TEACHER'S MANUAL' 
 
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 FOR 
 
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 NEW YORK: 
 
 POTTER, AINSWORTH & CO.. 
 
UCATIO 
 
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 We have received solicitations from many of 
 the leading educators of the country^ desiring 
 us to prepare a series of tablets for teaching 
 Language^ after the manner of our Number Tablets for supplementary 
 work ill Arithmetic. Acting on these suggestions^ we have i7i preparation 
 a series of carefully graded Tablets for teaching Language, nearly ready, 
 the elementary iiumbers of which will be beautifully illustrated. 
 
 The introduction and sale of the Number Tablets in the last few 
 months, from San Francisco to Boston, has been hitherto Unexampled in 
 the introduction of any school publication during the past Foriy Years. 
 
 We have received hundreds of testimonials frofn the most prominent 
 teachers in the country, commending this method of teaching, and expressing 
 surprise that such a system had not been inaugurated before. 
 
 We tvould call attention to the following extract from a leading 
 journal, having reference to these and other school publications : 
 
 A FOREMOST PUBLISHING FIKM. 
 
 In the foremost rank of the leading publishers of the country stand the firm of Potter, Ainsworth 
 & Co., of Chambers Street, having branch offices in Boston, Chicago and San Francisco. 
 
 This firm, whose business has been established over thirty years, make the publication of schoot 
 books an exclusive specialty. Their works are used in every City and State in the country, c.jd are 
 sold largely in the British possessions, in Mexico, China and Japan, exclusively in the Sandwich 
 Islands, and their copy-books and drawing-books are used more largely than those of any other firm 
 in the world. 
 
 In the especial branches of primary school work, blank publications for writing, drawing, arith- 
 metic, spelling, etc., their output every year runs up into the millions of copies. 
 
 In one single specialty alone — the manufacture of arithmetic tablets— their purchase's of printing 
 paper in a period of two months amounts to over too tons. 
 
 They have always made it a rule to make only the best, preferring, rather, a smaller list of books 
 which shall be the authority. Among their list may be named "Wilson's Treatise on Punctuation," 
 the standard everywhere. Every school-boy and girl knows the Payson, Dunton and Scribner's copy- 
 books and Bartholomew's drawing books, which have always been published by this firm ; Gillet & 
 Rolfe's works on physics; Champlin's works on intellectual and moral philosophy ; ''Webb's Word 
 Method," the old and original authority ; " Crosby's Greek Series," and Howard's Arithmetics, etc. 
 
 POTTER, AINSWORTH & CO., 
 
 107 Chambers St., 
 
 NEW YORK, 
 
 ^Ub 24- 
 
 22 Bromfield St. 
 
 BOSTON. 
 
 327 Sansom St., 
 SAN FRANCISCO. 
 
 209 Wabish Ave. 
 
 CHICAGO. 
 
TEACHER'S MANUAL 
 
 TO ACCOMPANY 
 
 LANGUAGE TABLETS 
 
 WITH ADDITIONAL 
 
 Reproduction and Development Lessons 
 
 AND SUGGESTIONS FOK 
 
 ORAL WORK. 
 
 V\ , 
 
 The didactic method — the method of endless telling-, explaining, thinking for the 
 pupil, and ordering him to learn — has had its day. It is, then, worth while to con- 
 sider whether it may not be superseded by one which recognizes the native ability 
 of the human mind, under competent guidance, to work out its own education by 
 means of its own active exercise. — Payne. 
 
 Xo^ 
 
 NEW YORK: 
 POTTER, AINSWORTH & CO. 
 
 1886. 
 
I hold that the proper study of language is an intellectual discipline of the highest 
 
 kind. — Tyndall. 
 
 To teach a subject thoroughly, we should teach it from facts and principles, and 
 not from formulae and rules. The subject should be learned gradually.— Tate. 
 
 It is what the pupil does for himself, not what is done for him, that educates 
 him. — Payne. 
 
 Copyrighted by Potier, Ainsworth & Co., 1886. 
 
Nature presents to the inquirer, first the concrete and then the abstract ; first thing-s 
 and then words, or signs of things ; first facts and phenomena and then laws and 
 principles ; first wholes and then parts and collections of wholes. — Wickersham. 
 
 Definitions in Grammar, as in other studies, should grow out of the child's thorough 
 understanding of the nature and use of the thing defined. — Harris. 
 
 In the progress of knowledge, practice ever precedes theory. — Pay7ie. 
 
 Grammar is one of the best studies in which to apply the inductive vn&iho^..— Brooks. 
 
PREKACE 
 
 The principal object of this little Manual is to furnish 
 additional suggestions to those teachers that use our 
 Language Tablets. These suggestions are mostly in the 
 line of such oral work as is calculated to awaken thought 
 and develop knowledge. It is believed that these oral 
 exercises, together with those indicated in the Tablets, 
 will furnish ample Language and Grammar work for all 
 pupils in our ordinary schools. 
 
 In our modern Language teaching, great use is made 
 of Reproduction and Development lessons. The inexperi- 
 enced teacher often finds great difficulty in obtaining 
 suitable exercises for this purpose. Those presented in 
 the text-books are sometimes so long as to be of little 
 value for practical work. It is hoped that the little stories 
 that are added may be of service to all those that need 
 such lessons. 
 
 In the line of Grammar, a few formal rules and defini- 
 tions are given. They should be used only for comparison 
 with those already made by the pupil. 
 
 In the higher numbers, a few sentences are added for 
 analysis and parsing. 
 
 While the former method of teaching Grammar has 
 been mostly discontinued in many of our best schools, yet 
 there are still a great number of teachers that are plodding 
 on in the old, hopeless way ; for such the introductory 
 article is especially designed. 
 
INTRODUCTORY, 
 
 Fclloio-Tcachcrs : — The study of English Grammar in 
 our schools has, in time past, proved very unsatisfactory. It 
 lias failed to accomplish the desired result. It has not 
 enabled our pupils to *' speak and write the English lan- 
 guage with propriety." What is the cause of this failure .^ 
 and hoiu can we secure better results f 
 
 Does not the cause of our failure naturally inhere in the 
 ordinary method of presenting the subject? Instead of 
 teaching Grammar as a means of acquiring a knowledge 
 of Language, should not Language be first taught as a 
 means of gaining a knowledge of Grammar? In such a 
 science should not the practice always precede the theory? 
 
 The ordinary method has not been inductive, but de- 
 ductive. It has not proceeded from the known to the 
 unknown. It has not begun with a consideration of Lan- 
 guage, of which the pupil has already had some little 
 knowledge. On the contrary, it has begun with the un- 
 known — it has overwhelmed the helpless child with an 
 avalanche of definitions and rules which he could not 
 comprehend, and which, in any case, would be of little 
 value to him, as he has had no hand in making tJieni. The 
 whole system has been foreshadowed in its first question,— 
 ''What is English Grammar?" 
 
 What wonder, then, that Dr. Brooks, giving expression 
 to the judgment of many of our best teachers, should say 
 in his ''Normal Methods": "Grammar has been more 
 poorly taught than any other branch in the public schools. 
 It has been too abstract and theoretical. It has been 
 
6 TEACHER'S MANUAL, 
 
 taught as a matter of memory, and not of judgment and 
 understanding. It has been a committing and repeating 
 of definitions, and not a study of the relations of words 
 in sentences. It has been a study of text-books on Gram- 
 mar, instead of a study of the subject of Grammar. It 
 has been a memorizing of abstract definitions and rules,, 
 instead of a practical application of them to the improve- 
 ment of a pupil's language. It has been a worry and 
 waste of time and patience, and a labor barren of adequate 
 results. We believe we are correct in saying that more 
 than three-fourths of the time spent in the study of Gram- 
 mar in the public schools has been worse than wasted." 
 
 The trouble is, our method has been radically defective. 
 We have assumed at the outset that the pupil could not 
 comprehend the simple truths of language without an end- 
 less amount of explaining, defining, and directing, and the 
 whole system has tended to repress rather than to develop 
 thought. We have made the pupil a slave of rules, instead 
 of a master of principles ; we have cultivated the lowest 
 faculties at the expense of the highest ; the result has been 
 "a farrago of facts only partially hatched into principles,, 
 mingled in unseemly jumble with rules scarcely at all un- 
 derstood, definitions dislocated from the objects they 
 define, and technicalities which clog rather than facilitate 
 the operations of the mind." 
 
 Another cause of failure is that we have too often tried 
 to convey a complete knowledge of every part of the sub- 
 ject before the faculties of the pupil were prepared for 
 grasping such an amount of knowledge. For example : We 
 have attempted to teach everything about a noun, before 
 calling the pupil's attention to the verb. We have tried to 
 exhaust the subject of Etymology; before presenting any 
 thing from Syntax and Prosody. We have not taught 
 Grammar as we have every other subject, by presenting 
 only partial truth, and as the pupil was "able to bear it." 
 
INTRODUCTORY. 7 
 
 Our text-books on Grammar have been constructed 
 upon the same false principle. They have commenced 
 with definitions complete and philosophical, proceeded with 
 exhaustive examinations of each division of the theme, 
 continued with endless rules, exceptions, notes, etc., etc. 
 The work has not been presented inductively, but de- 
 ductively. It has contained rules to be learned, rather 
 than principles to be deduced. When the pupil's mind 
 had first been put into a passive and receptive state, the 
 contents of the book have been put into it. 
 
 From such a system and such teaching and such text- 
 books the whole nature of the pupil has naturally revolted. 
 Let us see if a better, a more philosophical course of pro- 
 cedure, cannot be devised. 
 
 How shall we teach Language and Grannnar so as to 
 secjirc better results? 
 
 The method of teaching should be suggestive and 
 inductive. In the language of Superintendent Wicker- 
 sham: "It should prompt the pupil to earnest self-exer- 
 tion. Facts should be communicated in such a manner 
 as to suggest other facts." The teacher should never 
 attempt to do for the child what he can do for himself. 
 Remember that every empirical science is based upon 
 facts. It is the part of the teacher to direct the pupil's 
 attention to these related facts, to the end that he may 
 discover for himself the principles and laws that govern 
 them. '' The pupil must become an explorer on his own 
 account, and not merely a passive recipient of the results 
 of other people's discoveries." 
 
 Let us never forget the difference between teaching 
 and learning. ''Learning is gathering up or acquiring for 
 one's self, and teaching is the guiding, directing, and su- 
 perintending of the process." Remem.ber that the mental 
 act by which knowledge is acquired is the pupil's, not the 
 teacher's ; '' tJie teacher cannot, if lie ivould, perform it for 
 
8 TEACHERS HANUAL, 
 
 the piipiiy The learner educates himself by his own per- 
 sonal experience ; that is, by the contact of his mind at 
 first hajid with, the matter to be learned. Accordingly, 
 the primary object of the good teacher is to call into ex- 
 ercise the pupil's whole powers, rather than to exhibit his 
 own. He strives to guide the pupil, not to carry him 
 along; to direct the work, not to perform it; to enable 
 the child to think for himself, rather than to load the 
 memory with the thoughts of other men ; to open avcmies 
 of investigation, rather than to furnish an easy way of 
 transportation. And this leads me to say that the 07ily 
 true basis of teaching is the ''method of investigation." 
 "The pupil teaching himself, under the direction of the 
 educator, begins with tangible and concrete facts, which 
 he can comprehend, not with abstract principles, which 
 he cannot ; " " he advances from particular facts to general 
 facts, or principles ; and from principles to laws, rules, and 
 definitions." He proceeds from the known to the un- 
 known, because there is no other course open to him. 
 
 In this work it is the province of the teacher to open 
 new fields of investigation, to give direction to thought, 
 and by a hint or suggestive question to lead to mental 
 development. The old way was to tell the pupil every 
 thing; the better way is to allow him, under direction, to 
 discover all he can for himself. The teacher must be 
 careful, however, not to commit the old blunder of 
 attempting to teach things that the pupil cannot 
 comprehend, but must advance by slow and sure 
 gradations from the things that are known to those 
 that are unknown. "What the child does know should 
 form a stepping-stone to what he does not know." 
 The teacher must never attempt to cram the child with 
 all the details of a subject, but should rather aim to 
 develop in him the power to work out these little details 
 for himself. 
 
INTRODUCTORY. 9 
 
 "All our best teachers insist that abstract rules and 
 principles should, in teaching, follow, not precede, the 
 examples on which they are founded." They do not 
 begin with definitions, because they are unsuited to the 
 pupil's state of mind. They begin with facts which the 
 child can understand, because he observes them for him- 
 self. They do not care so much for the definition as the 
 thing defined, nor do they require it till the idea is fully 
 developed in the mind of the pupil. 
 
 If we would have our pupils proficient in the use of 
 language, we must make every lesson a language lesson. 
 We must constantly use every means to enable them to 
 speak and write the English language with accuracy and 
 force. This correct and forceful use depends largely upon 
 correct habit. This habit is acquired mainly by imitation. 
 While there is no time in life in which one's language may 
 not be improved, yet, from the very impressible nature of 
 the child, the work is especially suited to the primary 
 school. It should begin as soon as the child is old enough 
 to comprehend the fact to be taught — in short, in the very 
 lowest school grade. 
 
 As the sentence is the unit in language, so naturally 
 the first thing considered in the study of language is the 
 sentence. It is an excellent exercise for the pupil to 
 copy a large number of well-formed script sentences that 
 he has first obtained in oral exercises or in connection 
 with his reading lesson. This will impress upon him, 
 better than anything else, the proper construction of 
 the sentence, the meaning and use of words, and the use 
 of capitals and punctuation marks. Then will naturally 
 follow copying at dictation, supplying omitted words in 
 incomplete sentences, constructing sentences containing 
 given words, and, at last, original compositions. 
 
 When the child begins to talk, he takes his first lesson 
 in original composition. It is needless to say that the 
 
10 TEACHER'S MANUAL, 
 
 natural method of introducing the work of written con- 
 structions is by oral exercises. The pupil should be en- 
 couraged to use exact oral expression ; then let the sen- 
 tence or sentences be written. This ''talking with the 
 pencil," commencing with the first school year, should 
 continue daily during the entire course. 
 
 The subjects employed should be at first those that 
 call into exercise the perceptive faculties of the child, such 
 as the following: Lessons describing actions; positions of 
 objects; lessons on form and color; lessons on familiar 
 objects, etc. To these may be added lessons calling into 
 exercise, as well, the powers of memory, or the representa- 
 tive faculties, such as the following: Familiar conversa- 
 tions about toys, playmates, personal experiences, etc.; 
 the reproduction of reading lessons or stories heard or 
 read; also facts learned about objects or descriptions of 
 objects formerly seen. They may also include the repro- 
 duction of Geography or any daily lessons. In connection 
 with these will naturally follow lessons calling into exer- 
 cise the powers of imagination, such as the following: 
 Picture lessons; stories suggested by pictures; word 
 pictures; imaginary experiences, etc. 
 
 One of the simplest forms of composition is letter- 
 writing. It should begin as soon as the pupil is able to 
 write intelligibly, and continue through all grades of 
 school work. 
 
 In all his language work, whether oral or written, the 
 pupil's mind should be trained to exactness of thought 
 and idea, and to clearness and accuracy of expression. 
 One requisite of success is that the pupil shall have some- 
 thing to say, and that he shall then say it with directness 
 and force. 
 
 Having acquired some proficiency in the correct use 
 of language, the pupil, now comes to an investigation of 
 the facts of language, and their relation to each other. 
 
INTRODUCTORY. 11 
 
 To this end he carefully examines the sentence — its ele- 
 ments, its construction, etc., and so comes inductively to 
 learn the laws and principles that underlie and govern it. 
 His language lessons, begun in practice, now combine 
 practice and theory. Before, he has considered language 
 simply as an art, he now examines it as a science. It is 
 needless to say that this study is indispensable to enable 
 the pupil to understand language thoroughly and to use 
 it skillfully. 
 
 In this examination he naturally begins with the sen- 
 tence, expressing, as it does, a complete thought, and by 
 investigation he attempts to ascertain its elements and 
 their mutual relation. First he naturally considers the 
 sentence as one whole, and inquires what kind of a sen- 
 tence is under consideration ; next he considers the struct- 
 ure. and use of the sentence, then he examines its parts 
 and their relations. Afterwards come deduction and 
 generalization. 
 
 The mental process that follows the observation of 
 the thing as a whole is that of analysis, and the process 
 that follows the consideration of the parts in relation to 
 the whole is that of synthesis. Having considered the 
 sentence as a whole, he proceeds analytically to separate 
 it into its component parts of subject and predicate. 
 Then he notices that words have different uses in the 
 sentence, and he investigates these uses and relations ; 
 lastly he combines elements into sentences. The process 
 begins in analysis, and in its progress closely combines 
 analysis and synthesis. It will, moreover, include a logi- 
 cal consideration of the thought of the sentence with an 
 etymological consideration of its different classes of words, 
 or "parts of speech." 
 
 After the pupil has acquired a clear perception of a 
 grammatical fact, it will be time enough to define the fact, 
 and this definition should always be given first in his own 
 
12 TEACHER'S HANUAL, 
 
 language. For example : The pupil from personal exam- 
 ination finds that there are words that are the nam.es 
 of persons, places, and things. The teacher tells him that 
 such words are called nanie-zvords, or nouns, and then 
 asks, "What is a noun?" He will doubtless receive a 
 correct definition of it. If it should not be all that might 
 be desired, it will then be the duty of the teacher to lead 
 up to such a definition and to impress it. 
 
 The pupil finds that the apostrophe and s are used in a 
 certain way to denote possession. The teacher gives 
 many examples of their use, and leads the pupil to observe 
 that it is always in accordance with certain laws. The 
 pupil, having discovered the law, will 'give the rule in his 
 own language, which may afterwards be a subject for 
 revision or correction. 
 
 In all grammatical investigations let the teacher be 
 sure that the child thoroughly understands the meaning 
 of every word in the given sentence. To secure this end, 
 he may employ w^ord-analysis, synonyms, and definitions, 
 but he should rely principally upon its proper use in con- 
 nection with other words in a sentence. 
 
 The object of studying Grammar is not to learn to 
 parse, but parsing should be used as a means of acquiring 
 a knowledge of the structure of the sentence — of gaining 
 a knowledge of Grammar. This etymological considera- 
 tion of the elements of the sentence should always be 
 preceded by a logical analysis of the sentence itself. The 
 need of this is apparent when we consider that English 
 words have little change of form, and that the study of 
 the English sentence is largely a consideration of the 
 relations of thought. The method of analysis and pars- 
 ing should be brief and simple. In the lower grades the 
 pupil's knoAvledge of these subjects should be drawn out 
 by judicious questions. In the higher grades it may be 
 more complete and formal, but it should never be made 
 
INTRODUCTORY. 13 
 
 so complex and cumbersome as to defeat the end for 
 which it is used — to throw Hght upon the structure of the 
 sentence and the relation of its elements, to make this 
 knowledge systematic, and thus to lead to closer thought 
 and clearer and more accurate expression. 
 
 In the study of Grammar, oral work should always 
 precede written. " There is nothing like the living voice, 
 look, and action of the teacher for intensifying the atten- 
 tion and concentrating the faculties of the pupil." While 
 giving the lesson, the teacher should not be confined to 
 notes or books. Indeed, during the oral exercise, it is 
 desirable that he should avoid their use altogether. 
 
 This collective oral instruction is made especially 
 efificient when it is followed with the reproduction by the 
 pupil of the subject matter of the lesson in writing. This 
 method will stimulate close attention durinsf the oral 
 work, and, as a consequence, will tend to produce great 
 exactness. It will readily be admitted by all good 
 teachers that the written method, since it addresses the 
 eye as well as the ear, is the most exact and searching of 
 all the methods, while at the same time it will keep all 
 the pupils employed.^ 
 
 * We clip the following from an able article in a late number 
 of the Pacific School Journal : 
 
 " More time should be devoted to conversational lessons with 
 children even before they can read and write. These should be 
 continued through the entire course. In such lessons pupils should 
 be encouraged to talk freely, enough being given and suggested by 
 the teacher for an interesting foundation or guide. Nothing stimu- 
 lates or strengthens the mind more healthfully than such conversa- 
 tional lessons. 
 
 " Between oral and written work the time should be about 
 equally divided. There should be dictation, sentence making, or 
 more elaborate composition every day. Talk about ' once a week !' 
 One might as well expect to grow physically on one meal a week as 
 to accomplish anything in language with the same interval." 
 
14 TEACHER'S MANUAL, 
 
 From first to last it should be the aim of the teacher 
 to make the whole work of Grammar practical. He 
 should constantly require the use of correct expressions 
 and should instantly correct all incorrect expressions. 
 Especial attention must be given to this in the lower 
 grades, and before the pupil is acquainted with the princi- 
 ples and rules of Grammar. In this way, and in this way 
 only, will he acquire in early childhood the habit of 
 speaking correctly, a habit that will be more potent than 
 all the rules of Grammar to secure correct expressions. 
 
 Only such sentences should be used for correction as 
 are of every-day occurrence ; and, when a sufficient 
 knowledge of Grammar is obtained, the reason for the 
 correction should always be given. Rightly employed, 
 this correction of false syntax will help to create a habit 
 that will make an incorrect expression jar like a discord 
 in music. Says Tate : *' In Grammar, as in many things 
 else, we seem to know what is right by seeing what is 
 wrong ; and we are better able to follow what is right by 
 constantly endeavoring to avoid what is wrong." It will 
 doubtless be injudicious to allow the primary pupil to see 
 the incorrect form printed or written, and it will be unde- 
 sirable, in any grade, to multiply examples of false syntax. 
 
 Thus the pupil pursuing '' the method of investiga- 
 tion '* under the direction of the skillful teacher comes at 
 last to gain the power of using the English Language with 
 propriety. The process began with inductive teaching, 
 but in its final steps it has also used deduction. It began 
 with analysis, and it has added synthesis. It has com- 
 bined sentential analysis with etymological. It has in- 
 cluded parsing and false syntax, not as an end, but as 
 means to an end ; but from first to last it has taught the 
 use of language fy using it. It has not divorced practice 
 from theory. It has aimed to create a habit that would 
 be a guarantee of accuracy. 
 
INTRODUCTORY. 15 
 
 These acquirements in the realm of Lan<^uage thus 
 obtained become a fixed and permanent possession. 
 Having been thoroughly comprehended by the reason, 
 they remain fixed in the memory, not in a crude and un- 
 digested state, but as vital truths. '' By the old method 
 it was considered to be the object of primary instruction 
 to cultivate the verbal memory, forgetting that the verbal 
 memory is one of the few faculties of our nature which 
 needs no cultivation. Memory is the result of attention, 
 and attention is the concentration of all the powers of the 
 mind on the matter to be learned. The art of memory 
 is the art of paying attention." We always remember 
 those things best on which we have bestowed the most 
 earnest attention. This faculty of concentration or con- 
 tinuous attention requires careful culture. If a teacher 
 would succeed, he must secure the attention of his pupils. 
 
 To cultivate this faculty of attention, our teaching 
 should be suggestive, that is to say, we should always 
 leave something for the pupil to work out for himself. 
 Our object should always be, not to remove difficulties 
 from his path, but rather to teach him to surmount them. 
 
 The great secret of fixing the attention of children is 
 to interest them — to invest the subject with some charm, 
 to mingle delightful associations with learning, and never 
 to overstrain the faculties or to fatigue them by keeping 
 them too long directed to one particular object. 
 
 If we really wish to achieve the highest success in 
 teaching, we must each become a little child again in 
 thought and feeling. In this way we may be able to 
 make the work a pleasure, and not a burden. In this way 
 we may be able to make the investigation of Language 
 a delightful ramble among words. 
 
 In the Language Tablets it has been the design to 
 follow the line of development herein indicated. They 
 have been made for actual school work, and not to 
 
16 TEACHER'S MANUAL, 
 
 establish any theory in regard to Grammar. It Is beHeved 
 that the work, from first to last, is simple and practical. 
 The successful use of the lessons will involve some pre- 
 liminary oral instruction on the part of the teacher. 
 Much of this is indicated in the headings of the lessons. 
 The object of these pages is to give additional facts and 
 suggestions, and especially to call attention to many 
 prominent points in the line of work pursued and devel- 
 oped in the Language Tablets. 
 
 TABLET No. 1 .—(For First Year.) 
 
 [The numbers at the left of the page refer to the lessons of the 
 Tablets. The sentences used in this Tablet have, of course, been 
 first developed in oral exercises or in connection with the reading 
 lesson.] 
 
 1-16. One of the best ways for little children to be- 
 come acquainted with the sentence is for them to copy it. 
 Let these sentences be ivritten, never printed. Insist upon 
 great neatness in this work. Perhaps at first it will be 
 well to use practice jDaper before putting the written 
 exercise on the Tablet. 
 
 II. Precede this lesson by all needed oral exercises on 
 use of the telling and the asking 
 teach their proper punctuation marks. 
 
 the use of the telling and the asking sentences and also 
 
 19-48. The object of many of these lessons is to in- 
 duce thought through the medium of the perceptive 
 faculties and to lead to the proper expression of the 
 thought in a sentence. In presenting a new line of work, 
 the method of procedure is generally this : First present 
 typical sentences ; call attention to them by copying them 
 or by omiting certain words from them that the pupil is 
 to supply; then let the pupil write similar sentences at 
 
LANGUAGE TABLET No. L 17' 
 
 the dictation of the teacher or in answer to his questions ; . 
 lastly, let him write original sentences of the same kind. . 
 These should also have constant review. 
 
 32, 34. In the oral work let the subjects have different 
 forms: singular, plural, simple, compound; use also the: 
 different personal pronouns. 
 
 35. Give oral work like the following, using in the 
 same connection the words " now," " to-day," " this 
 week," " this month," '' yesterday," '* last week," " last 
 month," etc., thus : 
 
 I • it now. I it yesterday. I have it 
 
 to-day. 
 
 38, 41. Let the pupil give as full answers as possible 
 to those questions that appeal to the imagination, 
 
 43, 44. These stories should be reproduced with as 
 little change as possible from the language of the lesson. 
 
 The folloTuiw^ Rcpr'oductioji exercises may be used for oral or 
 written work. Let the teacher read the lesson to the pupils till they 
 are familiar with at ; then let each pupil reproduce it in his own 
 la7iguage, orally or in writing. 
 
 Carlo, you must not bark at my little kitty. Come here, and 
 be still. You will scare the pretty robin from her nest in the tree. 
 There, now you are a good dog. 
 
 What have you here to sell, Ned ? Oh, I have nuts and dolls 
 and flags! Will you sell me some corn for my hens? Yes, and \ 
 will give you some candy for Harry. 
 
 Jack has a pretty little sled. See him go down the hill. Look 
 out, Jack ! Will you give Nell and her doll a ride } Oh, yes, and 
 she may take her kitty too 1 
 
18 TEACHER'S MANUAL, 
 
 • 
 The little birds have made a nest in the top of our plum-tree. 
 In the nest are two pretty eggs. Did you hear the robin sing just 
 now ? He is very happy. 
 
 Ned has a white rabbit. Let us go and see it. What does he 
 give it to eat.^ Oh, he gives it fresh grass every day! He has a 
 nice little house for it to live in. I can see its long ears and its 
 pink eyes. 
 
 TABLET No. 2.— (For Second Year.) 
 
 i-i I. These and other lessons of this Tablet are a con- 
 tinuation of certain work in Tablet No. i. The work, 
 however, is more dif^cult, as harder words are used. In 
 these lessons let each sentence end either with a period 
 or a question mark. 
 
 12, 13, 15, 18. Do not call attention to any incorrec' 
 expression not already used by the pupil. Give an oppor- 
 tunity for the incorrect use, and when it occurs, let it be 
 instantly corrected. The pupil must in every case repeat 
 the sentence; giving the correct form. Incorrect forms 
 should not be written on the blackboard for this grade. 
 
 17. Encourage the pupil to make longer sentences 
 and to present more ideas. This and other lessons in this 
 Tablet call not only for the exercise of the perceptive and 
 the reasoning, but also of the imaginative faculties. 
 
 21. In this oral work, use only the simplest sentences 
 and the simplest quality-words. 
 
 26, 27. In this grade accuracy in the use of a and a?i 
 can be secured by practice only. Let the teacher first 
 present objects, then pictures, then words, and ask the 
 pupil to give the name in connection with a or ^/i as may 
 
LANGUAGE TABLET No. 2. 19 
 
 be suitable. The teacher is of course famihar with the 
 rule that a is used before a consonant sound, and an 
 before a vowel sound. 
 
 38. A leaf has a stem, a blade, and veins. 
 
 39, 41. Reproduce the language of the lesson as far as 
 possible. 
 
 42-46. Remember that sentences are required, not 
 words simply. 
 
 47, 48. Contractions should not generally be used in a 
 written exercise. They belong to colloquial language, but 
 are introduced here to teach the use of the apostrophe. 
 
 The following Reproduction exercises are for oral or written 
 work. Use them as in Tablet No. i . If either of the stories should 
 seem to be too long, it will be easy to omit some sentences. 
 
 WILD FLOWERS. 
 
 One bright dav in May Alice and Nelly went to the grove after 
 wild flowers. The snow had all gone from the fields, and the white 
 blossoms of the strawberry dotted the hillside. The pretty little 
 primrose was just springing up near the path, and the sweet little 
 violets were peeping out at the sun and filling the air with their 
 fragrance. After a pleasant hour spent among the trees, the little 
 ones came home with their baskets filled with lovely vines and 
 pretty blossoms. 
 
 OUR BABY. 
 
 Susie Gray wrote to her cousin Jennie Bell, and told her all 
 about the new baby at their house. She said it was a darling boy, 
 that its head was as bald as grandpa's, that it had pretty blue eyes, 
 and had not a single tooth, and it could not eat the least bit of 
 candy. She said its hands and feet were fat and chubby, its cheeks 
 soft and dimpled, and its nose very, very small. She asked Jennie 
 to come and see the baby. 
 
20 TEACHER'S JVIANUAL, 
 
 Let the pupils commit the following memory lesson and 7-epro- 
 duce it verbatim, orally and iji writing : 
 
 Do your best, your very best, 
 
 And do it every day ; 
 Little boys and little girls. 
 
 That is the wisest way. 
 
 TABLET No. 3.— (For Third Year.) 
 
 3. This lesson and others of the same kind are given 
 to call into exercise the imaginative powers of the pupil. 
 Encourage him to answer these questions fully, and ahvays 
 in sejitences. Words alone ivill not do for language work. 
 
 5. This should be preceded by an oral exercise in the 
 use of see, saw, and seen. See note on Lesson 35, Tablet i. 
 
 8. The fly has six legs and two wings. It is useful in 
 eating up putrid matter that would otherwise produce 
 sickness. The wasp has four wings, the spider has none. 
 
 9. It is presumed that the pupil -has heretofore had 
 similar oral work. 
 
 10. In the first state the butterfly is an tgg or larva, 
 then a pupa or chrysalis, then a perfect butterfly. It lives 
 on the nectar of flowers, which it sucks from the blossom. 
 
 14. Only those incorrect expressions should be noted 
 that actually occur in the class. These incorrect forms 
 should not be written by the teacher or pupil. 
 
 16. Now let the pupil try to write a little story from 
 word-pictures. The teacher will first write the following 
 phrases on the blackboard: 
 
 A fine day ; a good little boy ; a pretty kite. 
 
LANGUAGE TABLET No. 3. 21 
 
 The pupil will try to picture to himself each separate 
 phrase,, and then bring all the pictures together into one 
 story. A little practice in this line of work will produce 
 excellent results. 
 
 19. Do not call attention to the error till it occurs. 
 
 20. The horse and mule live in this country; the camel 
 and zebra in Asia and Africa. They have all been used 
 as beasts of draught or burden, but the striped one — the 
 zebra — is so very vicious that he is of little use to man- 
 knid. The camel is very useful in desert countries on 
 account of his great endurance, because he can go many 
 days without drinking, and because his foot is broad 
 and flat, and does not sink into the sand. The mule is 
 used in hilly countries, because it is so hardy and sure- 
 footed. The horse and the zebra have manes. All these 
 animals feed on vegetable food. All have broad, flat 
 hoofs and a thick skin. 
 
 21. This exercise should be preceded by oral work. 
 
 24. These animals have eyes, teeth, tongue, and feet 
 of the same kind. They live mostly on animal food. 
 Their cushioned feet enable them to walk softly. They 
 can capture their prey at all times, but their eyes are so 
 formed that they can see distinctly at night when other 
 animals cannot see. The leopard and tiger live in Asia 
 and Africa. The leopard is spotted. 
 
 27. The heading shows where and when the letter was 
 written. The name of the month and State, also the 
 word street, may be abbreviated. 
 
 29. Let the pupil try to repeat the words of the story 
 as closely as possible. 
 
32 TEACHER'S ]\!aNUAL, 
 
 30. Follow the form of heading and salutation given 
 in Lesson 32. 
 
 31. The owl hunts his prey at night, because his eyes 
 cannot bear the full light of day. The eagle is called the 
 "king of birds," because of his prowess. These birds are 
 birds of prey. The hen belongs to the scratchers, and is 
 of the most service to man. The robin is a good singer. 
 
 32. If there is room on the sheet, the heading may be 
 placed on one line. 
 
 35. After practice on paper of the proper size, let the 
 pupil direct an envelope. 
 
 38. Let the story be told briefly in the pupil's own 
 language. First precede by oral work. 
 
 41. The mason uses a trowel, level, plumb-line, ham- 
 mer, etc. The painter uses a brush and a putty-knife. 
 
 43. N.early all our coffee comes from Brazil. Ostrich 
 feathers come from Africa. Tea and opium come from 
 China. Oranges may be obtained in almost all warm 
 countries ; we get many from Florida and Havana. 
 Camels come from Africa. The Germans live in Ger- 
 many. 
 
 The folloiving Reproduction exercises may be used for oral or 
 written work. Let the teacher read the lesson deliberately and 
 plainly ; then let the pupil reproduce it orally or iii writing. If 
 these stories are considered too long, they can easily be abridged, 
 
 nelly's dog. 
 
 Nelly has a pretty little spaniel whose name is Jip. He has 
 long, soft, glossy hair, and when he walks out with his little mis- 
 tress, every one admires him very much. Although Jip is a very 
 good dog, yet he is often very full of mischief. Sometimes when 
 
LANGUAGE TABLET No. 3. 23 
 
 Nelly is dressing her doll, he will suddenly seize it, and start for the 
 yard. After a useless chase to get it away from him, he will walk 
 demurely back, and lay it at Nelly's feet. 
 
 One day he formed the idea of running away with the neigh- 
 bor's cat, but pussy gave him such a sharp box on the ear that he 
 changed his mind. 
 
 T Jic pupil will tell the following story in his own language. 
 MY DOLL. 
 
 " I have a little doll; 
 I take care of her clothes; 
 She has soft flaxen hair. 
 And her name is Rose. 
 
 " She has pretty blue eyes, 
 And a very small nose. 
 And a sweet little mouth, 
 And her name is Rose." 
 
 ECHOES. 
 
 One bright summer morning little Charley went with his mamma 
 to visit a friend in the country. The house stood near a line grove, 
 and Charley went out to play in a field near by. The little birds 
 were singing, the squirrels were chattering, and every thing was so 
 pleasant ! Charley was so happy that he shouted with glee, and 
 the echo came back from the grove. "Halloo!" he called again, 
 and "Halloo!" came back from the grove. "Who's there .^" said 
 Charley, for he never before had heard an echo ; and " Who 's 
 there?" the grove replied. "You're a dunce," shouted Charley, 
 and "You're a dunce," was the reply. Then our little boy became 
 very angry, and called out many ugly names, each of which the 
 grove repeated. Then he ran to the house, and told his mamma 
 that a bad boy was in the grove calling him names. When she had 
 heard his story, she said : " You have heard only the echo of your 
 own voice. If you had used only kind and gentle words, you would 
 have received only kind and gentle words in return. Don't forget 
 that kind words make kind echoes." 
 
 A PLEASANT JUNE DAY. 
 
 Willie, Jennie, and May had been at school all day. They had 
 recited all their lessons well, and now they were on their way home. 
 
24 TEACHER'S MANUAL, 
 
 What a pleasant walk it was through the fine fields in that soft 
 June air! The grass was so green, the flowers were so sweet, the 
 sky was so blue, the birds were so happy ! It was indeed a lovely 
 day. When they reached home, they had their supper of bread 
 and milk and strawberries, and then they all went with their papa 
 for a little ride. 
 
 TABLET No. 3i.-(For Fourth Year.) 
 
 9. Four-handed animals include those that are gen- 
 erally known as apes, baboons, and monkeys. The ape 
 is without a tail; the baboon has a very short one; the 
 monkey has one as long as its body or longer. The New- 
 World monkeys differ from the Old- World monkeys in 
 having a long tail that they use to assist them in climbing. 
 The most celebrated of the apes is the gorilla, which is 
 from five to six feet long; the orang-outang, which is about 
 five feet long; and the chimpanzee, which is from four to 
 five feet long. These apes inhabit the western part of 
 Africa. When domesticated, the chimpanzee learns to 
 walk, sit, and eat like a human being. All four-handed 
 animals feed chiefly on vegetable food. 
 
 10. Clouds are masses of vapor that float in the air. 
 The heat of the sun causes this vapor to rise, and as long 
 as it remains warm, it will not fall to the earth. When it 
 becomes chilled, a portion of it will drop in the form of 
 rain. The heat of the sun changes the w^ater of the 
 ocean into vapor as fast as it is received from the rivers. 
 
 How beautiful is the rain! 
 
 After the dust and heat, 
 
 In the broad and fiery street, 
 
 In the narrow lane. 
 
 How beautiful is the rain ! — Longfellow. 
 
LANGUAGE TABLET No. 3^. 25 
 
 1 6. The lion is the largest of the Cat family, being 
 sometimes eight or nine feet long. He has a noble ap- 
 pearance and great courage. His color is tawny. This is 
 the only member of the Cat family that has a mane. He 
 is found in Africa and the East Indies. Like all animals 
 of this family, he lies in wait for his prey, and suddenly 
 springs upon it. He will not usually attack a man unless 
 he is very hungry. 
 
 The American panther is the most noted member of 
 the Cat family in this country. It is larger than the largest 
 dog, and lives upon the flesh of deer and other animals 
 that it captures. It will sometimes attack and kill a man. 
 
 22. Of the Dog family the wolf bears the nearest 
 resemblance to the dog. He has coarse, strong hair, which 
 is of a tawny gray color. The wolf is noted for his cruelty. 
 When alone he is generally cowardly, and will not attack a 
 man unless driven by hunger. Sometimes a number of 
 them hunt their prey in packs; then they are dangerous. 
 
 The fox is about the size of a spaniel, and is noted for 
 his cunning. He spends much of his time in planning 
 how to steal the farmer's lambs and poultry. He carries 
 his prey to his den or hole, which he has dug in the ground 
 in some secluded place. A few of the different varieties 
 of dogs: Mastiff, Newfoundland, St. Bernard, collie, bull- 
 dog, terrier, spaniel, greyhound. 
 
 24. The animals of the Weasel family have long, 
 slender bodies. They capture their prey by springing 
 upon it suddenly and piercing its neck with their sharp 
 teeth. They seldom eat the flesh of their victims. When 
 a weasel kills a fowT, it is for its blood, of which he is very 
 fond. He is of more service to the farmer than a good 
 cat in ridding his barns of rats and mice. The weasel 
 varies in size from six inches to a foot in length. In color 
 he is generally a reddish brown or a yellowish white. 
 
26 TEACHER'S M'ANUAL, 
 
 The otter is an amphibious animal of about three feet 
 in length. His toes — five in number — are connected by a 
 membrane like the foot of a duck. His fur is soft and 
 fine and of a chestnut color. The otter lives mostly 
 upon fish, which he catches with the greatest skill. Both 
 in summer and in winter otters like to collect upon a steep 
 hill that slopes to a stream below, and enjoy a jolly slide 
 into the water. 
 
 28. The raccoon is the smallest of the Bear family. 
 Its color is gray with rings of white and brown. It has 
 very sharp claws that fit it for climbing. Its food is 
 mainly vegetable, but it will also eat birds or chickens 
 when it can catch them. Like the black bear it is espe- 
 cially fond of green corn, and it visits the farmer's corn- 
 field at night, where it is sometimes captured. 
 
 32. Animals of this family are all amphibious, but they 
 spend most of their time in the sea. They abound mostly 
 in cold climates, and are very numerous near the Poles. 
 Seals generally are from three to five feet long, but some- 
 times they grow to be twenty feet long. They cannot walk 
 like other quadrupeds, but drag themselves along with 
 their fore paws. Their feet are webbed for swimming. 
 The seal fisheries of Alaska afford great quantities of the 
 most valuable fur. 
 
 The walrus is also found in the Polar seas. It some- 
 times reaches the length of twenty feet. It is hunted by 
 the Esquimaux for its oil, flesh, and tusks. Its greatest 
 enemy is the polar bear with which it has frequent com- 
 bats. In these battles the walrus uses its tusks with ter- 
 rible effect. 
 
 33. The three primary colors are red, yellow, and blue. 
 All other colors are formed from them. Thus, red and 
 yellow form orange; red and blue form purple; yellow 
 
LANGUAGE TABLET No. U. 27 
 
 and blue form green. These colors so formed are called 
 secondary colors. Any color is the complement of the 
 remaining primary colors. The complement or contrast 
 of red is the sum of yellow and blue which is green. The 
 opposite or contrast of orange (which is red added to 
 yellow) is blue. Purple and yellow are complementary,, 
 and make a strong contrast. If you have not color cards,, 
 use flowers and leaves for illustrations. 
 
 35. Teach that when the words /, zee, inc, or us are 
 used in the same construction with other words of the list, 
 they should always come last. When you is used in con- 
 nection with other words of this list, it should precede 
 them. This can be taught practically only by repeated 
 examples. It may take several oral exercises to prepare 
 the class to take the written lesson. Teach also by re- 
 peated examples the subject and object forms of these 
 words. Give such examples as the following, and require 
 the pupil to supply the blank with the right word. "John 
 and — went," " He taught John and — to row." 
 
 36. These little animals are distinguished by having 
 two strong, chisel-shaped teeth for gnawing, which are 
 placed in the front of each of their jaws. Their other teeth 
 are few and small. These animals are found in all parts 
 of the world. The most beautiful of them is the squirrel; 
 the most common is the mouse ; one of the largest is the 
 beaver. This animal lives mostly in North America. It 
 is found in large numbers on the banks of the upper Mis- 
 souri. The beaver constructs dams of trees that they 
 gnaw down for the purpose, and put in position. When 
 the dam is finished, it builds its house upon its banks. 
 The entrance to it is under water. This animal is valuable 
 for its fur. It lives mostly on vegetable food. 
 
 41. The elephant is the largest of the Thick-skinned 
 
28 TEACHERS M^UAL, 
 
 order of animals. He is also the largest land animal in the 
 world, being from nine to twenty feet in height. He is a 
 native of Africa and India. The African elephant is dis- 
 tinguished by his large ears. The color of the elephant's 
 skin is like that of the mouse. His eyes are very small. 
 His legs are stout like short pillars. The most wonder- 
 ful part of this animal is his trunk. With it he can 
 take up his food and drink, and put it into his mouth. 
 With one blow of it he can kill a man or a horse. Though 
 he is very clumsy, yet he can travel very swiftly. His 
 tusks are sometimes six or eight feet long, and have been 
 known to weigh a hundred pounds each. Among all 
 animals the elephant ranks next in sagacity to man. This 
 order of animals comprises the horse, hog, rhinoceros, 
 elephant, zebra, etc. 
 
 45. You can secure the correct use of the different 
 forms of the adjective only by long and earnest oral work. 
 Begin with those of regular comparison. Take those of 
 one syllable like tall, and use their comparatives in con- 
 nection with two things; then use their superlatives in 
 connection with three or more things. After practice has 
 made this perfect, take adjectives of more than one sylla- 
 ble, and then those of irregular comparison. 
 
 46. The Cud-chewers feed entirely on vegetable food, 
 and have generally eight front teeth on the lower jaw; but, 
 with the exception of the camel, they have no front teeth 
 on the upper jaw. (Some authors class the camel in the 
 thick-skinned order.) These animals have large back teeth 
 for crushing their food. What is especially peculiar to 
 this order is that they have the power to chew their food 
 a second time. Their hoofs are cloven. These animals are 
 of the greatest value to man. They furnish most of our 
 
LANGUAGE TABLET No. 3i. 29 
 
 animal food ; some are used as beasts of burden or draught ; 
 we use their milk, fat, hair, skins, wool, horns, etc. The 
 horns of the cow and the sheep are hollow and permanent ; 
 those of the deer are solid, and are shed every year. Many 
 of these animals are found in all parts of the world. The 
 bison and llama are found only in America: the giraffe 
 in Africa and India. Some of the animals of this order: 
 Cow, buffalo, bison, antelope, goat, chamois^ sheep, giraffe, 
 llama, deer, elk. 
 
 47. The Whale-like order are not fishes, but animals, 
 that always live in the water. They breathe the air by 
 means of lungs, and they are warm-blooded. Instead of 
 fore feet they have two fins. They have no hind feet, 
 but their body ends in a powerful tail having a fin that is 
 sometimes twenty-four feet broad, which enables them to 
 move swiftly through the water or to leap entirely out of 
 it. This tail becomes sometimes a powerful weapon. 
 As these animals breathe the air, they cannot remain long 
 under water, but must occasionally come to the surface to 
 take breath. Whales are often from sixty to seventy feet 
 long, but they sometimes reach the length of one hundred 
 feet. Under their smooth skin is a thick layer of fat 
 called blubber. For this the sailors sometimes capture 
 them. A large whale will sometimes yield eight hundred 
 barrels of oil. Whales are taken in the Polar seas, gen- 
 erally about the end of April. A sailor is stationed at the 
 masthead on the *' lookout." When a whale is discovered, 
 the "lookout" calls ''A whale! There she blows!"" re- 
 ferring to its spouting of water from the vent-holes in the 
 top of its head when it comes to the surface to breathe. 
 Then the boats are lowered, and if possible the animal is 
 harpooned, and brought to the ship. Whalebone is 
 obtained from the jaw of the whale. This animal is sup- 
 posed to reach the age of eight hundred years. 
 
30 TEACHER'S MANUAL, 
 
 The foUo^ving additional Reproduction and Develop7ne7it exer- 
 cises may be used for oral or written work. Let the longer lessons 
 be used for oral work only. 
 
 THE LITTLE RAINDROP. 
 
 Once there was a farmer who planted a large field of corn. 
 When it came up, he weeded and hoed it carefully, and every day 
 it grew finely. As often as he passed by, he would say to himself; 
 " What a fine crop of corn I shall have for the support of my 
 family !" 
 
 But the scorching sun of August dried up all the moisture of 
 the field, and the leaves that had before swayed proudly in the 
 breeze now hung curled and withered. Of course the farmer was 
 in great trouble. One day as he was walkmg sadly through the 
 corn, two little raindrops up in the clouds saw him, and one of 
 them said to the other : "Do you not feel sorry for that poor farmer } 
 All his work for the year must go for nothing if his corn does not 
 have rain at once. I should like very much to help him. ' 
 
 "Yes," said the other, "but what can a little raindrop do.^ 
 You cannot be of any use." 
 
 "I know I cannot do much," said the first raindrop, "but I 
 mean to do what I can. I'll do my best at any rate, arid it may 
 cheer the farmer a little." 
 
 So down went the raindrop, and fell pat upon the farmer's nose, 
 and then rolled oiT on a blade of corn. 
 
 "What's that.^" said the farmer, "a raindrop.^" " Perhaps 
 we shall have a shower after all." 
 
 When the first raindrop started for the field, the second one 
 said he would go too, and he dropped on a hill of corn. Then 
 other raindrops hearing what these friends were doing, started on 
 the same errand, and many others joined them, and so the farmer's 
 corn got a good supply of rain, and all because one little raindrop 
 did what it could. 
 
 TJie pupil will reproduce the following lesson in his own 
 language, adding any thing that the lines may suggest. 
 
 THE HARD LESSON. 
 
 Suppose your task, my little man, 
 
 Is very hard to get, 
 Will it make it any easier 
 
 For you to sit and fret } 
 
LANGUAGE TABLET No. 4. 31 
 
 Then wouldn't it be wiser ? 
 
 Than waiting Hke a dunce, 
 To go to work in earnest, 
 
 And learn the thing at once? — P. Cary. 
 
 MAGNANIMITY OF A DOG. 
 
 One day a cruel little boy took some sharp scissors, and slit the 
 ears of his father's terrier. His father, seeing the dog's ears bleed- 
 ing, and learning the cause, seized the boy, and would have whipped 
 him soundly. Then the dog sprang up, put his paws on the sobbing 
 boy's shoulders, licked his face, and looking up at the angry father, 
 seemed to say : " Don't hurt him; he knows no better, and I love 
 him." Who could resist such a plea .^ The boy escaped the 
 whipping. 
 
 A WINTER NIGHT. 
 
 It was a bleak winter night. The snow was falling fast, and 
 the wind was moaning through the pines. Grandma had been 
 telling Willie a story of the olden time when she had lived in a log 
 house and heard the wolves howl at night. Just then the tempest 
 shrieked around the corner of the house, and Willie sprang to his 
 feet in sudden fear. At that instant a sleigh stopped at the door, 
 and papa, mamma and Bessie, having returned from the village, 
 quickly entered the room. Soon the family were settled for a 
 pleasant evening. The fire glowed in the grate; the kettle sang 
 over the fire; Pussy purred on the warrri hearth; Carlo lay peace- 
 fully at his little master's feet ; and the outside tumult was quite 
 forgotten in the comfort of the cozy fireside. 
 
 TABLET No. 4.-(For Fourth Year.) 
 
 [In this Tablet we begin the study of technical Grammar. 
 The subject is first presented inductively, and in connection with 
 a few Language exercises. Those that desire only language work 
 will find It in Nos. i\, \\, S^.j 
 
 I. The teacher should not leave this subject till it is 
 thoroughly understood. A failure here will involve fail- 
 ure throughout the entire Tablet. Give a large number 
 
33 TEACHER'S MANUAL, 
 
 of examples — some of which do, and some of which do 
 not, express a thought — and require the pupil to classify 
 them. 
 
 3. Here again it is very important that the teacher 
 should not leave the subject under consideration till it is 
 fully mastered. Begin with simple oral work. Take the 
 example, " The bird sings," and let the child observe that 
 it expresses a thought, and is therefore a sentence. Then 
 ask him to state about what the thought is expressed or 
 the statement made. Then take other easy sentences, 
 and proceed in the same manner. Afterward give the 
 name subject to that of which something is said. Then 
 again taking the first example, ask what is said of '' the 
 bird," and so proceed with many examples till the pupil 
 fully understands that the predicate tells what is said of 
 the subject. 
 
 7. Before giving the written exercise, place before the 
 class several sentences — some of which tell something, and 
 some of which ask something — and direct the pupil to 
 select those that tell something — the declarative sentences. 
 
 9. Give preparatory oral work as in Lesson 7. 
 
 II. The teacher will notice that this is generally done 
 by changing the position of the auxiliary or by commenc- 
 ing by do or did. 
 
 13. Be sure that the punctuation, paragraphing, and 
 capitals are the same as in the copy. 
 
 16. In giving easy sentences for oral work, do not 
 present any abstract or verbal or collective nouns. The 
 pupil is not yet ready for such words. 
 
 18. In the preliminary oral exercise present no verb 
 
LANGUAGE TABLET No. 4. 33 
 
 that does not express action. Leave words that express 
 being or state for more advanced work. Ahvays present 
 partial truth at first, and as the pupil is able to bear it. 
 First ask what is the subject and predicate of each sen- 
 tence ; then the word in the predicate that expresses the 
 action of the subject. Do not give the written work till 
 the pupil has had all needed oral drill. 
 
 21. It is better to take at first only those words that 
 denote quality, and not to use the term adjective till 
 afterwards. 
 
 24. The teacher may be sure that an exercise in re- 
 producing good English is one of the best methods of 
 becoming practically acquainted with the language. 
 
 25. Insist upon great neatness in this work. If it is 
 necessary, precede this exercise by oral composition on 
 the same subject. 
 
 26. 28, 29. First in an oral exercise select the subject 
 and the predicate, then the action-ivord in the predicate, 
 then the word that tells Jioiv, zuhen, or ivJiere the action is 
 performed. Use no other verbs than action-ivords. 
 
 34. Though this work may seem hard to pupils of this 
 grade, yet if the previous Tablets have been mastered, 
 they will, in a little time, do this and other similar lessons 
 very well. 
 
 36. The teacher Avill place before the class a declar- 
 ative^ an interrogative, and an imperative sentence, and 
 lead the pupil to observe the difference between them. 
 Give many oral examples to develop the idea. 
 
 40. Develop the exclamatory sentence as in Lesson 36. 
 
34 TEACHERS MANUAL, 
 
 42. 0\\\y personal pronouns are to be used. 
 
 44. In the oral exercise let the sentences be very easy 
 and contain only verbs that express action, and have an 
 object. Notice that the subject of a verb can be found by 
 placing wJio or zvJiat before the actton-zvord, and that the 
 object can be found by placing zvJioni or zvJiat after the 
 action-word. 
 
 A FEW SIMPLE DEFINITIONS. 
 
 A sentence is a collection of words that expresses a thought. 
 
 The sul)ject of a sentence is that of which something is said. 
 
 The predicate of a sentence is that which is said of the sub- 
 ject. 
 
 When the subject does something to any person or thing, that 
 person or thing is the object of the sentence. 
 
 A dcchirative sentence makes a statement of a fact. 
 
 An interrog'ative sentence asks a question. 
 
 An imperative sentence makes a command. 
 
 An exclamative sentence expresses emotion. 
 
 A noun is a name-word. 
 
 A pronoun is a word that stands for a noun. 
 
 An adjective is a quality-word. (Complete definition here- 
 after.) 
 
 The following additional Reproduction exercises may be used in 
 this grade for oral or written work. 
 
 THE FOX AND THE CROW. 
 
 A crow having seized a fine piece of meat flew with it in his 
 beak to the top of a tree. A sly fox, wishing to get the prize, 
 came under the branches, and thus he spoke : "How handsome is 
 the crow in the beauty of her shape and the fairness of her color ! 
 If her voice were only equal to her beauty, she would indeed be 
 the queen among birds." Upon this the crow, wishing to prove that 
 she was a good singer, set up a loud caw, and the meat fell to the 
 
LANGUAGE TABLET No. 4. 35 
 
 ground. The cunning fox quickly picked it up, and said: "My 
 dear crow, your voice is good enough, but you need more sense." 
 
 THE BOY AND THE NETTLE. 
 
 A little boy, who had been stung by a nettle, ran to his mother 
 crying and sobbing bitterly, and saying he had only just touched it. 
 " Oh," said his mother, " if you had grasped it firmly, it would not 
 have hurt you. You should not touch a nettle at all unless you 
 seize it manfully." 
 
 THE FOX AND THE GRAPES. 
 
 A hungry fox saw some fine clusters of ripe black grapes 
 hanging from a high trellis. She tried all her tricks to get at 
 them, but in vain, for she could not reach them. At last she 
 turned away in disgust saying, " Well, the grapes are sour, and not 
 so ripe as I thought." 
 
 THE FLIES AND THE HONEY. 
 
 A jar of honey having been upset, a large number of greedy 
 f.Ies made haste to eat of its sweetness. But soon their feet 
 became smeared with the honey, and they could not use their wings. 
 When they found that they could not escape, they said : "O foolish 
 creatures that we are ; for the sake of a little pleasure we have lost 
 our lives." 
 
 Let the pupils repeat orally or write the following story in their 
 own language. 
 
 THE QUARRELSOME KITTENS. 
 
 Two little kittens one stormy night. 
 Began to quarrel, and then to fight. 
 
 One had a mouse, the other had none ; 
 And that's the way the quarrel begun. 
 
 "77/ have that mouse," said the bigger cat. 
 
 '' Y oil II have that mouse, we'll see about that ! " 
 
 " I will have that mouse," said the elder son ; 
 "You shan't have the mouse, ' said the little one. 
 
36 TEACHER'S MANUAL, 
 
 The old woman seized her sweeping broom. 
 And swept both kittens right out of the room. 
 
 The ground was all covered with frost and snow 
 The two little kittens had nowhere to go. 
 
 So they lay and shivered on a mat at the door, 
 While the old woman was sweeping the floor. 
 
 And then they crept in as quiet as mice, 
 All wet with the snow and as cold as ice. 
 
 And found it much better, that stormy night, 
 To lie by the fire than to quarrel and fight. 
 
 TABLET No. 4M.-(For Fifth Year.) 
 
 3. Our national f^ag, the " Stars and Stripes," is com- 
 posed of thirteen alternate red and white stripes — 
 the outside stripes being red. It has also thirty-eight 
 white stars on a blue ground. This flag was first used 
 during our war for independence, and was adopted as our 
 national flag in 1777. At first it had but thirteen stars, as 
 that was the number of colonies. With the addition of 
 each new State to the Union a new star was added, and 
 as we now have thirty-eight States, the flag has thirty- 
 eight stars. If another State should be added, we should 
 add another star. The United States, .the land of the 
 ** Stars and Stripes," is about twenty-six hundred miles 
 long and fifteen hundred miles wide. When an American 
 vessel crosses the ocean, it carries the national colors. 
 
 7. Birds of prey have sharp curved beaks and claws. 
 The females of this order are generally one-third larger 
 than the males. The condor, the largest bird of prey, is 
 found only among the Andes mountains. It is about four 
 feet long, and sometimes measures ten feet across its 
 wings. It feeds on the flesh of those birds and animals 
 that it captures. The condor does not build any nest, but 
 
LANGUAGE TABLET No. 4^. 37 
 
 lays two white e^^gs on the bare rock, where it hatches and 
 rears its young. 
 
 The hawk is found in nearly every country in the 
 world. It feeds mostly on insects, vermin, birds, poultry, 
 and small animals. 
 
 The fish-hawk captures his prey from the water. When 
 the fish rises to the surface, he will pounce upon it, and 
 carry it off in his claws. The eagle is also fond of fish, 
 and when he sees the fish-hawk catch one, he sometimes 
 gives chase, and obliges the hawk to drop it ; then he will 
 dive though the air, and catch it before it reaches the 
 water. 
 
 The owl is the only bird that catches its prey at night. 
 All birds have the sense of sight and smell more keenly 
 than men or beasts. 
 
 lo. These birds are called pcrchcrs, because they have 
 feet formed for clinging to a perch or branch. Their toes 
 are arranged with three in front and one behind. They 
 live mostly in trees, where they make their nests and rear 
 their young. 
 
 The robin, bobolink, mocking-bird, and many other 
 fine singers belong to the Thrush family. The robin is a 
 close friend of man, and its nest is often found in some 
 apple-tree near the house. It feeds principally on ani- 
 mal food. A young robin is said to eat in a day more 
 than its weight of insects. 
 
 The mocking-bird is noted, not only for its ability as a 
 songster, but also for its great power, of mimicry. It can 
 imitate every sound that it hears. 
 
 The humming-bird, the smallest of the pcrcJiers, is 
 found only in America. In tropical regions its plumage 
 is especially beautiful. Its tiny nest is only an inch in 
 diameter. 
 
 The swallow builds its nest in the spring under the eaves 
 
38 TEACHER'S MANUAL, 
 
 of the barn. In the autumn these birds, as well as all other 
 " birds of passage," go South, where they spend the winter. 
 In the spring they usually return again, either to their old 
 nests, or else they build others in the same locality. 
 
 13. The turkey, hen, dove, etc., belong to the order of 
 scratchers. Their wings are generally feeble, because they 
 do not use them much, and like all unused faculties, they 
 soon become weak. The pigeon uses Jiis wings, and is 
 able to sustain an extended flight. He can fly at least 
 sixty miles an hour. Sometimes vast numbers of these 
 birds unite in a great flock, and journey across the country. 
 When they find a forest such as they like for their nests, 
 they take possession of it for a roosting-place. These 
 flocks often contain over a million birds. 
 
 The carrier-pigeon is often employed to carry letters to a 
 great distance. He has been known to go a thousand miles. 
 
 The partridge — the hen of the woods — is found in 
 every country in the world. 
 
 The peacock is a native of India. His plumage is a 
 marvel of beauty, and he seems to be well satisfied with 
 his appearance. He is a vain and greedy bird. His voice 
 is harsh and discordant. 
 
 15. The feet of the climbers have two forward toes and 
 two turning backward, with sharp claws that fit them for 
 climbmg. 
 
 The birds of the Parrot family have a stout, hooked 
 bill, and their plumage is usually very beautiful. They 
 can sometimes be taught to repeat many words and 
 sentences. 
 
 The woodpecker is found in all countries but Australia. 
 He feeds chiefly on grubs or insects that he digs from 
 decayed trees. His bill is long and sharp; His tongue 
 is sharp and barbed so that it can enter a hole in the tree, 
 
LANGUAGE TABLET No. 4i. 39 
 
 and draw out his prey. It is also covered with a glutin- 
 ous substance so that any insect that touches it cannot 
 escape. When the woodpecker alights on a decayed tree, 
 he taps it with his bill to see if it is hollow, and if it is, he 
 digs for the grub that he suspects is within. The wood- 
 pecker makes his nest in the cavities of partially decayed 
 trees. Sometimes the black snake finds it, and destroys 
 the eggs or the young. 
 
 The cuckoo makes no nest of its own, but lays its eggs 
 in the nests of other birds. When the young cuckoo is 
 hatched, it throws the other young birds out of the nest. 
 
 1 8. The ostrich is the largest of birds, being from six 
 to eight feet in height, and sometimes weighs a hundred 
 pounds. Its legs are long and strong and fitted for rapid 
 running so that it is able to outstrip the fleetest horse. 
 Sometimes when it is pursued it will hide its head in a 
 thicket supposing that its whole body is thus hidden. 
 The ostrich is valuable for its plumes, which are pure 
 white, and are used for ornament. These birds are raised 
 in Southern Africa for profit. 
 
 The ostrich lays its eggs in the sand, where they are 
 hatched by the heat of the sun. These eggs are about 
 twenty-five times as large as hen's eggs. The ostrich feeds 
 chiefly on vegetable food, but it will devour almost any 
 thing that comes within its reach. 
 
 All the other members of this order of birds are much 
 smaller. The emu is found in Australia, the cassowary in 
 Asia, and the rhea in South America. 
 
 20. The waders have long, naked legs, so that they can 
 go into deep water without wetting their feathers. They 
 have so long a neck that they can search in the mud 
 beneath the water for their food, which is mostly worms, 
 reptiles, and fishes. 
 
40 TEACHER'S MANUAL, 
 
 • 
 
 The crane is over four feet long, and its wings extend 
 about four feet. It is found in F^urope, Asia, and America. 
 
 The heron is about three feet long, and it measures 
 about five feet across its wings. It is found in all parts 
 of the world. 
 
 The stork is a larger bird than the heron, and abounds 
 in the Old World. It is very common in Holland, where 
 it sometimes builds its nest on the tops of unused 
 chimneys. 
 
 23. Frost is frozen moisture or dew. Snow is frozen 
 vapor that sometimes falls from the clouds. Hail is 
 frozen drops of rain. Ice is frozen water. Snow crystals 
 have six equal sides. 
 
 Snow may always be found on the tops of some of the 
 Rocky and Sierra Nevada Mountains. Avalanches are 
 great masses of snow that slide down the mountain-side 
 destroying every thing before them. This often occurs in 
 Switzerland. 
 
 The Esquimaux live in snow houses, and subsist most- 
 ly on the fat of the seal and walrus. 
 
 Snow-shoes are long and broad frames that are at- 
 tached to the feet to prevent them from sinking in the 
 soft snow. 
 
 24. When the water in a pitcher freezes, it expands, 
 and breaks the pitcher. As a given quantity of water 
 occupies more space after it is frozen than before, it 
 follows that ice is lighter than water. When the water of 
 a pond freezes, the ice rises to the top. If ice were 
 heavier than v/ater, it would sink, and during the winter 
 our ponds, streams, and rivers would become solid ice. 
 
 A glacier is a field of ice of great extent and depth, 
 usually formed upon the side of a mountain. Sometimes 
 a glacier will in the polar regions project beyond some 
 
LANGUAGE TABLET No. 4^ 41 
 
 overhanging cliff of the ocean until by its weight it breaks 
 off, and falls into the water. It is then called an iceberg, 
 or mountain of ice. Icebergs sometimes rise at least two- 
 hundred and fifty feet out of the water. Their size is 
 eight times as great beneath as it is above the surface of 
 the ocean. As icebergs are formed on land, they are 
 composed of fresh water, while ice-fields, being formed 
 from the water of the ocean, are salt. 
 
 28. The feet of the siviinnicrs are webbed; that is, 
 their toes are joined together by a membrane. This 
 assists them very much in swimming, as their feet take the 
 place of oars. The duck, goose, and swan have been 
 domesticated. They are raised for their flesh and their 
 feathers. 
 
 The eggs of wild geese and ducks may be obtained in 
 the summer in great quantities in the cool waters of 
 Northern Canada. 
 
 The skin of the sivinuncrs is protected from moisture 
 by a fine, oily down, through which the water' cannot 
 pass. 
 
 The albatross is the largest of aquatic birds. He will 
 sometimes follow a vessel at sea for several hundred 
 miles. 
 
 The pelican is noted for the sack that he has under his 
 bill in which he can carry the fish that he captures. 
 
 The goose sometimes reaches the age of one hundred 
 years. 
 
 30. Trees usually grow from seeds. Such trees as the 
 spruce, elm, and oak grow by adding wood to the outside, 
 while such as the cocoanut and orange add wood at the 
 center. The age of the maple can be told by counting 
 the number of layers or grains from the center to the out- 
 side. The cocoanut palm grows in tropical regions, and 
 
43 TEACHER'S MANUAL, 
 
 often reaches the height of one hundred feet. Its leaves 
 and fruit are found on the top. The mahogany and rose- 
 wood have dark wood; the oak and maple have light wood; 
 the maple and ash have hard wood; the pine and hemlock 
 have soft wood; the chestnut and hickory are nut-bearing 
 trees. 
 
 31. Plants grow most rapidly in a tropical climate, 
 because the chief conditions of rapid growth are heat and 
 moisture. They cannot live in the cold regions near the 
 Poles. Accordingly as stems last one year, two years or 
 more, they are called mimial, biennial, or perennial. The 
 soft stems of annual, biennial, or perennial plants are 
 called herbaceous. Decidiions trees annually lose and 
 renew their leaves. Trees not deciduous are evergreen. 
 Bananas, date, bread-fruit, etc., are largely used for food 
 in tropical climates. Rice is more used than any other 
 
 32. 'Such trees as the apple and pear add wood to the 
 outside. They abound in the northern part of the North 
 Temperate Zone. They blossom in the spring, and the 
 fruit ripens on some trees in the summer, on other trees 
 in early or late autumn. In this country the orange-tree 
 grows in Florida and California. It adds wood at the 
 center, and not by outside layers. In Florida the tree blos- 
 soms in March, and its fruit ripens from November to 
 January. 
 
 33. The climate of Florida is tropical. The word 
 Florida means " flowery." In the winter it is a great 
 resort for invalids, on account of the mildness of its 
 climate. In going from Florida to the mouth of the 
 Mississippi we cross the Gulf of Mexico. In proceeding 
 up the river we shall find its waters confined by banks 
 
LANGUAGE TABLET No. 4^. 43: 
 
 called levees. In Louisiana there are in this river valley 
 large fields of sugar-cane ; in Mississippi large fields of 
 cotton; and in Illinois and Iowa large fields of wheat 
 and corn. Minnesota lies on both sides of the river. 
 The falls of St. Anthony will prevent our further progress 
 up the river. Here is the city of Minneapolis where flour 
 is made in immense quantity. 
 
 34. Maple sugar is made in the spring. The tree is 
 bored, and a little spout is put in to convey the sap into a 
 bucket. Then it is collected and '' boiled down." A 
 single tree will yield several large buckets of sap in a sea- 
 son. The kettles are suspended by a chain over the fire 
 from a large pole. When the syrup becomes thick enough, 
 it is taken from the fire and cooled ; it then becomes 
 sugar. Sometimes the friends of the sugar-makers come 
 to visit them when this " sugaring-off " occurs. Some- 
 times also the black bear will smell the sugar, and come 
 after his share. Sugar is also made from sugar-cane, 
 beet-roots, and sorghum. 
 
 42. The strawberry is a little herbaceous plant that, in 
 its wild state, is found in the meadows and pastures of the 
 temperate zone. It starts into growth immediately with 
 the opening of spring. Shortly after its leaves appear, it 
 blossoms, and, in a few weeks, its fruit ripens. The rasp- 
 berry, in its wild state, is found everyw^here in our pas- 
 tures and woods. Its bush is from three to four feet high, 
 and its fruit ripens immediately after the strawberry. 
 After the raspberry, comes the blackberry, which grows 
 upon a stem somewhat larger and stronger than that of 
 the raspberry, and is covered with sharp thorns. The 
 canes of the two last mentioned plants produce fruit the 
 second year. 
 
44 TEACHER'S MANUAL. 
 
 • 
 
 46. Corn is planted in hills ; wheat and rice are sowed 
 broadcast or in drills. Corn and rice are generally culti- 
 vated by hoeing. Corn when ripe is sometimes cut up 
 near the roots, and put into small stacks to dry, after 
 which it is husked. Sometimes the ears are plucked from 
 the standing corn. Wheat is usually cut with a cradle or 
 a reaper, and then threshed. Rice is reaped and threshed. 
 In the United States corn is most largely produced. We 
 ship large quantities of wheat and corn to Europe. Wheat 
 is used more than any other grain for bread. 
 
 48. Benjamin Franklin was born in Boston in 1706. At 
 ten years of age he entered his father's shop to learn to 
 make soap and candles. As he did not seem fitted for 
 the business, his brother took him into his printing office, 
 where he soon learned to set type. To gratify his thirst 
 for reading he would often sit up during the greater part 
 of the night. At the age of seventeen he went to Phila- 
 delphia, where he obtained employment as a printer. At 
 the age of twenty-three he became the editor of a paper 
 in that city, which brought him both fame and money. 
 Shortly afterwards he published what was known as 
 " Poor Richard's Almanac," which contained many of his 
 noted maxims. He was also the inventor of the light- 
 ning-rod. During the Revolutionary war he was a mem- 
 ber of Congress and also a minister to France. He died 
 in 1790. 
 
 The folloiving additiojial Rep7'oductum and Development Exerez'ses 
 may be used for oral or luritten work. 
 
 robin's umbrella. 
 
 One summer mornmg as I was going from my room, 
 
 I heard the muttermg of distant thunder. Stopping at the stair- 
 
 wmdow to watch the approach of the storm, my attention was 
 
 called to the great cherry-tree m the yard below. There in her 
 
LANGUAGE TABLET No. 4^. 45 
 
 nest in the tree-top sat a beautiful robin. She, too, saw the gath- 
 ering tempest, and was anxiously watching it. Just, then, her 
 mate came home, and gave her a great ripe berry that he had 
 brought for her breakfast. Then, hopping to the edge of the nest, 
 he raised his umbrella over her. It was neither silk nor cotton, 
 but his own pretty wings. Soon the big drops came thick and 
 fast, and drenched him thoroughly, but he would not leave his 
 mate. When the storm was over, and the sun shone again 
 brightly, he hopped to a branch near by, smoothed and dried his 
 crumpled feathers, and sang a cheerful song as though no storm 
 had ever raged. 
 
 {^Direct the pupil to repeat the following in his oiun language, 
 adding any thing that the poem may suggest. ~\ 
 
 BOBOLINK. 
 
 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; 
 Sung and safe is that nest ot ours, 
 Hidden among the summer flowers, 
 Chee, chee, chee. 
 
 Six white eggs on a bed of hay, 
 Flecked with purple, a pretty sight ! 
 There, as the mother sits ah 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. — IV. C.Bryant. 
 
 OSTRICH RAISING. 
 
 Ostrich raising is said to be very profitable in Southern Africa. 
 A single pair will raise four broods a year of from ten to fifteen 
 chicks each. A chick, a month old, sells for fifty dollars, and 
 
46 TEACHER'S MANUAL, 
 
 a full-grown bird will yield twenty-five plumes yearly, worth three 
 dollars each. They require little care, and feed chiefly on grass. 
 They need no shelter, and can be kept in any well-fenced field. 
 No herdsman is required to watch them, 
 
 THE KID AND THE WOLF. 
 
 A kid standing on the roof of a house, out of harm's way, saw 
 a wolf passing by, and began to taunt and revile him. The wolf 
 looking up said: " It is not thou who mockest me, but the roof 
 on which thou art standing." 
 
 SPIDERS. 
 
 Spiders have the art of crossing streams of water on 
 bridges of their own making. A gentleman of veracity relates 
 the followmg curious incident; Having placed a large full-grown 
 spider on a cane upright in the midst of a small stream, he saw it 
 descend the cane several times, and remount when it had reached 
 the surface of the water. Suddenly he lost sight of it wholly; but 
 £L few minutes afterward, to his great astonishment, he perceived 
 It quietly pursuing its own way on the other side of the stream. 
 Having spun two threads along the cane, it had cut one of them, 
 which carried by the wind had become attached to some object on 
 the bank, and so served the spider as a bridge. 
 
 TABLET No. 5.— (For Fifth Year.) 
 
 I. The exercises in the first lessons of each Tablet con- 
 sists largely of review work. In punctuation the period, 
 question mark, exclamation mark, apostrophe, and quota- 
 tion marks are used as heretofore, and a few of the simple 
 uses of the comma are introduced. 
 
 3. Proceed as in Tablet 4, Lesson 18. First use de- 
 clarative sentences, afterwards interrogative, etc. But be- 
 fore considering the words of the sentence, always con- 
 sider it as the expression of a thought, and separate it 
 into subject and predicate. Follow this plan in each lesson. 
 
LANGUAGE TABLET No. 5. 47 
 
 5. We have before presented only a partial idea of an 
 adjective ; we now consider it in its widest use. Com- 
 mence by giving a large number of sentences using such 
 words as a, an, the, this, that, these, those, my, on?-, his, her, 
 some, any, no, etc., and notice that such words modify 
 or limit the meaning of nouns. Then teach that such 
 words, as well as quality-words, are adjectives. Teach 
 that a, an, and tJie are also called articles, 
 
 6. See Tablet No. 4, Lesson 13. 
 
 7. Teach by object lessons the use of such words as 
 in, on, and under. This can be done by placing any object 
 /';/, on, or under the desk, and asking the pupil to give a 
 sentence telling where you have put the object. Proceed 
 similarly with other prepositions. 
 
 9. See Tablet No. 4, Lesson 47. 
 
 10. Use only sentences in which conjunctions connect 
 words. 
 
 1 1. Be sure that sufificient oral work is given to enable 
 the pupil to determine whether words or sentences are 
 connected. 
 
 12. In all these forms insist upon neatness and exact- 
 ness. 
 
 13. The interjection is either followed by an exclama- 
 tion mark or by a comma. When the comma is used, 
 the sentence usually ends with an exclamation mark. 
 
 16. First show by examples that some words are de- 
 rived from other words, and that other words are not ; 
 then let the pupil give the definition, and write the lesson. 
 
 17. Precede by oral work. 
 
48 TEACHER'S MANUAL, 
 
 I 8. Proceed as in Lesson i6. 
 
 19. See Language Tablet No. 4, Lesson 34. 
 
 20-21. Present sentences, and let the pupil discover for 
 himself the difference between common and proper nouns; 
 then develop the definition of each ; after that the lesson 
 may be written. 
 
 23-27. This work may be developed by the teacher. 
 In each case he should lead the pupil to observe the fact — 
 then to note the method. Use only easy nouns. Do not 
 try to teach the e^ubject exhaustively in this grade or to 
 establish the rules governing these cases till the work is 
 again taken up in Tablet 7. 
 
 31-32. This should be preceded by much oral work, 
 and the instruction should be of the nature of that indi- 
 cated in the former note. 
 
 39. It will be well to precede this composition by 
 necessary simple oral instruction about the structure, 
 parts, and uses of the eye. 
 
 40-41. In introducing phrase modifiers in this grade use 
 only prepositional phrases. 
 
 42. This lesson adds something to the instruction here- 
 tofore given in regard to adverbs. Notice especially ad- 
 verbs of negation. 
 
 A FEW SIMPLE DEFINITIONS AND RULES. 
 
 An adjective is a word that modifies a noun or limits its 
 meaning. 
 
 A phrase is a collection of related words not expressing a 
 complete thought. 
 
 A verb is a word that denotes action, being, or state. 
 
 A preposition is a relation-word. 
 
LANGUAGE TABLET No. 5. 49 
 
 A coiij unction is a word that connects words, phrases, and 
 sentences. 
 
 An interjedion is an emotion-word. 
 
 A common noun is a class name-word. 
 
 A proper noun is a particular name-word. 
 
 The sinarular number of nouns and pronouns denotes one. 
 
 The plural number of nouns and pronouns denotes more 
 than one. 
 
 The positive decree of an adjective is its simplest form. 
 
 The comparative deg-ree expresses more or less than the 
 positive. 
 
 The superlative degree is the highest or lowest degree of 
 comparison. 
 
 RULE. Nouns are generally made plural by adding j- to the 
 singular. 
 
 When we cannot pronounce them easily with s, we add es. 
 
 (This subject will be more fully considered hereafter.) 
 
 RULE. Adjectives of one syllable are sometimes compared by 
 adding er and es/ to the positive. 
 
 Adjectives of two or more syllables are sometimes compared 
 by prefixing 9nore and 7Jios/ to the positive. 
 
 77/6' follow I )ig additional Reproduction exercises may be used 
 for oral or written work. 
 
 THE SCARECRO.V. 
 
 In about a week after Harry's father had planted his corn- 
 field, a few of the green blades began to show themselves. Then 
 the crows made the field a visit, and began to pull up the tender 
 shoots so as to get the kernel at the root. So Harry helped his 
 father make an image to scare the hungry crows. Did you ever 
 see a scarecrow.? Well, it is a frightful object. An old suit of 
 clothes is stuffed out, and made to look like a ragged. old tramp, 
 and the whole crowned with a seedy hat. When this image was 
 put in the field, the crows came and held a council about it in a 
 tree near by. Just then a slight breeze made the old rags flutter, 
 and the crows, with loud cries, flew away in affright. They did 
 not come for any more corn that year. 
 
 A .SOFT ANSWER. 
 
 The horse of a good man once strayed into the highway, and 
 his quarrelsome neighbor took it to the public pound. Meeting 
 
50 TEACHER'S MANUAL, 
 
 • 
 the owner some time after, he said : " If ever I catch that 
 horse in the road, I'll do just so again." " Neighbor," replied the 
 other, " not long since, I looked out of my window, in the night, 
 and saw your cattle in my meadow, and I drove them out, and 
 shut them in your yard, and I'll do it again." Struck with the 
 reply, the man took the horse from the pound, and paid the charge 
 himself. 
 
 THE CROW AND THE PITCHER. 
 
 A thirsty crow seeing a pitcher, and hoping to find water, i^e'.v^ 
 to it with great delight. When he reached it, he found, to his 
 great grief, that it contained so little that he could not get at it. 
 Then he said to himself, " If I cannot reach the water, perhaps 
 I can make it come up to me." So saying, he dropped several 
 pebbles into the pitcher, when the water rose, so that he was able 
 to quench his thirst. "Ah," said the crow, " you see where there's 
 a will, there's a way." 
 
 WILLIE AND THE SNOWDRIFT. 
 
 It had been a stormy night. The wind had driven the snow 
 hither and thither. It had chased it around the house, into cor- 
 ners and out again ; but its chief work seemed to be to pile it up 
 in a high drift in Mrs. Taylor's door-yard. In the morning the 
 sun arose as bright as ever, and as its rays flashed across the huge 
 pile, each particle glittered like diamond dust. " How shall we 
 get to the street.^" said Mrs. Taylor. " Oh, I can shovel a path," 
 said little Willie, as he got his shovel, and manfully began work. 
 His mother called him back, and tied on his fur cap with the 
 warm ear-pieces, and put a tippet around his neck. Then he went 
 to work again with a will. Just then a man passing by spied our 
 little hero at his work, and he called out : " Halloo, my little man, 
 how do you ever expect to get through that great snowdrift.''" 
 " By sticking to it," instantly replied Willie; and he did stick to 
 it till the work was done, and well done, too. Just as Willie had 
 finished the work, his mother came out, and called him to break- 
 fast. Don't you think she was proud of her manly little boy.? 
 
 THE SLEIGH-RIDE. 
 
 The pupil will write a story about a sleigh-ride, taking the 
 points from the following lines. Let some of them be changed into 
 prose and introduced. 
 
 Jingle, jingle, clear the way, 
 Tis the merry, merry sleigh; 
 
LANGUAGE TABLET No. ^, 51 
 
 As it swiftly scuds along, 
 Hear the burst of happy song, 
 See the gleam of glances bright, 
 Flashing in the pathway white. 
 
 Jingle, jingle, on they go, 
 
 Caps and bonnets white with snow, 
 
 Not a single robe they fold 
 
 To protect them from the cold ; 
 
 Jingle, jingle, 'mid the storm. 
 
 Fun and frolic keep them warm. 
 
 Jingle, jingle, down the hill. 
 
 O'er the meadows, past the mill. 
 
 Now 'tis slow, and now 'tis fast; 
 
 Winter will not always last. 
 
 Jingle, jingle, clear the way, 
 
 'Tis the merry, merry sleigh. — G. IV. Pettee. 
 
 TABLET No. 5*.— (For Sixth Year.) 
 
 6. The people of the Torrid Zone use the camel, ele- 
 phant, llama, horse, etc., as beasts of burden. The camel 
 and elephant are found in India and in several countries of 
 Africa ; the llama is found in South America ; the horse 
 is in most countries of the world. 
 
 The principal use of animals to man is in furnishing 
 him food. 
 
 8. The parts of the body are the head, trunk, and 
 limbs. 
 
 The parts of the head are the crown, back, sides, fore- 
 head, face, temples, eyes, nose, mouth, chin, cheeks, and 
 ears. 
 
 The parts of the trunk are the neck, throat, back, 
 chest, and sides. 
 
 The parts of the limbs are the thigh, lower leg, and the 
 foot ; the upper arm, fore-arm, and hand. 
 
52 TEACHER'S MANUAL, 
 
 The skeleton, or framework of the body, is composed 
 of about two hundred bones. These bones are of use in 
 supporting the body and giving it form. 
 
 The elbow joint is a hinge joint ; so also is the knee 
 joint ; the shoulder and the hip have a ball-and-socket 
 joint. 
 
 10. A metal is a mineral that may be melted or ham- 
 mered. Salt and coal are minerals, but not metals. 
 
 12. The parts of the nose are the bridge, nostrils, 
 cartilage, and tip. 
 
 The parts of the eye are the pupil, iris, eyeball, eye- 
 lid, and lashes. 
 
 The parts of the ear are the rim, flap, and drum. 
 
 The eye is placed in a deep, bony socket to protect it 
 from injury. The iris is a curtain to shade the pupil. 
 
 15. The leaves of a plant correspond in their use some- 
 what to the lungs of an animal. They have also the 
 power to take in nutriment which enters into the compo- 
 sition of the plant ; indeed they are the principal media 
 through which it receives food, the roots of the plant be- 
 ing mostly for support and to take up moisture. The re- 
 quisites of plant growth are soil, air, light, heat, and mois- 
 ture. 
 
 When a growing plant is placed underwater, and put 
 in the sunlight, it will breathe out oxygen gas that will 
 rise i bubbles to the surface of the water. 
 
 17. Reptiles and fishes are cold-blooded animals. 
 Fishes are either bony or cartilaginous. The skeletons of 
 such fishes as the shark and the sturgeon consist of carti- 
 lage, and not of true bone. Fishes breathe through their 
 gills. Their organs of sight and hearing are much less 
 
LANGUAGE TABLET No. 5i. 53 
 
 perfectly developed than those of land animals. The shark 
 is found mostly in warm climates, and is very voracious. 
 The white shark has been known to swallow a man entire. 
 The sturgeon spends the summer in our rivers, and the 
 winter in the ocean. 
 
 19. The Spaniards first discovered Florida. They set- 
 tled St. Augustine in 1665. This is the oldest city in the 
 United States. The next in age is Santa Fe. 
 
 New York was settled by the Dutch ; New Orleans by 
 the French. 
 
 20. The muscles, or the lean meat, cover the bones, 
 and are useful in moving the different parts of the body. 
 The muscles are covered by the skin. Our muscles are 
 generally moved by an exercise of the will, but the 
 heart moves without our thought or will. The heart, 
 tongue, etc., are entirely composed of muscles. We 
 have in all about four hundred and fifty muscles. Their 
 strength and health depends upon proper exercise, also 
 upon good food, air, light, and blood. The needed exer- 
 cise is largely furnished by ordinary work. We may some-, 
 times rest the muscles by change of employment or by 
 stopping work entirely. 
 
 22. Dr. Franklin proved that electricity and lightning 
 are the same by sending up a kite during a thunder shower, 
 and drawing lightning from the clouds. Electricity may 
 be produced by friction; for^instance, by rubbing glass 
 with silk. Lightning is caused by a sudden discharge of 
 electricity between two clouds, or between a cloud and 
 the ground. Thunder is the result of the concussion of 
 the electric fluid with the air. 
 
 Nearly all metals are good conductors of electricity, 
 but the best is silver; then follow gold and copper. The 
 
54 TEACHER'S MANUAL, 
 
 best non-conductors are feathers, wool, silk, glass, etc. 
 Lightning-rods are used for the purpose of conveying the 
 electric discharge from the buildings to which they are 
 attached. They are usually made of iron or copper. The 
 safest place in a room during a thunder shower is generally 
 near the center of the apartment. 
 
 Messages are sent instantaneously by the electric tele- 
 graph and by the telephone. Electricity is much used as 
 a means of producing light. 
 
 23. The codfish and the salmon belong to the bony or 
 true fishes. The codfish is found only in salt water. Great 
 numbers of cod and mackerel are caught off the coast of 
 New England and on the banks of Newfoundland. 
 
 In the summer salmon are found in many of our rivers, 
 but principally in the Columbia river! 
 
 The herring, bass, pickerel, trout, bluefish, and very 
 many others belong to the class of bony or true fishes. 
 They all have scales. 
 
 25. Columbus first landed at San Salvador, an island of 
 the Bahamas, a group of the West Indies. The first set- 
 tlement was made at Cuba. Cuba, Hayti, and Porto Rico 
 are the three largest of the West Indies ; Havana is 
 their largest city. The chief trade of these islands is with 
 the United States. We send to the West Indies breadstuffs, 
 ice, lumber, butter, and manufactured goods, and re- 
 ceive in return sugar, tobacco, spices, tropical fruits, etc. 
 Mahogany and rosewood abound, also the orange, and the 
 banana. Only one-sixth of the inhabitants' are white. 
 
 34. Tea is raised chiefly in China and Japan. More 
 than half of the coffee used comes from Brazil. Java and 
 Ceylon rank next in the amount of its production. Ma- 
 hogany and rosewood come from the West Indies and 
 
LANGUAGE TABLET No. o^. 55 
 
 South America. Figs and dates grow in Southern Europe 
 and in many parts of Asia and Africa. Cinnamon and 
 nutmegs come from India and Ceylon. In this country 
 cotton and sugar-cane are raised in the Southern States. 
 Linen is made from flax. Opium is produced in China 
 from the white poppy. Its seed bolls are pricked when 
 they are green, and the dried juice is collected. Cloves 
 are the flower buds of the clove-tree, and are obtained 
 from the East Indies. India rubber is the sap of a 
 Brazilian tree. Sago is the pith of the sago palm, a tree 
 found in Ceylon. Tapioca is made from the roots of the 
 cassava plant. 
 
 35. The turtle carries its skeleton on its back; it is 
 used as an article of food. The alligator is a large reptile 
 that is found in several of the Southern States, especially 
 in Louisiana and Florida. The crocodile is found princi- 
 pally in the Old World. Alligators and crocodiles will kill 
 and eat such small animals as dogs and pigs. They will 
 seldom attack a human being. The chameleon is a lizard 
 that has thfe remarkable power of changing its color. It 
 is found in some parts of Europe, Asia, and Africa. It 
 feeds chiefly upon insects. 
 
 37. The steam engine was invented by James Watt. 
 He was led to this invention by watching the effects of 
 steam upon the lid of a tea-kettle. The locomotive steam- 
 engine was invented by George Stephenson. 
 
 40. People of warm climates live mostly on vegetable 
 food. A tuber is an expanded root ; a bulb is a tuber with 
 leaves or scales. The inhabitants of Ceylon use the pith 
 of the sago-tree for food ; the fibers of the bark are made 
 into clothing ;• the leaves are used for thatching their 
 houses. 
 
56 TEACHER'S MANUAL, 
 
 42. The body is nourished by the blood. It comes 
 from the heart, and is carried to all parts of the body by 
 the arteries. The color of pure blood is bright red, of 
 impure blood dark red. Pure blood is given to the arter- 
 ies from the right side of the heart. The veins are blood- 
 vessels that return the blood from the extremities to the 
 heart. The capillaries are little vessels that connect the 
 veins and arteries. Impure blood enters the heart on the 
 left side, and then passes to the lungs. Here it is purified 
 by the action of pure air upon it. Impure air makes the 
 blood impure. 
 
 47. Europe is a little larger than the United States in- 
 cluding Alaska. It took Columbus about eleven weeks to 
 cross the Atlantic when he made his first voyage of dis- 
 covery. We can now cross it in from seven to ten days. 
 
 Russia is the largest country of Europe. London is 
 the largest European city. The Danube is the largest 
 European river. Liverpool is the most noted seaport. 
 
 48. Coral is a deposit made by little insects found in 
 the sea in warm climates. These insects are firmly at- 
 tached to the branch-shaped forms that they construct be- 
 neath the water. Some coral is red, some white, some 
 dark. Southern Europe sends us coral from the Mediter- 
 ranean sea. It is also obtained from the Red sea and 
 from the Persian gulf. Coral is obtained from the water 
 by a grapple that is lowered from a boat. 
 
 When these insects have built a mass of coral to the 
 surface of the water, it sometimes becomes disintegrated 
 by the action of the air and water, and in time is covered 
 with vegetation. Some of the South Sea islands are of 
 coral formation, and being in warm climates, they are 
 covered with tropical vegetation. Such trees as the cocoa- 
 nut palm flourish on coral islands. 
 
LANGUAGE TABLET No. 5^ 57 
 
 First read one of the following lessons, then let the pupil 
 reproduce it in his own language, adding such other matter as the 
 story juay suggest. 
 
 THE MOUNTAIN AND THE SQUIRREL. 
 
 The mountain and the squirrel 
 Had a quarrel; 
 
 And the former called the latter " Little Prig," 
 Bun replied, — 
 
 " You are doubtless very big; 
 But all sorts of things and weather 
 Must be taken in together 
 . To make up a year 
 And a sphere. 
 And I think it no disgrace 
 To occupy my place, 
 If I'm not so large as you, 
 You are not so small as I. 
 And not half so spry ! 
 I'll not deny you make 
 A very pretty squirrel track. 
 Talents differ; all is well and wisely put. 
 If I cannot carry forests on my back, 
 Neither can you crack a nut." — Emerson. 
 
 HERCULES AND THE WAGONER. 
 
 A carter was driving along a country lane, when the wheels of 
 his wagon sank down deep into a rut. The stupid driver did 
 nothing but make loud cries to Hercules to come and help him. 
 Upon this Hercules suddenly appeared, and thus said : " Put your 
 shoulder to the wheel, my man. Goad on your oxen, and don't 
 pray to me for help till you have done your best to help yourself, 
 or you will pray in vain." Self-help is the best help. 
 
 RECOMMENDATIONS. 
 
 A gentleman advertised for a boy to assist him in his office, 
 and nearly fifty applicants presented themselves to him. Out of 
 the whole number, he, in a short time, selected one, and dismissed 
 the rest. 
 
 " I should like to know," said a friend, "on what ground you 
 selected that boy, who had not a single recommendation." "You 
 
58 TEACHER'S MANUAL, 
 
 are mistaken." said the gentleman* " he had a great many. He 
 wiped his feet when he came in, and closed the door after him, 
 showing that he was careful. He gave up his seat instantly to 
 that lame, old man, showing that he was kind and thoughtful. 
 He took ofT his cap when he came in, and answered my questions 
 frankly and respectfully, showing that he was polite and gentle- 
 manly. He picked up the book that I had purposely laid on the 
 floor, and replaced it on the table, while all the rest stepped over 
 it, or shoved it aside, and he waited quietly for his turn, mstead of 
 pushing and crowding, showing that he was honest and orderly. 
 When I talked with him, I noticed that his clothes were carefully 
 brushed, his hair in nice order, and his teeth as white as milk ; 
 and when he wrote his name, I noticed that his finger-nails were 
 clean, instead of being tipped with jet. Don't you call those 
 things letters of recommendation ? I do ; and I would give more 
 for what I can tell about a boy by using my eyes ten minutes than 
 for all the fine letters he can bring me." — Little Corporal. 
 
 THE DAISY. 
 
 There is a flower, a little flower, 
 With silver crest and golden eye. 
 That welcomes every changing hour. 
 And weathers every sky. 
 
 On waste and woodland, rock and plain. 
 Its humble buds unheeded rise; 
 The rose has but a summer reign; 
 The daisy never dies. — Montgomery. 
 
 Tablet No. 6.— (For Sixth Year.) 
 
 2. "Out-of-door" being a compound word is some- 
 times called a compound adjective. 
 
 3-4. Be sure to precede these lessons with sufificient 
 oral drill. A failure in comprehending this subject will 
 involve complete failure in analysis. 
 
 7. The general rule for the formation of the plural of 
 nouns is given on p. 49. The subject will also be con- 
 sidered on pp. 61, 62, 64, 67, and 75. 
 
LANGUAGE TABLET No. 6. 
 
 59 
 
 The teacher will develop the special rules for forming 
 the plural that appear at the end of the notes on Tablet 
 No. 6, pp. 6i and 62. 
 
 Show by example how these nouns are made plural 
 then let the pupil state the principle and deduce the rule. 
 
 9. It is desirable that pupils should now be able to use 
 possessive forms with accuracy, and experience has shown 
 that this subject can be mastered before the subject of 
 case is fully considered. It will hereafter be shown 
 (Tablet 7) that t\\& t^rms sjibject siiigu la?' dind subject pljira I 
 are identical with nomijiative and objective singular and 
 plural. Do not hasten over the ivork of this lesson. 
 
 14. The pupil will tell how the ore is obtained 
 it is melted ; what pig iron is ; what 
 what useful articles are made from iron, etc 
 
 how 
 
 wrought iron is ; 
 
 15. Let the pupil also separate the subject from the 
 predicate by a vertical line. Note the two elements in 
 a transitive sentence — the action and its object. 
 
 21. See Tablet 4, Lesson 47. 
 
 24. See Tablet 5, Lessons 31-35. 
 
 25. Let the pupils thoroughly learn the list given 
 below before writing the lesson. 
 
 ADJECTIVES OF IRREGULAR COMPARISON. 
 
 POSITIVE. 
 
 good, 
 bad. ^ 
 ill, S 
 much, ) 
 many, ) 
 
 fore, 
 
 COMPAR. 
 
 SUPERL. 
 
 POSITIVE. 
 
 COMPAR. 
 
 SUPERL 
 
 better, 
 
 best. 
 
 litde, 
 
 less. 
 
 least. 
 
 worse, 
 
 worst. 
 
 near. 
 
 nearer, 
 
 ( nearest 
 ( next. 
 
 more, 
 
 most. 
 
 late. 
 
 S later, 
 ( latter. 
 
 latest, 
 last. 
 
 former. 
 
 \ foremost. 
 i first. 
 
 old. 
 
 ) older, 
 ) elder. 
 
 oldest, 
 eldest. 
 
60 TEACHERS MANUAL, 
 
 26. Show that some adjectives, like '^ sweet " and 
 '' sour," quahfy nouns and pronouns, and are called 
 qualifying adjectives; that others, like '' a," '' the," *' this," 
 '' one," etc., limit the meaning of nouns, and are called 
 limiting adjectives. Teach that some qualifying adjec- 
 tives are formed from proper nouns, and are called proper 
 adjectives. They should always have a capital. Show 
 that some adjectives, like '^ perfect," '' complete," etc., 
 cannot be compared. 
 
 28. All words ending in oiis are adjectives. 
 
 29. Perhaps it will be well for the teacher to give 
 some description of a salt mine — that at Cracow in 
 Poland is most noted. Tell also how salt is obtained 
 by the evaporation of the water of salt springs. (The 
 salt works of Syracuse, New York, will furnish a good 
 example.) 
 
 31. Give the pupils the following form if necessary: 
 
 Mrs. Thompson requests the pleasure of Mr. and Mrs. 
 James Wilson's company at dinner, on Wednesday even- 
 ing next, at 5 o'clock. 
 
 180 Austin Ave., 
 
 Tuesday, 30th Dec. 
 
 32. Notice that these are adverbs of manner, and are 
 compared like adjectives. 
 
 33-35. Here, at last, we have the complete idea of 
 the adverb. 
 
 We began in Tablet 4, Lessons 26-30, with liow, ivhen, 
 and where words, and so prepared the way for Tablet 5, 
 Lesson 42, in which it was shown that all such words, 
 and all words that modify the verb are adverbs. We now 
 
LANGUAGE TABLET No. 6. 61 
 
 show that all words that modify an adjective or adverb 
 are also adverbs. 
 
 Notice that such adverbs as very, quite, entirely, etc., 
 are adverbs of degree. 
 
 37. Be sure that pupils do not use the hyphen at the 
 end of the line so as to divide a syllable. 
 
 41. See Tablet 5, Lesson 12. 
 
 47. It is a very common error to pluralize such nouns 
 as " pailful " thus : *' pailsful." 
 
 A FEW SIMPLE DEFINITIONS AND RULES. 
 
 When a noun or pronoun represents the speaker, it is in the 
 first person. 
 
 When it represents the person spoken to, it is in the second 
 person. 
 
 When it represents the person spoken of, it is in the third 
 person. 
 
 Nouns or pronouns of the masculine geuder represent males. 
 
 Nouns or pronouns of the feminine g'ender represent females. 
 
 Nouns or pronouns of the neuter g-ender represent neither 
 males nor females. 
 
 A noun or pronoun is in the nominatiye case when something 
 is affirmed of it. 
 
 A noun or pronoun is in the possessive case when it denotes 
 possession. 
 
 A noun or pronoun is in the objective case when it is the 
 object of a verb or a preposition. 
 
 A transitive verb is one that expresses action, and has an 
 object. 
 
 An intransitive verb is one that expresses the being or state 
 of its subject, or simply action without an object. 
 
 An adverb is a word that modifies a verb, an adjective, or an 
 adverb. 
 
 Rule. Nouns ending in y preceded by a consonant change y 
 to i, and add es to form the plural. 
 
63 TEACHER'S MANUAL, 
 
 • 
 Nouns ending in / or fe generally change these letters to ves 
 
 to form the plural. 
 
 Nouns ending in o after a consonant, also in .r, sh and ch soft 
 generally form their plural by adding es. See also page 49. 
 
 Rule. A capital letter must begin: (i) The first word of 
 every complete sentence. (2) All words used in titles or head- 
 ings. (3) Every line of poetry. (4) Every direct quotation. (5) 
 Every proper noun and proper adjective. (6) All names of the 
 Deity. (7) All personified words. (8) Words especially distin- 
 guished. (9) The words / and O are always capitals. 
 
 Aft €7' the teacher has read one of the folhnving lessons carefully 
 to the pupils, let them reproduce it, orally or in ivriting, in their 
 own language, adding any other points that the story may suggest. 
 
 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. 
 
 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 ; 
 Now grandmother's cap I spy! 
 Hurrah for the fun ! 
 Is the pudding done .^ 
 Hurrah for the pumpkin-pie! — L. M. Child. 
 
 MEXICAN MILKMEN. 
 
 One of the curiosities of the city of Mexico is the manner of 
 selling milk. Instead of a handsome wagon rattling up with its 
 bright cans and its cheery driver, the cows themselves, with their 
 calves following muzzled, are driven to your door. Just think; 
 you have the cow milked under your very window every morning, 
 and you have no fear that you are paying for more water than 
 milk. 
 
LANGUAGE TABLET No. 7. 63 
 
 THE LARK AND HER YOUNG ONES. 
 
 A lark had made her nest in the early spring in a field of 
 wheat. The brood had almost become able to use their wings, 
 when the owner of the grain, which was now quite ripe, came to 
 see it, and said • " The time has come when I must send for all 
 my friends to help me with my harvest." One of the larks heard 
 his speech, and told it to his mother, asking her to what place 
 they should now move for safety. " There is no need to move 
 yet, my son," she said ; " the man who only sends to his friends to 
 help him with his harvest is not really in earnest." The owner 
 came again a few days later, and saw the grain falling to the 
 ground from ripeness, and said : " I will come myself to-morrow 
 with my sons, and get in the grain." The lark, on hearing these 
 words, said: " It is time to be ofif, my little'ones, for the man is in 
 earnest this time; he no longer trusts to his friends, but will reap 
 the field himself." 
 
 PERSUASION IS BETTER THAN FORCE. 
 
 A dispute once arose between the north wind and the sun as 
 to which had the most power, and they agreed to try their 
 strength upon a traveler, and see which would be able to get his 
 coat off in the least time. The north wind first tried his power, 
 and blew with all his might. But this only made the man wrap 
 his cloak the more closely about him. Then the sun shone out 
 with all his warmth. His sultry rays, beating upon the traveler's 
 head, obliged him to lay aside his cloak and seek the shelter of 
 a grove by the roadside. 
 
 TABLET No. 7.-(For Seventh Year.) 
 
 I. See Tablet 4, Lessons 16, 17; also Tablet 5, Lessons 
 21, 22. Show that some words, like "neatness" and 
 '* pride," are the names of qualities, and are called ab- 
 stract notuis ; that some singular nouns, like "army," 
 '* f^ock," etc., denote many, and are called collective nouns ; 
 and that some nouns compounded of two or more words, 
 like ''father-in-law" and ''man-servant," are called com- 
 pound nouns. 
 
64 TEACHER'S MANUAL, 
 
 2. Take every opportunity to impress upon the class 
 that the simple subject and the simple predicate are the 
 two prominent words in a sentence, and that they should 
 receive the first consideration. 
 
 7. See Tablets 5 and 6, also pp. 49, 61, and 62. 
 
 9. The teacher may give some information, if neces- 
 sary, about the way in which coal is mined. 
 
 10. Show that compound nouns are generally made 
 plural by pluralizing the important part of the word ; as, 
 '^ fathers-in-law." But when the hyphen is omitted, they 
 follow the general rule ; as, " cupfuls." Many abbrevia- 
 tions are pluralized by annexing s as D?'s. Other abbre- 
 viations have a separate plural form as Mr., Messrs. Let- 
 ters and figures are made plural by annexing an apostro- 
 phe and s\ as in the following examples: '* Add the 4's." 
 " Write the a's." 
 
 Some nouns are found only in the singular ; as, sil- 
 ver, Jwnesty, meekness. 
 
 Some nouns have no singular ; as, scissors, trozvsers, 
 tongs. 
 
 Some nouns are the same in both numbers; as, sheep, 
 deer, vermin. 
 
 12. Nouns of doubtful gender are those that have the 
 same form in masculine and feminine, and where, from the 
 context, the gender cannot be determined. Such nouns 
 are sometimes said to be in the common gender. Teach 
 that pronouns have the same person, gender, and number 
 as the nouns for which they stand. 
 
 16. Masculine nouns are sometimes made feminine by 
 using a different word; SiS, gander, goose ; bachelor, maid ; 
 
LANGUAGE TABLET No. 7. 65 
 
 earl, countess ; friar, nun ; ivizard, zviteh ; lord, lady ; 
 duke, duchess. 
 
 Sometimes masculine nouns are made feminine by a 
 change of termination; as, lion, lioness; shepherd, shep- 
 herdess ; actor, actress ; tiger, tigress ; hero, Jieroinc ; ivid- 
 oiver,widozv ; bridegroom, bride ; emperor, empress ; admin- 
 istrator, administratrix ; executor, executrix. 
 
 Some masculine nouns are made feminine by prefixing 
 a word ; as, man-servant, maid-servant, etc. 
 
 1 8. This is only a partial truth in regard to the nomi- 
 native case ; the whole idea will be developed when the 
 pupil is able to bear it. Be sure that what is presented is 
 comprehended. Give many other sentences, and let the 
 pupil select the nominatives. 
 
 19. See Tablet 6, Lesson 9. ' 
 
 21. See Tablet 6, Lesson 36. 
 
 22. Notice that the nominative and objective cases of 
 nouns have the same form (spelling). 
 
 Explain that the arrangement of the different forms of 
 a noun or pronoun, according to its case, is called declen- 
 sion. Give the pupil the proper form for declension, thus : 
 
 Sing. Flu. Sing. Plu. Sing. Plu. 
 
 Nom. cat, cats, lady, ladies, man, men, 
 
 Poss. cat's, cats', lady's, ladies', man's. men's, 
 
 Obj. cat, cats. lady. ladies. man. men. 
 
 26. Teach that double comparatives and superlatives 
 should be corrected by dropping the superfluous term ; also 
 that some adjectives — such as limiting adjectives, proper 
 adjectives, and adjectives that are generally nouns — cannot 
 be compared. Examples: '' A silver spoon," " this book," 
 " French goods." 
 
66 
 
 TEACHER'S MANUAL, 
 
 28. See Tablet 4, Lesson 34. 
 
 29. Lead the pupil by inductive oral instruction to a 
 right understanding of the subjects here presented. The 
 especial object of this work is to prepare the pupil for the 
 work of false syntax given below. Give especial attention 
 to the word tJievi^ as it is here considered before the other 
 pronouns. 
 
 31. See Tablet 4, Lesson 42. Explain that such words 
 as /, nic, yoii, his, they, etc. show by their spelling what 
 their person is, and so are properly csXl^d personal pronouns. 
 The following is the declension of all the personal pro- 
 nouns : 
 
 FIRST PERSON. SECOND PERSON. THIRD PERSON. 
 
 
 Sing. 
 
 Plu. Sing. 
 
 Plu. 
 
 Sing. Plu. 
 
 Norn. 
 
 , I, 
 
 we, thou. 
 
 you. 
 
 he, they. 
 
 
 I my 
 ■ or 
 
 our thy 
 
 your 
 
 their ^ 
 
 Poss. 
 
 or or 
 
 or 
 
 his, or - 
 
 
 ' mine, 
 
 ours, thine. 
 
 yours, 
 
 theirs, ) 
 
 Obj. 
 
 me. 
 
 us. thee. 
 
 you. 
 
 him. them. 
 
 
 THIRD PERSON. 
 
 THIRD PERSON. 
 
 
 Sing. 
 
 Plu. 
 
 Sing, 
 
 Plu. 
 
 Nom. 
 
 she. 
 
 they, 
 
 it. 
 
 they. 
 
 Poss. 
 
 her or 
 
 hers, their or theirs, 
 
 its, 
 
 their or theirs, 
 
 Obj. 
 
 her. 
 
 them. 
 
 it. 
 
 them. 
 
 In common style the personal pronouns of the second 
 person plural number are used also in the singular. It 
 will be noticed that the apostrophe is not used in the pos- 
 sessive case of the personal pronouns. 
 
 When pronouns of different persons are in the same 
 construction, the pronoun of the first person should always 
 be placed last, the pronoun of the second person first. 
 
LANGUAGE TABLET No. 7. 67 
 
 33. The subject of an imperative sentence is always 
 tJioii.yc, or you. 
 
 35. If necessary, tell the pupil how petroleum is ob- 
 tained by boring, and how it sometimes spouts up from 
 the earth. Tell something about its manufacture into 
 kerosene. 
 
 36. This lesson will need much patient oral work. In 
 determining the cases of these words, it will be well to 
 select the verb, then put wJio or ivJuit before it to find the 
 subject, then whom or what after it to find the object. 
 
 37. This kind of synthetic work is very valuable, but 
 most children find it difficult. 
 
 38. A noun or pronoun is parsed by stating its class, 
 and giving its person, gender, number, and case. If it is 
 a pronoun, these will be the same as in the noun for which 
 it stands. 
 
 If the noun or pronoun is in the possessive case, name 
 the noun to which it belongs. If it is in the nominative 
 or objective case, state of what verb it is the subject or 
 object. 
 
 39. Teach that some nouns form their plurals irregu- 
 larly ; as, brother, brctJircii ; tooth, tcctJi; penny, pence; 
 foot, feet ; etc. (Nouns from foreign languages will be 
 considered hereafter.) 
 
 43. See Tablet 4, Lesson 13. 
 
 45. Notice especially that the verb lacks the main ele- 
 ment of a transitive verb : namely, aetion. Parse boy by 
 telling what it is, and by giving its person, number, gen- 
 
68 . TEACHER'S MANUAL, 
 
 der, and case, and stating that it is the predicate nomina- 
 tive of the verb. This verb to be is sometimes called a 
 7iciitcr verb and sometimes a copulative verb. 
 
 Notice that the noun complement of a transitive verb 
 is the object of the verb, but that the noun complement 
 of an intransitive verb is a predicate nominative, and 
 means the same as the direct nominative. 
 
 A predicate adjective, though in the predicate, is af- 
 firmed of the subject, and should be parsed as modifying it. 
 
 47. Never attempt to analyze a sentence Or parse its 
 different words till the thought of the sentence and the 
 meaning of each word are clearly understood. Time spent 
 in making these points clear is not lost. 
 
 The analysis of a sentence consists in separating it into 
 its elements, for the purpose of finding their mutual re- 
 lation and dependence. Synthesis consists in uniting such 
 elements into sentences. 
 
 48. The transposition of a sentence consists in chang- 
 ing the order of its elements. To facilitate the work of 
 analysis or parsing, the change should be to the natural 
 order of these elements ; that is, the subject and its modi- 
 fiers should usually come first, afterwards the predicate 
 and its modifiers. 
 
 A FEW DEFINITIONS. 
 
 An abstract noun is the name of a quality. 
 
 A collective noun is one that in the singular expresses many. 
 
 A compound noun is formed of two or more united words. 
 
 The declension of a noun or pronoun is the proper arrange- 
 ment of its different forms according to their number and case. 
 
 A personal pronoun is one that shows its person by its form. 
 
 The pronouns who, which, and what, when used in asking 
 questions, are called interrog"ative pronouns. 
 
 A noun complement is a noun used in the predicate to com- 
 plete the sense. 
 
LANGUAGE TABLET No. 7. 69 
 
 An adjective complement is an adjective used in the predicate 
 to modify the subject, 
 
 Parsini^ consists in telHng what a word is, its class, its proper- 
 ties or forms, and its relation to other words. 
 
 A FEW SENTENCES FOR ANALYSIS AND PARSING. 
 
 {^Let the teacher use these sentences, as those in the Tablet have 
 been used, rather than for complete and formal parsing.'] 
 
 The bones of birds are filled with air. 
 
 God tempers the wind to the shorn lamb. — Sterne. 
 
 The air of the Alps is very pure and rare. 
 
 The awful voice of the storm howled through the rigging. 
 
 A clear conscience can bear any trouble. 
 
 The figs of commerce come mostly from Smyrna. 
 
 Who can describe the splendor of the heavens } 
 
 The Esquimaux belong to the Mongolian race. 
 
 Nearly all compound adjectives have the hyphen. 
 
 The Bay of Fundy has the highest tides in the world. 
 
 Queen Victoria resides mostly at Windsor Castle, near London. 
 
 Snow and ice are different forms of water. 
 
 How many fine trees grow in California ! 
 
 Did you ever see a wild morning-glory.'' 
 
 Who can describe its blossom } 
 
 Which is the finest flower in your garden } 
 
 What is the name of that pretty bird } 
 
 Take care of the minutes! 
 
 REPRODUCTION LESSONS. 
 
 MAKING AUGER HOLES WITH A GIMLET. 
 
 "My boy, what are you doing with that gimlet? "said I to 
 a flaxen urchin, who was laboring with all his might at a piece of 
 board before him. " Trying to make auger holes " was the reply, 
 without raising his eyes. 
 
 Precisely the business of, at least, two-thirds of the world — 
 this making auger holes with a gimlet. Here is young A., who 
 has just escaped from a clerk's desk behind the counter. He 
 sports his moustache and his imperial, carries a rattan, drinks 
 champagne, and talks big about the profits of banking and shav- 
 
70 TEACHER'S MANUAL, 
 
 ing notes. He thinks he is really a great man ; but every one 
 around him knows that he is making auger holes with a gimlet. 
 
 Mr, B. may be put down as a distinguished professor of the 
 gimlet. He was a farmer. His father gave him a fine farm, but 
 he was not content. Speculation in corn and flour arose before 
 him, fortunes were made in a twinkling; so he sold out, bought 
 largely, dreamed of the riches of Astor and Rothschild — no more 
 work. But, at last, the bubble burst, and Mr. B. has found out it 
 is difficult to make auger holes with a gimlet. 
 
 THE hornet's nest IN THE BARN. 
 
 A certain man, finding a large hornet's nest under the eaves of 
 his barn, set fire to it, and so burned up both the nest and barn. 
 Such folly, you will say, is impossible; but v/hat is it to that of 
 the man who drinks rum to cure disease ? There is Mr. Gruntly 
 who has been for a year trying to burn out a pain in his breast by 
 firing his stomach w^ith brandy, and the eaves of his house are on 
 fire now. 
 
 There is Mr. Carbuncle who has been dosing for dyspepsia, 
 burning out the hornet's nest with rum till the front of hi§ house 
 is in a blaze. 
 
 Mind what I say, Peter, never make such a fool of yourself, 
 as to set fire to your house for the sake of burning out a hornet's 
 nest. 
 
 MAKE HOME BRIGHT. 
 
 Make your home attractive. Every one loves to look at 
 flowers. Make your home bright with them. Gather the pretty 
 grasses that abound in the fields. Bring in the wild flowers. 
 Search for the vines with bright berries. Collect the pretty 
 mosses. Decorate the mantels and brackets with tnem. Put 
 them on the dining-table. Even boughs of evergreen will brighten 
 up a home if you have no flowers. 
 
 TABLET No. 8.— (For Seventh Year.) 
 
 4. A pronoun usually stands for a noun that goes before 
 it ; but an interrogative pronoun stands for a word that 
 comes after it, and is found in the answer to the question. 
 For the parsing of pronouns see p. 6y. 
 
LANGUAGE TABLET No. 8. 71 
 
 /. Numeral adjectives cannot be compared. 
 
 9. Give many sentences to show that there are certain 
 words Hke tJiis, each, and other, that sometimes limit nouns, 
 and sometimes take the place of nouns, and that there- 
 fore they are called pronominal adjectives (adjective pro- 
 nouns). Notice that the words this, that, these, and those 
 limit definite things, and are therefore called demonstrative 
 adjectives ; that ail, sonic, such, wJiolc, both, other, one, none, 
 and another limit indefinite objects, and are called indeji- 
 nite adjectives ; that cacJi, every, either, and neither point 
 out things taken separately, and are called distributive ad- 
 jectives. The words my, thy, his, her, our, your, its, and 
 their have been given in the list of personal pronouns, but 
 some authors call thtm. possessive adjectives (adjective pro- 
 nouns). The adjective pronoiuis one, other, and another 
 have the apostrophe and s in the possessive case. The 
 words zuhich, wJiat, some, ozvn, former, and latter are also 
 pronominal adjectives. 
 
 16. Teach that a verb has the same person and num- 
 ber as its subject. Show by example how its form varies 
 with the different persons and numbers of its subject. 
 
 17. Show by using personal pronouns after a verb or 
 preposition, that the object of a verb or preposition must 
 be in the objective case. 
 
 18. Teach that the appositive noun is an adjective 
 modifier of the noun that it explains. Show also that it 
 always agrees with it in case. 
 
 19. A noun in apposition is parsed 'by giving its 
 properties and stating the word with which it is in 
 apposition. 
 
"^2 
 
 TEACHER'S MANUAL, 
 
 20. Adverbs generally answer to the question when ? 
 where ? how much ? or how ? 
 
 2 1 . Some adverbs are of irregular comparison ; as, badly, 
 ' worse ^ ivorst ; zvcll, better, best. 
 
 27. A and an are called indefinite articles, because they 
 point out things indefinitely. The is called a definite 
 article, because it points out things definitely. A and 
 an Hmit singular nouns ; the limits singular or plural nouns. 
 An adjective is parsed by stating its class, comparing it 
 if it admits of comparison, naming its degree, and telling 
 the word that it modifies or limits. 
 
 28. The 
 
 following are t 
 
 he principal words 
 
 used as prep- 
 
 ositions: 
 
 
 
 
 aboard 
 
 below 
 
 from 
 
 throughout 
 
 about 
 
 beneath 
 
 in 
 
 till 
 
 above 
 
 beside 
 
 into 
 
 to 
 
 across 
 
 besides 
 
 notwithstanding 
 
 touching 
 
 after 
 
 between 
 
 of 
 
 toward 
 
 against 
 
 betwixt 
 
 off 
 
 towards 
 
 along 
 
 beyond 
 
 on 
 
 under 
 
 amid 
 
 but 
 
 over 
 
 underneath 
 
 amidst 
 
 by 
 
 out of 
 
 until 
 
 among 
 
 concerning 
 
 past 
 
 unto 
 
 amongst 
 
 down 
 
 regarding 
 
 up 
 
 around 
 
 during 
 
 respecting 
 
 upon 
 
 at 
 
 ere 
 
 round 
 
 with 
 
 athwart 
 
 except 
 
 save 
 
 within 
 
 before 
 
 excepting 
 
 since 
 
 without 
 
 behind 
 
 for 
 
 through 
 
 
 38. The following list contains a few of the conjunc- 
 tions : And, as, both, because, for, if, that, or, nor, either, 
 neither, than, tJiongJi, yet, but, except. 
 
LANGUAGE TABLET No. 8. 73 
 
 39. Whenever a neuter noun is personified, it has the 
 mascuHne or feminine pronoun. 
 
 40. For the principal interjections see Tablet 5, Les- 
 son 15. 
 
 42. See Tablet 4, Lesson 47. 
 
 A FEW DEFINITIONS AND RULES. 
 
 A qualifying: adjective is one that expresses quality. 
 
 A limiting- adjective points out or limits a substantive (noun 
 or pronoun). 
 
 A numeral adjective is one that expresses number. 
 
 A pronominal adjective is a word that sometimes limits a 
 substantive, and sometimes stands for it. 
 
 An adverb is a word that modifies a verb, an adjective, or an 
 adverb. 
 
 Rules, i. When a noun or pronoun is the subject 
 of a verb, it must be in the nominative form. 
 
 2. When a noun or pronoun limits another noun by 
 expressing ownership, it must be in the possessive form. 
 
 3. When a noun or pronoun is the objeet of a verb or 
 a preposition, it must be in the objective form. 
 
 4. JVhen a noun or pronoun is the complement of an 
 intransitive verb or of a verb in the passive voice, it must 
 have tJie same ease form as the direct subject. 
 
 5. WJien a noun or pronoun is in apposition, it has the 
 same case as the zvord explained. 
 
 6. An adjective qualifies or limits a noun or pronoun. 
 
 7. A pronoun must have the same person, gender, and 
 mimber as the noun for which it stands. 
 
 8. A verb must agree with its subject in number and 
 person. 
 
 9. An adverb modifies a verb, an adjective, or an 
 adverb. 
 
74 TEACHER'S MANUAL, 
 
 10. A preposition shoivs the 'relation betzveen its object 
 and the word that the phrase modifies. 
 
 11. A eonjnnetion connects zuords, phrases, or sentences. 
 
 12. A)i interjection has no dependence upon other zuords 
 in the sentence. 
 
 [Other rules on page 88 ] 
 A FEW SENTENCES FOR ANALYSIS AND PARSING. 
 
 [Let the pupil first analyze each sentence as in Tablet 8, Les- 
 son 29, and afterwards parse each word. As his knowledge of the 
 verb is yet quite limited, let him simply state whether it is transi- 
 tive or intransitive, and also give its person and number.] 
 
 Many birds build their nests on trees. 
 
 How can you tell the age of this tree } 
 
 The wings of a butterfly are covered with delicate scales. 
 
 The Rio Grande separates Texas from Mexico. 
 
 Liars should have good memories. 
 
 The loftiest and strongest trees spring heavenward among the 
 rocks. 
 
 Crowns were the playthings of Napoleon. 
 
 A cobra can renew its fangs in three months. 
 
 A grandee on the exchange may be a pauper in God's universe. 
 
 The last sunlight has flashed from that deck. — Beecher. 
 
 Diogenes, the Greek philosopher, lived in a tub. 
 
 Does he belong to the order of smilers or of scowlers .'' — Holjues. 
 
 Hear the tempest on the mountain ! 
 
 How sweet is the fragrance of this little flower I 
 
 I have always despised the whining yelp of complaint and the 
 cowardly feeble resolve. — Burns. 
 
 With the surrender of Quebec the French power in America 
 fell. 
 
 The water-spaniel rivals all other dogs in his attachment to his 
 master. 
 
 Nature commonly lodges her treasures and jewels in rocky 
 ground. 
 
 For what market are you raising those splendid thistles ? 
 
LANGUAGE TABLET No. 9. 75 
 
 REPRODUCTION LESSONS. 
 
 Let the pupil tell what he can, in his own language, about 
 " The Brook" adding whateifer else these lines may suggest. 
 
 I chatter over stony ways, 
 
 In little sharps and trebles; 
 I bubble into eddying bays, 
 
 I babble on the pebbles. 
 
 I steal by lawns and grassy plots, 
 
 I slide by hazel covers; 
 I move the sweet forget-me-nots. 
 
 That grow for happy lovers. 
 
 And out again I curve and flow 
 
 To join the brimming river, 
 For men may come, and men may go, 
 
 But I go on forever. — Tennyson. 
 
 THE BOBOLINK. 
 
 Of all the birds of our groves and meadows, the bobolink was 
 the envy of my boyhood. He crossed my path in the sweetest 
 weather and the sweetest season of the year, when all nature 
 throbbed to the fields, and the rural feeling throbbed in every 
 bosom. He comes amid the pomp and fragrance of the season; 
 his life seems all sensibility and enjoyment, all song and sunshine. 
 He is to be found in the soft bosoms of the freshest and sweetest 
 meadows; and is most in song when the clover is in blossom. 
 He perches on the topmost twig of a tree, or on some long 
 flaunting weed, and, as he rises and sinks with the breeze, pours 
 forth a succession of rich, tinkling notes; crowding one upon 
 another, like the outpouring melody of the skylark, and possessing 
 the same rapturous character. — Irving. 
 
 TABLET No. 9.-(For Eighth Year.) 
 
 I. The following is a short list of foreign nouns and 
 their plurals : Dattun, data ; erratum, errata ; inediuiHy 
 media; viiuutia, minutice; stratum, strata; ellipsis, ellipses; 
 phenomenon, pJienomena ; index, indiees ; radius, radii ; 
 genus, genera; genius, genii; eJierub, eJierubim ; beau, 
 beaux. 
 
76 TEACHER'S MANUAL, 
 
 10. Most of the trouble that the pupil finds in the an- 
 alysis of sentences comes from the complex sentence. 
 The teacher should therefore be sure that every step of 
 the instruction is made plain, and that every point has 
 many illustrative sentences. 
 
 11. In combining these sentences, any words maybe 
 changed or omitted if necessary. 
 
 12. If the words connected are in apposition, the verb 
 is singular. 
 
 14. Begin with a review of word and phrase modifiers 
 of a noun, and then come to clause modifiers. Illustrate 
 by easy sentences. 
 
 15. Proceed as in Lesson 14. 
 
 16. The relative pronoun cannot be properly taught 
 except as a part of a complex sentence — a connective of 
 the clause, or dependent member, to the principal member. 
 First consider it as a connective, then as a pronoun. 
 This is one of the most difficult parts of speech for the 
 pupil to master. 
 
 21. Begin with sentences containing the different forms 
 or cases of the relative pronoun ; then arrange them in 
 regular order, thus : 
 Singular & Phiral'. Nom. ivJio, Boss. ivJwsc^ Obj. ivJwni. 
 
 " ' ' " Nom. wJi ich , Boss, zvhosc , O b j . zvh icJi . 
 
 WJiat and tJiat are found only in the nominative and 
 objective cases in both numbers. 
 
 The relative pronoun is parsed by giving its anteced- 
 ent — that is, the noun or pronoun for which it stands — then 
 its person, gender, and number, which are always the same 
 as its antecedent, also by giving its case and government. 
 
LANGUAGE TABLET No. 9. 77 
 
 23. Begin with adverbial word and phrase modifiers, 
 and then come to clause modifiers. 
 
 24. Do not attempt to teach the conjunctive adverb 
 till the sentence containing it is first analyzed. Be sure 
 that the pupil knows which is the principal member, and 
 which the dependent member or modifying clause. No- 
 tice that sometimes the principal member comes after the 
 dependent member. In such a case let the pupil trans- 
 pose the order of the members. 
 
 The principal conjunctive adverbs are zc/icii, i^'Jiih\ 
 ivJicrc, till, until, since, so, (rs, after, before. 
 
 A conjunctive adverb is parsed by stating the clause it 
 connects to the principal member, and also what two 
 verbs it modifies. 
 
 27. It will be very easy for pupils to thoroughly master 
 the co-ordinate conjunction. Consider it in its relation to 
 words, then in its relation to sentences. Then take the 
 subordinate conjunction, and proceed as in the case 
 of the conjunctive adverb. The principal- subordinate 
 conjunctions are that, t/ioiigh, although, exeept, lest, beeause, 
 if, unless, for, as, since. The subordinate conjunction is 
 parsed by stating what dependent member is connected to 
 the principal one. The co-ordinate conjunction is parsed 
 by telling what words, phrases, or sentences it connects. 
 
 Notice that the three connectives of the clause, or de- 
 pendent member, to the principal member, are the relative 
 pronoun, the conjunctive adverb, and the subordinate 
 conjunction. Give many sentences illustrating this, and 
 require the pupil to select and parse these connectives. 
 Then let them make other complex sentences containing 
 
 ,5, This lesson is introductory to 36, 
 
78 TEACHER'S MANUAL, 
 
 36. Some grammarians use the terms active verbs 
 and passive vei^bs. 
 
 38. Make the pupil understand that whenever the form. 
 of the sentence is changed from the active to the passive, 
 the object of the active verb is made the subject of the 
 passive verb. 
 
 39. Do not begin by saying that may, can, mtist, etc., 
 are signs of the potential mood, but first give sentences 
 containing these forms, and then note the construction 
 of these verbs; afterwards name their signs, and state 
 what they each denote. 
 
 41. The subjunctive mood is found only in the de- 
 pendent member of a complex sentence, and must be 
 taught only in connection with such a sentence. Though 
 the subjunctive mood is used much less than formerly, yet 
 it should be thoroughly taught. The signs of the sub- 
 junctive mood are if, though, unless, except, etc. 
 
 42. Do not hurry over the subject of mood. Show 
 that the subject of every verb in the imperative mood is 
 thon, ye, or yon, and that the sign of the infinitive mood 
 is to. 
 
 A FEW SIMPLE DEFII>J ITIONS. 
 
 A simple sentence has one subject and one predicate. 
 
 A compound sentence consists of two or more simple sentences 
 connected by a conjunction. 
 
 A complex sentence consists of a simple sentence modified by 
 one or more simple sentences. 
 
 A clause is a dependent member of a complex sentence. 
 
 A relative pronoun is a word that relates to a noun or pro- 
 noun, and connects its clause to the principal member. 
 
 When a verb represents its subject as acting, it is in the actiye 
 Toice or form. 
 
LANGUAGE TABLET No. 9. 79 
 
 When a verb represents its subject as being acted upon, it is 
 in the passive voice or form. 
 
 The indicative mood makes a statement, or asks a question. 
 
 The potential mood asserts that an act or state may, can, 
 must, mi^Iit, could, would, or sliould be done or exist. 
 
 The subjunctive mood is used in clauses to denote both doubt 
 or futurity. It sometimes also expresses a wish. 
 
 The imperative mood asserts a command. 
 
 The infinitive mood expresses the action or being in a general 
 manner. 
 
 The present tense denotes present time; the past tense, past 
 time , the future tense, future time. 
 
 The perfect tenses denote completion in the time specified; 
 thus, the present perfect tense denotes an act completed in pre- 
 sent time, etc. 
 
 A FEW SENTENCES FOR ANALYSIS AND PARSING. 
 
 Let the pupil analyze each sentence as in Tablet No. 9, and 
 afterwards parse each word. Parse verbs as in the former Tablet. 
 
 A clear streamlet of bright, sparkling water rippled through 
 the glade. 
 
 What sighs have been wafted after that ship ! 
 
 God's finger touched him, and he slept. 
 
 One's real character generally shows itself in little things. 
 
 Each joint of the rattlesnake's tail represents a year's growth. 
 
 Arabia was probably the original country of the horse. 
 
 Put not your trust in money, but put your money in trust. 
 
 —O. IV. Holmes. 
 
 Enormous quantities of Indian corn are annually produced 
 in the Mississippi Valley. 
 
 The proverb answers where the sermon fails. 
 
 Never brag of your fish before you catch them. 
 
 Those who govern best make the least noise. 
 
 Speak clearly if you speak at all. — Holmes. 
 
 Chocolate is prepared from the seeds of the cacao-tree. 
 
 A single banyan-tree has sheltered an army of seven thousand 
 men. 
 
80 TEACHER'S MANUAL, 
 
 A rattlesnake will not generally attack you, unless you irritate it. 
 
 Most persons who ask for advice want praise. 
 
 A good reader will often pause where no grammarian would 
 insert a point. 
 
 The ornaments of a home are the friends who frequent it. 
 
 The love which survives the tomb is one of the noblest attri- 
 butes of the soul. — Irvhig. 
 
 Walruses are excellent swimmers, but they are awkward in 
 their movements on shore. 
 
 Bear your burden manfully till the holiday is fairly earned. 
 
 Let the teacher read to the class this selection from ''The 
 Village Blacksmith ; " then let them reproduce it iti their own 
 langtiage, adding whatever the poem may suggest. 
 
 Under a spreading chestnut-tree 
 
 The village smithy stands; 
 The smith, a mighty man is he, 
 
 With large and sinewy hands; 
 And the muscles of his brawny arms 
 
 Are strong as iron bands. 
 
 His hair is crisp and black and long; 
 
 His face is like the tan; 
 His brow is wet with honest sweat — 
 
 He earns whate'er he can ; 
 And looks the whole world in the face, 
 
 For he owes not any man. 
 
 Week in, week out, from morn till night. 
 
 You can hear his bellows blow ; 
 You can hear him swing his heavy sledge, 
 
 With measured beat and slow. 
 Like a sexton swinging the village bell. 
 
 When the evening sun is low. 
 
 And children coming home from school. 
 
 Look in at the open door; 
 They love to see the flaming forge. 
 
 And hear the bellows roar, 
 And catch the burning sparks that fly 
 
 Like chaff from a threshing-floor. 
 
 — Longfellow. 
 
LANGUAGE TABLET No. 10. 81 
 
 TABLET No. 1 O.— (For Eighth Year.) 
 
 2. The compound relatives are declined like the simple 
 relatives. PV/iat should be parsed as t/iat and which. 
 
 3. Notice the different forms in the singular and plu- 
 ral, also the different terminations on account of person. 
 See also Lesson 18. 
 
 8. For the construction of the active participles see 
 Lesson 4. The present passive participle is formed by pre- 
 fixing being to the past active p'articiple ; \.h.Q past passive 
 participle has the same form as the past active; the/^r- 
 fect passive ^2iYi\c\'p\Q \s formed by prefixing having been 
 to thQ past passive. See also Lesson 26. 
 
 10. When a participle is used as a noun, it is some- 
 times called a verbal. When a participle is used as an 
 adjective, it is called di participial adjective. 
 
 11. Notice that these nouns are in the second person. 
 
 12. This is an awkward construction, and should be 
 avoided if possible. 
 
 15. The following is a list of the irregular verbs with 
 all their principal parts, except the present participle which 
 is always formed by adding ing to the present indicative. 
 Those marked R. have also the reo-ular form : 
 
 PRES. 
 
 PAST 
 
 PAST 
 
 PRES. 
 
 PAST 
 
 PAST 
 
 IND. 
 
 IND. 
 
 PART. 
 
 IND. 
 
 IND. 
 
 PART. 
 
 Abide, 
 
 abode. 
 
 abode. 
 
 Begin, 
 
 began. 
 
 begun. 
 
 Arise, 
 
 arose, 
 
 arisen. 
 
 Bend, 
 
 bent, R. 
 
 bent, R. 
 
 Awake, 
 
 awoke, R. 
 
 awaked. 
 
 Bereave, 
 
 bereft, R. 
 
 bereft, R. 
 
 Am (Be), was. 
 Bear, bore, 
 
 (,To bring forth.) 
 
 Bear, bore, 
 
 (To carry.) 
 
 Beat, beat. 
 
 been, 
 born. 
 
 borne. 
 
 beaten. 
 
 Beseech, 
 Behold, 
 
 Bid, 
 
 Bind, 
 
 besought, 
 beheld, 
 
 j bid. 
 
 \ bade, 
 bound. 
 
 , besought 
 beheld, 
 bidden, 
 bid, 
 bound. 
 
82 
 
 TEACHER'S MANUAL, 
 
 PRES. 
 
 PAST 
 
 PAST 
 
 PRES. 
 
 PAST 
 
 PAST 
 
 IND. 
 
 IND. 
 
 PART. 
 
 IND. 
 
 IND. 
 
 PART. 
 
 Bite, 
 
 bit. 
 
 S bitten, 
 '} bit. 
 
 Feed, 
 
 fed. 
 
 fed. 
 
 
 
 Feel, 
 
 felt. 
 
 felt. 
 
 Bleed, 
 
 bled. 
 
 bled. 
 
 Fight, 
 
 fought. 
 
 fought. 
 
 Blow, 
 
 blew. 
 
 blown. 
 
 Find, 
 
 found. 
 
 found. 
 
 Blend, 
 
 blent, R. 
 
 blent, R. 
 
 Flee, 
 
 fled. 
 
 fled. 
 
 Bless, 
 
 blest, R. 
 
 blest, R. 
 
 Fling, 
 Fly, 
 
 fiung. 
 
 flung. 
 
 Break, 
 
 broke. 
 
 broken. 
 
 flew, 
 
 flown. 
 
 Breed, 
 
 bred, 
 
 bred. 
 
 Forbear, 
 
 forbore. 
 
 forborne. 
 
 Bring, 
 
 brought. 
 
 brought. 
 
 
 
 \ forgotten, 
 / forgot. 
 
 Build, 
 
 built, R. 
 
 built, R. 
 
 Forget, 
 
 forgot, 
 
 Burn, 
 
 burnt, R. 
 
 burnt, R. 
 
 Forsake, 
 
 forsook. 
 
 forsaken. 
 
 Burst, 
 
 burst. 
 
 burst. 
 
 Freeze, 
 
 froze, 
 
 frozen. 
 
 Buy. 
 Cast. 
 
 bought, 
 cast. 
 
 bought, 
 cast. 
 
 Get, 
 
 got, 
 
 S got. 
 I gotten. 
 
 Catch, 
 
 caught. 
 
 caught. 
 
 Give, 
 
 gave. 
 
 given. 
 
 Chide, 
 
 chid, 
 
 \ chidden, 
 
 Go, 
 
 went. 
 
 gone. 
 
 
 
 1 chid. 
 
 Grind, 
 
 ground. 
 
 ground. 
 
 Choose, 
 
 chose. 
 
 chosen. 
 
 Grow, 
 
 grew. 
 
 grown. 
 
 Cleave, 
 
 cleft, 
 
 3 cleft, 
 } cloven. 
 
 Hang, 
 Have, 
 
 hung, R. 
 had. 
 
 hung, R. 
 had. 
 
 Cling, 
 
 clung. 
 
 clung. 
 
 Hear 
 
 heard, 
 
 heard. 
 
 Clothe, 
 
 clad, R. 
 
 clad, R. 
 
 
 
 \ hewed 
 
 Come, 
 
 came. 
 
 come. 
 
 Hew 
 
 hewed. 
 
 ) hewn. 
 
 Cost, 
 
 cost. 
 
 cost. 
 
 
 
 \ hidden, 
 
 Creep, 
 
 crept. 
 
 crept. 
 
 Hide, 
 
 hid. 
 
 } hid. 
 
 Crow, 
 
 crew, R. 
 
 crowed. 
 
 Hit, 
 
 hit. 
 
 hit. 
 
 Cut. 
 
 cut. 
 
 cut. 
 
 Hold, 
 
 held. 
 
 held. 
 
 Dare, 
 
 durst. 
 
 dared. 
 
 Hurt, 
 
 hurt. 
 
 hurt. 
 
 (To venture.) 
 
 Deal, dealt, r. 
 
 dealt, R. 
 
 Keep, 
 
 kept, 
 
 kept. 
 
 Die, 
 
 dug, R. 
 
 dug, R. 
 done. 
 
 Know, 
 
 knew. 
 
 known. 
 
 Do, 
 
 did. 
 
 Kneel, 
 
 knelt, R. 
 
 knelt. 
 
 
 
 
 Knit, 
 
 knit, R. 
 
 knit, R. 
 
 Draw, 
 
 drew. 
 
 drawn. 
 
 
 
 
 Dream, 
 
 dreamt. 
 
 R. dreamt, R. 
 
 Lay, 
 
 laid. 
 
 laid. 
 
 Drink, 
 
 drank. 
 
 \ drunk, 
 'I drank. 
 
 Lead, 
 Leave, 
 
 led, 
 left, 
 
 led. 
 left. 
 
 Drive, 
 
 drove. 
 
 driven. 
 
 Lend, 
 
 lent. 
 
 lent. 
 
 Dwell, 
 
 dwelt, P 
 
 L. dwelt, R. 
 
 Let, 
 
 let. 
 
 let. 
 
 Eat, 
 
 \ ate, 
 
 eaten. 
 
 Light, 
 
 lit, R. 
 
 lit, R. 
 
 / eat, 
 
 eat. 
 
 Lie. 
 
 lay. 
 
 lain. 
 
 Fall 
 
 fell. 
 
 fallen. 
 
 (To 
 
 recline.) 
 
 
LANGUAGE TABLET No. 10. 
 
 PRES. 
 
 PAST 
 
 PAST 
 
 PRES. 
 
 PAST 
 
 PAST 
 
 IND. 
 
 IND. 
 
 PART. 
 
 IND. 
 
 IND. 
 
 PART. 
 
 Lose, 
 
 lost, 
 
 lost. 
 
 Slink, 
 
 slunk, 
 
 slunk. 
 
 Make, 
 
 made, 
 
 made. 
 
 Slit, 
 
 slit, 
 
 slit. 
 
 Mean, 
 
 meant, 
 
 meant. 
 
 Smell, 
 
 smelt, R. 
 
 smelt, R. 
 
 Meet, 
 Pay, 
 
 met, 
 paid, 
 
 met. 
 paid. 
 
 Smite, 
 
 smote. 
 
 ^ smitten, 
 ) smit. 
 
 Put, 
 
 put. 
 
 put. 
 
 Sow, 
 
 sowed, 
 
 sown. 
 
 Read, 
 Rend, 
 Rid, 
 
 read, 
 rent, 
 rid. 
 
 read, 
 rent, 
 rid. 
 
 (To scatter.) 
 
 Speak, spoke, 
 Spend, spent, 
 
 spoken, 
 spent. 
 
 Ride, 
 
 rode, 
 
 ridden. 
 
 Spill, 
 
 spilt, R. 
 
 spilt, R. 
 
 Ring, 
 
 S rang, ( 
 I rung, ) 
 
 rung. 
 
 Spin, 
 Spit, 
 
 spun, 
 spit. 
 
 spun, 
 spit. 
 
 Rise, 
 
 rose, 
 
 risen. 
 
 Spread, 
 
 spread, 
 
 spread. 
 
 Run, 
 
 S run, ] 
 \ ran, \ 
 
 run. 
 
 Spring, 
 
 i sprang, ) 
 I sprung, \ 
 
 ■ sprung. 
 
 Say, 
 
 said. 
 
 said. 
 
 Stand, 
 
 stood, 
 
 stood. 
 
 See, 
 
 saw. 
 
 seen. 
 
 Stay, 
 
 staid, R. 
 
 staid, R. 
 
 Seek, 
 
 sought. 
 
 sought. 
 
 Steal, 
 
 stole, 
 
 stolen. 
 
 Sell, 
 
 sold, 
 
 sold. 
 
 Stick, 
 
 stuck. 
 
 stuck. 
 
 Send, 
 
 sent. 
 
 sent. 
 
 Sting, 
 
 stung, 
 
 stung. 
 
 Set, 
 
 set. 
 
 set. 
 
 Stride, 
 
 strode. 
 
 stridden. 
 
 Shake, 
 Shed, 
 
 shook, 
 shed. 
 
 shaken, 
 shed. 
 
 Strike, 
 
 struck, 
 
 3 struck. 
 I stricken. 
 
 Shine, 
 
 shone, 
 
 shone. 
 
 String, 
 
 strung, 
 
 strung. 
 
 Shoe, 
 
 shod, 
 
 shod. 
 
 Strive, 
 
 strove, 
 
 striven. 
 
 Shoot, 
 
 shot, 
 
 shot. 
 
 Strew, 
 
 strewed, 
 
 strewn. 
 
 Show, 
 
 showed, 
 
 shown, R. 
 
 Swear, 
 
 swore, 
 
 sworn. 
 
 Shrink, 
 
 Shut, 
 
 Sing, 
 
 Sink, 
 
 \ shrunk, 
 \ shrank, 
 
 shut, 
 \ sang, I 
 } sung, { 
 { sank, ) 
 ( sunk, f 
 
 shrunken 
 
 shrunk. 
 
 shut. 
 
 sung, 
 sunk. 
 
 Sweat. 
 Sweep, 
 Swell, 
 
 Swim, 
 
 Swing, 
 
 sweat, R. 
 
 swept, 
 
 swelled, 
 ) swam, } 
 } swum, S 
 
 swung. 
 
 , sweat, R. 
 swept, 
 swollen, R 
 
 swum. 
 
 swung. 
 
 Sit, 
 
 sat. 
 
 sat. 
 
 Take, 
 
 took, ^ 
 
 taken. 
 
 Slay, 
 
 slew, 
 
 slain. 
 
 Teach, 
 
 taught, 
 
 taught. 
 
 Sleep, 
 Slide, 
 
 slept, 
 slid, 
 
 slept. 
 j slid, 
 ( slidden. 
 
 Tear, 
 Tell, 
 Think, 
 
 tore, 
 told, 
 thought, 
 
 torn, 
 told. 
 , thought. 
 
 Sling, 
 
 slung, 
 
 slung. 
 
 Throw, 
 
 threw. 
 
 thrown. 
 
84 
 
 TEACHER'S MANUAL, 
 
 PRES. 
 IND. 
 
 PAST 
 IND. 
 
 PAST 
 PART. 
 
 PRES. 
 IND. 
 
 PAST 
 IND. 
 
 PAST 
 PART. 
 
 Thrust, 
 
 thrust. 
 
 thrust. 
 
 Wet, 
 
 wet. 
 
 wet. 
 
 Tread, 
 
 Wake, 
 Wear, 
 
 Weave, 
 Weep, 
 
 trod, 
 
 woke, R 
 wore, 
 wove, 
 wept. 
 
 j trodden, 
 \ trod. 
 
 woke, R. 
 
 worn. 
 
 woven. 
 
 wept. 
 
 Win. 
 
 Wind, 
 
 Work, 
 
 Wring, 
 
 Write, 
 
 won, won. 
 wound, R. wound, 
 wrought, R. wrought, R 
 wrung, wrung, 
 wrote, written. 
 
 
 A LIST OF THE DEFECTIVE 
 
 VERBS. 
 
 
 
 
 
 Ought, 
 
 Shall, 
 
 Will, 
 
 ought, 
 should 
 would. 
 Quoth, 
 
 
 Can 
 
 could, 
 might. 
 
 
 
 May, 
 Must, 
 
 
 
 
 
 17. The following is the formal conjugation of the verb 
 see in the active voice. In common usage j/o?i is used for 
 t/ioii, and the second person singular of each tense is the 
 same as the second person plural. In the future tenses 
 s/ia// is used in the first person, and lui// in the second and 
 third persons to denote future time ; and W27/ is used in 
 the first person, and s/ia// in the second and third to 
 denote present purpose or determination. 
 
 INDICATIVE MOOD. 
 
 PRESENT TENSE. 
 
 ingular. 
 
 
 Plural 
 
 I see. 
 
 I 
 
 We see. 
 
 Thou seest. 
 
 -> 
 
 You see. 
 
 He sees. 
 
 3- 
 
 PAST TENSE. 
 
 They see. 
 
 I saw. 
 
 I. 
 
 We saw. 
 
 Thou sawest. 
 
 2. 
 
 You saw. 
 
 He saw. 
 
 3- 
 
 FUTURE TENSE. 
 
 They saw. 
 
 I shall see. 
 
 I. 
 
 We shall see. 
 
 Thou wilt see. 
 
 ' 2. 
 
 You will see. 
 
 He will see. 
 
 3. 
 
 They will see 
 
LANGUAGE TABLET No. 10. 85 
 
 PRESENT PERFECT TENSE. 
 
 1. I have seen. i. We have seen. 
 
 2. Thou hast seen. 2. You have seen. 
 
 3. He has seen. 3. They have seen. 
 
 PAST PERFECT TENSE. 
 
 1. I had seen. i. We had seen. 
 
 2. Thou hadst seen. 2. You had seen. 
 
 3. He had seen. 3. They had seen. 
 
 FUTURE PERFECT TENSE. 
 
 1. I shall have seen. i. We shall have seen. 
 
 2. Thou wilt have seen. 2. You will have seen. 
 
 3. He will have seen. 3. They will have seen. 
 
 POTENTIAL MOOD. 
 
 PRESENT TENSE. 
 
 1. I may see. i. We may see. 
 
 2. Thou mayst see. 2. You may see. 
 
 3. He may see. 3. They may see. 
 
 PAST TENSE. 
 
 1. I might see. i. We might see. 
 
 2. Thou mightst see. 2. You might see. 
 
 3. He might see. 3. They might see. 
 
 PRESENT PERFECT TENSE. 
 
 1. I may have seen. i. We may have seen. 
 
 2. Thou mayst have seen. 2. You may have seen. 
 
 3. He may have seen. 3. They may have seen. 
 
 PAST PERFECT TENSE. 
 
 1. I might have seen. i. We might have seen. 
 
 2. Thou mightst have seen. 2. You might have seen. 
 
 3. He might have seen. 3. They might have seen. 
 
 In the potential mood the signs of the present tense 
 are may^ can, and nuist ; in the present perfect tense the 
 signs are may have, can have, iiiiist Jiavc; in the past tense 
 the signs are might, could, wonld, and should ; in the past 
 perfect tense the signs are might have, could have, would 
 Jiave, and should have. 
 
TEACHER'S MANUAL, 
 SUBJUNCTIVE MOOD. 
 
 PRESENT TENSE. 
 
 PluraL 
 
 1. If I see. I. If we see. 
 
 2. If thou see. 2. If you see. 
 
 3. If he see. 3. If they see. 
 
 PAST TENSE. 
 
 1. If I saw. I. If we saw. 
 
 2. If thou saw. 2. If you saw. 
 
 3. If he saw. 3. If they saw. 
 
 IMPERATIVE MOOD. 
 
 PRESENT TENSE. 
 
 2. See or see thou. 3. See or see ye or you. 
 
 INFINITIVE MOOD. 
 
 Present Tense. — To see. 
 Perfect Tense. — To have seen. 
 
 PARTICIPLES. 
 Present, Seeing. Past, Seen. Perfect, Having seen. 
 
 A faithful use of the table found in Lesson 17 will be 
 of great service in teaching conjugation Let the pupil 
 make a similar table. 
 
 19. j1/<:?^<^/ denotes the manner of the action or state, 
 and tense denotes its time. 
 
 20. Do not leave the subject of conjugation till it is 
 mastered. 
 
 24. In transposing a sentence before it is analyzed, 
 place its elements in the natural order, beginning with the 
 subject of the principal member. 
 
LANGUAGE TABLET No. 10. 87 
 
 POTENTIAL MOOD. 
 
 Present Tense. — Thou mayst make. 
 
 Past Tex^se.— Thou mightst make. 
 
 Pres. Perf. Tense. — Thou mayst have made. 
 
 Past Perf. Tense.— Thou mightst have made. 
 
 INDICATIVE MOOD. 
 
 Present Tense. — Goodness is. 
 Past Tense — Goodness was, etc. 
 
 26. 
 
 27. 
 
 INDICATIVE MOOD. 
 
 Present Tense. — He is hated. 
 Past Tense. — He was hated, etc. 
 
 INDICATIVE MOOD. 
 
 Present Tense.— The child is awaking. 
 Past Tense. — The child was awaking, etc. 
 
 28. See heading to Lesson 32. 
 
 29. Interrogative .—Wdiy I ride ? EmpJiatie. — I did ride. 
 Negative. — I did not ride. Progressive. — Thou art 
 
 going, etc. 
 
 36. A noun can be in the first person only when it is in 
 apposition with a pronoun of the first person ; it is in the 
 second person only when it is nominative independent 
 by address. 
 
 43. Show that wJiat is a double relative when It stands 
 in place of that zvIiieJi ; that it is a pronominal adjective 
 when it modifies a noun expressed or understood; that 
 it is an interjection when it is used in an exclamation ; 
 and that it is an interrogative pronoun when used in ask- 
 ing a question. Other examples of its use will be given 
 in Tablets 1 1 and 12. 
 
88 TEACHER'S MANUAL, 
 
 45. Show by example that a verb in the infinitive 
 mood is governed by the word that the infinitive phrase 
 modifies, and that this word is generally a verb, noun, or 
 adjective. 
 
 47. Prepositional phrase, infinitive phrase, participial 
 phrase. 
 
 A FEW DEFINITIONS AND RULES. 
 
 A participle is a form of the verb that has also some of the 
 properties of an adjective or a noun. 
 
 A reg"iihir verb is one that adds cd to the present indicative 
 to form the past indicative and past participle. 
 
 An IrregMilar verb is one that does not add ed to the present 
 to form the past tense and past participle. 
 
 A defective verb is one in which some of its parts are wanting. 
 
 Conjugation is the arrangement of the different forms of a 
 verb according to its voice, mood, tense, person, and number. 
 
 An auxiliary verb is one used to assist in the conjugation of 
 other verbs. 
 
 A synopsis of a verb is an outline of it, showing its forms in 
 a single number and person. 
 
 Rule 13. Participles, modify nouns or pronouns, or 
 are governed by prepositions. 
 
 Rule 14. A verb in the infinitive mood is governed by 
 the ivord that the phrase modifies. 
 
 Rule 15. A noun or prononn is in the nominative inde- 
 pendent ivJien it has no dependence on any verb in the sentence. 
 
 A FEW SENTENCES FOR ANALYSIS AND PARSING. 
 Let the pupil analyse and parse as in previous Tablets. 
 He that would thrive must rise at five. — Franklin. 
 Never be ashamed to ask questions when you are ignorant. 
 We grow like what we contemplate. 
 I have bought golden opinions from all sorts of people. 
 A great soul is known by its enlarged, strong, tender 
 sympathies. 
 
 It is useless to eat food when there is no appetite. 
 
 The thorns which I reaped are of the tree I planted. — Byron. 
 
LAiNfGUAGE TABLET No. 10. 89 
 
 Those are the most dangerous lies that come nearest the 
 truth. 
 
 He who eats of but one dish never wants a physician. 
 
 When it is pure, gold is very soft. 
 
 As we become older, life becomes dim in the distance. 
 
 —O. W. Holmes. 
 
 He was a meek, shrinking little man, whose whole appearance 
 was an apology. — C. D. Warner. 
 
 It is easy to keep the castle that was never besieged. 
 
 Sea water weighs more than fresh water. 
 
 Geysers are boiling springs that throw up water, steam, and 
 even large stones to a great height. 
 
 Sin has many tools, but a lie is the handle that fits them all. 
 
 —O. W. Holmes. 
 
 The grandeur of ancient Rome has vanished like a spectre in 
 the night. 
 
 Laziness grows on people ; it begins in cobwebs, it ends in 
 iron chains. 
 
 Charity, like the sun, brightens every object on which it 
 
 shines. 
 
 Mrs. Partington should not have meddled with a tempest. 
 
 — Sydney Smith. 
 
 Charles should have been learning his lesson. 
 
 A prodigal son succeeds a covetous father. 
 
 Why are not the streets of all our villages shaded with trees } 
 
 Washington had crossed the Delaware before his plans were 
 known to the enemy. 
 
 Every school-house in the country should be surrounded by a 
 large lawn. 
 
 Whom did you see at the concert } 
 
 The horse can see things at night which his rider cannot 
 perceive. 
 
 All men have rights which they should enjoy. 
 
 The fox is proverbial for his cunning. 
 
 The broad foot of the camel, with its soft pad, keeps it from 
 sinking into the hot sand. 
 
 How many things can you tell me about an apple } 
 
 The cinnamon-tree is a species of laurel that grows wild in the 
 forests of Ceylon. 
 
 Oh, that our citizens could appreciate the surpassing beauty 
 of our native shade-trees ! —A. J. Downing. 
 
90 TEACHERS MANUAL, 
 
 The evil that men do lives after them. — Shakspcare. 
 
 The richness of our autumnal tints will invest the tamest 
 •scene with the highest beauty. — A. J. Dowfimi^. 
 
 Louisiana, the last possession of the French in America, was 
 purchased by the United States in 1804. 
 
 Mosses and fringe gather on sickly trees. 
 
 He is the freeman whom the truth makes free. — Cowpe7'. 
 
 His admired discourses remind me of the colored shavings 
 with which we fill emipty grates in the summer time. — Bishop Lync/i. 
 
 Though a liar speak the truth, he will hardly be believed. 
 
 Her voice was ever soft, gentle, and low, an excellent thing 
 in woman. — Shakspcare. 
 
 Cleanliness is next to godliness. — John JVe's/ev. 
 
 This is the boy whose hat is lost. 
 
 The sun had sunk below the horizon before I reached home. 
 
 The teacher will read the followifig lines to the pupils or write 
 them on the blackboard, and the pupils will write the story in their 
 own language, making as good a paraphrase as possible. 
 
 We were crowded in the cabin. 
 
 Not a soul would dare to sleep. 
 It was midnight on the waters. 
 
 And a storm' was on the deep. 
 
 'Tis a fearful thing in winter 
 
 To be shattered by the blast. 
 And to hear the rattling trumpet 
 
 Thunder, " Cut away the mast I " 
 
 So we shuddered there in silence,— 
 
 For the stoutest held his breath. 
 While the hungry sea was roaring. 
 
 And the breakers talked with death. 
 
 As thus we sat in darkness. 
 
 Each one busy in his prayers, 
 " We are lost !" the captain shouted. 
 
 As he staggered down the stairs. 
 
 But his little daughter whispered. 
 
 As she took his icy hand, 
 " Isn't God upon the ocean 
 
 Just the same as on the land } " 
 
LANGUAGE TABLET No. 11. 91 
 
 Then we kissed the little maiden, 
 
 And we spoke in better cheer, 
 And we anchored safe in harbor 
 
 When the morn was shining clear. 
 
 — /. T. Fields, 
 
 TABLET No. 1 1 .— (For Ninth Year.) 
 
 I. We are now ready for some of the definitions that 
 usually precede the study of Grammar. See p. 95. 
 For list of defective verbs, see p. 84. 
 
 7. See former Tablets. 
 
 9. Ought is in the past tense only when it is followed 
 by the perfect infinitive. 
 
 10. The following list will show what prepositions 
 should follow certain words: . 
 
 Accord with; accuse of; adhere to; ag-reeable to; a^ree 
 with a person, to a proposition, upon something, among 
 ourselves; analog")' to or with; alter from, in, into; approve of; 
 arrive at, from, in; ask of a person, for a thing, after what we wish 
 to hear of; averse to; banish from; belief in, on; call on, upon, 
 after; comply with; confide in; contrast with; copy after a person 
 or example, from a thing; depend on or upon; deficient in; derogate 
 from; despair of; diff'erfrom; difficulty in; dissent from; excep- 
 tion to; expel from; expert in, at; exult over; fall under, from,, 
 into, etc.; familiar with; formed of, from ; founded on, upon; free 
 from; glad of, at; grateful to, for; grieve at, for, inferior to; 
 inseparable from; insist on, upon; instruct in; interfere with; 
 killed by a person, with an instrument; live at a small place, in a 
 large city; long for, after; mourn for, over,- name after; need of, 
 obedient to; occasion for; partake of; penetr.ite into, to; perish 
 of, by; persevere in, prevent from; put into, in; provide with, for, 
 receive of, from; reconcile to; reckon on; rely on, upon; resolve 
 on, upon; secure from, against; risk of; similar to; sink into, 
 beneath; swerve from; think of, on, about; touch at; trust in, to; 
 union with, wait on, upon, for, worthy of.' 
 
92 TEACHERS MANUAL, 
 
 13. Explain that but is a preposition when it has the 
 sense of except ; that it is an adverb when it has the sense 
 of only ; and that it is a conjunction when it connects 
 sentences. 
 
 15. Sometimes also the sign to is omitted after words 
 whose meaning is similar to those given in the lesson ; 
 such as behold, perceive, etc. 
 
 16. When an adjective is used as an adverb, it must be 
 parsed as an adverb. 
 
 17. Show that as is a conjunctive adverb when it modi- 
 fies two verbs and connects sentences, that it is a conjunc- 
 tion when it connects words or sentences (when it con- 
 nects words, they are in apposition). In the third sen- 
 tence the first as is an adverbial modifier of capricious, 
 the second as is a conjunctive adverb. When as follows 
 siicJi, it has the sense of that, and is a relative pronoun. 
 
 19. This will prevent ambiguity. 
 
 20. Miles is objective of measure without a governing 
 word. If you prefer, you may supply the prepositions. 
 
 22. Don't let the pupil analyze or parse a sentence till 
 its meaning is perfectly comprehended. 
 
 23. Doivn is an adverb when it modifies a verb ; a 
 preposition when it has an object ; a noun when it is a 
 name-word. In the first sentence some grammarians 
 would consider like an adverb, and supply the preposition 
 to. (They would also supply to after near or nigh). Others 
 would call like in this case a preposition. Like is a verb 
 in sentence 3. The feminine of such words ends in a; 
 thus, Alexandria. 
 
LANGUAGE TABLET No. 11. 93 
 
 24. Pupils are apt to call wJiosc a possessive pronoun, 
 instead of a relative pronoun in the possessive case. 
 
 ■ 25. See former Tablets. 
 
 26. We have in sentence i the subjunctive of ivisJi. 
 
 27. When an adjective is used as a noun, it must be 
 parsed as a noun. 
 
 28. The nominative absolute or independent by pleo- 
 nasm is used mostly in poetry. In question 8 notice that 
 a participle is always changed to a noun when it is given 
 any of the word modifiers of a noun. Notice also that 
 it is then generally followed by the preposition of. 
 
 29. Be sure that enough oral work is given so that the 
 pupil may be able to discriminate instantly between a verb 
 and a participle as they may occur in a sentence. 
 
 30. In sentence i still is an adverb of time ; in sen- 
 tence 2 it is an adjective ; in sentence 4 it is a conjunction ; 
 in sentence 5 it is a verb ; in sentence 6 it is a noun. The 
 relative tJiat is understood before he. Observe that when 
 the relative is the object of the verb, it generally precedes 
 its subject. 
 
 3 1 . Some grammarians always call zvortJi a preposition, 
 others supply v/ords, and call it a noun ; others again 
 think it is synonymous with ivortJiy, and call it an adjective. 
 
 Here again we have as connecting words in apposition. 
 Observe that in sentence 4 the indefinite article belongs 
 \.o few, and not to the plural noun apples. 
 
 32. As the present perfect tense shows what is com- 
 pleted in present time, it cannot be used in connection with 
 yestei'day- 
 
M TEACHER'S MANUAL, 
 
 The past perfect tense shows what had been completed 
 in past time. 
 
 33. Notice that all is not really, a part of the predi- 
 cate. It is not predicated of the subject, but is simply 
 in apposition with it. Notice that it is equivalent to this 
 construction: "We all were," etc. 
 
 34. MitcJi and ino7'c are adjectives when they modify 
 nouns ; adverbs when they modify verbs, adjectives, or 
 adverbs; and nouns when they belong to a noun under- 
 stood. 
 
 36. Do not allow the pupil to parse free as a modifier 
 of freeman (sentence 2). Never say a word in one mem- 
 ber of a sentence modifies a word in another member. 
 
 Notice that all in sentence 3 has the sense of wholly, 
 and is an adverb. Call attention to the subject of the 
 last sentence, and teach that a verb agrees with an infini- 
 tive substantive, a phrase, or a sentence in the third per- 
 son, singular number. 
 
 37. Notice that the words high, long, and old do not 
 in this case m.od\iy feet, rods, and yea?'s. 
 
 41. Both is a corresponding conjunction when it cor- 
 responds to and; an adjective pronoun when it modifies 
 a noun. About is an adverb when it has the sense of 
 nearly ; it is a preposition when it has an object. 
 
 42. The object clause is in sentence 4. Notice that 
 ///// modifies zvorld. Observe also that do advance is in 
 the subjunctive mood. 
 
 43. Give all needed preliminary' oral work. What is 
 an adverb when it has the sense of partly ; as, '* What by 
 losses by fire and water he became a beggar." 
 
LANGUAGE TABLET No. 11. 95 
 
 44. Else as an adjective generally comes after the 
 noun that it modifies. Some writers consider any tiling else 
 as one name-word, and when it is in the possessive case 
 add the apostrophe and s to else, 
 
 45. It is not always easy to determine this. The clause 
 is generally considered explanatory when it may be 
 omitted without injury to the sentence. 
 
 46. Sentence 4 contains the appositive clause. 
 
 49. When there is any doubt, use the plural form of 
 the verb. Remember that a collective noun, though it 
 may convey a plural idea, yet in its singular /tr;// it is a 
 singular noun. 
 
 A FEW DEFINITIONS. 
 
 The piipH is now ready to consider a f"7v of the definitions that 
 jisually come on the first page of the Grammar. 
 
 Grammar classifies the facts and principles of language, and 
 deduces the laws that govern the sentence. 
 
 Orthography treats of letters and syllables and their union 
 into words. 
 
 Etymology treats of the derivation, classes, and forms of 
 words. 
 
 Syntax treats of the relation of words in a sentence. 
 
 Prosody treats of punctuation and versification. 
 
 The parts of speech are the nouu, adjective, pronoun, verb, 
 adverb, preposition, conjunction, and interjection. 
 
 (Some grammarians add also the article and participle.) 
 
 A FEW SENTENCES FOR ANALYSIS AND PARSING. 
 
 Be ashamed of nothing but sin. 
 
 Do you hear the rumbling of the cars.'' 
 
 Success does not consist in never making blunders, but in 
 never making the same one the second time. 
 
 Fame usually comes to those who are thinking about some- 
 thmg else. — Holmes. 
 
96 TEACHER'S MANUAL, 
 
 What maintains one vice would bring up two children. 
 
 — F7'anklin. 
 
 Soft purple clouds come sailing over the sky. 
 
 It is wonderful what miracles a resolute and unyielding spirit 
 will achieve. 
 
 The company were all seated on the grass. 
 
 The last thing a well-bred man would think of doing is to 
 meet rudeness with rudeness. 
 
 If you would be revenged on your enemies, let your life be 
 blameless. 
 
 Mark but my fall, and that that ruined me. 
 
 There was a frankness about my Uncle Toby which let you 
 at once into his soul, and showed you the goodness of his nature. 
 
 — Sterne. 
 
 The West Indies are subject to violent hurricanes. 
 
 If there is any person to whom you feel a dislike, that is the 
 person of whom you ought never to speak. 
 
 Tell me with whom you go, and I will tell you what you do. 
 
 What can we reason but from what we know.'^ — Pope. 
 
 This work of hill-climbing in the rare and purified air is a 
 great restorer of the worn out faculties. 
 
 I love to trace the break of spring step by step. — " Ik Marvel^ 
 
 The teacher will read the following lines to the pupils, and 
 then the pupils will write a description of a ride on the cars, follow- 
 ing the line of thought in the poem. 
 
 Singing through the forest. Men of different " stations " 
 
 Rattling over ridges. In the eye of fame, 
 
 Shooting under arches. Here are very quickly. 
 
 Rumbling over bridges, Coming to the same ; 
 
 Whizzing through the mountain, High and lowly people. 
 
 Buzzing o'er the vale,— Birds of every feather, 
 
 Bless me ! this is pleasant, On a common level. 
 
 Riding on the rail. Traveling together. 
 
 — /. G. Saxe. 
 
 REPRODUCTION LESSON. 
 
 BEHIND TIME. 
 
 A great battle was going on. Column after column had been pre- 
 cipitated for eight mortal hours on the enemy posted along the ridge 
 
LANGUAGE TABLET No. 12. S7 
 
 of a hill. The summer sun was sinking to the west ; reinforce- 
 ments for the obstinate defenders were already in sight; it was 
 necessary to carry the position with one final charge, or everything 
 would be lost. A powerful corps had been summoned from across 
 the country, and if it came up in season, all would yet be well. 
 The great conqueror, confident in its arrival formed his reserve 
 into an attacking column, and ordered them to charge the enemy. 
 The whole world knows the result. Grouchy failed to appear; the 
 Imperial Guard was driven back ; Waterloo was lost'; Napoleon 
 died a prisoner at St. Helena, because one of his marshals was be- 
 hmd time. — Freeman Himt, 
 
 TABLET No. 1 2.-(For Ninth Year.) 
 
 I. Sometimes a masculine noun is made feminine by a 
 difference in termination ; as lion, lioness : sometimes the 
 gender is distinguished by a separate word ; as boy, girl : 
 sometimes the gender is denoted by a word prefixed ; as 
 inaji-sc7'vant , uiaid-scrvajit . 
 
 7. Notice also that the pronoun also agrees with these 
 words in the same way. See its in first sentence. 
 
 Show also that when the singular nouns connected by 
 and refer to the same person, the verb and pronoun are 
 singular ; as, '' He is the noted painter and sculptor that 
 we met yesterday." 
 
 10. The subject clause is generally introduced b\' that. 
 
 18. In the first sentence a is usually called a prepo- 
 sition. 
 
 In the third sentence the belongs to a comparative 
 adverb. 
 
 It may also belong to a comparative adjective or a 
 superlative adjective or adverb when used as in sentence 3. 
 
 Sinee is an adverb when it denotes time. 
 
 23. Whatever is usually parsed as that, whieh, and ever. 
 
93 TEACHER'S MANUAL, 
 
 26. Notice also that when two possessive nouns are in 
 apposition, the sign of possession is annexed to the last ; 
 as, " He went after his brother Richard's death." 
 
 30. Else is an adjective or an adverb according as it 
 follows a noun, pronoun, or adverb. Like enough it 
 usually modifies the word that it follows. In sentence 
 
 4 else is a conjunction. 
 
 41. Many is a modifier oiyear. 
 
 43. Examples: '* Will you walk zV//^ my parlor?" "We 
 had a frolic in the barn." '' I shall gQ to New York." 
 " He is now in Kansas." '' We arrived at Plymouth." 
 *' We live in Louisville." *' They are staying /;/ Park 
 Street, at No. 40." 
 
 46. In sentence 4 he is nominative after is ; in sentence 
 
 5 him is objective after (not of) to be. 
 
 A FEW SENTENCES FOR ANALYSIS AND PARSING. 
 
 When he is wounded, the bison is a most dangerous antagonist. 
 
 Let us never again separate from each other. 
 Let us gather up the sunbeams 
 Lying all around our path. — Phoebe Gary. 
 
 I have studied in vain to find what a coward is good for. 
 
 —Henry Giles. 
 
 As a race they have withered from the land. 
 
 Real merit both shuns and deserves applause. 
 
 Such as would excel in art must excel in industry. 
 
 This little scamp would slide off into a lie, as if the track in 
 that direction were alwa3^s greased. — Holmes. 
 
 A man who writes books is called an author. 
 
 A kangaroo has been known to jump fifty feet. 
 
 There closed forever are those lips on whose persuasive ac- 
 cents we have so often and so lately hung with transport. — Hall. 
 
 He robed the very soul of inspiration in the splendors of a pure 
 and overpowering eloquence. — Id. 
 
LANGUAGE TABLET No. 12. 99 
 
 Columns, arches, pyramids, what are they but heaps of sand, 
 and their epitaphs but characters written in the dust. — IV. Irvmg. 
 
 He who does the most good is the greatest man. 
 
 Potosi is said to be the highest city in the world. 
 
 Chaucer, the father of English poetry, was born in 1328. 
 
 What a lovely profusion of flowering vines enriches the old 
 house, and transforms what was once a soulless habitation, into a 
 home that captivates all Qyo-s.— A. /. Downing. 
 
 You must get into the habit of looking intently at words and 
 assuring yourself of their meaning. — Rtiskm. 
 
 If children are really to be the better for what we teach, it is 
 no half-hearted, languid attention which will serve our purpose. 
 
 —Fitch. 
 
 The best way of dealing with a quarrelsome person is to keep 
 out of his way. 
 
 When men differ in any matter of belief, let them meet each 
 other manfully. — Wayland. 
 
 It is with words as with sunbeams, — the more they are con- 
 densed, the deeper they burn. — Soiithey. 
 
 As a rule food should not be taken immediately before 
 sleeping. 
 
 Even the little terrier is decidedly fleeter than the tallest urchin. 
 
 " It dwarfs the mind," said I, " to feed it on any localism." 
 
 And when we have done with our life-lasting toys, 
 
 Dear Father take care of Thy children, the boys. — Holmes. 
 
 What we learn thoroughly when young, remains with us 
 through life. 
 
 Now came still evening on, and twilight gray 
 
 Had, in her sober livery, all things clad. — Milton. 
 
 None save Peter and John were witnesses. 
 
 He rode all unarmed, and he rode all alone. — Scott. 
 
 We took them to be foes. 
 
 The goods were all arranged on the shelves. 
 
 The wind flower and the violet, they perished long ago. — Bryant. 
 
 We had none of us lingered by the way. 
 
 He has named his son John, 
 
 Cleveland was elected President. 
 
 Duty reaches down the ages in its effects, and into eternity ; 
 and when a man goes about it resolutely, it seems to me now as 
 though his footsteps were echoing beyond the stars, though only 
 heard faintly in the atmosphere of this world. — Moimtford. 
 
100 TEACHER'S MANUAL. 
 
 The pupil luill paraphrase the folfbwing lines, adding e7)cry 
 thing 7iecessa7y by way of development or explanation. 
 
 LITTLE BROWN HANDS. 
 
 " They drive home the cows from the pasture, 
 
 Up through the long, shady lane, 
 When the quail whistles loud in the wheat-fields, 
 
 That are yellow with ripening grain. 
 They find out the thick waving grasses, 
 
 Where the scarlet-lipped strawberry grows ; 
 And gather the earliest snow-drop, 
 
 And the first crimson buds of the rose. 
 
 " They toss the new hay in the meadow ; 
 
 They gather the elder-bloom white ; 
 They find where the dusky grapes purple 
 
 In the soft-tinted October light. 
 They know where the apples hang ripest, 
 
 And are sweeter than Italy's wines. 
 They know where the fruit hangs the thickest, 
 
 On the long, thorny blackberry vines. % 
 
 \ 
 
 " They gather the delicate sea-weed. 
 
 And build tiny castles of sand ; 
 They pick up the beautiful sea-shells. — 
 
 Fairy barks that have drifted to land. 
 They wave from the tall rocking tree-tops, 
 
 Where the oriole's hammock-nest swings 
 And at night-time are folded in slumber 
 
 By a song that a fond mother sings. 
 
 " Those who toil bravely are strongest ; 
 
 The humble and poor become great ; 
 And so, from these brown-handed children, 
 
 Shall grow mighty rulers of state. 
 The pen of the author and statesman, — 
 
 The noble and wise of the land, — 
 The sword and the chisel and palette. 
 
 Shall be held by the little brown hand." 
 
 —Miss M. H. Grout. 
 
Special attention is reqijiested to tine following 
 worlds, n.ow issuied and ready for inspection: 
 
 Standard Publications, 
 
 PAYSON, DUNTON & SCRIBNER'S PENMANSHIP. (1849— 1885.) 
 
 BARTHOLOMEW'S DRAWING BOOKS. (1866— 1885 ) 
 
 DINSMORE'S SPELLING BLANKS. 
 
 McVlCAR'S SPELLING BLANKS. 
 
 PATTERSON'S COMPOSITION BOOKS. 
 
 WILSON'S TREATISE ON PUNCTUATION. 
 
 CHAMPLIN'S INTELLECTUAL AND MORAL PHILOSOPHY. 
 
 GILLET & ROLFE'S NEW WORKS ON PHYSICS. 
 
 WEBB'S WORD-METHOD. (1867— 1885.) 
 
 New Publications. 
 
 WEBB'S NEW WORD-METHOD. 
 
 LANGUAGE TABLETS, for Supplementary Work, arranged for Schools of all 
 Grades. In twelve pads, each containing 56 sheets ; 50 sheets of from five to 
 ten exercises to be written out on sheet below, which is perforated, to be detached 
 and handed in to teacher. Nos. i, 2, 3, 3>^, 4)^ and s^z are beautifully illus- 
 trated with appropriate pictures. Number i contains 16 pages of script, 
 expressly drawn and engraved for this series. Numbers i to 3 are. also 
 ruled on a scale of thirds, like copy-books, with double ruling. Numbers 4 to 
 12 have single ruling. 
 
 NUMBER TABLETS, for Supplementary work in Arithmetic. In twelve pads, 
 containing 56 sheets of five to twelve problems. 
 
 HOWARD'S PRACTICAL SERIES IN ARITHMETIC: 
 
 Elementary Arithmetic, 112 pages, half bound, oral and written, for primary 
 
 and intermediate grades. 
 Cc.iPLETE Arithmetic, 192 pages, full cloth, for common and graded schools, 
 
 DINSMORE'S MODEL SCRIPT SPELLING BLANKS. 36 pages, white paper, 
 with script headings. 
 
 DINSMORE'S FIRST LESSONS IN PHYSIOLOGY AND HYGIENE. Cloth 
 164 pages, fully illustrated. 
 
 McVlCAR'S NEW SERIES OF SPELLING BLANKS. 
 
 STANDARD COMPOSITION BOOKS. 
 
 STANDARD WRITING BOOKS. 
 
 BONDS STAFF-RULED WRITING BOOKS. In three numbers. 
 
 J^or complete price-list, sample copies and terms for introduction, please 
 address the publishers : 
 
 POTTER, AINSWORTH & CO., 
 
 209 Wabash Avenue, 107 Chambers Street, 22 Bromfteld Street, 
 
 CHICAGO. NEW YORK. BOSTON. 
 
LIBRARY OF CONGRESS 
 
 021 728 943 
 
 STANDARD PITBLICATIONS. 
 
 PAYSON, DUNTON & SCRIBNER'S PENMAN- 
 SHIP. (1849—1886.) 
 
 BARTHOLOMEW'S DRAWING BOOKS. 
 
 (1866—1886.) 
 
 Mc VICAR'S SPELLING BLANKS. 
 
 PATTERSON'S COMPOSITION BOOKS. 
 
 WILSON'S TREATISE ON PUNCTUATION. 
 
 CHAMPLIN'S INTELLECTUAL. AND MORAL 
 PHILOSOPHY. 
 
 GILLET&ROLFE'S NEW WORKS ON PHYSICS. 
 
 DINSMORE'S SPELLING BLANKS. 
 
 NEW PUBUOATIONS. 
 
 HOWARD'S PRACTICAL SERIES OF ARITH- 
 METICS. 
 
 Elementary Ai-ithmctic, 112 pages, half hound, oi-al and written for 
 primary and intunnodiate gi-.ides. Per copy, 24c. 
 
 Complete Arithmetic, 102 pages, full cloth, for common and graded 
 schools. Per copy, 45c. 
 
 DINSMORE'S MODEL SCRIPT SPELLING 
 BLANKS. 
 
 86 pages, wliito paper, with script headings. Per dozen, 45c. 
 
 McVICAR'S NEW SERIES OF SPELLING 
 BLANKS. 
 
 BOND'S STAFF-RULED WRITING BOOKS. 
 
 WEBB'S NEW WORD METHOD (1846—1886.) 
 
 NEWBY'S BOOKKEEPING EXERCISES. 
 
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