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The following diagrams illustrate the method: Les cartes, planches, tableaux, etc., peuvent dtre filmds d des taux de reduction diffdrents. Lorsque le document est trop grand pour gtre reproduit en un seul clich§, il est film6 d partir de Tangle sup^rieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images ndcessaire. Les diagrammes suivants illustrent la mdthode. rrata to pelure, n d □ 32X 1 2 3 1 2 3 4 5 6 ] *• 7 W. J. GAGE (f CO:S LANGUAGE SERIES. ELEMENTARY LESSOT^S m EI^GLISH FOU HO^IE AND SCHOOL USE. BT W. D. WHITNEY OF YALE COLLEGE, AND MUS. N. L. KNOX. CANADIAN EDITION, EDITED BY J. A. MacCABE, M.A., principal: ottawa normal scuool, W. J. GAGE & COMPANY. TouoNTo anij Winnipeu. *■ . rk 11 u Entered according to Act of the Parliament of Canada, in the year ODO thousand eight hundred and eighty-tliree, by W. J. GAGE & CO., in the office of the Mini«ter of Agriculture. PAET FIRST. HOW TO SPEAK AND WRITE CORUl-X'TLY. TABLE OF OOT^fTEISTTS. -♦o«- PART T. CHAPTER I. — Names, and how to vrrite them. PAGE Lesson I. Names of Persons, Places, and Things . . 1 II. How to write Names made up of Two or more . Words 3 III. How to write Initials used instead of Names . 6 Review (Oral and Written) 8 CHAPTER II. — The Statement. Lesson I. What the Statement is 11 II. About Writing the Statement ... 13 III. The Word 7 15 IV. About Margins and Marks .... 18 V. Is and Are ; Was and Were ; Has and Have . 19 CHAPTER III. ~ The Two Parts of a Statement. Lesson I. Every Statement made uj) of Two Parts ; — what each Part ."^hows 25 II. What Words are used instead of Names for the First Part of a Statement .... 26 Review and Summary 29 CHAPTER IV. — More to Learn about Names. Lesson I. Names and Materials 32 IT. Names of Parts 34 III. Proper Names and Common Names . . .36 A Rkview Lesson (Story) 41 VI TABLE OF CONTENTS. CHAPTER V. — More to Learn about Statements. Lesson I. The Comma and And II. The llesidence or Addiess .... PAGE . 45 48 CHAPTER VI. — A, An. and The. Lesson I. When to use A and when to use An 53 CHAPTER VII. — More to Learn about Names. Lesson I. Names of One and of More than One ; — when s is added ....... 56 II. When es is added to a Name .... 57 III. When/shoukl be changed to v, and ^.s added; — also about sucli Names as mouse, ox, deer, and scissors ....... 59 IV. Vowels and Consonants .... (51 Wlien // is changed to /, and es added . . 02 V. A or An, and The; This and These; That and Those ()4 Questions for Review (Oral and Written) . . .67 Summary (Tabular View) . . . . . . . 70 CHAPTER VIII. - The Inquiry. Lesson I. What an Inquiry is, and how it is written II. One Use of the Comma in an Inquiry . 73 76 CHAPTER IX. - More to Learn about Names. Lesson I. How to write a Name that means but One, and denotes Possession . . . . .80 II. How to write Names that mean more than One, and denote Possession .... 82 III. Words used instead of Names to denote Pos- session ....... 85 TABLE OF CONTENTS. Vll CHAPTER X. — Words that express Qualities. PA«E Lesscn r. Wliat Words are Quality- Words . . .87 11. Tlie Use of the Coniiua between (Quality- Words DO III. When to add er and when to prefix more to a Quality-Word 95 IV. When to add est and when to j»refix most to a Quality-Word <)8 V. About the Spelliuj^ of Quality- Words when er or est is added 102 CHAPTER XI. — The Command. Lesson L What the Coinnumd is, and how it should be written 106 II. One Use of the Comma in a Conunand . 107 CHAPTER XII. — Words that express Action. Lesson I. What an Action- Word is 110 II, How an Action-Word may be used. . . Ill III. About adding s or cs to Action-Words . .114 Questions fok Review (Oral and Written) . . .119 CHAPTER XIII. —Words that show How, When, or Where. Lesson I. Words that show IIow an Action is performed . 123 II. Another Use of the Comma .... 125 III. Words that show When or Where an Action is performed 127 CHAPTER XIV. — Emotion- Words and the Exclamation. Lesson I. Emotion-Words and the Exclamation-Foint . 130 II. The Exclamation, and how it should be written. 131 via TABLE OF CONTENTS. CHAPTER XV. — More to learn about Words. PAGE Lewson I. Compound Words and tlio Hyphen , . .134 II. Words whicli show Position or Relation . 137 III. How to use correctly sucli Words as nephew, niece ; Sir, Madam ; host, hostess . . . 139 IV. About tlie correct Use of certain Action- Words 140 Review and Test Exercises 147 Summary (continued from page 70) 151 CHAPTER XVI. -Letter Writing. Lesson I. The Parts of a Letter 156 A. The Heading of a Letter. Lesson I. The Items of the Heading . II. The Position of the Heading 163 165 B. The Address of a Letter, Lesson I. The Items of the Address 168 II. The Capitals and Punctuation of the Address 169 III. The Position of the Address . . . . 171 C. The Body of the Letter. Lesson I. The Salutation. — Forms of Greeting . .173 II. The Capitals and Punctuation of the (Greeting 175 III. The Position of the Salutation . .177 IV. More about the Body of the Letter . . .170 D. The Subscription. Lesson I. Items of the Subscription. — Forms of Sub- scription . . 182 II. The Capitals and Punctuation of the Subscrip- tion . » . . . . . . . 185 TABLE OF CONTENTS. IX E. The Supersckiption. Lesson I. Items of tlie Superscription. — Forms of Super- «^'"Ption J87 II. The Position of the Superscription . . 190 APPENDIX TO PART I. Ahbreviations A Key to the Dictionary . • ■ . 193 . J 94 C'lIAI'TKri I. NAMES, AND HOW TO WRITK THKM. LESSON I. rrccctlcd l)y an Oral Lchhom. 1. Tell n\v the names oi' two liiiiigs wliicJi yon liJivc! seen at home, and the names of two things which yon wonhl like; to \\ii\v,. 2. S|)(?ak loni- woi'ds, two of which aie the names of animals, and two the names of phiiils. 8. Tell me the names ol' two 1 iiings seen at S(;hool ; as, hlaakbiHinl^ (•rajjou. 4. or what art! the words Iju'ohIo and KmjUmd the names ? 5. Mention the names of two places. n. S[)eak the namt;s of three ])ersons; as, Jane^ Tkutnas. Some words are the names of persons. Some words are the names of places. Some words are the names of things.* * Panij^riipliH priiilcd in this lyp(^ tliroii^'hout liio book are do- .siKucd 1o Hum ii[), and prisscM-vo for nniow, .salituit i)()iiits of tlio l)r('C(!diii^ oral hvssoii. I'upils who were absent wiicn tlic oral lesson was giv(ui may b(> rcMiuirod (<> siaUv tlic. ftHhsfdiicc of ihcsc^ para- graphs ; for others, it will bo tJuHiciunt to have thuiii ruud aloud in the class. ELEMKNTAUY LESSONS IM ENGLISH. Montix^al ])encil (log Editli Albert 7. Read these words: — Susan slate Loudon star ball window icicle George blackboard house sheep clock Kingston sled Halifax Bovelopmeilt Questions, — () Tell of what each is the name, (c) Copy the words that are the names of persons. Kead them from your slate, (d) Co\)y the words that are the names of places. Read them from your slate. (e) What is the first letter of the Mord Susan '^ What khid of letter is it i ( /) Head the next word in the list that begins with a capital. Of what is this word the luime '( {(/) Head any other words in tlie list that are the names of persons or places, and look at the first letter of each word. I. The first letter of a word that is tli(^ uam(> of a per- son should be a capital letter ; as, Frank, Alice, Charles.* II. The llrst latter of a word that is the name of a place should be a capital letter ^ as, Ottawa, Giielph, Sydney. Home Task. 1. Find in a book five Avords tliiit are the names of p« isons; look at the first letter of each wor» ; copy the names. 2. Find in a book five words that are the names of places; look at the first letter of each word; copy the names. 3. Learn I. and TI. * Paragraphs noted by Roman numerals should be connuitted to memory. NAMES, AND HOW TO WRITE THEM. 3 Exercise 1. 1. Write your name. 2. Write the name of the place in wliicli you live. 3. Write four words that are the names of things. 4. Write the name of the Province in which you live. 5. Write the name of a place which you would like to see. 6. Find a picture in your Rc^ader, and write the ^ names of three things seen in the picture. 7. Copy two names of persons. Exercise 2. ~ (^Dictation.) -«c>«- LESSON II. Preceded l.y Dictation Exercise and Oral Lossou. Tell which of these are full names : — *^"^' Maggie, Thomas Arnold. Margaret Fuller. Charlie. Charles Francis Abbott. When asked your name, give your full name. Always speak and tvrite your 7iame so plainly that it ca7inot he misunderstood.'^ Para-raplis printed in this typo arc designed to preserve, for relerence and study, niattei-s tliat have been (aught orally. Wliile the pupil need not recite them verbatim, he should be able to state . clearly, and to make a daily use or applicatiou of, what is taught '^ 4 ELEMENTARY LESSONS IN ENGLISH. 1. The last name, or family name, is called the Siir- jiainr; the name given to each child is called the given name or Christian J\'ai}ie ; the FiM J^\n)ic is made np of both the Christian Manie and the Sanuime. 2. The Christian name may be one name, or two names, or more than two ; as, Charles Dickens, John Spencer Evans, George Henry Allison Smith. III. Every uamo that is a part of the name of a person should begrin with a capital letter; thus, George Alfred Shaw; not, George alfred shaw. IV. When the name of a place is made up of two or three words, the first letter of each word should be a capital; as, New York, Nova Scotia, British America, Fort William, Prince iU'thur's Landing. Home Task. 1. Learn to write your full luune. 2. Learn to write the name of your country. EXEECISE 1. 1. Write your full name. 2. Draw one line inider your Christian name, and two lines under your surname. 3. Write tlie names of five objects that you saw on your way to school. 4. Write your teacher's surname. 5. Write the name of the country in which you live. NAMES, AND HOW TO WRITE THEM. 5 6. Copy I. and II. in Lesson I., and 111. and IV. in Lesson II. . Exercise 2. — (^Uletation,) ELEMENTARY LESSONS IN ENGLISH. LESSON III. INITIALS. Preceded by Oral Lesson. 1. Mention the first letter of each of these words : — boy window queen Thames Charles island box George Mary fan 2. What is the first letter of a word called? The first letter of a word is called its initial, or initial letter. 3. Give the initials of each of these full names: — James Wolfe. John Henry Steele. William Pitt. Sometimes the initials are used instead of the name of a person ; as, H. H. for Helen Hunt.* Very often the surname is written, and the initials only of the Christian name are used ; as, D. 0. Eliot, M. Clark. Quito as often the surname and the first name are written, while the initial only of the middle name is used ; as, Julia L. Ross. Y. When nii initial letter is used instead of a name of a person, It should be a capital, and a period [.] should be placed after it; thus, John G. Saxe, J. G. Haxe, J. G. S.t * See note, pui;e 1. t See note, page 2. NAMES, ANiJ now i'O WRITE THEM. 7, When the name of a place irj made up of two or three words, the initials are sometimes used instead of the name ; as, N. Y. for Now York ; IT. S. for Nova Scotia ; B. 0. for British Columbia ; P. E. I. for Prince Edward Island. VI. When the iuitials of the name of a placo are used instead of the name, they shouhl be capital letters, and a period should he placed after each ; thus, U. S. for United States. 4. Mention another nse of the period. VII. When the name of a person is mitten alone, on a card or slate, in a book or on a sign, or at the close of a letter, it should be followed by a period; as, James Gfrant. Exercise 1. Write each of these names correctly : north america h. b. Hunter Picton, N. S T. E. brown C E Wilson John f. Ellis J e. Clark Charles Upton moncton, n b 2^1^^ Oral and blackboard criticism. Note. — /^ r end Imj from your date, or in dle- tating tvhat is to be tvritten on the hlackhoard, when you come to a capital or period, mention it; thus, ^'T.E. Brown, Capital T. {period), capital E, {period), capital B-r-o-tv-n, Broum. ELEMENTARY LESSONS IN ENGLISH. Home Task. 1. Write your full name. 2. VV^rite j^oiir initials. f>. Write yonr surname, and use before it the initials of your Christian name. 4. Write the initials of the name of your country. 5. Write your name as you would write it on a card or in a book. Exercise 2. — (Eevieio.') A. — Oral. 1. Speak two words that are the names of objects. 2. Name (rt) an object that is round ; (/>) one that is heavy : (^') one that is made of wood; ((?) one that can talk ; (e) one that can sing; (/) one that can swim ; ( . Hoses gi'ow in tlie garden. to. Are always liai)[)y. In the statements, draw a line under the words that are names. Tell of what each is the name. -•o*- LESSON II. ABOUT WRrriNG A STATEMENT. Preceded by Oral Lesson. Bevolopiiicut (Questions. — 1. Take your Header ; find two short statements on one page. 2. Look at the mark of punctuation at the close of each statement. Look at the first letter of each statement. 8. With ir/i(if /•///(/ of letter does each statement begin? What mark is placed after each statement ( 4. How should a statement be written ( II. The first letter of a statejiioiit sliould be a capital. A period should be placed at the close of a state- ment. Exercise 1. 1. Copy two short statements from your Reader. 2. Write a statement about a person. 3. Write a statement about a place. 4. Write a statement about a thing. 5. Write the initials of these names : Alfred ; Tennyson, Mary Ann Leonard, New Eng- land, New BrunsAvick. I i , 14 ELEMENTARY LESSONS IN ENGLLSH. Look over your work and be sure, — (a) TJiat each group of words is a statenioiit, (b) That you hiiw. used a capital wherever one was needed, {<■) That you ha^-c placed a period wlierever one should have been used, (d) That no words are misspelled, (e) Tliat you have not used a capital or period where none was needed. ^^^ Slates exchanged. Exercise 2. This is called a dash. A dash is sometimes used to show that words are left out. The is read "blank." 1. Read and copy this exercise, using a name of a person or place wherever there is a : — (a) is a laroe city. is the queen of (c) Our country is called the {d) sits near nie in scliool. 0) is tlie capital of 2. Read from your slate a group of words that is a statement. 3. ^ V)py 1, and TI., Chapter IT. 4. Read from your slate a word that begins with a capital, and Idl wliy the caj)ital is used. 5. Write your name, as plainly as you can. v A name is wriffrn plah/// iriicn every letter in it ivill he kno'wn if looked at by itself, ' THE STATEMENT, 15 Exercise 8. — ( Oral.) For your statements, always choose ivords that are pleasant to hear and will tell just what you mean. Speak every word distinctly and correctly. Make a statement about a flov.er, mineral, tree, vegetable, ^jerson, fruit, fish, insect, nut, place. Exercise i. ~ (Blackboard.) Exercise 5. 1. Write five statements. 2. Draw one line under the words in each state- ment that show about ivhat the state metit is made. 3. Draw two lines under the words which show tvhat is stated in each statement. Exaimple : A little bluebird sat in the tree. m' LESSON III. THE WORD r. Development Questions. — 1. Mako a stateincnt al)oiit your- self. 2. What word shows that you arc statin^^ soinothhig about yourself '! Write that word on the blaekboard. '1 Use your name in the statement instead of the word /. Do we use our names in speakin^r of ourselves '{ 16 ELEMENTARY LESSONS IN ENGLLSH. 4. What word would yon use, instead of your name, to show that a statement is made about your&elf f III. Tlie word J, iis('d iiistt sid of tlio name of a person, should be a capital letter. Exercise 1. Use the ^yord /instead of your name, and tell, in five short statements, — (a) One thing that you saw this morning, (/>) One thing that you did on Saturday, {c) One thing that you like, (d) One thing that you see every day, (e) Where you went yesterday. Write the five statements. Caution. — In making a statement about your- self and some one else, mention yourself last ; thus, Frank and I will go, — not, / a7id Frank will go. Exercise 2. 1. Write a statement about, — {a') Yourself and a playmate, {h) Something in your desk, {c) A place that you have seen, (c?) A person of whom you have read, (e) Something found in the sea. 2. In each statement, draw a line under tlie words whicli show about what the statement is made. THE STATEMENT. 17 3. Draw two lines under the words wliicli show what is stated in each statement. 4. Make a list of the words that are names in your statements. 5. Write the word used instead of your name. ExEKcisE 3.—- (Oral.) a picture lesson. Exercise 4. 1. Write the names of the thiiigs seen in the pic- ture about which yoti had a lesson. 2. Write five statements about thhigs seen in the picture. 3. In each statement, draw one Yxwq under the words which show about Avliat the statement is made. 4. Draw two lines under the words which show what is stated in each statement. 5. Write your name and the names of the place and Province in which you hve. ^. See, — (a) That every stutenieut begiiLs with a capital and ends with a period, {l>) Tliat every word is spelled correctly, [c) That no capital or period has been used wh needed. _,; I . ere none was 2!^^ Slates Exchangedi i 18 ELEMENTAIIY LESSONS IN ENGLISH. LESSON IV. ABOUT MAKGINS AND MAEKS* Preceded by Ond IiiHtruetiou aud Practice. " What is a margin ? The space left on any side of what is printed or written on a page is called a margin. 1. When you write mi exerei^e., leave a margin on each side an straight and tvide as the mar- gins in your hook. 2. When you have an exercise to correct., if a mistake is found i)i the first half of a line., place the correction in the left margin. If a mistake is found in the latter half of a line, the correction should be placed in the right margin. A. Tliis A is called a cd-ret. The caret is used to shoiv that a letter., or word^ or mark, has been omitted ; thus, m I ./ Thopso A n ; H B. Finch A a very boy. A tall/ Exercise. — (^Review.) * For study aud rofercuce. Sco uotus, pages 1 and 3, THE STATEMENT. 19 1' LESSON V. IS AND ABE,- WAS AND WERE; HAS AND HA VE, IS A XI) ARE, Sarah is g'oiug Rachel is going. Sarah and Rachel are going. Toronto is in Ontario. Hamilton is in Ontario. Toronto and Hamilton are in Ontario. The book is on my desk. Oin* table is made of wood. The books are on my desk. Tables are made of wood. Devolopinent Exercise. — 1. lU>ad one of the above state- ments and tell nhout trftat it is made. 2. Tell whether it is made about one or more than one person, or place, or tliinj^. 8. Copy the statements that are made about one person, or place, or thing. 4. Kead them from your slate ; tell whether the word is or the word are is used in each of them. When may we use tbe word is f IV. When we make a statement about one person, or place, or thing, we may use /.s. 5, Uead tbe statements in which the word are is used, and tell of how many persons, or places, or things each statement is made. When slicnild we use tbe word are f V. When we malie a statement about more than one person, or plaice, or Uiing-, we should use are. I 20 ELEMENTARY LESSONS IN ENGLISH. 0. Make a statement in wliicli you use the word is, and tell of what the statement is made. 7. Change the statement so that it will he correct to use the word are. ExERCLSE 1. — (^Oral.) Fill the blanks in tliis exercise with is or are : — 1. Gold heavy and yellow. 2. Tliose apples ripe. 3. The boy whistling a tune. 4. Birds singing in the trees. 5. London and Paris large cities. 6. Mary and I g^>i'»g ^^^ school. 7. Julia and Emily older than Jane. 8. Tliat pencil made of wood and lead. 9. This pane of glass broken. 10. We ready to write. Exercise 2. 1. Write two statements in which you use the word is. 2. Write three statements in which you use the word are. 8. Write a statement about yourself. 4. Write your name, and the name of the place, and the name of the Province in which you live. 5. Write the initials of the name of your country. 2i^^ Slates exchanged. "'''•'''^■•'''^'^»y*»w! M ! ^K«ii ! atww ! 5« ^ «?a! 8 ;'i !« THK STATEMENT. '21 WAS AND WERE. 1. Read these stiiteinents : tell ahoiff ivliat each of tlieiii is made, and whether was or wei'e is used : — The tipple was ripe. Julia wns older than Jane. The apples were rii)e. P^mily was older tlian Jane. Julia and Emily were older than Jane. 2. Tell whether each statement is made about one or more than one person or thing. 3. Tell whether teas or loere is used in the state- ments made about wore tha7i one. 4. When may we use the word was ? VI. When we make a statement about one person, or place, or thing, we may use the word was, 5. When should we use tvere ? VII. When we make a statement about more than one person, or place, or thing, we should use ivere. Exercise 3. — ( Oral.) 1. Fill the blanks in Exercist? 1 with toas or were. 2. Tell why you use tvas or tve?'e in each case. 3. Copy IV., v., Vl., and YIL, Lesson V. 1. Write,— Exercise 4. (a) two statements in which you use the word is, (i) two statements in which you use the word are, W ^•2 ELEMENTARY LE.SSOXS IN ENGLISH. (^) two statements in wliicli you nse the word ivm. (d) two statements in wliicli you use the word were. 2. In each statement, draw a line under the word, or words, which show about what tlie state- ment is made. 3. In each statement, draw two lines under the word, or words, which show what is stated. 2kF^ Oral criticism. HyiS AND HAVE. 1. Read these statements : — My knife has a handle. Knives have handles. Jessie has been to school. Maurice has been to school. Jessie and JManrice have been to school. Halifax has a fine harbor. St. John has a fine harbor. Halifax and St. John have fine harbors. 2. Tell (tbout what each statement is made ; tell whether it states about one or more thaii one person, place, or thing. 3. Tell which is used — liai^ or have — to state of more than'one. 4. Wlien may we use the word has ? VIII. When we make a statement about one person, or place, or thing, we may use haa, 5. When should we use have? IX. When wo make a statement about inore than one person, or place, or thing, we should use have. THE STATEMENT 23 6. Make a statement in wliich you use tlie word have ; tell why you would not use has in that statement. Exercise 5. 1. Write three statements in wliieh you use the word have. 2. Write two statements in which you use the word has. 3. Draw a line under the word, or words, wliich show about what eacli statement is made. 4. Copy VIII. and IX., Lesson V. Exercise 6. Use is or are ; was or were ; has or have ; to make correct statements al)out, — 1. An old man — . 2. Many beautiful flowers — . 3. A boy and a dog — . 4. Several books — . T). The wheel — . r>. My friend and T 7. Coal — . 8. A carriage — . > Exercise 7. 1. Fill the blanks with words which show^ who or what, — - are very tall. - is found in the sea. - were made of wood. - was seen in the sky. •24 ELKMEXIARY LESSONS IN ENGLISH. - have been found. - has been absent. - W(jie in l)looin. -- is tlie eai)ital of tlie Dominion. — ai'e h>oking for shells. — were standing by the window. («) - (./•) - (,'/) - (A) - (0 - U)- 2. Read the statements that are made about one person, or place, or thing. 3. What words do we use here to state about one person, or phvce, or thing? X. Js, tvaSf or has statos o^one person, place, or thing. 4. Of what do are., were., and have state ? IX. Arc^ were., and have state of move than one person, or place, or thing.* 5. Draw a line under every word that is a name in your statements. 6. Mention any word which you have used instead of a name. Exercise 8. Pronounce and use correctly : — ot. can. since, ana. apron. for. get. just. have. iron. far. was, again, where. only, from. has, often. pi'etty, water. * See Caution, page 27. THE TWO PARIS OF A STATEMENT. 25 ' -( CHAl^TER Iir. THE TWO PARTS OF A STATEMENT. -•o*- LESSON I. Boys I play ball. An owl | hoots. ('arlo aiul Fido | avo old friends. A large green book | was in the window. 1. Tell ahout what each of the above statements is made. 2. Tell what is stated about, — hoys, an owl. Carlo and Fido. a large green book. 3. Of how many })arts is every statement made up? I. Every statement is made up of two parts. 4. What is the first part of a statement? II. The word or words which show about wiiat the state- ment is mad<^ are the first part of a statement. 5. What is the second part of a statement? III. The word or words which show what is stated are the second part of a statement. /■;. v," "■ ;"■ Exercise 1. t'^"'"''" "-"V':. 1. Write five statements, and draw a short vertical line between the two parts of each statement. 20 ELEMENTARY LESSONS L\ ENGLISH. Examples. — Mavo-avet | made a, p'<*tui'e. The l)utter(ly and the bees | were ill the <>'aT(len. 2. Co])y !., TI., and III. ExEiiriTSE 2. — ( Oral and Bhickhoard.^ 1. Use 18, or iras, or has^ in a statement about, — a l)oy, a ])al)y, a lady, a sponcre, yonr class. 2. Use arc^ov tvere^ov haiw^in a statement about, — trees, S(uiie saihu's, (iuol)ec and Liverpool, si)onges, your (dass, fli<'s, wasps, and bees. 3. Write tliose statements, and draw a short yer- tieal line between the iii'st and second parts of eacli statement. LESSON II. Prc'ccdi'd ))y Onil r,«'8Kon. {(() Toronto | is in Ontario. (//) It | is a large eitv. {(i) John I is a tall hoy. " • (b) lie I is taller than Alfred. (a) Trees | have roots, trunks, leaves, and branches. (h) Thoy I need moisture and sunshine. (tt) Jnlia Howe | sits by me. (h) She I IS writing. (h) She | has a large slate. Devclopmont Questions. — L Kcad the first part of each statoiTKMit. 2. Wljat doos tlic first ])art of a statomont show ? 3. How iiiMiiy words may be used in tlic first part of a stateiuoiit ? THE TWO PARTS OF A STATEMENT. 27 4. Give ail example of a statoinent that has several words in its first part. 5. Read the stateiiu-nts marked (a) ; tell of how many words the first part of eaeh is eomposed ; tell wliat kind of words Toronto, John, trees, and Julid ffoirc are. ('). Read the statements marked {!>), and tell how many words are in the first part of eaeh. Tell what the words //, he, theij, and slie mean in those statements, and instead »/ irhat eaeh is used. 7. Make a statement that has, () two or more words for its first part; (<■) neither a name, nor a word used instead of a name, in its first part. jSinca the Jirst part of a titatement showti about ivhat the statement is macle^ the name of what is talked ahoat^ or a tvord used instead of its name, must he in the first part of everij stateynent. IV. Tlu"! first part of a statement may l>e one word or more than one ; as, Trees | have leaves in sninmer. The evergreen trees | liave leaves throughout the year. V, A name, or a word used instead of a name, may be the first part of a statement. Exercise 1. — (^Oral.) 1. Instead of what names are the words /and i/oit used ? Caution. — In making a statement about yourself, use have instead of luis with the word I. Use are, • were, and have with the ivord you, ivhether it mean one or more thaii one. 2. Use eaeh of these words as the first part of a statement ; — v . . . _^, I, it, we, he, they, she, you. 28 ELEMENTARY LESSONS IN ENGLISH. 3. Tell instead of what jiaiiie each was used. -1. Wliifh of them would you use instead of the name in speaking of, — a man, yourhelf, a slate, soldiers, a woman, some trees, yourself and li'iends. EXEKCISK 2. The frd time that yoti 'mention an, object^ yott should utie the name ; afterwardti, yoa may use another word instead of the name; thus,, — The birds are building their nests. They have been busy all day. They use straw and threads and moss. 1. Write two statements about a farmer. 2. Write three statements about one place. 3. Write two statements about one thing. 4. Write a statement about yourself. 5. Write two statements about a seamstress. Exercise 8. — ( Oral. ) Fill the blanks, in the following, with words that will make correct statements of theiu : — The is in bloom. is a beautiful flower. is very fr{i" about hiniself? How should it be o written ? 11. When may we use ^s, was^ or has ■^ When may we use are, were, or have '/ TIIINGIS TO KEMEMBKR. (1. a person, I. A word may be the name of < 2. a place, ' 3. a thing. 11. A word may be used instead of a name. Itl. A capital should be used for, — 1. The first letter of a word that is the name of a j)erson or place, 2. An initial standing for the name of it person or })lace. 8. The word 1 standing instead of a name. 4. The first letter of a statement. IV". A period should be placed after, — 1. A statement, * V ' 2. A name standing alone, ' ' i 3. An hiitial used for a name. I II. WlUTTEN. Write a statement, — 1. Jn which you use the word / ana the name of a place. THE TWO PARTS OF A STATEMENT. 31 2. That is nrnde up of two words. 3. Ill wliicli you use the full name of a person. 4. In which a word used instead of a name is the first part of the statement. 5. In which you state something about 7nore than . one person, or place, or thing. 32 ELEMENTAKY LKbSONS IN ENGLISH. (CHAPTER TV. MORE TO LEARN ABOUT NAMES. -•o*- LESSON I. NAMES OF MATERIALS. 1. Name an object in the room, and tell of what it is made. Name any other object made of the same. 2. Tell of what these things are made : — a bottle, shoes, a honse, a, stove, the door, a pencil, buttons, a knife, a k)ck, the ceilmg, hats, jewelry, money, windows, dresses. That of which anything is made is called its /naterial. 8. Look around the room and mention the differ- ent materials tliat yuu see. £. A word iiiiiy bo the uaiiie of a material ; as, wood, (jlasa, paper; Home Task. Make as long a list as you can of names of ' materials that von see at home. Learn to pro)to(inc(i, npell, write, and use correctly, the names of all the materials that you cau see in a MORE TO LEARX ABOUT NAMES. 33 shop^ in a store^ at lioine^ at school^ on yoar way to school^ or 2vhereoei' you (jo. ExEUcrsE 1. Write the names of the materials of whirh these things are made : — (lolls, dishes, money, furniture, jewelry, combs, houses, stands, clothing, clocks. Exercise 2. 1. Mention something that is made of, — gold, wood. straw. steel. marble. silver. leather. china. bone. slate. paper. iron, glass. shell. wool. cloth. brass, tin. pearl. cotton. 2. Of what are these words the names? Copy 1., Chapter IV. EXEKCISE 3. 1. Learn to pronounce, spell, and write, the words in Exercise 2. 2. Use each of these names of materials in a cor- rect statement : — pa})er, leather, wood, glass, steel. 3. Make three statements about (a) silver, (6) iron, ((?) wool. 4. What is a material ? m 34 ELKMKNTAUV LESSONS IN ENGLISH. LESSON II. NAINIES OF PARTS. 1. Name the i)arts of, — a. chair, your hand, a shoe, an apple, a house, a hat, a knife, a .wlieel, a phiiit, a book. 2. Name the principal parts of the human body. 3. Of each of these animals, name one part which the others have not : — a iish, an elephant, a child, a horse, a bird, a sheep, a cat, a cow. II. A word may be the name of a part of an object ; as^ stem, blade, hub, wing-, arm. Home Task. Learn ten words that are names of parts of ob- jects that you see at home, in tlie shops, or on the way to school. . Exercise 1. Pronounce, spell, write, and use correctly, the new names which you have learned for parts of things. Learn to jyronounce and spell the correct names of lite parts of the. objects which yoa see from day to day. MORI'. TO li:akn about nami:s. 3') 1. Write a statement about, — («) a person, (?>) a place, (^).a ^ hing, (^d) a material, (e) a part of an object. 2. Draw a short line between the two parts of each statement. 3. Draw a line under the words that are names in your statements. ExEiicrsE 3. — (Om/.) 1. Tell of what each of these Avords is the name : — Ellen, Manitoba, linen, carriage, root. 2. Pronounce, spell, write at dictation, and use correctly in a statement, each of these names of parts : — claws, sole, Heece, trunk, antlers, peel, Hesh, fur, gills, ]>lumage, wrist, gable, feelers, scale. foliage. EXEIJCISE 4. 1. Write five woi'ds that are the names of parts of thino's in the school-room, and write the names of the materials of which those parts are made. 2. Write the name of a person and the name of the place in w^uch he lives. 3r) KMENTARY LESSOXS IX EXGLISH. I? 8. Write three words Hint are the names of things. 4. C'opy : — r 1. a person, A word may be the name of 2. a place, 8. a thing, 4. a material, 5. a part. 5. Mention tlie names in the foUowing : — {a) John broke the bhide of his knife. {h) The knife was made in Sheffield, bnt the steel was poor. As yon mention each name, tell whether it is the name of a person, a place, a thing, a material, or a part. -*<>*- LESSON III. PROPER NAMES AXD COMMON NAMES. Preceded by Oral Lesson. (a) A boy came yesterday, {(i) A dog will bark. Qt) Pliilip came yesterday. Qi) Carlo will bark. {a) A river flows by a city. (h) The St. Lawrence flows by Montreal. Development (JnestloilS. — 1. Read the first part of each statement marked (a). 2. C^an you tell from these state- ments whicii })oy, dog, river, or city is meant ? 8. Read the statements marked {h). 4. Tell from these statements what boy, dog, river, and city are meant. 5. How do you know from these statements which boy, dog, river, and city are meant ? More to learn about names 37 n. What kind of words aro I'liilip, Carlo, St. Lawrence, and Montreal ? 7. Tell the difference between the name Philip and the name hoji ; the name cloy and the name Carlo ; the name citi/ and the name Montreal ; the name St. Lawrence and tlie name river. There are a great many boys in the world, and any one of them may be called a boy ; bnt each boy has a name of his own ; as, Philip, Charles, Scott ; and such . names belong only to the boys to whom they are given. The word do^ is a name that belongs to any dog ; the word Cai'lo is a name given to one particular dog. Any one of all the rivers in the world may be called a river, but each river has a name of its own; as, the St. Lawrence, Ottawa, Thames. There are cities all over the world, and each ; known by * its particular name ; as, London, Montreal, New York, Boston. III. A word used as the name of any particular person, animal, place, or tliin^*, is called a proper name; as, Leonard, Jip, Toronto, Amazon. IV. A word tluit is the name of each thin^, out of a class of things of the same kind, is called a common name ; as, horse, stone, city. 1. Read the names in these statements ; as yuu mention each, tell whether it is a proper name or a common name, and why : — An island is in an ocean. Dick sings and tlies. Amy sews neatly. Cuba is in the Atlantic. The bird sings and Hies. Tlie girl sews neatly. 38 ELEMENTARY LESSONS IN ENGLISH. Example. — Tlie word uland is a common name, because it belongs to any island in the world. The word Cuba is a })roi)er name, because it is the name of a [)ai'ticuhir island. ' 2. Tell which of these are [)roi)er and which com- mon names, and why : — lake, r^rie, month, January, girl, ' Amy, star, Venus, street. Main, horse. Jack, province, Ontario, country, England, county, Bruce, day, Friday, sled. Scout, ship. Royal George. V. The first letter of any iH'oper name should be a capi- tal ; as, Wednesday, June, Paciflc. 3. Write live common names, and a suitable proper name for each object named. VI. When a common name (as, lahe, ocean, street^ avenue^ eift/f province, conntij) is joined to a proper name as part of it, it slionld l)eg:in with a capital letter ; thus. Elm Street, Dufferin Avenue, liake Erie. 4. Tell which of the following words are proper names ; which are common names ; and why the common names are written with capitals: North-west Territory, Cliristmas Day, Lake Huron, _ Ottawa City, Cat IsUuul, Atlantic Ocean. MORE TO LEARN ABOD T NAMES. 30 Home Task. Write the proper name of (1) the street on which you live ; (2) the connty in which you live ; (3) the language that you speak; (4) the river nearest your home ; (5) an object which you have seen. Exercise 1. Write the proper name of (1) a pupil in your class ; (2) a city in this province ; (3) the ocean west of the Dominion ; (4) the lake nearest your home : (5) a boat or sled ; (6) an engine or an animal ; (7) this day ; (8) this month ; (9) the language that we speak; (10) the continent o)i which we live. Exercise 2. Learn to pronounce, spell, use, and write at dicta- tion : — THE NAMES OF DAYS. Sunday, Monday, Thursday, Tuesday, Friday, Wednesday, Saturday. New Year's Day, Good Friday, Easter, First of July, Ohristmas, Thanksgiving Baj. ■:'■--- --- rpjjj, NAMES OF MONTHS. ...—.-- 1. January, 4. April, 7. July, 10. October, 2. February, 5. May, 8. August, 11. Novembei, 3. March, 6. June, 9. September, 12. December. 40 ELEMENTARY LESSONS IN ENGLISH. Exercise 3. 1. Write tlie name of the month in which you were born. 2. Write the names of all tlie months which have thirty days. 3. Write the name of the shortest month. 4. Write the name of the first month in the year. 5. Write the name of the month in whicli Christ- mas comes. 6. Write the names of tlie two warmest months in the year. 7. Write the name of the middle month of Autnmn. 8. Fill the blanks in tliis con])let with the names that are left ont : — winds and April si lowers Bring the pretty Mowers. 9. Write the names of the days of the week. 10. Write the name given (a) to the first day of the year ; (h) to the 25th of December ; (c) to the great Dominion holiday. The seasons are Spring^ Summer^ Fall or Autumn., and Winter, You need not tcrite the names of the seasons icith capitals. -■■■■■- -^^_ : ^.^;'^^-^-.--..-,,_.^ EXEKCIISK 4.'-^--r^';';" ' .-;.;^._;:^.,.U_,.^; Copy these statements : — - {a) Beantiful birds are found in South America* ib) This coral grew in the Indian Ocean. iMORE ro LKAKX AHOIT NAMES. 41 (6') Cotton, wool, linen, and silk are useful. {d) King Street is a very wide street. (e) The wheel has a hub, spokes, a tire, and a felly. 1. Draw a short line between the parts of each statement. 2. Draw one line under every proper name. 3. Draw two lines under every common name. 4. Make a list of the words that are names of materials. 5. Write the words that are names of parts. Exercise 5. Write a statement in which you use correctly, — is, are, lias, have, was, were, a proper name, a name of a material, a common name, a name of a part. A Review Lesson. 1. Read, — Robert Greene had an uncle Avho was a sea- captain. His full name was Andrew Marcus Greene, but he always wrote his name, A. M. Greene. Robert called him " Uncle Mark." One summer Uncle Mark told Robert that he would take him and his cousin George on a voyage. The boys were delighted, and soon gained the con- sent of their parents, and were ready to go. They were to sail from Quebec, and Robert's 1 * H f'M ^ .r ;«|j 42 ELEMENTARY LESSONS IN ENGLISH. father went with tliem and saw them safe on board the great ship. During the week, they had talked a great deal about the voyage. George lioped that they ^yould go to Africa. He knew that the ivory liandle of liis knife was made from the tusk of an elephant, and lie had heard tliat many elephants were found in Africa. He had read of tlie ostrich, a bird six or seven feet tall, and strong enough to carry a man on its back, and he wanted to see it and get some of its featliers for his sister's hat. Robert thought that he, too, would like to go to Africa. He had l)een told of the sponges gathered from the rocks in the sea north of Africa, and had read of the cork-trees which are robbed of their thick bark once in eight or ten years. And he wanted a gazelle, a beautiful little animal, gentle and graceful, that can be brought to this country and tamed and kept as a pet. But Uncle Mark said that they would go to Brazil, a country in South America. He told them of the oranges and lemons, and gold and diamonds, and rare birds and plants, that are found in Brazil, and the boys thought that they would rather go there than to Africa. Robert soon found on a map the city of Rio Janeiro, where tliey would land and get a cargo of coffee to bring back to Quebec. 1. Use these words correctly in statements: — eye, their, dcai', sail, new, sea, red, I. there, deer. sale. knew. see. read. MORE TO LKAUN ABOIT NAMES. 43 2. Write all tlie names of persons tliat you can find in the story. Write Uncle Mark's initials. 8. Copy the names of tlie places mentioned. Write the initials of the two cities. 4. Write the names of the things that the hoys expected to see in Africa. Write the names of the thijigs that Uncle Mark told then) wei'e to be found in IJrazil. 5. Write the name of the l)ody of water over wluch they Avould go from Que])ec to Rio Janeiro. 6. Write the words that are used in tlie story instead of flames. 7. I'ell of what each of these is the name ; — ivory, tusk, Robert, sponge, oranges, gold, liaiidle, Quebe(i, featliers, cork-trees. 8. Write two short statements about Robert Greene. 9. Write a statement about an ostrich, sponges, cork-trees. 10. Tell three uses of a period. 11. Give an example of the use ol' a capital for, — (a) The lirst letter of a name of a person or place. (5) An initial Ititter used instead of the name of a person or place. (cO Tlie first letter of a statement. (fZ) The iirst letter of any proper name. u ELEMl XTAUY LESSONS IN ENGLISH. (e) The first letter of a common name when joined to a proper name. 12. Draw a short line between the two parts of each of these statements : — Robert was fond of animals. He wanted a gazelle. His Cousin George wanted to see an ostrich. Tell whether the first part of each is composed of one word or of more than one ; if the first part is but one word, tell whether that word is a name, or a word used instead of a name. MORE TO LEAKN ABOUT STATEMENTS. 45 Hi CHAPTER V. MORE TO LEARN ABOUT STATEMENTS. LESSON I. THE COMMA AND AND. 1. Tell what we mean by, a pair of gloves, - a brace of ducks, a couple of ii \ ice, a swarm of bees. a herd of cattle, a flock of birds, a drove of horses, a school of tisli. When we speak of tlie Pirst, Second, Third, and Fourth Eeaders together, we do not use any of those words. We call them a series of Eeaders. 2. What is a series? Three or more things of the same kind following one after the other make a series ; as, a series of les- sons, a series of hooks, a series of accidents. In these statements, we have a series of names: — The chair, table, door, box, and desk are made of wood. Carlo, Jip, Porito, and Rover are good watch-dogs. A wheel has a hu^, tire, felly, box, and spokes. hi 46 ELEMENTARY LESSONS IN ENGLISH. 3. What mark is used between the names of a series ? I. The comma [,J is used between the uames of a series. Because it sounds better, the icorcl and is some- times used after the comma, between the last two names of a series. Exercise 1. Copy these statements, and place a comma where one is needed : — 1. Apples peaches pears grapes and plums are common fruits. 2. Birds have heads necks bodies legs and wings. 3. That sailor has been to England Spain and Italy. 4. Those children were told to bring a sponge a slate a pencd and a pen. 5. Wood steel and brass were used to make it. ♦ Exercise 2. Finish these statements with names of parts, and use a period, a comma, and the word and, wherever needed. 1. A shoe has 2. A tree has 3. An elephant has 4. A cat has 5. A peacock has — MOiiE TO LEAKN A15(JI:T STATEMENTS. 47 Exercise 3. We may make one statement out of several ; thus, — The lemons were ripe. The grapes were ripe. The oranges were ripe. The pears were ripe. The lemons, oranges, grapes, and pears were ripe. When you make one statement oat of several by omittimj ivords, place a comma where the words are omitted, and use and after the comma betiveen the last two words of the series. 1. Make one statement of, — (a) Flowers grew there. Moss grew there. Grasses grew there. Ferns grew there. (J)} A farmer sells oats. A farmer sells wheat. A farmer sells hay. A farmer sells corn. ((?) We saw horses. We saw cattle. We saw sheep. We saw dogs. (^d) Chalk is white. Snow is white. Ivory is white. 2. Write the fonr statements made, and use the connnas and and correctly. .'>;, .f. 48 ELEMKNrAUY LilSSONS IN ENGLISH. LESSON II. THE RESIDENCE OK ADDRESS. I'rececled by (Jrul Lesson. Alice Robertson [lives at 347 King Street [in the city of Toronto [in tlie Province of Ontario. Development Questions. — 1. What is a statement ? 2. Is " Alice Robertson lives at 347 Kin^' Street, in the city of Toronto, in the Province of Ontario," a statement i What does it state ? Read the first part and the second part of the statement. Copy the statement. 3. What mark sliould be placed at the close of a statement ? 4. After what word is the period placed in this statement i 5. Of what is the word OnUirio the name I 0. How should the names of persons and places be written '. 7. Read every word in the statement that is the name of a particular person or place, and see that it bej^ins with a capital letter. 8. What is a proper name ? 9. How should a ju-oper name be written '. 10. How should the words xtrcet, cniuid/, l) The house number, and {d) The name of a provinee. name of a street, -.-.■-...... or., (a) The name of a i)ers()n, (r) The' name of a eounty, {b) The name of a [)hiee, ((/) The name of a province. These four parts are called the items of the address. 50 ELEMENTARY LESSONS IN ENGLISH. II, A comma should be placed after every item of the address except the last. A period should be placed after the last item ; thus, — Albert Edison, 48 Nelson Avenue, Kingston, Ontario. Jane Pearson, Oromocto, Sunbury County, New Brunswick. Home Task. Learn the items of your address. Exercise 1. Write your address. Cautions. — 1. Always write t/our address so plainly that there cannot be a mistake in reading it. 2. Do not omit any of the items, 3. Bey in eaeh item a little farther to the right than the item above it. 4. Begin all proper names with capitals. 5. Begin the ivords Street, County, etc., ivith capitals. 6. Place a comma after every ite.a but the last. 7. Place a period after the last iteitu - r - Sometimes the number and name of the street, or the name of the county, may be written in the lower left-hand corner. MORE TO LEAKN ABOUT STATEMENTS. 51 III. When an item of the address is placed at tlie left, it should be followed by a period; thus,— Albert Edison, Kingston, 48 Nelson Avenue. Ontario. Jane Pearson, Oromocto, Sunbury County. New Brunswick. Test Exercises. Exercise 1. 1. Rewrite the following exercise, correcting all mistakes : — («) e c emerson (/)) A River flows between Brooklyn and New York city, ((?) Eunice and me went Satturday {d) grasshoppers bees butterflies and wasps are insects, (^) David Benjamin Richardson Sandwich Essex County, Ontario Exercise 2. — (Dictation.) Exercise 3. — ( Oral.) 1. Give an example of: — ' 1. a person, 2. a place, (a) A word that is the name of <( 3. a thing, ■ . 4. a material, 1 5. a part. 52 ELEMENTARY I.ESSONB IN^ ENGLISH. ■J (i) A proper name ; a common name. (t?) A connnon name used as a part of a proper name. 2. Tell liow many and what rules you have learned for the use of capitals. 3. Give four rules for the use of a period. 4. Give two rules for the nse of the comma. 5. Tell what is meant by, — a margin, a series, the address, a caret, a statement, a material. Exercise 4.. 1. Write your full name. 2. Write the initials of your name. 3. Write your address. 4. Write the name of this day. 5. Write the name of this month. 6. Write the name (a) of a material, (6) of a thing, (c) of a part, ((^) of a place, (e) of a person. 7. Write statements in which you use is, are^ was^ were^ has, have. 8. Draw a line between the two parts of each statement. 9. Write a statement about yourself. 10. Write three statements about one thing. C m A, AX, AXD THE. 53 CHAPTER VI. A, AN, AND THE, LESSON I. WHEN TO USE A AND WIIEX TO USE .4^". 1. Read, — a watch, a bottle, an oak-tree, an engine, a shoe, a map, an egg^ an orange, a chestnut, a lemon, an island, an ink-stand. How do you read the word a before another word? The word a before another word is read as if it were the first syllable of that word. What does the word a mean ? The word a means one. What does mi mean ? An means one, A long time ago, people began to say ane shoe or a7te egg when they meant one shoe or one egg. Then they dropped the r and said an shoe or an egg for one shoe or one (^gg, I -4 54 ELEMENTARY LESSONS IN ENGLISH. But an did not sound well before all words ; as, an gun, an shoe, an nut ; and it was hard to speak an before some of them, so they dropped the Ji before such words. Now we use either a or an to mean one. 2. Read these words, and ])ut either words dres.y adz, church, box, and ed(/e, to make each moan njori' tlian one'? 2. Try to speak the words with only n added. 8. How many syllables are in the words dress, box, etc.? 4. How many are in the words dresses, boxes, chiirrhcs, etc.? T). What is the second syllable of e. What does the syllable es show when added to box, dress, etc.? 7. Why do wc not add .s only ? 8. Mention the last sound heard in sjx'akinf^- each of the follow- ing words : — dress, adz, church, 1)0X, edge, wish, gas, waltz, arch, fox, age, brush. II. When a word that is the name of Imt one ends in s, , 2!, 8h, i», c7i (as in church), or tlie sound of./, we add es to sliow that it means more than on<>; as, — axes, stitches, edges, kisses, waltzes, foxes, lashes, taxes, guesses, inches.* * When a word er.ds in ch sound«>d like l\ as in inonarrh, we add .s only to show that it moans niorc^ than one. (»8 ELEMENTARY LESSONS IN ENGLISH. 2. Speak and write these names so that eaeh will mean more than one : — bridge, tress, bench, wish, watch, loss, ash, tnsh, prize, pass, adz, mesh, birch, wedge, lodge, ledge, cress, moss. III. When we add es to a name that ends in e we drop the final e; thns, — bridge H-es bridg+es wedge +es wedg+es prize +es priz+es lodge +es lodg+es ledge +es ledg+es edge-fes edg-f-es Exercise 1. 1. Copy from any book ten words that mean bnt one, to which you can add 8 or es to show that they mean more than one. 2. Make a statement abont, — a boat, a fence, a bridge, a fox. - 3. Make the same statements, using each name so that it means more than one. Exercise 2. — (^Dictation.') MORE TO LEAKN ABOUT NAAIES. 59 LESSON III. Development Questions. — 1. Tell of what each of these words is the name : — calf, half, sheaf. wolf. 2. In what letter does each of them end ? 8. Speak the words so that each will mean more than one. 4. ILjw many syllables are there in the words calves, halces, sheaves, icolvcs :^ 5. What change do you make in the words ca/f, half, etc., so that each may mean more than one ? IV. When a name tliat means but one ends in /, the / is usually changed to v and es added to show tliat it means more than one. Write these words so that each will mean more than one : — leaf, shelf, knife, life, wife, loaf. Exercise 1. 1. Make a statement about, — a calf, a wolf, a knife, a loaf, a shelf. 2. Write each of those statements so that they will state about more than one calf, wolf, etc. 8. Learn to spell these words that end in/, but do not change/ to v when they mean more than one : — staffs, hoofs, turfs, c liffs. GO ELEMENTARY LESSONS IN ENGLISH. V. To chauge a name that means but one so that it will mean more than one, we sometimes add eu ; as, ox, oxen. VI. To change a name that means but one so that it will mean more than one, we sometimes chang:e tlie vowel sound of the word ; as, — man, men. goose, geese. 1. Speak tue name of more than one, — tooth, foot, woman, mouse. 2. Write the words, — teeth, feet, women, mice. 3. Tell what each word means. 4. Speak these words so that each will mean more than one : — deer, sheep, bass, heathen. trout, salmon, swine, cannon. VII. Tlie words sJieep, deer, trout ^ salmon^ etc., are used to mean but one, and also to mean more than one. Caution. — The word hose, meaning a pipe or tube, is used to mean either one or 7nore than one. The word hose, meanimj stockings, should he used only in speaking of a pair of hose, or of several pairs. MOKE TO LEAKN ABOUT NAMES. 61 In the same way ice spealc of a suit of clothes, a pair of scissors, a l)arrel of aslies ; and the 7iames clothes, hose, scissors, and ashes should never he used ivithout the s. Si^'tl LESSON IV. What is a written word ? "Words that we read or write are called written words. Of what are written words made up ? Written words are made up of letters. For what are letters used ? Letters are used to represent the sounds heard in spoken words. What is a letter that can be sounded by itself called ? A letter that can be sounded by itself is called a vowel. Name the vowels. The votvels are a, e, i, o, and u. What are the other letters called ? The other letters are called consonants. What has been said about w and ,y / W and y arc sometimes used as vowels* M 62 ELEMENTARY LESSONS IN ENGLISH. 1. Speak each of these words so that it will mean more than one : — lady, tidy, body, baby. pony. 2. Tell in what letter each ends. 3. Is the letter before the «/, in eacli, a vowel or a consonant ? VIII. WhtMi Ji name that means but one ends in y pre. CEDKD BY A CONSONANT, the If is Changed to i, and es added, to show that it means more than one; thus,— ^ ladies, tidies, babies, bodies, ponies. 4. S[)eak each of these words so that it will mean more than one : — day, boy, valley, money, donkey. 5. Tell what kind of a letter is used bef(jre the linal y of each word. IX. When a name that means but one ends in y pre- ceded by a vowel, we merely add s to the name to show that it means more than one ; as, days, boys, valleys, moneys, donkeys. v G. Write these words so that each will mean more than one : — duty, city, cony, beauty, penny, toy, ray, monkey, play, boy. MORE TO LEARN ABOUT NAMES. 03 7. Learn to spell these words that mean more than one : — zeros. negroes. cantos. heroes. solos, potatoes. halos. tomatoes. echoes. cargoes. calicoes, volcanoes, mottoes, grottos, embargoes, vetoes. Exercise 1. 1. Write these names of parts of the body so that each will mean more than one : — leg, tooth, tongue, wrist, calf, eye, toe, foot, eyelash, ear, nose, thumb, body, knee, hair. 2. Copy all the common names in Lesson — of your Reader, and write each so that it will mean more than one. Exercise 2. 1. Change the words in this list (<«)? ^^^ that those wliich mean but one will mean more than one; (/>) so that those which mean more than one will mean but one: — lam}), match. tooth, women, cloaks, witches, self. goose, ' ,. i paper. ox. wolves. feet, ^^z ' - liouse, (jherry, tlnef, . child, arch, berries, mouse, girls. Gi ELEMENTARY LESSONS IN ENGLISH. 2. Fill the blanks in these statements with words chosen from . the list : — ) (a) The Ih) The (.) A - id) A loved their children. -• are ripe, has four - lias two — -, but has not a ((^) The was made of glass. (/) The — il/) The - and are made of stone. is afraid of the and — 3. ]\Iake a statement about, — an ox, a cherry, children, a paper, wolves, your cloaks. 4. Change the statements so that each will state about more than one. -♦o*- LESSON V. Preceded by Oral LesBon. a book, the book, the books. an, organ, the organ, the organs. an ax, the ax, the axes. a town, the town, the towns. The words (f. and an mean one, and should be used only before names that mean but one. The word the may be used before names that mean but one, and also before names that mean more than one. MORE TO LEARN ABOUT NAMES. G5 this slate, these slates. this apple, these apples. that slate, those slates. that angle, those angles. The word this means but one. The word that means but one. This is used in speaking of an object that is near, and that in speaking of one that is farther away. These means more than one. Those means more than one. These shows that the things spoken of are near. Those shows that the things spoken of are farther away. This, that, these, and those may be used before any sound or letter. Exercise 1. Fill the blanks in this exercise with a or an, tfiia or that^ these or tJiose : — 1. He drove ox with whip. 2. hlade has point and edge. ^ 3. shoemaker has aAvl and last. 4. children gave me apples. 5. upper room is not always airy room. kisses li) so that those which mean more than one will mean l)ut one. car bush wolves woman solo taxes bench beauties deer hero walls miss body moss potato wish tops^^zes day ferns halo prizes loaf oxen grasses SUMMARY. volcano La person. 2. a place. I. A word may be the name of ^ 8. a tiling. 4. a matorial 5. a part of Ji I tliini?. XT -fcT p ^ ' ■ -I i !• Proper namos. II. Names are of two Kinds. ,, ,, ( 2. C'omnion names. ___ Tn- J n J. 1 ■ J i 1- Spoken words. III. Words are of two kinds. ] „ ' ^^ , ( 2. Wiitten words. rV. Letters are ^ 1 . Vowels, which represent clear, open sounds. ( 2. ( 'Onsonants, which represent other sounds. -T A O- l>ut one. V. A name may mean „ ,, ( 2. more than one. VI. Use before the n^me of but one, ^ r 1. a or an. 2. the. 3. this. 4. that. MORE TO LEARN ABOUT NAMES. 71 1. the. VII. Use before tlie name of more than one, < 2. these. [ o. thotic. VIII. Is, was, and has state about one. Are, were, and //.ar^ state about more than one. ' 1. The first letter of a proper name. 2. All initial used instead of a proper name. IX. Use a capital for j 8. The word /. 4. The beginning of a statement. 5. Tlie initial of hthe, countjf, street, etc., used with a proper name. X. Use a period XL Use a comma 1. After a statement. 2. After an initial used for a name. 3. After a name standing alone. 4. After the last item of an address. 5. After .an item o: ihe address which is written at the left. r 1. Between the words of a series. I 2. After every item of an address ex- [ cept the last. The word and is generally used before the last word of a series. 1. The name of a person. 2. The house nund)er, a 1x1 the name of a street. 8. The name of a city. 4. The name of a Prov- ince. Or, 1. The name of a person. 2. The Post-Office station. 3. The name of a county. 4. The name of a Prov- ince. XII. The ADDRESS is made up of Ivi I I ELEMENTARY LESSONS IN ENGLISH. XIII. To sliow that a name meats more than one. L Usually add s ; as, coins, aprons, trees. 2. After .s7/, x, z, s, ch (soft), and the sound of j, add cs ; as, brushes, foxes, to- pazes, gases, church- es, pages. 3. Change fiov and add es ; as, leaf, leaves. 4. Ch.'jnge y/ (preceded by a consonant) to i and add es ; thus, coi)y, copies. T). Change the word ; as, ox, oxen ; mouse, mice. Note. — 1. Ify is •prece.def) hi/ n voivel, (uhl b ; as, day, days; valley, valleys ; chimney, chimneys. 2. Deer, sheep, etc., are w.itten in Just the same form when thei/ mean more than on*' S. Hose, scissors, ashes, clothes, etc., should not be used without the s. as, |es. ch lind as, to- THE INQUIRY. CHAPTER VIIL THE INQUIRY, 'f:;i ■ii -♦o*- .\f>: 'it: II LESSON I. WHAT THE INQUIRY IS, AND HOW IT IS WRITTEN. 1 . Ask a question about, — the l)Iackl)oard, a ]iencil, the sun, the door, a parrot, a city. I. A group of words iisod to ask u qnostioii is called an inquiry (in-(iuir'-y.) 2. Make an in([niiy about : a book, the ch)ck, your sponge, school, a bee, roses. 8. Read tliese inquiries : — (a) Wlien did you come ? (h') Is it time to go ? Notice the first letter of each inquiry and the mark that is phiced after eacli. An inquiry is sometimes called an i nt err oration. The 1^ (question-mark) is called an Interrogation-point. !.;f m- 74 ELEMENTARY LESS(JNS IN ENGLISH. II, An inquiry sliould rommonco with a capital letter, and be followed by an interrogation-point; thus, Exercise 1. Write an inquiiy about, — silk, a carpet. New York, a kjiife, school, iroii« an oak-tree, glass, Victoria. \A '■ Exercise 2. An inquiry that can be answered by yp^ or no is called a direct question ; tlius, Have you seen liiin ? 1. Write a direct question. 2. Write an incpiiry tliat is not a direct question, and a statement tliat is an answer to it. 3. Make a period and an interrogation-point. 4. What is a statement? What is an Mujuirv? 5. Use each of these groups of AVorJf, t»> ii4ro(>lio and an s (\s) sitould be added to a naiae that means but one;* thus, — Mary, Mary's ring, cliild, a child's teetli, tlie ox, the ox's horn, hinl. a hiril s wing, a spider, a spider's web, girl, the girl's net. 1. Write these names so that they will denote possession : — lady, dog, mouse. Carlo, slieej), William, deer, calf, man, Jane. 2. Write them so that they will mean more than one. 3. Which of these words mean more than one, and which denote possession ? lion's, horses. woman's, girl's. negroes. squirrel's. women. bakers. horse's. pupils. Martini's, boots. 4. Write live names that mean but one and denote possession. * In v'^riting the words " for conscience' sake," " for justice* sake," " tlie seamstress' sister," and the like, we add the apostrophe only, because it is not pleasant to hear so many sounds of 6' spoken together, !' IMAGE EVALUATJON TEST TARGET (MT-3) .5^ t 1.0 li^IlM 112.5 .1 IJ 1^ 1112.2 11.25 1.4 1.6 - 6" - ^. <5>^ >%. O e/A > /A /^. o v;'"" '/// Photographic Sciences brporation C 33 WEST VAIN STREET WEBSTER, N.Y. ;4S8C (716) 872-4503 ^^\ V w^ ^s^^- ■^\ <^ la J^\^ w^^ M?.. '^ i/i ^ r- • 82 ELEMENTARY LES60NS IM ENGLISH. LESSON II. Read these words and tell what each shows : — lions, Hies, men, calves, farmers, foxes, bees, mice, children, hunters. A name that means more than one generally ends in s ; as, birds, fishes, ladies, negroes, calves. Sometimes a name that means more than one does not end in s; as, men, mice, oxen, teeth, children. II. To a uamc thiit means more than one and ends in s^ the apostrophe only is added to denote possession; thus, — lions, lions' claws, bees, bees' honey, foxes, foxes' holes, calves, calves' feet, ihes, flies' wings, farmers, farmers' tools. III. To a name that means more than one but does not end in .s, the aprostrophe and s ('s) are added to denote possession : — men, men's clothes, children, children's shoes, mice, mice's mischief, oxen, oxen's work. Rule. — Flrfit write the name that is to denote poa- isesaion ; look at it ; if it means more than one ancLends in s, add the apostrophe only ; in all other casrH * add C's) the apoi^tr(>f>h<' and s. * Sue note, p'age 8L MOI{K TO LEARN ABOUT NAMES. 83 Exercise 1. 1. Write these words to denote possession : pony, baby, Alfred, Agnes, niotlier. 2. Write these words so that an}- one of them will mean more than one : — pony, baby, mother, woman, man. 8. Write them so that they will mean more than one and denote possession. 4. Write each of these correctly on the black- board : — ■ geeses' feathers, a wifes' wish, ^ boys' and mens' clothing, ilie's feet. Exercise 2. 1. Write these names so that tliey will denote possession : — sister, pn[)il, father, Margaret, teacher, Adelia. ox negro, fox, man, girl, child, 2. Write tliese names so that they will mean more than one and denote possession : — ox, - teacher, man, fox, sister, negro, pupil, child, father, girl. 8. Write a statement about, — a bird's nest, a lly's wing, farmers' liouses. ! _ _ i _ ' * - s a i ' I r- 'ih* u ELEMENTARY LESSONS IN ENGLISH. 4. Write an inquiry al)ont, — birds' nests, flies' wings, a farmer's house. 5. Correct the mistakes in the following : — (a) The mans' horses ran away. (/>) Is Marys' slate at home ? (^) Two deers' heads were brought in. (tZ) The flie's wings are gauzy. (6?) Has the bakers' daughter returned ? Exercise 8. — (Oral.') 1. Tell wliioli of the names in this exercise mean but one; which mean more tlian one; and which denote possession : — (a) The cat's claws are long, sliarp, and curved. (Z>) Conies' nests are built among the rocks, (c) Are not a deer's antlers longer than oxen's horns ? (^?) Mothers' feet are sometimes tired. (e) Is " the children's hour " at twilight ? 2. Tell wliich groups of words are inquiries, and which are statements. 8. Wliat is a statement, and how should it be written ? 4. What is an inquiry ? How should an inquiry be written ? 5. Use these words to make a statement and an ^" inquiry: — lesson have Wednesday's you learned. \ ■ ) MORK TO LEAHX AIJOUT NAMES. HI LESSON III. WOKD8 USED INSTEAD OF NAIMES TO DENOTE POSSESS lOX. Bevolopmciit (Jiif^stioii^. — 1. Read the followin^t?': — Ml/ book is lost. Has j/onr l)ook a grooii covoi- ? Is. tliis book >/oit7's ? Her l)ook has a groeii cover. That ])ook is hers. That book is mine. His book is here. TJiis book is his. Have they found their Where are our books ? books ? Those books are theirs. These liooks are ours. The baby wants its Tlie bird built its nest, mother. 2. Mention the words that are used to denote possession. 8. How many of these words are names # 4. Itistrad of what are these words used ? 5. Mention the word used instead" of the name of a boy to denote possession. 0. Tl,e words used instead of the name of a girl to denote possession. 7. Mention the other words which denote possession, and tell instead of what name each word is used. IV. The words my, mine, your, yours, her, hers, their, fJieirs, our, ours, his, and /7.s', aiv used instead of names to denote possession. Caution. There are no such tvorch as liisn, . *■' theirn, ourii, yourn, and his-self. People f ^ . ^^^*^ ^^-^^ f^f-'^n mean his, theirs, ours, yours, a/id: liiiriself. You should use the correct words, \ ■ i.' J 1 1 ^ tiiii. 86 KLEMENTARY LESSONS IN ENGLISH. Exercise 1. Fill the blanks with ivords used instead of names to denote possession : — (a) The bird has lost mate. (/>) Does the baby want mother ? (r) The icicle is cold, smooth, and transparent. {h) A fragrant lose and a bitter herb grew by the gate. , (c) That bread is soft and porous. (d) He drew a long, crooked line. . ■ ss ELEMENTARY LESSOXS TX EXGLISH. Exercise 1 . — ( Oral.) 1. Use Ji quality-word tliat expresses, — (a) The color of, — snow, grass, the sky, a strawberry. (J)) T'lK.' foi'iii of, — a ring, an egg^ a ball, a map. (.') Tlu' weight of, — iron, cork, wood, air. (^d) The taste of, — sugar, a lemon, water. 2. Si)eak a quality-word, and mention an object which has the quality expressed by that word. 3. Fill the blanks in the following with quality- words which express size : — ])ath led to the cottage. ~ avenue passes the house. (a) A (/,) The — ((?) A tree shades the roof. 4. Mention something that is, — curved, yellow, square, small, tough, sharp, round, long, straight, brittle, dull, blunt, red, porous, short. T). Tell which of the folloAving words are names, and which are words that describe the thing -r named : — ;-; v_-^-;^>->-v--- ;;-::^ —;•■:'■ f.'"' ,-;;• --^-:-- :,::;;,— ";'^^ rosy cheeks, brown hair, dim])led chin, blue eyes, sunny face, pretty little mouth. WORDS THAT KXPIJESS iKTALITIES. 89 ExETicrsE 2. 1. Tell one quality of each of tlie followiuo*: sponge, rubber, lead, silver, molasses, cork, rattan, candy, cloth, whalebone. 2. Write the word that best ex2)resRes that quality. 3. Use each quality-word to describe something else which has the same quality. 4. Write after each quality-word the name of the tiling which has the quality expi-essed. 5. Use a quality-word to describe, — the claws of a cat, the tail of a squirrel, the plumage of a bird, the wings of a lly, the legs of a horse, the coat of a doo-. EXETICISE 3. 1. Mention a (juality-word Avhich expresses a qual- ity tlie opposite of, — thick, late, sharp, j-ight, high, soft, wide, equal, old, deep, cool, smooth, even, large, broad. 2. Use each of the above (luality- words correctly, and write them at dictation. 3. Copy the following (|uality-w(nxls, and write beside each a word tliat expresses the op[)o- site quality : — early, narrow, rough, Avrong, dull, blunt, shallow, light, weak, slender. Home Task. 90 ELEMENTARY LESIONS IN ENGLISH. Exercise 4. 1. Read tlic qiuility-words in the following : — a shrill wliistle, a soft voice, a loud shriek, a faint whisper, a 2:>lai)dive song, a mm^iral bell. 2. R_y what sense do we learn the (jualities ex- pressed l)y the words loud^ shrilh musical f .^. Use each of the above quality-words to describe a sound that you have heard. 4. Use a quality-word to describe correctly the sound of, — a noise, thunder, tlio Avind, a bell, music, a drum, laughter, a foot-step. 5. Use each of the following (piality-words to describe correctly a sound tliat you have heard, — ., harsh, clear, sweet, E^^Eeview Lesson I., Chapter V. low, jad. -»o»- LESSON II. THE USE OF THE COMMA EETAVEEN QUALITY- WOEDS. Development Questions. merits : — Glass is brittle. Glass is smooth. 1. Read the following state- Glass is hard. Glass is transparent. WORDS THAT EXPRESS (QUALITIES. 91 2. Tell about, what eacli stutt'inent is inudc. 3. Head the words which show what is stated about glass. What do the words brittle, hard, smooth, and transparent express ? What kind of words are they ^ Why Y 4. Tell in one statement all that is said of glass in the four statements. W'rite the statement and draw a line under each (luality-word used ; thus, — Glass is brittle, hard, smootli, and transparent. 0. How many (juality-words are there in the statement i W^hat do we call three or more words of the same kinil following one after the other? 0. Do you think that those (iuality-words form " a series of words " / WHiv ? Read the series of words. 7. Of wliat kind of words is tlie series made up '. Make a statement or an inquiry that contains a series of names. Fill the blanks in the following with a series of quality-words : — (a) The fruit was — (b) Gold is (c) Were the paths and and and 8. What mark have you learned to use between the words of a series ? AVrite («), {b), and (c), and use the connnas correctly. I. Three or more qiiuHly- words foriiiiiig- a series should be separated by comnias ; thus, Cork is light, toughn and porous, {). What word is generally used after the comma before the last word of a series ? Read {a), {b), and (c) with, and without, the word and. Why is the word and generally used before the last word of a series ? NoTP]. — When the qualltij-wordi^ which make up a ,series are used before the name of the thhig they dcHcrihe^ the word and Is f/eneraUi/ omitted ; thtts^ We dno^ a larij^e, round, deep hole. Wa!3 the soft, wiiriii, white wool used? T 02 KLEMENTAKY LESSONS IN ENGUSH. Exercise 1. 1. Copy the following statements and incjuiries, and use the comma correctly in each : — The canary's song is sweet clear and musical. Were the cherries ripe red and juicy ? Do you like a long yharp slender pencil ? The baby has pretty large bright blue eyes. He sold apples oranges grapes and pears. 2. Draw a line under every word that is a (piality- word. Use the last ([uality-wonl of each series before the name of something that has the quality it expresses. 3. Read from 3^oiu' slate, («) a series of Avords that are names ; (i) a word that is the name of but one ; (<*) a word that is the name of more than one ; (rZ) a name that denotes possession ; ((^) a word that is used instead of a name. 4. Read the first inquiry. What is an inc^uiry ? Why is were^ and not ivas^ used in that in- quiry ? 5. Read the statement made about the baby. Change the statement so that i rect to use have instead of has. Change the statement so that it will be cor- ExERCiSE 2. — (^Dictation.) WORDS THAT EXPK'ESS QUALITIES. ii;5 EXEKCISE 8. 11. Two ) that one of them has more of the quality expressed than any one of the others. Exercise 2. Use as many suitable quality-words as you can to describe, — a tree, snow, ice, water, this day, a storm, a parrot, tlie sea, a mountain, a rose, a brook, your slate, a house, a person, a place. Exercise 3. 1. Copy from your Reader five words that express qualities. 2. Write after each the name of something which has the quality it exi)resses. 8. Write each quality- word so that it will siiow, (a) That one of two things lias more than. ; another of tliat quality. (?>) That one of several things has more of that quality than any one of the oihers. 102 ELEMENTARY LESSONS IN ENGLISH. 4. Wlien (h) we add er to, or use mor' before, u quality-word ? 5. When do we add ei•- . LESSON V. ABOUT THE SPELLING OF QUALITY- WORDS WHEN EM OR EST IS ADDED. . .. wide. hot. sly, gi'-^y^ heavy. wider. hotter. slyer. grayer. heavier. widest, hottest. slyest. grayest. heaviest. Words that expkess quali'iies. 10.3 III. When er or est is «(l«lo<'j»arated from the commands ? 108 ELEMENTARY LESSONS IN ENGLISH. III. The word or words which show to whom a eomiiiand is given, or of whom a request is made, should be separated from the couimaud by a comma or commas. Exercise 1. Use cuinnias wherever needed in the following coninumds : — 1. Little children love one another. 2. Do not touch the nest Harry. 3. Hold last Alice to all I give you. 4. Come pretty bird and Jive with me. 5. Sliow me your nest Bobolink. 6. Philip please look at me. 7. Sleep a little longer baby. 8. Sing your best song Canary before I go. 9. Tell me your full name Sarah. 10. Santa Claus do not forget Bertha. Exercise 2. — {Oral.) Arrange those words as connujuids : — 1. Walk, not, please, do, mother, fast, so. 2. The, while, shines, sun, make, hay. 3. Me, for, wait, Kuchel. 4. Truth, always, the, without, speak, fear, - 5. Leap, look, you, before. - . _ _. — Use these words in statements: — ,:-::^-:',:,f:.,r:../..4--^_, 1. Elephant, tusk, ivory. 2. Swallows, barn, eaves. THE COMMAM). 109 3. Leaves, green, siiinmer. 4. Forests, [>iirr()ts, South America. 5. Peacock, plumage, brilliant. Use these words in inquiries : — ^ 1. Your, lesson, learned. 2. Elephant, trunk, use. 3. Are, blossoms, ti'ees. 4. Have, caught, lish. t5. Did, ball, play, recess. ExEKCiSE 3. — {Blackhoarrl.} Copy this exercise and use a ., a „ .ai ?, and a capital wherever needed. Give a reason for using each. 1. where have you been margaret 2. sit in the sunshine Clara and study 3. the reindeer lives in cold countries 4. tell me boys for what the reindeer is useful 5. is the reindeer more useful tlian a horse . 6. the flesh the milk and the fur are useful 7. can the reindeer draw the sled of his master 8. be kind to the reindeer, driver f: 0. what does the reindeer lind to eat 10. the reindeer feeds on moss that grows under the snow. 110 ELEiMENTARY LESSONS IN ENGLISH. CHAPTER XII. WORDS THAT EXPRESS ACTION. LESSON I. , WHAT AN ACTION-WORD IS. Preceded by Oral liBsson. 1. Supply words which tell what the following do: — The cat — . A bird — . The wind — The dog — . Stars — . A mouse — . A horse — . A fire — . The cars — . 2. Tell who or what, — — laughed. — climbs. — were crying. — run and jump. — crouches. — was creeping. — is reciting. — chirp. — flows. Some words express action ; as, laiv^hcd, cliiribs, crying. 3. Read the following, and mention tlie words which express action : — ■ His mother smiled. IVaikuu/ tires the cliild. The baby is cryinij. He ohot ixflylnij hawk. ^katinrf is a winter sport. Amy hvach neatly, II r^ WORTHS THAT EXPRESS ACHTON. Ill I. A word that expresses actlou is an action-word. 4. Fill the blanks in the following with action- words : — (a) The fire — the room, (a) The baby — and — . (6) It — the ice. (6) Clara bought a — doll, (c) It — the wood. (o) He — the — ball. {d) It — the bread. {d) — is forbidden, (e) It — the clothes. (e) — is a dangerous sport. 5. What is an action-word ? Copy live action- words from vonr Reader : nse two of them in inquiries, two in statements, and one in a command. -•o*- LESSON II. HOW AN ACTION-WORD MAY BE USED. Preceded by Oral Lesson. 1. Mention the action-words in the following, and tell for what each is used : — f) rancinfi steeds, falUmj leaves, a hlazlnr/ fire, 'Ajlowim/ stream. 2. How uiay an action-word be used? . 11. All action- word may l)e used before a name to de- scribe wliat is named; thns, — ^ the piirrln) The children studies diligently. ((?) You hears what I says. (c?) Straws sliows which way the wind blows. (e) The molasses cover my plate. *— -■ ■ - — ■ ■ ■ - — . — - — — — -.— ■i « i... ■ ■ ■ ■ ■ ■■^■* * See Caution, page 27. Words nivv k.^phess actiox. iir Caution. — Nfver add s or es fo ) by seeing, (/') by touching, (t/) by tasting, (c) by smelling. 10, Correct, and give the reason for each correc- tion : — (a) Has James and Martha been here ? (/>) Was the children at the well ? (r) Is Louise and Maria coming home ? (rf) He took hisn, his-self. (e) This is the squarest and beautifuUest figure. (/) Our kites lodges and gets ruined. E. — Written. 1. Write an inquiry, and a statement that is an answer to it. • 2. Write the name of the mark used after an inquiry. 3. Write a command, () that re([uests something. 4. Copy, and use the connna correctly in each: — Come up Whitefoot. My dear daughter are you ill ? The moon is a large opaque body. He was brave truthful modest and sincere. WORnS THAT KXPKKSS ACTION. 121 \ 5. Add er and ent^ or prefix more and wn»f to, — sharp, big, merry, gay, dishonest, blue, dry, shy, fragile, truthful. 6. Write each of the following action-words as yon would use it to state what but one does: — go, run, »HSb, freeze, thresh, cry, tax, clutch, dodge, stay. 7. Write each of these names, (a) to mean more than one, (J) to mean but one and denote possession, {c) to mean more than one and denote possession : — boy, child, sheep, wolf, mouse, ox, church, lady, parrot, city. 8. Copy the following, and fill the blanks with words used instead of names : — sister. am going with — found — — slate. (a) — (6) - (c) Have seen (c?) have lost friends ? - books and have (e)It found wants mother. 122 ELEMENTARY LESSONS IN ENGLISH. 9. Write, (a) a statement in which you use a series of quality-words, (^>) an in(;[uiry in which yon use a series of names, (c) a com- mand in which you use a name, a quality- word, and a) I action-word. 10. Fill the blanks in the following with action- words, and tell for what each is used : — is the first exercise. They were in the park. Watch the ball. The earth . The sun and stars WORDS THAT SHOW HOW, WHEN, OR WHEHE. 123 CHAPTER XIII. WORDS THAT SHOW HO W, WHEN, OR WHERE, -♦o^ LESSON I. WORDS THAT SHOW HOW AN ACTION IS PERFORMED. Introduced by Oral Exercise. Development Questions. — 1 • Copy the following state- ment : — r Eagles fly swiftly. 2. Read the first part of the statement. What does the tirst part of a statement show ? What does the second part of a statement show ? 3. Which word states what eagles do ? What does the word/y express in this statement ? 4. What does the word sivijHi/ show 1 I. A word may be used to «liow how an action is performed. 1. In each of the following, mention the word which expresses action, and tell which word shows how the action is performed : — (a) Henry walks fast. (c) He speaks distinctly. (b) Lucy writes well. (d) She sews neatly. 124 ELEMENTARY LESSONS IN ENGLISH. 2. Ill the following, fill the blanks with words used to show Jioiv actio7iS are performed : — (a) The man works (Jj) Amelia, writes — {r) The boys walk \d) They study — "Words that show how an action is performed generally end in ly. Exercise 1. Use in statements, commands, or inquiries^ — neatly, hastily, plainly, skilfully, fast, truly, carelessly, firmly, noiselessly, well, quickly, wisely^, easily, beautifully, quietly. Home Task. Observe the actions of persons and things that you see, and try to use with the word that ex- presses each action a word that shows ho\/ that action is performed. Exercise 2. Use ten words that express action, and with each , a word that shows how the action is performed; thus, move quietly^ eats greedily^ playing bois- terously. (^AUTIONS. — 1. JJo not use a quality-word to show hotv an action is performed ; as^ She writes good, /or She writes well; He stu^*'^s diligent, for He studies diligently. ■ IP ^■d WORDS THAT SHOW HOW, WHEy,iJK WHERE. 125 2. Do not use a word that shoivs hoiv an aation is performed when //on need, merely to express a quality ; as^ She looks prettily, /'or She looks (is) pretty ; He is nicely, /c»/- He is well. S^^Keview Lesson I., Chapter V., page 45, and Lesson II., Chapter X., page 90. -•o«- LESSON II. ANOTHER USE OF THE (^OMMA. The snow falls slowly, silently. Does he speak promptly and distinctly? Struggle bravely, patiently, and hopefully. 1. Read the above groups of words ; in each, men- tion the words which show how an action is performed ; notice the commas used ; see if you can tell Avhy each comma is used. 2. In the above, mention two words not separated by a comma which show how an action is performed. What is used between them ? II. Words used to show how iiii iictioii is performed should be separated by a eoiiiiua, uuh^ss the word and be used between them. Note. — The word and Is yometimes used after the comma before the last word of a series of words that shoiv how an action is performed. 126 ELEMENTARY LESSONS IN ENGLISH. Exercise 1. Copy the following ; draw a line under each word wdiich shows how an action is performed ; and insert a comma wherever one should have been used : — 1. He is working neatly skilfully swiftly. 2. Will they act justly wisely and generousl}^? 8. Gather violets lilies crocuses and bluebells. 4. We want a neat patient and quick workman. 5. Charles Henry Mitchell 278 Richmond Avenue Halifax Nova Scotia. Exercise 2. 1. Copy from your Reader, or a story-book, five words which show how actions are performed. 2. Use in a statement, inquiry, or conmiand one or more words that show how an action is performed. 3. In the following, supply words which sliow how actions are performed, and insert connnas where they should be used : — (a) The good lady s[)oke (h) They treated us ( r^ The horses ran ^d) Study and and and to him. (^) We play and and work — WORDS THAT 8HOW HOW, WHEN, OR WHERE. 127 LESSON III. WORDS THAT SHOW WHEN OK WHERE AN ACTION IS PERFORMED. They go often. We vide occd.-ihjnaUy. You came early. Go noiv and return tn-innrrow. III. A word may be used to show irhen an action is performed, 1. Use correctly, to r^liow ivhcn an action is pei- fornied, — then, rarely, late, to-day, seldom, again, soon, presently, always, already. 2. In the following, mention eacli action-\V'(n*d with the word that shows tlio time of the action : — (a) The })a|)ei' is ])ublislie(l daily. (^) Is the magazine issned monthly ? (6') Leave the room instantly. (tZ) I learned lately that he never saw you. (e) Hereafter, we will write frecjuently. 3. Use in a statement, inquiry, or connnand a word that shows when an action is performed. 4. What do the words here., there., away., and every- where show in, — We are sitting here. The bird Hew aivay. You are standing there. The sun shines everyivhere. }th 128 FXEMENTAKY LESSONS IN ENGLISH. IV. A word may be used to show trJiere au action is pel formed. 5. In tlie following, mention eacli iiction-word, and with it the word tliiit shows the place of the action : — « (^<) Did he walk around ? (6) We saw him running yonder. (f) Come hither. ((^) They were standing together. (e) Watch the people passing by. 6. Use in a statement, inqniry, or command a word that shows where an action is per- formed. EXEKCISE 1. Copy the following, and draw a line under every word that shows hon^ wlien^ or ivhere an action is performed : — 1. Meanwhile they wait here patiently. 2. Does the water tiow above continually ? 8. Do not play there to-day. ---:,/,:' 4. Has he gone below alread}^ ? 5. The birds are still singing yonder. G. Does he write legibly now ? 7. Always speak distinctly and truthfully. 8. Shall you go there often ';* WORDS THAT SHOW HOW, WllES, OH WHERE. 129 9. He rode by gi-acefully yesterday. 10. The wind blows gently everywhere to-day. W^K Exercise 2. 1. The hunter shot the rabbit (how?) (when?) 2. Go with him . (wliero?) (when?) (where?) (how?) (when?) (lu)W?) (when?) 3. Did they meet 4. Their youngest child died (how?) (when?) (how?) 5. They speak and Ave can hear , 130 ELEMENTARY LESSONS IN ENGLISH. CHAPTER XIV. EMOTION-WORDS AND THE EXCLAMATION. -K>^ LESSON I. EMOTION-WORDS AND THE EXCLAMATION-POINT. Prccreded bv Oral Lesson. Hurrah ! Pshaw ! Hark ! Oh ! . Ah! Welcome I Look ! Good! ■ Alas ! ^ Surprise, joy, sorrow, disappointment, contempt, fear, and feelings like these, are called cmotiojis. A word that expresses emotion may be called an eniotioTi- /rr>rc7.; as, Eejoice ! Woe! Help! Sometimes two or more words are used to express an emotion ; as. Oh dear ! Poor old man ! My long lost friend ! . I. All exclaiiiation-poiiit [I] should be placed after jy word or words used to express emotion ; thus, Woe ! Woe is me I II. When the letter is used to express emotion, it should he a capital, and a comma should be placed after it ; thus, — & /P V -{-fXip/i '^/ I -fie tipi^n / jr/^ m EMOTION-WOKDS AND THE EXCLAMAl loN. 131 Exercise 1. Fill the blanks in the followino- with a word or . words used to express emotion : — 1. I hear some one coming. 2. we are too late to save liim. 3. are you there ? 4. But , I cannot go ! 5. He will forget your kindness. In the following, copy the words used to express emotion : — 1. O, look ! here is the nest. 2. Poor bird ! I wonder where si.e is. 3. Pshaw ! my pen is broken. 4. Hark ! did the bell ring ? 5. Ah me I I cannot go. LESSON II. THE EXCLAMATION, AND HOW IT IS WRITTEN. 1. Speak each of the following groups of words so tliiit ii will exprem emotioti : — (a) How happy we shall be 1 (5) O, he is a cruel boy ! --'■r-^;:-r--y----r -■::-:-— :-■ (c) How could I help it ! (c?) What a cold day it is ! (^) There he goes ! Do look at liim ! 132 KLKMKNTARY LESSOKSi IN ENGLISH. III. A ^oiip of words that expresses emotion is called an exclanialion. 2. Copy two exclamations from your Reader, and tell what emotion each expresses. 3. Speak or write an exclamation. 4. How should an exclamation be written "^ IV. An exclamation should be comiiionced with a capital letter and followed by an exclamation-point ; thus, — ^ He is dead ! What could 1 do ! Listen to me I 5. Write two emotion-words. G. Write two exclamations. 7. Make these marks, and write the name of each : Exercise 1. ;^;v,;-^^ ■ :, ' ' 1. Make ex])lanations of these words : — - («) Paper, liere's, morning, your. (It) The, blow, hark, hear, wind. (r) Polly, a, poor, wants, Polly, cracker. (d) Me, alone, please, let. (6?) Strike, the, did, clock. 2. Copy the emotion -words and exclamations found in this exercise : — (a) Hey, Willie Winkle ! are you coming- there ? EMOTIOX-WORDS AND THE KXCLAMATlOy. 1.^3 (/>) We sa\y tlie sun rise 1 ((?) Hush I my babe, Yw, still aufl shiniber. (df) Look at nie, Philip ! (^e) Who Avould ever have believed it ! 3. Write a statement, an inquiry, and a command. 4. Draw one line under the words in your state- ment that show about what the statement is made, and two lines under the words which show what is stated. Exercise 2. — (^Dictaflon.} Exercise 8. — {Revleiv.} Write : 1. Your initials and your address. 2. A statement about yourself. 3. An inquiry in which you use are, were, or have. 4. A statement in which you use a series of words. f). The name of, (a) a person, (/>) a i)lace, (e) a thing, (d) a material, {e) a part of something. 0. A proper name and a connnon name. 7. A name that means more than one, and de- notes j)ossession. 8. A command in which you use the name of the one commanded. - 9. An action-word, a quality -word, and an emo- tion-word. 10. An exclamation in which you use a word that shows how an action is performed. 184 ELEMEJ^TAiiV LESbOiNb IN ENGUSiC. CHAPTER XV. MORE TO LEARN ABOUT WORDS. LESSON I. A word may be made tip of two or more words ; "s, sail- boat, brother-in-law. When a word is made up of two or more parts, each of which is a significant word by itself, that word is called a conipound word, 1. Tell of what words each of these compound words is made up: — light-house, mother-in-law, cork-tree. The little mark (-) placed between the parts of a com- pound word is called a hyphen. 2. Describe a hyphen. Tell the name and use of the little mark in these cases : — 8-4, saw-mill. 3. How can you tell the hyphen from the dash? 4. Find in your Reader, and copy, two compound words. IP MOKE TO LEAUK ABOUT WOItDS. lan il- of is 1- 6. Make as many compoiiml words as you can from, — ice, maker, top, sail, ' boat, house. Notes. — 1. When a compoimd tvord is used very much, the hi/phen is dropped; as, upon, work- man, fireside. 2. In oral spelling, and in reading ivords from your slate, mevHon the hyphen as if it were a word or letter ; thus, sail-boat (hyphen), or s-a-i-1 hyphen b-o-a-t, sail-boat. EXEIICISE 1. In the following, mention each compound word ; tell of what words it is made up ; tell what it means ; and spell it orally, so that there could be no mistake in writing it : — 1. " An Owl and a Pussy-cat went to sea. In a beautiful pea-green boat." 2. Jack-Frost wears a three-cornered hat. 3. The shoemaker's watch is a good time-keeper. 4. Your well-bred sailor was sea-sick before breakfast. 5. Make believe that you are a run-away. 6. Copy the blue-bells, and draw a four-sided figure. 7. Is the carving-knife on the table? 8. Welcome to our old-fashioned fireside ! 1P,G ELEMENTARY LESSONS IN ENGLISH. 9. By inconliglit it is sea-green. 10. It was a heart-breaking separation ! Exercise 2. 1. Read these words, and tell what kind of word each is : — rainbow, waslitub, grandfather, gentleman, milk-wliite, clear-toned, dark-eyed, rosy-cliee.ked, overlook, heart-rending, whitewash, withdraw. 2. Use each quality- word in the above list before the name of something which has the qnality it expresses. 3. Use the action-words in statements or com- mands. 4. Use tlie names in exclamations or inquiries. 5. Mention a compound word that you have seen or heard ; tell of what words it is made up, and how it should be written. Moke to learn about words. 137 1. I LESSON 11. WORDS WHICH SHOW POSITION OR RELATION. Preceded by Oral Lesson, Words like here, there, yonder, show just where an ob- ject is, or an action is performed ; thus, The book is here. The slate is there. They are playiiig yonder. Some words (as, hy, in, througti, over) show the posi- tion of an object or action with regard to something else ; thus, — The chair is hy the stove. A horse ran through the lane. The pencils are In the box. He is running over the bridge. TJT 1. Mention the objects, or actions, whose position witli regard to something else is shown in the following : — that box heaide the door, singing at the concert, a stool under the table, looking toward the sunset, two pictures in the book, walked ric>Y>.s'.s tiic street, rode into the country, slides down the hill, the young lambs with the sheep, the rope arowwl the bundle. 2. Mention the words which, in tlie above, show the place, or position, of objects or actions with regard to something else. 138 ELEMENTARY LESSONS IN ENGLISH. A word which shows the place, or position, of one thing with regard to another, is said to show the relation of one thing to another. 3. In the following, mention the words which show the relation, {a) of one object to another, {h) of an action to an object: — at on by nei:r A. child behind the door. Standing under the bridge, before beyond beside above I. A word whicli shows the relation of one thing to another is a relation-word. 4. Learn to pronounce, spell, write at dictation, and use correctly, the following relation- words : — between, out of, toward, m, above, before, among, below, around, beneath, into, at, beside, on, over, with, through, under, tc, upon. 5. Wliat is a relation-word ? Mention a few rela- tion-words. £ 6. Use suitable relation-words to show, — ^ • {a) the position of one object witli regard to another, (J)) the relation of an action to an object. MOKE TO LEAUN ABOUT WORDS. 189 LESSON III. Learn to pronounce, spell, write at dictation, and use correctly the following : — NAMES GIVEN TO MEN OR BOYS. father, husband, son, brother, grandfather, grandson, uncle, nephew, bachelor, bridegroom, widower, gentleman, sir, landlord, man-servant, actor, host, „ hero, prophet, wizard. NAMES GIVEN TO WOMEN OK GIRLS. mother. wife. daughter. sister. grandmother. granddaugliter. aunt. niece. maid or spinster. bride. widow. lady. madam. landlady. maid-servant. actress. : hostess. heroine. ])rophetess. witch. 140 ELEMENTARY LESSONS IN ENGLISH. LESSON IV. 1. As you read the followiiig statements, — (a) Separate eacli statement into its two parts , (h) Mention the word that states in each state- ment ; ((?) Tell which words express action ; {d) Tell when the action is, or was, performed : T go now. I went yesterday. I have gone often. I had gone then. 1 do tliis now. I did this yesterday. T have done this often. I Itad done this then. I co7ne now. I came yesterday. I have come often. I had come then. I see that now. I saw that yesterday. I h((ve seen that often. 1 had seen that then. 2. Use the action-words in the above, and till the blanks in the following correctly : — .^s j: ;^ ^ I that to-day. I I it recentl3^ I I this frequently. I I , that before, I at tlie time. a while ago. frequently, L'very day, MOKK TO LEAKN ABOUT WORDS. 1 II 8. Use as the Hrst ])ai't of each of the above stulc- nieiits, — We, He, 4. Correct, You, They, Tlie people It, She, A person.* I seen the boy. I have went. He; has saw. I (U)ne the work. We had came. It was diil. Cautions. — 1. Came, went, did, and saw .should never be used ivith has, have, had, was, or were. 2. Done, seen, and gone should never he used with- out has, have, had, was, were, or some word that states. 5. Correct, — (a) He would have went with you. (6) They seen the danger. (6?) I done it before you came. (d) We have saw that you done well. (e) He had come before it was did. * Remember that after any word (except / or ijou) which means but one, have should be changed to fxts, and s, or cs, should ]w Hdded to ail actiou-word that states what but one does. 142 ELEMENTARY LESSONS IN ENGLISH. '"-'■; '': ..'' '"" Exercise 1. '' saw, went, seen, heated. did. came, done, climbed.* Use one of tlie above words correctly wherever there is a dash in the following : — 1 . They have the 3^oung birds. 2. We the mother bird too. 3. The tilings were when you . 4. He his work well. 5. Gertrude and Winifred before I . 6. The man the iron before he the ladder. 7. James has the sea-gulls. 8. Mary and Scott a shark. 9. The sailor the mast, and — — not fall. 10. Sarah was gone when Ellen . Exercise 2. Use correctly in a statement, — go, ^ ...v^ see, _ ; do. come, went. saw. did, ... came, „ .. ^ : have gone. has seen, had done, have come. * Tliere are no such words us htl and cliiinb, soraetinjus used lor lieatad »iud clitnbdii, MORE TO LEARN ABOUT WuUDS. 14:} ExEuorsE 3. Use correctly sit, set, lie, lay, rise, or raise, wlierever there is a dash in the following : 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. n. 18.' 19. 20. They under the trees. the tilings on the table. Planters cotton and tobacco. Shall you early ? the rug on the grass, and in the sunshine. Fog and smoke higher than this. AVlien the water rises will it the boats ? here and your head on the cushion. me down to sleep. Now I — He hrmself down in the chair. The nurse tlie child on the floor. They The hens the hens on duck's eoo-s. on the eii'o's. &&' by me, and do not until you arje rested. Will the cat in front of the Are? the ball on the carpet before her. on the couch, and I will this robe over you. We our garments by, and down to l)leasant dreams. the curtain and let us see the sun - that out of the way, and you can nearer the window, ut KI.KMENTAin M-.SSONS IX ENGLISH. Note. — In thr ahove exercUe the word put will W(tk*' (jood sense wherever set or lay has het^n eorreetly used. Except in speakin;! of rej/c- fahle products^ the word lift will usualli/ niaky. yood sense when the ivord raise is correcthj used. . .,., _-,.,, ExERcrsE 4. — (Oral.) Tell what eacli of the following means, and use each eorreetly in a statement, inquiry, eoni- mand, or exclamation : — sit, lie, rise, hero, bridegroom, set, lay, raise, heroine, bride, ^ return, advance, continue. Caution. — Do not say '' rise up^'^ " return hack^^"* ^^ advance forward,^' or ^^ continue on^\' for rise means get up, return means turn back, advance means go forward, and continue means go on. Exercises. — (Oral.} / ' sit, lie, rise, set, lay, raise. In the following, fill each blank correctly with one of the above words : — means take a seat, or occupy a seat ; thus, — .^... - ■ and reat. I by the window. MORK TO LEAKN ABOUT WORDS. 1 l.') means />wY, ov fir, (soinelhing) in place ; thus, the pitcher on the table. The stone was by a jeweller. means rfeJiite (on a bed, conch, or other rest- ing-place), or occupy a fi.red position ; as, — here and rest. I will on the lounge. The islands outside the harbor. 5» means j)w^ (something) doum; thus, — the book on the table. J ^vill the carpet to-morrow. The rain mav the dust. — means get up, or ascend, or become higher ; thus, — early. Balloons rapidly. Rivers in the spring. \, -^ means lift (something) up, or cause (vege- tables, etc.) to grow ; as, — " -^.- ^^^^^^^ — your hand. Farmers corn and wheat. 14G ELEMENl'AKY LESSONS IN ENGEISH. Exercise 6. 1. In these statements, mention the words that express action ; tell when the action is or was performed ; tell the meaning of each action- word nsed : — 1 sit here now. 1 sat here yesterday. I hare sat here often. 1 had sat here tlien. I set the things there now. I set them there yesterday. I have set tlieni there often. 1 had set them there before. I he liere every day. I hu/ liere yesterday. I have lam here often. I had lain here an hour. I lay the books here now. 1 laid them there yesterday. I have laid them yonder often. I had laid them here before. I rise early now. 1 rose earl}^ yesterday. 1 have risen early. I had risen then. I raise my hand now. - I raised my hand awliile ago. I have raised my hand often. I had raised my hand then. 2. Use each of the above action-words correctly, in a statement, inquiry, or command. 3. In what two ways may the word lay be used correctly ? 4. Which of the above action-words show what the one acting does to some other object ? MOliE TO LEARN ABOL T VVORuS. 147 5. Correct, — (a) L.'iy down nnd rest. (/) He hiy tlieiii there. (b) I laid on tlie lounge. {g) He has went without me. (c) I liadlaid there an hour, (h) You seen llie mistake. {(1) I have set up twice. (/) We come last week, (e) He sat the things down. {J) The boys is here. Correct, Exercise 7. 1. Don't tell nobody. 2. I w.asn't there neither. 2. Say nothing to no one. 4. He wonldn't go nowhere. 5. They never said nothing. REVIEW AND TEST EXERCISES. Exercise 1. — (Oral.) Use the following words correctly, and tell what kind of a word each is : — Francis, I, - leather, my, running, Prescott, soon, felly, oxen's, toward, piano, here, June, rough, strikes, boat-house, quickh, hurrah! brave, nephew. fl !?• I 148 ELEMEMTAKY LESSoXS IN ENGLISH. Exercise 2. — (^Blackboard.') 1. Make these marks, and write the name of each: 2. Write an example in which you use each of the above marks correctly. 3. Write the ff>llowing correctly : — the boys Father lives onn (jerarcl street, Exercise 3. 1. Write your full name, and your initials. 2. Write the nam*^ of, — a person, a thing, a part of an object, a place, a material, an action. 3. Mention a suitable proper name for, — • - a horse, a month, a sled, a street, an engine, a day, an ocean, a dog, - a river, a star, a coiuitry, a mountain. 4. How shoidd a proper name be written ? 5. Write correctly, and give a reason for each correction made, — Indian ocean, Central park. Cascade avenue. s ',■, MOKK K) LKAiiN AHol'T WoUDS. 140 * . !J EXKIKMSE 4. 1. Write each of these names so that it will mean move than one : — table, bent^j, box, adz, moss, wish, - leaf, cannon, deer, chimney, scissors, tooth, hose, solo, echo, copy. 2. Give the rnle for spelling each word to which you added s or e.^. 1.1. EXEKCTSE 5. Correct all the mistakes in the following ; — 1. frank and me was laugliing hearty. 2. has albert and Judith ever been to south america. 3. thev ^ets on the cars and goes to cobourg, belleville, and kingston. 4. The boy o where was he 5. Mens' and boy\s clothing for sale. 6. Her and T set at the window and seen them pass-. 7. Him and me had came before you returned back. 8. He is nicely and she looks handsomely. 9. It is perfecter and transparenter than yourn. 10. I laid on the lounge a hour. 150 ELEMENTARY LESSONS IN ENGLISH. Exercise 6. 1. Write, and dictate the spelling of, a compound word. 2. Use correctly, and tell lor what each is used, — yo"- she, we, my, or mine, your, or yours, licr, or liers, our, or ours. he, his. it, its. they, tliis, their, or tlieivs, thtit. these, those. Exercise 7. Use correctly in a statement, or in an inquiry, is. ., was, lias, sit, are, were, have, set, lie, rise, lay, I'aise, see, go, do, goes, sat, rose, saw, went, did, came, lain, raised, seen, gone, done, comes, laid, risen. Exercise 8. 1 iirn to Lesson in your Reader ; look at the words used, and make a list, — 1 . of the names, C. oi the words that show 2. of the words used in- how^ when ^ or where ^ - stead of names, 7. of the aetiou-words that 3. of the (juality- words, state, A. of tlie euiotion-words, 8. of the uetion- words that 5. of the relation-words, name or describe. MORE TO LEARN ABOUT WORDS. 151 SUMMARY— {Continued) * XrV. A group of words may be - 1. a statement. 2. ail in([uiry. ?>. a coinmand. 4. an exclamation. XV. A word maY bo used 1. as a name ; thus, box, Albert. 2. instead of a name ; as, /, his. 3. to ex])ross a quality ; as, britf/r. 4. to express action ; as, runninrj, runs. '). to express emotion ; as, 0, alas ! (>. to show how ; as, ivell. ri<'j>hr,r, laudlonJ. name of 1 ^' "^ ^^■'»'»»''» "»' ^'i''' '■> '^'*' """'' niece, liuidhidi/. i V * For I. to XI 11. (iiK'lusive), see pages 70-72. 152 ELEMENTARY LESSONS IN ENGLISH. I. by adding the '.s' to a nfime ; thus, hoy's, men's. XVII. Possession may be 2. by adding tlie ' only to a denoted ' ^^^nii ; thus, hoys'. 3. by using a word instead of the name ; thus, my, your. that one of two things has more than the otlier, of the quality expressed ; thus, taller, heavier, more heaiiti- fuL that one of several things has more than any one of the others, of the quality expressed ; thus, tallest^ heaviest, most hoautifnl. XVIII. A word whicli ex- presses a quality may show i XIX. To spell quality-words correctly when cr or est is added. ' 1. drop final e before er or est ; thus, true -f- er =■■ trn-er. 2. double a final consonant when it has a single vowel befori' it; thus, /v'^/-|- er = red-der. .'J. when final // has the sound of 1 change it to /; thus, prettil, jirettier. 4. remember to change // to / in adding er or est to dry ; thus, dry, drier, driest. a MORE TO LKARN ABOUT NAMES. 153 XX. A word that ex- presses action may ^ be used r 1. to describe ; as, running water. 2. to name ; as, Running is tire- some. 3. to show what is stated ; as. The water is running. 4. to state ; as, Water runs. XXI. An action-word may state C 1. what but one does ; as, The bird Jlies. 2. what two, or more tlian two, do; as, The birds.////. XXn. To show that an ac- tion-word states "i what only one does. 1. usually add s ; thus, sits, comes, looks. 2. to go ami do add es ; tlius, goes, does, i]. to aotion-words wliich end in X, z, s, eh (soft), sh, or the sound of ./, add ^ .s ; thus, Jixes, freezes, presses, hitches crashes, dredges. 4. when final // lias a conso- nant before it, ehanj^e the 1] to /' and add es ; thus, pitjl, pities ; snpplll, supplies. 5. add s oidy to an iictloti-word that ends in // with a vowel before it ; thus, stdij-s, sur- vey- pe or gn.v6i'-«p) it is called the superscription. 5.' Of what is the subscription of a hotter made up? The closing words of esteem, and the name of the writer, make up the subscription of a letter; thus,— /2^- ^i^^n^ d-e-tz^'^ 1-^U 7 // ■Au/ll^ Uc^U'U <14€/H'U '/ G aUi^"^. 158 ELEMENTARY LESSONS IN ENGLISH. Note. — The nmne signed by the writer is called his signature. 6. What is the salutation of a letter? The greeting is called the salutation ; as, — *: ©^i — 7. What is the body of a letter? All that part of the letter between the saluation and the subscription is called the body of the letter. Cautions. — 1. There should he something on every letter to shotv^ — (a) To 'whom the letter is toritten^ a7id to ' what place it should he sent. (b) By whom the letter is tvritten^ and to what place an answer may he sent^ or the letter returned. 2. The heading^ signature^ address^ and super- scription of a letter cannot he ivritten too plainly. • EXEKCISE 1. 1. Copy the diagram of a letter on page 160. 2. Name the parts of a letter shown in the dia- gram. LKTTER WRITING. 159 ill 3. Write on your slate the name of each part of a letter, beside the picture of that part. 4. What else is shown in the diagram? 5. Mention two uses of the hyphen. 6. What does this (^) show? 7. Find a story in your Reader, and tell how- many paragraphs it contains. How do you know ? 8. If the paragraphs were not numbered, how could you tell where a new paragraph begins? 9. When should a new paragraph be formed in a story or a letter? 10. Tell how many paragraphs there are in each of the letters found on pages 161 and 162. IGO ELEMENTARY LE860NS IN ENGLISH. t 4c He >|c i|c H( ,-r. 1 ..&c- fore. t illumlna' tion. t t t t t t, t t t t t t, o o o o o o. KEY TO THE DIAGRAM. • • • •, the heading, , the address, * * * , tlie salutation, ---, the body, t t t 5 tlic subscription, o o o o, the signature. LETTER WIllTiXG. Ifil !. :' C/aia-i^i.^a^ ^^tiyC.^ O^ni G/lh^H. (/e V e€it it'C'^fi /. 'T IC // 'tuad a Tl'l^^^ m. a ^; au-^L /'f CCeL o //.. /S 5 ^ it./' T ■iececae c/. e -eiAe ci // d a^i'l 7 ^C/icil 7 /La. ft '/y^ r a ■u '^ed'^C^e^i^'CM^^ €t^yL€C iuid./i'e-c^ ^/CA^i'C 't^ai-t. 'U/^e^i^e- ^u^ i^l^A ■ud. (q/u4 C^(^«'^^-•^^^'^^ / ■Ae-tco -t-ii -Cl 't^'l-^ii- r^ia-tte ^ud/^ 166 ELEMENTARY LESSONS IN ENGLISH. ... ^1 Note. — If the, lieadi7ig is made up of many items^ a,7id the nheet of j;ajt?gr in small^ the date may he placed at the close of the letter^ in the lower left- hand corner. A. If the heading may be placed on one line., it should begin far nouyh to the left to be rvritten very plainly^ and yet allow a small space at the right after the date. See («) above. B. If the heading requires ttvo lines^ nllotv a little more space at the right on the top line., and begin and end. the items of the second line farther toivard the right than those on the first line. See (i) above. C. If the heading requires three lilies., allow still more sp)ace at the right of the first line^ and let the items on the second and third lines begin and end farther to the right than the items on the line next above them. See (c*) above. Practical Exercises on Foregoing. LETTER WRITING. 1G7 Exercise. 1. What is a title? A word used with the name of a person as a mark of respect, or to designate his rank, office, or position, is called a title; as, CapUvin, Doctor, Judge, Madam, Subperintendent. 2. How should a title be written ? A word that is used as a title of office, or honor, should be commenced with a capital letter ; thus. Professor, General, Miss. 3. Turn to the Appendix to Part I. and learn the meaning of, and how to write, — Mr. Dr. Prof. P.M. Mrs. Capt. Esq. M.D. Jr. Agt. Hon. Messrs. 4. Write each of the above abbreviations, and, after eacli, the title for wliich it stands. 5. Use correctly, with the name of a person, each title learned. Cautions. — (a) Mr. and Esq. mean the same. Both shoidd not he used in the same address. (b) Br. and M.D. mean the same. Both should not be used in the same address. (c) Miss is not an ahhreviatlon, and a period should not be placed after it* 1C8 ELI5MENTARY LESSONS IN EN(iLlSH. B. — THE ADDRESS OF A LETTER. LESSON I. THE ITEMS OF THE ADDRESS, 1. What does the address of a letter show? I. The address shows ' 1, To whom the letter is written, 2. To what place the letter sliould be sent. 2. Turn to the letters on pages 161 and 162, and read the address of each. 3. How many, and what, items should the address of a letter contain ? II. The address of a letter shonld be made up of four items, viz. : — {a) The title and name of a person or firm, (&) The number of a house ami tlie name of a street, (c) The name of a city, id) The name of a Province. Or, (a) The title and name of a person or fliiss, (6) Tlie name of a place, (c) The name of a county, (d) The name of a IVovince.* * The P. 0. Box nuinbor may ho used instoad of tlie street num- ber in the first list, or added to the items of the last. LETTER WRITING. 1G9 Thus Or, '/^ '^^?< 5. What other part of a letter contains tlie same items which make up the address ? Of what use, then, is the address? Practical Exercises on Foregoing Lesson. 1. LESSON 11. THE CAPITALS AND PUNCTUATION OF THE ADDRESS. Preceded by an ObKervation I.eHfion. What have you learned about the use of capi- tals in the fiddress of a letter ? in. Any title, proper uaine, or jibbrevfatlon, used in tlie addnss of a letter, sliould begin witli a capital. 170 ELEMENTARY LESSONS IN ENGLISH. IV. Any common name (as street, county, hone, ave- nue) , used in the address of a letter, should begin with a capital. V. The word and, used in the address of a letter, should fiot begin with a capital. 2. What have you learned about the use of the comma and period in the address of a letter ? yi. A comma should be placed after every item of the address except the last. A period should be placed after the last item. VII. If the title be placed after the name, it should be separated from it by a comma ; thus, — A. B. Chirk, Esq. E. B. Lewis, M.D. If the title be used before the name, (he comuMI should not be |>laced bet^uM'u tl^^nu tluHi — Mr. A. B. Chirk. Dr, K. B. Lewis. VIII. When the last word of an addrt^ss is abbr*'viated, but one period is used to mark the aHbreviatiou and the close of the address ; thus, — % S. Erskine, M.D,^ Toronto. Out. PliACTICAL EXEUCrSES ON FoREGOlKa LeSSON. LETTFR WRITING. 171 LESSON III. THE POSITION OF THE ADDRESS. Preceded by :iu Observation Lesson. The address of the person to whom the letter is sent is written upon the letter, so that the postmaster, or any person who may find tliH letter outside of the envelope, may know to whom it belongs, tt ^tiould be written so plainly that no mistake can be made in regard to a single letter or figure used. Dhe address may be placed at the beginning or at the close of the letter. It is better to place the address of a business letter at the beginning, next co the ^■tn-ccd-a^, Cyf, <<^f "ec. ^c. ,0. .Ci^. \T^ ,.% IMAGE EVALUATION TEST TARGET {MT-3) k^O O < < ^ %A' mPi b 1.0 ! I.I (.25 mm |50 *"^« ^ 1^ 2.5 6" Itt 120 1.8 M. ill 1.6 Photographic Sciences Coiporation ^\^ n> ## 23 WEST MAIN STC^EET WEBSTER, N.Y. 14580 (716) 872-4503 D kll ^ > 17G ELE:\IENTARY lessons in ENGLISH. III. The words friend^ fat he v^ mother ^ etc., are usert as titlpH ill a salutation, and each should begin with a capital letter ; thus, — Dear Friend, My dear Cousin, — 2. What mark is used after the greeting to the person addressed in a 1 etter ? IV. The salutation or greeting to the person addressed in a letter is separated from what is said to him by a comma and dash ; tlius, Dear Alfred, -^ Or by a colon and dash; thus, Gentletnen: — Exercise 1. — (Blackboard.) Write an appropriate salutation for a letter to, — 1. A little boy. 2. An old gentleman whom you know. \ 3. A strange lady. ' . . i 4. A dear friend or relative. 5. A business firm. LETTER WUITING. 177 LESSON III. THE POSITION OF THE SALUTATION. The first word of the salutation is the beginning of the first paragraph of the letter. The first letter of the salutation fixes the width of the paragraph margin. I, The salutation hIiouUI bo written on the line next below the address (or next below the heading if the address be placed at the close) ; thus, — («.) Xy'€.'i''fyC/^e-p-i'i€-i-'i : ■ '^/^■aii.-i /ci-^tLCt^ £.^Cc. nri^^-rLed / (^'n.-l-ci4.i.', f, and d. 8. What have you learned about the paragraphs of a letter? (e) A new paragraph should be made whenever one begins to write about a new subject. The fii'st word of each paragraph should begin just as far from the left margin as the first word of the paragraph above. 4. In replying to a letter, what is the first thing to be stated ? (/) The person to whom one writes would like to know at the outset if his letter has been received. In acknowledging the receipt of a business letter, give the date of it; as, "Yours of the 16th ' T • inst.," etc.; or, "Your letter bearing date Aug. 10th was duly received." Jj-.TTKR WRITIXG 181 5. Wlmt caiiti(ins should ho observed in writiiior. a liuly wlio uses the initials of her Christian name should use her tit h' with her siLHiature. 'S:' 184 ELEMENTARY LES8(JN8 IN ENGLISH. 7. ^/. ^/ cy l^. -f} 8. ^4^i^- /i^^ /7.-/^ €^/7y^yM.^ ^l^Jl^/u I'/'U e^^yf/. Cautions. — 1. The elomng tvords should not he more familiar than the mhitatioii. They shoidd always he respectful^ and should he written tvith (jreat care. 2. The shjnat^ire should be ivritten very plainly^ — so plainly that any letter of it taken hy itself can he read easily and with certainty. 3. Unless the address to which an answer may he sent is' given in the heading of the letter, it shoidd he placed after the name of the writer ; thus : — Mrs. E. C. A^ells, Port Hope, Out. LKITKR WKITINU. 185 KXEMCISE 1. Dictate 51 siutal)le tonn of salutation and subscrip- tion for a letter to be sent to, — 1. A friend or relative. 2. A business iirni. 3. A strano;e Indv. 4. A strange gentleman. 5. Ycjur tcnicher. Exercise 2. Copy the forms of subscription given in Less(»n J., and use each capital, comma, and period correctly. LESSON II. THE CAPITALS AND PUNCTUATION OF THE SUBSCRIPTION. Preceded by an Observation Lesson. 1. What have you learned about the use of ca[)i- tals in the subscription of a letter ? I. The first word of the subscription should begin with a capital letter. II. The first word of any part of the subscription that is placed on a separate line sliould begin with a capital letter. 186 ELEMENTARY LESSONS IN ENCJLLSII. Ill, Tlio words iS7/', 3fay a comma or commas. 3. Tell how you would fold a letter to enclose it in an envelope. ^^ A thorough Eeview, with repeated application and practice. « ill ■-»immimm>- LETTKU WIlllIXG. 187 E.-THE SUPERSCRirTION. LESSON I. THE ITEMS, CAIMTALS, AN J) PL NCTIIATION OF THE SUPERSC'IUrTlON. Preceded by a Ileview of Lesson I., page 108, and Lesaon II., page 169. 1. What does the word S't(/>t'rsm5g mean ? 2. What part of a letter is called the superscrip- tion ? 3. Of yhat items is the superseriptioii of a letter made up ? 4. What other part of the letter cont^his tlie same items ? 5. Where is the address of a letter placed ? Of wliat use is it ? (). Where is the superscription written? 7. Of what use is the superscription ? How should it be written ? (a) Every item of the super script mi shoidd be zvritten in a plain^ hold hand. (b) The items should be so separated and ar- ranyed on the envelope that the P. M. can read them quickly aiid loith certainty. (c) Too many abbreviations sJiould not he used. The abbreviations of the names of the Provinces should he written with yreat care. 188 ELEMENTARY LESSONS IN ENGLISH. 8. Tell how the taiperscriptiuii of a letter should be punctuated. 9. What, besides the superscription, should be placed on the envelope of a letter that is to go by mail? 10. Where, on the envelope, should the stamp be placed? Why?* • Exercise 1. Read the following superscriptions, and tell, — («) of what itt .s each is made up ; (6) why each period and comma is used ; (c) why there is no period after MlHi< (at 2) ; (d) why there is a comma between the name and title (at 3), and none between the title and name (at 1) ; (^) where the postage stamp should be placed : — 1. C^^edd4d^. j^J-^'/v. a^uc c^ea-'fn. i^d-Od'fO'i-'L^, C/^♦- A. - ABBREVIATIONS. Brief means iachelor of Arts. Acct., or ^^., Account. A. D. {^\iino Doiiiini), Tn the year of our Lord. JE., or ^t. Of age, Aged. Agt, Agent. Aid., Alderman. A.M., Master of Arts; before noon; in the year of the world. A., oi' Ans., Answer. A.R. A., Associate of the Royal Academy. Att., oi- Atty., Attorney. Atty. Gen., Attorney Ctenerah Ave., Avenue. B. A., lii-itish America; Bach- elor of Arts. Bbl., Piarrel, Ban-els. B.C., Before Christ. B.C.L., Bachelor of Civil I .aw . B. D., Bach(^lor of Divinity. Bk., Bank, book. B. L., Bachelor of Laws. B. LL., Baclndor of Laws. -■ Bro., Bi-other. Cap., Capital, Chapter. / i^^ Capt., Captain. Ch., or Chap., Chapter. C. B., Companion of the Bath. C. E., Civil Engineer. 19G ELEMENTARY LESSONS IN ENGLISH, C. J., Cliief Jusliw. C. M. G., ('<)iu])aiii()n of the Ordei- of S<. ^lichael and St. (leorge. Co., Company, County. C. O. D., ('asli (or Collect) on Dolivery. Col., Colonel. Coll., College. Com., Committee, Comniis sioner, Connnodore, Com- mon, oto. Cor. Sec, Corresjjonding Sec- retary. Cr., Credit, Creditor. D. C. L., Doctor of Civil (or Canon) I^aw, D. D., Doctor of Divinity. Del., lie, or she, drew it. (Seen on [)ictures.) Dep., Dejinty. Dept., De])artnient. D.G. (/)r^; /• Iler Imperial Highness. H. M. S., His or Her Majes- ty's Ship or Service. H. R. H., His (,r Her Royal Highness. Hon., Honorable. lb., or Ibid., In the same place. Id., The same. i. e. {id est), That is. Incog, (incognito), Unknown. Ins., Insurance. Inst., Instant, the present month. J. P., Justice of the Peace. Jr., Jun., or Junr., Junior. K.B., Knight of the Bath, King's Bench. K. C. B., Knight Commander of the Bath. K. C. M. G., Knight Comman- der of St. Michael and St. George. K. G., Knight of the Garter. K. G. C. B., Knight Grand Cross of the Bath. K. P., Knight of St. Patrick. APPENDIX TO PART I. 197 K. T., Knight of tlie ThistJe. L. C. J„ Lord Chief Justice. Lieut., or Lt., Lieuteiiant. IjL.B., Baclielor of Laws. IjL.D., Doctor of La^'s. L. S. (Locus Sif/illi), Place of the Seal. M., Monsieur, Meridian, or Noon. M. A., Master of Arts. M. B., Jiachelor of jNIedicine. M. D., Doctor of Medicine. Mdlle., Mademoiselle. Mem. (?nemo?Yinflum oi- mem- oranda). To be remem- bered. MM., or Messrs., Gentlemen, Sirs. Mo., Month. M. P., Member of Parliament. M.P.P., Member of Provin- cial Parliament. Mr., IMister. M. R. C. S., Member of Royal College of Surgeons. M.R. S., Member of Roval Society. MS., Manuscript. MSS., ]\Lannscripts. Mus. D., Musical Doctor. N. B. (7iota bene), Note well. No., Number. - -, N. S., New Style. N. T., New Testament. O. T., Old Testament. O. S., Old Style. oz.. Ounces. P. C, l*]-ivy Council. Per Ann., By the year. Per Cent., By the hundred. Ph. D., Doctor of Philosophy. Pinx., or Pxt., He or She painted it. P.M., Post -Master; (Posf- Mcriflian), Afternoon. P. M. G„ Post-Master Genei-al. P. O., Post-Office. P. O. O., Post-Office ()]-der. P. P. C. (pour prendre conge), To take leave. pp., pages. Pres., or Presdt., President. Prof., Professor. P. S., Privy Seal ; (Post Scrip- turn). Written after. Q., Question. Q. C, Queen's Counsel. Qy., Query. R. R., Railroad. R. A., Royal Academy. R., or Rec, Recipe. Reed., Received. Rev., Reverend. R.M., Royal Mail, Resident Magistrate. R. M. C, Royal Military Col- lege. ^' Rec. Sec, Recording Secre- tary. R. S. V. P. (Repondez, s'il vous plait), Answer, if you please. Rt. Hon., Right Honorable. 19fi ELEMENTARY LESSONS IN ENGLISH. Sen., Senior, Senator, Senate. St., Saint, Street. S. S., Suiulay Scliool. S. T, D., Doctor of Sacred Theology. Supt., Snperintendent. Ult. (ultimo), of the last month. Univ., University. U. S. A., United States of America. V. C, Vice Chancellor. V. G., Vicar General. Viz., namely. V.R.( Victoria /»V(///m), Queen Victoiia. VoL, Volume, vs. (vei'sus), Against. X., Christ. Xmas., Christmas, ye The, thee. Y. M. C. A., Young Men's Christian Association. B. — A KEY TO THE DICTION AKY. Marks used to denote the sounds of letters are called dl-a-crit-i-cal marks. The diacritical marks of the vowels are, — " the macron, ^ the circumflex accent, " the breve, " the waving accent, •• the di-ier-e-sis, . • the dot. I. The Mackon (~) is used to mark the regular long sound of the vowel ; thus, — a as in ale, e as m eve, 1 as in ice, o as m owe, u as in iise, y as in my. II. Tfte breve (^) is used to mark the regular short sound of the vowel ; thus, — a as in at, e as in mSt, i as in pit. 8 as in fox, u as in up, y as in myth. APPENDIX TO PART I. 199 III. The r)T-/ER-E-sis ( •• ) is used, — 1. To mark tlie Italian sound of tlie vowel ; thus, il as in llli, iirni, guiiid, hunilli; I as in machine, police, suite. 2. To mark the ])road sound of the vowel ; thus, a as in awe, talk, swarm ; o as in do, move, route; II as in rude, true, sure. IV. The circumflex accent (^) and the wav- ing AC(nWT (~) are used to iiiaik the occa- sional sounds of the vowels; thus, — a as in care, hare, parent ; e as in there, ne'er, where ; o as in lor, hoi'se, storm ; u as in spur, hurt, burn ; e as in tei'iu, m^rcy, lern : T lis in firm, tlursty, niTrth ; y as in mvrrh, myrtle. V. The dot (•) is used to mark the remainino- sounds of the single vowels; thus, — a as in ask, last, command; u as in what, was, halibut; 6 as in (h')ne, won, covet; o as in wolf, woman, should ; u as in push, pull, put, sugar. fi 200 i':LEMi:NTAKY LK.S80NS IX KNGLISH. Notes. — 1. The iiiiicron (~) is soinctinics usimI to sliow tliiit e has tlie sound of (1 ; tlius, o ns ill eight, JK'igli, sleigh. 2. The inii(?i-on (~) is also iisocl to show that o(> has the sound of o ; thus, rtToni, ni(>on, root, lioof. 3. The brevo C) is sometimes used to sliow that 00 lias the sound of g ; thus, wood, f(">ot, good, book. Exercise. Pronounce the following words eori'eetly, and give the sound of the vowel marked in each : — gate, squa-lor, to-ma-to, gauge, whole, re-volt, de-pot, ])i-an-o, offer, eclffee, just, rut, beaver, leisure, pe-o-ny, c-(jiia-l)le, sue, duty, tune, suit, build, sieve, pi-an-o. Sirup, eye, ally, ])a-])y-rus, de-erv, hearth, pretty, abyss, aunt, advertise, heigh-ho, bron-ehi-tis, as-pT-raut. bade, tas-sel, en-gine, guess. laurel, })rove, ruin, scarce. o-ive M, J. 6acjc ^ OTo's. |leU) OEbuwlional ^Horke. The Canada Schoul Journal HAS RKCKIVKl) AN HONORABI.K MKNTION AT I'ARIS KXHIBITION, 1878 Adopted by nearly every County in Cunada. Hcconinicndcd by the Ministei of Kducation, Ontario. Heconiniendcd by thoC.'oiincil of Public Instruction, (iuobcc- Reconin)ended hy Cliiof Supt of Kducation, New Brunswick. Rccon)nicndod hy Chief Supt. of Kducation, Nova Scotia. Heconiniended by Chief .Supt of Kducation, British Cohnnbia. Heconnnended by Chief Suj^t. of Education, Manitoba. IT I.S KDITRD BY A Committee of some of the Loading Kduciitionists in Ontario, assisted by al)le Provincial Editors in the Provinces of Quebec, Nova Scotia, New Brunswick, Prince Kdward Island, Manitoba, and British Columbia, thus having each section of the Dominion fully represented. CONTAINS TWHNTY-FOUR FAUICS OF liEADlNG MATTBR. Live Editorials: Contributions on imjtortant Educational topics ; Selec- tions- Headings for the School Room ; anil Notes and News from each Pro- vince. PuACTiCAL Department will always contain useful hint" on int-ihods of teaching different subjects. Matiikmatical Department gives solutions to difficult problems also on Examination Papers Okfk'iai, I)kpartment contains such regulations as may he issued from time to time. Sulscription, §1.00 per annum, strictl.y in advance. RFAnTIIR Fi>Lf,0\VIN use of Intermediate Students. Price, 75 Cents. Key to Teacher's Hand Book of Algebra. Second Edition, - - « Price, $1.50. \ J dage ^ €00. Jleto ®bnrational ^ork0. WORKS f OR TEACHERS AND STUDENTS, BY JAS, L HUGHES. Examination Primer in Canadian History. On the Topical Method. By Jas. L. Huohks, Inspector of Schools, To. ronto. A Primer for Students preparing for Examination. Price, 25c' Mistaken in Teaching. By Jas. Lauqiiun Hdqhks. Second edition. Price, 50c. ADOnBD B7 BTATH UNIVKaSITT OF IOWA, AS AN BliBUBNTART WORi£ FOR CJSB OP TKACIIRRS. This work discusses In a terse manner over one hundred of thfl miitakes commonly made by untrained or inexperienced Teachers. It is designed to warn young Teachers of the errors they are liable to make, and to help the older members of the profession to discard whatever methods or habits may be preventing their higher success. The mistakes are arranged under the following heads : 1. Mistakes in Management. 2. Mistakes in DiacipUno. S. Miitatkea i& Methods. 4. Mistakes in Manner. How to Secure and Retain Attention. By Jas. Lauqhlin Hcoubs. Price, 25 Cents. Comprising Kinds of Attention. Charaoteristlos of Po8iti?« AttentionI Characteristics of The Teacher. How to Control a Class. DeTelopinif Men tal Activity. Cultivation of the Senses. ^rom Thb School and UNivBRsmr Maoasinb, London, Eng.) "Replete with valuable hints and practical suggestions whioh are evideo ly the result of wide experience in the scholastic profession." Manual of Drill and Calisthenics for use in Schools. By J. L. Huqiibs, Public School Intpeotor, Toronto, Graduate of Militarj School, H. M. 29tb Regiment. Price, 40 Cents. The work contains : The Squad Drill prescribed for Public Schools in On- tario, with full and explicit directions for teaching it. Free Gymnastic Ex- ercises, carefully selected from the best German and American systems, and arranged in proper classes. Gennan Calisthcnic Exercises, as taught by the late Colonel Goodwin in Toronto Normal School, and in England. Several of the best Kindergarten Games, and a few choice Exercise Songs. The instructions throughout the book are divested, as far as possible, <^ unnecessary technicalities. "A most valuable book for every teacher, particularly In country plaoe«- ft embra<;es all that a school teacher ahould teach his pupils on this subject. Anv teacher can use the easy drill lessons, and by doing so be ••'ill be con- ferring a lienefit on his country." — C. Uadcxiffh Dbarnalt, Major Firil Life Quards, Drill Instructor Normal and Model Schools, Toronto. p. J. CSnge ^ €00. |le\?) €buc;itinunl SUorks. HAMBLLV SMITH'S MATHEMATICAL WORKS. Authorized for use, and now used in lUMily all the principal Schools of Oiitari., Quebec, Nova Scotia and Manitoba. Harnblin Smith's Arithmetic. ^ An Advanced treatise, on the Unitary System, by J. Hamblin Smith, M. A., of Gonville aiid Caius Colleges, ana late lecturer of St. Peter's Col- lege, Cainl)ridge Ada])!ud to Canadian Schools, by Thomas Kirkland, M. A., Science Master, Normal School, Toronto, and William Scott, B. A., Head Master Model Sjhool for Ontario. 12th Edition, Price, 75 Cents. KEY. — A complete Key to the above Arithmetic, by the Authors. Price, $2.00. Hamblin Smith's Algebra. An Elementary Algebra, by J. Hamblin Smith, M. A., with Appendix by Alfred Baker, B. A., Mathematical Tutor, University College, Toronto. 8tii Edition Price, 90 Cents. KEY. — A complete Key to Hamblin Smith's Algeora. Price, $2.75. Hamblin Smith's Elements of Geometry. Containing Books I. to VI., and portions of Books XI. and XII.,of Euclid, with Exercises and Notes, by J. Hamhlix Smith, M. A,, &c., and Examina- tion Papers, from the Toronto and MoGill Universities, and Normal School, Toronto. Price, GO Cents. Hamblin Smith's Geometry Books, i and 2. Price, ^^ Cents. Hamblir Smith's Statics. By J. Hamhlin Smith, M. A., with Appendix by Thomas Kirkland, M. A., Science blaster, Normal School, Toronto. Price, 00 Cents. Hamblin Smith's Hydrostatics. KEY. — Statics and Hydrostatics, in one volume. Hamblin Smith's Trigonometry. ^, — _ KEY. — To the above. 75 Cents. $2.00. $1.25. $2.50. ^U. J. ^iigc d' QTo's IIcUj €l»ucntional (Horl vS. NEW BOOKS BY DR. McLELLAN. The Teacher's Handbook of Algebra. Revised and cnlar-^^ed. By J. A. McLkllan, M. A., LL. D., Insppctbr of High Schools, Ontario. Price, ' $1.25 Teacher's Hand Book of Algebra. ---Part i. Al>ridi;"0(l Edition. Containing portions ot the a ovc suital)lo for 1 liter- mediate Students. Price, Key to Teacher's Hand Book. 75 Cents. Price,$1.50. It contains over 2,500 Exercises, inchiding about three Inmdred and fifty solved examples, illustrating every type of (juestion set in elementary Alge- bra. It contains complete explanation of Horner's Multiplication and Division, with application not given in the Tcxt-Books. It contains a full explanation of the principles of synunetry, with immer- ous illustrative examples. It contains a more complete illustration of tiie theory of divisors, with its i oeautifui aupiicatioiis, than is to be found in any text-book. It contains what aole mathematical teachers have pronounced to be the i " finest chapter on factoring that has e\ er api)eai'od." It contains the latest and best methods of treatment as given by the great Masters of Analysis. It contains the finest selections of projjcrly classified cciuations, with methods of resolution and reduction, that has yet appeared. It contains a set of ])ractice pajwrs made up by selecting the best of the questions set by the University of Toronto during twenty years. It is a key of the methods, a repertory of exercises, which cannot fail to make the teacher a better teacher, and the student a more thorough aige- l)raist. Read the following notices from the leading authorities in Oreat Britain and United States: •' This is the work of a Canadian Teacher and Inspector, whose name is honoralily known beyond the bounds of his native ))roviiicc, for his exer- tions in (ieveloping and promoting that admirable system of public instruc- tion, which has ])laced the Dominion of Canada so high, as regards educa- tion, not only among the P.ritish Colonies, but among the civilized nations of the world. We know f»f no work in this ccuiitry that exactly occupies the ]ilace of Dr. McLellan's, wliich is not merel\' a text book of Algebra, in the ordinary sense, but a Manual of Methods for Teachers, illustrating the beat and most recent treatment of algebraical }»roblenis and solutions of every kind." FRo^f Barsrs' Eoitational Montiilv, N. Y. "The best American Algebra for Teachers that ue have ever examined." J. Ol^agc S: (Ho'q. JTcU) CSiucational SSilorks. EXAMINATION SERIES. Canadian History. Uv James L. Uuoiiks, Inspector of Public Schools, Toronto. Pri< o, 25 Cents. I HISTORY TAUOIIT BY TOPICAL METHOD. 1 A PUIMKR IN CANADIAN UISTOIIY, FUR .S( UOOLS AND STLDKNTa FUEl'AKlNa FOR I EXAMINATIONS. 1. The history is divided into periods in accordance with the groat na- tional changes that have taken place. 2. The history of each period is given topically initead of in chronolog- ical order. 3. Examination questions are given at the end of each chapter. 4. Examination jxipers, selected from the ofhcial examinations of the different provinces, are given in the Ai)pcndlx. 5. Student's review outlines, to enable a student to thoroughly test his own progress, are inserted at the end of eacli chapter. G. Special attention is paid to tiie educational, social and commercial progress of the country. 7. Constitutional growth is treated in a brief but comprehensive exer- cise. ItiT By the aid of this work students can prepare and review for exam- inations in CanatVian History more quickly tlian by the use of any other v/ork. Epoch Primer of English History. liy Kkv. M. Creiuuton, M. A., Late Fellow and Tutor of Mertoa College, Oxford. Authorized by the Education Dei)artment for use in Puljlic School?, and foi admission to tlie Higli Schools of Ontario. Itsadaptaljility to Public School use over all other School Histories will be shown by the fact that— In a brief com[>ass of one hundred and eighty pages it covers all the work re\ ocate. After careful iiispo(;t on \vc uuhositatiiigly proiiuuiicc it tlie host sixill- iii::,' book ever in use in our public schools. The Practical Speller secures an easy access to its contents by the very systematic I'rranyenients of the words in topical classes; a permanent -ini]>ressioii on the memory .by the fivquont review of dilHcult words; and a saviny of time and effort by the selection of only such words as are ditHcult and of conunon occurrence Mr. Reid, H S. Master heartily recommends the work, and ordered some sixty copies. It is a book that should be on every business man's table as well as ill the school room. o Is a necessity. Pk,;sb. WrrNKss, Halifax. We have already had repeated occasion to s])eak highly of the Educa- tional Series of which this book is one. The "Speller" is a necessity ; and we have seen no book which we can recouunend more heartily than the one Ijofore us. Good print. BowMANviLbE Observkr. The " Practical Speller " is a credit to the publishers in its yeneral get up, classification of subjects, and clearness of treatment. The child who uses this book will not have damaged eyesight throuyh bad print. What it is. Stkaturoy Agr. It is a series of graded lessons, containing the wonls in general use, with abbreviations, etc. ; words of similar pronunciation and different spell- ing a collection of the most difficult words in the language, and a number of literary selections which may bo used for dictation lessons, and connuit" te i to memory by the pupils. Every teacher should introduce it. Canadian Statesman. It is an imiirovemcnt on the old spelling book. Every teacher should introduce it into his classes The best yet seen. Coumikstkr St >\-, Nova Scotia. It is away ahead of any "speller"tiiat we have heretofore seen. Our public schools want a good .spelling book. The puhlicatie'i "itfore us is the beat wc have vet seen. i?. J (f^^ddt ^ QLo'q. Ilcto (»ei)ucatioual moxks. BEST AUTIIOKIZKD ELEMENTAUY TEXT-IJOOKS IN UKAMMAIl. Revised Ed. Miller's Language Lessons. Price, 25 Cents. PU'.VJFS OF THE bUTERlORlTY OF MILLER'S REVISED EDITION OVER ALL OTIIEliS. Its enormous sale. Nearly two liundrcd thousand have been sold within the last four years. Jlilicr's Swiiiton's is autliorizod by the Education Department for use in the Schools of Ontario. Only Edition adopted I)y the Protestant Board of Education of Montreal, and used in many of the prineiiwl Schools of the Province of Quebec, Only Edition used in the Schools of Newfoundland. Only Edition adopted by the Supt.of Education for theSchoolsof Manitoba. Miller's Revised Swinton is used in nine tenths of the principal Schools of Ontario. Only Edition prepared as an Introductory Book to Mason's Grammar, both having the same Definitions. A THOROUGH EXAMINATION GIVEN. To tho President and Members of the County of El&in Teachers' Associa- tion : In accordance with a motion passed at the last regular imtctingxjf the Association, appointing the undersigned a (-ominlttee to consider the re- spective merits of different English Grammars, with a view to suggest the most suitable one for Public Schools, we beg leave to report, that, after ful- ly comparing the various editions that have been roconnncnded, we believe that ''Miller's Swinton's Language Lessons " is the best adapted to the wants of junior pupils, and we would urge its auLhorization on the Govern- ment, and its introductior. into our Public Schools. Signed, A. F. Butlkr, (,'o. Inspector. J. McI/Kan, Town Inspector. J. Millar, M. A,, Head Master St Thomas (,'ollegiate Institute. A. Stf>ele, M. a., " Orangeville High School. N. C VMPBELL, " Co. of Elgin Model School. It was moved and seconded that the report be received and adopted. — Carried unanimously. To avoid mistakes, ask for Miller's Swinton's. Mason's Outlines of English Grammar. AUTHORIZED FOR I'SE IN SCHOOLS. New and Improved Edition. For the use of Junior Classes, by C P Mason, B, A., F. (J. P., Fellow of University College, London. Sixth English, and fourth Canadian Editior price 45 cts. From the Daily Glore, Toronto. Mr. C. P. Mason, who.so excellent " English Grammar" is now the author- ized text book in tlie sc^hools of Ontario, has prepared and issued a more el- ementary and much-needed work entitled "Outlines of English Grammar." The text of this work is substantially the same as that of the larger treatise in both matter and form, except that the very elaborate notes in the latter f,rr> rithrr omittf^d or vcrv murh rcducod in extent. m. J. ^age ^ (Eo'q. Jlctu ^buatttonaf^orks. MASON'S GRADUATED SEUIES OF ENULISII GRAMMARS Mason's Outlines of English Grammar. For the use of junior classes. Price, 45 Cents. Mason's Shorter English Grammar. With copious and carefully graded exercises, 243 pages. Price, 60 Cents. Mason's Advanced Grammar. Including the principles of Grammatical Analysis By C. P Mason, B. A., F. C. F., follow of University College, London. Enlarged and thoroughly revised, with Examinations Papers added bv W. Houston. M.A., 27th Edition, price, 75 Cents. " 1 asked a granuuar school inspector in the old country to send me tlit best grammar published tlierc. Ho inmiediately sent Mason's The chap tors oil the analysis of difficult sentences is of itself sufficient to place the work far beyond any English Granuuar hitherto before the Canadian "ub lie."— Alex. Sims, M. A., II. M. II. S , Oakville. . English Grammar Practice. This work consists of the Exercises appended to the "Shorter English Grammar," published in a separate form. They are arranged in progressive lessons in such a manner as to be available with almost any text book of English Grammar, and take the learner by easy stages from the simplest English work to the most difficult constructions in the language. Price, r , SOCents. Outlines of English Grammar. I These elementary ideas are reduced to regular form by means of careful deflnitions and plain rules, illustrated by abundant and varied examples for practice. The learner is made acipiainted, in moderate measure, with the most important of the older forms of English, with the way in which words are constructed, and with the elemento of which modern English is made up. Analysis is treated so far as to give the power of dealing with sen- tences of plain construction and moderate diUculty. In the English Grammar the same subjects are presented with much greater fulness, and carried to a more advanced and difficult stage. The work contains ample materials fot the requirements of Competitive Examinations I'eaclring at least the standard of the Matriculation Examination of the University of London. The Shorter English Grammar. is intended for learners Vvho have bu* a limited amount of time at thei» dis- Sosal for English studies ; but the experience of schools in which it has cen the only English Grammar used, has shown thar., »vhen well mastered, this work also is sufficient for the London Matriculation Examination. J. ^age & QLo's. £im €l)ixrational ^HorkfiJ. GAGE'S NEW UNIVERSITY TEXT-BOOHS. New Series of Classical Text-books with ample Notes embod3'ing the lat- est and most advanced results of scholarship ; also a Biographical sketch of each Author, showing his position in relation to Classical Literature, and a Vocabulary givinor the newest teachings of comparative Philology and An- tiquarian research. This Series will be the work of Canadian Scholars who have had personal experience as Head Masters of High Schools in Canada; and no endeavours will be spared by the promoters of this Series to render it a credit to our country. Cicero, Cato-Major. With Introduction. By Maurice Hutton, Esq., M.A., Professor of Classics in University College, Toronto. Cicero, Pro Archia. By D. 0. MaoHenry, M.A., Principal, Collegiate Institute, Coboui|r. LEADING FEATURES: I. INTRODTTCTORT.— 1. A General Sketch of the Life of Cicero. 2. Ghrono- logical Resume' of important events. 3. Periods and Authors of Ro- man Literature. II. NoTJBS.— Clear and copious, critical and explanatory : with numerous references to Harkness' Latin Grammar, IH. Retranslatiox.— Short Imitative Exercises, consisting mainly of se- lectiOirs from the oration. IV. SwNONTMES.— The most important in the oration, V. Vocabulary.— Including derivations and principal idiomf. Csesar, Bellum Britannicum. With Life, Notes and Vocabulary, edited by the Rev. Charles Pelham Mulvany , M.A., Scholar and First Honor Man in Olasncs, Trinity CollegE, Dublin. Homer's Iliad. By Samuel Woods, U.K., Classical Master, Stratford Hlj|fa SchooL Caesar, Bellum Britannicum. AVith Sketch of Life, full Notes, copious references to Haifrness' Latin Grammar, and carefully prepared Vocabulary. By Sareiiel Woods, MA. , Classical Master, Stratford High School. Gage's Classical Texb for Intermediate Exam. VIRGIL'S -fflNEID, BOOK V. 1-361. Edited, with full Motes, &c., by J. E. Wbtukrbll, B. A., Principal, St* Mary'd Collegiate Institute— Price 50 cents. Contents. — ^Introduction, Summary of Notes, Collection of Synonymes, Index of Proper Names, Miscellany, Exami- nation Papers, and a complete Vocabulary. NOTICES : Superior to nil others. After a careful examination o! several editions of the fifth Book of the Mneid I have given the preference to Mr. Wctherell's little work. The Author showed his wisdom in making the work "complete in it- self." The excellencies of this particular work are not a few. The soundest judgement and greatest care have been exercised in selecting and arranging the matter. The Introduction is full and well written, the Notes neat and scholarly. The chapter of Miscellany and collection of Synonymes make this work superior to all others of the class. I take pleasure then in recommending a work which will commend it» 8elf to all who examine it. S. W. Perrt, M.A., Classical Master, Strathroy H. S. The ino«t complcic editiou. Wetherell's is the most complete edition of the fifth Book of Virgil that I have examined. I take pleasure in recommending it. David Hicks, n.A., H.M.H.S., Newburgh. Shall use his edition. T think Wetherell's notes on the fifth Book of Virgil very suitable for Hii?h School pupils and shall use his edition with mj* class. The Index of Proper Names, Table of Synonymes, Glossary of Metrical Terms, Literary Critiques, Chronological and Biographical Notes, Suggestive Examination Questions, &c., make it so coinj)kte in itself that the student will need nothing but a Latin Grammar to acquire an intimate knowledge of the subject. J. A. CiiARKK, M. A., B.Sa, H.M.H.S., SmiUi's Falls. Well got up. Wetherell's Virgil seems very well got up, and is a great addition to Canadian Educational Literature. W. H. T. SMBLiiBB, B.A., H.M.H.S., Gananoque. Tocabiilnrj good. The Vocabulary of the .SJneid is good, the Notes concise, and •Kplanatory of real difficulties. Jmo. J. Maoek, M.A., Head Master, Uxbridge H.S. W» J. OAOE & COniPANV. WdncationaJ Puhlisheis, Toronto a,nd Winnipeg. rovBR. KlliKL.\i\l) & SCOTT'S EXAJIINATION PAPERS, Suital3lo for intermediate Ezaminatlonis. IIECRINTKD FROM GAGE'S SCHOOL EXAMINER AND STUDENT'S ASSISTANT FOR 1881, COMPILED BT Thomas Kirkland, M. A., Science Master, Normal School, and Wm. Scott, B. a., Head Master, Provincial Model School. PRICK, SO CKNTS. This volume contains papers on Arithmetic, Euclid, Geography, Algebra, Book-keeping, History, Statics and Ilydrostaties, English Literature, French (July, 1880), Chemistry, English Orammar. FROM THE PREFACE. In response to the desire of a large number of Teachers, we reprint the Exfrunination Papers suitable for the Annual Intermediate Ex- amination, which have appeared in the numbers, for 1881, ot Gage's ••School Examiner and Student's Assistant." The steadily Increasing circulation of this monthly magazine, and the numerous letters received testifying to the great value of the questions in the various subjects required for the Examinations, plainly indicate that such a periodical is » most useful aid to both teacher and student. The almost exhaustive nature of the questions on each subject brings the student into close acquaintance with every needful point; and the drill experienced in thinking and working out the answers is of incalculable practical benefit to those who wish to excel at written examinations. When we state that the editors of this department of th* School Examiner are Messrs. T. Kirkland, M.A., and W. Scott, B.A., we con- sider that it is a sufficient guarantee for the excellenoe and appro- priateness of the work, as these gentlemen have earned a wide reputa- tion as specialists in science and literature. Id consequence of numerous applications for the French Paper given at the Intermediate Examination, 1880, w« reproduce It in this book. Hints and Answers to the Above, 60 Cents. W. J. OAOG A COh EduoAtionMl Publishers, Toronto uid WUmipeg, [ovu* Important k Teachers and !:itudenLs of Arithmetie. With a view of meeting the lar^e demand for a book of Problems and placing the beat work of the kind within the reach of all, the Publishers have pleasure in announcingr that they are issuingr, in cheap bindiner, an edition of McLELLAN & KIRKLAND'S EXAMINATION PAPERS IN ARITHMETIC. In fatnre the Price will Im 76 cents. Ttboomplet* Sdition -witb reoent B SPECIAL EDITION tfmir Pupila preparing for Admission to Hlvh ScInmU* McLELLAI^ & KIRKLAND'S EXAMINATION PAPERS IN ARITHMETIC. PAATI. FBZOB, soonti- One of the leadingr educational papers in the United Bducational Monthly," speaking of the abovn, sayg i "In our opinion the best oolleotion of Problems on the American Continent." w. J. OAOE 3c conPAirr. Ednoatitaud Publishers^ Totnalo mad Wbmipsg, (OTIK iic. >ok [C. Mb ■'--'''-:■■'■ »u. ■ '■'■■ ■^: --: G. <■ ■ ^ :!^- Ml • on t ♦