GRADED IN 
 
 IN ENGLISH. 
 
 FOR THE USE OF TEACHERS. 
 
 T, BRIGHT. 
 
 CM 
 
 O 
 
LIBRARY 
 
 OF THE 
 
 UNIVERSITY OF CALIFORNIA. 
 
 Deceived JAN 3 1 893 . ,89 
 ^Accessions No. IfoSni . Class No. 
 
GRADED INSTRUCTION 
 
 IN ENGLISH. 
 
 FOR THE USE OF TEACHERS. 
 
 BY 
 
 ORVILLE T. BRIGHT, 
 
 PRINCIPAL OF DOUGLAS SCHOOL, C 
 
 UNIVERSITY 
 
 NEW YORK : CINCINNATI : CHICAGO 
 AMERICAN BOOK COMPANY. 
 
 FROM THE PRESS OF 
 
 D. APPLETON & COMPANY. 
 

 COPYEIGHT BV 
 
 D. APPLETON AND COMPANY, 
 
 1882. 
 
PREFACE. 
 
 THE following course of instruction in Eng- 
 lish was prepared solely for use in the school of 
 which the author is principal. The solicitation 
 of fellow-workers in Chicago who have watched 
 its success is the reason for publishing it in its 
 present form. 
 
 The plan has already many friends, and the 
 number is rapidly increasing as teachers see its 
 practical working in the school-room. 
 
 There is no denying the fact . that, when 
 judged by results, the usually adopted methods of 
 teaching the correct use of the English language 
 are a sad failure. 
 
 This arises partly from faulty methods and 
 partly from the lack of direct and systematic 
 instruction during the first years of school life. 
 Indeed, it is not too much to say that, in the 
 majority of our public schools, during the first 
 three or four years' attendance, children receive 
 
PREFACE. 
 
 no instruction whatever in the use of English ex- 
 cepting that which is incidental to other studies. 
 
 These, the most impressible years of life, are 
 especially adapted to this instruction, because of 
 the interest that may be aroused and the per- 
 manence of the habits of speech then formed. 
 
 So far as the common use of language is 
 concerned, correct habits of speech will never be 
 formed by the study of English grammar. 
 
 One of the most common charges brought 
 against the public schools by the journals is that 
 pupils leave the grammar schools without being 
 able to write a respectable letter, and with no 
 knowledge of the most common business forms. 
 Unfortunately, as regards the great majority of 
 schools, the charge is true, and it is just as true 
 that such results are unnecessary. 
 
 The teacher who attempts the following plan 
 without understanding the whole scope and in- 
 tent of it, at least from the beginning of, the 
 book to the end of her own grade, and who does 
 not make daily preparation for the lesson to be 
 presented, can have only partial success or fail- 
 ure. The plan proposed is meant to be sug- 
 gestive, but the teacher is expected to prepare 
 and arrange her own lessons. 
 
 What is wanted with little children is practice 
 and not reasons. This can not be too strongly 
 
PREFACE. 
 
 impressed. Hence, in early language-lessons omit 
 the "why" altogether. The frequent repetition 
 of this thought in the succeeding pages, is due 
 to the strength of the author's belief in it, and 
 his wish to impress it upon young teachers. 
 
 A large majority of all ungrammatical ex- 
 pressions may be grouped under a limited num- 
 ber of topics. It is believed that these topics 
 may be successfully presented to children in pri- 
 mary grades. This is the 'special object of this 
 course of study. 
 
 The arrangement of every topic presented and 
 every suggestion connected therewith has been 
 thoroughly tested in the school-room. 
 DOUGLAS SCHOOL, CHICAGO, September 1, 1882. 
 
INSTKTJCTION IN ENGLISH. 
 
 GENERAL REMARKS. 
 
 Ill" giving language-lessons to little children, 
 the prime object should be to lead the^children to 
 talk freely about the objects and incidents that 
 come within their observation, and through means 
 of this freedom to lead them to use correct forms 
 of speech. If a thought is correctly expressed in 
 oral language, it will be in written, provided the 
 child can spell correctly. Hence the prime im- 
 portance of what is so greatly neglected teaching 
 children to talk correctly. 
 
 To be sure, there are many outside influences, 
 especially the practices of the home, that will op- 
 erate against the success of the teacher. But it 
 must be remembered that, while in recitation, the 
 mind of the child is on the alert for impressions, 
 and that the word of the successful teacher is "law 
 and gospel " to the learner. Hence an hour a day 
 spent on this subject by an earnest teacher will 
 largely, if not entirely, overcome the influences 
 referred to. 
 
INSTRUCTION IN ENGLISH. 
 
 It will rarely be necessary to give points of in- 
 struction out of hand. They may all be drawn 
 from the children by skillful questioning, and 
 nothing pleases the child more than to furnish the 
 correct form of speech. It will be found very rare 
 indeed that any error will be made that none of 
 the children will be able to correct. All that is 
 wanted with little children is the correction, with 
 no attempt at reason therefor. 
 
 While any incorrect form of speech in school 
 should be corrected at any time, still, if depend- 
 ence for learning and habitually using correct lan- 
 guage be placed upon these corrections only, fail- 
 ure will be the result as it has been heretofore. 
 The impression one is able to make in the face of 
 all opposing influences will not be a permanent 
 one, unless there be a controlling idea in the mind 
 of the teacher when conducting a language exer- 
 cise, so that the questions and answers shall be 
 brought to bear upon the particular construction 
 or constructions to be impressed. % 
 
 By taking up one topic of instruction at a time 
 and in natural order, by constant reiteration in the 
 sentences of the children, of the correct construc- 
 tion wanted, by the correction of errors which will 
 present themselves in these same sentences, and, by 
 means of these corrections, placing in contrast the 
 incorrect and the correct forms of speech, impres- 
 sions will be made upon the minds of the children 
 that nothing can efface. 
 
 By securing the freedom of speech before al- 
 luded to, the incorrect expressions used upon the 
 
GENERAL REMARKS. 
 
 play-ground and in the homes of the children will 
 be brought before the class for their criticism and 
 correction, and it will not be long ere the same 
 errors will be noted when not made in the school- 
 room. 
 
 In all cases of incorrect expressions, be sure 
 that they are heard without repetition by the 
 teacher. This will lead children to criticise each 
 other. Any pupil who makes a correction should 
 do so clearly and distinctly, and, by means of em- 
 phasis, bring the incorrect and the correct form 
 into strong contrast. One of the greatest benefits 
 to be derived from the recitation will be gained by 
 giving exact regard to this instruction. For in- 
 stance, this sentence is heard: " There is three 
 apples on the table." The hands are raised for 
 correction. James said, "There is three," etc., 
 for or instead of " There are three," etc. After a 
 little practice the correction maybe, "He ought 
 to have said," etc., each word being spoken dis- 
 tinctly. At other times the correction may be 
 made as follows : "James ought not to have said," 
 etc. Thus, "had ought" and "hadn't ought" 
 will be banished from the language of the children. 
 
 Present one topic at a time, and thoroughly, 
 before taking up another. The order of topics in 
 any grade may of course be varied to suit peculiar 
 circumstances, or as the teacher's judgment may 
 dictate. 
 
 Eecollect, again, there is to be no technical in- 
 struction with little children ; no reasons for the 
 use of words as employed. Secure correct use of 
 
10 INSTRUCTION IN ENGLISH. 
 
 words and sentences by means of correct practice. 
 The use of technical terms may be taken up when 
 it is easier to do with than without them. 
 
 The plan advocated will appear more fully in 
 the following topics for instruction, which have 
 been divided into eight grades or years, as this 
 term may be taken as the average time required in 
 preparation for high-school studies. This classifi- 
 cation may be easily adapted to any graded school. 
 
 Again, carefully study any grade through be- 
 fore trying to teach it. Also become familiar with 
 the requirements preceding it. Lastly, make daily 
 and thorough preparation for the lessons. 
 
 FIRST YEAR OR GRADE. 
 
 1. 
 The use of " a" and "an." 
 
 The teacher first presents objects, and after* 
 ward their names, and the children use a or an as 
 they repeat each name. 
 
 Before beginning the exercise, the teacher should 
 have at hand a plentiful supply of selected objects. 
 
 Allow the children, one at a time, to pass freely 
 around the room and speak the names of any 
 objects pointed out ; or tell them to point to those 
 objects with whose names they can use a. Then 
 to those with whose names an is used. 
 
FIRST YEAR OR GRADE. 11 
 
 Make the exercise rapid, working with pupils 
 both individually and in concert. Be careful to 
 secure distinct and correct pronunciation. 
 
 2. 
 
 The use of nouns to denote one or more 
 than one object. 
 
 Begin by presenting objects, first one and then 
 two or three of the same kind, requiring the chil- 
 dren to name them. 
 
 Follow this exercise with prepared lists of fa- 
 miliar names, including as many nouns as practi- 
 cable whose plurals are formed irregularly. The 
 teacher uses the terms "one" and "more than 
 one." 
 
 In naming these lists, let the teacher first name 
 one, and the children more than one. 
 
 Then the teacher names the plural and the 
 children the singular. Then the teacher names 
 one form and the children the opposite, and tell 
 which they give. 
 
 Great care must be exercised that each form of 
 every word is clearly enunciated. 
 
 From this point, whenever practicable, require 
 the answers of the children to be complete sen- 
 tences. 
 
 3. 
 
 Use of correct forms of the verb with sin- 
 gular and with plural nouns. 
 
 First use the objects at hand, requiring some- 
 thing to be told or asked about one, and then 
 
12 INSTRUCTION IN ENGLISH. 
 
 about more than one, or vice versa. A great vari- 
 ety of objects may be obtained by asking the chil- 
 dren to bring their playthings to school, and in 
 these they will be interested. Because they know 
 about them they will talk freely, and this will in- 
 dicate the first success of the teacher. 
 
 The teacher holds to view a book, and secures 
 the sentences : 
 
 The book is old. The book has leaves. 
 Is the cover of the book clean ? 
 
 By presenting more than one : 
 
 The books are old. The books have 
 leaves. Are the covers of the books clean ? 
 
 After using objects, take lists of words as be- 
 fore, requiring each to be used in a sentence, and 
 always following the use of one form with that of 
 the other. 
 
 Secure the use of two or more nouns with one 
 verb, or of one noun with two or more verbs, thus 
 leading the children to condense their statements 
 in description. Thus : 
 
 A book is on the table. 
 
 An orange is on the table. 
 
 A book and an orange are on the table. 
 
 The question, 
 
 Who is coming to school to-morrow ? 
 will secure such sentences as : 
 
 Mary, James, and Harry are coming, etc. 
 
 What can a bird do ? 
 
 A bird can sing. 
 
 A bird can fly. 
 
 A bird can build a nest. 
 
FIRST YEAR OR GRADE. 13 
 
 A bird can sing, fly, and build a nest. 
 
 Especial attention will be required in sentences 
 beginning with the expletive " there/' when the 
 noun is plural, or when speaking of two or more 
 singular nouns. 
 
 There is an apple on the table. 
 
 There is a child on the platform. 
 
 There are apples on the table. 
 
 There are children on the platform. 
 
 The following is more difficult, and should not 
 be attempted until great facility has been acquired 
 in what precedes : 
 
 There is a book on my desk. 
 
 There is an orange on my desk. 
 
 There is a pencil on my desk. 
 
 There are a book, an orange, and a pencil 
 on my desk. 
 
 4. 
 
 The use of "this" and "that," and of their 
 plurals. 
 
 These words will be used by the children almost 
 from the beginning of the lessons. 
 
 Showing a pencil : 
 
 What is this ? 
 
 That is a pencil. 
 
 That pencil is in your hand. 
 
 That pencil has been sharpened, etc. 
 
 By showing two or three : 
 
 Those are pencils, etc. 
 
 By requiring the child to hold the pencil or 
 pencils, the use of this and these may be obtained. 
 2 
 
14 INSTRUCTION IN ENGLISH. 
 
 First use with visible objects and then without. 
 
 The teacher must bear in mind, in teaching 
 the use of these words, that two objects should be 
 kept in view : the use of the correct word as re- 
 gards number, and also as regards the position of 
 the object or objects named, with reference to the 
 speaker. 
 
 The topics already indicated, taken in connec- 
 tion with the natural timidity of children on en- 
 tering school, will furnish the basis for instruction 
 for a long time. Too much should not be under- 
 taken during the first few weeks or months. The 
 main object should be to secure freedom of expres- 
 sion on the part of pupils. 
 
 Care must be constantly exercised that what- 
 ever the children say shall be distinctly enunciated. 
 Almost any amount of time and pains which se- 
 cures this end will be well spent. 
 
 5. 
 Use of adjectives. 
 
 The special object is to facilitate the expression 
 of apparent qualities of common objects, and thus 
 lead slowly to extended description of such ob- 
 jects. 
 
 First require complete sentences, each express- 
 ing a single quality of the object presented. Then 
 the combination of two or more of these statements 
 or questions into one sentence, being careful about 
 the repetition of and. Thus : 
 
 That coat is old. 
 
 That coat is old and ragged. 
 
FIRST YEAR OR GRADE. . 15 
 
 That coat is old, ragged, and dirty. 
 
 In connection with this topic an excellent prac- 
 tice will be to require reasons for some of the state- 
 ments made. Thus : 
 
 That is an old hat. 
 
 How do you know ? 
 
 I know that is an old hat because it has 
 holes in it. 
 
 I know that is a new pencil because it has 
 not been sharpened, etc. 
 
 6. 
 Use of adverbs. 
 
 The errors appear in using adverbs derived from 
 qualifying adjectives, or what are called adverbs of 
 manner. 
 
 Secure from the children sentences describing 
 some action of the teacher or of one of the pupils. 
 Thus: 
 
 The teacher walk$ slowly across the floor and 
 asks the question : 
 
 What am I doing ? You are walking. 
 
 How am I walking? You are walking 
 slow, will very likely be the answer of every pupil 
 in the school. 
 
 The correct answer may be obtained from the 
 pupils, and should be repeated by them in concert. 
 The same word may then be used in describing 
 other actions. 
 
 Then this question should be given : 
 
 What kind of walking is this ? 
 
 That is slow walking. 
 
16 INSTRUCTION IN ENGLISH. 
 
 How am I walking ? 
 You are walking slowly. 
 
 Bring out in the strongest manner possible the 
 contrast between the correct use of the adjective 
 and of the adverb derived from it. After a while 
 such sentences as the following may be secured : 
 
 That is slow walking because you are 
 walking slowly. 
 
 You were reading nicely because that 
 was nice reading. 
 
 Mary is writing well because that is good 
 writing. 
 
 Secure from the children as many words as pos- 
 sible describing the same action, and the use of 
 two or three of them in one sentence. As : 
 
 James does his work slowly and care- 
 fully. 
 
 After thorough drill in the use of words de- 
 scribing actions that can be seen by the children, 
 any others may be described, or words may be given 
 for use in sentences, alternating adjectives and ad- 
 verbs. 
 
 It should be borne in mind that the number of 
 adverbs of manner given in this grade must be 
 quite limited, and only those in very common use. 
 
 7. 
 
 Use of personal pronouns as subjects of 
 verbs. 
 
 Secure the use of these words singly, then in 
 combination with nouns, then in combination with 
 each other. 
 
FIRST YEAR OR GRADE 
 
 First, great facility should be acquired in using 
 the pronoun with the correct form of the verb, and 
 in changing from one number to the other. Thus, 
 after the child has given the first of each of the 
 following pairs of sentences, secure the other, by 
 simply saying "with more than one." 
 
 I have my slate on my desk. 
 
 We have our slates on our desks. 
 
 I gave the apple to him. 
 
 We gave the apples to them. 
 
 The boy has lost his knife. 
 
 The boys have lost their knives. 
 
 The little bird was building its nest. 
 
 The little birds were building their nests, 
 etc, 
 
 Second, the use of the noun and pronoun to- 
 gether. Thus : 
 
 Who is standing ? I am standing. 
 
 Who else is standing ? Mary is standing. 
 
 Give the two answers in one sentence. 
 
 A variety of answers will very likely be given. 
 As: 
 
 Me and Mary, Mary and me, I and Mary, 
 Mary and I, are standing. 
 
 Have the correct answer repeated several times., 
 In like manner secure the use of he or she with 
 ,one noun, and then with two or three, in the same 
 sentence. 
 
 Third, the use of two or three pronouns in one 
 sentence. Proceeding as before, require the use of 
 the pronouns instead of names, and secure the sen- 
 tences : 
 
18 INSTRUCTION IN ENGLISH. 
 
 He and I are looking out of the window. 
 
 He, she, and I have first readers. 
 
 You, he, and I are reciting our lessons, 
 etc. 
 
 The correct use of the grammatical persons will 
 also be secured. 
 
 Give especial attention to the use of was with 
 pronouns requiring were. 
 
 Nobody says we is, you is, or they is ; but we 
 was, you was, and they was are exceedingly com- 
 mon, especially you was. 
 
 The thorough handling of this topic will re- 
 quire great skill and patience, especially with chil- 
 dren of foreign parentage. 
 
 8. 
 Spelling. 
 
 The question will arise as to the spelling of the 
 words used. This should be acquired as rapidly as 
 practicable. Of course, little or nothing can be 
 accomplished in this regard at first, except in copy- 
 ing words or sentences as the children learn to 
 write ; but after a few months, or during the last 
 half of the grade, the words used by the children 
 should be spelled both orally and by writing in 
 sentences. 
 
 9. 
 
 Thorough drill upon the use and orthog- 
 raphy of the following words. 
 
 be bee eye I 
 
 dear deer hear here 
 

 FIRST YEAR OR GRADE. 19 
 
 hour our son sun 
 
 know no their there 
 
 knows nose to too two 
 
 knot not wood would 
 
 meat meet which whose 
 
 right write wrote ought 
 read red 
 
 10. 
 
 Teach the children to avoid the use of real in- 
 stead of very. Real is never an adverb. 
 
 Of have got and has got to denote possession. 
 
 Of ain't and wa'n't. 
 
 Of don't with a subject in third, singular. 
 Don't is a contraction of do not. "He don't" is 
 no more proper than " He do not." 
 
 Teach proper use of bring, fetch, and carry. 
 
 Teach proper use of ought in questions, in order 
 to avoid the use of the auxiliary. The corrections 
 alluded to in General Remarks will accomplish this 
 purpose in statements. These two forms of ques- 
 tions should be required : 
 
 Ought Harry to leave his hat on the floor ? 
 
 Ought they not to walk quietly into the 
 room? 
 
 11. 
 
 Stories and descriptions, 
 
 Oral repetition of little stories that the chil- 
 dren may read at sight in the school-room, or 
 that they may hear read by the teacher or by one 
 of themselves ; or of stories and incidents that 
 have come to the children's knowledge outside of 
 
20 INSTRUCTION IN ENGLISH. 
 
 school. Also oral description of objects in the 
 school-room that may be presented to the children, 
 and of their playthings or home pets. Encourage 
 them to bring their playthings to school and give 
 their history to their school-mates. 
 
 In short, adopt any and all means that will 
 make the children feel at home in the school-room, 
 love their school, and that will induce them to talk 
 freely. Thus will be secured freedom not only in 
 the expression of ideas, but also in correct expres- 
 sion. 
 
 12. 
 
 Copying lessons frotn the reader or from 
 the blackboard. 
 
 Children in the First Grade can not study. 
 They want something to do. Hence, when they are 
 not reciting, they should be at work with their 
 slates, and a large share of their time may be spent 
 to great advantage in copying, provided they copy 
 accurately. By this means they will, to some 
 extent, learn the use of capitals, of punctuation- 
 marks, and how to arrange sentences and para- 
 graphs. 
 
 13. 
 
 Correction of ungrammatical expressions 
 heard outside of the school-room. 
 
 Of course, the sentences which they will present 
 will be confined to a very few classes of errors, but 
 the exercise will encourage a spirit of criticism, and 
 also a care in talking when not under the imme- 
 diate influence of the teacher. 
 
FIRST YEAR OR GRADE. 21 
 
 A pupil may present a wrongly constructed sen- 
 tence that he has heard and follow with the cor- 
 rection, or he may present the sentence for others 
 to correct. 
 
 Never present written nor printed sentences 
 containing false syntax or incorrect orthography 
 to children. 
 
 14, 
 
 Abbreviations* 
 
 Meaning and use of : Mr., Mrs., Dr. (doctor), 
 St. (street), Av. (avenue). 
 
 15. 
 Written exercises. 
 
 The foregoing comprise the topics of the grade 
 for oral exercises. Having a good basis on which 
 to build, the written work will be rapidly accom- 
 plished. This will consist in writing sentences 
 similar to those already used, with correct use of 
 period and interrogation-mark, capitals to begin 
 sentences and proper names, and the word I. 
 Each pupil should be able to write his own name, 
 residence, the name of the school, of his teacher, 
 and of the principal. 
 
 All writing of sentences should be neatly done. 
 Whenever practicable, any sentences written in a 
 careless or slovenly manner should be copied before 
 they are inspected by the teacher. 
 
 The writing of sentences except from copy 
 should not be undertaken during the first two 
 thirds or three fourths of the grade. Writing is 
 not to be expected in Topic 11, 
 
INSTRUCTION IN ENGLISH. 
 
 The work indicated will demand time each day. 
 A daily exercise of ten, fifteen, or twenty minutes 
 for sixty or seventy pupils will not answer. From 
 forty-five to sixty minutes, divided into such exer- 
 cises as will best suit the teacher's purpose, may 
 be very profitably devoted to this subject, and 
 that without detriment to any other ; provided, of 
 course, that the pupils are so classified that the 
 same lesson may be given to all in the same room, 
 and that they attend two sessions of school each 
 day. 
 
 SECOND YEAR OK GKADE. 
 
 1. 
 Brief review of First Grade topics. 
 
 This will be necessary only when the grade 
 work begins with the school year. 
 
 In reviewing "this" and "that," give thor- 
 ough drill upon the use of these words with " sort " 
 and " kind." By asking for the use of these words 
 in sentences, the following answers will be obtained : 
 
 Shall I buy these kind of pencils ? 
 
 I do not like those sort of apples. 
 
 Even "them kind " is not infrequently heard. 
 
 In this connection present such subjects as the 
 following, and require the children to complete the 
 sentences : 
 
 One of those boys- 
 Each of these books 
 
SECOND YEAR OR GRADE. 23 
 
 Every one of the girls 
 
 Not one of us 
 
 Neither of the horses- 
 Hither of my kittens , etc. 
 
 The use of the plural noun in the phrase leads 
 to the wrong use of the plural form of the verb 
 and pronoun. 
 
 A list of such subjects may remain upon the 
 blackboard for daily use for a few weeks. 
 
 This topic may be given later in the grade if 
 the teacher prefers, and it should be carefully fol- 
 lowed up in Third and Fourth Grades. 
 
 2. 
 
 The use of the different forms of irregular 
 verbs. 
 
 No part of the English language is more fruit- 
 ful in errors than the irregular verbs, and no exer- 
 cise in language can be made more interesting to 
 children than learning their correct use, which to 
 very many of them will be something entirely new. 
 
 Such verbs should be chosen for the first les- 
 sons as may present actions for the children to see 
 during the recitation. 
 
 The following lesson will be suggestive to the 
 teacher. Take the verb break for the first lesson. 
 
 The teacher holds to view a stick of convenient 
 length. 
 
 If I want to make two pieces of this stick, 
 what shall I do ? Break it. 
 
 Kequire this and all other answers to be com- 
 plete sentences. Let the sentence be repeated sev- 
 
24 INSTRUCTION IN ENGLISH. 
 
 eral times, and break be spelled singly and in con- 
 cert 
 
 The teacher breaks the stick. 
 
 What did I do ? Broke it. 
 
 Tell me so. You broke the stick. 
 
 Spelling as before. 
 
 The teacher holds the two pieces to view. 
 
 What have I done with this stick ? 
 Broke it. 
 
 Tell me so. You have broke that stick. 
 
 That does not sound right. 
 
 Hands will be raised for correction, and the 
 right word will be given in the sentence. 
 
 All repeat the sentence together, spelling as be- 
 fore. 
 
 The pupils repeat 'break, broke, broken, very 
 distinctly after the teacher, and spell the words 
 again. 
 
 Then obtain a variety of answers to each of these 
 or similar questions. 
 
 How many ever broke anything, and 
 when? 
 
 How many have ever broken anything ? 
 
 What had I done to this stick when I 
 showed two pieces ? and other questions, secur- 
 ing the answers has broken, is broken, was broken, 
 etc., each in a complete sentence. 
 
 The teacher may now call rapidly for each form 
 in sentences given by the children, all being ready 
 to correct errors, which will be numerous. 
 
 This will be sufficient for a half -hour's lesson. 
 
 Present other words in similar manner, each 
 
SECOND YEAR OR GRADE. 25 
 
 day reviewing words previously given, until all the 
 verbs in the list can be used with precision. Ee- 
 quire every form of every verb to be spelled when 
 given, so long as there is any doubt about its being 
 spelled correctly. 
 
 This will, of course, occupy a long time, as one 
 new verb each day is certainly all that any teacher 
 should undertake. To furnish variety, the topics 
 of the First Grade are at hand. Of this more will 
 be said farther on. 
 
 Topic 6, in First Grade, may be greatly extended 
 in this connection by simply asking " how ? " when 
 the sentences are given. As : 
 
 Use some form of eat with yesterday. 
 
 I ate my dinner yesterday. 
 
 How? 
 
 I ate my dinner slowly yesterday. 
 
 Any special words called for in the sentence 
 should be spelled. 
 
 By requiring a different adverb with each suc- 
 ceeding verb given in a recitation, or many differ- 
 ent adverbs with the same verb, the vocabulary of 
 the children will be extended and their facility of 
 expression greatly increased. 
 
 As the children get used to the recitation and 
 to the requirements of the teacher, the questions 
 may be very brief, simply to suggest the idea to the 
 child. 
 
 Suppose a portion of the recitation to be upon 
 the verb " to sit." The following suggestions from 
 the teacher will secure complete sentences from the 
 children. 
 
INSTRUCTION IN ENGLISH. 
 
 Use a different word to tell how with each 
 sentence. Use some form of " sit " with yes- 
 terday to-morrow have is was will be 
 last night next week had has had 
 been, etc. 
 
 Thus a great variety of answers will be secured, 
 together with almost absolute correctness in the use 
 of the verb. 
 
 When we consider the comparatively small num- 
 ber of the irregular verbs, and also the fact that 
 they are used many times more than all others com- 
 bined, the importance of thoroughness in this topic 
 can not be overestimated. 
 
 Appended is a list of verbs to be presented. 
 The teacher will choose the verbs as she wishes to 
 present them : 
 
 break 
 
 do 
 
 hang ride 
 
 sing 
 
 bite 
 
 drive 
 
 hide rise 
 
 sleep 
 
 bring 
 
 eat 
 
 hold run 
 
 speak 
 
 begin 
 
 fly 
 
 hurt ring 
 
 slide 
 
 blow 
 
 forget 
 
 hear stand 
 
 steal 
 
 buy 
 
 feed 
 
 keep shake 
 
 take 
 
 come 
 
 freeze 
 
 know see 
 
 tear 
 
 ,catch 
 
 fall 
 
 leave strike 
 
 think 
 
 choose 
 
 find 
 
 lose say 
 
 throw 
 
 cut 
 
 give 
 
 lie (recline) sit 
 
 teach 
 
 drink 
 
 go 
 
 make sell 
 
 write 
 
 draw 
 
 grow 
 
 read send 
 
 wear. 
 
 The above list will require long and patient 
 drill, extending over many weeks. 
 
SECOND YEAR OR GRADE. 27 
 
 3. 
 
 Use of the nominative forms of the per~ 
 sonal pronouns after "is" and "was." 
 
 A child stands, and the teacher asks : 
 
 Who is standing ? 
 
 I am standing. (Require / to be empha- 
 sized.) 
 
 Who is it that is standing ? 
 
 It is me that is standing, will undoubtedly 
 be the answer. 
 
 By repeating the first question, the correct an- 
 swer will be obtained without much difficulty ; and 
 each correct sentence should be repeated many 
 times to accustom the children to the strange com- 
 bination of words. 
 
 The following sentences will be obtained by 
 tact and skillful questioning in regard to actions 
 observed by the pupils : 
 
 It is I that am standing. 
 
 It was he that opened the door. 
 
 It is he and I that are lifting the chair. 
 
 It was she that was walking. 
 
 It is we that are reciting. 
 
 It is he, she, and I that are looking out of 
 the window. 
 
 It was they who were whispering. 
 
 It is you who are hearing our lesson. 
 
 It was you who were writing on the 
 board, etc. 
 
 The questions should be so varied as to secure 
 the use of the required words both in questions 
 
28 INSTRUCTION IN ENGLISH. 
 
 and in statements. The answers should be given 
 either with or without the relative clause. 
 
 4. 
 
 Use of the objective forms of personal pro- 
 nouns after transitive verbs and prepositions. 
 
 The errors occur only when the pronoun is used 
 in combination with a noun or with another pronoun. 
 
 No child would say, The teacher told I to 
 go ; but nearly every one would say, The teacher 
 told Mary and I to go. 
 
 Even among teachers, not one in ten uses pro- 
 nouns correctly when the objective form is required 
 in combination with other objects. Such sentences 
 as these are the rule : 
 
 The letter was sent to James and I. 
 
 Can you not teach him and I to do it ? 
 
 And with children even these : 
 
 You didn't tell it to he and I. 
 
 I told he and she to go. 
 
 To secure the desired result will be found very 
 difficult, and it can be done only by means of great 
 practice. 
 
 The plan of proceeding will be suggested by 
 Topic 7 in First Grade, and need not be detailed at 
 length. One suggestion will be sufficient. 
 
 To whom am I speaking ? 
 
 You are speaking to me. 
 
 To whom am I speaking now? 
 
 You are speaking to Bessie. 
 
 Give me both answers together. 
 
 After getting the correct answer, require the 
 
SECOND YEAR OR GRADE. 29 
 
 sentence to be given without using the word 
 "Bessie," and thus secure, 
 
 You are speaking to her and me. 
 
 5. 
 Formation of the possessive singular. 
 
 The almost inevitable use of the noun in the 
 possessive singular, in the sentences of the children, 
 renders it necessary that they should early learn to 
 write it correctly. 
 
 Without giving any rule, call for the spelling 
 of such expressions as, John's hat, the boy's book, 
 etc., depending simply on the practice to produce 
 the result. Then require the same expressions to 
 be written on the slates, and used in sentences. 
 
 Use only singular nouns in connection with the 
 names of the objects possessed. 
 
 6. 
 
 Use and orthography of the following words 
 in addition to a thorough revieiv of those in 
 Topic 9 of First Grade. 
 
 aunt ant knew new 
 
 ate eight lain lane 
 
 bare bear lead led 
 
 blew blue made maid 
 
 brake break pair pare pear 
 
 buy by pail pale 
 
 coarse course pain pane 
 
 fore four pray prey 
 
 flour flower ring wring 
 
 grate great road rode rowed 
 
80 INSTRUCTION IN ENGLISH. 
 
 rose rows steal steel 
 
 sail sale tail tale 
 
 sea see threw through 
 
 sent cent whole hole 
 
 some sum won one 
 
 stair stare ware wear 
 
 The use of these words, together with those in 
 First Grade, should form a part of the exercises 
 throughout the entire time in the grade. Children 
 will be specially interested in discriminating in 
 their use, and a variety of interesting ways to pre- 
 sent them will occur to any intelligent teacher. 
 Two or three only will be suggested. 
 
 a. Each word may be printed or written upon a 
 card or slip of paper so plainly as to be seen by all 
 the pupils in the room. Then, as the teacher pre- 
 sents a card, each child in turn forms a sentence 
 containing the word seen. The teacher can thus 
 remain quiet and the children do the talking. 
 
 b. The teacher may present a card, and the pupil 
 use and spell the other word having the same sound. 
 
 c. The teacher may speak a word, and the pupil 
 use, in one sentence, all words having the same 
 sound, and then spell the words in order of use. 
 
 These exercises, if rightly presented, always 
 arouse genuine enthusiasm among pupils. 
 
 7. 
 
 Use of adjectives in the comparative and 
 superlative degrees. 
 
 Two sticks of unequal length are given to two 
 children who stand before the class. 
 
SECOND YEAR OR GRADE. 31 
 
 Who can see any difference in the sticks ? 
 
 One is longer than the other. 
 
 Which stick has James ? * 
 
 James has the longest stick, will be the 
 answer. By repeating the former question and., 
 securing emphasis upon the word longer, the cor- 
 rect answer, James has the longer stick, will 
 be obtained. 
 
 Follow this with the opposite quality. 
 
 Then present three or more sticks, and the 
 children will soon see the distinction in the uses of 
 longer and longest. 
 
 Two pupils of unequal height will secure the 
 use of taller and shorter, heavier and lighter, etc. 
 
 Two books will secure the words^ longer and 
 shorter, wider and narrower, thicker and thinner, 
 cleaner and dirtier, etc. 
 
 The attention of children is easily held in this 
 exercise, as they must in every case observe the ob- 
 jects in order to speak of their qualities. 
 
 8. 
 Pronunciation of words. 
 
 The children should be able to tell readily the 
 number of syllables in a word, and they should 
 know the meaning of the teacher when she says a 
 certain syllable is accented. Aside from practice 
 in reading and in other lessons, prepared lists of 
 words should be at hand, so that at least one exer- 
 cise a day may be had in pronunciation. 
 
 The list of words for one day's exercise should 
 not contain more than five. They should be so 
 
INSTRUCTION IN ENGLISH. 
 
 placed as to be easily seen by all. An exercise may 
 be conducted as follows : 
 
 The teacher pronounces each word very dis- 
 tinctly, and the pupils repeat it after her, in con- 
 cert, two or three times through the list. Then 
 the pupils may pronounce them without the aid of 
 the teacher. Then they may be pronounced by 
 individual pupils, and used in sentences. Lastly, 
 a few preceding lessons may be pronounced by the 
 class in concert. 
 
 The whole exercise need not exceed five min- 
 utes. 
 
 Five words each day will make one hundred in 
 a month. All the words in this grade about which 
 there is any difficulty in pronunciation will not ex- 
 ceed two or three hundred, so that the practice on 
 them during the year may be almost unlimited. 
 
 See Note B, at the end of the book. 
 
 9. 
 
 In addition to Topic 10 of First Grade, teach 
 the children to avoid the use of the following : 
 
 Learn for teach, 
 
 Don't for doesn't, 
 
 As lives for as lief, 
 
 Good ways or long ways for long way, 
 
 Off of, off from, or onto. 
 
 Proper use of shall instead of will in such ques- 
 tions as : 
 
 Will I bring my slate when the work is 
 done? 
 
 Will we go home at three o'clock. 
 
SECOND YEAR OR GRADE. 33 
 
 Use of may instead of can in asking permission, 
 as : 
 
 My head aches ; can I go home ? 
 
 Can we bring our dolls to school to-mor- 
 row? 
 
 10 
 
 In addition to what is required in Topic 15 in 
 First Grade, the children should be able to write 
 the situation of the school, the names of the streets 
 in the vicinity, any given date, as July 15, 1880, 
 the names of days and months and their abbrevia- 
 tions, and such contractions and abbreviations as 
 occur in the reader. 
 
 11. 
 
 Capitals and punctuation. 
 
 The use of capitals extended from First Grade 
 only to include names of days and months. 
 
 In punctuation, add the use of the comma in a 
 series of words, and to follow a name denoting ad- 
 dress. 
 
 The sentences required in writing will involve 
 points of instruction presented in this and the pre- 
 ceding grade. 
 
 The work of the First Grade may be all thor- 
 oughly reviewed and kept fresh in the minds of the 
 children by constantly combining in the sentences 
 required different points of First Grade topics. In 
 fact, this sort of review should be kept up all 
 through the course, and it may be, without at all 
 impairing the force of the instruction in hand. 
 
84 INSTRUCTION IN ENGLISH. 
 
 12. 
 Same as Topic 13 of First Grade. 
 
 13. 
 Sight Heading. 
 
 In order to promote connected expression of 
 thought, extend Topic 11 of First Grade, adding 
 oral description of pictures. If facilities for the 
 intelligent teaching of reading are ever furnished, 
 means will be at hand to greatly aid in developing 
 this topic. But earnest teachers will invent means. 
 Suppose an exercise in sight reading. Let each 
 pupil face his classmates, read a portion of some 
 interesting story or description, then close the book 
 and give an outline of what he has read, or of the 
 story from the beginning. The intelligence and 
 clearness in expression of children who have been 
 well trained in such exercises would be a revelation 
 to the ordinary hum-drum teacher. Such exercises 
 are impossible with reading books which the chil- 
 dren know by heart. 
 
 These exercises in sight reading should occur as 
 often as once each week ; twice will be better. The 
 children will then have sufficient time to become 
 heartily sick of their text-book in reading. Every 
 sight exercise in reading should, to some extent, be 
 a language lesson. 
 
 The value of this sort of training, in leading to 
 topic recitation, is very great. 
 
 See Note E, at the end of the book. 
 
SECOND YEAR OR GRADE. 35 
 
 14. 
 Abbreviations. 
 
 Meaning and use of ct., cts., doz., and those in 
 First Grade. Also abbreviations of the names of 
 days and months. 
 
 15. 
 
 Written exercises. 
 
 The written exercises should be mainly in the 
 construction of such sentences as are called for by 
 the different topics. 
 
 The following points may be suggestive to those 
 new to the work : 
 
 a. One or more of the requirements in First 
 Grade topics may be combined with one in this 
 grade. 
 
 b. Two parts of the same verb may ba asked for 
 in one sentence. As : 
 
 The cat is lying where she lay last night. 
 
 c. One part of one verb and another of a differ- 
 ent verb in one sentence. As : 
 
 Use "sat" and "had begun" in one sen- 
 tence. 
 
 d. A certain form of a verb with two words 
 telling how. 
 
 e. Sentences containing special words may be 
 constructed by the pupil or written from dictation. 
 
 /. Sentences like the following may be written 
 upon the board and the pupils required to re-write 
 them, using more than one throughout : 
 
 The man that is riding in that buggy has 
 a horse that has a lame foot. 
 
36 INSTRUCTION IN ENGLISH. 
 
 g. Sentences may be written upon the board 
 containing blanks which are to be filled with ad- 
 verbs, or with certain forms of verbs. The chil- 
 dren copy them, filling the blanks. 
 
 h. Very short, simple stories may be written 
 upon the board, and, after the children have read 
 them two or three times, they may write them on 
 their slates, the stories on the board having been 
 erased. 
 
 i. Very simple stories may be read to the chil- 
 dren by one of their own number, and then repro- 
 duced upon their slates. Some of these reproduc- 
 tions should always be read. 
 
 These, and other plans which will occur to the 
 teacher, wi]l furnish work of sufficient difficulty 
 for written exercises. 
 
 Care should be taken that the questions are 
 plainly stated, and sufficient time given that all 
 writing may be very neatly and carefully done. 
 
 The time given to English in this grade should 
 be about one hour a day, under the same conditions 
 as mentioned for First Grade. Since the children, 
 if properly taught, can write readily on entering 
 the grade, the time should be about equally divided 
 between oral and written exercises, and each given 
 every day. 
 
THIRD YEAR OR GRADE. 37 
 
 THIRD YEAR OR GRADE. 
 
 1. 
 
 Use of the following terms without defini- 
 tions: Noun common, proper, singular, plu- 
 ral, and possessive. 
 
 It is easier to use them than not, and, after a 
 little explanation, the children will soon become 
 familiar with, and use them correctly. It is not 
 necessary to make any parade about the matter, 
 but use the terms as occasion requires. 
 
 2. 
 
 Rapidly review Topics 1 and 2 of Second 
 Grade, and add the use of the following verbs : 
 
 beat hit shoe strive 
 
 bind kneel shoot swear 
 
 bleed lay show swim 
 
 build lead shrink swing 
 
 burst lend sink tell 
 
 dig meet slay weep 
 
 feel pay spring wet 
 
 fight send stay win 
 
 forsake set stick wind 
 
 grind shine string wring 
 
 Teach the orthography of each form of the 
 
 verbs. 
 
 3. 
 Use of adjectives after the verbs look, seem, 
 
 appear, feel, taste, and smell. 
 
 The country looks beautiful not beauti- 
 fully. 
 
38 INSTRUCTION IN ENGLISH. 
 
 The apple tastes delicious not deli- 
 ciously. 
 
 The rose smells sweet not sweetly. 
 
 I feel bad this morning not badly (if lad 
 
 can be used for ill). 
 
 The correctness of the teacher's instruction in 
 this topic will very likely be questioned by parents, 
 and the inevitable question is, " Doesn't pleasantly 
 tell how it looks?" 
 
 By a judicious selection of other adjectives, the 
 expressions indicated may easily be shown to be cor- 
 rect. 
 
 Nobody would question the following : 
 
 The grass looks green withereddry, 
 etc. 
 
 You look sick pale troubled, etc. 
 
 The fruit tastes sour rotten ripe, etc. 
 
 4. 
 
 Use of the different forms of "wlio" in 
 questions. 
 
 Who did you see ? Who did you go with ? and 
 similar expressions, are used fifty times of tener than 
 the correct ones. 
 
 Make the practice as great as possible until the 
 difference in the use of who and of whom is thor- 
 oughly understood. By making such statements 
 as the following, and by permitting the children to 
 make to each other similar statements, the desired 
 sentences will be readily secured. 
 
 I met somebody on the street. 
 
 Whom did you meet ? 
 
THIRD YEAR OR GRADE. 89 
 
 I gave the apple to somebody. 
 
 To whom did you give it ? 
 
 They came with somebody. 
 
 Henry struck somebody. 
 
 Mary received a present from somebody, 
 etc. 
 
 Then ask for the use of who or whom in ques- 
 tions, oral and written. 
 
 Then the children may give incorrect sentences 
 for correction. 
 
 5. 
 
 Use of " who " to refer to persons, of 
 66 which 99 to refer to irrational animals and 
 things without life, and of "that" to refer to 
 any of the three. 
 
 As in the preceding topic, obtain the required 
 sentences by means of questions or statements. 
 
 Shall I say, The man which went away has 
 returned ? 
 
 The man who went away, or, that went 
 away, has returned. 
 
 The dog whom I saw is lame ? 
 
 The dog which I saw, or, that I saw, is lame. 
 
 The horse who is at the door ? 
 
 The horse which is at the door, or, that 
 is at the door, etc. 
 
 The answers as given above will show that either 
 of two words may be used for each antecedent. 
 
40 INSTRUCTION IN ENGLISH. 
 
 6. 
 Distinction between vowels and consonants. 
 
 As preparatory to the use of the dictionary, the 
 children should be able to tell which letters are 
 vowels and which consonants, omitting words con- 
 taining w and y. They should be able to give the 
 long and the short sounds of vowels, and to dis- 
 tinguish these sounds when pronounced in words. 
 
 They should be taught to tell quickly the num- 
 ber of syllables in a word, which syllable is ac- 
 cented, and to change the accent from one syllable 
 to another at the direction of the teacher. 
 
 7. 
 
 Use and orthography of the following 
 words, together with a thorough review of 
 similar words in preceding grades. 
 
 ail ale him hymn 
 
 aught ought idle idol 
 
 bald bawled leaf lief 
 
 ball bawl need knead 
 
 berry bury pain pane 
 
 bough bow peace piece 
 
 choir quire praise prays 
 
 fair fare presence presents 
 
 forth fourth pride pried 
 
 gait gate pries prize 
 
 groan grown prince prints 
 
 hall haul rain rein reign 
 
 hair hare rap wrap 
 
 heal heel seen scene 
 
THIRD YEAR OR GRADE. 41 
 
 scent sent cent told tolled 
 
 sees seize seas wade weighed 
 
 sense cents wait weight 
 
 sell cell way weigh 
 
 stake steak weak week 
 
 throne thrown wrote rote 
 
 Use the same devices suggested in Second 
 Grade, and others which will suggest themselves. 
 
 Same as Topic 8 of Second Grade, together 
 ivitJi occasional application of Topic 6 of this 
 Grade, 
 
 This sort of exercise should be given every day 
 throughout the grade work. 
 See Note B. 
 
 9. 
 
 Teach the children to avoid the use of : 
 
 Don't for doesn't. 
 
 Like for as. You do your work' like I do 
 mine. 
 
 Funny for queer or strange. That is a 
 funny looking house. 
 
 Cute, and the double abomination, real cute. 
 Cute is an abbreviation of acute. 
 
 Some for somewhat. My father is some 
 better than he was yesterday. 
 
 Less for fewer. Henry has made less mis- 
 takes than Howard. 
 
 Banister for balustrade. See definition. 
 
 Cupalo for cupola. 
 
 Review similar topics in preceding grades. 
 
42 INSTRUCTION IN ENGLISH. 
 
 10. 
 
 Rule for the possessive singular and plu- 
 ral of nouns, and application of the same. 
 
 Teach the rule in three parts, as follows : 
 
 The possessive of singular nouns is formed by 
 adding the apostrophe and s. 
 
 The possessive of plural nouns ending in s is 
 formed by adding the apostrophe. 
 
 The possessive of plural nouns not ending in s 
 is formed by adding the apostrophe and s. 
 
 The learning of the rule will amount to nothing 
 without great practice in its application. It can 
 be very fairly understood and applied by children 
 usually found in Third Grade. 
 
 The use should be limited to a single possessive 
 in one sentence. 
 
 11. 
 
 Same as Topic 13 of First Grade. 
 
 12. 
 Abbreviations* 
 
 Oapt., Col., Gen., Esq., M. (noon), P. M. (af- 
 ternoon), A. M. (before noon), Kev., P. S. (post- 
 script), P. 0. 
 
 The names of such denominate numbers as 
 occur in the grade. 
 
 Be sure that pupils can use these abbreviations. 
 
THIRD YEAR OR GRADE. 43 
 
 13. 
 
 Oral and written repetition of stories, in- 
 cidents, and descriptions heard or read, and 
 description of pictures. 
 
 The written productions should be very brief at 
 first. However well the children may produce or 
 reproduce orally, the first efforts in written compo- 
 sition will be yery disappointing to the teacher; 
 but the thorough oral training that they have had, 
 together with the correct forming of single written 
 sentences, will enable them to make rapid progress 
 in extended composition. 
 
 This part of the Third Grade work should be 
 begun at once, and continued throughout the 
 grade. Written exercises, .as indicated in this 
 and in the following topic, should occur certain- 
 ly twice, and, if possible, three times, each 
 week, as it is only by means of careful and 
 continued practice that the desired results can be 
 secured. 
 
 The plans suggested in Topic 15, Second Grade 
 (h and i), should be extended as the age of the 
 children will bear. The stories and incidents may 
 be read one day and reproduced the next. 
 
 The written description of a picture may follow 
 an oral description given the day before. 
 
 For the greater part this work will, of necessity, 
 be done with slate and pencil, and it can receive 
 only the general attention of the teacher. While 
 they are writing she should pass around among the 
 children, directing, commending, and criticising. 
 
44 INSTRUCTION IN ENGLISH. 
 
 When finished, several of the compositions should 
 be read by the pupils. 
 
 Once each week the exercise may be written 
 upon paper, and the errors marked by the teacher. 
 These exercises, when returned, should be re-writ- 
 ten, and the errors noted and avoided. In select- 
 ing those to be read to the school, care should be 
 exercised, so that the poor writers may not feel 
 discouraged. 
 
 14. 
 
 Letler-ivriting. 
 
 This subject may be, and should be, taught to 
 children at a very early age. Begin it in this 
 grade, but do not overdo the matter. A little 
 child's letter is, of course, a very simple affair ; but 
 it may be correct in form, and the sentences cor- 
 rectly arranged. 
 
 As an incentive, allow each to send the first 
 creditable letter to father or mother through the 
 mail, with some commendation of the teacher. 
 
 The time devoted to English in this grade will 
 depend, of course, somewhat upon the course of 
 study, but it should not be less than forty-five 
 minutes each day for an entire division of pupils. 
 
FOURTH YEAR OR GRADE. 45 
 
 FOURTH YEAR OK GRADE. 
 
 1. 
 
 Use of the terms verb, pronoun, present >, 
 past 9 future, and perfect, as applied to verbs. 
 
 It should be understood that perfect has refer- 
 ence to the use of have, has, or had with the verb. 
 
 As in Third Grade, none of the terms are to be 
 denned. Their use will soon become familiar to 
 the children, and out of this use the definitions 
 will come naturally. 
 
 2. 
 
 A limited use of quotation-marks, omitting 
 divided or broken quotations. 
 
 This will necessitate the further use of the 
 comma. 
 
 Add the use of the exclamation point. 
 
 3. 
 Hules for the use of capital letters. 
 
 From the practice already attained the children 
 will make rules for most cases. 
 
 In this, as in other branches, rules should fol- 
 low and grow out of practice. 
 
 
 Hules for forming the plural of nouns. 
 
 The regular plural of nouns is formed by add- 
 l s or es. 
 Give special rule for nouns ending in y. 
 
46 INSTRUCTION IN ENGLISH. 
 
 Practice upon forming the plurals of lists of 
 nouns ending in o and in/ or/0. 
 
 It is safe to say that nouns.ending in o preceded 
 by a vowel form the plural by adding s ; but no 
 rule applies to the other nouns ending in o, nor to 
 those ending in / and fe. 
 
 Practice also in forming the possessive singular 
 and plural of these nouns, and using the same in 
 
 sentences. 
 
 5. 
 
 Review of topics in Second and Third 
 Grades. 
 
 Briefly review Topics 1, 2, 3, 4, and 7 of Second 
 Grade, and Topics 2, 3, 4, and 5 of Third Grade. 
 Extend Topic 6 to include w and y. Give thorough 
 review and practice in Topic 10, and extend the 
 possessive to include names of business firms. 
 
 6. 
 
 Same as Topic 8 of Third Grade, adding 
 the use of the dictionary. 
 
 The children should be able to find words 
 quickly, and to determine their correct pronuncia- 
 tion as readily as their orthography and definitions. 
 To this end there should be general exercises in 
 finding words, and explanations from the teacher 
 and pupils as to determining pronunciation. The 
 marks denoting the long and the short sounds 
 of the vowels should be learned, together with the 
 marks for Italian and broad a. Keference to the 
 bottom of the page will answer for the other dia- 
 critical marks, as it does with grown people. 
 
FOURTH YEAR OR GRADE. 
 
 Quickness in finding words should be culti- 
 vated and commended. 
 
 As in previous grades, a special exercise in pro- 
 nunciation should be given daily even if only for 
 two or three minutes. 
 
 See Note B. 
 
 7. 
 
 Use and orthography of the following words 
 in addition to review of similar topics in all 
 preceding grades. 
 
 air heir 
 aisle isle 
 altar alter 
 all awl 
 aloud allowed 
 beau bow 
 bell belle 
 been bin 
 better bettor 
 bread bred 
 dense dents 
 dew due 
 false faults 
 fir fur 
 flea, flee 
 grater greater 
 heard herd 
 higher hire 
 leaf lief 
 
 lie lye 
 might mite 
 oar ore o'er 
 passed past 
 quarts quartz 
 read reed 
 scull skull 
 sew so sew 
 seam seem 
 shone shown 
 side sighed 
 sighs size 
 slay sleigh 
 sole soul 
 tacks tax 
 toe tow 
 vain vane vein 
 vale veil vail 
 waist waste 
 
 [VII 7.1 
 
 . 
 
48 INSTRUCTION IN ENGLISH. 
 
 Composition and letter-writing. 
 
 The suggestions given in Second and Third 
 Grades should be followed, and the practice ex- 
 tended. 
 
 Compositions of some kind, or letters, should 
 be written as often as twice each week once upon 
 slates and once upon paper, the latter to be exam- 
 ined and corrected by the teacher. 
 
 Topic recitation may be introduced into this 
 grade with great success in connection with Geog- 
 raphy. An occasional composition upon a topic 
 which has been recited and well discussed will 
 form a pleasant exercise. Descriptions of imagin- 
 ary journeys may be given in writing after oral ex- 
 ercises. 
 
 Letters may be written from cities or countries 
 which have formed the subjects of recitations, etc. 
 
 At the end of the Fourth Grade, pupils should 
 be able to write with perfect neatness and with 
 approximate correctness any simple narrative or 
 description in well-arranged sentences and para- 
 graphs. 
 
 They should also be able to write and direct a 
 letter, correct in form and commendable in mat- 
 ter. So far as these two points are concerned, 
 pupils on entering the Fifth Grade should present 
 more creditable productions than do the average 
 graduates of Grammar schools. 
 
FOURTH YEAR OR GRADE. 49 
 
 9. 
 
 The use of the terms subject and predicate 
 in very simple sentences , and division of sen- 
 tences into the same. 
 
 The lame horse walks slowly. 
 
 An old man is sitting on the piazza. 
 
 Declarative or interrogative sentences not more 
 difficult than the foregoing. 
 
 The terms suggested are not to be defined, but 
 understood in use. 
 
 10. 
 
 Teach the correct plurals of such words as pail- 
 ful, spoonful, etc. 
 
 The use of in and into with verbs indicating 
 motion. He walked into the room, and then 
 walked in the room. 
 
 The avoidance of plenty for plentiful. Apples 
 are not very plenty this year. 
 
 Of but what for but that. I don't know but 
 what I may leave school. 
 
 Of expect for suppose or suspect. I expect 
 that my brother has left the city. (Expect a 
 past event.) 
 
 Of anybody else's for anybody's else. 
 
 The noun, and not the adjective, is in the pos- 
 sessive case. 
 
 Of stopping for staying. Our friends have 
 been stopping at the hotel for a week. 
 
 Quantity for number. Great quantities of 
 cattle are raised in Texas. 
 
 Practice upon the correct position of only in 
 
 5 
 
50 INSTRUCTION IN ENGLISH. 
 
 sentences. This word is oftener misplaced than 
 any other in the language. 
 
 12. 
 Abbreviations. 
 
 Names of states and points of compass. 
 U. S., U. S. A., D. C., A. D., Amt., Aid., 
 Mt., R. R., Dr. (debtor), etc., &c. 
 Names of denominate numbers. 
 Grammatical terms as they occur. 
 Similar topics in preceding grades. 
 
 13. 
 Same as Topic 13 of First Grade. 
 
 14. 
 
 An examination in this grade may include any 
 topic previously given. This is true of any grade 
 examination. 
 
 FIFTH YEAR OR GRADE. 
 
 Although definitions and rules will form an 
 important part of the study of language from the 
 beginning of this grade, they should, as far as pos- 
 sible, be made incidental to the study ; that is, 
 they should grow out of the children's practice. 
 In case definitions are to be learned, it should be 
 after they have been explained by the teacher and 
 their application shown, in order that they may 
 not be to the child a meaningless jargon of words. 
 
FIFTH YEAR OR GRADE. 61 
 
 For instance, a frequent definition for common 
 noun is : A common noun is a name which may 
 be applied to each individual of a class of ob- 
 jects. 
 
 Unless such a definition is "torn to shreds" 
 by the questions of the teacher, not one pupil in 
 ten will understand it when it is learned. If it is 
 not understood, it is better not learned at all. Of 
 all the children who learn to rattle off the fore- 
 going definition, how many can define the words 
 applied, individual, and class, as used in it, and 
 illustrate by means of objects ? If this can not be 
 done, the work of the teacher is not a success. 
 
 Let the following definitions le intelligently 
 taught. 
 
 1. 
 
 Definitions of subject and predicate. 
 
 Distinction between general or modified, and 
 simple or unmodified, subject and predicate. 
 
 2. 
 
 Analysis of sentences within the following 
 limits : 
 
 The sentences to be simple, declarative, or in* 
 terrogative, with no transposition from the natural 
 order in the arrangement of elements. 
 
 The analysis shall consist of classifying the sen* 
 tence, naming the general and the simple subject, 
 and the general and the simple predicate. 
 
62 INSTRUCTION IN ENGLISH. 
 
 3. 
 
 Definitions of noun, common and proper 
 noun, person, number, and gender, and of 
 each class of the last three. 
 
 Without definition of case the pupils should 
 construct sentences containing nouns in the nomi- 
 native, the possessive, or the objective case, and 
 explain the use of the same. They should also 
 determine the case of nouns in any plain sentence 
 given them. The nouns in the nominative case 
 should be confined to the subjects of finite verbs, 
 in the possessive case they should exclude apposi- 
 tion, and in the objective they should very closely 
 follow the governing word. 
 
 No rules should be required, and the applica- 
 tion of this topic should be within the limits of 
 the sentences analyzed. 
 
 The adjective. 
 
 Definition but no classification of adjectives, 
 nor definition of comparison. 
 
 Comparison should be practiced, and its appli- 
 cation shown to Topic 7 of Second Grade. Then 
 the rule for the use of the comparative and super- 
 lative will follow naturally. 
 
 Only those constructions should be given or 
 required in which the adjectives precede the nouns 
 to which they belong. 
 
 Confine the application of the topic to the class 
 of sentences analyzed. 
 
FIFTH YEAR OR GRADE. 53 
 
 5. 
 The verb. 
 
 Definition, principal parts, and classification 
 into regular and irregular, transitive and intransi- 
 tive, avoiding verbs in passive voice. Definitions 
 of terms used in classification. 
 
 Confine the verbs given in sentences for parsing 
 to the indicative mode, then each of the six tenses 
 should be designated but not defined. 
 
 Agreement of the verb with its subject in per- 
 son and number, and the reasons for correction of 
 such false syntax as violates this principle of gram- 
 mar. 
 
 6. 
 
 The preposition. 
 
 Without definition, name the more common 
 prepositions as they occur in sentences analyzed, 
 and tell the relation shown by them. 
 
 7. 
 The pronoun. 
 
 Definition and declension of personal pronouns. 
 Parsing within the limits of the parsing of nouns. 
 
 Exclude definition of declension and the word 
 "fkou." 
 
 8. 
 
 Use of dictionary, and pronunciation of 
 lists of words as in previous grades. 
 
 Use of the terms root, prefix, and suffix, as they 
 may be applied to words having English roots only. 
 
INSTRUCTION IN ENGLISH. 
 
 As in the word dishonestly. What is the root ? 
 The prefix ? The suffix ? 
 
 Practice in forming words from English roots, 
 with explanation of the manner in which it is ac- 
 complished. Definitions of these words; 
 
 9. 
 
 In addition to review of similar words in 
 preceding grades, present the following. 
 
 assistance assistants gamble gambol 
 
 attendance attendants gap gape 
 
 base bass 
 beach beech 
 board bored 
 brews bruise 
 brows browse 
 cellar seller 
 chance chants 
 chews choose 
 colonel kernel 
 core corps 
 creak creek 
 cue queue 
 currant current 
 dam damn 
 
 grease Greece 
 grocer grosser 
 guessed guest 
 hew hue 
 hoard horde 
 hoes hose 
 hoop whoop 
 in inn 
 lessen lesson 
 levee levy 
 links lynx 
 loan lone 
 mail male 
 miner minor 
 
 dependence dependents mussed must 
 
 earn urn nay neigh 
 
 e'er ere night knight 
 
 ewe yew you paced paste 
 
 fellow felloe pedal peddle 
 
 fisher fissure plain plane 
 
 flew flue pore pour 
 
FIFTH YEAR OR GRADE. 55 
 
 residence residents soled sold 
 
 right rite write wriglit tense tents 
 
 roar rower tide tied 
 soar sore sower sewer 
 
 10. 
 Composition-ivriting as in Fourth Grade. 
 
 In addition to writing in school, the pupils may 
 occasionally choose a subject and write upon it at 
 home. 
 
 A subject, with topics, should be assigned sev- 
 eral days before the time for writing upon it in 
 school, and the children should be encouraged and di- 
 rected how to investigate and think about it. Pure- 
 ly impromptu composition is not very desirable. 
 
 Topics suggested by the text-books, especially 
 Geography, will furnish excellent subjects for writ- 
 ing, and, when rightly handled, will broaden the 
 study of the children, and take it out of text-book 
 ruts. 
 
 Descriptions of imaginary journeys, and bio- 
 graphical sketches to a limited extent, will be very 
 profitable. 
 
 11. 
 
 Letter-writing and business forms. 
 
 An excellent practice will be to tell the children 
 two or three days beforehand that the next letter 
 will be written from New York, Rome, Paris, or 
 some other interesting place. They will seek in- 
 formation in regard to the subject mentioned, and 
 thus two objects will be promoted. 
 
 Instruction should be given in writing letters 
 
56 INSTRUCTION IN ENGLISH. 
 
 of application for business situations, and in writ- 
 ing answers to advertisements regarding such situa- 
 tions. 
 
 Instruction should also be given in making out 
 bills and receipting them, and in writing receipts 
 for money. 
 
 12. 
 
 Teach pupils to avoid the use of balance for re- 
 mainder. The balance of the evening was 
 devoted to amusement. 
 
 To use correctly the word clever. It should 
 never be used in the sense of good-natured. 
 
 To use the term die of disease instead of die 
 with. 
 
 To use between when referring to two, and among 
 when referring to more than two. 
 
 To avoid the use of any for at all. One can 
 not see any with his eyes closed. 
 
 To use station instead of depot when referring 
 to railroads. 
 
 Use of shall and will, and of may and can. 
 (Give no rule.) 
 
 Eeview similar topics in preceding grades. 
 
 13. 
 Abbreviations. 
 
 Acct., Hon., Gov., Pres., Co., Jr. or Jun., Sr. 
 or Sen., Maj., Lieut., M. D., Messrs., Prof., Dea., 
 Supt., U. S. K, TJ. S. S. 
 
 Similar topics in preceding grades. 
 
SIXTH YEAR OR GRADE. 67 
 
 14. 
 General Exercises. 
 
 There should be an hour set apart as often as 
 once each week for the reading of compositions and 
 selections, and for recitations. Selections for read- 
 ing or recitation should never be presented without 
 the previous approval of the teacher. 
 
 See Note C. 
 
 15. 
 
 The various topics of the previous grades 
 must be kept in review. 
 
 SIXTH YEAE OK GKADE. 
 
 1. 
 Elementary sounds. 
 
 Classification into vocals, subvocals, and aspi- 
 rates. 
 
 Analysis of simple words into elementary 
 sounds and classification of the sounds, with rea- 
 sons therefor. 
 
 Definitions of terms used. 
 
 2. 
 Letters. 
 
 Classification into vowels and consonants. 
 
 Make clear distinction between elementary 
 sounds with their classification, and letters with 
 their classification. 
 
 Diphthong and triphthong. 
 
 Definitions and illustrations of terms used. 
 
68 INSTRUCTION IN ENGLISH. 
 
 3. 
 Words. 
 
 Classification of words as to number of sylla- 
 bles, simple and compound, primitive and deriva- 
 tive. 
 
 Definitions of root, prefix, and suffix. 
 
 Practice upon forming derivative from primi- 
 tive words, with definitions of words so formed, 
 and their roots, in order to show the changes in 
 meaning. 
 
 Ask for definitions of short lists of words 
 formed from the same foreign root, as : dispose, 
 suppose, propose, compose; subscribe, describe, in- 
 scribe, superscribe, etc. This will call for very 
 keen discrimination on the part of the pupils. 
 
 It will not be profitable in this class of words 
 to pay much attention to the meaning of .the sep- 
 arate parts, as the meaning of the word itself will 
 very likely not conform to the meaning of the 
 parts. Such study can be pursued to advantage 
 only when the foreign language is fairly under- 
 stood. 
 
 Definitions of all terms used. 
 
 4. 
 Parts of speech. 
 
 Show that this is a classification of words, and 
 how it is made. 
 
 Definition of part of speech and of each of the 
 
 classes. 
 
SIXTH YEAR OR GRADE. 59 
 
 5. 
 The Noun. 
 
 Exclude nouns in apposition, nominative abso- 
 lute, nominative independent, and nominative by 
 pleonasm. 
 
 The predicate nominative should be confined to 
 its use with the verb be. 
 
 Parsing to be confined to sentences analyzed. 
 
 No rules are to be required in parsing in this 
 grade. 
 
 6. 
 
 The personal pronoun. 
 
 The same limitations in construction as applied 
 fco nouns. 
 
 In the definition for declension, show clearly 
 what is meant. Use the terms " vary " and "de- 
 cline " as interchangeable. 
 
 Correction with reasons, of such false syntax as 
 comes under this topic. 
 
 Parsing confined to sentences analyzed. 
 
 7. 
 The adjective. 
 
 Classification into limiting and qualifying. No 
 classification of limiting adjectives. 
 
 Definition and manner of comparison. Use of 
 the adjective with the verb to form the predicate, 
 and the designation of such as "predicate adjec- 
 tive." 
 
 Parsing confined to sentences analyzed. 
 
60 INSTRUCTION IN ENGLISH. 
 
 The verb. 
 
 Confine the instruction to the tenses of the in- 
 dicative and potential modes. 
 
 Classification into regular and irregular, transi- 
 tive and intransitive. 
 
 Principal parts, voice, modes used, and tense. 
 
 Definitions of all terms used. 
 
 Apply in sentences analyzed. 
 
 9. 
 The adverb. 
 
 Use, classification, and comparison. 
 Apply in sentences analyzed. 
 
 10. 
 The preposition. 
 
 The construction of those in common use as 
 found in sentences analyzed. 
 
 11. 
 The conjunction. 
 
 The instruction in this grade would better be 
 confined to the co-ordinate conjunctions and, but, 
 or, and nor. Teach the meaning of the word co- 
 ordinate, and show why it is applied. Let the 
 words mentioned be always designated " co-ordi- 
 nate conjunctions." 
 
 Subordinate connectives are difficult to under- 
 stand. The topic should not be undertaken until 
 the different classes of connectives can be thorougly 
 comprehended and easily distinguished. 
 
SIXTH YEAR OR GRADE. 61 
 
 12. 
 The interjection. 
 
 To name it as a part of speech is all that should 
 be required. 
 
 13. 
 
 Analysis and synthesis of simple sentences. 
 
 The analysis should consist of classifying the 
 sentence, naming subject and predicate, and nam- 
 ing and classifying their word and phrase modi- 
 fiers. Only prepositional phrases should be used. 
 
 Imperative sentences should be omitted. 
 
 Provided an analysis is plain and comprehen- 
 sive, its chief excellence is brevity. 
 
 Nearly all grammarians have pet terms, and 
 pet forms, for analysis. In many cases these are 
 the only distinguishing features of their books. 
 Some have rested their claim to distinction only 
 upon that most superficial of all grammatical hum- 
 bugs, the diagram. 
 
 A teacher who has common sense may safely 
 discard all these peculiarities, and teach a plain, 
 straightforward analysis, that may be understood 
 by the pupils taught in any other school. 
 
 Suppose this sentence is to be analyzed : 
 
 Any boy of well-known integrity will cer- 
 tainly meet no great trouble in obtaining 
 employment. 
 
 Simple, declarative. 
 
 Subject, boy, modified by the adjective, any, 
 and the adjective phrase, of well-known integrity. 
 
 Predicate, will meet, modified by the adverb, 
 
 6 
 
62 INSTRUCTION IN ENGLISH. 
 
 certainly, the object, trouble, and the adverbial 
 phrase, in obtaining employment. Trouble is modi- 
 fied by the adjectives no and great. 
 
 This disposes of all the elements and shows 
 their relation to each other. Anything further is 
 useless verbiage, unless some particular construc- 
 tion needs attention. 
 
 14. 
 
 Corrections of false syntax. 
 
 Whenever the instruction thus far given war- 
 ran fcs it, reasons should be given for corrections 
 made. The sentences for correction may be given 
 by the teacher, or by the pupils to each other. 
 
 15. 
 
 Use of dictionary, pronunciation and use 
 of lists of words as indicated in preceding 
 grades. 
 
 16. 
 
 Use and orthography of the following 
 words, and review of similar words in pre- 
 ceding grades. 
 
 ascent assent crewel cruel 
 
 bad bade cymbal symbol 
 
 beer bier Dane deign 
 
 berth birth die dye 
 
 candid candied dire dyer 
 
 ceiling sealing done dun 
 
 cite sight site dost dust 
 
 coat cote draft draught 
 
 council counsel dyeing dying 
 
 crews cruise ewes use yews 
 
SIXTH YEAR OR GRADE. 
 
 63 
 
 feat feet 
 fined find 
 foul fowl 
 franc frank 
 frays phrase 
 gilt guilt 
 gored gourd 
 hail hale 
 holy wholly 
 innocence innocents 
 lade laid 
 lacks lax 
 leak leek 
 mantel mantle 
 medal meddle 
 meer mere 
 mews muse 
 
 might mite 
 
 moat mote 
 
 ode owed 
 
 paired pared 
 
 peal peel 
 
 plough plow 
 
 principal principle 
 
 rice rise (noun) 
 
 rung wrung 
 
 rye wry 
 
 seer sere 
 
 stationary stationery 
 
 tare tear 
 
 throes throws 
 
 vary very 
 
 vial vile viol phial 
 
 vice vise 
 
 17. 
 
 Topics 1O, 11, and 12, of Fifth Grade, 
 should be practiced and extended. 
 
 These should be considered topics of this grade 
 as much as if reprinted in full. 
 
 Add the writing of promissory notes, and give 
 instruction as to transferring them. Other busi- 
 ness forms mentioned in Fifth Grade should be 
 kept in practice. 
 
 See Notes C, D, and E. 
 
 
 18. 
 
 Teach pupils to avoid the use of if for whether. 
 I don't know if he has finished or not. 
 
INSTRUCTION IN ENGLISH. 
 
 To avoid the absurd use of nicely. 
 How are you ? or, How is your health ? 
 Nicely, thank you. 
 
 To know the different parts of speech of the 
 word only when used in different positions in the 
 same sentence, and the differences in meaning. 
 
 The expressions : The house is building, Corn 
 is selling, Not much is doing, etc., are correct. It 
 does not follow, however, that the passive forms 
 are incorrect. 
 
 Thoroughly review all similar topics in preced- 
 ing grades. 
 
 19. 
 
 Abbreviations. 
 
 Atty., Anon., Cr , D. D., Do., If. B., Inst., 
 Prox., Ult., Via, Viz., C. 0. D., Vol., Diet. 
 Names of denominate 'numbers. 
 Similar topics in preceding grades. 
 
 SEVENTH YEAR OR GRADE. 
 
 1. 
 synthesis, and parsing. 
 
 No definite limit can be assigned as to the diffi- 
 culty of the sentences. This may be modified by 
 the fact that there is to be another year's work in 
 the same subject. 
 
 Teach the application of the rules of construc- 
 tion, both in parsing and in correcting false syn- 
 tax ; but to require the repetition of a rule or of 
 
SEVENTH YEAR OR GRADE. 65 
 
 definitions for every word that is parsed is worse 
 than nonsense. 
 
 For the latter half of the grade, to name the 
 parts of speech and give the syntax of the words is 
 sufficient in parsing. This may be called " syn- 
 tactical parsing." 
 
 Sentences should be considered properly ana- 
 lyzed when they have been classified, separated into 
 word, phrase, and clause elements, and the relation 
 of the elements shown. (See Sixth Grade.) 
 
 In any construction which is figurative or at 
 all obscure, the first thing in recitation should be 
 to ascertain whether the pupils understand the 
 meaning of the author, and this study is more im- 
 portant than that of analysis. The latter without 
 the former is simply groping in the dark. 
 
 Paraphrasing poetry or poetical language is an 
 excellent practice. 
 
 2. 
 
 Same as Topic 17 of Sixth Grade. 
 
 Add the writing and answering of notes of in- 
 vitation. 
 
 /See Notes C, D, and E. 
 
 3. 
 
 Carefully review Topic 18, Sixth Grade, 
 and all similar topics in preceding grades. 
 
 4. 
 
 Pronunciation and use of lists of common 
 words liable to mispronunciation. 
 
 By the aid of hand-books prepared for the pur- 
 
66 
 
 INSTRUCTION IN ENGLISH. 
 
 pose, lists of words may be selected without special 
 labor on the part of the teacher. A little memo- 
 randum-book should be at hand, and a list of words 
 made, as their use in the school-room suggests 
 them. 
 
 This exercise will be a great incentive to indi- 
 vidual investigation and discrimination in the use 
 of words. 
 
 See Note B. 
 
 5. 
 
 Use and orthography of the following 
 words, and^review of similar lists in preceding 
 grades. 
 
 abbe abbey 
 bail bale 
 bark barque 
 barren baron 
 barrenness baroness 
 bay bey 
 bolder bowlder 
 breach breech 
 broach brooch 
 
 cannon canon 
 canvas canvass 
 cast caste 
 cede seed 
 ceil seal 
 chased chaste 
 chord cord 
 clause claws 
 coward cowered 
 cousin cozen 
 
 cypress Cyprus 
 
 deviser devisor divisor 
 
 doe dough 
 
 ferrule ferule 
 
 fort forte 
 
 gild guild 
 
 kill kiln 
 
 knave nave 
 
 liar lyre 
 
 main mane Maine 
 
 maize maze 
 
 marshal martial 
 
 marten martin 
 
 mean mien 
 
 meat meet mete 
 
 metal mettle 
 
 mold mould 
 
 peer pier 
 
 pole poll 
 
SEVENTH YEAR OR GRADE. 67 
 
 reek wreak 
 
 tacked tact 
 
 rest wrest 
 roe row 
 
 taper tapir 
 team teem 
 
 rough ruff 
 rout route 
 
 tear tier 
 tide tied 
 
 sailer sailor 
 sane Seine 
 
 tire Tyre 
 wain wane 
 
 serf surf 
 
 waive wave 
 
 6. 
 Abbreviations, 
 
 A. C. or B. C., e. g., A. B. or B. A., i. e., Pro 
 tern., Kt. Bev., Et. Hon., Incog., Sec., Dep., 
 Dept., Del. (He drew it.) 
 
 Similar topics in preceding grades. 
 
 7. 
 Topic recitations. 
 
 The subject of Grammar is less- available for topic 
 recitation than are most other branches of study. 
 
 One means of such recitation is here indicated. 
 
 A pupil may step to the blackboard, announce 
 and define his topic, and, as he classifies, defines 
 and illustrates the use of different classes, make a 
 diagram upon the board to illustrate his subject. 
 
 Thus : 
 
 f Definite, 
 f Articles. < 
 
 [ Indefinite. 
 Limiting. < Pronominal. 
 
 The Adjective. - 
 
 ( Cardinal. 
 
 [Numeral. { 
 
 L Ordinal. 
 Qualifying. 
 
 Comparison. 
 
68 INSTRUCTION IN ENGLISH. 
 
 The subject is first announced, the definition 
 given and illustrated, and then the word written 
 upon the board. 
 
 Adjectives are divided into two general 
 classes limiting and qualifying. Each class 
 should be defined, illustrated in a sentence, and 
 then the words written upon the board. 
 
 Limiting adjectives are divided into three 
 classes. 
 
 After the classes are defined and illustrated, the 
 words should be written on the board as before, 
 and so on until the subject is finished. The criti- 
 cisms of the class will then be in order. 
 
 The same may be given without the use of the 
 blackboard. 
 
 A pupil may take his place at the board and 
 call upon his fellow-pupils to furnish definitions, 
 classifications, or illustrations in sentences as he 
 shall designate, and he write the diagram upon the 
 board as material is furnished ; or, he may write 
 the diagram, calling upon other pupils to tell what- 
 ever there is to say about any one word which he 
 writes, etc. 
 
 EIGHTH YEAE OK GRADE. 
 
 1. 
 
 Analysis, synthesis, and parsing of all con- 
 structions* 
 
 Do not dwell upon matters with which the 
 pupils are perfectly familiar, and let them thresh 
 
EIGHTH YEAR OR GRADE. 69 
 
 over old straw which has not a particle of grain 
 in it. 
 
 With a class in this grade, to require every 
 word t6 be parsed in any ordinary stanza or para- 
 graph is a positive waste of time and that is al- 
 ways reprehensible. (See Topic 1, Seventh Grade.) 
 
 If Grammar lessons are not as interesting to 
 pupils as others, the teacher may be certain that 
 the trouble lies with herself, and not with the sub- 
 ject. 
 
 Topics 2, 3, 4, and 6 of Seventh Grade are to be 
 applied in this grade, and need not be re-written. 
 
 The whole subject is to be reviewed and com- 
 pleted, so far as Grammar-school work can do it. 
 
 2. 
 
 Use and orthography of the following words, 
 and review of similar lists. 
 
 adds adz days daze 
 
 adherence adherents demean demesne 
 
 allegation alligation exercise exorcise 
 
 auger augur fain fane feign 
 
 auricle oracle faint feint 
 
 bight bite fate fete 
 
 borough burrow filter philter 
 
 censer censor freeze frieze 
 
 cere sear seer hart heart 
 
 cereal serial impassable impassible 
 
 cession session indict indite 
 
 choler collar invade , inveighed 
 complement compliment levee levy 
 
 cygnet signet load lode 
 
70 
 
 INSTRUCTION IN ENGLISH. 
 
 manner manor 
 palate pallet palette 
 peak peek pique 
 pearl purl 
 plait plate 
 pleas please 
 plum plumb 
 port Porte 
 radical radicle 
 raise rays raze 
 real reel 
 reck wreck 
 
 rheum room 
 rigger rigor 
 shear sheer 
 seignior senior 
 serge surge 
 sleight slight 
 stile style 
 stoop stoup 
 subtler suttler 
 succor sucker 
 suite sweet 
 thyme time 
 
 3. 
 
 Abbreviations. 
 
 Ibid, or Ib., Id., I. H. S., LL. B. or B. L., 
 LL. D., MS., MSS., Ph. D., 0. S., K S., Vs., 
 Mile., Mme., M. (Monsieur), MM., D. V., R. S. 
 V. P., Et al., H. B. M., Sen., Eep. 
 
 Similar topics in preceding grades. 
 
 4. 
 
 Upon any subject with which the pupil is fa- 
 miliar he should be able to write intelligently and 
 correctly. He should be able to write letters cor- 
 rect in form and expression, to write notes of in- 
 troduction or invitation, and to answer the same, 
 and to write correctly any ordinary business form. 
 This is not too much as a test of written work, and 
 the pupil who can not, in Eighth Grade, do what is 
 indicated above, should be exceptionally stupid 
 at any rate so far as the English language is con- 
 cerned. 
 
NOTES. 
 
 A. Topic recitation. 
 
 As a means of cultivating easy use of language 
 on the part of pupils, there is nothing that excels 
 a well-conducted recitation. 
 
 With a teacher a great point is gained when 
 she learns exactly what her business is in a recita- 
 tion, and also learns strictly to mind that business. 
 
 Whenever practicable, recitations should be 
 topical, and during the recitation of his topic a 
 pupil should not be interfered with. Questions 
 and criticism have their proper time, and they 
 should come freely, especially from the pupils. 
 
 The ability to recite upon a given topic for one, 
 two, or three minutes, in well-chosen language, 
 without memorizing the text, is invaluable. Some- 
 times the text should be amplified ; sometimes 
 condensed. 
 
 In order that topic recitation may be well con- 
 ducted, thorough preparation for each day's work 
 is necessary on the part of teachers. This is one 
 reason, perhaps the main reason, why it is not 
 generally adopted. The indolence of teachers leads 
 
72 INSTRUCTION IN ENGLISH. 
 
 them to prefer to sit behind text-books like ma- 
 chines, read questions; and look for answers. 
 
 This disgraceful method, or want of method, is 
 still very common, even in what are called good 
 schools. In its use the children are not thrown 
 upon their own resources for the use of language, 
 but answer in single words or disjointed phrases, 
 learned verbatim from the text-book. Sometimes 
 whole paragraphs, or even pages, are committed to 
 memory, and required word for word. Thus the 
 pupil is made to imitate the teacher, and become 
 another machine. It is high time that such abomi- 
 nable practices were ruled out of schools. 
 
 B. Apparatus, 
 
 While it is true that the articles that come 
 under this head are of the greatest assistance in 
 teaching, and that they should be supplied to every 
 school at public expense, still, the earnest and in- 
 genious teacher can and will supply their place. 
 
 If reference-books are not furnished, she will 
 have to do without them, but maps, charts, geo- 
 metrical solids, and even a globe, may be gotten up 
 for the occasion. The very earnestness which will 
 lead to procuring these things will lead to their 
 efficient use. 
 
 Heavy manilla paper, a common marking brush 
 and a bottle of marking ink, will furnish material 
 for all the maps and charts needed. A common 
 pine easel, about five feet high, securely jointed at 
 the top, will furnish a convenient mounting for the 
 articles mentioned. If the sheets of paper are fas- 
 
NOTES. 
 
 tened at the top, they may be so turned as to show 
 either side, or to show succeeding pages. One side 
 of the easel may be devoted to lists of words select- 
 ed for pronunciation and use in sentences, as de- 
 scribed in the several grades. The other to outline 
 maps, arithmetical charts, etc. 
 
 The words for the exercises in pronunciation 
 should be carefully selected, first from words within 
 the vocabulary of the children, then from their 
 text-books and other sources. Most teachers will 
 find that this exercise is a dangerous one without 
 special preparation on their own part, for the 
 dictionary will furnish constant surprises in the 
 pronunciation of hundreds of very common 
 words. 
 
 By having the words selected and arranged in 
 lessons, a great deal maybe accomplished in a very 
 short time. Each lesson or group should contain 
 not more than four, five, or six words, according 
 to the age of the pupils. 
 
 The using of words in sentences in order to 
 show the child's knowledge of their meaning is 
 much better than giving definitions, especially in 
 the primary grades. In fact, the practice of de- 
 fining words, as usually conducted in these grades, 
 amounts to little else than a burlesque. 
 
 C. Selections for general exercises. 
 
 The selections for reading or recitation should 
 be only such as have been approved by the teacher. 
 The tendency with children is to look for some- 
 thing humorous. "While this is permissible for 
 
 7 
 
74 INSTRUCTION IN ENGLISH. 
 
 occasional exercises, if carried to excess very poor 
 results will follow. 
 
 The taste of children may be controlled and 
 gradually led to seek such selections as will elevate 
 and strengthen character. This will require liter- 
 ary research on the part of the teacher, than which 
 nothing, certainly, can be of greater benefit, both 
 to herself and to her pupils. 
 
 In the primary grades, the committing of single 
 sentences or stanzas containing especially beautiful 
 thoughts, or of short selections for concert recita- 
 tion, is a most excellent practice. A store of such 
 selections should be gathered, so that something 
 may be called for every day. 
 
 D. General exercises. 
 
 These exercises, as to frequency and arrange- 
 ment, must be regulated for the wants of each 
 school. They should be dignified in character, 
 and carefully arranged, so that pupils will respect 
 as well as enjoy them. 
 
 They should not become tiresome through too 
 great length, either as a whole or as to parts. 
 
 The recitation, in a clear voice, of a short sen- 
 timent by each pupil of the class, or of a certain 
 section of it, makes a very pleasant feature of such 
 exercises. 
 
 As often as once each month selections and 
 quotations maybe made, as largely as possible, from 
 the works of a certain author. His life and longer 
 works may furnish the subjects of essays. A gen- 
 eral discussion of the author and his writings may 
 
NOTES. 75 
 
 follow. This will prove exceedingly interesting 
 and profitable. 
 
 An hour each week, for which careful prepara- 
 tion has been made, given to essays, readings, reci- 
 tations, discussions, sentiments, and singing, may 
 be made the pleasantest hour of the week to both 
 pupils and teacher. 
 
 E. Sight reading. 
 
 It will not be necessary to discuss the impor- 
 tance of presenting fresh reading matter to pupils. 
 The need of it is felt by all teachers, especially by 
 those teaching primary schools. Before finishing 
 their reading-books, three fourths of the pupils in 
 these grades can repeat any of the lessons verbatim, 
 if the first half dozen words are given them as a 
 starter. 
 
 Pupils in the First Grade should be taught to 
 read script, and then the blackboard and crayon 
 will furnish means for an inexhaustible supply of 
 fresh reading matter. Printing upon the board is 
 a waste of time, and teaching children to print is 
 a worse one. They can learn to write in the same 
 time that the printing requires. New words should 
 be carefully added to their reading lessons, and 
 each word that is presented should be learned as a 
 unit and not as a combination of letters or sounds. 
 
 A fresh lesson may be furnished every day, or 
 twice a day, not of new words, but new combina- 
 tions of those that are somewhat familiar, always 
 woven into sentences or stories that will interest 
 the children. 
 
76 INSTRUCTION IN ENGLISH. 
 
 The lesson may be written while the children 
 are grouped around the teacher, striving to read as 
 fast as she writes. This will arouse great eagerness. 
 
 For other grades two or three different books 
 or sets of books may be obtained by almost any 
 teacher. Three of a kind will answer yery nicely. 
 Two of them may be in the hands of pupils, and 
 so passed from one to another as to waste no time. 
 
 After reading a part of the lesson, the pupil 
 may repeat the substance of what he has read, or 
 others may repeat what they have heard. ISTo diffi- 
 culty will be experienced in securing attention. 
 
 If no better plan is practicable, one book or 
 paper may be made to answer the purpose, and 
 certainly anybody can secure that. Geographies, 
 when well written, may well be used as reading 
 books. 
 
 Interesting paragraphs may be cut from news- 
 papers, and these handed to different members of 
 the class, both for a reading and language exercise. 
 
 At all events, sight reading should occur once 
 or twice each week. Besides teaching reading, it 
 will banish the humdrum from the school-room. 
 
 F. Cultivating literary taste. 
 
 When a child can read fluently and intelli- 
 gently at sight, the teacher's work with him, so 
 far as the manner of his reading is concerned, may 
 be considered pretty well done. It is not at ail 
 necessary for the school-teacher to try to fit him 
 for public reading, nor for the stage. 
 
 The question as to what the child shall read is 
 
NOTES. 77 
 
 one of the greatest importance, and, strange to 
 say, it is one that receives but very little attention, 
 either in school or out of it. 
 
 The reasons why parents do not guide and con- 
 trol in this matter arise from various causes ; igno- 
 rance, want of interest, want of time (imaginary 
 but potent), and want of literary training or taste. 
 
 To be sure, no outline of study calls for atten- 
 tion to this subject from the teacher ; but it is 
 one of such interest and importance that no true 
 teacher, after once having thought seriously of the 
 matter, can shirk its responsibilities. 
 
 The minds of children crave food as eagerly as 
 do their bodies. If left to themselves they will 
 seek that which excites their emotions only ; but 
 which will be as unwholesome for mental nutri- 
 ment as would be a diet of sweetmeats for bodily 
 nourishment. 
 
 This subject should receive the earnest atten- 
 tion of all teachers, certainly of grammar grades. 
 Each teacher should study and think about it, and 
 make lists of books and periodicals which can be 
 conscientiously recommended to children. Parents 
 in general will be very glad of such assistance, and 
 in many cases will cheerfully procure the books 
 recommended. 
 
 Of course, there are many standard books which 
 may be chosen on account of their reputation, but 
 there should be no doubt about the fitness of any 
 book on the list. A short list of which the teacher 
 is certain will be much better than a long one of 
 which she has any doubt. 
 
Y8 INSTRUCTION IN ENGLISH. 
 
 Perhaps no more valuable plan can be devised 
 than that lately so successfully tried and adopted 
 in the Wells School of Boston. Copies enough of 
 the same book are obtained so that each pupil of 
 the class is supplied. On a given evening, once a 
 week, instead of studying the regular lessons, all 
 are expected to read a certain portion of the book. 
 The next day it is discussed in class, and extracts 
 are read in illustration. This forms a most inter- 
 esting literary exercise. As a language exercise its 
 beneficial effects are remarkable. 
 
 The books for the trial were given by a public- 
 spirited citizen. As yet, the public library does 
 not furnish books for this purpose. Any library 
 certainly could not do a nobler work. 
 
 Fortunately, the cheap publications of the pres- 
 ent day place it within the power of any teacher of 
 a sufficiently advanced grade to try the experiment. 
 Excellent books for the purpose may be found 
 in the Franklin Square or Seaside Library, and 
 obtained for ten or fifteen cents each. Any pupils 
 would be glad to buy them, provided the subject 
 is presented in the proper manner. 
 
 Keeping a record of the books read by pupils 
 will stimulate and control the habit of reading. 
 The mere idea of reporting to his teacher will often 
 deter a pupil from reading trashy books. In con- 
 demning any book the teacher should make the 
 pupil understand the reason of its hurtfulness. 
 
 One plan is for the teacher to have a blank- 
 book, in which each pupil shall have a space for 
 each month. At the end of the month the pupil 
 
UNGRADED SCHOOLS. 
 
 may hand in a written list of the books he has 
 read, together with the names of their authors. 
 
 These may be recorded in the book referred to 
 by one of the pupils. The teacher should look 
 over the list, and give or withhold her approval of 
 the books, as the case requires. As often as once 
 each quarter the result of each pupil's reading may 
 be announced. 
 
 In this way much lasting good will be accom- 
 plished. The dangerous classes in the community 
 are not the readers of good books. 
 
 A teacher's aim should be to study, not how 
 little work and responsibility the letter of the law 
 may demand, but how she can be of the greatest 
 benefit to the children under her charge, both as 
 to their advancement in learning while there, and 
 also as to the formation of habits which will pro- 
 mote the happiness and usefulness of their whole 
 lives. 
 
 UNGRADED SCHOOLS. 
 
 The question of presenting language-lessons in 
 ungraded schools is, in many cases, a difficult one, 
 on account of the numerous demands upon the 
 time of the teacher. But, of all poor excuses 
 offered for neglected work, the " want of time " is 
 the poorest ever invented. Time and means are 
 never lacking with an indomitable will. 
 
 There is a multiplicity of classes, to be sure 
 greater than is necessary or profitable in most 
 
80 INSTRUCTION IN ENGLISH. 
 
 cases. But, take the classes as they are, they are 
 usually small, and in the summer-time very small ; 
 so that the children may receive much more indi- 
 vidual attention than in the large graded schools 
 of the towns. The freshness and earnestness of 
 these young country lives make the work of a 
 competent teacher peculiarly effective. 
 
 Especially the summer term then, when the 
 teacher's attention is almost entirely given to the 
 smaller children of the neighborhood, is the time 
 for language-lessons, and upon the topics laid 
 down in this course of instruction. The teacher 
 may choose from them as her judgment directs, 
 but technical Grammar and the text-book will be 
 of very questionable utility ; in fact, they are in 
 most cases a hindrance. 
 
 The school, which will rarely exceed fifteen or 
 twenty pupils in average attendance, may be di- 
 vided into two classes or forms, and each receive a 
 half hour's instruction each day. 
 
 No alarm need be felt about classifying the 
 pupils, for the little fellows will enter into the ex- 
 ercises with great spirit, and catch the points pre- 
 sented almost as readily as the older pupils. When 
 it comes to criticism, they will command respect 
 by the sharpness of their thrusts. 
 
 This work is confidently commended to the 
 teachers of these schools because the author has 
 taught them, "boarded around," and superin- 
 tended them, and believes nothing would awaken 
 greater interest, or be more profitable, than well- 
 presented lessons in the English language. 
 
YA 
 
 / /A 
 
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