but it may contain only one. It must be remembered
that all the sentences in a paragraph should express
thoughts which are closely related to each other.

SPIDERS.

86

Answer in oral sentences: How many paragraphs arc there above this question'?
How many lines are indented? What is the first paragraph about? the secoud? the third? the fourth? the
fifth?
·Why should letters and other kiuds of composition be
divided into paragraphs? How can yon tell when to
begin a new paragraph?

87

'

Spiders are not insects. Most people think that a spider is an
insect; but they are quite wrong.
An insect looks as if its body were almost cut
into three parts; and it always has six legs. Now,
the body of the spider is made up of two pieces
~oined toge~her. Then the spider has eight legs
·
rnstead of six - four on each side.
If you could look inside the body of a spider,
you would see that it does not breathe as insects
do. All insects breathe through little tubes that
run all over the body, and open into a row of holes
along each side. But the spider has a surt of lung,
and does not have the air tubes.
Insects always go through a number of changes after they are
hatched ; but the spider
has no such changes. A
young spider is of the
same shape as an old
one. So, you see that
spiders are not insects.
All spiders spin webs
of some sort through all
theii: lives; while no
insect can spin a web
of any kind after it
has passed through its
second change.
The ·
silkworm can spin; but
when the silkworm be- · ·
comes a moth, it can
spin no more.
There are a great
many sorts of spiders,.

LANGUAGE LESSONS.

DICTATION.

such as wolf spiders, hunting spi<lers, rnasou spi<lcrs, flelaspiaers,
etc.
(See Wood's "Natural History Readers," and Johonnot's
"Flyers, Creepers, and Swimmers.")

Copy the £01.Iowmg con tractions, ana write-after each
the word or words in full.

88

TOPICS

FOR

STUDY AND CONVERSATION.

Not a true insect. Why? Body divided into two parts.
Number of leg8. How it breathe8. lm;ccb~ go through
what changes? Webs, - how made.
Different kinds of spiders - wolf spiders -hunting
spiders - mason spiders - field spiders - water spiders.
How water spiders build their nests. How garden spiders spin their webs. How they catch their prey.

it's-can't-I've-don'tdoesn't-we'll--

I'll.won't~

o'er-didn't-there's-e'er--

89

hadn't-I'm-wouldn't-he'll-'twas-ma'am--

Name the letter or letters omitted in each contraction.
What difference can you see between contractions and
abbreviations?
Remember that the apostrophe is a necessary part of
every written contraction.

LESSON CV.

COMPOSITION.

LESSON CVII.

Write a composition on The Spider following the order
of the Suggestions in Lesson CIV., and dividing your composition into three paragraphs. It is not necessary that
you write on every topic un<ler the suggestions. You
may select from each group.

DICTATION.

LESSON CVI.

THE APOSTROPHE.

Sometimes a letter is omitted in writing a word, or
two words are joined together ·with one or more letters
omitted. The new words thus formed are called contractions; as, o'er, don't.
In contractions, the apostrophe is used to take the place
of omitted letters. Contractions should be l~sed sparingly.

Write from dictation the following questions: 1. On what day is (or was) Easter Sunday this year?
2. ·w hat occurs the first Monday of every December 'l

3. · What takes place every fourth year, on the first Tuesday after
the first Monday in November?
4. ·wh at usually comes on the last Thursday of November'l
5. What is the Friday before Easter called?
6. Can there be five Saturdays in February? Explain.
7. On what day of the week was (or will be) the Fourth of July
this year?
8. ·what month, or months, will have five Sundays this year 'l
9. How many of the days of the week have names that are dis·
syllables'?

Write answers to the foregoing questions.
plete sentences.

Use com-

90

LANGUAGE LESSONS.

LESSON CVIII.

STUDY OF POEM.
Tim

T1mER BELLS.

Beneath the low-hung night cloud
That rake<l her splintering mast,
The good ship settled slowly;
The cruel leak gained fast.
Over the awful ocean
Her signal guns pealed out.
Dear God ! was that thy answer
From the horror round about?

COMPOSITION.

9J

And when the dreary watcnes - Of storm and darkness passed,
Just as the wreck lurched under,
All souls were saved at last.
Sail on, Three Bells, forever,
In grateful memory sail I
Ring on, Three Bells of rescue,
Above the wave and gale I
Type of the Love eternal,
Repeat the Master's cry,
As tossing through our darkness
The lights of God draw nigh.
-JOHN

G.

WHITTIER.

Oral Exercise.

A voice came down the -.,vild wind,
"Ho! ship ahoy I" its cry:
"Our stout Three Bells of Glasgow
Shall lay till daylight by."

Hour after hour crept slowly,
Yet on the heaving swells
Tossed up and clown the ship-lights,
The lights of The Three .Uells.
And ship to ship made signals,
Man answered back to man,
While oft, to cheer and hearten,
The Three Bells nearer ran;
And the captain from her taffrail,
Sent down his hopeful cry:
"Take heart! hold on I " he shouted,
"The Three Bells shall lay by I"
AU night across the waters
The tossing lights shone clear;
All night from reeling taffrail
The Three Bells seut her cheer.

1. How many ships are spoken of in the poem, Th
Three Bells?. Tell something about each of them.
2. What are "signal guns"? In the third and fourtl
verses of the second stanza, what does th.e q uestioi
mean?
3. Whose voice 't came down the wild wind" ? vVha
<lid it say? vVhy does the poet say, "Shall lay by"?
Did you ever see any "ship-lights"? vVhat are they?
4. Give the meaning of the fifth stanza. Of the sixtl
What is a "taffrail"? vVhy does the poet. say "reelin;
taffrail"? What is meant by "sent her cheer"?

LESSON CIX.

COM.POSITION.

.--

Write the story of The Thre e Bells.
1 A private note from the poet to the author says, "An old salt wonl
hardly know what was meant by the expression, 'shall lie by.'"

THE HEADING.

93

aunt

-rlm1;1 m0t m& Cd ~tation,
MUi in a f0w mUnut0a, W& WEU Miattin9
mEA/iit1;1 .ov0i, a 900-d wai,m a,u~ui_.

CHAPTER VJ.

CONC LUSION.

LESSON

ex.

LETTER WRITING.

A letter is a kind of composition, and it should always
be carefully written. The form of a letter is of great
importance, especially as regards the first and the last
part of it.
A letter is made up of fom parts: the heading, the
salutation, the body of the letter, and the conclusion. Another matter of great importance is th e address on the
envelope, or the superscription.
Notice ca·refully the arrangement, the capital letters,
and the marks of punctuation in the following letter, and
then copy it.
HEADING.

8ALU1'ATION.

LESSON CXI.

THE HEADING.

The heading of a letter should indicate the place where,
and the time when, the letter was written. When answering a letter, a. person looks to the heading to see how to
direct his answer.
In the letter in Lesson OX., Waltham, Mass., tells where
the letter was written, and Dec. 11, 1893, tells when it was
written. If this letter had been written in a large city,
the number and street should also have been given in the
heading.
Study carefully the arrangement, capitals, and punctuation of the following headings : Scranton, R. I., Nov. 7, 1892.

BOllY <ll<' 1.1'.TTF:l t .

cf a/l/ui,v0d Q,af0 a1/td o-n timi0.

:Iii&
jouvnu11 did not '()_,0&m lon9 ~ cf iuaa,
mu@ii t/titui0Q,,t0d in wat@,liin9 tfu0 a,t1,;an90
@,ountrz/ll t/ii,ou9!0 wlii~ w& faaa,Q,,&d.
1

92

Winchester, Middlesex Co., Mass.,
Tuesday, March 13, 1890.
Cook Co . .Normal School,
Englewood, Illinois,
April 15, 1891.
149 Wabash Ave., Chicago, Ill.,
March 21, 1894.

94

LANGUAGE LESSONS.

THE SALUTATION.

LESSON CXII.

8opy-the- foltowi-rrg-fonns-, and-----imtice- c-aTeiully the
position, capitals, . and punctuation of the headings and
salutations: -

THE HEADING (continued).
Oral Exercise.

Of what should the heading of a letter consist?
What is the use of the heading?
What items should be contained in the heading of a
letter that is written in a village?
What additional items should be contained in the heading of a letter written in a large city? Why'?
Tell what marks of punctuation you would use in the
heading.
Written Exercise.

Write the following headings, taking care to arrange
and punctuate them conectly : 1. New York, Auburn, .Tan. 4, 1890.

2. June 16, 1891, Mass., Boston, 47 Exeter St.
3. Chicago, Ill., Palmer House, 1893, April 14.
4. Columbia, S.C., April Hl, 1890, Laurel St., No. 84.

vVhat heading would you use, if writing a letter from
your own home?
LESSON CXIII.

TIIE SALUTATION.

The salutation is the term of politeness, respect, or
affection with which we introduce a letter.
·
In let~ers to dear friends, salutations like the following
are used:My dear Mother.
My dear Henry.

Dear Uncle.
Dear 1\iiss Johnson.

95

Charleston, S.C., Aug. 8, 1893.
,
My dear Mother,
I am very glad to hear, etc.
Englewood, Ill., April 15, 1894.
Dear Uncle,
My father has been very sick, etc.
Jacksonville, Fla., Sept. 12, 1892.
Dear Miss Johnson,
You must have heard, etc.

In letters to strangers or to very slight acquainta11ces,
the following forms of salutation are used: Mr. Robert James,
Dear Sir,

Mrs. Addison Ray,
Dear Madam,

Jerome Bates, Esq.,
Dear Sir,

Miss Emma James,
Dear Madam,

The salutation should in general be followed by a
comma, as in the examples given ; or, if the letter begins
on the same line, by a comma and a dash; as, Rev. Thos. H. Wilson,
~Mr Sir, - I am pleased to learn, etc.

Write the foregoing salutations as your teacher dictates
them.
LESSON CXIV.

THE SALUTATION ( continued).
Oral Exercise.

What would be the salutation, if you were writing a
letter to your mother? father? brother? sister? a school. mate?_ a friend? a gentleman whom you had met only

..
96

\,

LANGUAGE LESSONS.

ORAL · REVIEW.

- -once- oT- 1nv-ice? an- ttn-manied- lacl.y- who- is--'d.-n- intima-te - - - - - friend? a married lady who is a slight acquaintance?

Yours truly,
Robert Richmond.
Your affectionate nephew,
·
James Bradley.

Written Exercise.

1. Write the heading arnl salutation of a letter to your
mother, from Albany, March 7, 1880.
2. To your brother, from Se ran ton, Pa., April 4, 1870.
3. To a gentleman and near friend, from Chicago, 111.,
486 vVabash Avenue, Jan. 8, 1875.
·4. To your teacher, from your own home to-day.
5. To a schoolma.te, from Washington, D.C., 54 H St.,
Jan. 1, 1884.
6. To a stranger from whom you wish to obtain employment.
LESSON CXV.

THE CONCLUSION.

The conclusion of a letter is that which is added after
the body of the letter is finished. It com;ists of the
complimentary close and the signature.
The c.omplimentary close, consisting of words of respect
or affection, is written on the line below the body of the
letter. If long, it may occupy two, or even more, lines.
The signature is written on the line next below the
complimentary close.
Be careful that neither is crowded too far toward the
right-ha,nd e<lge of the paper.
CONCLUSIONS.

Your loving daughter,
Jennie.
Yours respectfully,
M. ,J. Cherrington.

97

Sincerely your friend,
Allen Thornton.
Ill

LESSON CXVI.

ORAL REVIEW.

1. vVhat does the conclusion of a letter include?
2. What is meant by the complimentary close.'! by the
signature? by the salutation?
3. vVhat would be a proper complimentary close of a
letter to your father? mother? brother? sister? friend?
4. Where should the signatiire be written? the salutation ? the complimentary close ."2
5. vVhat items should appear in the heading of~ letter?
6. How should the heading be punctuated?
7. vVhat is the difference between the heading of a
letter written in a village and that of one written in a city?
8. Describe the salutation and the conclusion of a letter
written to your father, giving capitals and punctuation.
9. Describe the exact position of the different parts of
the heading, the addres8, and the conclusion.
10. To whom would the following salutations be appropriate?
Mr. James Ritchie,
Dear Sir,

American Book Company,
Gentlemen,

Mrs. Louise Chandler,
Dear Madam,

Supt. M. J. Brown,

My <lear Son,

Dear Arthur,

llf. & B. LANG. LES8 . -

Dear Sir,
7

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98

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LANGUAGE LESSONS.

THE ENVELOPE.

LESSON CXVII.

LESSON CXVIII.

l\1El\10H.Y EXERCISE.

A LETTER.

Commit the following poem to memory : -

There's so1nethiug l '<l have you remember, boys,
To help in the battle of life ;
It will give you streugth in the time of need
Aud help in the hour of strife.
vVhenever there's something that should be done,
Don't be a coward, and say,
"What use to try?" l~e member, then,
That" where the re's a will there's a way."
There's many a failure for those who win;
But though at first they fail,
They try agai11, and the earnest ones
Are sure at last to prevail.
Though the mountain is steep and hard to climb,
You can win the heigh ts I say,
If you make up your min<l to reach the top,
For "where there's a will there's a way."
The men who stand at the top are those
Vl"ho never could b ear defeat;
Their failures only made them strong
For the work they had to meet.
The will to do and the will to dare
Is what we want to-day;
Wlmt l1as bee n do11 e ca11 he 1lo11e again,
For the will finds out the way.

1. What is the thing to remember? Why?
2. Give the meaning of the first four lines of second
stanza.
. meant by "t1·ie mountam.
. ?"
3. What is
4. How can failures make men strong?

..
99

'

Write to your teacher a letter of three paragraphs about
the events of yesterday. Show that you can write a
correct heading, salutation, and conclusion. Ile very careful of the language in the body of your letter.

LESSON . CXIX.

THE ENVELOPE.

Turn to Lesson CX., and you will find a letter from
Jennie to her mother. Before this letter is posted, it must
be folded and placed in an envelope, which should be
properly directed in order that it may promptly reach its
destination. We will suppose that Jennie's father is living
in Greytown, Pa., and that his name is Philip C. Murray.
Jennie should direct the letter as follows: -

l71i,~.

#liiLifa/ ((2, ll1ui,i,a11

1

#uA;1town,

#a.

i. . . . .

LAN c;.UAGE LESSONS.

100

A LETTER

If M1·s. M-u-CTay's adclress w--ei:.c- In- a la.rge c ity likw-- -- -1
Phila.delphia, tl1e street a11cl 1rnmber shoultl be adcled to
the address on the envelope, as follows: -

101

LESSON CXX.

STORY FROM PICTURE.

Stamp.

l?h~.

JJ!l,.i lifJ/

~. 77l1t/l/uCl1j,

I 0 I 6 ~li&~tJ1/U,t

2Jhi00t,
JJ!iila£{0Ujo/liia,
#a.

The width of an envelope is usually a very little more
than one half the length. Sometimes it requires the folding of the paper into two parts and sometimes into three.

..
Suaa 1~s TION s .

Written Exercise.

Draw five rectangles representing five envelopes. Direct
them to the following persons, noticing carefully the distance of each part of the address from the left end of the
envelope: -

1. To your teache1~ at her own. home.
2. To your father or mother.
3. To Mrs. Jas. R. Munroe, who resides at 47 High St.,
Providence, R.I.
4. To Mr. C. R. Stetson, who is a clergyman living in
Bloomington, Ill.
5. To George E. D:wis, at 1896 Lake St., Chicago, Ill . .

The na.mes of the chilclreii. Christnrns time in their
home. People to whom Christmas brings little happiness.
How the children came to think of others. Their visit,
what they found, and what they did. vVhy we should
remember the poor, especially at Christmas time.
LESSON CXXI.

A LETTER.

John Harrisou, of Sa.n Francisco, writes to his friend,
Walter Manning, of Chicago, March 1, 1894.
The following is an analysis of his letter. Make as
many paragraphs as there are topics.

..
102

..

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'

,I

'
ABBREVIATIONS.

LANGUAGE LESSONS.

103

LESSON CXXIII.

The weather for the past month. His father has been
very sick. He has a snrnll garden of his own, an<l tells
what he ha.s planted. He tells liow he take::; care of his
plants, and how th ey are thriving. He asks \Valter to
visit liim, aml <lnscrih<~s ll1n rout,(~ l>y which li e~ must go.
He plans how they will spend their time if vValtcr ::;hould
come.
Write the letter in full.
velope.

ABBREVIATIONS (continued).
,
Dictation Exercise.

1. Geu. U. S. Grant died July 23, 1885.
2. Th o 111 or11in g RCRH io11 of Hchool begi11R aL !J o'clock A.1\1. n11d

Draw and address the en-

LESSON CXXII.

ABDREVIATlONS .

Some words are shortened in writing, - two or three
letters only rcprescutiug U1c whole word; as, Col. for
Colonel; Esq. for Esqufre; 1-lon. for H onorable, an<l B ev .
for Beverend. Col., Esq., Hun., and R ev. are called abbreviations.
Written Exercise.

Learn the following abbreviations, and use them
sentences: @,at.

A.M. (Ante Meridiem), B efore noon.
Av., or Ave., Avenue.
Capt., Captain.
Col., Colonel.
cts., cents.
cwt., h wulredweight.
doz., dozen.
Esq., Esquire.
etc. ( et ccetera), and so forth.
Geu., General.

111

Jas. , Jam es.
Juo., John.
1\f. (Meridian), Noon.
i\lrs., 111 istress.
N. Y., New York.
l'.l\L (1 1 ost Jlleridiem), Afternoon.
l'.M., J1 ostma ster.
l'.O., T'ust O.Oice.
L'.S., Postscript.
Rev., Revere11d.
, St., Street.

•

closes at 12 1\1.
3. Col. James A. Dean was seen on Lincoln Av., at 2 o'clock l'.i\l.
4. Capt. and Mrs. Barry are living at 312 Arlington St.
5. Rev. H. W. Beecher died l\larch 8, 1887.
6. Samuel Weller added a postscript to his letter, and then took
it to the post office.
7. 6 doz. eggs @ 12 cts. a doz. will cost 72 cts.
8. A company of soldiers is commanded by a captain; a regiment,
by a colonel; and an arm!J, by a general.
9. Benjamin Disraeli was created a peer for emineut services, with
the title of Earl Beaconsfield.
10. Troy weight is used in weighing gold, silver, etc.
11. Rev. M. J. Savage will preach at 4 P.l\L
Oral Exercise.

What titles are used in tlio dictation exercise rn connection with the names of persons? Wlrnt titles are not
so used? vVhat titles are abbreviated in the · sentences
which you have written? What titles are not abbreviated? vVhat titles begin with capital letters? What
titles do not begin with capital letters? Make a rule for
the use of capitals in titles.
What initials are used as abbreviations? Should such
initials be capitals? What mark should be placed a,fter
every abbrev iation ?
/
vVhat is a postscript? vVhat is the abLrevi:1tion for
" and so forth" ? vVhat was the highest office held by
Gen. U. S. Grant?

(

104

105

PRONUNCIATION.

LANGUAGE LESSONS.

--------~L-ES-S6N-eX-X-IV.

LESSON CXXV.

HEPRODUCTION.

THE BLACKSMITH.

Read the following poem, and tell the story in your own
words:-

Oral Exercise.

,

Trn·:

J\FTlm NoO N

NAr.

The farmer sat in his easy-chair,
Smoking his pipe of clay,
While his hale old wife, with busy care,
vVas clearing the di1111er away;
A sweet little girl with fine blue eyes,
On her grandfather's kn ee was catching Hies.
The old man laid his hand on her head ,
With a tear on his wrinkl ed face;
He thought how often, her mother, dead Had sat in the seH-same place;
And the tear stole down frolll his half-shut eye;
"Don't smoke!" said the child, "how it makes you cry I"
The house-dog lay stretched out on the floor,
·where the shade after 110011 used to steal;
The busy ohl wife, by th e open door,
'Vas turning the spinning wh eel;
And the old brass clock 011 the 111anteltree,
Had plodded along to almost three.
Still the farmer sat in his easy-chair,
While close to his heavin g breast,
The moistened brow and t he cl1 eek so fair
Of his sweet gramlchild were pressed;
His head bent dow11 on her soft hair lay;
Fast asleep were th ey both, that summer day.
(Oral.)

Describe the picture in your imagination of the farmhouse, the farmer, his wife, the little girl, and the dog.

Do you know of any blacksmith's shop near your home?
lf so, will you visit it with some friend older thrt11 yourself?
Keep your eyes wide open while you are in the shop ;
and then, when you return to school, tell the class all
that you have learned about the following things: 1. Introduction. - Different kinds of smiths. - Business of the blacksmith.
5. Forge and bellows.
2. Materials used.
6. 'The anvil.
3. Names of the tools.
7. Kinds of work done .
. 4. Uses of the tools.
LESSON CXXVI.

PRONUNCIATION.
Oral Exercise.

Pronounce the following words according . to the ma,rkmg: Hiugh 1ter
lei'!2Ul'C

nests
pic'tiire

prob'a bly
re' ally
reg'ii lar
rl dlc 1ii loi1s

shrieked
slt1ting
sixth
stamped

In the first word what sound has gli .~
Give the vowel sound in each accented syllable.
Give the vowel sound in each monosyllable.
Give all the vowel sounds in the polysy Hable.
Pronounce the two shortest words very distinctly.
Show that you know the meaning of each 'vord, by
using it in a sentence.

-

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-,

106

LANGUAGE LESSONS.

STUDY OF POEM.

107

' - - - - - - - - - - - - - --r---:--- __gra.ziug_awJ1-il@,- he-w0u-ld--8-b:trt-mra; trn111p, golllg ron11d a111l round in
a circle, just as he !tad been accustomed to do for so many years. Ile
would keep it up for hours, aud people often stopped to look, aud
wondered what had got into the head of the venerable animal to make
him walk around in such a solemn way when there was no earthly
ueed of it. It was the force of habit.
The boy who forms bad or good habits in his youth will be led by
them when lte becomes old, and will be miserable or happy accordiugly.

_LESS_ON-CXX¥-I-I.

A LETTER

Suppose a letter to have been written by Walter Manning, of Chicago, Ill., in reply to John Hanison, of San
Francisco, Cal. It w<ts <l<ited June 1, 1893.

Habit is a cable, -we weave a th read of it each day, and at last
we cannot break it. -- llonACE l\{ANN.

SUGGESTIONS.

vValter is glatl to hear from John. Health of himself
and the rest of the family. He ha.s a good boat, which he
describes. Sailiug party on the Lake, - no accident except th e loss of one or two hats. Would be pleased to
visit J olm, - gives rea.son why he cannot do so this
summer.
Write the letter in foll. Draw and direct the envelope·.

'

,,~

I

.!

LESSON CXXIX.

STUDY OF POEM.

Read and commit to memory the following poem: Tim FrnsT SN ow

LESSON CXXVIII.

REPRODUCTION.

Read carefully the following story, and write the
thoughts in your own words without referring to the
book. Divide your story into three paragraphs.
Learn the saying of Horace 1\!faun, and write it word for
word at the end of your story. If you know exactly what
the saying means, you will never forget it.
Tim Fo1teE

OF

lIA BIT.

There was 011ce a horse I.hat 11sc<l to p11ll .arou11d a sweep which
lifted dj rt from the d epths of tlte earth. He was kept at the business
for nea rl y tweuty yea.rs, nut.il lie l>eca111e old, bli1ul, ancl too stiff in
the joints ..for further use. ~o he was turn ed into a pasture, a11J. left
to crop th e grass without any one to disturb or Lother hin1.
The funny thing about t he old horse was that every morning, after

FALL.

The snow had beg un in the gloaming,
And busily all the night
Had been heaping field and highway
·w ith a silence deep and white.
Every pine and fir and hemlock
Wore ermine too dear for an earl,
And the poorest twig on the elm tree
vVas ridged inch deep with pearl.
I stood and watched by the window
The noiseless work of the sky,
And the sudden flurries of snowbirds,
Like Lrow11 leaves wltirling by.
I thought of a 11101111d in sweet Auburn
vVhere a Ji ttle headstone stood ;
How the fl akes were folding it gently,
As did robins the Labes in the wood.

(

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108

LANGUAGE LESSONS.

Up spoke our own little Mabel,
_ _ _ _ _ _ __._,.a yit-1-g.,_J_LF-a ther,-wlnnnakes it snow T"
Aud I told of the gootl All- Father
"~110 cares for us here Lelow.
Then, with eyes that saw not, I kissed her;
And she, kissing Lack, could not know
That m.71 kiss was given to her sister,
Folde<l close nuder deepening snow.
--JAMES RUSSELL LOWELL.
TOPICS FOR STUDY AND CONVERSATION' .

1. At what time in the day did it begin to snow?

How
do you know? At what time was Mr. Lowell speaking?
How did he know that the snow had been busy all the
night? vVhat is the meaning of the last verse in the first
stanza?
2. What is ermine? vVhat is its color? Why should
it be costly? What is an earl? vVhat is the meaning of
the last verse in the second stanza? Describe the picture
that this stanza brings to your mind.
3. What two things wa,s the poet wa.tching from his
window? vVhat was he thinking about? Where is
"sweet Auburn"? Tell the story of Tlie Babes in tlie
Wood.
4. Who was wa.tching the snow with the poet? What
is meant by "All-Father"? By "eyes that saw not"?
Tell the meaning of the sixth stanza.
LESSON CXXX.

REPRODUCTION.

Write in your own words the meaning of the poem
entitled Tlie First Snow Fall.

..
CHAPTER VII.
LESSON CXXXI.

DIRECT QUOTATIONS.
Exercise.
(Oral and then Written.)

Copy the following sentences just as they are written:I. "Have you learned your lesson?" asked May's teacher.
2. "N~, Miss Chapin, and I cannot learn it; it is too hard," replied
May.
3. "Have you not been idle, May?" asked the teacher.
4. "I have been idle only a minute," answered May.
5. "Tairn care of the minutes, May, and your lesso1) will soon Le
learned," remarked the teacher.

Who is represented as speaking m each of the foregoing sentences?
Tell the exact words used in each sentence by the
speaker.
In ·which sentences are the exact words of the speaker
in the form of a question? In which are they in the form
of a statement?
What punctuation mark must always follow a question? What mark must follow a statement?
· What other marks beside the commas do you see in
the sentences, and where .are they?
109

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LANGUAGE LJ~SSONS.

110

QUOTATIONS.

Examine the~_e_n_te_nce.s___w hi.ch ha.~e~been-re-\Vl'i tte11,
to see if you can find the exact words of the teacher and
of May.

vVhen a speaker or writer uses the exact words of
- -another 111 tellrng what the other has said, the exact words
are said to be fJll Vted, a11d they form a direct quotation.

An indirect quotation is the expression of another' s thought
without using his exact words. Quotation marks are not used in
indirect quotations.

A direct quotation is the expression of the thought of another
in his own words. It must be inclosed in quotation marks
(" ") .

A

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111

LESSON CXXXIII.

u::;ually precedes a uired quoLaLion LliaL doe::;

not stn,nd at the ueaim1in!l
of a sentence. Punctuation
b
marks that belong to a quotation must sta.nd within the
q notation marks.
Titles of books, pictures, poems, or newspapers, also
· assumed names of writers, etc., are often written with
quotation marks; as, "Our Old Home," "The Sistine
Madonna," "Gray's Elegy," "The Ne w York Herald,"
"Oliver Optic" (vVilliam T. Adams).

QUOTATIONS (continu ed).

u

Exercise.
(Oral and then Written.)

Change the following to indirect quotations: 1.
2.
cuses
3.

My mother said, "Annie, come directly home from school."
I replied, "Mother, I will come just as soou as the teacher exme."
'' J feel sure that you will," said mother.

Change the following indirect quotations to direct: LESSON CXXXII.

4. Charlie asked me to leud him my knife.
5. The t eacher told us that the birds would soon go south for the
winter.
G. Willie asked Charlie how many papers he had sold.
7. Charlie replied that he had sold only twenty-five papers.

INDIRECT QGOTATIONS.

In quoting another person, we are not obliged to use
his exact words. We may express his thoughts in our
own words. If you will turn to Lesson CXXXI., you
will see how easily this may be done.
. The sentences rnarkecl 1 and 2 might have been
written as follows: - -

LESSON CXXXIV.

QUOTATIONS (continued).
A

FABLE.

I

1. May's teach er asked h er if she had learn ed her lesson.
2. 1\fay replied that she had not, and that she could not learn it.,
because it was too hard.

· In the sa,nrn way, rewrite the sentences marked 3, 4,
and 5.

.lI

A Hare once made fun of a Tortoise. " What a slow way you
have!" he said. "How you creep along ! "
"Do I?" said the Tortoise. "Try a race with me, and I will beat
you."
"You only say that for fun," said the Hare. "But come ! I will
will mark off the bounds and give the prize?"
race with you.

' TJ10

112

LANGUAGE LESSONS.

. REPRODUCTION.

113

"Let us ask the Fox," said the Tortoise.
many_ errors. The_t1nuble-adses- :fo01-n- using- one- for -the ·
The Fox was very wise and fair ;_,.;.u_he_sho.wed- them-where the -~~~-I~,__~~~~·
other.
were to start, and how far they were to run.
'The fifth word in each set is properly used after one
The Tortoise lost 110 ti111e. She started at once, and jogged straight
of the following words : hav~, has, had, having, be, is, arn
on. The Hare knew he cou ld come to the end in two or three jumps,
are, was, we1·e, bein,q, been.
so he lay down a nd took a uap first. By and by he awoke, and then
ran fast; but when he came to the end the Tortoise was already
The fourth word in each set should never be used after
there.
one of these words.
Slow and steady wins the race.
(Oral.)

Are the q notations in this fable direct or indirect?
Read the quotations only.
Try to tell the story in your own words, using no direct
quotations.
What is a fable? vVltat does this one teach?
Why should the hare and the tortoise be selected to
illustrate this fable?
(Written .)

Construct sentences to show that you can use the
last two words of the four sets above correctly.

To THE TEACHER. - Coufine the drill to the parts of the verb that
cause errors. Review the lesson frequently.

LESSON CXXXVI.

REPRODUCTION.

Read, with your teacher, the following poem, and then
write the thoughts in your own words.

Write the story of the Hare and the Tortoise m your
own words, and tell what you think it means. Use no
direct quotations.

THANKSGIVING DAY.

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

LESSON CXXXV.

VERB FORMS.

The
The
The
_The

word
word
word
word

Over the river and through the woodOh, how the wind does blow I
It sti ngs the toes
Anu bites the nose,
As over the grbu.nd we go.

break suggests breaks, breaking, brolce, brolcen.
bite suggests bites, bitin,rJ, bit, bitten.
eat suggests eats, eating, ate, eaten.
drive suggests drives, driving, drove, dr·iven.

The first three words of each set are called present forms,
the fourth and fifth are past forms.
The first three words of each set are used correctly by
almost everybody. The last two words of each set cause

•
111. &

Over the river and through the wood,
To have a first-rate play.
Hear the bells ring,
Ting-a-ling-ding! "
H nrrah for Thanksgiving Day!
Il. LANG. U~SS. - 8

LANGUAGE LESSONS.

114

INFORMATION EXERCISE.

Over the river a n<l through the wood,
Trot fast, my dapple-gray!
Spring over the ground,
Like a__hu11-ti1-1-g~houml !- - - - - - ~his is Thanksgiving Day.

not .work. The workers collect the- heney,- -fe-eU aiHl protect the
_ ___::q_,, __---'J.OlHl-g,---funthn1tlfe-t:he wax with which they build the cells. The males
have no stings:
Only one full-grown qtfeen lives in a hive. After she has laid
eggs in the cells prepared for them, the workers supply these cells
with the pollen of flo-wers. This is mixed with honey and water, and
forms the food of the little white worms that hatch from the eggs.
Th0sn Ii Lf;ln worms changfl in to workers, males, or 'I 11eens.
Son1e of the worn1s are fcu wiU1 a rich er food than is giYe11 to the
others, and these become queens. Five clays after they are hatch ed
they spin cocoons, and in sixteen days more they come out perfect
queen bees. The workers and males have a slower growth.

Over the river and through the wood,
And straight through the barnyard gate,
'Ve HC<~1n to go
Extremely slow,It is so hard to wait !
Over the river and through the wootlN ow grandmother's cap I spy I
Hurrah for the fun !
Is the pudding don e?
Hurrah for the pumpkin-pie I
- L. MARIA

TOPICS FOR STUDY AND CONVERSATION.

Different kui.ds of bees-queen bees; drones; workers.
Hives-hon eycomb; wax; cells; eggs; cocoons. Beehunting- gathering hon ey.

CHILD.

LESSON CXXXVII.

INFORMATION EXERCISE.
l

LESSON CXXXVIII.
3

2

115

TNFOitMATlON EXgRCTSE.
Trm H ONE YBEE (continued).

WORKllR DF.I<:.

QIJEEN

Tim

mm.

llftONE.

HONEYBEE.

Unlike the spider, the honeybee iR a Rocial insect. Great numbers
of honeybees live together, and not only work together, but work on a
common plan. As so many have to work together, there must be the
strictest order and division of labor.
There are three kinds of bees in every hive, - females or queens,
males, and workers. The mal es, ·which are often called drones, do

•

·when the little queens are full-grown, the old queen tri es to kill
them, for she is jealous and wants to reign alone. Either they must
be des troyed , or she must leave the hive with a part of the bees, to
make another home. But the work ers keep watch, and do not let
her come nea r the young queens until they are sure she doesn' t mean,
to leave l;he hive. Jn that case, she is allowed to sting and kill all
the young females, or qn ee ns. If, hovvever, she fli es off, followed by
many of the bees, a yo1111g queen is set free. This queen 11sually
cleparts with another swarm, as it is callecl, an<l the next one will do
the same if the hive is still too large.
·w hen a young queen r efuses to leave the hive, she fights with the
remaining qneens, and the one that comes off victorious becomes queen
and sole mistress of the hive.

116

A LETTER.

LANG UAGE LESSONS.
port
Conversation Exercise.

...

gift

share
pursue
empty
hide

Is the queen Lee a g.llilLLllt-0 tl-1e1-'-'?- :YV-hiclr bees may be
- -caIIed protectors? vVhy? \Vlrnt is meant by "swarming"? vVhat happens when tlte olcl queen leaves the
hive? Who finally becomes queen of the old hive ?

I

house
- l>·ravc
crack
careless
fright
polite

cou1•tnn11e:
• - ~ v-v

ltttrOot·
portion
present
follow
fearless

117
\T.a.CaUt-"
heedless
fracture
conceal
alarn1
residence

'--

Construct five sentences which shall contain five of the
words in the first two eolu mns, used correctly.
Substitute for the words taken from the first two colmnns the synonyms taken from the third and fourth.
vVhich synonp11s have exactly the same meaning?

LESSON CXXXIX.

COi\IL'OSlTION.

Examples:

Review very carefully th e two preceding lessons, and
write what you have learn ed about the honeybee. First
make your uotes, and deterrnine the number of paragraphs
in your composition.
Any information you have gained from observation or
from other books should be used to make your account of
the honeybee more complete.

The teacher made me a gift of a beautiful book.
The teacher made me a present of a beautiful book.

To THE TEAc1mn , -The object of this exercise is to teach that
while synonyms have similar meanings, the meani11gs are not often
exactly th e sa11ui.
LESSON CXLI.
A LETTER.

F1mo'

LESSON CXL.

SYNONYMS.

Synonyms are words whi ch have the same or similar
meanings; as, droll, comical; fvrgiv e, pa1·don.
In the following sentence, the word own may be used
instead of possess, n.ncl t110 rncrLning will be the sa,rne: Example:

I shonld like to possess a horse and carriage.

The words possess and own are synonyms .
Find in the third and fourth columns synonyms to the
words in the first and second columns.
E x amples:

gift, present; port, l1arbor, etc.

•

TO HIS

A uwr MAitY.

Cold weather - a sever«i;l snowstorm - streets blocked
- no school. .Made a snow man last week - tells how size - eyes - nose - mouth- arms. Warm weather came
on - snow man disappeared.
.Write Fred's letter in full.
vVhen and where is your letter dated? vVhat is the
"address"? What mark of punctuation follows the
"address"? vVhat capital letters are used in the letter
because they begin propel' names? What capital letters
are used because they begin sentences?
vVhat . is the conclusion of your letter? What marks
of punctuation besides periods have you used?

...
118

LANGUA GE LESSONS.

COMPOSITION.

LESS.ON CXLII.

--

STOltY .FIWM PICTURE . - - - - -

-

(Oral and then Written.)

__LESSeN- c XLfil.

COMPOSITION.

Read the following poem, and then write a composition
telling what you think of the lesson it conveys: SAY

No.

Dare to say" No" wh en you're tempte<l to drink.
Pause for a moment, my bra.ve boy, and think;
Think of the wrecks upon life's ocean tossed,
For attsweriug "Yes" without counting the cost.
Think
Think
Think
Think

of
of
of
of

the
the
the
her

mother who bore you in pain,
tears that will soon fall like r ain,
heart a11cl how cruel th e l>low,
love, and at once answer "No."

Think of the hopes that are drowned in the bowl,
Think of the clanger to body a11d soul,
Th ink of sad lives 011ce as pure !t,; the ,;now;
Look aL Lhelll How, and aL once allS\Yer" No."

SuGGESTlONS.

Describe the picture; that is, tell exactly what you see
in it.
Describe the inside of the house a8 you iurngiuo it, aud
the family of which you sec <t pm't.
Give a, history of the farnily, or a. story suggested by the
picture.
Every person in the picture must lmve u. mime, ·:.md also
a place in your story.

119

Think too of manhood ·w ith rum-tainted breath,
Think of its end and the terrible death.
Think of the homes that, now .shadowed with woe,
Might have been heaven had the answer been "No."
Think of kine graves uoth unwept and u11know11,
Hiding fond hopes that were fair as your own.
Think of proud forms, now forever laid low,
That still might be here had they learned to say "No."
Think of the demon that lurks in the bowl,
Driving to ruin both body and soul.
Think of all this as life's journey you go,
And when you're assailed by the tempter, say" No."

120

LANGUAGE LESSONS.

WORDS OFTEN :MISUSED.

LESS01' CXLIV.

LESSON CXLVI.

WORDS

- --PRONUNCIATION EXElWISE.

Pronounce
marking:-

the

kept
Hiun 1dry
par tic 1ii lar
sup pose'
<;i 1pher
de fine'

following

words

scv'cn
swept
slept

according to

1nas 1sive
degree'

MISUSED.

'
Beal for ve1·y.

the

Real and very have meanings q nite unlike. The followi11g sentence shows the correct use of the words: -

tas'sel
tow 1ard
ti 1uy
t0ss 1ing
bro 1kcn
cm brii<;e'

dl°uu;' in g

O.FTEN~

121

Example :

l\irs. Ray wears a real diamond, and she is very proud

of it.
Don't for cloesn't.

Write, in sentences, the words for which these contractions stand, beginning as follows: -

Name the vowel sound in each syllable .
Show clearly the meaning of each word by usmg it
in a sentence.
Review all the exercises m pronunciation that precede this one.

You do not--.
He does--.

Charles does not - - .
The boys--.

I do not--.
The boy-- .

Substitute the contractions m your sentences, and you
will see their proper use.
Guess for think.

In the following sentences guess and tliinlc are correctly
used:-

LESSON CXLV.

Examples: I may guess \<vhat is in your closed hand.
Blindfolded, I may guess who touched me.
If the clouds look dark, I tltink it will rain.
It is so cold that I think there will be frost to-night.

A LETTER
AUNT MAHY To

Fnim.

Was glad to receive a letter from him - surprised
to find that he could write so well-· thinks he must
·be a. big boy and a good scholar -wants to know about
the school he attends, aml <tbout his teacher. Tells him
of a great snowstorm some years ago - was obliged to
walk two miles through the snow - thinks she looked
like a snow woman. She is glad that Fred is enjoying the
winter.
Write Aunt Mary's letter in full.

Complete the following sentences : - - what is in my pocket. Shall I be late at school? I - - you
will, as it is almost nine. How tall am I 'l I--you are four feet
ten inches .
. i

J.lave yot for ha1Je or has.

Have got means have obtained. Have when used alone
implies ownership or possession.
We need to use have got or has got very rarely. We use
have and lias frequently.

122

ME.MOH.Y EXERCISE.

LANGUAGE LESSONS.

LESSON CXLVII.

REPHODUCTION.

3. The birds will return in the s rin ._
every autumn.

123
--

L------- __'.l~he;r-.g<'l-sorrth

---

4. Bostou is the largest city in New England.
It is the capital of Massachusetts.
It is the metropolis of Massachusetts.

IlARBAHA FRIETCHIE.

Read carefully Whittier's poem, Barbara Frietchie.
Think of the situation of Fre<lcrick among the
Maryland mountains, of the season of the year, of the
appearance of the great army approaching the town, and
of the story of the poem.
Write the story in your own words.

5. President Lincoln was shot by John vVilkes Booth.
Ile was in a theater at Washington.
Ile died the ucx t Llay.

Write first two and then three sentences, similar to those
above, that may be combined into one. ·
LESSON CXLIX.

LESSON CXL VIII.

MEMORY EXERCISE.

COMBINATION OF STATEMENTS.

Study and commit to memory the following poem : Two or more statements ma.y be combined into one
sentence, as follows : STATEl\•ll<:NTS.

J essie Brown fou ncl a diamond ring.
She was on her way to school.
. The ring had been <hopped into the mud.
CoMBINI•: v.

On her way to school, Jessie Brown found a diamond ring which
had been dropped into the mud.
Exercise.

Combine each of the following groups of sentences into
one sentence ; 1. Baby Maud has fully recovered her health.
She has been very sick.

2. Our schoolhouse has been rebuilt.
It was burned clown.

THE CmLDREN's

I-Joun.

Between the dark: and the day light,
When the night is beginning to lower,
Comes a pause in the day's occupations,
That is known as the Children's Hour.
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.
From my study I see in th e lamplight,
Descending the broad hall stair,
Grave Alice, and laughing Allegra,
And Edith with golden hair:
A whisper, and then a silence:
Yet I know by their merry eyes
They are plotting and planning together
To take me by surprise.

124

LANGUAGE LESSONS.
A sudden rush from the stairway,
A sudden raid from the halll ! ~-~---------~~-------------------------------­
By three doors left ungua.rdedThey enter my castle wall!
They climb up into my turret
O'er the arms and back of my chair;
If I try to escape, they surround me;
They seem to be everywhere.

CHAPTER VIII.
LESSON CLI.

They almost devour me with kisses,
Their arms about me entwine,
Till ~ think of the Bishop of Bingen
In his Mouse Tower on the Rhine!

CONVERSATION EXERCISE.

Do you think, 0 blue-eyed banditti,
Because you have scale<l the wall,
Such an old mustache as J am
Is not a match for you all 't
I have you fast in my fortress,
Aud will not let you depart,
But put you down into the dungeon
In the round-tower of my heart.
And there will I keep you forever,
Yes, forever and a day,
Till the walls shall crnrnble to ruin,
And molder in dust away!
-HENRY

W.

LONGFELLOW.

COLD COUNTRIES.

LESSON CL.

REPRODUCTION.
(Oral and Uwn \.VriLLc11.)

Write the story of 11/ie Cliildren's Hour rn your own
words.
Tell wlmt you think of Longfellow's home life, and
of his .love for children. Read his other poems: Paul
Revere's Bide and The Village Blacksmith.

.

.

Describe the foregoing picture, telling about every
kind of object represented.
Find out from your Geography and other books, about
the colclest countries - their direction from us, the
animals that live there, the houses, food, and occupations
of the people .
To THE 'J'Jo:Acmm. -Teachers will find in geography an abundance
of material for language lessons. The exercises given in this book are
very simple, but they furnish opportunities for pupils to use language intelligently in connection with subjects made familiar through their daily
school lessons. Teachers can easily multiply such exercises.
125

126

-

MEMORY EXERCISE.

LANGUAGE LESSONS.

~~~~~~~-;:;;~~~L~E~S~S~O~N~~C~L~I~I.~~::-~~~~~~~
CONVEH,SATJON EXERCISE.
COLD COUNTRIES

~

(continued).

Describe the interior of one of the houses, as you
imagine it in the evening.
Tell about the · seasons in these countries, and about
day and night.
vVhat have you read of explorers who have found out
about cold countries?

127

EY1rl'Cise.

Indicate
the pronunciat10n
of the following
words by
.
. .
.
.
marking all the letters you can: mark
give
bulb
1nove

this
trap
stop
fruit

rove
ask
curve
stir

rise
gem
roof
wolf

cure
scene
foot
ter1n

LESSON CLV.

PRONUNCIATION.

Pronounce the words below according to the rnarkmg: --:asked
at tacked'
a 1 ny body (a= c)
ca mcl 1 o piird

LESSON CLIII.

COMPOSITION.

dothe~

creek
drain
dr1iught (gh

= f)

Copy the words, and mark them for pronunciation without the aid of the book. Use each word in a sen~ence.

Arrange topics, ancl write about cold countries.

LESSON CLIV.

LESSON CLVI.

SOUNDS OF LETTERS.

MEMORY EXERCISE.

The sounds of the vowels in the words sir, her, fur, are
exactly alike. They are marked thus: - i, e, u.
Place a mark over each vowel in these words: thirsty,
burning, prefer, urgent, term, third.
In the following words, l1 ow many different sounds has
th? - thee, thin, thns, tldr:lc, 1.oz'.th, bn~atli, smootli, broth. In
which words is the son.m l of th vocril?
When th has a vocal sound, it is marked thus: - th.
Otherwise it is not marked. In which of the foregoing
words should th be nrnrkccl to inllicatc the pronuncirition?

cra n 1 berry
cofir 1 te oils
sfir pri~e 1
ge og 1 ra phy

Read the following poem and commit it to memory:- ·
THE

"

vV ONDERFUL

'VonLD.

Great, wide, wonderful, beautiful worlJ,
With the beautiful water above you curled,
And the wonderful grass upon your breast World, yon are beautifully dressed!
The wonderful air is over me,
And the wonderful wind is shaking the tree;
It walks on the water and whirls the mills,
And talks to itself on the top of the hills.

128

LANGUAGE LESSONS.

WHO OR WHOM.

Yon frienJly earth, how far Jo you go,
With wheat fields that nod, and rivers that flow,
A1id_cities-and-ga-1'dens,--- m1d oe-ea11s and isles, - - - And people 11po11 yo u for thousands of miles?
Ah, you are so great and I am so small,
I hardly can think of you, world, at all;
And yet, when I saiJ my prayers to-day,
A whisper within 111 e scemc<l to say :
"You are more than the car Lh , thoug·h you're such a Jot;
You can love and think, and the world cannot."

LESSON CLVIII.

COMPOSITION.

Arrange notes for a composition on ants, and then write
a full account of them.

LESSON CLIX.

LESSON CL VII.

WHO OR WHOM.

IN .FORl\IATlON EXELWISE.

Oral Exercise.

T1rn

ANT.

The ant is a very inJusLrious li ttle insect, anJ a very skillful workman. There are many Jifferent kinds of ants. Some of them make
their hom es ahove ground, of grass, wheat stalks, sand, etc., and
others burrow in wood or clay, making galleries and chambers.
Amon g ants there are males, females, and workers, just as among
bees. The males and fe males have wings for a short time. The
workers take good care of the eggs, and carry them from one chamber
to another, according to the amount of heat desired.
When the little white grubs are hatched, they are as helpless as
the bee grubs, and have to be fed and taken care of until old enough
to spin cocoons. At the proper time, the workers cut open these
cocoons with their jaws and let the little ants out.
Some species of ants have a stran ge way of goin g out in great
swarms to capture the eggs and cocoons of other tribes of ants.
These they carry to th eir own colonies to hatch, and then make lifelong slaves of them.

129

Use who or whom in each of the following questions: 1.
2.
3.
4.
5.
6.

- - is coming into the house with father?
To - - did you give the knife?
- - do you see on the platform ?
With - - were you playing?
From - - did you receive your new shoes? ·
- - will come with me to the woods'?

Ask questions which the following sentences might
answer, using who or wliorn in each: 7.
8.
9.
10.
11.
12.
13.

I came to school with Mary.
Charles bought the apple for the baby.
James lent his pencil to his sister.
I saw Henry Maple.
We did not hear anybody.
The baby loves his mother.
Susie is standing by her uncle.

TOPI CS FOR STUDY AND CONVF.flSATION.

The ant, an insect- different kinds - their homes.
Compare the ants and the bees.
Duties of the workers - care of the grubs.
Cocoons. Slave hunters .

Written Exercise.

Write the questions for the foregoing answers.
Write five questions of your own, using the word whom,
and write the answer after each question.
.
M. & D. LANG. LESS. -

9

130

LANGUAGE LESSONS.

THE COMMA.

LES-SON CLX.

LESSON CLXI.

A LET'l'ER.

THE COMMA.

Read the letter below, make notes, and write an answer
to Cousin May: -

You have already been required to use the comma 111
the heading, salutation, and close of letters. Please write
a headiIJg, a salutation, aud a conclusion, and punctuate
them correctly.
Notice the use of the comma in the following sentences: -

PAXTON,

lL1,., Oct. 14, 1893.

MT DEAll COUSIN, -

As I sit at my window writing, I am thinking that you, who live
so many miles away among the hills of New England, may never
have seen one of these vast western prairies.
Can you imagine a whole township of land, yes, many townships,
perhaps, as level as the floor in your father's barn, and entirely destitute of trees, and even of shrubs? Well, our prairies in this neighborhood seem perfectly flat, and there is not a tree to be seen except now
and then a few which have Leen planted by the settlers to give shade
to cattle or to serve as a wind-break. Even stones are seldom found,
and one may travel many a mile without seeing even a pebble in
the black soil of our dusty roads.
I have been told that these prairies were once under water, - that
they were the beds of great seas; but I am not wise enough really to
know whether these sayings are true or not. I do know, however,
that you would like to see these great plains, which must look so
much like the vast ocean of which you speak. Some of the western
prairies are called rolling prairies, because they look like the sea when
it is in motion. I have seen such prairies myself, many miles away,
in another state.
Sometime l will tell you about the wheat, corn, rye, and oats that
grow here; but I forget -you must have learned about these things
in your Geography.
'Vell, dear cousin, if I have told you nothing but what you knew
before, at least I have kept my promise to write you a long letter.
Now, please write me all about your home, which must be very
different from mine.
Your loving cousin,
MAY.

131

1. Mother, I cannot tell you what has become of the horse.
2. I cannot tell you what has become of it, mother.
3. I cannot tell you, mother, what has become of it.

You will see that the word rnothe1·, which denotes address, is set off by one or two commas in each sentence.
1. James, Charles, and Henry gathered apples, pears, and grapes.
2. A kitten likes to ruu, jump, and play.

In these sentences, the comma is used to separate words
forming a series. Point out the series in the first sentence;
in the second.
Exercise.

Copy the following sentences, usmg the comma where
required:1.
2.
3.
4.
5.
6.
7.
8.
9.

·where were you Nellie?
Corn wheat oats and rye are called grain.
Jamestown Va. June 16 1888.
I tried to find you Miss Johnson but I could not.
We read write sing and recite at school.
Yours sincerely James Graham.
J"ohn was Washington Irving an American?
Poetry refines purifies and elevates the mind.
'Vhat has become of your top James?

-

MEMOllY EXEIWISE.

LANGUAGE LESSONS.

132

- - - - - - - - - LESSON CLXII.

LESSON CLXIV.

REPRODUCTION.

MEMORY EXERCISE.

Read and commit to memory the following poem: -

(Oral and then Written.)

Read the W?·eclc of the H esperus by H. W. Longfellow,
and try to understand. it.
Write the story without using direct quotations.

LESSON CLXIll.

VERB FORMS.
(Oral and then Written.)

Name four other words suggested by each of the following: go, give, draw, fly, forg et, blow, brealc, choose, thrive,
shake.
goes

go

going

went

gone

glV<l

draw
fly

forget
blow
break
choose
tluive
sllalce

You will probably wi·ite·and use the .first three words of
·each set correctly, provided you know how to spell them.
Recollect that liave, has, had, be, is, was, are, were, being,
been should never be used before the fourth word.
'
Use the fourth and fifth words of each set in sentences.
'

LITTLE BROWN HANDS.

They drive home the cows from the pasture,
Up through the long shady lane,
Where the quail whistles loud in the wheat fields,
That are yellow with ripening grain.
They find, in the thick waving grasses,
Where the scarlet-lipped strawberry grows.
They gather the earliest snowdrops,
And the .first crimson buds of the rose.
They toss the new hay in the meadow ;
They gather the elder-bloorri· white;
They find where the dusky grapes purple
In the soft tinted October light.
They know where the apples hang ripest,
And are sweeter than Italy's wines;
They know where the fruit hangs the thickest
On the long, thorny blackberry vines.
They gather the tlelicate seaweeds,
And build tiny castles. of sand;
They pick up the beautiful seashells, · Fairy barks that have drifted to laud.
They wave from the tall, rocking tree-tops
Where the oriole's hammock-nest swings;
And at night time are folded in slumber
By a song that a fond rnother sings.
Those who toil bravely are strongest;
The humble and poor become great;
And so from these brown-handed children
Shall grow mi ghty rulers of state.
The pen of the an th or and statesman, The noble and wise of the land, The sword, and the chisel, and palette
Shall be held in the little brown hand.

133

134

LANGUAGE LESSONS.

LESSON CLXV.

INFORMATION EXERCISE.

The beaver is fou11d i11 North A11ierica and i11 tl1c Old World. T11
the winter, five or six o( Lh ese a11i111als Jiv<~ LogeLlier as a f'a111ily, in a
house built in the water, uI sLicks, mud, a11<l stones. These houses
are round on top, and the e11Lra11ce is 1111der water.

REVIEW.

135

intne latter partc>f summer, they cutdown trees with their sharp
teeth, and float the trunks down the stream to the place selected for
the dam. These are then sunk to the bottom by means of stones.
More trees are then added, until the dam is high enough to answer
the purpose of the beavers. These tr~es, with branches and stones,
are afterward firmly plastered together with mud.
The houses are then built in the deep water above the dam. The
walls o[ 01cse houses, or lollges, as they are usually calletl, are very
thick; and -as, in winter, the mud of which they are chiefly composed
is frozen into a solid mass, the beavers have a safe refuge from all
their enemies.
COMPOSITION.

Read the foregoing account of the beaver, and carefully
study the picture. From these two sources you will learn
something of the lmbits of this curious animaJ. Try to
find from other sources something about hi::; size, food,
industry, ma,nner of life, and his use to man. Find out,
if you can, how and in wha,t parts of this country he is
trapped. Then prepare notes aml write an orderly account
of him.
LESSON CLXVI.

REVIEW.
(Oral antl then Written.)

The beaver spends a great part of its
life in the water, and is always fn111Hl
near the banks of some strea111 or lake.
Ilis l1i11tl pawR are weblw<l, like Llinsc
of a duck or swn n, Ro that th ey form
paddles with which th e au i 11ial p11 Rh es
itself along when in the water.
If the stream is too sl1nJ low, so that the entrance to th e house
might be closed in the w in ter by the ice, t,J1 e beavers livin g 11ear first
build a dam at some suitable place iu the stream. l•'or this purpose,
0

Note carefully how each of the following nouns rn
printed: lwrse's, child's, rnen's, w~fe's, colts', calves', babies',
birds', rnonlcey' s, mouse's, lcittens', robin's.
Tell whether the nouns are singular or plural.
Tell how each noun shoulu be written in the other
number.
Use each noun in a written sentence.
Rewrite each sentence, changing the uumber of the
noun which you are required to m;e.

136

COMBINATION OF STATEMENTS.

LANGUAGE LESSONS.

LESSON CLXVII.

LESSON CLXVIll.

SYNONYMS.

COMBINATION OF STATEMENTS.

Each word in the first two columns has a synonym m
the third and fourth columns.
get
aid
please
mirth
gay
tell
task

assist
procure
gladness
1nerry
bold
narrate
work

brave
wish
see
great
aged
error
build

gladden
\Vant
behold
large
old
mistake
erect

Combine the following sentences, as in Lesson CXLVIII.
1. :. Frank Day has a beautiful pony .
The pony was given to Fra11k last Christmas.
2. Our school had a pleasant time at the picnic.
The picnic was near a small lake.
The picnic was held in a grove .
The grove was of pine trees.

3. Benjamin Harrison was Presideut of the United States.
Mr. Harrison's home is in Indianapolis, Ind.

Arrange the synonyms m pairs and use each word
in a sentence.

4. A noble dog saw a child in the water.
The dog sprang into th e water.
The dog brought the chikl safely to shore.

Exercise.

5. London is the largest city in the world.
London is the capital of England .
London is situated on the Thames River.

For the words in Italics in the following sentences,
substitute their synonyms; determine whether the meaning
is changed or not, and explain fully.
1. With money one can get power, but not love.
2. A boy may do much to aid his mother.
3. It will please your teacher if you say "Good morning."
4. The monkey caused grea,t mirth in school.
5. A gay company of girls just vvent by.
6. The captain likes to tell his adventures to the children.
7. A brave boy will always tell the truth.
8. The prisoner made a bold attempt to escape, and the officer was
obliged to procure assistance.
9. I wish to go out with you.
10. Can a bli11d man see?
11. Longfellow was a g1·eal poet.
12. This aged man is hale and hearty.
13. You have made an error of judgment.

137

·w ashington was the first President of the United States.
Geo rge W ashi11gto11 is often called "The Father of his Couutry ."

G. George

7. Chicago is situated on Lake Michigan.
Chicago is the largest city in Illinois.
Chicago is the greatest grain market in the world.
8. A large part of Illinois consists of prairie land.
l\il ncl1 ' of this prairie laud is very level.
Th e prairie land is fe rtile.
9. The eastern shores of Massachusetts are washed by Massachusetts Bay.
Massachusetts is often called "The Old Bay State."

Write two sentences and combine them into one.
Write three sentences and combine them into one.

138

LANG UA<JE LESSONS.

LESSON CLXIX.

MEMORY EXERCISE.

Read and commit to memory the following poem : -

CHAPTER IX.
NOBODY'S CHILD.

OJJly a newsuoy, u11de1· the light
Of the lamp-post plying his trade in vain;
Meu are too busy to stop to-night,
Hurrying home through the sleet and rain.

LESSON CLXX.

CONVERSATJON EXERCISE.

N ever since d ark a paper sold ;
Where shall he sleep, or how be fed?
i-Ie thinks a:-; he shivers there in the cold,
·while happy children a re safe abed.
Is it strange if he turns about
" Tith angry words, then comes to blows,
·whe11 his little Jl eig ltbor, just sohl out,
Tossing his pennies, past him goes?
"Stop! " - sonie one looks at him, sweet and mild,
And the voice th at speaks is a tender one.
"You 8l1011ld 11ot strike snch a little child,
And you should not use such vvords, rny son I "
Is it his anger or his fears
That have hushed his voice and stopped his arm 'l
"Don't tremble,'' these are the words he hears;
"Do you think that I would do you harm?"

"It isn't t lmt," and the hand drop8 <lown;
"I woul<lu't care for kicks a nd blows;
But nobody ever called me son,
Becanse I'm noholly's child, I s'pose."
0 men I as ye carc1css pass along,
Remember the love that has cared for you;
And blush for the awful shame and wrong
Of a world where such a t hin g could be trne !

wARM

COUNTRIES.

Examine very carefully the picture at the head of
this chapter, describe it, and tell what it suggests to you.
Learn, from your Geographies and from other books,
all you can auout warm countries - their direction from
us, the kind of people and the animals that live there,
how the people live and dress, their houses, food, and
occupations.
Contrast the seasons, the day and night, and the
vegetation of very cold countries, with those of very
warm countries.
139

140

LANGUAGE LESSONS.

141

WORDS OFTEN MISPRONOUNCED.

Imagine a journey and its difliculties, in the hot~est_ - --=i-i.:?----..;vi-H-fi11 d-timt you can w1ite letters as good as those on
which you received help.
- parto!South America, and tell about your travels.
Read books of travel giving accounts of life and
Below are the notes maue by a boy who visited his
adventures in Africa or in southern Asia. Such books
grandfather in Rutland, Vt., in, July, 1894. From these
may be found in almost any public or private library in
notes he wrote a letter to his mother.
the neighborhood.
NOT ES .

LESSON CLXXI.

COMPOSITION.

Write all that you have learned in Lesson CLXX. about
warm countries, following the order of the topics below.
Divide your composition into four paragraphs.

Arrival. Description of journey. Account of farm,
cattle, horses, etc. Account of fishing-trip one cloudy
day. How I .helped grandfather about the farm. A little
homesick ; shall return next week.
Suppose it · to be vacation, and that you are visiting
relatives either in the city or country.
Arrange notes for a letter to your father.

1. vVet season; dry season; vegeta,tion.
2. People who live in Central America; in Africa; m
India; their food and clothing; houses; business.
3. A journey through some hot country; mode of
travel; disagreeable experiences; camping out.
4. Contrast some hot country with your own, showing
why it is pleasanter to live here than there.

LESSON

CLXXIII.

LETTER WRITING (continued).

Prepare notes from which letters could be written on
the following subjects : 1. A visit to the _North in winter.
2. An account of a picnic.
3. A boating excursion, including an accident

LESSON CLXXII.
LESSON

LETTER WRITING.

In preceding lessons you have written letters from notes
or sitggestions given in the book. Of course, before you
can become a good letter writer, you must be able to
write without the help of s~-~ ggestions made by others.
In this chapter you will be required to clepend almost
entirely upon yourself; but, after a little practice, you

CLXXIV.

WORDS OFTEN . MISPllONOUNCED.
.

Note carefully the marking of each of the following
words, a11d then pronounce each very distinctly: -

al' mond
ra~p 1

(l is silent).
berry (p is. silent).

Ar 1 ab
Ar' n blc

aunt
broocll
just
jiiunt

mii ~e' um

be neath'
Ills' to
11~~1·

ry

riill 1

142

LANGUAGE LESSONS.

-

--

INFORMATION EXERCISE.

LESS~CLXXV.

LESSON CLXXVII.

H,EPRODUCTJON.

INFORMATION EXERCISE.

(Oral and then Written.)

COTTON.

Read the poem, The L eak in the Dike, by Phrebe Ca,ry.
Learn about dikes, a1al why they are nee<led. Why are
they needed in Holland'?
From a second reading, make notes from which to
write. Write the story.

143

Cotton seed was planted as an experiment by some of the earliest
settlers of the Southern States; but tlie plant was little kuown, except
as a gar<leu ornament, until after the Revolutioti.

LESSON CLXXVI.

DERIVATIVE WORDS.

You will notice that the word form appears m each of
the following words: rcfonn
inform
unifornt

funning
formless
formation

rcfo1·mcr
infonnation
deformity

The word form is called the root of all of the other
words because it is the most important part; or it may be
said that the other words are <lerived from the root word.
Hence they are called clerivati ve words, or derivatives.
Each of the derivative words in the first column is
formed by prefixing a syllable to the root word. The
syllables thus used are called prefixes.
The derivative words in the second column are made
by placing syllables after the root word. Syllables so
used are called affixes or suffixes.
How are the derivatives in the third column formed'?
Use in a sentence each of the words derived from form.
To THE TEA CHER. - Do not require children in this grade to give the
meaning of the different prefixes and sutlixes.

Auout a

hundred
years ago
the first
sea - island cotton
was raised on the
coast of Georgia.
The seeds were
obtained from the
Bahamas, having
been introduced
there from another
group.
The seed of the
cotton is planted in March or April. The plants grow rapidly, and
reach a height of from three to five feet. Later on, when the pale-

144

LANGUAGE LESSONS.

VERB FORMS.

yellow flowers <lrop off, a triangular po<l is left. This ripens <lu1."·i""'~
n~
g _ _ _~..,------the latter part of s umm er , an<l, bursting_Qp_en,_sh0ws- tl1e-whi-te-cot on,
- - -in--whiclrare llwuen black or greeu see<ls according to the va riety.
Cotton seed yiel<ls an oil which is so me ti mes used in place of olive oil.
Torie s

LESSON CLXXX.

QUOTATIONS (continued).
(Oral and then Written.)

Fon STUDY AND CoNVERSATION.

When and where was cotton first raised in this country?
Finest variety-where from - why so eallccl. Planting
seeds - blossom - JJOd, or Loll. Cotton seeds - cotton
gins - Eli Whitney. Uses of cotton - cotton clothing
- cotton factories.

Tell the meaning of_ the following words, selected from
Lesson CLXXIX., and use each in a sentence: person
glory
offer

LESSON CLXXVIII.

COMPOSITION.

Write about cotton, following the order of the Topics.
I

,,.

LESSON CLXXIX.

145

I

dolt
reply
spurned

drawling
perpetual
impossible

exclaimed
res9ect
insulted

advice
humble
superiors

Change the direct quotations in the Dictation Exercise
to indirect quotations.
Rewrite the entire dictation exercise, expressing the
same thoughts without using any of the words whose
meaning you have given, and using only indirect quotations.
What synonyms have you used for any words m this
exercise?

DIVIDED QUOTATIONS.
LESSON CLXXXI.

Sometimes the words of a speaker or writer come
between the parts of a quotation which he is making.
Example:

"'Twas yours," he said, "but now 'tis mine."
Dictation Exercise.

A humming-bird met a butterfly, and, being pleased with the
beauty of his person and the glory of his wings, made au offer of
perpetual friendship.
"I cannot think of it," was the reply, "as you once .spumed me,
and called me a drawling dolt. "
"Impossible l" exclaimed the humming-bird, "I have always had
the highest respect for such b eautiful creatures as you."
"Perhaps you have now," said the other, "but wh en you insulted
me I was a caterpillar. So, let m e give you a piece of advice . Never
insult the humble, as they may some day become your superiors."

VERB FOB.MS.

Write four derivative words from each of the following
root words : - shake, freez e, fall, see, write, grow.
E xamples : Shake, shakes, shaking, shook, shaken.
Freeze, freezes, freezing, froze, frozen. ·

After completing the five sets of words, notice how
the second and third words in each set are made from the
first.
Use in a sentence the fourth word in each set.
After what words is the fifth word generally used?
Use in a sentence the last word in each set.
Review Lesson CXXXV., in Chapter Six.
M. & B. LANG. LESS. -

10

LANGUAGE LESSONS.

146

LESSON CLXXXII.

--A LETTEIL
Robert Austin lives in Providence, R.I., where he is
atten<ling the Oxford Grammar School. His cousin,
George Eliot, lives in a country town in New Jersey.
Robert is getting tired of school work, and is looking
forward to vacation, when he hopes his cousin will visit
him. So he writes to George, invites him to come, and
suggests some of his plans for the vacation.
Make notes from which Robert's letter could be·
written.
Write Robert's letter in full.
-From the notes made by the class, select such as
seem most suggestive, and write them on the blackboard. It may seem
best to require all the pupils, at first, to write from the sa.me notes.
To THE TEACHER.

LESSON CLXXXIII.

SPELLING EXERCISE.

147

Make two_se1i.tenees,-i1r eTLchc rf\ vmchTil;;shall be used
correctly.
Make two sente11ces, in each of which a.<; shall be used
correctly.
,
Funny for odd or .<1tranue.

The root of funny is fun.
tend to ma.ke us laugh.

So, whatever is funny should

Exercise 2.

Fill the bla.nks with the proper words.
Uncle John told very - - stories to make us laugh.
A camel is a - - looking animal.
The man hacl a - - gait.
lliost for al1nost.

Exercise 3.

Supply the proper words in the following sentences: - - boys like apples.
'Ve are - - there.
- - all of us prefer to speak correctly.
Ile sai<l that he was - - well again. ·

·w oRDS OFTEN MISUSED.
LESSON CLXXXIV.

Lilce for As.

As is correctly used in the following sentences: Examples:

Try to write as I do.
James is tall and straight, as his father was.

Few worse errors in English can be made than to use
lilce instead of as in such sentences as the foregoing.
Exercise I.

Complete each of the following sentences with lilce or
as:My brother looks - - me.
I wish I could talk - - you do.

SPELLING EXERCISE.

The following exercises will show you how to study a
spelling lesson. You should prepa.re the lessons on your
slate, or with pa.per and pencil.
gut tc1·
1nay 01·
saloon
garret

at tlc
pitch Cl'
bu rcan
scissors

car riagc
coffee
sir up
vin c gar

ghn let
vcl vet
ciun bric
calico

Arrange the words a1plrnbetica.lly. Classify them as to
syllables, and mark the accents. Use each word in a
thoughtful sentence.

LANGUAGE LESSONS.

148

WORDS TO USE AFTEB. JS AND WAS .

149

----

Write each word with-its-s-y-non-ynr.
Use each word in the first list in a thoughtful sentence.
In which of your sentences may the synonyms be substituted without changing the ,meaning?

LESSON CLXXXV.

-

---

- - - -,SPELCTNGExElWISE.

Prepare the following exercise as in Lesson CL XX XIV.
an gel
sail or
schol a1·
n10 1ncnt
tor pc do

storn a.ch
fin gcr

tron scrs
st.ock ing
shonl dc1·

'vrit ten
in <li rcct
re al ly
mllcl ly
cnsh ion

birth day
<loul>t ful
s'vin die
cln 11a 111011
im ag inc

Example:

consume and devour are synonyms.

A bear will consume a great deal of meat.
A bear will de vour a great deal of rnea.t.
A boy will sometimes consume much time in doing little work, but
he will not devour the time.

(Oral.)

LESSON CLXXXVII.

-Which words are accented on the first syllable? Which
on the last syllable? ·w hiCh words are derivatives, and
from what words are they llerived? Use each word in
a sentence.

WORDS TO USE AFTER JS AND WAS.

The following sentences are correct: 1.
2.
3.
4.
5.

L E SSON CL XXXVI.

vVas it he who spoke to me?
It was I who spoke to him.
Is it she who is talking to us?
It is we who are talking to her.
It is they who are to blame, and I blame them.

SYNONYMS.

In the second column of words below, a synonym may
be found for each word in Lhc first column: allow·
imitate
feast
detect
consn rne
border
construct
behavior
expensive
damage
cheat

costly
injury
<lccclvc
devour
discover
concluct
banquet
build
edge
mimic
permit

Exe rcise.

Complete the following sentences with one of these
words: I, rne, he, hirn, she, her, we, us, they, thern : 1. Who is there ? It is - -.
2. Is it - - that you wish to see?
3. I kuow it was - - because I saw--.
4. Do you think it was - - ? No, it was--.
5. It is - - who were speaking to-- .
G. Who is there? It is only-- . You need not be afraid of--.
7. That is my mother. I know it is--. I hear - - calliltg.
8. Father, was that yon? Yes, Charlie, it was--. Come to--.
9. vVho sang "Home, Sweet Home"? It was - - and - who sang it.

150

151

MEMORY EXERCISE.

LANGUAGE LESSONS.

'"'e get back our mete as we ~sure,_

LESSON CLXXXVIII.

-------GOM-B-IN Kl'IONOF SENTENCES.
Exercise.

Combine the sentences in each set into one sentence: 1. Maine is the largest of the Ne w England States.
l\faiue is noted for its lumber.

2. Portland is the largest city in l\1aiue.
Portland was the birthplace of Longfellow.
Longfellow was a famous A merican poet.
3. Washiugtou served liis co untry in tlt e ]{evolution.
Washington served his co uutry as President.
'Vashington retired to l\1ount Vernon .
Mount Vernon is on the Potomac River.

4. John Adams was the seco nd President of the United States.
John Adams was the father of J ohn tiuincy Adallls.
John Quincy Adams was the sixth President of the United
States.
LESSON CLXXXIX.

MEMORY EXERCISE.

Read and commit to memory the following poem : NomLlTY.
True worth is in bein g, uot seeming, In doing, each day that goes by,
Some little good, - not in th e dreaming
Of great things to do by and by.
For whatever m en say in blindness,
Aud spite of the fa ncies of youth,
There's nothing so kingly as kindness,
And nothing so royal as truth.

ean-not-do wrong ana feel right,
- - - _Norwecan
we give pain and gain pleasure,
For justice avenges each slight.
The air for the wing of the sparrow,
The bush for the robin and wren,
But alway the path that is narrow
And straight, for the children of men.
We cannot make bargains for blisses,
Nor catch them like fishes in nets;
And sometimes the thing our life misses
Helps more than the thing which it gets.
For good lieth not in pursuing,
Nor gaining of great nor of small;
But just in the doing, and doing
As we would be done by, is all.
Through envy, through malice, through hating,
Against the world, early and late,
No jot of om• courage abatingOur part is to work and to wait.
And slight is the sting of his trouble
Whose winnings are less than his worth;
For he who is honest is noble,
Whatever his fortunes or birth.
-

ALICE CARY.

Read the following poems selected from Alice Cary's writings: Old
1'faxirns, Telling F ortunes, The Wise Fairy, Story of a Blackbfrd, Wait. ing f 01· Something to Tiwn Up, R ecipe for an Appetite, In the Da1·k.

SUBJECT AND PREDICATE.

CHAPTER X.
To THE TEACHER. - In the development of the Language Lessons
in the preceding pages, no attempt ha8 been made to introduce the
subject of grammar except when esse11tial to the use of good English.
This chapter presents in a little more formal manner a review of the
grammatical facts that have been thus touched upon.

153

A dechtrative or ~1~ imperatiy_e· sentence is-fol!oWecfl.)y
a-periud- (-;)-:- - An interrogative sentence is followed by an interrogation
point(?).
An exclamatory sentence is followed by an exclamation
point(!).
LESSON CXCI.

SUBJECT AND PH.EDICATE.
Exercise 1.

LESSON CXC.

Make complete sentences of the following: THE SENTENCE.

1.
2.
3.
4.
5.
6.
7.

Thoughts are expressed in language, and language may
be either oral or written.
A group of words expressing a complete thought is a
sentence.

There are several kinds of sentences: 1. Sentences that express simple statements . of fact.
Such sentences are called statements, or declarative sentences.
Example:

William is a good boy.

2. Sentences used in asking questions.
tences are called interrogative.
Example:

Such sen-

Are you feeling well to-day 't

3. Sentences used in giving com11rnnds or in making
entreaties. Such sentences are called imperative.
Example:

Mary, bring me the book.

4. Sentences that express strong feeling or emotion .
Such sentences are called exclamatory.
Example:

·what ! have you returned I
1G2

- - runs very fast.
- - studied history and grammar.
- - was hurt by the cars.
- - spoke a kind word to me.
- - is often late.
The child - - .
My pen--·.

You will notice, if you think, that every sentence is
made up of two parts, viz.: 1. A part which makes an assertion.
2. A part which names and sometimes describes the
object about which the assertion is made.
Example :

John studies his lesson.

In this sentence, studies liis lesson makes an assertion,
and the word John names the person about whom the
assertion is made.
The part of a sentence which names and sometimes
describes the object about which something is asserted, is
called the subject.
The part of a sentence which makes the assertion is
ca.lled the predicate.

154

LANGUAGE LESSONS.

PROPER NOUNS AND COMMON NOUNS.

Exercise 2.

_ ___:!cf-'-- - -

In the following sentences point ofil_the---Subjeets and-eetr
_1tl!y_ the-y- are~s-n-bjucts.L"J oin t out the pre di ca tes and tell
why they are predicates.
Example :

1.
2.
3.
4.
5.
6.
7.

The mau painted the house.
The dog ran after his master.
The horse is a useful animal.
Birds sing beautiful songs.
The paper is very white.
My pencil is very dull.
Some animals are very ferocious.
LESSON CXCII.

NOUNS.

A word, or a group of words, used as a name, is called a
noun. (The word noun means name.}

in the plural number; as, men, boys, horses, trees, mice.

LESSON CXCIII.

PROPER NOUNS AND COMMON NOUNS.

Names that refer to some particular person, place, or
thing are called proper nouns.
Examples:

Mary, George 'Vashington, St. Stephen's Church.

Names that refer to classes of persons or things are called
common nouns.
Examples:

Man, Loy, ocean, teacher, paper, ink, pen, island.

If we speak of Mary, or George Washington, we mean
some particular person. But when we use the word rnan
or paper, we use a word that may apply to any one of a
great number of persons or of things of the same sort.

Chicago is a large city.

In this sentence, Chicagu is a noun because it is a name.
The word city is also a noun because it is a name.
Exercise.

Point out the noum; in the following sentences, and tell
why they are nouns: 1.
2.
3.
4.

A noun that -den_o_tes-but-0-ne-ob1"e-crtt8Saiu to be in the
siilglilar number; as, man, boy, horse, free, mouse.
A noun that denotes two or more objects is said to be

The sun shines upon the carpet.

In this sentence, sun is the subject beca,use it names the
thing about which something is said. Shines upon the carpet is the predicate because those words tell something
about the sun.

Example:

155

Rip Van ·w inkle e ntered the house.
Dame Van ' Viukle had always kept it in good order .
The lonely chambers rang for a moment with his voice.
A large wooden building stootl in its place.

Exercise I.
PROPER NAM ES.

COJ\11\ION N Al\IES.

Geor~c, Ilcnry, Simon
Atlantic, Pacific, Indian

boy,

JUI\ 11

ocean

Place at the right of each word below an appropriate
class name, as in the examples above : Sarah

Susan

Connecticut
A1nazon

Grace

Hudson

Carlo
Bruno
Fido

California
New York
Maine

..
156

LANGUAGE LESSONS.

PRONOUNS.

----

Exercise 2.

LESSON CXCV.

Place at the right of each cornroon- na-me-sume appro--p1ia.t-e-p1~oper name:teacher
tree

book
friend

boy
nation

city
river

ocean
bay

A proper noun must always begin with a capital letter.
A common · noun does not begin with a capital letter unless it is the first word in a sentence, or is used in a title.

LESSON CXCIV.

POSSESSION OR OWNERSHIP.

Nouns in the singular number are made to denote possession, or ownership, by the addition of an apostrophe and
s (' s) ; as, Mary's hat, the boy's hat, the horse's ear.
Nouns in the plural number that do not end ins are
made to express ownership in the same way; as, rnen's
boots, children's dresses, the oxen's yolce.
·
But if the plural noun ends in s, the apostrophe only is
added; as, boys' hats, cows' horns, mules' ears.

PRONOUNS.

There are a few words that we often use in place of nouns.
Thus in speaking of ourselves we use the words I, my, me,
we, our, us. In speaking to a person, we say yoi(,, your,
and sometimes thou, ye, thy, or thee. In speaking of persons or things we say he, she, it, his, her, its, they, their, them.
These little words so often used are called pronouns,
because pro-noun means for a noun.
It might be very awkward for us to _use a person's name
in speaking of him or to him, and more awkward still if we
always had to call our names in speaking of ourselves.
In speaking about James, we might be obliged to say: James came to visit our school last week, and while here, James
sat near the teacher. The teacher asked James where James had
been to school before, etc.

The name for which a pronoun stands is called its
· antecedent.
Rewrite the sentence about James and use a pronoun
instead of his name whenever it will sound better.
Exercise.

Exercise I.

Use the following nouns in sentences so that they will
express ownership : horse
bird
man

cow
kitten
~vou1a11

n1ulc

cat
lady

157

boy
calf
Julia

girl

ox
gentleman

Exercise 2.

Use the same nouns in the plural number in sentences
so that they will denote ownership.

In the following sentences, point out the pronouns, and
tell which refer to 01ie person or thing, and. which to more
tlrnn one. Which refer to a person who is speaking?
Which to a person spoken to ? vVhich to a person or
thing spoken of?
1.
2.
3.
4.
5.

I am writing.
Did you speak to him?
She is very young.
We played together.
He ran to get it.

6.
7.
8.
9.
10.

I sold my watch;
The book belongs to me.
Did you buy them '?
The girls tore their gowns.
H er lesson is very hard.

(

\

158

LANGUAGE LESSONS.

VERBS.

Like nouns, pronouns are in the singular number when
they refer to but one pernon or thing. Those that denote
more than one pe_rson (}l'-tli:-i11g-arc in -the- plural number.
-Nouns and pronouns tha.t denote the speaker are said to
be in the first person. Those that denote the person spoken
to are in the second person. Those that denote the person
or thing spoken of are in the third person.
Pronouns that show by their form (spelling) whether
they are in the first, second, or third person are called
personal pronouns.
LIST OF PEHSONAL PRONOUNS

(for Reference) .

SINGULAR.

The speaker.
.
First Pason.

} I , my, nnne,
·
me.

PLURAI,,

'i\T e, our, ours, us.

The person spoken to.} Thou, thy, thine, thee. Ye, you, your, yours.
Second Person.
They, their, theirs, them.
The p erson or thing} Ile, his, him ;
spoken of
she, her, hers;
Third Person.
it, its.

-

LESSON CXCVII.

VERBS.

The words is and was must al ways be used with singular nouns.
E xamples:

The man is here. The child wa.s hurt.

The words are and were must be used with pluml nouns.
E xamples:

The men are here.

A uoun or pronoun is sometimes used in a sentence to
explain the meaning of another noun or pronoun denoting
the same person or thing.
Example:

Mr .•Tones, the blaclrnrnith, shod my horse.

In this sentence, the word blaclcsniitli is used to explain
which Mr. Jon es was meant.
·A noun or pronoun use<l Lo explain (or modify) the
meaning of another noun or pronoun in the same sentence
is called an appositive. An appositive should be separated
from the rest of the sentence bv a comma or commas.

The children were hurt.

Am is used only with the word I: Examples:

I am going.

Am I in the wrong?

The words am, is, are, was, were, are verbs.
Am, is, and was are calle<l. singular verbs; are and were
are plural verbs. Why?
Exercise.

LESSON CXCVI.

APPOSITIVES.

159

Point out the subject and the predicate of each sentence
below:1. The dog barks.
2. The eagle screams.
3. The child sleeps.
4. •Tulia laughed.

5. The man bought a horse.
6. The horse ran away.
7. A man caught the horse.
8. The owner paid the man.

What word in the first sentence tells what the dog did?
What word in the second se ntence tells what the eagle
did? Answer similar questions on the other sentences.
A word used in a sentence to tell, or assert, something
is called a verb.
Name the verb in each of the eight sentences.

\160

LANGUAGE LESSONS.

POEMS USED OR REFERRED TO IN THE P!WCED-1NG- PAGES.- - -

Tn EsE may be found in t he Complete Works of the authors, and in
the sm aller collections, many of which have been prepared especially for
sch ool use.
The teacher is stron gly urged to make the r eading of t he various authors
as broad and compreh ensive as poss ible. Th e lesso ns in Lh o hook arc
only suggcstive of a very ex Lontl od Ii 11 0 of hn ~uago sLutly, upon tho samo
gen eral plan, in connection with the r eading and memorizing of t he best
productions of standard writers.
The poems of Bryant a.r e published by D. Appleton & Company, 72
Fifth Avenue, New York.
The writings of the Cary Sisters, Holmes, L011 gfellow, Lowell, and
Whittier are published by Houghton, Miiliin & Company, 4 Park Street,
Boston, Mass.
The Household Editions of these various authors are published at about
$1.50 each, postpaid. The smaller collections referred to can be outained
of the publishers n amed above, postage paid, at from 15 cents to 60 cents
each. Among those of special ser vice to teachers are : MoDERN CLAss1cs. - Vol. 1. - LONGFELLOW : Evangeline ; The Courtship of Miles Standish ; :Favorite Poems. Vol. 4. - WHITTIEH: Snow
Bound; The Tent 0 11 the Beach; Favorite Poems. Vol. 5. - L o>vELL:
The Vision of Sir Launfal; Favorite Poems. Vol. 30 . - 1 10 1,MEi'l: Favorite Poems; My Hunt afte r Lite " Captain."
Tm~ H.1vERSI uE LlTmtAT IJ 1rn Sim ms. - No. 1. -.Longfellow's Evangeline. No. 4. - W"l1ittier's Snow Bound and Among the Hills. No. 5. Whittier's Mabel Martin, Maud Muller, and Other Poems. No . 6. H olmes's Grandmother's Story n.nd Other Poems. No. 11.- Longfellow's
The Children's Hour and Other Poems. Nos. 13, 14. - Longfellow's The
Song of Hiawatha. No. ~O . - Lowell' s The Vision of Sir Launfal and
Other Pieces. No. 33. - L o ngfe llow 's Tales of a w·ayside Inn , Part I.
No. 38. -Longfellow's The Bu ildin g of the Ship and Other Poems.
EnYANT LEAFLETS for IT0111 cs, Lil>raries, and Schools.
Hourns LEAFLETS , containiu g A Ballad of The Boston Tea Party,
L exington, The Comet, etc.
LONGFE LLOW L1~A FLETs, con taining Paul Revere's Ride, The Building
of the Ship, The Childre11's ll ou r, a.ml Other Selections.
WmTTIJm LEAFLlcTs, con taining Bn.rllarn l<' rietchie, :M abel Martin,
Maud Muller, The Three Bells, etc.
Teachers will do well to procure fro m th e various publishers catalogues
and lists of special issues of stanuard works fo r school use.

