Jill'::' :• i),-i-ui' M I' 1 , . A A ^ 3 5 2 6 ==^ > 4 ^=^== ^ 3 1 .!# UiVJ-iU-' i S JO*'' nwjo' I I n , ', ^Ui ■\.t\u l\Tt. -^ c^A ^^ ' .w ^ iivii : J " i'A^JCFIfr. -■ '?.<:/>, .vlO^- -vj C^' %jnAI\': '■ jj'ijm'-siu-^' v/.?^qAwn-^WN: A •«. -vOP- \9 m 9 k •"3 V X. 'M^""^ ,1 I r w; "n ,'ri-i f . X;OF-CALirO.?,^ ^ - rr£ <_j ^^ •'J lij.-.r.M.u-" "" '^' \ j !■ -; J ; 1 i '■ ' ^NVf!!5RAf;Ya- ^\ir.|iiii\7Cpr/>. ¥ 1 A^' I..L-J )>" ^OinrvD-jo"^"' ^riij'jfj-v-soi^'"^ 'C.';-.uVac:i!-::v^ % ^v, .nxuu,,,,^ ....v.Ul^ ^3 'v/5^3AlMa-3l\V 1^ ^Wf•UNIVERS/A ox-lOSA.S'filfj'.x ^^HIBRARYQ^ .^tl!!"'"'" ~n ^") I— 1 2> ''^ ^ ^ y^^^^^—awi ^ i. 5:^ ^ '^4 - c J o vvWHVCElfj: > r: 1 I ( :JA ^; ' u '^' J : I V J :; u ^v. ^r^u^n.y^^ ^^f-^ ;QFCAL1F0% 03 a::: .Vv^LIBRARYOc^ ^l-lIBRARYOc O CD . — < (See page 87) PROGRESSIVE LESSONS IN ENGLISH FOR FOREIGNERS FIRST YEAR BY MARY JIMPERIEFF GINN AND COMPANY BOSTON • NEW YORK • CHICAGO • LONDON ATLANTA • DALLAS • COLUMBUS • SAN FRANCISCO COI'YIUGHT, 1915, BY MAKY JIMPERIEFF ALL RIGHTS RESERVED 515.5 Ctit gtbenttum 19re<< GINN AND CUMTANV • I'KO- PRIETORS • BOSTON • U.S.A TO MY MOTHER ELEANOR IIMPERIEFF THIS LITTLE BOOK IS DEDICATED IMPORTANT TO TEACHERS The following suggestions are made to help the teacher get the best possible results from the use of this little book. Especially with the first ten or twelve lessons, try this pro- cedure : With the open book before you — but let none of the class have theb books — go over the lesson, acting it, putting its language in the mouths of the pupils. As soon as each sentence has been correctly spoken — not before — write it on the black- board, until the entire lesson is in script. After this have the class read the lesson from the book and then copy from the board as much as each can before dismissal. By having the copying last, all the pupils are given a more nearly equal chance, and are taught English in the most natural order ; that is, first, hearing, under- standmg, and speaking ; then reading ; and finally, writing. In Lesson IV it may seem that some of the action and reading should be simultaneous. But try this first: For the fifth sen- tence place a book in a pupil's hand and say, " I see the book m my pupil's hand"; then get him to say, "I see the book in my teacher's hand," — placing only such emphasis on "pupil" and " teacher " as seems necessary. The fifth, sixth, and seventh sentences should be taught in the same way. Get another pupil to hold the book behind him ; then seem to look for the book and say, " I look, but I do not see the book," etc. Then have the reading. Necessity for similar action before readmg will be found in connection with some of the later lessons. You should therefore read the evening's lesson carefully before the class assembles. VI Act, and insist upon similar action on the part of your pupils. Action, devoid of diffidence and self-consciousness, is essential in imparting the thought of an expression to one for whom that expression, when used disconnectedly, is meaningless. In using the outline given as Lesson I — reference to which should be made as necessary — proceed as follows : Take hold of your head and speak clearly the one word " head." Take hold of your hair, pull it, run your fingers through it, and say clearly " hair." Throw out one arm, run your hand over it, and utter clearly " arm." Run your hand down the leg, from the hip to the foot, and say " leg." When you get to the ankle, touch it and by pantomime intimate that the ankle is to the leg what the wrist is to the arm, but speak only the word '' ankle " now. Be entirely free from diffidence, and do not avoid the laugh which frequently comes with serious effort, for it is not without effect in thought-conveyance. Remember that a part of your work is to overcome the always too great diffidence of the pupils, and this without permitting that freedom which takes liberties. To act without constraint, to risk losing one's balance, without los- ing one's mental equilibrium or dignity, calls for the highest order of intelligence, and is the dramatic essential in giving English to foreigners. When a man already tired with his day's wprk goes to the rigidity of the school bench, it is because he wants to get something for it, and he knows when he is getting it. Until he is given what he needs, the first-year classes in English for foreigners must continue to be the teacher's perplexity. After you have gone over the outline of the body orally, have the class open their books and, in turn, read each word of the outline after you, then spell it after you. When this has been carefully done, your class should be ready for the sentences of the second lesson. vu For the sentence " This is my head," take hold of your head and speak each word distinctly ; that is, bear in mind that to the foreigner " this is my " may be either one word of three syllables or three words of one syllable each. Then, by nods and repetition and such emphasis and bodily assistance as may be necessary, get a pupil to say and act " This is my head." Illustrate the sentence '' My head is on my shoulders " by placing your hand on the table and saying, " My liand is on the table." Or take a book and place it on the table, saying, "The book is on the table." Repeat " My head is on my shoulders," touching your head and your shoulders. If this sentence seems to the class long, give it in this manner : Say " My head," mak- ing that unmistakable little gesture toward yourself which in all languages implies possession, then repeat the action with your shoulders, and the class should soon comprehend and utter " My head is on my shoulders." In teaching " I have two eyes," point to your eye and say " eye." Hold up one finger and say " one," then two fingers and say " two." Point again to your eye while you pronounce " one eye." Point to both eyes and say " two eyes — I have two eyes." Early in the work your words should be few — so far as possible only those which are a part of the lesson and which you will require each pupil to speak, read, spell, and write. At all times, however, do not fail in sufficient expression of commendation and encouragement, carefully and distinctly spoken. It is only at first that the fewness of your words should be marked. With the sentence "My tongue is in my mouth," when "my tongue " and " my mouth" have been made clear, " in " might be illustrated by holding your hand in your pocket or in a drawer of the desk. Act not only " I bow my head " but " Summer is hot " ; fan yourself and say " whew." When you get to the point VIU where you introduce the word "silent," act it by holding up a linger and saying " sh-sh." As early as Lesson XI, the rule " Tc before n is silent " oc- curs. Do not let this tempt you to give lists of words which contain silent letters. That is not your object now. Now you are only taking advantage of evident facts as they offer them- selves. Do not under any circumstances give a word the mean- ing of which is not, or might not be made, perfectly clear either by direct application or by association. Let your language be always pure and simple ; always insist upon complete sentences from your pupils. Never depend upon interpretation, but encourage resourcefulness in direct thought. Even if uiterpretation be correct, it is detrimental, as before freedom of expression can be acquned by the student he must learn to think m the language he desires to speak. Otherwise the constant mental interpretation which must precede expression will retard his progress seriously. Speak clearly, but avoid too great emphasis, and by no means let your voice fall into a singsong tone. If naturally spoken, much of any language carries its own meaning. To overcome dilhculties with ih, drill the class from the start, as occasion offers, on putting the tongue bettveen, not agamst, the teeth (show them your own there). JNIake very plain the difference between the thrust-out hps for n\ and the way in which the lower lip touches the upper teeth for v. This exercise, as an exercise, comes in proper order in the phonics, but should receive this early attention without fail. Devote the first ten minutes of each evening's work to phonics. Give this amount of tune during the first ten evenmgs to the reci- tation of the alphabet. Do not abandon this exercise before every member is able- to recite the alphabet freely from memory and to IX read it backward readily, even though more than ten evenings be required. In Exercise II have the class recite the alphabet, pronouncing the vowels as long, but giving only the value of the consonants ; that is, not hee, see, dee, ef, gee, aich, but 66, with closed lips, ss or kk, dd, ff, gg (hard) or jj, Jth, etc. Devote at least two evenings to this exercise, and review as seems advisable. The selection of words illustrating principles of pronunciation should be made, so far as possible, from lessons studied. Have your pupils look carefully over preceding lessons to find such words as contain the form of consonant or vowel under imme- diate discussion. Do not give more than ten minutes of any evening to phonics, but be sure always to give at least ten. Immediately following phonics give ten minutes to spelling. Of course the first lesson will be read word for word and spelled in like manner. But when ready for the second lesson, as soon as you finish with the alphabet, open to Lesson I. Pronounce a word, not necessarily the first, and expect the pupil sitting in the first seat of the first row to find that word and spell it and pronounce it. If much help from you is necessary, give it. Then another word, from any part of the outlme, and expect the next pupil to find, spell, and pronounce that. When ready for Lesson III, use Lesson II for your spellmg exercise. Give no more than ten minutes to any such exercise. Remember the order: ten minutes to phonics, ten minutes to spelling ; the rest of the time to action work, reading, and copy- ing from the blackboard. If you are expected to enroll new pupils, do not take time to do it as they come in after the recitation has begun ; but have them take seats while you go on with the work of the evening. Then after you have completed your action work and have had the reading, while your class is copying the lesson from the board, mark your attendance and take care of the newcomers. You will have to be on your feet, chalk m hand, during the ex- ercise in phonics and during the action work, but try to remain seated during the spelling, reading, and copying. If you will always call the members of your class by their surnames, witl the prefix " Mr.," " Miss," or " Mrs.," as applicable, you will have little or no trouble with their deportment. Condescension of any nature the foreigner discerns and resents quickly and keenly, despite his apparent stolidity. It is of utmost importance that you read, even study, the lesson before starting for school. Sometimes it w ill be necessary to take with you, by way of illustration, somethmg on which the entire lesson depends — a fruit and vegetable catalogue, a shoe box, a tape measure ; read the lesson to learn what you will need, and make the necessary preparation. Finally, the method herein given will no doubt fail to pleasure up to your ideas of how to teach a language. It is not the way you studied German at high school, for instance. But the mem- bers of your class are not high-school pupils — for the most part far from it. What the foreigner here needs and must have is a workinr/ knowledge of English in the shortest period of time. Give it to him. ENGLISH FOR FOREIGNERS EXERCISE I THE ALPHABET ABCDEFGHI JKLMNOPQR STUVWXYZ a 13 c £1 & J g^ u J J J % 1/ lAT X a b c d e f g h • 1 • J k 1 m n o p q r s t u Y w X y z cu ^ c- cL ty / f I • / i / rriy n o A ^ "i /u d. t w ^ZA iAJ- «■ ^ 1 1 -^-p^ EXERCISE II The English al})hal)et consists of twenty-six letters. abed e f g h i j k 1 m n o p q r s t u y w X y z Five of these twenty-six letters are vowelSo a e i o u EXERCISE III The five vowels may be Long and Short a a e e 1 1 o 6 EXERCISE IV Twenty of the twenty-six letters are consonants. b c d f g li j k 1 m n p q r s t v w x z Y is sometimes a vowel and sometimes a consonant. EXERCISE V Consonants of more than one sound : c, (j, s. § € g g S S EXERCISE VI Combined consonants : cli — three sounds : -eli ch ch qii — sounded like kw ph — sounded like / sli — til — two sounds wli — sounded like hw EXERCISE VII Double vowels : ee ee do 00 EXERCISE VIII Long a Short ( face hand shake back taste ankle take can lace has EXERCISE IX Long e Short 6 me neck he chest we left the desk these smell Long i EXERCISE X Short i right this write sit bite • clinch light listen Long EXERCISE XI Short close • not open drop hold viiob go Long u EXERCISE XII stop Short u you run future knuckles Tuesday up refuse jump 6 EXERCISE XIII Y as a consonant yard you yellow year yet yawn royal young York yes Y as a vowel ike long i Like slKH't i my twenty eye January by pretty July heavy try lady EXERCISE XIV C sounded like s before e, i, and y. Before e Before i Before y fage pencil bigycle §ent gigar cylinder gellar §ipher pliarinaQy Yoige gircle encyclopedia geiling Pagific fangy EXERCISE XV C sounded like k before a, o, n, c, k, I, r, f, and at the end of a word. Before a ' Before o Before u €an ■coat cuff €arry come cucumber €alf collar cup €atcli ■corner cut because second customer 8 C before r, k, I, r, t Before c- accept Before l< account clinch clock Before k< back Before r< chicken crush scratch Before ^ electric October C at the end of words music electric republic Pagific 9 EXERCISE XVI G is sometimes sounded like j when preceding e, 2, and y. Soft g = 0, g. As j before e As j before i vegetable gentleman Germany page hinge gill religion register ginger original As j before y gymnasium physiology theology 10 EXERCISE XVII G always takes the hard sound except some- times before e, i, and i/. Hard g= G, g. Hard fj before a Hard g before e gas get garden finger gate together again geese. began forget Hard (j l)efore i Hard g before o give got girl good giggle go giddy forgot girdle -Mongolian 11 Hard (j before n August figure guarantee tongue gun guess regular synagogue gutter gum EXERCISE XYIII S (unmarked) sharp S soft (like like c cliest nose sole arms this is stei)s goes drops raise 12 EXERCISE XIX (hard) sounded as Ch (soft) soundec k = €h sh = ch school machine scholar Qhicago character ghanclelier Ohristmas ghute cholera machinist Ch (unmarked) sounded as tsh teacher peach church cheese chalk cheek touch reach chair rich 13 EXERCISE XX Qu sounded as kw square quick squint queen quench EXERCISE XXI Ph sounded as/ Philadelphia pharmacy photograph philosophy phonograph 14 ] EXERCISE XXII Sh ashes • shoulder shame lash dish shake wash shut cash hush EXERCISE XXIII Th (unmarked, sharp) Tk (flat) = TJi, tfi thimble this thirty tiiese thumb the month with teeth tlien 15 EXERCISE XXIV Wh sounded as though it were - hw what white ■» where whip which whistle » when wharf -r- while why EXERCISE XXV DOUBLE VOWELS ee ee 00 00 feet been moon book knee breeches school look see too brook sleeve tool good heel fo'ol foot 16 EXERCISE XXVI A before / : broad a = A, a all • • talk • • ball • • walk • • call • • chalk • • tall • • balk • • wall • • Balkan • • EXERCISE XXVII A before r : open a = A, a arm market garden are far large barber part car start 17 EXERCISE XXVIII A before w : broad a = A, a jaw hawk • • gnaw raw • • paw draw • • saw • • law • • yawn flaw • • EXERCISE XXIX When a is followed by a single consonant fol- lowed by silent e, the a is long. act ace at ate ball bale can cane dam » dame 18 tad fade fat fate gamble game hall • • liale hat hate jam James lamb lame land lane man mane pack pace pan pane rag rage rat rate samiile same sand sane tall • • tale tap tape 19 Yan vane vast vase wad wade wag wage wan wane A few exceptions to this rule are : are hare awe have bade mare care pare dare rare fare tare gape ware Usually a vowel is sounded as long when fol- lowed by a single consonant followed by a vowel. This rule applies to ''nation," but not to "na- tional." There are many such exceptions. 20 LESSON I THE BODY Head Hair Face Brow Eyes Eye-brows Eye-lids Eye-lashes Nose Mouth Lips Upper-lip Lower-lip Teeth : one, tooth Tongue 21 Chin Cheeks Ears Neck Throat Shoulders Arms Elbow Wrist Hand Palm Fingers Tlimnb Knuckles Finger-nails Chest Waist 22 Back Hips Legs Knee Ankle Foot : two, feet Heel Toes Toe-nails Sole Teacher. When reading this outline, have each pupil take one word, pronounce it after you and spell it after you; and do not pass over it until botli spelling and pronunciation are given with dis- tinctness and freedom of utterance. Finally have the pupils copy the outline as you have placed it before them on the board. 23 LESSON II This is my head. My head is on my shoulders. I bow my head. I turn my head. I turn my head to the right. I tinn my head to the left. I shake my head. I have two arms and two hands. This is my right hand. This is my left hand. I have two legs and two feet. This is my right foot. This is my left foot. I get up. I stand straight. I bend from the hips. I bow. 24 I have two knees. When I walk, I bend my knees a little. When I kneel, I bend my knees until they touch the floor. * /%^ Ayexz<iy iA^ onoy map ^Axmi^I- cUaa^. Ax2yruiAy. Teachkr. This lesson affords excellent opportunit}- for a careful drill on the proper utterance of th. Do not, however, take it for your exercise in phonics. Reciting the alphabet is sufficient for this time. Illustrate '' kneel " either by a picture or by intimation ; the actual kneeling in the schoolroom, of eoiu-se, should not be required of any pupil. 25 LESSON III I have two eyes. These are my eyes, I see with my eyes. I have two ears. These are my ears. I hear with my ears. I have a nose. This is my nose. I smell with my nose. My tongue is in my mouth. I taste with my tongue. I have two arms and two hands. 26 I have five fingers on each hand. I have ten fingers on both hands. I touch with ni)^ fingers. My five fingers are : Thumb First finger Second finger Third finger Fourth finger The first finger is the index fin- ger. I point with my index finger. The fourth finger is tlie little finger. Jl d-e^ iiUtriy myuy fywty6y. Teacher. A careful review of the body outline should precede this lesson, and the utterance of w should be given sufficient attention. 27 LESSON IV I close my eyes. I cannot see because my eyes are closed. I open my eyes. I can see because my eyes are open. I see the book in my teacher's hand. I look, but I do not see the book. The book is back of my teacher. I cannot see the book because it is back of my teacher. My teacher drops the book on the desk. I hear the book drop on the desk. I listen, but I do not hear the book drop because the teacher does not drop it. What do you do to see ? 28 When I want to see I look. When you want to hear what do you do ? When I want to hear I listen. Teacher. Close your eyes; open them; drop a book; look; lis- ten ; then compel a pupil to like action while you use the language of the lesson — modified as necessary to be applicable — to describe his actions. Then give the lesson just as above. 29 LESSON V My nose is on my face. I smell with my nose. I breathe through my nose. My voice comes np my throat. I talk with my tongue and lips. My teeth are in my mouth. My upper teeth are in my upper jaw. My lower teeth are in my lower jaw. I can move my lower jaw. I cannot move my upper jaw. I bite with my teeth. I chew with my teeth. I swallow down my throat into my stomach. 30 I breathe. I take a long breath. I inhale. I hold my breath. I exhale. I inhale again. I exhale. I blow on my hand. I take another long breath. I pucker my lips and exhale. I whistle. I liear myself whistle. My ears are at the sides of my head. I liaA^e one ear at each side of my head. Teacher. Emphatic action is essential to this lesson. Act. 31 LESSON VI I raise my shoulders. I raise my right arm from the shoukler. I bend my left arm at the elbow. I clinch my right hand in a fist. I strike my right fist in my left palm. I hold .my right hand up alone. I bring it down. I hold my left hand up alone. I bring it down. I hold both hands up together. I bring them down. I throw my hands out. I hold my hands out ai)art. I hold them out together. I turn the palms of my hands from me. 32 I turn the palms of my hands toward me. I rest my elbow on the desk. I rest my chin hi my hand. I cover my face with my hands. I wave my hand. I beckon with my hand. I rub my hands together. I clap my hands. I clasx) my hands and hohl them together on the desk. I clasp my neighbor's hand. I Avork with my hands. Teachkr. With this lesson as with the preceding — act. Raise your shoulders and say, " I raise my shoulders." Then immediately have a ])Ui)il say and act, " I raise my shoulders." Then write " I raise my shoulders" on the blackboard. Do this with each sentence, then have the class read the lesson froni the book, and finally copy it from the board. Be thorough, but do not drag. 33 LESSON VII I have two feet. I have five toes on each foot. I have ten toes on both feet. I w^alk with my feet. I take one step. I take two steps. I take three steps. I Avalk slow. I stop. I turn around. I walk fast. I stop. I turn around. I run. I stop. I stand on my feet. I take one foot off the floor. I stand on one foot. I put my foot back on the floor. I stand on my two feet. I jump. I dance. I take my left foot off the floor. 34 I stand on my right foot. I put my left foot back on the floor. I stand on both feet. I stand on my toes. I stamp my right foot. I go to my desk and sit doA^ai. I keep my feet under my desk. I keep my feet still. Teacher. Act out every sentence suggesting action, and it is of even more importance that you prevail upon your pupils to do likewise. 35 LESSON VIII I sit at my desk. My neighbor sits at his desk. I scratch my head. My neighbor scratches his head. I pull my hair. He pulls his hair. I run my fingers through my hair. He runs his fingers through his hair. I shake my right hand from the wrist. He shakes his left hand from the wrist. I shake both hands. He shakes both hands. I shake hands with my neighbor. My neighbor shakes hands with me. We shake hands. My neighbor and I get up to- gether. We go toward our teacher. 36 We turn about and go from our teacher. We go back to our seats. We sit down. We do not sit to- gether. He sits at his desk alone. I sit at my desk alone. We face our teacher. Our teacher faces us. Our desks face the teacher's desk. The teacher's desk faces our desks. We face the front of the room. Our teacher faces the back of the room. Teacher. Have any two pupils act out this lesson. Coach gen- erously and watch carefully to see that each action is intelligently performed and its language repeated in concert by the entire class. Do not, however, have the reading in concert, but let one pupil after another read a sentence until every one present has had his turn. 37 LESSON IX Where is your head ? My head is on my shoulders. How many arms have you ? I have two arms; they hang from my shoulders. Where are your teeth ? My teeth are in my mouth. How many thumbs have you ? I have two thumbs. Can you walk ? Yes, I can walk. Look, see me walk. A\?..A5 38 Can you talk English? Yes, I can talk English. Listen, hear me talk. With what do you see ? I see with my eyes. With Avhat do you hear ? I hear with my ears. What do you do with your nose ? I smell with my nose. I breathe through my nose. What do you do with your tongue? I taste with my tongue and talk with my tongue. 39 I can see ; I am not blind ; I can see. A man who cannot see is blind. I can hear; I am not deaf; I can hear. A man who cannot hear is deaf. I can talk; I am not dmnb; I can talk. A man who caimot talk is dumb. Teacher. You might start this lesson by pretending to lose your handkerchief and saying to yourself, " Where is my handkerchief ? " Also count books, not to exceed two. 40 LESSON X MY CLOTHES I wear a hat on my liead. I wear a sliirt. Tlie sleeves of my shirt are for my arms. The collar goes aromid my neck. My neck-tie goes aromid my collar. My shirt has buttons. My shirt- sleeves have cuffs. My vest has no sleeves. My vest buttons in front. My coat has sleeves. My coat has pockets. My trousers have pockets. I wear shoes and stockings on my feet. Shoes lace with shoe-laces, or button with buttons. I wear gloves on my hands. 41 Wlien it is cold I wear an over- coat. When it rains I wear rubbers over my shoes, and I carry an um- brella in my hand. My sister wears clothes. She does not wear a shirt and vest and coat ; she wears a waist. She does not wear trousers; she wears a skirt. When I come to school I take my gloves off my hands. I take my overcoat off and hang it up in the cloak-room. I take my rubbers off my feet and place them on the floor. I take my hat off my head and hang it up over my coat. I stand my umbrella in a corner. I walk into the school-room. 42 Clotliing is made of wool, cotton, or silk. My coat and trousers are made of wool cloth ; my shirt is made of cotton goods, and my neck-tie is made of silk. Shoes are made of leather. Teacher. Take a young boy before the class and touch and name everything he wears. You might even have him put on his overcoat, gloves, rubbers, and hat, and hold an umbrella, to lend reality to this part of the lesson. Have the class in the cloak-room for the latter part of the lesson. 43 LESSON XI THE SCHOOL-ROOM Part I This room lias four walls. This room is my school-room. This room is jowr school-room. This room is our school-room. Our room has four walls. Our room has doors and windows. I go to the window. I open the window. I breathe the air. I close the window. I go to the door. I turn the knob. I open the door. I go out. I close the door. I knock on the door with my knuckles. I hear a voice say, "Come in." I tm-n the knob. I open the 44 door. I enter. I close the door. I close the door quietly. I do not slam the door. The door stays shut. I put the key in the key-hole and lock the door. I turn the key again and mdock the door. I open the door again. The door swings open. The door hangs on hinges. The door swings because it hangs on hinges. I go to my seat and sit down. K before N is silent. Teacher. The thought, action, and expression of this lesson are instinctive. Naturally one thought, with its action, suggests another, making expression easy. Of course after you go out and close the door, you must open it again and finish that part of the exercise on the outer side of the door — closed only in imagination. 45 LESSON XII THE SCHOOL-ROOM Part II My desk is made of wood and iron. My teacher's desk is made of wood ; there is no iron in it. The chair is made of wood. The table is made of wood. I look before me. I see the black- board. I get up. I g'o to the black-board. I take the chalk in my hand. The chalk is white ; the board is black. I write with the chalk on the board. I write one letter — " a." I write one word — '' the." 46 I write two words — " The board." I write a sentence — '' Tlie board is black." I erase with the eraser. The eraser is made of cloth and wood. I go to my desk. I look up and see the ceiling. I see the lights. The lights hang from the ceiling. I look doAvn and see the floor. The floor is made of wood. This room is square. This room has four corners. I go into one corner. I stand in one corner. Our room is not round ; it is square. Teaciikk. This lesson, as well as the following one, takes advan- tage of instinctive or impulsive thought and action. 47 LESSON XIII I am standing beside my desk. I am not sitting ; I am standing. I sit down. I am sitting at my desk. I am not standing; I am sitting. I place my hands on the desk. I sit still. I look ahead. I see a young man standing be- side the table. He is standing; he is not sitting. He is standing still. I am sitting still. I move my right hand. I move my feet. The vouno; man is trving to move the table. I «y O tj CD will go to help him. We move the table. The table is heavy. We stand by the table. We move away from the table. We return to our desks. Can you move your desk ? Teacher. Attempt to move the table and look around as if for help. Then it will not be difficult to get the " young man " to make the same attempt, nor for the reader to comprehend that he is ex- pected to help. Act the entire lesson before you try to get any of your class to act it. 48 LESSON XIV I hear a knocking on the door. I get up to open the door. A gentleman comes in. He says, ''Good evening." I say, ''How do yon do, sir?" He sits in a chair lacing the class. I go back to my desk. I look at the man. He looks at me. I smile. He smiles. When I smile I show my teeth. When he smiles he shows his teeth. I langh. He langhs. We langh. He is holding a sheet of paper in his hands. It has a hole in it. The teacher gives him another sheet. He takes a pencil out of his coat-pocket. He makes a few pencil marks on this paper while he talks to us. He tears the paper in two. He twists each half-sheet and throws it into the waste basket. He gets up to go. At the door he turns and smiles. He says, " Good by," and goes out. Who was that man? Do you know his name? Teacher. See if you cannot get your principal to be the " gentle- man " of this lesson. 49 LESSON XV Listen ! Do you hear the clock tick ? The clock hangs on the wall. Do you carry a clock in your pocket ? No, I carry a watch in my pocket. A clock is large ; a watch is small. The clock has a face, or dial, and two hands. The short hand is the hour hand ; the long hand is * the minute hand. While the long liand is traveling around the face of the clock, the hour hand travels only from one hour to the next. Sixty seconds make a minute. Sixty minutes make one hour. Twenty-four hours make a day. Seven davs make a week. Four weeks make a month. Twelve months make a vear. Three hundred and sixty-five days make a year. Leap year has three hundred and sixty-six days. What time is it now? What day of the week is to-day? What day of the month is to-day? 50 What was yesterday? What will to-moiTow be? Yesterday is gone — jxist. To-day is here now — present. To-morrow is coming — future. Past, " was " Present, '' is " Future, " will be ' I saw see will see I heard lear will hear I smelted smell will smell I tasted taste will taste I touched touch will touch I looked look will look I listened listen will listen I sat sit will sit I stood stanc. will stand Teacher. Arrange the table of tenses on the blackboard, begin- ning with the present. That is, put down Present, and under it the terms as given above. When this column is completed, put down Past to the left, and then, to the right, Future, so that the order will appear as in the book. Point with your left hand back of you, saying, " Past." Point positively and directly downward, saying, " Present — now." Point with your right hand ahead, saying, " Future." Do not expect too much of your class from this suggestion of tenses, and let it be only a suggestion. No more is necessary or advisable at this time. 51 LESSON XVI A week is made up of seven days. A week consists of seven davs. Sunday is the first day of the week. Monday is the second day of the week. Tuesday is the third day of the week. Wednesdav is the fourtli dav of the week. Thursday is the fifth day of the week. Friday is the sixth day of the week. .Saturday is the seventh day of the week. A year is made up of twelve months. A vear consists of twelve months. January is the first month of the year. February is the second month of the year. March is the third month of the year. April is the fourth month of the year. May is the fifth month of the year. June is the sixth month of the year. Julv is the seventh month of the vear. August is the eighth month of the year. September is the ninth month of the year. October is the tenth month of the year. 52 November is the eleventh month of the year. December is the twelfth month of the year. Seven months have thirty-one days each. Four months consist of thirty days each. One month has only twenty-eight days. AVhich month is that? Thirty days has September, April, June, and November; All the rest have thirty-one, Saving February alone. Which has twenty-eight in fine Till leap year gives it twenty-nine. Tkacher. It might be advisable to let your class know that some Americans say " laschear " when they mean " last year." But be sure to let them have the pure pronunciation from you — always. 53 LESSON XVII Who are you? I am What is your name ? My name is Where do you live? I live at What is the number of your house? My house number is What is your address? My address is How are you? I am well, thank you. What is your nationality? My nationality is How long have you been in America? I have been in America months. When do you go to school? I go to school evenings. Why do you go to school? I go to school because I want to learn to talk and read and write English. 54 This evening I shall learn to count. / 1 one n 17 seventeen 2 2 two /^ 18 eighteen 3 3 three /q 19 nineteen ^ 4 four 20 20 twenty S 5 five 2J 21 twenty-one 6 6 six 22 22 twenty-two 1 7 seven 23 23 twenty-three ^ 8 eight 2U- 24 twenty-four ^ 9 nine 26 25 twenty-five JO 10 ten 2b 26 twenty-six / / 11 eleven ^1 27 twenty-seven .12 12 twelve 2^ 28 twenty-eight J3 13 thirteen 2(J 29 twenty-nine /^ 14 fourteen 30 30 thirty JS 15 fifteen U-0 40 forty Jb 16 sixteen so 50 fifty 55 ho ^^ sixty S'O 80 eighty ^0 70 seventy (]0 90 ninety JOO 100 hundred 200 200 two hundred J 000 1000 one thousand . 3000 3000 three thousand / 0,000 10,000 ten thousand / 00,000 100,000 one hundred thousand /, 000, 000 1,000,000 one million Teacher. "VVatch carefully for and discourage unnecessary- curves and flourishes, which seem almost characteristic of foreigners. Do not permit the crossing of the seven. 56 A STORY THE MILKMAID AND HER CHICKENS A young lady was carrying a pail of milk on her licad one day. She was going to sell it, and she said to herself: " I shall get enough money for this milk to buy a lien and some eggs. The hen will hatch the eggs, and then I shall have money enough to buy a new dress. In this dress I w^ill go to the dance, and all the young men will want to dance with me, but I will toss my head and say, ' No, thank you.' " As she said this, slie tossed her head just a little, and down went the pail, and the milk was spilled on the ground. 57 She stood there and cried ; Init it does no good to cry over spilled milk. Don't count your chickens before they are hatched. Teacher. This evening have your exercise in phonics and spelling, then the reading of the above story. Omit the copying from the blackboard and hold a review. Do not let the class open their books, but open yours, and, beginning with the first lesson, con- duct an oral examination. Try to get some pupil to stand and, un- aided, touch and name every part of the body as given in the first lesson! For the review of the second lesson introduce such expres- sions as " Show me your head," " Point to his head," etc. Reviews should be entirely oral. 58 LESSON XVIII My book is on my desk. I take the book in my hands. I open the book. I flutter the leaves of my book. The leaves are not stiff. The leaves are flexible. I can bend the leaves because they are flexible. I cannot bend the covers of my book very much. If I bend the covers too much, they will not bend ; they will break. Most books have stiff covers; my book has semiflexible covers. Stiff' covers cannot bend at all. Each leaf has two pages. I turn to page 5. I turn to page 16. I turn to page 31. I close the book. I put the book on the desk. I hold the book in the desk. I hold the book over the desk. I hold the book under the desk. I drop the book on the desk. I pick the book up from the desk. 59 I give my book to my neighbor. My neighbor gives his book to me. We exchange books ; we trade books. We trade back. Xow I have my book again, and he has his book again. A tree has leaves. The leaves of a tree grow on its branches. The leaves of a book are bound be- tween its covers. There are some pictures in this book. I look at the pictures. I like to look at the pictures. I read this evening's lesson. I like to read. Teacher. Action, of course, is essential ; but now try to change the order a little. When a pupil reads " I close the book," do not close the book by way of illustration, but if he seems at all in need of help, suggest that he close the book. That is, suggest orally and not by action. 60 LESSON XIX I rub my hands over my desk. The sm-face of my desk is smooth. The surface of the floor is rough ; it is not too rough to walk on, but it woukl be too rough to write on. My pen is on my desk. His pen is on his desk. I take my pen in my hand. He takes his pen in his hand. I dij) my i^en in the ink. He dips his ])en in the ink. I write with my pen on my paper. He writes with his pen on liis paper. We copy the lesson from the blackboard. My pen consists of pen-point and pen-holder. The holder is made of wood. The point is made of steel. I write with the point. I use a blotter to take the wet ink off the paper. One young man has an ink spot on his paper. Another pupil has an ink stain on his finger. Teacher. Make this an occasion, for paying special attention to peniiianship. 61 LESSON XX My pencil rests in a little groove. I take it out of the groove and let it roll down my desk. My desk slants a little, and this makes the pencil roll down very easily. I put it back into the groove. The groove pre- vents it from rolling. The young man who sits next to me has a pencil. He takes his knife out of his pocket. He opens his knife. He holds his pencil in his left hand, and his knife in his right hand. He sharpens his pencil with his knife. He puts a good point on his pencil. The knife blades are made of steel. I borrow his knife to sharpen my pencil. He lends me his knife. My pencil is made of lead and wood. That is why it is called a lead-pencil. My pencil has an eraser : it is made of rubber. This knife does not belong to me ; it is not mine. It belongs to my neighbor. He lent it to me ; I borrowed it. Now I return it. 62 A STORY The ants worked hard all one summer, getting their food together for the winter. A grasshopper watched them at work. He hopped from place to place all summer, picking up his food. He did not put anything away for the winter. He did not like to work. He liked to sing. When winter came, the ants had plenty of food, and the grasshopper had nothing to eat. He was very hungry. He went to the ants and said : " How do you do, neighbors ? Is n't this a lovely day? " '' Good morning," answered the ants. '' Do you want something?" The grasshopper smiled his best and said: "Please lend me some of your grain." 63 The ants said, ^^ Where is your grain?" " I have n't any," ansAvered the hungry grass- hopper. '^Well, what did you do all summer?" asked the ants. ^' I sang," said the grasshopper. '^Well, then," said the ants, ''now you can dance. But we ants never borrow ; we ants never lend." 6A4yn/ey6y. Teachek. Begin with the lesson at which you left off your last review, and continue your emphatic oral examination. 64 LESSON XXI Here on my desk I have a book and a sheet of paper. I cover the book with the paper. My body is covered with skin. My skin is white. I can see the veins of my hand through the skin. The veins are blue. Tliere are three races of people in this world, of three different colors : White or Caucasian Black or Negro Yellow or Mongolian Tliis difference of color is in the skin. My skin covers my entire body. God does not look at mv skin, but at mv heart. Character comes from the heart, not from the skin. 65 What race do yon belong to? Do YOU know any negroes ? Can you name a Mongolian nation? All white people are not of the same com- plexion. Some white people are light, or blonde, and some are dark, or brunette. Of what complexion are you? In this country complexion and color do not count ; all men are equal. Any man who has been born in America, or who becomes natural- ized, is a free citizen. Teacher. Prepare a list of all the white, or Caucasian, nations. 66 LESSON XXII I squeeze my left liand with my right hand. I can feel the bones in my hand; I can feel the bones in my arm. I can reach back of me and feel my spine. My spine extends from my head down to the base of the trunk. My body is built like a tree — trunk and branches, or limbs. My trunk, or body, has four limbs — two arms and two legs. When I put my hand over my ribs on the left side, I can feel the beating of my heart. When I hold my fingers on my wrist, I can count the pulse-beats. My head is on top of my body. My brain is in my head. I think with my brain. The bone of my head is my skull. I can run my fingers under my hair and feel my skull. The skin which covers my skull, and in which my hair grows, is my scalp. My nose and mouth are features of my face. Name all the features of your face. 67 LESSON XXIII Man is a human being. Men, Avomen, and children are human beings. Horses cows dogs pigs sheep i/f-'A(~1;¥ are animals, or beasts. A dog is not a human being. A dog is an animal, or beast. A boy is not an animal. A boy is a human being. Lions '^ f^: Yjlm w y tigers v;^ ^^k.\ monkeys are wild animals. You can hitch a horse to a wagon, and he will pull it for you and do what you say. You cannot get a lion to Avork for you. A chicken T^ '^ is not a human being; neither is it %^ a beast; it is a fowl. 68 Birds -^^^ are fowls. FoavIs have wings; they fly with tlieir Avings. Ducks and geese and turkeys are fowls. All human beings and animals, Avhether beasts or fowls, have tAvo sexes : Male Man Boy Horse Ox Pig Lion TiG:er Rooster Gander Drake and Female Woman Girl Mare Cow SOAV Lioness Tigress Hen Goose Duck Beasts are coA^ered with fin*, or hair, or avooI. FoAvls are covered with feathers. What animal is covered with avooI ? 69 A STORY THE DOG I^^ THE MANGER A tired ox went to his stall one night. A stall is the place where the ox stands to eat his hay. He does not eat from a table, as human beings do. He eats his hay from the manger. This ox found a dog in his manger. But the ox was hungry, so he asked the dog to get out. The dog Avould not get out. He snapped and groAvled, and would not let the liungry ox get any hay. The ox asked the dog, '' Are you going to eat the hay?" '' No," snapped the dog, '^ and neither will you ; I won't let you." 70 So the dog stayed there and growled all night ; the ox was hungry all night; and the hay did neither of them any good. Perhaps there was a juicy bone waiting for that dog at the kitchen door. While he kept the ox from his supper, he was keeping himself from his own supper. You can never hurt another without hurting yourself. Don't you be a dog in the manger. Teacher. Continue your review. If you have time, get a pupil to tell a story illustrative of malice or spiteful envy. 71 LESSON XXIV RELATIVES My father and mother are my parents. I am the son of my parents. My parents have other sons and daughters. These other sons and daughters are my brothers and sisters. My father's sister is my aunt. My mother's sister is my aunt. The brother of either of my parents is my uncle. The parents of my parents are my grandparents. So I have two grandfathers and two grandmothers. The parents of my grandparents are my great- grandparents. The son or daughter of my uncle is my first cousin. The son or daughter of my aunt is my first cousin. My brother's son is my nephew. My sister's son is my nephew. The daughter of my brother or sister is mv niece. My sister's husband is my brother-in-law. I am his brother-in-law. My brother's wife is my sister- in-law. I am her brother-in-law. 72 My wife's father is my fatlier-in-law. My wife's mother is my mother-in-law. I am the son of my parents, the grandson of my grandparents, the great-grandson of my great- grandparents. My sister is the daughter of my parents, the granddaughter of my grandparents, the great- granddaughter of my great-grandparents. I am the chikl of my parents. My sister is the chikl of my parents. My brothers and sisters and I are the children of our parents, the grandchildren of our grand- parents, the great-grandchildren of our great- grandparents. 73 LESSON XXV We live in a house. Our house is our home. Our house has six rooms and a porch. Our house is two stories high. There are three rooms on the first floor, and three rooms on the second floor. Our house is covered on top with a roof. Our house has a cellar under the first floor. Downstairs on the first floor are the kitchen, dining room, and sitting room. Upstairs on the second floor are the bedrooms. My father and mother sleep in one bedroom, my sister sleeps in another bedroom ; and my brother and I sleep in the third bedroom. The kitchen is the room where mother cooks the meals. We eat in the dining room. We sit and talk or read in the sitting room. In the summer we sit on the porch. 74 Our house is furnished with furniture. We have carpets on tlie floors. We have beds and chairs and dressers in the bedrooms. We have a kitchen table and chairs in the kitchen. We have a dining table and chairs in the din- ing room. We have a couch and a table and rocking- chairs and armchairs in the sitting room. We have a stove in the sitting room in the winter. We have a cookstove in the kitchen. We have curtains at the windows. We have a swing on the porch. Teacher. Pictures, which may be clipped from furniture-store advertisements, should be used as helps in this lesson. 75 A STORY THE HOUSE THAT JACK BUILT This is the house that Jack built. This is the cheese that lay in the house that Jack built. This is the rat that ate the cheese that lay in the house that Jack built. This is the cat that killed the rat that ate the cheese that lay in the house that Jack built. This is the dog that worried the cat that killed the rat that ate the cheese that lay in the house that Jack built. This is the cow with the crum- pled horn that tossed the dog that worried the cat that killed the rat that ate the cheese that lay in the house that Jack built. '*i^'fi^^'t. ^ "-""t^i 76 This is the young lady, all for- lorn, that milked the cow with the crumpled horn that tossed the dog that worried the cat that killed the rat that ate the cheese that lay in the house that Jack built. This is the man, all tattered and torn, that kissed the young lady, all forlorn, that milked the cow with the crumi)led horn that tossed the dog that worried the cat that killed the rat that ate the cheese that lay in the house that Jack built. This is the minister, shaven and shorn, that married the man, all tattered and torn, that kissed the young lady, all forlorn, that milked the cow with the crumpled horn that tossed the dog that wor- ried the cat that killed the rat that ate the cheese that lay in the house that Jack built. 77 The wedding took place in the church. Jack was the bridegroom ; the young lady that he mar- ried was the bride. The bride and the bridegroom stood up before the minister. The guests sat in the pews. After the wedding the man and his wife went .to live in the house that Jack built. 78 LESSON XXVI We work during the day. We sleep at night. In the morning we awake m and get up from bed. We wash ; to wash we use water and soap. We wipe our face and hands with a towel. We dress. AYe brush our hair, and clean our finger-nails. We brush our teeth with a tooth- brush. Then we feel hungry. We go down to breakfast. We eat breakfast. Breakfast is our first meal of the day. We go to work. We work until twelve o'clock. Then we are hungry again. We eat lunch, or dinner, at noon. Twelve o'clock in the day is noon. Twelve o'clock at night is midnight. In the evening when we go home we have supper. After supper we go to evening school. After school \vc go back home. We go to bed. We lie in the bed. We do not stand in the bed. We do not sit in the bed. We lie in tlie bed. We go to sleep. Some people snore. We need 79 sleep as miicli as we need food. If we do not sleep enough, we cannot work well. We also need to keep clean. We need to wash not only our face and hands but our whole body. When we take a bath, we wash our bodies with water and soap, and we wipe ourselves dry with towels. We put on clean clothing. AVe send the dirty clothes to the laundry. We work six days a week. AVhen we have worked six davs we are tired. Then we rest one day. We do not Avork. We eat. We sit and read. We wear our best clothes. We go out. Teacher. Illustrate by action or intimation all in this lesson which lends itself to such demonstration. 80 LESSON XXVII FOOD We eat three meals a day. We have to eat to live. We eat meat and vegetables and fruit; we also eat butter and eggs. AVe drink milk. We eat bread. Bread is made of wheat or rye. Wheat is a vegetable; so is rye. We drink coffee and tea. We also drink cocoa and chocolate. We get meat from tlie cow and the sheep. We get beef from the cow. We get mutton from the sheep. Tlie meat of a young calf is called veal. Young sheep, that is, baby sheep, is lamb. The meat of a pig is called pork. Potatoes are a vegetable. Cabbage is a vegetable. Beans are a vegetable. There are many vegetables good for food. We eat butter. Butter is not a vegetable. 81 Butter is made from milk. Cheese is m. from milk. Milk is not a vegetable. The cow gives iis milk. Apples and oranges and pears and grapes are fruit. We get eggs from the hen. Chickens are good to eat. So are ducks and geese and turkeys. We also eat fish. Some people like oysters. I like potatoes better than any other vegetable. Pota- toes are my favorite vege- table. I like apples better than any other fruit. Apples are my favorite fruit. I like lamb more than any other meat. Lamb is my favorite meat. TVTiat is your favorite food? Teacher. Get hold of some agricultural magazine illustrations, also fruit and vegetable catalogues. Plenty of pictures at any time will be helpful. 82 A STORY THE FOX AND THE GRAPES .7, A hungry fox saw some grapes hanging from a high grape- vine one day. She tried to reach them. She could not reach them. She could not climb to them. She could not shake them down. She jumped as high as she could, but she could not jump high enough to reach them. Then she was very tired, and went away and said, " Oh, well, the grapes are sour anyway, and not as ripe as I thought at first." Is sugar sour? Is a lemon sweet? Name something bitter. ^ J % 83 LESSON XXVIII The earth is round. It is not square ; it is round. The sun gives the earth light by day. The moon, gives us light by night. The stars, also, shine by night. In the daytime we can see the sun, unless the clouds are in the way. If the clouds are thick, we cannot see the sun. We see the moon and stars at night. In the daytime it is light. At night it is dark. When there are no clouds in the day- time, it is very light. Then we have sunshine. When the moon and stars do not shine at night, it is very dark. When there is moonlight, we can see where to go. Sunlight and moonlight are the two lights which God made to light the earth. We can- not see to work by moonlight. We cannot see to read by moonlight. So we have artificial light. 84 Lamp light is one artificial light. Gas light is another artificial light. Electric liaht is still another artificial light. Years ago people used candles. Electric light is the best artificial light. Candle light and lamp light are good. Gas light is better. Electric light is best. 85 LESSON XXIX North West East Europe, Asia, Africa, and Australia are on one side of the earth. North America and South America are on the other side. Europe, Asia, Africa, and Australia are the eastern continents. North and South America are the western continents. Continents are land. Water separates the eastern and western conti- nents. This water is called oceans. The earth is made up of land and water. There is three times as much water as land. To get from Europe to America we cross the Atlantic Ocean. To get from Asia to America we cross the Pacific Ocean. The United States of America is in North America. This country consists of forty-eight 86 states. Each state lias a governor, but all the states are under one president, and therefore they are called the '' United States." ^' Unit " means '' one." ^^ United " means '' made into one." We have no king here. This country is not a kingdom. This country is a republic ; it is a free country. If a foreigner wants to become an American, he may go to the office of the clerk of any United States or state court of record to get his first papers. These first papers are his Dec- laration of Intention. After he has been in America five years he must go again to the clerk of some court of record to get his second papers. These second papers are his Certifi- cate of Naturalization. Then he is a naturalized American citizen. Teacher. A large map of the hemispheres before the class would be a great help ; a globe might prove even better. The Flag of thk United States of America 87 LESSON XXX The American flag is made up of three colors ^- red, white, and bhie. There are thirteen stripes in the American flag, because originally there were thirteen states in this country. There are forty-eight stars in our flag, because we now have forty-eight states. The stars are white ; the background is blue. The stripes are red and white. Look and see who in this room has blue eyes. Look and see who has brown eyes. Oranges are yellow ; so are lemons. But they are different shades of yellow. Cucumbers are green. We make pickles of cucumbers. Water- melon is red inside and green outside. 1 - --^^^t^miT Sometimes, in the summer time, when the rain is falling and the sun is shining, both at the same 88 time, we see the rainbow in the sky. The rain- bow has many colors ; some men say it has all the colors. It is very pretty. What is the color of this school building? Is this building painted? A man who paints a house with paint is called a painter. A man or Avoman who paints a picture with paints is called an artist. What are the colors of the flag of your country? See how many colors you can find and name in this room. Teacher. Be sure to have your plant and vegetable catalogues on hand for this lesson, and try to have a sample book of paints to show your class. 89 LESSON XXXI In this country we have only five days that are holidays in all the states. The first of these is Washington's Birthday, on February 22. The second comes on July 4 and is called the Fourth of July, or Independence Day. The third is Labor Day, which comes on the first Monday of September. The fourth is Thanksgiving Day and comes on the last Thursday of November. The fifth and last is Christmas, on the twenty- fifth of December. Four other days are holidays in most of the states. The first of these is New Year's Dav, on January 1. The second is Memorial, or Decoration, Day, on the thirtieth of May. The third is Columbus Day, on October 12. The fourth is Election Day, which comes on the Tuesday after the first Monday in November. 90 Christmas and Thanksgiving are religious holi- days. These two days are legal holidays in nearly all the states of America. But if a man wants to work on Christmas Day or Thanksgiving Day, he may. America gives liberty, or freedom, to all men alike. In this country no man has to pay a tax to support any church. Every man is free to go to the church he likes. This is called freedom of religion. There are days when school children do not have to go to school. They call such days holidays. Sometimes school children have a half-holiday. Do vou like holidavs? Teacher. Preface this lesson with an informal discussion of the holiday which may be nearest the comprehension of the class at the time. 91 LESSON XXXII The twenty-second day of February is George Washington's Birthday. When is your birthday? Washington was born on February 22, 1732. W^hen were you born? George Washington died December 14, 1799. How old was he when he died? How old are you now? My father is dead, but my mother is living. Are your father and mother living? A\Tien a man is born into this world, first he is a baby, then he is a little boy, then a big boy, then a young man, and finally, an old man. When he is twenty-one years old, he is a man. If he marries, he becomes a husband, and the woman that he marries is his wife. He and his wife get a house and furnish it and make a home. His wife stays at home, and he goes out to work. The father and mother and children are a family. The father and mother are the parents. The boy child is a son. 92 The girl child is a daughter. Boys and girls go to school when they are young. They learn to read and write. Then they read books on history and geography and physiology and many other subjects. They also learn how to use figures. Some boys and girls go to school long enough to learn how to earn a living for themselves. We call this education. A good education is a great help in life. A woman can earn her own living as well as a man. When she marries, she takes her hus- band's name. A man is called Mister (Mr.). His wife is called Mistress (Mrs.). His daughter (before she marries) is called Miss. 93 A STORY ir-S THE OLD WOMAN AND HER PIG An old woman was sweeping her house with a broom one day when she found a piece of money. She looked at it and said, ^^ I will go to market and buy a pig with this money." ^ So she went to market and bought a \)i^. Of course she could not carry the pig home ; it was too heavy. She drove it home. The pig went all right until it came to a fence. Then it stopijed ; it could not or would not jump over the fence, and there was no gate. The old woman tried to make the pig jump, but when she could not, she said to a dog which she saw : '' Dog, Dog, bite Pig. Pig won't jump over the fence, and I shan't get home to-night." But the dog would not bite the pig. So she turned to a stick and said : 94 -''^ " Stick, Stick, beat Dog. Dog won't bite Pig, Pig won't jump over the *:5:sz^^:^ fence, and I shan't get home to-night." But the stick would not beat the dog, and the okl woman went to some fire and said : '' Fire, Fire, bum Stick. Stick won't beat Dog, Dog won't bite Pig, Pig won't jump over the fence, and I shan't get home to-night." But the fire refused to burn the stick, and the old woman turned to a bucket of water which she saw and said : "AYatcr, Water, quench Fire. Fire won't burn Stick, Stick won't beat Dog, Dog won't bite Pig, Pig won't jump over the fence, and I shan't get home to-night." But the water refused to quench the fire. Then the old woman saw an ox in the field, and she called to the ox : '' Ox, Ox, drink Water. Water won't quench Fire, Fire won't burn Stick, Stick won't beat Dog, Dog 95 won't bite Pig, Pig won't jump over the fence, and I shan't get home to-night." The ox would not listen to the old woman, so she went to a butcher- and said : ^^ Butcher, Butcher, kill Ox. Ox won't drink Water, Water won't quench Fire, Fire won't burn Stick, Stick won't beat Dog, Dog won't bite Pig, Pig won't jump over the fence, and I shan't get home to-night." But the butcher refused to kill the ox, and the old woman said to a rope : ^^ Kope, Hope, hang Butcher. Butcher won't kill Ox, Ox won't drink Water, Water won't quench Fire, Fire won't burn Stick, Stick won't beat Dog, Dog won't bite Pig, Pig won't jump over the fence, and I shan't get home to-night." The rope would not hang the butcher. The old Avoman found a rat and said to it : " Kat, Eat, gnaw rope. Rope won't hang Butcher, Butcher won't kill Ox, Ox won't drink Water, Water won't quench Fire, 96 Fire won't burn Stick, Stick won't beat Dog, Dog won't bite Pig, Pig won't jump over the fence, and I shan't get home to-night." But the rat would not -do what the old woman asked, and she said to a cat: '^ Cat, Cat, kill rat. Rat won't gnaw . . Rope, Rope won't hang Butcher, ^^^ Butcher won't kill Ox, Ox won't S^-^^ drink Water, Water Avon't quench Fire, Fire won't burn Stick, Stick won't beat Dog, Dog won't bite Pig, Pig won't jump over the fence, and 1 shan't get home to-night." "Well," said the cat, "if you will get me some milk, I will see what I can do." Then the old woman went to a cow, and said : " Cow, Cow, give me some milk. Puss wants some milk before she will kill the rat which won't gnaw the rope which won't hang the butcher who won't kill the ox which won't drink the water which won't quench the fire which won't burn the stick which won't beat the dog which won't bite the pig 97 which won't jump over the fence so that I may get home to-night." The cow gave the okl woman some milk, and the okl woman gave it to puss, who drank it. Then the cat began to kill the rat, the rat began to gnaw the rope, the rope began to hang the butcher, the butcher began to kill the ox, the ox began to drink the water, the water began to quench the fire, the fire began to burn the stick, the stick began to beat the dog, the dog began to bite the pig, the pig jumped over the fence, and the old woman got home that night. 98 LESSON XXXIII How many letters are there in the English alphabet ? There are twenty-six letters in the English alphabet. How many figures are there in 26? There are two figures in 26^ — 2 and 6. How many figures are there in the number of your house? There are figures in the number of my house. How many letters are there in the word ''school"? There are six letters in the word '' school." How many letters are there in the word ''six"? There are three letters in the word "six." How many figures are there in the number 6? There is one figure in the number 6. How many letters are there in the word " name " ? There are four letters in the word " name." How many of these letters are sounded? 99 Three of these letters are sounded — n, a, and m. The e is silent. How many days has January? January has thirty-one days. How many days has November? I don't know. I have forgotten. When you forget, count on the knuckles of your hand. Make a fist. Start with the knuckle of your hrst linger. January comes on a knuckle ; it has thirty-one days. Next is February ; it comes down between the knuckles ; it is a small month. Next March, then April, May, June, July; now back to the first knuckle again, August, Sep- tember, October, November, December. All the months that have thirty-one days come on the knuckles, and all the months that have less than thirty-one days come between the knuckles. Do you remember how many states there are in the Union? Have you forgotten the number of original states in this country? Who was the first President of this nation? 100 LESSON XXXIV THE WEATHER m, , -->i«g#^^s ■''^ ■''Jmf'^''^fn ^/ / // / Rain is Avater which falls from the clouds. When it is raining we cannot see the sun be- cause of the clouds. We have snow only in the winter ; but we may have rain at any time in all four seasons : Spring Summer Autumn or Fall Winter March, April, and May are the spring months. June, July, and August are the summer months. September, October, and November are the fall months. December, January, and February are the winter months. 101 Summer is hot. Winter is cold. Is it raining? Yes ; it is raining. Is it snowing? Yes ; it is snowing. /' /'■f'/fvi^nif,., VtS-^'fS Is the wind blowing? Yes; the wind is blowing. Is the sun shining? Yes; the sun is shining. In the summer, when the sun is shining, we want to get in the shade. I hold my hand up between the light and the wall. See the shadow of my hand. I shade my eyes with my hand. In the winter, when it is snowing and the wind is blowing, we want to stay in the house. It is warm in the house, because we have a fire to give us heat. 102 A STORY THE WEATHER A man had two daughters. One daughter was married to a gardener. A gardener is a man Avho grows fruit and vegetables; he has a garden. The other daughter was married to a brick- maker. One day the father went to see the daughter whose husband was a gardener. He asked his daughter how everything was with her. She said : '' Everything is all right with us. I only wish it would rain, because the plants need to be watered now." Then the father went to see the daughter who was married to the brickmaker. He asked her how they were getting along. She said : '' We are getting along very well. I only wish the sun w^oukl sliine every day, hot and bright, so that the bricks might dry." The father said : '' Your sister wants rain, and you want sunshine. The weather can never please everybody." 103 LESSON XXXV The door is standing open. I am looking toward the door. I see no one. Now a man appears in' the doorway. He pauses a moment, then he dis- appears. I will watch for him ; he may appear again. I am watching for him. He reappears. He enters the room. He is going to the back part of the room on that side ; I Avill go on this side to meet him. He is coming toward me ; I am going toward him. We approach each other. We meet. We shake hands and say, ''How do you do?" We pass each other and go in opposite direc- tions. I will turn about and follow him. He is going toward the door. I am following him. In the doorway he pauses a moment again and disappears. The door was standing open. I was looking toward the door. I saw no one. Then a man appeared in the doorway. He paused a moment, then he disappeared. I watched for him, think- ing he might appear again. I was watching for 104 him. lie reappeared. He entered the room. He was going to the back part of the room on that side ; I started on this side to meet him. He came toward me ; I went toward him. We approached each other. We met. We shook hands and said, "How do yon do?" We passed each other and went in opposite directions. I turned about and followed him. He w^ent toward the door. I followed him. In the doorway he paused a moment again and disappeared. J( OO^nyCjyiAAAytyoL. — Julius C^sar Teacher. See if you can get a pupil to relate an instance of meeting a classmate on the street. 105 A STORY THE SHEPHERD BOY AND THE WOLF A shepherd is one who takes care of sheep. There was once a shepherd boy w^ho watched a flock of sheep. He was alone most of the time, and he became lonely. There were some people in the village ; but they never went to him excei^t when a wolf came near the sheei^. That was why the boy watched — to see when the wolf came near. Then he would call to the neighbors, and they would run out to kill the woK. If they could not kill him, they could chase him away. The wolf would not be afraid of one boy, but he would be afraid of a number of men. One day this shepherd boy cried out: ''Wolf! Wolf! Come help me! The wolf is killing the sheep." 106 This was not true. There was no wolf near the sheep. It was a lie. The boy was a liar. The men ran out to the boy, but when they saw no wolf, they laughed and went back to their work. Again, another day, the boy cried, ''AYolf! Wolf!" when there was no wolf; and again the neighbors ran out for nothing. This time they did not laugh; they frowned. But the boy laughed; and h^e called them out again. One day the w^olf did come, and the boy cried : ''Wolf! Wolf! Oh, come and help me! The wolf is killing the sheep ! " And this time it was the truth. But the neighbors did not go to helj) him. They could not believe him, because they knew he had lied so often. Always speak the truth. Honesty is the best policy. Nobody believes a liar. Teacher. After the reading, contiuue youi- review. 107 LESSON XXXVI The young man is holding a glass of water in his hand. The glass is transparent. We can see through the glass, because it is transparent. We cannot see through the door. The door is made of wood. Wood is not transparent. Glass is transparent. The young man drinks a little of the water. He spills a little of the water on his hand. Now his hand is wet. He puts the glass on the table. He takes his handkerchief out of his pocket. He wipes his hand with his hand- kerchief. Now his hand is dry. How much glass can you find in this room? Do YOU see any one with eyeglasses? Is water transparent? When we are hungry we eat food. When we are thirsty we drink water. Teacher. Point out all the glass in the room before giving this lesson. Besides the windowpanes and light globes, there may be a glass paper weight, glass beads, or other glass. 108 LESSON XXXVII I crusli a sheet of paper into a ball. I throw it to my friend on the other side of the room. He holds his hands ont to catch it. He does not catch it; he misses it. He picks it up from tlie floor and throws it to me. I catch it and throw it back to him. He tries to smooth it ont, but the paper is crumpled. It will not do to Avrite on. It is full of Avrinkles. My face is smooth. My face has no wrinkles, because I am young now ; but when I am old, my face will be wrinkled. I crushed a sheet of paper into a ball. I threw it to my friend on the other side of the room. He held his hands out to catch it. He did not catch it; he ndssed it. He picked it up from the floor and thrcAV it to me. I caught it and threw it back to him. He tried to smooth it out, but it was crumpled. It would not do to write on. It was full of wrinkles. Teacher. Make a memorandum of the fact that you must have a shoe box in the room for the lesson following. 109 LESSON XXXVIII There is a package on the table. It is wrapped up in paper and is tied with a string. I will open this package and see what it contains. First I pick up the package. It feels light; it is not heavy. Then I untie the string and remove the pai)er. I find that it is a box. I take the cover off the box and see that it is empty. That is why it is so light. I am going to put some things into the box; then it will be heavy. This book is too big; it Avill not go in. This smaller book will go in, but it does not fill the box. I will put the eraser in to help fill the box. I will stand the eraser on end and fill the rest of the box with books and other things. Now the box is full, but I cannot put the cover on. The eraser projects over the top of the box. I will take the eraser out. Now I can get the cover on. I close the box, wrap it up again, and fasten it with the same string. Now the package is heavy. 110 I want to inspect this box, so I will remove the wrapper, empty the box, and sit down here to inspect it. I inspect the box. This box is made of pasteboard. It is white in color and oblong in sha|)e. It is not round ; it is not square ; it is oblong. The cover tits the top of the box. The box has a bottom. I place the box on the desk right side up. I place the box on the desk upside down. I stand the box on end. I lay the box on its side. Teacher. A shoe box, of coui-se, is the prerequisite for this lesson. Ill LESSON XXXIX The young man is holding a coin in his hand. Now he puts his hands back of him. I cannot see into which hand he puts the coin. He is hokling out his closed hands toward me. The coin is in one of his hands. I do not know in which ; I will guess. I guess the coin is in his right hand. He opens his hands. The money is in his left hand. I guessed wrong. I will close my eyes while he hides the coin again. This time I guess it is in his left hand. He opens his hands ; both are empty. The coin is in neither hand. It is not in his right hand, and it is not in his left hand ; it is in neither hand. I take a book in my right hand ; I take a book in my left hand. I have a book in either hand. I put both books down. Now I have no book in either hand. I will close my eyes while the young man hides that coin again. Now I will get up to look for it. 112 What are you doing? I am looking for that piece of money which he hid. Why are you looking for it? Because I want to find it. Here it is ; I have it. Where did you find it? I found it on the teacher's desk. Where is the teacher's desk? The teacher's desk is in tlie front part of the rot)m. It is between our desks and the black- board. Is that desk large? Yes, it is the largest desk in the room. How high is it? I don't know. I can't tell by looking at it. But I can find out by measuring. Here is a foot rule. I will measure the desk with this rule. Teaciiek. Get several coins and a paper bill and point out the difference between a coin and a bill. The action of the young man liolding the coin might be prearranged with the earliest comer that evening. 113 LESSON XL 12 inches = 1 foot (ft.) 3 feet = 1 yard (yd.) 16^ feet = 1 rod 40 rods = 1 furlong 8 furlongs = 1 mile With this rule I can measure the teacher's desk and I can measure the distance between the desk and the door. How high is the desk? How long is the desk? How wide is the desk? How deep is the top drawer? What is the distance between the desk and the door? How far is the door from the window? Which is nearer the door, the desk or the window ? The distance between New York and London is over three thousand miles. How far is your native city from this city? 114 How tall is the teaclier? How tall are you? Who is the taller? Who is the shorter? When you go to a tailor to have a suit of clothes made, he takes your measure. He does not use a foot rule ; he uses a tape measure. Describe this room. What is the size of this room? What is the shape of this room? What does it contain? What is the color of the blackboard? How many desks are there? How many lights are there? How many doors and windows are there? Describe your neighbor. How large a man is he? What is the color of his hair and eyes? What kind of clothes does he wear? Describe his clothes. Teacher. A foot rule or yard stick, a tape measure, and a map are the essentials for this lesson. 115 A STORY THE LION AND THE MOUSE A little mouse was running around one day and did not look to see where he was going. He ran over the face of a sleeping lion. The lion awoke and caught the mouse under his large paw. He was going to crush him. The little mouse begged the lion not to hurt him. The little mouse said he would remember the lion and help him some day if now the king of beasts would be good to him and let him go. The lion laughed and let him go. Some time after this the lion got caught in a trap. The trap was made of ropes. The lion could not break the ropes. He roared. The little mouse heard the lion roar and went to 116 him. Then he jumped on a rope and began to gnaw, and he gnawed, and gnawed, until he gnawed the rope in Iavo. Then the lion got out of the trap. He looked down at the little mouse and said, '' Thank you." The little mouse said, '^You are welcome; but why did you laugh when I said I might help you some day?" Can you tell me why the lion is called the king of beasts? The lion is a large animal, and has a big voice. His voice is a roar. The mouse is a small animal, and has a little voice. Its voice is a squeak. Teacher. Fold your hands and beg ; roar, that is, pronounce " roar " in your deepest tones — r-r-o-a-r-r ; break a string, then show how it may be gnawed in two. Illustrate by action all that can be effectively so illustrated, lieview. 117 LESSON XLI 4 gills = 1 pint (pt.) 2 pints = 1 quart (qt.) 4 quarts = 1 gallon (gal.) 31^ gallons = 1 barrel (bbl.) This is li(|uid measure. This is the way we measure milk and other liquids. Water is a liquid. 16 ounces (oz.) = 1 pound (lb.) 2000 pounds = 1 ton. When I go to the butcher to buy meat, he cuts off what I want and weighs it. He puts it on the scales and tells me how many pounds and ounces it comes to. He weighs the meat with the scales. When I buy coal, the coal man weighs my coal with coal scales. Coal scales are yery large. When I send letters by mail, or packages by parcel post, I must weigh them and j)ut on enough postage. 118 2 pints (pt.) = 1 quart ((it.) 8 quarts = 1 peck (pk.) 4 pecks = 1 bushel (bu.) This is called dry measure. We get our vegetables by dry measure, ^^e also get fruit by dry measure. Sometimes we get fruit and vegetables by count; as cabbages, five cents a head, and oranges, three for ten cents. But we never buy beans or strawberries by count. It would take too long to count them. Twelve units make a dozen. Six units make a half-dozen. '' Unit " means one. Teachku. As many of the actual measuring tins or cups as you can get hold of will aid greatly in teaching this lesson. A picture of a barrel would be helpful. 119 LESSON XLII Teacher. I will send this book to Mr. B . Mr. S , what are you doing? Mr. S. I am sitting at my desk. T. Are you standing? Mr. S. No, I am not standing; I am sitting. T. Come here, please. Mr. S. I will come. T. What are you doing? Mr. S. I am coming to you. T. Take this book, please, and carry it to Mr. B . Mr. S. To Mr. B ? Where is he? T. He is over there. I am pointing to him with my finger. See? Mr. S. Oh, yes, I see. T. What will you do? Mr. S. I will carry this book to Mr. B . T. What are you doing? Mr. S. I am taking this book to Mr. B . T. What did you do? Mr. S. I took the book to Mr. B . 120 T, What did Mr. B do? M7\ S. Mr. B received the book. T. What did Mr. B say to you? Mr. S. He said, '^ Thank you." T. Mr. B , did you receive the book which I sent you? Mr. B. I received it, thank you. T. Who brought the book to you? Mr. B. Mr. S brought me the book. T. Mr. B , now bring that book to me. Mr. B. I will bring this book to you. T. AVill you send it? Mr. B. No, I will not send it. I will bring it. Here is the book. Take it. T. Xo, thank you ; you may keej) it. Mr. B. I will keep it. r. Wliat did you do? Mr. B. I brought my book to you. T. Did you send the book? Mr. B. No, I did not send the book. I brought it myseK. You sent it' to me. Teacher. Watch carefully that the action conforms to the read- ing. Do not permit any laxness in this respect. 121 LESSON XLIII This evening I came home from work at six o'clock. I washed and dressed and had supper. After supper I started for school. I stood on a street corner and waited for a street car. I looked, but I did not see a car. I listened, but I did not hear a car. I walked up and down ; then I went into a store and sat down to wait. Then I thought I heard a car and went out again. I saw two cars coming. I got on the second car, because the first one did not stop. I gave my fare to the conductor. When I wanted to get off, I touched the button. I heard the electric bell ring. The conductor pulled the bell cord, the motorman stopi^ed the car, and I got off and walked to the school building. I ran up the steps and entered the building. I walked down the hall and came into our room. Now I am studying this evening's lesson. 122 Past Present Future came come will come had have will have stood stand Avil stand did do will do listened listen will listen heard hear will hear walked walk will walk went go will go sat sit will sit saw see will see got get will get laughed laugh will laugh rang ring will ring stopped stop will stop ran run will run entered enter will enter thought think will think Teacher. After the reading have the class pick out the verbs, giving the present tense first always. After this column is completed, then arrange as above by adding "Past" and "Future." Do not call the verbs " verbs," but begin by saying, " What did you do first ? Came," etc. See footnote to Lesson XV, p. 50. 123 LESSON XLIV TRADES A man who builds liouses of wood is a carpenter. A carpenter uses a hammer and saw and nails. He cuts the boards with his saw; he drives the nails with his hammer. What is your trade? I am a carpenter. That is a good trade. A man who builds houses of bricks is a bricklayer. A brick- layer uses his trowel ; he puts the bricks together with mortar. Bricklaying is a trade. A man who makes clothes is a tailor. A tailor uses scissors and needle and thread. He cuts the cloth with the scis- sors or shears and sews Avith his needle and thread. He pushes 124 the needle with his thimble. The thimble protects his finger. The thimble keeps the needle from hurting his finger; it protects his finger. Tailoring is a trade. A man who makes machines is a machinist. A machinist uses many tools. He uses a screw driver, for one thing, and too many other tools to mention here. A machinist has a good trade. A man who has learned to make something with his hands is a man who has a trade. What is your trade ? 125 LESSON XLV BUSINESS MEN A man who keeps a store is a business man. He buys and sells. He is a mereliant. He does not make anything with his hands. He does not work at a trade ; he runs a business. He is a business man. A man who keeps a grocery store is a grocer. He is a business man. He buys and sells tea sugar, fruit, spices, canned goods, potatoes, etc. He is a merchant. A person who buys from him is his customer. A man who keeps a butcher shop is a butcher. He buys and sells meat; he is a business man. He knows how to cut meat. If you buy meat from him, you are his customer. A man who keeps a dry-goods store is a mer- chant. He buys and sells coats, suits, hats, shoes, stockings, gioyes, and other furnishings; also woolen cloth, cotton cloth, silks, and many other things. His business is to sell goods. He is a business man. He has many customers. 126 A man who keeps a drug store is a druggist. The druggist is a merchant. He buys and sells drugs or medicines. If you get sick, you may have to be his customer. A man does not have to keep a store to be a business man. If he helps run a bank, he is a busi- ness man. If he keeps a hotel, he is a business man. A man who sells or rents houses is a business man. He deals in real estate. The boy who sells newspapers on the street is a little business man. How many business men do you know? When a woman keeps a store or runs a bank or deals in real estate, she is a business woman. How many business women do vou know? 127 A STORY THE DOG AND HIS PIECE OF MEAT A hungry dog went to a butcher shop one day and got a piece of meat. He did not pay for it. Maybe the butcher gave it to him. He started to go home, carrying the meat in his month. On his way home he. had to cross a bridge. The bridge was over water. The dog stopped and looked into the water over the side of the bridge. He saw a dog with a piece of meat in his mouth. '' Dear me," said the dog to himself, '' look what a nice piece of meat that dog has. I will take it away from him." He opened his mouth to bite the other dog's meat, when — kerplunk ! His own piece fell into the water. 128 Poor dog! He learned something, but his lesson cost him his dinner. The dog in the Avater was not another dog, but his own retiection. He went home a sadder and wiser dog. He had something to think about, but nothing to eat. Look in the mirror and see your reflection. nx>Z to- axM^n. Teacher. Have a little pocket mirror at hand when reading this story. Review. 129 LESSON XLYI PROFESSIONS I am a foreigner. I want to learn English. Therefore I go to evening school. My teacher teaches me to speak and read and write English. School teaching is a profession. School teach- ing is not a trade. How are you? I am not well; I am sick. I have a head- ache, and I have pains in my body. I congh, I sneeze, I blow mv nose. I have a cold. I shall go to see a doctor. The doctor will feel my pulse, listen to my heart and lungs, and look at my tongue. Then he will tell me what to do and perhaps give me some medicine, and I shall get well. The doctor's profession is good. • Last week I had a toothache. I went to a dentist. He looked at my bad tooth. He pulled it. I had to spit blood for a while. Blood is red. 130 Dentistry is not a trade. Dentistry is a profession. My eyes hurt me. I must go to see an oculist. An oculist is a doctor for the eyes. He will look at my eyes. He will tell me if I must wear glasses. When my doctor gives me a prescription, I take it to the druggist at the drug store. When the oculist gives me a prescription for glasses, I take it to the optician. The oculist's profession is good. There are many trades and many professions. How many professional men do you know^? Teacher. Act a toothache ; cough, sneeze, groan. Take a pupil, feel the pulse, look at the tongue, listen to the heart ; act the doctor. 131 LESSON XL VII I go to work every day to earn money. I work for my employer, and he pays me for my work. This money is my wages. I work for my money. This is the honest way to get money. I do not carry all my money in my pocket, because I might lose it, or some bad man might take it from me. Such a man is a thief. He is not honest ; he is dishonest. It is good to work and earn money. It is bad to steal; it is not right; it is wrong. A man who goes into a house to steal is called a burglar. With my wages I pay my rent, buy food, buy clothes, pay for my laundry, and get other things that I want. I earn my wages, then I spend them. I do not spend all of them. I keep some money ; that is, I save it. I put it in the bank. The bank keeps it and pays me interest on it. When they keep my dollar one year, at the end of the year I have one dollar and three cents. That is three per cent interest. 132 My wages are my income. My rent, and food, and clothes, and other things, are my expenses. What I put in the bank is my savings. Some day I may want to travel. When I travel I cannot work. Then I must spend money. We travel by train and steamboat. 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