I

I
INTRODUCTORY

,.

'

'·

LANGUAGE
A

SIMPLE,

VARIED,

BUT

WORK

AND

PLEASING, -

METHODICAL,

· SERIES OF EXERCISES IN ENGLISH
TO PRECEDE THE STUDY OF TECHNICAL GRAMMAR •

.{ r
( ·

:.1 / . ·

I

' 'I

r)

.) j

/BY

..

ALONZO REED,. A.M.,
A UT H O R OF" WORD LESSONS," AND JOINT AUTHOH: OF

·•

1

'

RRED AND KELLOGG'S

I

LESSO NS IN E!'IGLt!=;H ," lITC.

/,
\
I

j
771 BROADWAY AND

67 & 69

1891.

.

NINTH STREET,

~fE 111.1

:Ii+~

l ~ ~I

-

(lo .

H
~
C o rv1qGHT, 189 1, RY

ALONZO REED.

LANGUAGE WoRK IN THE ELEMENTARY GRADES.

A Talk with Teachers.
Should Langucige be Taught Directly, or only Incidentally ?-Careful and intelligent experiment has o.f late

cleared away much of the fog of conflicting theory and :
method surrounding the subject of langnage teaching, so
that it . is now beginning to take definite form and to
receive rational treatment.
rrhe theory that language IS best taught i;1directly
through a series of "information lessons" is giving place
to the conviction that the chief business of the language
1
teacher is with the adaptation of the expression to the
thought. It is imposs ible to carry on a course of object
lessons imd a course of language lessons together and make · /
ooth consecutive and progressive. One must be sticrificed .
I
to the other, and it is invariably the language work that
gives wa,y. It is comparatively easy to make a series of
bject lesson contintrous or to fill up the time of recitation
wi-th general information, while it is extremely difficult' to
\
/
Lri ng oral language lessons wi tliin any well-defined pl.!ln or
pnrposc.
'l'hat there are forms and principles of language which
may be presented .at an early age and made to govern the
I

Press o f J. J. Little & Co.
Ast o r Place, N e w York

.

4

INTRODUCTORY LANGUAGE ff ORK.

· pupils' practice through life, and that such forms and
principles should be taught clirectly, systematically, and
persistently, are conclusions now quite generally accepted.
- Is 01'al Te.aching lJicthoclical and Pm·nutu('i.J!.f ?-

;,
;(•,.'.•

..~

.

The fact that teachers after years of expe rim ent. hav e
become dissatisfied with the very uncertain results of oral
instruction is evidencecl Ly the grow ing denrnnd from our
· best schools for a text-book suitable for the pupils' use and
for class-room drill.
Without a drill book in the hands of the pupils there is
necessarily a serious loss of t ime in gett ing written exercises before the class_. and in repeating instruction to
bridge over breaks caused Ly lack of attention or by irregular .attendance. But with the best effort of both teacher
and class, young pupils find it almost impossible so to hold
their oral instruction in memory as to be able to look back
over the successive steps and get a bird's-eye view of tho
di:fferen t lessons in their proper relations.
A successful teacher will give mn ch oral instru ction, and
will throw his own personali ty into his work. rrhe importance of bringing the instructed mind of the teacher into
direct contact with the nninstructed mind of the pupil
should not be undervalu ed. But unless oral work is supplemented by a rational text-book, it mus t lack continuity
and permanency. Besides, getting instru ction from the
~rinted page fs an essential part of lauguago training.
Matter an<l JJietho<l of the Langnage Book.-'l'he

more thoughtful teachers are beginning to question the
wisdom of those cou rses of language study in which .

. .1 TA LK · WITH TEACHERS.

5 ·

spelling, pronunciation, technical grammar, pictures . foi:
imaginative stories, poetry for memorizing and ·. paraphras1
ing, information lessons, and other miscellaneous . matter:
are p~·escribed, .with no _line of connection, no beginning,
no middle, no end.
:'
Why shonld the study of our mother tongue .be ma.de the
one exception to Burke's motto, "Good order is the foundation of all good things"? Auel is it true that language .
books must needs be filled with the odds and ends of ".arious
subjects because there is so little to be .done in the study pf
language proper ?
'
Spelling and Pronunciation.-Since "language lessons". are
supposed to deal mainly with related ideas, why should a · ·
language book be interlarded with lessons in pronunciation and spelling, when these subjects are amply provide.d
for in two other text-books of the · same grade-t~e
''reader" ancl the "speller" ?
Technical Grammar.-All instruction that aims chiefly .to ·
lay a foundation for technical grammar is out of , pl:;i.ce
in the primary grades. There are, however, certain gram:- /
matical forms that should be brought to the pupils' notice
as early as possible, and worked into P.ractice by const&n~
repetition.
Pictures for Stqrles.- ictures to aid .in imaginative story,wntmg may, for occasional ex'eroises, serve a useful pur-:·.
pose ; but when they are .introduced into the language .
book and kept constantly Lefore the pupils as composition'
lessons, the story-writing loses the very important element
of freshness and surprise. Such exercises are . much mor~ '

\

_,

INTROD UCTORY r . t.NGUAGE W ORK .

- - - - -- -··---

'
',.'\

.

-·-·-

·-

··---

A TALK H'Il'H TEACHERS.

7

---·---- -- - - -- -

interesting aml Rllccessfnl if tho pi cture is first presented
by the teacher at tho hour of r ecitation. Th ero is danger
of overdoing this .feature of co mposition work.
· Poetry.-'rhe reproducti on of ~to ri es found in poems
is an exercise of extremely Lloubtfol ntility. Wh en we
remember thnt the sto ry is one of t he most remote of tlie
poet's purposes, nnd tlrnt t ho nobl est p oems of our lan g uage
drop into insignificance wh en reduced to" plot" or" argn. rnent," it will be seen how pos itively harmful it mu st. be
for ·the young student to get the impression that hi s feeb le
·story reproduction is in a ny souse a meas ure of the beautiful thought of n. great po et.
: Concerning th e use of poetry for written pnrnphrase,
Laurie says : "A more detestable exer cise I do 11 ot kn ow.
It is an impious and unh oly use of pen and ink. " * Bain,
after quoting one of the best attempts at paraphrasing
poetry, renrnrks : "It has stripped the passage of its
poetical beauty, and has n ot made a good piece of prose.
It is an operation with out ass ignable result. -"' t
·. · The translating of poet ry into prose by si111pl y changing
the order, supplying ellipses, and revoking p oetic lice nses,
is a profitable exer cise for g rammar grntles .
In the primary grades, all pupils able to write should
occasionally copy from the blackboard. and mem oriz e short
selections of poetry. 'l'h e ten.cher's chi ef n.im should be
to help the pupils to see the lrnn.uty of the word-pi ctures,
* "Lectures on Language and Ling ui sti c l\Iethod," delivered in the University of
Cambridge, England.
t "On Teachin g Engli ~h ."

to appreciate the rhythmic How of the language, and to
get into sympathy with' the sentiment. Here the textbook can be of little aid. rrhe teacher ' certainly does
·not need to be told when and where h e can best find opportunity to introduce su ch general exercises.
Plan of th·i s Book-Observntion an<l Practicc.-Ex-

treme reaction from abstract and formal methods has
popularized the theory that precision in language comes
only from practice, mid that the child should ' constantly
be exercised in expressing his own thought in his own language. How progress is to be attained by confining him
to the feeble, commonplace expression of his own feeble,
·1
commonplace thought tloes not appear.
·
E xcell ence in language is n.ttained through observation
and practice.
In hi s lecture, "On the Study of Literature," Morley
says : "So far as my ohservn.tion has gone, men will do
better if th ey seek prec ision by studying carefully and
with an open mind and a vigilant eye the models of writing, than by excessive practice of writing on their own
account."
Pupils should occasionally write original compositions- :
frequ ently, if the teacher cn.n give the individual attention
that will ni ake them helpful. It has truly been said · that
· we cannot know that we possess ·language, or anything
else, till we can use it. It is equally true that we must
acquire language before we can use it.
Distinguished masters and students of style are agreed
that good language is got chiefly by the careful study of

.. 1

. !, ·.
.

.

.~

;.:/'. '

I
~.
. .....

· . ·.z.~
\

:

\

\

1

INTRODUCTORY LANGUAGE WORK.

. good models.
" Exhansti ve observation," says Spencer,
"is an element in all great success." 'rhis all-important
f~ature of language training has been most strangely
\ .'
neglected.
'. ;J;·
. : In the following lessons will be found a connected and
~'.·;\:·. · progr('.ssive series of exercises in observation and practice.
:}(~ . : M~st of the drill work will Le fonml urnler the two heads,
*t-~· J W,1z,at to See and Wliat to Do.
~·:' ' '·
·.. , The Sentence and the Paragraph.-'11 he sentence, the unit
•.,·1.
·'
'.·~: 1 · ?f l~nguage, is examined with regard to its meaning, its ·
~~\ w.ritten form, and its r elation to the para.graph.
f.".·...
. . Very ~arly in the work the paragraph is presented as a
, J
1 · · part, or division, of the story, and its content and its form
~re cai·efully noted.
; . ; . Pupils are led to use the imagination in making wonl.Pi?,tures from outlines-dressing up the bare statements
_, o~ a story or a description by adding appropriate ]ielping
=1<'•
.
~"L · '\Y"Ofds and phrases.
They are taught to combine nnd
~·<:":' .·a:r;:range these statements in various ways, so as to secure a
'\,;:_ · ·natural
and easy flow of thought. Their attention is called
:a:.,..... .•
'
.:.;;~, : t~ the importance of keeping np interest and of holding the
?;,. '· ·. most important things for the final outcome.
~,·
i?$.
Chief Parts and their Helpers.-In connection with this
c:..::
work, and as an essential part of it, the sentence is exnm~~~-. ' .
~~
ined for its chief parts. The forms and the relations of
.
i~fl::
these parts are fanght by easy, informal exercises in seeing
t~\..,
.]., ' and doing.
t~,.
Around the chief words the pupils are ta.nght to group
ff.:i;, the.. di,f:Ierent helping words and phrases, not as n work of
~:::

•t ,;

~,,.

f '.

~' '

~

~t".

·:

!:"{.'I, , ·

~·11:,,

JC;.

A TALK V.:ITJI TEACHJr:RS.

formal analysis, but as a simple process of noting what
words do and mean as they are used in the sentence.
There is nothing within the whole range of lan g uage study
more profitable than this. \Vhen the pupil has acquired
the habit of noting the chief wo1:ds of a sei1t~nce at a
glance, he has laid the most solid foumlation for regulating
his own ln,ngnage rtJl(l for observing the language of others.
Cobbett says that half of all grammatical errors come
from not ascertaining the nominative. But going beyond
the mere matter of grammatical correctness, this work of
noting what words and phrases do furnishes the only intelligent means of learning how to get ideas into good arrangement-a difficulty, as Bain snggesLs, greater than all other
difficulties put together.
The Thought and the Language of the Exercises.-Although
these lessons deal 11rinrnrily with expression, the expression
1
is considered in its concrete relation to the thought. ' 'l'he
aim has been to present such exercises as will incidentally
convey information and stimnlate original thought. Some
of the lessons designed for composition work will lead the ·
pupil into sympathy with nature, and with what is noble
and heroic in character.
The language employed is intended to be in advance ·of
the pupil's own language. The child enjoys the effort of,
. reaching up for what is a little above him, but is disgusted '.
with attempts to talk down to his level.
Common Errors.-Special effort has been made to ·· aid: ·
pupils in forming correct habits of language where there
is most danger of falling into bad haLits. Forms liable to : ' "
1

I

'

/.

10

INTJWD UCTORY L 1tNG U:lGF: WORK.

misuse are noticed incident::tlly till the developm ent of the
work gives opportunity for treating them thoroughly.
.Frequent repetition of correct forms, nnd reasons reached
through simple processes of observ::ttion, are both employed
to secure right habits. Th e sentences given .for repetition
are, for obvious r easons, colloquial, rather than literary, in
their character.
Abstract Terms.-Abstrn,ct and technical terms are here
generally avoided. rrhey fright en young children, and
make the natural and easy seem unnatural and cliiiicult.
Letter-writing.-Letter-writing r eceives extendecl and ca,reful treatment. Models arc given for copying. Important
points are emphasized and clifferent forms impressed, by
searching observation lessons, and for everythin g thus
taught the pupil is held respon sible in the dictation
exercises.
Opportun'ity f01· 1r01·k. - As a means of getting
thought, as well as of expressing thought, systematic
training in the observation and practice of langu nge cannot
begin too early nor continue too persistently. There certainly can be no lack of legitimate work for the language
teacher.
It is not claimed for this series of exercises that th ey will
enable the pupil to overcome nll the clifficulties of language. Wh en we have put the young chi lu's feet in the
right path and given him an impulse in the right uirection,
we lrnve done much.
A. R.
NEW YORK,

Jun e, 18!)1.

To the Teacher•
SUGGESTIONS

oN THE

UsE

oF THE FoLLOWING

LESSONS.

Exercises under the . Head of "What to See" may be read in the
class, one pupil reading a question ancl another giving the answer,
am1 so on.

The remarks fouml with these questions shoukl also be

read and l1iseusscd.

The teacher should see that eYery form or prin-

ci ple in the illustrative exercises is impressed.

The pupils may be

stimulated to closer ousenution by being assured that, after closing
the books, they are Lo write similar sentences.
Copiell exercises may be exclrnn gcll, and corrected from .the book by
t he pupils.

Oral Composition Lessons should generally prccellc the written.
Each pn pil should be called

11 pon

to tell some part of the story, or to

put in different language what has been told by another.

The

clear est and neatest of these sentences should be put on the
boan1.
The tcnchcr shouhl use eYery effort to secure a smooth flow of
thought. from one sentence to another, an easy transition from one
paragraph to another, aw] a natural outcome for the whole story or
dcscri ption.

The

Corr~ction

of Writ.ten Compositions is most effective when

. done in the presence of the pupils at the time of recitation. _The
teacher, ce rtainly, has no ri g ht to unfit himself for his duties in the

/

12

IN1'RODUC:TO!?Y UNGUAGR TVORK.
- -

-

- - -··-·.

classroom by giving nil his leis11rc hours tu the eorrcctiu11 of compositions.
While the pupils are writing their exercises, the teacher can !_}ass
from one to another, making corrections anJ helpful suggesti ons.
The slower pupils may nce1l to rewrite th eir work after th e n·.t:it.nt ion
hour.
Some of the compositions shoul1l be rca1l in th e cl ass.

INTRODUCTORY LANGUAGE WO.RK.
.. ·; ..;(

General

'

PART FIRST.

errors should Le corrected nrnl cxpl:iin c<l by 1.he aid of th e blackboard.
If the work of one "Lesson " can not be well d one in th e peri ocl for
1

.- ... For Additional Exercises in Composition the t eacher may read

tothe class short stori es or sel ec tion s.
· pupils should tell wlrnt it· is about.

be put on the board.

As each pa ragrnph is rearl, th e

Th e outline thus ob tninecl should

Th e "·hole sele ct ion may th en be read t he seco nd

time, and the pupil s mny rcprot11wc it in para.graphs t o eorrcspond
' with the outline.
. It is b etter, for obdous reasons, that these selections for reproduc-

tion should not be in the pupils' lang ua.ge books.
Sentences to Guard against Common Errors are given in the

full and correct form for repeti t ion.
the ear a.re train ed t oge th er.

Thus the eye, th e tongue, and

• !

.

I

i

''~

. . . . ...

: '

'

"

recitation, let the "Lesson " Le 1li vi<l cd.

•

,

•

·.~

'I

~·

I ,_

:

' To the Teacher.-It is important for the t eacher to see that "the
.following lessons form a connected course of instruction, that the relation of a topic or a principle to what precedes or follows determines its
place of introduction, and that, instead oi formal reviews, composition and observation exercise s are so designed that the ' different
principles presented are kept in constant ·application.
'l'ho four different kind s of sentences and the three terminal marks
are introduced in the first ten lessons as a necessary foundation for .
intelligent composition >vork. As subsequent exercises repeat and
continue the instrnction given in these lesson~, to extend this introduct ory work beyonu a simple and clear presentation would be bad
economy.

.

F or tests, th ese exercises may be put on

I
\

\

. the board or di ctated with bla nks to be fillet1.

LESSON

By questions and Yariou s devices th e teacher should create occasion
for continuing the use of those expressions in which he find s hi s pupils
liable to err.

I.

Statements - Capitals - Period.

H e should, with unremitting vigiln.n cc, correc t all errors

made by the pupils in conversation or in recitation.

Hensons and

references to the text.-book should be given as soon as th e pupils are
prepared for them.

To the Teacher ..:._If the pupils are allowed to copy this outline of
the ant, and to talk about it and about the statements below, it will
give a keener interest to these exercises. A valuable oral lesson is
here suggested.

,

..···

:

·.·

. ..

.\

Y'

11-

.'

14

I N TR OD UC T OR Y L A NG UA GE IV ORK.

The obse r\' a tion exercises adtled to these lesso ns may be read wilh
the pupils in an easy, com ·ersatioual way. Leml the p upil,; to talk
freely, but to a purpose.

S TA TE;"YEN TS- CA I'll'ALS-PERIOD.

15

Does each group make sense by itself ?
L eave out build from the first sentence, and then see
whether it will make sen se.
· 'Vill it make sense if you leave out ants?
·w ill it make sense if you leave out the last two words ?
I•

Dictation Exercises.

To the Teacher. - After copying these sentences, the
turn over their slates and write the same from dictation.

pupil~ .

may

'

.·... .r

Original Statements.

E ach pupil may write one sentence of his own.
probably be suggested by the oral exercise.

Such sentences will

Copy tlie following very carefully:-

LESSON

II.
/

Statements - Capitals - Period.
To the Teacher.-The state ments below, with the cut in the preceding lesso n, will suggest an oral exercise.

Copy tliese lines very neatly :I

~ \

~ I

t

L.

't

;i .

'

fi rst g roup of words aLove Legins
with what kind of letter?
Desc:r ibe th e mark afte r th e last word of t his g roup.
· You may call this mark a P e rilHl.
T ell how each of th o oth er g ronps beg in s :in cl encl s.
1Vhat to S ce.-Th c

INTRODUCTORY LANGU,1Gl!J lVORK.

16

STATE1lfENTS-<}APl1'ALS-PERIOD.

JVhat to See.-How many periods have you just copied ?
How many groups of wortls making complete sense ?
With what kind of letter docs each group begin ?
What do you find at the end of each group ?
. ·· ·A group of wo1'ds 1nak'i.ny co1npletc sense is a Sen-

LESSON

17

III.'

Statements-Capitals- Period .

Copy the sentences below and noNce all about /hem:-

. t~nce.
In writing several sentences together we must show
where one ends and another begins.

..

EXERCISE.

,.

•\

~:

This little body has three parts all
insects have three parts ants are busy
creatures they run about on six legs.
What to See.-Oan yon read the sentences in these lines
as easily as you can the same sentences at the beginning of
this lesson ?
'Find all the differences .
.How may the different sentences be k ept apart ?
Of w.h at use is the period ?
How do capitals help ?
How do we show where one sentence ends and another
begins?
Dictation Exercise.

To the Teacher.-Th ese sentences may be written from dictation
and then compareu with the book for corrcctiou.
Original Statements.

Each pupil may write a sentence of his own ..

. ~

JVhat to See.-How many sentences have yon copied .?
How do you find out ?
t'
How many lines in the first sentence ?
Which line begins farther to the right than the other .? .
How does the first line in each of the other sentence~ ·
begin?
Notice that the · first syllable of feel-ers is on one line,
and the second syllable on the next line.
2

'-

_.

18

INTRODUCTORJ' LANGUAGE lrORil'.

It would be wrong to divide a sy llaule.
Notice the little mark after feel-.
This shows that the word will be finished on the nex t
line;

QUESTJO.VS-QUESTION MARK-CAPITALS.

19

Copy the five hnes below: -

Aclditional \Vork.

To the Teacher.-The pupils may giYe orally the facts rclaLed in
the preceding lessons. They may be led to Yary their stateme nts an1l
to join them into connected stories.
Some of the best sentences may be put on the blackboard or the slates.
· .Attention may be called to the apostrophe in these exercises, with.out attempting a full explnnat.ion.
Dictation Ex e re ise.

· Let the pupils write the script sente nces from Llictation.

LESSON

IV.

Questions - Question Mark - Capitals.
To the Teacher.-An oral lesson on the spi ll er is here suggcstcu.
The outline of the spider is made sim ple for copy in g.

JVhat to

See.-Does the first group of words above rna.ke

sense ?
What do we c·all n. group of words that makes sense ? . , .
Does the first sentence tell us something about spiders?
What does it do ?
What does the second sentence do ?
Tell what each of the others does.
Then each of these sentences is a question .
.~
The little crooked Question Mark at the end .helps to
· .·.. show this.
In the sentences before this lesson we tell, or state,
something-make Statements.
In these sentences we ask about something-make Ques.
~ V tions •
., ,1
'Vith what kind of letter does each question above
: i'. b . ?
.~ ..
egm.
t .
!What mark is put at the encl of each question ?

LYTRODUCTORY LANGUAGE l-VORK.

20

Dictation and Ol'ig·inal \Vol'k.

To the Teacher.-Tlic <JllCSt.ions found in scr ip t nm~· be written
from dictation.
_ Pupils may write one or more se ntences of their own .

QUESTio~vs A.ND STATEMENTS.

21

Docs ei.Lc h en<l in the same way r
What do the statements end with ?
What do the questions end with ?
Make the question mark neatly.
Dictation aml Original Work.

LESSON

V.

Questions and Statements- Question Mark Period-Capitals.

Copy the sentences below:-

To the Teacher.-Th c script sentences may be d!.ctated. Pupils
may change orally one kind to the other. Some' of the pupils' own
sentences may be written. (See suggestion concerning the apost rophe,
Lesson 111.)

LESSON

VI.

Questions and Statements - Question Mark Period - Capitals.

· Oopv the sentences below :-

See.-.W hich of the groups above are sente nces ?
Which may be called state ments because they state, or
tell, something ?
Which are question s ?
With what kind of letter does each of these sentences
begin?
1Vhat to

. 22

INTROD UCTORY LANGUAGE WORIC.

JOINING SE NTENCES.

Sec.--How Jll a11 y se n tences do yo u find 111 the
fiJ:st five lines ?
How do you find out ?
·wm the first make sense if we leave out are?
How is the first separated from the second ?
From the " exercise" in Lesson II. what <lill yo u learn
about the u se of t he period ?
Can the question m ark, as well as the periou, li clp to
show where one se ntence cnc1s and an other begins?
How many sentences in t h e last two lin es?
T ell how each of t he fi vo sentences begin s and cm1s.
All the five sentences are about the spid er. Jn t ho first
three we talk about th e spid er's two par ts, so we may begi n
one sentence right after another and make of th e three
one gro up.
In the · last two se n tences we talk about the spid er's
looks, so we may n~ak c on e g roup of th ese.
How are these gr oups of se ntences separated ?
What two lin es beg in farth er to the right than the
others ?
Notice the little rnark-h;yphen-after mak- at the encl
of the fourth line. It separates two syllables. (See Lesson III.)

23

JFhat to

LESSON

Joining Sentences.

Copy the followin.q :-

sentences in Lesson VI. have here
been changed a little, and some of them have been linked
together. 'rell all you can about what has happened in
making the new groups.
JVhat to Scc.-'l'he

Di c e-at.ion Exercises.

To the Teacher.-In (l ictat.in g these exercises let spcci:i.l at.Lcntion
be given to the way in whi ch Lh c g roups arc scpamtc<l.
· The length of the pupils' lin es slio111J corrcspoml Lo the width of the
paper or slate useu, rather than to the copy.

VII.

\

'

Adel itional 'Vork.
1

To the Teacher.-Pupils may be encouraged to point out most of
the changes in these sentences. Guard against attempting too much,

'·

INTROD UC T ORY LA NGUAGE WORK.

U011filfANJJ8-PERIOD-CAPITALS.

or what is technical. Silllilar experim ents rnny be mad e with oth er
preceding lesson s. Pupils may join the senten ces ora.!Jy. Some of the
best may be commended aml placed on the board for co pying.
The form of the paragraph, th e use of the apostrophe nml of the
hyphen, the form of the word I (Lessons VIII., X., et·c.), a nt! the use
of the comma. to denote a slig ht break or pause, may he taught without formal presentation, full er treatm ent being anticipate<l.

What are these five exclamations all about ?
Does each exclamation here make sense ?
Then what shall we call each ?
· ,
With what kind of letter does each sentence begin ?
L earn ' to make the Exclamation Mark at the en d
very neatly.
What docs I mean in the last sentence ?
Notice that this \vord I is a capital letter.

.24

LESSON

VIII.

·~

.>

l

"

Dictation.

Exclamations - Exclamation Mark- Capitals.

Copy tlie lines below :-

25

To the Teacher.-The pupils should write these sentences from
dictation.

LESSON

IX.

.

.•

Commands- Period - Capitals.
'+

I

Copy the lines below:-

.~

·'

~~~~~
~-

.

.

"

'1.

:

ij

. · d-$U/~~_d!v~

1Vhat to See.-Do you ever make snch senten ces ns these
· when you are excited ?
When you are surprised or afraid, do you ever excla /?11?
·whatyou say when yon exclaim is cnlled an Exclamation.

\ ': :;

d~~~.
~_dv~~

<•

d-U/~~AA-Mv
•.•!t

·'
':"11

: '. :.-·ii
, 1"'
n

'j.

. ,. .... -.•. t'·

~

26

INTRODUCTORY LANGUAGE WORK.

JVhat to See.-Does each group of words here make

sense?
Then what may each group be called?
Are they exclamations ?
Do they ask about anything ?
.
d oes ?.
Do they simply tell, or state, what somet l ung
rrhey tell some one to do somethiug.
rrhey are Connna1uls.
How does each command begin and encl ?
Read the last sentence as if yon greatly enjoyed see111g
the people run.
· . Now write it with an exclamation mark at the end.
This shows that the sentence is no longer intended as a
command, bnt merely as an exclamation.
What are all these sentences about ?
What are those in Lesson VIII. about ?

LESSON

X.

Different Kinds of Sentences.

Copy the sentences below:-

DIFFERENT KINDS OF SENTENCES.

27

~~~-'lr.dv
~W.:J

d~~~~~ ·
~~- /

(ff~~cfJ~rAP
~./J
JVhat to See. -·w hat is the first sentence called ?

Does the second tell some one to do something ?
/
rl'h en what kind of sentence is it?
Hemember tha.t a command is not always stern. It may
be a gentle request or an invitation.
What mark at the end of a statement ?
What mark at the end of a command ?
Read the exclamation.
What mark at the end of the exclamation?
Read t he two questions.
What mark at the end of each question ?
·what does I in the last sentence mean ?
This word is always written as a capital letter.
Dictation Exercises.

To the Teacher.-Let the pupils write t.he script sentences from
dictation.

I~

32

• I

PUTTING SENTENCES TOGETHER.

JNT!WD UUTOR Y /,ANG CA OR WORK.

33

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

Now sec -\vhether you can tell why we made three groups
of the script lines.
How are the breaks between these lines made?
What do you notice about the first word of each group ?

Which is the smoother a11d better way of tclliug the
story ?
Why?
In dressing up the first sentence, wlrnt three wonls are
put in to tell when the ant went ?
What words are put in to tell where the ant went to

To the Teacher.-The pupils' attention may be called to the
comma nntl the se micolon . 'fo copy them correctly may be sufficient
here. Possibly the pupils may be made to see that these marks separate th e parts of the sentences, and show when the sense requires a
shorter or longer pause.
Few rul es for punctuation should be given till the pupil is familiar
with the analysis of sentences.

drink ?
Do yon think it makes a story more interesting to tell
when and where tho things happened ?
What word seems to join the first two sentences?
Leave out this word, alHl see that the period is then
· needed after drink.
In this second writing of the story, what two things do
we say the dove did ?
We make the story better by putting in saw it. for we
then show that tl1e dove h elp ed the ant purposely.
In the last two lines wlrnt two things do we say the

LESSON

Dressing Up Sentences and Putting Them
Together.

ant did?
Here we have bcttcrcu the sto ry by telling how the ant

·'

EXERCISE.

1. A man put up his gun to shoot the dove.
2. The ant bit the man's heel.
3. Bang! went the gun.
4. The dove was not hurt.
5. The ant helped the dove.
6. The dove helped the ant.
7. Shall we help each other?

got out.
What do we tell last ?
Is not this the most interesting thing?
We should always try to keep t he best part of the story
for the last.
\Ye find thi s story has t hree parts :-

1st, Tlie ant's acc£dent.
2d, The dove's lielp.
3d, Tlie ant's escape.

XV.

r

1,

r:

To the Teacher.-The time of one recitation could profitably be
,' spent in letting the pupils work the sentences above into good story
·_,form without the aid of the script exe rcise .

•
..

. f

~

.... . . ..., ____ . . .

: ~I•'
--- ~-

......

~

..

I

"':_•,

/

PUTTING f)ENTENGES TOGETHE!l.

INTIWDUCTORY LANGUAGE H'ORll.

Copy the follozoing :-

our story might put the wortls after the ant together, and
not get our meaning so easily.
Now look at the rest of this story, and find what has
been ~dded to the sentences at the beginning of this lesson,
and how they have been put together.
In this story, do the ant and the dove think and act like
persons?
This is the way animals do in fables.
Are fables entirely true?
Fables should teach us something.
Head the last group of script lines, and then tell what
this fable teaches.
We will strip this story down :mtl find what it is framed
on:-

· 1st, T!te dove's danger. ·
2d, Tlie ant's lwlp.
3d, lVliat tlie fable teaclies.
Now tell why the script lines are in three groups.
To the Teacher.-In using these exercises, the teacher will, of
course, study the capacity of the children, and give more help, or less
help, than he finds here, according to circumstances.
The itlea of the paragraph and its form should be carefully noted.
'
Reatling easy paragraphs, and telling, in the fewest words, what each
'
•\: •is about, is an excellent practice.
(
Special attention shoultl be calletl lo the wortls-

.

,r('I/

to See.-With the above read the other part of
the same story as told at the beginning of Lesson XIV.
In dressing up the first sentence, what words haYe been
put in to tell when this thing happen el1 ?
If it were not for the comma after ant, one m reading
JJThat

two, to, and too,
) . whieh are in the script lines.
Secure their correct spelling and use.
'.;'. Perhaps no other·wonls 11re more misused.
.,

'

J

3t>-

-J

, ..;
._ ,'\1
...
,,

"

'

>

"

•'

8TATE1l!ENTS-OHIEF WORDS.
INTROD UCTORY LANOUA.GE ffORK.

36

A GATHERING UP.

To the Teacher.-We tlo not offer t he following as fornrnl rules
and definitions. W c should not holtl t he pupils to an exact repetition
of the language here given.

A group of words m,£tk'l ng coniplete sense 'is <t
Sentence.
A sentence used to tell,

01·

state, s01neth:i11g is a State-

ment.
A sentence nsetl to ask 'is ct Question.

'l'he hyphen is used at the end of a line where a word is
divided. (See Lessons III., VI., etc.)
A syllable should not be divided.
Things Noticetl in Passing.

'fhe apostrophe ands ('s) joined. to a name show that it
is a helping word telling whose; as, ant's legs, spider's
body. (See Lessons III. and V.)
The word I should· always be a capital letter. · (See Lessons VIII. and X.)

A sentence use<l to show fe eling 01· exC'itenient is <in
Exclamation.

A sentence nse<l to t ell
~omethiny is ct Command.

01·

1·cqnesf. some

01w

to do

·LESSON

A

A Question Mark is JJlace<l at the end of a

XVI.

Statements- Chief Words.

Period is place<l a,t the c url of n statC1ncnt or
a c01nnicincl.
qnc.~fion.

An Excla1nation ])Jark is pl<:ice<l at f.he end of an e:c cla1nation.
Every sentence shonl<l begin with a Capital Lett.er.

A story made up of very short seutences so und s rather
jerky.
· 'fo make a story read smoothly, we often link two or more
sentences together.
'fhere is danger of making our sentences too long.
In writing a story, th e sentences should be in gron ps (or
paragraphs), each gronp telling one part, or division, of
t; .' ' the story.

37

Copy the lines below :-

'
STATEJlfENTS-CHIEF 1-VORDS.

INJ'IWDUUTORY T,ANGU.tGE lrORl1-

.:;.

'•.

In tho third sentence we say something about wings.
Find one word that tells what wings do.
In the fourth sentence wo say something about legs.
Find one word that tells what legs do.
In t. he fifth sentence we say something abont body.
Finll one word that tells what the body does.
In the last sentence we say something about flowers.
Find one word that tells what flowers do.
Now read together t he two chief words of each sentence.
If in the third or the fifth sentence we wish to show a
.. little more feeling or excitement, we can put an exclamation mark at the encl.
In the second sentence what two words tell how long
bees work ?
In the third, what word tells how many wings ?
What word tells where the wings go ?

What to See.-fa each group of words at the beginning
or' this lesson a sentence ?
To make complete sense we must say something about
· something.
In the first sentence, what do we say something abont?
Wh~t do we say about them ?
Find in the second sentence two words that will make
sense lJy themselves.
These are the chi ef words,* t he others are helpers.
- - -- - - --

·- ·--

-

-

~.

.

+We can not support the theory that the ~ente n ce must first be divided into only ''
two parts-the entire subject and the entire p1·edicate.
Except as a summing up, we find comparatively little practical good re~nlting ,·,.
from such work. When the words are all in thei r naturul order, the process is easy,
but mechanical.
,
When some of the words and phrases are transposed, ns happen~ in mnny of the '.1.
simplest sentences (1-4, LesRon IV.; a and r;, LeRson XVI.; 6, Leeson XVII., etc.), '
the pnpi) is compelled first to tinll hi s chief word~ 111Hl then to gronp their helpers
around them. If taught to do this at the beginning, his work will be more intelli- .•; .
gently done.
·
Besides, the training of the eye to see the two chief words of n sentence at a .~,
~lance is of the greatest utility nt all times. Such training ls a guard against a large lf.;
part of the errors into which a writer is liable to fnll.
··

<:

·,1"

·.

'·

39

To the Teacher.-vVc give above three questions to aid in distinguishing the helping wor<ls from the chief words.
We believe that any pupil who can read intelligently in the Second
Reader will answer such questions with interest if technical terms are
avoided, and simple, familiar language is used. He need not know
·that he is "analyzing." He will like to tell what his words a1·e for.
Pupils may here be tested on the spelling and use of-

bee and be.

-·

~.·

•....

l

•.

Additional Work.

'!'he sentences in script and the cnt, at the beginn ing of this lesson,
)~· will furnish material for oral composition.

~ · ! ·. Some of the pupils' work may be dictated for wi-iting.

\
4o

INTRODUCTORY LANGUAGE WORJ.i:-.

LESSON

XVII.

Statements-Chief Words- Names.

Oopy the sentences below :-

STATE11lbWTS-CHIEP WORDS-NAMES.

41

To make a sentence we name something, and then say
some.thing about it.
In these sentences we have drawn a line under (underlined) the word that tells.
You may pick out the other chief word_. the name of t.he
thing we tell about. (To get this name put what before
the word underlined and answer your question with one
word, in this way : What plunges? Bee plunges.)
Read together the two chief words of each sentence.
You see that the two chief words do not always make
full sense by themselves.
Find those that you think do make full sense.
These six sentences may be taken together for one story.
What ::ire they all about?
Then what is the subject of onr composition?
In these sentences we use three different names for the
same insect. Find them.
In the third sentence we tell about dust.
What do we tell about in the fourth?
What do we tell about in the fifth ?
Taking each sentence as a short composition, we may call
the name of the thing we tell about the Subject of the
sentence.
This, yon see, is not always the same as the subject of
tl;ie whole composition.
Acl<litional Lessons.

What to Sec.-How mnny sentences nbove ?

·How do yon tell ?

To the Teacher.-For another lesson let the pupils reacl the script
. sentences of Lessons XVI. ancl XVII. together, and work the whole
, into oral compositions.

44

INTRODUCTORY LAN<JUJlGE WORK.
Add it ioual \Vork.

To the Teacher.-We believe that, at the very beginning of ~ritten
language work, children can be taught to note, in an easy and natural
way, what the different words and phrases do in their sentences. Such
work should not be separated from that of determining the meaning of .the sentence and of the wonls that compose it.
Noting the uses of words and phrases will soon become a habit. Such
a habit will be a powerful aid to clear writing and intelligent reading.
Questions to bring out such uses should be varied aml informal.'
All technical distinctions and close cliLssifications should here be scru- '
pulously a voided.
We suggest such as the following :In the first sentence what helping word tells whose riYer ?
What does 01ti· mean here ?
.
How does SO'ldherly hcl p ?
In 11finnesota d oes what ?
·what helps sailed by tel ling whon ?
What does westward do ?
What word tells what kind of snilor ?
What helps l1:i:ed by t elling where?
If a question docs not bring out the right answer, i ry n,
suggestive one.
Diet.ation.

The se11Le1H.:e~ in ;;t.:ri pt mn,y be written from dictation.

\.,
LESSON

XIX.

Names-Capitals.
ORAL WORK .

~

.

,,

.:.-

'

. Give a name that belongs to many persons of the
kirnL
Give a name that belongs to one particular person.

N A11fES-UAPI1'AL8.

45

'l'he common name village is given to many places that
are alike.
Give the particular names of villages near you.
The common name dog is given to a large class of
Give the particular name of some dog, cat, horse, or
other pet animal.
The common name city belongs to a whole class of
places.
· Give the particular names of some large cities.
Wlrnt kinu of names are boat, kite, sled, doll?
Can you give the particular name of a boat, kite, sled, or
' doll?
To the Teacher.-Sorne of theso names may lie put on the lioard
copying.

·~for

~'.Copy the names below:-

46

47

JNTIWDUCTOUY T,.1NG UAGE WORK.

CHIEF' lVORDS-NA 1lfES-CAPITALS.

1Vhat to Scc.-\V hi cit of these names arc g iven

Notice that in these sentences we have underlined the
'> n{Lme of the one we talk about (our subject).
·~ ' Notice that in the second sentence the chief name is
; made np of two '\vord~.
In tho third sentence tho chief name is ma<lc np of
three words.
In the fourth sentence president is the chief name; our
'. and first arc only helpers, shO'wing which president _we are
talking ab on t.
~: Find in each sentence the chief word telling what the
~ person did.
,,. Which of these chief names belong each to one particular

many persons or places that are alike.?
Which are particular names ?
What do you here learn a Lon t capitals ?
Notice that these word s, wl1cu written in lines .
arated by the comma.

LESSON

XX.

Chief Words- Names- Capitals.
Two or l\lorc ·\\r or·<ls in One Na.me.

Copy tlie sentences below:may belong to any person hol~ing the highest
office in onr country?
Look at these names and tell what you learn about
. · Find among the h elping words in these sentences threei
particular names.
T ell how many words m each, and how each word
Additional Work-Dictation.

To the Teacher.-Let the script sentences be written from die-

''i"

IVhat to See.-How many sentences do you find

How do you tell ?

her~? i~~

' The offices of the helping words may he brought out by such ques. tions asWhut docs in Virginia tell ?
. What. did Washing-ton lead ?
. Where did he die ?
' What does at Moitnt Vernon tell ?

I :

•.

\
48

8TATE1lfENTS-CIIIEF PARTS.

INTRODUCTORY LANGUAGE WORK.

49

to Scc.-Notice in each sentence a straight line
under the first chief part, aud a waving line under the
second chief part.
Yon will see that the other words are only helpers.
In the first sentence what little phrase of two words
tell s what kind of family?
Iu the third what word tells what the cat was watching?
In the fourth what word tells what the hawk saw?
What does she mean in the third sentence ?
What <loes them mean in the fourth ?
What does lw mean in the fifth ?
.
You know that in these short . compositions, or sen, ~ · tences, which we have been making, the name of the thing
'· we speak about is called our sitbject.
I .
Now we need a name fo1' the chief part that tells 9r
says something.
Let us call -it the verb.
Tell how many words in each of the six verbs.
'Vhen you read the six sentences together, do you think :
they make a smooth, well-finished story ?
..
Do they seem to limp along ?
If you will close your book and picture these things to
-. : yourself, yon can make a better story.
What

LESSON

XXI.

Nam es - Capitals.
EXERCISES FOR WRITING.

Write your own full name.
Write the full names of two boys and two girls.
Write the names of two great men.
l\llention three states whose names have each two
words.
Mention three cities whose names have each
words.
Give the names of three lakes.
Give the names of three ranges of mountains.
Write the twelve nam es you have gi\'en.
Begin each word in each of these names with a capital.

LESSON

XXll.

Statements-Chief Parts.
EXERCISE.

1. A family of kittens were playing.
~~

2. The mother had lain clown.
3. She ~ her kittens.
4. A hawk saw them.
5. He ~0~~ for a breakfast.
6. A kitten was seized.

To the Teacher.-The word verb is not introduced here to lay a
foundation for grammar, but to avoid confusing expressions .
., . ,. Children will soon learn, without formal instruction, to put the parts
, , of a compound verb together.
. ~'. In the oral work here suggesteJ en courage the pupils to make clear
, pictures in simple, flowing language.
4

/

I

1-.- I

"

1· I I I

I

FIX/SllJ.\"1; .l.Y/J ./IJ/ ,\./,\'r; SJ.:XTFNCFS.

!50

LESSON

XXIII.

Finishing and Joining Sentences.

Copy the two paragraph ., 111'1011• :WHAT I-IAI'l'.EN.ED TO A J(ITTE~ .

One brigld, sunny spring 11wr·nwg

(t

f am:ily

r~f

kitten.'i_ 1/ll!'l'e play1:ng about t lie door r~/ a fann liou;se. ·

1'/1,e mothe1• liad lain down, and
A I.((. /'~/' '
1:11q

.for

7
f/.l/.lf: /., :,

!1 1°.C?

/. • : /./,
'//,'I.II

l1rPrrk:.frr.«t.

1.1;as

watdii11g tlw play-

I I)11.//, ·''' ·11. 1·1·1111°!1.1./

/./ I f / •

.«r1w

1, 1. / ./

~
'I l•
///(!/

t/1 ,, 111 .

he darted 'ltpun un.e ~/ tlw kl,Ue'll;s.
;

.

51

Th is will lllake tho oLlter parL t1arkt~ I' in cu11Lr;LsL.
Sec l1mr \\'C liaYc }lllt Logether tho fourth and fifth
sen ten ecs of Lesson XX II.
We lrnrn p11t the fifth in tlic rnithllc of the fourth.
Which arnl lte Loth mc:m hawk.
Which bi1H1s the sentenc :es togct.hcr.
'fry lie or hawk iii place of whfrlt, arnl sec whether t lie
·sentences will flow together easily.
Have yon over seen an rrrrow tlrop from above ?
How docs like an arrow help ?
Cun yon see any r eason for these lines being rn two

To the Teacher. - :-;1H·lt

11·"1'1'

:1- i~ .'11 .c; ,c:1·~l 1'<I

l11·r<'

111a1·

li1· rn :1ilc

intensely interesting to children. Th ey will \Je d eligh ted to learn how
to ll1:1.k<' g<><>d ~lol'i1•'. ( •I' ('lc·:ir. lil'i;.:hl 11P1 ·.\ 1• i1· l 1tr1·c.
These exercises mny he ext.en1le1l, varierl, n.nrl, if necessary, si111-

TVi1a.t to See,-Compnrc tlio first RPnt~ enee in l 1nsson
Lenrl tl1c pnpils lo S('C (']early l1ow 1hn story is improwd hy the
- • - pl1r••0c aL Lill: l.Jc;.:i1rni!l;.; arn.l LLc v r1c aL Lill; l:lt Ll u[ Li11.; fir :::L :::c11lcr1LC ,
. XXll. wiL!t t.l1e iir;-;L i'it:11Lt : 11 ct: !1t : rn.
am1 liy Llic compari so n i11 Lln; la"l.. LcL lb:111 :ot1 g;;c:ol ullil'r <:liturgl':-:.
Do you think that \Vliat has bee n a!ld(•ri makL·s t ho sLory
'•

\

I' •

better r
Why?
When were the family of kittens playing ?
Where were they playing ?
Gan you tell how the seco nd and thircl sentences of Lesson XXII: aro here changed a.1Hl put togeth er ?
·what do we here say the motlier was watching ?
w·e want to make this pnrt of tho pi cture as bright,
happy, and peaceful as possible before the lrnwk comes in.

· I.Jet them sec how the two se ntences nre combined in the SPeond
period Ly tlropping one suLj cct and making mother the subj ect of both

. Let the pupils sre t hn.t the eom11rns show where slight breaks or
fpauses arc matlc in th e sentences .
... /" The matter of grouping into parngrnph" should Le e1uphasized.
J>ictation Lesson.

· .. The paragmpl1s aborn may be dictatc<l, am1 then compared with the
pook and corrccter1 Ly tlic p11pib.

•

A

-

>

•

~

I
.~

58

-

I

( '-

.

IN7'Rn!Jl!r:7'()RY T, A 1\ '() f ! A tl p; ff()T?K.

EXERCISE.

1. To-day I will plant potatoes.
2. To-morrow I will sow radish seed.
3. On Tuesday I will weed the lettuce.
±. On Wednesday I \vill hoe the cabbages.
1Vhat to Do ancl See.-Ohaugc each of these stnterne.nts
to a question.
Remember that in a question will is not used with I.
Remember that I must be n, capi tal.
What do you here learn a!Jou t th e hypheu ?
Find the chief pn.rts in each se nteu ce.
What does to-day t ell ?
What does the plirase on Wednesday tell ?
Wlrnt does potatoes tell ?
In writing these senten ces be careful of your spelling.
Additional "' ork.

To the Teacher.-Let th e pupils become familiar with th e form o!
a question ma<le by putting th e fir st word of th e co m poun<l verb be~ ;
fore the subject.
For additional work the sentences in Lesson XXII. arnl XXIV. may .
be changed to questions. Pupils will see that saw, sprang, and licked
c_h ange to did see, did spring; :rnJ did lick.
Possibly the pupils may be led to see that in "I will " I he speaker
promises or says that he is willing, and that in "I shall" he simply'· ·
tells what he is going to do.

... :

,.

t. •

. They will see that a person uoes not want to ask others wh ether he •
himself is willing. .At
I?" and '' Will we ? "

D1fi'J1'J-,'NRX1' E l 1'ilJS OJi' f>ENTENCES.

LESSON

XXVlll.

Different Kinds of Sentences.
Nam e of t.he One Addressed-Comma.

To the Teacher.-This cut will suggest oral work and sentence
· writing.

I
,1

60

61

1JlP'PERE1'n' KINDS OF SENTENCES.

INTRODUCTORY LAXGU.AGE WORK.

What to See.-Wliat two ki11ds of :::;e11tcuccs c11tl ·w ith a ~
period ?

Additional "\Vork.

]

' I·

To the Teacher.-Encourage the pupils to talk about the butterfly
or some other subject and to make · different kinds of sentences introduced by the name of the one addressed.
Some of these should be written ..

Read the statement fonnd in tho preceding lines.
Read the command.
Tell what each of the other senLcnccs is.
In the first sentence, is is the chief word that tells.
What does it tell about ?
Yon see that the verl> sometimes comes Lefore the
ject.
What word tells what kind of flower ?
What word tells where the flower is ?
You see that the word Helen docs not help
word.

Dictation.

The script sentences may Le written from dictation.

LESSON

XXIX.

Different Kinds of Sentences.
Name of the One Aclclressefl-Com1na.

Wiilie here uses Helen's name jnst to call her attentio~ > ·
before making his statement.
So we separate the name Helen from the statement
a comma.
In the seconJ. sentence, is the question complete without 'the name of the one spoken to ?
·
When we address a person with some feeling or
meut, we often put 0 before the llame.
Is the third sentence complete without 0 Helen?
The wo1'd 0 should alw<iys be a Capitnl.
Read the command without the name of the
ad dressed.
· Does it make compJcte sense ?
,,
Notice that in each of these fonr different kinds of sen-;: .
tences the nanie of the 01ie addressed 'is sepa1•ated from ;
t .~
the rest of the sentence by the Comma.
'

·J '

'')

.

~

,. JVhnt to Sec.- \Yhat differences can you find between
he first sentence .above and the first in Lesson XXVIII.?
' ;< Look for position, capitals, and commas.
: . How does the second sentence above differ from the two

•"jµst compared ?
How does the thinl above compare with the second in
Lesson XXVIII. ?
When is a comma put after the name of the one spoken to? ·

· ~r

I

6~

J!AJUNG AND JOINING SENTENCES.

lXTROD UCTOR l' L1N(.'U.10Jl ll'OHK.

- - -- - -- -

63

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

In these commands the subject is left out.

When is it put lieforc :

0

'Vh e n is one comma pnt l.Jefore a11<l a11othc1: after?

Copy these two sentence::.::-

We say that the subject you is "understood."
In all the commands you have written, you, "under. ' stood,'' has been the subject.
~

Additional "\Vork.

To the Teacher.-For another lesson, different kinds of sentences
. .. containing the nam e of the one addressed may be found by the aid of
~ the pupils, and put on the board.
Let the pupils write these, making the changes suggested here,
when the sense will admit.

LESSON
JVhat to Sec.-1-Inw man y co111111as are _11 octlcd to
arate Ecb:tlt from t.11 0 r est of tho sc 11 to 11oe ?
How many to separate I-Jarry ? Wl1 y r
In each of those senten ces ftml two otlH•r places for the
name of tbe one ad cl ressecl.

Wh er e shoulcl tho
are made?

co 111111a ]Jc

XXX.

Making and Joining Sentences. _,.

irnt 1rlte11 these cha1wes
b

/

When Edith and Ifm"r!J arc put at tlto Liogi1111i11g,
capitals are changed to s111n.ll letters? ·w1i y ;
In the sentence-

"llrtJT,1/,

S r!C

the knohs, .,

see is the wonl t ha t tolls some
Harry is not the sn bject.

0 11 0

111 1lo

so lllc t hin g, but ,

The word 1-Iarry s i 111ply call s attention . then the command follows.

· Oral Composition - '.rho Ilnt.t.erfly.

-~ '" ~· To the Teacher.-This cut anu the preceding one will aid the
., pupils in talking about the form and the parts of the butterfly. If
specimens can be obtained, the interest will be greatly increased.

-'

INTRODUCTUHY fdl 1WJUA.GE

(;4

A OATHXRINO UP'

ffOJUC.

65

>

The pupib rnay Le le(l
learned in any way.
()Il

Lv (e ll wliaL Ll1ev l1:L1·c t.l1t ~ ms1•hf's ohsc rvcdo

.

'J'hc

U((.JJW

of t/u: lhhtt.J

11•1:

It'll abo1tt is called the

_..

vVith some aid from th e teacher-perhaps two or t hree
the board- the oral co1 11p o~itio11 wm·k may hr. pnt in nn1cr.

The chief 1Nn•<l that tell .<;,; ,.,, called fhP Verh.

Particular Nantes l>Cf!'in wUh C(,tpltals.
HINTS

..
f..

'

FOR

WRITTEN

no.-G et 1rli:d. l1rl11 yon c:m

l shou ld a l 1na!J8 f)(' a rap ifal .

Some particular names arc made of two o r utorc
~ : words, each of which begins with a capital.
Some verbs are mad e of two or 1nore words.
'rh e worlls I, yon, he, she, it, they, who, which, etc.,
are us etl tu take the place of names.
'1'he name of the one addresse<l 'is sepal'afed from

fro111

llw

abrwc :1llll r11:1kv a :-; ]1 ort co11111osil i()Jl.
Try Lu rnakc yuur s t ~ llh )J J cps rP:1d t.og 1-ii.l1 er s111(•o t.hl_y.
1Vhnt to 8rr, - N otice that in Le:;:;un,; XX VI 1 l.

XXL'\.. we n sc him awl ln:s in place uf bn ll e1:fl.1f.
Here we

11·01·tl

'l'hc wo1·<l O should a.lwnys be a cnpital.

Butterfly, insect- body in three parts
- six legs, rniddle imrt, under sid efour wings, middle pn,rt, upper sidetwo feelers, little knobs-rests, holds
wings up togeth er-what yon lmve
seen-what you tllink about it.
H71at to

T/11'

COMPOSITION .

the
~

l"f'·"'

of

tlH~ ·""11t1:111:c

l>y a Co111111a 01· l>y two co111111a ....

Jn tPlling a i:;to r.v we llf'P l1elping wonl s where thew will
'nrn k e 011r \1·or'l pidurn <·l1 ·:1 r :irnl o-; l.rnn,c_;·.
\Ve lllak l'. 11nr Sl'. l ltl:llLTH !'( ,:td !.".'-'.dltt,I' ;-;1no0Ll1ly.
We are careful Hut tu u se too n1a11y rrnrls , and noL Lo connect srnt0nr'0s th:t t :::hr1 11!r1 hr' c:q1:1r:1!1•.

11c; e //.

\Ve may use he. his . :uul him; \\ u lll :1.y 11c;l~ slu!
\Vo rnuy li."<' ii :11111 ilcJ· lJ11l i11 111:1 ki11 .c:· u1w H:ntc11cc or one
gronp of sc11tcnc:cs, 11·(' mu:::( not ch:lllgc frnll! ullL' uJ'

l \"e 111:1k1•

(ll!!"

rc·:ulcr :lll\io11s to know lio\\' tlie :-:Lory i:-i

"co 111 i11c; 11ut. " :lllll
t lie

]\<'l'[l

SOllll~

!>l the

lllOSL

i11tel'l':Olilt',..,r

l'itd.

sets of \1·unl,; Lu :1uull1l'I '.

J\

GJ\THERING

Ur' .

To the Teacher.-Scc ''Tu l.1 1e TL::wlicr. ·· I'-

A. :-;e1ttt:nee ha .-; llf'o Chief
if,.,, V•·rh.

;:n.

Part~-t/H ·

Suhjcct

\re say·· Shall f? ,. not•· Will I? .. (S ee Lesson XX\TI.)
\r G lll:t .r tl'-'l~ he . Ii i's. :iw1 Ii i111; or s/il' :1 nd hN; or it a111l
~ its , i11 speaking of an anilll:il: but we llltlst not change
.,.,· from une o!' t li csl~ sets (lf \\'ords Lo allot.lier in tl 1e :-:alllc Sl'lltlH· S:tlllC' gro 11p of Sl'1Jb •11r·e:".
(S(' l' Ll'o-;<'(lll XXX.)
.)

Wll!TTNG NAiltES-A llBREVIA TTONS.

INTRODUCTOR l' LANGUAGE IVVJU1-.
66
- - - -- -- -- -- - - - -- -- - - -

Do you t hiHk they woult1 likc yon to use only their Chri;s-

LESSON

XXXI.

Writing Names - Abbrevintions.
Christian anll Family Na111es.

Copy these names:--

· ;,· Give the snrnames of several married ladies and
_nou uee the word rnissis Lefore each.
, - Give tlie surnames of se veral unmarried ladies or
,with miss befor e each.
. Give the surnames of several girntlemen and use the
._,mJster Lefore eac h.
'. Give the full names of several boys and pnt the
master before each .

progirls
word
worcl

.• ·

.

'·

",\ j'

·\
'

;

'

Scc.-Thcse names lJelo11g to a Cather,
aml their sou.
Which word m each of these nam es slrnll we call
f arnily name ?
The first word m each of these names is called
JVhat to

given name.
It WUS given by the parents Or

SOlllC

friend.

.1'he family name is also calleu the surnnnu~.
The given name is also call ed the Christian name.
ORAL

EXERCISES.

Name several great m en, usin g o nly thofam£ly name.
Name some of your compa.nious, n sing only the give.~

name.
Would it see m respectful to spcn.k of t he ladi es
gentlemen of yonr aeq11ai11 ta11 ec by thu s11r1u11nc :done?

'

See.-Here are four ways of writing the name
each of these men.

·' What to

of

--

I I
68

•

INTRODUCTORY J,.tNnUAGE WOR/1-.

=--.

l

(

lVR/1'JNG N 1UfES-ABBREVJATJONS-TJTLES.

69

--- ·-·---------~------

How should each word in a particular 11a111c Legi11?
·which arc the surnames ?
Which are the Christian names ?
In the second form of writing .Mr. Ho\\'Clls"s
is William shortened ?
How is the nnme Rhortened in the uLlter furnis;
How is Mr. ·w arner's name written r
When we write a name by itself,. we put n period after it.
What other p eriods do yon here di scover ?
These shortened forms arc called abbreviations.
'l'he first letter of a wonl is also called an initial.
A Period is lJlaceA afte1· an ablH"<' l"iation

Whcit to Sec.-How is the title Mister shorteneJ.?
The full form of mister is seldom written.
1
How is the title Mistress shortened ?
This word, when put before a name as a title of respect.,
js .no.t written in full, and in speaking it is shortened. into
m1ssis.
'. .Afiss, the title of an unmttrried lady or a young girl, is .

XXX 11.

Writing Names-Abbreviations-Titles.
1\I r., l\l rs., 1\1 iss.

.

.ot shortened.
'. How many abbreviations do you find here ?
- Which of these are initiu.ls?
· ;, What do yon find after each abbreviation or initial?
' Do you find a period after Miss? Why ?
EXERCISES

LESSON

I

FOR WRITING .

·".' Write your own name in two or more wavs .
.-;. Write the name of some girl . and put tl;e title 11li88
efore it.
Write the name of some boy and put the title JJfaster
.~~fore it. (Do not shorten J1faste1·.)
:' Write the name of some gentleman and the name of
some married lady' using the proper titles and abbreviations.
. :.Write some of these names in more ways than one.
'-:.::

,~ To the Teacher.-In continuing these exercises, attention may b'.l
called to such forms as .Afr. F. Bret Harte for .Jfr. Francis Bret Harte
. a~d John G. Whittier for John Greenleaf Whittier, in which .either o~
~h'e two Christian names may be written in full, as preferred by the
er.
.· , At present social usage does not favor the abbreviation of Christian
&f!leS.

..
I'

'.

.-! '!.

70

NA11fES-ADDRESSElJ.

INTRODUCTORY T,AN GUA GH lruRI\.

EXERCISES

LESSON
·,

M'

.

XXXlll.

Writing Names-Abbreviations - Titles.

'

ltc v., P1·of., Dr.

Oopy the names below:-

71

FOR WRITING.

Write the name of some clergyman whom you know.
Write the name of some doctor whom you know.
'\Vrite th e nn,me of some professor.
With each of these use th e propRr title a.bhrevia.t.ed.
To-the Teacher.-N ames of well-known persons may be dictated or
:. ·given to copy, till the pupils are familiar with all the titles arnl abbre~~ viations that have been given. ·
~
The spelling of proper names-especially Christian names-deserves

LESSON

XXXIV.

Names-Addresses.
EXERCISE.

The Reverend E<l ward Everett Hale
lives in Boston.
Boston is in :.Massachuse tts.

. I
'\

JV/wt to See.-Reverend is :L title given to clcrgylll en.
Iiow is this title shorte ned ?
Professor is a title gi vcn to some teachers .
How is this title shortened ?
·How is the title Docto1· sh or tened ?
"\Vhat other abbreviatiou s do yon firnl here ?
" '.hich of these nre initial s ?
"\Vhat mark after each r
In each of these names t ell the s urn:Lruo, th e
names, and the title.

Oopy tliis line:-

What to See.-N otice that this group of words is made
by shortening and putting together the two sentences at
the beginning of the lesson.
Notice two commas in this group.
What words are left out where the first comma is found ?

.72

• -:

·-

~'"'.'.
f.:~ '

"

1\ff.._·--,

,"....

What words are left out where tho second corn rna
found ?
'rell how each nbbreviation in this group is made.
1'he nan'te of

where he lives

,;

NAJ!RS-ADDRESSES.

INTIWD UC TOHY LINOfTA OR 11'07lK.

(1,

01·

IS

v e1·son, with the 1/<llli e of flit' pla ce
flo es bnsine ...... , ·i s cnlle<l his Address.

Copy these addresses :-

73

These aadresses are arranged as they should be on a
letter envelope.
In giving the residence of Mr. Thompson, we give his
JlOSt.-oftice. county, an<l st.ate.
In the 11ext address we put th e number . of the house
and the name of the street together, and then give the
city and the state.
Where do you find commas in these addresses?
What do yon find at the end of each address ?
Notice that th e period after Mass. answers for the abbrevintion and also for the end of the address.
Find two new nbbreviations in these addresses.
They are for county and street. ·
Dictation.

To the Teacher.-The three addresses here given may be dictated in
the shorten ed form, or they may be put on the board in sentence form
for pupils to shorten anu arrnngc.

.
o·

ti•.
~
' '

'

LESSON

XXXV.

Names-Add resses.
EXERCISE .
"lo

JVhat to See.-N otice

that each of these two at1dresses
"·
jg made up of four parts, put in four lines.
~" '
~
'J.1he second line of each address begins farth l' r to the
"~-,' · right than the first line, and the third fa,rther than the
,;i i • second, and the fourth farther than the third.

.,,

~

;!

..

f"i"·'
{

.

~·

.:n.

•
'

Miss Lucy Field li ves at Orlando.
Orlando
is in Orange County.
Orange County is in
Florida.
Master Tommy Dotlu lives at 10 Euclid
Avenue.
Euclid Avenue 1s m Cleveland.
Cleveland is in Ohio.

li\TRODUCTOR

~'4

>-

1V.INES-ADDRESSES.

J,ANU U.LGE ll"OHK

75

Vl ha t two uses has t ho period after Pla.?
\Vliat n so has tho p eri od after Uhio Y
N ot icc t h at th ere is no pcrio(l after JJii..,s or 1lfaster .
Arc t li e:Sc words aLLreviations ?
Notice t h at in t h e first li 11 0 of t hi s lesson we say "a t
O,rlancl o," and in the seco nd line of Lesson XXXIV. we say
"in Boston :''
c s~iy " li ves at __ ., if Ll1 0 place is small , or it seems
t o n s di stant and n ot ve ry important.
W e say " 1i ves in - -" if the place 1s a large city or
some divi sio n of th e coun try.
In t h e fourth lin e of thi s lesson we say " lives rd 10·
Euclid Av."
If we clo Hot g iYc the hou se 1111mlJOr, we say " liYes hi
- - Street. "

Copy these two addresses :--

-w

EXERCISES FOR WRITING.

TVhat

to

See.-How nrnny parts

111

cacl1

of these

nddresses ?
What mark follows each part ?
.\
What do you discov er as to the place of 1Jegi n11i11g the
lines in each address ?
This is the wny to write nu :id dress on a letter eu velope.
Compare each shortenecl form with the longer form of
the same address, :ind notice what words are left out and
how the sentences are put together.
Tell how each abbreviation is made.
Av. is an abbreviation of what?

'-

Write yout· own address. If you live in a .c ity, use the
second m od el; . if not, use the first.
Write the address of some fri e nd in the country.
Write th e address of some friend in the city.
Di ctation .

To the Teacher.-Thc ::itldresses h ern given and oLhers shoultl be
writ ten from dict::ition.
One or two add itionnl lessons 1nny be profitable, as affording exercises in spelling, capitals, and abbreviations, as well as in the form of"
add resses.
'rhe use of t he prepositi ons at and in, as noted above, may be further
emphasized . Lasting impressions are often best made by calling attention to such things incitl cntally, as they naturally present themselves.

ABBREVIATIONS-DAYS A...YD ~MONTHS.
l

~ '.~·

.

\

I•

"

1·.
I

~

'

77

JNTRODUC'TURY L.tNGU.HlB lVORll-.

76

The name of each tlav of the rnollth begins with what
Such forms as the following may al fir:;t Le put on til e IJo:ml to ai<l

the pupil:Name,
Post-o.ffece,
County,
State.

LESSON

Na.m e,
Jluuse

.1V11111bl'J'

a 1117 Street,

City,
Sl11le.

kind of letter?
With what kind of letter does the name of each season
begin ?
What mark separates the names in each group ?
What mark at the cml of each group ?
· Learn to spell each name.

XXXVI.

Names- Days, Months, and Seasons.

Copy ih,e 1:.amr,s hrdnw :--

LESSON

XXXVll.

Abbreviations - Days and

Months.

Copy the abbreviations below :-

r.·

JJr/wf to See.-'l'ell how each abbreviation in the first

~·

•

JVhat to See.-The name of each day of the week begins
with what kind of letter ?

group is made.
Tell how each abbreviation in the second group is made .
What 1rnmes of the months are not here abbreviated ?
It is better not to abbreviate these short names.
·w hat mark after each abbreviation?

78

.\' t .1/ f:<; - . f. FTTF!i'S.

\\' h at ll1a r k sepa ra tes tl1e a l1h!'\'\t :1 11u 11..; cil· c·:1c·l1 c_:r1 11 q 1 ')

Learn to

n1ak(' i lie'-'c :tlil 1r1·1 i :it i111 1...; f i- 11 111 11w11111n .

To the Teacher.-Ld i lw 111q1 il" J.. :1r11 1111 · 11:1111,., <>I' 11 1•' d:1.1" :111d
lll"ntl1,; in ordPr . <111d th1·1 1 J,.t 1\1 .. 111 "ri1" 111" :1i•l•1 .. 1·i:11 >•• 11, i1 1 •·1-. J,. r.

with out t he aid of t.11 1· ho"!' . i 11c:nl11 1c; i l w 1i:1.11H' '
prcn~nt confii,ioll.

11n( .

a l .! >1·,· 1·i:il«1l. l o

I l1> tlw sa111n fllr e:l!'l 1 ol' t.lH: ol IH :r d:tLc·s.

i I ' I > i lt a 1. i l11: ] IJ 1) 111
]lll t. t oge 11
. ll'I' , a111 ·1 t'.ll:l 1·.
t h 1· 1·<':1 r .
\

I

,j

\1

a 11 ii

(. \1•, .•,

j I 11:

d: l .\'

()

r

Li I c 111IJ11 t l1 a re

,·. 11111111:t sc·1>araLc;-; t.lll'.!ll from

'1' 11 1 ~ tirnt. 1lat1) in s1 : ripL s\ 1111ild l J10 rc: 11l Oc/ol11·r / ;cc(/tli ,

/iJ11rtcc11 hu.wlrc1/ anti

11i11ct.1;~twu.

U1·:1d t lie: 1>l.l1cr I wu il: 1Le.~ .

L ESSON

X XXVII I

Uopy these dates.:-

N ames - Dales.
EXER C ISE .

Co1urnbns first sa i\' tlw Nr ' 11· \Ynrlcl nn the I ':!tl1 d ,71; 1f
Ocfobe1· in tile year l 4L1::'. .
The D ccbrat ion of In dependence was si ~.n1cd on the
4th day rf J711!J ;ii tl11 !/' 111· 1771:.
vVashington w a s ho rn nn tliP ".! :!1( ri(ly r; r' j<;o/11°11111·y 111.
tlu; year 1732.

Copy the dafr8 z,,:.lut11 :\

,,-fiat to Se1' ,-Y1111

li11d 1\1> 111•r i1Hl :tfl1·r 1st . '!rl. :Jr! . .J/11.

anrl the li kc,. a s y o11 do after a hiJl't ' \ i:1.Li o 11 ,.; .
Tlic p criocl after 6Llz is only to ma r k t11<'

of Lli e

wlwle grou p.
l st. 2d, 4th are r e ~Ldfirst, second, .fourth.
The (hy of the month i 8 o l°Lnr1 w 11 i Lt en as above.
Write the el ate of yo ur birth.
\Vri te ot he r dates that yon r em em be r.

LESSON
Wha t to S cc.-N otir.c t h at t he fi r st d ate copi ed is a,
·shorter form of t ho Jato in t li c fir st Sl'nte n ce.
'l'ell wha t ch an ges a rc m ad e to get t hi s sl1orte r form .

<' I Hl

Na mes -

XXXIX.
Lette r s.

Copy the followin,q letter carefdly, and try to see everytl!.1'.ng
in it : -

80

I .N1'ROD UC1'0RY T. , ING l',1 (l R w o1n-.

1Y~UlES-LETTERS.

----

- --

-- - -

81

What tr> 8<~c. - 'l'ho Jirst line at tho right tells where
.Ernmn. Hill is when she writes .
How are Lhe posL-oilke, Lhe county, and Ll10 state separatoJ ?
Th e 11 cxt 1illc tells wl1cn Emrn:L writct;-it, gives tho d11te

.

i!,.

)

-- /,

n

I

-~

///

,__ ./ ' / I /

·
/

( .

;;:/~ · ; /

.· _ / I ·
~

.

,' '/ ( ; /

)

/

/ /. ' ,
/

,/'//
/

.

/ (Cr/?/

/._)

//.

-

of' tlw letter.
\\.hat scp :tra !cs Lhc place from the <late'!

\\!tat t hrec thing,.; an· .~i\l.:11 in tl1i,.; daLc?
\\'li:d dt)('S il1c ('Oll1111a i11 the (l:ttu ~ q1aratc ?
\\ liat. rnark :1flL·r Llic datl~?
Em m:1 Jl()\V wants to greet ltGr l' riu11d pleasantly . so she
writes D('({r Jcnuic 011 :1 separate line.
Jn t.liu llc\. L line she goes o n Lu Ldl Jennie Lite nows.
At the cntl o!' the lett e r J'~mma again \rnnt s to show h e r
friendship, so she puts rour frfrnrL ()Jl. :1 line by itself, allu
t h en ;;;ig n s lier own 11a111c below .
.Kotice that J~mma writes Unrlc awl Aunt 11id1 capital;;,
rnaki11g l':1 1: li a p:tr L ()f :1 i1:1r t i( ·t ilar ll:tlll l '.
Yull H.: e lliaL :-; Ito dues n ut tlii 11k uf cousin as a part of
Hlmht' ll Hir·r.'s n :111 1t '.
Yo ll lint! in lhic: !din t!tc Jll'W :thhn~via ti ons I\:;\·., H. H .
Tl1\'Y an· l'()r ]1.c11tnck1; awl Ha ilrol((/.
Al"tL:r JJmr Jc1111ie nul ice t IH · c:q1ital O Jll 011 .
Tl1is i.,; t l1u L'ttsl<1u1 i11 \\"rit i11g letters.
Nulicc tli:it .Erllma sa\·s .Bertha a1ul I, putting lil~ rself
last. T li i.o; i-.; pol it l~ .

Nut i (·r· t l1: 1I. J ·o11 r fr i e11 d l1C',~ i 11s 'r i t. It a cap i La 1.
Yo u c:lll e.\pla in :tl l ilic oLl tl'l' capitals.
Notice that l~lll rn a, in \\Tiling he r n r•w ,.;, puts her lines
into two groups. T hese groups·wc c:1ll Paragraphs.
(j

INTRODUCTORY LLYCUAC,E ff (}!i'K.

.

,..... ,-;

'

~~.

.Afark out an envelope on you r slate, awl ;mt on th e address

~

as here :-

/

-- - - -

--

-

--

-------~

1Vliat to See.-'l' ell all yon can alio nt t hi s nd<.lress .
...
Rem emb er that yon learn ed alJ 011 t a<.1drcsscs
;-~ : XXXIV. nnu XXXV.
"' '
; \
Tenn. is the abb r eviation for Tennessee .

:·· .

.. ~ ·' t

Where is t h e postage starnp place<.1 ?

LESSON

...

Na mes -

XL.

Letters .

Copy the following letter carefztlly, and try lu
thing in it :-

"

What to See. - \ Yher e \\'as t his lotter wri tte n~ (J.'frw
York is here abhrc,·1:1tC'cl X. Y.)
·when was it 11-riLleu ?
\flrn t t \H) \,. () r c1 s :ll'l. l 1.' l' ii !'I I I' ;L JI I \ i I\;..'. ~: l l n t l' :
.,Where cloe.:-; Lhu Jit·.:-;L \H>nl o[ tl1c• lll:1i11 l'"ri, ()[' 1101/_1;, of
tho letter Login :
At tho end. 11l1:1t 11·111il' .'11 1111 lli1·k's J11,· i11 .~· r1·'._'.:ll'll f()r

k~'
·'

~i."

~

X.Ll/ /o"S- LFTTEHS.

84

-.

S,!.

·_

Jlo1r i11a11y p:.na,grnphs has Dick made oI tlie Loll r of liis
let.t.er

r

llo1Y docs he sl10·1r 1rherc one paragraph ends and auot lic-r livgi11 .c; ?
'J'el l ,,. li:1 r you e:m :111011 t i li e t ·:1 pi Ltb aiul Ll1 c pcril)(b .

.Jl11rk out lfn cnvclo11c un
(IS /11•/'C ,' - -

!JUii!'

his motlier r
(frad J]1(~j1/1/l'I' :1111) i)H• 1/11/e 11 1'._'. 1'[J11•J'.
\Vlwt fo11r thin~s :ire .~iH'll in tli1· j1l:ic•1· ·,
\\']1

i1·1t t II 1>

:t l'I '

85

slule, rwd put un !he addl'ess

------ -

- -- ---

t

111' 1·11111111:1> ili1 iil1·

- -- -· -

·--,
I

,'\'1 p i
I

)'ll t 111'...'.1 '11 11 ·1· .,

Into 11011· J11:111 _,. 11art-; d"

-

I

c.

1 l11·

1il:11 ·L·:

\\'hat tlin·1· tliin_:..:,s :tn· gi1·1·11 111 tl11· 1Ltt e:
\\'lii1'.lt t \I'll

:tl'I'

Jilli

I 11 _
'._'.(·1111·1':

\\. hat are se1)arated J__1.r Ll1e co111111a '.,
\Vhal s1 ·para l1·s tl11· ;J/111'1' l' r1 1111 1l11· rlrdel
1'ioticc the colll111:1 :ti't«r /)1'11r J/1111111111. :1111 ! t l11• "lll' al'tcr
Yo Ill' a.[{cct iu 111!1 r: s() Ii.
Notice that llick s:1ys l'rt/)(f a11d I. 11n t. I unrlp11;111 _
In Dear Jl1tm11111. 111u11111w. lw:c:i11s 11ii11:1 1·:1pit:tl. :1lt l1uugh

.-

~

/

j

./

- --,

--~../

/

___,. --/.--

;/

/ .r-7 . / .

/ /;_
~

/

_:_JI/ /< '

-

/
L

'

~ -'

/ / / / "-'
I f

L

: .

., ,

it is a co111 n1011 11:111\\'.
A11y na111P, c om1111i11 or p:1r1 i1·11 l:1r. 11.-.:e1 l :L..; tl1 i:-; 1.-.: .•
with n. capital.
Notice 0 111a111ma ! fart lier d1Jw11.
From 1v hat :r on lcarnc1 l i 11 Lcssnno.: XX\' JI [. :i 11 ii XX IX.
about the name of the u1w addr ~s::;cd. yoll might luok for a.
comma, after mamrna as well as one before 0; lm t D ick
puts an exclamation mark iu place of the second
to shov• his feeling.

·'

.

......}/

1.·
!;.
}

'

.

- ·-- _ __ _

! __ _ -

H11ut to S<'e. - -Tr.1· to

_ __ J

r('llll'Ill lwr \1·liat. _Yull 1L·:1r11L·il in

Lt·ss1111:-; X.\Xf\'. . .\.\X\- .. :11111 .\.\XIX. ahu11t ailcln•c:ses,
ancl tl1C'n f(;] ] :111 \1111 <':in alH1\lt llii;-; .
lll. is the allhrc1iat iu11 f11r l!h11ois.

Tell on 1rlrn t part of the enYclopc U1e (lifTen·1 1L lines
are wri l-ten.
On wlin,t co rn er is the postage sbmp ')

86

INTROD U07'0{( i · LA1YO UA (.fE

!FORK.

A

87

GA.1'/i/,,'h'/ N(} UP.

Atltlhional l1Psso11s.

To the Teacher.-\Vr prrf01· nnt. to confusr th r pttpil s with a
var iety of letter forn1~ hl'i'('.
acquainted "ith th e sirnplc·st form .
..We do not think it well Lu use here t.he terms Ilcadi11y, Sulutution,
Complim entary ,lddr~·'·', •'k .
Diet at io n.

These letters
for correct.ion,

mn~' h0 di r1·ntPd, and

then cornp:i rl'd "·it It t lt1· hook

01·igi11al J, c 1te1·s.

E:ich pupil should \l'ritP a ' · 1·,.:il ],.!fer. "
In such, the pupil may u:oe hi;:; u \11 1 11a.nie aml plai.;e, anLl g in~ Lhe
true date of writi ng.
This letter m:iy be co r rcc tcc1 , r1 •1ni11 ('11 , and ~ r·1it l1y Ill:iil. (ll" put
into the "school pn;;t-n1l1r1'. "
.....- ,

n:
I·

!..
~"

lil'

!'!t<

Such letters shon lJ be sh ort. t lrnt t li e.1· may· be YCl'_I" C':ndt1 l ll· 11n1w .
)t may be well to limit the pupils tu rnme ::-nbject, requiring them,
for instance, to tell what happen ed. or what they· t1ic1 . on some day of
particular importance to th em.

A

UP .

To the Teacher. -SPR "Tu the T eadicr. '' p.

A p er son 's name 1s rnade
s11r11:1111P, and

::w.

up of a family nam e, or

nne or 11111n ~ ,r;i1·rn names. o r Ch ris tiau

11:-l Jl \ ('S.

8110/'ff'll<'fl 11·01 •df'i a1 ·r: ('(r{frd ;\ hh r edat i ons.

Tiie Ji1· ...;f leltc1· of o 11a111f~ is called an Ini t ial.
A P <Ti od i.'i pla crd afff' I' a 11 o l>ln ·e1·i a ti on 0 1· i 11 if i (( /.
,\ l>l11·ev iaLio11.s.

M

1· ••

~lister.

ill'""··

Mis t re:::s.
T>r •• Uoctor.
I' rof.•

P rn [vssn l'.

llc\·crernl.
Rtrert .

Be1 · .•
St .•

A

The letters here given fo r eop,\•i11g are nrnd e lo ~errn ns rc: 1' ic:w ~.
The work suggested in 011r ob:<L'n:tlion exerei~e~ 111a,1 J,e ernpliasized
and continued.

GATHERING

1· .. .\Yt:ll ll l' .

Co., Connty.
('/w..;;., t'h:1rl es .
Wm .. William.

U corgc.
~Fla . , Floriaa.
T c 1111. , '.l.'en ncssce.
N . r .. New York.
llfas.'i., Massac hu setts.
J(y., Kentucky.
Ill., Illinois.
<;co ••

H. H .• Hailrna.d.
81111 •.• ~unclay.

Monday .
T11cs., Tueschy.
Wed., ·w cdnesday.
Tl1u1 ·.... . , Thnrscby.
F1 ·i., l11 ricby .
Sat., Saturday.
,fan ., .January.
Feb., FelJrnary.

Jllon.,

J.lia r.,

~larch .

Ap1·., April.

Auy., August.

Scptemhcr.
Oct., October.
Nov., November.
Dec., December.

8c7>.,

INTRODUCTORY J,Al\''GU.-LOJ,· ff OH h·.

88

--- -

The

nauw

of'

place where he

a.

pt·1·so11.

lil'C8

01·

wit/i

docs

I/ii'

l>11si11c .........

1101111·

LESSON

i .... t'((/11·d his

Chief Names and

Tlie swallow t\\'ittcl'8.
cl. Tlic sw:tllows twitter.

seasons l>cgi11 with ."Ii/all frfft ' I'-" ·

•·

111011t

s.

:~.

of the yca1· b cr1in u•ith Capitals, lJ11t the -JHflll('-"' of' tlw

i IH•

Their Verbs - Adding

1. Tlic f'rog crnaks.
2. Tlic frog ..; cr(); i k.

tl1r day." of' the wn·k 011<1 flie 1111111t/i ..;

Ii\ writing a <late. pnt

XL!.

EXERCISE.

and the :-;tnte.

nl

8G

11/ flu:

Address.
For the r cs id c ll< '. (' ol :i. pt~rsu11 i11 Ll1t· t'(H111I r.\·, _'..'.11·1· tlie
post-offie<', tlic eo1111t.Y, ~rnd t he <.;t:1t<'.
For t]1c r cs i1knc c of :1 11cr,1111 111 i1H · <·iiL .'...'..l\1' !lie
nn1nber of tJ1e hous<>. the 11:111H ~ of the st I'('('( , 1l1 L' city,
The na1nr8

C'JIJL'F XAJn~·s A ND TJlEIH l'EJUJS.
- - - -· - -- -

;), Tl I C lam I> ulcaL.o;.
II and

1IH• da_,

to-

gether, and scpar:LLe Ll1em fru111 i.11e .n·;u· liv a. c:o11111i;1.
In a letter, giYe the pla ce and tlie (late ()f 1niling, a
friendly or court.cons gTc•~ting·, a11tl then wrilc ilic· rn:iin
part, or hocly. After this writ e a fri<'rnlly or com·t 1·011s
closing line, [tnd sig n yonr 11:unc.
(For the form and posi t ion u£ Lltc:oc parLs, sec Le ssons
XXXIX . and XL.)

C. Tl1c hmli.'\ lJic:it.

7. The r ooste r cruw ...;.
.S. Tlie roosters c 1·011·.

Tlie lmmk l>:t!Jh\c· ...;.
lo. The brook8 hn hhle.
!).

11'/iat to See n11<l .I>o.-\Vl1at differe nc es cnn yon finil
tlic iirst <Ll1L1 Ll1c SCl:(l lld sm1t.(~Jl('.(~?

lJCL\ICCll

'l' hing-s .Not .il'ed in Passi11g.

f.·... .
~

· · \Ve say "]in's at - - . ·· if lhe pl:1<'<' i~ small.
\Ve say "lives in - - / ' if t li e plac e is a large cit\'. or a
division of the co nntry .
\Ye sav " li rns at lU Gr a nd ;:)Lreci , ·· de.
\Ve say "lives .in" a curLaill sLrl'eL.
XXXV.)
\·Ve say "Bertha :uul I,"" papa n1Hl I,'' etc.; not " I,
and Bertha," etc. (8ee L essons .XXXJX. and _\L.)

'l'Jic 1ror cl fr ogs means lllorc Ll1:m one - it ma1· lie t.wo or
.:,. , hunrlrcck
\Vonlcl it so1111<l rigl1r to say, Frogs croak.. ?
Find the rlitfarcnce8 between the sentences in each of tlie
ollicr grou 11 c;.

When Llic vcrh t(dl8 wliaL 011e Lhing clocs;how cloes it end?
] low can a iiarnc be 111adc to m call more than one ?
\Vritc five sentences each lellin!l what one thin('f does
~
"'
'
then e]iange tl1em to tell what two or more things do.

('/lll:'F X.Llfl.S AXD '.rill:'llt

!)0

LESSON

n;uns.

() 1

\\ l1e11 :1 H·rli ! dis \l'lwt one tl1 i ng doc s_. how Joos it
end :

XLll.

Jlow ca.11 a r1 a 111 u bo mnd o lo mean m ore than one ?
\\r ite 11\.l' st·n !t'nces ca c l1 tL~lli11g \rha t unc t l1i11g docs
a nd Ll 1u11 change them Lu toll what two or more things do~

Chief N ames ancl Thei r Vei·bs - Aclding 8.
EXERCISE.

1. Tlw \\·i11d b\()\\·s.

2. T he winds blow.

To the Teacher.-Thc \rnrd:; buuvh and blew in these
exni· ,1· . , 5
t
scntcnc:es
1IC 1IO!llOll_Ylll~ ; · ~ t :-,C. Oil

"ll'" 'C'-'L
..

a.

Tlw lH>ll.'..!,'li lw11ds.
4. T he l>uughs ueml.

,- .-, ·

/J u11.<Jh,

li/Pll',

bo u•;

lifue.

:>. The lHtd "'''· e ll.~.
pr· -

n. T he hulls S\Yell.

LESSON

r;-. T li e sq1 1irrel leap .~.
S. Th e sq ui r ruls le:q>.

I

.. .

Chief Names and Their Verbs-I·."o and A1·c.
EXERCISE.

~

\' .
. ,.
\

JVhat t o See and D o.-Fi nd t li e d i lforc ll l'.CS lwL '' ucn
the first a,n d th o second sen tence a hovE'.
D o th e sam E' for each of t h o ot h er t h ree p :i.rrs ot sen-

1. The wi nd i8 Llo\\-itw
o·
2. The w inds w·c bluwi110·
o·

t en ces.
Noti ce that t h ese ve rbs entling in s a ll te ll what
thin g does , n ot what i t <hd in the past or wal do in

3. The bouo·h
i s benJi iw
o
o'
4. The bough s a 1'e bending •

time t o com e.

5. The bud 'i.'I s wellin o·
()'
6. The buds a l'e swelling.

\

The wind ble w.
The winds blew.
Th e wind will lJlow.

7. Th e squirrel 'is leaping.
8. Th e squirrels ltl'e leaping.

Th e winds will lJl o w.
Look at th ese fo ur sen te nces, aml sec whether
adds s when it te lls wha t 0 11 0 t hin g di d or 11 1 ill do.
i,.

..>
~

XLIII.

:.,.

.

' .•:

-·

1¥hat to See.-What differ en ces do you find between the
first sentence mHl t h e second ?

TNT!.'OJ)['C'TON 1· f,A .YO 1·. 1 r;r; l l"l!R.li.

02

C!l/!'.'J'

Examine e:ic1 1 11 [ t11e 1>1l1c·r ll1r1·<' 11:1ir." 111' ,.:,•11\1·11 1 ·1·~. :111 1 l

tell what yon ll is1·1>n ·r.
When yon nse 1°.<;. do
\V1icn

<10

yon

y 1111 S JH'<I

k o i' n t H~, or

111ol'L'

t \1: 1 11

11 11 t~ ;

~YtJ/FS

A1\'J) 'l'/JHm u:1ws.

LESSON

XLIV.

Chief Names and Their Verbs- Was and Were.

11sc !IJ"I' ;'

EXERCISE .
QUESTIONS.

J. The wirnl 11·((;; bk>wing.
2. Tlie winds ll«'}"(; blo1ring.

h'i t he wind blowi ng?
Are the 1vin ds lJlow i 1 1 g~

3. T he bough was bending.

4. The boughs

1Fhat to Scc. -Po in t o n t t he d ifie re n ccs bcL11L'L'll t li cse

. t.en ces n.rn l t· lie fl11·."t" t i rL> at the 1-ic.!..'i11 n i11.~ of the
t wo sen
•J

lesson.
How may cacl1 nf tlH'

a qu estion

• ,

nt-110r

,.:1 \

s1'1d1·111·1 ·,:

r

7. The sc1uirrel w<ts leapiug.
8. The squirrel..; 1vc1·c leap ing.

E XCL A MATIONS .

H ow t he win d i.~ blo wing:!
How t li r· wi nd s are b]01i·ing !

..

" ..
.....

Fincl t11e differences bct\\'een tl ie first and
the scrornl sont0nre of each gronp ahon'.
Is was Hsml in speaki ng of 0 1w t!ting . or more than one
thiug ?
I s we re u setl m sp eakin g of 0 11 u t. hin g . or lllorc than
OllC tlti1tg ;'
JV/l((f tn 8er.-

ll11 · "L'

senten ces n,nd t h e t wo a t t h e l.Jcginni ng of t he lcss1
I s is u sed in spea ki n g of' wlrn L ?
Are is u secJ. in ~ p e ak i n g oi wl 1al ?

1

11 .

two

QUEST I O NS .

~·

.

•- .

t'

!
~ l.
~~·

~·

.

EXERCISES

FOR

ll~a.i

WRITING.

Write statem ents usin g 'lS and m ·e.
Write questions usin g is and m·e.
Write exclamations using is and ewe.
Change your statements .t o qu estions.

bending.

5. T h e Lud u:as swelling.
G. The buds n·rr1• s11·elling.

1)(' ,·Ji:rn'..'.1•<1 to

JJThat to Scc.-Find tliL' dilfon· 1H·1·s l1d1reen

11·c1·e

t he wind Ji lowi ng?

TVerc the ·winds blo w ing '?
Sce.-Wliat diffe re119es can you find betwee n
these tw o senten ces and th e tw o n,t th e b eg inning of this
11"hat to

A STUDY OF SENTEl'WES.

INTRODUCTORY LANGUAGE WORK.

94

How may each of the other sentences be changed to a
question?
EXCLAMATIONS.

How the wind was blowing·!
How the winds were blowing!

95

Which of the subjects mean bnt one ?
How do their verbs encl ?
" Thich subjects mean more than oue?
Do their verbs add s?

Copy tlw following:-

wATCHING

'<l J>o -lluw <lo these Lwu se 11t<)11c.;es
JVhat to "Scc a .1,,
· • · ·
.
.
.. , .
;i

differ from the first two at tlic Lcgrn111ng of L111s l: s:-io 11 ..
. a sta t emen t , a< question ' anc1 an cxcla111at1011. n smg
. Wnte

was, and then change each so as to use were.

THE

s UN

Hvm.

A fa i11t gray Z,iglit begins to steal over tlie woods and
tlie fields.

Tlw sta1·s all fade out one by one f1'0m tlw

sky, and a Ug/1,t O'reeze springs i1p, wliicli sets tlie leaves

LESSON

and tli.e flowers all nodd?'.n g and wli1:sJJering to eacl1, otlwr.

XLV.

A Study Of Sen tences- Putting Sentences
Together.

·.

EXERCISE .

1 A f·a 1·nt
2·. A faint

DT::t'"

e

r

li0·ht l><"gi ns lo ste:ll
,...,

---·

gni.~· li~\iL ~·~f{i;,:~ tu slc~ll

o\'N

(J\"('J'

thC' wn()ds.
\

t \w fi(·\(

s.

3. The st<trs all j~~~ out fro m t\w s\,y.
4. They ~::l_e out one l>y one.

\

5. A light bree7'e ~.e:.~~~~s up.
l leaYe::> a1Hl the
6. The breeze ~-e~t:' tie
<lino- and whispering to each otlier.

ti O\YC l'S

all

0

. ·1 l of these
se HLern;e;:; we ha\ c nnrlc~JVha,t. to See. - I n. c,1c
. .
lined the verb.
•

I

rf••

s.
.,

..

' ,

Y Oll rna.y find the s11 hj0nt .

117uit to Sec.- -Whi ch of Lh o sentences giveu aL Llic

beg inning of the lesson arc J1 ern pnt togeth er?
Can vo11 1ell l1ow iL is <ln1H·?
Yo u have learnctl that which c:m bk c tho pl:ic c of a
name and help Lo join scnLencos.
it ca11 also bkc llic place of brce::I'. Try 1·t in pb cl' nf
breeze in tl1e last sontcnoo, and see whet.h er it will join
,,. the sc nicnccs as u:ldch d ocs.
To the Teacher.-Th e pupils may change the Ycrbs in Lhes0 sen. tences to began, faded, sprang, and set, . arn1 so d ec:cribe th e sunri se as
past.
Let them see tlrnl; no s is now add e!1.
Help them to see the beauty of the selection aborn. Let them sec
i10w iL helµs the µiclure Lu i111agi11e Ll1c leaves and flowers t.o lie like
persons.
Let them note the commas between the sentences connected by and
Em;y !JUesLio11s may liriug ouL some of the helping words.

INTRODUCTORY LA.NGUAGE lVORJ(

96

LESSON
A

PUTTING SENTENCES TOGETHER.

XLVI.

LESSON

Study of Sentences - Using the Chief Parts
Correctly.

97

XLVII.

Putting Sentences Together.

CoJJ!J tlw following:-

EXERCISE.

\V ATCHING

1. The little birds begin to twitter.
2. They ~ softly to their friends.
3. Their friends are in the branches above and below.
4. The sun ~~·

5. The sun i~~ them happy.
6. Perhaps they ~~g each other this.

7. The light

~s

stronger and stronger.

8. Very soon tlie sun s~_s its u1·ight rim
hills.
9. It flin g_~ its golden beams O\'et· the trees and
houses.
TVhat to See crn<l Do. - Jn ouc h of

we have underlined the verb.
You may find the sn bject.
Which of these verbs tell about one thing?
Which tell about more. than one ?
Which of these subj ects are made to mean more than~
by adding s?
Use was or were rn eae h of the se 11 tonces
"The little Lirds were beginning to twitter."
Make the nine sentences above read together smoothly. ,'·

TI-IE

Su N R !SE-Continued.

Tlw little bfrd8 begin to twitter and call softly to tlieir
.fri'ends in tlw branches abo1Je and below.

Perhaps tliey

are telling eacli otlier tliat tlie s1tn is coming to make them,
hap)Jy.
Tlw li'glLt grows stronger and stronger.

Very soon the

sun . slwws its bright rim above tlie AiU8 , and flings its
golden beanis over tlie t'rees and tlw hou8 es.
,,./iaf; to See an<l Do.-N otice how the first three sen-

tences o.f Lesson XLVI. have h ere been put into one.
In this Bew sente1we birds and begin are the chief words
arn1 all the others are now helpers.
'
How many sentences of Lesson XLVI. are put into the
next sentence ?
What has been done with the last three sentences of Lesson XLVI.?
Why .~rnre the sen.tences above put into two paragraphs ?
. J1csc11be the smmse as past, aucl find other ways of puttin g the sentences together.
To the Teacher.-Thc wonl
hom onyms: -

" "nbo\'e sugges t s exercises on· the

SUJ'

sun, son.

7

98

INl'RODUCTORr J,AlW UA GE ff ORK.

LESSON

HA f"T? AND IIAS, JJO AND DOES.

Whnt to See nn<l Do.-Com pare the two sentences m

XLVllI.

each of these three gronps.
·with what kind of names is has used ?
With what kind of names is have used ?
Uliange each sentence to n, question, aml tell how it ls
<lone.

Composition- Hints.

\\Then you w ent to see the sun rise, how
did vou get started~
\Vbere did you go~
Did the sun come up from behind a hill?
In what direction cl icl you look i
After the sun was up, did the birds burst into
loud song~
\Vhat voice was 1irst and lomlest ~
What voices joined in ~
\Vliat 11appe11ed
then?
\Yh:tt did the flower~ d() ?
·w11;1t

'·

EXERCISE.

1. The ·w incl docs blow.
2. The winds clo ulow.
3. The bough <Tr)('..; bend.
±. 'l'lie uouglis <lo bend.

did the insects do~
Do you think it a, pi ty Llmt people :1,re not
\Vby ?up, like the birds, at day break~
1Vhat to Do.-Gt~t ·what h elp yon
"hints" and make a short eo rn position.

.I

LESSON

5. The bud docs swell.
fl. The bnd.~ do swell.

can frolll t.hese

XLIX.

I--Iavc and Ifa~, JJo and J>oe ....
EXERCISE.

1. 'l'lie wind /las L>lom1.
2. The \\·ind ... T1a1·c blown.
8. The l>ougli has lH_rnt.
4. The 1Jouglis T1w:c bent.
fl. The hm1 Tuu; swn--lln11.
,_ '

o.

.

,\

•'

Th e bud ... Tla/vc swollen .

~-

What to Sec an</. Do.-WiLh what names is does useJ?
Witl1 wlrnt IHtmcs is do nsC'cl ?
Yon noti ce that wc sny does blow n,ncl do blow wl1e11 wc
wish to spC'ak with en1 plrn si8.
·write a statement, a qnestion, and nn exclnnrntion, ti srng
does, then change eaeh so af: Lo use do.
To the Teacher.-Th c illnst.rnJ.ions that. we haYc ginn of the use
_ of -s, 1;s, are, was, were, have, ha.s, do, rloes, may be s11flicient to show
)ow th e verb n.gre~s with its s ubj ect. Fu 11 formn.1 rn les or stat.ements
;' are not here desired.
Thcrz is danger of spending t.oo much t.inrn in mult.iplying these
-. short., unrelated "entenees, in whic h there is littlr, if any, liability Lo

\
THE CONTRACTIONS ISN'T, AREN'T, E TC.

100

101

INTRODUCT OR Y LANGUAGE TVORll.

LESSON
LESSON
Using Verbs with I

L.
and You.

rniat to Sec and Do.-Use I fo r s nbj cct~ where you
can, in the sentences of Lesson XLI.
Do the verbs add s wi t h I ?
Use you in the snme senten ces where yon can.
Do verbs add s with yon?
Change the same sentences so as to use
i s, are, was, were,
have, has , du , dues,

and see which will take I fo r subj ect.
See how many of these verbs will take you for subject.
You found that I n eeded
am , was, hrwe, do.

Write statements usin g are, were, lw ·ve, and do with
subject you.
Change each of these statements to a question.
Yon may stand for one or more than one, but.
verb is al ways u sed as if yoit meant more than
as, ' .' You are; " ' ' 'You were."
To the Teacher.-\Ve suggest much oral practice on short
tences, using "You u:ere ; " " 1Vere you ? " etc. Such se ntences as " (
was there yesterday," "I was in Lime," may be put on the board. The.
pupils may change 1to you and repeat the sent ences rapidly, first a.s
statements, then as questions.

LI.

The Contractions Isn't, A1·en't, Etc.

Copy the following very carefully:-

&~~~kfe~~~
~~~ ~~~~t7n~>duJ.
Jnua to Sec an<l Do.-Tli e first word of these sc ript.
lin es is made up of is and not.
Notice that :i. little m ark is pl:i.ced betw een n :incl t to
show wh er e the o is left ou t.
rl'his nrnrk is like a comm:i., but it is higher up.
Describe each of the other words.
:Make four sentences, using the words of the first line in
t elling about one thing; a.s,

Th.e d rone doesn 't work.
Make fonr sentences, usin g the words of the second line
in telling about more than one thing ; as,
Tltc drones don't work.

Do work is the chief p:i.rt that tells. The word not denies
wlrnt the other words tell.
These forms a.t the beginning of the lesson :i.re called
contractions.
Yon see they have no periou at the end as abbreviations
·- have.

PUTTING SENTENCES TOGETHER-C0 1lfMA8.

INTRODUCTORY LANGUAGE lYORK.

Copy tile following :-

There is great danger of using don't for <loesu't.
Use each of these words five times.
.
To, the Teacher.-These exercises may be continued by changing ·:
~t ·. the statements to questions.
·
~ '· · ·Let such exercises be extended, arnl rcvie\ved again and again till
~1 ~ the tendency t.o say "Ile don't,'' etc., is o,·crcomc.
~ ' ·:· . .Test the pupils to find whether any arc in the habit of using

'

i~

i\'

:1 ..
} .

Lii.

Putting Sentences Together-Commas-Chief
Names and Their Verbs.
EXERCISE.

(c•

~Udd//~.
1Vhat to Scc.-You see that we have put our three subjects, basket, brush, and tool, together and said the same of
all three things.
Now that we talk about three things, should we use is,
or are?
Notice particularly that m putting together these three ,,.·
words we pnt and between the last two only, and then
separate tho three by commas.
In such sentences all the ands are sometimes put in, and
then the commas are not needed.

If such words are found in use, emphasize the fact.

LESSON

f .·\.

Q'V~~+/CUV£V_,/a&­
M~'kd £7~4/~~

ain't, hain't, 'lain 't.

i ·; wrong, and give much oral drill.

\

103

1. On the bee's leg is a basket.
2. On the bee's leg is a brush.
3. On the bee's Jeg is a tool to press wax.

EXERCISE.

1. A large cell

~-

for the baby queen.

\

:~· ''

What to See.--Which generally comes first, the
~--' name, or the chief word that tells ? .
.

f: ·

: ., ·You see that in the first sentence we talk a Lout a basket.~ ,.
~'.· · ·what is the chief word that tells ?
.
1 '·
~.. .:. .Read the phrase that helps by telling where the basket is, ·~ ~ ,'.. · In each of the other sentences pick out the chief
,'· 'a:nd then read the helping phrase that tells where.
&. •
.
{
Begin with the word a and read each sentence.

2. The best food ~~,J?.~~ for the baby queen.
3. Delicate care is l~ for the baby queen.
lVhat to See cind Do.-vVe have underlined the verb m

each sentence.
:Find the subject in each.
Are the chief parts here changed about as m the preceding " exercise " ?

104

INTRODUCTORY LANGUAGE !FORK.

Why do we use i'.s in each sentence?
Begin with for and read each senten ce.
Put the three seutences together ns we t1icl the three preceding.
Pnt them together again, niH1 clrnllgc the pla ce nf the
· helping phrase, for the baby queen.

LESSON

Lill.

·Putting Sentences Together- Commas - Chief
Names and Their Verbs.

I'UTTINO SENTENCES TOGETHER-C01lf1lfAS.

105

1Vhat to 8cc.-We lrnve here put together five subj ects
arnl then said the _same of all the things.
How many commas are used to separate the subjects ?
Where is the and placed ?
EXERCISE.

1. Moths steal the bees' honey.
2. Snails steal the bees' honey.
3. 'V asps steal th e bees' honey.
4. Other foes steal the bees' hon ey.

EXERCISE.

1. The fly has six legs.
2. The bee has six legs.
3. The wasp bas six legs.
4. The ant has six legs.
5. Other insects Jmvc six legs.
What to See.-Fincl the two chi ef pnrts in 2ncli sc nrrJH'C.
Why is has nsed in t he first fonr?
Why is have used in t he Inst ?
~

-.- 'Copy the followiug :-

'.;

az;~~~,dAOCA/V,

~. ~~/fZ/l~~tf:ev~/

/:.~A£V~~'

1J7u-t.t to Sec an<l Do.-Clrnngc moths to me_a n but one,
then read the sentence.
What other changes do yon find ?
Change t he other subjects in the same way.
When do yon find s added to the verb ?
When do you finds added to the subject?
Join these four sentences as the five preceding sentences
were joined.

How many commas have yon used with the four subjects
that yon have joined. ?
·w here did you pnt the word that connects?
To the Teacher.-Let the pupils make and put together sentences
of their own.
The use of the apostrophe in the word bees', found above, may be
explained as showing that the bees own, or posse~s, the honey. Let the
pupils see that the s here means more than one bee. Let them compare this possessive with the one iri Lesson LIL

-

106

INTRODUCTORY LANGUAGE WORK.

j

-

~

;

-

.4

'

.

~

~

~

-· . ..........

-

PUTTING SENTENCES TOGETHER-COJfllfAS.

-

-

-

107

Copy the following:-

LESSON
i:.; ,

.

LIV.

Putting Sentences Together- Commas- Chief
Names and Their Verbs.
EXERCISE.

1. A fly ~not~ after getting legs and wi1igs.
2. A bee ~not g~~ after getting legs and wings.
3. A wasp do~ not ~~·~ after getting legs and wings.

,...
,.:
\,,.
\'

Whcit to Sec ancl Do.- IV c have marked the verbs.
· Notice that each verh is !llad e 11p of hrn won1s.
What does the little 1vorc1 between llie two parts uf the
verb do?
Make contractions in thcsr: sR11t.011 ces as we did in Lesson LL
Should yon h ere n sc doesn't, o r don't?
Begin with after :1wl re:u1 eacl1 uf the three sentences
above.
Read each, and put the helping phrase, after 9etti:nr1 legs
and wings, between the subject and its vcru.
Put the three sentences together.
Tell how it was done ..
EXERCISE.

~·

~

..

1. Spiders spin.
2. Spiders wen,ve.
3. Spiders hunt.

Wluit tu .Scc.-ln the script we u se the word sp~der but

once, and then put the three verbs together as we put
together the names in the other exorcises.
Notice that we u se the commas and the and as we did
when we put names together.
EXERCISE.

1. Tlie fly does not grow after getting legs.
2. The fly does not grow after getting wings.
Copy the following: ~

1Vhat to Scc.-N otice that we here put together the two
words that differ, and use all the others bn t once.
Yon see that the parts joined may be chief parts or h elpers.
Notice that when there are but two things connected
and the connecting wonl is pnt iu, no comma is needed.
Additional ' " ork-Conunas.

To the Teacher.-'l'he change here suggesteu in the order of the
phrn.ses found in the first "exercise" may give occasion for illustrating

.

.

INTRODUCTORY LANGUA GE lVORJl".

108

·''

A STUDY OF SENTENCES.

109

>

'

the use of the comma to set off a word or phrn~c that breaks in between
the parts of a sentence.
~'
'~~ .
Pupils can easily be taught to sec Lhat commas aid the reiul er by
'.
showing where slight breaks are made in the sentence.
Few rules are n eeded.

'r - •

,.
',

.

.

..

' :

LESSON

·,...

~

LV .

A Study of Sentences- Putting Sentences
Together.

r' !'
'

P:

Sec.-\Ve have underlined the verbs. You
may find the subjects.
Why is is used in the first sentence ?
What word tells where the fly is ?
·why is s needed with lives?
What little phrase tells where this fly lives?
Is the next sentence a statement?
The subject you is left out.
Why does take not ei1d in s?
Tell why has and have are used correctly in these sentences.
JV/wt to

.

.

Copy the fallowing :-

I·.-

IIere is the fly that b'.ves in our lwuses.
S ee his two eyes that take

1. Here is a fly.

most otlla insects have f ou1· wings.

\

;

2. This fly ~ in our houses.

\

3.

~,

bis two large eyes.

4. They

~~~~

np nearly the whole of his head.

5. The fly ~~~ two wings.
G. The butterfly ~fo ur 1vings.
r •

<

~·

7. The
,

bee~

fonr

nea1·ly the whole of lii8

lie ad.
The fly lias two wings, bitt the bittterfly, the bee, and

EXERCISE.

"' \'

itp

,,·ing~.

8. Most other insects

!1_~~!

four wings.

1J7wt to See.-Wc make that take the place of.fly in the
second sentence of the "exercise," and so we join the first
two sentences.
Yon will rem om ber that which has clone this same work
for us.
Toll how we join the nex t two seutences.
Tell how the last three sentences of the "exercise " are
put together.

110

Find in the n ew scntc11 ce tl1e three suLjccts of have.
How are these subjects co nn ected ?
'Vhere is and understooll ?
What have you learned abon t the comma s h ero 11;:;ed ?
What does the wonl liut join ?
Can you see wl1y a comma is needed befo re but, :ind not
before that ?

'v ATCHING

A :FLY- Co11tinued.

EXERCISE.

1. The fly has three pairs of legs.
2. \Vith these he rnn s very nimbly.
3. He doesn't jump.
4. \Vatch him.
5. See him brush his head.
6. See him clean his bead.
7. He uses hi s fore legs as hands.

,
:i . '

T"7iat to See nu<l Do.-How man y statenwn h:; h ero ?
How many commands ?
Now put together, without help, suc h of these se ntences
as should go together.
.Make what changes yon lik e.
.Make as many groups, or parngraphs, ns you t.11ink proper.

f

1·

r .

f. .

.......i .
,
'

I

A STUDY OF SENTENCES.

INTROD UCTORY LANGUAGE TVORX.

To the Teacher.-Sin cc the jlllpib nm required to use, in t hese exercises, fore and pair, a lesson 111ny he given on t he use aml spelling
of the homonyms.four, fore ,prtir, z1ear, pnre.

LESSON

111

LVI.

A Study of Sentences - Putting Sentences
Together.
EXERCISE.

1. The fly first

~

one side.

2. He then brushes the other side.

3. Then he

~

his legs together.
4. This drives the dust out of the hairs.
5. After this he~ himself the finishing touches.
JVha,t to See.-Y ou may find the sn,bjects of the verbs
we have mn,rked.
Why docs each verb encl in s?
Notice that es, a syllnb1e, is added to bru.sh.
lt \\'Onld be very hard to sourn1 s after sh. 'I'ry it.

Copy the followin,q :WATCHING A

FL Y-Contintted.

Tlie fly first bntslies one side, tlwn tlie otlier.
lie ?'nbs Ii-is legs togetlier to d?'ive tlie dust out

Tlien

ef tlie lla.irs.

After tli.is lie gi1.. es liim,<!e.'j' tlie finish,ing toucl1e.<:.
1

U7utt to Sce.-Wlrnt words were left out in putting the

first two sentences of the "exer cise" together?
'rhese words are understood-we do uot need to repeat
them.

...._

112
·~
i"

.

INTROJJUCTORY LANGUAGE n·onK.

(,

\V ATnHJNG A FLY-Conhnued.
EXERCISE.

.

}

f

i
~.

'

.

I ,

'.

-

-

-----

-

-

-

~

~-

-

-

~

I. The fly bas no jaws or t eeth to eat with.
2. He bas a tiny tube.
3. He sucks up bis food through thi s.
4. We suck water through a straw in the same way . . ·,,.
5. He lets a drop of water fall from this tube
piece of sugar.
6. The sugar softens.
· 7. He sucks up the sweet liquid.
8. He brushes and clea,ns himself carefully after every
meal.
9. He uses his hairy legs fut· 1>1 ·md1e~.

113

Verbs with I and you, do not add s.
Am, was, liave, and do aro nsed with I.
J'ou. may mean one or n1ore than one, but the verb is
aiways used as if you meant more than one.
Some words are contracted by leaving out letters an<l
putting the apostrophe in their place.
CONTRACTIONS .

Isn't,
1.v asn't,
aJ•en't, weren't,

hasn't,
haven't,

doesn't,
don't.

Be careful not to use don't for doesn't.
'tain't are incorrect.

Ain't, liain't,

'J'h1·ee or uiore. 'W ords or ph1·ases connected and used
in the snme way arc gcnc1'ally sepa1'atc<l by Connnas.

TFhat to Do.-P11L Lhese seule111~tes LogeLhet· so that the
will read easily amt srnuuLhly .

LESSON
Names Changed to

\

~

..VA. 1lfES CHANGEJJ TO llf.EA.N NORE THAN ONE.

Notice the comma.
; J, .
Which sentence was changed. to a long helping phrase ? ·, '
.

--~

LVll.

Mean 1llore than One.

EXERCISE.
A

GATHERING UP.

To the Teacher.-See '' To the Teacher," p. 36.

A single verb aclcls s to t ell what one thing does.
Is, was, has, an<.l does <we 11sc<l ·w-ifh snbjccts th.a t
mean but one.
Are, 'vere, have, an<l do al'e usc<l with
1ne·a n ·Jno1·e than one.

flo\ver
flow ers

bird
birds

lamb
lambs

squirrel
squirrels

dress
dresses

ax

watch
watches

thrush
thrushes

axes

TVhnt to Do . .:._Make good sentences, using all the names
~; that encl in s or cs.
f3

.
•
--

II
INTRODUG1'0Rr LANGUADH lFOll K .

lt4

Change your sc11Ln11ces :111d 111a.k c t.hpsc 11:1.111 cs J1H•:111 011 0
thing.
Be sure to find wh eth er other wonl s Heed c ha11 g i11 g.
Learn to spell the word s of l hc ' 'e xerci se.''

-·---T e ll huw Lhc other wo rd s arc c hangrnl l•J 111 ean
than on e.

l. The dai sy , lily, poppy, and pansy
arc blooming in the valley.
2. The mo nkey has cliasccl t he turk ey from the chimn ey.
3. The leaf falls on the roo f.

To the Teacher.- Th c exercise of c hn.11 g i11 g se nte nces 11 s suggested
above is very va.lun.l1le, nntl should be fo ll owed up.

LVlll.

lll Ol'C

EXERCISE.

cs.

LESSON

-

L earn to spell t h e words of t he preceding "exe rc ise. ' '

Na:1ne .'l a1't! 11H1.d c fo 111t!t1n 11101 ·t ! lf1t111 011" l>!f addi11y
01·

115

Nil.lfES GIIANGHD TO NEAN NORE Tl!AN ONE.

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

s

-

H ' hat to Sec mul Do.-Fi11d fi ve n ames

in t he first sen-

t c11 t:c .
Names Changed to Mean ,Hore than

One.

EXERCISE.

cl:tisy
cl aisics

lily
lil ic.'1

poppy
poppies

pan sy

ntlley
valleys

tu rkcy
turkeys

mo nkey
111 0 11 keys

chimn ey

wolf

leaf

roof

"·oivcs

leave ...;

proof
pl'Oofs

IJ ' hot. tn

p ans ie.~

chi mn ey~

roo f.~

.'>N! a11rl /Jo. - Not.i('c' t liaL M>lllf' 11 1' l hc 11a.111.e s

,._ ru.tli.11r1111ith

y du111.y" th e.' · to ic

11'//1•11 ~is addt•d,

So me oth er s, _yo n sec, cl o n ot chan ge t hey.
Notice that the latte r liavc e befo r e t hey.
If a, e, or o is befor e the ;)" s ·is (J,(ld ecl
chanyiny the y.

Fl!ld the vorL.
!lo w llHt!l.Y thi ngs does t his vcrL te ll abo u t?
\V ha t have _yo n learned abon t writing t hese names together?
Whi c h nam e belongs to a h elpin g phra se that tells \\'here
the fl o wers arc b loo ming?
H ow many se nten ces cau _yon m ake of the first sen te n ce
above?
~fake them orally .

Oi 11·l1at is su llletliing saiu in Lhe uexL ::;e1t Le nce?
In t. hi ~ se nt-e n<'c two of the name ~ :ire nmong- the helping
word,: .
Une Lelis -wlt11t
\V hat does 1.lic
Fi nd tho c hief
What d ocs t h e

Ll1e 111u11ke_v lrn::; chased .
11ther help to tell ?
parts of t h e t hird sentence.
phrase on tlte roof tell?

Change these three se1tte11ces so as to make eac h name
. mc1i.n m ore than one.

INTIWDUCTOR 1· L1NGUilGE lVO!lfl.

llG

N.Hf ES Glf..lNO ED TO S l !O IV POSSES::> I ON.

--- ·-··---

117

- - --

f,ily's tel ls whose c 11p.

LESSON

LIX.

Names Changed to Show Possession.

Uopy the j ollo101:ng words caref11lly :-

EXERCISE.

1. Th e daisy's pet~Lls fold at night.
2. The 17'.ly's cup shows beau t iful tints.
3. The pansy'.-; face pee ps up.
-:!-. Th e tw·key' s Yoice doesn't charm th e ear.
5. A ren't that monkey's fin gers in mi schief?
G. Th e wolf's howl is ringing on t he moun tain.

Find what eac h of the ot h e r word s showin g p ossess ion
d ocs in t h e se n te nce.
Each of these names endin g in 's means lrnt on e.
N o t ice t hat each s i rn ply adds 's, nntl tha·t .1/ is not ch a nged
to fr, 11 or/ to ve, ns in t he .p recedin g l esso n.
F i11ll in t he "exerc ise" two co n t rac ti o ns, a nd tell what
the apost rop he stands fo r.
To the Teacher.-Tlmt each of these possessives mea11s bu t one, and
thnt t he n po~t.ro ph e precedes f-11 e s, shoultl be impressed.
In t he fo ur th a nti fi fth scmLc nces t he pupil is li a ble to u ~e t he wrong
Yrrb. Exercises in rcpp:ttin g a nd chang in g t hese r1ml similnr se nte nces will lie profit able.
C hi e f Part,:; n.1111 t.h e ir H e lpe r s.

The pupils should lie nhl c to poin t out t he chic( wo nl s a nd their
helpers.

LESSON

LX.

JUwt to 8cc.-'.l'h c :tpostro p he (') allll s arc joi nc<l to
daisy to sh o w th:it the th isy has, ur possc·sses, petal s.
The apostrophe a nd s arc joi ncll to lily to sh ow t ha t the

Names Changed to Show Possession- One and

lily has, or p ossesses, tf1c c11p.
T ell wlin t Lhc aposL ruplte :111d s

Copy the following words carefnlly. and compare them with
lh.e wo rds at the bog1:nning of Lcsi;on L!.X.:-

~ 1i u 11·

i11 t•ac h of Lite oth er

sc 11 tu 11 cl'~ .

Not ice t ha t t hese na m es f' h o wi ng possess ion are a ll h elpin g wonl s jo in ed to another nam e.
111 the first sente nce 71cla ls is tl1c ch id 11anH·.
We sa.y t he petal s fohl . 1wt t he llai sy.
Daisy's tell s wh ose petals fold , :ind su

More than One.

dcu;u~'

~,

/'vC7~, /~

lN'rTWD/UJTf/11 )' T, _l_Hif' 101"

J IS

11·11/!/1·.

:I I'\ '

l11Hld i11 g t" 11 ,;.

2. T li c lilies' cnp;; am l'll bl>t'il Ii_\· t.!1 0 Ii\'' '"·
0. ,..r l1 CJ>an . . .. ;,,"'· l':t vl·~ lc>i )k likt• _
htu g l1i11 ,!. '. · f: 1ir i(•:...;.
--1-. Tli1 ) 1111'!.-1 ·!1-'' \'()i1·1•:-; 11:1\'<' :-; t1dd ('ill y "' "l'}H'll.
: >.

)/;1J1k<'!J8. faL'. L'S

1:

'l'l1 e '1ru! 1·l's' \'oi('1•:-; :111 :-; \1·1· 1· 1·: 1(' !1 "tl11 •J'.

ll"h at

:ll'U

\V1 · :11hi"• 1·~el'<·isi"" i11 p1ii 11 li11;.; 0111, Ili c c\1i cf W<Jnb :i11<l 110L i11g tl wir
agrcc111cnl , :111d in eli:i11 gi11g 11 10 11111111.ier u[ tlr u rnlij cc ts tl1nL oili er
ll <:'Ct'~~ary

\\Tltn t

p11pi\ ,,

t o Sr(',-'J' lie :11111;: t·ro 1ilH' (' )

j,.;

LESSON

li _1· t c•l l i11g 11· !t o,.;c· l1 e:1d ,.; :1n• 11 111 ld in!.!'.
/,ilics' l1 C' lp;; t h e Il l':\! ,.; 1il >j1·1·t 111· !1•lli1i g wlio sl' <'I ii '"·
Yo tt rna y tL'll 1r l1a t eac h n[ t l1 L' 11l!tn \\'(ll'd:-: i11 ital ics
c101.: ~ .

lf flll' 11\:lll \' llf t ill• !tclJlill).!' 11 ;\ \l\1',.; ;J\ifl\-(' lll l':lll lllOl'l' f h :lll

r
1·

do

\'O i i k 11 ( 111· ;

To the Teac)ler.-That t lit' s i11 1111'"'' i"''·" "" iY PS i;; ndd1 •d t .. 111:ikc
th r name mcn n 111 orc tl1 :i11 <1 \J L'. and t\1:!1 the• "i"'"trn1il11• i" :iflPnY:inl
a1ldc1l to $how thl' 1'll""('""i"11 . ,-Ji,-.11Jd 1.1 · t '""" ''1 .'-'.·iii.1· 111 11 J.-r,-f11ot•I.

L XI.

H ow to Show P ossession-On e and

joi11 cd t11 d11i'sifs to

More

than One.

Copy the jiilluw i 'llfj car efidl,1; :baby ·s nose
l.Jabi es' noses
ca l f' s l'oocl
ca l n~s ' fool l
flarry' s ki te

Not ice tha t t h e."'\' 11a111 cs ·"'!t"11in!.'. l' ""'''""" ion :11·1· :il l h clpi11 g 11«ll'1l,.; j o illL' \1 to :1110! he r 11:1 111 1'.
Daisies · h el p,; to pi 1· L1 1ru t l1 u i l1i11 g 11·1· :1n· Lalki11g :ilio ut

1[ m

c li:i11 gcc:.;. tnay lw no!t•il.

Ili c \i ('\pi 11g wn ri\ ,; dn , \11 11 rld ' "' 11>1.J. i11 " g1• 111 ·rnl w:1_1-. by U1e

g' l'i1111i11 g :1L 11 :-;.

sh o ll' t h at t h e dai ~ i es (lll 11. 11r l" "';:L'"" · t 111· l1 l' :1 •k
Y 01 1 h:1\·n kar11••d t 11:!1 1'1 1· x :1 i t '11· 1·1HI .. r 1!11 isi1"' 111 :1.kes
th e 11·on l lll C' :Jll 111 0\'l' t !1 ;111 <>Il l'.
IIc rc I h e :qinstroph c 11lu 11c "'111 11·, t '11• 11 0;:,<(•;:;:i " n.
T!t C' ap os tropli c is jo in ed h> lilies t11 ,.; li u 1r t li:1 t. 1111· lili es
011·11 _. \• I' p u;:,.;p;:;:_. th e Cl'l"'·
' l.\ •ll 1r!t:1 t l':tl' h ,, f' t !t u 11t !t ,•1· :tl'nst rnp!1L·S s h1t1r,.;.

Olll'

11 9

( ' lii " I' l'ar·ts a11d t.h <'i r· ll•·l1H ·1-." .

EXER C I SE .

I . Tl1 e r/11isi1·s· lw:1d :-;

110 ll' TO S!JO W I'US.'if-.'SSIUX.

A 111 e 1·ica 's fla g
ll'hof to 8f' (' ,-J\ w

\\ it I

wren's so ng
wrens' songs
Magg ie's hat
lady's dress
lad ies' dresses
George's dn1rn.

a n y of t hese (•x prcss ions se n te n ces 1'

'.'

\\'lt icli n [ t- h e 11a111 es eo pi eL1 :ire c omm o n nam es ?
\Vlii L· h :lrL> 1'ar t ie 1tlar 11:1111 cs?
\\' !tat-. h:11·t· _ro 11 lea rn ed abou t stt c !t 11 a rn es?
\\' li il'lt nt' t.h e nn111 ps t h at sh o ll' possess io 11 m ean b ut oll e?
Ir 01\' i;; ( ' :[(' It ot t !t(' >'C lll tLll c to s h o w p ossess io n ?
\\' It ic !t of Lit e 11a111 cs Urnt s h ow p ossess ion m ea n m o re than

?
11 "11· is l' :IC' h

011('

(l[

t!t psr. lll:td r. to sh n11' p ossessio n

120

I N 1'1W D UG TO/i' I- L A NOl/. I O F: lr O /i'/1-.

EXERCISE.

man
m en

w urn an

d1il<l
cliildt'en

wom en

OX

m ouse

goose

ox en

llll< :()

g ( · ( ~S t'

LESSON

EXERC I SE.

l\Thi ch m ean m ore than Oll C ;
D o an y of t hese a rld s or r;.o?

fox

//

,.,1ri rl

/ 1 1 111 1 •

cri ck et

pony

, , ;1•
J/ Jj.'

1 1

;/

1 1,

ox '::;

c liild ren's toys

oxen's ho rn s

A c/1.ild's u111:rn is nr/hu!J·
Chililrcn'11 vofoes are calling.

rn onsc's nest
m ice's n ests

g noso's llill
geese's bi Ils

LESSON

l1orn s

w o rd :;

i:d1 o wing l'osscs-

11·1,,·11 n 11<1111< · ""·" <«ld<'d s <II' 1·s to d< ·11ot1 · 111<11·1· than
our:, the <1/10." 'fl'O/llif' fllo11 " ; .... )oi11<•tf to .. how Jlt'-"'·"'<'·"'·"'ion,
1'o all ofli<'I' ll<flll<'." tl1« a1u1...;tro111i<' r111tf s <II '<' )oill<' d
)108."'<'."'·" 'i<Jll ,

/ I •·••

1

1 1 : 1 11 1 1

child ':-> t oy s

T e ll how l'ac lt o f t.liL·~u i wc ln : hc lpill g 1rn rd s 1s 111 adc lo
show possess ion.
Th ey all s h o w p o«S<'~sio n in I ii <' ~: 1111 0 1ra1·, 1,01·:111."c 1i o
on e of t h e m hn s ntld ed s or r.o to 111 r :111 111 (1 1\•. t 11:11 1 0111 ·.

to ,«/i 011'

woman

cl1ihl
<loll
boy

tJ ,, .. ,j !f J', ·r .

•' •' I ' I

J17iaf to 8r•e. -Of t. hese hr lpill g
sion, whi r. Ii rn r.:1 11 11wru t l1:lll n1 10 :;

More

than One.

man

I /I d

LXI I.

How to Show Possession - On e and

JFhnt to Sce.-\\Thi ch o [ t h ose nam es rn call b11 t n11 c ')

-:\r 1fi r·1· f}11 · Wf1rtJ :_. r,f 1·:11 · \ 1 r1 :1i l', :1rid .• 1·•· ),,, .,/

UJ

11011' T O S I/ O W P OSSESS / UN.

L X 111.

How to Show Possession - N am es, and Words
U sed for N a m es .
EXERCISE .

1. A rat wa shes its face.
2. Th e kni[e is ll£s.
•>
,-).
Th e ribbon is !1 ('1's .
.J.. Th e rabl°Ji ts arc ow·s.
!J. Th e dov es a1 ·0 yo11. r.~.
G. The lambs a rc tliei1·11.

122

GENERAL EXERCISES-Q UOTA TIOM'i.
·- - - -- -·- - - - --- ---- ---

I NTRODUCTORY LANGU/WE WORK.

123

-·-- -

;-

JV/wt to See.-\Vliat word te ll : ,; whose faee (
What nam e does Us take the place of r
·_Knife is und erstood after his, ribbon afte r hers, rab bits
after ours, doves after yours, and lambs after thefrs.
Notice that, when t h e words nnc1erstood arc pnt in , the
s is dropped from hers, ours, yours, and theirs.
Each of these words is a helpin g word belonging to the
word und erstood and sh owing possess ion.
JV01·ds tha,t stan<l fo1· ·n cim es <lo 11ot use th e apostrophe to show possession.

LESSON · LXIV.

Ji is
yours

I

h ers
t!tei I'S

/

JVhat to Do.- ·w ri te sh ort se ntences, usin g each of the
words above to show posscssio11 .
EXERCISE.

oxen
toads

li ens
clogs

geese
cows

\

JVhat to Do.--\ Vrite sentences, using the words above to
show possession. rrh en change your sen te11ces so that each
of these words shall m ean Ln t one.
To the Teacher.-\Ve suggest that the tracher give short sentences
orally, pausing for t he pupils to put in his, yours. etc. If quick replies are required, such errors ashis'11, y01w'11-, etc ..

.,..

may be discovered.

Th ese will 11eecl spec ial atte nt ion a111l tlrill.

,.
•·

- 11

EXERCISE.

its
ours

i

1

to 8ee.-_Explain t he co ntracti ons l'll. can't (not
used in fo rm al writing), and ma'am, (madam) . .
Exp1a.i11 all Llie words tl1at show possession.
Find in each senten ce t he 11am c of the one addressed, and
tell what yo u have learn ed about snch words.
Notice the word I in these sentences.
What have yon learn ed about this word ?
11'hat

124

INTROD UCTORY LANGUAGE lH>RK.

GENERAL EXERCISES-QUOTATIONS.

LESSON

QUOTATIONS.

\

Notice the marks before yes arnl after try.
These marks show thnt t he wonls yes, sir. I'll fry :Lrenot the words of t he on e wh o writes t.h c 'rh olc se ntence,
but that they are tlic exac t words of some other pcrso nGrace.
We say that these words arc qnot(••l from Urncl'.
In the next sentence what words arc quoted from Ja ck ?·
These words taken by the writer from some ot l1 cr pcrso11
we call Quotatious.
Iu th e third sentence 'rha t \ronls arc qn oted from J11li:L ?'
In th e fourth what word s arc q1 1otell from so me l10y?
In th e last what wonl s am 1p1 okd frnm snrne g irl '!
Notice that each qnot.ation beg in s with a ca pital.
Notice that each quota t ion is separnte<l from tlic ot her
words by a comma.
Notice that each quo ta t ion ha s two apostrophes :1r one. end, and two turned-over apostrop hes at tho ot h e r.
These arc calloll Quotation ]Harks.
JV!wn a 1m·ite1· uses the c.£. a cf. 11·01·</.<; of auofhf' I' J><' l'son, he should 'iliclose th e m within Quotation lUark~.

125

LXV.

General Exercises - Quotations.

Copy the follow-ing very carefully:-

:,

,,
,I
l

To the Teacher.-Pnpil " ~ li o 1il 1l l1f' alile t o write t.li f'sr f:C' nt ences.
from dictation.
Other similar se ntences 111a..1· li e 111:111c liy Lhc pupil,;' help. and then

See.-Find in th e first sentence an apostrophe
that h elps to sh ow possession , and one that takes the place
of a.
What. to

uc w ry

profit-·

' •.
11

• 1,

ni c tat.ioll.

dictatecl.
The time of one or two :ultlitionnl rce it.ation s could
ably spent here.

.
;

1

126

INTRODUCTORY LANGUAGE !FORK.

How are I am, we are, 1 have, it is not, riml there is contracted?
Tell what the apostrophe stan<1s for in each contraction.
Of the three names showing possession, which rncrtn more
than one?
What shows the possession in each ?
Notice the word 0 in the last sentence.
'Vhat have you learned about writing 0 when it is a word? · ·
· 'Vhat words arc h ere used simply to nnmc the one
addressed?
How are these words separated from the others ?
What does the nrnrk after 0 boys show ?
i .

/
·,

.
<

\

.r.'.

,. \

i .

!

QUOTATIONS.

Read each quotation.
What do you call the marks befo re ancl after each qnota- .
tion?
Which of these quotations 1s at the beginning of the
sentence?
Which is at the entl ?
Which are brought in between so me of the writer's own
words?
If the first quotation is read by i tsclf, will it make sense, .
like a sentence?
Can you say th e same of rill the others (
rrhe three words, our lost Joe, do not make co mpl ete sense, ' "· ..,
so this quotation does uot begin with a capital, and is not ,.
separated from the other words by commas.
Does each of the other quotations begin with a capital?

PUTTING SENTENCES TOGETHER-QUOTATIONS.

127

How is each separated from the words it· is used with ?
Does each quotation in Lesson LXIV. begin with a
capital ?
Does each make complete sense ?
A qnof.ation that 'm akes complete sense beg·i ns with
a cnpital, and is generally sepcwated froni the other
words by ci conim.ci 01· by two conunas.
Dictation, e t c .

To the Teacher.-The term "quotation" is here used in the sense
of " exact quotation." The distinction between direct and indirect
quotations should be made farther on.
"'vVe suggest that for other lessons the pupils learn to write t hese sentences correctly from dictation, and that they IJe able to explai1~, without the aitl of the book, all n ew points brought out, as well as the points
design ed for review.

LESSON

LXVI.

Putting Sentences Together- Quotations.
THE ANT AND THE GRASSHOPPER-A FABLE.
SEPARATE

1.
2.
3.
4.
5.

STATEMENTS •

An ant was working.
She was making a storehouse.
She was filling it.
She was tugging a grain of rice.
A friend was helping.
6. The grain was bigger than themselves.
7. A grasshopper came up.

i

•'

(JUOTATIONS DIVIDED.

INTRODUCTORY L 11NGUAGE WORK.

128

STATEMENTS IN

PARAGRAPHS.

LESSON

Copy the following :(

12!)

LXVll.

An ant was busy at worlc one snnny smnmer day. She

Quotations Divided.

was makinq a stor·elimtse and filling it ·with food for lier '

Oopz; the follo101:ng carefully, noticing the quotation marks
rery particularly :-

.

I'
f!
·.:,

family.

THE ANT AND THE GRASSHOPPER-Continited.

Just as slie and a friend were titgging along a grain .

" I-Iow do yoit ·do, J1fotlier Ant? '' sai'd tlie grasshopper,

of rice miwli bigger than tliemselves, up came a lively ,''i

" ancl w!i.y do you work so liard tliis fine day '! " ·

grasshoppe·r.
1Vhat to See.-Do you think the first sentence above

/

.·

K
'!'

', .

better beginning for a story than the first of the "separate \
statements " ?
-Why?
rrell all you can about the making up of the next sentence. ··
How many of the "separate statements" are put into the " ,#
second paragraph above ?
<
Notice that the first words, Just as, help to hold all the ·.
others together, for they keep ns anxiously waiting for the •·
words at the end, Up came a lively grasshopper.
You may remember being told that, in making a story,
it is a good thing to hold the most interesting part for the
last, and keep the reader anxious to know h ow the story is
"coming out."
Tell what you can about how the fonr se ntences were put
'·
together to make this parag raph.
TVhat to Do.-N ow write this story in your own

guage, and arrange it as you think best.

" 0 _j_Jfr. Grasslwppe·r, I work now

a·~· ~

...

that I may liave

food 11J/1.en tlie cold days come."
" JYonsense ! " replied tlie grassliopper, "you need not
be in 8ltcli ct hitn·y. Summer is not nearly over yet.
and

m~joy

Come

youl'seif as I do.

" I do notln:ng but clifrp and dance all day long, while
· you. creep about and th.ink of notliing but wol'k."
117wt to See.-N otice

that in this story, or fable, the
" ant arnl the grasshopper talk like persons, so you find
Mother Ant and Jfr. Grasshopper written as particular
: names.
Notice that the story is continued from Lesson LXVI.
Notice that the first of these paragraphs is made up of
' two questions joine(l uy and, with srdd tlte grasshopper
thrown in betwee1i.
· All these words except said the grasshopper are one quo;1.tation from the grasshopper.
'.'

;>·

80

!l

i

I

130

INTRODUCTORY LANGUAGE lFORK.

Said the grasshopper di viLles this quotation, so we
the part before these won1 s and the i>art after as if
were a separate qnotatiou.
'!'ell where yon find these quotation marks.
.
Does this marking leave sai1l the grasshopper ont of the ,-.
quotation ?
·
Who is qno teLl in the next paragrapl1 ?
Does the story-writer 1Jrea k into this quotation with
of his own words ?
·who is quoted in the next, i.\YO paragrapli s ?
·what three words of hi s own docs t he story-writer throw ·.
in h ere?
1.•
How are th e marks pnt so as to leave unt these word~ '
· from the quotation ?
t
'I'he marks before I in tli c last paragrap h conld be
ont, but wh en t h e qnobtion li as more tlurn one paragraph, . ·
these marks are pnt before eac h panLgraph to catch the ey~· i<i'.
and show that tl1e qnotatiou is still go in g 011.
To the Teacher.-Dil"ir1 cr1 rp 1otaLinn s :11111 quotations
through several short parag rapl1 !' arc Ycry c:omm on in books for young .
children. In orde r that such sto ri es nrn.y be read, copied, and imitate~ •
intelligently, it is important that pupils shoul d early uc taug ht all that
is lJrought ont al.Jo,·c.
Young chil t1ren can easil y lie .in tc restccl ill karning al.Jont things '
found in interest in g stori P,:,
Let selections co nLninin g eoll cH111ia.l rpw1ati o11 s lJc fonlll1 in Readers _
or other books and pn t before the p11 pi ls.
·
After oral exer cises ha ve nHtde them f:unilia,r with all the po!~ts
connected with qnotntions, so me of t he se lections should be dictated
for writing, arn1 then compared with the took for correction.

PUTTLNG SENTENCES TOG.ETHER.

LESSON

131

LXVIII.

Putting Sentences Together- Quotations.
· - cont·inue d"

'l'uE ANT AND THE GnASSHOPPEJ'

.

··

SEPARATE STATEMENTS.

1. The summer sun no longer shone.
2. The earth was cold and chill.
3. The ~rasshopper's wings felt heavy.
4. Ile did not care to cl1il'p any more.
What t.o DC1.-Drcss np these lines as you see fit, and
put tlrnm mto one paragraph.

We do not advise putting them all into one sen ten
B,
.f I
ce.
e cai e n not to make your sentences too long
~otice how the other part of the story left o~. Somet1~rng about liow long after mi g ht he Lronght in with the
fh st 8CJ1 tence above.
Copy thefolloz~ing carqfully, and uoti:ce t!te quotation ?narks
ver.1; part1cn1arly : -

Feelin,r; cold aJld lmnqry
. d. ask
· ' lie said,, "I im·zz go an
J.Jfotlwr Ant to gi-ve me sometliing to eat out of tliat great
st01·e r?f hers."
So he h,opped awci.I/ sadly1 to tl1,e ant's ,
1ioitse, and
. knocked at tlw door.

"1V!w is th,ere?" cried tlie ant.
H ]T
• l
ow·.;./',rzenr.
., th e g1•cisshopper."

;\

INTROD UGTOR )" l~ANr: U.lG E ffURll.

132

" lVhat do yon Wltnt? ~ '

! don't 7.:now wlier·e

"I liave come to beg({, b'ttle food.

to get any, and I anr ?)(! J'Y hungry.''

•.

What to See. -N ot ice that what yon have just copied
continues the story from wh ere yo n left it after joining the
sentences at tho beginning of t hi s lesso n.
Who is qnoted in tho fir st parngrn1>h cop ied !'
·where clo yon fillCl quotation marks?
Are there any quotation s in t he 11ext parng rnph?
Notice that euch of Lhe next throe Jines makes a

paragraph.
Notice that the first ·w ord

o[

each is set. in to the

right.
Find each quotati on, :w(1 tell where t he q11otation marks
are placed.

LESSON

LXIX.

Finishing the Fable.
JVhaf to Do.- Yon may Jini slt t h e story m your own

language.
Arrange and con11ect your : cntenees as you think best.
HINTS.

\Vbat do yon think the ant said to the

grasshopper ?
Do you think she gave him food~
Do you think she said anything about
his laucrhirw
at her in the sumrned
0
0

AGREE,lIENT OP GIIIEJi' PARTS.

133

l>o you think she mentiQne<l his bein()'
0
lazy, or told him that he might <lance all
winter?
Do lazy people deserve much help?
\Vhat do you think the fable teaches?
LESSON

LXX.

Agreement of Chief Parts- General Exercises.
EXERCISE.

1. The rain doesn't stop.
2. The clouds don't move.
3. The weather doesn't please.
4. The flower doesn't open.
5. The grasshopper doesn't chirp.
6. The butterfly doesn't flit.
7. The bee doesn't work.
~. The birds don't sing.
D. The farmer doesn't plough.
10. The children don't shout.
11. The sun doesn't shine.
12. He doesn't care.
_ ~nwt fo Do.-Show tha.t doesn't a.nd don't are correctly
wnttcn mid used in these sentences.
-

~ead t~1e sentences till yo u bn run over them quite
rapidly without feeling like putting don't or doesn't iu the
wrong place.

JNTIWDUUTORY LANGUAGE WOHlt.

134

•.

AGREE.A/ENZ' OF' CIIIEJi' PARTS.

EXERCISE.

±. Here come Joe and his dogs on their return.

1. you were beaten.
2. -YV ere you beaten ?
3. \\T ercn't you beaten?
4. yon were sl 1ake11.
5. Vv eren' t you shaken ?
G. How you were shaken !
7. \\Te were beaten.
s. \V<1sn't 11 0 beaten '?
9. \ \T eren 't they beaten '?
10. \\T eren't you chos e n~
11. \\Tasn't he chosen ·?
12. \\Tercn't we chosen?
1Vhat to

135

5. In Joe's bag are a rabbit and a sguirreJ.
What to See a.n<l Do.- We

have underlined the subjects

iu this "exercise."

Find in each sentence the chief word that tells.
Notice that in the th ircl sentence gun belongs to a helping
phrase, and that in the fourth, dogs is one of the chief

nam es.

Show that go, goes, come, and are are correctly used.
What does tltere do in the first sentence ? I-Jere in the
second ? After tltem in the third ? In Joe's bag in the fifth?
Head these sentences quite rapidly and see whether they
sound right.

Do.-Show that each Yerh ab<wc has its right

EXERCISE.

form.

1. The tongs are broken.

Renicmhe1· that the l"f';J'f> i.'> alma!!-" " ·"'"" 'll'ifh yon <ts
if yon nicant 1n01·c than one.
.
Repeat th ese sentences iinite rapidl y till yon. fe el no tent1ency to use was for were, or wasn't for weren t .

LESSON

2. Aren't the tongs broken ?
3. \V"eren't the tongs broken ?
4. \\Tem the scissors stolen?
5. Aren't the shears broken ?
G. Have the ashes been shaken ?
7. How the ashes do fly !
S. vVhere \Vere the ashes thrown?
0. Weren't the ashes shaken?
10. Don't the shears cut?

LXXI.

Agreement Of C hief Parts- General

Exercises.

EXERCISE.

1. There go the rabbits.
2. Here come the dogs.
3. After them goes Joe with his gun.

Do.-The word tongs names one tool; but, as
·. this tool has two parts, the word is written and nsed as if
it meant more than one.

.

TYhat to

136

JNTIWDUCTORY LANGUAGE ll'ORK.

Pirnl other snch words.
Show thnt the }Hoper verb

AGRE'RJfENT OF Ul!IEP l'AR1~'J.

ll l'l'rl in

tran sposed , or some word not th o snb.icct co 111 cs immediately Lefore tho
.. verL, th o n11t.mi11rnl c,vo nnu car arn d eceived.

.tences.
Repeat these sentences till yon think
of nsing the wrong verb.

In t he following "exorcise" let the pupils r ead tho chief parts in
their natural onl cr, n11cl let tho helpin g words uo brought out. It will
please t he pupil s to sec why so ma.11y p ersons make mistakes with su ch
sent.c1H·l'"·

JI'

tltl·

S JlCllin .·u~:

l1 CJ'I'.

I here.

hc11r ;

t!t cil'.

I:

Ir

,r

I~

1 ·,
I '
I I

I
I
i

1. On what tree Q_~ acorns [S~
2. Here~ a pocketful of chestnuts.
3. One
is climbing the tree.
- - of the boys ~~~
+. In his pocket~ a knife and a top.
5. Down ~~ knife, top, and nuts.

alll1 use of

i,I

i

jl

1
~

G. Every one of the girls 1rns filled her basket.
- ~~
7. Neith er of t ho bags has been filled.
-

<1 11

/ ,

EXERCISE.

To the Teacher.-H is hardl y probabl e that ~·our pupils .
.
but m11 ch <1ril1 "·ill b e 1w1 111rc<1 to on'r<:n me the u~
I be, they 1:s, etc.;
. II. "th IJOll -·111d the use o!
f d 't for doesn't was for 7l!l'l'C-cspce1a ) "' . ' ,
.
ol
on
f
.
n
o
f,tl1
e
Y
crb
aft
er
there,
here,
et
c.,
and
"·iih
s
uch
words
'
·
.
t 1e wrong 011
as ashes, to11gs, et c.
It mn.y be 1iecc;;sary t·o l·c·l 11r11 to tlH•,-c C'.'\\' l'l' i;;c;;
Th ey can be vn.ri ccl in man .' · irn ys.
.
Noti ce th at. W C \I SC the l'or111;; l1 e((f c11. slirrl.-1'11, ('l/1181'11, lu ·~l.-1'~1 , stole11,
, for n. purpose . H 1..~ ;I(
. l 11" ~.'<· 1 hl c• t o bri iw
etc.,
·'=' in S \I(_' h forl!l;; rn e1denta!ly:
, .
,vh cn poss ibl e.
Exercises n.rc h ere s ugge;; t.c1 ·1
nyms-

I.

137

1

I .:l

~~~~

~. Ilalloo ! ~n't that squirrel kn~ how to crack

I

n. !~~en't

I ,

you aml BiLly up the tree?

10. A whol e barrelful of nuts wa~ taken from here

I

I
I

LESSON
. Agreen1'im t

I

LXXII.

of Chief Pai-ts - General

th e ..few rxcc pt.inn s i1 ot.0<1
To the T eac h er.- 'iVith
v
.
.
· t
.
.
t
with it s su. 1JJ eC.
lessons m ost failure s o mn. ]·,o ti, i o verh :-wrrc
,,.
.
.
t'OOl1l8
I
't
b
.
,
ble
to
Llotect
th
ese
parts
imm
ct1iatcly
and
rn
st1110
ive
from no erng ,L
·
.
in whatever part of t h o i"Cllte11 ce they 111:1 )' he f01.111d" .
..
hi
I. tpo::-~·'l1 1 J< •tr·iiniII"
'l'hoiulvant11.gooftlrn earws
. •
,.., Ill pwkrnrrout!,hoc
~
.
, 8
.1 : . g them tonoet her in their rcgu In r on1er. 1s evident. , '
parts, anu.1 reau111
"' ·
.
-t ·
· f
In constructio ns lik e the followi11g , in wl11 c h the c 1ne pm s ~-

~

117wt to See nJHl Do.- We hn ve 1narkod the chief parts

· of ea.ch sentence.

Yon may read them together, pu tti ug
. the snLj ec t Lefore its verb .

I

I

i

,j

• In tho third sentence one means one boy, and of tl1 e boys
·.·'is only a helping phrnse.
In tho sixth, one means one gfrl.
In tho scvo11th , neitlter moans um'tller bag.
Read each sentence till you think there is no danger of
, using the wrong verb.
:1

\

<

I

138

A J) /JI? FSS!CS-f),f T F:S-1VA 1lf f•)S-TTTT, F:S.

IN1'ROD UCTORY LAND UAGE lrGHK.
l>i( •t at io11.

To the Teacher.-Fo t· nn oth c r l cs~o n. th c~c !'1·1il1·111·e~ 111a y l1f• varied, •
a nd d ictated with the test word 11111itt cd, f(l hP tillc1l i11 Liy the pupils
afterward .

LESSON

LXXlll.

Addresses- Dates ·· Names

Titles.

1r1"''

to

ul'
/
/ / __.-

//

i

Se1·. - T11 tlir~St'. :11ldr1· ..;;.; 1• ..; :1r1• fn11nd 1lir' :iLl,n' -

( 'u 1111c r·( /1· 11I ,

~I

rku 11sr1s ,

/) ell l l -"!Jh r1 11iu . a li d

A

Ul~~/V ~-:

Tell ho\\' each i;s 111~1,do .
What dv yvt t lllt.:<Lll l1y :L

0

} 1t.: l' ::io lt ::i

addn~;.;::.;;

(Sec Le::.;son

·xx!\~.)

t ho 1irst address t.liat tlio tit le is

}JUt

after the

t itle is g ive n to hwyern, [l,JH.l to oth er prominent
erson s.
How is t hi s abbre vi a tion separated from the name?
: What tlo yo n fi1ul after each lin o of this add ress ?
;:What two renso ns can yo u g i vo for the p eriou af ter

Conn. ?
. 'l'he nam e in the seco nd aLl<lress lrns one title before and
:another afte r it.
· Yon Iearn o<l abont Rev. in L esson XXXIII.
Colleges so metimes g ive clergymen the title of Doctor
! Divinity.
~ The abbreviation for this title is D.D,

140

JNTROJJli(_!'/' (J lf

v

LANGUAGE

1ro1u1-.

A JW H,J.,~'JSES, D ,t TL'S, E'Z' C.

111 speaking Lo thic clergyman. or of hirn . vun
suy Doctor Wesley.
His name may al so Lie \vri LLe n-

LESSON

LXXIV.

Rev. Dr. Jouatluin Tre.sley.

Addresses, Dates, Etc.

Doctor of Metli c iu e is aulJrerintcll JU.D.
This is the title of one tlrnt prnct ic:cs n1 edi r, i11 c and h eals ·
di seases.
'I1he third mim e nrny also Le writtcn-

EXERCISES-ADDRESSES.

Dr. Hd1ci"n F. Jlolm es.
Be cn r<'flfl
su1nc na.111c;

11ot

to use bot/I 1'11·.

<lll<f

E~q.

with

as -

JIIr. Jo/111 ,)'milh. Bsr;.
J)o not ·11...; c cit/1<·1· IHr. or

E~q.

(Y cry ha d . )
with l>i-., .iU .n.,

I>.D.

Notice t ha t the fir st fH1<1rcss g iv es t he ll a mc a 11 cl tit le, t h~ '
post-office, t h e co nn ty_. antl t he st;ite .
Th e third address g ives t he nam e a 1Hl t itle, th o number
of the h on se, th e st reet, t ho e ity, a nd tho st.ate.
'Vlrnt two til in gs just J1:1.rn c(l arc p11t together 'rithout ·~
comma?
'rell wh at is g iven in each scrip t lin e of th ose addre sses. ~­
T ell ·wh at ea,c h comm ri, sepa rates.
.
It may be well for yo n to sco wh ethe r yo n r ernemb.er
what was learned in Lessons XXXfV. :uul XXXT.
Di ctation .

...

Master Ralph S. J,cc lives in the city of San Francisco,
. whi ch is in California. The number of his house is 777.
·.It is in Van Ness Avenue.
· . Miss Agnes Harrison is staying at the Southern Hotel,
in the city of St. Louis. This city is in Missouri.
Philip C. Hayne, a, lawyer, lives in th e city of Charleston, in the state of South Carolina. His house is numbered 75. It is in Meeting Street..
·. Robert 0. Bryant is a Doctor of Medicine. He lives at
Hi:tl'per's li'erry, in J efferson County. This county is in
. West Virginia.
·.• Paul J. Calvin is a Doctor of Divinity, living a t Genoa,
. ~~ Nebl'aska. Genoa is in Nance County . .
'~~ What to Do.-From the five g roups of statements above
':write 0 11 t five ntldresses in t h e proper form.
'. 1 Yon rnay write the last two titles in two ways.
".,, In t h e seco nd ad<lrcss the name of the hotel takes the
.'place of the h onsc nnrn ber and t he street.
-'. We h ere g i,·e yo n t he abureviatious for the states mentioned in these a<l<lrcsses : -

To the Teacher.-Lct t he pupil s write t.hc nddrcsscs from Jictation;Question t.hcrn closely

0 11

every part..

Hl

Cal., Mo., S. C., W. Va., Nebr.

142

INTROD UCTORJ" L1NGUA Glt lVORK.

To the Teacher.-Att c11tio11 rnay he c:illcil fo tlu~ 11 ~0 or ul all(l in, ,
and the expression staying at th e Southern Jiotcl lllay
preferred to stopping, etc.
Dicta t.ion.

Th e pupil s shonl<1 be alilc to wrif.r. th 0sc ad(1rcs.<rs frolll
till they are correc t in c rnry parti(m]ar.
This did.at.ion, with f.hc PX0rei s0s 011 (1al( ·s. 111 :(.1' n ·cp 1irr · :1
l~sson .

EXERCISES - DA TES.

The telegraph < ~ :rn1 n intn n sc~ in th o Unit ed

tho t\\·e11ty-sL'\·c11tl1 1L1 y ,ii· ::\Li.\, i11 il1c yc~1l' cigl1Lcc n
l1u11::rcd :1 1H l ful'i .\'-1'()111'.
T lic P il .~Ti11 h l:i111 l (•1l ( l l l till' l\\"<'111\·-Jil';;t il: 11· <>/'
cernh cr, jn th1~

Ye>:tr :-;iXli'i 'll l11111dl'<·d :1111! 11r1 ·11i \' .

\V asl1i11 gtc J11 1)('1-.111H· (J111 · lil'"l 111·1·-.; id1·11! (111 tl1" tl1i1·1ietli

day uf April, ll1 tli o Year sc \·cnteen lrnndrcd :rnd
lllllP,

IVhat to J>o. -

lfrit.n n11t. t.lH• d:il «;; 111t>11(.i•\JH•cl :i1iov 1 •

tli e sltort form given i11 Lc:::so 11 XX .\YT1 I.
After writing t hese tbtcs) r ead th em as tlircctcd rn

son XXXVIII.

LESSON
A

LXXV.

Lette1-.

Copy thefollow1~ng letter 1·ery carcfnll.71, (/nd nolicr'
thing:-

~'

jj'

)

,r

.

~

144

INTRODUCTORY TANr:r:tr.·R ffnRK.

AN ORIGINAL LETTER.

145

· 1'Vhnf to Sec mul Do.-'l'he comma Letween me ancl
~d,

in t he second paragraph of the letter, separates two
sentences t lrnt have Leen joined by and .
. 'l1lie co m111 a Lctwccn books a.rn1 with, in the third parar ap h, separates two se ntences that have Leen joined by

whiclt.
review you may tell what all the other commas
l.

,.o.

,. 'rell abo ut the abbreviations and the periods.
' La. stand s for Louis1:anrr, and "\Vis. for Wisconsin.
Find three particular names i11closed by quotation marks.
These are names, or titles, of books .
.)Vithout these marks yon might take Little Lord
_auntleroy as the name of a r eal person, instead of a
'tle quotrnl fro111 Mrs. Burnett's book.
Pick ont all the particular nam es.
',Di·aw the outline of au envelope and write the address in
!oper form.

LESSON

~~~1~~
~(/,
~U/ ~

a~· :

LXXVI.

An Original Letter.

~hat to Do.- ·w rite to some friend and tell about your

't birthday.
If you can remember nothing of importance that lrnpned, toll what yo u expect to clo, or would like to do, on

'Uf' next birthday.

i>?t all parts of your letter in the proper form.
Group your sentences into paragraphs.
10

A DFITF/i'.

~ '

147

HG
" ;J,

!,, i

'

I

.

LESSON

LXXVll.

. "

' · :-:

Copy the foll uzu1:n1/ VCJ' .t/

cr1rc/ 71 / ly

:--

.

.i:::·'

.

, \-

~

~· ~-

.
I~

'

..

.~ '

I
I

<I

I

148

INTRODUCTORY L:!KG UAOE WOUK.

GENERAL EXERCISES.

LESSON

149

LXXVI I I.

General Exercises.

Sec.-What are separated by the commas
. found in t he lines before nncl after the body of the letter in
Lesson LXXV II.?
Explain t li o use of the capitals allC1 the periods in this
letter.
1'1ic first I is a capital for what two reasons? (See Les~
.son XX XIX.)
· Find t he names of two seasons.
: Do they beg in with capitals?
. Explai 11 the exclamation marks.
~ Wh ere nrc co mmas used with the name of the one
addressetl ?
· What q notations do yo n find in this letter?
Is either of these divided · into parts by some of the
writer's own 'rords?
~ Tell how t hese quotations nre marked.
. What words in this letter show possession ?
. Exp1ni n t h eir forms.
How many pnrngrnphs in the body of t his letter ?
How nrc paragrnphs ma(le ?
Tl7wf

~0/~vaor~
4f? or~2Jd~

I

\

~rfd~
_____ ________________ __

._

__,

To the Teacher.-Pnpi ls shouhl be nlile to writ e
dictation. They may correct t heir own or each other's work by co
parison with t he book.

ff>

To the Teacher.-Call attention to the onler of the wortls Alice and
, and to the form of me. Exercises are here suggested showing that
, ch terms as "Alice and I" are used as st1bjects, and that such as
"Alice antl me" are useLl after the ver\J to tell whom.

A GA T!IERING UI'.

150

LESSON

Frank writes to l1i s lirothel' .Albert, wl10 ;s staying at
.'• the Palmm· House, Ch icago, and t ells him what he has
seen :ind d one.

LXXIX.

An Original Lette1-.
Jrhat to JJo. ~ Yutt 111:t_,. 1aitv :t11oilH•r lt· l !t•r

11"/iat to J>o. -

,_,r l1t·1· ." t"rL {:--;,., . J,,., ,.: ,111 1,,\\\.11.)
1 erliaps yutl prdl'I' 111 tvll :1 l11Jt1L a111itl1 L' l' 11:ilk tl1 i,; little '.'
pruty tvvk alv11.:..:· a 1•k;i ..;;1 111 ;;t1 ·t·:1111. 11· \ uu 11 i.,Ji, yuu

and ll-11 t!te

151

Yn11 rn:i1· 1nitc

l11 r:111k 's letter.

n·~t

1

A

USC thl·~c-

J'(>cks-

on"I'

;1. soll!1d

pehli]Ps -

like

IP;1p

n\'f'I'

1V<1111<'-" al'r' 111<r<le to 111r·rf11 1110/'r, than onr by adrliny

J ~rng·liter- d:rn cn

:rnd whirl n11 - d0<'Jl c!P:ll ' pnol -:1ld1J1's
n,nd \1-il low IH•1 1d 11\"\'l'-\'<tlkins. jllt ssy
\\"ill om:; - Lru11L leap -- green sloping·
!xrnks-\1 l1 ik. ;llld l dut~ \ i1>lds- \r l1at
otlie1· wild flo\\·Pr;; ~ -Took homo
what?

80111<' ll<flll<'-" <'11<lillff lf'ifh y r·!iru1y<' f!if' y to i•· 11•/ir'J/

LXXX.

s

·is "ffdf'd.

Ila, e, 01· o i ..; luforc fli<' ·'"• s ; ... uddc<l witho11t cha ny-

s 01· cs to dei1otf' mo1•r than
i:-;joi11r'dfo ,.;/1ow 11ossn;siou.

IV!icn a 11a11u: has a<l<led

one, f/I(; ftJw ..;f1·011llf'

LESSON

UP.

To the Teacher.-:-\,.,, ' · 'J',, t lw T1·a1·.lwr, .. I'· ;;1;,

HINTS.

Hipple

GATHERING

0/0111 ,

1

'1 0 all othc1· 1uu1ws the cipost1·ophe an<l

s n1·e joined

An Original Letter.
HINTS.

Frank Harpel' Yisits hi s g ra,rnlfather at
Grafton Co., N . ] L (..NC\\. Hampshire).
He is intcrestctl in t he pigs, tl 10 calves, the cows, a?
the pony. He watches tl10 man plo\\'ing, and noti
the birds following tl1e plow tu pi ck up insects.
find s a bird's nest.

·. · Won1s that sbncl for names clo not use the apostrophe to
ns, Jtis, hel's, its, ours, yours, theirs.
C ontra ct. ion s .

I'fl,

1vc' r e,

cnn't,
I'1·e,

11u.r/ cl1n,

I'ui,

' t i.'w/ t,

t/U'-l'C's.

His' 11, your'1i, their'n, etc. , are incorrect.

152

INTRODUCTORY L.AXGUA G.F: ll"OHK.

Jl'hen <t wl'itcJ• u ...;es the c.r((f'f H'OJ '<f;;
pe1·son,, he should i11close fl/( : 11/ within
lllarks.
·wh en a wriLer <livi<les a qnobJ io n liy pnL ti ng iH
of his ow11 , ea<~h p :1r!. of i.11< 1111oi-:iti1111 shniilil !)(' i1l<'l osed. -.
1

IVh<in n quotatio11

w ith
oflte J'

11/((/;·r;; <·0111;>/f'f r

se11s<' ,

Capi t al, u11tl i ...; r11'111'1'<il l .11 ·"''/Hfl '<1f e d f1·0111.
1l'O J' <l;; b y <t Co111111a 0 1· b y !11· 0 <'0 11 11 11 1r .....

a

To the Teacher.-S('C "To 1Ji, , 'l'c;1c li l·r, .. J> . 1'.?7.
Ahhreviat io!l'•.

E .-.q ._, F,,;:11 11i r H.
D.D. , D oc tor of Divi11i ty.
111'.D., D octor of l\l cl1i c in c.

Co1111 .. Cu11nc· d ic u t.

Ark., A r k

;-1.11;-;a :.; .

1llo .. M i ~ :-:1>11ri .

Cal., C'alifon1i ;t.

11'. /'11 • • \ \ 1• ,-;:

S. G., S oll U1 C arvli11 a .

La .. L ouisian a .

Nebr., Nebras1rn.
Jl'is., -W isconsin.

Vt., Verlllont.

Be ca1•eful not
sanie nanic.
\

I 'e 11 n c:; d YHni a.

T o t he Teacher. - l:1 -L 11 1·1·11 1l1 i: J,.,, , ,1 1-< " 11 1111• 1·1,rh tlic il'achc r
m:L_1-. i[ 1·ari d 1· is JH• ccl cd. int r()( llll' l ~ les:-:0 11 s i11 C(l !llposi tion a11 11 ll't.tc rwrili11g ,.,J1•1·t•·d l'ro111 tli i: ]':l [-:l' " fnr f li (' J' Oil.
LP""Oll "' i11 lc•ll1·1·-1nili11 g ,.;lirnild l«•.gi q·11 :it . fr1·•1 u1•1il i1 il 1·n·:il-; .
Th e t c:1.r" lwr 1Yill li11d opport.uuily !'or l'<l !l1 i11 ui11g I. Ii i' i11 c- idc 11tnl rxe r c l'l' ' u 11 lic 11 111 •111111,..

F <• L' c:>.a 11 11• l e -1 •: 1gc· 1.-, .1, ·' •I' :i 111l ->n1 ; j1:1g·1· Jljl),

blew and bl ur, k11010 and no, kn ew arlll 1/l' W; page 10 1, br>a t a11d bcrt,
break nru111mkl', ?trite am1 rig ltt , ll'r nf P :11H1 role; p<1g c 1G-J, rude and
ruu•e d ; 1•11g··-· lli.-•. sf ,.,,/ 1111d .,( ,.,,/ , 1·k .

L ESSON

L XX XI

Using the Verb Right.

Do, <li <l, done.
to 1r .<;e both J.U r. <fl1<l ]~sq. wUh

Do not 1.tse eithe r J.U r.

D.D.

Y . TT. , -;'\" e 11·
f>a . .

PA HT SECONJ).

01·

Esq. with Dr.,

EXERCISE.

1. '\Ve rlo the work to-day.
2. We did the work yesterday.
3. vV e liave done the work to-day.
To u se done for did in the second sentence above would
be very bad.
net•e1· be nse<l by 'itself as the ch'icf part

.!

.,

154

U!)[NG l'IIE' Rl01l1' VERB-LIE AND LAY.
155
- - - ---- -·---- - - - -- -- - - - -

LV1'!WD UCTO!? Y LIJYOU.LGE lrORK.

EXERCISE.
EXERC ISE.

1. _[ smv him this morning.
2. I MtW J1im wh e n lie did it.
3. Jack saw him, and dill ]1is best to catch him.
4-. Tli c boys sa w tho storm co ming.
D. Th e crow saw m e Lefore I saw him.

1. \ iVho did Lho mi sc hi ef~
2. Th e wind did i t .
3. Th e frn st did it.
4. Th e c; 1t. dlrl it.
5. vVho did \\Tong?
G. l (lt(l \Hong.
7. T om did ri g ht .
S. I did it ca rnlessly.
n. Tom r1/tl I I is best.
10. \iVlw dlrl up the package?
11. J olm di1l np tho paclrn gc.
12. Marv
. did h er \Y ork Ye n.., ' neatl.y.

Jrhat to J>o.-Rea<l tli oso se n te n ces till tho verbs sonnd
natural , and t here is n o tlangor of u sing seen for saw.
.l\foko fhe sentences using saw correctly.

1

1'7wt to Do.-R.eacl t hese sente nces t ill you think that ·
there is n o tlan gcr of your us ing done fo r did.
Make five senten ces, u s ing did as a eomplote verb.

To the Teacher.-Tlrnt the pupil's eye, cn.r, n.nd tongue may be
trninP-<1 together, it is l1ett.cr, in all these sentences for repetition, to
have the fll 11 fo rm in t he text-book. F or furl her drill the teacher may
put t hese or simil a r se nte nces on the bo:irtl, le:iving blanks to be filled.

LESSON

LXXXll.

Using the Right Verb -

Lie and Lay.

EXERCISE.

Sec,

·""w,

sec11.

J. The d o lls lie on the floor.
2. Th ey lay there yesterday.
3. They lrnve lain there all day.

EXERCISE.

1. We see it now.
2. \Ve san• it y esterda.' "
3. \\re lutce seen it..
._,

T o u se seen fo r saw in t he scco111l s1·n tc 11 ce would be veri
bad.

Seen 111u.<;f
that tells.

11('1'<' 1'

l><'

1uw<l

by -if.-;f'ff ""'

f1H '

H7uit to Se<·.- In th o first senten ce lie tells what the
dolls tl o now, or at t he present.
In the second , lay tolls what t h e <lolls clicl in the past, yestenlay.
, -, In tho t hin], notice t 11at la in follows have. It can not be
- used a lone as a chief part.
Li·e, lay , and lai'.n arc three forms of the same verb.

US/AU 1'1/H RJOHT lAJW-Sli ' .L\'D Sb.'1'.

INTRODU CTORY L ,L\'GU.WE ffOHK.

156

Wfl may call b'e t he p·rcs1•11t forlll, lay the ;111R/ form, and

lain tl1c form u sed wi I Ii lta1·1•. liar!. l'I <' .
EXERCISE.

1. \Ve ?a.71 our books rin t.!11' t;1 lile now.
2. We lctirl t.IH \ lll ()!\ Ll1 e sll\'I r .\'\'S[ CJ'(la.\'.
3. \!Ve ban~ faid tl1em :t\\·:1\· carcfttlh·.

Scc.-In t he fir s t so n tcn <'.e lay tells "·hat we do· .
now, or at the present.
In the secorn1 , lai(l I <'l ls 1r l1a t we <lid
<lay.
In the third, laid is n sc tl 'ritli lu1u1'.
Lay ::md la1·d arc forms of the sa 11w verb.
Lay is tho present, arnl laid is th e past. Laid is
1
used after have, had, etc.
JVhat to

Lfo AND Lay DIFFER IN MEANING.
G:-rcu \\'ITll hare, ETC.
PRESENT.

HOW

Lie,
laid ,

Lay ,

Lie m eans to

lain.
la i tl.

reclin e.
Lay means to pnt oi·phi.ce.
J'<'St 0 1•

Do not use lay foi · lie,
JVhat to IJo.-Pnt

!IOJ'

lai<l /01· lay a!ld Jaiu.

rest or 1·ested in place of lie, lay, and

lain in the se nten ces of t l1 e first "exe rc ise .. ,
Use recline or reclined in t h e sa m e se nte n ces.
Use put in place uf la!J a11(l la1:d in tli u sc 11tcmccs of
second ''exercise."'
Now u se place or placed in t he same sentences.

157

\\'rite the first scnt.cncc o( each "exercise'' aJt<l use for
the S ll l.JjccL :L name that mean s Ollt OllC .
llcn.tl tho sc n te n <:cs of both •· exercises" till the verus
so11111l Lt 111 i liar.
Makl' ;-.;<·1 1l.<:11ccs 11sin g l/f'.. lff..IJ. :ind l11J11.
Make se n_tences llSing lay (to place) all\1 laid.

LESSON

LXXXlll.

Using the Right Verb - Sit and Set.
EXERCISE.

1. The dolls sit in their chairs.
2. They sat there yesterday.
3. Th ey have sat th ere all day.
JV/wt to 8c<'.-In the first senten ce sit tells what the
dolls do now, or at the present.
In t h e second_. sat tells what the doils did in the past, ,yesterday.
In the third, sat is u sed with have.
' Sit an<l sat are forms of t li c same verb.
• Sit is th e present, and sat ]s the past. Sat is also used
'. after ltave, etc.
EXERCISE.

1. We now set the dolls' chairs by the table.
2. \Ve set them there last ·week.
3. \V c 11:ul 8et them there before.
JV/wt to Scc.-In the first sentence set tells what we do

n,ow, or at the present.

4--

.,__..

-

,---

. . ._ ._..,,

"·

--r '

.

,..

~

-

-

-

r----

·-

'I
J

(-//CNRH :lD R.'\ NRUTSES-LIR AND I,A Y , SIT _,LYD SET.

I NTIWD UCT<il?l" T,ANUUAr:F: ll"OHK.

158

4. Now 8it up.
[). Lay yonr right paw in my lwml.
C. You ha vc /rr,ir/, down tho left.
7. Now Ne down wh ere yo u lay before.
8. Are you tin~ d of !yl'.ng there?
!I. N n w sit for yulll' pi ctiu·e.

Ju tho SOCO IU1 , set te ll s \YltaL WC did Jll th
wee k.
In the t hird, set is n sell after had.
Th e same word set is used fo r t h e present , the
with have, !tad, etc.
Sit AND 8<:f DIFFER

HOW

P1tF.SF.NT.

PA~T .

S it,

sat,

Set.,

f"Pt ,

IN

MEANING .

10. You

1J,,1rn \\Tf'll hn1'f', ETC.

11:t\'C srtf.

lo ng onn11g l1.

to ·r ed.
St't m cam; to pnt 0 1· 1;/(icL:.

11. I !cm- p:lticntly y ()11 have sift.'
1:3. lhi11g t hat stick and 11r/; it ilm\·n l1 el'c.
1;~_ I~ eL i t !Ir'.
1·1. i\o\\' !1ry it wlwrn it ?1ry hdu1·c.
J f1. T :d•e this li:Lsket :Lnd 8d it uu tlw stuol.

JJo not use set f o 1· sit rr11d sat.

I\). Lc·L i L sit titcT1'.

15d

sa.t.
set.

mc:tll;j

l>o. - I't 1L !'r's( l•l' J'l'sir'r1 in 1•l:11·t·
in tltc SOll l·Cl ll_' l' ·" (II' 1111• Ii i-,.:I .. l''\('j'1·i ...:1• , ••
ll "ftat to

{:so

jliif

in iiJ:iee pf

.V/

ill

tilC

S1•Jli .l'lll'I'.-'

1•f

of

sil :11111

01·

;;1({cf'd

'.\11\\'

1.-.:.

Y< >lt 111:t\·

:!I I,

(

. //1'

:! I.

11 1 rl1l' i-': 1111 c s1·111 1·1 11·1•<.

Write t il e 1irst s1·11t 1·111· 1· r1 f 1':11'11
th e s ulJjccl a u111111· l l1:ti rnt·a11" l11il

.. 1·\1•r1·1,.:1· .. :1 11 1[ 11sc

1
' "

<i11

tl1e

i·1 1•~1' .

1

:1rlo /i'1 8 d()\\" Jl ()J' sif.,• U )I. :1::; 1 (l'JI !1 im.
told Uo\'<'l' 11J /1> down. :1 nd !11) sl(f 1q1.
t11ld l1illl t o si! lljl. ;111<1l1t ) 11f.1/ d()\\·11 .
1

11111·.

lrltat to

LESSON

s!'f it \\·lien~ it slfl lwl'tm;.

17 .

tJ11'

" l' _\( ' l'('il"l' . ..

lI:.:t: 1ilarr

159

LXXXIV.

General Exercises - Li e and Lny, S it and
EXERCISE.

1. Lie down , Carlo.
2. You have lm~n lon g enong b.
3. How qui etly yo u l1aYo lain I

- dall n"<. t'
1

(Ir

1>0.-!:1:11<·:11.

tl H ·:' 1'

s<· 11 tc·111·<·-:

1il l il1crc

is

i10

11 s i I l ... !11 ( ' II' !'!I 11 ... \' (' r l 1,
0

n

To t.he Teacher.-NQ in><t.rnet.ion in tcchnicnl grnmmar is n eeded
here.
The pupil s may Le n.llowe<1 to test the itn.licizetl words above by
putting in their stcn.c1 rest or rested, jJlaca or placed.
; It may help in th c~c tests to ex plnin thn.t when one is stan<ling, we
say, Sit dvwn = R est with the body partly down; and when one is lying,

1 60

I NTROD TTC'TU N

>-

L I NU f 'A r: F

lUJl?K.

US I NG T!lN

J'ER!J R!O !IT.

lGl

- - - ~----

we say, Sit up = Rest with the burly p a rtl,1; up.
the body rlnwn.
ll i ct:l ti o11.

T h ese se 11 Lcnees m a y lie di d a ll'd 11 it It t11,• IL'~! 1111rd ,; <l 111i tted .
SC'ntcnc f' S wr itten i,_,. tl 11· 1•111•il' cdlll1tl 1l ],, . 111:1i11h·
lay, a n d luin.
S1:1·1•r:1l rtTii;1ti u 11' 1';111 1•r"lii:1lii.1· ],.. '!" ' ill l1t·rt'.

7. lle k new cvel'y wild Hower by name.
8. I lw1Je lawwn 1i ill1 for years.
!l. Tall t rees tllrew tliei r shadows acrnss the field.
10. 'J'lie ant-hill was suddeuly tln·own into confusion.
11·1/((f to JJo.-H('al1

which

furn1

i:-;

11scl1.

nl~ail Lhc SCllLl;!lcCS

LESSON

LXXXV.

t11c verb i11 each scnic rn ·e, and tell

till !ltc ver\Js SIJl!rnl familiar.

Write ten se11tcuccs, using the wonls in tltu sccowl auu

Using the Verb R ig ht.
ORAL EXERCISE.

PH ~: :-~:N'I'.

i' ·l '-'T

1:!1!\\.
I ) J '; I \ \',

I ii 1 · \ \ ' .

! ,[ \) \\

I i l' t, \\ .

I

G l'U\\

.

lJ l'i ~ II.

,!!,T< >\\' ll.

h: ll () \\'.

kl! i' \\' .

], 11 l l \ \ I I .

Ti ll'O\V.

1 ! I ~·p

tl1rnwn,

J:,:111.1' 1J1lu·; · fluff

g-ron-n :

k1H"\Y ,

hi<'\\,

kn n"

11 :

\\ ' .

1111•\\

11.

litu!0/1, ,

tin·o \\· 11. "1 ·<·

fo1•111 .... , o 11d thot /,1i111 •1>1/ . drr111•1• rl, !/"l''J'' l'I'!(, knn ·tt ' l'{f,

'H'!lf t f

IC i/ S

u!u11 ·n. lutf'i!

Mou•n, ll' ere

to 7J o. -- ltr ai1 ti1 C's1 · Yl'rhc::. :111 rl put :1 p·opC'r snh -

nr /;/ol!'n .
P n t tl1rnr, sulijccts 11cfo re each ,·c r11 rn Lhc second colnmu

in pl;iec
<>t ([iu
«

ln·"illllil
l"
~
h

fl-1'C iH C OJ'l'Ccf JOl'Hl8.

1 1f

t.JH\ iL':-':-illll.

LESSON
EXERCISE.

J.
2.
3.
4.
5.

lu11'1; l11:1:n M111c11,

l I': I \ 1· 11.

a; 1lrew,

ii 11·1".\.

i/l{S

Th e wind blew ha l'd in th e ni g ht.
Large oaks 1.oere blown do wn.
Th e sna il drew back bis fee1el's.
H e has cb ·awn 11i s slimy body acl'oss the w a lk.
This fl ow er grew by t he r oadside.
6. The vine lwi:; g1·vwn over th e trollis.

LX XXVI

Using th e Verb Right.
PRESENT.

Beat,
Break,
F all,
Freeze,
Write,
II

PAST.

beat,
broke,
fe ll,
froze,
w rote,

u SED

WITH

have,

b eaten.
broken.
fallen.
frozen .

written.

ETC.

INTRODUCT01D." LANGUAGE !FORK.

162

USING THE VJ!)J{J] RlGilT.

1G3

Do not use beat fol' heaten, hroke fo1· broken, fell
for fallen, froze f01· frozen, wrote fol' written.

LESSON

EXERCISE.

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

You lw,vc beaten me foirl,r.
This writing can not easily be beaten.
The ·win<l has broken the branches.
:Many of the 1r i l lmrs 'll'l'l'e broken.
Tbe balloon lws.fa1lcn i11Lo the lake.
All the t endel' buds lw,ve becnfl'o:?:cn.
7. He lws al ways written prnrnptly.
8. No letter could be more c:trefully w ritten.

TVhat to Do.- HeaLl tlie verb in each sc11 tcnce and

which form is used .
Tell what the h elping won1 s that come 1wtwec n the part(
of the verb d o.
Read the sentences till t li o nrhs sonntl naturnl.
·write ten se11tc11ces, 11 si 11g e:1ch of
oud and third colum11s.
ORAL

EXERCISE.

Has beaten , had beate n, hai·e beaten. 1:s beaten, are beaten,,.
was beaten; were beaten, wi:tl be beaten, may be beaten, mig~~
be beaten, cannot be beaten, could be bea ten.
TJ7wt tu .I>o.--He:lll lh u;;u Yerbs with a

before each.
Repeat these exercises, n si ng in stoa<l of
broken, fallen, fro zen, awl written.

LXXXVII.

Using the Ve1·b Right.
PRESENT.

PAST.

Choose.,
Drive,
Flv
"'
Give,
Go,

chose,
drove,

Do not

Hew

'

gave,
went,

Usrm

WITH

have,

ETC.

chosen.
driven.
flown.
given.
gone.

u .~c

chose fo1• chosen, <lrovc fo1· <lriven, fle·w
f01• tlown, g·avc fol' g·iven, 'vent fol' g·one.

. . JVhat to Do.-.:\fakc fi vo ornl sentences, using ea~h of

:the words in the second colnmn to tell what is past.
·. Write ten sontcnccs, 11si 11g one of the fol1owing verbs in
each : has chosen, was chosen, luwe driven, were driven,
·ltave .flown, had .flown, has y1:ven, was given, have pone, had
.gone.
Make oral senten ces, u sing 'is, are, has been, have been,
will be, may be, aml slwnld be, before chosen, clrfren, and
ornl sen tcnces, n sing has, may have, must have,
'might have, a11<l could ltm1e, hoforcjfown and gone.
~· ', Use so me form of he or lay in place of caeli of the fol'l 9wing words in itnlics: "'l'hc snow remah1s on the mount~in."
"It remm:ned there all summer." "The wings
~est over the back."· "rrhe wings are put over the back."

INT1WDUCTOR1- LLYC UA GE ll"(JHK

164

LESSON

US!XG TJIH l 'FHIJ RIGJJT.

LESSON

LXXXV III.

Using th e Ver-b Right.
Pnr::src;;T.

1 1SEil

!' .\ S T .

\\'lTll

Take,

spoken.

T P:l 1',

t ore.

to I' n.

f, >l';o;a kc~n.

\\'(';ti',

\\'()!'(',

\ \' () l ' 11 .

sli,H>l\,

sl 1akPn .

Spc;tk,

- sp(_)kc.
!'OS( ' .

11::;e

ETC.

t;1 ke1i.

l'fS( 'll.

J>o 11of 11 ."'<'

lJo Hot

Ji 1l/ 'C,

stole n.

~lc~;tl,

His1~ .

UsE ii \\" ITII

stulc\
tut )k,

ri dd<~Jl.

)k.

J',1,..T .

J'Hl<."' E >;T .

ha1'r , !•'. TC.

l'od <'.

l'n 1·,;t >1

LXXXlX.

Using the Verb Right.

R ide,
Bl1 ;1b ;,
Fursake.

165

rode /01· ri(l<le11 , :--hook. for shaken, spoke

\\'O_l'l'

,-.;tol1• /01· stol1•11, took /01· takP11, ton• /01·

fol'

\\0!'11.

for :--poken, for:--ooli. /01· 1'01·;-;;1 li.1·11, 1·0 ...,1· /01· 1·i,..,e11.

H. ,,, 1 t to J >o. -- \ \' r i t 1; t c 11
H1utf

to

the 11·ords

J>o.-~hk"

int

llC'

l\1·1.• ()J':1l ,-' 1•1 11 1·11 1·1»-'. 11:--inc.; 1· :\l'lt

the

\rritl' h·11 ""n1,_· 111 ·1 ""· t1.-111'_'.· 11111· 11i' 1lit· r,,J \1111·i11 .c:: 11:1·!1.~

each : have r i dd r: n, co1!.(d {"' riddeli , ·/l'e/'e 811111.'en,
shaken, ha:s spuken , luu L ;:;pul..:rn, tl'lll5 /un:;11ken ,
saken. has rise n , liad ri°.<; f'il .
Make ornl se 11 te 11 f'.e:-, n:- in g lws l! P.P il , lun•P. lrnen, must
may have been. before rfrfde n , slwl.:en , spok en, and forsaken.
l\fake oral sen te n ces, using lt a l'e. 11111 st ltm •e, and slwul4
ltave, b efore risen .
'··
Raise or raised 1s so metim es ll f' L'tl liy rn is!ake
form s of rise or arise.
Do n ot say. '' ll o r a. 1:sed np:" uut say.
"He rai'.8ed him se lf up.··
i .:
Do n ot say, " Th e fog mised: ,. 1Jut, " Th e fog rose/\ ' ·

:'('t'1\n1l

~l:ik1·

H:1_·01 H i 1··1[1111111 It> 1,·li 11i1:tt i." 11:1:'t.

:ind

t 1·11

:--1 ·11tc·111'""· 11,.;i11.~~

1n

t IH; wnril"

i11

tlin

third

ly .
Us1m

l'Hv;.:vN'I'.

Cu11w,
Drow n,
Attack,

u :-; 1 li.C'.. t It L' 1r u nl.s

1l1ir1l 1·()11111111-.: 1· 11n1·1·tly.

t1r:1l

col 111 11 11 1 ·1)rr1 ~ ( · 1

H'' 1 le n c e,.;.

ca1ue,
t1ruwned,
attacked,

WITH

ha ve ,

ET!;.

come.
drowned.
attacked.

Do.- 1\Iake oral sentences, u sing come and came.
Be sure to nse came, not come, to tell what is past.
Make oral sentences, u sing cfruwn ed and attacked.
Be snre to pronounce drowned in one syllable, and at, l: tacked in two syllables, not three. Pronounce ed in attacked'
t like t.
JVTutt to

"

llH LPil'r' U

JNTROJJ UCT OR} - LA1"GUA D8 IHJRK.

1 fi fi

ll"UJW S ./U/ Nh}l.J T U N'11lfES.

167

Tell wh a t hel pi ng wor•ls are .i•Jined to the eliicf name in

LESSON

XC .

Helping Words Joined to N a mes.
"·

Cop!J !lie jii//1111·i11_rj ,, 11!1'1111 ·s

: --

eac h of" tllC' othe r se n te n ccs.
A, in t he fo urth se ntence, m ea ns abou t the same as one.
'/'hi' . in tli0 fi ft h . points n11t . snm0w li at as :·nn wonl(l
irni11t out th e liraneli cs 1ritli 1· o t tr iin:.:cr i t th c1· were r ealh·
lwf 11 ri' \ 11;1.
1~;111Jl'.~

lH·."'i.J, .."' <lil·' i1id 11<u111·,; 11:1\ l ' lH·lpi11.:..:.· 11un1.s.
Jn t. li o la.;;t scnte11cc . 1ind a na111c in the l1 e lpi11 g phrase
U Llll'l'

j1ii11l ·ti !tJ is 111111 1,r;ci?.

;\II'.

0

Tiri ;::i:l1t.. c l1c·1··1'f'1il fir1<: :11 ·1· 1·1·:1 1· khF " 1111 tl11•
0. Fl \'e livdv JiLt .lc; t:l1 id; ;1 d1 •1 •:-; Ji:1vc t'.1t1111 · Jur
~

~

suppe r.
4. A bl·a uti£ul \1·J1itL' l_1Lu1kd i:::; spl'cad 11ri·1· t 111~
5. Th e bare, brown LH ·;1nd1 cs u t t he t rees al'c ridcred
0
with pearl.
G. Eac h tall , ta perin g pi Il e is 1uapped
cloa k.
7. The w orld is c!tangetl in to :1,
, \·orld .

\\' li aL four l1clpi11~· word,; are joi nell lo Uiis name?
\ ,,t ii·t.· t i1:11 ~111 1 11 • "ft i11• i1 1·i1•i11 .'..'.· 11·, 1r1l s i 11. t J1 1:c:e sc11t1 •n cvs
arc scparntcd by t.hc com11rn. a nll some arc not.
N ot ice th:tt \.r1tc·11 i11e C 1)1111n ~t i ~ n .:cl1:- a ~ 1 1 fJ rl p~lll~C 1S
irnt un d ly m ade, a nd t h at w h e n 11 0 co m ma is n sccl, t he he lp in g word s l"O:t (~ t ogd h r r cl osely .
Sec wh ether th e co lllm a t akes th e place of and.

LESSON

Helping Words Joined to Names.
Hint s f'o1· \V o r<l Pictures.

· 1'7wt to Scc.-In r a ch

is made np of b rn wo rds.

'•
'

.Fincl rac h Yerb .
Pnt what befo re rac h Yo rl1 :tll tl fi llll t he cltid n a m e.
Th e nam e snow.fla kes brin gs 11p a pi d 11 ro in yo nr min·d~
bnt n otice h o,,· m11 c li cleare r iii is pi ct 11 rc is rn a d e by tlie
h elping \YO rd s la r9e and f f'rr f lt cr,1.1.
\rlrnt h elpin g worrl s arc j uin e11 to .fi res?
D o t h ey ma ke t h e pi ctn re m o r e tli shn et (
·w hat h elpin g wonl s :ire jnin cll to c71icl.:({ dees?

XCI.

EXERCISE.

1.
2.
3.
4.
5.

n.

A bri g ht, sunny la,ndsca pe.
Gay, s parklin g frostwork.
Qu eer little tracks in the snow.
Th e m e rry tinkling sle igh bells.
La ughing , shouting voices.
D elightful long winter evenings.

•
168
INTRODUUTORY LANGUAGE TVURK.
- - - - - -- - -- --- ----7. Poor little boys awl girls.
8. No thick, warm clothes.
9. No happy, clieerful hom e.
TVhat
Why?

to

-

HELPING WORDS JOINED TO N1U!ES.

169

into the old log water-trougli. Velvet clumps of
·:· deep-green moss.
Trailing Yines and delicate sprays.
·_; Flicker£11g shadows of tlw ove1'lianging beech. lfTeary,
·dit~'lty traveler. IIot, dry lips. Cool, delicious draught.

Sce.-Are these wonl pictures

.

;,- ,.,/

\Vbich is the name, and whi ch are tlie helping words ii} · .
each?
Show by your readin g of eac h wli(lrc t he com111a
be used.
Between which helping wonls eo11J<l and he pn t ?
'Vhich h elpi11g words arc put together without a comma?
'Vlrnt do yon here len rn ahout the co111ma?

What to IJo.-Tell what each of these italicized words,
:, helps to pic ture.
' Imagine yo nrself sitting Ly this.old forest road, with the
. water-trongh before you, ancl then tell what yon see and
' hear.
You need not confine yourself to these hints.
-· ' l\fake such c hanges and midi tions as you choose.
Pnt .Jvonr tliotwhts
in to a smooth, connected story.
/'.:>
Do not use any word that docs not r eally help.

A WrNTEn DAY.

LESSON

I

i
I

1

j'

I~

i1~-1
''~

XClll.

Helping Words Joined to Names.
EXERCISE.

Be sure that every "l1clping -" wonl do<·s rea ll y li clp.

An age<l ma,n; an east wind; an idle
boy ; an old forest; an unkind remark ; an
apple ; ctn egg; an insect; an orange ; an
uncle ; an hour ; ctn honest man ; a unit;
a usefn l tool.

XCll.

Helping Words Joined to Names- Composition.

Pleasant road through an old forest. Sit under sway~
ing boughs. Listen to a scolding squirrel among tlie
sunny leaves. Music of a tiny crystal stream. Shoots
along a rnossy grove. Drops with ct J"i'ppling, laughing,

I

l

1Vhat to Do.-1\fakc a con nectetl story of two or more . ,
paragraphs, telling about some winter <lay. Use as many'.:'
words or sentences from the two precedin g "exorcises" as , ...
you wish.
·

LESSON

1:

to Sec an<l ~Do.-An and aged are both joined to
WC take away aged, an clrops its n, for an man
would not sound right.
Read each of the first five groups of won1s, and tell what
j'.
; sound comes immediately after an.
117u1f

' . ,man

Y.

\Jut if

j

I
I:

170

ISTJWDCC1'0R1- J,.t .YO/i.101•,

llrJ/i'J\.

J//·,'/,/'/.\'I:

1\'()/i'J'JS ./l!/.\'1-.'IJ TO

l\cacl c:1clt ol Ll1t'S<' gro111i.~. :tllii oltlit 1 l1c• H'c·u11d

:,.·l

l'l.'NBS.

J71

EXERCISE.

\\'(It'(!.

Tl1fl.\1 '

:ire ptilling· up Lile curn .

Cl'iJ\\"S

lfoaJ caclt of Ll1c ull1C'I' grn11ps _, aJJd tell 11 l1aL
i11rn1vtl iatc· ly ;tl'lc·1 ·
\iii ice• I it :tL

Ii i11

1111 111'

11.

~t 'l !/1 uv idl 1• f1•lln 11· :-; :ll \ \'1 11' ]\.

•

hn11r ;111 cl li111 11•s/ i.-.; 11<>1 s11ttllll1·1I . :t11d

()r .'/·

111iil and 11s1ful lw'..'.i11 11i111 1li1· ""u11d

..Jn i ..; ll"\-'d 11\'l'un· t IH· ,;11111111:-: .,f

i.

11. 1·.

11. 11:

11·1u 1t to Sf'r' <11uf l>o. - -\\'i1Ii1111:11. ki1lll

llS<'d '.-'

:t11il 11 .

otlH · 1· :-:uu 111 L~ .

\\ 1J1i!d

Hl':ul

EXERCISE.

1111111\,.; ; l/1is /, ·,'11J

'l/uJ.\'1) 1! .1.,,/11),...,,;

rls/u·,'{ ,'

1 >1' l 1c1 1 >k'-'.

!/11Jsr 1 ,\'t'/:,:,\'f)/'.\'

liu1.,, · /n11;;s; !/11 ·' .~1 ' lu11;/.'' .

t/1r:s1: s1:i'ss111's ;

\\~\:

l/1, -.\'r)

\\·:11J.; 1·cl

1: 1111·

1oi'/1s :ti\ l111tl!'.

\1·;tll 11·:1s /11•11J; 11 tl1ic:l-.:.

Till ·.

1.11P:->. ;111d _;/, .,,

11·1tt1l to ·"''"

the

ll< Lllll' S

011d

/ '"11 1u/x .,j'

'
TJ11 •

l \' )t :L -

li\ilj> ! P '-' l l:_:·:1l'.

Explain tho n se of the
the '' exer cise. ,. _.

L'umrn:t s rn

]ll i"li'l ' .

Ti11 11· i" "1·11·11 \1:1,11·d i11 ,., ,.r, ·i" ·' <>11 f,q ·111 ' 111:11 J"IJ•iJ, 11<•\'1·r u";
i\ .

i1H·111T1•1·I

If :1 111' '1'"11:.:·li l<' 't 'II"\\., 111:11 1111 )' l lJ'l l ' :11·1• i11 Ilic li:1J,it "f coa.ri11:;

a

11;1;11 • . '' •1,1111 •/• .

0
(

\. \

[ '

[

:

i

l l!

j ,,-

1 : l \ ' l 't'

i ~.

•.'!< ·. 11 1" li1·, 1" 1•\1· 1·1·j, ,."
l:

I I

It; l Ii ...::1 ' i ·

'j'J!P llll--....!!.-.... 1• i i f //11 ' ....;.1 ' ;1111!

(I

j" I [ -.. . 111:.. .:·

//11J ....;,,'. i~

I .' ! I

't l" l i ! •I

I f II .

l'tlllli111·1 l

If

!l

I ll' l1ri1·111· l r1· :1 l1·1 l.

i 1t ' .'/.

i'.!111•Jl\·

j. ()

l ' l l '.

j}:i'.

IJl:rn ks, Llien e.:d .e 11<1ed, ar 1Ll fr ec11 ie11l.ly r ev ie well.

LESSON

XCIV.

Helping Words Joined to Verbs.

Lli c la st sm1tence

This au<l that al'c 11.'icd ·w ith ll<fl11 cs that <fruote
an<l these, those, two, three, ct<:., with

.

t It o:-;« .

Jj 1 )ljl} S

S.:1rf

1he pi!pils nre fnnn 11 11t'f1eient, the C'Xerciscs sh on Id be dic-

\\'li ich h elpin g words belong to n :uncs t h at m ean one?
\rhich belong to i1a111rs i iia i. mean more than one ?
Read t h ese expressions till all t he helpin g \ro rd s sound
familiar.

.,

ri.u:lit.

l>o.-\<>i-it·,. 1 iH· iwi111n'-'.· wonis

in iL:tlic· s.

note 1uo1·c tha n 011<-.

!hos!'?

s111111d ri.'..'.lil i11 pl;11·1• ol'

To t h e Teaclier.-( '•111l i 111· 1111· d t· ill 1" i i1<1>1· 1'»11,1,; 1li :1 I a1·1· liai1i c· lu
•

1·:11·11H'1· :s1ll1!

I / I ' ' I /1 II s /,, .1.,. ( ) :. ; I i ' I ' II '...: ' i /1 ! .' I !,, I I ' I . ' I_,. () I'

//11· 111

Llil'.~C .-;u11L\•11cc:;,; and ,;eL: wl1t~t.licr 1lic1· ;-;0111ul

J>o JI of 11 ..;r· 1 IH•111 / 01·

Tl1r1! s11i't u!' 11c·1111l1•: !/1/.,· sui'I 111' jll'<>J>l< \;

tlud k/ iir/ n l'

(II' n:1111v,; is l!tose

Hints f o 1· '\\'orll Pictul'es.
EXERCISE.

1. The snow is now falling fast.
2. The wind drives it liere.

172

Jlr:Ll'ING

g_ Thu \ri11d dl'i\·t ·s it !!1t'/ '1 '.
-4- . T he \\·i11d dl'i\·(•s it. 111'·
5. 'l'h e 1ri11d d 1·i ves it, dr11n11 .

o !1:1\·(: i1;1li('iZ('d il11• 1rnrd .-.: tl1:1L l1t•lp by £
tell i 11!-'.· lt1111·. !l'lie11. :111il /l'l11 •r1 '.
\\

\\'liai. \\Ul'd l1L·l11s is./(1!!1101 i.,· IL·llin:.:; 11-/11·11. '. )
lrltaL \\·urd l1cd11,; i s /r117i1u; 11.\· l1:lli11c.'.· ltr11c?
Find iil'e words. c:u:lt ()!' ,.,·Jiicl1 licl 11.. ; its vc1·li

1. Jlel'fJ comes~ party of Lio.rs and girls.
-> Tile wind blowsfr'l'l'd!J.
:\. They ~1 · 0 s11 11r;l!J t11ckcd undut' warm robes.
~t. The bells ,iingle 111o·ril!J.
r.. TI 1c I 1lll'scs t()ss t I 1ci I' Ii c:u ls 1' 111pa t icnt( !/·
1:. ~ 111•11 !I t !icy d:1sli.
7. ,\'oon tlw.\· plu11gu into a SlW\Yh;rnl.:.
.'°\.

r )1·,r gucs U1 u slcigli.

wit eI'!'.
JrhHf to Sf'l'. -

by L(']]inu·
JOINING

Sl:.:NTENCES .

,Yoil: the• ::.: 1111 11· 1. .: 1':1IIi11 '. . '.· . /:1 .,/ : :111il . :1:.:

:tnd rl1111·1 i . 1'1111uJ :1 11d 1'11 11 11./,

Tlr e

~now

i:1

\\"o havo it:d ic i1w<l tho wonls that

help

hnll'. 11'11r11. :111il 1r·h{'/'".

Find l'o11r wnrd-..; that tc-11 !tow tho :1ction was c1u!l( '.
Fi 11i1(1111'111iri\ 111:11 111·!11." Ii.\· l1·lli11.'...'.· 11•lte11.

Copif lite Ji1/io/l'i11,r/ : ·-

hlk tl1(' 1\·i:i<l ilri\·1·,.; it /,, 1· :1 11tl

173

E X ER CIS E.

G. Tliu \\·i 11d dl'in•s it 1'11111/1!.
7. Tl 1 (~ s11<>\\. an d \\'ind froli< : 1no·1·i'l.1;.
H'/1<rf to Sr·r-. -

ffOJWS JOJYFD TO YERBS.

ii

l/111'1. 11/i

}'i11 tl tlin'L' il:tli e izt:ll 1rnr11 ." tli:tl li(•lp lJy lL·lling zcltere.

\\'l1i l·li

,i[·

ii11·:.:c iiC'lj1i11.'..:,· 11ord" :in·

til~1c·1.•1l

:1L Lill: lic'.c.'.inning

\'.·1\il !Lil\\ '!'...; ,

and ll' inrl l'rnlir to;rtk'I' nuTri!y.

Can yon !ind other places fo r these ·words?
\\'lii L:l1 ;1na112L:1111_;11L d1J .\lllt J >l'L:f1_;r?

See.- 1\ot ice th;n fro m tile th ird. fo11rth, Jiftllli}_~-~
and sixth se n tences we lrnv e takL~ll urii y t.itu word s there, up_
To the Teacher.- T,l'f. i he p11pii s see iirnt. in
JJ'ha t tu

down, and round.
\Vhy can the oth er words be omi ttull without
meaning?
\Vhat other changes tlo yo n fi rHl ?
Notice that so me o.f Llie li l·lping wo l'lls are li ure
pairs.
How are the pairs separated ?

r~ essons XC . and XCI.
· a qui et fo ll of snow a nd a qui et winter sce ne are p ict ured, and tlrn.t in
) his lesson n. sec11c is prcse ntctl in whid1 there is much action.
As a prcparnt.ion for the next lesson, the pupils may vary and combine orally t he sentences of the " exercise" al>0ve, and then continue
the story.
, Encom age ench pupil to suggest so me incident. · In discussing the
different expressions Jct the pupils help to dec ide which sound best.
. '.l'he a rrangement should also uc L1iscusseu.

I'IIRAS.ft'S ,fOINHD TO THR r.'H lh'F PARTS.

174

175

1rlwt to 811 .. ~Nol ice tlial Ll1L~ phrases arc in italics.

LESSO N

XCV .

Helping Words Joined to V er-bs - Composition. _-

In each ul' Ll1e senLcncc.'i cxcopL Ll1e last read Lhc verb ancl
·its h oJ ping phrase tuge Llier.
Wlii c lt of these plira.c;;(•s help by tellin g whfre?
1''i11d l.lw ~ 11 l1jr•r·L i 11 I l1r· 11i11 I li

1Vhat to Do. - Writo :c s hort s tory o[ two or more

graph s, t elling wlrnL lwppe 11 oc1 on a

sLorn i y wiHLcr

tlay.

T a k e what you c hoose front tl1 c Lwo " exe rc ised '' 111 th~
preceding lesson .
Underline the won1s t ha t tell how . w hf11.. nr //'h ere.
To the Teacher.-Thc p11l'ib
out all au ve rbs.

~ l1 ou !J

LESSON

not J;c hcll1 closely lo pointin

In th e ffrst se nt ence, snc wl1 0Llrnr from or tltc or tree,
_taken alone, would help is heard.
.
. Yon soc t h at t he words of a phrase, all taken together,
~ are lik en si ngle helping word.

Fi11Ll tho c hi ef p arts in oaeh sentence.
Find all tho liclpi11g words, and te ll what they do.

LESSON

XCVI.

Hi n ts f'o1· \\'o r<l Pict.arcs .

A

G.
7.

8.
9.

XCVII

Phrases Joined to the Chief Parts.

.Hints 1'or \\- 01·1l Pictures.

A barking, scoldin g sound is heanl fi·mn tlie tree~
Two black eyes appear at a, k11ot-l1011 •.
A n empty nut rattles to tl1 e y1·onnd.
..
A red sq uirre l sc urri es down tl1rongh tli e branches. · He leaps ·u zwn th e f e111'1'.
Away he goes wit/1. jlyiny colm·.«.
Suddenly li e lialts :tnd s prin g:; ?'.ntn rm ctpple tree, A tumult is lwa1·d (l/11onu tlw 1,<'es.
·(
Down comes a rnillli c snow-fall ef blossmns.

f.cnee.

Wl1a(. d()('.s I l ie pl1 r:i ..;(• o( Mussu111s do :'

Phrases Joined to the Chief Parts.

1.
2.
3.
4.
5.

H .' 11

SQUIJmEL'S l\fonNIKG R.uN-Conti'lmed.

1. Again li e is dash in g down tliefence.
2. He clears a ce rtain rail witli one long jump.
3. Uwla tltis ?'ail lian gs a h orn et's nest.
4. Ile find s a, woodpecker's d en in a dead tree.
5. ~fad::un is at !1 0111.e.

6.
7.
8.
9.

S be delivers a pickax bl ow between liis eyes.
Away he speeds with, wldsk·/ng tct?'.l.
He looks wistfully at a rooin's nest.
His appetite for birds' egqs bas been spoiled.

176

USING H E LI'l.S O WORDS RIG HT.

I N TR OD UC TORY LAXCUA GE ffORJC.

c:.<cc •-.Noti<"e t.liat the i1hrases ar c in italics.
1, ·11,n t, t o ·~

'

177

·" .~
,.

an?'

In each of the senten ces except th e last, r ead th e verb
its helping phrase toge th er.
',., 1
·what does th e phrase for birds' eggs llo ?
Notice that th e last wonl in each phrase is
that h elpin g words are som e times jo inc(l t o it.
Find all s uch h elpin g wonls, arnl t ell wh a t t hey do.
The fir st ·w ord in each phrase is th o eo nn cctiug word. _
.
.
1
Explain the p os8essn ·e name s fo und rn t l1 esc sentences. __ ·

EXERCISE.

Small, tiny; verdant, g ree n; great, large,
big; promptly, withont hesitation; in perfect silence, without th e slightest noise.
1rlwt to J>o. - 'l'c ll wlii el1 of these help i ng words or
·· phrases s li onJ (l n ot Le used toget he r. Wl1 y ?
Use each with a ll:t rn o or a vcrL.

B e cal'cful to yr-t flu>. 'right h elpiuy 1v.ord .
To t h e T eac h er.- 0. I"tl
· wurl '·
following l es~o n .

111 ··1 .\'

lJe neet1 et1 i l! preparation fort
EXERCISE.

LESSON

XCVIII

Phrases- Composition.

A

8Q L•11rn E L' s

l\IoHxrs a RtTN .

Trliat to Do.-1\fako a conn cctctl story of t h e se ntenc~~
given in t h e tw o prcccuin g lesson s.
. .
.
Y ou m:iy mak e an y c liangos ailll ruld1 tw n ~ t hat will

vonr storr.
-· Unde ri.i ne som e of .rnur phrases . :iml tdl 11·lwt they do.

LESSON

XCIX.

Using Helping Words Right.

Be ca1·eflll not
J>hrases that hare tllc same 111cani11y; as,
word.'~

l f.te,qant nrnnne rs, furniture, dress, house.
1.,)_ ;_Jlendid sunset, palac<~, jew els, victory.
A ieful storm, roar, cra sh.
L ovely woman , face, cliild.
IIm·rible stol'y, Cl'im e, pit
]!.,"'xcellent, delicious, pretty, n eat, ugly, li01nely.
JV/l((t to /frp. a n<l Do.-Rop e:it e:ich of t h e first five
· helpin g \\'O rd s wi tli eac h 1iam e t haf; foll o ws it.
'.l'lie"o 11 011,ing wonl s arc mn c h mis nser1.

It i" no L ri ght to say. " i1c: rfo d ly elf-grnd. sp lend i'd, or
lovd '.lf pi e. c:1kc, or lrnf.l.(' I'."

~Vhat hro word s in th o las t Jino o f t h e « exer cise -'' may
descriL e " pi e, c:1ko_. Lu tter;'' etc . i' ,

. It is wron g to talk alJ011t a '' }'orfoc tly awful or horrible
bonne t or shoo.''
·: ·wlrnL \l u nh i1t th e lnst lm e o l' t ll e "exe r cise" rnay d e's cribe a IJ01111 et or a sh oe?
12

I NTRO]) UUTO!i' i.- l, . I .Y O F. l (l},' 1rou /1-.

178

US!NO ffF Ll'ING 1V01W8 R!GllT.

Find otlier wt111 c:s to \1·lii cli l' ac: li of Llil)

EXERCISE.

of the " exercise " may be joinell.

Do not use utost
or very, ua<l

fOI'

j'o1·

almost

01·

Hcarly, real

fo1·

1. I£e1·e we ·were told our friends had waited an hour.
2. "\Vo talked about sailing around the world in tlie

really ·

1.HHlly, g·oo<l fol' well.

' ~. eve nwg.

3. A boy is wanted on a farm qf steady lw bits.
4. IIe took a, severe cold during the journey on liis

EXERCISE.

1. AlmnRt every boy \\·as sh o uting.
2. I li:t\" e rd ilwst fini shed .
3. R ea?!!/ lion est 111en uan !Je folll1d.
4. Did yon slee p ?n1'U ?
5. I slept bt{{l1 !J·

lung8.
5. PeLet· G r:wL diml w11il e eaLi11g Lreakfast seventy-fi·ve~ yem·s otd.

11111

1(

11 1

11 li(\l 'l' :1 .. r 111 1:1 •.

l'\l'\'1 · i N1I ..

1ill 1111·y !41>nud ·

I'll Ill I\ 111 \'.
- Snch ex pression s :1 s .. n•al :' 111:1rL rn:1n.
" ac t ba cl , " " writes good." are in correct. .
·write correct sentences sh owiu g what rn
expressions.

To the Teacher.-Th c scnt: cnecs g iY e ll he r~ and t hn:oc made by
. may b e 11·1<.:·t·.•1.t CLl with t.h c test wunh v1111 t.tcd .
pupils

LESSON

C.

Using Helping Words Right.

Pnt helping wo1·ds where they will yi ve the
tneani ·n y and so wt fl best.

to Sec anfl J>o.-Hr om tile position of ltere, th e. ·first se nten ce may have c iLlwr uf Lwu meanings. Bring ont.
each of th ose m eanin gs clea rl y.
. .l \Iako the oth er senten ces clear Ly putting the itali cized'.
_.word s and phrases in the bes t pince.
.

JVhaf to 8eP aud 1>0.-So 11ie \\·onls may b o joined
either a verb or another h elping word. ...J lmost in t h e first
senten ce is joinet1 to c1·cry ; in the seco nd , to ha1;e finished . .
fli1n l, 1uul. ii nil .110111/ 111·11 ,i11i Jl('1 l t 11 n:1.111P ".
.
·

11111111

170

What

Do not 1urn two tlcn11i11 fl "'''"'""' tt•ht·1·t• ll1t•
needs bnt one.

f ,

EXERCISE.

1. I have none.
th.~
·',

2·.
3.
4.
5.
6.

7.
8.
9.
10.

I haven't a,ny.
IIe is doing noLhing.
Ile isn't doing anything.
There are no ghosts.
There aren't any ghosts.
It can be found nowhere.
It can't \Jc found anywhere.
I have seen. nothing.
I haven't seen anything.

·1111•t1111-/1 ff

INTROD UG T OR r LI xn ( 1,(

180

r: ,,,. 1rou11.

117iat to See a11d JJo.-lf you n1 c:L n. " J liavo none,"
you certainly " ·o tild n ot say, " 1 haven't none," for this
w onld be a ve ry aw kward ''" ay of say in g, " I hav e some." .
Find t h e cl enving wonl in cac l1 se nte nce of th e" exercise}
T ell whi ch s~n t;n ces liaY o tl1 e sa rn c 111 e: rni11 g.
.'· .

\Vh at mi sta kes !tav o yo n h eard iu s1u.:h sentences ?
Read t h e senten ces of t h o
they so u 11ll 11al11ral.

181
. 4. How beautifully the co lors arc put together in spots,
streaks, and ri c h bonlers !

. 5. On the butterfly's go rgeous wings look for all the
colors o f t he ra inboi.L
G. Uc goes t hroug h th e aii· witl1 a, 11, ig-za g motion.
7. Thi s gay creatu re o f t he s unshin e is seld om seen on
the wing· bef'u 1·u nine in tl1c morning.

8. Lung L>efo re sunset li e steals away und er the leaves.
to use se ntences eonl :Li 11i11 g ncgal irns.
makin g o ne n cgati\·e co nt rnd iet :rn ot her 1111l e;.;s
L et t hem :::cc llmL Lwo 11 eg;itin::; an: ;.;v111ctilllc:;
affirm ; a,_, "]{o man t::tn d u 11 ut !t i 11g."

LESSON

Cl.

A Study of Sentences.
To the Teacher.-L ct f<JlCt.:ia l 11Ltc 11 liun !Jc gi\·cn to arrangem
a nd to p oin ts bronglit ouL .i11 111 0 prc<·r1ling ]Psso ns . l,ct so me oC

work lw

\ITi ti

en.

'l'n E

n A y B lJTT ElLI' LY.

1. Fur a fo w w eeks or m onth s t he bnttc rfi y flits int
su nshine among tl1 e Jlo wcrs.
2. Th e lrn tte rti.(s lrnppy life in the sun shine amo
the flow ers lasts only fot· a fow \\ ee ks ur m onths.
3. Hase n ot th e e;1rtli , the sky, and the sea
their gayest tints to the IJutterfiy?

1Vhut to Se<~

((,Jl<l

J>o.- Fi1ul t h e t wo chi ef wonl s in tho

first sen te n co .

F~nd a phrase that h elps flits by te lli ug how long.
F1wl t 1rn i1hrnscs t h at help by te llin g wh ere .
. Arrange t hese p hrases in SO \'oral ways, and t ell which way
pu lik e l1cst.

mn ch skill can Le sh own in gro uping
~elpin g words aro und the chi ef word s.

Does th o seco ml sentence mean t he same a.s tlrn first ?
Pi nd <lifforon t ·ways of telli n g wlia t i,.; in each of the
. her Si! 11 !.1·1w v ~.
· n · t h o soco n1l senten ce find two phrases that tell wlrnt
Find other words that h elp to tell ·w hat life.
i'ind a pltr:t8e that 1ic1_µ s the 1eri1.

· 9hango the 1mtte1:fiy's to of tlte buttm:fi.71, and the n road
e sen Leri I'('.
. ake a similar ch ange in tho fifth senten ce .
i'iu<l in lww man y ways yo n can arrange t l1 e parts of
· h of these e ig h t sentences.

·J/l.\"T.< FllR , I r·11lf7'1J,\/J fn Y

J s:~

tli e 1111>l'C sl,• nd (T lHHl.\·? T11 \\ lii cli :rn· tlH ~ three p:irts
more di sti nct? \Vlii ch lias slender frders with knobs ·~
vVl1id1 J1as Glll'\'Cll Ul' friugell feelers? \Vl1id1 rests with

Tell wli:1 t ki11d or "'·111,·1 11· 1'. 1·:11'.li i:-:.
Explain all the p11nc tnaLiun rnark s.
j\(!d it.ional J 1('"'"'" "·

To the Teacher.-Th c f'c nt(•tH.: e;o; o( t hi ,.: h·,.:;;011 nn~ ,.:pec in.lly nilap •.
for stud yin g the omces or words an1l phras1•;; and tl1 t' ir arr:rngement.'"
l3y easy question s lcrid th e pupil ;o; 111 ili ;o;(·o Ycr wh:1t the diiieren
wonls an1l p hrases <lo.
Anoth er lesso n may be spent in Y:Lryi11g arnl 1lisenssi11g the arrange!
ment.
Get t he p upil s to c han ge t he phraseology allll lvc;.;prcss euch thoug

in as many wa ys as pus:-;ilile.

LESSON

Cll

Composition.

Do.-~fakc :1 comp osit ion about "The Ga
Butterfly. " You may c han ge th o se nten ces of the preced
ing l esson, n.rn] work t he m i ntu yo n r co mp osition.
whn,t you t hink of th e butterfl y's life as co mpared with tft
1J7u,it to

.~

wings h eld up togethe r? Which,
with wings spread out fla.t, or bid
along the back like a cloak ·? \Vhich
has tl1 e richer colors? vVlii ch fli es at twilig·ht or at
·, n~gh.t ~ vVliicli is attracted l>.v t he Jamp ~ Which is hap~ pier 111 the sunsliine? \Ylrnt ot he r tliffere nces ca n you find~

LESSON

CIV.

ant's.
Hints for a Composition.

LESSON

CllI.

lifoTIIS AND BuTTERFLIEs-Contimted.

Hints for a Composition.
To the Teacher.-In this :uHl th e fo ll owin g ]p:<sn n let special a~
tion b e gi\·e n to t he arrange mc11t. Ora l lesson;; lll:t y he 11eclled.
J\[oTll~ ANl> H u·1TEI:FL1 I•:,;.

Compare the pi ctnrcs of the moth , on t h e next
with Lliuse of the liu t.te l'fly, pages !)~)and fi iL \Vl1ic

p,
"!:

.
Six legs-l>ody in three parts-insect-four vnngs,. rolled-up tube, or tongue-thrust into flowers- suck
1 sweet juices-wings CO \'C r c< l with beautiful dust-look
'.; through a mi c rosco pe-particl es of du st arc scales-what
·. you have see n-what )'Oll J1as e read 01' Ji carcl about
: butterfli es :rnd m oths.

FOR :l!S

JNTIWDlJCTORl- L AXG U;lGE lrOHll.
- - - - -- - -------- - - ----- ------ -

_______. ,,..

184

()fl'

1\J. Th e boy ran to

LESSON

from us.
by kim.
wiLli /w .,
al'oun<l them.
2+. Aro1111cl w lwm did the boy r un ?

Forms of Words Used for Names.
EXERCISE.

1. Tlie d r;1 go11-Jly catc hes g nats.
2. A dmgon -fly is an in sect.

JV!wt fn 8,,,,_ _ ~( (~II Lion in wtlc r Lli c 8lt bj cc t 8

1'7wt to 8cc.-'l'li c \' c rb tells wl1a t so rn etl 1i11 g does or is;
Gnats h e r e h elps catches to tell wh at t h e <l ragon -fly doe~/·
and frisect h elps is to te ll wh at t h e drago n-fly is.
·which of these word s 11 a m cs t h e Ll1i11 gs a cted u pon?
·w hich names t h e sam e thi ng t lrn t t lt c s nl)jcct names? :
Names and wonb 11 Scll fur 11 a m c:> ofte n follow verbs t
help 1n these twu way;:; .

1. J c:1ncrlit
.-, t1 1e h()\',
')
11 ~ · ca 11 ·~p·] 1 t ( i II' I)( i \".
ll1• c:t 1wl1
.-, l t 111' l Ill\".
'"
I. jC..yl1t ) (.: l l l!..'.I J( ! I w 1111\.

<-.;

~ I.

C)

" ..

~ )

(; ,

//1 . .11
W/111

l i .'..'. l t t ( I w

IHI\" I

l

In Lile Hcxt six se n te n ces m c11tio1t eal:lt w onl Lhat helps
the ve rb to tel l or as l· who so mebod y is.
Do t h ese \\·ord s m ean the sa m e as the subjcct8 ?
\Vh;~ t t wo u sc·8 l1 an~ \Ill! f1i11111l for tl1csc six \\·ord:-; ?
In t li c nex t :-: i x sc11tc11c c:-; llll'nlio11 e:t1·l1 \\ ord ll1:1t hl'lps
,

:111rl

...

"' :111clc-: J11r

111 LIt e L 1:-: t

I' i x

11a111C' 111' t '11~ 0111: a1·I 1•d 1q11111.

t l1l'

:-: L' 11 l L· 11 ' T

-:

111 L' 11 I

i u 11

t I 1c 1· I 1i d

\\(I

n l i 11 c·a c li

//'( ),

h

fl! '.
,\//(.

J:-;

t /11 '.'/.

JS

the first

six se11te nc es.
Are t h ey mim es, or wonl s u scc1 for names (

l\\11 11,;t ·:-; 11:1\C \11t1 fn1111d

lln t!tf' SC' si:'I:: \\'orris
f-;ec \\ li1·t

1,.; 11 ·/1 () .)

:-;l'I'. \\

l : ~. Tl11· \i .. \- ( ·: 11i<'
:-- I1 I
c
:rn
1r]!I
hn\11. T\w

1 .-1. T l1<:

11

It
I I . It
I~ . l 1

111

c :111glit 111 1• l \() \".
('; t

rt l:'i
It J:-;

Ill

I

>caur;lil
1•

11u:.

20. Th e boy ran
21. Th e boy ran
22. The boy rnn
2:t The boy mn

CV.

EXERCISE.

185

IFOJWS USRD FOR NAJrRS.

//'/':tilt\

/IS\\

i l1c.-:1: si\ \n1rd,; :'

t lw ;.;:11111• :1s 1l1c lir.-:(. ,' -'i\ \1·orils

111(':111

li1·r y1111 <·:111 11 ...:1•

ltl'llit •J'

f'11r

I

1111·

:111'1

jjj

i11

t l1c

sa111c

pl<t1·1·:-;.

l'\l'll: ll l.'..;'I' 1il:tt'l'.-',

111 ( •

l, ""(', IH', slu·, iii(',\".

7/S •

j HI\. 1':11111ht
/1 l n1.
,- ,

' jccf,

01·

01·

\\·ho

lllff,11

ll'ifh flif' ,.,,}'(,to ''-rJ>fai11

be /fsr·d as 1fl"' s111J-

fllf· .-;lff~iN·t.

i;

3lc, us, hin1 , JH~1·, thcn1 ,

. /1.f.
I r;. Tl 1\: I 11 , v (';\\i"li(
LJ

;-

t/1cm.
17. The bov
.. c:uwht
n
18. HT/w m did t li c l>ny cri,tch ?

' the verb f01• the na11w of the 011 e acted upo11, 01· as the
Chief WOl'<l Of ((, phrase.

01·

"hon1

11ury

be used 1uith

• i

rnr:

!- IJ/i'J!S flF ll'UHJ1S CSFD Ff/Ii XAN FS.

To the Teacher.-- LPI lhP J•llJ•ib 1·111111•:11·1· 1· :lf' li
the corrc::;po11di11g ohje<'l-(orn1. LPL 1.111·111 ,.,,.,. tliaL llH' wor<ls menn t
same. Lut tlmt thnv m11,.,1·. li:i'·" 1lil1'1•n•1if 11'-'1•• .
',
Let tl1f'111 P\]>l11i11 <1111l ill11;-;tr:ii1· llir 11s1·.- ,,f :1 11 .
Ir the tc:ichcr wishl'S Lu giH· 111or1~ drill llll llil' f'l'q>oO'itio11,
ceding ]1•;-;""11- :1/T"rd ;il1111 11l:111t " l 'l'"rl1 111 il y.

LESSON

CV!

Forn1s of Woi-cls Used fo1· Names.

1. H71.om do you mean ?
- 2. To wlwm 0~'.~ yot1 ~l:~-:~.k ?
3. Could that hoy liar c been lie?
~ -~

4. That p- e rso
n co11ld not have
been
slie.
- - ,...,_._.. .. . . ._. ...,
...._ ,......,
. . . . . ..
5. Fol' 10/wm did Lie call?
..... "

_,,

-.......

f>. \'T~~ ~ t/1 r'.'J :)

7. 1Vho w:1s there ~
8. TV!u11n di( l slin '':tl l
9. \\; ;ts iL 11nC J .>
v

1 n. \V
vn11
.... ill
..__ _ ._
l l . I\: 1t1 •

; 11 ll I

c(•·11_.

7.

.rioticc tl1at i11 l lie ;.;c\·e11t1 1 l'.\an1pl c t\\'u s1i!Jjocts a rc
11nrl0rli11011. 0J1c 111 !:])(~ <Jll(•stinn. aml t li c other in tho
an s11·1·r. TJ1c 11«1nl.~ 11·11s l!1r/'I' :1n· 1111ilr•rc:lo"il ill l Jip answer.
11t ll1e eic.:ltLl1 . ll1r_: 11urd ::: .~)u· C1tllccl an; ttll\kr::luod .
'J'lin·c :111"\rcr:-:: :tl'L' c:11 :.:~· L' '.-'Lcd i11 t lie· o:en·ntli . a11Ll Iu11r in
the (·i~litli. ( ;ire ~ !1 cm all scp: 1ra tf'I~-. iirst i n the sh ort
fol'll1 . t.111 111 i11 Ll1c f11ll flll'lll.
!:1·;1i) t !1t· ~ 1· 0:\' llii'lll'\'.~ 1j JJ tl11•\ ~<'\'Ill /;1111iii:11·.
To the Teacher.-'l'li c ~i\ "11lij1·d-fnrrns and lliP s ix ohj cel-fonns
gi,·c11 011 p:1g·c 18:"i 1nny he 1111! 0 11 !]1(' lina nl. Tit o "c nt cnccs here gi,·c11
may U1c11 lie 1li ctnlrt1 with th e lr'-'l wnnlc: nrni lt c1l . 'J'h c pupils nrny
s11pply llw J>r<>J'l'l' "'"'"ls frn111 lltf• Ji;:I ;: l1d"r" tli1• rn.
Ler lh c p11pil ;; <:npplv, in pince oft li e mmh i11 it a lie;:, ull 1.hc s11bjcclfonns arnl th c ol1.i cc t-forn1 s tiiat nm,· lie correc tly 11scd.
l\lost 1111pib will pmlialily Jt Cl'tl so1n e help in explaining the uses of
the:;c t: a ~c -forn1 s. Gi1·e s nc h aiJ. 11 0\\'l'\'Cl', a:; will lcnrn them to feel
thnl th ey lmY c ll o11 c the work tl1 e 111 ::'< ~ he s .

EXERCISE.

~

LESSON

-ii·, (,us, !.inn,
· rwr
1
).

CVll.

.1 1 1.

with J\:1 l e and

Fo1-ms of Words Used for Names.
71i c'

EXERCISE .

.1'

~ ~'.:,~ t I w rr · ,\ 1·c: t nd: 1y.

117utt to Ser~ a11d Do. -Noticc t/Jal; in eac h sentence . '8

have put :i, strniglit lin e 1111d c r tl1c s ubje ct and
under tltc vorh.

:i

wavy 'Iin
':'

~ . :\r;11·v ;i11d

!

~~·

\\ iL11

1';1p; 1.

3. ]~a pa, ".·i_l,l,__!::~~ l\Iary aml 7ne with him.
4. ]kt,,·ecn .,vou aJHl 1111~ tltis can easily be done .
- ...............
.... . . .
.....-- ~~ "7'

Yon mny gJYo tho 11scs of tlic ol.l10r worJ s, and
the word s in it.ali as :ire en rr cct..

187

5. Ile nml I were beaten.
G. Siu: and F1·ed hrwe called.

FO!OlS OF 11'0/(!),<.,' t :SFlJ FON AA ,J/ /-,'S.

188

189

11'/w did \Oll s:1 \' mis chosen~
8. lie ll1:tt \\·i11 s will lie rewarded.
ll. !flm ll1a t 1\·i11 s 1 \Yill rcward.
Io. ,J olm is old e r Ll1a11 /.
11. .J <>1111 is :1 s uld :1 s I
1.

7. It makes no di1Ie1·e11 ce Lu eiLhc1· y11t t 111·

1111 ' .

8. We
boys enj oyed it.
,,

9. \Vho <li<l it?

f (1nr'. hr'. sl1r'. tl"'.1,1).

J>o. - Yott 1rill li11il :1 :-: lraigliL lino
unde r eac h subj ec t and a 1rar.1· Iino u111lur 1·:1c·l1 11·rll.
Yon may te11 liow eac h word in it.:di1·s i:-:; nsud.
For each of t11 esc 11·onl s i 11 i Lal i ci:i , lvll \\' l1:il 11 oril 111 ight ~
be ll Sl'd bv n1i ;; t:1k1·
'1'1 ·\ I 11\ 11· <>I ll ' i- 1·i'.~ l1I :1 11 1 I ill' otl1('1·
JVllat to Sec and

1

Wl'01l ~.

!{end the nintl1 and tni1tli 0x nrnp\p ;; :111d ;; 1q1 p l_1· t.l 1u 11· onls
1(~ r1. 011 t.. s 11 ii 11h :111 1I11 : t1 11r1. r 1. 11 1 : 111.'" r" "'11 .'-' _'..!- 1._,1 1·11 11 _1· t 1i c
I·

To the Teacher.-- Se!' " 11 !.!·c:r·, li1111' in flit' l'"''''"t\i11c:· 11 · ,~1111.
Cn,1111ttcn1.i on t o Uw u r1kr 1J I' ":l! :i r )· :lll il l ," ··\II' :111il ! ... N

LESSON

2.
3.
4.
5.
G.

r i.~!11.

illl' 1·1111.

[((•:111 :1\J I Ji r• :--:1·11 i1 ·11 1·1·.' ii!! l 111• \ .-1• 1· 111 f: 1111ili:tl'.

1. I

:11 ·c

_!: cad Ll 1c

worJs in Gll n· c.s.

Fo n11 s

J>o. - f n tli c fir st example Lw o scnt c 1w< ~S arc p11t logeLlicr.
J>11 L in t.!1u \1·ords ldt on t.
Hua<1 t11 c sccornl exampl e . :rn(l pn t in the \\'O r<1 s left out.
]frail !.li e t l1ird. :111il 1111 (. is ii lw!'or c li e. an tl th e sa111c
11·ord,; :1 '..'.·:1i1 1 \)1'1' 111'\ ' /.
l:1·:1 d t 111• i l1i rd :1p;:1i11 . :rnd 111it. is lil'i'1 1rc· /tr> , :11111 rnn bdmc l.
1\011· 11·\I 1r l1 .1· tl1 e i t:1li1· i1,(·rl 11·o r i\ ;; in tlH• sc tli rt•c Px :un p les
ll'hof to 8N' ""''

CV!!!.

of Won.ls Used fo r N:1111c~.

am Lo l.Jl:t.111e, n11L /11 '.

Yott must lJl:unc mo, not 11/m.
\Vh ich is rigli t ? l1 r' ) or I ?
You may g uess wlwm I saw.
You rnn.y gness 1olw iL was.
lfrli oui d itl you say ho chose?

e.

h:'L Ll 1 n ~c

1rord ::; of' Ll1 c 1'1111rLli .

p11 tt. i11.~·

wlwm at

\\'111· i:-: 11)11,111 1·11n1·1·I:

Head t li e b :'t t lircu \\ onb u( ! 1 11~ lil t l1 . :1111l put w!tu at Lli c
\\111 j,; 1clw c:ur n :d :
H\':t1l t ugd l1 c• r (he fi r:-: L wor1l :1 nd i lH· l:t st Lim word s of
th e s ixi.11 , puit.ing wlwm :1t t.li c c n1l. Why is wh01n correct?
Hl' atl t. ogcL11l~ r l l1 u fi r:-;L wurd :lll <l t he last hrn words of
I '11 ·

" '' l r'lil

l1.

\\ \11·

ic-: 11 •//11 l'll!' l ' r •1•l :,.

U0:1rl 1 li r' <' i_:_::lii Ii ~rnd tli f• i 1i 111· Ji. nrnitt in<c; t!trr! 11·i11c: frnnt
eac h, a 11d Ll1c11 Ldl wl1y lt e aml kim. aru correct.
H.ca<l L11 c Lei it li arn1 putrt'm at t l1 c c nt1 . ·why is I correct?
Explain the eluve11Lh in the same way.
ln pl ace of I, in the ten th, put we, he, site, they, n.11<1 who.
:Make si1nilar changes in the e1ovcuth.
~xplain all.

190

CONNECTING WOJWS-COJJ11llA.

JNTRODUCTOHl' LLVGUAGR ffORK.

1J7wt to S<w.-In the first sentence what words are used

To the Teacher.-I11 these hint s we lm1« \ t ri e1l to eonfine
pupils' attention to the elau ~e eo utaini11g Lite 1Hrnl iu 1111cstion.
them see that the other clause lias nothing to du wiLlt the form of this ~.
woru.
••
Pupils cn.11 generally tlet.eet such C'JTor,; 11·lie11 the ~e11te11<:c or elause '.:
is rea<l in its "1mt11rnl" onli-r.
'
The pupils 111ay r ead the ~e hint;; n111l q11Pstin11s i11 tl1 c class, and ··
discuss th e m freely. 'W ith ())() ai1l that 11:1~ lw1·n given, we believe ·
very little nssislam.:<: will he 11 c1"1 l1·d fm111 tl1c tenc· IH!I'.
Ad<litional J,psso11s.

Sentences illust rating th e u ~es of thcs1\ f'11hjcet-fori11s arnl
forms shoulcl lrn 1·arie1l in e1·e ry poss iul e way, a111l di d a1e1l as :-nggested ."
before.
L et no Lime Le wasted 011 t 1i1J o<l: c:u11sLr11d io11s in wlii c.: 11

·•'

not l i:1ble to err.

LESSON

CIX.

Connecting Wo1·ds- Comma.
EXERCISE.

1.
2.
3.
4.

lays
5.
6.
7.
8.

Anna,, Lucy, a.n<l ~ranc arc going.
Anna, Lucy, or .J rrne is going.
Neither Anna, Lucy, nor Jane is going.
Neither the fly, the butterfly, nor tho
up food.
A red, white, an<l blue flng was flying.
A reel, a. white, a.ml a. blue flag were Hying.
The first, second, ancl third \'erscs were reacl.
The first, the second, :wd tlto Llii rd verso were readr
~ 4~

191

'11'

'in tho same way ?
What connects these won1s ?
Whore is tho connecti11g worJ. understood ?
·wh:Lt have you learned about the comma as here nsod ?
In tho first sentence how many are sai<1 to be going ?
In tho second, is 0110, or arc three, saitl to be going ?
In tlie tl1 irtl, arc tho persons 11a111e<l as taken together, or
separately ?
1
In tho fon rth, arc the three insects named as taken to.'gether, or separately ?
What llifforence llo yon here find between and and or or
Show tlrnt are. is. anll lays are correctly used.
How arc the helpi11g wonls co nnected in the fifth ?
In the sixth, the wonl .flag is llllClerstoocl after red and
'l'his we know because a is n secl throe times.
.f How arc tho helping wonls connected in the seventh ?
iY. In tl10 eighth, the \\"ord verse is unclerstoocl after first aud
after second. \\Tc know that each the requires a name.
' Explain tlie use of the commas.
1Vith neither use Hor, not or.
1Vhnt to I>o.-\Vritc fiv e sentences us111g neither and
A<ld itional l;csson.

To the Teacher.-A lesso n on the correct use of: a or an and the,
·with connected. terms, is here suggested.
Let the pupils sec that to repeat the in the seventh sentence would

{ '

l!L\"TS FON A

JXTROfl l ! (}TORY L.I XD r;,10 F: ffORll.

be wrung, as ven;e8 \\'uul<l IJe u11d l' r.;l.<J<H I wiLli .fi1'8I und second.
them see that to use 0 111 .r Uw fir~l //11' i11 the <' ighth ;;p11fe11ee woulu b
wrong, as 1'1'.l'se n:uncs 01a~ t.lii11g. a1H1 !li e ~:1111e ll1i11g can not. be first!
seco nd, arnl tl1inl.
Guard l11e111 a!..(ai11 ,.;l :- u e li co 111111 <> 11 "1T111· ..; ;i,, , ' ' 1:, ·:1d !l ie fourth, fifth,
sixth stan z:t c;" " B<":lcl tll<' fn1 1rt li. llwfirt.h. a11d fl1< ~ ~ixt.hst.a11zas."
1f Lhis i:; fo und lou dillie11IL 111·1·,., l<'I iL he ddl'IT1·d l'"r a review. ~

and

LESSON

ex.

Connecting Words - Comma .
EXERCISE.

1. Harry k ept his oyes open .

J I e sa w nmny

things.
2. The g rasshop per can trnvul by long leaps.
sail through the a ir on \\·in gs.
3. The grasslwpper ca n not ,rnJk well on the level.
IIe can climb.
4. J\I<tny womlerful Ll 1i11 gs can be see n on ly throug~_m1croscope. Thev are \'Cl')' s111all.
'
5. Touch the 1~10th's ";i11 gs. Your lm11 <l is cove~ed
with po,nler.
6. The moth can d l'i nk from the
It carri es a, long tuue rnllcll up.
7. The moth vi sits t li e Hom) l'S. Tlie su n has
<lown.
8. Insects hav e little l1 oles along Ll1 eir sid es.
these holes t hey bl'Catlie.
9. This is t he g irl. You saw li er yesterday.

CO.lll'OS!TJO.\~

Ir/wt to 1Jo. -Jo in the two sentences 111 each of

Hl3

the

groups above, Hsing lhcsc <Jonneetiug· 'Yords : -

and, or, but, because, 1f, for , 1clien, which, that.
In tit ( ~ t•iglt th group j oin t h e sentences by cha11ging tlese
holes to w!tic!t.
In tl1c ninth, join tl 1c senLe11ces by changing her, first to
·- that and then to whom. No comma will be needed.
In each of yonr other new sentences put a comma before
tlie connecting 1rnn1.
A com nm is ge n erally used between two sentences that
are join ed, L11t sonwLirnes such sc11teuces reau together so
closely t hat no comma is neeLlet1.
'· Be carcfol not to join sen tellc:es that do n ot belong together. You would not say, "Harry is a good boy, and his
.~ath er is a farmer."
Write sentences, and join them.

LESSON
Hints for a

CXI.

Compositio n .

. To the Teacher.-Let special atten U.0 11 Le g iven to connectives and
An oral lesson may be profitable.

to arrangement.

Trrn GRASSIIOPPETI .

Body in three parts-six legs and four wings on the ·
~ iddle part-wide collar-upper wings, or wing-covers,
' ~ng, straig ht-und er wings, delicate, fold like a fan,
i

13

194
- - - - -- - -- -- · --tuck under covers, iine dress cmLt und cl' plain over-.
coat-front legs short- hind legs YCI'.)' long-does not
\r alk much on Lhe level-can
cl irn h up a, stem- strong thigh ·
•
- sii a l'p po in ts l>do w-famous

A s1·rm y () fi' SENTF:NCJ!,'S.

HJ5

2. By m ov in g o ne \\'ing -eo rn t· (We i' t he ot he r l ie makes
_ his c li cc rful , chirpin g mu sic fo r t lic amusem ent of i\Irs.
:"- Gr:1sslinppe l'.
3. Locusts a rc Yery o fte n called g rassho ppe rs.
+. Mr. Locust rnakes musi c b.r rubbi ng lii s roug h 11i ncl
leg s over t he ridges on h is \vings.

G. T ho g rass lwppor's shrill musi c b1·ings t o u s clice rful
tho11g l1ts o f pl easa nt s 11111m c 1· d:i y s.
fl . T l1i s ' · grC'e n lit t le v:iult l·r· in t l1 0 sunny

"' and s i11!2:s 1ll l' J't'i]\· Ll 11 ·<1 1wli
0
Oil tl1 e :tpj>l'< •a c l1 o f \\·i 11l r•1'.
u

/

\\'hat j il1J':t s<~ l1cl11,;

.

i's

<> Il e

l1a1>1l\' su 111n1er !JtlL
L

'

(

1·ICS

h1· l1·lli1 1.'. .'.· 1rl1l'ru Ll1e tlr11111lil'ad i;,?

\Yl1:d d1H·,.: t l1v <'\ /'l'l'<"i <1:1 sll'clr-/11 ·1/ /i_r;/1( 1l< '""l'ilJL' ~

/

ju 111 pc1·-1c 11 gt \1 ul' lv: q l -1 ·;tlc-; \1·: 1\·1·,; :1 11 d
.
food - ot11c 1· t h in~~ t l1:1 t. \· ou Ln1m , o1 · tli: 1L ) ou

o nt fr om til e pict un ·.

LESSON
A

C X l l .

s t u dy o f Se 11l e n ces.

sh ould be wri tten.

1 . Tn l\fr. fi.ra ssli n p p<'I'\; win g

B r~ in t li is sr 11f r1wo 1ritli l /1rrc i~ . :rnd find tlir li est way
F in d tl 1r

t11· r1

(•li ir!' 11·ri r1l-o i11 tl 11· "('('n11t] c;c~ 11t e 11 c· c'.

\\'!wt. 11·rml l1c·lp:-:

T o the T eac h er.- L r·I ~\•L'<· i:il :t!l1·1 11i"n i ll' .c: i1·1· 11 l 1l
'1" 1ter in w;L d <.:1e r1ni11 c \11111· 11 11wli
and variety. '.l'
. l1 c tC ·"

t ight.

'

g rn ss ., da nces

,'//ttl.:l's

11.1· t1·ll i n~· 11·iiat.

lie

111ak c.-.: .

<ll'

l iy

: na 111 i11 .~· tl 1c' 1!1 111 .'. '.· :w1"d 11 1)( 111:

Wh a t phrase ll' ils 11 1111· l it• 111 :1k<' s 1n11 s 1r·..,
~Fin· flu• 1t11111s1·111('J;/ 1f .I/rs. ( / !'(r .,·s/10;1;111 · d<le.-.: 1rl1: 11. :'
Fi ni! :1111 il.l11 ·1· 11 :1 .1· () I' :1n:1 11.'..'. i1 1.•c: t l1i.-o ·"< ·11tc·1 w l'.
U 111i t /1 (' , \' 1 1:111.~·,, mrrkes 111 i's m111/r', :111<1 t 111·11 ti111l diffcrep.t way::; ul arra 11 gi11g Li 1e .~e nle11 1.:e .
Find t he su bjeet n11 1l t li c ve rb in t he t hird senten ce.
Wlicn a rc loeu sts call ed g rasshoppers ?
Wlw,t JwJpi 11g wo rd i;:; j uill cll Lu :lll0L l1 e r 1id 11 iJ1g· \\' Ord ?

!XTNO/J/ : 1Tnt.'1" / ,. l.\'l:f '. ll :F ll'll/i'/1".

104

~- l:y 111CJri11g on e \\·i11 g·-1·0\-1•1· m 'e 1· t l1 e o tl1 c 1· li e 111nkcs

tuck UJHlc r
coat- fron t

hi s clH·<·1·f11l , cl1il'pi11g 11111s iG

f()t'

Ll1 e a11111s<.·rne11t of Mi's.

(i I'; 1ss It oppe I'.

:). Loc usts a l'c \'f'l'Y o ft pn ca lled g r:t ssli o ppcrs.
-1-. ~Ii-. Luc11s t lll: Lkcs 11111si e Ii,,. 1·11 b hi11g lii s l'<>11g h 11in<l
logs<>\"< '!' Ll1 u l'id g< ~s on 11is \\'i11 gs.
:. . Tl1 c g r:1 ss l1oppe r's sl1l'ill lllu s ic bl'in g·s to us cl1 ccl'fu)
tliougl1Ls of pl easa n t s u111111 e r· <i:Lys.
Tl1i s '"g' l'<'e ll li tt le ,·aul te l' i11 t l1 0 sunn y g rass ., d a nces
and si11 g·s 111 e 1Ti]_,, tl11 ·()ug h on e l1appy su mm el', but di es
011 U1 u appr11acl1 of wi11t c 1·.
1;.

Jl71af fo 8<'f~ a11rl
s(~ n L<·nc< ~ .

o n t from t li e pi ct ttl \ '.

LESSON
A

CXII.

Study of S e nte n ces .

To the T eac her. - L1• t ~ }' l' l' ial :1l IP 11 l i11 11 l w ~·i1·, ·11 '"

nn<l

,·ari e l.L

'l'f1L'

\•",l.('
i ll' I'
c

Jilli ~(,

d1 •) l' l'lllil ll:

li 1111· l llll (' jl

l3 h o11ld be 11Til (!' 11.

1. In J\Ir. G rassl1 u ppe 1'\i win g is
t ig ht.

:L

d1'll111l1 cad stretched

"·

.

l>o. - 1'.i11cl tli e b r o cl1i e f \\·o rtl s in t h e

first

11
·
] 0o·t\1 0 L~ l•"l
c11
, , l\'L':-l
· and ~·1·;1ss. o r a nimal
. •
'-" jl- 1"1ts
• · ]"'
]tm1pcrfood -ot he r t hin gs t lia t n H t k11<>11·, o r tl1a L ,\'ull can find .

't

\\"l1 :1L 1d1 r:1S<' l1 c· lp:-: is l1y (1· llin'.2,· 1rlt erc t h e ilrnmli cad is?
·w1i a1. d ol's t li e e\ press io:i siretcl1 ed h gltt describ e ?
Hc·g i n Ll1 is ~c·11 l.u 1ll:c \ri t h lltue i's . and fi 1u1 th e best. way
of arr:1 11 g i11 g· ii..
Find I.lie l.11' 0 (' lti of' \1·nril s i11 tl1<· socnn <l se n te n ce.
\\'l1; ti. \l'<)J'(I IH· lp :-: :11 11 /.-1"~ l1y l1 ·llin g ll'itat li e 111akcs. ur by
11a111 i ng t li e Ll1i11 g ac t eel 1q11J11 ;
·w1i :1t. pl1 rase l(• ll s 11 011· li e 111 nkcs 11tt1 sic ')

Fo r fltr' 101111 s1· m e 11t r~f' Jfrs. Gmsslt oppn · docs 11·J 1at?
F ind :11 10Ull·r \r ;11of arr:11wi1w
! l1i s se11 tc 11 cc.
•
.·'::l
0111it. lie, c l1 a 11 gc 111akc.<1 '"i's 111ade, a1Hl t lt c n fi nd different 1r:1.\·s ol' :1rr:111g i ng i 111• H·11 h' IH '<'.
l i'i nd t.l1l' ::; 1il1j ecl; <111d ll11~ \ C~ rlJ in t l1 e t l1ird se nt ence.
IV!i en are lucm:ls callc·1l g r:1s::.: lto p pc rs?
WJ1 aL l1e l11i11 ,!.,__,'.· ll'l )J'(l is (.1'11in ed lo :111 0L lt er J1 cl11i11 bcr \\' Ol'd?.

"

' ',

...'•

.:i
;....
'•

•,;
"·'

!>II»!-,'(.' '/' . I X IJ 1N/Jfftl·.'O T 1/UOT.I T/IJ 1\"S.

INTRODVCTOR }' !~ANO U1!GH lr!J/Ut.

19()

Wli:lt nallle l1 ulp.-; rt/':~ 1·11,/ k/ a11tl l'\ji\;iin:-; t lw :rnl>ject?
What other posi tin11'l c~111 rcry 41cn bke (
·w hich sonrnls the 11(•,.,t '.-'

197

ahout hirn in t.lie }>l'U(;t• tllllg lesson, but say these things m
you r uw11 l:u1g 11age. Yott 11111st mhl what 1s necessary to
rnaku a co1rnt:(;t.etl ::;Lury, ur composition.

Arrange tho ot h e r three so ntcn c(·;:; in a;:; rnany ways as

LESSON

y>ossible, ancl tell whic.h \my yon likn l1('"L
Jn the fourth sentence C"hanµ:e Jfr. Lnnrst to a possessive,

111,(1,kes to ·is made, arnl then ana111p· t lll' :ow 11tc•11<'l'.
Jn the fifth , put in by, chan,!.!"l' brings (() 111·c ln·nnght, and
then arran2:e
the se nten ce i 11 L1i !Teron t wav- s.
~
In th e six th, arc ::-111 11 0 \\"onl s taken fro111 the poet, Leigh
Hnnt.

\rhy '.-' (S ec pa .~2:l·,: LW and 1 :!~'.)
l s it separated from tlll.' othur \rnrd" l1y 1·1)11111ias?

of f;es ~ o n CI.)

LESSON

CXllI.

Hints for a Composition.
'J'111: (; J:.\C::'lllll ' l'EIL

JJ7ntf to J>o.->Iakc a 1·.111npo:o:iti11n nl>111 1t.

hopp e r. -''

EXERCISE.

1
. . Th c i' ox sa1<. I, " 'l'I 1e grapes arc sour."
2. Th e fox sai<l tliat tl1e gmpes were sour.

Say, if

\·011

\\·i,:h. tl1 c· P:1 111 e things

' '

\Vhy?

(

1

:111

·L I >ick

t li e O\d sing?'' :tsked Dick.
:1~ke<l

wheth e r tlie owl could s ino·
o·

8<'<'.-Fincl all t.lic <lilkrenees bdwccn the first
and th e Sl'(' OJl!l S('ll t.t~ncr. (Sec pagC> s 12± anll 127'. )
Fi11cl :ill 1110 clill'l·rc11 ccs l>ct\n•c• 11 tl1 c tl1ircl arnl the fourth.
\\"h e n 11·u tell \rl1at.•:-:0111e 011 0 ha s sa icl, arnl use his exad
word s. w1• 111:1k<· :L l>irect Quotation.
Wh e n \\"C Loll \1-l1at so m e one has said. bn t clo not nsc Ji is
ex:td. \\'11ril". \\'1~ 111:1kc :111 ludin•(·t. (~11otat . io11.
\rl1icl1 :in: t li u i11<lin·c t qnutat.ious i11 t11is "exercise-"?
I s tli c i1ulircd qno tat ion i11 closed within quotation
nrnrk s?
Docs it, begin 'rith n. capit.a1?
Is it sc p:irntvd from the other wnnls by a comrnn?
Cin~ all the <lilfc rc11 ce,.; l>et 11·ecn a'lircct f111otatio11 and an
im1i rcct qnotation.
In the third su 11tcn cc the q11cstion mark separates the
quotation from the other word s, so 110 eo 111111a is n eeded.
,,-,,,,, to

To the Teacher.-Tl11· q11l',.;li"11" 1111 1111· fir ,;! lhn•1' sentences, to
brin!.; rn1L "·hat tlir' 1liff1·r1·1i1· \\·o n h a nil phr:i s1·" d n. \\·ill s11g-µ;cst similar
q11P "1i1>11,; 1'11r tl11· n·111ai11i11g "''11t1 ·11t·1 ·." · (:.;,., ... '1'11 1111· 'l'1 ·a1 . ]11 ~ r," nr. I.ho
('1111

Di;·ect and Indirect Quotations.

:;,

How are they markc1l '.-'
Does the first ,rnnl ol' this q11otatio11 l>C'µ· i11 \\·it.Ii a, capital?

CXIV.

f.1lJ0 Toi Tl n 1YS.

108
- --

····---·-··

J\'.uticc tliat tit\.! direcl 11111)!:1lio11 i11 1l1 e tl1ird se JJLe n ce is
also a Direct <1nest ioin.
·\rl1a t ,,·onl s te ll 1rlta L J>i c k a ...:ke d.

LESSON
11·iL l1ol! L

,,. , V JU O"

tl

tl

his

Quotations.

exac t lang:11:1gc :
'L'lt csl' 11·llrd s 11rnk e ;111 I 11cli1·(•d <lrn·st io11.

'1'111·:

l s the i11dirl' d <pie:-;! i1i11 i'11llllll" l' d In· a 1111 t•:-:! io n n1: Lrk?

Oil l1fl gl' l :_!,) fiml a rJlllll:11 i1111 I 11:11 dul':-:

llPI

11t'.'..'.·i11 witlt n.

capi1·. al, :11111 t liat i:-: n o! :-it•11:1r:11<-d !'r11111 Ll1<· 1d lll'r \V()rd:-; hy

eolll lllas .

'l'ell ''"li .1· tl1i s qnot:1tiP11 1;;; . ,.:o l':rilt e 11.

(Sl~U page l:!G,

Cl1 :1n g·L· tliL· lir,.: I ,.:1•11t1· 11 1T. ;1111 1 pnt the

quota t i(l n at. tlil' IJL·.!.!· i 1111 in:.:·.
Glia11 ,'.!." t' tlil' il1inl. :11111 lll l l. tli1• 1111C1 l ;11i1 111 :11 tli u l'll<l.

I l u .1wt Ulll it t !11: L' •,111111;1,.:.
\\" ritt.: t 11"\J f'C ll ll'll l"l':'

\'I

ci 11 c·

Till ·:

\\'OOIH ~ l l T'.n: n.

C11;1,11 !h r fnl111ll'i11.r;. a11d 110/itn CL'C l'f/l lu"n,r; mrefully :-

" I la\'(' you S<'<\11 :111y t.l';IC' ks ()r :i. lion ·~ " :1ske1l a,
Lu:1st l'ttl lttllt!('l' of a \\' <><>d c: uLkr \l"l1om li e rn ct.
•· < >11." snid tl1 e wood e 11!.ll'r, '' T ea 11 show yo n the lion
'J'li en tho litt11 tc 1· \\"as p : il t~ wit.It fright, lii s teeth c hattered. and li e s; 1itl. '' l m111 t h> see liis tr:ieks only; I
du 11' t. 11·: 111 t ( <> s e t\ t I1c Ji o 11.''
Ti11'1 ·n :ire l li<>se 11· !1 0 :tl'e lira 1·e with words on ly, a nd
not. 11·it 11 dt 'eds.

11, I ;1i II i II ,'...; iii l'l'l' l 11111ll :1I iu11 s, n.nd

th en nrnk c tl1l' r1 1111t:t1 i1111,.: ind in·1·1.
L et

,\ Nl>

ll Pi\ Tl-:1{

1ji111 Sl' II'. ..

n ea r thl' IJUtt11n1.)
n ·1/((f to J)o. -

CXV.

of 1 Ii L' 1111 11t;1 t i' 11 1" l 1t' :1 ' 111 t·:.: 1i 1111 .

\rri te :-L·11tL!J1 c t!::' . 11 ,.; i11 .:.:· t lit · !'11ll1111·1n .:.:· ,.:;1_1· 111 .:.:·:-; :1R cl ired,

n.nd a;; indin· ct, 1111 u L11 i1111..: :-

,, .l1<1t to S1'1'. - n o 1•R ili e 1rriLL\l'

(Ir

tl1ic-; st.on· 11 se I.lie

llll 11 t u r';; :111il t lie 1r0Pil1·1t! I.e r':-< <'xad word s

:i

Fine! l1 t• r< · a clirc•!'I. 1111< s Lio11 '!ll OLl!tl.
1

\\ · l1:il 1·l1a11.!..'.< 'S 11111 ,.:t. 11<· 111:1il u 1rli<·11 t.l1i:-< hc eo lll OS a n i11diTel'L ljlll'!-' I i1111 :

J>,,li/ c11r ss 1·11sls 1111/!ti11!f·
'/'!t c!' e is no ;1 !111·c 7ik1• li11 111 r .
1

To the Teacher. -- 111 1"1111·1·r1i11 .c:· dir1 "'i ""111·n ,;;1ti1111 i1it o iwlircct.,

i t is orll' ll 1"<'1')" dilJil ·1iJ( 111 ;:1·11id l' t1l1i"11 -i1111 ill 11 11• ll-'1' iii" /11 ', /ii111 , S fi l', fwr,
('f( :.
'l ' li1· f".Jf1111·111 g :-;L· l1 ·<· I i1111 . : 111'1·1 · 111: 1<11 · ;1, 11ll'1·1·i11 .c:· J ii" i<':l "I. diiJi e11lty.
Sh 11 rl ;;1·lv1· ti1 ;11" fr11111 ili:1!11.!. !·111·..:. 1'11 1111<1 i11 1'11 · l:1·:1d1 ·r 111· 1·l sc 1r li1:rc,
rna.1· IJL' c-lia 11 !..!·1.:d i11t 11 1111' i11d ir1., ·1 1'11r 111 !11 ,;li1111· 1ill'1•1q1il ,; l l1 e necessity
o f t:Teat ca1 1ti u11 in I ii L· ll-'\' 1.J' l'r1t111•1111•.

\\. lii<·l1 1111!1l;1Lio 11 i:-; 1li1·i1l< ·d l>.1· l.!1rn< ! u~ t h e story- wri te r's
OWll ll"<)J'(ls ~

}~\ 1il:1i11 1110 <111ot:1tio11 111:1rh.

(SL'C' p:ip;c 1~30.)

\\' li:1 L ell) I 111 ~ !.11·11 1·1>n 1111 :1 s lint ! 111:1.rk oil [
H11<ff to l>o. -

\\"ri Le il1i :-; s !on· :lll1l lllakc Ll1 c tlirect

q11 ol:11 io 11 :; i11din·d.

'l'nl l in yrn1r u1rn !:111 .<. :"1 1:1 gn 11·!1:1.(. llH • ,.; (l)n· t e:u ·h rs .

I NT I U I I J f ; r; T () h' } ' T.. I .\' 1; f ·. I f;

200

/; '

li'l·. 'VIN\V OF' U. I ! '!TA Ui.

I I' II I>' K .

- - -·-·-

LESSON

LESSON

CXVI

Quotations.

Copy thefo llowi11.r;, an d

201
- - --

CXVll

Review of Capitals.
To the Teacher.-\\'n dn 11nl 11l1" •r 1111· f11llm1·i11g· :i ;: fon11nl rules.
vV(• .; lt 11 11ld 1111 L li11ld Ili c J''lJlil ,; lo :w cxad re petiti o11 ot' Lit e la11 g 11 n.gc

1wlio: 1·1 ·1·1·_11t!ti11,r; mrr/11/t,11:-

A fox one d:1 y fouml

:L

\rild bu:u' sli:11·1H.: 11i11 g bis tusks

on the t runk of a tl'cc.
"vVhy do y o u "'li et ,·oui· tusks 110,,· '. .• s:1 id the fox.
"There is 1io s wn
o [ t l1 e cc >1111n!.!_· u[ tli e l111ute1· or the
0

J<;1·1·1·y S<'lli<'ll<'<' ... ltould l>1·r1in with a. capital frttc1·.

Wh e n a cl ired. q11o la tto1t mak es r:u 111pl oto su1tsu, it begins
wi t li :1. c·:1pilal.

~

honrnls. "
"}\I\· dear fl'i end.' ' s:tid t li c " ·ild boa t',,: it \\·o uld n ever
do fur me t el he sl1:1.l'pe11i11g Ill)' we:q>o11s wh e n I ought
to be usi ng t lt e111.' '
Learn .to be in ti lll C.
H71at tn 8<'r'. - Vi11d l1 cre a qttnf.:tl ion t li:t t is mauo ~1p

of

(lircct q 11 cst.in11 :11Hl a d: tl.t' llll'J1L
Aro t he ,,·onl s tli:1L tli,id e t hi s cp1o l:i.lio 11 11 1ark eJ off by
fL

C0 111 ll1aS ? \\'Ji\' :'
H ow can Ll1i s qt1td :tl io1t he n1:1cl l' i11clirc·c· L :'
11"/utf

to Do.-\\. rit\' tl1i s f:1l1ll' :11 111 111:1kl · tli e cp wtations

i 11 dire ct.
T e ll i11 yollr o\\·11 1:111.'...\·u:1~·c ~ wl1 :1L (; ]!(' 1':1.lil n l.c·:1dws.
To the T e acheL - TI,.. 11.-'1' ,i1· t 111· .; i11 .:.:·l1 · 11111il:ll i111 1 111:1rk ,.; l.o

i11 c:lol!O ,.

a. f[lt OL:iti o n ,,· j( liiu a CJlll•l:tliu11 lll:IY lie 1·X J1Lti1ll'il i11 a n;,·icw, or when
m et in eo pyi11 g .

'l'lt<' 1/'oJ'(fs I a 11d <) ... ltou/d 1>1' wriftt•n ·i n 1·a J>ifal.<:..

Pari

i~·11la1· ~a111<•s lwuin with <·a11ita1 ....

'l\ro or 111 c1ru 11 a 111 l'S fc>r111i11g· c111 0 ti:i.r t iutt!ar 11 a n1 c should
eac l1 llc.'. .'.·i 11 \\'itlr a <·:q1iial : :1...: • .Jomes Ru~ sell Lowell.
In s11<· h 11a111 cs :1s Uul/ r~l Jlr!. l' ir;o, Crr;1e of G11od !lope, ~f
dO('S 110 !; hcp:i 11 \\·it.ii a ('.; q1ii:1J.
l11 t li e ti ! It'. ol' a l1o()k nr t li e s ti! Jjed ()f a eo 1npns ition t h e
fir st \\()rel a11cl ! li e' pri1wip:il 11·qri/ s li eg in wi t h u: 1pi tals : as,
Evtl'.tfl h inr; i 11 ifs Hir;ltt Plru·r•.
TIH· 11:1111 cs () r I l1C · ch,·,.; of' I !11 '. 11·1)l'k arul t he 111 o ntlrn of the
yen r I 11·.~i n 1ri I !1 ca pi I a Is.
All 11:111ws ()f' ( ;()cl h c'.~· i11 1ri l li r :rpi tals .: as, " Th o Lord
ru Jes ...
Wo rd s 111acl11 l'ro111 p:1rl if'11l:1r 11:1111 r•s llC'g i11 witl1 ca pital s;
n.s. " \\'1• sl. 11cly 1111 '. f.:11.rJli s/1 ) ; 111 ,!.;1t;1gc~. ··

Tli e fir st wurcl ul' e \'1)1'.Y li11 e of podry begin s with
: as. -

a,

'. · ''

..',

;

!

202

] ,\"'l'ft{J/JU'/'111" ). f. I .\ 1: 1 ·. 1 r. !-:

'I'll<~

111 a re l'i1·11' , it. 11rny

1\ 1111111111 1;-; ()Iii :

'.L'ltu c;e ar IL•a\ e,.; aru Jl y i11 g;
H u l1;1Li1 ga t l1 u red llj> .~old,
l u1d n o,1· l1 l' i;-; dyi11.'...!.

l'l 'M .'T U. 1 TIO ,\~

fl/( l'f lo'll" OP

II 11 /i'll-.

11< • \\'I' ll

203

lo s ho w t.l1al. lhn t.hird se11l<'ll<'P is a

st.:d<·111l·11t.. . a11d that , :ill11011 g h tlw •111 es tio11 111ark belougs only Lo the
q11olat io 11. !11<! pn io1l i,.; 01niLtl'd . 'l'l1 e 0111i s;:; io 11 of I he p crirnl afte r the
exd: t111 :il i1111 111ark 11111-y : il~o Ill' il111 ,.: l r:it 1·d.

- -- I !nod.

LESSON

CXVIII.

EXERCISE.

Review of C a pitals.

J. S l1all I lc ncl ,·ou flan ::; Cl1risLi;u1 .\.ndnl'scn's "Tales
~- JL1.n: yu11 l '!~ ;id <:1'u l'g 1· \Ll<'l><>11;tld's ' · , \t the Dack
of tli e ..:\ 0 1t lt Wind :· /
0. Frank :1sk1·d. '' I >()<'S tlH~ 11·ak 1· ul' Lll;: c Superior
fi e)\\- into tlic (~ ulf of ~t. Lt1He 11 cu ~ .,

:I-. Yo ul' 1I can:11ly Fatl1 l' I'

J>o.-Wrik sL·11 Lu 11l!us Lltat will show what yo11
lrn\' u l\': 1nwd :i h011 t l': tpi Ln l;,;.
What to

for C liildren " ~

'

LESSON

to Sf' (' <t11d J>11. - ( '011 y tl1L':'L: li1·L· L'.\ a111plcs, an<l
e .\ plai11 tli l! 11 ;.;u c1f 1·: 11·! 1 <·:1pil:11.
\\"li:t L til.11 ~.-; ol' 1111111\ ;.; :11'" l11•r1• 1111111i'd ':
lit tl1 c Jir;.; t e.\ a111p l1·. i .~ tl11' <1111il:11io11 :t 11:1r l· Clf Lit e cp10stio 11 ': ls i t i11 I li e :-\·1· 111 1.J :, \111 i1 ·\· 1l::1t Ll 1L· <1uotation
rnark ..,; ar c 11·i1l1i11 till' <1111·;.;1 i1111 111:1rk.
J1 1 tl 1e t l1ir1l \· .\ :111111 1" 11·1· 1111 1>11.· till' 111t\':' lio1 1. :utLl so the
<jll L':'li11 11 111 :1 rk j,.; \1i t l1 i111l11·11111>1:1t i111 1 111:1rk ;.;.

To the Teacher.-:-;,.e ' ' 'J', 1 t Ii \• T1· :1d1 e r." I J\'SC'O ll ( '. XV IT.

, I P1·1·iod i.•; J>lan·d ot f/u · r·11d of a ,o ;fafr' JJ1e11t

11 ·1i<tt

CO/JI JI/

a

II

~ta 11d

till.: n ·l:iti11 11111' till' •11111!:11i o 111 11:1rl; ,.;1 111111· 11111·,.;li1111 n1:1rk Lill the
111 at f1•r j,.; 111·1111 .C!· lit 1111 f11r r1·1·i1· 11-. ~i111il:11' r1 ·!:11 i1111 ,.; ill'f 1H·e11 t.lw cxl'l a·
lllali u11 111 a l'i; :1111! ti11 · •Jll11 !:il i11J 1 111:1rk ~ 11 1:iy 1111· 11 Ill' l'\jil:1i111·<l.

01·

a

If.

, I P1'1·iod i .o; Jlfr(( ·r·d afff'J' an afJ/JJ'f' l"i<tfio11 OJ' ·i nitial.

1.'
· '1I
11

,I

()11<':-;f

ion i'\lark i .o; JJf((f 'r•d offf'J' a <lil'<'f'f q11 c ...;fion.

. I 11 l'>.:1·1;1111:11 ion ]U:11·k is J>lrr. r.:u l affeJ' an c.rcla111n-

~,~

,_.,\

·'.. ~

Mo11.

,I

diJ'<'f'f

f/IWi'atio11

i.o;

i11do.w·rl

ll'ifhin

<luotation

1U:11·l•:o;.

Tiu· 11" Jilf' of f/1 r

011

r· f((frlJ'r '.o;.w' d -i .'l sr' JHI J'<ffr·rl f1·01n

fhf • l'l'."f uf !hr· ." f'/lfl'llf'f' f>!f <t Con1111:1

To the Teacher. - <>11/.1 .1 ·11 111· 11 111 1-. · 11l1 ...: 1·ni11~· 111111i l...: will f11Jl y 11n<lcr-

~ -1

C XIX.

Review of Punctu a tion.

fr e d1 ~ tl1 tl1 \: 111.

f1 . Cu lumb11 ::; sa iled Fl'id:11·. , \11 gust ::. 1 -~!t:Z.

,,

,,~ '

11·0J'(/ ...

OI'

l>!f f/l'o r·oJJ/Jll(f.<;,

111· JJlll'U ." f"" r·o1111('('f('(/ ' " " ' '/lsf'd in flrn ...;u111 e

wa!f '"''' -"'' /HtJ'(tf('(f l>!f Co1111na~ 1111 ! <'-""' all the r.:0111wr.:t-

i11y /l 'OJ'(f.<;

(/J'( '

}Jiff ill.

"' •'

I N TIU!/J {](,' TO!t Y LL\"ii U. 1 Ii/·,' 11'<!ft 11· .

204

Rh'J!!HIV OF J>UNUTUA l'ION
--

u. .c

the Com111a 11'/H'''''

t/1.1'1'1'. i ..; '' ,. ;fiulit !11·1'1.r l• l><:twcmi

\rl11·11 t 111 \ <'.0111wdi11g words

an~

L.._ _ __ ________

205

all t1sud , t.l1e co1111nas arc

UJ<H'<l8, 01· ·lf •/1,1:1'1' flu , ·"''11f1'111·e ,o;/io11l<l lw rlirirlnl to lwlJ.1

Jl<lL

the ·1 ·earl<' J'.

\\-l1a t du es Llie r.;u 111111a 111 Llte tl1ird senteuce take the
p];H'l! of ~
( 'tn1ld a 1·01111c<'Li11g wcml lie w;l !<l b et wee n two and hnppy,
01' l1ld \\'\'('II lllijljl.'J :Llld /i:t/fo ?
],.; t.l 1<~ <• 11111111 a n ue1foil ;
1\ulicu il1:1 L i11 t.liu six t h sc nLcn ee r:er/r/:1.'nly tloes 110L read
cl os<:lv witl1 Lile ot he r word s. 'L'liere is a break or pau se
u c f11n · i t. :111d :111 ot l1 er aHcr it.
111 tl1l! H!H• 11 t l1. wl1at phrase t1ous no r. r ead cl osely with
tliu ot.l1n 11·ord s ;
111 Ll1<~ c ig·h th , the .r;arrlener e xplains J oltn, aml makes a
sli.~.!,'11 t. !Jr(·:tk.
]11 I li e 11i1it.li. _r;frls <;xpl:i.irn; wr... ln1t. it r eads so closely
wi Lh t II(\ o(.]1 cr wo rd s t lia t 110 co 11t1na is n eeded.
n u ll1 u parts of t h e last t wo se ntences read t ogether
clo s< ·ly ;
Expl a in ll1 c H SC of all t h e co rn mas.
Find nl.hcr l\X:tlllpl es s illlilar to Ll1 u first, tl1inl, sixth ,
scn·11 t.11. e ig h t l1 , te n t.li , arnl el cve nLl1.

1171at to /)o. -

\\'"riLe f'C llL< ~ IH:!' S :-; ]101\'ill~ 111 1! ll SUS of

the

p criorl.
\Vritc se nLc n ccs c;l1nw111 g I Iii ~ 11 :-<1~ (11' I li e 'J"<'shon inark,
the exclalllatiun mark, ;11lll tlw <p1(d:1 Li1111 111ark.;;.
EXERCISE .

1. Ants, hces, :wd mtsp,; arc li11sy crcatul'cs.
2. Ants aml bees and ,,·asps arc busy cl'caturcs.
3. Brn,· c, 111;1.nly d< '< 'ds ,,·ill 111~ n'11H ~ n1IH ~ 1·cd.

4. Bra,\'e arnl nrnnl.\· d c1~ ds \\'ill be r e1n en1bcrcd.
5. Two ltappy littl e bi1·d s arn singing tugctli cr.

G. Th e an t, ce r t :1,i11l.r , is nut lar.y .
7. Ants

;m<l

uee:::, \\'i t lt t l1 eir liLt le lrnlins, do much

thinking.
8. J olrn, the 0(l'anlcnur. 0(l'; L\'( ~ llS SOlllU 1'\IS( ~S .
9. \V c gil'ls a re fon< l of rns<' S.
·10. fn scct.s ]1 ;L \'C si x l< ·gs, ln1L spid<'1·;..; l1a\'< ~ < ~ i g lit.
11. \Ve slia.ll 1wt go ii' iL 1:1im;.
1Vhat to 8ec. - T11 C<Lcli ol' t-.110 rirst four sC' n te n ces tell

what wo rd s an' c· o 11 necl <·il ;111il 11 scd i 11 t Ill· s;111 ie way.
'J'cll t h e 11 i lforc lH'L'S lll'i.1r L'l' lt I lie· Ii r e;!. :11111 suc·n ncl se nten ces, a!lcl b ct w cc 11 t.11(; I Iii rd :llld l'nlll'i 11.
Wli e n t hree or 11wru 1rnrd,.; ur plirn.,.:u.-) ar <: co 1111 cr; Lcd, Llio
connec ting 11·0 )'(1 is ge 11t•r:ill y p11 L lwL1n\e t1 Ll1u last two only,
as in t h e fir st sc 11l e tll'l'.

llt'l'(

l<·d.

To the Teacher.- l'11pil s of thL' [' t' i111nry grn.L1es will 11 Cl'(1 to use
few 111:1rk,: "t l11·r th:111 t lw t.c rrni11:1l 111ark s arnl th e \'n n1111n..
]11 ( • 111>,1· in~· "l'l1 ·d io11 s. :111<1 i11 rra<1i11g, th e sc 111il'olo11 rn ay J,c n ot iced
as .i11di<':1I in~· :1 1Yid \' l' "C\':1.l':I Lio11 1.h:111 the co111111:1.
TIH' d:1 ,;J 1 111:11' :il ,;o ht \ JH>I i<' t'(I n ,; 111arki11 g a. s 11d(le11 IJl'(·alc
\Vl11•11 :1 •111111:11 ion Pl'i'( '<'(l«d l1r n ('0]011 j ,; rnd, kL tlie p11pils "ec lhat
l.lw q111d:lli1111 i ~ 111 orn f'11rn1:1lly prco<e11Led, allll thaL a lon ger pau se is
rc<1 u in·• I.

--20G
-

I NT /UJIJf i l'TON

r

/,. l,\'lif .. I Ill-.' 11'(}/i'lt.

, f S'f'l!J) }" OF S/:'.rTFXl : /:',._,._ C0.1!1'081TJ O.V.

------

207
;1

LESSON

CXX.

Review of Punctuation.
H"hat to Do.-\\"rilL~ sc nl L'll< 'L'S t o sl 1ow 11']1;JI;

yon have

Explai11 Lhe use or(°) and s injlmcers'.
Fi11<l t he c h id parLs of eae li sc 11 te 11 ec.
Ch:rn gc t hese se n tenccs i11to you r own language, and
mak e of t h em a co nn ccter1 sto ry.

l car n u<l ;1,lJot1 t. Ll w co 111111:1.

LESSON

Explai ll the u su of Lil e co 111111 a i 11 t h<~ sni p t H· 11 Lc~ 11 ccs on
pages lO:J. 104, :t 111I IO ';'.

Tell why Llie co 111111:t 1;.; ll :'L!d or
hel p in g 11·ord s i11 Ll ~ s .-;11 11 XU.

1;;

CXXll.

LESSON

CXXI.

A Study of Sente nce s - Composition.

EXERCISE.

l. The lrnt te 1·fh· si ps S\ \.('l'L j11i cl's fm111 t li e flowers'
d elicate c ups.
2. I I.er gTced.' · h:1 l)\· \\·ill d nn11 11· ~·1·<·c>11 l< ':Lvl's .
0. If o \\· d ues sli e k11 0\r tl1is ~
4. Sl1 e always fast e ns 11 01· eggs to tl1 e l'ig l1 t pl ant.
fl . In a week or t \\·o, u nt c1 i1111•s l1ah.'' cah ~ 1·pillar.
fi . .Uow it d <>es e: 1t. a11d 0"'!'<>\\''.
7. Thon it t ies it;.;ell' !':1st witl1 silk f1'<>111 its mouth, and
slee ps.

sente nce.

..."
~ J'

. ..~

.,i.1,1'.

A Study of Sentences - Composition.

1111 L 11 ;-;ed , with the
\\' uK1n: 1nTL '.L'1rn-rns I[.\ l'l'l : :\-THE B li TTERFLY.

E .\ 1il:1i11 tl1<· 111 ;1rk :it, t 11< • C' 11d of each

~·· ~ '

•,I' '

EXERCISE.

1r1wt to J>o.-

.\

1. Tit o i nsccfs whole body is now made over.
9
Fin al!.' ' t ho li ttle g ray case st irs and brenks.
i:. T\\·o l>rigl1t eyes look out o n tl1is queer w o rld.
+. Tl10 \\·li u le l>ody is dr;1gged out.
r•. Tl1 0 elosc ly fuhled \rin gs <>pen li ttle by little and
harden in t l1 e sl!n.
ti. ( >11. \\·hat a, g lo l'i ous creatu re !
'I . .. \\\·a.' · it so: 11·s ;i 111rni,~· t li e s un i.Jea rn s.
:-:. I !are yul! ('.\'c 1· Sl'l~ ll a. c ucoo11 or ul11·ysali s ope n ~
H1wt to

J>o. - Fi11<l l li c chief parts of t l1 c se n te n ces

abon•.
\\. Ii icli p;rnu p o!' \\·11r1l s li:i s 11 0 Ye rl> ?
C li : 111 g1~ rli e l:1.11 g 1t:tg-c alilnc int o your o,1·11 , arnl make a
COll l ll~ d. l'tl s ton.
To the Teach er.-P 11)'i b 111 :1.1· lH• c;o;1· rr·i~r~ rl in fi 11rling tli 0 li r·lping

word,-

i11

1111 ' I 1H> j>r<'<'<•din!..:· 11•,.:;.;" 11 ;;;.

1311 111 11r:1I :111d 11T ill l 11 <'<>l llj>< >~ 1li o 11 ll' .""O ll ." a. r r ]H•rf' ;;; 11g-.u; r.~tro1 l.
0

208

! N TRO/J U!/ TONY /,. i,Y l: f ". I r:1-: ll"fl/i/\·.
7'/fl·,' Y !:'NlJ- fl fi}VfNW.

LESSON

CXXlll.

LESSON

200

CXXIV.

Hints for a Composition.
The Verb- Review.
'I'll E

Curious

JJ IU <;o ~-FLY.

EXERCISE.

in l11e wa ter-s ix legs- no wings<tl \\·ays iicl'ce an(l
I 11111 < •T \' - <; l':l \V j S ll p
,/ 'st c m of w: LLer-plant
-- s ki11 , or case, gets
dl'y a11d l1ard -splits
opc11 0 11 t.li c back1\ ('\ \. i11scct t wists out
- - wi11"·s (1uiver and
0
S])J'<'nd n11 t, fold after
i'<>ld - eyes, wings,
:111d bod y grow
lJJ"i l:Ju l1 L n11d
beautiful
.
i11 tl w s1111 - le:tves its
1ii d :. di; 1pl~ cl i 11 g i11 g·- Jl;1 shes Ii ke a
st l'< ':1k ( 1f J iglit \);1ck :llld forL h over
tl 1c P"11d-l11111 g ri 1' l' t l1a11 evel'-cats
rnusq11it<H 'S ;111d "tlwl' insects - no
,.,

v

la ce-

H7Htf to J>o. -

Tl1 L' :-il' l1r u k L' ll Sl' id u 1wus

write about (,Th e nra µ·u11-lly."

1. On one s id e are treos.
2. ()f \\'Ol'd s tJ1c>l'e 'l8 110 J: iu k.
~

--

2. I Io w many legs !:3:<1 each of th ese insects?
4. Kot o r~ in t w en ty ~~~'I back.
5. TI 1el'c aJ'I! only [l sl1cs le ft.
G. N ~ i tl1et· of you

(i;~·~):{~~~~~~l it.
t l1 e mill ~l so me old popl::i,r tl'ees.

7. J\'"ea t·
8. E\' en · o nn of t hese 1\·o nl s was used.

fl . 1'\ ot < ~~ rn1 t of t e n p e rson s ~ tuis word ri g h t .
10. < >r \rl1 at 11 sc rn·c st udy a nd books '?
~- -- ·-

- --

J 1. Two \\'eeks' Y :~ca~in11 Is n ut e n ough.
J ~ . Tl1l'en l1orn ·s' l'est 'l tJ( t.'-1 tnken .
,f:1 c k IV l'e ~ a nd ·}e11_12.~_ V\Tl'~~1+. lf e l'e ,;.\'.lack \\ rre n and J e1111y IVl'en's !_lC'St.

:rn. Tl1nre

r ()'('

,,.hat to S<'P a11d J>o. -.Nol. ice U1 e straig l1 t l ine und er
eac h c: uhj ccl: and l li e wa,·y lin e un der eac h YcrL.

Ht':11l 1•:11 :li ~c 11 tt' 1 wc :111<1 p11 t t li e s ubj ect b efo re its Yc rL.
\\il1i c li ~c 11l e 11 ccs sot11t tl lidtc r wi LIJ t li o s11bjcct after tl1 l~
vorli ~

S holl' I l1al; Ca<'l1 word in iLalici-; is <:01Ted.
1
\\ ri tc

st· n len ccs Leg in11i11 g wiLh there is, there are, 11 ere
here are.

/.V '/'!Wf) TIL' /'1 ! 1" )' / ,.I ,\ 0 11,1 n !•,'

\\" O!U\.

210
---------1-~t -~-.-----i1w11l : 1r and

th e 1il11r:il l'orni ol en.eh
To the T e ache r.- ,( · H · :00111 lt e \_itlard; t.lt cn di l'1 at e l li c sente nccf',
VCl"U j 11 t h e " C:\C l't'i>'C .. I 1e jlll l.
.
1
1' li 'L Oil Lhe uoan.
.
.1\ -. 10 "' I ' ' \ 1· l Ii l ' 1l'" t, \ 1· o 1'I \" I ro 11 l t\1
l eaY IIW th e Jlll[l "
.. ill ·
_
- . , · . , -t· " ;;;Ji ows
- "'
·1 - t l . 1- " 711d: \I 1·1•11- :ind ./r' lllH/ 11 II II-·' ll C" , '
] 1 j] ' \HI\ l 1 ,; :-l' l! I, l ' '
'
•
•
- ,e - i e
-1 . I l li ·il .. .11/l'k II 1'• ' 11." :unl Jenny
\
.
,
(li
e
'-' :1111\ ' I I\':- · ,11 I(
' '
. t l mt. Iio LIi i.i i (_. . . .
• ·L
S wit lt "Sm. i.lh
·, it·, (' :t"li lt:i,.; a, ;.;(•pa r:il l' Ill " . • o
.
t\l
I
·11'r"n'.s
11 e5 t· " " 1011·,;
v
.
.
l / >I' .(11/ .II ·.·' .,1(1
l' l'"
l n i1n111nry
•
,. •
\ ' • <..;I/ / i //1 ·' ;\,JI I
,
•
11 l / }/-11/ l'll ~ <.;j()J'l'.
,llH
'.
. \
al
. "_ ·
.
.
·l\ · r 1.. hriiw j 11 ,.; 11 "1i i11 ,_1r11 .. t i11!1111c;11 e ll1
l l' :ll' liin .:..:: Jj, I>' ,_t> llll'\ l l lll '" ll C
_
_ ... _ . . •. "'°''.
. .
"
- ., [1i\k r di "l' ll"" ' l •I\ Ill \I ll'
ta ll y, n11Ll e 1j':c1111g'
-

LESSON

~ 1.111 . 111 .11 cl.1._. c::i.

CXXV.

Using the Right Verb.

1. I s/11tl/. pl'uh:tl>l.v gl > Lo-1n o rro \\'.
2 . l shall \Jo g lacl to sec yo u.
3. I will get it Iut' yn u.
-±. 8 !1 all I go ?
G. J[a!J I re:vl i t~ Yon may.
.
I r crid i t? You 1'1tn if yo n WJll try. G. Vrra,n
I

7. _J[a!J l speak t o yo u~ Y_()u ·m uy.
~ . \\rill \'(>ll f1 •111·/1 Jl\ U (<> clo it.
"
. I
!). \Yli o tauyld yotl Lu tl u i t :
lO. you ou~;lit not tu cl<> it.
t11l''-'t' " ('l\ ( (' Jl ('l''°' :l
· · '

In t ho t hire\ se 11 Le nt !e

tl1 <~

Jt 11·0111tl l>c

to '"'"' (_·an to

sp eaker prulllises.
" " rill I '! " i .~ u of ".r; r tl .: :for a perso n Ll oes 11 o t ask
otli L' rs \\"lid.li e r 1w liilll sdE is " ·iJlin g.
I 11 I l1c ~ Ii !'I.Ii an.I t.lw H '\. L' ld .lt su n Le n ee may is 1u,;uc1 to
ask. an cl lu g i \·c, p orlll iss io n.
·11·1·011r1

a.~h, 01· yil'f',

per-

111i . .... ;011.

1n Llw sixth , t h e speak er ask s whe th er h e is able.
Jf 11·011/tl lw 'll"J'Ollf! to 1uw learn fo1· teach in th o eig h th
se uL0 1H'L', or karn t fo1· tang-h t in t ho ninth.
Jf is 11·ro11rt to 1uw Jtacl 01· ha<ln't lH'for e oug·ht.

Jrllat to J>o.-::.rake se nt e n ces sh o wing the ri g h t ns e of
t he word s in itali cs.

EXERCIS E.

'-' .. - ·1)e·ul
1Vhof to ,,,.,
t '

.·1 /t'/:'. 1,\'r: f ,YO A N!J ./OfN !NO Sf-,'1\"J'f-,'N f'f•,'S.
211
- - - - ----------- - - - --- -- ----- - -- -- -

J\(l

ofthe ·won1s ini La li< ·;.;.
,. . , . . 1
In the fir st; :1nll t h e scco ru1 c;0 nLt· 11l «~ th o sp< .1J o1 s11np Y
tolls what "·ill happl' ll in t11 0 f11hm>.
·;z · t I I i 11 snch sentences.
1t ;rou1t1l .io 1 no11 .~ tn 11,.;u ll'I \YI 1

To the Teacher.- Fincl , L~- or:i.\ or wri1.Lc11 cxcrei,;cs, which of these
word ,.: ~-o ur pupib ll >' l ' i11co1TL'd l_1·, and tlrill accord in gly.

LESSON

CXXVI.

Arranging and Joining Sentences.
To the Teac he r .- .- \ 11 nr:d ](';:<,_on f' li oul(l pree\• d e Lhc writ te n.

\ Ve sai1 e<l to ff:-tl«l the west. \Vo b::uJe good-by to
vVe left O lll' ho m es. O nr s hips cut t lirougli the
Tl1 cy lio1·e ns rapidly ovel' t l1 c water. The wind
blow sLeadil y from tlie east. Tlw bl'eezc did not cl1ange.
We blessed t he LL'eeze. O ur lwarts were full of h ope.

B ·i ddiny yo(ll1-11!J to f 1·iends, W<.3

h:f~ ou1· /1 mn es,

and

.,,

Al?N.1.\TUING .LYD .!OlN D TG SF:NTEX CF:S.

21:?
- - - - - ---- - ---

.lJ'(}Jll,

f/u> t?( fs/,

Olli'

- --· -

s/1/ps 1·11/ //1/'lill[j/1 //11 !

1nrt ·/J ( 'S , ll?lfl l)()J'(J

?'apid!y o t c1· tl1 1' u·11/I'!'. 0111· /1 ,'a1·ts wac f ull qf lwpe,
and w c U!cs&'d tl1e ln·r\'.:·e t/111/ d/rl n ut dwnur ~ .

1Js

H rhaf to 8f'<'. -- !\(d

i( T

I l1:1L t l1t' "t~ i-:1•1tl.(•111·.rn;

as first writ-

t en a re n ot prop c rl.'· arr:111 ,'..!·L~d.
If \H ' sli onl tl p11 t tli c 111 i11 th e ri g· ht <)l'(lc r. aml make no
oth er c han ge . onr !:'tor.'· '\HJ1ild st ill he" jL~ rk y . "
Fiml h o w t hey arc ln1r. toge th er in t lw seco nd g roup.
\\'It ich are cli:rn gc tl t (l pit r:1,.:1· s ?
·whi ch are li11k cll iugt•t li er 11.\· (·1> 11n L·cL in g \\·ords ?
D o you lik e t l1i s arran gcrn cnt l.ll' !Le r ? Wliy?
Jf7/((f to Do.-Yo11

t oget her prop e rly
g rnphs.
J~ c 111e111lw1·

ands,

.

01·

t.l1l'

cmdi.1111 0 tl1i" sto ry by pntting
:-;(•JJ( cncc:-; in 1 lit~ rn~ _·{ t Lwo parn-

lll:t\'

that fllt ·1·t· i ..; da11yt ·1· of'

other

('01111t•di11u

11·01·<1 ..;,

a11d

/f ..;iny

too 111,anf!

of joiwiny

sc11-

tr11cc8 tliaf ,.;llolfld /)(' ,.;t'/Hfl'Of<·.

On w e s ped. Th o tl1inl and fonrlli ·w eoks passed.
was sea,, Two ,,·ee k:-; \\'t'l'L~ g olll'. :\'o Janel a ppeared.
Ot11 · m en g rL'·''. g luorn.\·. Tl1 L'\. ,,.l' rn on ce so bokl and
full or hope. '· \\Tl1e11 sl1:dl \\'(' Sl't' !illl' IH1nies ag;lin?"
On e ni g ht thi ck clo ud s ]l1111 g O\' l'I' tl1e sea. A .fierce
storm burst upon us. Th e waves rose. Tl1u win<l came in'.
gusts. \Ve drnv c !Jdo1 '<' t l1 u :-;tor111. \V< ~ drnvo for throo
da.vs and nights. Tlt e11 tli e rain foll.

213

To the Teacher. - ! 11 t Ii i •,: () J c s~o11 s l t· L 1111 ~ oral ('..\!'l'l' i,:e;< , a .-. far a s
111• f'1" ·i1•\\'S,

flO'-';<j},j(',

Til t• 111111 efn:d .i(l11 of Lhe p: 1rn .~rnph in if:di cs 111nylJc not iced . In t he
ncx l p:1r:1 ~!T:1pli :1Ll !'11Lio11 111a.r li e r·all e1l t.o U1 c e nrrcc t n11(1 i11 corrcc t
way s of \Hi t i11 .c; " lh e lhird a11(l fo11rlh Wl' c ks " (see pages 1!)1 , Hl2),
to 111:1ki11 ,c; liil' din·!'i. ([llo1:1ti1111 i11dire!'I, r~ l l' .
111 r l':1rr:111gi11 b' :1111l j11i11i11 g Lite ::;e 11l L·11 ee~, get fro lll the pupils a.
variet y uf forn1 ~ .

LESSON

CXXVII.

Arranging and Joining Sentences.

A N'

01,1i

-~f .\ N" ' s ~To1:Y - Oo11 t i n u{'(l.

To the Teacher.- A11 nr:i I fp ,:,:n11 ;; lio11 Id }'l'l'('(•d e ( li 0 wril. LP n.

llH~ ll po inte<l to

It wa,s :thin er slowlv
•'
b
-'
ove rltmd. On e cb.y J 1H~anl :l :-;l1rn1t. [ had n c \·c 1' seen
so w elco111 e a sig ht. Tlt e bird 11111st l1a\'C co!ll e from
land. Th e fand coul<l 11ot be fo.t' distant.. I kn e \\' t ltat.
On e

o f 011r

:l

hiJ'(l.

On 1' 17rry l l1 ean 1 rf. slw nt, a1u?

1:f' ou 1· m en ) Juintecl
to a 11/l'd ,tlyln;; sl(//o!y 01•1' 1·!11'(td. I llfu1 ·n c N ' J' 8een 80
we1cu111 e tt sljlil / f ;n· I !.:1w w tliat th e h/}'(l 111 ·1ust li ai·e
com e j i·um ?a nd, a11rl tli.rtt the 7rt1M! co1tl(l '/lot uc fi n·
di1sta 11t.
•
011r;

,,.hat to St•t•.-Fin(l how tll L\ f'l'llt U l\ Cl'S or tl1 e tlrst group
are put to,g·ctl1 er in the seco nd.
'J\·11 \\'li y Ili c sc c o1Hl :1rr:u1 gL~ lll l~ll t is better.

JV/wt to l>o. - ( : 1111Li111H ~ LIH : story by puttin g Logethcr
properly Ll1 c sc n(.e ncL'S in tliu ne..\t t wo pa.rng raph s.

II
J ll.\"/S FOi/ 11 COJl/ 'l !S/'f'JO N.

JN T NOJJ {f()'J'l) f >' l " ! .. L\ r: f '.I r: L' ll'rl/UI.

214

-·-·- ·-

n' Te s:•\\"
'"
11(> J.·111 1' !.

' 1

'1'. 111·ce
· (I;1ys

- - -- -

'J'l ierc \V C l'O
\\' ccd s Jl ual ( ~ t l 011 t.li e waves.
jl:lSS('( I .

it.
Bi rds we re o n t11 e ·w ing .
\\Te \\'atc l1 cd t ill t li e d :t\\"11. That 11i g l1 t w e stoo<l on
th e d eck. \\rc sa w a Jo ng . g ray Ii 11 0 <>f coast . It was
like a clo ml o n t h e ed ge o f t li e sc;1. \\'it.11 wlrnt shouts
t ha t sig li t \\' as g rneted ! \ Villi \1·!1at. c l1< ~t·1 ·s !
now

rn;u1 y s ig 11s u[

LESSON

CXXVllI.

tl1 e

~h ip in u1u ·

tl1 r'

l1r11f f s .:

(!!I d.

r·l/f lil ·1n11Ur 's , '/Ill' /1'lfj /l 'r( oil s/1111 '1'. ii/Ill

J.·isscrl

'.1'11. E

J' rill)iny

tllrougli

/.-11 1•1·/ i ·J/.f/

dm.o11,

tl1 <! e1u ·t l1.

n·1iat to Srr .-'l'cll ]1 0\\" t lll '

Sl ' Jd .e ll l 'C "

of Lli c

ftr s t

gronp

a re pu t tog c l11 0r in t h e scc u11d.
1rh<tf to J>o. -

!he

CiC ll Ll' ll C l'"

( ' !>Ill i1111 t' (· ]H' s h> r.1· h _1· .11111 Li11 g toge th er

i1t t il l ' ll l'.\I

(\\ (l

v

} l :ll': l ,!._'.T ;IJl!i ;.; .

:111d

C XXIX.

Hints for a Composition.

\ Ve r o w ed thro ug h th e calm \\'i l\' l'S . \\rn left the
shi p in our boats. \\re leaped o n shore. \ Ve kissed
t li e ca1 t l1. \\re kn eeled d o w11.
lf ~e 1r:f't

Th ey found t l1at 11·0 did not m ea11 t o hmt ()J' wro 1w
Ll)('111 . Tl1 e lint w:ts not fa r 1'1'0 111 t h e b oacli. The\' 0n-:w~
us t hi s as om house fo r t ho ni g ht..
N l'L;-; i11ad e u l' rec~d s ltnn g fro m t li e w a ll s a nd roof .
Th e llllt 11·il s buil t. uf boug l1 s, ca1ws, and t rnnks of trees.
\\' e lay do wn in t lt ose nets. \ Ve slept t hroug h t he
ll ig li t peacel' ul ly .
~ n c h \1·as Ll 10 story o f
, w li o left - - -

th e 1ni Lten.

JL.,;,;p 11 ,; J1<llild jllT!' Cd c

- --

lit1 t..

LESSON

Arra ngin g a nd Joinin g Sente nces.
To the Teacher.-A ll urn!

2 15

-- - -~~---

t hen add

wh at Yun \ri s lt.

Th e m en suo n ca11w r u 1t11Ll u;-;. Tlwy d 11·e]t in t he New
· l ( ~ ( l us to n, laru·e
·
\Yodd. Tli eir skins m ~ 1 · e dark. 'l'IH·1
.
0

V1 wu.

\ Vhi clt legs a rc sh ort?
Describe t h e hind leers
o·
·w1ii el 1 tu ns :11·0 \\' ebbed ? I s t he frog a g roa t leape r a nd
s wi ll11ll (' l' ~ ·w Ii\'?
\ Vlii ch toes turn
in ? \\TIJi ch t um
ont? \Vh at mol'e
can y ou learn from
t h o pi c t ul'e ·~
(+Joss,\' g .1 · c e n
coa t - l ig li t Yest
:1. ll cl
trOllSL'l'S di \' US j 11 tu lll lld-

aJ 11·ay s c l e :l ll cu ld \\' eat.l ie r- no
fea t hers, Jur, n or w oo l-goes t o bed in t he mud - bot.tom

,,·,:··1:·

,, ' "~.
•/.

..11·····
.... ,, '

•
216

A STUD

r

UF .'·i /;"N T F:NUHS.

217

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

of pond-sleeps al l wi11tc1·- cm:y as if uud et· L>J a nketsearly in spl'i11 g- s i11 gs L>ass-frog co nce rLs evei·y e vening
- sits fo r h ours baskin g in snn-\\·l1at yo u h ave seen or
h eard.
JVha t folJo. -Lct t hese " hin ts" h elp yo u to !Hake a

co mp osi t ion nbo u t " '.L'l1 e J<' r og.:'

Be ca rcf lil 11 ot t o rn a kc yo 11r R< ~ 11 Lt ~ 11 ces Luo J()11 g or too
shor t. U ro up t li e lll in Lo pa rag raph s.

LESSON

CXXX.

Hints for a Composition.

LESSON
A

CXXXI.

Study of Sentences.

1. \ V:1 shi11 gto11 , wi t h hi s d efeated a rmy, wa5 in t h e
city o f b'c w Yo rk, jnst. a fte r t he battle of Long Island .
2. l:y Cl'oss in g Ll1 c East f{i \'ut' t l1 c Bl'i Lis li mig l1 t 011 _
trap l1i s \\·l1 o lc a rn1y.
:::. Som e bra \'C, cool-headed ma n m ust entm· t he
cne111y's ca111p and Jea!'n hi s plan s.
4. Ca pta in Natha n I hl e, a Ll'ill iant a rn_l hand some
yo un g rna11 , ca me £onvanl a n<l said, "I will und ertake
it."

'J'llE 'l' O .\I> .

· _fl . U n l1i s way back to \ Vash ingto n's camp Ca ptain

R oug h , wa i:ty bnck- frog smoutl1-toad 's hind legs
shorter-n ot so m uch we h-l i \·es <J n land ba,by frog and
baby toad in \\·ater (tru7pu/( "'i)- frog Ji kes su11 sl 1iue- toad
seeks sha d e-scmtch cs hole to sit in-out at ni g h t -hunts
insects a rnl wu1·111 s-ga.nle 11 l· 1::- ; fl'iv11tl-c11riuus tongn c
like f rog- fast to front p:ut or ja \\· -free e nd t urn ed
back in to m out li- tip st ieky- tbds ont- !011cli es insect
-has him-worlll t \\-ice as long as lii111 self-w ith li ttle
ha nd s crams in \ni gg lin g \Hm 11 bit by b it- all in- big
m out h closes \\·ith sna p- blinkin g eyes- ho \\' good!cold w ea tli er- 0o·<ws to sl<:l'l>-l1ol e i11 tli u 00·1·u u1H1.
Lhe,.;e " l1in ts ., to l1 olp in making a
Th e T o: ul .-"

1J7wt to J)o.-Uso

co m pos it ion :1bo n t

u

Ila.le was ca,1)tlil'cd, and. soo n a.fte1· W 'LS Ji ... n(rell
0
•
G. J l is last Wol'd s we re\ "J only r egret t hat T haxe hn t
one li fe to lose fo l' my cuuntry."
,

11 '/u rt to Sc<· aud J>o. -

'

(

UJ

Copy t h e fo11 r tl1 a11tl t he s ixth

se n t!' 11 cc .
F ind t.hc elii cl' \\"Onls i11 t ho ot h er sc 11 tc 11 ccs.
Ex plai n t l1 c cnpi b ls :rnd ptt11 d1 1atio n in all t li o sen te n ces .
Fi nd 1r lia f. c ha nges yo u e:m llla k c in t hese se n te n ces
wi tli o11 t c lt:11 1gi ng t he mea nin g.
_T o th e Teacher .-Hy t li e a id n[ r asy qnr~f i n n ~. pupi ls m:i.y. pr rhaps.
poltl t. out t he d 1id part s of eo1111cl'fed c la uses a11<l note how t he.v :i re

! 1\'1'J{() IJC CllJI» ). f ,. 1,\ r:1 . 11 ; /;'

2lt->

111! /?F.

11/X'l'S FOi? A

C01'/POSlJ'IO ,\'-- fJf10T.I /'10 .\'S.

21D
• ·1

~'~i

LESSON

LESSON

CXXXll.

HEI W

OF Till-: H1·: \'0l.l " l' ION".

1Vhnt to Do. - \\'ri te a co111posit io11. !akin~· for yuur subject" A H e ro of Lill~ -lkrnlu t ion. '' Yc111 lll:ty gcd I. li e fact.fl

for ,yo 11r sLo ry fr om Lli e precedin g Ju:-;::;C1 11 . or L·l:-;e wliere; lrnt

u se your ow11 lau g 11age .

LESSON

CXXXlll.

Hints for a Composition - Quotations.

TrrE ToH.To 1s E .\ .'>ll THI·: Jl\1:1-:- .\ V .\1:1 ,1·;.

Hare ma.d e fnn of to r toi:-;e- sai d tortoiso li :ul slow \V ay,
cree pin g a l u ng - tu l't:.oi:-;l\ :1:-;l: c'd li:rn ~ to r:1 c1\--li:1.re said
torLoise wa:-; in fun - :1gn:'L'1 l to r:w1~-: 1 :-;k1·d fox to mark
bo unds and g i ,·e pl'i ze- f'nx sltO\rnd '" l1c l'o tu start, h o w
far . to run -to r tu i s1~ }n:-;t, no t i111l '- sLal'Led prnmp tlyj oggctl st raight 0 11 - li :11·c• -.; 11r1 ~ l1t' < ~<Hild wi11 - l:i.y down
-too k na.p- :t. \\·ok c- 1·: 111 L1:-;L--t·a111 c to eiHl- tortoisc
already t he rc- \\·l1a t \\'\.~ il':irn l'rn111 t lii:-;.
H7iat to

' .,·•

Hints for a Composition - Quotations.

Composition.

A

CXXXIV.

J>o.-\\'ri!c· tl1i :-: f':1!J l1• :ts if' \<111 \rnrc !ismg the

exact \Hl nl s of Ll1 c li<t rn :1111 1 t li c lort.u i:-;e.
Get up a li vcly cu.11 H~ r ::: a t-io11 l wt 11·('l' ll Ilt l\ :111 i111al s.
Be careful to use r111nt:d inn m :1rk ,.; cc1rn·ct.l y.

J\l.a n and son drivin g d o nkey t o th e fair- m et troop <Jf
g irls. talking, laughin g - o ne c ri ed 011t-<we1· see s11c l1
fr1ol:-; - tn1d ge on Coo t - mi g h t rid e-rnan put son o n d o nk ey -g rnup of o ld m e n- o ne said-res pect to old age
t he:-;l' d:1.y s- itll o yo ung rog ue ridin g-fatlie1· l1a s to walk
-:-;o n got down- man took It is place-corn pany of
wo111 r n and chiltlrnn - sc\'Oral tongu es at once- lazy oltl
fo ll o \\· -ri1le-poo r li ttle ooy - hardl y k eq> up-man
took I>uy up Lehi ml.

1Jo.- ' L'c1 l t hi s sl.on.
., , u sing. tl1 c e xa ct 1:11w11:we
u
;:..,
n( l h c diffo ru 11 t p er so ns. l SL\ r1uo tat io11 mark s c:LrcJ ull y.
lr!Hrf to

LESSON

CXXXV.

Hints for a Corn position - Quotations.

Almost r c:w l1 e< l tow11- to\\· ns111:m askcll wh e th e r
do nk ey h clo ngw l to man - vcs-:s li olll1l lta\'C tho1wht
n ot
0
-loacl h illl so J10;t\·ih·-two
wo1·e bette l' able to c:-UT\"
..
.
porn· lll'a st- rnan willin g to do :111ytl1i11g Lo plc:1 so-co uld
Je<J'S
to<'J,.etl1 c r - s tu u t l)O]c-tri o<l to
tl')'
- Lied d o nkcv's
•
.,
0
earn·
l1i111 un should ers- c rowd s r:w - bug·hcd- brid()'e
.
0
-d u11h·.'· ki cked- tllmbled off polc- d rnw nml-man and
•

~

u

~

,. ~ ,:
'~ '

,'
I '

1·

·· .1.i

.

' : ~.

. ::

],YTROD UCTOR/" L.1.n-: r,'. t r.r: ffl)f/Jl.

llLVTS FON A CO.l!l'OSITTON.

son went 110111e-tried tu please e\·el'J'U<>dy-- pleascd nobody-lost dun k ey.

(p11p1t)-l cgs arnl wings grow-tlirnws off clotheslm~ aks unt ol' l1rn1su - J'ull grown wasp.

tl1cso "hint s" Lo fini sh tho story you
begn,n in the proccdi11 g ](•ssu 11. F~l' r111ohdio11 s.

Jr/mt to J>o.-li'rum the "hints-'·' here given, and from

220

JVhat to Do.-Uo::o

LESSON

CXXXVI.

Hints for a Composition.

wl1at you

k.110\\·

221

alJOut mllll w:isps, make a composition.

LESSON

CXXXVll.

Hints for a Composition.

'J'nE WA SP-A ::\L\ soN".

TllE \VASl'-A

Insect-slernler bod\'-tliree
l>:uts-six leo·s-two feel.
u
ers-four thin wings-wings at rest lie close to sides~

t

J> ,\P.EJUL\KER.

One kind n, papermaker before man learn ed-piece

of ulll woodscrapes off bits
\ , ·.
/
like t It rea<l'1
·1
l
~
;;:;:;!"
wets 1nt1 guc
/(, ~,\?'
from month (</ -~ .~drolls in to a hn ll
·~ . _.; . , :·/ ( (:iJ ·:<l
- I' I i c ' h o m c ,
>,>,,;'\ "- ,
-spre:1ds b a 11 \).-:1 '~V ~
~~~
_,.~)'1. !;t;:_
out th i 11 - 11 s es V _1.,..,
1to11g11e, jaws, <Lntl feet-fla,t feet on hind legs help to
by dum1 pa )ll ~ l' -1 ittlc papei· rooms with six sides like
bees' c<•lls- 011 e room for each baby-rnalrns wax-puts
mix lids on cells-makes varnish to keep cells dryso111 (~ I 1:1.11 g· llCSLS ill tl'CCS-!'0111]( l Ol' sl iape of top-

:;;,t( '
,_

,'.t'fi~/~ol:

'"°'

what yon m:ty see m th e pi ct.mc·-0110 ].;ind a masor.brought mud in balls- cla.\' lrnt-closcd door and flew
away-broke in-f0111ul lwliy -- l>odic~s or spiders and
flies-put into d ee p slePp by stinp;- lmby hungry, find
Jirst a11 co·o·-tl1en
little ' soft
Plenty of food-bal.w.
.J
oa
1Yorm (Zarvci)-spins silken cover around itself-sleeps
u

lwl'll ut, ].;incl of wasp.
What to J>o.--W ritu a composition al.Jout these little
papun 11:d-,; L'rs.

:1.·
,}<

....
I

222

l.Y '/J?'7D I T'/'l .' ii' )' /,. I .\ r; I '. I r. F

LESSON

ll"l ~ Hh.

11/Xl'S

CXXXVlll.

nm

LESSON

A ('() JIJ '()S /T ION.

223

CXXXIX.

Arrangin g and Joinin g Sentences.

A

l ~1u. n

A little boy a nd his s iste r \\·e1'e play in g . Th e sh outs
of som e m e n a larm ed tli cm. A mnd d og was r ushing
t o ward t h e m. Tlrn bo.\· too k o il' J1 is jack et. 1 [e w ra pped
it fl l'Onnd hi s al'lll. ] k liuld ly 11e ld <1t1 t tl1 e C<ffcrccl limb.
Th e do<»
sc izc(l t li L' ;t r111 ;rnd kc1i t. \\·01T\·i1
w0 ;1t it. Th e
0
.
m en cam e up a 1Hl l-: illed t l1 (~ a 11 i111;tl . Tl1 0 hoy 1n ts not
injul'ed. Th e d og"::; teeLl1 could nnL pc 11 ut1·ate t h e t hick
foh1s. O ne of t 11 e 111 c n as kc(l l1 1c liu\· ,,- ]l\· li e did not
run a \\·ay. Th e m ;rn sa id il1 ;it t l1c lio\r co ulcl Imm
escaped c;1 s il ,\·. T l1 e bra \' u liL tl c l'L·llu,,· ;:;a id t ltat t he
f1 og w o uld h a Ye bitte n hi s s iste l'. J l e s;Li( l t h at sh e cou ld
n ot run .

Composition.

'l'H E DAN D ELION-

...\ FABLE.

Dandeli o n did its best-brig ht a nd gay a ll day-happy,
~ l'oad , g old en face n ot a dmi red- wo nde r wh y n obody
11kes in e- sadly-oth e 1· Ho w e l's bette r t ha n I - a ny body
e \'CI' care a li0t 1t in e-s li a ll I sl1u t Jea \'es a nd. di e- no, n o
.
'
-sa id ge ntle wind- passe< l o \·er- k eep on h o pin g - j ust
t lt en la l'g e Lee buzi in g-lo ng m eadow g rass-restctl 0 11
da11d c li o11- l1 oney in its licar t- uea ut iful ft ower - on·lacl-fo und you -go ld en face to s un-1 h ave n ot li ved fo r
n ot lti11 g-eac; lt of us ca n d o som e good to som e body.
Jr//((t to J>o.-'J'ell Lhi s fa ld o, a ntl 1nak o i t as Lri 0rrh t a n d

Jrhat to .Do.-T lt csc

wh en wo re: t<l Llll'lll

Hints for a

: BoY .

SO ll l'.l' l l<' C'S

!11 ~0 Ll1<·1 · . L i11 ~

rnr,lw r bar e, and
:-;Lory lti L ( ~ l l\ · s alo11 g 1111S ('.(' lll

pl oasa n tly .
Yo n }tn,ye lean 1cLl 11 0\r to 1i11i s h s1w h ~c 11 to ll ces, arnl li ow
to join t. li c111 in Y:tr in 11 s \\' :t.\·s.
'!'li e lirst. so 11 tL' IH' t' . !'o r i11sl:1 1H!f'. d oL!~ i1 or, tu ll when or
w here t it L' l' ltililr (• 11 \\'l ~ l' t! 1 il :1 y i11 .~ . ~1 1 <·! 1 li lllu i nc iLlonts are
left for rn u to fi 11 i11.
'l'oll t he sto ry j ust :is you L!ti11 k it h appen ed.
In tell iu g \rlwt Ow 111 an :11 1d t li e l.1 ny sn.ill , girn Ll1eir
exact \Hwll s, t ha t is, m :i k o Ll ired, <[11 nl: it i01 1s.

i11 tc rcs ti 11 .~

as p oss iulo.
lt.q1r <!Sc!11 L Llt L! da nd el ion , Ll w ll'i11d , an Ll t ho Loe as talkin g, a llll 11 :::0 Llt ui r exact worll s, as yo u im ag iu o t h orn.
Bo carnl'ul to p 11 t in rlt o q11 oh1Lio n rn a rks, commas, nrnl
ot.lwr ma r ks t li aL :1ru l1cru 0111i tLL't1.
·1fo w lll :lll y tk 11 y i11 g worrl::; i11 "I lta H~ u ot liY OLl for
1wl l1i11 g ·· ~
Cn n1pan ~ t l1i s with u l liavo 110L liY ocl for :rn ,Jvtlii1 w"
" l.
D'
have lir cll fo r Hot liin g," and · ·I h ave li vorl for so lllothi ng .. ,
\\'lia t 111 isl.a kcs <L r u so metimes ma.do with s nc h word s p

Hl.VTS FOR A COMI'OSITH>N.

LESSON

CXL.

Hints for a Composition.

Kino· Robert J31'llCO of Scutla1Hl l1:H1 ned from his
count1; -hi tlin g in hu t -island -coflst of hl'l<rnll-lost
all castles but onc- lcJt q11ccn in tl1i s-c:ist.ie foll into
hand s of English-Drncc in g reat d cspa ir-011 w retche<l
bed-o·;_t,·e
up :di J1ope-luoki11g up-s pid er tl'yi11g to
0
S\\'ino·
from 011 0 Ue<llll tu a11ot\1cl' to f;iste1.1. ·\ \'eh--failed
0
again and again-six Yain atte111pts-ki11g i11terestedsix times l1a\·e I been dcf'cah ~ d - i E spid el' st ttT<'cds next
time, I ,,·ill try :i gai 11 - spi del' s1 1 cce(•dcd - l~l'll ce folJo\\'e<l its ox am ple- pm·se,·cri 11 g spi dP1·-s11 cc<'s:·d'11 l k i11 g.
H71at to J)o. -Tcll tliu 1'lory u[ ...

-under "·ings fold lcn gtlnvisc-hirnl lcgs strong-great
leaper-feelers longer than bod,\:-1\Ir. Cricket's music
all Hig ht-please Mrs. C ri cket-music in late summer
a n d a u t u m n - left
w i 11 g - cover is tlie
brrn·, right is the fiddle
- 1 iv cs alone-1icklcricket-l1ole 111 the
grourn l - ca.ts Yegetablcs, a11i111;il food. woolen clothes, almost anythingDickeus's " Cricket on the Hearth "-what you know
auont cri ckets.

LESSON

In tcllincr
o wha t Brn ce saiLl to liiin selJ 11 sc 1'11direct quotatio11s, t hat is. (10 11 ot 11 s1) li is cxad word,.;. He 111 c 111 Ler that
n o <J11ot.aLio11 n1ark 8 1rill 1.11<·11 ])(' 111 ·l'd l' d.

Hints for a Composition.

T 1n ;

c JU (' ld:T.

Jolly little follo\\' - sliol't, t hick brnh·-bl:t ck anrl
brown-shiny ulael-: head- front wings, Lliick for covers

,,l

"

:;~

: •!

"

l>o.-Uct wlwt l1in ts yo11 <:; m fron1 t l1 csc broken
se ntences, aud lllako a co mpos it ion about" Urickets."

l\ru cu ;11 lll (li e Spider''

CXLI.

J

1rt/((t to

in yo ur own won1 s.

LESSON

2~5

CXLII.

Hints for a Composition.

.I

South of Italy- beautiful island-Sicily-was built
fam ous city of Syracuse- rule1· of Sy racuse, cruel tyrant
-co11d c11111e(l Pythias to death-privilege of going hom e,
seci ng fa rn ily, and :tl'l'a11gi11g affo irs-king's condition
was, :1, friend should take t l1 0 place of Pytl1ias-king,
selfish ]1imself) thought no friend co uhl be found-a dear
an<l true friend, Damon, came forward antl offered 11 imself-k i 11g s11l'prised-J>ythia s visited born e- started to
1[i

JXTJW])[_;cTUH }" ] ,,txr: {·. u; /.' ll"OH!l.

ll/NTS FOU A C011fl'O.SITION.

return-met wild beasts-attacked b\' robbel's-fioo<l-

off tl:ig-volun teers to recover it-a private soldier lecla fow m en followed-a, gallant attack-·desperate fi o'h t
- L:a me back with the t o1·n and blackened flag-rtn offl~er
m et t li clll-found the loader-th e · private soldi er whom
lw ltad strnuk--ofI-i c:cr l>co·o·o1l
to be fo ro·i
oo
o ven - tol 1l you
-1nakc you rnpont it.

220

broken bridges.
1Vhat to

Do.-Tell thi s story as

LESSON

yc111

tlii11l\ it happened.

CXLlll

Hints for a Composition.

227

JVhat to J>o. - 'l 'c1l tl1 is stor y as yo u tltiuk it h appeueu.

LESSON

King Yisite(l Ua1no11 in prise )Jl- _Y<>lll' fri e11d will not
r eturn-if poss ible, 0 King- I liaY c no Lw1 ily -love
fri end-easy to di e fol' 1iim-f:1t:d d:1y- I >:unnn o n. scaffolcl-cl'O\Yll looked on, l ia nl Iy urea th i n g--- ~0 11 rnl of hoofs
-h orse coYCt'e(l wi t h foam. ga llupi11g- it is lie-it is
Pythias-a loud s11 out- off hi s liol'S<'. 0 11 tli c scaffold, in .

CXLV.

Hints for a Composition.
'1'11 E l.d.TTLJ·: BoAT~LAN.

I
I

Little insect- t wo wingssits

:!

:I

leaf- watel'-fastcn s
eggs togetl1 er-makes l>oat of
eggs-liatd 1 i11 few <lnvsli rnly Ji ttlc c rc:iturcs in . t he

the arms of D:ui1011-111_,, fri end. ]);11nu11-1 lu yo ur duty,
executioner-kino·
in amazelllcnt- no- ld faithful friend
0
live-me, if ·w orthy , tliinl in tl1is b()llll uf fri cmlship.

011

·!

..'l

'I

11"/wt to J>o.-

Fi11i slt ll w >:ill ry , 111:d.;i11~ iL :1 ,; sLroHg an<l "

as r eal as possi l.J le.
Yon ·will Heed some: l'H· lam:dion 1n:1rk s.

LESSON

CXLIV.

Hints for a Composition.

Officer struck a prirntc-soldin !111~lw<l - wouhl
him r epent it-same dav-fi ercc l>:1t.tk-c1101ny carried

What to J>o.-Writc the sto ry of this very <J.n ecr little

boa t 111n11.

:·!
I

~

I

!t~ I·

.,.: '

~ · .t
~; ,.

~.l.J:
· i;.,:: ·

!,';·

U :TTRR- ll"RITING.

228

LESSON

CXLVI.

LESSON

:2;~!)

CXLVII.

Hints for a Composition.
Letter-Writing.
To the Teacher.- -1\ 11 ornl Jp,; ,;011 i,; l11·r1· "11g.g·1·,;ft>cl. The scntc11ces
may Le sL uLli cc l as to their parls. l'upib 111ay ::<tat.e Llic facts in Lhcir

own language.

1. In

mtr between the Homa11s amt the people of
Carth~we.
Reo·ulus
Jell into the li:inds of the enemy.
0
,
D
2. After a long time l1is ca.ptors se nt liim , with so.me
of their O\\'ll m e n~ to nomc to ask for peace.
3. Before starting li e 111t.u le a prorni se to return.
4-. Tlie message sent l)y Jiis niaslers was given to the
Homans.
5. By ad ri s ing peace or by ln·eaking his promise, RP,gulus could have saved his life.
6. Th e capti\'e \rn.1Tior kept his promi se, and returne<l
to torture and death .

lang11 age.

k 11ow11 as commercial, octavo, arnl billet.
Th e co 11111icre ial s ize, tlic largest, is for long l ettc~ rs or for
me11's use gl~llerally; Llie octavo, for short; lette rs and <>rdinn.ry Jto tes; :L1Hl tlie billet, for invitations and [L!l s wors to
invi tatio n s.
p:tJH'I' arc

a,

JJ7rnt to Do.-Tcll the sto r y of Hcgnlus

I\ i11ds of Xofr-J><fJ><'l'.-'L'Jic three chic( sizes of noto-

111

your own

Unrnlo<l whit,c paper of ni o<lium thickness aml gooll
quality is prcl'e rrod.
Foldi11y au<l R111°f'loJ>C8.-Co1nmcreial uote-p rrpL) t' is
generally folded t wi ce-ti rst [rorn t he lJOttom, t hen from
the tup--'--so as tu cli vi de the Je11gth of tho page in to three
part s ii ea rly oqna l.
'J'ho envelope slirnild he jn st largo e n ough to rocen·o
easily t he s hed thus fol<led.
'l'l1e sm:d ler s izes of note-pape r arc us uall y folded but
o.nce-evenly from lrn tL0 111 tu top-to 1it eHvolopos n early
sqn a re.
Envelopes should ho c1f tho sam e color allll cprnlity as the
paper.
Ldff' r- .<ill f'cf .... -Le ttcr-sh eo ts of cl i fT:cren t sizes arc u sccl
for lni s iness purposes. 'L'liny ar<~ g<~J\(~rally llladc to flt I.lie

envclopm; hy folding once front bottom to Lop, and twiec
the o!.11er way, clividi11g the wiutlt uf the sheet into three
parts Jl oa rly equal.

l.\'JJWJJl.' CTU!tY hlNUUAG'P lVORK.

200

jlJal'yi11 . .. -011 Lit e lul'L

()r l':u :l1 jlagu Lli urn i·d111uld Lo a

or

margin ah()t1 L lial [ :Lil in c Ii 11· iill ~ . \':l,l'yi11 g wiLlt L:1e Hizo
tho paper ; nnd. on t li e ri g l1 t, Llie e<l gc sl1onlJ Hot be
c roll'decl u or th e li11 os 11n eH·11.
A 111:1rg-i11 ol' :1L 1<·:1 :-: I :111 i111 ·l1 :-: \1011!11 h<! ld t at t h e top of
Lli c Ji r::;t i1:i gu. Ir Lli u \1·Ll (• r or 11 0Lu oce upics Lu t a few
lin es of Olle iiage. i t sli cJllld lwg in far t her cl o ~vn.
Ink.-Uso black ink.
Geue}'(tl 1JiJ'<'cfio11 . .. - l\. cc p yo nr lines strai g liL, with
eq ual clistn n ces behY eu11.
J> o JL ot Llot yo ur pap er. or su il i t wiLh yo ur fing ers.
Press in nil fold s l'rn 1il y .

To the Teacher.-'l' lri " lv ,;."01 1 111a1· lw l ":rd a 11 11 di :::e11:-;"e1l in lho
chtss. ~\ 11 olijcet ](!!'"O il rna.\' foJ [0 11-, i [[ 11 ,;( rn ti Il g' t he l1i ff Cl'C ll t sizes O(
pnpC' l' 111ul Clll" f' lo j>t'"· :111<1 1111· 1111 •l lr 0< J,; iii' l'nldi11 .:.:·.
Pupil >' rna1· 111:1ke 011tl1eir ,; J:1t1·,; 011i lirH'" o[ 11< >11'-" lr<'l'l s a 11d c111·l'lopl'll,
imli('ati11 g n1nrg i11 ,;. lill l'::', :11111 }':1r:1 .:.:T:1plr,;. '1'111· 111:1.rgi11 ldL ilr l1eg-i11nin g a p ::i r :1g r;1pl1 slt1J11ld \, l' I wi n · I Ir e width ()r t li e 111arg i11 for ot.licr
lin e:;;.
Tl! (' fol10 11·i 11 !-!· :11·<· r:i gl! :- iz1·,; 111:1.1· :1iil i11 t.11< ' pl1j c<"L l1!;;;;0 11 or th e slnto
\\'Ork:-

Co111mcr e inJ 11 1>1<'. 7 ~ x ·I ~ i1wlt1 •,;: l' 111·l'lopc, :')~ x B ·~ ineiw;;. Od11\'0,
7 x
in c it e~ : e 11 1·ci"l' L', -t ~ x ;;1 .in e lt c,;.
Billet,, Ut x 4 in ehes ; envelope. 4 } x 0~ i11d11'"·

·n

LESSON

CXLVlll

Letter-Writing.

From tlir f ollu10 i11.1J for111.
letter :-

/c((rn lo 111r'l11c

/h e parts

Mah Q,n,c,d, a-~dc:
jl:.11 !1· 111'1111' L1· ll 1· r . l --

232

.'NTHl)D CC'Tlih'. 1· / .. I XOC.LUE

,, .'"'' to J>o. J<~llo-nr'"
b . '-'

Y "''

111:1,r 11 s1 :

I lie

.lll/ SINI-:ss J,h'1'TRUS.

lf"(J /Ui .

1'11r111

:i.1111\·1: :111il

write

IL•t,, l(•J'
.
.

T e ll al.lout a SL'riou s :ll'ci(knL t liat happened to hi s father
and mo t li er whun tl1L·\·• \\' el'C d .ri ,·j 1w
b '

LESSON

LESSON

233

CL.

Business Letter.

CXLIX.

Letter-Writing.

t h( : leti·c r-fonn above .
llil' ·· I11·;idi11 g · · arnl the "addr ess" nro

117ur.t to 8rc.-J1cf'nil1P

Notice t lw t
0 Ill i t.te (l.
What take!'( t iil' l'J:i, ·1• 111' 1.l1c '· J1 catlinob ).' ?
•

to J>o.- \\"rit e Arn1a's lette r.
Begin b.)~ telling wi1L'll Cbrn '::; letter was n:ccivcd, nnd
then tell Lncfly wlint 11appc11ed during tl1c week past.
1171.af

u ·11at to >"i<!c au<l J>o.- Copy :rn<l <lcsc rilJ u t.11 is letter.

234

INl'JWJJ U()'f'OR

r

·writ e a11 oth cr onll'I', i11 yo11r ow11 i1a111c•. l'or Di ckens's
"Urj ck ct on I.he I LcarLl1. ·· I ni11;:(~ ·' ] li >;corcry o[ Amcricn.
Ly Colu 111lrn s,-'' :111tl J'ar( u11's ' · J l crul'S uf Ll1 c Hcvoluti on."

L E S S 0 N

nr:s/1Yl.'SS /,l,"/'Tf·,'h'S.

J,. L\'f; ff. I 0 l ,' ll'ORK.

C L I .-B usiness Letter.

IUwt to,..;,.,~ aud

.J>o.-Copy Llii s lcLLcr.
Na111 c ;1n1l desc ribe cal·li part.
11 ow 1lu \~ S "i\ I iss K e n t sliuw Lhusc sLrangc rs t hat sl10 IS to
hu add n· ssc·d ;1s Jliiss, 11()(-, 1lfr .~. ?
( ' 11 "! 0 111 tl()cs n oL a l lo w a Llt. lc as a par Lof one's signat ure.
l\1di1· u tha t i11 a hill ul'. g l)od ::;tli o 11arn c:::; u£Lhc articles
lw.'..!ill ,,·it Ii 1·apiLals.
\\ ' ritl ~ [.q )' ()Ill'

g rol '. \)J'

i' l) J' - -

lbs.. hrn, C() ffo1).
3 1loz. l•'lori lh Ora11 gcs.

[j

S oz . J\ ll f>pi c l'.

LESSON

CLll.

Business Lette r .

11 ·1"'' to J>o. -

\\Tri Lc (.o sorn o IJ ook sell e r a111l s tationer for2 11t1ires of Bill et Notc-11ap cr (sa rnple inclosecl).
:~ pa ckages of J ~ 11vcl1>11 cs Lo match .
] rlm. i"al!'.Oll Pe11 s.
J l ~l) l Jills()Jl Cn1 s11(), N1d1ool J•;d i Lio11.
I N \\' iSS Ji';LI ll i1y H() Iii II so 11 ' u I() LI i.
Hl ~ (]ll CSt th:Lt t h e bill Le se ut to yo t1r fa t h er.
Give foll
cl i rccL iu11 s.

LESSON

CLIII

Business Lette1·.

Copy !lie foll01c£11!f lr-tter, a11rl 11olicc c1·ery 11art : -

! Xfl'ON .11 .-l f , NOTJ.,','i.

LESSON

CLIV.

Informal Notes.

Jrliaf. to ,'fre aud J>o.-Copy :rnd Ll esc:ri bo L11i :-; iw to .
\\"ri Lo to yo t1r Lc;tc:l1 ur, Lcllin g abo 11 L a li LLlo journey yo u
arc ffo ino· to 111akc.
0

""

LESSON

CLV.

Informal Notes .
117u:rt to Dn.- \\'ri tc to Tl/(' ('1! 11/u r!) Uo. ,

Street, New Yurk , f()r

· '~I .

)ii(· l1 () J;1 :,; ., ($3 ).

:n

Ea .c; L 17th

Copy /li r: follrnui'llf/ notes, awl tell lww Urn.If rbdj'rw from the
;1rcr·crl i11 ,r; /I'll tr)'ur 111 s : -

23!)

FUlt .11. l f , ,\'IJ'f'/·.'S.

LESSON

CLVI.

Formal Notes.

r'n;1_11 I /i r,sr fi1r111rrl ?1.nl rs, mul fdl how t1w.1;
1·t1! i11,r; ·1rnlc~/i1rms rt.I/fl 71•/ /1• r )'ur·111s :IN \ ' JT A'l' ION'.

A I'(' !·: l'TA 'II' 1':.

rl(f/r'r frrnn

prri-

liH. lDL\'r:, S. U J.'T. l TIOX, 1LVJJ COJJI'LL11JiJNTARY CL _O!:>E.

240

241

ABBREVIATIONS.

in t he prcccdi 11g

JctLc r-furms abbreviations for
Jlfidtiga 11. Wa shington, .:Yo rth Dakota, Wyorn1:ng, Delaware. 1lla n;la nd, Jlfinn esota.
Wa sltin!flon. t h e lla111 u o f a c ity, sh o 11lll n ot h e ablirevi:tLt'll. It. i,; l>ctLc r noL l;p abl>rcYiatc 1i:imcs of ei t ics.
Find nldJrc Yia Lio ns fu r Messieurs (gcntl c mc11) , and company , d11lla rs, yards , nwnber, pounds , do zen , onn ces.
Firn1

LESSON

CLVlll.

Heading, Salutation , and Complimentary Close.
EXERCISE.

IVhaf to See and J>o.~l1t a for1t1al nutc you sp eak o(

yo urself as yo 11 wo11l(l ()f an"lltcr p en;un.
o.f~ llot to , yo 11 r co rn,::;p untll ' 'il.

C bin a, K e nn ebeck Cu.; J\le .. Jan. 3 L, ' H3.

Yon al so speak

Indianapolis, Ind. , UUG J Jadlcy Avenue,

Jn wri Li11 g Slll :lt nu L(• H h e <·:1rd11I 11 0L Ll1 c li:rn gu ;1.11d H:t.Y ] ,
my, oLc . ; you , z;u u rs, (•I l' .

1~!)0 ,

J\ 11 g . 7, ' !t-1-, l\Ie rid ia11 , J\riss.

\\"ri tc ar cg r ut and g iY<·a n :a c: o11 dilforu11t from t he one

iu the 1110Ll el.

r.
LESSON

_l\r:irclt 2G.

< ).

I ~ ox J I :), T o pe ka, Kans. , }i'e b. 28, 18!>2.

lr/l((t to 1Jo. -

CLVll

F ro 111 t lw lin es al>ovc arrange fo nr H ead-

ings to illn strnto t he llilforcnt fo nns g ive n
143, 14fi . ~::I , ~:: ; : , ~o+, a lHl 23 1).

Fon11 a l Notes.

0 11

pp. 80, 83,

EXERCISE.

1Vlutf to J>o.-\\"ril.1: a f"rn1al Jl() L<: i11vi l. i11g 8n rn n .M1.'.<;s or

Master Lo a ga rd e n J>:i.r l.y "r L" di111u:r.
\\rril.c a '· J'( :g reL... wil Ir :1 n ::1 Hn1t di lfor1:11 I. l'rnrn
mcn t ionccl in Llrc u tlivr 11 otl·c:.

l.l1oso

1. iSir,
2. ~ladam.
:1. lk:11· :--;j1·,

+.

Dear M:1da m,
Hi

!>. My d ear Rir,
Ii.

I >cal'

.Mis~

Fi eld,

7. I >1 ~al' ~l1·s. Wnod,
8. My d en1· Mr. Uray .

lNTHOD f l OTORl - l :I XOU.-tr:R ll"ORR.

242

1. Yours Lrul .' ·.
Trn ly yours,
Very truly yor:rs,
4. Sincerely yours,
')
"'-'·
•.)

~).

JJ-haf to

{I()/)

Ve rv si 11cc rnly yours,
Ii. Cord ia lly yo u rs,
.-I. MosL cordially yours,
~
Evcl' f:• ithfully yours.
'.
; 1,

J>o.-Not. ie.l' t.l1at Lhe forms at tho
· beginning of ea c h fo:(; :ire for ~Lrnngcrs , aml that those
farth e r

011

8<'<'

011<1

nrc for a cqnai11L:1 11 Cl'S and friend s.

The SaJntation aml th e Compli11 101it.ary Ulose should be
fitted to each other. Yon 1rnnltl n ot Le gin a lette r with
Sir, ai11l close 1ri Lh Errrf11ill1;f11lly 7;011rs.
Select four form 8 of' 8alu tatio11 , and Ii nd for each a sn.i tabl e Complimentary C lose.
Show the prope r positi o n for t h ese, 11s illg a li11e to r epresent the Bocl y of t h e L etter.
Examine t l1e ldLurs :111d ldLl! r-!'orn1s gil'c ll in y o 11 r book,
a 11 ll d esc ribe Lite :-lal11lat i1111s and fon11 s o[ Uo1 11 p]imc11tary

y OP TllE T, l•,T TRR ANJ> sra.v.1T URF:.

243 '

Ln replyi 11g Lo a letter, a e k11owledgc its rece ipt, am] Le
card1 il Lo a 11 swl: r a ll its q 11 c ~s L i o11s.
l-li g 11 :1tnrcs s hon lcl be very p lain.

I lo 11ut sign p ct llames in writing to strangers or m ere
ac1111ai 11 t.a 11 cl~S .
'L'it.lc•s arc 11ot. 11 se(l wit.lt Ni g 11a t urcs. !Jut a lady may pnt
Afiss or Jlfrs., inelosc(l in eun·c·s, before h e r name, to show

a s lran g ('l' l1 o w s li c is to be addressed.
Jf Lh· Ill~ adi11g of yo m lette r d ocs n ot show where yo n
\ri s li t.l1e an s wer se n t, wri te your dir ect ion s und e r your Sig11:1L1 1r1' . 1.1111s-

Jam es Russell .Johnson,
Englewood, N. J.
Or your llirections may b e given at the bottom of your
l e tter, thu s-

l'leasc d1:rect the a11swer to

Close.

Shelby,

LESSO N

Cleveland Do., 1V. C.

C LIX.

EXERC IS E .

Body of the Letter and Si gnature.

Your most welcome letter reach ed me

Jf'infs. - Do no t l)('g in a ld tN

with s u ch unn ecessary
words a s, "I JIOW taku 111.r p e n in l1:rn1l ," or "I now sit
down to write yon a, foll' lim·s. ·' '

- - ---- -~- - -~~--- -------

L et lette r s to .fri e nd s b e easy, "tn,lk ing l ette r:~,'' giving

Y 011 wi ll , I am sul'e, be k1pp,v

informntion tli:tt yon t11i11 k ll'iJl he 111osL wclco 111c.

Iu Lusincss lette rs, geL direc Uy at _your work.
your points Yery c learly, a11(l nrra11gc them onlerly.

State

to hea r

244

l.\"J'H () /J l/r; Tu/i' )' 7,. 1N U U. 11.'N ll'OH K.

A I JJJHJ;'8 S AND SUP ERS CNll'l'l ON .

245

I l ave tlw op un ed ge of yo11 r e n velop e fr o111 yo n wh en yo n
write. or yo11r Sttp( ~ r sc rip L i o 11 will 110 upsid e ll ow11 .
1'11 t yo llr sLa111p, ri g h t sitle 11p, 011 t h e uppe r ri ght-h and
conwr, leav ing a s mall marg in a romul it .
1'7wt to J>o.-Y o 11 rn ay :1d<l o l.li nr lin es

to th e three
l e tter s h e re beg un, a rnl ll RC wi th each a Salu tation, a Complime ntary C lose, a ml a S ig 11at11re, to i llll st rnto what lrns
b een tan g ht.
Get what hin ts vuu can fro m t he diffe ren t fo rms in your
b ook.

LESSON

EXERCISE.

1'/w H (.:'o.

Aw J. llvdge, DJ).,
y-(tnlcton,

S. D ak.

CLX.

Address and Superscription.

1l1asta Samuel A m es,

IIi11ts. - 'J'h c A 11llrcss nf t ho one wri U,on t. o is gnnorally
given a t t h e h c:t(l of a bn :-; im~ :-;:-; letJ.cr. J(; is co 1m11 011Jy
omi tte d fro m fa mili a r lette r..: . H , h owe ve r, :L letter is import::rnt, t hi s " insitl e ml tlrc:-;:-; ., sh ould appear, as an clem ent of safety.*
Jt, ii-; t.11 ( ~ R:l 111! ~ :1 s 1.11( ~ a1ld l'< 'R R ! I ll i.11 1 ~ ('II v 1dop 1 ~ .

Cm·e <if A bm.Jn

'l'he n,d (lrcss on t he 0 11 r elup c is called tlw Superscription.
P et n a m es or n icknam es sh oukl n ot he u sed h er e.
'l'lte S np or sc ri pt ion s li o11ld l;c j111 t 1111 t il e en velop e n eatl y
a lHl tnstd llll \'. t

j Jfr. 1i'r.lgar ]!,'. Clciy,

*

L dl.t' r ~ n r c ~0 111 e lillH '' o p t•111·d

A lc tl <"r m a y he l t» I.

Vi·r giniti City,
Nev .

L eeslmrg,

Vit .
Lo udou n. Co.

hy llw \\Tnn !! JH' l''< >ll , and t h c e n vnlo p cs dest royed.

n f! t ~ r 11c i11 !! t: li« •n frn 111 lh " 1·m·1· lo p., .

d c nt ~ co n It! h e n·nwdi l'<l

A m es~ E~q.,

'l ' h c He 1111<1 s i:nilnr ncclt io11 , n rt.1·r t.l w < :rn11plim c 11lary Clo"" · at. t h e

by II"' :1d dn •'' i11 ll1 e ktt .. r.

t Ma ny pre fe r t o om it p1111 c t 11 a l io 11 nfl r•r th e rliffe l'C' Jt p a r ts o r a S 11 pe rscri ptl o 11 .
ThcEc part s, it is sn id , arc s 111lic it·11ll .1' ~ l' p a rn tc d hy th ei r J><» i!. io n .
The sn m e r cn,-0 11 co11ltl lw g il·t· 11 fo r 0 111itting

pu11 ct1.1 a tio 11 af te r t h e S11 l11t n-

'''"l

of a p n rn !.( rnph , m u! in m a n y o t h e r

i11 stn 11 c1:s wh t're c 11 "to rn l't' tt1lirc' it s m;c .
\ Ve t.hink it. IH' ll c r t o 1,: t. t. h 1· J>1 1pil ' u se I.h e c o 1111n:1 :lilt! th e p r·ri o d nn e nv e lo pe s ns
c b e wh c r e , t o J> l'!'l'e nt co11f11 , io 11 , if fo r 11 0 o th e r r ca,0 11.

;~47

I X TJWDUCTOH y LAA(.' u.LOH lrlJHJ\.

24G

- -- -·--·--·

H e v. 1\11'. lla\\·tl101'11 e, _Dil'll1i11gl1a111, Ala.,

---

L E S S 0 N

P. 0. Box SO.

C L X 'I .

Friendly Letter.

Mi ss Ji'Jora T. Lyon , 22 Peachtree St.,

Atlanta, Ga.

lrlwf to J>o.-- Writc Lo a fri e nd. a111l express your thanks

for

Mi's. David B. l>:wa, !JD :Boulder Av.,
H elena, l\Iont.

oll'( •J' to le nd yon 11ook R.

You 1n:1 y say t hat you wn1tl<l like to r ead" l"ive Little
a11d I low Th ey (: rnw. ' ' !Jy :i\largard S idn ey;
'" 1\ li1 :c's Ail r c11tttrL·s in \\' 011d c r] :J,JJ t1 , ·· 1,y Lewis Carroll;
l'l·p1lcn;,

Dr. Morgan J>. Um y~ Od<l F1:Jlow::i Huilding, Portland, Oreg.
Prof. Clarence

:1,11

and " Doi 11 gs o f the Bodley Fa111 il y," by H orace K Scudder.
T ull yonr fri e nd "·lrnt books yo u will oiler in r et urn.

Cox, 77G Logan Av.,

D en rnr, Colo.
:Messrs. Seth
D elta Co., T ux.

~.

LESSON

Bcott & Co., Cooper,

Business Letter.

]3unja1ni11 F. Bbke, E~q., Phenix, Kent

Co .. JL I.
u·1iat to ,-,,,,, a11d J>o. - l{c Yi u,,· wl1at iR said alw11t addresses . t itl es, de., L cf'son s ,\ .\XJI. , XXXIII., XX.XIV.,
XXX\~ ..

LX .\ 11 T.

Exalllilll' ! ill~ ~ll}l L~ r :-oc rip!.irn1 :-: givun u11

CLXll

pp.

I') ;~, 8!i,

144,

H S, 2:ll.
Dnrn· t h o o u tlinos o f en n:lop os, and wri te t ho Lun
dresses aboYe in t il e form o[ ~llpersc ri pt ions.
In t h e three pr el~ c di11 g Je:o;:-:nu s fi11t1 the abl>reviations for
Jlfain e, ludiana, j)Iiss issiJ111i, JD1 nsas, .New J ersey, 1Yortlt
Ca rolina , 8ou lh D11kulr1, .J.Ycrnda, V'f rginia, A lal){/ma,

au-

Geor_qia, .Jionlana, Orcgo11, Colo rado, Tc;1·us, Rlwdc Island,
p ost 1~tflcc.

What to Do. - ·w rite to l\foss rs. IT arpor ancl Broth ern,
Vr:lllkli11 S1p1arc, Ne w York: UiLy, and as k t h e m to c han ge
! li e :l(ld J' Cf'S of' yo ur " Harpe r' ::; Yun11g P eople. " Give yo ur
old adu r e:-;s and your new address.
l 11 tl1c :-:an w letter on1cr "Harper's J\lagaz ine" ($4) and
" I l:tl'jH'r':-: lbz:ir " ($ · ~). l Lt vu Llwm ::il~ 11 t t u llill'crent pers on s. Uivc each a1l11rc:-:::; in foll.

LESSON

CLXlll.

Friendly Letter.

11 ·1rnt to l>o.---W ritc to a, m e mb e r of: ynnr family a nd. desc rib e a r eal o r i11rngi11ary journey through importa nt places.
l f yon h :1Yc n ot i::J k e n t.lie j ourn ey, lea rn from the geography or fro111 your Jri cllll s what yo u can about the places.

r.r.

~

.

~

~

•

-

"'

•

-

--

-

-

•

••.........

<

~.........

.

'
-

:....-.... _

-

I

248

LESSON

CLXIV.

Friendly Letter.

TVhat to JJo.-\\rrit o frolll t,;O llH\ <·itv and ill\· ito a friencl
living in t h o L'Ot111 t ry to S[)(:J1d t lw C !tri st n1as l1nli tlays with

you.
T ell w lmt s ig h ts

<11111

c 11 t.t: r ta i11111 e11ts your e iLy will offer.

OUTLINES oF

To the Teacher.-Lcll1 •r-wrili11g 1ril l li <' th e 011! .v f nrn1 o[ co mpositi on pra ct iced l.J~· a 111 ajoril ..v ol' .1 ·1111r jlllj'il ,.; aft er flip y ka\' e sd 1ool.
The irn portance uf thi s ;.;11h:jec f. j,.; l'1· idl·11L

STonms

LESSON

Fon Co:MPOSITIONS.

CLXV.

.l\luel1 care s ho11ld lie tak1 •11 (1l c1ilti1·:if e 11 c:d, ta s Lefol l1abi ts in all
th e fo rm s and d etail s o[ ! hi,.; \\·o rk.
Ad<lifio11a l I,<•ss o11s.

Variou s s uhj eds will I >l'l'Se 11 t ll1l ·111 ,.;d n·s fo r a.dcli tiona.l work in
lette r-writing.
To g i1·e :in o rd crl.1· :1el·111111I <>1' 1111 • l'1·1· 1il s o( th e 1la." o r th e Y> eek; or
a s pec ial a cco 1111 t. o f a 11n .1· l1y 1IH · s1· a . :i d:1 _1· i11 I he 111 01111 l:ai11,,, n thy on
the farm , a. Yi s it lo lli e c it.1-, :111 1''\l'ttr,.:i1111. a. pi c11ie, a ~)lcasa 11 t walk,
etc., will rnak c prPfitalil e l''\cn· i,.;c,.;.
l>i c f at io11 -

1. Two goa ts mrf!I on a 1za1'1'mo led,r;e.
2 . A stcr:11 1·ock and a deez1 drnsm.
ti. () 11 e ,r; oa i lies rlu w n.
.4. '!'!t r- other JHtssf's oner him rtwl bonnrls away.
u. 8 11p;1ose //t('y !t ar{ r;narrded.

B<·Yi 0 ws.

LESSON

The lette r s and kl t cr-(or111 ::; g in• 11 fo r lllrnlel s 111 a.y lJe \\Titie11 from
tli ct.ation ti ll th e pupil" karn I he forrn,.; J>i• rft•c tl y.
F reque n t. :111<1 f horou g h re1·i e 11·o-; o-; l1C>11 l:l l•c g ive n.

T1rn

S T1 rn~rnT n

CLXVI.

or " KrNn \Vo nn.

A lt em·ily lowlerl r:a rl.
2 . Th e wl11!ppin,r; ~f tlt G horse.
1.

1r/.S
· j '11/'J/W/' '/11({,8 I e1· . " C'(1
/ 1 11r~, .Hoh I"
4. Tlt e horse's look. " ./ lnytkin,r; f or yon ."
;;, 8Lrtrfrr/, llw lo({.r!, / rolfrrl on briskly.
0

,).

' ''

· 11

:. I
I : ti
:11
' •
I ' 11

"

~

i1

,,,,!

.,

)]

I
I

~;._~

LYTJWJJCCTUR 1· /,. ur: C.l OE llORJI.

250

LESSON

Of ! 'f'L/NES 0/11 STOIURS FOR COMI'OSITIONS.

LESSON

CLXVII

11.AJ\EN

IlE CAREFUL ABOuT S~IALL llIATTERS.

"For want

'!l rt

1/((i1

/lrn

1

LESSON

LES S 0 N
()BE 1: 1.Nt:

1. A ;.; 1cil c111111111 "s 1111,1; playing between ilw rails.
2 . In 1l1111.r;1' /' from I 1c11 11pproaching trains.
/J
· . ~/ 0 ,r;o /() l1is /'f'st '. llf~ 1ro1r,/fl f: rtn.~·n tf, f'ollis'/ou..
-~· Prr/lil'I' s!tu11/r>1/. • · /,ii' rlnll'll ! ..
fi . .!Ju.11 /!'US an·11s/11111!'I/ /11 ubl',I/ pro111pll.71.
8111·Nf,
1

1

LESSQN

CLXXI..

A J>1wt 11> Co1tru 1tAL

PUNISHED.

1. 8ulrlier.'! rrtisillfj a heavy beam..
()
T/11i ( /or;wr((l slw11{s, b11I gi1•es 110 helz1.
-·5. , I 1111111 r1.~1.:s why. ' ' J wn rt Uurz1oral."
4. '/'hr' mr111. 71//f'rl wUh !he soldiers.
(_'

'

, ? ,,, / ,

~ .f

..

I ', ,.. ,,, ,.
i

f . .. ; I

: ' 1 .~/

.

11 } ' ;,

,. ?

I

I~

7 , ,) ,

., .. ,. . ; !, ·rl

CLXXll.

0

monse wakes him.
T/i(' 1111111se br'f/S .Ji1 r his life. " J1,f ay rlo yon
s11n1.e I inw."

,f.

'/ '/11' lion, ('11/lfjltl

1 . .'I 7i11n is slr>e71i11,r;.

.J I.

Ill. II '/ II'/, '/'llll/'S.

'/'/11: '))/,O'l(S{!

)'II /!I'S.

4.

fY fY /'" ',· ·~ · ...

.

LESSON

C L X I X.

J> HO~Il"J'J~ Y.

Wonn.

11•111·k •

Hmns.

1. An B11glish sador frf'e1l from a Prench prison.
,'? . .JIJ(>t rt. binl-1/1'11/l'J' on Lu11dun lJrid!) e.
S . JJought all Ilie liin7s.
Ji. Opl'J1r:rl Ilic Ctt!)I! 11r1u/'.
.r;. D eale r .':'culded. ;:-11il11r li11f!Jltr:1l.
f; , "if yon liarL l11'l'lt 11 .111 ·isu1wr--"

AT HIS

:?. " !rill /w rl1111 e '/'11111»~d((.711/ I r1111, liv£11g."'
/J. ])irl nnt com e. J!an's d!'ath put ·i n the pnper.
4. Jlfiw ,r;o1's lo pri11/er.
!J. ls sc11t to merclwnt.
1S 1t1pr·£1ied to see man alive.

CLXVIII.

'l'llE S.ur.01l ,\:-.;I> TlfE

CLXX.

l. A .111111r:/11(/1 m en :hant ya ue rt mechan1:c an order for

sltol' 'll'US ln,~t.

.For 'l/'((,)/l 1f //11• sh11I' l/11 , /111rs1' ·11·11s Ins/.
Fur want 1~f' llw lion1~ Llil' rir/1'.J' 'll.'11s losl.
~Pur want of the 'l' ider th e bat/le was lost.
l or want u.f /li e lJ11/ Ile Ifie ki11,r;d(/111 was lost."

251

,".'1111tl/ /!ti11!Js may he '/U(IJ't/1 a/lentiu1t.

rt

k ·inclrwss

f/1Uf'/l)S

tlte

!Jll1'!JV /,'S OF' STO IUA'S FOR U01lll'OSI1'IONS.

JN'l'/WD f 'f,"l'OH l" /,. I .VU UA 01-; 11" 0/i'lt-.

252

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

LESSON
J, } }('Sf'J' i/I{~ f fte

CLXXlll.

/J/11d.;,~ / ll

LESSON

i/ ft.

1.

,?. Ilis 1c111·k.
/l . I'ir f'. 711'lln11 ·s .

u.

'l.'/11.: cit it d

i' !' I/, 1·,,11 1i11,1;

LESSON

3 . r.to111711u·e blw.;l.;s111 i/.h twd n(.):;1c1ll cr.

ltu111 1• fl'IJ/11 s11111u l .

LESSON

CLXXIV.

'l'HE

Xo11r, 1.; J\l ,\ N".

1. T he bri:df/G at T'"l' r1111a s11·r';1/ rut'((// ·
2 . People on the 111irLr/11: pi1·r.

pcu;17e.
/i. " ! fr. re -is .110111· 111ru1 1'.'I·..

rt

.. I 1/u

LESSON
T11 i-: ' l ' H1 a: 1·;

1111!11, 111/(l rcsr:1wrl thn
1111/, sf'//. 111.1;

,I; . '/'/Iii snn shone. '!'he lnwcla Lit re tu 1~(/' !tis clnrrk.
u. Jl.i lllliwss often better than j(m;e.

11ji;."

LESSON

Co .\ c1rn EN" .
11.

coac111nrrn.

r·1111 ;1;1111 ilr il'e l o I !tr' t'r1,1;e 1!/ rr
(fl/

precipice?"

1°1/l'lt . ..

Il i110 11r'111· 1·1111 ,1;1111 1/l'i1·1' '.; ·• .. Wit It in !trrlf an ·i'nch;
fJ.({Vr! rluw: ii 1~/f1' 11 . ..
4. " ll'f'l l. 111_1; ·1111111. /11111• 111·11 r- '! "
" .J\'r;l'!!I' /n:r:d;
s!J111 1l1/11.'! 1·111 ·1· /11 . " " ) '1111 'n : /Im s11 rl rf mrtn."
:J. "

C 1wm:ry

Three

11/('/l ('((}/ / (' .

" ll' il!ti11

WarD ANJJ THE i::>uN-A F' ,ui L:Jo:.

1 . /J is;mte wl1ir;h 1·s sll' Ollfjf'.)'.
:.!. 1V!t ich Cff,n .first make rr travdc1· take o.t/' !tis cloak.
:J. The wind blew fun:uusl.IJ .
T he traveler held lu:s cloak
li.r;1il I' /' ,

CLXXV.

1. An elderly .r;r11/lr.:l//an !lr/1•1'r l isr•rf ji1r
?li'lll '

CLXXVll.

1

1~ff'er c rl 11. 1111 ·,r;1· s1r. ·111 ~( 1110111'.'f ·

4. A yo1rn.r; 1cork i11y1111111. sei: l'd

2. "Ifow

1Vn1'k.
.w 1. 11:.~ , r11 lr~ .

~ ' lll'if , fll l ll/1111'/', / r!llf/S , // 'l//i'J'- / /'1111,fj/t.

8. The Prince

CLXXVI.

:J. /J1~ ur:lt , ]Jltt n,c.c:., f:h iscls, lt a 1n111 t11·s, ?Jl~ rtllcts, adz, ginilets,

./; .

A

253 .

.

1.

~ ( 11 i111 a ls

n

1To11• wm rttf

CLXXVllI.
To ANIMALS.

ca Jl. feel.
:;on li'kr~ I/J r: lrerrhne11/ '.?
:J. " /J o 1111/u ol!tas-- ··
,I;. /<lu l',t/ lo dwtu /.hut an1:111als a rc su11wtimes grateful.

