I UC-NRLF $B L2^ IDA LESSONS LN LANGUAGE. AN {N'RODUCTiON TO THE Study of English Grammar. CHICAGO: HADLEY BROTHEEc>. 1874. IvIBRARY OF THE University of California. Mrs. SARAH P. WALSWORTH. Received October, i8g4, zAccessions No, 0^35^^ Class No. -. - ft LESSONS IN LANGUAGE AN INTRODUCTION STUDY OF ENGLISH GEAMMAR. BY HIRAM HADLEY. REVISED EDITION. TWELFTH THOUSAND. CHICAGO: HADLEY BROTHERS. 1874. il^y Entered according to Act of Congress, in tho year 1871, Br HADLEY BR0TUER3 In the OfSce of the Librarian of Congress, at Washington Has" Ma PREFACE. U Most cliildren twelve years of age sliould be able to 8peak and write the English language with considerable readiness and accuracy, to avoid the common vulgarisms, and to detect the most frequent errors of speech, arrange- ment and notation. The ordinary methods of teaching English grammar do little to establish a correct use of language. The text-books in common use appeal chiefly to the mem- ory. They are placed in the hands of young pupils who memorize them, and, perhaps, recite satisfactory lessons, but the real result is the acquirement of many terms and definitions, which convey but little meaning, atid give but little mental growth. The practical use of language is not acquired thereby. The injury inflicted upon the pupil is a double one. First, after much toil he fails to reap any substantial ben- efit. Second, he acquires wrong habits of study, which usually hinder thought, and give a great distaste for the subject. For the duties of life he is but little better fitted than thoudi he had not " finished " Ens^lish ojrammar. A practical knowledge of the language is to be acquired through an intelligent observation and use of it, rather than through a study of the science. This observation and use iv PREFACE. should be stimulated in all children at an early age. Tlicy acquire their use of language, whether elegant or inelegant, by imitation. Hence, all incorrect expressions should be corrected, ipid the child thoroughly trained in the use of correct ones. In the use of written language, the first step is to exer- cise the pupil's perception in making an intelligent exami- nation of a correct model. The second step is to exercise him in imita'^ing that model until a reasonable degree of accuracy and skill has been secured. The third step is to exercise him in constructing correct sentences by using tlie knowledge he has accpured by observation and imitation. This plan should be steadily persevered in. The language lesson should be a daily one. It need not be long, but it should be thorough. This little volume is intended as an exponent of these ideas, and is an " Introduction to the Study of English Grammar." Adaptation to the capacities of children, rather than scientific accuracy, has been the aim. I be- lieve that a patient use of it will secure two very desirable ends: First, a reasonable readiness and accuracy in the use of language, and a properly stimulated perception ; Sec- ond, an excellent preparation for the successful and rapid acquirement of the science of language as treated in ordi- nary text-books on the subject. I invite teachers to give the book a trial, and vAq the results. II. 11. Chicago, 3fa?/ 1, 1871. OONTENTy, I. 11. ni. IV. V. YI. VII. LESSON. I. II. m. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. xrv. XV. X^T[. x\^I. xvin. XIX. XX. XXI. XXII. XXIII. XXIV. XXV. XXVI. XXVII. XXVIII. XXIX. XXX. XXXI. xxxn. The Sentence Capital Letter. Selection of Sentences. Tlie Telling Sentence. Period The Asking Sentence The Commanding Sentence The Exclaiming Sentence Review Writing by Pupils. 4 5 7 8 10 Capital and Period 12 The Interrogation Point 13 Capitals in Proper Names 13 Review 14 Comma 15 Comma, and Capitals land O 16 Capitals in Poetry 17 Review 18 Quotation Marks , , 19 The Colon 20 Divided Quotation 21 Review 22 Capitals — Personified Objects 22 Thellyphen 23 Hyphen — Continued 24 Preceding Marks Incorrectly Used 25 Comma — Continued 25 Capitals —Titles of Books 27 Period — Capitals — Titles of Persons 27 Common Abbreviations 28 ' Apostrophe to Denote Omission 29 Apostrophe denoting Possession 29 Review 30 Exclamation Point 31 Review 32 33 34 35 35 36 37 CONTENTS. XXXIII. Objects — The Apple 37 XXXIV. Water 39 XXXV. Bread 41 XXXVI. A Paper Box 42 XXXVn. Writing Paper , 43 XXXVIII. APig 44 XXXIX. A Match 45 XL. Glass 46 XLI. A Chair 47 XLII. Thelland . 48 XLIII. Forming Compound Sentences from Simple Oues 49 XLrV. Compounding of Sentences — Continued 61 XLV 61 XLVI. Compounding Sentences 52 XL VII. Compounding Sentences 63 XLVIII. Use of Pauses 54 XLIX. Useof Pauses 55 L. Lesson on a Picture 56 LI. A Picture 59 LII. APicture 60 LITE. APicture 62 LrV. A Picture 6-1 LV. A Picture 65 LVI. APicture G7 LVn. APicture 69 LVIII. A Picture 71 LIX. APicture 72 LX. The Condor 74 LXI. Siberian Children 75 LXIL ACanal 76 LXIII. Savage Life 77 LXIV. Givthering Sugar Cane 7S LXV. The Ostrich 79 LXVL The Lion 80 Lxvn 81 LXVIII. A Team of Snakes 82 LXIX. Trained Fleas '. 82 LXX. Of the Elephant 83 LXXt 84 LXXII 85 LXXTII. , 86 JJLXIY. Elephant Acting as Nurse 87 LXXV. The Bee and the Child 88 LXXVI. The Monkey and the Cat 89 LXVII. The Boy and the Dog 90 LXXVIII. The Boy and the Dog — Continued . 91 LXXIX. TheBoy and the Dog — Continued 91 LXXX. The Boy and the Dog — Continued 92 LXXXI. TheBoy and the Dog — Continued ... 93 LXXXTI. Mary's Lamb 94 LXXX1 1 1. Mary and her Lamb * ^ TJGCXIV M.iry and her Lamb JO CONTENTS. Vll PAGE LXXXV. Mary aud her Lamb 96 LXXXVI. The Wasp and the Bee 97 luXXXVII. The Wa=p and the Bee 98 LXXXVm. Deeds of Kindness 98 LXXXTX. Deeds of Kindness- 99 XC Parenthesis and Dash 100 XCl. Snow 101 XCII. Boys 102 XCIII 102 XCIV. Letter-Writing 103 XCV. A Letter 104 XGVI. A Letter 107 XCVII. A Letter 108 XCVm. Business Letter 109 XCIX A Letter 110 C. A Letter Ill CI. A Letter Ill Cn. Note of Invitation Ill cm. Note of Acceptance 112 CrV. A Promissory Note 113 CV. Receipt 114 CVI. Advertisement 115 CYII. Advertisements 116 CVIIL Piain 117 CIX. Rain — Continued 118 ex. Clocks 119 CXL Shoes 120 CXIL Balls 120 CXIII. The Rainbow 121 CXIV. A Ride to the Country 122 CXV. A Ride in a Street-Car 124 CXVI. A Journey to Boston 124 CXYII. A Journey to Russian America 125 CXVin. Subjects 125 CXLX. A River... 125 CXX. Plan 126 CXXI 1S6 CXXII. The Elephant 127 CXXIII 127 CXXIV 127 CXXV. Proverbs 129 CXXVI. lUustrations 130 CXXVII. Impromptu Exercises 131 XXVIII. Grouping Words into Classes 133 CXXIX. Grouping Words — Continued 134 CXXX. Grouping Words — Continued 136 CXXXI. Grouping Words — Continued 136 CXXXII. Grouping Words — Continued 138 CXXIII. Grouping Word.4 — Continued 139 CXXXrV. Sentences for Examination 140 CXXXV. Subject and Predicate ,.. 142 ■\ PEEPAEATOEY EXEEOISES. EXERCISE I. THE SENTENCE. Teacher comes before the class with a number of objects in hand such as a book, an apple and a pencil. Teacher, Tell me what I have here. Pm[){l. An apple, a book and a pencil. Look at them, and tell me something about them. Note. — As much tact is required on the part of the teacher in selecting tli« most appropriate sentence, as in any other part of the work. XoTE. — Pupils spell all words, and teacher writes them on the blackboard. Th« teacher, holdiug the pencil before the pupils and requiring their close attention, continues : — What was the first thing I did in this lesson ? You showed us a book, an apple and a pencil. What did I do next ? You told us to look at them, and say something about them What then did you do ? We looked at them. What next ? We said something about them. Did you not do something before you talked 1 Pupils think : hands are raised. We thought. Yes, that is right ; you thought. What did you do after you thought ? We told you what we thought. How did you tell me wliat you thought ? We told you promptly. 2 PREPARATORY EXERCISES. What did you use when you told me what you tliought? , Wc used our tongues. Note. — It will be noticed that the last two answers are not wanted. Such re- plies must be expected, and met by the teacher in some way like the following : — What else did you use when you told me what you thought ? We used words. That is what I wanted you to say. All repeat and spell, We used words. The teacher now refers to the sentence as seen upon the board, namely : Th« pencil has a point. What are those upon the board ? Words. What do they do ? They tell a thought. Note. — When the pupils are slow to answer, a rapid review of the few previous points gained will seldom fail to secure the desired reply. Because they tell a thought, what may we call this whole group of words ? The telling of a thought. The telling of a thought how ? By words. AVhat then may we call the whole group of words ? The telling of a thought by words. Who can give me a word to use instead of telling J Hands are raised. Showing, — saying. I will give it, — Expression. Tell me what this is upon the board, and use the new word. It is the expression of a thought by words. Pupils repeat and spell. By what other name may tjiis group of words be called - A sentence. Note. — Pupils will seldom fail to give the word, sentence ; they have had it Tiany times in their reading exercises. PREPARATORY EXERCISES. 3 Now tel] me what a sentence is, and say the word sen- tence last The expression of a thought hy words is called a sen- tence. Note. — Pupils spell words, and after individual repetition teacher writes defini- tion upon the board. Let the pupils make five other sentences about the pencil or any object in the schoolroom. Teacher writes them upon the board. The words should *:« spelled by the pupils. EXERCISE II. CAPITAL LETTER. SELECTION OF SENTENCES. WRITINO BY PUPILS. Review previous lesson ; cause pupils to name steps taken when they make sen tences. Be careful that they repeat accurately the definition of a sentence. I will write the sentence that you made for me yesterday on the board. The pencil has a point. With what kind of letter is the first word begun ? A capital letter. Make a sentence about the clock. The clock shows the time of day. Teacher writes it on the board as the pupils spell the words. With what kind of letter is the first word begun ? A capital letter. ~ Open your readers ; each find a sentence ; read i: to me, and I will write. Writes on board. This bird is a dove. Most birds have four toes. Here is a picture of a house and a man. The man is going into the house. With what kind of letter is the first word of each sen tence begun ? A capital letter. 4 PREPARATORY EXERCISES. Find in your books a sentence which does not commenc6 with a capital letter. Pupils fail to find one. When we write or print a sentence with what kind of letter must we begin the first word ? We must begin the first word of every sentence with a capital lett Each of you make two sentences about my watch, sele two other sentences from your readers, and write them carefully upon your slates. Note. — The pupils are now strong enough to make or find new sentences. The work should be thoroughly criticised and examined by the teacher in respect to capitals, spelling, spacing, relative position and neatness. EXERCISE III. THE TELLING SENTENCE. PERIOD. Review previous lesson. About what did we talk in our last lesson ? About the sentence. Make a sentence about this apple. The apple is red. Teacher writes upon the board, while the pupils spell words. What did you do when you made this sentence ? We told you something about the apple. We said something about the apple. Because this sentence tells or says something, what kind of a sentence may we call it ? A telling sentence ; a saying sentence. You may call it a telling sentence. What then is a tall ing sentence ? A sentence that tells something is a telling sentence. Make four telling sentences about the bell, two about the window, and three about a dog. Pupils spell words, teacher writes upon the board, pupils copy upon their «late». PREPARATORY EXERCISES. O What have I placed after the last word of each sentence ? A period. What mark then must be placed after the last word of every telling sentence ? We must place a period after the last word of every telling sentence. Let the pupils write upon their slates the definitions suggested by the following questions. What is a sentence ? With what kind of letter should we begin the first word of every sentence ? What is a telling sentence ? What mark must we put after the last word of every tell- ing sentence ? For to-morrow, I wish you to write upon your slates six telling sentences about the cow, and be very careful about the use of capital letters, periods, and the spelling of all words. I want every slate to look neat and clean. EXERCISE IV. THE ASKING SENTENCE. Review previous lesson. About what kind of sentence did we talk in our last lesson ? We talked about the telling sentence. You may give me a telling sentence about my watch. Your watch has a gold case. How many of you would like to know something about my watch that you do not know ? Hands are raised. How can you find out what you do iioi know ? We can ask you to tell us. 6 PREPARATOEY EXERCISES. Well, you may ask me, and I will write what you say upon the board. How much did it cost ? Does it keep good time ? Where did you buy it ? How long have you had it 1 Note. — Pupils spell worrds, teacher writes ui)oa board without punctuating What have you been doing ? Asking questions. What are those upon the board ? Sentences. What do they do ? They ask questions. Because they ask questions, what kind of sentences may we call them ?. Asking sentences. Pupils spell. What is an asking sentence ? A sentence that asks a question is called an asking sentence. Pupils repeat, spell words, and write definitions upon their slates. Open your books, each find two asking sentences, and read them to me. Pupils find sentences, and read them. What mark do you find after the last word of each ask- ing sentence ? An interrogation point. If the pupils do not know the name of the mark, they may describe it or show it to the teacher, who then gives it a name, which the pupils are required to spell. Some pupil should then be required to complete the sentences on the board by placing an interrogation point after each. The pupils, rather than the teacher, should do this work; for although they are gaining useful information, the object of the lesson is not so much to inform them as it is to train them to investigate, discover, decide and do. Wliat mark must be placed after the last word of every asking sentence ? Care should be taken to impress the fact that the punctuation mark 13 a part of the written sentence. PREPAKATORY EXERCISES. 7 EXERCISE V. THE C03niANDING SENTENCE. How many kinds of sentences do you now know ? T\V3. What are they ? The telling sentence and tlie asking sentence. What is a telling sentence ? i sentence that tells something is called a telling" sentence. Give me the definition of an asking sentence, and I will vv 4te it on the board. Pupils spell, teacher writes. Write five asking sentences upon your slates. '^upils write, teacher interrupts. What are you doing ? Writing five asking sentences. W^hy are you writing ? Because yea told us to write. What word can you use instead of told ? CommaucJed. Again. Wly are you writing ? Because you £ouiJnanded us to write. '*" Who can repeat ^hat I said ? Hands are raised, s?ctoi;co Js repeated, pupils spell words, teacher writes upoa tbe board. Write five asking soutences upon your slates. What is this ? A sentence. What does it do ? It makes a command. It commands. What kind of seiiij,i.t^ diay we call it ? A commanding sentence. 8 PREPARATORY EXERCISES. What is a commanding sentence. '^ A sentence that expresses a command is called a COllimanclillg sentence. Give me five commanding sentences, and 1 will write them upon the board. Pupils give sentences, teacher writes and punctuates. What mark have I placed after the last word of each sentence ? A period. Find two commanding sentences in your books. To save time it will be well to designate some page previously selected by the teacher. WJiy are these commanding sentences ? Because they express commands. AYhat mark do you find after the last word of each ? A period. Pupils, state how to begin and close every commandin*,' sentence. For to-morrow you may write upon your slates ten com mandins: sentences about our Lanojuaoje Lessons. EXERCISE VI. THE EXCLAIMING SENTENCE. Review previous lesson. Call for ten or more commanding sentences about one object. In giving these sentences insist on variety of thought and exprcssloa. Were the stove to fall, what would you do ? I Avould laugh. I would be afraid. I would halloo. I would scream. How many of you would say something ? Hands are raised TREPARATORY EXERCISES. 9 What wouJd you say ? ., O! My goodness ! Whew ! Look out there ! AYhat do you call these expressions ? Exclamations. Pupils spell. If the pupils do not know the word exclamation, it may be given to them AYhat exclamations would you make if you were scared ? if you were sorry ? if you were tired 1 Pupils answer. If you were to see an ox and a horse drawing a wagon, what would you say ? What a funny team that is ! How odd the/ look ! Suppose it were raining hard, and you were to look out of the window, what would you say ? How hard it rains ! What a wet day it is ! Let the teacher write all the above exclaiming sentences upon the board with- out punctuation. The pupils should spell all the words. What are these upon the board ? Sentences. What do they do ? They make exclamations. What kind of sentences are they ? Exclaiming sentences. What is an exclaiming sentence ? ^1 sentence that makes an exclamation is called an exclaiming sentence. Open your books and find two exclaiming sentences. Pupils find and read sentences. What mark do you find after the last word of each sen- tence ? An exclamation point. ■* Some pupil should now be called upon to complete the work upon the board. 10 PREPAliATORY EXERCISES. What mark should be phiced after the hist word of every exclaiming sentence ? We should place an exclamation point after the last word of every exclaiming sentence. For to-morrow, you may find five exclaiming sentences in your books, and copy them neatly upon your slates. You may also write five exclaiming sentences about cur school. Try to have your own sentences look as nice as those you take from the book. EXERCISE VII. Review all the previous work. Let the pupils repeat and <\^rite all definitions and statements in the order of their development. Let them form, and find and write many of each kind of sentence. Hold them rigidly to the correct use of capitals and punctuation marks. Re-write every misspelled word or badly arranged sen tence. Allow no dirt nor extra marks upon the slates. LESSOInTS in LAK'GTJAGE. To THE Teacuek. — The object of these first lessons is to make the pupil quite familiar with the expressed ybrm of a sentence. He should be trained to observe carefully a correct model, and then to imitate it ; to use the capital letter at the commencement of the sentence, the full pause at the end, and the other marks in their proper places. As it is the design of this little volume to teach the use of language, and introduce the pupil to the science of it, some things must necessarily be done mechanically, at first, but patient practice will soon make the pupil familiar with the marks here introduced. DIRECTIONS FOR USING THE LESSONS. 1. By means of the suggestive questions attached to each lesson, let the pupil make a careful examination of the models. 2. Have the pupil copy the models on slate or paper. 3. Teacher examine the written work, noting all errors which the pupil should be expected to avoid. 4. Teacher question pupils until they fully understand what is correct, and can make a statement of it in their own language. 5. Pupils copy the exercise in a blank-book kept for receivinor their final effort on each lesson. 12 LESSONS IN LANGUAGE. 6. Insist that this book be kept neat and free from blots nd defacing marks of every kind. Too much attention can not be given t'o this point. LESSON I. CAPITAL AND PERIOD. Model Sentences for Careful Examination. 1. A little girl sat near a tree. 2. A bird flew to the branch above her. 3. He began to sing a merry song. QUESTIONS. 1. How many lines in the above ? 2. What kind of letter do you see at the beginning of each lino ? 3. What mark do you observe at the close ? Such a marh is called a period. 4. How many thoughts are expressed in these lines ^ 5. Mention each thought. 6. What, then, docs each line express 7 Because each line is a group of words used to express a thought^ we call it a sentence. 7. What is a sentence ? A sentence is a group of tvords used to express a thought. Every sentence begins with a capital^ and generally closes with a period. Write a sentence about a boy, — a dog, — a cat. LESSONS IN LANGUAGE. 13 LESSON II. THE INTERROGATION POINT. Model Sentences for Examination, 1. Did the little girl sit near a tree ? 2. Did the bird fly to the branch above her ? 3. Did the bird begin to sing a merry song ? Let us observe the difference between these sentences i^d those at the commencement of the last lesson. 1. Bo they express their meaning in the same way 1 What differ- ence do you notice 1 2. Is the closing mark the same as the one used in the last lesson ^ Make this one on your slate. 3. Why, do you think, a different mark is at the close ? 4. Do you know what this mark is called 1 It is called an interrog'ation point. 5. Erom what you observe, when, do you think, an interrogation point should be used 1 6. Write three sentences which close with an interrogation point 7. How should every sentence begin and generally end 1 LESSON IIL CAPITALS IN PROPER NAMES. Models for Study, L This little girl is named Mary. 2. She has a holiday because it is Saturday. 3. She has gone to the woods to enjoy it. 14 LESSONS IN LANGUAGE. QUESTIONS. 1 . With what kind of letter does Mary begin "^ 2. With what kind of letter does girl begin ? Mary begins with a capital letter, because it is the name of the particular girl about whom we are talking ; and girl begins with a small letter, because it is not the name of a particular person. Names of particular persons, times and places are called proper names ; and names that are not such are called eoinnion names. 3. What kind of words are proper names ? i . What kind of words are common names 1 5 What kind of names should begin with capitals ? 6. Write your own name, commencing it with a small letter. How ' do you like the appearance ? 7. With what kind of letter does Saturday begin ? Why 1 8. With what kind of letters should the names of the days of the week and months of the year begin 1 Why ? 9. From what you have obsen-ed, give two uses of capital letteis. 10. Write three sentences each containing a proper name. Do they contain any common names also ? LESSON IV. Correct the following sentences orally, and then write them in their corrected form upon the slates. Afterwards copy them in your blank-book. 1. July is the seventh month in the yo^r ? 2. Mount ararat is in asia. 3. england and france are in europe. LESSONS IN LANGUAGE. 16 4. how old is jane. 5. is the Music good. QUESTIONS. 1 . How should a sentence begin, and what should generally be used at the close ? 2. How should a question begin, and what mark should be used at the close 1 3. How should proper names begin ? 4. Write the names of the days of the week. In expressing thoughts, intelligent and well-educated persons generally use more elegant language than the ignorant do. Children should learn to use proper language and to avoid the use of improper. 5. Are the following sentences correct? I seen a man. We sold the boss. 6. Mention two other incorrect sentences Avhich von have heard. LESSON V. COMMA. Model Sentences, 1. Mary loves the trees, fields, flowers and birds. 2. She said : " Why are you so happy, O Birdie ? 3. Tell me that I may be happy, too." Write these, with all the marks, on your slates. QUESTIONS. 1. You notice a mark after trees and fields. IMake one on youi latcs lik3 it. 2. Do 3011 know what such a mark is called ? IG LESSONS IN LANGUAGE. It is called a comma. Now listen, while 1 tell you when to use it. When you have three or more words used in the same way, you must separate all hut the last two hy a comma. And notice that between the last two there is only the ivord AND. Many authorities say that both the comma and the word and shoulo' be phiced between the last two of a series, but this is so far contrary to both custom and reason that we have concluded to teach that the word and is sufficient. 3. Correct the following sentences, and give the reasons for your corrections. John expects to read write and cipher. had I wings like a bird I 4. Give two uses of capital letters. 5. Do you think the following sentences are correct '^ 1 haint got no slate pencil. Henry come to school with me this morning LESSON VI. COMMA, AND CAPITALS / AND 0. Model. — Examine it closely. 1. Little Mary, God made me that I might be happy, and he gave me a voice that I might sing to those who are unhappy. QUESTIONS. 1. After Mary, in the first line, you find a mark exactly like the one you saw in the last lesson. Tell me its name. 2. Does it separate three or more words, used in the same way, as in the last lesson '^ LESSONS IN LANGUAGE. 17 111 this sentence Little Mary is spoken to, or addressed, 4ud we place a comma after her name. A 4)oniina is used after the name of a person addressed. 3. You find the letter / standing alone. Is it a capital or a small letter 'f 1 and 0, whe7i standing alone, should always he capitals. 4. Write two sentences containing the name of a person addressed , two sentences containing I and O standing alone. 5. With what kind of letter should a sentence begin, and Tvhat mark should be used at its close 1 6. What mark follows a question 1 7. Correct the following : 1. Jane i want to see you 2. I love apples peaches and pears, 3. Mary come to school this morning. 4. John has came to school this mornmtr. LESSON Yll. CAPITALS IN POETRV. Model for Study. A noisy, merry bird am I, With not a care nor fear ; I'm happy all day long, and sing For those about me here. QUESTIONS. 1. How many capital letters have been used 1 Where ? 2. Does each line begin at the same distance from the edge of the paper " Which lines begin nearer the edge ? 2 18 LESSONS IN LANGUAGE. 3. Which lines begin farther from the edge ? 4. What do you notice about the sounds of the words at the end of the second and fourth lines ? They close with the same sound. When lines close with words ending in the same sound, we say such lines rhyme. Composition like the above is called poetry. 5. With what kind of letter does each line of poetry commence 1 Each line of poetry should begin with a capital. 6. Give all the uses that you have learned of capital letters. 7. Write the following correctly upon your slates : mary had a little lamb, its fleece was white as snow ; and everywhere that mary went, the lamb was sure to go. After it has been corrected, copy it in your blank-book Take great pains thai your work be done very nicely. LESSON VIII. REVIEW. 1. How should every sentence begin ? 2. What marks may be found at the close ? 3. He bought a large, new and fashionable house. What three words describe house ? 4. Are they all used, then, in the same way ? 5. How should they be separated ? 6. How many words are used in the same way ? 7. What do you see between the last two '.' If but two words not meaning the same thing are used in the same way, and the word and or or is placed be tween them, no comma is used. LESSONS IN LANGUAGE. 19 8. I and standing alone should be what kind of letters ? 9. Write the following sentences correctly on your slates : 1 . Where is John. John is here 1 2. The girl is intelligent, and amiable. 3- We started on a calm pleasant moonlight night 4. We were crowded in the cabin,* not a soul would dare to sleep : it was midnight on the waters, and a storm was on the deep Finally, copy them into your blank-book with great care, Remcra bcr, Not how muc^, but how wdl. LESSON IX. QUOTATION MARKS. Model for Study, Mary said : " But, Birdie, God made me, too, and gave me a voice that I might sing and talk with all about me, and yet I am not happy all the time as you are." QUESTIONS. 1 . What marks do you observe at the end of the sentence ? 2. Are the commas placed on the line ? 3. Tell me what you see before the word hut. 4. Arc these commas in the same position as those at the close ? No, they arc turned upside down. 5. Are they placed on the line 1 6. Who said all the words in the text ? Because the words are repeated exactly as Mary said them, we say they are quoted, and we call the whole para- graph a direct quotation. The marks (" ") at the he ginning and end, we call quotation marks. 20 LESSONS IN LANGUAGE. 7. Wliat is a direct quotation ? A direct quotation is a repetition of the exact words of another, 8. Inclose each of the following lines with quotation marks : 1. Thou shalt love the Lord thy God with all thy heart. 2. Love thy neighbor as thyself. 9. Do you think the following sentence is correct 1 She and me are of the same age. LESSON X. THE COLON. Model Birdie said : " Little girl, why are you not happy ? You have kind friends, a pretty home, the green fields to roam in and the sweet flowers with their bright colors to look at. Truly, you should be happy." QUESTIONS. 1. What do you find between said and little ? 2. Are they two periods 1 Such a mark is called a colon, and is placed before a direct quotation, when we are told in the text who uttered the words quoted. 3. What marks should be used with a direct quotation'^ A colon should he placed before a direct quotation, and there should he quotation marks at the beginning and end of the quotation. 4. With what kind of letter docs a direct quotation begin ^ LESSONS IN LANGUAGE. 21 Every direct quotation should hegin with a capital letter. *> Write the following sentences correctly : The girl said it is a pleasant day. Mother said, Annie, you must go to school. Let the teacher dictate the text found at the head of this lesson 10 the class, and the pupils write it on their slates correctly. LESSON XL DIVIDED QUOTATION. " Yes, Birdie," said Mary, " I know it is wrong for me to have such thoughts, but sometimes, when I do not want to do what my mother or teacher would have me do, I feel cross, and think I can never sing or be pleasant again.** 1 . Look carefully and see if the quotation is all written together. 2. What would you say of an apple, if I should cut it and put part in one place and part in another ? AVe should say it was divided. 3. What kind of quotation shall we call this, then "? 4. Notice carefully the marks. Do you see a colon ? 5. Do you find quotation marks 1 Where arc they? 6. What words are thrown between to divide the qucli«.tion f 7. What marks separate the quotation and the dividing words ? 8. How should a divided quotation be written ? There should be quotation marks before and after each part of the quotation ; and a comma should be placed be- tween each part of the quotation and the dividing words. 9. Write the following correctly : 1 . I know said the boy that I am wrong. 2. Be good said a wise man and you will be happy. 22 LESSONS IN LANGUAGE. LESSON XII. REVIEW. 1. John, come here. Give two reasons why John should com mencc with a capital letter. 2. Why should there be a comma after John ? 3. It is nOt true that i am going. 4. Is the above sentence correct ? .5. When should I and be capitals ? 6. AVhen do words rhyme 1 7. What is a direct quotation ? 8. What marks should be used with a direct quotation ? 9. How should a divided quotation be written ? 10. Write the following correctly A wise man says know thyself, There is said he no other hope No, indeed, said the man I have found how useful you are, so I shall keep you for my own. 1 1 . Do you like the following sentences ? Who broke this slate. Me. Bring me them apples. LESSON XIII. CAPITALS PERSONIFIED OBJECTS. Copy the text in the Xlth Lesson. I . Can birds talk, hear and understand what we say ? To THE Teacher. — The author wishes it to be kept constantly in mind, that, his object being to adapt these lessons to the capacity and needs of children, he does not aim to make all his definitions and rules so accurate as to be beyond triticisra. LESSONS IN LANGUAGE. 23 2. How is a bird represented hcrel As a person. Because the bird is represented as talking and listenini; as a person does, we say it is personified. 3 ^yIlc^ is an animal or object personified ? When it is made to talk and listen as a person does. 4. With what kind of letter does Birdie begin ? The names of all animals and ohjects that are personi- fied^ should begin with capitals. REVIEW. 5. Give six uses of capital letters. 6. Give two uses of the comma. 7. Give one use of the colon. 8. What is a direct quotation '^ 9. Correct the following : The lamb said to the wolf : Who arc you ? LESSON XIV. THE HYPHEN. " But, Mary/' said Birdie, "when you feel cross and uii- pleasant, is the very time you should be merriest. Some- times, when I come home with only a small fly for my mate and little ones, my mate is cross, and scolds a great deal. Then I sing loud and long, and she soon forgets her LU-humor and sings with me." QUESTIONS. 1. Look at the word unpleasant at the end of the first line. Hovr many syllables in it? 24 LESSONS IN LANGUAGE. 2. But there was not room to put it all on one line, so the printer was obliged to put part on one line and the remainder on the line below. Perhaps, if he had tried, he might have put more than tin on the first line. Why did he not do so ? Because, when a word is divided so that part is placed on one line and part on another, the division shoidd he made between two syllables, S. Do you know what the mark at the cud of the first line is culled ? It is called a hyphen. 4. Is it used at the beginning of the second line ? 5. Tell one use of a hyphen. When a word is divided at the end of a line a hyphen is used, and the other syllable or syllables are placed on the line below. 6. Copy the text on your slate, and afterwards in your blank book. 7. When is an animal or object personified ? LESSON XV HYPHEN — Continued, " AVell, Birdie, I am glad you have told me so good a cure for my ill-humor. I will go home now and try to do just as you have said. I will come and see you some Dtlier time. Good-bye." QUESTIONS, 1. Look carefully until you find ill and humor. What do you find between these words ? 2. Are these two separate words ? LESSONS IN LANGUAGE. 2d 3. What do we call a word whose two parts are separated by a lij^phen 1 We call it a compound wo7^d, 4. How are compound words written ? 5. Give two uses of a hyphen. 6. Put a hyphen in the proper jjlace in each of the following words : Anthill, blueeyed, glasshouse, tomorrow, fiveccnt, redtopped. LESSON XVL PRECEDING MARKS INCORRECTLY USED. Write the following sentences, and make corrections when needed : 1. John is good 2. Where is my hat. 3. The men women boys and girls went. 4. Ann come here. 5. i have read the book and i like it. 6. A wolf said to a lamb why do you muddy the stream ? 7. Why said he are you so sad ? 8. The fox said to the crow how beautiful you are ! 9. The air in summer is warmer than in winter. 10. The teapot fell and was broken. 11. Which is right? The lot is twenty foot wide; or. The lot ii - twenty feet wide. 1 2. He writes good ; or. He writes well. LESSON XVII. COMMA — Continued, John went to market early one morning to get some apples, peaches, pears and plums. He bought some pears 26 LESSONS IN LANGUAGE. and plums, but could find neither peaches nor apples. For what he bought he paid half a dollar, or fifty cents. QUESTIONS. 1. What mark do you find after each of the words apples and peaches ? 2 Why is a comma placed after these words ? Because when three or more words are used in the same way^ all hut the last two should he separated hy a comma, 3. In the second part of the paragraph you find, " He bought some pears and plums." Is there a comma after pears 1 4. How many words are used in the same way ? 5. Why is there no comma after pears ? Because when there are only two words^ and and con* nects them, a comma should not he used, 6. WTiat mark do you find after the word dollar ? 7. Why should a comma be placed there 1 Because when two words meaning the same thi7ig have or between them, the comma should he used. Remember, the comma is thus used only when the two w(U'ds do note the same thing. 8. Put the comma in the proper place in the following : 1. The sun moon and stars send forth light. 2. The girls and boys may have recess. 3. The pencil cost ten cents or a dime. 4. It belongs to John or James. LESSONS IN LANGUAGE. . 27 LESSON XVIII. CAPITALS TITLES OF BOOKS. I went to the book-store to buy "The Ark of Elm Island," but could not get it. The clerk said they had " Lion Ben " and " Charlie Bell/' but he could not g- ve the book I wanted. QUESTIONS. 1. Look through the sentences above and count the capitals. 2. Are these capitals used at the commencement of new sentences 1 3. Select the expressions beginning with capitals. Each expression, as perhaps you know, is the name of a very nice book. 4. Do all the words in the expressions begin with capitals 1 When ive mention the titles of hooks the principal words should hegm with capitals. 5. Give two uses of the comma, 6. Give three uses of capital letters. Write the following correctly : 1. Felter's arithmetic, The first reader, 2. Guide to composition, Kcrl's grammar. 7. Do you think the following sentences are correct ? She writes neat. Bring them books. LESSON XIX. PERIOD — CAPITALS TITLETS OF PERSONS. IVIr. and Mrs. Jones send compliments to Rev. A. JM Smith, and request the pleasure of his company Friday even in or. 28 • LESSONS IN LANGUAGli. QUESTIONS. 1. Pronounce the first word in the text. Spell it. 2. Does Mr. spell Mister 1 Because it is a short way of expressing Mister, we coll it an abbreviation. 3. What do you see after Mr ? 4 Is Mrs. an abbreviation ? 5. Of what is it an abbreviation ? Of Mistress. 6. Do you see any other abbreviations in the text ? 7. Is Rev. part of the man's name ? No, it is only a title given him on account of his office. 8. With what kind of letter does it begin ? Titles q/* office, honor and respect, should begin with capitals. 9. Mention other titles that should begin with capitals. 10. Where should a period be used ? 11. What mark should finish every abbreviation ? LESSON XX. COMMON ABBREVIATIONS. Write their equivalents on the slate.^ Gen., Wm., Co., Dr., Maj., St., No., N. Y., A. M., P. M., Rev., Yds., Prof., Hon., Col., Esq., Bbls., M. D., R. II. Correct the following : 1. Rev Dr Snow preached on the goodness of God. 2. She put the St and No on her letter. 3. The N Y Central R R prospers. * The teacher may supply such equivalents as the pupils themselves canho* obtain. LESSONS IN LANGUAGE. * 29 LESSON XXL APOSTROPHE TO DENOTE OMISSION. " But/' his little daughter whispered. As she took his icy hand, " Isn't God upon the ocean Just the same as on the land? " QUESTIONS. 1. What kind of composition do we call that in the text? 2. With what should each line of poetry begin ? 3. Where should each line of poetry begin 1 4. Pronounce the first word in the third line. 5. Is that the full form of the Avord 7 6. What is the full form? You observe a new mark used to take the place of the letter that has been omitted. This mark is called an apos- troplie, and is used when a letter or letters have been purposehj left out» 7. Give one use of an apostrophe. 8. Write full forms for the following . 'Tis, Hark'n, Ne'er, I've, Do't, Use'em. LESSON XXIL APOSTROPHE DENOTING POSSESSION. Mary's mother said that she might play all the after- noon, if she would only remember to come home when the clock struck four. She forgot her promise, and staid until 30 LESSONS m LANGUAGE. it was late. Mary's promise was like those which manj little girls make. QUESTIONS. 1 Spell Mary^s in the first line. 2 Whose mother told Mary what she might do ? 3. Yes, I do not suppose any other mother would have the right to direct Mary. But I wanted to express on paper that Mary cwned, :t possessed, the mother. How did I do it 1 JBi/ writing the word Mary with an apostrophe, and If Iter s after it, 4. Give two uses of the apostrophe. 5 Place the apostrophe in the right place, in the follomng : Johns pencil, The eagles feather, Mothers child, Marys lamb, Harrys home. The girls pencil. LESSON XXIII. REVIEW. 1. The ship sailed up the gulf, or bay. 2. I bought Kay's Arithmetic. 3. The book was given to Captain Jones. 4. I'll never say, I can't. 5. Jane's hat is new. QUESTIONS. 1. In the first sentence, why is there a comma after gulf? 2. In the second, why do the last two words begin with capitals ? 3. In the third, why does Captain begin with a capital ? 4. What do you call the mark between I and 11, in the first word n the fifth sentence ? 5. What mark between e and s, in the fifth ? LESSONS IN LANGUAGE. 81 5. Why are these marks thus used 1 T AL^kc proper corrections in the following : The house or building, was large. I read in Wilsons third reader. Ivc found the place. Marys book is torn. ' The sword belonged to king arthur. LESSON XXIY. EXCLAMATION POINT. 1. Alas 1 my friend is dead. 2. Hurrah ! Huzza I vacation is here. 3. Pshaw ! such words are of no use. QUESTIONS. 1. How do you suppose the person felt who uttered the first sen tcncc 1 2. What single word in the sentence expresses his feelings 1 3. What feeling must the person have had who used the language in the second ? In the third 1 4. What single word in each sentence expresses the emotion or feeling 1 5. Describe the mark you observe after each of these words. Make one like each. This mark is called an exclamation point. 6. Where is an exclamation point used 1 After a loord expressing strong emotion, or feeling, an exclamation point is used. Teacher and Pui'il. — Be patient. Take time to master these short lessons well After thoroughly understanding them, let the pupil copy the model sentences lnt( Ll8 blank-hook. Take great pains. Make haste slowly. 82 LESSONS IN LANGUAGE. Search for such expressions in your reader, and notice the use of the exclamation point. 7. Where should an interrogation point be used * 8. Give two uses of the comma. 9. Put the proper marks in the following : 1. In the month of Sept the leaves begin to fall from the trees. 2. Pussy cat Pussy cat where have you been 3. The girl writes rapidly neatly and legibly. LESSON XXV. REVIEW. 1. Eva why do your flowers bloom so brightly. 2. June July and August are the summer months. 3. Tis a long road that has no turn. 4. Halloo said the boat-swain hand in the rope. 1 What mark should be used at the end of the first sentence ? Why? 2. What mark should follow the word Eva ? Why ? 3. What should be placed after the words June and Jifly 1 Why ? 4. Is the first word in the third line written correctly "? How Bhould it be written ? 5. Put the proper marks in the fourth sentence. 6. What do you call the mark between boat and swain in the fovrth sentence ? 7. Where should a hyphen be used 1 8. Give two uses of the comma. 9. Where should an apostrophe be used 1 10. What is a quotation ? 1 1 . AVhere should quotation marks be used ? 12. When do we use the exclamation point ? 13 How should a sentence begin, and how should it end * LESSONS IN LANGUAGE. 33 LESSON XXVL 1. The Eyes said to the Hands: "To see is better than to feel." 2. I was so busy reading " Rollo in Europe " that I did not notice he had entered. 3. President Grant is a younger man than Senator Seward. 4. Suppose the glistening dew-drop Upon the grass should say, " What can a little dew-drop do ? I'd better roll away." QUESTIONS. 1 . With what kind of letter do Eyes and Hands in the first sentence begin 1 Why ? 2. How many capitals do you find in the second sentence ? 3. Why should the expressions, President Grant and Senalot Seward, commence with capital letters ? 4. What kind of composition do 3^ou find in the fourth ? 5. Should each line of poetry hegin as near the margin as in prose 1 6. Should all the lines begin at the same distance from the margin 1 7. Give all the uses of capital letters. Are the following sentences correct 1 1. We was disappointed 2. You was kindly treated. To THE Teacher. — In the preceding exercises, the pupil had before him a pattern which he was expected to examine carefully and from this examination to learn correct forms of written expression. Should it be found that the lessons have been too few to aiford him a thorough acquaintance with all the characters therein introduced, the « teacher can easily add more until a full and perfect acquaintance has bef»n formc8. Will chalk do this ? Because water forms itself into drops when poured from the bottle^ we call it a liquid. 7. What is water ? Write this statement on your slates. 8. Combine your last statement with the one first made, so as to make but one sentence. 9. What use do we make of water ? Write the answer. 10. Does water always look like this ? Write the answer. 11. After water has been over a fire for some time, what do you see rising from it ? 12. Where did the steam come from ? 13. What effect, then, does heat have upon water ? Write the statement on your slates. 14. Suppose it were to be very cold to-night, and you should leave water out all night, what would you find in the morning ? 15. What would cause the ice ? 1 6. What effect does cold have upon water ? Write. 17. What do you think of the usefulness of water I Write the answer. 18. Does water ever do harm? Write the answer. 19. Read what you have written. REVIEW. 1 . How should every sentence begin "? 2. What mark is generally found at the clone ? 3. What mark follows a question ? LESSONS IN LANGUAGE. 4t LESSON XXXV. BREAD. 1. Teacher, — What is this? (holding up a piece of I J read.) 2. Of what is it made ? Write the answer. 3. How is flour changed into bread ? Write the answer 4. Is bread transparent ? Why not ? 5. Combine and write the last two answers. 6. Is bread a liquid ? Why not ? Write the answer. Because bread will not pour out in drops, it is called a solid. 7. Look at the bread carefully, and tell me what you see in all parts of it. Pupil, — I see a great number of little holes. Teacher, — These holes are called pores, and because bread is full of them, we say bread is porous, 8. Wliat is bread ? Write the answer. 9. Of what use is bread ? Write the answer. 10. What can you say of its usefulness ? 11. How could we live without it ? Write the answer to the last two questions. THE BREAD-FRUIT. 12 LESSONS IN LANGUAGE. 1 2. On some of the Soutli Sea islands tliere is found a tree called the Bread-fruit tree. It grows to the height of forty feet or more, and has leaves about eighteen inches long and eleven inches broad. The fruit is a large green berry, much like a cocoa-nut or melon in size and form. It is baked like bread, and tastes much like a roasted potato. It forms a large part of the diet of the inhabitants. 13. Read what you have written. Kc-writc all you have written, and when you have arranged it aj uell as you possibly can, copy it in your blank-book. LESSON XXXVI. A PAP Ell BOX. 1. What is this? 2. Name the parts of the box you see. 3. Write the names of the parts. 4. Of what is this box made ? Write. 5. By whom are boxes made ? Write. 6. Look at this piece of coal. By whom was it made ? Because God forms the coal, we say it is a natural substance ; hut because man makes boxes, we say they arc artificiaL 7. What do we say of boxes because they are made by man ? Write. 8. John, can you bring me some water in this box ? It will not hold water. The water will soak through the paper. LESSONS IN LANGUAGE. , 43 9. Here is a pail made of tin. "Will this hold watei ? Because titi will not alloiv the water to pass throuyh it^ we say it is water-prooJ\ and because 'paper lo ill permit tho water to pass through it, ice say it is not water-proof, 1 0. What boxes will hold water ? AYhy ? AY rite. 11. Is this box handsome enough to place upon the parlor table ? Write. What do we say of things that are made only to look l>retty ? And of things made to be used ? 1 2. Was this box made for use or ornament ? Write. Read what you have written. LESSON XXXVII. WRITING PAPER. 1. (Teacher holding up a bit of writing paper.) Ho^ many can tell me what this is ? 2. What kind of j^aper is it ? 3. What is its color ? 4. Does any one see paper of another color ? ~5. Of what color is writing paper then? Write tha answer. 6. Where is the paper made ? AYrite. 7. Of what is it made ? Write. 8. Are there any other kinds of paper ? Write. 9. Of what is brown paper made ? Write. 10. Yov what is paper used? Write all the uses yaj can think of. 44 ^ LESSONS IN LANGUAGE. 11. No vy, tell me why it is not used for dresses? ami coats ? 12. Yes, little boys and girls need to have their clothe** made of strong material. Would it make good shoes ? .13. Of what are shoes made? Yes, shoes are made of leather, because it will wear a long time. Because leaihei will wear a long time, we say it is durable, 14. Why, then, will not paper make good shoes? Write. 15. Is there another reason why it will not make good shoes ? 16. Suppose you put some paper in the fire, what wouM happen? Because paper will hum when put in the fire, ice say it is inflammable, 1 7. Write what you have learned about paper. 18. Read what you have written. LESSON XXXVIII. A PIG. 1. How many of the children have ever seen a pig .'' 2. Name some part of the pig that you have seen. 3. Now, write all the parts of the pig that you can think of. 4. What kind of head has he ? Write. 5. What sort of eyes ? Write. 6. Of what shape are the legs ? Write. 7. Does the hair on the bAck look fine, or coarse and stiff? 8. Where is the mouth ? Write. LESSONS IN LANGUAGE. ^ 45 9. Is the pig a neat animal ? Write. 1 0. How does it spend most of its time ? Write. 11. Of what use is it ? 12. Why do you suppose God gave a pig a head and snout of such strange shape ? 13. Why do you suppose it has such huge, flapping ears ? 14. Do you suppose a pig ever saw the stars ? 15. Where does a pig always look ? 1 6. Does it need large and beautiful eyes then ? Write on your slates a reason why God gave the pig such little eyes. 17. Suppose it were covered with fine soft fur, what would be the effect when it rolled in the dirt ? Write. 18. Has God fitted the pig to the position which he is to occupy ? Write. 19. Read what you have written. Have each answer carefully written and then combine the answers. 1. How many know what this is ? ^^^^ 2?1 i 2. Of what is it made ? Write. ^•'"•itessai 3. Can you make a match of wood only ? 4. What do you find on each end ? Write. 5. Who makes matches ? Write. 6. Because man makes them, what do we say of them ? 7. Are the materials of which they are composed artifi cial? Note. — The teacher should provide himself with a few matches. LESSON XXXIX. \<^^^^^p A MATCH. 46 LESSONS IN LANGUAGE. 8. "Where is tlie wood obtained ? Write. 9. Where is the sulphur obtained ? Write. Because the sulphur is du^ from the ground, we call it a mineral. 10. What do we call sulphur? Why? Write the an- swers to the last two questions. 11. Look at the sulphur and tell me its color. 12.- What is the color of the wood? Write the answers to the last two questions. 13. Let me rub it against the wall. What do you ob- serve ? 14. What do we say of objects that will burn ? Write. 15. Is the wood inflammable ? Write. 1 6. What becomes of the sulphur ? Of the wood ? 17. Which burns more rapidly, the wood or the sulphur ? Write the answers to the last three questions. 18. For what are matches useful? Write. 19. You say they are very useful ; are they ever danger- ous." 7 20. Read what you have written. LESSON XL. GLASS. 1. Who knows what this is? 2. Who can tell me in what part of a house glass h gen- erally used ? Write. To THE Teacuer — Please remember that we desire neatness and accuracy mor« than quantity. Make haste slowly. To have one of these exercises neatly written, properly spelled and correctly punctuated, is a greater success than to hare many carelessly done. LESSONS IN LANGUAGE. 47 3. Is it well suited for the floor of a school-room ? Why QOt? Because it hrcahs very easily^ we say it is brittle 4. Would it do for a roof? Why not? 5. Is it ever used for a roof? G. Why do people use it for windows ? 7. Will it allow the water to pass through it ? Write the answers to the last questions. 8. Are there more reasons than those you have g'ven why it is not used more in building houses ? 9. Which is the more expensive, glass or wood? Write. 10. The people of England once built a very large house of glass, and, because it was clear like crystal, they called it " The Crystal Palace.** Copy. 11. Who knows of what glass is made ? 12. Mention as many different kinds of glass as you can. 13. What kind do we often see in church windows ? Write the answers to the last questions. 14. Who can tell some other use of glass ? Write and read all you have written. Where is the apostrophe used ? lp:sson xll A CHAIR. 1. Mention some of the parts of the chair you can »o«u VVrite one sentence containing their names. 2. Of what is the back of the chair made ? 3. ^Yhat other parts are made of wood ? Tell in one tifcntence what parts are made of wood. 48 LESSONS IN LANGUAGE. 4. Of what is the seat made ? Write. 5. Are all chairs like this ? G. What kind of chair do you like best? Write the answers to the last questions. 7. For what are chairs used ? Write. 8. Of what use is the back of the chair ? Write. 9. Of what use are the legs ? Write. 10. Of what use are the rounds ? Write. 11. Of what use is the whole chair ? Write. 12. Did you ever know a boy or girl who seemed to think chairs were hooks on which they might hang their clothing ? 13. Are such uses proper ones ? Write. 14. Read what you have written. AVhere should an interrogation point be used ? LESSON XLII. THE HAND. 1. What am I holding up for you to see? 2. What do you call the broad, flat part below the fingers ? 3. What do you call the part opposite the palm on the outside of the hand ? 4. Of what parts does the human hand consist ? Write. 5. Which finger is the longest ? Write. 6. Which finger is the shortest ? Write. 7. Is my finger straight now ? (bending the fingers.) The places where the finger bends are called joints. 8. How many joints in each finger? Write. LESSONS IN LANGUAGE. 49 9. What do you notice at the end of each finger? Write. 10. For what are hands used? Write the answers to the last two questions. 11. If you wished to point in a certain direction, wliich finger would you use ? 12. Then we will call that the pointer. Write on your elates, We will call the first finger, Pointer. 13. On which finger do women wear the thimble ? Then let us call that. Thimble- Wearer. Write. 14. On which finger do ladies wear the wedding ring? Then let us call that. King"- Wearer. Write. 15. What does the little finger do ? Then let us call that, Little Do-Notliing". Wiite. 16. The thumb seems to be watching the others to see if they behave, so we will call him Sentinel. Write. 17. Read what you have written. 18. Re-write it carefully and copy neatly in your book. LESSON XLIIL FOllMING COMPOUND SENTENCES FROM SIMPLE ONES, To THE Teaciler. — In the following lessons have the pupilj ;,rite the simple sentences, that they may be able to make compound or complex sentences. Practice in this direction is very valuable, and there cannot be too much of it. Should the teacher find the exercisea of this kind too few, he can readily supply the dcficiencv. 1. John goes to school. John learns fast. »Jokn will excel. 4 50 LESSONS IN LANGX3AGE. 2. Jolin is a good boy. John is a faitlifiil boy. John id a truthful boy. 3. When John goes to school he studies. When John goes home he improves each minute. 4. He has a dog. The dog's name is Fido. 5. Fido loves John very much. 6. I guess Fido loves him as well as any dog can love a person. I guess he loves him as well as many boys love their brothers. QUESTIONS. 1. I want to put the first three sentences into one. It will not sound well to say John goes to school, John Icarn fast and John will excel. What little word can I use instead of John ? 2. Write, substituting the word he for the word John. Thus, John goes to school, he learns fast and he will excel. 3. Now, unite the next three, putting the word he for the word John. He is a good boy, he is a fiiithful boy, he is a truthful boy. Is it necessary to use the words hr and hoij so often ? 4. Write the sentence, using hoij and he once. lie is a good, faith- ful, truthful boy. 5. Join the next two, substituting the word he for the word John. When he is at school he studies, and when he goes home he improves each minute. 6. Unite the next two. He has a dog whose name is Fido. 7. Write the next as it is. 8. Combine the next two. I guess he loves him as much as any dog can love a person ; indeed, I think he loves him as well as many boys love their brothers. 9. Read what you have written. Re-write it carefully and copy in your blank-book. LESSONS IN LANGUAGE. 61 LESSON XLIV. COMPOUNDING OF SENTENCES — Continued, 1. The vine shook. The vine said: "Why am I not a rose ? 2. I drag here in the dirt. I am not beautiful to the eye. I am not of any use." 3. The good gardener walked that way. lie saw the trampled vine. He heard the sad complaint. 4. " God needed a vine," said he. " lie made you. You should be content." 1 . Unite in one the first three sentences. 2. Unite in one the next three sentences. 3. Unite in one the next three sentences. 4. Unite in one the next three sentences. QUESTIONS. 1. How should a divided quotation be written ? 2. I low should a direct quotation be written ? • 3. What mark should follow the name of a person addressed 1 LESSON XLV. 1. A farmer was dying. He called his sons to hjro He told them to bring a bundle of sticks. 2. The sticks were brought. He asked each to break the bundle. Not one could do it. 3. He told them to imtie the bundle. They did so. Then they easily broke the sticks singly. 4. " It wiU be with you as it has been with the sticks,' 62 LESSONS IN LANGUAGE. ae said. " United, you will be strong ; separated, you will be weak." 1 . Unite in one sentence the first three sentence*. 2. Unite in one sentence the next three sentences. . 3. Unite in one sentence the next three sentences. 4. Copy the next. ^lakc proper con-ections in the following : 1. John Mary and ann are on the sled. 2. Do you see the dog running behind. 3. The dog seems to say i'll soon catch you. Right or wrong ? The apple growed on the tree. The boy thro wed a stone into the winder. He hadn't ought to have done so. LESSON XLVI. COMPOUNDING SENTKNCES. 1. The hill is high. The hill is covered with snow The hill is nice for coasting. 2. School is dismissed. The boys come running with their sleds. They want to see who will have the first ride. 3. What happy faces ! What rosy faces ! What smil- ing faces ! 4. They must enjoy it while they can. The night will 30on come. Then, they must go to their homes. 5. Winter is a merry season. Winter has many pleao- ant sports. LESSONS IN LAN<3UAGE. 53 1. Unite in one sentence the first three sentences. 2. Unite in one sentence the next three sentences. 3. Unite in one sentence the next three sentences. 4. Unite in one sentence the next three sentences. 5. Unite in one sentence the next two sentences. I How should every sentence begin, and how should it tind ? Commence and end the following properly. 1 . the girl has lost her fan. 2. does winter come before summer 3 unhappy boy that I am LESSON XLVIL COMPOUNDING SENTENCES. 1. A traveller was walking along. The traveller drew his cloak about him. 2. The Sun said : " What a silly man ! He does not need his cloak." The Wind said : " What a silly man ! He does not need his cloak." 3. Said the Sun : " I will force him to lay it aside." Said the Wind : " I will force him to lay it aside." 4. The Wind blew. The Sun shone, - 5. The Wind only made him draw his cloak more tightly a])out him. The Sun, with its hot rays, soon forced him tc take the cloak from his shoulders, 6. Whose was the better way, the Wind's or the Sun'd ? 1 . Unite in one sentence the first two sentences. 2. Unite in two sentences the next four sentences. 3. Unite in one sentence the next two sentences. 4. Unite in one sentence the next two sentences. 51 LESSONS IN LANGUAGE. QUESTIONS. 1. "Why do Wind and Sun begin with capitals ? 2. When should an interrogation point be used ? 3. When should an exclamation point be used ? 4. What incorrect language have you heard to-day ? 5. Keep a memorandum and report all that you hear between this time and next recitation. LESSON XLYIII. USE OF PAUSES. 1. Why do flowers bloom in the springtime. 2. Janes mother said to Jane you must go over the river 3. Wilsons reader is good, but I like Felters arithmetic better. 4. There is a happy land, far, far away, where saints in glory stand, bright, bright as day. QUESTIONS. 1. What mark should be at the close of the first sentence? Why ? 2. What mark should be between spring and time ? Why 1 3. Write the sentence on your slate with the correct marks. 4. In the second sentence, is the word Janes written correctly 1 Why not 1 5. What mark should follow Jane ? Why ? 6. With what kind of letter should ?you begin ? Why ? 7. Re-write the second sentence, putting in the proper marks. 8. How many words are written incorrectly in the third sentence ' 9. Re-write, correcting all errors. 10. What kind of composition do we call the fourth ? Why ? IL Is it written correctly? Re- write it. LESSONS IN LANGUAGE. 55 LESSON XLIX. USE OF TAUSKS. 1 'FiiQ hearts of the loyal people were throbbiug widi joy 2. Mary why do your flowers bloom. 3. You are said he my best frieud. 4. The birds beasts and men are glad when spring comes. QUESTIONS. 1. Write the first sentence on two lines, dividing correctly in the- \/ord people. 2. Could it be divided in the word were ? Why not ? 3. What mark should be after Mary, in the second 1 Why ? 4. What mark should be at the end of the second sentence ? 5. Write the second correctly. 6. Write an answer to the question. 7. What was said in the third sentence ? 8. IIow should a divided quotation be written 1 9. Write the third sentence correctly. 1 0. What mark should be placed after birds and after beasts ? Why ? To THE Pdpil. — You observe that we have made you acquainted 7/ith nie period ( . ), interrogation point ( ? ), comma ( , ), colon ( : ), quotation marks ( " " ), hyphen ( - ), apostrophe ( * ), exclamation point ( ! ), and some of the more common uses of them. By examining any properly printed page, you will find other marks than these. All these are called Punctuation Marks, and, as you have no doubt observed, they are used to separate and otherwise mark Jie parts of a discourse, in such manner as to enable the reader to mo^e taaili/ gain the author^s meaning. As you advance, you will be made acquainted with the other mark and their uses. 56 LESSONS IN LANGUAGE. LESSON L. LESSON ON A PICTCKE. Teacher to a Pupil. — Tell me what you see in this pic ture. • First Pupil, — I see a clog in the picture. Second Pupil. — I see a eat in the picture. Third Pupil. — I see a rat in the picture. Fourth Pupil. — I see a box in the picture. Fifth Pupil. — I see a stool in the picture. Teacher. — Now, who will tell me all the tilings he seoo n the picture ? Pupil. — I see a dog a cat a rat a box and a stool in the picture. The teacher wntes the answer on the blackboard, the pupils '^»nt.-> it on their slates. LESSONS IN LANGUAGE. 57 71 — How many words are used in the same way ? P, — Five words are used in the same way. 2\ — Name them. P, — They are dog, cat, rat, box and stool. 1\ — What mark shoukl be used to separate three or Qiure words used in the same way ? T. — Pat commas in the proper places. T, — Where is the cat ? P. — The cat is sitting on the stool. T. — Write the answer on the slates. T, — Does the cat appear angry ? P. — The cat does not appear angry. She looks very quiet and calm. Write. T. — What is the dog doing ? P, — The dog seems to be . Write. T. — Does he appear calm and quiet like the cat ? P. — He does not appear calm and quiet, but looks as though he wanted to bite the poor rat. Write. T. — How many teeth can you see in the dog's mouth ? P. — I can see teeth in the dog's mouth. Write. T. — What can you see besides the dog's teeth ? P. — Besides the dog's teeth, I can see . Write. T. — Where is the rat ? P. — The rat is running as fjist as it can to get away from the dog. Write. T. — Whither is it running ? P. — It is running towards the box. Write. T, — Do you think the dog will follow it into the box ? P. — I do not think the dog can follow it into the box, he is too large. Write. T. — What seems to be in the box ? 58 LESSONS IN LANGUAGE. P. — There seems to be hay in the box. AVrite. T. — What does the cat have around her neck ? P, — The cat has a around her neck, I think Write. T, — What does the dog have about his neck ? P. — The dog has a kbout his neck. T, — Now, read what you have written and see how nict \ composition you have. COMrOSITIONV 1 sec a dog, a cat, a rat, a box and a stool in the picture. The cat is sitting on the stooL The cat docs not appear angry. She looks very quiet and calm. The dog seems to be chasing the rat. lie does not appear calm and quiet, but looks as though he wanted to bite the poor rat. I can sec four teeth in the dog's mouth. Besides the dog's* teeth, I can see his tongue. The rat is running as fast as it can to get away from the dog. It is running towards the box. I do not think the dog can follow it into the box, he is too large. There seems to be hay in the box. Tlie cat has a ribbon about her neck, I think. The dog has a collar about his neck. (Copy in your blank-books.) To THE Teacher, — The above is given as a model, but many children will prefer to arrange their own. Indeed, it has been the ex- perience of the author, that children generally clothe their own ideas in better language than adults possibly can ; and if we would train up natural and easy writers, we must encourage children to be tru'i ta themselves in this respect. LESSONS IN LANGUAGE. f>a ^^--'M'./foa^^j'^ LESSON LI. A PICTURE. 1. Name all the objects you see in the picture. Put these names in one statement, and write the statement on your slates. 2. In what position do you see the boy ? Write. 3. Where is the dog? Write. 4. What has the boy in his hand ? Write. 5. Does he look angry ? Write. G. Do you think he is going to strike the dog ? Why ^ 7. What is the cow doing ? Write. 8. Does she look as though she had been hurt ? 9. Do you suppose the dog has been harming her in any way ? Write, 10. Do you think the cow had hurt him ? Write. CO LESSONS IN LANGUAGE. 11. Why do you think so ? Write. 1 2. If he has hurt the cow what shouhl be done to him ? Write. 13. What do you think should be done with a person who hurts another without cause ? Write. The teacher may continue questions at his own pleasure. 14. Now, read what you have written, and then copy in your blank-books. LESSON LII. A PICTURE. 1. Name all the objects you see in the picture. Write. 2. Where is the bird ? Write. 3. What season of the year do you think it is ? W^rite LESSONS IN LANGUAGE. 61 4. AVhy do you think so ? Write. 5. In what season do trees have leaves on them ? Write. 8. In what season do birds stay in this climate ? Write. 7. Where is Puss ? Write. 8. Upon what is she perched ? Write. 9. W^hat makes you think it is a shed ? Write. 10. What do you suppose she is planning ' Write. 11. What makes you think so ? Write. 12. Are cats and birds good friends, generally ? Write. 13. What will she do with the bird if she catches it? Write. 14. Which do you like the better, a cat or a bird r Write. 15. Why? Write. 1 G. Read what you have written, and then copy in your blank-books. Note. — The above are but a few of the suggestive questions that may be asked, and both teacher and pupil are encouraged to exercise their ingenuity in gleaning ideas from the picture. It is believed that the skillful and intelligent teacher can, by this means, do much to- ward awakening the pupil's appreciation of the beautiful in art, and his imagination in creating other, and perhaps more suggestive pic- tures. The author hopes that teachers may see sufficient reward in this, to induce them to aid the pupil in making an exhaustive e>c« amination of each picture. 62 LESSONS IN LANGUAGE. U/.ROB£ffTS SC? LESSON LTII. 1. How many dogs do you see in this picture ? AYrite. 2. AYliat relation do you think the large dog is to the small one ? Write. 3. What is the position of each dog ? AYrite. 4. What living object do you see in the picture besidcd the dogs ? Write. 5. In what position is the boy ? Write. 6. What has he in his hand ? Write. 7. What do you see on the cake ? Write. 8. What is he doing with the cake ? Write. 9. What do you notice in the front of the picture, partly under the stool upon which the boy is sitting? Write. 10. For what do you suppose that is placed there? Write. LESSONS IN LANGUAGE. 63 11. Is this saucer on the boy's right hand or left? Write. 12. ^Yhich is the taller in the picture, the boy or the log? 13. Which would be the taller if the boy were standing? 14. How do you like the way the boy's hair is combed f 15. Does his face look kind or otherwise? Write. 16. How does tlie large dog look ? Write. 17. Whicli part of the small dog do we see? Write. 18. Read wliat you have written and then copy in youi blank-books. TOPICAL REVIEW OF USES OF PUNCTUATION MARKS. PcriocL — At close of a sentence. Lesson 1. With abbreviation. Lesson 19. Interrogation point. With a question. Lesson 2. Comma. — Three or more words. Lesson 5. A person addressed. Lesson 6. Two words connected by and. Lesson 17. Two words connected by or. Lesson 17. Quotation Marks. — Direct quotations. Lesson 9. Divided quotation. Lesson 11. - C(don. — Direct quotation. Lesson 10. Ifyphen. — Word divided at end of line. Lesson 1 4. Compound words. Lesson 15. Apostrophe. — Denoting omission. Lesson 21. Denoting possession. Lesson 22. Kcclamation Point. — Emotion. Lesson 2^ 64 LESSONS IN LANGUAGK. LESSON LIV. A IMCTUKE. 1. Who is ill the tree in this picture? Give hiin a uamo and call him by it. 2. How does he manage to stay in the position he occu- picij ? Write. 3. If he should loosen his hold, what would happen to tiim ? Write. 4. Why has he climbed to so great lieiglit, do you sup- pob'e ? 5. Where is the bird's nest ? Write. 6. What is in it ? Write. 7. What do you see in the upper part of the picture near the boy's head ? Write. LESSONS IN LANGUAGE. 66 8. How does the bird a[)pear ? Write. 9. What reason do you think the bird has for seeming fiightened ? Write. 10. Can boys think ? Write. 11. Do they know what is wrong ? Write. 1 2. Do cats know what is wrong ? Write. 13. Which is the worse, the cat in the last picture tliut is trying to take the bird's life, or the boy in this who ie taking from the mother bird her eggs ? Write. R^ad wliat you have written. Copy carefully. LESSON LV. A PICTURK. 1. Do you think tlie boy in the picture is the same bo> that we saw in the last ? Write. 5 66 LESSONS IN LANGUAGE. 2. AV^here is he in this picture ? Write. , 3. Does he look as happy and cheerful as the boy in the last [)icture ? Write. 4. What is he doing ? Write. 5. Where is the grass to which he is clinging ? Write. 6. What do we call that part of a river that borders on the land ? Write. 7. Whom do you see running along the bank ? GivT* them names. 8. AVhy are they in haste ? Write. 9. What does the man carry on his shoulder ? Write. 10. What do you think he has been doing? AVrite. 1 1 . Do you think the boy could get out of the water if left alone ? Call the boy by the name you have given him. 1 2. Do you hope the man and boy will get there in time to lielp him ? Write. 13. IIow do you suppose they knew he was there? Write. 1 4. What kind of pay do boys generally get for doing wrong ? Write. Teacher continue to elicit ideas from the picture. 15. Read what you have written, and then re-write, com- bining it into a nice and interesting story. LESSONS IN LANGUAGE. 67 LESSON LVL A PICTURK. 1. What maybe seen on the ground in this picture: Write. 2. Are there leaves on the bushes ? Write. 3. What do you see where the boy and dog have stepped ? Write. 4. What does the boy have about his neck and ears ? Write. 5. These four facts tell you that it is what season ? Write. 6. What living thing do you see in the picture besides the boy and dog ? Give pretty names to the boy, dog and bird. 68 LESSONS IN LANGUAGE. 7. Where is the bird ? Write. ^ 8. What birds generally stay where there .8 snow ? Write. 9. What does the boy appear to be trying to do ? 10. Wluit has he about him to keep him warm ? Write, 1 1 . What has the bird to keep it warm ? Write. 1 2. What has the dog to keep him warm ? AVrite 13. Where do the boy and dog get their food? Write. 14. Where does the bird get its food ? Write. 15. Which of the three is most fortunate ? Write. 16. Read what you have written. Copy. TOPICAL KEVIKW OF USES OF CAPITALS. 1 . At Beginning of Sentence. Lesson 1 . 2. Proper Names. Lesson 3. 3. I and O. Lessoji 6. 4. In Poetry. Lesson 7. 5. Direct Quotation. Lesson 10. 6. Personified Objects. Lesson 13. 7. Titles of Books. Lesson 18. 8. Titles of Office, etc. Lesson 19. Pupils may write sentences illustrating the use of capitals in each of the above cases. Capitals are used in other cases than those mentioned, but these are the most common uses, and are sufficient for the pupil at present. LKSSONS IN LANGUAGE. 69 £iOB^/^T^Tscl LESSON LVll. A PICTURE. 1. What animal do you see in the picture ? 2. What is it in ? 3. What do you see in front of the rat's face, extending from one side of the box to the other ? 4. Of what do you think the box is made ? 5. Of what are the bars made that extend across the front? 6. Did you ever see such bars in a window ? Where ? 7. What do you call a person who is kept in a room having windows with such bars across them? 8. W^hat may you call the rat, then ? 9. Does this rat seem to like its house ? 70 LESSONS IN LANGUAGE. 10. How does it show its dislike ? 11. What do you see in the front part of its mouth ? 1 2. Are these teeth long or short ? 13. Do you know what we can tell by the long teeth of this rat '^ 14. Of what use are its long teeth? 15. Why does it not use them to get out of the box ? 16. Who can tell the name of the box in which the nit IS caught ? 17. How did the rat get in there? 18. What do people use such boxes for? 19. Do you think this old rat would be glad to get out and be safe once more ? 20. Do you think he would remember and not get in next time ? 21. Please relate any anecdotes of rats which you may have heard. 22. Read what you have written. Copy. Rifjht or wrons: ? I haint got no pencil. I seen him. I didnt do nothing. lie set down on the cheer. Uncle has went home. If not right, correct them. To Teacher and Pcpil. — Be patient, go slow. Work on each lesson until it is right. Copy it in your blank-book in your best hand- writing, free from blots or marks. Not how much, but how well, should be your motto. If necessary to success, be willing to work. three days on one short lessoa. LESSONS IN LANGUAGE. LESSON LVIII. A riCTURE. Write the answer to each question, 1 . How many persons do you see in the picture ? 2. What is the position of each boy ? 3. What has each boy in his hand ? 4. In which hand does the boy who is standing liave hia stick ? 5. In which hand does the boy who is sitting have \m stick ? 6. What do you see in the front part of the picture, or just before the two boys ? 7. What in the back part or just beliind the two boys ? 8. What does the boy who is sitting have in his right hand? 72 LESSONS IN LANGUAGE. 9. Where do frogs live ? 1 0. Where do you think this one came from ? 11. Do you suppose the present condition of the frog is pleasant ? Why ? 1 2. What would you advise the boy who is holding the fiog to do witli it? 13. What do you imagine those boys are saying to each other ? Write out their conversation in full. 14. Please give a name to each boy. 15. Road what you have written. Copy. ^^ LESSON LIX. A PICTURE. 1. AVliere are the two boys in this picture ? 2. Wliat is the position of each ? LKSSO^sS IN LANGUAGE. 78 3. A 10 they in the same place by the river that thej «re in the last picture ? 4. How do you know ? r>. Does each boy have a stick here ? G. Which one does have a stick ? 7. In which hand does he hold it ? 8. Where is the frog now ? 9. What is tlie frog doing ? 10. Wliat living things besides frogs can swim ? 1 1 . Do frogs and fishes swim alike ? 12. What is the difference ? 1 3. Do frogs and boys swim alike ? 1 4. Which seems nearest you, the frog or the boys ? 15. Put your hand on the picture and see if it is really go. 1 6. How does the water look directly under the feet of each boy. 17. What do we call such dark places ? 18. What other objects in the picture cast a shadow ? Unite what you have written, and whatever else you may think proper, into a story and copy it in your blank-book. 14 LESSONS IN LANGUAGE. LESSON LX, THE CONDOR. I Uavj you ever seen a Condor 1 2. Do you know where its home is? 3. What is there peculiar about the appearance of Its head fxni nctk? 4. What do you think of its size ? ' 5. How many toes upon each foot '< . 6. What is the shape of its bill ^ LESSONS IN LANGUAGE. 75 7 What kind of food do you think that bill is best fitted for 1 8. Of what color is the Condor ? 9. Write answers to all these questions. 10. Examine its head carefully, describe it and tell me why you think it was thus formed. 11. Consult books, and learn all you can about the Condor. 12. What docs Geo. D. Prentice say of the Condor in his beautiful poem. The Closing Year ? LESSON LXI. L 2. do? 3. have 4. 5. 6. 7- 8. 9. your SIBERIAN CHILDREN. Do these children look like your brothers and sisters ? Look at your sistei-'s eyes. Do they slant as these clijldren's eyes Has your sister such a round, cherry-like chin as these chihlua ? How do you like their lips ? What do you observe about their ear-rings ? What country is their home ? Do you think they have intelligent faces ? What do you know about the country of Siberia ? Learn all you can about the country and its people, and wnio composition. LF.SSOXS IN LANGUAGE. LESSON LXTI. A CANAL. I. Name all the objects you can see in this picture. 2 Tell what each one is doing, or in what position it is. 3 Of what is the whole a picture ? 4 How does a canal differ from a river i ^ \\''hat is that across the canal ? 6. What is the use of canals ? Of bridges ? 7. What do you see at the foot of the hill beyond the grore I 8. Do you think it a pleasant place to live ? 9. Mention some noted canals. LESSONS IN LANGUAGE. 10. Are many canals being built now ? 11. v*)ther questions will su«^gest themselves to the ttMcheCi I V Write a nice composition about canals. :^^fc LESSOR LXIH. SAVAGr .MFF. Notice carefully each object in tin pictart^ write its mime, describe all that is odd or peculiar about it. Write your impressions in regard to tbe kind of life thes3 pt oplc lead, their habits, culture, food, occupations, avteailon to busiaess, the countries they now inhabit and whether ^'^ people are on the inci'sas* or dccreasi By careful study of this picture you will N >^^ v^ '«*-»nt'* a An* •lory 78 LESSONS IN LANGUAGE. LESSON LXIV. GATHERING SUGAR CANE. The author having pretty fully illustrated the method of using these pietures, desires now to throw the teacher and pupils on their o^^^l resources. He will suggest, however, that at the close of each recitation, the teacher should spend a few minutes in directing the examination of the next picture. Great care should be taken no f to violate that fundamental law : Never tell a child what you can lead him to discover for himself. After having gleaned from the picture all you can, information and a[>]»ropriate anecdotes and illustrations may be gained from books or other available sources. LESSONS IN LANGUAGE. .4^;.^|^^_ .._,^^- LESSON LXV. THE OSTRICH. Tu riiE PuriL. — Whatever knowledge is presented to you, should ^ presented in sueh a manner, that the act of acquiring it will enrich four mind as much as the possession of it. To read this picture ybr you, would rob you of both a pleasure and d benefit. Therefore, I leave you to study it well and write a com- position. 80 LESSONS IN LANGIAGE. AAA'^.^^^,f^^ \. LESSON LXVL THE LION. What domestic animal doos he resemble ? Describe liis i^cneral appearance — length, height, covering, limbs, eyes, mouth, tail, teeth, claws, bottoms of his feet, habits, food. His disposition — noble or mean, courageous or cowardly, haughty or meek. Home, whcra? Animals that resemble him in regard to their food. What are ^u^'h :alled ? Anecdotes of the lion. LESSONS IN LANGUAGE. 81 THE BEAVER. {8ee hluts on the Hon, Lesson LXVI.) LESSON LXVII. Suppose the house you see to be a church, the old lady to be blind p.nd the goose a favorite pet* what do you think the whole picture represents ? (l^t thp ohllrl's Imajrfnation harp full Hberty) 82 LKSSONS IN LANGUAOtE. lp:sson lxviii. A TEAM OF SNAKES. Showing docility in animuls. LESSON LXIX. TRAINED FLEAS. For additional information the teacher is referred to Intelligence of Animals, one volume of the Illustrated Library of Wonders, publishi-AJ by Messrs. Charles Scribner & Co., New York. LKSSONS IN LANGUAGE 83 LESSON LXX. THE ELEPHANT. Hints. — Elephant in a barn; dog and elephant great friends; bojs outside the bam tease the elephant by pulling dog*s ears. 84 LESSONS IN LANGUAGE. LESSON LXXI. 86 LESSONS IN LANGUAGE. LESSON LXXIIL This beautiful picture contains enough that is suggestive, to employ the student more than one day. Study it attentively, and write care- fully the thoughts which it suggests, and you will find that your mind has been greatly enriched thereby. I.KSSONS IN LANGUAGE. LESSON LXXIV. ELEPHANT ACTING AS NURSE. The piij)il may also include in his composition a pretty full descrip- tion of elcplKints, their form, size, color, habits, traits of character, countries they inhabit, use to man and give additional anecdotes. To THE Teacher. — The object of the following lessons is to teach the pupil to notice carefully what he is reading, and then to reproduce the substance in his own words. But few lessons are given, since they can readily be sup- plied by the teacher at pleasure. With the book open before the child, the teacher may ask the questions, and then, the book being closed, require that the answ^ers should be written. Such exercises will be found very profitable. They cultivate the powers of observation, and give com- mand of lantruaore. 88 .LESSONS IN LANGUAGE. LESSON LXXV. THE BEE AND THE CHILD. 1. " Pretty Bee, pray tell me why, thus from flower to flower you fly, culling sweets the livelong day, never leav- ing off to play." 2. " Little Child, I'll tell you why, thus from flower to flower I fly. Summer flowers will soon be o'er. Winter comes, they bloom no more. Finest days will soon be past Brightest suns will set at last." QUESTIONS. 1. Who asks the question in the first paragrai)h ■? 2. Of whom does the child ask it 1 3. Write on your slate then. The Child says to the Bee. 4. What does the child ask ? 5. What is the first question 1 Ans. Why do you fly from flowet to flower ? 6. Suppose you were to write this upon your slate immediately afte/ what you have written there, what mark should precede it ? 7. What is the second question 1 Ans. Why do you cull sweets all the day long 1 (Cull means to gather.) 8. Write on your slates, Why do you gather sweets all the daj long 1 9. What is the third question ? Write the answer on your slates. 10. Who speaks in the second paragraph ? 1 1 . Write on your slates, The Bee says to the Child . 12. What does he say? 13. How many reasons does he give for being so industrious t 14. Give the first. If you were talking, would you say, " Sunimei days will soon be o'er." 15. Write it with the proper marks on your slates. 16. AVhat is the second reason? Ans. Because when wintei comes . Write. LESSONS IN LANGUAGK. 89 17. What is the third reason ? Ans. The fine days . Write. 1 8. What is the fourth reason ? Axs. The brightest . 19. Read what you have written. THE BEE AND THE CHILD. The Child says to the Bee : " Why do you fly from flower to flower ? Why do you gather sweets all day ? Why do you nevei stop and play 1 " The Bee answers the Cliild ; " I will tell you why I fly from flower to flower. Summer will soon be gone. When Winter comes the flowers will not bloom any longer. The brightest sun must set some time." 1. What is a direct quotation ? 2. IIow should a direct quotation be written ? LESSON LXXVI. THE MONKEY AND THE CAT. Some sweet potatoes are baking in the embers of a fire- place. A cunning monkey is anxious to feast upon them but he does not know how he can get them out without burning himself. Presently, however, an idea strikes him. Puss is dozing, as usual, near the fire-place, and, withoul her consent, he seizes her in such a way that she cannot help herself. He then takes her paw and with it he pulls the potatoes out of the burning embers. Have the pupils first give oral answers to the following and similai questions. After due criticism, have the answers written on the slates If proper, combine them as in preceding lessons. I. What is the story about ? 2 Where are the monkey and cat ? 3. What is each doing ? 4. Which animal is the most profitably employed 1 90 LESSONS IN LANGUAGE. 5. What are said to be in the fire-place 1 6. What are embers ? 7. What does this mischievous monkey desire to do ? 8. What prevents him from doing what he desires 1 9. What does it say strikes liim ? (An idea is a thought.) 10. What does he do to the cat? 1 1. In what way do cats revenge themselves when injured ? 12. Did this cat scratch ? Why not 1 13. How did the monkey at last secure the potatoes 1 1 1. AVhat does the common expression " Being made a cat's paw,' li^Miify ? 15. Read what you have written. Coj)y. LESSON LXXVIL THE BOY AND THE DOG. All idle boy was one day sitting on some steps with a stick in one hand, and a piece of bread and butter in the other. As he was eating his bread, he saw a dog lying near him, and called out : " Come here, fellow 1 " 1. About whom is the story ? 2. Do you think there arc many such boys in the world ? 3. AVhcre was this idle boy ? 4. What did he have in each hand ? 5. Of what use was the stick ? 6. Of what use was the bread and butter ? 7. What was he doing with each? 8. Do you think he worked hard ? 9. Was his work pleasant or unpleasant ? 10. What did he see near him ? 11. What did he say to the dog ? 12. Do we generally call a dog, fellow ? 13. What would you have called him'? In how many ways is an anostronhe used "* LKSSONS IN LANGUAGE. 91 LESSON LXXVIIL THE BOY AND THE DOG — Continued, The dog hearing himself kindly spoken to, arose, pi icked uj) his ears, wagged his tail and came up. The boy held out his piece of bread and butter, and as the dog was about to take it, the naughty fellow struck him on the nose with a stick, which he had in tlie other hand. The poor dog howled and ran away as fast as he could. \ . What did the dog do when he heard the boy's words ? 2. Why did he do so ? 3. Would he have act- erly connected composition. LESSONS IN LANGUAGE. 103 LESSON XCIV. LETTER-WRITING. To THE PciML. — No part of your education deserves more careful and persistent attention than Letter-writing. Your success in life will depend so much upon your ability as an efficient correspondent, that we feel warranted in inviting you to make a special effort Every person should be able to write an elegant letter, properly arranged, correctly spelled and neatly written. The boy or girl who can readily compose a nice letter, write it in a beautiful, free and legible hand, without blots or scratches, arrange it accurately and clothe it in appro- priate language, has greater security for his introduction to the path to usefulness and profit than though he possessed both wealth and influential friends. This valuable exercise may profitably be used daily for weeks. The range of subjects is broad, and patient train- ing will pay a rich reward. Through the kindness of M. D. L. Hayes, Esq., associate author of the elegant Spencerian System of Penmanship, we are able to furnish you the following finely engraved letter as a model of form and arrangement. We hope you will study it carefully, and scarcely rest satisfied with your efforts until you are able to very closely imitate it. IW LESSONS IN LANGUAGE. QUESTIONS. 1. What is wntten on the first line ? 2. On which part of the first line are these words written ? Thoft words taken together form the date. 3. What do you find in the date "? The name of the city or town, the name of the month, the day of the month and the year. When the place is not well known, the name of the State should be included also. 4. What do you find between the name of the city and the name of the month ? 5. What do you see between the day of the month and the numbei of the year ? 6. What is placed at the close 1 7. What would this date say if it were written out in full? It would say : This letter was written at New York, on the first day of February, in the year eighteen hundred and seventy-one. 8. Copy this date correctly, and in the right place, on your slates. 9. Date a letter from Chicago, the ninth day of October, in the yoar eighteen hundred and seventy-one. Copy the date in your books. LESSON XCV. A LETTER. 1. In the letter in last lesson, what words follow the date? Wt call the words, " Mi/ dear Mother," the introduction. 2. Where is the introduction written"? The introduction is written at the left end of the line below that on which the date is written. 3. How many capital letters do you find in it ? 4. What mark follows the introduction ? 5. Are the introductions to all letters the same ? They are not, but the above is one frequently used. 6. Mention some other forms of introduction. Dear Sir, Ilespcctei] Sir, Gentlemen, Friend John, Kind Friend, etc. i^^rJd- -^^^^ ^e-M^ ^^^^^'/v ^) i4^^uc//y7-^ y/ ^^^ -/^^ yytyyi-e^^ -O-^i /^^/'^^^ dty^ VmM: y ^^^''^-; ^He^^. -~1 n a .^^1 i" \^" I s.X*0 LESSONS IN LANGUAGE. 107 7. How many parts have been mentioned as belonging to a letter ? Two parts of a letter have been mentioned, the date and the introduc- tion. 8. Write upon your slate the date you copied in your last lesson, and then write proper forms of introduction for a letter to your sister. 9. Read what follows the introduction in the letter, litis part wc call the body of the letter. 10. "Where does the body of the letter begin? The body of the letter begins on the line below the introduction, and a very little u> the right of it. 11. Write a short letter to your sister. Copy the introduction and body. LESSON XCVI. A LETTER. 1 . What words follow the body of your letter 1 This part we call the close, since it finishes the letter. ♦ 2. Do all letters close in the same way ** All letters do not close in the same way. 3. Mention some forms that are commonly used. Yours, Your^ truly. Yours affectionately, Yours fraternally. Yours with love, etc. 4. With what kind of letter does the close begin ? 5. What pause do you see between the close and the signature ? 6. Where is the close written? The close is written on the next line below the body. 7. Where is the signature written ? The signature is written on the line below the close, and a little to the right. 8. Correct the following. Tell what part of the letter each is. new Orleans May 4 1 850 my Dear cousin ever your friend jane Howe. 9. Copy the model letter, page 105, in your blank-book. 108 LESSONS IN LANGUAGE. LESSON XCVII. A LETTER. 1 . Read what you find below and to the left of the signature. This part we call the addreSS. 2. What is written in the address? In the address are written the name of the person to whom the letter is about to be sent, and the name of the city and State in which he lives. It may also include tbo name of the street and number of the house. 3. What is written in the first line of the address ? 4. Where is this first line written ? 5. What do you see in the second line? G. Notice how it is punctuated. 7. What do you notice at the close of all abbreviations '* 8. What mark follows the name? 9. What after the name of the city ? 10. What at the close? 11. Address the letter you have writ tijn in your books to Ilonry Gibson, No. 243 Ohio St., Des Moines, Iowa. 12. Correct the following address : mary jones 54 Bond st N. Y. 13. How many parts of a letter have we had ? 14. Name them. L The date, 4. The close, 2. The introduction, 5. The address. 3. The body, Note. — Unvarying models or directions for letter-writing cannot be given. Dif- ferent circumstances admit a variation of ordinary forms of introduction and close. The punctuation employed by good letter-writers is not always uniform. We only propose here to give some forms that are proper under ordinary circumstances. Wlien the introduction consists of a single expression, as, My dear Mother, it ia generally followed by a colon; but when it consists of two, as, John Smith, Esq. Dear Sir ; a comma follows the first one, and a colon the second one. Bu.••ine^s men admire short, pointed, clear and respectful letters, confined to fho subject. They have neither time nor inclination to read about the state of thj weather or other matters foreign to the one under consideration. These letters should be written with great care, so as to admit of but one meaning. A want ol care has often produced ludicrous blunders and serious results. An order for two pounds of paint, as a sample, was filled by sending two barrels. LESSONS IN LANGUAGE. 109 LESSON XCVIII. BUSINESS LETTER. Chicago, July 1, 1871. Alex. McNie, Esq., Winona, Minn., Dear Sir : Yours truly, Hadley Brothers. QUESTIONS. 1. To whom is this letter addressed ? 2. Where is the address written 1 3. Where was it written in the preceding letter ? 4. Is tliere any difference in the manner of writing the dates in the two letters 1 5. Is there any in the manner of writing the close and the signa- ture ? 6. Then wherein does the only difference consist ? The form of commencement of this lesson, is a common form for business letters. The form given before is a common form for letters of friendship. 7. Write the date, introduction, address, close and signature of 3 husiness letter. 8. Of a letter of friendship. 9. Put proper marks in the following CiiTCAGO June 27 1871 riiJA C Shortridge Indianapolis Ind Dear Sir ******* Very respectfully yours Thomas Charles 110 LESSONS IN LANGUAGE. LESSON XCIX. A LETTER. 1. At this point, is your letter ready for the Post Office 1 2. What is the next thing to do in order to prepare the letter fm the mail 1 It must be folded. 3. How do you fold a letter 1 If it is note paper, and of the wi^lth of the envelope, fold the lower third up and the upper down. (Tlie teacher can easily show the child.) 4 What do you do after the letter is folded ? After it is folded, wc put the letter into the envelope, and seal the envelope. 5. Now that the envelope is sealed, what next 1 That which we write on the outside^ we call superscription. 6. How does the superscription on the outside differ from the address ^^^thin ? 7. What is the sixth part of a letter ? 8. Name all the parts of a letter. 1. The date, 4. The close,- 2. The introduction, 5. The address, 3. The body, 6. The superscription. See the superscription on page 106. 9. Where should the superscription be written ? The super!?crii)tion should be written as in the model. 10. What marks should be used with it? The same marks should be used in the superscription that were used in the address. 11. Draw an envelope, and write the superscription of your letter in your book. 12. But still your letter is not ready for the Post Office ? Who can tell what else it needs ? 13. Who can tell where the stamp should be placed ? The stamp should be placed near the upper right-hand corner. 14. Who can tell why it should be placed there 1 Because it is more convenient for the post-man to look over the letters when the gtamps are all in the same place. 15. Mark the place for the stamp on your letter, in your book. Again, we say to teacher and pupil, be patient. Practice letter-writing, as a daily exercise, until each pupil can write LESSONS IN LANGUAGE. Ill Aiid arrange a beautiful and correct letter. Once well learned, it becomes a treasure for use during a life-time. LESSON C. A LETTER. 1 Write the following correctly. Name the parts. Peoria ill jan 5 1868 dear mary i received your letter i y;eek ago and intended to answer immediately. But then were five hundred and one things to claim my time and at- tention so that I beg you to blame the five hundred and one things and not me. The weather with us is cold and we begin to think winter has come in earnest. In haste voui fj'iend John. Mary smith pittsburg penn. LESSON CL A LETTER. Write a neat letter to your teacher. LESSON GIL NOTE OF INVITATION. fS^iu/ 3j a^ ^ o'e/om. 112 LESSONS IN LANGUAGE. 1 . Head the heading. 2. By whom was the above written ? 3. Is there a signature 1 4. How do you know that it was written by Mrs. Jones 1 5. For what purpose was the note written 1 Because it was written to invite Aliss Brown to tea, we call it 2 note 0/ invitation. 6. Where is the date written 1 7. Of what does the date consist ? 8. Why is there no signature ? 9. In the expression o'clock, what do you call the character betwet^-n and c 1 10. Where should an apostrophe be used ? 11. Is it used here to denote an omission or the possessive case ? The expression is of the clock, so that /and the have been omitted A note of invitation should be written across the middle of the page. 12. Write your teacher an invitation to Thanksgiving dinner. LESSON CIIL NOTE OF ACCEPTANCK. ^^w^ ^iow?t acee/z^ ^i^im A/eaMk NOTE OF REGRET. LESSONS IN LANGUAGE. 113 Aei?mt me /i/eamie o/nei acce/itm^ me 4mc/ mm^a^mt ^ WeaneMa^ ez^e?tma, QUESTIONS. 1 Read the two notes above. 2. What is the difference between them 1 3. What is the first called 1 4. What is the second called ? 5. Where is the date written in each ? 6. Is there a signature 1 Notes of acceptance or regret, like those of invitation, should be written across the middle of the page. 7. Write a note of invitation, a note of acceptance, and a note of regret. LESSON CIV. A PROMISSORY NOTE. S800.00. New York, Aug. 4, 1869. Six months from date, for value received, I promise tc I)ay to the order of John Jones, eight Imndred dollars, with interest. William Field. questions. 1. Of how many parts does the above note consist? 2. Where is the date written 1 3. How many times is the amount written ? 4. Where is it first written 1 5. ITow is it ^vritten there? 114 LESSONS IN LANGUAGE. G. What follows the amount written in figures ? 7. How is the amount written in the body of the note ? 8. What does "six months from date" mean? It means that in six months from the time the note was dated, the amount must be paid. 9. What does " for value received " mean ? It means that Wm. Fit-Id acknowledges that he has received the value of the $800. The above is a promissory note, and is such a writing as you v/ould give to any person whom you owe and promise to pay in six months. 10. Write a promissory note for $325.25, due in ninety days LESSON CV. RECEIPT. $800.00. New York. Feb. 4, 1870. Received from John Jones eight hundred dollars, in full of account to date. Robert Smith. QUESTIONS. 1. Examine the above receipt. 2. Of how many parts does it consist? 3. What part is omitted that was used in the promissory note ? 4. Where is the date written? 5. How many times is the amount expressed ? 6. How is it expressed, then ? 7. What does " in full of account " mean ? In fall of account meand t hat John Jones pays Robert Smith all that he owes him. The above is called a receipt, and is such a writing as you would give a person of whom you had received money, in payment of all he owed vou. LESSONS IN LANGUAGK. 1!5 LESSON CVL ADVERTISEMENT. /^ ^/aJi^c^t ^^e,j S^ew ^^/ ^^t^tiuc^ch^2J aimn m a// me y^?ta. man. QUESTIONS. ' 1. Copy the above. 2. What is the name at the head \ 3. Of what is it an advertisement? 4. How many periods, do you see in the text? 5. What mark should be used after Ave because it is an abbrovia lion? 6. Wliat should be used because it is the close of a sentence ? 7. Are there two periods ? 8. Then when an abbreviation ends a sentence, how many periodh are used "^ 116 LESSONS IN LANGUAGE. 9. Wlierc do you sec commas ? 10. Read the first three words. Thjese words arc placed first because they arc the most important In writing advertisements, we generally place the most important word or words first. It. Are any words used that could conveniently be omittetl? Ill writing advertisements, use as few words as possible. 12. What do you observe under the words •' School for Boys.*' 1 3. How many marks do you observe ? 14. How many marks do you observe under the words in the next line 1 15. Why do you place those marks there? Ask your teacher. This is the way the above will appear when put in ])rint. SCHOOL FOR BOYS. 15 Madison Aye., Nkw York. lustriictions given in all the English branches, Latin, Greek and German. For Circulars containing Terms, etc., Address Prof. Robkrt Seeley, 15 Madison Ave. 16. Write an advertisement of a Yuun<:]r Ladies' Institute. LESSON CVIL ADVERTISEMENTS. To Let — Two very desirable Stores and Houses, Nos. 13 and 45 Elm st. Apply to W. Smith, 5 King st. Wanted — A First Class Cook, at 15 Cherry st. None other need apply. LESSONS IN LANGUAGE. 117 Wanted — I^upils in Drawing, by an Artist. Terms $15 per quarter. Address TEACHER, 17 Beekman st. New York. QUKSTIONS. 1. Copy the above as they should be written for the printer. 2. Write an advertisement of a house to let. 3. Write an advertisement of a gardener wanted. 4. AVrite an advertisement of pupils wanted by a musie teacher. Alark these in such a manner that the printer will know how you VvHsh them set. This is a useful exercise, and may be extended at pleasure. To THE Teacher. — For the next step in the course, a very common exercise may be adopted. Having selected a familiar topic, the teacher proceeds to ask suggestive ques- tions upon it. The answer to such questions will be writ- ten, instead of oral. After careful examination and criti- cism, such answers will be properly grouped and copied into the blank-book. LESSON cvin. KAIN. 1 . What is rain ? • < 2. Where docs the water come from ? 3. IIow does it reach the clouds ? 4. What is the express train that carries the water fjom llie ocean to the sky ? 5. In what form is it carried ? C). What is the first account we have of rain ? 118 LESSONS IN LANGUAGE. 7. lb dial account favoral)le or not? 8. In what way is rain useful ? Let the teacher continue questions and pupils write answers on theit slates. Tlie answers to the foregoing questions, properly grouped and arranged, form something like the following: Wc call drops of water, that descend from above, rain. These drops fall from the clouds, but for fear you may ask me how the water reaches the clouds, I will add that the atmosphere is the through express train that carries the water from the ocean or other body of water to the sky. It does not, however, ascend in the form of water. The sun breathes ujmn it gently and converts it into vapor, which is borne above, and forms clouds. The first mention we have of rain is the account of the flood. This account is very unfavorable indeed, and we are almost inclined to dis- like rain for the mischief it did then. Rain is very useful. It makes the trees, and jdants and flowers i^row; it cools the air on a hot summer's day, and seems to revive ns, as well as Dame Nature herself. LESSON CIX. KAIN — Continued. L Are there any places in the wol'ld where rain never falls ? 2. What do the people dwelling in those regions do for water ? 3. You have said rain is useful ; is it ever injurious ? 4. In what portion of the world does the greatest amount of rain fall ? LKSSOXS IN LANGUAGE. \\U 5. Where does tlie least (|iuuitity fall ? G. When is rahi most refreshing to you ? 7. Are you fond of rainy days ? 8. What is your favorite employment when it is too wet to venture out doors ? 9. Suppose two drops of water, having descended side by side, and falling on the water-shed in Minnesota, should be sepai'ated, one seeking the ocean by the lakes, the other by the Mississipi)i, what do you think they would say to each other if they should meet in the ocean ? LESSON ex. CLOCKS. 1. Why are clocks so called? Because the first clock seemed to cluck like a hen. 2. Describe a clock. 3. Wlien were clocks invented? 4. Wy whom were they invented? 0. Are clocks useful ? G. For what are they used ? 7. Were the first clocks made anything like those wo have now ? 8. What were used before clocks were invented, to de note time? 9 Where is the largest number made ? 10. W^here is the most noted clock in the worhl ? 1 1 . Tell all that is wonderful about it. 1 2. W^hat does a clock say to you ? 13. Can you make a clock say what you are thinking of? 120 LESSONS IN LANGUAGE. 14. Have you ever seen or lieanl of EstelFs celebrai in the sky ? 2. Describe the rainbow as it appears to you. S. What colors may be seen ? 4. What word do the initial letters spell ? 5. When only is the rainbow seen ? 6. What causes the rainbow ? 7. What is its shape ? 8. Can you tell why it is circular ? 9. When was the first rainbow seen ? 10. Do you suppose there was a rainbow before the flood? 1 1. Give your reasons for thinking as you do. 12. At what time in the day does the rainbow appear ? 13. Did you ever see one at noon ? 14. What proverb is there about a rainbow in the even- in or or in the morninfj ? 122 LESSONS IN LANGUAGE. 15. Are rainbows only seen after a rain ? IG. Did you ever see steam or mist upon wliicli the sun was shining? At Niagara Falls, when the sun is shining, you can scarcely look without seeing a rainbow. Why is this so ? 17. Is the light of the moon powerful enough to produce a ]k)w ? 1 8. What is such a bow called ? 19. What is the old story about the treasure to be found 11 the end of the rainbow ? 20. Did you ever search for it ? 21. Of what should the rainbow always remind us? LESSON CXIV. A RIDE TO tup: country. 1. When did you leave home? 2. What sort of day was it ? »>. Who went with you ? 4. What did you see on the way ? r>. Which was the most beautiful place you passed ? G. How far did you ride before you came to your journey's end ? 7. Where did you stop ? 8. How long did you stay there ? 9. Were you pleased with the place ? 10. Did the ride home seem as pleasant as the ride Uiore ? 1 1 . What time did you reach home ? 12. What did you wish when you arrived at home, and aa^v the carriage taken away ? LESSONS IN LANGUAGE. 123 A RIDE TO THE COUNTIIY. We left home at 3 o'clock on a pleasant afternoon in May. \Vc /neans Father, Mother, Baby Nellie and myself. The weather was delightful. The trees had put on their best green dresses for the occasion, and the sky was as clear and cloudless as on those matchless ilays in June. After a ride of a few minutes, we had left the city and our home beliind us, and were enjoying the green fields and the glad songs of the birds. There were many odd things to see along the way, and we were quite merry at the expense of persons whom we did not know. A small house with a projecting roof, reminded mother of a little boy who had on his father's hat, while the rickety steeple of a dilapidated church made father think of a man who had lost his front teeth' and had not yet been to the dentist's to get new ones. Besides these funny things, wo saw many spots to which Nature had been very kind. One I remember, where she had planted wide-spreading elms, and then trained delicate vines over the rough bark, that nothing unsightly might be visible. A lover of hers, admiring the spot which she had so tenderly remembered, had placed a little white cottage in the shade of those friendly trees. So tiny and so cosy it looked, that it seemed almost like a bird's house, and I thought surely its inhab- itants must be happy. I said: " When I am a man, I will have just such a house for myself, if I can find just such a place in which to build it.'* We rode eight miles, and then alighted at the hotel in a small village. Here wc had tea, to the great delight of Baby Nellie, who was not very often permitted the great privilege of taking tea away from home. The village seemed pleasant, and I said it would be nice to stay there all the time. But father did not agree with mo. After an hour's rest, we started for home. It was now near evening. Things seemed changed. There were more people in the road than when we went. I suppose it was because the day's work was done, and they were going home to supper and to rest. We reached home about e'ght o'clock in the evening. Baby was tired, and mother said she Avas glad to be there again ; but I could not help thinking, as the carriage was taken from the door, what a nice thing it would be to ride always, forever to ride. 124 LKSSONS IN LANGUAGK. LESSON CXV. A HIDE IN A STUKET-CAll. 1 . Where did you take the car ? 2. Who were in it when you stepped iu? 3. Where do you think they were going? 4. What other persons patronized the street-car ? 5. Do you think tliey came because you were there ? 6. What amusing things happened ? 7. What sad things occurred ? 8. What did the conductor say to you when he came to collect the fare ? 9. Was he cross or pleasant ? 10. Where did you alight? 11. What do you think of street-cars ? 12. Do you think they ought to run on Sunday ? LESSON CXVI. A JOURNEY TO BOSTON. Laying aside the questions, write a description of a jour- ney to Boston, with regard to the following heads : 1 . Object of the journey. 2 What route was determined upon. 3. AYhen and how did you leave home. 4. The nature of the country. 5. Impressions of the city. G. What you saw in the city. In place of Boston, you may substitute any place nioie Qimiliar. LESSONS IN LANGUAGE. 125 LESSON CXVII. A JOURNKY TO RUSSIAN AMERICA. 1. Object of journey. 4. An account of R. A. 2. Route taken. 5. Description of peopK-. 3. Description of journey. G. The owners of R. A. LESSON CXVJIL SUBJECTS. L A Walk to School. 2. A Journey down the IMississippi. 3. A Visit to Niagara. 4. A Journey around the World. 5. A Visit to Mammoth Cave. 6. A Visit to Mt. AVashington. This may constitute one lesson or several, as the teacher mckj prefer. — « — LESSON CXIX. A mVETl. Sec picture, page 86. PLAN. 1. Sources of a river. 5. Small rivers. 2. Channel of a river. 6. The use of rivers. 3. Mouth of a river. 7. The beauty of riveru 4. Largest river in the world. . SoDRCES OF A RiYER. The sourccs of a river are various. Some of them have a beginning in a Httle spring on a mountain, where the indication of their presence is the peculiar brightness of the green around them. Some rivers are the outlets of lakes, and so the lakes 12G LESSONS IN LANGUAGE. become the source. Otiier rivers spring from the union of rivTikts, and then we say they are formed by the junction of two streams. 2. Channel of a river. Travelling from the source of a river, we ooon find that it becomes wider and wider, and that it is not so easy to see the bottom as it was when we started. The part of a river included between tlie land on each side, we call the channel, and the oottom, that finally becomes invisible, we call the bed of the river 3 MoL'TII OF A RIVER, CtC. lp:sson cxx. PLAN. 1. Parts. 2. How and by whom made. 3. Description. 4. Use. 5. What people did before tlie invention was made. 6. Stories, quotations, etc. After the preceding plan, let the pupil write a composi- tion upon each of the following subjects : 1. A Railroad. 4. A Ship. 7. A Clock. 2. A Canal. 5. A Bridge. 8. A Bell. 3. The Telegraph. 6. A Watch. 9. A Broom. LKSSON CXXJ. Let the pupil write a composition upon each of the fol- lowing subjects, making his own plan : 1 A Knife. 3. A Swing. 5. A Pen. 2. A Drum. 4. A Hoop. 6. A Book. LESSONS IN LANGUAGE. 127 LESSON CXXll. THE ELErriAXT. 1. Shape, color, general appearance. 2. How found, singly or in groups. 3. What they eat in a native state. 4. Are they wild or tame ? 5. In what country are tliey found ? G. Are they useful or injurious? 7. Stories. LESSON CXXIIL After the preceding plan, let the pupil write upon each of the following subjects : L A Cow. 4. A Hen. 7. The Rat. 2. A Hog. 5. A Cat. 8. The Spider. 3. A Horse. 6. A Do0 LESSONS IN LANGUAGE. PROVERBS FOR EXERCISE. 1. The nch and poor meet together: the Lord is the maker of them all. 2. Train up a child in the way he should go : and when he is old he will not depart from it. 3. A soft answer turneth away wrath : but grievous wordd Air up anger. — f— LESSON CXXVL ILLUSTRATIONS. Another pretty and quite interesting exercise is to require the children to write an illustration of some subject. The following are specimens written by a class of children oi about fourteen years of age. They were asked to write an illustration of an honest school-boy. An honest school-boy is like a clock, always moving forward and never losing time. An honest school-boy is like a silver bell, lie is made of the true metal and rings the true sound. An honest school-boy is like the upward arm exercise, always mov- ing upward. An illustration of truth was asked for, and the following was received: Truth is like a ring, it has neither beginning nor end. It alwayj was and always will be. Tr'Uh is like the rain, washing from our conscience all the bp.d Topics. — A Clear Conscience. A Merry Heart. A Tried Friend LESSONS IN LANGUAGE. 131 LESSON CXXVIL IMriJOMPTU EXERCISES. To THE Teacher. — It is desirable to stimulate rapidity jf thought, even if it be clone at some sacrifice of accuracy. For this purpose we recommend impromptu writing. Suppose your class is before you, with paper and pencil in hand, and the time to devote to the exercise is thirty min- utes. You may assign a topic to the class and allow fifteen minutes for writing, and fifteen for reading the various pro- ductions. The author was at one time present at such an exercise, when the subject assigned was A Garden. The following is one of the compositions produced at that exercise. It is printed here without the slightest correction, just as it was left by the student at the close of the fifteen minutes. A GARDEN. The j^arden of which I think first, is, of course, my own. I cannot tell you how it looks now, for other liands than mine have trained the jessamine over the lattice, and strangers have tended the pansy bed. In my garden I have my particular favorites, a moss-rose bush and a large pansy bed. Sitting under the shade of the apple tree, by the pansics, I talk to them by the hour, and they nod their bright little heads and say sweet things to me. The river is but a little distance from my garden, and its gentle ripple is always heard, adding much to the sweet influence of the spot. How many bouquets I have gathered from that garden, for friends A'hom I dearly love. Now and then a tiny flower to place in a letter that shou d tell more sweet things than I could write. Blue forgetmcnots I gather for the graves of those who live with the angels, and rose buds for the hair of those who live with us A 132 LESSONS IN LANGUAUiL. iroasiire is my garden, and I am longing for it to-day with a tender yi'aniiug wliich shall soon be gratified.^ One rose bush in my garden niakes me sad, so sad, for tlic first bud which ever opened its wliite jK-'tals to the morning sun, I picked while the dew was yet on ir, and phiccd it between the waxen fingers of a dead friend. The memory of tliat morning, when the world without was so gloriously lovely, and the world within so dark, and cold, and dreary, will linger forevci around my white moss rose. It seems sacrilege almost to gather a rose from that bush, unless it be for the grave of the loved one. No spot in the garden holds my attention so long as the apple-tree, with the pansies underneath. The sun will struggle through the branches, and fleck the golden hearts of the lovely flowers, as though the sunbeams, too, love pansies best. Jennie . So far, the attention of the pupil has been mainly directed to acquiring a free use of language ; to expressing his ideas m a neat form on paper, and to the observation of some of the more cofnmon errors of speech — such as might not inappropriately be called hereditary. To form in the pupil the habit of watchfulness and self- criticism in regard to the language he uses, is of the highest importance. This should not be deferred until he has a knowledge of the Science of Grammar, but should precede it. If left to that time, his habits of speech will have been formed, and experience shows that few persons correct those habits, although their book-knowledge of the science be j.omplete. Hence ; teach the child the use, and the adult will soon jLcquire the science, 1 It was very near the close of the school year. LKSSOXS IN LANGUAGE. 133 LESSON CXXVIII. G ROUTING WOUDS INTO CLASSES. We will uow proceed to tke examination of written lan- guage, with the view of introducing the pupil to the study jf the science. Tkaciieu to Tiiic Class. — If you were in the midst of 1 large forest, you would observe around you a great multi- tude of trees. These trees are not all of the same kind, yet, by examination, we shall find that although the number of trees is great, the number of different kinds is not large. You will observe a great many of one kind, called beech- trees, another called oak, another ash, etc., etc. So, if we examine the use of each of the great number of words found in any book, w^e sliall be able to collect them all into a few groups, and give each group a name. EXAMPLE. Mary loves trees, fields, flowers and biixls. Teacher, — How is the word Mary used ? Pupil. — ^ It is u ed as the name of a person. T. — We will put all the names into one group, and call them Nouns. T. — How is loves used ? P. — It expresses what Mary does. T. — Yes, it expresses action^ and we call it a Verb. For the present we will put all words that express action into the class called Vei'bs. T. — Do you see any other names ? P. — Yes ; trees, fields, flowers, birds. 134 LESSONS IN LANGUAGE. T, — Right. Put them into the class called Nouns. Are there any words left? P. — One, the word and. T. — Yes. It is used to connect the w oi'iii^ flowers and hirds, and we call connecting words, Conjunctions. Thus, you see that we have already found three groups or classes. Names, or Nouns. — Mary, trees, fields, flowers, birds. Action-words, or Verbs. — Loves. Conj unctions. — And. T, — The USE of a word alone determines the class to which it belongs. Often, words spelled alike are used differently and thus belong to different classes. The boys play ball. How is the word play used ? I like the play called Il:de-and-Seek. How is the word play used in this sentence? Write a sentence containing the word spring as a noun. One containing the same as a verb. Do the same with each of the following : Snow, Heat, Chest, Farm, Kaiii, Love. LESSON CXXIX. GROUPING WORDS — Continued, Teacher, — The boy writes. Place a word before boy that will tell what kind of boy writes. Pupils. — The tall boy writes. The largo boy wiitea The boy writes. The boy writes. T. — What do those words express ? LESSONS IN LANGUAGE. 135 P. — Tliey express, or tell what kind of boy. T. — To what word do they add an idea ? P, — To the word boy. T. — And the word boy belongs to what grou^) ? P, — The word boy is a name, and therefore, a . T, — These words above are, then, used for wdiat pur- pose ? P. — They are used to tell , and also to an, as adjec- tives. Brick, Glass, Gold, Hair. Use the following as verbs and as adjectives Black, T^ound, Perfect, Level. We have found four groups, or classes of woMs. W hat are their names ? For what are they used ? Give an example of each ? 1 Teacher explain the meaning of modify. 136 LESSONS IN LANGUAGE. LESSON CXXX. GROUPING "WORDS — Continued, T, — John studies what eJohn chooses. What word could be used instead of the second John ? P. — The word he. T, — The word John is what kind ? riie word he is used instead of what, then ? kVe therefore find a new class of words used instead- Ci . \^^ call this class Pronouns. The part, joro, means for^ or instead of. Therefore, A pronoun is a loord . (Puj^il ^nish the definition.) ThuS; ve have found a fifth class or group. Suppl} the proper pronouns in each of the following blanks. AVv.te the sentences. 1. Anna Iv^vos doll. 2. Walter a.ni father sell wheat. 3. Carrie bro\3 arm. 4. Carrie is a i>L/vn, because is a name. o. Mary and I Vl ow places. Write a sentence for each of the following pronouns : I, thou, he, she, it, we, y d i, they. Write a sentence containing a noun, an adjective, a verb and a pronoun. Designate each by placing the figure 1 over ;nouns, 2 over verbs, 4 over adjectives, 5 over pronouns. LESSON C\ XXL GROUPING WORDS — Continued, T. — The good boy writes. Add a word to express how he wri.c^. LESSONS IN LANGUAGE. 137 P. — I will add the word well. T» — Does the word well add an idea to boy or writes ? To a noun or verb ? The w^ord icell is therefore used to express (Pupil llll blanks) and is added to a . What name shall be given to it ? Adverb, because it means added to a verb. In the sentence, The well boy sat beside a sick boy, what kind of word is well ? To what kind of word is it joined ? To what are adjectives joined ? To what are adverbs joined ? What does an adjective express ? What does an adverb express ? What, then, is the difference between an adjective and an adverb ? jin adjective is a word used, etc., and an Adcerh, etc, . In the sentence. The swift" horse won the race, how is swift used ? To which cLass does it belong ? In the sentence, The bird flies swiftly, how is swiftly used ? To which class does it belong ? What do we add to the adjective swift to change it to the word that is an adverb ? A great many words can be changed from adjectives to adverbs in the same manner ; yet, please to bear in mind that the use of a word alone determines its kind, or class. Write sentences containing the following words used as adjectives : Happy, Bad, Neat, Wise, Sweet, Rich. 138 lp:ssons in language. Add ly to each and write sentences in wliich the words thus formed will be adverbs. Write sentences containing the following used first ixa Adjectives, then, as adverbs. Best, Fast, Hard, Early. Thus, we have found the sixth group or class of words, called adverbs. The following sentence contains some of each kind. Select each kind and place the proper number over them, that is, 1 over nouns, 2 over verbs, etc. 4 4 12 4 13 2 The industrious pupil studies long lessons and learns 5 6 them well. For the present, we will put the little words llie, a, an, in the class called Adjectives. Therefore, put 4 over tlie, and put it in the propei trroup. Review of groups found: 1 . Nouns. — Words used as names : Pupil, lessons. 2. Verbs. — Words that express action : Studies, learns. 3. Conjunctions. — Words that connect : And. 4. Adjectives. — Words that exprss equality : Industrious, long the 5. Pronouns. — Words used instead of nouns : Them. 6. Adverbs. — Words that express manner : Well. LESSON cxxxir. GROUPING WORDS — Continued. 7 The book is on the table. 7 The book is over the table. 7 The book is under the table. LESSOxNS IN LANGUAGE. 139 Teacher.^ Place a book in the position represented by each of the above sentences. Which words express the relation of the book to the table ? P. — The words on, over and under, T. — Yes, such words are said to express relation. They are gener- ally placed before nouns or pronouns, and we name the group Prep- ositions* Place 7 over each. 7. Prepositions. — Words which express the relations of different things to each other : On, over, under. Alas ! my friend is dead. Pshaw ! such words are of no use. T. — What is the use of the words Pshaw and Alas ? P. — They express the sudden and strong feeling of the speaker. 2\ — Yes, such words as express strong feeling or emotion, we call Interjections. This is our eighth class or group. You observe that our only guide for grouping words has been their use in the sentence. — # — LESSON CXXXIII. GROUPING WORDS — Gontinued. As in the forest, all the trees that we call oaks are not exactly alike in all particulars, so, sometimes all the words that we throw into one group are not used for exactly the same purpose. SENTENCES. John was an industrious student, and he is now a fine scholar. John studies his lessons diligently, and is loved by all who know him. T, — The word was expresses John as having been industrious ; the word i& as being a fine scholar. Such words express being, and are put with actic n-words in the class called Verbs. The words, is loved^ liO LESSONS IN LANGUAGE. represent Jolin as being acted upon by his friends. We also cla&i sueh words with Verbs.. Thus, in the sentences — John is a good boy, John studies his lessons, John is loved by all ; the word is expresses being, the word studies expresses action, and the words IS loved express beinj acted upon, and as they are all called verbs — A Verb is a word that expresses to he, to act, or to he acted uj ^\. LESSON CXXXIV. SENTENCES FOR EXAMINATION. 1. The large Lird flies swiftly. 2. The very large bird flies exceeding swiftly, 3. The book lies here. 4. The party started early. For what is the word swift! t/ used ? What word does it modify ? ^ In the second sentence, for what are the words verij and exceeding asedl What words do they modify 1 In the third sentence, for what is the word here used ? What word does it modify ? What is the use of the word eai-Jj/ ? We observe the following facts : Swifthj denotes manner and modifies th3 meaning of a verb. Very denotes degree ^ and modifies the meaning of an adjective. Here denotes place and modifies a verb. Early denotes time and modifies a verb. All the words, swiftly, very, exceeding, here and ear:y, are called Adverbs, therefore, 1 Teacher explain meaning of the word modify. ' Teacher explain degree. LESSONS IN LANGUAGE. 141 An Adverb is a word used to modify the meanimj of a verb, an jdjective, or other adverb, and generally expresses time, place, degree or manner. From the various uses of words we have formed eight groups, Nouns, Adjectives, Pronouns, Verbs, Adverbs, Prepositions, Conjunctions and Interjections. For cou' veuience, we call each group a Part of Speech, DEFINITIONS OF PARTS OF SPEECII. 1. A Noun IS a name. 2. An Adjective is a word used to modify the meaniiig of a noun, and generally expresses quality. 3. A V^erb^ is a word tJiat expresses being, action or being acted upon. 4. An Adverb is a word used to modify the meaning of a verb, adjective or other adverb, and generally expresses time, place, degree or manner, 5. A Pronoun is a word used instead of a noun. 6. A Preposition is a word used to show the relation of words, 7. A Conjunction is a word used to connect words or fientences. 8. An Interjection is a word used to denote some strong feeling or emotion, QUESTIONS. 1. What are Tarts of Speech ? 2. How many Parts of Speech have we found ? 3. What is a noun ? An adjective ? A verb ? A pronoun ? A preposition ? A conjunction ? An interjection ? 4. Write a sentence containing a noun, an adjective and a verb. 5. One containing a preposition. 6. One containing a coiyunction. U2 LKSSOxXS IN LANGUAGE. 7. One containing an adverb expressing manner. 8. One containing an adverb expressing time. 9. One containing a pronoun. LESSON CXXXV. SUBJECT AND TREDICATK. Teacher. — Express a thought about bovs. Pupil. — Boys play. T, — Exj)ress, similarly, thoughts about dogs, birds and girU. P. — 1. Dogs bark. 2. Birds fly. 3. Girls study. T. — Of what do you speak in the first sentence ? P. — I speak of dogs. T. — Yes. In every sentence it is necessary to sf)eak of soraetliing. That of which something is said is called the subject. In this sentence you speak of dojs, hence dogs is the subject. Point out the subject in each of the other sentences. What do you say of dogs ? P. — I say dogs hark. T, — Correct. In every sentence something must be said of the subject. That which is said of the suljject is called the Predicate. In this sentence, hark is the predicate. As no complete sentence can be formed without a subject and a predicate, they arc called ihQ principal parts of a sentence. Sub. i Dogs Pred. ibark. Arrange the other sentences in a similar manner, placing the subject In the upper part of the bracket and the predicate in the lower part. What part of speech is each subject ? Each predicate ? Every predicate must contain a vei'h, and subjects generally contain ii noun or pronoun. Write three sentences, each containing a single word as subject and predicate. Example. — Fishes swim. Modify the subject of each by an appropriate adjective. LESSOR'S IN LANGUAGE. 143 Ex. — Large fishes swim. ^lodify the predicate of each of the last sentences by an adverb expressing manner. Ex. — Large fishes swim swiftl}'. Modify each adjective and each adverb by another adverb express ing degree. Ex. — Very large fishes swim exceeding swiftly Draw a bracket and arrange each sentence in it, placing the sub- ject and its modifiers in the upper part and the predicate and its modifiers in the lower part. I fishes I large | Very \ swim I swiftly. | exceeding Large modifies ^s/tes, and in arranging it in the bracket we place it to the right of fishes, and place a short vertical line between them. Similarly, because very modifies large, we place it to the right of large. On the same plan arrange the predicate. In separating sentences in this manner always place modifying words to the right of those they modify. Separate the words in the last sentence into different groups or Parts of Speech. Ex. — Nouns — Fishes. Verbs — Swim. Adjectives — Large. Ad- verbs — Very, swiftly, exceeding. Separating the words of a sentence into their appropriate groups or Parts of Speech, is called Parsing". Separating a sentence into its principal parts, is called Analysis* IN PRESS. WILL BE PUBLISHED MAV 1st. ENGLISH GRAMMAR; AN ADVANCED COURSE OF LESSONS IN LANGUAGE, BY MARY V. LEE, Tkachek in Minnesota State Normal Scuoor., — and — HIRAM HADLEY, Author of Lessons in Language. This book prepared, by practical teachers, to follow Hadley's Lessons in Language, is a full treatise on those parts of the science of our language that are usually taught in our Grammar Schools. In it is introduced rather less of technicalities, parsing, analyzing, rules, exceptions and abstract statements, and more of synthesis and composition — practical use of facts developed. In METHOD it differs widely from all other books on this subject, and the authors confidently believe that it excels them all in developing in the pupil a power to in- vestigate for himself the laws and structure of the lan- guage, and an ability to use language for the communi- cation of thought. HADLEY BROTHERS, Publishers. 136 State St., Chicago. LESSONS IN LANGUAGE. An Introduction to the Study of English Grammar By HIRAM HADL.EY. This little volume is designed for children from nine to thirteen years of age, and is intended as a substitute for the ordinary Primary English Grammar. It proceeds on the plan of teaching the science of the English Ian- guage through the ^/j-^ of it, rather than the use of the language through the science of it. It teaches the child proper forms of expression by cultivating his observation of correct models. It teaches him to write compositions by furnishing him with pleas- ant ideas for expression, and to this end, it is handsomely illustrated with IWENTY-EIGHT LARGE PICTURES, which furnish the text for tlie pupil's composition, and render this usually irksome exercise so fasci- nating that children actually clamor for the privilege of writing. The use of these also aids much in forming in the pupil a taste for pictures, and an appreciation of the beautiful as found in them. It teaches the use of Capitals and punctuation, initiates the pupil into the detection of errors in speech, trains him in the more practical parts of language, such as writing letters, advertisements, &c., and at the close of the volume introduces, by a new plan, the Parts of Speech. A thorough knowledge of this small volume will do more to estab- lish a ready and correct use of the language than is generally gained from large and expensive books, and it thoroughly prepares the pupil for the study of grammar. Geo. L. Maris, A. M., Principal of State Normal School, West Chester, Pennsylvania, writes: *' Your ' Language Lessons' is so far superior to any other elementary wr-rk I have seen, that I deem it a duty to give this expression of approvaL We shall in- troduce it into our model school. ''August ist. 1873 " We have received hundreds of similar testimonials. This book has had a most flattering reception from educators in all parts of the United States. It is supplying a want that all progress- ive teachers felt. It seems to have made its appearance just at the time in which educational progress demanded it. Hundreds of prac- tical teachers have endorsed and adopted it. More than one thousand schools are using it with most gratifying success. In LARGE GRADED SCHOOLS, where teachers have the time necessa- ry to carry on, orally, asystematiccourse(f language lessons, it is used as a manual by the teachers. In other schools it is used by the pupils as other text-books are. The plan of the book contemplates patient study on the part of pupils, and this can not be secured easily, unless the pupils have the use of the books. A judicious and faithful union of the two methods indicated, will produce the most satisfactory results. Price. — Lessons in Language, 60 cents. HADLEY BROTHERS, Publishers, 136 State Street, Chicago. U.C.BERKELEY LIBRARIES CDMbEtTma ES^HLj^'S PROGRAMME CLOCK ^ Schools, Colleges, HOSPITALS, kMl Patented January 11th, 1870. -J -SA^Y ARTICLE I EVERY SCHOOLROOM. This Clock is a superior EIGHT-DAY Time-piece, put up in a hand- some Rosewood or W ' -t fin* h.c! Case. It is easily set r jesired Programme of Exerckses IN WHICH THE IN't^ OF FiVE MiNUTES OR MULTIPLES OF FIVE. Thus, it can be set !r> strike at 9.00, 9.05, 9.15, 9.30, 9.50, etc., or at any other five n^'nntr-s during the day. 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