IMAGE EVALUATION TEST TARGET (MT-3) 1.0 ^«a I I.I 1.25 2.5 ■so ^ 1^ 2.0 1.8 U IIIIII.6 v: ^ /a V ^3 '^J i i 26X SOX -i2X 16X 20X 24X 28X 32X The copy filmed here has been reproduced thanks to the generosity of: Douglas Library Queen's University The images appearing here are the best quality possible considering the condition and legibility of the original copy and in keeping with the filming contract specifications. Original copies in printed paper covers are filmed beginning with the front cover and ending on the last page with a printed or illustrated impres- sion, or the back cover when appropriate. All other original copies are filmed beginning on the first page with a printed or illustrated impres- sion, and ending on the last page with a printed or illustrated impression. The last recorded frame on each microfiche shall contain the symbol —»> (moaning "CON- TINUED "), or the symbol V (meaning "END "), whichever applies. 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Tous les autres exemplaires originaux sont film6s en commenpant par la premiere page qui comporte une empreinte d'impression ou d'illustration et an terminant par la dernlAre page qui comporte une telle empreinte. Un des symboles suivants npparaftra sur la dernidre image de cheque microfiche, seion le cas: le symbols — ^ signifie "A SUIVRE", le symbole V signifie "FIN". Les cartes, planches, tableaux, etc., peuvent dtre film6s u des taux de reduction diffdrents. Lorsque le document est trop grand pour dtre repr'> -lit en un seul clichA, il est fiim6 it partir de I angle sup6rieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images nAcessaire. Les diagrammes suivants iilustrent la m6thode. 1 2 3 1 2 3 4 5 6 Plai HINTS FOR LANGUAGE LESSONS AND Plans for Grammar Lessons. A HANDBOOK FOR TEACHERS. BY JOHN A. MacCABE. M.A., LL.D.. Pb;NC1PAL. OTTAWA NOBMAL SCHOOL. CANADA. -f o:«c BOSTON, U.S.A.: GINN & COMPANY, PUBLISHERS. 1892. *' ' . "I" '***^mrw>ia>*«||j Tllll '\'^/"';''^' >-- he has on coming to school We tte?ntelt7'^i% "'f'^ "' '"""^""^' *'^™»8l> *he activity o the mtellect; that ,s, through perception or observation throui^h memory through imagination, and through reasoning In tht ch.ld, which of these powers is first awak'ened? His'powers o pa t'oTZ ZrT""] ^°'-^"-"^ '>« .?ets by far t'he U ^e theLtl nfv, ""^'' *"' °^''""'S ^^'''■' that is, through othet H° 1 " ""^'^:. "': ■"^■""'y *"<» imagination w/u supply others. His language, therefore, will in the main refer to what he has seen, or heard, or touched, or tasted, or smelled. As thiretre he gets hrs early thoughts through his oteerving powet 'whht ^ sa.d above, occasional flights into the fields of memory aid ima«^^ nat,o„ the first language lessons, and the greater pirt of them his m^: " *v ^-"'^ "' '"""Sht laid out by his ob ervtg powe\"' his memory, h.s imagination, r.„d sometimes his reasoning pCer ^ HINTS FOR LANGUAGE LESSONS. And tlu'S(! langiiago lessons will have n reflex action on the powers used; for the child, when he knows he will be called on to tell what he has seen or heard, etc., will be trained to habits of carcvful obs(jrvation. Using this gcnieral phm as a basis, he will be led to settle firmly in his language, and use correctly three classes of words: (1) his own words, that is, those he uses intelligently in his every-day conversation ; (2) words which he hears others use, and of the meaning of which he has a hazy idea; (3) new words, or words which he hears others use, but of the meaning of which he knows nothing. Language lessons thus arranged will have the following re- sults : — 1. The cultivation and development of the mental powers — observation, memory, imagination, and reasoning. 2. Quickness in mental activity ; (piicikness in evolving thought. 3. Increase of knowledge — thought enlarged and extended. 4. Increase of vocabulary — new words added to the store, daily, with the new ideas. 6. A command of language. 6. A correct and concise use of language The choice of words and the arrangement of these words are the sum and substance of good composition. Train the young child to rapid, complete, and accurate observation; this will lead to concise, complete, and accurate description. "Words ^without thought are empty, but thought without words is helpless." General Hints for conducting LancxUage Lessons. 1. Lead the pupils to talk — to talk about anything, provided they talk. 2. See that the pupils make complete statements. 3. See that they use grammatical and elegant language — no slang, no impure or irregular idioms. HINTS FOU LAMGUAGE LESSONS. 8 4. Correct, or lead the pupils to correct, all ungramraatical and inelegant expressions. The correction should be made indirectly, either by inviting the pupil to " say it another way," and telling him that you prefer a certain way (the correct way), and that you wish him to use that form for the future ; or by tilling him the correct form. By drill, fix the proper form in the minds of the pupils. 5. Every lesson, no matter what the subject is, should be made a language lesson. Every error in expression should be corrected when made. G. As soon as possible language lessons should develop a contin- uous story, and the story should be placed on the B.B. no Material for Language Lessons to train to Habits of Prompt Thinking and Speaking. For the pupil. (1) What I can see in the school-room. What I saw out of school. (2) What I can hear. What I heard. (3) What I can taste. What I can eat. What I have tasted. What I have eaten. (4) What I can smell. What I have smelled. (5) What I can touch. What I have touched. (6) Where I can go. How I can go there. How I went there. (7) What I have worn. What I can wear. (8) What things are worn on the hands. When. Why. (9) What things are worn on the feet. When. Why. (10) What things are worn on the head. When. Why. (11) Objects in the school. What each is made of. Its use. (12) What things are in the sky. When seen. What things are in a store ; a mill ; a dwelling-house ; a church, etc. Where I went. Who wear them. Who wear them. Who wear them. HINTM KOK LANOUAOK LK.S80N8. ¥ Additional Matkuial for Languaok Lessons. 1. What the children have. 2. What they would like best to have. 3. What they would like best to do. 4. What kind of sports thoy lik(! best. 5. Describe any play they had at recess. G. What they did during any holidays. 7. What they would do with money if they had all they wanted to spend. 8. Name some things that can swim, run, hop, etc. ; some things that have wings. Tell what the cat does; what the dog does ; etc. 9. A series of sentences describing any animal. 10. Stories made from pictures. 11. Stories about games. 12. Lessons on the body : its parts ; what each part does. What the pupils can do with their hands ; their feet ; eyes ; ears ; etc. 13. What they saw in coming to school. 14. Guessing and thinking games. Dreams. 15. Showing a stranger the most interesting sights of the city. 16. Action lessons. [The teacher or one of the pupils performs certain actions ; the pupils make statements.] "The teacher (or pupil) raised his right hand." "He raised his left hand." "He raised both hands." "The right hand was raised." " The left hand was raised." " Both 'hands were raised." "The teacher closed his eyes." "The teacher and the pupil closed their eyes," etc. 17. Describe a day in school ; a day in town ; in the country ; at grandpa's ; in a boat ; on a steamer ; on the cars ; etc. 18. A series of talks on Size : developing large, larger, and largest; big, bigger, and big- gest; small, smaller, and smallest. Length, Height, and Depth : developing long, longer, and long- est; high, higher, and highest; deep, deeper, and deepest. \ fi] so th se *<:nts fou language lessons. 4 Color. VVtfight : developing heavy, heavier, and heaviest, otc. Place, developing preposition: "The book is on the table; under the table ; over the table," etc. Form. Sound : developing loud, louder, and loudest, etc. 19. A series of lessons developing the use of see, saio, and seen; do, did, and done; sit and set; lie and lay; rise and raise. 'JO. D(»soribe a visit to any place of interest. 21. Describe summer and winter sports. 22. A story is told by the teacher ; the pupils tell it afterwards. 23. The teacher makes the skeleton of a story ; the pupils "fill in" as the story progresses. 24. Literature: understanding, memorizing, and repeating simple passages in prose and poetry ; for example : — (a) Bright little dandelion, Downy yellow face, Peeping up among the grass With such gentle grace. (b) I love the seasons in their round ; Each has its charm for me ; Wisdom and love in all are found ; God's hand in each I see. (c) She's somebody's mother, boys, you know. For all she's aged and poor and slow ; And I hope some fellow will lend a hand To help my mother, you understand. If ever she's poor and old and gray. And her own dear boy is far away. Taking the first example, the teacher, knowing the ideas in the first line, will question the class about them, bringing out even some of the very words in the line, as well as the ideas. He will then write the line on the B.B. and will ask the pupils to read it several times, uatil they can say it from memory. The other lines ^ppnwp 6 HINTS FOR LANGTTAGE LESSONS. will be dealt with in a similar maimer ; and the whole stanza is finally committed to memory. The advantages of this kind of language lesson are : (1) The value of the thoughts thus treasured up. (2) Cultivation of mem- ory. (3) Cultivation of imagination. (4) Development of the language faculty ; an increase in the child's stock of words and in his power to use words. (i>) A moral lesson. i Qza IS ) The mem- )f the tnd in GKAMMAR LESSON PLANS. i:ntroduction. The Lesson Plans set down in the following pages consist each of seven parts : the Topic, the Introduction, the Development, the Generalization, the Technical Terra, the Definition, and the Prac- tical Exercises. The Topic contains matter for the teacher alone. It states pointedly the aim of the lesson. The more pointed and concise in thought this topic is, and the more particular the object aimed at by the lesson, the greater will be its success- For example, if the object of the lesson is to teach the nature of the noun, the topic may be put in much better form than this, — Topic : " To teach the noun," thus. Topic : " There are certain words which are names of things (or names of persons, places, or things). These words are put in one class : a word of this class is called a noun." TJie Introdtiction. — It has been well said that every lesson should hold out two hands — one to past knowledge, the other to coming knowledge. So it is with the Introduction. It is a review of previous knowledge ; it is a review of the known, to lay a founda- tion for the unknown; it is, as it were, the ploughing and harrowing process by which the soil of the mind is prepared for the knowl- edge to be implanted. The Introduction should aim also at putting teacher and pupils in good liumor with themselves and their work ; it should be, as it were, a pleasant vestibule in which to linger awhile, in which to anticipate the good things to come. It is needless to say that the Introduction should be as short as is con- sistent with the character of the lesson. 7 8 PLANS FOli GKAMMAK LESSONS. The Development is the lesson proper. Here the subject should be opened up fully, step after step being taken to till the mind with the facts, and to give mental exercise through the imparting of these facts. The "steps " should be short steps, and each one should follow in natural sequence from the preceding one. This IS the test of the development. And the position of the pupil in this part of the lesson should be that of an investigator. . The Generalization. - As we desire to reach classification, we mua first generalize. All the examples we use to illustrate our topic are alike in one particular or more ; then we put them in a class on the ground of a common quality. The Technical Term is given by the teacher: the pupils cannot be expected to know it. The Definition is given by the pupils. If the development has been well carried out, the pupils should be able to give a definition which will embody, in abstract form, the facts gained from the illustrations. Practical Exercises are of the greatest value in impressing the lessons on the minds of the pupils. They call upon the pupil to make new illustrations to which the abstract principle will apply, and tc use the new and the old illustrations in composition, or the cultivation of the language faculty in the form of written expres- sion of thought. Tc In De n i >«, PLANS FOR GRAMMAR LESSONS. 9 SUBJECT AND PREDICATE. •*o»- Topic. Introduc- tion. Develop- ment. i Ki. Every statement may be divided into two parts — one part standing for or naming that about which the state- ment is made, the other part making the statement about the thing named in the first part. The part standing for that about which the statement is made is called the subject of the statement or sentence ; the other part, which makes the statement, is called tlie predicate. Ask the class to name some person or thing, such as JoJm, the dog, the cat, birds. Ask them to say something about these things, bringing out such statements as John reads, the dog barks, the cat runs, birds Jly. Tell the class that these are called statements, because in them we state or tell something about a person or thing. 1. Write on B.B. sentence consisting of a noun and a verb ; as, Birds Jly. 2. Ask the class to read the part which names or stands for that about which we state something. Answer : Birds. 3. Underline the word and draw a vertical line after it. 4. Ask the class to read the part which states something about the thing named. Answer : Jly. Doubly under- line this word. 5. Drill. What does the first part of this group of words do? It names the thing about which we make the statement. What does the second part do ? It makes a statement about that which is named by the first part. 10 PLANS FOR GKAMMAli LESSONS. Generaliza- tion. Technical Term. Definition. Practical Exercises. 6. Write on the B.B. several other examples, a few of this kind, but gradually increasing the number of words by adding adjuncts of the subject and of the predicate, avoiding for the present, statements too long or too complicated, and leading the pupils to make two parts in all cases, and only two, — one naming something, the other making a. statement about the thing named. What one thing have we done with all these state- ments or sentences? What one thing did all these statements permit us to do for them ? To break them up or divide them into two parts. What are these parts? [Given in words of development.] How are these i)arts alwaj^s known ? [This with a view to the division of inverted sentences, on the division of which a good drill should be given later on.] The class is now told by the teacher that the part which names that about which we make the statement is called the subject of the statement or sentence, and that the part which makes the statement is called. the predicate. The words are written on the B.B., pro- nounced and spelled by the class. A definition is now drawn from the class, — a simple one, embodying the characteristic^ brought out in the development. This definition may be written on B.B. and pupils drilled upon it. 1. A number of statements are given orally by the teacher; the pupils divide into subject and predi- cate. [The technical terms will now be used.] 2. Statements are placed on B.B. ; pupils copy, and as desk work divide them into the two parts. 3. Pupils compose statements, showing the same divis- ion. ii Gt Te ( : De PLANS FOR GKAMMAR LESSONS. 11 Topic. Introduc- tion. Develop- ment. Generaliza- tion. ) ' Technical Term. Definition. THE NOUN. "Words which are names of things (or names of per- sons, places, or things) are put in one class. A word of this class is called a noun. Lead the pupils to see that if we wish to call any person, or to speak of any person or thing, we first name the person or thing, or give it a 7iame. 1. A number of objects are held up individually before the class. 2. As each object is shown, the class give its name, and this name is written on the B.B. by the teacher. 3. As each name is obtained, the class is led to call it a name or name-word. Good drill in each case. 4. Names of other objects in the school-room obtained from pupils without presenting the object. B.B. and drill on each word, as before. 5. Names of objects outside school-room obtained from pupils. B.B. and drill, as before. 1. Names are read by pupils. 2. Pupils, by questioning, are led to see that all these words on the B.B. are alike in one particular, — all are names or name-words. 1. The class is now told that instead of name or name- word we use the word noun. Eeview and drill. What is this word called ? [Pointing to the first.] A noun. What is this word called ? [Pointing to the second.] A noun. And so on to the end. 2. Technical tarm written on B.B., pronounced and spelled by pupils. The pupils are asked to give a simple definition of technical term. If necessary, the definition may be writ- ten oa B.B. and pupils thoroughly drilled upon it. 12 Practical Bzercises. Topic. Introduc- tion. Develop- ment. PLANS FOR GEAMMAR LESSONS. 1. Pupils are asked to give nouns orally. 2. From sentences written on B.B., pupils are asked to pick out nouns and write them in note-books as desk work. 3. From a page of their "Reader" pupils are asked to pick out and write nouns, as in the last case. THE VERB. NoTK.- Before laying dowi. a plan for the verb, it is well to consider the aspect in which this part of speech may be best pre- sented to the class. Shall we teach the verb as the chief word in making a statement? the word which of itself can make a state- ment ? or shall we teach the verb as a word which tells about the domg of something ? The first aspect is the more scientific one, as It will include all verbs ; the second i, the simpler one, although it will not include all verbs. Still, on account of its simplicity and the fact that the great majority of verbs come uader it, it is the aspect presented here. Words which tell about the doing of something or which tell what some person or thing does, are put in one class. A word of this class is called a verb. Pupils questioned as to which of them are ready to help the teacher. How many will do a little work for the teacher? One pupil selected; his name obtained- paced on B.B. What class ? Why? What is a noun ^' ^ Clearly distinguish between thing and name. 1. The pupil is called on to walk ; class tell what he does. The expression "John walks" thus obtained placed on B.B. ' 2. The class is questioned as to the use of the new word It tells what John does (the person John, not the word). Good drill; all the class exercised. 3. The pupil is called on to perform other actions, as taik, smg, bow, jump, run, etc. ; the word expressing PLANS FOR GRAMMAR LESSONS. 13 Geaeraliza- tion. Technical Term. Definition. Practical Exercises. the action, obtained in each case and placed on B.B. Good drill on each example as to the use of the new word. 4. Other nouns selected and placed on B.B. The class is called on to add a word to each, telling something that each thing does. Drill on the use of each new word. Rapid review, as in the case of the noun. (See Gen- eralization, under "Noun.") All these words are alike in one particular, — each tells what a person or thing does. f Teacher tells class that each of these new words is called a verb. Review and drill, as in the case of the noun. (See Technical Term, under "Noun.") Technical term written on B.B., pronounced and spelled. Meaning of " part of speech " brought out. The class is called on to give a simple definition. Definition placed on B.B. Thorough drill. 1. Short sentences given orally by teacher ; pupils pick out verbs. 2. Sentences written on B.B. ; pupils copy and pick out verbs. 3. Pupils pick out verbs from page of " Reader." 4. Nouns given orally by teacher; pupils supply verbs. 5. Nouns written on B.B.; pupils copy and supply verbs. 6. Pupils supply both noun and verb. THE ADJECTIVE. Note. — As the topic anticipates the definition, it is necessary in the case of the adjective, as well as in that of the verb, to con- sider the definition which will be the simplest and the most easily taught. An adjective is defined as a word which expresses the kind I or sort of object named by the noun to which it is attached ; or, as a word which expresses a quality in the object named by the noun ; 14 PLANS FOR GRAMMAR LESSONS. Topic. Introduc- tion. Develop- ment. or, as a word which describes the object named by the noun ; or, as a word wJiich limits or modifies the meaning of a noun. It will be seen at once that the last definition is the most logical and compre- hensive ; nevertheless, as the first definition is very simple and very easily presented, it is adopted in the plan which follows. Some words are used with nouns to express the kind or sort of thing or object named by the noun. A word of this class is called an adjective. A brief review of the noun, with special reference to the difference between the thing and the name. Note. — As adjectives may be arranged in pairs, thus bringing out a contrast, it may be well to make use of this fact to help the lesson. * 1. The teacher has on his table a number of pairs of objects ; the objects making up each pair are of the same kind, but are the opposite of each other with respect. to some quality — such as a long and a short pencil, a new and an old book, a large and a small apple, a rough and a smooth stone, etc. 2. The teacher presents each pair to the class, calling for careful observation, until the pupils see the differ- ence with respect to a certain quality. 3. Laying one aside, the teacher asks the class for a word expressing the kind or sort of object he holds in his hand, obtaining, for example, "short pencil." These two words placed on B.B. 4. Presenting the other object of the pair, the teacher questions the class in a similar manner, obtaining, for example, "long pencil." B.B. as before. 5. The class is now questioned as to the use of each of the new words. Each word of the pair tells the kind or sort of object named by the noun. 6. Bring from the class a number of adjectives in pairs, according to the same plan. B.B. and drill. > PLANS FOR GRAMMAR LESSONS. 16 Generaliza- tion. Technical Term. Definition. Practical Exercises. Topic. Introduc- tion. Develop- ment. > The class is led to see that all the new words are alike in one particular — each word expresses the kind or sort of object named by the noun. Drill. 1. The class is told that each of the new words is called an adjective. B.B. Pupils pronounce and spell. 2. Eeview and drill as before; pointing to each word, lead the class to call it an adjective. 3. "Part of speech." Further explanation. The class is called on to give a simple definition. Definition is written on B.B. Class thoroughly drilled on the definition. As given in plan for the verb. For "verb" read "adjective." THE ADVERB. Some words are used to express hoiv, when, or lohere an action is performed. A word of this class is called an adverb. Brief review of verb and action — the word, and the action which the word signifies. Pupils asked to aid in lesson, as in the case of the verb. One pupil selected ; his name i)laced on B.B. 1. The pupil is asked to walk from his place to the ^ teacher's desk, and to take as long a time as possible in doing so. 2. The class is asked to give the word which tells what the pupil did. "Walked." This word is placed on B.B. to make a statement about pupil. "John walked." What part of speech is " walked " ? 3. The class is questioned as to hoiv the walking was done — how John walked. Bring out the word "slowly." Sentence on \, "John walked slowly." [Should 16 PLANS FOR GRAMMAR LESSONS. Generaliza' tion. Technical Term. Definition. Practical Exercipes. the class give "slow" instead of "slowly," correct without comment.] 4. The class is now questioned as to the use of the new word. It tells how the action is performed. Drill. 5. The pupil (who has been sent back to his place) is again asked to walk to the teacher's desk, and to take as short a time as possible in ivaUcing (not run- nimj). (). As in 3, bringing out and using in new statement, to be placed on B.B., "quickly" instead of "slowly." 7. As in 4, with good drill. 8. Bring out other adverbs, objectively, as far as possible ; for example, quietly, neatly, carelessly, cheerfully, etc., with the usual, drill on each. The class is led to see that all the new words are alike in one particular — each tells how an action is per- formed. Rapid review and drill, to bring out the com- mon characteristic. The class is told that each of the new words is called an adverb. Technical term written on B.B., pronounced and spelled by class. A simple definition brought from the class as usual. " An adverb is a word which expresses hoio an action is done." [See note below.] On the plan of those suggested under "The Verb," making the changes needed by the new part of speech. Note. — In another lesson the class may be taught that Certain words express when an action is performed. This may be done by a plan similar to that already given. Thpn the definition will be modified, " a word which expresses how or when an action is done." In a third lesson adverbs expressing where may be presented simi- larly and the definition changed accordingly. The fact that an adverb sometimes modifies an adjective, and sometimes another adverb, may be kept out of sight for the present. PLANS FOR GRAMMA U LESSONS. 17 Topic. Introduc- tion. Develop- ment. THE PRONOUN. Some words are used instead of nouns to avoid repeat- ing the noun. A^word of this class is called a pronoun. Review "noun" by examples, bringing from pupils proper and conimou nouns, but making no mention of this distinction. 1. Teacher writes on B.B. a sentence in which the nouns are repeated, no pronouns being used; for example, "John gave John's pen to James, and James lent the pen to Jane to write Jane's copy with the pen." 2. The sentence is read ^/ one or more of the pupils. 3. The sentence is taken in parts ; for example, " John gave John's pen to James." This part is re-written on the IIB., and the pupils read it. 4. The class is now questioned as to whether this is the usual way of making such a statement. [The class should not be questioned as to whether this is the right way. It is right, but inconvenient or unusual. 1^ From the pupils' knowledge of the spoken language, they should be able to suggest a change in the word John's. Appeal to their own way of talking. "John gave his pen to James." 5. Draw a stroke through the word John's, putting "his" over it. 6. Bring from the class the use of his : it stands in place of the word "John's." Why the change ? Drill. 7. Proceed in a similar manner with the other parts of the sentence, the pupils making the necessary changes. Good drill in each case. 8. Deal similarly with another sentence, or other sen- tences, if necessary. 18 PLANS FOR (iUAMMAU LEH80N8. i Oenerallza- tion. Technical Term. Definition. Practical Exercises. Topic. Introduc- tion. Develop- ment. The pupils xm led to see that uU the new words are alike in one particular, — each is used to take the place of a noun, lieview and drill. The class is told that eijph of the new words is called a pronoun. B.B., pronunciation and spelling aa before. A simple definition is drawn from the class. It should he in keeping vrith the function of the pronoun as pre- sented to the class. 1. Sentences on B.H., similar to those used above; pupils copy and substitute pronouns for nouns where neces- sary. 2. A page or pa^es of "Reader" assigned; pupils pick out pronouns. 3. " Skeleton " sentences given (pronouns omitted) ; pupils supply pronouns. THE PREPOSTTTON. Some words express relation between things (chiefly relation of place), and are used to join the words which express these things. A word of this class is called a preposition. ' ' . Development of the idea expressed by "relation"; literally, the carrying of the thought from 'kw thr.g to another. 1. Teacher places a book on the table. 2. Ptipils make a statement as to where the book is. Brvu;:> ,v-;it "The book is on the table." Bring from tiiv' 'jiirs luat three words will express this, "book on tabk." Place these three words on B.B. 3. Teacher holds the book under the table. PLAT^d FOR ORAMMAH LESaONS. 19 Generaliza- tion, Technical Term. Definition. Practical Exercises. Topic. Introduc- tion. Develop- ment. 4. Tupils make a statement about new position. " The book is under the table." The three important Words selected and placed on B.B., " book under table." o. Bring from the class the fact that the second group of words shows a change of place. 0. Bring from the class the word which shows or tells this cJiange of place — the word under. 7. Now call attention to on, and lead the pupils to see that if we think of the fMngs book and table, as spoken of above, on and under show a relation of place between the things, and the words "on" and "under" in the groups of words join the words book and table. 8. Bring from the class such groups as "book at, over, above, near, beside the table " ; " pencil through ring " j " ball from hand to wall," etc., giving good drill. As in former plans. ■ . Skeleton sentences ; pupils supply prepositions. 2. Prepositions ; pupils place them in sentences. 3. Pupils pick out prepositions from page of " Reader." THE CONJUNCTION. Some words are used to join other words, or to join statements. A word of this class is called a conjunction. Review statement and word. Lead the pupils to un- derstand "joining" by reference to the cars of a train, or some similar illustration. 1. Teacher writes on B.B. the following sentences : — (a) Oats catch mice ; (6) Cats catch birds. ms^- 20 |I 'i Generaliza- tion. Technical lenn. Definition. PLANS FOR GRAMMAR LESSONS. 2. Teacher asks for a shorter way of telling these two stories, obtaining ''Cats catcli mice and birds." 3. Attention called to the change; particular reference to the new relation of the words mice and birds; they are joined or linked together. 4. Attention called to the word which joins them or links them — anc^; its function, it joins these two words. o. Other illustrations ; as, — (a) John came to see us ; (^) Mary came to see us. 6. Pupils combine as before, "John and Mary came to see us." 7. Sentences on B.B. ; thus, (a) John went to Toronto ; (b) James went to Toronto ; (c) William lid not go ; (d) He was sick. 8. Lead pupils to combine, obtaining the following: "John and James went to Toronto; but William did not go because he was siok." Note. — It is quite possible that in combining, the pnpils may use and a second time, instead of but; lead them to see that the Idea introduced by but is something taken aimy from the important statement rather than something added; therefore we cannot use and. 9. Take other examples, introducing or and nor: "John or James will arrange the maps after school." Lead the class to see that if this order is given, both will remain until one is selected. As in former nlans. K I PLANS FOR GRAMMAR LESSONS. 21 Practical Exercises. ? Topic. Introduc- tion. Develop- ment. (Generaliza- tion. 1. Pupils pick out conjriictions from sentences on B.B., or from page of '* Header." 2. Skeleton sentences ; pupils supply conjunctions. THE INTERJECTION.i Some words in the language express feeling or emotion (Joy> pain, sorrow, surprise, etc.). They do net combine with other words, but are, as it were, thrown into the sentence. A review of the statement, with special reference to how it is made up. 1. Teacher sa/s to class, " Not long ago I heard a little boy say ' Hurrah ! ' " 2. The class is questioned as to how the boy must have felt while he was saying this word. What made him say it ? HoM' did he say it ? (The class say it.) The word is placed on B.B., with exclamation mark. Teacher says, "I did not hear the boy say anything else, but I knew he felt glad, joyful. How did I know ? " Bring from class that the word itself makes this known to us ; that it expresses this joy. 5. The class is questioned as to the feelings of a person who shouts Oh ! 6. Bring from them that this word expresses pain, pity, joy, surprise. 7. Introduce Ah! Ps'iaw ! Help! Hark! Fire! etc., in a similar way, leading the class to see that, together with special words expressing feeling, any part of speech may be so employed. Two aspects : all these words are used to express feel- ing, and make sense of themselves, not requiring other words to heip them by combining with them= 3. 4. 1 For the ideas on which this plan is based, the author is indebted to the "Lessonu in English," by Mrs. Knox-Heath. •*tk«m. ..mm^. 22 Technical Term. Definition. Practical Exercises. Topic. Introduc- tion. Develop- ment I. Generaliza- tion. Technical Term. Definition. PLANS FOR GUAMMAR LESSONS. • As ill former plans. PROPER AND COMMON NOUNS. Certain names are class names, and are thus the com- mon property of all the individuals of the class ; other names are private property, and are thus given to the individual to distinguish him, her, or it from tn« others of the same class. A noun of the first kind is called a common noun ; one of the second kind, a proioer noun. A brief oral drill on the function of the noun ; class called on to give nouns ; idea of "common" developed — " The story was t^uite common." 1. Class questioned as follows ; If the teacher wishes a boy or a girl to close the door, and says, "Boy, close the door," or "Girl, close the door," who will do it? 2. The pupils are led to see that any boy or girl in the class may do it, because the name boy applies to every boy, and the name girl applies to every girl. .*3. The words hoy and girl are thus obtained and written on the B.B. Cxood drill to show that each word is a class name, or a name common to all the individuals of, the respective groups. 4. Such names as pupil, scholar, etc., obtained in a simi- lar manner. Drill. 5. Such names as city, 2)rovince, river, etc., presented in a similar manner. Drill. "Where is he?" " He is in a (•%." What information will this give ? "Who has my book ? " " The boy (or pupil) has your book." What information does this give ? ■ As in former plans. Practical Exercises. Develop- ment II. Generaliza tion. Technical Term. Definition. Practical Exercises. Topic. Introduc- tion. PLANS FOR GRAMMAR LESSONS. As in former plans. 23 1. Class questioned as before : If the teacher wishes a particular boy or girl to close the door, will he use the word hoy or the word girl ? No. He will use a particular name ; such as John, Sam, or Mary. 2. These names are obtained from the class, put on B.B., and made the subject of drill, as usual. Each word is the name of an individual, or one particular person in the class, to distinguish him from the other persons of the class. 3. Such names as Ottaiva, Washington, Ontario, St. Law- rence, Mississippi, obtained and used for a thorough drill. L Bring from the class a number of names for particular persons and places, jind drill as before. As in former plans. Xow contrast the two kinds, showing difference, and drill on distinguishing one kind from the other. TRANSITIVE AND INTRANSITIVE VERBS. Some verbs express an action which goes out or over from the actor or doer to something else ; others express an action which does not go out to anything, but remains with the doer. A verb of the first kind is called a tran- sitive verb ; one of the second kind, an intransitive verb. The class is questioned as to the function of the verb, with special relation to action; examples given, with reasons; drill on how actions are named, — from break we have the action of breaking; from throw, the action of throwing ; etc. 24 Develo ment f Generaliza- tion. Technical Term. Definition. Develop- ment II. PLANS h\)li GliAMMAU LESSONS. 1. 2. 3. 3. The teacher breaks a piece of glass. The class is called on to make a statement about what has been done, -"The teacher broke the glass." (Change to breaks, if considered necessary.) ]}.B The attention of the class is now cnlled to the action breaking, and to the verb wh'u^i expresses this action' break. Did the action of breaking go out to anything v Yes; to the glass. (To the object, glass.) 4. Drill. The action expressed by broke {breaks, or break) li^ent out to the thing expressed by the word <,las,. The verb, therefore, expresses an action which goes out to something. Note. -Some teachors now introduce an example of the in- transitive verb, and tlms contrast both kinds at once, continu- uig the lesson o|i this basis. 5. Other illustrations, — " struck the table," "threw the ball," "lifted the book," "bent the rod," -all of which may be presented objectively. Drill in each case, bringing out the special j)oint, — the verb ex- presses an action as going out or gone out to some- thing. As in former plans. The "Practical Exercises" may be held over until after the intransitive verb is devel- oped, if it is taken separately. The teacher walks along the platform. The class is called on to make a statement about what has been done, - " The teacher walks or walked." Attention called to the action, walking, and to the verb. - Did this action of walking go out to anything 9 No ; It remained with the doer of the action. Note. -The teacher may meet a difficulty here. The pupils may say that the wallcing goes out to the platjhrm. lu this case we can but try to lead the pupils to see that the ^mlk. PLANS FOR GRAMMAR LESSONS. 25 tlie Generaliza- tion. Technical Term. Definition. Practical Exercises. inr/ does not go out to the platform in the same sense as the breaking goes out to the glass. On account of this difficulty, many teachers prefer to present the transitive verb as one which, of itself, does not make amiplete sense, but requires a noun or pronoun after it to complete the sense ; and the intransitive verb as one which, of itsf-lf, does make complete sense, and thus requin-s nothing after it for this purpose. The plan given here is based on the literal meaning of the terms, a meaning wjiich must bo presented to the class at some time. 4. ])rill. The action expressed by the verb walked did not go out to anything in the same sense as the action of breaking, striking, throwing, etc., went out. The verb expresses an action which does not go out to anything beyond the actor. 6. Other illustrations, bringing out such verbs as how., smile, laugh, etc. Drill in each case, leading the class to see that the verb expresses an action which does not go out to anything. As in preceding plans. 1. The teacher gives, orally, a number of sentences con- taining transitive and intransitive verbs, and calls on the pupils to name the verb in each case, and tell whether it is transitive or intransitive, and why. Teach r places on B.B. a number of sentences ; pupils copy and pick out verbs of each kind. A page or pages of the Reading Book may be used for the same purpose. The pupils may be required to make sentences con- taining transitive or intransitive verbs. * 2 26 PLANS FOR GRAMMAR LESSONS. I QUALITATIVE, QUANTITATIVE. AND DEMONSTRATIVF ADJECTIVES. NoTH.-Some teachers present all three kinds in one lesson By means of f,a-oups of sentences (such as ne,v book, two hooks ov many hooks, this book) the pupils p,. led to see that ir. the lira case we have a quality expressed ; in the next, number; and in the last, a special pointing out. Each kind may be made the subject of a special lesson. Thus : — ^uuject Topic. Introduc- tion. Develop- ment. Generaliza tion. Technical Term. Definition. Practical T? — - J u-A-Ct Vises . QUALITATIVE ADJECTIVE. Of adjectives, some express a quality as existing in the objects named by the nouns to wliich these adiec- tives are attached. An adjective of this kind is called a qualitative adjectin^e. Develop the idea of " quality." " He had many good qualities." What meaning? Give other illustrations. 1. Teacher places on B.B. a sentence or phrase contain- ing a qualitative adjective; such as "tall man " 2. Pupils pick out the adjective and tell why it is 'so — it is joined to the noun for a purpose. ' 3. By questioning, bring from the 'class what this pur- pose is It is joined to the noun to express a q^cal^ty in the thing named by the noun, - " tallness " in the man. Drill. 4. Take other examples, such as "large apple," "new book "straight stick," "swift horse," "smooth board, "coarse paper," etc. Bring out the special point, — each adjective expresses a quality. As in preceding plans. May be given here specially, or held over until the three kinds of adjective are learned; thus basing these Topic. Introduc- tion. Develop- ment. PLANS FOli GllAMMAK LESSONS. 27 exercises on contrast. If given here, they will follow the usual plan, -picking out qualitative adjectives from sentences, oral or written, and making sentences contain- ing such adjectives. QUANTITATIVE ADJECTIVE. Of adjectives, some express number or quantity with reference to the object named by the noun. An adjec- tive of this class is called a quantitative adjective. Develop the general idea of "number" and "quantity." The familiar "how many" is similar in meaning to "what nur^iher- Illustrate. The familiar "how much" is equiv- alent in meaning to "what quantity^' Illustrate. 1. The teacher places on B.B. two phrases : — large apples ; two apples. 2. The attention of the pupils is called to the noun- it IS the same in both phrases. The same object or thinq IS spoken of in both cases. 3. The attention of the pupils is called to the adjectives The pupils pick them out and tell why they are adjec- ww /^"^,^"^ J^^^^^d ^« ^o^"^s for certain purposes. What does the first adjective, large, express ? What IS it called on that account ? 6. Now look at the word h,o. Does it express a quality f No. Drill 0.1 this point, and bring from the elass that It expresses "number." Answers to the question, " how many ? " Drill. Take other illustrations and deal with them in a simi. iar manner. 7. Then take illustrations, such as the following ; — great heat strong heat more heat much heat 4. 6 28 PLANS FOR GRAMMAR LESSONS. Generaliza tion. Technical Term. Deflnition. Practical Bxercises. Topic. Introduc- tion. Develop- ment. proceeding as before to bring out the contrast and to show the function of the new kind of adjective. As in the plan f^r the Qualitative Adjective. DEMONSTRATIVE ADJECTIVE. Of adjectives, some point out that which we are speak- ing of, by indicating some kind of relation which it bears to others, or to the speaker. An adjective of this class is called a demonstrative adjective. Keview the general function of the adjective. It is a word joined to a noun to limit or modify its meaning. Note. — For the substance of the following Development, the author is indebted to Mrs. Knox-IIeath's " Language Lessons." 1. The teacher places one of his own books on his desk, and calls upon the pupils to act in a similar manner. 2. Teacher now questions one of the pupils thus: "Of all the books I see, which book is yours ? " The pupil will answer, " This book is mine." 3. Teacher repeats the question several times, proposing it to a new pupil on each repetition and bringing out the same answer, " This book is^ mine." 4. B.B. and drill, — hook the name of one thing, and this showing what particular book is meant (the one on the desk of the particular pupil who used the words). 5. Teacher again questions the class : " Of all the books on desks, what book is mine ? " bringing out the answer, " That book is yours." 6. B.B. and drill as before, — hook the name of one thinff. and that showing what particular thing is meant. PLANS FOR GRAMMAR LESSONS. 29 Generaliza- tion. Technical Term. Definition. Practical Exercises. Topic. Introduc- tion. Develop- ment. 7. Compare and contrast this and that as to use. Lead the pupils to see that each points out some particular object or thing : but this refers to an object near the person who uses the word; that, to an object more distant. 8. Teacher puts two or more books on his desk ; pupils do the same. 9. These and those brought out as before, and dealt with as this and tJiat were dealt with. 10. A thorough drill on the four words, this, that, these, and those. As in preceding plans. PERSONAL, RELATIVE, INTERROGATIVE, AND DEMONSTRATIVE PRONOUNS. THE PERSONAL PRONOUN. Some pronouns tell by their form whether they stand for the name of the speaker, name of the person spoken to, or name of the person or thing spoken of. A pronoun of this class is called a personal pronoun. A review of the general function of the pronoun, —- a vord used instead of a noun or name. 1. A pupil is asked for his name ; this name is placed on the B.B. 2. The pupil is now asked to make some statement about himself. He will use /, — "I came to school this morning." B.B. 3. The class is now questioned as to the boy's name, and led to see clearly that, when speaking of himself, he does not use his name, but uses / instead. 30 PLANS FOR GRAMMAR LESSONS. ', . Generaliza- tion. Technical Term. Definition. Practical Exercises. Topic. 4. Call upon another pupil to speak of himself. He, too, will use /. Another will use /. KK and drill. Bring from the class the statement of fact that 1 is always used by a person when he speaks of him- self. 5. Put on B.B. " / always stands ^or name of speaker, and whenever we see it, we knotv at once some one is speaking of himself." 6. Obtain we in a similar manner. A pupil is called on to speak of himself and another, or others. He will use we. B.B. and drill, leading up to the fact that the speaker uses this word when he speaks of himself and another, or others. 7. Teacher hands pupil a pencil, and says to that pupil, "Tell me what I did just now." The pupil will answer, " You gave me a pencil." B.B. Drill on yov and me, — one (you) used for the name of the person spoken to; the other (me) stands for name of speaker. A new word. 8. He, she, they, them, etc., brought out objectively in a similar manner. Thorough drill on each word, to lead the class to see that by the form of the pronoun we can tell whether it stands for the name of the speaker, the name of the person spoken to, or the name of the person or thing spoken of. As in preceding plans. THE RELATIVE PRONOUN. Some pronouns relate, or cairy the mind back, to a noun going before, and join to that noun a modifying statement. A pronoun of this class is called a relative or conjunctive pronoun. PLANS FOR GRAMMAR LESSONS. 81 Introduc- tion. Develop- ment. Generaliza- tion. Technical Term. Definition. Practical Exercises. Drill on functions of pronoun and conjunction. Note. — Some teachers adopt the synthetic process in present- ing tills kind of pronoun, and adopt it with success. Thus : " The general was killed. He took Quebec. — The general was killed and he took Quebec. — The general was killed loho took Quebec. — The general loho took (Quebec was killed." Who takes the place of and he, or the place of a conjunction and a pronoun. By a number of similar illustrations which and that may be developed. The follow- ing is an analytic plan : — 1. Sentence on B.B. : '< The man who was hurt received a large sum of money." 2. The class is called on to pick out the first noun and the pronoun which stands for that noun, — the pro- noun who. 3. Drill on this first use of tvho. Stands for or carries the mind back to the noun man. 4. By questioning, lead up to the other use of who. Say to the class, " Suppose one of you were sent with this money, would you give it to the first man you met ? No; a particular man must be searched for, — a man who was hurt. Then who brings along with it and connects with the word man the words was hurt, to modify its meaning. Therefore who is a connective in this case." 5. Drill on this second use of who and on the two uses, — pronoun and conjunction. 6. Take other examples of who (its restrictive use is the best for this purpose). Introduce which and that in a similar manner. As in preceding plans. 82 PLANS FUK GRAMMAR LK880N8. m'> Topic. Introduc- tion. Develop- ment. Generaliza- tion. Technical Term Definition. Practical Exercises. THE INTERROGATIVE PRONOUN. Wio, which, whose, iiiul whom Hometiines helj) in jusk- iiig (luo.stious. When thoy do this, tlioy are called inter- rogative pronouns. Keviow the function of the pronoun, lieview "state- ment" and "question." 1. Place on V>^^. an interrogative sentence: "Who is first on the Honor Roll for this month ? " 2. The pupils read the question. Their attention is called to it as a whole, — to what it does, and to the fact that every word in it helps to that end. 3. The class is led to see that the most im.portant word is the pronoun. 4. This is shown by the fact that the answer to the question is really an answer to the pronoun ; and that if we wish to repeat the question, one word (the pro- noun) will do this. 5. What, then, is the important word, and why ? 6. Other examples still further exemplifying who and introducing which. 7. (At the discretion of the teacher.) Position. These pronouns are not always found in the beginning of the sentence : " With whose permission did he leave ? " " Of whom did he speak ? " Rapid review. All these words are alike in this: each is the most important word in the question, as it is upon it the question turns. The class is told that the pronoun, having the post of honor in the sentence, receives as its own name the name of the sentence — interrogative. J As in former plans. J f Topic. Introduc- tion. Develop- ment. PLANS FOR OUAMMAIl LKS80N8. THE DEMONSTRATIVE PRONOUN. 88 N(.TK.-Tlii« will be taken as a type of the Ho-called adjective pronoiuiH-tho so-called possessive, distributive, demonstrative and indefinite pronouns. * When the domonstrative adjective is used alone, or without tlie noun which it inodiHes, it is called a demon- strative pronoun. NoTK. — Of late, grammarians are inclined to rail he, she and it, demonstrative pronouns. There is no special advantage gained by removing he anil she from the class. Personal J»ronoun. Review noun, adjective, and pronoun. Show clearly that the adjective is almost always joined to a noun, and that the pronoun stands alone. 1. Place on B.B. a sentence obtained objectively j such as " This book is new." 2. Review use of this in the sentence. It is a demonstra- tive or "pointing out" adjective, modifying the mean- ing of the word book. 3. Ask the class whether the statement may be shortened by the omission of any word or words. Bring out the form " This is new." 4. Drill. What word is omitted? What part of speech ? What was the use of the remaining word before? What is its use now ? It has not the noun after it, but makes sense of itself. Note. — This is really the only reason why these words are calk'd pronnnns^—a name to which they have little or no claim, — because they do not make sense of themselves. The mind either supplies the noun or a gesture takes the place of the noun. All these words should be placed in the Adjective class, and should be kept there. 5. Give numerous examples, bringing out that, these, and those, showing in each case that the demonstrative »?:"lI1»-.-:-".-S3 34 Generaliza- tion. Technical Term. Definition. Practical Exercises. Topic. Introduc- tion. Develop- ment. I i PLANS FOR GRAMMAR LESSONS. adjective may be used without its noun and we may- understand what is meant. As before. When the demonstrative adjective is used without its noun, we call it a demonstrative pronoun. As before. As in former plans. ADVERBS OF PLACE, TIME, MANNER, MEASURE, OR DEGREE. Of adverbs, some express the place, some the time, some the manner in which an action is performed ; others express the measure or degree of action or quality as suggested by a verb, an adjective, or an adverb. Adverbs are thus divided into adverbs of place, adverbs of time, adverbs of manner^ adverbs of measure or degree. ADVERBS OF PLACE. [Taken as a Type Lesson.] Review general use of adverb, — it is joined to a verb, adjective, or adverb to modify its meaning. I- 1. Place on B.B. a sentence such as the following : " My brother works here." 2. Bring from the class the verb and the action expressed by it. 3. What is the adverb in this sentence ? Here. 4. To what word is here joined? What is its use? Bring from the class that it tells the place of the action, or the place in which the action is performed. 5. Drill. This adverb expresses place. PLANS FOi, GRAMMAR liESSONS. 85 Summary of Review. Technical Term. Definition. Practical Exercises. 6. Take other illustrations, in the form of sentences, con- taining yonder, hack, forward, out, hither, hence, omit- ting, for the present, adverbs that may be used as prepositions. Note. — If the teacher desires it, all the sub-classes may be presented in one lesson. In this case, we would now generalize on the adverbs of place, and proceed with examples of adverbs of time, dealing with them in a similar manner and generalizing at the close of the examples. The other sub- classes would be taken up in order. Some adverbs express place; some, time; etc. We have, therefore, — Adverbs of place, of time, etc. As usual. 1. Oral exercise. Teacher makes sentences ; pupils pick out adverbs and sub-classify. 2. Sentences on B.B. or in Reading Book used for "pick- ing out " adverbs and sub-classifying. 3. Skeleton sentences ; pupils supply adverbs. 4. Pupils make sentences containing each kind of adverb. ''SJtmmmmmmimt0tixmk 36 PLANS FOR GRAMMAR LESSONS. INFLEXIONS. \ f NUMBER. I Topic. If'! 1^ i I Introduc- tion. Develop- ment. Hi Note. — As it is exceedingly difficult to give a strictly logical definition of these terms, Number, Gender, Case, Mood, Tense, etc., it is just as difficult to give a concise topic for lessons used to pre- sent these terms to a class. It is much more easy to say " When a noun names one object of a class, that noun is said to be in the singular, or of the singular number, or is said to have the singular number," than to say logically what the singular number is. Mod- ern grammars make defining no easier than bei re ; and it must be said that many of the so-called definitions are not definitions in the strict sense of the word. In these cases, therefore, the teacher must fall back on the " function " or "property " or " description " involved in these terms, and have the pupils define them indirectly. There are certain noun forms, each of which names one object of the class represented by the noun ; there are otherS; each of which names more than one of the class represented by the noun. This " property " in the noun is called its number. A noun of the first kind is called a noun of the singular number ; one of the second kind, a noun of the plural number. Review the function of the noun. Lead the class to see that a noun may name a single object or a group or collection of objects. 1. Hold up an object before the class ; obtain the name (for example, hook) ; place name on B.B. 2. Question. How many things are named by this word? or, How many objects of the class honh (using the class name thus) are mentioned by this noun ? One Drill. it^ ^ K i PLANS FOR GRAMMAR LESSONS. 87 i)f k' Generaliza- tion. .!'■ Technical Term. K Definition. 3. Several objects presented thus singly: the name is brought from the pupils in each case. B.B. and drill on each name, bringing out clearly that each names but one of the objects of the class of objects repre- sented by the noun. Place names in a column. 4. Rapid review, going over all these names, leading class to see the one common characteristic, — each names one thing. 5. A collection of objects of the same kind presented to the class (objects diiferent f ..om those used before will bring in greater variety). The pupils are called on to give one word that will name the collection: say, pens. B.B. G. Question as before. For how many things does this name stand? or, How many of the class (using class name) are named by this word? Bring from the pupils the expression, " more than one." 7. Several names of collections obtained and dealt with, in a similar manner. 8. Eapid review, as in 4. All the words in both columns are considered in the light of "how many things they name." The words of one column name single objects ; the words of the other column name collections of objects. « Tell the class that this property or characteristic in the word is called its " number " ; and that when we think of a word as standing for or naming one thing or more than one, we arc said to be thinking of its " number." Bring from the class a general definition of "number," in the light of the preceding. Then it will be easy to distinguish oetween the singular and the plural and to give these new names. 38 PLANS FOR GRAMMAR LESSONS. Practical Exercises. Topic. Introduc- tion. Develop- ment. 1. Teacher gives a number of nouns orally ; pupils tell the "number" of each. 2. A list of nouns on B.B. ; pupils copy and make two lists, according to difference in " number." 3. Kouns selected from a page or passaj^e of the Read- ing Book may be dealt with similarly. 4. The pupils are asked to supply examples of each kind. GENDER. Some nouns are the names of living things (that is, of human beings and other animals) ; others are names of things without Mfe. Nouns of the first kind are said to have gender; those of the second kind are said to have no gender. Of nouns having gender, those naming beings of the male sex are said to be of the masculine gender; those naming beings of the female sex, feminine gender. Note.— The term "neuter" should be banished from the vocabulary of grammatical terms. Review the function of the noun as a naming word, — naming things with life, and things without life 1. A number of nouns are placed on the B.B. (these nouns include in nearly equa\ numbers, masculine nouns, feminine nouns, and nouns without gender). For the present lesson the gender nouns will be names of human beings only. Nouns should be placed in one column and arranged promiscuously as regards their gender. The pupils are called on to separate and classify. The teacher, at their suggestion, places in one column names of living things ; in the other, the remaining names, which are names of inanimate objects. PLANS FOR GRAMMAR LESSONS. 89 Generaliza- tion (in part) Definition. Generaliza- tion (in part) and Technical Terms. Practical Exercises. 3. Rapid drill, calling attention to this distinction, point- ing to each noun. All the nouns in one column are names of living beings ; all in the other are names of things without life. 4. The class is now told that the names or nouns in the first column (the names of living beings) are, on that account, said to have gender; the others are said to have no gender. 5. Good drill on this distinction ; and a definition of " gender" may be drawn from it again in indirect form : "A noun is said to have gender if it is the name of a living thing; and is said to have no gender, if it is the name of something having no life." Or, " When we think of a noun as naming some living thing, we are said to think of its gender." 6. Place as the "headings" of two new columns the words "man" and "woman." Note. — Instead of these headings, the teacher may place the following : " Names of beings of the male sex " ; " Names of beings of the female sex." The form in 6 is preferable. 7. The pupils are now called on to divide the words of the "gender-noun" column into two classes, — those corresponding to the word " man " being placed under this word ; those corresponding to the word "woman" being placed under this word. 8. Class is led to see that words in both these new columns have gender; and is told that words in the column headed " man " are said to be of the 7nasculine gender ; those in the column headed " woman " are said to be of the feminine gender. Similar to those suggested in plan for presenting " Number." 1 40 Tftpic. !i Introduc- tion. Develop- ment. PLANS FOR GRAMMAR LESSONS. CASE. Note. —A modern grammarian uses the term "Subjective Nominative." It is to be regretted that he has not gone farther, and thus lend the weight of his authority to the term "Objective Nominative." The term nominative has nothing in the etymology of the word to restrict it to the place of the subject. It means, liter- ally, the name (the unchamjed name). If, therefore, we agreed to limit the use of the word nominativo *o the np/'hanged name, no matter what its position, we could vo "cases"" of tllo un- changed name,— the snhjective nom: . ve (the unchanged name used as a subject) and the objective nominative (the unchanged name used as the object of a transitive verb, or of a preposition). Usage, of course, makes the combination "objective nominative" appear a contradiction of terms; but it is usage alone which does this : etymology does not show any inconsistency. Together with these two cases of the unchanged name, we would have one case of the changed name, —the possessive. A noun when used in a statement or other group of words is generally related to some other word in the group. This relation we call case, of which there are three kinds,-— the nominative Case, the objective Case, and the possessive Case. ' Note. — A separate plan for each case will follow ; but in this, as in all preceding and in all succeeding plans, the analytic process may be adopted, and by illustrations the three cases may be pre- sented in one lesson. For example, I may place on the B.B. the following, and a number of like sentences : "John's father killed a bear." I can easily develop the relation of " father," " bear," and " John's." Call tliese relations cases, and name these cases' Review or develop the idea of "relation" with refer- ence to words, — "John reads." The word "John" is related to the word "reads." They make sense when taken together. NOMINATIVE CASE. 1. Sentence consisting of noun and verb placed on the ■^•B., — ■■ John reads." il PLANS FOR GRAMMAR LESSONS. 41 the . I Generaliza- tion. Technical Term. Definition. Practical Exercises. 2. Class pick out aiul distinguish subject from predicate ; and they will pick out the noun as the subject of the verb. 3. What part of speech is the subject ? What is the use of this noun in the statement ? With what word is it connected ? To what word is it related ? What is the relation ? It is related to the verb by being its subject. 4. Build up from "related as subject" the expression " subjective relation." The noun is in the subjective •relation to the verb. Drill. 5. Take a number of examples, dealing with them in a similar manner, and with thorough drill, — each noun is in the subjective relation to the verb. Rapid Review. All these nouns are in the subjective relation to the verb. Tell the pupils that to express this relation to another word, we say the noun has case, meaning, thereby, relation. Drill. This noun (pointing to first noun) has? Case. This noun (pointing to second one) has? Case; etc. What case ? The subjective case. Tell the pupils that, instead of saying subjective case, we say nominative case. Good drill on this name. Write it on B.B. Obtained from the pupils in the usual way ; a hint is given that " nominative case " may include other forma of relation, forms which the pupils will loam later. 1. Sentences on B.B. (no case used other than nomina- tive). Pupils pick out examples of nominative case, and tell why. 2. Reading Book used for same purpose. 3. Pupils make up sentences COnt;a.inintr nmin« in n/^miTiQ- tive case. 42 PLANS FOR GRAMMAR LESSONS. Introduc- tion. Develop- ment. Introduc- tion. Develop- ment. (( OBJECTIVE CASE. Develop the general idea expressed by the word object," anything in the way of sight, touch, action, etc. 1. Place on B.B. sentence containing transitive verb with object, — " John broke the stick." 2. The class give the word expressing the action, and the word naming the thing or object (use this word) acted upon. 3. The idea of grammatical object is then developed, care being taken to distinguish the object of the action from the object of the verb, — the thing from the name of the thing. Thus : 4. What part of speech is the object of the verb ? What is the use of this noun in the statement ? With what word is it connected ? To what word is it related f What is the relation? It is related to the verb as its object. Drill. 5. Take other examples, etc. Note. — The plan will now be followed out in a manner similar to that set down for the nominative case ; and it may be shown that the objective relation of the noun may sometimes depend on a pi'eposition. POSSESSIVE CASE. The ideas presented by the words "possessor" and " possession " are presented to the class in a general way. 1. The teacher gets an article belonging to one of the pupils. 2. Bring from the class a statement showing to whom it belongs, — " That is John's book." 3. The object is placed on the teacher's desk. The class is asked to make a statement, telling where John's book is. " John's book is on the table " {or, " John's book is on the teacher's desk"), thus giving two pos- Ge: Tei 1 De; Pri Ex To] PLANS FOR GRAMMAR LESSONS. 43 Generaliza- tion. Technical Term. Definition. Practical Exercises. Topic. sessive forms (although perhaps one form is enough for the time being). This form is written correctly on B.B. ; that is, the possessive form is correctly marked by the teacher, without any comment. 4. Review the nouns in this sentence, — John^s, book, table. 6. The teacher points to the word John's, and questions the class as to who is named by this word. The class will point out the boy who is thus named. 6. Ask John to go to the B.B. ; ask him to write his name as he usually writes it. He will write it thus : John. 7. The class is now led to see the difference in form between the two words. Each of them names the boy, but in the case of John's a change is made to show that the person is spoken of as a possesso7\ Drill. 8. Talk with the class on the way in which the change is made. 9. Use other examples in the singular, with good drill in each case. Note. — This may be enough for one lesson ; but the teacher may, at his discretion, introduce the plural form, marked in the possessive by the apostrophe only. As in two preceding plans. COMPARISON OF ADJECTIVES. Two objects of the same kind and having a common quality may be compared so as to find out which has more of the quality than the other. Three or more objects of the same kind and having a common quality may be compared so as to find out which of them has most of the quality. To express this "more" of the 44 PLANS FOR GRAMMA II LESSONS. Introduc- tion. Develop- ment. ni quality or " most " of the quality, tlie adjective express- ing the quality is changed. Tlio adjective thus changed is .said to be cor ,ared, and the changes are called degrees of comparison, of which there are three, — the j^ositive degree, the comparative degree, and the superlative de- gree. Note. — It is the objects which are "compared," but tliis tenn is transferred to the word or adjective. Review definition of qualitative adjective ; bring out ideas underlying comparison, contrast, and degree. 1. Draw a long line on B.B. Note. — This phiii will develop long, longer, and longest. Broad, broader, and broadest may be used very conveniently for a first lesson. By means of two pieces of ribbon — a narrow one and a broad one — the idea of broad may be brought out ; then the lesson may proceed in a manner somewhat similar to. the following development, which uses long. 2. Bring from the class the statement that it is a long line. (By contrast with a short one in case of diffi- culty.) 3. Draw another long line, the same length as the first line. 4. Covering first line, bring from the class the statement that the second line is a long line. 5. The class is next led to see that both lines have same length; each is a long line; both are long lines; both have same length. Good drill. 6. Rub out second line and draw a new line for No. 2, — a line somewhat longer than the first. Note. — It has been suggested that, instead of rubbing out the second line and putting in a nexo one longer than either of the first two lines, the old line, No. 2, may be prolonged, thus making it longer than No. 1. 8ome teachers prefer the plan given above. G( Mi PLANS FOit QP\MMAR LESSONS. 46 Generaliza- tion. xCCnnicai Term. 7. ) As in 4 and />, with tho necessary omissions from 6 ; 8. ithus, "each is a lon^ line; both are long lines." 9. The class is now called on to compare the lines as to lenprth. Have these two lines the same length ? If they have not the same length, how shall we state this fact ? The pupils will say, " They are not the same length," or, " One is longer than the other," or, " The second line is longer than the first." 10. Bringing the words from the pupils, the teacher puts the words "long line" opposite first line, at the left; and "longer line" opposite second line to the left. 11. Draw a third line, the longest of the three, and develop as before, — it is a long line ; then, the first is a long line, the second is a long line, the third is a long line; but the third is the longest line. 12. Write (pupils tell the words) "longest line " opposite third line, at the left. 13. Drill. Why did we say longer line in the second case ? Because the second line has more of the quality of " longness " or length than the first line. Why did we say " longest line " in the third case ?. Because the third line has most of the quality of " longness " or length. 14. The teacher present:; other illustrations, objectively, such as, tall, high, deep, rough, etc. 15. Now call the attention of the pupils to the change in the form of the adjective, and to why this change is made. {How it is made may, or may not, be referred to in this first lesson, the special point being the fact that a change is made. Each of these adjectives is changed, and changed for a certain purpose. We call this change comparison (B.B.), and each change ac it is made is called a degree or step in the 46 PLANS FOR GRAMMA II LESSONS. Deflnition. Practical Exercises. Topic. Introduc- tion. Develop- ment. ■ comparison, thus giving us three degrees or steps, positive, comparative, and superlative. > As in former plans. INFLEXIONS OF THE VERB,- VOICE, MOOD, AND TENSE. VOICE. With a certain form of the verb, its subject names the actor, or doer of the action ; with another form, the subject names the object or thing acted upon. This property of the verb (or change in its form) is called voice; Jie first form being called the active voice ; the second, the pas- sive voice. Note. — In the "active voice" the thing named by the subject of the verb is active, that is, doing something; in the "passive voice," the thing named by the subject is passive, that is, doing nothing, hut havintj something done to it. These active and passive states of the things spolcen of give the names to the verbs. Every transitive verb suggests three things, — an action, an ajtor, and a thing acted upon ; and the state- ment made by the transitive verb includes three things, — a subject, a verb, and an object of the verb. Note. — Care must be taken in this lesson to distinguish care- fully between words and things. For example, do not allow the fol- lowing: "The subject of the verb is the actor," or, "The object of the verb is acted upon." The subject of the verb names the actor, etc. 1. Sentence on B.B. This sentence will have a transitive verb, with object, — "John broke the window." 2. The class is questioned as to what the action is, and who performs it. The action of breaking, and John (the person, John) peforms the action. 3. Attention is called to the verb and its subject. The verb broke has for its subject the noun John. Bring this from class by questioning. Gen II Tec T ref Pra( Exe PLANS FOR QUAMMAU LESSONS. 47 Generaliza- tion. Technical Term. Ceflnitlon. Practical Exercises. 4. The class is led to see that with this form the subject of the verb luiraes the actor or doer of the action Drill. 6. The form is now changed by the teacher, or by the teacher with the help of the pupils. Note. — It is not well to ask the pupils to make the complete change. It will be only gueas work with them. The teacher, as has been suggested, may do this work, or have the pupils complete the sentence when the teacher writes the new suhject on the B.H., — " The window ." Say to the class, " Whav, statement may we make about the window ? " Even in this case the pupils may not see the point. The form is now, "The window was broken by John." 6. The class is led to see that with this form the subject of the verb names the thing acted upon. Question the class so as to bring out this point. 7. Drill on the contrast, — with one form of the verb we have, etc.; with the other form of the verb we have, etc. 8. Take other examples and deal with them in a similar manner. Here we have two verb-forms, — the subjects in one group name the actors, the subjects in the other group name the things acted upon. Tell the class that this property in the verb, or differ- ence in form, is called voice, and that the first form is called, etc. Bring from the class simple definitions of voice, active voice, and passive voice. 1. Sentences given orally by teacher; pupils tell what the verbs are, aucl vvhellier they are in the active voice or in the passive voice. ftj": 48 PLANS FOR GKAMMAli LESSONS. Topic. I, Introduc- tion. Develop- ment. 2. Sentences written on B.B. by teacher; pupils copy and deal with them as before. 0. A page or pages of the "lieader" used for same pur-' pose. 4. Pupils are called on to change from active voice to passive voice, and vice versa. 5. Pupils compose a number of sentences of each kind. MOOD. There .are different ways in which the attribute or fact indicated by the verb is connected in thought with the thing named by the subject. This relation, as ex- pressed by the verb, is called the mood of the verb. Note. — The analytic plan may be used successfully in this connexion. The tencher may place on the B.B. sentences such as the following : Change your conduct ; He changes (or changed) his conduct ; Will he change his conduct ? Unless he change his conduct he will lose his place. Here we have a command, a direct statement, a direct question, and a presentation of something which is simply thought of, not spoken of as an actual or possible fact. The class may be told iliat this light in which we look upon the verb is called its mood, and after other examples the class may be told that the first example presents the verb in what is called the imper- ative mood ; the second and third examples, the indicative mood ; and the fourth, the subjunctive mood. It may be said that a long study is needed by pupils — indeed, by grammarians — before some of the so-called moods are thoroughly understood. IMPERATIVE MOOD. Review definitions of verb and statement ; and bring from class some ideas about a command. 1. The teacher selects one of the pupils, — John. 2. Teacher says : " I shall make the B.B. talk to John ; and I wish John to be guided in his action by what the B.B. says to him." PLANS FOR GRAMMAR LESSONS. 49 3. Teacher writes on B.B., "Lift your book"; calls John's attention to it, and asks him to do what is suggested by the words on the B.B. John performs the action. 4. The attention of the class is now called to what John did, and why he did it. He carried out or obeyed a command. 5. Question the class: "What told him to do this?" " What gave him the command ? " The verb. 6. Drill. Then the verb is used in this group of words to give a command. 7. Other examples bringing out the same idea. 8. B.B. summary. " Some verbs are used to give a command." 9. The class is now asked to make a statement about what John does or did in obeying the first command. Bring from the class, "John lifts his book," or "John lifted his book." ' Bring from the class that this is a staterfient; the verb is used to make a statement. 11. Give or bring from the class other statements, if possible using the verbs used in imperative mood. 12. Good drill with B.B. summary. " Some verbs are used to make statements." Note. — Some teachers omit from the first lesson the develop- ment of the direct question. It can be easily presented if the teacher so desire. Teacher says to the pupils : " If I left the room when I made the B.B. talk to John, and wished to know on my letum whether he carried out the command, what would I say ? " " Did John lift his book ? " Lead class to see that this is a direct question, and proceed as in the case of the statement. 13. Place on B.B. the sentence, "Unless John lift his book it will be taken from his desk." 10 50 PLANS FOR GRAMMAR LESSONS. I : ' Summary and Technical Term. Practical Exercises. Topic. Note. — It is very difficult to bring out the subjunctive form objectively. It is more easy for the teacher and pupils that the teacher place the sentence at once on the B.B. ^ 14. Call the attention of the class to the verb lift in this sentence. It does not give a command ; it does not make a direct statement ; it does not say that he will lift his book, or will not lift his book; it simply presents something thought of. 15. Other illustrations are presented to the class for the purpose of bringing out this point clearly. Note. — The teacher must not be disappointed if the pupils have not a very clear idea of the function of the verb in this connexion. A long time of study is needed for a thorough understanding of this mood. 16. B.B. summary. " Some verbs are used to represent the action or attribute as merely thought of." Now call attention to the three forms; give good drill, and tell the pupils that these different ways in which the verb is used are called its moods or its mood; chat the lirst way is called the imperative mood; the second, the indicative mood; and the third, the subjunc- tive mood. 1. Picking out verbs from sentences, and telling the mood. 2. Pupils compose sentences to Exemplify the different moods. TENSE. Note. — In this lesson it is important to distinguish between time and tense. Time refers to the action; tense., to the word expressing the action. An action may be spoken of as taking place now ; or as having taken place in the past ; or as about to take in the future. The change which takes place in ii -I--- PLANS FOR GRAMMAR LESSONS. 51 Introduc- tion. Develop- ment. the verb to mark this change of time, or tjie property in the verb marking this change of time, is called the tense of the verb. Of tense there are three forms, correspond- ing to the three natural divisions of time. These forms are called the present tense, the past tense, and the future tense. Bring from the class the three natural divisions of time, and that if we speak of an action we must refer it to some one of these three divisions of time. 1. The teacher lifts the bell, and says, while he is doing so : "I lift the bell." This statement is placed on the B.B. 2. The class is questioned regarding the verb and the action expressed by the verb, — the verb lift; the action lifting. 3. Teacher says to class : " Now when I say, ' I lift the bell,' at what time is the lifting going on ? " Just at time of speaking, at the present time. 4. Drill. " Lift, therefore, in the expression, ' I lift the bell,' expresses what is going on at the time of speak- ing, or at the present time." Pupils carefully look at form of word. Note. — Other illustrations may be used here to strengthen this idea ; but some teachers proceed at once to a new foim. 5. Teacher says to class : " Now, if I wish to let you know that this action of lifting took place yesterday or last week, would the form ' I lift ' be suitable for the purpose ? " " No." If not, what form would be suitable and proper ? "I lifted." Note. — There is a well-grounded objection to forms of ques- tion which require " Yes " or " No " for answer. But some- times, as in this case, the simple negation, or shutting out of that particular form, makes the contrast plainer and stronger. 52 Summary. Technical Term. Definition and Practical Exercises. PLANS FOR GRAMMAR LESSONS. 6. Why was " I lift " changed into " I lifted " ? to ex- press what ? An action that took place in the past, or in past time. 7. Drill. " I lifted " expresses past time. Pupils look carefully at the form of the word j there is a change. Note. — See Note under 4. 8. Teacher says to class : " If I wish to tell you that this action of lifting will take place to-morrow, will either of the two forms already given serve the pur- pose ? " " No." " If not, what change shall I make ? " A change to, "I shall lift the book to-morrow," or, "I shall lift the book." Note 1. — See Note under 5. Note 2. —The plan of analyzing the expression " I shall lift" into an indicative and an infinitive fonn, "I shall to lift," may be left to later and more scientific investigations in grammatical structure. 9. Why this second change ? to express what ? An action which will take place in the future, or, rather, to tell that an action will take place in the future. Note. — See Note under 4. 10. Review and drill. There are three forms : one ex- pressing present time of action ; another, past time ; another, future time. 11. Attention is now called to the three forms, to the changes. Why the changes ? We changed the form of the word when there was a change of time to be expressed. The pupils are told that this change in the form of the word, or this property in the word, is called its terise. Tense refers to the word; tim to the action. As in former plans. i-\ II i i l-\ II i i I ■ I Topic, Introduc- tion. Develop- ment. PLANS FOn GRAMMAR I.KSSONS. THE INFINITIVE MOOD. 53 Note. — Sometimes this topic is included in the gerund, — the infinitive being presented as one form of the gerund. The infini- tive receives separate treatment here. (See plan on the Gerund.) Some verbs are limited by their subjects as to number and person; others are not so limited. A verb of the first kind is called a finite verb ; one of the second kind is called an infinitive verb or a verb in the infinitive mood. The latter very often takes the place of a noun, and may, therefore, be the subject or the object of a verb. (Later it may be shown that the infinitive sometimes takes the place of an adverb, but the so-called substantive use is the natural use of this form.) Write on B.B. the following sentences : — (a) I am here ; (6) John am here. The pupils are called on to read these sentences and to decide as to their correctness. " John am here " is not correct ; " John is here " is the correct form. The form of the verb must conform to the " person " of its subject. Again, ^^^ John is here ; (6) John and James is here. Deal with these in a similar manner. The latter must be changed, because the form of the verb must conform to the "number" of the subject. Tell the class that the verbs in this case are said to be limited; that is, limited in number and person by the subject. From this the word fiyiite may be easily developed, by referring to the word finis at the end of a book, finis meaning an end or limit. 1. Place on B.B. the following sentences : — {a) I love to study ; ^h\ sTaItP Irktroa \-r\ ofn/lir 54 PLANS FOli GKAMMAK LESSONS. Generaliza- tion. Technical Term. 2. What are the verbs in these sentences ? Love and study. 3. Why is lorn changed to loves in the second line ? To agree with the subject in "person." What do you notice about the word study in each sentence ? It is the same in both ; there is no change. 4. The class may be led to tell why there is a change in one verb, and no change in the other. Love and loves agree, each with its own subject, in person. Study IS not affected by any subject. Love has a subject; study has not. 5. Take other illustrations similar to this, — one verb is limited; the other is not. 6. Place the following sentences on B.B. (a) To ride is a pleasant exercise j (fc) To row is a pleasant exercise. Combine. To ride and to row are pleasant exercises 7. The attention of the class is called to the change from IS to are, denoting a change in "number" in the subject. There is no change in ride or row; they do not depend on any subject. 8. Other illustrations may be taken for a similar pur- pose. . Note. -Should the adverbial function of the infinitive be used simply as an aid to showing the finite form as opposed to the hef fur'xhus - ''^^^"^"'^ ^"^ function; that form will be found («) The glutton lives to eat ; (ft) The wise man eats to live. Compare lives and to live ; to eat and eats. There are certain verb forms which express the action in a general way, with 710 limitation of number or person. Each of these forms is called an infinitive (opposed to finite), or is called the infinitive mood of that verb. PLANS FOR GItAMMAR LESSONS. 55 Definition. Practical Exercises. Topic. Introduc- tion. Develop- ment. 1 As in former plans. 7'HE GERUND. Note. — See Note under "Infinitive Mood" in plan for that lesson. The gerund (verbal noun) is a part of the verb. It ends in ing, is used as a noun, and may, therefore, be the subject of a verb, the object of a verb, or the object of a preposition. If it is formed from a transitive verb, it retains the governing power of the verb. Review verb, action, how that action is named gener- ally, —rea^;, reading; ivalk, walking; etc. 1. Place on B.B. the following sentences : " Rowing is a healthy exercise," or, "Skating is a healthy ex- ercise." 2. Bring from the class the subject of the verb. What is the subject of the verb in the first sentence ? Row- ing. 3. Now investigate : From what part of speech is rowing derived ? From the verb row. How is it formed ? By adding ing. What is its use ? It is the subject of the verb, and therefore takes the place of a noun, and may be called a noun. Drill on this general use. 4. Take another illustration, such as the following : " I like walking," or, " I like reading." 5. Bring from class the function of the words walking and reading, and then investigate as in 3. 6. (At the discretion of the teacher.) Such examples as the following may now be introduced : " Losing his fortune drove him mad." "He injured himself in injuring them,"— where the verbal form is a part of a nrnun. it • - —JT • 66 PLANS FOR GRAMMAR LESSONS. Generaliza- tion. Technical Term. Definition. Practical Exercises. Topic. If*' Introduc- tion. Develop- ment. subject; "Losing" is the bare subject. "Injuring them "is the real object of in; but injuring, alone, may be taken as the object, which retains the govern- ing power of the verb from which it is derived, thus governing him in the objective case. All these words are alike in certain particulars,— they are derived from verbs; they end in ing; and they are used as nouns. The class is told that these words are called gerunds, which is another name for verbal nouns. [ As in former plans. THE PARTICIPLE. The participle is a part of the verb, used as an adjec- tive, and thus modifies the meaning of a noun. (Parti- ciple —jpar«/c<;2:)a^es in the nature of the verb and the adjective.) There are two forms: one ending in ing, the other ending in en, d, ed, or t. That ending in ing is called thj imperfect participle ; the other, the perfect par- ticiple, which, when formed from a transitive verb, may have an object. Note. —In such examples as ''waving branches," ''cheering words," "foaming waves," " alarming aievis,''' it is hardly neces- sary to deal with these as other than ordinary qualitative adjec- tives. It is in more complicated const:."uctions that the true parti- cipial nature is seen. Review Verb, Adjective, and Transitive Verb. 1. Sentence on B.B. : "Hearing the noise, John went to the window." 2. The class is called on to divide the sentence into logi- cal subject and logical predicate. Good drill. 3. Class is asked to give bare subject. " John.'' PLANS FOR GUAMMAU LESSONS. 57 4. What are the other words belonging to the subject ? "Hearing the noise." What use? They refer to John, — to a noun ; and therefore take the place of an adjective. 5. What is the word which particularly describes John, or tells something about him ? The word " hear- ing." G. Now investigate. From what part of speech is this word derived ? what use ? It is a word deri^'^ed from a verb and used as an adjective, modifying the meaa- ing of the noun John. (Do not refer to the form until a later period of the lesson.) Good drill cm these two characteristics of the word. 7. Take other illustrations of this use of the part of the verb ending in ing, such as, — (a) Quitting the forest, we advanced into the open plain ; (6) He strode up the hall, bowing right and left to the guests ; (c) Smiling scornfully, he strode into the circle ; bringing out, by thorough drill, the adjective use of the word, and its derivation from a verb. 8. Take illustrations of verbal adjectives with the oth<}r terminations and deal with them similarly, — (a) Frightened by the noise, he ran away; (6) Hope deferred maketh the heart sick ; (c) Mounted on a splendid charger, the general rode in front ; (d) Written in a hurry, the essay wanted strength ; (e) Built by an experienced man, the house was very comfortable ; bringing out the verbal and the adjective signifi- cations. 68 Generaliza- tion. Technical Term. Definition. Practical Exercises. PLANS FOR GRAiMMAK LESSONS. 9. Reference may now be made to the form of the par- ticiple, although this does not in any way affect its nature or function, which is the main point of the lesson. Developed as in former plans.