Reed's Intrqduqo^ LanguageWork INTRODUCTORY Language Work A Simple, Varied, and Pleasing, but Methodical, Series of Exercises in English to Precede the Study of Technical Grammar. by ALONZO reed, a.m., » A u AUTHOR OF "WORD LESSONS, AND JOINT AUTHOR OF " REED AND KELLOGG S LESONS IN ENGLISH," ETC. NEW YORK Effingham Maynard & Co., Publishers, 771 Broadway and 67 & 69 Ninth Street. 1891. EDUCATION DEPT. Copyright, 1891, by ALONZO REED. Press of J. J- Little & Co. Astor Place. New York Language Work in the Elementary Grades. A Talk with Teachers. Should Language be Taught Directly, or only Inci- dentally ? — Careful and intelligent experiment has of late cleared away much of the fog of conflicting theory and method surrounding the subject of language teaching, so that it is now beginning to take definite form and to receive rational treatment. The theory that language is best taught indirectly through a series of "information lessons" is giving place to the conviction that the chief business of the language teacher is with the adaptation of the expression to the thought. It is impossible to carry on a course of object lessons and a course of language lessons together and make both consecutive and progressive. One must be sacrificed to the other, and it is invariably the language work that gives way. It is comparatively easy to make a series of object lessons continuous or to fill up the time of recitation with general information, while it is extremely difficult to bring oral language lessons within any well-defined plan or purpose. That there are forms and principles of language which may be presented at an early age and made to govern the M209505 ■A -•* •.* • mMoDiidtoRY language work. • • • * * \ r * * * r c pupils' practice through life, and that such forms and principles should be taught directly, systematically, and persistently, are conclusions now quite generally accepted. Is Oral Teaching Methodical and Permanent? — The fact that teachers after years of experiment have become dissatisfied with the very uncertain results of oral instruction is evidenced by the growing demand from our best schools for a text-book suitable for the pupils' use and for class-room drill. Without a drill book in the hands of the pupils there is necessarily a serious loss of time in getting written exer- cises before the class, and in repeating instruction to bridge over breaks caused by lack of attention or by irregu- lar attendance. But with the best effort of both teacher and class, young pupils find it almost impossible so to hold their oral instruction in memory as to be able to look back over the successive steps and get a bird's-eye view of the different lessons in their proper relations. A successful teacher will give much oral instruction, and will throw his own personality into his work. The impor- tance of bringing the instructed mind of the teacher into direct contact with the uninstructed mind of the pupil should not be undervalued. But unless oral work is sup- plemented by a rational text-book, it must lack continuity and permanency. Besides, getting instruction from the printed page is an essential part of language training. Matter and Method of the Language Book. — The more thoughtful teachers are beginning to question the wisdom of those courses of language study in which A TALK WITH TEACHERS. spelling, pronunciation, technical grammar, pictures for imaginative stories, poetry for memorizing and paraphras- ing, information lessons, and other miscellaneous matter are prescribed, with no line of connection, no beginning, no middle, no end. Why should the study of our mother tongue be made the one exception to Burke's motto, u Good order is the foun- dation of all good things " ? And is it true that language books must needs be filled with the odds and ends of various subjects because there is so little to be done in the study of language proper ? Spelling and Pronunciation. — Since "language lessons " are supposed to deal mainly with related ideas, why should a language book be interlarded with lessons in pronuncia- tion and spelling, when these subjects are amply provided for in two other text-books of the same grade — the "reader" and the "speller" ? Technical Grammar — All instruction that aims chiefly to lay a foundation for technical grammar is out of place in the primary grades. There are, however, certain gram- matical forms that should be brought to the pupils' notice as early as possible, and worked into practice by constant repetition. Pictures for stories. — Pictures to aid in imaginative story- writing may, for occasional exercises, serve a useful pur- pose ; but when they are introduced into the language book and kept constantly before the pupils as composition lessons, the story-writing loses the very important element of freshness and surprise. Such exercises are much more 6 INTRODUCTORY LANGUAGE WORK. interesting and successful if the picture is first presented by the teacher at the hour of recitation. There is danger of overdoing this feature of composition work. Poetry. — The reproduction of stories found in poems is an exercise of extremely doubtful utility. When we remember that the story is one of the most remote of the poet's purposes, and that the noblest poems of our language drop into insignificance when reduced to " plot H or " argu- ment," it will be seen how positively harmful it must be for the young student to get the impression that his feeble story reproduction is in any sense a measure of the beauti- ful thought of a great poet. Concerning the use of poetry for written paraphrase, Laurie says : " A more detestable exercise I do not know. It is an impious and unholy use of pen and ink." * Bain, after quoting one of the best attempts at paraphrasing poetry, remarks : " It has stripped the passage of its poetical beauty, and has not made a good piece of prose. It is an operation without assignable result." f The translating of poetry into prose by simply changing the order, supplying ellipses, and revoking poetic licenses, is a profitable exercise for grammar grades. In the primary grades, all pupils able to write should occasionally copy from the blackboard and memorize short selections of poetry. The teacher's chief aim should be to help the pupils to see the beauty of the word-pictures, * "Lectures on Language and Linguistic Method," delivered in the University ol Cambridge, England. t"On Teaching English. " A TALK WITH TEACHERS. to appreciate the rhythmic flow of the language, and to get into sympathy with the sentiment. Here the text- book can be of little aid. The teacher certainly does not need to be told when and where he can best find oppor- tunity to introduce such general exercises. JPlan of this Book — Observation and Practice. — Ex- treme reaction from abstract and formal methods has popularized the theory that precision in language comes only from practice, and that the child should constantly be exercised in expressing his own thought in his own lan- guage. How progress is to be attained by confining him to the feeble, commonplace expression of his own feeble, commonplace thought does not appear. Excellence in language is attained through observation and practice. In his lecture, " On the Study of Literature," Morley says : "So far as my observation has gone, men will do better if they seek precision by studying carefully and with an open mind and a vigilant eye the models of writ- ing, than by excessive practice of writing on their own account." Pupils should occasionally write original compositions — frequently, if the teacher can give the individual attention that will make them helpful. It has truly been said that we cannot know that we possess language, or anything else, till we can use it. It is equally true that we must acquire language before we can use it. Distinguished masters and students of style are agreed that good language is got chiefly by the careful study ol 8 .INTRODUCTORY LANGUAGE WORK. good models. "Exhaustive observation/' says Spencer, "is an element in all great success." This all-important feature of language training has been most strangely neglected. In the following lessons will be found a connected and progressive series of exercises in observation and practice. Most of the drill work will be found under the two heads, W hat to See and Wliat to Do. The Sentence and the Paragraph. — The sentence, the unit of language, is examined with regard to its meaning, its written form, and its relation to the paragraph. Very early in the work the paragraph is presented as a part, or division, of the story, and its content and its form are carefully noted. Pupils are led to use the imagination in making word- pictures from outlines — dressing up the bare statements of a story or a description by adding appropriate helping words and phrases. They are taught to combine and arrange these statements in various ways, so as to secure a natural and easy flow of thought. Their attention is called to the importance of keeping up interest and of holding the most important things for the final outcome. Chief Parts and their Helpers. — In connection with this work, and as an essential part of it, the sentence is exam- ined for its chief parts. The forms and the relations of these parts are taught by easy, informal exercises in seeing and doing. Around the chief words the pupils are taught to group the different helping words and phrases, not as a work of A TALK WITH TEACHERS. formal analysis, but as a simple process of noting what words do and mean as they are used in the sentence. There is nothing within the whole range of language study more profitable than this. When the pupil has acquired the habit of noting the chief words of a sentence at a glance, he has laid the most solid foundation for regulating his own language and for observing the language of others. Cobbett says that half of all grammatical errors come from not ascertaining the nominative. But going beyond the mere matter of grammatical correctness, this work of noting what words and phrases do furnishes the only intel- ligent means of learning how to get ideas into good arrange- ment — a difficulty, as Bain suggests, greater than all other difficulties put together. # The Thought and the Language of the Exercises. — Although these lessons deal primarily with expression, the expression is considered in its concrete relation to the thought. The aim has been to present such exercises as will incidentally convey information and stimulate original thought. Some of the lessons designed for composition work will lead the pupil into sympathy with nature, and with what is noble and heroic in character. The language employed is intended to be in advance of the pupil's own language. The child enjoys the effort of reaching up for what is a little above him, but is disgusted with attempts to talk down to his level. Common Errors. — Special effort has been made to aid pupils in forming correct habits of language where there is most danger of falling into bad habits. Forms liable to ■ 10 INTRODUCTORY LANGUAGE WORK. misuse are noticed incidentally till the development of the work gives opportunity for treating them thoroughly. Frequent repetition of correct forms, and reasons reached through simple processes of observation, are both employed to secure right habits. The sentences given for repetition are, for obvious reasons, colloquial, rather than literary, in their character. Abstract Terms. — Abstract and technical terms are here generally avoided. They frighten young children, and make the natural and easy seem unnatural and difficult. Letter-writing. — Letter- writing receives extended and care- ful treatment. Models are given for copying. Important points are emphasized and different forms impressed, by searching observation lessons, and for everything thus taught the pupil is held responsible in the dictation exercises. Opportunity for Work. — As a means of getting thought, as well as of expressing thought, systematic training in the observation and practice of language cannot begin too early nor continue too persistently. There cer- tainly can be no lack of legitimate work for the language teacher. It is not claimed for this series of exercises that they will enable the pupil to overcome all the difficulties of lan- guage. When we have put the young child's feet in the right path and given him an impulse in the right direction, we have done much. A. B* New York, June, 1891. To the Teacher. Suggestions on the Use of the Following Lessons. Exercises under the Head of "What to See" may be read in the class, one pupil reading a question and another giving the answer, and so on. The remarks found with these questions should also be read and discussed. The teacher should see that every form or prin- ciple in the illustrative exercises is impressed. The pupils may be stimulated to closer observation by being assured that, after closing the books, they are to write similar sentences. Copied exercises may be exchanged, and corrected from the book by the pupils. Oral Composition Lessons should generally precede the written. Each pupil should be called upon to tell some part of the story, or to put in different language what has been told by another. The clearest and neatest of these sentences should be put on the board. The teacher should use every effort to secure a smooth flow of thought from one sentence to another, an easy transition from one paragraph to another, and a natural outcome for the whole story or description. The Correction of Written Compositions is most effective when done in the presence of the pupils at the time of recitation. The teacher, certainly, has no right to unfit himself for his duties in the 12 INTRODUCTORY LANGUAGE WORK. classroom by giving all his leisure hours to the correction of compo- sitions. While the pupils are writing their exercises, the teacher can pass from one to another, making corrections and helpful suggestions. The slower pupils may need to rewrite their work after the recitation hour. Some of the compositions should be read in the class. General errors should be corrected and explained by the aid of the blackboard. If the work of one "Lesson" cannot be well done in the period for recitation, let the " Lesson " be divided. For Additional Exercises in Composition the teacher may read to the class short stories or selections. As each paragraph is read, the pupils should tell what it is about. The outline thus obtained should be put on the board. The whole selection may then be read the second time, and the pupils may reproduce it in paragraphs to correspond with the outline. It is better, for obvious reasons, that these selections for reproduc- tion should not be in the pupils' language books. Sentences to Guard against Common Errors are given in the full and correct form for repetition. Thus the eye, the tongue, and the ear are trained together. For tests, these exercises may be put on the board or dictated with blanks to be filled. . By questions and various devices the teacher should create occasion for continuing the use of those expressions in which he finds his pupils liable to err. He should, with unremitting vigilance, correct all errors made by the pupils in conversation or in recitation. Reasons and references to the text-boos should be given as soon as the pupils are prepared for them. INTRODUCTORY LANGUAGE WORK. PART FIRST. To the Teacher. — It is important for the teacher to see that the following lessons form a connected course of instruction, that the rela- tion of a topic or a principle to what precedes or follows determines its place of introduction, and that, instead of formal reviews, composi- tion and observation exercises are so designed that the different principles presented are kept in constant application. The four different kinds of sentences and the three terminal marks are introduced in the first ten lessons as a necessary foundation for intelligent composition work. As subsequent exercises repeat and continue the instruction given in these lessons, to extend this intro- ductory work beyond a simple and clear presentation would be bad economy. LESSON I. Statements — Capitals — Period. To the Teacher. — If the pupils are allowed to copy this outline of the ant, and to talk about it and about the statements below, it will give a keener interest to these exercises. A valuable oral lesson is here suggested. 14 INTRODUCTORY LANGUAGE WORK. The observation exercises added to these lessons may be read with the pupils in an easy, conversational way. Lead the pupils to talk freely, but to a purpose. Copy the following very carefully : — J2Co7C^?/. What to See. — How many sentences above ? How do you tell ? STATEMENTS— CHIEF WORDS— NAMES. 41 To make a sentence we name something, and then say something about it. In these sentences we have drawn a line under (under- lined) the word that tells. You may pick out the other chief word, the name of the thing we tell about. (To get this name put what before tfcfe word underlined and answer your question with one word, in this way : What plunges ? Bee plunges. ) Head together the two chief words of each sentence. You see that the two chief words do not always make full sense by themselves. Find those that you think do make full sense. These six sentences may be taken together for one story. What are they all about ? Then what is the subject of our composition ? In these sentences we use three different names for the same insect. Find them. In the third sentence we tell about dust. What do we tell about in the fourth ? What do we tell about in the fifth ? Taking each sentence as a short composition, we may call the name of the thing we tell about the Subject of the sentence. This, you see, is not always the same as the subject of the whole composition. Additional Lessons. To the Teacher. — For another lesson let the pupils read the script sentences of Lessons XVI. and XVII. together, and work the whole into oral compositions. 42 INTRODUCTORY LANGUAGE WORK. Some of these altered and combined sentences may be written in the form of short paragraphs. Helping Words. To bring out the helping words we suggest such questions as the following : — In the first sentence what three words together tell where the bee plunges ? In the third, what word tells the color of the dust ? What does on her legs tell ? In the fifth, what word tells whose coat? What does Tier mean ? What does velvet tell? What does in the sun tell? In the sixth, what word tells what kind of worker? What tells where the worker flies? When does the worker fly to her home ? LESSON XVI I I. Chief Words — Names — Capitals. Copy the sentences below and notice all capitals : — C^<^^e^^fe< CHIEF WORDS— NAMES— CAPITALS. 43 What to See. — In each of these sentences we have underlined the word that tells. You may put what or who before this word and find the other chief word, the name of the thing we tell about. Which of these chief names begin with a capital ? Which begin with a small letter ? Many streams of water have the same name, river, be- cause they are alike. Are many streams called Mississippi because they are alike ? Many persons are called sailors because they are alike in what they do. Are many persons called Columbus because they are alike ? Things that are alike, or of one kind, we put together and give them all one common name, as, river. But each river has also its own particular name, as, Mississippi. Find in these sentences two names each belonging to a particular place. How does each particular name begin ? How does each common name begin ? 44 INTRODUCTORY LANGUAGE WORK. Additional Work. To the Teacher. — We believe that, at the very beginning of written language work, children can be taught to note, in an easy and natural way, what the different words and phrases do in their sentences. Such work should not be separated from that of determining the meaning of the sentence and of the words that compose it. Noting the uses of words and phrases will soon become a habit. Such a habit will be a powerful aid to clear writing and intelligent reading. Questions to bring out such uses should be varied and informal. All technical distinctions and close classifications should here be scru- pulously avoided. We suggest such as the following : — In the first sentence what helping word tells whose river ? What does our mean here ? How does southerly help ? In Minnesota does what ? What helps sailed by telling when ? What does westward do ? What word tells what kind of sailor ? What helps lived by telling where ? If a question does not bring out the right answer, try a more suggestive one. Dictation. The sentences in script may be written from dictation. LESSON XIX. Names — Capitals. ORAL WORK. Give a name that belongs to many persons of the same kind. Give a name that belongs to one particular person. NAMES— CAPITALS. 45 The common name village is given to many places that are alike. Give the particular names of villages near you. The c<*mm#n name dog is given to a large class of animals. Give the particular name of some dog, cat, horse, or other pet animal. The comman name city belongs to a whole class of places. Give the particular names of some large cities. What kind of names are boat, kite, sled, doll? Can you give the particular name of a boat, kite, sled, or doll? To the Teacher. — Some of these names may be put on the board for copying. Copy the names beloiv :- ^y-PTTZsO^?/, 46 INTRODUCTORY LANGUAGE WORK. What to See. — Which of these names are given to many persons or places that are alike ? Which are particular names ? What do you here learn about capitals ? Notice that these words, when written in lines, are sep- arated by the comma. LESSON XX. Chief Words — Names — Capitals. Two or More Words in One Name. Copy the sentences below : — What to See. — How many sentences do you find here ? How do you tell ? CHIEF WORDS—NAMES— CAPITALS. 47 Notice that in these sentences we have underlined the name of the one we talk about (our subject). Notice that in the second sentence the chief name is made up of two words. In the third sentence the chief name is made up .of three words. In the fourth sentence president is the chief name ; our and first are only helpers, showing which president we are talking about. Find in each sentence the chief word telling what the person did. Which of these chief names belong each to one particular person ? Which may belong to any person holding the highest office in our country ? Look at these names and tell what you learn about capitals. Find among the helping words in these sentences three particular names. Tell how many words in each, and how each word begins. Additional "Work — Dictation. To the Teacher. — Let the script sentences be written from dic- tation. The offices of the helping words may be brought out by such ques- tions as — What does in Virginia tell ? What did Washington lead ? Where did he die ? What does at Mount Vernon tell ? 48 INTRODUCTORY LANGUAGE WORK. LESSON XXI. Names — Capitals. EXERCISES FOR WRITING. Write your own full name. Write the full names of two boys and two girls. Write the names of two great men. Mention three states whose names have each two words. Mention three cities whose names have each two words. Give the names of three lakes. Give the names of three ranges of mountains. Write the twelve names you have given. Begin each word in each of these names with a capital LESSON XXII, Statements — Chief Parts. EXERCISE. 1. A family of kittens were playing. 2. The mother had lain down. 3. She was watching her kittens. 4. A hawk saw them. 5. He had been looking for a breakfast. 6. A kitten was seized. STATEMENTS-CHIEF PARTS. 49 What to See. — Notice in each sentence a straight line under the first chief part, and a waving line under the second chief part. You will see that the other words are only helpers. In the first sentence what little phrase of two words tells what kind of family ? In the third what word tells what the cat was watching ? In the fourth what word tells what the hawk saw ? What does she mean in the third sentence ? What does them mean in the fourth ? What does he mean in the fifth ? You know that in these short compositions, or sen- tences, which we have been making, the name of the thing we speak about is called our subject. Now we need a name for the chief part that tells or says something. Let us call it the verb. Tell how many words in each of the six verbs. When you read the six sentences together, do you think they make a smooth, well-finished story ? Do they seem to limp along ? If you will close your book and picture these things to yourself, you can make a better story. To the Teacher. — The word verb is not introduced here to lay a foundation for grammar, but to avoid confusing expressions. Children will soon learn, without formal instruction, to put the parts of a compound verb together. In the oral work here suggested encourage the pupils to make clear pictures in simple, flowing language. 50 INTRODUCTORY LANGUAGE WORK. LESSON XXII I. Finishing and Joining Sentences* Copy the two paragraphs below : — What Happened to a Kitten. One bright, sunny spring morning a family of kittens were playing about the door of a farmhouse. The mother had lain down, and was watching the play- ful tricks of her happy kittens. A large hawk, which had been searching all morn- ing for his breakfast, saw them. Like an arrow he darted upon one of the kittens. What to See. — Compare the first sentence in Lesson XXII. with the first sentence here. Do you think that what has been added makes the story better ? Why? When were the family of kittens playing ? Where were they playing ? Can you tell how the second and third sentences of Les- son XXII. are here changed and put together ? What do we here say the mother was watching ? We want to make this part of the picture as bright, happy, and peaceful as possible before the hawk comes in. FINISHING AND JOINING SENTENCES. 5X This will make the other part darker in contrast. See how we have put together the fourth and fifth sentences of Lesson XXII. We have put the fifth in the middle of the fourth. Which and he both mean hawk. Which binds the sentences together. Try he or hawk in place of which, and see whether the sentences will flow together easily. Have you ever seen an arrow drop from above ? How does like an arrow help ? Can you see any reason for these lines being in two groups ? To the Teacher. — Such work as is suggested here may be made intensely interesting to children. They will be delighted to learn how to make good stories, or clear, bright word pictures. These exercises may be extended, varied, and, if necessary, sim- plified. Lead the pupils to see clearly how the story is improved by the phrase at the beginning and the one at the end of the first sentence, and by the comparison in the last. Let them suggest other changes. Let them see how the two sentences are combined in the second period by dropping one subject and making mof.ar the subject of both verbs. Let the pupils see that the commas show where slight breaks or pauses are made in the sentences. The matter of grouping into paragraphs should be emphasized, Dictation Lesson. The paragraphs above may be dictated, and then compared with thf book and corrected by the pupils. 52 INTRODUCTORY LANGUAGE WORK. LESSON XXIV. Statements— Chief Parts. EXERCISE. 1. The mother sprang upon the hawk. 2. A fierce battle was fought. 3. Finally the hawk was killed. 4. The cat had lost one eye. 5. She was covered with blood. 6. Her kitten had been hurt. 7. She licked its wounds. What to See. — You will find a waving line under the chief part that tells (the verb). Put what before each verb and find the subject. Eead together each subject and its verb. How many words in each verb ? What phrase of three words tells where the mother sprang ? What word tells what kind of battle was fought ? What tells when the hawk was killed ? What had the cat lost ? What does she mean ? What does her mean ? What does its mean ? Try your skill in making a connected story from these sentences. FINISHING AND JOINING SENTENCES. 53 LESSON XXV. Finishing and Joining Sentences. Copy these three paragraphs : — The Rescue by the Mother. The mother saw the danger of her little one, and spratig at once upon the hawk, A long and fierce battle was fought, but at last the hawk was killed. Though the cat had lost one eye and was covered with blood, she first ran to her kitten and licked its wounds. What to See. — What words have here been added to the first sentence of Lesson XXIV. ? How do these words help the story ? 54 INTRODUCTORY LANGUAGE WORK What has been done with the next two sentences of Lesson XXIV. ? The other sentences are here all linked together. We dropped she, and linked had lost and was covered by using and. What other changes do you find ? What do you think about them ? As the story is now . told, does it appear that the cat cared more for the kitten than for herself ? Though helps to keep the last group of lines together. Try to stop at eye or at blood and see whether though will let you.' You have seen that but and and also help in putting together some parts of this story. Additional Lessons. To the Teacher. — The pupils should see why five paragraphs are made of this whole story. Such a skeleton as the following may be put on the board : — The Cat and the Hawk. A Happy Family. A Kitten Seized. The Mother to the Rescue. The Battle. The Mother's Love. This will show what each paragraph is about, and help the pupil to understand why the sentences are grouped. The skeleton above may serve as an aid in telling the story orally. The story may be varied indefinitely. The scene may be changed, the incidents of the battle may be given, etc. SENTENCES— CHIEF PARTS. 55 Children may tell of any bird or other animal that has shown great devotion to its young. What fathers and mothers have done and suffered for their children will furnish excellent matter for short oral and written compositions. The written work should grow out of the oral story telling. The weapons of the cat and the hawk, pictured at the beginning of this lesson, will furnish matter for another composition. LESSON XXVI. Sentences — Chief Parts. Words that Take the Place of Names. EXERCISE. 1. John has spaded the garden. 2. He is making the beds. 3. Fannie will sow some seeds. 4. She has been waiting for a warm day* 5. The honeysuckle has been neatly trained. 6. It is showing green buds. 7. The rose bushes must now be trimmed. * 8. They will soon spring into life. 9. You may plant the lilies. 10. In the evening I will sprinkle the garden. 11. Who will destroy the weeds? What to See. — In these sentences we have drawn a wav- ing line under the sepond chief part (the verb). 56 INTRODUCTORY LANGUAGE WORK. Put who or what before each yerb and find the chief name, or subject. Read each subject and its verb together. How many words in each verb ? What does he mean in the second sentence ? Can this little word take the place of any man's or boy's name ? In the fourth sentence what name does she take the place of ? Can she take the place of any woman's or girl's name ? In the sixth sentence what does it take the place of ? In the eighth sentence what does they mean ? How do you find what he, she, it, and they mean here ? In the ninth sentence what does you mean ? In the tenth what does / mean ? To find what who stands for here we must get an answer to our question. The word I should always be a Capital. To the Teacher. — The pronoun, which has before been mentioned incidentally, is here treated more specially, but still informally. The- helping words in these sentences may be brought out by ques- tions, especially the words neatly, now, and soon. Let the pupils find different positions for these words. Joining Sentences. Pupils will see that the sentences in the " exercises " may be com- bined into a talk about gardening. In putting the sentences together, guard the pupils against using too many ands or other connectives, and against putting together sentences that are better separate. STATEMENTS CHANGED TO QUESTIONS. 57 LESSON XXVI I. Statements Changed to Questions — Chief Parts. Copy the following sentences : — What to See and Do. — How does the first question differ from the first statement ? How does the second question differ from the second statement ? Turn to the sentences in Lesson XXVI., and beginning with the third, change each statement except the tenth to a question. Tell how this is done. Now you may make a question of the tenth sentence, but in doing so you must be sure to change will to shall. Say Shall I? not Will I? Notice that the eleventh is already a question. ' Was this made a question by changing the places of the chief words ? 58 INTRODUCTORY LANGUAGE WORK. EXERCISE. 1. To-day I will plant potatoes. 2. To-morrow I will sow radish seed. 3. On Tuesday I will weed the lettuce. 4. On Wednesday I will hoe the cabbages. What to Do and See. — Change each of these statements to a question. Remember that in a question will is not used with /. Remember that i" must be a capital. What do you here learn about the hyphen ? Find the chief parts in each sentence. What does to-day tell ? What does the phrase on Wednesday tell ? What does potatoes tell ? In writing these sentences be careful of your spelling. Additional Work. To the Teacher. — Let the pupils become familiar with the form of a question made by putting the first word of the compound verb be- fore the subject. For additional work the sentences in Lesson XXII. and XXIV. may be changed to questions. Pupils will see that saw, sprang, and licked change to did see, did spring, and did lick. Possibly the pupils may be led to see that in "I will " the speaker promises or says that he is willing, and that in " I shall" he simply tells what he is going to do. They will see that a person does not want to ask others whether he himself is willing. At least, they can learn that we do not use " Will I?" and" Will we?" DIFFERENT KINDS OF SENTENCES. 59 LESSO N XXV III. Different Kinds of Sentences. Name of the One Addressed — Comma. To the Teacher. — This cut will suggest oral work and sentence writing. Copy the sentences below : — 60 INTRODUCTORY LANGUAGE WORK. What to See. — What two kinds of sentences end with a period ? Eead the statement found in the preceding lines. Head the command. Tell what each of the other sentences is. In the first sentence, is is the chief word that tells. What does it tell about ? You see that the verb sometimes comes before the sub- ject. What word tells what kind of flower ? What word tells where the flower is ? You see that the word Helen does not help either chief word. Willie here uses Helen's name just to call her attention before making his statement. So we separate the name Helen from the statement by a comma. In the second sentence, is the question complete without the name of the one spoken to ? When we address a person with some feeling or excite- ment, we often put before the name. Is the third sentence complete without Helen 9 The tvord O should always be a Capital. Eead the command without the name of the one addressed. Does it make complete sense ? Notice that in each of these four different kinds of sen- tences the name of the one addressed is separated from the rest of the sentence by the Comma. DIFFERENT KINDS OF SENTENCES. 61 Additional Work. To the Teacher. — Encourage the pupils to talk about the butterfly or some other subject and to make different kinds of sentences intro- duced by the name of the one addressed. Some of these should be written. Dictation. The script sentences may be written from dictation. LESSON XXIX. Different Kinds of Sentences. Name of the One Addressed — Comma. Copy the following sentences : — What to See. — What differences can you find between the first sentence above and the first in Lesson XXVIII. ? Look for position, capitals, and commas. How does the second sentence above differ from the two just compared ? How does the third above compare with the second in Lesson XXVIII. ? When is a comma put after the name of the one spoken to ? 62 INTRODUCTORY LANGUAGE WORK. When is it put before ? «.When is Qne comma put before and another after ? Copy these two sentences : — *sfud/. ^yt^^^^z^iy, €k^c^^/on/ 'suwntzTAMP > Ue^z^^c^ 6^, t^n^T/. What to See. — Tell all you can about this address. Remember that you learned about addresses "in Lessons XXXIV. and XXXV. Tenn. is the abbreviation for Tennessee. Where is the postage stamp placed ? LESSON XL. Names— Letters. Copy the following letter carefully, and try to see every- thing in it : — 30. {fc^ri^ 30, ^/CJ^c 'stZ/. /&7Z£/, ^Uvz/, 84 INTRODUCTORY LANGUAGE WORK. What to See. — Where was this letter written ? {New York is here abbreviated N. Y.) When was it written ? What two words are nsed for a loving salute ? Where does the first word of the main part, or body, of the letter begin ? At the end, w T hat words show Dick's loving regard for his mother ? Eead the place and the date together. What four things are given in the place ? Which two are put together ? Into how many parts do the commas divide the place ? What three things are given in the date ? Which two are put together ? What are separated by the comma ? What separates the place from the date? Notice the comma after Dear Mamma, and the one after Your affectionate son. Notice that Dick says Tapa and I, not I and papa. In Dear Mamma, mamma begins with a capital, although it is a common name. Any name, common or particular, used as this is, begins with a capital. Notice mamma ! farther down. From what you learned in Lessons XXVIII. and XXIX. about the name of the one addressed, you might look for a comma after mamma as well as one before ; but Dick puts an exclamation mark in place of the second comma, to show his feeling. NAMES— LETTERS. 85 How many paragraphs has Dick ma'de of the body of his letter ? How does he show where one paragraph ends and an- other begins ? Tell what you can about the capitals and the periods. Marie out an envelope on your date, and put on the address as here : — / 5TAMP (yfUdy. U^cAaAt?/ GuTdd/, /J0J^f£i^-J2U;., What to See. — Try to remember what you learned in Lessons XXXIV., XXXV., and XXXIX. about addresses, and then tell all you can about this. 111. is the abbreviation for Illinois. Tell on what part of the envelope the different lines are written. On what corner is the postage stamp ? g6 INTRODUCTORY LANGUAGE WORK. Xdditional Lessons. To the Teacher. — We prefer not to confuse the pupils with a variety of letter forms here. Let them first become thoroughly acquainted with the simplest form. We do not think it well to use here the terms Heading, Salutatioti, Complimentary Address, etc. Dictation. These letters may be dictated, and then compared with the book for correction. Original Letters. Each pupil should write a " real letter." In such, the pupil may use his own name and place, and give the true date of writing. This letter may be corrected, rewritten, and sent by mail, or put into the "school post-office." Such letters should be short, that they may be very carefully done. It may be well to limit the pupils to some subject, requiring them, for instance, to tell what happened, or what they did, on some day of particular importance to them. Reviews. The letters here given for copying are made to serve as reviews. The work suggested in our observation exercises may be emphasized and continued. A GATHERING UP. 87 A GATHERING UP. To the Teacher.— See " To the Teacher," p. 36. A person's name is made up of a family name, or surname, and one or more given names, or Christian names. Shortened words are called Abbreviations. The first letter of a name is called an Initial. A Period is placed after an abbreviation or initial. Abbreviations. Mr., Mister. Mrs., Mistress. Dr., Doctor. Prof., Professor. Hev., Keverend. St., Street. Av., Avenue. Co., County. Chas., Charles. Wm., William. Geo., George. Fla., Florida. Tenn., Tennessee. N. Y., New York. Mass., Massachusetts. Ky., Kentucky. III., Illinois. It. M., Eailroad. Sun., Sunday. Mon., Monday. Tues., Tuesday. Wed., Wednesday. Thurs., Thursday. Fri., Friday. Sat., Saturday. Jan., January. Feb., February. Mar., March. Apr., April. Aug., August. Sep., September. Oct., October. Nov., November. Dec, December. 88 INTRODUCTORY LANGUAGE WORK. The name of a person, with the name of the place where he lives or does business, is called his Address. For the residence of a person in the country, give the post-office, the county, and the state. For the residence of a person in the city, give the number of the house, the name of the street, the city, and the state. The names of. the days of the tveek and the months of the year begin with Capitals, but the names of the seasons begin with small letters. In writing a date, put the month and the day to- gether, and separate them from the year by a comma. In a letter, give the place and the date of writing, a friendly or courteous greeting", and then write the main part, or body. After this write a friendly or courteous closing line, and sign your name. (For the form and position of these parts, see Lessons XXXIX. and XL.) Thing's Noticed in Passing. We say " lives at " if the place is small. We say " lives in /' if the place is a large city, or a division of the country. We say " lives at 10 Grand Street/' etc. We say " lives in" a certain street. (See Lesson XXXV.) We say "Bertha and I," "papa and I," etc.; not "I and Bertha/' etc. (See Lessons XXXIX. and XL.) CHIEF NAMES AND THEIR VERBS. 89 LESSON XLI. Chief Names and Their Verbs — Adding S. EXERCISE. 1. The frog croaks. 2. The frogs croak. 3. The swallow twitters. 4. The swallows twitter. 5. The lamb bleats. 6. The lambs bleat. 7. The rooster crows. 8. The roosters crow. 9. The brook babbles. 10. The brooks babble. What to See and Do. — What differences can you find between the first and the second sentence ? The word frogs means more than one — it may be two or hundreds. Would it sound right to say, Frogs croaks f Find the differences between the sentences in each of the other groups. When the verb tells what one thing does, how does it end ? How can a name be made to mean more than one ? Write five sentences each telling what one thing does, and then change them to tell what two or more things do. 90 INTRODUCTORY LANGUAGE WORK. LESSO N XLI I . Chief Names and Their Verbs — Adding S. EXERCISE. 1. The wind blows. 2. The winds blow. 3. The bough bends. 4. The boughs bend. 5. The bud swells. * 6. The buds swell. 7. The squirrel leaps. 8. The squirrels leap. What to See and Do. — Find the differences between the first and the second sentence above. Do the same for each of the other three pairs of sen- tences. Notice that these verbs ending in s all tell what one thing does, not what it did in the past or will do in some time to come. The wind blew. The winds blew. The wind will blow. The winds will blow. Look at these four sentences, and see whether the verb adds s when it tells what one thing did or will do. CHIEF NAMES AND THEIR VERBS. 91 When a verb tells what one thing does, how does it end ? How can a name be made to mean more than one ? Write five sentences each telling what one thing does, and then change them to tell what two or more things do. To the Teacher. — The words bough and blew in these sentences suggest exercises on the homonyms : — bough, blew, bow ; blue. LESSON XLI I I. Chief Names and Their Verbs — Is and Are. EXERCISE. 1. The wind is blowing. 2. The winds are blowing. 3. The bough is bending. 4. The boughs are bending. * 5. The bud is swelling. 6. The buds are swelling. 7. The squirrel is leaping. 8. The squirrels are leaping. What to See. — What differences do you find between the first sentence and the second ? 92 INTRODUCTORY LANGUAGE WORK. Examine each of the other three pairs of sentences, and tell what you discover. When you use is, do you speak of one, or more than one ? When do you use are ? QUESTIONS. Is the wind blowing? Are the winds blowing? What to See. — Point out the differences between these two sentences and the first two at the beginning of the lesson. How may each of the other six sentences be changed to a question ? EXCLAMATIONS. How the wind is blowing ! How the winds are blowing ! What to See. — Find the differences between these two sentences and the two at the beginning of the lesson. Is is used in speaking of what ? Are is used in speaking of what ? EXERCISES FOR WRITING. Write statements using is and are. Write questions using is and are. Write exclamations using is and are. Change your statements to questions. CHIEF NAMES AND THEIR VERBS. 93 LESSON XLIV. Chief Names and Their Verbs — Was and Were. EXERCISE. 1. The wind was blowing. 2. The winds were blowing. 3. The bough was bending. 4. The boughs were bending. 5. The bud was swelling. 6. The buds were swelling. 7. The squirrel was leaping. 8. The squirrels were leaping. What to See. — Find the differences between the first and the second sentence of each group above. Is was used in speaking of one thing, or more than one thing ? Is were used in speaking of one thing, or more than one thing ? QUESTIONS. Was the wind blowing? Were the winds blowing ? What to See. — What differences can you find between these two sentences and the two at the beginning of this lesson ? 94 INTRODUCTORY LANGUAGE WORK. How may each of the other sentences be changed to a question ? EXCLAMATIONS. How the wind was blowing ! How the winds were blowing ! What to See and Do. — How do these tw T o sentences differ from the first two at the beginning of this lesson ? Write a statement, a question, and an exclamation, using was, and then change each so as to use were. LESSON XLV. A Study of Sentences — Putting Sentences Together. EXERCISE. 1. A faint gray light begins to steal over the woods. 2. A faint gray light begins to steal over the fields. 3. The stars all fade out from the sky. 4. They fade out one by one. 5. A light breeze springs up. 6. The breeze sets the leaves and the flowers all nod- ding and whispering to each other. What to See. — In each of these sentences we have under- lined the verb. You may find the subject. A STUDY OF SENTENCES. 95 Which of the subjects mean but one ? How do their verbs end ? Which subjects mean more than one ? Do their verbs add s? Copy the following : — Watching the Sun Rise. A faint gray light begins to steal over the woods and the fields. The stars all fade out one by one from, the sky, and a light breeze springs up, which sets the leaves and the flowers all nodding a?id whispering to each other. What to See. — Which of the sentences given at the beginning of the lesson are here put together ? Can you tell how it is done ? You have learned that which can take the place of a name and help to join sentences. It can also take the place of breeze. Try it in place of breeze in the last sentence, and see whether it will join the sentences as which does. To the Teacher. — The pupils may change the verbs in these sen- tences to hegan, faded, sprang, and set, and so describe the sunrise as past. Let them see that no s is now added. Help them to see the beauty of the selection above. Let them see how it helps the picture to imagine the leaves and flowers to be like persons. Let them note the commas between the sentences connected by and and which. Easy questions may bring out some of the helping words. 96 INTRODUCTORY LANGUAGE WORK. LESSON XLVI. A Study of Sentences — Using the Chief Parts Correctly. EXERCISE. 1. The little birds begin to twitter. 2. They call softly to their friends. 3. Their friends are in the branches above and below. 4. The sun is coming. 5. The sun makes them happy. 6. Perhaps they are telling each other this. 7. The light grows stronger and stronger. 8. Very soon the sun shows its bright rim above the hills. 9. It flings its golden beams over the trees and the houses. What to See and Do. — In each of these nine sentences we have underlined the verb. You may find the subject. Which of these verbs tell about one thing ? Which tell about more than one ? Which of these subjects are made to mean more than one by adding s ? Use was or were in each of the sentences above, thus : "The little birds were beginning to twitter/' Make the nine sentences above read together smoothly. PUTTING SENTENCES TOGETHER. 97 LESSON XLVII. Putting Sentences Together. Copy the following : — Watching the Sun - Eise — Continued. The little birds begin to twitter and call softly to their friends in the branches above and below. Perhaps they are telling each other that the sun is coming to make them, happy. The light grows stronger and stronger. Very soon the sun shows its bright rim above the hills, and flings its golden beams over the trees and the houses. What to See and Do. — Notice how the first three sen- tences of Lesson XLVI. have here been put into one. In this new sentence birds and begin are the chief words, and all the others are now helpers. How many sentences of Lesson XLYI. are put into the next sentence ? What has been done with the last three sentences of Les- son XLVI.? Why were the sentences above put into two paragraphs ? Describe the sunrise as past, and find other ways of put- ting the sentences together. To the Teacher. — The word sun above suggests exercises on the homonyms : — sun, son. 7 98 INTRODUCTORY LANGUAGE WORK. LESSON XLVI I I. Composition— Hints. "When you went to see the sun rise, how did you get started ? Where did you go ? Did the sun come up from behind a hill ? In what direction did you look ? After the sun was up, did the birds burst into loud song ? What voice was first and loudest ? What voices joined in ? What happened then? What did the flowers do? What did the insects do ? Do you think it a pity that people are not up, like the birds, at daybreak ? Why ? What to Do. — Get what help you can from these u hints n and make a short composition. LESSON XLIX. Have and Has, Do and Does. EXERCISE. 1. The wind has blown. . 2. The winds have blown. 3. The bough has bent. 4. The boughs have bent. 5. The bud has swollen. 6. The buds have swollen. HAVE AND HAS, DO AND DOES. 99 What to See and Do. — Compare the two sentences in each of these three groups. With what kind of names is has used ? With what kind of names is have used ? Change each sentence to a question, and tell how it is done. EXERCISE. 1. The wind does blow. 2. The winds do blow. 3. The bough does bend. 4. The boughs do bend. 5. The bud does swell. 6. The buds do swell. What to See and Do. — With what names is does used ? With what names is do used ? You notice that we say does blow and do blow when we wish to speak with emphasis. Write a statement, a question, and an exclamation, using does, then change each so as to use do. To the Teacher. — The illustrations that we have given of the use of -s, is, are, was, were, have, has, do, does, may be sufficient to show how the verb agrees with its subject. Full formal rules or statements are not here desired. There is danger of spending too much time in multiplying these short, unrelated sentences, in which there is little, if any, liability tc error. 100 INTRODUCTORY LANGUAGE WORK LESSON L. Using Verbs with I and You. What to See and Do. — Use / for subject, where you can, in the sentences of Lesson XLI. Do the verbs add s with If Use you in the same sentences where you can. Do verbs add s with you ? Change the same sentences so as to use is, are, was, were, have, has, do, does, and see which will take / for subject. See how many of these verbs will take you for subject. You found that /needed am, was, have, do. Write statements using are, were, have, and do with the subject you. Change each of these statements to a question. You may stand for one or more than one, but its verb is always used as if you meant more than one ; as, " Y ou are ; " " You were." To the Teacher. — We suggest much oral practice on short sen- tences, using "You were ; " " Were you ?" etc. Such sentences as "I was there yesterday," " I was in time," maybe put on the board. The pupils may change I to you and repeat the sentences rapidly, first as statements, then as questions. THE CONTRACTIONS TSWT, AREN'T, ETC,. 1Q1 LESSON LI. The Contractions Isn't, Aren't, Etc. Copy the following very carefully : — What to See and Do. — The first word of these script lines is made up of is and not. Notice that a little mark is placed between n and t to show where the o is left out. This mark is like a comma, but it is higher up. Describe each of the other words. Make four sentences, using the words of the first lfne in telling about one thing ; as, The drone doesn't work. Make four sentences, using the words of the second line in telling about more than one thing ; as, The drones don't work. Do work is the chief part that tells. The word not denies what the other words tell. These forms at the beginning of the lesson are called contractions. You see they have no period at the end as abbreviations have. 102 INTRODUCTORY LANGUAGE WORK. There is great danger of using don't for doesn't. Use each of these words five times. To the Teacher. — These exercises may be continued by changing the statements to questions. Let such exercises be extended, and reviewed again and again till the tendency to say " He don't" etc., is overcome. Test the pupils to find whether any are in the habit of using ainH, hain't, Hain't. If such words are found in use, emphasize the fact that they are wrong, and give much oral drill. LESSON LI I. Putting Sentences Together — Commas— Chief Names and Their Verbs. EXERCISE. 1. On the bee's leg is a basket. 2. On the bee's leg is a brush. 3. On the bee's leg is a tool to press wax. What to See. — Which generally comes first, the chief name, or the chief word that tells ? You see that in the first sentence we talk about a basket. What is the chief word that tells ? Read the phrase that helps by telling where the basket is. In each of the other sentences pick out the chief parts, and then read the helping phrase that tells where. Begin with the word a and read each sentence. PUTTING SENTENCES TOGETHER— COMMAS. 103 Copy the following : — ^e^^t^^U€J^, /^^^^^^^^^^^ \^€ ' z^T^a/xz^n/, '^s?zA/ t C/fyCK What to See. — Explain the contractions I'll, can't (not used in formal writing), and ma'am (madam). Explain all the words that show possession. Find in each sentence the name of the one addressed, and tell what you have learned about such words. Notice the word / in these sentences. What have you learned about this word ? 124 INTRODUCTORY LANGUAGE WORK. QUOTATIONS. Notice the marks before yes and after try. These marks show that the words yes, sir, I'll try are not the words of the one who writes the whole sentence, but that they are the exact words of some other person — Grace. We say that these words are quoted from Grace. In the next sentence what words are quoted from Jack ? These words taken by the writer from some other person we call Quotations. In the third sentence what words are quoted from Julia ? In the fourth what words are quoted from some boy ? In the last what words are quoted from some girl ? Notice that each quotation begins with a capital. Notice that each quotation is separated from the other words by a comma. Notice that each quotation has two apostrophes at one end, and two turned-over apostrophes at the other. These are called Quotation Marks. When a tvriter uses the exact words of another per- son, he should inclose them within Quotation Marks. Dictation. To the Teacher. — Pupils should be able to write these sentences from dictation. Other similar sentences may be made by the pupils' help, and then dictated. The time of one or two additional recitations could be very profit- ably spent here. GENERAL EXERCISES— QUOTATIONS. 125 LESSON LXV. General Exercises — Quotations. Copy the following very carefully : — AtZTZ^ ^&d^y ^u/aJy^m^i/. ^^r. /&Z€/b- 'sO?2/, (S^^^^^^<^ (fx^^^^^^ What to See. — Find in the first sentence an apostrophe that helps to show possession, and one that takes the place of a. 126 INTRODUCTORY LANGUAGE WORK. How are I am, we are, I have, it is not, and there is con- tracted ? Tell what the apostrophe stands for in each contraction. Of the three names showing possession, which mean more than one ? What shows the possession in each ? Notice the word in the last sentence. What have you learned about writing when it is a word ? What words are here used simply to name the one addressed ? How are these words separated from the others ? What does the mark after boys show ? qu6tations. Read each quotation. What do you call the marks before and after each quota- tion ? Which of these quotations is at the beginning of the sentence ? Which is at the end ? Which are brought in between some of the writer's own words ? If the first quotation is read by itself, will it make sense, like a sentence ? Can you say the same of all the others ? The three words, our lost Joe, do not make complete sense, so this quotation dpes not begin with a capital, and is not separated from the other words by commas. Does each of the other quotations begin with a capital ? PUTTING SENTENCES TOGETHER— QUOTATIONS. 12? How is each separated from the words it is used with ? Does each quotation in Lesson LXIV. begin with a capital ? Does each make complete sense ? A quotation that makes complete sense begins with a capital, and is generally separated from the other words by a comma or by two commas. Dictation, etc. To the Teacher. — The term " quotation " is here used in the sense of "exact quotation." The distinction between direct and indirect quotations should be made farther on. We suggest that for other lessons the pupils learn to write these sen- tences correctly from dictation, and that they be able to explain, with- out the aid of the book, all new points brought out, as well as the points designed for review. LESSON LXVI. Putting Sentences Together — Quotations. The Ant and the Grasshopper — A Fable. SEPARATE STATEMENTS. 1. An ant was working. 2. She was making a storehouse. 3. She was filling it. 4. She was tugging a grain of rice. 5. A friend was helping. 6. The grain was bigger than themselves. 7. A grasshopper came up. 128 INTRODUCTORY LANGUAGE WORK. STATEMENTS IN PARAGRAPHS. Copy the folloiving : — An ant was busy at work one sunny summer day. She was making a storehouse and filling it with food for her family. Just as she and a friend were tugging along a grain of rice much bigger than themselves, up came a lively grasshopper. What to See. — Do you think the first sentence above a better beginning for a story than the first of the u separate statements " ? Why? Tell all you can about the making up of the next sentence. How many of the " separate statements" are put into the second paragraph above ? Notice that the first words, just as, help to hold all the others together, for they keep us anxiously waiting for the words at the end, Up came a lively grasshopper. You may remember being told that, in making a story, • it is a good thing to hold the most interesting part for the last, and keep the reader anxious to know how the story is " coming out." Tell what you can about how the four sentences were put together to make this paragraph. What to Do. — Now write this story in your own lan- guage, and arrange it as you think best. QUOTATIONS DIVIDED. 129 LESSON LXVI I. Quotations Divided. Copy the following carefully, noticing the quotation marks very particularly : — The Ant and the Grasshopper — Continued. " How do you do, Mother Ant ? " said the grasshopper, " and why do you work so hard this fine day ? " " Mr. Grasshopper, I work now so that I may have food when the cold days come" " Nonsense ! " replied the grasshopper, " you need not he in such a hurry. Summer is not nearly over yet. Come and enjoy yourself as I do. u I do nothing but chirp and dance all day long, while you creep about and think of nothing but work." What to See. — Notice that in this story, or fable, the ant and the grasshopper talk like persons, so you find Mother Ant and Mr. Grasshopper written as particular names. Notice that the story is continued from Lesson LXVI. Notice that the first of these paragraphs is made up of two questions joined by and, with said the grasshopper thrown in between. All these words except said the grasshopper are one quo- tation from the grasshopper. 9 130 INTRODUCTORY LANGUAGE WORK. Said the grasshopper divides this quotation, so we mark the part before these words and the part after as if each were a separate quotation. Tell where you find these quotation marks. Does this marking leave said the grasshopper out of the quotation ? Who is quoted in the next paragraph ? Does the story- writer break into this quotation with any of his own words ? Who is quoted in the next two paragraphs ? What three words of his own does the story-writer throw in here ? How are the marks put so as to leave out these words from the quotation ? The marks before / in the last paragraph could be left out, but when the quotation has more than one paragraph, these marks are put before each paragraph to catch the eye and show that the quotation is still going on. To the Teacher. — Divided quotations and quotations extending through several short paragraphs are very common in books for young children. In order that such stories may be read, copied, and imitated intelligently, it is important that pupils should early be taught all that is brought out above. Young children can easily be interested in learning about things found in interesting stories. Let selections containing colloquial quotations be found in Headers or other books and put before the pupils. After oral exercises have made them familiar with all the points connected with quotations, some of the selections should be dictated for writing, and then compared with the book for correction. PUTTING SENTENCES TOGETHER. 131 LESSON LXVI I I . Putting Sentences Together— Quotations. The Ant and the Grasshopper — Continued. SEPARATE STATEMENTS. 1. The summer sun no longer shone. 2. The earth was cold and chill. 3. The grasshopper's wings felt heavy. 4. He did not care to chirp any more. What to Do. — Dress up these lines as you see fit, and put them into one paragraph. We do not advise putting them all into one sentence. Be careful not to make your sentences too long. Notice how the other part of the story left off. Some- thing about how long after might be brought in with the first sentence above. Copy the following carefully, and notice the quotation marks very particularly : — Feeling cold and hungry, he said, " I will go and ask Mother Ant to give me something to eat out of that great store of hers." So he hopped away sadly to the antfs house, and knocked at the door. " Who is there ?" cried the ant " Your friend, the grasshopper." 132 INTRODUCTORY LANGUAGE WORK. " What do you want f " u I have come to beg a little food. I don't know where to get any, and I am very hungry P What to See. — Notice that what you have just copied continues the story from where you left it after joining the sentences at the beginning of this lesson. Who is quoted in the first paragraph copied ? Where do you find quotation marks ? Are there any quotations in the next paragraph ? Notice that each of the next three lines makes a paragraph. Notice that the first word of each is set in to the right. Find each quotation, and tell where the quotation marks are placed. LESSON LXIX. Finishing the Fable. What to Do. — You may finish the story in your own language. Arrange and connect your sentences as you think best. HINTS. What do you think the ant said to the grasshopper ? Do you think she gave him food ? Do you think she said anything about his laughing at Her in the summer ? AGREEMENT OF CHIEF PARTS. 133 Do you think she mentioned his being lazy, or told him that he might dance all winter ? Do lazy people deserve much help ? What do you think the fable teaches ? LESSO N LXX. Agreement of Chief Parts— General Exercises. EXERCISE. 1. The rain doesn't stop. 2. The clouds don't move. 3. The weather doesn't please. 4. The flower doesn't open. 5. The grasshopper doesn't chirp. 6. The butterfly doesn't flit. 7. The bee doesn't work. 8. The birds don't sing. 9. The farmer doesn't plough. 10. The children don't shout. 11. The sun doesn't shine. 12. He doesn't care. What to Do. — Show that doesn't and don't are correctly written and used in these sentences. Eead the sentences till you can run over them quite rapidly without feeling like putting don't or doesn't in the wrong place. 134 INTRODUCTORY LANGUAGE WORK. EXERCISE. 1. You were beaten. 2. "Were you beaten ? 3. Weren't you beaten ? 4. You were shaken. 5. Weren't you shaken ? 6. How you were shaken ! 7. We were beaten. 8. Wasn't he beaten? 9. Weren't they beaten? 10. Weren't you chosen ? 11. Wasn't he chosen ? 12. Weren't we chosen? What to Do. — Show that each verb above has its right form. Remember that the verb is always used with you as if you meant more than one. Eepeat these sentences quite rapidly till you feel no ten- dency to use was for were, or wasn't for weren't. LESSO N LXXI. Agreement of Chief Parts — General Exercises. EXERCISE. 1. There go the rabbits. 2. Here come the dogs, 3. After them goes Joe with his gun. AGREEMENT OF CHIEF PARTS. 135 4. Here come Joe and his dogs on their return. 5. In Joe's bag are a rabbit and a squirrel. What to See and Do.— We have underlined the subjects in this " exercise." Find in each sentence the chief word that tells. Notice that in the third sentence gun belongs to a helping phrase, and that in the fourth, dogs is one of the chief names. Show that go, goes, come, and are are correctly used. What does there do in the first sentence ? Here in the second ? After them in the third ? In Joe's hag in the fifth? Read these sentences quite rapidly and see whether they sound right. EXERCISE. 1. The tongs are broken. 2. Aren't the tongs broken ? 3. "Weren't the tongs broken ? 4. Were the scissors stolen ? 5. Aren't the shears broken ? 6. Have the ashes been shaken ? 7. How the ashes do fly ! 8. Where were the ashes thrown? 9. Weren't the ashes shaken ? 10. Don't the shears cut ? What to Do. — The word tongs names one tool ; but, as this tool has two parts, the word is written and used as if it meant more than one. 136 INTRODUCTORY LANGUAGE WORE. Find other such words. Show that the proper verb is used in each of these sen- tences. Repeat these sentences till you think there is no danger of using the wrong verb. To the Teacher. — It is hardly probable that your pupils will say / be, they is, etc. ; but much drill will be required to overcome the use of don't for doesn't, was for were — especially with you, — and the use of the wrong form of the verb after there, here, etc., and with such words as ashes, tongs, etc. It may be necessary to return to these exercises quite frequently. They can be varied in many ways. Notice that we use the forms beaten, shaken, chosen, broken, stolen, etc., for a purpose. It is advisable to bring in such forms incidentally when possible. Exercises are here suggested on the spelling and use of the homo- nyms — here, there, hear ; their. LESSO N LXXI I . Agreement of Chief Parts — General Exercises. To the Teacher. — With the few exceptions noted in the preceding lessons, most failures to make the verb agree with its subject come from not being able to detect these parts immediately and instinctively in whatever part of the sentence they may be found. The advantage of the earliest possible training in picking out the chief parts, and reading them together in their regular order, is evident. In constructions like the following, in which the chief parts are AGREEMENT OF CHIEF FARTS. 13 7 transposed, or some word not the subject comes immediately before the verb, the untrained eye and ear are deceived. In the following "exercise" let the pupils read the chief parts in their natural order, and let the helping words be brought out. It will please the pupils to see why so many persons make mistakes with such sentences. EXERCISE. 1. On what tree do acorns grow ? 2. Here is a pocketful of chestnuts. 3. One of the boys is climbing the tree. 4. In his pocket are a knife and a top. 5. Down come knife, top, and nuts. 6. Every one of the girls has filled her basket. 7. Neither of the bags has been filled. 8. Halloo ! doesn't that squirrel know how to crack nuts ! 9. Weren't you and Billy up the tree ? 10. A whole barrelful of nuts was taken from here yesterday. What to See and Do. — We have marked the chief parts of each sentence. You may read them together, putting the subject before its verb. In the third sentence one means one hoy, and of the toys is only a helping phrase. In the sixth, one means one girl. In the seventh, neither means neither bag. Read each sentence till you think there is no danger of using the wrong verb. 138 INTRODUCTORY LANGUAGE WORK. Dictation. To the Teacher. — For another lesson, these sentences may be varied, and dictated with the test word omitted, to be filled in by the pupils afterward. LESSON LXXI I I. Addresses— Dates — Names — Titles. Copy the following and notice everything : — >UJ^r, 'lu^i. (j^tmw. J26&J2&< ADDRESSES— DA TES— NAMES— TITLES. 139 <&0 Q%Zs What to See. — In these addresses are found the abbre- viations of Connecticut, Arkansas, Pennsylvania, and Esquire. Tell how each is made. What do you mean by a person's address ? (See Lesson XXXIV.) Notice in the first address that the title is put after the name. This title is given to lawyers, and to other prominent persons. ■ How is this abbreviation separated from the name ? What do you find after each line of this address ? AYhat two reasons can you give for the period after Conn. 9 The name in the second address has one title before and another after it. You learned about Rev. in Lesson XXXIII. Colleges sometimes give clergymen the title of Doctor of Divinity. The abbreviation for this title is D.D, 140 INTRODUCTORY LANGUAGE WORK. In speaking to this clergyman, or of him, you would say Doctor Wesley. His name may also be written — Rev. Dr. Jonathan Wesley. Doctor of Medicine is abbreviated M.D. This is the title of one that practices medicine and heals diseases. The third name may also be written — Dr. Edwin F. Holmes. Be careful not to use both Mr. and Esq. with the same name ; as — Mr. John Smith, Esq. (Very bad.) Do not use either Mr. or Esq. with Dr., M.D., or D.D. Notice that the first address gives the name and title, the post-office, the county, and the state. The third address gives the name and title, the number of the house, the street, the city, and the state. What two things just named are put together without a comma ? Tell what is given in each script line of these addresses. Tell what each comma separates. It may be well for you to see whether you remember what was learned in Lessons XXXIY. and XXXV. Dictation. To the Teacher. — Let the pupils write the addresses from dictation. Question them closely on every part. ADDRESSES, DATES, ETC. 141 LESSON LXXIV. Addresses, Dates, Etc. EXERCISES-ADDRESSES. Master Ralph S. Lee lives in the city of San Francisco, which is in California. The number of his house is 777. It is in Van Ness Avenue. Miss Agnes Harrison is staying at the Southern Hotel, in the city of St. Louis. This city is in Missouri. Philip C. Hayne, a lawyer, lives in the city of Charles- ton, in the state of South Carolina. His house is num- bered 75. It is in Meeting Street. Eobert O. Bryant is a Doctor of Medicine. He lives at Harper's Ferry, in Jefferson County. This county is in West Virginia. Paul J. Calvin is a Doctor of Divinity, living at Genoa, in Nebraska. Genoa is in Nance County. What to Do. — From the five groups of statements above write out five addresses in the proper form. You may write the last two titles in two ways. In the second address the name of the hotel takes the place of the house number and the street. We here give you the abbreviations for the states men- tioned in these addresses : — Cal., Mo., S. C, W. Va., Nebr. 142 INTRODUCTORY LANGUAGE WORK. To the Teacher. — Attention may be called to the use of at and in, and the expression staying at the Southern Hotel may be noted as preferred to stopping, etc. Dictation. The pupils should be able to write these addresses from dictation till they are correct in every particular. This dictation, with the exercises on dates, may require a separate lesson. EXERCISES-DATES. The telegraph came into use in the United States on the twenty-seventh day of May, in the year eighteen hundred and forty-four. The Pilgrims landed on the twenty-first day of De- cember, in the year sixteen hundred and twenty. "Washington became our first president on the thirtieth day of April, in the year seventeen hundred and eighty- nine. What to Do. — Write out the dates mentioned above in the short form given in Lesson XXXVIII. After writing these dates, read them as directed in Les- son XXXVIII. LESSON LXXV. A Letter. Copy the following letter very carefully, and notice every* thing : — /#&/ (So^z^mM^ UU^K^ 3/,/ p /OS, ^^1/ /^^^^^^ 's&j/s r ^Utz^w^ / * ',^y€/ 148 INTRODUCTORY LANGUAGE WORK. V/?m2 with have, etc. Choose, chose, chosen. Drive, drove, driven. Fly, flew, flown. Give, gave, given. Go, went, gone. Do not use chose for chosen, drove for driven, flew for flown, gave for given, went for gone. What to Do. — Make five oral sentences, using each of the words in the second column to tell what is past. Write ten sentences, using one of the following verbs in each : has chosen, was chosen, have driven, were driven , have floivn, had flown, has given, was given, have gone, had gone. Make oral sentences, using is, are, has been, have been, will be, mag be, and should be, before chosen, driven, and given. Make oral sentences, using has, mag have, must have, might have, and could have, before flown and gone. Use some form of lie or lag in place of each of the fol- lowing words in italics : " The snow remains on the moun- tain." "It remained there all summer." "The wings rest over the back." "The wings are put over the back." 164 INTRODUCTORY LANGUAGE WORK. LESSON LXXXVI I I. Using the Verb Right. Present. Past. Used i with fiave, ETC. Ride, rode, ridden. Shake, shook, shaken. Speak, spoke; spoken. Forsake, forsook, forsaken. Rise, rose, risen. Do not use rode for ridden, shook for shaken, spoke for spoken, forsook for forsaken, rose for risen. What to Do. — Make five oral sentences, using each of the words in the second column to tell what is past. Write ten sentences, using one of the following verbs in each : have ridden, could he ridden, vjere shaken, should be shaken, has spoken, had spoken, tvas forsaken, have for- saken, has risen, had risen. Make oral sentences, using has been, have been, must be, may have been, before ridden, shaken, spoken, and forsaken. Make oral sentences, using have, must have, and should have, before risen. Raise or raised is sometimes used by mistake for the forms of rise or arise. Do not say, "He raised up \" but say, " He arose," or "He raised himself up." Do not say, "The fog raised ;" but, "The fog rose.' 9 USING THE VERB RIGHT. 165 LESSON LXXXIX, Using the Verb Right. Present. Past. Used with have, etc, Steal, stole, stolen. Take, took, taken. Tear, tore, torn. Wear, wore, worn. Do not use stole for stolen, took for taken, tore for torn, wore for worn. What to Do. — Write ten sentences, using the words in the second and third columns correctly. Make ten oral sentences, using the words in the third column correctly. Present. Past. Used with have, etc. Come, came, come. Drown, drowned, drowned. Attack, attacked, attacked. What to Do, — Make oral sentences, using come and came. Be sure to use came, not come, to tell what is past. Make oral sentences, using droivned and attached. Be sure to pronounce drowned in one syllable, and at- tached in two syllables, not three. Pronounce ed in attached like t 166 INTRODUCTORY LANGUAGE WORK. LESSON XC. Helping Words Joined to Names. Hints for Word Pictures. Copy the following sentences : — 1. Large, feathery snowflakes are floating through the air. 2. Bright, cheerful fires are crackling on the hearth. 3. Five lively little chickadees have come for their supper. 4. A beautiful white blanket is spread over the field. 5. The bare, brown branches of the trees are ridged with pearl. 6. Each tall, tapering pine is wrapped in a pure, white cloak. 7. The world is changed into a new, strange, white world. What to See. — In each of the sentences above the verb is made up of two words. Find each verb. Put what before each verb and find the chief name. The name snowflakes brings up a picture in your mind, but notice how much clearer this picture is made by the helping words large and feathery. What helping words are joined to fires ? Do they make the picture more distinct ? What helping words are joined to chickadees ? HELPING WORDS JOINED TO NAMES. IQJ Tell what helping words are joined to the chief name in each of the other sentences. A, in the fourth sentence, means about the same as one. The, in the fifth, points out, somewhat as you would point out the branches with your finger if they were really before you. Other names besides the chief names have helping words. In the last sentence, find a name in the helping phrase joined to is changed. What four helping words are joined to this name ? Notice that some of the helping words in these sentences are separated by the comma, and some are not. Notice that when the comma is used, a short pause is naturally made, and that when no comma is used, the help- ing words read together closely. See whether the comma takes the place of and. LESSON XC I. Helping Words Joined to Names. Hints for Word Pictures. EXERCISE. 1. A bright, sunny landscape. 2. Gray, sparkling frostwork. 3. Queer little tracks in the snow. 4. The merry tinkling sleigh bells. 5. Laughing, shouting voices. 6. Delightful long winter evenings* . 168 INTRODUCTORY LANGUAGE WORK. 7. Poor little boys and girls. 8. No thick, warm clothes. 9. No happy, cheerful home. What to See. — Are these word pictures sentences ? Why ? Which is the name, and which are the helping words in each ? Show by your reading of each where the comma should be used. Between which helping words could and be put ? Which helping words are put together without a comma ? What do you here learn about the comma ? A Wikter Day. What to Do. — Make a ' connected story of two or more paragraphs, telling about some winter day. Use as many words or sentences from the two preceding (i exercises" as you wish. Be sure that every "helping" word does really help. LESSON, XC I I . Helping Words Joined to Names— Composition. The Old Log Water-tkough. Pleasant road through an old forest. Sit under sway- ing boughs. Listen to a scolding squirrel among the sunny leaves. Music of a tiny crystal stream. Shoots along a. mossy grove. Drops with a rippling, laughing HELPING WORDS JOINED TO NAMES. 169 sound into the old log water-trough. Velvet clumps of deep-green moss. Trailing vines and delicate sprays. Flickering shadows of the overhanging beech. Weary, dusty traveler. Hot, dry lips. Cool, delicious draught. What to Do. — Tell what each of these italicized words helps to picture. Imagine yourself sitting by this old forest road, with the water-trough before you, and then tell what you see and hear. You need not confine yourself to these hints. Make such changes and additions as you choose. Put your thoughts into a smooth, connected story. Do not use any word that does not really help. LESSON XCI I I. Helping Words Joined to Names. EXERCISE. An aged man ; an east wind ; an idle boy ; an old forest ; an unkind remark ; an apple ; an egg ; an insect ; an orange ; an uncle ; an hour ; an honest man ; a unit ; a useful tool. What to See and Do. — An and aged are both joined to man ; but if we take away aged, an drops its 11, for an man would not sound right. Read each of the first five groups of words, and tell what sound comes immediately after an. 170 INTRODUCTORY LANGUAGE WORK. Read each of these groups, and omit the second helping word. Read each of the other groups, and tell what sound comes immediately after an or a. Notice that h in hour and honest is not sounded, and that unit and useful begin with the sound of y. An is used before the sounds of a, e, i, 0, u; and a, before other sounds. EXERCISE. That sort of people ; this sort of people ; that kind of books ; this kind of books. Those ashes • these ashes y those scissors / these scissors / those tongs ; these tongs. We walked four miles an hour. The wall was two feet thick. The farmer sold two bushels of apples, three barrels of pota- toes, and five pounds of maple sugar. What to See and Do. — Notice the helping words and the names in italics. Which helping words belong to names that mean one ? Which belong to names that mean more than one ? Read these expressions till all the helping words sound familiar. Explain the use of the commas in the last sentence of the " exercise." This and that are used with names that denote one ; and these, those, two, three, etc., with names that de- note more than one. HELPING WORDS JOINED TO VERBS. 17] EXERCISE. Those crows are pulling up the corn. Those grapes are sour. Please pass those oranges. Set those idle fellows at work. What to See and Do. — With what kind of names is those used ? Would them sound right in place of those ? Eead these sentences and see whether they sound right. Do not use them for those. To the Teacher. — Confine the drill to those forms that are liable to misuse. Time is often wasted in exercises on forms that pupils never use incorrectly. If a thorough test shows that no pupils are in the habit of saying a apple, a orange, etc., the first " exercise" should be briefly treated. Certainly there is no danger of using an man, an boy, etc. The misuse of these and those is confined chiefly to the nouns sort and kind. Pupils will not say these boy, these man ; nor this sorts, that kinds. Where the pupils are found deficient, the exercises should be dic- tated with blanks, then extended, and frequently reviewed. LESSON XCIV. Helping Words Joined to Verbs. Hints for Word Pictures. EXERCISE. 1. The snow is now falling yastf. 2. The wind drives it here. 172 INTRODUCTORY LANGUAGE WORK. 3. The wind drives it there. 4. The wind drives it up. 5. The wind drives it down. 6. The wind drives it round. 7. The snow and wind frolic merrily. What to See. — We have italicized the words that help by telling how, when, and where. What word helps is falling by telling when f What word helps is falling by telling how t Find five words, each of which helps its verb by telling where. What does merrily tell ? JOINING SENTENCES. Copy the following : — ■ Now the snow is falling fast ; and, as it falls, the wind drives it here and there, up and down, round and round, in Avild dances. The snow and wind frolic together merrily. What to See. — Notice that from the third, fourth, fifth, and sixth sentences we have taken only the words there, up, down, and round. Why can the other words be omitted without losing the meaning ? What other changes do you find ? Notice that some of the helping words are here put in pairs. How are the pairs separated ? HELPING WORDS JOINED TO VERBS. 173 EXERCISE. 1. Here comes a party of boys and girls. 2. The wind blows fiercely. 3. They are snugly tucked under warm robes. 4. The bells jingle merrily. 5. The horses toss their heads impatiently. 6. Away they dash. 7. Soon they plunge into a snowbank. 8. Over goes the sleigh. What to See. — We have italicized the words that help by telling how, ivhen, and where. Find four words that tell how the action was done. Find one word that helps by telling when. Find three italicized words that help by telling where. Which of these helping words are placed at the beginning of the sentence ? Can you find other places for these words ? Which arrangement do you prefer ? To the Teacher. — Let the pupils see that in Lessons XC. and XCI. a quiet fall of snow and a quiet winter scene are pictured, and that in this lesson a scene is presented in which there is much action. As a preparation for the next lesson, the pupils may vary and com- bine orally the sentences of the "exercise " above, and then continue the story. Encourage each pupil to suggest some incident. In discussing the different expressions let the pupils help to decide which sound best. The arrangement should also be discussed. 174 INTRODUCTORY LANGUAGE WORK. LESSON XCV. Helping Words Joined to Verbs — Composition. One Stormy Winter Day. What to Do. — Write a short story of two or more para- graphs, telling what happened on a stormy winter day. Take what you choose from the two u exercises w in the preceding lesson. Underline the words that tell how, when, or where. To the Teacher. — The pupils should not be held closely to pointing out all adverbs. LESSON XCVI, Phrases Joined to the Chief Parts. Hints for Word Pictures. A Squirrel's Morning Kun. 1. A barking, scolding sound is heard from the tree. 2. Two black eyes appear at a knot-hole. 3. An empty nut rattles to the ground. 4. A red squirrel scurries down through the branches. 5. He leaps upon the fence. 6. Away he goes with flying colors. 7. Suddenly he halts and springs into an apple tree. 8. A tumult is heard among the bees. 9. Down comes a mimic snow-fall of blossoms. PHRASES JOINED TO THE CHIEF PARTS. J 75 What to £ee.— ^Notice that the phrases are in italics. In each of the sentences except the last read the verb and its helping phrase together. Which of these phrases help by telling where ? Find the subject in the ninth sentence. What does the phrase of blossoms do ? In the first sentence, see whether from or the or tree, taken alone, would help is heard. You see that the words of a phrase, all taken together, are like a single helping word. Find the chief parts in each sentence. Find all the helping words, and tell what they do. LESSON XCVI I. Phrases Joined to the Chief Parts. Hints for Word Pictures. A Squirrel's Morning Eun — Continued. 1. Again he is dashing down the fence. 2. He clears a certain rail with one long jump. 3. Under this rail hangs a hornet's nest. 4. He finds a woodpecker's den in a dead tree. 5. Madam is at home. 6. She delivers a pickax blow between his eyes. 7. Away he speeds with whisking tail. 8. He looks wistfully at a robirts nest. 9. His appetite for birds' eggs has been spoiled. 17G INTRODUCTORY LANGUAGE WORK. What to See. — Notice that the phrases are in italics. In each of the sentences except the last, read the verb and its helping phrase together. What does the phrase for birds' eggs do ? Notice that the last word in each phrase is a name, and that helping words are sometimes joined to it. Find all such helping words, and tell what they do. The first word in each phrase is the connecting word. Explain the possessive names found in these sentences. To the Teacher. — Oral work may be needed in preparation for the following lesson. LESSON XCVIII. Phrases — Composition. A Squirrel's Morning Eu^*. . What to Do. — Make a connected story of the sentences given in the two preceding lessons. Yon may make any changes and additions that will help your story. Underline some of your phrases, and tell what they do. LESSON XCIX. Using Helping Words Right. JBe careful not to put together helping words or phrases that have the same meaning; as, (( a short little word.'* USING HELPING WORDS BIGHT. 177 EXERCISE. Small, tiny ; verdant, green ; great, large, big ; promptly, without hesitation ; in per- fect silence, without the slightest noise. What to Do. — Tell which of these helping words or phrases should not be used together. Why ? Use each with a name or a verb. JBe careful to get the right helping word, EXERCISE. Elegant manners, furniture, dress, house. Splendid sunset, palace, jewels, victory. Awful storm, roar, crash. Lovely woman, face, child. Horrible story, crime, pit. Excellent^ delicious, pretty, neat, ugly, homely. What to See and Do. — Repeat each of the first five helping words with each name that follows it. These helping words are much misused. It is not right to say, "perfectly elegant, splendid, or lovely pie, cake, or butter." What two words in the last line of the "'exercise" may describe "pie, cake, butter/' etc.? It is wrong to talk about a "perfectly awful or horrible bonnet or shoe." What words in the last line of the "exercise" may de- scribe a bonnet or a shoe ? 12 178 INTRODUCTORY LANGUAGE WORK. Find other names to which each of the italicized words of the " exercise " may be joined. Do not use most for almost or nearly, real for really or very, bad for badly, good for well. EXERCISE. 1. Almost every boy was shouting. 2. I have almost finished. 3. Really honest men can be found. 4. Did you sleep well f 5. I slept badly. What to See and Do. — Some words may be joined to either a verb or another helping word. Almost in the first sentence is joined to every ; in the second, to have finished. Real, bad, and good are joined to names. Read the sentences of this " exercise " till they sound familiar. Such expressions as "real smart man," "most all of it/' " act bad" u writes good," are incorrect. Write correct sentences showing what is meant by these expressions. To the Teacher. — The sentences given here and those made by the pupils may be dictated with the test words omitted. LESSO N C. Using Helping Words Right. Put helping words where they will give the right meaning and sound best. USING HELPING WORDS RIGHT. 179 EXERCISE. 1. Here we were told our friends had Avaited an hour. 2. We talked about sailing around the world in the evening. 3. A boy is wanted on a farm of steady habits. 4. He took a severe cold during the journey on his lungs. 5. Peter Grant died while eating breakfast seventy -five years old. What to See and Do. — From the position of here, the first sentence may have either of two meanings. Bring out each of these meanings clearly. Make the other sentences clear by putting the italicized words and phrases in the best place. Do not use two denying words where the meaning needs but one. EXERCISE. 1. I have none. 2. I haven't any. 3. He is doing nothing. 4. He isn't doing anything. 5. There are no ghosts. 6. There aren't any ghosts. 7. It can be found nowhere. 8. It can't be found anywhere. 9. I have seen nothing. 10. I haven't seen anything. 180 INTRODUCTORY LANGUAGE WORK. What to See and Do. — If you mean, (i I have none," you certainly would not say, u I haven't none,' 9 for this would be a very awkward way of saying, " I have some." Find the denying word in each sentence of the " exercise." Tell which sentences have the same meaning. What mistakes have you heard in such sentences ? Bead the sentences of the " exercise," and notice whether they sound natural. To the Teacher. — By questions and various devices, get the pupils to use sentences containing negatives. Let them see the absurdity of making one negative contradict another unless they wish to affirm. Let them see that two negatives are sometimes intentionally used to affirm ; as, " No man can do nothing " LESSO N CI. A Study of Sentences. To the Teacher. — Let special attention be given to arrangement and to points brought out in the preceding lessons. Let some of the work be written. The Gay Butterfly. 1. For a few weeks or months the butterfly flits in the sunshine among the flowers. 2. The butterfly's happy life in the sunshine among the flowers lasts only for a few weeks or months. 3. Have not the earth, the sky, and the sea given all their gayest tints to the butterfly ? A STUDY OF SENTENCES. 181 4. How beautifully the colors are put together in spots, streaks, and rich borders! 5. On the butterfly's gorgeous wings look for all the colors of the rainbow. 6. He goes through the air with a zig-zag motion. 7. This gay creature of the sunshine is seldom seen on the wins; before nine in the morning. 8. Long before sunset he steals away under the leaves. What to See and Do. — Find the two chief words in the first sentence. Find a phrase that helps flits by telling how long. Find two phrases that help by telling where. Arrange these phrases in several ways, and tell which way you like best. Remember that much skill can be shown in grouping helping words around the chief words. Does the second sentence mean the same as the first ? Find different ways of telling what is in each of the other sentences. In the second sentence find two phrases that tell what life. Find other words that help to tell what life. Find a phrase that helps the verb. Change the butterfly's to of the butterfly, and then read the sentence. Make a similar change in the fifth sentence. Find in how many ways you can arrange the parts of each of these eight sentences. 182 INTRODUCTORY LANGUAGE WORK. Tell what kind of sentence each is. Explain all the punctuation marks. Additional Lessons. To the Teacher. — The sentences of this lesson are specially adapted for studying the offices of words and phrases and their arrangement. By easy questions lead the pupils to discover what the different words and phrases do. Another lesson may be spent in varying and discussing the arrange- ment. Get the pupils to change the phraseology and to express each thought in as many ways as possible. LESSON CI I. Composition. What to Do. — Make a composition about " The Gay Butterfly." You may change the sentences of the preced- ing lesson, and work them into your composition. Tell what you think of the butterfly's life as compared with the ant's. LESSON CI IT. Hints for a Composition. To the Teacher. — In this and the following lesson let special atten- tion be given to the arrangement. Oral lessons may be needed. Moths and Butterflies. Compare the pictures of the moth, on the next page, with those of the butterfly, pages 59 and 63. Which has -HWTS FOR A COMPOSITION. 183 the more slender body ? In which are the three parts more distinct? Which has slender feelers with knobs? Which has curved or fringed feelers ? Which rests with wings held up together? Which, with wings spread out flat, or laid along the back like a cloak ? Which has the richer colors ? Which flies at twilight or at night ? Which is attracted by the lamp ? Which is hap- pier in the sunshine ? What other differences can you find ? LESSON CIV. Hints for a Composition. Moths and Butterflies — Continued. Six legs— body in three parts — insect — four wings — rolled-up tube, or tongue — thrust into flowers — suck sweet juices — wings covered with beautiful dust — look through a microscope — particles of dust are scales — what you have seen — what you have read or heard about butterflies and moths. 184 INTRODUCTORY LANGUAGE WORK, LESSON GV. Forms of Words Used for Names. EXERCISE. 1. The dragon-fly catches gnats. 2. A dragon-fly is an insect. What to See. — The verb tells what something does or is. Gnats here helps catches to tell what the dragon-fly does, and insect helps is to tell what the dragon-fly is. Which of these words names the things acted upon ? Which names the same thing that the subject names ? Names and words used for names often follow verbs to help in these two ways. EXERCISE. 1. 1 caught the boy. 2. We caught the boy. 3. Be caught the boy. 4. She caught the boy. 5. They caught the boy. 6. Who caught the boy ? 13. The boy caught me. 14. The boy caught tis. 15. The boy caught him. 16. The boy caught her. 17. The boy caught them. 18. Whom did the boy catch ? 7. It is /. 8. It is we. 9. It is he. 10. It is she. 11. It is they. 12. It is who FORMS OF WORDS USED FOR NAMES. 135 19. The boy ran to me. 20. The boy ran from us. 21. The boy ran by him. 22. The boy ran with her. 23. The boy ran around them. 24. Around whom did the boy run ? What to See. — Mention in order the subjects in the first six sentences. Are they names, or words used for names ? In the next six sentences mention each word that helps the verb to tell or ask who somebody is. Do these words mean the same as the subjects ? What two uses have you found for these six words ? In the next six sentences mention each word that helps caught and stands for the name of the one acted upon. In the last six sentences mention the chief word in each phrase. What two uses have you found for these six words ? Do these six words mean the same as the first six words you found ? See whether you can use / and me in the same places. See whether we and us will exchange places. I, we, he, she, they, or who may be used as the sub- ject, or tvith the verb to explain the subject. Me, us, him, her, them, or whom may be used with the verb for the name of the one acted upon, or as the chief word of a phrase. 186 INTRODUCTORY LANGUAGE WORK. To the Teacher. — Let the pupils compare each subject-form with the corresponding object-form. Let them see that the words mean the same, but that they must have different uses. Let them explain and illustrate the uses of all. If the teacher wishes to give more drill on the preposition, the pre- ceding lessons afford abundant opportunity. LESSO N CVI. Forms of Words Used for Names. EXERCISE. 1. Whom do you mean ? 2. To whom did you speak ? 3. Could that boy have been he ? 4. That person could not have been she. 5. For whom did he call? 6. Was it they ? 7. Who was there ? / {he, she). 8. Whom did she call ? Me (us, him, her). 9. "Was it not If 10. Will you go with Kate and me f 11. Kate and /were there yesterday. What to See and Do. — Notice that in each sentence we have put a straight line under the subject and a wavy line under the verb. You may give the uses of the other words, and tell why the words in italics are correct. FORMS OF WORDS USED FOR NAMES. \%y Notice that in the seventh example two subjects are underlined, one in the question, and the other in the answer. The words was there are understood in the answer. In the eighth, the words she called are understood. Three answers are suggested in the seventh, and four in the eighth. Give them all separately, first in the short form, then in the full form. Eead these sentences till they seem familiar. To the Teacher. — The six subject-forms and the six object-forms given on page 185 may be put on the board. The sentences here given may then be dictated with the test words omitted. The pupils may supply the proper words from the lists before them. Let the pupils supply, in place of the words in italics, all the subject- forms and the object-forms that may be correctly used. Most pupils will probably need some help in explaining the uses ol these case-forms. Give such aid, however, as will leave them to feel that they have done the work themselves. LESSON CVI I. Forms of Words Used for Names. EXERCISE. \ 1. With whom are you going ? 2. Mary and /are going with papa. 3. Papa will take Mary and me with him. 4. Between you and me this can easily be done. 5. He and / were beaten. 6. She and Fred have called. 188 INTRODUCTORY LANGUAGE WORK. 7. It makes no difference to either you or me. 8. We boys enjoyed it. 9. Who did it ? I (we, he, she, they). 10. To whom shall I give it ? Them (me, us, him, her). What to See and Do. — You will find a straight line under each subject and a wavy line under each verb. You may tell how each word in italics is used. For each of these words in italics, tell what word might be used by mistake. Tell why one is right and the other wrong. Eead the ninth and tenth examples and supply the words left out. Supply all the different answers suggested by the words in curves. Eead all the sentences till they seem familiar. To the Teacher. — See suggestions in the preceding lesson. Call attention to the order of " Mary and I," " he and 1," etc. LESSON CVI II. Forms of Words Used for Names. EXERCISE. 1. I am to blame, not he. 2. You must blame me, not him. 3. Which is right ? he, or If 4. You may guess whom I saw. 5. You may guess who it was. 6. Whom did you say he chose ? FORMS OF WORDS USED FOR NAMES. 189 7. Who did you say was chosen ? 8. He that wins will be rewarded. 9. Him that wins I will reward. 10. John is older than I. 11. John is as old as I. What to See and Do. — In the first example two sen- tences are put together. Put in the words left out. Eead the second example, and put in the words left out. Read the third, and put is it before he, and the same words again before /. Eead the third again, and put is before he, and am before /. Now tell why the italicized words in these three examples are right. Eead the last three words of the fourth, putting whom at the end. Why is whom correct ? Eead the last three words of the fifth, and put who at the end. Why is who correct ? Eead together the first word and the last two words of the sixth, putting whom at the end. Why is whom correct ? Eead together the first word and the last two words of the seventh. Why is who correct ? Eead the eighth and the ninth, omitting that wins from each, and then tell why he and him are correct. Eead the tenth and put am at the end. Why is /correct? Explain the eleventh in the same way. In place of /, in the tenth, put we>, he, she, they, and who. Make similar changes in the eleventh. Explain all. 190 INTRODUCTORY LANGUAGE WORE. To the Teacher. — In these hints we have tried to confine the pupils' attention to the clause containing the word in question. Let them see that the other clause has nothing to do with the form of this word. Pupils can generally detect such errors when the sentence or clause is read in its " natural " order. The pupils may read these hints and questions in the class, and discuss them freely. With the aid that has been given, we believe very little assistance will be needed from the teacher. Additional Lessons. Sentences illustrating the uses of these subject-forms and object- forms should be varied in every possible way, and dictated as suggested before. Let no time be wasted on those constructions in which pupils are not liable to err. LESSON CIX. Connecting Words— Comma. EXERCISE. 1. Anna, Lucy, and Jane are going. 2. Anna, Lucy, or Jane is going. 3. Neither Anna, Lucy, nor Jane is going. 4. Neither the fly, the butterfly, nor the grasshopper lays up food. 5. A red, white, and blue flag was flying. 6. A red, a white, and a blue flag were flying. 7. The first, second, and third verses were read. 8. The first, the second, and the third verse were read. CONNECTING WORDS— COMMA. \§\ What to See. — In the first sentence what words are used in the same way ? What connects these words ? Where is the connecting word understood ? What have you learned about the comma as here used ? In the first sentence how many are said to be going ? In the second, is one, or are three, said to be going ? In the third, are the persons named as taken together, or separately ? In the fourth, are the three insects named as taken to- gether, or separately ? What difference do you here find between and and or or nor ? Show that are, is, and lays are correctly used. How are the helping words connected in the fifth ? In the sixth, the word flag is understood after red and after white. This we know because a is used three times. How are the helping words connected in the seventh ? In the eighth, the word verse is understood after first and after second. We know that each the requires a name. Explain the use of the commas. With neither use nor, not or. What to Do. — Write five sentences using neither and nor. Additional Liesson. To the Teacher. — A lesson on the correct use of a or an and the y with connected terms, is here suggested. Let the pupils see that to repeat the in the seventh sentence would 192 INTRODUCTORY LANGUAGE WORK. be wrong, as verses would be understood with first and second. Let them see that to use only the first the in the eighth sentence would be wrong, as verse names one thing, and the same thing can not be first, second, and third. Guard them against such common errors as, " Read the fourth, fifth, and sixth stanza ;" "Read the fourth, the fifth, and the sixth stanzas." If this is found too difficult here, let it be deferred for a review. LESSON CX. Connecting Words — Comma. EXERCISE. 1. Harry kept his eyes open. He saw many curious things. 2. The grasshopper can travel by long leaps. He can sail through the air on wings. 3. The grasshopper can not walk well on the level. He can climb. 4. Many wonderful things can be seen only through a microscope. They are very small. 5. Touch the moth's wings. Your hand is covered with powder. 6. The moth can drink from the flowers' deep cups. It carries a long tube rolled up. 7. The moth visits the flowers. The sun has gone down. 8. Insects have little holes along their sides. Through these holes they breathe. 9. This is the girl. You saw her yesterday. HINTS FOR A COMPOSITION. 193 What to Do. — Join the two sentences in each of the groups above, using these Connecting Words : — and, or, but, because, if , for, when, which, that. In the eighth group join the sentences by changing these holes to which. In the ninth, join the sentences by changing her, first to that and then to whom. No comma will be needed. In each of your other new sentences put a comma before the connecting word. A comma is generally used between two sentences that are joined, but sometimes such sentences read together so closely that no comma is needed. Be careful not to join sentences that do not belong to- gether. You would not say, "Harry is a good boy, and his father is a farmer." Write sentences, and join them. LESSO N CXI. Hints for a Composition. To the Teacher. — Let special attention be given to connectives and to arrangement. An oral lesson may be profitable. The Grasshopper. Body in three parts — six legs and four wings on the middle part — wide collar — upper w T ings, or wing-covers, long, straight — under wings, delicate, fold like a fan, 13 194 INTRODUCTORY LANGUAGE WORK. tuck under covers, fine dress coat under plain over- coat — front legs short — hind legs very long — does not walk much on the level — can climb up a stem — strong thigh — sharp points below — famous jumper — length of leap — eats leaves and grass, or animal food — other things that you know, or that you can find out from the picture. LESSO N CXI I. A Study of Sentences. To the Teacher. — Let special attention be given to arrangement and variety. The teacher must determine how much of the work should be written. 1. In Mr. Grasshopper's wing is a drumhead stretched tight. A STUDY OF SENTENCES. 195 2. By moving one wing-cover over the other he makes his cheerful, chirping music for the amusement of Mrs. Grasshopper. 3. Locusts are very often called grasshoppers. 4. Mr. Locust makes music by rubbing his rough hind legs over the ridges on his wings. 5. The grasshopper's shrill music brings to us cheerful thoughts of pleasant summer days. 6. This " green little vaulter in the sunny grass " dances and sings merrily through one happy summer, but dies on the approach of winter. What to See and Do. — Find the two chief words in the first sentence. What phrase helps is by telling where the drumhead is ? What does the expression stretched tight describe ? Begin this sentence with there is, and find the besf way of arranging it. Find the two chief words in the second sentence. What word helps makes by telling what he makes, or by naming the thing acted upon ? What phrase tells how he makes music ? For the amusement of Mrs. Grasshopper does what ? Find another way of arranging this sentence. Omit he, change makes to is made, and then find differ- ent ways of arranging the sentence. Find the subject and the verb in the third sentence. When are locusts called grasshoppers ? What helping word is joined to another helping word ? 196 INTRODUCTORY LANGUAGE WORK. What name helps are called and explains the subject ? What other positions can very often take ? Which sounds the best ? Arrange the other three sentences in as many ways as possible, and tell which way you like best. In the fourth sentence change Mr. Locust to a possessive, makes to is made, and then arrange the sentence. In the fifth, put in by, change brings to are brought, and then arrange the sentence in different ways. In the sixth, are some words taken from the poet, Leigh Hunt. How are they marked ? Does the first word of this quotation begin with a capital ? Why ? (See pages 126 and 127.) Is it separated from the other words by commas ? Why ? Additional Lessons. To the Teacher.— The questions on the first three sentences, to bring out what the different words and phrases do, will suggest similar questions for the remaining sentences. (See " To the Teacher," at the end of Lesson CI.) LESSON CXI II. Hints for a Composition. The Grasshopper. What to Do. — Make a composition about " The Grass- hopper." Say, if you wish, the same things that are said DIRECT AND INDIRECT QUOTATIONS. 197 about him in the preceding lesson, but say these things in your own language. You must add what is necessary to make a connected story, or composition. LESSON CXIV. Direct and Indirect Quotations. EXERCISE. 1. The fox said, " The grapes are sour." 2. The fox said that the grapes were sour. 3. " Can the owl sing ? " asked Dick. 4. Dick asked whether the owl could sing. What to See. — Find all the differences between the first and the second sentence. (See pages 124 and 127.) Find all the differences between the third and the fourth. When we tell what some one has said, and use his exact words, we make a Direct Quotation. When we tell what some one has said, but do not use his exact words, we make an Indirect Quotation. Which are the indirect quotations in this " exercise " ? Is the indirect quotation inclosed within quotation marks ? Does it begin with a capital ? Is it separated from ,the other words by a comma ? Give all the differences between a direct quotation and an indirect quotation. In the third sentence the question mark separates the quotation from the other words, so no comma is needed. 198 INTRODUCTORY LANGUAGE WORK. Notice that the direct quotation in the third sentence is also a Direct Question, What words tell what Dick asked, without giving his exact language ? These words make an Indirect Question. Is the indirect question followed by a question mark ? On page 125 find a quotation that does not begin with a capital, and that is not separated from the other words by commas. Tell why this quotation is so written. (See page 126, near the bottom.) What to Do. — Change the first sentence, and put the quotation at the beginning. Change the third, and put the quotation at the end. Do not omit the commas. Write two sentences containing direct quotations, and then make the quotations indirect. Let one of the quotations be a question. Write sentences, using the following sayings as direct, and as indirect, quotations :— Politeness costs nothing. There is no place like home. To the Teacher. — In converting direct conversation into indirect, it is often very difficult to avoid confusion in the use of he, him. she, her, etc. The following selections were made as offering the least difficulty. Short selections from dialogues, found in the Reader or elsewhere, may be changed into the indirect form to show the pupils the necessity of great caution in the use of pronouns. QUOTATIONS. 199 LESSON CXV. Quotations. The Hunter and the Woodcutter. Copy the folloiving , and notice everything carefully : — " Have you seen any tracks of a lion ? " asked a boastful hunter of a woodcutter whom he met. " Oh," said the woodcutter, " I can show you the lion himself." Then the hunter was pale with fright, his teeth chat- tered, and he said, " I want to see his tracks only ; I don't want to see the lion." There are those who are brave with words only, and not with deeds. What to See. — Does the writer of this story use the hunter's and the woodcutter's exact words ? Find here a direct question quoted. What changes must be made when this becomes an indi- rect question ? Which quotation is divided by three of the story-writer's own words ? Explain the quotation marks. (See page 130.) What do the two commas here mark off ? What to Do. — Write this story and make the direct quotations indirect. Tell in your own language what the story teaches. 200 INTRODUCTORY LANGUAGE WORK. LESSON CXVI. Quotations. The Sensible Wild Boar — A Fable. Copy the following , and notice everything carefully : — A fox one day found a wild boar sharpening his tusks on the trunk of a tree. " Why do you whet your tusks now ? " said the fox. " There is no sign of the coming of the hunter or the hounds." " My dear friend,'* said the wild boar, " it would never do for me to be sharpening my weapons when I ought to be using them." Learn to be in time. / What to See. — Find here a quotation that is made up of a direct question and a statement. Are the words that divide this quotation marked off by commas ? Why ? How can this quotation be made indirect ? What to Do. — Write this fable and make the quotations indirect. Tell in your own language what the fable teaches. To the Teacher. — The use of the single quotation marks to inclose a quotation within a quotation may be explained in a review, or when met in copying. REVIEW OF CAPITALS. 201 LESSO N CXVI I. Review of Capitals. To the Teacher. — We do not offer the following as formal rules. We should not hold the pupils to an exact repetition of the language here given. Every Sentence should begin with a capital letter. When a direct quotation makes complete sense, it begins with a capital. The words I and O should be written in capitals. Particular Names begin with capitals. Two or more names forming one particular name should each begin with a capital ; as, James Russell Lowell. In such names as Gulf of Mexico, Cape of Good Hope, of does not begin with a capital. In the title of a book or the subject of a composition the first word and the principal words begin with capitals ; as. Everything in its Eight Place. The names of the days of the week and the months of the year begin with capitals. All names of God begin with capitals ; as, " The Lord rules." Words made from particular names begin with capitals ; as, " We study the English language." The first word of every line of poetry begins with a capital ; as, — 202 INTRODUCTORY LANGUAGE WORK. The Autumn is old ; The sear leaves are flying ; He hath gathered up gold, And now he is dying. — Hood. EXERCISE. 1. Shall I lend you Hans Christian Andersen's " Tales for Children " ? 2. Have you read George MacDonald's " At the Back of the North Wind " % 3. Frank asked, "Does the water of Lake Superior flow into the Gulf of St. Lawrence ? " 4. Your Heavenly Father feedeth them. 5. 'Columbus sailed Friday, August 3, 1492. What to See and Do. — Copy these five examples, and explain the use of each capital. What titles of books are here quoted ? In the first example, is the quotation a part of the ques- tion ? Is it in the second ? Notice that the quotation marks are within the question mark. In the third example we quote the question, and so the question mark is within the quotation marks. To the Teacher. — Only your more observing pupils will fully under- stand the relation of the quotation marks to the question mark till the matter is brought up for review. Similar relations between the excla- mation mark and the quotation marks may then be explained. REVIEW OF PUNCTUATION. 203 In a review, it may be well to show that the third sentence is a statement, and that, although the question mark belongs only to the quotation, the period is omitted. The omission of the period after the exclamation mark may also be illustrated. LESSON CXVI I I. Review of Capitals. What to Do. — Write sentences that will show what you have learned about capitals. LESSON CXIX. Review of Punctuation. To the Teacher.— See " To the Teacher," Lesson CXVII. A Period is placed at the end of a statement or a command. A Period is placed after an abbreviation or initial. A Question Mark is placed after a direct question. An Exclamation Mark is placed after an exclama- tion. A direct quotation is inclosed within Quotation Marks. The name of the one addressed is separated from the rest of the sentence by a Comma or by two commas. Words or phrases connected and used in the same way are separated by Commas unless all the connect- ing words are put in. 204 INTRODUCTORY LANGUAGE WORK. Use the Comma where there is a slight break between words, or where the sentence should be divided to help the reader. What to Do. — Write sentences showing the nses of the period. Write sentences showing the use of the question mark, the exclamation mark, and the quotation marks. EXERCISE. 1. Ants, bees, and wasps are busy creatures. 2. Ants and bees and wasps are busy creatures. 3. Brave, manly deeds will be remembered. 4. Brave and manly deeds will be remembered. 5. Two happy little birds are singing together. 6. The ant, certainly, is not lazy. 7. Ants and bees, with their little brains, do much thinking. 8. John, the gardener, gave us some roses. 9. We girls are fond of roses. 10. Insects have six legs, but spiders have eight. 11. We shall not go if it rains. What to See. — In each of the first four sentences tell what words are connected and used in the same way. Tell the differences between the first and second sen- tences, and between the third and fourth. When three or more words or phrases are connected, the connecting word is generally put between the last two only, as in the first sentence. REVIEW OF PUNCTUATION. 205 When the connecting words are all used, the commas are not needed. What does the comma in the third sentence take the place of ? Could a connecting word be used between two and happy, or between happy and little 9 Is the comma needed ? Notice that in the sixth sentence certainly does not read closely with the other words. There is a break or pause before it, and another after it. In the seventh, what phrase does not read closely with the other words ? In the eighth, the gardener explains John, and makes a slight break. In the ninth, girls explains we, but it reads so closely with the other words that no comma is needed. Do the parts of the last two sentences read together closely ? Explain the use of all the commas. Find other examples similar to the first, third, sixth, seventh, eighth, tenth, and eleventh. To the. Teacher. — Pupils of the primary grades will need to use few marks other than the terminal marks and the comma. In copying selections, and in reading, the semicolon may be noticed as indicating a wider separation than the comma. The dash may also be noticed as marking a sudden oreak. When a quotation preceded by a colon is met, let the pupils see that the quotation is more formally presented, and that a longer pause is required. 206 INTRODUCTORY LANGUAGE WORK. LESSON CXX. Review of Punctuation. Wliat to Do. — Write sentences to show what you have learned about the comma. Explain the use of the comma in the script sentences on pages 103, 104, and 107. Tell why the comma is used or is not used, with the helping words in Lesson XO. LESSON CXXI. A Study of Sentences — Composition. The Butterfly's Baby, exercise. 1. The butterfly sips sweet juices from the flowers' delicate cups. 2. Her greedy baby will devour green leaves. 3. How does she know this ? 4. She always fastens her eggs to the right plant. 5. In a week or two, out comes baby caterpillar. 6. How it does eat and grow ! 7. Then it ties itself fast with silk from its mouth, and sleeps. What to Do. — Explain the mark at the end of each sentence. A STUDY OF SENTENCES— COMPOSITION. 20? Explain the use of (') and 5 in flowers'. Find the chief parts of each sentence. Change these sentences into your own language, and make of them a connected story. LESSON CXXII. A Study of Sentences — Composition. Wonderful Things Happen — The Butterfly. exercise. 1. The insect's whole body is now made over. 2. Finally the little gray case stirs and breaks. 3. Two bright eyes look out on this queer world. 4. The whole body is dragged out. 5. The closely folded wings open little by little and harden in the sun. 6. Oh, what a glorious creature ! 7. Aw r ay it soars among the sunbeams. 8. Have you ever seen a cocoon or chrysalis open ? What to Do. — Find the chief parts of the sentences above. Which group of words has no verb ? * Change the language above into your own, and make a connected story. To the Teacher. — Pupils may be exercised in finding the helping words in the two preceding lessons. Both oral and written composition lessons are here suggested. 208 INTRODUCTORY LANGUAGE WORK. LESSO N CXXI I I. Hints for a Composition. The Dragon-fly. Curious creature in the water — six legs — no wings — always fierce and hungry — crawls up stem of water-plant ' — skin, o« case, gets dry and hard — splits open on the back — new insect twists out — wings quiver and spread out, fold after fold — eyes, wings, and body grow bright and beautiful in the sun — leaves its old shape clinging — flashes like a streak of light back and forth over the pond — hungrier than ever — eats mosquitoes and other insects — no sting — harmless — four large, lace- like wings with rainbow colors — eyes like flaming jewels — beautiful in color, shape, and motion. What to Do, — These broken sentences will help you to write about "The Dragon-fly." THE VERB— REVIEW. 209 LESSON CXXIV. The Verb— Review. EXERCISE. 1. On one side are trees. 2. Of words there is no lack. 3. How many legs has each of these insects ? 4. Not one in twenty comes back. 5. There are only ashes left. 6. Neither of you has guessed it. 7. Near the mill stand some old poplar trees. 8. Every one of these words was used. 9. Not one out of ten persons uses this word right. 10. Of what use are study and books ? 11. Two weeks' vacation is not enough. 12. Three hours' rest was taken. 13. There are Jack Wren and Jenny Wren. 14. Here is Jack Wren' and Jenny Wren's nest. What to See and Do. — Notice the straight line under each subject and the wavy line under each verb. Eead each sentence and put the subject before its verb. Which sentences sound better with the subject after the verb ? Show that each word in italics is correct. Write sentences beginning with there is, there are, here is, and here are. H 210 INTRODUCTORY LANGUAGE WORK. To the Teacher. — Let the singular and the plural form of each verb in the " exercise " be put on the board ; then dictate the sentences, leaving the pupils to supply the test words from the list on the board. Let the pupils see that " Jack Wren and Jenny Wren's nest " shows that both have the same nest, and that "Jack Wren's and Jenny Wren's nest" shows that each has a separate nest. So with " Smith and Brown's store," and " Smith's and Brown's store." In primary teaching it is sometimes better to bring in such instruction inciden- tally, anticipating a fuller discussion in the grammar classes. LESSON CXXV. Using the Right Verb, EXERCISE. 1. I shall probably go to-morrow. 2. I shall be glad to see you. 3. I will get it for you. 4. Shall I go ? 5. May I read it ? You may. 6. Can I read it ? You can if you will try. 7. May I speak to you ? You may. 8. Will you teach me to do it ? 9. Who taught you to do it ? 10. You ought not to do it. What to See. — Read these sentences and notice the use of the words in italics. In the first and the second sentence the speaker simply tells what will happen in the future. It would be wrong to use will with / in such sentences. ARRANGING AND JOINING SENTENCES. 211 In the third sentence the speaker promises. "Will I?" is not used; for a person does not ask others whether he himself is willing. In the fifth and the seventh sentence may is used to ask, and to give, permission. It would be wrong to use can to ask, or give, per- mission. In the sixth, the speaker asks whether he is able. It would be wrong to use learn for teach in the eighth , sentence, or learnt for taught in the ninth. It is wrong to use had or hadn't before ought. What to Do. — Make sentences showing the right use of the words in italics. To the Teacher. — Find, by oral or written exercises, which of these words your pupils use incorrectly, and drill accordingly. LESSON CXXVI . Arranging and Joining Sentences. To the Teacher .—An oral lesson should precede the written. Ak Old Mak's Story. We sailed toward the west. We bade good-by to friends. We left our homes. Our ships cut through the waves. They bore us rapidly over the water. The wind blew steadily from the east. The breeze did not change. We blessed the breeze. Our hearts were full of hope. Hidding good-by to friends, we left our homes, and 212 INTRODUCTORY LANGUAGE WORK. sailed toward the west. With the wind blowing steadily from the east, our ships cut through the waves, and bore its rapidly over the water. Our hearts were full of hope, and we blessed the breeze that did not change. What to See. — Notice that these sentences as first writ- ten are not properly arranged. If we should put them in the right order, and make no other change, our story would still be " jerky. *' Find how they are put together in the second group. Which are changed to phrases ? Which are linked together by connecting words ? Do you like this arrangement better ? Why ? What to Do. — You may continue this story by putting together properly the sentences in the next two para- graphs. Hemember that there is danger of using too many amis, or other connecting words, and of joining sen- tences that should be separate. On we sped. The third and fourth weeks passed. All was sea. Two weeks were , gone. No land appeared. Our men grew gloomy. They were once so bold and full of hope. " When shall we see our homes again ? " One night thick clouds hung over the sea. A fierce storm burst upon us. The waves rose. The wind came in gusts. We drove before the storm. We drove for three days and nights. Then the rain fell. The wind ceased. ARRANGING AND JOINING SENTENCES. 213 To the Teacher. — In these lessons let the oral exercises, as far as possible, be reviews. The punctuation of the paragraph in italics maybe noticed. In the next paragraph attention may be called to the correct and incorrect ways of writing "the third and fourth weeks " (see pages 191, 192), to making the direct quotation indirect, etc. In rearranging and joining the sentences, get from the pupils a variety of forms. LESSON CXXVII. Arranging and Joining Sentences. Ax OLD Man's StOEY — Continued. To the Teacher. — An oral lesson should precede the written. One of our men pointed to a bird. It was flying slowly- overhead. One day I heard a shout, I had never seen so welcome a sight. The bird must have come from land. The land could not be far distant. I knew that. One day I heard a shout, and one of our men pointed to a bird flying slowly overhead. I had never seen so welcome a sight ; for I knew that the bird must have' come from land, and that the land could not be far distant. What to See. — Find how the sentences of the first group are put together in the second. Tell why the second arrangement is better. What to Do. — Continue the story by putting together properly the sentences in the next two paragraphs. 214 INTRODUCTORY LANGUAGE WORK. We saw no land. Three days passed. There were now many signs of it. Weeds floated on the waves. Birds were on the wing. We watched till the dawn. That night we stood on the deck. We saw a long, gray line of coast. It was like a cloud on the edge of the sea. With what shouts that sight was greeted ! With what cheers ! LESSO N CXXVI I I. Arranging and Joining Sentences. To the Teacher. — An oral lesson should precede the written. An" Old Man's StOKY — Continued. We rowed through the calm waves. We left the ship in our boats. We leaped on shore. We kissed the earth. We kneeled down. We left the ship in our boats / and, rowing through the calm waves, we leaped on shore, and kneeling down, Icissed the earth. What to See. — Tell how the sentences of the first group are put together in the second. What to Do. — Continue the story by putting together the sentences in the next two paragraphs, and then add what you wish. The men soon came round us. They dwelt in the New World. Their skins were dark. They led us to a large HINTS FOR A COMPOSITION 215 hut. They found that we did not mean to hurt or wrong them. The hut was not far from the beach. They gave us this as our house for the night. Nets made of reeds hung from the walls and roof. The hut was built of boughs, canes, and trunks of trees. We lay down in these nets. We slept through the night peacefully. Such was the story of who left Mitk/ LESSON CXX IX. Hints for a Composition. The Frog. Which legs are short? Describe the hind legs. Which toes are webbed ? Is the frog a great leaper and swimmer ? Why ? Which toes turn in ? Which turn out ? What more can you learn from the picture ? Glossy green coat — light vest and trousers — dives into mud — always clean — cold weather — no feathers, fur, nor wool — goes to bed in the mud — bottom 216 INTRODUCTORY LANGUAGE WORK.- of pond — sleeps all winter — cozy as if under blankets — early in spring — sings bass — frog concerts every evening — sits for hours basking in sun — what you have seen or heard. What to I>o. — Let these " hints " help you to make a composition about " The Frog/' Be careful not to make your sentences too long or too short. Group them into paragraphs. LESSON CX XX. Hints for a Composition. The Toad. Rough, warty back— frog smooth — toad's hind legs shorter — not so much web — lives on land — baby frog and baby toad in water (tadpoles) — frog likes sunshine — toad seeks shade — scratches hole to sit in — out at night — hunts insects and worms — gardener's friend — curious tongue like frog — fast to front part of jaw — free end turned back into mouth — tip sticky — darts out — touches insect — has him — worm twice as long as himself — with little hands crams in wriggling worm bit by bit — all in — big mouth closes with snap — blinking eyes — how good ! — cold weather — goes to sleep — hole in the ground. What to Do. — Use these "hints" to help in making a composition about " The Toad." A STUDY OF SENTENCES. 217 LESSON CXXXI. A Study of Sentences. 1. Washington, with his defeated army, was in the city of New York, just after the battle of Long Island. 2. By crossing the East River the British might en- trap his whole army. 3. Some brave, cool-headed man must enter the enemy's camp and learn his plans. 4. Captain Nathan Hale, a brilliant and handsome young man, came forward and said, " I will undertake it." 5. On his way back to Washington's camp Captain Hale was captured, and, soon after, was hanged. 6. His last words were, " I only regret that I have but one life to lose for my country." What to See and Do, — Copy the fourth and the sixth sentence. Find the chief words in the other sentences. Explain the capitals and punctuation in all the sen- tences. Find what changes you can make in these sentences without changing the meaning. To the Teacher. — By the aid of easy questions, pupils may, perhaps, point out the chief parts of connected clauses and note how they are joined. 218 INTRODUCTORY LANGUAGE WORK. LESSON CXXXII. Composition. A Hero of the Kevolutkxn". What to Do. — Write a composition, taking for your sub- ject "A Hero of the Kevolution." You may get the facts for your story from the preceding lesson, or elsewhere ; but use your own language. LESSON CXXXI I I. Hints for a Composition — Quotations. The Tortoise and the Hare — A Fable. Hare made fun of tortoise — said tortoise had slow way, creeping along — tortoise asked hare to race — hare said tortoise was in fun — agreed to race — asked fox to mark bounds and give prize — fox showed where to start, how far to run — tortoise lost no time — started promptly — jogged straight on — hare sure he could win — lay down — took nap — awoke — ran fast — came to end — tortoise already there — what we learn from this. What to Do. — Write this fable as if you were using the exact words of the hare and the tortoise. Get up a lively conversation between the animals. Be careful to use quotation marks correctly. HINTS FOR A COMPOSITION— QUOTATIONS. 219 LESSON CXXXIV. Hints for a Composition — Quotations. Trying to Please Everybody. Man and son driving donkey to the fair — met troop of girls, talking, laughing — one cried out — ever see such fools — trudge on foot — might ride — man put son on don- key — group of old men — one said — respect to old age these days — idle young rogue riding — father has to walk — son got down — man took his place — company of women and children — several tongues at once — lazy old fellow — ride — poor little boy — hardly keep up — man took boy up behind. WJiat to Do. — Tell this story, using the exact language of the different persons. Use quotation marks carefully. LESSON CXXXV. Hints for a Composition — Quotations. Trying to Please Everybody" — Continued. Almost reached town — townsman asked whether donkey belonged to man — yes — should have thought not — load him so heavily— two were better able to carry poor beast — man willing to do anything to please — could try — tied donkey's legs together — stout pole — tried to carry him on shoulders — crowds ran — laughed — bridge — donkey kicked — tumbled off pole — drowned — man and 220 INTRODUCTORY LANGUAGE WORK. son went home — tried to please everybody — pleased no- body — lost donkey. What to Do. — Use these " hints n to finish the story you began in the preceding lesson. Use quotations. LESSON CXXXVI. Hfints for a Composition. The Wasp — A Mason. Insect — slender body — three parts — six legs — two feel- ers — four thin wings — wings at rest lie close to sides — what you may see in the picture — one kind a mason — brought mud in balls — clay hut — closed door and flew away — broke in — found baby : — bodies of spiders and flies — put into deep sleep by sting — baby hungry, find plenty of food — baby, first an egg — then little, soft worm (larva) — spins silken cover around itself — sleeps HINTS FOR A COMPOSITION. 221 {pupa) — legs and wings grow — throws off clothes — breaks out of house — full grown wasp. What to Do. — From the " hints " here given, and from what you know about mud wasps, make a composition. LESSON CXXXVII. Hints for a Composition. The Wasp — A Papermaker. One kind a papermaker before man learned — piece of old wood — scrapes off bits like thread — wets with glue from mouth — rolls into a ball ^%, Jftt — f lies home — spreads b a 1 1 I out thin — u s e s vLJ^' V ff tongue, jaws, and feet — flat feet on hind legs help to lay down paper — little paper rooms with six sides like bees' cells — one room for each baby — makes wax — puts wax lids on cells — makes varnish to keep cells dry- some hang nests in trees — round or shape of top — hornet, kind of wasp. What to Do. — Write a composition about these little papermakers. 222 INTRODUCTORY LANGUAGE WORK. LESSON CXXXVI II . Arranging and Joining Sentences. A Brave Boy. A little boy and his sister were playing. The shouts of some men alarmed them. A mad dog was rushing toward them. The boy took off his jacket. He wrapped it around his arm. He boldly held out the covered limb. The dog seized the arm and kept worrying at it. The men came up and killed the animal. The boy was not injured. The dog's teeth could not penetrate the thick folds. One of the men asked the boy why he did not run away. The man said that the boy could have escaped easily. The brave little fellow said that the dog would have bitten his sister. He said that she could not run. What to Do. — These sentences seem rather bare, and when we read them together, the story hitches along un- pleasantly. You have learned how to finish such sentences, and how to join them in various ways. The first sentence, for instance, does not tell when or where the children were playing. Such little incidents are left for you to fill in. Tell the story just as you think it happened. In telling what the man and the boy said, give their exact words, that is, make direct quotations. HINTS FOR A COMPOSITION. 223 LESSON CXXXIX. Hints for a Composition. The Da^deliok — A Fable. Dandelion did its best — bright and gay all day — happy, broad, golden face not admired — wonder why nobody likes me — sadly — other flowers better than I — anybody ever care about me — shall I shut leaves and die — no, no, — said gentle wind — passed over — keep on hoping — just then large bee buzzing — long meadow grass — rested on dandelion — honey in its heart — beautiful flower — glad — found you — golden face to sun — I have not lived for nothing — each of us can do some good to somebody. What to Do. — Tell this fable, and make it as bright and interesting as possible. Eepresent the dandelion, the wind, and the bee as talk- ing, and use their exact words, as you imagine them. Be careful to put in the quotation marks, commas, and other marks that are here omitted. How many denying words in e 'I have not lived for nothing w ? Compare this with " I have not lived for anything,*' " I have lived for nothing/' and "I have lived for some- thing." What mistakes are sometimes made with such words ? 224 INTRODUCTORY LANGUAGE WORK. LESSON CXL. Hints for a Composition. Bruce and the Spidee. King Kobert Bruce of Scotland had fled from his country — hiding in hut — island — coast of Ireland — lost all cffstles but one — left queen in this — castle fell into hands of English — Bruce in great despair — on wretched bed — gave up all hope — looking up — spider trying to swing from one beam- to another to fasten web — failed , again and again — six vain attempts ^-king interested — six times have I been defeated — if spider succeeds next time, I will try again — spider succeeded — Bruce fol- lowed its example — persevering spider — successful king. What to Do. — Tell the story of " Bruce and the Spider" in your own words. In telling what Bruce said to himself use indirect quota- tions, that is, do not use his exact words. Kemember that no quotation marks will then be needed. LESSON CXLI. Hints for a Composition. The Cricket. Jolly little fellow — short, thick body — black and brown — shiny black head — front wings, thick for covers HINTS FOR A COMPOSITION'. 225 \ . — under wings fold lengthwise — hind legs strong — great leaper — feelers longer than body — Mr. Cricket's music all night — please Mrs. Cricket — music in late summer and autumn — left wing- cover is the V v bow, right is the fiddle \JV — 1 i v e s alone — field- ^^^^^C^^^&s^^^-^^^ cricket — hole in the ^^^^^^^^^^?^^^ ground — eats vegeta- (p*~^ bles, animal food, woolen clothes, almost anything — Dickens's " Cricket on the Hearth " — what you know about crickets. What to Do. — Get what hints you can from these broken sentences, and make a composition about " Crickets." LESSON CXLII. Hints for a Composition. Two Eeal Fkie^ds. South of Italy — beautiful island — Sicily — was built famous city of Syracuse — ruler of Syracuse, cruel tyrant — condemned Pythias to death — privilege of going home, seeing family, and arranging affairs — king's condition was, a friend should take the place of Pythias — king, selfish himself, thought no friend could be found — a dear and true friend, Damon, came forward and offered him- self — king surprised — Pythias visited home — started to 15 226 INTRODUCTORY LANGUAGE WORK. return — met wild beasts — attacked by robbers — flood — broken bridges. What to Do. — Tell this story as you think it happened. LESSON CXLI I I. Hints for a Composition. Two Real Friends — Continued. King visited Damon in prison — your friend will not return — if possible, O King — I have no family — love friend — easy to die for him — fatal day — Damon on scaf- fold — crowd looked on, hardly breathing — sound of hoofs — horse covered with foam, galloping — it is he — it is Pythias — a loud shout — off his horse, on the scaffold, in the arms of Damon — my friend, Damon — do your duty, executioner — king in amazement — no — let faithful friend live — me, if worthy, third in this bond of friendship. What to Do. — Finish the story, making it as strong and as real as possible. You will need some exclamation marks. LESSO N CXLIV. Hints for a Composition. A Noble Eeve^ge. Officer struck a private — soldier flushed — would make him repent it — same day — fierce battle — enemy carried HINTS FOR A COMPOSITION. 227 off flag — volunteers to recover it — a private soldier led — a few men followed — a gallant attack — desperate fight — came back with the torn and blackened flag — an officer met them — found the leader — the private soldier whom he had struck — officer begged to be forgiven — told you — make you repent it. What to Do. — Tell this story as you think it happened. LESSON CXLV. Hints fpr a Composition. The Little Boatman. Little insect — two wings — sits on leaf — water — fastens eggs together — makes boat of eggs — hatch in few days — lively little creatures in the water — wrigglers — grown in few weeks — come to top of water — sunny day — skin dries — little canoe — splits open — mosquito's head — draws himself out — stands in his boat — wings dry in sun — flies away — many drown getting out — food for fishes — others, food for birds, dragon-flies, etc. — what you know about mosquitoes. What to Do. — Write the story of this very queer little boatman. 228 INTRODUCTORY LANGUAGE WORK. LESSON CXLVI. Hints for a Composition. To the Teacher. — An oral lesson is here suggested. The sentences may be studied as to their parts. Pupils may state the facts in their own language. A Eoma^ Hero. 1. In a war between the Eoraans and the people of Carthage, Begulus fell into the hands of the enemy. 2. After a long time his captors sent him, with some of their own men, to Rome to ask for peace. 3. Before starting he made a promise to return. 4. The message sent by his masters was given to the Romans. 5. By advising peace or by breaking his promise, Beg- ulus could have saved his life. 6. The captive warrior kept his promise, and returned to torture and death. What to Do. — Tell the story of Kegulus in your own language. LETTER-WRITIKO. 229 LESSON CXLVI I. Letter- Writing. Kinds of Note-paper. — The three chief sizes of note- paper are known as commercial, octavo, and billet. The commercial size, the largest, is for long letters or for men's use generally ; the octavo, for short letters and or- dinary notes ; and the billet, for invitation^ and answers to invitations. Unruled white paper of medium thickness and good quality is preferred. Folding and Envelopes. — Commercial note-paper is generally folded twice — first from the bottom, then from the top — so as to divide the length of the page into three parts nearly equal. The envelope should be just large enough to receive easily the sheet thus folded. The smaller sizes of note-paper are usually folded but once — evenly from bottom to top — to fit envelopes nearly square. Envelopes should be of the same color and quality as the paper. Letter-sheets. — Letter-sheets of different sizes are used for business purposes. They are generally made to fit the envelopes by folding once from bottom to top, and twice the other way, dividing the width of the sheet into three parts nearly equal. 230 1NTMODUGTOBY LANGUAGE WORK. Margins. — On the left of each page there should be a margin about half an inch wide, varying with the size of the paper ; and, on the right, the edge should not be crowded nor the lines uneven. A margin of at least an inch should be left at the top of the first page. If the letter or note occupies but a few lines of one page, it should begin farther down. Ink. — Use black ink. General Directions. — Keep your lines straight, with equal distances between. Do not blot your paper, or soil it with your fingers. Press in all folds evenly. To the Teacher. — This lesson may be read and discussed in the class. An object lesson may follow, illustrating the different sizes of paper and envelopes, and the methods of folding. Pupils may make on their slates outlines of note-sheets and envelopes, indicating margins, lines, and paragraphs. The margin left in begin- ning a paragraph should be twice the width of the margin for other lines. The following average sizes may aid in the object lesson or the slate work : — Commercial note, 1\ x 4J inches ; envelope, 5^ x S£ inches. Octavo, 7 x 4i inches ; envelope, 4| x 3f inches. Billet, 6| x 4 inches ; en- velope, 4| x 3| inches. LESSON CXLVIIL Letter- Writing. From the following form, learn to name the parts of a letter : — [Heading.] [Salutation.] J2tezt 7 [Body of the Letter.] [Complimentary Close.] [Signature.] [Address.] [Superscription. ] ^T^N^P O^u^ud^ <6j^; -xr^T^tZ/, Qfcd/< 232 INTRODUCTORY LANGUAGE WORK. What to Do. — You may use the form above and write Edgar's letter. Tell about a serious accident that happened to his father and mother when they were driving. LESSON CXLIX. Letter- Writing. C^^ What to See. — Describe the letter-form above. Notice that the "heading" and the "address" are omitted. What takes the place of the " heading '* ? What to Do. — Write Anna's letter. Begin by telling when Clara's letter was received, and then tell briefly what happened during the week past. BUSINESS LETTERS. 233 LESSON CL Business Letter, (^7U4^U. What to See and J>o. — Copy and describe this letter. 234 INTRODUCTORY LANGUAGE WORK. Write another order, in yonr own name, for Dickens's " Cricket on the Hearth/' Irving's " Discovery of America by Columbus/' and Parton's " Heroes of the Kevolution." LESSON CLI .—Business Letter. BUSINESS LETTERS. 235 What to See and Do. — Copy this letter. Name and describe each part. How does Miss Kent show these strangers that she is to be addressed as Miss, not Mrs. ? Custom does not allow a title as a part of one's signature. Notice that in a bill of goods the names of the articles begin with capitals. Write to your grocer for — 5 lbs. Java Coffee. 3 doz. Florida Oranges. 8 oz. Allspice. LESSO N CLI I. Business Letter. What to Do. — Write to some bookseller and stationer for — 2 quires of Billet Note-paper (sample inclosed). 2 packages of Envelopes to match. 1 doz. Falcon Pens. 1 Eobinson Crusoe, School Edition. 1 Swiss Family Robinson, Cloth. Request that the bill be sent to your father. Give full directions. LESSO N CLII I. Business Letter. Copy the following letter, and notice every part : — 3033 tmy. G!ia^y, -y . „ / 7 FORMAL NOTES. 239 LESSON CLVI. Formal Notes. Copy these formal notes, and tell how they differ from pre- ceding note forms and letter forms : — INVITATION. ACCEPTANCE. 240 INTRODUCTORY LANGUAGE WORK. '^^My^U^4^^ ^>^^^^^^^^^^^^ (S^^^^^^c^^^^^; (frtJ^/JL '/ G>&2^ J/^^^c^^* What to See and Do. — In a formal note you speak of yourself as you would of another person. You also speak of, not to, your correspondent. In writing such notes be careful not to change and say I, my, etc. ; you, yours, etc. Write a regret and give a reason different from the one in the model. LESSON CLVI1. Formal Notes. What to Do. — Write a formal note inviting some Miss or Master to a garden party or to dinner. Write a "regret," with a reason different from those mentioned in the other notes. HEADING, SALUTATION, AND COMPLIMENTARY CLOSE. 241 ABBREVIATIONS. Find in the preceding letter-forms abbreviations for Michigan, Washington, North Dakota, Wyoming, Dela- ware, Maryland, Minnesota. Washington, the name of a city, should not be abbre- viated. It is better not to abbreviate names of cities. Find abbreviations for Messieurs (gentlemen), and com- pany, dollars, yards, number, pounds, dozen, ounces. LESSO N CLVI I I. Heading, Salutation, and Complimentary Close. EXERCISE. China, Kennebeck Co., Me., Jan. 31, '93. Indianapolis, Ind., 666 Hadley Avenue, 1890, March 25. Aug. 7, '94, Meridian, Miss. P. O. Box 115, Topeka, Kans., Feb. 28, 1892. What to Do. — From the lines above arrange four Head- ings to illustrate the different forms given on pp. 80, 83, 143, 146, 231, 233, 234, and 236. EXERCISE. 1. Sir, 5. My dear Sir, 2. Madam, 6. Dear Miss Field, 3. Dear Sir, 7. Dear Mrs. Wood, 4. Dear Madam, 8. My dear Mr. Gray. 16 242 INTRODUCTORY LANGUAGE WORK. 1. Yours truly, 5. Very sincerely yours, 2. Truly yours, 6. Cordially yours, 3. Very truly yours, 7. Most cordially yours, 4. Sincerely yours, 8. Ever faithfully yours. What to See and Do. — Notice that the forms at the beginning of each list are for strangers, and that those farther on are for acquaintances and friends. The Salutation and the Complimentary Close should be fitted to each other. You would not begin a letter with Sir, and close with Ever faithfully yours. Select four forms of Salutation, and find for each a suit- able Complimentary Close. Show the proper position for these, using a line to repre- sent the Body of the Letter. Examine the letters and letter-forms given in your book, and describe the Salutations and forms of Complimentary Close. LESSON C LIX. Body of the Letter and Signature. Hints. — Do not begin a letter with such unnecessary words as, " I now take my pen in hand," or " I now sit down to write you a few lines." Let letters to friends be easy, " talking letters," giving information that you think will be most welcome. In business letters, get directly at your work. State your points very clearly, and arrange them orderly. BODY OF THE LETTER AND SIGNATURE. 243 In replying to a letter, acknowledge its receipt, and be careful to answer all its questions. Signatures should be very plain. Do not sign pet names in writing to strangers or mere acquaintances. Titles are not used with Signatures, but a lady may put Miss or Mrs., inclosed in curves, before her name, to show a stranger how she is to be addressed. If the Heading of your letter does not show where you wish the answer sent, write your directions under your Sig- nature, thus — James Russell Johnson, Englewood, N. J". Or your directions may be given at the bottom of your letter, thus — Please direct the answer to Shelby, Cleveland Co., JV*. C. EXERCISE. Your most welcome letter reached me You will, I am sure, be happy to hear 244 INTRODUCTORY LANGUAGE WORE. Your kind favor of May 30th was duly received What to Do. — You may add other lines to the three letters here begun, and use with each a Salutation, a Com- plimentary Close, and a Signature, to illustrate what has been taught. Get what hints you can from the different forms in your book. LESSON CLX. Address and Superscription. .Hints. — The Address of the one written to is generally given at the head of a business letter. It is commonly omitted from familiar letters. If, however, a letter is im- portant, this "inside address" should appear, as an ele- ment of safety.* It is the same as the address on the envelope. The address on the envelope is called the Superscription. Pet names or nicknames should not be used here. The Superscription should be put on the envelope neatly and tastefully. f * Letters are sometimes opened by the wrong person, and the envelopes destroyed. A letter may be lost after being taken from the envelope. These and similar acci- dents could be remedied by the address in the letter. t Many prefer to omit punctuation after the different parts of a Superscription. These parts, it is said, are sufficiently separated by their position. The same reason could be given for omitting punctuation after the Salutar ADDRESS AND SUPERSCRIPTION. 245 Have the open edge of your envelope from you when you write, or your Superscription will be upside down. Put your stamp, right side up, on the upper right-hand corner, leaving a small margin around it. EXERCISE. The Rev. Asa J. Hodge, D.D., Yankton, 8. Dak. Master Samuel Ames, Care of Abram Ames, Esq., Virginia City, Nev. Mr. Edgar E. Clay, Leesburg, Va. Loudoun Co. tion, after the Complimentary Close, at the end of a paragraph, and in many other instances where custom requires its use. We think it better to let the pupils use the comma and the period on envelopes as elsewhere, to prevent confusion, if for no other reason. 246 INTRODUCTORY LANGUAGE WORK. Rev. Mr. Hawthorne, Birmingham, Ala., P. 0. Box 80. Miss Flora T. Lyon, 22 Peachtree St., Atlanta, Ga. Mrs. David B. Dana, 99 Boulder Av., Helena, Mont. Dr. Morgan P. Gray, Odd Fellows Build- ing, Portland, Oreg. Prof. Clarence Cox, 776 Logan Av., Denver, Colo. Messrs. Seth S. Scott & Co., Cooper, Delta Co., Tex. Benjamin F. Blake, Esq., Phenix, Kent Co., R. I. What to See and Do. — Keview what is said about ad- dresses, titles, etc., Lessons XXXII. , XXXIII. , XXXIV., XXXV., LXXIII. Examine the Superscriptions given on pp. 82, 85, 144, 148, 231. Draw the outlines of envelopes, and write the ten ad- dresses above in the form of Superscriptions. In the three preceding lessons find the abbreviations for Maine, Indiana, Mississippi, Kansas, New Jersey, North Carolina, South Dakota, Nevada, Virginia, Alabama, Georgia, Montana, Oregon, Colorado, Texas, Rhode Island, post office. FRIENDL Y AND BUSINESS LETTERS. 247 LESSON CLXI. Friendly Letter. What to Do. — Write to a friend, and express your thanks for an offer to lend you books. You may say that you would like to read " Five Little Peppers, and How They Grew/' by Margaret Sidney; " Alice's Adventures in Wonderland/' by Lewis Carroll ; and " Doings of the Bodley Family/' by Horace E. Scuddea. Tell your friend what books you will offer in return. LESSO N CLXI I. Business Letter. What to Do. — Write to Messrs. Harper and Brothers, Franklin Square, New York City, and ask them to change the address of your " Harper's Young People." Give your old address and your new address. In the same letter order " Harper's Magazine " ($4) and " Harper's Bazar" ($4). Have them sent to different per- sons. Give each address in full. LESSON CLXI I I. Friendly Letter. What to Do. — Write to a member of your family and de- scribe a real or imaginary journey through important places. If you have not taken the journey, learn from the geog- raphy or from your friends what you can about the places. 248 INTRODUCTORY LANGUAGE WORK. LESSON CLXI V. Friendly Letter. What to Do. — Write from some city and invite a friend living in the country to spend the Christmas holidays with you. Tell what sights and entertainments your city will offer. To the Teacher. — Letter-writing will be the only form of composi- tion practiced by a majority of your pupils after they leave school. The importance of this subject is evident. Much care should be taken to cultivate neat, tasteful habits in all the forms and details of this work. Additional Lessons. Various subjects will present themselves for additional work in letter-writing. To give an orderly account of the events of the day or the week ; or a special account of a day by the sea, a day in the mountains, a day on the farm, a visit to the city, an excursion, a picnic, a pleasant walk, etc., will make profitable exercises. Dictation — Reviews. The letters and letter-forms given for models may be written from dictation till the pupils learn the forms perfectly. Frequent and thorough reviews should be given. Outlines of Stories for Compositions, LESSON CLXV. Two Wise Goats. 1. Two goats meet on a narrow ledge. 2. A steep rock and a deep chasm. 3. One goat lies down. Jf. The other passes over him and hounds away. 5. Suppose they had quarreled. LESSON CLXVI. The Strength of a Kind Word. 1. A heavily loaded cart. 2. The whipping of the horse. S. His former master. " Come, Bob!" 4* The horse's look. " Anything for you.' 9 5. Started the load, trotted on briskly. 250 INTRODUCTORY LANGUAGE WORK. LESSON CLXVI I. Be Careful about Small Matters. " For want of a nail the shoe was lost. For want of the shoe the horse was lost. For want of the horse the rider tvas lost. For ivant of the rider the battle was lost. For want of the battle the kingdom was lost." LESSON CLXVI I I. The Sailor and the Birds. 1. An English sailor freed from a French prison* 2. Met a bird-dealer on London Bridge. S. Bought all the birds. J+. Opened the cage door. 5. Dealer scolded, sailor laughed. 6. " If you had been a prisoner " LESSON CLXIX. Obeying Promptly. 1. A switchman's boy playing between the rails. 2. In danger from two approaching trains. S. To go to his rescue would cause a collision. Jf. Father shouted, u Lie down I " 5. Boy was accustomed to obey promptly. Saved. OUTLINES OF STORIES FOR COMPOSITIONS. 251 LESSON CLXX. Taken at his Word. 1. A punctual merchant gave a mechanic an order foi work. 2. " Will be done Thursday if I am living J 9 S. Did not come. Man's death put in the paper. 4- Man goes to printer. 5. Is sent to merchant. Surprised to see man alive. LESSO N CLXXI. A Proud Corporal Punished. 1. Soldiers raising a heavy beam. 2. The Corporal shouts, but gives no help. S. A man asks why. " I am a Corporal." 4. The man lifted with the soldiers. 5. Good day, Mr. Corporal. When help is wanted again, send for Washington. LESSO N C LXXI I. The Lion and the Mouse — A Fable. 1. A lion is sleeping. A mouse wakes him. 2. The mouse begs for his life. " May do you a kindness some time." S. The lion, caught in a net, roars. The mouse gnaws the ropes. 4. Small things may be toorth attention. 252 INTRODUCTORY LANGUAGE WORK. L ESSON C LXXI I I. The Blacksmith's Shop. 1. Describe the blacksmith. 2. His work. 8. Fire, belloivs. 4. Anvil, hammer, tongs, water-trough. 5. The children coming home from school. LESSO N CLXXIV. A Noble Man. 1. The bridge at Verona swept atvay. 2. People on the middle pier. 8. The Prince offered a large sum of money. Jf,. A young worhingman seized a boat, and rescued the people. 5. " Here is your money." " I do not sell my life." LESSON C LXXV. The Three Coachmen. 1. An elderly gentleman advertised for a coachman. Three men came. 2. "How near can you drive to the edge of a precipice?" " Within an inch." 3. "How near can you drive?" "Within half an inch ; have done it often." Jf. "Well, my man, how near — ?" "Never tried; shouldn't care to." " You're the sort of man." OUTLINES OF STORIES FOR COMPOSITIONS. 253 LESSON CLXXVI. The Carpenter's Shop. 1. Work. 2. Bench, planes, chisels, hammers, mallets, adz, gimlets, saws, rule. 3. Compare blacksmith and carpenter. LESSON C LXXVI I. The Wind and the Sun — A Fable. 1. Dispute lohich is stronger. 2. Which can first make a traveler take off his cloak. S. Tlie luind blew furiously. The traveler held his cloak tighter. 4. The sun shone. The traveler threw off his cloak. 5. Kindness often better than force. LESSON CL XXVIII. Cruelty to Animals. 1. Animals can feel. 2. How would you like the treatment ? S. " Do unto others " 4. Story to show that animals are sometimes grateful. YB 36488 29o M209505 /( 313 THE UNIVERSITY OF CALIFORNIA LIBRARY A Complete Course is English. Spelling, Language Lessons, Grammar, Composition, Etymology, Literature. Reed's Word Lessons— A Complete Speller* Reed's Introductory Language Work. Reed and Kellogg's Graded Lessons in English. Reed and Kellogg's Higher Lessons in English* Reed and Kellogg's One-Book Course in English. Kellogg's Text-Book on Rhetoric. Kellogg and Reed's The English Language. Kellogg's Text-Book on English Literature. Kellogg's Editions of Shakspeare's Plays. The English Classic Series. Effingham Maynar© & Co., 771 Broadway, New York.