\ 5 76 
 
 W€v^o^ 
 
 AnHiutUtt? of 
 
 IN 
 
 ■l Composition, Language, 
 ■J: and Spelling 
 
 FOR THE 
 
 FOURTH GRADE 
 
 BY 
 
 ANNA M. WIEBALK 
 
 Formerly Supervisor of Composition and Literature 
 in the State Normal School at San Francisco 
 
 8AN FRANCISCO 
 
 A, Carlisle & Co. 
 1912 
 
 D M i czzar L- I CD
 
 I Ilia UL>UK 13 IJ\^1 
 
 s 
 
 2 1925 
 
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 LB- 
 157G 
 
 Dup, 
 
 71 e balk- 
 An outlino of pro - 
 g ress ive lessons ir 
 QOinposition, lanpru^ 
 
 Southern Branch 
 of the 
 
 University of California 
 
 Los Angeles 
 
 Form L 1 
 
 
 
 v-^^
 
 'u^f 'vvvjg Nidij . . S 
 
 AN OUTLINE of PROGRESSIVE 
 LESSONS 
 
 IN 
 
 Composition, Language, 
 and Spelling 
 
 I'OK Till-: 
 
 FOURTH GRADE 
 
 BY 
 
 ANNA M. WIEBALK 
 
 Formerly Supervisor of Composition iind Litercaturc 
 in the State Normal School at San Francisco 
 
 SAN FRANCISCt) 
 
 A. CARLISLE & Co. 
 
 1912 
 
 63107
 
 Copyright 1912 
 
 BY 
 
 ANNA M. WIEBALK
 
 I ^ 
 
 acknowledg:\ients. 
 
 A 7inmber of the coin positions in these texts arc paraphrases 
 •- of pooms and adaptations of stories from various sources. The 
 ^ author hereliy (Expresses acknowiedginent of these jioems and 
 sources. 
 
 Fourth Grade Text. 
 
 Adaptation of Aesop's Fables: Lessons 29, 'M. 40, 43, 45, 
 58, and 68. Paraphrases of poems: Lessons 9 and 70, Iliawatlia 
 by H. W. Longfellow: Lessons 62 and 64, What the Flowers Said 
 by Lucy Wheeloek: Lesson 63, The Snail by Charles Lamb. 
 
 Miscellaneous adaptations: Lesson 32, of the story of Rosa Bon- 
 
 heur, in Brooks's Third Reader; Lesson 53, of the story of Johnnie 
 
 <), Bear, by Erne.st Thompson Seton; Lesson 54, of a story of Kind 
 
 '^^ Deeds, from the ^[orning Star; Lessons 65 and 66, of the story of 
 
 > A Little Pine Tree, from Old Time Tales; Lesson 69, of matter in 
 
 Marvels of Our Bodily Dwelling, by Dr. Mary Wood-Allen ; Lessons 
 
 60 and 71, of facts about birds and rabbits in Object Lessons in 
 
 Elementary Science, by Vincent Murche ; Lesson 57, of facts about 
 
 birds' nests in First Book on Birds, by Olive Thorne Miller. 
 
 Holiday Compositions. 
 Paraphrases of poems: Lesson 3, The Village Blacksmith 
 by H. W. Longfellow; Lesson 43, The Story of Piccola; Lesson 
 52, The Sparrows, by Celia Thaxter. 
 
 To ]\Iiss Ethel Smith. Assistant Supervisor of Spelling, Lan- 
 guage, and Composition in The Primary Department of the State 
 Normal School at San Francisco, I wish to express acknowledg- 
 ment of invaluable assistance rendered in the writing of composi- 
 tions and in other phases of the work necessary to the prepara- 
 tion of these texts. 
 
 To Miss Louise Carlson, formerly Assistant Supervisor of 
 Spelling, Language, and Composition in the Primary Department 
 of the Stat(^ Normal School at San Francisco, thanks arc due for 
 assistance rendered in the selection in part of the word basif^ of 
 some of the compositions. 
 
 Ill
 
 To ]\[iss Alma Patterson, Sni)ervisor of Primary Instruction 
 iii the Piil)lic Schools of Berkelej^, California, I wish to extend 
 hearty thanks for her careful reading of the texts and the valu- 
 able suggestions given me by her. 
 
 Finally, to any of the student teachers of the State Normal 
 School at San Francisco and others who may have contributed 
 something to the making of these texts, I hereby extend my sin- 
 cere thanks. 
 
 ANNA M. WIEBALK. 
 
 San Francisco, California. 
 
 IV
 
 TABLE OF CONTENTS 
 
 FOR THE 
 
 FOURTH GRADE TEXT 
 
 PAGE 
 
 METHODS IN COMPOSITION, LANGUAGE, AND SPELLING . . . V-XI 
 
 LANGUAGE ELEMENTS AND WORD GROUPS 1-3 
 
 LESSONS IN COMPOSITION, LANGUAGE, AND SPELLING .... 4-52 
 
 HOLIDAY COMPOSITIONS AND NOTES 53-89 
 
 INDEX OF LESSONS IN TEXT PROPER 90-94 
 
 INDEX OF HOLIDAY COMPOSITIONS AND NOTES 94-98
 
 METHODS 
 
 — IN — 
 
 Composition, Language, and Spelling 
 
 — FOR THE — 
 
 FOURTH GRADE 
 
 Success of the Methods Presented. 
 
 The methods in composition, language, and spelling for the 
 third and fourth grades offered in this preface are the result of 
 several years of supervision of the work in the Elementary 
 Department of the State Normal School at San Francisco. The 
 success of the methods presented justifies the confidence with 
 which the texts are sent forth. The eagerness with Avhich 
 teachers have received the methods at various institutes at which 
 they have been presented and their reported success, when they 
 have been faithfully tried, give further assurance of their merit 
 from the standpoint of application to the common needs of the 
 public schools, graded and ungraded. 
 
 The Formation of Correct Habits of Written Expression. 
 
 The main object of written composition in the primary 
 grades should be to form correct habits of written expression. 
 This can be done to a great extent in the third and fourth school 
 years, and thus pave the way for the original work in the gram- 
 mar grades. However, the methods proposed do not overlook 
 those primary children who are capable of doing original work. 
 This original work in the third grades in particular should be 
 individual, not general. The leading purpose, then, in the 
 methods presented herewith is to train beginners in composition 
 to use correct language and to spell, capitalize, and punctuate 
 properly what they write. This may seem cold, lifeless, and 
 mechanical, but for the composition work, topics of interest to 
 children should be chosen. 
 
 Content Embracing Interests of Childlife. 
 
 In providing material for the texts the following topics of 
 interest to young children, animals and toys, home and school, 
 work and play, holidays and vacation days, nature and the sea- 
 sons have offered a wide range and a happy variety.
 
 Adaptations From Literature. 
 
 Many of the compositions are adaptations from literature 
 written to conform to the spelling and language requirements of 
 the third and fourth grades respectively. 
 
 Notice ! 
 
 A special feature of the texts is the provision of holiday 
 compositions and notes written to include only the language 
 requirements of the third and fourth grades respectively. 
 
 Imitation, the Best Method for Young Children. 
 
 In primary grades imitation, that most primitive of all edu- 
 cational methods, must be the teacher's constant handmaiden. 
 This is good pedagogy for the teacher of composition and 
 language in these grades and, if so, it is " incumbent upon her 
 to provide the models for imitation, which models constitute the 
 main portion of the texts. 
 
 Two Principles of the Constructive Work of the Texts. 
 
 In supplying models for the written composition work of 
 the primary grades, the following important principles have 
 been kept in mind: 
 
 1. To use only such words and language forms as the 
 children are familiar with and can write easily and correctly. 
 
 2. To make the work progressive and cumulative by gradu- 
 ally increasing the length of the compositions, by adding new 
 words and language forms, and by giving constant review of 
 the old words and language elements. 
 
 It must be apparent at once that to control the written 
 vocabulary of the child and his use of language forms, for this 
 reason also, it is incumbent upon the teacher to supply the com- 
 position models. And since the child's oral vocabulary and power 
 of expression are beyond his written efforts, for this third reason, 
 original work in these early stages is generally out of the ques- 
 tion. 
 
 The Basis of Supply. 
 
 The basis of supply for the words and language forms with 
 which to write the compositions for beginners was found in the 
 readers, spelling lists, and written language lessons of the first 
 and second grades, this to insure the use of simple and familiar 
 words and language forms and to guard against the introduction 
 of difficult and unfamiliar ones. New words and language ele- 
 ments were added as drill upon them insured ready use of the 
 same. In choosing and arranging these, the fact of the wide 
 differentiation between the oral and written expression of the 
 child of the primary grades was always kept in mind. 
 
 VI
 
 METHODS FOR ADVANCED WORK. 
 
 Preparation Drill. 
 
 With each lesson is given such preparation drill in spelling 
 and language forms as shall insure satisfactory results. The 
 difficult words are arranged singly and in groups. Homonyms, 
 especially, are given in phrases or groups of words, c. g., to run, 
 two boys, and too much. This method makes definition drill 
 and their use in sentences almost unnecessary. The language drill 
 is upon forms newly introduced and upon old ones by way of 
 review. 
 
 Four Pedagogical Steps. 
 
 The following order of lessons is followed and offered as the 
 one that experience has proven will bring the best results : 
 
 1. Copy of the composition. 
 
 2. Dictation of the same. 
 
 3. Reproduction of the same. 
 
 4. Original work on a related subject. 
 
 These should be given in turn as the children are ready for 
 them. 
 
 Copy. 
 
 In the low third grade, where the composition work is first 
 introduced, the children should be kept at copy work until they 
 have mastered the new elements that enter into composition, 
 namely : The title, indentation of the paragraph, and the suc- 
 cession of sentences. In the more advanced classes copy work 
 should always be the first step after the preparation drill. 
 
 Dictation. 
 
 Dictation follows naturally as the next step. A dictation 
 lesson may be a very pleasant exercise or it may be 'very 
 unpleasant, all depending upon the teacher's success in keeping 
 the class together. The following directions for a dictation lesson 
 are offered: 
 
 a. Use the following commands : — Attention ! Repeat ! 
 Write ! 
 
 b. Dictate heading and title. 
 
 c. Next read the entire composition through with marked 
 falling inflection and pause at the end of every sentence. Have 
 children count the sentences. This keeps the sentence unit before 
 their minds. (The number of sentences in each composition is 
 given in the index for the third grade text.) 
 
 d. Read one sentence at a time. Then divide it into easy 
 and natural groups of three or more words each, e. g. : Mary and 
 Jane/played in the yard/all morning. After reading each group 
 of words, give the command, ''Repeat!" The children repeat 
 in unison. Quickly follow with the command, "Write!" 
 
 e. As a rule do not answer any questions during a dicta- 
 
 VII
 
 tion exercise. And do not announce the beginning of a sentence. 
 Let the children determine that for themselves. 
 
 f. After about six months on these two methods of copy and 
 dictation, reproduction may be attempted as a third step; in 
 some classes, however, before; with certain individual pupils, 
 before. 
 
 Reproduction. 
 
 The following are directions for a reproduction lesson: 
 
 a. Read the composition through once and ask the children 
 to count the sentences. 
 
 b. Give drill upon any words or language forms generally 
 missed in the dictation lesson. 
 
 c. Have class follow suggestive words and phrases or ques- 
 tions, which should be on the board. These should be read aloud 
 by the teacher, as she points to them. 
 
 d. As the children advance in the w^ork, in case of easy 
 lessons, omit the dictation exercise. 
 
 Original Work. 
 
 For individuals who finish ahead of the class, questions are 
 provided for original compositions on related subjects. These 
 questions call for the use of many of the same words and language 
 forms used in the composition to which related. In the high 
 fourth grade this original work should become a regular class 
 exercise. 
 
 Children should write the words, ' ' Copy, " " Dictation, ' ' 
 "Reproduction," "Original," respectively, in the middle of the 
 line next to the title line and place parenthesis marks around 
 them. In looking over a child's folders, it is essential to know 
 whether the lesson is a copy, dictation, reproduction or an orig- 
 inal to judge the work aright. There should be a different 
 standard for each kind of work. The page of the record book 
 should be divided into sections for different kinds of work: 
 Copy, Dictation, Reproduction, and Original, respectively. 
 
 Correction of Papers by the Teacher. 
 
 One of the bugbears of composition and one of the unsuccess- 
 ful features in the handling of it is the usual method of correc- 
 tion of papers. This is generally done by the teacher with great 
 weariness and discouragement and little good to the pupils. I 
 take pleasure in presenting a method of correction of errors, 
 which greatly minimizes the work of the teacher by throwing the 
 burden of it largely upon the pupils and at the same time mak- 
 ing it more effective. The task of finding and correcting the 
 errors resolves itself into a game, which rarely seems to lose its 
 interest. 
 
 Detection and Correction of Errors by Pupils. 
 
 Before correcting the papers, they should be returned to 
 the owners to find and correct errors. Children will detect 
 
 VIII
 
 errors more readily in looking over their papers a day or two 
 later than immediately after writing them. The errors corrected 
 should not be marked agains4; the pupils. 
 
 Simple Methods of Correction. 
 
 To assist the child to correct neatly such mistakes as he 
 may discover by himself, some blackboard drill should be given 
 in the following simple methods of correcting errors: Slanting 
 line through mistake in capitalization, single line through wrong 
 word, and caret for omitted letter and word. 
 
 Methods to Avoid. 
 
 a. Avoid writing immediately over wrong letter or word. 
 
 b. Avoid the use of the parenthesis marks for correction of 
 errors. 
 
 Language Requirements. 
 
 The teacher should list the language requirements for the 
 class and hold the children responsible for only those language 
 forms upon which the pupils have had sufficient drill to make 
 their use in composition not a test but merely an application. 
 
 (The language requirements for the third and fourth grades, 
 respectively, are carefully listed with each text in the order in 
 which they are introduced into the composition work.) 
 
 Marking the Papers. 
 
 In the upper left hand corner, close to the margin, the chil- 
 dren should put the following letters in a column: — L. E. W. 
 
 L. stands for lines and should be followed by the number writ- 
 ten. These can be most quickly counted by subtraction, as fol- 
 lows : Know the number of lines on each side of the regular 
 composition paper and subtract the number of unused lines. 
 
 E. stands for errors and should be followed by the sum of 
 those indicated in the margin only, omitting those in circles. 
 
 W. stands for writing and the mark should take account of 
 neatness and form. 
 
 Average Ratio. 
 
 To the right of a brace, including L. and E., should be writ- 
 ten the average ratio of errors to lines, found by dividing the 
 number of lines by the number of errors. This should be 
 judged excellent, good or unsatisfactory, according to the standard 
 of the class or division. The lowest standard to begin with is 
 the following: 
 
 1 error to 1 line — Unsatisfactory 
 
 1 error to 3 lines — Excellent 
 
 Everything between unsatisfactory and excellent is good. 
 The work and the standard should always be so adjusted to the 
 class that the majority will receive "Good." 
 
 IX
 
 Indication of Errors. 
 
 Mistakes should not be corrected. They should simply be 
 indicated in the margin by I's on the line in which they occur. 
 Repetition of the same mistake should be indicated in a circle. 
 
 If a mistake is made which the teacher does not wish to 
 mark against the child, and it seems best to call his attention to it, 
 let it be indicated or corrected in the body of the composition. 
 Otherwise let it be overlooked. A number should not be put in 
 the margin for it. 
 
 Common Errors. 
 
 It is well, if not necessary, to precede a regular lesson in 
 correction of errors by one in common errors. The following 
 scheme is offered: 
 
 a. After three or four compositions have been written, or 
 better, while marking the papers, select sentences with common 
 errors. 
 
 b. Write incorrect sentences on the board. 
 
 c. Correct with colored chalk, preferably yellow, exactly as 
 the children will be required to correct mistakes upon their 
 papers. 
 
 d. The teacher should correct the first three or four errors, 
 after the children have named them and given the correct form. 
 
 e. Then let pupils correct with the yellow chalk, always 
 naming the mistake and the right form before going to the board. 
 
 Folders. 
 
 After the children have written three or four papers, they 
 should be given half-sheets of foolscap, the same size as their 
 papers, for folders. These folders facilitate the work of cor- 
 rection of errors by the children, which is the most fruitful 
 feature of the composition methods presented in this preface. 
 
 Correction of Papers in Folders by the Pupils. 
 
 A board lesson in correction of common errors should be 
 followed by correction of papers in folders. The following instruc- 
 tions should be given to the children: 
 
 a. All corrections must be made in ink. 
 
 b. Use very little ink. 
 
 c. Blot your paper very carefully every time you make a 
 correction. (To insure this give a blotter drill, as follows: 
 Place blotter with the right hand, hold with the left, and rub 
 with the right.) 
 
 d. Look for as many errors in a line as are indicated in the 
 margin. 
 
 e. After looking carefully twice, if you cannot find the 
 error, put a question mark in the margin beside the number. 
 
 (This breaks up the habit of raising hands for immediate 
 help and saves the teacher's time in giving indi'vidual help. The 
 
 X
 
 teacher should never point out the child's mistake, until she sees 
 by leading questions that he is unable to find it. himself.) 
 
 The re-writing of misspelled words five or ten times each at 
 the end of the paper usually results in carelessness both in spelling 
 and writing. It does not seem profitable either in the third and 
 fourth grades to have children correct or re-write poor papers. 
 It may be advisable, however, to give the same lesion over. 
 
 When pupils have corrected their papers, they should put 
 their initials on the last line of each paper. These should be 
 collected at the close of the lesson. The children should not be 
 expected to find and correct all errors. Fifty per cent, to begin 
 with is satisfactory. Perhaps the most important end accom- 
 plished by this practice is tiie habit of careful perusal by the 
 children of whaj; they have written. 
 
 Divisions. 
 
 After the first week's work, the class should be ranked 
 
 according to average ratios and divisions formed. These are 
 
 advised because of the unequal grading common to most large 
 classes in our public schools. 
 
 The class should work in divisions, one-half or two-thirds 
 
 doing copy, reproduction or original work, while the others take 
 dictation or have a lesson in correction of errors. 
 
 Improvement Sheet. 
 
 There is usually too much comparison of one pupil with 
 another, which is unjust and not helpful. But if the child of 
 to-day is compared with the child of yesterday, that comparison 
 is just and scientific. 
 
 An improvement sheet should be kept. On it the children 
 should be grouped, as follows: Excellent — Good — Unsatisfactory, 
 according to the standard of the class or division, which standard 
 should be at the head of the sheet. Besides a column for the 
 names, there should be a smaller column for the average ratio 
 of each child and one for improvement marks. Whenever a child 
 receives an average ratio higher than the one on the sheet, he 
 should receive an improvement mark. 
 
 To Grammar Grade Teachers. 
 
 The foregoing methods for correction of errors by the pupils 
 are especially recommended to teachers of grammar grade classes, 
 where inaccuracy in the mechanics of composition seems to be the 
 greatest problem. 
 
 ANNA M. WIEBALK. 
 
 San Francisco, California. 
 
 XI
 
 Language Elements and Word Groups 
 
 — IN THE — 
 
 FOURTH GRADE TEXT 
 
 Language Requirements for the Third Grade. 
 
 1. Composition idea — succession of sentences. 
 
 2. Title of a composition : Capitalization and punctuation. 
 
 3. Sentence that tells something: Capitalization and punc- 
 
 tuation. 
 
 4. Margin. 
 
 5. I. 
 
 6. Names of the days of the week. 
 
 7. Names of persons. 
 
 8. Numbers by words. 
 
 9. The question and question mark. 
 
 10. Names of animals. 
 
 11. Names of the seasons. 
 
 12. Names of the months. 
 
 13. Dates. 
 
 14. Titles with and without capitals. 
 
 15. Mr. and Mrs. 
 
 16. Expressions of time. 
 
 17. 1st to 12th expressed in numbers and words. 
 
 18. Abbreviations of the months of the years. 
 
 19. Names of holidays. 
 
 20. Notes and letters. 
 
 21. Exclamation mark. 
 
 Additional Language Requirements for the Fourth Grade. 
 
 22. The paragraph idea. 
 
 23. Names of streets. 
 
 24. Names of places. 
 
 25. Names of nations. 
 
 26. The use of 's with a name to tell whose. 
 
 27. Words in a series. 
 
 28. Simple quotations. 
 
 29. Capitalization of the words, North, South, East, and West. 
 
 30. Names of God. 
 
 31. Dr. and Miss. 
 
 32. Writing of the words, north, south, east, and west, mean- 
 
 ing direction.
 
 Statements to Learn for the Third Grade. 
 
 1. The first and important words of a title begin with capital 
 letters. 
 
 2. A title ends with a period. 
 
 3. The first word of a sentence begins with a capital letter. 
 
 4. A sentence that tells something ends with a period, 
 
 5. The first line of a composition has a wider _margin than 
 the others. 
 
 6. I alone means a person. 
 
 7. The name of a day of the w'eek begins with a capital letter, 
 
 8. The name of a person begins with a capital letter, 
 
 9. A sentence that asks something ends with a question mark, 
 
 10. T-w-o is a number. 
 
 11. The name of an animal begins with a capital letter. 
 
 12. Here means in this place. There means in that place. 
 
 13. Their tells whose. 
 
 14. The names of the seasons do not begin with capitals. 
 
 15. The name of a month begins with a capital letter. . 
 
 16. The title before a name is written with a capital. 
 
 17. An abbreviation is followed by a period. 
 
 18. O'clock with a number tells the time of day. 
 
 19. The name of a holiday begins with a capital letter. 
 
 20. The parts of a letter are the heading, beginning, body, 
 and ending. 
 
 21. An exclamation mark is used after an exclamation. 
 
 Added Statements to Learn for the Fourth Grade. 
 
 22. The different parts of a composition are called paragraphs. 
 The first line of a paragraph has a wider margin than the others, 
 
 23. The names of places begin with capital letters, 
 
 24. The names of nations are written with capital letters, 
 
 25. A name that tells whose is written with 's. 
 
 26. Commas should separate the words of a series. 
 
 27. Quotation marks are used when the exact words of a per- 
 son are repeated. 
 
 28. When North, South, East or West mean a part of the 
 world or a part of a country, they are written with capital letters, 
 
 29. When north, south, east or west mean direction, they are 
 written with small letters. 
 
 30. The name of God is always written with a capital letter.
 
 Spelling Groups for the Fourth Grade Text. 
 
 every day 
 one day 
 heard them 
 the road 
 would hitch 
 sheep passed 
 through the gate 
 led the way 
 one hy one 
 there are 
 they are 
 their house 
 for us 
 our aunts 
 eight o'clock 
 very kind 
 to school 
 the sun 
 week before 
 hlue eyes 
 an hour 
 went by 
 half past 
 see now 
 he ^weiy 
 rvhere they hid 
 ft(^o months 
 
 to &e found 
 own pet 
 very fond 
 great noise 
 ^00 slow 
 mother sent 
 to your ngr/ii 
 right and wrong 
 read and t(;n7e 
 he lyore 
 would sfea? 
 bounded off 
 mother deer 
 no one 
 
 here in the sim 
 once upon a time 
 we rode 
 fur caps 
 to meei 
 pair of boots 
 afe breakfast 
 some ants 
 stronger than 
 it blew 
 he /^rei^ 
 /owT years 
 sails away 
 
 build ceiZs 
 &cen there 
 have to 
 «sed to 
 lunch pail 
 after awhile 
 wings and tail 
 whole body 
 pet bear 
 to &e 
 have seen 
 window pane 
 going «ot<; 
 many sons 
 in peace 
 to Jreafc 
 entire herd 
 will t<;ear 
 rang forth 
 golden hair 
 California weather 
 u'hich was 
 the wood 
 he earns 
 can 7? ear 
 fourth grade 
 the plains
 
 LESSONS IN COMPOSITION, LANGUAGE, AND SPELLING 
 FOR THE FOURTH GRADE. 
 
 LESSON 1. 
 
 Gypsy. 
 (Copy.) 
 
 Gypsy was a coal black horse. He once belonged to the fire- 
 men. He helped draw the engine to the fires. "When he grew old 
 a milkman bought him. He drove him to the city every day. One 
 day the firebells rang. Gypsy heard them. Away he galloped. 
 He scattered the milk cans all along the road. The milkman said 
 he would never hitch him to his wagon again. 
 
 Spelling Words 
 
 once milkman firemen engine 
 
 firebells galloped scattered hitch 
 
 Spelling Groups 
 
 every day one day heard them the road would hitch 
 
 Language 
 
 What mark after the title ? What kind of margin for the first 
 line? How does every sentence begin? How does every sentence 
 in this composition end? Why? Find the name of an animal. 
 How does it begin? 
 
 Gypsy. 
 (Reproduction.) 
 Who was Gypsy? To whom did he once belong? What did 
 he do? Who bought him? Where did he drive him? What hap- 
 pened one day ? What did Gypsy do ? What did the milkman say ? 
 
 Our Horse. 
 (Original.) 
 Have you a horse? What is his name? Where did you get 
 him? What is the color of your horse? Is he gentle? Do you 
 ever ride him? 
 
 LESSON 2. 
 
 every 
 Copy and study for dictation. 
 
 every day every school 
 
 every week every home 
 
 every boy every street 
 
 every girl every city 
 
 every teacher every country 
 
 Write sentences with the above.
 
 5 
 LESSON 3. 
 
 The Shepherd and His Sheep. 
 
 (Copy.) 
 
 The bell sheep passed out through the gate first. The one with 
 the bell always led the way. One by one the other sheep of the 
 flock followed. The faithfnl shepherd dog always waited until the 
 last one had passed through. All day long the good shepherd led 
 his flock through green pastures and to streams where the sheep 
 could drink. He and his faithful dog watched and would not let 
 them wander away. They kept them safe from harm. At night 
 shepherd and sheep would lie down to sleep under the stars and 
 the dog would keep watch. 
 
 Spelling Words 
 
 shepherd flock followed faithful 
 
 pastures streams watched wander 
 
 Spelling Groups 
 
 sheep passed through the gate led the way one by one 
 
 Language 
 
 "What words in the title are M^ritten with capitals? "Why? 
 "What words with small letters ? Why ? Read the sentence with lie. 
 
 The Shepherd and His Dog. 
 (Reproduction.) 
 
 bell sheep led the way other sheep dog 
 
 green pastures streams walked 
 
 safe at night wander 
 
 The Shepherd and His Dog. 
 
 (Original.) 
 
 Tell a story about the sheep in this picture. "Where are they? 
 "Where is the shepherd? "What is the dog doing? 
 
 LESSON 4. 
 
 Our Big Family. 
 
 (Copy.) 
 
 "When holiday times comes round, I think I am the luckiest 
 boy in the country. I have so many relatives. I have seven aunts 
 and uncles and about twenty cousins. Then there are Grandpa 
 Gray and Grandpa and Grandma Davis. "We children all love 
 them because they are so very good to us. 
 
 At Thanksgiving time we all have dinner together with 
 Grandpa and Grandma Davis. At Christmas Uncle Harry and 
 Aunt Sallie invite us to their big house. They always have a tree 
 for us children on Christmas Eve. "We cousins have good times 
 with one another and with all our aunts and uncles.
 
 Spelling Words 
 
 holiday luckiest relatives uncles 
 
 cousins invite Thanksgiving Christmas Eve 
 
 Spelling Groups 
 
 there are they are their house 
 
 for us our aunts one another 
 
 Language 
 
 How does every word in the title begin? Why? How does 
 the title end? "What kind of margin for the first line? Find 
 another line that has a wider margin than the others? Sometimes 
 a composition has more than one part. How many parts has this 
 composition? (Each part is called a paragraph.) What does 
 each paragraph in this composition tell about? 
 
 Learn. 
 
 The different parts of a composition are called paragraphs. 
 The first line of a paragraph has a wider margin than the others. 
 
 Find the titles in the composition that are written with capital 
 letters. Why are they Avritten so? Find the titles written with 
 small letters. Why are they written so? Find the names of 
 holidays. How are they written? Notice that the first sentence is 
 separated into two parts by a comma. 
 
 See reader for further study of the paragraph. 
 
 Our Big Family. 
 (Original.) 
 
 Are you a lucky boy when holiday time comes round? Have 
 you many relatives? Tell who they are. Why do. you love them? 
 
 What do you do on Thanksgiving Day? Where do you go on 
 Christmas Day? Tell about the good times you have with your 
 cousins. 
 
 LESSON 5. 
 
 Copy and study for dictation. Fill in the blanks with names. 
 
 my aunt our Aunt Sallie 
 
 my uncle our Uncle Harry 
 
 my cousin our Cousin Will 
 
 my grandma our Grandma Davis 
 
 my grandpa our Grandpa Grey 
 
 your aunt your Aunt 
 
 your uncle your Uncle 
 
 your cousin your Cousin 
 
 your grandma your Grandma 
 
 your grandpa your Grandpa
 
 LESSON 6. 
 
 Our Neighbors. 
 
 (Copy.) 
 
 Mr, and Mrs. Snow live in the house next to ours. They have 
 a grown daughter. She is Miss Lucy Snow. 
 
 Mr. Snow goes to the City every morning at eight o'clock. He 
 says he likes to cross the Bay in summer, but not in winter. He 
 works in a big bookstore. He comes home every night at six o 'clock. 
 
 Mrs. Snow often invites me over to her house. She and Miss 
 Lucy are very kind to me. They let me play with their dog 
 Frisky. Mrs. Snow bakes nice cookies. She often gives me some. 
 Sometimes Miss Lucy makes candy. She lets me help her pull it. 
 
 Spelling Words 
 
 daughter summer winter invites Frisky cookies 
 
 Spelling Groups 
 
 they have eight o'clock every night 
 
 very kind their dog gives me some 
 
 Language 
 
 How many parts to this composition? What is each part 
 called ? How does each part begin ? What does each part tell about? 
 Find three titles. How are they written? Why are Mr. and Mrs. 
 followed by periods ? (Miss is the title for a lady not married, Mrs. 
 is the title for a married lady.) Find the names of two seasons. 
 How are they written? How do City and Bay begin in this com- 
 position? City means San Francisco and Bay means San Fran- 
 cisco Bay. 
 
 Learn. 
 
 The names of places begin with capital letters. 
 
 My Neighbors. 
 
 (Original.) 
 
 Have you any good kind neighbors ? Who are they ? Do you 
 ever run in to see them ? Do you like to visit them ? Why ? 
 
 LESSON 7. 
 Answer these questions: 
 
 1. Where were you at two o 'clock yesterday ? 
 
 2. What did you do at eight o'clock last night? 
 
 3. Where were you at eleven o'clock last Sunday? 
 
 4. Where will you be at half past nine tomorrow ? 
 
 5. W^here will you be at half past twelve on next Saturday ? 
 
 Copy and fill in the blanks, 
 
 6. Mr went to the City at this morning. 
 
 7. Mrs crossed the Bay at on Wednesday. 
 
 8. Miss and I crossed the Bay to the City on 
 
 Saturday morning at
 
 8 
 
 9. Mr. and Mrs took Miss to 
 
 the City on Thursday at 
 
 10. Did Miss cross the Bay with Mr. and Mrs. 
 
 on Tuesday at ? 
 
 LESSON 8. 
 Copy and study for dictation. 
 
 1. We live in San Francisco. 
 
 2. Many people come to the City every day by train and 
 by boat. 
 
 3. Many ferry boats cross San Francisco Bay every day. 
 
 4. Business men cross the Bay morning and evening. 
 
 5. Oakland and Berkeley are on San Francisco Bay. 
 
 6. Many children go to the playground in Golden Gate Park. 
 
 7. Many people go to the Park on Sunday to hear the music. 
 
 8. The great battleships came in through the Golden Gate 
 and dropped anchor in the Bay. 
 
 9. The Pacific Ocean is west of California. 
 
 10. The Atlantic Ocean is east of the United States. 
 
 LESSON 9. 
 very 
 very still very windy 
 
 very noisy very sad 
 
 very warm very happy 
 
 very cold 
 Write sentences with the above. 
 
 very good 
 very bad 
 very heavy 
 
 LESSON 10. 
 
 A Game of Hide and Seek. 
 
 (Copy.) 
 
 On her way to school one Monday morning little May looked 
 to see the sun. The teacher had asked all the children to find the 
 sun on their way to school. The blue eyes looked but could not find 
 it. The sun was hidden behind dark grey clouds. 
 
 An hour and more went by quickly in the happy schoolroom. 
 It was half past ten and recess time. Just as the children passed 
 out into the yard, there was a burst of light. They could see the 
 sun now. All pointed with eager fingers. And the teacher smiled 
 and nodded her head. 
 
 Spelling Words 
 
 
 
 
 Monday 
 schoolroom 
 
 Spelling Groups 
 
 grey 
 
 recess 
 
 eager 
 
 burst 
 
 clouds 
 
 nodded 
 
 quickly 
 pointed 
 
 to school 
 their way 
 half past 
 
 one morning there was they could 
 blue eyes the sun an hour 
 passed out week before 
 went ly see now
 
 Language 
 
 Read the title. What words are written with capital letters? 
 Why ? Which with small letters ? How many paragraphs ? What 
 does each tell about ? Tell about the margin of the first line of each. 
 What names are written with capitals? Why? What sentence is 
 divided into two parts by a comma? 
 
 A Game of Hide and Seek. 
 (Reproduction.) 
 What did May do on her way to school? What had the 
 teacher asked? Where was the sun? What happened at recess? 
 What did the children do? What did the teacher do? 
 
 The Sun. 
 (Original.) 
 Where does the sun rise and where does it set? Is the sun in 
 front of you or behind you on your way to school? Which way 
 does your shadow fall? Where is the sun when you are going 
 home? Which way does your shadow fall? Where is the sun 
 at noon? 
 
 LESSON 11. 
 
 Hiawatha. 
 
 (Copy.) 
 
 There was once a little Indian boy. His name was Hiawatha. 
 This boy lived in the forest. He knew every living thing in the 
 forest. He could tell where the birds built their nests. He called 
 the birds his chickens. The squirrels showed him where they hid 
 their acorns. The rabbits would run to him. He called them his 
 brothers. Hiawatha didn't go to school. He played all day long 
 with the animals of the forest. At night he watched the fireflies. 
 
 Hiawatha made a canoe for himself. He made it of the bark 
 of the birch tree. He liked to paddle up and down the streams of 
 the forest and on the big river. 
 
 Spelling Words 
 
 
 
 
 Indian 
 
 built 
 
 acorns 
 
 canoe 
 
 Hiawatha 
 
 chickens 
 
 rabbits 
 
 paddle 
 
 forest 
 
 squirrels 
 
 watched 
 
 birch 
 
 
 showed 
 
 fireflies 
 
 
 Spelling Groups 
 
 
 
 
 there was 
 
 he kiiew 
 
 their nests 
 
 where th 
 
 Language 
 
 Find the name of a boy in the second sentence. How is it 
 written? Why? How is Indian written in the first sentence? 
 
 Learn. 
 
 The names of nations are written with capital letters. 
 
 How many parts to this composition? What is each part 
 called? What does each paragraph tell about? What kind of
 
 10 
 
 margin does the first line of a paragraph have. Read the sentence 
 with their. What does their tell ? 
 
 Hiawatha. 
 (Reproduction.) 
 
 There was once a little Indian boy. What was his name? 
 Where did he live ? What did he know about birds squir- 
 rels rabbits fireflies ? 
 
 Tell about his canoe. 
 
 Hiawatha. 
 
 (Original.) 
 
 What else do you know about Hiawatha? Whom did he live 
 
 with? About what did his old grandmother tell him stories? Did 
 
 he grow up to be a great and good Indian? What did he teach 
 
 his people? 
 
 LESSON 12. 
 
 Copy and study for dictation. 
 
 1. Hiawatha was an Indian boy. 
 
 2. John is a German boy. 
 
 3. Mr. Smith is an American. 
 
 4. Mr. and Mrs. Brown are English. 
 
 5. The people that live in France are French. 
 
 6. The Spanish people live in Spain. 
 
 7. Mexico is the land of the Mexicans. 
 
 8. Indians live in Alaska. 
 
 9. Indians live in many parts of America. 
 10. Miss Grey is English and French. 
 
 LESSON 13. 
 
 Indians French 
 
 Americans Russians 
 
 Mexicans Italians 
 
 English 'Chinese 
 
 Germans Japanese 
 
 Fill the blanks with the above names. 
 
 1. The lived in the United States before the white 
 
 people came over from Europe. 
 
 2. The live in a country of islands. 
 
 3. The people of the United States are 
 
 4. The are having a hard time to set up a gov- 
 ernment by the people. 
 
 5. The are a very industrious people. 
 
 6. The love beautiful things. 
 
 7. The are proud of their new republic 
 
 8. The rule countries all over the world. 
 
 9. The live in the largest country of Europe. 
 
 10. The are proud of Florence and of Rome.
 
 11 
 
 LESSON 14. 
 
 The Story of My Life. 
 
 (Copy.) 
 
 I am a little kitten just two months old. I was born in a large 
 
 barn in the country. ]\Iy mother thinks I am very pretty. I am 
 
 gray and white. 1 have three brothers and two sisters. We are 
 
 all very playful. We scamper about in the sunshine every morning. 
 
 Then we find a nice place to sleep. 
 
 Yesterday I caught a mouse. I was very proud and so I 
 went to show it to my mother. 
 
 Where I live there are many little chickens. One day the old 
 hen pecked me because I went near her babies. I shall keep away 
 from Mrs. Hen after this. 
 
 Spelling Words 
 
 months caught playful scamper 
 
 sunshine gray yesterday pecked 
 
 barn mouse babies 
 
 Spelling Groups 
 
 two months very proud there are 
 
 every morning where I live one day 
 
 Language 
 
 What words of the title are written with capitals? Why? 
 What words are not ? Why ? How many paragraphs in this com- 
 position? Tell what each one is about. What kind of margin does 
 the first line of every paragraph have? Find a name with a 
 title in the last sentence. What mark after the title? Why? 
 
 The Story of My Life. 
 (Reproduction.) 
 
 Let the little kitten tell the story of her life. 
 How old. Where born. About her mother, brothers, and 
 sisters. Where they play and where they sleep. 
 About the mouse. 
 About the chickens. 
 
 My Kitten. 
 
 (Original.) 
 
 Have you a kitten? Where did you get it? How old is it? 
 
 What color? What does it eat? What does it play with? Where 
 
 does it sleep? Do you know anything about its mother or its 
 
 brothers and sisters? Can you tell a story about your kitten? 
 
 LESSON 15. 
 the boy's hat 
 Whose hat ? What word tells whose ? Notice how it is written. 
 .The mark before the s is called an apostrophe. 
 
 Learn. 
 
 A name that tells whose is w^ritten with 's.
 
 12 
 
 Copy and study for dictation. 
 
 the boy's hat John's ball 
 
 the girl's dress Mary's doll 
 
 the bird's feathers Mr. Smith's house 
 
 the man's coat Mrs. Smith's garden. 
 
 . the child's kitten Miss Smith's dog 
 
 LESSON 16. 
 
 John and His Pony. 
 
 (Copy.) 
 
 John lives in the country. When he was twelve years old his 
 father gave him a pretty black pony. John called him l^andy. 
 Dandy is a very gentle pony. Every morning John rides him to 
 school. John's home is about two miles from the school. When 
 he gets there, he ties Dandy to the fence outside the schoolyard. 
 
 One day at recess John went to take Dandy down to the 
 stream for a drink. He was not to be found. John knew he had 
 tied him to the fence. All the boys hunted for him. They found 
 him at last down by the stream drinking the cool water. 
 
 Spelling Words 
 
 schoolyard pony fence 
 
 twelve stream gentle 
 
 recess Dandy ties 
 
 Spelling Groups 
 
 every morning hvo miles gets there one day 
 
 to be found John knew for him 
 
 Language 
 
 How many paragraphs to this composition? What does each 
 one tell about? Find the name of a boy and of a horse. Read 
 the sentence that tells about John's home. What word tells whose 
 home? How is it written? 
 
 John and His Pony. i 
 
 (Reproduction.) 
 
 Where did John live? Tell about his pony his pony's 
 
 name his pony's nature. Where does John ride him? 
 
 Where does he tie him ? What happened one day ? 
 
 Some Ponies I Have Seen. 1 
 
 (Original.) * 
 
 Have you ever seen any ponies? Where did you see them? 
 Were they Shetland ponies? What color were they? Were they 
 gentle or lively? 
 
 Would you like to have a pony? Why? 
 
 I
 
 13 
 
 LESSON 17. 
 
 Pets. 
 (Copy.) 
 
 Every child in Mr. Smith's family had a pet. Harry had a 
 dog. May had a kitten. Tom had a rabbit. Alice had a dove. Each 
 loved his own pet best. 
 
 Harry's dog could sit up and beg. Mary's kitten would play 
 with a ball of string. Tom's rabbit would eat grass and carrots 
 out of his hand. Alice's dove would sit on her shoulder. Mr. and 
 Mrs. Smith were 'very fond not only of their children but of the 
 pets of the family. 
 
 Spelling Words 
 
 family dove carrots shoulder 
 
 Spelling Groups 
 
 every child own pet very fond their children 
 
 Language 
 
 Find all the names written with 's. What do they tell? Read 
 them and the word following each. What are 3Ir. and Mrs. f What 
 are abbreviations? What mark after an abbreviation? 
 
 Pets. 
 (Reproduction.) 
 What did every child in Mr. Smith's family have? What kind 
 did Mary have ? May ? Alice 1 What could each pet do ? 
 
 The Pets in Our Family. 
 (Original.) 
 
 What pets have you had in your family? To whom did they 
 belong? What could each one do? What became of each? 
 
 LESSON 18. 
 
 Mr. Fox. 
 
 (Copy.) 
 
 It was a warm night. The moon was bright. Mr. Fox started 
 
 out for a walk. He wanted to find something to eat. Foxes are 
 
 •very sly and cunning. They sneak through barnyards. This fox 
 
 went to the farm near by. All the fowls were asleep. He crept 
 
 softly to the hen-house. He seized a chicken and it began to 
 
 cackle. The other birds awoke. They made a great noise. The 
 
 farmer came out. Mr. Fox ran through the field with the chicken. 
 
 He was too slow. Mr, Smith saw him and shot him. He still has 
 
 the fox's fur. 
 
 Spelling Words 
 
 started foxes cunning sneak barnyards fowls 
 asleep crept softly hen-house seized cackle awoke 
 
 Spelling Groups 
 
 for a walk to eat very sly near by 
 
 great noise through the field too slow
 
 14 
 
 Language 
 
 Read the last sentence. What word tells whose? How is it 
 written ? Find two names with titles ? How are the titles written ? 
 "Why are they followed with periods? Read the sentence with too. 
 Spell too. 
 
 Pronounce these groups. Spell too. 
 
 too old too small too big too thin 
 
 too young too tired too strong too thick 
 
 too ugly too fine 
 
 Mr. Fox. 
 (Reproduction.) 
 What kind of night was it? Who went for a walk? Why? 
 What do foxes do? What did this fox do? What happened? 
 
 A Fox. 
 (Original.) 
 Did you ever see a fox? Where was it? In a circus? In a 
 garden? What other animal does it look like? What, did it do? 
 
 LESSON 19. 
 
 Teddy. 
 
 (Copy.) 
 
 Tom and Ada have a pet cat named Teddy. They like to teach 
 him tricks. They have taught him how to sit up. They have 
 taught him how to lie down and play he is asleep. One day he lay 
 on the mat. A little mouse was watching him. He thought Teddy 
 was really asleep. He ran across the room. But Teddy was only 
 playing. He jumped up. The mouse was too quick for him. 
 For a long time he sat up with eyes wide open and watched for 
 that mouse. 
 
 Spelling Words 
 
 Teddy tricks taught watching really asleep across 
 
 Spelling Groups 
 
 one day to sit too quick for him 
 
 Language 
 
 Read the sentence with too. Spell too. Give five groups of 
 words wnth too. Read the sentence with lay. Change lay to was 
 lying. Read the sentence with lie doivn. Spell lie. Read the sen- 
 tence with teach. Read all the sentences with taught. 
 
 Teddy. 
 
 (Reproduction.) 
 
 Whose pet is Teddy ? • What have they taught him ? TeU about 
 the little mouse.
 
 15 
 My Pet Cat. 
 
 (Original.) 
 
 Have you a pet eat? Are you kind to it? Do you feed it and 
 give it milk every day? What else do you do for it? Does your 
 cat love you ? How does it show its love ? 
 
 Have you taught it to do tricks? What tricks? 
 
 LESSON 20. 
 Copy and study for dictation. 
 
 lie lay 
 
 1. I lie down to sleep every night. 
 
 2. How late do you lie in bed in the morning? 
 
 3. You must lie down and rest for an hour. 
 
 4. Aunt Sallie lies down every afternoon. 
 
 5. Does Rover like to lie in the sun? 
 
 6. Teddy lay on the mat. 
 
 7. The cows lay in the shade of the trees. 
 
 8. Sport lay in the water a long time. 
 
 9. The boat lay near the big willow. 
 10. Five ships lay at anchor in the Bay. 
 
 Read the last five sentences and change lay to was lying or 
 were lying. 
 
 LESSON 21. 
 
 Copy and study for dictation. 
 
 teach taught 
 
 1. Teach the children how to dance. 
 
 2. Mr. Grey likes to teach his dog new tricks. 
 
 3. Will you teach me how to sew? 
 
 4. Miss Brown will teach you to read and write. 
 
 5. Mrs. Smith teaches her daughter how to keep house. 
 
 6. Miss White taught the children to dance. 
 
 7. Mr. Grey taught his dog many tricks. 
 
 8. Has your mother taught you to sew? 
 
 9. Who has taught you to read and write? 
 10. Hiawatha was taught by his grandmother. 
 
 LESSON 22. 
 
 Mary's Faithful Friends. 
 
 (Copy.) 
 
 Mary opened the front door and her two pet dogs bounded 
 
 out. They seemed to know just where she was going. Down the 
 
 long road they went. Their little mistress followed. It was two 
 
 miles to the schoolhouse. Mary's mother always sent the dogs to 
 
 guard her little girl. When they reached the school Mary sent 
 
 them home. I wonder if they came after her at night. 
 
 Spelling Words 
 
 opened front bounded seemed followed 
 
 schoolhouse guard reached wonder
 
 16 
 
 Spelling Groups 
 
 two dogs to hiow thei/r mistress just where 
 
 the road mother sent 
 Language 
 
 Read the title. What name tells whose? How is it written? 
 Read the fourth sentence. What word tells whose ? Spell their. 
 
 Mary's Faithful Friends. 
 
 (Reproduction.) 
 
 Who met Mary when she opened the door? What did they 
 
 seem to know ? Tell about the walk to school. Where did the dogs 
 
 go when they got there ? I wonder if they came after her at night. 
 
 My Pet Dogs. 
 
 (Original.) 
 
 Have you any dogs? What art their names? Do you play 
 
 with them ? What do you play ? Can they understand you when 
 
 you talk to them? Tell about some of the things they can do. Do 
 
 they ever come to school ? 
 
 LESSON 23. 
 
 se7it 
 Copy and study for dictation. 
 
 1. Mrs. Brown sent Tom on an errand. 
 
 2. Mrs. Smith sent her daughter to the country. 
 
 3. The grocer sent the things at once. 
 
 4. The fruitman sent a dozen of oranges. 
 
 5. The baker sent two loaves of whole wheat bread. 
 
 6. Were you sent home from school? 
 
 7. Have the clothes been sent home? ■ 
 
 8. The money was sent by mail. 
 
 9. Mother sent Tom a birthday present. 
 10. The books were sent here yesterday. 
 
 LESSON 24. 
 
 A Walk to Grandma's Home. 
 
 (Copy.) 
 
 Last Saturday afternoon Tom and Mary and I started out 
 
 to walk to grandma's. We walked along Street until we 
 
 came to Street. Then we turned to our right and walked 
 
 along Street four blocks. Here we cut through Lincoln 
 
 Park. Grandma lives two blocks north of the Park on 
 
 Street. It was two o'clock when we left home and it was just half 
 past two when we reached grandma's. It had taken us just thirty 
 minutes. 
 
 Spelling Words 
 
 Saturday afternoon thirty minutes
 
 17 
 Spelling Groups 
 
 our right four blocks here we cut 
 
 through Lincoln Park tivo o'clock half past two 
 
 Language 
 
 Find all the names written with capital letters. Tell why. 
 Find two groups of words that tell time. 
 
 A Walk to 's Home. 
 
 (Original.) 
 Tell how to walk to some one's home. 
 
 A Chain of Visits. 
 (Original.) 
 Plan to go to see all your cousins or uncles or aunts in one 
 day. Tell how to walk or ride from one to the other. 
 
 LESSON 25. 
 
 right 
 Copy and study for dictation. 
 
 1. This is my right hand and this is my left. 
 
 2. I can write with my right hand. 
 
 3. Turn to your right, when you come to the other road. 
 
 4. Right wins in the long run. 
 
 5. The boat stopped first on the right and then on the left 
 
 side of the river. 
 
 6. The right way is the best way. 
 
 7. Think right and you will act right. 
 
 8. He is the right man in the right place. 
 
 9. The soldiers did not turn to left or right. 
 10. Wagons keep to the right of the street. 
 
 LESSON 26. 
 To the City Hall. 
 (Copy.) 
 From our school the City Hall is a walk of about twenty min- 
 utes. It is one block down the hill to Market Street. Then it is 
 a straight walk east to Eighth Street. Here you must turn to the 
 left one block. Then you will find what is left of the old City Hall. 
 
 Spelling Words 
 
 City Hall twenty minutes Market Street Eighth Street 
 
 Spelling Groups 
 
 our school one block here you turn there you find 
 
 Language 
 
 Find all the names written with capitals. Tell why. 
 
 Learn. 
 
 The names of buildings are written with capital letters.
 
 18 
 
 To the City Hall. 
 (Reproduction.) 
 How long a walk is the City Hall from your school? Give 
 directions to Market Street, then to Eighth Street and to the City 
 Hall. 
 
 To the Call Building. 
 (Original.) 
 Give directions to go from your home to the Call Building 
 walking or riding. 
 
 LESSON 27. 
 To Golden Gate Park. 
 (Copy.) 
 It is easy to go from our school to Golden Gate Park. Walk 
 up to Haight Street. Then walk out Haight Street until you come 
 to the entrance to the Park. It isn't too long a walk for boys 
 and girls. 
 Spelling Words 
 
 easy Golden Gate Park Haight Street entrance 
 
 Spelling Groups 
 
 our school too long for boys 
 
 Language 
 
 Find all the names written with capital letters. Tell why. 
 
 To Golden Gate Park. 
 (Reproduction.) 
 Is it easy to go from your school? Give directions to go to 
 Haight Street and then out to the Park. Is it a long walk for 
 boys and girls? 
 
 To Golden Gate Park. 
 (Original.) 
 Give directions to go from your home to Golden Gate Park, 
 
 LESSON 28. 
 
 Jack Horner. 
 
 (Copy.) 
 
 Jack Horner was a little monkey that lived on a ship. He 
 
 wore a sailor's jacket and cap. He looked like a little old man. 
 
 He liked to stay in the kitchen with the cook. Here he got choice 
 
 bits to eat. When the cook was not looking, Jack would steal. 
 
 Then when the cook scolded him, he would run away and climb 
 
 up a mast. He was very nimble. He always went where he pleased 
 
 about the ship. His own corner was a dry goods box. The sailors 
 
 kept it well filled with straw for his bed. 
 
 Spelling Words 
 
 monkey jacket kitchen because choice scolded 
 climb nimble pleased drygoods sailors straw
 
 Spelling Groups 
 he wore 
 
 19 
 
 would steal 
 
 went where 
 
 own corner 
 
 Language 
 
 How is the name of the monkey written? "Why? Read the 
 second sentence. What word tells whose jacket? How is it written ? 
 
 Jack Horner. 
 (Reproduction.) 
 ship. . . . wore. . . . kitchen. . . . choice bits. . .' 
 climb.... mast.... nimble.... corner.... 
 
 Jack Horner . 
 steal .... scolded . 
 straw 
 
 Monkeys. 
 (Original.) 
 Have you ever seen any monkeys? "Where were they? Could 
 they climb? Could they do any tricks? 
 
 A Pet Monkey. 
 (Original.) 
 Have you ever seen a pet monkey? To whom did it belong? 
 "Was it dressed ? "What did it do ? 
 
 LESSON 29. 
 
 The Chase. 
 
 (Copy.) 
 
 The stag was drinking at the spring. He heard the bark of 
 
 hounds. He knew that he was hunted. He bounded off. His lair 
 
 was on the top of the mountain. It was among the rocks. Tall 
 
 grasses grew there. "When he reached his home he stood up and 
 
 looked around. The mother deer and three little fawns were there. 
 
 No one knew where they lived. They were safe among the rocks 
 
 high on the mountain top. 
 
 Spelling Words 
 
 stag spring hounds 
 
 lair mountain reached 
 
 hunted 
 fawns 
 
 mother deer 
 they were 
 
 Spelling Groups 
 
 he heard bounded off grew there 
 no one knew where they lived 
 
 The Chase. 
 (Reproduction.) 
 "What was the stag doing? "What did he hear? "What did he 
 know? "What did he do? "Where was his lair? Tell about his 
 family. How did they feel on the mountain top? 
 
 Deer in the Park. 
 (Original.) 
 Did you ever see any deer in the Park ? "What color were they ? 
 Did any have horns? "Were there any fawns? Do you not think 
 they are graceful and pretty? Tell about their beautiful eyes.
 
 20 
 
 LESSON 30. 
 
 Rover's Complaint. 
 
 (Copy.) 
 
 I wonder why Jack keeps me chained in the yard all day? 
 Doesn't he think that dogs like to run about just as much as boys? 
 He would soon begin to cry, if he had this big chain tied to his 
 neck. It gets so hot here in the sun. I would like to lie down 
 under that shady tree. Jack doesn't give me nice fresh water 
 every day and sometimes he even forgets my breakfast. If I could 
 only break this chain, I would run away. I am sure I could find 
 a master who would treat me better than Jack does. 
 
 Spelling Words 
 
 complaint wonder chained doesn't 
 
 fresh tied breakfast treat 
 
 Spelling Groups 
 
 here in the sun to lie down every day 
 
 Language 
 
 What name in the title tells whose ? How is it written ? What 
 mark at the end of the second sentence? Why? What does here 
 mean? Change doesn't to two words. Does the sentence sound 
 correct ? 
 
 Rover's Complaint. 
 (Reproduction.) 
 
 chained like to run would cry hot shady 
 
 tree. . . . fresh water. . . . breakfast. . . . break chain. . . . run away 
 .... master 
 
 My Dog. 
 
 (Original.) 
 
 Have you a dog? Do you ever chain him? Why? Do you 
 
 keep him in the shade or in the sun? Does he like to run about? 
 
 Do you ever forget to feed him or give him water? How do you 
 
 think dogs should be cared for? 
 
 LESSON 31. 
 
 The Wind and the Sun. 
 (Copy.) 
 Once upon a time the wind and the sun quarrelled. Each one 
 said he was stronger than the other. They saw a traveller on his 
 way. They agreed to try in turn to take off the man's coat. The wind 
 began. It blew and blew and blew. The traveller fastened his coat 
 more closely around his body. Then the sun tried. He scattered' 
 the clouds and sent the warm rays down to the traveller. It grew 
 too warm for him. He threw off his coat and ran to the nearest 
 tree for shade. 
 
 Spelling Words 
 
 quarrelled traveller agreed fastened 
 
 closely scattered clouds
 
 21 
 
 Spelling Groups 
 
 once upon a time each one stronger tJian they saw 
 to take off it blew sent rays too warm 
 
 for him he threiv 
 
 The Wind and the Sun. 
 
 (Reproduction.) 
 
 Who quarrelled? What did each say? Whom did they see? 
 
 What did they agree to do? What did the wind do? What did 
 
 the traveller do? What did the sun do? What did the traveller 
 
 do then? 
 
 LESSON 32. 
 
 A Little Country Boy. 
 
 (Copy.) 
 
 Eobert lives in the country. His home is a big house at the 
 
 foot of a hill. He has a very happy time. In the morning he 
 
 goes out into the barn. Here are all his pets. He has a pet horse, 
 
 a cat, some rabbits, and a little kid. After his pets are fed, he 
 
 gives a loud whistle for his dog Rover. They have a race across 
 
 the field. They run to where the men are working. 
 
 Spelling Words 
 
 Robert country whistle across field 
 
 Spelling Groups 
 
 here are some rabbits they have 
 
 Language 
 
 Read the sentence with the names of Harry's pets. Three 
 or more of the same kind of words make ar series. Read the series 
 in the sentence. How are the Avords of a series separated? 
 
 Learn. 
 
 The words of a series are separated by commas. 
 
 A Little Country Boy. 
 (Reproduction.) 
 Where does Robert live? What does he do in the morning? 
 What pets has he? What does he do when his pets are fed? 
 
 A Little Country Boy. 
 (Original.) 
 Did you ever know any little country boy ? Did he ha've any 
 pets? Tell about them. What fun did he have? 
 
 LESSON 33. 
 Write sentences with these series of words. 
 
 1. cats, dogs, and chickens. 
 
 2. men, women, and children. 
 
 3. bats, balls, and gloves. 
 
 4. dolls, dishes, and other toys. 
 
 5. rain, snow, and win.
 
 22 
 
 6. May, June, and July. 
 
 7. Monday, Tuesday, Wednesday, Thursday, and Friday. 
 
 8. Oakland, Berkeley, and Alameda, 
 
 9. Europe, Asia, and Africa. 
 
 10. England, Scotland, Wales, and Ireland. 
 
 LESSON 34. 
 Rosa Bonheur. 
 (Copy.) 
 When Rosa Bonheur was a little girl only four years old, she 
 could draw very well. She could draw horses, dogs, cows, and 
 sheep. The white walls of her little room were covered with pic- 
 tures as high as her little hand could reach. 
 
 Rosa Bonheur 's home was in France. It was a beautiful part 
 of the country. She was the eldest of four children. Her father 
 gave lessons in drawing and made pictures for books. 
 
 Rosa loved animals and had many pets. Stray dogs and horses 
 were never turned away. She fed wild rabbits and tamed the 
 squirrels. The child artist drew pictures of all these animals. She 
 studied them as they ran or walked or lay down to rest. 
 
 Spelling Words 
 
 Rosa Bonheur pictures reach beautiful France 
 lessons stray squirrels artist 
 
 Spelling Groups 
 
 four years very well were covered for books 
 
 Language 
 
 How many paragraphs in this composition? What is the first 
 one about? The second one? Read the second sentence of the 
 first paragraph. How are the words of a series separated? Read 
 the last sentence. What two words could be used in place of lay? 
 
 Rosa Bonheur. 
 (Reproduction.) 
 
 At what age could Rosa Bonheur draw well? What could she 
 draw ? What were the white walls of her room covered with ? 
 
 Where was her home? Did she have any brothers and sisters? 
 What was her father's occupation? 
 
 How did Rosa always feel toward animals? In what way did 
 she show her love? 
 
 LESSON 35. 
 Copy and study for dictation. 
 
 1. Little May lay on the rug before the fire, 
 
 2. Sport lay on the grass in the sun. 
 
 3. Tabby lay under the stove all the morning, 
 
 4. Boy Blue lay in the haycock fast asleep. 
 
 5. One kitten lay on the porch. 
 
 6. Two kittens lay on the grass in the garden.
 
 23 
 
 7. Four kittens lay under the big oaktree. 
 
 8. Many people lay on the warm sands of the beach. 
 
 9. A few seals lay on the rocks. 
 
 10. Three little birds lay asleep in their nest in the tree. 
 Read the above sentences and change lay to was lying or 
 were 'lying. 
 
 LESSON 36. 
 A Winter Day. 
 (Copy.) 
 
 There was a bright blaze in the fireplace. The big log crackled 
 and threw out sparks. We looked out of the window. The beau- 
 tiful snow covered everything. It covered the housetops and the 
 streets. The .iingle of bells was heard. We knew Uncle George was 
 coming with his big sleigh. We put on our big coats, our fur caps, 
 and our scarfs. No one forgot gloves or mittens. We rode for miles 
 out into the beautiful country. After an hour's ride we all got 
 out and had a game of snowball. We then gathered evergreens. 
 With these we climbed into the sleigh and were soon on the road 
 for home. 
 
 Spelling Words 
 
 blaze fireplace crackled sparks housetops jingle 
 sleigh scarfs mittens gloves evergreens snowball 
 
 Spelling Groups 
 
 the^'B was threw out was heard we knew our coats 
 we rode fur caps no one the road for him 
 
 Language 
 
 Find a title with a name. How is it written? Find a sen- 
 tence with a series. How are the words separated ? 
 
 A Winter Day. 
 
 (Reproduction.) 
 Tell about the bright blaze in the fireplace. . . .big log. . . .win- 
 dow. . . . beautiful snow. . . . jingle of bells. . . . Uncle George. . . . 
 coats, caps, scarfs, and mittens. . . . rode for miles. . . . snowball. . . . 
 evergreens .... road for home. 
 
 A Sleigh Ride. 
 (Original.) 
 Did you ever go on a sleighride ? Where and with whom ? How 
 did you dress? Tell about the ride. 
 
 LESSON 37. 
 Mrs. Pussy. 
 (Copy.) 
 
 Mrs. Pussy is the fireside friend and the pet of the children. 
 She comes to meet her friends in the morning and is pleased to 
 see them. She rubs her soft fur coat up against them and begins to
 
 24 
 
 purr. She means to say, "I am very glad to see you." When she 
 wants anything she mews. 
 
 Mrs. Pussy likes a saucer of milk. She eats all sorts of scraps 
 from the table. But she likes the flesh of mice and birds better 
 than anything else. She kills mice and birds because she was made 
 to do so by nature. We should protect the little birds in the 
 trees about our homes. We can do this by giving Mrs. Pussy 
 plenty to eat. She will not go hunting unless she is hungry. 
 
 Spelling Words 
 
 friend fireside purr mews saucer sorts 
 scraps flesh nature protect unless hungry 
 
 Spelling Groups 
 
 to meet to see fur coat our homes by giving 
 
 Language 
 
 Read the next to last sentence in the first paragraph. What 
 is it pussy means to say? This is a quotation and it is set off 
 by quotation marks. How is it separated from the rest of the 
 sentence ? 
 
 Learn. 
 
 Quotation marks are used when the exact words of any one 
 are repeated. A quotation is separated from the rest of a sen- 
 tence by a comma. 
 
 Mrs. Pussy. 
 (Reproduction.) 
 
 Mrs. Pussy is the fireside friend. Whose pet is she? How 
 does she show she is pleased to see them? When does she purr? 
 When does she mew? 
 
 What does Mrs. Pussy like to eat? What does she like best 
 of all? Why? How can we protect the birds from Mrs. Pussy? 
 
 LESSON 38. 
 Copy and study for dictation. 
 
 1. Mary said, "I must go home at four o'clock." 
 
 2. Tom cried, "Stop that horse." 
 
 3. Mr. Smith called to the boys, "Come here quickly." 
 
 4. Mrs. Smith asked, "Have you seen James?" 
 
 5. The boys shouted, "We found him at last." 
 
 6. "I must go home at four o'clock," said Mary. 
 
 7. "Stop that horse," cried Tom. 
 
 8. "Come here quickly," called Mr. Smith. 
 
 9. "Have you seen James?" asked Mrs. Smith. 
 10. "We found him at last," shouted the boys. 
 
 Notice that each of the above quotations begins with a capital.
 
 25 
 
 LESSON 39. 
 
 The Shepherd Boy and the Wolf. 
 (Copy.) 
 
 A boy was once told to mind some sheep. One day he thought 
 he would have some fun. He called out, "The wolf! The wolf!" 
 The men came running from the neighboring fields, but the shep- 
 herd boy only laughed at them. 
 
 One day a wolf did attack his sheep. The boy called for help, 
 but the men would not come. The wolf killed several sheep and 
 carried off the shepherd boy's pet lamb. 
 
 Spelling Words 
 
 once thought neighboring fields 
 
 shepherd attack several 
 
 Spelling Groups 
 
 some sheep one day carried off 
 
 Language 
 
 What words in the title are written with capital letters? Why? 
 Why are there two paragraphs to this composition? Find a sen- 
 tence with a quotation. Tell all about it. What mark after wolf? 
 (An exclamation mark.) 
 Learn. 
 
 An exclamation mark is used after an exclamation. 
 
 The Shepherd Boy and the Wolf. 
 (Reproduction.) 
 What was a boy once told to do? What did he do one day? 
 Who came running to help him? What did the shepherd boy do? 
 What happened one day? What did the boy do? What did 
 the wolf do? 
 
 LESSON 40. 
 A Pair of Rubber Boots. 
 (Copy.) 
 When Harry Jones woke up and heard the rain, he was the 
 happiest person in the house. Only the day before his mother 
 had taken him to town. She had bought him a fine pair of rubber 
 boots. He dressed in a hurry. He ate his breakfast in a hurry 
 also. He then put on his big coat and those fine rubber boots. 
 He looked for the two sailboats he had made that week. There 
 they were in the sitting-room, just where he had left them. "Hur- 
 rah!" cried Harry, when he saw the big puddle in front of his 
 house. What do you think he did all the morning? 
 
 [ling Words 
 
 
 
 happiest bought 
 
 rubber 
 
 sitting-room 
 
 puddle 
 
 front 
 
 morning 
 
 Spelling Groups 
 
 heard rain to town pair of boots ate breakfast 
 
 two sailboats that week there they were just where
 
 26 
 
 Language 
 
 Find three sentences separated into parts by commas. Find 
 a question. What mark at the end? Find a sentence with a 
 quotation. Read the quotation. What mark after it ? Why? What 
 marks around it? 
 
 A Pair of Rubber Boots. 
 (Reproduction.) 
 Why was Harry Jones happy when he heard the rain? How 
 quickly did he dress and eat? What did he do then? Where did 
 he go? 
 
 My First Rubber Boots. 
 (Original.) 
 When did you get your first pair of rubber boots? How old 
 were you? Tell about the first time you wore them. Tell about 
 other times. 
 
 LESSON 41. 
 
 The Country Mouse and the City Mouse. Part L 
 
 (Copy.) 
 
 Once there was a mouse. She lived in the country. One day 
 her cousin came to see her. Her cousin lived in the city. The 
 country mouse was very glad to see the city mouse. She asked 
 her to stay to dinner. The city mouse thanked her country cousin 
 and took off her cap and coat. She helped to put the dishes on 
 the table. When dinner was ready, she looked at the corn and 
 beans. She thought it was a queer dinner. There was not a bit 
 of cake or cheese. She invited the country house to her house 
 in the city. She said, "I have cheese every day for my dinner." 
 The country mouse thanked her and said, "I will go." 
 
 Spelling Words 
 
 once mouse country cousin 
 
 ready thought queer cheese 
 
 Spelling Groups 
 
 there was 
 to dinner 
 
 country 
 queer 
 
 one day 
 took off 
 
 thanked 
 invited 
 
 Language 
 
 Find the sentences with quotations, 
 off from the rest of the sentence ? 
 
 to see 
 every day 
 
 How is a quotation set 
 
 The Country Mouse and the City Mouse. Part 1. 
 
 (Reproduction.) 
 
 Tell about the visit of a city mouse to her country cousin. 
 What did the city mouse say? What did she do? What did she 
 think about the dinner? What did she tell her country cousin? 
 What did the country mouse say?
 
 27 
 
 LESSON 42. 
 
 The Country Mouse and the City Mouse. Part II. 
 (Copy.) 
 
 So the two mice went to the city. When they got there, they 
 were very hungry. First they went into the kitchen. The city 
 mouse showed her country cousin where the cook kept things to 
 eat._ She ran across the kitchen into a big closet. Here they found 
 a big pie. They were just beginning to eat, when the city mouse 
 told her countrj^ cousin to run. The cat was in the kitchen. She 
 told her country cousin the danger of cats. 
 
 Next the two mice went to the cellar to find some apples. "What 
 a lot of apples they found ! Then the country mouse smelt cheese. 
 But the city mouse showed her where it was. It was in a trap. 
 She told her about the trap. The country mouse looked at it. 
 She said, "I will go home." In her home she did not have to 
 fear cats or traps. She did not have cake and cheese and apples 
 every day. But she liked corns and beans eaten without fear better. 
 Spelling Words 
 
 kitchen across closet beginning danger 
 
 cellar smelt cheese showed 
 Spelling Groups 
 
 two mice got there they were here they found 
 
 had heard some apples ivhere it was every day 
 
 Language 
 
 Read the second sentence in the second paragraph. Notice the 
 mark at the end. What is it called? When is it used? Find a 
 quotation. How is it separated from the rest of the sentence? 
 
 The Country Mouse and the City Mouse. Part II. 
 (Reproduction.) 
 Tell about the trip of the two mice to the city. What did 
 they find in the kitchen closet? What made them run? Where 
 did they go next? What did they find in the cellar? Where did 
 they find some cheese? What did the city mouse tell the country 
 mouse? What did the country mouse say and do? 
 
 LESSON 43. 
 The Indians. 
 
 Read the story from the *California State Series Second 
 Reader, Pages 24 and 25. 
 
 Spelling Words 
 
 Indians country tents chairs ground 
 
 woman travel board fearless 
 
 Spelling Groups 
 
 there were no people where we live like ours 
 
 their beds one place for a time they found 
 
 could see to work wore feathers 
 
 *Brooks's Second Reader.
 
 28 
 
 Language 
 
 Ficd the name of a nation. How is it written? Why? How 
 many paragraphs in this reading lesson? What is each paragraph 
 about? Find the sentence with a series. How are the parts of a 
 series separated? 
 
 The Indians. 
 (Reproduction.) 
 Who lived in our country before the white people came here? 
 Tell about their tents, chairs, and beds. 
 About moving from place to place. 
 About the Indian baby and its cradle. 
 About the Indian men. 
 
 Indians I Have Seen. 
 (Original.) 
 Did you ever see any Indians? Were they in a camp or in a 
 circus ? How were they dressed ? 
 
 What did the men do ? What were the women making ? 
 Did you see an Indian baby ? How was it dressed ? Tell about 
 its cradle. 
 
 LESSON 44. 
 Write sentences with these series of words: 
 
 1. to jump, to run, and to play. 
 
 2. to read, write, and spell. 
 
 3. to see, hear, feel, taste, and smell. 
 
 4. wash the dishes, sweep the floors, and dust the rooms. 
 
 5. chop wood, bring in coal, and clean the yard. 
 
 6. under the table, behind the door, and in the closet. 
 
 7. the floor, the walls, and the ceiling. 
 
 8. swimming, boating, and fishing. 
 
 9. narrow, crooked, and dirty. 
 10. gentle, patient, and loving. 
 
 LESSON 45. 
 The Ants and the Grasshopper. 
 (Copy.) 
 
 A grasshopper sang merrily all summer. When winter came 
 on, it almost perished with hunger. It went to some ants that 
 lived near by and asked them for some food they had put by. It 
 promised to ij^ay them back within a year. "What did you do 
 all summer?" asked the ants. "I sang all the day and all the 
 night," replied the grasshopper. "Now you can dance," said the 
 ants. And they would not give the idle grasshopper any food. 
 
 Spelling Words 
 
 grasshopper merrily summer perished 
 
 hanger promised
 
 29 
 Spelling Groups 
 
 some ants near hy for food 
 
 Language 
 
 Read the second sentence. "What separates it into parts? Read 
 the sentences with quotations. How are the quotations set off and 
 separated from the rest of the sentence? Find the names of two 
 seasons. How are they written? 
 
 The Ants and the Grasshopper. 
 
 (Reproduction.) 
 
 What did a grasshopper do all summer? "What happened 
 
 when winter came on ? To whom did it go for food ? What did it 
 
 promise? What did the ants ask? "What did the grasshopper 
 
 reply? What did the ants then say? 
 
 The Butterfly and the Bees. 
 (Original.) 
 
 Tell a story like the above about a butterfly and some bees. 
 
 LESSON 46. 
 A Butterfly Story. 
 
 Read the story in the *California State Series Second Reader, 
 Page 36. 
 
 Spelling Words 
 
 flower butterfly sunshine 
 
 carrot weeks queen 
 
 Spelling Groups 
 
 sails away ate leaves 
 
 Language 
 
 Find the name written with the 's. 
 
 caterpillar crept 
 
 cradle beautiful 
 
 to see 
 
 What does it tell? 
 
 A Butterfly Story. 
 (Reproduction.) 
 Read the story from the * California State Series Second 
 Reader, Page 36. 
 
 Write the story, but do not use any quotation marks. 
 
 flying flower sunshine. . . . fall. . . . caterpillar. . . . carrot 
 
 plant. . . . children. . . . ate leaves .... sleep .... queen. . . , case. . . . 
 spring. . . . beautiful wings. . . . pretty but- 
 
 winter . 
 terfly 
 
 cradle . 
 
 Our Butterflies. 
 (Original.) 
 
 Did you ever have caterpillars at school? What color were 
 they? Were they hairy or smooth? What did you feed them? 
 How big did they grow? As big as your little finger? Did they 
 go to sleep? Teil about their cradles. What happened one day? 
 
 * Brooks 's Second Eeader.
 
 30 
 
 LESSON 47. 
 
 The Stag. 
 (Copy.) 
 Once upon a time a stag was looking at himself in a pool of 
 water. He admired his beautiful branching horns, but he did not 
 like his thin legs. Suddenly he heard the bark of hounds. His 
 legs helped him to get far ahead of the hunter and his dogs. 
 Then he came to a forest. He had not run far, when his horns 
 caught in the branches of a tree. He said to himself, "If it had 
 not been for my horns, my legs would have saved my life." 
 
 Spelling Words 
 
 stag pool admired beautiful branching horns 
 suddenly bark hounds ahead forest caught 
 
 Spelling Groups 
 
 once upon a time he heard 
 
 Language 
 
 Find three sentences separated into parts by commas. Find 
 a sentence with a quotation. How is it set off? How is it separ- 
 ated from the rest of the sentence? How does it begin? 
 
 The Stag. 
 (Reproduction.) 
 Once upon a time what was a stag doing? What did he ad- 
 mire? What didn't he like? What did he hear? What helped 
 him to escape? What did he come to? What happened? 
 
 A Live Stag 
 
 or 
 
 A Stag in a Picture. 
 
 (Original.) 
 
 Have you ever seen a live stag? A picture of a stag? Tell 
 
 about his fine horns. What was he doing? 
 
 LESSON 48. 
 A Wonderful City. 
 (Copy.) 
 
 A beehive is a wonderful city. In it are many thousand little 
 workers. They begin their day's work before sunrise. Some go 
 out for honey to the blossoms of orchard and meadow. Others 
 stay at home to make wax and to build cells. To make wax the 
 workers first eat all the honey they can. Then they hang them- 
 selves together in long lines from the top of the hive. In about 
 twenty-four hours the honey is changed to wax. One worker can 
 build one cell in twenty-four hours. Besides those that gather 
 honey and make wax and build cells, there are many other workers 
 in a hive. And for these many thousand busy bees there is only 
 one queen.
 
 31 
 
 Spelling Words 
 
 wonderful beehive 
 blossoms orchard 
 
 thousand 
 meadow 
 
 workers sunrise 
 wax twenty-four 
 
 Spelling Groups 
 
 their day's work 
 build cells 
 
 some go 
 there are 
 
 for honey 
 one queen 
 
 A Wonderful City. 
 (Reproduction.) 
 "What is a beehive? How many workers are in it? When do 
 they begin their day's work? What do some do? What do other do? 
 
 A Glass Beehive. 
 (Original.) 
 Have you ever looked in a glass beehive? Tell what you saw 
 the bees doing. 
 
 A Wonderful Box. 
 
 (Original.) 
 
 Did you ever get a look inside a beehive? When and where? 
 How were you protected? What did you see? 
 
 LESSON 49. 
 Copy and study for dictation, 
 
 twenty-one twenty-four twenty-seven 
 
 twenty-two twenty-five twenty-eight 
 
 twenty-three twenty-six twenty-nine 
 
 LESSON 50. 
 The Princess Iris. 
 (Copy.) 
 
 Did you ever see a very high mountain? Could its top reach 
 the sky? And did you ever see a large white cloud on top of the 
 mountain? That was the palace of a king and queen. Now this 
 king and queen had a lovely daughter whose name was Iris. Did 
 you ever see a beautiful rainbow in the sky? The rainbow was 
 a magic bridge. Upon it the Princess Iris came down to earth. 
 She always came 'in a golden chariot drawn by two handsome 
 peacocks. And she hid herself and her chariot in a red and purple 
 cloud. We can tell where she has been, for there the flag lilies grow. 
 
 Spelling Words 
 
 mountain cloud palace lovely daughter 
 
 beautiful rainbow magic bridge Princess Iris 
 
 Spelling Groups 
 
 you see to earth by two grow there 
 
 Language 
 
 Read all the sentences that are questions. What marks after 
 them? Find a title with a name. How written? Why are king 
 and queen written with small letters ?
 
 32 
 
 The Princess Iris. 
 (Reproduction.) 
 
 "What was the palace of a king and queen? "What did they 
 have? What was the rainbow? How did she come down to earth? 
 How can we tell where she has been? 
 
 Flag Lilies. 
 (Original.) 
 Have you ever gathered flag lilies? "Where? Tell about the 
 spot. What colors were the lilies? 
 
 LESSON 51. 
 The Three Brother Pigs. Part I. 
 
 (Copy.) 
 
 Once there were three brother pigs. One was a great big pig. 
 One was not so large. One was a very little pig. 
 
 One day they went out for a walk. They walked and walked. 
 At last they came to a big wood. They could not find a house to 
 sleep in. They were afraid of Mr. Wolf, so they went out on the 
 road again. They went to look for something to build a house of. 
 
 Big Pig met a man with some hay. He asked for some to make 
 a house. The man gave him some. Then Big Pig made a house 
 of hay. When night came he went to bed. By and by Mr. Wolf 
 came along. He knocked at the door. He said, "Big Pig, let me 
 in." But Big Pig would not. So Mr. Wolf puffed and puffed 
 and blew Big Pig's house down. Then he ate Big Pig. Poor Big 
 Pig! 
 Spelling Words 
 
 once afraid build knocked puffed 
 
 Spelling Groups 
 
 there were one was great big pig for a walk 
 
 they came to a ivoocl to sleep on the road 
 
 some hay hy and hy he hlew he ate 
 
 Language 
 
 What is the wolf called in this story? What is the name of 
 the great big pig? How are these names written? Read the sen- 
 tence with a quotation. How is the quotation .set off? Read the 
 exclamation at the end of the composition. What mark after it? 
 
 The Three Brother Pigs. 
 
 (Reproduction.) 
 
 three brother pigs.... their sizes.... their walk.... a big 
 
 wood .... no house .... on the road again .... something to build 
 
 with Big Pig man with hay. ... his house Mr. Wolf 
 
 LESSON 52. 
 The Three Brother Pigs. Part II. 
 
 (Copy.) 
 Big Pig's brother went along the road. He met a man with 
 some wood. He asked him for some to build a house. The man 
 gave him the wood.
 
 33 
 
 Then Master Pig built himself a house of wood. When night 
 canie he went to bed. By and by bad Mr. Wolf oanie. He knocked 
 at the door and said, "Master Pig, let me in." But ho would 
 not. Then Mr. Wolf puffed and puffed and blow Ibc honso down. 
 He ate Master Pig. Poor Master Pig ! 
 
 Then little Pig went along the road. He mot a man with some 
 bricks. He asked for some to build a house. The man gave him 
 the bricks. So Little Pig made a house of bricks. 
 
 By and by bad Mr. Wolf came along. He knocked at the 
 door and said, "Little Pig, let me in." But he would not. So 
 Mr. Wolf puffed and puffed, but he could not blow the house down. 
 
 Spelling Words 
 built 
 
 knocked 
 
 puffed 
 
 bricks 
 
 Spelling Groups 
 the road 
 hy and hy 
 
 some wood 
 would not 
 
 to build 
 hlew down 
 
 to bed 
 he ate 
 
 Language 
 
 Read the quotations. How set off? How separated from the 
 rest of the sentence? Read the exclamation at the end of the 
 second paragraph. What mark after it? 
 
 The Three Brother Pigs. 
 (Reproduction.) 
 Big Pig's brother. . . . road. . . . man with wood. ... his house 
 Mr. Wolf. . . . Little Pig. . . . man with bricks. . . . his house. . . . 
 Mr. Wolf 
 
 LESSON 53. 
 The Three Brother Pigs. Part III. 
 
 (Copy.) 
 
 Mr. Wolf wanted to get Little Pig out of his house. He wanted 
 to eat him up also. So he told him of a place where there were 
 some nice apples. He invited Little Pig to go along with him that 
 he might show him the way. He told him to be ready by five 
 o'clock the next morning. Little Pig said, "I will." But wise 
 Little Pig got up at four o'clock and went for the apples. Mr. 
 Wolf came at five o'clock. He asked, "Little Pig, are you ready?" 
 Little Pig laughed and told Mr. Wolf he had been there and 
 brought home a basket of apples. This made Mr. Wolf very angry. 
 He climbed up on the roof of Little Pig's brick house. 
 
 Down through the chimney he came. But there was a big 
 pot of boiling water on the fire. He fell into it. Then Little 
 Pig cooked him and ate him. This was the end of bad Mr. Wolf. 
 
 Spelling Words 
 
 invited might ready laughed 
 
 brought climbed chimney
 
 34 
 
 Spelling Groups 
 
 where there were some apples to he he would 
 
 four o'clock for the apples been there down through 
 
 Language 
 
 Find a name with a title. What is Mr. ? What is an abbrevia- 
 tion? Read a sentence that tells time. Another. Find a name 
 that tells whose. How is it written? 
 
 The Three Brother Pigs. 
 
 (Reproduction.) 
 
 Mr. Wolf Little Pig. . . . apples invited ... the way 
 
 .... five 'clock .... four o 'clock .... laughed .... basket of apples 
 . . . .Mr. Wolf angry. . . . climbed on roof. . . . chimney. . . . boiling 
 water. . . . end of Mr. Wolf. 
 
 LESSON 54. 
 
 A Busy Boy and Girl. 
 
 (Copy.) 
 
 Jack Brown said, "I have to do so many things. I have to 
 chop wood and bring in coal. I ha've to water the garden and keep 
 the yard clean. I have to run errands. I have to feed my rabbits 
 and my dog. I hardly have time to play." 
 
 May Brown said, "I have so many things to do. I have to 
 set the table and dry the dishes. I have to help make the beds. 
 I have to mind the baby. I have to feed my bird. Don't you 
 think I'm a busy little girl?" 
 
 Spelling Words 
 
 many errands rabbits hardly busy 
 
 Spelling Groups 
 
 have to chop wood 
 
 Language 
 
 guage 
 
 How many paragraphs in this composition? Why? Read 
 
 quotation in each. Tell how many sentences. How set off? 
 
 A Busy Boy and Girl. 
 (Reproduction.) 
 What did Jack Brown say? 
 What did May Brown say? 
 
 A Busy Boy and Girl. 
 
 (Original.) 
 
 What did another busy boy say? What did another busy 
 girl say?
 
 35 
 
 LESSON 55. 
 
 Little Johnnie Bear. 
 (Copy.) 
 
 Little Johnnie Bear lived with his mother in a large park. 
 In this park was a large hotel. People used to come here to spend 
 their vacations. Johnnie Bear became quite a favorite with the 
 guests at the hotel. No one was allowed to tease him. 
 
 The cook used to throw scraps out for the little bear. One 
 night he went as usual to get his supper. He hunted among the 
 scraps until he found a can of jam. Now Johnnie Bear liked sweet 
 things. He put his paw into the can and then licked it. Finally 
 he finished one can of jam and hunted around till he found another. 
 The opening to this can was not large enough for his paw. At 
 last he managed to get his nose in. But once it was in the can, 
 he could not get it out. He squealed very loudly. His mother 
 hearing his squeals came and pulled the can off his nose. 
 
 Spelling Words 
 
 Johnnie Bear hotel people favorite guests 
 
 allowed tease scraps usual paw 
 
 finally finished opening managed squealed 
 
 Spelling Groups 
 
 used to come here their vacations no one 
 
 for the dear he found off his nose 
 
 Little Johnnie Bear. 
 (Reproduction.) 
 
 Where did Johnnie Bear live? Tell about the hotel and the 
 guests. 
 
 cook supper can of jam.... sweet things paw 
 
 .... another can nose .... squealed .... his mother 
 
 Johnnie Bear. 
 
 (Original.) 
 
 Have you read the story of Johnnie Bear? Was he a real 
 
 bear? What funny things did the little fellow do? When did 
 
 he climb to the top of a tree ? Why ? What would he do up there ? 
 
 What became of him? 
 
 LESSON 56. 
 
 Kind Deeds. 
 
 (Copy.) 
 
 One morning a little boy lay sleeping in a pile of brown and 
 yellow leaves by the roadside. His clothes were ragged and dirty. 
 His little face was pale and thin. A laboring man carrying a lunch 
 pail passed on his way to work. He stopped and looked at the 
 little boy. Then he left half his lunch in the little ragged cap. 
 
 Another workman watched the laborer until he had passed 
 the corner. He then dropped a quarter into the cap with the 
 lunch. After awhile a little boy came along. He stopped a mo-
 
 \ 
 
 36 
 
 ment and then ran back the way he had come. Soon he returned 
 and laid a pair of shoes beside the cap. 
 
 Presently the boy awoke and he saw the things that had been 
 given him. Big tears trickled down his face. 
 
 Spelling Words 
 
 clothes ragged dirty laboring carrying 
 
 workman watched corner quarter moment 
 
 stopped presently awoke trickled 
 
 Spelling Groups 
 
 one morning hy the roadside lunch pail 
 
 passed on after awhile a pair of shoes 
 
 Language 
 
 Read the last sentence in the second paragraph. What word 
 can be used for laidf 
 
 Kind Deeds. 
 (Reproduction.) 
 "Who was sleeping bj^ the roadside? Tell about his clothes 
 and his face. What did a laboring man do? What did another 
 workman do? What did a little boy do? 
 What did the boy do when he awoke? 
 
 LESSON 57. 
 laid 
 Copy and study for dictation. 
 
 1. Ethel laid her hat on the bed. 
 
 2. Tom laid his knife on the table. 
 
 3. Mr. Brown laid his book down. 
 
 4. Mrs. Smith laid her sewing in her lap. 
 
 5. Miss Jones laid her dress away. 
 
 6. The boys laid their caps along the fence. 
 
 7. May laid her doll down in its bed. 
 
 8. The children laid their books on their desks. 
 
 9. The teacher laid down her pen. 
 
 10. The old man laid his heavy bundle down. 
 
 Read and change laid to pnt. 
 
 LESSON 58. 
 
 lay 
 
 Copy and study for dictation. 
 
 1. Lay down your books. 
 
 2. I must lay my sewing away. 
 
 3. Mother will lay the baby in her little bed. 
 
 4. Our friends will lay their hats and coats on the table. 
 
 5. Will you lay your bundle on the chair? 
 
 6. Lay your little head on this soft pillow. 
 
 7. Rob must lay his toys aside soon. 
 
 8. Little May will lay "her doll in its little bed. 
 
 9. We must lay our clothes carefully away. 
 
 10. Little Harry will lay his head on his father's shoulder. 
 Read and change lay to put.
 
 37 
 LESSON 59. 
 
 The Bird's Home. 
 
 (Copy.) 
 
 Every mother bird in building her nest tries to hide it. This 
 is because squirrels, snakes, rats, cats, and some bis: birds like 
 to eat eggs and young birds. Some birds go to the tops of the 
 tallest trees and hide their nests among the leaves. Some hang 
 their cradles at the ends of branches. Some tuck their homes in 
 tufts of weeds on the ground or hide them in the deep grass. 
 
 In building their nests birds use many things. They gather 
 twigs or grass stems or fine roots. They pull narrow strips of 
 bark off the trees. They pick up strings and horsehairs. And 
 some birds use mud. 
 
 As she builds her nest, the mother bird gets inside and turns 
 round and round to make it fit her form. It must be smooth and 
 comfortable for her to sit in. 
 
 "When the nest is made it must be lined. Some birds go to the 
 chicken yard and pick up feathers. Others find horsehairs. Some 
 pick off the soft down that grows on plants. Others get bits of 
 wool from the sheep pasture. The nest must be soft and warm 
 inside. 
 
 Each kind of bird builds its nest in its own way. There are 
 as many different ways to make nests as there are kinds of birds 
 to make them. 
 
 Spelling Words 
 
 building tries squirrels cradles tuck 
 
 tufts weeds twigs narrow strips 
 
 bark strings horsehairs smooth comfortable 
 
 feathers pasture different 
 
 Spelling Groups 
 
 every bird off the trees their nests- 
 
 some birds own way there are 
 
 Language 
 
 How many paragraphs? What does each tell about? Read 
 the second sentence. What does it contain? How are the words 
 of a series separated? 
 
 The Bird's Home. 
 (Reproduction.) 
 What does every mother bird try to do ? Where do some birds 
 
 go? tops of trees ends of branches tufts of weeds deep 
 
 grass 
 
 What do birds use in building their nests? twigs grass 
 
 fine roots bark strings horsehairs mud 
 
 A Bird's Nest. 
 (Original.) 
 Have you ever seen a bird's nest? Where was it? Of what 
 \y^p. it made ? Was it well made ? Were there any eggs in it ? 
 
 «:^1 7
 
 38 
 
 Did you see the young birds when they hatched out? Did you 
 watch them learn to fly? What became of them? 
 
 Nest Building. 
 (Original.) 
 Have you ever watched any birds build a nest? What kind 
 of birds? What place did they choose? 
 
 Tell what they used. Who did most of the work? What 
 was the shape and size of the nest? How was it lined? How 
 long did it take to finish it? 
 
 LESSON 60. 
 
 The Lark and Her Young Ones. Part I. 
 
 (Copy.) 
 
 A lark had a nest in a field of grain. The wheat was almost 
 
 ripe. She was afraid it would soon be cut. She often flew away 
 
 to look for food. She told her little larks to listen carefully to 
 
 what the farmer said if he came around. 
 
 One day they heard him tell his sous to ask their friends and 
 neighbors to come and help cut the wheat. The little birds were 
 very much frightened. They told their mother when she returned. 
 But she only smiled and told them to rest easy. She said, "If 
 that farmer depends on his friends and neighbors, the grain will 
 not be cut tomorrow." And it was just as she said. 
 
 LESSON 61. 
 The Lark and Her Young Ones. Part II. 
 (Copy.) 
 
 Then the farmer sent his sons to their uncles and cousins to 
 ask them to help cut the wheat. When the little larks heard this, 
 they became very excited. When their mother came back to the 
 nest, they told her all about it. Again she told them to rest easy. 
 She said, "The grain will not be cut tomorrow." And it was as 
 she said. 
 
 The next day the farmer and his sons came into the field near 
 the nest of larks. He said, "It seems we must cut the grain our- 
 selves. Let us get ready to do it tomorrow." 
 
 When the mother lark heard this, she knew the work would be 
 done. And she removed her little family to a safe place. 
 
 Spelling Words 
 
 grain wheat afraid often listen 
 
 carefully neighbors frightened easy 
 
 tomorrow uncles cousins excited family 
 
 Spelling Groups 
 
 for food one day they heard 
 
 their friends farmer sent sha knew
 
 39 
 
 Language 
 
 How many paragraphs in this composition? What does each 
 tell about? What kind of margin does the first line of each para- 
 graph have? Read the sentences with quotations. How are the 
 quotations set off? How are they separated from the rest of the 
 sentence? How do they begin? 
 
 The Lark and Her Young Ones. 
 (Reproduction.) 
 
 Where did a lark have a nest? Why was she afraid? Why 
 did she often fly away? What did she tell the little larks? 
 
 What did they hear one day? When they told their mother, 
 what did she say? 
 
 To whom did the farmer next send his sons? What did the 
 mother lark say to this ? Was it so ? 
 
 What happened the next day? What did the farmer say? 
 What did the mother lark do ? Why ? 
 
 LESSON 62. 
 
 Birds and Their Covering. 
 
 (Copy.) 
 
 The cat, dog, and sheep have different kinds of coats. But 
 all birds are clothed with feathers. These form the lightest, warm- 
 est, and most beautiful of all coverings. 
 
 The feathers on a bird's body are not all alike. In the wings 
 and tail are long quill feathers. The bird makes use of these in 
 flying. The smaller feathers which cover the whole body are called 
 clothing feathers. They are beautifully arranged. Beneath these 
 clothing feathers and next to the skin are some very small, soft, 
 fluffy feathers. These are called down. Ducks and geese have a 
 very thick covering of down. These birds spend much of their time 
 all the year around in the water. The thick covering of down is 
 meant to keep them warm. 
 
 Spelling Words 
 
 different feathers coverings alike quill 
 
 clothing beautifully arranged fluffy meant 
 
 Spelling Groups 
 
 these form wings and tail whole body 
 
 some feathers their time 
 
 Language 
 
 Read the first sentence. How are the words in a series sepa- 
 rated? Find a series in the third sentence. 
 
 Birds and Their Covering. 
 (Reproduction.) 
 
 The cat, dog, and sheep have different kinds of coats. What 
 are all birds clothed with? What can you say about feathers for 
 clothing ? 
 
 The feathers on a bird's body are not all alike. What kind in
 
 40 
 
 the wings and tail? How does the bird make use of these? Tell 
 about the clothing feathers. Tell about the down. Tell about the 
 down on ducks and geese. 
 
 The 's Feathers. 
 
 (Original.) 
 
 JDescribe the feathers of some particular bird that you know. 
 Choose from the following: rooster, duck, goose, swan, baby chick, 
 parrot or canary bird. Tell about the quill feathers in wings and 
 tail, the clothing feathers, and the down. 
 
 LESSON 63. 
 
 A Pet Bear. 
 
 (Copy.) 
 
 Bruno was a pet bear. You don't hear about pet bears very 
 often, so I know you will like to hear about this one. 
 
 Father brought him home to my brother Jack. The bear was 
 only a few weeks old then. Jack began to teach Bruno tricks right 
 away. Poor, clumsy, little animal ! At first he could not do a 
 thing. But it was not long before he understood his master. He 
 was soon able to sit up and bounce a ball to Jack. They were noisy 
 playmates. Jack laughed when Bruno missed and Bruno growled 
 when Jack threw the ball too hard. It was a very easy trick for 
 him to mount a ladder. On this he often climbed when tired of play. 
 
 Then Jack taught him how to box. Away they would tumble 
 all over the yard. One would almost think they were fighting. Jack 
 always struck hard with his fist. Then Bruno would knock him to 
 the ground. Over and over the boy would roll. 
 
 After a few years Bruno became too hard to manage. We did 
 not want to keep him chained, so we sent him to the Park. Jack 
 was sorry to part with his playmate. He often goes to Bruno's new 
 home on a visit, but he always stays outside the cage. 
 
 Spelling Words 
 
 Bruno brought tricks clumsy easy 
 
 able bounce noisy playmates laughed 
 
 growled mount ladder climbed tumble visit 
 fighting struck knock ground manage chained 
 
 Spelling Groups 
 
 pet hear very often I know to hear this one 
 they were two playmates Jack threw 
 
 too hard new home 
 
 Language 
 
 Pronounce to hear. Spell to. Pronounce tivo playmates. Spell 
 two. What does tivo mean? Pronounce too hard. Spell too. 
 Find an exclamation in the second paragraph. What mark after 
 it? liead the . sentence with teach. Read the sentence with 
 taught. Find the name Park in the last paragraph. Why is it 
 written with a capital? In the last sentence what name tells 
 whose? How is it written?
 
 41 
 A Pet Bear. 
 
 (Reproduction.) 
 Who was Bruno ? How did Jack get him ? How old was he ? 
 What tricks did Jack teach him ? Was Bruno a good pupil ? What 
 game did they play together? Where would Bruno go when he 
 was tired? 
 
 What finally became of Jack's pet bear? 
 
 Bear Pits. 
 (Original.) 
 
 How do they differ from other places for animals? size 
 
 fence. . . . rocks. . . . pool Where have you seen bear pits? What 
 kinds of bears were in them? 
 
 *01d Grizzly. 
 (Original.) 
 Do you know about old Grizzly at Golden Gate Park? How 
 long has he been there? Who has written the story of his life? 
 Tell what you know about him. 
 
 LESSON 64. 
 What the Flowers Said. 
 (Copy.) 
 
 The gay nasturtium said, "I bloom in fine gardens. I twine 
 my slender stalk among the grander flowers. My color is bright 
 orange. I have a tube of honey for the bees." 
 
 The violet said, "I am a little violet in a purple dress. I 
 hide myself so safely that you would never guess there was a 
 flower so near. That is why I send you my sweet fragrance." 
 
 The forget-me-not said, "When God made all the flowers, he 
 gave each one a name. I forgot mine and the good Father called 
 me Forget-me-not." 
 
 The dandelion said, "When the children see me, they shout 
 for joy. I grow by every wayside and in the meadows. When I've 
 had my day, I spread my wings of silver and fly away." 
 
 Spelling Words 
 
 nasturtium bloom twine slender stalk 
 
 flowers color orange tube honey meadows 
 violet safely fragrance forget-me-not dandelion 
 
 Spelling Groups 
 
 each one hy every wayside 
 
 Language 
 
 How many paragraphs in this composition? Why? Read 
 the quotation in the first paragraph. How many sentences? How 
 is it set off ? How separated from the rest of the sentence ? Answer 
 these questions about every quotation. 
 
 *The reference is to E, T, Seton's story, Monarch, the Grizzly of 
 Tallac.
 
 42 
 
 What the Flowers Said. 
 
 (Original.) 
 Can you tell what a red rose said ? 
 A sweet pink? 
 A white lily? 
 
 LESSON 65. 
 
 Mr. Snail. 
 
 (Copy.) 
 
 Do you know a little creature that carries his house wherever 
 
 he goes? He looks out and goes for a walk. If there comes a 
 
 shower of rain, back into his house he goes. If you touch even a 
 
 horn on his head he curls himself into his shell. He is his own 
 
 landlord. He is his own tenant. He boards and lodges himself. 
 
 Knock whenever you will, Mr. Snail is sure to be at home. 
 
 Spelling Words 
 
 creature carries wherever shower curls shell 
 landlord tenant boards lodges knock whenever 
 
 Spelling Groups 
 
 you know for a walk his oum there comes to 6e 
 Language 
 
 What mark at the end of the first sentence? Why? Find a 
 title that is an abbreviation. What mark after it? 
 
 The Snail. 
 (Reproduction.) 
 
 Do you know a little creature that carries his house wherever 
 he goes ? What does he do if it rains ? If you touch him ? What is 
 he? What does he do for himself? When is Mr. Snail at home? 
 
 Mr. Snail. 
 
 (Original.) 
 Where have you met Mr. Snail? What was he doing? What 
 does he like to eat ? Did you watch him ? How many horns did he ' 
 have ? What did you find out about him ? 
 
 LESSON 66. 
 Ferns and Grasses. 
 (Copy.) 
 The grass said, "I come creeping, creeping everywhere. I grow 
 by the dusty roadside and on the sunny hillside. I grow close by 
 the noisy brook and in the shady woods. I come creeping every- 
 where. 
 
 The fern said, "I am ahvays dressed in green. I live in every 
 forest. You surely have seen me often on the banks of the stream 
 and in the shade of the trees." 
 
 Spelling Words 
 
 creeping everywhere hillside fern 
 
 forest surely stream
 
 Spelling Groups 
 
 hy the roadside have seen 
 
 Language 
 
 How many paragraphs in this composition ? Why ? Read the 
 quotation in the first paragraph. ITow many sentences in it? How 
 is it set off? How is it separated from the rest of the sentence? 
 
 Ferns and Grasses. 
 (Reproduction.) 
 What did the grass say? 
 What did the fern say? 
 
 Roots and Stems and Leaves. 
 (Original.) 
 
 Tell what the roots said. 
 Tell what the stems said. 
 Tell what the leaves said. 
 
 • 
 
 LESSON 67. 
 
 The Little Pine Tree. Part I. 
 
 (Copy.) 
 
 A little pine tree grew in the woods. It had no leaves. It 
 had needles. It did not like needles. It wanted leaves prettier 
 than those on other trees. It wanted gold leaves. 
 
 In the night the little pine tree went to sleep. A kind fairy 
 came by. She knew the little tree did not like needles. So she 
 gave it some pretty gold leaves instead. 
 
 In the morning how happy the little tree was! It was very 
 proud. No other tree in the woods had gold leaves. 
 
 One day soon after a man came into the woods with a bag on 
 his back. He saw the gold leaves on the little tree. He picked 
 them all off and put them into the bag. Then he carried them 
 away. The poor little tree had no leaves at all. It felt very sad. 
 It did not want gold leaves again. It wished for glass leaves. 
 
 Spelling Words 
 
 needles prettier fairy morning carried 
 
 Spelling Groups 
 
 no leaves to sleep came hy she knew 
 
 some leaves one day very proud picked off 
 
 Language 
 
 How many paragraphs? What does each tell about? 
 Read the first sentence in the third paragraph. What mark 
 at the end? Why?
 
 44 
 
 The Little Pine Tree. Part I. 
 
 (Reproduction.) 
 
 grew. . . . woods. ... no leaves. . . . needles. . 
 prettier leaves. . . .gold 
 
 night. . . .fairy gold leaves 
 
 morning. . . .happy. . . .proud 
 
 man. . . . bag. . . .saw, . . .picked 
 tree .... sad .... wished .... glass 
 
 did not like , 
 
 carried away. . . .poor little 
 
 LESSON 68. 
 
 The Little Pine Tree. Part II. 
 
 (Copy.) 
 
 In the night the little tree went to sleep. The kind fairy came 
 by. She gave the little tree glass lesves. 
 
 When it awoke in the morning, it saw its glass leaves. How 
 pretty they looked in the sunshine! No other tree was so bright 
 and beautiful. 
 
 By and by a strong wind came up. It blew and blew. The 
 glass leaves all fell from the tree and were broken. Again the 
 little tree was without leaves. This time it wished for green leaves 
 just like those of some of the other trees in the woods. In the 
 morning when it woke it was like the other trees. Soon a goat 
 came by. He saw the green leaves on the little tree. He was 
 hungry and ate every one. 
 
 Then the little tree wished for its needles again. It went to 
 sleep and the fairy gave it what it wanted. When the little pine 
 tree awoke, it had its needles again. It was contented and happy. 
 
 Spelling Words 
 
 fairy leaves 
 
 sunshine beautiful 
 
 awoke morning 
 
 needles contented 
 
 Spelling Groups 
 
 to sleep came hy it hlew of some 
 
 Language 
 
 How many paragraphs? What does each tell about? 
 
 Read the second sentence in the second paragraph, 
 mark at the end? Why? 
 
 ate them every one 
 
 What 
 
 The Little Pine Tree. Part II. 
 (Reproduction.) 
 night. . . .fairy. . . .glass leaves 
 
 morning. . . .pretty. . . .sunshine bright and beautiful 
 
 strong wind. . . .blew broken without leaves wished 
 
 . . . .green leaves. . . .morning. . . .goat. . . .ate them 
 
 needles again .... sleep .... fairy .... awoke contented and 
 
 happy
 
 45 
 
 LESSON 69. 
 
 The Story of the Raindrops. 
 (Copy.) 
 A little face was pressed against the window pane. Two little 
 eyes were watching. Two little ears were listening. It was raining 
 hard. The little raindrops one after another pattered against 
 the window. "Where did you come from, little raindrops?" asked 
 Grace. There was a chorus of answers. "We all came from the 
 sky, from clouds in the sky," they replied. "But how did you get 
 there?" asked Grace. "The kind sun drew us up. We traveled 
 on the sunbeams, ' ' answered the raindrops. ' ' Then we formed little 
 clouds and the wind blew us over the laud," they went on. "Where 
 are you going now?" asked Grace. "We are going to your garden 
 to make the grass and flowers grow," they answered, as they ran 
 away from the window. 
 
 Spelling Words 
 
 pressed watching listening raindrops chorus 
 pattered answers replied traveled sunbeams 
 
 Spelling Groups 
 
 window pane two eyes where from 
 
 there was wind blew going now 
 
 Language 
 
 Read all the sentences with quotations. Pick out the quotations. 
 Tell how each is set off and separated from the rest of the sentence. 
 
 The Story of the Raindrops. 
 (Reproduction.) 
 Where was little Grace? AVhat was she doing? Tell about 
 the weather. What did the little raindrops do? What did Grace 
 ask them ? What did they tell her ? 
 
 Watching the Raindrops. 
 
 (Original.) 
 
 Have you ever watched the rain patter against the window 
 
 pane? When you were little did you ever talk to the raindrops? 
 
 Where did you think they came from? Where did they run to? 
 
 What did you think they did ? 
 
 One Little Raindrop. 
 
 (Original.) 
 
 Let one little raindrop tell its own story. ., .where it came 
 
 from. . . .how it got up in the sky. . . .its life in a cloud. . . .sailing 
 
 on the wind. ... its journey to earth. . . .what finally become of it. 
 
 LESSON 70. 
 
 The Old Man and His Sons. 
 
 (Copy.) 
 
 An old man had many sons. But they were always quarrelling. 
 He had often begged them to live in peace with one another. One
 
 46 
 
 day he called them around him. He showed them a bundle of 
 sticks. He asked each to try to break it. But not one could break 
 or even bend the bundle. Then he cut the cord around the sticks. 
 He asked his sons to break them separately. This they did with 
 ease. He then told them the power of brotherly love. He said it 
 would bind them together and make them strong like the bundle 
 of sticks. 
 
 Spelling Words 
 
 quarrelling begged showed bundle 
 
 sticks cord separately brotherly 
 
 Spelling Groups 
 
 many sons they were in peace one another to break 
 
 The Old Man and His Sons. 
 (Reproduction.) 
 What did an old man have? What were they always doing? 
 What did he often beg of them ? What did he do one day ? What 
 did he show them? What did he ask of each? Could they do it? 
 What did he then do ? What did he then ask ? Could they do it ? 
 What did the old man tell his sons? 
 
 A King and His People. 
 (Original.) 
 Tell a story about a king and his people who were always 
 quarrelling. What lesson did he want to teach them? How did 
 he do it? 
 
 LESSON 71. 
 
 What Am I? 
 (Copy.) 
 What am I ? I am not my body. My body is the house I li ve 
 in. It is a wonderful house. It can jump and run and turn 
 handsprings. This house has a door and windows. The door is for 
 food and drink. I must not let anything that is not clean or good 
 for my body go in. I look out through the windows of my house. 
 I see the good and the beautiful in this big and wonderful world. 
 There is also much that is not good and beautiful. If it Avere not 
 for my eyes, this moving house of mine would run into things and 
 meet with all kinds of accidents. My house is protected by my 
 eyes and also by my ears. The ears catch all kinds of sounds, 
 loud and soft, sweet and harsh, and those of danger and alarm. 
 To smell and taste and feel are for both the enjoyment and safety 
 of my body. 
 
 Spelling Words 
 
 wonderful handsprings windows beautiful safety 
 enjoyment accidents protected harsh danger alarm 
 
 Spelling Groups 
 
 for food look through there is
 
 47 
 Language 
 
 What mark after the first sentence? Why? Read the next 
 to last sentence. How are the words in a series separated? 
 
 What Am I? 
 
 (Reproduction.) 
 
 What are you not? What is your body? What can this house 
 
 do? Tell about the door and the windows of this house. What 
 
 do you see through the Avindows? How is this moving house of 
 
 yours protected by your eyes ? By your ears ? By what else ? 
 
 My Servants. 
 (Original.) 
 
 I am a prince (or princess) . All the different parts of my body 
 are my servants. Tell the many good things your arm and hand 
 servants do for you. Your leg and foot servants. Your eyes, ears, 
 nose, and tongue. 
 
 LESSON 72. 
 
 Hiaw^atha's School. 
 
 (Copy.) 
 
 Hiawatha learned the language of all the birds. He learned 
 their names and all their secrets. He learned how they built their 
 nests in summer and where 'they hid themselves in winter. He 
 talked with them whenever he met them. He called them Hia- 
 watha's chickens. 
 
 Hiawatha learned the language of all the beasts. He learned 
 their names and all their secrets. He learned how the beavers built 
 their homes and where the squirrels hid their acorns. He learned 
 why the reindeer ran so swiftly and Avhy the rabbit was so timid. 
 He talked with them wherever he met them. He called them 
 Hiawatha's brothers. 
 
 Hiawatha learned his lessons on the lake, on the river, and in 
 the forest. The winds whispered to him through the branches of 
 the trees. The clouds, the stars, and the rainbow all taught this 
 little Indian boy. 
 
 Spelling Words 
 
 learned language built summer whenever 
 
 beasts beavers squirrels acorns reindeer swiftly 
 rabbit timid wherever whispered rainbow taught 
 
 Spelling Groups 
 
 every bird their secrets through the branches 
 
 Language 
 
 Find the names of two seasons* in the first paragraph. How 
 are they written ? Find two series in the last paragraph. How are 
 the words of a series separated?
 
 48 
 
 Hiawatha's School. 
 
 (Reproduction.) 
 
 What did Hiawatha learn of every bird? "When did he talk 
 with them ? What did he call them ? 
 
 What did Hiawatha learn of the beasts? When did he talk 
 with them? What did he call them? 
 
 Where did Hiawatha learn his lessons? What whispered to 
 him ? What taught him ? 
 
 Nature's School. 
 (Original.) 
 Have you ever gone to Mother .Nature 's school? What did you 
 learn of the birds ? What did you learn of the beasts ? Where did 
 you go to Mother Nature's school? 
 
 LESSON 73. 
 
 The Rabbit. 
 
 (Copy.) 
 
 The rabbit is about the size of a cat. Like the eat, it has a 
 thick, soft, warm coat of fur. The pretty tame rabbits are of 
 various colors, black, white, and brown. The wild rabbits are always 
 gray or brownish gray. 
 
 The ears of the rabbit are long. They either stand up or 
 hang down. The rabbit can move its ears very easily. At the 
 least sound up they go. 
 
 The rabbit's eyes are large and bright. They are placed at the 
 sides of the face so that the little creature can see all around. It 
 has many enemies. It needs sharp ears and sharp eyes to be quickly 
 w^arned of danger. 
 
 Like the cat, the rabbit has whiskers or long hairs standing 
 out on each side of the mouth. They help it to feel its way when 
 it is too dark to see. 
 
 The forelegs of the rabbit are shorter than the hind ones. 
 Rabbits run very quickly. But as they run, they jump. Each 
 foot has four toes. These toes are armed with thick, blunt claws. 
 The claws are for scratching in the earth. 
 
 Spelling Words 
 
 size tame various colors easily least 
 
 creature enemies quickly warned danger 
 
 whiskers forelegs blunt claws earth 
 
 Spelling Groups 
 
 coat of fur can see too dark 
 
 four toes for scratching 
 
 Language 
 
 How many paragraphs in this composition? Tell what each 
 one is about? Find two series of words in the first paragraph. 
 How are the words separated?
 
 49 
 Rabbit. 
 
 (Reproduction.) 
 How large is the rabbit? What kind of coat has it? What 
 colors are the pretty tame rabbits? What colors are the wild 
 rabbits ? 
 
 Tell about the rabbit's ears. 
 What can you say about its eyes? 
 Tell about its whiskers. 
 Tell about its forelegs. 
 
 LESSON 74. 
 
 Our Earth. 
 
 (Copy.) 
 
 Once upon a time our earth was as hot as fire. In time it 
 cooled and a thin crust formed on the outside. After a long time 
 things began to grow. The earth became covered with green grass, 
 beautiful trees, ferns, and flowers. Then great rivers of ice came 
 down from the cold North. They covered and killed nearly every 
 green growing thing. They killed every tiny plant and every tall 
 tree. But when it grew warmer again, the ice melted. Then 
 everything began to grow once more. 
 
 Next the tiniest of animals appeared. In time different and 
 larger animals came upon the earth. Finally God made man and 
 he is today the ruler of the earth. 
 
 Spelling Words 
 
 earth cooled crust covered ferns flowers 
 nearly tiniest appeared finally different today 
 
 Language 
 
 Read the sentence with a series of words. How are the words 
 separated ? Read the sentence with the word North. How is No?ih 
 written ? 
 
 Learn. 
 
 When North, South, East or West mean a part of the world 
 or a part of a country, they are written with capital letters. 
 
 Read the last sentence. How is the word God written? 
 
 Learn. 
 
 The name of God is always written with a capital letter. 
 
 Our Earth. 
 
 (Reproduction.) 
 
 Tell about our earth long ago. What happened in time? 
 What covered the earth? What came down from the cold North? 
 What did the great rivers of ice do? What happened when it 
 grew warmer? Tell about the animal life on earth. Tell about man.
 
 50 
 
 LESSON 75. 
 
 Write and study for dictation. 
 
 1. A bitter cold wind blew down from the North. 
 
 2. The people of the South have negro servants. 
 
 3. Have you ever lived in the East? 
 
 4. Most visitors to California like the West. 
 
 5. The Far North is one big sheet of ice. 
 
 6. The seas of the South are mild. 
 
 7. The far East is in Asia. 
 
 8. The West is a land of sunshine, fruit, and flowers. 
 
 9. The North and South were at war for four years. They 
 have been at peace for nearly fifty years. 
 
 10. The East and the West of our country are three thousand 
 miles apart. 
 
 LESSON 76. 
 
 The Seals of Alaska. 
 
 (Copy.) 
 
 Have you ever been told of the animals that supply us with 
 beautiful sealskin coats? These animals have a summer home far 
 up in the cold North. 
 
 The entire herd lives on a group of islands just off the coast 
 of Alaska. The strongest seal is king of all the rest. No other 
 seal dares to go near him. 
 
 Each little family has its own home. The baby seals play 
 in the water much of the day. The mother seal teaches them to 
 catch fish. When the sun shines, they all lie down on the soft 
 warm sand and sleep. 
 
 When it becomes too cold, they leave their island home and 
 swim south. Sometimes they go as far south as Southern California. 
 
 These seals all belong to the United States. There are ships 
 up there to defend them. The Japanese and Russian pople would 
 like very much to get them, but it is against the law. 
 
 These seals have beautiful furs from which coats are made. 
 The United States gives permission to only a few men to kill 
 them. There is a great profit in the fur trade. There are not 
 many seals on the island now. It will not be many years more 
 before they will all be gone, if the seal hunters do not stop killing 
 them. 
 
 Spelling Words 
 
 supply sealskin group islands coast 
 
 Alaska teaches United States defend 
 
 Japanese Russian permission 
 
 Spelling Groups 
 
 entire herd just off no seal own home too cold 
 
 their island there are up there great profit 
 
 fur trade not now
 
 51 
 
 Language 
 
 What word in the title is written with a small letter? Why? 
 How many paragraphs in this composition? Tell what each one 
 is about. What mark after the first sentence? Why? Read the 
 second sentence. Find the name of a season. How is it written? 
 Why is North written with a capital ? Read the fourth paragraph. 
 Why is south written with a small letter? 
 
 Learn. 
 
 When north, south, east, and west mean directions, they are 
 written with small letters. 
 
 Find the names of three places. How are they written ? Find 
 the names of two nations. How are they written ? Read the third 
 paragraph. Notice the word teaches in the third sentence. Notice 
 the word lie in the fourth sentence. Read the sentence with too 
 cold. Spell too. 
 
 The Sea-lions on Seal Rock. 
 
 (Original.) 
 
 Have you ever seen the sea-lions on Seal Rock near the Cliff 
 House in San Francisco? When do they like to lie out on the 
 rocks? How do they move about? Have you seen them splash 
 into the water? Why are they good swimmers? 
 
 Trained Seals. 
 (Original.) 
 
 Have you ever seen seals in a circus? What could they do? 
 Are they easily taught? What does the trainer give them after 
 every trick? Seals are very intelligent. 
 
 Have you ever heard of pet seals ? Do you know a story about 
 a pet seal? 
 
 LESSON 77. 
 Fill in the blanks with the words, north, south, east, or west. 
 
 1. The Mississippi River flows to the Gulf of Mexico. 
 
 2. The Rocky Mountains run and 
 
 3. The Himalaya Mountains run and 
 
 4. The Pacific Ocean is of North and South America. 
 
 5. The Atlantic Ocean is of North and South America. 
 
 6. The Indian Ocean is of India. 
 
 7. Our train went and then 
 
 8. After passing through the Golden Gate our steamer fol- 
 lowed the coast 
 
 9. The seals go to Alaska in the summer. In the 
 
 winter they go to 1 lie warm seas. 
 
 10. The birds fly in the winter to go to warmer lands.
 
 52 
 
 LESSON 78. 
 A Tour of Europe. 
 (Copy.) 
 Dr. Short and his wife and daughter took a trip to Europe. 
 First they went to England. They landed at Liverpool and went 
 from there by train to London. After they had been in the largest 
 city of the world for one month, they went to Paris. In this beau- 
 tiful city of France they had a 'very delightful time. Then they 
 went to Italy by way of Switzerland. They enjoyed the trip over 
 the Alps very much. Not only the mountains but the valleys 
 between with their lovely lakes charmed them. But Italy delighted 
 them more than any other country. Here they spent three very 
 pleasant months. Most of their time they stayed in Venice, Flor- 
 ence, and Rome. They took their steamer for home at the Bay 
 of Naples. Altogether it was a most enjoyable tour. 
 
 Spelling Words 
 
 daughter beautiful delightful enjoyed valleys 
 
 lovely charmed steamer mountains pleasant 
 
 months enjoyable tour Europe England 
 
 France Switzerland Italy Venice 
 
 Spelling Groups 
 
 from there hy train one month their time more than 
 Language 
 
 Find a title with a name in the first sentence. What is this 
 title ? What is an abbreviation 1 How is Europe written ? Why ? 
 Find the names of three countries, of six cities, of some high moun- 
 tains, and of a beautiful bay. How are they all written? Find 
 a sentence with a series. How are the words of a series separated? 
 
 A Tour of Europe. 
 (Reproduction.) 
 Who took a trip to Europe? Tell where they went. England 
 .... France. . . . Switzerland. . . . Alps. . . . valleys and lakes. . . . 
 Italy. . . . Venice, Florence, and Rome. . . . steamer. . . . home. 
 
 My Tour. 
 (Original.) 
 
 What trip would you like to take most of all? What countries 
 would you like to 'visit? Tell which way you would go. At what 
 cities would you stop? Which way would you come home? 

 
 53 
 
 HOLIDAY COMPOSITION AND NOTES FOR THE 
 FOURTH GRADE. 
 
 LESSON 1. 
 
 The Children's Poet. 
 
 (Copy.) 
 
 In February we remember the birthdays of three great men. 
 One of them is the poet Longfellow. He loved little children and 
 wrote poems for them. They all loved him. Even the children 
 that are living today love him. They see by his picture that he 
 must have been a very kind man. And they love the poems he 
 wrote for children. 
 
 When he was a little boy he lived near the sea. He liked 
 to watch the ships come and go. He also liked to wander through 
 the woods. He loved the trees and the birds and every living 
 thing. And every voice had a song for him. 
 
 Spelling Words 
 
 February remember birthdays Longfellow 
 
 poet wrote picture today poems 
 
 watch voice wander 
 
 Spelling Groups 
 
 great men one of them for them the sea 
 
 through the woods every living thing 
 
 Language 
 
 Read the title. What word tells whose? How is it written? 
 How many paragraphs? What does each tell about? Find the 
 name of a month and of a person. How are they written? 
 
 The Children's Poet. 
 (Reproduction.) 
 
 February three birthdays poet loved children. . . . 
 
 poems picture a little boy sea ships woods. . . . 
 
 trees. . . . the birds. . . . song 
 
 LESSON 2. 
 
 The Spreading Chestnut Tree. 
 
 (Copy.) 
 
 In the town in which Longfellow lived there was a spreading 
 chestnut tree in front of a blacksmith's shop. The poet wrote a 
 poem about the blacksmith and the tree. Many people know and 
 love the poem of The Village Blacksmith. It made the chestnut 
 tree famous. When the tree was cut down, the people of the town 
 had the wood made into a chair. This chair the children presented 
 to Mr. Longfellow. 
 
 Spelling Words 
 
 
 
 
 town spreading 
 
 chestnut 
 
 front 
 
 blacksmith 
 
 poet wrote 
 
 poem 
 
 famous 
 
 presented
 
 54 
 
 Spelling Groups 
 
 there was a tree people know the wood 
 
 Language 
 
 Find the names of a poet and a poem. How written? 
 
 The Spreading Chestnut Tree. 
 (Reproduction.) 
 
 Where was the spreading chestnut tree? What did the poet 
 write ? Tell about the poem of The Village Blacksmith. What did 
 it do for the chestnut tree ? When the tree was cut down, what was 
 done with the wood ? To whom was the chair presented ? 
 
 LESSON 3. 
 
 The Village Blacksmith. 
 
 (Copy.) 
 
 The village blacksmith earns what he can by honest work. He 
 looks the whole world in the face, for he does not owe anything to 
 any man. From morning until night you can hear his bellows 
 blow. You can hear him swing his heavy hammer. 
 
 The children coming home from school look in at the open 
 door of the blacksmith's shop. They like to see the flaming forge 
 and hear the bellows roar. They like to catch the burning sparks. 
 
 On Sunday the blacksmith goes to church and sits among the 
 boys. He hears his daughter's voice in the village choir and it 
 makes his heart glad. 
 
 Spelling Words 
 
 village blacksmith bellows flaming forge 
 
 roar parson preach voice choir 
 
 Spelling Groups 
 
 he earns by work wJiole world 
 
 does not owe can hear to see 
 
 Language 
 
 How many paragraphs in this composition? What does each 
 one tell about? 
 
 The Village Blacksmith. 
 (Reproduction.) 
 What does the village blacksmith do? What can you hear? 
 Who look in at the open door ? What do they like to do ? i 
 
 What does the blacksmith do on Sunday ? ' What does he hear ? 
 
 The Blacksmith's Shop. 
 
 (Original.) | 
 
 Do you like to stand in front of the blacksmith's shop? Why? 
 What is there to see and hear?
 
 55 
 
 LESSON 4. 
 
 Lincoln as a Boy. 
 (Copy.) 
 Abraham Lincoln was born on February 12, 1809, in a log 
 house in Kentucky. It was in the backwoods. His father did not 
 even know how to read. His mother could read and write. Until 
 he was eight years old, Lincoln had a lonesome life. He had no 
 other children to play with. He had no beautiful toys or picture 
 books. He played in the woods around their log house. He went 
 to school with his sister Sarah just long enough to learn his letters. 
 Then his good mother taught her boy all she could. He wanted to 
 learn and studied hard. When he was nine years old, his father 
 moved to another state. 
 
 Spelling Words 
 
 Abraham Lincoln February Kentucky backwoods 
 
 lonesome toys beautiful picture Sarah 
 
 enough learn taught studied 
 
 Spelling Groups 
 
 know how to read and write eight years their house 
 Language 
 
 I?ead the first sentence. Find the name of a great man. How 
 is it written? Why? Find the name of a state. How is it 
 written ? Why ? Find a date. Write it in a different way. Write 
 it with an abbreviation. Read the sentence with learn. Read the 
 sentence with taught. Read the last sentence. How are the two 
 parts of the sentence separated? 
 
 Lincoln as a Boy. 
 (Reproduction.) 
 
 born on February 12, 1809 Kentucky backwoods 
 
 father mother lonesome. . . . other children. . . . toys. . . . 
 
 picture books.... woods.... school.... mother taught him.... 
 studied hard .... moved . 
 
 LESSON 5. 
 Lincoln's Boyhood. 
 (Copy.) 
 There is a log cabin in a big forest. Around it the land is 
 cleared. The sound of an ax is heard not far off. A big boy is 
 chopping down trees. These he will split into rails to use in making 
 fences. I wonder who it is. It is Abraham Lincoln. His father 
 is poor and his home is rough. He has to help on the farm. He 
 has to plant com and hoe potatoes. He has to drive the oxen. But 
 this rough hard life is good for him. Some day this boy is to be 
 the president of the United States. 
 Spelling Words 
 
 cabin forest cleared chopping Lincoln 
 
 split rails fences wonder _ rough 
 
 potatoes hoe oxen president United States 
 
 Spelling Groups 
 
 here is is heard far off to use for him some day
 
 56 
 
 Language 
 
 Read the title. Why is 's added to Lincoln? Find the name 
 of a great country ? How is it written ? Why ? Why is president [^ 
 written with a small letter? 
 
 Lincoln's Boyhood. 
 
 (Reproduction.) 
 
 log cabin.... forest.... land.... cleared.... oxen.... big 
 
 boy.... rails.... fences.... Abraham Lincoln.... father.... 
 
 home. . . . farm. . . . corn. . . . potatoes. ... ax. . . . rough and hard 
 
 life. . . . president. . . . United States 
 
 The Backwoods. 
 
 (Original.) 
 
 Did you ever hear your grandfather or some other old man 
 
 tell about' his boyhood in the backwoods ? Did he live in a log house ? 
 
 Was he lonesome? Did he have any picture books or toys? How 
 
 did he play? Did he go to school? What did he learn? 
 
 LESSON 6. 
 
 A Good Son. 
 
 (Copy.) 
 
 Little Abraham Lincoln was a good and kind son to his 
 mother. She was not very strong. He helped her in many ways. 
 He carried water from the stream. He chopped wood for the fire. 
 His father was a poor farmer in a new country and Lincoln had 
 to help him also. He cleared the ground. He planted corn. He 
 chopped down trees. He made fences. He drove the oxen. He 
 hunted wild ducks and chickens. 
 
 Lincoln worked out of doors all the day and studied at night. 
 His mother taught him all she knew. He had only a few books. 
 These he read over and over by the firelight. Then he and his 
 good mother talked about many things. She taught him to love 
 his country. She told him about the brave men who had given 
 their lives to make America a free land. He loved the story of 
 George Washington best of all. 
 
 Spelling Words 
 
 Abraham Lincoln carried stream chopped 
 
 cleared America George Washington fences 
 
 oxen studied taught firelight 
 
 Spelling Groups 
 
 good son new country she hneiv he read their lives 
 Language 
 
 Read the sentence with taught. Read the sentence with a few. 
 How many are a fetvf (Not many.) Read the sentence with 
 many. How many are manyf (A great number.) What names 
 are written with capitals? Why? 
 
 A Good Son. 
 (Reproduction.) 
 What kind of son was Abraham Lincoln? What did he do
 
 57 
 
 for his mother? For his father? What did he do all day? At 
 night? "What did his good and kind mother teael\ hiin? 
 
 LESSON 7. 
 
 Lincoln and the Negroes. 
 
 (Copy.) 
 
 When Lincoln was twenty-one years old, he went down the 
 
 Mississippi River. He took a load of supplies on a raft. On this 
 
 trip he first saw the black slaves of the South. He saw some 
 
 whipped. It made him feel very sad. He never forgot it. He 
 
 was the friend of the slaves after that. He said he would do all 
 
 he could to help them. The white people of the South at that 
 
 time used to buy and sell slaves. They thought it was right to do 
 
 so. Sometimes the poor Negroes were parted from their families 
 
 and friends. They never saw them again. When Lincoln became 
 
 president, he set them all free. 
 
 Spelling Words 
 
 twenty-one Mississippi River supplies raft 
 
 slaves South thought Negroes president friends 
 
 Spelling Groups 
 
 some whipped used to huy was right 
 
 their families set free 
 
 Language 
 
 Read the first sentence. How are the two parts separated? 
 Notice the word before years. Give five more numbers that are 
 written with hyphens. Find the name of a river. How is it 
 written? Why? How is South written? Why? How is Negroes 
 written ? Why ? Why is president written with a small letter ? 
 
 Lincoln and the Negroes. 
 (Reproduction.) 
 
 twenty-one years. . . . Mississippi River. . . . supplies. . . . black 
 slaves.... the South.... whipped.... sad.... never forgot.... 
 friend. . . . help them. . . . buy and sell. . . . right. . . . parted. . . . 
 president. . . . set free 
 
 LESSON 8. 
 
 Mr. Postman. 
 
 (Copy.) 
 
 What a busy day Mr. Postman was having ! It was St. Valen- 
 tine 's Day, which comes the 14th of February. The mailbag was 
 heavy with pretty valentines. There were large ones and small 
 ones. Some were in boxes. There were many dainty postcards with 
 best wishes and words of love. 
 
 Wherever the postman went, smiles greeted him. He did not 
 have to wait long after ringing the doorbell. Little ladies and big 
 ladies all were glad to be remembered. Some received boxes of 
 candy and flowers for valentines. But each and every valentine 
 meant, "I love you." 
 
 1
 
 58 
 
 Spelling Words 
 
 busy St. Valentine's Day February mailbag 
 
 dainty postcards wherever greeted meant 
 
 doorbell remembered receiving flowers 
 
 Spelling Groups 
 
 there were some were every valentine 
 
 Language 
 
 What mark after the first sentence? "Why? Read the date 
 in the second sentence. Write it in a different way. Read the 
 sentences separated into parts by commas. Read the quotation in 
 the last sentence. How is it set off and separated from the rest of 
 the sentence? 
 
 Mr. Postman. 
 (Reproduction.) 
 
 Why was Mr. Postman busy ? What made his mailbag heavy ? 
 What kinds of valentines were in it? 
 
 How was the postman greeted everywhere? Did he have to 
 wait long? What did some receive for valentines? What did each 
 and every valentine mean? 
 
 Mr. Postman. 
 (Original.) 
 
 Is your postman very busj^ on St. Valentine's Day? Is his 
 mailbag very full ? Have you ever followed him around from door 
 to door? Are the girls and boys pleased when he comes? How 
 do they show it? 
 
 LESSON 9. 
 
 A Strange Valentine. 
 
 (Copy.) 
 
 May lived in the country. She had no neighbors except one 
 little girl named Edith. Edith lived five miles away from May. 
 These two little friends sent each other valentines every year. 
 One Valentine's Day May was expecting a valentine from Edith. 
 But no valentine came. May's father went to the postoffice. 
 There was none there for his little daughter. May was disappointed. 
 She could not imagine why Edith had forgotten her. 
 
 At five o'clock that night the doorbell rang. A man brought 
 in a package. May hurried to open it. It was a small box and in 
 one corner was a pretty white dove. It was a carrier dove. Around 
 its leg was a note from Edith. After that these two little girls 
 sent each other notes by Edith's valentine. 
 Spelling Words 
 
 valentine country neighbors except Edith 
 
 expecting postoffice disappointed imagine forgotten 
 
 doorbell package hurried corner carrier-dove 
 Spelling Groups 
 
 one girl two friends sent notes every year 
 
 there was none there five o'clock for her daughter 
 Language 
 
 Find all the names written with 's. What do these names tell? 
 Read the sentence that tells time.
 
 59 
 
 A Strange Valentine. 
 
 (Reproduction.) 
 Tell where May and Edith lived. What did they do on St. 
 Valentine's Day? Tell about May's disappointment. 
 Tell about the strange valentine, 
 
 A Carrier Pigeon. 
 (Original.) 
 
 Did you ever see a carrier pigeon? Describe it. ITow far 
 could it fly with a message? Where did its owner send it? Tell 
 some of its experiences. 
 
 LESSON 10. 
 
 A Valentine Birthday. Part I. 
 
 (Copy.) 
 
 Little Grace Story awoke at seven o'clock on her tenth birth- 
 day, which was on February 14, 1912. She found a large fancy 
 envelope on her pillow. Inside was a beautiful valentine. It was 
 a large white dove with a letter in its mouth. Grace read the letter. 
 It was from a fairy. It contained wishes for a happy birthday. , 
 The valentine was the first of ten Grace was to receive that day. 
 
 At the breakfast table standing by her plate was the second 
 valentine. It was a beautiful lace one with a boy and girl in a 
 pretty garden. 
 
 Grace could hardly eat her breafast, she was so excited. She 
 wondered when she would get the other valentines. She looked at 
 the clock. It was half past eight. She had to go to school. 
 
 Spelling Words 
 
 awoke o'clock birthday February 
 
 envelope pillow beautiful fairy 
 
 receive breakfast excited wondered 
 
 Spelling Groups 
 
 read the letter eight valentines half past 
 
 Language 
 
 What two words in the first sentence tell time? Write the 
 date in a different way. Read the first sentence in the last para- 
 graph. How are the parts separated? Read a sentence in this 
 paragraph that tells time. 
 
 A Valentine Birthday. Part I. 
 (Reproduction,) 
 
 When was Grace Story's birthday? When did she awake? 
 What did she find? What was inside? Tell about the dove and 
 the letter. 
 
 Where did she find her second valentine ? What kind was it ? 
 
 How did Grace like all this? What did she wonder? But what 
 did the clock remind her of just then?
 
 60 
 
 LESSON 11. 
 
 A Valentine Birthday. Part II. 
 (Copy.) 
 
 At noon Grace found a small box with her name on in the hall. 
 The postman had brought her her third valentine. It was made 
 of pink satin. 
 
 After lunch this little girl had to go back to school. But when 
 school was dismissed at three o'clock, she hurried home. 
 
 In the parlor she found Uncle Harry, Aunt Kate, Cousin Tom, 
 and her grandpa. Each had a valentine for little Grace. "That 
 makes seven," she said. "Three more to come," she added. She 
 laughed and clapped her hands. It was such fun. Then came the 
 birthday party. 
 
 Spelling Words 
 
 birthday postman third satin 
 
 dismissed hurried parlor party 
 
 Spelling Groups 
 
 Grace found three o'clock 
 
 Language 
 
 Read the second sentence in the second paragraph. How is it 
 divided? What two words in this sentence tell time? Read the 
 first sentence in the third paragraph. How are the words of a 
 series separated? What titles are written with capitals? Why? 
 What title is not? Why? Read the two sentences with quotations. 
 How are they separated from the rest of the sentence? 
 
 A Valentine Birthday. Part II. 
 (Reproduction.) 
 What did Grace find at noon? Who had brought it? What 
 was it? 
 
 Where did this little girl have to go after lunch? 
 When she got home after school, whom did she find in the 
 parlor? What did each have for little Grace? How many valen- 
 tines did that make? 
 Then came what? 
 
 LESSON 12. 
 
 A Valentine Birthday. Part III. 
 
 (Copy.) 
 
 In the center of the table was a big birthday cake. It was 
 mother's valentine to her little girl. 
 
 In the evening father came home with a basket on his arm. 
 Grace wondered what was in it. She heard a little mew. Then she 
 knew. Out crawled a pure white kitten with a blue ribbon around 
 its neck. Tied to this as a tiny valentine. Grace clapped her hands 
 with delight. 
 
 Bedtime came all too soon. When a happy little girl was ,iust 
 ready to creep into bed, there on her pillow she found a tiny valen- 
 tine fairy. She held a. letter ixt her hand. Grace opened it and. 
 
 I
 
 61 
 
 read it. It contained wishes for many happy returns of the day. 
 This was the tenth and last valentine. Grace was soon asleep dream- 
 ing about happy birthdays and valentines. 
 
 Spelling Words 
 
 valentine center birthday evening frosting 
 basket wondered mew crawled pure 
 
 delight bedtime pillow fairy tenth dreaming 
 
 Spelling Groups 
 
 she heard she knew Uue ribbon too soon found there 
 
 Language 
 
 What name in the second sentence tells whose? How is it 
 
 written ? Read the first sentence in the third paragraph. Spell too. 
 
 A Valentine Birthday. Part III. 
 (Reproduction.) 
 What was in the center of the table ? What was on it ? 
 What did Grace's father bring home in the evening? What did 
 she hear? Tell about the live valentine. 
 What did Grace find at bedtime? 
 
 Valentine Plans. 
 (Original.) 
 
 Can you tell about the valentine plans of some little girl or boy ? 
 
 LESSON 13. 
 
 George Washington at School. 
 
 (Copy.) 
 
 When George Washington was a small boy, there were very 
 few schools in the South. These were not very good. They were 
 not nearly so good as the schools of today. But George Wash- 
 ington's mother sent him until he was sixteen years of age. He 
 learned reading, writing, spelling, grammar, and arithmetic. His 
 blankbooks were always very neat. His examples were always right. 
 These blankbooks may be seen today at Mt. Vernon on the Potomac 
 River. 
 
 Spelling Words 
 
 South today until grammar arithmetic 
 
 blankbooks examples ]\It. Vernon Potomac River 
 
 Spelling Groups 
 
 there ivere very few they were were right 
 
 Language 
 
 Read the first sentence. How is it divided? Why is South 
 written with a capital? Find a name with 's. What does it tell? 
 Read the sentence with a long series of words. How are the 
 words of a series separated? Find the name of a place, The name 
 of a river. How are these names written?
 
 62 
 
 George Washington at School. 
 (Reproduction.) 
 
 few schools.... the South.... not good.... schools of to- 
 day. , . . sixteen years of age. . . . learned. . . . blankbooks. . . , Mt. 
 Vernon .... Potomac River 
 
 LESSON 14. 
 
 Washington as a Surveyor. 
 
 (Copy.) 
 
 "When Washington was only sixteen years of age he went out 
 to survey some land. He was not used to a hard and rough life. 
 Unlike Lincoln, his parents were rich and he had a nice home. But 
 he was a brave young man and he liked adventure. There were no 
 roads through the forest. He and his companion met wild animals 
 and Indians. But Washington was never afraid. They swam 
 across rivers. They often had to sleep by their campfires with 
 no shelter. For plates they often used chips of trees and sticks 
 for forks. All these hardships were good for Washington. When 
 he was twenty-one, he was sent on a long journey through the 
 wilderness to carry an important message. 
 
 Spelling Words 
 
 surveyor Lincoln parents adventure companion 
 afraid Indians shelter plates chips forks hardships 
 twenty-one important message journey wilderness 
 
 Spelling Groups 
 
 used to there tvere no roads 
 
 through the forest . their campfires 
 
 Language 
 
 Read the first sentence. How is it divided? Find two more 
 sentences divided by commas. Find the name of a nation. How 
 is it written? 
 
 Washington as a Surveyor. 
 (Reproduction.) 
 
 When Washington went on his first independent survey, how 
 old was he? Tell about his life. Tell about his parents and his 
 home. What kind of young man was he ? Tell about his adventures 
 in the forests. 
 
 no roads. . . . wild animals. . . . Indians. . . . never afraid. . . . 
 rivers .... sleep .... plates and forks .... hardships .... when 
 twenty-one .... message .... prepared 
 
 LESSON 15. 
 
 Harry's Easter Dream. 
 
 (Copy.) 
 
 What could it mean ? Was he on a farm ? Little Harry Brown 
 
 was beside himself. Surely he had gone to sleep in his own little
 
 63 
 
 bed in his father's house. But here he was in a noisy poultry yard. 
 Ducks and chickens and geese were having a great meeting. 
 
 Said one and all, "Every year at Easter the rabbits come and 
 carry off our eggs. We must put a stop to this." 
 
 Spelling Words 
 
 Easter surely noisy poultry chickens geese 
 Spelling Groups 
 
 own bed was here great meeting said one 
 
 every year our eggs carry off 
 
 Language 
 
 What kind are the first two sentences? What mark at the 
 end of each? Read the sentence with a quotation. How is a quota- 
 tion separated from the rest of a sentence? How does it begin? 
 How many sentences in this quotation? 
 
 Harry's Easter Dream. 
 (Reproduction and Original.) 
 What could it mean? Was he on a farm? What thoughts 
 troubled little Harry Brown? Where did he find himself? What 
 did he hear the chickens and ducks and geese say? Tell what a 
 goose advised them to do. A duck. A wise hen. Where were 
 the rabbits hiding just at this time? What did they do about it? 
 Did Harry have anything to say? 
 
 LESSON 16. 
 
 The Easter Rabbit Story. 
 
 (Copy.) 
 
 Not a rabbit to be found in the woods! Not a single white 
 cotton-tail in the bushes ! I wonder why. Don 't you know it is 
 Easter time? Rabbits must be busy, as busy as Santa Glaus at 
 Christmas time. 
 
 Away they scamper the night before Easter. Into every garden 
 they steal to leave beautiful tokens of the season. They wait until 
 all the lights are out and the children are tucked snugly in bed. 
 Then they go into the houses. Maybe they stop to nibble a carrot 
 or a cabbage, but they do not stop long. How they manage to 
 get in from the country and out again without being seen is more 
 than I can tell! I wonder can you? 
 
 Spelling Words 
 
 cotton-tail Easter busy Santa Glaus Ghristmas 
 
 scamper tokens season tucked snugly 
 
 nibble carrot cabbage manage 
 
 Spelling Groups 
 
 you knoiv every garden they steal 
 
 Language 
 
 What marks at the end of the first two sentences? Why? 
 What mark at the end of the fourth sentence? Why? Find the
 
 64 
 
 names of two holidays. How are they written ? Find the name of 
 an important person. How is it written ? 
 
 The Easter Rabbit Story. 
 (Reproduction.) 
 
 Not a rabbit to be found in the woods! Not a single white 
 cotton-tail in the bushes ! I wonder why. "What time is it 1 Why 
 must rabbits be busy? When do they scamper away? Where do 
 they go? 
 
 LESSON 17. 
 
 An Egg-hunt. 
 
 (Copy.) 
 
 It was a large and beautiful house in a large and beautiful 
 garden. An old lady and gentleman lived here all alone. But they 
 were not always alone. They had a troop of merry grandchildren, 
 who often came to see them. 
 
 On the Saturday before Easter grandpa and grandma always 
 had an egg-hunt for their grandchildren and other little friends. 
 If the day was pleasant, the hunt was in the garden. If it w^as rainy 
 weather, it was in the house. Grandma and grandpa were busy 
 all the week coloring eggs. On Saturday morning the mothers 
 brought more eggs. When no one was around, grandma and grandpa 
 went out and hid them. 
 
 Spelling Words 
 
 beautiful gentleman alone troop grandchildren 
 
 brought often Saturday Easter 
 
 friends weather coloring 
 
 Spelling Groups 
 
 lived here they were their children 
 
 all the iveek no one 
 
 Language 
 
 Read the first sentence in the second paragraph. What two 
 names are written with capitals? Why? What two titles are 
 written with small letters? Why? Find three sentences divided 
 into two parts by commas. 
 
 An Egg-hunt. 
 (Reproduction.) 
 Tell about the large house and garden. Who lived there all 
 alone? Who often came to see them? 
 
 What did these old people always have on Saturday before 
 Easter? For whom? Where in pleasant weather? Where in 
 rainy weather? What were they busy about all the week? When 
 did they hide the eggs? 
 
 Easter Rabbits. 
 (Original.) 
 When 3'ou were very small, what did you believe about Easter 
 rabbits? Tell about some of the Easter eggs they brought you. 
 Where did you find them?
 
 65 
 
 A Big Egg-hunt. 
 
 (Original.) 
 Did you ever go to a big egg-hunt? Where was it ? How many 
 children were there? When did you begin to hunt eggs? What 
 did you do with those you found? How many did you find? Who 
 found the most? How were the eggs then given out? 
 
 LESSON 18. 
 
 An Easter Lily. 
 (Copy.) 
 
 Little May had a garden. She loved her flowers and took the 
 best of care of them. Her friends often gave her new plants. 
 Nothing pleased her more. One day Mrs. Gray gave her a round 
 thing to plant. What could it be? It looked like an onion. But 
 May did as she was told. She watched for a long time. Many times 
 she wanted to dig it up. But Mrs. Gray told her to wait until 
 spring. 
 
 After the first warm weather, up came a stem with leaves 
 folded about it. It grew and grew. When it was about three 
 feet tall, long green buds appeared. And on Easter day three had 
 opened into beautiful lilies. When INIay went into her garden 
 Easter morning, she clapped her hands with delight. ' ' See my beau- 
 tiful lilies," she cried. Mrs. Gray was standing in her doorway. 
 It pleased her to see little May so happy. May thanked her for her 
 Easter gift. 
 
 Spelling Words 
 
 garden flowers onion watched weather leaves 
 appeared opened lilies clapped delight doorway 
 
 Spelling Groups 
 
 new plants one day for her gift 
 
 Language 
 
 Find a title that is an abbreviation. W^hat mark after it? 
 Find a sentence that asks something. What mark after it? Find 
 the name of a season. How is it written? Read the first sentence 
 of the second paragraph. What divides it into two parts? Find 
 another sentence separated into two parts by a comma. Another. 
 Find a sentence with a quotation. Read the quotation. How is it 
 set off and separated from the most of the sentence? 
 
 LESSON 19. 
 Easter Greetings. 
 (Copy.) 
 Dear Grandma, 
 
 I wish you and grandma a very happy Easter. We children 
 are going to have vacation the week before Easter. Robert and 
 I are going to the farm. Uncle George asked us to spend the whole 
 week with him and Aunt Bess. We can hardly wait for the time to 
 come. Love from us all to j^ou both. 
 
 Your loving 
 
 May.
 
 66 
 
 Spelling Words 
 
 grandpa Easter vacation Uncle George Aunt Bess 
 Spelling Groups 
 
 the ivhole week for the time 
 
 Language 
 
 Find two titles written with capitals. Tell why. Why is 
 grandpa written with a small letter? 
 
 An Easter Letter. 
 (Original.) 
 Write an Easter letter to some one in the family. Tell about 
 your plans for the spring vacation. 
 
 LESSON 20. 
 A Letter About Easter. 
 (Copy.) 
 Dear Aunt Sallie, 
 
 We children had such a very happy Easter. On the Saturday 
 before we went to an egg-hunt in Mrs. Snow's beautiful garden. 
 On Sunday we went to Sunday school and church. We all 
 received beautiful cards. There were many pretty white lilies on 
 the altar. I like to go to church on Easter. I like the flowers and 
 the grand music. Did you have a happy Easter, Aunt Sallie? 
 
 Your loving 
 
 May. 
 Spelling Words 
 
 Saturday beautiful Sunday School church 
 
 received lilies altar music 
 
 Spelling Groups 
 
 very happy there were 
 
 Language 
 
 Find an abbreviation. What mark after it? Whose garden? 
 How is a name that tells whose written ? 
 
 A Letter About Easter. 
 (Original.) 
 
 Write a letter to your aunt or grandma telling how you spent 
 Easter. Tell about eggs and cards received. Tell about Sunday 
 School and church. 
 
 LESSON 21. 
 
 A May Day Invitation. 
 
 (Copy.) 
 
 April 20, 1912. 
 Dear Aunt Helen, 
 
 On May Daj^ the school children of our city are going to have 
 a festival at Golden Gate Park. There is going to be a May Pole 
 dance by girls and boys of the fourth grade of our school. All are 
 going to dress in white. There is going to be a May Queen. She
 
 67 
 
 will wear a crown of white roses. Don't yoii want 1o come and go 
 with mother? 
 
 Your loving 
 
 Beth. 
 Spelling Words 
 
 May Day festival Golden Gate Park May Pole 
 school INTay Queen crown rosees 
 
 Spelling Groups 
 
 our city are going to there is to he 
 
 fourth grade will wear 
 
 Language 
 
 Name all the parts of a letter. Tell where each is written. 
 Tell about the capitals and commas. Find all the words written 
 with capitals. Tell why. 
 
 A May Day Invitation. 
 (Original.) 
 Write to some one about the May Day festival in your city. 
 Tell about the May Pole dance and the May Queen. Invite your 
 friend to come. 
 
 LESSON 22. 
 (Copy.) 
 
 San Francisco, May 27, 1910. 
 Dear Teacher, 
 
 Today is the last day of school. Vacation is almost here. 
 We are going to have a long playtime. We are going to play for 
 nearly two whole months. We shall forget school and books and 
 lessons. But we shall try not to forget all we have learned. We 
 cannot forget all our kind teachers. We wish you a -very happy 
 vacation and hope to see you again when we return. 
 
 Yours lovingly. 
 
 Spelling Words 
 
 San Francisco today vacation playtime 
 
 lessons learned lovingly 
 
 Spelling Groups 
 
 almost here two whole months our teachers to see 
 
 Language 
 
 Tell about each part of this letter. 
 
 Letter. 
 (Reproduction.) 
 
 Write a letter to your teacher about vacation and what you 
 expect to do. What are you going to forget and what are you going 
 to remember? 
 
 End with the best wishes for a happy vacation.
 
 68 
 
 LESSON 23. 
 
 Our Country's Birthday. 
 
 (Copy.) 
 
 During the summer vacation we had the 4th of July. It 
 is the date of our country 's birthday. We like to see the flags flying 
 on that day. Bands play and soldiers and sailors march to the 
 stirring music. And we all enjoy the fireworks at night. 
 
 "When we were little, we did not know what it all meant. Now 
 we are old enough to understand. It is our country's birthday. 
 
 Many years ago this country belonged to England. In many 
 ways it was very hard for the people of America. On July 4, 1776, 
 they agreed to be free and independent. The king of England did 
 not want to lose this country. He sent his soldiers over to fight. 
 There were five hard years of war. At last Washington and his 
 army won freedom for our land. He is called the Father of Our 
 Country. 
 
 Spelling Words 
 
 summer vacation birthday soldiers sailors 
 
 stirring music fireworks meant enough 
 
 England people American agreed independent 
 
 Spelling Groups 
 
 to see we were did not knoiv there were we are 
 very hard he sent icon freedom ovr land 
 
 Language 
 
 Read the title. Why do all the words begin with capital let- 
 ters? Find the name of a season in the first sentence? How is it 
 written ? Find two dates in this composition. Are they written 
 the same way ? Find two names of countries. How written ? Why 
 is king written with a small letter? Why is Washington written 
 with a capital? Find another name for Washington. 
 
 Our Country's Birthday. 
 
 (Reproduction.) 
 
 What holiday did we have during the summer vacation ? What 
 is there to see and hear on that day ? What does it all mean ? What 
 is the day? To what country did American once belong? How 
 was it hard for our country? What happened on July 4, 1776? 
 ITow did the king of England feel about it? How many years of 
 war were there? Tell what Washington did. What is he called? 
 
 LESSON 24. 
 
 The First Fourth of July. 
 
 (Copy.) 
 
 It was in the days of long ago. America was still young. Many 
 people had come across the Atlantic Ocean from England, France,
 
 
 69 
 
 Spain, and other countries of Europe. They had come to make the 
 new land of promise their home. 
 
 There were thirteen colonies along the Atlantic Coast that 
 belonged to England. The people still looked to the king of the 
 mother country as their ruler. But king after king taxed the 
 people of the thirteen colonies and made unjust laws to govern 
 them. They could stand it no longer. So on July 4, 1776. they 
 declared their independence. The Liberty Bell rang forth the 
 glad news. That is why the Fourth of July is a holiday. It is 
 our country's birthday. 
 
 Spelling Words 
 
 America many Atlantic Ocean England France 
 
 Spain countries Europe promise thirteen colonies 
 
 taxed unjust govern declared independence holiday 
 
 Spelling Groups 
 
 veivland their home there were rang forth ouriirthday 
 Language 
 
 Find all the names written with capital letters. Tell why each 
 is so written. Why is king written with a small letter? What does 
 a name with 's tell ? 
 
 The First Fourth of July. 
 (Reproduction.) 
 It was in the days of long ago. What country was still young? 
 Where had many people come from? Why had they come? 
 
 Tell about the colonies along the Atlantic Coast. Whom did 
 the people look to as their ruler? But what did king after king do? 
 What did the colonies do at last? What rang forth the glad news? 
 What is the Fourth of July ? 
 
 LESSON 25. 
 
 The Discovery of Gold. 
 
 (Copy.) 
 
 Gold was discovered in California in 1849. And the news 
 soon went round the world. Every ship that went out carried 
 news of more gold. And on its return it brought hundreds in 
 search of a fortune. And many a pioneer wagon crossed the dreary 
 plains in the face of danger and hardship. Indians and hunger 
 and thirst had to be met with. It was often a question of life and 
 death. And all this was suffered for gold. 
 
 Spelling Words 
 
 California discovered brought hundreds search 
 
 fortune pioneer crossed dreary danger 
 
 hardship Indians thirst question suffered 
 
 Language 
 
 Find the name of a state and a nation. IIow written? 
 
 L
 
 70 
 
 The Discovery of Gold. 
 (Reproduction.) 
 "When was gold discovered in California? How did the news 
 travel? What news did every ship that went out carry? What 
 did ever}' ship bring on its return ? How else did people get here ? 
 What had to be met on the way? What was it often a question of? 
 And all this was suffered for what ? 
 
 LESSON 26. 
 
 California's Birthday. 
 
 (Copy.) 
 
 After the discovery of gold in California town after town 
 sprang up in the mountains and along the rivers. People settled 
 wherever gold was found. More people and still more came out 
 west. Some came by water. Oth'^rs came by land. In two years 
 there were enough settlers here to make California a state. The 
 people sent word to Washington. They sent again and again. At 
 last the answer was given. It was on September 9. That is the 
 birthday of California. 
 
 Spelling Words 
 
 discovery California mountains rivers settled wherever 
 town enough settlers Washington September birthday 
 
 Spelling Groups 
 
 was found some came hy water 
 
 tivo years there were sent word 
 
 Language 
 
 Find the name of a state. A city. How written? Find a 
 date. Write it in a different way. 
 
 California's Birthday. 
 
 (Reproduction.) 
 
 What happened after the discovery of gold in California? 
 
 Where did the people settle? How did the people come here? 
 
 When were there enough settlers to make California a state? What 
 
 did the people do ? When was the answer given ? What is that day ? 
 
 LESSON 27. 
 Copy and fill in the blanks. 
 
 California's Birthday Party. 
 (Copy.) 
 Every state has a birthday. California's birthday comes in 
 the month of September. It is the day her native sons and daugh 
 ters never forget. They gather in different cities. Here they have 
 processions and everything is gay and festive. The *bear flag and 
 the stars and stripes float together in the breeze. I am a native 
 
 In the year I went to California's birthday party 
 
 at 
 
 1 
 
 *A flag that figured in the early history of California. 
 
 I
 
 71 
 Spelling Words 
 
 birthday month September native daughters cities 
 different processions festive stripes lioat native 
 
 Spelling Groups 
 
 here they have hear flag some day 
 
 Language 
 
 Find the names written with capitals. Tell wh3^ 
 
 California's Birthday Party. 
 
 (Reproduction.) 
 
 AVhat does every state ha've? When does California's birthday 
 
 come? Who never forget? "Where do they gather? What do they 
 
 have? What flags float together in the breeze? What are you? 
 
 did you ever go to California's birthday party? When and where? 
 
 LESSON 28. 
 Columbus. 
 Eead the story from the California State Series Second Reader, 
 page 26. 
 
 Spelling Words 
 
 Columbus sailors people laughed 
 
 Spelling Groups 
 
 hy the sea to talk new way no one 
 
 great sea he found sailed where our country 
 
 Language 
 
 Find the sentences with quotations. How are they set off? 
 How is each separated from the rest of the sentence? How does 
 each begin? Find a sentence that asks something. What mark 
 at the end ? 
 
 Columbus. 
 (Reproduction.) 
 When and where did Columbus live? When he was a boy, 
 where was his home? W^hat did he like to do? 
 
 What did he say? What did the people do? What did 
 they say? 
 
 When Columbus grew u]) to be a man, what did he do? 
 
 LESSON 29. 
 
 A Birthday Letter. 
 
 (Copy.) 
 
 Dear Grace, (Date.) 
 
 Five days more and you will be eight years old. I am writing 
 this birthday letter in time for you to get it. I know it has a long
 
 72 
 
 way to go. We all send you best wishes for a happy day. The 
 birthday card I painted myself at school. Mother sent you a little 
 package last night. I wish you many happy returns of the day, 
 dear Cousin Grace. 
 
 Your loving, 
 May. 
 Spelling Words 
 
 birthday painted package returns 
 
 Spelling Groups 
 
 eiglit years I know for you 
 
 mother sent dear Cousin Grace 
 
 Language 
 
 What are the parts of a letter? Where is each written? Tell 
 about the capitals and punctuation. Notice the comma before dear 
 Cousin Grace. 
 
 A Birthday Letter. 
 (Original.) 
 Write a birthday letter to a cousin. Send best wishes and 
 speak about a present you are sending. 
 
 LESSON 30. 
 
 A Hallowe'en Party. 
 
 (Copy.) 
 
 Mary and John Gray lived in the country on a large farm. It 
 was nearing Hallowe'en and they had planned a big jack o 'lantern 
 party. All were very glad when at last the night came. 
 
 Each child brought a jack o 'lantern, which was lighted up with 
 a candle. First they all marched around the garden. Then they 
 played Hallowe'en games and told ghost stories until eleven o'clock. 
 At this hour the two big wagons rolled up to the door to take 
 them home. They were merry when they came. But they were 
 merrier when they went away. 
 
 Spelling Words 
 
 Hallowe'en nearing planned jack o 'lantern invited 
 brought lighted candle ghost merrier 
 
 Spelling Groups 
 
 very glad eleven o'clock this hour 
 
 two wagons they were 
 
 Language 
 
 What do the apostrophes in Hallowe'en and jack o 'lantern 
 stand for? Read the jSrst sentence in the second paragraph. How 
 are the two parts of this sentence separated? What two words in 
 the next sentence tell time? 
 
 Ai
 
 73 
 
 A Hallowe'en Party. 
 
 (Reproduction.) 
 Where did Mary and John Grey live? What kind of a party 
 did they give? Who were invited? What did they play? Did 
 they have a merry time? Tell all about it. 
 
 A Hallowe'en Party. 
 (Original.) 
 Have you ever been to a Hallowe'en party? What fun do the 
 boys and girls have? What games do they play? What kind of 
 stories do they tell? 
 
 Hallowe'en. 
 (Original.) 
 What do the children who live near you do on Hallowe'en? 
 What do they make? W^hat games do they play? Do they have 
 merry times? 
 
 LESSON 31. 
 
 The Jack o'Lantern. 
 
 (Copy.) 
 
 Baby Alice wondered what her big brothers and sisters were 
 
 going to do with so many pumpkins. She knew that mother never 
 
 used so many for pies. What were they going to make? 
 
 Eight o'clock was a late hour for little girls to be sitting up 
 and Alice's eyes began to blink. She climbed upon her father's 
 knee and was soon fast asleep. Even the pumpkins were forgotten. 
 Soon the merry laughter of brothers and sisters awakened her. 
 She sat up and rubbed her eyes. What were those ugly faces? 
 Alice threw her arms around her father's neck and hid her face. 
 Father whispered something to her. Then she lifted her head and 
 laughed. I wonder what he told her? 
 
 Spelling Words 
 
 Baby Alice wondered pumpkins whispered blink 
 climbed knee laughter awakened ugly 
 
 Spelling Groups 
 
 going to she knew eight o'clock 
 
 late hour threw her arms 
 
 Language 
 
 Find a sentence that asks something in the first paragraph. 
 Read the first sentence in the second paragraph. What two words 
 tell time? What name tells whose? Find two questions in the last 
 paragraph. 
 
 The Jack o'Lantern. 
 (Reproduction.) 
 Baby Alice pumpkins mother late hour fath- 
 er's knee forgotten merry laughter ugly faces hid 
 
 her face. . . . whispered. . . . laughed
 
 74 
 
 Jack o'Lantern. 
 
 (Original.) 
 
 Why is there a big sale of pumpkins at Hallowe'en? Tell how 
 
 the boys make jack o 'lanterns and what they do with them. Were 
 
 you afraid of them when you were small? Have you ever seen 
 
 anybody frightened by the ugly faces? 
 
 LESSON 32. 
 
 Rob's Pumpkin. 
 
 (Copy.) 
 
 There was a large field of pumpkins back of Farmer Gray's 
 
 house. The little boy who lived on this farm had been watching 
 
 them grow for several months. One pumpkin near the middle of 
 
 the field was larger than all the rest. "Wouldn't that one make 
 
 a fine jack o 'lantern for Hallowe'en?" said Rob, as he stood looking 
 
 at it. "I'll ask Farmer Gray to give it to me," he said to himself. 
 
 That evening at supper he asked for the pumpkin. To his delight 
 
 Farmer Gray said he might have it. Rob was a very happy boy 
 
 when he went to bed. What fun he would have! 
 
 Spelling Words 
 
 field pumpkin months wouldn't 
 
 jack 'lantern Hallowe'en evening delight 
 
 Spelling Groups 
 
 there was for months that one 
 
 Language 
 
 Why is Farmer written with a capital letter? Read the sen- 
 tence with a quotation. How is it set off? How is it separated 
 from the rest of the sentence? Read the next sentence with a 
 quotation. How is it separated from the rest of the sentence? 
 Read the sentence with exclamation marks. Why used? 
 
 Rob's Pumpkin. 
 (Reproduction.) 
 
 What was growing back of Farmer Gray's house? Who had 
 been watching them? Tell about the largest one. Who told Rob 
 he might have it? 
 
 A Dream of a Pumpkin. 
 
 (Original.) 
 
 Tell a story about a dream of a pumpkin. Where was the 
 
 pumpkin? Who wanted it? How big was it? Tell the big price 
 
 paid for it. Next, toll about the big wagon that came to take it 
 
 away. Lastly, tell what happened to it. 
 
 LESSON 33. J 
 
 The Thanksgiving Story. Part I. jt 
 
 (Copy.) * 
 
 Many, many years ago some people called Pilgrims left their 
 homes in England. They sailed across the sea to America. It was
 
 I 
 
 75 
 
 a long trip over a stormy sea. They prayed to God to take care of 
 them. On a cold day in December they landed. They stepped out 
 on a large rock. It is called Plymouth Rock. 
 
 These Pilgrims did not find any white people in America. 
 Indians lived in the forest. The Pilgrims became friends with 
 some of them. 
 
 The first thing the Pilgrims had to do was to build houses. 
 They made log cabins. The wind blew through the cracks. Many 
 times the rain came in. It was a very hard winter. ]\Iany were 
 taken sick. Half of them died before spring came. But better 
 times were coming. 
 
 Spelling Words 
 
 stormy prayed friends build cabins 
 
 Pilgrims England America Plymouth Rock Indians 
 
 Spelling Groups 
 
 some people thei}' houses the sea 
 
 wind hlew through cracks 
 
 Language 
 
 Find two names of people. Two of countries. How are they 
 written? "Why is Plymouth Rock written with capital letters? 
 Find the name of a season. How is it written ? Find the name of 
 God. How is it always written ? 
 
 The Thanksgiving Story. Part I. 
 (Reproduction.) 
 
 When did the Pilgrims leave their homes in England? Where 
 did they go? What kind of trip did they have? When did they 
 land ? What large rock did they step upon ? 
 
 What kind of people did they find in the forest? 
 
 What did they have to do first? Tell about their log cabins. 
 What kind of winter was their first one? What happened to 
 many of them? 
 
 LESSON 34. 
 
 The Thanksgiving Story. Part II. 
 
 (Copy.) 
 
 Spring came and with it the warm sunshine. The Pilgrims 
 took heart again. They planted corn. The men shot wild game 
 in the forest. The women made new clothes to wear. They built a 
 log church. The Indians were friendly. The Pilgrims were at 
 peace and happy. 
 
 When harvest time came, they had plenty of corn. They had 
 enough for the coming winter. They had a whole week for thanks- 
 giving and feasting. They went to church. They gave thanks to 
 God. For their dinners they had turkey and cranberries and pop- 
 corn. They invited the Indians. Ever since we have had a Thanks- 
 giving Day in November. We thank God for his goodness to us all.
 
 76 
 
 Spelling Words 
 
 sunshine vegetables women built church 
 
 Indians friendly harvest plenty enough 
 
 Thanksgiving feasting turkey cranberries 
 
 popcorn invited goodness 
 
 Spelling Groups 
 
 new clothes to wear at peace whole week their dinners 
 
 Learn. 
 
 The name of God is always written with a capital. 
 
 The Thanksgiving Story. Part II. 
 (Reproduction.) 
 
 What came with the spring? How did it make the Pilgrims 
 feel? What did they plant? What did the men shoot? What 
 did the women make? What did they build? How did the In- 
 dians act ? How did the Pilgrims feel ? 
 
 Tell about harvest time. What did they have plenty of ? What 
 did they do for a week ? Tell what they had for their Thanksgiving 
 dinners. Whom did they invite ? What have we had ever since ? 
 
 LESSON 35. 
 Copy and study for dictation. 
 
 1. We know that God is good. 
 
 2. We know that God is just. 
 
 3. We know that God is love. 
 
 4. Our Father in heaven loves his children. 
 .5. We must trust in God. ./; 
 
 6. God is sometimes called Providence. 1(1 
 
 7. God is Lord of us all. 
 
 8. We must love and obey our Father in heaven. 
 
 9. We must love God with all our heart. 
 10. Our God loves the birds and every living thing, for He 
 
 made them all. 
 
 LESSON 36. 
 
 A Thanksgiving Invitation. 
 
 (Copy.) 
 
 Nov. 20, 1912. 
 Dear Aunt Mary, 
 
 Grandma is going to send us a fine big turkey for Thanks- 
 giving. Mother wants you and the boys to come and help us eat it. 
 Dinner wall be ready at four o'clock. I hope you will come, dear 
 Aunt Mary. 
 
 Your loving 
 
 Ned. 
 Spelling Words 
 
 grandma turkey Thanksgiving ready o'clock
 
 Language 
 
 What are the parts of a letter? Tell where each is written 
 About the capitals and commas. Find a group of words that tells 
 time. 
 
 A Thanksgiving Invitation. 
 
 (Original.) 
 
 Write an invitation to some cousins to come to your Tiianks- 
 giving dinner. Tell about the fine turkey you are going to have. 
 
 LESSON 37. 
 
 The Pilgrims. 
 
 Read from the *California State Series Second Reader, Page 27. 
 
 Spelling Words 
 
 Columbus country people Pilgrims Mayflower 
 
 shore built women winter spring 
 
 Indians w^hite joyful Thanksgiving Day 
 
 Spelling Groups 
 
 came here they sailed the sea some Indians 
 
 to see their corn for our food 
 
 Language 
 
 Find the name of a man, of a class of people, of a nation, of 
 a boat, and of a holiday. How are they all written ? Find the 
 name of a season. How is it written ? 
 
 The Pilgrims. 
 (Reproduction.) 
 
 What happened after Columbus found our country? Who 
 were the Pilgrims? How did they get here? When did they 
 come? What kind of country and climate did they find? What 
 did they do? 
 
 Tell about their first winter. W^hat happened in the spring? 
 Who came to see them? What did they give the Pilgrims? What 
 did they teach them? When the corn was ripe, what did they do? 
 What day was it? 
 
 A New Country. 
 
 (Original.) 
 
 When people settle in a new country, what do they have to 
 do first? What do they have to build? What do they have to 
 do to the land? How can they make fences? What are the fences 
 for? What do they plant for food for themselves? What kind 
 of life is it? 
 
 ♦Brooks's Second Reader.
 
 78 
 
 LESSON 38. 
 
 A Happy Thanksgiving. 
 (Copy.) 
 It was Thanksgiving Day. John was glad because they were 
 all going to grandmother's for dinner. It was not six o'clock 
 yet, when he woke up. His mother was already bustling about, 
 for there was much to do. Grandma lived ten miles away. Their 
 father was going to drive them in the big open sleigh. At nine 
 o'clock everybody was ready. The sun was shining brightly. There 
 was a fine hard snow on the ground. They arrived at the farm 
 at eleven o'clock. There were cousins and uncles and aunts already 
 there. At one o'clock they had dinner. They had everything good 
 to eat that they could want. After dinner they played games. 
 John spent a very happy Thanksgiving. 
 
 Spelling Words 
 
 o'clock already bustling sleigh everybody 
 
 brightly arrived cousins uncles aunts 
 
 Spelling Groups 
 
 they were going to their father there were 
 
 Language 
 
 Find the name of a holiday in the first sentence. How is it 
 written? Find the name that tells whose in the second sentence. 
 How is it written? Find all the word groups that tell time. 
 
 A Happy Thanksgiving. 
 (Reproduction.) 
 What day was it? Why was John glad? When did he wake 
 up ? Who was already bustling about ? Where did his grandmother 
 live? How were they going there? When were they ready to 
 start? What made it pleasant to ride? When did they arrive 
 at the farm? Whom did they find there already? When did they 
 have dinner? What did they do after dinner? What kind of 
 Thanksgiving Day was it for all? 
 
 The Best Thanksgiving Day. 
 (Original.) 
 What was the best Thanksgiving Day you ever had? Where 
 did you spend it? With whom? What did you do in the morn- 
 ing? Who were at the Thanksgiving dinner? Was it a jolly 
 party? What did you do after dinner? How did you spend the 
 evening ? 
 
 LESSON 39. 
 
 San Francisco, 
 November 30, 1912. 
 Dearest Grandma, 
 
 Thanksgiving Day is past. We got the box of good things] 
 you sent us. Many thanks, dear grandma. How often on Thanks- 
 giving Day we wished you were with us! We went to church ini 
 the morning. Then we helped mother get dinner. After dinner]
 
 79 
 we played games. In the evening some of our friends cailt'd. We 
 sat aronnd the fire. Aunt Nellie popped eorn and Uncle (;e<»rge 
 told ns funny stories. p]verybody had a jolly time. We hope you 
 and grandpa can be with us at Christmas and New Yi-ar's. Tiov.- 
 and best wishes to you both from 
 
 Your affectionate 
 
 Susie. 
 Spelling Words 
 
 San Francisco church evening Uncle George 
 
 everybody . grandpa ^ Thanksgiving Day 
 
 Christmas New Year's affectionate 
 
 Spelling Groups 
 
 is past you sent some of our friends 
 
 Language 
 
 Find three names of holidays. Find two titles with names. 
 Kow are they written? Find two titles written with small letters. 
 Why? Find a sentence followed by an exclamation mark. Why 
 
 used? 
 
 A Note of Thanks. 
 (Original.) 
 Write a note of thanks for a box of good things received for 
 Thanksgiving. Tell how you spent the day. Send love and best 
 wishes. 
 
 LESSON 40. 
 
 San Francisco, 
 December 19, 1902. 
 Dear Mother, 
 
 A merry, merry Christmas! With this note I am sending 
 you something I made at school. I hope to be promoted to the 
 
 grade. 
 
 Your loving son, 
 
 A Letter. 
 (Original.) 
 Write a short letter to an aunt or an uncle to go with a Christ- 
 mas present. First send greetings. Then tell of a package coming. 
 Say a few words about the weather. 
 Send love and best wishes. 
 
 LESSON 4L 
 
 Jack's Sled. 
 
 (Copy.) 
 
 Jack's eyes opened wide early Christmas morning. Do you 
 wonder why? There would be many fine toys under th.> Christ- 
 mas tree. 'But Jack wished most of all that there would be a 
 beautiful new sled for him. Surely Santa would not forget, when
 
 80 
 
 he wanted it so much. In a very few minutes he was coming 
 down the stairs, two at a time. He opened the parlor door and 
 there under the tree was the present he wanted. 
 
 Jack did not wait to see the other things. Up to the top of 
 the hill back of the house he climbed with his new sled. Then 
 away he went, down the hill and across the meadow. How fast 
 it went! It was the nicest sled he had ever seen. He called the 
 other boys and gave them each a ride. What fun they all had! 
 
 Spelling Words 
 
 early Christmas surely Santa* minutes 
 
 stairs parlor present climbed meadow 
 
 Spelling Groups 
 
 there would he new sled for him two at a time 
 
 the tree to see 
 
 Language 
 
 What name in the title tells whose ? How is it written ? Find 
 the name of a holiday and of an important person. How are 
 they written? Find a sentence that asks something. What mark 
 at the end? Find the sentences that are divided into two parts 
 by commas. Find two sentences in the last paragraph with ex- 
 clamation marks at the end. Why used? 
 
 Jack's Sled. 
 
 (Reproduction.) 
 
 Jack's eyes.... why.... toys.... sled.... Santa.... few 
 minutes.... stairs.... parlor.... door;... didn't wait. .. . hill 
 .... down. . . . meadow. . . . fast, . . . nicest. . . . boys. . . . fun 
 
 LESSON 42. 
 
 A Christmas Feast. 
 
 (Copy.) 
 
 It was Christmas morning in New York City. The air was 
 crisp and cold. The beautiful white snow covered everything. Mrs. 
 Brown and Miss Smith were out walking near Central Park. They 
 stopped to watch an old man. He stood near the gate of the 
 Park. With his cane he struck a post three sharp blows. From 
 the hedges and the trees came birds and squirrels. The birds 
 perched upon his shoulders. They ate seeds from his hand. The 
 squirrels found nuts in his coat pockets. The dear old man was 
 giving them their Christmas dinner. 
 
 Spelling Words 
 
 New York City crisp beautiful everything 
 
 stopped struck Central Park hedges 
 
 squirrels perched shoulders pockets 
 
 Spelling Groups 
 
 icere out to watch they ate dear man iheir dinner 
 
 I
 
 Language 
 
 Find the name of a holiday and of a cily in the first sontenco. 
 How are they written? Read the fonrtli .sentence. Find two 
 names with titles. What is Mrs. ? What is an abbreviation ? What 
 mark after an abbreviation? Find the name of a park. Why is 
 it written with capital letters? 
 
 A Christmas Feast. 
 (Reproduction.) 
 What morning Avas it? What co'vered evorythinu'? Where 
 were Mrs. Brown and Miss Smith walking? Whom did they 
 watch? Tell what the old man did and what happened. 
 
 LESSON 43. 
 
 The Plans Overheard. 
 
 (Copy.) 
 
 Two little newsboys stood in front of a toy window. They 
 were looking at the toys with longing eyes. ''Jim, I want to get 
 my brother a bat and ball for Christmas," said Tom. "I have 
 a dollar in my bank at home," said Jim. "What are you going 
 to do with it?" asked Tom. "I am going to buy a woolly lamb 
 for the baby and a doll for sister," said Jim. 
 
 All this time some one stood listening. Tears came into his 
 kind blue eyes. He slyly dropped a bright shining dollar into 
 each boy's pocket. 
 
 Spelling Words 
 
 overheard stood front window dollar 
 
 woolly listening tears slyly dropped 
 
 shining pocket 
 
 Spelling Groups 
 
 tivo newsboys they were for Christmas to hui/ 
 
 some one hlue eyes 
 
 Language 
 
 Eead each sentence with a quotation. How is each quotation 
 set off? How is it separated from the rest of the sentence? What 
 word in the last sentence tells whose? How is it written? Find 
 a question mark. How is it used? 
 
 The Plans Overheard. 
 (Reproduction.) 
 Where were two little newsboys standing? At what were 
 thev looking? Tell what each said. 
 
 " Who was listening all this time? What did the kind man do? 
 
 LESSON 44. 
 
 The Story of Piccola. 
 
 (Copy.) 
 
 In a far-away country there once lived a little girl named 
 
 Piccola. Her father and mother were very poor. Little Piccola
 
 82 
 
 had no pretty toys, but she was a very happy little girl. Above 
 all times of the year, she loved Christmas best. Santa Claus al- 
 ways came and left a present in her shoe. Where Piceola lived, 
 the children do not hang up their stockings. Their presents are 
 put in their shoes. 
 
 One year Piceola 's mother had hardly enough money to buy 
 bread. She was afraid there would be no present for her little 
 girl. The night before Christmas Piceola put her shoe by the 
 chimney. In the morning when she awoke, she ran to see what 
 was in it. How she danced and laughed! What do you think 
 she found? A little robin had nestled down inside. 
 
 Spelling Words 
 
 Piceola far-away country once Christmas 
 
 Santa Claus present children stockings 
 
 hardly enough money bread afraid 
 
 laughed nestled 
 
 Spelling Groups 
 
 there lived very poor no toys 
 
 where she lived their stockings one year 
 
 to buy for her girl hy the chimney 
 
 Language 
 
 What word in the title is written with a small letter? Why? 
 How many paragraphs? Tell what each is about. Find the sen- 
 tences in the first paragraph that are divided into two parts by 
 commas. Find two names of people and one of a holiday. How 
 are they written ? Find a name in the first sentence of the second 
 paragraph that tells whose. Find a sentence with an exclamation 
 mark. Why used? 
 
 The Story of Piceola. 
 (Reproduction.) 
 
 Where did Piceola live? Were her father and mother rich? 
 Was Piceola happv? What time of the year did she like best of 
 all? Why? 
 
 Tell what happened one year. 
 
 LESSON 45. 
 
 The Little Fir-tree. 
 
 (Copy.) 
 
 There was once a little fir-tree. It was very small. It wished 
 to be as large as the other trees growing near it. One day a man 
 came into the woods. He cut the tree down. He took it home. 
 It was to be a Christmas tree. He decorated it with pretty things. 
 The fir-tree was very happy and proud. 
 
 On Christmas morning little children danced around it. For 
 two weeks the little fir-tree was a beautiful Christmas tree. Then 
 all the pretty things were taken ofif. The same man came into the ; 
 parlor. He took the fir-tree away. He threw it into the cellar. 
 It stayed there a long time. The fir-tree was very sad.
 
 83 
 
 One day some children came into the cellar. They saw the 
 fir-tree. They took it into the yard. They put it up and danced 
 around it. Then the fir-tree was happy again. But its happiness 
 did not last long. It was chopped up for firewood. Then it wished 
 it was back again on the mountain-side. 
 
 Spelling Words 
 
 once fir-tree proud parlor cellar stayed 
 
 sunny happiness chopped decorated nionntain-side 
 
 Spelling Groups 
 
 there was very small one day the tree 
 
 two weeks taken off threw it some children 
 
 they saw for firewood stayed there 
 
 The Little Fir-tree. 
 (Reproduction.) 
 
 Once there was a little fir-tree. What did it wish? "What 
 happened one day? What did the man want the little fir-tree for? 
 
 Tell about Christmas morning. But what happened after two 
 weeks? What was the end of the little fir-tree? 
 
 LESSON 46. 
 
 The Christmas Pennies. 
 
 (Copy.) 
 
 Little Beth Green found a note on her pillow Christmas morn- 
 ing. It was from her Aunt Flora. Beside it lay a bright new 
 penny. It was the first of fifty Beth was to find that day. The 
 second she found in her stocking, and the third she found in her 
 shoe. Another lay shining in the wash basin. She stopped dressing 
 and began to hunt about her room. She found five. She almost 
 forgot that it was Christmas morning. 
 
 Then she ran downstairs to get her stocking, which hung by 
 the fireplace. It was as full as it could be of nuts and rosy 
 apples and candy. Way down in the tip of the toe she found an- 
 other bright copper. At breakfast she found more peimy fairies 
 under her plate and saucer. 
 
 Now I shall let you guess where she found the rest and what 
 she did with them. 
 
 Spelling Words 
 
 pillow first fifty second stocking third 
 
 another guess shining basin copper 
 
 breakfast fairies saucer downstairs fireplace 
 
 Spelling Groups 
 
 new penny ivhere found 
 
 Language 
 
 Find two names in the first sentence written, with capitals. 
 Why? W^hat name with a title in the second sentence? Read 
 the sentence with lay. What two words could be used instead 
 of lay?
 
 84 
 
 The Christmas Pennies. 
 
 (Reproduction.) 
 
 "What did little Beth Green find on Christmas morning? From 
 whom was it? What lay beside it? Tell about her aunt's plan. 
 Her hunt for the other pennies. Where she found them. 
 
 A Game of Hunting. 
 
 (Original.) 
 
 Think of a plan like Aunt Flora's. Is it going to be a Christ- 
 mas or a birthday game? For whom is it going to be? What are 
 you going to hide? Is it going to be pennies or nickels or dimes? 
 Is it going to be brownies or paper dolls? 
 
 LESSON 47. 
 
 San Francisco, 
 December 1, 1909. 
 My dear Aunt Ruth, 
 
 A merry, merry Christmas to you and Uncle Ned ! Last night 
 mother made a nice package of our gifts to you both. As I want 
 you to be surprised, I shall not tell you what they are. You will 
 get them before Christmas, but please do not open them until 
 Christmas Eve. 
 
 I suppose everything is white under cover of the beautiful 
 snow. I would like to spend every winter with you. I like your 
 winter sports. We are having rainy weather just now. I hope 
 it will be pleasant during the holidays. 
 We send best love to you both. 
 
 Your affectionate niece, 
 
 Susie. 
 Spelling Words 
 
 Uncle Ned package surprised Christmas Eve 
 
 suppose beautiful sports pleasant holidays 
 
 affectionate niece 
 
 Spelling Groups 
 
 our gifts they are rainy weather 
 
 every winter just now 
 
 Language 
 
 Name the parts of a letter. Tell about the capitals and marks 
 of punctuation. What title with a name in the first sentence? 
 Why is the exclamation mark used? How written? Find two 
 sentences each separated into two parts by a comma. 
 
 A Christmas and New Year's Greeting 
 
 (Original.) 
 
 Send holiday greetings to some relative or friend. Tell in 
 what grade you are and if you hope to be promoted.
 
 85 
 LESSON 48. 
 
 h 
 
 ^^^p Sau Francisco, 
 
 " ^ ^ Dec. 1, 1909. 
 
 Dear Santa, 
 
 I know you are waiting for letters from good little boys and 
 girls all over the land. You and Mrs. Santa Glaus would surely 
 like to know just what to bring us. It must be hard for you to 
 choose sometimes. How do you always find out just what each little 
 boy and girl wants ? I am going to write for all our family. Papa 
 wants a nice warm overcoat. Mamma wants a new dress. Brother 
 Jack wants* an Indian suit. I want a dolly with golden hair and 
 blue eyes. I hope this is not asking too much. 
 
 Your little friend, 
 
 Grace . 
 Spelling Words 
 
 waiting Mrs. Santa Glaus surely choose 
 
 overcoat Indian suit dolly 
 
 Spelling Groups 
 
 for letters to know to write our family 
 
 new dress golden hair hlue eyes too much 
 
 Language 
 
 Name the five parts of a letter. What two parts to the head- 
 ing? Tell about the punctuation. What mark after Dear Santa? 
 Where does the first word of a letter begin? Find a name with a 
 title. Why is Indian written with a capital? How is the title 
 written? Why? Read the last sentence. Spell too. What mark 
 after Your little friend? After the name? 
 
 A Letter to Santa Claus. 
 (Original.) 
 Write a nice letter to Santa Claus. Tell him what each one 
 in the familj^ wants. Send best wishes to Mrs. Santa Claus. 
 
 A Letter to Santa. 
 (Original.) 
 Did you ever send a letter to Santa? How old were you? 
 What did you tell him? 
 
 LESSON 49. 
 Mr. and Mrs. Santa Claus. 
 (Copy.) 
 
 Mr. and Mrs. Santa Claus sat before their big book. It was 
 spread out on a big table in a big room in their big house in the 
 Far North. 
 
 "Let us make our choice of gifts for the children of Cali- 
 fornia," said Santa with a merry twinkle in his eyes. "All right," 
 said his kind and jolly wife and helper. "I'll decide for the 
 girls and you decide for the boys." "Remember," said Santa, 
 only the good boj-s and girls." Then he laughed and said, "Ha! 
 Ha! Ha!"
 
 86 
 
 So they began. For the girls dear Mrs. Santa Claus chose 
 dolls, doll buggies, doll-houses, and many other things they like. 
 For the boys old Santa selected trains, cars, drums, horns, and 
 other toys too many to name. Wouldn't you like to have heard 
 what they chose for you? 
 
 Spelling Words 
 
 spread Far North gifts children California 
 
 twinkle decide remember chose 
 
 buggies selected 
 
 Spelling Groups 
 
 their book our choice all r-ight too many have heard 
 
 Language 
 
 Find two abbreviations in the first sentence. Why is Far 
 North written with capitals? Find the name of a state. Read 
 all the sentences with quotations. How are the quotations set 
 off? How is each separated from the rest of the sentence? Find 
 two quotations that are divided. How many sets of quotation 
 marks for a divided quotation? Find some exclamation marks. 
 Why are they used? Find two series of words in the second 
 paragraph. How are the words of a series set off? What mark 
 after the last sentence? Why? 
 
 Mr. and Mrs. Santa Claus. 
 (Reproduction.) 
 Where did Mr. and Mrs. Santa Claus sit? What was before 
 them in the large room? 
 
 What did Santa suggest? What did his wife say? 
 What did Mrs. Santa choose for the girls? What did Mr. 
 Santa choose for the boys? Wouldn't you like to have heard what 
 they chose for you? 
 
 Mr. and Mrs. Santa Claus. 
 
 (Original.) 
 
 Tell about their big book. Did they let you have a peep? 
 
 What did you find out about yourself and your friends? Tell 
 
 what Mr. and Mrs. Santa chose for the different boys and girls 
 
 of your class. 
 
 LESSON 50. 
 
 San Francisco, 
 December 1, 1910. 
 Dearest Grandpa, 
 
 For a whole month I have been working before school and 
 after school to earn some money for Christmas. For you I have 
 bought a nice pair of warm slippers. Mother said you like new 
 slippers for Christmas. 
 
 I wish, dear grandpa, that we might spend the holidays to- 
 gether. Since we cannot, I want to wish you a very merry Christ- 
 mas and a happy New Year. 
 
 Yours lovingly, 
 
 Harry.
 
 87 
 Spelling Words 
 
 bought holidays Christmas together Now Year 
 
 Spelling Groups 
 
 whole month to cam some money for Christmas 
 
 nico 2)flir vnv slippers 
 
 Language 
 
 How many parts to the heading? How is the heading i)unctu- 
 ated? What mark after Dearest Grandpa? How is Grandpa writ- 
 ten? How is it written in the body of the letter? AVhat names 
 of holidays ? How written ? What mark after Yoiirs lovingly? 
 
 A Christmas Letter. 
 (Original.) 
 
 Write a letter from a little boy to his grandi)a telling how 
 he earned some Christmas money. Let him tell what he bought 
 with it. Close with good wishes for the holidays. 
 
 A Christmas Letter for Grandma. 
 (Original.) 
 Write a letter from a little girl to her grandma. Let her 
 tell what she made for Christmas. Close with wishes for a merry 
 Christmas. 
 
 LESSON 51. 
 
 San Francisco, 
 December 3, 1909. 
 Dear Uncle George, 
 
 A merry Christmas and a very happy New Year! With this 
 note I am sending you something I made myself at school. 
 
 I am in the high fourth grade. I hope to be promoted to the 
 h!gh fifth when school closes. 
 
 Dear Uncle George, I wish I could be with you and Aunt 
 Alice and all the cousins this Christmas. Wouldn't it be jolly? 
 Didn't we have a fine time last year? California winter weather 
 is not the kind I like. We have no snow and ice and so we cannot 
 skate and play snowball and go sleigh-riding. I hope it will not 
 rain on Christmas and New Year's. Then we could not go calling 
 on our relatives and friends and neighbors. 
 
 We all send love and best wishes. 
 
 Your loving niece, 
 
 Mabel. 
 Spelling Words 
 
 promoted cousins skate snowball sleigh-riding 
 
 relatives neighbors greeting season niece 
 
 Spelling Groups 
 
 fourth grade California u-father our relatives 
 
 Language 
 
 Name the parts of a letter. Tell about the capitals. The 
 periods and commas. How many paragraphs? What does each 
 tell about? Find an exclamation mark in the first paragraph. 
 Whv is it used ? Find two names with titles. How arc they written ?
 
 88 
 
 LESSON 52. 
 
 A Long Row of Stockings. 
 (Copy.) 
 "What a row of stockings to fill!" said jolly old Santa. There 
 he stood before ]\Irs. Bird's fireplace and counted them. Each had 
 a name pinned on so that he would make no mistakes. There 
 were grandpa's and grandma's. Next came father's and mother's. 
 Brother Joe's hung next and Sister Nell's beside his. Mary's, 
 Susie's, Tom's, and the baby's followed in line. Into each old 
 Santa put nuts, rosy apples, Christmas cakes, and candy. Then 
 he added a special package for each one. I wonder what those 
 packages contained. 
 
 Spelling Words 
 
 stockings jolly Santa fireplace counted 
 
 pinned mistakes followed special 
 
 package Monday 
 
 Spelling Groups 
 
 stood there there ivere 
 
 Language 
 
 What word in the title is written with a small letter? Read 
 the first sentence. What mark after the quotation? Why? How 
 is the quotation set off? Find all the names written with 's. 
 What does each tell? Find two series of words. How are the 
 words of a series separated? What mark after the last sen- 
 tence ? Why ? 
 
 A Long Row of Stockings. 
 (Reproduction.) 
 What did Santa say when he saw all the stockings? WhcTse 
 stockings were hanging near the fireplace? How could Santa tell 
 to whom each belonged? 
 
 Tell what he put into each. 
 
 A Long Row of Stockings. 
 (Original.) 
 Did you ever see a long row of stockings hanging near the 
 fireplace on Christmas Eve? Whose stockings were they? Who 
 hung them there? 
 
 Tell about that same row of stockings on Christmas morning. 
 
 LESSON 53. 
 
 The Christmas Feast of the Sparrows. 
 
 (Copy.) 
 
 In the far-off land of Norway, when the harvest is gathered 
 in, the children remain in the fields. They stop to gather the 
 grain left by the reapers. This they save until cold December 
 for the Christmas feast of the sparrows. All of a sudden, on 
 the .day before Christmas, a wonderful thing happens. The spar- 
 rows flock from the North and the South, the East and the West.
 
 89 
 
 The air is alive with their twittering and their chirping. They 
 come for the children's offering. In front of every door a tall 
 pole is crowned with a sheaf of grain. It would lie hard to toll 
 who are happier, the birds or the children. 
 
 Spelling Words 
 
 sparrows far-off Norway harvest remain 
 
 reapers December Christmas feast tiock 
 
 wonderful offering twittering front ci-owncd 
 
 Spelling Groups 
 
 they glean their chirping every door 
 
 Language 
 
 What words in the title are written with small letters? Why? 
 Find all the names that are ^^Titten with cai)itals. Tell why. 
 Read sentences in which parts are set off by connnas. 
 
 The Christmas Feast of the Sparrows. 
 (Reproduction.) 
 Tell about harvest time in Norway. What do the childrfu do'/ 
 Why? What happens the day before Christmas? 
 
 LESSON 54. 
 Letter, 
 (Copy.) 
 
 Dec. 28, 1910. 
 My dear Cousins, 
 
 Don't you all want to come to our house this New Year's Eve? 
 We are going to see the Old Year out and the New Year in. We 
 are going to play games until eleven o'clock. Then we are going 
 to have supper. Each one must bring a horn. At twelve o'clock 
 mother says we may blow our horns and make all the noise we 
 want to. Do come and have a good time with all the other cousins. 
 
 Your lo'ving cousin, 
 
 Harry. 
 Spelling Words 
 
 cousins don't New Year's Eve Old Year New Year 
 eleven o'clock supper twelve noise 
 
 Spelling Groups 
 
 our house fjoing to see we are each one 
 
 Language 
 
 Name all the parts of a letter. Where is each part written? 
 Tell about the capitals. Tell about the commas and periods. Fmd 
 the names in the bodv of the letter written with capital letters. 
 Tell why.
 
 90 
 
 INDEX OF LESSONS IN COMPOSITION, LANGUAGE, 
 AND SPELLING FOR THE FOURTH GRADE. 
 
 1. Gypsy. (To review punctuation of a title, margins, 
 capitalization and punctuation of a sentence that tells 
 something, capitalization of the name of an animal, and 
 the use of the words, every, one, heard, road, and would.) 
 
 2. Word groups with every. 
 
 3. The Shepherd and his Sheep. (To review capitalization 
 of a title, use of lie and the words, passed, through, one, 
 and led.) 
 
 4. Our Big Family. (To introduce the paragraph idea.) 
 (To review title, margins, and the capitalization of holi- 
 days and titles with names and without.) 
 
 5. Word groups with titles written with and without capitals. 
 
 6. Our Neighbors. (To teach capitalization of the names 
 of places and to use the title, Miss.) (To review the 
 paragraph idea, Mr. and Mrs., the names of seasons, and 
 word groups to tell time.) (To use the words, they, ate, 
 enjery, very, their, and some.) 
 
 7. Questions to be answered with word groups to tell time. 
 Sentences with blanks to be filled in with names and word 
 groups to tell time. 
 
 8. Sentences with names of places. 
 
 9. Word groups with very. 
 
 10. A Game of Hide and Seek. (To review capitalization 
 of a title, the paragraph idea, capitalization of names of 
 persons and days of the week, and to use the words, one, 
 see, sun, iveek, their, blue, he, seen, hour, by, past, passed, 
 there ivas, they, and noiv.) 
 
 11. Hiawatha. (To teach capitalization of names of nations.) 
 (To review the paragraph idea, capitalization of names 
 of persons, and the use of the words, there, their, where, 
 and knew.) 
 
 12. Sentences with the names of nations and countries. 
 
 13. Sentences with l)lanks to be filled in with names of nations. 
 
 14. The Story of my Jjife. (To review title, paragraphs, 
 margins, and the use of Mrs., two, where, and there.) 
 
 15. Word groups with 's. (To teach the use of 's after names 
 to tell whose.) 
 
 16. John and His Pony. (To review the paragraph idea, 
 capitalization of the names of persons and animals, the 
 use of 's to tell whose and the words, there, one, found, 
 and knew.) 
 
 17. Pets. (To review the use of 's to tell whose, Mr. and Mrs., 
 and the words, own, their, every, and very.)
 
 91 
 
 18. Mr. Fox. (To introduce the word, too.) (To review the 
 use of 's to tell whose and the title, Mr.) 
 
 19. Teddy. (To use the words, icach and tauqht, he and Imj, 
 and to and too.) 
 
 20. Sentences with lie and lay. 
 
 21. Sentences with teach and taught. 
 
 22. May's Faithful Friends. (To use the word, sent.) (To 
 review the use of 's to tell whose and the words, fvn, 
 know, their, where, and road.) 
 
 23. Sentences with sent. 
 
 24. A "Walk to Grandma's Home. (To teach the use of the 
 word, right.) (To review the capitalization of the names 
 of days, persons, streets, and parks, and the use of the 
 words, our, right, four, here, through, two, and 'pnst.) 
 
 25. Sentences with right. 
 
 26-27. To the City Hall. To Golden Gate Park. (To leach the 
 capitalization of the names of buildino:s and streets.) 
 (To use the Avords, our, one, here, there, too, and for.) 
 
 28. Jack Horner. (To review the capitalization of the names 
 of animals, the use of 's to tell whose, and the words, 
 ivore, ivhere, and own.) 
 
 29. The Chase. (To use the word, deer.) (To review the 
 words, heard, off, there, no, one, knew, u'here, and were.) 
 
 30. Rover's Complaint. (To review the use of the question 
 mark, and the words, lie, to, here, sun, and every.) 
 
 31. The Wind and the Sun. (To review the words, once 
 upon a time, one, than, they, off, blew, sent, too, for, 
 and threw.) 
 
 32. The Little Country Boy. (To teach the punctuation of 
 a series.) (To use here, are, some, and they.) 
 
 33. Series of words to be used in sentences. 
 
 34. Rosa Bonheur. (To review the paragraph idea, the punc- 
 tuation of a series, the use of the words, lay, four, for, 
 very, and were.) 
 
 35. Sentences with lay. 
 
 36. A Winter Day. (To review capitalization of a litle with 
 a name, punctuation of a series and the words, there, 
 threw, heard, knew, our, rode, road, fur, no, one, and for.) 
 
 37. Mrs. Pussy. (To teach the quotation.) (To review the 
 paragraph idea, and to use Vrs., weet, see, fur, our, 
 and by.) 
 
 38. Sentences with quotations. 
 
 39. The Shepherd Boy and the Wolf. (To introduce the ex- 
 clamation mark.)' (To review the capitalization of the 
 title, the paragraph idea, the quotation, and the use of 
 the words, some, one, and off.)
 
 92 
 
 40. A Pair of Rubber Boots. (To review the quotation, the 
 use of the question and exclamation marks, and the use 
 of the words, heard, to, pair, ate, tivo, week, there, they, 
 were, and where.) 
 
 41. The Country Mouse and the City Mouse. Part I. (To 
 review the quotation and the words, there, one, see, to, 
 off, and every.) 
 
 42. The Country Mouse and the City Mouse. Part II. (To 
 review the quotation, the exclamation mark, and the use 
 of the M^ords, two, there, they, were, found, heard, some, 
 where, and every.) 
 
 43. The Indians. (To review the paragraph idea, the punc- 
 tuation of a series, the capitalization of the name of a 
 nation, and the use of the words, there, were, no, where, 
 ours, their, one, for, they, found, see, to, and wore.) 
 
 44. Series of words to be used in sentences. 
 
 45. The Ants and the Grasshopper. (To review quotations 
 and the names of seasons and the use of the words, some, 
 hy, and for.) 
 
 46. A Butterfly StorJ^ (To review the use of '5 to tell whose 
 and the words, sails, ate, see, and to.) 
 
 47. The Stag. (To review quotations and the use of once 
 upon a time and heard.) 
 
 48. A Wonderful City. (To use the words, their, some, for, 
 cells, there, and one.) 
 
 49. Numbers twenty-one to twenty-nine. 
 
 50. The Princess Iris. (To review the writing of titles with 
 and without names and to use the words, see, dy, two, 
 and there.) 
 
 51. The Three Brother Pigs. Parti. (To review the capitali- 
 zation of the names of animals, quotations, the use of 's to 
 tell whose, the use of the exclamation mark, and the words, 
 there were, one, great, for, they, wood, to, read, some, 
 hy. Mew, and ate.) 
 
 52. The Three Brother Pigs. Part II. (To review quota- 
 tions, the capitalization of the names of animals, the use 
 of the exclamation mark, and the words, road, some, wood, 
 would, by, and hleiv.) 
 
 58. The Three Brother Pigs. Part III. (To review quota- 
 tions and the use of exclamation marks, Mr., o'clock, and 
 the words, where, there were, some, he, would, four, for, 
 heen, here, through, and ate.) 
 
 54. A Busy Boy and Girl. (To review the paragraph idea, 
 quotations, and the use of have to.) 
 
 55. Little Johnnie Bear. (To review the use of the words, 
 used to, here, their, no, one, for, found, and off.) 
 
 56. Kind Deeds. (To use the words, laid, one, pail, hy, 
 awhile, and pair.)
 
 I 
 
 93 
 
 57. Sentences with laid, meaning put. 
 
 58. Sentences with lay, meaning put. 
 
 59. The Bird's Home. (To review the paragraph idea, the 
 punctuation of a series, and the use of the words, every, 
 off, their, their, own, and some.) 
 
 60-61. The Lark and her Young Ones. Parts I. and II. (To 
 review the paragraph idea and quotations and to use 
 the words, for, one, they, heard, their, sent, and knew.) 
 
 62. Birds and Their Covering. (To review the punctuation 
 of a series and to use the words, these, their, tail, whole, 
 and some.) 
 
 63. A Pet Bear. (To review the use of to, two, too, teach, 
 and taught, the capitalization of names, and to use the 
 words, I, hear, very, know, hear, one, they, were, threw, 
 and new.) 
 
 64. What the Flowers Said. (To review the paragraph idea 
 and quotations and the use of the words, one, by, and 
 every.) 
 
 65. Mr. Snail. (To review the use of the question mark, 
 the title, Mr., and the words, know, for, there, own, 
 and he.) 
 
 (^Q. Ferns and Grasses. (To review the paragraph idea and the 
 quotation.) 
 
 67. A Little Pine Tree. Part I. (To review the paragraph 
 idea, the use of the exclamation mark and the words, 
 no, to, hy, knew, some, one, very, and off.) 
 
 68. A Little Pine Tree. Part II. (To review the paragraph 
 idea, the use of the exclamation mark, and the words, 
 to, hy, blew, some, ate, and every one.) 
 
 69. The Story of the Eaindrops. (To review quotations and 
 the use of the words, two, where, blew, going, and now.) 
 
 70. The Old Man and His Sons. (To use the words, sons, 
 they ivere, peace, one, and break.) 
 
 71. What Am I ? To review the use of the question mark, the 
 punctuation of a series, and the use of the words, I, for, 
 through, and there.) 
 
 72. Hiawatha's School. (To review the paragraph idea, the 
 punctuation of a series, the names of the seasons, and the 
 the words, every, their, and through.) 
 
 73. The Rabbit. (To review the paragraph idea, the punc- 
 tuation of a series, and the use of the words, fur, see, too, 
 four, and for.) 
 
 74. Our Earth. (To teach the capitalization of North, South, 
 East, and West, when these words mean a part of the 
 world or of a country, and the capitalization of the name 
 of God.) (To review the punctuation of a series.) 
 
 75. Sentences with North, South, East, and West. 
 
 76. The Seals of Alaska. (To teach north, south, east, and 
 west, meaning directions.) (To review capitalization of
 
 94 
 
 the title, the paragraph idea, the use of the question 
 mark, the writing of a name of a season, the capitalization 
 of the name of a part of the world, special places, and 
 nations, and to use the words, teaches, lie, too, off, no, own, 
 their, there are, and great.) 
 
 77. Sentences with north, south, east, and west, meaning 
 direction. 
 
 78. A Tour of Europe. (To review the capitalization of titles 
 with names, the names of places, the punctuation of a 
 series, and the use of the words, there, by, one, their, 
 and thoM.) 
 
 Index of Holiday Cornjjositions for the Fourth Grade. 
 
 1. The Children's Poet. (To review the paragraph idea, the 
 use of 's to tell whose, the capitalization of the names 
 of months and persons, and to use the words, great, one, 
 for, sea, and through.) 
 
 2. The Spreading Chestnut Tree. (To use a title of a poem 
 in a sentence.) (To review the capitalization of the 
 name of a person and to use the words, there, tree, know, 
 and wood.) 
 
 3. The Village Blacksmith. (To review the paragraph idea 
 and to use the words, earns, hy, whole, owe, hear, and see.) 
 
 4. Lincoln as a Boy. (To review the capitalization of the 
 names of persons and states, the writing of dates and 
 abbreviations, the use of the comma to separate the parts 
 of a sentence, and the words, learn, taught, read, write, 
 know, eight, and their.) 
 
 5. Lincoln's Boyhood. (To review the use of 's to denote 
 ownership, the capitalization of the names of countries, 
 and the use of the words, there, heard, off, to, for, and 
 some.) 
 
 6. A Good Son. (To use taught, few, many, knew, son, new, 
 read, and their.) 
 
 7. Lincoln and the Negroes. (To review the use of the 
 comma to separate the parts of a sentence, the writing of 
 numbers with hyphens, the capitalization of names of 
 places and nations, and to use the words, some, used to, 
 huy, right, and their.) 
 
 8. Mr. Postman. (To use the exclamation mark, dates, 
 quotations, and the words, there, were, some, and every.) 
 
 9. A Strange Valentine. (To review the use of 's to denote 
 ownership and to use the words, o'clock, one, sent, two, 
 every, there, and for.) 
 
 10. A Valentine Birthday, Part I. (To review the writing of 
 expressions of time and dates, the use of the comma to 
 separate the parts of a sentence, and the words, read and 
 eight.)
 
 95 
 
 11. A Valentine Birthday. Part II. (To review the use of 
 the comma to separate the parts of a sentence and the 
 words of a series, expressions of time, the capitalization 
 of titles, quotations, and to nse the words, found and 
 three. ) 
 
 12. A Valentine Birthday, Part III. (To review the use of 
 's to tell whose, and the words, heard, kneiv, Hue, too, 
 found, and there.) 
 
 13. George Washington at School. (To review the use of the 
 comma to separate the parts of a sentence and the words 
 of a series, the capitalization of the names of places, and 
 to use the words, there, ivere, very, and right.) 
 
 14. Washington as a Surveyor. (To review the use of the 
 comma to separate the parts of a sentence, the capitaliza- 
 tion of the names of nations, and to use the words, used, 
 there, were, no, roads, through, and their.) 
 
 15. Harry's Easter Dream. (To review quotations, the use 
 of the question mark, and the words, own, here, great, one, 
 every, our, and off.) 
 
 IG. The Easter Rabbit Story. (To review the use of the 
 exclamation mark, the question mark, the capitalization 
 of the names of holidays and persons, and to use the 
 words, know, every, and steal.) 
 
 17. An Egg-hunt. (To review the capitalization of the 
 names of the days of the week and holidays, titles written 
 without capitals, the use of the comma to separate the 
 parts of a sentence, and the words, here, they, were, their, 
 week, no, and one.) 
 
 18. Easter Greetings. (To review the parts of a letter, titles 
 written with and without capitals, and to use the words, 
 whole, week, and for.) 
 
 19. The Easter Lily. (To review quotations, abbreviations, 
 the question mark, names of holidays and seasons, the 
 use of the comma to separate the parts of a sentence, and 
 the words, neiv, one, and for.) 
 
 20. A Letter about Easter. (To review the parts of a letter, 
 the capitalization of the names of days, holidays, persons, 
 and the words, very, there, and ivere.) 
 
 21. A May Day Invitation. (To review the parts of a letter 
 and the capitalization of special names, and to use the 
 words, our, are, going to, there, he, fourth, and wear.) 
 
 22. A Vacation Letter. (To review the parts of a letter 
 and to use the words, here, two, ivholc, our, and see.) 
 
 23. Our Country's Birthday. (To use dates, the name of a 
 season, the names of titles, people, and countries, and the 
 words, see, ivere, know, there, ivere, are, very. scut, won, 
 and our.) 
 
 Ii_
 
 96 
 
 24. The First Fourth of July. (To review the capitalization 
 of the names of places, and to use the words, new, their, 
 there, were, forth, and our.) 
 
 25. The Discovery of Gold. (To review the capitalization of 
 the names of states and nations and to use the words, 
 now, one, here, and plains.) 
 
 26. California's Birthday. (To review the capitalization of 
 the names of a state and a city, the writing of dates, and 
 the use of the words, found, some, hy, two, there, were, 
 and sent.) 
 
 27. California's Birthday Party. (To review the capitaliza- 
 tion of the names of a state and month and to use the 
 words, here, hear, and some.) 
 
 28. Columbus. (To review quotations, the use of the ques- 
 tion mark, and the words, by, sea, to, new, no, one, great, 
 found, where, and our.) 
 
 29. A Birthday Letter. (To review the parts of a letter and 
 the use of the words, eight, know, for, sent, and dear.) 
 
 30. A Hallowe'en Party. (To review expressions of time, 
 the use of the comma to separate the parts of a sentence, 
 and the words, for, very, which, liour, two, they, and 
 were.) 
 
 31. The Jack o 'Lantern. (To review expressions of time, the 
 use of the question mark, the 's to denote ownership, 
 and the words, going to, knew, eight, hour, and threw.) 
 
 32. Rob's Pumpkin. (To review quotations, capitalization of 
 titles with names, the use of exclamation marks, question 
 marks, the comma to divide the parts of a sentence, 's 
 to denote ownership, and the words, there, for, and one.) 
 
 33. A Thanksgiving Story. Part I. (To review the capitali- 
 zation of the name of God, and to use the words, some, 
 their, sea, blew, and through.) 
 
 34. The Thanksgiving Story. Part II. (To introduce the 
 word peace.) (To review the capitalization of the names 
 of God, people, holidays, and months, the use of the 
 comma to separate the parts of a sentence and the words, 
 new, wear, whole, iveek, and their.) 
 
 35. Sentences with the name of God. 
 
 36. A Thanksgiving Invitation. (To review the parts of a 
 letter and expressions of time.) 
 
 37. The Pilgrims. (To review the capitalization of the names 
 of persons, nations, and holidays, the writing of the names 
 of the seasons, and the words, here, sailed, they, sea, 
 some, see, their, for, and our.) 
 
 38. A Happy Thanksgiving. (To review the capitalization of 
 the name of a holiday, expressions of time, the use of 's 
 to tell whose, and the words, they, going, there, their, 
 and were.)
 
 39 
 
 97 
 
 A Letter about Thanksgiving. (To review the parts of a 
 letter, the capitalization of titles and holidays, the use of 
 the exclamation mark, and the words, past, sent, some, 
 and our.) 
 
 40. A Christmas Letter. (To review the parts of a letter, and 
 the use of the exclamation mark.) 
 
 41. Jack's Sled. (To review the capitalization of Ihc niiiiics 
 of persons and holidays, the use of the question mark, 
 the exclamation mark, the comma to separate the parts 
 of a sentence, '5 to tell whose, and the words, lliere, 
 ivoiild, he, new, for, two, tree, and see.) 
 
 42. A Christmas Feast. (To review the capitalization ol" the 
 names of holidays, cities, and parks, the use of 3/r.?. and 
 Miss, and the words, were, to, ate, dear, and their.) 
 
 43. The Plans Overheard. (To review quotations, the use of 
 the question mark, 's to tell whose, and the words, two, 
 they, were, for, to, htiy, same, one, and blue.) 
 
 44. The Storj^ of Piccola. (To review the capitalization of the 
 title and the names of persons and holidays, the para- 
 graph idea, the use of the exclamation mark, 's to tell 
 whose, and the words, there, very, no, where, one, their, 
 husy, to, and hy.) 
 
 45. The Little Fir-tree. (To review the paragraph idea and 
 the use of the words, there, very, one, tree, two, weeks, off, 
 threw, some, they, and for.) 
 
 46. The Christmas Pennies. (To review the capitalization of 
 names of persons and holidays, titles with names, and 
 the use of the words, lay, new, where, and found.) 
 
 47. A Christmas Letter. (To review the parts of a letter and 
 the use of the exclamation mark.) 
 
 48. A Letter to Santa. (To review the parts of a letter, the. 
 capitalization of names of persons and nations, and to 
 use the words, for, to, know, write, our, new, hair, blue, 
 and too.) 
 
 49. Mr. and Mrs. Santa Claus. (To review the abbreviations, 
 Mr. and 3Irs., the capitalization of the names of persons, 
 states, and parts of the world, quotations, the use of the 
 exclamation mark, question mark, commas to separate 
 \vords of a series, and the words, too, their, our, all right, 
 and heard.) 
 
 50. A Christmas Letter. (To review the parts of a letter, 
 the writing of titles without names, the capitalization of 
 names of holidays, and the use of the words, whole, some, 
 earn, for, pair, and new.) 
 
 51. A Christmas Letter. (To review the parts of a letter, 
 the capitalization of the name of a holiday, the comma 
 to separate the parts of a sentence, and the words, our, 
 they, are, every, weather, and now.)
 
 98 
 
 52. A Long Row of Stockings. (To review the capitalization 
 of the title, quotations, the use of the exclamation mark, 
 the question mark, commas to separate the words of a 
 series, 's to tell whose, and the words, tliere and were.) 
 
 53. The Christmas Feast of the Sparrows. (To review the 
 capitalization of the title, the names of months, holidays, 
 countries, and parts of the world, and the use of the 
 words, they, their, and every.) 
 
 54. A Christmas and New Year's Letter. (To review the 
 parts of a letter, the' paragraph idea, the use of the 
 exclamation mark, the capitalization of titles with names, 
 and to use the words, fourth, weather, and our.)
 
 II
 
 SOUTHERN BRANCH, 
 
 yNlVERSlTY OF CALIFORMIA, 
 
 LIBRARY, 
 
 iC'S ANGELES. CALiF.
 
 UCLA Yoiif^g Mo»onfch I ibfary 
 
 LB1576 .W63o