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WORDS SPOKEN AND WRITTEN 
 
THE MACMILLAN COMPANY 
 
 NEW YORK • BOSTON • CHICAGO 
 ATLANTA • SAN FRANCISCO 
 
 MACMILLAN & CO., Limited 
 
 LONDON • BOMBAY • CALCUTTA 
 MELBOURNE 
 
 THE MACMILLAN CO. OF CANADA, Ltd. 
 
 TORONTO 
 
The Geese of the Capitol. 
 
WORDS SPOKEN AND WRITTEN 
 
 A COURSE IN MODERN ENGLISH 
 BOOK II 
 
 LESSONS IN LANGUAGE, LITERATURE, 
 AND COMPOSITION 
 
 BY 
 HENRY P. EMERSON 
 
 SUPERINTENDENT OF EDUCATION, BUFFALO, N.Y. 
 AND 
 
 IDA C. BENDER 
 
 SUPERVISOR OF PRIMARY GRADES, BUFFALO, N.T. 
 
 Neto gctJt: \-.\ \ \/ ', ) \' 
 THE MACMILLAN, COMPAl^Y:. : j .', 
 
 1908 
 
 All rights reserved 
 
Copyright, 1908, 
 By the MACMILLAN COMPANY. 
 
 Set up and electrotyped. Published August, 1908. 
 
 EDUCATION DBP^ 
 
 J- 34<iu*ifg'Cp. -^ Berwick & Smith Co. 
 NorwoocT, Mass., U.S.A. 
 
PREFACE 
 
 This book has been carefully planned to meet the needs 
 of intermediate grades in public and private schools. In 
 its preparation the authors have employed similar methods, 
 and, in part, have used the same material as in the first 
 book of " Modern English," which has met with such pro- 
 nounced favor. Instead of relying upon technical gram- 
 mar to mold the daily speech of children, emphasis is laid 
 upon practice in speaking, reading, interpreting, and 
 writing under the guidance of the teacher. 
 
 The authors believe in the supreme importance of inter- 
 est in successful language study. They have, therefore, 
 spared no pains in determining upon the topics to be 
 presented and in subjecting their choice to repeated tests 
 in the schoolroom. 
 
 The lessons are based upon a cycle of topics, beginning 
 with home life, leading out through school associations 
 and familiar sights and sounds in nature, and culminating 
 in the larger and remoter thought of country and society. 
 Pictures, stories, poems, exercises, suggested readings, 
 have all been chosen in accordance with this plan, to the 
 end that children may view language less as an unrelated 
 branch of study than as a unifying medium for all school 
 studies and out-of-school experiences. In developing the 
 
 541402 
 
vi PREFACE 
 
 plan, the authors have sought to keep in close sympathy 
 with the child mind and heart. 
 
 It is believed that the method of presentation will be 
 found simple, natural, effective. Interesting questions to 
 be thouglit out during a silent study period or discussed 
 with the teacher prepare the mind to receive definition, 
 rule, or principle, or to enjoy a selection soon to follow. 
 Application of the knowledge gained or feelings aroused 
 is then made in various ways, as in copying, writing from 
 dictation, in original oral or written composition, or in 
 studying and memorizing selections. 
 
 Much attention is given to the cultivation of the imagi- 
 nation, on account of its reaction both upon language and 
 upon life. 
 
 Throughout the book the preeminent importance of oral 
 practice is recognized. The ear is too often a neglected 
 factor in language teaching. Selections have been intro- 
 duced which the teacher is to read to the pupils to train 
 them to a perception of nice language values. Pupils are 
 directed to criticise their own language as regards not 
 only the interest of the thought expressed in it, but the 
 quality of its sound also. 
 
 The authors have aimed to supply material in sufficient 
 abundance to permit a desirable freedom of choice on the 
 part of teachers and supervisors, who will thus be able to 
 adapt the language work closely to the requirements of 
 the local course of study and to salient features of the 
 natural environment. 
 
 The plan of the book is as follows : Part I is devoted 
 to the sentence, which from the first is treated as a part 
 
PREFACE vii 
 
 of connected discourse. It aims to make the printed page 
 mean more to the pupil, and to give him mastery of the 
 common uses of capital letters, punctuation marks, and 
 grammatical relations, that his words, spoken or written, 
 may mean more to others. At the same time, progress 
 is made in thought-getting and in the orderly arrange- 
 ment of thoughts in sentences and paragraphs. 
 
 Part II consists of a practical and attractive treatment 
 of letter writing. The material used is new, the infor- 
 mation is up-to-date, and the exercises for practice are 
 abundant. 
 
 Part III continues the study of the sentence and the 
 paragraph. The parts of speech are explained and also 
 the classification of sentences, according to form. The 
 correction of common mistakes in language receives much 
 attention. Another aim constantly kept in view is the 
 growth of the pupil's vocabulary through the use of the 
 dictionary, the study of synonyms, and word formation. 
 By simple means entirely within their capacity, children 
 gain a knowledge of the distinction between prose and 
 poetry, narration and description. Thus they gradually 
 acquire the power of appreciating the strength or beauty 
 of what they read and of expressing their own thoughts 
 in appropriate language. 
 
 The selections from the writings of Henry W. Long- 
 fellow, James Russell Lowell, Thomas Bailey Aldrich, 
 Edmund Clarence Stedman, James T. Fields, Annie Fields, 
 John G. Whittier, and Frank Dempster Sherman and 
 the translation from Bjornson are used by permission of 
 and by special arrangement with Houghton, Mifflin Com- 
 
Vlll PREFACE 
 
 pany, the authorized publishers of the works of these 
 authors. 
 
 A selection from the writings of Richard Henry Stod- 
 dard is used by special arrangement with Charles Scrib- 
 ner's Sons, who publish copyright editions of the works 
 of that author. 
 
 A selection from the writings of Helen Hunt Jackson 
 is used by permission of Little, Brown, and Company, and 
 a letter of Phillips Brooks by permission of E. P. Button 
 and Company. The poem of H. H. Bennett is used by 
 permission of the author, and of the publishers of The 
 Youth's Companion. The selection from William Cullen 
 Bryant is used by permission of D. Appleton and Com- 
 pany. The extract from Laura E. Richards is used by 
 permission of Dana Estes and Company. 
 
 The authors cordially acknowledge their indebtedness 
 to scores of teachers who, in one way or another, have 
 freely given aid in the preparation of this book. 
 
TABLE OF CONTENTS 
 
 PART ONE 
 
 1B880N PAGB 
 
 1. Beautiful Thoughts. Reading and Conversation ... 2 
 
 2. Thought-Getting through Observation 8 
 
 3. Practice. Observation and Mental Picturing .... 4 
 
 4. Thought-Getting through Reading. Hercules and the Wagoner 5 
 
 5. Thought-Getting through Conversation. An Excursion . . 7 
 
 6. Modes of Expressing Thought. Sentence Defined ... 8 
 
 7. Sentence Study. Exercise for Practice 9 
 
 8. Proper Forms in Writing. Capital Letters .... 10 
 
 9. Written Exercises, llie Wind 12 
 
 10. Capitals in Titles. Madam How 12 
 
 11. A School Experience. Making and Arranging Sentences . 13 
 
 12. Declarative Sentences 14 
 
 13. Tlie Captain's Daughter. A Story in Verse .... 17 
 
 14. Interrogative Sentences 18 
 
 15. An Exercise in Silent Reading. The Old Soldier ... 19 
 
 16. Imperative Sentences 20 
 
 17. Requests or Entreaties 21 
 
 18. Names of the Deity. Capital Letters 22 
 
 19. A Story to be Retold. Sir Philip Sidney 22 
 
 20. The Flag goes By. A Patriotic Poem 23 
 
 21. Exclamatory Sentences 26 
 
 22. A Review of Sentences 26 
 
 23. Hidden Gold. Practice in Story telling 26 
 
 24. Paragraphs. Indentation 28 
 
 25. A September Garden. Sentence Study 29 
 
 26. Exercises in Description 30 
 
 27. Story-telling. Five in One Pod 31 
 
 28. The Study of a Picture. Description 32 
 
 29. Wheat. Practice in Thought-getting 33 
 
 30. A Story to be Written 34 
 
 31. October^s Bright Blue Weather. Word Pictures in Verse . 34 
 
 32. A Word Picture in Prose 36 
 
 ix 
 
TABLE OF CONTENTS 
 
 33. How to Use the Dictionary 
 
 34. Exercise in Silent Reading. The Sphinx 
 
 35. Home Preparations for Winter, Sentence Grouping 
 
 36. Birds. Paragrapli Writing 
 
 37. Trees. Paragraph Writing 
 
 38. Study of a Picture. The End of Day 
 
 39. The Tree. Mental Picturing . 
 
 40. An Exercise in Description 
 
 41. Fur Bearers. Paragraph Writing 
 
 42. Insects. Paragraph Writing 
 
 43. Child's Play. Explaining Things 
 
 44. Composition. Subjects or Titles 
 46. Humble Helpers. Exercises in Composition 
 
 46. Pumpkins. Observation and Conversation 
 
 47. Winter. Paragraph and Sentence Study 
 
 48. An Exercise in Planning and Writing 
 
 49. Review^ 
 
 50. Little Lessons in History . 
 
 51. A Picture Lesson. Attacked by Wolves 
 
 52. A Story Suggested by a Picture . 
 
 53. The Wolf. Paragraph Study . 
 
 54. Home, Sweet Home. A Song . 
 
 55. Dictation Exercise .... 
 
 56. Contractions. An Exercise in Observation 
 
 57. A Lesson in Good Form. Contractions 
 
 58. Bits of Local Lore. Conversation and Composit: 
 
 59. Picture Study and Composition. TJie Meeting 
 
 60. A Story to be Retold 
 
 61. How Quotations are Punctuated 
 
 62. Practice in Using Quotation Marks 
 
 63. Quotations at Beginning of Sentences 
 
 64. Divided Quotations 
 
 65. The Important Corporal. A Character Study 
 
 66. A Use of the Comma 
 
 67. TJie Monkey and the Cats. Reproduction 
 
 68. Practice. Punctuation of Quotations 
 
 69. Lullaby for Titania. For Memorizing 
 
 70. The Parts of a Sentence .... 
 
 71. The Subject of a Sentence .... 
 
 72. The Predicate of a Sentence 
 
TABLE OF CONTENTS xi 
 
 tBSBOK PAGE 
 
 73. Groups of Words as Subjects 77 
 
 74. Groups of Words as Predicates 78 
 
 75. Separating the Subject and Predicate 79 
 
 76. Tlie Position of Subject and Predicate 80 
 
 77. Order in Sentences 81 
 
 78. Simple Sentences 82 
 
 79. History and Composition 82 
 
 . 80. Review 83 
 
 81. liohert of Lincoln. A Life History in Verse .... 84 
 
 82. A Study of the Poem. Conversation 87 
 
 83. Writing Stories from Outlines 89 
 
 84. Exercises in Explaining 90 
 
 86. The Book I like Best 90 
 
 86. Completing a Story 91 
 
 87. A Thinking Match 91 
 
 88. An Exercise in Thinking 92 
 
 89. The Arrow and the Song. For Memorizing .... 93 
 
 90. Summary 94 
 
 PART TWO 
 
 91. Use of Letter-writing 96 
 
 92. A Letter. Phillips Brooks to his Niece 97 
 
 93. Letter-writing 98 
 
 94. The Parts of a Letter 99 
 
 95. The Heading 100 
 
 96. The Salutation . . 101 
 
 97. The Body 102 
 
 98. The Conclusion 103 
 
 99. The Superscription 104 
 
 100. Exercises in Letter-writing 106 
 
 101. Business Letters. Diagram showing Parts .... 107 
 
 102. Forms of Business Letters 109 
 
 108. Applications for Positions 110 
 
 104. Practice in Letter-writing Ill 
 
 105. Social Notes 112 
 
 106. Formal Notes 113 
 
 107. Exercises in writing Notes and Letters 114 
 
 108. Telegrams 115 
 
 109. Discussion and Composition. Sending Messages . . . 116. 
 
Xli TABLE OF CONTENTS 
 
 PART THREE 
 
 LE880K . PAGE 
 
 110. The Soioer. Conversation about a Great Picture . . .118 
 
 111. The Throstle. Study of Poetry 120 
 
 112. Word Work in Sentences. The Parts of Speech . . .121 
 
 113. Nouns 122 
 
 114. Practice. Dandelions . . 123 
 
 115. Common and Proper Nouns 124 
 
 116. Surnames and Given Names 125 
 
 117. Reading and Mental Picturing. Barharossa .... 126 
 
 118. Legends and Other Tales. Conversation 128 
 
 119. Composition . . . .129 
 
 120. Making an Outline 130 
 
 121. Writing from Outlines 131 
 
 122. Synonyms and Antonyms 132 
 
 123. The Defense of Thermopylce. Narration 133 
 
 124. Order in Story-telling 135 
 
 125. Study of a Plan 136 
 
 126. Verses to be Memorized. May 137 
 
 127. A Beautiful Word Picture. Prom Sir Launfal . . .140 
 
 128. Verbs and What they Do 140 
 
 129. A Useful Verb 141 
 
 130. The Verb-phrase 142 
 
 131. Complements 144 
 
 132. An Exercise in Story-telling 144 
 
 133. Review 145 
 
 134. Transitive Verbs ". . . . 145 
 
 135. Picture Study. School in Brittany 147 
 
 136. Present and Past Forms of Verbs 148 
 
 137. Forms to Use after Have and Has 149 
 
 138. Some Common Verbs 150 
 
 139. Completing a Story. An Interrupted Journey . . . 151 
 
 140. Two Troublesome Verbs 152 
 
 141. Word Study. Careful Thinking .154 
 
 142. The Ant and the Grasshopper. Punctuation . . . .154 
 
 143. Adding to the Story 155 
 
 144. Study of Troublesome Forms 156 
 
 145. Avoiding Mistakes. Shall or Will 156 
 
 146. Bain. An Exercise in Explanation 158 
 
 147. Before the Bain. Poetic Pictures 159 
 
TABLE OF CONTENTS Xlll 
 
 LK880N PAGK 
 
 148. Prose and Poetry. How they Differ 160 
 
 149. The Cloud. Interpreting Poetry 161 
 
 150. Exercises in Description 162 
 
 151. Personification 163 
 
 152. An Exercise in Dictation 163 
 
 153. Singular Nouns and Plural Nouns 164 
 
 154. How Plural Nouns are Fonned 165 
 
 155. When to Use Certain Words 168 
 
 1^. A Picture Study. King Arthur • 169 
 
 157. A Reading Exercise. How Arthur became King . . . 169 
 
 158. Study of the Story 172 
 
 159. Review 173 
 
 100. How Nouns show Possession 174 
 
 161. Irregular Possessive Forms 175 
 
 162. Review 176 
 
 163. Paragraph Writing. The Topic Sentence . . . .177 
 
 164. A Reading Exercise. Little Sunrise 178 
 
 165. A Study of Synonyms 179 
 
 166. Pronouns 180 
 
 167. Practice in the Use of Pronouns 181 
 
 168. A Quotation within a Quotation . 182 
 
 169. Personal Pronouns 182 
 
 170. How to Use Personal Pronouns 183 
 
 171. The Proper Order of Pronouns . 185 
 
 172. Picture Study and Composition. Visiting Day . . . 187 
 
 173. Modifiers Explained and Defined 188 
 
 174. Simple Subject and Simple Predicate 189 
 
 175. Adjectives 190 
 
 176. Other Adjectives 192 
 
 177. Uses of the Hyphen. The Cornfield 193 
 
 178. Word Building. Prefixes and Suffixes 195 
 
 179. A Study of Some Prefixes 196 
 
 180. Word Pictures in Poetry and Prose 198 
 
 181. The Study of a Picture. Landscape with Mill . . . 199 
 
 182. Lesson in Synonyms 200 
 
 183. Two Famous Explorere. A Review 201 
 
 184. Helping the Shoemaker. Mental Picturing .... 202 
 
 185. miat my Old Shoe Told. An Exercise in Stoiy-telling . 203 
 
 186. Waves after a Storm. Degrees of Quality .... 204 
 
 187. TTie Gentlemanly Horse. Comparison of Adjectives . . 206 
 
XIV 
 
 TABLE OF CONTENTS 
 
 LESSON 
 
 188. Irregular Comparison .... 
 
 189. A Reading Exercise. A Story of Japan . 
 
 190. Completing a Story 
 
 191. Adverbs modifying Verbs 
 
 192. Adverbs with Other Words than Verbs . 
 
 193. Poetic Comparisons 
 
 194. A Swiss Legend. How to Tell a Story . 
 
 195. Poems that foster Love of Country. Warren'' s 
 
 196. Oral Review 
 
 197. Words in a Series. The Comma 
 
 198. Prepositions 
 
 199. Word Study. Prepositions 
 
 200. Music in Poetry. Puck and the Fairy 
 
 201. History Story to be Retold. Putnam and the 
 
 202. Biography. Order of Details . 
 
 203. Phrases Explained and Defined 
 
 204. Prepositional Phrases as Modifiers . 
 
 205. Variety of Expression .... 
 
 206. Review of Possessive Forms 
 
 207. Possession expressed by a Phrase 
 
 208. A Pennsylvania Farmhouse. Description 
 
 209. N'arcissa. Description of a Person . 
 
 210. Conjunctions 
 
 211. Conjunctions and Verbs .... 
 
 212. Interjections 
 
 213. Going A-mitting. A Word Picture in Prose 
 
 214. A Debate 
 
 215. Applying what you Know. A Review 
 
 216. Word-building. Use of Suffixes 
 
 217. La Salle. The Parts of Speech 
 
 218. Character Study and Description 
 
 219. Lucy. A Study of Character . 
 
 220. A Colonial Girl. Actions that show Character 
 
 221. Clauses Explained and Defined 
 
 222. Independent and Dependent Clauses 
 
 223. Simple, Compound, and Complex Sentences 
 
 224. Combining Sentences .... 
 
 225. Exercises in Paragraph Writing 
 
 226. Picture Study. The Fisherman's Daughter 
 
 227. Explaining Things 
 
 Address 
 
 Wolf 
 
TABLE OF CONTENTS XV 
 
 LE880N PAGE 
 
 228. Leading Industries of New England. An Exercise in Para- 
 
 graphing 258 
 
 229. Stories to be Told from Outlines 259 
 
 230. Training the Memory 260 
 
 231. Exercises in Composition 261 
 
 232. The Weather Bureau? Explanation 262 
 
 233. Work and the Workman. Outlines of Compositions . . 262 
 
 234. A Poet's Call. SUnzas from The Psalm of Life . . . 26i 
 
 235. Summary ........... 206 
 
 Appendix : 
 
 A. The Land of Story Books 269 
 
 B. Review of Hules for Capital Letters 272 
 
 C. Review of l*unctuation 272 
 
 Index . . . 275 
 
BOOK II 
 
 LESSONS IN LANGUAGE, LITERATURE, AND 
 COMPOSITION 
 
 Birds are singing round my window, 
 Tunes the sweetest ever heard, 
 And I hang my cage there daily, 
 But I never catch a bird. 
 
 So with thoughts my brain is 
 peopled, 
 J And they sing there all day long : 
 But they will not fold their pinions 
 In the little cage of Song ! 
 
 ^ From "The Poems of Richard Henry Stoddard." Copyright, 
 1880, by Charles Scribuer's Sons. 
 
 B 1 
 
PART I 
 
 THOUGHT AND ITS EXPRESSION 
 Sentences Defined and Classified, Grouped and Analyzed 
 
 BEAUTIFUL THOUGHTS 
 Reading and Conversation 
 
 Listen while your teacher reads the hnes on page 1. 
 
 Read the poem yourself silently and then aloud. 
 
 Talk about its meaning. 
 
 Do you like the way it is illustrated ? Why ? 
 
 If you can, repeat other lines of poetry that please 
 you. 
 
 Commit the poem to memory. It will people 
 your brain with beautiful thoughts. It is a good 
 thing to have such thoughts sing there even if they 
 " do not fold their pinions " in the " cage of Song " 
 or story. 
 
 Written Exercises. — I. Copy the poem neatly. 
 11. Write from dictation : — 
 
 Make yourselves nests of pleasant thoughts ! 
 What fairy palaces we may build of beautiful thoughts ! 
 
 — John Kuskin. 
 Word Study 
 pinions means wings. 
 
THOUGHT-GETTING THROUGH OBSERVATION 
 
 THOUGHT-GETTING THROUGH OBSERVATION 
 To be Talked Over 
 
 You will not find it hard to get thoughts if you 
 notice common things carefully, and store up in your 
 mind pictures of what you observe. 
 
 You will notice, for example, that: — 
 
 All birds have feathers. 
 
 Most birds sing. 
 
 Some birds fly high in the air. 
 
 Others keep near the ground. 
 
 Some birds make nests in one way, some in another. 
 
 Some birds lay eggs of one color, some of another. 
 
 Some birds feed on seeds. 
 
 Others live on worms and the like. 
 
 Some birds are more beautiful than others. 
 
 Some birds remain with us the whole year through. 
 
 Others leave us at certain seasons, or migrate. 
 
 Each observation gives you a mental picture or 
 idea of some " little brother of the air " ; a " shut- 
 eye " picture of what it is (bird), what it does (sings), 
 or how it appears (little), and so on. 
 
 With each picture you join its proper sign or 
 word. 
 
 When you put the mental pictures together prop- 
 erly, they become your thoughts. 
 
LESSONS IN ENGLISH 
 
 Sparrows. 
 
 PRACTICE 
 Observation and Mental Picturing 
 
 Observation. — Look at the picture on this page. 
 What do you see in it ? What artist painted it ? 
 The artist first observed carefully the little creatures 
 which chirp and flit about our streets and highways; 
 he formed a good mental picture of each object before 
 he was able to paint it. 
 
THOUGHT-GETTING THROUGH READING 5 
 
 Mental Picturing. — From the following list, select 
 the name of an animal you have observed carefully. 
 Do not tell aloud which one it is : — 
 
 rabbit squirrel dog horse elephant sparrow 
 
 Close your eyes and try to see as clear a picture of 
 it as you can. Think carefully of its form, size, 
 color, covering, especially of the parts by which you 
 know it best. 
 
 Expression by Hand. — 3fake a draiving or cutting 
 of the aniinal. Do your classmates know what it is ? 
 Does the result show that you notice common things 
 carefully ? Compare your drawing or cutting with a 
 good printed picture of the animal. How is your 
 work like that ? How do the two differ ? 
 
 • Word study 
 
 To observe means to notice with care. Ears as well as eyes 
 are used when we observe. What else may be used ? 
 
 THOUGHT-GETTING THROUGH READING 
 
 Read the following story silently : — 
 
 Hercules and the Wagoner — A Fable 
 
 A man was once driving a heavy load along a muddy road. 
 Presently he came to a spot where the wheels sank halfway 
 into the mire. The more the horses tried to pull them out, 
 the deeper they sank. At last the man threw aside his whip, 
 
6 LESSONS IN ENGLISH 
 
 knelt down and loudly prayed to Hercules the Strong. " 
 Hercules, help me ! I pray you, help me ! " he cried. But 
 Hercules answered : " Pshaw, man, don't lie there in the mud ! 
 Get up and put your shoulder to the wheel. Don't you know 
 that the gods help them that help themselves ? " 
 
 Try to form a mental picture of what is told in the 
 first line. Which, words are of most use to you in 
 making the picture ? 
 
 What kind of man do you think the Wagoner 
 was ? How is Hercules described ? Do you know 
 why ? Was Hercules right in what he said ? Why 
 do you think so ? 
 
 What are stories like the above called? What 
 other fables do you recall ? How are fables different 
 from other stories ? What words of the story tell the 
 lesson this fable teaches ? What kind of help is 
 best? 
 
 Oral Exercises. — I. Tell the story. Be sure to 
 pronounce every word correctly. Hercu les is a 
 word of three syllables. 
 
 II. Find a fable in some other hook. Read it arid 
 tell tvhat lesson it teaches. 
 
 III. Read from a geography ahout good roads. 
 Tell lohat you have read. 
 
 Written Exercises. — I. Copy the first line of the 
 fable. Make a draiving to go with it. 
 
 II. Write in your own ivords v)hatyou have learned 
 ahout good roads. 
 
THOUGHT-GETTING THROUGH CONVERSATION 
 
 THOUGHT-CxETTING THROUGH CONVERSATION 
 A Walk or Excursion 
 
 Plan an interesting walk or excursion to the fields, 
 a park, a factory, a shop, or other good place. 
 
 Invite some one to go with you; make the invita- 
 tion as attractive as you can. 
 
 If the teacher is willing, use the Avalk as the 
 subject of a conversation in w^hicli all the class 
 may join. 
 
 In the conversation be sure to — 
 
 1. Have soinetldng interesting to tell; for example, 
 when, where, why you w^ent, who w^ent with you, 
 what you saw and did, what kind of time you had. 
 Know how* and when to say each of the above. 
 
 2. Ask for explanations of what you saw but did 
 not understand. Get all the information from others 
 that you can. 
 
 3. Describe something you collected. You may also 
 tell where you obtained it, of what use or impor- 
 tance it is, what you intend to do with it. 
 
 Try to talk in a way that will make others wish to 
 see, to know, to do, as you have done. 
 
 If othei- experiences are told, report how they are 
 like or unlike yours. 
 
 I. Expression by Hand. — Make one or more draw- 
 ings of things that interested you in your walk or 
 
8 LESSONS IN ENGLISH 
 
 excursion. Make a diagram showing the route you 
 took. 
 
 II. Co2Jy and discuss the meanhig of : — 
 
 We're made so that we love 
 
 First when we see them painted, things we have passed 
 
 Perhaps a hundred times, nor cared to see. 
 
 — KoBERT Browning. 
 
 6 
 
 MODES OF EXPRESSING THOUGHT 
 Sentence Defined 
 
 When the conductor of a passenger train signals 
 with his hand to the engineer to start the train, the 
 conductor expresses a thought, which the engineer 
 understands. It means " Go ahead." Such a method 
 of expressing thought is sometimes called sign lan- 
 guage ; but it is not real language. In real lan- 
 guage the thoughts are expressed by means of spoken 
 or written words, properly grouped together in sen- 
 tences. 
 
 A group of words may mean something and still 
 not be a sentence. The words " The old house at 
 home" may call up so clear a mental picture that 
 the hearer seems to see the house, yet the words 
 do not express a complete thought. They do not 
 make a statement, ask a question, or give a command. 
 
 When words are so put together that they express 
 a complete thought, they form a sentence. 
 
SENTENCE STUDY 9 
 
 Definition. — A sentence is a group of words expressing a 
 complete thought. 
 
 Rule. — Every written sentence should begin with a capital 
 letter. 
 
 Oral Exercises. — Think hoiv each of the folloiving 
 persons exjjresses thought: — 
 
 A little baby, a deaf mute, an artist, a person who 
 does not know your language, the audience at a 
 school entertainment, the performer in a pantomime. 
 
 SENTENCE STUDY 
 
 I. Study the folloiving groups of words. Which 
 express a complete thought, and w^iich do not ? 
 
 1. An artist paints pictures with his brush. 
 
 2. A poet paints pictures with words. 
 
 3. See the birds, children. 
 
 4. All day long. 
 
 5. In a little cage. 
 
 6. Read the poem silently. 
 
 7. They sing there. 
 
 8. In the mud. 
 
 9. Is your brain peopled with good thoughts ? 
 10. I am studying the English language. 
 
 II. Atlanta is the capital of Georgia. 
 
 12. I see the lights of the village. 
 
 13. Franklin at the age of ten years. 
 
 14. To swim across the river. 
 
 15. Left school to help his father. 
 
10 LESSOJVS IN ENGLISH 
 
 II. Use each of the folloiving groups of words in a 
 complete and interesting sentence : — 
 
 1. At the spring. 6. Passing along the road. 
 
 2. On the wing. 7. An old, old, old, old lady. 
 
 3. May I gather ? 8. The boy with a little laine knee. 
 
 4. Over the bank. 9. Eight under the maple tree. 
 
 5. Like home. 10. Never stirred from their places. 
 
 8 
 
 PROPER FORMS IN WRITING 
 Capital Letters 
 
 In the lessons already studied use is made of cer- 
 tain forms which require attention and frequent re- 
 view. They are : — 
 
 I. Names of Persons, Initials, Titles, 
 and Abbreviations 
 
 Study the folloioing : — 
 
 Richard Henry Stoddard R. H. Stoddard Mr. Stoddard 
 
 Robert Browning R. Browning Mr. Browning 
 
 Elizabeth Barrett Browning E. B. Browning Mrs. Browning 
 
 Which are full names of persons? initials ? titles? 
 Which are abbreviations ? How are capital letters 
 and periods used above ? 
 
 Rules. — 1. Each word in the name of a person should begin 
 with a capital letter. 
 
 2. Every initial written instead of the name of a person 
 should be a capital letter and should be followed by a period. 
 
PROPER FORMS IN WRITING 11 
 
 3. A title used with the name of a person should begin with 
 a capital letter. 
 
 4. Every abbreviation should be followed by a period. 
 
 II. Time and Place Names 
 
 Which of the following are names of particular 
 })laces? of periods of time? What holiday is 
 named ? With what kind of letter does each word 
 in each name begin ? 
 
 East St. Louis New Orleans January 
 
 United States Monday Independence Day 
 
 Rules. — 5. Each word in the name of a place should begin 
 with a capital letter. 
 
 6. The names of Ihe days of the week, of the months of the 
 year, and of holidays should begin with capital letters. 
 
 III. The Words /and 
 
 On page 6 find the ivorcls I and 0. 
 With what kjnd of letter is each of the above 
 words written ? 
 
 Rule. — 7. The words / and should always be written as 
 capital letters. 
 
 IV. The First Word of a Line of Poetry 
 
 Read again the poem on page 1. 
 
 With what kind of letter does each line begin ? 
 A line of poetry is called a verse. How many 
 
12 
 
 LESSONS IN ENGLISH 
 
 verses in the poem entitled " Birds " ? In the poem 
 four verses are grouped together 
 to form a stanza. 
 
 How many stanzas in the 
 poem? 
 
 Rule. — 8. The first word of every 
 line of poetry should begin with a 
 capital letter. 
 
 9 
 
 WRITTEN EXERCISES 
 
 I. Copy the following. If you 
 can, add two more stanzas. 
 
 The Wind 
 
 I saw you toss the kites on high 
 And blow the birds across the sky ; 
 And all around I heard you pass, 
 Like ladies' skirts across the grass — 
 wind, a-blowing all day long, 
 wind, that sings so loud a song ! 
 — R. L. Stevenson. 
 
 II. Tell in loriting different uses of the wind. 
 
 10 
 
 TITLES OF WRITTEN WORK 
 
 Study the followiiig group of sentences. Notice how 
 cajntal letters are used in the name or title. 
 
A JUT OF SCHOOL EXPERIENCE 13 
 
 The Patience of Madam How 
 
 Most patient indeed is ^Madam How. She takes just as 
 much pains to make an acorn as to make a peach. She takes 
 just as much pains about the acorn which the pig eats, as 
 about the acorn which will grow into a tall oak, and help to 
 build a great ship. She took just as much pains, again, about 
 the acorn which you crushed under your foot just now and 
 which you fancy will never come to anything. Madam How 
 is wiser than that. She knows that it will come to some- 
 thing. She will find some use for it, as she finds a use for 
 everything. — Charles Kixgsley. 
 
 Rule. — The first word and every important word in the 
 title of a book, magazine, newspaper, picture, or written paper 
 should begin with a capital letter. 
 
 Exercises. — I. Discuss the loriting and j^lcicing of 
 titles in your ivritten tvork. Find out exactly how 
 your teacher wishes this done. 
 
 II. Copy titles to he found in this hook, as 
 follows : — 
 
 1. Of a story. 2. Of a picture. 3. Of a poem. 
 
 11 
 
 A BIT OF SCHOOL EXPERIENCE 
 Making and Arranging Sentences 
 
 I. What interesting things happened in school this 
 morning ? this afternoon ? 
 
 Write sentences answering the above questions. 
 Speak of things in the order in which they happened. 
 Give the paper a proper title. 
 
14 
 
 LESSONS IN ENGLISH 
 
 II. Each pupil in the class may choose one of 
 the following and write a sentence or a group of 
 sentences about it : — 
 
 1. The school. 2. The teacher. 3. The class reciting. 
 4. The newcomers. 5. The girls at their desks. 
 
 School is Brittany. 
 
 Geoffroy. 
 
 12 
 
 DECLARATIVE SENTENCES 
 
 What does each of the following sentences do ? 
 
 1. Hans Christian Andersen was a great story-teller. 
 
 2. Common things made him think of delightful tales. 
 
 3. Andersen lived in Denmark. 
 
DECLARATIVE SENTENCES 15 
 
 4. For many years he was poor and friendless. 
 
 5. His stories gained friends and glory for him at last. 
 
 6. His books have been translated into all the languages of 
 Europe. 
 
 Each sentence given above makes a statement 
 from which you learn a fact about Andersen or his 
 stories. Sentences that make statements are called 
 declarative sentences. What mark is used at the end 
 of each ? 
 
 Remember. — A declarative sentence is a sentence that makes 
 a statement. 
 
 Every declarative sentence should end with a period. 
 
 Oral Exercises. -^ I. Name a poet whom you 
 admire and make interesting statements about him. 
 II. Make three statements about each of these: — 
 
 Atlantic Ocean, September, iron, steam, electricity, bananas. 
 
 What are sentences that make statements called ? 
 What kind of sentences have you studied in this 
 lesson ? 
 
 Written Exercises. — I. Write from dictation the 
 sentences fjiven for study. 
 
 II. Write four statements about square measure, its 
 uses or facts in regard to it. 
 
 III. Write on the blackboard the most interest- 
 ing statements made about each topic named in 
 Oral Exercise II. Arrange the statements in the 
 best order. 
 
The Lookout. 
 
 ("AU's Well.") 
 
 16 
 
 Winslow Homer, 
 
THE captain's DAUGHTER 17 
 
 13 
 
 THE CAPTAIN'S DAUGHTER 
 
 A Story in Verse 
 
 We were crowded in the cabin, 
 Not a soul would dare to sleep, — 
 It was midnight on the waters, 
 And a storm was on the deep. 
 
 'Tis a fearful thing in winter 
 To be shattered by the blast, 
 And to hear the rattling trumpet 
 Thunder, " Cut away the mast ! " 
 
 So we shuddered there in silence, — 
 For the stoutest held his breath. 
 While the hungry sea was roaring, 
 And the breakers talked with Death. 
 
 As thus we sat in darkness. 
 Each one busy with his prayers, — 
 " We are lost ! " the captain shouted. 
 As he staggered down the stairs. 
 
 But his little daughter whispered, 
 As she took his icy hand, 
 " Is not God upon the ocean. 
 Just the same as on the land ? " 
 
 Then we kissed the little maiden, 
 And we spoke in better cheer ; 
 And we anchored safe in harbor 
 When the morn was shining clear. 
 
 — James T. Fields. 
 
18 LESSONS IN ENGLISH 
 
 The poem on the preceding page is also called 
 " Ballad of the Tempest." A ballad is a story in 
 verse easy to recite or to sing. 
 
 What do these expressions mean, ^^ on the deep," 
 "by the blast," "the hungry sea" ? Does such lan- 
 guage help to make mental pictures clear ? Does it 
 make you feel the danger of the ship more than you 
 would if Mr. Fields had said. The night loas stormy f 
 Which lines in the story interest you most ? 
 
 14 
 
 INTERROGATIVE SENTENCES 
 
 Read the following sentences aloud: — 
 
 1. Where are you going ? When will you return ? 
 
 2. Who is going with you ? May I go ? 
 
 Each of the above sentences asks a question. Sen- 
 tences that ask questions are called interrogative sen- 
 tences. What mark is used at the end of each ? 
 
 Remember. — An interrogative sentence is a sentence that 
 asks a question. 
 
 Every interrogative sentence should end with an interroga- 
 tion point. 
 
 Oral Exercises. — I. Ask five questions about the 
 poem on page 17 ; ahout the picture on page 16 ; 
 ahout the English language. 
 
 II. Ask three questions about a mountain, a river, 
 or a lake. 
 
AN EXERCISE IN SILENT READING 
 
 19 
 
 III. Ask questions about the place in which you live. 
 
 What are sentences that ask questions called ? 
 What kind of sentences have you given in these 
 exercises ? 
 
 Written Exercises. — I. Drato a diagram of a 
 baseball field. Write four questions about baseball ; 
 about seioing ; about skating ; about luncheon. 
 
 II. Write three inter r^ogative sentences aboi 
 the Indians ; about mining or miners ; 
 about other occupations. / 
 
 III. Write two important ques- 
 tions asked in studying the commerce 
 of a country. What is commerce f 
 
 15 
 
 AX EXERCISE IN SILENT READING 
 
 Have you ever seen soldiers at their 
 drill ? How do they know what to do ? A 
 soldier must learn to take a certain position 
 the moment he hears the word " Attention ! " 
 He becomes so used to doing this, that he 
 takes the position without thinking, whenever 
 he hears the word. 
 
 Once an old soldier, carrying home his dinne 
 was crossing a muddy street. Suddenly ^ ^ 
 some one shouted, "Attention!" In- 
 stantly the soldier brought his hands 
 down to his sides and away went his mutton 
 and potatoes into the gutter. 
 
 ^t 
 
 ^^■^^ 
 
20 LESSONS IN ENGLISH 
 
 What does the first part of the selection tell ? 
 Repeat commands given to soldiers during a drill. 
 What story is told in the second part ? 
 Show how a soldier stands at attention. 
 Think of a good name for this story. 
 
 Written Exercises. — I. (7op?/ the story, giving it a 
 projyer title. 
 
 II. Copy and discuss :■ — 
 
 Habit is a cable ; we weave a thread of it every day, and it 
 becomes so strong we cannot break it. — Horace Mann. 
 
 16 
 
 IMPERATIVE SENTENCES 
 
 I^ead aloud these groups of words : — 
 
 1. Exchange your papers. 3. Kead it carefully. 
 
 2. Look at the first answer. 4. Mark it. 
 
 Each group is a sentence expressing a command. 
 Sentences that express commands are called impera- 
 tive sentences. What mark do you find at the end 
 of each ? 
 
 Oral Exercises. — I. What commands have your 
 
 teachers given to-day f 
 
 II. Give a command to a piqnl luhom your teacher 
 will name. 
 
 What are sentences that express commands called ? 
 What kind of sentences have you given in this 
 lesson ? 
 
REQUESTS OR ENTREATIES 21 
 
 Written Exercises. — I. Fo?'m imperative sen- 
 tences : — 
 
 1. your face. 5. to school early. 
 
 2. your hair. 6. your lunch slowly. 
 
 3. your teeth. 7. quietly. 
 
 4. your nails. 8. polite. 
 
 II. Write four imperative sentences used in ivork- 
 ing loith numbers in arithmetic. 
 
 III. Write Jive imperative sentences^ teaching a girl 
 hoio to set a table; a boy how to water a horse. 
 
 IV. Coiyy imperative sentences from your reader. 
 
 17 
 
 REQUESTS OR ENTREATIES 
 
 There are persons whom it is not proper for you 
 to command. In their case, you make a request or 
 an entreaty ; thus : — 
 
 Mother, please buy me a knife. 
 
 Help us, dear Lord. 
 
 Protect us by Thy might, great God, our King ! 
 
 These sentences, also, are called imperative sentences. 
 
 Remember. — An imperative sentence is a sentence that 
 expresses a command or an entreaty. 
 
 Oral Exercise. — Name five persons to whom a child 
 may not properly give commands. Address a request 
 or an entreaty to each, using the words please, if you 
 please, kindly. 
 
22 LESSONS IN ENGLISH 
 
 18 
 
 NAMES OF THE DEITY 
 
 On page 21 notice that the word God begins with 
 a capital letter. God is also spoken of as the Deity. 
 God, Lord, King, are names of the Deity. With 
 what kind of letter does each name begin ? 
 
 Rule. — Names of the Deity should begin with capital letters. 
 
 Word Study 
 
 To command means to order, to direct, to bid. 
 
 To request means to ask as a favor. 
 
 To entreat means to ask earnestly, to beg. 
 
 19 
 
 A STORY TO BE RETOLD 
 
 Sir Philip Sidney lived in the time of the great Queen Eliz- 
 abeth, and no man of her court was more beloved. He had 
 everything to make life pleasant, and yet, when his country 
 was in need, he gave his life to serve her. 
 
 As he lay wounded on a foreign battlefield, a cup of cold 
 water was placed at his fevered lips. Sir Philip put it aside 
 untouched, offering it to a common soldier, who lay on the 
 ground beside him, saying, " Take it ; thy necessity is greater 
 than mine." 
 
 Bead this story silently. Tell it. Cojoy it. 
 What kind of man was Sir Philip ? 
 
 Written Exercise. — Write an account of some un- 
 selfish act you have observed or read about. 
 
THE FLAG GOES BY 
 
 23 
 
 20 
 
 THE FLAG GOES BY! 
 
 Hats off ! 
 Along the street there comes 
 A blare of bugles, a ruffle of drums, 
 A flash of color beneath the sky : 
 
 Hats ofe ! 
 The flag is passing by ! 
 
 Blue and crimson and white it shines, 
 Over the steel-tipped, ordered lines. 
 
 Hats off! 
 The colors before us fly ; 
 But more than the flag is passing by. 
 
 Sea fights and land fights, grim and great, 
 Fought to make and to save the State : 
 
24 LESSONS IN ENGLISH 
 
 Weary marches and sinking ships ; 
 Cheers of victory on dying lips ; 
 
 Days of plenty and years of peace, 
 March of a strong land's swift increase ; 
 Equal justice, right and law. 
 Stately honor and reverent awe ; 
 
 Sign of a nation, great and strong. 
 To ward her people from foreign wrong : 
 Pride and glory and honor — all 
 Live in the colors to stand or fall. 
 
 Hats off ! 
 Along the street there comes 
 A blare of bugles, a ruffle of drums ; 
 And loyal hearts are beating high : 
 
 Hats off ! 
 The flag is passing by ! 
 
 — H. H. Bennett. 
 
 The writer of these spirited lines hoped to stir 
 strong feeling in the hearts of all who read them. 
 In all ages poets have served the cause of liberty by 
 rousing men to deeds of splendid courage through 
 their poems and songs. Can you feel the spirit of 
 the poet's song? What does it teach you to 
 love? 
 
 Try to see every picture in the poem. Note espe- 
 cially words signifying color and sound. Learn the 
 poem hy heart. 
 
EXCLAMATORY SENTENCES 25 
 
 21 
 
 EXCLAMATORY SENTEXCES 
 
 Bead aloud the following sentences: — 
 
 I. The flag is passing by ! 2. How beautiful it is! 
 
 3. Hurrah for Old Glory ! 4. How fine the soldiers look ! 
 
 Each of the above sentences not only expresses a 
 complete thought, but shows strong feeling. Sentences 
 that express strong feeling are called exclamatory 
 sentences. What mark is used at the end of each ? 
 
 Remember. — An exclamatory sentence is a sentence that 
 expresses strong feeling. An exclamatory sentence should end 
 with an exclamation point. 
 
 Oral Exercises. — L A big fire near your home. 
 Make sentences expressing your feeling about it. 
 
 II. A valuable purse lost. Make sentences that 
 show your feeling on finding it. 
 
 What are sentences that express strong feeling 
 called? What kind of sentences have you given in 
 this lesson? 
 
 Written Exercise. — Fill the blanks to form exclama- 
 tory sentences. Punctuate properly. 
 
 1. a day it is. 3. the snow . 
 
 2. the ice glistens. 4. the wind . 
 
 Sentence Exercises. — I. You are one of a jolly 
 picnic party. Write five exclamatory sentences express- 
 ing your feelings on the way home. 
 
 II. Copy six exclamatory sentences from this book. 
 
26 LESSONS IN ENGLISH 
 
 22 
 
 A REVIEW 
 
 I. Read the following sentences thoughtfully. Of 
 each one tell whether it is declarative, interrogative, 
 imj^erative, or exclamatory. Give a reason for the 
 use of the mark at the close of each. 
 
 1. What is a sentence ? 
 
 2. The coast is clear. 
 
 3. Is it the new moon ? 
 
 4. Tell the story in your own words. 
 
 5. How unselfish Sir Philip Sidney was ! 
 
 6. Lost time is never found again. 
 
 7. Wilful waste makes woeful want. 
 
 8. Make haste slowly. 
 
 9. Keep thy tongue from evil. 
 
 10. An ounce of pluck is better than a pound of luck. 
 
 IT. Turn to the picture which is the frontispiece 
 of this book. Write sentences suggested by it. Make 
 up examples of all classes named in Exercise I. 
 
 23 
 
 HIDDEX GOLD 
 An Exercise in Story-telling 
 
 Bead : 
 
 There once lived in sunny Italy a farmer, who had a fine 
 olive orchard. Here he worked early and late, and as a result 
 of his care, the trees flourished and bore abundantly. This 
 
HIDDEN GOLD 27 
 
 man had three sons, but they, alas ! liked ease better than work. 
 They thought it beneath them to engage in the humble tasks of 
 a farmer. 
 
 Years rolled by ; the farmer grew feeble and at last saw that 
 his end was near. Thereupon, he called his sons to him, and 
 said, " My sons, 1 am about to die, but for you there is gold 
 hidden in the orchard." The sons begged to know more, but the 
 wise old man turned a deaf ear to their questions; and soon 
 thereafter he died. 
 
 Eager to enjoy their father's wealth, the sons at once made 
 preparations to unearth it. They agreed upon a plan of work, 
 and then they dug and they dug and they dug, until every inch 
 of soil had been turned over. But no gold did they find. At 
 last they gave up the search. " Some one has stolen the gold ! " 
 said one. " Illness made our father's wits wander," said an- 
 other. " We have had our labor for our pains," said the third. 
 
 When spring came, the •trees burst early into full blossom. 
 As the season advanced, every blossom turned to fruit of the 
 finest flavor. Purchasers came, and when the sons saw the 
 stream of gold collecting in the family chest, they said : " Our 
 father of blessed memory spoke the truth. Patient labor brought 
 to light his hidden gold." 
 
 Exercises. — I. Read the story again to find ansivers 
 to these questions : — 
 
 1. Who are the persons or characters in the story ? 
 Where did they live ? 
 
 2. What happened as the father grew old ? 
 
 3. Why and how was the search carried on ? 
 
 4. Did the farmer speak the truth ? What part 
 of the story proves this ? 
 
28 LESSONS IN ENGLISH 
 
 II. Tell the story to some one. Be careful to speak 
 of things in the right order. 
 
 III. Discuss the meaning of the story. 
 
 Is " hidden gold " to be found in language ? How ? 
 
 Word study 
 Story-tellmg is also called narration. 
 
 24 
 
 PARAGRAPHS 
 Indentation 
 
 The story on pages 26, 27 is divided into four para- 
 graphs. This is done by grouping sentences which 
 relate to one thing in the story. 
 
 The division is shown by indentation; that is, by 
 beginning the first line of each paragraph a little 
 farther to the right of the margin than the other lines. 
 
 Study each paragraph hi the story, as follows : — 
 
 1. What does it tell about ? 
 
 2. How many sentences does -it contain ? 
 
 3. Does each sentence relate to the subject or topic 
 of its paragraph ? 
 
 Remember. — A paragraph is a group or series of sentences 
 relating to one topic. 
 
 Indentation shows where a new topic begins. 
 
 Leave a margin of one half to one inch at the left of your 
 paper. To indent the paragraph begin the first word one 
 quarter to one half inch to the right of the margin line. 
 
A SEPTEMBER GARDEN 29 
 
 Some persons favor a margin at the right of the 
 paper as well as at the left. What does your 
 teacher say about this ? 
 
 Exercise. — IIoiv many paragrajyJis in the story he- 
 ginning on page 5? on jjage 67? 
 
 25 
 
 A SEPTEMBER GARDEN 
 
 Bead : — 
 
 It is not a very large affair, this garden of mine, but it makes 
 the world brighter for my neighbors and for me. The garden 
 is very pretty just now. Long rows of stately hollyhocks still 
 stand on guard. On the low trees, a few peaches show their 
 pink and downy cheeks. The grapes are beginning to turn. 
 Here and there I catch a gleam of purple or deep red. Do not 
 be tempted by them ! They look far better than they taste. 
 
 Why are hollyhocks described as being stately 
 and 071 guard f What word describes the trees ? 
 
 Think of a luscious peach. Do the words "pink 
 and downy " help in making your mind-picture 
 clear ? 
 
 How do grapes turn ? What is said of the color of 
 the grapes in this garden ? of their taste ? 
 
 Read the paragraph aloud, noticing what each sen- 
 tence adds to the description. 
 
 Tell lohat you have read. 
 
 Sentence Exercise. — Select five declarative sen- 
 tences. Select an exclamatory sentence. 
 
30 LESSONS IN ENGLISH 
 
 Word Study 
 
 Stately means lofty, tall. Luscious means delicious. 
 
 A description is a word picture. Gleam means glimpse. 
 
 Use the above words in sentences of your own. 
 
 Expression by Hand. — Use brush and color to tell 
 what you see in the desciiptioii. 
 
 26 
 
 EXERCISES IN DESCRIPTION 
 
 I. A Garden. — Think of the garden you hioiv best. 
 Tell hoiv it looks at this season. Try to make your 
 classmates see in it what you see when you play 
 there, or peep through the fence at it. They will 
 wish to know : — 
 
 Whose garden you are describing : where is it ; how large it 
 is ; how pretty it is ; what makes it a pretty garden ; how it 
 rewards the one who takes care of it. 
 
 II. A Window Garden. — Have you seen the tiny 
 window gardens that city boys and girls, who love to 
 see " green things growing," make for themselves ? 
 Have you such a garden in your schoolroom ? 
 
 Describe a ivindow garden you have seen. Tell: — 
 
 Where you saw it; what it was made of; what grew in it; 
 how it made the room seem indoors ; how it looked out of doors. 
 
 Do passers-by think it makes the street or road more attrac- 
 tive? 
 
 Remember. — In describing a thing you try to make some 
 one else see exactly what you see in it at a given moment. 
 
AN EXERCISE IN STORY-TELLING 31 
 
 Written Exercise. — Select a topic named above. 
 Choose the one you know most about. Write on the 
 blackboard a paragraph about it. 
 
 27 
 
 AX EXERCISE IN STORY-TELLIXG 
 
 Hans Christian Andersen wrote a charming fairy 
 tale called " Five in One Pod." In it he says : — 
 
 There were once five peas in one pod. They were green, 
 the pod was green, the vine was green, the leaves were green, 
 and so they thought that all the world was green — and did 
 they not have a right to think so? 
 
 Weeks went by. The pod became yellow, and the peas, 
 too, became yellow. " All the world is turning yellow," said 
 they — and had they not a right to say so? 
 
 Crack ! the pod burst, and all five peas rolled out into the 
 bright sunshine. There they lay in a little child's hand. 
 
 " Just the thing for my pea shooter," said the boy. He put 
 one in at once and away it flew. 
 
 What became of the pea ? If you read Andersen's 
 story, you will learn. Can you tell a story of your 
 own, relating what became of another of the peas ? 
 
 Oral Exercise. — Do all brothers and sisters in a 
 .'amily have the same experiences when they grow 
 up? 
 
 Tell what you know about this. 
 Be sure to use complete sentences. 
 
32 
 
 LESSONS IN ENGLISH 
 
 Sentence Exercise. — Pick out a declarative se7itence 
 from each group in the story. With what kind of 
 letter should every sentence begin ? With what 
 mark should every declarative sentence close ? 
 
 Change the sentences selected to questions. 
 
 \^ 
 
 f 
 
 ■*^M 
 
 
 Plowing. 
 
 28 
 
 THE STUDY OF A PICTURE 
 
 I. Look carefidly at the picture " Plowing." The 
 picture is a fine one, and yet how simple it is ! What 
 work is going on ? Who are doing it ? Where do 
 you see the results of it ? Of what use is it ? Is 
 such work done in our country ? How is it done ? 
 
 II. What season of the year is shown ? How 
 would the use of colors make this fact plainer to you ? 
 What colors did the artist see in the fields, hillside, 
 
WHEAT 33 
 
 sky, while painting ? What changes are seen in the 
 landscape in early spring ? in October ? in midwinter ? 
 III. Find out all that you can about the artist. 
 Learn what her favorite subjects for painting were. 
 
 Tell all you can about the picture. 
 
 Written Description. — Describe the picture on page 
 32. Use the following outline to guide you : — 
 
 1. The subject. 3. The time. 
 
 2. The place. 4. The workers. 
 
 End the description by telling your real feeling 
 about the picture, and what you learn from it about 
 the artist's feeling. F'md use for these expressions : — 
 
 1. the rude plow. 3. before the sun. 5. rich brown. 
 
 2. in France. 4. deep furrows. 6. upturned. 
 
 29 
 
 whi<:at 
 
 Who has seen wheat growing ? Where ? When ? 
 
 Whose labor gives this grain to us ? Whose labor 
 gives us the flour ? the bread ? 
 
 The picture on page 32 shows the first step in a 
 long process. Discuss and illustrate this and other 
 steps, as follows : — 
 
 1. Growing. 3. Distributing. 
 
 2. Harvesting. 4. Using. 
 
34 LESSONS IN ENGLISH 
 
 30 
 
 A STORY TO BE WRITTEN STEP BY STEP 
 A loaf of bread talks : — 
 
 1. When I was a tiny grain — 
 
 2. I shall never forget my travels to the mill — 
 
 3. Once in the mill, I thought my troubles over, but - 
 
 4. At last I became acquainted with the baker. He - 
 
 Write the story suggested above. 
 
 31^ 
 
 OCTOBER'S BRIGHT BLUE WEATHER 
 Word Pictures in Verse 
 
 suns and skies and clouds of June, 
 And flowers of June together. 
 Ye cannot rival for one hour 
 October's bright blue weather ; 
 
 When loud the bumblebee makes haste, 
 
 Belated, thriftless vagrant, 
 
 And goldenrod is dying fast, 
 
 And lanes with grapes are fragrant ; 
 
 When gentians roll their fringes tight 
 To save them for the morning. 
 And chestnuts fall from satin burs 
 Without a sound of warning; 
 
 When on the ground red apples lie 
 In piles like jewels shining. 
 And redder still on old stone walls 
 Are leaves of woodbine twining ; 
 
OCTOBER'S BRIGHT BLUE WEATHER 35 
 
 When all the lovely wayside things 
 Their white-winged seeds are sowing, 
 And in the fields, still green and fair, 
 Late aftermaths are growing ; 
 
 When springs run low, and on the brooks, 
 In idle golden freighting, 
 Bright leaves sink noiseless in the hush 
 Of woods, for winter waiting ; 
 
 When comrades seek sweet country haunts, 
 By twos and twos together, 
 And count like misers, hour by hour, 
 October's bright blue weather. 
 
 suns and skies and flowers of June, 
 Count all your boasts;, together. 
 Love loveth best of all the year 
 October's bright blue weather. 
 
 — H. H. 
 
 In what ways may June and October be rivals ? 
 Which one does H. H. prefer ? Do yon agree with her ? 
 
 What is meant by "belated, thriftless vagrant"? 
 What "wayside things" do you think lovely? What 
 is meant by" late aftermaths " ? "in idle golden freight- 
 ing" ? Have you ever felt the "hush of woods"? 
 What comrade do you like best to take into the fields 
 and woods with you? 
 
 Read the poem aloud. Commit it to m^emory. 
 Select a stanza and illustrate it. 
 
36 LESSONS IN ENGLISH 
 
 32 
 
 A WORD PICTURE IN PROSE 
 
 Synonyms 
 
 October ! Orchard of the year ! Ripened seeds shake in 
 their pods. Apples drop in the stillest hours. Leaves begin 
 to let go wjien no wind is out, and swing in long waverings to 
 the earth, which they touch without sound, and lie looking up, 
 till winds rake them, and heap them in fence corners. The 
 woods are thinner, so that we can see the heavens plainer. 
 The days are calm. The nights are tranquil. The year's work 
 is done. She walks in gorgeous apparel, looking upon her long 
 labor, and her serene eye saith, ''It is good." — H. W. Beecher. 
 
 Conversation. — What name is the key to the mean- 
 ing of the paragraph given above ? Why should 
 October be called the " orchard of the year" ? Is it so 
 in the place where you live ? In what other ways is 
 the description true to nature as you know it ? Try 
 to think what is meant by "stillest hours," "long 
 waverings/' "gorgeous apparel," "long labor," "serene 
 eye." 
 
 Do you think this a good description ? Copy it. 
 
 Word study 
 
 Calm, tranquil, serene, all give an idea of quiet. 
 
 Words which have the same or nearly the same meaning are 
 called synonyms. Select synonyms used in the above paragraph. 
 
HOW TO USE THE DICTIONARY 37 
 
 33 
 
 HOW TO USE THE DICTIONARY 
 
 You often meet with words whose exact meaning 
 is not clear to you. At such times you are tempted 
 to guess at the meaning rather than take the time 
 and trouble to consult a dictionary. This is a mis- 
 take. Young people ought to be constantly increasing 
 the number of words which they have stored up in the 
 mind ready for use. A person's store or stock of 
 words is called his vocabulary, A person who has 
 only a small vocabulary will never read with pleasure, 
 write with ease, or talk with freedom. 
 
 Suppose you wish to look up the word Vocabulary. 
 As all words in the dictionary are alphabetically 
 arranged, you will find those beginning with V to- 
 wards the end. You notice that all the words begin- 
 ning with that letter are arranged alphabetically with 
 reference to the second letter. When you have found 
 the words beginning with Vo, follow the column down 
 to the word Vocabulary. 
 
 Often, time will be saved by noticing the third 
 letter. Thus, the words beginning with Li cover 
 many pages, and if you wish to find the word Invite, 
 the third letter v tells you to turn to the last part of 
 this long list. 
 
 Nearly every word in the English language has 
 several meanings or, shades of meaning. You must 
 
38 LESSONS IN ENGLISH 
 
 try to select the meaning which fits the word as you 
 find it used in reading. The word Vocabulary is de- 
 fined as, " A list of words arranged in alphabetical 
 order." This evidently is not the sense in which the 
 word has been used in this lesson. Another meaning 
 is : " The sum or stock of words employed by a per- 
 son." This definition fits our need exactly. 
 
 Exercise. — Consult a dictionary to find syyionyms 
 for any ten loords given on page 36. 
 
 34 
 
 AN EXERCISE IN SILENT READING 
 
 Do you know where Egypt is? Have you ever seen a 
 picture of that grim monster, the Sphinx ? She was the most 
 famous riddle maker in the world. Half lion and half woman, 
 she sat speechless except when there fell from her cruel lips 
 this question, "What is that animal which walks on four legs 
 in the morning, on two at noon, and on three at night ? " 
 Woe to the person who had no correct answer to give her ! 
 The Sphinx ate him alive. 
 
 One day a very wise man came her way. The Sphinx 
 asked him the usual question. She was already thinking what 
 a fine tidbit he would make, when, to her surprise, he gave the 
 right answer ! " Man," he said. " When he is a child, he 
 crawls on hands and feet; that is the morning of life: when 
 he becomes a man, he walks erect on two feet; that is the 
 noon of his life : when he is old, he leans on his cane, and that 
 is the evening of his life." It made the Sphinx so angry to 
 have her riddle guessed that she killed herself, and so the 
 world was rid of a terrible monster. 
 
AN EXERCISE IN SILENT READING 
 
 39 
 
 I. Oral Exercises. — Find Egypt on the map. Who 
 was the Sphinx f Describe her appearance. What 
 question did the Sphinx ask ? What is the coiTect 
 answer ? Who gave it ? What happened ? Is this 
 a true story? Tell it from beginning to end. 
 
 II. Paragraph Study. — Suggest a good title for 
 the selection. How many paragraphs does it contain ? 
 What is told in each paragraph ? 
 
 III. Sentence Exercises. — Copy tivo interrogative 
 sentences used in the story. 
 
 Write five questions suggested by the story, 
 
 IV. Picture Study. — Study and discuss the pic- 
 ture. Write a description of it. 
 
 The Si-Hi-Nx. 
 
40 LESSONS IN ENGLISH 
 
 35 
 
 HOME PREPARATIONS FOR WINTER 
 Exercises in Sentence Grouping 
 
 I. Combine the folloiving sentences to form a para- 
 graph about home preparations for ivinter. 
 
 October is over and gone. 
 
 Days grow shorter. 
 
 The season grows colder. 
 
 Father sends home potatoes and apples. 
 
 Mother finds a place to store them. 
 
 Mother gets out warmer clothing. 
 
 Lamps are lighted early. 
 
 Windows are closed. 
 
 Doors are closed. 
 
 Does each sentence of the paragraph relate to the 
 subject named above ? Read the paragraph aloud. 
 Has it a pleasing sound ? Are the things spoken of 
 in a good order ? 
 
 Copy the paragraph into your notebook to be used 
 again. Can you think of other sentences to add to 
 the above list ? 
 
 II. Write sentences telling ivhat is done at home ivhen 
 spring comes. Combine the seiitences to form a para- 
 graph. Correct aiid copy the paragraph. 
 
 III. Write sentences about one or more topics chosen 
 by the teacher. Build paragraphs as above by making 
 suitable sentences aiid then arranging them in good 
 order. 
 
TBEE8 — PARAGRAPH WRITING 41 
 
 36 
 
 BIRDS — PARAGRAPH WRITING 
 
 I. Write a paragraph telling what you have observed 
 about birds in autumn. 
 
 What do these notes suggest to you ? 
 
 Days grow shorter, colder — number of birds — songs — flocks 
 in sky — some brave birds — food — cold. 
 
 II. In the spring, write a paragraph as follows : — 
 
 Days lengthen — birds return — songs — cold snaps — nest- 
 ing — joyous carohng. 
 
 Make every word perfect in spelling, every sentence 
 perfect in the use of capital letters and closing 
 marks. Be sure that every sentence is interesting. 
 Arrange tl^e sentences in the best order. When 
 all the above have been approved by the teacher, 
 cojjy the paragraph into your notebook. 
 
 37 
 
 TREES — PARAGRAPH WRITING 
 
 I. Write and copy a paragraph telling ivhat you 
 have observed about trees in autumn. Speak of: — 
 
 Days short, grow colder — frost — painting the leaves — 
 looking up at sky through leaves — wind — branches, buds. 
 
 II. In the spring, write about : — 
 Mounting of sap — bursting of buds — flowering. 
 
42 LESSONS IN ENGLISH 
 
 38 
 
 THE STUDY OF A PICTURP] 
 
 Look long at this heautiful picture. Feel the quiet 
 of the evening if you can. Study well the sturdy 
 man, strong yet weary from his long day's toil. 
 Note the road; the fine trees ; the stream, chattering 
 with joy and reflecting the evening glow. 
 
 
 
 
 
 
 vf^^^^^ #iiS, -.' ^''^^^^-'-----^-ircr^fe 
 
 
 End of Day 
 
 Find these things in the picture, if you can, and then 
 tell about them. Can you name the trees ? 
 
 Written Exercise. — Make a note of the objects you 
 see in the picture. Arrange the notes in good order. 
 Write out carefully ivhat you think about each one. 
 
AN EXERCISE IN DESCRIPTION 43 
 
 39 
 
 THE TREE 
 
 The Tree's early leaf buds were bursting their brown ; 
 
 " Shall I take them away ? " said the Frost, sweeping down. 
 
 " No, leave them alone 
 
 Till the blossoms have grown," 
 Prayed the Tree, while he trembled from rootlet to crown. 
 
 The Tree bore his blossoms, and all the birds sung ; 
 
 *' Shall I take them away ? " said the Wind, as he swung. 
 
 *' No, leave them alone 
 
 Till the berries have grown," 
 Said the Tree, while his leaflets quivering hung. 
 
 The Tree bore his fruit in the midsummer glow : 
 Said the girl, " May I gather thy berries now ? " 
 " Yes, all thou canst see : 
 Take them ; all are for thee," 
 Said the Tree, while he bent down his laden boughs low. 
 
 — Bjornson. 
 
 Memorize the above poem. Try to picture the tree 
 as described in each stanza. What tree shall it be? 
 
 40 
 
 EXERCISES IN DESCRIPTION 
 
 Study one of the trees pictured on page 45. 
 
 1. Name. 5. Trunk — surface and division. 
 
 2. Location. 6. Branches — arrangement. 
 
 3. Size — height. 7. Leaves — evergreen or deciduous. 
 
 4. General shape. 8. Characteristics and uses. 
 
44 LESSONS IN ENGLISH 
 
 Description. — Without telling its name, describe the 
 tree you have choseyi ; follow the plan given 07i j^cige 
 43. Let your classmates guess the name from 
 your description. 
 
 Written Exercise. — Learn ivhat you can about 
 some different kinds of tvood. Tlie following may 
 help you in writing a composition : — 
 
 1. Is the wood hard or soft, weak or strong ? 
 
 2. What use is made of the wood? Learn what kind of 
 wood is used in some of the following: wagons, cars, furni- 
 ture, barrels, baskets, boxes, flooring, shingles, shoe lasts, 
 boats, lead pencils, railroad ties, fence posts, paper pulp. 
 
 Exercise in Reading. — Bead the folloiving selection 
 very carefully. Do you know the meaning of every 
 word ? 
 
 A small Ked Maple has grown unobserved, far away at the 
 head of a retired valley, a mile from any road. It has faith- 
 fully performed all the duties of a maple there, and is nearer 
 heaven than it was in the spring. It has faithfully husbanded 
 its sap, given a shelter to the wandering birds, and has long 
 since ripened its seeds and committed them to the wind. And 
 now, in the month of September, it runs up its scarlet flag on 
 the hiUside, which shows that its summer work is done. 
 
 Word Study 
 
 Unobserved means minoticed. 
 Retired means far away from people. 
 Husbanded means used carefully. 
 
Wkeping Elm. 
 
 Silver Bibch. 
 
 45 
 
46 
 
 LESSONS IN ENGLISH 
 
 41- 
 
 FUR BEARERS — PARAGRAPH WRITING 
 
 I. Write a paragraph telling how sqidrrels and 
 other fur-hearing animals prepare for the luinter. 
 Copy the paragraph into your notebook. Speak of: — 
 
 Days grow shorter — colder — fur covering — shelter — good 
 hiding places — storehouses — long sleep. 
 
 II. Write a paragrap)h telling lohen and how these 
 animals escape from their winter quarters. 
 
 42 
 
 INSECTS — PARAGRAPH WRITING 
 
 I. Write a paragraph telling how insects prepare 
 for ivinter. Correct and copy the paragraph. Note : 
 
 Cold — enemies — bees — caterpillars. 
 
 II. Show how insects leave their snug winter homes. 
 
CHILD'S PLAY 47 
 
 43 
 
 CHILD'S PLAY 
 
 I will now describe a game that gave Antoinette and me 
 the greatest pleasure during two delightful summers. 
 
 AVe pretended to be two caterpillars, and crept along flat on 
 the ground, hunting for leaves to eat. After doing that a long 
 time, we played that we were sleepy, oh, so sleepy ! We lay 
 down in a corner and covered our heads with our aprons — we 
 had become cocoons ! If any one had listened to us, he would 
 have heard us say something like this : — 
 
 "Do you think that you will soon 
 be able to fly ? '' 
 
 " Oh, yes ! very soon. I already feel 
 my wings, and they'll soon unfold." 
 
 At last we woke up, stretched our- 
 
 selves, and pretended to be greatly astonished. Then suddenly 
 we ran lightly about on tiptoes, waving our aprons as if they 
 were wings, and hastening from flower to flower. 
 
 — Pierre Loti. {Adapted.) 
 
 Oral Exercise. — Uxjjiain the game these children 
 played. How did they learn to play it ? How old 
 do you think they were ? 
 
 Explain a game played by older children. 
 
48 
 
 LESSONS IN ENGLISH 
 
 44 
 
 COMPOSITION — TITLES 
 
 Bead from your notebook the paragraphs called for 
 in Exercise!, of Lessons 35, 36, 37, 41, 42. 
 
 Put the j^ciragraphs together to form a composition 
 tvith one of these titles : — 
 
 1. Autumn. 
 
 2. When All Things Lie down to Sleep. 
 
 3. How Nature Prepares for Winter. 
 
 4. The Fall of the Year. 
 
 What name or subject has each paragraph ? 
 Write the subjects in order. Observe that the sub- 
 
HUMBLE HELPERS 49 
 
 jects tell you what parts or topics the composition 
 has. When written in order, they form a plan, or 
 outline, of the composition. 
 
 Observe how the titles given above are printed. 
 What is the rnle for writing such titles ? 
 
 Can you combine into one composition the para- 
 graphs called for in Exercise 2 of the lessons 
 referred to ? What is a proper title for it ? 
 
 Word study 
 Composition means putting together. 
 
 46 
 
 HUMBLE HELPERS 
 Exercises in Composition 
 
 I. Learn by observation or from your teacher how 
 birds, bees, and toads are useful to man. W^ite the 
 result of your investigations. 
 
 II. Each of the following has a lesson to teach 
 you. Select one of the humble forms of life; ask 
 others what they know about it ; 
 tell, in exchange, what you have 
 observed or read : — 
 
 1. The Snail — where it is found, 
 its food, manner of feeding, parts, 
 movements from place to place, trail 
 
50 
 
 LESSONS IN ENGLISH 
 
 on leaves and elsewhere, enemies, means of defense, 
 a character in literature and folklore. 
 
 2. The Eartlnvorm — where it is found, form, 
 color, food, parts or segments, usefulness, enemies. 
 How is an earthworm like, how is it unlike, a cater- 
 pillar ? 
 
 3. The Ladyhug — where found, appearance, parts, 
 food, how it helps in destroying harmful insects. 
 
 Refer to poems you may know. 
 
 4. The Sjpider — web, prey, ene- 
 mies, means of defense, ^gg cases, 
 hatching of eggs, harmless and 
 harmful members of the spider 
 ] family. Stories. 
 
 t^j^' 'i^&M^^fr\ \ I 
 
 Written Exercise. — Which of the foregoing have 
 you studied the most thoroughly? Write a life his- 
 tory of it. Be sure to speah of thhigs in a good order. 
 
 Expression by Hand. — Embellish your work with 
 drawings or pictures, carefully chosen and placed 
 attractively. 
 
 46 
 
 PUMPKINS 
 Observation and Conversation 
 
 Bring a pumpkin into the class. 
 How does it look ? Think of its size, shape, color, 
 ridges, stem. 
 
PUMPKINS 
 
 51 
 
 As a rule where do small fruits like raspberries 
 grow ? large fruits like apples ? the largest fruits like 
 pumpkins ? Give reasons for this. Where do farm- 
 ers usually plant pumpkins ? 
 
 Cut the pumpkin open. What comes next inside 
 the yellow shell ? What comes next to that ? How 
 
 would you describe it? What does this pulp con- 
 tain ? 
 
 What is the shape and size of the seed ? What is 
 inside the seed ? What is the use of this starchy 
 substance ? 
 
 Uses of pumpkins. Food for men and cattle, 
 especially cows. How prepared for each. Fun for 
 children on Hallowe'en. 
 
 Can you picture the pumpkins scattered over a field 
 after the autumn frosts ? 
 
52 LESSONS IN ENGLISH 
 
 Written Exercise Write a composition about the 
 
 purri'p'kin. Work in a drawing of the whole pump- 
 kin and of one of the halves. 
 
 47- 
 
 WINTER 
 Paragraph and Sentence Study- 
 But the days go by. The snow drifts. Fences are banked 
 up ten feet high. Hills are broken into a '^ coast " for boys' 
 sleds. They glide and pull up again and toil on in their slippery 
 pleasure. They tumble over and turn over ; they break down, 
 or smash up ; they run into each other, or run races in all the 
 moods and experiences of rugged frolic. Then comes the dig- 
 ging of chambers in the- deep drifts, room upon room, the 
 water dashed on over night freezing the snow walls into solid 
 ice. Forts also are built and huge balls of snow rolled up, till 
 the little hands can roll the mass no longer. — Hexky Ward 
 Beecher. 
 
 Conversation. — Does the selection tell about ex- 
 periences familiar to you ? To what season does it 
 refer ? How are your experiences like those described? 
 How are they different ? Which is your favorite 
 season ? Why ? 
 
 Sentence Study. — How many sentences does this 
 paragraph contain ? What kind of sentence is each ? 
 Select two short sentences and change them to the 
 interrogative form. To the exclamatory form. 
 
REVIEW 53 
 
 48 
 
 AN EXERCISE IN PLANNING AND WRITING 
 
 Make plans for a composition on lointer sports. 
 
 Let the girls make one plan and the boys a dif- 
 ferent one. Why ? 
 
 When satisfactory plans have been made, write a 
 spirited composition. Add to the interest of your 
 work by using the best pictures you can find in news- 
 papers or magazines, or by making drawings of your 
 own. 
 
 49 
 
 REVIEW 
 
 1. What is a sentence ? Make one. 
 
 2. With what kind of letter do all sentences begin? 
 
 3. What is a declarative sentence ? Give one. 
 
 4. How do declarative sentences end ? 
 
 5. What is an interrogative sentence ? Give two. 
 
 6. How do interrogative sentences end ? 
 
 7. What is an imperative sentence ? Give two. 
 
 8. How do imperative sentences usually end ? 
 
 9. When are sentences said to be exclamatory ? Example. 
 
 10. How do exclamatory sentences end? 
 
 11. What is a paragraph? 
 
 12. What is meant by indentation ? 
 
 13. How does indentation help the reader ? 
 
 14. W^hat words have the same or nearly the same meaning 
 as the following : great, small, pretty. 
 
 15. What is narration ? 
 
 16. What is a description ? 
 
54 LESSONS IN ENGLISH 
 
 50 
 
 LITTLE LESSONS IN HISTORY 
 
 I. Study the picture on the next page. 
 
 What story relating to the history of our country 
 does it suggest to you ? 
 
 Study the picture carefully to gain thoughts about 
 the dress of the people, the dangers they had to meet, 
 their dispositions and customs, the climate to which 
 they were exposed. Write a description of the picture. 
 
 II. Plan and ivrite a story about the folloioing : — 
 
 1. Old England and New England — king and people. 
 
 2. In Holland — the people and the mother tongue. 
 
 3. Preparing f 07^ America — ships, food, clothing, tools. 
 
 4. The voyage — how long did it take ? What happened ? 
 
 5. Tlie landing of the Pilgrims — place, season, date. 
 
 6. Founding neiv home — work to be done, workers, tools. 
 
 7. Life in a new country — danger, discomfort, disease. 
 
 8. Relations with Indians — results of kindness. 
 
 9. Spring and summer work, autunm feasting. 
 10. The first Thanksgiving — its meaning. 
 
 III. Study the foHoiving notes. Use them as an 
 outline for " A Little History of Old Glory." 
 
 1. Long, long ago — many flags. One flag chosen as the 
 American flag — June 14, 1777, Philadelphia. 
 
 2. Betsy Ross — thirteen stripes — thirteen stars. 
 
 3. New stars in the flag; where the flag flies. 
 
 4. Meaning of the colors of the flag. 
 
John Alden and Priscilla. 
 65 
 
 Jioiiyhtun. 
 
56 
 
 LESSONS IN ENGLISH 
 
 Attacked by Wolves. 
 
 51 
 
 A PICTURE LESSON 
 
 Silent Study. — Look at the picture shoivn above. 
 Look again at " The End of Day." Which picture 
 tells a story of peace and quiet ? Which tells a story 
 of fierce struggle ? What do you see that tells : — 
 
 The time of year and the time of day ? The place — a 
 lonely plain ? The characters in the struggle ? The fight 
 itself, how will it end ? 
 
 Oral Exercise. — Describe the picture without the 
 help of' questions or directioiis from your teacher. 
 Listen carefully to the descriptions given by other 
 pupils. Did any one find more to say about the pic- 
 ture than you did ? Perhaps your teacher will kindly 
 describe the same picture for you. What does she 
 find to say that none of the pupils thought of saying ? 
 
A STORY SUGGESTED BY A PICTURE 57 
 
 52 
 
 A STORY SUGGESTED BY A PICTURE 
 
 You are riding, wrapped up, in the sledge shown 
 on page 56. Tell the story of the ride, narrating : — 
 
 Where it began — when it began — what happened early in 
 the day — the snow and storm — how the road became more 
 and more lonely — the tracks fainter — lost! 
 
 The coming night — the howling of the wolves — the tired 
 horses — the attack — your feelings — wolves on both sides — 
 the last half mile — the horses — safe at last. 
 
 What sentences express strong feeling ? Will such 
 sentences add spirit to your story ? 
 
 53 
 
 THE WOLF 
 
 Read with your teacher one or more good poems or 
 stories about wolves. Discuss what you read. Use 
 pictures to aid in this work. When you have 
 mastered facts enough, write three or more para- 
 graphs as follows : — 
 
 I. Form and appearance : resembles what household pet ? 
 
 II. Habits : feeding, hunting, seizing prey, shelter and care 
 of young, calls. 
 
 III. Distribution: former times, at present. 
 
 IV. Wolf sto}-y illustrating some ti-ait in the character or 
 some fixed habit of this animal. 
 
58 LESSONS IN ENGLISH 
 
 54 
 
 HOME, SWEET HOME 
 
 A Song 
 
 'Mid pleasures and palaces though we may roam, 
 
 Be it ever so humble, there's no place like home ! 
 
 A charm from the sky seems to hallow us there, 
 
 Which, seek through the world, is ne'er met with elsewhere ! 
 
 Home, home ! sweet, sweet home ! 
 
 There's no place like home ! 
 
 There's no place like home ! 
 
 An exile from home, splendor dazzles in vain, 
 
 Oh, give me my lowly thatch'd cottage again ! 
 
 The birds singing gayly, that came at my call, — 
 
 Give me them, — and the peace of mind dearer than all ! 
 
 Home, home ! sweet, sweet home ! 
 
 There's no place like home ! 
 
 There's no place like home! 
 
 — John Howard Payxe. 
 
 Commit this song to me'inory, if you do not already 
 know it. 
 
 When and where did you last hear it sung ? 
 
 Perhaps you will some day find out whether the 
 author ever had his longing for home satisfied. 
 
 56 
 
 Dictation Exercise 
 
 If wisdom's ways you'd wisely seek, 
 Five things observe with care : 
 
 Of whom you speak, to whom you speak, 
 And how, and when, and where. 
 
CONTRACTIONS 59 
 
 56 
 
 CONTRACTIONS 
 An Exercise in Observation 
 Find in Lesson 54 the contractions given heloiv. 
 Note the word or words used with each one : — 
 
 'mid = amid there's = there is 
 
 ne'er = never thatch'd = thatched 
 
 The apostrophe (') shows the omission of a letter or 
 letters in each case. 
 
 Contractions are found frequently in poetry. 
 
 Remember. — An apostrophe should be used in contractions 
 to show that letters are omitted. 
 
 Written Exercises. —I. Copy the folloiving contrac- 
 tions. Uxjolain each one and use it in a sentence. 
 
 they're = they are you've = you have 
 
 didn't = did not 'tis = it is 
 
 e'er = ever o'er = over 
 
 I'll = I shall or I will 'tisn't = it is not 
 
 II. Write from dictation the first stanza on page 58. 
 
 III. Write sentences, using such contractions as your 
 fracher directs. 
 
 IV. Make a list of ten contractions not given above. 
 Write the words froin which each contraction is formed. 
 
60 LESSONS IN ENGLISH 
 
 57 
 
 A LESSON IN GOOD FORM 
 
 Study carefully the cordractions in these sentences: — 
 
 1. You're not going yet, are you ? 
 
 2. You've had a good time, haven't you ? 
 
 3. I'm not ready to go. 
 
 4. Don't you Avant to stay ? 
 
 5. Doesn't your mother know where you are ? 
 
 What does each contraction stand for ? 
 Dont means do not, and is used thus: — 
 
 6. I don't care. 9. They don't lie. 
 
 7. You don't paint. 10. Men don't fly. 
 
 8. We don't steal. 11. Boys don't like dolls. 
 
 DoesnH means does not, and is used thus : — 
 
 12. He doesn't dance. 15. The girl doesn't skate. 
 
 13. She doesn't swim. 16. The boy doesn't cook. 
 
 14. It doesn't snow. 17. The baby doesn't walk. 
 
 The troublesome word aint should never be used. 
 
 Oral Exercise Repeat aloud the nurabered sen- 
 tences. RevieiD this lesson often. 
 
 Written Exercises. — I. Write sentences, using correctly 
 the words am not, is not, are not, do not, does not, 
 
 II. Write your sentences a second thne, using contrac- 
 tions in place of the ivords given in Exercise I, 
 
 III. Write sentences of your own, using correctly 
 don't and doesn't. 
 
BITS OF LOCAL LOBE 61 
 
 58 
 
 BITS OF LOCAL LORE 
 Conversation and Composition 
 
 1. What is the name of the place in which you live ? How 
 did this name originate ? Do you think it was well chosen ? 
 
 2. AVhen did people first settle here ? What kind of 
 people ? Where did they come from ? How did they travel ? 
 Why did they choose this place ? What names are associated 
 with the settlement ? Are these names found in the city or 
 telephone directory now ? If so, do they belong to relatives 
 of the early settlers ? 
 
 3. What is the oldest house still standing? Who built it? 
 For what purpose ? Who owns it now ? What use is made 
 of it ? Give the class a real or a word picture of it. 
 
 4. What occupations did the early settlers follow ? Have 
 these changed ? How ? Speak of the work of men and of women. 
 
 5. What celebrations occur in which all citizens take part ? 
 Describe fully the most interesting one. 
 
 6. What monuments, tablets, collections of interesting ob- 
 jects, if any, are there to teach you young people about the 
 history of your home ? Learn all that you can from these, 
 from your elders, from books, and from one another, to supply 
 you with thoughts for a composition. Use the title of this 
 lesson as a subject, or select another that you like better. 
 
 Exercises. — I. What does the first group of ques- 
 tions ask about f Each of the other groups f 
 
 II. Write one or more paragraphs suggested hy the 
 above questions, 
 
 III. Write, " The Story of a Deserted House." 
 
The Meeting. 
 
 C2 
 
PICTURE STUDY AND COMPOSITION 63 
 
 59 
 
 PICTURE STUDY AND COMPOSITION 
 
 What is the name of the picture ? 
 
 Does it see in a good name to you ? 
 
 Do you know what these street boys are discussing 
 in this obscure corner of Paris ? Nothing of greater 
 value than a piece of string ! Think what you could 
 add to their discussion. Notice how cleverly the 
 artist has told you of the boys' interest. Faces, 
 limbs, attitudes are so lifelike that you feel sure every 
 boy will presently do some boyish thing. 
 
 What will each do, and why will he do it ? 
 
 Exercises. — I. Tell orally and then in ivriting all 
 that you find in the picture, mentioning : — 
 
 1. The time, place, occasion of coming together. 
 
 2. The leader. 
 
 3. The followers. 
 
 4. What is done. 
 
 5. How the meeting breaks up. 
 
 Arrange what you write in five paragraphs. 
 II. Give a name to each hoy. Tell something he 
 says at the meeting. 
 
 Word study 
 
 Do these words express what you see in the picture ? Look 
 them up in a dictionary. 
 
 gamin wide-awake keen 
 
 glib alert sharp-featured 
 
64 LESSONS IN ENGLISH 
 
 60 
 
 A STORY TO BE RETOLD 
 
 There was a little boy of whom Longfellow was very fond, 
 and who came often to see him. One day the child looked 
 earnestly at the long rows of books in the library, and at 
 length said, " Have you got ' Jack the Giant Killer ' ? " 
 Longfellow was obliged to confess that his library did not 
 contain that venerated volume. The little boy looked very 
 sorry, and presently slipped down from his knee and went 
 away ; but early the next morning, Longfellow saw him com- 
 ing up the walk with something tightly clasped in his little 
 fists. The child had brought him two cents with which he 
 was to buy a " Jack the Giant Killer " to be his own. 
 
 — Annie Fields, "Authors and Eriends.^' 
 
 Bead this story. Decide upon a good title for it. 
 Tell the story, mentioning these points : — 
 
 The characters in the story — where they were — the little 
 boy's question — Longfellow's answer to it and what it caused 
 the little boy to do. 
 
 61 
 
 HOW QUOTATIONS ARE PUNCTUATED 
 
 As you saw in the last lesson, a writer sometimes 
 uses or quotes the exact words of another person. 
 Words so used are called quotations, and when they 
 are written they must be inclosed in quotation marks : 
 
 1. James said, " I heard the bell ring." 
 
 2. Mother asked, " Who is at the door ? " 
 
 3. James exclaimed, " It's Uncle Sam ! " 
 
 What separates each quotation from other words ? 
 
A LESSON FOR PRACTICE 65 
 
 What is the quotation in the first sentence ? The 
 quotation is a statement ; quotation marks inclose the 
 statement and the period with which it ends. 
 
 What is the quotation in the second sentence ? 
 The quotation is a direct question ; quotation marks 
 inclose both question and interrogation point. 
 
 What is the quotation in the third sentence ? The 
 quotation is an exclamation ; quotation marks inclose 
 both quotation and exclamation point. 
 
 Written Exercise. — Copy the numbered sentences. 
 Write them from dictation. 
 
 62 
 
 A LESSON FOR PRACTICE 
 
 I. Listen to questions asked hy two pupils whom. 
 your teacher will name. Repeat exactly what each one 
 says. What kind of sentence does each one give ? 
 Write each question as a quotation in this form : — 
 
 asked, " ? " inquired, " ? " 
 
 II. Listen to statements made by pupils. Repeat 
 exactly what each pupil says. What kind of sentence 
 does each one give ? Write each as a quotation : — 
 
 said, " ." declared, " ." 
 
 III. Listen to exclamations made by two pupils. 
 Are the exclamations complete sentences ? Write 
 each as a quotation ; thus, — 
 
 cried, " ! " shouted, " ! " 
 
Q6 LESSONS IN ENGLISH 
 
 63 
 
 QUOTATIONS AT THE BEGINNING OF SENTENCES 
 
 Study these sentences carefully : — 
 
 1. " Whose typewriter is this ? " asked Charles. 
 
 2. " It's Gordon's/' said Albert. 
 
 3. " How I'd like one ! " exclaimed Charles. 
 
 What quotations do you find in the sentences ? 
 In what position in the sentence do you find each 
 quotation ? Observe carefully how each quotation is 
 punctuated. 
 
 Written Exercise. — Copy the numbered sentences. 
 Write them from dictation. Use them as a guide in 
 ivriting similar quotations. 
 
 64 
 
 DIVIDED QUOTATIONS 
 
 1. ''Where did you get your typewriter, Gordon ? " asked 
 Charles. 
 
 2. " My father gave it to me," replied Gordon ; " it was a 
 Christmas present. Isn't it a fine one ? " 
 
 3. " I should say so ! " exclaimed Charles. " I wish some 
 one would give me such a present." 
 
 Observe that the quotation in the second sentence is 
 a divided quotation. Which words do not form a 
 part of what Gordon said ? How are these words 
 separated from the quotation ? W^hat part of the 
 
TUE IMPORTANT CORP OB AL 67 
 
 quotation comes before these words ? Notice that 
 quotation marks inclose this j^ctrt. What follows the 
 words, replied Gordon f Notice that quotation marks 
 inclose all that folloivs. How many pairs of quotation 
 marks are used in the sentence ? 
 
 Written Exercise. — Copy the second and third sen- 
 tences. Write them from dictation. 
 
 65 
 
 THE IMPORTANT CORPORAL 
 
 During the American war, the leader of a little band of 
 soldiers was giving orders to those under him, about a heavy 
 beam that they were endeavoring to raise to the top of some 
 military works which they were repairing. The weight was 
 almost beyond their power to raise, and the voice of the super- 
 intendent was often heard shouting, " Heave away ! There it 
 goes! Heave ho!" An officer, not in military costume, was 
 passing, and asked the superintendent why he did not render a 
 little aid. 
 
 The officer, astonished, turned round with all the pomp of 
 an emperor, and said, " Sir, I am a corporal ! " 
 
 "I ask your i)ardon, Mr. Corporal," answered the stranger, 
 and taking off his hat he bowed, saying, "I was. not aware of 
 that." Upon this he dismounted, and pulled till the sweat 
 stood in drops on his forehead. And when the beam was 
 raised, turning to the little great man, he said, " Mr. Corporal, 
 when you have another such job, and have not men enough, 
 send for your commander in chief, and I will gladly come and 
 help you." The corporal was thunderstruck. It was Wash- 
 ington. 
 
68 LESSONS IN ENGLISH 
 
 What sort of man was the corporal ? Why do you 
 think so ? How did he feel when he found that he 
 had been talking to Washington ? Tell the story. 
 
 What quotations are used in the story? Whose 
 words are quoted in each case ? How is each 
 quotation punctuated? 
 
 66 
 
 A USE OF THE COMMA 
 
 Write these sentences : — 
 
 Sir, I am a corporal ! 
 
 I ask your pardon, Mr. Corporal. 
 
 Who is addressed or spoken to in each sentence ? 
 
 In each case how is the w^ord naming the one 
 addressed set oft' or separated from the rest of the 
 sentence ? 
 
 Rule. — The name of a person addressed should be sepa- 
 rated from the rest of the sentence by a comma or commas. 
 
 Exercises. — I. From the stories on pages 6 and 
 27, read aloud all sentences containiiig the name of 
 a person addressed. How is the name set off from 
 the rest of the sentence? 
 
 n. Copy these sentences, placing commas where they 
 are needed : — 
 
 1. Why Grandma how you're winking! 
 
 2. Little one come to my knee. 
 
 3. Pretty maid what's your name ? 
 
 4. mists make room for me. 
 
THE MONKEY AND THE CATS 
 
 69 
 
 67 
 
 THE MOXKEY AND THE CATS 
 Reproduction 
 Bead the following story silently : — 
 
 Two hungry cats, having stolen some cheese, could not agree 
 between themselves how to divide it. Therefore they went to 
 law, and a cunning monkey was asked to be judge and settle 
 their dispute. 
 
 The monkey put two pieces of cheese into some scales to see 
 
 if they were of equal weight. " Let me see," said the judge, 
 with a sly look. ''This slice weighs more than the other;" 
 and with that he bit off a large piece. 
 
 " Why do you bite our cheese ? " asked the cats. 
 
70 LESSONS IN ENGLISH 
 
 " Because," said the monkey, " I must see that neither one 
 of you gets more than her share." 
 
 The other scale had now become too heavy ; so the honest 
 judge helped himself to a second mouthful. Thus he nibbled 
 first one piece and then the other till the poor cats, seeing 
 their cheese in a fair way to be all eaten up, most humbly 
 begged him not to put himself to any further trouble, but to 
 give them what still remained. 
 
 " Not by any means ! " said the monkey. " I owe justice 
 to myself as well as to you, and what remains is due to me as 
 the lawyer." Upon this he crammed the whole into his mouth 
 at once and very gravely broke up the court. 
 
 Conversation. — AYhat were the cats disputing 
 about? Who was asked to act as judge? How did 
 he manage the case ? How did the affair end ? 
 What does the fable teach ? 
 
 Exercise. — Bead the story aloud and then tell it in 
 class. 
 
 Word study 
 
 Find the following words in the last selection, 
 arrange them in a column, and opposite each word 
 write another word liaving the same sound but differ- 
 ing in spelling and in meaning ; as, some, sum. 
 
 two their so owe 
 
 some see fair due 
 
 not weighs all whole 
 
 Continue the same practice with these words : 
 
 feet soul capitol steak 
 
 one team reign plain 
 
 dear gait . seen waist 
 
LINES FOR DICTATION 71 
 
 68 
 
 PRACTICE 
 Punctuation of Quotations 
 
 Find in the selection about " The Monkey and the 
 Cats" a quoted statement, a quoted question, a quoted 
 exclamation, a divided quotation. 
 
 How is each punctuated ? Are the question mark 
 and the exclamation point outside or inside the quo- 
 tation marks ? How are the words that divide a 
 quotation punctuated ? 
 
 Copij and punctuate the folloiving sentences : — 
 
 Oh, what a terrible monster I have seen said a little frog to 
 his father. 
 
 How big was it asked the old frog. 
 
 It was as big as a mountain answered the small one. 
 
 I can blow myself out said the father till I am as big as 
 the ox. 
 
 Then he blew himself out larger and larger till finally he 
 
 burst. 
 
 LINES FOR DICTATION 
 
 He prayeth best who loveth best 
 All things both great and small; 
 For the dear God who loveth us 
 He made and loveth all. 
 
 — S. T. Coleridge. 
 
 Mt. Blanc is the monarch of mountains; 
 
 They crowned him long ago, 
 On a throne of rocks, in a robe of clouds, 
 
 With a diadem of snow. 
 
 — Lord Byron. 
 
72 LESSONS IN ENGLISH 
 
 69 
 
 LULLABY FOR TITANIA 
 
 Listen and learn hy heart : — 
 
 You spotted snakes with double tongue, 
 Thorny hedgehogs, be not seen ; 
 
 Newts and blind-worms, do no wrong, 
 Come not near our fairy queen. 
 
 Philomel, with melody 
 Sing in our sweet lullaby : 
 Lulla, lulla, lullaby ; lulla, lulla, lullaby ! 
 
 Never harm. 
 
 Nor spell nor charm. 
 Come our lovely lady nigh. 
 So, good night, with lullaby. 
 
 Weaving spiders, come not here ; 
 
 Hence, you long-legg'd spinners, hence ! 
 Beetles black, approach not near ; 
 
 Worm nor snail, do no offense. 
 
 Philomel, with melody 
 Sing in our sweet lullaby : 
 Lulla, lulla, lullaby; lulla, lulla, lullaby! 
 
 Never harm, 
 
 Nor spell nor charm, 
 Come our lovely lady nigh. 
 So, good night, with lullaby. 
 
 Hence, away ! now all is well. 
 One aloof stand sentinel ! 
 
 — Shakespeaee. 
 
^^^^^^^^"^T^^^^l^^^i^^i^r^ 
 
 
 The SisTiius. 
 73 
 
74 LESSONS IN ENGLISH 
 
 70 
 
 THE PARTS OF A SENTENCE 
 
 Study the folloiving sentences : — 
 
 1. Practice makes perfect. 
 
 2. Lost time is never found again. 
 
 About what does the first sentence tell ? What is 
 said or asserted about Practice f 
 
 About what does the second sentence tell ? What 
 is said or asserted about Lost time f 
 
 Every sentence is made up of two parts ; what the 
 sentence tells about and what the sentence tells. What 
 the sentence tells about is called the subject of the 
 sentence, and what it tells is called the predicate of 
 the sentence. 
 
 Oral Exercise. — What is the subject of each of the 
 above sentences? What is the predicate of each? 
 
 Written Exercise. — Write sentences suggested hy the 
 objects in the picture on page 73. What is the subject 
 of each of your sentences ? the predicate ? What 
 story does the picture tell you ? Write the story. 
 
 71 
 
 THE SUBJECT OF A SENTENCE 
 
 Learn this definition : — 
 
 The subject of a sentence names that of which something is 
 said or asserted. 
 
rilE PREDICATE OF A SENTENCE 75 
 
 Oral Exercise. — In each of these sentences which 
 word names that of which something is said ? 
 
 Edna reads. Willard paints. Men work. Women visit. 
 
 Girls study. Children play. Boys whistle. Stars twinkle. 
 
 Name the subject of each sentence given above. 
 
 Written Exercises. — I. Supply subjects in thefoUoiv- 
 iug sentences. To think of proper subjects, ask your- 
 selves sucli questions as these : Who falls ? What 
 falls ? Who cries ? 
 
 1. falls. 5. melts. 9. roar. 
 
 2. cries. 6. hide. 10. ring. 
 
 3. talks. 7. run. 11. fly. 
 
 4. freezes. 8. creep. 12. hop. 
 
 II. Use the folloioing ivords as subjects : — 
 
 1. Wood, coal, gas, oil, steam. 
 
 2. Houses, stores, shops, barns, schools. 
 
 3. I, you, he, we, they. 
 
 72 
 
 THE PREDICATE OF A SENTENCE 
 
 Learn this definition : — 
 
 The predicate of a sentence is that which is said or asserted 
 of the subject. 
 
 Oral Exercise. — What is said or asserted of the 
 subject in each of the following sentences ? 
 
 Edna reads. Willard paints. Men work. Women visit. 
 
 Girls study. Children play. Boys whistle. Stars twinkle. 
 
76 LESSONS IN ENGLISH 
 
 Name the predicate of each sentence given. 
 
 Written Exercises. — I . Supply predicates for the fol- 
 lowing subjects. To find proper predicates, ask your- 
 self such questions as, Baby does what f 
 
 1. Baby . 5. Miners • 9. Fruits . 
 
 2. John . 6. Merchants . 10. Clouds . 
 
 3. Ice . 7. Soldiers . 11. Clocks . 
 
 4. Eain . 8. Policemen . 12. Flowers . 
 
 II. Use the following words as predicates : — 
 
 1. Growled, howls, crow, nibbled, bite, scratched, sleeps. 
 
 2. March, bow, dance, hum, whisper, laughs, smiles, sulks. 
 
 3. Jump, hop, skip, tiptoe. 
 
 4. Walks, struts, prances, hobbles, limps. 
 
 5. Groaned, mumbled, sighed, screamed. 
 
 III. From the above loords select five pairs of syno- 
 nyms. 
 
 Illustrate their meaning by performing the actions, 
 if you can. Note how they are alike in meaning ; 
 how different. 
 
 IV. Write predicates for these subjects : — 
 
 1. Addition, subtraction, multiplication, division, quotient. 
 Tell what each is. 
 
 2. Volcanoes, rivers, waves, winds, rocks. Tell tuhat each 
 does. 
 
 3. Sugar, ice, vinegar, coal, snow. Tell a quality of each. 
 
 4. Nuts, books, words, lessons. Tell what is done to each. 
 
GROUPS OF WORDS AS SUBJECTS 77 
 
 73 
 
 GROUPS OF WORDS AS SUBJECTS 
 
 I^ead the following sentence carefully : — 
 Betsy Koss's house is still standing. 
 
 Ask yourself this question, " What is still standing ?** 
 The subject of the sentence is the group of words, 
 Betsy Ross's hoicse. 
 
 Oral Exercise. — What group of words is the subject? 
 
 1. A new broom sweeps clean. 
 
 2. The brave and daring Captain John Smith was not 
 afraid of hard work. 
 
 3. The proof of the pudding is in the eating. 
 
 4. One good turn deserves another. 
 
 5. People in the torrid zone wear thin clothing. 
 
 6. The northern part of North America is cold and barren. 
 
 7. The farms of the Southern states are called plantations. 
 
 8. A fine harbor helps to make a city prosperous. 
 
 9. Boston, the largest city of New England, has an excel- 
 lent harbor. 
 
 10. Much sealskin for coats and caps comes from Alaska. 
 
 11. A city set on a hill cannot be hid. 
 
 12. The colony planted by Sir "Walter Raleigh was a failure. 
 
 13. Washington's beautiful home was at Mt. Vernon. 
 
 14. Oglethorpe, the founder of Georgia, was born in London. 
 
 15. The District of Columbia has no governor. 
 
 Written Exercise. — Use the following groups of 
 loords as subjects : — 
 
 '. 1. • The summit of a mountain. 
 2. The water of the ocean. 
 
78 LESSONS IN ENGLISH 
 
 3. London, the largest city in the world. 
 
 4. The battle of Bunker Hill. 
 
 5. A boy in that row. 
 
 6. The mother of Washington. 
 
 7. An Indian wigwam. 
 
 8. The hottest part of the earth. 
 
 9. Great quantities of coal. 
 
 10. Goods brought into a country. 
 
 11. The water west of the United States. 
 
 12. The Isthmus of Panama. 
 
 13. Kentucky and Virginia. 
 
 14. A great amount of copper. 
 
 15. Turpentine, an important product of North Carolina. 
 
 74 
 
 GROUPS OF WORDS AS PREDICATES 
 
 Bead the following sentence carefully : — 
 Mistress Betsy Ross made the first American flag. 
 
 What is the subject of the sentence ? What is said 
 or asserted of the subject ? The predicate of the sen- 
 tence is a group of words, made the first American flag. 
 
 Oral Exercise. — What group of words is the predi- 
 cate in each of these sentences ? 
 
 1. A new pupil is sitting in the front seat. 
 
 2. She is studying her lesson diligently. 
 
 3. Her sister is not in this grade. 
 
 4. Both girls are very pretty. 
 
 5. They will soon find friends among their classmates. 
 
 Written Exercise. — Use the following grouids of 
 ivords as j^redicates : — 
 
SEPARATING THE SUBJECT AND PREDICATE 79 
 
 1. is the capital of the United States. 
 
 2. was the first President of the United States. 
 
 3. are frozen raindrops. 
 
 4. are dried grapes. 
 
 5. is a portion of land nearly surrounded by water. 
 
 6. empties into the Pacific Ocean. 
 
 7. are called exports. 
 
 8. produces much cotton. 
 
 9. comes from South America. 
 
 10. is a cold, barren country. 
 
 11. made the first steamboat. 
 
 12. is the governor of our state. 
 
 76 
 
 SEPARATING THE SUBJECT AND PREDICATE 
 
 I. Separate each of the following sentences into two 
 parts. Write the subjects and predicates in columns 
 as follows : — 
 
 SuRiECT (names) Predicate (tells or asserts) 
 
 Proverbs teach good lessons. 
 
 Time flies. 
 
 Asking costs little. 
 
 Fear has big eyes. 
 
 Words pay no debts. 
 
 A burned child dreads the fire. 
 
 The longest day must end. 
 
 Doing everything is doing nothing. 
 
 April showers bring forth May flowers, 
 
 A squirrel's teeth are very sharp. 
 
 A fair little girl sat under a tree. 
 
80 LESSONS IN ENGLISH 
 
 76 
 
 THE POSITION OF SUBJECT AND PREDICATE 
 
 In each of the following sentences the subject is 
 printed in italics. Notice its j^osition. 
 
 1. Aunt Minnie is at home. 
 
 2. Here come the children! 
 
 3. Where is Maud ? 
 
 4. Will Dan call for her ? 
 
 5. Go with him, Frank. 
 
 Where do you find the subject in the first sen- 
 tence ? What kind of sentence is it ? Where is 
 the subject in the second sentence ? What kind of 
 sentence is it ? Where is the subject in the third 
 sentence ? What kind of sentence is like it ? What 
 other sentence in the exercise is like it ? Where is 
 its subject ? What kind of sentence is the fifth ? In 
 imperative sentences the subject is usually not ex- 
 pressed; it is the little word you, which is merely 
 thought of or understood. Sentence 5 really means, 
 You go ivith him, as we sometimes say, You keep still. 
 
 Oral Exercises. — I. What is each subject ? 
 
 1. Are your berries ripe ? 
 
 2. Snug and safe is his nest. 
 
 3. Give me of your bark, Birch-tree ! 
 
 4. Where go the boats ? 
 
 5. Sing a song of seasons. 
 
 6. How sweet these apples are ! 
 
 7. Have you slept well ? 
 
ORDER IN SENTENCES 81 
 
 77 
 
 ORDER IN SENTENCES 
 
 We found in the last lesson that the subject of a 
 sentence does not always come first. Think what 
 the sentence means and what it is about before you 
 try to tell the subject. 
 
 Rearrange the following sentences so that the whole 
 subject shall come first and the ivhole 2)redicate last : — 
 
 1. On the deck stood Columbus. 
 
 2. Behind him lay the gray Azores. 
 
 3. Through the Straits of Magellan sailed the bold Drake. 
 
 4. On his last voyage Henry Hudson lost his life. 
 
 5. A headstrong man was Governor Stuyvesant. 
 
 6. Above the English army rose the Heights of Abraham. 
 
 7. Thus died General Wolfe in the moment of victory. 
 
 8. Into Fort Ticonderoga swarmed the American soldiers. 
 
 9. Along the street comes a blare of trumpets. 
 
 10. Colder and colder blew the wind. 
 
 11. Amid the storm the Pilgrims sang. 
 
 12. So through the night rode Paul Revere. 
 
 13. Into the midnight we galloped abreast. 
 
 14. Through all the wide Border his steed is the best. 
 
 15. Still sits the schoolhouse by the road. 
 
 When the entire subject comes first in a sentence, 
 and the entire predicate last, the sentence has the 
 natural order. 
 
 Any otlier arrangement of subject and predicate is 
 called the inverted or transposed order. 
 
$2 LESSONS IN ENGLISH 
 
 78 
 
 SIMPLE SENTENCES 
 
 Observe that in the lesson on page 81 each sen- 
 tence has only one subject and one predicate. Such 
 sentences are called simple sentences. 
 
 Every simple sentence may be so arranged that 
 the subject and predicate can be separated by a verti- 
 cal line ; thus : — 
 
 Betsy Eoss's house | is still standing. 
 Columbus I stood on the deck. 
 
 When you separate a sentence into its parts, you 
 are said to analyze or make an analysis of it. 
 
 The use of the vertical line is to make the analysis 
 plain to the eye. 
 
 You may also analyze a simple sentence by naming 
 each part as follows : — 
 
 The subject is Betsy I^oss's house. 
 
 The predicate is is still standing. 
 
 Show the analysis of sentences on page 81. 
 
 79 
 
 HISTORY AND COMPOSITION 
 
 I. What famous persons are named in Lesson 77 ? 
 Select one for special study, as follows : — 
 
 1. When and where he lived. 3. Incidents in his life. 
 
 2. Training or character. 4. Great deeds and death. 
 
 Write a composition about the one chosen. 
 
REVIEW 83 
 
 II. By reading or conversation, learn about the first 
 settlement made in the State in which you live. Use 
 these points to help you in writing a composition : — 
 
 1. When and where the first settlement was made, 
 
 2. The leader or leaders of the movement. 
 
 3. What kind of people the early settlers were. 
 
 4. Their struggles and hardships. 
 
 5. Important events in the early history of your State. 
 
 80 
 
 REVIEW 
 
 1. Into what parts may every sentence be divided? 
 
 2. What is the subject of a sentence ? Example. 
 
 3. What is the predicate of a sentence ? Example. 
 
 4. Name the subject and predicate of these sentences : — 
 
 A rolling stone gathers no moss. 
 I pledge allegiance to my flag. 
 Begin in time to finish without hurry. 
 Can you see the new moon ? 
 Here comes the boy ! 
 
 5. What is meant by the ^^ natural order " ? 
 
 6. What is meant by the "inverted order"? 
 
 7. Explain and illustrate the following terms: (1) quotor 
 tion, (2) person addressed^ (3) indentation, (4) margin. 
 
 8. What is meant by a person^s vocabulary ? 
 
 9. Write a contraction of Lucy does not care. 
 10. Write and punctuate sentences containing — 
 
 (1) a quoted question, (3) a divided quotation, 
 
 (2) a quoted exclamation, (4) the name of a person addressed. 
 
84 
 
 LESSONS IN ENGLISH 
 
 81 
 
 ROBERT OF LINCOLN 
 
 A Life History in Verse 
 
 Listen while your teacher 
 reads one of the most charm- 
 ing poems in English. It 
 tells the life story of a little 
 bird, lovingly called " Robert 
 of Lincoln." The poem was 
 written by William Cullen 
 Bryant, one of America's best 
 nature poets. 
 
 Merrily swin ging on brier and weed, 
 Near to the nest of his little 
 dame, 
 Over the mountain side or mead, 
 Robert of Lincoln is telling his 
 name, 
 
 " Bob-o'-link, bob-o'-link, 
 Spink, spank, spink. 
 Snug and safe is this nest of ours. 
 Hidden among the summer flowers. 
 Chee, chee, chee.'^ 
 
 Robert of Lincoln is gayly dressed. 
 
 Wearing a bright black wedding 
 
 coat; 
 
 White are his shoulders and white 
 
 his crest. 
 
 Hear him call in his merry note. 
 
BOBERT OF LINCOLN 85 
 
 " Bob-o'-link, bob-o'-liiik, 
 
 Spink, spank, spiuk, 
 Look what a nice new coat is mine ; 
 Sure there was never a bird so fine. 
 
 Chee, chee, chee." 
 
 Robert of Lincoln's Quaker wife, 
 
 Pretty and quaint, with plain brown wings, 
 Passing at home a patient life. 
 
 Broods in the grass while her husband sings, 
 " Bob-o'-link, bob-o'-link, 
 Spink, spank, spink, 
 Brood, kind creature, you need not fear 
 Thieves and robbers while I am here. 
 Chee, chee, chee." 
 
 Modest and shy as a nun is she ; 
 
 One weak chirp is her only note ; 
 Braggart, and prince of braggarts is he, 
 Pouring boasts from his little throat, 
 " Bob-o'-link, bob-o'-link, 
 Spink, spank, spink, 
 Never was I afraid of man. 
 Catch me, cowardly knaves, if you can. 
 Chee, chee, chee." 
 
 Six white eggs on a bed of hay. 
 
 Flecked with purple, a pretty sight : 
 There as the mother sits all day, 
 Robert is singing with all his might, 
 " Bob-o'-link, bob-o'-link, 
 Spink, spank, spink, 
 
86 LESSONS IN ENGLISH 
 
 Nice good wife that never goes out, 
 
 Keeping house while I frolic about. 
 
 Chee, chee, chee." 
 
 Soon as the little ones chip the shell, 
 Six wide mouths are open for food ; 
 Robert of Lincoln bestirs him well, 
 Gathering seeds for the hungry brood : 
 " Bob-o"-link, bob-o'-link, 
 Spink, spank, spink. 
 This new life is likely to be 
 Hard for a gay young fellow like me. 
 Chee, chee, chee." 
 
 Eobert of Lincoln at length is made 
 
 Sober with work, and silent with care, 
 Off is his holiday garment laid^ 
 Half forgotten that merry air, 
 " Bob-oMiuk, bob-o'-link, 
 Spink, spank, spink. 
 Nobody knows but my mate and I, 
 Where our nest and our nestlings lie. 
 Chee, chee, chee." 
 
 Summer wanes ; the children are grown ; 
 
 Fun and frolic no more he knows, 
 Robert of Lincoln's a humdrum drone ; 
 Off he flies, and we sing as he goes, 
 " Bob-o'-link, bob-o'-link, 
 Spink, spank, spink. 
 When you can pipe that merry old strain, 
 Robert of Lincoln, come back again. 
 Chee, chee, chee." 
 
 — William Cullen Bryant. 
 
A STUDY OF ROBERT OF LINCOLN 87 
 
 82 
 
 A STUDY OF ROBERT OF LINCOLN 
 Conversation Lesson 
 
 Robert of Lincoln's story is told in eight little chap- 
 ters, each of which is a stanza. 
 
 Read each stanza again and again until you can 
 
 form a clear " shut-eye " or mental picture of the part 
 
 of the story it tells. 
 
 These questions will help you to gain such a picture. 
 t 
 
 Who or what is pictured in the stanza? 
 
 How does the one named in it look ?- 
 
 What feelings are mentioned or hinted at ? 
 
 What do you learn from it about Robert of Lincoln's song ? 
 
 When every stanza has given up to you its picture, 
 read the whole poem aloud in th^ most musical way 
 you can. 
 
 Try to show in your reading the changes of Robert 
 "merrily swinging" to "Robert of Lincoln's a hum- 
 drum drone." 
 
 " Off he flies ! " Where does he go ? 
 
 Written Exercises 1. Copy lilies ivhich describe 
 
 the appearance of — 
 
 1. Robert of Lincoln. 3. His Quaker wife. 
 
 2. The eggs. 4. The nestlings. 
 
 What words help most in making clear pictures in 
 each case ? 
 
 II. Write in your own words the history of a hohoUnk. 
 
The Professor's Eyeglasses. 
 
STORY WRITING 89 
 
 83 
 
 STORY WRITING 
 
 I. Make up a short story, using any group of details 
 given helow and in any order you wish : — 
 
 1. Skates — ice — accident — two boys. 
 
 2. Farm — vacation — hay — three girls. 
 
 3. Letter — mother — boy — forget. 
 
 4. Soldier — battle — portrait — letter. 
 
 5. Uncle — driftwood — boat — dinner. 
 
 6. Basket — dog — monkey — boy. 
 
 7. Boy — New Hampshire — Boston — railroad. 
 
 II. Write out a story suggested by the picture on 
 the opjjosite page, 
 
 III. "Good news! Good news!" shouted a little lad of 
 ten, as he came running toward the veranda', where his mother 
 sat sewing. He was waving a letter proudly above his head. 
 "Good news, mother," he repeated. "Father's ship has 
 reached San Francisco ! Here's a letter for you, too ! " 
 
 Tell the story of the father's return from the Philip- 
 pines. Study these notes : — 
 
 1. Mother s letter — time of arrival told. 
 
 2. Meeting the train — father's looks — the bag- 
 gage. 
 
 3. TJie drive home — telling about the long voy- 
 age from Manila. 
 
 4. Ojoening the trunks — the curious things — 
 home — America is best ! 
 
 Arrange the story in four paragraphs, as above. 
 
90 LESSONS IN ENGLISH 
 
 84 
 
 EXERCISES IN COMPOSITION 
 
 I. Write an accurate account of the work done in a 
 lesson in manual training, cooking, sewing, or gar- 
 dening. I'ell ivhat you did and how you did it. 
 
 II. Write a carefidly prepared report of some experi- 
 ment you made, telling what the experiment proves. 
 
 III. Write a problem which is to be solved by long 
 division, and then write a full explanation of the 
 work. 
 
 85 
 
 THE BOOK I LIKE BEST 
 
 I. Write the titles of four books you have read 
 this year outside of class, keeping in mind the rule 
 about the use of capitals in titles. 
 
 Write the names of the authors of these books, 
 remembering the rules about the use of capitals in 
 names of persons and of periods in abbreviations. 
 
 II. Write one or more paragraphs about the book 
 you like best. 
 
 Name the hero, heroine, or leading character, and 
 tell his or her part in the story. 
 
 Tell why you like the book. 
 
 Mention some things the hero or heroine does or 
 says that lead you to admire his or her character. 
 
A THINKING MATCH 
 
 91 
 
 86 
 
 AN EXERCISE IN STORY AVRITING 
 
 It was very early in the 
 morning; so early that 
 the sun was not yet up, 
 but the birds were awake 
 and were softly chirping 
 and calling. Some one 
 else was awake too. Lit- 
 tle Elizabeth had been 
 promised a visit to the 
 country ; she was to start 
 this very morning. As 
 soon as she heard some 
 one stirring, she sprang 
 out of bed, ran to the 
 window, and — 
 
 Finish the story hy 
 telling : — 
 
 What kind of weather Elizabeth found, how she felt about 
 it, and what she did during the rest of the morning. 
 
 87 
 
 Elizabeth i 
 
 A THINKING MATCH 
 Telling the Meaning of Proverbs 
 
 Memorize : — 
 
 1. A stitch in time saves nine. 
 
 2. Borrowed clothes seldom fit. 
 
 3. Where there's a will there's a way. 
 
 1 By permission of the Berlin Photographic Company. 
 
92 LESSONS IN ENGLISH 
 
 Head the following stories and tell ivhich of the 
 proverbs each story explains or illustrates : — 
 
 1. A boy copied a composition from a book instead of 
 thinking it out for himself. The words and expressions 
 were so unlike those which he generally used that his class- 
 mates laughed at him because they knew the composition was 
 not his own. 
 
 2. A few shingles were blown from the roof of a house. 
 " This cannot do much harm," said the owner, and therefore 
 he did not replace them. The rain got under other shingles 
 and in a year or two many more of them became decayed and 
 fell off. The water then came into the house, ruining the 
 plaster, spoiling the paper, and otherwise doing great damage. 
 All this trouble might have been prevented by a little care 
 at the beginning. 
 
 3. A certain young man who had inherited great wealth 
 from his father lost it all through bad management. One day 
 as he was passing the great house where he was born, he said 
 to himself: "I will live in that house again." He began to 
 work and to save money. His ambition spurred him on, he 
 attended to his business, became rich, and finally purchased 
 the whole estate formerly owned by his father. 
 
 88 
 
 EXERCISE IN THINKING 
 
 With the help of the last lesson make up) a story that 
 will illustrate one of the following proverbs : — 
 
 1. Prevention is better than cure. 
 
 2. What is everybody's business is nobody's business. 
 
 3. The worst wheel does the most creaking. 
 
THE ARROW AND THE SONG 93 
 
 4. A new broom sweeps clean. 
 
 5. One man's meat is another man's poison. 
 
 6. The sleeping fox catches no chickens. 
 
 7. 'Tis darkest just before the day. 
 
 8. Better late than never. 
 
 89 
 
 THE ARROW AND THE SONG 
 
 I shot an arrow into the air, 
 It fell to earth, I knew not where; 
 For, so swiftly it flew, the sight 
 Could not follow it in its flight. 
 
 I breathed a song into the air. 
 It fell to earth, I knew not where ; 
 For who has sight so keen and strong. 
 That it can follow the flight of a song ? 
 
 Long, long afterward, in an oak 
 I found the arrow, still unbroke ; 
 And the song, from beginning to end, 
 1 found again in the heart of a friend. 
 
 — Henry W. Longfellow. 
 
 Bead this poem through. What mind-picture do 
 you get from each stanza? Who " breathed into the 
 air " this fine poem ? Learn it hy heart. 
 
 Read again the first poem in this hook. Which of 
 the two do you Uke better ? Do you know why ? 
 Can you tell why ? 
 
94 LESSONS IN ENGLISH 
 
 90 
 
 SUMMARY 
 The Sentence 
 
 Thoughts are gained mainly through observation, reading, 
 and conversation. 
 
 A sentence is a group of words expressing a complete 
 thought ; as, Many hands make labor light. 
 
 A declarative sentence is a sentence that makes a statement ; 
 as. Sixty seconds make a minute. 
 
 An interrogative sentence is a sentence that asks a question ; 
 as, How many minutes make an hour ? 
 
 An imperative sentence is a sentence that expresses a com- 
 mand or an entreaty ; as, Wait a minute, please. Hurry, John. 
 
 An exclamatory sentence is a sentence that expresses strong 
 feeling ; as. How beautiful is the rose ! 
 
 Capital Letters 
 
 Capital letters are used in beginning — 
 
 All sentences ; as. Kind words are best. 
 
 Names of persons ; as, Florence Nightingale. 
 
 Names of places ; as, Rome. 
 
 Names of holidays, of days of the week, months of the year ; 
 as, The first Tuesday after the first Monday in November is 
 Election Day. 
 
 Names of the Deity ; as. Is not God our Father ? 
 
 Titles used with names ; as, Captain John Smith. 
 
 The first word of a line of poetry ; as, 
 
 Birds are singing round my window 
 Tunes the sweetest ever heard. 
 
 The words /and 0; as, O wind, I hear you. 
 
SUMMARY 95 
 
 Initials ; as, James T. Fields. 
 
 The first and every important word in the title of a book, 
 picture, or the like ; as, " The King of the Golden River." 
 
 Punctuation Marks 
 
 A period is used : — 
 
 At the end of a declarative sentence. 
 
 At the end of an imperative sentence. 
 
 After an abbreviation ; as, Mr. Andrews. 
 
 After an initial ; as, R. L. Stevenson. 
 
 An interrogation point is used at the end of an interrogative 
 sentence ; as. What do you wish ? 
 
 An exclamation point is used at the end of an exclamatory 
 sentence ; as. There he comes ! 
 
 Commas are often used to separate the name of a person 
 addressed or a direct quotation, from the rest of the sentence ; 
 as, " Fred, mother has come." " It was the cat," said the mouse. 
 
 An apostrophe is often used to show the omission of one or 
 more letters ; as, I didn't tell Harry. 
 
 Special Terms 
 
 A sentence that has one subject and one predicate is called 
 a simple sentence ; as, The thrush sings a sweet song. 
 
 A paragraph is a group or series of sentences relating to 
 one topic. 
 
 Words that have the same or nearly the same meaning are 
 called synonyms ; as, ask, request. 
 
 Description is telling how anything looks or appears. 
 
 Narration is story -telling or relating past events. 
 
PART II 
 
 LETTER WRITING 
 
 RiALTO AND GkAND CaNAL, VeNICE. 
 
 91 
 
 Would you like to visit the real scene of which a 
 picture is shown above ? Where is it ? How would 
 you travel to get there ? What interesting sights 
 would you look for first ? Why do they interest you ? 
 Collect pictures of them. 
 
 If you are denied the privilege of seeing this won- 
 derful city, how may you share in the advantages of 
 some one else more fortunate than you in this respect ? 
 
 96 
 
A LETTER 97 
 92 
 
 A LETTER 
 
 Venice, Italy. 
 
 August 13, 1882. 
 
 Dear Gertie : — 
 
 When the little children in Venice want to take a bath, they 
 just go down to the front steps of the house and jump off, and 
 swim about in the street. Yesterday I saw a nurse standing 
 on the front steps, holding one end of a string, and the other 
 end was tied to a little fellow who was swimming up the street. 
 When he went too far, the nurse pulled in the string, and got 
 her baby home again. Then I met another youngster swimming 
 in the street, whose mother had tied him to a post by the side of 
 the door, so that when he tried to swim away to see another boy, 
 who was tied to another door post up the street, he couldn't, 
 and they had to sing out to one another over the water. 
 
 Is not this a queer city? You are always in danger of run- 
 ning over some of the people and drowning them, for you go 
 about in a boat, instead of a carriage, and use an oar, instead 
 of a horse. But it is ever so pretty, and the people, especially 
 the children, are very bright, and gay, and handsome. When 
 you are sitting in your room at night, you hear some music 
 under your window, and look out, and there is a boat with a 
 man with a fiddle, and a woman with a voice, and they are 
 serenading you. To be sure, they want some money when 
 they are done, for everybody begs here, but they do it very 
 prettily, and are full of fun. 
 
 Tell Susie I did not see the Queen this time. She was out of 
 town. But ever so many noblemen and princes have sent to 
 know how Toody was, and how she looked, and I have sent 
 them all her love. 
 
 There must be lots of pleasant things to do at Andover, and 
 
98 LESSONS IN ENGLISH 
 
 I think you must have had a beautiful summer there. Pretty 
 soon, now, you will go back to Boston. Do go into my house 
 when you get there, and see if the doll and her baby are well 
 and happy (but do not carry them off) ; and make the music 
 box play a tune, and remember your affectionate uncle, 
 
 Phillips.^ 
 
 Conversation. — Does the letter add to your desire 
 to go to Venice ? Do you think it made the one to 
 whom it was written wish to see the sights it describes ? 
 
 Who did see and write about these sights ? Where 
 was Dr. Brooks when he wrote the letter ? When did 
 he write it ? To whom ? What relation was he to 
 Gertie ? What feeling existed between them ? Why 
 do you think so ? Are the things mentioned in the 
 letter such as interest you ? 
 
 93 
 
 LETTER WRITmG 
 
 Nothing that you learn in school will be of greater 
 use to you than knowing how to write a good letter. 
 A letter to be called good must be proper in form, 
 correct in spelling and punctuation, neatly written and 
 folded, and above all sincere and natural in thought 
 and expression. 
 
 Letters may be divided into friendly letters and 
 business letters. Friendly or social letters are those 
 in which we write our thoughts to absent friends or 
 
 1 This letter of Philhps Brooks is reprinted by arrangement with 
 Messrs. E. P. Dutton and Company, New York. 
 
THE PARTS OF A LETTER 99 
 
 acquaintances because we cannot talk with them face 
 to face. Business letters, on the other hand, are 
 written for some special purpose, such as to order 
 goods, apply for a position, ask for information, sub- 
 scribe for a magazine, and so on. The following les- 
 sons refer particularly to friendly letters. Practice in 
 writing business letters is taken up on page 107. 
 
 94 
 
 THE PARTS OF A LETTER 
 
 Review the parts of the letter on pages 97 and 
 98: — 
 
 1. The Heading gives the j^lcice and date. 
 
 2. The Salutation shows in a polite way to whom 
 the letter was written. 
 
 3. The Body is the main part of the letter. 
 
 4. The Conclusion consists of the complimentary 
 ending and the signature of the writer. 
 
 Notice carefully the position, form, capitalization, 
 and p)unctuation of each of these parts. 
 Write the folloioing dates : — 
 Of your birthday ; of a holiday. 
 
 A date consists of the name of the month, the day 
 of the month, and the year. Sometimes the name of 
 the day of the week is also used. As you see in the 
 date given in the letter, commas should be used to 
 separate the parts of every date. 
 
100 
 
 LESSONS IN ENGLISH 
 
 Names of months when used in dates are often abbreviated 
 
 Aug. 
 Sept. 
 Oct. 
 
 Nov. 
 
 January 
 
 Jan. 
 
 
 August 
 
 February 
 
 Feb. 
 
 
 September 
 
 March 
 
 Mar. 
 
 
 October 
 
 April 
 
 Apr. 
 
 
 November 
 
 
 December 
 
 Dec. 
 
 
 
 -95- 
 
 
 
 THE 
 
 HEADING 
 
 The heading is placed in the upper right-hand 
 corner about two inches from the top of the page. 
 If the letter is short, the heading should be dropped 
 down so that about the same space will be left above 
 and below the letter. When the heading is short, it 
 is usually written on one line, but two or even three 
 lines may be used if necessary. 
 
 Explain the use of each capital letter in the folloioing 
 headings. Tell why each comma and period is used : 
 
 1. (Place, state, and date on one 
 
 line) 
 
 2. (Place and state on first line ; 
 
 date on second line) 
 
 3. (Place, county, and state on 
 
 first line; date on second 
 line) 
 
 4. (College on first line ; place 
 
 and state on second ; date 
 on third) 
 
 Dover, N.H., Feb. 7, 1909. 
 
 Lebanon, Tenn., 
 
 Oct. 20, 1909. 
 Malone, Franklin Co., N.Y., 
 
 April 14, 1908. 
 
 Tulane University, 
 New Orleans, La., 
 
 Sept. 4, 1908. 
 
THE SALUTA TION ; ; • • , • . . IQJ 
 
 5. (Street and number on first 137 Hudson St., 
 
 line ; place and state on Buffalo, N.Y., 
 
 second ; date on third) Nov. 22, 1908. 
 
 Exercises. — 1. Write a heading for a letter dated to-day at 
 your home. 
 
 2. Imagine that you are living in the village of Spencer, 
 County of Tioga, State of New York, and that you are writing 
 a letter on August 14 in the year 1908. How should the 
 heading be written ? 
 
 3. Imagine that you are a student at Franklin Academy in 
 Montclair, New Jersey. How would you head a letter written 
 on December 14, 1910 ? 
 
 Write orderly headings from the following items : — 
 
 4. August 24, 1909, Lexington, Kentucky. 
 
 5. Canton, Ohio, July 4, 1912, 24 Blossom Street. 
 
 6. Poughkeepsie, New York State, Jan. 1, 1917, Vassar 
 College. 
 
 7. June 24, 1912, Washington, District of Columbia, The 
 New Willard Hotel. 
 
 96 
 
 THE SALUTATION 
 
 In writing any letter leave a narrow margin at 
 the left of the page from top to bottom. 
 
 The salutation should begin at the left-hand mar- 
 gin, one line below the heading. The first word 
 and the word or words indicating the person ad- 
 dressed should begin with capital letters. In familiar 
 letters the salutation usually ends with a comma ; in 
 business letters, with a colon or a colon and a dash. 
 
102 LESSONS IN ENGLISH 
 
 Exercises. — I. Copy the folloiving salutations, 
 placing the proper punctuation after each : — 
 
 {For friendly letters) (For btisiness letters) 
 
 My dear Mother Dear Sir 
 
 Dear Tom My dear Sir 
 
 Dear Uncle Aaron Dear Madam 
 
 My dear Cousin Dear Mrs. McHale 
 
 Dear Friend Gentlemen 
 
 II. Write a salutation for a letter to : — 
 
 1. Your brother or sister. 4. Your cousin. 
 
 2. A schoolmate. 5. Mrs. Murray. 
 
 3. Your teacher. 6. Mr. Keim. 
 
 97 
 
 THE BODY 
 
 In friendly letters it is a good plan to begin every 
 paragraph of the body, or message, at the left with 
 an indentation of about an inch from the margin. 
 
 In writing to a friend or relative, write as you 
 would talk. Before you begin to write, be sure that 
 you have something to say, and then say it as simply 
 and naturally as possible. Try to put yourself in the 
 place of the one who is to receive your letter, and 
 say what you think that person will be interested in 
 knowing or hearing. 
 
 Avoid the use of slang and all vulgar expressions. 
 Do not shorten any sentences by omitting the sub- 
 ject. Use the rules you have learned about the com- 
 position and arrangement of sentences and paragraphs. 
 
THE CONCLUSION 103 
 
 98 
 
 THE CONCLUSION 
 
 The expression of respect or affection, called the 
 complimentary ending, should begin near the middle 
 of the line next after the close of the nlessage. Only 
 the first word should begin with a capital letter. It 
 should always end with a comma. Notice that words 
 expressing relationship or friendship, such as mother, 
 father, brother, cousin, friend, begin with a capital 
 letter in the salutation but not in the ending. The 
 signature should be written on the right-hand side of 
 the line below the complimentary ending, with a 
 period after it. 
 
 Exercise. — Copy the folloioing conclusions to letters, 
 being careful about cajntals and punctuation: — 
 
 (For friendly letters) (For business letters) 
 
 Your loving daughter, Yours truly, 
 
 Rachel. Smith M. Becker. 
 
 Your sincere friend. Very truly yours, 
 
 Charlotte A. Gary. Emily Bamberg. 
 
 Faithfully yours. Yours respectfully, 
 
 William A. Adams. (Mrs.) Mary E. Harris. 
 
 Your devoted son, Yours very respectfully, 
 
 Preston. Harris J. Brady. 
 
 Cordially yours. Yours sincerely, 
 
 Kate Mackey. Frank J. Barnes. 
 
 Lovingly yours. Yours with respect, 
 Anna Wescott. Dean Fuller. 
 
104 LESSONS IN ENGLISH 
 
 99 
 
 THE SUPERSCRIPTION 
 
 In order that a letter may be sure to reach the 
 person or firm to whom it is sent, the name and exact 
 residence or place of business must be plainly indicated 
 on the envelope. Such directions are called the address 
 or superscription. Careless superscription of letters 
 causes much trouble to the post-office clerks and letter 
 carriers throughout the country. Thousands upon 
 thousands of letters are never received because the 
 superscriptions are wrong or illegible. A great many 
 letters are missent because it is impossible to decide 
 whether the sender intended to write on the envelope 
 Me. or Mo., Cal. or Col, Pa. or La., N.Y. or N. J. 
 
 In the case of cities and incorporated villages the 
 street and number should be given. Except in large 
 and well-known cities the name of the county should 
 also be included. If the name of the state is short, as, 
 Ohio, Maine, Texas, write it in full. 
 
 Sometimes the street or post-office box is written 
 on the left side of the envelope below the address. 
 If the person to whom the letter is addressed resides 
 in a district reached by the rural free delivery service, 
 the letters R. F. D., with the number of the route, 
 should be given in place of the post-office box. 
 
 The name of the person or firm should be in the 
 center of the envelope, and each other line should pro- 
 ject a little to the right beyond the line next above it. 
 
THE SUPERSCRIPTION 105 
 
 Formerly it was customary to end every line of the 
 superscription except the last with a comma, but it is 
 now a common practice to omit all punctuation on the 
 envelope except the period to indicate abbreviations, 
 as in Co., Dr., Mass. 
 
 Dr. Hiram Lake Raymond F. Sawyer 
 
 267 Navarro St. Bristol School 
 
 San Antonio Washington 
 
 Texas. D.C. 
 
 Form of Superscription 
 
 Miss Irene Thomas 
 
 122 Plymouth Ave. 
 Buffalo 
 
 N.Y. 
 
 Exercises. — Draiv oblongs about the size of an en- 
 velope and fill in the superscrijHions from the following 
 items, with the usual contractions. Never contract the 
 name of a city or county, 
 
 1. Doctor Louis J. Fisher, Springville, Erie County, New 
 York. 
 
 2. Reverend John S. Grandison, Hotel Chamberlin, Old 
 Point Comfort, Virginia. 
 
 3. Squire & Landon, 27 Weybosset Street, Providence, 
 Rhode Island. 
 
106 LESSONS IN ENGLISH 
 
 4. Miss Kate E. Pooley, 36 Ellis Street, San Francisco, 
 California. 
 
 5. Professor John J. Clancy, 1004 Congress Court, Cin- 
 cinnati, Ohio. 
 
 6. Mr. C. G. Pearse, Superintendent of Schools, Milwaukee, 
 Wisconsin. 
 
 100 
 
 EXERCISES IN LETTER WRITING 
 
 Write one or more of the following letters : — 
 
 1. To your aunt, telling her about your school. 
 
 2. To an acquaintance, telling about a baseball or a basket- 
 ball game in which you took part or which you saw. 
 
 3. To your cousin Isabelle Barrett, telling her how you ex- 
 pect to spend the Easter vacation. 
 
 4. To your father who is camping with others in the Maine 
 woods. Tell him what has happened at home since he left, 
 and whether you miss him. 
 
 5. To a city girl, describing a country store. 
 
 6. To your mother, telling what happened in school yester- 
 day. 
 
 7. To your father, telling him what you have learned about 
 letter writing. 
 
 8. Imagine that you are spending a summer vacation on a 
 farm. Write your mother about the way you spend your time; 
 tell what you like about country life, and the reasons. 
 
 9. Imagine that you live in the country and are telling a 
 girl in the city how you spend your time. 
 
 10. Imagine that your teacher has asked you to write her a 
 letter during vacation. Tell her about some book you have 
 read since school closed ; who wrote the book ; what it is 
 about ; what characters you liked best and why. 
 
BUSINESS LETTERS 107 
 
 101 
 
 BUSINESS LETTERS 
 
 Diagram Showing the Parts and Proper Arrangement of a 
 Business Letter 
 
 ffeading 
 Address 
 
 Salutation Body of Utter 
 
 Complimentary ending 
 
 Signature 
 
 A business letter needs to be written with even 
 more care than a friendly letter, because a careless 
 heading, an illegible signature, or a failure to make 
 
108 LESSONS IN ENGLISH 
 
 one's meaning clear may lead to serious loss or in- 
 convenience. When a person is answering a business 
 letter, he generally looks at the heading to see how 
 the answer is to be directed. For this reason it is 
 well, in the heading, to name the post office, county, 
 and state, if the place is not well known ; the street 
 and number if it be a city. 
 
 In a business letter the address of the person or 
 firm to whom the letter is written should be given at 
 the left of the page, one line below the heading. The 
 address should contain the same items as the super- 
 scription (page 104) and may occupy several lines. 
 
 In business letters the salutation may be followed by 
 a comma, a colon, or a colon and a dash. The body of 
 the letter often begins on the same line with the saluta- 
 tion, especially if the address is long. (See diagram.) 
 
 In addressing a firm use the title Messrs.; as, 
 Messrs. Fitch & Holland, and in the salutation use 
 Dear Sirs, or Gentlemen. 
 
 In closing a business letter the forms " Yours truly," 
 '^ Yours very truly," and " Very truly yours " are most 
 frequently used. The full name of the writer should 
 be signed at the end, as this usually indicates whether 
 the writer is a man or a woman. This information is 
 often important in writing a reply. 
 
 Exercise On the following page are examples of 
 
 common form,s of business letters. Copy each one. 
 Write each from dictation. 
 
t 
 
 BUSINESS LETTERS 109 
 
 102 
 
 606 Mehlhorn Block, 
 Seattle, Wash., 
 
 The Spauldixg Co., •^^"- 1' ^^'^^ 
 
 14 Market St., 
 
 San Francisco, Cal. 
 Gentlemen : Inclosed please find P. 0. order for twelve 
 dollars ($12.00) for which send me a five-dollar basket ball 
 and a seven-dollar basket-ball suit, as quoted in your catalogue. 
 
 Yours respectfully, 
 
 F. B. Gates. 
 
 2614 Main St., 
 Buffalo, N.Y., 
 The Century Co., •^^"- ^2, 1908. 
 
 Union Square, 
 New York City. 
 Dear Sirs : 
 
 Inclosed please find money order for three dollars ($3.00) 
 for which send the St. Nicholas for one year, beginning with the 
 February number, to Mrs. John Copeland, 2614 Main Street. 
 
 Yours respectfully, 
 
 Miss Pearl E. Woodward. 
 
 178 St. James St., 
 Montreal, Can., 
 The Macmillan Co., Ja°- ^l. 1907. 
 
 64-66 Fifth Avenue, 
 
 New York City. 
 Dear Sirs: — Please send by express to above address four 
 (4) dozen Emerson & Bender's " Words Spoken and Written," 
 
 Book Two, and charge to my account. 
 
 Very truly yours, 
 
 Spencer S. Newman. 
 
110 LESSONS IN ENGLISH 
 
 103 
 
 APPLICATIONS FOR POSITIONS 
 
 The daily papers of any large city usually contain 
 advertisements for persons to fill positions of various 
 kinds. Much depends on the letter of application 
 written in answer to such advertisements. When 
 there are many applicants for a position, the letter 
 that is in proper form, neat in appearance, correct in 
 grammar, punctuation, and spelling, is the most likely 
 to receive attention. 
 
 In writing a letter of application be modest in 
 speaking of your own qualifications, state briefly your 
 age, what schooling you have had, and any experience 
 which has fitted you for doing well the kind of work 
 required. 
 
 (Advertisement) 
 
 Wanted. — A boy, quick and accurate in figures, to assist in 
 office. Address F. A. V., Tribune Office. 
 
 (Reply) 
 
 220 Hanson St., 
 
 Minneapolis, Minn., 
 Jan. 28, 1908. 
 F. A. v., 
 
 Tribune Office. 
 
 Dear Sir : — 
 
 Having seen in to-day's Tribune your advertisement for a 
 boy, quick and accurate at figures, to assist in the office, I wish 
 to apply for the position. 
 
 I am fifteen years old, and have just graduated from the 
 
PRACTICE IN LETTER WRITING 111 
 
 Bryant School. My reports state that I have always stood 
 near the head of my class in arithmetic, and I feel confident 
 that so far as quickness and accuracy in figures are concerned, 
 I am qualified to fill the place. 
 
 If you will kindly allow me to call at your place of business, 
 I will furnish you with testimonials regarding my character 
 and ability. 
 
 Hoping this application will receive favorable considera- 
 tion, I remain 
 
 Yours respectfully, 
 Harry Goodwin. 
 104 
 
 PRACTICE IX LETTER WRITING 
 
 1. You are to be absent from home for two months and wish 
 to have a magazine or paper (for which you are a regular sub- 
 scriber) sent to your new address. Write the letter. Mention 
 the old address as well as the new. 
 
 2. Write for information about kodaks to The Eastman Co., 
 Rochester, N.Y. 
 
 3. Write to a librarian applying for a position in a library. 
 Ask for a reply and inclose stamp. 
 
 4. You have been kept from school for several days by ill- 
 ness. Write a letter to your teacher, explaining your absence, 
 and stating when you expect to return. 
 
 5. You wish to work during the summer vacation. W^rite a 
 letter to a grocer, stating what you can do, and ask for a reply. 
 Inclose a stamp. 
 
 6. You are the secretary of a debating club. Write to the 
 secretary of another debating club, proposing a debate, stating 
 the question, and other important details. 
 
 7. The boys of your neighborhood wish to use a vacant lot for 
 practicing football. Write to the owner, asking his permission. 
 
112 LESSONS IN ENGLISH 
 
 8. Write to Harbach & Co., 809 Filbert St., Philadelphia, 
 asking for their catalogue of magic lanterns and slides. 
 
 9. Look on the first page of your arithmetic or reader and 
 find the name of the publisher. Imagine you are the principal 
 of a school ordering two dozen copies and inclosing post-ofiice 
 order for twelve dollars to pay for them. Write the letter. 
 
 10. Write to the superintendent of schools, or to some other 
 school official, asking when the summer vacation will begin and 
 end. Tell him why you wish to have the information, and thank 
 him in advance for giving it. 
 
 11. Write to some imaginary firm in the nearest large city, 
 asking the price of some article you would like to have. De- 
 scribe its size, quality, etc., so that the merchant will know ex- 
 actly what you want. 
 
 12. Miss Maud Sellers, who resides at 4 Walden Place, 
 Richmond, Va., wishes a catalogue of the Female Normal 
 School, Farmville, Va. She does not know the president's 
 name. Write her letter to the president. 
 
 13. Write to Perry Mason Co., publishers of the Youth's 
 Companion, Boston, Mass., inclosing P. 0. order for one dollar 
 and seventy -five cents to pay for one year's subscription. 
 
 105 
 
 SOCIAL NOTES 
 
 Short letters of invitation, of acceptance or regret, 
 of thanks for a gift, etc., are called notes. When these 
 are written to intimate friends, they are like friendly 
 letters, except that the heading, instead of being at 
 the top is usually written at the lower left side, op- 
 posite the signature. Notes which have a salutation 
 and a signature are called informal notes. 
 
FORMAL NOTES 113 
 
 Informal Note 
 
 Tennyson wrote the following letter on receipt 
 of a book made up of copies of bis poems. 
 
 Farringford, England, 
 
 March, 1885. 
 My dear young Friends, 
 
 Your Christmas greeting only reached 
 me the day before yesterday, and it was very welcome. I thank 
 you heartily for having taken so much trouble to show me that 
 what I have written gives you pleasure. Such kindly memorials 
 as yours make me hope that, though the national bond between 
 England and America was broken, the natural one of blood and 
 language may bind us closer and closer from century to century. 
 
 Believe me. 
 
 Your true old friend, 
 Tennyson. 
 106 — 
 
 FORMAL NOTES 
 Formal notes are written in the third person : — 
 
 Formal Invitation 
 
 Mr. George Stanley requests the pleasure of Mr. Edward 
 Frisbie's company at dinner on Wednesday, May sixth, at 
 seven o'clock to meet Mr. and Mrs. Peter Brackett. 
 24 North Street, 
 May twenty-first, 1909. 
 
 Acceptance 
 
 ;Mr. Edward Frisbie accepts with pleasure the kind invi- 
 tation of Mr. George Stanley to dinner for May sixth to meet 
 Mr. and Mrs. Peter Brackett. 
 
 120 Delaware Avenue, 
 May twenty-first, 1909. 
 
114 LESSONS IN ENGLISH 
 
 Note Declining an Invitation 
 
 Mr. Edward Frisbie regrets that a previous engagement pre- 
 vents his acceptance of Mr. George Stanley's kind invitation 
 to dinner for May sixth to meet Mr. and Mrs. Peter Brackett. 
 
 120 Delaware Avenue, 
 
 May twenty-first. 
 
 107 
 
 EXERCISES m WRITING NOTES AND LETTERS 
 
 1. Write a letter to a classmate or other acquaintance, in- 
 viting him to drive with you to a neighboring town on Satur- 
 day. Mention time and place of starting. 
 
 2. Write your friend's reply, accepting the invitation. 
 
 3. Write a reply, declining the invitation, giving a good 
 reason and expressing regret. 
 
 4. Write a letter to your mother, telling how the school 
 celebrated Washington's Birthday. 
 
 5. Write a letter to an imaginary friend far away, telling 
 him or her all the signs of autumn you have noticed, or de- 
 scribing a snow storm, or the coming of spring. 
 
 6. Describe, in a letter to your teacher, your room at 
 home, or what you see from your window. 
 
 7. Tell in a letter to some friend how to make a kite, a 
 bird house, or a raft. 
 
 8. W>ite a note, inviting the superintendent of schools to 
 be present at some special exercise in your room. 
 
 9. W^rite to a pupil who has left school, expressing your 
 regret. 
 
 10. W^rite to a dear friend a note of thanks for a gift which 
 pleased you. 
 
 11. W^rite a letter to a friend telling him or her about a 
 pet animal, or your garden. 
 
TELEGRAMS 115 
 
 108 
 
 TELEGRAMS 
 
 I?i writing telegrams, note the folloiving : — 
 
 I. Write the name and address fully and plainly, 
 as no charge is made for either the address or the 
 
 signature. 
 
 II. State your business briefly but clearly, confin- 
 ing yourself if possible to ten words. 
 
 III. Do not use figures in the body of a telegram ; 
 spell out the numbers. 
 
 Exercise. — Condense each of the following into a 
 telegram of not more than ten ivords : — 
 
 1. It is impossible for me to leave to-day. I will take the 
 first train to-morrow. 
 
 2. You telegraphed me that John would arrive on train 
 number twenty-nine. He was not on that train. Is anything 
 wrong ? 
 
 3. In my order for copybooks to-day I made a mistake in 
 sending for number two. What I want is number three. 
 
 4. We have had a fire in our store. The damage was not 
 heavy. We are ready for business. 
 
 5. Mr. J. W. Elson of Albany, T^.Y., wishes a personal in- 
 terview with Mr. J. H. Gilmore of Rochester to-morrow after- 
 noon. Mr. Elson wishes Mr. Gilmore to answer whether he 
 will be in town at that time. Write Mr. Elson's telegram. 
 Write Mr. Gilmore's answer. 
 
 6. Your father is aboard the overdue steamer Barbarossa 
 returning from Europe. Telegraph the Hamburg-American 
 S. S. Line, New York City, asking if any information about 
 the boat has been received. 
 
116 LESSONS IN ENGLISH 
 
 109 
 
 DISCUSSION AND COMPOSITION 
 Relating to the Sending of Messages 
 
 I. Discuss means at present in use for conveying 
 thought to persons at a distance from us. Collect 
 pictures. Here are some suggestions : — 
 
 United States Mail. District Messenger Service. 
 
 Telegraph. Carrier Pigeons. 
 
 Telephone. Signaling at Sea and on Land. 
 
 Phonograph. Wireless Telegraph. 
 
 II. Discuss all that enters into the journey of a 
 letter from the time it leaves your desk^^ until it is 
 delivered at its destination : — 
 
 Name all persons who handle it. 
 
 Name all receptacles and vehicles in which it is carried. 
 Describe all marks that are added to it. 
 Speak of the fate it may have if you do not address it 
 plainly, or add the necessary postage. 
 
 III. Write a true or imaginary story, telling the 
 adventure of one of the following : — 
 
 1. A Postage Stamp. 4. A Forgotten Key returned 
 
 2. A Rural Mail Carrier. by Mail. 
 
 3. A Lost Christmas Package. 5. A Miscarried Valentine. 
 
 TV. Write a description of one of the following: — 
 
 1. A Postman, at ordinary times, at Christmas, at St. Valen- 
 tine's Day. 
 
 2. Your Post Office. 4. A Mail Car. 
 
 3. A Mail Box. 5. A Mail Bag. 
 
DISCUSalON AND COMPOSITION 
 
 117 
 
 V. Write a composition about the first telegraph 
 between Baltimore and Washington, or about the 
 laying of the first cable under the Atlantic Ocean. 
 
 VI. Write a paragraph, telling what the different 
 parts of a letter are and how they should be written. 
 
 VII. A letter and a telegram are in dispute, each 
 claiming to be of greater service than the other. 
 Pretend that you are one of these, let some one else 
 be the other. Prove your claims to the class. With 
 which does the class agree ? 
 
PART III 
 
 THE PARTS OF SPEECH, LITERATURE, AND 
 COMPOSITION 
 
 no 
 
 SOWING 
 Conversation about a Great Picture 
 
 Look again and again at one of the most famous pic- 
 tures of modern times. 
 
 When the whole picture has stamped itself upon 
 your mind so deeply that you will never forget it, then 
 examine its parts, and find a meaning for everything 
 you see. Do it in this way : — 
 
 1. Name every figure or line shown or suggested. 
 
 2. What is the sower doing? thinking? hoping ? 
 
 3. What kind of workman is he ? Note all the good 
 qualities which the artist's brush has painted for you to see and 
 admire and imitate ; how strong the sower is, how intent upon 
 his task, how familiar with the best way of doing it. 
 
 4. Think of the sower not as a person posing for his portrait, 
 but as one who represents all people, young or old, rich or poor, 
 great or small, who daily sow any good seed of plant, or thought 
 or deed. 
 
 5. The sower sows now to reap — when ? 
 
 118 
 
The Sower. 
 
 119 
 
120 LESSONS IN ENGLISH 
 
 6. By and b}'-, go back to the picture and see the relation 
 of the sower to the whole scene; to the rich soil under his feet. 
 
 7. Look once more to see how the sower and his dumb 
 brute brother, the ox, join in making the soil serve our needs. 
 
 After thinking all these things over, you will begin to know 
 how fine is the picture and how great an artist was Millet. 
 
 Oral Exercises. — I. Collect cojjies of 3Iillefs pictures. 
 Study them until this artist's way or style of painting 
 means something to you. Begin with these : — 
 
 The Gleaners. The First Step. Feeding her Birds. 
 
 The Shepherdess. The Angelus. Spring. 
 
 II. What do the above titles tell you about the 
 artist ? Learn other things about him, as follows : — 
 
 Birthplace and early life. • 
 Education in and out of school. 
 His struggles to become a good artist. 
 Favorite subjects — his fame. 
 
 HI 
 
 THE THROSTLE 
 
 " Summer is coming, summer is coming, 
 
 I know it, I know it, I know it. 
 
 Light again, leaf again, life again, love again," 
 
 Yes, my wild little Poet. 
 
 Sing the new year in under the blue. 
 Last year you sang it as gladly. 
 " New, new, new, new ! " Is it then so new 
 That you should carol so madly ? 
 
WORD WORK IN SENTENCES 121 
 
 " Love again, song again, nest again, young again," 
 
 Never a prophet so crazy ! 
 
 And hardly a daisy as yet, little friend, 
 
 See, there is hardly a daisy. 
 
 " Here again, here, here, here, happy year ! " 
 warble un chidden, unbidden ! 
 Summer is coming, is coming, my dear. 
 And all the winters are hidden. 
 
 — Alfred, Lord Texnyson. 
 
 Bead the poem. How much the song of a little 
 bird, a thrush, meant to Tennyson ! What did " the 
 wild little Poet," the throstle, sing ? What did the 
 great poet, Tennyson, reply ? 
 
 Name over all the signs of coming summer given in 
 the song. Are you glad of them all ? 
 
 112 
 
 WORD WORK IN SENTENCES 
 
 Lord Tennyson used no fewer than fifty different 
 words in writing the charming poem on page 120, a 
 small number when compared with the words you 
 find in this book. But when you study the ways in 
 which the poet or any one else uses words in compos- 
 ing sentences, you learn that all words can be divided 
 into eight great classes called parts of speech. If 
 you followed every direction given in Lesson 110, 
 you used properly one or more words of each class. 
 The following lessons will teach you how to know 
 each class or part of speech by name. 
 
122 LESSONS IN ENGLISH 
 
 113 
 
 NOUNS 
 
 I. Name a person whom you see now. 
 
 II. Name the place ivhere you live 7ioiv. 
 
 III. Name a thing that you can touch noio. 
 Words that are used as names are called nouns. 
 
 The names that you gave in I, 11, and III are nouns. 
 
 Definition. — A noun is a word used as the name of a person, 
 place, or thing. 
 
 Oral Exercise Give names as follows : — 
 
 1. Of live persons whom you know well. 
 
 2. Of three large cities you would like to visit. 
 
 3. Of two flowers whose fragrance is pleasant. 
 
 4. Of six things used at table. 
 
 5. Of four parts of a book. 
 
 6. Of three things seen in the picture on page 119. 
 
 What are words that are used as names called ? 
 Repeat ten nouns that you have used in this lesson. 
 Written Exercises. — I. Copy the nouns : — 
 
 1. Greece is a small country of southern Europe. 
 
 2. It has a very crooked coast line with many peninsulas, 
 islands, deep bays, and fine harbors. 
 
 3. The surface of the land is high and rocky. 
 
 4. The people who live in this country are called Greeks. 
 
 5. At one time the Greeks were the foremost people of the 
 world in learning, government, and art. 
 
 II. Rewrite the sentences in Written Exercise /, 
 grouping them to form a paragraph. Give the para- 
 graph an appropriate name, or title. 
 
PHACTICE 
 
 123 
 
 114 
 
 PRACTICE 
 
 I. Copj/ the following paragraph : — 
 
 You cannot forget, if you would, those golden kisses all 
 over the cheeks of the meadow, queerly called dandelions. 
 There are many greenhouse blossoms less pleasing to us than 
 these. And we have reached through many a fence, since we 
 were shut up in a city, to pluck one of these yellow flowers. 
 Their passing away is more spiritual than^their bloom. Noth- 
 ing can be more airy and beautiful than the transparent seed 
 globe, a fairy dome of splendid architecture. — Henry Ward 
 Beecher. 
 
 Select the nouns. Consult the dictionary to find the 
 meaning of : — 
 
 dandelion, spiritual, transparent, dome, architecture. 
 
 Word Study 
 
 Noun means name. 
 
 II. Write a paragraph describing one of the follow- 
 ing : — 
 
 A common wild flower. 
 
 A flower which grows in the house. 
 
 A favorite garden flower. 
 
124 LESSONS IN ENGLISH 
 
 115 
 
 COMMON AND PROPER NOUNS 
 
 Bead these sentences : — 
 
 Isaac is a clever boy. Rachel is a pretty girl. 
 
 What do you call the words Isaac, hoy, Rachel, 
 girl f Why ? 
 
 The noun hoy may mean any boy in your class or 
 anywhere else, but the noun Isaac means a certain or 
 particular boy. Do you know a boy of that name ? 
 
 The noun girl may mean any and every girl, but 
 the noun JRachel belongs to a particular girl. 
 
 A noun that names any one of a class is called a 
 common noun ; hoy is a common noun. 
 
 A noun that names a particular person is called a 
 proper noun ; Isaac is a proper noun. 
 
 The words commo7i and j^^oper are also used in 
 speaking of the names of places or things ; thus : — 
 
 Mount Washington is a high mountain. 
 Monday is the first sehool day of the week. 
 Greece is a beautiful country. 
 
 Mount Washington, Mo7iday, and Greece are proper 
 nouns ; mountain^ day, and country are the corre- 
 sponding common nouns. 
 
 Remember. — All proper nouns should begin with capital 
 letters. 
 
 Exercises. — I. Pick out the proper nouns. Name 
 the corresponding common noun in each case : — 
 
SURNAMES AND GIVEN NAMES 125 
 
 1. We leave town on Tuesday. 
 
 2. I was born in August. 
 
 3. Germany is proud of the Rhine. 
 
 4. In Holland windmills are of great service. 
 
 5. Of all American lakes, Superior is the largest. 
 
 6. We sailed oi; the good ship Carpathia. 
 
 7. Captain Barr was a fine officer. 
 
 8. Are you going to Chicago soon ? 
 
 II. Pick out five proper nouns in the next lesson, 
 
 III. Write ten proper nouns, naming persons or 
 places you hioio well. 
 
 116 
 
 SURNAMES AND GIVEN NAMES 
 
 General Robert E. Lee was a gallant soldier and 
 most courteous gentleman. His father, Light-Horse 
 Harry Lee, was a soldier before him, a dashing fighter 
 in the Revolutionary War. When he married, Robert 
 Lee chose as his wife a young lady of most distin- 
 guished family. She was related to President Wash- 
 ington himself. So you see General Lee had the 
 advantage of living with people of the highest char- 
 acter and gentlest manners. This story is told about 
 him : — 
 
 General Lee was once a passenger in a crowded railway 
 train. Presently an aged woman, poorly dressed and carry- 
 ing a heavy basket, boarded the train. She walked from 
 one car to another without finding a seat, and no one offered 
 her one. At last she came to the place where General Lee 
 was sitting. He rose at once. Lifting his hat politely, he 
 
126 LESSONS IN ENGLISH 
 
 said, " Madam, pray take this seat." In an instant a dozen 
 men offered to give their seats to the general, but he refused 
 them all, saying, " If there was no seat for this old lady, there 
 is none for me." 
 
 Conversation. — How many names have we used in 
 speaking of General Lee ? What kind of name did 
 we apply to his father ? What one name have we 
 used in every case for father and son ? This is called 
 the family or surname. The given or Christian name 
 is the name given to a child by its parents or guard- 
 ians. 
 
 Exercises. — I. Write your surname. 
 
 II. Write your given 7iame. If you think it will 
 interest your classmates, tell how you happened to be 
 given this name rather than another. 
 
 III. Select all the titles, initials, nicknames, given 
 names, and surnames used in the story. 
 
 IV. Write the story iii your oivn ivords. 
 
 117 
 
 READING AND MENTAL PICTURING 
 
 Barbarossa 
 
 Many hundred years ago Germany had a great and just 
 Emperor called Frederick Barbarossa. The name Barbarossa 
 was given him because of his long red beard. 
 
 When he was already an old man, Barbarossa undertook 
 a journey to the Holy Land, taking with him one hundred 
 and fifty thousand of his best soldiers. One day this great 
 
READING AND MENTAL PICTURING 127 
 
 army had to cross a broad river. The Emperor, without wait- 
 ing to dismount from his horse, plunged into the stream and 
 was drowned. 
 
 His broken-hearted soldiers carried the body back to Ger- 
 many and placed it in a deep cavern far up a mountain side. 
 The peasants even now point out the mouth of the cavern. 
 They say that within it the Emperor rests in an enchanted 
 sleep. Once every hundred years, so their story runs, Bar- 
 barossa wakens. He sends a dwarf to see if the ravens fly 
 about the mountain peak. If they are seen, the Emperor 
 sinks again into a century of sleep. 
 
 Barbarossa sits, they say, leaning upon a great stone table 
 through which his long red beard has grown, reaching the floor 
 of his cavern, and winding itself about the table. Thus he 
 sleeps and waits for the happy hour when ravens shall no 
 more fly about the mountain. Then will he come forth with 
 his knights and bring back great glory to Germany. 
 
 Study of the Story. — Bead this story through 
 silenthj. Then study it with your teacher as fol- 
 loivs : — 
 
 1. Frederick Barbarossa. AVho was he ? When did he live ? 
 Where? Why was he called Barbarossa? Read the first 
 paragraph again. 
 
 2. To the Holy Land. — What pilgrimage did Frederick 
 undertake ? Who went with him ? How did it end ? Read 
 the second paragraph again. Picture the aged monarch in 
 his heavy armor plunging into the stream. 
 
 3. TJie Sad Return. — Where did the soldiers take the 
 body of their Emperor? What story do the peasants tell 
 about the cavern ? Read the third paragraph. 
 
 4. Barbarossa^ s Sleep. — Describe the Emperor asleep. 
 
128 LESSONS IN ENGLISH 
 
 When will he come forth ? What will he bring to Germany ? 
 Eead the last paragraph. 
 
 Exercises. — I. Bead the whole story aloud, 
 II. Copy the topics pri^ited m italics. Expand each 
 into a sentence. Use the topics as a guide in telling 
 this famous legend. Find Germany on a map. 
 
 118 
 
 LEGENDS AND OTHER TALES 
 Conversation 
 
 The story of Barbarossa belongs to a class of 
 tales called legends. Legends tell about things 
 that happened long, long ago. In such stories, 
 truth is mingled with much that can never be proved, 
 but that many people believe, nevertheless. The 
 most famous legends belong to a time when common 
 people could not write down true accounts of what 
 was happening^ and when there were no newspapers 
 or magazines to report and preserve them. 
 
 What do you think true in the story of Bar- 
 barossa ? There are some interesting legends con- 
 nected with the history of our own country ; the one 
 that tells how the Indian Pocahontas saved the life 
 of Captain John Smith is an especial favorite with 
 children. Tell it if you can. 
 
 You have heard or read/a&?es, myths, fairy stories, 
 legends, and true stories since you were a little child. 
 Do you like one kind of story better than another ? 
 Which kind do you like best ? Do you know why ? 
 
COMPOSITION 129 
 
 119 
 
 COMPOSITION 
 
 Composition, as you know, may be either oral or 
 written. Any expression of thought is composition. 
 Whenever you talk, whether at home, or at school, or 
 on the playground ; whenever you tell what you have 
 seen or done, or speak of any point of interest in 
 your studies, you are composing. 
 
 Oral composition always comes before written. 
 You were able to talk your thoughts before you at- 
 tempted to write them. 
 
 You should now learn to criticise your own com- 
 positions, and to aid your classmates in the criticism 
 of their work. In studying, writing, or criticising 
 you must give attention to four things : — 
 
 1. To outward execution ; that is, to spelling, capi- 
 talization, and punctuation, which appeal mainly to 
 the eye. 
 
 2. To correct expression of thought. If you say, 
 "John and me was there," the meaning is plain 
 enough, but the language is not correct. 
 
 3. To the arrangement of thought in proper form 
 and order. 
 
 4. To working out for yourself interesting material 
 about a given subject. 
 
 By study and practice you will gradually learn to 
 think for yourselves and to arrange your thoughts in 
 good order. 
 
130 LESSONS IN ENGLISH 
 
 120 
 
 MAKING AN OUTLINE 
 
 Young writers often have difficulty in finding 
 thoughts to express about a given subject. They are 
 at a loss how to begin. If a few thoughts come to 
 them, they are apt to write them down in haphazard 
 fashion. They feel a strong temptation to copy from 
 others, or even to copy from books. Nothing helps 
 to overcome these difficulties more than making an 
 outline. 
 
 If the subject relates to something that has come 
 within your own experience, as "A School Excursion," 
 you should try to recall what happened, select the 
 most important things, and tell them in the order 
 of their occurrence. If your subject is one about 
 which you must get information from others, or in 
 books, aim at least to plan an outline. Make notes 
 of what you learn. Put in one group those thoughts 
 that explain one part of the subject, and in another 
 group those that explain another part, and so on. 
 For each group find an appropriate name or topic. 
 The various topics, properly arranged, will form your 
 outline or plan. 
 
 If you were asked to write on " The American In- 
 dians," you might divide the subject into four topics : 
 (1) their appearance, (2) their dress, (3) their houses, 
 (4) their habits or occupations. Again, if the sub- 
 ject happened to be '- The Uses of Wood," you could 
 
WRITING FROM OUTLINES 131 
 
 speak of its uses: (1) as fuel, (2) for building pur- 
 poses, (3) for making furniture. When you have 
 made a list of topics, you will not find it difficult 
 to write a paragraph about each topic. This shows 
 how a composition grows. 
 
 121 
 
 WRITING FROM OUTLINES 
 
 Study the following plans, or outlines : — 
 
 A Picnic Party 
 
 1. Preparations, time, place, plans, looking forward. 
 
 2. The persons, the party, your companions. 
 
 3. The games, kind, persons, incidents. 
 
 4. The luncheon, what, where, how served. 
 
 5. The return, time, feelings. 
 
 The Fourth of July 
 
 1. The morning, time of rising, noises. 
 
 2. Spending money, how much, how obtained, how, when, 
 and where spent. 
 
 3. Accidents, who injured and how. 
 
 4. The parade, who, when, and where. 
 
 5. Fireworks, where and what. 
 
 Exercises. — I. Make an outline of four or five topics 
 for each of the following subjects : — 
 
 1. Christmas. 4. Different Modes of Travel. 
 
 2. One Saturday. 5. A Day on the Farm. 
 
 3. The Ball Game. 6. A Forenoon in the Kitchen. 
 
132 LESSONS IN ENGLISH 
 
 II. Expand one of the outlines into a composition. 
 Begin each paragraph ^ith a good sentence, 
 
 122 
 
 SYNONYMS AND ANTONYMS 
 
 One secret of success in composition is to have a 
 good store of suitable words ready for use. For this 
 reason we need to enlarge our supply of words, and 
 one good way to do this is to study synonyms. As 
 you have already learned, synonynis are words that 
 have the same, or nearly the same, meaning. 
 
 Words that have opposite, or nearly opposite, meanings are 
 called ayitonyms. 
 
 To THE Teacher. — In the following exercises the pupil should, 
 if necessary, consult the dictionary for the exact meaning of the 
 words, and then use the words in short sentences. 
 
 1. Study the following nouns and place those that 
 have nearly the same meaning in columns by them- 
 selves : — 
 
 home clothes helper dwelling 
 
 kindness battle dress gentleness 
 
 victory struggle assistant success 
 
 2. From the following nouns pick out pairs of 
 words that have opposite meanings : — 
 
 Example : friend — enemy, 
 
 friend poverty darkness buyer 
 
 riches morning seller cruelty 
 
 kindness enemy evening light 
 
 pleasure strife pain peace 
 
THE DEFENSE OF TIIERMOPYL^ 133 
 
 3. For each of the following nouns think of a 
 noun with an opposite meaning : — 
 
 p]xAMPLE : success — failure. 
 
 success 
 
 falsehood 
 
 love 
 
 gain 
 
 innocence 
 
 victory 
 
 health 
 
 prosperity 
 
 increase 
 
 praise 
 
 hope 
 
 m 
 
 123 
 
 THE DEFENSE OF THERMOPYLAE 
 
 An Exercise in Narration 
 
 Head silenthj : — 
 
 More than two thousand years ago, Xerxes, a great king of 
 Persia, gathered together a million men to invade Greece. So 
 powerful was this king that men trembled with fear at his name. 
 
 To get into the heart of Greece, Xerxes had to march through 
 a narrow pass called Thermopylae, one side of which was washed 
 by the dancing waves of the sea; the other side was walled in 
 by a high precipice. It was a most difficult gateway to pass. 
 To guard it, the Greeks sent a small army. At its head was 
 Leonidas with the bravest band in all history, the Spartan 
 Three Hundred. 
 
 When Xerxes drew near the pass, he sent forward a great 
 company of his strongest warriors to capture the Greek guard. 
 All day long they fought fiercely, but when night came on the 
 Persians were driven back to their angry king, thoroughly 
 beaten. The next day and the next Xerxes sent out fresh sol- 
 diers, the best men of his army, but they, too, had to give up. 
 
134 LESSONS IN ENGLISH 
 
 At last, treachery did what fair fighting failed to do. A 
 traitor told Xerxes about a secret path that led over the moun- 
 tain down into the pass. That night, Persian soldiers crept 
 along the path and stole into the pass. 
 
 Leonidas, with his Spartan heroes, now almost all that was 
 left of the little army, saw that he must fight the enemy in 
 two places, front and rear. Did he give up on this account ? 
 Not he ! Was he not a Spartan ? He began the battle 
 afresh. What a battle it was ! The men were driven forward 
 and backward in the narrow pass ; some were swept into the 
 sea, others were trampled under foot. When their spears 
 broke, they fought with swords. When their swords broke, 
 they fought with bare fists. And so the fight went on until 
 not a single one of the brave Spartans w^as left alive. But 
 the memory of their heroic deed will never die. 
 
 Study of the Story. — I. What time is named in the 
 story ? What place ? What man is named first ? 
 What did he do ? What kind of man was he ? Bead 
 again the first j^aragrajjli. Give it a title. 
 
 II. Picture to yourself the famous 2)ass, J'hermopylce. 
 Whom did the Greeks send to guard the pass ? Read 
 again the second paragraph. Give it a title. 
 
 III. Picture to yourself the coming of Xerxes and 
 his vast army. What could the Greek guards hear ? 
 What could they see ? How many times did Xerxes 
 send new men out to fight ? What happened to them 
 all ? Did the Greeks have new men each day ? Who 
 were the better soldiers, the Persians or the Greeks ? 
 Pead again the third paragraph. Name it. 
 
 IV. What do the nouns traitor and treachery 
 
THE DEFENSE OF THERMOPTL^ 135 
 
 mean ? Who was helped by treachery ? How ? 
 Bead again the fourth paragraph. Name it. 
 
 y. Did Leonidas give up when he saw that he 
 could not hold the pass ? Why could he not hold it ? 
 What does this paragraph teach about the Spartans ? 
 Sometimes men speak of " Spartan courage." Can 
 you think what that means ? Read again the last 
 paragrajyh of the story. Give it a title. 
 
 To THE Teacheh. — Pupils should be given practice in finding 
 paragraph topics until they can do it readily. Let them make topical 
 outlines of suitable selections to be found in their readers. 
 
 124 
 
 Oral Exercise. — Tell the story of the defense of 
 Thermojjylce. Use these titles or topics as an outline 
 of the lohole story : — 
 
 1. Time; place; Xerxes. 
 
 2. Thermopylae, tlie gateway to Greece. 
 
 3. Xerxes tries three times to take the pass. 
 
 4. Treachery helps the Persians. 
 
 5. Leonidas and the last fight. 
 
 Leonidas and his Spartan Three Hundred lost the pass, 
 they lost their lives, but they won everlasting glory. 
 
 Word Study 
 Repeat aloud. Use in interesting sentences : — 
 
 He drives. He drove. He has driven. 
 
 They are swept. They were swept. They have been swept. 
 
 They are beaten. They were beaten. They have been beaten. 
 Pronounce: Thermopylae, Leonidas, Xerxes. 
 
136 LESSONS IN ENGLISH 
 
 125 
 
 STUDY OF A plan- 
 No tice that the first paragraph in the story on 
 page 133, names one of the important persons of the 
 story, Xerxes, the King ; the time of the story, many 
 years ago ; the place, Greece ; and ivhy Xerxes was 
 there, to invade the country. The second paragraph 
 explains about the pass of Thermopylas, introduces 
 Leonidas, and thus prepares us for the story. We 
 speak of this part as the introduction. 
 
 Notice that the incidents, or events, are told in the 
 order in which they occurred. What happened first? 
 What next ? Name all the incidents in their order. 
 What is the most interesting event ? In what para- 
 graph does it come ? The incidents which make up 
 the story itself are called the body of the story. 
 
 Notice that after the story is told and the fight is 
 ended, a single sentence is added. This is called the 
 conclusion. The conclusion of a short story is usually 
 very brief or omitted altogether. Can you give a rea- 
 son for omitting it ? 
 
 Hints to help in telling a«story : — 
 
 1. Tell in the introduction the person or persons about 
 whom the stoiy is told ; also the time and place. 
 
 2. Tell in the body of the story the incidents, or events, in 
 the order in which they happened. 
 
 3. Stop when the most interesting event (point or climax) 
 has been told. 
 
VERSES TO BE MEMORIZED 137 
 
 Written Exercise. — Write a story about one of the 
 folloichuj subjects, using the hints given above. 
 
 An Accident on the River. Caught in a Shower. 
 
 Lost in the Woods. An Exciting Adventure. 
 
 A Game of . All's well that ends well. 
 
 126 
 
 VERSES TO BE MEMORIZED 
 
 The following verses should be read when the 
 fruit trees are in bloom. They recite the magical 
 changes which the month of May brings to the out- 
 ward world. Listen while some one reads them. 
 Are they not beautiful ? 
 
 May 
 
 May shall make the world anew ; 
 Golden sun and silver dew, 
 Money minted in the sky, 
 Shall the earth's new garments buy. 
 May shall make the orchards bloom ; 
 And the blossoms' fine pei-fume 
 Shall set all the honey-bees 
 Murmuring among the trees. 
 May shall make the bud appear 
 Like a jewel, crystal clear, 
 'Mid the leaves upon the limb 
 Where the robin lilts his hymn. 
 May shall make the wild flowers tell 
 Where the shininsr snowflakes fell : 
 
138 LESSONS IN ENGLISH 
 
 Just as though each snowflake's heart, 
 By some secret, magic art, 
 Were transmuted to a flower 
 In the sunlight and the shower. 
 Is there such another, pray. 
 Wonder-making month as May ? 
 
 — Prank Dempster Sherman. 
 
 Conversation. — The verses tell us four things that 
 May is sure to do for the world. See if you can dis- 
 cover what the four things are. Kead the group of 
 lines describing each. 
 
 How is May to make the world new ? The poet 
 imagines that money coined in the sky from " golden 
 sun and silver dew " will buy new garments for the 
 earth. This is the poet's way of saying that the 
 sun and the dew will bring forth grass and foliage to 
 cover the earth. What is the second thing that May 
 is going to do ? What will the blossoms do ? Tell 
 another change that May will bring. How is a bud 
 like a jewel ? What else will May do ? What will 
 take the place of the snow ? 
 
 How would you answer the last question in the 
 poem ? Give a reason for your answer. 
 
 Now shut your eyes and see the orchards in 
 bloom, and hear the murmuring bees, and the robin 
 singing his song, and- even scent the fine perfume 
 of the flowers. Through which of your senses do 
 you know each of these pleasant experiences ? Which 
 do you see ? Which do you hear ? 
 
VERSES TO BE MEMORIZED 
 
 139 
 
 Word Study 
 
 Learn the meaning of the following words, and find a syno- 
 nym for each word : — 
 
 minted jewel secret 
 
 garment aijstal magic 
 
 perfume lilts transmuted 
 
 murmuring hymn wonder-making 
 
 Written Exercise. — After studying the above pic- 
 ture, and the poem in Lesson 126, and observing for 
 yourself the changes that May brings, write a compo- 
 sition on " The Miracle of May." If you live in the 
 North try to recall a dull March landscape with its leaf- 
 less trees and flowerless fields, with few signs of bird 
 or insect to give it life, and then compare that gloomy 
 
140 LESSONS IN ENGLISH 
 
 picture with the new world of beautiful sights and 
 sounds which May creates. If you live in the South 
 describe an appropriate scene. 
 
 127 
 
 A BEAUTIFUL WORD PICTURE 
 
 Read carefully to see this picture : — 
 
 The little bird sits at liis door in the sun, 
 Atilt like a blossom among the leaves, 
 And lets his illumined being o'errun 
 With the deluge of summer it receives ; 
 His mate feels the eggs beneath her wings, 
 And the heart in her dumb breast flutters and sings ; 
 He sings to the wide world, and she to her nest, — 
 In the nice ear of Nature, which song is the best ? 
 — " The Vision of Sir Launfal," James Eussell Lowell. 
 
 128 
 
 VERBS 
 
 Study these sentences : — 
 
 1. Grace fell. 
 
 2. Alice helped her up. 
 
 3. Eva ran for some water. 
 
 Of how many parts does every sentence consist ? 
 What does the subject of a sentence do ? What does 
 the predicate of a sentence do ? 
 
 What is the subject of the first sentence ? What is 
 the predicate ? The predicate in this sentence is a 
 single word, fell ; it tells or asserts an action of the 
 subject. Grace did what f Fell. 
 
A USEFUL VERB 141 
 
 What is the predicate of the second sentence ? 
 Here the word heljjed tells or asserts the action. 
 
 What is the predicate of the third sentence ? The 
 word 7^a7i tells or asserts what Eva did. Words that 
 tell or assert something are called verbs. Fell, helped, 
 ran, are verbs. 
 
 Definition. — A verb is a word used to tell or assert something 
 about some person, place, or thing. 
 
 Exercises. — I. Tell or assert what each of the fol- 
 lowing does : — 
 
 1. The clock . 4. Rain . 
 
 2. The wind . 5. Fire . 
 
 3. A soldier . 6. The sun . 
 
 What are words called that tell or assert something 
 about a person or thing ? What verbs have you used 
 in this exercise ? 
 
 II. Use the following verbs to assert something 
 about proper subjects : — 
 
 Stand, skate, slide, hop, skip, jumpj tumble, roll, stumble, 
 sit, strut, walk, spy, see. 
 
 III. Copy five verbs used on page 140. 
 
 129 
 
 A USEFUL VERB 
 
 What is the predicate in each of the following ? 
 
 1. This lesson is long. 
 
 2. The time for study was too short. 
 
142 
 
 LESSONS m ENGLISH 
 
 In these sentences the same verb is used in assert- 
 ing something about the subject. The verb in the 
 first sentence is the little word is ; in the second, it 
 is the word ivas ; is and ivas are different forms of 
 the verb to he. The verb to he never asserts action ; 
 yet it is very important, as you may know from 
 the fact that it is used so often. 
 
 Exercise. — Learn these forms of the verh " to heT 
 Use them in sentences. 
 
 I am 
 
 We are 
 
 You are 
 
 You are 
 
 He is 
 
 They are 
 
 I was 
 
 We were 
 
 You were 
 
 You were 
 
 He ivas 
 
 They were 
 
 I shall be 
 
 We shall be 
 
 I have been 
 
 We have been 
 
 He has been 
 
 They have been 
 
 I had been 
 
 We had been 
 
 130 
 
 THE VERB-PHRASE 
 
 Study the predicates i7i these sentences : — 
 
 1. Summer is coming. 
 
 2. The apple blossoms have fallen. 
 
 3. Flowers can be picked in the fields. 
 
 What is asserted about summer in Sentence 1 ? The 
 two words is coming are used to make the assertion. 
 
THE VERB-PHRASE 143 
 
 What do jou call words that assert ? To show that 
 more than one w^ord is required to assert the action, 
 the expression verh-phrase is used ; is coming is a verb- 
 phrase. What words assert something about hlosso7ns 
 in the second sentence ? What verb-phrase is used ? 
 What three words form a verb-phrase in the third 
 sentence ? 
 
 Exercises. — I. Copy the following paragraph. 
 Place a line under each verh-jjhrase. 
 
 Now come down home. The haymakers are resting under 
 the hedge. The horses are dawdling home to the farm. The 
 sun is getting low, and the shadows long. Come home, and 
 go to bed while the house is fragrant with the smell of hay. 
 and dream that you are still playing among the haycocks 
 When you grow old, you will have other and sadder dreams. 
 
 — Charles Kingsley. 
 
 II. Use these ver'h-phr^ases in sentences : — 
 
 Has gone ; are reciting ; have been seen ; am thinking ; will 
 be broken ; was talking ; were hiding ; have written. 
 
 III. Write sentences about cotton. Use these verb- 
 phrases : — 
 
 Is raised (where ?) ; is planted (when ?) ; is picked (how ?) ; 
 is ginned (where ?) ; is packed (in what ?) ; is shipped (in what 
 way?); is sold (where ?) ; is manufactured (into what?); is 
 worn (by whom ?) ; is changed (into what ?). 
 
 IV. Combine the sentences into a paragraph or 
 make from them an outline for a composition of two 
 or more paragraphs. Select an appropriate title. 
 
144 LESSONS IN ENGLISH 
 
 131 
 
 COMPLEMENTS 
 
 Notice that the forms of the verb to he do not alone 
 make complete predicates. You must add another 
 word to complete the predicate. 
 
 The word or expression needed to complete the 
 meaning of certain verbs is called a complement. 
 
 Exercise. — Find each verb and its complement in 
 the following sentences. Tell whether the comple- 
 ment is a noun or some other word. 
 
 I am cold. • John has been a sailor. 
 
 Robert is talL Those men are guides. 
 
 Jackson was a soldier. Time is precious. 
 
 Time is money. We have been very busy. 
 
 Was the water warm ? I want Mr. Fogg. Are you he ? 
 
 Which woman is Mrs. Eeed ? That tall man is he. 
 
 That is she. I'm glad it wasn't I. 
 
 132 
 
 AN EXERCISE IN STORY-TELLING 
 
 1. In the Engine House — alarm sounds — men sliding 
 down pole — horses — engine — fires started. 
 
 2. T7<^ Run to the Fire — galloping horses — driver leaning 
 forward — gong — street cars — wagons — people. 
 
 3. The Fire — rubbish heap — false alarm — walking back. 
 
 Think clearly ivJiat happened from the time the 
 alarm sounded until the horses were back in their 
 stalls. Tell the story of "A Fire Alarm'' in the 
 liveliest language you can command. 
 
TRANSITIVE VERBS 145 
 
 If you write the story, group your sentences into 
 three paragraphs. What will be the topic of tlie first 
 paragraph ? the second ? the third ? 
 
 133 
 
 REVIEW 
 
 1. What is a noun ? Give three nouns. 
 
 2. What kind of noun is boy? 
 
 3. Give three examples of proper nouns. 
 
 4. How do proper nouns begin ? 
 
 5. What is your surname ? 
 
 6. What is your given name ? 
 
 7. What is a verb ? Give five verbs. 
 
 8. Pick out the verbs : — 
 
 The man is here. He sees me. 
 
 9. Pick out the verb-phrases : — 
 
 Robert is calling you. 
 He has been here before. 
 
 134 
 
 TRANSITIVE VERBS 
 
 Bead carefully these sentences : — 
 
 The enemy fled. Charlotte polished the silver. 
 
 I soon awoke. The boys shook the tree. 
 
 How the stars twinkle ! Do not strike that dog. 
 
 In the sentence, " The enemy fled," the verb fled 
 makes a complete statement or tells what the enemy 
 did, but in the sentence, " Charlotte polished the sil- 
 ver," the verb j^olished is not complete without the 
 
146 LESSONS IN ENGLISH 
 
 noun silver. A word is needed with the verb j^olish 
 to name the receiver of the action expressed by the 
 verb. Charlotte does the polishing, which is received 
 by the silver. The receiver of the action is usually 
 a noun or a word used for a noun. When this word 
 comes after the verb or is a part of the predicate it is 
 called the object of the verb. Thus the noun silver is 
 the object of the verb j^olish. What is the object of 
 shook f of do strike ? 
 
 Remember. — Verbs which require a word or words to name 
 the person or thing that receives the action are called transitive 
 verbs. All others are called intransitive. 
 
 Exercises. — I. Study the sentences given helotv. 
 What word tells who or what performs the action ? 
 What word tells who or what receives the action ? 
 
 1. John knocked the ball over the fence. 
 
 2. Sam mows the lawn once a week. 
 
 3. Who planted the trees in the yard ? 
 
 4. How long ago did you paint your house ? 
 
 5. Tom has been whittling that stick for an hour. 
 
 II. Tell lohether each verb is transitive or intransi- 
 tive. Find the object of each traiisitive verb, 
 
 1. How fast that tree grows ! 
 
 2. Have you fed the dog this morning ? 
 
 3. The music will begin soon. 
 
 4. Columbus landed, and knelt on the ground. 
 
 5. The flowers will bloom in May. 
 
 6. Winifred drives the cows home. 
 
 7. You have cut your finger. 
 
PICTURE STUDY 
 
 147 
 
 135 
 
 PICTURE STUDY 
 
 The Reading Lesson — School in Brittanv 
 
 Imagine that you are joeeping into this room. Tell 
 about : — 
 
 1. The teacher. 2. The class reciting. 3. The schoolroom. 
 
 Find use for these words : — 
 
 Gentle, kind ; interested, anxious ; quiet, shy ; orderly. 
 
 In what country do these children live ? Think of 
 names for them, such as are used in that country. 
 How old do they seem ? Do they seem to be polite 
 or rude children? 
 
148 LESSONS IN ENGLISH 
 
 136 
 
 PRESENT AND PAST FORMS OF VERBS 
 
 Who teaches your grade this year ? 
 Who taught the grade last year ? 
 
 Name the verb in each sentence. Which form 
 of the verb refers to present time ? to past time ? 
 
 We call teach or teaches a present form, and taught 
 the past form, of the verb teach. 
 
 Exercises. — I. Change the present forms of the 
 verbs in these sentences to past forms : — 
 
 1. The wind blows from the east. 
 
 2. John runs and catches the ball. 
 
 3. The men get their pay when Saturday comes. 
 
 4. I hnow, the man when I see him. 
 
 5. I give him a nickel whenever I meet him. 
 
 6. Ike throws sticks and Fido goes after them. 
 
 7. We all know where you stand. 
 
 8. They draw pictures better than they write letters. 
 
 9. When it grows dark, we go home. 
 10. Fred does what he thinks right. 
 
 II. Use the past form of each of these verhs in a 
 different sentence. Supply an object if necessary to 
 make a good sentence; as, ^' Frank s/ioit^etZ me his» 
 new skates." 
 
 show 
 
 shake 
 
 steal 
 
 begin 
 
 swim 
 
 drive 
 
 take 
 
 speak 
 
 ring 
 
 sink 
 
 eat 
 
 break 
 
 write 
 
 sing 
 
 spring 
 
FORMS TO BE USED AFTER HAVE AND HAS 149 
 
 137 
 
 FORMS TO BE USED AFTER HAVE AND HAS 
 
 Write sentences, using the following forms after 
 have, has, had, or after some form of to he, page 142. 
 
 Example : " Frank has shown me his new skates." 
 
 shown shaken stolen begun swum 
 
 driven taken spoken rung sunk 
 
 eaten broken written sung sprung 
 
 In most verbs the past form and the form used after 
 have, has, etc., both end in ed ; as, I ivalked ; I have 
 walked. Such verbs are called regular verbs. We 
 are not likely to make mistakes in using regular 
 verbs. 
 
 In some verbs these two forms are different, or 
 neither form ends in ed ; as. He wrote ; he has ivrit- 
 ten. Such verbs are called irregular. Many mistakes 
 are made in using irregular verbs. 
 
 Exercises. — Repeat rapidly the present form, the 
 past form, and the form with have, has, etc. Thus : — 
 
 I show. I showed. I have shown. 
 
 Dick drives. Dick drove. Dick has driven. 
 
 Practice on the verhs mentioned in Exercise II of the 
 last lesson and also on these : — 
 
 come 
 
 do 
 
 begin 
 
 throw 
 
 burs 
 
 go 
 
 ride 
 
 blow 
 
 draw 
 
 run 
 
 give 
 
 breeze 
 
 grow 
 
 catch 
 
 rise 
 
150 LESSONS IN ENGLISH 
 
 138 
 
 SOME COMMON VERBS 
 
 Teach — Learn 
 Repeat: — 
 
 1. The teacher teaches to-daj. 
 
 2. She taught yesterday. 
 
 3. She has taught the boys to read. 
 
 4. The pupils learn. 
 
 5. They learned to read. 
 
 6. They have learned many poems. 
 
 7. Who teaches ? Who learns ? 
 
 Make the sentences mean inoi^e. Aiisiver the ques- 
 tions. Use the ivords tQdiCh, taught; learn, learned, in 
 sentences of your oimi. 
 
 Like — Love 
 
 You heave learned that language enables you to 
 express in words not only what you think but what 
 you feel. Like and love express feelings; do you 
 know how to use them properly? Like means to he 
 pleased ivith, to ejijoy; love means to have great affection 
 for. 
 
 In the following seiitences fill the blanks ivith the 
 proper word, like or love : — 
 
 1. The boy his mother dearly. 
 
 2. There is no fruit I better than apples. 
 
 3. Do you to read good books ? 
 
 4. Thou shalt thy neighbor as thyself. ^ 
 
 5. The teacher to teach. 
 
 6. Do the boys to learn ? 
 
AN EXERCISE IN STORY-TELLING 
 
 151 
 
 May — Can 
 
 The verbs may and can are often wrongly used. 
 Learn ivhat they really mean, to help you in using 
 them correctly. 
 
 AVill you give me permission to go ? 
 Will you permit or allow me to go? 
 May I go? 
 
 Are you able to push the cart? 
 Have you the power or strength to 
 
 push the cart ? 
 Can you push the cart? 
 
 mean the same thing. 
 
 mean the same thing. 
 
 Use the proper ivorrl may or can in the folloiving 
 sentences : — 
 
 1. 
 
 I take your pencil, Miss Jones ? 2. Angelina 
 
 speak Italian. - 
 library, Mother? 4. 
 
 you 
 
 3. I go with Harry to the 
 
 Julia go too? 5. What you 
 
 do to keep good order on the playground ? 
 
 139 
 
 AN EXERCISE IN STORY-TELLING 
 
 An Interrupted Journey 
 
 Honk! honk! honk! signaled a great red automobile as it 
 dashed along a country road, leaving a cloud of dust and a 
 smell of gasoline behind it. Everybody and every living thing 
 heard that signal and hurried out of the way except an old — 
 
 Who or what did not hear the signal? Was the 
 journey interrupted? Tell the story. 
 
152 LESSONS IN ENGLISH 
 
 140 
 
 TWO TROUBLESOME VERBS 
 I. Lie, Lay, Lain 
 
 Study the following : — 
 
 1. The book lies on the table now. 
 
 2. The book lay on the table yesterday. 
 
 3. The book has lain on the table for a month. 
 
 4. Lie means to rest or recline. 
 
 Repeat these sentences aloud. Make other sentences 
 like them about objects you can handle. If possible, 
 make each sentence "true." Thus : — 
 
 Have a pen and a pencil together on your desk. Pointing 
 to the pen, say, " The pen lies on the desk." Have some one 
 take the pen away ; then say, " The pen lay here on the desk 
 beside the pencil." While the pencil is still on the desk, say, 
 " The pencil has lain on the desk longer than the pen." Notice 
 that lie is an intransitive verb. 
 
 Exercise. — Fill the blanks ivith lie, lay, or lain : — 
 
 1. The stalk now flat on the ground. 
 
 2. I am sure it there when I came through the garden 
 
 last night. 
 
 3. Could it have there all day yesterday ? 
 
 4. I am tired of seeing that paper on the floor. It has 
 there all the morning. 
 
 5. The poor boy was all tired out. He down before 
 
 it grew dark, and fell fast asleep. 
 
 6. It is dangerous to on the damp ground. 
 
TWO TROUBLESOME VERBS 153 
 
 II. Lay, Laid, Laid 
 
 Study these sentences : — 
 
 1. Lay the book on the desk. (What are you to do ?) 
 
 2. I laid the book on the desk. (What did you do ?) 
 
 3. I have laid the book on the desk. (What have you 
 done ?) 
 
 Latj here means to place. 
 
 When lay means to place, it is a transitive verb. 
 
 Never say laid when you mean rest or recline. 
 
 Written Exercise. — Copy the folloioing sentences, 
 filling the blanks ivith the proper ivord, lie, lay, laid, 
 lain. 
 
 1. Hush, my babe, still and slumber. 
 
 2. Matthew, Mark, Luke, and John 
 Guard the bed that I on. 
 
 3. She the child in a manger. 
 
 4. Where the land to which the ship would go ? 
 
 5. Room for a soldier ! him in the clover. 
 
 He loved the fields, and they shall be his cover. 
 
 6. He like a warrior taking his rest. 
 
 7. Slowly and sadly we him down. 
 
 8. Where have you him ? 
 
 9. How long has he there ? 
 
 10. Late the wintry sun abed. 
 
 11. Who these foundations ? 
 
 12. How long has the dog there ? 
 
 13. I did not awake very long. 
 
 14. The rain has the dust. 
 
 15. He dreaming under the' oak tree. 
 
154 LESSONS IN ENGLISH 
 
 141 
 
 WORD STUDY — CAREFUL THINKING 
 
 Sit, Set 
 
 Many mistakes are made in using the verbs sit 
 and set. 
 
 Jennie sitsherQ now. 
 
 She sat there last week. 
 
 She had sat there a long time. 
 
 Set is a transitive verb and means to place. 
 
 Set the lamp on the table. 
 
 We set it on the mantel yesterda3^ 
 
 Have you set the chairs around the table ? 
 
 Exercise. — Use the words sit, sat, or set in the 
 following sentences : — 
 
 1. Have you the books in order ? 
 
 2. The old woman likes to in the shade. ' 
 
 3. They together last evening. 
 
 4. How long has the stranger there ? 
 
 5. Where do you ? 
 
 142 
 
 THE ANT AND THE GRASSHOPPER 
 
 A Study of Punctuation 
 Bead: — 
 
 In a field one summer's day, a Grasshopper was gayly chirp- 
 ing and singing. An Ant passed by on his way home, carry- 
 ing with great toil a grain of corn. 
 
ADDING TO THE STORY 155 
 
 " Good day, Friend Ant," cried the Grasshopper, "come sing 
 and dance with me instead of working there like a slave." 
 
 " No, indeed," said the Ant, " I must lay up food for the 
 winter when the fields will be covered with snow. I think 
 you'd better do the same thing." 
 
 " Nonsense," said the Grasshopper ; " what's the use of 
 bothering about winter ? I've plenty of food now, and that's 
 all I care about." Away skipped the Grasshopper, but the Ant 
 kept patiently at work. 
 
 When winter came the Ant had plenty to eat. The foolish 
 Grasshopper, alas ! found too late that chirping and singing 
 do not fill the nest with food. 
 
 Study this fable to learn the following points : — 
 
 What conversation occurs in it ? Who converse ? 
 What is said by each one ? How many paragraphs 
 in the whole story ? in the conversation ? 
 
 Notice that a new paragraph begins whenever a 
 different person begins to speak. 
 
 Notice that quotation marks inclose the exact words 
 of each speaker. 
 
 Find a divided quotation. How is it punctuated ? 
 
 Explain the contractions used in the fable. 
 
 143 
 
 ADDING TO THE STORY 
 
 I 
 
 I. Picture to yourself the Grasshopper in summer. 
 What was she doing ? How did she feel ? To whom 
 did she talk ? What did she say ? 
 
 Picture to yourself the Gh^asshopper in winter. How 
 
156 LESSONS IN ENGLISH 
 
 did she feel ? What did she do ? To whom could 
 she go for help ? What could she say ? 
 
 II. Tell the fable, "The Ant and the Grasshopper.'^ 
 
 III. Write out an imaginary conversation between 
 the two at their winter meeting. 
 
 144 
 
 STUDY OF TROUBLESOME FORMS 
 
 Repeat these forms rapidly again and again : — 
 
 She sings now. She sang then. She has sung all summer. 
 
 He lays up food. He laid up food. He has laid up much. 
 He does hard work. She did no work. She has done nothing. 
 Fred goes to school. He went yesterday. He has just gone. 
 I see the bird. I saw the bird. I have seen it. 
 He gives money. He gave money. He has given much. 
 He shakes the tree. He shook the tree. He has shaken the tree. 
 Who speaks ? I spoke. I have spoken twice. 
 
 The wind blows. It blew hard. It has blown all day. 
 
 I catch the ball. I caught it. I have caught it. 
 
 She teaches me. She taught me. She has taught me. 
 
 Repeat these sentences aloud. Write others like 
 
 them. 
 
 145 
 
 AVOIDING MISTAKES 
 
 Shall or Will with / or We 
 
 Study these sentences : — 
 
 We shall suffocate in this little room. 
 I will help you to-morrow. 
 Shall I read to you now ? 
 
AVOIDING MISTAKES 157 
 
 The words shall suffocate tell what is likely to 
 happen. We do not wish to suffocate ; but the sen- 
 tence says that we are going to suffocate, if we stay 
 in this room. 
 
 The words loill help express a willingness to help ; 
 in fact, the person who is speaking promises to help. 
 In the third sentence — a question — the willingness 
 of the speaker is not thought of; the speaker asks 
 the other person whether he wishes him to read. 
 
 Remember. — "With / or we in statements use sha// to tell 
 what is likely to happen, and iy/7/ to express willingness or 
 determination. 
 
 With / or we in questions do not use wi// at all. 
 
 Exercise. — Fill the blanks with shall or will and 
 give reasons for your choice. 
 
 1. I am afraid I take cold. 
 
 2. I pay you next week. 
 
 3. Which hat I wear ? 
 
 4. I show you how to make a kite. 
 
 5. How we begin ? 
 
 6. What w^e do next ? 
 
 7. 1 be twelve years old to-morrow. 
 
 8. I carry your satchel if you wish. 
 
 9. Who I say called ? 
 
 10. When we meet again ? 
 
 11. Do you think we have good weather ? 
 
 12. I take your hat ? 
 
 13. I do as I think best. 
 
 14. I ^ return your book soon. 
 
158 LESSONS IN ENGLISH 
 
 15. At this rate we never finish the work. 
 
 16. We be glad to hear from you. 
 
 17. I don't suppose we see you again this year. 
 
 146 
 
 RAIN 
 An Exercise in Explanation 
 
 Under the influence of heat, water evaporates ; that is to say, 
 it passes into the air in the form of vapor. This vapor is in- 
 visible. If you leave water in an open dish, within a few days, 
 especially if the air is warm, the water will be gone. You could 
 not see the water passing off, and yet it has evaporated. When 
 water is boiling in a tea kettle, you can see no steam close to 
 the spout, but just as soon as this steam comes into contact 
 with the colder air outside it becomes visible. 
 
 In the same way the heat of the sun causes constant evapo- 
 ration from the surface of all water, and even from the surface 
 of all land that contains moisture. This moisture is lighter 
 than the air, and therefore is constantly rising. In this way 
 water is all the time being drawn up into the air in the form of 
 vapor, and when this vapor gets into the colder regions high 
 above the land, it condenses into visible masses which we call 
 clouds. 
 
 Now what causes rain ? If you hold a cold plate in front of 
 the steam coming out of a kettle, the steam will condense in 
 little particles of water, and these particles will unite into drops 
 which will run down the plate. In the same way when a cold 
 wind strikes the fine particles of water in a cloud, these parti- 
 cles unite and form drops which, being heavier than the air, 
 fall to the ground as rain. 
 
BEFORE THE BAIN 159 
 
 1. What is explained in the first paragraph? 
 What in the second ? What in the third ? 
 
 2. Learn the meaning of evaporate, invisible, con- 
 tact, visible, moisture, condense, masses, particles, 
 
 3. Perform and report the experiments suggested. 
 
 4. Learn other facts about rain, and talk them 
 over in class. Without the help of your book, write 
 three or four paragraphs on the subject. 
 
 5. Look up and tell a story about James Watt. 
 
 147 
 
 BEFORE THE RAIN 
 
 A Study of Poetic Pictures 
 
 We knew it would rain, for all the morn, 
 
 A spirit on slender ropes of mist 
 Was lowering its golden buckets down 
 
 Into the vapory amethyst 
 
 Of marshes and swamps and dismal fens, 
 Scooping the dew that lay in the flowers, 
 
 Dipping the jewels out of the sea. 
 
 To sprinkle them over the land in showers. 
 
 We knew it would rain, for the poplars showed 
 
 The white of their leaves, the amber grain 
 Shrank in the wind — and the lightning now 
 Is tangled in tremulous skeins of rain. 
 
 — Thomas Bailey Aldrich. 
 
 Conversation. — Have you ever seen " the sun draw- 
 ing water/' as children sometimes call it ? Tell how 
 
160 LESSONS IN ENGLISH 
 
 the Sim and sky looked at such a time. What lines 
 in the poem seem to describe this appearance ? Are 
 there really any slender ropes and golden buckets dip- 
 ping up the water ? To what fact does this word 
 picture refer ? How are clouds formed ? 
 
 What is the color of amethyst ? What does the 
 word stand for here ? 
 
 What five sources of the vapor that formed the 
 clouds are mentioned in the second stanza ? 
 
 How many signs of the coming rain are mentioned 
 in the poem ? Name them. What is the meaning of 
 the word tremulous f What is the usual meaning of 
 skein f What does the word mean here ? 
 
 Commit the poem to memory. 
 
 148 
 
 PROSE AND POETRY 
 
 In the lesson on page 158 we had a simple explana- 
 tion of how rain is produced. It contains a series 
 of plain statements about the evaporation of water, 
 the formation of clouds, and the cause of rain. Each 
 sentence states a fact. It is evident that the person 
 who wrote the explanation w^as not trying to write 
 something beautiful but rather to make the explana- 
 tion plain, simple, and easily understood. 
 
 The poem in the last lesson shows you another view 
 of the same subject. It gives you the poet's view. It 
 shows how a plain, common occurrence like a thun- 
 
THE CLOUD 161 
 
 derstorm calls up in the poet's imagination a series of 
 beautiful pictures. 
 
 Be sure you see the word pictiu-es — the sun letting 
 down the golden buckets and scooping up the dew 
 and the jewels (drops) of water, the poplars showing 
 the white of their leaves, the grain bending before the 
 wind, and finally the lightning mingled with the pour- 
 ing, whirling rain. 
 
 Which is more beautiful, the plain scientific ex- 
 planation in Lesson 146 or the pictures formed by 
 the poet's imagination on this page ? Why do you 
 think so ? 
 
 149 
 
 THE CLOUD 
 
 As you read these verses, try to think of the cloud 
 
 as a person ivho is talking to you and telling you ivhat 
 
 she does : — 
 
 I bring fresh showers for the thirsting flowers 
 
 From the seas and the streams ; 
 
 I bear light shade for the leaves when laid 
 
 In their noonday dreams. 
 
 From my wings are shaken the dews that waken 
 
 The sweet buds every one, 
 
 When rocked to rest on their mother's breast, 
 
 As she dances about the sun. 
 
 I wield the flail of the lashing hail. 
 
 And whiten the green plains under ; 
 
 And then again I dissolve it in rain, 
 
 And laugh as I pass in thunder. 
 
 — Shelley. 
 
162 LESSONS IN ENGLISH 
 
 What is meant by " thirsting flowers " ? Where 
 do the showers come from ? What is meant by 
 ^^ noonday dreams"? When the sun is very hot 
 and the ground very dry, do the leaves droop as if 
 asleep ? Does a cloud have wings ? In what respect 
 is a cloud like a bird ? When does the dew fall ? 
 What is thought of as the mother of bnds and flowers ? 
 What is a flail ? Why is hail spoken of as a flail ? 
 Why is hail called " lashing " ? How does it feel to 
 have snow driven into your face by a strong wind ? 
 
 Go over the lines again. Name all the things which 
 the cloud does.   Memorize the lines. 
 
 150 
 
 EXERCISES IN DESCRIPTION 
 
 Conversation. — Is there near your home a lake or 
 a pond ; a creek, a brook, or a river ? If so, tell : — 
 
 1. Which form named above have you in mind ? What is 
 its proper name ? How did it get this name ? 
 
 2. Where is the water ? How do you get to it ? What 
 are its surroundings ? 
 
 3. How does the water look ? What use is made of it ? 
 
 4. Why do people visit it in summer ? in winter ? 
 
 Written Exercise. — Write one or more paragraphs 
 describing a body of water. 
 
 Word study 
 Can you use any of these words in your description ? 
 Is, lies, flows, runs, murmurs, chatters, nestles, still, running. 
 
AN EXERCISE IN DICTATION 163 
 
 161 
 
 PERSONIFICATION 
 
 When an animal or thing is represented as think- 
 ing, talking, or acting like a person, the animal or 
 thing is said to be personified. In the poem referred 
 to on page 161 the cloud is personified, or represented 
 as talking like a person and telling what she does. 
 
 What is personified in the fable on page 154 ? 
 How are these words written ? 
 
 When an animal or thing is personified, the name 
 should be written with a capital letter. 
 
 Where do rhymes usually come in lines of poetry ? 
 Where do some of them come in this poem ? Find 
 both kinds. 
 
 152 
 
 AX EXERCISE IN DICTATION 
 
 "Good morning, Apothecary. Have you anything that's 
 good for a sick headache ? " 
 
 " M}^ lad, that's a bad complaint for a holiday. Are you 
 from the mansion on the hill ? " 
 
 " Yes, sir, I'm one of the farm servants there." 
 
 " Does the headache come often ? " 
 
 " No, but it is very bad when it comes." 
 
 " We'll soon remedy that, my lad. Come here. Shut your 
 eyes and smell this." 
 
 The lad did exactly as he was told and — fell from the 
 chair, overcome by the strong stuff in the apothecary's bottle. 
 As he raised himself slowly, the apothecary asked, " Now, my 
 lad, is your headache gone ? " 
 
164 LESSONS IN ENGLISH 
 
 "Oh, sir, it's not my head I was talking about. It's my 
 mistress who has the headache ! " — Fritz Reuter. (Adapted.) 
 
 Explain the following as used in the story : quota- 
 tion marks, contractions, commas. 
 
 What title do you suggest for the story ? 
 
 153 
 
 SINGULAR AND PLURAL NOUNS 
 
 Pick out the nouns in the following sentences : — 
 The pod was green. The pods were green. 
 
 Notice that the same noun is used in both sentences. 
 What is it ? How many things does the noun name 
 in the first sentence ? Does the noun in the second 
 sentence name one or more than one thing ? 
 
 A noun that names one person or thing is called a singular 
 noun ; pod is a singular noun. 
 
 A noun that names more than one person or thing is called 
 a plural noun ; pods is a plural noun. 
 
 Read aloud' the follounng ivoi^ds. In which column 
 do you find singular nouns ? In which column do 
 you find plural nouns? 
 
 1. One book. Two books. 
 
 2. One fox. Three foxes. 
 
 3. One brush. Four brushes. 
 
 4. One fence. Five fences. 
 
 5. One catch. Six catches. . 
 
 6. One day. Seven days. 
 
PLURAL NOUNS 165 
 
 Spell aloud the first singular noun given above, 
 Sj)ell aloud the first plural noun. What difference 
 is there in the spelUng of these two words ? Spell 
 tlie other nouns. Learn this rule : — 
 
 Most plural nouns are formed from singular nouns by add- 
 ing 5 or es. 
 
 Written Exercises. — I. Cojjy the plural nouns given 
 above. 
 
 II. Change these singular nouns to plural nouns : — 
 
 paper, pen, pencil, bay, key, toy, guy, gulf ; 
 ax, latch, glass, fish, sense, noise, inch, starch ; 
 picture, mesh, coat, potato, match. 
 
 Write both forms of these words. Read them aloud 
 in class. Use them in oral sentences. Make lists of 
 your own, giving singular and plural nouns. 
 
 164 
 
 PLURAL NOUNS 
 
 A. When/ is changed to / and es is added. 
 
 New York is a large city. 
 
 New York and Chicago are large cities. 
 
 Notice the words city, cities. Which is a singular 
 noun ? Which is a plural noun ? The singular 
 noun city ends in the letter y, preceded, by the letter 
 t, which is a consonant. In the plural noun cities / 
 has been changed to / and es has been added. 
 
 Exercises. — I. Study these words which follow the 
 above rule. Learn to spell them. 
 
166 LESSONS IN ENGLISH 
 
 Singular 
 
 Plural 
 
 Singular 
 
 Plural 
 
 fly 
 
 flies 
 
 cry 
 
 cries 
 
 baby 
 
 babies 
 
 lady 
 
 ladies 
 
 kitty 
 
 kitties 
 
 pussy 
 
 pussies 
 
 daisy 
 
 daisies 
 
 lily 
 
 lilies 
 
 II. Use the above words in oral sentences, 
 
 III. State how plural nouns are formed from singu- 
 lar nouns which end in y preceded hy a consonant, 
 
 B. Some Nouns that end in o 
 
 Leonidas was a hero. 
 His Spartans were heroes. 
 
 Notice the ivords hero, heroes. The singular noun 
 hero ends in o, preceded by a consonant. Such nouns 
 usually form the plural by adding es to the singular. 
 
 Exercise. — Study the following words : — 
 
 echo potato tomato volcano tornado 
 
 echoes potatoes tomatoes volcanoes tornadoes 
 
 C. Nouns that change / to / 
 
 The leaves were yellow. 
 The leaf was yellow. 
 
 What noun is the subject of the first sentence ? 
 of the second sentence ? What is the difference in 
 the meaning of these two words ? 
 
 Notice that the singular noun ends in f. In the 
 plural form the letter f has been changed to v and es 
 has been added. 
 
PLURAL NOUNS 167 
 
 Exercise. — Study the following ivords. Learn to 
 spell them. Use them as subjects of sentences. Which 
 nouns are singular ? Which are plural f 
 
 knife 
 
 knives 
 
 half 
 
 halves 
 
 self 
 
 selves 
 
 life 
 
 lives 
 
 calf 
 
 calves 
 
 shelf 
 
 shelves 
 
 wife 
 
 wives 
 
 wolf 
 
 wolves 
 
 loaf 
 
 loaves 
 
 D. Nouns that do not add s 
 
 Twelve inches make one foot. 
 Three feet make one yard. 
 
 What noun is used in the singular form in the first 
 sentence and in the plural form in the second? 
 
 Exercise. — I. Study the folloioing nouns. Learn to 
 repeat and to spell them. Use them in sentences. 
 
 man 
 
 men 
 
 goose 
 
 geese 
 
 ox 
 
 oxen 
 
 woman 
 
 women 
 
 foot 
 
 feet 
 
 mouse 
 
 mice 
 
 child 
 
 children 
 
 tooth 
 
 teeth 
 
 one sheep 
 
 ten sheep 
 
 A few nouns have the same form for the singular 
 and the plural ; as, one deer^ four deer. 
 
 Letters, figures, and signs are made plural by add- 
 ing an apostrophe and s ; as, Dot your Ts and cross 
 your ^'s. 
 
 II. Write the plural forms of the folloioing singidar 
 nouns : — 
 
 church 
 
 piano 
 
 tooth 
 
 lady 
 
 story 
 
 fox 
 
 hero 
 
 brush 
 
 half 
 
 stitch 
 
 leaf 
 
 goose 
 
 city 
 
 potato 
 
 army 
 
 chief 
 
 monkey 
 
 voice 
 
 thief 
 
 daisy 
 
168 LESSONS IN ENGLISH 
 
 155 
 
 WHEN TO USE CERTAIN WORDS 
 
 It is easy to make mistakes in the use of is, was, and 
 has, especially when one of these words comes before 
 its subject. This often happens in questions and 
 after the word there. In the sentence, " There are 
 many hills in New Hampshire," the subject is " many 
 hills." 
 
 Do not use is, was, or has if the subject is plural. 
 
 Exercises. — I. Fill the hlanks loith is or are. 
 
 1. There two squirrels in this cage. 
 
 2. Where my new books ? 
 
 3. There something I want to tell you. 
 
 4. What those men looking at ? 
 
 5. In front of our house there four trees. 
 
 II. Fill the hlanks with was or were. 
 
 1. There much snow on the ground. 
 
 2. there ever two other boys like George and Frank ? 
 
 3. Perched high on a tree six crows. 
 
 4. When these houses built ? 
 
 5. I thought there pictures in the book. 
 
 III. Fill the hlanks ivith has or have. 
 
 1. What the girls been doing ? 
 
 2. There been four fires this week. 
 
 3. the children's playhouse been painted ? 
 
 4. Why the apples not been picked ? 
 
 5. W^hat the mice done to your book ? 
 
AN EXERCISE IN READING 169 
 
 156 
 
 A PICTURE STUDY 
 
 Study the picture on the next page. 
 
 What do you learn from it about the following ? 
 
 The meaning of the word staUie. Name of the statue. 
 The bearing or attitude of King Arthur. 
 The dress of a soldier in that age. His weapons. 
 Into what great classes were people then divided ? 
 
 157 
 
 AN EXERCISE IN READING 
 How Arthur became King 
 
 There once lived in Britain a great king named Uther. 
 When he died every lord in the land wanted to become king 
 in his place. Now King Uther had a son whom he had secretly 
 sent to a good knight to be brought up. The boy's name 
 was Arthur ; the good knight's name was Sir Ector. Arthur, 
 knowing nothing of King Uther, believed that Sir Ector was 
 his father and loved him dearly. 
 
 To settle the bitter strife for King Uther's throne the 
 Archbishop of Canterbury at Christmas called the nobles 
 together in a splendid church. Suddenly, there rose in the 
 churchyard a great white stone bearing an anvil ; in the anvil 
 was a shining sword; on the sword in letters of gold stood 
 these quaint words : " Whoso pullet h out this sword of this 
 stone and anvil is rightwise king born of all England." 
 
 Immediately every lord tried to pull out the sword. Not one 
 could move it. A day was set for a second trial. Splendid 
 
Statue of King Arthur at Innsbruck. 
 170 
 
AN EXERCISE IN READING 171 
 
 games and contests were planned, and to these games came Sir 
 Ector, Sir Kay, his real sou, and Arthur. 
 
 Sir Kay desired to enter the contests, but alas ! he had 
 forgotten his sword. Arthur offered to ride back for it. 
 When he reached the castle, where Sir Kay had left it, he 
 could not get in; every one had gone to London for the 
 games. It was then that Arthur remembered seeing a 
 sword in a churchyard as he was riding by. Off he hur- 
 ried to get it. Yes, there it was, a great sword in an anvil, 
 resting on a huge white stone! Arthur seized the sword, 
 drew it forth without trouble, and, at full speed, rode with it 
 to Sir Kay. 
 
 When Sir Ector learned that Arthur had brought the sword, 
 he commanded him to return to the churchyard and to take 
 out the sword in his presence. This was done. But when the 
 Archbishop of Canterbury heard what had happened, he ordered 
 the sword to be put back again. 
 
 At Eastertide, kings and princes, lords and nobles, came 
 from far and near. Each tried with might and main to release 
 the sword. It would not stir. Then Arthur came. At the 
 touch of his hand, the sword seemed fairly to leap from the 
 anvil. Still, the lords were not satisfied. They demanded 
 another trial, and after that, others. Each time, Arthur alone 
 could remove the sword. 
 
 At the last trial, the common people also were present. 
 W^hen Arthur drew forth the sword and raised it aloft, they 
 shouted and called him king, and declared that they would 
 fight any lord who refused to obey him. So Arthur became 
 King of Britain, but in his heart there was sadness as well 
 as joy ; joy because he was the rightful king of a fair country, 
 but sadness because he was not the rightful son of Sir Ector, 
 whom he so dearly loved. 
 
172 LESSONS IN ENGLISH 
 
 158 
 
 For the Study Period. — Bead the story through 
 silently. Find answers to the following questions: — 
 
 I. Who was King Uther ? What happened at his death ? 
 Who was Arthur? Who was Sir Ector? Why did not 
 Arthur become king at once ? 
 
 II. Who took steps to settle the dispute about King Uther's 
 throne ? How ? What happened in the churchyard? 
 
 III. How did the first trial end ? Did Arthur take part in 
 it ? Why did Arthur come to London ? 
 
 IV. Who was Sir Kay? What did he wish to do? 
 What sword did Arthur bring to him ? 
 
 V. When Sir Ector saw the sword, what did he do ? W^hat 
 did the Archbishop do ? 
 
 VI. Who were present at the next trial ? What happened? 
 Why were the nobles not satisfied ? 
 
 VII. Who were present at the last trial ? What did they 
 do ? Who, then, really chose Arthur to be king ? How did 
 Arthur feel about all this honor ? Why ? 
 
 For the Class Period. — I. Read the story aloud, 
 loithout interruption. Are all the incidents clearly 
 pictured in your mind? 
 
 II. Tell the story from beginning to end. Add to 
 it anything that yoa think will make your hearers 
 see its action or understand the characters more 
 clearly. 
 
 III. Write a paragraph, giving such part of the 
 story as your teacher directs. Study each paragraph 
 to learn what part of the story is related in it. 
 
BEVIEW 173 
 
 Home Reading 
 
 The story told in this lesson is very incomplete, but it 
 serves to introduce to you King Arthur. Do you care to 
 know more about him? His deeds are quaintly described 
 by Sir Thomas Malory, but some one will have to explain the 
 language of that old book to you. A Southern poet, Sidney 
 Lanier, rewrote the story in a book called " The Boy's King 
 Arthur " ; perhaps you can read that or some other. 
 
 If you read any of these accounts, learn the following inci- 
 dents in the life of King Arthur and tell them at the morning 
 or Friday afternoon exercises. 
 
 How King Arthur obtained the wonderful sword Excalibur. 
 
 How King Arthur came into possession of the famous Round 
 Table at which sat one hundred and fifty knights. 
 
 How tenderly King Arthur loved the fair Queen Guinevere, 
 and what splendid deeds he did for her sweet sake. 
 
 How Arthur returned the sword Excalibur to the waters 
 whence it came, and then was himself borne away out of the 
 sight of men for evermore. 
 
 159 
 
 REVIEW 
 
 Fro7n the story heginning on page 169 pick out 
 examples which show the following : — 
 
 1. How titles of stories are written. 
 
 2. How a paragraph is indented. 
 
 3. How the first word of every sentence begins. 
 
 4. How declarative sentences are punctuated. 
 
 5. How exclamatory sentences are punctuated. 
 
 6. How names of persons and places begin. 
 
 7. How titles of persons are written. 
 
174 
 
 LESSONS IN ENGLISH 
 
 8. How names of holidays begin. 
 
 9. How most singular nouns become plural. 
 10. How quotation marks are used. 
 
 160 
 
 HOW NOUNS SHOW POSSESSION 
 1. This is the girl's book. 2. These are the girls' books. 
 
 Bead aloud the first sentence. Whose book is named 
 in it ? How many books are named ? How many 
 
 girls are named ? The girVs hook means the hook 
 owned hy the girl. An apostrophe and 5 {'$) are added 
 to the singular noun girl to show ownership or posses- 
 sion ; thus, girVs. 
 
 Read aloud the second sentence. Whose books are 
 named in it ? Is more than one book spoken of ? Is 
 more than one girl spoken of ? The girls^ hooks means 
 the hooks oivned hy the girls. An apostrophe (') alone 
 
BOW NOUNS SHOW POSSESSION 175 
 
 is added to the plural noun girls to show possession ; 
 thus, girls'. Notice that girls is a plural noun which 
 ends in s. 
 
 Exercises. — I. Study tJiefolloioing groiqos of'words. 
 Which are singular nouns that show possession ? How 
 do they show it ? Which are plural nouns that show 
 possession ? How do they show it ? 
 
 The boy's knife. The boys' knives. 
 
 The horse's tail. The horses' tails. 
 
 The cat's tongue. The cats' tongues. 
 
 The lady's purse. The ladies' purses. 
 
 The baby's bib. The babies' bibs. 
 
 The carpenter's tools. The carpenters' tools. 
 
 The king's palace. The kings' palaces. 
 
 The teacher's books. The teachers' books. 
 
 The wolfs tracks. The wolves' tracks. 
 
 II. Use the above groups of loords as subjects of sen- 
 tences. Write the sentences on the blackboard. 
 
 161 
 
 Bring me the children's books. 
 
 The children s books means the books otvned by the 
 children. An apostrophe and s are added to the plural 
 noun children to show possession ; thus, children's. 
 Notice that children is a plural noun which does not 
 end in s. 
 
176 LESSONS IN ENGLISH 
 
 Exercises. — I. Study the folloiving groups ofioords. 
 
 Which are singular nouns that show possession ? 
 How do they show it ? Which are plural nouns that 
 show possession ? How do they show it ? 
 
 The child's toy. The children's toys. 
 
 The man's ticket. The men's tickets. 
 
 The sheep's fleece. The sheep's fleeces. 
 
 The woman's hat. The women's hats. 
 
 The fisherman's luck. The fishermen's luck. 
 
 The fireman's pay. The firemen's pay. 
 
 II. Use the above groups of words as subjects of sen- 
 teyices. Write the sentences on the blackboard. 
 
 III. Select from this book five singular nouns and 
 five plural nouns that show possession. Explain hoiv 
 each shows possession. 
 
 162 
 
 REVIEW 
 
 1. What is a singular noun ? Name one. 
 
 2. What is a plural noun? Name one. 
 
 3. How do most singular nouns become plural ? 
 
 4. Spell the plural of cherry, mosquito, gulf, hay, key, hoy. 
 
 5. How do singular nouns show possession ? 
 
 6. How do plural nouns ending in s show possession ? 
 
 7. How do plural nouns not ending in s show possession ? 
 
 8. Which forms of the verb to he do you use with singular 
 nouns, is or are, was or loere 9 with plural nouns? 
 
 9. Which form do you use with plural subjects, has or have f 
 Which with singular subjects? 
 
PARAGBAPU WRITING 177 
 
 163 
 
 PARAGRAPH WRITING 
 
 The Topic Sentence 
 
 I. Choose one of the folloioing sentences. Expand 
 it into a 'paragraph by telling details that interest you. 
 
 1. The morning glory is a pretty flower. Add at least tico 
 sentences J telling what things make it pretty. 
 
 2. The walk to school is (or is not) interesting. Add three 
 sentences, mentioning things you see. 
 
 What is the name or topic of your paragraph ? 
 
 The sentence that contains the name or topic of a paragraph 
 is called the topic sentence. 
 
 II. Choose one of the folloioing topics. Write a 
 paragraph about it. 
 
 1. Dogs have often saved lives. Tell a case you know. 
 
 2. iEsop told many fables. Name some you know. 
 
 3. Brave men are also courteous. Tell about General Lee, 
 or any other brave man whom you admire. 
 
 III. Choose one of the folloioing topics. In class 
 write about the topic as good a paragraph as you can in 
 the time your teacher gives you. 
 
 1. Trees ought to have good care. Add at least three sentences, 
 telling why. 
 
 2. The school grounds should be kept in good order. Add 
 at least four sentences, telling why. 
 
 3. Children should sit erect while studying. Tell why. 
 
 4. Skating is good exercise. It — Tell what it does. 
 
 N 
 
178 
 
 LESSONS IN ENGLISH 
 
 5. Helen Keller is one of the most remarkable persons in 
 the world. When she was a little child she — 
 
 Fiyiish the paragraph by telling why she is remarkable. 
 
 164 
 
 AN EXERCISE IN READING 
 
 Read the folloiving description : — 
 
 Little Sunrise 
 
 He was just an ordinary sort of boy, but there was not an- 
 other like him in all Muskoma; because Muskoma was an 
 Indian village and all the other boys were redskins. Their 
 skins were not really red, you know, only ruddy brown ; and 
 
 certainly the white boy's skin 
 was not white, because the sun 
 and the wind had tanned it 
 almost as ruddy brown as an 
 Indian's. What made him dif- 
 ferent from all the rest of the 
 Muskoma boys was his hair; 
 because it was red and curly, 
 and theirs was black and 
 straight. 
 
 There was another thing that 
 made him different from all the 
 Indian boys. They could sit 
 still, and he could not, except 
 when Ossawippi, the old chief, was telling him a story, and 
 even then it wasn't what an Indian would call sitting still. 
 The only time he was really still was when he was fast asleep 
 in bed. When he was awake everybody else had to wake up 
 
SYNONYMS 179 
 
 too. That was why the Indians called him Little Sunrise, 
 though perhaps the color of his hair had something to do with 
 it. His real name was Rennie. At least, that is what his 
 father and mother called him. They called him Reginald 
 when they wanted to be very severe. — Howard Angus 
 Kennedy in " New World Fairy Book." 
 
 S?tut your eyes and think hoio Little Sunrise looked. 
 Answer these questions : — 
 
 Whom does the selection describe ? What kind of boy is 
 he called ? With whom is he compared ? How does the first 
 paragraph say that he is like the Indian boys ? How does it 
 say that he is different from them ? 
 
 What difference is described in the second paragraph ? 
 What do you learn in this paragraph about the boy's names ? 
 Are you called by different names ? 
 
 165 
 
 SYNONYMS 
 
 1. Study the folloiving verbs, and place the syno- 
 nyms in groups : — 
 
 injure 
 
 answer 
 
 attempt 
 
 try 
 
 endeavor 
 
 harm 
 
 damage 
 
 declare 
 
 reply 
 
 tell 
 
 assert 
 
 respond 
 
 2. Find the synonyms among these verbs : — 
 
 ascend help climb aid 
 
 assist mount lessen labor 
 
 work diminish decrease toil 
 
 3. Use the verbs in short oral sentences. 
 
180 
 
 LESSONS IN ENGLISH 
 
 166 
 
 PRONOUNS 
 
 Study the following sentences : — 
 
 1. Patrick has spilled his ink. 
 
 2. Gertrude has lost her pencil. 
 
 3. The poor bird has broken its wing. 
 
 Whose ink has been spilled ? If the noun Patricks 
 were used, the sentence would read, Patrick has 
 
 spilled Patrick's ink. How 
 do you like the sound of 
 that? The little word his 
 is used instead of the noun 
 Patrick's. 
 
 Whose pencil has 
 lost? What word is 
 instead of the noun 
 trudes in the second sen- 
 tence ? 
 
 Whose wing has been 
 broken? What word is used 
 instead of the noun hird's in 
 the third sentence ? 
 
 Words used to take the 
 place of nouns are called 
 pronouns ; the words his^ her, its, are pronouns. 
 
 been 
 used 
 Ger- 
 
 Remember. — A pronoun is a word used instead of a noun. 
 
PRACTICE 181 
 
 167 
 
 PRACTICE 
 
 Exercises. — I. Use the words she, her, instead of 
 Laura to Improve these sentences : — 
 
 Laura has cut Laura's finger. Laura says that the cut does 
 not hurt Laura very much. 
 
 What do you call words used instead of nouns ? 
 What pronouns have you used in this exercise ? 
 
 II. Use pronouns to fill the blanks. Instead of 
 what noun is each pronoun used ? 
 
 1. Ernst has lost knife. 
 
 2. feels very sorry about losing . 
 
 3. Perhaps the teacher has in desk. 
 
 4. All the boys looked under desks for . 
 
 5. was a very fine knife. Ernst's grandfather gave 
 
 — to last Christmas. 
 
 6. Perhaps father will buy another. 
 
 III. Learn this list of pronouns : — 
 
 1. I, my, me ; we, our, us ; ours, mine. 
 
 2. You, your, yours. 
 
 3. He, his, him ; they, their, them ; theirs. 
 • ' 4. She, her, hers ; it, its. 
 
 5. Who, what, which, that. 
 
 IV. Write ten sentences, using some of the pronouns 
 given above. 
 
 Word study 
 Pronoun means instead of a noun or for a noun. 
 Do not use an apostrophe in writing the words itSj hers^ theirs. 
 
182 LESSONS IN ENGLISH 
 
 168 
 
 A QUOTATION WITHIN A QUOTATION 
 
 Two men were journeying together, enjoying each other's 
 company. One of them picked up a bright iron ax that lay in 
 the road, saying to his companion, " I have found an ax." 
 " Nay, my friend," replied the other, " do not say I, but we have 
 found an ax." Turning around, they saw the owner of the ax 
 pursuing them. The finder of the ax cried : " O dear ! we are 
 caught." "Nay," replied his mate, " keep your first mode of 
 speech, my friend. What you thought right then, think right 
 now. Say, ' Jam caught,' not ' We are caught.'" 
 
 Upon which words does the point of the story de- 
 pend ? Select the pronouns. Tell ivkat word each pro- 
 noun stands for. 
 
 Observation. — Study the last sentence in the story. 
 It shows how one quotation may be included within 
 another. In that case single marks (' ') inclose the 
 second quotation. 
 
 Find a quotation loithin a quotation in the story on 
 page 64. 
 
 169 
 
 PERSONAL PRONOUNS 
 
 Mr. Ludwig was interested in getting a position 
 for a boy named Henry Kemp. Mr. Ludwig called 
 up Mr. Forbes on the telephone and told him what 
 he knew about Henry. This is what he said : — 
 
 " Hello ! hello ! Is this Mr. Forbes ? / hear that Henry 
 Kemp has applied for a position in your store. Henry was 
 
HOW TO USE PERSONAL PRONOUNS 183 
 
 employed last summer to work around my house and garden, 
 and his faithful service pleased me very much. I think he 
 would please you. I hope you will give him a trial." 
 
 In this talk over the telephone, who was the 
 person speaking ? Who w^as the person spoken to ? 
 Who was the person spoken of ? 
 
 What pronouns stand for the person speaking? 
 for the person spoken to ? for the person spoken of ? 
 
 A pronoun that shows by its form whether it stands 
 for the person speaking, the person spoken to, or 
 the person spoken of, is called a personal pronoun. 
 
 Find all the personal pronouns in the telephone 
 message. 
 
 Pronouns that stand for the person speaking are called pro- 
 nouns of the Jirst person ; as, /, 7ny, me. 
 
 Pronouns that stand for the person spoken to are called pro- 
 nouns of the second person ; as, yon, your. 
 
 Pronouns that stand for the person spoken of are called pro- 
 nouns of the third person; as, he, his, him, she, her, it, they, them. 
 
 Exercise. — Find the personal pronouns in the selec- 
 tion on page 182. Tell ivhether each pronoun is of 
 the first, second, or third person. Name the noun to 
 which each pronoun refers. 
 
 170 
 
 HOW TO USE PERSONAL PRONOUNS 
 
 Many people make mistakes in using personal 
 pronouns. Most mistakes of this kind arise from 
 using subject forms as objects and object forms as 
 
184 LESSONS IN ENGLISH 
 
 subjects. This exercise will help you to overcome 
 wrong habits in the use of pronouns. 
 
 Remember that the pronouns I, ive, he, she, and they, 
 are properly used as subjects ; also as complements 
 after forms of the verb to ^^(page 142) or verb-phrases 
 ending in he. 
 
 The pronouns m.e, us, him, her, and them are prop- 
 erly used as objects. 
 
 You and it may be used as subjects or objects. 
 
 Remember that two words may be used together 
 as the subject of a sentence ; as, " Jason and I came 
 late " ; also that two words may be the object of one 
 verb or of one preposition ; as, ^' Father praised him 
 and me," " 1 sat between him and Tom." 
 
 Use all the above jjrojioims in short oral sentences. 
 
 Exercise. — In the following exercise choose the proper 
 word in each sentence : — 
 
 1. He and (I, me) met at the gymnasium. 
 
 2. Her mother and (she, her) set out yesterday. 
 
 3. Did the teacher refer to you or (I, me) ? 
 
 4. (We, us) boys are planning a sleigh ride. 
 
 5. (She, her) and Jane refused to go. 
 
 6. Luke was standing between John and (he, him). 
 
 7. (They, them) are the men we saw on the bridge. 
 
 8. (They, them) and (we, us) then hurried away. 
 
 9. (He, him) and (I, me) were feeding the squirrels. 
 
 10. Between you and (I, me) Dick is mistaken. 
 
 11. All except (she, her) refused to enter the room. 
 
 12. I am taller than (she, her). 
 
THE ORDER OF PRONOUNS 185 
 
 13. Did you refer to Sara or (I, me) ? 
 
 14 They can do nothing without Kate and (we, us). 
 
 15. The teacher says you and (I, me) may use the piano. 
 
 16. Who wants an apple ? Answer (I, me). 
 
 17. Is it (she, her) ? No, it is (he, him). 
 
 18. Who told you it was (we, us) ? 
 
 19. I think it must be (he, him). 
 
 20. People say it was (I, me). 
 
 171 
 
 THE ORDER OF PRONOUNS 
 
 Copy this stanza from " A Boy's Song " : — 
 
 Where the pools are bright and deep. 
 
 Where the gray trout lies asleep, 
 
 Up the river, and o'er the lea, 
 
 That's 'the way for Billy and me. 
 
 — James Hogg. 
 
 Would you not like to visit the pleasant spot de- 
 scribed in the above lines ? Notice the last line. The 
 pronoun me, which stands for the speaker, follows the 
 noun Billy. That is the proper way in English. 
 
 Exercises. — I. Fill the blanks ivith the pronoun me. 
 Repeat the completed sentences aloud. 
 
 1. He gave it to Sophie and . 
 
 2. Here is some candy for you and . 
 
 3. The girls are talking about Vincent and . 
 
 4. Did you call mother or ? 
 
 Write five sentences like those given in this exercise. 
 Read your sentences aloud. 
 
Visiting Day at the Hospital. 
 
 Geoffrey. 
 
 186 
 
PICTURE STUDY AND COMPOSITION 187 
 
 II. Fill the blanks ivith the pronoun I. Repeat the 
 completed sentences aloud. 
 
 1. The teacher and modeled that map. 
 
 2. The boys and made the box. 
 
 3. Caroline or must stay at home. 
 
 4. Louis and have saved a dollar. 
 
 Write five sentences like those given in this exercise. 
 
 172 
 
 PICTURE STUDY AND COMPOSITION 
 
 Study the picture on page 186. 
 
 What do you see in the foreground of the picture ? 
 Who is the man ? Why is he so anxious ? Which 
 httle patient is he most interested in ? How does this 
 patient look ? 
 
 What do you see in the background of the picture ? 
 
 Oral and Written Exercises. — Tell the story that the 
 picture tells you. Before beginning the story, set 
 down the points about which you wish to talk or 
 write. Next arrange them in some good order and 
 stick to it. Find use for some of the following words : 
 
 anxious, worried silent, quiet asleep, awake 
 
 pathetic, sad ill, sick clean, cool 
 
 sufferer, patient gazing, looking happy, delighted 
 
 Word Study 
 
 Foreground means the jmrt that seems nearest to you. 
 Background means the part that seems farthest away. 
 
188 
 
 LESSONS IN ENGLISH 
 
 173 
 
 MODIFIERS 
 
 Notice how the meaning of the first sentence below 
 is changed by the addition of new words in the second 
 and third sentences. 
 
 1. The clock ticks. 
 
 2. The old clock ticks slowly. 
 
 3. The old clock on the stairs ticks slowly. 
 
 Which word in the 
 second sentence describes 
 the clock? 
 
 What word shows how 
 the clock ticks ? What 
 group of words in the 
 third sentence shows what 
 old dock is referred to ? 
 
 The word old makes 
 the meaning of clock more 
 definite. The word clock 
 alone applies to any clock, 
 but old clock excludes all 
 clocks that are not old. 
 The word slowly makes 
 the meaning of ticks more 
 
 definite by showing in what manner the clock ticks. 
 
 The group of words on the stairs shows definitely 
 
 what old clock is meant. 
 
SIMPLE SUBJECT AND SIMPLE PREDICATE 189 
 
 Remember. — A word or group of words that makes the mean- 
 ing of another word more definite is called a modifier. 
 
 Exercise. — In the folio iv lug sentences find words 
 and groups of words that are used as modifiers: — 
 
 1. Pauline finished her new dress to-day. 
 
 2. Tall trees once covered this grassy field. 
 
 3. The blacksmith has large and sinewy hands. 
 
 4. A sleeping fox catches few chickens. 
 
 5. Two stout horses drew this heavy load. 
 
 6. The judge rode slowly down the lane. 
 
 7. Felix always rides to school on his wheel. 
 8.. We planted four trees before dinner. 
 
 9. The shop of the blacksmith stood under a spreading tree. 
 
 10. The timid deer immediately fled to the forest. 
 
 11. Do not eat your dinner in a hurry. 
 
 12. I see laughing Allegra and Edith with golden hair. 
 
 13. The boys fished in a deep pool for three hours. 
 
 14. The squirrel peeped slyly from the hazel shade. 
 
 174 
 
 SIMPLE SUBJECT AND SIMPLE PREDICATE 
 
 In the last lesson we began with the sentence, 
 Tlie dock ticks, and added modifiers until we had 
 changed it to TTie old clock on the stairs ticks slowly. 
 In this last sentence the group of words, TJie old 
 clock on the stairs, is called the complete subject, and 
 the noun clock (the main word of the subject) is 
 called the simple subject. Likewise ticks slotoly is 
 called the complete predicate, and the verb ticks (the 
 
190 LESSONS IN ENGLISH 
 
 main word of the predicate) is called the simple 
 predicate. 
 
 The simple subject of a sentence is usually a noun 
 or pronoun. 
 
 The complete subject is the simple subject with its 
 modifiers. 
 
 The simple predicate is a verb or verb-phrase. 
 
 The complete predicate is the simple predicate with 
 any words that modify or complete its meaning. 
 
 Exercise. — Fi7id the comjMe and simple subjects 
 and predicates of the sentences on page 189. 
 
 175 
 
 ADJECTIVES 
 
 Study these senteiices : — 
 
 1. Clouds gather. 2. Dark clouds gather. 
 
 3. Children run. 4. Frightened children run. 
 
 In Sentence 1 the word clouds may mean any 
 kind of cloud. If vou wish to tell what kind of 
 cloud, you must use some word with the noun, as 
 is done by the word dark in Sentence 2. 
 
 In Sentence 3 the noun children may mean any 
 children ; the word frightened is used in Sentence 4 to 
 tell what kind of children. Words that are used with 
 nouns to add to or modify their meaning in this way 
 are called adjectives. Dark, frightened, are adjectives. 
 
 Definition. — An adjective is a word used to modify the 
 meaning of a noun or pronoun. 
 
ADJECTIVES 
 
 191 
 
 A Distinguished Member of the Humane Society, 
 
 Oral Exercises. — T. See this fine dog. What other 
 words than fi7ie can you use with the noun dog to 
 add to or modify its meaning ? 
 
 II. He is faithful. What other qualities has he ? 
 
 What are words that are used to modify the mean- 
 ing of nouns or pronouns called ? What adjectives 
 have you changed in this lesson ? 
 
 Written Exercise. — Use in sentences these adjec- 
 tives : — 
 
 High, low ; narrow, wide ; clean, dirty ; gentle, rude ; or- 
 derly, disorderly ; kind, unkind ; black, white ; honest, dis- 
 honest ; good, bad ; old, new ; right, left. 
 
192 LESSONS IN ENGLISH 
 
 Hungry, thirsty; hot, cold; purple, golden; fair, dark; 
 cloudy, rainy, stormy. 
 
 Word Study 
 To modify means to change. 
 
 176 
 
 OTHER ADJECTIVES 
 
 Bead these familiar statements : — 
 
 Four quarts make one gallon. 
 
 This small measure holds two quarts. 
 
 The word four is used with the noun quarts to 
 modify its meaning by telling hoio mayiy. Four is an 
 adjective. What other words in the sentences answer 
 to the question how many ? 
 
 The word this is used with the noun measure to 
 modify its meaning by pointing out ivhich one. This 
 is an adjective. 
 
 Exercises. — I. Use the following as adjectives in 
 seiitences : — 
 
 Ten, thirty, thirty-one, second, this, these, that, those, 
 many, few, no, all. 
 
 II. Many people use the word them, when they 
 ought to use these or tho.se. Repeat these sentences 
 many times : — 
 
 Bring me those pens. 
 
 These are the papers. 
 
 Hang these hats in the right place. 
 
 Sing those songs again. 
 
 Those are the most beautiful clouds I ever saw. 
 
THE HYPHEN 193 
 
 III. Use those or them in the sentences helow and 
 give a reason for your choice. Never use them as an 
 adjective. 
 
 1. Please put books on the shelves. 
 
 2. I thought peaches were fine. 
 
 3. Which pencils do you prefer, these or ? 
 
 4. Arrange your papers and put in your desk. 
 
 5. What did you do with marbles ? 
 
 6. I gave to my brother. 
 
 IV. Use this and these of things near the speaker ; 
 use that and those of things farther aioay. 
 
 1. ring of mine cost two dollars. 
 
 2. What did coat of yours cost ? 
 
 3. How far away are clouds ? 
 
 4. I want to finish letter. 
 
 5. sleeves of mine are too long. 
 
 6. Wash ink from your hands. 
 
 7. Please erase pictures on the blackboard. 
 
 8. I cannot write with pen. 
 
 9. I could not work examples we had yesterday, but I 
 
 find much easier. 
 
 177 
 
 THE HYPHEN 
 
 Make a mental picture of the following : — 
 
 A cornfield in July is a sultry place. The soil is hot and 
 dry ; the w4nd comes axiross the lazily murmuring leaves laden 
 with a warm, sickening smell drawn from the rapidly growing, 
 broad-flowing banners of the corn. The sun, nearly verti- 
 cal, drops a flood of dazzling light upon the field over which 
 
194 
 
 LESSONS IN ENGLISH 
 
 the cool shadows run, only to make the heat seem more in- 
 tense. — Hamlin Garland. 
 
 I. Notice that the words cornfield and hroad-flow- 
 ing are each formed by joining two words together. 
 Words formed in this way are 
 called compound words. 
 
 Notice also that the hyphen (-) 
 is used to join the two parts of 
 the word hroad-flowing , but is 
 omitted in the word cornfield. 
 
 As a rule, familiar compound 
 words, like cornfield, are written 
 without the hyphen, while un- 
 usual compounds, like hroad- 
 fioiving, are written with the 
 hyphen. 
 
 Numbers composed of two 
 parts, like twenty-one, forty- 
 second, are usually written with 
 the hyphen. 
 
 II. Find on this or some other 
 page a word that is divided at 
 the end of the line. Why is it 
 divided ? What mark shows that 
 a part of the word is on the next line ? What two 
 uses of the hyphen have you learned in this lesson ? 
 
 Remember. — The hyphen is sometimes used to join the parts 
 of a compound word. 
 
WORD BUILDING 195 
 
 The hyphen is used at the end of a line to show that a part 
 of a word is carried over to the next line. 
 
 The division of a word at the end of a line must be made 
 between two syllables. A word of one syllable cannot be 
 divided. 
 
 Exercises. — I. Find ten compound words without a 
 hyphen and five with a hyphen. 
 
 II. Find ten words divided at the end of a line. 
 
 III. Write the nurtibers from forty to fifty ; eighty 
 to ninety. 
 
 IV. Divide the following ivords into syllables : — 
 
 sultry 
 
 sickening 
 
 rapidly 
 
 shadows 
 
 dazzling 
 
 lazily 
 
 growing 
 
 intense 
 
 across 
 
 laden 
 
 banners 
 
 vertical 
 
 V. Find five adjectives in the selection, and tell what 
 noun each adjective modifies. 
 
 178 
 
 WORD BUILDING 
 
 The thousands of words in the English language 
 are not all separate and distinct in their origin and 
 meaning, but a large majority of them are formed 
 from other words. For example, we can begin with 
 the word true and build up the words untrue, truly, 
 truth, truthful, untruthfid, and untruthfulness. 
 
 If we know how to form several words from one 
 word in this way, we have a means of rapidly increas- 
 ing our store. 
 
196 LESSONS IN ENGLISH 
 
 A letter, syllable, or word joined to the beginning of a word 
 to modify its meaning is called a prefix. 
 
 A letter, syllable, or word joined to the end of a word to 
 modify its meaning is called a suffix. 
 
 In the word untruthful, the syllable un is a prefix, and fal 
 is a suffix. 
 
 179 
 
 A STUDY OF SOME PREFIXES 
 
 1. Un before an adjective means not. Join the 
 prefix un to these adjectives, and notice the change in 
 'meaning : — 
 
 happy 
 
 true 
 
 usual 
 
 steady 
 
 equal 
 
 wise 
 
 kind 
 
 lucky 
 
 healthy 
 
 lawful 
 
 real 
 
 ripe 
 
 holy 
 
 likely 
 
 pleasant 
 
 Use each of the new adjectives in a short sentence ; 
 as, "The story is untrue." Find in your reader ten 
 adjectives beginning with un. 
 
 To THE Teachp:r. — Pupils should be given practice on each pre- 
 fix and suffix (1) by means of the words that follow ; (2) by using 
 each new word in a sentence ; (3) by finding similar uses of the given 
 prefix or suffix in their reading lessons. 
 
 2. Un before verbs means hach or in the opposite 
 way ; as, furl = to fold or roll up ; unfurl = to open 
 or roll out. 
 
 hitch 
 
 fasten 
 
 cover 
 
 tie 
 
 loose 
 
 roll 
 
 furl 
 
 twist 
 
 tangle 
 
 bolt 
 
A STUDY OF SOME PREFIXES 197 
 
 3. Oyer = above or too much; as, oversleep = to 
 sleep too long. 
 
 arch flow burden load draw 
 
 spread hang work look do 
 
 4. Mis = doing the thing wrongly, mahing an error 
 in doing it ; as, misbehave = behave wrongly. 
 
 understand take spell place manage 
 
 judge print guide quote pronounce 
 
 5. Dis = not or the opposite of; as, disagree = not 
 to agree, to quarrel. 
 
 appear 
 
 obey 
 
 approve 
 
 own 
 
 mount 
 
 please 
 
 honor 
 
 arrange 
 
 band 
 
 claim 
 
 6. In, im, il, ir, = not. Any one of these prefixes 
 placed before an adjective makes a new adjective 
 having an opposite meaning ; as, inactive = not ac- 
 tive. All these prefixes are different forms of the 
 one prefix in. 
 
 capable perfect visible patient distinct 
 
 mortal liberal regular legible famous 
 
 Exercise. — Find the prefixes in the folloiving sen- 
 tences, and tell how each is used : — 
 
 1. Edward was a clumsy, overgrown boy. 2. You have 
 been misinformed. 3. When Jackson had once made up his 
 mind, he was immovable. 4. George, please unharness the 
 horse. 5. Do not drink impure water. 6. Why do you dis- 
 like Henry ? 7. The sewing class has been discontinued. 
 8. The speaker was very uninteresting. 
 
198 LESSONS IN ENGLISH 
 
 180 
 
 WORD PICTURES IN POETRY AND PROSE 
 November 
 
 I hear the sigh of trees that sway 
 
 Their branches overhead ; 
 Their sad moan seems to tell that they 
 
 Are filled with winter's dread. 
 And everywhere earth shows decay — 
 
 Grass, flowers, and leaves all dead. 
 Think thou to claim me, gloomy day? 
 
 My heart is spring instead. 
 
 — Thomas Wildey. 
 
 Write these heautiful lines from memory. 
 
 January 
 Write the following from memory or dictation: — 
 
 January ! Darkness and light reign alike. Snow is on the 
 ground. Cold is in the air. The winter is blossoming in frost 
 flowers. Why is the ground hidden? Why is the earth 
 white? So hath God wiped out the past; so hath He spread 
 the earth like an unwritten page for a new year! Old sounds 
 are silent in the forest, and. in the air. Insects are dead, birds 
 are gone, leaves have perished, and all the foundations of soil 
 remain. Upon this lies, white and tranquil, the emblem of 
 newness and purity, the virgin robes of the yet unstained 
 year! — Hexry Wakd Beecher. 
 
 Exercise. — ^What differences have you noticed be- 
 tween prose and poetry? Talk with your teacher 
 about them. 
 
THE STUDY OF A PICTURE 
 
 199 
 
 181 
 
 THE STUDY OF A PICTURE 
 
 Landscate with Mil, I,. 
 
 Jiilysdael. 
 
 Study this interesting picture until you have, in your 
 mind, a picture of what the artist saw in the real 
 landscape, and can almost hear what he heard. 
 Write about: — 
 
 I. The point of land on which the mill stands, its irregular 
 shore, the gentle slope, the trees, the houses, the mill towering 
 over all; colors in the real landscape. 
 
 II. The mill — a giant in size, its great creaking arms. 
 
 III. The water lapping the shore. IV. The sky. 
 
200 
 
 LESSONS IN ENGLISH 
 
 182 
 
 LESSON ON SYNONYMS 
 
 1. Study the following adjectives, and arrange the 
 synonyms iii groups: — 
 
 expensive 
 
 jubilant 
 
 horrible 
 
 joyous 
 
 cunning 
 
 costly 
 
 dear 
 
 awful 
 
 sly 
 
 happy 
 
 crafty 
 
 famous 
 
 terrible 
 
 vast 
 
 celebrated 
 
 huge 
 
 2. Arrange groups of synonyms from these ad- 
 jectives : — 
 
 sure 
 
 accurate 
 
 cowardly 
 
 ingenious 
 
 correct 
 
 dangerous 
 
 brave 
 
 daring 
 
 timid 
 
 fearful 
 
 expert 
 
 perilous 
 
 skillful 
 
 courageous 
 
 risky 
 
 certain 
 
 3. From the following adjectives pick out pairs of 
 words that have opposite meanings: — 
 
 bright polite merry beautiful 
 
 lazy dull rude well-bred 
 
 busy vulgar present industrious 
 
 idle absent ugly sad 
 
 4. Use many of the above adjectives in sentences, 
 either oral or ivritten, as your teacher directs. 
 
 5. Think of a synonym for each adjective used 
 heloiv : - — 
 
 wretched men fearless soldier handy tools 
 
 peaceful scene swift current feeble words 
 
 fierce tiger angry bull rich women 
 
TWO FAMOUS EXPLORERS 201 
 
 183 
 
 TWO FAMOUS EXPLORERS 
 A Review 
 
 I. Tell the subject and predicate of each sentence : — 
 
 The early French missionaries in North America were heroic 
 men. They endured many hardships. Among these mission- 
 aries was the brave Father Marquette. Friendly Indians told 
 him of a great river in the West. Marquette was joined by 
 another daring explorer named Joliet. 
 
 These two men decided to explore the mysterious river. 
 They had two canoes, a small stock of dried meat, and five men. 
 The little company set out on a beautiful day in May, 1G72. 
 Many times they were attacked by unfriendly Indians. They 
 continued their dangerous journey as far as the Arkansas 
 River. No other white men had ever sailed such a long dis- 
 tance on the Mississippi River. 
 
 The journey back was very difficult. Four months of hard 
 labor were spent in returning to Lake Michigan. They had 
 traveled twenty-four hundred miles. Few men have been 
 more useful to the world than these two explorers. 
 
 II. I'ell the subject of each paragraph. Make an 
 outline. 
 
 III. From the above sentences select five examples of 
 each part of sj^eech, indicated below, and arrange them 
 in columns as follows : — 
 
 Nouns | Verbs | Pronouns | Adjectives 
 
 IV. Make a list of five common nouns and five 
 proper nouns. 
 
202 LESSONS IN ENGLISH 
 
 184 
 
 HELPING THE SHOEMAKER 
 
 I^ead the following lines : — 
 
 For you, along the Spanish main 
 
 A hundred keels are plowing; 
 For you, the Indian on the plain 
 
 His lasso coil is throwing ; 
 For you, deep glens with hemlock dark 
 
 The woodman's fire is lighting; 
 For you, upon the oak's gray bark 
 
 The woodman's ax is smiting. 
 
 For you, from Carolina's pine 
 The rosin gum is stealing ; 
 For you, the dark-eyed Florentine 
 
 Her silken skein is reeling ; 
 For you, the dizzy goatherd roams 
 
 His rugged Alpine ledges; 
 For you, round all her shepherd homes, 
 Bloom England's thorny hedges. 
 
 — John G. Whittier. 
 The poet wrote these Hnes to show that many dif- 
 ferent people, in widely separated parts of the world, 
 work together to produce a shoe. Tell in your own 
 words who these people are, what each person does, and 
 where and how each one carries on his part of the work. 
 Exercise. — Try to think of all the people who 
 have helped in producing some common article of 
 clothing, food, or furniture ; as, a coat, a pair of gloves, 
 or a spool of cotton thread. After you have thought 
 
WHAT 3IY OLD SHOE TOLD 203 
 
 carefully about the matter, write at least two para- 
 graphs about the subject you select. 
 
 In each of the above stanzas there are four word 
 pictures. 
 
 Try to fold each picture mid see it in your imagination. 
 
 Draw on paper a real picture of one of these scenes. 
 
 185 
 
 WHAT MY OLD SHOE TOLD 
 An Exercise in Story-Telling 
 
 " Here goes," said a small boy, as he picked up an old shoe 
 to toss it into a box of rubbish. 
 
 " Not so fast, not so fast," he heard some one say softly ; 
 "we have been companions so long; do let me tell my story 
 before I am buried out of sight forever." 
 
 The puzzled boy turned quickly. No one was in sight. 
 Again he heard a voice, this time it was close to his ear. 
 " Yes, we have traveled together a long time," it said. " How 
 well I remember the first time you tried me on ! It was — " 
 
 Finish the story, telling the history of a shoe, thus: — 
 
 1. The skin of an animal. 
 
 2. In the tannery. 
 
 3. In the shoe factory. 
 
 4. In wear. 
 
 5. Worn out. 
 
 Prepare a similar outline for a story of one of the 
 things named below. Write the sto7ij. 
 
 1. An old overshoe. 2. A worn-out soldier coat. 3. A 
 broken button. 4. A steel buckle. 5. A scrap of paper. 
 
204 LESSONS IN ENGLISH 
 
 186 
 
 WAVES AFTER A STORM 
 
 Degrees of Quality 
 
 The keeper (of the lighthouse) said that after a long and 
 strong blow, there would be three large waves, each successively 
 larger than the last, and then no large ones for some time, and 
 that, when they wished to land in a boat, they came in on the 
 last and larp^est wave. — Thoreau. 
 
 I- 
 
 1 
 
 IH 
 
 m 
 
 m^SH^SB^^^m 
 
 ^fe 
 
 What quality belongs to all the three waves ? Are 
 these three waves all of the same size ? How does the 
 second wave compare with the first ? How does the 
 third compare with the second ? How does the third 
 wave compare with both the other waves ? 
 
 In the expression three large waves the adjective 
 large describes waves. The waves were of different 
 sizes, but one is not compared with another ; they 
 were all large. In the words each larger than the 
 
WAVES AFTER A STORM 205 
 
 last, the second wave is compared with the first and 
 the third wave with the second by changing the form 
 of the adjective to larger. In the expression the 
 largest ivave the last wave is compared with all the 
 others by changing the form of the adjective to largest. 
 Many adjectives change tlieir form to express dif- 
 ferent degrees of quality. This change in the form 
 of adjectives is called comparison. 
 
 1. The simple form of the adjective is called the 
 positive degree ; as, tveak, noble, hajJiJy. 
 
 2. The form that expresses a higher or lower de- 
 gree of the quality is called the comparative degree; 
 as, weaker, nohler, liapiner. 
 
 3. The form that expresses the highest or lowest 
 degree of the quality is called the superlative degree ; 
 as, weakest, nohlest, happiest. 
 
 Most adjectives of one syllable, and some of two 
 syllables, add er to the positive to form the compara- 
 tive, and est to form the superlative. 
 
 In adding the endings er and est be careful about 
 the spelling. (1) Drop final e: as, pure, purer, pur- 
 est ; (2) change final ?/ to i: as, handy, handier, handi- 
 est ; (3) double a final consonant when it is preceded 
 by a single vowel ; as hot, hotter, hottest. 
 
 Remember. — In comparing two persons or things use the com- 
 parative form ; in comparing more than two use the superlative. 
 
 Exercises. — I. Copy the folloiving sentences, filling 
 each hlank with the proper form of the given adjective: — 
 
206 LESSONS IN ENGLISH 
 
 1. Lake Michigan is than Lake Erie (large). 
 
 2. The sun is ^than the moon (bright). 
 
 3. Which is , lead or water (heavy) ? 
 
 4. The grizzly bear is the of the bear family (fierce). 
 
 5. The best fishing is not always in the pool (deep). 
 
 6. Cotton needs a climate than wheat (hot). 
 
 7. In December the days are much than in Jnne (short). 
 
 8. Which is , Texas, New York, or Vermont (large) ? 
 
 9. The weather is in the winter (cold). 
 
 10. The Amazon is the river in South America (long). 
 
 11. I^lan and ivrite a composition suggested by the 
 picture of the lighthouse. 
 
 187 
 
 THE GENTLEMANLY HORSE 
 
 Comparison of Adjectives 
 Sead : — 
 
 A good horse is a perfect gentleman. He meets you in the 
 morning with unmistakable pleasure. If you are near the 
 grain bin, he will give you the most cordial welcome, if not to 
 breakfast with him, at least to wait upon him in that interest- 
 ing ceremony. His drinking is particularly nice. He always 
 loves running water, in the clearest brook, at the most sparkling 
 place in it. 
 
 See how many adjectives you can find in the above 
 selection. Look at the adjective 7}iost cordial. It is 
 a superlative form and yet is not formed by adding 
 est, but by prefixing the word most. Find another 
 superlative that is formed by prefixing most. 
 
 Many adjectives of two or more syllables form the 
 
IRREGULAR COMPARISON 207 
 
 comparative by prefixing more or less, and the super- 
 lative by prefixing most or least ; as : — 
 famous more famous most famous 
 
 useful less useful least useful 
 
 Exercise. — Compare these adjectives by using more 
 and most or less and least ; as : — 
 
 cordial sparkling interesting 
 
 productive fertile difficult 
 
 important awkward beautiful 
 
 188 
 
 IRREGULAR COMPARISON 
 
 Find the adjectives in the folloioimj stanza and com- 
 pare all that you can. 
 
 I remember, I remember 
 
 The fir trees dark and high ; 
 I used to think their slender tops 
 
 Were close against the sky. 
 It was a childish ignorance, 
 
 But now 'tis little joy 
 To know I'm farther off from heaven 
 
 Than when I was a boy. 
 
 Some adjectives are compared irregularly. The 
 
 most important are these : — 
 
 good better best 
 
 bad worse worst 
 
 little less least 
 
 much, many more most 
 
 near nearer nearest, next 
 
 far farther farthest 
 
208 LESSONS IN ENGLISH 
 
 Exercise. — Tell ivhich degree is shoivn hy each of the 
 folio iving adjectives. Use each form in a sentence. 
 
 . Lowest, easier, clearest, simpler, humble, better, deep, worst, 
 richest, younger, worse, coldest, fine, most extensive, more 
 difficult, next. 
 
 189 
 
 AN EXERCISE IN READING 
 
 Par away, in fair Japan, an old man dwelt with his 
 numerous family. His great thatched farmhouse stood near 
 the edge of a small plateau, overlooking a bay and the sea 
 beyond. On the slopes below the plateau were rice fields. 
 These brought him w^ealth, and furnished work for all the 
 peasants of the region round about. 
 
 Below the rice fields lay a little village, following the 
 curves of the shore. In the village, lanterns and banners 
 showed that the harvest feast was in progress. The sea, the 
 village, the green slopes, the level plateau, the lofty mountain, 
 made a beautiful picture for the old man to see as he sat at 
 his door with his little grandson Tada. 
 
 Suddenly he felt something queer — a long, slow, spongy 
 motion. It was an earthquake ! He looked at the sea. It 
 had grown suddenly dark. It was running away from the land. 
 
 " Quick — very quick ! Light me a torch," he cried to his 
 grandson. The child obeyed at once. Hurrying to the 
 fields, the old man thrust the lighted torch into the grain. 
 Instantly the flames burst forth. The little boy, in terror, 
 ran after his grandfather, crying : " Grandfather ! Why ? 
 Oh, why ? " But the grandfather did not answer. 
 
 Presently the people saw the flames and came swarming 
 up the hill like ants, every man, woman, and child came. 
 " Grandfather is mad ! I am afraid of him ! " cried the boy. 
 
AN EXERCISE IN READING 209 
 
 " Look ! " shouted the old man, pointing to the sea ; " see 
 now if I am mad!'' 
 
 At the edge of the horizon, they saw a long, dim line. It 
 was as if the sea lifted itself to the sky. Then it came 
 rushing toward the shore with a roar so terrible that every face 
 grew pale. On, on it came until it burst upon the shore, and 
 drove the spray far up the mountain side. It drew back, still 
 roaring and tearing away rocks, trees, houses, everything. 
 Twice, thrice, five times, the great wave struck and ebbed; 
 then it returned to its place and stayed. 
 
 On the plateau, no one spoke for a time. All looked and 
 looked and looked at the scene below. The village was not ; 
 the fields were not; the houses and temples were not; but 
 above, on the plateau, they, the people, were all safe and 
 sound. And there was the old man, by his own act made 
 as poor as they! -Gently the old man spoke, "You know 
 now why I set fire to the rice." But the people shouted 
 and did great honor to him, for he had saved their lives ! — 
 Lafcadio Hearx. (Adapted.) 
 
 Study of the Story. — Read this beautiful story 
 through. Find these luord pictures in it : — 
 
 1. The Home of the Old Man. — What and where was it ? 
 
 2. Tlie Village. — Where did it lie ? What made it look gay ? 
 
 3. Tlie Earthquake. — What did the old man feel ? 
 
 4. The Rice Stacks. — Picture the rice in stacks ready to be 
 sold; the old man running from one to the other with his 
 torch. Picture the stacks ablaze. 
 
 5. TJie Swarming of the Villagers. — Why did the people 
 stop their games ? How did they come up the steep hill ? 
 
 6. The Tidal Wave. — What did the people see when they 
 looked out at the ocean ? What did they hear ? 
 
210 LESSONS IN ENGLISH 
 
 7. The People Saved. — What happened on the plateau ? 
 The village was not means the village existed no longer ; it was 
 wiped out. What other things dear to all their hearts no 
 longer existed ? Who did exist ? Who had saved them ? 
 What words contribute most to each word picture ? In what 
 order do the pictures follow one another ? 
 
 190 
 
 THE RESCUE 
 
 Completing a Story 
 
 Following is the first part of a true story which 
 appeared in a daily paper. Read it carefully, and 
 then try to complete it. Tell the -whole story. 
 
 Last evening Willie Gray, who lived in the upper part of 
 Kew York, took his terrier. Spot, and went down to the Harlem 
 E-iver to sit on the pier and watch the boys swim in the river. 
 There were at least a thousand people on the near-by piers, in 
 the water swimming, and on the Harlem bridge just overhead. 
 
 Willie and his chums threw sticks out into the water and 
 Spot brought them back until he was trembling with fatigue. 
 Finally seeing how tired Spot was, Willie chained him so that 
 he could not jump any more and forbade any one near throw- 
 ing sticks to tempt him. 
 
 When Willie had his head turned somebody threw a stick 
 right by Spot's nose into the water, and the dog leaped in 
 after it, dragging his chain with him. When Willie saw the 
 dog jump, loaded with the chain, he hurriedly removed his coat 
 and went in to save him. Spot had reached the stick in spite 
 of his handicap, but his chain was pulling him down when 
 
ADVERBS 211 
 
 Willie got to him, grabbed him about the neck, and tried to 
 swim back with him. 
 
 The crowd cheered, but at first nobody would go near the 
 dog and his struggling master. Then James Grady, an 
 engineer on a tug boat, saw the boy and jumped in to help. 
 
 Finish the story. Was Willie drowned or saved ? 
 What happened to James Grady and to Spot ? Did 
 all three lose their lives, or only one of them, or were 
 all saved ? How did the crowd feel over the result ? 
 Tell all the interesting things that happened. 
 
 . 191 
 
 ADVERBS 
 
 Study these sentences : — 
 
 1. Come here. 
 
 2. Do it now. 
 
 3. Go quickly. 
 
 What is the verb in the first sentence ? Notice the 
 word here. It modifies the meaning of the verb come 
 by telling where the person spoken to is to come. 
 
 What is the verb in the second sentence ? The 
 word now modifies the verb do by telling when the 
 act is to be done. 
 
 What is the verb in the third sentence ? The 
 word quickly modifies the verb go by telling how 
 the action is to be done. Words used with verbs to 
 modify their meaning are called adverbs. IlerCj now, 
 quickly, are adverbs. 
 
212 LESSONS IN ENGLISH 
 
 Exercises. — I. Make sentences, using the ivords 
 back, forward, there, ivith the verhs sit, go, march. 
 
 II. Hake sentences, using the ivords to-day, yester- 
 day, never, with the verbs returned, start, lied. 
 
 III. Make sentences, using the words neatly, 
 quietly, heartily, with the verhs laughs, writes, step. 
 
 What are words used with verbs to modify their 
 meaning called ? 
 
 What adverbs have you used in this lesson ? 
 
 192 
 
 ADVERBS WITH OTHER WORDS THAN VERBS 
 
 Notice the ivords in italics: — 
 
 1. How extremely quiet Isidore is ! 
 
 2. How very carefully he works ! 
 
 What adjective modifies the noun Isidore in the 
 first sentence ? The word extremely modifies the 
 adjective quiet by telling how quiet a boy Isidore is. 
 
 What adverb modifies the verb ivorks f The word 
 very is used with the adverb carefully to tell how 
 carefully the boy works. Words used with adjectives 
 or adverbs to modify their meaning are called adverbs. 
 Extremely and very are adverbs. 
 
 Definition. — An adverb is a word used to modify the meaning 
 of a verb, an adjective, or another adverb. 
 
 Exercises. — I. Use the word very to tell how good 
 apples are ; how sweet honey is ; hoiv black coal is. 
 
POETIC COMPARISONS 213 
 
 II. Use the ivord too to tell hoiv fast or hoiv slowly 
 some one runs, talks, eats. 
 
 III. Use the tvord unusually to tell hoio shj, pretty, 
 frank, polite, interesting, foolish, studious, rich, poor, 
 grateful, affectionate, wise, stingy, some j^ersons are. 
 
 What are words used to modify the meaning ci 
 verbs, adjectives, or other adverbs called ? Name five 
 adverbs used in this lesson. 
 
 Written Exercise. — Copy adverhs from, page 189. 
 
 Comparison of Adverbs. — Some adverbs are not 
 compared; some others are compared like adjectives; 
 as, soon, sooner, soonest. Those ending in ly usually 
 prefix more and most or less and least; as, terrihly, 
 more terrihly, most terrihly. 
 
 Find five examples of the comparison of adverhs. 
 
 193 
 
 POETIC COMPARISOXS 
 
 There are other ways of comparing things besides 
 changing the form of the adjective or adverb. When 
 Hiawatha had built his birch canoe and had placed 
 it in the water, the poet says : — 
 
 " And it floated on the river 
 Like a yellow leaf in autumn." 
 
 In these lines the canoe is compared with a leaf. 
 How are these two things alike ? Each is light, and 
 each floats peacefully and noiselessly on the water. 
 
214 LESSONS IN ENGLISH 
 
 The comparisons on page 205 deal with matters of 
 fact. The comparison of the canoe with the leaf is 
 poetic ; its purpose is not so much to give information 
 as to suggest a beautiful picture. 
 
 Exercises. — I. Complete the comparisons suggested 
 heloiv : — 
 
 Example : He ran like a deer. 
 
 He ran like . The dew glistened like . 
 
 She sings like . Tom can swim like . 
 
 They work like . His words cut like . 
 
 His muscles are like . They fought like . 
 
 He roared like . They were packed in like . 
 
 The above comparisons are introduced by the word 
 like. The word as is often used for this purpose. 
 
 II. Use the following adjectives with as in compar- 
 ing persons or things. 
 
 Example : His hair was as white as snow. 
 
 white strong hard smooth 
 
 swift heavy steady sly 
 
 gentle wise clear dark 
 
 bold fresh red lively 
 
 Like should not be used instead of as in such sentences as^ 
 " Hold your pen as I do." 
 
 III. What persons or things are compared in each 
 of these sentences ? 
 
 The stars glittered like diamonds. 
 The girls are as busy as bees. 
 His words were as bitter as wormwood. 
 Her lips were like rubies. 
 
A SWISS LEGEND 215 
 
 194 
 
 A SWISS LEGEND 
 
 Switzerland, lovely land of lake and mountain, was once 
 under the iron rule of a cruel Austrian governor named 
 Gessler. To show his power, the hateful Gessler stuck his 
 cap on the end of a pole and commanded that every passer-by 
 should bow before it. 
 
 It happened one day that William Tell, a brave Swiss, 
 came down from his mountain home into the little village 
 of Altdorf, bringing with him his little son Walter. The 
 two passed the cap without saluting it, and Tell was arrested. 
 As luck would have it, at that moment Gessler came riding 
 along. Looking scornfully at Tell, he cried, " So you are the 
 best marksman in the land, are you ? '' Up spoke little 
 Walter then : " That he is ! My father can shoot an apple 
 from a tree one hundred paces away ! " 
 
 " Oh, ho ! " sneered Gessler. " Then let him shoot an 
 apple from his son's head, eighty paces away, or let him 
 die ! Bind the boy to the tree yonder ! " " Bind me ! '^ ex- 
 claimed little Walter ; " do you think I fear my father's 
 arrow ? " And he stood by the tree, while soldiers placed an 
 apple upon his curly head. Again he cried, " Shoot, father 
 dear, I am not afraid." 
 
 Tell, pale as death, bent his bow ; the arrow flew straight 
 to its mark ; arrow and apple fell together to the ground. 
 Unharmed, the boy ran to his father. 
 
 At this moment the enraged Gessler said harshly, " You 
 took another arrow, Tell ; what for ? " " That, my lord," 
 replied Tell, fearlessly, " would have found its way to your 
 heart if I had harmed my son ! " 
 
William Tell. 
 
 216 
 
A SWISS LEGEND 217 
 
 The study of the Story. — Where is Switzerland ? 
 Ts it truly a " lovely land of lake and mountain " ? 
 Look it up in your geography to observe how this is 
 shown on the map of Europe. Look at a picture of 
 Swiss scenery to see the difference between maps and 
 pictures of a country. 
 
 To tell the story well, you should get the following 
 outline or order of events clearly fixed in your mind. 
 You can never tell a story well that does not live in 
 your own ^nind first. 
 
 1. The Austrian Gessler. — What kind of man was he ? 
 What did lie do to show his power ? 
 
 2. Tell and his Son. — Wliere were they ? What did they 
 fail to do ? What happened ? 
 
 S. Gessler, Walter, ayid Tell. — How did Gessler speak to Tell ? 
 Who replied to Gessler? What feeling does Walter's reply 
 show that he had for his father ? What did Gessler order Tell 
 to do ? How did AValter again show his feeling for his father ? 
 
 4. TJte Shot. — Picture the scene : the tree, the boy under it, 
 the apple, the suffering father, with his crossbow and arrow. 
 Follow the shot from the time Tell raises his bow. 
 
 5. The Second Arrow. — What was said about it ? 
 
 Is Switzerland free to-day ? What do you call 
 such a government as that of Switzerland? What 
 country, dear to you, has such a government ? 
 
 Tell this famous story in as dramatic a way as you 
 can. That means, add action to your words in order 
 that your hearers may seem to see these things hap- 
 pening before their eyes. 
 
218 LESSONS IN ENGLISH 
 195 
 
 POEMS WHICH FOSTER LOVE OF COUNTRY 
 
 Warren's Address 
 
 Stand ! the ground's your own, my braves ! 
 Will ye give it up to slaves ? 
 Will ye look for greener graves ? 
 
 Hope ye mercy still ? 
 What's the mercy despots feel ? 
 Hear it in that battle peal ! 
 Eead it on yon bristling steel ! 
 
 Ask it, — ye who will ! 
 
 Fear ye foes who kill for hire ? 
 Will ye to your homes retire ? 
 Look behind you ! they're a-fire ! 
 
 And, before you, see 
 Who have done it ! — from the vale 
 On they come ! — And will ye quail ? — 
 Leaden rain and iron hail 
 
 Let their welcome be ! 
 
 In the God of battles trust ! 
 
 Die we may, — and die we must ; 
 
 But, oh, where can dust to dust 
 
 Be consigned so well. 
 
 As where heaven its dews shall shed 
 
 On the martyred patriot's bed, 
 
 And the rocks shall raise their head. 
 
 Of his deeds to tell ! 
 
 — John Pierpont. 
 
 What other patriotic poem can you rep)eatf 
 Which poem is your favorite f Why ? 
 
WORDS IN A SERIES 219 
 
 196 
 
 ORAL REVIEW 
 
 1. What is an adjective ? Give one. 
 
 2. Give five adjectives that may be used in describing a 
 sunset. 
 
 3. Give five adjectives that tell the kinds of handwriting 
 seen in school. 
 
 4. Tell the kind of hand a boy or a girl must be able to 
 write to get work in an ofldee. 
 
 5. Name adjectives that answer to the questions Jiow many 
 or how much; which one. 
 
 6. What is a pronoun ? Fill in a proper pronoun : Come 
 to Harold or . 
 
 7. W^hat is an adverb ? Give one. 
 
 8. Give three adverbs that may be used with the verb walk; 
 with the adjective attentive ; with the adverb quietly. 
 
 197 
 
 WORDS IN A SERIES 
 A Use of the Comma 
 Observe the use of the comma in these sentences : — 
 
 1. Men, women, and children hurried to the wharf. 
 
 2. They ran, pushed, shoved, stumbled, and almost fell. 
 
 3. They were a hot, tired, dirty, but jolly crowd. 
 
 The nouns men, ivomen, and children together form 
 the subject of the first sentence. Words used in this 
 way to do the same work in a sentence are said to 
 
220 LESSONS IN ENGLISH 
 
 form a list, or series, and are separated from one 
 another by commas. 
 
 A series of verbs is used in the second sentence to 
 form the predicate. How are commas used in it ? 
 
 In the third sentence a series of adjectives is nsed. 
 JRead the series. How are commas nsed in it ? 
 
 Exercises. — I. Find a series of nouns on page 208. 
 
 II. Dictate to some one the names of pupils in the 
 front seats in your schoolroom. Use the list in a sen- 
 tence to be written on the blackboard. 
 
 III. Dictate in 07ie sentence a list of things you do 
 in school every day. Have the sentence placed on 
 the blackboard and punctuated. 
 
 IV. Write from dictation : — 
 
 Great, wide, beautiful, wonderful World, 
 With the wonderful water round you curled. 
 And the wonderful grass upon your breast. 
 World, you are beautifully drest. 
 
 V. Write a sentence, using a series of adjectives 
 describing the little girl on jmge 236. 
 
 198 
 
 PREPOSITIOXS 
 
 Study the ivords m italics : — 
 
 1. Come into the house, Paul. 
 
 2. Po not bring the dog tvith you. 
 
 3. Take him to the barn. 
 
PREPOSITIONS 221 
 
 In the first sentence the little word i7ito is used to 
 show the relation between the noun house and the 
 verb come. Paul understood from it that he was to 
 enter the house. 
 
 In the second sentence the word with is used to 
 show the relation between the pronoun you and the 
 verb bring. From it Paul knew that the dog was not 
 to enter the house with him. 
 
 In the third sentence the word to is used to show 
 the relation between the noun harii and the verb take. 
 ^^'hat did Paul learn from it ? 
 
 Words like into, with, to, that are used with nouns 
 and pronouns to show their relation to some other 
 word in the sentence, are called prepositions. 
 
 Definition. — A preposition is a word used with a noun or 
 pronoun to show its relation to some other word or words in 
 the sentence. 
 
 Exercises. — I. Show the meaning of the inclosed 
 words })]j performing each act suggested: — 
 
 Place your book 
 
 on 
 
 under 
 
 before 
 
 behind 
 
 over 
 
 your desk. 
 
 II. Tell in complete sentences what you did in each 
 case. 
 
 What are words used with nouns or pronouns to 
 show relation to other words in the sentence called ? 
 
 III. Select the prepositions on page 215. 
 
222 LESSOJSfS IN ENGLISH 
 
 199 
 
 WORD STUDY 
 
 Exercises. — Between and amo7ig. The best writers 
 use hehveen when they speak of two persons or things 
 only ; thus : — 
 
 1. Between the dark and the daylight comes the twilight. 
 
 2. Between tlie mountain and the sea lay the village. 
 
 3. Between two lines of soldiers, he marched to his ship. 
 
 4. John and Charles divided the money between them. 
 
 They use among when speaking of more than 
 two : — 
 
 1. There he stood among a crowd of boys no cleaner than 
 himself. 
 
 2. You will find it among the books on that shelf. 
 
 3. Here are all colors — red, blue, green, purple, yellow, 
 orange. Isn't it hard to choose among so many ? 
 
 4. The robbers divided the money among themselves. 
 
 I. Copy the senteiices given above. 
 
 II. Fill the blanks ivith the proper loord, between 
 or among : — 
 
 1. you and me, there is no such thing as a ghost. 
 
 2. Stand Jacob and Hans. 
 
 3. so many, the lad was hard to find. 
 
 4. Put the jelly two pieces of bread. 
 
 5. The children were hiding the bushes. 
 
 III. Use the words between and among in sentences 
 of your own. 
 
MUSIC IN POETRY 223 
 
 200 
 
 MUSIC IN POETRY 
 
 Perhaps some one will read to you a bit of talk 
 between the sprite Puck and the Fairy in " A Mid- 
 sinniner-Night's Dream," or some other poem chosen 
 from the list given below. Listen, that your ear may 
 be trained to hear the music in poetry. 
 
 The music is not always the same ; sometimes it 
 is slow and soothing, as in the lullaby " To Titania"; 
 sometimes it is quick and sparkling, as in " Ariel's 
 Song"; sometimes it is almost harsh, but stirring, as 
 in " Boot and Saddle." Here is a list from which 
 to choose : — 
 
 " Hark ! hark! the lark.^^ — From Shakespeare's "Cymbeline.'' 
 " Under the greenwood tree." — From " As You Like It." 
 ArieVs Songs. — Fiom "The Tempest." 
 Boot and Saddle. — Robert Browning. 
 
 Puck and the Fairy 
 
 Puck. How now, spirit ! whither wander you ? 
 Fairy. Over hill, over dale. 
 
 Thorough brush, thorough brier, 
 
 Over park, over pale, 
 
 Thorough flood, thorough fire, 
 
 I do wander everywhere 
 
 Swifter than the moone's sphere ; 
 
 And I serve the fairy queen. 
 
 To dew her orbs upon the green ; 
 
 The cowslips tall her pensioners be; 
 
 In their gold coats spots you see ; 
 
224 LESSONS IN ENGLISH 
 
 Those be rubies, fairy favours, 
 
 In those freckles live their savours, 
 
 I must go seek some dewdrops here, 
 
 And hang a pearl in every cowslip's ear. 
 
 Farewell, thou lob of spirits ; I'll be gone : 
 
 Our queen and all her elves come here anon. 
 
 201 
 
 A LITTLE HISTORY STORY TO BE RETOLD 
 
 Israel Putnam was a man who loved both his home 
 and his country and fought bravely for them. Head 
 this story about Mm : — 
 
 About the year 1739 Putnam went to Connecticut to build 
 a home. The country was unsettled. Dangers and hard- 
 ships were many and great. Among other things, the peo- 
 ple suffered loss through wolves. In one night Putnam 
 had seventy fine sheep and goats killed, and many lambs 
 and kids wounded, by an old wolf. 
 
 This old wolf had long escaped capture. At last, a party 
 was made up to hunt her to her death. She took refuge in 
 her den. Dogs, guns, fire, sulphur, could not force her out, 
 nor could any man be hired to go in after her. At last, 
 in spite of all that his friends could say, Putnam made 
 ready to go into the den. He took off his coat and waist- 
 coat, and fastened a long rope to one leg. When he gave 
 the sign, he was to be pulled out with this rope. 
 
 Headforemost he crept in. Within all was as dark as 
 night, and as still as death. He lighted some birch bark 
 that he had brought. In the end of the cavern sat the 
 fierce old beast. At sight of the intruder she growled and 
 gnashed her teeth. Then Putnam gave the sign, and the 
 
A LITTLE HISTORY STORY TO BE RETOLD 225 
 
 men outside pulled him out so quickly that his shirt was 
 almost torn from his back. 
 
 Do you think that he came out because he was afraid ? 
 By no means ! He needed his gun. Having loaded it, he 
 went back into the den. This time the wolf sprang at him. 
 At that instant the gun went off, and Putnam, half stunned 
 with the noise and suffocated with the smoke, signaled a 
 second time and was drawn out. 
 
 A third time he crept into the den. Not a sound could 
 he hear. Seeing the wolf on the floor of the cavern, he put 
 his torch to her nose. She did not stir. He signaled to 
 his friends ; they pulled vigorously, and out came the plucky 
 hunter dragging the old enemy, dead. 
 
 I. Study the story ; see hoiv closely it follows the 
 outline : — 
 
 I. Putnam's hardships in founding his home. The dam- 
 age done by the wolf. 2. The hunt for the wolf and Put- 
 nam's resolve. 3. Putnam's first entrance into the den. 
 4. Putnam's second entrance. 5. Putnam's last entrance. 
 
 II. What part of the above story forms the introduc- 
 tion ? the body? the point? Is there a conckision? 
 
 III. Make an outline of a history story chosen by the 
 teacher. 
 
 Word study 
 Repeat and^ add to these sentences : — 
 He creeps. He crept. He has crept. 
 
 They draw. They drew. They have drawn. 
 
 He fights. He fought. He has fought. 
 
 From the story you may learn how to use correctly the 
 two little words in and into ; thus : — 
 Q 
 
226 
 
 LESSONS IN ENGLISH 
 
 In means within; as, The wolf sat in the corner of the 
 den. She lay in the den, dead. 
 
 Into means motioji from the outside to the inside; as, He 
 
 (being outside) crept into the den where the wolf lay (inside). 
 
 In the foUowijig sentences, use the proper word, in or into : — 
 
 1. His gun is his hand. 2. He carries it the 
 
 den. 3. It was the year 1739. 4. His knife is his 
 
 his pocket. 6. Fish 
 the water. 8. 
 
 pocket. 5. The boy puts his knife 
 
 swim the river. 7. Eover dives 
 
 the trap ran the mouse. 
 
 202 
 
 BIOGRAPHY 
 
 The story of a person's 
 life is a hiograj)hy ; as, 
 " Scudder's Life of Wash- 
 ington." Sometimes a per- 
 son writes an account of 
 his own life ; then the 
 writing is called an auto- 
 hiograpliy. " Franklin's 
 Autobiography " is one of 
 the most noted examples 
 of this kind of narration. 
 
 In writing a biographi- 
 cal sketch the plan given 
 on the next page will be 
 of help. Of course, no two 
 lives are alike. In some cases the boyhood of a person 
 is important and full of interest ; in other cases very 
 
BIOGRAPHY 227 
 
 little is known of the boyhood ; or, if it is known, it 
 has no important bearing on the life as a whole. 
 The same is true of other periods of life. 
 
 1. Introduction. — Name of person, for what famous. 
 
 2. Birth. — Time, place, parentage, family. 
 
 3. Boyhood and Youth. — Education, work and play, favorite 
 occupations, habits. 
 
 4. Manhood. — Important events, public and private, in 
 order of their occurrence. 
 
 5. Death. — Time, place, particulars (if interesting). 
 
 6. Conclusion. — Appearance, dress, manners, traits of char- 
 acter, why successful, achievements. 
 
 Exercise. — Write a hiographical sketch of Daniel 
 Boone, usiiKj the general 2)lan outlined above. Look up 
 the following points in some hiographij of Boone : — 
 
 When and where born — his schoohng — what he learned 
 in the woods — why he went to Kentucky — first capture by 
 the Indians — fate of companions — alone in the Wilderness 
 — his stockade — coming of family — capture of daughter — 
 his second capture — escape — defense of Boonesborough — 
 constant warfare — closing years — grant of land beyond the 
 Mississippi Kiver — characteristics — honesty — kindness — 
 " a sure shot " — " typical pioneer." 
 
 Other good subjects for biographical sketches : — 
 
 Columbus John Smith Peter Stuyvesant 
 
 De Soto Koger Williams La Salle 
 
 Drake Henry Hudson William Penn 
 
 Also your favorite author, artist, poet, inventor, hero, 
 business man, philanthropist, whether man or woman. 
 
228 LESSONS IN ENGLISH 
 
 203 
 
 PHRASES 
 
 The boy lives here. The boy lives in this place. 
 
 Is there any difference in the meaning of the above 
 sentences ? Is there a difference in the words used ? 
 The adverb here and the words in this 2:flace mean the 
 same thing, and have the same use in the sentence ; 
 they tell where the boy lives. A group of words like 
 in this place is called a phrase. The words in a 
 phrase belong to or are related to one another, but 
 they do not express a thought because they have 
 neither subject nor predicate. 
 
 Exercises. — I. Use these groups of words in sen- 
 tences : — 
 
 At home, at school, at work, out of doors, before the war, 
 after dinner, at that moment, after a while, without fail, over 
 the mantel, in his cavern, behind the gun, among the leaves, 
 between the covers, against the walls, beyond the sea, over 
 the wall. 
 
 What are such groups of related words called ? 
 What phrases have you used in this exercise ? 
 
 II. Select Jive phrases from the lines on pages 223 
 and 224. 
 
 III. Use these phrases in sentences : — 
 
 Of wealth, of great beauty, of good habits, with golden hair, 
 of meat, of berries, of milk, on the wall, of candy. 
 
PREPOSITIONAL PHRASES 229 
 
 204 
 
 PREPOSITIONAL PHRASES 
 Study the phrases in the folloiving six sentences : — 
 
 1. Imjwrtant business detained me. 
 
 2. Business of importance detained me. 
 
 3. A storm raged furiously all day. 
 
 4. A storm raged with fury all day. 
 
 5. Joseph is excellent in composition. 
 
 6. La Salle sailed down the Mississippi River. 
 
 Notice that the first and second sentences have the 
 same meaning. In the first, the noim husiness is 
 modified by the adjective imjwrtant ; in the second, 
 the prepositional phrase of importance takes the 
 place of the adjective, without changing the mean- 
 ing. The adjective and the phrase are used in the 
 same way to modify husiness. 
 
 A phrase is often used like an adjective to modify a noun or 
 pronoun. 
 
 In the third sentence what word modifies the verb 
 racjedf What kind of word is it? What phrase in 
 the fourth sentence takes the place of furiously f Is 
 the meaning changed ? How is the phrase used ? 
 
 In the fifth sentence what phrase shows hoio Joseph 
 is excellent ? What kind of word is excellent ? Then 
 what does the plirase modify ? 
 
 A phrase is often used like an adverb to modify a verb or an 
 adjective. 
 
230 LESSONS IN ENGLISH 
 
 205 
 
 VARIETY OF EXPRESSION 
 
 I. In the following sentences change the italicized 
 loords to phrases. Is the phrase used hke an adjective 
 or like an adverb ? 
 
 1. This work must have been done hurriedly. 
 
 2. Children filled the air with joyful shouts. 
 
 3. When shall I call at your office ? 
 
 4 Julius was always ready to hear an Indiayi story. 
 
 5. Children cannot safely handle firearms. 
 
 6. Be respectful to your elders ahvays. 
 
 7. Toronto is a prosperous Canadian city. 
 
 8. You need a larger-sized house than this. 
 
 9. Is Herbert a strictly honest boy ? 
 10. Jane plays the violin very skillfidly. 
 
 II. In the folloiving sentences change the italicized 
 phrases to adjectives or adverbs : — 
 
 1. A chain of gold encircled her neck. 
 
 2. The letter was evidently written in haste. 
 
 3. A passage under the ground led to the castle. 
 
 4. The soldiers fought ivith great bravery. 
 
 5. The trunk was bound with bands of leather. 
 
 6. The fowler tried in vain to hit the bird. 
 
 7. In winter most trees are ivithoid leaves. 
 
 8. AVashiugton had a task of great difficulty to perform. 
 
 9. The farmer plods his weary way toivard home. 
 
 10. At no time before has Ethel looked so well. 
 
 11. A look of anxiety came over his face. 
 
 12. In what place shall I look next ? 
 
POSSESSION EXPRESSED BY A PHRASE 231 
 
 206 
 
 REVIEW OF POSSESSIVE FORMS 
 
 General Rule. — The possessive form of a noun is written 
 with an apostrophe and s in the singular and with an apostrophe 
 alone in the plural. 
 
 Exceptions. — The only exceptions to the general 
 rule are a few plural nouns that do not end in .s, like 
 men^ loomen, and children. The possessive plural of 
 such words is written with an apostrophe and s. 
 This exception includes other plurals ending in men^ 
 like fishermen, washerwomen. 
 
 Dictation Exercise 
 
 1. I love my country's vine-clad hills. 
 
 2. They placed a wreath on the victor's brow. 
 
 3. Here is the old man's cane. 
 
 4. Have you seen the children's room ? 
 
 5. This room is reserved for the ladies' wraps. 
 
 6. The soldiers' guns were stacked. 
 
 7. Did you attend the firemen's ball ? 
 
 8. The invaders burned the inhabitants' houses. 
 
 9. These hooks are for the boys' hats. 
 10. Here is somebody's knife. 
 
 207 
 
 POSSESSION EXPRESSED BY A PHRASE 
 
 Instead of the possessive form, a phrase beginning 
 with of is frequently used to indicate ownership. 
 
232 LESSONS IN ENGLISH 
 
 Possessive Form Of -phrase 
 
 The pirates' cave. The cave of the pirates. 
 
 The robin's note. The note of the robin. 
 
 Mr. McMaster's son. The son of Mr. McMaster. 
 
 Write out the following sentences, changing the of- 
 phrases to possessive forms : — 
 
 1. Have you read tHe poems of Longfellow ? 
 
 2. Take the hats of the gentlemen. 
 
 3. The ships of the enemy were captured. 
 
 4. This is the playground of the children. 
 
 5. The written permission of the owner was obtained. 
 
 6. The picture of your niece is excellent. 
 
 7. T am amazed at the luck of those fishermen. 
 
 8. Do this for the sake of your parents. 
 
 9. Putnam entered the den of the wolf. 
 10. We honor the deeds of our heroes. 
 
 208 
 
 A PENNSYLVANIA FARMHOUSE 
 An Exercise in Description 
 
 The house built, like most other old farmhouses in that 
 part of the country, of stone, stood near the bottom of a 
 rounded knoll, overhanging the deep, winding valley. It was 
 two stories in height, the gable looking towards the road, and 
 showing, just under the broad double chimney, a limestone 
 slab, upon which were rudely carved the initials of the builder 
 and his wife, and the date " 1727." A low portico, overgrown 
 with woodbine and trumpet flower, ran along the front. In 
 the narrow flower bed, under it, the crocuses and daffodils 
 were beginning to thrust up their blunt, green points. A walk 
 
A PENNSYLVANIA FARMHOUSE 233 
 
 of flagstones separated thera from the vegetable garden, which 
 was bounded at the bottom by a mill race, carrying half the 
 water of the creek to a gristmill on the other side of the road. 
 — Bayard Taylor. 
 
 Study of the Description. — Notice that every sen- 
 tence helps to show how the farmhouse looked. 
 Notice what words and phrases are most important in 
 forming a complete mental picture in each sentence. 
 
 In describing an object like a house, public build- 
 ing, monument, bridge, park, or scene, we naturally 
 tell first where it is situated. If the object is not be- 
 fore us, we should try to form an image of it ; that 
 is, imagine that we are looking at it. Then we 
 should mention the different points in- the order of 
 their importance. For example, in looking at the 
 farmhouse described above, a person would first notice 
 its general appearance ; it was built of stone. Upon 
 further observation, he would notice the height, the 
 gable, the chimney, the portico, and woodbine. Then 
 he would take in the surroundings. This is what we 
 mean by giving the details in the order of their 
 importance ; the most important things naturally 
 attract our attention first. 
 
 In describing a building, it is a good plan to divide 
 the subject into the following topics : (1) situation ; 
 (2) general appearance ; (3) details ; (4) surroundings. 
 
 Exercises. — I. Write a description of the house in 
 tlie picture on the 7iext jjage, following the general plan 
 used in the above selection. 
 
234 
 
 LESSONS m ENGLISH 
 
 1. Its situation, street or road, distance from some impor- 
 tant point. 
 
 2. General appearance, details of size, shape, color, material, 
 and the like. 
 
 3. Its surroundings, lawn, yard, garden, shade or fruit trees. 
 
 II. Follow the smne general plan iii describing one 
 of the following. Select something you are familiar 
 ivith. 
 
 1. Your schoolhouse. 
 
 2. A church. 
 
 3. Any interesting house. 
 
 4. An iron foundry. 
 
 5. A grain elevator. 
 
 6. A mill. 
 
 7. The public library. 
 
 8. Some monument. 
 
 9. A sugar mill. 
 10. A steamboat. 
 
NARCISSA 235 
 
 — 209 
 
 NARCISSA 
 
 Description of a Person 
 Bead: — 
 
 It was a pretty picture Narcissa made, sitting in the door- 
 way, leaning against the doorpost. Her hair was nearly black, 
 with no gloss or sparkle, only a soft, dusky cloudiness. It 
 curled in little rings about her broad, low forehead, and round 
 her soft pale cheeks. Her eyes were dusky, too, but more gray 
 than brown, and the only vivid color was in the scarlet line of 
 her lips. There was nothing unhealthy in her clear pallor, no 
 hint of sallowness, but a soft white glow. The nostrils of her 
 little straight nose were cut high, which gave them a look of 
 being always slightly dilated; this caused the neighbors to say 
 that Narcissa White was proud, though nobody knew what she 
 had to be proud of. As for her dress, it was of blue jean, a 
 good deal faded, but all the better for that ; and her white 
 apron, though coarse, was spotless and carefully starched. — 
 Laura E. Richards. 
 
 Shut your eyes and think over what you have read. 
 Repeat as much of the description as you remember. 
 
 The first sentence gives the general appearance of 
 Narcissa — "she made a pretty picture." The writer 
 next mentions the details. What is mentioned in the 
 second sentence? in the third? in the fourth? What 
 is said about Narcissa's dress? 
 
 Exercises. — T. Describe as ivell as you can some per- 
 son you know or ivhose portrait you have seen, using 
 the following plan or outline: — 
 
The Strawbekry Girl. 
 
 Reynolds, 
 
 236 
 
CONJUNCTIONS 23' 
 
 I. General appearance, height, size, form, etc. 
 -. Features — face, complexion, eyes, hair. 
 
 3. Dress — details in the order of importance. 
 
 II. Describe the picture on the opposite page, 
 
 210 
 
 CONJUNCTIONS 
 
 Study these sentences: — 
 
 1. Blanche and Irene are coming now. 
 
 2. Blanche or Irene is coming now. 
 
 3. Blanche is not going to school but to church. 
 
 In the first sentence, ask Who are coming? Notice 
 that two nouns, Blanche, Irene, form the subject. The 
 little word aiid is used to join these two words as 
 subject of the sentence. 
 
 What persons are spoken of in the second sentence? 
 Notice that the nouns Blanche, Irene form the subject 
 of the second sentence. The little word or joins these 
 two words as subject of the sentence. 
 
 In the third sentence, two groups of words, to school 
 and to church, may answer the question, Where is 
 Blanche going ? To bring them together or connect 
 them in one sentence the word hut is used. 
 
 Words that join together or connect other words 
 are called conjunctions. And, or, hut, are conjunc- 
 tions. 
 
 Definition. — A conjunction is a word used to connect words 
 or groups of words. 
 
238 LESSONS IK ENGLISH 
 
 Oral Exercises. — I. Pick out the conjunctions: — 
 
 1. He sells peanuts and candy. 
 
 2. Books and paper are provided. 
 
 3. Millie or Willie may go. 
 
 4. Call the dog or the cat. 
 
 5. He did not go to the circus but to the ball game. 
 
 6. He'll get hit if he doesn't look out. 
 
 II. Use the words and, or, if, but, in these sen- 
 tences : — 
 
 1. John plays sings. 
 
 2. John must study his lessons he will feel sorry. 
 
 3. We shall go it doesn't rain. 
 
 4. He came I didn't see him. 
 
 5. He talks sweetly I don't believe a word that he 
 
 says. 
 
 6. I were you, I'd keep quiet. ^ 
 
 211 
 
 CONJUNCTIONS AND VERBS 
 
 Study: — 
 
 1. Joseph aiid Theodore are at the door. ' 
 
 2. Joseph or Theodore is at the door. 
 
 How many persons does the first sentence describe 
 as being at the door ? How many would you see if 
 you opened the door ? Whom would you see ? What 
 word connects their names in the sentence? Each 
 name is a singular noun, but the verb are is used be- 
 
CONJUNCTIONS AND VERBS 
 
 239 
 
 cause the predicate asserts something of the two boys 
 together. 
 
 What is the meaning of the second sentence? 
 How many persons would you find at the door if you 
 opened it? There are two names in the subject joined 
 by or, but the verb is is used because the predicate 
 asserts something of either boy alone, not of both to- 
 gether. 
 
 Oral Exercises. — I. Fill the blanks with the proper 
 word — is, are; run, runs; was, were; has, have: — 
 
 John and James 
 John or James — 
 John or James — 
 
 John and James 
 
 5. John and James 
 
 6. John or James - 
 
 John and James 
 John or James — 
 
 - here. (Both.) 
 here. (Which one?) 
 the book. (Which one?) 
 
 - the book. (Both.) 
 
 - at school yesterday. (Both.) 
 absent last week. (Which one ?) 
 
 - a foot race. (Both.) 
 ahead. (Which one?) 
 
 II. Fill the blanks ivith the proper word — come, 
 comes ; go, goes ; sit, sits : — 
 
 1. John and James 
 
 2. John or James — 
 
 3. John or James — 
 
 4. John and James 
 
 5. John and James 
 John or James - 
 
 Fred and Frank 
 Fred or Frank - 
 
 Father and mother 
 
 — in one seat, 
 in this seat, 
 to-day. 
 
 — to-day. 
 
 — to-morrow, 
 to-morrow. 
 
 — after the cows, 
 after them. 
 
 to church on Sunday. 
 
240 
 
 LESSONS IN ENGLISH 
 
 212 
 
 INTERJECTIONS 
 
 What words in the following sentences show strong 
 feeling ? 
 
 Hurrah ! this book is nearly done. 
 Oh, don't ! you will ruin your book. 
 Dear ! dear ! did you ever see such a boy ? 
 Hello ! is that you, Jack ? 
 
 Words like hurrah, oh, dear, hello, used to show 
 sudden or stiong feeling, are called interjections. 
 
 Definition. — An interjection is an exclamatory word used to 
 express sudden or strong feeling. 
 
 Interjections are usually followed 
 by the exclamation point. 
 
 Exercises. — I. Find the interjec- 
 tions in tills hit of ivord painting : — 
 
 At every turn the maples burn, 
 
 The quail is whistling free, 
 
 The partridge whirs, and the frosted burs 
 
 Are dropping for you and me. 
 
 Ho! hilly ho! heigh 0! 
 
 Hilly ho ! 
 
 In the clear October morning. 
 
 — E. C. Stedman. 
 
 II. Fill the blanks with interjec- 
 tions : — 
 
 ! mother is coming back to-day. 
 
 ! are you nearly ready, Ned ? 
 
 ! what a shame that you must go ! 
 
GOING A-NUTTING 241 
 
 213 
 
 GOING A-NUTTING 
 
 Coiyy the folloiving paragraph : — 
 
 The grandest of all joy, the last thing talked of before 
 sleep, and the first thing remembered in the morning, is 
 the going out a-nutting. Oh I the hunting of little baskets, the 
 irrepressible glee, as bags and baskets come forth ! Then the 
 departure, the father or uncle climbing the tree, the shaking 
 of limbs, the rattle of hundreds of chestnuts, which squirrels 
 shall never see again, the eager picking up, the merry ohs ! and 
 ouches ! as nuts come plump down on their bare heads, the 
 growing heap, the approaching dinner by the brook, on leaves 
 yellow as gold, and in sunlight yellower still, the mysterious 
 baskets to be opened, the cohl chicken, the bread slices — ah 
 me! one would love to be twenty boys, or a boy twenty times 
 over, just to experience the simple, genuine, full, unalloyed 
 pleasure of children going with father and mother " a-nutting"! 
 
 Discussion. — This is a word picture in prose. Read 
 again the word picture by Mr. Stedman on page 240. 
 Which do you like the better ? Why ? 
 
 Oral Exercise. — Give a lively account of some out- 
 door exjjerience. 
 
 Composition. — I. Write a paragraph in ivhich you 
 state the differences you have observed between prose 
 and poetry, 
 
 II. Write four lines of poetry about a subject to be 
 chosen by yourself or your teacher. 
 
242 LESSONS IN ENGLISH 
 
 214 
 
 A DEBATE 
 
 Under the direction of your teacher, debate one of 
 the questions giveii below. First talk over the question 
 in class to find out what can be said on each side. 
 
 1. Which is the pleasanter season, spring or autumn? 
 
 2. Which study is more useful, reading or arithmetic? 
 
 3. Where would you prefer to live, in the country or in 
 the city ? 
 
 215 
 
 APPLYING WHAT YOU KNOW 
 
 In lesson 194 find words or sentences to illustrate 
 the following : — 
 
 I. Kinds of sentences. 
 
 1. Declarative sentences. 
 
 2. Exclamatory sentences. 
 
 3. Interrogative sentences. 
 
 4. Imperative sentences. 
 
 II. Use of capital letters. 
 
 5. Proper names. 
 
 6. The word /. 
 
 7. The beginning of a sentence. 
 
 8. The beginning of a direct quotation. 
 
 III. Quotations. 
 
 9. A question as a quotation. 
 
 10. An exclamation as a quotation. 
 
 11. An imperative sentence as a quotation. 
 
 12. A divided quotation 
 
WORD BUILDING 
 
 IV. Use of commas. 
 
 13. In divided quotations. 
 
 14. Before quotations. 
 
 15. With person addressed. 
 
 16. In a series. 
 
 V. Use of words in sentences. 
 
 2-13 
 
 1. 
 
 Nouns. 
 
 
 
 6. 
 
 Adverbs. 
 
 2. 
 
 Verbs. 
 
 
 
 7. 
 
 Prepositions. 
 
 3. 
 
 Verb-phrases. 
 
 
 
 8. 
 
 Conjunctions. 
 
 4. 
 
 Pronouns. 
 
 
 
 9. 
 
 Interjections. 
 
 5. 
 
 Adjectives. 
 
 11. 
 
 Clauses. 
 - 216 
 
 10. 
 
 Phrases. 
 
 WORD BUILDING 
 The Use of Suffixes 
 
 1. Form an adjective from each of the following 
 nouns by adding the suffix less = tvithout, or by 
 adding ful = full of, causing. In adding the suffix, 
 change final y to i. 
 
 pain mercy home cheer care 
 
 doubt dread child hope thought 
 
 2. Form an adjective from each of these nouns by 
 adding the suffix y = full of having, etc. ; as, dusty = 
 full of dust ; wealthy = having wealth ; deivy = cov- 
 ered with dew. 
 
 In adding a suffix beginning with a vowel, final e is usually 
 dropped ; as, craze, crazy; come, coming. 
 
244 LESSONS IN ENGLISH 
 
 Words of one syllable ending in a. single consonant preceded 
 by a single vowel double the final consonant in adding a suffix 
 beginning with a vowel ; as, fog, foggy. 
 
 smoke juice health ice grease 
 
 noise gloss fog slop haste 
 
 3. Ish = someivhat, relating to, like 
 
 blue sweet child rogue fool 
 
 boy Spain wasp fop style 
 
 4. Or, er, ar — the joerson ivJio does the act denoted 
 hy the verb; as, collector = a person who collects ; 
 trader = a person who trades. 
 
 act sail visit give instruct 
 
 learn conquer beg idle teach 
 
 217 
 
 LA SALLE 
 
 A Study of the Parts of Speech 
 
 Itead : — 
 
 La Salle came to Canada from France in 1666. He was then 
 twenty-three years old. The Indians told him of the Ohio and 
 Mississippi rivers. La Salle believed that the latter river 
 flowed into the Gulf of California, and that it offered a road to 
 the riches of India. He soon returned to France, and there 
 obtained the men and means which he needed for his great 
 undertaking. 
 
 After his return he built a small vessel which he called the 
 Griffon near the Niagara E-iver, and in the summer of 1679 he 
 sailed up the Lakes to Mackinaw. He loaded the Griffon with 
 furs and sent her back to Niagara. The vessel never returned. 
 
CHARACTER STUDY AND DESCRIPTION 245 
 
 She may have been lost in a storm, or destroyed by the traders, 
 but La Salle never knew what happened to his vessel. 
 
 After many troubles, La Salle formed a party of twenty-three 
 Frenchmen and a band of friendly Indians to explore the 
 great river. They floated down the Illinois River and on Feb- 
 ruary 6, 1682, entered the Mississippi. For two months they 
 followed the winding course of the river. On April 6 they 
 saw that the river divided into three broad channels. They 
 had reached the great delta, and La Salle soon found himself at 
 the mouth of the Mississippi and looked out upon the waters of 
 the Gulf. 
 
 Exercises. — I. See how well you can relate this ac- 
 count of La Salle. What is the topic of each paragraph f 
 
 II. Tell what part of speech each word is in the ac- 
 count of La Salle, 
 
 218 
 
 CHARACTER STUDY AND DESCRIPTION 
 A Picture Lesson 
 
 Silent Study. — Study the picture on the next 
 page. Has this old woman lived a busy, useful life, 
 or an idle, useless one? Notice her bent form, her 
 face, her hands, her dress. Has she learned how to 
 keep her mmd on the work she is doing? What 
 kind of person do you think she is ? 
 
 Oral Exercise. — Describe the sjyinner. Make a 
 plan to guide you in talking. 
 
 Written Exercise. — Wi^ite a descrijjtion of the ivhole 
 picture. Speak of the woman and her work, the light, 
 the room, and your feeling about the picture. 
 
The Spinner. 
 
 246 
 
LUCY 247 
 
 219 
 
 LUCY 
 
 A Study of Character 
 
 She dwelt among the untrodden ways, 
 
 Beside the springs of Dove, 
 A maid whom there were none to praise 
 
 And very few to love : 
 
 A violet by a mossy stone 
 
 Half hidden from the eye ! 
 — Fair as a star when only one 
 
 Is shining in the sky. 
 
 She lived unknown, and few could know 
 
 When Lucy ceased to be ; 
 But she is in her grave, and, oh, 
 
 The difference to me ! 
 
 — William Wordsworth. 
 
 The fact which gave rise to this poem is very 
 commonplace. A girl named Lucy lived a short, un- 
 eventful life in the country and died. No one knows 
 what her surname was. It is not even known 
 whether she was a real person or not, but the poet 
 Wordsworth has made the name Lucy live forever 
 through this exquisite little word picture. 
 
 The first stanza makes you feel that the common, 
 homely tasks of daily life, though they receive no 
 spoken word of praise, awaken and strengthen love. 
 
 Can you see the beauty of the comparisons in the 
 
248 LESSONS IN ENGLISH 
 
 second stanza ? The girl was Lucy this or Lucy that 
 to most of the few who knew her, but to the one who 
 loved her, she was a modest violet, a bright star. 
 
 Do you catch the meaning of the last stanza ? It 
 teaches that it is not the big, bustUng world that 
 counts for most in our lives, but the little home circle, 
 the heart circle of those whom we love and who love 
 us. 
 
 220 
 
 A COLONIAL GIRL 
 
 Actions that show Character 
 
 Two hundred years ago, Mary Shepperd, a girl of fifteen, 
 was watching for savages on the hills of Concord, while her 
 brothers thrashed in the barn. Suddenly the Indians appeared, 
 slew the brothers, and carried her away. In the night, while 
 the savages slept, she untied a stolen horse, slipped a saddle 
 from under the head of one of her captors, mounted, fled, 
 swam the Nashua River and rode through the forest, home. 
 — George W. Curtis. 
 
 This story simply tells what a girl did. Not a 
 single adjective is used to characterize the girl, and 
 yet you have formed an opinion about her. Your 
 opinion is based on the girl's actions. There is no 
 better way to show a person's disposition or character 
 than to tell what the person does. Think of as many 
 adjectives as you can that would apply to the girl. 
 
 Exercises. — I. Fi7id all the verbs in the story about 
 " A Colonial Girl!' Name the subject of each verb. 
 
CLAUSES 249 
 
 II. Bnng to class a story, showing one of thefolloio- 
 inrj : — 
 
 \. The faithfulness of a dog. 2. The intelligence of an 
 elephant. 3. The fierceness of a tiger. 4. The power of 
 mimicry in a parrot. 5. The slyness of a fox. 6. The cour- 
 age of a soldier. 7. Kindness to animals. 
 
 III. Write a composition on De Soto, the Conqueror , 
 using this outline : — 
 
 1. The exploits of Cortez, Pizarro, and De Leon. 
 
 2. The effect of these conquests on De Soto — his expedi- 
 tion — the search for gold — cruelty to the natives. 
 
 3. Discovery of the Mississippi. 
 
 4. Death and burial of De Soto. 
 
 5. His character. 
 
 Word Study 
 To characterize means to show traits of character. 
 
 221 
 
 CLAUSES 
 
 Study these sentences : — 
 
 1. The next boy is Warren Prescott. 
 
 2. The boy in the next seat is Warren Prescott. 
 
 3. The boy that sits in the next seat is Warren Prescott. 
 
 The same boy is spoken of in each of the above 
 sentences. In the first sentence, what word tells 
 which boy is named ? What phrase tells the same 
 thing in the second sentence ? In the third sentence, 
 the group of words, that sits in the next seat, tells the 
 same thing in a different way. 
 
250 LESSONS IN ENGLISH 
 
 Study carefully the group of words, that sits in the 
 next seat. It is, as you see, a part or division of Sen- 
 tence 3, and yet it has a subject t?iat and a predicate 
 sits. A group of words like that sits in the next seat, 
 forming a part or division of a sentence and having a 
 subject and predicate of its own, is called a clause. 
 
 Exercise. — I. Fiiid the subject and predicate of 
 each of the following groups of ivords. Use each 
 group as a part or division of a sentence : — 
 
 That Jack built ; that lay in the house ; that ate the malt ; 
 to whom we write letters ; from which we read ; that I lost. 
 
 What is a division of a sentence having a subject 
 and predicate called ? What clauses have you used 
 in this exercise ? 
 
 II. Use these clauses in sentences : — 
 
 1. When the wind blows ; until the bell rings ; where the ice 
 is smooth; if you whisper. 
 
 2. That he is coming ; where the fire is ; why the door 
 opened ; what the boys were doing. 
 
 III. Find ttvo clauses in each of the folloiving sen- 
 tences. Pick out the subject and the predicate of each 
 clause. 
 
 1. This is a good story which we read yesterday. 
 
 2. When winter came, the pond was frozen. 
 
 3. I do not hear what you say. 
 
 4. Stand when the bell rings. 
 
 5. These are the skates that Ned found. 
 
 6. The teacher teaches and the children learn. 
 
INDEPENDENT AND DEPENDENT CLAUSES 251 
 222 
 
 INDEPENDENT AND DEPENDENT CLAUSES 
 
 Find the clauses in each of the following three sen- 
 tences ; also the subject and predicate of each clause : — 
 
 1. When the dog barked, the burglars ran away. 
 
 2. Patrick shingled his house because the roof leaked. 
 
 3. Mr. Hicks owns two farms which are very valuable. 
 
 In the first sentence which clause makes the main 
 statement ? Which shows when the burglars ran away ? 
 
 In the second sentence which clause contains the 
 main thought ? Which clause explains ivhy Patrick 
 shingled his house ? 
 
 In the third sentence the main thought is found in 
 the clause Mr. Hicks owns ttvo farms ; the clause 
 which are very valuable is added merely to tell us 
 something about the farms. 
 
 The clauses when the dog barked^ because the roof 
 leaked, and which are very valuable are dependent 
 clauses, because each merely explains or adds to the 
 meaning of another clause in the same sentence. 
 
 The clauses the burglars ran away, Patrick shingled 
 his house, and Mr, Hicks owns tioo farms are indepen- 
 dent clauses, because they are not used to explain or 
 add to the meaning of another clause. 
 
 Exercise. — Find the clauses in the following sen- 
 tences. Tell whether each clause is independent or 
 dependent. Remember that if the clause simply ex- 
 plains another clause, it is dependent. 
 
252 LESSONS IN ENGLISH 
 
 1. Francis waved his hand when he saw us. 
 
 2. After the shower was over, we finished the game. 
 
 3. John remained in school until he was sixteen. 
 
 4. We have a new pupil, whose name is Ruth Gates. 
 
 5. I will come next week, if I have time. 
 
 6. Frank has gone to his father, who is now in Richmond. 
 
 7. Margaret will fail, unless she is more studious. 
 
 8. Since Michael asks it, I will consent. 
 
 9. As Fred entered the room, everybody smiled. 
 
 10. Lucy has not been in school since she was ill. 
 
 11. People who live in glass houses should not throw 
 stones. 
 
 12. We walked to Wakefield, where David is working. 
 
 13. Although the night is dark, morning will surely come. 
 
 14. We passed an. orchard where two men were gathering 
 apples. 
 
 15. When Washington was a boy, there were no large towns 
 in Virginia. 
 
 223 
 
 SIMPLE, COMPOUND, AND COMPLEX SENTENCES 
 
 Notice the form of these sentences : — 
 
 1. The wild geese flew southward. 
 
 2. Autumn came, and the wild geese flew southward. 
 
 3. When autumn came, the wild geese flew southward. 
 
 What is the subject of the first sentence? the 
 predicate ? 
 
 A sentence that contains only one subject and one predicate 
 is a simple sentence. 
 
SIMPLE, COMPOUND, AND COMPLEX SENTENCES 253 
 
 How many clauses does the second sentence con- 
 tain ? Are the clauses independent or dependent ? 
 Why? 
 
 A sentence that contains two or more independent clauses is 
 a compound sentence. 
 
 Find the clauses in the third sentence. What kind 
 of clause is each ? Why ? Which clause contains 
 the main thought? Which clause tells ivhenthe wild 
 geese flew southward. 
 
 A sentence that contains one independent clause and one or 
 more dependent clauses is a complex sentence. 
 
 Exercise. — Study the foUoiving sentences until you 
 can tell ivhether each is a simple, a compound, or a 
 complex sentence : — 
 
 1. The green field sleeps iji the sun. 
 
 2. Hiawatha waited until the deer came. 
 
 3. He aimed an arrow, but the deer started. 
 
 4. All the village feasted and the guests praised Hiawatha. 
 
 5. The milkweed has spun its silk. 
 
 6. The apple trees bend down because they are loaded with 
 fruit. 
 
 7. The sun had set, but the new moon was shining. 
 
 8. The days are cold ; the nights are long. 
 
 9. I came from a land where the snow lies deep. 
 
 10. At noon the roads all flutter 
 With yellow butterflies. 
 
 11. Who has seen the wind ? 
 
 12. We knew it would rain because there was a ring around 
 the moon. 
 
254 LESSONS IN ENGLISH 
 
 13. Old Dolly had a sore shoulder, and father sent Billy- 
 over to Mr. King's to borrow a horse. 
 
 14. I heard the hum of bullets as they passed over the low 
 trees. 
 
 15. George Washington was a strong, active boy, fond of 
 outdoor sports. 
 
 224 
 
 COMBINING SENTENCES 
 
 Combine the following pairs of sentences by means 
 of the conjunctions if, because, although, or while. 
 
 Notice that each new sentence has two clauses, one 
 independent and one dependent, and is therefore 
 complex. Notice also that the dependent clause 
 often comes first. 
 
 1. I will help the man. He deserves it. 
 
 2. Mary came up. We were talking about her. 
 
 3. I admire Mr. Brown. He is my enemy. 
 
 4. I came. You sent for me, 
 
 5. Evelyn will come to school. She is able. 
 
 6. He knows he is wrong. He will not admit it. 
 
 7. The man is rich. He is unhappy. 
 
 8. The Mexican War came on. Polk was President. 
 
 9. I shall come to-morrow. You send for me. 
 
 10. You wish to be believed. You must tell the truth. 
 
 11. The dog bites. He ought to be muzzled. 
 
 12. It would be foolish to set out. It is raining. 
 
 13. Call at my office. You happen to be in town. 
 
 14. The cat ran up a tree. She was chased by a dog. 
 
 15. The sun shines brightly. It is very cold. 
 
 16. Boston became a large city. It has a good harbor. 
 
EXERCISES IN PARAGRAPH WRITING 
 
 2bb 
 
 225 
 
 EXERCISES IX PARAGRAPH WRITING 
 
 Choose one of the following topics for a short talk 
 before the class : — 
 
 I. A Spelling Match. 
 
 1. Who were the parties ? 
 
 2. Leaders. 
 
 3. Words — incidents. 
 
 4. Grows exciting — narrows down to. five — to two ! How 
 does it end ? 
 
 5. The winner. 
 
 II. With the Grocer from 5 to 7.30 a.m. 
 
 1. Opening the store. 
 
 2. New goods. 
 
 3. Early customers. 
 
 4. A hurried breakfast — off to school. 
 
256 LESSONS IN ENGLISH 
 
 III. Waiting for a Train. 
 
 1. Delay. 
 
 2. Other patient waiters — who they are — what they do, 
 
 3. False alarm — freight train rumbles by. 
 
 4. Welcome signal. 
 
 5. Arrival of friends. 
 
 lY. A School Garden. 
 
 1. How we came to have a garden. 
 
 2. Choosing the spot ; size, soil, situation. 
 
 3. Preparation of the soil — give details. 
 
 4. Planting ; kinds of seeds, how obtained. 
 
 5. Care of the garden ; work and play ; animal friends or 
 enemies. 
 
 6. Kesults ; with whom did you share the fruits of your labor ? 
 
 v. The Nearest Way to . 
 
 Let the class give the name of a well-known place, 
 and then tell in the fewest possible words, but clearly, 
 how to get to it. 
 
 VI. The Big Dipper. 
 
 1. How many stars in it ? 
 
 2. Where do you find it ? 
 
 3. How do you use the pointers to find the North Star? 
 
 VII. A Drop in the Bucket. 
 
 1. Ocean. 3. Eain. 
 
 2. Sky trip. 4. Underground trip. 
 
 5. The well and the bucket. 
 
 Written Exercise. — Write a composition on one or 
 more of the above tojncs, as your teacher directs. 
 
EXPLAINING 
 
 257 
 
 226 
 
 THE STUDY OF A PICTURE 
 
 Think of questions to ask about : — 
 
 The name of the picture ; the people in the boat ; the boat* 
 in the foreground ; the sea ; the ships in the background ; the 
 time of the year ; the colors in the real scene. , 
 
 With your teacher'* s help prepare a plan to guide you 
 in ivriting a description of this picture. Write the 
 description. 
 
 The Fishkuman's D.vughteu. 
 
 227 
 
 EXPLAINING 
 
 Explain one or more of the folloioing. Imagine 
 that you are trying to make the matter plain to some 
 one ivho does not understand. 
 
258 LESSONS IN ENGLISH 
 
 1. How a game of marbles is played. 
 
 2. How to make and fly a kite. 
 
 3. How you learned to swim. 
 
 4. How to care for a horse. 
 
 5. How to keep rabbits. 
 
 6. How to care for a canary. 
 
 7. How to raise pigeons. 
 
 8. How to patch a garment. 
 
 9. Why girls should study cooking. 
 10. Why English is a useful study. 
 
 228 
 
 LEADING INDUSTRIES OF NEW ENGLAND 
 
 Exercise in Paragraphing 
 
 There are so many hills and mountains in New England, 
 and the soil is often so thin and stony, that the farms are 
 usually small, supplying only vegetables, milk, butter, and 
 other products to be used in the cities near by. Some of them, 
 far from the cities, have been abandoned because the land is 
 so hilly and the soil so poor. Since many of the hills and 
 mountains are still covered with forests, much lumber is 
 obtained from them, especially from the mountainous part 
 of northern Maine. During the spring freshets, when the 
 winter snows are melting, the logs are floated downstream, 
 often to a place where ocean steamers can reach them. Here 
 they are sawed into lumber and loaded upon vessels to be 
 carried in all directions. But we have not yet spoken of the 
 most important occupation of the New England people. The 
 short rivers, having their sources in the uplands, flow with 
 swift course to the sea, and are often interrupted by rapids 
 and falls. In one way this is a disadvantage, because vessels 
 cannot go far upstream ; but in another way, it is a great 
 
STORIES TO BE TOLD 259 
 
 advantage, because streams with swift currents and waterfalls 
 furnish the best water power. This makes it clear why the 
 chief industry of New England is manufacturing. Manufac- 
 turing helps to create another industry, commerce, because 
 the manufactured articles must be shipped to all parts of the 
 United States, and even to other countries. Not only do the 
 persons living in the interior produce great quantities of goods 
 to be shipped away, but they require others to be shipped in. 
 Much of their food and also cotton, wool, and hides must be 
 brought to them. The amount of shipping is therefore very 
 great, and this is one of the chief reasons why Boston, Port- 
 land, and Providence have become large commercial cities. 
 
 Exercise. — Divide the above exercise into four para- 
 (jraplis. Make a j^lan or outline hy writing down in 
 order the tojnc of each 2>ciragraph. 
 
 229 
 
 STORIES TO BE TOLD ' 
 
 I. A Dangerous Voyage 
 
 1. Warm day in early spring — ice along shores of creek 
 — boys on ice playing with long poles. 
 
 2. Ice, bearing the boys, breaks off from shore — swings 
 into current — floats slowly downstream — boys laughing. 
 
 3. Creek becomes narrow, current grows faster — cries of 
 boys — -under bridges — people on bridge — poles caught — 
 boys, frightened and cold, but safe. 
 
 Tell the story suggested hy the outline. Arrange 
 your sentences in three paragraphs. 
 
260 LESSONS IN ENGLISH 
 
 II. A Serious Mishap 
 
 1. Fred's new sailboat — two jolly boys — a light wind — 
 a fair sky — a fine start. 
 
 2. Clouds gather — squall — sail torn — boat overturned — 
 boys in water — swim to boat. 
 
 3. Boys cling to sides of- boat, shout — boys rescued — tow- 
 ing the boat home — how different the return ! 
 
 Tell the story suggested by the outline. See each 
 point clearly in your own 7nind before you begin to tell 
 about it. 
 
 III. Keeping Store 
 
 Old John Perkins kept a second-hand furniture store in 
 a poor street of New York. Business was dull and John had 
 bills to meet. He found it hard enough to get money to sup- 
 port his family when he was able to be about the shabby store 
 and wait on the few customers that drifted in. One day the 
 old dealer was taken ill and found it impossible to take his 
 accustomed place. Having no one else to help him, he asked 
 his little daughter to stay in the store. ^^ There will not be 
 much to do," he said sadly ; " no customer is likely to come." 
 
 Desci'ibe the coining of a customer, the conversation, 
 and how the girl succeeds in selling hhn some article. 
 
 230 
 
 TRAIXIXG THE MEMORY 
 
 Read the following through once only : — 
 
 Lord Macaulay was a great master of English. By that 
 we mean that he could express his thoughts in language that 
 
EXERCISES IN COMPOSITION 261 
 
 was interesting and beautiful. In telling some one about his 
 boyhood, he said : " When a boy, I began to read very ear- 
 nestly, but at the foot of every page I stopped, and obliged 
 myself to give an account of what I had read on that page. 
 At first I had to read it three or four times before I got my 
 mind firmly fixed ; but now, after I have read a book through 
 once, I can almost recite it from beginning to end." 
 
 Without reading this selection a second time, try 
 to tell : who Macaulaj was ; how he expressed his 
 thoughts ; how he trained himself in reading ; what 
 the result was. 
 
 Bead the selection again. Notice how accurately 
 you remembered what is said in it. Is Macaulay's 
 example worth following? How many times must 
 you read a story before you can remember it ? 
 
 Macaulay wrote some stirring ballads, called '^ Lays 
 of Ancient Kome." Do you know any of them ? If 
 so, tell the story. 
 
 Written Exercises I. Write from dictation what 
 
 Macaulay said. 
 
 II. Write the story again from memory. 
 
 231 
 
 EXERCISES IN COMPOSITION 
 
 Arbor Day 
 
 1. How Suggested. — J. Sterling Morton of Nebraska. What 
 he hoped to accomplish through it. 
 
 2. Date of Celebration. — What was or will be done in your 
 school this year ? 
 
262 LESSONS IN ENGLISH 
 
 3. Results. — What is there to show that the work of other 
 years has accomplished something ? 
 
 4. /Suggestions. — What can yoii think of that would add 
 to the pleasure or the profit of the day ? 
 
 Wiite four paragraphs as outlined above. Make 
 similar outlines for Flag Day, Bird Day, Memorial 
 Day, Labor Day, or other interesting days. 
 
 232 
 
 THE WEATHER BUREAU 
 
 Conversation What is it ? Who are its officers ? 
 
 What do they do ? Who benefits by their work ? 
 Who pays them ? Where does the money come 
 from ? 
 
 Can you find a forecast for to-day ? Where ? 
 What is it ? Explain a weather map. Explain some 
 of the signals used by the Weather Bureau. 
 
 233 
 
 WORK AND THE WORKMAN 
 
 I. Cop>y into your notebook and discuss the follow- 
 ing lines from "The Village Blacksyaith^' : — 
 
 Toiling, rejoicing, sorrowing, 
 
 Onward through life he goes ; 
 Each morning sees some task begun, 
 
 Each evening sees it close ; 
 Something attempted, something done, 
 
 Has earned a night's repose. 
 
WORK AND THE WORKMAN 263 
 
 Thanks, thanks to thee, my wortliy friend, 
 
 For the lesson thou hast taught ! 
 Thus at the flaming forge of life 
 
 Our fortunes must be wrought ; 
 Thus on its sounding anvil shaped 
 
 Each burning deed and thought ! 
 
 — Henry Wadswokth Longfellow. 
 
 II. From the outlines given below select that which 
 touches your personal experience most intimately, 
 either in what you see about you or in your studies. 
 Use the outline as the groundwork for a series of 
 oral conversations and exercises in writing para- 
 graphs or longer compositions. 
 
 Add interest to these exercises by the use of draw- 
 ings, pictures, specimens, plans, or diagrams, with 
 narratives of personal visits. 
 
 I. Agriculture: the foundation occupation — importance in 
 our life and in history — influenced by soil, climate, drainage, 
 near-by markets, good roads — its results as food, clothing, etc. 
 
 II. Grazing: makes profitable lands not adapted to agricul- 
 ture because of poorer soil, hills, scanty rainfall, distance from 
 market — usefulness to man — grazing regions in our own coun- 
 try — in other countries — sheep and shepherd, flocks and herds 
 in literature and art. 
 
 III. Lumbering: past and present of forests — the work and 
 the workmen — where and how carried on — preservation. 
 
 IV. Fishing : as an occupation, ocean, bay, lake; as a pastime 
 — cod, seal, salmon as things for nations to consider. 
 
 V. Mining: what is a mine? What is mined? Why? 
 How? Dangers and discomforts of miner's life — his contri- 
 
264 LESSONS IN ENGLISH 
 
 bution to the world's work — what the world owes to him in 
 wages — in safety devices — in preventing child labor — the 
 story of a lump of coal — origin, how obtained — how used — 
 results of its use. 
 
 VI. Manufacture: what is meant by raw material — power 
 — product — market — how each of these affects the location of 
 factories and the method of manufacture. 
 
 Detailed stories of : — 
 
 (a) a bit of molasses candy, of a grain of rice, of an orange 
 seed, of a spool of linen thread. 
 
 (b) a seal muff, a fishbone. 
 
 (c) a block in the Washington Monument. 
 
 (d) a steel rail. 
 
 234 
 
 A POET'S CALL 
 
 In the foregoing lessons you have studied with 
 your teacher many selections from the best poems in 
 the English language. It is hoped that thereby you 
 have seen how lofty feelings may be expressed in 
 language that is beautiful and yet so simple that 
 children can understand it. 
 
 If you have committed any of these selections 
 to memory, you have " made for yourself nests of 
 pleasant thoughts, of beautiful thoughts, proof against 
 all adversity," as Mr. Ruskin says. Try in your 
 own speaking and writing to adorn your language 
 by using what you have learned from the poets. 
 
 There is, however, another mission or calling which 
 
A POET'S CALL 265 
 
 the poet has besides making his readers delight in 
 beauty of expression: it is to arouse in them the 
 desire to do noble deeds, to live pure and useful 
 lives. This, of course, is worth much more than 
 beauty-of expression, desirable as that is. Do you 
 think that Mr. Longfellow had such a purpose in 
 mind when he penned the lines which are printed 
 below ? They are the concluding stanzas of a poem 
 whose title is ^' A Psalm of Life." It is one of the 
 best-loved of Mr. Longfellow's poems. 
 
 Some day you will learn the entire poem. Learn 
 now and live the part of it that has been printed in 
 this book and has been named " A Poet's Call." 
 What poet ? A call to wliom ? A call for what ? 
 
 Lives of great men all remind us 
 Vie can make our lives sublime, 
 
 And, departing, leave behind us 
 Footprints on the sands of time ; 
 
 Footprints that perhaps another, 
 
 Sailing o'er life's solemn main, 
 A forlorn and shipwrecked brother. 
 
 Seeing, shall take heart again. 
 
 Let us then be up and doing. 
 
 With a heart for any fate ; 
 Still achieving, still pursuing. 
 
 Learn to labor and to Avait. 
 
 — Henky W. Longfellow 
 
266 LESSONS IN ENGLISH 
 
 235 
 
 SUMMARY 
 Study Plan for Stories 
 
 1. Read the story through, aloud if possible, to get the story. 
 
 2. Describe what kind of story it is, and try to see why the 
 author wrote it. 
 
 3. Picture the place and time in which the story is laid. 
 
 4. Pick out the most important incidents in proper order. 
 
 5. Study the characters. 
 
 6. Master the meaning of new words. 
 
 7. Reproduce the story orally, in writing, in action. 
 
 8. Memorize beautiful bits of narration, description, or 
 characterization. 
 
 9. Tell what you like best in the story. 
 
 Study Plan for Poems 
 
 1. Listen to the poem, or read it aloud yourself. 
 
 2. Try to see and enjoy in it what the author wants you to 
 see and enjoy. 
 
 3. Notice the music. 
 
 4. See the pictures. 
 
 5. Pick out the lines you like best and memorize them, if 
 you do not learn the whole poem by heart. 
 
 6. Be sure to master the meaning of the expressions used. 
 Pick out those of greatest beauty. 
 
 The Parts of Speech 
 
 A noun is a word used as the name of a person, place, or 
 thing ; as, Penn founded Pliiladelpliia. 
 
 A verb is a word used to tell or assert something about some 
 
SUMMARV 207 
 
 person, place, or thing; as, Eli Whitney invented the cotton 
 gin. 
 
 A pronoun is a word used instead of a noun ; as, Lizzie has 
 mended her dress. 
 
 An adjective is a word used to modify the meaning of a noun 
 or a pronoun ; as, Southern forests produce valuable timber. 
 
 An adverb is a word used to modify the meaning of a verb, 
 an adjective, or another adverb; as, The train moved very 
 rapidly. 
 
 A preposition is a word used with a noun or pronoun to 
 show its relation to some other word or words in the sentence ; 
 as, Albert has gone to the store. 
 
 A conjunction is a word used to connect words or groups of 
 words; as. Coal and iron are useful products. Amos was late, 
 but he had an excuse. 
 
 An interjection is an exclamatory word used to express 
 sudden or strong feeling; as, Hush! I hear footsteps. 
 
 Sentence Structure 
 
 A modifier is a word or group of words that makes the 
 meaning of another w^ord more definite; as, The best cotton 
 grows on low land. 
 
 A complement is the word or words needed to complete the 
 meaning of certain verbs ; as, The day was cold. 
 
 The simple subject of a sentence is usually a noun or pro- 
 noun ; as. Three happy children were playing on the grass. 
 
 The complete subject is the simple subject with its modifiers ; 
 as. Three happy children were playing on the grass. 
 
 The simple predicate is a verb or verb-phrase; as, Three 
 happy children were j)laying on the grass. 
 
 The complete predicate is the simple predicate with its modi- 
 
268 LESSONS IN ENGLISH 
 
 fiers and complements ; as, Three happy children were playing 
 on the grass. 
 
 A phrase is a group of related words having neither subject 
 nor predicate ; as, Hear the shouts of the children. 
 
 A clause is a division of a sentence having a subject and a 
 predicate ; as, Some remained and others went away. 
 
 A dependent clause is a clause that merely explains or adds 
 to the meaning of another clause in the same sentence; as. 
 When I see George, I will tell him. 
 
 An independent clause is a clause that is not used to explain 
 or add to the meaning of another clause; as, When I see 
 George, / will tell him. 
 
 A simple sentence is a sentence that contains only one sub- 
 ject and one predicate ; as. The day was very stormy. 
 
 A compound sentence is a sentence that contains two or 
 more independent clauses; as. The piper advanced and the 
 children followed. 
 
 A complex sentence is a sentence that contains one independ- 
 ent and one or more dependent clauses ; as, AVhen I see George, 
 I will tell him. 
 
APPENDIX 
 
 A. THE LAND OF STORY BOOKS 
 
 To THE Teacher. — " Whether the book is alive with genius or dead 
 with lack of it, whether brilliant or commonplace, whether skill or clum- 
 siness appears in its construction, are not the first questions to be asked. 
 The prior question is this : Does the book leave any kind of fine and 
 icholesome feeling in the mind of one xoho reads it ? This question touches 
 the whole quality of the work as one of true literature. . . . Some books 
 that we read will make us feel that we are lifted as on wings ; some will 
 make music within us ; some will give us visions ; some will just fill us 
 with a happy content." — J. N. Launed. 
 
 I. Books that Fifth and Sixth Grades Enjoy : 
 
 Tanglewood Tales 
 
 King of the Golden River . 
 
 Water Babies 
 
 The New World Fairy Book 
 
 The Light Princess 
 
 Gidliver^s Travels 
 
 Robinson Crusoe 
 
 Lobo, Rag, and Vixen 
 
 Jungle Book 
 
 Things will take a Turn 
 
 Ten Boys on the Road from Long Ago 
 
 Merry Adventures of Robin Hood 
 
 Ten Great Events in History 
 
 Heidi 
 
 Jackanapes ..... 
 
 Little Lame Prince .... 
 
 269 
 
 Nathaniel Hawthorne. 
 John Ruskin. 
 Charles Kingsley. 
 Howard A. Kennedy. 
 George Macdonald. 
 Jonathan Swift. 
 Daniel Defoe. 
 E. Thompson Seton. 
 Rudyard Kipling. 
 Beatrice Harraden. 
 Jane Andrews. 
 Howard Pyle. 
 James Johonnot. 
 Johanna Spyri. 
 J. H. Ewing. 
 D. Mnlock Craik. 
 
270 
 
 LESSONS IN ENGLISH 
 
 Boys of Other Countries 
 
 Toinette^s Pliilip 
 
 Little Smoke 
 
 Little Jarvis 
 
 Decatur and Somers 
 
 Story of a Bad Boy 
 
 Betty Leicester 
 
 Jack Hall . 
 
 Birds' Christmas Carol 
 
 Kristy^s Queer Christmas 
 
 Christmas Every Day, arid Other Stories 
 
 Carrots 
 
 Little Women 
 
 IJttle Men . 
 
 Dandelion Cottage 
 
 Nights with Uncle Remus 
 
 Little Mr. Thbnblejinger and his Queer 
 
 Country . 
 Hans BrinJcer 
 Land of Pluck 
 Beautiful Joe 
 Twilight Jjand 
 Story of the Rhinegold 
 
 II, Books for those who Read Well 
 
 Little Lord Fauntleroy 
 
 Prince and Pauper 
 
 When 1 2/jas your Age . 
 
 Tommy-Anne and the Three Hearts 
 
 Wild Neighbors . . . 
 
 Swiss Family Robinson 
 
 Black Beauty .... 
 
 Wonder Book of Horses 
 
 Story of Roland .... 
 
 Bayard Taylor. 
 Mrs. C. V. Jamison. 
 W. 0. Stoddard. 
 M. E. Seawell. 
 M. E. Seawell. 
 T. B. Aldrich. 
 S. 0. Jewett. 
 Robert Grant. 
 K. D. Wiggin. 
 Olive Thorne Miller. 
 W. D. Howells. 
 Mrs. M. L. Molesworth. 
 Louisa M. Alcott. 
 Louisa M. Alcott. 
 Carroll Watson Eankin. 
 Joel Chandler Harris. 
 
 Joel Chandler Harris. 
 Mary Mapes Dodge. 
 jVlary Mapes Dodge. 
 Marshall Saunders. 
 Howard Pyle. 
 Anna Alice Chapin. 
 
 Frances Hodgson 
 
 Burnett. 
 Mark Twain. 
 Laura E. Eichards. 
 M. 0. Wright. 
 Ernest Ingersoll. 
 J. R. Wyss. 
 Anna Sewall. 
 James Baldwin. 
 James Baldwin. 
 
APPENDIX 
 
 271 
 
 Story of Siegfried 
 
 Norse Stories retold from the Eddas 
 
 Heroes of Asgard 
 
 In the Days of Giants . 
 
 Book of Saints and Friendly Beasts 
 
 TJie Boy's Odyssey 
 
 Knights of the Round Table . 
 
 Tales of King Arthur . 
 
 III. Stories in Verse : — 
 
 TJie Walrus and the Cai^ent 
 
 Farmer John 
 
 A Night idth a Wolf . 
 
 TJie Battle of Blenheim 
 
 The Inchcape Rock 
 
 Casablanca . 
 
 TJie Wreck of the Hesperus 
 
 TJie Skeleton in Armor . 
 
 Paul Revere' s Ride 
 
 TJie Bell of Atn . 
 
 Excelsior 
 
 TJie Sands of Dee 
 
 The Pied Piper of Hamelin 
 
 TJie Erl-King 
 
 In ScJiool Days 
 
 We are Seven 
 
 Lucy Gray . 
 
 Lord Lovel . 
 
 Kaiserblum£n 
 
 TJie Song of Hiaw'atJia 
 
 TJie Birds of KillingwortJi 
 
 TJie Barefoot Boy 
 
 Hovj TJiey BrougJit tJie Good 
 
 Horatius at the Bridge 
 
 BisJiop Hatto 
 
 er 
 
 News 
 
 James Baldwin. 
 Hamilton W. Mabie. 
 A. C. and E. Keary. 
 Abbie Farwell Brown. 
 Abbie Farwell Brown. 
 W. C. Perry. 
 W. H. Frost. 
 E. V. Farrington. 
 
 Lewis Carroll. 
 John T. Trowbridge. 
 Bayard Taylor. 
 Kobert Southey. 
 Eobert Southey. 
 Felicia Hemans. 
 H. W. Longfellow. 
 H. W. Longfellow. 
 H. W. Longfellow. 
 H. W. Longfellow. 
 H. W. Longfellow. 
 Charles Kingsley. 
 Robert Browning. 
 Goethe. 
 
 John G. Whittier. 
 William AVordsworth. 
 William Wordsworth. 
 Old Ballad. 
 Celia Thaxter. 
 H. W. Longfellow. 
 H. W. Longfellow. 
 J. G. Whittier. 
 Robert Browning. 
 T. B. Macaulay. 
 Robert Southey. 
 
272 LESSONS IN ENGLISH 
 
 B. REVIEW OF RULES FOR CAPITAL LETTERS 
 
 Begin with a capital letter : — 
 
 1. The first word of every sentence. 
 
 2. The first word of every line of poetry. 
 
 3. The first word of every direct quotation. 
 
 4. Proper nouns and adjectives made from them ; as, Jack 
 Frost, American. 
 
 Note. — The words street, river, mountain, etc., when joined to proper 
 nouns, usually begin with capitals ; as, Franklin Street, the Hudson River, 
 the Rocky Mountains. But there is also authority for writing these words 
 without capitals ; as, Franklin street, the Hudson river. 
 
 5. Names of the days of the week and the months of the 
 year, but not of the seasons ; as, Monday, August, spring. 
 
 6. Names of the Deity ; as, God. 
 
 7. Titles of honor or office when used with a proper name ; 
 as. General Jackson, Mr. Rockwell. 
 
 8. Important words in the title of a book or composition ; 
 as. Sham Battles and a Real Battle. 
 
 9. The words north, south, east, and west when denoting 
 parts of the country, but not when denoting direction; as. Cotton 
 grows in the South ; Boston is east of Buffalo. 
 
 10. The names of holidays ; as, Thanksgiving. 
 
 11. The pronoun /and the interjection are always capitals. 
 
 C. REVIEW OF PUNCTUATION 
 I. A period is used : — 
 
 1. At the end of a declarative or an imperative sentence. 
 
 2. After an abbreviation ; as, Mr., S.C., Co. 
 
 3. After an initial ; as, R, L. Stevenson. 
 
 II. An interrogation point is used at the end of an interroga- 
 tive sentence. 
 
APPENDIX 273 
 
 III. An exclamation point is used : — 
 
 1. At the end of an exclamatory sentence. 
 
 2. After a word or words expressing strong feeling. 
 
 IV. The comma. — The following words and groups of words 
 are usually separated from the rest of the sentence by a comma 
 or commas : — 
 
 1. The name of a person addressed ; as, Sister, Jack is here. 
 
 2. A direct quotation ; as, " It was the cat," said the mouse. 
 
 3. The parts of dates and addresses : — 
 George Washington was born Feb. 22, 1732. 
 Mr. Clinton B. Stiles, Auburn, N.Y. 
 
 4. Yes or no when part of an answer ; as. Have you written 
 the letter ? Yes, I have written it. 
 
 5. A series of words or phrases in the same construction 
 are separated from each other by commas, unless all the con- 
 junctions are expressed. 
 
 California, Oregon, and Washington are Pacific states. 
 They roamed over hills, through valleys, and across 
 swamps. 
 
 V. The hyphen has two important uses : — 
 
 1. To separate parts of a compound word ; as. Home-keeping 
 hearts are happiest. 
 
 2. To show at the end of a line that a part of a word is 
 carried over to the next line. 
 
 VI. Quotation marks are used to inclose direct quotations, 
 also the parts of divided quotations; as, "To-morrow," ex- 
 claimed Joseph, " we play with the Richmonds." 
 
 Single marks of quotation are used to inclose a quotation 
 within a quotation ; as, Tom replied, " I have always admired 
 Captain Lawrence, who said, * Don't give up the ship ! ' " 
 
INDEX 
 
 Abbreviations, 10 ; of names of months, 
 100 ; In superscriptions of letters, 104. 
 
 Acceptance of invitations, 113. 
 
 Address, punctuation in, 08; of letters, 104. 
 
 Adjectives, 190, ll>2 ; comparison of, 204, 
 2»)5, 206, 207 ; in a series, 220 ; phrases 
 used like, 220. 
 
 Adverbs, 211, 212; comparison of, 218; 
 phrases used Mice, 229. 
 
 Advertisements, answering, by letter, 100. 
 
 Aprlculture, compositions on, 268. 
 
 Ain't, 0(1. 
 
 Aldrich, Thomas Bailey, 159. 
 
 Among, 222. 
 
 Analysis of sentences, 82. 
 
 Andersen, H. C, 31. 
 
 Ant and the Grasshopper, 154. 
 
 Antonyms, 132. 
 
 Apostrophe, 59 ; and « in certain plurals, 
 167; use of, in possessive case, 174, 175, 
 281 ; omitted from Hh, hers, theirs, 181. 
 
 Applications for positions, 110. 
 
 Arbor Day, 261. 
 
 Barbarossa, 126. 
 
 Be, 142. 
 
 Beecher, Henry Ward, 36, 52, 123, 198. 
 
 Bennett, H. H., 24. 
 
 Between, 222. 
 
 Biography. 226, 227. 
 
 Birds, 41. 
 
 Bjornson, 43. 
 
 Blow, 156. 
 
 Bobolink, 84, 87. 
 
 Bodv of a letter, 99, 102. 
 
 Book I Like Best, 90. 
 
 Books, titles of, 18. 
 
 Boone, Daniel, 227. 
 
 Brooks, Phillips, 93. 
 
 Brownlnjr. Robert, 8. 228. 
 
 Bryant, William Cnllen, 84, 86. 
 
 Business letters, 98, 107. 
 
 Byron, Lord, 71. 
 
 Calm, 86. 
 Can, 151. 
 Capitals : 
 
 Abbreviations, 10. 
 
 First word of line of poetry, 11. 
 
 First word of sentence, 9. 
 
 Headings of letters, 100. 
 
 Initials, 10. 
 
 Naines of Deity, 22. 
 
 Names of periods of time, 11. 
 
 Names of persons, 10. 
 
 Names of places, 11. 
 Personified things, 163. 
 Keview of rules for, 272. 
 Summarv, 94. 
 Titles of books, etc., 10, 18. 
 Words / and 0,11. 
 
 Catch, 156. 
 
 Character study, 245, 247. 
 
 Chni'ucteme, defined, 249. 
 
 Children's, 175. 
 
 Clauses, 2i9, 250 ; Independent and depend- 
 ent, 251. 
 
 Coleridge, 8. T., 71. 
 
 Colonial Girl, A, 248. 
 
 Combining sentences, 254. 
 
 Comma, the, 68, 278 ; In a series, 219. 
 
 Command, defined, 22. 
 
 Commands, sentences expressing, 20. 
 
 Common nouns, 124. 
 
 Comparative degree, 205. 
 
 Comparison, of adjectives, 204, 205; irregu- 
 lar, 207; of adverbs. 213. 
 
 Comparisons, poetic, 213, 214. 
 
 Complements, 144. 
 
 Complex sentences, 253. 
 
 Composition, 48, 49 ; exercises in, 49, 52, 53, 
 61, 68, 82, 90, 116, 241, 261 ; oral and 
 written, 129. 
 
 Compound sentences, 258. 
 
 Compound words, 194. 
 
 Conclusion, of a letter, 99. 108; of a story, 
 136 ; of a biography, 227. 
 
 Conjunctions, 237 ff. 
 
 Contractions, 59, 60. 
 
 Conversation, thought-getting through, 7. 
 
 Conversations, 2, 86, 50, 61, 70, 98, 126, 128, 
 138, 159, 162. 
 
 Cornfield, 193. 
 
 Curtis, George W., 248. 
 
 Dandelions, 123. 
 
 Dates, punctuation of, 99. 
 
 Debate, a, 242. 
 
 Declination of Invitation, 114. 
 
 Defense of Thermo[)ylje, 133. 
 
 Degrees of qualltv, 204. 
 
 Deity, names of the, 22. 
 
 Dei>endent clauses, 251. 
 
 Description, defined. 95; exercises in, 80, 
 
 *?, 43, 162, 232,28.3, 24.'5. 
 Diagram of business letter, 107. 
 Dictation, writing from, 2 ; exercises in, 15, 
 
 58, 71, 163, 220. 
 Dictionary, how to use, 87. 
 Dis, prefix, 197. 
 
 275 
 
276 
 
 INDEX 
 
 Divided quotations, 66. 
 Do, 156. 
 
 DoesnH and don't, 60. 
 Drawing, 5, 50, 52, 53. 
 
 Earthworm, thie, 50. 
 Entreat, defined, 22. 
 Entreaties, 21. 
 Er and est endings, 205. 
 Exclamation point, 20, 25, 240, 273. 
 Exclamations, 240. 
 Exclamatory sentences, 25. 
 Excursion, an, 7. 
 Explaining, 257, 258. 
 Explanation, exercise in, 158. 
 Exposition, 257, 258. 
 Expression, variety of, 230. 
 Expression by hand, 5, 7, 30, 50. 
 
 Fables, 5, 6, 12S, 154, 155. 
 Fields, Annie, 64. 
 Fields, James T., 17. 
 Fishing, compositions on, 263. 
 Formal notes, 113. 
 Fourth of July, outline, 131. 
 Fill, suffix, 243. 
 Fur Bearers, 46. 
 
 Gardens, description of, 30. 
 
 Garland, Hamlin, 194. 
 
 Gentlemanly Horse, The, 206. 
 
 Gessler, 215. 
 
 Give, 156. 
 
 Given names, 125. 
 
 Go, 156. 
 
 God, 22. 
 
 Going A-nutting, 240, 241. 
 
 Good form, 60. 
 
 Grazing, compositions on, 263. 
 
 Habit, 20. 
 
 Hnn, 168. 
 
 Have and has, forms to be used after, 149. 
 
 Tfe, his, him, 181, 183. 
 
 Heading of a letter, 99, 100. 
 
 Hearn, Lafcadio, 209. 
 
 jrei% hers, 181. iSS. 
 
 Hercules and the Wagoner, 5. 
 
 Hiawatha, 213. 
 
 History, little lessons in, 54; composition 
 
 exercise in, 82. 
 History story, 224. 
 Hogg, James, 185. 
 Home preparations for winter, 40. 
 Hood, Thomas, 207. 
 Humble Helpers, 49. 
 Hyphen, the, 193, 273. 
 
 I, 11, 181, 182, 183, 187; sJiall or will with, 
 
 156. 
 If you please, 21. 
 Imperative sentences, 20. 
 Jn, im, il, ir, 197. 
 Tn and into, 225, 226. 
 Indentation, 28. 
 Independent clauses, 251. 
 Initials, 10. 
 
 Insects, 46. 
 
 Interjections, 240. 
 
 Interrogation point, 18, 272. 
 
 Interrogative sentences, 18. 
 
 Intransitive verbs, 145, 146. 
 
 Introduction, of a story, 136 ; to a biography, 
 
 227. 
 Inverted order in sentences, 81, 
 Invitations, 113. 
 Irregular comparison, 207. 
 Irregular verbs, 149. 
 Js, 142, 168, 
 Ish, 244. 
 It, 183. 
 Its, 181. 
 
 Jackson, H. H., 35. 
 January, 198. 
 Joliet, 201. 
 
 Kennedy, Howard Angus, 179. 
 
 Kindly, 21. 
 
 King, 22. 
 
 King Arthur, 169. 
 
 Kingsley, Charles, 13, 143. 
 
 Ladybug, the, 50. 
 
 Earned, J. N., 269. 
 
 La Salle, 244. 
 
 Lay, 152, 153, 156. 
 
 Lays of Ancient Rome, 261. 
 
 Leading Industries of New England, 258. 
 
 Learn, 150. 
 
 Lee, General, 125. 
 
 Legends, 128. 
 
 Leonidas, 133, 134. 
 
 Less, suffix, 243. 
 
 Less, least, 207. 
 
 Letter, a specimen, 97 ; parts of a, 99 ; body 
 of, 99, 102; conclusion of, 99, 103 ; head- 
 ing of, 99, 100 ; salutation in, 99, 101 ; 
 address or superscription, 104. 
 
 Letters, business and friendly, 98. 
 
 Letter writing, 96, 98 ; exercises in, 106, 
 111, 114. 
 
 Lie, lay, lain, 152. 
 
 Like, 150. 
 
 Local lore, bits of, 61. 
 
 Longfellow, Henry W., 93, 213, 263, 265. 
 
 Lord, 22. 
 
 Loti, Pierre, 47. 
 
 Loxie, 150. 
 
 Lowell, James Russell, 140. 
 
 Lumbering, compositions on, 263. 
 
 Macaulay, T. B., 260. 
 
 Magazines, titles of, 13. 
 
 Mann, Horace, 20. 
 
 Manufacture, compositions on, 264. 
 
 Margins, 29, 101. 
 
 Marquette, 201. 
 
 May, 151. 
 
 Meaning of proverbs, 91. 
 
 Memorizing, verses for, 23, 72, 93, 137, 159. 
 
 Memory, training the, 260, 261. 
 
 Mental picturing, 5, 126. 
 
 Mining, compositions on, 263. 
 
INDEX 
 
 211 
 
 Mia, prefix, 197. 
 Modi Hers, ISS. 
 J/(H/ifi/. detined, 192. 
 Monkfv and the Cats, ()9. 
 Months, abbreviations of, 100. 
 More, motst, '206, 207. 
 Morton, J. Sterlini?, 261. 
 Music In poetry, 223. 
 
 Names, capitals in, 10, 11 ; surnames and 
 given names, 125. 
 
 Narcissa, 235. 
 
 Narration, 28, 95 ; exercise in, 138. 
 
 Natural order in sentences, 81. 
 
 Newspapers, titles of, 13. 
 
 Notes, social, 112; formal, 113; exercise in 
 writinp, 114. 
 
 Nouns, 122 ; common and proper, 124 ; 
 singular and i)lural, 164, 165; thatchange 
 to V in plural, 166; plural, ending in o, 
 166 ; plural, that do not add «, 167 ; 
 possessive, 174 ; in a series, 219. 
 
 0,U. 
 
 Observation, thought-getting through, 8 ; 
 
 and mental picturing, 4; exercises in, 
 
 50, 59. 
 Obsefve, defined. 5. 
 (y-phrase, 281, 232. 
 Old Soldkar, An, 19. 
 Or, er, ar, 244. 
 Order in sentences, 81. 
 Outline of composition, making an, 130. 
 Outlines, writing from, 34, 89, 116, 181, 185, 
 
 144, 203, 227. 
 Orer, 197. 
 Ownership, 174, 175, 281. 
 
 Papers, written, titles of, 18. 
 
 Paragraphs, 2S, 95. 
 
 Paragraph study, 89. 41, 46. 
 
 Paragraph writing, 41, 177, 256, 258. 
 
 Parts of a sentence. 74. 
 
 Parts of speech, 118. 244, 266. 
 
 Payne, John Howard, 58. 
 
 Pennsylvania Farmhouse, A, 232. 
 
 Period, 10, 11, 15,272. 
 
 Personification, 16:3. 
 
 Phrases, 228 : prei)ositional, 229 ; possession 
 
 expressed bv, 231. 
 Picnic Party, outline, 131. 
 I*icture, stoVv suggested by a, 57. 
 Pictures, titles of, 18. 
 Pictures for study : 
 
 A Distinguished Member of the Humane 
 Society, 191. 
 
 Attacked by Wolves, 66. 
 
 Autumn, 48. 
 
 Clock on the Stairs, 188. 
 
 Elizabeth, 91. 
 
 End of Day, 42. 
 
 House for description, 284. 
 
 John Alden and Prlscllla, 66. 
 
 Landscape with Mill, 199. 
 
 Ma|)le tree, 45. 
 
 Oak tree, 45. 
 
 Patrick's spUled Ink, 180, 
 
 Plowing, 82. 
 
 Postman, 117. 
 
 Klalto and Grand Canal, Venice, 96. 
 
 School In Brittany, 14. 
 
 Sliver Birch tree, 45. 
 
 Soldier, 19. 
 
 Sparrows, 4. 
 
 Statue of King Arthur at Innsbruck, 170. 
 
 The Fisherman's Daughter. 257. 
 
 The Geese of the Capitol, Frontispiece. 
 
 The Lookout (" All's Well "), 16. 
 
 The Meeting, 62. 
 
 The Miracle of May, 189. 
 
 The Professor's Eyeglasses, 88. 
 
 The IJeadlug Lesson — School In Brittany 
 147. 
 
 The Sisters, 73. 
 
 The Sower, 119. 
 
 The Sphinx, 89. 
 
 The Spinner, 246. 
 
 The Strawberry Glri, 286. 
 
 Visiting Day at the Hospital, 186. 
 
 Weeping Elm tree, 45. 
 
 William Tell, 216. 
 Picturing, mental, 5, 126. 
 Pierpont, John, 218. 
 Places, names of, 11. 
 Plan of story, study of, 136. 
 Plan making, 53. 
 PUase, 21. 
 
 Plural nouns, 164, 165, 166, 167, 174, 175. 
 Poems : 
 
 A Boy's Song, 185. 
 
 A Poet's Call, 265. 
 
 Before the Kaln, 169. 
 
 Birds, 1. 
 
 Going A-nuttlng, 240. 
 
 Helping the Shoemaker, 202. 
 
 He praveth best, 71. 
 
 Hiawatha, 218. 
 
 Home, Sweet Home, 58. 
 
 I remember, I remember, 207. 
 
 Lucv, 247. 
 
 LullabV for Tltania, 72. 
 
 May, 137. 
 
 Mt. Blanc Is the monarch of mountains, 
 71. 
 
 November, 198. 
 
 October's Bright Blue Weather, 34. 
 
 Puck and the Fairy, 223. 
 
 Robert of Lincoln, 84. 
 
 The Arrow and the Song, 98. 
 
 The Captain's Daughter, 17. 
 
 The Cloud, 161. 
 
 The Flag Goes By, 23. 
 
 The Throstle, 120. 
 
 The Tree, 4^3. 
 
 The Village Blacksmith. 262. 
 
 The Vision of Sir Launfal, 140. 
 
 The Wind, 12. 
 
 Warren's Address, 218. 
 Poems, patriotic, 218 ; study plan for, 266. 
 Poetry, first word of line of, 11 ; word pic- 
 ture In, 198; comparisons in, 218, 214; 
 music In, 223. 
 Positions, applications for, 110. 
 Positive degree, 205, 
 
278 
 
 INDEX 
 
 Possession, 174, 175, 231. 
 
 Predicate, 74, 75, 79, 80, 81, 140, 141, 189, 190. 
 
 Prefixes, 196. 
 
 Prepositional phrases, 229. 
 
 Prepositions, 220 flF. 
 
 Pronouns, 180 if. ; personal, 182, 183 ; order 
 
 of, 185. 
 Proper nouns, 124. 
 Prose, and poetry, 160 ; word picture in, 
 
 198. 
 Proverbs, telling the meaning of, 91. 
 Pumpliins, 50. 
 Punctuation, 64, 71, 105, 154, 219, 272. See 
 
 Comma, Period, etc. 
 Punctuation marks, summary, 95. 
 Putnam, Israel, 224. 
 
 Quality, degrees of, 204. 
 Questions, sentences that ask, 18. 
 Quotation marks, 64, 273. 
 Quotations, punctuation of, 64, 71 ; divided, 
 66 ; within quotations, 182, 273. 
 
 Rain, exercise in explanation, 158. 
 
 Beading, thought-getting through, 5 ; exer- 
 cises in, 38, 44, 169, 178, 208 ; and men- 
 tal picturing, 126. 
 
 Requent, defined, 22. 
 
 Requests, 21. 
 
 Reuter, Fritz, 164. 
 
 Reviews, 26, 53, 83, 145, 173, 176, 201, 219, 
 231, 272, 273. 
 
 Richards, Laura E., 235. 
 
 Robert of Lincoln, 84, 87. 
 
 Ruskin, John, 2. 
 
 Salutation of a letter, 99, 101. 
 
 School experience, a bit of, 13. 
 
 See, 156. 
 
 Sentence, defined, S ; exercises, 25, 82, 39 ; 
 parts of a, 74; summary, 94. 
 
 Sentences, making and arranging, 13 ; de- 
 clarative, 14; interrogative, IS; impera- 
 tive, 20 ; exclamatory, 25 ; of paragraphs, 
 28; order in, 81; simple, 82, 252; word 
 work in, 121 ; topic, 177 ; complex, 253; 
 compound, 253 ; combining, 254. 
 
 Sentence structure, summary, 267. 
 
 Sentence study, 9, 52. 
 
 Serene, 36. 
 
 Series, words in a, 219. 
 
 Set, 154. 
 
 Shake, 156. 
 
 Shakespeare, 72, 223. 
 
 Shall, 156, 157. 
 
 She, 181, 183. 
 
 Shelley, P. B., 161. 
 
 Sherman, Frank Dempster, 138. 
 
 Sidney, Sir Philip, 22. 
 
 Simple sentences, 82, 252. 
 
 Sing, 156. 
 
 Single quotation marks, 182, 273. 
 
 Sit, 154. 
 
 Snail, the, 49. 
 
 Social notes, 112. 
 
 Sowing, 118. 
 
 Speak, 156. 
 
 Sphinx, the, 38. 
 
 Spider, the, 50. 
 
 Stanza, 12. 
 
 Stedman, E. C, 240. 
 
 Stevenson, R. L., 12. 
 
 Stoddard, E. H., 1. 
 
 Stories, study plan for, 266. 
 
 Stories from outlines, 84, 49, 89, 116, 135, 
 
 144, 203, 227, 249, 259, 2G0, 263. 
 Stories from pictures, 19, 57. 
 Stories from word sketches, 40, 49, 54, 57. 
 Stories in verse, 17. 
 Stories to be completed, 151, 210. 
 Stories to be retold, 22, 64, 224, 259. 
 Stories to be studied : 
 An Interrupted Journey, 151. 
 A September Garden, 29. 
 A Swiss Legend, 215. 
 Barbarossa, 126. 
 Child's Plav, 47. 
 Five in One Pod, 81. 
 General Lee, 125. 
 Hercules and the "Wagoner, 5. 
 Hidden Gold, 26. 
 How Arthur became King, 169. 
 Little Sunrise, 178. 
 Longfellow and "Jack the Giant Killer," 
 
 64. 
 Macaulay, 260. 
 Narcissa, 235. 
 Putnam and the Wolf, 224. 
 Sir Philip Sidney, 22. 
 The Ant and the Grasshopper, 154. 
 The Apothecary's Mistake, 163. 
 The Defense of Thermopylae, 133. 
 The Earthquake, 208. 
 The Important Corporal, 67. 
 The Monkey and the Cats, 69. 
 The Old Soldier, 19. 
 The Patience of Madam How, 13. 
 The Rescue, 210. 
 The Sphinx. 38. 
 What my Old Shoe Told, 203. 
 Winter, 52. 
 Story-telling, exercises in, 26, 81, 144, 151, 
 
 203. 
 Story writing, 89, 91. 
 Subject of a sentence, 74, 79, 80, 81 ; simple 
 
 'and complete, 189, 190. 
 Subjects, groups of words as, 77. 
 Suffixes, 196, 243. 
 Summaries, 94. 
 Superlative degree, 205. 
 Superscription of a letter, 104. 
 Surnames, 125. 
 Synonyms, 36, 95, 132, 139, 179, 200. 
 
 Taylor, Bayard, 233. 
 
 Teach, 150, 156. 
 
 Telegrams, 115. 
 
 Tell, William, 215. 
 
 Tennyson, Alfred, Lord, 113, 121. 
 
 Tenses, present and past, 148. 
 
 That, 181. 
 
 Theirs, 181. 
 
 There, subjects in sentences with, 168. 
 
INDEX 
 
 279 
 
 ThinkJnp, exercise in, 92. 
 
 TiiinJiiiiK Match, 91. 
 
 This, thexe, 192, 193. 
 
 Thoreau. Henry D., 204. 
 
 Those, 192, 193. 
 
 Tiionpht expression, 2, 8. 
 
 Thouffht-pettinp, through observation, 8; 
 thronj,'h reading, 5; through conversa- 
 tion, 7. 
 
 Thoughts, beautiful, 2 ; defined, 3. 
 
 Time, names of periods of, 11. 
 
 Titles, 10, 12, 13, 48. 
 
 Too, 213. 
 
 Topic sentence. 177. 
 
 Training the memory, 260, 261. 
 
 Tiuinquil, 86. 
 
 Transitive verbs, 145, 146. 
 
 Tran.sposed order in sentences, 81. 
 
 Trees. 41, 44, 45. 
 
 Two Famous Explorers, 201. 
 
 Un, prefix. 196. 
 Use of dictionary, 37. 
 Uther, King, 169. 
 
 Variety of expression, 230. 
 
 Verb-phrase, 142. 
 
 Verbs, 140 ff. ; transitive and intransitive, 
 145, 146 ; present and past forms of, 148 ; 
 irregular, 149 ; correct forms of, 150. 151, 
 152, 15:3. 156; in a series, 220 ; conjunc- 
 tions and, 238. 
 
 Verse, defined, 11. 
 
 Verses for memorizing, 28, 72, 93, 137, 159. 
 
 Very, 212. 
 Vocabulary, 87. 
 
 Walli, a, 7. 
 
 Was, 142. 168. 
 
 Waves after a Storm, 204. 
 
 We, skull or uill with, 156. 
 Weather Bureau, the, 262. 
 Wheat, 33. 
 Whittier, J. G., 202. 
 
 Wfio, which, what, 181. 
 Wildey, Thomas, 198. 
 
 Will. 156, 157. 
 
 Window garden, description of, 30. 
 Winter, 52. 
 
 Winter sports, composition on, 53. 
 Wolf, the, 57. 
 
 Wood, written exercises on, 44. 
 Word building, 195. 216. 
 Word pictures, 36, 140, 198. 
 Words, compound, 194; in a series, 219. 
 Word studv, 2, 5, 28, 30, 36, 49, 63, 70, 123, 
 135, 139, 154, 162, 181, 192, 222, 225, 249. 
 Word worli in sentences, 121. 
 Wordsworth, W^illiam, 247. 
 W^ork and the Workman, 262. 
 W^riting, proper forms in, 10. See CompoBl- 
 tion. Letter-writing, etc. 
 
 Xerxes, 133, 134. 
 
 Y, suffix. 243. 
 
 Yes and no. 273. 
 
 You, your, yours, 181, 188. 
 
CHANCELLOR'S 
 
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 pletion of the grammar school course. 
 
 CHANCELLOR'S GRADED CITY SPELLERS are published in two 
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 a book for each year from the second to the eighth year of the elemen- 
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 years, and the second volume embracing the work of the fifth, sixth, 
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 The words to be learned are presented in three diflferent ways : 
 
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 significance of the new words. 
 
 {c) Syllabicated, for the analysis of the literal elements. 
 
 The series is rich in all the ordinary forms of word study. Prefixes 
 and suffixes are treated with clearness and completeness. Synojiytns, 
 ho7nonyms^ and antonyms are matters of exercise at frequent intervals, 
 and the various forms of word-building based upon the relation of sterns 
 and roots are presented with a fullness not surpassed in any other 
 spelling series. 
 
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 FEATURES OF EXCELLENCE 
 
 As the work progresses in the higher books of the series, the supple- 
 mentary matter, which indeed is a very essential part of spelling, 
 becomes more and more valuable. Abbreviations^ marks, and signs 
 used in correspondence and accounts, maxims and proverbs, proper 
 names, initials, capitalization, punctuation, contracted forms — all these 
 are found in abundant variety. 
 
 The lessons are constantly suggestive of the other studies in the 
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 branches are introduced — a bit of botany or some other familiar 
 science, a fact or two of history, some sentences in descriptive geog- 
 raphy, a group of wise sayings from Franklin's writings, a definition or 
 two in mineralogy. These things, supplemented by the occasional 
 longer selections in verse or prose, make up a book that becomes a real 
 golden treasury for each year. 
 
 In the book for the fourth year and all successive years, there is 
 a review lesson on almost every page. Certain words which have been 
 found by experience most difficult for pupils to learn and retain are 
 found ten or twenty times in the course of two or three books. This 
 repeated drill cannot fail to fix the words beyond any possibility of 
 forgetting. 
 
 The standard of spelling is Webster and the syllabication for pro- 
 nunciation is also that of the International Dictionary. 
 
 CHANCELLOR'S GRADED CITY SPELLERS may be used without 
 regard to the method of spelling adopted, for they are equally adapted 
 to the purpose of oral, written, and visual methods. They are prac- 
 tical children's text-books, not mere teachers' manuals. 
 
 For the convenience of schools where the grading is very close or 
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 This furnishes a ten-book series, which is substantially bound in paper. 
 
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 SUMMARY OF CONTENTS 
 
 Book for 2d year contains : 
 
 526 drill words in lists. 
 165 daily lessons, with 
 620 new words in sentences. 
 
 Book for 3d year contains : 
 
 320 drill words in lists. 
 1 60 daily lessons, with 
 800 new words in sentences. 
 
 Book for 4th year contains : 
 
 245 drill words in lists. 
 
 640 words in lists for review. 
 
 160 daily lessons, with 
 
 805 new words in sentences. 
 
 210 homonyms in lists. 
 
 Lists of abbreviations and 
 contractions. 
 
 Rules for punctuation, etc. 
 
 Book for 5th year contains : 
 
 330 drill words in lists. 
 
 500 words in lists for review. 
 
 316 homonyms in lists. 
 
 100 daily lessons, with 
 
 723 new words in sentences. 
 
 List of plurals, rules for spell- 
 ing, exceptions, etc. 
 
 Book for 6th year contains : 
 
 1088 drill words in lists. 
 640 words in lists for review. 
 129 daily lessons. 
 
 19 exercises in word-building (50 
 roots). 
 620 new words in sentences. 
 
 Lists of prefixes, suffixes, 
 abbreviations, etc. 
 
 Book for 7th year contains : 
 
 1472 drill words in lists. 
 600 words in lists for review. 
 128 daily lessons. 
 30 exercises in word-building (70 
 roots). 
 363 new words in sentences. 
 32 sets of synonyms in sentences. 
 176 homonyms. 
 
 Lists of prefixes, suffixes, proper 
 names; principles of capi- 
 talization. 
 18 pages of special memory selec- 
 tions, etc. 
 
 Book for 8th year contains : 
 2040 drill words in lists. 
 680 words in lists for review. 
 144 daily lessons. 
 14 exercises in word-building (37 
 
 roots) . 
 48 sets of synonyms in sentences. 
 List of homonyms, words con- 
 fused, plurals ; rules for 
 spelling ; tests. 
 27 pages of special memory selec- 
 tions, etc. 
 
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 aOSTON 
 
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