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EVEKYDAY ENGLISH
BOOK ONE
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THE MACMILLAN COMPANY
NEW YORK • BOSTON • CHICAGO
DALLAS • SAN FRANCISCO
MACMILLAN & CO., Limited
LONDON • BOMBAY • CALCLTTA
MELBOURNE
THE MACMILLAN CO. OF CANADA, Ltd.
TORONTO
pO'.
J ol
EVERYDAY ENGLISH
BOOK ONE
BY
2- <oOO ^
FRANKLIN T. BAKER
PROFESSOR OF ENGLISH IN TEACHERS COLLEGE
AND SUPERVISOR OF ENGLISH IN THE
HORACE MANN SCHOOL
AND
ASHLEY H. THORNDTKE
PROFESSOR OF ENGLISH IN COLUMBIA UNIVERSITY
THE MACMILLAN COMPANY
1913
All rujhU reserved
Copyright, 1912,
By the MACMILLAN COMPANY.
Set up and electrotyped. Published May, 1912. Reprinted
May, 1913.
Nortooot) IPrrsa
J. S. Cashing Co. — Berwick & Smith Co.
Norwood, Mass., U.S.A.
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PREFACE
The study of English has become the basis of our eckica-
tional system. From the Kindergarten, through the Uni-
versity, the study of our language and literature is the main
element of unity and continuity that binds together the varied
discipline of our schools. This has been brought about by
changes so rapid that few have fully realized their importance ;
but every teacher of English has felt both the burden and the
opportunity which its preeminence imposes.
The teaching of English must give training in the knowledge
and use of the language, and of all parts of education surely
none can be more fundamental, or practical, or effective in
exercising the power to think. It must also open the door not
only to English literature, but to the great world of books, to
the accumulated culture of the race. While it trains the pupil
in efficient use of the mother tongue, it must widen his horizon
and render him susceptible to those refinements of feeling and
enlargements of sympathy essential to true culture.
Nowhere is this double service more important than in the
elementary schools. To the union and promotion of both serv-
ices, Everyday English is dedicated.
Book One is built up on a few general principles :
1. Language is primarily oral.
2. Constant practice and review are necessary for skill in
language, as in any art.
vi Preface
3. Attention to the forms and principles of language may
make for efficiency in its use.
4. The study of English should lead to an interest in good
reading in prose and poetry.
5. This interest should be stimulated in many directions
and made the basis of the child's practice in expression.
6. Training in art and good taste should begin with sim-
plicity and attractiveness in the textbook.
We all know that the spoken words are the living lan-
guage, of which the written is only a symbol. The spoken
word precedes the written in the history of the race and in the
development of the child, and, in the child's life, occupies a
much larger place than in that of the educated adult.
A full third of the lessons in this book are oral, and much
of the work in the other lessons involves oral expression.
Grammar is connected with actual speech; special care is given
to drill in clear enunciation in speaking ; and oral expression
is integrated with the child's natural interest in games, dia-
logs, and dramas. Oral expression receives first attention not
merely for its own value, but because written expression is
freer and better if prepared for by full oral discussion. The
difficulties of written composition are thus divided, taken one
step at a time, and in the normal order. The reluctance to
write will be lessened, if the writing has been prepared for by
spontaneous and intelligent talk in the class.
In the selection of material for oral and written lessons, the
choice has been determined partly by the cultural value of the
ideas introduced, and partly by the suitability of the material
as a basis for practice in composition. In all selections the
interests of the children, as known to experienced teachers,
have been kept in view. Expression is impossible unless the
pupils have ideas to convey, and it is meager and artificial
Preface vii
unless it is interesting to the children themselves. But their
interest is directed to many subjects. There seems no reason
why English should be kept as a handmaid to any single sub-
ject: nature stud}^, myths, moral lessons, or practical informa-
tion. These are all useful, but there is no gain in confining
the child to any one of them. A first book in English is the
place to engage the child's interest in many subjects, and to
stimulate by poetry and pictures, by fable, story and biography,
and by many other means, his intelligence and imagination.
The plan of Book Oxe offers an integration of its practical
and cultural aims through a method approved by the experi-
ence of many teachers : First, Oral Expression ; Second, Writ-
ten Expression based on the oral discussion ; Third, Language
Drill and Study connected closely with the oral and Avritten
composition, and supplied with many reviews. This arrange-
ment will, of course, often be varied by teachers, who will sup-
plement, or omit, or rearrange, to suit the needs and attain-
ments of their classes. It is not stiff and mechanical, but
normal and flexible. It should cultivate the lively interchange
of ideas between teacher and pupils and among the pupils
themselves. It should make corrections of mistakes the work
of the class, rather than that of the teacher. It should hold
theory and practice harnessed together. It should keep gram-
mar from being considered a formal affair unfit for pleasant
intercourse ; it should make grammar the natural accompani-
ment and aid of good expression. Teachers will note that the
matter of the Oral Lessons is intended to be merely sugges-
tive, and that the grammar is limited to the simple sentence.
Every effort has been made to secure a book attractive to
the eye, a particular in which language books have been far
behind readers and geographies. The clear, open page, with
its simple typography will, it is believed, win attention with-
viii Preface
out straining the eyes ; and the illustrations should further the
purpose of the book by their fitness to the subject matter, and
by their own attractiveness. The authors desire to express
their debt to Miss Clements for the charm with which her
pictures present children's life to children.
The authors desire to acknowledge their great indebtedness
to the many teachers in both public and private schools from
whom they have learned more than they can specify ; and,
especially, to Miss Lillian Rogers, of the Horace Mann School^
and Miss Grace Day, of the educational department of the
University of Nevada, who have given valuable criticism on
the manuscript of this book.
The authors express their thanks to the following publishers
for their courtesy in allowing the use of copyright material :
to Frederick Warne and Company for the use of the picture by
Kate Greenaway ; to Ginn and Company for the picture from
Kern's Among Country Schools; to Little, Brown, and Company
for the extract from Louisa May Alcott's Little Women, and
for Helen Hunt Jackson's " October's Bright Blue Weather " ;
to the Century Company for the extract from Mary Mapes
Dodge's The Land of Pluck; to Harper Brothers for the selec-
tion from Hamlin Garland's 3fain Travelled Roads; to the
Bobbs-Merrill Company for the selection from Armazindy, by
James Whitcomb Riley, copyright 1894 ; to Houghton Mifflin
Company for E. C. Stedman's " What the Winds Bring," and
the selection from John Burroughs' Pcpacton; and to Charles
Scribner's Sons for the lines from Sidney Lanier's " Tampa
Robins."
TABLE OF CONTENTS
PART ONE
LESSON
1. Oral. Little Teacher. Colored Picture .
Written. Sentences
Language. Sentences : Declarative and Interrogative
Oral. The Hurdy-Gurdy. Full Page Picture .
Written. A Story about the Picture
Language. Dictation : Sentences, Capitals, Periods .
Oral. Poem : Singing, R. L. Stevenson, Illustrated
Written. Copying Verses and Sentences .
Language. and I. Making Sentences. Homonyms
Oral. A Rainy Day. Pull Page Picture .
Written. Sentences about the Picture
Language. Capitals. Imperative and Exclamatory Sentences
Oral. A Fable : The Danger of Talking Too Much
Written. Story of the Fable. Titles
Language. The Four Kinds of Sentences .
Oral. Story : Alice Asleep in the Wagon .
Written. Reproducing Story .....
Language. Making Sentences. The Hyphen .
Oral. Poem : ^Miat the Witids Bring, E. C. Stedman, Illus-
trated .........
Written. Writing the Poem
Language. Writing Names .....
Oral. The Balloon Man. Colored Picture
Written. Description of Picture ....
Language. Dictation : Names and Abbreviations
Oral. A Game. The Picnic. Full Page Picture .
Written. Story of the Picture
Language. Correction of Compositions .
Oral. Fable : The Frog and the Ox, Dramatized
Written. Words, Correct Usage ....
Language. On the Use of a Dictionary
Oral. Poem : Thanksgiving Bay, Lydia Child, Illustrated
ix
2.
3.
4.
5.
6.
7.
8.
9.
10.
IL
12.
13.
14.
15.
16,
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
PAGE
1
2
3
5
5
6
7
8
8<
8
10
10
11
12
12
13
14
15
16
17
18
18
19
19
20
22
22
22
23
24
24
Table of Contents
LESSON
32. Written.
33.
34.
35.
36.
37.
38.
89.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
G6.
07.
68.
69.
70.
71.
72.
Composition : How I Spent Thanksgiving Day
Language. Plurals of Nouns
Oral. A Dialog : Two Dogs, Illustrated .
Written. Dialog between Two Dogs ....
Language. Paragraphs, Oral or Written .
Oral. Fable : Tlie Larks and the Farmer
Written. A Story
Language. Paragraphing. Paragraphs in Conversations
Oral. A Nickel to Spend. Colored Picture
Written. Story of the Picture
Language. 7s and Are
Oral. An Account of George Washington, Illustrated
Written. Sentences, Corrected by Class .
Language. Capitals and Punctuation
Oral. Poem : The Land of Counterpane, R. L. Stevenson
Written. Transcription of Poem
Language. Names of Days and Months .
Oral. A True Story, Illustrated
Written. Story of Jocko ....
Language. Dictation, Abbreviations, Dates
Oral. A Picture by Kate Greenaway
Written. Completing Sentences
Language. Was and Were ; Has and Have
Oral. The Fire Engine. Full Page Picture .^
Written. A Story
Language. Criticism of Compositions
Oral. The Circus. Colored Picture .
Written. A Description ....
Language. Plurals in -s, -x, -z, -sh, and -ch
Oral. Drama: Mercury and the Woodmaji
Written. Dialog
Language. Plurals in -os and -oes
Oral. A Talk about Language .
Written. New Words
Language. Contractions ,
Oral. Poem : Suppose, Phoebe Gary
Written. Exercise on Contractions
Contractions
Language. Possessives. The Apostrophe
Oral. Story : Turning the Grindstone, Benjamin Frankl
Written. Story. Corrections by the Class
Language. Contractions ......
pAaB
26
27
28
30
30
31
32
32
33
34
34
35
37
37
38
39
39
40
42
42
43
44
44
47
48
48
48
49
49
50
51
51
52
53
53
54
56
56
57
59
59
Table of Contents
XI
LESSON
73. Oral
A Letter by Tliomas Hood, Illus-
75.
76.
-^77.
'' 78.
79.
80.
81.
82.
8.3.
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.
94.
95.
96.
97.
98.
99.
100.
etc.
W. Longfellow
A Talk on Letters.
trated
Written. Writing a Letter ; Heading, Salutation
Language. Writing Dates. Salutations .
Oral. An Old-Fashioned School, Illnstrated .
Written. Letter on a Day at School
Language. Quotation Marks
Oral. A Northern Myth : Sips Golden Hair, Emilie K
Written. Divided Quotations .....
Language. Quotation Marks .....
Oral. Coasting. Full Page Picture
Written. A Letter
Language. Plurals in -ies ; is and are ; ivas and loere
Oral. Poem : The Children's Hour, H
Written. Choice of Words ....
Language. Synonyms and Homonyms .
Oral. Pilgrims Going to Church, Illustrated .
Written. About the Picture ....
Language. Choice of Words ....
Oral. The Town in which You Live
Written. Dictation : Selection from Little Women
Language. Plurals in -ves ....
Oral. The Town in Which You Live (Continued)
Written. A Letter
Language. Plural Possessives ....
Oral. Review of Part One ....
Written, lleview. Dictation ....
Language. Review : Plurals, Possessives, Correct Usage
Review. Capitals and Punctuation
Baker
PART TWO
101. Oral. Sentences. Subject and Predicate
102. Written. Building Sentences ....
103. Language. The Complete Subject and Predicate
104. Oral. A Mute Appeal. Picture Study .
106. Written. A Paragraph .....
106. Language. Order of Subject and Predicate .
107. Oral. The Groivth of a Plant, IWustv&ted
108. Written. Dictation, Plurals ....
109. Language. Nouns
Xll
Table of Contents
LKS80N
110. Oral.
^ "111.
112.
113.
114.
115.
116.
117.
118.
119.
120.
121.
122.
12:j.
124.
■\125.
-«vl26.
127.
128.
129.
180.
131.
132.
133.
134.
135.
130.
137.
1.38.
139.
140.
141.
142.
143.
144.
145.
-^46.
147.
148.
149.
A Drill in the Right Way of Saying Things
Written. A Letter to be Answered.
Language. Pronouns
Oral. Poem .• The Barefoot Hoy, J. G. Whittier
Written. A Composition of Several Paragraphs
Language. A, an, the. Homonyms. Synonyms
Oral. Waiting for Mistress. Picture and Dialog
Written. A Dialog
Language. Verbs and Verb Groups
Oral. Story : A PrHty Thief, Illustrated
Written. Reproduction of Story
Language. Verbs and Verb Groups
Oral. The Old Garden. Colored Picture
Written. A Description ....
Language. Verbs : Number and Tense .
Oral. Planning a Letter ....
Written. Writing a Letter
Language. Criticism of the Letter .
Oral, reading the Letters
Written. Re-writing the Letter
Language. Two Troublesome Verbs : See, Do
Oral. Poem : October's Bright Blue Weather, H. H. Jackson
Illustrated
Written. Dictation
Language. Prefixes and Suffixes
Oral. Abraham Lincoln, Illu.strated
Written. Composition, with Outline
Language. Double Negatives .
Oral. A Picture Story, Illustrated .
Written. A Story
Language. Review of Nouns, Pronouns, and Verbs
Oral. The Bird Shop. Colored Picture .
Written. A Story Suggested by the Picture
Language. I'unctuation ....
Oral. Proverbs .....
Written. A Story about a Proverb .
Language. Simple Subject, Simple Predicate, Modifiers
Oral. Poem : Daffodils, William Wordsworth
Written. Composition, with Outline
Language. Analysis of Sentences .
Oral. Your State
PAGE
98
99
99
101
102
102
104
104
105
106
109
109
110
110
111
111
112
112
113
113
113
115
118
119
120
122
122
124
126
126 .
126
127
127
129
130
130
131
132
132
133
Table of Contents
xni
LESSON
150. Written. Composition, with Outline
Language. Modifiers
Oral. The States, Illustrated ....
Written. Composition of Several Paragraphs .
Language. Criticism of Compositions
Oral. Corn, Illustrated
Written. Sentence Building ....
Language. Adjectives
Oral. Robert E. Lee
Written. A Generous Action ....
Language. Sit or Set. Verb Groups
Oral. Poem: Old Ironsides, O. W. Homes, Illustrated
151.
152.
153.
154.
155.
156.
157.
158.
159.
100.
161.
162.
163.
164.
165.
166.
167.
168.
169.
170.
171.
172.
173.
174.
175.
176.
177.
178.
179.
180.
181.
182.
183.
184.
185.
186.
187.
188.
189.
190.
Written. Sentence Building ....
Language. Lie or Lay .....
Oral. An Unfinished Story. Poem, J. W. Riley
Written. Completing the Story
Language. Criticism of Compositions
(.)ral. Lion Family. A Picture Study
Written. An Exercise in .Description
Language. Review Exercises ....
Oral. Business Letters. Topics
Written. Writing a Business Letter
Language. Shall, Will. Verb Groups .
Oral. Business Letters. Protests .
Written. Telegrams
Language. Adverbs
Clear Enunciation ......
Written. Various Topics. Outlines
Language. Sentence Building. Adverbs
Oral. Wheat, Illustrated ....
Written. Dictation : A Threshing Scene, Hamlin Garland
Language. Sentence Analysis
Oral. A Drama : Tlie Colonists
Written. A Story, with Quotations
Language. Common and Proper Nouns .
Oral. Poem : Robert of Lincoln, W. C. Bryant
Written. Sentence Building ....
Language. Number : Nouns, Pronouns, Verbs
Oral. Irarns. An Unfinished Story
Written. Completing the Story
Language.
Criticism of Compositions
XIV
Table of Contents
LEBSOI<
191. Oral. Enunciation ....
192. Written. Sentence Building .
193. Language. Compound Subjects
194. Oral. Apple Picking. Colored Picture
195. Written. Topics for Compositions .
196. Language. The Elements of a Sentence
197. Oral. Review : Sentences, Subject, Predicate, Parts of Speech
198. Written. Review : A Telegram and a Letter .
199. Language. Review. Exercises on Pronouns and Verbs
200. Review. Capitals and Punctuation ....
PAGE
172
173
174
175
175
175
176
177
177
178
Pepacton,
John Bur
PART THREE
201. Oral. Enunciation. Selections
202. Written. A Vacation Incident
203. Language. The Parts of Speech
204. Oral. Aurora. A Picture Study
205. Written. Compositions, with Outlines
200. Language. Nouns. Review .
207. Oral. Bees, Illustrated .
208. Written. A Paragraph for Study : from
roughs ......
209. Language. Pronouns : Personal
210. Oral. A Game with Words
211. Written. Words Misspelled or Misused
212. Language. Verbs and Verb Groups
213. Oral. Greek Stories, Illustrated
214. Written. Building Sentences .
215. Language. Adjectives : Comparison
216. Oral. The Windmills of Holland, M. M. Dodge
Picture
217. Written. A Description .
218. Language. Adverbs
219. Oral. Heroes of the North. Full Page Picture. Poem: Ode
to the Brave, Collins .
220. Written. A Narrative
221. Language. Phrases and Prepositions
222. Oral. An Unfinished Story : Hoeing and Fishing,
223. Written. Building Sentences ....
224. Language. Conjunctions. Interjections
225. Oral. Poem : ITie Concord Hymn, Illustrated
Colored
Illustrated
179
180
181
182
183
184
184
186
187
188
188
188
189
191
191
193
194
194
195
198
199
200
202
202
203
Table of Contents
XV
I.E8S0N
226. Written. The Choice of Words
Language. The Parts of Speech Reviewed
Oral. Stories of Adventure ...
Written. A Narrative ....
Language. Criticism of Compositions
Oral. The Dangerous House Fly, Illustrated ,
Written. A Business Letter . . . .
227.
228.
229.
230.
23L
232.
233.
234.
235.
236.
237.
238.
239.
240.
24L
242.
243.
244.
245.
246.
247.
248.
249.
250.
Language. Transitive Verbs
Oral. The Pestilent Mosquito
Written. Letters of Invitation ....
Language. Transitive Verbs and Objects
Oral. On Explaining Things
Written. Explanations
Language. Case .......
Oral. A Drama : A Midsummer-Night'' s Dream, Illustrated
Written. Building Sentences
Language. The Objective Case (Continued) .
Oral. In Many Worlds
Written. A Letter
Language. The Verb Be
Language. Objects and Complements. Indirect Object
Language. Case ....•■•
Reviev?. The Parts of Speech
Revievs'. Sentence Analysis
Review. Capitals. Abbreviations. Punctuation .
Books for Boys and (iirls in Grades Four, Five, and Six
Indicx
PAliE
206
205
206
207
207
208
209
210
211
214
214
215
216
217
218
224
224
226
227
227
229
229
230
231
232
234
237
V-t. RVN
LITTLE TEACHER
EVERYDAY EJ^GLISII
BOOI^ ONE
PART ONE
1. ORAL LESSON
LITTLE TEACHER
Look at the picture on the opposite page. Why is it
called " Little Teacher " ? How many children do you see ?
About how old do you think each one is? Are they in
school or at home? Tell what each one is doing. Which
one is playing teacher? Which is the youngest? What is
he doing ? What toys are there in the room ? Which toys
are placed as if they were in the play? What is the cat
doing ? Is she in the game ? What else do you see in the
picture ?
Let us answer each of these questions again, putting each
answer into a good sentence. Let one pupil answer the first
question, another the second, and so on. These answers will
give the story of the picture.
Let several pupils tell the whole story. Let other pupils
tell how they have played school at home. In telling these
stories, stand erect, hold the head up, face the class, and speak
distinctly.
B 1
2 Everyday Eiiglisli
2. WRITTEN LESSON
This is to be a written exercise about the picture in
Lesson 1.
In writing, always leave a margin of one inch on the left
side of the sheet. Write your name in full in the upper
right-hand corner, use only one side of the sheet, and write
as plainly as you can.
Let each pupil write a sentence about the picture. Let
these be read "aloud. When each is read, decide whether it
is a sentence or not. Put a few of the sentences on the
board. Then let each pupil write five sentences about the
picture. Begin each with a capital. Let some of them be
read aloud, and decide whicli are sentences.
Your written page should look like this :
Sentences 3
3. LANGUAGE LESSON
A sentence is a group of words making complete sense.
Some groups of words make only incomplete sense. The
following are not sentences :
1. In the picture
2. When the dog plays
3. After a while
4. Reading to the dog
When the sense is completed, each one becomes a sentence.
1. In the picture are a dog and a boy.
2. When the dog plays he runs and barks.
3. After a while we'll go and play.
4. Reading to the dog will not teach him anything.
Make sentences of the following :
1. Yesterday morning
2. When the lesson was over
3. Words making complete sense
4. With a capital letter
5. The dog in the chair
6. A margin on the left side of the page
7. About the picture
8. When will the boy
9. What kind of book
10. The book in the boy's hand
We have been using two kinds of sentences, questions and
answers. A question asks something ; an answer tells some-
thing. Write the following sentences from dictation :
A sentence that asks a question is an interrogative sentence.
A sentence that tells something is a declarative sentence.
■iV 5>^^v^^4. Qu
THE HURDY-GURDY.
Study of a Picture 5
4. ORAL LESSON
THE HURDY-GURDY
Make sentences in answering these questions.
How many children are there in the picture ? How many
boys? How many girls? Have they been to school?
What time of year is it ? What time of year do hurdy-
gurdies come around ? How is the man dressed ? What is
his wife doing? What does the monkey wear? What is
the monkey doing ? Is his hat for any other use except
to wear? What will he do with the pennies? Can the
monkey in the picture do any tricks ? What do you suppose
they are ? What will he have to eat ? Where do he and
his master live ? How mach money do you think they earn
in a day ? Have you ever seen monkeys ? Where did you
see them ? Were they all alike ? Were they of different
sizes ? Tell how they looked.
If your teacher is willing, make a game of answering these
questions. Let one pupil ask a question about the picture
and another answer it. Did each use a sentence ? Let
other questions be asked and answered in the same way.
Are the questions and answers all sentences ? Let several
pupils now tell about the picture, speaking distinctly and
using good sentences.
5. WRITTEN LESSON
Write as much as you can about the picture. Follow the
directions in Lesson 2. Some of these compositions are to
be read aloud in the class. Which are the most interesting ?
Do they make good sense ? Are the sentences correct ?
Perhaps your teacher will prefer to have another oral
lesson about the picture instead of this written lesson.
6 Evervdav Eno-lish
G. LANGUAGE LESSON
Dictation hy the teacher:
Every sentence should begin with a capital.
How did you write Every ? With a capital E ? How
many put a period after the word capital ?
Dictation hy the teacher :
Every sentence that tells something should end with a
period.
Every sentence that asks a question should end with a
question mark.
Did you remember the capitals and the periods ?
In the following sentences which are declarative ? Which
are interrogative ? Put the proper marks at the end of
each.
1. George and May are brother and sister
2. Mr. Lawrence, their father, is a doctor
3. How old do you suppose they are
4. What is your age
5. You are just the same age as May
6. AVould you like to know something more about George
and May
7. If you read the book, you will hear about them from time
to time
8. How old is George
9. He is two years older than May
10. Where do they live
11. Perhaps you will find out in another lesson
12. Can you remember their names and ages
Turn back to Lesson 1 and tell which of the sentences are
declarative and which interrogative.
Study of a Poem 7
7. ORAL LESSON
SINGING
Of speckled eggs the birdie sings,
And nests among the trees.
The sailor sings of ropes and things
In ships upon the seas.
The children sing in far Japan,
The children sing in Spain,
The organ with the organ man
Is singing in the rain.
— Robert Louis Stevexson.
Read the poem aloud. Commit it to memory, noticing
that it tells first of the birds, second of sailors, third of the
children in far countries, and fourth of the organ with the
organ man. They are all singing. What does each sing
about ? Do you know any other poem by Stevenson ?
8 Everyday English
8. WRITTEN LESSON
Copy the poem in Lesson 7. Are your capitals and periods
correct ? Is your writing neat and distinct ?
Copy the following sentences :
James and I are going on a picnic.
0, I wish you were going with us !
There are three words in our language that contain only
a single letter. What are they ? Two of them are always
written with a capital. What are they ? Write other sen-
tences containing" and /.
'to
9. LANGUAGE LESSON
Dictation hy the teacher :
Every line of a poem should begin with a capital.
The words and / should always be capitals.
Make five sentences by telling something about the fol-
lowing : farmer, conductor, policeman, organ grinder, sailor.
Write five interrogative sentences, each containing one
of these words : sing, play, beg, climb, dance.
Some words sound alike, but differ in spelling and meaning :
as to, too, tioo, or, ivrite, wright, right. For the following words,
write others pronounced the same but spelled differently,
no wood our son ate
meat sent new bough flour
10. ORAL LESSON
A RAINY DAY
Study the picture carefully, until you can make questions
or answers. Ask the teacher to divide the class into two
A Rainv Day
9
S^yiv«.v \ C\-tTrw*'»^^V~^
A KAINV DAY,
1(J Everyday English
sides. Each pupil on one side must ask a question, each
question must be answered by a pupil on the other side.
Are the questions and answers good sentences? If any
question or answer is not a sentence, it counts a point for
the other side. Some of the class may tell the whole story
of the picture.
11. WRITTEN LESSON
In the last lesson you talked about the children in the
picture. Can you think of five or six sentences to write
about one of the children? Give the child a name; tell
what costume he wears, and what he is doing. What else
can you tell about him? What you write will make a
story. Follow the directions in Lesson 2 as to margin, and
be careful to use capitals and periods correctly.
Some of these stories are to be read in the class. Sen-
tences from the stories will be rewritten on the board.
Look at the names. How are the names written?
12. LANGUAGE LESSON
All words referring to God, as Lord, Our Lord, Jehovah,
begin with capitals.
Names of persons, places, countries, and cities begin with
capitals.
James W. Thompson, Albany, New York, United States.
The name of the boy dressed as a pirate is Harry Brown,
and he lives in Cleveland, Ohio. Imagine a name for each
of the children and a city in which they live. Write these
names correctly with capitals. Notice how the comma (,)
is used in the example above.
Study of a Fable 11
An imperative sentence makes a command or request.
Give me the book.
Please shut the door.
An exclamatory sentence expresses surprise or other strong /
emotion. An exclamatory sentence ends with an exclamation
mark.
Oh, mother, it is snowing !
What fun we'll have coastina; !
A declarative sentence makes a statement.
An interrogative sentence asks a question.
13. ORAL LESSON
' THE DANGER OF TALKING TOO MUCH. A FABLE
There was once a turtle who wished to fly. So he asked some
wild geese to teach him. They told him that he could not learn
because he had no wings. But they offered to carry him through
the air, so that he might see what it was like.
Taking a stick, they told him to hold firmly to it with his
mouth, and on no account to speak a word. Then two of the
geese took the ends of the stick in their bills, and rose high in
the air, carrying the turtle between them. As they were pass-
ing over a village, one of the people saw the strange sight, and
cried out, " Well, did you ever see such a thing ? There is a tur-
tle flying with two geese. Look ! Look ! " Other people cried
out in surprise at the sight, until the turtle could contain himself
no longer.
" Well," he started to say, " why shouldn't I — ," and was
presently dashed to pieces on the street below.
12 Everyday English
Read the story silently. Answer these questions : What
did the turtle wish / Why ? VV^hat couiniand did the geese
give him? Why? How did they carry him? Who saw
them in the air ? What did they say ? What did the turtle
attempt to answer ? Why did he not finish what he wanted
to say ? Has the fable any meaning for us ?
Tell the story to the class, remembering to stand erect,
face the class, and speak clearly.
14. WRITTEN LESSON
Write the story of the turtle. After you have written
your name in the upper right-hand corner, write the title of
the story on the first line of the page. The principal words
of a title should begin with capitals.
The Turtle Who Talked Too Much
Begin your story on the second line. Begin your first
word one inch to the right of the margin. See Lesson 2.
Some of the stories are to be read aloud, and the class is to
decide whether they are told in a clear and interesting way.
One story is to be written on the board. Are the sentences
right ? Are capitals used properly ? Correct the sentences
and capitals in your own composition. Perhaps your teacher
will send some of the best written stories to the second or
third grade, to be used for their reading lesson.
15. LANGUAGE LESSON
Select from the fable in Lesson 13 the declarative sen-
tences and the interrogative sejitences. Are there any ex-
clamatory sentences? Any imperative sentences?
Imagine tliree exclamatory sentences which might liave
occurred in the story.
A Story 13
Imagine three imperative sentences which might have been
spoken in the conversation between the geese and the turtle.
Change the following declarative sentences to interroga-
tive sentences.
The turtle wished to fly.
He asked the wild geese to teach him.
It was in the morning.
He was told not to speak.
He never finished his remark.
In writing these sentences, be careful in using capitals and
the three punctuation marks (. ? !).
16. ORAL LESSON
A STORY
Alice was four years old ; a chubby, rosy little girl, whose play
was of the quiet sort. She could spend hours with her doll and
her kitten. Her favorite nook was under the great pine trees
down by the pond before the house ; and her greatest pleasure
was to ride with her father when he drove into the village. If
the day was warm she would curl up under the seat of the wagon,
on the clean straw, and would often fall asleep there.
At dinner one day her father said :
" I am going to town this afternoon. Alice may go along if
she likes."
" And may I bring dollie and the kitten ? " said Alice.
'' Certainly," said her father.
A little later, when he drove the wagon up before the door,
Alice did not appear. Thinking she had changed her mind, her
father drove off to town.
An hour or two later, her mother began to wonder where Alice
was. She went to the door and called; but no one answered.
14 Everyday English
She looked through the house ; Alice was not there. Neither was
she in the pine grove by the pond, nor in the barn, nor in any of
the places where she was accustomed to play. No answer came
to her mother's repeated calls. Beginning now to be thoroughly
alarmed, her mother searched and called again through every part
of the house and grounds. But she had no glimpse of Alice's
sunny head and blue frock ; she heard no sound of Alice's clear
voice. When her father returned, he left the horse and wagon
standing by the door and at once joined in the search. At last
they began to think they must send for help and drag the pond
for her body.
Just as her father went to the telephone to call in some of the
neighbors, Alice came walking in, her dolly in one arm, her
kitten in the other. Her hair was tousled, and her eyes were
dreamy. Her mother ran to her and seized her in her arms.
" Alice, Alice, where have you been, my dear ? "
"Asleep in the wagon, under the seat," said Alice.
What kind of child was Alice ? How old ? How did she
amuse herself ? What was her favorite place to play ? What
did she like to do with her father? Where was she when
her father started for the village? Why did he not see
her ? Where had she been while they were seeking her ?
Several pupils may tell the story aloud. Use short sen-
tences, and do not use the word and too often.
17. WRITTEN LESSON
Write the story of Lesson 16 in your own words. Choose
a title as in Lesson 14. Be careful about spelling, capitals,
periods, and question marks. Write carefully and plainly.
In writing or printing it is sometimes necessary to divide
a word, putting part of the word at the end of one line and
Making Sentences 15
part at the beginning of the next line. The hyphen (-) is
used to mark the division, and is placed only after a syllable.
Many of the Written Lessons in this book may require
two or three recitations. The first draft of the story can be
made on the first day, and it can be corrected and rewritten
on the other days.
18. LANGUAGE LESSON
In the following groups of words, which are sentences
and which are not sentences ? Complete those that are not
sentences so that they make good sense.
1. Alice went to town in the wagon.
2. Under the seat in the straw "
3. Her kitten and her doll in her arms
4. Her mother sought her everywhere.
5. Alice, where have you been ?
6. In the wagon asleep all this time
7. Such a sleepy-headed little girl
8. Why did you get under the seat ?
9. A very wann day
10. We were dreadfully frightened.
11. Alice, Alice, please answer !
12. Come, get ready for supper.
Which of these sentences make statements? Which ask
questions? Which make requests or commands? Which
express strong emotion? Which of these sentences are de-
clarative? interrogative? imperative? exclamatory?
Write four sentences, each with the name of some person
or place in it.
Where is the hyphen used in Lesson 13? Give the rule
for using the hyphen.
16
Everyday English
19. ORAL LESSON
WHAT THE WINDS BRING
Which is the Wind that brings the cokl ?
The North-Wind, Freddy, and all the snow ;
And the sheep will scamper into the fold
When the North begins to blow.
Which is the Wind that brings the heat?
The Soiith-Wind, Katy ; and corn will grow,
And peaches redden for you to eat.
When the South begins to blow.
Which is the Wind that brings the rain?
The East- Wind, Arty ; and farmers know
The cows come shivering up the lane.
When the East begins to blow.
What the Winds Bring; 17
Which is the Wind that brings the flowers ?
The West-Wind, Bessy ; and soft and low
The birdies sing in the summer hours,
When the West begins to blow.
— Edmund Clarence Stedman.
What is the title of the poem ? Is it a good title ? Why ?
Tell what the north wind brings. When does the north
wind blow ? What do the sheep do? When does the south
wind blow? What does it bring?
What does the east wind bring? Do men and animals
like it? Which wind brings the flowers? Which winds do
the birds and animals like best?
Commit the poem to memory. Notice what each stanza
describes. Recite the poem to the class.
A stanza is a group of lines forming part of a poem. This
poem has four stanzas. How are the lines of each stanza
connected? What lines rhyme in each stanza? How many
stanzas in the poem in Lesson 7?
Do you know any other poems about the winds? There
is one by Christina G. Rossetti, that begins, " Who has seen
the wind?", another by Robert Louis Stevenson beginning:
" I saw you toss the kites on high."
20. WRITTEN LESSON
Write the poem from memory. Let several pupils write
it on the blackboard. Have they written the poem cor-
rectly? Does every line begin with a capital? What
periods and question marks are used? What children's
names are in the poem? How must they be written?
After your poem is correctly written, take it home as a
specimen of your best work.
18 Everyday English
21. LANGUAGE LESSON
WRITING NAMES
Write your own name in full ; the names of your father
and mother.
The name of Mr. John Henry Newman might be written
Mr. John H. Newman, or Mr. J. H. Newman. Mr. is an
abbreviation for Mister. The first letter of a person's name
is called an initial. The initial is always a capital, and,
like other abbreviations, is followed by a period.
The abbreviation Mrs. now stands for the word Mis-ez,
which is never written out. The old form of the word was
Mistress. Miss is not followed by a period. How are Mrs.
and Miss used?
Write the names of five people you know, using Mr., Mrs.,
or Miss, and at least one initial in each name.
Write the names of the two children mentioned in Les-
son 6. Write the names of their father and mother.
22. ORAL LESSON
What do you see in the picture on the opposite page?
What time of year is it? How can you tell? Is it warm
or cold? AVhere is the scene? Is it in a city park? Wliat
are the children doing? What have they in their hands?
How much does a balloon cost? What has the balloon man
for sale besides balloons? What has he in his basket? How
many persons are there in the picture? How many children?
Is the first girl on roller skates going to buy a balloon or
a pin wheel? Have you ever skated on roller skates,
holding a pin wheel? Have you ever had a toy balloon?
What happened to it? Wliy does a balloon float in the air?
Have you ever seen fire balloons on the Fourth of July?
"W-iTVx -'^**\ « '^ -'* '^^•-^^ ^-'^
THE BALLOON MAN
Names and Abbreviations 19
Have you ever seen a great balloon big enough to carry men
as passengers? How are the passengers carried? What is
an aeroplane? Pronounce a-e-ro-plane, not a-r-e-o-plane.
Have you seen one? What is the difference between a
balloon and an aeroplane? What is an aviator? Avis is
the Latin word meaning bird. An aviator is a bird-man
or a flier. Let one pupil tell everything he can see in the
picture. Another may tell what the children will do with
their balloons and pin wheels. Another may tell all he can
about balloons, great and small.
23. WRITTEN LESSON
Describe what you see in the picture. Tell (1) where
the scene is, (2) the time of year, (3) something about the
balloon man, and (4) something about the children. Select
a title for your description and write it on the first line of
your sheet, as in Lesson 14.
You should now be able to write much more correctly than
in the earlier lessons. Be sure to write nothing wrong.
When necessary, ask the teacher for lielp in regard to spell-
ing, capitals, or punctuation. So far as there is time, read
the stories aloud and criticise them for the following points :
Is the story well told? Is anything important omitted?
Would you change anything in the story? Which stories
are told best?
24. LANGUAGE LESSON
Write the names of Robert Louis Stevenson, Edmund
Clarence Stedman, Henry Wadsworth Longfellow, Jolm
Greenleaf Whittier, William Cullen Bryant. Rewrite their
names, using initials for the first two names of each.
20 Everyday J'higlish
These abbreviations are in common use :
Mr., Mrs., Rev. for Reverend; Dr., for Doctor; St., for Street;
Ave., for Avenue ; R.R., for Railroad ; Jr., for Junior.
What abbreviation is used fur the name of your state ?
Write the following sentences from dictation :
Mrs. James H. Brown called this afternoon.
The Rev. H. R. Colton will preach next Sunday.
Tell Dr. Foster that Miss Lucy is not feeling well.
Return these books to Mrs. Greene, 135 Main St.
The Boston and Maine R.R. has a large station in Boston.
25. ORAL LESSON
THE PICNIC
This picture looks as if it had a story. What is the
story? Ask your teacher to divide the class into two sides.
The first pupil on one side must ask a fair and sensible
question about the picture, and the first pupil on the other
side must give an answer, and so on, all round the class.
If a sill}^ question is asked, it counts one against the side
that asks it, but a good question counts one for the side.
In the same way a good answer adds one to the score of the
other side, and a poor answer subtracts one. The teacher
is the umpire. After every one has had a chance for a ques-
tion or answer, the score will be counted and you can see
wliich side has won. But while you are playing the game,
do not forget the story. Have you learned all that you can
about it from the picture? The side that has the low score
might have another chance. Can any of them tell anything
more about the picture? After they have finished, several
pupils may tell the story in turn. Each should tell it from
beginning to end without hesitating or stammering.
21
22 Everyday English
26. W MITTEN LESSON
Think over carefully a story about the picture in Lesson
25. Never mind if your idea of the story is different from
that told in the class. But be sure that you know your
story, — how it is to begin, what is to come in the middle,
and how it is to end. What is the title of your story ?
How and where should it be written ? Write the storv care-
fully. Several of the stories are to be read aloud in the class.
Which are the most interesting ?
In some schools they have a class story book in wliicli the
best stories written by pupils are kept to show to visitors.
Are any of your stories about the picnic good enough to be
fded in such a book?
27. LANGUAGE LESSON
The compositions written in Lesson 26 are to be criticised
aloud by the teacher for mistakes in spelling, capitals, punc-
tuation, and sentences. Every bad sentence that she reads
is to be written correctly by the class. Are these new sen-
tences correct ? If not, they must be rewritten correctly on
the board.
28. ORAL LESSON
FABLE OF THE FROG AND THE OX
ScKNE : Two frogs, a big and a little one, are sitting on the bank of a pool.
An ox is grazing in the meadow near by.
Tlu' Little Frog. O father, father. I've just seen such a terrible
creature.
The Big Frog. Where, my son ?
Little Frog. Over there in the meadow.
The Frog and the Ox 23
Big Frog, What did it look like ?
Little Frog. It was red, it stood on four legs, it had big eyes, and
two curved sticks standing out on its head. And,
oh! it was so big.
Big Frog. Tut, tut ! how big ? As big as I ?
Little Frog. 0, bigger, much bigger.
Big Frog. That cannot be. But I can make myself bigger.
{Puffs himself iip.) Was it as big as this ?
Little Frog. yes, much bigger.
Big Frog. {Puffing himself up still more.) Pooh ! I don't be-
lieve it. Was he as big as this ?
Little Frog. yes, bigger, bigger !
Big Frog. {Puffing himself still more.) As big as this ?
Little Frog. Yes, yes, very much bigger.
Big Frog. {Puffs a little more, and then ff.ies into pieces, ivith a
noise like a x)op-gun.)
Little Frog. Oh ! father !
This drama is to be read aloud, one pupil taking the part
of the Little Frog, another that of the Big Frog. It may
be read several times, and the reading criticised for expres-
sion and dramatic interest.
Let the class dramatize the fable, " The Danger of Talking
Too Much" (Lesson 13). The parts to be taken by the
pupils are: (1) The Turtle; (2) The First Wild Goose;
(3) The Second Wild Goose : (4) The People in the Vil-
lage. This should be repeated, with different children tak-
ing the parts, until the little play is well acted.
29. WRITTEN LESSON
The teacher will dictate a list of words that have been
misspelled or used incorrectly by the class. The pupils will
write sentences using and spelling these words correctly.
24 Everyday Englisli
80. LANGUAGE LESSON
ON THE USE OF A DICTIONARY
The dictionaiy is very necessary in learning to use our
language correctly. No one knows all the words in our
lansfuasre : there are about two hundred thousand of them.
So we are all likely to hear or see words we do not under-
stand. The dictionary will tell us what they mean. We
often see words in print that we cannot pronounce. The
dictionary will tell us how to say them. If we are in doubt
about the spelling of a word, again we go to the dictionary.
Exercise : Find out from the dictionary the meaning and
pronunciation of the following Avords. Ask your teacher to
explain to you, if you do not know, how to find the words, and
about the accents and the diacritical marks. Make a point
of spelling correctly whenever you write. Don't allow your-
self to form any bad habits in spelling. Perhaps your teacher
will choose the words that you have misspelled for your les-
son in spelling.
chimpanzee fable zigzag
hyphen apostrophe dialog
turret dictionary masquerade
Use each word in a sentence. .
81. ORAL LESSON
THANKSGIVING DAY
Over the river and through the wood,
To grandfather's house we go;
The horse knows the way
To carry the sleigh
Through the white and drifted snow.
Tlianksp-iviiiM- Day 25
Over the river and through the wood —
Oh, how the wind does blow !
It stings the toes
And bites the nose,
As over the ground we go.
Over the river and through the wood,
To have a first-rate play.
Hear the bells ring,
" Ting-a-ling-ding I "
Hurrah for Thanksgiving Day !
Over the river and through the wood
Trot fast, my dapple gray !
Spring over the ground,
Like a hunting hound !
For this is Thanksgiving Day.
Over the river and through the wood,
And straight through the barnyard gate.
We seem to go
Extremely slow, —
It is so hard to wait !
Over the river and through the wood —
Now grandmother's cap I spy !
Hurrah for the fun !
Is the pudding done ?
Hurrah for the pumpkin pie !
— Lydia Maria Child.
Who is supposed to be speaking in the poem ? What day
is it? Where are they going? What will they do there?
Why does the horse " know the way " ? What is meant by
26
Everyday English
"carry the sleigh"? Do they say this in your part of the
country ? What is the weatlier like ? How do you know ?
What bells are meant in the third stanza? What is a
"dapple gray"? Whom do the children see first at grand-
father's house ? How will they spend the day ?
Where was Thanksgiving Day first observed? How did
it come to be observed ? At what time of year is it now
held; on wliich day of which month? Who appoints the
day every year ?
Read the poem aloud. Read it as if you were yourself in
the Thanksgiving party.
32. WRITTEN LESSON
Tell how you spend Thanksgiving Day, and what makes
it interesting for you ; with whom you spend it ; where you
spend it ; what things you do. Select a title for your com-
position. Write the title on the first line of your sheet.
The principal words of a title begin with capitals. AVrite
carefull}^, and try to make your account interesting. Let
some of the class read the compositions aloud. Whose is most
interesting? Which shall go into the chiss story book?
Your teacher may prefer to make this an oral lesson.
Plural of Nouns 27
33. LANGUAGE LESSON
PLURALS OF NOUNS
bed
toy
hour
day
soldier
beds
toys
lio\irs
days
soldiers
Which of these words name single things only ? Which
name more than one thing ? What letter do you add to bed
so as to make it mean more than one ? Plow do we change
names that mean one thing so that they will mean more than
one?
A word that names only a single thing is singular.
A word that names more than one is plural.
These name-words are called nouns.
Singular nouns are made plural by adding s.
Spell the plurals of the following nouns:
uniform drill ship house pillow
plain land horse tree giaut
Give the plural forms of the singular nouns in the follow
ing selection :
There's tempest in you horned moon
And lightning in yon cloud.
But hark the music, mariners !
The wind is piping loud ;
The wind is piping loud, my boys,
The lightning flashes free —
While the hollow oak our palace is,
Our heritage the sea.
Some plural nouns do not end in s. What are the plurals
for man, woman, child, mouse, ox, sheep, foot, tooth ?
28
K\eryday Eiiulisli
34. ORAL LESSON
TWO DOGS
Scene : A Roadside.
Enter two dogs, Bover and Tyke.
Rover Good morning, Tyke. Where are you going ?
TyTvC. Oh, anywhere. I'm running about looking for fun.
Rover. Come, let's sit down and talk a bit.
Tyke. Very well. How are you getting along ?
Rover. Oh, well enough. But life gets a little tiresome, some-
times.
TyTce. Why, I thought a rich man's dog never could be un-
happy.
Rover. You'd think differently if you were in my place. This
fine collar on my neck is a great bother. It's too
heavy, and it often chafes. When I dig a hole for mice
or moles, the collar is in the way. When I go for a
walk with Master in the park, he fastens a chain to
it and leads me. It is very
tiresome to have to trot along
in the walks by his side,
when the air is full of in-
teresting smells that 1 want
to find out about.
Tyke. But when I go into the
park the boys throw stones at
me because there's no one to
take care of me. My master
is away at work all day ; if he
could go with me the boys
would not dare molest me.
rn
Two _DoL>'s 29
'to
Mover. I think I shouklivt mind the boys and the stones, if
only I could run free. I'd show my teeth and growl,
and that would settle the boys.
Tyke. Yes, and you'd have the policemen after you, or, worse
still, the dog-catcher. Did you ever hear what the
dog-catcher does with _^^
stray dogs that lose / ^ >
their tempers ? "] ^-^^
Rover. No, what is it ?
Tyke. Well, they tell me that
he takes you to a place
where they shut you
into a cage with other
dogs that nobody owns. Then they put you into a
close room and turn on an evil smelling stuff, and
you get sleepy and sick, and then you don't know
anything more, — and then they bury you.
Rover. That is awful.
Tyke. And then we poor dogs are often hungry and cold.
Sometimes we have to find our food in ash-barrels and
gutters. In cold weather we have no warm nest, like
yours, to sleep in. We shiver until, — but what's that
smell ?
Rover. A mole, I do believe ! Come, come. [Exeunt.
This dialosf is to be read aloud several times with dif-
ferent children taking the parts of Rover and Tyke.
Extend the dialog by adding another conversation be-
tween the dogs as they sit down to rest again. Did they
catch the mole? Imagine that they talk about their masters
and their homes. The class may decide what is to go into
the dialog. The dialog should be repeated several times.
Perhaps the teacher will read to you Burns's "Twa Dogs."
30 Everyday English
35. writtp:n lesson
Write a part of the dialog between Rover and Tyke that
you made in Lesson 34. Follow the models in Lessons 28
and 34.
36. LANGUAGE LESSON
PARAGRAPHS
A group of sentences about a single subject or topic makes
a paragraph. If you made a number of sentences describ-
ing the picture in Lesson 1, these sentences would form a
paragraph. In order to make a good paragraph, the sen-
tences must be arranged carefully so that the listener or
reader can follow from one to the other. Often the first
sentence tells what the paragr<aph is to be about. At the
close of Lesson 10, some children were asked to tell the whole
story of the picture. This story might make a single oral
paragraph. When it was written in Lesson 11, it would
make a single written paragraph. If a story is a long one,
several paragraphs may be needed ; but if the sentences are
about a single subject, they may be put in one paragraph.
Make oral paragraphs on the following topics, remember-
ing (1) that all the sentences must be about one topic, and
(2) that they must be carefully arranged in order. Each
topic is to be tried by several children, and the paragraphs
criticised by the teacher.
1. The Picture, Little Teacher^ Lesson 1.
2. The Picture, Children Masquerading^ Lesson 10.
3. The Poem, What the Winds Bring, Lesson 19.
4. Tlie Picnic Party, Lesson 25.
5. How to Use a Dictionary, Lesson 30.
How is a paragraph indicated in printing, or in writing?
The Larks and the Fanner 31
37. ORAL LESSON
THE LARKS AND THE FARMER
Down in Mr. Brown's meadow, near the brook, the lark had
found a quiet place for her nest. Out of the speckled eggs had
come four downy little larks. The mother was kept busy all
day finding worms and insects enough to satisfy their appetites.
One day, on her return to the nest, the little ones said, " 0,
Mother, we must move away at once. Mr. Brown is going to cut
the grass in the meadow to-morrow."
" How do you know ? " said the mother-lark.
"We heard him ask his son to go to his neighbor, Mr. White,
and have him come to help cut the grass to-morrow."
" In that case," said the mother, " we need not move. There
is time enough yet."
• The next day when she returned to the nest, the little larks
cried out eagerly :
" Mother, Mother, we must move."
'' Why ? " said she.
" Because we heard Mr. Brown send his son over to his brother,
to ask him to help cut the hay."
" Then," said the old lark, " we need not hurry."
On the third day the little larks said to their mother:
"Don't you think we had better move away ?"
" What have you heard ? " said she.
" We heard Mr. Brown say to his son that since his neighbors
and his relatives would not help cut the hay, he and his son must
begin at once and cut it themselves."
" Then," said the wise old lark, " it is high time to move."
Where was the lark's nest ? On whose land ? Wh}^ did
the young larks want to move? Whom did Mr. Brown ask
to help him ? Why did the old lark sa}^ tliey need not
32 Everyday Eng'lish
move? When did the old lark decide to move? Why?
What does this fable mean ? Can you invent another title
for it?
Let several pupils tell the story aloud, and have the class
decide whether anything important has been left out, and
who has told the story best. Who used the fewest ands?
38. WRITTEN LESSON
Think the story through carefully. Then write it in your
own words. So far as there is time, the stories will be read
aloud and criticised for the following points : Is the story
well told? Is anything important omitted? Are things
told in the right order? Would you change anything in
the story? Which stories are told best?
39. LANGUAGE LESSON
A paragraph is a division that gives one part of the story,
or one of the speeches made by the characters.
The first word of a paragraph begins a little to the right
of the margin. In writing begin the first word of a para-
graph about one inch to the right of the margin. This is
called Indention.
How many paragraphs are there in the story in Lesson
13 ? What is each paragraph about ?
Look up the stories in Lessons 16 and 37 and tell what
the paragraphs in them are about.
Select all the plurals that occur in the story in Lesson 37.
What is the singular of each ? Give the plural for every
singular noun in the story.
A NICKEL TO SPKND
A Picture with a Story 33
40. ORAL LESSON
A NICKEL TO SPEND
Study carefully the picture on the opposite page, "A
Nickel to Spend." What does it represent ? What kind of
store is shown? What is in the window? How many
different things can you count? What are the children
doing? How old are they? Which is the older of the
two ? How are they dressed ? Where is the nickel ?
Let us try to make a story about these children. What
are their names ? Are they related ? Brother and sister ?
Who has the nickel ? Do they often have money to spend ?
Is a nickel a good deal of money for them ? Where do they
live ? Have they many toys? What toys would they like ?
How did they get the nickel ? Did some one give it to the
boy ? Or did he find it ? Do you suppose there are any
toys in the shop that cost only a nickel ? What can the
boy buy ? What is the little girl looking at ? What does
she want to buy ? Can she buy it with a nickel ? Will the
nickel buy something for both of them ? If the boy buys
what he wants for himself, how will his sister feel ? If he
buys what she wants, how will he feel ? If you were the
boy, what would you buy ?
After the picture and the story have been talked over in
the class, let each pupil think the whole story over for
himself and decide just how he would tell it. In telling
the story, be careful about the beginning, and make plain
who the children are, how they got the nickel, and what
each wishes to huj. Four or five pupils may now tell the
story, each in his own way.
34 Everyday Eno;lish
41. WRITTEN LESSON
Write the story which you made about "A Nic'kel to
Spend." Some of the stories are to be read in the class.
Listen to them carefully and decide which has the best be-
ginning. Which is the most real ? Which has the best
ending ? This work may occupy two recitations.
42. LANGUAGE LESSON
IS AND ARE
1. Study the following sentences, and then tell why are
is used and why is is used.
The children are small. The boy is larger than the girl.
The toys are pretty. Is summer here ?
There are live pennies. There is only one cent.
Is is used with singular words. Are is used with plurals.
2. Of these words, which stand for one only ? Which for
more than one ? Which are singular and which plural ?
nickel we he it somebody nothing
children they she bushes doors nobody
3. Eill the blanks with is or are :
1. The rose — red. - 6. — they ready ?
2. Her cheeks — red. 7. — we going ?
3. There — a rose for you. 8. — there nobody else ?
4. There — no roses. 9. There — nothing more.
5. — he ready ? 10. — the door shut ?
11. Mrs. Dickson — not at home.
12. Mr. and Mrs. Dickson — not at home.
13. George — May's brother.
14. George and May — playing hide and seek.
George Wasliiiigton
35
43. ORAL LESSON
George Washington is called the father of his country. When
he was a young man, there was no nation of the United States.
The people in this country were
under the government of Eng-
land. After a time they refused
to obey the King of England and
determined to make a new nation
and have their own government.
The King of England sent ships
and soldiers in order to force the
Americans to obey him. The
Americans gathered an army to
fight for their independence, and
chose George Washington as gen-
eral. The war was a long one,
and many times the Americans Avere discouraged and in great
trouble. If it had not been for the courage and ability of Wash-
ington, it is doubtful if there ever would have been an American
nation. Finally the King of England gave up the fight, the
British army sailed away, and the American people were free and
independent.
The army was disbanded. Washington said farewell to his
soldiers and officers, and returned to his home, Mount Vernon, in
Virginia. Within a few years the country needed him again.
He was elected the first president of the new nation, the United
States of America. Courage and ability were required to govern
wisely in peace as well as in war. Both as general and president,
Washington was unselfish, seeking not his own pleasure or gain,
but seeking the good of the nation. It was said of him that he
was " first in peace, first in war, and first in the hearts of his
countrymen."
36
Everyday English
What else can you tell about Washington ? Can you tell
of anything that happened to him when a boy? When he
was a young man ? Do you know anything about the Rev-
olutionary War in which he fought ? Can you tell about
the surrender of Yorktown? On this page is a picture of
Washington crossing the Delaware. Describe it. Do you
WASHINGTON CROSSING THE DELAWARE.
know the names of any of the men who fought with him ?
How long ago did he live ? Who is president now ? Can
you name any other presidents ? Have you read any book
about Washington ? Give its title and author. Two of the
best books on Washington for young people are Horace
Scudder's Life of Washington (Houghton Mifflin Co.), and
Norman Hapgood's George Washington (The Macmillan Co.).
Explain the meaning of : Nation, Government, Independ-
ence, President.
Capitals and Punctuation 37
44. WRITTEN LESSON
Write five sentences. In the first, tell where Washington
lived. In the second, tell something about him as general.
In the third, name some battle in which he fought. In the
fourth, tell something about him as president. In the fifth,
tell why he is called the father of his country.
Exchange papers, and correct for mistakes in spelling,
capitals, and periods, marking each mistake with a small
cross X. Return the papers. Are the corrections right?
When there is a mistake, rewrite the sentence correctly.
45. LANGUAGE LESSON
CAPITALS AND PUNCTUATION
Names of states, towns, and streets begin with capitals.
Dr. James W. Reynolds lives on West St., in the city of Port-
land, Oregon.
Write sentences in answer to these questions :
1. Where do you live ? 2. On what street is the schoolhouse ?
3. Where does your cousin live ? 4. What city is the capital of
your state ? 5. Who is the governor of your state ?
Write the names (1) of five states ; (2) of five large
cities ; (3) of five streets or avenues.
The preceding exercises are to be corrected by the class.
Note the punctuation in these sentences. How is the
comma used?
1. George, will you lend me your pencil?
2. Yes, May, and I will sharpen it for you.
3. Thank you, George.
The name of the person spoken to is marked off from the rest
of the sentence by commas.
38 Everyday English .
40. ORAL LESSON
THE LAND OF COUNTERPANE
When I was sick and lay a-bed,,
I had two pillows at my head,
And all my toys beside me lay
To keep me happy all the day.
And sometimes for an hour or so
I watched my leaden soldiers go,
With different uniforms and drills,
Among the bedclothes, through the hills.
And sometimes sent my ships in fleets
All up and down among the sheets ;
Or brought my trees and houses out,
And planted cities all about.
I was the giant great and still
That sits upon the pillow-hill,
And sees before him, dale and plain,
The pleasant land of counterpane.
— Robert Louis Stevensox.
Read the poem carefully. What is the first stanza about?
The second tells of the toy soldiers among tlie clothes.
What other toys are mentioned in the third stanza? In the
fourth stanza the little boy playing with his toys suddenly
becomes a giant looking over a great land. Why does he
think of himself as a giant? What are the meanings of
these -words : uniforms, drills, fleets, dale, counterpane ? Is
the title of the poem good ? Commit the poem to memory.
This poem, like the one in Lesson 7, is from a book of
l)oems called A Child's Garden of Verses, by Robert Louis
Abbreviations 39
Stevenson. These poems tell of many of his games, thoughts,
and dreams when he was a boy. He was a famous writer of
many books. Even after he was famous, he was still almost
as fond of play as a boy, and there were no games he liked
better than those played with toy soldiers. He and his
young stepson had a great army of lead soldiers with which
they made all sorts of drills, battles, and wars. Sometimes
one of these war games would last all day.
Recite this poem, and the poems in Lessons 7 and 19.
In speaking verses, remember to stand straight, hold your
head up, speak distinctly, and pause between the stanzas.
Which of the three poems do you like best ? Why ?
47. WRITTEN LESSON
Write the poem, "The Land of Counterpane," without
looking at your book. When the poems are written, you
may exchange papers. Compare the written copy with the
printed. Draw a line through each mistake in spelling or
capitals, and write the correct word or letter above.
48. LANGUAGE LESSON
Name the months of the year and the days of the week in
their order. The names of the months and of the days are
always written with capitals. Learn to write these abbrevia-
tions : Jan., Feb., Mar., Apr., Aug., Sept., Oct., Nov., Dec.
Thirty days hath September,
April, June, and November.
All the rest have thirty-one,
Except the second month alone ;
To which we twenty-eight assign.
Till leap-year makes it twenty-nine.
40
Everyday English
Write on the blackboard the name and street address of
the following : a minister, a physician, a teacher.
Write the name and addi-esses of the President of the
United States ; of the Governor of your state.
You have learned in Lesson 17 that the hyphen is used be-
tween syllables when a word is divided at the end of a line.
It is also used between the parts of many compound words,
as old-fashioned, thirty-one, leap-year.
49. ORAL LESSON
A TRUE STORY
Jocko was a bright little monkey and a great pet. He had
been given to George and May by their uncle, and the children
soon became very fond of him. He was so active and so like a
child in his ways that they never tired of watching him. How
he would grin and chatter ! No one could help laughing to see
liim. But Jocko was very mischievous. He would not stay at
home, but would climb the fences and run away into the neigh-
bors' gardens. He liked especially to get into the henyard and
pull the feathers out of the hens. He made so much trouble that
finally George's father bought an iron ball and chain and fastened
it to Jocko's leg.
^
A True Story 41
Now Jocko could climb no more fences. He could run about
the yard, dragging the ball after him ; but Avhen he tried to climb,
the iron ball pulled hi in back. How he hated that ball ! He
would scold and chatter at it for many minutes at a time. But
scolding did no good, and the neighbors' hens were left in peace.
In the back yard was an old well, which was no longer used.
Sometimes the children would pull the wooden cover back and
drop stones into the well so as to hear them splash in the Avater.
This interested Jocko very much. He would watch the children
and listen to the splash. He seemed to want to play the game
himself.
One day the well was left uncovered. There was no one in the
yard but Jocko. He ran to the well and peered over the edge.
Then he looked at the iron ball that had caused him so much
trouble. An idea seemed to come to him, and he talked to him-
self in a most excited fashion. Then he seized the iron ball in
his front paws, and rolled it to the edge of the well, and gave it
another push.
There was a great splash, and that was the end of poor Jocko.
Read the story to yourself. Who was Jocko ? To whom
did he belong ? What could he do ? What were his faults ?
Why did he have to wear an iron ball and chain ? What
play of the children was Jocko especially interested in ? Did
you ever drop stones in the water to hear them splash?
What idea came into Jocko's head? Was it a good idea?
Why did he drop the ball into the well? What was the
result? Did Jocko know too much for his own good? Or
didn't he know enough ? Which is the better, to know some-
thing thoroughly or to know it only by halves? Do you
remember the fable of the tortoise who talked too much in
Lesson 13, and the fable of the larks in Lesson 37? Could
you make a fable out of this true story of Jocko? What
42 Everyday English
would be the lesson or moral of the fable ? There is a line
of poetry by Alexander Pope which runs :
A little knowledge is a dangerous thing.
Would this do for a moral? Or would you prefer to say,
"Don't half learn your lessons."
Notice that the story has five paragraphs. What is each
about ? Tell the story in your own words.
50. AVUITTEN LESSON
Write in your own words the story of Jocko. Divide
your story into several paragraphs. Remember that the first
word of each paragraph is to be indented. Some of these
stories are to be read aloud. Which is told the best ? Is it
good enough to go into the class story book ?
51. LANGUAGE LESSON
Write the abbreviations of the names of the months.
Which three are never abbreviated?
Write from dictation:
1. Columbus discovered America on Friday, Oct. 12, 1492.
2. The battle of Bunker Hill was fought June 17, 1775.
3. The Declaration of Independence was signed July 4, 1776.
4. AVashington was made first president of the United States
Apr. 30, 1789.
Note that in writing dates, a comma follows the day of the
month ; and that a period is used after the abbreviation of
the name of the month, as after other abbreviations.
Copy these sentences; lill the blanks with the proper dates:
1. To-day is 2. I was born on 3. The Pilgrims
landed at Plymouth 4. Jamestown was settled
Picture Lesson
43
^i^y.^^ l ^ l -k^-j
Repmdureil from Kafe Grffnawmfs " Under If le Window.''''
By permission of the publishers, Frederick Warne & Company.
62. ORAL LESSON
Kate Greenaway, who drew this picture and wrote these
verses, was an English artist. She was born in 1846, and
died in 1901. She painted many beautiful pictures, but she
loved best to draw children. Her pictures of children are
famous ; no one has better expressed in pictures the love of
children and the beauty and charm of childhood.
Observe this picture carefully. What are the children
doing? Where are they? What objects do you see in the
picture? How many boats? What time of day is it? Do
you know any other pictures by Kate Greenaway?
There are now many attractive pictures and verses made
for children. How do you like the pictures in this book?
Among the best collections of verse for children are Steven-
son's Child's aarden of Verses, Field's With Trumpet and
Drum, and Sherman's Little Folks" Lyrics.
44 Evervdav Eno'lisli
53. WRITTEN LESSON
Complete the following sentences by saying something
that makes sense.
1. My town
2. Good boys and girls
3. George Washington never
4. Kate Greenaway
5. The early bird
6. When the cat's away, the mice
7. Jocko pulled
8. Thanksgiving Day
9. The balloon man
10. The public library
Insert words in the following to make complete sense.
1. make boots and shoes.
2. patrol the streets at night.
3. flows through the city.
4. is a busy street.
5. is the largest store in town.
6. was founded more than a hundred years ago.
7. sat in a corner.
9. is used for fuel.
54. LANGUAGE LESSON
WAS AND WERE. HAS AND HAVE
We have seen that is is used only with singular nouns, and
are is used only with plural nouns. (See Lesson 42.)
Was is used only with singular nouns ; were is used only
with plural nouns.
Was and Were. Has and Have 45
Insert the proper word (was or were) in the following sen-
tences :
1. The apples good. 4. we to blame ?
2. John . late. 5. The winter cold.
3. I ready. 6. John and I there.
7. there many mistakes in my paper ?
8. There a great noise in the street.
9. Jocko to blame ?
10. Roger and Tyke after the mole ?
11. the big frog as big as the ox ?
12. the pudding and pie good ?
Were is always used Math you, whether you means one or
more than one person. Was should never be used with you.
You were alone. You were the best player. Were you the
last in the room ? Were you not at home ?
Always say, you were.
Has is used with singular nouns, and have with plural
nouns.
1. He time enough.
2. They no mercy.
3. The Governor a difficult position.
4. Many rivers a slow current.
5. The mountain snow on its top.
6. The cat a soft step.
7. the children learned their lessons ?
8. Where the dog taken the bone ?
Have is always used with I and you.
I have no time. You have the prize. Have I forgotten any-
thing ? Have 3' ou put your hat away ?
Always say, I have, you have.
Make sentences using / Aave, you have, you were.
4(j
The Fire Encrine 47
55. ORAL LESSON
THE FIRE ENGINE
The picture shows a scene very common in the city. The
whistle blows sharply, and every one knows the signal for a lire.
In a moment there is the sound of the engine in the distance.
The chief of the fire department dashes by in his buggy or auto-
mobile. The street is quickly cleared. Carriages and wagons
draw up along the curb or turn into the side streets. The bells
of the fire engine grow louder and nearer. People rush out from
the shop, and passers-by stop. Every one is looking for the
engine. There it comes.' The three great horses are at full gal-
lop. The driver is shouting at them and flourishing his whip.
The fire is burning in the engine, the sparks are flying, and the
smoke is beginning to pour forth. What a splendid picture it
makes ! In a moment the engine has passed, and in a moment
more it will be at the fire.
It is not a great many years since all fire engines were worked
by hand. Men dragged them to the fire and pumped them by
hand. Now the horses do the pulling and the steam engine does
the pumping. Already automobiles are being used, and soon
there will be no more fire horses. We shall miss the sight of
the galloping animals struggling with all their might to aid in
saving life and property. Perhaps, when you are grown up, your
children will never have seen any fire horses, and will ask you
for the story of these old heroes.
Does the picture suggest a story to you? Where is the
fire ? What will the firemen do when they get to the fire ?
What is the hose for? What are the ladders for? Is any
one in danger? Imagine the burning house. What are the
firemen doing with the ladders? Imagine the story of the
fire as seen by Dick, the old white fire horse.
48 Everyday English
50. WRITTEN LESSON
Write a short story of a fire, suggested by the picture in
Lesson 55 and the talk in the class. Think over carefully
your story, and before writing decide how you are to begin
and how you are to end it.
57. LANGUAGE LESSON
The stories written in Lesson 56 are to be read in the
class and criticised for (1) capitals, (2) punctuation, (3)
spelling, (4) plurals, and (5) sentences.
Bad sentences are to be read aloud, and the corrected sen-
tences written on the board.
All the words misspelled are to be written correctly on the
board, and will form a spelling lesson for the class.
58. ORAL LESSON
THE CIRCUS
How many things there are in tliis picture ! It is like a
real circus ; there are so many things to see, you hardly
know which to look at first. There is no doubt what the
children in the picture are looking at. Even the littlest
boy will have something to tell his mother about that merry
clown. In another moment the clown will be off somewhere
else. What will the children look at next? At the big
elephant? Doesn't he look intelligent? Do you think he
is enjoying the show ? How many elephants can you see ?
Where do elephants come from ? Look at the girl standing
on the prancing horse ! Round tlie ring she goes. Now
she is opposite the children. Will she throw them a kiss ?
THE CIKCUS
Plurals of Nouns 49
Crack, crack, goes the ringmaster's whip. Where is the
ringmaster? How is he dressed? What does he do? Do
you see the clown on the edge of the ring? What is he
holding in his hands? What will he do with it? How
many horses are there in the picture? Can you see any
other animals besides the elephant and the horses? What
other performers are there besides those mentioned? How
many clowns are there in the picture? Do you think it is
much fun to be a clown? Which would you rather be, a
clown, a ringmaster, a bareback rider, a trapeze performer,
or one of the children who is going to a circus for the first
time? After you have studied this picture carefully, imagine
that you are one of the children, and see how much you
could tell 3^our mother when you came home from the circus.
Perhaps there will be time to tell several of these stories.
Tohy Tyler, by James Otis, is a story about a boy who lives
with a circus. It is a capital book for boys and girls.
59. WRITTEN LESSON
Describe the scene in the picture as fully as you can.
Read some of the accounts. Which are most interesting?
60. LANGUAGE LESSON
PLURALS OF NOUNS
We have seen that most nouns form their plural by adding
8 to the singular. When the singular ends in -8, -x, -ch,
(except when pronounced like ^), or -s/i, it is necessary to
add -es to form the plural, if the plural is to be pronounced
differently from the singular. Note the following list.
box boxes lass lasses
moss mosses coach coaches
50 Everyday English
tax taxes bush bushes
church churches gas gases
marsh marshes brush brushes
wish wishes topaz topazes
Make sentences using the singuhir or plural of each of
these nouns with is or are, was or were, has or have ; as in
the following examples.
The box is too large to carry. The boxes are too large to carry.
Nouns ending in -s, -x, -z, -sh, or soft -ch are made plural by
adding -es.
61. ORAL LESSON
MERCURY AND THE WOODMAN
Mercury, one of the Roman gods, once saw a poor woodman
weeping by a pool. Upon inquiry, he found that the man had
lost his axe in the pool. The god then made a golden axe rise to
the surface, and asked the man if it were his. The man said it
was not. Mercury then brought up a silver axe, which the poor
man again would not claim. Then the god brought up the man's
own axe, and sent him away happy with all three axes, as a re-
ward for his honesty.
Hearing of this good fortune, another man went to the pool,
threw his axe in, and sat down weeping. Mercury came, and,
hearing his story, brought a golden axe to the surface. The man
at once said that the axe was his. Whereupon Mercury threw it
into the pool, and angrily drove the man away.
Could this story be told in dialog ? What is the scene ?
What characters and what action, if any, would need to be
indicated in stage directions ? What would Mercury say to
the first man ? What would he reply ? Discuss the story
in this way, until you can act it.
Plurals of Nouns 51
62. WRITTEN LESSON
Write in dialog form the conversation that you talked
over in the last lesson. Begin with a title, and put in stage
directions as in Lessons 28 and 34. Give each person a
proper part in the dialog.
63. LANGUAGE LESSON
PLURALS. Continued
Most nouns ending in -o form their plurals by adding -s.
A few add -es. Learn the following singulars and plurals.
hero heroes potato potatoes
echo echoes tomato tomatoes
buffalo buffaloes piano pianos
motto mottoes zero zeros
negro negroes solo solos
In the following sentences, insert is or are in the blanks.
1. We what we wish to be.
2. The robin the first bird of spring.
3. The cows in the corn.
4. Men and women only grown-up children.
In the following sentences insert either was or were.
1. Little Boy Blue sorry to find the cows in the corn.
2. The robins in the orchard, and the cat in the
garden.
In the following sentences insert has or have.
1. I a bat and a ball.
2. John a pocket full of marbles.
3. Horses thick coats of hair in winter.
4. The cat large gi*een eyes.
52 Everyday English
In the following sentences, change all the singular nouns
to plurals. Change the verbs t8, was, has, to plurals, when
necessary.
1. The woman playing the piano has a topaz.
2. There is a mouse in the box.
3. The echo in the church wasn't bad.
4. Will you have a potato or a tomato ?
5. There is a song about the hero.
6. Isn't there a bush in the marsh?
7. Has the child sung a solo ?
8. The negro has an ox, a buffalo, and a sheep.
9. Here is a brush for your tooth, and a shoe for your foot.
10. The lass has her wish.
64. ORAL LESSON
What is language? Is it used in talking? In writing?
For which was it used first, talking or writing ? Do dogs,
or horses, or other animals have language? What is the
English language ? Did you ever hear of any other lan-
guages? What are they? What could men and women do
without language ? Can you think of any invention as use-
ful as language? Did you ever watch a baby learning to
talk ? What are some of the first words that he learns ?
How does he learn them ? How does he get along with a
very few words? How many words do you suppose you
know ? How many new words do you suppose you learn in
a week ? What was the first sentence that the baby made ?
What kind of sentences does he use at fiist? As he gets
older, does he use more sentences?
Do you do more talking or writing? Do you use sen-
tences in talking? In this talk what declarative sentences
have you used? What interrogative sentences? Are you
Contractions 53
careful in talking to use plurals correctly? Do you notice
any difference in the talk of various persons whom you
know? Do some talk more correctly than others? What
are the differences that make their language more correct?
Are there any differences in words ? In the use of the words
is, are, be, was, were, has, have f What are some of the differ-
ences between spoken and written language ? What words
are shortened or contracted in talking? Are the contrac-
tions, isrCt, hasnt, haven't, wasn't, Fll, we're, more common in
talking or writing? Can you think of other contractions?
In the talk that you hear and in the books that you read,
watch for new words. Find out exactly what they mean.
65. WRITTEN LESSON
Each pupil is to give the class two new words that he has
found, with their meaning. Write all these words carefully,
numbering them. If you cannot spell a word, ask the
teacher. How many pupils are there in the class ? How
many words did they find? How many are new to you?
Can you tell the meaning of every one ?
66. LANGUAGE LESSONS
CONTRACTIONS
When we write we usually say:
Pred is not at school. We are not tired. She has not gone.
When we talk we often say:
Fred isn't at school. We aren't tired. She hasn't gone.
In talking we contract certain words : is not becomes isnt,
are not becomes arent, has not becomes hasn't. What letter
is omitted in each case? What is put in its place?
54 Everyday English
Not is often contracted into rit and joined with the pre-
ceding word. The apostrophe (') shows that a letter has
been left out.
Write the contractions of the following. Use each con-
traction in an interrogative or a declarative sentence.
is not does not had not
was not do not have not
has not did not should not
Write the contractions for the following expressions :
He is, She is, I am, We are. You are, They are.
What is the difference between an abbreviation and a con-
traction? Which is used chiefly in talking? Which is used
chiefly in writing? Which contains an apostrophe? Which
is followed by a period?
Never say ain't.
67. ORAL LESSON
SUPPOSE
Suppose, my little lady,
Your doll should break her head,
Could you make it whole by crying
Till your eyes and nose are red?
And wouldn't it be pleasanter
To treat it as a joke.
And say you're glad 'twas Dolly's,
And not your head that broke?
Suppose you're dressed for walking
And the rain conies pouriug down,
Will it clear off any sooner
Because you scold and frown?
Suppose 55
And wouldn't it be nicer
For you to smile than pout,
And so make sunshine in the house
When there is none without ?
Suppose your task, my little man,
Is very hard to get,
Will it make it any easier
For you to sit and fret ?
And wouldn't it be wiser
Than waiting like a dunce,
To go to work in earnest
And learn the thing at once ?
Suppose that some boys have a horse,
And some a coach and pair,
Will it tire you less while walking
To say, " It isn't fair " ?
And wouldn't it be nobler
To keep your temper sweet.
And in your heart be thankful
You can walk upon your feet ?
And suppose the world don't please you,
Nor the way some people do.
Do you think the whole creation
Will be altered just for you?
And isn't it, my boy or girl.
The wisest, bravest plan,
Whatever comes, or doesn't come,
To do the best you can ?
— Phcebe Gary.
56 Everyday Eiio-lish
Read the poem silently. How many stanzas are there in
this poem? Which lines rhyme in each stanza? How many
sentences are there in each stanza? How many sentences are
there in the poem? How many lines in each sentence? What
kind of sentence is each? How many of the sentences are
interrogative ? How many questions are there in the poem ?
What is the first stanza about? To whom is it addressed?
To whom is the second stanza addressed? What is it about?
To whom are the third and fourth stanz.ls addressed? What
is each about? To whom is the fifth stanza addressed?
What troubles are mentioned in each stanza? Are they
serious? What lesson does the poem teach?
What contractions are used in the poem? What are the
full words that each contraction stands for? What do the
following words mean : froivn^ pout^fret^ dunce, creation^
Read the poem aloud : imagine, as you read, that you are
giving this advice to some other child. Remember in read-
ing that all the sentences are questions.
Commit to memory the hist stanza.
68. WRITTEN LESSON
Write in a column on the left of the sheet all the contrac-
tions in the poem in Lesson 67. Opposite each contraction,
write the word it stands for.
69. LANGUAGE LESSON
POSSESSIVES
Tlie girl's doll was broken.
The boy's [wny ran away.
In these sentences, whose doll was it ? Whose pony ran
away? In answering these questions you use the word ^iV^
Possessives 57
and hoy^ but you add an apostrophe (') and an s to indicate
possession. Such words as girVs and hoy 8 are said to be
possessive because the}^ show ownership or possession. To
make a possessive with a singular noun we add an apostrophe
and an s. For example : father, father's hat ; boy, boy's
lesson; George, George's mistake; doll, doll's head; Mr. J.
K. Smith, Mr. J. K. Smith's house.
Make the following nouns into possessives : lady, dolly,
people, George Washington, teacher, neighbor. Make five
sentences, eacli containing one of these possessives.
Dictation :
The apostrophe is used (1) to show the omission of a let-
ter in contractions, (2) before s in possessives.
70. ORAL LESSON
TURNING THE GRINDSTONE
When I was a little boy, I remember, one cold winter's morn-
ing, I was accosted by a smiling man with an axe on his shoulder.
"My pretty boy," said he, "has your father a grindstone?"
" Yes, sir," said I.
" You are a fine little fellow," said he ; " will you let me grind
my axe on it?"
Pleased with the compliment of " fine little fellow," " Oh, yes,
sir," I answered. " It is down in the shop."
" And will you, my man," said he, patting me on the head,
" get me a little hot water ? "
How could I refuse ? I ran and soon brought a kettlef ul.
" How old are you ? and what's your name ?" continued he, with-
out waiting for a reply ; " I am sure you are one of the finest lads
that ever I have seen; will you just turn a few minutes for me?"
Tickled with the flattery, like a little fool, I went to work, and
58 Everyday Kiiglish
bitterly did I rue the day. It was a new axe, and I toiled and
tugged till I was almost tired to death. The school-bell rang, and
I could not get away ; my hands were blistered, and the axe was
not half ground. At length, however, it was sharpened; and the
man turned to me with :
" Now, you little rascal, you've played truant ; scud to school,
or you'll rue it ! "
"Alas!" thought I, "it was hard enough to turn a grindstone
this cold day, but now to be called a rascal is too much."
This experience I have never forgotten.
— Benjamin Franklin.
This is a true story written by Benjamin Franklin about
himself. Franklin was a poor boy who came to be a great
and famous man by hard work and hard study. Have you
ever heard any other stories of his boyhood ? Do you know
in what city he was born ? In what city did he live for the
greater part of his life ? He lived at the same time as did
Washinirton, and both men did much to make tlie United
States an independent nation. It was through Franklin that
France came to the aid of the United States in the Revolu-
tionary War against England. Franklin was a scientist as
well as a statesman, and discovered that lightning and elec-
tricity are the same thing. He was also a very sensible and
wise man, and his writings are full of good sense and wisdom.
Some of his best writing is in his Aiifobio(/raph?/, or story of
his own life, from which this story of the grindstone is taken.
How many paragraphs are there in the story ? Give the
reason for making each new paragraph. What lesson does
the story teach ? What is the meaning of the expression
" That man has an axe to grind " ? What is the meaning of
accosted., compliment, flattery, rue, truant, experience?
Tell the story aloud in your own words. Remember that
in Franklin's story not a single sentence begins with an and.
/ Contractions 59
71. WRITTEN LESSON
Write the story of Lesson 70 in your own words.
Exchange papers and mark with a cross all mistakes :
(1) hi spelling, (2) in capitals, (3) in punctuation, (4) in
plurals, (5) in contractions, (6) in possessives.
Return the papers. How many mistakes did you have ?
Correct the mistakes on your paper.
72. LANGUAGE LESSONS
What are the contractions for I am, I have, I will, are not,
is not, it is, you are, you have, you will, we will?
Answer the following questions by filling the blanks with
suitable contractions :
1. Is it there ? No, not there.
2. Are we ready ? No, not ready yet.
3. Is he brave ? Yes, brave.
4. Will you go ? Yes, go.
5. Have you any candy ? No, I .
6. Has she any ? No, she any.
7. Have I time ? Yes, time.
8. Are you going? No, not going.
9. Where is it ? here.
10. Shall I go? No, go.
In the replies, note that there is a comma after " Yes "
and "No." Write out your answers.
Examine the' contractions and possessives in these sen-
tences :
" It's raining," said May, with a frown. " It's too bad ! "
"Every cloud has its silver lining," said Grandma.
May's frown changed to a look of surprise.
(30 Everyday English
"These clouds haven't," she said. "There isn't any silver.
It's just gray and wet."
Grandma's eyes twinkled. "I've a new box of crayons that
would be nice for a little girl to play with on a rainy day."
" Oh, that's splendid ! " cried May. " Oh, what fun ! Grandma,
you're a darling."
" There aren't any clouds on your face now," said Grandma.
"It's shining like silver."
May thought for a minute. Then she said, " I'm sure I know
now what you meant. You meant that things aren't as bad as
they look. You can always find something to be glad about."
" Yes," replied Grandma, " there's always sunshine somewhere.
Every cloud has its silver lining."
Its is the possessive of it. It's is the contraction for it is.
Sometimes 'tis is used for the contraction for it is.
Make a list of all the contractions you can remember.
73. ORAL LESSON
The postman perhaps comes to your door every day, or
even several times a day. He carries a large bag full of
letters, papers, and parcels that he delivers to people on his
route. Thousands of other postmen all over the country
are doing tlie same thing. Have you ever thought how
many postmen and post offices there are, or how many letters
are handled every day? Tliere must be millions of them.
How do you suppose this great business is managed?
Who can be writing all these letters? .And what can
they all find to write about? Have you ever received any
letters? What about? Have you written letters? To
whom? What about? Why do we write letters? If you
were away on a visit, would you like to get a letter from
home? When you answered, what would you write?
A Letter from a Humorist 61
The following letter was written by the famous English
humorist, Thomas Hood, to a little girl, the daughter of his
friend, Dr. Elliot. The letter is so full of jokes and non-
sense that you would never suspect that Thomas Hood was
sick and suffering at the time he wrote it. Read it over
carefully and make sure that you see all the jokes.
Devonshire Lodge, New Finchley Road,
July 1, 1844.
My dear May :
How do you do, and how do you like the sea ? Not much, per-
haps, it's " so big." But shouldn't you like a nice little ocean,
that you could put in a pan? Yet the sea, although it looks
rather ugly at first, is very useful, and if I were near it this dry
summer, I would carry it all home, to water the garden with at
Stratford.
I remember that, when I saw the sea, it used sometimes to be
very fussy, and fidgety, and did not always wash itself quite
clean ; but it was very fond of fun. Have the waves ever run
after you yet, and turned your little two shoes into pumps, full of
water ?
There are no flowers, I suppose, on the beach, or I would ask
you to bring me a bouquet, as you used at Stratford. But there
are little crabs ! If you would catch one for me, and teach it to
dance the polka, it would make me quite happy ; for I have not
had any toys or playthings for a long time. Did you ever try,
like a little crab, to run two ways at once ? See if you can do it,
for it is good fun ; never mind tumbling over yourself a little
first. It would be a good plan to hire a little crab, for an hour a
day, to teach baby to crawl, if he can't walk, and if I was his
mamma, I would too ! Bless him ! But I must not write on him
any more — he is so soft, and I have nothing but steel pens.
And now good-by. Fanny has made my tea, and I must drink it
Q2
Everyday English
Ijefore it gets too Iiot, as we all were last Sunday week. They
say the glass was 88 in the shade, which is a great age ! The last
fair breeze I blew dozens of kisses for you, but the wind changed,
and I am afraid took them to Miss IT or somebody that it
shouldn't. Give my love to everybody and my compliments to
all the rest, and remember, I am, my dear Ma}',
Your loving friend,
Thomas Hood.
P.S. Don't forget my little crab to dance the polka, and pray
write to me as soon as you can, if it's only a line.
How do you know that May is by the sea? Why does
Hood call the sea fussy? What is the joke about turning
the " little two shoes " into pumps ? Why does he speak of
teaching a crab to dance ? How does a crab move ? What
is the joke about " not writing on him " because he is too
soft ? What was the glass that was 88 in the shade?
A Holiday Letter 63
74. WRITTEN LESSON
A LETTER
34 Pine St., Richmond, Va.,
Dec, 31, 1910.
Dear George :
Aunt Emma has gone out to buy some things for our Xew
Year's party to-morrow. She said that I might write a letter to
you while she was out.
I am enjoying my visit very much. Our cousins are very kind
and thoughtful. They have had some interesting plan for every
one of the five days I have been here. Yesterday we had a long
drive out into the country. To-morrow we are to have a mas-
querade party. Guess what I am going to be. I'll tell you when
I get home next week.
I must close now. The girls are calling me. Give my love to
Mother and Father.
Your affectionate sister,
May.
Copy the letter. "34 Pine St., Richmond, Va., Dec. 31,
1910" is called the heading. Note where it is placed.
" Dear George " is the salutation. Note wdiere it is placed.
Copy the following headings, putting each in the proper
place on the page:
Bloomington, Ind., Jan. 3, 1900.
Hopedale, Mass., May 1, 1905.
76 South St., Austin, Tex., Nov. 25, 1906.
Copy the following salutations, putting each in the proper
place on the page :
Dear May, Dear Mr. Wilson,
Dear Mother, My dear Miss Brown,
64 Everyday Englisli
75. LANGUAGE LESSON
The salutations in letters are, as you see, not always the
same. We use Mr. and Mrs. or Miss when writing to stran-
gers, or to people whom we do not know very well, just as
we do when speaking to them. We address our nearest
friends and the members of our family without using Mr.
and Mrs. A letter to your father would begin. Dear Father,
but a letter to an acquaintance, Mr. Wilson, would begin.
Dear 3Ir. Wilson : or My dear Mr. Wilson : — These saluta-
tions are written on the left side of the page, a little lower
than the date. A salutation is followed by a comma (,) or
by a colon (:) or by a colon and dash (: — ).
Write the proper dates and salutations for letters.
1. To your sister Alice, from New York, on Christmas Day of
next year.
2. To your teacher, from your home, on next Saturday.
3. To a friend, ]Mr. James Pryor, from Washington, to-day.
4. To the postmaster of your town, from San Francisco, one
month from the present date.
5. To Santa Claus, from your home, a Aveek before Christmas.
76. ORAL LESSON
AN OLD-FASHIONED SCHOOL
" Tell us, grandfather," said May, " what your school was like,
and what you did there."
On this subject the old gentleman needed no coaxing.
"Ah, those were interesting times," he began. "The school-
house stood over in the valley, about a mile from our house.
It was a pleasant walk in fine weather. But in the winter, when
the wind blew cold and the snow was deep, that mile seemed as
, An Old-Fashioned School 65
long as four. My father often took us back and forth in his
sleigh, and that was fine fun.
" I remember our coasting, and our sliding on the pond near the
schoolhouse. When the bell rang at the end of the noon recess,
we ran in and warmed ourselves around the great stove ; and then,
at a word from the master, we went to our desks and our books.
" But we liked the spring and autumn months best. We had
many games that you city children seldom play : prisoner's
base, hare-and-hounds, pussy-wants-a-corner, and other old games
that were brought over from England by our forefathers' children.
We had long rambles through the woods and fields, and we
learned many interesting things about the birds, the squirrels,
the rabbits, and other shy creatures."
" What was the schoolhouse like ? " said George.
" Not a bit like your fine, big school, my boy," said his grand-
father. " It was not more than thirty feet long, I should think.
It was very plain and simple, that old school. As you entered it,
you saw along each side a row of desks and benches. At the far-
ther end on a low platform were the teacher's desk and chair. In
the middle of the room stood the great round stove, and at the
rear, on either side of the door, were the rows of hooks where we
hung onr hats and coats. The boys sat on one side of the room,
and the girls on the other side. Our desks, made of smooth pine,
without paint or varnish, were wide enough for two. Thus we
sat, two and two, on a wide bench with a back that you children
would not think very comfortable. Sometimes a boy that couldn't
keep from whispering was made to sit among the girls. This was
a severe punishment for a bashful boy.
" There were about thirty of us in our little one-room school.
Some were tiny tots, learning their a b c's ; and some were big
boys studying Latin and geometry in order that they might enter
college ; but most of the pupils studied ' the three R's,' as they
were called, that is, reading, writing, and ' 'rithmetic'
iS(j
Everyday English
" AVe used the old blue-back spelling book, written by Noah
Webster, the dictionary man, in 179.S ; and Ave learned to spell
from it quite as well, I think, as you and May spell now. We
worked hard at our arithmetic because the teacher said it would
Ije valuable in business ; and at our grammar, because he said it
would help us to speak and write better. Perhaps he was right ;
I am not sure. But at any rate we learned to work ; and I am
sure that was good for us."
*' l)ut how did one man teach so many grades?" said May.
'* How did you all recite in the same room ?"
"That was easy," said her grandfather. "While the teacher
heard one class recite, the rest of us sat at our seats and studied,
or pretended to."
" And liow did the teacher keep order ? " asked George.
" Well," said Mr. Lawrence, " there was a clump of young birch
trees conveniently near the schoolhouse. When a boy persisted
in making trouble, he was sent out to bring in a small branch
from one of tliose trees. Our teacher was a slender man, but he
had a muscular arm ; even the big boys respected him."
Writing a Letter 67
" Do you mean," said May, " that he icluj^ped the boys when
they were bad ? "
]Mr. Lawrence's eyes twinkled. " I have sometimes thought,"
said he, " that our fine modern schools might be still better if
they could be built near a clump of birch trees. What do you
think about it, George ? "
Read tliis story aloud as though it were a real conversation.
Criticise the reading for clearness and accuracy in pronun-
ciation. Was the reading made interesting? Were the
proper words emphasized? Did the reading indicate the
paragraph divisions ?
Where is your schoolhouse ? How far do you live from
it ? How do you go to it ? How long does it take you ?
What time must you be there ? What is the opening exer-
cise of the school ? What lessons do you have ? What les-
sons do you like best? Which are hardest? What games
do you play ? When is school dismissed ? What do you do
then ?
77. WRITTEN LESSON
Write a letter describing a day at your school. Put in
the date and salutation. Have some of the letters written
on the blackboard. Criticise these. See that all the forms
of the letters are correct. Which are best ? W^hy ? Where
are capitals used ?
In all writing there must be a margin on the left side of
the page. Never begin writing at the edge of the paper.
Notice how the pages of this book and other books are
printed. When your letters are written perhaps some of
the best of them can be addressed to children of your grade
in some other school. They may like to reply, telling you
of their school.
68 Everyday English
78. LANGUAGE LESSON
QUOTATION MARKS
In writing, when we give the exact words of another per-
son, these are inclosed by quotation marks (" ").
George had often heard his father say, " Haste makes waste."
A direct quotation begins with a capital and is inclosed in
quotation marks.
A quotation is usually separated from the rest of the sen-
tence by commas.
When his father said, " It is time for school," he hurried up-
stairs to get his books.
In conversations, the words of each speaker are inclosed
in quotation marks. Explain the use of quotation marks in
the following sentences :
" I had a bad tumble on the icy hill," said George. " My books
were scattered everywhere and my geography was torn."
" Did you strap them tightly this morning ? " asked his
mother.
George shook his head. " No, I was in a hurry."
*' You were in a hurry when you fell," said May.
" Haste makes waste," said Mr. Lawrence.
What is a quotation? What are quotation marks? IIow
are they made ? Turn to Lesson 76, and explain the use of
quotation marks there. Turn to Lesscui 13, and explain the
use of quotation marks in the fable, " The Danger of Talk-
ing Too Much."
Examine the quotation marks in Lesson 37. Explain
their use in each instance.
Sif s Golden Hair 69
79. ORAL LESSON
SIF'S GOLDEN HAIR, A Northern Myth
Among the Northern gods there was one who was really unfit
to be a god and to live in the shining city of Asgard. This
rascal was small and dark and ugly, and his name was Loki.
Nothing could better show you how very mean Loki was than
the story of Sif and her golden hair. Sif was the wife of the god
of Thunder named Thor. She had beautiful long hair that fell
over her shoulders like a shower of gold, and of this she was
very proud. One day Sif fell asleep on the steps of Thor's
palace, and while she lay there sleeping Loki stole up softly be-
hind her and cut off her golden hair.
When Sif woke at last and saw what had happened, she began
to cry bitterly, for her golden hair was the pride and joy of Thor,
and she was afraid that he would never want to look at her again
now that it was gone. She got up from the steps where she was
sitting and went away to hide in the garden. When Thor came
home, he looked for her all through the palace, and garden, and
after a long time finally found poor Sif behind a stone, sobbing
bitterly. When he heard her story, he tried to comfort her the
best he could, but Sif continued weeping, and covered her shorn
head with her arm.
" I know who did this shameful thing," cried Thor, wrathfully ;
" it was that mischief-maker Loki, but this time he shall pay
dear for his wickedness." And he strode out of the palace with
a look so threatening that even the gods might have trembled
before him. Now Loki was not expecting to be caught so soon,
and he had not thought of seeking a hiding place ; so when Thor
came suddenly upon him he was too frightened to try to escape.
He even forgot his ready lies, and when Thor shook him and
threatened to kill him for his wicked act, he only begged for
mercy and promised to restore her hair to Sif. Thor therefore
'(') Everyday English
released him after binding him by a solemn oath to inliill his
promise.
The real hair wliicli Loki had (uit off he had already lost, so
to keep his word to Thor he must find something else which
would resemble it closely enough to make Sif believe she had
indeed her own hair again. As there was only one place where
skillful and cunning work like this could be done, Loki crossed
tlie rainbow bridge that spans the gulf between Asgard and the
earth, and hurried to the tall mountain which hides, amid its
rocks, the entrance to the lower world. No one but a god or one
of the swarthy elves themselves could have found this hidden
opening, but Loki knew it well. A small passage led down into
the very center of the earth, and down this path Loki stumbled
in the darkness, until he came to the underworld. The swarthy
elves were busily engaged in their wonderful workshop, lighted
only by the fires from the forge ; but wlien they saw Loki they
laid down their tools and asked him how they could serve
liiin.
" I have brought you a task," answered Loki, " which requires
great skill. INIake of your gold some locks of hair as soft and
beautiful as the golden hair which adorns the head of Sif."
The elves, nothing daunted, set at once to work, and selecting
a bar of perfect gold, they pounded it very soft, then spun it into
threads so fine that they looked like sunbeams, and so soft that
they felt like silk. When the work was finished and placed in
Loki's hand, it exceeded in beauty anything he had ever seen,
and he felt sure that Thor could not complain of his gift. Then
he thanked the swarthy elves, and hastened with his prize back
to Asgard and to the palace of Thor, Avhere all the gods had
assembled to see the fulfillment of Loki's promise. In spite of
the success of his undertaking, the fear of Thor's hasty temper
kept Loki somewhat humbled, for the Thunderer had been known
to crush the object of his anger with his hammer when once his
/. Divided Quotatioos 71
wrath was fully roused. His face was now dark and threatening
as Loki approached, and beside him stood Sif, weeping bitterly,
and trying to cover her head with her hands. But Loki came vip
boldly and placed the golden hair, which the elves had made,
upon her head. To the astonishment of all, it immediately grew
fast, and no one could have told that it was not her golden hair.
So Sif was proud and happy once again, and Loki was forgiven.
— Emilie K. Baker, Out of the Northland.
After reading the story, try the game of asking and an-
swering questions on it, as in Lessons 10 and 25 ; or turn the
story into a dialog, as in Lessons 28, 34, and 61.
80. WRITTEN LESSON
Some of the quotations in the story are interrupted or
divided. See the third paragraph and the fifth. Turn to
Lesson 37 and note the divided quotations in that Lesson.
How are the quotation marks used here ? Write three sen-
tences about Loki containing divided quotations.
Copy the following proverbs :
It's never too late to mend.
Don't count your chickens before they are hatched.
Where there's a will there's a way.
A stitch in time saves nine.
Make hay while the sun shines.
81. LANGUAGE LESSON
Quotation marks are used to indicate tlie beginning and
the end of an exact quotation. When the quotation is in-
terrupted or divided, each part of the quotation is marked
off by commas and inclosed in quotation marks.
" I think," said George, " I shall remember next time."
i'j Everyday EiioUsli
>)
Write answers to the following questions, using quotation
marks.
1. "Where are you going, my pretty maid?" asked the
man.
2. "Am I my brother's keeper?" said Cain.
3. " Where did you leave your hat ? " said May.
4. " Whose fault is it that you are late ? " said George.
5. "Why did you fall asleep?" said Little Boy Blue's
father.
Write the following as divided quotations :
1. "I cut it down with my hatchet," said George.
2. " It will not pay to climb the hill," said lazy Ned.
3. The fox thought, "If I can get the crow to open her
mouth, she will let the cheese fall."
4. " Who among you all are bold enough to go ? " asked the
captain.
5. " What's the use of a book without conversation or pic-
tures ? " said Alice.
82. ORAL LESSON
COASTING
"'Tis royal fun," said lazy Ned,
" To coast upon my fine new sled,
And beat the other boys.
But then I cannot bear to climb
The tiresome hill for every time.
It more and more annoys."
Stud}' tlie picture. How many children are in it? What
is each doing? How does the boy in front steer his sled?
Do you see George and May ? Can you find " lazy Ned " ?
COASTING.
73
74 Everyday English
Have you ever gone coasting ? Where ? By day or by
night? How deep \A^as the snow ? Is the fresli-fallen snow
the best for coasting ? What kind of snow is the best ?
How do yon steer the sled ? How long do you tliink a good
coasting hill ought to be ? How should the weather be ?
What other winter sports have you taken part in ? Which
do you like best ?
Where do city children have their winter sports ? What
is done with the snow in big cities?
83. WRITTEN LESSON
Write a letter to a friend describing either (1) the picture
in Lesson 82, or (2) an experience of yours in coasting, or
(3) some other sport you have taken part in, as fishing, or
swimming or something else. Put the letter in an envelope,
and address it, putting the name and home of your friend in
the places indicated by this model.
PnyiXaxUA^^nylay
Pt/TbTV.
/ Plurals of Nouns 75
84. LANGUAGE LESSON
PLURALS OF NOUNS
What are the plurals of these words ?
day boy toy play donkey joy
With what letter does each of these words end ? What
kind of letter does the y follow ? The letters, a, e, i^ o, u,
and sometimes w and y, are vowels. The other letters of the
alphabet are consonants.
In the following words, what kind of letter precedes the
y : lily, fiy, lady, ntory, city ?
The plurals of these words are : lilies, Jlies, ladies, stories,
cities. How are these plurals formed ?
Write the plurals of these words by changing y to ies : —
pony cherry
fairy
jelly
reply
daisy cry
body
story
baby
berry enemy
lily
duty
penny
ferry copy
pansy
family
dairy
take sentences containin
g some
of these plui
■als
\
Most nouns are changed from singular to plural by adding s.
Nouns ending in -s, -x. -z, -sh, or soft -ch, are made plural by
adding -es.
A few nouns ending in -o are made plural by adding -es.
Nouns ending in -y after a consonant are made plural by
changing y to ies.
What are the plurals of hoy, girl, man, glass, box, mouse,
child, tidy, ditty ?
The plural of J is we, and of this is these.
What are the plurals of he, she, it, that, you ?
7(^ Everyday English
85. ORAL LESSON
THE CHILDREN'S HOUR
Between the dark and the daylight,
When tlie night is beginning to lower,
Comes a pause in the day's occupations.
That is known as the Children's Hour.
I hear in the chamber above me
The patter of little feet,
The sound of a door that is opened,
And voices soft and sweet.
From my study I see in the lamplight,
Descending the broad hall stair,
Grave Alice, and laughing Allegra,
And Edith with golden hair.
A whisper, and then a silence :
Yet I know by their merry eyes.
They are plotting and planning together,
To take me by surprise.
A sudden rush from the stairway,
A sudden raid from the hall !
By three doors left unguarded
They enter my castle wall !
They climb u}) into my turret
O'er the arms and back of my chair;
If I try to escape, they surround me;
They seem to be everywhere.
The Children's Hour 77
They almost devour me with kisses,
Their arms about me entwine,
Till I think of the Bishop of Bingen
In his Mouse-Tower on the Rhine !
Do you think, blue-eyed banditti,
Because you have scaled the wall,
Such an old mustache as I am
Is not a match for you all !
I have you fast in my fortress,
And will not let you depart.
But put you down into the dungeon
In the round-tower of my heart.
And there will I keep you forever,
Yes, forever and a day,
Till the walls shall crumble to ruin.
And moulder in dust away !
— Henry Wadsworth Longfellow.
At what time does the " children's hour " come ? Why
is it called their hour? Who are the children in the poem?
Where do they come from? Whom are they coming to see?
What will they do? What does their father say to them?
What other poems by Longfellow have you read? What
do these words mean : lower, occupation, raid, turret, entivine,
fortress, banditti, dungeon, round-tower ? If you do not know
the meaning, consult the dictionary. Do you know the story
of the Bishop of Bingen and the Mouse-Tower ? It is told
in Southey's "Bishop Hatto."
The best known of our American poets, Henry Wadsworth
Longfellow, was born in Portland, Maine, in 1807. He graduated
from Bowdoin College in 1825, in the same class with Nathaniel
Hawthorne, another of our most famous authors. His house,
78
Everyday English
once General Washington's headquarters, is still standing, and is
one of the things that visitors tn Cambridge wish to see.
Longfellow wrote
poems that please
people of all ages.
But so many of them
have been about chil-
dren, and interesting
to children, that he is
sometimes called the
children's poet. You
have probably read
•'• Hiawatha," '' The
Village Blacksmith,"
'•The Psalm of Life,"
and others. Later
you will read, we
hope, " Evangeline," " The Courtship of :\Iiles Standish," " The
Skeleton in Armor," and many more.
86. WRITTEN LESSON
Rewrite the following sentences, expressing the same ideas
in a different way.
1. Their arms entwine my neck.
2. The clouds lower, and the light fails.
3. There is a pause in the day's occupations.
4. They are planning to make a raid upon me.
The children are descending the stair.
Alice is a grave little girl.
They have taken me by surprise.
They came in suddenly, and surrounded me.
They scaled my wall, and devoured me with kisses.
The old fortress is crumbling to ruin.
5.
( .
8.
0.
10.
, Synonyms, Homonyms 79
87. LANGUAGE LESSON
SYNONYMS, HOMONYMS
Words that mean nearly or quite the same thing are called
synonyms.
gay lively useless
serious sober anger
throw toss sage
utter express swiftly
futile
wrath
wise
rapidly
Find synonyms for as many of the following words as you
can.
try
active
cherish
empty
fraud
deceive
frigid
courtesy
brilliant
strive
delight
heroic
pretty
inquire
speed
grave
relate
pause
sudden
devour
scaled
Words that have the same sound but different meanings are
called homonyms.
See Lesson 9 for an exercise on homonyms. Here are
some examples of homonyms. Explain the meaning of each.
Make sentences using each form. ^
led
lead
sew
so
sale
sail
see
sea
bear
bare
its
it's
I
ay
eye
blew
blue
sent
cent
scent
right
write
rite
great
grate
way
weigh
sole
soul
wood
would
80
Everyday Eiio-lish
88. ORAL LESSON
Study this picture carefully. It represents a condition
common in New England for more than fifty years after the
Pilgrims landed in 1620.
Where are these people going? How many people are in
the picture? Why do they go together? What are the
men carrying? Why? What time of the year is it? Where
is the church ? How large is it ? From what country had
these people come? Why had they come to a land so dan-
gerous and uncomfortable?
89. WRITTEN LESSON
Write an account of what the picture tells you.
Be careful to express your ideas clearly, and to write and
spell accurately. Tell, if you can, what the inside of the
church is like, what kind of houses the Puritans lived in,
what comforts they lacked, and what sort of dangers the
forest held for them.
Choice of Words 81
90. LANGUAGE LESSON
CHOICE OF WORDS
In these sentences, use different words for those in italics:
1. The Pilgrims braved many perils.
2. They were determined to hsive freedom in their religion.
3. They endured many hardships.
4. England was theiv fatherland.
5. Their neighbors were now the savage Indians.
6. They sat down to their first Thanksgiving feast with feel-
ings of gratitude.
7. They strove to found new homes in the forest.
8. The land was full of. pretty flowers in summer.
9. The Indians inquired why they had come.
10. Some of the colonists had deceived the Indians.
Words in series are separated by commas.
Example : On the farm are dogs, cats, horses, and cows.
Punctuate and capitalize the following sentences:
the Indians had bows arrows and spears for weapons
yes mary i like violets pansies roses and asters
the days of the week are Sunday monday tuesday Wednesday
thursday friday and Saturday
you poor sick shivering doggie said james i will take you home
o torn your coat trousers and hat are covered with mud
91. ORAL LESSON
What is the name of the city or town in which you live?
How is it spelled ? What is the population of your town ? In
what part of the state is it ? Has it a port, or water front ?
What are its principal streets ? What important buildings
has it ? Is there a public library ? a fire department ? a water
G
82 Everyday English
supply ? a trolley system ? a public park ? a town hall ?
What churches are there ? What part of the town do you
consider most attractive ?
Let one member of the class step out of the room, knock at
the door, enter as a stranger, and say, " 1 have three days to
visit your town. Please tell me how to spend my time to the
best advantage."
Several members of the class may answer him, speaking on
the following topics or others that are suited to your town:
1. An account of the town for a visitor who has just arrived.
2. The Park. 3. The principal street. 4. The most attractive
part of the town. 5. What I like best about our town.
92. WRITTEN LESSON
The following selection is from Little Women^ a novel by
Louisa ^L Alcott. Read it over carefully so that you will
be able to write it correctly from dictation. Notice para-
graphs, capitals, punctuation, and contractions.
Jo saw a big red-lieaded youth approaching her corner, and
fearing he meant to engage her, she slipped into a curtained re-
cess, intending to peep and enjoy hei'self in peace. Unfortunately,
another bashful person liad chosen the same refuge ; for, as the
curtain fell behind her, she found herself face to face with the
Laurence boy.
" Dear me, I didn't know any one was here ! " stammered Jo,
preparing to back out as speedily as she had bounced in.
Put the boy laughed, and said pleasantly, though he looked a
little startled, "Don't mind me; stay, if you like."
'' Shan't I disturb you ? "
"Not a bit. I only came because I don't know many people
and felt rather strange at lirst, you know."
,'. Plural Nouns in -ves 83
" So did I. Don't go away, please, unless you'd rather."
The boy sat down again and looked at his pumps, till Jo said,
trying to be polite and easy, " I think I've had the pleasure of
seeing you before. You live near us, don't you ? "
"Next door; " and he looked up and laughed outright.
93. LANGUAGE LESSON
PLURAL NOUNS IN -VES
Most nouns ending in -f ox -fe form their plural by adding -s.
roof, roofs grief, griefs safe, safes
proof, proofs chief, chiefs fife, fifes
These fourteen nouns ending in -f or -fe form their plural
by changing -f or -fe to -ves.
beef, beeves self, selves
calf, calves shelf, shelves
elf, elves sheaf, sheaves
half, halves thief, thieves
knife, knives wharf, wharves (or wharfs)
leaf, leaves wife, wives
life, lives wolf, wolves
Write the possessive singular and the possessive plural of
each of the nouns mentioned above.
Give the rules for forming plural nouns. See Lesson 84.
94. ORAL LESSON
What railroads has your town? Has it any trade by
water? What are its principal industries? What does it
manufacture? Can you tell how any of these things are
made? How many people do the factories employ? What
are its principal stores? What do they sell? If a friend
came to visit you, what shops or stores would you show
84 Everyday Eno-lis^h
him? How is the town governed? Has it a mayor and
council? a police department? What can you tell about the
history of the town? When was it settled?
Give an account of the town such as would convince a
stranger that it is a "live place." Can you tell any events
in its early history?
Select one of the several topics on which you will give a
brief talk to the class:
1. The railroads and where they go. 2. The factory and what
is made there. 3. A large store in your town. 4. The story of
the town years ago. 5. How to take books out of the library.
6. What the police do.
95. WRITTEN LESSON
You are to write a letter on one of the topics suggested
in l^esson 94 to a friend who has never been in your town.
Write (1) the heading; (2) the address; (3) the salu-
tation; (4) the letter ; (5) the signature.
Your teacher will pass about the room and criticise the
heading, address, and salutation, while you are writing the
rest of the letter.
Some of the letters are to be read aloud. Listen and see
if you can tell whether the letter should be divided into
paragraphs. Where should the paragraphs be made?
96. LANGUAGE LESSON
PLURAL POSSESSIVES
This dog's nose is black.
Dogs' noses are cold.
In the first sentence, how many dogs are there? How is
the singular possessive shown in writing and printing?
Plural Possessives 85
r'
In the second sentence, how many clogs are there? What
is the difference between tlie plural and the possessive?
How is the plural possessive indicated?
Explain the difference in the meaning of these two
expressions :
My sister's room. My sisters' room.
Plural nouns ending in -s are made possessive by adding the
apostrophe.
In the singular the apostrophe is before the s. In plurals
the apostrophe is after the s.
Tell whether these possessives are singular or plural :
The girl's pony. My brother's store. The pony's dinner.
The girls' pony. My brothers' store. The ponies' dinner.
Tell whether these are singular or plural possessives.
How can you tell?
baby's ladies' babies'
glasses' . daughter's teacher's
anybody's daughters' teachers'
doctors' Mr. Thomas Lane's doctor's
butcher's dolls' horses'
Change these expressions so that the possessive shall be
plural. Explain the change in meaning in each case,
my dog's kennel this boy's dog
her brother's house the lady's carriage
that horse's stable the thief's punishment
The few plurals of nouns that do not end in -8 form the
possessive by adding 's. For example :
men's oxen's mice's sheep's
Give the plural possessives of :
woman child tooth foot
^
S(y Everyday English
97. ORAL LESSON
REVIEW
1, What is a sentence? 2. What is a declarative sen-
tence ? 3. What other kinds of sentences are there ?
4. Give an example of each kind. 5. Give the rules for
ca2)itals. G. When is a period used? a question mark?
7. What is an abbreviation ? 8. Mow is it written ?
9. Give the rule for forming plural nouns. 10. Give three
examples of })lurals in -oes. 11. (iive three examples of
plurals in -ies. 12. Give three examples of })lurals in
jves. 13. What is a paragraph? 14. What is indention?
15. How is the possessive of singular nouns formed?
IP). How is the possessive of plural nouns formed?
17. What are homonyms? Give two or three examples.
18. What are synonyms? Give two or three examples.
19. Name five pronouns. 20. Make some sentences, using
these pronouns with 2«, are; was, were; has, have. 21. How
are quotations written ? 22. How are divided quotations
written ? 23. How is conversation between two persons
divided into paragraphs ? 24. What is a contraction? how
is it written ? Give several examples. 25. What is the dif-
ference between a contraction and an abbreviation ?
98. WRITTEN LESSON
REVIEW
Write the following exercises from dictation :
1. Mr. James K. Williams went to New York on June 22, 1913.
2. To-day is (date in full).
3. "Come, May," said George, " Til show you the turtle."
" Will he bite ? " asked May.
" No, May, he is not a snapping turtle," said George.
Review Lessons 87
The children walked down the hill and soon came to the
brook. The turtle was sunning himself on the bridge.
" He doesn't look as if he wanted to fly," said May.
"No, turtles don't fly except in fables," said George.
4. Who has seen the wind ?
Neither I nor you ;
But when the leaves hang trembling,
The wind is passing through.
Who has seen the wind ?
Neither you nor I ;
But when the trees bow down their heads.
The wind is passing by.
— Christina G. Rossetti.
99. LANGUAGE LESSON
REVIEW
1. Give the plurals of the following nouns :
child, hero, lily, solo, cargo, beef, thief, ox, sheep, negro, rose,
baby, piano, leaf, house, review, tomato, city, chief, shelf.
2. Give the possessives, singular and plural, of:
horse, negro, thief, sheep, mouse, baby, lady, captain, buffalo.
3. Give the plural of the following pronouns :
I, he, she, it, this, that, you.
4. Fill the blanks with the proper words, using am, is, are,
was, were, or been :
I going to town to-day. you going with me ? I
have in town every day this week. you in town yes-
terday ? We there yesterday, and going again to-day.
JSTo, he not ready. His sisters ready now. Yesterday
we ready before you, but to-day you ready first.
88 Everyday Englisli
100. REVIEW LESSON
CAPITALS AND PUNCTUATION
Capitals are used :
At the beginning of a sentence. (Lesson 6.)
At the beginning of every line of poetry. (Lesson 9.)
At the beginning of every direct quotation. (Lesson 78.)
In names of persons, places, cities, towns, months. (Lessons
12, 21, 24, 45, 48.)
In the principal words in titles. (Lessons 14, 17.)
For / and 0. (Lesson 9.)
For all words referring to God. (Lesson 12.)
The period is used :
At the end of a declarative or imperative sentence (Lesson
6); after abbreviations (Lessons 21 and 24).
The question mark is used after every question. (Lesson 6.)
The exclamation mark is used to show strong feeling. (Lesson
12.)
The hyphen is used, to separate syllables when a word is
divided at the end of a line (Lesson 17); and between the parts
of many compound words (Lesson 48).
The comma is used to mark off :
No or yes in replies. (Lesson 72.)
The name of the person spoken to. (Lesson 45.)
A direct quotation, or each of its parts if it is divided. (Les-
sons 78, 80, 81.)
Words in series. (Lesson 90.)
Find examples of each use in this book. Can you find any
other cases in which the comma is used ?
PART TWO
101. ORAL LESSON
SUBJECT AND PREDICATE
You already know a good many things about sentences.
What is a sentence? What kinds of sentences are there?
How is eacli kind punctuated? Every sentence has two
parts, subject and predicate. The subject is what we are
talking about. In the sentence. — Birds j\y^ — Birds is the
subject. The predicate is what we say about the subject.
In the sentence. — Birds fly, — fly ^^ the predicate. Think
of several very short simple sentences. What are their sub-
jects? What are their predicates?
Are the groups of words below sentences? Supply sub-
jects to show what we are talking about.
growl. has lost her sheep.
swim. pulled out a plum.
talk. never told a lie.
make an hour. spoke very clearly.
Are the following groups of words sentences? Say some-
thing about each. Have you made a sentence? What is
its subject? What is its predicate?
a snow storm some boys whom I know
cows sentences
the mail carrier the predicate
clouds the clock in the tower
the flowers Theodore Roosevelt
89
90 Everyday English
Let us take somewhat longer sentences and divide tliem
into subject and predicate. In the sentence, — Mayiy birds
fiy south. — Many birds is the subject; fiy south is the predi-
cate. What are the subjects and predicates of the two fol-
lowing sentences?
Many birds fly south in the autumn.
Many birds, both large and small, fly south in the autumn.
In each of the following sentences what do we talk about?
What do we say about it? What is tlie subject, what is the
predicate of each?
Jack and Jill went up the hill.
Christmas comes but once a year.
Honesty is the best policy.
Kain refreshes the dry earth.
I ran home like a deer.
Nearly all domestic animals appreciate kindness.
Every sentence has a subject and a predicate.
Is your father at home?
All of the grandchildren returned to the old home for Christmas.
102. WRITTEX LESSON
BUILDING SENTENCES
Write sentences, supplying predicates for the following
subjects:
Little Jack Horner My mother and I
The schoolhouse on the corner My baby brother
The steamboat Kipe red strawberries
I The city of Boston
My father The President of the United
States
,' Complete Subjects and Predicates 91
Write sentences, supplying subjects for the following predi-
cates:
will rain to-morrow rode in a red automobile
jumped over the moon ran away with the spoon
was first President discovered America in 1492
wrote letters to his friends carried many tons of freight
10.3. LANGUAGE LESSON
THE COMPLETE SUBJECT AND COMPLETE PREDICATE
Write from dictation :
Every sentence can be divided into two parts, the com-
plete subject and the complete predicate.
The subject is what we are talking about.
The predicate is what we say about the subject.
The complete subject contains a noun or a pronoun.
The complete predicate always contains a verb.
Supply predicates for the following subjects:
I The dinner bell The largest building in town
You Benjamin Franklin " My pet canary
Cats George and May San Francisco
Supply subjects for the following predicates:
haven't time jumped on the seat isn't ready yet
caught fire fell downstairs had an axe to grind
ran away will go to-morrow is far from home
Divide the following sentences into tlieir complete subjects
and complete predicates:
1. Little Jack Horner sat in a corner.
2. The little fellow slept in a cradle.
3. The earth is a big round ball.
92 Everyday Eiiglisli
4. A year has tliree hundred and sixty-five days.
5. Taffy was a Welshman.
G. The village smithy stands under a spreading chestnut tree.
7. Dirt and disease go together.
8. George and j\Iay were brother and sister.
A MOTE APPEAL.
104. ORAL LESSON
Study tlie picture carefully. Describe the little girl, her
dog, the other dog. Do you see anything that indicates to
whom this other dog belongs ? Can you imagine how his
owner looks ? Where is the scene ? AVhat is the girl doing ?
Define mute and appeal. Is the title of the picture a good
one ? Why ? Several pupils may tell the story of the picture.
One may give the little girl's account of the story ; another,
her dog's account ; another, the other dog's account.
Order of Subject and Predicate 93
105. WRITTEN LESSON
Write a single paragraph on one of the following topics :
1. A description of the picture in Lesson 104.
2. A vacation outing.
These paragraphs are to be corrected by the class, for (1)
title, (2) indention, (3) capitals, (4) punctuation.
106. LANGUAGE LESSON
ORDER OF SUBJECT AND PREDICATE
Examine the following sentences. The subject is in
italics, the predicate in roman type. What kind of sentence
is each ?
1. Down the hill ran the hoys and girls.
2. Where is James ?
3. Where did your brother Tom go yesterday ?
4. Please give me a dime.
In the first sentence, the usual order is changed, and the
predicate comes first and tlie subject second. In declarative
sentences, the natural order is (1) subject, (2) predicate.
When a sentence has (1) predicate, (2) subject, this is
called inverted order.
In the second sentence, the subject comes last, as frequently
in interrogative sentences.
In the third sentence, a part of the predicate precedes
and a part follows the subject. This order occurs in all
kinds of sentences.
In the fourth sentence, the subject i/ou is omitted, but
must be understood. The subject i/ou is frequently omitted
in imperative sentences.
94 Everyday English
Select the subject and the predicate in each of the follow-
ing sentences :
1. Young Walter Raleigh was waiting to see the queen.
2. At the foot of the stairs lay the queen's barge.
3. In a minute the queen would pass down the stairs.
4. From the great gates forth marched the ushers.
5. Amid a crowd of lords and ladies came the queen herself.
6. AVhere was Raleigh's companion ?
7. He was hiding behind AValter.
8. It had rained the night before.
9. In the queen's path was a small quantity of mud.
10. Raleigh took his handsome cloak from his shoulders.
11. He laid it on the miry spot.
12. The queen passed over this strange bridge.
13. Into the barge she stepped without saying a word.
14. The crowd watched and wondered.
15. One of the queen's officers appeared.
16. Follow me to the queen.
107. ORAL LESSON
THE GROWTH OF A PLANT
Every spring you have seen trees put forth new leaves, flowers
and weeds spring up in field and woodside, and all nature take
on new life. Every step in these changes is wonderful ; each is a
new act of creation.
Most of the common plants continue their lives from genera-
tion to generation by means of seeds. Have you ever watched
a seed grow into a plant ?
This is a picture of a bean.
Place several beans in damp sand or earth, and
keep them Avarm. In two or three days, if you take
How Plants Grow
95
one of them out, it will be soft and much larger than it was
when you put it in. In five or six days, take
out another, and it will be split apart like this.
By the end of a week, or very soon after,
the earth will be pushed up and cracked, and
soon a tiny pair of leaves will appear with the two halves of the
bean clinging to them, like an eggshell to a newly
hatched chick. If you pull up one of these, you
will see a tiny plant with roots.
The plant is now well under way in its life.
What has happened ? The parent bean had pro-
duced a number of these bean seeds such as you
have planted. Each bean contained in it the
germ, or origin, of a new plant of the same sort.
Most of the bean seed was composed of the
material on which the infant plant could feed
when its life should begin, and the whole was
inclosed in a protecting skin.
The moisture and warmth started the new plant life. The
roots pushed down into the earth for further food, and the stem
and leaves pushed up to get their share of help from the light
and air. For sunlight and air also contribute to the life of
plants. The leaves have many minute openings in them through
which the plants breathe in a certain portion of the atmosphere.
By and by our bean will grow and spread and put forth little
white or lilac-colored blossoms. These in turn will drop off, and
where they were will appear tiny bean pods, hardly as large as a
pin. When these pods have developed we have a little bush
about nine inches high, looking like the picture on the next page,
and yielding us a delicious and wholesome food.
What does a seed contain ? What makes it germinate ?
Why do we plant things in the spring ? How must our soil
96
Everyday English
be prepared? Wliat stages are there in the life of the bean?
. . -^^^^^-f Have you ever
V;^ "i^^^ ■/ planted any-
'^^ -^...: '>^-^ ^. ■;- y.^^ thing? Did it
/ . ^' • ^?^®^^|| ^»-ow? Did it
•%,'/-'' > f i^t^l^^^ ■'•^^1^'*- need any attend-
*^^^~ 'iiice during its
*'^^^ growth? When
did it ripen or
reach its matu-
r i t y ? What
flowers do you
know the names
of? Did you
ever plant a
garden? Can
you watch some-
thing grow at
home? How do the earth and the air help plants? Do
children grow like plants ?
108. WRITTEX LESSON
Write the following sentences from dictation:
1. Mr. and Mrs. Edward Lawrence will be at home on Thurs-
day, April 4, 101.3.
2. In the children's garden were lilies, daisies, roses, and sweet
peas.
3. " I like to dig in the garden," said George.
4. " I like to pick the flowers," said IVLay.
5. " I wonder," said their mother, " who likes to weed tlie
garden ? "
6. George's spade and May's rake were left out in the rain.
Nouns 97
Compare your sentences written from dictation with those
printed in the book. Correct carefully all mistakes.
Write the plurals corresponding to the following :
I You are He goes was
this I go the boy runs has
he is the doll's am sees
baby's the doll's dress is goes
109. LANGUAGE LESSON
NOUNS
You have heard something about nouns in Lessons 33, 54,
60, 84, 93, and elsewhere. Words used as names are called
nouns. They name all sorts of things, persons, places, and
ideas. Boy, dog, stick, house, John, George Washington,
schoolhouse, music, penny, patriotism, minister, fire engine,
and New York are all nouns.
Select all the nouns in the fable in Lesson 13,
Divide the following sentences into subject and predicate.
Select the nouns in the subjects.
1. Plants grow from seeds. 2. All the beautiful flowers in
your garden grew from seeds. 3. Plant a seed in the damp earth.
4. Is the seed dead ? 5. A tiuy leaf pushes its way out of the
earth. 6. This leaf will grow rapidly. 7. New leaves appear.
8. Do you see any flowers? 9. Under the earth are roots.
10. Light and air help the plant to grow. 11. How does a plant
breathe? 12. The flowers have seeds. 13. These seeds may
grow into new plants. 14. A common plant teaches us many
things. 15. What do the plants eat?
Words used as names are called nouns. The principal word
in the subject is often a noun.
98 Everyday English
no. ORAL LESSON
A DRILL IN THE RIGHT WAY OF SAYING THINGS
1. Say, I have seen him, or I saw him.
2. Say, / did it, or / have done it.
3. Say, You were, you have.
4. Say, He doesn't.
Choose sides and play the game of using correctly the
words : am, are, was, been, do, did, done, have, has, saw, seen.
The teacher will give the word am. The first pupil on
one side will make a sentence containing that word. If the
sentence is correct, score one. If it is incorrect, some one
on the other side must find the mistake. That counts one
for the side finding the mistake.
May expresses permission. Can expresses ability. The
teacher teaches the lesson, the children learn it.
Study the following sentences until you are sure that you
understand the correct use of ma^ and can, learn and teach.
Then make other sentences illustrating their use.
1. May I be excused at three o'clock?
2. You may if your lessons are learned.
3. I think I can learn them by then.
4. AVho teaches drawing in your school?
5. Perhaps I can teach you how to draw a horse.
The teacher may use similar exercises on other common
mistakes ; for example :
Love for like. You love your mother, you like candy.
3fost for almost. Say, I am almost ready.
Leave for let. I^et the kitten alone ; leave it in my care.
Betiveen for among. Usually beticeen applies to two persons or
things, among to more than two.
'■ Pronouns 99
111. WRITTEN LESSON
Pasadena, Cal., Dec. 0, 1914.
Harry Vincent,
342 West St.,
Albany, N. Y.
Dear Harry :
All day long I have been thinking of you and your mamma
and wondering what you were doing. So, when I came back to
the hotel to-night and found a letter from each of you, I cried,
" Hurrah, this is fine ! " I read your letter first, but don't tell
mamma. Isn't it splendid to have snow and coasting so early in
the winter ? While it was snowing in New York, it was a warm
summer day here in California, and I was picking ripe oranges.
On Tuesday, I sent you a box by express, and it should reach
you about the same time as this letter. As soon as it comes,
please write and tell me how you like the oranges. In that letter,
keep your eye on the capitals and the punctuation. If you try,
I am sure, you can write a letter without a single mistake from
the date to the signature. What is a signature? Here is your
father's.
Thomas W. Vincent.
Imagine that you are Harry Vincent, and write a letter
in reply to the above.
112. LANGUAGE LESSONS
PRONOUNS
Pronouns are words used instead of nouns. Take this
sentence :
When John found John's sister crying, John gave John's sister
John's whip.
100 Everyday English
The nouns John and sister are used too often. Tn fact, we
never make a sentence like that. We use pronouns in place
of the nouns. We would say :
When John found his sister crying, he gave her his whip.
He and his refer back to John; her to sister. All pro-
nouns stand for nouns. The following are some of the most
common pronouns :
I he his they
me she hiin them
you it we who
your her us which
Select all the pronouns in these nonsense verses;
They told me, you had been to her,
And mentioned me to him ;
They gave me a good character,
But said I could not swim.
Divide the following sentences into subject and predicate.
Select the nouns and pronouns in each subject.
1. The sun is going down.
2. The sandman will soon come to see us.
3. He is sprinkling his sand everywhere.
4. The sand falls on my eyes.
5. Do you feel any sand on your eyes ?
6. Listen to the sandman's song.
7. How sleepy I feel !
8. My eyelids are closing.
9. All the children hear this song.
10. The sandman's song is heard around the world.
Words used as names are called Nouns.
Words used in place of nouns are called Pronouns.
Every subject contains a noun or a pronoun.
The Barefoot Boy
113. ORAL LESSON-
101
THE BAREFOOT BOY
Blessings on thee, little man,
Barefoot boy, with cheek of tan !
With thy turned-up pantaloons,
And thy merry whistled tunes ;
With thy red lips, redder still.
Kissed by strawberries on the hill ;
With the sunshine on thy face.
Through thy torn brim's jaunty grace ;
Prom my heart I give thee joy, —
I was once a barefoot boy !
Prince thou art, — the grown-up man
Only is republican.
Let the million-dollared ride !
Barefoot, trudging at his side.
Thou hast more than he can buy
In the reach of ear and eye, —
Outward sunshine, inward joy :
Blessings on thee, barefoot boy !
This is the first stanza in a well-known and beautiful poem
by John G. Whittier. He was born on a farm at Haverhill,
Massachusetts, about a hundred years ago. The old farm
house is still preserved as it was in his boyhood and is visited
every year by many people who have enjoyed his poetry.
He did not go to college, but he read good books, observed
the life around him, and thought earnestly about what he
read and saw, and so educated himself better than many col-
lege students do. He wrote many poems that describe the
country life in New England. Among the best of these are
"Snow Bound " and " Songs of Labor."
102 Everyday En<2:lisli
Do you know the rest of " Tlie Barefoot Boy " ? Where
does the barefoot boy live ? Why is he happy ? What
things has he that wealth cannot give? What are his
pleasures ? What is the meaning of : cheek of tan^ merry,
jaunty, I give thee joy, republican, trudging, million- dollar ed,
in the reach of ear and eye ?
If there is time, let several pupils speak on the following
topics. Each talk should form a paragraph.
1. The Poet Whittier.
2. The Barefoot Boy.
3. The Occupations of a Country Boy.
114. WRITTEN LESSON
Write about (1) " The Barefoot Boy," or (2) the occupa-
tions of a country boy, or (3) an account of how a city boy
spends his time out of school.
Each composition should contain several paragraphs.
How many paragraphs are there to be in your composition ?
What shall you say in each paragraph ?
115. LANGUAGE LESSON
A, AN, THE. HOMONYMS. SYNONYMS
A, an, and the are three very useful words. AVhat differ-
ence is there in the meaning of the hook and a hookf the
pencil and a pencil? Would you use a or an befoi'e the
following words ?
elephant rhinoceros goat ostrich
consonant vowel uncle aunt
winter day autumn day new coat old coat
A is used before a word beginning with a consonant. An is
used before a word beginning with a vowel.
Homonyms. Synonyms 103
Make sentences, using each of the following homonyms.
In case of doubt, look the word up in the dictionary.
their there sowed sewed capitol capital
piece peace steal steel led lead
its it's principle principal sent cent scent
Read the following stanza from Bryant's " Song of
Marion's Men."
Our band is few but true and tried,
Our leader frank and bold ;
The British soldier trembles
When Marion's name is told.
Our fortress is the good greenwood,
Our tent the cypress tree ;
We know the forest round us.
As seamen know the sea.
We know its walls of thorny vines.
Its glades of reedy grass,
Its safe and silent islands
Within the dark morass.
Find synonyms, or words of nearly the same meaning, for
hand, few, tried, leader, frank, hold, British, tremhles, fortress,
greenwood, seamen, glades, silent, morass.
In this stanza from Sidney Lanier's "Tampa Robins,"
explain : a fig for thee, glohes of gold. Times scythe.
The robin laughed in the orange-tree :
" Ho, windy Xorth, a fig for thee
While breasts are red and wings are bold
And green trees wave us globes of gold,
Time's scythe shall reap but bliss for rae
— Sunlight, song, and the orange-tree."
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116. ORAL LESSON
WAITING FOR MISTRESS
Study the picture carefully. What shows that tlie ani-
mals are " waitin^^ for their mistress " ? Where do you
think she is going ? Will the trip be a i)leasure to all of
them ? What will the dogs (h) ? If they could all think and
talk, what might they be talking about now ? Imagine their
conversation.
117. WRITTEN LESSON
Write the story of Lesson IIG in tlie form of a dialog
between the dogs and the pony, putting in the necessary
stage directions. Consult the examples in Lessons 28 and
34 to get the risfht form.
Verbs 105
118. LANGUAGE LESSON
VERBS
You have already learned something about verbs, about is
and are in Lesson 42, about was and were and has and have
in Lesson 54 and Lesson 60. Verbs are a very important
and useful class of words ; you have used them every day
since you learned to talk.
Verbs are used to assert or tell something. In the sen-
tence, — John plaijs. — John is a noun and names a boy;
plays is a verb and tells what John does. Nouns are only
names or signs. You can't tell anything about nouns with-
out using verbs. Try to tell something about the noun boy.
At once you use a verb.
The boy is The boy slept
The boy has The boy thought
The boy plays The boy gave
The boy will come The boy has forgotten
A verb may be a single word ; as, is, think, jumped, drank.
Or it may be composed of several words ; as, will come, has
been, would have jumped, is drinking, may have been thinking.
When a verb consists of several words, it is called a Verb-
Group (or Verb Phrase).
Turn to Lesson 46. In the poem " The Land of Counter-
pane " are the following verbs : teas, lay, had, keep, watched,
go, sent, brought, planted, was, sits, sees.
In the following sentences, determine (1) the subject,
(2) the predicate. Select (3) the nouns, (4) the pronouns,
(5) the verbs.
Few boys have found my nest in the meadow. There I chatter
all day. They call me Bobolink. Do you see the eggs ? Little
birds will come by and by. The good farmer spares our nest.
106 Everyday Eiio:lisli
110. ORAL LESSON
A PRETTY THIEF
Mr. Lawrence had planted a few rows of early sweet corn in
the garden, and had promised George and May that they should
have corn for dinner a week before any one else in the neighbor-
hood. It was a kind of corn that grew very quickly and ripened
earlier than the usual kinds. Its stalks were not tall, and
the ears grcAV low en the stalk, close to the ground. They
began to fill out long before the other corn in the garden had
tasseled.
The children counted every ear and watched day by day, that
they would be sure to know when the first ear was large enough
to pick. There were two ears larger than the rest, and each day
the children would call their father and ask him if they could
not pick those ears. But each time he would say, "No, we must
wait a little longer." Then George and May would go back
under the old poplar tree and feed the squirrel that lived in its
branches, or else sit quietly in the shade and try to imagine how
good the sweet corn would taste.
At last Mr. Lawrence said, " All right, children, we'll pick
those two ears to-morrow morning. You shall each have one for
dinner."
" I choose the long ear," cried George ; " it's the biggest."
" I'd rather have the fat one," said ]\lay ; " it has the nicest
silk."
The next morning they were out in the garden bright and early
to pick the ears. T>ut neither the long one nor the fat one was
there ! Each ear had been picked by some one. Under the
jiojtlar tree were the husks in two piles, and beside them the two
cobs with every kernel neatly picked off.
Neither Mr. Lawrence, nor Henry the gardener, nor Sarah the
A Squirrel Story 107
cook, nor any one about the house knew anything about the corn.
There had been a thief about. That was clear, but who was the
thief ? George and May couhl not believe that such a rascal had
been about their poplar tree.
" Never mind," said their father ; " there are two more ears
large enough to pick to-morrow."
On the next day, however, those two ears had been picked,
and their shucks and cobs were found in the same place as before
under the poplar tree. The next day three more ripe ears had
been taken, and it began to look as if George and May wouldn't
get any of the early sweet corn. They were very cross at the
thief, whoever he might be, and declared that they would teach
him a lesson if they could only catch him.
** Well, children," said Mr. Lawrence at supper that night,
"Henry and I have been talking about your thief, and we believe
that we know who he is. If you will go to bed an hour earlier
to-night so that you can get up with the sun to-morrow, we will
try to catch him."
Although George and May went to bed an hour earlier, they lay
awake a long time trying to guess who the rascal was that had
stolen their corn. So they were fast asleep the next morning when
their father called to them, " Get up quick, and look out of the
south window ! "
In half a minute they were up and at the window. There on
the lowest limb of the old poplar sat a great gray squirrel. He
held a large ear of corn in his paws and was pulling off the husks
and throwing them on the ground as fast as he could.
'' The old scamp ! " said George ; " we've fed him nuts many a
time."
" Isn't he cunning ? " said May ; " he's beginning to nibble the
kernels."
Mr. Squirrel had finished husking the corn, and was biting off
the kernels, as neat as you please. The early ears grew so low on
108
Everyday Eno-lisli
the stalk that, by stretching a little, he had been able to reach
thora and ])reak them off. Then he had carried his stolen .goods
to the great limb, and now
was having a tine breakfast.
After every bite, with his
sharp little teeth, he would
throw his head back and look
as proud and pleased with
himself as could be.
Tn fact, he made such a
])retty picture there among
the green leaves in the bright
morning sun that George and
^lay did not feel very angry
at the thief, after all.
Before the talk in the
class about squirrels, see
what you can learn by
studying any squirrels near your home.
Are there any gray squirrels in your part of the country ?
Can they run fast ? What is the shape of their tails ? What
does the squirrel clo with his tail when resting ? when jump-
ing ? Has he large or small ears ? Where are his eyes placed ?
What is peculiar about his upper lip ? Upon what does he
feed ? What enemies has he ?
Have you seen a red squirrel ? a chipmunk ? What can
you tell about them ? In some parts of the country the gray
squirrels make so much trouble by eating the young corn
tliat boys are placed in tlie cornfields to frighten them away.
In other parts of the country, in the cities especially, gray
squirrels are kept in the parks, and everybody feeds and
pets them. Have you any story to tell about squirrels ?
Verbs and Verb-Groups 109
There is a well-known poem, " The Mountain and the
Squirrel," by Ralph Waldo Emerson. Do you know it ?
Perhaps some one in the class can recite it. Our picture of
squirrels is from a painting by Sir Edwin Landseer, the
famous painter of animals.
Read the story " A Pretty Thief " aloud.
Commit these lines to memory :
He prayeth well who loveth well
Both man and bird and beast.
He prayeth best who loveth best
All things both great and small ;
For the dear God who loveth us,
He made and loveth all. — Coleridge.
120. WRITTEN LESSON
Write in your own words the story "A Pretty Thief,"
told in Lesson 119. Be careful in paragraphing, punctuation,
and use of quotation marks.
121. LANGUAGE LESSON
Every predicate contains a verb or a verb-group. Make
sentences containing the following verbs and verb-groups :
Verbs : ran, jumped, swam, dives, gives, gave, chased, skated,
thought, saw, were, was, taught, learned.
Verb-Groups: have seen, may go, has taught, will learn, should
have been, cannot speak.
Make five sentences, each containing the plural of one
noun. What is the subject and the predicate of each sen-
tence?
110 Everyday English
122. ORAL LESSON
THE OLD GARDEN
Where are the children? How do you know? Tell all
the things that show it is a garden. How many different
kinds of flowers do you see? Are there any trees in the
picture? What is the boy doing? What is the flower he
holds in his hand? What colors has this flower? Have
you ever seen it growing? What other flowers do you see?
What time of day do you think it is? The pillar which the
girls are looking at is a sun dial. The level top has a face
with numbers on it like a clock. The pointed thing at the
top is called a style. The shadow of this style, falling on
the numbers, shows what time of day it is. Have you ever
seen a sun dial? Do we use the sun to tell the time? What
ways of indicating time do you know? How old were you
when you learned to tell the time ?
123. WRITTEN LESSON
Give a description of the
picture on the opposite page.
Be sure to tell everything
that you think interesting
in it. Tell what the chil-
dren are doing and how they
are dressed.
After your composition
has been corrected, perhaps
you can illustrate your story
with pencil or water-color
sketches, and take it home
to show your parents.
THE OLD GARDEN
Planning a Letter 111
124. LANGUAGE LESSON
^= VERBS : NUMBER AND TENSE
As we have seen, the verb is often different in the plural
from the singular. We say, he goes and they go^ the hoy runs
and the hoys run.
Verbs also change with the time when the action was done.
We say I run now; but I ran yesterday, or I ra7i last week.
This way of indicating the time of an action we call tense;
and we speak of the present tense, and the past tense.
Select the present tense and the past tense:
I slept. The lion roars.
He thinks. We thought so.
The rain came. The weather was fine.
In the letter in Lesson 111, select the verbs and tell which
are in the present tense and which in the past tense.
125. ORAL LESSON
PLANNING A LETTER
In the talk to-day we are going to prepare for a real let-
ter. Every one in the class is to write a real letter to a real
person. The first question to decide is, to whom will you
write your letter ? The second question is, about what will
you write your letter ? Think over these two questions, and
have your answers ready.
In the class each pupil will be called on to say to whom
his letter is to be addressed, and then to tell in a few words
what he expects to say in the letter. Does the letter treat
of several topics ? Each topic should be given a paragraph
or paragraphs. Make outlines or plans showing the differ-
ent topics and their order.
112
Everyday Knglisli
12G. WRITTEN LESSON
IW« ili iiiiJ
Write the letter you talked about in Lesson 125. Be sure
that you write the heading, address, salutation, and signa-
ture correctly. If you are uncertain about any of these,
turn to the models in Lessons 74 and 111. How many top-
ics are you writing about ? Make each topic a paragraph.
127. LANGUAGE LESSON
The letters written in Lesson 126 are to
be exchanged and criticised by the pupils.
Mark mistakes with an X.
Be sure tliat you find all
mistakes in (1) capitals, (2) punctua-
tion, (3) plurals, (4) possessives.
The letters are to be returned to
the writers. Look your letter over
carefully. Can you tell what each x
stands for ? If you find a sentence
marked that
you are sure
has no mis-
take, you may
write the sen-
tence on the
board. Can
any one find
a mistake,
then? Pre-
serve these
letters ; they are not yet
ready for the mail box.
Writing a Letter 113
128. ORAL LESSON
A number of the letters written in Lesson 126 are to be
read aloud. Each pupil is to read his own letter. Read
very distinctly, so that every one in the class can under-
stand .
Are there any mistakes in pronunciation or in the use of
words? Which are the best letters ? Why?
For Lesson 129, bring an envelo]3e and a stamp to the
class. Be sure you know how to spell the name and address
of the person to whom your letter is written.
129. WRITTEN LESSON
On the envelope write the name and address correctly.
Follow the models in Lessons 83 and 111.
Now copy very carefully the letter that you wrote in Les-
son 126. Make sure that all the mistakes are corrected.
Write f)lainly and slowly. Sign your name. Read the let-
ter over. Is it a good one ?
Now fold the sheet neatly and put it in the addressed
envelope. Mail the letter after school.
130. LANGUAGE LESSON
TWO TROUBLESOME VERBS
See, Saw, Seen
Study carefully these sentences, and repeat them over and
over until you are sure you can use correctly the words see,
saw, %een. They are different forms of the verb see. See is
the present tense; saiv is the past tense; and seen is used in
verb-groups with has, have., and had.
114 Everyday English
1. I see the bird now. 2. He sees the nest. 3. I have seen
him often. 4. I haven't seen him for several days. 5. I saw
him first a week ago. 6. Has he seen us ? 7. Yes, he saw us a
moment ago. 8, Did you see him, too? 9. Now we have both
seen him.
Supply the proper form, see, sees, smv, seen, in the follow-
ing sentences:
1. I an oriole yesterday. 2. Where did you him ?
8. There, I him now. 4. I never one before. 5. Oh,
I have them many times. 6. Have you ever a scarlet
tanager ? 7. No, but my brother has them several times
this summer.
Do, Does, Did, Done
Do is plural ; does is singular ; both are in the present
tense. JJid is both singular and plural and is in the past
tense. Done is used in verb-groups with has, have, or had:
I have done it. He has done it.
1. I do my lessons in the morning. 2. He does his at night.
3. She doesn't do hers at all. 4. Doesn't she like to study ?
5. Her brothers do, but she doesn't. G. I did my example.
Have you done yours ? 7. He has done all his examples. 8. I
didn't go yesterday, did you ?
Read these sentences over and over until you are sure you
can use the words correctly. Then make three sentences,
using do, and three each for does, did, and done.
After this, any errors in the use of the verbs see and do in
the oral lessons should be corrected as soon as the speaker
makes the mistake.
Review tlie drill in the right way of saying things in
Lesson 110.
/ October's Briglit Blue Weather 115
131. ORAL LESSON
The poem on the next two pages is to be studied and
memorized in preparation foi* the Oral Lesson.
Read the poem carefully aloud. What is the first stanza
about ? the last stanza ? What are the other stanzas about ?
Have you seen bumblebees, golden-rod, gentians, grapes,
chestnuts, woodbine, and apple trees ? What do the words
belated, thriftless, vagrant mean ? Why are they applied to
the bumblebee ? Explain the first two lines of the third
stanza. Why are chestnut burrs described as sating Ex-
plain tvMte-tvinged seeds, aftermaths, lovely wayside things^
golden freighting.
Helen Hunt Jackson was an American writer who spent
most of her life in California. You shoukl read her poem
" September," and compare it with this one on October.
Other poems on the months are " May," by Frank Dempster
Sherman; "July," by Susan Hartley Sweet; "March," by
William Wordsworth. Do you think that October is the
best of the months ?
How do you like the drawing for the poem in tliis book ?
If you care to, you might make with your water colors an
ornamental cover for a booklet in which you could copy the
poem. This would make a nice Christmas gift for some one
at home.
.c-^
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C'**
OCTOBERS BRIGHT BLUE WEATHER
suns and skies and clouds of June,
And flowers of June together,
Ye cannot rival for one hour
October's bright blue weather;
When loud the bumblebee makes haste,
Belated, thriftless, vagrant.
And golden-rod is dying fast.
And lanes with grapes are fragrant ;
When gentians roll their fringes tight
To save them for the morning,
And chestnuts fall from satin burrs
Without a sound of warning ;
When on the ground red apples lie
In piles like jewels shining.
And redder still on old stone walls
Are leaves of woodbine twining ;
116
When all the lovely wayside things
Their white-winged seeds are sowing,
And in the fields, still green and fair,
Late aftermaths are growing;
"When springs run low, and on the brooks.
In idle golden freighting,
Bright leaves sink noiseless in the hush
Of woods, for winter waiting;
W^hen comrades seek sweet country haunts,
By twos and twos together,
And count like misers, hour by hour,
October's bright blue weather.
O sun and skies and flowers of June,
Count all your boasts together,
Love loveth best of all the year
October's bright blue weather,
— Helex Hunt Jackson.
117
118 Everyday Englisli
132. WRITTEN LESSON
Write from dictation the folloiving sentences :
1. It was May's birthday, Saturday, October 15, 1911.
2. " Come," said May to her brother, " let iis take a walk."
3. " All right," he replied ; " we may find some chestnuts."
4. In the fields the pumpkins were turning yellow, and in the
orchards the apples were red on the trees.
5. The bumblebee's gold, the woodbine's scarlet and the grapes'
purple were other colors that we noticed.
Rewrite each of the following sentences, using another
word or expression in place of the one in italics, clianging
the order of the words when necessary. Underline the
subject of each sentence.
1. June cannot rival October.
2. The bumblebee is a vagrant fellow.
3. Gay colored leaves fall quietly into the brook.
4. The ivaysicle gentians curl their fringes.
5. The lanes are odorous with grapes.
6. The bumblebee^ s buzz was the only sound to be heard.
133. LANGUAGE LESSON
PREFIXES AND SUFFIXES
You have often noticed that two words are alike, except
that they begin or end differently. We often add a syllable to
the beginning or to the end of the word. We say that apples
are ripe, or unripe; or, that we are going home, or homeivard.
A syllable that is put on at the beginning of a word is called
•A prefix; a syllable at the end of a word is called a suffix.
Let us consider some of these prefixes and suffixes. Un- is a
prefix that means not; unripe means not ripe ; unread i/ me-dus
Prefixes and Sufiixes 119
not ready. Tell the meaning of the following words : un-
willing, unsteady, U7iable, untrue^ unpleasant, unsafe, un-
broken, unknoivn. How many other words can you think of
that begin with un-f
In- is another prefix that often means not. Before m, p,
and h it is written im, before I it is il, and before r it is
written ir. Insincere means not sincere. Tell the mean-
ing of the following words: inactive, impatient, illegible,
immovable, impious, incomplete, irrational, illegal, impossible,
inconsistent, irregular, irresponsible. Can you think of any
other words beginning with il-, im-, in-, or ir- in which
this prefix means not?
This same prefix often means in, into, on, or to. Indraion
means drawn in; injiow means that whiaXi flows in. Tell the
meaning of the following words : immigrate, impart, import,
imprint, implant, inclose, indent.
There are many other prefixes in common use. Here are
a few of them :
pre-, meaning before, as in j)refix, precede.
ante-, meaning before, as in antedate.
anti-, meaning against, as in antipathy.
con-, meaning together, as in congress, convene.
extra-, meaning beyond or outside, as in extraordinary.
fore-, meaning before, as in foresee, foretell.
re-, meaning bach or again, as in return, retell.
A suffix is a syllable added to the end of a word : happy,
happiness ; home, homelike; sivift, swiftly ; act, action. Two
common suffixes, meaning one that, are -er and -or, as in
walker, sailor.
It is a good habit to note how words are formed. It al-
ways helps you to remember how to spell them, and it often
helps you to get at their meaning.
120 Everyday English
134. ORAL LESSON
ABRAHAM LINCOLN
Abraham Lincoln was president of the United States in
the time of its greatest trial, during the terrible Civil War
between North and South. No leader of a nation ever had
Statue in Lincoln Park, Chicago, ky St. Gaudkns.
heavier duties or graver cares. Lincoln accomplished the
duties of his leadership with an ability and wisdom that
Abraham Lincoln 121
have marked liira as one of the greatest men of the world's
history. In spite of the burden of the long years of war, he
remained unselfish, generous, sympathetic, and tender-
hearted as a child. Wlien the war was over, and he was
planning "Avith malice toward none, with charity for all, to
bind up the nation's wounds," his noble life was suddenly
ended by an assassin's bullet. Perhaps no man was ever
better loved or more deeply mourned.
Every child should know some of the facts of Lincoln's
life; of his boyhood struggle with poverty, his earnest effort
for an education, his success as a lawyer and statesman, his
lofty patriotism, his man}^ deeds of sympathy and kindness.
Incidents in his life and traits of his character should be
discussed in the class. There are biographies of Lincoln,
suitable for boys and girls, by Horace Scudder (Houghton),
Ida Tarbell (McClure), and Norman Hapgood (Macmilhln).
Here is Lincoln's own modest account of his life from
eiglit to twenty-one.
My father, at the death of his father, was but six years of
age, and he grew up literally without education. He removed tvoni
Kentucky to what is now Spencer County, Indiana, in my eighth
year. We reached our new home about the time the State came
into the Union. It was a wild region, with many bears and other
wild animals still in the woods. There I grew up. There were
some schools, so called, but no qualification was ever required of
a teacher beyond "veadiu', w^ritin', and cipherin'" to the rule of
three. If a straggler supposed to understand Latin happened to
sojourn in the neighborhood, he was looked upon as a wizard.
There was absolutely nothing to excite ambition for education.
Of course, when I came of age, I did not know much. Still, some-
how, I could read, write, and cipher to the rule of three, but that
was all. I have not been to school since. The little advance I
122 Everyday English
now have upon this store of education I have picked up from time
to time under the pressure of necessity.
I was raised to farm work, which I continued till I was
twenty-two. At twenty-one I came to Illinois, Macon County.
Then I got to New Salem, at that time in Sangamon, now in
Menard rounty, where I remained a year as a sort of clerk in a
store.
135. WRITTEN LESSON
Write a composition on Abraham Lincoln. Divide the
composition into three parts, giving one paragraph to each
of tliese parts.
1. Lincoln's boj-hood.
2. Lincoln's public life.
3. Lincoln's character.
This division into parts is what is called an outline. Out-
lines are useful in writing and speaking. They help us to
keep our thoughts in order. Each part or division of an
outline is called a head : there are three heads in our
outline.
136. LANGUAGE LESSON
DOUBLE NEGATIVES
Simple Simon met a pieman going to the fair.
Said Simple Simon to the pieman, *'Let me taste your ware."
Said the pieman to Simple Simon, " Show me first your penny."
Said Simple Simon to the pieman, " Indeed, I have not any,"
Study the punctuation and quotation marks until you can
write correctly from memory. It is Simple Simon's last
remark that is important for our language lesson. Suppose
Double Negatives 123
he had said, " I have no penny," or " I have none." His
meaning would have been the same as, "I have not anyJ"
No means not any. None means not one. Nohody means
not anybody. Nothing means not anything.
Suppose, however, that Simon's grammar had been as
poor as his purse, and he had said, " I haven't no penny,"
or "I haven't none." What nonsense that would have
been ! " I haven't no penny " = " I have not not any
penny."
Never use no or none, or nobody or nothing after not.
In the following sentences those in the first column have
not^ to be followed by awy, any one, anybody, anytliing. In
the second column the words lacking are no, none, nobody,
nothing. Fill the blanks so that both sentences, 1, 2, 3, etc.,
shall have the same meaning :
1. I haven't time. I have time.
2. I do not want presents. I want presents.
3. I don't know body. I know body.
4. I haven't done . I have done
5 He doesn't care for . He cares for
6. You haven't seen . You have seen —
7. He would not say . He would say —
8. We shall not expect . We shall expect
Read over each column, filling in the blanks. When the
teacher reads one sentence, write the second sentence hav-
ing the same meaning.
Explain the negatives in these lines from the old song
"The Miller of Dee":
And this the burden of his song
Forever used to be,
" I envy no one, — no, not I !
And no one envies me ! "
124 Everyday Eiig-lisli
137. ORAL LESSON
A PICTURE STORY
Look ut the pictures on this and the o[)posite page. Do
they suggest a story? In the first
picture where is the rabbit? in tlie
woods or in a garden? What is he
doing? What do you suppose is hap-
pening on the other side of the cold-
frame? Suppose there is a dog coming
through the garden ; can he see the
rabbit? What will happen when the
dogf comes round the corner? What
is happening in the second picture?
Where is the rabbit going? Where is
his home? How far away is it? What
fields must he cross? Does he go
through any fences? over any stone walls? Has the rabbit
a wife and children waiting for him at home ? Imagine the
story of the chase, and describe any narrow escapes the rab-
bit has. Tell how the dog feels as he is shown in the third
picture, and how tlie rabbit feels as he appears in the
A Picture Story
125
fourth picture. What
to the end of the story ?
Find a title for the
story and names for the
dog and the rabbit.
Several children may
tell the story, and we
will see how many dif-
ferent things the pic-
ture can suggest. Or,
does the fifth picture tell you as
three pictures. Perhaps
as the rabbit wo old tell i
one pupil may tell the story
as far as it is suggested by the
first picture ; another may
continue the story for the sec-
ond picture ; and another may
complete the story, following
the suggestions of the last
some pupil can tell the whole story
t to the little ones in the burrow.
12G Everyday English
138. WRITTEN LESSON
Write the story of the dog and his rabbit hunt. Decide
how many paragraphs yoa will have and wliat each will tell
about. You may tell the story as it seemed to the dog, or
to the rabbit, or to an onlooker. After the compositions
are written read some of them aloud. See whether the sen-
tences are all good. Tf there are any bad sentences, have
them corrected on the board. The best of these stories may
be put in the class story book.
139. LANGUAGE LESSON
REVIEW
Select all the nouns, pronouns, and verbs in the fable in
Lesson 37.
State whether each noun or pronoun is singular or plural.
Give the possessive singular and plural of each noun.
Make five sentences, each containing the plural of one
noun and the past tense of one verb.
Select all the nouns, pronouns, and verbs in one of the
stories written in Lesson 138.
140. ORAL LESSON
THE BIRD SHOP
Isn't this picture full of stories? Who can tell the story
of those great, gorgeous parrots? Where were they born?
How did they live in the forest? How were they captured?
How far did they travel before they came to the United
States ? What adventures did they have before they reached
the bird shop? How do they live there? Can they talk?
If he could talk as well as you can, what a story Mr. Parrot
would tell to the girl in the picture ! Tliere are many other
THE BIRD SHOP
Punctuation 127
birds in the bird shop besides the parrot. How many birds
do you know by sight? How many can you recognize by
their songs? There must be a canary in the bird shop; can
you tell its story? And what is the story of the goldfish?
What is the boy trying to teach the puppies? They don't
look as if they were learning very fast or as if they had much
of a story to tell. Their stories are in the future. Suppose
the boy buys one of the puppies for a pet ; can you imagine
the story of that puppy from the time he leaves the shop
until he becomes a big dog? We are sure that some kind
and thoughtful children will buy the rabbits and will take
good care of them. But even so, they are likely to have
some adventures to relate. Perhaps you have some pets that
you can tell stories about. Can you imagine a story about
the boy or the girl in the picture, how they came to the
bird store and what they are going to buy? Or, will you tell
a story about the old man wlio keeps the store? He must
have a whole library of animal stories under his skull cap.
For the oral lesson as many children as time permits are
to tell stories suggested by our picture. Before you begin,
arrange a brief outline in your mind.
141. WRITTEN LESSON
Write a story suggested by the picture in Lesson 140.
It will be interesting to see how many stories the picture
has suggested to different members of the class.
142. LANGUAGE LESSON
PUNCTUATION
Punctuation is used to aid the eye of the reader. It
would be very difficult to read a page without any punctua-
tion marks. You could not tell when one sentence ended
128 Everyday Englisli
and another began. The period and question mark show
a complete break in the sense. The sentence is ended ; the
reader pauses. The comma is used to mark shorter pauses
and less abrupt breaks in the sense. It is used to separate
words, or to show a slight pause or a change in the sense, or
an omission of a word. We have seen several uses, illus-
trated in the following sentences. Can you give the rules?
(See Lesson 100.)
Come, John, we are ready to go.
Yes, he is here.
James said, " I will go."
For Christmas he had a tool chest, a sled, and a necktie.
In all these cases some words are separated by commas
from others. Often one part of a sentence must be sepa-
rated from the rest, or the meaning may be misunderstood.
Examine the following sentences. Are two meanings pos-
sible ? Where should a comma be placed ?
Frank shot a crow and his father and mother praised him.
When the clock struck William John Davis started for home.
Always look over your compositions and decide whether
commas are needed to make the sense clear.
The semicolon is used, like the comma, to separate parts
of the sentence from other parts, but it shows a more marked
separation, or a longer pause than the comma. Turn to
Lesson 76 and see how semicolons are used there.
The colon is used in the salutation of a letter and before
a series of words. Notice the colon in Lesson 75.
The hyphen (see Lesson 100) is used between syllables of
a word when one part of the word comes at the end of one
line and the other part comes on the next line. It is also
used in compound words, as threshinff-rnaehine, verb-group.
Proverbs 129
143. ORAL LESSON
PROVERBS
Most of the common proverbs are very old. In fact, people
made proverbs before they knew written language. They are found
among the savage and ignorant tribes of Africa and Asia, although,
strangely enough, not among the American Indians. Each proverb
states in a few words the result of much thinking and experience.
When we say, "Haste makes waste," we are merely repeating
what people learned thousands of years ago and have found to be
true in every generation since then. A proverb is always short,
and it often uses some particular instance or example to point a
general lesson. Thus when we say, "A new broom sweeps
clean," we mean that any new tool does its work more thoroughly
than an old, or that a new person at any job is likely to be more
thorough for a time than the person who preceded him. Some-
times, indeed, a proverb has several slightly different meanings.
In Lesson 78 tlie proverb "Haste makes waste" was illus-
trated by a few sentences; and in Lesson 72 a short story illus-
trated the proverb " Every cloud has a silver lining." Explain
the meaning or give examples to illustrate these proverbs.
A friend in need is a friend indeed.
Handsome is that handsome does.
A stitch in time saves nine.
He laughs best who laughs last.
A rolling stone gathers no moss.
A barking dog seldom bites.
Willful waste makes woeful want.
Many proverbs and familiar expressions seem to be re-
membered because of the rhyme or alliteration. Perhaps
your teacher will explain alliteration.
How many proverbs do you know?
K
130 Everyday Engl i si i
144. WRITTEN LESSON
"Write a story illustrating the meaning of one of the prov-
erbs in Lesson 143 or of some other proverb that you select.
Underline all the verbs or verb-groups in your composition.
145. LANGUAGE LESSON
SIMPLE SUBJECT, SIMPLE PREDICATE, MODIFIERS
As we have seen, every, sentence can be divided into its
complete subject and complete predicate. Li every com-
plete subject, the main word, either a noun or a pronoun, is
called the subject word, or the simple subject. In every
complete predicate, the main word, a verb or verb-group,
is the simple predicate. The simple subject is the word
that tells whom or what we are talking about. The simple
predica£e is the verb that tells something about the subject.
In tlie following sentences the vertical line separates the
complete subject from the complete predicate. The simple
subject and the simple predicate are printed in italics.
1. The great Hercules \ came at last to the garden of Hesperides.
2. Famous golden apples \ grew on a tree in the garden.
3. The deeds of Hercules | loere known all cjver the world.
4. With his club and lion's skin, he \ marched straight on.
In each sentence the complete subject is composed of the
simple subject (a noun or pronoun) and words which describe
or modify it. These are called modifiers.
Each complete predicate is composed of the simple predicate
(a verb or verb-group) and its modifiers.
Select the simple subjects and simple predicates in the
sentences in Lesson 106.
The simple subject of a sentence is a noun or pronoun.
The simple predicate of a sentence is a verb or verb-group.
The Daffodils 181
146. ORAL LESSON
THE DAFFODILS
I wandered, lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils ;
Beside the lake, beneath the trees.
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay :
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced ; but they
Out-did the sparkling waves in glee :
A poet could not be but gay
In such a jocund company :
I gazed — and gazed — but little thought
What wealth the show to me had brought :
For oft, when on ray couch I lie
In vacant or in pensive mood.
They flash upon that inward eye
Which is the bliss of solitude ;
And then my heart with pleasure fills,
And dances with the daffodils.
William Wordsworth.
What is the meaning of sprightly, jocund, jjensive, solitude?
Note the order followed by the poet. The first and second
stanzas describe the daffodils as he saw them. The third
132 Everyday English
stanza tells how lie felt about them. The fourth stanza tells
how the picture of the daffodils reappears in memory and
brings anew its lesson of joy. Note the picture that the poem
brings to the mind, to the " inward eye." Describe the pic-
ture you receive from the first two lines. Give the picture
of the daffodils along the lake. How do you see the waves ?
Note the words that aid in giving a picture of movement
among the flowers : JI uttering, dancing, twinkle, tossing,
sprightly. Some of these words and some others in the
poem help to give the feeling of joy. What are they? What
words help in showing us what a great crowd of daffodils
there were ? What is " a pensive mood," " the inward eye,"
" the bliss of solitude " ? Commit the poem to memory.
William Wordsworth, one of the greatest English poets,
often wrote about flowers, birds, animals, and children.
Some of his poems that you should read are : " We are
Seven," " The Pet Lamb," " To the Cuckoo," " The Green
Linnet," "To a Butterfly," "The Daisy," "Lucy Gray,"
" The Reverie of Poor Susan."
147. WRITTEN LESSON
Write a composition following this outline. Your teacher
will change the outline to suit tlie place and season.
What I see on my Walk to School:
(1) Flowers. (2) Trees. (3) Birds. (4) Other Animals.
148. LANGUAGE LESSON
Some of the compositions written in Lesson 147 are to be
read aloud in the class. The teacher will select from these
compositions simple declarative sentences which are to be
analyzed. In each sentence select the simple subject and its
modifiers, and the simple predicate and its modifiers.
Modifiers 133
149. ORAL LESSON
YOUR STATE
Have you studied in geography about tlie state in which
you live ? What are its boundaries? its rivers? its moun-
tains ? its lakes ? Has it any famous natural wonder, like
Niagara Falls, or the Yosemite Valley ? What can you tell
about its soil, its products, its industries ? How far have
you traveled in your state ? What are its chief cities ?
What are the industries of each ? Locate each. How would
you go to get from your state to New York ? to Chicago ?
to New Orleans ? to San Francisco ? What have we talked
about in this lesson which would make a good topic for a
written composition ? Is there some river or lake you could
describe? or some city? or some journey? Or you may tell
a story of the early settlement or history of your state.
150. WRITTEN LESSON
Write a composition on a topic selected from Lesson 149.
At the close of your composition, at the foot of the page,
write the name of a state (not your own) which you have
studied in geography, and which you can write a composition
about later on. (Lesson 153.)
Lessons 149, 150, 152, 153, may be used in connection with
the class work in geography.
151. LANGUAGE LESSON
MODIFIERS
Review Lesson 145.
Notice the difference in meaning in the following :
1. Dogs. 3. The black dogs.
2. The dogs. 4. The black dogs in our yard.
l;]4 Everyday Kiiglisli
Bogs is a iiouii that names all dogs. The words the^ black,
in our yard, modify and add to the meaning of dogs. They
are called modifiers.
Suppose we wish to make a statement about these dogs.
We shall need a verb — hark. Notice the differences in
meaning in the following sentences :
1. The black dogs in our yard bark.
2. The black dogs in our yard bark loudly.
3. The black dogs in our yard bark loudly every night.
The words loudly and every night modify or add to the
meaning of the word bark. They are called modifiers.
Make sentences with the following modifiers of the simple
subject.
1. i)retty 4. little, black
2. red, on the bush 5. in the water
3. loud, in the schoolroom G. The old
What is the complete subject in each sentence ?
]\Iake sentences with the following niodiliers of the simple
predicate:
1. politely 4. in a hurry
2. at half-past four 5. in Xew York
3. while the sun shines G. for an hour
What is the complete predicate in each sentence?
Modifiers are words which modify or limit the meaning of
other words.
The simple subject and its modifiers make the complete
subject of a sentence.
The simple predicate and its modifiers make the complete
predicate of a sentence.
The States
135
152. ORAL LESSON
THE STATES
How many stars are there in the flag ? What does each
star represent ? How many states are there ? In Lesson
150 you selected a state that you would like to write about.
If every one wrote about a different state, we should have an
account of nearly the whole United States. How many
states were there when the United States first became an
independent nation? How many stars were there in the
flag ? Where were these states located ? Who lived in the
rest of the ccuntry? Were there any cities west of the
Alleghany Mountains ? anj^ railroads ? Can you tell any-
thing about the settlement of the country? What is the
difference between a state and a territory ? What terri-
tories are there ? What islands are in the possession of the
United States ? Can you give an outline of the composi-
tion you are going to write about a state? What will you
speak of first ? second ? A few outlines may be put on the
board.
136 Everyday .English
153. WRITTEN LESSON
Write a composition of two or three paragraphs about the
state which you selected.
154. LANGUAGE LESSON
Some of the compositions written in Lesson 153 are to be
read in the class. After a composition is read, the class may
indicate the main ideas or the outline of the composition.
Are the paragraph divisions correct ? Did you notice any
mistakes in the use of words or sentences ? Was the com-
position clear at every point ?
155. ORAL LESSON
, CORN
When the New World was discovered, the Europeans found in
use among the Indians here three plants that were unknown in
Europe. These were tobacco, potatoes, and Indian corn, or maize.
All of them are now cultivated extensively throughout the civi-
lized world. Each of them is, in many regions, the jjrincipal crop.
Corn is grown in nearly every part of the United States ; and
our annual crop is nearly three thousand million bushels. In
the great fertile valley of the Mississippi, in Illinois, Indiana,
Missouri and other states — there are hundreds of thousands of
acres planted in corn every year. Corn is, indeed, in many of
these sections, the staple crop ; that is, the crop upon which the
farmers mainly depend. They use it to feed their horses, their
cattle, and their hogs, and they sell it in large quantities. It is a
food for human beings also. The meal can be made into whole-
some and palatable breads and cereals, and the whole grain is
often used as hominy or samp. No more valuable legacy was
left us by the Indians.
Cor
n
137
The growing of corn is a very interesting process. The soil
must be very fertile. In the early spring as soon as the ground
grows dry and warm, it is plowed and harrowed until it
is well pulverized. Then the corn is planted, by hand or wfl
by machine, in furrows about two or three feet apart. ^
The seeds are carefully selected from the biggest and best ears of
the corn, and not from the ends
of the ear.
In about a week after plant-
ing, the ground begins to crack
over the seeds, and soon the tiny
round yellow shoots of the corn
burst through. These turn
green, and, as they push up-
ward, open into two long leaves, shaped at first like
a pointed finger tip and later like a broad blade of
grass. When the stalks are
well advanced, six inches
high or more, the ground
must be cultivated between
the furrows, by hoe, or plow,
or cultivator. This process,
which is repeated at inter-
vals of several weeks until
the corn has grown tall,
serves not only to keep down
the weeds, but also to keep
the moisture in the soil.
Within three or four
months after planting the
corn has reached its full
height, — from six to fifteen
feet, according to the kind
1)38 Everyday Englisli
of corn, the soil, and the temperature. Being a warm weather
plant, it grows best where there is abundant sunshine. Under a
gray sky, like that of Great Britain, it will not thrive. It does
best under brilliant skies like those of Italy or the United States.
Tell about the growing of corn, potatoes, tobacco, cotton,
or some other crop that j^ou know about.
Do you know Whittier's " Corn Song " ?
156. WRITTEN LESSON
SENTENCE BUILDING
Make sentences using one of the following nouns in each
subject. Add to that noun at least one niodilier.
Example : Balloon. The great balloon rose quietly from the
earth.
corn United States
cotton Italy
hills Mississippi
ears potatoes
plow furrow
Make sentences, using one of the following verbs in eiu'li
predicate, with some modifiers :
Example: Scamper. Away scampered all the mischievous
youngsters.
plant are produced
feed , will throw
select may be going
cultivate can find
Make sentences using one of the following modifiers in
each sentence : golden^ sparkling, jocund, Q'^Vi vacant, pen-
sive, continuous, sprightly, inward. AV^here have you seen
these adjectives before?
/ Adjectives 139
157. LANGUAGE LESSON
ADJECTIVES
Look at these expressions : a brave girl, a gray squirrel,
the tallest building, the merry music. Girl^ squirrel^ build-
ing^ music, are nouns. The other words, brave, gray, tallest^
merry, are modifiers (Lesson 151). They add to, or modify,
the meaning of the nouns. Each goes with a noun. They
are adjectives. Words that add meaning to nouns or pro-
nouns are called adjectives.
Sometimes an adjective is next to its noun ; as. The tall
boy. Sometimes it is separated from its noun ; as. The boy
seems to me very tall. But the adjective always adds some-
thing to the meaning of its noun or pronoun. Turn to the
poem, " The Land of Counterpane," Lesson 46. The adjec-
tives in that poem are : sick, two, happy, leaden, different, great,
still, pleasant. With what nouns or pronouns do they belong ?
A, an, and the are adjectives, but they are often called
articles. They are very small, but very necessary articles.
Select the simple subject and the adjectives that modify
it in the following sentences :
1. The tall, homely man was Abraham Lincoln.
2. His next visitor had forced her way past the doorkeeper.
3. This sweet-faced little woman had come all the way from
Ohio to beg for the life of her son.
4. The poor boy had fallen asleep at his post.
5. The kind and patient president listened to her story.
6. A few words were written on a piece of paper.
7. His sad face lightened with a smile.
8. That little piece of paper was a pardon for the boy.
A word used to add something to the meaning of a noun or
pronoun is an adjective.
140 Everyday English
158. ORAL LESSON
ROBERT E. LEE
In any list of great Americans the name of Robert E.
Lee must take a high phice. The Civil War tested men's
abilities and characters as has
no other period in our liistory.
Lincoln was the greatest man
whom that war revealed in the
North, and Lee was unques-
tionably the greatest South-
erner. In many respects he
and Lincoln were very differ-
ent. Lee was a remarkably
handsome, dignified man,
finely educated, and from one
of the most distinguished
American families. Lincoln
was homely and awkward, with
almost no schooling, and with
none of the advantages that family and culture bring. But
both men were alike in their modesty, unselfishness, and de-
votion to dut3^ Lee was a great general, Lincoln a great
statesman ; and both were great in character as well as
ability. Every one who knew General Lee loved and ad-
mired him. Every one knew that it would be impossible
for him to do anything mean, cowardly, dishonest or selfish.
Now, many years after the great war, men of the North
appreciate and honor Lee, as men of the South appreciate
and honor Lincoln. We are proud that our country has
produced such great and good men.
Here is a ])ortion of a letter that General Lee wrote to
his wife on Christmas day, 1862, after his great victory over
Eobert E. Lee 141
General Burnside at Fredericksburg. What do you learn
from it in regard to the character of General Lee ?
" I will commence this holy day by writing to you. My heart is
filled with gratitude to Almighty God for His unspeakable mercies
with which He has blessed us in this day, for those He has
granted us from the beginning of life, and particularly for those
He has vouchsafed us during the past year. What should have
become of us without His crowning help and protection ? Oh, if
our people would only recognize it and cease from vain self-
boasting and adulation, how strong would be my belief in final
success and happiness to our country ! But what a cruel thing is
war ; to separate and destroy families and friends, and mar the
purest joys and happiness God has granted us in this world; to
fill our hearts with hatred instead of love for our neighbors, and
to devastate the fair face of this beautiful world ! I pray that,
on this day when only peace and good-will are preached to
mankind, better thoughts may fill the hearts of our enemies and
turn them to peace. . . . My heart bleeds at the death of every
one of our gallant men."
Other interesting letters will be found in his son's "Recol-
lections and Letters of General Lee." Doubleday, Page, and Co.
You have beard stories from time to time of fine and noble
traits in our American heroes ; of Washington, or Lincoln,
or Lee, or Grant. Can you recall any such incidents ?
You have often been reminded, at home and in school, of
the value of good manners. Have you stopped to think
what good manners mean, and why they are worth while ?
Do you like to be treated with disrespect ? to have your
feelings hurt ? to have your rights disregarded ? to have
your proper pleasures interfered with ? Remember that
other people think just as much of their personal dignity,
142 Everyday English
their feelings, their rights, and their pleasures, as you do of
yours. And that is why good manners are really the
practice of the Golden Rule , " Do unto others as you would
have them do unto you."
What do you think true politeness is? What are some of
the things you should remember to do? some of the things
not to do? What instances of fine courtesy can you recall?
159. WRITTEN LESSON
Write an account of any generous action that you have
read of, heard of, or experienced.
160. LANGUAGE LESSON
TROUBLESOME VERBS: SIT OR SET
Sit, sits, sat, has sat, will sit, sitting, are all forms of the
verb meaning to stay or rest somewhere.
Set, sets, has set, will set, settiiig, are forms of another verb
meaning to place or put something somewhere.
Read these sentences over carefully until 3'ou are sure you
know the correct use of the verbs, sit and set.
I sit in this chair. My father has sat there an hour. The cat
is sitting on the window sill. T set tlie vase on the mantel. The
maid sets the dishes on the table. The gardener is setting out the
plants. The nurse sets the baby in his carriage, and he sits there
happy as a king.
Fill in these blanks with correct forms of sit and set.
1 . Please the broom in the closet.
2. Henry has his watch by the clock.
3. John tli(> watering-can on Iho steps.
4. Is he still in his chair?
5. He has there for an liour.
Troublesome Verbs
143
6. Who the dog after my cat ?
7. The cat there waiting for her mistress.
8. Who is the leaves on fire ?
As we have seen, a verb may be a single word or a group
of words which form a verb-group. Sometimes the words
forming a verb-group may be separated from each other in
a sentence. He wiiY^ s^f there. IF«7Hie siY there ?
Use the following verb-groups correctly in sentences:
will sit would not sit has been setting
do not set
wouldn't set
am sitting
have been sitting
may have sat
am settmg
shall set
is setting
hadn't sat
161. ORAL LESSON
OLD IRONSIDES
One of the most famous ships that ever carried the American
flag into battle is the frigate Con-
stitution. It was built in 1797,
and gained the popular nickname
" Old Ironsides " by its victories
over British ships in the war of
1812. In 1833 it was proposed to
destroy the good ship, which had
grown useless for warfare.
Oliver Wendell Holmes, then
a young man, wrote the following
verses in protest. The poem was
printed in newspapers all over
the country, and nothing more
was heard of the proposal to destroy the Constitution. In fact, it
still exists in the Charlestown navy-yard.
144 Everyday English
Aye, tear her tattered ensign down !
Long has it waved on high,
And many an eye has danced to see
That banner in the sky ;
Beneath it rung the battle shout,
And burst the cannon's roar; —
The meteor of the ocean air
Shall sweep the clouds no more.
Her deck, once red with heroes' blood.
Where knelt the vanquished foe,
When winds were hurrying o'er the flood,
And waves were white below,
No more shall feel the victor's tread,
Or know the conquered knee ; —
The harpies of the shore shall pluck
The eagle of the sea !
Oh, Letter that her shattered hulk
Should sink beneath the wave ;
Her thunders shook the mighty deep.
And there should be her grave ;
Nail to the mast her holy flag.
Set every threadbare sail,
And give her to the God of storms,
The lightning and the gale !
Oi.ivKu Wendell Holmes,
You may have heard something of the history of Old Troyisides.
Among her famous victories were those with the liritisli frigate,
Gaerrihe, in the north Atlantic ; with the Java off Brazil ; and
with the Gyane and Levant off Portugal. Another famous exploit
was her escape from a squadron of five British vessels. The
Old Ironsides
145
Constitution was a full-rigged ship, and she set all her sails so as
to catch every bit of breeze. The British vessels also set all sail,
for the wind was very light. Captain Hull of the Constitution
next tried kedging. All the spare rope was attached to the cable,
and the anchor carried by one of the rowboats half a mile ahead
of the ship, and let go. Then the crew worked merrily taking in
the rope and pulling the good ship up to the anchor. In this way
she escaped the nearest British frigate, which was being towed
by all the boats in the squadron. After a chase that occupied
four exciting days, Captain Hull, by splendid seamanship, finally
brought his ship safe into Boston Harbor.
The full story of the Constitution can be found in any history
of the United States, or in Theodore Roosevelt's The Naval War
14G Everyday English
of 1812, or in Lossing's Story of the American Navy, or Horace
Scudder's Boclley Children.
Read the poem again aloud. Explain the meaning of
kedge, ensign, meteor, harpies, hulk, vaiiquished. P]xplain
the expressions, " The meteor of the ocean air," " the
harpies of the shore," " the eagle of the sea." Commit
the poem to memory.
What can you tell of Oliver Wendell Holmes ? Do you
know any other of his poems : " Union and liberty," " Con-
tentment," " Ode for Washington's Birthday," " The One
Hoss Shay," " The Chambered Nautilus " ?
162. WRITTEN LESSON
SENTENCE BUILDING
Write five sentences, using the following nouns as simple
subjects, and adding one or more adjectives as modifiers of
each subject.
1. ensign 2. frigate 3. squadron 4. sails 5. waves
Write five sentences, using the following verbs as simple
predicates, and adding other words as modifiers of each verb.
Do not use any of the subjects that you used in the exercise
above.
1. waved 2. danced 3. sweep 4. knelt 5. shall feel
Exchange papers. First mark all mistakes in capitals,
punctuation, and spelling with a X. Does each of the first
five sentences contain the given noun as simple subject with
an adjective as modifier ? If so, write a C after the sen-
tence. If not, write a W. Mark the last five sentences in
the same way.
Return the papers. Study your mistakes. How many
crosses? How many W's?
Lie or Lay 147
163. LANGUAGE LESSON
LIE OR LAY
Lie, lies, lying, apply to anything that reclines or rests.
Lay, lays, laying apply to putting or placing something.
Lay is also the past form of lie, so, / lay may mean L ivas
reclining.
Laid is the past form of lay, meaning put or place, and
never means to rest or recline. Laid is also the form of lay
used with has, have, or had. Lain is the form of lie used
with has, have, or had.
Supply the blanks with the proper form lie, lies, lay, or laid.
1. The hen the eggs in the nest.
2. The eggs in the nest.
3. Last night I on the couch.
4. Last night I the book on that table.
5. He the pencil there.
6. There the pencil until you took it.
7. • your book down, please.
8. down and rest.
9. The cattle had in the grass all night.
10. Pie had the book on the table.
11. Have they in bed too late ?
12. Will the mason the bricks to-morrow ?
13. I shall in the hammock.
14. I haven't down to-night.
Name five sentences using lay, meaning to put or place.
Name five sentences using lay, the past tense of lie.
Make three sentences using laid ; three using lain.
For an additional lesson, use the forms of lie and lay and
of other troublesome verbs in a game as described in Les-
son 110.
14(S Everyday English
1G4. ORAL LESSON
AN UNFINISHED STORY
Out in the country, one of the common amusements of the boys
is to wander in groups through the woods and fields looking for
any kind of excitement they may find. They generally take a
dog or two with them, and the dog often contributes to their
amusement. The boys fish, hunt for birds' nests, find snakes in
bushes and under stones, and chase squirrels or rabbits.
One of our American poets, James Whitcomb Riley, spent his
boyhood in the country in Indiana, and has written many poems
of boy life there. Here is a short one that describes such an
incident as he may have often seen.
Rabbit in the cross-ties. — Watch him on the south side —
Punch him out — (piick ! Watch him on the — Hi !
Git a twister on him There he goes ! Sic him, Tige !
With a long prong stick. Yi ! Yi ! ! Yi ! ! !
The cross-ties are logs such as are used to put under the
rails on a railroad. "• Tige " is the name of the dog, being
short for Tiger. Now can you make out the whole story ?
Imagine the whole scene, and describe it as clearly and
definitely as you can. Invent details when you think they
are necessary to make the story good.
165. WRITTEN LESSON
Write out the story you have built up in Lesson 164.
Each pupil may make a story to suit himself.
166. LANGUAGE LESSON
Exchange compositions, and criticise them, as in Les-
son 127.
Lion Family
149
^
^^^^^^^^^^^^^^^^^^^^^^^^1
Wfwit
' "*^ '- ^'.<I^BE«*..
***
167. ORAL LESSON
LION FAMILY
This picture is from a painting by Rosa Bonhenr, a famous
Frenchwoman who lived from 1822 to 1899. She was very fond
of animals, and spent much of her time outdoors among her
friends, or studying wild animals in the zoological gardens. She
became one of the most skillful painters of animals who have ever
lived. Among her paintings are some that you should know ;
" The Horse Fair," •' A Noble Charger," "Coming from the Fair,"
" An Old Monarch " (a lion), " Meditation " (a donkey).
Study the picture carefully so that you can give a brief
oral description of it. Does it show a happy family ? Are
there other pictures of animals in tliis book ? What are
they ? Can you find one by Sir Edwin Landseer, another
famous painter of animals ?
Writers often make pictures in words of objects, animals,
scenes, and persons. These word pictures are called descrip-
150 Everyday English
tions. Try to give in a few sentences a description of the
lions in the picture, or of some animal that you know.
Interestinsf books about animals are Dr. John Brown's
Rab and his Friends^ SewalFs Black Beauty, l^ondon's The
Call of the Wild, and White Fang, OUivant's Boh, Son of
Battle, Pierre Loti's Lives of Two Cats, Kipling's Junyle
Books.
168. WRITTEN LESSON
AN EXERCISE IN DESCRIPTION
Select one of the following topics for description. Think
carefully of the details that will make the picture clear to
you and to your reader. Don't say merely that a thing is
tine, or pretty, or ugly. Tell, instead, the thing that makes
it fine, or pretty, or ugly to you. For example :
" My dog is a handsome animal. He is almost as high as my
waist, and his body is long and slender. His long hair is brown-
ish red, and so soft and silky that it glistens in the sunlight. His
head is small, his jaws long and narrow, and his eyes are bright
and friendly. When he looks at you, it almost seems as if he
were smiling and saying, 'Come and have a romp with me.'"
Choose one of these subjects and describe it :
1. My cat 5. My room
2. My bird 0. Our house
3. My garden 7. Our schoolroom
4. The swimming hole 8. Our playground
169. LANGUAGE LESSON
REVIEW
In these exercises, a (question is followed by several an-
swers. Fill in the blanks with the correct words.
A Review 151
1. Who is here ? I . He . She .
2. Who was here yesterday ? I . He . She .
You .
3. AVho has learned the lesson? I . He , She .
You . We all it.
4. Who sees this book ? I it. He it. She it.
Do you it ?
5. Who saw that mistake ? I it. He it. She
it. They all it. We all it.
In place of the following singular pronouns and verbs,
supply plural pronouns and plural verbs. Instead of / saiv,
say we saw. Instead of he sees, say thei/ see. Sometimes
the plural is the same as the singular.
I am. That boy saw. He runs.
He does. It wasn't. Has she seen ?
She doesn't. He sat. Has he been ?
This boy sees. You run. Was it good ?
Change all the verbs from present to past tense.
I am ready. The lion roars. I see the lion is in a cage.
He is good. Are you afraid ? It has strong bars.
She has a penny. Xo, I am not. I don't care if he roars.
He sees a lion. Why aren't you ? It doesn't hurt me.
You have used the pronouns J, he, it, she, you. What are
the possessives of these words? What are the plurals?
What are the possessives of the plurals ?
Which of the following words are possessive ? Make
sentences, using these Avords correctly.
his my its whose
him our it's she
their your they her
those it them us
152 Everyday English
170. ORAL LESSON
BUSINESS LETTERS
Almost every one nowadays needs sometimes to write a
business letter. Here are two examples :
125 Broadway,. Rochester, N.Y.
April 16, I'.Ul.
Mr. E. B. Kyan,
Williamsport, Pa.
My dear Sir :
Your order for 250 hedge plants arrived to-day. The plants
will be shipped to you by express at the earliest possible date.
If you do not receive them by April 20, kindly write us and in-
form us of the fact.
Sincerely yours,
C. H. Gardner.
Williamsport, Pa.,
April 19, 1911.
Mr. C. H. Gardner,
Rochester, N.Y.
Dear Sir :
The plants arrived to-day in good condition. I thank you for
your promptness in filling the order.
Sincerely yours,
E. B. Ryan.
In eacli of these examples, notice (1) that the addresses
of the writer and of the person to whom it is written are
given ; (2) that the letters are short ; and (3) that they
are perfectly clear. They are also entirely formal in tone,
and contain nothing except the business in hand.
Discuss what you would have to say in letters on the fol-
Shall and Will 153
lowing matters ; then dictate tlie letter as a business man
would dictate it to his stenographer :
1. An order to a merchant for half a dozen tennis balls.
2. A letter to the express company calling attention to the
fact that they have overcharged you for deUvering a
trunk.
3. A letter inclosing payment by postal money order for a
book.
4. A subscription to a paper.
5. An appointment by mail for an intervievsr.
6. An excuse to the teacher for an absence.
7. An answer to this advertisement :
Wanted. — A boy about fourteen to work in a lawyer's office
during the summer vacation. He must be willing and intelligent.
Address Box 174, Sun Office.
171. WRITTEN LESSON
Write an appropriate letter applying for tlie position in
Example 7 of the preceding lesson. Give briefly and clearly
the reasons why you think you could do the work well. The
letters may be compared in order to see who would be most
likely to secure the position.
172. LANGUAGE LESSON
SHALL AND WILL. VERB-GROUPS
I shall and toe shall refer to what is likely to happen.
I ivill and we will express willingness or purpose.
In questions, always use shall I? shall ive ?
I shall be tired after the walk.
We shall not have time.
I will win the prize if I can.
are
were
is
has been
am
have been
was
had been
l.")4 Everyday Eii<i,lisli
We will help you with your lessons.
Shall I open the door ?
Shall we see you at church ?
Make sentences, using- /and we with shall and will.
We have seen that one verb may have many forms. What
is a verb-group ? Among the forms of the verb he are the
following :
will be is being
shall be was being
will have been to be
shall have been to have been
Make a sentence for each of these forms, using as subject,
/, he., or they, as may be proper.
ExAMPLK : I was to have been there at noon.
Some verb-groups of the verb talk are : have talked, ivill
talk, shall talk, am talking, have been talking. Make a sen-
tence, using each form with / for a subject, and with one
adverb modifying tlie verb.
173. ORAL LESSON
BUSINESS LETTERS. PROTESTS
Not all the letters in the business world are easy to write.
Sometimes one must call attention to errors or injustices;
overcharges, neglect, even dishonesties, must sometimes be
taken up by letter.
It is important that any complaint you make be dignified
and courteous. You gain nothing by being abusive. Do
not assume that the other man intended to do wrong. He
may be as honest as you are, and you sometimes make mis-
takes yourself.
What would you say in some of the following cases?
Telegrams 155
Frame your protest as if you were making it over the
telephone, or dictating it to your stenographer.
1. A roll of silk is delivered one yard short.
2. The grocer sent bad butter last week,
3. The laundry sent home some collars and handkerchiefs
badly injured.
4. You find yourself charged, in the milkman's bill, with two
more bottles of cream than you had.
5. You were away from home during August, and the house
was closed. But you got a gas bill of the usual size, just the
same.
174. WRITTEN LESSON
TELEGRAMS
Writing telegrams is a valuable exercise. It teaches one
to be brief and to the point; for, except in night letters, one
must pay extra for more than ten words. But it is not
always easy to make ten words clear.
1. Arrived twelve to-night. All well at home. Letter follows.
This is entirely clear. Can you fill it out as it would be
spoken ?
How would you word a telegram to a friend announcing
that you will arrive at the Polk St. Station in Chicago at
four o'clock on Wednesday next, asking him to meet you in
his automobile, and informing him that you are not bringing
a trunk with you ? In how few words can you say this ?
Try to say in ten words or less that you have received the
parcel of sporting goods, but that there are two tennis balls
and one golf club missing.
Invent material for other telegrams, and have your class-
mates try to write the messages.
15(3 Everyday English
175. LANGUAGE LESSON
ADVERBS
The black clog is barking.
Tiie black dog is barking now.
The black dog is barking there.
The black dog is barking loudly.
In tlie first sentence j'ou know that the and black are
adjectives, dog is a noun, and ix harking a verb. \n the
other sentences now^ there, and loudly are adverbs. Now
tells when tlie dog is barking, tliere tells where he is barking,
loudly tells how he is barking. Words used to modify the
meaning of verbs are called adverbs. Adverbs usually
modify the meaning of verbs by telling when, where, or how.
Some adverbs answering the question when ? are : now^
soon, already, ever, never, seldom, once, to-day.
Some adverbs answering the question where? are: down,
out, there, here, below.
Some adverbs answering the question how? are : gently,
loudly, fiercely, nobly, grandly.
Other common adverbs are : very, too, more, most, quite,
rather. They often are used to modify the meaning of
a<ljectives or other adverbs as well as verbs.
Make a sentence containing each adverb mentioned above.
State with what verb, adjective, or other adverb it is con-
nected.
Adverbs are words used to modify the meaning of verbs,
adjectives, or other adverbs.
If your lips you would preserve from slips,
Five things observe with care :
Of whom you speak, to whom you speak,
And hoiv and tvhen and where.
Clear Eiiimciatioii 157
176. ORAL LESSON
CLEAR ENUNCIATION
Have you ever been in a great cit}^ railway station ? How
were the departing trains announced ? Could you under-
stand the familiar names better than tlie unfamiliar ? If the
announcer called out Poughkeepsie, Albany, Buffalo, and
Chicago, would it be plainer to you than if he called out a
string of foreign names ? Is it important to enunciate
clearly ? Why ? Do you speak distinctly ? Try the fol-
lowing lists, saying them so clearly that a foreigner might
understand you. Bridgeport — New Haven — New London
— Stonington — Providence — Boston : Boston Express ! !
Trenton — Philadelphia — Lancaster — Harrisburg — Al-
toona — and Pittsburgh : Pittsburgh Express ! !
Albany — Rochester — Buffalo — Cleveland and Chicago :
Chicago Express ! !
What train announcements do you remember ?
Let some member of the class pronounce five names of per-
sons or places, and call upon some one to repeat the names.
Were the names correctly repeated ? If not, was it the first
speaker's fault ?
177, WRITTEN LESSON
Write a composition, selecting one of these topics and
following the outline.
The Robin: (1) Its appearance, (2) Its food and habits, (3)
Its relation to other birds.
The Oak Tree: (1) Where it is found, (2) Its appearance,
growth, etc., (3) Its uses.
The Police : (1) How they are appointed, (2) How they are
dressed, (3) What their duties are.
158 Everyday English
The Push-Cart Mex : (1) How they are dressed, (2) "UTiat
tliey sell, (3) AAliere they are seen.
The Postman : (1) His uniform, (2) His duties.
178. LANGUAGE LESSON
1. In the following sentences select the adverbs. What
words do they modify ?
2. Make sentences, using one of the following adverbs in
each sentence: already, seldom, yesterday, here, yonder, quite,
rather, twice, possibly.
1. George and May watched the ripening corn eagerly.
2. They often talked of plucking the ears.
3. They got up early and dressed quickly.
4. The squirrel had been there already.
5. He now began to scold them angrily.
6. " How angry he is to-day ! " said May.
3. Make sentences each containing an adverb not men-
tioned in this lesson.
179. ORAL LKSSON
WHEAT
There are only a few kinds of grain that are much used for
food by human beings. Among these, two stand out above the
others : rice is the grain that is most used in Asia, and wheat
makes the bread of the nations of Europe and America. These
two cereals are the principal food of the majority of the fifteen
hundred million people in the world.
Wheat is grown in the temperate zones. It is not, like rice, a
plant of the hot climates. Although it is cultivated in many
places, the greatest wheat fields of the world are in the northern
part of the United States, in Canada, and in Russia. These three
The Story of Wheat 159
regions export many millions of bushels to the rest of the world.
A failure of the wheat crop in any one of these sections would
mean great distress, not only in these places, but in the countries
to which they are accustomed to send their wheat or their flour.
Wheat is commonly planted in the fall. The soil must be fer-
tile, and must be first plowed and then harrowed until it becomes
loose and light. The seed was formerly scattered by hand, and
then worked into the soil by brushes dragged over it. Now it is
planted by a drill, a machine which inserts the seed in little rows
that it makes as it is pulled along by horses.
The young plants appear in a week or two, and, if the soil is
rich, and the season favorable, the ground will be covered by the
beautiful emerald green of the wheat before the winter closes in.
Wheat is a hardy plant, and can live through a good deal of
cold weather. But if the snow falls early and lies on the ground
all winter, the young plants are all the better for this soft, warm
covering. In certain places, however, the cold of the winter is
too intense for the young plant to live through it. In some of
our northwestern states, therefore, and in parts of western Canada,
the seed must be sown in the spring. This is known in the mar-
kets as spring wheat ; that planted in the autumn is called fall
wheat ; the fall wheat is of firmer and better quality.
Wheat raising in our country is an industry of enormous size.
Millions of acres are planted every year, and a good crop, averag-
ing twenty bushels to the acre, makes a total of seven or eight
hundred million bushels. As wheat is worth about a dollar a
bushel, you can see the benefit to the country of a good wheat
crop.
The :-eaping or harvesting of the crop is a big affair. On the
large farms of the northwest there are often from twenty to a
hundred thousand acres of wheat to be cut. In one of these great
fields there may be ten or even twenty reaping machines drawn
by engines moving steadily across the field, cutting the golden
ICO
F. very (lav F.iiulisli
brown grain ami dropping it in neatly bound bundles called
sheaves. These sheaves are gathered up by a crowd of men, and
either placed together in small tent-like piles called shocks, or
hauled directly to the threshing machines. Into these threshers,
huge machines that are operated by engines, the sheaves of wheat
are thrust, head foremost. They pass between rapidly revolving
cylinders spiked with pieces of iron. The grains of wheat are
thus knocked loose from the straw and chaff. The straw and
chaff are blown out in a never-ending cloud at the other end of
the thresher, and the wheat pours out of the bottom of the
machine in a golden-brown stream. Here it is caught in sacks,
and is ready to be sent to the mills where it will be ground into
Hour.
Read this selection orally. Make an outline of it. Sev-
eral members of the class are to be called upon to repeat the
substance of the selection as an oral composition. These
oral compositions are to be criticised for order and fullness
of material and for clearness of speech and correctness of
punctuation.
/. A Threshing Scene 161
180. WRITTEN LESSON
A THRESHING SCENE
Study this selection and write it from dictation:
On all sides now the wagons of the plowmen or threshers were
getting out into the fields, with a pounding, rumbling sound.
The pale-red sun was shooting light through the leaves, and
warming the boles of the great oaks that stood in the yard, and
melting the frost off the great, gaudy, red- and gold-striped thresh-
ing machine standing between the stacks. The horses stood
about in a circle, hitched to the ends of the six sweeps, every rod
shining with frost.
The driver started the horses. The whirring cylinder boomed,
roared, and snarled as it rose in speed. At last, when its tone
became a rattling yell, David nodded to the pitchers and rasped
his hands together. The sheaves began to fall from the stack ; the
band-cutter, knife in hand, slashed the bands in twain, and the
feeder, with easy majestic movement, gathered them under his
arm, rolled them out into an even belt of entering wheat, on
which the cylinder tore with its smothered, ferocious snarl.
Will was very happy in a quiet way. He enjoyed the smooth
roll of his great muscles, and the sense of power in his hands as
he lifted, turned, and swung the heavy sheaves two by two upon
the table, where the band-cutter madly slashed away.
This scene, one of the jolliest and the most sociable of the
Western farm, had a charm quite aside from human companion-
ship : — the beautiful yellow straw entering the cylinder ; the
clear yellow-brown wheat pulsing out at the side ; the broken
straw, chaff, and dust puffing out on the great stacker; the cheery
whistling and calling of the driver ; the keen, crisp air, and the
bright sun were somehow weirdly suggestive of the passage of time.
— Hamlin Garland, Main Traveled Roads,
102 Everyday English
181. LANGUAGE LESSON
SENTENCE ANALYSIS
Find the simple subject (noun or pronoun) and the
simple predicate (verb) in the following sentences.
Select the modifiers of the simple subject and the modifiers
of the simple predicate.
Select the nouns, pronouns, verbs, adjectives, and adverbs.
What words do the adjectives modify ? What words do the
adverbs modify?
Example : The tall peddler walked slowly behind me.
The simple subject is peddler.
Modifiers of the simple subject are : the, tall.
The simple predicate is ivalked.
Modifiers of the simple predicate are : sloidy, beJiind me.
Noun : peddler.
Pronoun : me.
Verb : loalked.
Adjectives: the and tall modifying perW/^r.
Adverbs: slovh/ modifying the verb ivalked.
1. The sun will soon set.
2. Already the western sky is bright.
.S. The clouds are red and gold.
4. Shall we sit quietly on this old wall ?
5. The sun is growing larger and larger.
6. It has nearly reached the horizon.
7. How quiet everything is!
8. The sun bids us a silent farewell.
9. The sky is flaming with many colors.
10. The sunset always makes me sad and solenm.
11. Now we can see the evening star.
12. We must return to the house.
The Colonists 1(33
182. ORAL LESSON
THE COLONISTS
Mr. Barlow shows his schoolboys a new game.
Mr. Barloiv. I have a new play for you. I will be the founder
of a new colony, and you shall be people of different
trades and professions coming to offer yourselves to
go with me. What are you, Charles ?
Charles. I am a farmer, sir.
Mr. B. Very good. Farming is the chief occupation we have
to depend upon. But you must be a working farmer,
not a gentleman farmer. Laborers will be scarce
among us, and every man must put his hand to the
plow.
Charles. I shall be ready to do my part.
Mr. B. Then I shall entertain you willingly. You shall have
land enough, and utensils. Now for the next.
John. I am a miller, sir.
Mr. B. A very useful trade. The grain we grow must be
ground. But what will you do for a mill ?
John. I suppose we raust make one.
Mr. B. True ; but, then, you must bring with you a millwright
for the purpose. As for millstones, we will take
them with us. Who is next ?
Henry. I am a carpenter, sir.
Mr. B. Excellent. We shall find you work enough, never
fear. There will be houses to build, fences to make,
and all kinds of wooden furniture to provide. But
our timber is all growing. You will have a deal of
hard work to do felling trees, and sawing planks,
and shaping posts, and the like.
William. I am a blacksmith, sir.
1()4
Everyday English
3fr. B.
Edward.
Mr. B.
Simon.
Mr. B.
Simon.
Mr. B.
Silas.
Mr. B.
Jidius.
Mr. B.
Julius.
Mr. B.
Matthev).
Mr. B.
An excellent companion for a carpenter. We cannot
do without either of you ; you may bring your great
bellows and anvil, and we wall set up a forge for you
at once. But we shall want a mason for that.
I am one, sir.
That's well. Though we may live in log houses at first,
we shall want brick or stone work for chimneys and
hearths and ovens; so that will be employment for a
mason. So I engage you. Who is next ?
I am a shoemaker, sir.
And shoes we cannot well do without. lUit can you
make them, like Eumaeus in the Odysseij, out of a
raw hide ? For I fear we shall get no leather.
But I can dress hides, too.
Can you ? Then you are a clever fellow, and T will
have you, though I give you double wages.
I am a weaver, sir.
Weaving is a usef id art. But I fear we shall not need
you at present. It will be cheaper for us to import
our cloth than to make it. In a few years, however,
we may be very glad of you.
I am a silversmith, sir.
Then, my friend, you cannot go to a worse place than
a new colony to set up your trade in. You will
break us, or we shall starve you.
But I can repair clocks and watches, too.
That is something more to our purpose. But I fear we
cannot give you work enough. For the present you
had better stay where you are.
I am a doctor, sir.
Then, sir, you are very welcome. Health is the first
of blessings, and if you can give us that, you will be
a very valuable man, indeed.
Common and Proper Nomis 165
Read this selection aloud, parts being assigned to various
members of the class. Continue the drama, introducing a
lawyer, a tailor, a milliner, a soldier, a school-teacher, a
dancing master.
183. WRITTEN LESSON
Write the first part of Lesson 182 in the form of a story,
using quotation marks when the precise words of a speaker
are given.
Exchange papers and mark all mistakes in quotation marks.
184. LANGUAGE LESSON
COMMON AND PROPER NOUNS
Look at the following nouns :
water river stream current Mississippi
Which of these belongs to only one thing? There are
many waters, rivers, streams, and currents, but only one
Mississippi River. A noun that is used to name some par-
ticular person, place, town, book, or thing is called a proper
noun. Proper nouns should begin witli a capital: John
Adams, Albany, Missouri, Atlantic, America.
Common nouns are names that do not sj)ecify a particular
person or place. Most nouns are common nouns. Boij and
dog are common nouns ; James and Fido are proper nouns
because they refer to one special boy and one special dog.
Select the common and the proper nouns in Lesson 43.
Name ten proper nouns; ten common nouns.
A proper noun is a special name for some one person, place,
or thing.
A common noun is a common name that applies to many-
persons or things.
ll)() Everyday English
185. ORAL LESSON
ROBERT OF LINCOLN
Merrily swinging on brier and weed,
Near to the nest of his little dame,
Over the mountain-side or mead,
Robert of Lincoln is telling his name :
"Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
Snug and safe is that nest of ours.
Hidden among the summer flowers.
Chee, chee, ehee."
Robert of Lincoln is gayly dressed,
Wearing a bright black wedding-coat ;
White are his shoulders and white his crest.
Hear him call in his merry note :
" Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
Look, what a nice new coat is mine,
Sure there was never a bird so fine.
Chee, chee, chee."
Robert of Lincoln's Quaker wife,
Pretty and quiet, with i)lain brown wings,
Passing at home a patient life.
Broods in the grass while her husband sings ;
" Bol>o'-link, bob-o'-link,
Spink, spank, spink ;
Brood, kind creature ; you need not fear
Thieves and robbers while I am here.
Chee, chee, chee."
Robert of Lincoln 167
Modest and shy as a nun is she ;
One weak chirp is her only note.
Braggart and prince of braggarts is he,
Pouring boasts from his little throat:
" Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
Never was I afraid of man;
Catch me, cowardly knaves, if you can !
Chee, chee, chee."
Six white eggs on a bed of hay,
Flecked with purple, a pretty sight !
There as the mother sits all day,
Robert is singing with all his might :
" Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
Nice good wife, that never goes out,
Keeping house while I frolic about.
Chee, chee, chee."
Soon as the little ones chip the shell,
Six wide mouths are open for food ;
Robert of Lincoln bestirs him well,
Gathering seeds for the hungry brood.
" Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
This new life is likely to be
Hard for a gay young fellow like me.
Chee, chee, chee."
Robert of Lincoln at length is made
Sober with work, and silent with care ;
Off is his holiday garment laid,
Half forgotten that merry air :
168 Everyday Englisli
" Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
Nobody knows but my mate and I
Where our nest and our nestlings lie.
Chee, chee, chee."
Summer wanes; the children are grown;
Fun and frolic no more he knows ;
Robert of Lincoln's a humdrum crone ;
Off he flies, and we sing as he goes :
" Bob-o'-link, bob-o'-link,
Spink, spank, spink;
When you can pipe that merry old strain,
Robert of Lincoln, come back again.
Chee, chee, chee."
— William Cullex Bryant.
This poem is to be read aloud several times, with especial
attention to distinct enunciation and expression. The fol-
lowing words are to be defined : mead, flecked, xvane, hum-
drum, crone. What is each stanza about ? Give in your
own words a short history of the bobolink's life. Make oral
paragraphs on the following topics: A Description of Robert
of Lincoln, A Description of his Wife, The Bobolinks' Nest.
The poem may be studied in connection with some of the
following poems about birds:
"The Bluebird," Emily Huntington Miller.
"The Blue Jay," Susan Hartley Swett.
"To the Cuckoo," William Wordsworth.
"To a Waterfowl," William Cullen Bryant.
"The Sandpiper," Celia Thaxter.
"The Throstle," Alfred Tennyson
" The Green Linnet," William Wordsworth.
Sentence Building
169
William Cullen Bryant, one
of the most distinguished
American poets, was born in
Cummington, Massachusetts,
1794, and died in New York
City, 1878. He wrote " Than-
atopsis," one of his best
poems, when he was-«ighteen,
and he continued to write
poetry throughout his life.
For many years he was editor
of the New York Evening
Post. You shoukl know his
poems, " Song of Marion's
Men," "The Planting of the
Apple Tree," and '' The Glad-
ness of Nature."
186. WRITTEN LESSON
SENTENCE BUILDING
The following words are to be used as subjects of sen-
tences. Include in each sentence, besides its simple subject,
an adjective and an adverb. Papers are to be exchanged
and corrected. If a sentence is correct, mark it C ; if incor-
rect, mark it X.
William Cullen Bryant
The bluejay
The robia
The crow
The sparrows
The Children's Hour
New York
The blackbirds
Henry Wadsworth Longfellow
Tennyson
Stevenson
Whittier
170 Everyday English
187. LANGUAGE LESSON
NUMBER : Nouns, Pronouns, Verbs
We have seen tluit nouns may be singular ov plural.
A noun that names one thing is in the singular number.
A noun that names more than one thing is in the plural
number.
Here are the rules that we have learned for changing
singular nouns to plural.
1. Most nouns add -s.
2. Nine nouns do not add -s.
3. Nouns ending in -s, -x, -z, -sh, and soft -ch add -es.
4. About forty nouns ending in -o add -es.
5. All nouns ending in -y after a consonant change y to ies.
6. Fifteen nouns ending in -for -fe change/ or /e to ves.
Give several examples under each rule.
What are the plurals of the nouns in Lesson 180?
Which of these pronouns is singular ? which plural ?
which may be either singular or plural ?
I you it these
we he fhey that
me she this those
Wliich of these verb-forms would you use with a singular
pronoun as subject? Which would you use with a plural
pronoun as subject ? Make sentences, using singular or
jjlural pronouns with these verbs.
is
are
does
do
jumps
jump
was
were
doesn't
don't
teaches
teach
lias
have
rides
ride
learns
learn
sits
sit
runs
run
rises
rise
talks
talk
plays
play
raises
raise
. Icarus and His Flialit 171
188. ORAL LESSON
ICARUS AND HIS FLIGHT
The ancient Greeks had a number of stories about a man
named Daedalus (De'-da-lus), who was famed for his cleverness
in designing things and for his skill of hand in making them.
At one time he lived in the island of Crete, and while there got
into trouble for having made the famous labyrinth for a monster,
the Minotaur, who demanded of the inhabitants a yearly sacrifice
of young men and women. For helping this monster, he and his
son Icarus (Ic'-a-rus) were imprisoned by King Minos. In order
to escape, he procured wings and fastened them witli wax to his
shoulders and to those of Icarus. Then they flew forth from their
prison, and started across the ^gean Sea towards the mainland of
Europe. All went well for a time ; but Icarus rose too high, and
got too near the sun.
Imagine the rest of the story. When you have made your
guess, your teacher can tell you how the old Greeks finished it.
It may interest you to look up a map that gives that part
of the Mediterranean Sea that is called the ^gean Sea. If
your map is large enough, it will contain a name in a part of the
-^gean Sea that recalls this story.
189. WRITTEN LESSON
Write the story of Icarus. Let the first paragraph tell of
the imprisonment of Icarus; in the second, tell of the mak-
ing of the wings ; in the third, of the flight and its conse-
quences.
190. LANGUAGE LESSON
Criticise the composition of Lesson 189, for (1) capitals,
(2) punctuation, (3) spelling, (4) sentences, (5) paragraphs.
1 72 Everyday English
191. ORAL LESSON
ENUNCIATION
We Americans are accused of careless and indistiiut
speech. Have you ever thought whether the accusation is
true? Do you always say tliing-s distinctly, or do you some-
times slur and mumble, especially in class when you are not
sure your answer is right ? Think of how you say and how
you hear others say certain words. Do you say and do you
hear —
Saturday
or
Sa'erday
athletics
or athaletics
spaniel
or
spannel
calculate
or calclate
towel
or
towl
floor
or floo
vowel
or
vowl
our
or ouah or are
letter
or
le'er
idea
or idear
get out
or
giy-out
pretty
or purty
let go
or
le-go
when
or wen
quiet
or
quite
window
or winder
poem
or
pome
why
or wy
Try to think of other words and expressions that you
hear mispronounced, or slurred over and left indistinct.
Wouldn't it be easier to know what our friends say, if they
always made their words clear and distinct ? And if we
should like to hear them do so, would it not be right and
fair to take the trouble to do so ourselves ? Beautiful
speech is pleasing to the ear. When words come clear and
distinct, and in a musical voice, we listen with pleasure. If
your voice is hansh or squeak)'- or shrill, try to modify it.
As far as you can, make it like the pleasing voices that you
hear. A good deal can be done to improve our voices just
by listening and trying.
Here is a stanza from Browning's " The Pied Piper of
r Enunciation 173
Hamelin " that requires clear enunciation, and is all the
better for being read also with a good voice :
Once more he stept into the street,
And to his lips again
Laid his long pipe of smooth straight cane ;
And ere he blew three notes (such sweet
Soft notes as yet musician's cunning
Never gave the enraptured air)
There was a rustling that seemed like a bustling
Of merry crowds justling at pitching and hustling;
Small feet were pattering, wooden shoes clattering,
Little hands clapping and little tongues chattering,
And, like fowls in a farm-yard when barley is scattering.
Out came the children running.
All the little boys and girls.
With rosy cheeks and flaxen curls,
And sparkling eyes and teeth like pearls,
Tripping and skipping, ran merrily after
The wonderful music with shouting and laughter.
192. WRITTEN LESSON
Write sentences containing :
1. A proper noun as subject and an adverb in the predicate.
2. A subject modified by several words.
3. A verb-group modified by several words.
4. The pronouns he, Mm, and his.
5. A pronoun as subject modified by an adjective.
6. The past tense of a verb modified by an adverb.
7. The contraction Ws and the pronoun its.
8. The pronouns /, you, and them.
Exchange papers and correct, as in Lesson 186.
174 Everyday English
11)3. LANGUxVGE LESSON
COMPOUND SUBJECTS
What are the subjects of these three sentences?
1. Mary and I walked to school.
2. The dog, the horse, and the cow are quadrupeds.
3. You and T have had a fine time.
The subject of a sentence is often not one noun, but sev-
eral nouns or pronouns, often connected by and.
Supply the correct words in the following sentences:
1. George aud (I, me) are ready.
2. IMy brother and (I, me) went fishing.
3. Either George or May (is, are) going for the mail.
4. (He, him) and his father have packed the basket fur the
picnic.
5. (He, him) and (she, her) will take the wagon.
6. Where shall my sister and (I, me) meet you ?
7. The sandwiches and roasted apples were (laid, lain) out
before the fire.
8. Now father and (I, me) must bring the water,
9. (They, them) and (I, me) went in to dinner.
10. Charles and he (is, are) coming to-morrow.
11. Neither the dog nor the cat (was, were) in the house.
12. (Was, were) George and you at the party?
The following are examples of correct usage. Repeat them
aloud until you are sure you know them.
It is I. It was I. . It is not she.
It is he. Was it she ? Don't they ?
Is it he ? Were you ? Doesn't he ?
It isn't she. Aren't you? It doesn't.
APPLE PICKING
The Elements of a Sentence 175
194. ORAL LESSON
APPLE PICKING
Observe the picture carefully. How many people are in
it ? What is each of the men doing ? Which one is picking
the fruit ? Which one- is packing it ? In what is he putting
it ? What will be done witli it ? What is in the wagon ?
Did you ever see a ladder like the one in the picture ? What
are the ladders that you have seen like? Why do they not
simply shake the apples down and gather them up ? Have
you ever helped to pick apples ? Did you enjoy it ? How
many children are in the picture ? What is each doing ?
Which children are interested in watching the work ? Which
are interested in the feel and taste of the apples ?
195. WRITTEN LESSON
Write a composition on one of the following subjects :
1. An account of the picture.
2. Picking apples.
3. Gathering cherries (or strawberries, blackberries, blue-
berries, or some other kind of fruit).
4. Nutting.
5. The fruit and nuts on a push-cart.
Make an illustrated booklet of this composition, using
your water colors, as in Lesson 131.
196. LANGUAGE LESSON
THE ELEMENTS OF A SENTENCE
In Part II of this book we have learned something about
the way in which sentences are made, and something about the
uses of words in the sentences. Every sentence has a sub-
176 Everyday English
ject and a predicate. Usually there are other words, some
modifiers of the subject and some modifiers of the predicate.
Every sentence can be analyzed into the subject and its modi-
fiers and the predicate and its modifiers.
The subject of a sentence is a noun or pronoun. The
predicate is a verb or verI)-group. Adjectives are words
modifying nouns. Adverbs are words modifying verbs.
Nouns, pronouns, and verbs change their form in order to
express changes in meaning. We have studied changes in
nouns and pronouns to express number and possession, and
•changes in verbs to express number and tense.
We have also studied with especial care some troublesome
verbs, as do, see, may, can, lie^ lay, set, teach, learn.
Analyze the following sentences, as in Lesson 181:
1. The great fire flames brightly.
2. Our hands and faces burn with the heat.
3. May and I have played in the brook.
4. The dark shadows of the trees gather about the fire.
5. Now we must trudge slowly to our home.
197. ORAL LESSON
REVIEW
What are the four kinds of sentences? Define each and
give an example. Define the complete subject, the complete
predicate, the simple subject, the simple predicate. What are
modifiers? Make several sentences with subject modifiers;
several with predicate modifiers. Define nouns, common and
proper nouns, pronouns, verbs, verb-groups, adjectives, and
adverbs. Give examples of each. Explain number, posses-
sion, tense. Let several pupils give the substance of Lesson
19G.
Review Lessons 177
198. WRITTEN LESSON
REVIEW
Write a telegram of not over ten words addressed to your
father asking him to meet you at a certain time and place.
Write a letter to the Macmillan Company, 64-66 Fifth
Ave., New York, ordering a copy of this book.
If these written exercises are faulty, they are to be cor-
rected and carefully rewritten.
199. LANGUAGE LESSON
REVIEW
Choose the correct word from the two in each parenthesis:
1. I have (laid, lain) the table for supper. 2. I will (lie, lay)
down for a nap. 3. (Were, was) you at home ? 4. (Doesn't,
don't) he study hard? 5. He (can, may) be excused at four
o'clock. 6. She (set, sat) the chair on the porch, and I (set, sat)
there in the sunshine. 7. (A, an) old man gave the dog (its, it's)
name. 8. I (have, haven't) no money. 9. (Has, have) you
(laid, lain) there all the afternoon ? 10. I (shall, will) be at home
to-morrow, 12 He (shall, will) play ball with her and (I, me).
13. She (doesn't, don't) care for any candy. 14. (They, them)
and (we, us) (run, runs) races. 15. (Was, were) you and (he,
him) kept after school? 16. He (did, done) a good deal. 17.
Between you and (I, me) (sat, set) a very tall girl. 18. Yester-
day I (play, played) with (those, them) boys. 19. If you say I
(may, can), I will (sit, set) on the sofa. 20. (It's, its) too fine
a day for (a, an) umbrella.
Make sentences with pronouns for subjects and with may^
can^ shall, will, sit, set, lie, lay, laid, lain, saw, seen, did, done,
in the predicates.
N
178 Everyday English
200. RE\'ii:\v
CAPITALS AND PUNCTUATION
Review the rules for capitals in Lesson 100. All proper
nouns begin with capitals. All direct quotations begin with
capitals.
Review the rules for punctuation in Lessons 100 and 142.
What are contractions? abbreviations? Give the rules for
the apostrophe. Give the rules for divided quotations.
Punctuate and capitalize the following passages :
1. george washingtous birthday is february 22nd
2. another great americans birthday comes in february
3. these patriots deeds will not be forgotten
4. not a drum was heard not a funeral note
as his corse to the rampart we hurried
not a soldier discharged his farewell shot
oer the grave where our hero we buried
5. a grasshopper half dead with hunger said to an ant give me
a morsel of your corn for i am starving what were you doing all
last summer said the ant o i wasnt idle said the grasshopper i
was singing all summer long then said the ant laughing since you
could sing all summer mr grasshopper you may dance all winter
good-by
PART THREE
201. ORAL LESSON
ENUNCIATION
Yoiir attention was called in Lesson 191 to certain faults
of speech common in this country. Our words are often
mumbled and often run together or clipped off, so that we
are not easily understood. Sometimes our voices are very
shrill or harsh, and many of us have the bad habit of talking
through our noses. Words are the tools by which we ex-
press our thoughts to each other. Why not learn to use
these valuable tools correctly ?
Much of the beauty of good literature is spoiled by bad
reading. Read aloud carefully the two following passages
from Tennyson, and see how clear enunciation and good
tones add to their beauty:
1- l^i'^g o^^t, wild bells, to the wild sky,
The flying clouds, the frosty light ;
The year is dying in the night ;
Eing out, wild bells, and let him die.
2. Sometimes a troop of damsels glad,
An abbot on an ambling pad,
Sometimes a curly shepherd lad.
Or long-haired page in crimson clad,
Goes by to towered Camelot.
179
180 Everyday English
Read aloud the poems in Part 11, Lessons 113, 131, 146,
161, 185.
In the following description from Stevenson, one of our
most pleasing modern writers, see how the music of the
language is helped by careful reading :
This was a very different camp from that of the night before
in the cool and silent pinewoods. It was warm and even stifling
in the valley. The shrill song of frogs, like the tremolo note of a
whistle with a pea in it, rang up from the riverside before the sun
was down. In the growing dusk, faint rustlings began to run to
and fro among the fallen leaves; from time to time a faint chirp-
ing or cheeping noise would fall upon my ear; and time to time
I thought I could see the movement of something swift and in-
distinct between the chestnuts. A profusion of large ants swarmed
upon the ground ; bats whisked by, and mosquitoes droned over-
head. The long boughs with their bunches of leaves hung against
the sky like garlands ; and those immediately above and around
me had somewhat the air of a trellis which should have been
wrecked and half overthrown in a gale of wind.
— Travels with a Donkey.
202. WRITTEN LESSON
Write a brief account of some incident in your vacation.
What is the title ? Where is it to be written ? How many
paragraphs are there to be in your composition ? What is
each one to be about ? Where should the first word of each
paragraph be placed ? After you have finished writing, look
over your work and revise your spelling, capitalization, and
punctuation.
Some of the compositions may be read idoud, and judged
by the teaclier for (1) interest, (2) clearness, (3) good oral
reading.
The Parts of Speech 181
203. LANGUAGE LESSON
THE PARTS OF SPEECH
There are eight Parts of Speech or uses of words in the
sentence. Five of these have already been studied in Part II.
Nouns are words that name persons, places, things, ideas.
Pronouns are words that stand for nouns.
Verbs are words that assert or tell something.
Adjectives are words that modify nouns or pronouns.
Adverbs are words that modify verbs, adjectives, or other
adverbs.
Find each of these parts of speech in the following sentence :
The little dog quickly buried his bone in the ground.
Give several examples of each of these parts of speech.
Make sentences by enlarging the following subjects and
predicates. In each sentence put at least one adjective or
adverb. See if you can make more than one sentence for each
noun and verb. See how many modifiers you can introduce
in a single sentence.
Example : The yellow lion roared with delight.
The fierce lion had roared for the last time.
In the morning the big ugly lion roared for his breakfast.
Subjects
Predicates
lion
Columbus
roared
discovered
rain
Washington
fell
told
minister
Europe
preached
is
children
Icarus
cried
flew
The eight parts of speech are nouns, pronouns, verbs, adjec-
tives, adverbs, prepositions, conjunctions, interjections.
182 Everyday English
204. ORAL LESSON
AURORA
A long time ago people believed that the sun, moon, and stars
were persons like themselves, only greater and more powerful.
They worshiped these powerful beings as gods. The Greeks
called the moon-goddess Diana, and the sun-god Apollo. Our
picture is from a famous painting that illustrates the Greek story
about Apollo, who changed night into beautiful day with its wel-
come light and warmth.
Apollo's palace was far away in the east where he rested dur-
ing the night, seated upon a golden throne. The Hours, Days, and
Months stood ready to attend him on his daily journey.
During the night the beautiful Diana made her journey across
the sky, and each morning she was succeeded by Aurora, the
rosy-fingered goddess of dawn. You can see Aurora in the pic-
ture parting the clouds in order to prepare the way for the chariot
of the sun-god. To this chariot are harnessed the four white
horses, which no one but Apollo could drive. The picture shows
the moment of dawn and the beginning of Apollo's journey.
He drove his chariot up the steep ascent of the sky until he
reached the top. From the rapidly driven chariot streamed light
Aurora 183
and heat. At noon the descent began, and the chariot sped on
down the sky toward the west, and the sun-god was glad to bathe
his head in the cool sea. Aurora again parted the clouds, which
her rosy fingers transformed into the beautiful hues of the sunset,
and the sun-god sank to rest beneath the western sea.
Guido Reni, who painted this picture, was not a Greek,
but an Italian who lived long after the Greeks. How many
goddesses encircle the chariot? Why has the painter put
wreaths of flowers in Aurora's hands? Apollo (or Phoebus),
Aurora, and Diana are frequently referred to in English
poetry. If you remember this picture, you will understand
many passages, as the following, from Shakespeare :
The heavenly-harnessed team
Begins his golden progress in the east.
Gallop apace, you hery-footed steeds.
Towards Phoebus' lodging.
Oral Compositions:
I. The Story of Apollo.
1. Beliefs of the Greeks about the sun and moon.
2. Apollo's Palace.
3. The Dawn.
4. Apollo's daily journey.
IT, The Picture Aurora, by Guido Reni.
1. What the picture represents.
2. Persons in the picture :
(a) Aurora ; (6) Apollo ; (c) Apollo's attendants.
205. WRITTEN LESSON
Write a composition on (1) The Story of Apollo, or
(2) The Picture of Aurora, following one of the outlines
given in Lesson 204.
1S4 Everyday English
206. LANGUAGE LESSON
NOUNS: REVIEW
See Lessons 109, 184, 187.
Nouns are names for persons, places, things, or ideas.
Nouns are divided into two classes, proper nouns and
common nouns.
Proper nouns are names of individual persons, places, or
things ; as, John, Smith, Baltimore. Proper nouns begin with
capitals.
Common nouns are names that can be applied to many
persons or places or things, as man, city, ice-cream.
Most nouns become plural by adding s to the singular.
Some nouns form plurals in other ways (see Lesson 84).
Most nouns become possessive by adding 's to the singular
and (') to the plural. In what other ways may the possessive
be formed ?
Nouns play an important part in the sentence. The sub-
ject is a noun or a pronoun.
From the compositions written in Lesson 205, select the
following : five proper nouns, five common nouns, three
nouns that are possessive, five nouns that are subjects.
207. ORAL LESSON
BEES
Although bees have been in the service of man for thousands
of years, they have never been thoroughly domesticated. They
are wild creatures still. They are still armed with a sting
against man's interference, still take to the woods when conditions
in the garden do not suit them, and still thrive in a wild state as
well as under the care of man. Their service to us is still involun-
tary ; and the tribute we levy is in the nature of a robbery.
Bees
185
The bees in tlie hives are queens, workers, and drones. The
drones, or male bees, are useless for gathering honey, and are
commonly destroyed by the females, or workers. The task of the
workers is to build the cells of the honeycomb and to fill them
with honey against the long winter season. The queen is the
mother bee of the brood. She is wonderfully prolific. She will
sometimes lay a thousand or more eggs per day for a month.
These eggs are deposited in cells, and the larvae or young bees
fed with honey until fully grown.
Bees are great colonists. Their rapid increase will soon fill a
hive. When they find themselves growing hot and crowded, a
body of them, with a queen, will emerge from the hive, gather
on some neighboring tree or building, and then all make oft' for a
new home. This is called " swarming." Those that remain in
the old hive will continue life there with a new queen, until the
pressure of population again becomes too great ; then another
body of " colonists '' will be sent out. The community or social
life of bees has been closely studied, and shown to be one of the
most marvelous things in nature.
ISfj Everyday Eiin-lisli
Repeat the substance of this selection in the form of an
oral composition. Can any one give further information
about bees ? about ants or other insects ? Mu('h interesting
bee lore will be found in John Burroughs's Pepactoru in Sir
John Lubbock's Bees^ Ants, and Wasps. Charming stories
about bees are Maurice Maeterlinck's The Life of a Bee and
Maurice Noel's Buzz.
208. WRITTEN LESSON
A PARAGRAPH FOR STUDY
Bees, like the milkman, like to be near a spring. They do
water their honey, especially in a dry time. The liquid is then,
of course, thicker and sweeter, and will bear diluting. Hence
old bee-hunters look for bee trees along creeks and near springs
in the woods. I once found a tree a long distance from an}'-
water, and the honey had a peculiar bitter flavor, imparted to
it, I was convinced, by rainwater sucked from the decayed and
spongy hemlock tree in which the swarm was found. In cut-
ting into the tree, the north side of it was found to be saturated
Avith water like a spring, which ran out in big drops, and liad a
bitter flavor. The bees had thus found a spring or a cistern in
their own house.
— From Pepadon, by John Burroughs.
Copy this paragraph carefully. A paragraph should al-
ways have one subject or topic, and every sentence in the
paragraph should have some connection with that subject.
The topic of this paragraph can be put in a single sentence :
Bees put water in their honey. Note how this idea is in-
troduced in the first sentence of the paragraph.
In Lesson 207, what is the topic of the first paragraph ?
of the third paragraph ?
Personal Pronouns 187
209. LANGUAGE LESSON
PRONOUNS: PERSONAL
See Lessons 112, 169, 187.
Pronouns are words used instead of nouns.
The subject of a sentence is a noun or a pronoun.
A personal pronoun shows by its form whether it stands for
the person speaking, the person spoken to, or the person or
thing spoken of.
John meets James and says, ''Hello, James, I am going skat-
ing. Will you go with me ? Do you think Fred will go? Shall
I ask him ? "
Who is the person speaking ? W^hat pronouns stand for
the person speaking ? Wlio is the person spoken to? What
pronouns stand for the person spoken to ? Who is the person
spoken of ? W^hat pronoun stands for the person spoken of ?
Pronouns that stand for the person speaking are in tlie
first person; as, /, my^ me, we., our, us.
Pronouns that stand for the person spoken to are in the
second person ; as, you, your.
Pronouns that stand for the person or thing spoken of are
in the third person ; as, he, she, it, him, his, her, its, they, their,
them.
Exercises
1. What are the plurals for the singular pronouns /, you,
he, she, it ? What are the possessive singulars and plurals ?
2. Find the personal pronouns in Lesson 92. Tell whether
each is in the first, second, or third person ; whether each is
singular or plural.
Besides the personal pronouns there are many others, of
which the most common are : who, ivhich, whom, what, this, that.
188 Everyday Eiiglisli
210. ORAL LESSON
A GAME WITH WORDS
Many games with words have been invented for the amuse-
ment of children of all ages, from seven to seventy. One of
the most common games is to choose a word and see how
many other words can be made with the letters of the word
chosen. In playing the game it is not permitted to use any
letter oftener than it is used in the original word. Suppose
Ave try the word timber. We can get tire^ met, bet, bit, rim,
brim, mire, tier, and others from it. From earnest we can
get ear, eat, east, earn, ease, ant, are, ate, rest, ran, rate, nest,
neat, near, nearest, sear, seen, set, steer, stare, and, possibly,
still others. Try some other words, your name, for example,
and see what you can do with them. See who can make the
longest correct list in five minutes. If you like this game,
play it; it will not only be amusing, l)ut will help you to
spell correctly.
211. WRITTEN LESSON
This lesson may be devoted to a criticism of words mis-
spelled, misused, or j)oorly chosen in the compositions of
Lessons 202, 205, and 208. The incorrect words may be
selected by the teacher, but the class should write the cor-
rect forms.
212. LANGUAGE LESSON
VERBS AND VERB-GROUPS
See Lessons 118, 121, 13U, 169, 172, 187.
Verbs are words that tell or assert something.
Most verbs express action : as, run, jump, talk, find, chase.
Verbs and Verb-Groups 189
Verbs vary in form to express number and tense.
The verb may consist of several words. Tlien it is called
a verb-group (or verb-phrase).
The simple predicate of a sentence is always a verb or
a verb-group.
In Lesson 207 select all the verbs and verb-groups.
Which express action? Which are used with plural sub-
jects?
Which are modified by adverbs?
In the following sentences, select the simple subjects and
the simple predicates. Notice that there are sometimes two
subjects and sometimes two predicates.
1. May was playing in the field.
2. She picked a dandelion ball and blew it.
3. The seeds sailed away like feathers.
4. Three white seeds caught on the limb of a tree.
5. A bird may find those seeds.
6. What would he do with them ?
7. He would carry them home for his nest.
8. The lining of his nest is soft and warm.
9. May and her brother George climbed the tree.
10. Look at its three blue eggs.
213. ORAL LESSON
GREEK STORIES
Even before men had a written language, they delighted in
stories of brave and heroic adventure. They made songs which
told of the great deeds of some hero, and these songs were handed
down to their children and their children's children. Whenever
any race or nation became so civilized that it had tools, houses,
writing, and a government, these songs were made over into poems
1 !H^
Everyday English
that related again the stories of adventure and praised the deeds of
bravery, truth, and justice. The most famous of such poems are
in Greek, Homer's Iliad and Odyssey. This Iliad is the story of
the siege of Ilium or Troy, a city in Asia Minor. Hector is the
liero of the defenders of the citj^, and Achilles the hero of the
Greeks, who finally capture and destroy it. The Odyssey tells of
the long travels and adventures of one of the Greeks, Ulysses, from
the time of the destruction of Troy until at last he returned to his
home and his faithful wife, Penelope. These great poems have
been read and reread for thousands of years, and they are still the
best loved stories in the world. The Greeks, who were a very
brilliant and imaginative people, created many other famous
hero tales, some of which must be familiar to you.
In the talk to-day let us see what the pupils can tell about
some of the following topics, or what questions they can ask
the teacher in regard to them: Greece, Homer, Iliad, Odys-
sey, Troy, Achilles, Hector, Ulysses, Greek myths, Greek
heroes, Hercules, Jason, Perseus, Nausicaa, Cyclops, The
Lotus-Eaters, Orpheus.
BEADING HOSIER.
Alma Tudcma.
Adjectives 191
The Iliad and Odyssey have been retold by A. J. Chvirch in two
delightful volumes, The Story of the Iliad and The Story of the
Odyssey (Macmillan Co.). Bryant's poetical translation of the
Odyssey will supply interesting selections for reading. Among
the best translations are Lang and Butcher's Odyssey and Lang,
Leaf, and ]\[yers's Iliad. Charles Kingsley's The Greek Heroes,
and Hawthorne's Wonder-Book and Tanglewood Tales tell the
stories of the Greek myths and legends. Selections from these
books are given in Baker and Carpenter's Fifth Year Language
Reader (Macmillan Co.).
214. WRITTEN LESSON
BUILDING SENTENCES
Write the following sentences:
1. An Interrogative Sentence, underlining the complete subject.
2. An Imperative Sentence, underlining the complete predicate.
3. An Exclamatory Sentence.
4. A sentence with a pronoun in the first person.
5. A sentence containing a proper noun, a personal pronoun,
and a verb-group.
6. A sentence containing a plural and a possessive noun.
Exchange papers. Mark with a C each sentence that is
correct; and with a W each sentence that is wrong. The
sentences marked W are to be rewritten correctly.
215. LANGUAGE LESSON
ADJECTIVES
Review Lesson 157.
Adjectives are words that modify nouns or pronouns.
The three adjectives, a, an, the, are usually called articles.
192 Everyday English
Make sentences containing the following adjectives:
black famous rosy-fingered these
red elaborate courteous that
first graceful brittle those
second famous awful every
wild fertile right better
droll peppery this best
Find four adjectives that you can use in describing :
a horse, a book, your schoolroom, your best friend, the
weather.
Comparison of Adjectives
Exaruine the following sentences.
John is brave. James is braver than John. Charles is the
bravest of the three.
In these three sentences we have three forms of the adjec-
tive brave, which are used in comparisons. When two per-
sons or things are compared, braver is used. When more
than two are compared, bravest is used.
The three forms are called degrees of comparison, the posi-
tive, comparative, and superlative degrees.
Adjectives of one or two syllables regularly form the com-
parative by adding -er to the positive form, and form the
superlative by adding -est to the positive form.
Examples : sweet, kind, sour, bitter, funny, cold, warm, etc.
Many adjectives of two syllables, and all of more than two
syllables, use more and most in comparison.
Examples : beautiful, more beautiful, most beautiful ; elegant,
distinguished, interesting, famous, useful.
Some adjectives cannot be compared.
Examples : first, daily, weekly, arctic, equal, perfect.
\ ^1 I'M-; IN Hi'l,l,AM>
Holland 193
216. ORAL LESSON
THE WINDMILLS OF HOLLAND
What wonder that the Dutch have always been wise, plucky,
and strong ? They have had to struggle for a foothold upon the
very land of their birth. They have had to push back the ocean
to prevent it from welling in upon them. They have had to wall
in the rivers and lakes to keep them within bounds. They have
been forced to decide which should be land and which should be
water, — forever digging, building, embanking, and pumping for
dear existence.
Even the riotous wind has been made their slave. Caught by
thousands of long-armed windmills, it does their grinding, pump-
ing, draining, sawing. When it ceases to blow, those great
sleevelike sails all over the country hang limp and listless in the
misty air, or are tucked trimly out of sight; but let the first
breath of a gale be felt, and straightway, with one flutter of
preparation, every arm is turning slowly, steadily, with a peculiar
plenty -of-time air, or is whirling as if the spirit of seventy Dutch-
men had taken possession of it.
You can scarcely stand anywhere in Holland without seeing
one to twenty windmills. Many of them are built in the form of
a two-story tower, the second story being smaller than the first,
with a balcony at its base from which it tapers upward until
the cap-like top is reached. High up, near the roof, the great
axis juts from the wall; and to this are fastened two prodigious
arms, formed somewhat like ladders, heaving great sheets of
canvas, whose business it is to catch the mischief-maker and set
him at work. These mills stand like huge giants guarding the
country. Their bodies are generally of a dark red ; and their
heads, or roofs, are made to turn this way and that, according to
the direction of the wind. Their round eye-window is always
staring. Altogether, they seem to be keeping a vigilant watch
194
Everyday English
in every direction. Sometimes they stand clustered together;
sometimes alone, like silent sentinels; sometimes in long rows,
like ranks of soldiers. Holland wouldn't be Holland without the
wnndmills, any more than it would be Holland without its dikes
and its Dutchmen.
— Mary Mapes Dodge, Tlie Land of Pluck.
Some of the topics for oral composition may be : " The
Fight with the Sea," " Dutch Costumes," " Windmills,"
"Products of Holland," "A Dutch Milk Cart."
217. WRITTEN LESSON
A DESCRIPTION
Write a composition telling what you see in the picture,
and using as many of the following expressions as possible :
canals, flutter, baggy, clumsy, giants, poplars, demure, breath
of wind, vigilant, clatter, on the cobble stones, plenty of time.
218. ORAL LESSON
ADVERBS
Review Lesson 175.
Adverbs are used to modify the meaning of verbs, adjec-
tives, or other adverbs.
Adverbs answer the questions, when, where, or how,
expressing time, place, or manner.
Use the following adverbs in sentences :
now
twice
out
very
to-day
seldom
down
too
yesterday
here
up
more
never
there
pleasantly
most
always
backward
sure
quite
once
forward
probably
rather
Heroes of the North
195
Many adverbs form the comparative and superlative by
prefixing more and most. Positive, pleas antli/; comparative,
more pleasantly ; superlative, most pleasantly .
The following adjectives and adverbs are irregular in
comparison :
Comparative Superlative
better best
more most
farther farthest
worse worst
better best
less least
Form an adjective from each of these nouns ; as, sensible,
senseless, sensuous, sensitive, from sense.
noise worth snow pain
joy love hope father
peace sympathy heart child
hunger honor care home
Form adverbs from as many as possible of the adjectives
that you have just made.
Positive
good
much, many
far
bad
Avell
little
219. ORAL LESSON
HEROES OF THE NORTH
In Lesson 213 we talked about some of the heroes and stories of
ancient Greece. Other lands and other peoples also had hero tales
handed down from generation to generation by singers and reciters
and finally made into written poems. Most of the heroes are
represented as having more than human strength, and as meeting
with most wonderful adventures. One of the great heroes of the
German people was Siegfried the Volsung, and the chief hero
of French poetry was Roland, who died defending France against
SIKUKIUKD AND THE DKAGuN.
196
Books worth Reading 197
the Saracens. The ancestors of the English people came to Eng-
land from Germany, and they brought with them songs and
stories. Beowulf, a story about a hero of the same name, is one
of the oldest poems in the English language. The Britons, who
lived in England before the Angles and Saxons came there, also
had their stories. Some of these told of King Arthur and his
court, and later on these became the subjects of many famous
tales in verse and prose. All of the stories were told hundreds of
years ago, before America was discovered, or printing invented ;
but they all show the same love for bravery, truth, and unselfish-
ness, which we have to-day.
Who can tell something about any of the following topics ?
What would you like to know about them? Siegfried, Brun-
hild, the Rhiuegold, Nibelungen, Roland, Charlemagne, the
Saracens, Beowulf, Grendel, King Arthur, Sir Galahad. For
a later lesson you are to be prepared to tell one story or
incident about some one of the heroes discussed in the present
Lesson and in Lesson 213.
These stories will be found in Katherine F. Boult's Heroes of
the Norselands (Temple Classics for Young People) ; James
Baldwin's Story of Siegfried ; C. J. Child's translation of Beowulf
(Riverside Series) ; A. J. Church's Heroes of Chivalry and
Romance; Baker's Oat of the Northland (Jsi^cmiWaw); Brown's
In the Days of Giants (Houghton Mifflin Co.). Keary's Heroes of
Asgard; Mabie's Norse Stories (Doubleday) ; Cox's Popular Ro-
mances of the Middle Ages; Butler's translation of the Song of
Roland (Riverside Series). Baker and Carpenter's Fifth Year
Language Reader (Macmillan) will supply the material needed for
class work.
You should not forget that the history of our own country is
full of brave deeds by land and sea. Every year on Memorial
Day as you help to decorate with flowers the graves of the old
lOi^ Everyday English
soldiers, you are celebrating the heroism that was displayed by
the armies of the North and South.
The following poem was written many years ago by an English
poet in memory of English soldiers and sailors, but no words
could better express our feelings toward both the Blue and the
(iray.
AN ODE TO THE BRAVE
How sleep the brave, who sink to rest.
By all their country's wishes blessed !
When spring, with dewy fingers cold.
Returns to deck their hallowed mould,
She there shall dress a sweeter sod
Than fancy's feet have ever trod.
By fairy hands their knell is rung;
By forms unseen their dirge is snng;
There Honor comes, a pilgrim gray.
To bless the turf that wraps their clay ;
And Freedom shall awhile repair.
To dwell a weeping hermit there !
— William Collins.
220. WRITTEN LESSON
Write a brief composition telling an incident from one of
the hero tales of Lessons 213 and 219.
A story should begin in a simple, clear, and interesting way,
and should end wlien you have reached the ending. Do not
try to fill it out when 3'our ideas are all used up, and do not
add a " moral." Some of the compositions will be read in the
class. Which have the best beginnings ? Which tell the story
most clearly and directly ? Which have good endings ? Are
any of them good enough to go into the class story-book ?
Phrases and Prepositions 199
221. LANGUAGE LESSON
PHRASES AND PREPOSITIONS
The following expressions are prepositional phrases: of me,
with pleasure, on the table, fro7n the country, in time, by courtesy,
for us, at the picnic.
In each expression there is a principal word, either a noun
or a pronoun.
In each expression there is an introducing word, called a
preposition.
The principal word in a phrase (a noun or a pronoun) may
be modified by adjectives; as, in the good old summer time,
under the long red box.
Make sentences, each containing a phrase with one of these
prepositions.
on from against for
of into by over
below in beneath through
■under at down with
A phrase may be used like an adjective to modify a noun or
pronoun.
A phrase may be used like an adverb to modify a verb or an
adjective.
Make sentences in which the following phrases modify
nouns or pronouns:
on the table, of honor, under the carpet, in his place, beneath
the apple trees, down the street, with me.
Make sentences in which the following phrases play the
part of adverbs and modify verbs or adjectives:
into the shop, in fun, at home, against his father's wishes, down
the street, for my own, toward the city, with my old friend.
200
Everyday English
222. ORAL LESSON
HOEING AND FISHING. AN UNFINISHED STORY
Tlie sun was Wcariu, and the wind still, as James and his father
hurried back and forth through the plowed field along a small
]Srew England lake, dropping little handfuls of beans in the fur-
rows and covering them with their hoes. The day was Saturday,
and James cherished a feeling that
a world in which a boy had to work
on his one weekly holiday was not
ordered properly. The field was
big; and although they had been
at work all the four hours since
sunrise, they would probably not
be done until the sun was going
down over the wooded hills. Two
of his friends were off in the woods
following a leaping, dashing little
stream up the mountain side, and,
he felt sure, filling their baskets
with the beautiful spotted trout.
To-morrow would be Sunday ; he
would have to wear a stiff collar
and tight, squeaky shoes. After
Sunday school his friends Avould
tell him all about their fishing and
tlieir catch. Perhaps one of them
had already got the famous big
trout uuder the mill-race that
every man and boy in the town
had tried for, but no one had ever
hooked. He thought he had seen that trout once, but he wasn't
quite sure. And his hands were getting blistered from this heavy
An Unfinished Stoiy
201
hoe (the fishing pole raised blisters sometimes, but that didn't
matter), and he was tired and hot and altogether unhappy.
So the slow day wore on, with an hour for rest and lunch at
noon. At four o'clock one of the neighbors drove up, and hailing
his father, took him off to look at some cattle that were for sale.
<' There are only six rows to do, James," said his father. " Hurry
along, and you'll be through before dark."
Meanwhile the sky had grown gray, a dark cloud came up out
of the west, faint thunder rolled in the distance, and — what was
that ? Yes, a fish leaped in the lake ; then another, and another,
until they seemed to be calling to James, " Come, have a try at
us!" It was too much for the tired boy. He dug a big hole
with his hoe, poured in the rest of the beans, and hurried across
the field to the woodshed where his fishing tackle hung.
Think of what the ending or tlie sequel to this story
might be. Invent as many endings for it as you can.
Which is the most natural, or most interesting ?
202 Everyday English
223. WRITTEN LESSON
BUILDING SENTENCES
Taking as a general topic the story in Lesson 222, write
declarative sentences :
1. With a noun, an adjective, and a prepositional phrase in the
subject.
2. With a noun and two adjectives in the subject.
3. With a compound subject.
4. With a verb group and an adverb in the predicate.
5. With a prepositional phrase in the predicate.
6. With two i^repositional phrases.
Exchange papers and correct as in Lesson 214.
224. LANGUAGE LESSON
CONJUNCTIONS. INTERJECTIONS
Words used to connect words, sentences, or parts of sen-
tences are called conjunctions.
Andy but, or, therefore, hence, hoivever, if, that, are some of
the most common conjunctions.
Spring has come cmd the flowers are blooming.
The crocuses cmd hyacinths are here.
It is raining, but the sun is shinins; through the chjuds.
It will be rainy or cloudy to-morrow.
The arithmetic papers are excellent, therefore the class may be
excused at three o'clock.
The spelling lesson was poor ; hoivever, you will do better to-
morrow.
Prepositions introduce nouns or pronouns, thus making
phrases. Conjunctions connect words or parts of sentences, but
do not make phrases.
The Concord Hymn 203
In Stevenson's poem " Singing," Lesson 7, and in the ac-
count of Washington, Lesson 43, select tlie prepositions and
conjunctions. How is each one used ?
Words used to express strong feeling are called interjections.
Some of the most common are: 0, Oh, Ah, hurrah, alas, hello.
They are usually followed by an exclamation mark or a
comma, and are thus separated from the sentence.
1. ! please help me. 2. Hurrah ! we have won the game.
3. Hello ! is that you ? 4. Ah, I see that you were here before
me. 5. There is, alas, no hope.
225. ORAL LESSON
THE CONCORD HYMN
By the rude bridge that arched the flood,
Their flag to April's breeze unfurled,
Here once the embattled farmers stood,
And fired the shot heard round the world.
The foe long since in silence slept ;
Alike the Conqueror silent sleeps ;
And Time the ruined bridge has swept
Down the dark stream which seaward creeps.
On this green bank, by this soft stream,
We set to-day a votive stone;
That memory may their deed redeem,
When, like our sires, our sons are gone.
Spirit! who made those freemen dare
To die, or leave their children free,
Bid Time and Nature gently spare
The shaft we raise to them and Thee.
— Ralph Waldo Emerson.
204
Everyday iMi^lisli
This poem was written to celebrate the monument which
marks the spot where the
battle of Concord was
fought, April 19, 1775.
At the beginning of what
war did the battle of Con-
cord take place ? Describe
the condition of affairs
in Boston. Why did the
British troops march out to
Concord ? How were the
Americans warned of the
approach of the British ?
What does the last line
of the first stanza mean ?
Wliat thought is expressed
in the second stanza ?
What are the meanings of
votive and redeem in the
stanza ? What reason is given for erecting the monu-
? What Spirit " made
third
inent
those heroes dare to die " ?
Ralph Waldo Emerson has a
place among the greatest Amer-
icans, along with Washington,
Lincoln, Lee and a few others.
J le was a philosopher and thinker
wliose ideas have influenced many
men all over the world. When
you are older you will read his
essays and addresses. Emerson
was born in 1803, and died in 1883, at Concord, Massachusetts,
where he lived for fifty years.
The Parts of Speech 205
226. WRITTEN LESSON
THE CHOICE OF WORDS
The teacher will read aloud or write upon the board some
sentences that have been written by the class in Lesson 214,
217, or 223, underlining words which have been used im-
properly or which are not well chosen. The class will
rewrite these sentences, substituting different words for
those indicated.
227. LANGUAGE LESSON
THE PARTS OF SPEECH REVIEWED
The subject of a sentence is a noun or pronoun. The
predicate is a verb. Nouns, pronouns, and verbs, do the
chief work in a sentence. You cannot express the simplest
thought without their aid.
Adjectives and adverbs are always used as modifiers of
other words. They are assistants to nouns and verbs. They
help us to express ideas more exactly and more nicely.
Prepositions and conjunctions are link words. They con-
nect or link other words together. They connect ideas.
Interjections are not very useful. We employ them only
when we are excited. But excitement is necessary now and
then, even in the sentence.
The noun and the verb are the main parts of the machine.
The pronoun is very helpful in taking the place of the noun.
Whatever a noun can do, a pronoun can do. Adjectives
assist nouns and pronouns. Adverbs assist verbs and adjec-
tives. Prepositions and conjunctions are kept very busy
linking one part of the machine with another. Interjec-
tions are the horns and whistles. Each sentence is an active
machine which carries our thoughts to others.
206 Everyday English
The same word may be used at different times in different
ways.
1. The bi'ttve man struggled with all his might.
2. Who would brave the dangers of the whirlpool ?
3. The Indian brave was splendid in war paint and feathers.
In the first sentence brave is an adjective, in the second
it is a verb, in the third a noun. In determining what part
of speech a word is, we must always decide what use it serves
in the sentence.
From the compositions written in Lesson 217, select :
Two proper nouns ; five common nouns.
Five pronouns, telling what nouns they stand for.
Five verbs and five verb-groups.
Five adjectives, telling what words they modify.
Five adverbs, telling what words they modify.
Five prepositions, telling what words they introduce.
Five conjunctions, telling what parts of the sentence they
connect.
Five interjections — but can you find any?
228. ORAL LESSON
To-day we are to have a series of stories. Each pupil is
to tell as clearly as possible about a single adventure or deed
of one of the heroes whom we have talked about in Lessons
213 and 219. Here are suggestions for topics. Can you
pronounce all the names ? How can you learn the correct
})ronunciation ?
The first sentence of your story is important. It should
introduce tlie subject of the story clearly, so that every one
will understand what follows. When you have come to the
end of the story, stop. Do not try to tell it over again.
A Narrative
207
The Combat between Hector
and Achilles
The Death of Achilles
The Capture of Troy
Ulysses and the Cyclops
Ulysses and the Lotus Eaters
Ulysses and Circe
Ulysses returns Home
Jason and the Golden Fleece
Hercules and the Garden of
the Hesperides
Perseus and Andromeda
Orpheus and his Magic Song
Siegfried and his Sword
Siegfried and the Rhinegold
Brunhild
Beowulf and Grendel
Beowulf and the Dragon
King Arthur and his Sword
Excalibur
Adventures of Sir Gareth
Death of King Arthur
Roland and his Horn
229. WRITTEN LESSON
A NARRATIVE
There are many stories printed in this book, and you have
had to write others of your own composition. You have
learned some of the rules of narration or story-telling.
Begin with a sentence or two that will help the reader to
understand what follows. Tell things in the order in which
they have happened. Stop when the story is finished.
Write one of the incidents told in Lesson 228, making a
composition of several paragraphs.
230. LANGUAGE LESSON
The stories written in Lesson 229 are to be criticised by
the class. Mistakes may be marked by their abbreviations
in the margin: Sp. (spelling), Cap. (capitalization), P (punc-
tuation), ^ (paragraphing), G (grammar). Papers should
be returned and corrected. Remember these marks of criti-
cism for future use.
i>08 Everyday English
231. ORAL LESSOX
THE DANGEROUS HOUSEFLY
There is an old saying, " As harmless as a fly " ; and until
recently the Hy has been regai'ded only as an unpleasant but
luirmless nuisance. Had our forefathers known as unich about
tlies as we now know, they might have made the proverb, " as
dangerous as the fly." His origin and his habits are of the
worst sort. He is, in short, a disgusting and dangerous pest.
He begins life in the filth of stables, in decaying garbage, and
in other unsavory places, and increases with fearful rapidity.
The adult fly will lay in manure or decayed
matter a hundred eggs or more. In a day or
two these hatch, and there is a cluster of tiny
white maggots. In two or three days they
enter the chrysalis stage ; that is, they cover
themselves with a tiny shell. In about a week
"ijjuj the little fly emerges, complete in wings, legs,
and all, and grows rapidly to full size.
He is now a restless, active creature, flying hither and thither
and often traveling over a considerable distance. His appetite is
impartial and his diet varied. He will feed upon the most dis-
gusting filth, and come straight from this to lap tlie milk in your
glass and to walk over the dessert on your plate.
His feet are wonderfully constructed. They have pincer-like
claws, a soft pad overgrown with hairs in the center, and on the
hairs a sticky substance that enables him to hold on to walls or
ceilings. AVhat seems to be his tongue is a long extended lower
lip, rough coated on the inside, which he lets down to lick food
or lap liquids. You can see it at work as he feeds.
Both lip and feet are, as you see, perfectly adapted to carrying
deadly germs from his loathsome haunts and food into your house
and your food. He used to be considered a useful scavenger,
A Business Letter 209
who helped to save us from disease. He is now known to spread
such diseases as cholera, typhoid fever, and diphtheria. So he is
hardly entitled to the mercy we used to ask for him. The person
who is so gentle that he " will not hurt a fly " is not for that
reason a good friend to his fellow men.
The common housefly has been associated with men for many
centuries. There are references to him in some of the oldest litera-
ture in the world. But he seems not to have been known on this
continent before the Europeans came. America gave to Europe
corn, potatoes, and tobacco ; and Europe has given us the English
sparrow and the housefly along with more desirable things.
The scientists have told us also how to keep clear of the flies.
Houses and grounds should be kept free of decaying organic
matter, and stables should be screened, so as to cut them ofE from
their breeding places. Our houses should be carefully screened
and food kept free from their dangerous feet and mouths. Fly
paper and fly traps can be bought everywhere. Your teacher, also,
can probably tell you other means of protection. But don't forget
that the "harmless fly" of the proverb is tlie dangerous fly of fact.
232. WRITTEN LESSON
A BUSINESS LETTER
Write a letter to the Department of Agriculture at Wash-
ington, requesting the officials there to send you one of the
bulletins published by the department. You may wish to
read the one that treats of mosquitoes and flies, and how
they are to be exterminated ; or you may wish for informa-
tion on the cultivation of apples, peaches, or other fruits ;
or you may be interested in dairying, or in growing corn,
wheat, potatoes, or garden vegetables. The Department
issues many bulletins containing much accurate and valuable
information.
210 Everyday Eng-lisli
233. LANGUAGE LESSON
TRANSITIVE VERBS
Most verbs tell of action. Play^Jiy, howl., jump, strike.^ are
all verbs of action. Some of these tell of a completed action.
The bird flies is a complete sentence. No other words are
necessary. The \evh flies tells of a complete action. What
is the verb in each of the four following sentences? Is each
sentence complete?
Edward plays. The dog howls.
Birds sing. Pretty little Edna is running.
Now look at the expressions below on the left of the page.
Are they complete sentences? Why do not these verbs com-
plete the sense as did those in the four sentences above?
Take one of these verbs, shuts. It makes no sense until you
shut something. The action is incomplete until something
is shut. So it is with all these verbs. Each expresses an
action that cannot take place until there is something for it
to act on. There must be something to shut, carry, wash,
bring, scrub, show, strike, hit, or wear.
In each instance the sense is incomplete. You feel like
asking what? In order to complete the sense, you add a
word. Read the expression across the page. Now there is
something to act on, and the sense is complete.
Edward shuts the door.
Birds carry straws.
The dog washes himself.
Edna brings the flowers.
She scrubs the dining-room floor.
He struck me.
The rock hit the window.
We all wear shoes.
/ The War on the Mosquito 211
Verbs that do not express a complete action are called tran-
sitive.
Words used to complete the action of verbs are called objects
of the verb.
Verbs that express complete action and do not take an object
are called intransitive.
In the following sentences select (1) the intransitive verbs,
or verb-groups, (2) the transitive verbs, or verb-groups, and
(3) the objects of the transitive verbs.
1. Why should you hurt a fly ?
2. The fly begins life in filth.
3. The youug fly grows very rapidly.
4. He is flying toward us.
5. Why do we fear him ?
6. He brings with him dirt, danger, and disease.
7. He can walk on the ceiling.
8. Kill the flies and save the children.
234. ORAL LESSON
THE PESTILENT MOSQUITO
The mosquitoes are more widespread on the earth than man.
Th-'^y thrive alike in the tropics and in such cold, inhospitable lands
as Alaska and Greenland. In upper Canada there are broad and
fertile regions where the summer is made unendurable for horses
and men by these little pests.
Pests though they are, their life history is interesting. The eggs,
which are laid on stagnant water in a boat-shaped, floating cluster
of two or three hundred, hatch in six to twelve hours. The young,
or larvae, known as " wrigglers," live near the top of the water,
breathing through a tube at the end of their tails, which they keep
at the surface of the water. At the end of ten or twelve days they
212
Everyday Eiig'lish
cover themselves with a sort of case. In this stage the creature is
I called a 7)»/)a. In two
11 /w days more they emerge
as mosquitoes. Thus
'! I ij it is easy to see how
./;'liil their numbers can
g grow to millions in
i^wm^i
LliE HISTORY OF MOSQUITO.
STEGOMYIA OR YELLOW
FEVER MOSQUITO.
CULEX OR COMMON MOSQUITO
ABOVK, ANOPHELES OR MA-
LARIAL MOSQUITO BELOW.
swampy, marshy places, during moist,
hot weather.
If the mosquitoes did nothing more
than irritate us with their song and
their bite, there would be reason enough
for getting rid of them ; for tlioy change
many regions from delightful homes to
places of torture. But there is a far
worse charge against them. One va-
riety, the anojjheles (pronounced Sn-o'-
ph6l-es), carries the germs of malaria
from sick people to the well ; and an-
other variety, the stegomyia (pro-
nounced st6g-o-my'-ia), spreads yellow
fever in the same way. These last two
The War on the Mosquito 213
kinds fly and bite only at night. So that especial precautions
against them must be taken after nightfall. It is important to
know the difference between the ordinary mosquito (called culex)
and the dangerous kinds. The former, when at rest, sit, like most
insects, parallel to the surface on which they rest ; the anopheles
sit with their tails pointed upward as if standing on their
heads.
There is a wide and growing crusade against the mosquitoes.
The results of this war on the mosquito are already showing in
many places. The Panama Canal is made possible by protecting
the workmen from yellow fever and malaria. In this country a
national society has been formed to further the work of extermi-
nating them. A valuable bulletin on the subject has been printed
by the Department of Agriculture at Washington, and will be sent
free to any one who asks for it.
What are the means of defense against them ? First, screen
the house carefully. Then remove or cover all stagnant water, in
puddles, ditches, tin cans, rain barrels, and other places. Ponds
and marshes should be either drained or covered with a thin cover-
ing of kerosene. This thin film prevents the adults from laying
eggs on the water, and kills the "wrigglers" by keeping them
from breathing.
Mosquitoes have some natural enemies that should be taken
care of. Tadpoles and small fish, such as goldfish, sunfish,
minnows, and the like, feed upon the eggs and the "wrig-
glers." The full-grown mosquitoes are eaten by dragon flies
(sometimes called " devil's darning needles "), bats, and small
birds.
Perhaps we shall some time be far enough advanced in civiliza-
tion to have rid our country of such enemies as flies and mosqui-
toes. The presence of these and other insect pests means ignorance,
laziness, carelessness, and dirt ; and these are not the traits of a
high civilization.
214 Everyday Englisli
235. WRITTEN T.ESSON
LETTERS OF INVITATION
Write an answer to this invitation. Some of the answers
are to be copied on the board and corrected ])y the class.
345 West St., Denver, Col.,
Tuesday, Dec. 20, 1911.
Dear Arthur :
May we have the pleasure of your company at our house a
week from to-day, Tuesday, the twenty-seventh, at four o'clock ?
My friend, May Lawrence, of Philadelphia, is to be with me for
the holidays, and Mamma is giving a little party, that she may
meet some of my friends here.
Truly yours,
Dorothy Neilson.
Mr. Arthur Bigelow,
16 Center St., Denver.
236. LANGUAGE LESSON
TRANSITIVE VERBS AND OBJECTS
Select tlie transitive verbs and objects in the following sen-
tences:
1. May wrote a letter.
2. She put the letter in an envelope, and put a stamp on the
envelope.
3. She printed the address very carefully.
4. She gave the letter to the postman.
5. He took it to the post office.
6. There he put May's letter and many others into a bag.
7. The postman threw the bag on the train.
8. The train rushed on to Philadelphia.
On Explaining Things 215
9. The next morning George received the letter.
10. He opened the envelope and read the letter.
Select the subject, the verb, and the object, in each of the
following sentences:
I struck him. I caught her. Whom did he chase ?
He struck me. She brought it. Whom will you choose ?
We chased them. I hit her. You laid it there.
They chased us. I found them. He set us right.
You caught me. Wlio found her ? He raised them.
Most of the personal pronouns and the relative pronoun
who have different forms when used as subjects and when
used as objects.
Subjects :
I
we
you
he
she
it
they
who
Objects :
me
us
you
him
her
it
them
whpm
Make sentences using one pronoun as subject and another
pronoun as object in each sentence.
237. ORAL LESSON
ON EXPLAINING THINGS
In Lessons 231 and 234, and elsewhere, we have had certain
things explained. We have to do a good deal of explaining and
to listen to a good deal of explaining in our daily life. You ex-
plain to your mother how you came to upset your glass of milk
on the clean tablecloth, and your mother ex,plains to you the way
of avoiding such messy accidents. Some one explains to you how
a kite is made, and you make the kite and then explain to your
little brother how you did it. Your teacher explains a point in
the lesson, and then you explain the same point to make clear to
her and to yourself that you understand it. The business man
216 Everyday Kiiglisli
explains to the office boy what his duties are, and the boy hopes
sometime to be an employer himself and explain to a boy what
the boy is to do. So, altogether, as you see, there's a good deal
of explaining going on in this active world of ours.
Now some of this is good and some of it is bad ; some of it is
interesting, and some of it is dull ; some of it is clear, and some
of it is muddled. Here are three good rules : be as brief as
possible, as interesting as possible, and as clear as possible.
If it should happen that you find yourself unable to explain a
number of things clearly and simply, it probably means that you
are not as wide-awake and observant as you ought to be.
Try to explain orally several of these things, or some other
things that you know more about. Make each explanation suit-
able for a single paragraph only.
(1) Feeding a canary, (2) Keeping a bird's cage clean. (3)
Damming up a brook. (4) Cutting ice. (5) Storing ice in the ice-
house. (6) Spinning a top. (7) A game of marbles. (8) Pitching
a curve. (9) Planting flower-seeds. (10) Dressing a doll. (11)
Boiling an egg. (12) Lighting the street lamps. (13) Keeping
the streets clean. (14) Picking apples. (15) Writing a compo-
sition.
238. WRITTEN I>ESSON
EXPLANATIONS
Select one of the best subjects for explanation that you can,
and write a clear account of it in a single paragraph. Make
a plan of your paragraph before you begin to write, making
sure that you follow a clear and natural order. Do the
writing neatly and accurately.
Perhaps the teacher will have time to hear some of the
explanations read aloud, and let you compare them.
Case
217
239. LANGUAGE LESSON
CASE
Case is a grammatical terra used to indicate the relation-
ship of nouns or pronouns to other words in the sentence.
A noun or pronoun that is the subject of a verb is in the
nominative case.
A noun or pronoun denoting possession is in tlie possessive
case.
A noun or pronoun that is the object of a transitive verb
is in the objective case.
The personal pronouns (Lesson 209) have separate forms
for the different cases. The apostrophe is not used in the
possessive case of pronouns.
SINGULAR
Nominative
Possessive
Objective
1st Person
I
my, mine
me
2d "
you
your, yours
you
he
his
him
3d "
she
hers
her
. it
its
PLURAL
it
Nor
ninative
Possessive
Objective
1st Persoist
we
our, ours
us
2d "
you
your, yours
you
3d "
they
their, theirs
them
The pronoun who also has three forms : who, whose, whom.
Make four sentences each containing a pronoun in the
nominative case : four sentences each containing a pronoun
in the possessive case ; and four each containing a pronoun
in the objective case.
218 Everyday English
240. ORAL LESSON
A MIDSUMMER-NIGHT'S DREAM
A part of Shakespeare's play
A Midsummer- Nighf s Dream
takes place iu a forest at night.
Thither come many fairies in the
trains of Titauia, their queen,
and Oberon, their king. Pease-
blossom, Cobweb, Moth, and
IVIustardseed are the names of
some who sing and dance with
Titania. The merriest and the
most mischievous of all is Puck,
or Kobin Goodfellow, the servant of King Oberon.
His pranks make trouble for many mortals, and especially for
Titania. Oberon squeezes on Titania's eyelids the juice of a
flower which will make her fall
in love with the first person
whom she sees when she awakes.
Puck arranges that she shall see
a foolish weaver named J>ottom,
on whose shoulders he places the
great head of an ass. Pottom
has also been asleep, and when
he awakes is greatly bewildered
to find that he has a hairy face,
an appetite for hay, and a bevy
of pretty little fairies to serve
him. A few selections will give some idea of tlie story of the
play, and will show what charming poetry the fairies talked.
Read or recite the selections as if they made a play.
A Midsummer-Nip-ht's Dream 219
I. A Fairy axd Puck meet iisr the forest
Puck. How now, spirit ! whither wander you ?
Fairy. Over hill, over dale,
Thorough bush, thorough brier,
Over park, over pale,
Thorough flood, thorough fire,
I do wander everywhere,
Swifter than the moon's sphere ;
And I serve the fairy queen,
To dew her orbs upon the green.
The cowslips tall her pensioners be :
In their gold coats spots you see ;
These be rubies, fairy favours.
In those freckles live their savours :
I must go and seek some dewdrops here
And hang a pearl in every cowslip's ear.
Farewell, thou lob of spirits ; I'll be gone:
Our queen and all her elves come here anon.
II. The fairies sing a lullaby for Titania
First Fairy. You spotted snakes with double tongue,
Thorny hedgehogs, be not seen ;
Newts and blind-worms, do no wrong,
Come not near our fairy queen.
Chorus. Philomel, with melody
Sing in our sweet lullaby ;
Lulla, lulla, lullaby, lulla, lulla, lullaby :
Never harm,
Nor spell nor charm.
Come our lovely lady nigh ;
So, good night, with lullaby.
220 Everyday English
First Fairy. Weaving spiders, come not here ;
Hence, you long-legg'd spinners, hence !
Beetles black, approach not near ;
Worm nor snail, do no offence.
Chorus. Philomel, with melody, etc.
Second Fairy. Hence, away ! now all is well •
One aloof stand sentinel.
Exeunt fairies. Titania sleeps.
Enter Oheron and squeezes the flower on Titania''s eyelids.
Oberon. What thon seest when thou dost wake,
Do it for thy true-love take.
Love and languish for his sake :
Be it ounce, or cat, or bear,
Pard, or boar with bristled hair,
In thy eye that shall appear
When thou wakest, it is thy dear :
Wake when some vile thing is near. Exit.
HI. Bottom and Titaxia awake
Enter Titania, Bottom {with the head of an ass), and the fairies.
Titania. Come, sit thee down upon this flowery bed,
While I thy amiable cheeks do coy.
And stick musk-roses in thy sleek smooth head,
And kiss thy fair large ears, my gentle joy.
Bottom. Where's Peaseblossom ?
l\'(i!H'hlussom. Ready.
Bottom. Scratch my head, Peaseblossom. Where's Moun-
sieur Cobweb?
Cobweb. Ready.
A Midsummer-Night's Dream 221
Bottom.
Mustardseed.
Bottom.
Mustardseed.
Bottom.
Titania.
Bottom.
Titania.
Bottom.
Titania.
Mounsieur Cobweb, good moimsieur, get you your
weapons in your hand, and kill me a red-hipped
humble-bee on the top of a thistle ; and, good
Mounsieur, bring me the honey-bag. Do not fret
yourself too much in the action, mounsieur ; and,
good mounsieur, have a care the honey-bag break
not; I would be loath to have you overflown
with a honey-bag, signior. Where's Mounsieur
Mustardseed ?
Ready
Give me your neaf, Mounsieur Mustardseed. Pray
you, leave your courtesy, good mounsieur.
What's your will ?
Nothing, good mounsieur, but to help Cavalery
Cobweb to scratch. I must to the barber's,
mounsieur; for methinks I am marvellous hairy
about the face ; and I am such a tender ass, as if
my hair do but tickle me, I must scratch.
What, wilt thou hear some music, my sweet love ?
I have a reasonable good ear in music. Let's have
the tongs and the bones.
Or say, sweet love, what thou desirest to eat.
Truly, a peck of provender : I could munch your
good dry oats. Methinks I have a great desire
to a bottle of hay : good hay, sweet hay, hath no
fellow.
I have a venturous fairy that shall seek the squir-
rel's hoard, and fetch thee new nuts.
»>•>')
Everyday English
Bottom.
Titania.
I Lad rather have a handful or two of dried peas.
But 1 pray you, let none of your people stir me :
I have an exposition of sleep come upon me.
Sleep thou, and 1 will wind thee in my arms.
Fairies, be gone, and be all ways away.
Exeunt fairies.
So doth the woodbine the sweet honeysuckle
Gently entwist; the female ivy so
Enrings the barky fingers of the elm.
0, how I love thee ! how I dote on thee !
They sleep.
IV. Oberox releases Titania from her enchaxtsiext
Titania and Bottom asleep. Enter Oberon and Puck.
Oberon. Be as thou wast wont to be ;
See as thou wast wont to see :
Dian's bud o'er Cupid's flower
Hath such force and blessed power.
Now, my Titania ; wake you, ray sweet queen.
Titania. My Oberon! what visions have I seen!
Methought T was enamour'd of an ass.
Oberon. There lies your love.
Titania. How came these things to pass ?
0, how mine eyes do loathe his visage now !
Oberon. Silence awhile. Robin, take off this head.
Titania, music call ; and strike more dead
Than conunoii slcc'i) of all these five the sense.
Titania. Music, ho ! music, such as charmeth sleep !
Puck [_to Bottom']. Now, when thou wakest, with thine own fool's
eyes peep.
A Midsummer-Nio-lit's Dream
223
Oberon. Sound, music ! Gome, my queen, take hands witli me
And rock the ground whereon these sleepers be.
PucJc. Fairy king, attend, and mark :
I do hear the morning lark.
Oberon. Then, my queen, in silence sad,
Trip we after night's shade :
We the globe can compass soon,
Swifter than the wandering moon.
Titania. Come, my lord ; and in our flight,
Tell me how it came this night,
That I sleeping here was found
With these mortals on the ground. Exeunt.
Memorize either the Fairy's speech to Puck or the Lullaby
for Titania. Can you remember a song by Ariel, another
fairy, who has a part in Shakespeare's Tempest?
orbs, eyes; lob, scamp; anon, soon; newts, lizards; Philomel, nightin-
gale; spinners, spiders; ounce, panther; pard, leopard; mounsieur, sir;
neaf,Jist; bottle, bundle; sad, serious.
224 Everyday English
241. WRITTEN LESSON
BUILDING SENTENCES
Write sentences about the fairies containing:
1. The possessive and the objective case of he.
2. A pronoun of the first person in a prepositional phrase.
3. A transitive verb with a pronoun as direct object.
4. A direct quotation.
5. One noun in the nominative, another in the possessive, and
a third in the objective case.
6. A pronoun in the nominative, another in the possessive, and
a thii-d in the objective case.
7. An intransitive verb.
8. Three prepositional phrases.
9. A quotation within a quotation (see Lessons 76 and 120).
242. LANGUAGE LESSON
THE OBJECTIVE CASE (Continued)
We have seen that a noun or pronoun used as the object
of a transitive verb is in the objective case. A noun or pro-
noun in a prepositional phrase is also in the objective case.
The teacher put the hooh on the shelf.
Booh and shelf are both in the objective case. Why?
What is the case of teacher?
I bought it for him.
What is the case of I? of it ? of him ?
\\\ the following sentences, is the verb transitive or intran-
sitive? Give tlie case of each noun and pronoun.
Example: The children chose a pony for a present. The verb
cliose is transitive. Children is in the nominative case because it
rv
The Indirect Object 225
is the simple subject. Pony is in the objective case because it is
the object of the verb. Present is in the objective case because it
is in a prepositional phrase.
1. Mosquitoes lay their eggs in stagnant water.
2. The young mosquitoes live on the surface of the water.
3. The female mosquito bites us.
4. Some mosquitoes carry the germs of malaria.
5. This kind flies and bites only at night.
6. The Department of Agriculture prints a bulletin about the
mosquito.
7. You should remove all stagnant water in tin cans.
8. She bought a book for me.
9. I read it carefully.
10. Shall I give it to him or to his brother ?
INDIRECT OBJECT
In the sentence — James gave a dollar. — dollar is the ob-
ject of the verb gave. In the sentence — James gave John a
dollar. — there are two objects of the verb gave., dollar, and
John. Dollar is the direct object, and tells what James gave.
John tells to whom James gave a dollar, and is called the in-
direct object.
In the following sentences select the direct object, the
indirect object, and the object of a preposition.
1. The people gave the soldiers a royal welcome.
2. Please give us a ride.
3. Give us this>4ay our daily bread.
4. Robert of Lincoln gathers his little ones seeds.
5. Send me a box of candy.
6. You told him a good story.
7. Can you find us some violets in the woods?
8. AVill you open the door for me?
Q
22 C) Everyday English
243. ORAL LESSON
IN MANY WORLDS
In this world of ours there are many worlds. Your dog has a
very different world from your own. Most of your worlds are
closed for the dog because he cannot speak, or read or write.
Language is the key that unlocks the door to many wonderful
realms. In this book, through our study of language, we have
unlocked some of these doors and taken a peep into some of these
interesting countries. Without speech you could not get much
beyond the dog's world. The more you know, the more worlds
you may discover and explore.
Let us look again at some of these worlds of which we have
had a glimpse in this book. First, there was what we may call
the ever3'day world with children at play or at work, doing and
saying the same kind of things that you do and say. Then there
was the world of plants and animals, in which we tried to learn
something of the lives of flowers and trees and birds and beasts.
And there was the great Avorld that stretched far beyond the city
or farm of everyday life, the world of mountains and prairies, of
cities and states, and of many strange peoples and countries.
There was the world of history, the world that no longer is, but
ivas; and you have seen something of that, of men and deeds
and sayings thousands of years old, and also of great men and
deeds of our brief national history. We have had a peep, too, at
the world of science, at the wonderful machinery of this universe
in which everything from the growth of a bean to the revolution
of the stars is so perfectly adjusted and regulated. And there
was the world of poetry where language revealed thoughts and
feelings in new and beautiful and memorable forms.
l^ooks are the aeroplanes that bear us quickly to these wonder-
ful worlds. The study of language buys us tickets for many
voyages.
The Verb Be 227
What fables in this book do you remember ? What
lessons did they teach ? What stories of children do you
remember ? Which do you like the best ? What is meant
by the world of history ? What lessons led you into that
world ? What divisions or periods of history have you
studied ? What great men ? What is meant by the world
of science ? What lessons dealt with that world ? What
lessons had to deal with everyday matters such as you are
familiar with? Have you been in the world of fairies ? In
what lessons ? In the world of myth and fable ? What
kinds of subjects have the poems you have learned told
about ? Flowers, birds, nature, fairies ? Moral lessons, per-
sons, nonsense ? Which oral lesson has been the most inter-
esting ? Which composition have you most enjoyed writing ?
THE YEARS AT THE SPRING
The year's at the spring, The lark's on the wing ;
And day's at the morn ; The snail's on the thorn j
Morning's at seven ; God's in his heaven —
The hillside's dew-pearled ; All's right with the world !
— EoBERT Browning.
244. WRITTEN LESSON
Write a letter to a friend describing your work this year
in English, or on some other topic suggested by Lesson 243.
245. LANGUAGE LESSON
THE VERB BE
The verb he^ with its many forms, is, are, was, were, have
been, will be, etc., is a very important and peculiar verb. It is
228 Eveiydaj English
different from most other verbs because it does not express
action. It serves as a connective. It brings together two
things that belong together.
I am George Robinson. Our teacher is a woman.
The day is pleasant. The dog was black.
In these sentences the verb is used almost like an arith-
metical sign to show that :
J and George RohinBon refer to the same person.
Our teacher and woman refer to the same person.
The day and pleasant refer to the same thing.
Tlie dog and hlack refer to the same thing.
The verb be is called a copulative or connecting verb.
The verb he cannot take an object.
A copulative verb has a complement that refers to the same
thing as its subject.
A noun used as the complement of a copulative verb is a predi-
cate noun.
An adjective used as the complement of a copulative verb is
a predicate adjective.
Fill ill the blanks wdth an adjective or noun. Does this
adjective or noun always refer to the same tiling as the sub-
ject of the verb ?
1 . The common house fly is . 2. Were you after the
game ? .S. The mosquito was . 4. I am . 5. You will
be . fi. The elephant is a . 7. A giraffe is . 8. The
l)i{'tures in this book are . 9. The complement of the verb
he is . 10. The complement of the verb he is not .
A few other verbs are used like he as copulas. The most
common are : appear^ become, feel, grow, look, seem, sound,
tusfe.
Objects and Complements 228
246. LANGUAGE LESSON
OBJECTS AND COMPLEMENTS
Which of these verbs and verb-groups ai'e transitive ? in-
transitive ? copulative ?
Mary came. She brought her book. She is kind.
Mary is coming. She will bring her book. Mary will be kind.
Mary has come. She brings her book. Was she kind ?
Note that in the first three sentences we have three forms
of the verb come; in the second group of sentences, three
forms of the verb bring ; in the third group, three forms of
the verb he.
In the second and third paragraphs of Lesson 231, decide
whether the verbs are transitive, intransitive, or copulative.
What words are used as objects ? as predicate nouns ? as
predicate adjectives ?
Predicate adjectives are found after many verbs; predicate
nouns after a few besides he. Can you give examples ? What
are these verbs called ?
A predicate noun is in the nominative case. Why ?
247. LANGUAGE LESSON
CASE
Case (see Lesson 239) is a grammatical term expressing
the relationship of nouns (or pronouns) to other words in
the sentence. In the following sentences, note the nouns
and their relations to other words.
The dog's tail brushed the cup from the table.
The accident was not the dog's fault.
Which nouns are simple subjects? Wliat is their case?
Which noun is a predicate noun? Why is it in the nomi-
230 Everyday English
native case ? Which noun is the object of a transitive verb?
What is its case ? Which noun is in a prepositional phrase ?
What is its case ? Which nouns show possession ? What is
their case ? Can you think of a prepositional phrase which
would have the same meaning as the possessive noun ?
In the following sentences give the case of each noun and
its use in the sentence.
1. A black object hangs on the bough of an old apple tree.
2. It is a swarm of bees.
3. They may find a home in the hollow tree.
4. Bring a hive.
5. Hold it under the swarm.
6. Shake the bough gently.
7. The bees will fall into the hive.
8. The working bees are soon busy.
0. Some bees fly in search of honey.
10. Other bees form the queen's guard.
The nominative case includes subjects of verbs, and predicate
nouns or pronouns.
The objective case includes objects of verbs, indirect objects,
and nouns or pronouns in prepositional phrases.
The possessive case includes all possessive nouns or pronouns.
248. REVIEW LESSON
THE PARTS OF SPEECH
Review Lessons 19G and 197. Lessons 248 and 249 give a
summary of what you have learned about grammar in Part IIL
There are eight parts of speech : nouns, pronouns, verbs, adjec-
tives, adverbs, prepositions, conjunctions, interjections.
Nouns are used as names of persons or things. Define and give
e.xamples of common and proper nouns.
/ Review Lessons 231
Pronouns are words used instead of nouns. Name the personal pro-
nouus and give examples in the different persons, numbers, and
cases.
Verbs tell or assert something. Most verbs express action.
Define and give examples of transitive, intransitive, and copula-
tive verbs. What are verb-groups ?
Adjectives are used to modify nouns. Explain and illustrate the
comparison of adjectives.
Adverbs are used to modify verbs, adjectives, or other adverbs.
Give examples of adverbs of time, place, manner.
Prepositions are used to introduce nouns or pronouns in phrases.
Name twelve prepositions.
Conjunctions are used to connect words, phrases, or clauses.
Interjections are used to express sudden or strong emotion.
A word may sometimes be one part of speech and sometimes
another, according to its use in the sentence.
Phrased and clauses are often used like words, as adjectives, or
adverbs, or nouns.
249. REVIEW LESSON
ANALYSIS OF THE SENTENCE
Every sentence has a complete subject and a complete predicate
The complete subject consists of the simple subject and its
modifiers.
The complete predicate consists of the simple predicate and its
modifiers.
The simple subject is a noun or pronoun.
The simple predicate is a verb or verb-group.
Modifiers may be words or phrases. Adjectives modify nouns
or pronouns. Adverbs modify verbs, adjectives, or other adverbs.
A transitive verb leaves its action unfinished and requires an
object to complete the action.
232 Everyday Enrrlish
An intransitive verb expresses an action complete without an
object.
Copulative verbs {he and a few others) do not px]iress action,
but connect the subject with some other word, a predicate noun,
or a predicate adjective.
The subject of a verb, or a predicate noun or pronoun, is in
the nominative case.
The object of a verb, the indirect object, or the object of a
preposition, is in the objective case.
Give examples to illustrate each of these deiinitions.
These definitions describe the complete analysis of simple sen-
tences. A simple sentence has only one predicate. Later on you
will study about other kinds of sentences, called Compound and
Complex.
250. REVIEW LESSON
CAPITALS. ABBREVIATIONS. PUNCTUATION
A capital letter should begin: — 1. Every sentence. 2. Every
line of poetry. 3. Every direct quotation. 4. All proper
nouns, and their abbreviations. 5. Names of the Deity. G.
The principal words in the titles of books. 7. Titles of honor
and their abbreviations when used with proper names. 8, I
and 0.
Common abbreviations which you should know are: a.m., p.m.,
];.<:., A.O., Mr., Mr^., ])r., llev., Jlon., Prof., Col., Supt, Sec,
Treas., Sr., Jr., Ave., Co., Dr., Is^.B., P.O., P.S., O.K., R.R., St.,
p.f/., etc., i.e., Xo.
A period is used: L At the end of a declarative or imperative
sentence. 2. After an abbreviation or an initial.
A question mark is used at the end of an interrogative sentence.
An exclamation mark is used at the end of an exclamatory
sentence or after words expressing very strong feeling.
Review of Punctuation
233
The comma separates words, phrases, or clauses that should be kept
apart in thought. It marks oft' frcnn the rest of the sentence :
1. The name of the person spoken to.
2. A direct quotation or each part of a divided quotation.
3. The parts of dates or addresses.
4. Yes or no when part of an answer.
5. Each word in a series, where some of the conjunctions are
omitted.
6. Any part of tlie sentence that is distinct from the rest.
The semicolon marks a greater separation from the rest of the
sentence than the comma.
Tlie hyphen separates parts of a compound word ; and separates
the syllables of a word running over from one line to another.
The apostrophe denotes (1) possession, (2) the omission of
letters in contractions.
Quotation marks inclose every direct quotation or the parts of
divided quotations.
Single marks of quotation inclose a quotation within a quotation.
BOOKS FOR BOYS AND GIRLS IN GRADES FOUR,
FIVE, AND SIX
MYTHS AND FAIRY TALES
^sop's Fables.
Arabian Nights.
Andersen's Fairy Tales.
Baker's Out of the NoHhland.
Boyesen's Norseland Tales.
Brown's Robin Hood; In the Days of Giants; The BooJc of
Saints and Friendly Beasts.
Carroll's Alice in Wonderland; T7) rough the LooMng Glass.
Collodi's Pinocchio.
Craik's Adcentures of a Brownie.
De Musset's Mr. Wind and Madame Rain.
Grimm's Household Tales.
Harris's Nights icith Uncle Remus; Uncle Remus and his
Friends.
Hawthorne's Wonder Book; Tangleivood Tales.
Kingsley's Greelc Heroes; TJie Water Babies.
Lang's Fairy Books.
Lanier's The Bofs King Arthur.
Longfellow's Hiaioatha.
Macdonald's At the Back of the North Wind.
Pyle's The Wonder Clock; Robin Hood ; King Arthur.
Ruskin's The King of the Golden River.
Stockton's Fanciful Tales.
STORIES OF CHILD LIFE
Alfott's Little Women; Little Men ; Jo^s Boys.
Aldrich's The Story of a Bad Boy.
Boyesen's Boyhood in Norway.
234
Books for Boys and Girls 235
Burnett's Editha's Burglar ; Little Lord Fauntleroy.
Craik's The Little Lame Prince.
Dodge's Hans Brinker.
Swing's Jackanapes ; TJie Story of a Short Life.
Johnston's The Little Colonel.
Larcom's A Neio England Girlhood.
Otis's Toby Tyler.
Ouida's A Dog of Flanders; TJie NUrnberg Stove.
Spyri's Heidi.
St. Nicholas's Baby Days; Christmas Book.
Wiggin's Polly Oliver's Problem; Rebecca of Simnybrook Farm.
TRAVEL AND ADVENTURE
Defoe's Robinson Crusoe.
Ingersoll's Book of the Ocean.
Kipling's Captains Courageoxts.
Moffett's Careers of Danger and Daring.
Schwatka's Children of the Cold.
Stevenson's Treasure Island.
St. Nicholas's Lidian Tales.
HISTORICAL TALES
Crockett's Red Cap Tales (abridgments of Scott).
Hawthorne's Grandfather'' s Chair.
Pyle's Meyi of Iron.
St. Nicholas's War Stories; Colonial St07ies; Revolutionary
Stories.
Tappan's Ainerican Hero Stories.
BOOKS ABOUT ANIMALS
Bostock's The Training of Wild Animals.
Brown's, Dr. John, Rab and his Friends.
Burroughs's Birds and Bees; Squirrels and Other Fur Bearers.
23 () Everyday Eiiolisli
C'oin stock's Ways of the Six Fuotcd.
.Jackson's Cat Stories; Letters from a Cat.
Kipling's Jungle Book; Second Jungle Book.
Lang's Animal Story Book.
Miller's First Book of Birds; Bird Ways.
Pierson's Among the Pond People; Among the Meadow People;
Among the Forest People.
Seton's Wild Animals I have Knoim; The Biography of a Grizzly.
Sewall's Black Beauty.
St. Nicholas's Animal Stories.
CLASSIC TALES RETOLD
Butcher, Leaf and Lang's The Odyssey.
Church's Stories from Homer; Stories from the Greek Trage-
dians; Stories from Lioy.
Lamb's Tales from Shakespeare.
Lang, Leaf and Myers's TJie Iliad.
Potter's The Children's Bible.
POETRY
Bacon's Songs Every Child Should Know (set to music).
Burt's Poems Every Child Should Know.
Farnsworth's Songs for Schools (set to music).
Lang's Blue Poetry Book.
Montgomery's Heroic Ballads.
Palgrave's Children'' s Treasury of Poetry and Song.
Patmore's TJie Children's Garland.
Penniman's Poetry for CJdldren.
Repplier's A Book of Famous Verses.
Sherman's Little Folks' Lyrics.
Stevenson's A Child's Garden of Verses.
Wells's The Jingle Book.
Whittier's Child Life in Poetry.
Wiggin and Smith's The Posy Ring; Golden Numbers.
INDEX
Names of authors are in small capitals ; -n-ords and phrases in italics ; titles of lessons inclosed
in quotations marks. Selections are usually indexed only under authors or Poems, Stories,
etc. The numbers refer to pages.
com-
A, an, the, 102, 139.
Abbreviations, initials, 18; Mr., Mrs.,
Miss, 18 ; in common use, 20 ;
months, 39 ; review, 232.
Address of letters, 74.
Adjectives, 1^39, 191, 192, 205.
Adverbs, 158, 158, 194, 205;
parison of, 195.
Advertisements, answers to, 153.
Ain't, 54.
Alcott, Louise M., Little Women, 82.
And, used too often, 14, 32.
Apostrophe, 54^,^2^5.
"Apple Picking,'* 175.
Applicatioif for position, 153.
Articles, 13».
"Aurora," 182.
Baker, Emilie K., Sif's Golden
Hair, 69.
"Balloon Man, The," 18, 19.
Be, the verb, 227, 228.
"Bees," 184, 185, 18G.
Between or among, 98.
" Bird Shop, The," 126.
BoNHEUE, Rosa, Lion Family, 149.
Browning, Robert, 173, 227.
Bryant, William Cullen, Marion's
Men, 103 ; Robert of Lincoln,
166-169.
Burroughs, John, 186.
Business Letters, 152, 154, 177, 209.
Can, 98.
Capitals, 6, 8, 10, 12, 18, 20, 37, 68 ;
review, 88, 178, 232.
Case, 217, 224, 225, 229, 230 ; review,
232.
Character-study : A Nickel to Spend,
33 ; George Wa.shington, 35 ; Turn-
ing the Grindstone, 57 ; Abraham
Lincoln, 120; Robert E. Lee, 140;
Greek Stories, 189 ; Windmills of Hol-
land, 193 ; Heroes of the North, 195.
Child, Lydia Maria, Thanksgiving
Day, 24, 25.
"Circus, The," 48.
"Coasting," 72.
Coleridge, S. T., He prayeth well, 109.
Collins, William, An Ode, 198.
Colon, 64, 128.
"Colonists, The," 163.
Comma, 37, 42, 59, 64, 68, 71; re-
view, 88, 128, 133.
Comparison, of adjectives, 192 ; of
adverbs, 195.
Complement, 228.
Compositions, directions for writing, 2.
Compound and Complex Sentences,
232.
Compound words, 40, 128, 233.
Conjunctions, 202.
Contractions, 53, 59, 60.
Conversations, see Dramas and Quo-
tations.
Copula, 227, 228.
"Corn," 136.
Cunningham, Allen, 27.
"Danger of Talking Too Much," a
fable, 11.
"Dangerous House-fly, The," 208, 209.
Dates, 42, 63.
Days of the week, 39.
Declarative sentences, 3.
Descriptions, to be written, 5, 19,
23, 49, 93, 110, 132, 150, 161, 175,
183, 194.
Dictation, 3, 6, 8, 20, 23, 42, 57, 82,
86, 91, 96, 118, 161.
Dictionary, the use of, 24.
Do, the verb, 114, 170.
Dodge, Mary Mapes, 194.
Doesn't and don't, 114.
Double negatives, 122, 123.
Dramas: The Frog and the Ox, 22;
Two Dogs, 28 ; Mercury and the
Woodman, 50 ; Waiting for Mis-
237
238
Index
tress. 104; The Colonists, 163;
Midsummer Night's Dream, 218.
"Dutch Scene," 193.
Emerson, R. W., Concord Hymn, 203.
"Enunciation," lessons, 157, 172, 179.
Exclamations, 11, 203.
Exclamatory sentences, 11.
Explanations, 102, 133, 136, 157,
215, 216.
Fables : The Danger of Talking Too
Much, 11; The Frog and the Ox,
22 ; The Larks and the Farmer, 31 ;
Story of Jocko, 40.
"Fire Engine, The," 47.
Fr.\nklin, Bexja.min, Turning the
Grindstone, 57.
"Frog and the Ox," a fable, 22.
Games ; questions on picture, 5 ;
dividing cla.ss into sides, 8, 10, 20 ;
with word.s, 188.
"Game with Words," 188.
Garland, Hamlin, A Threshing
Scene, 161.
George and May, sentences and
stories about, 6, 18, 37, 59, 60, 63,
68, 71, 72, 74, 86, 87, 96, 118.
"Greek Stories," 189-191.
"Greenaway, Kate," 43.
"Growth of a plant," 94-96.
Has and have, 44, 45.
Heading of a letter, 63.
"Heroes of the North," 195-197.
"Hoeing and Fishing," 200.
HoLME.s, O. VY., Old Ironsides, 143, 144.
Homonyms, 8, 79, 102, 103.
Hood, Thomas, a letter by, 61.
"Hurdy-gurdy," 4, 5.
Hyphen, 15, 40, 128.
/, 8.
"Icarus and his Flight," 171.
Imperative Sentences, 11.
Indention, 32, 42.
Indirect object, 225.
Initials, 18, 19, 20.
"In Many Worlds," 226.
Int(TJections, 203.
Interrogation point, 6, 88.
Intf'rrogativo .sentences, 3, 0, 11.
Intransitive verb, 210, 211, 214,
224, 225.
Iiivitation.s, 214.
Irregular comparison, 195.
Irregular plurals, 27.
Its and it's, 60.
Is and are, 34.
Jack.son, Helen Hunt, October's
Bright Blue Weather, 116.
Landseer, Sir Edwin, Waiting for
Mistress, 104.
Language, a talk about, 52.
Lanier, Sidney, Tampa Robins, 103.
"Larks and the Farmer," fable, 31.
Learn, teach, 98.
Leave, let, 98.
"Lee, Robert E," 140.
Letters, from Thomas Hood, 61 ; from
George to May, 63 ; a Day at School,
67 ; to a friend about your town,
84 ; requiring an answer, 99 ; a real
letter, 111-113; Business Letters,
152, 153, 154, 177; of invitation,
214; to a friend, 227.
Letters, directions for : heading, 63 ;
salutation, 63, 64 ; address, 74 ;
planning and criticising, 111-113;
models for business letters, 152;
an invitation, 214.
Lie or lay, 147.
Like, love, 98.
"Lincoln, .\brah.\m," 120-121.
"Lion Family," 149.
"Little Teacher," 1.
Longfellow, Henry W., The Chil-
dren's Hour, 76.
Margin, 2, 12.
May, 98.
"Mercury and the Woodman," 50, 51.
"Midsummer Night's Dream, A,"
218-223.
Modifiers, 130. 133, 135, 138.
Months, 39.
Most or almost, 98.
"Mute Appeal, A," 92.
Names : of God, 10 ; of persons,
places, countries, cities, 10 ; exercises
on writing, 18, 19, 37, 42.
Narrative, 207. See Stories.
"Nickel to Spend," 33.
Nominative case, 217, 229, 230, 232.
Nouns, 97, 100, 105, 109, 126, 165,
170, 173, 181, reviews 184, 205.
See Plurals, Case, etc.
Number, 111, 170, 187. See Plurals.
0,8.
Object, Objective case, 210. 211, 214,
215, 217, 224, 225, 229, 230, 232.
Index
239
"Old-fashioned School, An," 64.
"Old Garden, The," 110.
"On Explaining Things," 215, 216.
Outlines for compositions, 122, 132,
157, 183.
Paragraphs, 30, 32, 42, 93, 102, 122, 136,
186.
Parts of Speech, 181, 205, 230, 231.
See Nou7is, Pronouns, etc.
Period, 6, 18, 20 ; review, 88, 178, 232.
Person, 187, 215, 217.
"Pestilent Mosquito," 211-213.
Phrases, 199.
"Picnic, The," 20, 21, 22.
Pictures for study : Little Teacher, 1 ;
The Hurdy-Gurdv, 4 j A Rainy
Day, 9; The Balloon Man, 18;
The Picnic, 21 ; A Nickel to Spend,
33 ; by Kate Greenaway, 43 ; The
Fire Engine, 46; The Circus, 48;
Coasting, 73 ; Pilgrims Going to
Church, 80; A Mute Appeal, 92;
Waiting for Mistress, 104; The Old
Garden, 110; The Bird Shop, 126;
Lion Family, 149 ; Apple Picking,
175; Aurora, 182; A Dutch Scene,
193 ; Siegfried, 196.
Plans, see Outlines.
Plurals, of nouns, 27, 34, 44, 49, 51,
75, 83, 85, 87 ; of verbs and pro-
nouns, 34, 44, 52, 75, 97, 111, 126,
174; review, 86, 87, 170.
Poems : Singing, 7 ; What the Winds
bring, 16 ; Thanksgiving Day, 24 ;
The Land of Counterpane, 38 ; Sup-
pose, 54 ; The Children's Hour, 76 ;
Who has seen the wind, 87 ; The
Barefoot Boy, 101 ; stanzas from
Song of Marion's Men and Tampa
Robins, 103 ; He praveth well,
109; October's Bright Blue
Weather, 116; Daffodils, 131; Rab-
bit in the Cross-ties, 148; Old
Ironsides, 144 ; Robert of Lincoln,
166 ; Selection from Pied Piper, 173 ;
Stanzas from Tennyson, 179 ; Ode to
the Brave, 198 ; Concord Hymn, 203 ;
Midsummer Night's Dream, 218-222 ;
The Year's at the Spring, 227.
Possessives, 56, 57, 84, 85.
Predicate, see Subject and Predicate.
Predicate Nouns and Adjectives, 228,
229.
Prefixes, 118, 119.
Prepositional phrases, 199.
Prepositions, 199.
"Pretty Thief, A," 106.
Pronouns, 99, 105, 126, 151, 170, 173,
174, 187, 215, 217, 231. See Per-
son, Case, etc.
Pronunciation, use of dictionary for,
24. See Enunciation.
Proper nouns, 165, 197.
Proverbs, 71, 129.
Punctuation : in letters, 63, 64, 74 ;
summary, 88; lesson on, 127, 128;
review, 232, 233. See Period, Com-
ma, etc.
Question mark, 6, 88.
Questions, 3, 6, 11.
Quotation marks, 68, 71, 72. See
Quotations.
Quotations, 68; divided, 71, 72.
"Rainy Day, A," 8-10. •
Rhyme, 17, 56.
Riley, James W., Rabbit in the
Cross-ties, 148.
RossETTi, Christina G., 17, 87.
See, saw, seen, 113, 114.
Semicolon, 128.
Sentence, defined, 3 ; declarative and
interrogative, 3 ; punctuation ,of, 6,
1 1 ; imperative and exclamatory, 1 1 ;
elements of, 175. See Sentence
Building, Subject and Predicate.
Sentence analysis, 162, 176, 189, 231.
Sentence building, 15, 37, 44, 86, 90,
138, 146, 158, 173, 191, 202, 224.
Series, words in a, 81.
Shakespeare, "Midsummer Night's
Dream," 218-223.
Shall and will, 153.
"Siegfried," picture, 196.
"Sif's Golden Hair," a northern
myth, 69.
Sit or set, 142, 143.
Stanza, 17.
"States, The,", 135.
Stedman, Edmund C, What the
Winds Bring, 16, 17.
Stevenson, R. L., Singing, 7 ; Travels
with a Donkey, 180.
Stories for study : Alice Asleep, 13 ;
A True Story, Jocko, 40 ; Mercury
and the Woodman, 50 ; Turning
the Grindstone, 57 ; Sif's Golden
Hair, 69; A Pretty Thief, 106;
A Picture Story, 124 ; An Un-
finished Story, 148 ; Icarus and his
Flight, 171 ; Hoeing and Fishing,
200. See Fables, Dramas, Pictures,
Unfinished Stories.
240
Index
Stories, to be written, 10, 12, 14, 19,
22, 2(), :i2, 34, 42, 48, 59, 109, 126,
127, 130. 142, 148, 1G5, 171, 180,
183, 198, 207.
Subject and Predicate, 89, 90 ; com-
plete, 91 ; order of, 93 ; exercises on,
94, 97, 100, 138. 162; simple, 130,
133. 134, 162, 176; compound, 174;
re\-icw, 231, 232.
Suffixes, 118, 119.
Syllables, 14, 15.
Synonyms, 78, 79, 8lr''102, 103, 118.
Teach, learn, 98.
Telegrams, 155, 177.
Tennyson, stanzas from, 179.
Tense, 111, 189.
Titles, 12, 17, 26.
To, too, (wo, 8.
"Town in which vou live," 81, 83, 84.
Transitive verl)s, 210, 211, 214, 224,
225.
"True Story of Jocko," 40.
Unfinished Stories, 148, 171, 200.
Verbs, 105, 109, 111, 126, 1.30, 146,
151, 170, 173, 188, 189, 210, 211,
214, 224, 225, 227, 228. See Plurals,
Tense, is, are, was, were, see, do,
he, etc.
Vocabulary, see Words.
"Waiting for Mistress," 104.
Was or wei-e, 44.
Washington, George, lessons and
pictures, 35, 36.
Wheat, 158-160.
Whittier, .1. G., Barefoot Boy,
101 ; Corn Song, 138.
Will, 153.
"Windmills of Holland, The," 193.
Words, meaning and choice, 23, 24,
38, 53, 56, 58, 77. 81, 98, 102, 103,
115, lis, 119, 131, 132,-146, 158,
168, 172, 188, 194, 205, 223.
Wordsworth, William, Dafifodils,
131.
Yes and no, 59.
"Your State," 133.
.»♦-
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