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PRACTICAL 
 
 ^Tangwaij]^ graining 
 
 CONTAlNIN(i 
 
 / 
 
 . 
 
 SUGGESTIONS TO TEACHERS, A SYr.LAHUS OF 
 
 WORK FOR PUBLIC SCHOOLS, ANn 
 
 SUCrGESTJVE LESSON NOTES. 
 
 BY 
 
 R. K. ROW, 
 
 Principal Model School, Kingston 
 
 .1 
 
 TORONTO 
 THE COPP, CLARK COMPANY, Ijmitid 
 
 i8y2 
 
P£7/// 
 
 M 
 
 Kntered .vcoordir,, to Act of the Parlia.nent o, Cana^.a, in the year one thousand 
 eight hundred and ninety-two, bv Tuk Copp, Olar- Compakv (Limited). l„ the 
 Office of the Minister of Agriculture. 
 
PREFACE. 
 
 At the regular mectin<r of the Ontario Teachers' 
 Association, held at Niagara-on-thc-Lakc in August 
 1890, after an adc'.ess and a discussion on "Technical 
 Grammar in Public Schools " the following resolution 
 was adopted almost unanimously. " Resolved : That, in 
 the opinion of this Association, Technical Grammar 
 should be omitted from the Public School Curriculum 
 except so far as it can be taught incidentally in a 
 thorough course of Practical Language Training." The 
 recognized necessity of more attention to practical lan- 
 guage training, and the desire for more definite aims 
 therein was further shown by the appointment of Wm. 
 Houston, M. A., and myself to prepare a syllabus of 
 Language Lessons for the public schools of Ontario. 
 
 The effort to comply with that request soon made it 
 evident that a bare outline syllabus would not meet the 
 requirements of those teachers who feel most need of 
 help in this department of their work. A brief presen- 
 tation of how language power is developed, followed by 
 a series of suggestions on matter and method in language 
 training, grew out of this idea. Then, many o( the 
 , suggestions, purposely made brief, seemed to need ex- 
 emplification, and " lessons notes " at once began to bud 
 and branch out from these. Some flowers have also 
 appeared in the form of extracts from the best authors 
 carefully selected for memorization. The little plant has 
 been growing for nearly two years. It has been sunned 
 by the warm approval of all who have seen it ; watered 
 and stimulated by helpful suggestions from friendly 
 fellow-workers ; and pruned by the no less friendly knife 
 
IV 
 
 PRKFAOR. 
 
 of the critic. With some soh'citude I now present it to 
 the teaching public to be judged by its fruits. 
 
 There has been no thought of supplying a class book 
 for the use of pupils, but rather a ''teachers' help'' for 
 which there is a rapidly growing demand among the 
 more progressive members of our profession, who, hov/- 
 ever meagre their income, can find each year a {&h dollars 
 to exchange for " ideas." 
 
 As ihe title implies the book deals with only the 
 practical side of language study. The treatment through- 
 out is based on the principle that language power is 
 acquired almost solely through careful training in the use 
 of language, and that this training must be given mainly 
 by allowing and leading children to express in their best 
 way the thoughts obtained in all they study. All special 
 language exercises are to be regarded as merely supple- 
 mental to this regular work. There is perhaps an ideal 
 school in which the special exercises will not be needed. 
 
 My thanks are due to Messrs J. Dearness, I. P. S. 
 London; Wm. Houston, M.A., Toronto; S.B. Sinclair, 
 B.A., Hamilton, F. W. Parker, Englewood, III, and J. h! 
 Smith, I.P.S., Hamilton, for numerous valuable sugges- 
 tions; to E. L. Kellogg & Co, New York, for permission 
 to use some Reproduction Stories from the Teachers' 
 Institute, and to Mr. A. F. Newlands, Director of 
 Penmanship, Kingston Public Schools, for the outline 
 drawings. 
 
 Teachers will confer a favor by noting and mailing to 
 the author such criticisms and suggestions as may be 
 .used to improve a subsequent edition should the book 
 possess sufficient vitality to reach that stage. 
 
 Kingston, May 24, 1892. 
 
CONTENTS. 
 
 Introduction ^'^^ 
 
 Suggestions : 
 
 General ^ 
 
 The Uses of tures . . 
 
 Rep? oduction otories 
 
 Dictation ^^ 
 
 Transcription ^ 
 
 Letter Writing '5 
 
 Meinorizin<r ' 
 
 o fA 
 
 Descriptions 
 
 Locations and Directions 
 
 Object Lessons '^ 
 
 Incorrect Forms and Syntax 
 
 Elliptical Exercises 
 
 Re-Writing Essays and Stories 
 
 Syllahi;s 
 
 Suggestive Lesson Notes 
 
 Abbreviations and Contractions ,5 co 77 7X " ^. 
 
 Anonyms ••• -f'oo, 77, 7«, 82, 94 
 
 Capitals ^^ 
 
 Compositions 44 ac aR r,^ co'^a rWv ^'^' "^ ' "^^ 
 
 FIlinH.ai p :• • • -»4, 45, 4«, 5' , 52, S^ 57, 58, foi, 102, 103 
 Elhpttcal Exerc.scs . .3., 40, 4,, 43, 45^ 5,, ^,^ ^^^ ^^^ ^^^^ 
 
 Essays ^^' ^^' ^' '^'' ^^' ^3' ^4, 95, 96 
 
 Homonyms.".'.'.".'*.".".".';;;;;;;;;;; ■■• '^s, >o6, ,07 
 
 Imagination Stories ".*. 8 70 80 Si ' Rr «?' ''^ 
 
 Letter- Writing U .A '/^' ' '°^ 
 
 Object Lessons "y., co'fiV .V ,,■ ',:' if jf ; '°°' ^°^ 
 
 -'-' 3^' ° ' "-•» "4, n^, 67, 68, 69, 70, 
 
 Nature .^ tudies . . ^'' ^7' ^3' ^^^ 97 
 107, to 114 
 
 18 
 18 
 18 
 18 
 
 20 
 
VI CONTENTS. 
 
 Suggestive Lesson ^otvs~( Conf/mted). Pag* 
 
 Picture Lessons .30, 37, 42, 49, 54, 6i 
 
 Sentence Construction 7,;, 75^ g8, 103 
 
 Synonyms g^^ 10,, ,02 
 
 Word Forms 34, 35, 47, 5', 72, 73, 89 
 
 Rf.',production Stories and Memory Gems, distributed 
 f*"""^ 30 to 104 
 
INTRODUCTION. 
 
 Language, in its broadest sense, means thought expres- 
 sion. Thought and expression are always in indissoluble 
 partnership; the one cannot evr'st without the other. 
 In this sense language includes, not only all speech, but 
 all art and all the products of human skill and ingenuity. 
 A painter, a musician, a sculptor, an architect, a gar- 
 dener, a tailor, a farmer, must not be supposed to lack 
 power of thought because he has not a ready command 
 of words Each has a language of his own capable of 
 expressing his thoughts as clearly, as fully and as artisti- 
 cally as ever orator, essayist or poet expressed his con- 
 ceptions. All schools should recognize this broad view 
 of language, and it should not be expected that all 
 pupils will or can acquire the same degree of power and 
 facility in verbal expression. Since, however, all are 
 more or less dependent upon speech for the expression 
 of their thoughts, and since the growth in thought is con- 
 ditioned so largely by growth in language, it follows that 
 practical language training should occupy a very prom- 
 inent place in all elementary school- work, and that 
 all teachers of children should understand well how 
 language power is acquired, and know fully what ways 
 
 and means will most certainly and completely tend to its 
 development. 
 
 The student of child nature will have observed how a 
 baby learns his first words. Mamma, Papa. May, Tom, 
 Kitty, Fido, etc., are brought before the child scores, in 
 some cases hundreds, of times, and at almost every 
 
6 
 
 INTRODUCTION. 
 
 presentation the name ,s associated with the person or 
 
 r.rnf; V ^ ^^'^ '^'^^ ''^^' " ^'^"*^^ °f inteihgent 
 recogn.tion answers such questions as : Where's Papa? 
 
 Where s Tom? The mother and the nurse give a 
 
 hundred language lessons a day. and encourage irf every 
 
 1 he child knows a large number of words before he can 
 utter one, but the reward of weeks and months of earnest 
 unremitting training comes, love's quick ear recognizes' 
 in the baby's syllable some oft repeated name. ^Now 
 the practice brcTins, with solicitation and without it the 
 baby lies awake day and night to practice his newly 
 found power. Day by day the vocabulary of presentive 
 words increases ; then two ideas are related and two 
 words joined ; sentences are formed and so the power 
 grows. During the first four or five years the conditions 
 for Its growth are made as favorable as possible. New 
 things, new qualities and characteristics of things, new 
 relations of things and of their parts and qualifies are 
 constantly being discovered or pointed out; interesting 
 pictures are shown and suitable stories told. When the 
 chi^d gets a new idea or thought he wants to express it 
 and he always gets a chance ; nay more, he is plied with 
 unnumbered questions to quicken his perception, con- 
 centrate his attention and induce the effort to tell The 
 natural child at from two to six years of age is always a 
 chatterbox, and the natural man or woman is always a 
 ready listener to a young child. 
 
 This seems a perfectly natural and rational method of ' 
 educating the language faculty, and the wonderful power 
 of understanding and using language acqn.V.d h- mo-^t 
 children during the first five years cannot be accounted 
 
INTRODUCTION. 9 
 
 for apart from these considerations. About this time 
 however, a new course of treatment is adopted At 
 home and at school the child is constantly being told he 
 IP st^ not talk. Strange doctrines are now taught him. 
 as: "Little folk should be seen and not heard," " You 
 have two ears and two eyes, but only one tongue, you 
 should see and hear four times as much as you talk" 
 It would be interesting to know how many sentences 
 the average public school pupil is daily encouraged to 
 frame. While in the special pursuit of an intellectual 
 trammg that is impossible without a concurrent langua^re 
 training, while surrounded by conditions that should be 
 most favorable to the extension of vocabulary and the 
 acquirement of easy, accurate, elegant speech, most 
 children, it is feared, really gain but little, simply for 
 lack of opportunity to practice. If they were restrained 
 from usmg language out of school, as they often are 
 while in class, they would probably lose considerable of 
 the power gained before entering. 
 
 There is a theory quite generally accepted by educa- 
 tors and others that the great masters of English, oral or 
 written, have all had a thorough training in ancient 
 classics. The reason is obvious. They have been 
 thoroughly trained in English through the classics. 
 J he translation of every sentence has been an English 
 language lesson. As soon as the thought is obtained 
 from the original the whole mind is concentrated in an 
 effort to put that thought into the best possible English 
 Why not apply precisely the same principle to the teach- 
 ing of English in connection with all the ordinary school 
 subjects. Direct the study of the class in literature 
 geography, science, history, etc.; when the pupils obtain 
 
8 
 
 INTKODUCTION. 
 
 a new thought let them express it in the best English 
 they can command. When two or more related thoughts 
 have been developed they should find expression in con- 
 nected language. 
 
 It is said that when Lord Macaulay was a little boy 
 h,s father told him a story every night and required him 
 to reproduce it as well as he could; Gradually the stories 
 were lengthened, and made more substantial in character 
 Later the father read the stories, then the boy read for 
 himself, but always the reproduction had to be full ac- 
 curate, and well expressed. As the boy's power grew the 
 nature of the subjects was changed and biographies 
 essay.s, historical extracts and poems were dealt with in a 
 •s-mi ar way. Is it any wonder the man was a master of 
 English, or that he could reproduce a book after a single 
 readmg? "igic 
 
 Henry Clay said: "I owe my success in life to one 
 single fact, namely: At the age of twenty-seven I com- 
 menced, and continued for years, the process of daily 
 reading and speaking upon the contents of some historical 
 or scientific book. These ofif-hand efforts were made 
 sometimes in a corn-field, at others in the forest, and not 
 unfrequently in some distant barn, with the horse and ox 
 for my auditors. It is to this early practice in the great 
 art of all arts that I am indebted for the primary and fead- 
 ing impulses that stimulated me forward, and shaped and 
 moulded my entire subsequent destiny." 
 
SUGGESTIONS. 
 
 " Man is a bundle of habits." Of the contents of the 
 bundle, one of the largest and most important pieces is 
 language. In no way decs habit manifest or assert itself 
 more strongly than in language. That is, a person 
 speaks and writes correctly or incorrectly, with clearness 
 or confusion, with ease or labor, according to the habits 
 of language he has formed at that stage. 
 
 Now, a habit is formed by constantly repeating an 
 act of mind or body until it can be performed easily, and 
 more or less automatically. If this were otherwise the 
 mind would be continually occupied with the direction 
 of tiie simplest mental or physical acts. 
 
 It is usually as easy to form right habits as wrong 
 ones, and it is always vastly easier to form right habits 
 at. first than to reform wrong ones once firmly estab- 
 lished. 
 
 The rules for the formation of all habits, applied 
 directly to forming habits of the accurate and proper 
 use of oral and written language, may be stated as 
 lollows : 
 
 I. No incorrect forms of language, written or oral, 
 should ever be presented to the pupils. Pupils should 
 never hear inaccurate enunciation, articulation, pronunci- 
 ation or syntax. They should never .see any incorrect 
 spelling, capitalization, punctuation, penmanship or 
 syntax. •^ 
 
 2. Pupils should never be allowed to use any incorrect 
 lorms of speech or writing. 
 
10 
 
 SUGGESTIONS. 
 
 li^'. 
 
 lii: 
 
 3. Pupils should be trained to Icnow instantly when ' 
 
 h y :is"h"°to T'' "TT"'- '"y "-^ f-^W.! h 
 they w,sh to use ; and they should also be trained to 
 
 find the correct form before they attempt to use it 
 cortec™'"'"'' '""'"' "'' ''" '"""^'=' '■°™ " should be 
 
 tun;til''f '*'^' 'T'' "'°"''^ '""^"^^ ^''""''ant oppor- 
 tumt es for oral and written (io„^/u expression under the 
 d-^t^sumulus of .^,..,eiUn,, and according to tt 
 
 ^No^thought which ever stirred a human breast should 
 
 The complete application of these rules requires the 
 h,ghest teaching skill; probably the very bes'tea h „' 
 
 them "s'tnf "r"','"" T'y ^''"'^ »""°' f"»y - '- 
 them. st,ll the only safe rule of life consists in the 
 
 steadfast, persistent attempt to realize an ideal founded 
 upon reason and common sense. lounded 
 
 There is little danger of aiming too high. There is an 
 mborn love o accuracy in almost every child, if the'" 
 -s none naturally it will come with the second nature- 
 hab,t Young children like to know right waysof doLg 
 and saymg th.ngs. They, therefore, take corrections 
 person "^ "' ''"'^"' "^ ""■" ""-^ f"/ '^an older 
 
 Children acquire the power of oral expression almost 
 entirely by .m.tation and under the impulse of thought 
 The vocal organs are so controlled by the mind that they 
 spontaneous y take the required positions to expre^ 
 varymg shades of thought and emotion. Oral lan/ua^^ 
 .3 far more complete and complicated than written 
 
SUaOESTIONS. 
 
 11 
 
 language ; hence, if the former can be well learned by 
 imitation so can the latter, with this great advantage in 
 written language, the models for pupils to imitate may 
 always be perfect. 
 
 The desire to express thought is an essential condition 
 to the growth of language power. Nearly all sentence 
 buildmg merely to use certain words, sentences not 
 arising naturally from a child's desire to express what 
 has come to his mind, must be regarded as useless. 
 Good teaching evolves thought which naturally seeks 
 expression. If the expression strives to imitate good 
 models there is good language training. 
 
 Pupils should be always occupied in forming clear 
 notions of objects and subjects of study and in expres- 
 sing these ideas with clearness and accuracy. 
 
 As much as possible should at all stages be done by 
 thj pupil and very little for him. 
 
 Good talkers usually become good writers. During 
 the first two years oral lessons should largely outnumber 
 written lessons. For a considerable time the written 
 lesson should generally be preceded by an oral one 
 In dealing with subjects that are new or specially 
 difficult this rule should always be observed. 
 
 No pains should be spared to correct defective articu- 
 lation and careless pronunciation. A few special 
 les.sons on the position of the vocal organs in producing 
 certain sounds will usually correct lisping, slurring 
 sounding d for th. s for f, etc. Many defects will be 
 corrected by slow pronunciation which requires the clear 
 enunciation of each sound in a word. Even stammering 
 has o.ten been cured by a little training. The pupil 
 should learn to make sure of what he wants to say before 
 
12 
 
 SUGGESTIONS. 
 
 he makes any effort to speak. He may sometimes 
 pause a moment to think the sound before attempting 
 it. A little careful practice in this way will soon give 
 confidence and ease in speaking. Then some special 
 exercises may be given consisting of sentences in 'vhich 
 a number of words or syllables begin with the explosive 
 consonants, p, b, t, d, k, g and q. 
 
 Many defects of utterance in children are apt to be 
 considered trifling until they become confirmed habits 
 that cling to one through life. These may greatly lessen 
 influence and mar success, besides being a constant 
 source of discomfot;t to the possessor and others. Treated 
 irj childhood they can usually be easily corrected. 
 
 Only the simple essentials of English Grammar, free 
 from all unnecessary technicalities, should be presented 
 in a public school course. 
 
 The grammar lesson should nearly always grow out 
 of the literature lesson. 
 
 The primary aim should be to lead pupils to see 
 functions and relations of words, phrases and clauses. 
 Formal definitions should not be memorized, and no 
 rules should be given to the class. When these are 
 needed the pupils should be led to discover them by 
 inductive study. 
 
 It should be remembered that rules of grammar are 
 not used in acquiring language powers. No one uses 
 them in speaking, and they are rarely applied in writing. 
 
 The terms "noun," "adjective," "verb," "adverbial 
 phrase," etc., are convenient as soon as a pupil knows the 
 thing, but the conceptions must be made clear before 
 
 even names are given. 
 
SUGG KST IONS. 
 
 13 
 
 It should never be for^^ottcn that grammar is a very 
 abstruse science, involving;, in nearly all cases, the nicest 
 distinctions, and requiring? a high de<,rree of discrimina- 
 tion and abstract reasoning for the clear and complete 
 understanding of even its elements. In an elementary 
 school course it should, therefore, be made quite subor- 
 dinate and incidental to that practical training that will 
 develop language power. 
 
 The Uses of Pictures. 
 
 The value of pictures as a means of developing thought 
 and cultivating expression has not been generally 
 appreciated. 
 
 The best pictures available should be used. The 
 drawing, the coloring, the acts represented, the dress and 
 general appearance of the persons shown, all form 
 elements in that unconscious education we so often 
 disregard. 
 
 Skill in drawing is a valuable qualification of the 
 teacher, but those who lack the power to make good 
 original sketches, will find large paper stencils very 
 helpful. ^ 
 
 Place the picture where all can see it well. By care- 
 fully prepared questions lead the pupils to : 
 
 1. Tell what is represented in the picture. 
 
 2. Describe each prominent figure. 
 
 3. Show the relation of the different figures to one 
 another or to some important central figure. 
 
 4- Suggest title for a story to be inferred from the 
 picture. 
 
 5. Compose an original story for which the picture 
 would be a suitable illustration. 
 
14 
 
 SUOOKSTIONS. 
 
 Sometimes pupils may be allowed to ask questions 
 about the picti e. These should be arranged by the 
 teacher in a lo^jical order and answers written by the 
 pupils. 
 
 The answers should often be joined, forming a smooth 
 narrative or description, but younjr children should be 
 trained to avoid long sentences. With more advrtnced 
 pupils greater originality and variety will be secured by 
 placing the picture in sight and allowing them to com- 
 pose their story without a hint or suggestion. 
 
 Reproduction Stories. 
 
 This is always pleasant work for young children. After 
 the silent reading of the stories of the reading-book, let 
 several pupils tell the story, or a part of it, in their own 
 words. If those who try omit any part let others supply 
 the omission. The teacher should make sure that every 
 thought is apprehended and every detail of description is 
 clearly seen. This is one of the best preparations for 
 oral reading. The more vividly the pupils can picture a 
 scene the better they will be able to read the lesson orally. 
 
 Other stories should be told to the class. Trilling is 
 much better than reading, and the teacher who cannot 
 tell a story well has the greater need to practice. New 
 words needed sliould be placed '< . - e bof^r. , .heir 
 meaning, pronunciation and Spcii.ug taught. At first 
 questions may be asked to recall and connect the salient 
 points of the story. Then one or more pupils should tell 
 the story orally. Afterwards the whole class s), ould 
 wr-t'! it if they have the power. 
 
 No pupil should be excused from reproducinj,' .hese 
 oxerciset Children who listen to stories with no i»Ae» 
 
SUOOEflTIOKS. 
 
 IB 
 
 tion of reproducing them are likely to acquire habits of 
 inattention and mind-wandering. 
 
 After some practice has been had pupils should repro- 
 duce a story in detail from hearing it but once. 
 
 These stories can nearly always be selected so as to 
 teach manners, or morals, biography, t^istory, geography 
 or some other subject. 
 
 Children should nearly always supply titles for their 
 stories. 
 
 Special exercises should be given in reproducing 
 stories in direct and in indirect narration. 
 
 N. B.— Written reproductions and descri^^tions should 
 at first be very brief so that the pu[nls may i lore readily 
 become habituated to the correct written expression k){ 
 the simple sentence. If the teacher can put the whole 
 exercise on the board after the pupils have written it so 
 much the better. The same story may be repe.ted after 
 a day or two. 
 
 Dictation Exercise. 
 
 These have usually served only one purpose to test 
 spelling. They should also give a careful trainini in the 
 correct use of capitals and punctuation marks. 
 
 Aim at perfection. Do not dictate a sentence inless 
 you are reasonably sure every one can write it cor -ctly. 
 If you can prevent it, do not permit your pupils to ,^ue.ss 
 at the spelling of a word. They should be trained to 
 draw a horizontal line in the place of a word the mind 
 cannot picture accurately. 
 
 Transcription. 
 
 These exercises are useful only when carefully done. 
 They should lead to close observation of and practice in 
 
16 
 
 SUGGESTIONS. 
 
 paragraphing, punctuation, use of capital letters, hyphens, 
 titles, etc. They train the memory when pupils close 
 books and write as many words as the mind can carry, 
 clearly perceiving the meaning. 
 
 Letter Writing. 
 
 This is of primary importance in written language 
 traming. It is said to be in danger of becoming one of 
 the lost arts. However that may be, it is certain that 
 but rew boys and girls on leaving our public schools are 
 able to write a good letter, arrange the parts, paragraph 
 and punctuate correctly. 
 
 In the primary grades good models should be placed 
 upon the board for the class to copy. When they can 
 do this without a single error they should be asked to 
 re-write the letter several times, changing one part at a 
 time until the whole has been changed. Then pupils 
 may write an original letter similar to the model. 
 
 More advanced pupils should write purely original 
 letters upon topics suggested by themselves, or by the 
 teacher. 
 
 It is a good plan to have one class carry on actual 
 correspondence with another class of about the same 
 grade in a different place, but under the direct super- 
 vision of their respective teachers. 
 
 Advanced classes should write brief, pointed, polite 
 business letters. 
 
 In all school letter practice special attention should be 
 given to arrangement, paragraphing, and punctuation. 
 
 Memorizing. 
 
 From the very first some of the gems of literature in 
 prose and poetry should be memorized and repeated 
 
8UGGRSTI0NS. J 7 
 
 often. The selections should be within the capacity of 
 the pupil, the meaning should be pretty fully developed 
 and pronunciation of all new words taught. Reproduc- 
 tion or oral reading will test the fullness and accuracy 
 of the comprehension of the thought. The reciting 
 should at all times bring out the thought clearly. 
 
 These gem selections carefully and thoroughly taught 
 and frequently repeated or recalled, not only fill the 
 mmd with the best thoughts of the world's highest 
 thmkers, but become strong, beautiful, perpetual ele- 
 ments in the unconscious development of language 
 power. 
 
 Description. 
 
 Pure description may be introduced too early At 
 first It should grow out of the answers to definite ques- 
 tions asked by the teacher. The answers may some 
 times be combined to form a connected description 
 
 Reproducing descriptions of persons, places and things 
 vividly pictured in reading lessons gives excellent train- 
 ing in descriptive language. 
 
 Another very interesting and helpful exercise in 
 description is to allow one pupil to describe, without defi- 
 nitely naming, some person, place, or thing more or less 
 famihar to the whole class. The other members of the 
 class quietly raise hands as soon as they think they 
 recogmze who or what is being described. The powers 
 of both the describer and listeners can be fairly measured 
 by the readiness with which the originals are identified. 
 
 Locations and Directions. 
 
 Good exercises in clearness and preci.sion may be made 
 by requiring pupils to tell the exact location of the bell 
 
18 
 
 SUGOESTIOKS. 
 
 on the table, a picture on the wall, a trer in the play- 
 ground, etc., or by requiring unmistakable directions to 
 the post office, a church, some pupil's home, a near town. 
 
 Object Lessons. 
 Some simple natural science subjects have been sug- 
 gested in the lesson notes. These are intended to give 
 training in scrutinizing observation. It should seldom 
 be necessary to tell anything in these lessons. What 
 the pupils cannot answer to-day may well be left for to- 
 morrow, and what they cannot answer this v^ek will 
 likely be a fresh, warm, lively question next week. 
 
 Incorrect Forms or Syntax. 
 
 In accordance with the rules suggested before no in- 
 correct forms or syntax have been given. Every 
 teacher, from the Kindergartener to the College Presi- 
 dent gets far too many of these. If a teacher will per- 
 sistently correct all errors heard and seen nothing better 
 can be done. 
 
 Elliptical Exercises. 
 
 To give special training in the correct use of words fre- 
 quently misused, a number of elliptical exercises have 
 been suggested in the Lesson Notes. These may well 
 be reviewed from time to time, and any teacher can add 
 to the exercises. Care should be taken, however, to 
 choose or compose sentences in which errors would be 
 likely to occur. There are many cases for instance, in 
 which the most careless speakers would not use were for 
 was or vice versa. 
 
 Writing and Re-writing Essays and Stories. 
 
 When Duoils have crainpH ronsiHf>rahlA r\r\wo.r o«^ 
 facility in composition, and have had some practice in 
 
SUGGESTIONS. 
 
 19 
 
 criticising the mechanical parts c' expression, as well as 
 the syntax and rhetoric, they should be led to persistent 
 efforts to improve their own work by writing their essays 
 again and again before submitting them to the teacher 
 for examination and criticism. After receiving the 
 teacher's suggestions, they should then try again one, 
 two or even three times. In this way a pupil works 
 constantly at the zenith of his power. He has the 
 satisfaction of seeing his first weak, unpleasing produc- 
 tion growing under his own effort into a thing of 
 strength and beauty. The rules for punctuating and the 
 laws of syntax become living principles when he finds 
 them absolutely necessary to the clear and complete 
 expression of his own thoughts. Having written a few 
 exercises in this way, learned what can be done by per- 
 sistent, careful effort, realized the pleasure of producine 
 theirj'very best wor^ pupils will not want to hand in 
 indifferent work ; and only indifferent teachers need 
 suff-er the infliction. The testimony of all who have 
 really learned to compose is that one short essay, on a 
 familiar topic, produced in this way, educates more than 
 a score of the usual school compositions. 
 
SYLLABUS. 
 First Year— Part I. Class. 
 
 1. Abundant practice in expressing real thought as it 
 is evoked in the regular subjects of study. 
 
 2. Persistent correction of all false idioms, whenever 
 used. 
 
 3. Careful correction of all errors in -pronunciation, 
 
 with special practice on words frequently mispro- 
 nounced. ■ 
 
 4. Training out of wrong habits of articulation and 
 enunciation, whether the result of imperfect vocal action, 
 careless habits of speaking, wrong patterns at home', 
 or other cause. 
 
 5. Slow pronunciation for vocal and phonic drill. 
 
 6. Descriptive sentences about objects presented for 
 study. Systematic.questions should be asked. 
 
 7. Observation, imagination and expression lessons on 
 some carefully selected pictures. 
 
 8. Short descriptions of actions. 
 
 9. Copying with care, aiming at perfect accuracy 
 words and sentences taught in reading. 
 
 10. Short written statements about things studied. 
 
 11. The use of the period and of the question mark. 
 
 12. rhe use of capital letters to begin sentences 
 proper nouns, and for the pronoun I. 
 
ion lessons on 
 
 SYLLABUS. 21 
 
 13. Reproduction of suitable stories. 
 
 14. Memorizing and reciting appropriate stories. 
 
 Note.— These written exercises, Nos. 9, 10, 11 and 12, assume 
 the possession of considerable facility in using the pencil. The 
 judicious teacher will know when to introduce them, but they need 
 not conflict with the plan of teaching writing through the elemental 
 principles and a gradation of the letters. 
 
 Subjects for Talks. 
 
 The best are those connected with the regular school- 
 lessons; if these are not interesting something is wrong. 
 Only such subjects as it is desirable to lead the children 
 to study should be chosen : 
 
 The horse, 
 Stones, 
 Pets, 
 Rain, 
 Snow, 
 Frost, 
 
 Winter games, 
 My dog, 
 My bird, 
 An apple, 
 
 Our cat, 
 An orange, 
 Holidays, 
 The sun. 
 The moon. 
 The stove, 
 A frog, 
 A bee, 
 A flower, 
 Our house, 
 
 The cow. 
 
 Fur, 
 
 i, The sheep, 
 
 Feathers, 
 
 Wood, 
 
 Glass, 
 
 Grass, 
 
 A kind boy, 
 
 , A plant, 
 
 Buds, 
 
 1 Christmas, 
 
 Leaves, 
 
 Easter, 
 
 Sap, 
 
 Fruits, 
 
 Bark, 
 
 My doll. 
 
 Manners, 
 
 , Grandmother, 
 
 Planting flowers. 
 
 Second Year— Part II. Class. 
 
 1. AH the suggestions for the First Year apply to 
 the Second Year. 
 
 2. Simple oral and written descriptions of objects 
 studied. These should be {o) Simple statements elicited 
 by systematic questions {b) Connected reproduction of 
 the thoughts developed. 
 
22 
 
 SYLLABUS. 
 
 3. Writing proper names, the word " I " and such 
 abbreviations as Mr., Mrs., Mon., Tues., Jan., Feb., St., 
 and initials. 
 
 4. How to use: to, too, and tivo ; is and are ; was and 
 were ; a and an ; there and their. 
 
 5. Oral reproduction of a part or even the whole of a 
 short story read in class. 
 
 6. Oral reproduction of short stories told by the 
 teacher or by a classmate. 
 
 7. Descriptions of scenes pictured in reading lessons. 
 Note. — Train'pupils to confine themselves to definite topics. 
 
 I ' ! 
 
 i \ 
 
 Third Year.— Second Class. 
 
 1. Constant application of the knowledge and skill 
 gained in preceding grades. 
 
 2. All the ordinary uses of capitals. The rules should 
 be developed by induction. 
 
 3. Writing undivided quotations. 
 
 4. The use of the apostrophe in common contractions . 
 and in nouns in the possessive case. 
 
 5. Dictation exercises to give practice in the correct 
 use of capital letters and common punctuation marks. 
 
 6. Oral and written reproduction of stories. 
 
 7. Original stories suggested by pictures or by story 
 skeletons. 
 
 8. Exercises to teach the correct use of wand are; 
 
SVLLABUS. 
 
 23 
 
 n contractions 
 
 7vas and were; a and an; have and has; did B.nd done ; 
 saw and seen ; broke and broken. 
 
 9. Short letters, giving special attention to approved 
 method of writing and arranging heading, salutation, 
 body, subscription and signature. 
 
 10. Careful study and memorization of gems of poetry 
 and prose. 
 
 NOTE.— Nos. S, 6, and 7 should lead to a knowledge of practical 
 paragraphing. 
 
 Subjects for Lessons. 
 
 My Mother, 
 My Father, 
 My Uncle, 
 My Teacher, 
 
 The Postmaster, 
 The Farmer, 
 The Merchant, 
 My Seat Mate, 
 
 About Maiy, 
 The Sailor, 
 The Mason, 
 The Carpenter. 
 
 What I Saw in the Country, 
 
 A Visit I made. 
 
 What I would like for Breakfast, 
 
 My Ride in the Cars, 
 
 My Ride in the Steamboat, 
 
 Our Picnic, 
 
 A Dream, 
 
 Taking care of the Baby, 
 
 Animals I have Seen, 
 
 Why Some are Unhappy, 
 
 The Singing Hour, 
 
 A Queer Man, 
 
 A Band of Musicians, 
 
 How to be Helpful, 
 
 How to make People Happy, 
 
 Taking Care of Flowers, 
 
 What I would do with five Dollars 
 
 A Polite Boy, 
 
 A Coward, 
 
 Gathering Nuts, 
 
 The Kinds of Fruit I Like, 
 
 How Animals are Dressed, 
 
 Where and When to Get Wild 
 
 Flowers, 
 The Good Done by Birds. 
 Where the Streams Come From, 
 A Picnic Party, 
 A Story I Read. 
 
 jf is and are ; 
 
24 
 
 SYLLABUS. 
 
 Fourth Year.— Third Class, Junior. 
 
 Three years' careful, skilful, systematic training in 
 language should form correct habits and develop con- 
 siderable power in both speaking and writing. It is 
 perhaps not too much to expect : 
 
 (a) Plain, rapid writing. 
 
 (d) Perfectly correct spelling, punctuation, syllabica- 
 • tion, and capitalization in the pupil's composition. 
 
 (c) Correct use of all common idioms. 
 
 (d) Considerable power and freedom in thought ex- 
 pression. 
 
 'If these habits are well formed it will require only 
 careful, continual practice to fix them permanently and 
 to increase the language power to the highest degree of 
 efficiency. 
 
 1. Exercises of previous grades to be continued if 
 needed. 
 
 2. Careful written reproduction U a part or the whole 
 of nearly every lesson studied that supplies a series of 
 connected ideas. 
 
 3. Short written examinations. Pupils to be allowed ' 
 the use of a dictionary, and taught how to use it. 
 
 4. Correct idea of a statement, a question, a command. 
 
 5. The two parts of a statement. The terms subject 
 and predicate may be used. 
 
 6. The function of the noun ; proper and com 
 
 singular and plural 
 
 ItlUIi 
 
continued if 
 
 SYLLABUS. 26 
 
 7. How to write the different forms of the possessive 
 nouns, singular and plural. 
 
 8. The function of adjectives. 
 
 9. The function of pronouns. 
 
 10. The function of verbs. 
 
 1 1. The function of adverbs. 
 
 12. The subject nominative and the forms of the verb 
 that agree with it. 
 
 13. Letter writing continued. Correct form. Para- 
 graphing. 
 
 NoTE.~As a rule the grammar should be taught inductively in 
 connection with the reading and literature; but to do this the 
 teacher must huve sufificient knowledge, skill, energy and patience 
 to draw from the pupils or supply numerous supplemental examples 
 for the purpose of comparsion and contrast so that function, relation 
 or law may be clearly discovered. The teacher who cannot or will 
 not do this should have a set of carefully prepared sentences and 
 j exercises ready for each grammar lesson. 
 
 No definitions should be^w«, and it is not desirable that pupils 
 should memorize their own during this year, 
 
 tha^n^usiiest' °" ^''^"""^'' '" '^' ^^"^' °^ ^"""^ ^^'^^^^^ ^^^ «^orse 
 
 Fifth Year—Third Class, Senior. ' 
 
 1. Continued application of the principles taught in 
 preceding grades. 
 
 2. Much careful, original writing, especially in the 
 reproduction of matter studied in regular subjects, liter- 
 ature, history, geography, science, etc., etc. 
 
M 
 
 SYLLABUS. 
 
 3- Short written examinations R^h.^n t 
 all pape« containing mistakes Tn ruT '°"^''°" 
 
 ing. capitalization orTdinlrJ "' '''"""'' 'P^"' 
 
 stage p«pi,. should be abt to cor^re^t''""?"- „ ""' ""'^ 
 own errors. Marginal rhllb , """''>' *" °' *^^'" 
 -y be used. ^S;;Ltl7;t:;-'- ^^ '- ^' '^-^ 
 
 appHe^^S'iJ" "• ^"'"■^•' '" "— -'' 
 
 5. The function of adjective and adverbial phrases. 
 
 6. The simpler cases of nouns and pronouns • 
 
 .•ni;..n:ftolfi-;'— ^^ 
 
 making the meaning cleareTnH,^ ■'"''P"'" °'' 
 a..Wthefunctions^a„d-S.r„/::--;W 
 
 9' Business Letters. 
 
 10. Business Forms a«? Pr«,«; 
 Order. ' ' ^^^omissory Note. Receipt, 
 
 i;n 
 
 ! 
 
 SIXTH YEAR.-FOURTH CLASS, Ju.iOR. 
 ^, ._^Co«i„„ation and extension of al. the work of the 
 
 ^ Sentences and clauses. Their kind and relation 
 3. Gender of nouns. 
 
 + Personal pronouns. Gender and number forms. 
 
SYLLABUS. 
 
 27 
 
 3r correction 
 vntax, spell- 
 »• At this 
 ' all of their 
 *'»£■, s,cp,p 
 
 Jrature and 
 
 phrases, 
 
 IS. • 
 
 sons made 
 purpose of 
 to observ- 
 id phrases. 
 
 s^ay/ rist 
 
 Receipt, 
 
 R. 
 
 ■k of the 
 
 ation. 
 irms. 
 
 5. Regular and Irregular verb forms. 
 
 6. Simple tenses of verbs. 
 
 7. Principal parts of common verbs. The teaching of 
 these should be accompanied by much practice in the 
 correct use of the past tenses and past participles of such 
 verbs in sentences. 
 
 8. Careful study of s/ia/l and will; should and would; 
 ought and should ; like and love ; teach and learn. 
 
 9. Business correspondence. 
 
 10. Original stories and essays. 
 
 1 1 . Memorizing choice selected passages, to be repeated 
 often. 
 
 Seventh Year — Fourth Class, Senior, 
 
 1. Continued application of the principles developed 
 in preceding grades. 
 
 2. Completion of the teaching of the functions of 
 the different parts of speech and of their relation in 
 sentences. 
 
 3. The Verbs, including Participles and Infinitives 
 should receive special attention now. 
 
 4. Relative and Interrogative Pronouns, 
 
 5. Correct use of who, which and that. 
 
 6. The careful writing of reports of original investi- 
 gations in subjects interesting to the pupils. 
 
 7. Original stories. 
 
28 
 
 SYLLABUS. 
 
 8. Memorizing choice selections of prose and poetry 
 
 9. Letter-writing above criticism as to form. 
 
 10. Debates. 
 
 m\ 
 
 -■--— -— — .^.-k* 
 
SUGGESTIVE LESSON NOTES. 
 
 It is hoped that no teacher will make the mistake of 
 supposing these notes are intended to embrace a complete, 
 systematic course of lessons in language. An effort has 
 been made in the preceding pages to make clear and 
 impressive the fact that such a course can grow only out 
 of a complete course of thought culture in connection 
 with the study of other subjects. The Lesson Notes are 
 therefore presented simply as a series of suggestions and 
 aids to busy teachers. They are meant to direct attention 
 to some essentials in language training often neglected 
 or slighted. The judicious, skilful teacher, will not think 
 of taking the lessons consecutively or limiting herself to 
 the suggestions made. She will select what her class 
 most requires, vary and extend indefinitely and produce 
 numberless similar exercises from these brief suggestions. 
 Real success depends in a large measure upon our power 
 of adapting the ideas of others to our own particular 
 needs. 
 
•ill 
 
 
 to- 
 
 30 
 
 SUGGESTIVE LESSON NOTES. 
 
 LESSON I. 
 
 It 
 
 and reason of pup,-. ^snl'tZZT' ™^^'"'"- 
 '• """" 'i^'y of the year fs sugeested bv thi • 
 
 2- What time of day is it ? "^ ' P"^'""' 
 
 3- Why are the children up so early? 
 
 4. How old are the children ? 
 
 5. Which child is more excited ? Why ? 
 
 ^"rr^rtrs"'^"^""""^-' 
 
 which child they are for ^ ^°'' '^" ="= ^nd tell 
 
 =^„eW"r^ '""^ °"'^'' """^^ ™„ thHk ar. • . 
 —v^Liviuj^g. " ^ -— s-it.iK are m j|jg 
 
SUOOESTIVE LEagON NOTES. 
 
 31 
 
 ^//=JiM 
 
 line sketch 
 Tiagination 
 
 is picture? 
 
 9. Where are the stockings hanging ? 
 
 10. Why do children usually hang their stockings by 
 the chimney on Christmas Eve ? 
 
 1 1. What sort of home have these children ? 
 
 12. Does this represent a Christmas of the present 
 time or of several years ago ? How can you tell ? 
 
 Exercises : 
 Tell the whole story suggested by this picture. ^ 
 
 Tell what these children did to make others happy 
 on Christmas day. 
 
 Tell about your last Christmas ; (a) Where you spent 
 it, (d) Who were there, (c) What you gave to others, 
 (^^; What you received, (e) How you spent the day, (/) 
 What you enjoyed most. 
 
 Memory Gems. 
 
 Little things 
 On little wings 
 Bear little souls to heaven 
 
 think so? 
 and tell 
 
 2 '^n the 
 
 If fortune, with a smiling face, 
 
 Strew roses in our way, 
 
 When shall we stoop to pick them up? 
 
 To-day, my friend, to-day. 
 
 If those who've wronged us own their faults. 
 
 And kindly pity pray, 
 
 When shall we listen and forgive? 
 
 To-day, my friend, to-day. 
 
 ■%\ 
 
30 
 
 SUGQESTIVE LESSON NOTES. 
 
 LESSON II. 
 
 HOW TO USE " A " AND « AN " 
 
 ,UZ-' Mowing sentence, putting . or a. .„ the 
 
 1. I have — apple. 
 
 2. I have— red apple. 
 ■ 3. John has— horse. 
 
 4. James had — old horse. 
 5- This is — orange. 
 f>' That is— lemon. 
 
 7. Have you— uncle or— aunt ? 
 
 8. No, but I have-cousin and-brother. " 
 9- Has Jennie— pen or— book .? 
 
 10. Yes. and she has-ink-stand. 
 Before what kind of letters is an used ? 
 Where is a used ? 
 
 Compose ten sentences of your own ^f.A 
 rule is true for them. ' ""^ '^^ '^ y^"*- 
 
 Memonse .--Use « before words that h. • • . 
 consonant, and an before those b gn n ' wTa" ^ 
 or a vowel sound. gmning with a vowel 
 
 Memory Gem. 
 Don't rob the birds of their eggs, boys. 
 
 t.s cruel and heartless and wrong;' 
 But remember, by breaking an egg boys 
 We may lose a bird with a song. ^ ' 
 
 '^" these thoughts in your own words. 
 
8UGOESTIVK LKSSON NOTES. 
 
 d3 
 
 LESSON III. 
 
 HOW TO WRITE " I." 
 
 Lead the pupils to use such sentences as :— 
 I am eight years old. 
 Next year I shall be nine. 
 
 Write these correctly upon the board. For whose 
 name does this word " I " stand ? 
 What kind of letter is used for it ? 
 Pupils write full answers to such questions as :— 
 
 1. Where do you live ? 
 
 2. What do you study ? 
 
 3. What do you like to do ? 
 How many brothers or sisters have you 
 Who is taller than you ? 
 Who is younger than you ? 
 What will you do in the holidays if you can .? 
 
 8. What little word can you use instead of your name 
 when speaking of yourself and how should it 
 be written? 
 
 9^ 
 
 4- 
 
 5. 
 
 6. 
 
 7. 
 
 Memory Gem. 
 
 Do thy best always,— do it now— 
 
 For in the present time 
 As in the furrows of a plough, 
 
 Fail seeds of good or crime, 
 The sun and rain will ripen fast, 
 
 Each seed that thou hast sown, 
 And every act and word at last 
 
 By its own fruit be known. 
 
Ijl'llll 
 
 i I 
 
 III 
 
 M 
 
 ill II 
 
 t-i 
 
 ^^ SUGGESTIVE LESSON NOTES. 
 
 LESSON IV. 
 
 now TO WRITE NAMES OF PERSONS AND PLACES. 
 .suS"e"nteresa.::-"' ""'' correctly upon the board 
 
 1. The name of the boy is Charles Reade. 
 
 2. He lives in Kingston, Ontario, Canada. 
 
 3. His home is on King Street. 
 
 Develop the distinction between the proper rspeciah 
 
 let doeTS o/?r"^^^ "^"^^- WitSw'hatS'o^ 
 letter doe:, each of these proper names begin ? 
 
 Pupils write the names of six persons and of six 
 places and put them all into six or fewer sentences! 
 
 LESSON V. 
 Change the following sentences so as to make each 
 speak of more than one and write them correcTly :1 
 
 1. The dog runs. 
 
 2. The boy plays. 
 3- The girl sings. 
 
 4. A good boy obeys. 
 
 5. The old clock ticks and strikes. 
 
 6. The boy or girl was to blame. 
 
 7. This horse runs well. 
 
 8. That pen is smooth. 
 
 9. A new chair was broken to-day. 
 10. The box has no lid. 
 
 mo'iTha^o",;";'"'^^ *"^ "'""'^ '° "''"^^ *- "ean 
 ..yi^^fy°" ""'^<= *e name of thing., about which vnu 
 
SUaOESTIVE LESSON NOTES. 
 
 36 
 
 AND PLACES. 
 
 upon the board 
 
 ade. 
 ida. 
 
 3roper (special) 
 h what kind of 
 'gin ? 
 
 IS and of six 
 sentences. 
 
 to make each 
 )rrectly : — 
 
 LESSON VI. 
 
 Change the following statements so as to make each 
 tell of only one : — 
 
 1. The horses trot. 
 
 2. The birds sing sweetly. 
 
 3. The books are on the table. 
 
 4- The girls learn music. 
 
 5- My rabbits are white and black. 
 
 6. These flowers bloom early. 
 
 7. Those apples are sweet. 
 
 8. Our horses are fat and sleek. 
 
 9- Your books have been torn and soiled. 
 10. Their faces look happy. 
 
 e them mean 
 
 Jt which you 
 3 change any 
 
 LESSON VII. 
 
 A LETTER. 
 
 Take a letter received in the regular way. unopened. 
 
 1. What do w£ call this ? 
 
 2. Do you see the real letter ? 
 
 3. What i- '^'-e name of the part you see ? 
 
 4. Tell all you can about the letter from examining 
 
 the envelope. The use of each part of the ad- 
 dress. Where the letter was mailed and when. 
 When it reached your office. How much it 
 cost to send it. 
 
 5. Why is the stamp blotted ? 
 
 6. Of what use is the envelope ? 
 
M 
 
 
 SUGGKSTIVK LESSON NOTES. 
 
 7- How IS the best way to open the letter? 
 
 '' "^'writTen ?"' ''" ""''''' ""^ ^^^" '^' ^^"-^ vvas 
 9. By whom was it written ? 
 
 '''■ ^TelcL^'''' °^ '^' ''^' ^'"^^' ^"^ ^^" the use 
 
 LESSON VIII. 
 
 REPRODUCTION STORIES. 
 (See Page 14). 
 Gertie and Anna have a new oictnrp ho^^^ r*. • 
 a ha„dson,e one that was bough? a "a booT^-toi "xTe 
 ■■ttle girls made it themselves Thev cnr„t„ • . 
 
 srops at all the fishermen's houses and olavs a i-„n« u- 
 favorite tune is "Home Sweet Hnmf" !. ' ^'^ 
 
 Memory Gem. 
 Truth is the source of every ffood to o-nHc o«^ 
 expects to be blessed and for'un^te in thfl ?. i^^Tj "" ^^" 
 taker of it from the earliest .0^^ of his ^ ' ^'^"'' ""l^^^ 
 
itter ? 
 
 I the letter was 
 
 ind tell the use 
 
 ook. It is not 
 )k store. The 
 nice pictures 
 a scrap-book, 
 o a poor little 
 11 have a good 
 ank the kind 
 
 nd every day 
 le violin. He 
 s a tune. His 
 tnd money is 
 Everybody 
 people take 
 1 he has new 
 ttle dog Pip 
 ^nds. When 
 
 men. He who 
 
 lould be a par- 
 
 — Plato. 
 
 SUGGESTIVE LESSON NOTES. 
 
 LESSON IX. 
 
 37 
 
 Place copy of drawing upon black-board. 
 
 1. Name these children. 
 
 2. How old is each > 
 
 3- How are they related ? 
 
 4. What has the little girl in her hand .? 
 
 5. What has she upon the floor ? 
 
 6. Wh^t kind of book is it } 
 7- What is in the cup ? 
 
 8. What is the little girl doing ? 
 
 9. Is it work or play to her ? 
 
 10. Does she like to do it } Why ? 
 
 1 1. What is the baby doing ? 
 
 12. What will he be likely to do in a minute or two? 
 
 13. How will the little girl treat him ? 
 
 Tell the whole stoiy suggested by the picture. 
 
 u 
 It. 
 
*'°. SUOGESTIVK LESSON NOTES. 
 
 LESSON X. 
 LETTER WRITING (See page i6.) 
 
 ^y ^ea. Jennie : ^'^^^ord, May fO, tS^if, 
 
 dfew of your old friends intend having a private 
 vvomo at iFoodlawn on the afternoon of May 25 and 
 hope you will again join us. 
 
 ^f you can come down on Saturday you will 
 aoubCe the pleasure of 
 
 Vour loving friend, 
 ^aris, 0nt, 
 
 REPLY. 
 
 ^'^ Srieni, Minnie : ' ^'^^"^ «■ 'W 
 
 you,r wolcome note arrived ihia morning, and J 
 hapten to accept tie very Mnd invitation, to join yowr 
 party to Woodlawn on, Monday tie 2Stl. ' 
 
 M metier didihe, stewing alone J cannot leave 
 before that day. 
 
 mth many thanks and Und regards to friends J 
 remain, '' * 
 
 Sincerely yours, 
 
 If'^ //• ' y/ // fennie J. ^ihon 
 
 JUvss Mtnnte M. Mason. ' 
 
 ^rantford, 0nt, ' ' . 
 
<M m 
 
 SUGGESTIVE LESSON NOTES. 
 
 39 
 
 i6.) 
 
 May f6, /8f/f, 
 
 dnq a, private 
 Jiay 25 and 
 
 ^^y you, will 
 ''& tM, t/(Caaon, 
 
 % f8. f89f, 
 
 "^iny, and J 
 ' to join your 
 
 ^nnoi leave 
 
 o/rienda^ J 
 
 -^. 0ihon, 
 
 LESSON XI. 
 
 Write in a good, short way something that will mean 
 just the same as : 
 
 1. A man of wealth. 
 
 2. A rod made of iron. 
 
 3. A child who has neither father nor mother. 
 
 4. A man born in Canada. 
 
 5. A woman whose husband is dead. 
 
 6. A boy who is always cheerful. 
 
 7. Light that comes from the sun. 
 
 8. A hill covered with grass. 
 
 9. A man who works a farm. 
 10. A road that is well shaded. 
 
 LESSON XII. 
 
 Write the following sentences correctly, filling the 
 blanks with the right words from the same line. 
 
 1. You cannot buy much — for a — (cent, scent). 
 
 2. One can — a long way at — (see, sea). 
 
 3. As you pass— the office— a paper (buy, by). 
 
 4. — dollars is— much— spend at once (to, too, two). 
 5' I reason you should not — that (no, know). 
 
 6. Come — and I can — ^you (hear, here). 
 
 7. Be sure to — your sentences — (write, right). 
 
 8. We— along the— and then— across the river (ro^d, 
 
 rode, rowed). 
 
 9. Have you the— book— ? (red, read). 
 10. — boys got the wrong — (some, sum). 
 
SUGOKSTIVE LESSON NOTES. 
 
 LESSON XIII. 
 
 THE USE OF "THERE" "thpto " . 
 
 iniiKlL, THEIR,' AND "THEY'RE." 
 
 Part / 
 
 the°r:o?Ttht ^:t^Z^^ °f each of 
 in such sentences as -1- ° ^"^ '^^ P'-^Pe'* word 
 
 1. Have the boys lost-books ? 
 
 2. No, they left them—. 
 
 3- are—hats and coats. 
 
 4- The girlr. say— not going—. 
 
 5- Shall I meet you ? 
 
 6. —too poor to keep— son— 
 
 7. — staying^still with—father. 
 8. coming with-dogs. 
 
 Part II. 
 
 LESSON XIV. 
 
 REPRODUCTION STORY 
 
 Ned had Plann J o go fi'wnl ^'''S''; 'I" ''°*"^«ds^ 
 set up a wind-mill he^had S'e Ri°'"'"'^"^"'ed to 
 become cross and peevish NeH , J°'^ "'«'" ^" ''ad 
 cut a hole in the too !n« i ""^ '" ^"'«" box and 
 
 through. He safd. aV onVlS '""1?^ '° '«' " «"' 
 would have to drop a p^nv S^X^^^^ ^ i'"'' '~°"i 
 they found seventeen cenrfn Se box Th ^''"' "'&•" 
 money to a poor little boy who ™.. IV-S^^? ""e 
 
SUOaKSTIVE LESSON N0TK8. 
 
 41 
 
 " they're." 
 
 ig of each of 
 proper word 
 
 ces in which 
 
 had to stay 
 'vver seeds ; 
 
 wanted to 
 'M all had 
 11 box and 
 
 let a cent 
 •ross word 
 hat night 
 ^gave the 
 J " Lame 
 
 LESSON XV. 
 
 HOW TO USE "IS" AND "ARE." 
 Fill the blanks in the following sentences with is or are: 
 
 1. There — no water in the well, 
 
 2. Where — the horses and sheep ? 
 
 3. They — in the meadow. 
 
 4. — the hens in the garden ? 
 
 5. One — , the others— in the barn-yard. 
 
 6. Where— your sisters? All but one— at home. 
 
 7. Which of these hats— yours ? Both— mine. 
 
 8. — there any bread or meat ? There— neither. 
 
 9. Here — a basket of good apples. 
 
 10. How many — there? 
 
 11. — all the scholars in ? A few — not in yet. 
 
 12. What kind of flower — this ? 
 
 1 3. — there any letters this morning ? 
 
 14. There- -but one. 
 
 1 5. How long — these sticks ? 
 
 LESSON XVL 
 
 REPRODUCTION STORY. 
 Dannie heard his mamma say that she would not be 
 able to buy a turkey for Thanksgiving, for she did not 
 have the money He took out his bank and shooK out 
 the ten cents he had been so long collecting, and as he 
 went down the street he whispered to himself, " I think 
 we can have a turkey as well as other folks. ' " Please 
 sir, I want a turkey," said the child, pushing his way into 
 a busy market. No one paid any attention to him. He 
 went to several places, but no one would sell him a tur- 
 key for ten cents. He went home crying, and the first 
 thing he saw was a turkey on the table. " Mamma did 
 God bring it ? " " He told some kind ladies to bring it," 
 said his mamma. So Dannie had his turkey after all. ' 
 
42 
 
 SUaOE8TIVE LKS80N NOTES. 
 
 LESSON XVII, 
 
 PICTUKE LLSSON. 
 
 1. Suggest names for these girls 
 
 2. Tell how old each is and where they arc. 
 
 3. What are they doing? 
 
 4. Who do you think put up the plank for th.m ? 
 
 5. Who ,s enjoying the fun most ? How can you tell ? 
 
 6. Why does .he little girl hold on so tightly f 
 
 7. Is there any danger of the plank breaking? 
 
 8. Why^has^the smaller gir, the longer part of the 
 
 siz^Tg^thrc'-ofj;':; c^JT:r "-^'^"'-"gh- 
 
 dressed, what kind of girl sheT ''^*'' ^"^ ''"= '^ 
 
 Tell the whole story in_about 100 words. 
 
 Memory Gems. 
 He is the fioe-man whom the i".th -,-,l c 
 
 And all are slaves besides." "' '''I: 
 
 -owper. 
 
them ? 
 1 you tell ? 
 
 r? 
 
 irt of the 
 
 elling her 
 w she is 
 
 SUQOKSTIVE LE880N NOTES. 43 
 
 LESSON XVIII. 
 
 HOW TO USE "WAS" AND "WERE." 
 
 Fill the blanks in the following sentences with was or 
 were as the sense requires : — 
 
 1. Where — you yesterday ? I — at home. 
 
 2. — you not out all day ? 
 
 3. No, I-ill. 
 
 4. — the doctor called ? 
 
 5. Yes, but there— no need of one. 
 
 6. There— five robins in the tree. 
 
 and the others — young. 
 
 7. May and Will— at the picnic. 
 
 8. James — with them, I think. 
 
 9. Where — my cane and gloves.^ Your < loves in 
 
 the bureau and your cane— in the hall 
 
 10. I did not know you — coming. 
 
 11. Who — the girls with you ? 
 
 12. One— Jennie June, the others— May and Ethel 
 
 Brown. 
 
 13. I wish I — a man. 
 
 14. If I — you I would study hard. 
 
 15. Oh, that I— at home ! 
 
 One — an old bird 
 
 wper. 
 
 Memory Gem. 
 
 This above all. 
 To thine own self be true, 
 And it must follow, as the nieht the dav. 
 Thou canst not then be false to any man, 
 
 — Shakespeare. 
 
m'^:. 
 
 Mm . 
 
 mm' 
 
 111: 
 
 ill"-' 
 
 I'iliii 
 
 i::\%'\ 
 
 44 
 
 SUGGESTIVE LESSON NOTES. 
 
 LESSON XIX. 
 
 ' REPRODUCTION STORY. 
 
 his medicine-case and h s cane i^n ^'^^ ^ ^°^^^^' ^^^k 
 
 atthedoorofthebirdhlse .'rl^^' '°°." ^"°^k'"& 
 I heard there were some skk birH^ h "'°?'"S:. "^adam, 
 
 would call." « No thant . '. ^•^'■^ ^"^ ^ thought I 
 
 ;wearealIquitewd,rndsS V'''' '^,? ".otherVrd 
 trouble us." , ' ^""^ '^^" ^^^ep well if you do not 
 
 LESSON XX. 
 ^^Describe your school telling in the best way you 
 
 6. How decorated. 
 
 7. Thekindofplay-grounds. 
 
 8. How many pupils. 
 
 9. How many teachers. 
 10. What you study. 
 
 1. Where it is situated. 
 
 2. Ofwhatitismade. 
 3- How many rooms. 
 
 4. How furnished. 
 
 5. How warmed. 
 
 LESSON XXI. 
 can^dlloletrhlf -^th^^^^^ ^^" ^^"-^ -^at you 
 
 Memory Gem. 
 
 Truth crushed to earth shall rise again 
 The eternal years of God are hers ; 
 
 ^"L^/^,l^;""^^^'-"'^-inpain; 
 -— u uiea uinong hi; 
 
 >rshiper 
 
 —Bryant. 
 
gr sick in a 
 octor, took 
 knocking 
 ig, madam, 
 thought I 
 other- bird, 
 "^ou do not 
 
 way you 
 
 •grounds, 
 s. 
 
 ers. 
 
 hat 
 
 you 
 
 SUGGESTIVE LESSON NOTES. 
 
 LESSON XXII. 
 
 45 
 
 Write a note to your mother for your teacher asking 
 her if she will kindly lend the school some flowers for 
 Reception Day, 
 
 LESSON XXIII. 
 
 Write six questions beginning with " Were there!' 
 Then re-write them correctly using " Was there " instead. 
 
 LESSON XXIV. 
 
 Write three statements to describe some one in your 
 class, without giving his name, and let the others judge 
 who is described. 
 
 LESSON XXV. 
 
 Write the following words in a column, and beside 
 each write a word of opposite meaning : — 
 
 joyous, miserable, delicate, 
 
 gloomy, lazy, amiable, 
 
 wisely, clearly, well, 
 
 neatly, careful, prettiest. 
 
 Memory Gem. 
 
 Beautiful faces are they that wear 
 The light of a pleasant spirit there ; 
 It matters little if dark or fair. 
 
 Beautiful hands are they that do 
 Deeds which are noble good and true ; 
 Busy with them the long day through. 
 
46 
 
 m 
 
 
 m 
 
 SOOOESTIVK LKSSON N0TK8. 
 
 LESSON XXVI. 
 
 Write, in orrf^r i-u^ 
 beginning with th^ fi''^ """'' °^ *\ ''^^'^ of the week 
 
 With what do you begin each of these „an,es, 
 
 Writ 
 
 LESSON XXVII. 
 
 day la" S ^'^'^"^"^^ ^^"'"^ one thing you did each 
 
 LESSON XXVIII. 
 
 da^o?th*Veer ''°™' *"" "^^* ^^ ^e names of the 
 
 With wiiat does earh ,^f »i. 
 it end? °«'«»ch of these begin? With what does 
 
 LESSON XXIX. 
 REPRODUCTION STORY. 
 
 clothe" Tni very°often'wenrr''°^- "^ """-^ ragged 
 »me papers to T geSeman ^u"^?' 0"« day he slid 
 street. Bert looked at the '^.t'' ^""J"'^ °" down the 
 g.ven him a dime instead o"afh^' ""'' '^"^ *•>« lie had 
 ran after him and told hi™ Vu-'"'-''^"' P'^e. So he 
 said, « Yo„ are an I^onesW ^K "'"'f'- Tl>e man 
 
 ''^^^■^''''"""^--"•_'>^^'rai,'^-?:trh--d 
 
 Memory Gem. 
 If you've tried and have not won, 
 
 Never stop for crying ; 
 AI that's great and good Is done 
 
 JUi't by patient trying. 
 
SUGGESTIVE LESSON NOTES. 
 
 47 
 
 f the week 
 es? 
 
 J did each 
 
 2s of the 
 I'hat does 
 
 ragged 
 he sold 
 )wn the 
 he had 
 So he 
 le man 
 ey, and 
 onest." 
 
 LESSON XXX. 
 
 Write good full answers to the following questions 
 
 1. What is your name ? 
 
 2. How old are you ? 
 
 3. Where do you live ? 
 
 4. To what school do you go ? 
 
 5. In what class are you ? 
 
 6. What do you study ? 
 
 7. Do you like to come to school or not ? 
 
 Give as many reasons as you can. 
 
 LESSON XXXL 
 
 Write these sentences correctly so as to speak of more 
 than one in each part : — 
 
 1. The cow has a calf 
 
 2. That man is a negro. 
 
 3. This girl will be a lady. 
 
 4. The cat has a mouse. 
 
 5. That flower is a lily. 
 
 6. I saw him. 
 
 7. He meets me daily. 
 
 8. The baby has a cookie. 
 
 9. This loaf cost a penny. 
 10. She is my cousin. 
 
 Memory Gem. 
 
 ** He prayeth well who loveth well 
 Both man, and bird, and beast. 
 He prayeth best who loveth best 
 All things, both great and small ; 
 For the dear God who loveth us, 
 He made and loveth all." 
 
 — Coleridge. 
 
;f 
 
 48 
 
 SUGGESTIVE LESSON NOTES. 
 
 LESSON XXXII. 
 
 Make a story about "Our Dog," telling 
 I; The size. 
 2. The color. 
 
 3- The name. 
 
 4- What use he is. 
 
 5. Whether you like him and ivhy 
 
 6. Whether he likes you and how you know. 
 
 7. -Ihe funniest thing he ever did. 
 
 LESSON XXXIII. 
 
 Make statements using the following words correctly • 
 I- pair, pear, pare. ^ _ . ^' 
 
 2. fair, fare. ^^ "'''"' '"^^"• 
 
 3. hair. hare. ^^ T^"^' ^^"1^- 
 
 ^ tear. tare. ^^ ^'^^' ^^^^^- 
 
 9- pale, pail 
 5. meet, meat. ,^ f^ „ ' ^ '' 
 
 10- ball, bawl. 
 
 
 Memory Gem. 
 
 Build a little fence of trust 
 
 Around to-day ; 
 Fill the space with loving work, 
 
 And therein stay 
 
 Look not through the sheltering bars 
 Upon to-morrow • 
 
 God will help thee bear what comes 
 Ut joy or sorrow. 
 
 —Mrs. M. F. Butts. 
 
 I 
 I 
 
 1 
 1 
 
 blo 
 
 1 .1^ ' Ml— 
 
SUGGKSTIVE LESSOIi NOTES. 
 
 LESSON XXXIV. 
 
 49 
 
 1. Whom do you see in this picture ? 
 
 2. What has onn girl in her hand ? 
 
 3. What do you think is in the bowl upon the floor ? 
 
 4. What is the girl doing with the pipe ? 
 
 5. Has the other girl ever seen bubbles blown before ? 
 
 6. What does she think about it ? 
 
 7. Tell what you think she will say when she sees 
 
 the largest bubbles ? 
 
 8. What becomes of the bubbles ? 
 
 9. What colors can be seen in a soap-bubble ? 
 
 10. How thick are the bubbles? 
 
 11. What is inside them ? 
 
 Exercises : 
 
 Tell the whole story suggested by this picture. 
 
 Tell of the fun you and some of your friends have had 
 blowing bubbles. 
 
%. 
 
 SCGGRSTIVE LESSON NOTES. 
 
 LESSON XXXV. 
 
 HOW TO WRITE ABBREVIATIONS. 
 
 each write the proper abb^eW^^^^^ ^^^ ^"^^PP^^ite 
 class if possible abbreviation, obtamed from the 
 
 ations forY-^ ""^" ^ ^"^^ ^^^rectly the abbrevi^ 
 
 1. For example. 
 
 2. And the rest. 
 
 3. Honorable. 
 
 4. That is. , 
 5- This month. 
 
 6. Last month. 
 
 7- Next month. 
 
 8. Junior. 
 
 9- Gentlemen. 
 
 10. Take notice. 
 
 11. Postmaster. 
 
 12. Member of Parliament. 
 
 13- Secretary. 
 
 14- Senior. 
 
 5- Superintendent. 
 16. Treasure/. 
 17 Namely. 
 
 LESSON XXXVI. 
 
 REPRODUCTION STORY 
 
 unS,i: roTJrif in^^Tsu^rlTy '^^r^ ^^^ ^•" ^'-^ °«^-' 
 
 this morning." he said ^' ''^""°' §^^* ^^^"g 
 
 ;; Why not? "some one inquired. 
 
 Wh^rwas o'n^ii^^t'; io t'h^oS l^t'.f S.^^"^'"^' 
 was flying his kite pass^ ml t^'^ ^, httle boy who 
 fell across my face and fhl^u-. It ^^""^ ^^'^'^e and 
 but I did n^parhfrnU'^^Hf- J't'^^ lostWs kite, 
 have paid him" f6r it." "'°"^' ^ ^^°"^d 
 
SUOOESTIVE LESSON NOTES. 
 
 51 
 
 LESSON XXXVII. 
 
 /Jc" "^"'^'^i^ /*^e following sentences change "Ma/» to 
 those, and make any other necessary changes -.— 
 
 1. That knife has two blades. 
 
 2. That loaf is stale. 
 
 3. That lady is a good wife. 
 
 4. Who gave you that potato ? 
 
 5. There is that mouse again. 
 
 6. That church was built by a German. 
 
 7. That box does not hold enough. 
 
 8. That fs a heavy axe. 
 
 Similarly change "Mi>" to these in the following and 
 make the rest of the sentence agree :- '°"°^^"S' ^"^ 
 
 1. This knife does not pare this potato well. 
 
 2. This tooth aches nightly. 
 
 3. This sheep is well shorn. 
 
 4. Where did you get this goose? 
 
 5- My horse is lame, this hoof is broken. 
 
 6. Can you carry this sheaf? 
 
 7. Who built this arch over this bridge ? 
 
 8. This stick is too long and that too short 
 
 Memory Gem. 
 
 Little moments make an hour; 
 Little thoughts, a book ; 
 Little seeds, a tree or flower : 
 Water drops, a brook ; 
 Little deeds of faith and love 
 Make a home for you above. 
 
i'lil) 
 
 iiiiBi ' 
 
 1 , 
 
 lii' 
 
 i\i^. 
 
 mg 
 
 11 
 
 
 r* 
 
 ^2 SUGGESTIVE LBS80K NOTES. 
 
 LESSON XXXVIII. 
 
 REPRODUCTION STORY. 
 
 A little boy found some nuts at the bottom of a iar 
 having a small neck. He reached in and took up a 
 handful, but could not draw bis hand out. After trvine 
 many times, and bruising his hand on the neck of the 
 jar, he let go half the nuts, and took out his hand easily. 
 
 Jj':^ ^%^^'?,*o his father, who had been watching 
 nim, how foolish it is to be greedy." 
 
 LESSON XXXIX. 
 
 COMPARISON OF A DOG AND A CAT. 
 
 1. Size, height, length. 
 
 2. Shape of head, of body, of tail. 
 
 3- Which is the stronger ? The quicker ? 
 
 4. Which has the longer, sharper claws ? Why ? 
 
 5- Do they catch rats in the same way ? 
 
 6. What is the difference in their hair? 
 
 7. Name some animals like dogs and some like cats. 
 A little bHnd boy has a cat and a dog of about the 
 
 same size. They are very fond of him and often run to 
 him > WK How can he know which one is coming to 
 him .' Why are their feet so differently made ? 
 
 Memory Gem. 
 
 A little child may have a loving heart, 
 
 Most dear and sweet 
 
 And willing feet. 
 A little child may have a ready hand, 
 
 Full of kind deeds 
 
 For many needs. 
 
:om of a jar 
 took up a 
 After trying 
 neck of the 
 hand easily. 
 ;n watching 
 
 XT. 
 
 SUGOfiSTIVE LESSON NOTES. 63 
 
 LESSON XL. 
 
 REPRODUCTION STORY. 
 
 John came whistling down the street. He was going 
 to apply for a position in a store, and he felt quite sure 
 he would get it, for he nad the best of references in his 
 pocket for willingness to work and honesty. But he was 
 a great tease, and amused himself in teasing every one 
 he could as he passed along. He called at the store and 
 presented his references. " These do very well," said the 
 gentleman, " but your other references will not answer" 
 John looked so surprised that Mr. Mercer exclaimed: 
 "On your way here you teased two little children, you 
 hit a dog with a switch as he passed, you threw a stone 
 at a bird, and pinched a cat. I do not care for your 
 services." What John had called " fun " made him lose 
 the position. 
 
 Why? 
 
 e like cats. 
 
 about the 
 fteo run to 
 coming to 
 
 ? 
 
 Memory Gems. 
 
 The oak-tree boughs once touched the grass ; 
 
 But every year they grew 
 A little farther from the ground, 
 
 And nearer to the blue. 
 
 5o live that you each year may be, 
 
 While time glides swiftly by, 
 A little farther from the earth, ' 
 
 And nearer to the sky. 
 
 I count this thing to be grandly true ; 
 That a noble deed is a step toward God,— 
 Lifting the soul from the common clod 
 
 To a purer air and a broader view. 
 
 ~J. G. Holland. 
 
 Habit is a cable ; we weave a thread for it each day, and it 
 becomes so strong we cannot break \i.—Mann. 
 
SI 
 
 
 r 
 
 8UOOB8TIVB LESSON NOTES. 
 
 LESSON XLI. 
 
 \ V \ \ \ 
 
 1. Who is this boy? How old is he? 
 
 2. Where is he? 
 
 3. What is he doing ? 
 
 4. What is he drawing ? 
 
 5. Does he h'ke to draw on the blackboard ? Wh^. 
 
 6. Has he been trying to do his best ? 
 
SUaOESTlVE LESSON NOTES. 
 
 56 
 
 7. How could his drawing be improved ? 
 
 8. Why do you think he tried to draw a man. 
 
 9. How came he to be alone in the school-room ? 
 
 10. What will the teacher say to him when she sees 
 
 what he has done ? 
 
 11. What would you have drawn had you been there ? 
 Tell the whole st- - of this boy in about 100 words. 
 
 REPRODUCTION STORY. 
 
 When Rosa Bonheur was a very youn? eirl she 
 
 thl^^d'L^T''^^' ^'""'^y-^/ ^°P>^'"^ Pi?tufes 'from 
 the old masters. She was paid very little for a picture 
 
 but she worked so fast that she earned quite a L^ood deal 
 
 of money One day she happened to paint a l^oat and 
 
 was so pleased with her work that she determined to 
 
 make animal painting a specialty. She had no money 
 
 to pay for models, so she took long walks to farms 
 
 where she worked all day, forgetting to eat the sca^; 
 
 lunch she carried in her pocket. At nineteen she sent 
 
 her first picture to the art exhibition, and the critics 
 
 before long the family had plenty of money. 
 
 Name some of Rosa Bonheur's famous pictures 
 Mention another famous animal ^.ainter. 
 
 Memory Gems. 
 
 We rise by the things that are under feet ; 
 i , By what we have mastered of good and gain ; 
 
 * By the pride deposed and passion slain, 
 
 And the vanquished ills that we hourly meet. 
 
 ^y. G Holland. 
 
 We should never trouble others to do for us what we can do for 
 ourselves. 
 
56 
 
 SUaOKSTIVE LKS80N N0TE8. 
 
 it 
 
 LESSON XLII. 
 _^ Compare a horse and a cow. with regard to the follow- 
 
 1. Size, height, length, weight. 
 
 2. Lengt^h^^of legs, length of head and neck, size of 
 
 3. Shape of feet, number of toes. 
 
 4. Why should horses have longer legs than cows? 
 
 Why longer necks ? 
 
 5. Why should horses have smaller bodies than cows? 
 
 6. Why ,s a cow's foot divided and a horse's not? 
 
 7. Do these ani, he down and get up in the same 
 
 way .'' If not, why not ? 
 
 LESSON XLIII. 
 
 REPRODUCTION STORY. 
 
 dumb'Ss'^'-HeLTa H^'' "t^ f^-^-t^ly fond of 
 table a ha^dozen ttal each i? hi',r"l<'J"'"P °" "- 
 wait till his master went throTL^hh.""' ""f ?""• *"'» 
 "How do you do sir? v„ ^' ""^ "^"^' formula: 
 I am veryCy " After Thi^ m"'t e.xcuse me to-day, as 
 and walk away. ^" '^^ ^°S would jump down 
 
 Memory Gem. 
 But pleasures are like poppies spread, 
 Vou seize the flower, its bloom is shed ; 
 Or like the snow-fall in the river 
 A moment white -then melts forever. 
 
 —Robert Burns. 
 
 ill 
 
ic follovv- 
 
 , size of 
 
 n cows? 
 
 ■n cows? 
 ot? 
 le same 
 
 fond of 
 » on his 
 LW, and 
 rmula ; 
 day, as 
 > down 
 
 HUOOESTIVK LKSSON NOTES. 57 
 
 LESSON XLIV. 
 
 A STREAM. 
 
 1. Where does this water come from ? 
 
 2. Does anyone know what the stream is like a mile 
 
 farther up ? 
 
 3. Two miles ? Four miles ? 
 
 4. How manv 'r»a 'e seen a spring rising from the 
 
 groun<l ? 
 
 5. What mik. ; the stream get larger as it goes 
 
 farther ». ?.< ? 
 
 6. Where does ine water finally go? 
 
 7. Of what use are streams ? 
 
 8. Why are some streams larger than others ? 
 g. When is the water in a stream muddy ? 
 
 10. Why do some streams go dry in summer ? 
 
 LESSON XLV. 
 
 REPRODUCTION STORY. 
 
 One boy is named Johnny, and one Rob. They live 
 next door to each other, and each one does the chores 
 night and morning. Johnny puts his work off as long as 
 he can, and then he grumbles all the time he is getting 
 the coal and feeding the chickens. Rob whistles about 
 his work, does it neatly, and then has time to play i^e ore 
 school. I wonder how many boys are like Rod, and 
 how many like Johnny ? 
 
 ts. 
 
 Memory Gem. 
 
 Truth has such a face and such a mien. 
 
 As to be loved needs only to be seen. — Dryden. 
 
ta 
 
 If 
 
 I 
 
 'a 
 
 SUGGESTIVE LESSON NOTfis. 
 
 LESSON XLVI. 
 
 STUDY OF A CUBE. 
 '• "°^ "^^"y sides or faces has a cube ? 
 
 2. What is the shape of each face? 
 
 3. How many angles has each square? 
 4- What kind of angles are they? 
 
 5. How many right angles are there altogether? 
 
 6. How many corners has the cube ? 
 7' How many edges ? 
 
 ,o wr.T- """ '"' "' ^"""^ °f 'he cube ? 
 O. What objects have you seen in the form of a cube- 
 
 "• ""'' """y •""'■ ■■"=» cubes in an inch cube ? 
 •3. How many quarter inch cubes in an inch cube? 
 
 Memory Gems. 
 
 Al^rnrV'^'r^^^^^^^'^^d 'tis like 
 An? K r '''"' '^^' ^'■"P^ '"t° «s place 
 
 Not aTltht'^'.^'f '"^' '" ''^ P'-'' round, 
 Not allthe tumult of the earth can shake. 
 
 —/aw^j Russell Lowell. 
 
 There is a perennial noblenpsc a«^ 
 Were he never so benighted foreLuf rv\'^^^^^ '" -°rk. 
 
 al-ys hope of a man th\t ala f 1"^ e'a o^,""' ^^"•"^' ^^-^ - 
 -lone ,s there perpetual despair -Ca^l'"'^^ ""^^^ ' '^ idleness 
 
SUaOBSTIVE LESSON NOTES. 59 
 
 LESSON XLVII. 
 
 REPRODUCTION STORY. 
 
 One day during the war of the Revolution, an officer 
 who was not wearing his uniform passed some military 
 works whidi were being prepared by a small number of 
 soldiers. The leader of the party stood merely looking 
 onj though the men needed mor^ assistance. The 
 officer turned to the leader, asking him why he did not 
 help his men. "Sir, I am a corporal," said the 
 young man, very pompously. The officer raised his hat 
 and said, "I beg your pardon, Mr. Corporal." Then he 
 threw off his coat and helped th. men till the work was 
 hnished. When done, he said to the corporal, "Sir, when 
 you have another job like this, and have not men enough 
 to help you, send for George Washington, and he will 
 come to your aid a second time." Then the poor corporal 
 knew that the officer was his own commander-in-chief. 
 
 m 
 
 LESSON XLVIIL 
 
 A TALK ABOUT LEAVES. 
 Pari I. 
 
 The teacher shows a variety of leaves and asks such 
 questions as : — 
 
 1. On what do these grow ? 
 
 2. In what season do they appear ? 
 
 3. What are they called before they unfold ? 
 
 4. How long do they remain on the trees ? 
 
 5. Name any tree3 that keep their leaves all the year. 
 
 6. is there any part of the world where the trees are 
 
 always leafy ? 
 
IT' 
 
 l-i'; 
 
 60 
 
 SUGGESTIVE LESSON NOTES. 
 
 8 m r^'"'"^ '''"' ^'^ ^'^^ ^^ ^'^--t leaves. 
 
 8. What are some of them shaped h'ke ? 
 
 9. What kind of edges have they ? 
 
 10. What color are they ? 
 
 11. Have you seen leaves of any other color? 
 . '^- When do the green leaves change ? 
 
 13. What changes the color? 
 
 LESSON XLIX. 
 Pari II. 
 
 1. Of what use are leaves to the tree ? 
 
 2. Of what use to, birds or other animals ? 
 
 3. What kinds of leaves are used by us for food ? 
 
 4. Can you mention any other uses to which you have 
 
 seen leaves put ? ^ 
 
 '■ "^'laT/n ''"'"T " '"^"^ "y *e dead leaves 
 that fall upon the ground ? 
 
 6. Name the parts of the leaf. 
 
 7. How could you tell which was the upper and which 
 
 the under surface of the leaf? 
 
 8. What trees and phnt^ou know b. .heir leaves ? 
 
 Memory Gem. 
 "So should we live that every hour 
 May die as dies the natural flower- 
 A self-reviving thing of power ; 
 That every thought, and every deed, 
 May hold within itself a seed 
 Of future good and future need." 
 
 —Milne. 
 
 fo 
 
 '^"^rlEfl^iP^fisBPH^BBi 
 
Jnt leaves. 
 
 yd? 
 '^ou have 
 
 i leaves 
 
 d which 
 leaves ? 
 
 SUGGESTIVE LRSSON NOTES, 
 
 LESSON L. 
 
 61 
 
 Tell the story suggested by this picture using the 
 following suggestive heads : — 
 
 1. The season of the year and the time of day. 
 
 2. The place. 
 
 3. The persons and their age and relation. 
 
 4. At home or 'Msiting. 
 
 5. What they are doing. 
 
 €. Why they regard this as fun. 
 
III' 
 
 iiiii 
 
 1 i 
 
 •1 
 
 ,*'' 
 
 '" ].:! 
 
 Inl! 
 
 «3 
 
 SDOGKSTIVE LESSON NOTES. 
 
 LESSON LI. 
 
 LESSON ON PLANTS. 
 If possible lead the clacc f^ ^w 
 animals and fron, r^ nets V' ^"'^^ P^^^^s from 
 ^^ .__ minerals. Then ask such questions 
 
 I. Where do plants live? 
 
 " ^--ome very large plants and so.e very small 
 
 3. Observe and tell about the parts of a plant. 
 
 4. How long do plants live ? 
 
 5. Name some that live only one year Tu 
 
 6^ Have all plants leaves? ^"^^ ^""^^• 
 
 7. Do all plants flower? 
 ^. Let pupils find some that do not 
 9. Do all plants produce seeds. 
 lo. Do plants grow wf»ll ;« tj 
 
 places? Tda^Mrces'?'" "'^^""='-' I" d.y 
 
 Memory Gems. 
 
 Little children, you must seek 
 
 Rather to be good than wise; 
 
 For the thoughts you do not sp;ak 
 Shme out in your cheeks and eyes. 
 
 . —Alice Gary. 
 
 Oh many a shaft at random sent, 
 Fmds mark, the archerlittle mear^ 
 And many a word at random spoken 
 Ma: soothe, or wound ;, s jP/'^en 
 
 ' *°«na> a heart that's broken. 
 
 —Scoit 
 
SUaOESTIVE LESSON NOTES. 63 
 
 LESSON LII. 
 
 REPRODUCTION STORY. 
 
 A king had grown tired of the many trials of skill and 
 strength he saw, and said he, " I will have a test of good 
 deeds, and see if that will set people to thinking in the 
 right way." So a certain day was set for the trial, and 
 the one that won the paze was to choose what he liked 
 best. One by one the people were let in the king's 
 palace to tell him what good thing they had done. Last 
 of all came a little girl with her mother. "Well, little 
 daughter," said the king, "what good deeds can you 
 claim?" "I had no time 13 do good deeds, for my 
 mother is ^o busy that I haw* to feed the chickens, pick 
 up chips, sweep the porch, set the table, and play with 
 the baby to keep him still ; I wanted to try for the 
 prize, but I had no time." The king told the little girl 
 that the prize was hers, and she could have what she 
 wanted. She chose a wagon for the baby to ride in 
 How many boys and girls are doing the good deeds that 
 this little girl did > 
 
 LESSON Lin. 
 ROOTS. 
 
 1. Of what uses are roots to plants ? 
 
 2. Why are some roots so very slender ? 
 
 3. Why do some grow so thick ? 
 
 4. Name some roots that can ue used as food. 
 
 5. Some used for medicines. 
 
 6. Any used in other ways. 
 
 c .,.,,ib uiai can uc piaiucd no produce 
 
 new plants. 
 
I 
 
 
 r 
 
 I' 
 
 'till 
 
 if 
 
 i 
 
 64 
 
 SU0GE8T1VE LESSON NOTES. 
 
 8. Name some plants of which the stem and roots 
 
 .ive through the winter. 
 9- Some that live as bulbs. 
 10 Som3 that live only m the seeds. 
 
 roo^sTevTlJ^^K'''!!'''. '^^"^^^ '^"" ^'"'^^^^"^ ^^'^^^ of 
 roots, develop) their d,sln,ctions, and give their names. 
 
 LESSON Lrv, 
 
 FLOWERS. 
 I. Tell fully what you like about flowers 
 
 '■ "^wL'^f '''/'' "°^* Pleasure^in fields, 
 woods and gardens, or in bouquets ? 
 
 3. Name some of the flowers you like best 
 
 4. Name some kinds of wild fi.wers. and "tell where 
 
 and when they may be found. 
 
 5. Why are these becoming so rare in many places ? 
 
 6. At what times do flowers close up ? Why ? 
 
 7. Why are flowers made so beautiful in color and 
 
 sweet m perfume ? 
 
 a What useful purposes may flowers serve ? 
 9. How do insects and some birds use them > 
 lo. Find some plants that do not flower. 
 
 Memory Gem. 
 " Time is hastening on, and we 
 What our fathers are shall be,— 
 Shadow-shapes of memory ! 
 Joined to that vast multitude 
 Where the great are but th. 1." 
 
 — Whittier. 
 
and roots 
 
 SUGGESTIVE LESSON NOTES. 
 
 66 
 
 t kinds of 
 " names. 
 
 -in fields. 
 
 ell where 
 V places } 
 olor and 
 
 tier. 
 
 LESSON LV. 
 FRUIT AND SEEDS. 
 
 1. How does the fruit of a plant differ from the seed ? 
 
 Give examples, 
 
 2. In what diff"crent ways are seeds enclosed ? Give 
 
 examples of each way. 
 
 3. Why are the seeds so often enclosed in a hard shell ? 
 
 4. What other covering have some seeds. 
 
 5. Do you know of any plants that do not produce 
 
 seeds ? 
 
 6. In what ways are seeds of wild plants often 
 
 distributed. 
 
 Plant several grains of corn and of beans in a little 
 moist earth. After two days dig up one of each every 
 day and^ write down the changes you observe. 
 
 LESSON LVI. 
 
 REPRODUCTION STORY. 
 
 When Benjamin Franklin started into business for 
 himself he practiced the most strict economy One day 
 a man who was also a printer and bookseller went into 
 his shop and told Franklin that he intended to drive him 
 out of the trade. " You cannot do that," said Franklin 
 unless you can live on less than I do. That is what I 
 eat, pointing to a black barley loaf, " and that," pointing 
 to a gla.ss of water, " is what I drink." Everybody 
 knows the results of this economy of Benjamin Franklin 
 
 Memory Gem. 
 Politeness is to do and say 
 The kindest thing in the kindest way. 
 
 ''i 
 
 ^*«*'^'-* 
 
i 
 
 1' 
 
 j 
 
 6 ! 
 
 I 
 
 
 '■ 
 
 ■; 
 
 
 
 \\ 
 
 
 \ 
 
 ; 
 
 i 
 
 
 '\ 
 
 ; i 
 
 :;il 
 
 i' 
 
 li 
 
 i 
 
 %& 
 
 SUGGKSTIVE LESSON NOTES. 
 
 LESSON LVII. 
 
 BUSINESS LETTER. 
 NOTE.~Place this letter upon the board and have 
 pupils copy carefully, giving special attention to arrange- 
 ment and punctuation. 
 
 f/^ ^ing St. J 
 Kingston, 0nt., 23lf2lf8<^f. 
 Messrs. 8. J. ^ellogg S Go., 
 25 Clinton Wlaoe, 
 
 Jl'ew Vorh. 
 Sentlemen : 
 
 %u will fmd enclosed one dollar for wUcli 
 hmdly send me " treasure drove " for the year 
 18(j2, ^ 
 
 Jig cousin in Toronto sent me two or three .copies 
 a/nd J nice it very m/uch. 
 
 %ours Respectfully^ 
 
 t/v. cS, Gamer 071., 
 
 'Memory Gem. 
 Do not look for wrong and evil— 
 
 You will find them if you do ; 
 As you measure for your neighbor 
 
 He will measure back to you. 
 
 Look for gladness, look for gladness. 
 
 You will meet them all the while ; 
 If you bring a smiling visage 
 
 To the glass, you meet a smile. 
 
 — Alice Cary, 
 
SUGGKSTIVR LESSON NOTES. 
 
 LESSON LVIII. 
 
 67 
 
 June 1st, 1892, A. B. Cameron moves to 56 Sparks 
 bt, Ottawa. Write his letter to the pubhshers request- 
 ing the change of address. Be sure to give the old 
 address. 
 
 LESSON LIX. 
 
 Write a e ter to The Grip Publishing Company, 28 
 ^ront St West, Toronto, Ont, enclosing two dollars 
 and ordering " Grip " for a year. 
 
 LESSON LX. 
 
 ABOUT ANIMALS. 
 
 Review the distinction between plants, animr.ls and 
 minerals. 
 
 1. Where do animals live? 
 
 2. Name some that live under ground. Under water. 
 
 In trees. 
 
 3. In what different ways can animals move about ? 
 
 4. Name some that move very fast. Very slowly. 
 
 5. What animals have more than one way of moving? 
 
 6. How are animals clothed ? 
 
 7. Can you show that their clothing is suitea to the 
 
 climate in which they live? 
 
 8. Can you show that the color of hair or feathers is 
 
 often adapted to the way the animal lives ? 
 
 9. Have all animals blood ? 
 
 W. Is the blood in all animals of the same kind ? • 
 II. Do all animals breath air? 
 
l'[ 
 
 L 
 
 m 
 
 68 
 
 8UG0KSTIVK LKS80N NOTES. 
 
 LESSON LXI. 
 
 REPRODUCTION STORY. 
 The Duke of Wellington was a very kind man. Once 
 when out walking in his garden he saw a boy playing 
 with a toad. "What ?.- you doing?" he asked "I 
 am feeding my t' ... .a.u .he b, y. " My father is going 
 to send me to school, and I am afraid my toad will die." 
 Cto to school, my boy," said the duke, "and I will take 
 care of your toad." He afterward wrote to the boy at 
 school, to tell him that the toad was quite well 
 
 LESSON LXII. 
 
 ^ BIRDS. 
 
 1. Name all the wild birds you know. 
 
 2. How do you distinguish each of laese from the 
 
 others ? 
 
 3. Which can you tell by their manner of fl> ing ? 
 
 4. Which by their song ? 
 
 5. Can you tell any of the male bird", from the 
 
 females ? How ? 
 
 6. Where do mo birds soend the winter ? 
 
 7. - ame some that stay with us all winter. 
 
 8. Where may we find these ? 
 
 9. On what do th ./ live ? 
 
 10. How can you knc/ birds that swim .* 
 
 11. Wade? 
 
 12. Run ? 
 
 13. Climb? 
 
 14. Eat flesh ? 
 
 IS* Name one or more of each of these kinds. 
 
 wmmgummsmm 
 
SUQOESTIVE LESSON NOTES. 69 
 
 LESSON LXIII. 
 
 birds' nests. 
 
 Direct pupils to find all they can about the nests of 
 different birds and write a report of their discoveries 
 under such headings as : — 
 
 1. Where different birds build. When. 
 
 2. Of what they build. 
 
 3. What kinc' show most care and skill. 
 
 4. What birds secrete their nests and why. 
 
 5. How' many eggs arc laid. 
 
 6. The kind of eggs. 
 
 7. How long the birds sit upon the eggs. 
 
 8. Whether both parent birds sit upon the eggs. 
 
 9. What the little birds are like. 
 10. How the little birds are f-^d. 
 
 LESSON LXIV. 
 Essay. — Why should birds be protected ? 
 
 Memory Gent. 
 
 Over and over again, 
 
 No matter which way I turn, 
 
 I always find in the book of life 
 
 Some lesson that 1 must learn ; 
 
 I must take my turn at the mill, 
 
 I must grind out 1 .e golden grain, 
 
 I must work out my task with a resolute will 
 
 Over and over again. 
 
I 
 
 I! 
 
 pl 
 
 70 
 
 HUOOKSTIVK LESSON NOTES. 
 
 LESSON LXV. 
 
 STUDY OF A HAND. 
 
 1. Name the parts of the hand ? 
 
 2. Why is it divided into so many parts ? 
 3- VVhy are there so many joints ? 
 
 '■ "^tother ? ^"^'" ^'"^ °"^ ^^>' ^"^ ^he thumb 
 
 5. Why is the thumb short and thick ? 
 
 6. Of what use are the nails ? 
 
 7. Why are the fingers of different lenj^ths ? 
 
 '■ ^ wrfst ?"'' '^" J'"'"'' "^'"^ ^""'^ ^^y^ -^ i" the 
 ^' ^land"? '°"'^ ^"^ P^'^ ^^ >^°"' b°^y ^^'th your 
 
 Memory Gem. 
 
 Are you almost disgusted 
 
 With life, little man ? 
 I will tell you a wonderful trick 
 That will bring you contentment 
 
 If anything can— 
 Do something for somebody, quick ; 
 Do something for somebody, quick 1 
 Are you very much tired 
 
 With play, little girl ? 
 Weary, discouraged and sick ? 
 I'll tell you the loveliest 
 
 Game in the world 
 
 Do something for somebody, quick ; 
 Do something for somebody, quick !- 
 
 
 -Selected. 
 
 A 
 
 -wa 
 
e thumb 
 
 5 in the 
 th your 
 ng like 
 
 SUaOKSTIVB LE8SON NOTES. 71 
 
 LESSON LXVI. 
 
 REPRODUCTION STORY. 
 
 Frank Brown is a round-faced little boy whom every- 
 body likes. I think the reason is because he likes every- 
 body and tries to help them. Mamma finds the coal 
 scuttle filled, papa finds the chickens fed and the paths 
 sjioveled, and they say, "O, Frank has been here." 
 Gi-andma is getting blind and cannot see very well, so 
 Frank threads a lot of needles and leaves them on her 
 cushion, he builds a blockhouse for the baby, gives his 
 little sister a ride on the sled, and everywhere he goes he 
 does some pleasant little thing. 
 
 ed. 
 
 LESSON LXVn. 
 
 STUDY OF THE FOOT. 
 
 1. How many feet has each of us ? 
 
 2. How many have most animals ? 
 
 3. How many have insects ? 
 
 4. What do we call animals with four feet ? 
 
 5. With two? 
 
 6. "Could we get along very well with fewer ? 
 
 7. Would we be better off with more ? 
 
 8. Why are our feet so much larger than a sheep's or 
 
 even than a cow's ? 
 
 9. Why is our foot wider in front than behind ? 
 
 10. Name the parts. 
 
 1 1. Of what use are the toes ? 
 
 12. Why are they of different sizes ? 
 
 13. Why have ihey so many joiiits ? 
 
 14. Of what use are the nails ? 
 
 1 5. Why is the foot arched .? 
 
72 
 
 SUGGKSTIVK LESSON NOTES. 
 
 LESSON LXVIII. 
 
 REPRODUCTION STORY 
 
 shoe! ■•'said' Har^'slarr'-'l'kn/"'^' ""1''"^ ^-^ 
 « t" )^n^' Ml ^"' *^^^u ^°^ ^^^ yo"' father," said Harrv 
 
 LESSON LXIX. 
 
 Blow^ The wind a large tree down last night 
 
 Break. Charles has his slate ^ 
 
 Come. My father home yesterday 
 
 Draw. Who that pretty design.? 
 
 Drmk. The water was by the horses. 
 
 Hiow. This fence may be over 
 
 Come. The man had not when'l arnWH 
 
 Ur.nk. Who all the milk? 
 
n 
 
 the 
 
 SUGQESTIVE LESSON NOTES. 
 
 Draw. Is not that well ? 
 
 Break. Tt is said the boy's back is . 
 
 Begin. The masons work to day. 
 
 The teacher can easily supply similar exercises on the 
 use of such verbs as : eat, fly, freeze, give, go, grow 
 know, ride, rise, ring, sing, sink, shake, speak, spring! 
 swim, take, write, etc. 
 
 LESSON LXX. 
 
 Change the following sentences so that they will refer 
 to past time : — 
 
 1. He sits on this bench. 
 
 2. The hen sits three weeks. 
 
 3. He sets the hen every summer. 
 
 4. The bird begins to sing. 
 
 5. Fanny sings hymns well. 
 
 6. Mice get into the pantry and eat the cheese. 
 
 7. The lazy boy comes to school late. 
 
 8. This horse seldom lies down to rest. 
 
 9. The baby sees the flowers. 
 
 10. Jennie writes all her father's letters. 
 
 11. The dogs run after the rabbit. 
 
 12. A careful girl does her work well. 
 
 13. The bee flies from flower to flower. 
 
 14. The cat and dog fight over their dinner. 
 
 15. The robin lays four or five eggs before she sits. 
 
 Memory Gem. 
 All that you do, do with your might ; 
 I'hings done by lialves are never ilone right. 
 
hi 
 
 74 
 
 SUGGBSTIVE LESSON NOTES.. 
 
 LESSON LXXI. 
 
 THE CHICKENS' QUARREL. 
 
 and sees the stalk of wheat Vndff,; k • ""^ ^i^' ^^^' 
 beside it H/fl;Jo\4 ■ , '^^ chiCKens fighting 
 
 settling their dis^te, I tauTj^t^.'^^tZl-^^"'' '°' 
 
 Memory Gem. 
 Labor with what zeal we will, 
 
 Something still remains undone ; 
 Something uncompleted still, 
 
 Waits the rising of the sun. 
 
 i 
 
 LESSON LXXII. 
 
 Combine each of the following groups of statement^ 
 into a single sentence and punctuate properly :- 
 
 We study reading. 
 We study writing. 
 We study number. 
 A plant has a root. 
 A plant has a stem. 
 A plant has leaves. 
 
 A frog has a head. 
 A frog has a body. 
 A frog has four feet. 
 A bird has two wings. 
 A bird has two fc et 
 A bird ha.s two 
 A bird has a bill. 
 
 
t refer to 
 
 search of 
 d at once 
 ve it all. 
 drop the 
 flies over 
 fighting 
 , saying : 
 and, for 
 
 tements 
 
 ad. 
 
 dy. 
 feet. 
 
 wmgs, 
 
 rcet 
 
 
 SUGGESTIVE LESSON NOTES 
 
 5. On our drive we passed through London. 
 On our drive we passed through IngersoU. 
 On our drive we passed through Woodstock. 
 On our drive we passed through Paris. 
 
 6. For dinner we had stewed chicken. 
 For dinner we had baked potatoes. 
 For dinner we had apple pudding. 
 There were roses in the bouquet. 
 There were pansies in the bouquet. 
 There were lilies in the bouquet. 
 
 8. My father is forty years old. 
 My mother is thirty-six years old. 
 My brother is ten years old. 
 
 75 
 
 7- 
 
 LESSON LXXIII. 
 
 Combine into a single statement each of the following 
 groups of sentences : 
 
 1. James is industrious. 
 He is polite. 
 
 He is clever. 
 
 2. The boy found a knife. 
 It was a pocket knife. 
 It had two blades. 
 
 It belonged to George Wilson. 
 
 3. This is a maple tree. 
 
 It was planted many years ago. 
 
 It shades the horses from the hot sun. 
 
 4. The farmer sows the seed. 
 
 He sows it on carefully j prepared soil. 
 He sows it in the sprhig. 
 
7fi 
 
 BUOOESTIYB LESSON NOTES. 
 
 LESSON LXXIV. 
 
 REPRODUCTION STORY. 
 The poet Whittier called upon a lady in Boston 
 one evening when the streets were very sHpperv She 
 
 tnf Tu^' ""'^^^ -^^'P ^"^ f^"-^o when'Kft she 
 went with h,m under pretence of needing a breath of ^r 
 and wishing to post a letter. When she started home 
 
 Tnd t H^^' " ^1^''' ^l!^^'^^^' '-^ ' -1^ --thee hom^' 
 And he did not leave her till she reached her own door 
 
 LESSON LXXV. 
 
 . From the following words fill the blanks in the sub 
 joined sentences, then write other sentences "hat mean 
 exact y the same, using different words from the liS - 
 
 any": aVrd^^'anS'"' "°''^"^' "°"^' ^"^ °"^' "^^ 
 
 1. We have — money. = 
 
 2. I care for — .= 
 
 3. Have you seen — ?= 
 
 4. The farm is not worth .= 
 
 5. He is doing — .= "" 
 
 6. Have you — some silk ?= 
 7- — could do that.= 
 
 8. — cares for me.= 
 
 9. —more for me, thank you.= 
 
 Memory Gem. 
 If you've tried and have not won, - 
 
 Never stop foi'crying ; 
 All that's great and good is done 
 
 Just by patient trying. 
 
 
SUGGESTIVE LESSON NOTES. 
 
 77 
 
 1 Boston 
 ■ry. She 
 
 2 left she 
 ith of air, 
 d home- 
 ie home." 
 wn door. 
 
 the sub- 
 It mean 
 J list: — 
 ane, not 
 
 LESSON LXXVI. 
 
 STUDY OF AN APPLE. 
 
 1. What do we call this? 
 
 2. What general name have we for apples, pears, 
 
 peaches, etc. ? 
 
 3. Tell me about the color and shape of the apple. 
 
 4. What other fruits are of the same shape ? 
 
 5. How can you tell peara from apples.? Quinces 
 
 from apples ? 
 
 6. Name the parts of the apple. 
 
 7. Of what use is the stem to the apple ?The sk in ? 
 
 The core .-' 
 
 8. What uses are made of the flesh or pulp > 
 
 9. How can you tell which side of many apples grew 
 
 toward the south ? 
 
 10. If you plant the seeds of an apple will the tree 
 produce the same kind of apples ? 
 
 LESSON i.xxvn. 
 
 CONTRACTED WORDS. 
 Rewrite the following supplying the omitted letters :— 
 
 1. I'm. 5. We're not. 
 I'm not. We aren't. 
 
 2. You're not. , 6. They're not. 
 Yov aren't They aren't. 
 
 5. He's net. 7 It's not. 
 
 Ke isn't. It isn't. 
 
 4 She':, not. "Tisn't 
 
 She isn't. 
 
78 
 
 SUGGKSTIVB LESSON NOTES. 
 
 LESSON LXXVTII 
 
 1. Is that yours ? No, — not. ' 
 
 2. Are they home? Yes. - home. 
 
 3. Are you ill? Yes, - quite faint. 
 
 4. Is she coming? No, she - 
 
 5. Am I to go.? Yes, __ expected. 
 
 6. Are we to blame ? Certainly - not 
 
 7. Is he honest ? Yes, - honest. 
 
 L,ESSON LXXIX. 
 
 IMAGINATION STORY. 
 Model: 
 /^^...-Father, how long until Christmas ? 
 fr..^^^''^— Christmas is on the ^cth nf n 
 
 Ja^s I, is three months and two days, is it not P 
 Mr. aark.~Yes ■ but why did you ask > 
 
 ias{"cSi;;SrrjiL'tf.'air^h'°°'^""'^!f ^»- "e, 
 
 h'ttle plot. P^^""^^ ^""le seeds in the 
 
 Write the conversation. 
 
 'W ffl i fr H TO IBwffya 
 
SUGGESTIVE LESSON NOTES. 79 
 
 LESSON LXXX. 
 
 IMAGINATION STORY. 
 
 Make a story from the following hints. 
 
 A boy— twelve years— an express parcel— Aunt Fanny. 
 —Wanting to try it— taking pictures— house— baby- 
 dog— mother— father— school. Letter to aunt with 
 thanks and several pictures. 
 
 LESSON LXXXL 
 
 IMAGINATION STORY. 
 
 1. Willie Jones— dog named Rover— not always kind 
 to Rover. 
 
 2. One day hits him with stone— hurts his head— dog 
 lies down in his kennel. 
 
 3. Willie goes toward river— Rover follows him— 
 Wilhe gets in boat— pushes from shore— falls in to water. 
 
 4. Willie screams— Rover jumps in river— takes jacket 
 in his teeth — brings him to land. 
 
 Memory Gem. 
 
 So blue yon winding river flows, 
 It seems an outlet from the sky, 
 
 Where waiting till the west wind blows, 
 The fi lighted clouds at anchor lie. 
 
 All things are new ; the buds, the leaves, 
 That gild the elm tree's nodding crest 
 
 And even the nest beneath the eaves ; 
 There are 
 
 birds m last yeai-'s nest 
 
 — Longfellow, 
 
SUGGESTIVE LESSON NOTES. 
 
 LESSON LXXXII. 
 
 IMAGINATION STORY. 
 
 I. Eight o'clock-Jenny still in bed-mother calls- 
 Jenny says yes-goes to sleep again. 
 
 LJ^? ^""^'^ later-Jenny wakes-hears noise in vard 
 mftS ""'^"- "^^ ''"^'y ^"- offT-goingTo' grLt 
 
 knLl^Sse'fS ittar ""^' disappointed-cries- 
 
 LESSON LXXXIII. 
 
 INAGINATION STORY. 
 
 1. Jimmy Gray had the . jotharhe— fathp.- co.-^ u 
 must have tooth drawn-Jimmie had never been 1 " 
 dentist-thought it would be great fun. ^ 
 
 2. Big chair — dentist looked at tonfh k.^ u. 
 ^ome^uglyllooking ,cc.s-we„t ontV°t?^ '^'Tl 
 
 next day his father took him to the dentist ^ ^^^~ 
 
 Memory Gem. 
 
 Begin while life is bright and young, 
 
 Work out each noble plan ; 
 True knowledge lends a charm to youth, 
 
 And dignities the man. 
 Then upward, onward, step by step, 
 
 With perseverance rise ; 
 And emulate, with hearts of hope, 
 
 The good, the great, the wise. 
 
 
r calls— 
 
 - in yard 
 o grand- 
 
 -cries — 
 
 said he 
 en to a 
 
 brought 
 n for a 
 
 back — 
 tvake — 
 
 8UGGKSTIVR lESSOK NOTES. 81 
 
 LESSON LXXXIV. 
 
 IMAGINATION STORY. 
 
 1. Roy— mother's room— mother not at home — opened 
 bureau drawers — pretty things. ' 
 
 2. Found watch— dropped on the floor — broke crystal. 
 
 3. Thought his mother would not know who did it- 
 watch back in its case. 
 
 4. His mother said nothing — Roy did not tell 
 
 unhappy— stood it for two days— went to his mother 
 and confessed — felt much happier. 
 
 LESSON LXXXV. 
 
 IMAGINATION STORY. 
 
 1. Ned— coming home— the woods — after eight o'clock 
 — quite dark. 
 
 2. Queer noise — like a groan — much frightened — 
 began to run. 
 
 3. Ashamed— went back — called "Who's there?" 
 
 a voice — one of the neighbors — man had broken his leg. 
 
 4. Ned ran home— help— man was taken home — very 
 thankful to Ned — Ned glad he did not run away. 
 
 Memory Gem. 
 
 Build thee more stately mansions, 
 
 O my soul ! 
 
 As the swift seasons roll ! 
 
 Leave the low vaulted past I 
 
 Let each new temple, nobler than the last, 
 
 Shut thee from heaven with a dome more vast, 
 
 Till thou at length art free, 
 
 Leaving thine outgrown shell by life's unresting sea. 
 6 
 
¥ 
 
 If 
 
 I 111 
 
 iii- 
 
 on 
 
 SUGOESTrVE LKSSOV NOTES. 
 
 LESSON LXXXVI. 
 Fill the following blanks with suitable contractions - 
 
 1. Aren't those peaches ? No,~apricots. 
 
 2. -they well? No,— quite ill. 
 
 3. —you well ? Yes.— very well. 
 
 4. —the trees high ? Yes,— high. 
 
 5. -the apples ripe ? No,-only half grown 
 
 6. -the horses fed > Yes,-aH fed. 
 
 7. -you going home ? No,-going fishing. 
 
 8. —be home early ? Yes,— try. 
 9« — the flowers beautiful ? 
 
 10. —the lake calm ? 
 
 1 1. — we safe ? ' 
 
 12. No,— still in danger. 
 
 <.'at^oT'' '' °'''" ^"""S'y "-d f°' '-"•t, isn't 
 
 \ 
 
 LESSON LXXXVII. 
 
 REPRODUCTION STORY. 
 
 Memory Gem. 
 
 InH ?K ^k'* '"■'^''^ "'''""' ^'■""^ "^«'«s hands, 
 And thfi best servant doth his work unseen. 
 
 I 
 I 
 I 
 
 1 
 
 a cl 
 a cl 
 
fiUaOKSTIVR LESSON NOTES. 
 
 83 
 
 ictions : — 
 
 n. 
 
 I't, isn't 
 
 c. The 
 
 ittercup 
 
 as the 
 
 nd that 
 
 :1. 
 
 story, 
 
 LESSON LXXXVIII. 
 
 RAIN. 
 
 Lead to observation and expression regarding rain by 
 questions. If pupils have not already made the neces- 
 sary observation give a day or a week and then continue 
 the lesson. 
 
 1. What is it that we call ? 
 
 2. Whence does the rain t., .ne? 
 
 3. How can you tell when it is likely to rain? 
 
 4. Is the rain always the same? If not, tell how it 
 
 varies at different times. 
 
 5. What differences have you noticed in clouds? 
 
 6. Tell as well as you can how the clouds are formed. 
 
 7. What makes them move about in the air? 
 
 8. When clouds lie close to the ground or to v/ater 
 
 what do we call them? 
 
 9. Tell about bein^r in a cloud of this kind. 
 
 10. What takes the place of rain in very cold weather? 
 
 11. What is the difference between snow and hail? 
 
 12. Where does the water that falls in the form of rain 
 
 and snow go? 
 
 Tell the story of a drop of water that was one day in 
 a cloud, the next in a brook and the following week is in 
 a cloud again. 
 
 Memory Gem, 
 
 If by easy work you beat, 
 Who the more will prize you ? 
 
 Gaining victory from defeat, 
 That's the test that tries you ! 
 
 — PhoRbe Cary. 
 
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84 
 
 SUGQKSTIVK LESSON NOTKS. 
 
 LESSOxN LXXXIX. 
 
 CLmATE. 
 
 I- What kind of climate have we here in summer? ' 
 2. In winter? 
 
 ^" "Tf^pTng''?'''''^'''"^""'""^" ^'^^•- ^'^^ that 
 
 4. In what respects are they alike? 
 
 5- In what parts of the world is it colder than here? 
 
 6. In what parts warmer ? 
 
 7. Why? 
 
 8. Does the ground all over the earth freeze in 
 
 wmter? "cc^,c m 
 
 9. How deep d6es it freeze here ? 
 
 U. What grows there? 
 
 12. What would be the result if our creeks, rivers and 
 ponds all froze to the bottom ? 
 
 Memory Gem. 
 Never delay 
 To do the duty, which the hour brings 
 Whether it be in j-reat or smaller think 
 For who doth know ' 
 
 What he shall do the coming day? 
 
 Where pity dwells, the peace of God is there * 
 
 To worship rightly is to love each other ' 
 Each smile a hymn, each kindly deed a prayer. 
 
 I find the great thmg in this world is not so much where we 
 ' uireciion we are movnig. 
 
ummer ? 
 
 from that 
 
 han here? 
 
 freeze in 
 
 rth 
 
 never 
 
 ivers and 
 
 Vhittier. 
 where we 
 
 SUGGESTIVE LESSON NOTES. 
 
 LESSON XC. 
 
 85 
 
 Combine the following into a paragraph consisting of 
 longer sentences : — ^ s « 
 
 Wolfe set off down the river. He had with him about 
 one-half his men. They went in boats. They had 
 neither sails nor oars. It was one o'clock in the morn- 
 ing. The day was the 13th of September. They were 
 in search of the intrenched path. Wolfe had .seen it a 
 few days before. They intended to climb the heights 
 by It. They found it. Some of the soldiers ascended 
 by It. Others climbed the steep bank near it Thev 
 clung to the roots of the maple, the ash, and the spruce 
 Ihese trees were growing on the side of the declivity 
 With a few volleys they dispersed the French picket 
 u P.u ^'^\ guarding the heights. This took place 
 when they reached the summit. 
 
 LESSON XCI. 
 
 IMAGINATION STORY. 
 
 A butcher one day sent his errand boy to Oliver a 
 roast of beef to a customer who lived in a distant part of 
 the town. On his way the boy saw a number of beautiful 
 pigeons sitting on the roof of a stable on the opposite 
 side of the street. Boy-like he picked up a pebble and 
 threw ic at them, when to his great surprise one fell to 
 the ground apparently dead. Now, this boy had no 
 thought of injuring any of them, but simply wished to 
 see them fly and watch their graceful movements as they 
 flew to and fro through the air. - 
 
 The owner prized these birds very highly and had 
 placed them under the care of his gardener? who felt very 
 proud of^ his charge. A number of idle boys of the 
 town had frequently molested these birds, much to the 
 annoyance of the uid gardener, who became so exasperat- 
 ed at their conduct that he made up his mind to have 
 
86 
 
 SUOGBSTIVE LESSON NOTES. 
 
 the next offender punished severely. In short so intense 
 
 garden gate until the gardener came and opened it 
 They then entered into a conversation with one aJ.other 
 gof t^he Ti'j ' •' ^""^'"r "='°^«= '••'« g="«. went „ and 
 doln the strter^'"" '"'' ^^"^ " '° *^ ''°>'- "ho went 
 
 wrfte'out1n'"fini ?^ "" *''°^" '^""y ^' "'^y ^ "e<=«»a-y. 
 ^atewh! h/ i <^™™«?'»n that took place ar^ 
 state why the gardener gave the boy the dead pigeon. 
 
 SIMILAR EXERCISES: 
 
 ^ra^h'■'^.T^'^^i' P*^f ''5. "a^t sentence, second para- 
 graph : The admiral tried to soothe their distress and 
 to ,nsp,re them with his own glorious antidpa ions » 
 S to inspirf ""'^' ^"^ """"^ ■>« -''' '» -othe, a"nd 
 tW^T "7' ^^ine lesson, 3rd sentence: "Corumbus 
 
 I^e,:w^ard^"'wh";'H/r"' ^°"^' ^""^ promte of 
 large rewards. What did he say ? What did he offer > 
 
 fage 117 last sentence, 2nd paragraph: "In the 
 
 Memory Gem. 
 There's an odd little voice ever speaking within 
 That prompts us to duty and warns us from sin'- 
 And what is most strange, it will make itself heard. 
 Though It gives not a sound and says never a word. 
 It is sure to upbraid if we tell but a lie. 
 Nor will let the least evil pass silently by ; 
 Nor is it less slow to command than apornve, 
 But praises each action of goodness and love. 
 
 J«B| ^i ip>i i» 1 Wil »n i wrM » »>MiMii , | ,, , | ,i|,, , ^j^ . 
 
SUOOESTiyr; LE8S0N NOTES. x 37 
 
 LESSON XCII. 
 
 "MAY" AND "CAN." 
 
 Develop clear ideas of the correct use of each of 
 these words, then give practice in filling the Wanks with 
 the proper word in such sentences as :-- 
 
 1. You— take your slates. 
 
 2. —I leave the room, Mis? Jones ? 
 3- Willie— write well if he tries. 
 
 4. George and James— come here. 
 
 ^* "~^th?word7 '^'"^'"^ ^"''°" ' ^''' y^"-copy 
 
 6. Who-solvc this problem ? Mary thinks she- .. 
 
 7. How soon— we have recess ? As soon as you-do 
 
 the exercise. / u uu 
 
 8. —you read Latin ? No. but my brother—. 
 
 9- Mr. Smith,— you spare me some paper? Not 
 now, though I-be able to to-night 
 
 10. -I get a train to-night ? No, but /ou-stay with 
 me until to-morrow. ^ 
 
 Memory Gems. 
 A traveller, toiling on a weary way, 
 Found in his path a piece of fragrant clay, 
 " This seems but common earth," said he,' " but how 
 Delightful !-it is full of sweetness now? 
 Whence is thy fragrance } " From the clay there grows 
 A voice : " I have been very near a rose." 
 
 —John James Piatt. 
 
 Bad habits gather by unseen degrees 
 
 As brooks make rivers, rivers run to seas. 
 
 — Dryden. 
 
ff 
 
 \ 
 
 'I '^ 
 
 88 
 
 SUGGESTIVE LESSON NOTES 
 
 H^ 
 
 LESSON XCIII. 
 
 "MIGHT" AND "COULD." 
 
 nrh?"^ to correct notions of the use of these words, then 
 practice their use in such sentences as :— 
 
 1. I would sing if I — , 
 
 2. Father said I— bring my ball to school. 
 
 3. Don't go near the river, you— fall in. 
 
 4. I think you— help me, you-if you tried. 
 
 5. James— not swim, so his mother said he— wade in 
 
 the shallow watef. 
 
 6. The old man wishes he read. 
 
 7' He — have learned when young. 
 
 8. I— go to the fair if father would only say I—. 
 
 LESSON XCIV. 
 
 "SIT" AND "SET." 
 
 si^et t%l''\^^'''^ ^^ni<,nces filling the blanks with 
 su or set as the sense requires. 
 
 1. James may — there. 
 
 2. Do not — in the sun too lon^ 
 
 3- You may — the can on the table. 
 
 4- — the chair near the window and — on it 
 
 6. You may — the hen if she will — 
 
 7. He - his watch before he - out on his journey. 
 
 Memory Gem. 
 Truth is the work of God, falsehoods are the work of man. 
 
 - Madame de Stael, 
 
SUGGESTIVE LESSON NOTES. 
 
 89 
 
 'ords, then 
 
 LESSON XCV. 
 
 Change the following statements so that they will 
 refer to past time. 
 
 1. The boys sit here. 
 
 2. John sets the traps for foxes. 
 
 3. The sun sets behind the hills. 
 
 4. Who sits at this desk? 
 
 —wade in 
 
 [— . 
 
 nks with 
 
 » I could 
 
 rney. 
 
 nan. 
 
 de Staels 
 
 LESSON XCVL 
 "set" and "sat." 
 
 Use set or sat to fill the blanks in the following : 
 
 1. I — on the veranda while he — out the roses. 
 
 2. The old white hen — three weeks. 
 
 3. Who — beside you? Nobody, a box was — on 
 
 the chair. 
 
 4. He — the chair near the window and — down. 
 ,5. The baby — in her high chair 
 
 Memory Gem. 
 
 Let nothing disturb thee, 
 Nothing affright thee ; 
 All things are passing ; 
 God never changeth ; 
 Patient endurance 
 Attaineth to all things ; 
 
 •!■■ 
 
 — Longfellow. 
 
 Truth is tough. It will not break, like a bubble, at a touch; nay, 
 you may kick it about all day, like a foot-ball, and it will be round 
 and full at evening. 
 
 'i 
 
00 
 
 ' 1 > 
 
 SUGQB8TIVK LESSON NOTKS. 
 
 WESSON XCVII. 
 
 3. 
 
 4. 
 
 5- 
 6. 
 
 7- 
 
 "LIE" AND "LAY." 
 Teach the meaning of each of th. - ^ 
 
 principal forms then p-f J J ^ '^°''''' andofthcir 
 "ght word or fo^ ^''' ""''''''' '■" t^- selection of the 
 
 i.Whydoyounot^downandrest? 
 2. Wniyou^this book upon the table? 
 
 I-on the sofa watching the cat-on the ru. 
 -my watch upon the mantle and left it tho 
 
 Ifyou^down-this wrap over you ^^'^ ''- ^^^- 
 Get up John, you have-in bed too long 
 
 Where did you-^mv hat? u- 
 
 8. The hen .n .u ^^ ,s-on the table. 
 J. lie nen— m the orchard qk«. u 
 
 already. * ^^^ has-nine eggs 
 
 9. When we found him he-sleeping. 
 
 10. He could not-down but he-his h. a 
 
 cushion. ne— lus head upon a 
 
 Memory Gems. 
 
 VourfeUhi„h„„,3„„Xesfflr 
 
 —Elizabeth Whittier. 
 
 Howe'erUbe,itseemstome, 
 Kinder ^ "°ble to be good. 
 Kind hearts are more than corone.. 
 
 And sunpie faith than Norman bbod " 
 
SUGOUSTIYB LESSON NOTES. 
 
 91 
 
 ^ of their 
 >n of the 
 
 - there. 
 
 ble. 
 e eggs 
 
 pon a 
 
 ter. 
 
 LESSON XCVIII. 
 
 REPRODUCTION STORY. 
 
 Harriet Beecher Stowe was the youngrest of a family 
 of seven children. She was a merry, fun-loving girl, 
 fond of romping, and very apt to get into mischief. 
 Once when her mother had some choice tulip bulbs sent 
 her, Harriet took them for onions and ate them up. 
 She was as fond of reading and study as of fun, but the 
 books in the library were not interesting to children. 
 After much digj-ing among works on theology, she found 
 anold copy of "Ivanhoe" and parts of "Don Quixote." 
 The "lyanhoe" she and her brother George read through 
 seven times. Mrs. Stowe has written many books, but 
 she IS best known as the author of "Uncle Tom's Cabin." 
 which has been published in nineteen different languages. 
 
 LESSON XCIX. 
 
 LIKE AND LOVE. 
 
 Develop the correct idea of each of these words. We 
 love OMx friends and like what is pleasant to our tastes. 
 Pupils fill the following blanks with the right words. 
 
 1. Boys and girls — to play. 
 
 2. A mother -— her child. 
 
 3. We should — one another. 
 
 4. Do you — to go to school ? 
 
 5. The poor drunkard — his glass. 
 
 6. Most children — flowers. 
 
 7. Jennie — her uncle Frank. 
 
 8. My mother — me and I — her. 
 
 9. A proud woman — fine clothes. 
 
 10. Who does not — an honest boy ? 
 
 1 1. Everybody — a polite child. 
 
 12. A man should — his country. 
 
 
 im 
 
I 
 
 ll&ll 
 
 gu 
 
 BUOOraTlVE l.liSHON KOTes. 
 
 LESSON C. 
 
 BRING, TAKE (OR CARRY), AND rETCH 
 
 ^. Mary, will you -this letter to your mchc- 
 
 '■ •'""rh^li^:!;^"" ^-^"'^ - -^ .h.- dictionary fron, 
 
 5- — me a glass u( water, please. 
 
 6. You are going to the store, will vou - ^hlc •. i 
 
 and ~ a quart of molasses ^ ^'' P"'^^"'' 
 
 7. It ^ not very fa, run and ^ .,e to-day's paper 
 3. W.I1 your brother -his trunk when he goes p' 
 
 LESSON CI. 
 
 "TEACH." AND "LEARN." 
 
 requires:— '^^^^"^'.t*. ^'"^a^/^^ or Z.^^/.,,^ as the sense 
 
 1. Will you— me to do that ? 
 
 2. Yes, I will— you if you will— 
 
 ^•^"Irtre":^/'™*-'-' ^-. 'f -y -ther „m 
 
 4. Wlujre ciid you- tl,at pretty p„e„. > Who-it to 
 
 5. Miss Wood is-u, Frenel,, Has sl,e-you tnuch P 
 
SUGGESTIVE LESSON NOTE*. 
 
 93 
 
 then ojvc 
 I must — 
 
 er. 
 
 lary from 
 
 sr and — 
 
 I pitcher 
 iper. 
 
 Ii teach^ 
 - sense 
 
 5r will 
 —it to 
 nuch? 
 
 6. I am — our baby to walk. 
 
 7. The man said, " I will— you to laugh at me." 
 
 8. The ant — us a lesson. 
 
 9. We may— a lesson from the meanest of God's 
 
 creatures. 
 
 10. —me that puzzle, will you, that I may— it to my 
 brother. 
 
 LESSON CII. 
 
 " ONLY." 
 
 Re-write the following sentences as often as you can 
 change the place of only and make sense. State clearly 
 <n other zvords the meaning of each sentence :— 
 
 1. My brother received only a share of the farm. 
 
 2. John only spoke to me. 
 
 3. The servant only takes care of one room. 
 
 4. I only lei>t you the book for a week. 
 
 5. Your friend sold only part of his goods. 
 
 Memory Gem. 
 
 I love my country's pine-clad hills. 
 Her thousand bright and rushing rills, 
 Her sunshine and her storms ; 
 Her rough and rugged rocks that rear 
 Their hoary heads high in the air 
 In wild fantastic forms." 
 
 It is always good to know, if only in passing, a charming human 
 being : it refreshes one hke flowers and woods and clear brooks.— 
 George Eliot. 
 
if! 
 
 Ml 
 
 94 
 
 
 I'r! 
 
 flUaOESTIVE LKSSON NOTES. 
 
 LESSON cm. 
 
 Re-write the following sentences supplying all th. 
 words understood :— "PP'/'ng all the 
 
 I. I am taller than you. 
 3. He is older than I. 
 
 3. James writes better than John. 
 
 4. My coat cost more than my hat. 
 
 5. This landscape is more beautiful than that 
 
 6. There are fewer pupils in your school than in ours. 
 
 7. He IS more m debt than you 
 
 '• "'\th*rhi'd'' "° """' ^°"'-' 0- •"•■» than 
 
 LESSON CIV. 
 
 " SHALL " AND " WILL." 
 Teach only the simplest uses of these word, r- 
 
 1. I— go away to-day. 
 
 2. -—you go with me ? 
 
 3. Yes, I— if I can. 
 
 4- —I help you to carry that box ? 
 
 5. No. thank you, you-soil your clothes. 
 
 6. -you lend me your knife ? Certainly I _ 
 
 7. --you not be late ?. No, I->make haste. 
 
 ^- James,_you carry this letter for me? Yes t 
 
 wait for an answer? No therp K. ~~^ 
 
 at lea<;f r «^4. ^^t), mere — be no answer- 
 
 ac jeast i — not expect one. ' 
 
 m 
 
 fr( 
 
 Pr 
 of 
 
 as 
 re( 
 
SUaOKSTIVE LK8SON N0TB8. 
 
 LESSON CV. 
 
 "SHOULD" AND "WOULD." 
 
 1. I — think you — like this place. 
 
 2. Until noon I did not think I— go. 
 
 3. The boy said, " I— like to be a man." 
 
 4. We— think you— like to help. 
 
 5. How I— like to have a pony. 
 
 6. —you like to do some work for me ? 
 
 96 
 
 LESSON CVI. 
 
 • "SHOULD" AND "OUGHT." 
 
 The distinction between these words is so nice that 
 most persons use them as synonyms. Ought comes 
 from "ovve" and implies moral obligation, should Tx 
 presses des.rab.ity. Teach this distinction by means 
 of simple examples, then give practice on such exercises 
 as the followmg : — av.h,iscs 
 
 req^Jiies^^^ ^^^"^' ""'^^ '^''''^'^ ^^ '""^^^'^ ^' ^^^ ^^"se 
 
 1. Children— obey their parents. 
 
 2. You— walk and sit erect. 
 
 3. Men— love honor better than wealth. 
 
 4. A boy— always do his best. 
 
 5. The door— be closed. 
 
 6. Men— always to pray and not to faint. 
 
 7. Your books— be kept neatly. 
 
 8. All animals— be treated kindly. 
 
 Memory Gem. 
 Live truly, and thy life shall bs 
 A great and noble creed. 
 
N 
 
 SUGGESTIVE LESSON NOTES. ' 
 
 LESSON CVII. 
 
 "IN" AND "INTO." 
 
 Develop the distinction between these wnrA^ fk 
 practice on elliptical exercises. ^' ^^^" ^'^^ 
 
 1. The horse is — the stable. 
 
 2. The horse ran - the stable. 
 
 3. The bird is — the cage. 
 
 4. The bird flew — the room. 
 
 5. He put his hand - his pocket, but found no money 
 
 6. The swallows fly - the air. One iust flew fh. 
 
 barn. I think she has a nest ~"t "~ *^^ 
 
 ;. James went -the stable and found two horses -it 
 8. The ball fell - the well and sank - the water. 
 
 LESSON CVIII. 
 
 "ON" AND "UPON." 
 Lead pupils to see the difTer^nrp .-« fj,„ 
 these two L,s. the,. gi:eXS r.lJcisScVS -l' 
 
 1. 1 he cat jumped — the table. 
 
 2. The book lies — the table. 
 
 3. He carved his name — the rock. 
 4- His name is carved — the rock. 
 
 5. Write - only one side of the paper, and place vour 
 
 answers — the table. ^ ^^""^ 
 
 6. Whose book is that — the floor? 
 
 7. The hen flew — the ham an^i ^^^ • 1 
 
 ^, ,^ °^r" and remamed — it fnr 
 
 more than an hour. ^°^ 
 
 8. Being — the chair the hahw ^as shl*^ f<- • ., 
 
 table. ■" ^° ^^'^ ~~ the 
 
5 then give 
 
 no money 
 ew — the 
 
 )rses — it. 
 vater. 
 
 er use of 
 ich as : — 
 
 ice your 
 
 - it for 
 
 u — the 
 
 SUGGESTIVE LESSON NOTES. 
 
 LESSON CIX. 
 
 COMPARI'^ONS AND CONTRASTS. 
 
 97 
 
 Tell in good clear statements in what respects these 
 figures are : 
 
 1. Ah-ke. 
 
 2. Different. 
 
 The class should be able to discover at least five like- 
 nesses and three differences. 
 In a similar way compare and contrast :— 
 
 1. A cube and a plinth. 
 
 2. A cube and a parallelopiped. 
 3- A sphere and a hemisphere. 
 4. A circle and an ellipse. 
 
 5- An apple and a pear, 
 6. A bottle and a vase. 
 7- A squirrel and a cat. 
 8. A squirrel and a dog. 
 
 Memory Gem. 
 They, my child, who idly sing of beauty 
 
 In the eyes and in the hair, 
 Sing of beauty that is not : let it never be forgot- 
 
 Beauty ne'er beginneth there ; 
 If there's beauty in the heart, there is beauty everywhere. 
 
i!mi. 
 
 go 
 
 SUGGESTIVE LESSON NOTES. 
 
 LESSON ex. 
 
 Combine the following elements inf^ ^ 
 sentences:— elements mto compound 
 
 I. The people were pouring forth. 
 
 They were pouring forth by this time. 
 
 Scrooge regarded every one. 
 
 He regarded everyone with dehght. 
 
 He was walking. 
 
 He was walking with his hands behind him. 
 
 2. He took his aim. 
 
 He took his aim at that time. 
 
 The aim was taken with some deliberation. 
 
 1 he multitude ^waited the event 
 
 They awaited the event in breathless silence. 
 
 3. They thought no more of capturing Quebec 
 They thought no more of capturing Montreal. 
 1 hey thought no more of it for that year 
 They went home. 
 
 They went home dejected. 
 
 .They went home amazed. 
 
 They went home to howi over their losses. 
 
 They went home to nurse their dashed courage 
 
 They went home to wait for a day of vengeance. 
 
 Combine the following into a good complex sentence •- 
 4 The boys began to fire. 
 
 They began to fir . from the loopholes 
 
 They began to fire upon the Iroquois 
 
 The boys were twelve and ten years old. 
 
 1 hey were aided by the soldiers. 
 
 Her words had inspired the soldiers 
 
SUGGESTIVE LESSON NOTES. 99 
 
 "^^To ^^^ '"^P'^^d the soldiers with some h'ttle 
 
 NoTE.--Adclitional exercises may be made by breaking 
 compound sentences and complex up into elements! ^ 
 
 There's a dance of leaves in that aspen bower, 
 There's a titter of winds in that beechen tree 
 
 There's a smile on the fruit and a smile on the flower 
 And a laugh from the brook that runs to the sea. 
 
 —Bryant, 
 
 LESSON CXI. 
 
 Teach the exact meaning of the following words 
 then require pup.Is to compose sentences that will 
 exemplify clearly the correct use of each.. 
 
 Ability and capacity, 
 
 Allude and refer, 
 
 Amateur and novice, 
 
 Answer and reply, 
 
 Apprehend and comprehend, 
 
 Balance and remainder, 
 
 Bravery and courage, 
 
 Character and reputation. 
 
 Complete and finish, 
 
 Contemptible and contemptuous, 
 
 Crime, vice and sin. 
 
 Distinguish and discriminate, 
 
 Education and instruction, / 
 
 Evidence and testimony, 
 
 Hanged and Hung, 
 
 Healthy and wholesome. 
 
 Less and fewer. 
 
100 
 
 i 
 
 SUGGJSSTIVE LESSON NOT«S. 
 
 Love and like, 
 
 Lovely, beautiful, delicious, handsome, amiable, 
 
 charmmg, and sublime, 
 Mad, annoyed, and angry, 
 Mutual and common, 
 Notorious, celebrated and famous. 
 Oh, and O, 
 
 Propose and purpose. 
 Seem and appear. 
 Transpire and occur, 
 Wharf and dock. 
 
 LESSON CXII. 
 
 Correspondence Exercises. 
 
 in Br^i^'jr^^^^^^^^^ now lives 
 
 friends and school ^ " "^^^ ^^°"^ ^'« farmer 
 
 2. Write a formal card from Mrc Ann 
 Miss Ethel Simpson to an Tt Homl ' ^"' '""""^ 
 
 ience. i, any. Gil: CrSnt? ' '""""^ '""' ^''P^ 
 
 stet7>:is.t%':;^e" I har^vir'^s'i °^ ^ 
 
 can m ten words. ^- ^ ^" all you 
 
 a lett^'to aTend m'^'eSTbo'™ ■'' '° ''^ '°'''- Write 
 description of it "^«hbou„ng town giving a full 
 
 tJ], !^?i.^'=«" to « debtor asking, for the th.VM .:„- 
 jt>r a i^a_yiiicnc on account. ~ '" ' ""'^» 
 
SUGGESTIVE LESSON NOTES. 
 
 101 
 
 LESSON CXIII. 
 Make a Connected Story from the Following • 
 
 cau'^gh^fntltor'm^ h'"'^ ""' ^''^"^ ^^^ Zealand; were 
 caugnt in a storm ; driven eastward for hours • list all 
 
 tSl^ref '' "fK°" ^" ""'"^^^'^^^ island 'rem: n^d 
 '"^sll^^^^^^^^^ attention of a passing 
 
 LESSON CXIV. 
 
 Compose sentences that will brine out clearT., fK^ 
 distinction between the words in theTllowLg p^fr^: 
 
 1. Emigrant, immigrant. 
 
 2. Compare, contrast. 
 
 3- Decided, decisive. 
 
 4- Empty, vacant. 
 
 5- Evidence, testimony, 
 
 6. Entire, complete. 
 
 7. Effect, affect. 
 
 8. Ingenious, ingenuous. 
 
 9. Recollect, remember. 
 10. Change, alter. 
 
 Memory Gems. 
 I hold it truth, with him who sings 
 To one clear harp in divers tones, 
 
 rJ^\ ""^^ '"^y "^^ °" stepping-stones 
 Of their dead selves to higher things. 
 
 — Tennyson. 
 
 Look up, and not down ; look forward, and not back • look on. 
 and not in ; and lend a hand.-^«/... ' ^ ''"*' 
 
 I 
 
102 
 
 suaaBsTivE lesson NOTi^S. 
 LESSON CXV. 
 
 I would not enter on my list of friends 
 
 Who needlessly sets foot upon a worm. 
 An nadvertent step may crush the snail 
 
 lufh.T["u' T"'"^ ^" th^ public path ; 
 But he that has humanity, forewarned, ' - 
 Will tread aside, and let the reptile li;e. 
 
 — Cowper. 
 I. Have pupils study and memorize this extract 
 
 3. What effect hav? our own kind acts upon ourselves ? 
 
 LESSON CXVI. 
 
 resolve to aiscond ., the first S^/^tod EooL\"„1 
 fe? 'Z'-'>.''"dings have weaned many a yomh from 
 his first wrld unpu se to go to sea nr rmZXl .■ 
 
 {a) What is the subject of this paragraph ? 
 {b) Write out the paragraph substituting other words 
 or phrases for those in italics. 
 
 if) Estimate the value of the id^ps e-nrr-cc^H •- ^u 
 naratrrai^K n- -n "f ^'-^-'*'> expressed m the 
 paragraph. Give illustrations if you can. 
 
d fine 
 
 sense, 
 
 — Cowper. 
 
 :tract 
 
 eat Dumb 
 
 ourselves ? 
 
 home has 
 he baleful 
 ctness and 
 nd a fixed 
 books and 
 outh from 
 continent, 
 y lingerer 
 -r rich or 
 5 thought- 
 
 ler words 
 
 sd in the 
 an. 
 
 SUGQESTIVK LESSON NOTES. 
 
 LESSON CXVII. 
 Essay: The Last Book I Read. 
 Paragraph topics : 
 
 {a) Name of book, author, when read. 
 {b) Subject. 
 
 (c) How you liked it, with reason. 
 id) Any other book like it. 
 
 103 
 
 LESSON CXVIII. 
 
 Re- write the following paragraph so as to make a more 
 connected narrative : 
 
 Adam Daulac was a young man of good family He 
 had come to the Colony three years before. He was 
 then twenty-two years of age. He had held some mili- 
 tary rank m France. In what rank it does not appear. 
 He had been busy for some time among the young men 
 of Montreal. He was inviting them to join him in the 
 enterprise he meditated. Sixteen of them caught his 
 spirit. They bound themselves by oath to accept no 
 quarter. They gained Maisonneuve's consent. They 
 made their wills. They confessed. They received the 
 sacrament. 
 
 LESSON CXIX. 
 
 Write what you think Dulac said to the young men 
 when pursuading them to join him in his enterprise. 
 See Fourth Reader, page 155. 
 
 Memory Gem. 
 
 He's true to God who's true to man, wherever wrong is done, 
 To '.he humblest and the weakest, 'neath the all beholdinfj sun. 
 
 —Lowell, 
 
104 
 
 SUGGESTIVE LESSON NOTES. 
 
 LESSON CXX. 
 
 Meanwhile Wolfe's troops had reloaHpH ^nA u 
 
 ^Memory Gems. 
 Not by the terrors of a slave 
 
 God's sons perform his will, 
 But with the noblest powers they have 
 
 His sweet commands fulfil 
 
 Teach me your mood, O patient stars I 
 Who climb each night the ancient sky 
 
 Leaving on space, no shade, no scars, 
 No trace of age, no fear to die. 
 
 ~~^' ^ Emerson. 
 
 With grateful hearts the past we own, 
 The future, all to us unknown, 
 We to thy guardian care commit, 
 And peaceful leave before thy feet. 
 
 — Doddridge. 
 
 "Weakness never need be falseness : t„,th is ,r„,h in - ,, .^ 
 Thuaderpealed by God ,o Na.„.e, whispered b;j; ::„t.f^^ 
 
Hers 
 
 SUBJECT FOR ESSAYS. 
 
 Thl:-'^"u ^'^f^^ ^^^'^" American Indians, (a) 
 Iheir physical appearance, (d) Mode of living. (/) 
 Education character, manners and customs, (d) Re- 
 ligion, r^; Reception of Europeans. ^ 
 
 2. Birds. Their Adaptations for Different Modes of 
 
 Living. 
 
 3. The Feudal System, (a) Its Origin, m Growth 
 (c) Elements of Strength. (^) Decay, caises of. 
 
 t ?? j^^- ("^^ ^'"^^ ^"^ ^l^eir distinctions. ^/^ ) Where 
 each kind is found and how formed, (c) Special advan 
 tages of each, (d) The best kinds. ^ 
 
 r/^?' J.^^ Canadian Militia, (a) Of what composed. 
 
 Hisafms'^'r^rHifhab^I: ^' ^ "''^ "^^"^^^ ^^^^^ ^^> 
 
 7. Our Postal System, r^; Origin, (d) Steps of 
 Improvement, (c) Illustrations of its present effidency 
 (d) Suggestions to Correspondents. ^ 
 
 8 England's most Progressive Sovereign 
 Lead pupils to study and write on such toScs as X 
 relation the chosen sovereign to: (.) TheXr iament 
 (^) The Church, (c) Education, (d) Taxation, (e) The 
 common people. (/) Foreign powers, etc. ^ ^ 
 
 9- England's Greatest Statesman. Teacher 
 supply paragraph topics. ^^ 
 
 Sta^te^man'"'''^ '"''"'' Progressive and Patriotic 
 11. What makes a Good School 
 
 105 
 
106 
 
 CORIlliSPONDENCh; KXKRCISBd. 
 
 12. The Girl Who is Wanted. 
 
 13. The Boy Who is not Wanted. 
 
 14. How I Would Use Tkn Dollars. 
 
 ^^' ^^;ff ^^ading the poem '' The Barefoot Boyr tell 
 ^.ome of the things a boy learns out of school. 
 16. Making Maple Sugar. 
 
 Bread""^"^ "''^ ^''^^ Potatoes, or How to Make 
 
 ToBAc^a'' "^""^^ ^"''"'^'' ^""'^ ^^^'^^ ^« Use 
 
 19. The Uses of a Boy's Pockkts. (Humorous). 
 
 20. The Boy at a Picnic. (Humorous), (d) What 
 he IS ^^/^^/^«f to do. {b) What he ^c7^j. ^ '' 
 
 1 
 
 Correspondence Exercises. 
 
 1. Write a letter to a cousin or other friend extendinn 
 an mvitation to spend the next holiday with you Hold 
 out some special inducements. 
 
 2. Write a reply declining the invitation given in the 
 letter referred to above. Give good reasons. 
 
 T ^'7^''^^ ^ Y^^f *'^, ^" ^""^ ^h° has always lived in 
 London, England, and describe "A Canadian Summer." 
 
 4. Answer the following advertisement for yourself- 
 Wanted,— A well educated boy or girl to assist in 
 
 a ^ounty^store and post-oftice. W. S. Ross. Goodhope 
 
 5. Write a short letter to your local newspaper enquir- 
 mg how many " absolute monarchies " still exist. 
 
 6. Write a letter to a former class-mate and companion 
 whose sister has just died. 
 
 7. Write to Drysdale & Co., Montreal, ordering three 
 or lour boc^ks you are anxious to read. 
 
NATURE STUDIES. 
 
 107 
 
 ^^'oy," tell 
 
 D Make 
 
 ro Use 
 
 morous). 
 i) What 
 
 tending 
 Hold 
 
 n in the 
 
 lived in 
 mmer." 
 
 rself : 
 >sist in 
 odhope 
 
 enquir- 
 
 panion 
 
 ; three 
 
 8. Write a letter to your uncle thanking him for a 
 Christmas present. 
 
 9. Write a letter to some prominent person who knows 
 you well, asking for a testimonial. 
 
 10. Write as strong a testimonial as you can for a 
 class-mate. 
 
 11. Wkite to Macdonald & Co., Toronto, acknowledg- 
 mg the receipt of a part of the goods ordt red, noting 
 some that have not been shipped. 
 
 12. Suppose you have a friend in a distant town or 
 city, write to him asking what probable opportunity there 
 would be for your getting employment there. 
 
 13. You are away from home, write a letter to your 
 mother telling her you cannot get home for Christmas 
 and to expect an express parcel. ' 
 
 14. You have a good situation away from home write 
 a letter to your father sending him a part of' your 
 earnings, ^ 
 
 15. Write the answer to the letter in Exercise 14. 
 
 NATURE STUDIES. 
 
 TO WAKEN UP MIND. 
 
 On Streams. 
 
 1. Why does the water in brooks and rivers run and 
 that in ponds and lakes not ? 
 
 2. Why do streams and rivers wind about as thev 
 flow along ? ' 
 
 3. In what kind of country do they wind most ? 
 
 4. Is the country drier or wetter because of the 
 streams } 
 
 5. Do streams drain or water the land ? 
 
108 
 
 MATURE STUDIES. 
 
 ill 
 
 
 
 6. In whaf part of the fields do we find the streams ? 
 
 7. Why are some streams rapid and some slow? 
 
 8. In wifiul k ,1 of country are strean. most rapid? 
 9- Why are some streams larger than others? 
 
 10. On what does the size of a stream or river depend? 
 
 sometime's^low ?'' "''" '" ' ''^'^" ^""^^''"^^ ^'^^^ -^ 
 
 honb FJx'J!'' '^^'^^ conditions do streams overflow their 
 banks? What good and what harm is done by Xs? 
 
 or of tli'''^ """J you know how much of a field, a farm, 
 or of the country is drained by a river ? 
 
 14 What are the boundaries of the brook basins? 
 
 nai'^w'^nrdeep ?''"'"^ '^°^' ^"^ ^^^"«- -^ -»^-« 
 i»b Of what use are dams in streams ? 
 i;. What is formed above the dam ? 
 1 8. How do fish pass the dams? 
 19- How do ships pass river-dams ? 
 20. Do you know of any natural river-dams ? 
 
 the dam ?^^^' ''^^' ^^^^ '^''^" '^"^ "^^' ^°"" '" P^««»"g 
 
 dam ? ™^' " '''''^"^ ^°'"'^'^ *^°^^ *^^ "^'"'•^^ "ver- 
 23. How do ships pass these river-dams ? 
 
 Giv^you"rea°sof '° '"" ' """'" """ ""'-'■^' --'" 
 25. On what kind of rivers can boats run best .? 
 
 powt T^^' ^'""^ "^ '''''" '"PP^>^ *^*^ "^^'^ manufacturing 
 
streams ? 
 
 it rapid ? 
 ? 
 
 depend? 
 ligh and 
 
 3w their 
 lis? 
 
 a farm, 
 
 ns? 
 1 where 
 
 KATURI BTUmBS. 
 
 On Evaporation. 
 
 100 
 
 )assing 
 river- 
 
 iver ? " 
 
 turing 
 cities 
 
 1 V ^il?' becomes of the water when the kettle ')oils 
 dry? When a pond "drys up?" When a basin of 
 water is set m the sun ? 
 
 3. D« you think water is thus evaporating from all 
 ponds, lakes, Wvcrs, and seas ? 
 
 3. When ran the vapor be seen rising ? 
 
 ^ 4. Vi/!n/doe« the laundry woman like sunshine and 
 wind to dry the clothes ? 
 
 5. Why is the air often damp when there is much 
 snow and ice about ? 
 
 6. Where and when would we expect most evapora- 
 tion to occur ? 
 
 ^ 7. What becomes of all the vapor that rises into the 
 ajr ? 
 
 8. In what form can great quantities of it often be 
 seen in the air ? 
 
 9. How high are the clouds ? 
 
 10. What makes the clouds move along ? 
 
 11. How can we get above the clouds ? 
 
 - 12. What would it seem like if we were in a cloud ? 
 
 13. Do you think rain, hail and snow come from the 
 same kind of clouds ? 
 
 14- What makes the difference ? 
 
 On the Origin of Springs. 
 
 1. How far into the ground does the rain settle ? 
 
 2. When it can go no further downward what becomes 
 of It r 
 
 3. Have ponds or streams ever been found under- 
 ground ? 
 
110 
 
 NATURE STUDIES. 
 
 'J 
 
 4- How are they found ? 
 
 Of what use are they to man ? 
 
 thi'suYfacTp ''" ''" -dcr-ground water often come to 
 
 diflr'?" ^^^' ""^^^ ^°"' '^^ ^^t^*- <^ different springs 
 ^.^7._^Why is spring water usually very pure and spark- 
 8. Where do we most frequently find springs? 
 
 On Dew. 
 
 1. When is dew forn^ed ? Where? 
 
 2. Whence does iti come? 
 
 3- Why is there not so much on the drv dn^fv rr.^A 
 as on the roadside grass ? ^' "^'^ ^^^^ 
 
 ^4.^0n what kind of nights is there little or no dew? 
 
 5- Why is the absence of dew on a summer ,«« • 
 considered a sign of rain ? """^ °" * summer mornmg 
 
 6. On very cold nights what does the dew become? 
 \cSlrt" ''°^' '' ^^'^^ ^^'^'^ °" '''- -"^^ide of an 
 8. What is the frost on the window-pane? 
 
 On Rainbows. 
 I. When are rainbows formed ? 
 
 At'no^r' "*' '^'^ '" '^' "^^'""^"^^ ^" '^^ afternoon? 
 
 3. Why can you never get very close to a rainbow? 
 
 4. How can a rainbow be formed without rain ? 
 
NATURE STUDIES. 
 
 Ill 
 
 come to 
 
 springs 
 
 i spark- 
 
 ty road 
 dew? 
 tiorning 
 
 me? 
 
 le of an 
 
 rnoon ? 
 
 ow? 
 
 5. What colors can you distinguish in the rainbow ? 
 
 6. Why can we sometimes see more than one rainbow? 
 
 On the Ocean. 
 
 1. Why is the water of the ocean and of some lakes 
 salt ? 
 
 2. Does the fresh water of rivers emptying into the sea 
 make its water any fresher ? Why ? 
 
 3. Whence comes the salt of the ocean and of salt 
 lakes ? 
 
 4. What purpose is served by the salt ? 
 
 5. How can salt be obtained from ocean water? 
 
 6. How can fresh water be obtained from salt water ? 
 
 On Rain, Hail, and Snow. 
 
 1. How is rain formed ? Snow ? Hail ? 
 
 2. Are the rain drops always the same size? Why ? 
 
 3. Why does the rain sometimes fall obliquely and 
 sometimes vertically. 
 
 4. Why does a person walking in the rain usually 
 carry his umbrella somewhat in front of him ? 
 
 5. What effect has lightning and thunder upon the 
 rapidity of rain fall ? ^ 
 
 6. Why does the air usually appear fresher and purer 
 after a shower of rain ? 
 
 7. What has probably given rise to the idea thai " if 
 it rains on the first Sunday in a month, it will rain every 
 Sunday in that month ? " 
 
 8. Why do we sometimes have a storm half rain and 
 half snow ? 
 
 o. How many rays has every perfect snow-flake ? 
 
112 
 
 NATURE STUDIES. 
 
 1 1. Of what use is snow to plants i 
 
 open p^a^ns^'^o":; T^' '"°''". ^"'^'^'^ '" ^^''^^t^ or on 
 open plains ? On sloping or level ground ? 
 
 snob's ls?iti;"to occSp"^^ ^'^ '^^'^ ^^^^ ^^^'"^ 
 
 14. When do we have the worst hail storms? 
 
 15. Describe the form and structure of a hail stone ? 
 
 On Frost. 
 
 1. At what tempemture is water heaviest ? 
 
 2. At what temperature does water freeze ? 
 
 .^ 3^ Why is a bottle or a barrel broken if water freezes 
 
 di^on?eSsiyr'"'"''""^'^^^ ^^^ '^ '^- con- 
 
 5. How does the frost heave fences and gate posts ? 
 
 6. What good does freezing do the soil ? 
 
 7. Which is the warmer, day or nio-ht ? F^-o^ 
 afternoon > Sunrise or sunsef? Why ? ^"°°" ^^ 
 
 8. Which is our hottest month ? Why not June ? 
 
 9. Why is January usually colder than December ? 
 
 On Plants. 
 
 1. Where do plants get their food ? 
 
 2. What parts of plants take in food .? \ 
 3 What good is the rain to plants ? 
 
 4- Could plants p-row in a p<=rA»^fi.. j„-_ 
 
 „ i->'iC\,ti}- uiy soil? 
 
 5. How deep do the roots of plants go ? 
 
NATURE STUDIES. 
 
 113 
 
 noon or 
 
 6. In what kind of soil do plants have longest, 
 strongest and most numerous roots ? 
 
 7. What provision is made for roots pushing their 
 way through hard soil ? f h i 
 
 8. How does nature loosen the soil every, year? 
 
 9. What part of the farm will produce the best crop 
 of grass ? Of corn f Of strawberries or grapes ? 
 
 10. What kind of tiees have no bark ? 
 
 11. Do you know of any plants or trees that do not 
 produce seeds ? 
 
 12. Wbr-t is the best time to water the garden? Why? 
 
 13. Find some plants that need a great deal and 
 some that need but little water? 
 
 14. Why will putting flower stems in water keep the 
 flowers fresh ? f ^ 
 
 water ?^Wh^^^^^"^*^^°" ^"' leaves and flowers under 
 
 16. Which surface of the leaves of house-plants turns 
 toward the wmdow ? Why.? 
 
 17. Find some plants that must be grown from seed 
 each year. Some that form a thick root the first season 
 and produce a new stem bearing seed the second year. 
 
 18. When is there most sap in trees? 
 
 19. What would be the effect of pruning or wounding 
 trees when the sap is flowing freely ? ^ 
 
 20. Describe some of the ways in which plants are 
 spread over the country: (.?) By downy seeds, (d) Bv 
 wmged seeds, (c) By birds or other animals, (d) Bv 
 water. ' ^ -' ^^ 
 
 HYGIENE. 
 
 I. Why should we be careful to keep erect as much as 
 possible when sitting, standing or walking ? 
 
114 
 
 NATURE STUDIES. 
 
 2. Why will proper bathing prevent « taking cold ? " 
 
 3. Why is it necessary to clean the teeth ? 
 
 ^ueXSTedt^hrntp^'^" ^^" ^^^"^^^^^ ^^ 
 
 risfngTltw "^ '^ "^'^ "P '^'^ '"^"^^^'^^^^>^ - 
 
 6 What harm is likely to follow continually throwing 
 dish-water on the ground beside the back door ? ^ 
 
 7. What diseases are often developed by allowing 
 decayed fruit and vegetables to remain in the cellar T 
 ^ 8. Why is it wrong to sleep in a room to which fresh 
 air IS not bemg admitted during the night ? 
 
 9- Why should mjlk cows not be allowed to drink out 
 01 stagnant ponds ? 
 
 risin°g e^r^y^?^'"^^'' '^'"^^ ^'°"' ^°^"^ *° ^^^ ^^'^V ^"d 
 1 1. Why should no part of our clothing be tight ? 
 
cold?" 
 
 larly and 
 
 liately on 
 
 throwing 
 
 allowing 
 ;llar ? 
 
 ich fresh 
 Irink out 
 ;arly and 
 2[ht? 
 
Cbe Copp, dart gompaiiB, Xlmlte;., (Toro nto. 
 
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