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Sentence and its Parts Sentences Classified According to Form Parts of Speech Concrete and Abstract Nouns Proper and Common ^o^^m^,,.^- Drill on Classification Transitive and Intransi^ Introductory I^esson on liifl Case - - 1 _ Classification of Pronouns Active and Passive Constructions Mood - . . Tense - . . . Introductory Lesson on the Infinitive Uses of the Infinitive Functions of the Adjective - Page 7 • 21 41 47 53 5S 67 73 82 lOI 107 114 119 125 the Department of Agriculture ^ ^^^'I^cational Publishing Comhanv, at PREFACE The purpose of the author in placing upon the market the present " Method Series " is to be of service to the great army of busy and over-worked teachers. The authors effort is to talk as a teacher to the teachers of the Dominion. There is no claim to infallibility for the plans submitted. The author presents them as his own individual effort. Many years ago he came to the conclusion that there is no one the wav for anything in the teachers' profession. The only ng the author steadily kept in view during his career as tt ler was that he should put his best self into his work, that the . ork should be logically presented, and that as far as possible the work must be that of the children, the teacher's duty being simply that of a guide or supervisor. Nor is there any desire to usurp the place of the Model or Normal School masters. These plans at best can be but a refreshing of the valuable personal instruction given by them to their students. To our friends, the Principals of the Model and Normal Schools, we see great possibilities in the present series. One great difficulty of the Principals of these schools is to get before their students the material for Lesson Plans, that the same may be intelligently discussed. The present series will supply abundance of matter for this purpose. Even the very short- comings will serve to point a moral or adorn a tale as well as the best work that could be prepared-the treatment is too short here, illogical there ; this point should be more strongly enforced; the conclusion arrived at in this place does not follow from what precedes, etc. The students will thus ha-e the advantage of the criticism of the weak points as well as the commendation of the strong. The answers of the pupils as given in these pages are the answers which a teacher should try to get, and his success in getting them depends largely on himself. If at first he does not get the answer aimed at, he must by a change in phrase- ology or by an attempt from another side, try till he does succeed. That we should get a certain answer was necessary to the conclusion we were trying to arrive at. Some others will object that valuable time and space might have been saved had pupils' answers not been of so formal a character— given in full, when the gist might have been secured in a word. To those, we would say that experience has taught us that in the original teaching of a topic, the verbal repetition aids in fixing the idea in a way that mere scrappy answering will not. In review work, short, sharp, brisk answering may dispense with all but the strictly significant words or phrases. Still further, we expect to hear that the author surely could never have been a teacher, or he would never have attempted in a single lesson nearly so much as is laid down in any of the lesson plans. To such, we would say that, having put our hand to the plough, as it were, we dare not hesitate nor stay till the topic was finished, even if it took two, or three, or even four lessons to dispose of the matter in hand. Each teacher is left to conclude his lesson where his judgment and the force of circumstances shall dictate. I THE AUTHOR. Toronto, September, 1899. LESSON PLANS IN GENERAL. I. Defined. A Lesson Plan, or, as frequently called, "Notes of a Lesson, " is a detailed statement of what the teacher pro- poses to teach to his class during any particular lesson, together with a concise, yet accurate, account of how he hopes to secure the desired end. II. What a Plan should Show. A Lesson Plan should show : (n) In a statement at the top of the first page the class for which the lesson is intended, the preparatory knowledge which will be made use of in the present lesson, and a list of the material for illustration or for purposes of experiment. (d) The matter of the lesson stated in a series of propo- sitions, which should be arranged in the order that is intended for presentation to the class. {c) The method of the lesson, in which the teacher indi- cates how he hopes to secure the objects for which the lesson is taught. (d) A blackboard sketcl , wherein is set down the •various points of the lesson as they are secured from the class. III. How TO Prepare a Plan. (a) in the first case, have in your own mind a clear, definite idea of what you are going to teach. For instance, you are assigned, ♦ ' Teach an introductory lesson on Inflec- tion." Ask yourself, "What is Inflection, anyway?" for if you have not a clear conception of the subject, you cannot hope to make the matter clear to your class. Too often we turn to our text-books, and on faith take the definition that to us seems the shortest and most easily memorized, and then wonder why the children qannot s^ at once just the definition that we are seeking. To return to Inflection. A good definition would run thus • ' ' Inflec- tion IS a change in form which certain classes of word* undergo, depending upon differences of meaning or use " (d) Having fixed this as what you are to aim at see what you are to show. ' f \^ Zu^l "^^"y words do undergo changes in form. ^2; mat though many words undergo changes in form .some words do not. & e » ionu, (3) That the classes which show changes are Noun r^HT^P^^J^'?-''^' y^'^' ^^^'^^^ ' ^^"1^ the Conjunction and the Preposition do not. (4) That some of these changes are made because of a difference of meaning, and that other changes are made because of a difference in use. (r) These several sub-divisions furnish you the "matter " of your lesson. Your efforts will now be devoted to securine- such a "method " of presentation as will tend intelligentlv to develop what you are aiming at. . (d) Having taught your lesson, the several points will be summed up in your B.B. sketch, which the pupils will enter in their note-books for th^ purposes of review, and for enabling them to renew, in logical order, the mental activities which led to the conclusions arrived at. IV. Caution. No teacher must conclude that because he has thought out a logical plan, and has made a skilful presentation of his lesson, that now his work is done. There must be repetition to deepen the impression, and abundance of exercises to give the poWer to discern readily, under slightly altered forms, what has been taught as general principles. Some of the most successful teachers in the presentation of lessons fail because of their inability to recognise this fact ; or should they recognize the fact, they ^tr/ln .""^-^^ ^^1 driirwork sufficiently interesting or varied to give certainty in recognition. I. THE SENTENCE AND ITS PARTS. Second Book Class : — Class should be tolerabh^ familiar with the oral and written construction of sentences, but need not have any technical knowledge of grammar, as I sh(mld regard the sentence and its parts as the opening lesson in formal grammar. MATTER I. The Introduc- tion will be brief and of such a char- acter as will plea- santly bring our new topic to the friendly notice of the class. METHOD Would open the lesson with a brief, bright talk with the clavSS. Put into the talk all the charm of manner, voice, expression, you can. Feel interested yourself — feel that, though this is the mere opening leSvSon on the wide subject of formal grammar, you must here make a good impression ; you must break the ice of the new subject in such a way that every boy and every girl shall feel that grammar isn 't a half bad subject at all ; it isn 't something beyond his intel- ligence or his experience. If it be new — and you may have said it was new — they should feel that it is only an ex- tending and making more definite what they have been using and doing since they were able to talk. Endeavour to be your very brightest the day you take your opening lesson on the study of the sentence and its parts. .7 8 I.KSSON PLANS IN GRAMMAR. MATTER METHOD II Th« Mbdivi- ■lons of a para- Vraph ara callad Motcncca. ^ This preparatory work clone, you niieht iurn'T t^'i: '^''^l '^^'^ re'aders and turn to p. 89. to the story of «« The thf/- /'^^^^ ^^^«« t« ^ead silentv the first two pag:es, and. as they read to nohce^ the arrangement of th^ 'rrading about the arrangement? The readino- matter is divided into parts or pieces ^ Just make yourself a little plainer ^T^rti'er '^Th «"^Pr^^^^-""h 1 he tiger and goes down to "cat ; tribe • in the fifth line. Another be Jns with "all these animals " in the sfxth Ime and finishes with " trii^ph^VlU .J^^K"^'^} ^""^ Tommy, thank you I see just what you mean. Who would agree wrth what Tommy has said ? Who can find some more similar to what Tommy has found ? knowVvT/'T- r^^..^^y °^ ^^1 ^'ho may know the satisfaction of telling you vou might inquire if any of them fver helrd a namegiven to such a group ofwSSs as that we have heard referred to If ^roun' of"'' T J"^' ?^y th^t such a group of words as that described is called a paragraph. We do not ask for riilc ^ '^P^'^f ''{''"^ P^^«^"t lesson. J^iass. now look more closely at our second paragraph and tell me what you be four divisions in that paragraph. Cfl P* o tl ai tl tl THE SKNTKNCK AND ITS PARTS. MATTER ou might ders and of "The silently read, to reading a notice reading eces. plainer, ins with :o '♦cat r begins le sixth ph" in you, I would ? Who 3 what lo may )U, you ^ heard ' words to. If mch a ied is sk for that is on. at our It you ms to 111. Theientence consists of two parts -the name of the object thought about, and what we thought about the object. METHOD Tell me anything you notice about each of these four divisions. They all Ix ;in with a capital letter. They are all closed with a period. Perhaps some boj' or girl can tell me what name is given to such a group of words as those four we are talking about. It is much more than likely that they (class) generally can tell you each group is called a vSentencr Now, cla.«y, what did you tell me you called such a group of words as that which begins " All these animals," line 6. and ends with "triumph," line ii ? Such a group is called a paragraph. And what name did you give to each of the smaller groups of which the para- graph is composed ? Each is called a sentence. . Now tell me what you think a sen- tence is ? A sentence is a part of a para- graph. That is quite true, but it is not quite sufficient for our purpose to-day. Put your books away, and we shall now take our work from the B.B. I want each girl and each boy to think of something. You mu.st keep j'our thought to yourself till I ask you, for otherwise you might interfere with some- body else's thinking. Give time for everj^one to get read}'. Well, Mary, what had you thought about ? I had thought about my pussy. Turning to individual members, ask t.ev- fi 10 MATTER iJ . ^ESSON PLANS IN GRAMMAR. METHOD I eral what thej- had thought about to get each personally interested I want each of you to again think of what you were thinking 4en I Jsked A T, "'l.^*"^^ answer. Are you ready ? All right ! Now think of something you would like to tell me about the ohieol you were thinking of ^ We'll come back to you, Mary. Mv pussy has soft fur ^ ^ Mmnie, take yours ? My doll has curly hair. "^ ^'^ I would take many answers to encour- ?S w^l"\^°^^ ^"^ t« make each feel that he has something to do wit this^lesson, that he is not^a mere spec af/'^^'i! ^\^ r ^'"^ examples on the B.B after the style of the following — (i) My pussy has soft fur. (2) My dog can run. (3) My doll has curly hair (4) The book fell to the floor, (5) The boy struck the ball (6) The sun shines in the sky fT,?f "f """"^ ^° ^^^ P"P'^s who gave the several sentences, I would ask fach n turn what he had thought about • and then what his thought of!he object was Mary what did you say you thought ot? I thought about my pussy And wkaf did you think about your pussy? That she had soft f«r ^ Who can go to the B.B. and show me THE SENTENCE AND ITS PARTS. II about, to I think of ti I avSked >u ready? thing 3'ou :he object ary. IVly can run. doll havS o encour- ake each do with lere spec- the B.B. ho gave sk each ut ; and ect was, thought it your iow me MATTER IV. The two parts of the sen- tence are called the subject and the predicate METHOD the words which name the object about which Mary thought ? From those who express their ability select one, and tell him to draw a vertical line thus, | , to separate the name of the object that Mary thought about from the rest of the sentence. What did Mary say she thought about her pussy ? That she had soft fur. Who can show me the part of the sentence which shows what Mary thought about her pussy. A pupil is selected and the part pointed out. Deal with the rest of the sentences in the same way, and when through we may enquire Into how many parts does each of our sentences seem to be divided ? Each vSeems divided into two parts. Look closely at our sentences for a moment. The first part of each sentence tells us what? It names the object thought of. And the second part of the sentence does what ? It tells us what we thought about the object. Since our sentence seems to have two parts, you would suggest that we need, how many names for our parts ? We should need two names. That is quite true. That is just the number of names given to the two parts of our sentences. If there were two boys of whom we were talking, but whode names we did 12 MATTER i^^ r: •t- ^ • Yi T*** Subject !• that part of the •cntence which names the object thought about. LESSON^LANS^I>r GRAMMAR. METHOD not know, how should you bTabirt^ make me understand which boy yoti were referring to ? We should have Jo d. scnbe the boy each time we spoke Ibot tha^^thatT^rV '^%5 ."^"^^ ^^^^er way tnan tnat ? It would be much easier if we knew the names of the boys What does this suggest to you about S^t ^ff.^K''^^ ''''''-' s^eXnces mat It would be very handy to know the names given to the two parts i If you observe now very closelv I shall place the names on the B B. Thf teacher may then write teacner SUBJEICT. My pussy PREIDICATE. has soft fur. Take a minute's drill on the pronuncia- tion and the spelling of the new terms , ^ hen go over all the sentences havino- jnduMdual pupils describe each ^entlLef Subject— My pussy Predicate— has soft fur. Since you are able to tell me what part of each sentence is subject and Xch part IS predicate, I shall have to ask you I Jf","^;7¥t you think a subject T so that If I give you a new sentence you IS that part of the sentence which nam.s tuv. object tiiought about. THHl SENTENCE AND iTS MRTS. 13 be able to Y you were ave to de-' •oke about easier waj' 1 easier if ^^ou about entences ? to know ts. ily I shall le teacher 11 r. "onuncia- terms. >, having- sentence 'hat part i which ask you ^ject is, tice you subject names MATTER VI. The Predi. catc is that part of the sentence which tells what is thought of the object named by the subject. VII. A sentence Is a group of words by means of which we ex- press a thought. METHOD Having done so well, you may now try to tell me what you think the predi- cate is. If there be hesitation you could ask : Is it the whole of the sentence, or is it a part of the sentence ? It is only a part. What does this part do .? It tells us what is thought about the object nanjed by the subject. Now put these two ideas together and tell me what you think the predicate of a sentence is. The predicate of a sentence is that part which tells what is thought about the object named by the subject. To review, a sentence consists of how many parts ? Of two parts. Name those parts. The subject and the predicate. What is the subject of a sentence ? It is that part which names what is thought about. And the predicate ? Is that part which names what is thought about the object named by the subject. Clearly, what must we have before we can have a subject? We must have a thought about something. And how can I know whether you have any thought about anything or not ? You can know only when I express it. And what do you use to express your thought ? We use words. But what name do you giv-e to that group of words by means of which you express your thought ? The group of 14 USSON 1>LANS IN GRAMMAR. MATTER METHOD words by means of which we express a thought IS called a sentence. Now, tell me what a sentence is ? A sentence is a group of words by means of which we express a thought. Haying now reached the end of our teaching, it will be necessary to give the class practice upon the following exer- ClScS *— — (a) Given a subject, supply a suitable predicate. suirl ?^^^" a predicate, supply a suitable (c) Given a sentence, divide it into subject and predicate. B.B. Sketch (1) Readingr matter is divided into 5f^*/^*P^/' ^"^^ paragraphs are again divided into sentences. *^ (2 ) The sentence consists of two parts -the name of the obiect thought about, ^^.Q^mv* T*® thought about the object! oo r^^Tv® *T°. P*'*" o^ *^e sentence are /i®.**m?® subject and the predicate. (4) The subject is that part of the sen- abo^l; names the object thought (5) The predicate is that part of the sentence which tells what is thought of f«? ^A® ^^^^^ ^y the subject. (6) A sentence is a group of words by means of which we express a thought. '■ ^ ' ? i express a nee is? A >y means of end of our to give the wing exer- a suitable r a suitable ie it into ided into are again two parts :ht about, lie object, tence are icate. f the sen- ii thought irt of the Lought of t. words by liought. h. CLASSIFICATION OF SENTENCES ACCORDING TO FORM. Second Book Class : — Class should know the vSentence fairly well, especially its function as the vehicle for the expression of thought. HATTER il. ThethouKhts which we express through the 5en< tence vary ftom one another. METHOD I. Review of the Sentence and Its function should open the lessen to coanect the pres- ent with past work. For some days, now, class, we have in our Grammar lessons been dealing with what topic ? We have been dealing with the Sentence. Tell me very 'briefly what a sentence is. A sentence is a group of words. Describe this group of words so as to distinguish it from other groups of words. By means of such a group we are enabled to express a thought. So what is essential that we may have a sentence? The speaker must have some thought to express. T want each boy and each girl to think of something. Now, who are ready to tell me what they thought ? Mary, we shall take your answer. I^Iy doll is a pretty one. Take answers from all the children if the class is a small one, and from, sav, a dozen, should the class be a large one. Place five or six of the most striking ones on the B.B. for future use. 15 MATTER I I METHOD ?^ow, you have had your turn t f t • , It IS time I had mine ^ ^^""^ nextTatur^af\^o1t^".i-l^-"^? that you wou^d liL" o w""h'""^''^^ 3'ou give me that thought? ' R."; '''^" you a question. ^ "^^ '^^^^nST Where a're y^n^^Z ^'\ 'J'"" ^^"-^'o"- Place tlT,-«c ? "^ "^''^ vSaturdav ? 1 lace this sentence on the R r o , • a similar manner secure fi\f -• ' '^"'^ '" give me the sentence , T T fT """'' the thought that iTamed o k-L^""",'""' you weregoinir etr iSr r °'''"'''«re the question ^' ' ^^""^ ^ '^""W give t>.e fct KTos: V tf ^^' '="r of Both lots are f Tii I • *^^® second lot ? To^st^''tCreXTth?'r".' favour. i^egara the act as a do'ivUh'thet'Vss.^n -"ich J- t" Open the doo?^-^'"°" °f *« thought? Place this sentence on the B.B., and CLASSI FICATION OF SENTENCIiS ACCORDING TO FORM. I 7 MATTER METHOD . I think am Roing- i thought How can h" askin^^ question. rday ? \, and in iix more, t of sen- ses what u could lave had w wliere Lild g-ive -nces of nd lot ? oughts, that he opened, nd? f away )uld do dpro- ase ' ' ? t as a las to ight ? , and III. Some sen- tences are used to assert ortelisome> tMng, some are used to ask a question and still otiiei s to express a command. secure five or six others to be placed beside those already on the B.B. We must now ob.serve our sentences a little more closely. And, first, let us look at our second group of sentences. What are we doing every time we use a sentence of the second group ? We are asking a question. Then, what must be one duty of the sentence? One duty of the sentence must be to enable us to ask a question. Now consider the sentences in our third group. What duty do we find assigned to the sentences of the third group ? They all enable us to tell some- one to do something. A captain is leading his company of soldiers. He has brought them as far forward as he wishes them to go, and he desires that they shall stay just where they are. Let me hear how you would get your company to do what you wished, if you were the captain. I would sav. "Halt!" Say it now just as the captain would say it. "Halt! " What do you call any such expressions as Halt ! Stop ! Advance ! Quick March ! ? They are called commands. You are engaged in the office of a great, rough man. The door of his office is open. He wants it shut. Let me hear you say what you think he would say, and just as you think he would say it. " Shut the door ! " i8 LESSCN PLANS IN GRAMMAR. ft i want^ nZ^^^' gentleman in the office lesn't^Jifsifr^ ^1" performed, but he aoesn t wish to hurt your feeling-s or tn niake you feel that yo'u are onVy f n offi ^ Now «^e\r"^^^^«^ythesamething? roT'^witlft,^'^ "^7'^'' "Shut the aoor, with the tone softened thfdoorM^?"V-°"'""^^^«^«t "Shut tne aoor ! ? It is a command >^o^^'ThV^^ "3"- ^ ^PP^>^ t° the second ? -Mo. The second is a request. The same words are used How rio .^1frwei-x:-Vai£3 So tell me a second use of the sentence The sentence may be used to express a command or a request. ^^^P^ess a Have this answer from several pupils se^e^^r T.U ^t^ °"^ attention to the somethfng ^^"^ ^'^ ^" ^^^^ ^o tell used for terrogative and Imperative. V. An Assertive Sentence is one usedlnmalclnKan assertion. VI. An interrog- ative Sentence Is oneusedlnaslcing a question. VII. An Impera- tive Sentence is one used In ex- pressing a com. maud or a request. VIII. Eachofth.) sentences begins with a capital let. ter. The Assertive and the Imperative are closed with a rjriod (.), while the Interrogative l.« rtnmmjS •vl*l. interrogation' mark(?). We have how many groups of sen- tences ? We have three groups. Then how many names shall we need ? We shall need three names. If you will watch me closely, I shall write the name of each group above the group. Teacher does so, has the class re- peat the names, and observe them closely for spelling of the names, as we shall require to use these names frequently. Once more observe the sentences in the first group. What is the best definition you can give of an assertive sentence ? An Assertive Sentence is one used in making an assertion or in telling some- thing. Having defined the assertive sentence, you must now try what you can do with the interrogative sentence. An Inter- rogative Sentence is one used in asking a question. * And what would you say for the defi- nition of an imperative sentence ? An Imperative Sentence is one used in ex- pressing a command or a request. Open Readers at some page aflford- ing examples of the various kinds of sentences. After fair time has been al owed for the reading, ask the class to select the assertive sentences, the inter- rogative sentences, the imperative sen- tences. Inquire what the class finds at 20 LESSON PLANS IN GRAMMAR. MATTER M ! METHOD allfl ^,7'""^'"§^ o/ each of these sentences pagef'hor'the"" '''T'' ^-- "hese do^ed ^ ^^""^'^^ sentences are the proper punctuation mark B B. Sketch. used it^o "'P®''^*'^® sentence is one quest ^^^""^^'"^S a command or re! Imperative are closed wftTo '""^ ^^? *^« while the Interro3i3 • *,P®''^od(.), aninterrogSionST?)'' "^ ^^*^ entences, oni these nces are ?ntences, I closely IS with a sed with express 3m one assert k ques- a com- itences napera- le used belling^ is one s one or re- i with id the with III. THE PARTS OF SPEECH. Second Class :— DaS!f''tit^°'^'f ^-"^ familiar with the sentence, and its two Fo'r^frill a e'nTonrsoT;:;^ «i. ciiu oi xevsson on "1 he Sentence and its Parts. " MATTER !• The introduc- tion will Introduce the term analysic, •nd recall the IDEA that we have been analy z- inffMntencealnto TWO parts. METHOD Teacher has on the B.B. ready for the lesson to begin a series of sentences pre- pared in advance, giving a good list of examples of the various parts of speech The sentences, too, should present no ditticulty as regards analysis. The fol- lowing will illustrate :— (i) The good men do their best. (2) The angry lion roared loudly in the jungle. (3) Our rich friend gave very generous- ly to the poor people. (4) James went to town but John stayed at home. (5) Give this to him now. (6) They found a well-filled purse. (8) Mary and Jane stud v their lessons earnestly. (9) Come early to our party. (10) The boys worked hard at their reading and history. (11) You, and he, and I will go there (12) They found three apples in the naor — o- 21 22 MATTER M ■Vl! II. One cIms of word* In our sen. tences is names. LESSON PLANS IN GRAMMAR. METHOD of «.eseerounr?'f"' *'i" /""sive to each called a fe™tenc: """"'•" ' "'"''' S™""' « be divided into two parts ^ "^^' may ,. diviLd ^ rsub&.Tptli! s«5ecra;Tp;dicitetl^,f!?'-- -to Now tell me wW '\9alled analysis. gof IfinitirlofaVa'irsis^ZK'' and^\^:^S"°^^^^"'---t°-&^^^ B.B';'?or we"sS. fi^ll''" "°* P'"^- <>" the the divisiZ becomes mf,r S" °"' ""at merely into subj^cTrndTredi^ir^ ""*" girt rgi;e"'„t''hlT? '^^ -" -very see wha!;t c"„ t ^fh"°''r^'7'''''^ "^ by wav of mat,-«^ i "^ sentences in^to su^bjlt'atJlf.e^d.'ct" '""^■'°" ">- ateV"sle';";i',t*;t:tt,r^<' ->>-- sa4:^ersi-=-'-' whi^h^bl^o^nrtTe you '^&7imMTl'^''"'^ "■^' not because the nw^ ^^^^® ^ «tart, but because tL^ scarcer^' S'^'^^'y' what yon want, ^n ca^ v^„ ""^^''^tand in ^Uhc >ou hnd your- MATTER THF, PARTS OF SPKKfH. -^e to each li group is our sen iach may ^^011 may vSentence lapredi- ;nce into malysis. lid be a Analysis subject son the >n, that 2r than I every lile we itences n than separ- ertain :o the s that start, ssify, stand your- 23 METHOD III. One class of words stands for names. self in snch a position try sonicthinff after this fashion, Pointing to the word " lion " (2) a' k what is " lion " ? It is the name of u^ anmial. And "James"? and "John"? 'hey are the names of boys. And "Mary"? and "Jant"? Thev are the nanu s of girls. And "pur-e " ? It is the name of object. What would you say about ' ' historv and "reading"? They are names o. vStudies. What can yoi tell me all these word are that we have pointed out ? They are all names. Then what might we make one of our classes of words ' One class might be called names. What would yo\i like now to do ? To vselect all the nanit s in the sentences on the B.B. would be good exercise. The class is allowed time to make the .selection. Now, if the class ill look at the fifth sentence, we might Ind something else to give us work. James, read the fifth sentence. To whom did you say you were to give the article ? I said to give it to him. But who is this him you are talking about ? I do not know . Wliat would you nee t to know before you could tell ? I should know his name. 24 ^f^^ONPLA^S IN GRAMMAR. I f ■ ''''■■ k i iii.Y; A"""* words limit the ineanlnir of namef. * Then what does "him" a • -tenee. It stands r„X „t -, - '"■"'•" W, you m^^do i^'^^ ""» '° Mary hands a book or I' „ •. 'S.'i.SrK';""""""'*"' stptiH« f^t- fi, '^ stand for? It wtr.vl-w?^"'^«f^ thing. ^ of words ?^"GveT'''7 '°""^ ^ "^^ -^-«« andentL^^^^ words which stand instead of naTes"'" Who agree with Annie ? ^• What name shall we s-ive tri,-c ^i They might be called '^inTt^l/ r'^^^ ^ words." ^nstead-of-name All right ! We shall take that Kr.. ZcaTfir^"'°-°f''>--tS THE PARTS OF SPEECH 25 do in our ame of the lim ? We act which ^e this to pencil, to 'e this to ive him? ds for the Is for the lids for? n, for? It ew class o think, do you '^e some les. class ? >f-name Now e class ises of Name those classes. « ' Name ' ' words and ' ' instead-of-name ' ' words Who have been able to see any other words which seem to have a duty differ- ent from those just named ? Well Sam you may go on. In the first se'ntence good seems to tell us the kind of men we are speaking of There are several hands up now. Well - a^^r"^^^ • !S ^'''' ^^ ^^y ^ The word angry m the second sentence tells also the kind of lion quaHties. ""''^' ^^^ '^" ^^'^^ ^^"°^»"^ You find "good " telling about what? and "angry " about what? and "rich >' and -well filled' '? They all tell us aboiit the object for which the name stands. 1 hat IS, these words are all joined with what class of words? They are jo7ned with the ' ' name ' ' words. Just turn your attention to the first AX J^ . ^® y°^^ father a man? !/" the name in sentence the name )niething to we were to •ns " would ere were no. Id mean all ) study all no. Only fact? The MATTER 27 on their irned ? it t time agfo the word their" in eaning- of tell me, lew class » are up, ion. than let I think Je called METHOD V. 5ome words enable us to make an asfertlon about the object named by the subject. This could be accepted for the present bo that you may go on to the next class «^iass will be exercised in selecting- all into the limiting class. You are doing splendidly. Truly I am proud of you ! But I think I havesomS thing in store now, which will require your best thinking. squire You told me a few days ago that we may divide sentences into how many fwo art ^^^ ^'^'^^ sentences into Name those parts. They are called the subject and the predicate. Look at sentence (2) and tell me the subject. < « The angr^. iion ' ' is the sub subject? We assert or say that the object named by the subject roared. ^^^5^1 IS the act done by the object named by the subject ? The act of roar- ing is done. fi^^u TIu ^""l^^^^ "^ ^« *"^^^ the asser- tion about the object named by the sub- ject. The word "roared" enables us to make the assertion about the object named by the subject. ^ What assertion is made of the object named by the subject in sentence (3) ? 1 he act of giving is asserted. — „,,,v, .^naDies us to make the as- sertion ? "Cxave" enables us to make the assertion. 28 MATTER V'hl ■ LESSON PLANS IN GRAMMAR. METHOD us to n,.lt ^ other words which enable r ilf! ^ ""^ assertion. Require com- plete answers at this stage, as it serves to impress the fact. < ' Do ' ' i„ senLnceVj) enables us to make an assertion. • • Give '' sertTn " i'^ "J"^}'' "« ^^ "^^^^ -" as- sertion. -Found" m sentence (6) en- ables us to make an assertion. And so on through the whole list There might be trouble with sentence (4), the class giving the first member as the subject, and the second member as Tcirttr ^^^^-^^'^tdealwithrucli forrdnht»,Tnr^^^^^ ^^^^^- What word enables us to assert this act concerning James? The word 'wen?'' ' James'' """ '" "''^" '^^ assertion about rn?J^ -^bout the word "James " or about tfon P°^-I^"'^l^^^^^ >'«^ "^^^^ the asser Oh ! That is all right ! I only wished to be sure you had the right ide^ in your Who are able to make out a new class of words ? Nearly all the hands aTe up . Well, Tom, what class have vou found ? Words that enable us to mike an assertion would be a new class TeSrT^%'^^^MT^ Hands shown, leacher accepts, and the wnrd° i-«i •-.- to this class are written under the" head^- THE PARTS OF SPEECH. 29 MATTER METHOD which enable Require com- as it serves to n sentence (i) ion. "Give" 3 make an as- itence (6) en- ion. And so nth sentence it member as 1 member as ?al with such tn ? He per- ssert this act •rd ' ' went ' ' srtion about !s " or about e the asser- nes that the )nly wished dea in your . new class ids are up.. have you IS to make lass. tids shown, the head- VI. Some words modify the Dtean- ine of words which enable us to malce an asser- tion. ing, "words that enable us to make an assertion." 1.00k at sentence (2). What is the act asserted in this sentence ? The act of roaring is asserted. What word indicates the act of " roar- ing " ? The word "roared" indicates the act. ^^■ Are we told that the lion roared in any special way? Yes; he roared loudly What would you say is the duty of loudly, then? It tells how the lion roared. Give me any other ways the lion might have roared? He inight have roared hoarsely, or furiously, or savagely, etc. ^ Then does the word "roared" mean as ir-Tch with the word "loudly " as it would without it ? No ; it means only one way of roaring. Do you remember what word we used when we were dealing with the class of words that specially referred to names as say, "good" in sentence (i) or "angry" in sentence (2)? Yes; we said the words "good " and "angry " limited the meaning of the names, ' 'man ' ' and "lion." Then how might you describe the use of such a word as " loudly "in sentence (2) ? It limits the meaning of ' ' roared. ' ' Look now at sentence (3). What is the act \nn^r>afi^r\ iti fliof .3^*.<-rt«-„ ^ nM. . . of giving IS indicated, ____I:KSSONjPLANS IN GRAMMAR. MATTER dicatesVe'"a?4?„I „r^t;„r^ " ■- sl nnr ' J ^'"'^ genefously. y oo our word "eenernii«l„ " „ have what use in the se°ten^e? If?'- ° the meaning of ■•gave " "Imits .oni'/ottLL^^rLr^-vitj.- iWhat usedid you sav "Inn^i .. and theTer'tt "r„!:;| o/ ^JZ^' " the elass that eSfes usio 4^'?/ *° sertion. make an as- Now tell me the duty of -loudlv " o ^ the wordj thSLX^r t\Vv ',r„T?i?' meaning of words which enable i*?^ make an assertion. ^ "^ *« We have been using the erm "li«,;f . forsometimebrtw,-fwv.- 1 """^ ' ••>X''alr.|e;uw'-ufr'^°^ new term Thp^r^^5•? !l7' "singour words which enable uftn^^ T""^^ sertion. ^ "^ ^° "^^ke an as- MATTER THE PARTS OF SPEECH. METHOD .^I 1 1: say the act is "gave" in- ing. iJted in any >usly. ' " seems to ;e? It limits old me that it class of wrds which •n. "? It be- udly " and sentences ? "roared," ' ' gave. ' ' ' belong to belong to Lke an as- ^dly "and e class of J names of limit the 3le us to "limit ' of words Jrred to duty of sing our aning of i an as- yil. Some words Join sentences. Well boys, what are all those hands up tor? We have a new class of words I m afraid you are only joking. But let me hear what you have to say. This class IS those words which modify the meaning of words which enable us to make an assertion. Who agree with the answer just given ? Since so many of you want this I suppose I can 't do better than take it. -^ Let the class now select all the ex- amples of the new class they can find alter which we may resume. But how did you say "loudly " modi- if? jt.'^Tl'''^ of roared in sentence (2) ? It tells how the act was performed. If you will look at sentence (s) I think I have something for you. How does now modify the meaning of "give "? It tells when the act was performed Just one more, and I am done for the present. Tell me the duty of "there " in sentence (i i). it tells where the act was performed. So we find our new class modifvine the meaning ofthe words that enable us to make an assertion in what ways '? They tell when, and where, and how the act IS performed. I would not pursue the treatment of the adverb any further just now. Read over carefully sentence (4) Tell me one thing we learn in this sentence ? We learn that James went to town What other assertion is found in this 3* _LESSON PLANS IN GRAMMAR. the assertion that We sentence? We find John stayed at home How many sentences have we? have one sentence town." -^ J^^^s went to Put the second assertion into fli*:. r« of a sentence bv itself "" '"^° V^e form home. • ! ^ ^^^' J°^^ stayed at How are these two sentences iiti,>^^ ^ form one sentence ? rv,l united to the word ''but - ^^ '''^ J^^"^^ by Go on and.prove what you sav Well two sentences? «* a^.i .. , ^J"^" aviary s rr*' ■^"'J nas been iisfr! Tommy Brown bv this ^iJi u f " his reH fla«.T ^ *^, ''^^"al man wave THE PARTS OF SPEECH. MATTER 33 he form of 2S went to 5 the form I stayed at wnited to joined by other sen - 5 occurs, ' ' "s your t is of the ^ , Well, idies her her les- he says ? iion. 1 Mary 's en used, has his est your n wave g train, to give Pf the VIII. Some words Join names and words that stand for names to other words to shotirtbe relation between them and the ttther words. METHOD Go ahead Tommy, and show us how here ' l^'^T'^^ §? ^^^'^- ^^ will go tnere. I will go there. untted ^Z ^'^ *^''f ^^''^ sentences united into one sentence? Thev are united by the word ' ' and ' ' ^ '' Why, Mr. Smith, this gives us an- other class of words-those tharjo"n sentences so as to make one sentence-^out of two or more, " says Annie Munro who has been waiting for a chance to catch the teacher's eye. Immediately nearly all the hands are up in support of Annie's assertion J50, Class, you would have me describe ournewclass of words how? Thev are words that join sentences. ^ ^ winmeet^.n^°""^-*^^^ ^^'' explanation will meet all requirements until we meet such a sentence as Brandy and water was his favourite drink. Once more I must ask you to look n lentiL'Jd' •"'?^'" ^^>- ^^^' ^« ^^e act mentioned in the sentence? The act of roanng is the one mentioned. What word indicates the act? The ^^,jd ' ' roared ' ' indicates the act. fJ[T ^'^ ^^^ ""^^""^^ take place ? It took place in the jungle. . With what word does "jungle " seem to be very closely connected ? It is closely connected with " roared " ^ Through what word is the connection made ? It is made through the word ' S '" l}_______ ' LESSON PLANS IN OKAMMAR. MATTER METHOD h. &"■ To what class of words does "junirle " belong ? It belongs to the name-'cTaf s And to what class does "roared " be long ? It belongs to the class bv means" of which we can make an assertion. Just repeat this mentally two or three times to catch the idea more fully In sentence (4) vdiat act have we re ferredto? Wc have the act of going. I see the name "town " in that sen- tence. To what word does it seem close 1 nZ?H'^'>J ." ^""^"« ^^ b^ closely con' nected with " went. " j ^^i^ By what means is the connection made - It lA made by the word " to. " ^ "To, "you say, joins what? " To " joins "town " to "went " imwH "'^A^^^ ""^^^^^^ of words that are joined. A name is joined to a word Wh '"f ^f "' ^ V^^^^ ^" asserti^ v^tYuaIu^^ ^'°^ ^^^ «a"ie idea before ? We had the same idea in sentence (2) I see another word of the same kind Wh.tT"i^V' n^ George Banks ""^ What kind of word? A word that ioins a name to a word which enab es us ?o made an assertion. ^° Well, George, tell us what vou mean le word *' ai- >f ,•,.:„„ ,.1 - "vaii. at " joins "home" and The word "stayed." • '^^^^^"1^ this again using the classes instead of the names of the words "At •'" •'T^^ ^ame to a word by means of which we are able to make an assertLn i-n me il you see anything like this ■s "jungle" ame class, roared " be- s by means srtion, wo or three ully. ave we re- f going. 1 that sen- ?em closely losely con- tion made ? :? "To" s that are o a word ssertion. ea before ? ice (2). >ame kind tanks, that joins les us to ou mean. le and e classes . "At" neans of ssertion. like this MATTER THE I ARTS OF SPEECH. METHOD 35 'joins •• him " to in vSentence (5). " To ' ' gave. ' ' To what cla.ss does "him" belong.? for naSnes "^''' ^" ^^"^ ''^'''''' ''''"''^' '''^'''"^^'' What can you tell me about the duty of such words as v in," " to " and • at ■ ^ They join names or words which stand lor names to assertive words In this case, " The house on the hill " select such joining word. " On " is the joining word. . Then what may this class of words do or words that stand for names to another nRrnc So instead of saying that the names are tH. At """"^y ^° assertive words. I may say that tae names are joined to other wds^ ^ Now describe these new words, "in,'- to, "at" and "on." They loin names or words which stand for names to other words. cla^^'n? f- ^'"^^ ^^.^' ^^""^^ of another class of joining words. What did you say they joined ? They joined sentences! Tell me what these new words join ? They join one word to another word In sentence (2) what is "jungle " ioined nJ'toTV''^^' TotellUWeZr ing took place. Why is "town, "of sentence (4) ioined W^^tf.-l Totene.^...jaitrent Why IS "bag " joined to "found " in wTsdone!"^- '^^ ^^^I -^-^ the finding 36 MATTER J-KSSON Pr,ANS IN GRAMMAR. IX. Checkoff the words we have as. signed to Classes to find what words have been omitted •nd to see if a place cannot be found for them. METHOD hole a book in several positions as re- tne tact. Then have tliem select the joining word similar to those we have been speaking of. Thus, The book is ^^.er the table. l>esr^e the table, .fthe table «//^.^ the table. 6y the table, etc tniY ?.J ^^'"^ ^^ th^ book and the tion'nf J^ r? *"""• ^^'^-^t ^« the posi taWef T^ "^f ^' compared with the table? It is adove, or ^^j/rf^, or on or ?>- nanies of different Wnds-th'n^s fn'f^^ fpel toJT ' ,,"*''' "■'^ <^annot see hear tottonoZ" ;''•=• ^'^-^' test abimy or o?her pr™?^ matttr^rr/*^ ^^''''^'' ■should notVdiS:'lt°S setre^'atr"' shall not delay further w •' ^""^ we defi,,itio„s as w^e thL^Tca' V^™ S" • if} } "''"" '■'' a name. accepted. fo/l^nt'^™"'"'" '''^"'^ ^'"•^'' ■■stands th|"^":„^1^fr„i;r-<'-'''*"»"s MATTER THK PARTS OF SPEHCH. 39 METHOD :ictenstic.s as filing in the md to whom ?of individ- it might be 1 somewhat the class is ' name, and n made by s in giving ngfs in the e the earth, ■th, in the feel, hear. t see, hear, est ability the reader, •esn 't mat- al abstract ^erlooked ; come with : has been efinitions • ; and we rive such accepted. ■h stands ch limits lables us XII. These sever- al classes of words are called the • Harts of speech." (e) An adverb is a word that modifies the meanmg of a verb. (It will be easy to extend this definition later.) ^ (/) A conjunction is a word which joms .sentences. (g) Prepositions are words which join nouns or pronouns to other words to show the relation between the ideas ex- pressed by them and the other words. wSince these several classes of words in- clude all the words we use in our speech with one another, they are called the Part.s of Speech. Hence there should be how many Parts of Speech ? There should be seven Parts of Speech. r^^^r'^h^'' yo" construct a definition of Parts of Speech. ' ' By Parts of Speech IS meant the seven classes into which we may divide the words used in speaking. I hen what would be a Part of Speech ? It would be one of the classes into which words are divided. Name the various Parts of Speech The various Parts of Speech are. Noun Pronoun, Adjective, Verb, Adverb, Con- junction, and Preposition. B.B. Sketch. class ^°^^^ ^*y ^® «■» s^Mg«°3-V^: W-rts o. oae»C?n-'«»3 Of words are £^t?.-ef,?t^«te»adTj| < I c tl 'ijii on so to ba «((| .^1 ill I V, 'rds which 1. rds which fds which 1. :ds which •ds which stand for ^ the rela- d by them parts of vords are Leant the )rds are s one of ords are IV. CLASSIFICATION OF NOUNS AS ABSTRACT AND CONCRETE. Junior Third Class — closer eassificatic. o^ot^^f^tese ^^^^^'^.X MATTER I. The lesson should be Intro- duced with a very brief review, to re- Vive the pupils' knuwledge of the subject, and to connect the pre> sent lesson with the previous les- sons. 11. All objects may be classified on different bases, so our first step is to agree upor a basis. METHOD What pupils recall our lesson on ar- ranging words into classes or groups ? Show hands. James, name one of the classes ! Mary, another ! John, one from you, and so on till all are named. What name did we give to these groups vSpelch ^^ ^^^^ ''^"^ ^^^® ^^ -ll^^^Tf *^u "J""^ ^^^^" the first Noun Speech"? It was called the to^t'alk to-da" '' ^'""^ '''' "^"" -^ -- nZ^T^ ""^'"'^^ "^t °"^y words, but men, dogs, houses, etc. For example, tell me any classes into which we may divide men. Should the class hbsitate Si ' ^^^'' ^'^^- ^^^S' large men, small men. ' If courage were the basis, nowclassifv. i^iass, brave men, cowardly men If they were classified according to the 41 m- 42 MATTER III We shall make the percep> tlon of an object throutrh our sett- les, the basis for our classification. ■I LESSON PLANS IN GRAMMAR. METHOD color of their hair ? Class.-brown-haired, black-haired, red-haired, etc. Classify houses for me, to show that you have grasped the idea of classifica- tion. Class, wooden houses, brick houses stone houses, etc. What did you make the basis of classi- fication ? We made material the basis If you were asked to classify nouns what must we be agreed upon ? We must ty agreed upon the basis of classification. We must then try to discover some basis lor classifying them. Teacher wiW either supply himself or get from the class an indiscriminate selection of names somewhat after the lollowing : — James, desk, Toronto, running, paper honesty, lion, Henry, book, stone, play- ing, honour, Guelph, dog, Carlo, Mary, chair, brick, courage, reading, horse, faith, plank, boy, girl, truth, London. We might ask for name of a boy in the room, of a girl, of a city, of something inside the room, of materials outside the room, of animals. To secure abstract nouns, try thus: A poor boy saw a gentleman drop a roll of bills and pass on. The boy picked up the bills, ran atter the gentleman, and restored the money. Who can suggest a name for that feature of character which the bov showed? He showed honesty The others may be obtained in a manner somewhat similar. 'wn-haired, show that ' classifica- ick houses, s of classi- he basis. ■fy nouns. We must isification. some basis limself or icriminate after the ig, paper, ne, play- lo, Mary, r, horse, andon. >oy in the )mething- tside the abstract ^ saw a and pass ills, ran 3red the ame for the boy r. The luaiiilcr C LASSIFICATIO N O F NOUNS AS AB STRACT AND CONCRETE. 43 MATTER METHOD Now I am going to ask you something pretty hard. How do you know that I am here ? We can see you. Everybody close his eyes. Teacher nngs bell. What did I do ? You ranc the bell. -^ How do you know ? You did not see me. We heard the bell ring. John, come up to the front. Close vour eyes very closely and hold out your hand What did I give you ? You gave me a pencil. How could John tell, when he neither saw nor /leard ? He felt the pencil. It would be interesting to have a boy or girl come to the front and have the eyes blindfolded, and tell you the names of flowers simply from their smell ; or the names of fruits by their taste, small portions being placed on the tongue. Now, class, when we perceive objects in cLe manner just described, we are said to perceive them through our senses, the senses being named those of sight hear- ing, touch, taste, smell. Now suppose, class,wemake our senses the basis of classification for the nouns we have on the board. Who can select nouns which are the names of things which we can touch ? Test to see if they can. Who can select nouns which are the """"— tJi.ngo wnicii we can see i' Mest as before. Who ^ill select for me nouns which 44 MATTER LKSSON^ PLANS IN GRAMMAR. METHOD IV. This gives us two classes of nouns, called Con- crete and Abstract. y. Definitions. (a) A Concrete noun is the name ofanyobjectwhlch wo may perceive t n r n It irtm «•.. 5enSM. I*' I are the names of something which cannot be perceived through the senses ? It pupils think they saw /wnesify when the boy returned the bills, you may have to remind them that what they saw was a dqy who performed an honest act Into what classes could you arrange all the name^. on the B. B. .? We could arrange them into the names of those objects which we can perceive through the senses ^nd the names of those objects which can- not be perceived through the senses. In vour work books make two headings like this on the B.B ^ Names of objects perceived through the vSenses. Names of what can- not be perceived through the senses. And arrange under the proper heading all the names on the B.B. Teacher observes the work and tests the correct- ness. This will, therefore, require how many names for our classes ? We shall require two names. ^ cZ^n^l i yi&ht. In grammar the term Concrete Noun is given to those names which appear in the first column, and Abstract Noun to those in the second column. You will now closely examine the list of nouns in the first column, and try to irame a definition fm- o ^^ri, — f- - Tf 4.1 J - ./. " ^-^^ncicic noun If the definitions are faulty, by question- CLASSIFICATION OF N OUNS AS ABSTRACT AND CONCRETE. 45 MATTER ! ~~ METHOD A^hich cannot uses ? honesty when 3U may have ley saw was :st act. X arrange all ould arrange lose objects ^ the senses, ^ which can- senses. vo headings )f what can- perceived the senses. )er heading '. Teacher he correct- how many lall require r the term ose names umn, and he second lethe list md try to ete iioun. questioa- (&) An Abstract noun Is the name of a quality or action thought of apart from the ob- ject in which It exists. mg get pupils to see the error, and make the correction ; after which teacher might place a formal definition on the B.B. for pupils to copy into their note books. Look closely at the nouns in the second list and see if you can find any differences among them. Class, some are the names of qualities, and some the names of actions. Can you think of a quality without thinking of the object which possesses the quality. There will likely be doubt on this point. Tell a brief story of a brave deed, show- ing presence of mind. What quality was shown? Bravery was shown. Do all boys possess bravery ? No. Do all men ? Would you like to possess it? Yes. Show why you would desire it. People would respect you. You would respect yourself. It would enable you to do great things should the occasion arise. Do we need to have battlefields and shipwrecks to show bravery or courage ? Not always. Give me an example of such. A boy says * ' no " when he would like to have said "yes, "but the saying of ' ' yes ' ' would have been wrong. What have we been talking about? We were talking of courage or bravery. Was the boy or man possessing the bravery very much in our thoughts ? No. The name of the quality which we can think of apart from the person or thing possessing it is called an abstract noun" Each pupil will try to frame a defini- liiii. 46 LKSSON PLANS IN GRAMMAR. MATTER I' , ' ' , r '1' METHOD tion of an abstract noun. Teacher will B.B. Sketch difflLtJV^^J®''*'' "^""y ^e classified on different bases, so the first essential ?« anjr^classxfication is to agreTupJn* the (2) In the classification of nouns w« ???n" T?if *^« perception of aHbie^? (d) This gives us two clasaBs fi,^ Concrete and the Abstract. ^' *^® (4) Concrete Nouns are the names of £itjrraSfor Thi^f -r - whTcftU'eSsT '^^'^ ^^^ °^^-*« ^- NoTE.-There will doubtless be niaVv teachers who will not agree with our findings and will quote one authorX and another to sustain their contenS^ To all such we would say, teach as your no't" blindW^r,/^^'^ ^^"'-^^ ^^oZ not blindly follow any lead any more by adding "or which we believe to exS even if we cannot perceive it. " This will eacher will iiial defini- bssifled on isential in upon the nouns we an object losses, the names of perceived names of may be bjects in te mahy with our authority ntention. I as your u should ny more lolars to have to e Nouns to exist rhis will touns as V. CLASSFICATION OF CONCRETE NOUNS AS PROPER AND COMMON. To Third Book CIvASS : — This lesson will properly follow the classification into Concrete and Abstract. MATTER I. Review the previous leeson on classification o f nouns into Con- crete and Abstract to revive pupils* knowledflre. 11. Concrete nouns may be arranged Into smaller classes. METHOD When we were classifying nouns in our last lesson we had how many classes ? We had two classes. What were the names of these classes ? They were called Concrete and Abstract. Give the definition we agreed upon for concrete nouns. A concrete noun is the name of any object which we can perceive through our senses. Give definition of an Abstract Noun. An Abstract Noun is the name of some quality or action which may be thought of apart from the object in which it exists. Ask a dozen members of the class to each give an example of a concrete or of an abstract noun as you ask. To the following concrete nouns which the teacher will place on the B.B. you may ask the class to give two minutes' consideration : City, Toronto, Tom, girl, Soldiers Three, dog, street, Carlo, steamer, Mary, book, Sherbourne, Osgoode Hall, boy, building. 47 48 MATTER V: ' LESSON PLANS IN GRAMMAR. METHOD in. Oirr concrete nouns may be ar- ranged Into two claMea. Have you observed any peculiarity in nouns ""^""^^ '' '^^^^ ^''^ ^^^ ^"°^^^^" Do you see any further peculiarity? That is all right. Select any of these names beginning with a capital letter ttl ^Z'- /^^"^ °"^ ^h« i« »"eant by the word. Some particular boy is pointed Select from the list any word which mi^/fJ mean the same person as "Tom " but which might not. "Boy "is selected xerhaps you could find me another r uir h^e " boy " and - Tom. " We miVht get "ci^yand ''To-onto/' arthenfxt selection, followed by "^irl" w "Mary," .-do^- " and'^-Cario- etc until we were through the whole list ' ' Instead of "Sherbourne " select some rllt '^.r'"'' own town ; for "Soldiers i hree the name of some book several of the class have read; for "OsgoodeHall " the name ofsome public building in the neighborhood. ® Now, class, I want you to assist me in getting our words into lists. But before we begin to classify, what condition must we have agreed tipon? cTassScftion."^ ^^"^' "^^^ ^ ^-- - What are you going to take as your basis ? One list will all betrin wi>t, ™;^"i letters, and the other won %. (We mig-ht c ■ d t b c h li CLASSIFICATION OF N OUNS, PROPKR AND COMMON. 49 mliarity in ill concrete eculiarity ? ith capital y of these ital letter, meant by is pointed )rd which "Tom." s selected. - another We might s the next rl" and o." etc., e list, ect some ' Soldiers 5everal of deHall " g in the ist me in fy, what 1 upon? basis 01 as your J might HATTER METHOD IV. These two classes have a more Important difference than the beginning or not beginning: with a capiUl iett«r-they have a difference In meaning. accept this as vShowing how simple a basis may be accepted for classifying.) With the assistance of the class the lists are arranged, the paired words being opposite each to the other. Let us examine our lists more closely to see if we cannot detect a difference of meaning in them. Again, show me the person meant by Tom or Mary. They are pointed out. Show me the special person meant by boy or girl. We cannot. Could you, if he were here with fifty others, point out the special dog named "Carlo"? We could. But if I used the name "dog " could you } We could not. Pursue this through the whole list, and secure the admission to each pair. Do not suppose the time lost ; and the time apparently lost now will be abun- dantly saved when review day conies and you find you do not have to teach the topic over again. Now that we have got through the whole list do you see any difference in meaning between our two lists ? We do see a difference. State what difference you see. In one list the names apply to only one person or thing ; in the other list we could not pick out the particular person or thing the name stood for. You are quite right. Now, how many I 56 i^»4m FLANS lU GRAMMAk. ji. -J MATTER V. A Proper N«un Is an Individual METHOD names do we need for our lists? We need two names. Someone su^rgest names which will describe our lists. One might be called the single-object list, the other, the many- object list. ^ That is quite right again. But our old fnends,the authors of the grammars, have fixed names for us : for your first name they use the word Proper, and for the second they use the word Common Once more, what names are given to PrLr.'^^f o' of nouns? The names Proper and Common are given to our two classes. What would you now think should be our next duty ? We should get defini- tions tor our two classes .Jit^^ ^>° ^.?J' "'^^"^ ^y ^ definition of anything ? We mean such a description rf Jii /^'^^^ i'^^'^'Smsh the object a-hned from all other objects What is the first definition vou are going to try ? We would try a definition ot a Proper Noun. You have all the material in front of you, so go ahead. What would you say then a Proper Noun is? It IS at least a name. ^ That IS right. Now it is the name of ^Frt ^''^^ ""'^ "^^^*^ only one object , When you used the name Mary or John were tall, dark or fair, dark-haired or CLASSIFICATION O F NOUN S, PROPE R AND COMMON. 51 MATTER METHOD lists ? We which will it be called , the niany- 5iit our old mars, have first name nd for the imon. e given to Phe names 'en to our should be ?et defini- finition of lescription the object I you are definition 1 front of a Proper- '■ name of *^e use a object, ■y or John le named Paired or J^* A wommon Nwin is « general or clAM name. light, good or bad, young or old, etc. ? No, we could not. Then has the word any meaning ? It has not. It is only a name. And a name for how many objects ' It IS a name for only one object. (Hve me any words we have which mean only one. Single and individual are words which mean only one. Since our Proper Noun (^ a name, and the name applies to only one object, give nie your definition of a Proper Noun A Proper Noun is a special or individual name. Since you said a Proper Noun is an individual name, can you suggest an adjective to describe the kind of name a Common Noun is? The v^ord general might be used. That is true. To how many animals does the name " dog " apply ? It applies to the whole class, dog. To how many persons does the name ' ; boy ' • apply ? It applies to the whole cla.ss, boy. Sinct: these names apply to a whole class, what kind of names might vou say they were? They might be called class names. What adjective did you use a moment ago to describe the kind of name ? The adjective "general." Combine our two ideas into a definition of a Common Noun. A Common Noun IS a general, or class name. 53 LESSON PLANS IN GRAMMAR. MATTER METHOD When I use the name river, who can tell me anything about the object named ? Tell me one thing you would know even if I did not say another word ? It is a body of water. Yes. What kind of water? It is fresh water. Standing still ? No; running water. Running anywhere .? No ; in a channel. ^So point out another way that our Com- mon Nouns differ from our Proper Nouns. Common Nouns have a meaning as well as being names, while Proper Nouns are only names. This will conclude our lesson for to- day, but before we take up the next lesson, you will copy the B.B. sketch and bnng the work ready for next day. B.B. Sketch. , (1 ) Concrete Nouns may be arranged into smaller classes or groups. (2) They may be arranged into two Classes. (3) A Proper Noun is an individual name. (4) A Common Noun is a general or class name. (6) A Pi'oper Noun is merely a name, While a Common Noun conveys a mean- ing as well as being a name. J ^i r, who can £ct named ? know even I? It is a It is fresh ng water, a channel, t our Com- )er Nouns, ig as well Nouns are on for to- the next ketch and iay. arranged into two idividual eneral or ' a name, a mean- VI. DRILL LESSON ON CLASSIFICATION OF NOUNS. Third CIvASS : — This lesson would follow when the classification had been taught as fully as the teacher intended. It must not be supposed that this is the first drill lesson on classification So soon as each of the preceding lessons was concluded it should have been followed by a drill covering all the ground taken up to that time. MATTER I. The lesson will begin by a rapid review of ail iiie previous lessons wliicli iiave a i>ear- Ing on tlie present drill. Tlie teach- ing bearing on tills lesson Is all our previous lessons on classification of nouns. METHOD Now, class, we have completed our classification of the noun. Who feel that they are ready for me to give anything in the way of nouns ? If thpre be a gen- eral assent we may begin. If not, find where the pupils expect difficulty, and it may be necessary to teach some one or other of the topics again. For to-day we shall suppose that you are each to fight a duel. It is to be a most serious matter. Duels often are to the death of one of the contending parties. Under such circumstances, tell me anything you would want to be very careful about. About the weapons chosen. To see that the weapons were in good condition. To see that the weapons were to be depended upon, etc., etc. Well, in this duel ot yours against the nouns, what are your weapons ? Our knowledge of our past work. And what was that past work ? The division of nouns into classes. 53 mil S4 LESSON PLANS IN GRAMMAR. MATTER (f drill for, Mv, fivt ■•""tM. •«er th* following mannor : "HUlocE •• la. noun, concroto, cpmmou, dlmlnu- tivo. METHOD '• >4 Anything else ? The definitions we got of the several classes. Whj^ do we want this last ? So we may recognize the enemy when we see him and know how to deal with him. How would you suppose we could see If our weapons were in good condition ? iiy a review of the past work. This suits me. So we shall have swift .T.? answers for two or three minutes' What IS a noun ? Ihto how many classes are they divid- AbstrJcr* ^'^^"^ ^^^°«^- Concrete and What is a Concrete Noun ? What is an Abstract Noun ?• Which of these did we find we could divide still further ? The Concrete Into how many smaller classes did we divide the Concrete Noun ? Into three Name these. Gender Nouns, Collective Nouns and Diminutive Nouns Define Gender Noun. Define Collective Noun. Define Diminutive Noun. I see your weapons are of the ri^ht sort, and that they have not beJome rusty through lack ^f use. I mil^t now test your powers to use them. mJdif ^" ^^^^^ on^y two or three as a stinS^"' ""^^^"'^^ "hillock." James Hillock is a noun, concrete, common, aiiuinutive. DRILL WORK ON CLASSIFICATION OF NOUNS. 55 MATTER tions we 3 we inaj' see him, ould see ndition ? ve swift, tiinutes. ;y divid- rete and ^e could te. > did we three. >llective e right become ist now !e as a James tnmon, III. Then would follow a written revlew.into which we might intro- duce names of a more difficult character than would be Kiven ia the oral drill. ^Y' A grenerai difficulty should be dealt with in detail. METHOD Mary, you take "tiger." Mary stands r/ger IS a noun, concrete, common. masculine gender. Robert, you see what you can do with ' ' crowd. " Robert stands. Crowd is a noun, concrete, common collective. /- ^ Ruth, we shall give you " honestv " Ruth s*^ .nds. ' ' Honesty is a noun, abstract. When we have had .sav five minutes' rapid drill I would ask the class next to take a written exerci.se. The following list is submitted as a sample of such a written review :— Generosity, money, congregation, lion, streamlet, faith, palace, audience, negro satchel, purity, roadway, class, duke' sap ing, courage, engine, council, hero,' gosling, smoke, cleverness, jury, hunter hamlet, sky. Suppose one-third of your class called '' sky " a Proper Noun, and when asked for a reason said, "There is only one s :y, therefore it must be an individual name, and hence a Proper Noun. " Is a Proper Noun anything other than a name ? No ; it is only a name. If I give you a Proper Noun, say the name of a city you have never heard of before, what can you tell me about the city from its nam.e— its size, situatior importance, streets, schools, government 56 MATTER iff LESSON PLANS IN GRAMMAR. METHOD tell you any of etc.? We could not tlie.se things. . Would it be any different if I were to give the name of a dog ? of a book ? of a man ? • "i « Could you tell the color of a book bv "'L?"?"^ ^^^ "^"^^ • We could not. What can you tell me about the skv when the name "sky " is given ? It L blue. It IS above us. It is arched like a dome. It is very high above us, etc. ■^ men how does the name "sky " differ irom the name "Mary?" it has i meaning, while " Mary " is only a name tonnr"'f^..^'^^1^°"^^"ded what class a^Imoli^ku"- " «^-^^ b-alled NoTn f t"""^^ "^^ ^^" '^ ^ Common a'lrLs^bl-ralnr^^'^ ^ "^^^"^"^ beSiigedl" 'Z '" "'"' ^'^^' '^^ "^-^ Which would have taken the shorter time, for me to fell you or for you to find Von ^^ ^1a ^'^^ ^°"^' ^"^^ yourselves ? quickly"! "'^ ^^^^ "' "^""^ "^^^^ Which method would you prefer me to follow next time we meet a difficulty ^ We would rather find out for ourselves" haide/ 7^f^ ^T P'^^^' *^^ longei-and harder to the shorter and easier way ? t^ J'^^ ^l ^"^ °^^ ^«^ ourselves. ^It S,W "^^Ji!" ^"^ ?^ ^^^" ^^ "^eet diffi- culties and there i^ no one tell u=^ It ou any of r I were to book? of a a book bj' 'uld not. ut the sky ^en ? It is irched like - us, etc, ky " differ It has a ly a name, what class be called DRYTX WORK ON Cr,ASSIFICATION OF NOUNS 57 MATTER METHOD gives us confidence in ourselves. These and sundry other answers will be given We do not place a B.B. sketch to a Drill Lesson, as there is nothing tajight that IS new— it is only a rubbing up of the old. ^ \ \ I i Common L meaning the name le shorter ou to find urselves .? ich more ifer me to lifficulty ? )urselves. nger*and ier way? ilves. It leet diffi- 1 us. It i# i' :ih VII. TRANSITIVE AND INTRANSITIVE VERBS. To Third Book Ci^ass :^ Class should be familiar with parts of sneenir c^ ^o ♦ x. able to recognize such almost at sfght ^^ ^ ^"^ ^^ HATTER I. Review the nature of the verb, •nd the ability to NAMB the action or state indicated by the verb. 11. The action ex- pressed by some verb* are termin- ated upon objects. METHOD The teacher breaks a stick before the class, and pupils are asked to state the fact. (I) The teacher broke the stick I'lace sentence on the B.B. What action was performed ? The act of breaking was performed, j Teacher will insist on getting just the answer wanted. sjuoutne The teacher gives several more sen- tences to secure quickness and certainty in the naming of the act. Place on B.B. and ask 'for the name of tne action in each case. The horses ran down the street. The man shouted at the top of hi's voice James threw the ball. I struck the desk. The actions are those of runnino- shouting, throwing, and striking. Let us now go back to our first sen- tence, "The teacher broke the stick." What is the action indicated in this sen- tence ? The act of breaking is indicated. What word indicates the action? "Breaks " is the word. 58 TRANSITIVE AND INTRANSITIVE VERBS. S9 VERBS. so as to be before the > vState the the stick. ' The act g just the nore sen- certainty i name of et. his voice. running, first sen- i stick." L this sen- tidicated. action ? MATTER METHOD What part of speech is ' ' breaks "? It is a verb. Who did the action indicated b3' your verb? The teacher did. With whom did the action originate ? It originated with the teacher. Did he keep the action to himself ? No, he did not. When the action left him whence did it go ? It was passed on to the stick. Describe to me as fully as you can the nature of the action indicated by the verb *' broke " from the moment of its origin till its termination. The act of breaking originated with the teacher, and was passed on to the stick. Deal similarly with such sentences as the following : — (2) James threw the ball. (3) I struck the desk. (4) The boy split the wood. Require the answer to each to be given in full as in "The teacher broke the stick " ; and have say six different pupils stand and give each answer, as a test that the whole class knows the answer, and to give time for the fact to be im- pressed. In all these sentences name the doer of the act. The persons doing the acts were the teacher, James, the person for whose name " I " stands, and the boy. in-_ ^Tcrivi vviiiv,u iiiuicates tne aoer 01 the act of breaking is what of the sen- tence ? It is the subject. f>o MATTER !lMfj , *1! i' III. Some verbs expreM an action which Is not ter- minated upon an object. LESSON PLANS IN GRAMMAR. METHOD The name "James " is what of its sen- tence? It is the subject. And so on with the rest. Now, in these sentences, what is the duty or function of the subject ? The subject names the doer of the action What word in each sentence indicates the act ? The verb indicates the act. In our sentences, name what obiects receive the several acts ? The stick re- ceives the act in the first case ; the ball in the second ; the desk in the third ; and the wood in the fourth. What words are used to name those objects which receive the acts ? "Stick " "ball." "desk," and "wood" name tne objects which receive the acts These words, ' ' stick, " " ball , " "* desk ' ' and " wood " are known in grammar e^ objects of the verbs, in their several sentences. Describe the use of « ' stick " in the first sentence. It is the object of "broke " Of "ball" in the second. Of "desk" in the third. Of ' ' wood ' ' in the fourth. The teacher goes to the window and looks out, first asking the class to observe him closely. John, tell what I did iust now ? You looked out of the window. What is the action expressed in the sentence? The act of looking is indi- cated. Who performs the action ? You do. To whom or what is the action per- formed? There may be some hesitation t of its vsen- ^^hat is the ject ? The action, e indicates :he act. lat objects e stick re- ; ; the ball third ; and TRANSITIVE AND INTRANSITIVE VERKS. ame those "Stick," d " name cts. ""desk" imniar £§• ir several n the first "broke." "desk" le fourth. idow and o observe did just indow. d in the is indi- ou do. :ion per- sitation, MATTER METHOD and finally someone may su^eest that the action was done to the winTw We may get over the difficulty somewhat bv "^rie t'f T"S. '? °"^ ^^«t «^"tence! The teacher broke the stick. " What word placed after "broke " would get us asanswer, "thestick?" "What"placed ^%s;;ct.^^•'--^^^^^^-^t^;t^^ class tries and finally answers "yes " Now, try this upon our new sentence If we place "what" after "looked" thus, "The teacher looked what ? " 4hat answer will our sentence give? After a llV^i^ ^«^ trial the majority will find that the sentence will not answer the "^ wl'T^i^^ " ^^^t " ^ft^^ the verb ' ' bYlf" ^'^ T .?^" .^^^ ^«^^« ' ' stick, ' • ball, 'desk " and "wood " when we tTem'o^tls.^^'^^^"^^^-^? W--""^ • P^^rJl ^""^^y °"ce more the action ndicated by the verb "broke" in se„ tence (i). The action indicated by the verb IS performed by the person named by the subject, and passes on to the thTn^ named by the object ^ Describe fully the action indicated bv our verb "looked " ti,^ „ vxiv.ai.cu uy K,r f t, iooKea. i he action named by the verb is performed by the person indicated by the subiect ^ r^.r ^"- 'T^il "s- about the object wL done."° '''''' '^ ^^'^^ ^^^ ^<^tion 11 ..s 'If 62 LESSON ALLANS IN GRAMMAR. MATTER IV. Some verbs enat>Se as to ex- preu • state or condition witliout needing an object. METHOD Well, pet!iaps that was an accident, and may not occur again. L,et us try this sentence, ' ' The man rides along the road." What is the action indicated by the verb ? The act of riding is indicated. Describe fully the action indicated by the verb, as you did with our other verbs. The act of riding is performed by the person named by the subject. Goon. Tell us about the object. There is no object. Then what can j'ou conclude about verbs having objects ? All verbs do not have objects. Let us see if it is only verbs that ex- press action which do not take objects. Look carefully at these sentences : "He seems happy." "The boy feels cold." "The man looks well." What is the action expressed by the verb ' ' seems ' ' ? Should there be some hesitation with this one, let it stand ; or should the class say that no action is expressed, we might ask what is expressed ? The answer will not be so ready to this question, unless the class be unusually bright. When we enquire for the action expressed Ijy " feels, " we will probably get the action of feeling as an answer. What did the boy feel with ? Class is puzzled and will finally confess that the boy does not feel, as we understand the action of feeling with the fingers, etc. rerhaps we shall do better with the next verb, ' ' looks. " What action is ex- accident, yCt us try 1 along the dicated by indicated, dicated by ther verbs. 2d by the ect. There iide about rbs do not s that ex- :e objects, es : "He !els cold." liat is the ' seems ' ' ? 1 with this i class say might ask er will not unless the When we -essed by the action Class is 5 that the -stand the rs, etc. with the tion is ex- TRANSITIVE AND INTRANSITIVE VERKS. MATTER 63 METHOD pressed by " looks " ? " Looks " does not express an action. Now if our verbs do not express an action, can you tell me what they do ex- press? Here the class will hesitate again. Do they tell us what the individuals indicated by the subject do :> No, they do not. If that is true, what do the verbs do ? They rather indicate what the persons are, than what they do. By "what they are," do you mean whether the persons are engineers, teachers, ministers, farmers, etc. ? No ; but some condition of the person indicated by the subject. Show me exactly what you mean by referring to the sentence, "He seems happy." The man appears to be in a condition of being happy. State that same fact, using another A\ ord for condition . The man appears to be in a state of being happy. Make a similar statement, combining your two ideas, of the second sentence "The boy feels cold. " The boy is in a state or condition of being cold. Let me hear you treat the third sen- tence. The man appears to be in a state or condition of being well. Then what do our verbs enable us to do ? They enable us to express a state or condition. Since they do not express an action, where is our object going to come in ? 64 II- 1 MATTER V. We have two claiteA of verbi, traniitive and Intransitlvs. LESSON PLANS IN GRAM^fAft. VI. X transitive verb |« one which represents an act as pasting from ■n agent or doer to some person or thins, the name of which Is called the object of the varb. METHOD There can be no object, since there is no action to terminate on the object. Then I would like you to assist me in classifying verbs. From your post ex- perience in classifying, what will be oiir hrst care? To agree upon a basis of classification would be our first care. Froni what we have brought out in our talk about verbs, who can suggest a baeis ? Perhaps some one might suggest the having or the not having of an object as the basis. If not you can give it your- self. This will give us how many classes of verj3s ? This will give us two classes This is right. Now suggest for me names for these two classes of verbs One might be called verbs with objects* the other verbs without objects. This also correct. But in grammar the authors have agreed to call such verbs by the names Transitive and Intransitive. If you were the teacher, what would you say should be the next step in our lesson ? Our next step should be to get definitions for these two classes of verbs Let us start then with the transitive verb. What did you say, brieflv, was expressed by the verb ? The verb ex- presses an action. With whom does the act originate ? It originates with the person named by the tiuDject. Where does the action terminate ? It ! tkANSITlVE AND INTRANSITIVE VERBS. is liere is no t. st me in post ex- 11 be our basis of care, ut in our iggest a : sup:gest m object iit your- asses of asses, for nie f verbs, objects, mar the '^erbs by iitive. : would in our ■ to get f verbs, msitive y, was irb ex- te? It by the :e? It MATTER I I VII. An intran. sitive verb U one that expretfsei (a) An action not terminating upon some person or tninK, (^) A State or condition. METHOD terminates upon some person or thing, the name of which is called the object of the verb. Combine all these statements into a definition of a transitive verb. A transi- tive verb is one which represents an act as passing from an agent or doer to some person or thing, the name of which is culled the object uf the verb. Having got the definition of a transitive verb, the definition of intransitive verb becomes comparatively easy. From our examination of intransitive verbs you would suggest how many parts to our definition ? There should be two parts. Suppose that intransitive verbs in- cluded only such verbs as "seems," "feels," "looks," as used in our sen- tences, give a definition. An Intransitive Verb is one that expresses a state or condition. Let us again refer to our verbs " look- ed " and " rides. ' ' If these verbs repre- sented all intransitive verbs, how would you define it ? An Intransitive Verb is one that represents an action that does not terminate upon some person or thing. Combine your two answers into one and let me hear what you get. An Intransitive Verb is one that expresses (a) a state or condition, (d) an action not terminating on some person or thing. W: 'i ^ 66 HATTER LESSON PLANS IN GRAMMAR. METHOD B.B. Sketch io IV ^^® action expressed by some verbs IS terminated upon an object. ^ifii,®°°*®^y®''^*. express an action wluch IS not terminated upon an object. (3) Some verbs enable us to express a obj^t.°'' "^""^^^ ^i*^°^* neeXg a^ (4) We have two classes of verbs transitive and intransitive. ' (6) A transitive verb is one which «!S,?«''*5 ^. ^°* *« passing from an agent or doer to some person or thin^ of thTverb.' "^""'''^ " °*""^ *^« °^J«^* expres1?s '''*''*^^^*^^® ^^'"^ « one that (a) An action not terminating- unon some person or thing, ^ (d) A state or condition. "S .ill VIII. INTRODUCTORY LESSON ON INFLECTION. lome verbs m action an object. esEpress a Beding> an of verbs, le which from an or thing-, he object one that ng" upon To Junior Third Cr VvSS : — Preparatory Kno'vledge. — Class should be tolerably familiar with the division of words into parts of speech, so as to recognize a noun, verb, etc., at sight. MATTER I. Many words undergo changes In form. METHOD To begin, let the teacher place on B.B. :— (i) John went to town ; (2) John's hat is torn ; (3) Give this to John. The teacher, pointing to a book on the table, Make me a statement regarding the book. The book is on the table. This is placed on B.B. and numbered 4. Placing several books on table make a statement now about the books. The books are on the table. This will be numbered 5, and these five may be re- garded as group (a). Now pointing to sentence number i, suppose I did not wish to use the boj-'s name, but you all knew whom I meant, how could it be written ? We might write it. He went to town. This may be numbered (i) of a new group (b). ^ ^ Make a similar change, class, in sen- tences (2) and (3). His hat is torn. Give this to him. These sentences will be number (2) and (3) of group (b). If John goes to town, how will he possibly go ? He may ride to town 67 MATTER li. Nouns, verbs, proneuns. adjtctlves and adverbs undergo changes In form, wbile prepositions and conjunctions ao not. LESSON PLANS lA GRAMMAR. METHOD Make that assertion about John. John rides to town. If he had gone yesterday, how would you put it ? John rode to town. The person expecting John 's arrival in town to-day might express the fact how ? John comes to-day. ^ Make a similar assertion about John j had he arrived yesterday. He came yes- ; terday. "^ These sentences would be numbered i 2, 3 and 4 of group (c). Not to become too tedious, we shall eave the teacher to secure as he pleases j his remaining sentences, but for illustra- tion we shall have to supply :_ (d) I— A large horse, 2— A larger horse, 3— The largest horse ; 4— A dry day, 5— A drier day ; 6— A happy family, 7 — A happier family. (e) I— He loved much, 2— John loved more; 3— Annie came soon, but Mav came sooner. _ Class, examine clo.sely the vSentences in group (a), and select for me those words which show a change in form "John " is changed to "John's," and "book "to "books." The class will do the same thing witli the other sentences on the board, and the weacher, as directed, will arrange the words in five lists, thus : MATTER INTRODUCTORY LESSON ON INFLECTION. 69 in. These changes depend upon— (a) Differences of meaning. METHOD 1st List. 2nd List. 3rd List. 4th List. 5th List. John he rides large larger much more ' J \ John's book his him rode come dry drier happ3' soon sooner books came happier ^ i What part of speech are words in ist list ? They are nouns. In the 2nd list ? They are pronouns. In the 3rd ? In the 4th ? In the 5th? What parts of speech show changes in form.? Nouns, pronouns, verbs, adjec- tives, and adverbs show changes in form. What parts of speech do you find not changing their form ? There is no change for prepositions or conjunctions. Select any prepositions you can find in the sentences, ana try to use them so as to change their form. Give fair time to make the trial. Do same with conjunc- tions. Encourage the class to make the attempt to change, as their failure will impress the impossibility. John, show me what you would do if I asked you to give me a book. If I asked for three books. If I asked for six books. If I asked for several books. How many objects are meant by the word ' ' book ' ' ? One object is meant. How many by the word "books"? Two objects or more are meant. I 70 LESSON PLANS IN GRAMMAR. ■'Irl MATTER (b) Differences of u5e. METHOD In what way do the two words differ^ They differ in the number of objects. Do they mean the same ? No. Since the words do not mean the same how might we say they differ? Thev differ in meaning. Tell me what act is meant by the word noes. ' ' The act of riding is meant. Ihen what is meant by "rode"? The act of riding is also meant. Do the two words mean the sane thing ? No. You said both meant the act of riding- how can 3rou say "No".? The first means the act done now; while the second means the act done some time ago. That is all right, two words differ .? ing, too. Then how do these They differ in mean- A similar method will be pursued with arge, larger ; dry, drier ; happy, happier, liappiest ; much, more ; soon, sooner. Class, compare ' ' John ' ' and ' ' John 's ' ' in first group. Harry, touch the person meant by "John." Touch the person meant by "John's. " How many persons meant by each form ? Only one person IS meant. What di'' f .t persons are meant ? iiotn mear the , -me person. Then surely iheir meaning must be the same ? It looks like it. Now. think .again. V/hat docs the word "John's " do besides naming the s difflr? jects. ), he same, ? They the word leant, rode " ? le same f riding-; Phe first hile the lie time io these 1 mean- led with lappier, oner. ohn 's ' ' person person persons person iieant ? lust be >cs the ng the INTRODUCTORY LESSON ON INFLECTION. 71 KATtSR METHOD IV. This chance In form which certain classes of words undergo to denote change In meanlnsr or in use Iscalledlnflectlon. boy ? It tells who owns or possesses the hat. Since there is no difference in meaning between the two words, what woMld you say distinguishes them ? They have different uses. What are the different uses ? "John" 3* J used only to name the boy ; while "John's" not only names the boy, but denotes pc^session as well. "He," "his," and "him" will be easily disposed of, if "John " and "John's " are clearly understood. In grammar, a special name is given to this change. It is called Inflection. Now, in one word, tell me what Inflec- tion is. It is a change? A change in what .? A change in the form of words. Do all words have this change in form? No ; only some classes. For what purpose is the change made ? It is sometimes made to show a change in meaning, and sometimes to show a change in use. Then, each pupil will try to tell me what he thinks would be a good defini- tion for Inflection. Give fair time. Offer every encouragement to backward pupils. Ask questions from tie boy who ap- pears unable to go any further. After majority are done have 'idividual answers read, suggestions for improve- ment made, and finally this definition placed on the B. B. : Inflection is a change 4 * r I "^•W] 72 MATTER LESSON PLANS IV GRAM. MAR. METHOD in form which certain classes of words undergo to denote a change in meaning or in use. B;B. Sketch (1) Many v.\i>rds undergo chanees in form. " (2 ) Nouns, pronouns, verbs, adjectives and adverbs are the parts of speech which i hange their forms, while pre- position « and conjunctions do not. (3) These changes depend upon dif- ferences ' a meaning or in use. (4) In tTTammar this change is called Inflection. (6) Inflection is a change in form which certain parts of speech undergo to denote a change in meaning or in use. S, 'I of words 1 meaning langes in idjectivea ►f speech hile pre- lot. ipon dif- is called in form undergo jr in use, IX. FIRST LESSON ON CASE. Third CIvAss :— ~ Class should be familiar with Transitive Verb, Preoosi- tion, knowing the former requires an object, whil^the atter joins a Noun or Pronoun to some other Word The term subject shouldbe well understood, and there should nhip'o^f'^%"/ '"-."^'^'.V"? «"bj^^ts, and in selecting the objects of fransitive Verbs. MATTER I In Btntences worda are related to one another, net. thrown to- gether at random. METHOD The teacher performs some act, say strikes the desk. Some boy tell me what I did juvSt now. You struck the desk. Make the same statement, using my name instead of the pronoun ' ' you ' ' Mr. Smith struck the desk. State the same fact, using the name of my calling or business instead of my personal name. The teacher struck the desk. If you wished to say very strongly that I struck the desk, if I showed signs of denying the act, let me hear you make the statement. You did strike the desk Put on the B.B. say, "The teacher struck the desk," and "You did strike the desk." I suppose you will let me put these words together in any way, so long as I use the same words, and yet expect me to make the same statements. Some may object, some may agree. In either case let them try what effect a diflferent arrangement of words would have. Com- pare "You did vstrike the desk, "with 7a -I J 74 LfcSSON PLANS IN GRAMMAR. MATTER 11. Nouns have three chief rela- tions when ueed in a sentence. (a) The first of these relations is the subjective relation. METHOD < Did you strike the desk?" "John struck James" with "James struck John." What conclusion can 3'ou give me about the putting of words together to express a fact in a sentence ? The words must be put together in a certain order if we wish the sentence to express the fact intended. This order which words are compelled to take in a vSentence is called their rela- tion to one another. Give me some of the parts of speech which are frequently UvSed in sentences. The noun, the verb, pronoun, etc. Then in the study of relations of words, what will be some of the relations which we shall need to look into very closely ? We shall need to examine the relation of nouns to other words, of verbs to other words, of proiiouns to other words, etc. For to-day we shall content ourselves with observing the relation of nouns to other words in the sentence. We shall turn again to our sentence, ' ' The teacher struck the desk. ' ' What is the act indicated by our verb ? The act of striking is indicated. Who does the striking ? The teacher does the striking. About whom is the assertion of strik- ing made ? It is made about the teacher. Then "teacher" seems very closely related to what other word in the 3en- FIRST LESSON ON CASE. ■■m "John struck ?ive me ether to le words in order ress the •mpelled eir rela- " speech ntences. f words, s which :lo.sely ? ation of to other Is, etc. Lirselves ouns to ^ntence, r verb ? teacher f strik- :eacher. closely he sen- MATrER (b) The second of these relations ••» the possessive relation. (c) The third of these relations is the objective latlon. re- 75 METHOD tence ? It is very closely related to the verb "struck." In what way is it related to " struck " ? I It IS related to the verb "struck " as its subject. Since "teacher is related to "struck'' as its subject, try to think out a good name to describe the relation of ' ' teacher " to " struck. ' ' It might be called the subjective relation. Teacher place on B.B. such a sentence as "John's hat is torn." Look at the name John's " and tell me with what word it seems most closely most closiij related to related "hat I » to to related. It is "hat." For what purpose is it "hat? " It is related to show whose hat it is. Then, if it shows whose hat we are speaking of, it must denote what? It denotes possession. Think what name you can give me to denote possession. The best name would be pos.sessive relation This accepted and ..v proceed to the next. Teacher places on B.B. say the sen- tence, ' ' James struck the desk. " I want you to tell me the verb of this sentence. The verb is ' ' struck . ' ' What kind of verb is "struck"? otrucK ' is a transitive verb. In our lesson on transitive and in- 7^ LESSON PLANK IN GUAM MAR. MATTER III. Briefly re- capitulate our three relations. IV. Caw is the relntlon w h ^ . nouns and pio- nouns I ' to t> e other vx 5 Ir ie sentenc- METHOD transitive verbs, what did we learn that a Lransitive verb requires? Transitive verbs* require an object. In our sentence what is the object of our verb ? " Desk " is the object of our verb. Since "dcvsk" is the object of "struck, " give me a name to denote the relation exivSting between "struck " and "desk." "Desk" is in the objective relation to " struck." We have shown how many different relations? >V. have shown ^hree differ- ent relations. We have vshown these re Hons for what parts of spu^h? .The relationr> were shown for nouns. But what part of speech may .ake the place of a noun? The pronoun n take the place of a noun. Then, for what parts of speech may our relations exist? They may exist for nouns and pronoun. That is quite correct, so we may pro- cee ' to next step. In grammar we have a special term to denote just ti. IS relation that nouns and pronouns beai to other words in a ,sen- tence. his term is called Case. Now, 1 want each of you to prepare the best defit 'tion you can for Case. But first tell me briefly for what word did we substitute Case just a moment ago ? It was substituted for ' * relation, ' ' learn that a Transitive J object of )ject of our object of denote the ruck " and e objective y diiferent liree differ- lations for e relationr> y .ake the noun ni: ch may our ' exist fr)V : may pro- :ial term to nouns and 1 in a vsen- se. prepare the >e. what word a moment 'relation," FIRST IJiSSON ON CASE. MATTER 77 V. There are three cases, Nominative, Pos- tesslve, and Ob- lective. METHOD Then, in one word, what is case ? It is a relation. For all parts of speech ? No ; only the relation of nouns and pronouns. If these are related words, they must be related to something. To what are nouns and pronouns related ? They are related to the other words in the sentence. Put all these ideas tofxether, and now write your definition of case. Case is the relation that nouns and pronouns bear to the other words with which they are connected in a sentence. You told me before there were how many relations or cases for the noun and pronoun ? Three. Then how many names do we need for these relations or cases } There will be three names required for these relations or cases. What names have we already used ? We have used Subjective relation, Pos- sessive i^iatiori and Objective relation. Re-name tlk;se relations, using the term case for relation. Subjective case, Possessive case, and Objective case. The authors of our grammar have used two of the three names you have just given me. But for the first one they have chosen the name Nominative case, from a word which means the naming case, because what vou have call d the Subjective case is always the simple name form of the noun or pronoun. !l \i 78 MATTER LESSON PLANS IN GRAMMAK. VI. The Nomina- tiv« Case is that formwhlchanoun or pronoun has whrn it l5 the «ubject of a verb. VII. The Possec- ■ive Case I5 that form which anoun or pronoun has to denote ownership or possession. VIII. The Ob. iective Case is ihat use which a noun or pronoun has when it is the object of a verb or of a preposition. METHOD We shall now have to consider a defi- nition for each of our three cases, and we shall deal first with the Nominative Case. When you are told a noun or pronoun IS the subject of a verb, you are sure it is in what case ? It is in the nominative case. Now, grammar has to deal chiefly with the various forms and relations of words as used in the sentence. Tell me what fbrnis we may get from the noun "John?" We may have the forms "John " and "John's." Which of these forms is used in the nominative case ? "John" is the form used in the nominative case. Give me your own definition of the nominative case. The nominative case IS that form which a noun or pronoun has when it is the subject of a verb. Having defined nominative case cor- rectly, I do not think you will find any trouble with possessive case. John, you give your idea of possessive case. Pos- sessive case is that form which a noun or pronoun has to denote ownership or possession. Make a statement using "John" for the subject. What is the form of the word ? The form is ' ' John . ' ' Make a statement using "John " as the object ofa transitive verb. The form is sti'^ "John." 's;i*'. FIRST Lesson om CAsfi. MATTBR 79 METHOD Then can we say that the objective has a special form to distinguish it ? No. ^ How can we distinguish the nomina- tive from the objective case ? We can distinguish them only by their difference in use. What is the use of the nominative case? It is used as the subject of a verb. What is the use of the objective case ? It is the object of a verb. You have the idea all right, so I shall give you what is commonly taken as a definition of the objective case. The objective case is that use which a noun or pronoun has when it is used as the object of verb. Place on B.B. "James struck John." What is the case of John ? It is in the objective case. Why do you say so ? Because it is the object of the verb " struck. " Suppose I do not wish to name John how might I make the statement? "James struck him." What part of speech is " him " ? It is a pronoun. What is its ca.se ? It is in the objective case, because the object of "struck. " What would be the nominative form for "him"? "He" would be the nominative form. What would be the ]iossessive form ? " His " would be the possessive form. Then, how many forms have we for f'f: So HATTER l'^ l«'r .ESSON fLANS IN GRAMMAR. METHOD the pronoun "he"? We have three forms. And what is the objective form ? " Him " is the objective form. "I gave the book to him." Place this on B.B. What is the case of "him "? It is objective. Of v^^hat transitive verb is it the object ? It is not the object of any transitive v^rb. What word seems to be very closely related to "him " ? " To " seems to be very closely related. " To " is what part of speech ? " To " is a preposition. Then, what to your mind makes "him" take the objective form? The preposition seems to make it take the objective form. Try with several other prepositions and see what form always foilo rs each. The pupils try " in, " " over, ' - « above, ' ' "at," "by," etc., and always find form " him " following. What part of speech seems to demand an objective case as well as the transitive verb ? The preposition seems to demand the objective form. Assuming that you are right, now give a definition of the objective case, which will include what you gave before and this new idea. The objective case is that use which a noun or pronoun has vvhen it i.s the object of a transitive verb or of a preposition. FIRST LESSON ON CASE. 8i MATTER METHOD Note.— The exceptions and special uses of the several cases would not be touched upon with a third class or in a hrst lesson. For instance, the definition ot objective case just given does not apply to the Personal Pronouns, the Demonstra- tives he and she, and the Relative and Interrogative ivho. B.B. Sketch. (1) In sentences words are related to one another. (2) Nouns and pronouns have three leading relations when used in a sen- tence. ..v^^^ ^^® names of these relations are the subjective relation, the possessive relation, and the objective relation. (4) In grammar these relations are known as the Nominative Case, the Pos- s^fsive Case, and the Objective Case. (5) Case is the relation which nouns and pronouns bear to other words in the sentence. (6) Nominative Case is that form which a noun or pronoun has when it is the subject of a verb. (7) Possessive Case is that form which a noun or a pronoun has when it denotes ' ownership or possession. (8) Objective Case is that use which a noun or pronoun has when it is the object of a verb or of a preposition. ■i: I X. CLASSIFICATION OF PRONOUNS. i I'i J. Junior Fourth ClaSvS : — Previous day class should have had review of definition of Pronoun, and have had considerable practice in the selection of Pronouns so as to be able to choose them at sight. MATTER I. Briefly recall yesterday's les- son on the pro> noun to secure ■ ental adjust- ment for the new lesson. 11. 5ome pro- nouns b y their lorm distinguish the speake*- and the person bpoken to. METHOD What was our lesson of yesterday, c^ass ? A review lesson on the pronoun. James, give your definition of a pro- noun. What is the great duty of pro- nouns ? To stand for nouns. Name some of the pronouns most fre- quently met with. "He, ""she, " "it," "this," "those," "any," "I," "you," "we," "who," "that," "which," "none," " few," etc. In what respect do all these pronouns agree ? They all stand for nouns. James, place your reader on mv desk. James conies to the front and does so. Now, James, tell what you did. "I placed the book on your desk. " Write this on B. B., and ask class who placed this book on my desk. James did. What word in the sentence stands for James? " I " does. Ask several scholars to do little acts for you, and require each one to i.iake the statement of what he did, and we 82 CI,ASSIFICATlON OF PRONOUNS. MATTER METHOD 83 shall get a series of sentences on the B. B. something like this : I cleared the blackboard. ' I closed the door. I stood when you told me to. I gave James the pencil. In all of our sentences we find, what word used instead of the name of the person \vho did the act ? We find " I. " Selecting some boy or girl who did not give one of the examples on the B B you might ask if he or she would have used the same form in saying that James (one of the boys who gave a sentence which you placed on B.B.) had closed the door. Try several pupils in the same way, until the class as a whole are con- vinced that no other scholar would use the form which James gave after .he had closed the door. Then who may use this word " I " to e:ou take from your pocket some small object, and make some such remark as • This IS very pretty. What will you give me for this ? etc. Take care that you ao not make any burlesque of the act. Class, what word did I use to draw your attention to the thing which I hold in my hand ? You used the word ' this. That is quite correct. Without any warning, and in your most impressive business manner, look intently into a distant part of the room, and say, " That won't do," and notice how all heads turn as you speak. What did you turn your heads for ? I 1 o see what you meant. What part of my remark required that you turn around to find what the asser- tion meant ? The word " that " is the part. And how could you give a meaning to ' that when used thus in a sentence ? By having our attention directed or turned to the object for the name of which "that "stands. Then this seems a new feature that some pronouns possess, so we shall place it on the B. E. below the last statement we entered. ■-«! 36 LESSON PLANS I.V ORAMMAR. MATTER IV. Some pro- noun* are used to make inquiries or ■in atklng ques- tions. i±i S'! METHOD What did you want ? " ' < Who goes there ? ' ' " Which is the better ? ' ' What kind of sentence would you say each of our three sentences is ? Each is an inter- rogative sentence. What is the interrogative word in each 'fw^'^^ • 'IP^t" is in the first; , Who is in the second ; and "Which " is m the third. Tell me what part of speech you find each of these words. Each of these is a pronoun. Then what is another duty which we find falls upon at least some pronouns ? bonie pronouns are used in the asking of questions. ^ We shall get this new fact down on the B. B. also. V. Some pro- nouns, besides standing for a noun, join aciause lo another noun to descrii>e or to limit tlie meeninir of tiie noun. Place on the B. B., " The man went to the city. " " We met the man ' ' What did the man do? He went to the city. What man went to the city ? The one we met went to the city. Combine our two sentences into one making the second tell us what man went to the city. It may need a little ^"r"!'^^^"'^"^ ^""^ ^^^" assistance to get, "The man whom we met went to the city, " What is the act the speaker wishes to tell us particularly.? The act of going is the one specially intended. Who does the act of groine- ? The tn^n does. ■- ^ --e-i„n CLASSIFICATION OF PRONOUNS. HATTER 87 METHOD vi V^ho goes ?" What y each of an inter- d in each le first ; Which" you find hese is a ^hich we onouns ? sking of 'n on the went to went to The one ito one, at man a little ance to went to shes to f going he man Then what is the subject of our verb " went. " " Man is the subject of went. " What man went ? The one we met. Look closely at our sentence as written on the B.B., and read the precise words which tells the man who went. ' ' Whom we met, " tells us th- particular man. What name is applied to a group of words like " whom we met, " which con- tains a subject and a predicate ? Such a group is called a clause. What is the use of this clause ? It limits the meaning of the noun " man. " How is our clause joined to "man " ? It is joined by means of " whom. " But "whom " is what part of speech ? ' ' Whom " is a pronoun. Then, what double duty do we require from "whom" in our sentence? It vStands instead of a noun and joins a clause to a noun. Why is this clause joined to the noun ? To limit the meaning of the noun. Pursue a similar course with " that, " "which, "and " who." Then it seems we have discovered a fourth group of pronouns ; so before we 'forget the marks of this class we had better get them down ; and we write be- low our last point, "Some pronouns, besides standing- for a noun, join a clause to a noun to describe or to limit the meaning of the noun. ' ' 88 LksSON PLANS IN GRAMMAR. MATTER VI. Some p r o - nouns are used without reference to any particular person or thins:. ;sS kl 1 .■ 1= METHOD Now we are ready to deal with other troubles should there be auy such. If you will follow me as I put these sen- teuces on the B. B. we may be able to find still another class. Place on B. B. . Some were late in arrivinj^. Many were absent. P'ew are coming. None was to blame. ^ In these sentences select our pronouns. The pronouns are ' ' some, " " many ' ' ' ' few, " " none. " Can you, as in the first class we had, distinguish the speaker from the person spoken to ? No. Do you specially wish to have a look at the persons or things referred to by the nouns ? No. Can you place them in the next class ? No, for they do not ask a question. Well, do they belong to our last class ? No ; for they do not join a clause to any other word. So, what conclusion are you forced to ? This must be a cla.ss different from any of the others. I think I shall be forced to agree with you. Can you tell me what particular persons are referred to by " some ' ' in the first of the sentences ? It does not refer to any particular person. Look carefully at the other pronouns and see wherein they differ as pro- nouns from " some. " None of them re- fers to any particular person. CLASSIFICATION OF PRONOUNS. MATTER VII. These class- *• of pronouns are called Person- fj I Demonstra- t've. laterrosa- tive, Relative and Indefinite. 89 METHOD In the pronoun we have some few forms used always to denote the speaker some few to denote the person spoken to while some few others always denote the person spoken about. This distinct on m pronouns is called Person, and we shall deal with it fully later. Now can you give me a descriptive name fo; our first class of pronouns ? They might be called Personal Pronouns ^ This is exactly the name the makers of our grammars give to this class of "^ What"ri'°^ '""^ \^ ""^ second dass What did you say their purpose was > To direct attention to the object fo7the name of which they stand nnll'/n '"^ ^'■"^' ^""^ ^^ ^his class the name Demonstrative is given How many names have we now got ? Two. namely, Personal and Deinonftra" Our third class introduces what kind of sentences ? It introduces Interrog" - tive sentences. ^ And what word in the Interrogative sentences we had seemed to be the chief word ui the asking of the question ? The pronoun did. Then what name could you suggest: for this class ? Interrogative proS name ^" " ^"'^ appelate frJiti^ is again the orecise name our friends, the authors cf the grammars &'---i iis. ixiis snouiu be encour- agement xor you to try the next class. 90 I.KSSON Pi /\NS IX (IRAMMAR. MATTER METHOD These I think you said had how many duties to fultil ? They had two duties. What was one of these ? To stand for a noun. And what was the second ? To join a clause to a precefling noun to limit or to describe the meaning of the noun. This last part seems to be the duty of what part of speech ? It seems the duty of Ihe conjunction. Hence give me the name you think would fairly do for this class. The name Conjunctive Pronoun would seem to be the best I can think of That is the name I w uld prefer my- self, but in most of our grammars this class IS called the Relative I'ronoun. But before long I hope we shall ha e an author with courage enough to depart from the custom of the past and give this class its proper title, the Conjunc- tive Pronoun. We have now reached our ,ast class. To what particular persons or things do they refer ? They do not refer to any particular persons or things. Since they do not refer to any particu- lar person or thing, give me the best name you can for the class. If there be much hesitation do not waste time over the name— just give it. This class is called Indefinite. Now that we have got names for our classes, what do you consider to be our next business? To get definitions for the several classes. class[fk;at[on of pronouns MATTER 9' low many ► duties, stand for To join a imit or to .tn. le duty of the duty ou think rhe name em to be refer m}'- nars this oun. But hnve an to depart and give Conjunc- ist class, hings do r to any particu- the best do not give it, for our 3 be our tions for METHOD VIII. Personal Pronouns are those that by their form distinguish the speaker from the person spoken to. IX. Demonstra- tive Pronouns are those which direct attention to the objects for the names of which they jstand. We cannot d(, better than begin with the personal pronouns What did you say was their special a To distinguish the person speak- lu, .rom the person spoken to But how do they make this distinction? They make this distinction by usnig dif- ferent words, ^ Now, each will do his best to write a definition. After fair time has been given several of the answers will be read orally for criticism and correction, after vvhich the teacher will have an answer similar to the following to put on the Ji.B :— lersonal pronouns are those that by their form distinguish the speaker irom the person spoken to. Wheii we were speaking of the class demonstrative, what did you say we were inclined to do when we heard one of those pronouns mentioned ? We were inclined i^u^^ ?^<^""^ so as to see the obiect That IS true. In other words our at- tention was fixed upon the object Keeping this fact in mind try to con- struct the best definition you are able of a demonstrative pronoun We mig^t heie take an illustration of how we sometimes help a class to a defini- tion when the class has the zdea, but can- not find words to express the idea Suppose we have several pronouns as "this," "that." "him." etc.. and th^ wass .seems incapable of getting even a start on the definition. s en a t IMAGE EVALUATION TEST TARGET (MT-3) // ^ ^ J^ ^^ 1.0 I.I 1.25 ^ ■- IIIIIM 111= lA. Ill 16 — 6" Sciences Corporation i-V ^ Ji7 <> 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 872-4503 % 92 LESSON PLANS IN GRAMMAR. MATTER METHOD Pointing to the words on the board, what, at least, can you tell me of these words ? They are pronouns. Start a definition getting that fact only. "A DemoUvStrative Pronoun is one" — here the pupil must stop, as he now requires to put in the limiting or defining ideas. What do these pronouns do ? Thej' direct our attention. Now put the two facts together. ' ' A Demonstrative Pronoun is one that directs our attention. " To all things in general ? No, to a special object. Combine this idea with what you have given already. " A Demonstrative Pro- noun is one that directs our attention to a particular object. " What object ? The object they vStand for. I thought pronouns stood for nouns, but 5'^ou tell me they stand for things. Which is right ? They stand for nouns, not for things. Now, tell me what object they direct attention to. They direct attention to the object for whose name they stand. That is ju.st about right. Let me hear what definition you can put together now. "A Demonstrative Pronoun is one that directs our attention to the object for whose name it stands. " You might then ask the class to con- sent to the removal of • ' our, ' ' leaving the definition more general ; and also MATTER CLASSIFICATION OF PRONOUNS. METHOD 93 he board, t of these that fact onoun is 3p, as he tiiiting or ? They her. "A ane that No, to a you have tive Pro- ;ention to ley stand )r nouns, r things. )r nouns, ey direct mtion to stand. ; me hear tog^ether >noun is 1 to the s to con- ' leaving lud also call attention to the fact that nianv accurate speakers and writers do not use "whose" to refer to anything but per- sons, and ask for something which might take the place. ' ' Of which ' ' will not be hard to get. Now that we have secured the defini- tion we want, it will go down in the B. B. Sketch under the definition of Dem- onstrative Pronoun. This lesson has already drawn itself out to an abnormal length, and since the classification is complete, two classes have been defined, and a special difiiculty in connection with one definition been disposed of, we vShall not pursue the topic any further, but shall conclude with the B. B. Sketch. ( 1 ) Some pronouns by their form dis- tinguish the speaker and the person spoken to. 4.iS^^-u^°^^ pronouns direct attention to tne objects referred to by the nouns for which they stand. (3) Some pronouns are used to make inquiries or in asking- questions. (4) Some pronouns, besides standing for a noun, join a clause to another noun to describe or to limit the meaning of the noun. ** (6) Some pronouns are used without reference to any particular person or thing. l?^j^^®®® classes of pronouns are called respectively Personal, Demon- strative, Interrogative, B«lative, and Indeniiite. , f«. 94 LESSON PLANS IN GRAMMAR. MATTER liia METHOD (7) Personal Pronouns are those that by their form distinguish the speaker from the person spoken to. (8) Demonstrative Pronounr are those which direct attention to the objects referred to by the nouns for which they stand. (9) Interrogative Pronouns are those used in making inquiries or in asking questions. (10) A Relative Pronoun, or, more properly, a Conjunctive Pronoun, is one that relates to a preceding noun called the antecedent, and joins to this noun a, clause to describe or to limit its mean- ing. (11) An Indefinite Pronoun is one that does not refer to any particular person or thing. It V I sti of eel sll ve th( no Iiose that ) speaker are those e objects lich they ire those a asking- or, more n, is one un called lis noun ts mean- one that r person XI. ACTIVE AND PASSIVE CONSTRUCTIONS. Fourth Clas.s : — Class should be perfectly familiar with Transitive and Intransitive Verbs. The previous day's lesson should Conclude witli a review of the Transitive and Intransitive Verbs. MATTER I. Hany co n- structions admit of the object re- cc!vinn: the action sigmfed by the verb becoming the fubject of a new sentence. METHOD Teacher, has placed on B.B. before lesson begins : (i) James hit the ball. (2) The day grew colder. (3) He became a miser. (4) The boy found the purse. (5) We are happy. (6) They roused the wide, old wood. (7) It rained all day. (8) The mist rises from the river below. (9) The hound caught the stag b%' the lower pool. (10) A mournful sound came up the valley. (11) Ke seems a gentleman. (12) Themenbuiltthehou.se of stone. After giving the class time to read over the sentences on the B.B., ask if any one can re-write the first sentence so as to make the ball the prominent idea. " The ball was hit by James," is given by some one. Allow time for criticism and confirma- tion ; then ask class to write in one group all the sentences which may be so expressed, in a second group the new 95 96 LESSON PI,.\NS IN GRAMMAR. MATTER II. Only Transi- tive Verb 8 are capable of this chanare of con- struction. METHOD form of the sentence, and in a third group write all the sentences which will not ' admit of such a change. When thus arranged the work should appear on the B.B. thus : — («) , James hit the ball. I The boy found the purse. They roused the wide, old wood. The hound caught the stag by the lower pool. The men built the house of stone. The ball was hit bj- James. The purse was found by the boy. The wide, old wood was roused them. The stag was caught by the hound by the lower pool. The house was built men. The day grew colder. He became a miser. We are happy. It rained all day. The mist rises from the river below. A mournful sound came up the valley. He seems a gentleman. The class will once more closely ex- amine the sentences in group {a), and then those in group (r), to see if any difference may be detected in the by of stone by the ACTIVE AND PASSIVE CONSTRUCTIONS. 97 MATTER ird group will not k should od. ■ by the 3116. used bj- lound by e by the •elovv. 2 valley. sely ex- [a), and see if . in the METHOD nature of the verbs. If some member of the class does not see that all the verbs in group (a) are Transitive verbs, while those m group (c) are Intransitive, it will be something unusual. However, should the unexpected happen, you can- not do anything but inquire the class of verb in first sentence, after which the rest will take care of themselves. ^ Our attention will now be turned to the sentences in group (d). To what great class of verbs do those in (d) belong? You will generally be told that they are Intransitive. Here we must inquire for the defini- tion of a Transitive verb. James, you tell us what a Transitive verb is ? A Transitive verb is one which represents an act as passing from an agent or doer to some thing, the name of which is the object of the verb. In our first sentence in group (f>) what IS the act indicated bv the verb ? The act of hitting is signified. By whom is the act performed ? The act IS performed by the boy, James. Does the action remain with the doer ? No ; it passes on to the object, ball. Then what kind of verb must we have? We must have a transitive verb. But, what is the expression which in- dicates the act ? The act is indicated bv "was hit." -^ Then you will classify " was hit " as what kind of verb ? " Was hit " is a transitive verb. 98 LESSON PLANS IN GRAMMAR. MATTER . 111. Transitive Verba have two constructions called the active and the passive constructions. iV. The Active Construction i s that sulKllvlsion oftransltiveverbs wherein the sub- ject names the doer of the act Indicated by the verb. METHOD Similarly all the verbs in group (6) will be shown to be transitive verbs. The sentence, "James hit the ball," may be expressed in how many way's, then ? The sentence may be expressed in two ways. In the form "James hit the ball," what, concerning the action, is indicated by the subject ? The subject names the doer of the action. In the form "The ball was hit by Jaipes, " what does the subject do ? The subject names that to which the action is done. You have given me exactly the dis- tinction between the two constructions. To these two constructions the names active and passive are given. Turn to group (a), where all the verbs are of the active construction. These verbs are all of what kind? They are all transitive verbs. How do the subjects in group (a) differ from the subjects in group (d) ? In group (a) the subjects name the doer of the action indicated by the verb. Then tell me what you would consider a good definition for the Active Construc- tion. The Active Construction is that sub-division of the Transitive verb wherein the subject names the doer of the action indicated bv the verb. ACTIVE AND PASSIVE CONSTRUCTIONS. MATTER V. The PaAsive Construction i s that «ub-di vision of the Transitive verb wherein the subject names the object which re- ceives the act in- dicated by the verb. 99 METHOD Having defined the Active Construc- tion, suppo.se you try what you can do with the Passive Con.struction. The Passive Construction is that sub-division of the Transitive verb wherein the sub- ject names the object which receives the act indicated by the verb. Notes.— («) Subsequent lessons would deal with the question, " Is voice an in- flection or a classification of the verb?" Let the pupils decide this for themselves Have them review their definition for In- flection, giving examples. Do the changes here correspond with the changes which indicate true inflection? When the class has done what can be expected of pupils you might give them confi- dence in their own conclusion by quoting- from Abbott's - How to Par.se, " p. 320 • "It has no pretensions to be called a 'Pas- sive Voice,' and would not have been called so but for a desire to ape the terms of I,atin grammar. The Latin passive voice has distinctive inflections and deserves its name. The English ' Voice ' is a mere imposture. " {b) The class should also arrive at some conclusion as to why only Transi- tive verbs have the two constructions. ^ {c) What are the advantages of posses- sing the double construction. {(i) There should be frequent drill to ensure quickness in changing from one construction to the other, also to secure certainty of recognition when the various forms are presented. lOO LESSON PLANS IN GRAMMAR. HATTER METHOD {e) In the active construction the doer of the action is given prominence, while in the pa.ssive construction the object which receives the act is made prominent. B.B. Sketch. (1) Many constructions admit of the name of the object receiving the action signified by the verb becoming the sub- ject of a new sentence. (2) Only Transitive Verbs are capable of this change of construction. (3) Transitive Verbs have two con- structions, named the active and the paslbive constructions. (4) The Active Construction is that sub-division of transitive verbs wherein the subject names the doer of the act indicateci by the verb. (5) The Passive Construction is that sub -division of transitive verbs wherein the subject names the object which re- ceives the act indicated by th,e verb. XII. MOOD. Fourth Book Ci.AvSS : — Class should be familiar with the nature of Inflection. KiATTER I. Introduce the topic by a brief reference to In- f iectlon, and t o the Inflections of other parts o f speech previously studied. II. Verbs show changes in form to indicate the attitude of the speaker's mind towards the ac- tion or condition expressed by the verb. METHOD Class, 3'ou are all aware that unless we keep bright brass and steel work con.stantly polished it speedily rusts or tarnishes. Similarly our school work rusts or tarnishes. Can you tell nie how \ye can prevent so great a calamity occur- ring, in other words, how are we to keep our work polished ? Constantly review- ing past work keeps it bright and fresh. That is true, let us turn our atten- tion to our old friend Inflection. What is Inflection ? What parts of speech have you previously examined which show Inflection ? To-day I shall ask you to consider the verb, to discover, if possible, whether it undergoes any s. < ii changes in form as would lead us tu call the change an In- flection. Teacher may have in advance on the B.B. a vSeries oi sentences somewhat after the style of the following. It would be an advantage to have the sentences con- cealed by a curtain, which may be with- drawn when the sentences are needed : — (i) James strikes the desk. 101 i loa jj '.V '4 MATTER LESSOR PLANS IV GRAMMAR. METHOD (2) If James strike the desk the teach- er would be angry. (3) Open the door, John. (4) The horse threw his rider. (5) If James study hard he will succeed (6) James studies hard to succeed. (7) If the rain continue the river will overflow its banks. (8) It continues to rain heavily (9) Bring in a pail of water. (10) Stop trifling there. (11) He slays his enemies without remorse. . (t2) Though he slay me.yet will I trust in nim. Give class time to examine the li.st then direct attention to sentences (i) and (2). ^ ^ . What is the act indicated by the verb in the first sentence ? The act of strik- ing is indicated. What action is indicated by the verb strikes ' ' in the second sentence ? The act of striking is indicated. Who does the act in each case ? James does the act. jamcs How do the verb forms vary? The form IS -strikes " in the first sentence, but 'strike in the second sentence And what is the difference in meaning- llr^!T '^u^ ^'^' indicated by the twS verbs ? There is no difference. Then if this be an inflection that we have, what must the variation in form indicate? It must indicate a difference m use. MOOD. MATTER 103 METHOD That seems all rijrht. Then see if yon can see any difference in use. The action indicated in»the first sentence is going on; but in the second vSentence we are not sure whether it will ever go on or not. Any other way you could put this ? In one case the action is sure, and in the other case the action is not sure. Who is it that, in the first instance regards the action as sure or not sure ? The person who uttered the sentence. Give me another name for the person \yho utters a speech. He may be called the speaker. Tlien, again, who regards the action as sure or not sure ? The speaker is the person. Has the act of striking indicated in the second sentence actually o* curred yet ? No. Then this act which is predicated nuLst exist where ? It must exist only in the mind of the speaker. Then how did the mind of the speaker view the act of striking as indicated in the second sentence ? The mind of the speaker regarded the act as not sure. Give me a single word meaning "not sure ' ' ' 'Uncertain ' ' would mean not sure Then how does the mind of the speak- er regard the act of striking as indicated in the first sentence? The mind of the speaker regards the act as certain. /^'^ l^ave observed how many forms of the verb thus far ? Two ibrms. 104 LESSON PLANS IN GRAMMAR. MATTER III. This ohange lscaIled"Mood." IV. There are three moods, the Indicative, the Subjunctive, and the imperative. METHOD And why do these forms var}'? To show whether the speaker's mind re- gards the act as certain or uncertain. Class, find any other examples where the same difference in use is noticed. Give class time to make necessary obser- vations and to report. What sentences have you not reported- as yet ? The third, the ninth, and the tenth. Have those acts been performed yet ? No. Can you regard them as certain ? No. Is there any expression of uncertainty ? No. Then, keeping in view the mind of the speaker, what attitude of the speaker's mind do they express ? They each ex- press a commard. This change in the form of the verb is called Mood. What does this change show.? It shows the attitude of the mind of the speaker towards the act expressed by the verb. And what may this attitude be? It may be that of certainty, or uncertainty, or that of a command. Then how many moods or attitudes of the speaker's mind do we have? We have three moods. Then how many names do we require ? We require three names. MOOD. lO: MATTER V, Definitions of tna three moods will now be got from the class. METHOD \ on know I always like to let you people have a trial at giving me names Give me the best names you can for these three moods. The mood of cer- tainty, the mood of uncertainty, and the imperative mood. Where did you ever get the name im- perative mood.? We had imperative sentences, and the name seems to apply to the mood of the verb just as well as to the sentence. You are a regular grammatical Colum- bus. Ihat IS the strictly grammatical term used to name this mood. Now for the other two. I shall just say that in the grammar the mood of certainty is called the indicative mood while the mood of uncertainty is called the subjunctive mood. The scholars are now in possession of the salient features of the three moods and we leave the teacher to secure the necessary definitions. Notes.— (a) vSection V. of the matter column IS not strictly orthodox, as it should give the grammatical definitions but we desire to economize the space. ' {b) The infinitive is not touched here being made the topic of a subsequent lesson. {€) Future lessons will show that questions fall under the indicative mood as the inversion ol the words is made ro6 MAiTER LESSON PLANS IN GRAMMAR. METHOD only to enable the mind more readily to perceive the difference between the as- sertive and the interrogative forms. {d) Uses of the subjunctiA^e mood will take up a whole lesson by itself. {e) The so-called potential mood will be vShown not to be an inflection, the duties being performed by verb phrases. (/) Pupils should know why the sub- ject of the verbs of the imperative mood is always suppressed. {g) Though we refer to condition and ^ction, we have used only illustrations showing action, otherwise it would re- quire almost twice the space. B.B. Sketch (1) Verbs show changes in form to in- dicate the attitude of the speaker's mind towards the action or condition ex- pressed by the verb. (2^ This change is called Mood. (3 ) There are three moods, the Indica- tive, the Subjunctive, and the Impera- tive. (4) The Indicative mood is that form of the verb which indicates that the speaker regards the action or condition as certain. (5) The Subjunctive mood is that form of the verb which indicates that the speaker regards the action or condi- tion as uncertain. (6) The Imperative mood is that form of tu.8 veriu which the speaker uses to express a command or a request. ; readily to een the as- forms. i mood will elf. mood will action, the rb phrases. ly the siib- ative mood idition and riUvStrations would re- XIII. TENSE. form to in- -ker's mind Ldition ex- [ood. bhe Indica- le Impera- that form i that the ' condition i is that cates that a or condi- I that form :er uses to ist. Fourth Book Class •— MATTER I. The verb un- aergacB changres in form to denote the time of the action indicated by the verb. METHOD flil^ ^Y^^' ^^-'^^S' what was that in- ^n^ nf'^V.^ V^,^"" ^'-^^^ been discus- Mofd ^^ "^^'^ discussing M^^f is shown by the inflection called Mood ? It shows the attitude of the speaker's mind towards the action ex- pressed by the verb. That is all right. To-day we shall endeavor to find if there are any other d^r^f '" ^^' ^°"" «f th^ verb^whfch l!utniZir^ other condition than the attitude of the speaker's mind. In the course of my teaching, class I am required to write frequent!y on tiie «. B. Tell me what act I thus perform ? \ ou write on the B. B. But if it were letters for a law firm which I write-freqli^^U^W^^ilS aress the fact ? You write letters. you express If I wish to tell you that "thrwdtiiiff stated? \ou wrote letters yesterday \ ou wrote on the B. B. yesterday. ' Place these four sentences on the B B in two separate lists. " " 107 io8 LESSON PLANS LN GRAMMAR. HATTER METHOD II. There are three great divls- ioos of time— the past, the present, the future. III. This change of form In the verb to Indicate differ- ence In time is called Tense. IV. By means of verb phrases fur- ther difference in »i«tB^ — -^j n^^^ ill— dicatcd. What is the action expressed in all four sentences ? The act of writing is expressed. What verb forms are used to denote the act ? The forms ' ' write " and "wrote " are used. What is the difference in the action expressed by these verbs ? There is no difference. Then what does the difference in form indicate ? It indicates a difference in the time of the action,s. Then, do you regard this change of form an inflection ? Yes. ' And the inflection is used for what purpose? To indicate a difference in time. Having reached this conclusion, what would you next care to inquire about ? We might investigate how many divisions of time there are. All right. Go ahead. Give me any great divisions of time you may think of. There is past time ; there is present time ; and there is time yet to come, or future time. This change in the form of the verb to indicate a change in time is called Tense. Class, write your definition of Tense. To go back for a few minutes. If those letters are to be written to-morrow, state the fact. I shall write the letters to- morrow. TENSE. 109 MATTER METHOD issed in all ' writing is i to denote aite " and llie action riiere is n<^ ice in form rence in the ? change of :d for what ifference in usion, what lire about ? ny divisions ive me any ay think of. resent time ; ;, or future jf the verb le is called 1 of Tense. 2S. If those arrow, state ; letters to- V. By mean* of verb phrases dif. ferences of coin> pleteness or in- completeness may be Indicated. What is the action indicated in the sentence? The act of writing is indi- cated. What words are used to express the act of writing in this last sentence? "vShall write" is used to express the action. To what division of time is the act referred ? It is referred to future time. Can we call this change in the verb form an inflection ? No! For the change in time is indicated by a verb phrase. That is right. But many of our gram- mars treat these phrases as if they were true inflections, and at the various ex- aminations questions are asked as though there were no doubt of their being inflec- tions. Turning to the B.B. the teacher be- gins to write, and as he writes he asks • What am I doing now? You are writing on the B.B. If I made the statement myself what would I say ? I am writing on the B B When I make use of this form to ex- press the fact of writing what can you tell me of the condition of the action ? The action is going on. The action is not finished, etc. To describe this fact in grammar we use the term " imperfect. ' In what time did vou sav the ace was unperfect? It is imperfect in present time. no I.KSSOV PLANS IN GRAMMAR. MATTER METHOD Then construct a name which will in- dicate the double fact— that the act is imperfect, and also that it takes place in present time. It might be called Present Imperfect. But if an act is imperfect in present time, in what other time may the same act be imperfect ? It may be imperfect in past time. It may be imperfect in future time. Then give descriptive names for these two double facts. The forms might be called Past Imperfect and Future Iniper- .fect. Make me statements about the writing of the letters to show me what you mean. "I was writing the letters," will show past imperfect action, while " I shall be writing the letters" illustrates future imperfect action. Further, when we speak of an action as being hnperfed, what other possible condition is implied at the same time ? It is implied that there may be perfect action. And the action may be perfect in what great divisions of time ? The action may be perfect in past, present, or future time. Give three descriptive names to indi- cate these three verb forms. They would be called past perfect, present perfect, and future perfect. Give example to illustrate your mean- ing. I had written the letters. I have written the letters. I shall have written the letters. VI. nine TENSE. MATTER VI. There are nine chief tense fortnt In Bngllsh when we Include the verb phrases Just described. IT I METHOD Select 3 our verb forms and name each "Had written " is past perfect, "have wntten is present perfect, whili "shaU have written " is future perfect. Now, class, we need not necessarily perfect. We may make no reference to either completeness or incompleteness Then a verb form may be indefinite in what great divisions of time? An act may be referred to indefinitely in past time, m present time, and in future time fo7f^^"^^ ?"!^T* descriptive names mdefinfte '^ Present indefinite, future Give illustrations for each form "I wrote letters " would illustrate past in- definite, "I write letters" would illus- trate present indefinite, while "I shall write lettei| " would serve to show the future indefinite. Select your several verb forms and name each. "Wrote •' is past indefinite, "Tiff . '^M .P'.^^^"^ indefinite, and shall write " is future indefinite. These nine forms and phrases consti- tute in English what Mason calls the nine "primary tenses. " nrflTi,"^ n" t.^«^-^= ap^an somewhat after the following : II rifl 112 HATTER LESSON "PLANS IN GRAMMAR. VII. The definU tion* of the sever- al tenses will be secured from the achclsn. METHOD ( Indefinite Past ... Imperfect ( Perfect f Indefinite Present I Imperfect [ Perfect ( Indefinite Future ' Imperfect ( Perfect (/) wrote. (/) ivas ivrifin^. (/) had written. (/) write. (/) am zvritirig. (/) have written. (/) shall write. (/) shall be writing. (/) shall have written . With all our present information well in hand the teacher will not have much difficulty in securing definitions for the several tenses or tense substitutes. In case of difficulty in securing approved phraseology, the teacher would assist in, say, the first, and then give the pupils a good opportunity to complete the series. Thus: The past indefinite tense is that form of the verb which refers an action to past time, but does not make any reference to the completeness or incompleteness of the action. The past imperfect tense is that verb phrase form which refers an action to ])ast time, and also indicates that the action is incomplete. These will serve for illustration. Notes. — {a) The material herein con- tained will probably serve for two les- ' sons. I {b) The three perfect progressive verb j phrases would next be taken up. TENsfi. HATTER 'iting. ittcn. ting, ntten. 'ite. writing, ve written. ition well ive much IS for the utes. In approved af-sist in, : pupils a he series. hat form Dii to past ference to less of the ;hat verb action to that the m. rein con- two les- if) Then would follow the oassivc^ ^i'^^-7^'^!P^'''''^"''^^«oftlie present in definite and past indefinite teises won d ^!; ^n" "P ^^^^" ^^'^^^ examples. Je) 1 he pupils should have abundance of practice in the tense forms. ""'"''"'^^ B B. Sketch ness may be indicated. '"<=<»>>Plete. refilled tL"f1!°^ ^""^ T^'b phrases just Imperfect?^'^fp;5-\l5.d|^^H P^^ fect.Puture i^??«„^'*«. ^'-"-^ I»P«r- sh'oi'M^^?its^^vfe,t"yir' they are onutted. ""'"^ ^aice of space IP f'ii live verb XIV, INTRODUCTORY LESSON ON THE INFINITIVE MOOD. To vSkxior Fourth Class : — Previous knowledge : must be familiar with agreement of vsubject and predicate as regards number and person. MATTER I. MoAt verbs have their forms limited by the person of the sub- lect. METHOD Teacher, place on B.IJ. : I am coming, He am coming, and ask class to pronounce on the cor- rectness or incorrectness of one or both. Why do you object to the second sen- tence ? The verb must agree with the subject " he " in person. That will compel the verb to take what form ? The verb must be " is, " not " am." Deal similarly v^•ith "Thou am com- ing," "John am coming," "John art coming. " etc. ]May the verb take any form we please regardless of the other words to which it is related ? No. What related word or words seem to have the greatest influence in determin- ing the form of the verb ? The subject vseems to have the greatest influence. In what respect does the subject con- trol the verb in the sentences we have just examined? They control the verb in respect to person. lU _ rVtRO|)UCTOkY I KSSON DN THK INFINITFVK MOOl, MATTER II. Mott verbs n*ve their forms limited by tlie number of the subject. "5 3 METHOD III. There are verbs which do not have their ftrms affected by the numbei' and Krson of a sub- ;t. Teacher, place on the B.B.: John is coming, John and Harry is coming. What have you to say abont the cor- rectness of the first ? It is correct. About the correctness of the second ^ It IS not correct. What is the matter with the sentence > Ihe verb should be plural to agree with the plural subject. Next, give sentences such as He is coming. Thou art coming. 1 hey IS coming. You art coming. By questions have the class again tell that the form of the verb depends on the number of the subject. Then tell me what we have found that in many cases determines the form of the verb. The form ofthe verbs in the cases we have examined is determined by the number and person of their subjects. Place on B.B. John studies to improve. They studv to improve. Name the verbs in the two sentences on the B.B. The verbs are studies, study and improve occurs twice. Why do we write ' 's^udj> " as ' ^shidies ' ' in the first sentence ? To agree with the subject John in person and number. Notice the form improve. Who improves as told in first sentence ? John improves. u6 HAng^it «A IV. Verbs whoso I.KSSON Pf ANS 1M grammar. METHOD Who improves in the .second sentence ? They improve. What effect have "John " and 'They, " though of different number, ujxm the form of the verb improve / They ha\c no effect. Teacher, place on B.B. the following : — Ciluttons live to eat. The wise man eats to live. lie is to come home to-mor- row. They are to come home to-morrow. Class, tell me why "live " is the verb form in the first sentence. Why "eats " is not " eat " in the .second ? Why have we; "is" in the third sentence, but "are" in the second? vSelect all the remaining verb forms which show no change in form? Rat, live, come and come. What are the subjects to limit the form of these words ? They have no subjects. Then, so far as having their forms limited or unlimited by the sub- jects, we vShould hfive how many classes of verbs ? We should have two cla.sses. Describe those cla.s.ses. One class whose forms are determined by the num- ber and person of their subjects ; and another class whose form is not affected in any way by the number and person of a subject. You are right. Then how many names do we need for our classes of verbs ? We need two names. J et us very briefly go back to the verbs uT , o ; rst -lass. IN ™^..cT MBTHOO How did you sav thev difTered frott, Lose of tlie second class ?" They d fit rom those of the sec(,„d class l?vlnvh tl.e.r forms li„ntcd hv the n„nd,e^^^^^ pers^on of their st.hject: TIk.' "s ^'re"' ;^a5up^s^^^ they are allowed a second tn\al when ,^„ number of its subject. ^ ' . Now, as before, do your best af f«^ •HK a defmition of an Mnitf" " '^'""■ will'?ell th'T '^*''*"' '"dividual pupils Teacher will then place on the T? P o I s "bject. ■ '" """"'"'■ ^"'^ P^'-^on of a ii8 I,ESSC>N PT^ANS IN (;RAMMAR. MATTER METHOD B.F. Sketch. ( 1 ) Most verbs have their forms limit- ed or determined by the number anu person of their subjects. (2) There are some verbs which do not have their forms so limited. (3) Verbs of the first class are called Finite Verbs, while those of the second class are called Infinitives. (4) A Finite Verb is one whose form is limited or determined by the number and person of its subject. (5) An Infinitive is a verb which names an action or state, but whose form is not limited or determined by the number and person of a subject. SI v; SI I mi noi lee which do XV. THE USES OF THE INFINITIVE To Senior I.-ovrth Class •_ various parts of speech "ml of f""^^^^ = ^'"'^^ function of substitutes for parts of speech. ^ """ '''"'^ '^'^'''^'' ^^ !• The Infinitive may be used as a noun, (a) riiesub feet of a verb. ci'S Tl,f •^- J« play is pleasant, v^iass analyze this sentence. seXte isfrh'^^i^-^' -^"^J^^^ °f the R W I S ^^^ ^^''^J^^t '« ' ' to play • ' pHv?-' T. ""'^ '^^I?^^ >'«" describe • • to piay :> It js an infinitive Hence, give me one use at least fr.t- the infinitivf^ tt,^ • r^ .:. *■ ^^^st, lor -eclas^t^::;.,el?:/,trn:e"^^ T^Slfl^Sg^^'^^-^"--^: To read is a profitable occupation WW^^Vt? ''' P^P"^'-^^ pastime. What IS the subject in each case? Describe your subject. The s^ibiect nf the first .sentence i« f i,^ • i ?" ^ " *^*^ wnli' " ^f!i '^ t"^ infinitive "to about Which t'^^I^i^^nTs^ar"'" „,„,".\"''if part of speech deals wiH, name, - The noun deals with names Hence, the subject of a sento^ must 120 MATrER LESSON I'LAXS IN GRAMMAR. METHOD (b) The object of I Transitive Verb. always have the value of what part of .speech ? It must have the value of a noun. What did you say was the subject of our sentence, "To play is pleasant".? We said the infinitive "to pla}- " was the subject. Then the infinitive must be used with the value of what part of speech ? It must be used with the value of a noun. Why do j'ou say with the value of a noun ? Because it is used'as the subject of the .sentence . < • Place on the B.B., I like to walk. What kind of verb is ' ' like " ? It is a transitive verb. How do transitive verbs have their sense completed ? . Their complement is called an object. But what is your idea of a transitive verb ? It is one that expresses an action as done to something by the person or thing named by the subject. The /ia?ne of that something to w^hich the action is done would be what part of speech ? It would be a noun. Hence, anything used as an object of a transitive verb must have the value of what part of speech ? It must have the value of a noun. Then our infinitive, "to walk, " must be used with the value of what part of speech / it is used as a noun. Zat ^^^^ ^^ THE INFINITIVK. MATTER 121 METHOD (c) The object of a Preposition. with the v«l„t V '^ ""^""y ^^ "«ecl Tnrt%r ^•^•' "^ was about to de- part. There was nothing for him but to Class, closely observe the two «^« tencesontheB.B. What m^ ^7 ,' is ' ' about ' ' ? ir • P^"^ ^^ speech WW 1^ ^^''^'' preposition. What would you say for "but "in th^ But wh"t'r'^ '' is'apreposlLn too' f„«oH } ^^"^^ 5^^" ^^arned as to tl^e function of a preposition ? It joins nou„^ or pronouns to other words to s owthe"r relation to these other M-ords Here we have what joined "bv our tire position "about ?" We havefhTiJ^' tive ' ' to deoart ' ' Tf;. r^^^}^^ Infini- Jt io ; • "fP^"- It is joined to what ? It is joined to "was " vvimL . ioined?''Th/'?-^°" '^y prepositions Then whatever they ioin to oth^r oTsptrf ir^ «r vafuio "what^a nouS "'"'"^ ^^^'^ ^^^ ^'^^l"e of a Teacher will deal with " but " and "to go -'in a similar fashion. ^" vl'm; t?^;nf ^-5 two_sentences give me a third use 'or the Infinitiv( T,^ T x: .";."""' ^'•""- *^» ine iniinitive he I„fi„,t,ve „,ay be used with the value 122 MATTER (d) The Comple. ment of an Intran- sitive Verb. LKSSON PLANS IN GRAMMAR. METHOD of a noun, to form the object of v. ])repOvSi- tion. Teacher will place on the B.B. vSuch a sentence a.^ " To .see ivS to believe. " What is our verb ? The verb is " is, " What is its kind ? It is intransitive. Is the .sense complete or incomplete if we were to stop after " is " ? It would be incomplete. Then what is used to complete the sense of our verb ? The predicate is com- pleted by the infinitive " to believe. " What word has its meaning explained by; "to believe"? "To see" is ex- plained by "to believe." How is the explanation made ? The class is most likely here to hesi- tate. Is the meaning explained by telling a quality of "to see ' ' ? There is no qual- ity vStated, Then, how is the explanation made ? The explanation is made by telling the same thing by another name. Then if " to see ' ' suggests one idea to your mind, what different idea is sug- gested by "to believe ' ' ? They mean the same thing. Here we have an expression in the pre- dicate of the sentence which means exactly the same thing as the subject, in fact, merely describes the subject by giv- ing it another name. Recall any of our previous work where we have had some- thing very like this. The predicate noun THK USES OF THK INFINITIVK. MATTER 123 . n. The Infinit. •\e m«y be used with the value of ■a Adjective. 111. The Infinit. Ive may be used with the value of an Adverb. . IV. The Infinit. Ivehasausewhich we may d^Mrihe ■s the Infinite Ab. solute. METHOD denoted the same person or thing- as its snbject and completed the sense of an Intransitive Ycrh. Do you find any essential difference from those duties in the matter of " to believe, "which we are just considering-.? W e do not see any difference. Then what would you say would be a fourth use of the Infinitive ? The Infini tive may be used like a noun to describe the subject and at the same time complete the sense of an Intransitive Verb. What vvould be a shorter way of saying- ^J'^'^t.^^V"- • '^^^^ Infinitive mav bf used with the value of a Predicate Noun' ;. f T^'J^l^ ^^ ^^'^^^"•'^ to PU'-sne the sub- ject further. Suffice it to say that the method adopted above would be con- tinued. vSuggestive sentences are here given : ^'*^ He has a house to let. They brought water to drink. Your. mistake is to be deplored (i e de- plorable). V ., ic I came to see you. I am sorry to hear this. He is slow to forgive. You were cruel to frighten her. He is likely to go. To tell the truth. I am tired of fhio t,.f k"'''^^^ ""i"!^"^ ''t°'">^ «hort, nothing has been heard from him for ten years 124 MATTER _LESSON_PLANS_IX_GRAMMAR. ! METHOD V. The Infinitive it used as t ii e complement of many Verbs. (a) Auxiliary Verbs. (b) After Verbs especially when these Verbs are followed by an Ob- tict which is tne oelcal Subject of the Infinitive. I can go. I shall go. I may so I saw him do it. I heard them speak. I bade luiii help you. 1 felt him yield. NoTR — Let it be well understood that no teacher will attempt to use all this material in one lesson. B.B. Sketch Noun ^^^ Infinitive may be used as a («) The Subject of a Verb. 1 V r2?®P,^J®^* °^ «• Transitive Verb. (5) The Object of a Preposition. Verb Complement of an Intransitive (2) Tho Infinitive may be used with the value of an Adjective. (3) The Infinitive may be used with tne value of an Adverb. (4) The Infinitive has a use which we "^fl ^^""""r^l ^-l.*^® Infinitive Absolute. (5) The Infinitive is used as the Com- plement of many Verbs. {a) Auxiliary Verbs. vifL^^^^^Tf ^'''.®^P®*'^*"y wl^en these Verbs are followed by an Object which is the Logical Subject of the Infinitive. \ ^^'- THE FUNCTION^ THE ADJECT.VE. ^'ouRTH Class:— ^ " Class ,«lioulcl be perfeotKr fo, m- generally used. ^r^^tH^^i:^:^!'^ ^^^ Adjective as for many Intransitive Verbs llrf -L ^"'' co"iplenients appositively. ' ^"^''^ ^"^ with the Noun used I. Some Adiec- llveg are closelv coonected ^ug "•e Noun, whose ■"•■?•«»« they modify; others are connected bv means of a Verb while still others ■re very loosely connect^. ^ Teacher, place on B B h\ a "lansits by the sidf^ 'r.V ; t ^ ^ ^ ^^^'"y -nienianiswearv V,^ TT^^'^ ^°^^^- (^) oHife. yielded vv^ho^t^a^l^^^re"^^^^' Refernne- to thp firof . was the co^dUion oa he ma?"^^^ -'"" weary. ^ "^^n .-' He was What word g-ives u< fi,,o ■ r "Weary " does ^formation ? -.S "^ tt"ctfitt"':rt'i?"" »™'™-' is weary. ""^^^^o" of the man ? He " W^ty '^S. """ ""'' information? Hiatis, you say, " wearv " „ i-n t he meaning of what word ? it !" r^" the meaning of " nnn '' * "'"^^fies ■■■"".V"ra\:ot^^''"'P"'"r speech? Ihen, what part of e, t "wearv" bt- :> " V?: ^/ speech must '• ^Veary" „uKst bean adjecti ve. I2i 126 I.KSSON PLANS IN GRAMMAR. MATTER METHOD ' weary "man " What word is used to bring into connection with the word The verb "is " is used. Now, let us look at the third sentence. What kind of man have we here ? He is a weary man. Then, what part of speech nu..-st ' ' weary " be ? It must be an adjective. And why do you sav an adjective.? Because it tells us the condition of the man. But what word is necessary to bring- it into connection with "man " ? There is lio word. Then, this case somewhat resembles what previous one? It resembles our first sentence. But how does it differ from our first sentence? The connection between "weary " and "man " is much looser in the third than in the first. How could you describe the relation between "man" and "weary" in the first sentence ? It is closely related to " man ". How you describe the rela- weary " and "man " in It is loosely related could tion between ' the third sentence ? to " man." Then, in how many ways may an adjective be related to a noun ? It may be related to a noun in three ways, namely, closely related, loosely related, and related by means of a verb. TME JUNCTIONS OF THE ADJECTIVR , II. When an Ad« Jective is closely related to a Noun, the Adjective Is •fi"..*o •>• used attributively. III. When an Adjective is loose, ly related to a Noun the Adjec- tive Is said to be usedapposltively. ThJfir'i' • %V'^ "'°'* "°"^"»°" relation? niQ tirst IS the most common relation That is correct ; when the adjective is be used attributively when it is doselv connected with the noun. ^ ''^^^'nv^\;'^'\T\ ^^'^ '-^^J^'^tive neary was related to the noun man " in the third sentence ? Wesa d It was loosely related. When we described one noun bv means of another noun and the relation was reKdonTf tb^^"' """J" ''^' ^^^^" ^o he relation of the second noun ? It was siid to be in apposition with the fir.st noun be'\,"ed^'^^T w "'" 'rri^ "«"" «^'d to Hence, can you ^ive me what vou the'rehtirn ""TfT'^'r- """^ ^« ^^'--" tne relation of the adject ve " wearv " be uLd S^:^' ""S>" be said to Accepting your answer as riirlit vvint ;V°"'''/"" ^»y ™"'<1 be a fair*"!!'',, a a 'Calc^,:ttrd%'X''S'"-'^^ filS^ll^e" -„"^-"- '^^^^^^^^^^^ 128 LESSON PLANS IN GRAMMAR. MATTER IV. An Adjec. tive is said to be usedpredlcatively wiien It is related to a Noun bv means of a Verb end completes the idea siflrnified by the Verb. METHOD In our second sentence how did voit say "weary " is related to ♦' man " ? It IS related through the verb "is " What is the thought asserted about the man? " That he is weary " is as- serted. Then what is the double duty of weary ? It describes the condition of the man, and forms part of the predicate Give a descriptive name for such a use of the adjective. It might be said to be used predicatively. Then give your explanation of an adjective used predicatively. See B.B bketch below. B.B, Sketch. r,«i;»H°**^®*v**lif^*'^®® a^® closely con- nected with the noun whose meaninjr they modify; others are connected bf Trv^'foo^V^'^* ^^^1« «*i" others ^^ very loosely connected. pdfn^^®''*''*^®^*^^®" closely relat- be ^dntTrKll^'^^^^^^ " -^^ *o ed^^I^o\^-th%t^-^ used appositively. ^ r.,.!;!-^*?®^*^^® ^s said to be used predicatively when it is related to a noun by means of a verb and completes the Idea signified by the verb. ''"'"P^®*®^ ted about ^ " is as- cluty of ion of the licate. iich a use aid to be •n of an See B.B. ely con- meaning )cted by hers are ly relat- I said to iy relat- id to be be used ;ed to a >mpletes «ARD PLACES IN GRAMMAR MADE BAS^. By A B. Gushing. B.A., English Master in E^s^x hL