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A Composition for Upper Grammar and High School Grades. 4i t PRACTICAL LESSONS IN THE USE OF ENGLISH BY MARY V. HYDE KOHMBHU IHACKK „. ( ■. ,MHOS,T,OS .s ,„, ,s,,,h N,„,.,, Sc„„,„,. .V,,,,,, J,., ADAl'llil) TO THE rs/{ OrCANAD/AX SCHOO/.S HV I>K. FKKI). W. KKLI.KV '>^ THK IKOTESIANT HIOM SCHOOL ANfl J' J. r.EJTCH OF THK CATHOLIC COMMEKCIAL ACADEMY MONTREAL >^UK -T 'r O U U N T o THE COPP, CLARK COMPANY- T.T LIMITED. 1896 ''^'^^'^^^^^^C^yt^^^^^ ^^r^r one thousand ei.hthu„.r«, the Minister Of Aifriculture ^''* ^''"™"' Toronto, Ontario, in the Office of F sc ar ha hi fu lar ce: foi ste of COl bei tio ftn( Pf (let PREFACE. ndred Iceot pUPILS whose school-life ends with the common school or 1 the grammar school should receive su, training in those schools as will best fit them for every-day life. Pupils who are to receive r more extended course of instruction should have a good foundation laid for future work. The following lessons in language have been planned with reference to the future needs of both classes. Careful attention should be given to the language used by the pupil in all recitations — every lesson, in fact, should be a language lesson. But special training must also be given upon certain points. Throughout this work the aim is to lead the pupil to see for himself — to cultivate his powers of observation at every step. From the first, the learner's attention is directed to the use of language as the expression of thought. His study is not confined to detached sentences. Selections from some of the best writers are introduced, that, from the study of these selec- tions, he may learn certain facts about the English language, and at the same time form a taste for good literature. Many pf the lessons arc designed to awaken a Ipve of nature or to (JQcpen some pioral impr^ggipn. Iv PREFACE." of independent work '"'"^ th-^m to habits 'hi:i:L^Te'rr3tet' th^f :■ r °" '- '^^ p-p'-- -^ has been taken to br „Tea'h elerds '"'"^"^ ^™ "'-' -- tl>e child's own experience "' "'"■ "^ P°^^ible to are'i't rirpiro^tfrTiraif i's r", °'r^ ^'^™^ to use habitually the right expressly " '"' "^^ ^"P" chiM is led to ..o^:tzri"'jzT'°- '''""'"■ -""^ first to use the correct forms. ^ ^ "'""''' f^°™ '^e While nearly every lesson is a le«^„ ■ composition, or in bofh, specia eL „s " " " '" """^" g'ven. In these lessons. L pupi ed to 7"',"", ''"' ^^° he .s required to express his ^ll^Z ^Z^ ^'"'^' '''"''' Special attention is siven to tt, ^' forms. Care has been tken t '"T"' '"^ ""' '° '^"^'"^^ practical. ''"" '° "^''^ "-is part of the work I hanks are retnrnf^rj *■ ^.i. ^'ndly permitted select V.^;Hrpnr:''^^^ *"" "''^ Particular acknowledgments 2 7 P" '°"' '° ^^ "^'=d- Mifflin, & Co. for perm l" ion b " T '"^^"^- "^S^ton. selections from the woAsof L„' Tu '"'"S^"'^"^' 'o use Larcom. ' °' Longfellow, Whittier, and Lucy M. F. H. istruction. pupils to to habits upil. As nost, care >ssible to fs wrong he pupil believed n. The rom the written ire aJso 1 before usiness 2 work ) have used, ghton, to use Lucy SUGGESTIONS TO TEACHERS. I T is not expected that the exact amount of work laid out in 1 each lesson will be all that is required for every class Such additional exercises should be given as the needs of the class may demand. Much of the work, particularly in composi- tion, is meant to be suggestive merely. All school studies afford material for good work in composition. Whatever the pupil IS interested in, whether it be a topic connected with his reading, geography, history, or some other lesson, will afford him a good subject for composition. Topics of local or of general interest will have a new meaning to the pupil if he writes about them. Never ask a pupil to express a thought in writing until he sees clearly what he is trying to express. If one is trained from the first to express only those thoughts which are clearly seen, he will acquire greater accuracy of expression In dictation exercises, read each sentence slowly once, then require the class to write. Pupils must be trained not only to write correctly, but also to hear correctly Require all written work to be carefully done. Accept nothing but the pupil's best work. The sentences in large type are to be used in developing the various subjects. The pupil should read these sentences from vi ^UOOESTIONS TO TEACHERS. •he teacher, but ^eirou rirrf ,7 '^"^ "^ '"' ""^ "- <" teacher shouHad'TuttrnsoVh""'' '"" '""'''■ ^'- 'o make the subiect clear Aft r.; """, T ""' ""^ '"""'''' means of question.,, to see the truth „ '"' . '™" '^''' "^ out assistance, wr.te the e^l^rirX:'. '^ ^''"''"'' *'"" CONTENTS. Lbsson I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. XV. XVI. XVII. XVIII. XIX. XX. XXI. XXII. PART FIRST. The Sentence Statements . Questions . Names A Picture Lesson How to Write Names . Is and Are . Review . . The Word / Composition Selection to be Memorized fVas and IVere . Dictation Exercise Review Names of Cities and of Streets Composition Christian Names and Surnames A Picture Losson How to Write Initials . Selection to be Memorised . A Picture Lesson The Words C^nc^a and Aun/ Pack I 2 3 4 6 7 8 9 lO II II 12 »3 14 IS 16 17 18 19 21 29 VIJ viii Lksson XXIII. XXIV. XXV. X.XVI. X.WII. XXVIII. XXIX. XXX. XXXI. XXXII. :iii. :iv. XXXV. XXXVI. XXXVII. XXXVIII. XXXIX. XL. XLI. XLII. XMII. XLIV. XLV. XLVI. XLVII. XLVIII. XLIX. L. LI. LIL CONTENTS. i Mr. and Mrs. Composition . Names of the Days Written l^.xercise //y J^/-p^.zf/^ ^S^^^5^ WRITTEN EXEKCISK. Write a statement about a dog. Write a statement about a fish. Write a statement about oranges. Write a statement about a rose. 5. Write a statement about a boy. I. 2. 3- 4- ^hat is told ^hat is told jive a sen- It will tell nent. this lesson LESSON III. QUESTIONS. 1. The horses ran away. 3. Did they run far? 2. What made the horses run? 4. Was any one hurt? What is the first sentence about? What is said about the horses? What IS the second sentence about? Does the second sentence /.// anythmg about the horses ? What does it do ? ^^ What does the third sentence do? What does the fourth sentence Ask something about a watch ; about a kite : about a butterfly. What IS a sentence that asks something called? LESSONS IN ENGLISH. With what kind of letter does the first question begin? the second question? the third question? What mark is placed after the first question? after the second question? after the third question? The mark ? is called an interrogation point. A question should begin with a capital letter. An interrogation point should be placed at the end of a question ; thus, — yyy //4^/7^y rj^/7}/ii^f^ ^^ y U^J^y ?, T^ WRITTEN £XERCIS£. Write a question about a house. Write a question about a girl. Write a question about the cars. Write a question about the wind. Write a question about trees. LESSON IV. NAMES. All persons and things have names by which tney are known. What is your name? What is your father's name? Mention the name of some great man of whom you have heard. Tell the name of some place that you have visited. What is the name of the river nearest your home? Name five objects that you see in your schoolroom. Give the names of two kinds of flowers ; of two kinds of tress ; of two animals ; of two parts of a house ; of two pieces of furniture. NAMES. 5 WRITTEN EXERCISES. I. Write in columns the names of — 1. Five things that you eat. 2. Five things that you wear. 3. Five things that you play with. 4. Five things that you saw on your way to school. Write the names of — I. Two trees used for shade. 3. Two animals used for food. Two things made of iron. Two things that grow in the fields. Two things that are found in the earth. Two things that you see in the sky. III. 3- 4- 5- 6. Use these names in statements: — coat, tree, knife, hat, apple, kite. Bxanipie — My coat is warm. IV. Use these names in questions: — ball' dog, rabbit, horse, top, drum. Example. - Is your ball hard ? 6 LESSONS IN ENGLISH. LESSON V. A PICTURE LESSON. PLAYING SOLDIER. What are these children playing? Which boy is the captain? What has he for a gun ? How many children are marching together in the second row ? What has the little girl over her shoulder ? What have the boys over their shoulders ? How many children are there in the last row ? What is the boy carrying ? What does the girl carry ? What music do you think the children are keeping step to ? Look at the picture carefully, then write ansivers to the ques- tions above. Make each answer a complete statement. HOW TO WRITE NAMES. LESSON VI. HOW TO WRITE NAMES. 1. Charles Adams is skating. 2. Where is George Moore going ? 3. Will you go, Alice ? Reari the sentences above. Which words in these sentences are names? Tell what each is the name of. What boy's name do you find in the first sentence? With what kind of letter does his first name begin? His last name? What girl's name do you see in the sentences? With what kind of letter does that name begin ? Copy the names in the sentences. Write your name. Write the name of a child in your class. Each word in the name of a person should begin with a capital letter. DICTATION EXERCISE.* 1. Do you go home to dinner } 2. He gave the picture to Henry Brown. 3. Fanny and Ruth are coming. 4. Where is my hat ? 5. May Fred go home with me ? * To the Teacher. — KQAd each sentence slowly once, then have pupils write it. 8 LESSONS IN ENGLISH. LESSON VII. IS AND a:^e, 1. Herbert is in the house. 2. Herbert and Alfn^'i are in the house. 3. My pencil is dull. 4. Those pencils are sharp. Who is spoken of in the first statement? Who are spoken of in the second statement? In which of the two stitements do we use is ? In which do we use are? Why do we use is in the first statement and are in the second statement? What is the third statement about ? How many pencils are spoken of? What is the fourth statement about? Tell whether we use is or are in stating something about one pencil. What word is used instead of is in speaking of more than one pencil ? Look again at the sentences given in this lesson, and tell when we use is. Tell when we use are. WRITTKN EXKRCI$?E. Copy the following sentences, and fill the blanks with is or are. Be careful to use is in statements about one, and are in statements about more than one : — 1. The bird 2. Clarence - in the cage. - my friend. 5. The bell ■ 3. The boys happy. 4. The sweet apples ripe. — ringing. REVIEW. 9 LESSON VIII. REVIEW. Use ts in a statement about a sled ; about a hat. Use IS in a question about a horse ; about a carriage. Use are in a statement about the trees ; about two girls. Use are in a question about the cars ; about the clouds. When should you use ts ? When should you use are ^ What is a sentence that states something called? What is a sen- tence that asks something called? What mark should be placed after a statement? What mark should be placed after a question? id tell when WRITTEN EXERCISE. Co/>j^ the follozving sentences, and fill the blanks with is or are : — singing. 1. The birds — 2. your knife sharp ? ^- Alice and Bertha going > 4- The soldiers marching. 5. My hat torn. 6. Papa . at home. 7. Papa and Mamma at home. 8. your brother here ? 9 ■ your sisters here ? 10. These books new. 10 LESSONS IN ENGLISH. LESSON IX. THE WORD I. 1. My name is James Gray. 2. I live in the city. 3. Willie and I are playmates. 4. Willie is larger than I am. What name do you see in the first sentence? With what kind of letter does the word James begin ? What is the first letter of James's last name? What kind of letter is that? When you speak of yourself, do you use your own name? What word do you use instead of your own name? Who is supposed to speak in the first sentence? What word is used instead of James's name in the second sen- tence? in the third sentence? in the fourth sentence? With what kind of letter is / written in those sentences ? When you write your name, with what kind of letter should you begin each word in it ? When you write the word / instead of your name, what kind of letter should you use? Copy the following sentences : — SELECTION TO BE MEMORIZED. 11 LESSON X. COMPOSITION. Writg answers to the folloiving questions. Make each answer a complete staten^ent: — 1. What is your name .? 3. Where do you live > 2. How old are you .? 4. What is your father's name > 5. Who is your teacher } lame ? What LESSON Xf. SELECTION TO BE MEMORIZED. T; 'yU€d^ How can you do your best at home?* How can you do your best at school? How often should you do your best? Copy the lines above, and commit them to memory. Pupils should answer these questions orally, in complete sentences. 12 LESSONS IN ENGLISH. LESSON XII. WAS AND WERE, 1. Agnes was in the garden. 2. Agnes and Alice were in the garden. 3. The bird was shy. 4. The birds were shy. Who is spoken of in the first sentence ? Who are spoken of in the second sentence? In which sentence is 7cias used? What word is used instead of 7vas in the second sentence? Why is icas used in the first sentence and were in the second sentence? What is the third sentence about? How many birds are spoken of? Tell whether we use was or were to state something about one bird. What is the fourth sentence about? What word is used instead of was in stating sometliing about the birds? In which of the sentences above is was used? How many things are spoken of in each of those sentences? What word do we use instead of was when we speak of more than one? WRITTEN EXERCISE. Copy the following sentences, and fill the blanks with was or were : — I. Carlo lonesome. 2. Fred and Harry 3. those marbles yours } away. 4. The snow flying. 5, Our hands cold. REVIEW. 13 I. 2. 3- LESSON XIII. DICTATION £X£RCI8E. I walked with Kitty White. Did you see my brother ? Have you been to the woods ? 4. Did you find any flowers ? 5. Did you hear the birds sing ? is used instead wti/i was or LESSON XIV. REVIEW. ORAL. Use is in asking a question about an animal; about a flower. Use are in making a statement about yourself and a playmate. Mention yourself last. Use was in asking a question about a river; about the wind. Use ivere in asking a question about the stars. Use were in making a statement about two boys. When should you use was ? When should you use tvere 9 With what kind of a letter should you begin each word in your name? How should you write the word // WRITTEN EXERCISE. Copy the following sentences, and fill the blanks with is, are, was, or were : — 1. The boy — 2. The leaves waiting for the basket. — falling. < A. ii 14 LESSONS IN ENGLISH. 3. 4. 5- 6. 7- 8. 9 10. Harry going to the post-office. Harry and James going to the post-office. that a honey-bee .<* The snow very deep. The snow-drifts high. the horses afraid ? Helen and I going to ride. We not afraid of the cold. LESSON XV. NAMES OF CITIES AND OF STREETS. 1. Harry Graham lives in Quebec. 2. He lives in Garden Street. 3. My cousin lives in Port Hope. What does the first statement tell? What is the name of the city in which Harry lives ? With what kind of letter does the word Quebec begin ? Copy the word Quebec. What does the second statement tell ? With what kind of letter does the word Garden begin ? With what kind of letter does the word street begin? Copy the name of the street in which Harry lives. What city is mentioned in the third statement? How many words are there in the name of that city? With what kind of letter does each word in the name begin ? Write Port Hope. le post-office. COMPOSTTTON. 15 Cof^y (/it/o/hnoiHo nanus, ntui tril what null is the name of: neurf , an /un/' /c^ (Z/ala;/./o ®. yac-Ui'^ a, /; '/■■ £:^(uacni"(rff^fi., /^ c//^ji/ti j^iiz-c '<:jUf'-'e/, EXKRCISB II. 1. Write the name of the city or town in which you live. 2. Write the names of the leading business streets in your place. 3. Write the names of three streets in your city or town, zvhich are desirable for residence. 4. Write the name of the largest city that you have visited. LESSON XVI. COMPOSITION. Write answers to the following questions. Make each answer a complete statement: — In what city or town is your home ? In what street do you live > What school do you attend } How far is it from your home to the school } Do you walk or ride to school ? 16 LESSONS IN ENGLISH. LESSON XVII. CHRISTIAN NAMES AND SURNAMES. 1. That boy is Charles Taylor. 2. His brother's name is Henry Arthur Taylor. 3. He has a sister named Kdith Taylor. 4. John Henry Taylor is their father. What is the name of the boy spoken of in the first statement? Whose name is given in the second statement? What is the last name of both boys ? V'hat girl is mentioned in the third statement? What is her last name? Who is spoken of in the last statement? Who is John Henry Taylor? How does it happen that all the persons mentioned in the sentences have the same last name ? What is your last name? What is your father's last name? Which part of your name belongs to your parents and to your brothers and sisters, as well as to yourself ? The name that belongs to all members of the same family is called the family name or surname. Tell the first name of each of the boys mentioned above. Why are their first names not alike ? Who gave them these names ? The part of a name given to a child by its parents is called the Christian name. The Christian name is sometimes made up of two words. What Christian name do you see in the first sentence? What one in the second sentence ? What one in the third sentence ? What one in the fourth sentence ? What surname do you find in the sentences? With what kin^ of letter should each word in a name begin? A PICTURE LESSON. I'r WRITTEN KXEKCI^E. IVnft- auszvers tu the following questions. Make each answer a complete statement : — 1. What is your father's surname? 2. What was your mother's surname befoie she was married? 3. What are the surnames of five families that live near you? 4. What is your father's Christian name ? 5. What is your mother's Christian name? 6. What is your full name ? family is called LESSON XVIII. A PICTURE LESSON. What is this little boy doinp^ ? What are the goats drawing? What kind of wagon is it ? Why does not the boy ride ? How can such a small boy m.anage two goats ? Who do you think harnesses them ? What do you think the boy carries in his wagon ? JVrite answers to these questions. Make each answer a com- plete statement. 18 LESSONS IN ENGLISH. LESSON XIX. HOW TO WRITE INITIALS." . ^ 1. My father's name is James Richard Wilson. 2. He writes his name James R. Wilson. 3. My uncle's name is Charles Henry Ford. 4. He writes his name C. H. Ford. What does the first sentence tell ? What does the second sentence tell? What does /?. stand for? What kind of letter is used? What mark is placed after the;letter? Whose name is given in the third sentence ? Read the name. What does the fourth sentence tell? What does C. stand for? What mark is placed after the letter C? What does Z^. stand for? What mark is placed after the letter I/? The first letter of a word is called its initial letter. What is the initial letter of the name Richard? of the name Charles ? of the name flenry ? When, instead of a word in a name, you write the initial of that word, use a capital letter. Place a period after each initial. WRITTFN EXERCISE. Copy these names, and, instead of the words in italics, write the initials of those words : — Example.— Edith J/art Carter. Edith H. Carter. WOOi rain] c begi C ♦ ; ■entei SELECTION TO BE MEMORIZED. 19 Wilson, ^ord. second sentence is used? What le name. tand for? What ind for? What •. What is the s P of the name ite the initial i italics, write Edith Hart Carter. Mary Elizabeth Watkins. AHce Carr Williams. Elleji Gertrude Lyon. Fanny Lee Robin.son. Frank Richard King. Charles Frank Sherwood. Ernest Page Dalton. John Howard Miller. Arnold Brooks Sanford. EXERCISK II. I . Write the full names of ten persons whom you know. 2. Write each of those names as the owner writes it. LESSON XX. SELECTION TO BE MEMORIZED. Read the folloiving lines : — What do happy birdies say, Flitting through the gloomy wood > "We must sing the gloom away — Sun or shadow, God is good." M. M. D., in St. Nicholas. What do the birdies say they must do when they are in the dark wood, without any sunshine?* What can little children do when it is rainy, or when they are unhappy? Copy these lines. Notice the arrangement of the lines, and begin each line ivith a capital letter. Commit the lines to memory. * To the Teacher. -.Th^ pupils should answer these questions orally, in complete lentencet. 20 LESSONS IN ENGLISH. GOING TO MEET PAPA. From Harptr'i Young Peoptt, A PICTURE LESSON. 21 :;|II!W !'""■; liii'l! '•i-lllli] Plii ^'■'''ii'lipijij, LESSON XXI. A PICTURE LESFON. What are this little girl and her do- doing ? Where do you think they came from ? Is the little girl's home in the city or in the country ? What time of the year is it ? What shows you this ? Is it a sunny or a cloudy day > How do you know ? What kind of dog is it - large or small, cross or good- natured ? Do you think that the little girl and the dog like to go out together ? Write answers to the questions. Write a story suggested by tins picture. Call your story Going to 3Ieet Papa. Call the little girl by some name that you like. HINTS. Where does this little gin live.' What kind of home has she? What IS her papa's business > Where does he work, and at what time in the day does he come home } What kind of day was it when the little girl w,nt to meet her papa > What did she take with her .? What did she do when she saw her papa ? What did Carlo do ? 22 LESSONS IN ENGLISH. LESSON XXII. THE WORDS UNCLE AND AUNT, 1. Aunt Clara brought me a watch. 2. It was a present from Uncle George. Wha-: is told in the first sentence ? Who brought the watch ? Copy the name Aunt Clara. Read the second sentence. Who sent the watch? Copy the name Uncle George. With what kind of letter does the word uncle begin? Give the name of one of your uncles. When you speak to your uncle, what do you caii him ? Write that name. Mention the name of one of your aunts. What do you call her ? Write that name. When you write the word uncle^ or the word aunt, as part of a name, begin it with a capital letter. ' WRITTEN EXERCISE. V/rite about a visit to one of your aunts. Begin as follows : — My Visit to Aunt 's. Fill the blank with the name of your aunt. 1. Tell where your aunt lives. 2. Tell when you visited her. 3. Tell what you did when you were there. REVIEW EXERCISE. Read these sentences, mention every word used as the name of dfiything, and tell what it is the name of: — THE "WORDS MR. AND MRS. 23 Copy Exaunpit,.— C/iur^h is the name of a building used for worship. 1. This church is closed. 2. My hat was bought in Longueuil. 3. We spent our vacation at Aunt Fanny's. 4. We rode in Uncle John's new carriage. 5. The horses are afraid to cross the bridge. 6. Laura is learning to sew. 7. Herbert took the letter, and ran into the house. 8. Grace opened the window, and the little birds flew away. 9. Do you hear the bells ? 10. The sun is shining. LESSON xxin. MB. AND MRS, Mister White. Mistress White. Mr. White. Mrs. {mis'sis) White. 1. Mr. White told his wife that he had bought a new horse. 2. Mrs. White asked whether the horse was gentle. \Vhat man is spoken of in the first sentence ? What letters are used before his surname ? For what word is Mr. used ? If you were to speak to Mr. White's wife, what would you call her? What does Mrs. stand for? How is Mrs. pronounced? Mr. and Mrs. are placed before \h^ names of men and women as ^ mark of respect, 24 LESSONS IN ENGLISH. Name the two words of which Mr. and Mrs. are the shortened forms. What letters are used instead of the word Mister? What letters are used instead of the word Mistress? What mark is placed after each ? When a word is shortened, it is said to be abbreviated. The short- ened form of a word is called an abbreviation. A period should be placed after an abbreviation. DICTATION EXERCISE. 1. Mr. Brown has a new house. 2. Mr. and Mrs. Brown live alone. 3. Mr. John I. Wood is a grocer. 4. Papa had a letter from Uncle Frank. 5. I am going to visit Aunt Laura. LESSON XXIV. Read this story , COMPOSITION. THE LION AND THE MOUSE. One day, as a lion lay sleeping, a mouse ran across his nose and woke him up. The lion laid his paw on the mouse, and was about to crush him. But the mouse begged so hard for his life that tho lion let him go. Not long after, the lion was caught in a net laid by some hunters. He roared and strug- gled, but his struggles only fastened him more firmly in the net. Just then up came the little mouse. He went to work gnawing the ropes, and in a short time set the lion free. NAMES OF THE DAYS. 26 shortened r? What is placed rhe short- What took place once when a lion was sleeping?* What did the lion do when he saw the mouse ? Why did he let the mouse go ? What happened to the lion afterward ? How aid the mouse repay the kind- ness of the hon? WRITTEN EX£RCIS£. Write the story of The Lion and the Mouse. First write the subject of the story, and then write the story in your own words. ^ lis nose use, and lard for lion was i strug- ' in the ^o work LESSON XXV. NAMES OF THE DAYS. With what kind of letter does the name of each day begin? How many days are there in a week? Name the days of the week. Copy the names of the days of the week. * To the Teacher.— The: pupils should answer these questions orally, in complete sentences. t The pupils should read their stories to the class. 26 LESSONS IN ENGLISH. LESSON XXVI. WRITTEN EXERCISE. IVriff seven statements, telling in each one thing that you did on some day of last week ; as, 1. Last Sunday I went to church. 2. I lost my knife on Monday. EXERCISE II. Write the names of the days,^ and opposite each write its abbre- viation, as follows : — Sunday Sun. Monday Mon. Thursday .... Thurs. Tuesday Tues. Friday Fri. Wednesday . . . Wed. Saturday .... Sat. LESSON XXVIL HAS AND HAVE, 1. A squirrel has sharp teeth. 2. Squirrels have sharp teeth. 3. The boy has gone home. 4. The boys have gone home. Read the first two sentences. What is the first statement about? What is said abpm the squirrel ? What is the second statement about? HAS AND HAVE. 27 Which of these sentences states something about one thing? Which of them states something about more than one ? Why is has used in the first statement and /lava in the second? Read the third and fourth sentences. In which of these sentences is>^d!jused? Why? In which is / What kind of house do they live in.? Where is xO. What do the/ eat } Are they tame } Will they eat out of your hands, and light on your shoulders.? How do the old pigeons teach 'he young ones to fly > What kind of noise do pigeons make } II. MY CANARY BIRD. Have you a canary bird > How old is it } Of what color -is it.? What is its name.? Who takes care of it.? What do you do for it .? What does it eat .? How often does it take a bath .? How does the bird answer when you talk to it .? Where do you keep its cage .? In what part of the day does it sing most .? How does it sit when it sleeps .? * To the Teacher. ~^^{ox^ taking up this lesson, talk with the children about their pets. Find out what pets they have, and lead the pupils to tell about them Ihen let each child write about his or her own pets. The pupUs should read their exercises to the class. WORDS TO USE WITH YOV. 2d III. OUR DOG. Have you a large or a small dog? What is its name? Where does it sleep at night ? Is it glad to see you when you come home from school? What makes you think so? How does it act when str?ngers come to the house? Has it any tricks ? What are they ? IV. OUR CAT. What is your cat's name ? Of what color is the cat > With what do you feed it? What food does it get for itself? How does it catch a mouse ? What does it do with the mouse before It kills it ? Does your cat stay in the house ? Where does it like to lie best ? What does it do when it is happy ? Tell any little story about your cat. V. MY RABBITS. How many rabbits have you ? Where did you get them > How old are they ? What do you call them ? Where do you keep them ? What do they like to eat ? How did you tame them ? How do they play with you ? LESSON XXIX. WORDS TO USE WITH YOU. 1. Has John a pencil } 2. Have the boys pencils ? 30 LESSONS IN ENGLISH. About whom is the first question asked? If you should speak to John, and ask him the question, what would you say? Read the second question. What would you say if you were asking the ])oys that question ? Did you use has or have with you when it meant one person ? When it meant more than one ? 1. Where is John going? 2. Where are the boys going ? Change these questions. Do not speak about the boys, but speak to them. Write the questions that you would ask. Did you use is or are in your first question ? Which of those words did you use in your second question ? 1. Where was John last night.? 2. Where were the boys last night } What would you say in asking John the first question? In asking the boys the second question? Did you use was or were with you in your first question ? In your second question ? With the word you should we use has or have ? is or are ? was or were? Use have^ are, and were with the word you, whether it means one or more than one. WRITTEN EXERCISE. 1. Write a statement, using you with have, 2. Write a statement, using you ivith are, 3. Write a statement, using you with were, 4. Write a question, using you ivith have, 5. Write a question, usi^ig you with are, 6. Write a question, using you with were. A PICTURE STORY. 31 was or Frank kite face long string LESSON XXX. A PICTURE STORY. fly brother Harry sitting grass FRANK'S NEW KITE. watching svvJ^,L/| house Who are these boys.? What is each boy doing.? Whose kite is it } Who made the kite, and what did he draw on it > What must Frank do to make his kite go higher } What building do you see in the picture > Whose home do you think it is.? Who may be watching the kite from the window > Write answers to the questions. 36 LESSONS IN JGNGLISM. if. LESSON XXXI. REVIEW. State something about — a chair, bread, birds, a picture, horses, the street, grass, morning, papers, the fire. What is a sentence that states something called? What mark should be placed at the close of a statement ? Think of something that you would Hke to know about a river. Ask three things about a river. Ask something about — a boat, a rat, oranges, the moon, a house, an owl, , a violet, the stars. What is a sentence that asks something called? What mark should be placed after a question ? Write a statement about your school. Write a question about your school. WRITTEN EXERCISES. I. Copj/ the following sentences, and fill the blanks with is, are, wa»t or were : — 1. Ralph a good viiter. 2. You a good speller. 3- the pony hme ? 4- you going to school to-morrow ? 5. My hat too small. singing a new song. 6. You- 7- you in Broadway yesterday ? 8. The girls playing. 9. You in the wrong street. 10. your father at home i SELECTION TO BE MEMORIZED, 33 II. Change these sentences, making each state something or ask something about more than one thing : — 1. The robin is singing, 2. Was the boy at home } 3. Is the peach ripe ? The paper has not come. The door was locked. The car has started. Has the plant dark green leaves } The girl is making an apron. 4- 5- 6. 7. 8. LESSON XXXII, SELECTION TO BE MEMORIZED. Read these lines : — Little hands, little heart, Keep them pure and white, Fit for heavenly errands, And the angels' sight. Susan Coolidge, in St. Nicholas. Will little hands be pure and white if they strike in anger? Will little hearts hQ pure and white if their owners say naughty words? Copy the lines, and commit them to memory. ■dMUBi 34 LESSON'S IN" ENGLISH. LESSON XXXIII. NAMES OF THE MONTHS. i^l^^U^^^t^^^^ C^^ J^,./i.l^^n4^ ^^^^^ With what kind of letter does the name of each month begin? Name the spring months ; the summer months ; the autumn months ; the winter months. I. Copy the natnes of the months. n. I. 2. 3- 4- 5. Write the names of the spring months. Write the names of the 'summer months. Write the names of the aiittmtn months. Write the names of the winter months. Write the name of the month you like best, and tell why you like it best. THE SEASONS. SS ^ n? I months ; *ell why Learn these abbreviations of the names of the months : — January . February March* . April*. . May * . . June* . . Jan. Feb. Mar. Apr. Jun. July* Jul. August Aug. September . . . Sept. October Oct. November . , . Nov. December . , , Dec. LESSON XXXIV. Til SEASONS. What flowers blossom in spring ?t What do you see on fruit-trees? What do the birds do in spring ? What kind of weather do we have in summer? What insects do you see flying about? What fruits ripen in the summer months? What are the colors of the leaves in the early part of autumn? What becomes of the leaves later ? What does the farmer harvest in autumn ? What kind of weather do we have in winter? What sometimes covers the ground ? Why are the little streams said to be asleep ? Name some of the winter sports. WRITTEN EXERCISK. Write answers to the following questions. Begin the words spring, summer, autumn, and winter with small letters : — 1. What three signs of spring have you noticed } 2. What ripe fruits have you seen in the summer months } 3. What insects have you heard chirp in autumn >. 4. What have you noticed about the length of the days in winter > * May is never abbreviated; and March, April, June, and Juh should gener- ally be written in full. ' t Pupili should answer these questions orally, in complete statements. 36 LESSONS IN ENGLISH. LESSON XXXV. ca A PICTURE STORY MMwrnmrnmimm^'^'^- A LITTLE ARTIST. What is the little artist doing } Upon what is he drawing a picture } Whose picture is he drawing ? Describe the little girl, and tell where she is sitting. How ic the larger boy helping about the picture ? What kind of picture do you think it will be ? hav woi me: 1 SONG OF THE GRASS BLADES. 37 Write a story about these children. Give them names, and call them by those names. Tell — Who they are ; Where the_^ live ; What they do for amusement ; What led the boy to draw the little girl's picture. awing a LESSON XXXVI. SONG OF THE GRASS BLADES. "Peeping, peeping, here and there, In lawns and meadows everywhere, Coming up to find the spring, And hear the robin redbreast sing; Creeping under children's feet. Glancing at the violets sweet. Growing into tiny bowers, For the dainty meadow flowers : — . We are small, but think a minute Of a world with no grass in it!" At what time of the year,does the grass come up? What is meant by the grass blades' /^^;^/;/^ here and there? Where have you seen the grass blades come up? Do you like to think of a world with no grass in it ? Copy the Song of tfie Cfrass Blades, and commit it to memory. M u^m ll' 'lii 38 LESSONS IN ENGLISH. LKSSON XXXVII. HOW TO WRITE DATES. 1. Sir John A. Macdonald was Prime Minister of Canada. 2. He was born in Glasgow, January ii, 1815. 3. He died June 6, 1891. Read the sentences. Who was Sir John A. Macdonald ? In what month was he born ? On what day of the month ? In what year ? ; In what year did he die? How do yon know, from the third sen- tence, on what day of the month he died ? How is the aay of the month written ? How is the year written ? What mark separates the figures which tell the day of the month from those which give the year? In the dates above, 11 and 6 are abbreviations of eleventh and sixth. These dates should be read not Janttary eleven and June six; but January eleventh and June sixth. Read the following dates : — October 12, 1834. December 20, 1620. September 3, 1^808. July 4, 1776. February 22, 1732. January i, 1878. June 17, 1800. May 30, 1887. COMPOSITION. 39 lister of 515. WRITTEN EXERCISE. Copy the following sentences y and fill the blanks: — 1. This letter was written May 4, 1880. 2. Next Christmas will be December 25, 18— 3. School began September i, 18 — . 4. I was born , . 5. To-day is ~ , . In what third sen- ay of the arates the give the enth and and June LESSON XXXVIII. A LETTER. Copy the letter on the n^xt. page. Notice how the different parts are arranged, and place them in the same way on your slate or paper. Be careful to use capital letters and marks of punctuation as they are used in the letter given. LESSON XXXIX. COMPOSITION. Write a letter to one of your playmates. Tell about something that you have at home. Begin and close your letter like the model given on the next page. Use in your letter the name of the city or town in which you live, your own name, and the name of one of your friends. 11 40 LESSONS IN ENGLISH. ... /^,/fM P 'x>c^7^m^/t2^7^^c^.,d^^/'y 'U4y. ^y^9Zy^ (Q/nUy^^J2^4zJu ADDRESSES. 41 LESSON XL. ADDRESSES. The Address of a person is made up of his name and his residence ; as — 1. afi %. tdd C/m^^rcJ.r^ie^ 7 'lA czict^'yi' > ^. ^^^ 42 LESSONS IN ENGLISH. '!!■ ■!■ When the words streeC, aveniw, and county occur in addresses, they are usually abbreviated, as follows : — Street st. Avenue Av. County Co. Note. -..Sometimes the name of the state is abbreviated also. But unless the name of the state i' long, it is bett r to write it in full. Read the first address in this lesson. Whose address is it? What word is placed before Walter's name ? In what street does Walter live ? What is the number of his house? In what city does he live? In what state ? Read the second address. What word is placed before Margaret Barton's name? What does the second line of the address tell? What does the third line tell? Why is a period placed after Co ? What does the fourth line tell? What mark is placed after the first, the second, and the third Hne? What mark is placed after the last line? If you were writing your mother's address on an envelope, what would you place before her name? If you were writing your father's address, what would you place before his name ? " WRITTEN EXERCISE. 1. Draw on your slate two figures, each of the shape and size of an envelope. Make each figure about s'A inches long, and 3H inches wide. Or, lay an envelope on your slate, and mark around it. 2. Copy, in those figures, the two addresses given at the head of this lesson. In each, write the first line of the address near the middle of the figure, and be careful to place the other lines just as Chey are placed in the models given. Use commas and periods as they are used in the addresses given, 3. Mark the place for the postage-stamp. \ .■ ■% COMPOSITION. 4a EX£RCISU II. 1. Write your own address as it should be written on an envelope. Write your real name, not your pet name, 2. Write the address of your father or of your guardian. 3. Write the addresses of five of your playmates. LESSON XLI. COMPOSITION.* Write letters from the hints given below. Begin and close each letter like the model given on page 40. HINTS FOR LETTERS. Julian to Louis. If to-morrow is a pleasant day, Willis and Julian are going to take their tent and camp out in the Maple Grove. They would like to have Louis go with them. Willis will carry their dinner in his father's old knapsack. Julian will take along his new book, "Hans Brinker." Will Louis please take his bow and arrow with him > Louis TO Julian. ' * Louis would like nothing better than to camp out with Julian and Willis. He will go, and will take his bow and arrow with him. His mother has promised to give him a nice lunch, to put into Willis's knapsack. * To the Teacher. — V\xyA% should write letters as often as once a week, until they become so familiar with the proper form of a letter thai they use it unconsciously. Always suggest to the pupil a subject that will interest him, so that he may write easily and naturally. ; I 44 LESSONS IN ENGLISH. III. Ruth to Bertha. So warm to-day that Ruth went to look at her pansy-bed. Found the snow all gone, and the pansies in blossom. Sends some pansies to Bertha by Frank. IV. Bertha to Ruth. Thanks Ruth for the pansies. Thinks they are beautiful. Has put them into her little Japanese cup. Sends Ruth her last number of " St. Nicholas." T. Suppose that your uncle ha*s sent you a book for a birthday present. Write a letter to your uncle, thanking him for the gift, and telling him how you like the book. TI. Write a letter to one of your playmates, and ask him or her to spend next Saturday afternoon with you. Tell your friend of something that you will do together, if he or she will come. LESSON XLII. THE COMMAND. Give a command that you might use in speaking to a dog ; as, Lie down. Give a command that you might use in speaking to a person ; as, Close the door. Give a command about a ball ; about a bell ; about a chair. THE COMMA. 4S Give a reciuest that you might make of one of your playmates ; as, Please hold my books. What request might you make of your teacher? of one of your parents ? WRITTEN KXERCISE. 1. Copy these commands and requests : — 1. Lay the book on the tah;j. 2. Ring the bell softly. 3. Go with your friends. 4. Wear your warm coat. 5. Please open the box. 6. Bertha, please play for us. 7. Form the habit of standing erect. 2. Write commands or requests ^ using in each, one of the fol- lowing words : — apples, fire, paper, drum, pictures, water, horses, roses, flag, hats. LESSON XLIII. THE COMMA. 1. Papa, may I ride with you.? 2. Your box, Ellen, is on the table. 3. Hang up your hat, Robert. Read these sentences, and tell what each sentence does. Who is spoken to in the first sentence ? What mark separates the word Fa/>a from the rest of the sentence ? 46 LESSONS IN ENGLISH. I i'f What is the name of the person spoken to in the second sentence ? How many commas are used to separate the word Ellen from the rest of the sentence ? What is the name of the person spoken to in the third sentence? How is this name separated from the rest of the . jntence ? When you speak to a person, you are said to address him. The name of a person addressed should be separated from the rest of the sentence by a comma or commas. WRITTEN £X£RCIS£. Copy the following sentences. Insert commas where they are needed, arid place the proper mark at the end of each sentence: — 1. Look at this tree John 2. Mother will you go with us 3. Good-night Arthur 4. Hear the birds *sing 5. Your book Carrie is very interesting 6. Walter where is the hammer 7. Did you have a pleasant walk Fanny 8. Be kind to the unfortunate I :i' ( 1 I LESSON XLIV. DTCTATIdN EXERCISB. Good-morning, Charles. Clara, where is youi mother > Please open the blinds, Harry. Here is your paper, Mr. Hunt. Wait, Edith, for your sister. A PICTURE STORY. 47 From Our Little Ones. 48 LfiSSONS IN ENGLISH. LESSON XLV. A PICTURE STORY.* Who is this little girl ? f What is she doing ? What kind of home do you think she has ? Write a story about her. ' ! LESSON XLVL QUOTATION MARKS. 1. " Come and see the morning-glories," said Henry. 2. " Do they blossom every morning ? " asked Ida. 3. " Yes," answered Henry. 4. " Let us count the blossoms," said Ida. Whose words are repeated in the first sentence? Read the part of the sentence that tells what Henry said. What question did Ida ask? Read her exact words. When the exact words of a person are repeated by another, they are said to be quoted. The words repeated are called quotations. What words are quoted in the second .atence? Notice the little marks that are placed before and after Ida's words. How are they made? * To the Teacher. — Give additional exercises of this kind from time to time. For this pv.rpn?,s, ssleot attractive pictures of artistic merit. Each pietare should represent objects familiar to the child, and should in itself suggest some story. t See page 47. QtJOTATlONS. 4d The little marks [" "J that enclose the exact words used by another are called quotation marks. Read the third sentence. Why is ygs enclosed by quotation marks? Whose words are repeated in the fourth sentence? Read Ida's words. What are the marks called that enclose her words? When the exact words of a person are repeated by an- other, they should be enclosed by quotation marks. Note. — In a later lesson, examples of quotations are given, in which the quota- tion is divided by other words. ^ ' WRITTEN EXERCISE. 1. Co/ry the four sentences at the head of this lesson. 2. Copy these sentences, and place quotation marks wherever they are needed: — Here are your gloves, said Thomas. Uncle George, please tell us a story, said Elsie. How do cats walk so softly ? asked Fred. Because they have cushions on their feet, replied his mother. 5. Where shall we hang the hammock ? asked the boys. 6. Under the old elm-tree, said Mrs. Wood. I. 2. 3- 4- LESSON XLVII. QUOTATIONS. 1. George said to Robert, " Where is Bruno ? " 2. Robert replied, " He was out by the barn a short time ago." 50 LESSONS IN ENGLISH. To whom did George speak ? What did he say ? Read the second sentence. Whose words are repeated in this ^ tence ? What shows that the words are quoted ? What mark is placed before the quotation in each sentence? With what kind of letter does the first word of each quoted sentence begin ? A quoted senten'^i that gives the exact words of another should begin with a capital letter. Ifii ! II 'if Copy the following story. Tell which of the sentences are quotations : — < THE FARMER AND THE STORK. A farmer set a net in his field, to catch the cranes which came to feed on his corn. He caught several cranes, and with them a stork. The stork begged the farmer to let him go! He said, "I am not a wicked crane, but a poor, harmless stork.'' The farmer replied, "That may be true. But I have caught you with the cranes, and you must die with them." 1^1 What does this story teach about bad company? Tell the story in your own words. DICTATION EXEIICISB. Frank cried, "Throw me the rope." " Here it is," said John. " The bells are ringing," said Mrs. May. ■■ Look at this leaf," said Clara. " Where did you find it ? " asked the girls. CONTRACTIONS. 51 this ^ 2? With sentence another nces are s which ,nd with ^o! He , stork." caught : story in LESSON XLVIII. „ ^ , COMPOSITION. Head this story : — THE CAT AND THE .SPARROW. A cat caught a sparrow and was about to eat it, when the sparrow said, - No gentleman eats till he has first washed his face." The cat, struck with this remark, set the sparrow dr wn, and began to wash his face. The sp?-ow then flew liway. This vexed Tom, and he said, "As long as I live, I will eat first, and wash my face afterward." Tell the story in your own words. WRITTEN EXERCISE. Write the story of The Cat and the Sparrow, First write the name of the story. Do not forget to use the quotation ma ' ' if you give the exact words of the cat and the sparrow. -•o*- LESSON XLIX. CONTRACTIONS. 1. I've torn the book. 2. Don't be careless. What does Vve mean in the first sentence ? Write I have. Write Pve. What letters are in I have that are not in Pve ? 62 LESSONS IN 15NGL1SH. I ♦ I ilii! 4!! In writing I've, what do you place where the letters h and a are left out? The mark ['] is called an apostrophe. From what two words is don't made? Why is the apostrophe used? Words, like I've and don't, made from two wordb by omitri;* f a letter or letters, are called contractions. An apostrophe should be used in a contraction wherever a letter or letters are !ei>. out. Mention the contractions in the.sc sencences, tell from what words each is formed, and name the letters that: arc left out ; — There's Fred, He's behind time. Isn't your brother coming ? They'll be here soon. I'm glad to see you. I'll try to solve the problem. He said 'twas a mistake. Doesn't your brother sing ? Wouldn't Paul come } I can't read this letter. They're painting the house. It's a cold morning. WRITTEN EXERCISE. 1. Copy the sentences above, writing the contracted words in f till. Example. — There is B red. 2. Compose sentences containing the following contractions : — it's, I'll, doesn't, 'twas, I've, he's, there's. I'm, don't, can't, wouuiln i, they're. COMPOSITION. 53 id a are e used? riitfHij^ a lerever It words LESSON L. DICTATION JSXKKCISi;. 1. Don't walk so fast. 2. There's the car. 3. Isn't that your dog > 4. He's following us. 5. Doesn't the wind blow hard > 6. Harry can't open the gate. 7. It's too heavy. 8. I'm learning to draw. 9. Wouldn't you like to see my drawings } 10. They're in the next room. in full. ons : — «^ LESSON LI. COMPOSITION. THE BROWN THRUSH. I. There's a merry brown thrush sitting up in the tree ; He's singing to me ! he's singing to me ! " And what does he say, little girl, little boy > **0h, the world's running over with joy ! Don't you hear } Don't you see } Hush ! look m my tree. Vvfi as happy as happy c^n b 7. The Canadian winters are enlivened by many outdoor sports. WORDS DERIVED FROM PROPER NAMES. 65 Rideau ited on )0N. 8. The German band will play at the exercises. 9. Robert Burns was a Scottish poet. 10. Do not be too quick to follow 6>m7//rt/ fashions. The words in Italics are derived from proper names. With what kind of letter does each of those words begin? Begin with a capital letter every word derived from a prope name. WRITTEN EXERCISES. I. Use each of these ivords in a sentence : — English, Mexican, Italian, German, Russian, French, Irish, African, Roman, Norwegian, British, Chinese, Scottish, Canadian, American, Alaskan. h word utdoor II' DICTATION EXERCISE. 1. He bought a Swiss watch. 2. Who wrote "The Barefoot Boy".? 3. The English sparrow is not a general favorite. 4. The schools were closed on Arbor Day. 5. Columbus made four voyages to the New World. 6. The Saskatchewan flows into Lake Winnipeg. 7. The Russian winter is lone: and coid. 8. Horses were introduced int> Mexico by the Spaniards. 9. Defoe's best known work is - Robinson Crusoe." 10. America has furnishea to the world the character of Washington, iii 66 LESSONS IN ENGLISH. LESSON LIX. A PICTURE STORY. THE NEW PUPIL. Write a story about "Hetty." Tell where she went one day ; what she saw there ; and how she was received. REVIEW. 67 LESSON LX. REVIEW. I. Make a statement about — your book, a chain, a small boy, cold weather, the clock, the window, bright faces,, kind words. How many parts has a sentence ? What are these parts called ? What is the ofifice of each part? What is a word used as a name called ? What is a name called that belongs to an individual person or thing? Give an example. What is a name called that belongs to every person or thing of the same class ? Give an example. With what kind of letter should a proper name begin ? ent one II. Point out the nouns in these statements, and tell which are common names and which are proper names : — 1. The basket was filled with grapes. 2. Valuable minerals are found in the Rocky Mountains. 3. A fisherman hastened along the beach. 4. The robin and the wren are flown. 5. Listen, my children, and you shall hear Of the midnight ride of Paul Revere. 6. I stood on the bridge at midnight. 7. My rambles soon led me to the church, which stood at a short distance from the village. :ii n h iN 68 LESSONS IN ENGLISH. III. Tell why each capital letter is used in the following : — 1. This chair was made by the Shakers^ 2. The tea-plant is cultivated in China. 3. Sir Walter Scott had a great affection for animals. 4. England is separated from France by the English Channel. 5. The Legislature will be in session on Monday evening. 6. The Governor has issued a Thanksgiving proclamation. 7. Charles is reading "The Old Curiosity Shop." 8. O Harry, see what I have found. 9. The chimney-piece is set round with Dutch tiles, repre- senting scenes from Scripture. 10. On Alpine heights the love of God is shed ; He paints the morning red, The flowerets white and blue, And feeds them with his dew. On Alpine heights a loving Father dwells. IV. Write statements containing — 1. The name of a large city. 2. The name of a lake. 3. The name of a railroad. 4. The name of an express company. 5. The name of a hotel. • 6. The name of a bank. 7. The name of a newspaper. 8. The name of a book. COMPOSITION. 69 repre- LESSON LXI. COMPOSITION. THE FOUR SUNBEAMS. I. Four little sunbeams came earthward one day, Shining and dancing along on their way, Resolved that their course should be blest. " Let us try," they all whispered, "some kindness to do, Not seek our own pleasuring all the day through, Then meet in the eve at the west." II. One sunbeam ran in at a low cottage door, And played "hide-and-seek" with a child on the floor, Till baby laughed loud in his glee. And chased with delight his strange playmate so bright, The little hands grasping in vain for the light That ever before them would flee. »1 III. One crept to the couch where an invalid lay. And brought him a dream of the sweet summer day, Its bird-song and beauty and bloom ; Till pain was forgotten and weary unrest, And in fancy he roamed through the scenes he loved best, Far away from the dim, darkened room. 70 LESSONS IN ENGLISH. IV. One stole to the heart of a flower that was sad, And loved and caressed her until she was glad And lifted her white face again, For love brings content to the lowliest lot, And finds something sweet in the dreariest spot, And lightens all labor and pain. V. And one, where a little Wind girl sat alone Not sharing the mirth of her play-fellows, shone On hands that were folded arul pale, And kissed the poor eyes that had never known sight, That never would gaze on thi- Ix^aatiful light Till angels had lifted the veil. i VI. At last, when the shadows of evening were falling, And the sun, their great father, his children was calling, Four sunbeams sped into the west. All said, " We have found that in seeking the pleasure Of others, we fill to the full our own measure," — Then softly they sank to their rest. M. K. B., in 5/. Nicholas. What did the four little sunbeams resolve to do? What did the first sunbeam do ? How did the second sunbeam amuse an invalid ? What did the third sunbeam do to make a little flower happy ? NAMES THAT MEAN MORE THAN ONE. 71 How did the fourth sunbeam show the little blind girl that he felt sorry for her? What did all the little sunbeams say, when they went home at night ? The parts into which a poem is divided are called stanzas. How many stanzas are in this poem ? Write in your oivn words the story of The Four Sunbeams, Do not forget to begin every new sentence with a capital letter. LESSON LXII. NAMES THAT MEAN MORE THAN ONE. What do you say when you speak of more than one — clock } book } slate } chair .^ The form of a word used in speaking of one thing is called the singular form. The form of a word used in speaking of more than one thing is called the plural form. Write the words clock, book, late, and chair. Write the words that mean more than one clock, book, slate, and chair. What did vou add to ear'^ word, > make it mean more than one? Add s to the singular of most nouns, to form the plural. WRITTEN EXERCISE. Write sentences containing the plural forms of the following •words : — marble, basket, mile, hat, tree, pailful, hour, coat, bird, cupful, week, paper, car, spoonful, pencil, flag. ^ ^^^#, IMAGE EVALUATION TEST TARGET (MT-3) k /.c A V^w ■^-V^^. #<=. y. a v.. 1.0 I.I |50 '"^BS "2.5 2.2 us ll 40 11:25 Pi 1.4 1.6 "Z *B 0»/ / Photographic Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 872-4503 \ ^^V rO^ \\ % V ci\ J?, I/, \ rr 72 LESSONS IN ENGLISH. LESSON LXIII. NAMES THAT MEAN MORE THAN ONE. What do you say when you speak of more than one — dress? box? watch? dish? Write the words that mean more than one dress, box, watch, and dish. What did you add to each word to make it mean more than one ? Add s to each of the names above, and try to pronounce the words thus formed. Why is es instead of s added to each of these words? When the singular ends in a sound that does not unite easily with the sound of s, some nouns add es to the singular to form the plural. ' WRITTEN EXERCISES. Wnte sentences containing :he plural forms of these names: ~ church, wish, class, match, glass, fox, peach, dish, dress, tax, house, watch, brush, grass, bush, -ditch. Example. — There are five churches in the village. Ii \ \ NAMES THAT CHANGE F OR FE TO VE8* leaf, leaves. loaf, loaves, knife, knives. REVIEW. 73 and dish. one? he words ords? >t unite ingular, Name the words in the foregoing list that mean one thing. Name the words that mean more than one. Tell how the words are changed to make each mean more than one. Some nouns ending in /or /«, change / or fe to ves, to form the plural. WRITTEN EXERCISE. Use the plural forms of these names in sentences: — shelf, half, calf, baf, ^«^^' beef, life, sheaf, leaf, thief, wife, knife. Example, - The shelves were filled with books. mes: — 1, LESSON LXIV. REVIEW. I. Read these statements, tell what is spoken of in each state- ment, and what is said about it : — I. 2. 3- 4- 5- 6. 7- 8. Q. The birds were sitting on posts. The farmer sold his calves. A child bought two loaves of bread. The taxes were paid. George brought three pailfuls of water. The leaves are green. Two bridges were burned. The trains were delayed. Foxes have long bushy tails. lO. The thieves were sent to prison. r't 74 LESSONS IN ENGLISH. 2. Copy the numbered sentences, and use singular nouns for the plural nouns. Make such other changes in the sentences as may be necessary. £xampie. — The birds were sitting on posts. A bird was sitting on a post. LESSON LXV. COMPOSITION. THE BOY AND THE WOLF. A boy who was tending sheep ran to his neighbors and told them that a wolf was carrying off his lambs. The men left their work and went to help him, but found that no wolf had been there. The boy deceived them in this way several times. At last, a wolf really came. The boy went again to the men, and begged them, with many tears, to come to the rescue of his flock. But they thought that he was in sport as before, and paid no attention to his cries and tears. So he lost his lambs. What is this story about?* What was the boy doing? How did he amuse himself? What did his neighbors find when they came to help him ? What happened when a wolf really came ? What does this story teach ? WRITTEN EXKRCISE. Write in your own words the story of The Boy and the Wolf. * To the Teacher. — Pupils should answer these questions and write the story, without referring io their books. b d / oi PLURAL FORMS OF NAMES ENDING IN F. 75 LESSON LXVI. PLURAL FORM . OF NAMES ENDING IN Y, Write the words — ^ady, city, cherry. With what letter does each of these words end ? What word means more than one lady? more than one city? more than one cherry ? Write the words that mean more than one iady, city, and cherry. ■ How did you change each word, to make it mean more than one? Some nouns ending in y, change y to ies^ to form the plural ; as, fly, flies; city, cities; army, armies. Write the words — day, . key, • boy. With what letter does each of these words end ? What letter comes befui-e y in day ? in key ? in boy ? Write the words that mean more than one day, key, and boy. What did you add to each word ? When a noun ends in y, if a, e, or o comes before the y, add 8 to the singular, to form the plural ; as, day, days ; Journey, jotirneys ; toy, toys. WRITTEN EXERCISE. I. Copy the singular forms of the following words, and write opposite each name its plural form : — Example. — Lily, lilies ; valley, valleys. I 76 LESSONS IN ENGLISH. lily, daisy, fly. monkey, chimney, berry, valley, story, baby, pony, donkey, tidy. body, city, duty, lady. 2. Write sentences containing the plural forms of the above. names -*»•- LESSON LXVII. OTHER PLURAL FORMS. What word means more than one — man ? tooth ? mouse ? goose } foot ? child ? ox ? woman } Some nouns form their plurals in irregular ways; as, man, men ; inouse, mice; child, children. 1. The farmer counted his sheep. 2. One sheep was missing. 3. There are five deer in the park. 4. Have you ever seen a wild deer } Read the sentences above. What word is used to denote one sheep? To denote more than one ? What is the singular form of the word deer? What is the plural form? Some words have the same form in the singular and the plural ; as, sheep, deer, trout, cannon. Write sentences containing the plnral forms of these words : — woman, ox, man, foot, chilfl' tooth, mouse, goose, sheep, deer, trout, cannon. th A PICTURE LESSON. 77 :y> y- 'le names ? ys; as, 2 sheep ? e plural md the rds : — LESSON LXVIII. A PICTURE LESSON. THE SWING, Where is the swing.? Why do the children like to go there? What happened one afternoon while they were there.? i y,:i 78 LESSONS IN ENGLISH. LESSON LXIX. REVIEW. When is a word said to be in the singular form ? When is a word said to be in the plural form ? How is the plural form of most names made ? Mention five words that form the plural by adding s to the singular. If a name ends in a sound that does not unite easily with s, how is the plural formed ? Give five words that form the plural by adding es to the singular. How do some nouns ending in / or /e form the plural? Give examples. « In how many ways do nouns ending in y form the plural? Give examples of each way, and tell how the plural is formed in each case. Mention five words that form the plural irregularly. Mention three words in which the singular and the plural form are the same. WRITTEN EXERCISES. I. Copj/ the following nouns, and opposite each noun write its plural: — I. basket, Monday, roof. lasso, flower, gulf, chief. solo. boat. cuff, scarf. piano. turkey. day, cupful. spoonful. brother, chimney. valley. monkey. dish. II. Miss Smith, * hero, tomato, bench, potato, motto. mosquito. * Missts Smith or Miss Smiths. REVIEW. 70 ve words s, how is adding es ? Give 1? Give 1 case. form are vriU its fill, 0, lite. story, city, leaf. knife, III. lily, enemy, IV. half, V. thief. army, navy. life. woman, tooth, foot, Mr. Brown.* 2. Write statements containing the plural forms of— ox, half, family, American, life, deer, chimney, shelf, German, city. 3- Use in a question the plural form of— day, valley, leaf, knife, path, Hly, 4. Use in a command the phiral form of pony, baby, match, cherry, child, turkey, 5. Write from dictation — 1. Butterflies have short lives. 2. Two families have already engaged rooms for the summer. 3. The thieves escaped. 4. The chimneys of three cities are in sight. 5. The hills and valleys are bright with autumn leaves. 6. Monkeys are found in the forests of Central America. 7. I bring fresh showers for the thirsting flowers. 8. Choose the timbers with greatest care. journey, woman. sponge, toy. * Messrs. Brown or Mr, Brnvns, 80 LESSONS IN ENGLISH. LESSON LXX. COMPOSITION. WHAT MAKES THE OCEAN SALT? He who sails upon the sea must carry fresh water in his ship or perish with thirst, for he will find >< Water, water everywhere, but not a drop to drink." What is the secret of the saltness of the sea } Its water was not always so. Every drop of; it, at some time, came from the clouds, and was just as fresh as any rain-water. I will tell you the simple story. Raindrops patter upon hilltops and meadows everywhere. They sink into the soil and run over the rocks, all the time dissolving many things in their way ; but they find more of salt than of any other one thing. Springs and rivulets gush from the hillside, rivers run from the highlands, and, swollen by others from the plains and valleys, at last pour their floods into the sea. Next comes in the work of the sunshine. The heat lifts the water, in the form of vapor,' into the clouds, but it leaves the salt behind. Year after year this work goes on. Water loaded with an easy burden of salt, travelling by easy stages to the sea, leaves its burden there, while it climbs the sunbeam up to the sky again to form the floating clouds. The clouds, wafted by the winds, fly away over the continents to drop upon forest and field their rattling rain, which must travel its oft-repeated journey to the sea again. In this way the ocean has received its salt. Le Rov C. Cooley. his ship Words that denote possession. 81 WRITTEN KXERCISK. Tellin your own words What Makes the Ocean Salt, HINTS. Describe the course of the raindrops on their way to the sea. Tell what they bear to the ocean, what becomes of their burden, and how they reach the sky again. k^ater was from the tell you meadows he rocks, they find ! rivulets ids, and, 3ur their unshine. J clouds, ork goes illing by t climbs : clouds, ntinents ch must his way COOLEY. LESSON LXXI. WORDS that denote POSSESSION. 1. Henry has a sled. 2. Henry's sled is broken. Who is spoken of in the first statement? What is said about Henry? What IS said about the sled in the second statement? What does the word Henry's show ? In the statements above, how many forms has the word Henry? When a word is used to show to whom or to what something beloi,..<. It IS said to denote possession. The form of a word that denotes pos- session is called the possessive form. 1. The boy's hat is too large. 2. The doctor's horse ran away. 3. Here is a spider's web. Whose hat is too large? Whose horse ran away? To what did the web belong? What has been added to each of the words boy, doctor, and spider, to show that they denote possession? 82 LESSONS IN ENOLISH. Add the apostrophe (') and « to a singular noun, to form the possessive. WRITTEN CXEKCISE. I. Wn'fe sentences containing the following : Helen's letter, the day's work, a girl's hat, • a squirrel's teeth, the boy's hand, a man's voice, a dog's bark, the grocer's wagon, a lady's glove, the lawyer's office. Example. — Helen's letter is interesting. II. Use the possessive forms of these words in sentences : ^^y' bird, pony, father, Milly, child, merchant, mother, sister, Mr. Smith. Kzampic. — The boy's hat was too large. LESSON LXXII. POSSESSIVE FORMS OF PLURAL NOUNS ENDING IN 8. 1. Boys' boots have thick soles. 2. The packages were left in the ladies' room. 3. The birds' nests are deserted. Read the statements. Tell what each statement is about, and what is said about the thing spoken of. Which words in these sentences denote possession? , to form [illy. T. Smith. IN S. oom. and what POSSESSIVE^LURAL NOUMS ENDING IN S. 83 worn end? What is added to each of these words in th. r sentences, to show that they .lenote possession ? "''""'' Add the apostrophe (') to a plural noun ending in s to form the possessive. cnaing in a, to WRITTEN eXKRCISES. I. ^.Zt^'''''"" "'^'""''^ ''' ^^^^^^^'- P^^^ralfonns of these soldier. boy. pony. teacher. fox sjster. fly, horse. merchant. wolf. ««inpie.-The soldiers' knapsacks are heavy. II. M ';:r ■::;:r "■ '° "-" "- --"^ '•« ^-^^^ ^""'z ^- Example. - The voice of the singer was sweet. The j/«^^r'j voice was sweet. I. 2. 3- 4- 5- 6. 7- The voice of the singer was sweet. The wings of the bird were black. It was the house owned by your faiker. I did not hear the name of the lady. The back of a toad is rough. Place these flowers in the^oom belonging to your n^otker Have you ever seen the track of a >.r.? 8. The arm of the blacksmith is strong.' 84 LESSONS IN ENGLISH. LESSON LXXIII. POSSESSIVE FORMS OF PLURAL NOUNS NOT ENDING IN 8. 1. Men's voices were heard. 2. Did you see the children's presents? What does the first sentence do? Whose voices were heard? What does the second sentence do ? What is the use of the word children's ? Mention the words in these sentences that denote possession. What has been added to each of the words, to show that they denote possession ? Add the apostrophe (') and s to a plural noun not ending in s, to form the possessive; WRITTEN EXERCISES. I. 1. Copy the folloiving possessive forms. Tell which of the words mean one, and which mean more than one : — boy's, sister's, - ladies', men's, boys', girls', man's, bee's, birds', 2. L^se these possessive forms in sentences. teachers', women's, Herbert's. II. Write sentences containing the possessive plural forms of the folloiving ivords : — doctor, woman, lady, child, pupil, horse, ox, brother, gentleman, dog. A PICTURE LESSON. 85 JG IN 8. LESSON LXXIV. A PICTURE LESSON. 1? the word n. What 3ssession ? t ending /i of the ns of the PONTO RINGING THE BELL. Who was '• Ponto " >. How did he look ? What did he do } Who was watching him t Tell a true story about some dog that you have known. pupil, dog. 86 LESSONS IN ENGLISH. LESSON LXXV. i STUDY OF SELECTION. Copy these lines : — When beechen buds begin to swell, And woods the bluebird's warble know, The yellow violet's modest bell Peeps from the last year's leaves below. Bkyant. What flower is spoken of ? What is meant by the violet's bell? What is the use of the word yelloiv ? From under what leaves does the violet come ? When does the violet come? On what kind of tree do beechen buds grow? At what time in the year do beechen buds swell? What bird is heard in the woods when the violet comes? What is meant by the bluebird's jvarble ? Which words in these lines have the possessive form ? Tell how the possessive form is made in each case, and give the name of the thing possessed. Tell in your own words when the yellow violet blossoms. Learn the stanza, and then ivrite it from memory. \ sai it LESSON LXXVL DICTATION EXERCISE. 1. Yonder is a robin's nest. 2. Call at the grocer's, and order some potatoes. 3. We have new styles in ladies' and children's suits, P« se \n WORDS USED FOR NOUNS. 87 Where is the yesterday's paper ? See whether the word is in Webster's dictionary. li!dith's and Emma's exercises are neatly written. Where is James's hat ? Charles's brother has gone to Montreal. T. ;t's M/P Lves does •/ten buds What is I how the the thing ' LESSON LXXVII. WORDS USED FOR NOUNS. 1. " I will go," said Merton. 2. Robert, will you go to the river } 3. George stopped when he heard the train. 4. Nelly plays, but she does not sing. 5. Look at this fern. It grew in the shade. Whose words are repeated in the first sentence ? Who is meant by I? Who is addressed in the second sentence? Who is meant hy you? Who is spoken of in the third sentence? For what word is he used? What is the first thing said about Nelly? What is the second thing said? For what word is she used? How many statements are there in the last example ? To what does // refer? Which words in these sentences are used instead of nouns? A word used for a noun is called a pronoun. A pronoun that denotes the person speaking is said to be in the first person. A pronoun that denotes a person spoken to is said to be in the second person. A pronoun that denotes a person or a thing spoken of is said to be in the third person, I m i 08 LESSONS IN ENGLISH. WKITTKN EXERCISES. I. Co/>y these sentences, and Jindcrlinc the pronouns: — 1. They are building a new house. 2. You knocked at the wrong door. 3. He wrote a letter to his brother. 4. We took our friends to see the painting. 5. He is older than your son. 6. The fishermen are mending their nets. 7. She laughed merrily. 8. Do you enjoy your work'.'' 9. I looked for the book, but could not find it. 10. She invited us to ride with her. 11. The snow froze as it fell. 12. Do with all your might whatever you have to do, with- out thinking of the future. 13. He had been a hunter and trapper for over forty years. 14. Our canoe was not finished when we first saw it. 15. Here we passed the night, and were- luck^'' in having a good roof over our heads. 16. You must wake and call me early. 17. Amidst the storm they sang. 18. The doe lifted her head a little v/ith a quick motion, and turned her ear to the south. Had she heard something } II. Write statements or questions containing the following pro- nouns : — I, we, you, he, she, they, it. ( th Wi ol of tc to •WORDS THAT DESCRIBE. 89 III. IVrHi- two statements about each person or tiling named below. In tJie first statement use the name of the person or thing, and in the second statement use a pronoun referring to that name. camel, horse, cotton, Emma, Ralph, man, coal, Rover. Kxampie.— The camcl is used to cross the desert. It can go without water for a week. lo, with- years. laving a motion, hing ? ing pro- LESSON LXXVIII. WORDS THAT DESCRIBE. 1. This bird has black wings. 2. An old sword hung above the door. 3. The boy carried a large basket. Read the first statement. What is the use of tlie word black? What is the second statement ahout? What is the use of the word old? What does the third statement tell ? What word limits the meaning of the noun boy to some particular boy ? Mention words in the sentences above used to describe something or to limit the meaning of nouns. A word that describes or limits the meaning of another word is said to modify that word ; as, kind words ; this v. eek ; the boy. A word used to modify the meaning of a noun is called an adjective. Mention adjectives that can be used to describe — a knife, an apple, a hat, a house, a book, a cat. V i ; S '.'1 1 I i :■ 13 M : 90 LESSONS IN ENGLISH. WRITTEN EXERCISES. I. Use each of the folloiving zvords in a sentence, to describe some- thing: — tall, busy, large, obedient, amusing. straight, cool, ^ sunny, true. slender, smiling, old. Example. — A tall boy held the horse. II. Write sentences containing the, folloiving ivords used as adjec- tives : — each, few, these, both, this, many, some, no. Example. -Each boy carried a flag. J m LESSON LXXIX. COMPOSITION. Suppose that you have lost something. Describe the lost article. Be careful to use words that will show exactly what thing is meant. Describe a lost — knife, hat, horse. purse, dog. cow. Example. - Lost. — A sviall pocket knife with a pearl handle. It has two blades, one long and broad, the other short and slender. The small blade has a broken point. STUDY OF WORDS THAT DESCRIBE. 91 he some- nt, s adjec- article. king is It has le small LESSON LXXX. STUDY OF WORDS THAT DESCRIBE. SOMEBODY'S MOTHER. I. The woman was old and ragged and gray, And bent with the chill of a winter's day ; The street was wet with a recent snow, And the woman's feet were aged and slow. She stood at the crossing and waited long, Alone, uncared for, amid a throng. II. Past the woman so old and gray Hastened some children on their way, Nor offered a helping hand to her, So meek, so timid, afra! ' to stir Lest the carriage wheels or horses' feet Should crowd her down in the slippery street. III. At last came one of the merry troop — The gayest laddie of all the group ; He paused beside her and whispered low, " I'll help you across if you wish to go." IV. Her aged hand on his strong young arm She placed ; and so, without hurt or harm, He eruided the tremhlinor f^e^ alon"- Proud that his own were firm and strong. Harper's Weekly. 92 LESSONS IN ENGLISH. Read the first stanza. What is the first line about? Mention the words that describe the woman. Which word tells her age? Which word describes her clothing? What does the word gray describe? What is the third line about? What is the use of wet? of recent? What is stated in the fourth line? What do aged and slow describe? What IS the use of the word woman's ? What is the meaning of this hne? Where Wc. the woman waiting? What does the last line tell us about the poor woman? What is a throng? Read the second stanza. Who went past the woman? How many children were there? What does the third line tell? Who was meek? Who was Hmid? What kind of person is a timid person? Why was the woman afraid to stir? What is the use of the word carriage ? Of the word horses' ? \Vhat does slippery show ? Read the third stanza. What is a troop ? What kind of troop was It ? What " laddie " came to the woman ? What did he say to her ? Read the last stanza. What does this stanza tell? Point out the words in the first line that describe things. What does the third line tell? What does trembling describe? Whose feet were trembling? What is meant by his own, in the last line — his. own what? What do the words >/-»/ and j//w/^ describe ? Which word shows how the boy felt on account of his own strength? Why do you think he was glad to be strong? WRITTEN EXERCISES. I. Copy the poem, and draiv a line under each word that is used to describe something. II. Copy these sentences, writing other words of similar meaning tn place of those in Italics : — 1. The woman felt the chill of a winter's day. 2. She stood amid a throng. 3. The street was wet with a recerit snov^ THIS AND THAT. 63 [ention the e? Which describe? of recent? describe? ing of this line tell us ^ow many vas meek? Why was 'age ? Of troop was oher? it out the third line rembling? What do r the boy was glad is used meaning 4- One of the merry troop came to the woman. 5- He was the gayest laddie of all the group. 6. He paused beside her. 7. She was afraid to stir. LESSON LXXXI. THIS AND THAT. 1. This orange is sweet. 2. These oranges are sweet. 3. Did you see that bird.? 4. It flew over those trees. Read the first sentence. For what is t/iis used ? What word in the second statement shows which oranges are meant? What does the third sentence do? What is the use of that? Where did the bird fly ? What is the use of those ? In the sentences above, what word is used to point out one thing near by? What word is used to point out two or more things near by? What word is used to point out one thing at a distance? What word is used to point out two or more things at a distance? Use this to point out one thing near by. Use these to point out two or more things near by. Use that to point out one thing at a distance. Use those to point out two or more things at a distance. WRITTEN EXERCISE. Copy the following sentences, using these in place of this, and those in place of th^it. Make such other changes as may be necessary : — I'',:( 04 LESSONS IN ENGLISH. I 2. 3- 4- 5- 6. 7. 8. 9- Esampie.— These knives are sharp. . This knife is sharp. Look at that chimney. Is this glove yours.? That horse has a heavy load. Did you find that key.? That star is bright. Jack Frost drew this picture. Have you read that magazine.? This leaf has a notched edge. LESSON LXXXII. THE, AND AN OR A. 1. A boy stood by the window, a. The boy had light hair. 8. An apple fell from the tree. 4. The apple was large. Read the sentences. Was it any particular boy that stood by the window? What boy had light hair? ^ Are we told what apple fell from the tree? What apple is spoken of in the fourth sentence? If you should say, " Bring me .. apple," would you mean any apple in pnrticular? What would you mean if you should say, " Bnng me the apple " ? The is used when some particular thing is meant. ^n or A IS used when no particular thing is meant. THE, AND AN OR A. 96 1. A birch tree has smooth bark. 2. An apple lay on the table. 3. We passed an old house. 4. The boys are learning a new game. What kind of tree is spoken of in the first sentence ? What is the second sentence about? Give the first sound in the word fiin/i.- in the word a/>p/f. What word is used before birch ? What one before apple ? What word describes house P What word describes game; Give the first sound in the word oM. What word is used before o/^/? Give the first sound in the word /tew. What word is used before new ? Which of the words birch, apple, old, and new begin with vowel ♦ sounds? What word is used before each of those words? What word is used before the other words? An is used before words beginning with vowel sounds ; a is used before other words. Pronounce these zvords, and use an before the words beginning with vowel sounds, and use a before the other words: i by the )oken of ," would u should nt. Examples. — An orange; a boat. orange, inch, boat, year. owl, unit, hour, horn, ax, honor, yoke, ear, oak, ewe, maple, island. wonder, one, apple, egg. Note. — Always notice the first sound of a word, not its first letter. We say an hour {h is silent), many a one {one begins with the consonant sound ol iv),a useful ar'icle («j^/«/ begins with the consonant sound of y). * The'sounds of the letters a, e, i, o, and u are vowel sounds; the sounds of the other letters are consonant sounds. Si.! M LESSONS tN ZUOlim. WKITTKN KXK1U'I8K. Copj/ the folloxving sentences, and fill the blanks with an ora:-^ 1. The window is shaded by large tree. 2, Please lend me pencil. 3- • old man entered the door. 4. He wore new coat. 5. You may stay hour. 6. He was riding in carriage. 7. Can you catch ball? 8- narrc. patf. ed to the river. 9. They took early train. 10. Do not make — - unkind remark. LESSON LXXXIII. COMPOSITION. • Write about some ivalk that you have laken. HINTS. What kind of day was it when you took your walk } If your walk was in the city, did you go through quiet or noisy streets > What kind of carriages passed you > What did you see in the windows.? What kind of ,en, women, and children did you meet } What else did you _ ^: ? If your walk was in the country, did you wa;-; . ti.f road or in the fields > What was growing in the fieldt } -'hat flowei-; did you see } What trees were in sight .? What animals did you see, and what were they doing } REVIEW. 67 n oral — 26. quiet or /hat did len, and road or flowefv nals did LESSON LXXXIV. REVIEW. I. OliAL KXIJiCCISE. Mention a word that will tell the color of — the sky. the grass. the snow. What word may be used to tell — the shape of an orange ? the size of an orange ? the taste of an orange? the number of oranges.? Mention a word that may be used to point out one thing near by • one thmg at a distance. ' Mention a word that may be used to point out two or more things near by; two or more things at a distance. For what is the used? Give an example. For what is an or a used ? When should we use an ? When should we use a f II. WRITTEN EXERCISE. Use each of these words in a sentence, to describe or point out something : — intercii'ing, smo. lUi, this, cold, pretty. an, red, these, honest, tired, the, heavy, those, small, long, Example. — I am reading an interesting book III. DICTATION EXERCISE. 1. I did not hear the man's reply. 2. Where is Charles's hat.? sleepy, thirsty, large, kind, pleasant. "■■ ' r 98 LESSONS IN ENGLISH. The dog's name is Prince. These look like robins' eggs. Next Wednesday will be Alice's birthday. It sounds like the tramp of horses' feet. Tea is brought from China. The March winds are cold. LESSON LXXXV. WORDS THAT ASSERT. Tell some of the things that birds do. What do dogs do? What do cats do ? What do bees do ? 1 Lions roar. 2. Soldiers march." 3. Rabbits have long ears. 4. The apple is red. What word tells what lions do? What word tells what soldiers do? What is said about rabbits? Read the third sentence, leaving out the word have, and see if the remaining words tell anything about the rabbits. What is told about the apple? What is the use of the word red? If you take away is, do the remaining words form a sentence ? Why not ? In every sentence, some word is used to tell or assert. A word that asserts is called a verb ; as, The sun shines. The word that denotes the person or thing about which the assertion is made is called the subject of the verb ; .as, The sun shines. M VERBS. dd •thday. feet. )? What do )ldiers do? , leaving out ng about the ord red? If ? Why not? the assertion aes. Mention each verb in the following sentences, and name its subject :^ 1. Plants need sunshine. 2. The dog welcomed his master. 3- The bluebird comes in early spring. A small stream flows through the field. We gathered pebbles on the beach. The parrot's name is Polly. Two men stepped from the carriage. He opened the gate. We entered the city at ten o'clock. The hunter raised his gun. 4- 5- 6. 7- 8. 9- lO. WRITTEN EXERCISES. I. Write sentences, using each of the following as verbs :^ rises, have, forgot, walked, looked, has, flew, built, wrote, is, received, grows, was, were, opened, live. II. Write sentences, using each of the following words as the sub- ject of a verb. Underline the verbs : — artist, soldier, boy, he, they, clock, slippers, carpenters, door, carriage, a^. clouds. 100 LESSONS m ENGLISH. LESSON LXXXVL TRANSITIVE AND INTRANSITIVE VERBS. III 1. The wind blows. 2. T.ie bell rang. 3. Henry threw the ball. 4. The kitten caught a mouse. Mention the verb in each sehtence, and name its subject. What is asserted of Henry? Which word tells what Henry threw? Which word tells what the kitten caught, or limits the action ex- pressed by the verb? The noun or pronoun that limits the action expressed by a verb is called the object of the verb. Some verbs take objects to complete their meaning. A verb that takes an object is called a transitive verb. A verb that does not take an object is called an intransitive verb. WRITTEN EXERCISE. Copy these sentences. Underline the verbs, the subjects of the verbs, and the objects of the transitive verbs : — Artists paint pictures. Newsboys sell papers. She sat by the table. Grace brought the paper. 12. Walter gathered the pears. The captain left the boat. I met a little cottage girl. I. The cat caught a mouse. 8. 2. John lost his ticket. 9- 3- Grocers sell butter. ID. 4- The teacher rang the bell. II. 5- The wheel moved. 12. 6. Birds build nests. 13- ;• The horse broke his halter. 14. H th si fo ad su foi s. nry threw? le action ex- by a verb is to complete iitive verb. hjects of the ;tures. apers. able. he paper. I the pears, the boat, ttage girl. SINGULAR AND PLURAL FORMS OF VERBS. 101 LESSON LXXXVII. SINGULAR AND PLURAL FORMS OF VERBS. 1- The camel bears heavy burdens. 2. Camels bear heavy burdens. 3. The boat moves slowly. 4. Tvhe boats move slowly. Mention the verb in each sentence and name its subject Whkh verbs have singular subjects? Which have plural subjects? How do the verbs used with the singular subjects differ in form from those used with the plural subjects > , The form of a verb used with' a singular subject is called the singular form. The form of a verb used with a plural subject is called the plural form. Most verbs used with singular subjects in the third person add s or es, to form the singular ; as, walk, walks; go, goes. A few verbs have special forms for singular and plural subjects; as, — He is here. He wos there. They ^r^ here. They w^r^ there. He has the book. They have the book. WRITTEN EXERCISES. I. Point out the singular and the plural forms of the verbs in the following sentences, and tell why each form is used: — 102 LESSONS IN ENGLISH. I'' I If J 1. The stockings hang by the chimney. 2. The shadows dance upon the wall. 3. Man wants but little here below. 4. The birds have gone to rest. 5. This stream flows rapidly. 6. The exercises begin at eight o'clock. 7. The house stands on the side of a hill. 8. A sycamore grows by the door. 9. His voice is soft and gentle. 10. The ships were loaded with tea. 1 1. These timbers are valuable. 12. The spring comes slowly up this way. 13. The walls are high, and the shores are steep. And the stream is strong, and the water deep. 14. Too many cooks spoil the broth. 15. He goes on Sunday to the church. II. Use the following verbs correctly in sentences : — live, tells, builds, III. comes. rides. are, were. make, hears. moves. go. come, has. was. goes. Write sentences containing the subjects of singular verbs : — following^ used correctly as September, wind, window, path, nephew, night, chair, forest. Street, STUDY OF A DESCRIPTION. 103 IV. IVrite sentences containing the following, nsed correctly as sub' j'ects of plural verbs : — caterpillars, trees, stars, houses, swallows. merchants, railroads, brothers, Americans. ;ep. were, go, goes. "rectly as chair, forest, street. LESSON LXXXVIII. STUDY OF A DESCRIPTION. HOW FLIES WALK. You have often seen a fly walking on the ceiling or running up a smooth pane of glass, and have wondered how it could hold on. By examining the foot of a fly with a powerful microscope, it has been found that a fly's foot is made up of two little pads, upon which grow very fine s.iort hairs. These hairs are so very fine that there are more than a thousand on each foot-pad. The hairs are hollow, with trumpet-shaped mouths. Back of the pad is a little bag filled with liquid glue. When the fly steps, it presses the liquid through these hollow hairs out of the little mouths. The moment the glue reaches the air it hardens. Thus we see that at every step the fly takes, it glues itself to the surface. When the fly lifts its foot, it draws it up gently in a slanting direction, just as you might remove a moist postage- stamp, by beginning at one corner and gently drawing it back. m li' Of what two parts is a fly's foot made up? How was this found out? What grow on each foot-pad ? Describe the hairs. Mention a flower that is trumpet-shaped. What is back of the pad ? What takes place each time that the fly steps ? How does the fly lift its foot ? WRITTEN EXERCISE. Make sentences containing the folloiving words : — ceiling, microscope, glue, smooth, hollow, surface, examine, trumpet, slanting, powerful, liquid, moist. LESSON LXXXIX. COMPOSITION. HOW FLIES WALK. HINTS. -Describe a fly's foot. Tell what takes place each time that the fly steps. Tell how the fly lifts its foot. LESSON XC. WORDS THAT SHOW HOW* 1. He spoke kindly. 2. The boat moved slowly. 3. Charles writes well. 4. The wind blows gently. WORDS THAT SHOW HOW. 105 Read the first sentence. What is the use of kindly ? What is the second statement about? What word asserts something of the boat? What is the use of the word sknvly ? What word asserts an action of Charles? What is the use of the word well? What word asserts something of the wind? What does gently show? In the foregoing sentences, which words are used with verbs to mod- ify their meanings? A word that modifies the meaning of a verb is called an adverb Use words to tell how — The snow falls. The river runs. The children laughed. The man worked. Anna sang. The soldiers marched. The tired child sleeps. The boy waited. The cricket chirps. The gloves were mended. JVRITTEN EXERCISES. I. Copy the folloiving sentences, underline the verbs, and fill the blanks with words shozving how the aetions are performed : -^ 1. The man walks . 2. Ruth reads . 3- The bell rings . 4 Horace crossed the street - -. 5- The snow falls . 6. She speaks -and^ . 7- The door swings . 8. The children play . 9- Laura thinks . 10. Snails move 106 LESSONS IN ENGLISH. II. Use each of the following words in a sentence^ to show how some action is performed : — easily, quickly, quietly, generously, plainly, fast, patiently, carefully, noisily, distinctly, brightly, neatly, pleasantly, merrily, carelessly. LESSON XCI. WORDS THAT SHOW WHEN, 1. I wrote four letters yesterday. 2. Alice rides often. 3. The magazine is published monthly. 4. He seldom spoke of the war. What word in the first sentence asserts an action ? What is the use of the word yesterday f What word asserts something of Alice ? What does often do? What is the third statement about ? What word shows how often the magazine is published? What word asserts something of he ? What is the use of seldom ? Name the words in the sentences above that show when or how often actions were performed. WRITTEN EXERCISES. I. Copy the following sentences, and unden'ine the words thai show when: — how how WORDS THAT SHOW WHERE. 107 1. They went home early. 2. I saw the picture yesterday. 3. The paper came to-day. 4. Always speak the truth. 5. I will go presently. 6. Cross the bridge, then follow the crowd. 7. Never be discouraged. II. Use the following ivords in sentences, to show when something was done. Underline the verbs : often, now. soon, never, afterward, always, yesterday, quickly, early, late. -•*•- s the use 0? often the 'dam ? how often rds that LESSON XCII. WORDS THAT SHOW WHERE, 1. The man stood here. 2. Your friends were there. 3. Charles threw the ball down. What word asserts something of man? What does here show? What word asserts, in the second sentence? What is the use of the word there ? What did Charles do ? What is the use of the word down f WRITTEN EXERCISES. I. Add words to the following statements, to show where -^ 108 : ' LESSONS IN ENGLISH. I. The tree stood. 6. We see the stars. 2. The boy jumped. 7- He threw the box. 3- The train moved. 8. The family moved. 4- The man looked. 9- The children ran. 5- A sailor fell. lO. A bird flew. Example. — The tree stood yonder. II. Use these words in sentences, to show where actions were per- formed : — ( away, hither, forth, back, forward, backward, overhead, here, there. down. -•o«- LESSON XCIII. COMPOSITION. Tell, as clearly as you can, how to do any one of the following things : — How to Pop Corn. How to Harness a Horse. How to Make Molasses Candy. How to Make a Kite. How to Make a Bed. How to Catch a Crab. HOW TO POP CORN. HINTS. What kind of corn is best for popping } How do you pre- pare it } How much corn do you put into the corn-popper at a time.? Where do you hold the corn-popper.!* Do you hold it still or keep it moving } Why } How will the corn look when it is done? tJSE OF iSTEGATIVfiS. 109 irs. box. )ved. an. were per- ward, vn. following a Horse. Cite. 3rab. you pre- per at a I hold it ok when LESSON XCIV. USE OF NEGATIVES. Tell which of these sentences affirm, and which deny : — The articles will be found. The articles will never be found. These grapes are ripe. These grapes are not ripe. He knows something about the matter. He knows little about the matter. He does not know anything about the matter. I told one person. I never told you that. I did not tell anybody. Our climate is warmer than theirs. Our climate is not warm. A sentence that affirms is called affirmative, and one that denies is called negative. Which of the foregoing sentences are affirmative? Which are nega- tive ? A word that denies is called a negative. Name the negatives in the sentences above. Do not use two negatives in the same sentence, unless yoi! wish to express an affirmation. iiO LESSONS IN ENGLISH. III! !| WRITTKN KXKKCI^KM. I. Change these sentences, making each express a meaning oppo- site to the meaning given : — 1. Your mail has come. 2. The boy is better, 3. He will pay somethinj^ for the use of the carriage. 4. I did not give him anything. 5. Don't tell anybody. 6. Speak to the child. 7. It will do no good. 8. He did not put anything into the box. 9. The nurse followed the directions given. 10. They said something to the owner of the boat. 11. He will arrive before night. 12. The matter was not explained. 13. I saw nothing like this. 14. I did not learn anything about the accident. 1 5. They never found the watch. Kxampie. — Your mail has not come. II. Use the folhnving ivords in affirmative sentences : — somebody, anybody, something, anything, anywhere. III. Use the folloiving tvords in negative sentences : — not, didn't, never, cannot, don't. A PICTURE STORY. Ill niHi^ oppo- -lage. LESSON XCV. A PICTURE STORY. nywhere. JOHN'S NEW PONY. Write a story about "John's New Pony." 11 1 LESSON XC VI. REVIEW, What is a proper name ? With what kind of letter should a proper name begin? Tell for what each of the following words in Italics is used : — Your watch is too slow. Sailors watch the sky. The rose is fragrant. Edith rose from the chair. The house is bifilt on a rock. The waves rock the vessel. I. 2. 3- 4- 5- 6. Give a sentence containing an adjective used to point out something , an adjective used to describe something ; an adverb used to show how something is done. Read these sentences, and tell for what each word in Italics is used : — 1. We came on the fast train. 2. Do not talk so fast. 3. The woman has a patient face. 4. He performed task patiently, 5. We had a pleasant ride. 6. Speak pleasantly. t z WRITTEN EXERCISES. I. Use each of these words in a sentence, as the name of some- thing: — ride, iron, ring, roof. plant, carpet, saw, light, plough, rose. th( thi d: — something , o show how In Italics is te of some- ough, se. W6RDS tJSED INSTEAD OF NAMES. lis 2. Use each of these words in a sentence, to assert an action:- ride, carpet. plant, plough, light, »ron, ring, saw, walk, speak. 3. Use each of these words in a sentence, to describe something: - kind, white, strange, bright, soft tall, deep, rapid, light, ^ shrill. 4. Use each of these words in a sentence, to show how, when, or where something was done : well. fast, often, here, gently, far, slowly, kindly, lightly. 5- a. Use each of the words below, to describe a person or a thtng^ b. Add ly to each of these words, and use each new word, to show how an action was performed. ' neat, mild, rough, quiet, loving, slow, quick, harsh, frequent, certain. LESSON XCVII. WORDS THAT SHOW RELATION. Hold your slate so that it will take the following different positions : - On the desk. Above the desk. In the desk. .h.Tlrl?°"" '"' "'" P°^'"°" "^" ""= »'-'- "=» in relation ,0 114 LESSONS IN ENGLISH. ml 1 >i s* H i Look around your schoolroom, notice different things, and tell what relation they have to other things ; as, — 1. The chair is dy the desk. 2. The flowers are in the vase. Read these sentences, point out the words that show relation, and tell between what words they show a relation : — 1. The man walked across the bridge. 2. One oar fell into the water. 3. The child ran to its mother. 4. These oranges came from Florida. 5. My hat is on the table. 6. The cherries on this tree are ripe. ^. They passed through the city. 8. His coat was lined with silk. A word placed before a noun or pronoun to show its relation to some other word in the sentence is called a preposition. The noun or pronoun that h used after a preposition is called its object. Name the object of each preposition, in the sentences above. WRITTEN EXERCISES. Use each of these words in a sentence, to show relation : — to, for, into, with, under, from, at, of, between, upon, on, by, over, against, above. o e the following words as objects of prepositions : — su us th( we hit, house, windows, tree, fui, street, river, him, them. nd tell what tion, and tell ; relation to The noun ct. ove. on : — under, upon, ibove. m, em. Nominative ^orms 6f pronouns. lis LESSON XCVIII. NOMINATIVE FORMS OF PRONOUNS. 1- We walked to the beach. 2. She joined the children. 3. They^ are gathering pebbles. What word makes the assertion in the first sentence? What is t^e subject of the verb wa//ee^/? ^""^ Who joined the children? What is the subject ofjoM, What does the third sentence tell? What is the subject of the verb? The words I, ^ae, he, she, and the,j take the place of nouns used as the subjects of verbs. The form of a pronoun th.. is used as the subject of a verb is called the nominative form. ^^ WRITTEN EXERCISES. Ccpj the following sentences, filling tl,e Hants with 1, he, ,he 1. Frank and are going to ride. 2. and have read the book. 3- Clara and will do your errand. ^' ■' -; ' ^"^ are going together. 5- missed our train. 6. Edward and did the work. 7. Hear the children. are singing. ^- ^"d ■ went to Central Park. 9. Edith and ^erc invited. '^- ^nd were invited. lie LESSONS IN ENGLISH. M'' i I LESSON XCIX. OBJECTIVE FORMS OF PRONOUNS. Read these sentences, and tell which vrords are used as objects : — I saw Henry. 1. 2. 3- 4* 5- I sa V /ii;u. He went with the boys. He went with il/iem. She gave the flowers to Fanny and me. 6. She gave the flowers to Aer and me. 7. She gave the flowers to ns. Mention the pronouns, and toll for what word each is used. The words n:c U8, him, her, and them take the place of nouns used as objects. The form of a pronoun used as the object of a verb or of a prepo- sition is called the objective form. WRITTEN EXERCISE. Co/>j/ the following sentences ^ and fill the blanks with me, us, him, her, or them : — Grace called, and Lucy went home with That book was given to and . Our friends did not wait for . The hunters took their guns with — These things are common with His friends could not please . The picture hung directly in front of She will be glad to have you visit — POSSESSIVE FORMS OF PRONOUNS. 117 >bjects : — me. e place of of a prepo- iith me, us, LESSON C. POSSESSIVE FORMS OF PRONOUNS. Read the following sentences, and tell which words denote pos- session : — r. I have lost m_y pencil. 2. This pencil is mine. 3. This is /ler fan. 4 This fan is /lers. 5. They did not see t/ietr mis- takes. 6. These cabins are //letrs. 7. Here is /lis hat. 8. We lost our way. 9. This carriage is onrs. 10. Are these bees j/ours ? 11. Are these your bees > 12. The bird fell from its nest. The form of a pronoun used to denote possession is called the pos- sessive form. Which forms above are used with nouns, and which forms are used when no noun follows the possessive ? WRITTEN EXERCISES. I. Copy these sentences, and draiv a line under each word that denotes possession : — 1. Her eyes were blue. 2. These coats are theirs. My horse stood near me. We lost our way in the wood. Are these slippers yours } The drooping flower raised its head. The black bat is mine, 3 4 5 6, 1' 118 LESSONS IN ENGLISH. 8. They pitched their tents near our dwelling. 9. Are these trunks yours ? 10. Two of them are ours. II. *: ■M Use each of the folloiving ivords in a sentence. Never use the apostrophe with these possessive forms. my. yours, hers, their, mine, his, ' our, theirs, your. her. ours. its. LESSON CI. DICTATION EXl^RCISK. 1. Here are the girls' hats. 2. Here are their hats. 3. These hats are theirs. 4. Every day brings its duties. 5. Charles stopped at his uncle's. 6. The animal raised its head. 7. The picture is not hers. 8. Mr, Green's son is here. 9. Is this book yours } 10. The carriage stopped at our door. 1 1. Some birds build their nests on the ground. 12. He that is slow to anger is better than the mighty. WORDS AFTER IS AND WAS. ing. ^tver use the their, theirs, its. nd. he mighty. 119 LESSON CII. WORDS AFTER IS AND WAS. Use the words // is with /, he, she, we, or they, in answering the fol- lowing questions : — 1. Who is knocking at my door } 2. Is that Harold in the boat } 3. Is that your sister } 4. Is it you and Walter that wish to go } 5. Is it your cousins who are sinc-in"- ? ^^B.mvrtf>.- Question. Who is knocking at my door? Answer. It is 1. Use the words it was with /, he, she, we, or they, in answering the following questions : — Was it your father and mother that entered the house.? Was it the postman that rang the bell } Was it you that left the book ? Was it Helen that drew this picture > Was it you and Florence that called to see me .? Change these statements to questions : — I. 2. 3- 4- 5- It is I. It is he. It is she. It is we. It is they. It is we that must go. It is he or they. It was I. It was he. It was she. It was we. It was they. It was he or she. It was he that spoke. J''« ' n. 120 LESSON IN ENGLISH. WRITTEN KXKKCISE. Copy the folloiving sentences, and fill the blanks with J, we, he, 8he, or they : — Who raised the window ? Who is there ? It is It was Was that your brother ? It was It is who are recitinir. I. 2. 3- 4- 5. It was that ?-' -ight the flowers. 6. Was it the boys ? ic was . 7. Was it the Mayor in the first carriage? 8. Was it ? It is . It was 9. Is it — 10. It was 11. It was either 12. If were ? It was — that replied. or would go. LESSON cm. COMPOSITION. THE RAINBOW. HINTS. — What kind of weather brings the rainbow ? When did you see one.? At what time of day did you see it.? Where was the sun ? Where did you look for the rainbow > What did you see > What are the colors of the rainbow, and in what order do they appear > Tell any story that you have beard about the rainbow, ej te IS n( m hii WORDS THAT COITNECT. 121 LESSON CIV. WORDS THAT CONNECT. 1- The passengers took their seats, and the train started. 2. He owns the house, but he does not Hve in it. 3- The basket contained apples and oranges. 4. The pupils march and sing. How many statements are made in the first sentence? Read each statement. What word joins the two statements? How many sentences can you form from the second sentence? Read each. What word joins the two sentences? What does and connect in the third sentence? In the fourth sen- tence ? A word that connects sentences or similar parts of the same sentence is called a conjunction. Mention the conjunctions in these sentences, and tell what each con- nects : — 1. The door opened, and the boy came in. 2. Walking and rowing expand the chest and strengthen the muscles. 3. The kettle was singing, and the clock was ticking. Shall we walk or ride } The notes of the wren are sharp and shrill. He did not like the man's appearance, so he dismissed 4- 5- 6. him. 7. We called at the house, but we did not see our friends. 8. The boy seamed pleaded, yet he would not speak. * -(til '111 122 LESSONS IN ENGLISH. 1 1 m i : I WRITTEN KXKKCISES. I. Co/>jy the folloiviui; sentences, and underline the eonj mictions : 1. Now stir the fire, and close tlie shutters fast. 2. Is this a time to be ch)U(ly and sad > 3. Days brightly came and calmly went. 4. She trimmed the lamp and made it bri'^-ht. And left it swinging to and fro. 5. Our band is few, but true and tried. 6. Sink or swim, live or die, survive or perish, I give my hand and my heart to this vote. 7. They came, but they did not stay. 8. She must weep or she will die. 9. Speak clearly if you would be understood. II. Write sentences containing the folloiving : — I. 2. 3- 4- And connecting two nouns. And connecting two adjectives. And connecting two verbs. /^;/^ connecting two statements. 5. Bnt connecting two statements. 6. Or connecting two nouns. 7. Or connecting two statements. Yet connecting two statements. For connecting two statements. Unless connecting two statements. 8 9 10. A PICTURE LESSON. 123 mctions. e my hand LESSON CV A PICTURE LESSON. DTSCONTEXTFI ) f lARRY. Write a story about " Harry." 124 :& ' ( ! 1 1 ' (1 Hi LESSONS IN ENGLISH. LKSSON CVI. COMPOSITION. OUR FLAG. HINTS. ~ Describe the Union Jack. Tell its shape and color. What cross is on it ? Does it contain stripes > Of what is the Canadian Coat of Arms composed.? Tell what each object represents. " No change of flag, no change of name, Do I e'er want to see ; For the flag that's waved a thousand years Is good enough for me." LESSON CVII. STUDY OF SELECTION. [The following lines are taken from the poem called "The Children's Hour." The poet is describing his own children on their way to his study. j I hear in the chamber above me The patter of little feet, The sound of a door that is opened, And voices soft and sweet. From my study, I see in the lamplight, Descending the broad hall stair. Grave Alice and laughing AUegra* And Edith with golden hair. Longfellow. * AUegra : pronown??^ 4i-U'-^ra, STUDY or SELECTION. l^S Who wrote these hnes? Read the first stanza. What is the first thing that the poet says? Wher, does he hear something? Who is meant by me f Between what words does in show a relation? What word shows the relation between the chamber and the poet? What is the first thing that -le poet hears? Of what does he hear the patter? Do children run or walk when their feet patter? What is the second thing that the po.t hears? What is the third thing? What words describe the voices? Read the second stanza. From what place does the writer see some- thmg? In what light does he see something? What does he see? What are they doing? What does ^^j..«,//«^ mean? What does the word /i.,// show ? What IS the use of broad? What kind of girl was Alice? What is the meaning oi^,ave ? What word de.cribes Allegra? What words describe Edith? Do they de- scnbe something about her appearance or her character? Tell in your own words what the poet heard. Tell what he saw. WRITTEN EXERCISES. r. Copy the two stanzas above, and commit them to memory. 2. Copy the following sentences, writing other words of similar meaning tn place of the words in Italics: — 1. I hear the patter of little feet. 2. The voices are soft. 3- The children are descending the stairs. 4. The stair is broad. 5. Alice is It is 9. The box was sent to and ■. 10. Neither nor heard the bell. III. Copv these sentenrfif /»«// ^// th- h>-=-h.r ^^.••' ' j » . ^- !:.i,~^, ^,,a jvu iHc Dtan^s wim words showing the right relations: — 130 LESSONS IN ENGLISH. It ! ( I 1^" ' k 1. The brook ran - 2. The water is — 3. Did you put ice 7. 8. 9- 10. the bridge. the pitcher. — the water ? 4. Wild horses are caught a lasso. 5. Is Mr. Hunter 6. He has gone - home ? The family sat his office. — the table. The strangers walked the streets — Th 2 habits the cuckoo are very interesting. The soldiers marched ' the camp. IV. DICTATION KXERCISE. the city. Is this hat yours or Ruth's ? Hark ! I hear a drum. Charles, where are you going ? How cold the water is ! "This tr in is often late," said the boy. The bell rings at eight o'clock. What a clatter the horses' feet make ! I. 2. 3- 4- 5- 6. 7- 8. The bird is singing to its mate. 9. " There is no glory in star or blossom Till looked upon by a loving eye ; There is no fragrance in April breezes Till breathed with joy as they wander by." 1 h ti tl oi * Tj the Teacher. — Read one line of the stanza at a time, and tell the pupils what mark to place at the close of the second line. h Part Third. LESSON CXI. THE PARTS OF A LETTER. U a tr '\7^" "" "' "™ ""''■ '■^^^ ''°™ "" "«'=' page-) and a half from the top of the page. But if it occupies only a few l,„es, tt should begin lower down, so that the margh,s above and below the letter may be about equal. The f rst l^Iof th" heading should begin a little to the left of the middi: of e^age A margm should be left on the left-hand side of each pi The w,dth of this margin should be about one-quarter rf an mch on note-paper, and about half an inch on large' lette^per letter andttTh " T''j "'"'" ^' '"^ "^^'^-^ of a busin'e ss letter and at the dose of a familiar letter When the address is placed at the close of a letter the saluta ion should begin at the marginal line, on the first b I" e heading, and the body of the letter should begin at theTnd of the salutation, on the first line below. Copy on left-hand side WRITTEN EXERCISE. note-paper the follotvin^ letter-form. Le. of each page a margin one-quarter of an inch wide, 131 'avc OH the If I ■ > 'if. 132 LESSONS IN ENGLISH. [heading.] [salutation.] d/i/tu' €^€'e^i' ((^lO'^'A'-ei'. 'T [body of letter.] [conclusion.] [address.] Utd-e.^ THE HEADING. 133 and arrange the different />arts as they are arranged in the model given. 2. Write a letter-fonn similar to the one given in this lesson, using in it your own name and address, and the name and address of one of your friends. Draw dotted lines to represent the body of the letter. ^<^ r'C'med. LESSON CXII. THE HEADING. The Heading of a letter shows where the letter was written and when it was written. If the letter is written from a city, the heading should contain the number of the house, the name of the street, the name of the city, and the name of the province. Note. -Sometimes the number of the post-office box is used instead of the number of the house and the name of the street. If the letter is written from a small town, the heading should contam not only the name of the town and the name of the province, but the name of the count) also. If the letter is written from a large school, from a hotel, or from any well-known institution, the name of the institution may take the place of the street and number. The heading should begin about an inch and a haK from the top of the page, and a little to the left of the middle. If the heading is short, it may be written on one line. If it occupies twp or three lines, the second line should begin a little farther 134 LESSONS IN ENGLISH. to the right than the first, and the third line should begin a little farther to the right than the second. lU. rvt FORMS OF HEADING. 1. 3. id. J 4. (?.0. &^ ^js, (^o^At^ip O^^.^ ^eM ^S. V^fO. ^tdH.o-ft d- \s^a€€e ^^ 'T en^'yi^a^^-'Ut' Y/e, SJt fd'C. %o, /cf, /c?^<^, I. 3- d begin a ^<^fJ/. i^e. 7S. td.j O^i, e differ- ent Items must be separated by commas the same as if the words were written in full A period must be placed after each abbreviation. Do not omit the name of the province from the heading of a letter; thus, not Hudson, July 24, 1895. Do not abbreviate the name of a city; not H.G. for Harbor Grace. Do not abbreviate the distinguishing word in the name of a county; thus, not Hack. Co. for Hochelaga Co., Hun. Co. for Huntingdon Co. Do not write st, d, or tk after the number denoting the day of the month, when that number is immediately followed by the number denoting the year; not/^«. ist, 1876, ior Jan. i 1876- May 3d, 1870, for May 3, 1870; Dec. 25th, 1885, ior Dec. 25. 1885! WRITTEN £X£RCIS£S. I. I. Copy the foregoing Headings. Be careful to arrange the different parts as they are arranged in the forms given. ""- Write heading for letters from the items given below. Arrange the Items like those in the foregoing forms. I. Halifax, Nova Scotia, May 3, 1895. 3- 839 City Hall Avenue, Montreal, Que., November 15, 1895 |. Coop^rstowp, ptsei^Q County, N?vy Yprk, August g0, ,374, 136 LESSONS IN ENGLISH. 'I gP.ii 4. Yale College, New Haven, Connecticut, February 22, 1891. 5. P.O. Box 947, Philadelphia, Pennsylvania, January 17, 1896. III. W^r?V^ a heading for a letter to be sent from your home to-day. -«o*- LESSON CXIII. i THE SALUTATION. The Salutation consists of the opening words of respect or affection. FORMS OF SALUTATION. To relatives ir friends - hbCLV SdAV-duL: — To strangers — iTlculci^nh: — hmy'b THcuLci'ni: — hbd'b l71vQ.^ Sdwauloy, - hbdh cfw: — With what kind of letter does each salutation begin? Mention the words that are used for the names of the persons addressed. By what marks are some of the salutations followed ? By what are others fol- lowed? THE CONCLUSION. 137 I 22, 1891. i 17, 1896. r to-day. espect or When the words father, mother, slater, couain, etc., are used in the salutation of a letter, they should begin with capital letters. The salutation may be followed by a comma and a dash, or by a colon and a dash. Note. — Some writers do not use the dash in the salutation unless the body of the letter begins on the same line as the salutation, Wherx the address is placed at the close of a letter, the salu- tation should begin at the marginal line, on the iirst line below the heading ; but when the address is placed at the beginning of a letter, the salutation should be placed on the first line below the address. (See p. 188, and pp. 196 and 197, Ex. i and 2.) WRITTEN EXERCISES. I. Copy the foregoing Forms of Salutation, IT. I. 2. 3- 4- Write a salutation for a letter to Your mother or your guardian. A lady who is a stranger. A gentleman who is a stranger. A business firm. 5. Your teacher. 6. Your aunt. 7. One of your classmates. 8. Your cousin. ention the By what others fol- LESSON CXIV. THE CONCLUSION. The Conclusion of a letter is made up of the closing words of respect or affection and the signature of the writer. I, 'I FORMS OF CONCLUSION. 1. ^C-V-C^^i^ ^O^ttdd-j (D^lu^ce ^. (/^ci.i/cn>. "eal^e j3^ ^^y^o-^. ecc^^CiC^ 'U.C'ttid'j ^Adt THE CONCLUSION. 139 With what kind of letter does each conclusion begin? What mark separates the closing words from the name of the writer? What mark is placed after the signature ? The first word of the conclusion should begin wi h a capital letter. The closing words should be separated from the signatu. of the writer by a comma. A period should be placed after the signature of the writer. Some of the forms used in closing familiar letters are — Your friend. " Your affectionate father. Lovingly yours. Your loving son. Affectionately yours. Ever yours. Most sincerely yours. Very sincerely. The most common forms for closing business letters are — Yours respectfully. Yours truly. Respectfully yours. Very truly yours. Yours very truly. Very respectfully yours. When the words, sister, brother, friend, etc., are used in the conclusion of a letter, they should begin with small letters. (See Form 3, p. 194.) WRITTEN KXERCISES. I. Copy the foregoing Forms of Conclusion. n. I . Write five different forms for closing familiar letters, ?• Write five different forms for closing bttsit^m letters. 140 LESSONS IN ENGLISH. LESSON CXV. THE ADDRESS. The address is made up of the name, the title, and the resi- dence or place of business of the person written to. Note. — If the letter is an important one, the address should contain not only the name of the place where the letter is to be sent, but the street and number, the county, or such other items as make pp the full address. But in ordinary letters the name of the city or town and the name of the state will be sufficient. Many per- sons omit the address altogether in familiar letters. In business letters, the address of the person written to is usually placed at the beginning of the letter ; but in letters to relatives or intimate friends, it is written at the close of the letter. When the address is placed at the beginning of a letter, it should begin at the marginal line, on the first line below the heading (see Business Letter, p. 203) ; but when it is placed at the close of a letter, it should begin at the marginal line, on the first line below the signature (see p. 188). j3^^. FORMS OF ADDRESS. 1. — Business Ijetter. t^W^t^' / ■ \^t)'M'i' /r^i^tto-i are am Soi nd the resi- ontain not only nd number, the inary letters the nt. Many per- Titten to is n letters to :lose of the J of a letter, e below the is placed at line, on the ■i PK^'^UO-i fHE ADDRESS. 141 !i. — Business IJetter. ^//^ J^^d ^'n-d^.^ e^. O' 'If'C't^^-id. r 3. — Familiar Letter. Wo.i4.l Av-tn^^ a^i^t^^d^el^ O^^ (DilAlj oM^d. ^'iC-'MA-yi,. Mention the different items in each address and tell how those part, are separated. What mark is placed at the close of each address ? Separate the different parts of the address by commas, and place a period at its close. Do not forget to use a title when writing a person's address. Some of the most common titles used in addresses are — 142 LESSONS IN ENGLISH. Mrs.,* Master, I. — Before the Names of Persons. Miss, Mr., Rev., Misses, Messrs., Dr., Prof., Hon. Prefix Mrs. to the name of a married woman ; Miss to the name of an unmarried woman ; Mr. to the name of a man who has no higher title ; and Master to the name of a boy. In writ- ing to two or more gentlemen, use the title Messrs.; to two or more young ladies, the title Misses. Prefix Rev. to the name of a clergyman, or Rev. Mr if the Christian name is not known ; Dr. to the name of a physician ; Prof, to the name of one who has been elected to a professorship in a college or other insti- tution of learning; and Hon. to the name of a cabinet oflficer, a member of Congress, a judge, a mayor, and to the names of some others of similar rank. Note. — When a lady writes to a stranger, she should prefix Miss or Mrs. to her name, so that the person who answers the letter may know how to address the reply. II. — After the Names of Persons. Esq.,* M.D., D.D., A.M., Ph.D., LL.D. Esq. is added to the name of a member of the legal profes- sion, and to the names of civil officers not entitled to the prefix Hon. A.M„ M.D., Ph.D., D.D., and LL.D. are titles conferred by universities, colleges, or other institutions of learning. Do not prefix Mr. to a name when Esq., A.M., or some simi- lar title is added to the name ; and do not prefix Dr to a name * The meanings of these titles are given in the list of abbreviations on pages 151 and J53. Prof., Hon. liss to the a man who \ In vvrit- to two or the name lot known ; )f one who )ther insti- net officer, ■ names of r Mrs. to her ress the reply. THE BODY OF A LETTER. 143 ;al profes- the prefix conferred ing. ome simi- to a name ons on pages that is followed by one of the titles, M.D., Ph.D., D.D , or LL,D.: thus, not Dr. John Brown, M.D., but Dr. John Brown or John Brown, M.D. Not Rev. Dr. Henry S. White, DD but Rev. Dr. Henry S. White, or Rev. Henry S. White, D.D. WRITTEN EXERCISE. Write addresses to be used in letters for — a married lady, a boy, a clergyman, an unmarried lady. an editor, a physician, a member of Congress, a business firm, a lawyer LESSON CXVI. THE BODY OF A LETTER. The Body of a letter usually begins at the end of the saluta- tion, on the first line below it (see p. i88) ; but when the address and salutation too ther occupy more than two lines, the body of the letter ma) begin on the same line with the salutation (See pp. 196 and 203.) Adapt the style of the letter to the subject. In writing to relatives or to intimate friends, be unreserved -write as you would talk if your friends were present. In writing to superiors or to strangers, be respectful. Begin at once with what you wish to say, and when you have finished do not try to think of something to fill the sheet, but add the closing words of respect or affection, and sign your name. ^ Do uDt write a succession of short sentences with the subjects Ill til'': m m0 )I1 I- Jv- 144 LfiSSOi^S IN ENGLISH. omitted; as, Had a pleasant jourtuy. Found my friends well. Shall expect to hear from you soon. Do not begin a new paragraph under the last word of the preceding paragraph, but leave a space the width of the margin at the beginning of the first line in every paragraph, except the first. Do not rule a line for the margin of a letter. When you use the letters st, d, or th after the day of the month, do not write them above the line, but on the line; as, Dec. i6thy not Dec. i6^. ' Do not place periods after ist, 2d, id, 4th, etc. Do not place two periods at the close of a sentence when the last word is abbreviated; as, His address is Springfield, III. Not, Hi.- address is Springfield, III. Do not forget to enclose a postage stamp when you write requesting an answer for your own benefit. Do not send a letter carelessly written. Pay particular atten- tion to penmanship, capital letters, and marks of punctuation. WRITTEN EXERCISES. I. Write a letter to one of your cousins or to some other friend, describing your school Tell the number of pupils, the number of teachers, and such other things about the school as interest you most. ^ Follozv the form given on page 188. Give your full address tn the heading, and sign your own name to the letter. II. Suppose you are away from home attending school Write a letter to some member of your family, requesting to have some article that you need sent to you. • L •THE SUPERSCRIPTION. 145 ends well. )rd of the lie margin Jxcept the ay of the line; as, when the field, III ^ou write lar atten- uation. r friend, umber of vou most. address Write a ve some LESSON CXVII. THE SUPERSCRIPTION. The address on the envelope is called the Superscript FOKMS OP SUPERSCRIPTION. ion. (juer- <^€. m-o a-x. 3 V- m IOj' I) ■•i: fc*t, r j| 1 la *» i*: 146 LESSONS IN ENGLISH. Write the first line of the address near the middle of the envelope, making the right and left margins equal. Begin each of the other lines a little fafther to the right than the preceding- line. Do not rule the envelope with a pin, . r with a pencil, even if you erase the mark. Be careful not to address the envelope upside do^n. Write the address so plainly that it cannot be misunderstood, Place the stamp at the upper right-hand corner . / the en- velope. * To fold a sheet of ordinary note-paper so that it will fit an envelope a little longer than the width of the sheet, lay the sheet before you with the first page up, and t!)e double edge toward your left hand. Then turn, the lower third of the sheet up, fold the upper third down over this, and press the folds. If a large square envelope is used, only one fold should be made. Place the sheet before you in the manner described, turn the lower part of the sheet i:p until the lower and upper edges meet, and press the fold. Insert the letter in the envelope in such a manner that it may be right side up when it is taken from the envelope and unfolded. WRITTEN EXERCISE. 1. Co/>jf on envelopes the foregoing superscriptions. 2. Write on envelopes the superscriptions of letters to be sent to — 1. Your father or guardian. 2. One of your classmates. 3. Your teacher. 4. A business firm. 5. Your uncle in a distant city. nTSIKBSS LETTER. 147 'die of the Begin each preceding- cil, even if n. Write ■/ ihe e:o- vill fit an t, lay the uble edge the sheet folds, should be lescribed, nd upper ;r that it 'lope and to be sent r. irm. LESSON CXVIII. A BUSINESS LETTER. FOKM OF BUSINESS LETTER. hmmn.{yuv 23, /88a. does the Ithl'; .r/1 f T '''''" °' '" ^'^ '°^^^ °^ ^h^ '^"-? What es he .,... ..k to have sent? Where is it to be sent? When is subscript'l . ,o begin ? (I ! 1 I'll I' 1 r !i I Vi 3, li (I 148 LESSONS IN ENGLISH. Cc^/j/ ///.. foregoing letter. Pay particular attention to capital letters, marks of punctuation, and arrangement of the different parts. LESSON CXIX. LETTERS ORDERING PERIODICALS. Write a letter ordering « St. Nicholasr " Youth's Companionr *'Le Monde Illustr^;' or some other magazine or paper that you would like to take. Use your own name and address in the letter, and write as carefully as if the letter, were to be sent. n. Write a letter ordering some newspaper that is published your home. , near LESSON CXX. CHANGE OF ADDRESS. Suppose you are a subscriber for some magazine or paper, and that you wish to have the address changed. Write to the pub- Ushers and request to have the paper sent to your new address. Mention in your letter the name of the periodical, and give the old address as well as the mw. ! to capital \e different EXERCISES IN COMPOSITION. 149 mpanion," y that you ' write as shed near aper, and the pub- address, give the LESSON CXXI. EXERCISES IN COMPOSITION. 'l^^l^LlZ'^^.r,^^^^^^ '" '^""'P'^^''-" -""- to '»^e following, ne written exercise should be preceded l,y an oral discussion of the subject. £X£RCISE I. OUR SONG BIRDS. 1. Tell what the most common song birds are in your locality, and show how they aid man and give him pleasure 2. Mention some of the enemies of birds, such as cats, owls egg-collectors, etc. * 3. Show what the effect of using birds for millinery purposes has been, and tell what you know about the societies that have been formed to prevent their destruction. EXERCISE II. YELLOWSTONE PARK. .. Tell where Yellowstone Park is, give its area, and tell so.etH.„g„nts surface. . Describe so.e of its great natural exercise: hi. A WESTERN RANCH. , n '^"'u™''.^' " ■■"""" ''• ^"'' '"'* " ^^^- ■■"'n a farm. 2. Describe the way in which the cattle and sheep are allowed to wander about from place to place, tell how the herdsmen keep track of them and how a ranchman knows his own stock. 3- Describe the buildings and the manner of lii-. on a ranch 150 ;ffj:' ii LESSONS IN ENGLISH. KXKKrisi<: IV. MIGRATION OF HIKDS. Fifid out ivhat you can about the Miyration of Birds, and then tell in your oxvn ivords — 1. What the migration of a bird is. 2. Mention the common migratory birds in your locality, and tell at what time they arrive in spring, and when they depart in autumn. < 3. Tell why these birds migrate. State whether they feed upon insects, worms, fruit, seeds, fish, or other food, and show what effect the cold weather has upon their supply of food. 4. Tell how they migrate. Tell at what season and in what direction they take their flight ; whether they travel in the day- time or at night, alone or in flocks ; and how far they go. EXERCISE V. USES OF FORESTS. I. Tell how forests affect the water courses; how they pre- vent floods and drouths; how they affect soil and climate; and mention any other uses of forests that occur to you. EXERCISE VI. THE SIGNAL SERVICE. I. Tell what the object of the Signal Service is; how the warning of the approach of storms is given ; how these weather reports aid people on shipboard and on land. EXERCISES IN COMPOSITION. 151 EXERCISK VII. THE HUMAN SKIN. I. Describe the structure of the skin. 3- Tell what care it needs. 2. State its uses. EXERCISr VIII. MY FAVORITE BOOKS. .nn'; J'",Z^'^^ ^T ''"'°""= ^°°^' "''■ ^ State your rea- sons for likmg r ch. EXERCI IX. Write a letter to one of your fricds, giving an account of your scliool work, and telling wha: ^art of the work you like EXERCISE X. You are obliged to leave school on account of illness io your amdy. Wnte .a letter .o your teacher stating the cause of your absence from school. ^ EXERCISE XI. You promised to spend last evening at the home of one of your friends, bu. you were unable to do so. Write to your nend g,v.r , a reason for your absence, and expressing your regret at not bemg able to keep the appointment. EXERCISE XII. Write to Messrs. J. C. Wilson u Co., 698 Craig St., Montreal, asking them to send you samples of their letter-paper sold bv the pound. ^ 152 LESSONS IN ENGLISH. B i LESSON CXXII. STUDY OF SELECTION. ROBERT OF LINCOLN. I. Merrily swinging on brier and weed, Near to the nest of his little dame, Over the mountain-side or mead, Robert of Lincoln is telling his name : Bob-o'-link, bob-o'-link, Spink, spank, spink ; Snug and safe is that nest of ours. Hidden among the summer flowers. Chee, chee, chee. II. Robert of Lincoln is gayly drest. Wearing a bright black wedding coat ; White are his shoulders and white his crest, Hear him call in his merry note : Bob-o'-link, bob-o'-link, Spink, spank, spink ; Look, what a nice new coat is mine. Sure there was never a bird so fine. Chee, chee, chee. m. Robert of Lincoln's Quake- wife. Pretty and qu'iet, with plain brown wings, STUDY OF SELECTION. 153 Passing at home a patient life, Broods in the grass while her husband sings : Bob-o'-link, bob-o'-link, Spink, spank, spink; Brood, kind creature ; you need not fear Thieves and robbers while I am here. Chee, chee, chee. IV. Modest and shy as a nun is she ; ' One weak chirp is her only note. Braggart and prince of braggarts is he, Pouring boasts from his little throat : Bob-o'-link, bob-o'-link, Spink, spank, spink ; Never was I afraid of man ; Catch me, cowardly knaves, if you can. Chee, chee, chee. V. Six white eggs on a bed of hay. Flecked with purple, a pretty sight ! There as the mother sits all day, Robert is singing with all his might : Bob-o'-link, bob-o'-link, Spink, spank, spink ; Nice good wife, that never goes out, Keeping house while I frolic about. ' Chee, chee, chee. 154 LESSONS IN ENGLISH. VI. Soon as the little ones chip the shell, Six wide mouths are open for food ; Robert of Lincoln bestirs him well, Gathering seeds for the hungry brood. Bob-o'-link, bob-o'-link, Spink, spank, spink; This new life is likely to be Hard for a gay young fellow like me. Chee, chee, chee. VII. Robert of Lincoln at length is made Sober with work, and silent with care ; Off is his holiday garment laid, Half-forgotten that merry air, — Bob-o'-link, bob-o'-link, Spink, spank, spink; Nobody knows but my mate and I Where our nest and our nestlings lie. Chee, chee, chee. VIII. Summer wanes ; the children are grown ; Fun and frolic no more he knows ; Robert of Lincoln's a humdrum crone ; Off he flies, and we sing as lie goes : Bob-o'-Hnk, bob-o'-link, Spink, spank, spink : STUDY OF SELECTION. 155 When you can pipe that merry old strain, Robert of Lincoln, come back again. Chee, chee, chee. William Cullen Bryant. What IS the poem about ? Read the first stanza. Where was Robert of Lincoln? What was Wh is ™ a::Vl' """f ^ '''^' -•' '^^ '- f°"»i„g iines about H? VVK '^ """ """« '"'*' '^"^ '^ ">"« by its being s . Jf \Z, abo'ut? "''""'^'' '" '° '" *' f°"'* "-' ^Vhat is the song Read the third stanza. What are the first four lines about? Why is W ,1 \ ^'""'^ "*=■ ^'■'^'' """^^ describe her apnearance .^t:::i:t"" ^--^^---^^-^^ whatdo:rh::r To"^ "" crptedrr rrr r "^' ^--^ "-^^ ' is .he husband called? Whafare hifw^rds. " ^'"^"*' '"'^' ReldTh ,. "'°*°' ''° '" ^^^ ' ^^''" did Robert do ? Read the stxth .stanza. What is the meaning of ./„> / What hao Whit w h- ^ ' ^'^" ""' ■^-'P"^"' ^'>='"'id Robert do the? VVhat was his song now? Read the seventh stanza. How did the work and care affect Robert? What IS meant by laying off his holiday garment ? Ans. Changing his color. lineTlvT '^'""^r"' ""'" '^ """' "y «"" '■> *e seventh Une J* By w^j/Z/z/^j m the eighth line ? 156 LESSONS IN ENGLISH. Read the last stanza. What is the first statement? What is the meaning oiwafies^ What is the second statement? The third? To what does Ae refer in the second line? What is Robert called in the third line ? Where does he go ? When shall we welcome him back ? WRITTEN EXERCISE. Cop_y the poem. Arrange the lines as they are arranged in your book. I »i LESSON CXXIII. COMPOSITION. Write about Robert of Lincoln. HINTS. — Tell where Robert of Lincoln sings, and what he says in his song. Describe his appearance. Describe his wife, and tell what she does. Tell about the little ones. Tell about Robert's work and his departure. jil ^hat is the :hird ? To lied in the n back? LIST OF ABBREVIATIONS. 'anged in what he his wife, ill about Ala. Alb. Alg. Pla. Alabama. Alberta. Algoma. A.M., Before noon {ante meridiem). Arkansas. Arizona. • • • • Assiniboia. • • • • Athabasca. August. Avenue. • • British Columba. California. Captain. Company. County. Colonel. ^°^°«''°°1 Colorado. .^°°" Connecticut. • District of Columbia. • • Doctor of Divinity. December. Delaware. Doctor. _ East. _ ^ Esquire. February. Florida. I'riday. »J7 Ark. Ariz. Assin. Ath. Aug. , Ave. . B.C. . Cal. . Capt. . Co. . Co. . Col. , D.C, D.D Deo Del. Dr. B. . ^' ' • ■ Georgia. ^^° General. °^ Governor. ^°" Honorable. Jj^«^° Tdaho. Illinois. ^"^ Indiana. IndT. . . . Indian Territory. Iowa or la j^^^ ^^" January. ^^- °'' J"n- • Junior. Kans.orKan Kansas. ^®® Keevvatin. ^ Kentucky. Louisiana. Labrador. Long Island. ^'®"* Lieutenant. ■ • • . Doctor of Laws. • • . Noon {men'dtes). ^*° Manitoba. ^*^* Massachusetts. ^■^- • . . Member of Congress. M.D, .... Doctor of Medicine. ^^ Maryland. ^« Maine. Mesflrs. . Gentl#-mf*n ( M^c\...^^\ Michigan. La. Lab. L.I. LL.D. M. Mioh. U' ?! Minn Minnesota. Miss Mississippi. Mo Missouri. Mon Monday. Mont Montana. Mr Mister. Mrs Mistress. Mt Mount. N Nortli. N.A North America. N-B New Brunswick. Nebr. or Neb. . . . Nebraska. Nev Nevada. N.F.L Newfoundland. ^•C >.'ortli Carolina. N. Dak ;Torth Dakota. N.H New Hampshire. ^•J New Jersey. N. Mex New Mexico. ""o Number. Nov November. N.S Nova Scotia. N.Y New York. N.W.T. . . Northwest Territories. Ohio or O Ohio. Oct October. Okla. T. . . . Oklahoma Territory. Ont Ontario. Ox Oregon. P Page. Pa. or Penn. . . . Pennsylvania. P.B.I. . . Prince Edward Island. Ph.D. . . . Doctor of Philosophy. P.M. . Afternoon (posl meridiem'). ^•M Postmaster. P-O Post-office. P^es President. P*"of Professor. P.S. . . Postcript {post scriptum). Que Quebec. ^^^ Reverend. ^•I Rhode Island. ^•^ Railroad. S South. Sas Saskatchewan. S*t Saturday. Sept September. Sr. or Sen Senior. S.C South Carolina. S. Dak South Dakota. St Street. Sun Sunday. Su^t Superintendent. Tenn Tennessee. T®*' • • Texas. Thurs Thursday. Tues Tuesday. U.S United States. Utah Utah. ^a Virginia. Vt Vermont. W West. "Wash Washington. "Wed Wednesday. "Wis Wisconsin. "Wyo Wyoming. W. Va. . . . . . West Virginia. Postmaster. Post-office. President. Professor. f scriptiwi). • Quebec. Reverend, ode Island. Railroad. . . South, katchewan. . Saturday. September. Senior, h Carolina, th Dakota. . Street. . Sunday, rintendent. rennessee. Texas. Thursday. . Tuesday, ted States. . . Utah. . Virginia. . Vermont. . . West, ashington. '^ednesday. Visconsin. Wyoming, t Virginia. INDEX. Abbreviations, 24, 26, 35, 42, 157, 158. Addresses, 41-43 ; forms of, 41. Adjectives, 89. Adverb, 105. Apostrophe, 52, 56 ; iii contractions, 52; in possessives, 81-84. Capital letters, use of, 3, 4, 7, 14, ,6, 25^ 34, 5o> 56, 60, 62-63, 65. Change of address, 148. Christian names and surnames, 16. Comma, in address, 45, 46. Command, 44. Composition, 6, 11, 15, 17, 21, 24, 28, 31,36,39,43.48, 51,53, 66, 69, 74, n-, 80, 85, 90, 96, 104, 108, III, 120, 123, 124, 149-151, 156. Conjunctions, 121. Contractions, 51. Dictation exercises, 7, 13, 24, 46, 50, 53,63,65, 79,86,97, 118, 130, Exclamations, 126. Exclamation point, 126; use of, 127. Has and have, 26. How to write, addresses, 41 ; dates, 38; initials, 18; Mr, and Mrs\ 23 ; the word /, 10 ; the words Uncle and Atmt, 22 ; the names of persons, 7 ; the names of cities, 14; the names of streets. 14; the names of the days, 25 ; the names 159 of the months, 34 ; the names of the seasons, 34. Initials, 18. Interrogation point, 4. Intransitive verb, 100. Is and are, 8. It is /, etc., 119. Letter-Writing, 39-44, 131-148. Parts of a letter, 131 ; heading, ^32, 133, 134; address, 132, 140-143; salutation, 132, 136, 137 ; body of letter, 132, 143, 144; conclusion, 132, 137-139, Heading of letter, 132, 133 ; items i", ^IZ'-, position of, 133; ar- rangement of parts, 133 ; punc- tuation of, 135 ; forms of, 134; cautions about, 135. Address in letter, 132, 140; items in, 140; position of, 140 ; punctuation of, 141 ; use of titles in, 141-143 . forms of, 140, 141. Salutation, 132, i3f ; position of, ^yi\ capitalizati';;T of, \yj -^ ptmctuation of, 137; forms of! 136. Body ot letter, 732, 143; style ot", 143 ; position of, 143 ; forms of", 4^, J47; tautlon-i about^ 143- '44' leo INDEX. § Conclusion of letter, 132, 137- 139; capitalization of, 139; punctuation of, 139; forms of, 138. Superscription, 145, 146; posi- tion of, 146; arrangement of parts, 146; forms of, 145 ; cau- tions about, 146. Folding a letter, 146. Inserting letter in envelope, 146. Position of postage-stamp, 146. Forms of letters, 40, 132, 1471 Exercises in letter-writing, 39, 42, 43, 44, 131, 132, 135, 136, 137, ^39, 143, '44, 146, 148, 151. List of abbreviations, 157, 158. Names, 4, 58; proper and common, 59; Christian and surname, 16. Negatives, 109; use of, 109. Nominative forms of pronouns, 115. Object, of verb, 100 ; of preposition, 114. Objective forms of pronouns, 116. Person, of pronouns, 87. Picture lessons, 6, 17, 21, 31, 36, 48, 66, 77,85, III, 123. Possessive forms. 81 ; of nouns, 81- 84; of pronouns, 117. Predicate, 57. Prepositions, 114; object of, 114. Pronouns, 87; nominative forms of, 115; objective forms of, 116; possessive forms of, 117. Questions, 3. Quotations, 48-50. Quotation marks, 48, 49. Review, 9, 13, 32, 55, 67, 68, 75, 78, 79, 97> "3, 1x3, 138-130. Rules, for the use of capital letters, 3, 4, 7, 50, 56, 60, 62, 63, 65 ; for marks of punctuation, 3, 4, 18, 24, 46, 49, 56, 127 ; for plural forms, 71, 72, 73, 7s, 76; for possessive forms, 82, 83, 84. Script exercises, 2, 3, 4, 10, 11, 15, 25, 34, 40, 41, 132, 134, 136, 138, 140, 141, 145, H7- Selections, for reproduction, 24, 50, 51, 53, 69, 74, 80, 103 ; for study, 91,103,124,127,152; to be memo- rized, 11,19, 33, 37, 86, 124, 127. Sentence, i ; subject of, 57 ; predicate of, 57. Singular and plural forms, of nouns, 7^-73, 75, 76; of verbs, loi, 102. Stanza, 71. Statement, i ; form of, 3 ; parts of, 57. Study ofselection,9i, 103, 124, 127,152. Subject, of sentence, 57; of verb, 98. Summary of rules, 56. 7'/ie and an or a, 94 ; use of, 95. . 77//> and //m/, 93. Transitive verb, 100. Verb, 98; subject of, 98; object of, 100; transitive, 100; intransitive, 100 ; singular and plural forms of, loi. IVas and were, 12. Words, used as names, 58 ; derived from proper names, 64 ; used for nouns, 87 ; used with you, 29 ; used after /s and was. 1 19 ; that assert, 98; describe, 89; point out, 93, 94 ; show /t(Kv, when, or where, 104-108; show relatioHj 113; connect, 121. apital letters, 3, 62, 63, 65 ; for ion, 3, 4, 18,24, or plural forms, : for possessive [, 10, II, 15,25, h 136, 138, 140, action, 24, 50, 103; for study, 2 ; tobememo- 7, 86, 124, 127. , 57 ; predicate -ms, of nouns, ■erbs, 10 1, 102. 3 ; parts of, 57. '3,124,127,152. '; of \erb, 98. se of, 95. )8; object of, ; intransitive, lural forms of, , 58 ; derived 64 ; used for nth you, 29; as, 1 19 ; that e, 89; point '(jw, when, or low relation- .)K