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. 
 
 The trains go overland 
 by rail, and the boats go 
 on the water. 
 
 I may go to see my people in the old country 
 some day. 
 
 Teacher. Perliaps you will encounter difficulty in explaining 
 *' burglar." A picture, no matter how crude, would help here. 
 
 OH'"^!^
 
 c^ 
 
 ^^f.yj.u,-n.,. 
 
 ■, nr i\ircl 
 
 I^'! r it I cnn . 
 
 6: 
 
 1 V Uii: i i>' 
 
 ■^ J OJllViU. 
 
 '•'^CiAirtiiMi^-' 
 
 -> V: 
 
 ^ 
 
 .< 
 
 ''■tiO:illVj-iO' 
 
 . f 
 
 L "1 L 
 
 I (\c UTcl r 
 
 r^ C r « 1 1 r (■', n . 
 
 J JOjnmu ii-i 
 
 
 C.U'rn Tr 
 

 
 ^ 
 
 S S 
 
 
 n^ 
 
 
 %0Jiivj-ja^- 
 
 L 006 130 908 4 
 
 'CJU311VJ'3VI   
 
 J:?TO^ 
 
 
 I VE) i 
 
 
 .s? 
 
 ^OF-CAiIF0% 
 
 ^ 
 
 ,^WEUN 
 
 o >:> ?rt. 
 
 
 ..\T.'I?;^AnV/).H 
 
 ^/: 
 
 ^ 
 
 ^^OFC, 
 
 
 ^\^E11N!VER% 
 
 .^MEUNIVER, 
 
 Aj^lOSANCEl% 
 
 O 
 
 
 
 UC SOUTHERN REGIONAL LIBRARY FACILITY 
 
 Vf 
 
 <rji33KVS01^ %a3/\lNa-3i\V^ 
 
 AA 000 352 643 
 
 CP.^ -^ 
 
 
 s """n^ 
 
 ,- ■-:i- 
 
 b^l 
 
 ■J 
 
 "713:)NViUl- 
 
 o 
 
 
 >;10S-ANCEIFJ> 
 
 
 
 C5 
 
 ^^ 
 
 %0JI1V3J0'»^ ■^AOJnVD-JO'** 
 
 ^^ 
 
 >- 
 
 i^m 
 
 
 
 — n 
 
 g 
 
 ^lOSANGElfx^ 
 
 o 
 
 CO 
 
 %a3AINa-3UV^ 
 
 DC 
 
 ^OFCAIIFO/?^ ^OF-CALIFO/?^ 
 
 
 >-\i iiii(ii 
 
 vr 
 
 ^<?Aav}iaiii^ ^CAavaan-i^ 
 
 
 P2 :zi J 
 
 <rii3D 
 
 
 .vlt:-" 
 
 BR,ARYQ^ 
 
 >^: 
 
 ^^WE•UNIVER% 
 
 o 
 
 .^lOSMElfx.> 
 
 •<,^^^ilE