·1

ELEMENTARY

STEPS IN ENGLISH
BY

JOHN MORROW,
M.S.
,,
5 UPRRINTBNDENT OF SCHOOLS, ALLEGHENY,

PA.

A. C. ~cLEAN, A.M.
PRINCIPAL OP LUCK EY SCHOOLS , PITTSBURG, PA.

AND

THOS. C. BLAISDELL, ,Ph.D.

<
PROFESSOR OF ENGLI SH IN TH E FIFTH AVBNUK NORMAL HIGH SCHOOL,
PITTSBURG, P A •

••

NEW YORK .·. CINCINNATI .·. CHICAGO

AMERICAN BOOK COMPANY

ELEMENTARY

STEPS IN ENGLISH
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BY

JOHN MORROW,
M.S.
,,
5UPRRINTRND RNT OF SCHOOLS, ALLEGHENY,

PA.

A. C. l\:icLEAN, A.M.
PRINCIPAL OP LUCKEY SCHOOLS, PITTSBURG , PA.
AND

THOS. C. BLAISDELL, Ph.D.

.

<
PROFESSOR OP ENGLI SH IN TH E FIFTH A V B NU K NORMA L H1 GH S CHOOL,
PITTSBURG, PA •

'

NEW YORK .·. CINCINNATI .·. CHICAGO

AMERICAN BOOK COMPANY

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PLAN AND PURPOSE.

LIBRf\RY of CONGRESS
Two Cooies Received

JAN 3 1906
Cooyriz-hl Entry

. 2.3./qor
CL,.SS

OL X.Xc. No.

I {~l

COPYRIGHT

l7

1903, I90S I BY

AMERICAN BOOK COMPANY.
Entered at Stat ioners' Half. London.

RL. STRPS IN ENGLI SH.

...

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Tms volume consists of work for the 3rd, 4th, and 5th
years of the child's school lite, - one exercise for each
school day. These exercises may, of course, be taken in
larger or smaller groups, at the discretion of the teacher.
Each year has:
Ten weeks' Observation Lessons.
Ten weeks' Study of Pictures . .
Ten weeks' Study of Stories and Poems.
Five weeks' Study of Notes and Letters.
Each week's wo'rk contains four daily exercises m composition and one in elementary grammar.
The authors are indebted to the late Dr. E. E. White
for the suggestion of this grouping, his idea being to keep
the child on one line of work until a good degree of proficiency is attained. They are indebted also to Prof. L. A.
Sherman for some of the principles involved.
Composition deals with the creative and the constructive
faculties; grammar with the analytic.
The most effective school work in composition is done ·
by inciting pupils to speak and to write with the utmost
freedom, without hampermg them in the beginning with
rules. When a satisfactory degree of ease and proficiency
is attained, grammatical exercises may be introduced with
profit. The composition exercises given are not intended
to teach reading, natural history, or spelling, but if possible
to induce the pupil to say or to write something.
3

PLAN A

4

D PURPOSE

The Observation Lessons are intended to suggest, for
oral and written work, subjects with which the child is
already somewhat famili ar: It is not expected that each
child will answer every question.
All child ren may not be familiar with each subject. The
teacher may, of course, substitute other suitable subjects.
The Pi ctures used are such as will suggest stories of
interest to children, about which they will talk or write.
The Stories and Poems have the additional object of
leading the pupils to appreciate some of the best things
in children's literature.
The grammar lessons are arranged as follows:
rst Year. The Mechanics of Writing, - capitals, punctua tion, etc.
2nd Year. The Sentence,-· its subject and predicate;
modifiers; kinds of sentences.
3rd Year. The Parts of Speech, and, in simple inductive
form, the office of each.
The grammar is elementary throughout, but is complete
enough to furnish the child leaving school early with a fair
practical knowledge of English.
In order that the children may attain some proficiency in
the easier ora l forms before undertaking the more difficult
written expression, a constant effort has been made to keep
the oral work well in advance of the written exercises.
The selections from the writings of Joillt Burroughs,
J ame.s
Fields, and Henry W. Longfellow are used by
pe:m.1ss10n of a nd by special arrangement with Houghton,
M1ffim & Co., the authorized publishers of their works.
Thanks are due also to all other authors and publishers
from whose works selections have been made.

!.

SUGGESTIONS )'0 TEACHERS.
THE authors believe that facility in the expression of thought
can be acquired only by persistent practice under wise guidance.
They have endeavored to supply suitable material for practice and to give frequent suggestions for guidance; but no textbook can give the special instruction needed 1n individual cases.
The Observation Lessons are intended to be suggestive. The
best results can be attained from their use only when the object
under consideration is before the class. If possible, bring the real
object into the schoolroom; if not, use pictures.
Do not hesitate to change the order of lessons, or to substitute
other objects of thought if circumstances render it advisable.
Location in the North or the South, in the city or the country,
may suggest objects of greater interest to the class. These
should, of course, be used freely,
The work of _the teacher is to awaken thought, to encourage it,
and to learl to its correct expression.
It must be constantly borne in mind by the teacher that the
questions in the various exercises are intended to bring out
material for oral and written expression rather than to call forth
information.
Accept kindly and commend heartily every honest and independent effort, however crude.
It is of the utmost importance that correct forms of expression
should .be made familiar both to the eye and to the ear.
As an aid to this it is suggested that the following or similar
tables be kept on the blackboard, or in some other prominent
place in view of the pupils.
A few minutes should be given daily to these exercises, both
in concert and individually :
5

6

SUGGESTIONS TO TEACHERS
No.

Is
Is
Is
Is
Is

it
it
it
it
it

1.

I? Yes, it is I.
he? Yes, it is he.
she? No, it is not she.
we? Yes, it is we.
they? No, it is not they.

7

SUGGESTIONS TO TEACHERS

Are
Are
Are
Are
Are

you
you
you
you
you

taller
taller
taller
taller
taller

than
than
than
than
than

I ? Yes, I am taller than you are.
he? No, he is taller than I am.
she? Yes, I am taller than she is.
we? No, I am not so tall as you.
they? No, I am not so tall as they.

Use in a similar manner older, younger, colder, more hopeful,
When the pupils have become familiar with the above, use
was it I, etc.
No.

2.

If I were you }
If I were he
I should go.
If I were she

etc.
I see
I have seen
I saw .

l

No. 6.

James.

I had seen
I shall see
I shall have seen

l

James.

Use do, eat, speak, know, write, ring, begin, etc., in the same
manner. When the verb is transitive use him, I ohn, it, or some
other suitable object; as, I did the work. I have done the work.

No. 3.

If you were I
If you were he
If you were she
If you were we
If you were they

l

No. 7.

J

what should you do?

No. 4.

If I were you }
If I were he
I should not go.
If I were she

No. 5.

If you were we }
If you were he
If you were she
you would act differently.
If you were they

Emphasize write (showing simple futurity or expectation):
I shall write.
You will write.
He will write.
We shall write.
You will write.
They will write.
No. 8.

Emphasize shalt and will (showing determination):
I will write.
You shall write.
He shall write.
We will write.
You shall write.
They shall write.

8

SUGGESTlONS TO TEACHERS
No. 9.

I sn't he foolish? He isn't foolish.
I sn't she pretty? She isn't pretty.
I sn't it a cold day? It isn't a cold day.
Thi s exercise is to guard against the use of ain't.
similar questions and answers.

CONTENTS.

Use other

No. Io.

He and I are going.
You and he are to go.
This exercise is to guard against the use of the objective form
of the pron oun as the subject of the verb.

PART

I.

THE MECHANICS OF WRITING.
PAGE

LE SSONS I-IO.

II

OBSERVATION

COMPOSITION.

GRAMMAR.

Self. The Family. The Home. The
Little Bread-Maker. The Dog. The
Horse. The Apple. Trees.
Flowers.
Review.

The Sentence. Declarati ve . Imperative . Interrogative. Yes and No. Review. Person Addressed. Capitals. Contractions. Possession.

No. II.

The book is for you and me.
F ather sent for John and me.
Th e choice is between you and me.
The secret is between J a mes and me.
Thi s exercise .i s to guard against (1) the use of the nominati ve form I aft er a preposition, and (2) the wrong order of the
pronouns (me a nd you, etc.).
No.

12.

Doesn't he look well ? He doesn't look well.
Use ma ny similar expressions to guard against the plural form
don't with a singular subject.

LESSONS I I-20.

PICTURES

30

Vacation Fun . Unwelcome Visitors.
In Trouble .
Playing School.
Good
l\.lorning . The Barber. Freedom. · Playing by the Sea. A Good Time. Review.

LESSONS 21-30.

Dictation .
Proper Names.
Initials.
Abbreviations. Titles. Names of Companies. Titles of Books. Poems, Chapters . Names of the Deity. The Word I.
Personification.

STORIES AND POEMS

The Fox in the Well. A Praye r. Valentine. J ack Frost. The Lion and the
Mouse . A Farewell. A Little Hero .
The Sword of Bunker Hill. Mary Shepherd. Re,;ew.
LESSONS 31-35.

The Comma: Series . Syllables. The
Hyphen. Quotations. Divided Quota·
tions. Quotation Marks. A Test. A 1
An. To, Too, Two.

NOTES

73
In. Into.

Form of a Note or Informal Letter.
Exercises on Notes.

F or a suggested method of marking compositions for correction, see page 224.

p ART II.
LE SSONS

36-45.

54

Lay, Lie.

There, Thdr. Righi, Write.
Love, Like. Review.

THE SENTENCE.

OBSERVATION

79

The Rabbit. The Squirrel. The Hen .
The Duck. The Sheep. Swimming and
Wading. The Garden. The Potato . The
Flag. Review.

The Subject. The Predicate . I s and
Are.
Subjects: Simple and Modified .
Analysis. Forms of the Subject. Phrases.

9

IO

C O N TENT S
PAGE

LE SSONS

46-55.

P ICT URES .

97

COMPOSITION.

GRAMMAR.

His First Rid e. The Soldier lloys.
Friends or Foes . Summ er F un. A Birthda y Gift. Off for America. The T oy
lloat. The E nd of th e Day. Lessons
in Boat Building. Re view .
LES SONS

56-65.

Capital Letters. Forms of the Subject,
Continued . The Comma. Clauses . The
Apostrophe. Suppl yi ng Subjects . I mperative and Interrogative Sentences. Review.

PART I.

S T ORIES ANO POEMS

Grace Darling.
T he Arrow and the
Song.
Bru ce and the Spider.
Night.
Arnold
\Vinkel rcid.
The
Captain's
Da ughter. The Brave Three Hundred.
Gaelic Lullaby. The Eider Duck. Re view.
LES SONS

66- 70 .

LETTERS

The Complete Letter Form.
velope. Exercises.

71-80.

81-90.

91-1 00 .

101 - !05.

Business Utters.

1. SELF.

I. Here is what James Watson says about himself:

.
Parts of Speech. The Noun. Common and · Proper . Gender. Number .
The Cases. Shall and Will.

168
P~onou ns. Personal Pronouns . Forms.
The Verb. Perso n, Num ber, an d Tense
Forms . Principal Parts of Verbs. The
Verb Be. Verbs : Tense.

194

Learn, Teach , Leave, Let, G·uess,
Think.
Principal
Pa rts of Verbs .
that Describe.
The AdjecWords
tive. Adjective Phrases and Clauses .
The Adverb.
Ad verbial Phrases and
Clauses.

L ETTERS

Exercises.

215

The Preposition . The
The Interjection . Review.

OB SER VA TJON.

Words,

S T ORIES AND POEMS

Alexander a nd Ruccphalu s. A Life
Lesson . Valley Forge. Nat han Hale.
Supposed Speech of an Indian Chi ef .
The Flag Goes By. Lexington. Andre
to \ Va.c;h ington. The Four Sunbeams
Review.

LES SONS

141

PIC T URES.

A Mute Appeal. Not In vited. Fishing. Camping Ou t. For _Li berty. The
Castaways. Helen Patt erson and the Indians. A Temptation. The Doctor. Review.
LES SONS

THE MECHANICS OF WRITING

PARTS O F SPEECH.

OBSERVATION

Grain. The
Orange. The Lemon.
Coa:I.
Pepper and Salt.
The Pranut.
The Watch. Water. Vehicles. Rev iew.
LESSONS

The Introductory Word There . Predicate, Modified by a Word. The Apostrophe . The Predicate Modified by a
Phrase. By Connected Phrases. By a
Clause. Quotation
Marks . Attribute
Complements .

I a Object
Complements : Word,
Phrase. a Clause, Clauses .

The En-

PART III.
LES SONS

I 21

Conjunction.

C OM.MON IRREGULA R VERBS

222

PRINCIPLES OF COMPOSITION .

223

I N DEX

227

My full name is James Robert Watson. I am ten years old.
My height is four feet. I weigh sixty pounds. My hair is black
and so are my eyes. I like to play ball better than any other
game. It is great fun, and I often make a home run. I have
several schoolmates who play with me on Saturday afternoons.
I like to read books that tell about hunting, fishing, and Indian
wars. I attend the Euclid Avenue public school, and I hope
to enter the High School later on.
I like music, a nd once a week I take a lesson on the violin,
which is the instrument I like best.
I have two white rabbits for pets, and I have also a nice dog,
Carlo. He is very lively and we often run races, but he always
beats me.
My father, Dr. William Watson, believes that boys ought to
make themselves i:seful; so I have plenty of work. I take care
of his horse, run errands, and do whatever else I am told. I
am going to be a doctor when I am a man.
II

-

f

I

12

PART I .

If you examine what James says about himself, you
will see that he has spoken of the following points:
His name, age, height, favorite game, reason for liking
it, with whom he plays it, favorite books, school,
favorite instrument, pets, work, aim in life.

II. Give an account of yourself, using the same
plan.
III. Write a similar account of a fri end, adding
any interesting facts not mentioned in the outline.

OBSERVATION

13

THE SENTENCE.

V. Examine the following:
r. My height is four feet.
I enjoy playing ball more than any other game.
3. I am going to be a doctor when I am a man.
2.

What was James obliged to do before he could tell
these things? (To think.)
From what do we know his thought? (From the
words he used.)
The words. that state a thought are called a Sentence.

NOTE TO T EACHER. - From the beginning children should be taught
to hand in all written work arranged neatly and uniformly. As a rule the
following points should be observed :
The pupil's name should be written in the same place, preferably at
the top of the page to the right.
Most written work should have a title. This should be written in the
middle of the page an inch or two from the top, and should be underscored
with three lines.
A margin of half an inch or more sh ould be left on each side.
The first line of each paragraph should begin about half an inch from
the margin.
The importance of a neat, clean manuscript should be emphasized.
Manusc ripts should be prese rved for the purpose of occasional reference and com parison, in order to note improvement. For a time-saving
method of marking written work, see page 224 .

With what kind of letter does each of these sentences begin ?
Complete the following rule:
Every sentence should begin with a - - - - letter.

Use each of the following words in a sentence:
J ames, man, dog, cat, Carlo, game, work, home, school,
fishing.

2. THE FAMILY.

IV. T ell of any pets you have. If you have none,
tell of one you would like to have. Tell why you
wish it, and of some interesting things you have seen
such pets do.

I. What is meant by the word family? Tell several
things a father can do for his family when he is not
at home. What can he do at home to make his family
happy? What can a mother. do for the family?

14

OBSERVATION

PART I

What should a boy do to make the other members of
the family happy? Tell how a girl can make home
pleasant.· T ell how the children should act towards
the parents. Tell how they should act towards one
another. What can Grandpa and Grandma do to
make the others happy?
II. Give an account of a pleasant evening spent at
home with the fami ly. Tell who were present, what
was done, why you thought it pleasant, and how you
feel as you recall the evening.

Ill. Write an account of what you did on a certain
day last week. Tell where you went, who went with
you, what you saw and heard, and what was done.
IV. Give an account of the work of a mother for
an entire day.

15

3. THE HOME.

I. Name several things usually eaten for breakfast.
Tell how two of them are secured and prepared.
Mention some articles of clothing, and give an account of how one of them is made. What other
things are used at home? What fuel do you use?
Tell all you can about it. How do you get water?
Where do you live? In what kind · of house do you
live? Describe its material, size, shape, yard, neighborhood. What did the stone-mason or brick-layer
do toward building the house? The carpenter? The
plumber? Any other workman?

II. Write a short account of some article of food,
as corn, telling how and where it grows, how it is
cultivated, how it is harvested, in what form it comes
to your house, what i"s then done with it, and how it
is served. Or tell about paring apples, or buying
potatoes or some other article of food.

DECLARATIVE SENTENCES.

V. In writing th e exercises in this section you have
used sentences that have told about something.
A sentence that tells about something is called
It should end with a period.

~

Declar-

III. Tell how a house is built; about digging the
cellar, about the foundation, the walls, the roof, and
the plastering.

ative Sentence.

Write five declarative sentences, each stating something about the family.

IV. Notice the capital letters, the spelling, and the
punctuation in the following stanza, and then write
it from dictation:

OBSERVATION

PART I

16

4. THE LITTLE BREAD-MAKER.

'Mid pleasures and palaces
Though we may roam,
Be it ever so humble,
There's no place like home.
A cha rm from the skies
Seems to halfow us there,
Which, sought through the world,
I s ne'er met with elsewhere.
Home, home! Sweet, sweet homel
Be it ever so humble,
There's no place like home.

IMPERATIVE SENTENCES.

V. Note th e fo llowing :
L oi•e your home, ho·ys and girls.
John , tell how a house is built.
3. Gii•e us this day our da ily bread.

1.

2.

Which of the above sentences may be either commands or requests? Which is only a request ?
A sentence that is a command or a request .is called an
It should end with a period.

Imperative Sentence.

Tell John, in writing, to shut the door; to bring
you a book; to study his lesson.
Write five imperative sentences, making requests to
have something done to render home pleasant.

17

I'

l
!
~

I. On what day does your mother bake bread?
Do you watch her? How do you 'help her? Does
she ever call you and !?end you for yeast? Where do
you go fo'r it? How much money does she give you?
Tell just what she does with the yeast. While you
are sleeping at night what is the yeast, covered up in
its bed of fl.our, doing? . T ell everything your mother
does with the yeast and fl.our until she sets the dough
in pans to rise. Where does she set it? What makes
it rise? What is next done with it? How long does
it bake? Tell the shape and color of the loaves.
II. Answer the foregoing questions in writing.

III. Give orally an account of the making of a
loaf of bread. If you can, tell how the wheat is grown
and what is done with it to make fl.our. Or tell something that happened one day when you went to the
store.

IV. Write about different kinds of bread or cake,
telling how they differ in form, color, taste, of what
they are made, what they cost, etc.
INTERROGATIVE SENTENCES.

V. Examine these sentences:
NI ary, on what day does your mother bake ?
bo you watch her bake, .Tohn?
Will you go for yeast now, Henry?
EL. STRPS RNG, -

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18

PART I

OBSERVATION

These sentences are direct questions.
With what mark does each sentence end?
rogation point. )

(Inter-

A sentence that is a direct question is called an
It should end with an interro-

Interrogative Se11tence.
gation point (?).

Write questions beginning with each of the following words:
Are, is, did , will , when, where, why, how, can, may, must,
should .

Point out the interrogative sentences in the first
exercise of " The Little Bread-maker."

19

III. Tell about your dog, or a dog you have seen,
stating his height, his length, his color, his weight, his
· age, his value, how you play with him, etc., etc.
IV.
ried a
Make
read.

Write a story about a dog. Tell how he carpackage, went for help, oi; brought the cows.
up a story, or tell one that you _have heard or
Or write answers to the questions in I.
YES AND NO.

V. Notice the answers to the following question:

John , do yoZ£ like dogs?

1

Yes.
N o.
Yes, if they are not cross.

) No, I do not like dogs.

5. THE DOG.

I. What kind of dog do you like ? What kind of
coat has he? What kind
of ears ? How can you
tell when he is angry?
When he is pleased? Give
incidents showing hi s
playfulness ; his gentle- ·
ness; his affection; his
courage ; his watchfulness.
II. Tell why your dog likes you and why you like·
him. Tell of hi s habits and of his food. Tell anything else of interest about him.

Yes and No when used alone as answers to questions
should begin with capitals. Each should usually be followed by a period.

When used with other words they are usually followed by a comma.
Write yes or no in answer to each of the following
questions:
John, have you studied your lessons?
Mary, do you know wha t time it is?

Use yes or no with other words m answer to the
same questions.
Write five original questions. Answer them with
yes or no used with other words.

I·
20

PART I

OBSERVATION

21

III. Describe a horse ·you have seen, telling of his

6. THE HORSE.

size, color, number and kind of feet, mane, tail, etc.

I. What kind of ears has a horse? What kind of
nostrils?

Coat?

What difference is there between

IV. Write a brief story about a horse, or of a ride
on horseback, in a carriage, or in a wagon.

REVIEW.

V. What is a sentence? What is a declarative
sentence? Give . an example of each. What is an
imperative sentence? Give an example. An interrogative sentence? Give an example. How should
every sentence begin? How should declarative and
imperative sentences end? Make a sentence of each
kind about home, father , mother, boy.
How should yes and no be written when used as
answers to questions?

the horse's feet and the dog's ? What kind of shoes
does the horse wear? Why? Of what use is his tail?
Tell anything else you can about him.
II. Tell about the uses of the horse. How does he
help the farmer? How does he help us travel? In
what ways does a horse give us pleasure? Give an
account of a ride you had either on horseback or in a
carriage.

,

'

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L

•

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....

7. THE APPLE.

I. Here is a rosy-cheeked apple. Where did it
come from? Where did the storekeeper get it?
Where did the farmer get it? Touch the apple.
How does the skin feel? Is it rain proof? Does it
feel like the skin of the peach? What is the difference? How does it taste? What did you see on the
apple tree last spring? What is the color of apple
blossoms? Why should you not pull them? Try to

22

23

PART I

OBSERVATION

draw an apple blossom or a cluster. What became of
the pretty pink petals ? What is on the end of the
stem after the petals come off? Tell about the different colors of apples. What colors them?

To whom are these sentences addressed? What
mark separates the name John from the rest of the
sentence?

II. What is the color of the little apples at first?
Cut your apple, dividi ng it into halves. What do you
:ee? How many ? What color? How are they kept
m place? What will they do if you plant them?
What is the color of the seeds in an unripe apple?
What colors are fo und among apples? What do we
call the juice after it has been pressed from the
apples? What use is made of it ?
·
III. Tell of the different uses of the apple, or write
answ ers to th e qu estions in I., or II.
IV. D escribe a visit to an apple orchard, to an
apple tree, or to a tree of some other kind. Tell of
the time of year, the kind of day, your companions,
what you saw on the trees, what sounds you heard,
of the fragranc e and color of the blossoms or apples,
and of what you did.
PERSON ADDRESSED.

V. Stud y the following sentences:
r . J o!t n, w here are ·you going ?
2.

The name of a person addressed is usually separated
from the rest of the sentence by a comma.

Write five sentences about apples, or an orchard,
using the name of the person addressed.

8. TREES.

I. Think of a tree in your yard at home, in the
schoolyard, or in the park. What kind of tree is it?
Perhaps you would like to try to draw it. What is its
shape? Is the trunk straight or crooked? H ow high
are the lowest· limbs? Do the limbs grow toward the
sky, or spread out their branches to make a nice
shade? D oes it seem like a proud or a humble tree?
Is it useful or not? What fruit, nuts, pods, or flowers
grow on it?
II. What is the shape of the pine tree? Describe
its leaves, which are called needles. Tell where it is
found. In winter how does it differ from most other
trees? How is it used at Christmas? Bring a branch
of pine to school with you. Study it carefully and try
to describe it.

W!t at are you doing, John?

3. Co111 e here, John.

III. Where is the apple tree found?

Describe the

PART I

OBS ERVATION

appearance and fragrance of the blossoms. How does
the apple tree compare in shape and size with the
pine tree? On what part of the tree do the apples
grow? What color are the apples when young?
When ripe?

an Apostrophe. It is used to show a contraction by
the omission of a letter or letters. Turn to the stanza
on page 16, and tell what letters have been omitted
from the words 'Mid ana ne'er.
Such expressions are called Contractions. Thus the
word amid is contracted into 'mid; the words can not
are contracted into can't.
Find ten contractions in your school reader.

IV. Write from dictation :
H ave you plu cked the apple blossoms in the spring?
Pink buds pou tin g at th e light,
Crumpled peta ls, baby-w hite,
Just to tou ch th em a delight,
In the spring.

Commit thi s to memory.
questions in I., II., or III.

CAPITALS.

Write answers to the

9. FLOWERS.

I. Write from dictation:
Down in a green and shady bed
A modest violet grew;
Its stalk was bent, it hung its head,
As if to hide from view.

CONTRACTIONS.

V. Study the following selection and tell what is
meant by each lin e:
T here's a dan ce of leaves i11 th at aspen bower,
T here's a h >.: il!cr of w inds in that beechen tree,
There's a smile on tire .fruit and a sniile on the flower,
And a laugh from the brooll that runs to the sea. - Bryant.

When does the violet bloom? Where does it usually
grow? Why is it called modest? Why does it seem
to hang its head?

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

II. How do you make curls or chains from the
stems of dandelions? What do children sometimes
do with the white puff balls of the dandelion? What
do these little feathers carry? D escribe the flower of
the dandelion. Where does it grow?
Answer thes.e questions in writing.

What is meant by There's ? Thi s mark (') is called

III. When and where does the daisy bloom? Tell

With what kind of letter does each line begin?

~'
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--..;.,. , . .
~

~44_1M'.-.. -

26

PART I

OBSERVATION

how the plant differs from the dandelion or the violet.
How do the flowers differ m color? In shape? In
size ? In odor?

10. REVIEW.

I. Write the following from dictation.

27

Then give

the reason for every period you have used: ·
Commit the following to memory:
On wa ste and woodland, rock and plain,
Its humble buds unheeded rise;
The rose has but a summer's reign,
The da isy never dies.

IV. When do roses usually bloom? State what you
can about the color and kinds of roses. What grow
on the stems of roses? Why is the rose called the
queen of flowers? \i\Trite about some flowers you have
had; where you got them; what you did with them, etc.

My full name is John Henry Wilson. I am ten years old.
My schoolmates play with me on Saturday afternoons. I attend
the Nelson Avenue public school, leaving my home on Charles
Street at 8 o'clock and returning at noon. I have a dog name.cl
Carlo. My father, Dr. William Wilson, is a physician. He
. believes in giving boys plenty of work . .

Write a declarative sentence making a statement
about yourself, two making s~atements about your
family, and two making statements about your home.

II. Write the following from dictation, and give the
reason for the capitals used:

I

CONTRACTIONS (Continued).

V. Write the full form of each of the following
contractions:
Aren't, don' t, doesn't , didn't, e'er, ne'er, hasn't, hadn't, I've,
it's, mayn't , what's, there's, we've, wouldn 't, shouldn't, isn't.

Write a decl arative sentence showing the use of the
apostrophe.
Make oral anrl written sentences using the above
contractions.
CAUTION.

Never use ain't.

One step and then another,
And the longest _walk is ended;
One stitch and thei: another,
And the largest rent is mended;
One brick upon another,
·
And the highest wall is made;
One flake upon another,
And the deepest snov; is laid.

Write the following from dictation, giving the reason
for each comma, interrogation point, and period:
. John, do you have oatmeal for breakfast? No, I have bread
and milk. Bring me your doll, Jennie. Where did you get it?
Does your mamma ever send you for yeast, John? Was the

28

PART

OBSERVATION

carpenter's name Henry Johnson? No, it was William Friend.
Mary, does your mother make bread? Yes, she makes good
bread.

Cuff to spend nearly the half of each summer day treading the
endless round of the churning machine. During the remainder
of the day he had plenty of time to sleep and rest, and sit and
survey the landscape.
One day, sitting thus, he discovered a woodchuck about forty
rods from his hole, which was beneath a large rock.
The old dog, forgetting his stiffness, and remembering the
fun he had had with woodchucks in his earlier days, started off
at his highest speed, vainly hoping to catch this one.
But the woodchuck, seeing the dog come laboring up the hill,
sprang to the mouth of his den , and, when his pursuer was only
a few rods off, whistled tauntingly and went in .
This occurred several times, the old dog marching up the
hill, and then marching down again, having had hi s labor for
his pains.

In this exercise point out the declarative, the interrogative, and the imperative sentences.
III. Write the following from dictation. When you
have done so, rewrite, using the complete forms instead
of the contractions:
I wouldn't go. I'd stay at home. \Vhat' s in the basket? Why
can't you let well enough alone, James? I wish I'd not been in
a hurry. Mary, has your mother come back? No, ma'am, she
isn't coming ba ck thi s even ing.
Howe'er it be, it seems to me,
'Ti s on ly noble to be good,
Kind hearts are more than coronets,
And simple faith than Norman blood.

POSSESSION OR OWNERSHIP.

V. Examine the following sentences:
The wind carried away _Mary's bonnet.
Girls' bonnets are beautiful.

Use the following contractions in sentences, and
then write the uncontracted forms:
Can't, there'll, wasn't, couldn't, wouldn't, you're, I'm, we'll,
he's, haven't.

IV. Read the following dog story written by John
Burroughs. Compare with it the story you wrote
about a dog (Lesson 5):
I knew a farmer in New York who had a very large bobtailed ch urn -dog by the name of Cuff.
The farmer kept a large dairy, a nd it was the business of

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~~~~""'~""'"'"

What is shown by the expression 11!ary' s bonnet?
(That Mary owns the bonnet.) ·What is added to the
word Mary to show this? (' s) What is added to the
word girls to show that they own the bonnets? (')
Possession is shown usually by the apostrophe and s
(' s); sometimes by the apostrophe (') only. (Seep. 162.)
Write sentences each containing one or more of the
following words, showing possession: man, men, girl,
father.

PICTURES

31

PICTURES.

11. VACATION FUN.

I. Study the picture and name all the living things
shown in it. Tell what each is doing. Who are these
children? Give names to them. Is their home in the
city or in the country? Where do you think they are
going? What kind of time are they having? Why?
What shows that they are going fast? What are they
using for a horse ?
·
What is in the girl's lap? Which way is she looking? Why is she not looking back? Why does the
boy use both hands in driving? What is in his right
hand? Why does he hold out his arms?
How does the dog like the . fun? What shows
this? Has he ever drawn this cart before? Was this
cart made to be drawn by a dog, by a pony, or by a
boy?
II. Answer in writing five questions in I.
III. Give the story of this picture, telling who
these chlldren are, where they live, why they are in
the country, and where they got the dog and cart.
Or write a story of a day spent by these children in
the country, telling of other fun they had.
IV. Tell a true or an imaginary story of a day you
have spent in the city or in the country. Tell of the
things you saw and of what you did.
30

PICTURES

33

DICTATION.

V. Write from dictation :
John's book is old. I've been sleeping. We're going to the
country. ¥/ hat's your name? You're not going home to-night,
are you ? Don't speak harshly. What's the nam e of your
sister? Can't you hear what the man says? Aren't you tired?

12. UNWELCOME VISITORS.

I. Examine_this picture ancl tell what you can about
it. Where are the geese going? What time of year is.
it? How do you know? Where has the child been?
Where is he going? Why are the two geese hissing?
II. Give a connected account of this incident, telling how it began and how it ended.
III. Tell a story of a fright you once had.

IV. Tell or write a true or an imaginary story about
two children on a farm, and their adventures with the
chickens, geese, or ducks, or with a dog.

PROPER NAMES.

V. Millie Brown's uncle has given her a new book.
Whose name should she write in it ? (Her own.)
Her own name is her proper name. Why was it
given to her? (To point out or distinguish her from
· all other girls.)

,I
32

RL . S1'RPS HNG. - 3 .

35

PICTURES

Every proper name should begin with a capital letter.

Words formed from proper names should usually
begin with capital letters; as, American.
Write five proper names of places. Five of girls.
Write five sentences about the girls and boys in the
picture on page 36, giving each a name.

13. IN TROUBLE.

I. Examine the picture on the opposite page, and
answer the following ciuestions:
How many geese and chickens are in the coop?
What is hitched to the cart? What has happened?
What are the geese in the coop trying to do? What
season of the year is it? How can you tell? Where
has the man with the two horses been?

II. Write answers to six of

t~e

foregoing questions.

III. Tell of a trip you have taken in a wagon, or
a carriage, or a sleigh, or of something true or madeup that happened on a trip of this kind.

IV. Tell a story similar to the one suggested by
the picture.

. I

INITIALS.

V. Will Brown's full name is William Johnson
Brown. His father's full name is James Wilson Brown.
34

PICTURES

37

Will sometimes writes his name William J. Brown,
or W. J. Brown. Sometimes he writes only the first
letter in each word of his name; thus, W. J. B. When
the first letter of a name is used instead of the name
it is called an Initial.
Initials should be written in capitals, and each should
be followed by a period.

Write the initials of the following names:
Theodore Roosevelt, Celia Thaxter, Andrew Carnegie, Helen
Hunt Jackson, J oel Chandler Harris.

Write the full name and then the initials of each
member of your cl~ss.

14. PLAYING SCHOOL.

I. Tell a story suggested by the picture on the
opposite page, answering these questions:
What are the children playing? Where are they?
What lesson do you think they are going to recite?
Which do you like better, to play school or to attend school? Why? What time of year do you
think it is? What do you see on the ground? Which
is the teacher? What is she doing?
II. Write answers to five questions m Ex. I.
III. Did you ever play school? When? Where?
Who played with you? How did you like it?

.

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37

P I CTURES

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I :,

Will sometimes writes his name William J. Brown,
or W. J. Brown. Sometimes he writes only the first
letter in each word of hi s name; thus, W. J. B. When
the first letter of a name is used instead of the name
it is called an Initial.

''•

Initials should be written in capitals, and each should
be followed by a period.

Write the initials of the following names:
Theodore R oosevelt, Celia Thaxter, Andrew Ca rnegie, Helen
Hunt J ackson, Joel Chandler H arris.

Write the full name and then the initials of each
member of your class.

14. PLAYING SCHOOL.

I. Tell a story suggested by the picture on the
opposite page, answering these questions:
What are the children playing? Where are they?
What lesson do you think they are going to recite?
Which do you like better, to play school or to attend school? Why? What time of year do you
think it is? What do you see on the ground? Which
is the teacher ? What is she doing?
II. Write answers to five questions m Ex. I.
III. Did you ever play school? When? Where?
Who played with you? How did you like it?

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P I CTURES

39

IV. Tell or write a story of some children who
played school, telling the lessons; or tell how a boy
once helped to make some one else more comfortable.

ABBREVIATIONS.

V. For convenience, we often write a part of a
word instead of the whole of it. Thus, Monday, Mon.
Such parts of words are called Abbreviations.
Every abbreviation should be followed by a period.
c.5

z

H

z
~

0

~
A

0
0

C)

The following are some of the most common abbreviations :
:MoNTHS OF THE YEAR. J anuary, J an.; February, Feb.;
March, Mar.; April, Apr.; (May, June, and July a re not usually
abbreviated); August, Aug. ; September, Sept.; October, Oct.;
November, Nov.; December, Dec.
MISCELLANEOUS. Answer, Ans.; barre~, bbl. ; bushel, bu.;
in ch, in. ; peck, pk. ; pint, pt.; quart, qt.; Doctor, Dr.; Captain,
Capt.; General, Gen .; Honorable, Hon.; Mister, Mr.; Mistress
or Missis, Mrs.; Reverend , R ev.; Company, Co.; County, Co.

15. GOOD MORNING.

I. Give a name to the child in the opposite picture.
Why did you choose a girl's name? Do you think
that this child is ill? Give a reason for your answer.

40

I s she as l eep~
shows this ?

PART I

What is the senson of year?

P I CTURES

What

What playmate has this girl ? How <lid he know
tha t he would fin<l her here? H ow is he showing his
interest in her ? What do your answers to the last
two q uestions suggest about her usual treatment of
him ? What docs he wish her to do ? What will he
probably do nex t to arouse her ? What will she do?
Have you ever been wakened by a pet? T ell when
and how ? What did you do aft er you were wakened?
II. Tell the story of this little gi rl and her dog.
Speak of th eir playing together the day before and
at other times, of his going with her when she went
to visit a playmate, of the care she takes to see that
he is properly fed, and otherwise provid ed for, and of
her cJ ccorat in;i· him sometim es with ribbons. Or tell
a story abou t a dog you have known.
III. T ell how to take care of a dog, a cat, a canary,
a parrot, a squi rrel, a rabbit, or other pet. Or give
an account of a day in th e life of some animal. Tell
the same story as the animal might tell it. Or tell
what animal you would choose for a pet, and why?
IV. Write a true or an imaginary story, telling of
something pleasing done by a dog, a cat, a horse, a
canary, or some other pet or a nimal, to show interest
in his owner. Or descri be a picture in which there is

__

:'

41

some pet animal. T ell the story that the picture suggests. · Or give some poem that you know about a pct.
TITLES.

V. In addressing a person or in speaking of him w_e
often use a title, showing respect because of the position he holds or has held; thu s, General Miles; Doctor
Smith ; President Roosevelt.
The principal words in a title of office or of respect
should begin with capitals.

Titles are sometimes used before the name; sometimes they follow it. They are often abbreviated;
thus The Reverend J ohn Wilson, or Rev. J ohn
Wil;on . When a title follows a name it should be
separated from it by a comma; thus, William Jones ,
Attorney.
Study the following titles and their abbreviations :
Doctor,
Professor,
R everend ,
General,
Capt ain ,
Superintend ent,

Dr.
Prof.
R ev.
Gen.
Capt.
Supt.

Sec.
Secretary,
Treas.
Treasurer,
Esq.
E squire,
Doctor of Divinity, D .D .
Major,
M aj.
President,
Pres.

Mister (Mr.) and Mistress or Missis (Mrs.) are
always abbreviated.
Out of respect the words grandpa, grandma, uncle,
aunt, etc. , are often begun with capitals when used
with a proper name; as, I am going to visit 11iy Grandfath er Morse. I visited Uncle Joseph.

PICTUHE S
11

43

16. THE BARBER.

!

I. T ell a story suggested by the picture on the
preceding page and by the following questions:
Is thi s a real barber ? Why does he hold his hand
on the boy's head? How does thi s boy like to have
h;s hair cut? How do you know? Why does he shut
one eye while the barber is cutting hi s hair? What
do you suppose he is thinking? What will he do as
soon as hi s hair is cut? What will the other boys
say and do to him?
II. Write answers to the above questions.
III. Tell or write a story about having your hair
cut. Tell why you had it done, where you went, how
you felt on the way, and why you liked or di sliked it.
IV. Tell about something you saw or did at a
barber shop; or about having your hair dressed.

NAMES OF COMPANIES.

V. The name of a firm or company often consists
of several words; as, The Anierican Bridge Cornpany,
The ]\Te-IJJ York Choral Union, The .Tones and Smith
Steel Company .
THE BARBER .

The first word and each important word in the name of
a firm or company should begin with a capital.

PICTURES·

45

Write sentences containing the names of five companies of which you know.
Make up the names of five companies, each name
containing four words.

1 7. FREEDOM.

I. Describe the picture on the preceding page .
Where is the woman? What time of year is it? How
do you know? What pet did she have? How did
she feel toward it? Where did she keep it? How
did the pet like this? How did it act? What did
the lady decide to do? Where did she take it tc set
it free? Why did she not set it free near the house?

II. Tell orally or in writing,
how this ladv
'
. obtained

the bird , how it was cared for , how it showed that it
liked its mistress, and what it did to get free.

III. T ell, or write, a story about a boy that was
taken prisoner in playing a game, or of a bc;y or a
girl taken captive by the Indians and set free by a
kind-hearted person, or of a walk in the fields in
summer, or how to care for a pet bird.

FREEDO M .

44

,l___ _

IV. Write a story of a child who was kept in the
house a long time, and what he did when he was
well.

PICT URES

45

Write sentences containing the names of five com~
panies of which you know.
Make up the names of five companies, each name
containing four words.

1 7 . FREEDOM .

I. D escribe the picture on the preceding page
Where is the woman? What time of year is it? How
do you know? What pet did she have? How did
she feel toward it? Where did she keep it? How
did the pet like thi s? H ow (lid 1t act? What did
the lady decide to do? Where did she tak e it tc set
it free? Why did she not set it fr ee near the house ?

II. T ell orally or in writin g, how thi s lady obtain ed
the bird , how it was cared for, how it showed that it
liked its mistress, and what it did tc get free.
III. Tell, or write, a story about a boy that was
taken prisoner in playing a game, or of a b0y or a
girl taken captive by the Indians and set free by a
kind-hearted person, or of a walk in the fields in
summer, or how to care for a pet bird.

IV. Write a story of a child who was kept in the
house a long time, and what he did when he was
well.

FR EEDO.\r .
.j.j

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47

PICT U 1n:s

TITLES OF BOOKS AND POEMS.
CHAPTERS.

HEADINGS OF

V. Note the following names of books and poems:
" Robinson Crusoe "; "Ele11ientary S teps in English."
What principal words in these begin with capitals?
Notice the marks (" ") inclosing the names of
books and poems. They are called Quotation Marks.
The first word and the principal words in the titles of
books and poems should begin with capitals.

The same rule applies to the principal words
headings of chapters.

111

the

The names of books and poems, when used in writing,
should usually be inclosed in quotation marks.

Write from dictation :
R. L. Stevenson wrote" A Chi ld 's Garden of \ "erses." Scott's
"Lady of the L ake" tells th e ston· of fair Ell en . Bunvan 's
" Pilgrim 's Progress" is a n a llegory. " Under th e Lib cs" is a
storv that children lik e.

18. PLAYING BY THE SEA.

I. What are the two children near the large boat
doing? Why are the boats on the land? What is
the use of the large rope on the ground? Why are
the sails not spread? What is the boy doin g ? Do
you think the girl is hi s sister ? Give names to these
children.

PICTURES

49

II. Finish the following story:
John Jones, Henry Watson, Mary Williams, Clara Jones, and
Sarah Gordon started out one morning to ha ve some fun. They
li ved near the sea and three fishing boats were on shore not far
away. The largest boat had one of its . masts down, and from it
a rope hung so as to make a ni ce swin g.

III. T ell or write a story of a good time you had
playing near the water, or swinging, or playing in the
sand; or write answers to the questions in I.
IV. Write or tell a story about the boys and girls
in the picture on p. 46; or tell some things that children do with sand, pebbles, and shells.
NAMES OF THE DEITY.

V. Note the following:
The heavens declare the glory of God.
The Lord is my shepherd.

All names of the Deity should begin with capitals.

Write from dictation :
J ehovah, the Lord Goel Omnipotent, reigneth.
Just and true a re thy ways, thou King of Saints.

Immanuel.

19. A GOOD TIME.

I. What are the children in the picture facing this
page doing? Where do you think they found this
part of a wagon? How fast are they going? What
EL. STEPS ENG. - 4 ,

PICTURES

49

II. Finish the following story:
John Jones, Henry Watson, Mary Williams, Clara Jones, and
Sarah Gordon started out one morning to have some fun. They
lived near the sea and three fishing boats were on shore not far
away. The largest boat had one of its masts down, and from it
a rope hung so as to make a nice swing.

III. Tell or write a story of a good time you had
playing near the water, or swinging, or playing in the
sand; or write answers to the qu~stions in I.
IV. Write or tell a story about the boys and girls
in the picture on p. 46; or tell some things that children do with sand, pebbles, and shells.
NAMES OF THE DEITY.

V. Note the following:
The heavens declare the glory of God.
The Lord is rny shepherd.

All names of the Deity should begin with capitals.

Write from dictation:
Jehovah, the Lord God Omnipotent, reignetb.
Just and true are thy ways, thou King of Saints.

Immanuel.

19. A GOOD TIME.

I. What are the children in the picture facing this
page doing? Where do you think they found this
part of a wagon? How fast are they going? What
EL. S TEPS ENG.-4.

50

PART I

shows this? Which children are working the hardest?
Which need help? Which is the driver? Which one .
seems selfish? What should he be doing? What
is the dog doing? Why?

PICTURES

51

20. REVIEW.

I. How should proper names begin ? Nam es of the
Deity? Titles? How are initials written? The word

I?
II. Tell the story of this picture. Which is ,the
largest child ? The smallest? How do they feel?
Tell something that the largest is probably saying,
and how soon the fun will be over.
III. Tell or write a true or a made-up story of how
a fort was captured, a snow man was made, a surprise
party was given, or some work was done by several
persons working together and each trying to help the
others.

Write the following from dictation:
William Jackson, Percy Martin, and Harry Mason are playing in Redstone Creek. Doctor James and Captain Stephens
saw them there. In Washington, in the District of Columbia,
the schoolboys are trained as soldiers.

Write the full narpe and then the initials of yourself, of each member of your family, of your teacher,
of the governor of your state, of the president of the
United States.
II. Write from dictation the following:

IV. Tell and write the story of a half-hour's fun
in which you once took part.

THE WORD I,

V. Study the following sentences:
"Jo.[ amma, I love you,'' said little Nell,
" I love you more than tongue can tell."

In these sentences I is used as a word.
When used as a word, in writing, I should always be a
capital.

The United States Steel Company employs thousands of men.
The American Book Company has its main office in New York.
The Baltimore and Ohio Railroad passes. through Washington .

. Use in sentences the names of five companies doing
· business in your vicinity. Write the complete names
of five books in_your school room, or in your home.
III. What should follow every abbreviation? How
should abbreviations of titles of honor and respect be
written?
Write the words indicated by the following abbreviations:
· Jan ., Apr., Sept:, Nov., Dec., qt., pk., Rev., Hon., Mr., Mrs.

53

PART I

PICTURES

Study the following abbreviations, and then write
them when the complete forms are dictated:

watching him from the window, "Mamma, they are coming for
my cooky."
They were a good ways off from him then, and he was not
afraid, and he added, "They won't get -it, mamma." By that
time two of the geese were almost on top of him, stretching
their necks and hissing. My, how Robbie was frightened!
He began to cry, and then he threw his cake at the geese
and ran into the house. His mother saw it all from the window, and gave him another cooky when he came in.

Ave. Avenue.
A.M. Before noon.
B.C. Before Christ.
Capt. Captain.
Col. Colonel.
Co. Company.
C.0.D. Collect on delivery.
Dr. Doctor.
do. ditto.
etc. or &c. and so forth.
F .0 .B. Free on board .

Jr. Junior.
Lieut. Lieutenan t.
LL.D. D octor of Laws.
Maj. Major.
Messrs. Messieurs (gentlemen).
P.M. After noon.
Sec. Secretary.
Sr. Senior.
St. Street.
Supt. ~uperintendent.
Treas. Treasurer.

IV. Read the following story, written by a pupil
nine years old, and suggested by the picture "Unwelcome Visitors" (p. 32). Then write a similar story
about "Vacation Fun" (p. 30), or about some other
picture.
A STORY ABOUT A PICTURE.
Unwelcome Visitors.

The Browns live in the country. They have a nice house,
and a large barn. They have a lot of geese, and, best of all,
they have a curly-headed little boy whose name is Robbie.
One time little Robbie had been sick, and was not allowed
out. H e was so cross because he had to stay in that there was
no living with him. So his mother gave him a cooky, and told
him he could go out. He was so glad, and was planning what
he would do as he started toddling down the path.
But he hardly reached the gate when he saw the old" gooses,"
as he called them, coming. He said to his mq~h_er 1 who was

PERSONIFICATION.

V. Study the following sentences:
"Lady Moon, Lady Moon, where are you roving?"
"Over the sea."
A Hare met a Tortoise one day and oflered to run a race with
him.

In the first the moon is addressed as if it were a
person. In the last sentence the hare and the tortoise are represented as doing what persons do, talking.
When animals and .things without life are spoken of
as persons they are said to be Personified.
The names of personified objects in fables and in poetry
often begin with capitals.

Account for the capitals and punctuation marks m
the following sentences:
The Wind and the Sun were quarreling one day. What are
you doing, Henry? Shall you go to town to-day, Mr. Brown?

54

STORIES AND POEMS

PART I

II. Tell this story in your own words.

No, I shall go to-morrow. Don't be unkind to any one. My
mother's bread is petter than the baker's. The National Fire
Insurance Company has its office on F airmount Street. Jack
Frost makes beautiful pictures on the window pane.
NOTE TO THE T EACHER. - Frequently pupils should be asked to state
the principle governing each capital letter .and mark of punctuation in a
given selection. Occasionally selections may be placed on the blackboard
with the capitals a nd punctuation marks omitted. H ave the class supply
them properly. Then read selections to the ~ lass a nd have them written,
calling special attention to proper punctuation a nd capitals.

STORIES AND POEMS.

21. THE FOX IN THE WELL.
A Fox, having fallen into a well, tried by sticking his claws
into the sides to keep his head above water. Soon after a Wolf
came and peeped over the brink. To him the Fox appealed very
earnestly for assistance, begging that he would help him to a
rope, or something of that kind, which might aid him to escape.
The Wolf, moved with compassion at his misfortune, could not
forbear expressing his concern. "Ah! poor Reynard," said he,
"I a m sorry for you with all my heart. How could you possibly
.
come into this sad condition? "
"Nay, fri end," replied the Fox, "if you wish me well do
not sta nd pitying me, but lend me some help as fast as you can.
F or pity is but cold comfort when one is up to the chin in water
and within a hair's breadth of drowning."

I. What happened to the fox? How did he keep
from drowning? What did the wolf say? Did he
offer to do anything? What good would talking do?
What did the fox reply?

55

III. Tell or write a story or a fable in which some
animal talks or acts like a human being, or tell of a
child who fell into the water.

..

IV. Give an account of something done by a fox
or a wolf, or tell of something done to help a person
out of trouble.

THE COMMA: SERIES.

· V. Examine the following sentence:
1:.1r. Miller sells boots, shoes, slippers, and gaiters.

The words in full-face type form a list or series.
When words or expressions are used in a series, a comma
should be placed after each except the last.

As a rule commas are not used when the words
composing the series are connected; thus, John reads
and recites.
Write five sentences each containing a series composed of names of people.
Write five sentences each contammg a series composed of words expressing action.
Write a sentenc~ telling, in a series, four things
done by the fox spoken of on page 54·
Turn to the unfinished story on page 49, find a
series, and notice its punctuation.

PART I

STORIES AND POEMS

22. A PRAYER.

SYLLABLES.

Father, we thank thee for the night
And for the pleasant morning light,
For rest and food, and loving care,
And all that makes the world so fair.
Help us. to do the thing we should,
To be to others kind and good,
In all we do, in all we say,
To grow more loving every day.

I. What is a prayer? To whom is it addressed?
By whom is this one said? Why should we be thankful for the night? For the morning light? Why is it
called pleasant? Why should we be thankful for rest
and food? From whom do children receive loving
care? Name some of the things that make the world
fair.
I

II. Name some things that
should we be kind and good
kind act done by a boy or a
grow more loving every day?
girl do this?

we should do. Why
to others? Tell of a
girl. Why should we
How may a boy or a

57

V. Note the following list of words:
Two

SYLLABLES.

manly
hardly

THU.EE SYLLABLES.

man ijest
hardihood

In this list, the words are separated into syllables.

Write the following words, separating them into syllables:
Father, tender/ morning, blessings, coming, evening, family,
children,. concern, concerning, faithful, faithfully, situation, consider, consideration, foolhardy.

Sometimes we do not have room on a line for all of
a word and we are obliged to divide it. In such cases
the division should always be made between syllables,
and the part on the first line should be followed by a
hyphen (-), as in the words syllables and consider at
the ends of lines in this lesson.

23. VALENTINE.

III. Write this prayer from dictation and commit it
to memory.
IV. Tell and then write a story about a child who
does kind and good things.

Long ago there lived a priest named Valentine. This good
man was noted in all the country round for his kindness. He
nursed the sick, comforted the sorrowing, and was always ready
to give help to any one who was in need. Valentine dearly loved
the children, and those who went to him for food or clothes were
never turned away.

-~

58

PART I

After this kind priest became too old to go about among his
people he was very sad, because he thought he could no longer
be of any help to them. Then he remembered that he could
write loving messages to the sick and sorrowing. Soon his
friends began to watch for the kind words that were sure to come
whenever sorrow or joy entered their homes. Even the little
children would say, when they were sick, "I think Father Valentine will send me a little letter to-day."
. But after a time no more letters were recei~ed; and . soon the
news wen t abro;i,d that good old Valentine was dead. Then
every one said that rnch a kind man was good enough to ·be
called a saint. And from that day to this he has been known as
Saint Valentine.
It was not long before people began to celebrate his birthday
by sending loving messages to their friends. The notes and
letters containing these messages were called valentines.
This all happened years ago, but good St. Valentine is still
remembered on the 14th of each February.

-~- -

STORIES AND POEMS

59

III. Dictation:

••

· The valentine I'm sending says,
"The one that I love best;"
There's only one to give that to;
Perhaps you may have guessed.
I'll send it with my dearest love
To you, dear mother mine,
To tell you that I'll always be
· Your faithful valentine.

Tell some things the boy sending this must do to
prove himself his mother's "faithful valentine."

IV. Write an account of an incident connected with
the sending or receiving of a valentine, or write an
account of two or three things the boy of Ill did for
his mother.
THE HYPHEN.

I. What was the priest's name? For what was he
noted? Of whom was he especially fond? How did
the people feel when he became old? What did he
then do? What did children say when they were
sick? Why did the letters stop? In what way did
the people show that they remembered the good
priest?

V. Find in your school reader five examples of the
hyphen used to divide words.
Show in how many ways each of the following words
may be divided at the end of a line:
Operation, multiplication, situation, compassion, something,
earnestly, complying, unyielding, forgiveness, husband, celebration.

24. JACK FROST.

II. Tell in your own words the story of Valentine ; and tell what some one did to make another
happy.

Oh, there is a little artist,
Who p;i.ints in the cold night hours
Pictures for little children
Of wondrous trees and flowers.

60

PART I

Pictures of snow-white mountains
Touching the snow-white sky,
Pictures of distant oceans
Where pretty ships go by.
Pictures of rushing ri vers
By fairy bridges spanned;
Bits of beautiful la ndscapes
Copied from fairyland.
The moon is the lamp he paints by,
His canvas the window pane,
His.brush is a frozen snowflake,
Jack Frost is the artist's name.

I. Who is the little artist? What does he do?
Why does he paint in the cold hours? Why at night?
Does he ever paint by day? Tell what he paints.
What is his lamp? His canvas? His brush? For
whom does he paint ?
II. Write this poem from dictation, g1vmg especial
attention to the capitals and punctuation marks.

STORIES AND POEMS

What are the exact words that John said?
Harry's answer.

6r

Give

The exact words of a person, wheri repeated by another, are called a Direct Quotation.
A direct quotation should be inclosed in quotation marks
(" ").
The first word of every direct quotation should begin
with a capital.
A comma is usually placed before a direct quotation.

Write from dictation:
A fair little girl sat under a tree,
Sewing as long as her eyes could see;
Then smoothed her work and folded it right,
And said, " Dear work, good night, good night."
- Lord Houghton.
" What are you thinking about ?" said John. " Ate you
going to the country?" asked Mary. The crows said, "Caw,
caw," on their way to bed.
The little air! said to the beautiful sun,
"Good m~rning, good morning; our work is begun."

III. Tell an imaginary story of Jack Frost.
IV. T ell and then write a story about this little
artist, or about something you did in winter.

Vo Examine the following sentences:
John said," Harry, where are you going?"
" I am going tu the city," said FI arry.

25. THE LION AND THE MOUSE.
A lion lay down to sleep under a shady tree. Some mice, •
while chasing one another in fun , ran over his face and awoke
him . Laying his paw on one of them, he was about to crush
him; but the little fellow begged to be allowed to go free, saying
he was only having some fun. The lion gave him his liberty,

PART I

STORIES AND POEMS

and went into the woods. Here he was caught in CJ. net set by
some hunters. He could not free himself, and he began to roar.
The mouse whose life he had spared came, and with his sh~rp
teeth soon set him free.

quotation, Whaf punctuation mark precedes and
follows them ?

I. Give in your own words the conversation between
the lion and the mouse when the mouse .was caught,
and then give the conversation when the lion was
caught.

Write a ten-line conversation between two boys or
two girls in regard to the best way to have fun on a
rainy day, using several divided quotations.

62

II. Give an account of playful things you have seen
mice, or kittens, or dogs do.
·
III. Tell about a game during which you accidentally broke a window or injured something, and how
you made good the damage done. Or tell about a
trip to the country, or a rest in the shade.
IV. Write an account of a kind act done by one
person to another which was repaid by another deed
of kindness. This story may be real or imaginary.

DIVIDED QUOTATIONS.

V. Note the following sentence:
"Alexander," said Philip, "this place is too small for you."

What words are quoted? What .words are .not
quoted ? The words that are not quoted divide the

The words that divide a quotation are separated from
the rest of the sentence by commas.

26. A FAREWELL.
Farewell, dear child, I have no song to give thee;
No"lark could pipe to skies so dull and gray ;
But ere we part one lesson I would leave thee,
For every day:
Be good, sweet maid, and let who will be clever;
Do noble things, not dream them, all day long;
And so make life, death, and that vast forever,
One grand, sweet song. - Charles Kingsley.

I. Wh~t word is generally used instead offarewell ?
What does farewell mean? What does good-by mean?
Read this poem carefully several times. Who do you
think is speaking? Why? When a mother says
good-by what does she usually add? Why do the
skies seem so dull and gray to this parent? Why does
she wish to leave one lesson for her child? Why a
lesson for every day? Why not a different lesson for
each day? What is this one important lesson?

PART I

II. Give a list of good things a girl may do. What
is meant by. clev~r? Give a list of clever things she
may do. What is meant by dreaming noble things?
What are some noble things a girl may do? Commit
the poem to memory.
III. Tell a story, based upon this poem, of a mother
who was obliged to leave her little girl, and who gave
her some parting advice.

_N. Write a story of a girl who did good, noble
thmgs each day, instead of dreaming them.

STORIES AND POEMS

27. A LITTLE HERO.
A boy in Germany, playing one day with his sister, four years
old, heard the cry of some men who were chasing a mad dog.
The boy, suddenly looking around, saw the dog running toward
b.im; but instead of trying to get away, he took off his coat, and,
wrapping it around his arm, boldly faced the dog. He held out
the arm covered with the coat. The dog came up and bit at it
until the men came and killed the animal.
When asked why he did not run away when he saw the dog
corning, the little hero said, "Yes, I could have run from the
dog; but if I had he would have bitten my sister. I gave him
my coat that he might tear it, and thus she would be saved."

I. Tt>ll the story of the little hero in your pwn words.
QUOTATION MARKS (Continued).

V. In writing, it is often necessary to mention the
titles of books, newspapers, stories, and lectures. In
~uch cases they are considered as quotations, and are
m~l~~ed in qu~tation marks. Thus: "The Psalm of
Life was written by Longfellow. Bunyan's "Pilgrim's Progress" has been widely read.
Write the following from dictation:
" The Evening Herald" is read by thousands of intelligent
people. We spent the afternoon reading Whittier's "Snow
Bound." Rudyard Kipling's "Jungle Book" was given to me
as a present. "Paradise Lost" is an English classic. "Moth
G
" . h
h"
.
er
oose 1s t e c 1ldren's treasure. Hawthorne wrote "Grandfather's Chair." Ma ry likes " The Elsie Books."

II. Write a letter to a friend giving the facts of the
story.

III. Give an account of an escape from a dog, a
runaway horse, or some other animal, or tell of some
one in danger who was saved by another.

N. Give a,n account of a brave act which you once
saw, or tell how a person might rescue another from a
burning building, or from death by drowning.

QUOTATIONS (Continued).

V. Copy the following sentences:
William said Mary come here.
John answered Henry I know where your book is.
BL. STEPS BNG. -

5•

66

PART I

Punctuate these sentences so as to show that William
is the speaker in the first and John in the second.
Rewrite these sentences in the same order, and punctuate them so as to show that Mary is the speaker in
the first an<l Henry in the second. What change
occurs in the punctuation?
Bring to class fi ve original sentences containing unbroken quotations.
Write five original $entences each contairtina a
divided quotation.
b
What divided quotations are found in " The Fox in
the Well " ?
28. THE SWORD OF BUNKER HILL.
He lay upon his dying bed ,
Hi s eye was growing dim,
vVhen with a feeble voice he called
His weeping son to him :
" vVeep not, my boy,'' the veteran said,
" I bow to H ea ven's high will ;
But quickly from yon an tlers bring
The sword of Bunker Hill. "
The sword was brought ; the soldier's eye
Lit wi th a sudden fl ame;
And, as he grasped the a ncient blade,
He murmured ·w arren' s na me;
Then said , "My boy, I leave you gold,
But what is richer still ,
I leave you, mark me, mDrk me, no.w,
The sword of Bunker Hill.

STORIES AND POEMS

"Oh! keep this sword," his accents broke, A smile - and he was dead;
But his wrinkled hand still grasped the blade,
Upon that dying bed.
The son remains, the sword remains,
Its glory growing still ;
And twenty millions bless the sire
And sword of Bunker Hill.
\

- W illiam R. W allace.

I. Who was on his dying bed? What is a veteran?
What request did he make? Where was the sword?
Why was it called "the sword of Bunker Hill " ?
How had it been obtained? Why did the soldier's
eye light with a sudden flame? Who was Warren?
Why did the sold:er murmur his name? What two
things did the veteran leave to his son? Which did
he think the richer? Why? How is the glory
"growing still" ?
II. Tell this story in your own language.
III. Give an account of the Battle of Bunker Hill
after your teacher has told you of it.
IV. Write a true or an imaginary account of the
capture of a sword, a rifle, a flag, or a snow fort.
A TEST.

V. Fill each of the following blanks, using one word
for each blank, and making sentences as indicated:

68

PART I

STORIES AND POEMS

III. Write the same story as though the girl herself
were telling it. Be careful in the use of quotation
marks and capitals.

(A declarative

I.

sentence.)

- --?

2.

(An interroga-

tive sentence.)
3·
- - - -, a n<l - -4. " - - -

- --

,and - - - can - - - - -

IV. Write or tell a story about a child that was lost
near home.

?"

5. " -- " -- - -- - - - ---- - - - - - 6.
(An imperative
sentence.)

A. AND A.N.

V. The letters a, e, i, o, and u, and sometimes w
and y, are called vowels. The other letters are called
consonants.
The little words a and a:n are shortened forms of an
old word meaning one.
An should be used before all words beginning with
a vowel sound. This includes words beginning with
h not sounded, such as honest and honor, but excludes
words beginning with u pronounced you, as union,
useful, etc.
A is used before words beginning with a consonant
sound. Tell why a or an is used:

29. MARY SHEPHERD.
Two hundred years ago Mary Shepherd , a girl of fifteen, was
watching for t~e savages on the hills of Concord, while her
brothers were thrashing in the barn. Sudden ly the Indians appeared , slew the brothers, a nd carried her away. In the night,
while the savages slept, she untied a stolen horse, slipped a saddle from under the head of one of her captors, mounted, fled,
swam the Nashua River. and rode through the forest, home.
- George William Curtis.

An
An
An
An
An
An

I. How long ago was this? What was the girl's
name? What was she doing? What happened ?
T ell just how she escaped. Describe what she had
to do before she reached home.
II. Tell the story of Mary Shepherd m your own
language.

\
'

I

)

apple.
elephant.
inkstand.
orange.
umpire.
honest man .

A boy.
A lion.
A pen.
A lemon.
A uniform.
A happy man.

Make sentences each containing one or more .of the
following ·words, using a or an before each of them:

70

PART I

Horse, cow, dog, eagle, herring, violet, piece, shot, gun, cherry,
onion, organ, parrot, bi cycle, ear, evening, bookcase, Indian ,
honor, useful, European .

30. REVIEW.

I. State the rule for the punctuation of a senes.
When should a be used ? When an ?
Write the following from dictation:
J ack Frost pa ints pi ctures of trees, flowers, mountains, and
oceans. Make life, death, and the vast forever, one grand, sweet
song·. It is often necessary to mention the title of a book, a newspaper, a story, or a lecture. Valentine nursed the sick, comforted · the sorrowing, helped the needy, and cared for the little
ones. Ma ry Shepherd untied a horse, took a sRddle, quietly
mounted, rod e swiftly away, swam a river, aud reached home.

Write five sentences, each containing a series. Let
one be about the little hero, one about Valentine, one
• about Jack Frost, one about the lion, or the mouse,
and one about the fox in the well.
Write three original sentences illustrating the rule
governing the use of a and an.

II. Write the following from dictation, showing by
a space the division into syllables:
A farm er had sev er al quarrel some sons. The fa ther
un tied the bu n die. Val en ti ne com fort ed the sor row ing.
\Ve eel e brate his birth day by send in g lov ing messages
to our friend s.

STORIES AND POEMS

Copy .the following, indicating by
sion into syllables, as shown above:

a space the divi-

Examine the following sentences. Quotation marks are used
to inclose the exact words of another. A is. used before words
beginning with consonant sounds, an before words begin~in g
with vowel sounds: The hyphen is used at the end of a line,
between syllables; wh~n part of the word must be written on the
following line.

Write five sentences illustrating the rule for the use
of the hyphen.

III. Write the following from dictation:
The father said, " In union there is strength." The poet
said," J ack Frost is a little artist." Charles Kingsley sa~s, "Do
noble things, not dream them , all day long." Nelson signaled ,
"England .expects every man to do his duty."
Little J ack Frost walked through the trees.
. "Ah," sighed the flowers, "we freeze, we freeze."
"Ah,'' sighed the grasses, "we die, we die."
Said little J ack Fros•, "Good-by, good-by."
The girl was reading " Little Women ." She had read "Uncle
Tom's Cabin," " Black Beauty,'' "Alice in Wonderland,' ' and
" R obinson Crusoe." At our house we read " The New York
Herald,'' "The Youth's Companion," and "St. Nicholas."

N'o thought of harm disturbed each breast,
In peace they laid them down to rest,
Close sheltered in " The Maine."
The sentry called out, "All is well."
The ship so gently rose and fell
The anchor felt no strain.
- Martha E . Oliver.

72

PART I

Write three sentences, illustrating three different
uses of quotation marks.
IV. Complete the following story:
Elizabeth Simpson had long been wishing that she could do
something unselfi sh and helpful, but she was always unwilling
to do what her mamma suggested .
·
But one day she came in from school with her face covered
with smiles.
"Oh, Mamma," she cried, "in our work to-day we had a
poem about doing noble things, not dreaming them all day long,
a nd I determined really to do something and not merely to think
about doing. So I began on my way home. I met a little ragged
girl on Wiston Street who was crying! oh, so hard.

STORIES AND POEMS

73

WilJames went
town, and John went
liam has
pets; he likes
play with them. Mary
. The light is
bright
likes apples and pears
for the boy's eyes. The man was
feeble
walk·. The ball was thrown
swiftly
be caught.
- - - men were wa:lking - - - - the office.
much
attention can not be paid - - - - neatness. His illness was
severe
last long.
wrongs never
make a right. He turned
see---- children, and
they turned
see him - - - -

\Vrite three original sentences, using to and too in
each.
Write three original sentences, using too and two in
each.
Write three original sentences, using to and two in
each.

TO, TOO, AND TWO,

V. Care should be taken in using the words to, too,
and two.
Always use two when meaning the number indicated
by the figure 2.
Use too when also or more than enough is meant,
or may be used instead.
Use to in all other cases.
The following sentences show the proper uses of
the words :
It is too hot for comfort. John came to his desk to write two
letters and Mary came too.

Use to, too, or two in place of the following blanks:

NOTES.
31. NOTES.

I. Copy the following note, observing carefully the
form, the capitals, and the punctuation:
Dear Grandpa:
School will close next month, and then I shall go
to see you. I hope the cherries will not all be gone before that
time.
Your grandson,
GEORGE MOORE.

II. Why is it important to have a note show to

74

PART I

NOTES

whom and by whom it was written? Where are capitals used in the above note? Periods? Commas?
III. Write a note similar to that in I. Suppose that
you have sprained your ankle, and will not be able to
attend school for a week. Write to your teacher, telling her what has happened, and asking her to let you
know what lessons are assigned for the following day.
Be careful about capitals and punctuation.
IV. Write the teacher a note, thanking her for sending the information. Tell her that your ankle is better
and that you hope to be in school the following Monday. Ask her to continue sending the lessons.

75

32. NOTES.

I. Write to a schoolmate, asking him to let you
know what lessons are to be studied for the next school
day.
\
II. Write to a friend, asking him to come to see
you, and to bring a storybook for you to read while
you are kept in the house.
III. Write to your co_usin, telling him about your
school, its location, its size, and the name of your
teacher. Give a list of your studies, and tell which
you like best, stating why.
IV. 'Write to a friend, telling of an afternoon you
have recently spent very pleasantly.

IN AND INTO,

V. In and into are often used incorrectly. In denotes position, and into denotes entrance, or change
from one form to another.
Use in or into in place of the blanks in the following
sentences:
Mary went
the street. The knife is - - - the
the house. The boy
drawer; you will find it if you go
played
the kitchen until his mother called him - - the parlor. The door was open and Willie walked - - - the
room. Come out
the street and see the boy - - the carriage.

THEIR AND THERE.

RIGHT AND WRITE.

V. Their denotes possession; there either refers
to place or begins a sentence, without denoting possession.
Use their or there in place of the .blanks in the following:
The girls lost
way. - - - were two roads leading from the place. The house is - - - Samuel and John
father lived
- - - were three
said that
work was - - men who said that

PART I

NOTES

Insert right or write in each of the following blanks:

34. NOTES.

\Villia m can - - - .

It is better to - - - the words

33. NOTES.

I. Write a note to George and Mary, asking them
to spend an evening at your home. Tell them who
will be there and what games will be played.

II. Write an answer accepting the invitation.
III. Write an answer declining the invitation, and
saying why you arc unable to accept it.

IV. Exchange papers and mark the errors.
rewrite your own note carefully.

Then

LAY AND LIE,

V. To lay means to put or to place; to lie means to
rest, to remain.
Write the following sentences correctly:
Lie (or lay) down and rest. The coat lays (or lies) on the
grass. He comes into the room where the sick man lies (or lays).
- - - the pencil on the desk and let it
there until
you need it. The pencil is laying (or lying) there. Laying (or
lying) on the grass, I enjoy the cool breeze and the blue sky.
The carpenter
his tools on the ground . The cows
were
in the pasture.

77

I. Ima.gine that you are to spend a Saturday afternoon with your .uncle. Tell the class where you are
going, how and what you expect to do.
II. Write to your uncle, telling him that you hope
to spend next Saturday afternoon at his home, if convenient to him. State when you will arrive, and when
you expect to return.
III. Write a note to your cousin, giving an account
of a visit you once made. Tell where you !"'ent, what
you saw, and what you did.

IV. Write a note quoting a stanza of poetry for
which a friend has asked. Give the name of the
author and of the publisher.

LOVE AND LIKE.

V. We like persons and things that please us; we
love persons for whom we have affection.
Complete the following sentences, using love or like
correctly:
ice cream.
his brother a nd
William
his daughter.
Charles
sweet cake. Mr. Wilson
John
his pet rabbit. Which do you
better;
coffee or chocolate? Do you
to watch a game of base
ball? She
music.

PART I

35. NOTES.

I. Write to a friend, asking him to attend a picnic.
Tell who are going, where the picnic is to be hekl,
how the place may be reached, and at what cost.
T ell also what is to be done, and when your friend can
return.

PART II.
THE SENTENCE.

II. Write to your mother, telling her about a picnic
you attended or a visit that you made. Give any
particulars you think will be of interest.

OBSERVATION.

III. Write to a friend , telling how your favorite·
game is played, when and with whom you play it,
and why you like it.
IV. Write to your sister, telling her something your
favorite animal has done.

REVIEW.

V. Write sentences containing the following words,
using each word at least twice:
To, two, too, in, into, their, there (two uses), love, like, right,
and write.

36. THE RABBIT.

I. How large is a rabbit? Describe its ears; its
coat; its legs; its tail. Where does it stay in the daytime? On what does it feed? How do rabbits sometimes lllJUre plants,
vegetables, and trees?
Why are they sometimes used as pets?
First, make sentences
telling one thing; as,
The rabbit is as large
as a cat. Then make sentences covering tw·o or
more points; as, The rabbit has long legs and sharp
teeth.

II. Write a description of a rabbit based on the
above questions.
79

80

III.

PART II

OBSERVATION

Ned's Bunny.

The word in a sentence that names the person or thing
about which something is said, is called the Subject of the

Would you hear about my bunny,
And his little ways so funny ?
First of all, then, you must know
He has a coat as white as snow,
Staring eyes of pink so pale,
And a tiny, dumpy tail.
He runs about the nursery floor,
The chairs and ta bles clambers o'er,
And nestles down upon my lap,
Beside the cat, to take a nap.

sen~ence.

Name the subjects in the following sentences:
Boys run. Birds sing. Waters flow. T ime flies.
ran. Flowers bloom. Henry studies. Mary sings.

Name the subjects in the following sentences:
.

The little bey was playing. The boy on the front seat reads.
Dozens of birds were seen. The load of coal was delivered.

Write five sentences having proper names as subjects.
Write five sentences, each having a group of words
as its subject.

iV. Write a story about a pet bunny, or any other
pet, or write answers to questions in I. and III.
!HE SUBJECT.

V. Note the following sentence:
M ary sings.

Who is spoken of in this sentence? What word tells
this? What, then, does this word do? (Names the
person about whom something is said.)

The ma n

Sometimes a group of words forms the subject;. as,
John and James ran. The girls of our class can sing.
.

Describe Ned's bunny. How does the bunny spend
his time ? Where does Ned keep his bunny sometimes? What does he do there? What other pet is
in the same place? Tell the story of Ned's bunny in
your own words.

8r

37. THE SQUIRREL.

I. Compare the rabbit and the
squirrel in the following particu~
lars: coat, ears, head, body, tail,
home, and food. Tell some things .
a rabbit can do that a squirrel
can not do. Which does the
more harm?
II. Write a description · of · a
squirrel, using the_particulars referred to in
BL. S T RPS ENG.

- 6

r..

82

OBSERVATION

PART II

III. Which makes the better pet, a rabbit or a
squirrel ? Why? What use is frequently made of the
skin of the rabbit? Of the skin of the squirrel?
IV. Tell and then write a story about a squirrel
or some other animal.

THE PREDICATE.

V. Examine the following sentence:
Mary

A sang.

What word here tells what Mary did? (Sang.)
The word Mary is the subject, and names the person
about whom something is said. The word sm;g tells
what is said about the person named by the subject.
The word or words in a sentence that tell what is said
of the person or thing named by the subject, are called the
Predicate of the sentence.

Name the predicates in the following sentences:
Dogs bark. Boys run. The girl sews. J ohn talks. Rabbits
jump. Fran cis will read. William can write. The pitcher is
on the table. President Lincoln was assassinated.

38. THE HEN.

I. In what part of the head are a hen's eyes? Describe her ears. How do they differ from a rah bit's?
From a squirrel's? Describe her bill. Why is it
so hard at the point? How
is her body covered? With
what are her legs covered?
How many toes has she on
each foot ? Which way do
they point? Why can not
a hen fly far? Where does
she sleep? What kind of
food does she like? What
enemies has she? How does she def end herself from
them?
II. Tell how the hen is of value to man. How
does she sometimes give trouble? · What will a hen do
when her chickens are disturbed? How does she call
her chickens? What does she do when she sees a
hawk? What do the chicks do then?

Supply subjects or predicates for these blanks:
Squirrels - - - Little children - - - . Christopher
Columbus - - - - - run. ---swim.
sleeps.
sleep.
ea t.
read.

Place these sentences in diagrams like

Mary

A~

III. Write a story telling how a hen defended her
chicks against a rat or a cat, or how a boy secured a
suit of clothes by selling eggs, or how a girl saved the
life of a chicken, which later became a useful pet.

PART II

OBSERVATION

IV. T ell and then write a storv about the fun
some children had with Easter eggs.'

39. THE DUCK.

PREDICATES: IS AND ARE.

V. Examine the following sentences:
Mary A is singing.

Mary and Julia A are singing.

How many persons are named by the subject of the
first sentence? What is the first word in the predicate?
How many persons are named by the subject of the
seco~d sentence? What is the first word in the
predicate?
Is s~ould be used in the predicate of a sentence when
the subject names but one person or thing. Are should be
us~d when the subject names more than one person or
thmg.

Fill the following blanks:
H enry - - - sick. The girl - - - at school.
was a t church.
John
· N ew York? Wilm
liam, Henry, Sa mu el, a nd Geore:e
·
~
gomg
to sch ool.
The hen' s eyes
small. The - - - 1s
· reading a
and
·
book.
- - - waiting
for the train.
- - - flying kites.

Write five sentences containing is, each having the
name of a city as subject.
·write five sentences each containing two or more
names of books or boys as subjects.

85

~ead

I. What difference is there between the
of a
hen and that of a duck? Compare their bills. What
difference is there between the neck of a du.ck and
that of a hen ?
Where does the
duck like to be?
Why does it not
sink? On what does
it feed? Of what
use are ducks?

III. Give an account of something you have seen a
duck or some other fowl do. Tell where it was, when
it was, what you were doing before you saw it, and
what you did afterward; or tell the story of "The
Ugly Duckling."
IV. Complete the story begun in the following lines:
Whistling to his dog, Tom bounded into the barnyard. He
had gone but a short distance when he noticed a duck that
seemed unable to walk. As he came near it the duck tried to
waddle away, but he picked it up and found that one of its legs
was broken.

,,,,

86

OBSERVATION

PART II
SUBJECTS: SIMPLE AND MODIFIED.

V. Note the following sentences:

87

get the wool from the sheep's back? On what does
the sheep feed? What kind of pet does it make?
How does ·it compare in sense with the dog? With

Mary sang in the choir.
.
Little Mary sang in the nursery.

What is the subject in the
word 111ary might .be given
o
.or
r woman; but we chan ae
when we add the word littl:. its

fi t
rs sentence? The
applied to any girl
possible application

A word added to another to
called a Modifier.
change its application is

Modifiers often consist of a group of words.
A_ suhject that has no modifiers .is called
Subject.
a Simple

In the se con d example little Ji,f ary is the Mod1'fied
Subject.
Add mo d'fi
i ers to the subjects in the foll
.
.
owmg sentences; as , Fishes swim · All fi sh es swim.
B Boys play. Girls sing. Ducks swim A I
ooks please. Flowers are fragrant Ch'ld pp es are good.
bark at street cars. Trees bend n r· . d bl1 ren swing. Dogs
·
vvm s
ow.

the horse? Why 1o you think so? What enemies
has the sheep? What means of defense?
II. Tell a story about a sheep, answering some of
the above questions.
Ill. Write the story of "Mary and her Lamb."
.

40. THE SHEEP.

. I.. What kind of coat has the shee ? 0
P·
f what use
is this coat to th h
e s eep and to us ? How do farmers

IV. Give a history of wool from the time it .grows
on the sheep's back until it is made into some article
of clothing. Tell all the changes it goes through, as
far as you can.

88

PART II
DECLARATIVE SENTENCES: ANALYSIS.
SUBJECT.

PREDICATE.

OBS ERV A TI ON

other animal swam; or in which some boys threw
sticks into the water and sent a dog after them.

Careful students A succeed well.

V. This is a declarative sentence. (Why?) The
modified subject is Careful students; the predicate is
succeed well. The simple subject is students.
Place each of the following sentences in a diagram
as above :
The harv est rnoon was shining brightly. The frightened girls
were crying. T he old red house was burned. Brave General
Custer died fighting nobly. The swift current was noiseless.
Bright days fly swiftly. Rainy days are dreary.

41. SWIMMING AND WADING.

. I. Where did you first wade or try to swim? Describe the place. The kind of day. Tell the troubles
you had , if any. Have you ever used a swimmingboard? How is it used? Can you float? How do
you do it ? Why do you think swimming or wading
pleasant exercise? Is it healthful? Why?
II. Write answers to the above questions.
III. T ell a story about swimming or wading.
IV. Tell or write of an incident in which a dog or

THE DECLARATIVE SENTENCE: SUBJECTS
PREDICATES.

A~·

V. Examine the following sentences:
J ohn runs.
John jurnps. ·
Henry runs.
Henry jurnps.

We can combine these and make one sentence out
of four; thus, John and Henry run and jump.
The subject of this sentence is John and H enry.
It is made up of the connected words John and Henry .
The predicate of the new sentence is run and jump.
It is made up of the connected words run and jump .
Modifiers also may be connected.
Place the following sentences in diagrams similar to
this one: J ohn and Henry

A run and jump.

Boys and girls study. Girls study and recite. A rnericans
and Europeans disagree. Hunting and fishing are sports. Mary
and Julia sew and knit. Seed time and harvest bring good cheer.

Make fi ve sentences having connected subjects.
Make five having connected predicates. Make five,
each having both subject and predicate connected.

90

PART II

42. THE GARDEN.

I. Where does the currant grow? On what does it
grow? What is the usual height of the bush? What
is the color of the fruit before it is ripe? After it is
ripe? T ell some of the uses of currants.
II. Where does the turnip grow? What is its
usual size? What is its shape? What is the color of
the outside? Of its flesh? What part of the turnip
do we eat? At what season of the year is the turnip
most used? How is it usually prepared for the table?
III. Name the vegetables that furnish food from
parts growing in the ground; from parts growing
above the ground. Name some that contain much
juice; little juice. Name those that are usually eaten
raw; cooked. Name those that must be used pr~mptly;
those that rriay be kept until winter. Name some
whose leaves may be eaten; some whose fruit may be
eaten. Name those you like best.

tv.

Write an account of something you planted or
watched grow.

.-

THE SUBJECT (Continuer!).
Ripe grain

~

was cut.

V. In this sentence the word ripe is a modifier of
the subject grain .

OBSERVATION

91

Show by a similar diagram the subject and pr~di­
cate of each of the following sentences. Name the
modifiers:
The beautiful tree is old. The old man is wounded. The
brave old soldier was cheered. The new book is bright. The
wide deep river is bridged. The wounded soldier swam to the
shore. My old pen is broken. The young lady was unhurt.

Make ten original sentences, the subject of each
containing one or more simple word modifiers.
43. THE POTATO.

I. Give a description of the potato: its size, shape,
skin, and eyes. How is it
planted? Where do potatoes grow ? How are they
prepared for food ?
How
many kinds of potatoes are there? Compare the sweet
potato with the Iris~ potato.
II. Write answers to the
above questions.
III. Give an account of a
day spent at work in a potato
field, or at some other farm
work, or of a day spent in the
woods or on an excursion .
IV. Give in writing full
directions for preparing potatoes for food in some manner.

92

PART II

OBSERVATION

SUBJECT WITH CONNECTED WORD MODIFIERS.

II. Write a complete description of the American
flag.

The wise and good president A was murdered.

V. In this sentence the subject president is modified by the two connected words wise and good.
Show by a diagram the complete subject and the
predicate in each of the following sentences. Point
out the subject, and tell by what it is modified:
A small and timid little boy was blamed. The brave and
honest driver was rewarded. Wide and deep rivers are dangerous. The beautiful and fragrant flower was admired.

Make five original sentences each containing two or
more of the following words, used as modifiers of the
subject:
Dry, soft, pleasant, warm, many, few, handsome, thoughtless,
perfect, tough , bra Ye, cheerful, tender, bad, happy, sure, sad,
low, high, sweet, sour, good-natured.

44. THE FLAG.

I. How many colors are there in our country's
flag? What are they? Give the colors of the stripes.
How many are there of each color? What is the
name of the blue part of the flag? (The field.)
What does the field contain? How many? Why?
Why are there thirteen stripes? What may cause an
increase in the number of stars? What does the flag
represent?

93

III. Tell the different ways in which the flag may
be honored: for example, by soldiers, by sailors, by
military officers, by patriotic citizens, by school children, in parades, etc. Why is no advertising allowed
on the flag? How may each of us best honor the flag
in everyday life ?
IV. '\Trite a true or an imaginary story about a
brave deed connected with the American flag; or tell
how the flag saved the life of an American in a foreign
country.
PHRASES.

V. Examine carefully the italicized vrnrds m the
following sentences:
The time of war is over. The time of peace is here. The
flag floated over the fort. The lady was looking for her book.
William tried to study. To be good is to do your duty. Reading
books is pleasant. Tramping over the fields is healthful.

Such expressions as to study, to be good, and tramping over the fields, are Phrases.
There are also other kinds of phrases.
Select the phrases in the following sentences:
The love of country leads to heroic actions. To do good should
be our constant aim. The noise of the crowd drowned the cries
of the child on the pavement. Climbing trees is good exercise.

94

PART II

OBSERVATION

Write sentences, using one of the following phrases
in each:

III. Write the following from dictation, and tell
why each capital, comma, and period is used:

T o honor the flag, carrying coal, to study, to eat, on the
street, a t noon, from the city, on ice.

The English house is carved, curtained, hung with pictures,
and filled with good furniture. Each man walks, eats, drinks,
shaves, and dresses in his own fashion. Offices, farms, and
trades descend from father to son. They are full of coarse
strength, rude exercise, .and sound sleep.
- Adapted from Emerson.

45. REVIEW.

I. Insert is or are in place of each of the following
blanks :
A hen calls her chickens when they - - - in danger. The
duck
in the water. The dog and the wolf - - - enemies of the sheep. There
ripe currants on the bush.
Wading
enj oyed by children. A rabbit and three
in the barn. The colors in our flag---squirrels
red, white, and blue. There
a blue field in our flag.

Tell the subject and predicate of each of the above
sentences, except the two beginning with th ere.
Write th:cee original sentences illustrating the use of
the hyphen (see page 57).
II. Write the following from dictation:
nut you must have hope and you must have faith,
You must love and be strong - and so If you work, if you wait, you will find the place
Where the four-leaf clovers grow.
- Ella Higginson.

T ell the subject and the predicate of each of these
sentences.
Write five original sentences containing phrases.

95

Write five original sentences each containing a series.
IV. Read the following contrast, and compare it
with the contrast you wrote in Lesson 37 (page 81):
The Horse and the Cow.

The horse and the cow are useful animals. They are both
found in the country, but in the city horses are seen oftener than
cows.
The horse is taller and more graceful than the cow, having
slender legs, a longer neck , and a flowing mane. The cow is
clumsy-looking, and has a thick neck with no mane. Her head
is shorter and broader than that of the horse, and so are her
ears. They stand out from the sides of her head, while those of
the horse are nearer together and extend upward. The cow has
horns, which grow from her head above her ears, but the horse
has none. A cow chews her cud; that is, after swallowing her
food she returns it to her mouth and chews it again ; the horse
can not do this. The hoof of the hoi:se is solid , while that of
the cow -is in two parts. Both the horse and the cow have long
tails. That of the horse is bushy, being made up of long, flowing hair, while that of the cow is bushy only at the end.

PICTURES

97

THE SUBJECT (Continued).

V. Note this sentence:
Readfog good books

is helpful.

The subject of this sentence is the phrase reading
good books.

Indicate the subject and the predicate in each of
the following sentences by a diagram similar to the
above:
To be good is to be happy. To work is necessary. Reading
good books is pleasant. Trying to do well is praiseworthy. To
help others is a duty. To obey the law is to do right. Shooting
fire crackers is a holiday sport.

PICTURES.

46. HIS FIRST RIDE.

I.

I. What is this woman doing? Why does she hold
the child? What is she probably saying? Why is
she so interested in the little one? What is the feeling of the child? How does he show it? '\Vhat is
the boy doing? Why? What kind of floor ·has this
room? Is this a wealthy family? Explain your
answer.

I

II. Give the story of this picture. Tell how you
think the goat was obtained, and what the mother
RL. ST B.PS E NG, -

7.

P ICTURES

97

THE SUBJECT (Con#nued) .

V. Note this sentence:
Reading good books

i s helpful.

The subject of this sentence is the phrase reading
good books.
Indicate the subject and the predicate in each of
the following sentences by a diagram similar to -the
above:
To be good is to be happy. To work is necessary. Reading
good books is pleasant. Trying to do well is prai seworthy. To
help others is a duty. To obey the law is to do righ t. Sh ooting
fire crackers is a holiday sport.

PIC TURE S .

46. HIS FIRST RIDE.

I. What is this woman doing? Why does she hold
the child? What is she probably saying? Why is
she so interested in the little one? What is the feeling of the child? How does he show it? What is
the boy doing? Why? What kind of floor ·has this
room? Is this a wealthy family? Explain your
answer.
II. Give the story of this picture. T ell how you
think the goat was obtained, and what the mother
E L . S TEP S ENC.- 7.

"

-

-

.
------~

-

PICTURES

99

and the boy said and did in trying to give the child
a ride.

III. Tell of a ride you once had on a horse, on a
bicycle, in a wagon, in a sleigh, or in ·a boat.
IV. Write a tru e or an imagina ry story of an attempt that you once made to make a box, a sled, or
something else, or answer in writing the questions
in I.
CAPITAL LETTERS.

V. What are the different uses of capital letters?
(See pp. 13, 24, 35, 37· 41, 43, 47, 49, 50, 53.)
Write the names of three boys and of three girls in
your room.
Use in sentences the names of five cities or towns
in your State.
Use in sentences the names of two railroads, of
three streets, and of three companies or business
firms.
4 7 . THE SOLDIER BOYS.

I. Where do you think these children live?

Where
are they now ? What are they doing? What ti me of
year is it? Who is the captain? Why are they drilling? What will they do when they are through?

P lCT URES

IOI

II. Write ten sentences a bout the boy with the fl ag,
or about a parade you once saw.
III. Describe the picture, telling who these boys
are, where they li ve, where they are playing, what
time of year it is, and what they will do next.
IV. Write or tell a story about somethin g you have
done or seen , suggested by the picture on p. 98.
THE SUBJECT (Continued).
The fiowers on the table ~ were fragrant..

V. N ote that in this sentence the su bj cct flowers is
modified by the phrase on the table.
Show the complete subjects and pred icates in the
following sentences, using a d iagram similar to the
one given above. P oint out the phrase modifiers of
the subj ects:
The man on the wagon is my b rother. T he song of the bird
pleased the listening child . Th e lady in tlie parlor is waiting.
The hand s of the clock suddenly stopped . T he p:.ith throzig/1
the fields is overgrown with weeds.

48. FRIENDS OR FOES.

I. Tell the story of the opposite picture from th r
questions asked and from what you observe in th(
picture :
What does the name of the picture mean ? W h(
are fri ends here? At what are they looking? Wh·
J OO

I

I.
!
PICTURES

I'i.

103

are they looking at it so intently? What is the toad
going to do? What else do you see in the picture
on P· 100? What season of the year is it?

II. Write or tell a story suggested by the picture
on p. roo and the questions.

III. Tell an imaginary story about a child , a kitten,
and a dog.

IV. Write a story telling of some playful thing that
you have seen a dog do.
THE COMMA.

V. What uses of the comma have you learned?
(See pp. 23, 55, 6r, 63.)
Insert the necessary commas :
"Yes I shall go on lV1onday Tuesday or Wednesday." " No"
he answered " the roses are not blooming." J ohn Mary Clara
and Hortense are under the tree. "Will you bring some water
Donald? " Mamma said , "I wish William you would get the
bail the bat the gloves and the mask." " Thomas please close
the door the shutters and the windows." The boys hold the
flag beat the drum ride the horse put their hands in their
pockets and march along.

49. SUMMER FUN.

11

SUMMER FUN.

102

I. How many children are in this picture? Which
is the oldest and which the youngest ? How many
groups are there? Which boy seems to belong to
neither ? Where has the large boy been, or where

' I

l'A Wr II

P!CTUJ{E S

will he probably go soon ? Which of these children
do you think owns the wagon ? O f what is the body
of th e wagon made? What kind of wheels has it?
Who do yo u think made it? Why do you think so?
I s it a safe wagon for a small child? Why do you
th ink so)
How many flags are in the picture?
What ha ve the children been doing with them? Who
do you think ow ns the bicycle? \Vhydo you think
so?

III. T ell an imaginary story about this group of
children or about two or three of them.

Wh y do children lik e to play under these trees?
vVhat is each one in the lower group doing? Where
is the upper group? How many children are in it?
How did they reach thi s platform? From this platform where else can a boy go? H ow many trees support the platfor m ? Who do you think built this
platform ) H ow high do yo u think the platform is
from the grou ml ? How can yo u tell?
What do you th ink this house is used for? Why do
you think so°-:
What shm1·s that t hi s is a holiday? Wha t tim e of
year is it ? What shows this? What kind of day?
How do you kn ow?
II. D escribe thi s pi cture, or answer in writing the
questi ons asked in I. Or describe so me picture in
your reade r. T ell what things are represented in the
picture and 11·bat people, if any. Tell what time of
year it is, and "·hat makes you think so. T ell whether
the scene is in th e city or in the country.

105

IV. Tell of some place in which you and your
companions like to play, or tell o~ some experience
you have had playing ball, riding a velocipede or
bicycle, climbing a tree or to the roof of a building,
playing with a cart, or playing with dolls.

THE CLAUSE.

V. Study the following sentences :
The
The
The
The

wise
man
man
rnan

111.an is careful.
that is wise is carefnl.
came early.
cmne when the sun rose.

What do we know from the word wise ? (The kind
of man that is careful.) What do we know from the
expression that is wise? The word wise and the expression that is wise are both used as modifiers of the
subject. What expression in the fourth sentence is
used in the same way as the word early in the third
sentence? (vVhen the sun rose. )
Such modifiers as that is wise and when the sun rose
are called Clauses.
A Clause always contains a subject and a predicate.

Point out the drnses in the following sentences :
Th e man that bought ihe house has go ne.

Roberl .Bru ce, u ·li o

P ICT URES

was a brave king, became discouraged. The spider that he saw
gave him hope. The soldiers that fig/it bravely are honored .
The children that study hard will be promoted . The tree bends
when the wind blows. The lesson that the little creatu re taught
the king was never forgotten. As he lay thinking, he saw a
spider. I will come if I can . Each one was bu sy as we sat in
darkness. The boy Gecame excited when he saw the fish. The
captain shouted as he staggered down the stairs.

Insert .clauses in the following sentences :
The boy
has gone to the store. The man - - left early this morning. The president
died sudd enly.
The boys
live in a white house. George Washin gton
- - - is honored by all true American s. The ma n started
- - -. I will come for you - - --

Tell the subject and predicate of each clause given
above.

50. A BIRTHDAY GIFT.

'I

A

13IRTHD A y

I06

GIFT.

I. What is the boy in the picture doing? How
did he obtain this horse ?
Who is in the right of the picture at the front? To
what country do you think he belongs? Why is he
leaning forward with his hands raised? In which do
you think he is the more interested, -- the boy or the
horse? What is the relation of the old gentleman to
the boy ? What is his feeling toward him as he
watches him? How is this shown ? How does the
woman feel ? How can you tell ? Who do you think

107

PICTURES

was a brave king, became discouraged. The spider that he saw
gave him hope. The soldiers that fight bravely are honored.
The children that study hard will be promoted. The tree bends
when the wind blows. The lesson that the little creature taught
the king was never forgotten. As he lay thinking, he saw a
spider. I will come if I can. Each one was busy as we sat in
darkness. The boy Lecame excited when he saw the fish . The
captain shouted as he staggered down the stairs.

Insert clauses in the following sentences :
The boy
has gone to the store. The man - - left early this morning. The president
died suddenly.
The boys
live in a white house. George Washington
- - - is honored by all true Americans. The man started
- - - . I will come for you - - - -

Tell the subject and predicate of each clause given
above.

50. A BIRTHDAY GIFT.

I. What is the boy in the picture doing? How
did he obtain this horse ?
Who is in the right of the picture at the front? To
what country do you think he belongs? Why is he
leaning forward with his hands raised? In which do
you think he is the more interested, -·the boy or the
horse? What is the relation of the old gentleman to
the boy ? What is his feeling toward him as he
watches him? How is this shown? How does the
woman feel? How can you tell? Who do you think

i'

'I
A
11

BIRTHDA y

GIFT.

106

-~-

,.,_.,__

~~

~

--

- ~ ---~

-

-...-...d.1.:.-: __ .._. ~L.:. ~':U.""'fi'l~~

,,.~ ~ :i - -

"""""'=

:- "'

109

PICTUJ{ES

she is? Why should she be more anxious than the
old gentleman? What feeling has the dog?
II. Tell or write the story of the picture on p. 106,
giving the name of each person and also of the horse.
III. Tell the story of a girl that received a gentle
pony and a cart as a birthday gift. Give an account
of a day in her life, showing how she gave pleasu~e
to several other persons by means of her gift.
IV. Write a story of a ride you once had, or of a
birthday gift of a goat, of a bicycle, of a hobby-horse.

SIMPLE CLAUSE MODIFIERS.
The boy that raised the flag

A was

cheered.

V. P lace the following sentences in diagrams s1m1lar to the above . Name the clause modifiers :
The book that is on the table is a dictionary. He who is truthful is trusted. The field that had been plowed was reaped. The
fire that the travelers lighted burned fiercely. He prayeth well
who loveth welt. The man that violates the law is punished .

.51 . OFF FOR AMERICA.

I. What are these children playing? Give each of
them a name. \:vho is the captain? What is he
doing? . Why is he leaning back ? Who are the pas108

PART II

PICTURES

sengers? What is on the lap of one of them? What
is the girl near the middle of the boat doing? Why?
To whom does the dog belong? How is he enjoying
the sail? In what country do these children probably
live? Give a reason for your answer. Is this a river,
a lake, or part of the ocean? What makes you
think so?
What is the business of the men living near where
these children are? Are they merchants, or farmers,
or fishermen?
Whose hat is the boy probably
·wearing?
What has made these children think of playing
they are going to America? Why have some of their
friends and relatives left their home land and gone
to America?
How deep is the water here? What shows this?
Where did they get the banner? What use are they
making of it? What kind of weather are they having
for their voyage? What would probably happen if a
storm arose?

III. Tell a true or an imaginary story of some
children playing boat, playing store, playing school,
playing church, or playing railroad train. Or tell a
story which you have heard about a boat, or about
the sea.

110

II. Tell a story suggested by these questions and
the picture. Tell what the children were playing before they came to the boat, who proposed the trip, how
they got into the boat, what each said, where they
went, what they saw, how long they were gone, and
when they returned. Or tell what you think the boy
would do if the boat should upset, and what the
others would do.

I I I

IV. Write a story about playing in a boat, along a
lake or stream, or with dolls or dogs. Or write part
of a poem you know which mentions a boat.

THE SUBJECT A CLAUSE.
What was said

A was not heard.

V. The subject of this sentence is the clause what
was said.
Find the subject and the predicate in each of the
following sentences, and place the sentences in diagrams as above:
Whoever is unselfish is loved. What was done was foolish.
What he said was true. Where he lives was known to all. What
he intended is clear. What the difficulty was is unknown. Whatever he did was well done. Whatever is spoken in secret shall Le
made known. Whoever sins shall suffer.

Point out the subject and predicate of each clause
given above.
Write five original sentences, each having a clause
used as the subject.

PICTURES

J J3

52. THE TOY BOAT.

I. Tell what this picture and these questions suggest:
What is this boy doing? How large is the boat?
Are these real or toy fish? Why do you think so?
How does the boy move the boat? What birds are on
the tree? What else do you see in the picture?
What time of year do you think it is? Why?
II. Give in full the story of this picture, telling
where the boy lives, how he got the boat, and what he
did with it.
III. Tell a story of a boat you once sailed or savv,
or about playing in the water.
IV. Write a different story suggested by ~he picture;
or write a story you have heard or read about something that was done by a bird.
THE APOSTROPHE.

V. For what different purposes is the apostrophe
(') used? (See pp. 24, 29.)
Insert the necessary apostrophes, and then write m
the uncontracted form:

THE Toy BOAT.

!!2

o er. e er. It s J ohn. I m here. I 11 go. You 11 see.
They re at home. I ve two plum s. I can t go. H e is n t
here.
We did n t see them. He does n t carry that kind.
She has n t come. Id like to go. Yes, ma am.
EL. STRP S F..Nr.. -

8

PICTURES

I I

5

Write sentences using contractions instead of the
following full forms:
I shall; can not; do not; did not; does not; we shall; he
would; are not; she has; what is; I had been; is not; will not;
it is; neyer.

53. TH:E END Ol" THE DAY.

I. Why are this woman's feet and arms bare?
What do you think she has been doing? Why is
she standing in the water?
Why are the children on the horse? From what
place have they probably come? Tell all that the
older boy is doing.
Why is the little one reaching out his hands? What
is the mother saying?
How does the picture suggest the end of the day?
Why has the horse been brought here? What has he
probably been doing during the day? What shows
this? Why did the father not lead him here?

II. Tell the story suggested by this picture, g1vmg
names to the persons, and telling what was probably
said by each when the children asked for a ride.

THE END OF THE DAY.

III. Write an account of a summer day in the life
of this family. Tell what the mother does, how the
older boy cares for his little brother, how he amuses
him, and what else he does to help his mother.

PICTURES

I I

7

IV. Give an account
. of a bare-back ride .vou once
enjoyed, or tell of driving home the cows, feeding the
chickens, riding in a boat or in a street car, or of
anything else of interest in your life.

SUPPLYING SUBJECTS.

V. Supply simple \vord subjects for the following
predicates:
- - - blow. A - - - bends. The-- - - - screams.
- - ·- - fly. An old
sat by the waysid e.

Supply connected word subj ects :
- - - - and
·-- - -run and jump.

play in the fields.
and
- - --and-:---- wi ll be present.

Supply simple phrase subj ects: (see page 97)
- ·- - - is to be happy.

- - - is to lea rn.

Supply clause subj ~cts: (see page IIr)
- - - - - will suffer.
be known in time.

- --

is not kn own.

- - - will

54. LESSONS IN . BOAT BUILDING.

BOAT BUILDING.

IJ 6

I. Tell the story suggested by the picture on the
opposite p~ge and by the following questions:
What is this man doing? How old do you think he
is? What did he do when younger? Who is the boy?

rr8

19

PAl<T II

PICTURES

Why is he watching so in tently ? What does he wish
to learn ? What has the man in his hands? What
kind of boat is he making? Who will sail the boat
;vh e~ it is fini shed? Wh ere ? Wh at kind of building
is thi s? H ow is it used? What else do you see in
the picture?

The subject of an imperative sentence is usually the
pronoun you, expressed or understood.

II. Give the story of this picture in full, telling who
the boy is, why he wanted the boat, how he got it, and
what he did with it.
III. T ell the story of your efforts to make a toy
boat, or other toy. T ell how, when, and where you
played with it, giving anything of interest about it.
IV. Write a story about thi s picture, or about some
boat you have seen or of which you have reacl.

IMPERATIVE AND INTERROGATIVE SENTENCES.

V. Note the following sentences:
Yon come li ere.

~.~ come here.

Come her~.

___..::__1\ Come here .

J ohn, yo11 rnm e here.

John
_ _y_o'_' A cmne here.

What kind of sentences arc these? (Imperative.)
What is the subject of the first? (You.) In the .
second sentence the subject is also you, but it is not
expressed. It is said to be understood.

I

In the third sentence the word John is used to call
the attention of the person addressed.
Note the following sentences :
Where is J ohn?
H' here are you. going?

.Tohn

A is

~A

Where?

are going W/1ere?

What kind of sentences are these? Examine the
diaornms
and determine the subject of each.
b
In interrogative sentences the subject often either
follows the predicate, or is found v\.·ithin it, as in the
example~ given above.
Point out the subjects and predicates in the following sentences, and place them in diagrams:
You go home. Go. Come. Mary, bring me the book.
William, study your lesson. Come to the desk, John. ·w hen
will the train start ? Why did J ohn run ? Catch me, Bessie.

Write five original imperative sentences.
Write five original interrogative sentences.
Diagram the sentences you have written.
55. REVIEW.

I. Write the following from dictation, giving the
reason for capitals and punctuation marks:
" \Vell, Bob, what do you want?"
"My name is not Bob,'' said Marco.
makes everybody call me Bob."
The man made no reply to this.

" I don't see what

120

STORIES AND POEMS

P A RT II

" I s .M r. Ba ll here?" sai d :Ma rco. " I wa nt to see Mr. Ball. "
"And what do you want of M r. Ball ?" sa id th e man. " They
call me Ba ll som etimes."
" I wa nt to get a horse,'' sa id A'f arco.
"A horse !" replied lVf r. Ball . "You are not old enough to
be tru sted with a horse."

" Where did you come from, baby dear? "
"Out of the everywhere into the here."
" Where did you get your eyes so blue ?"
"Out of the sky as I came through."
" How did you come to us, you d ear ?"
" God thought of you, and so I a m here."
- George MacDonald.

II. Wri te <l c.onvcrsation between a girl and a
woman whom she does not know. The ·girl comes
to get two quarts of milk each evening from the
woman. Have each one speak at least three times.
Use the word s said, replied, and ans?.vered. Be sure to
punctuate correctly.
III. Write the following from dictation:
Look
Look
Look
Lend

up and not down.
for wa rd and no t back.
out and no t in .
a hand . - Edward E verett H ale.

Com e, little bee, to the wild rose cup .
Bring her some pollen, and then you shall sup.
Come wh ere th e fi ve pink petals hold
A 1rn rld of sweets in a heart of gold.

-

I2I

What imperative sentences are found in these
quotations? What interrogative sentences ? What
declarative sentences?

1,
I

I

IV. Write a description of the picture "A Birthday Gift~' (page ro6), or of some other picture.
V. What is a sentence? A declarative sentence?
An impei;ative sentence? An interrogative sentence?
Give an example of a phrase. Make a sentence
containing a clause ~odifying the subject.
Place the following sentences in suitable diagrams :
The bird that sang has flown. The ma n that saved the city
has gone. M arching rapidly, the arm y escaped. What was
done was unwise. Whoever runs may read.

Kate L ouise Brown.

He liveth' long who li veth well ,
All else is life but fl ung away ;
He Ii veth longest who can tell
O f true things truly done ea ch da y.
SJ\\· an a ct, a nd you reap a. habi t ;
Sow a ha bi t, and you rea.p a cha rac ter;
Sow a chara cter, and you rea p a destin y.

STORIES A N D POEMS.
56. GRACE DARLING.
It was a dark September morning. There was a sto rm at
sea . A ship had been dri ven on a low rock off the shores of
the F am e I slands. It had been broken in two by the wa ves,
and half of it had been washed away. The other half lay yet

--------

~·

l
1
I

·I

JI
I

"

123

PART II

STORIES AND POEMS

on the rock, a nd those of the crew who were still alive were
clinging to it..
On one of the islands was a lighthouse; and there, all through
that long night, Grace Darling had listened to the storm.
Grace was the daughter of the lighthouse keeper, and she
had lived by the sea as long as she could remember.
"We mu st try to save them!" she cried. "Let us go out in
the boat at once!"
" It is of no use, Grace," said her father. "We can not reach
them."
"We can not stay here and see them die,'' said Grace. "We
must at least try to save them."
In a few minutes they were r eady. They set off in the heavy
lighthouse boat. At last they were close to the rock, and now
they were in greater danger than before. But after many trials
Grace's fat her climbed upon the wreck, while Grace herself
held the boat. Then, one by one, the worn-out crew were helped
on board. Her father climbed back into his place. Strong
hands grasped the oars, and by and by all were safe in the lighthouse.
- Adapted from Baldwin's" Fifty Famous Stories Retold."

he less anxious than Grace to save the men? Why
did he know the danger better? How did Grace persuade him? What was the result? What shows that
Grace was brave? How do we know that she was
tender-hearted ? Skillful ?

12 2

I. Read the story. When did this incident occur?
D escribe the effects of the storm at sea. What had
happened to the ship? To the crew? What is a lighthouse? What is it for? How is it kept? What kind
of life do the lighthouse keepers lead? T ell what
kind of things Grace probably learned to do. What
kind of girl was she? What did she hear during the
night? What did she see in th e morning? What did
she want to do? Why did her father object? Was

II. Tell the story of Grace Darling, using your
own words.

III. Write an imaginary story, telling of the brave
deed of a boy or a girl living near the sea.

IV. Give an account of a brave deed of which you
have known, heard, or read.

THE INTRODUCTORY WORD THERE.

V. Note the following sentence:
There was fun on the playground.

What is spoken of in this sentence? (Fun. ) Then
the word jun is the subject. What is the simple predicate? (Was.) It will be noticed that the subject
follows the simple predicate, instead of standing before
it, as is usual. This is made possible by the use of
the introductory word there.
When it is used in this way there is called an
Expletive.
There
.fu.11.

A w.as on the playgromul.

124

PART Il

STORIES AND POEMS

Place each of the following sentences in a diagram
similar to the on e on p. 1 23:
There was a spide r in the shed.
J ohn. There is a li on in the way.
the pavem ent. Th ere was a tumult
pla ce lik e hom e. There have been
worry. There are tears and love for
a nd tears for th e gra y.

There was a man named
There was much ice on
in the city. There is no
many persons killed_ by
the blue. There are love

125

II. In your own words tell the story of the poem.
III. Tell or write a story about a boy, or an Indian,
with a bow and arrow, or about William Tell.
IV. Write this poem from dictation, and commit it
to memory.
THE DECLARATIVE SENTENCE: THE MODIFIED
PREDICATE.

57. THE ARROW AND THE SONG.
I shot an arrow into the air,
It fell to ea rth , I know not where;
For, so wiftly it flew, the sight
Could not fo ll ow it in its fl ight.
I breathed a song into the air,
It fell to earth, I know not where;
F or who has sight so keen and strong
Tha t it can follow the flight of song?
Long, long afterward , in an oak
I found th e arrow, still unbroke;
And the song, from beginning to end,
I fo un d again in the heart of a friend.
- Henry W. Longfellow.

I. D escribe a bow and an arrow. Who uses a bow?
How is an arrow shot? Tell how . this arrow went
and what happened . ·what, in the second stanza,
corresponds to the arrow? What to the bow? What
became of the real arrow? Where was the song found?

John

A was speaking rapidly .

V. What is the simple .predicate of this sentence?
(Was speaking.) By what is it modified? (By the
word rapidly.)
Point out the complete subject and the complete
predicate in each of the following sentences. Place
each sentence in a diagram similar to the above:
The bird sang sweetly. The place was lightened brightly. The
Mississippi rose rapidly. The old man spoke slowly. The little
boy cried bitterly. The fort was carried quickly. ~he work
i s progressing slowly. William J ones has been prai~ed often.
General J ackson marched rapidly. The telegraph wires were
repaired speedily. Tl~e passengers were -greatly frightened.

58. BRUCE AND THE SPIDER.
There was once a king of Scotland whose name was Robert
Bruce. The king of England was at wa r with him, and had
led a great army into Scotland to drive him out. of th~ land.
Six times had Bruce led his brave little army <;1.gamst his foes,

126

PART II

STORIES AND POEMS

and six tim es had his men bee:1 beaten. At last his army was
scattered, a nd he was forced to hide him self in the woods.
One rainy day Bru ce lay on the ground under a rude shed.
He ~as ready to give up all hope. As he lay thinking, he saw
a spider over hi s head, making ready to weave her web. He
watched her as she toil ed slowly and with great care. Six times
she tried to thro w her frail thread from one beam to another
a nd six times it fell short.
'
" P oor ti.
irng.I" sa1"dB ruce. " You, too, know what it is to
fail."

II. Point out the things in the story that show
bravery; that show perseverance; that show kindness.

But the spid er did not lose hope with the sixth failure. With
still more ca re she mad e ready to try for the seventh time. Would
she fail again? No! The thread was carried safel y to the beam
and fasten ed there.
'
"I, too, will try a seventh time!" cried Bruce.
He arose and ca lled his men together. He told them of his
pla ns, and sent them out with messages of cheer to his disheartened people. Soon there was an army of brave Scotchmen
around him. An other ba ttle was fought, and the king of England was glad to go back into his own coun try.
The lesson which the little creature had taught the king was
never forgotten.
-- Adapted f ro111 Baldwin's" Fifty Famous Stories Retold."

I. What was the name of the king of Scotland ?
What kind of man was he? Why was his kingdom in
danger? How many battles had been fought? Who
had been successful? How did this affect Robert
Bruce? How did it affect his army? Where did
Bruce go? How did he feel? What did he see?
How many times did the spider try? With what success? H ow did this affect Bruce ? What did he do?

127

III. With book closed, reproduce the story of
Robert Bruce. In two or three concluding sentences
tell the kind of man you think he was.
IV. Write an account of something you tried very
hard to do, telling of your success or failure.

THE APOSTROPHE.

V. For what different purposes is the apostrophe
(') used? (See pp. 24, 29.)
Insert the apostrophes necessary to show possession :
For truth to me is all in all,
My honor and my wealth,
My hearts desire, my bodys strength,
My souls eternal health.
Gods way may not be mans way. The
life. Boys habits are mens characters.
actions are the cause of parents worries.
careless their thinking is careless. The
poets joy.

suns heat is the earth s
Childrens thoughtless
When girls words are
skylarks song . is the

Use the following words to show possession by
using the apostrophe or the apostrophe and s:
Men, boy, child, parent, dog, chickens, cow, children, deer,
cousins, aunt, John, grocer, smith, traveler.

128

STORIES AND POEMS

PART II

59. NIGHT.
The night has a thousand eyes,
And the day but one ;
Yet the light of the bright world dies
With the dying sun.
The mind has a thousand eyes,
And the heart but on e ;
Yet th e light of a whole life di es
When love is done.
- Francis William Bourdillon.

I. Read the poem carefully. What is meant by the
e!es of the night and the eye of the day? Which
gives the more light? What difference is there in the
effect when each goes out? Have you ever seen the
eyes of the night wink or twinkle? What is meant
by the " dying" sun? What happens when the sun
goes down ? When the stars appear? What is
twilight?
II. Write the poem from dictation.
III. T ell in your own words about the eyes of the
day and of the night, or tell of a walk or a ride you
have taken when the stars were shining.
IV. Write at least ten sentences telling of the games
and other a musements suited to twilio-ht hours or tell. h
b
'
mg ow you spent some twilight hour.

129

THE MODIFIED PREDICATE (Continued) .

V. Note the following sentences:
The President came by rail.

He came to the capital.

How did the President come? (By rail.) Where
did he come? (To the capital.) By rail and to the
capital are simple phrases modifying the · predicate
came.
Name the phrase modifiers of the predicate m the
following sentences:
The little child looked on with gladness. The kind old
minister smiled at the little child. By working steadily we finished the task. In silence the Indian followed his foe. The
party traveled by railroad. The light of the world dies with the
dying sun. The wind howled through the silent village. We
waited for the train until midnight. We laid him down in
silence. God tempers the wind to the shorn lamb. The sun
rose in splendor.

60. ARNOLD WINKELRIED.
A great army was marching into Switzerland. The soldiers
would make slaves of the people. The men of Switzerland knew
this. They knew that they must fight for their homes and their
lives. Every soldier was fully armed . What could the poor
country people do against such foes as these?
"We must break their lines," cried their leader, "for we can
not harm them while they keep together."
The bowmen shot their arrows, but they glanced from the
soldiers' shields.
RL. STEPS EN G .

- 9.

130

PART II

" If we can not break their ranks," said the Swiss, "we have
no cha nce, and our country will be lost!"
Then a poor man named Arnold Winkelried stepped out.
"On the side of yonder mountain," said he, " I have a happy
home. There my wife and chi ldren wait for my return. This
day I will give my life for my country."
With these words he ran forward.
" F ollow me," he cried to his friends. "I will break their
lin es, a nd then let every man fight as bravely as he can."
He had nothing in his hands, neither club, nor stone, nor
other weapon. But he ran straight onward to the place where
the spears were thi ckest.
"Make way for Liberty!" he cried, as he dashed into th~
lines.

A hundred spears were turned to catch him upon their points.
The soldiers forgot to stay in their places. The lines were broken.
Arnold 's fri ends ru shed bravely after him. Th ey had no thought
of fear, a nd they won at last.
- Adapted from Baldwin's" Fifty Famous Stories R etold."

I. What was the danger to Switzerland? What was
about to happen to the people? For what were the
men of Switzerland fighting? How did their army
compare with that of the enemy? What did the bowmen do? With what result? What was tried next?
With what success? Then what happened?
II. T ell in class, in your own words, the story of
Arnold Winkelried . Also tell stories of other brave
men who have died for their country.
III. T ell all you can about the kind of man Arnold

STORIES AND POEMS

I

3I

Winkelried was; how you think he would treat his
animals· whether he was kind to his children; and
how m~ch he loved his country, as shown by things
told in the story.
IV. Write the story of a brave deed, real or imaginary, done by a boy or a girl.

THE MODIFIED PREDICATE (Continued).
We A m011ed in darkness and ·i n silence.

V. Notice that in the above sentence the predicate
is modified by the two connected phrases in darliness
and in silence, instead of by one.
Name the phrase modifiers of the predicate in each
of the following sentences :
The old soldier fought in France and in Spain . The long
and difficult sentence was written on paper and on parchment.
The text will be found in Mark and in John. The sun was
shining on fi eld and on forest. We parted from our companions
with sorrow but with hope. Arnold Winkelried is honored at
home and in all lands.

Make five original sentences contammg phrase
modifiers of the predicate. Show by a diagram the
complete subject and predicate of each. If you wish,
write of Arnold Winkelried.

13 2

PART II
STORIES AND POEMS

61. THE CAPTAIN'S DAUGHTER.
We were crowded in the cabin
Not a soul would dare to sl:ep It was midnight on the waters,
And a storm was on the deep.

In con-

IV. Tell and then write of a storm that you have
seen . .

As thus we sat in darkness
Each one busy with his ~rayers,
"We are lost!" the captain shouted,
As he staggered down the stairs.

THE MODIFIED PREDICATE (Continued).
The man

But his li ttle daughter whispered,
As she took his icy hand,
" Isn' t God upon the ocean
Just the same as on the l~nd?"

- ! ames

III. Tell the story in your own words.
clusion, tell what it teaches.

133

T. Fields.

I. Read the poem carefully. Tell all you can about
the effc~ts of a severe storm. Who were crowded in
the cabm? Why? Why did thev not dare sleep?
~hy did_ they fear the storm? Why were they bus~
with their prayers ? Where had the captain be ?
What h~d he been doing? Why did he come do;~?
Why d_1d he shout? Why did he stagger? Why
would it be worse for the captain to give up than for
any other? Why was his hand icy? What did his
daughter mean ?
II. Write the poem from dictation and commit it
to memory.

A came

when he heard the noise.

V. What is the modified predicate in this sentence?
(Came when he heard the noise.) What is the simple
predicate? (Came .) By what is it modified? (By
when he heard the noise.) What do we call such expressions? (Clauses.)
Diagram the following sentences in a similar way,
and point out the clauses and the predicate of each :
The army moved forward when the morning sun shone. There
was not a man left when the boat started. The nation mourned
when its president was assassinated. Where thou goest I will go.
The man walked that his wife might ride.
We shall suffer
punishment if we violate the law.

62. THE BRAVE THREE HUNDRED.
All Greece was in danger. A mighty army led by the king
of Persia had come from the East, and in a few days would be
in Greece. The king had sent messengers into every city and
state, bidding them give him earth and water in token that the
land and the sea were his.

134

PART II

But they said: "No! we will be free!·"
There wa s on ly one way by which the Persian army could
enter Greece, a nd that was a narrow path between the mountain s a nd th e sea. This pass was guarded by Leonidas, the
king of the Spartans, with three hundred Spartan soldiers.
Soo n the Persian soldiers were seen coming. Leonida s a nd
his Spartans held their ground. Some one brought them word
that there were so many Persians that their arrows darkened the
sun .
"So much the better," said the Spartans; "we shall fight in
the shade."
But one by one the Spartans fell. At last their spears were
broken; yet still they stood side by side, fighting to the end.
All day long the army of the Persians was kept at bay. But
when the sun went down there was not one Spartan left alive.
Y et Greece was saved.
- .'1daptedjrom Baldwin's" Fifty Famous Stories Retold."

I. What was the danger to Greece? What did the
Persian army expect to do? How must they enter
Greece? vVho guarded this pass? How many Persians were there ? How many Spartans? What word
came to the Spartan soldiers? What did they reply?
What \vas the outcome of the battle? Could so small
a number hold back an army now? Give the reason
for your answer.
II. Write this story in letter form, giving the main
facts.
III. Tell a true or an imaginary story of a brave

STORIES AND POEMS

135

deed done in a recent war ; or the story of the Spartan
boy and the fox he had stolen.
IV. Tell the story of a brave deed done by some
one you know; or an imaginary story of a brave deed
done by some one not a soldier; or of a boy or a girl
who gave something to another to obtain his good
will· or of Robson's attempt to block the harbor of
'
Santiago.

QUOTATION MARKS.

V. How are quotation marks used? (See PP· 47,
62, 64.)
.
Write the following quotations with proper punctuation and quotation marks, using the name of the
author both before and after the quotation; thus,
John said, "I will go." "I will go,'' said John.
Shakespeare.
Virtue may be assailed, but never hurt. - J ohn Milton.
Neither a borrower nor a lender be. - Shakespeare.
Little strokes fell great oaks. - Benjamin Franklin.
lri the woods a man casts off his years and is a lways a

r. To thine own self be true. 2•

3.
4.

S·

child . - .Emerson.

Write five sentences containing the names of books
or poems, using quotation marks properly.
Write five sentences of conversation between Martha
and William, using quotation marks properly.

PART II

STORIES AND POEMS

63. GAELIC LULLABY.

ATTRIBUTE COMPLEMENTS.

Hush!." T~e waves are rolling in,
White with foam, white with foam.
'
Father toils amid the din.
But baby sleeps at ho~e.
Hush! the wind roars hoarse and deep On they come, on they come !
'
Brother seeks the wandering sheep,
But baby sleeps at home.
Hush
v\ ! the rain sweeps o'er the kno wes, i
''here they roa m, where they roam.
'
Sister goes to seek the cows
But baby sleeps at home.'

I. What causes the waves and foam? What is the
father doing? What makes the din? Wh t . h
bbd.?
a1ste
. a y omg . Why are the sheep wandering? What
the b:other trying to do? Why? What is the
sister d?mg ? Where are father, brother, and sisters?
Where is the baby?

i:

II. Write the poem from dictation.
III. Tell the story of a time when you were safe at
home, and a storm was raging outside.
IV.. Write an account
of what the fathe r, b ro th erd
.
an sister were domg, and of what the bab
d . '
at home.
y was omg
1

Knolls, little hills.

137

V. Examine the following sentences:
Henry is cold.
Washington was a patriot.
Trumbull was an artist.

Omit the word cold from the first sentence. This
makes it incomplete. The word cold fills out or completes the statement. It is called an Attribute Complement.

Phrases and clauses also can be used as attribute
complements.
Point out the attribute complements in the following sentences:
Washington was a patriot. The nights are cool. The apple
is sour. He was called H enry. The baby was called Mary. He
was made governor. The lady is kind. The day is clear. William was truthful. The horse is old.

64. THE EIDER DUCK.
In a far northern country, one day a man was walking along
with a gun on his shoulder, and beside him was his little son.
Suddenly the boy raised his hand and pointed at a large bird
standing upon a rock not far away. The bird seemed to be hard
at work; it spread its wings, bent its head, and leaped about.
"There, father, is a big bird! Shoot it! Shoot it! Quick!"
The father did not know what to do. He knew that he must

138

PART II

STORIES AND POEMS

find some game for his famil for ti
did not like to kill th e b. dy, " \'T1hey had but little food; but he
·
1r ·
·1 Y don't
ou h
.
· .
. Y s oot, father?
Th e bird will soon ft Y· \"h
·v a t makes y
· ? What
·
doing?"
ou wart·
is she

Show by a diagram the complete subject and the
complete predicate in each of the following sentences.
Point out the attribute complements:

"Sh e is
· a fine, large bird rnv b . "
.
can not shoot her SI .
' . . OJ, said the father, "but I
1e is an eider duck a m th b. d
.
.
IS pulling the feathers f.
I
b
'
o er Ir ; and she
f
r om 1er reast to mak
nest for her little ones It h t h
e a so t, warm
·
ur s er to do this b t h d
· d .
h
' u s e oes not
mm it, for she loves them bett th
er a n s e does herself."

He is wise and good. Lady Henderson was beautiful and
graceful. His delight was to swim and to hunt. The reply of
the man was, "We will leave and you may come." His favorite
amusements were jumping and rowing. The names of the trio
were Clay, Calhoun, and Webster.

139

I. T ell or write this story in your own words.

_II .. Write a letter to a friend tellina
this eider duck.
o the story of
III. Tell a story of a bo or 0 f
.
a girl who tried
find somethino- for a r . d y
t:>
inen or who did
th.
'
I
some mg
order to aet some food
o
or some c othes for a person
need.

to
.
m
in

IV. Write a story of a bo who
.
mittens to his little b th . y
gave his coat or his
a girl who wrapped ~~ ehr onl a cold day. Or tell of
.
r s aw around a bab t k
it warm, though she was cold
y o eep
kind act done by an 'd
· Or tell of some other
o1 er person for a younger.

ATTRIBUTE COMPLEMENTS (Continued).
.
Sh e A is noble and true.

V .. In this sentence the two words noble and true
'
combmed, form the attribute complement.

65. REVIEW.

I. Write two original sentences contammg the expletive there. Write two original sentences having
word modifiers of the predicate. Write two original
sentences each containing two connected modifiers of
the simple predicate. Write two sentences each containing phrase modifiers of the predicate. Write two
original sentences each having clause modifiers of the
predicate. ·write two original sentences each having
attribute complements.

II. What two uses of the apostrophe have you
learned?
Write the following from dictation:
The captain's daughter said, " I sn't God upon the water?"
The cup was placed to Sir Philip's lips. But mamma's baby
sleeps at home. Bruce's army had met defeat six times. Longfellow's poem, "The Arrow and the Song," voices an important
truth. Grace Darling's courage saved men's lives. Robert
Bruce's country was saved by a spider's web .

140

PART II

LETTERS

Show possession in the following by the use of a
phrase instead of the apostrophe and s; as, the boy's
sister: the sister of the boy.

lina; Kentucky; mountain; ri ver; county ; free on board; rural
free deli very ; quart; pint.

England's king; Arnold Winkelried's friends; the baby's blue
eyes ; the sun's heat; Benedict Arnold's treason; the dog's growl;
a soldier's honor; Sir Philip Sidney's unselfishness; the child's
cry; God's love.

III. Write the following from dictation, and then
write them using the uncontracted forms:

141

V. Complete the following story:
Before Captain Taylor started for Cuba with his combpany, ~el
had said to Jennie, his ten-year-old d aug ht er, "My rave
h . hgird
must take good care of mamma an d t h e b a b Y',," and s e a
d "All right papa I 'll do the best I can.
answere ,
'
'
h d
·r ed when
A month had passed and nothing unusua 1 a occur ' lli
. ht she was a wakened by her mother ca ng,
one stormy mg
. come qmc
. k'"
"Jennie, oh, J enme,
.

Where there 's a will, there's a way. It 's known that he '11
be glad to come. Who 'd know if we did it? What '11 you do
about it? The teacher '11 let us go. I 'd be glad to go if he 'd
only let me. We 're going home now. They 're coming this
evening. Didn't you know they wouldn't be here? I won't say
that I didn 't know. I don't know; you don't know; we don't
know; they don ' t know; but, he doesn't know.

LETTERS.

66. THE COMPLETE LETTER FORM.
HEADING.

50 Broadway, Buffalo, .Y.,
Nov. 20, 1905.

IV. Write the following from dictation, using first
the abbreviation and afterwards the full form:

SALUTATION.

My Dear Father:
Gen. U. S. Grant; Col. Newcome; Maj. Pendennis; Lieut.
Hobson; Rev. James Parker; Dr. Watson; Prof. Huxley; Capt.
Davis; J. W. Blair, D.D. Trains leave at 9 a.m. and 3 p.m.
The comet was seen 29 B.C. The goods will be delivered F.O.B.
the cars at New York. Mark the package C.O.D. Lieut.
Jenkin s was killed on the "Maine." Gov. White will not approve the action.

Write the abbreviations of the following:
An swer; bushel; barrel; doctor of divinity; Pennsylvania;
California; Ohio; New York; Connecticut; Virginia; South Caro-

BODY OF LETTER.

I expect to leave here on Tuesday evening and to bed a: hornet
. .
d.mner. I h av e had a ,,croo time a
. f e for Thanksg1v111g
Joe's and shall tell you all about it when I reach home.

~nc~:

CLOSING PHRASE.

Your son,
SIGNATURE.

James.

I. Copy the above letter, omitting the names of
the parts.

PART II

LETTERS

II. Write a similar letter from your own home to
a different person, and dated at some other time.

In the first sentence the word Jfary completes the
statement by telling whom the ball struck. What
does the word James do? The word apples?
Words used in this way are called Object Complements.
Object complements may be wor<ls, phrases, or
clauses.
Find the object complements in the following sentences:

III. \ Vrite headings, salutations, closing phrases,
and signatures for the following letters:
A letter from Franklin H . Jones, living at 41 Vincent Avenue,
St. Louis, Missouri, to his son William H. Jones, living at 1987
Farview Street, Chicago, Illinois, dated to-day.
A letter from William H. Jones to Franklin H. Jones, dated
four days later.
A letter from William H. Jones to his brother Albert, who is
attending Columbia University in New York City, dated October
fifth of this year.
A letter from Joseph Addison Spenser to his school friend
Richard Steele Dryden. Spenser lives on Rural F;ee Delivery
Route No. 3, Mayville, Chautauqua County, New York, and
Dryden li ves in New Salem, Fayette County, Pennsylvania. Date
it to-day.
A reply to the above, dated one week later.

IV. Write headings, salutations, closing phrases, and
signatures for original letters to two of .your friends ,
to your grandfather, to an aunt, and to a cousin.

The boys play ball. The cat can see the mouse. The man
cailed the dog. Boys can climb trees. The girl likes writing.
The old man carries a ca.ne. The driver uses a whip. Large
horses draw heavy toads.

67. LETTERS.

I. Write a heading and salutation suitable for a
letter to your cousin, your mother, a friend, your
teacher, your uncle, your aunt, a schoolmate, a business man.
II. Write closing phrases and signatures suitable for
the above letters.

OBJECT COMPLEMENTS.

V. Examine the following sentences:
The ball

W illiam

A struck I Mary.
A saw I .·Tames.

~A ate I apples.

III. Write a letter to a friend, telling about your
school. Use the complete form of letter, as shown on
page r4r.

IV. Write a letter describing your room at home.

144

PART II

145

LETTERS

OBJECT COMPLEMENTS (Continued) .

In addressing an envelope to a city use this form:

W e A study I grammar and arithmetic.

V. 1The words grammar and arithmetic, connected
comp ete the statement:
'
Point out the connected object complements in the
following sentences:
William saw Jo hi; an d M ary.

CvvnV~YV 15~ ~·
I 00

1l,lra_,DhA,~-n .0>~.

~~.

We gathered apples and nuts.

rrl.~.

· diagrams
.
· to
th Place the
. follow·mg sen t ences m
similar
e one given above.
Henry visited Chicago and Omaha Willi
J
John, and Jotham
Tl f
.
·
am saw ames,
"ld
..
le armer raises corn and potatoes.
The
ch I ren saw rain and I ·z W .
steak
Th
t
k
iai .
e hke bread, butter, and beef.
e s ore eeper sold pz·ns, needl es, and thread. · The
soldiers
called Bl!oll~weMd Grant, Sherman,_ and Sheridan. The lady
nc e, ary, Ellen, and Susan.

68. THE ENVELOPE.

I. In addressing an envelope to a town or a village use this form:

How do these forms differ? What abbreviations
are used? What punctuation follows each? What
capital letters are used ? In addressing a letter to a
person living on a rural free delivery route, use the
form given for city letters, putting R. F. D., No. - (insert the proper number), in place of the street and
number.

II. Cut slips of paper 6~ by 3~ inches (the ordinary
size of a business envelope) and address them as
envelopes for the letters called for in Lesson 66.
III. Address envelopes to the following persons,

rvY\Jv, ~/YYL.UV

)> , 'lfo-LA.IYUJ'Q.-0.,'Y\,'

Jas. G. Gordon, who lives in Hartford, Connecticut, at 39

Ca,'YL().fyt/,),&-~,
'U;a_,~yc,

Pa.,.

using the necessary abbreviations:

Co.-.,

Page Street.
Mrs. A. S. Jackson, Kinkora, Burlington County, New Jersey.
Captain F. H. Hudson, Cart of Messrs. Gage & Company,
Portland, Maine.
EL. S TEPS ENG· -

10.

146

LETTERS

PART II

l\1essrs. Scott, Burns & Co.,

3 00

Beacon St., Boston, Mass.

Doctor S. H. Jon son, Rura l Free D elivery Route Number r,
l\1Iarion, Ohi o.
J. vV. Blair, Doctor of Divinity, who li ves a t r9 J ackman
Street, Brooklyn, New York.
Professor Samuel 0. K ornblum, r 234 Walnut Street, Philadelphia, Pennsylvania.
J. F . Burkey, Esquire, qoo P enn sylvania Avenue, Washington, Di strict of Columbia.
Colonel J ames D. Patterson, Comma nd ant of Cadets, State
University, Columbu s, Ohio.

IV. Write a letter telling the story of a day. What
day was it ? How did you pass the time ? Did you
make any person happy? How? Address an envelope to your father at your own hon~e.

OBJECT COMPLEMENT A PHRASE.
The hunter

147

69. LETTERS.

I. Write to a friend, describing your home. First
tell of the appearance of the street or road and of
the outside of the house, Then tell of the inside of
the house.
II. Write a letter to your mother about a walk
through the woods. What birds, flowers, etc., did you
see ? What sounds did you hear? · How did the
forest look? How did you feel? Why? What adventures did you have?
III. Write a letter to a friend about something that
happened to you during the last month.
IV. Write a letter about a walk tnrough a city or
a village street, or along a country road : mentioning
whatever especially interested you, ancl telling why.
Exchange papers, and mark errors.

A liked I to tell stories.

V. In this sentence to tell stories is a phrase, and is
the object complement of liked.
Place the following sentences in diagrams as above:
The faithful dog tried to catch the wolf. The soldiers attempted to storm the f ort. Th e queen of Sheba wished to see
Solomon . She wished to test and to puzzle him. Colum bus
undertook to reach India . John wanted to speak to Mary.
Henry liked to sing songs .

OBJECT COMPLEMENT A CLAUSE.
The prodigal

A said I " I will arise. "

V. I will arise is a clause, and is the object complement of said.
Place the following sentences in diagrams:
The captain shouted, " We are lost I" You can not tell where
I am going. I do not know what he said. We heard what was

PART II

done. We know who did it. The choir sang, "There is a .land
of pure delight." He guessed what the maiden said. " Yo u are
a brave man ," sa id the officer. I promise that you may ride
to-morrow. What the day will bring fo rth no one can tell. Time
alone can tell whether onr actions were wise.

Write two original sentences each having a simple
clause used as an object complement. In one of
these sentences let the cla use containing the object
Place these sentences in
complement come first.
diagrams.

LETT ERS

149

IV. Write a letter telling about some interesting
thing that you observed on your way to school re cently.
OBJECT COMPLEMENT CLAUSES.
P hilip Green

A said I " I will walk and Paul ma'V r ide. ,,

V. In the above sentence the object complement of
said is the two connected clauses, I will walk and
Paul may ride.
Diagram the following sentences as above:

70. LETTERS.

I. Write a letter to your grandfather, telling him
about your examinations and your promotion in
school. T ell him how you like your new teacher,
describe your new room, and explain about the studies
you now have.
II. Write a letter about a ride in the country.
Why did yo u enjoy it ? What did you see that interested you? How would you like to live on a farm?
Why? Or write a letter about a trip to the ci ty.
When did you start? How did you travel? What
did you sec? What interested you most?
III. Write a letter to your aunt about the new
class to which you have been promoted. Tell her
about the teacher and your studies, and anything else
that might interest her.

The Great Teacher said, "My sheep know my voice: and
r ll
e" " I am master here and you know it,'' saidd the"t
t Iiey ;O OW m ·
We
must try to save those sailors' and we must o i
.
"
cap t am.
. I "ti
now," said Grace Darling. Ye know not who I am, nor w ii ier
I go. I heard what she said and what he answered.

OBSERVATION

IV . . Tell ·and then write a true or an imaginary
story about pop-corn or about popping corn.

PART III.
PARTS OF SPEECH.

OBSERVATION.

71. GRAIN.

I. What grows when a g~ain of wheat
is planted?

What grows on this stalk?
T ell how each grain is
protected. How is wheat
/
harvested ? How are the r·
grains obtained from the
head of wheat? What
do we get from the grains of wheat?
How? What is done with the straw?

II. Give a history of a grain of
wh:at from the time it is planted
until the flour is made into bread.

PARTS OF SPEECH.

V. Examine the following sentences:
Many hands make light work.
The boy stands in the light.
Never fish in troubled waters.
The fish could not be caught.

Find four words in these sentences that name objects. Find two that express action. Find two that
do not . name objects and that do not express action.
From these examples we see that words are used differently. We can arrange them into classes according
to their use in sentences. Thus, the word light in the
first sentence expresses a different idea from the word
light in the second. The same is true of the word
fish in the third and fourth sentences.
The classes into which words are divided according to
their use are called Parts of Speech.

72. THE ORANGE.

III. How does the corn stalk differ
""-. from the wheat stalk? What is don
J\11,•,
.h
e
~ ~~~ . J wit the corn stalk after the corn is
gathered? Tell the uses of corn.
150

I. You have an orange before you. Draw an outline of it. What is the color of the orange ? How
does the skin of the orange differ from that of the
apple? Peel the orange. What other difference is

PAI{T III

there bet\~een this skin and that of the apple? In
what parti culars are. the apple and the orange alike?
Separate t~e orange mto its different sections. How
ma~y sect10ns are there? Draw an outline 0 f
one
section H , ·
h
.
.
O'A is eac
sect10n covered ? What is the
fl~sh of the orange like ? Where are the seeds? What
kmd of orange has no seeds?
T II.
II In what part of the world do oranges grow ?
e anyth~ng you know about orange blossoms. On
what
f
· occasions are they often used?· Wha t t wo states
urmsh most of the oranges used in this country?
How are oranges usually shipped? Describe, if you
can, ~ navel orange. The orange tree has on it at
one t~n~e, bl.ossoms, green fruit, and ripe fruit. How
does rt m this respect differ from the apple tree?

II!.

Write a complete description of an orange answermg as many as possible of the above question~.
IV. Compare the orange and the apple as to sh
co~or, seeds, skin, flesh, and uses; or write of a pe:~
w o was pleased or made happy by means of an orange.
i'
THE NOUN.

V. Examine the following sentences:
The little clzild was delighted with t'1ie orange.
She said, " Thank you, Clara."

OBSERVATION

Select the words in these examples that name something.
A word that names something is called a Noun.

Make a list of five nouns that are names of things
you eat. Five that name things we wear. Five that
name things in your school-room. Write five sentences each containing the name of something seen
on the way to school.
73. THE LEMON.

I. Draw an outline of a lemon. How does it differ
in shape from an orange? What is the color of the
lemon? How does the skin of the lemon differ from
that of the apple and of the orange? In what particulars are the lemon and the appl~ alike? The lemon
and the orange? How does the lemon taste? How
does the skin taste? Where are the seeds?

II. In what part of the world do lemons grow?
Tell anything you know about the way lemons grow.
What are the various uses made of lemons?

III. Write a complete description of a lemon, answering as many as possible of the above questions.
Compare the lemon and the orange as to color, shape,
flesh, taste, and uses.
IV. Write in letter form an account of a real or
an imaginary visit to the parks or the country.

-~

--

~_...,.

.. 1::-

-

..

153

~__..
~-

...

_,.~ ....._~

154

PART III

COMMON AND PROPER NOUNS.

V. What name can be given to every infant ? (Baby. )
What ca n we call every boy a nd girl attending school ?
(Pupil.) What name is given to the place in which
most persons live? (House.)
B abies, pupils, and houses are classes of objects.
A name that can be applied to each one of a class of
objects is called a Comm on N oun,

What is the fi rst month in the year? What are the
names of the other months? Why do we give a separate name to each month ? (T o tell or distinguish it
from the others. )

OBSE R VA T ION

its sh ape, sur face, and luster. H ow is it obtained?
Where? What is it used for? Describe fully how it
is used. What three things are produced when it
burns? Which are useful? In what way?
II. Write about coal, answering the above questions.
III. Give a list of the things necessary to build a
fire a~d · describe how each should be used.

JV. Write a story, true or imaginary, of a person
who was made happy by a present of a load of coal.

A word used as the name of an obj ect to distinguish it
from all others of the same class is called a Pr oper N oun.

A proper noun is a par ticular name. How should
it begin ? (See page 35 .) How should a word derived
fro m a proper name begin ?
Write five names of persons. Five of cities. Five
of rivers.
Write a sentence containing the names of a person,
a city, a state, and a river.

15 5

NOUNS : GENDER.

V. Note the following sentence :
Boys, girls , men, and women like ?ranges .

Name the nouns in this sentence. T o what class of
people do boys and men belong? (Males.)
Nouns used as the names of males are of the M asc uline
G ender.

To what class of people do girls and women belong?
(Females. )
74. COAL.

I. Place a small lu mp of coal on the desk. What
color is it ?

Describe its appearance, telling about

Nouns used as the names of females are of the Feminine
Gender.

Nouns used as the names of objects which are neither
male nor· female are of the Neuter Gender.
·

PART III

OBSERVATION

T o which class of persons may we give the name
parent ? (To either a male or a female.)

causing the water to overflow. Then take a little of
this water, place it in a pan, add a handful of salt,
and boil until the water has evaporated. Write a
complete account of what you have done and seen,
and of the result.

Nouns which denote either males or females are of the
Common Gender.

Make a list of ten nouns of the masculine gender.
T en of the feminine. T en of the neuter gender.
Select all the proper nouns in "Bruce and the
Spider,'' pages 125, 126.

157

IV. Write of a real or an imaginary occurrence in
which salt was mistaken for sugar.

GENDER (Continued).

75. PEPPER AND SALT.

I. Give several uses of pepper and salt. Describe
a grain of pepper, which your teacher will show you.
In what countries does black pepper ornw? What is
thei: cli1:'1ate? Name the different kinds of pepper.
Which kmd grows in this country? What is the difference between black pepper and white? Compare
black an~ Cayenne pepper. Why should pepper be
used sparingly?

,,I

II. Compare the different ways in which pepper
and salt are used . Describe two ways in which salt is
obtained. Where in this country is salt most abundant ? What two things does salt look most like?
Compare salt with sugar, in appearance and taste.
With snow.
III. T ake a glass of water, fill ed to the brim, and
see how much salt you can add, _gradually, without

V. Make lists of the nouns denoting males and
females in the following sentences, thus:
MA SCULI NE.

Man
Hero
R ooster

F EM I NINE.

\\Toman
Heroine
Hen

The men are gathering apples and the women are watching
them. The boys employed in the store earn more money than
the girls. The rooster crows and the hen clucks. My uncle
likes black pepper ; my aunt prefers white. The actor was a
firm fri end. The actress was mi staken in her judgment. The
hero saved the life of the heroine. The man-servant left and the
woman-servant remained.

Compare the first four pairs of words in your list.
Are they alike or different ? From what you have discovered complete the following sentence :
We indicate some male and the corresponding female
objects by using
words.

PART III

What difference do you notice between the words
actor and actress? (T hey have different endings.)
Compl ete the following sentence:
We indicate som e male and the corresponding female
objects by using words having - - - - - -

Compare the wo rds '/Jian-servant and woman-servant.
1\1akc a statement showing how male and the corresponding female objects arc distinguished in this case.
Complete the following sentence :
We indicate males and females by using
words, by words having
, and by prefixing - -- - - -- -

OBSERVATION

159

IV. Write a story a bout a peanut. Or write a
story about a nutting party. Tell -vvho composed it,
where th ey went, how they secured the nuts. T ell
of any interesting incident that occurred.

NOUNS: NUMBER.

V. A teacher said, " J ohn may take charge of the
boys to-day, and Mary may attend to the girls."
How many boys did she appoint? (One.) H ow
many girls? (One.) How many boys and girls were
to have John and Mary as leaders? (More than one.)
Nouns that denote but ~ne are in the Singular Numb er .
Nouns that denote more than one are in the Plural

76. THE PEANUT.

I. D escri be a pean ut. Draw a sketch of it before
it is opened and afterward s. Where does it grow?
Wha t vegeta bl e docs it resembl e in its manner of
growth? How is it prepared for use ? In what ways
is it used? ·w hat color is th e shell ? Th e skin of the
kernel? Th e kernel itself? D escribe: the kern el.
How is it clividccl?
, I

·:

II. Write a description of a peanut, answering the
above questions.

I

•

III. T ell what animals are fond of peanuts, and
how th ey eat them. Compare a pean ut with a hickory nut as to size, shape, hull, kern el, and uses.

Numb er.

\Vhat is the plural of the noun boy ? (Boys.)
is added to the singular to make it plural?
letter s.)
Complete the following statement:

W hat
(The

Some nouns form their plurals by - - - - - to the singular.

What is the plural of glass ? Of church ? Of box ?
What is added to the singular of each of these to
form the plural?
Complete the following statement:
Some nouns form their plurals by - -to the singular.

- --

·,

'
1
i·
160

!

PART III

'

OBSERVATION

161

We combine these statements into the following:
NOMINATIVE CASE.

Most nouns form their plurals by adding s or es to the
singular.

We add es when the last sound of the word wiII not
unite with the sound of s.
Form the plural of each of the followincr words
according to the rule:
b
Apple, peach, plum, pear, orange, horse, house, car, team,
cow, bench, rule, coach.

77. THE WATCH.

. I. . Place a watch on the desk.

Describe it, g1vmg
its size, shape, color, weight, and the materials of
which it is made. What is it used for? How is the
time indicated? How many hands are there? What
is each used to indicate? What is the shape of the
dial? How many figures are there on the face of the
dial? Write the figures just as they appear on the dial.

V. What is the subject of a sentence? (See page
80.)
When a noun follows the verb and refers to the
same person or thing as the subject, what is it called?
(Attribute complement. See page 137.)
A noun used as the subject of a sentence or of a clause
is in the Nominative Case.

A noun used as an attribute complement is m the
same case as the subject of the verb it follows.
Name the nouns in the nominative case in the
following sentences and tell why each is in that
case.
Boys run. The man is a worker. The lady is Mrs. Brown.
James was a stud ent. J ohn reads and Mary writes. !he man
was called William. Lafayette was a Frenchman. W1 lson can
not become a doctor.

Write five original sentences, using nouns m the
nominative case as subjects.

II. Write a description of a watch, answering the
above questions.
III. Mention several things that are used in the
manufacture of watches, and tell how each is used.
IV. Tell and then write a story about a boy or a
girl that received a watch as a reward.

78. WATER.
I. Where does rain come from? In what other
forms does water fall to the earth? In what different
. ways is water used in your home? What additional
uses has it for the farmer? Of what use is it to aniRL . 5 1' 8.PS RNG. -

11.

162

PART III

mals? To th e grass and flowers? Of what use to
the manufact urer? To the ship-owner?
II. Tell and then write of an experience of your
own in playing with water.
III. T ell of playing in the snow.
IV. Write or tell of an experience on the ice.

POSSESSIVE CASE.

V. Note th e following sentence:

013SERVAT ION

A noun in the possessive case is always a mor\ifier,
and belongs to another noun .
Point out the possessive nouns in the following sentences; tell whether they are singular or plural, and
what each modifies:
The boy's work is excellent. The boys' sled is broken.
James's book is on the desk. The doll's hair is curly. Ha1·e
you read "Santa Claus's Partner"? The women's bonnets are
pretty. 1\'I en's clothes are expensive. Dickens's novels are entertaining. David's arm is broken. Mary's rose withered.
Grant's tomb is in New York.

One boy's hat was lost but the other boys' caps were safe.

What are the two uses of the apostrophe (') ? (See
pages 2 4, 2 5' 2 9 ·) Which one is shown here?
Noun~ that denote possession or ownership are in the

Possessive Case.

We s~1ow possession or ownership in singular nouns
by placing the apostrophe and s ('s) at the end 0 f th
noun.
e

i

I
'I

I
t

In plural nouns we show possession in the same wa
unless the noun ends in s· Then we use on y theY
1
apost:ophe; as, a boy's hat,· men's hats; boys' hats.
Wnte t~e possessive singular and plural of each of
the following nouns:

I

Ma n, girl, woman , clog, cow duck goose b1' d
.
k
d
.
'
'
'
r , mosqmto
sna e, toa , Cha rles, singer, man -serva nt , child , father, mo th er.'

79. VEHICLES.

I. Name the different things on which people and
freight are taken from one place to another. Of these
which are moved by men? By horses or oxen? By
steam? By electricity? What advantages and disadvantages has each of these vehicles? What dangers
may be met in the use of them? For which of these
are we indebted to James Watt? To Robert Fulton?
II. Give an account of a real or an imaginary accident to a wagon, carriage, bicycle, or other vehicle.
III. Tell or write of a pleasant experience, real or
imaginary, that you have had in a carriage, a street
car, or a boat.

PART III

OBSERVATION

IV. Write th e story that might be told by an abandoned boat or a worn-out bicycle.

165

The bird's cage is open . Alexander rode Bucephalus. Washington captured Yorktown . The child's song has ceased. Which
man saw th e eagle's nest? The lady bought the boy's flowers.
The pupils listened to the teacher's story.
Joh n's father
caught the burglar. Longfellow loved children.

OBJECTIVE CASE.

f o!m caught J ames.

V. How is the noun James used m this sentence?
(See page 14 2.)
A noun used as an object

complement is in the

Objective Caso.

It is usually spoken of as the Object. A phrase or
a cla~se may be lised in the same way.
Pomt out all the nouns in the objective case in the
following sentences :
The boy threw a snowba ll . He hit a fence. The child likes
candy. H orses draw heavy loads. The boy catwht b 11 A
1 l
·11
o
a a .
n
e ep 12n t w1 eat apples. Longfellow wrote "Evangeline." l\1
father sold a house. Whittier wrote ''The Barefoot B ;'.
Boys play marbles.
oy.

Find five nouns which are used in the objective
case in what you have written in III or IV.

Write two declarative sentences each containing two
connected nouns used as a subject (see page 89), and
therefore in the nominative case.
Write two sentences each containing nouns in the
nominative case used as attribute complements.
Write two sentences each containing a noun in the
objective case.
Write a sentence containing connected word modifiers of the subject. (See page 92.)
Write a sentence containing a clause used as an
object complement. (See page 149.)
II. Insert the n~cessary capitals, punctuation marks,
and quotation marks:
Do you think I said John will not go
No I believe he will go he replied
That is good I answered Let us hurry along
John will you close the door

80. REVIEW.

Where are you going my pretty maid
Im going a milking sir she s~id.

. I. T ell the number, gender, and case of the nouns
m the following sentences:

Now dont yo u go till I come he said
And dont you make any noise

166

PART I II

I spra ng to the stirru p a nd J oris and he
I gall oped Dirck galloped we galloped all three
Good speed cried the watch as the gate bolts undrew
Speed echoed the wa ll to us galloping th rough
H ow th ey II greet us and all in a moment his roan
R olled neck and croup over lay dead as a stone .
I beg your pardon sir I exclaimed I did not hear the ring
of th e bell I was reading in the library will you not com e in
Ma mma has gone to the city she will soon come back.
I think sir you will find thi s a n easier cha ir do you care to
read the morning paper may I not ha nd it to you.

III. Use

m sentences the plurals of the following

nouns :
Ma n, child, ox, mouse, watch, peanut, shell, orange, fence.

Write the possessive forms of the first four of these
nouns, in th e singular and in the plural.
Use the possessive forms of the following nouns:
Fa ther, lawye r, sister, doc tor, men, child ren, horse, lVIr.
Brown , Mr. J ones (proper noun s ending in s follow the rule and
form th e possessive by adding apostrophe and s; as, Mr. Jones' s
home), Fran k Williams, Godfrey Cass.

IV. The correct use of shall and will has been
to
indicated in Exercises 7 and 8 in Suaaestions
b b
Teachers on page 7.
Wh en you merely hope or expect, use shall after I
and we,· as, I shall go to-morro'lo . TVe shall have rain.

PICTURES

When you promise or determine, use will after I
and we ; as, I will learn this lesson. We will finish
to-night.
Write a sentence to show your determination to do
your work well; to be prompt at school; to av~id
mistakes; to get up early to-morrow; to keep a promise
made to a friend; to help your mother in some way.
Write a sentence to show that you expect to visit a
friend; to go to the city; to learn a trade ; to go fishing
to-morrow; to return to school next year.
V. When you merely hope or expect, use will after
all subjects except I and we; as, He will be here by
supper time. You will find him at his office.
When you promise or determine, use shall after all
subjects except I and we; as, Y oit shall not kill that
bird. The-v shall pay for the damage.
In a sentence show your determination that John is
to go to school; that Mary is to help you (say it to
her); that the boys are to stay at home; that Martha
is to visit you; that your <log is to find a stick; that
the house is to be painted before summer.
In a sentence show your expectation that your
sister is to go to college ; that your mother is to buy
you a ne~ dress;· that you are to go camping next
summer; that the lawn is to be ready to mow on Saturday; that the paper is to be here soon; that the ic~ is
to be thick enough by Saturday; that you are gomg
skating.

PICTURES

PICTURES.
81. A MUTE APPEAL.

I. R elate the story of the opposite picture.
What is this dog doing with the basket? What is
the little girl going to put into the basket? What
season is it? What kind of girl do you think this
is? Which of these dogs has the better home?

II. Tell the story suggested by this picture and by
the questions, and then wri_te it.

III. Write a story about a dog you have seen.
IV. Tell a story about a beggar you have seen.

PRONOUNS.

V. Here are two sentences stating the same fact:
W illiam Smith said that William Smith had hurt William
Smith's hand.
William Smith said that he had hurt his hand.

The second of these is more pleasing than the first.
How do we avoid repeating the noun William, Smith
in the second sentence? (By using the words he and
his instead of William Smith.)
A word used instead of a noun is called a Pronoun.
The word for which a pronoun is used is called its
Antecedent.
168

PI CT U RE S

Point out th e pronoun s and th eir a nt ecedents in
the following:
The for e t is fam o u s fo r ils fl o1Ye rs. :\ man is k n011·11 bv his
co mpa ny. The g irl piti ed th e bird and released it. Th e man
that came ha s gon e. Mothers love th eir childre n.

82. NOT INVITED.

I. T ell a story suggested by the opposite picture.
Where a re the children going? v\l hat wi ll th ey do
to enj oy them selves? What is th e nrntter with the
little girl in th e foreground? H ow do you think she
feels ? D o you think the li ttle gi rl giving the party
is rich or poor?

II. Write in full , an swers to th e above qu estions.

Ill. Tell about a children's party you once attend ed . Tell who were th ere, how th ey enjoyed themselves, and what gam es th ey played.
IV. Write or tell a story about a little girl who was
invited to a party but could not go.
PERSONAL PRONOUNS.

V. Note the following sentences:
" I am cold."
H en ry Haymond said , " Y ou are cold ."
{
" Fl e is rold."

Who said th ese thin gs?
'J1 >T

l.'.:V ITUJ.
J

;o

(Henry Ray mond.)

Then

P ICTURES

I

7I

Point out the pronouns and their antecedents in
the following:
The forest is famo us for its flowers. A man is known by his
company. The gi rl pitied the bird and released it. The man
that came has gone. Mothers love their children .

82. NOT INVITED.

I. Tell a story suggested by the opposite picture.
Where are the children going? What will they do
to enjoy themselves? What is the matter with the
little girl in the foreground? How do you think she
feels? Do you think the little girl giving the party
is rich or poor?

II. Write in full, answers to the above questions.

Ill. Tell about a children's party you once attended. Tell who were there, how they enjoyed themselves, and what games they played.
IV. Write or tell a story about a little girl who was
invited to a party but could not go.
PERSONAL PRONOUNS.

V. Nate the following sentences:
Henry Raymond said,

Who said these things?
NOT I NVITED.
1 70

" I am cold."
" You are cold."
{
"He is cold."

(Henry Raymond.)

Then

PICTUH.ES

173

he is the speaker. Of whom does he speak in the first
sentence? (Of himself:) Of whom does he speak in
the second sentence? (Of the person addressed.) Of
whom does he speak in the third? (Of a third person
who is neither the speaker nor the one addressed.)
From what words do we know these facts? (From
I, you, and he.)
A word which always shows that a speaker speaks of
himself or of the person addressed or of a third person or
thing, is called a Personal Pronoun.

A pronoun which shows that the speaker speaks of
himself is in the First Person; as, I, me, we.
A pronoun which shows that the speaker speaks of
the person addressed is in the Second Person; as, you,
your, yours.
A pronoun which shows that the speaker speaks of
a different person or thing is in the Third Person; as,
he, his, she, her, it.
Find in your reader four personal pronouns of the
first person; four of the second ; and four of the third.

----- ----------83. FISHING.

I. What are the boys in the boat doing? Why is
the small boy standing? Why is he looking so intently? Why ~ s the fishing rod bent at the top? Why
is the water about the line so disturbed? What do you
172

r74

J' ,\J{'[' 111

P lCTU RES

think the boys have caught? Where d0 you think
these boys liYe? Why do you think so? What time
of year do you think it is ? H ow can yo u tell ? What
else do you sec in the picture?

Make a list of all the pronouns in the table that
are in the first person; the second person ; the third.
Make a list of those whi ch should be used in speaking of males; of females; of objects that are neither
male nor female.
Make a list of those which should be used as subjects, using as predicate write ·or writes. Make a
list of those which show ownership. Make a list of
those· which should be used as object complements,
using as predicate love or loves.
Write a sentence containing a pronoun of the third
person , feminine gender.
Point out the personal pronouns in the following,
and give the person and gender of each:

II. \t\Tritc th e fu ll story suggested above.
III. Tell a story about some boys who went fishing.
Tell how they secured lx1it, where they went, what
fun they had, how many fish they caught, where they
ate lunch, and how they ret urned .
IV. Write or te ll the li fe story of a fish as the fish
might tell it to a buy on the bank of a stre~m. T ell of
its early life ancl of its adventures. If you prefer, tell
of a kitten , a clog, or some other animal.

v.

PERSONAL PRONOUNS: FORMS.

S INGU L A R.

SJN ( :t f L.-\1~.

I
my
(m in e)
me

thou 1
th1· I
(thine')
thee'

S 1 ~a ; u 1. A K.

he
his
him

S 1:-.ic uLAR.

s:1e
her
(hers)
her

S JN G Ul.Ak.

it
its
it

--PL U RAL.

11·e
our
(ours)
us
1
2

PL U R A L.

you 2 ye'
yOL;r2
(yours' ).
\ ' Oll 2

175

U nd er th e greenwood t ree ,
Who loves to li e with m e,
And turn his merry note
Un to the sweet bird';; threat,
Come hi ther, come hith er, come hither !
H ere shall he see
N o enemy
But winter and rough weather.
I went to my hom e and saw the ta ble whi ch she gave them.

P1. U l{ 1\ L .

PLURAL.

the\'
thei r
(th eirs)
th em

they
th eir
(thei rs)
th em

PLURAL.

they
their
(theirs)
them

Th cs<· a1·,. o ld furm s, a nd a rc compamti vcl_v little used .
These form s arc regularl y used for both singular and plural.

Ah, you are so great, and I a m so mall,
I tremble to think of yo u , World, a t all ;
A:1d yet, when I said my prayers to-clay,
A whisp er inside me see med to say,
"You are more th an the earth , though you are such a clot:
You can love and think, and the ea rt h cannot."

PICTURES

177

84. CAMPING OUT.

I. Answer the following questions suggested by the
picture on the preceding page:
Of what age are these persons? How can you tell?
What kind of camp is this? What time of year do
you think it is? Why do you think so? In what
country do these boys live? How can you tell? Why
do they need an ax? What use do you think they
will make of the basket? What is the one in the tent
using for a pillow? Why do boys like to go camping?
How is the flag fastened? H ow do people spend their
time in camp? How do they prepare their food?
What kind of beds do they have?
II. Write answers to the above questions. Or
write a letter describing this picture, or telling about a
pleasant time spent in the woods or in camp by the
sea-shore.
III. Give an account of a real or an imaginary
camping party. T ell who composed it, where they
went, how long they stayed, how they spent the time,
and how they enioyed themselves. Or tell of some
special incident connected with fishing, hunting, or
boating.
IV. Write or tell a story, true or imaginary, about
camp life. Give a name to the camp, and to the members of the party. Tell why they went camping, what
they did , and what they enjoyed most.
EL. S TEPS li N Ll . -

12.

PICTURES

179

THE VERB.

V. N cite the following sentence:
Birds sing.

What is the predicate of this sentence? (Sing.)
(See page 82.) It tells or asserts something of the
subject.
A word that asserts is called a Verb.

Select from the following list the words that can be
used to assert:
\Voman, see, call, elephant, the, cold, write, catch, cook, tell,
strike, read , hear, dinner, dew, do, speak, run, fight, roll, goods.

Make a li st of ten verbs found in the second lesson
in your reader.
85 . FOR LIBERTY.

I. Tell the story suggested by this picture and the

FOR LIBERTY.

178

following questions:
How many people do you see in the picture? Who
are they? Who is before the house? What is she
doing? What is the father doing? The younger son?
The elder? What has just taken place at the homer
Where arc the men going? Why? Describe the
weather. How will this affect the soldiers? When
and how will they probably have to sleep? Wha1
other hardships will they probably suffer?

PERSON .

II. T ell in a letter a story suggested by the picture

I.

I.

IV. T ell some of the probable adventures and
hardshi ps of these soldiers. Or give a poem you
know about soldiers or about a flag.

3·

3·
I.

I.

- ---- }had written (last
yea r).

V . T urn to page 174 and find subjects suitable for
the following predicates:
S I NGULAR.

P ERSON.

PLU ltAL .

(a)
T.
2.

} write (now).

I.

3·

writes (now) .
I.

2.

3·

} ha ve written
(now).
, ---,or - - has written (now).

wrote(last year) .

----i

had written (last
year) .

(c)

I
I

- - - - shall or vvill write
(next year).
2. - -- - will or shall write
(next year).
- - - will or shall write
3·
(next year) .

shall or will 1
write (next year) .
will or shall 1
2.
write (next year).
, - --, or - -3·
will or shall write next (year) .

I.

shall have written
(by next year).
will have written
2.
(by next year).
3· - - - -, - -- ,or - - will have written (by next
year) .

I.

I.

- - - - s hall have written
(by next year).
2 . - - - - will have written
(by next yea r) .
- -- will have written
J" . (by next year).

Which of the groups, (a), (b), or (c), on pages 180,
expresses present time? Which expresses past
time? Which expresses fu ture time?
18 1 ,

2.

3· - - - - -, - - -,or - - -

===}

- - -3· - -- 2.

3·

I.

THE VERB: P ERSON, NUMBER, AND T E NSE F ORMS.

2.

= - = = } wrote (last yea r).

2.

2.

III. Give orally or in writing an imaginary account
of one day in the life of this boy. Or give some story
you have heard about a soldier or about a battle on
land or sra.

PLURAL.

P ERSON.

S1N·;U LA R .

(b)

and the questions. Or tell about some soldiers you
ha ve seen. What were they doing? What flags and
banners did they have? Describe the flag or banner
that you liked best.

P ERSON .

18 1

PICTURES

PART III

180

I.

2.

3·

I

J

write (now) .

i
J

l>a" writt<n
(now).

NOTE TO THE T EACHER. - It is deemed un wise to discuss mode an<
tense in this book. Afte r the pupils discover the parts of the table tha
,express the three great divisions of time, give th e names Prese nt Tensr
Present P erfect Tense, Past T e nse, Past Perfect T ense, Future T e nse, an<
Future P erfect Tense, to the above, and require t hem to be used.
Dwell upon this table until it is mastered. Use other verbs, such a

throw, run, and see.
' See pages 7 and 166.

PICTURES

86. THE CASTAWAYS.

I. Tell a story suggested by the picture on the
opposite page and by the following questions:
Where are the three men? How long do you think
they have been on the raft? Of what is it made?
What do you suppose caused them to be adrift? Do
you think they have had anything to eat or to drink
lately? Why do you think so?

II. Write answers in full to the above questions.
Or write a letter telling of the rescue of the men.
III. Write or tell a connected story about this picture, concluding with the rescue of the men.
IV. Tell a story, true or imaginary, of a wreck
and of some one floating on a raft or on an iceberg.
PRINCIPAL PARTS OF VERBS.

V. Note the following:
I write now.
I wrote last week
I have written.

PRESENT T ENSE .
PAST TENSE .
PRESENT PERF ECT T ENSE.

The words in the full-face type above are called the
Notice their names.

Principal Parts of the verb write.
Present
Past
Past Participle

Write.
.lVrote.
Written.

PICTURES

i

t
ui

z

<

sz

H

r.:i
~

H

A

z
z
0

<

I
J

. ~

<fl

>'I

"'

r8 5

Look at your table, and find m what tenses the
word write occurs. Find where the past participle
occurs. The other words in the predicate are called
Auxiliaries (helpers). By using the following as a key
you will soon be able to tell the principal parts of
most verbs:
I
now.
I
last week.
I have---

Find the principal parts of beat, become, begin, bid
(meaning to command), bite, blow, break, bring, come.
If in doubt consult the dictionary, or see page 222.
Determine the proper word in the following:
I have beat (or beaten) him . I become (or became) tired
last night. We began (or begun) to study our lessons. They
had begun (or began) to write.

H
H

<

il;

87. HELEN PATTERSON AND THE INDIANS.

zr.:i

I. Describe this picture.

~

r.:i

::q
f,

Speak of the house and
its furniture (a settler's cabin on the frontier or a
workingman's home in the East). The girl, her name,
what she has been doing, her present position, and her
feeling now.

IL Imagine that you are a listener in an Indian
council, as a chief tells of some wrong recently done
by a white man to a member of his tribe.

III. Relate the story of this picture, telling how
Helen came to be left alone, how she spent her time,

• PICTURES

r8

her feelings when the Indians came, how they treatec
her, how they tied her, and how she escaped.
IV. Write a letter telling where Helen's father an,
brothers had gone, how they learned of her captun
how they found the direction in which she had gonc
and who composed the rescue party.
T ell what signs Helen had left on the trail, an
how, after a day's search, she was found.

PRINCIPAL

P~RTS

OF VERBS (Continued).

V. Find the principal parts of the follovving:
Drink, drive, fell, fly, forgot, go, hide, know, li e (to reclin
ride, rise, sit, speak, throw.

Using each of the above words, fill the followi ·
blanks:
I
yesterday.
We have - - - - -.

88. A TEMPTATION.

I. Why has this woman come out into the fiel·
What shows this? How does she expect to catch t
horse? What is in the sieve? Why is it necessary
offer him something to eat? Why does the horse tu
his ears backward? What does he suspect? What
i 86

r88

PART III

shown by his raised feet ? What will he probably do
if the woman attempts to take hold of him? Is he
playful , suspicious, or inclined to do harm? Give
reason for your opinion. What is shown by the apGi ve two or more reasons
pearance of the dog?
why the woman wishes to catch the horse. For what
is this horse generally used?

'

II. Write a letter, telling who the woman is, the
purpose for which she needs the hors<;, the reason her
fath er or brother did not come for him and how she
expects to catch him.
T ell in what ways the horse has been deceived at
other times by persons who offered him something he
did not like.
State whether or not she secured him, and used
him fo r th e purpose desired.
III. Write or tell of something that you were led to
do by promises, of an attempt made by you to catch
a horse or other animal, of a temptation successfully
resi sted, of a day spent in the country with a dog as
a comp::mion, or of a stroll in the city.

PICTURES

THE VERB BE.

V. Turn to the table of forms of personal pronouns,
page I 74, and find subjects for the- following predicates. Make a copy with the subjects inserted and
commit the whole to memory:
Present Tense.
P ERSON.

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

PLURAL.

r. - - -- am.
2 . - - - are.

I -- }

3· - - - 1s.

3·

are.

2.

Present Perfect Tense.
I.

2.

_ _ _ } have been.
has been.

3·

: ..
3·

==~ ha\'e been.
)

Past Tense.

I--}

r. - - - -

was.
were.
3. - --was.
2.

2.

-

- - --

3·

were.

..

Past Perfect Tense.
I.

2.

IV. Compare the woman in this picture with the
one in the picture called " The End of the Day"
(page I J4) , as to. her hair, face, age, dress, shoes,
and nationality. Compare the two horses as to color,
size, condition , and daily employment.

PERSON.

SINGULAR.

)

___

~had been.

I.

2.

- - - } had been.

3·

3·

Future Tense.
r. 2

·

3·

- - - shall be.

---- }will be.

I.
2

•

3·

- - - sha ll be.
--- }

will be.

PICTURE S

Future Perfect Tense.
P ERSON.

1.
2
·

3·

- --

I

shall ha ,·e been.

= = }will ha ,·e been.
N OTE. -

P l. U R;\!,.

P ER SON.

S tNGULAH.

r. - - -

~· -

sh::tll h:we been .

- - } 'r ill h:wc been .

J•

P upi ls shou ld be m ade th oroughl y fam iliar wi th these fo rm s.

89. THE DOCTOR.

I. Tell a story suggested by the picture on the
opposite page a nd by th e follo wing questi ons :
Who is th e ma n si tting by the table? \Yh y is he
here? How can you tell ? About wha t do you .think
he is studyin g? H ow long cl o yo u th ink thi s ·c hild
has been ill ? Why is the doctor lookin g so intently ?
What hope is th ere for the child' s reco very? Wh o is
standin g behind the little gi rl ) H ow docs he loo k?
Wh ere is hi s ha nd ? vVhy? Who is th e wo man \\·ith
her head down on the table? Wh a t is she do ing ?
Why? How ma ny children d o you think th ese peopl e
have?

II. Answer in writing the questions m I.
letter tell of a ch ild 's illn ess.

Or in a

III. G ive an account of a sickn ess you once had
when a doctor vvas need ed.

IV. Write (Jr tell th e story that thi s picture: suggests,
concluding it with th e child' s recove ry.
190

PICTURES

Future Perfect Tense.
P ERSON.

1.
2
·

3·

PERSON.

SINGU LAH.

---

shall have been.

= = } will have been.
Non: . -

PLURAL.

r. - - - shall h::tYe been .
2

·

- - - } will h::tYe been.

3·

Pupils should be made thorough ly familiar with th ese forms.

89. THE DOCTOR.

I. Tell a story suggested by the picture on the
opposite page and by the following questions:
W ho is the man sitting by the table? Why is he
here? How can you tell ? About what do you think
he is studying? How long do you think thi s child
has been ill? Why is the doctor lookin g so intently?
What hope is there for the child's recovery? Who is
standing behind the little girl ? H ow does he look?
Where is his hand? Why? Who is the wo man with
her head down on the table? What is she doing?
Why? How many children do you think these people
have?

II. Answer in writing the questions in I.
letter tell of a child 's illness.

Or in a

III. Give an account of a sickness you once had
when a doctor was needed.

IV. Write (Jr tell th e story that thi s picture suggests,
concluding it with th e chi ld 's recovery.

PICTURES

Future Perfect Tense.
PE RSON.

I. - -2
·

3·

P ERSON.

SINGULAR.

shall have been.

= =}will have been.
NOTE. -

r. 2.

PLURAL.

--

___

shall have been.
}

will have been.

3·

Pupils should be made thoroughly familiar with these form s.

89. THE DOCTOR.

I. T ell a story suggested by the picture on the
opposite page and by the followi ng questions:
·Who is the man sitting by the table? Why is he
here? How can you tell? About what do you think
he is studying? How long do you think this child
has been ill? Why is the doctor looking so intently?
What hope is there for the child's recovery? Who is
standing behind the littl e girl? H ow does he look?
Where is hi s hand? Why? Who is the woman with
her head down on the table? What is she doing?
Why? How many children do you think these people
have?

II. Answer in writing the questions in I. Or in a
letter tell of a child' s illness.

III. Give an account of a sickness you once had
when a doctor was needed.
IV. Write or tell the story that this picture suggests,
concluding it with the child 's recovery.

PICTURES

Future Perfect Tense.
PERSON.

SINGULAR.

1. - - 2
•

3·

•

.

shall have been.

==}will have been.
NOTE. -

PERSON.

PLURAL.

r. - - - shall have been.
2.

3·

___ will have been.
}

Pupils should be made thoroughly familiar with these forms.

89. THE DOCTOR.

I. Tell a story suggested by the picture on the
opposite page and by the following questions:
·Who is the man sitting by the table? Why is he
here? How can you tell? About what do you think
he is studying? How . long do you think this child
has been ill? Why is the doctor looking so intently?
What hope is there for the child's recovery? Who is
standing behind· the little girl? How does he look?
Where is his hand? Why? Who is the woman with
her head down on the table? What is she doing?
Why? .How many children do you think these people
have?
II. Answer in writing the questions in I. Or in a
letter tell of a child's illness.
III. Give an account of a sickness you once had
when a doctor was needed.
IV. Write or tell the story that this picture suggests,
concluding it with the child's recovery.

PART III

PICTURES

The boy's steed is a birthday gift. It is running swiftly. The
lady seems to be alarmed. A vessel is on the sea. The little
maiden is swinging. The two children are playing on the beach.
The volunteers start for war. They are carrying their rifies.

VERBS: TENSE.

V. Name the verbs in the following sentences, and
tell in what tense each is found. (See pages 180, 189.)

III. Rewrite as in II above:

James has been sick. The rabbit escaped from the dog. The
people had gone down to dinner when the messenger came.
I shall have been five years in the city to-morrow. The doctor
came promptly. The smoke hung over the building. The soldiers caught the horse. I have finished my dinner. "Will you
walk into my parlor?" said the spider. What was done at the
meeting? I will not leave you. The rope will bear our weight.
Consider your ways. Go to your desk.

The lad watches the old sailor, who holds a knife in his hand.
The castaways are afioat on the deep. The bird is liberated
from its prison. The famous physician gazes at the child that
is ill. The child's couch is made of pillows. The mother is
weeping with grief The lady stands among the blossoms.

IV. Use the correct form in the following sentences:

90. REVIEW.

I. The past tense of the verb should not be used
instead of the past participle in forming certain tenses.
Give the principal parts of each of the following
verbs:
Go, tear, do, shook, beat, bid, took, swam.

Select the proper word .in each of the following
sentences:
He has went (or gone) home. His book is torn (or tore).
He done (or did) well. The house was shook (or shaken) by
the wind . His teacher bade (or bid) him learn the poem. He
had swum (or swam) the river before the explosion.

II. Rewrite the following sentences, using instead
of the italicized words other words with a similar
meaning:

193

t

l

Frank and me (or I) will go. He asked you and me (or I)
to go. He is older than you and I (or me). He asked whether
it was me (or I). Will you take him and me (or he and I) with
you? Grandfather sent this book to you and I (or me). May
him and me (or he and I) go for the horse? Will you send
him and me (or I) to find the boat? He said that he thought it
was me and them (or I and they; or they and I).

V. Complete the following story:
"What are you doing, John?" mamma called to me as Towser
and I were romping in the kitchen. I let go of the dog and
turned to answer her, for I knew she was busy getting dinner.
"I wish you would tell Mary I need her," said mamma.
I ran to the parlor, where my sister was sweeping. I told her
what mamma had said, and then I stood in the front door for a
few minutes and watched papa mowing in the field .
But soon I started back to play with Towser. As I came
into the kitchen I heard some one coming up the back steps.
Then an ugly-looking tramp stepped through the open door.
EL. STRPS ENG. -

13.

194

PART III

STORIES AND POEMS .
91. ALEXANDER AND BUCEPHALUS.

One day King Philip bought a fin e horse called Bucephalus.
H e was a noble a nimal, but wild and savage ; a nd no man could
mount him.
" It is a pity to ruin so fine a horse as that," said Alexander,
the king's young son. " Those men do not know how to treat
him."
"Perhaps you can do better than they," said hi s father scornfully.
" I know," said Alexander, "that if you would only give me
leave to try, I could manage this horse better than any one else."
"And if you fa il to do so, wha t then ?" asked Philip.
" I will pay you the price of the horse," said the lad.
While everybody .was laughing, Alexander ran up to Bucephalus a nd turned his head toward the sun . He had noticed that
the horse was afraid of his own shadow.
H e then spoke gently to the horse, a nd pa tted him with his
hand. Wh en he had quieted him a little, he made a quick spring
and leaped upon the horse's back, letting him run as fast as he
would. By and by, when Bucephalus had become tired, Alexander rein ed him in a nd rod e back to the place where his father
was sta nding.
H e leaped to the ground, and his fa ther ran and kissed him.
" My son," said the king, " Macedon is too small a place for
you . You must seek a larger kingdom."
- Adapted from Baldwin's" F ifty Famous Stories Retold."

I. T ell all you can about Bucephalus. What was
Alexander's opinion of the men in charge of the horse?
What was the king's feeling toward Alexander when

STORIES AND POEMS

r95

the latter expressed his opinion? What was the feeling of the bystanders? How was this shown? How
did Alexander know what to do? State, in order,
the things that Alexander did to control the horse.
How did Alexander show that he was not afraid?
II. Tell this story in your own words.
III. Write or tell of a runaway, of a balky horse,
or of a horse unable to draw a heavy wagon.
IV. Write a story of a ride on a horse, in a carriage, on a train, on a street-car, or in a boat.
V. Notice the italicized words in the following sen
tences:
Pupils learn in school.
Mothers teach their children.
I leave home at eight o'clock.
Let me go with you .
Guess what is in my hand .
We think before we can write stories.

Select the proper word in each of the following:
Leave (or let) me alone. You can not learn (or teach) the
boy grammar. I guess (or think) that he is not old enough for it.
You may try to teach (or learn) him.

Use each of these words correctly in two sentences.

PART III

92. A LIFE LESSON.
There! little girl; don't cry!
They have broken your doll, I know;
And your tea-set blue,
And your play-house, too,
Are things of the long ago;
But childi sh troubles will soon pass by. There! little girl; don't cry!
There ! little girl; don't cry!
They have broken your sla te, I know;
And the glad, wi ld ways
Of your schoolgirl days
Are things of the long ago;
But life and love will soon come by. There! little girl; don't cry!
There! little girl; don't cry!
They have broken your heart, I know;
And the rainbow gleams
Of your youthful dreams .
Are things of the long ago;
But heaven holds all for which you sigh. There! little girl; don't cry!
- J ames Whitcomb Riley.

I. Who is talking to the little girl? What is she
doing? Why? How old is she? Why do you think
so? Name the broken things spoken of in the first
stanza. What is "the long ago" to a child of this
age? How much older is she in the second stanza?
The slate indicates what part of her life? The fact

STORIES AND POEMS

197

that the slate can no longer be used suggests what
about this part of her life? What is meant by the
"life and love" that" will soon come by"? Why, then,
is this young maiden crying? How much older is the
"little girl" in the third stanza? Why does she cry?
Who, perhaps, are "they" ? . What is suggested by
saying that her heart is broken? What were the
"rainbow gleams of her youthful dreams"? What is
meant by "Are things of the long ago" ? What comfort is given in the last two lines?

II. Repeat this poem after you have committed it
to memory.
III. Write or tell the story of some chil<lhood
troubles of your own, telling how you were comforted;
or tell how you comforted another.
IV. Write or tell a story about a child whose toys
were broken. Tell what toys they were, where she
got them, why she prized them, how they were broken,
and how she was comforted.
V. Give the principal parts of each of the following
verbs (see table, pages 222, 223):
Become, fall, throw, draw, forget, begin, break, drive.

Select the proper word in each of the following:
The horse drew (or drawed) the wagon. The tree has fallen
(or has fell). The man became (or become) excited. I have
began (or begun) my work. The stick. was broke (or broken).

PART III

93. VALLEY FORGE.
The wind is cold and piercing on the old gulf road, and the
snowflakes have begun to fall. Who is this that toils up yonder
hill, his footsteps tained with blood? His bare feet peep through
hi s worn -out shoes, his limbs are naked, his shirt is in strings,
his hair disheveled , his face wan and thin, his look hungry. On
his shou ld er he carries a rusty gun, and the hand that grasps the
stock is blue with cold. His comrade is no better off, nor he
who follow s.
A fourth comes into view, and still another. A dozen are in
sight. T wenty have reached the ridge, and there are more to
come. Yonder a re horsemen in tattered uniforms, and behind
them cannon lumbering slowly over the frozen road, half dragged,
half pushed by men.
Trials that rarely have failed to break the fortitude of men
await them. The Congress whom they serve shall prove helpless to protect them, and their country herself seems unmindful
of their sufferings. Disease shall infest their huts by day, and
famine sta nd guard with them through the night. Frost shall
lock their camp with icy fetters and the snows cover it as with a
garment; the storms of winter shall be pitiless, - but all in vain.
Danger shall not frighten nor temptation have power to seduce
them. D oubt shall not shake their love of country, nor suffering
overcome their fortitude. The powers of evil shall not prevail
against them; for they a re the Continental Army, and these are
the hills of Va1ley Forge. - H. A. Brown.

I. Read the selection carefully. Tell what vou
know of Valley Forge. Why were the soldiers th;re?
What protection did they have? What did they lack?
Why? Why were the footsteps stained with blood?

STORIES AND POEMS

199

Why were the clothes ragged and torn and the shoes
worn out? Why was the soldier's face thin and his
look hungry? How long had these men suffered in
this way? How long would they continue to suffer, if
necessary? Why were they willing to do this? Mow
many were there? What dangers do soldiers usually
meet? To what special dangers were these soldiers
exposed? Which would be easier, to go into battle or
to spend a winter in this manner? What general was
their leader? What kind _of men were they?

II. Give an account of the winter at Valley Forge.
III. Write or tell of the life that one of these soldiers led in camp. Tell where and how he slept and
how he suffered, how he felt when he got up, of his
breakfast, of his morning with his comrades, of his
afternoon standing guard in a storm, of his scanty
clothing, of his thoughts of home and warmth, of his
temptation, and of his resolve to remain.

IV. Write an account of an imaginary day in your
own life after you are fifteen years older than y~:m are
now; or describe how you once suffered from the cold.
V. Give the principal parts of each of the following
verbs (see pages 222, 223):
Throw, shine, build, grow, wear, see.

Select the proper word in each of the following:

~------~=-=--=-""'-~-----~--- - ------ -

200

STORIES AND POEMS

PART III

The boy threw (or throwed) a stone. The sun shined (or
shone). The man built (or builded) a wall. The tree grew (or
growed). The boy has worn (or w:.ire) his shoes two weeks.

94. NATHAN HALE.
To drumbeat and heartbeat,
A soldier marches by;
There is color in his cheek,
There is courage in his eye, Yet to drumbeat and heartbeat
In a moment he must die.
By starlight and moonlight,
He seeks the Briton's camp;
He hears the rustling flag,
Ami the a rmed sentry's tramp;
And the starlight and moonlight
His silent wanderings lamp.
A sharp clang, a steel clang,
And terror in the sound!
For the sentry, falcon-eyed,
In the camp a spy has found;
\Vith a sharp clang, a steel clang,
The patriot is bound.

'Neath the blue morn, the sunny morn,
He dies upon the tree;
And he mourns that he can lose
But one life for Liberty;
And in the blue morn, the sunny morn,
His spirit wings are free. - Francis J.lf. Finch.

201

I. Read the poem several times. Then give in your
own words an account of this incident. Why is the
drum beating? Why the heart? Why is there color
in his cheek ? How is the courage in his eye shown ?
What did he expect to do when he started? Why
did he make this attempt? What is the meaning of
the first two lines in the third stanza ? Of the last
two lines? What is the punishment of a spy? What
case on the British side was similar to this?

II. Tell all you can about Nathan Hale and Major
Andre, after your teacher has told you of them.

III. Write a brief account of this incident.
IV. Tell or write an imaginary story, describing how
a brave boy or girl served the country by carrying information regarding the enemy.

V.
Always say

\
l
(I

did it.
I have done it.
.
I saw 1t.
I have seen it.

-

N

ever say

I
l

I done it.
I have did it.
I
.
seen 1t.
I have saw it.

Insert did, done, saw, or seen in the following blanks:
I know that he - - - it. John said that he had - - it. Mary thinks that I
it. Sarah said, "I
it."
Have you---- it? Do you know who
it? Has
he - - - - the picture ? Frank
the work.

Write sent~nces using correctly did, done, saw, seen.

202

PART Ill

95. SUPPOSED SPEECH OF AN INDIAN CHIEF.
"White man, there is eternal war between me and thee! I
quit not the land of my fathers but with my life. In these woods,
where I bent my youthful bow, I will still hunt the deer; over
yonder waters I will still lay up my winter's store of food; on
these fertile meadows I will still plant my corn.
"Stranger, the land is mine. I gave not my consent, when,
as thou sayest, these broad regions were purchased, for a few
baubles, of my fathers. They could sell what was theirs; they
could sell no more.
"The stranger came, a timid suppliant, and asked to lie down
on the red man's bear-skin, and warm himself at the red man's
fire, and have a little piece of land, to raise corn for his women
and children: - and now he is become strong, and mighty, ancl
bold, and spreads out his parchment over the whole, and says,
'It is mine.'
"Stranger, there is not room for us both. The Great Spirit
has not made us to live together. There is poison in the white
man' s cup; the white man's dog barks at the red man's heels.
" Here have I lived and here will I die; and if here thou abidest,
there is eternal war between me and thee!"
-Adapted from Edward Everett.

I. After reading this selection carefully, tell all you
can about the meeting between the Indian chief and
the white man.
II. Imagine an Indian talking to a white man.
Have him give several reasons for wishing to hold the
land.

203

STORIES AND POEMS

III. In reply let the white man give several reasons
for claiming it. State how he received it, what he
paid, and what he is willing to do for the Indian.
IV. Write an imaginary story of a child taken captive by the Indians. Tell his name, where he lived,
describe his capture, tell where he was taken, how he
was treated, what he learned from the Indians, how
he escaped, and how he made his way horn~, whet?er
his parents knew him, how they recogmzed him.
Write the story in letter form.
V. Give the principal parts of the following verbs
(see pages 222, 223):
Ring, bring, hide, ride, come, sing, speak, know, write.

.

Select the proper word in the following:
He rang (or rung) the bell. The book was wrote (or written).
We come (or came) yesterday. The bird sung (or san~) sweetly.
The boy brought (or brung) his book to school. Kmd words
were spoke (or spoken). I knew (or knowed) you were here.

96. THE FLAG GOES BY.
Hats off!
Along the street there comes
A blare of bugles, a ruffie of drums,
A flash of color beneath the sky:
Hats off!
The flag is passing by !

- PART III

Blue and crimson and white it shines,
Over the steel-tipped , ordered lines.
Hats off!
The colors before us fly;
But more than the flag is passing by.
Sea fights and land fights, grim and great,
Fought to make and to save the state;
Weary marches and sinking ships;
Cheers of \·ictory on dying lips.

STORIES AND POEMS

205

III. Give an account of some battle that was fought
to save the country; or tell a story you have heard
told by a soldier.
IV. Write a true or an imaginary story telling how
the flag was honored by some boys or girls.

WORDS THAT DESCRIBE.

*

*

*

Hats off!
Alo1'g the street there comes
A blare of bugles, a ruffie of drums;
And loyal hearts are bea ting high:
Hats off!
The flag is passing by !- Henry Holcomb Bennett.

I. To whom do gentlemen usually lift their hats?
Why? Why does the author say '~Hats off"? What
does the flag represent? How is the sound made by
the bugles described? By the drums? In what two
ways is the flag described? What are the steel-tipped
lines? What are the steel tips? What five things
besides the flag are passing by? Name a prominent
sea fight. A land fight. Where and when were there
cheers of victory on dying lips? Who were dying?
Why are loyal hearts beating high?
II. Give an account of this or of some other parade
and of what happened when the flag went by; or tell
what you did on a Fourth of July or a Memorial Day.

V. In each of the following blanks insert a word
that describes the thing named by the subject of the
sentence:
Iron is - · - - (insert heavy) .
Paper is -- The table is
(insert square). Stones are - - Wood is
(insert useful).
Sugar is - - Grass is
(insert green).
Flowers are-- - - .
Apples are
Houses are - - Silgar is
The old horse is - - - .
Ice'is
The new pupil is -----.
Snow is
· The game of ball is - - - .
Oranges are
The flag is - - - -.

97. LEXINGTON.
The cry of blood from the field of Lexington went through
the land. None felt the appeal more than the old soldiers of
the French war. It roused John Stark, of New Hampshire, a trapper and hunter in his youth, a veteran in Indian warfare,
a campaigner under Abercrombie and Amherst, now the military

206

PART III

STORIES AND POEMS

oracle of a rustic neighborhood. Within ten minutes after receiving the alarm, he was spurring towards the seacoast, and on
the way stirri ng up th e volunteers of the Massachusetts borders
to assemble fo rthwith at Bedford, in the vicinity of Boston.
Equally alert was his old comrade in fronti er exploits, Colonel
I srael Putnam. A man on horseback, with a drum, pa;;sed
through his neighborhood, in Connecticut, proclaiming British
violence at L exington. Putnam was in the field , plowing, assisted by his son. In an instant th e team was un yoked and
the plow left in the furrow, the lad sent home to give word of
his father' s departure, and Putna m, on horseback, in his working garb , urging with all speed, to the camp. Such was the
spirit aroused throughout the country. - Was hington Irving.

IV. Describe Israel Putnam in the same way; or
write the story of Putnam spoken of in the questions
in I ; or tell the story of any adventure you have had.

I. T ell what you can about the battle of Lexington.
Tell what you can about John Stark. How had he
passed his youth ? What was he doing when the war
broke out ? Describe what he did when he heard the
news from Lexington. T ell similarly all you can about
Israel Putnam. Give, if you can, the story about
Putnam and the wolf. Also the story of Putnam's
ride.

207

THE ADJECTIVE.

V. Examine the following sentences:
Little Henry studies.
Henry is studious.

How is the word little used?
noun Henry; see page 86.)

(As a modifier of the

A word that modifies a noun or a pronoun is an
.Adjective.

An adjective may be used in the predicate; thus,
the word studious in the second example relates to the
subject Henry.
Point out the adjectives in the following sentences:

II. Give an account of the battle of Lexington ; or
tell an imaginary story of Putnam's son. T ell how he
reached home, what he told his mother, what she said
and did, and what he felt and wished to do.

The brown bird sings. Large, deep rivers float long, heavy
rafts. Black smoke rose from the old building. Mary is studious. John is old. Samuel is older. Thomas is the _oldest.
This apple is soft ; that plum is softer; the peach is softest.

III. T ell the kind of man John Stark was, g1vmg
the incidents that make you think so; or tell an
imaginary story of one of his hunting experiences.

Make five sentences each containing adjectives modifying the subject. Make five each containing adjectives used as attribute complements. (See page 137.)

208

PART III

STORIES AND POEMS

98. ANDRE TO WASHING-TON.

bravery than if his request had been granted? Do
you think more or less of him for making the request?

209

It is not the fea r of death

That damps my brow;
It is not for another breath
I ask thee now;
I can die with a lip unstirred
. And a quiet heart L et but this prayer be heard
Ere I depart.
I can give up my mother's look My sister's kiss ;
I can think of love - yet brook
A death like this !
I can give up the young fame
I burn to win;
All- but the spotless name
I glory in.
By all the brave should cherish,
By my dying breath,
I ask that I may perish
By a soldier's death.
- N athaniel Parker Will is.

II. What are the four things that he values so
highly? Why does he name them in the order given?
What kind of man is he who values these things so
highly, and in this order? He is willing, if he must,
to give up these, but what is the one thing that he
values even more, and is not willing to give up? Did
he know the penalty when he undertook the mission?
What similar case was there on the American side?
III. Imagine yourself in Andre's position, and write
a letter to General Washington, requesting a similar
favor, and giving your reasons for asking it.
IV. Write or tell of an incident in your life when
you made a request which was denied.

THE ADJECTIVE (Continued).

V. Note the following sentences:
I. Tell anything you know about Major Andre.
Why does not the fear of death damp his brow? Why
does he not ask for longer life? Why is he able to
die with lip unstirred and quiet heart? Why, then,
does he make this request? Was it granted? Why?
How did Andre die? Does this show greater or less

The wise man is prudent.
The man of wisdom is prudent.
The man who is wise is prudent.

How is the word wise used? (As a modifier; see
page 86.) How is the phrase of wisdom used? The
clause who is wise?
BL. STEPS ENG. -

14.

210

PART III

STORIES AND POEMS

A word, a phrase, or a clause used to modify a noun is
an Adjective Modifier.

go? What did it do? Describe the kind of day the
sunbeam made the invalid think of. Where did the
third sunbeam go? . Why was the flower sad? How
did the sunbeam make her glad? Where did the
fourth go? What did it do? Which of the sunbeams did best?

Point out the adjectives and the adjective phrases
and clauses in the following sentences:
The house on the hill is silent. The man that was present
has gone. The man of action will accomplish much. The req~~st of Andre was noble. The minister that married the couple
v~s1ted the father of the bride. We saw the train that brought
him . The request tha t Andre made was not granted.

2II

II. Give orally or in a letter an account of the
adventures of the four sunbeams.

. ~ake two original sentences each containing an adJect1ve phrase; two each containing an adjective clause.

III. Write an account of a real or an imaginary act
of kindness received by a child shut up in a sick-room.

99. THE FOUR SUNBEAMS.

IV. Tell how and when a child carried sunshine
into the life of another person.

Four little sunbeams came earth ward one day,
Shining and dancing along on their way.
One sunbeam ran in at a low cottage door,
And played " hide and seek" with a child on the floor.
One crept to a couch where an invalid lay,
And brought him a dream of the sweet summer day.
One stole to the heart of a flower that was sad
And loved and caressed her until she was glad.'

THE ADVERB.

V. Examine the following sentences:
The girl sang sweetly.
The very little girl sang quite sweetly.

What part of speech is sang? By what is it modified
in the first sentence? (By the word sweetly.)
A word used to modify a verb is an Adverb.

And one, where a little blind girl sat alone,
Not sharing the mirth of her playfellows, shone.-M. K . B.

I. Where did the first sunbeam go? Whom did it
meet? What happened ? Where di<l the second one

What part of speech is little in the second example?
(An adjective.) By what is it modified ? (By the
word very.)
A word used to modify an adjective is an .Adverb.

212

STORIES AND POEMS

PART Ill

What part of speech is the. word sweetly? (An adverb.) By what is it modified in the second sentence?
(By the word quite.)
A word used to modify an adverb is an Adverb.
An Adverb is a word used to modify a verb, an adjective,
or an adverb.

Point out the adverbs in the following sentences,
and tell what each modifies :
The river flowed rapidly. The sunbeam quietly comforted
the little blind girl. We went out very carefully. Slowly and
silently we laid him down. The very difficult lesson was learned
quickly. The exceedingly interesting game was played well.

Make five sentences each containing two adverbs.

100. REVIEW.

I. Use th e correct word in each of the following:
The boy could not be learned (or taught) grammar. The
man has become (or became) very ill. The searchlight shone
(or shined) in the darkness. I heard. that he done (or did) well.

Write the following from dictation:
"I k now," said Alexand er, " that if you would only give me
lea ve to try, I could manage this horse."
Hats off!
Along the street there comes
A blare of bugles, a ruffle of drums,
A flash of color beneath the sky.

213

II. Note the following sentences:
" M ~y J carry your satchel ? "
, ,,
"You may. But it weighs fifty pou~ds .. Ca~ yo:: r
BoY. "I can. Yesterday I carried one weighing six t_y.

BoY.

MAN.

May either asks for permission or grant~ it.

.
Can either asks in regard to ability or declares it.
Insert may or can in the following:

.d "
The b oy sai ,
.
climb the ladder," said the
. 1
?
understand this esson
when Frank is
Saturday if you---- ;

I go fishing ?" "Mother, I
. . " _I?"
you
child, ·
- -I have the book ? You
.
.
through with it. You
go
you are too weak now.

Turn to the poem on page 208, and give the ex~ct
meaning of each use of can and may:
Write three origina1 sentences us mg 1nay correctly,
and three using can correctly.
III. Insert the necessary punctua~ion and quo.ta:i.on
marks, and account for the capitals m the followmc .
Good-by daisy pink and rose
And snow-white lily too
Nay said the outlaw chief we did but half the work at most
Take of the spoil what may reward your own labors.
I am rich enough to reward them answe.red Cednc
h to reward
And some said Wamba have been wise enoug
themselves They do not march off empty-handed

IV. Complete the following story:

214

LETTERS

PART Ill

The express wagon stopped before the house of Mr. Richards
" Does King Richards live here ?" asked the driver.
.
An express package for King! And he was only ten .
. How Kin.g's eyes did open when he saw tha t splendid new
bicycle, a b1rthd:ty present from his Uncle Dick! It was just
wha t he had been teasing for.
Now he and his best friend Joe could take a ride in to the
country to Uncle Dick's farm!

THE ADVERB (Continued).

V. Examine the following sentences:
The boy stood in the street.
The boy stood where he could see the workmen.

What part of speech is the word stood? What modifies it in the first sentence? In the second?
Phrases and clauses may be used as adverbs.

Point out the adverbial phrase and clause modifiers
·
in the following sentences:
They knelt before they fought. He went to the post office.
The steamboat started when the
signal was given. The child was frightened by the sound. We
went to the place where Andre was captured.
~he house :tood on a hill.

Write two sentences each containing an adverbial
phrase modifier, and two each containing an adverbial
clause modifier.

215

LETTERS.

101. BUSINESS LETTERS .

I. Compare the form of the following business letter
with that of the friendly letter on page 141:
Brookville, Jefferson Co., Pa.,
July 8, 1903.
Messrs. Beggs and Boyd,
600 Federal St.,
Cleveland, 0.
Gentlemen: - I inclose post office money order
for nineteen and -APIJ dollars ($19.50), in payment of your bill of
the I st inst.

Respectfully yours,
James S. Wise.

You discover that there is in this letter a part that
is not in the form used for friendly letters. This is
c~lled the Address. It is customary to place at the
beginning of a business letter, just above the salutation, the name and address of the person (or firm) to
whom one is writing. The same thing should be done
in friendly letters of importance.
To what fi.rrri is Mr. Wise writing? At what address? What, then, is the "address" in the above
letter? What is the heading? What is the salutation? The closing phrase? The signature? The
body of the letter? Of how many parts does a business letter consist? Of these parts, which one is often
omitted in a friendly letter?

216

LETTERS

PART III

The address at the beginning of a letter should correspond exactly with the address on the envelope.

THE PREPOSITION.

V. Note the following sentences:
Th.e troops marched towards the station.
The boy stood in the street.
The book is on the desk.

A woman writing a business letter should write her
signature like this:
(Miss) Alice Wise (if she is unmarried).
Alice W ise
} b
.
"f
.d
'V . ) ( oth, as given, 1 marne ).
(M rs. J ames S . ' ise
(M rs.) A lice W ise (if she is a widow).

Address an envelope for the above letter. Write a
letter from Beggs and Boyd to Mr. Wise, acknowledging the receipt of his inclosure, thanking him for
it, and soliciting further orders. Use the complete
business form. Use proper abbreviations, capitals,
and punctuation. Address an envelope for the letter.

217

Cover the word towards. Wh~t connection is there
now between marched and station? (None.) Then
t does the word towards do? (Connects.) .
.
wha
d h ? (The direction
What does the word towar s s ow .
? (The osition of the
of the march.)
.
What does the word in show ·
P
b in regard to the street.)
.
o~e call these ideas of dir~ction and position relations.

There are many other relations.
We have seen that such words as towards connect
and show relation .

II. Write a letter to a paper published in your city
or county, inclosing one dollar to pay for sending it
to you for one year. Mention the date at which the
subscription is to begin.

III. Write an order to your grocer for several different articles, - butter, coffee, ham, oatmeal, biscuit,
and cheese, - stating how much of each you wish.

IV. Write a letter to H. A. King, 20 Ann St., Pittsburg, Pa ., ord ering 2 5 0 bushels of coal to be delivered '
to J. A. Frank, 1906 Ferry Ave., Allegheny.

.d
d t connect and show relation is a Prepo·
A wor use o
sition.

The noun or pronoun which is connected ~y a prep..
eding word is called the Ob1ect of the
osition to a prec
.
preposition.
. ·
The object of a preposition is in the objective case.
f
s of the personal pronoun that_ are us~d
The orm
. ..
you him her it
s objects of prepositions are me, us,
' . '
' '
ah .
He went with us; He came for him and me.
t em, as,
CAUTION.

preposition.

Ne ver use the pronoun I as the object of a

218

PART III

Point out the prepositions in the following sentences:
The children shouted for joy at the sight of their grandpa.
William went by rail from Boston to New York.

Use the following words in sentences as prepositions, following them with personal pronouns :
About, above, at, before, behind, between, by, from, into.

219

LETTERS

THE CONJUNCTION.

V. Note the following sentences:
John and James walk and talk.
The girl likes to read and to write.

How is the word and used?

(To connect.)

A word used simply to connect is a Conjunction.

Using the personal pronoun referring to · yourself,
fill the following blanks:

A conjunction may connect words, phrases, or
clauses. C~mjunctions may also join two or more

He spoke to John and
. He bought a book for
Mary and
. Papa wrote to Henry and
. The
secret is between you and - - -

sentences into one. .
Point out the conjunctions in the following sentences, and tell what each connects:

102. LETTERS.

William and Mary ruled in England. The ladies came at
ei ht and went at nine. Boys like to run and to play .. Henry
o; John should go. I will go but you must stay. He will play
if you ask him. He came. that we might go.

I. Write an application to the West Company, Pittsburg, Pa., for a position, telling. what you can do.
Refer to some one you know.
II. Write a letter to the Second National Bank,
Altoona, Pa., where you have worked, asking for such
recommendation as they feel justified in giving you.
III. Write to W. G. Johnston, 210 Main St., Jamestown, N.Y., asking for a catalogue of cameras.
IV. Write a letter to your friend John Perry, inviting him to take dinner with you next Tuesday, stating
hour and place; also inviting him to go with you after
dinner to Concordia Hall to hear Dr: Twist lecture.

103. LETTERS.

I. Write John Perry's answer accepting an invitation to dinner.
II. Write John Perry's reply declining the invitation, giving his reasons for so doing.
III. Using his exact address, write a letter to a
friend, asking him to lend you a book.
IV Write a letter to your .uncle, ask1ng what kind
of ti~e he had New Year's, and telling hiJ? what an
enjoyable holiday season you had visiting friends.

220

PART III
THE INTERJECTION.

V. There are certain words that we use to show
joy, surprise, disgust, or other emotion. Thus, Hurra~ I
We have won!
Such words as Hurrah are Interjections.
In sentences use the following words as interjections:
Hurrah , alas, shame, oh, whoop, bah, ah, ho, pshaw, ouch.

104. LETTERS.

I. In a letter, describe a game you saw played.

II. Write a letter describing the appearance of a
man you have seen. Give his height, weight, color of
hair, eyes, and clothes, and style ·of features.

221

LETTERS

I had not a friend nor a toy,
But I had Aladdin's lamp."
"The curfew tolls the knell of parting day."

105. LETTERS.

I. Write to Brown & Company, roo State Street,
Columbus, Ohio, asking for a position as sa~eswoman
in their book department, giving your experience.

II. Write Mr. Frank Ladd, a carriage ma?ufacturer at 230 Oneida St., Syracuse,
askmg on
what conditions he will take an apprentice.

N.y.,

III. Write Mr. Ladd's reply, stating that at present
he is unable to take an apprentice.

III. Write a letter to a person who helped you do
some work, thanking him for his kindness.

IV. Write a letter to Jones & Dawson, .900 Liberty
A ue Philadelphia Pennsylvania, cancelmg an order
fo:e~ry 'goods on acc~unt of the delay in filling it.

IV. Answer an advertisement for a boy to do general office work. Give your name, address, preparation, and experience.

V. Use the principal parts of the following verbs in
original sentences: _
Wring, beat, burst, blow, catch.

REVIEW.

V. T ell the part of speech of each word m the
following:
"Halt!

Give the countersign !" sa id the soldier.

REVIEW.

Review all subjects upon which the pupils are still
deficient.

222

PRINCIPLES OF COMPOSITION

P(\.RT III

PRESENT.
COMMON IRREGULAR VERBS.

~he following irregular verbs are referred to in
vanous lessons. in this book· Only tl1e f orms m
. common use are given:

PRESENT.
Am (Be)
Beat
Become
Begin
Bet
Bid
B ite
Blow
Break
Bring
Build
Burst
Catch
Come
Do
Draw
Drink
D rive
Eat
Fall
F ly
Forget
Go
Grow
Hide
Know

PAST.
Was
Beat
Became
Began
Bet
Bade
Bit
Blew
Broke
Brought
Built
Burst
Caught
Came
Did
Drew
Drank
Drove
Ate
. Fell
Flew
Forgot
Went
Grew
Hid
Knew

PAST PAR"rICIPLE.
Been
Beaten
Become
Begun
Bet
Bidden
Bitten
Blown
Broken
Brought
Built
Burst
Caught
Come
Done
Drawn
. Drunk
Driven
Eaten
Fallen
Flown
Forgotten
Gone
Grown
Hidden
Known

Lay
Leave
Let
Lie
Mean
Ride
Ring
Rise
Run
See
Shake
Shine
Sing
Sit
Speak
Swim
T ake
T each
Tea r
Think
Throw
Wear
Wring
Write

PAST.
L aid
Left
L et
L ay
Meant
Rode
R ang
Rose
R an
Saw
Shook
Shone
Sang
.S at
Spoke
Swam
Took
Taught
Tore
Thought
Threw
Wore
Wrung
Wrote

223

p AST PARTICIPLE.
L aid
Left
Let
L ain
Meant
Ridden
Rung
Risen
Run
Seen
Shaken
Shone
Sung
Sat
Spoken
Swum
Taken
Taught
T orn
Thought
Thrown
Worn
Wrung
W ritten

PRINCIPLES OF COMPOSITION •

To THE TEACHER. - The following summary, which includes onl~·
p;inciples that should be emphasized, is intended to be used for the marking of written exercises. On the margin opposite an error, the teacher
places the number of the principle violated. After reading the principle,
the pupil must discover the error he has made, and must correct it, preferably with a pencil or ink of a color different from that with which the
exercise is written.
Much of this work should be done with exercises copied on the black-

PART I II

RULES OF COMPOSITION

board e h
·1 · h
.
.
' Aac fpupi m .t e class being req uired to correct every error indiCa ted ·
II
.
s o ten as time
·
h Id b
perrruts, a exercises written for a given lesson
s odu
e. marked by the teacher, returned to the pupils for correction
an exammed a second ti
t
h
'
Th
me o see t at the corrections are properly made
f e teacher should regularly mark and return at least four or fi ve pape~
ro'; each set written, in order to make the pupils more careful.
he followmg paragraph shows concretely the method suggested :

A kind act.

'

As I ~as c.oming through the allegheny parks
one ~ay I noticed a large, "Newfoundland" dog
sta~drng ~ear a pump, lookin longingly at it.
a little girl with some Books under hir arm
st~pped beside the dog and pumped him a cool
dnn~ of water When the dog had had enough
he licked her hand and, looking up into face he
seemed to try his best to thank her after pat~ing
his head for a moment she went on her way.
/

I

5d

5g-8-3a

4
5a-3b-4
a
20

6a
25
6a-5a

. .As a n '.ntrodu ctory.exercise, children may be asked to correct the errors
mdi cated m .the. above paragraph. Most of these principles may be used
from the hegrnmng, even before they have been formally studied.

RULES OF COMPOSITION
.I. Write !our name at the top of the first page of each
written exercise, preferably to the right.
.2. (a). About two ~c~es .from the top of the first page
wnte a title. (b! Be~m its important words with capitais.
it with three lines . (d) Leave an even
(c) Underscore
.
margm of half an inch or more at each side of written
work. ~ e) Begin the first line of each paragraph about
half an mch from the margin.
3. Avoid unnecessary (a) punctuation marks inCludin
I
qU o t a f 10~ ~ark s an d the apostrophe, (b) capital
lettersg
and (c) itahcs.
'

225

4. Spell correctly.
5. Begin with a capital letter (a) every sentence;
(b) every direct quotation; ( c) every name of the Deity,
but not pronouns referring to these names; (d) every
proper name and proper adjective ; ( e) the principal words
in titles of office or respect, in titles of books and poems, in
headings of chapters, in names of companies, etc.; (f) the
first word of each line of poetry; (g) I when used as a word.
6. Use a period (.) (a) at the end of a declarative or
imperative sentence; (b) after an abbreviation; ( c) after
yes and no when used alone ; (d) after initials.
7. Use an interrogation point (?) after direct questions.
8. Never use a comma unless its presence will add to
clearness.
9. Use a comma (,) (a) to set off the name of a person
addressed; (b) before a direct quotation and to set off words
that divide a quotation; ( c) after oh, and usually after yes
and no when not used alone; (d) after each word or expression in a series except the last; (e) to separate two complete
statements united by and, but, or a similar word.
IO. lnclose in quotation marks (" '') (a) the exact
words of another included within your own writing; (b) the
names of books, of poems, of newspapers, etc.
II. (a) Use the apostrophe withs ('s) when writing the
possessive form of the noun, except when the npun is
plural and ends in s. (b) When the noun is plural and
ends in s use the apostrophe only (') in writing the possessive form. (c) Use the apostrophe to show the omission
of a letter or of letters belonging to a word. (d) Do not
use the apostrophe with ours, yours, hers, its, and theirs.
I2. Use a hyphen (-) at the end of a line, after a
syllable, when part of the word must be written on the
next line.
BL . ST liPS BN G. -

15.

226

PART III

lJ. Use short sentences. Make two or three sentences
out of a single long one.
14. Use simple words.
15. Use words in their proper meaning. See p. 72 for
to, too, and two; p. 74 for in and into; p. 75 for their
and there, right and write; p. 76 for lie and lay; p. 77
for love and like; p. 166 for shall and will; p. 195 for
learn and teach, leave and let, guess and think; p. 213
for can and may.
16. Avoid slang.
17. Avoid abbreviations, contractions, and corrupt forms
of words. Never use ain't.
18. Use is and are properly. (P. 84.)
19. (a) Do not use the past participle instead of the
past tense. (b) Use verbs in the proper tense.
20. (a) Place adjectives where they must modify the
word desired. (b) Use a before a consonant sound and
an before a vowel sound. (P. 69.)
2i. Place adverbs near the words they modify.
22. Do not use adjectives for adverbs or adverbs for
adjectives.
23. (a) Use the nominative form of the pronoun as the
subject of a sentence. (b) Use the objective form of the
pronoun as an object complement or the object of a preposition.
24. Punctuate and capitalize as shown in the perfect
letter form, pp. 141, 215. Do not omit any parts of the
letter form.
25. Do not omit necessary words.
26. Omit unnecessary words.
27. (a) A paragraph should deal with one definite part
of a subject. (b) A sentence should include only closely
related thoughts.
28. Make your sentences express exactly your meaning.

INDEX.
Figures refer to pages.

The letter f following a fig ure means and tlie f11llowinr page;

ff means and lltt followittl[ pares.

Brave Three Hundred, The, 133.
Bread-Maker, The Little, 17.
Brown, Henry A., selection from, 198.
Brown, Kate L ouise, selection from,
120.
Bruce and the Spider, 125.
business letten;, 215.
address, 215.
signature of a woman, 216.

a and an, 69.
abbreviations, defined, 39.
punctuation of, 39.
list of, 52.
address, business letter, 215.
adjective, definition, 207.
adjective modifier, 210.
adverb, 211 1 214.
"ain't," 26.
Alexander and Bucephalus, 194.
antecedent of a pronoun, 169.
Andre to Washington, 208.
apostrophe, sign of contraction, 24 f.
sign of possession, 29.
Appeal, A Mute, 169.
Apple, The, 2r.
are and is, 84.
Arnold Winkelried, 129.
Arrow and Song, I 24.
attribute complement, 137, 139.
connected words, 138 f.
auxiliaries, 185.

Barber, The, 43.
be, the verb, 189 1 19r.
Bennett, Henry Holcomb, selection
from, 203.
Birthday Gift, A, 107.
Boat Building, Lessons in, 117.
Bourdillon, Francis William, selection from, I 28.

Camping Out, 177.
can and may, 213.
capitals, use of, beginning a sentence, 13.
beginning line of poetry, 24.
proper names, 33 1 35.
initials, 35 1 37.
in titles, 4r.
in names of companies, 43.
in titles of books and poems, headings, etc., 4 7.
names of the D eity, 49.
I, used as a word, 50.
names of personified objects, 53.
indirect quotations, 6r.
Captain's Daughter, The, 132.
case of nouns, l 6r ff., 164.
Castaways, The, 183.
chapters, headings of, 4 7.
clause, contains subject and predicate, 105.

227

228

clause, used as adj ective, 109 .
used as subj ect, III.
used as object complement, 1 47·
.
used as adverb, 214 .
Coal, 15 4 .
comma , after name of person addressed, 23 .
in series, 55.
before direct quotation, 6i.
in divided quotation, 63.
common gender, l SS·
common irregular verbs, li st of,
common noun, lS -1·
com pa nies, names of, 43·
com ~le ment, attribute, 137 , 139 .
obiect, 143 f. , 146, 147, r49.
complete letter fo rm , 14 r.
composition, principles of, 223 ff.
conjunction, 219 .
consonants, 69 .
con tractions, 24 ff.
Curtis, George '\li:Ji am, selecti on
from, 68.
Darling, G race, 12 i.
D aughter, The Captain 's, 13 2.
D ay, End of th e, 115 .
.declarative se ntence , defn1 ed , 14.
analysis, 88.
~edified predicate, 125 .
D eity, nam es of, capitals, 49 .
descri pti ve words, 20 s. .
dictation, Valentine, 59 .
commas a nd quotations, 6 r.
quotations, 6 4, ?1·
series, syllables, 70 .
poetry, 120.
Arrow and the Song, 124 .
Gaelic Lullaby, 13 6.
abbreviations, 140 .

INDEX

I NDEX
Doctor, The, 19 r.
Dog, The, 18.
Duck, The, 85 .
Eider Duck, The, 137.
Emerson, selections from, 95 , 135 .
End of the Day, The, 115 .
·
envelope, the, 144 f.
Everett, Edward, selection from,
202.
expletive there, 123 .
Family, The, 1 j.
Farewell, A, 63 .
feminine gender, L 55 .
Fields, J ames T ., selection from,
132.
Finch, Francis M., selection from,
200.
First Ride, His, 97 .
Fishing, l 73Flag, The; 9 2 •
Flag Goes By, The, 203.
Flowers, 2 5.
For Liberty, 179 .
Four Sunbeams The 21 0.
Fox in the Well: 54 . '
Franklin, Benjamin, selection from,
1 35·
Freedom, 45.
Friends or Foes,

IOI.

Gaelic Lullaby, 13 6.
Ga rden, The, 90 .
gender of nouns, exe rcise on,
how indicated, 157 .
Good Morning, 39 .
Good Time, A, 49 .
Grace Darling, 121.
grain, 150.
guess and th-ink, i9$.

1 S5

·ff.

229

Hale, Edward Everett, selection Lessons in Boat Building, 117.
letter form, complete, 141.
from, 120.
letters, 141 ff., 215 ff., 218 ff.
Hale, Nathan, 200.
Lexington, 205 .
headings of chapters, capitals, 47.
Life L esson, A, 196.
Hen, The, 83.
Lion and Mouse, The, 6r.
Higginson, Ella, selection from, 94.
Little Bread-Maker, The, 17.
His First Ride, 97.
Little H ero, A, 65.
Home, The, 15·
Longfellow, Henry W., selections
Home, Sweet Home, r6.
from, 124.
H orse, The, 20.
love
and like, 77.
Horse and Cow, compared, 95.
Houghton, Lord, selection from, 6r. Lullaby, Gaelic, 136.
hyphen, 57.
MacDonald, George, selection from,
exercises on, 59·
121.
Mary Shepherd, 68.
I, used as a word, 50.
masculine gender, 155·
imperative sentence, defined, 16.
may and can, 213 . .
subject of, 119.
Milton, John, selection from, 135·
in and into, 74.
Mr. and Mrs., 4r.
In Trouble, 35.
Indian Chief, Supposed Speech of, modifier, defined, 86.
noun in possessive case, 162.
202 .
adj ective, 210.
initials, 35, 37.
adverb, 2u, 214.
interjection, the, 220.
months of the year, abbreviations, 39.
interrogation point, 18.
Mute Appeal, A, 169.
interrogative sentence, defined, 18.
subject, 119·
introductory word there, 123.
irregular verbs, list, 222, 223.
Irving, Washington, selection from,

names of companies, 43.
names of the D eity, capitals, 49·
Nathan H ale, 200.
N ed's Bunny, So.
205.
neuter gender, 155·
is and are, 84.
Night, 128.
no and yes, 19.
J ack Frost, 59.
nominative case, nouns, 161.
Kingsley, Charles, selection from, 63. Not Invited , qr.
notes, 73 ff.
noun, defined, 15 3·
lay and lie, 76.
proper arid common, 154·
learn and teach, 195·
gender, 155·
leave and let, 19 5.
number, 1$9·
L emon, The, 153·

INDEX
noun, nominative case, r6r.
possessive case, r62.
objective case, r 64.
number, r59.
object, 164.
object complement, a word, r43 f.
connected word s, 144.
phrase, r46.
clause, r4 7.
connected clauses, r49.
object of preposition, 2r7.
objective case, 164.
observation lessons, I I ff., 79 ff.,
150 ff.
Off for America, 109.
Oliver, l\1artha E., selection from,
7r.
Orange, The, r5r.
parts of speech, r 51 ff.
Patterson, H elen, and the India ns,
185.
P eanut, The, 158.
P epper and Salt, r56.
period, at end of declarative sentence, 14.
end of imperative sente nce, r6.
a fter initi als, 37.
after abbreviations, 39.
person addressed, 22.
personal pronouns, defined, r73.
forms, 174.
forms used as objects of preposi ·
tions, 217.
personification, 53.
phrases, 93.
modifier of subject, ror.
u sed as adverb, 214.
µictures, 30 ff., 96 ff., 168 ff.
Playing by the Sea, 47.

Playing School, 37.
plural number, 159 f.
possessive case, r62.
Potato, The, 9r.
Prayer, A, 56.
predicate, defined, 82.
word modifiers, r 25.
phrase modifiers, I 29.
connected phrase modifiers, l3I.
clause modifiers, 133·
preposition, the, 217.
principal parts of verbs, r83, r87,
222, 223.
principles of composition, 223 ff.
pronouns, defined, 169.
proper names, capitals, 35.
proper nouns, 154·
quotation marks, 47, 64.
quotations, defined, 6r.
divided, 62 f.
exercise on, 65 f.
Rabbit, The, 79.
review, kinds of sentences, yes and
no, 21.
capital, period, comma, interrogation point; declarative, interrogative, and imperative sentences; contractions, 27 f.
initials, abbreviations, 5 r.
series, 70.
syllables, hyphen, 7r.
quotation marks, 7 l f.
subject and predicate, 94.
capital, comma and period, 95·
capitals, commas, periods, quotation marks, rr9 f.
expletive, apostrophe, contractions, abbreviations, 139 f.

INDEX
review, number, gender and cas: of
nouns; capitals, punctua on
m arks, quotation marks, plurals,
Possessives, 164 ff.
principal parts of verb s, words of
similar meaning, correct forms
of words, 192 ff.
correct words, capitals and punctuation, may and can, 212 ff.
Ride, His First, 97 ·
right and write, 75·
·
b ' selection
Riley, James Whitcom
from, 196.

231

subject; simp1e and modified, 86,
90 f.
and predicate, 89.
continued, 90 f., ror.
with connected word modifiers,
92.
a ph.rase, 97 ·
with phrase modifiers, IOI.
a clause, I I r.
supplying, 117.
understood, I 19.
Summer Fun, 103.
Sunbeams, The Four, 210.
supplying subjects, 117· .
Supposed Speech of Indian Chief,
202.
Swimming and Wading, 88.
Sword of Bunker Hill, The, 66.

Salt and Pepper, 156.
salutation, 14I.
School, Playing, 37·
Sea, Playing by the, 47·
syllables, 57·
second person, 173·
Self, rr.
teach and leam, 195·
sentence, defined, 13.
Temptation, A, r87.
declarative, 14.
tenses of verbs, r8o, 181.
imperative, 16.
test, a, 67 f.
interrogative, 17 f.
their and there, 75·
analysis of declarative sentence'. 88. there, an expletive, r23.
William,
selecuons
Shakespeare,
think and guess, 195·
from, 135, 175·
third person, 173·
6
shall and will, 7, 16 f.
Three Hundred, The Brave, 133.
Sheep, The, 86.
· Time, A G ood, 49·
Shepherd, Mary, 68.
titles of books and poems, 47·
signature, 14I.
titles of office or respect, 41.
a woman's, 216.
to, too, and two, 72·
singular number, 159.
Toy Boat, The, n3.
Soldier Boys, 99·
trees, 23.
speech, parts of ' defined ' r5r.
Unwelcome Visitors, 33·
Squirrel, The, Sr.
stories and poems, 54 ff ., I2I ff., use of shall and will, 7, r66.
194 ff.
Vacation Fun, 3r.
story to be completed, 72, 141, 193,
Valentine, 57·
214.
Valley Forge, 198.
subject, defined, 81.

INDE X
Vehicles, r 63.
verb, defined, r 79.
person, number, an d tenze for ms,
r8o f.
princi cal parts, 183, r87 ' 22 I.
be, r 8·y, r9r.
list of irregu!ar, 2n, 223 .
vowels, 69.

Watch, The, r6o.
Water, r6r.
will and shall, 7, r66 f.
Wil:is, Nathaniel P arker, selection
from, 208.
words derived from proper names,

35·
words that describe, 205.
write and right, 75.

Wallace, Wi!lia'm R., selection from

67.

'

yes and no, r9.

Historical Readings
FOR ELEMENTARY GRADES
Arnold's Stories of Ancient Peoples .
Baldwin's Discovery of the Old Northwest
Conquest of the Old Northwest
Abraham · Lincoln
Four Great Americans .
Beebe's Four American Naval Heroes
Burton's Four American Patriots
. Story of Lafayette
Clarke's Story of Caesar
Cody's Four American Poets .
Four American Writers
Eggleston's Stories of Great Americans for Little
Americans .
Stories of American Life and Adventure
Guerber's Story of the Thirteen Colonies
Story of the Great Republic
Story of the English .
Story of the Greeks ·
Story of the Romans
Story of the Chosen People .
Kingsley's Four American Explorers
Story of Lewis and Clark
Perry's Four American Inventors .
Perry and Beebe's Four American Pioneers
Persons's Our Country in Poem and Prose
Pitman's Stories of Old France .
Shaw's Discoverers and Explorers .
Van Bergen's Story of China
Story of Japan
Wallach's Historical and Biographical Narratives
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