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ERRATA Page 15, 1st line, for //read /. 19, 19th line, for sentence read sentences. 23d line, for lessons read lesson. 20, 10th line, for learned from read discovered by. 23, 1st and 14th lines, for description read descriptive. 23, 13th line, for two last read last two. 24, 14th line, omit requiring a knowledge of the. 29, 1st line, for picture read pictures. 34, omit of at the end of the 4th and 5th lines. 45, 24th line, for question read quotation. 54, 8th line, omit the fourth word, bird. 70, 1st line, read until for to. 104, 1st line, read Wonder-book for Wonder Book. NOTE Throughout this hook periods at the end of titles and head-lines have been omitted, in accordance with the recommendation of the Li- brary Bureau, warmly endorsed by Melvil Dewey, Secretary of the Regents of the University. The custom, though adopted by the Chris- tian Union and other leading journals, has not yet become usual (see Rule I, top of page 11), but it seems to be gaining ground, and its adoption here seemed only courteous to the Regents of the University, who have recently done so much to make the study of English more thorough and systematic. (iii) CONTENTS Lesson Page Fourth Year — First Term 9 I. An Apple. Outline I 9 Ex.1. Lesson given 9 Ex.2. Title, Margin, Indented Line 10 Stating Sentences, Capitals. Ex.3. Copy -.. 11 Ex. 4. Reading and Criticism 11 Ex.5. Correcting Written Work. Spelling 12 Ex. 6. Final Copy - 14 II. A Sea-Shell. Dictation 15 III. A Silver Dollar. Asking and Exclaiming Sentences. . 16 IV. A Lead Pencil. Commanding Sentence 17 V, VI, VII. Objects. Outline II. 19 VIII. A Picture— The Dog and the Cat 21 Outline III ; Comma 1 ; Is and Are 23 IX. A Picture ; Comma 2 ; Was and Were 24 X. A Picture ; Names; Titles; Summary 27 Focrtii Year— Second Term 30 XI. Object Lesson— Water. Outline IV. 30 XII. Cork. Teacher's Preparation 31 XIII. Names, Initials, Titles ____ 33 XIV, XV. Objects 34 XVI. A Picture— The Boy and the Dog 85 XVII. Direct Quotations - 37 XVIII. A Picture 39 XIX. Names of Deity ; /and 40 XX. The Story of a Robin 40 XXI, XXII. The Story of a Canary; Review 41 Fifth Year — First Term - 43 XXIII. Freddie's First Composition ; Capitals 43 XXIV. A Divided Quotation. 45 XXV. A Reproduction . 45 XXVI. A Fable,— The Hares. Outline V. 46 (iv) CONTENTS v Lesson Page XXVII-XXX. Reproductions- 48 XXXI. Names of Particular Times; Dates 49 XXXII. APicture 51 XXXIII. Names of Particular Places; Addresses 51 XXXIV. APicture. 52 XXXV. Names of Particular People ; Summary 52 Fifth Yeah — Second Term 53 XXXVI. Abbreviations 53 XXXVII. Characteristics of Birds. 53 XXXVIII. The Duck; Outline VI; Outline VII..... 54 XXXIX-XLI. Water-birds; Apostrophe 1. 56 XLII. A Reproduction 58 XLIII, XLIV. Birds; Apostrophe 2 59 XLV. A Fable.... 59 Sixtii Year — First Quarter 60 XL VI. Jack and the Bean-stalk 60 XL VII. Unnecessary Repetition 60 XLVIII. Jack and the Bean-stalk.. 60 XLIX. Birds of Prey— The Eagle ; Outline VIII 61 L. The Hawk and the Buzzard 62 LI. Synthesis 62 LII. Jack the Giant-killer 63 LIII. Similar to Previous Lessons 63 Sixth Year— Second Quarter 64 LVII. Narrative-writing— A Reproduction 64 Outline IX 65 LVIII. The Heroic Serf 65 Outline X 66 LIX. The King and the Locusts 66 LX. The Sparrow 68 LXI. Review [20] 68 LXII. The Formation of Words.. 68 English Prefixes 70 Sixth Year — Third Quarter 72 LXIII. Synthesis 72 LXIV. Narrative-writing — A Picture ,... 73 LXV. The Squirrel's Party. Outline XI 74 LX VI. A Picture. Suggestions 75 LX VII-LXX. Four-handed Animals 76 vi LANGUAGE LESSONS Lesson Page Sixth Year — Fourth Quarter 77 LXXI. Narrative-writing — A Real Incident. 77 LXXII. An Incident at the Fair .78 LXXIII. A Journey. 78 LXXIV, LXXV. Flesh-eating Animals 78 LXXVI. An Impromptu Composition 78 LXXVII. Thoughts not Connected 78 Word-study .. ._ 78 LXXVIII-LXXXIII. Similar to Previous Lessons 79 Seventh Year— First Quarter 80 Letter- Writing 80 LXXXIV. Letter-Forms 81 LXXXV. Letter to a Friend 83 LXXXVI. Reproduction — Letters from a Gat. 84 LXXXVII. Letter to a Schoolmate. 84 LXXXVIII. Reproduction 84 LXXXIX-XCI. Letters.... 83 Word-study. 85 Seventh Year — Second Quarter 86 XCII. Reproduction— A Poem 86 XCIII. The Daisy. Outline XLL 87 XCIV. Adjectives and Adverbs 88 XCV. Apple-blossoms.. 89 XC VI. An Impromptu Composition 89 XCVII. A Picture. 89 Word-study: Suffixes 89 Seventh Year — Third Quarter 91 XCVIII. Dictation... 91 XCIX. Familiar Letters 91 C. Business Letters --- 92 CI. Invitations 92 CII. Letters of Application... 92 CIII. Letters of Recommendation 93 CIV. Dictation.. 93 CV. Direct and Indirect Quotations 93 CVI. Coffee.... --- 94 C VII-CX. Similar to Previous Lessons 94 Word-study : Prefixes 95 Seventh Year— Fourth Quarter 91 CXI. Business Letters. -- 96 CONTENTS vii Lesson Page CXII. The Soldier's Reprieve _. .97 CXIII. Changing Words to Phrases.. 98 CXIV. Flax 98 CXV. Reproduction— A Poem 98 CXVI. Cork 98 CXVII. Compound Words. The Hyphen 99 Word-study: Prefixes. 99 Eighth Year — First Quarter 101 CXVIII. Review. Varying a Statement 101 CXIX. Introduction. Conclusion. Outline XIII. 102 CXX. Rice ...103 CXXI. Interrogation 103 CXXII. Reproduction— The Golden Touch 104 CXXIII. Grapes and Grape Wine. 104 CXXIV. Stories from Short Poems 104 CXXV. Synthesis 105 CXXVI. Reproduction. Word-study. 105 Eighth Year — Second Quarter 106 CXXVII. Rules for the Comma 106 CXXVIII. The Early Life of Robinson Crusoe. 107 CXXIX. The Inverted Order of Words .107 CXXX. Wheat 108 CXXXI. Robinson Crusoe ...108 CXXXII. Inversion. An Impromptu Exercise 108 CXXXIII. Native Forest Trees ...109 CXXXIV. Biographical Sketches. Outline XIV 109 Word-study : Latin Stems 110 Eighth Year— Third Quarter 111 CXXXV. News-paragraphs - Ill CXXXVI. Simile 112 CXXXVII. Reproduction ....112 CXXXVIII. The Rivers of New York 113 CXXXIX. Participles.... 113 CXL. Stories from Short Poems -.114 CXLI. Synthesis. Word-study 115 Eighth Year — Fourth Quarter 116 CXLII. Use of Participles -. 116 CXLIII. Metaphor - 117 CXLIV. The Clothing on Robinson Crusoe ...117 CXLV. Crusoe's companions 117 viii LANGUAGE LESSONS Lesson Page CXLVI. Personification 117 CXLVII. Stories from Short Poems ...118 CXLVIII. India-rubber . ..119 CXLIX. Position of Phrases 119 CL. Crusoe's Occupations ..119 Word-study : Latin Stems ..119 Ninth Year — Second Quarter 120 CLI. Review: Punctuation of Simple Sentences 120 CLII. Original Productions. Passive Voice .... — 121 CLIII. Punctuation of Complex Sentences ..122 CLIV. Transformation of Poetry. Impromptu 122 CLV. The Grass family. Outline XV. 123 CLVI. Allegory, Parable, Fable 124 CLVII. Maize 125 Word-study: Latin Stems .125 Ninth Year — Second Quarter 126 CLVIII. Review of Capital Letters.. 126 CLIX. Review of Previous Work. 127 CLX. Use of Words. -.129 CLXI. The Paraphrase. Additional Subjects 130 Classification of Mammals 132 Classification of Birds .133 FOURTH YEAR— First Term STUDY OF OBJECTS LESSON I An Apple Outline 1 — [Teacher's preparation] 1. Ideas and terms. Qualities discovered by the senses. (1) Sight, — large, round, red, ripe. (2) Hearing, — nothing. (3) Taste, — sweet, juicy, delicious. (4) Smell, — fragrant. (5) Touch, — cold, smooth, mellow. 2. Idioms. My sight tells me. I observe. I see. I have. In the basket. I spy. I learn. On the desk. I find. I notice. In the teacher's hand. Exekcise 1 Tell me in a sentence what you see in my hand. The pupils give and spell, naming the capital and terminal mark, if they can, while the teacher writes on the board sentence 1. See how many things you can tell me about the apple by looking at it. Each tell me one thing. Raise hands when you have something ta say. One says it is red, another, round, another, ripe and large. How did you learn this ? Tell me in a sentence what your sight tells. you. Sentence 2. (9) 10 LANGUAGE LESSONS Some one taste the apple and tell me what he learns in that way. Instead of saying it is nice, what do we say of things we like very much when we taste them ? How many things have you learned in this way ? Name them. Tell them all in one sentence ? Use the word delicious last. Sentence 3. Put the apple in a pupil's hand. Tell me now, what you notice. Sentence 4. Hold it at a pupil's ear and tell him to listen. Sentence 5. Let pupils smell it. Instead of saying it smells nice, we say it is fragrant. Write the word. Sentence 6. Read from the beginning to be sure there are no repetitions. An Apple I see an apple in the teacher's hand. My sight tells me that it is large, round, red and ripe. I find by tasting it, that it is sweet, juicy and delicious. When I take it in my hand, I notice it is cool, smooth and mellow. My hearing tells me nothing. By the sense of smell I learn that it is quite fragrant. How many ways have we found of learning about the apple ? Name them. What do we call these five ways of learning things ? The five When we speak of an apple as large, about what of the apple are we talking ? Size. As round ? Shape. As red ? Color. Etc., etc. What are the size, shape and color of the apple ? Qualities. How then, do we discover the qualities of things ? Exercise 2 — [Second day] "The story of the apple still upon the board. Title What is the name of the story ? Instead of calling these words the name of the story, we often call them the title. Write the word upon the board. Where is the title written as regards the story ? As regards the right and left edges of the paper ? [The board is ruled to repre- sent paper.] How is it written as regards capitals ? As regards punctuation ? Write the title on the first line above the story, and between the right and left edges of the paper. FOURTH TEAR— FIRST TERM 11 [1] Begin the first and most important words of the title with a capital letter and finish it with a period. Indented Line Where, as compared with the width of the margin, does the first line begin ? [#] Tlie indented first line begins tivice the width of the margin from the edge of the paper. Where do the other lines begin from the left edge of the paper ? As regards each other ? \3\ On paper of fool's-cap size the margin is usually an inch wide on the left edge. Stating Sentence How are the sentences in this story begun ? How many of them are begun with a capital letter ? [4] Begin every sentence with a capital letter. What kind of sentences are these ? What marks do we find at the close ? At the close of how many of them ? [5] Place a period after every stating sentence. Exercise 3 — [Third day] The pupils make a correct copy from the board of the pre- ceding written exercise. The teacher retains the papers. Exercise 4 — [Fourth day] Beading and Oral Criticism Each pupil, standing before the class, reads his own paper. This is also to be a model exercise in every respect, — the position before the class, the bow, the reading. Always re- quire pupils to look over their work, that they may read script as readily as exercises from their readers. The tone of voice and pronunciation also receive careful attention. 12 LANGUAGE LESSONS Oral Criticism (1) Each pupil will mention something, — at least one- point — in each composition, that he thinks especially welt done, — the reading, the bow, the beginning of the story, the tone of voice, the sentences, some well chosen word or pleas- ing expression, the way the story was finished, also the lan- guage used. (2) Each pupil will also mention at least oue thing in con- nection with each story that he thinks could be improved. Let him make the change, if possible. The teacher retains the papers and makes all needed cor- rections. He indicates clearly with a colored pencil all changes to be made, being careful to deface the papers as little as possible. He also makes a list of incorrect sentences, and of mis- spelled words or words which should be spelled again. Exercise 5 — [Fifth day] Correcting Written Work There will be few mistakes while the work is copied from the board, but the points that require attention are the same- as in compositions written wholly by the pupils. (1) The list of incorrect sentences is written on the board before the class. The pupils read each to see how it sounds, to see if they notice anything incorrect, — the omission of words, repetition of the same or similar words, misplacing of words or parts- of sentences, use of wrong word ; also to see if the sentence expresses clearly what is meant. The pupils suggest changes, the teacher aiding when necessary. FOURTH YEAR— FIRST TERM 13 The pupils will make the corresponding change in the paper. (2) The compositions with errors marked are distributed. The pupils find the first blue marks, and, one at a time, -each gives and corrects the first error found in his paper. The second is treated in same manner, the third, etc., etc., until all have been corrected. If the child is unable to cor- rect, volunteers are called for ; if no one is able to make the change the teacher writes the correct form upon the board. The pupil who misspells a word writes it upon the board. When all errors have been corrected, the pupils spell these words from the board in concert. With each correction, the pupils make corresponding changes in their papers. Written Sj^elling The pupils pass to the board, the teacher pronounces and the pupils write all misspelled and other words that the teacher requires. Afterward one pupil or the teacher reads his list, the teacher deciding when the work is correct. Each pupil com- pares his own with the list read. The pupil who makes a mistake, writes the word at least twice correctly. Write in sentences the following words : — sight, tasting, delicious, round, juicy* fragrant, mellow, smooth, ripe. Eead each sentence and give a reason for each capital and period. 14 LANGUAGE LESSONS Review Write correctly the following titles : The Hen. The Cat and Kitten. The Potato. The Fox. Black Tea. A Silver Dollar, etc., etc. The pupils will give a reason for each capital letter and the period. Rules for capitals are given in the Summary at the close of the Fourth Year's work. Exercise 6 Make the final copy of the story in copy-books. Keep the books free from errors in — (1) arrangement, (2) position and writing of titles, (3) margin, (4) indented lines, (5) construction of sentences, (6) use of capitals, (7) use of punctuation marks, (8) spelling, (9) correct use of words, (10) neatness, (11) penmanship. The value of each lesson is increased by a real interest, a happy manner and a tact easily directing inquiry and obser- vation into right channels, preventing hesitation, loss of time and interest. Much depends, also, upon a ready fund of information on the subject, in the possession of the teacher to be used in supplementing the knowledge and experience of the pupil. FOURTH TEAR— FIRST TERM 15 LESSON II A Sea-Shell Follow the outline given in Lesson II. Teacher's Preparation. See the words in italics in the story. 1. — Lesson given. Outline I. Qualities Discovered by the Senses. The Story This beautiful shell came from the sea-shore and was once the home of a small animal. It is smooth and oval above and flat underneath. On the flat side is a long, narrow opening with ridges like teeth on either side. This opening was the door of the tiny house. The curved side is mottled with shades of brown, but the flat side is white. It does not have the taste or smell of salt. When I listen it sings a low, sweet song of the sea. 2. — Making correct copy from the board. 3. — Reading and oral criticism. Exercise 4, Lesson I; 4. — Correcting written work. Exercise 5, Lesson I. a. Correcting sentences, from the story, written on board. b. Pupils make the corrections indicated in composi- tions, — misspelled words, capitals, punctuation. c. Review. See Exercise 5, Lesson I. Dictate for pupils to write, in sentences, the following; words, leaving the usual margin : beautiful, narrow, tiny, mottled, home, opening, teeth, shades, smooth, ridges, curved, low. 16 LANGUAGE LESSONS The pupils will read their sentences giving a reason for each capital, and period. They will also give the width of the margin. 5. — Final copy in composition books. See Exercise 6, Lesson I. Lesson III A Silver Dollar Follow the same general plan as in Lesson I. Teacher's preparation, — new words in italics, also exclaim- ing and ashing sentences. 1. — Lesson given. See Exercise 1, Lesson I. The Story See what I have in my hand ! Did you ever have so much money all your own ? This shining silver dollar is an inch and a half in diameter and has fine teeth all around the edge. On one side is Miss Liberty with a cap on her head. I see also near the edge, a circle of thirteen stars and the date 1879. On the other side is an eagle with his wings out-spread, grasping arrows and an olive-branch in his strong claws. I find the words "In God we Trust" and also the words " United States of America." The taste is brassy, but it has no smell. If you drop it on the desk you will hear a clear, ringing sound. Give the following either in Exercise 1 or 4 in this lesson. Find a stating sentence in this story. How is a stating sentence written ? Tell me whether the first is a stating sentence. Why do you think it is not ? What mark at the close of the sentence ? Then what kind of sentence must it be ? Tell me how to write an exclaiming sentence. FOURTH YEAR— FIRST TERM 17 [6] An exclaiming sentence is begun with a capital letter and finished with an exclamation point. In a similar manner obtain : — [7] An ashing sentence is begun with a capital letter and is finished with a period. 2. — The pupils make a correct copy of the story from board. 3. — Reading and oral criticism. Exercise 4, Lesson I. 4. — Correcting written work. Exercise 5, Lesson 1, and Exercise 4, Lesson II. Dictate the following words for pupils to write in asking sentences: — money, diameter, circle, shining, liberty, date. In exclaiming sentences: — eagle, grasping, arrows, out-spread, strong, sword. In stating sentences: — America, ringing, brassy, sound. The pupils will read their sentences after writing and give a reason for every capital letter and punctuation mark. Spell the dictated words. 5. — Final copy in composition books. Exercise 6, Lesson I. LESSON IV A Lead Pencil Observe the same plan as in Lesson I. Outline II. (1) Qualities discovered by the senses. (2) Uses. Exercise 1. Lesson given. 1 LANGUAGE LESSONS The Story Lend me your lead pencil. Did you buy it at Weed & Weston's ? It is just seven inches long. It has a sharp point at one end and a good eraser at the other. The rubber-holder is made of tin and is smooth and shining. The wood is red and smells something like cedar. How do you think the lead was placed so neatly in the centre ? Before the pencil was sharpened, you would scarcely guess there was any lead in it. Lead does not break readily although it can be so easily cut with a knife. Do you think the lead is poisonous? What would we do in school without lead pencils ! We use them for drawing, and writing compositions, and in our arithmetic class. We also use them in our penmanship class. When we are in the Interme- diate Department we shall use pen and ink. Always keep your pencil sharp. Call attention to the first sentence. Pupils decide it is neither a stating, asking, nor exclaiming sentence, giving reasons. For what is it used ! To request or to order something done. Obtain the following : — [8] A sentence used to order something to be done is a com- manding sentence. Also obtain : — [9] A commanding sentence is begun with a capital letter and finished with a period. 2. — Pupils make a correct copy. 3. — Eeading and oral criticism. 4. — Criticisms of written work, Exercise 5, Lesson I. Also — Read an asking sentence from your story. Read a stating sentence. Read a commanding sentence. Read an exclaiming sentence. Tell how each is written. Also — Dictate the words in italics as a spelling lesson. FOURTH YEAR— FIRST TERM 19 Also — Dictate some of these words to be written in each of the four kinds of sentences. The pupils will give you a reason for each capital let- ter and punctuation mark used. 5. — Final copy in books. Exercise G, Lesson I. LESSON V A Bunch of Grapes Observe the same general plan as in Lesson I. Follow Outline II. Exercise 1. — Lesson given and the story written upon the- board, using stating, asking, and exclaiming sentences, the pupils telling in each case how the sentence is to be written. Exercise 2. — Pupils make a correct copy. 3. — Criticism of written work. Exercise 4 r Lesson I. 4. — Criticise written work. Exercise 5, Les- son I, also Exercise 4, Lesson II, and last lesson. Review as in previous lessons. From sentences in the story, during either the first, sec- ond or fourth exercise-teach the following : — 1. Mary and I ate a whole bunch of grapes. 2. I like to pick the grapes from the vine. 3. John and I found wild grapes by the river. 4. I saw green and ripe grapes on the stem. Name the capitals in the first sentence. Why is the first used ? What is the next ? When / is written alone like this, we call it a word. See how many times you can find the word I in these sentences. How is it written ? 20 LANGUAGE LESSONS Obtain the statement : — [10] The word I is always a capital. 5. — Final copy in books. LESSON VI A Rubber Band Written without assistance from the teacher. How many parts in our last story ? What were they ? The teacher writes on board — 1. Qualities learned from the five senses— seeing, hearing, smelling, tasting, touching. 2. Uses. Each has a rubber band. Each examines and does his best. Each writes at least one asking and one exclaiming sentence. The ability of the pupil to work by himself is the real test of what he has learned. Exercises 2, 3, 4, and 5 as in previous lessons. LESSON VII Subjects of further lessons, — wood, flax, salt, etc., etc. Study of Pictures After three or four lessons on objects have been given, lessons on pictures as indicated below, may be given for variety ; the lessons on objects may then be resumed and •continued through the term, or until the pupils are able to FOURTH YEAR— FIRST TERM '11 write a fairly good story without assistance, when a simple object is put into their hands. If the pupils are familiar with kinds of sentences and how to write them, the work may begin with the picture lessons. LESSON VIII Follow the general plan of Lesson I. Outline III. a. Name and describe the objects seen in picture. b. Tell what they are doing. Teacher's preparation — descriptive words and [11]. Exercise 1 Tell me in a sentence what you see in the picture. The pupils give and spell sentence 1, mentioning the capital letter and the terminal mark. The teacher writes the commas. 22 LANGUAGE LESSONS Tell me what kind of a dog he is, with his mouth open in this way. Tell me what he is doing. Tell me in one sentence what you have noticed about the dog. Sentence 2. Tell me what you see in his mouth. How do you think the edge of .his teeth would feel ? What is the color of his tongue ? Tell me in one sentence. Sentence 3. Describe the rat. Sentence 4. What is he doing ? Sentence 5. How near is he to the box ? Sentence 6. Pupils read from the beginning to prevent repetitions. Why does the rat wish to reach the box ? Why will not the dog follow him ? Sentence 7. Describe the cat. Tell me the same in an exclaiming sentence. Sen- tence 8. What is she doing ? Will she try to catch the rat ? Change to an asking sentence. TJie Dog and the Rat I see a dog, a rat, a cat, a box and a stool in the picture. The large, fierce dog is trying to catch the rat. I can see his long, sharp teeth and his red tongue as he opens his mouth. • The rat is large and gray and very much frightened. He is running as fast as he can to get away from the dog. He has almost reached the box ! I do not think the dog can follow him into the box because he is too large. What a large white cat this is ! She is sitting on a high stool and has a ribbon around her neck. Do you think she will try to catch the rat ? 2. — Pupils make a correct copy adding anything they would like to say. 3. — Reading and oral criticism. Exercise 4, Lesson I. 4. — Correcting written work. Exercise 5, Lesson I. Give and spell the words that describe the dog ; his teeth the cat ; the stool ; the rat. FOURTH TEAR— FIRST TERM large, long, red, frightened, fierce, sharp, gray, high. Since they describe they are description word*. The teacher dictates for pupils to write. 1. I see a dog, rat, cat and stool. 2. John, Mary, Henry and Jane are in the class. The pupils will notice in sentence 1, that three or more words are used in the same way, i. e., to tell what is seen ; also that the names in the second sentence are used in the same way, i. e., to tell who are in the class ; that all except the two last are separated by a comma. [11] When three or more words are used in the same way, all except the two last should be separated by a comma. Write in stating and asking sentences the description words — frightened, fierce, sharp, high, gray, red. 5. — Final copy in books. Exercise 6, Lesson I. Exercise 6 Write the following sentences; — 1. The dog is tierce. 2. Dogs are fierce. 3. The cat is white. 4. The dog and rat are running. 5. The cat is sitting on the stool. 6. Dogs and cats are not good friends. In how many sentences have we used is ? Read them ? In the other sentences what word have we used instead ? Read them. Why did we use are in the second ? Read the sentences in which we speak of more than one object ? Why did we use is in the first ? Read all the sentences in which we speak of one object. When speaking of one object, use is; when speaking of more than one object use are. 24 LANG JJA GE LESSONS Give the subject and pupils will give sentences orally ; or write or dictate the following sentences: 1. The rat large. 2. His teeth sharp. 3. His tongue red. 4. The dog running. 5. His eyes bright. 6. His ears short. 7. Straws hanging from the box. 8. The box quite full. 9. The nails in the boards black. 10. The hole in the box small. 11. The leg of the stool long. 12. The stool high. It is believed that as children repeat the process of getting the material; constructing the sentence, moulding and shap- ing it; rejecting certain words for given reasons; preferring one form of word or sentence to another ; reading the last sentence with the previous ones to see that words and ideas are not repeated ; mentioning the capitals and terminal marks ; requiring a knowledge of the spelling before the word is written, they will acquire a practical knowledge of sentence making in its earlier stages, that will become almost instinctive throughout their future work. LESSON IX The Fox and Bees [Use a picture of a fox chased by bees, with ducks quack- ing at him.] Follow general plan of Lesson I, Outline III. Exercise 1 I think you will be interested in this picture. Begin with an asking sentence. Ask Jennie what she sees. Pupils give and spell, naming the capital and punctuation marks, while the teacher writes sentence 1. FOURTH TEAR— FIRST TERM 25- Tell me what you see. Sentence 2. Show me where the bees live. Since they live here we may call this their ? Point to the roof. What do you think it is made of ? What do you think of a house with a straw roof ? Tell me this in a sentence. What is it called ? Where does it stand ? Read the story from the beginning. What made the fox come so near the bees ? Even if he was hungry, why did he come to this dangerous place ? Sentence 6. How did he come so the ducks would not see him ? But just as he came near them what happened ? Yes, they spoiled his — ? Sentence 7. What did the bees do to him ? Sentence 8. What did he do when they stung him so ? Tell me if you are sorry. How do you think the gray duck felt when she saw the old fellow running away ? Look at her mouth ! What do you think she might be doing ? Begin with "see," and tell me in an exclaiming sentence. Read from the beginning. Story Jennie, what do yon see in the picture ? I see a fox, some- bees and five large ducks. The bees have a strange house with a straw roof. It is called a hive. It stands under a large tree. The hungry fox wanted a nice fat duck for his dinner. So he crept along slyly, but the bees soon spoiled his fun. The angry creatures flew into his eyes and ears and stung him till he was glad to run away. I think he fairly cried for pain. I am not sorry for him. Are you ? See the gray duck laugh at the old fox ! What kind of a sentence is the first ? What is the first word of the question? What word before it ? What is Jennie the name of ? What person ? What separates it from the rest of sentence ? [12] The name of the person spoken to is separated from the rest of the sentence by a comma. LANGUAGE LESSONS 2. Pupils make a correct copy. 3. Reading and oral criticism. Exercise 5, Lesson I. 4. Correcting written work. Exercise 5, Lesson I. Read each sentence in the story ; tell what kind of a sen- tence it is. Mention each capital letter and give reason for its use. Name each punctuation mark in the sentence and give the reason for its use. Dictation 1. Mary, close the door. 2. Lend me your pencil, Fred. 3. Will you write the lesson, Jennie ? 4. John, spell the first word. 5. What a noise he makes ! 6. I told him I would go. roof. slily, Write in asking sentences — picture, bees, ducks, Write in stating sentences — hungry, dinner, crept, stung, spoiled. stung. Write in exclaiming sentences- cried, fairly, sorry, laugh. Exercise 6 IVrite the following : — 1. The fox was near the ducks. 2. The ducks were afraid of the fox. 3. The hive was not disturbed. 4. The bees were angry. 5. The white duck was not frightened. 6. The bees were buzzing. 7. The ducks were fat. Read a sentence in which icas is used. In the second sentence what word is used instead ? Read all the sentences in which we have used were. In which we have used teas. FOURTH YEAR— FIRST TERM 27 Why did we use were instead of was in the second ? Was instead of were in the first '? In how many sentences are we speaking of one object ? In how many of more than one ? What word have we used in each case ? Use luas when speaking of one object ; use were token speak- ing of more than one. Dictation, — See Exercise G, Lesson VIII. LESSON X [Use a picture of a mother with two boys, one of whom is showing her a hat full of apples. ] Follow the general plan of Lesson I. Outline III. Exercise 1 Whom do you see in the picture ? What kind of a boy do you think he is ? What do you see beside the persons '? Describe Willie. What is his full name ? What has Harry in his hands ? — How do they look ? What does he say ? What kind of a boy would you call him ? Harry and Willie More. What do you see in the picture ? I see Harry and Willie More and their mother sitting by the window. It is a beau- tiful summer day and the window is open. Willie wears a white waist and has his hat in his hand. How pleased he looks ! His full name is William Arthur More. Harry has his hat full of delicious August sweets for his mother. How ripe and juicy they look ! " They are the first apples we have found/' said Harry, as he poured them all into her lap. Do you not think he is a generous boy ? What is the first full name in the story ? Of what other boy is it the name ? Since it is the name of this person and no other, we say it is 28 LANGUAGE LESSONS the name of a particular person. How many words in the name? How are they begun ? Give me your full name. How is each word begun ? Your father's full name ? How is each word begun ? [IS] Begin each word in the name of a particular person with a cajntal letter. 2. — Pupils make correct copy, adding anything they would like to say. 3. — Eeading and oral criticism. Exercise 4, Lesson I. 4. — Correcting written work. Exercise 5, Lesson I. Write each boy's full name. Write your father's full name. Write your mother's full name. Write your sister's full name. Tell where in writing the names, you have used capital letters, and why. 1. William Arthur More. 2. Harry Edgar More. 3. Mr. Thomas Strong. 4. Mrs. Mary Ellen Strong. 5. Master George Strong. In the third and fourth sentences, just where does the name begin ? Why not use the names omitting Mr. and Mrs. V Since these words are not names and are used to show respect, we call them titles of respect. Spell the first title. Spell the second. How are the words written ? These letters Mr. and Mrs. since they are but parts of the word are called abbreviations. How are they written ? [1^] Titles of respect should begin with a capital letter y and the abbreviation should end with a period. 5. — Final copy in books. Exercise 6, Lesson I. Name the descriptive words in the story. beautiful, white, delicious, summer, generous, jnicy, ripe. Write these words in asking and exclaiming sentences. FOURTH YEAR— FIRST TERM 29 Give other lessons on .picture conducted in a similar man- ner. Summary for Fourth Year, — First Term 1. Begin the first and most important words of a title with a capital letter and finish it with a period. 2. Indent the first line double the width of the margin. 3. Leave a margin one inch wide at the left edge of the paper. 4. Begin each sentence with a capital letter. 5. Place a period after every stating sentence. 6. An exclaiming sentence is begun with a capital letter and is finished with an exclamation point. 7. An ashing sentence is begun with a capital letter and is finished with an interrogation point. 8. A sentence used to command is called a commanding sentence. 9. A commanding sentence is begun with a capital letter and finished with a period. 10. The word /is always a capital. 11. When three or more words are used in the same way, all except the last two should be separated by a comma. 12. The name of a person spoken to is separated from the rest of the sentence by a comma. 13. In writing the names of particular persons begin each word with a capital letter. 14. Titles of respect should begin with a capital letter and the abbreviation should end with a period. FOURTH YEAR— Second Term STUDY OF OBJECTS (Continued from first term) LESSON XI Water Outline IV. 1. Qualities discovered by the senses. 2. Facts discovered by experiment, — heat, cold, fire, water, knife, hammer, etc. 3. Uses. 4. Story. Follow general plan of Lesson I. Exercise 1 Lesson given. Exercise 1, Lesson I. The teacher tells the story. Composition The water in the glass is clear, bright and colorless. It is also odorless and tasteless. Because we can see through it we say it is transparent. It is called a liquid because it will make [or form in] drops when it is poured from the glass. If it is heated, it will all [pass away in] turn to steam or vapor. It will become ice or a solid if we leave it out of doors when the weather is very cold. It is used for drinking and preparing our food. It also furnishes water-power for turning the machinery in mills. 30 FOURTH TEAR— SECOND TERM 31 Plants would not grow if the water from the clouds did not moisten their thirsty roots. Did you ever hear of the traveler who once got into great trouble ? He told a King who lived in a very warm climate, that in his own country, water would become so hard, that a coach and horses could be driven across it. The King- ordered the traveler to leave the country; "for," said he, "I will not have such a liar in my kingdom." 2. — Copy the first part from the board. Write the story from memory. Exercise 3, Lesson I. 3. — Reading and oral criticism. Exercise 5, Lesson I. 4. — Correcting written work. Exercise 5, Lesson I. Write the descriptive words in asking sentences, clear, colorless, tasteless, bright, odorless, transparent. What kinds of sentences in the story ? How are they written ? Give the reason. Write in stating sentences — liquid, vapor, poured, solid, heated, moisten. Write on the board, — kingdom, machinery, traveler, climate, driven, ordered. 5. Final copy in books. Exercise 6, Lesson I. LESSON XII A Piece of Cork Follow the general plan of Lesson I. Observe Outline IV. 32 LANGUAGE LESSONS Tea cli er's Prepa ra t ion 1. Observation. Sight, — shape of the piece, size, color. Smell, — no odor. "Taste, — tasteless. Touch, — rough, spongy. 2. Experiments, — very light compared with lead or water — it will float. Water will not soak into it ; or it is impervious to water. It can be easily cut with a knife, but is not brittle. By hammering or squeezing it, we find it is compressible and elastic. 3. Uses. — For stoppers to bottles and why. In the soles of shoes and why. For floats on fish-lines, for life-preservers and why. 4. Story. — Pupils may write anything they know about cork, — what it is, where it comes from, how it is obtained, etc. The teacher's knowledge of the construction of sentence and use of words is more definite by writing the composition herself, before giving the lesson. Exercise 1 Lessons given, except the story. Exercise 1, Lesson I. At the close of the lesson, erase the work from the board. Exercise 2 Instead of copying from the board, the pupils write Exer- cise 1 from memory, constructing the story themselves. 3. Heading and oral criticisms. Exercise 4. Lesson I. 4. Correcting written work. Exercise 5, Lesson I. Name and spell the descriptive words. light-brown, spongy, brittle, tasteless, light, compressible, rough, impervious, elastic. FOURTH YEAR— SECOND TERM 33 Write the first three in asking sentences. Write the next three in stating sentences. Tell how each kind of a sentence is written. Give the reason for each capital and the period in the title of this composition. 5. Copy in books without a mistake. Exercise 6, Lesson I. LESSON XIII Names, Initials, Titles of Office. Tell me how to write your father's name as it should be written on a letter. Your own name. Your mother's name. Your doctor's name. Your minister's name. 1. Mr. Arthur E. Williams. 2. Master George W. Williams. 3. Mrs. Laura Williams. 4. Miss M. M. Watson. 5. Dr. N. M. Eaymond. 6. Eev. C. E. Warner. Read the titles. How many of them are abbreviated ? How are titles written ? What other words in these names are shortened or abbre- viated ? What remains ? The first letter of a word is the initial letter. What are the initial letters of your father's name ? What are the initial letters of his given or Christian name ? Which name has only the initial letters written for the Christian name ? In which name is only the initial letter written for one word ? When only initial letters are used for the Chris- tian name, how are they written ? [15] When only the initial letter of a name is used it is fol- lowed by a period. 34 LANGUAGE LESSONS What is your Christian name ? What other name have you ? What is your last name called ? What is your sister's family name ? Your, father's ? How do they compare ? Which are the titles of respect ? What does the title of Dr. mean ? What does it show of the person ? The title of Eev.? Since these titles show what the persons do or their office, we call them titles of office. How many of these are titles of office ? Of respect ? Write each title in full and opposite each, its abbreviation. Mister Mr. Master Mistress .... Mrs. Mistress Miss. Doctor Dr. Keverend Rev. LESSON XIV A Penny. — (Or a pocket-knife) Follow the general plan of Lesson I, except writing the lesson on the board. Observe Outline IV. Omit the story. Teacher's preparation as in Lesson XII. Exeecise 1 Lesson given as in XI, each pupil having an object to ex- amine. See Lesson III. Sentences formed as in previous lessons. Writing on the board omitted. Exercise 2 Pupils write Exercise 1 from memory, adding anything they would like to say. FOURTH TEAR— SECOND TERM 35* 3. — Reading and oral criticism. Exercise 4, Lesson I. 4. — Criticism of written work. Exercise 5, Lesson I. 5. — Final copy in books. Exercise 6, Lesson I. LESSON XV A Call-bell. Impromptu Follow general plan of Lesson I. See Lesson VI. Other lessons may be given on glass, coal, chalk, etc. LESSON XVI Lessons on Pictuees Tlie Boy and the Dog Follow the general plan of Lesson I. Outline III. Omit the writing. 36 LANGUAGE LESSONS Each tell ine one thing he sees in the picture. Give the boy a name. Describe him. Sentence 1. Tell me what he is doing. AVhat has he in his hand ? What do you think he is going to do with it ? Sentences 2 and 3. What does the dog think ? How does he look ? What is he doing ? Tell me in an exclaiming sentence. What does he seem to say to the boy ? How do you think his paw Tvas hurt ? What might the dog have done to the cow ? Should he be whipped for it ? How many can tell the story from the beginning V Different pupils tell the story smoothly, using the descriptive words. Story Harry Jones is a kind-hearted boy. He is sitting on a -grassy bank to rest. He has a long, crooked stick in his hand and I think he is going to whip the dog. The dog thinks so too. The poor fellow looks frightened ! He can hardly stand. See him hold up his paw ! He seems to say, " Do not strike me, Harry. My paw is very sore." I think he is a Newfoundland dog because his coat is so thick and black. The cow must have hurt him with her horns or stepped on his foot with her hard hoofs. Perhaps the dog bit the cow when he was driving her to pasture. If he did he should not be whipped for it. He knows no better. 2. Pupils write from memory. 3. Reading and oral criticism. Exercise 5, Lesson I. Write descriptive words in sentences. kind-hearted, crooked, think, grassy, poor, black, long, frightened, •5. Copy in books. FOURTH TEAR— SECOND TERM 37. Exercise 6 Write correctly from dictation the following words : — 1. I have two [to, too] pencils. 2. I am going to Ogdensburg. 3. I can read and write too. 4. One of kitty's fore feet is white. 5. Jennie is four years old. 6. I can hear the bell. 7. My book is here. Review 1. Were [or was] the boys generous ? 2. Were [or was] they school-boys ? 3. Was [or were] their mother sick ? 4. Was [or were] their father at home ? 5. The boys were [was] very happy. 6. Their mother was [were] pleased. 7. The apples were [or was] sweet. 8. The day was [or were] pleasant. 9. Were [or was] Willie and Harry twins ? 10. Were [or was] they good boys ? Give the reason in each case for the word chosen. Write the boy's full name. What title would you give him ? Which is his family or surname ? Which is his Christian name ? Write the full names of three boys in your class. Write the same names with initials instead of the Christian names. LESSON XVII A Direct Quotation and Quotation Maria 1. The dog said, "Do not hurt me." 2. "Come little leaves," said the wind. 3. The goat said, "Wait a moment." 4. "What a beautiful creature," said the fox. -38 LANGUAGE LESSONS Just what did the dog say ? What marks do you find after these words? Before them ? Who said the words between these marks ? Read the words in the second sentence used in the similar way ? What marks do you find before them ? After them ? Look in the third sentence for words used similarly. In the fourth. Since each group of words inclosed in these marks is the exact words of another repeated, we call each a direct quotation. Read the direct quotation in the first sentence. In the second. In the last sentence. What is a direct quotation ? [16] The exact words of another repeated is a direct quo- tation. The words that are repeated are said to be quoted. What is quoted in the first sentence ? Whose words are quoted in the second ? In the third ? In the fourth ? Make the marks that are placed before the quotation. After the quotation. [17] The marks that inclose the quotation are quotation marks. How is the direct quotation begun in the first sentence ? In the second ? In the third ? In the fourth sentence ? How is a direct quotation begun ? [18] Begin a direct quotation with a capital letter. Read the first sentence. Read the quotation. What words remain ? What is between them ? What does the comma do for the quotation and the remainder of the sentence. Examine other sentences in the same way. [19] Separate a direct quotation from the rest of the sen- ■tence oy a comma. Dictate — 1. " Lend me your book," said Mary. 2. " Here it is," said George. 3. Jennie asked, " Where are you, mamma 1" FOURTH TEAR-SECOND TERM 39 The pupils will read the quotation ; tell what words are quoted ; give the reason for each capital ; for each punctua- tion mark. LESSON XVIII A Picture Follow the general plan of Lesson I. Observe Outline III. Teacher's Preparation Introduce — (1) Names of particular persons. (2) Initials. (3) Titles,— Mr. and Mrs. (4) One or two short quotations. 1. — Lesson given. Sentences formed. Difficult words spelled — written on board. Story told smoothly by different members of the class. 2. — Story written from memory. The pupils are permitted to add or make changes provided the changes improve the story. 3. — Heading and oral criticism. Exercise 4, Lesson I. 4. — Criticism of written work. Exercise 5, Lesson I. Write the quotations in your story. 1. " Come here, John," said his father. 2. John called, " Anna, where are you ? " 3. " Mr. Ralph E. Morton is clerk," said the boy. 4. Master S. Coleman Edwards is my cousin. Read the names in these sentences and tell how each is written. Read the titles. Which are abbreviated ? How do you write abbre- viations ? Initials ? Read the quotations and give a reason for each capital and punctua- tion mark. Write the quotation marks. 5. — Final copy. Spelling. 40 LANGUAGE LESSONS LESSON XIX Write— 1. The Lord is my Shepherd, I shall not want. 2. The minister said, " O God, have mercy ! " 3. O velvet bee, you are a dusty fellow. 4. O sleepless God, forever keep us ! 5. The child read, " O had I the wings of a dove ! " Select the names in the sentences. They are the names of^whom ? How are they written ? How often are they written with capitals ? [20] The names of God begin with a capital letter. What other word in the same sentence is a capital '? How many let- ters in this word ? How is it written ? Find another word in these sentences containing but one letter. How is it written ? How often is the word O a capital ? How, then, are the words O and I written ? [21] The words I and are aliuays capital letters. Dictate short sentences containing the name of Deity and the word 0. Pupils will tell how each is written, giving reasons. LESSON XX The Story of a Robin Follow the general plan of Lesson I. Outline — 1. Description. 2. Habits. Object — real bird or picture. Exekcise 1 Observe Exercise 1, Lesson XVI. Descriptive words. Story This bird wears a brown coat and a pretty red vest. It has small, round eyes and a very wide-awake look. It has slender legs, sharp toe-nails and can run very fast. FOURTH TEAR— SECOND TERM 41 This robin built a nest in a cedar under Jennie Dean's win- dow. The mother-bird carried mud and sticks day after day to make it snug and strong. Then she put a lining in it of dry grass and soft hair to make it warm and cosy for her little ones. The first time Jennie's papa held her up to look into the nest, what do you think she saw ? Two lovely little eggs of a robin's-egg-blue color. The next time she looked in there were four. The last time the eggs were all gone, and four little birds were there. They did not have enough downy feathers to cover them. They seemed to be nearly all mouths and they opened them whenever they heard any little sound. They must have been hungry all the time, for the mother- bird brought them food all day long. One of them fell out of the nest and something caught it. Finally the others flew away. 2. — The pupils write the story from memory adding to or changing the story, to improve it or to express what they would like to say. 3. — Reading and oral criticism. Exercise 4, Lesson I. 4. — Criticism of written work. Exercise 5, Lesson I. The pupils give oral sentences, using correctly the words two, to, fore, read, their, too, four, red, there. Write the descriptive words in sentences. brown, wide-awake, sharp, cosy, pretty, slender, snug, downy. 5. — Copy in books. LESSON XXI The Story of a Canary Follow the plan of Lesson XX. 42 LANGUAGE LESSONS LESSON XXII Review Write the name and title of the Principal of the school. Of the Methodist minister. Of Gen. Grant. Of the Pres- ident. Eead the titles and tell how they are written. The given or Christian names. The abbreviations. The initials. The family or surnames. 1. "Are you going home, Ella 1" said Miss May Davis. 2. " Yes," replied Ella Gray. 3. "Tell me your father's name," said May. 4. Ella replied, "Mr. W. W. Gray." Give the reason for each capital and punctuation mark in these sentences. (15) Names, Initials, Titles of Office. Titles showing what persons do, or their office, are called titles of office. (16) The exact words of another repeated is a direct quo- tation. (17) The marks enclosing the quotations are qiiotatation marks. (18) Begin a direct quotation with a capital letter. (20) The names of God begin with a capital letter. (21) The words I and are always capital letters. FIFTH YEAR— First Term LESSON XXIII Reproduction — Directions 1. Eead the story so as to produce an absorbing interest and perfect attention. 2. The pupils are to give a good oral reproduction from one reading. Try again and again until each can tell a story readily and in good language. 3. Let the pupils reproducing, stand before the class. 4. Follow the order of the story. 5. Require an easy, pleasant, conversational tone of voice. Freddy's First Composition Exercise 1 — (First day) Reading of the story by the teacher and oral reproduction by the different pupils of the class, meaning and spelling of difficult words. Story Once I lived in the city ; but now I live on a farm with Uncle Ed. A dog is of great use on a farm and that is why a boy likes him. A boy can do nothing on a farm without a dog. A dog will do almost all the work a boy has to do. Uncle Ed. says, " There Fred, the hens are scratching up those peas." I whistle for Skip, and say, "Sic 'em ! sic 'em ! " and that is all I have to do. Skip drives the hens out of the garden. But this is not all a dog is good for. He is 43 44 LANGUAGE LESSONS good to bark at pedlers ; and he is good to run out and bark at wagons that pass by. A dog is good to howl all night when the moon shines. He is also good to bark at woodchuck holes. He will bark at one for an hour at a time. Every boy should have a dog to go with him for the cows ; for it is fine sport to see a dog run ahead and chase the chip- monks into their holes. A dog is good company. Uncle Ed. says a small dog is as active as a boy doing nothing. Lippincott's Third Reader. Exercise 2 — (Second day) Written reproduction from memory. The teacher retains the papers. Exercise 3 — (Third day) Eeading and oral criticism. Exercise 4, Lesson I. Exercise 4 — (Fourth day) Criticism of written work. Exercise 5, Lesson I. Dictate for pupils to write, sentences from the story and others, containing names, titles, abbreviations, quotations and the word I. The pupils will tell how each is written and why. Exercise 5 — (Fifth day) Final copy in books. Exercise G, Lesson I. Exercise G — (Sixth day) Dictate for pupils to write, or write — 1. Now I live on a farm with Uncle Ed. 2. Uncle Ed. says, " There, Fred, the hens are scratching up those peas." 3. Uncle Ed. says that a small dog is spry. 4. Mr. Ed. Winton is my nncle. Select the names. How many words in the first name ? What is the first word in the name Uncle Ed. ? Is Uncle FIFTH TEAR— FIRST TERM 45 his Christian or his surname ? What is before the Christian name in the fourth sentence ? As the word uncle is used as a part of the name or as a title it is begun with a capital letter. Dictate: — 1. I live with Cousin John. 2. I live with Aunt Jane. 3. I saw Cousin Henry, yesterday. 4. I live with Uncle Ed. 5. Aunt Mary gave me a knife. 6. I am taller than Cousin Emma. 7. "That is right," said Farmer John. The pupils write, giving reasons for each capital and period. LESSON XXIV A Divided Quotation Write the following sentences : — 1. " No," said the crab, "this is the way." 2. " There," said the wolf, " I am glad of it." <<. " Dear Mr. Wolf," said the lamb, " that cannot be." 4. " Oh, mother," said the young mouse, " I have had such a fright." Read the quotations in sentence 1 . Read the words not included in the question. Where are these words as regards the question ? How is each part of the quotation written ? How is each part of the divided quotation written in the second sentence ? In the third '? In the fourth ? [22] Inclose each part of a divided quotation in quotation marks. Also teach : — [23] Place a comma between cacti part of a divided quota- tion and the dividing words. 46 LANGUAGE LESSONS LESSON XXV Reproduction A short story of Third Reader grade from supplementary readers, children's magazines or papers . Observe plan of Lesson XXIII. Review divided quotations by writing dictated examples, explaining and giving reasons. LESSON XXVI A Fable Follow the general plan of Lesson XXIII. Outline V. 1. Use a picture of the animals, if possible. Speak of the appearance, qualities or habits of the animals illus- trated in the story. 2. Read the fable by paragraphs, calling for the mean- ing of difficult words. 3. Call upon different pupils for lesson taught. The Hares 1. In a forest, deep, shady, and still, there once lived a company of Hares. 2. Whenever a leaf fell rustling to the ground, or a squirrel jumping in the branches broke a twig, the Hares started and trembled, they were so timid. 3. One day there came a great wind rushing through the tops of the trees, with a roaring noise, and waving the branches back and forth. FIFTH TEAR-FIRST TERM 47 4. It frightened the Hares so much that they all started to- gether, running as fast as they could to get out of the forest, which had been their homes. 5. " What a sad state is ours," they said, " never to eat in comfort, to sleep always in fear, to be startled by a shadow, and fly with a beating heart at the rustling of the leaves. Better death, by far. Let us drown ourself in yonder lake." 6. But when they came to the lake, it happened that there were scores of frogs sporting on the banks ; who, when they heard the sound of footsteps jumped into the water. 7. The timid .Hares were startled by the splash ; but as they saw the frogs dive to the bottom of the lake, a wise old Hare said : " Stop a moment ! let us consider. Here are creatures that are more timid than we, — they are afraid even of us. It may not be as bad as we thought. Perhaps we have been foolish, as foolish as the frogs, who are alarmed when there is no danger. Let us make the best of our lot, and try to be brave in it." So back they went again into the forest. Tell me what a hare is. How docs lie look? Tell me about his size and strength. Where does lie generally live ? How does he behave when other animals are about ? Teacher reads first paragraph. Where are the hares? What is a forest ? What kind of a forest? What is a deep forest ? What is meant by a company of hares ? Read from the beginning. Read second paragraph. What is meant by started ''. timid ? Fifth paragraph, — comfort? startled? Sixth, — sporting ? Seventh, — considered? alarrm d .' Though the hares were timid at first, what were they trying to be at the close of the story ? What did they do to make themselves brave ? Spelling Oral reproduction by different members of the class. 48 LANGUAGE LESSONS The teacher supplies the right word or the correct form as the pupil proceeds. 2. — Pupils write from memory. 3. — Beading and oral criticism. Exercise 4, Lesson I. 4. — Criticism of written work. Exercise 5, Lesson I. LESSON XXVII The Lion and the Mouse — JEsop's Fables Follow plan of Lesson XXVI. Teach, from examples in the fable : [24] Begin the names of things personified with a capital letter. LESSON XXVIII Review Divided quotation. Names of things personified. Write the following, giving reasons for capitals and punc- tuation marks . 1. " Yes/' said the boy, "so you say." 2. She answered, * ( Seven are we." 3. " Cease," exclaimed the Worm, " cease your complaints !" 4. "I am sorry for you," said the Fox. 5. "Oh !" said the young Frogs, "it was a monster !" 6. *' Was the beast as big as this ? " she said. 7. " A great deal bigger," they answered. 8. "Ah, master," answered the dog, " it's all very well to laugh." 0. " Wait a moment," said the Partridge. LESSON XXIX The Grow and the Pitcher Follow plan of Lesson XXVI. FIFTH TEAR— FIRST TERM 49 LESSON XXX Reproduction Follow the plan of Lessons XXIII and XXV. LESSON XXXI Names of Particular Times 1. You know Sunday is the first day of the week. 2. I shall have a present on Christmas. 3. We have no school on Saturday. 4. I went to church on Thanksgiving. 5. Fire-crackers are best for the Fourth of July. 6. Mary came in April. 7. John will go home Tuesday, January 8th. 8. Memorial day comes in May. In the second sentence, what words begin with capitals ? Of what is Christmas the name ? Of what other day ? Since it is the name of this day and no other, it is the name of a particular day. Find another word that is the name of a particular day. Another. Still another. Of what is January the name ? Find another. These particular days and particular months arc particular times. How are these names begun ? \25~\ Begin the names of particular times /''if!/ a capital letter. In the first sentence, of what is Sunday the name ? Of which day of the week ? Write in order the name of each day of the week. Oppo- site each name write its abbreviation. 1st, Sunday. . . .Sun. 2d, Monday Mon. 3d, Tuesday.... Tues. 4th, Wednesday. . . .Wed. 50 LANGUAGE LESSONS 5th, Thursday.... Thurs. 6th, Friday.... Fri. 7th, Saturday. . . .Sat. Give the reason for each capital and period. Which is the seventh day of the week ? The first ? The fourth The sixth ? The seventh ? Of what is January the name ? Which month ? Write in order the names of the days of the month. Opposite each name write its abbre- viation. 1st, January Jan. 2d, February Feb. 3d, March Mar. 4th, April Apr. 5th, May .... . 6th, June. . . . Jun., etc., etc., for each. Name the sixth month. The seventh. The first. The tenth. The eighth. At what time in the year does May come? Name the other spring- months. January? Maine the winter months. July'.' Name all the summer months. Name the autumn mouths. What one name do we give to winter, spring, summer and autumn ? Write the names of the seasons. How are they begun ? Spring, summer, autumn, winter. Write the names of all the holidays you can remember. How are they begun ? Why ? Review Dictate short sentences containing names of days of the week, month and the year. 1. This is Wed., June 17th, 1891. FIFTH TEAR-FIRST TERM 51 LESSON XXXII A Picture Follow the plan in Lesson XVI. Review names and dates. LESSON XXXIII Names of Particular Places 1. Canton is ten miles from Potsdam. 2. We pass through Philadelphia and Watertown in go- ing to New York. 3. Boston is the capital of Massachusetts. 4. Malone is in Franklin County. 5. Norwood is in St. Lawrence County. Name the words that begin with capital letters. Of what are they the names ? Of what place is Boston the name ? Of what other place? So we say it is the name of a particular place, [lead all the words that are the names of particular places. How are they written ? [26] Begin the names of particular places with a capitaV letter. I want you to take a package to Anna Gray in Potsdam. Why can't you find her ? How shall I begin the name Elm St. ? Why ? What further direction would help you to find her? How shall I write No. 64 ? Why ? What shall I write on a package so that it will reach Grace Morgan by mail ? How must I begin her name ? The street she lives on ? The number of the house ? Why ? When we have put what you have told me on a package or letter, what do we say we have written '! The iiddress [26]. Each one writes his own address. Each writes his father's address. 52 LANGUAGE LESSONS Each write s the address of a friend in a distant city or town. Give the reason for each capital and period. LESSON XXXIV A Picture Follow the general plan in Lesson XVI. LESSON XXXV 1. Indians live on the St. Regis. 2. The home of the Irish is Ireland. 3. The English and French are not good friends. 4. The Sj)aniards have black hair. 5. The hair of the Negro is woolly. C. The Picts and the Scots fought with each other. Follow the plan of Lesson XXXIII. [37] Begin the name of a particular people with a capital letter. Summary (22) Inclose each part of a divided quotation in quotation marks. (23) Place a comma between each part of a divided quo- tation and the dividing words. (24) Begin the names of animals or things personified with a capital letter. (25) Begin the names of particular times with a capital letter. Dates. Days of tbe week. Days of the month. Seasons. Holidays. (2G) Begin the names of particular places with a capital •letter. Address. (27) Begin the name of a particular people with a capi- tal letter. FIFTH YEAR— Second Term LESSON XXXVI Keview by dictation the writing of names of persons, titles,. initials, and abbreviations. Birds In the following lessons, use for illustrations L. Prang and Co.'s Natural History Series, — Swimmers ; also Johnson's Natural History, Little Folks in Feathers and Fur, the Cyclopaedia, and the Classification of Birds in this Handbook. LESSON XXXVII (To teach the following, use pictures of land, water andJ aerial birds.) 1. A bird has a covering of feathers. 2. A bird has four limbs ; the hind pair for walking and swimming and the others for flying. A bird has no teeth. 1. Birds that usually live above the ground in tin- air or on trees are Aerial Birds. 2. Birds that usually live on the ground are called Land Birds. 3. Birds that usually live on or about the water are Aquatic Birds. 53 :o4 LANGUAGE LESSONS Make a list of the birds that habitually live on the ground ; on and about the water ; above the ground — in the air or on trees. Name the groups. Describe them. LESSON XXXVIII The Duck Outline VI. For Primary classes. 1. Names, — bird, water-bird — bird, swimmer ; characteristics. 2. Description, — (1) as a whole ; (2) of parts. 3. Home, — climate, countries, haunts. 4. Habits, — (1) food ; what, where and how obtained. (2) Nest, eggs, young ; (3) migratory or not ; (4) disposition — social, solitary, intelli- gent, destructive, harmless. o. Uses to man. The day before the lesson, assign to each division of the class one of .the topics in the outline to prepare for the following day. Observe the general plan of Lesson I. Teacher's /' 'reparation 1. Find characteristics of swimmers and the duck family >in the Classification of Birds in this book. 2. Examine the animal itself. 3. Consult books of reference named at the beginning of this lesson. Exercise 1 — [First day] What animal is this ? Why do you think it is a bird ? See four reasons in lesson XXXVII. Why call it a water-bird ? See Lesson XXXVII. Look at the bird, tell me one thing that fits it for swim- ming. What fitness is there in webbed feet ? Name another thing that fits him for swimming. Why ? Still another. Why ? Measure the bird. Describe it. Describe the parts in order, begin- ning with the head. Where does the duck live ? Where have you seen him ? What climate is this ? Does he live in cold climates ? In hot climates ? FIFTH TEAR— SECOND TERM 55 In what countries does he live ? To what places would you go to find ducks ? What is its food ? The tame duck ? The wild duck ? Where does he find it ? How is its bill formed for getting its food ? Describe its nest. Where is it built ? Describe the eggs. How many '! How long before they hatch ? Describe the ducklings. How many in a brood ? How many broods in a year ? Can they swim ? Where does the duck stay in the winter ? Do ducks live in flocks ? Do they harm anything ? Mention one interesting thing you have known a duck to do. Write the outline as far as given. Mention one thing a duck is good for. Another. Let each point be developed clearly and fully enough to be interesting and to give a pleasing effect. As each point in the outline is discussed, the teacher will correct mistakes, and give information that pupils have been unable to obtain. Exercise 2 — [Second day] The pupils will write from memory, observing the outline. Exercise 5 — [Third day] Reading and oral criticism. Exercise 4, Lesson I. Outline VII. Criticism. 1. Order. Was the order of the lesson followed ? 2. Exactness. Were the facts told correctly ? 3. Completeness. Were all the facts fully told ? 4. Language used. Were the thoughts expressed clearly, cor- rectly and in a pleasant manner ? Exercise 4 — [Fourth day] Examination of written work. Exercise 5. Lesson I. Outline VII, continued, a. General appearance. 1. Neatness, 2. Penmanship. 56 LANGUAGE LESSONS b. Punctuation. c. Paragraphing and spelling. d. Construction of sentences. Show the class the neatest papers and the best penman- ship. 5. Final copy in books. Exercise 6, Lesson I. (Fifth day.) Dictation, reviewing (13) and (25) Write as it should be written on an envelope, the address of Captain John Henry Willson, who lives on Franklin Street, at Number 29, Watertown, N. Y. Let each write the address of three persons living in dif- ferent towns or cities. Give in each case the reason for each capital and punctu- ation mark. LESSON XXXIX Duck Family The Goose and Swan Observe Outline VI, and compare the goose with the duck as to name, description, home, habits and uses. Bring out all points of interest. As a rule, the pupils will speak chiefly of the points of difference, in studying the remaining members of a family, to avoid a repetition of the first lesson. Some care will be necessary in order to avoid a repetition of words in making comparisons. In conducting the different exercises of this lesson, ob- serve the genera] plan of Lesson XXXVIII. FIFTH YEAR— SECOND TERM 57 LESSON XL The Heron Observe the general plan of Lesson I and the special plan of Lesson XXXVIII. EXBKCISE 6 Write in two columns, using an or a, the following woids : A duck, An eagle, A goose, An owl, A sparrow, An arithmetic, A geography, An apple, A book, An idea, A sister, An uncle, A brother, An aunt. Why did you not write a with words in the second column ? A?) in the first ? "With what letters do the words in the second list hegin ? Read them. What names do we give to the letters a, e, i, o, u ? With the words he- ginning with vowels, which word have we used ? When the word does not hegin with a vowel ? Name the vowels. How many ? With which do we use a ? An ? [28] Use an with tvords beginning with a vowel. LESSON XLI The Stork and the Crane Observe the general plan of Lesson I, and also the sug- gestions in Lesson XXXIX. Select the descriptive words. Write them in asking and exclaiming sentences. 58 LANGUAGE LESSONS Give the reason for each capital and punctuation mark in the following : — 1. "Are you coming, Fred ?" asked George. 2. " Yes," said Fred, " if you will wait." 3. Mary, close the door. 4. " I have a knife, a pencil, a oomb and a top in my pocket," said the boy. Exeecise 6 Write the following : — 1. John's hat is torn. 2. The boy's hat is torn. 3. Mary's book is lost. 4. The girl's book is lost. 5. I see the driver's whip. 6. The dog hurt the cow's foot. 7. Fred's pocket is full. Using these examples, teach : — [29] Add the apostrophe (') and s to a name to shoiv pos- session. LESSON XLII A Reproduction Read for reproduction, a story of the Third Reader grade, from a supplementary reader or child's paper or magazine. Observe the plan of Lesson XXIII, also Outline VII. Dictation Tuesday, Jan. 6th, 1891. Miss Mary E. Shipnian, Please excuse Fred Ogden's absence Mon. A.M., Jan. 5th, on account of illness. Mrs. 0. W. Ogdex. FIFTH TEAR-SECOND TERM Give reason for each period and capital. LESSON XLIII The Gull Observe the plan of Lessons I and XXXVIII. 1. I can't. 2. I'll try. 3. His pencil isn't sharp. 4. I've a sharp one. 5. He's coming soon. 6. Don't tell Mary. From the sentences above teach the following : — [30] Use an apostrophe to shoiv that a letter or letters are purposely omitted. LESSON XLIV The Stormy Petrel and the Albatros Observe plans of Lessons I and XXXIX. Dictation 1. He's a good boy. 2. She's a tall girl. 3. They're good friends. 4. There's the bell. 5. Doesn't John whistle nicely ? 6. I don't whistle. 7. He doesn't see me. 8. You don't sing. 9. He doesn't sing. 10. I'll get the book. 11. You'll get the book. 12. He'll get the book. 13. I'm coming. 14. You're coming. 15. He's coming. Lesson" XLV A Fable Observe the plan of Lesson XXVI, also Outline VII. SIXTH YEAR— First Quarter Work for the first quarter (five weeks): f . Reproductions from Six Popular Tales, — First and Second Series. — Henry Cabot Lodge. 2. Study of Birds of Prey, — the Falcon, Vulture, and Owl families. [Grammar (live weeks): Simple sentence and kinds; nouns, adjectives and their uses]. Give special attention to : — (1) Forms of words, — correct grammatical forms. (2) Selection of words for fitness, variety and euphony. (3) Arrangement of words in sentences, (•f) Language forms or idioms. (5) Construction of sentences, — do they express the thought clearly, correctly and in a pleasing manner ? LESSON XLVI Jack and the Bean-stalk — First half Follow general plan of Lessons I, XXIII, XXVI ; also Out- line VII. LESSON XLVII Avoid unnecessary repetitions. Combine each of the following groups into one well- arranged sentence : 1. Mary goes to school. Mary studies hard. Mary learns very fast. SIXTH TEAR-FIRST QUARTER 61 1. Mary is a bright girl. Mary is a truthful girl. Mary is a little girl. 1. When Mary is in school she studies. When Mary is at home she does not spend all of her time in play. 1. Mary has a sister. Her sister's name is Bessie. Bessie is a sweet sister. She is a toddling, baby-sister. 1. Mary loves Bessie very much. I guess Mary loves Bessie more than she loves anybody else. Dictate, the pupils writing the separate groups, and after- ward constructing the new sentences ; or write the sentences for the pupils to combine making a short story. Mary goes to school, studies hard, and learns very fast. She is a bright, truthful little girl. When she is at school she studies, and at home she does not spend all her time in play. Mary has a sweet, toddling baby-sister, named Bessie. She loves Bessie very much ; indeed, I think she loves her more than she does anybody else. LESSON XLVI1I Jack and the Bean-stalk— Last half Directions in Lesson XLVI. Exercise 0. Review [26], [27] and [28]. LESSON XLL\ The Eagle Outline VIII. I. Classification, — 1. Division, 2. Order, 3. Family, 4. Name. II. Description. 1. General. — size, form, color, etc. 2. Characteristic Parts. See Classification of Birds. 62 LANGUAGE LESSONS III. Habitat. 1. Zone, 2. Countries, 3. Haunts. IV. Habits. 1. Migratory or not. 2. Food, — what, where and when obtained. 3. [Nest, eggs,] young ; what, when, where, etc. 4. Disposition ; — Gregarious, social, solitary, intelligent, mis- chievous, destructive, harmless, fierce. V. Relations. 1. Resemblance to other birds. 2. Relation to other birds. 3. Relations to man. (Uses.) 4. Relations to the industries. VI. Kinds,— 1, 2, 3, etc. VII. A story or fable concerning it. For general plan, follow Lesson I ; special plan, XXXVIIL LLSSoN I. The Hawk and the Buzzard For special plan, Lessons XXXVIII and XX XIX. Teacher's preparation, Lesson XXXVIIL Outline VIII. LESSON LI Synthesis Combine each of the following groups into one icell arranged simple sentence. 1. He was a most extraordinary looking little gentleman. He had a very large nose. It was slightly brass-colored. 2. His eyes twinkled merrily. They were underneath long, silky eye lashes. 3. His mustache curled around. It curled twice. It curled like a cork-screw. It curled on each side of the mouth. SIXTH TEAR-FIRST QUARTER 63 4. He wore a cap. It was pointed. It was a conical cap. The cap had a black feather. The feather was three feet long. 5. The mug was a very odd mug to look at. 6. The handle was formed of two wreaths. They were of hair. The hair was flowing and golden. It was finely spun. It looked more like silk than metal. 7. He saw the rocks. They were on the mountain tops. They were all crimson. They were all purple with the sunset. Otnit Lessons III, LIU, LI V and LYI, and teach in their places, during the remaining five weeks of the quarter, the sentence; also nouns and adjectives with their uses, as given on the third page in the Outline of Grammar. LESSON LII Reproduction Jack the Giant-Killer Directions in Lesson XLVI. Review [21] and [22]. Lessons LIII, LIV and LV. The Vulture family and The Owl. Lesson LVI, Cinderella. SIXTH YEAR— Second Quarter Work for the quarter : 1. Narration, — outline. 2. Reproduction from The Book of Tales. 3. Birds — the Finches, Starlings and Crows. 4. Word-study — Prime and Composite Words and Pre- fixes. Books of reference — Kennedy 's What Words Say, Stem Dictionary, Swinton's Word- Analysis, and the Dictionary. LESSON LVII Narration ei It is my Mother." — A gentleman tells us that, some years ago, being on the banks of the Kennebec Eiver, he saw an Indian coming across in his canoe. He had his family with him, consisting of his wife and a very aged woman, whom he had carefully covered with a blanket. His name was Quenockross ; he had been wounded in battle, and was lame in one of his feet. When he reached the shore, he kindled a fire, and then took the aged woman out of the canoe in his arms, and laid her down very tenderly by it. He then cooked some food and gave it to her to eat, while he and his wife waited until she had done eating. Seeing the gentleman observe him very attentively, he pointed to the aged woman, and in a tone that showed he felt it an honor to be thus attentive to her, he said, " It is my mother." 64 SIXTH YEAR— SECOND QUARTER 65 Read the story. What do the words "Some years ago," express ? The words " on the banks of the Kennebec" ? Who, or what people, are mentioned ? What occurred ? How did the incident occur ? Give answers from the story and obtain — Outline IX, Narration of Incident. 1. AVhen, — "Some years ago." Speak of different ways of expres- sing the time. 2. Where, — " On the banks of the Kennebec." 3. Who, or what persons are mentioned ? 4. What occurred ? 5. How did the incident occur ? Obtain in each case the answers from the story, and write the outline upon the board. II. Read for reproduction, a longer story ; analyze it as in the last exercise. In other respects, follow the plan of Lesson XXIII. LESSON LVIII The Heroic Serf Observe the general plan of Lessons XXIII and XXVI ; also Outline IX, and for criticism, Outline VII. Exercise G, Reviewing [29] 1. His master's wish. 1. The — song. 2. The child's cries. 2. The— track. 3. The wolf's howl. 3. The— light. 4. The girl's question. 4. The — knife. 5. The serf's death. 5. The — dinner. 6. John's absence. 6. The — cradle. 7. My cousin's letter. Give the reasons for capital letters and the apostrophe. Fill the blanks in the second column with names showing possession. Outline X. 66 LANGUAGE LESSONS Suggestions for the reading, oral reproduction, analysis- and written reproduction of selections. Direction will be taken from this outline in adapting the requirements for reproductions, to the sixth, seventh and eighth grades. 1 . To direct the observation of pupils during the reading, require them — (1) To be able to reproduce the story from one reading, or (2) To be able to mention any [at least one] pleasing expression, word or circumstance ; (3) To be able to mention descriptive words, [the figures, when they have had them], the order, or arrangement. 2. Reading. (1) Read, so as to produce an absorbing interest. (2) Read with few interruptions that the selection may be judged as a whole, as well as in parts. (3) Require definitions or equivalent expressions for words select- ed for that purpose. (4) Call their attention to any special point or points that may have occurred to the teacher while preparing the lesson. 3. Reproduce, as a whole, either by — (1) One pupil, or (2) Several pupils taking part. (3) As far as possible, each pupil should have the benefit of the oral reproduction. (4) Give special care to the language used, — choice of words, correctness, sustained and pleasing expression. (5) Every exercise and requirement of the class should stimulate- in the pupils a desire to excel. (6) Commend freely and judiciously. (7) Aid wisely. 4. Analysis of Selections. (1) When the incident occurred. a. Is the time mentioned ? b. Can it be inferred ? c. Let the pupils suppose a time. 1. Various ways of expressing the time. 2. The most pleasing way. 3. Each choosing his own way. (2) Where it occurred. Treat 2 like 1. SIXTH TEAR— SECOND QUARTER 6T (3) Who were concerned ? a. Name the parties. [Spell the names.] b. Describe each [or one.] c. Notice descriptive words, d. pleasing or happy expressions. (4) What occurred. Observe the expressions used. (5) The manner of the occurrence. Observe the expressions used. 5. Select and spell words to be used in the written reproduction. 6. The directions for the written reproductions may be varied accord- lg to the grade or special needs of the class as follows: — (1) Reproduce without change ; i. e., observing the order and words of the selection as accurately as possible. (2) Reproduce, making changes to please the writer. (3) Assign the title, and pupils change all the parts of the story. (4) Observe a special order, avoiding the language of the book ; observe the proper proportion of parts, and tell the story fully enough to give a pleasing effect. (5) Observe a special order, or the order of events, and write an introduction. (6) Same as (5) and, in addition, write a conclusion. (7) Vary by direct narration. [After this is taught.], (8) By inversion. (9) By exclamation. (10) By interrogation. (11) By using the passive form. (12) By the use of participles and infinitives. (13) By making special description of persons or things. (14) By introducing figures,— simile, metaphor, personification. (When these have been taught). (15) By writing in the form of biography, auto -biography, alle- gory, parable or fable. LESSON LIX The lung and the Locusts Follow the general plan of Lessons I and XXI1L 68 LANGUAGE LESSONS Outline from X. Written, (1), (2), (4). (1), (2), (3). (1), (2), (3), (4), (5), (6), (7). (1), (2), (3), (4), (5). (3). Oral 6. (2). LESSOX LX The Sparrow Observe the general plan of Lesson XXXVIII. Outline VIII. LESSOX LX] Review [29] LESSOX LXII The Formation of Words 1. According to their formation words are of two kinds : (1) A word that expresses more than one idea and can be separated into simpler parts is a composite word ; as, watch- key, re-view. (2) A word that expresses but one idea and that cannot be separated into simpler parts, is a prime word ; •as, boy, sea, I, go. II Tell whether the following are prime or composite words : workman, wash, lovely, love, childhood, enrich, kingdom, music, musician, glad, footsteps, music-teacher, school, fire, manly, milkmaid, sailor, steamboat, hilly, coachman, warm, SIXTH TEAR— SECOND QUAR TER 69 sign-post, friend, friendly, young, friendship, gardener, class- mate, trustworthy, grammarian, foretell, biped, centipede. Ill 2. The parts which form a composite word are its ele- ments : (1) An element used at the beginning of a word to express a modifying idea is a prefix ; as, re-turn. (2) An element used at the end of a word to express a modifying idea, is a suffix ; as, teach-er, dvunk-ard. (3) Prime word* ; as, ink-well, whale-bone. (4) An element used only in forming composite words, but still having all the properties of a word is a stem; as, graph-ic, auto-graph. These elements, found chiefly in the Latin and Greek, are called stems because they are the parts of words to which other parts (inflections) are added as branches are attached to the stem of a tree. IV From the words in II, and also from the following, let pupils select prefixes, suffixes, stems, prime and composite words and give the definitions of each : actor, inaction, act,, apt, aptness, aptly, agriculture, floriculture, horticulture, grammar, programme, monogram, diagram. V 3. The principal element of a composite word is the base ; it may be a word or a stem ; as, yvntev -wheel, mis-take, pro- gramme. 4. That part of a composite word that modifies the mean- ing of the base is an adjunct ; it may be a word, as, in k-weU ; a prefix, as, mis-take ; a suffix, as, ho-pe-ful. 5. A composite word is compound when its elements are words; as, black-birds, mountain-top, midship-man. 6. When the base is a word and the adjunct a prefix or a suffix, the word formed is a derivative word ; as, int-truth,. teacli-er. For drill, give lists of words to be treated as in II and IV.. .70 LANGUAGE LESSONS VI Defer the following to another grade : 7. A composite word is a stem-compound when its elements are stems ; as, auto-graph, quadru-ped. 8. When the base is a stem, and the adjunct is either a prefix or a suffix, the word is a stem-derivative ; as pro- gramme, gramm-ar, monogram. VII From the examples given, obtain the definitions of prefixes •as in III. Require pupils to bring to class lists of nouns formed by using these prefixes. Classify and analyze the words thus formed giving, (1) kind of word as a whole ; (2) the elements and their mean- ing ; (3) the meaning of the whole word. VIII Form nouns by using prefixes with the following words : part, chance, calculation, truth, statement, arm, understand- ing, truthfulness, manliness, conduct, head, top, know, part. IX Analyze the following words as directed in VII : miscall, unkind, foretaste, misbehavior, foreknowledge, unwise, mis- trust, fore-leg. Outline of Word-study for the quarter. English Prefixes Use the following prefixes to form nouns : 1. Fore, — before ; as, fore-runner, fore-sight. 2. Mis, — wrong ; as, mis-conduct, mis-understanding. ■ 3. Un, — not ; as, un-truth, un-rest. 4. Under, — beneath; as, under-officer, under-current. Use the following prefixes to form adjectives : 1. For,— privation or opposition ; for-bidden, for-saken. 2. Un, — not ; un-kind, un-just, un-wise. 3. Mis, — wrong ; mis-spoken, mis-guided, mis-sent. SIXTH YEAR— SECOND QUARTER Suffixes Use the following suffixes to form nouns : 1. Ar, ard, — one '.who ; begg-ar, schol-ar, slugg-ard. 2. Born.,— state of being, place where ; free-dom, king-dom. 3. Er, — one who ; buy-er, teach-er, build-er. 4. Hood, — state of; boy-hood, knight-hood. 5. Ing, — action ; writ-ing, hear-ing. 6. Ness, — state of being ; bold-ness, fond-ness. 7. Ship, — office of, state of; clerk-ship, friend-ship. S. Ster, — one who ; game-ster, young-ster, spin-ster. SIXTH YEAR— Third Quarter Work for the third quarter (five weeks) : 1. Narratives from pictures. 2. Study of animals from the orders Quadrumana and Carnivora. 3. Selections for reproduction from Sheldon & Co.'s Fourth Header. Grammar. — Verb, verbal words and adverbs. See outline of Grammar. LESSON LXIII Synthesis The teacher loill dictate while the children write the short sentences, afterward combining each group into one well arranged simple sentence. 1. It was a cliest. It was bilge. It was square. It was iron bound. It was oaken. It was big enough for four children to play at hide-and- seek in. 2. John Hull dressed himself in a coat. It was plum-colored. He wore it on the wedding day. The buttons were made of pine-tree shillings. 3. Once there was a quarrel. It was between the eyes and noes. It was about the ownership of the spectacles. 4. A king reigned over Persia. He reigned once upon a time. He was a mighty king. His name was Xerxes. 5. A lion was surrounded by some mice. It was while he was sleep- ing. He was sleeping quietly. 6. One mouse jumped up on his body. He was a bold mouse. He was a young mouse. The mouse scampered across his face. 72 SIXTH TEAR— THIRD QUARTER 73 LESSON LXIV Narrative from a Picture 1. Recall and write on the board, Outline IX. 2. The teacher will recall and observe in giving the lesson, Outline X, 4 including (1), (2), (3), (4) and (5). 3. As an illustration, a short story is obtained and written in class, from the following picture. 1. This morning 2. in class, 3. the teacher 4. showed us the picture of a hen making a journey in a very unusual manner. The story is said to be a true one. A mother-duck with her little ones was looking for tad- poles, among the flags along the shore of the pond, when a crazy old hen suddenly alighted on her back. This frightened the duck-family so much that they all started in haste for the opposite shore. I judge that the youngsters of the family intend to win the race, as each seems to be putting his best foot forward. 74 LANGUAGE LESSONS The passenger does not seem at ease in her mind in regard to this undertaking. Indeed, she seems to be expecting that the duck will suddenly disappear for another tadpole. In the remaining exercises, follow the general plan of Lesson XXIII. In writing, the pupils are at liberty to im- prove the^story by making changes in the parts, provided they still include the five points given in the outline. LESSON LXV [Use for this lesson, a picture showing several kinds of squirrels sporting in the trees, to suggest the ideas required for the story.] Observe the general plan of Lesson XXIII, also' Lesson LXIV; Outlines IX and X, 4, (1), (2), (3), (4), and (5). Mr. and Mr*. Gray Squirrel's Party Exercise 1 What is the first point in a narrative ? What do you think would be the best time in all the year tor squirrels to have a party ? etc.. etc. Obtain something like the following, which is meant to be merely suggestive : 1. When. (1) It was at the full moon. (2) It was in October, when the acorns and beech-nuts were ripe. (3) It was when there were many bright leaves in the forest. 2. Where. (1) In a grove beyond the meadow. (2) In the oak tree where the biggest acorns grow, with fine places for a swing and a see-saw. 3. TT7*o. Mr. Eed Squirrel and Miss Chipmonk came early. Then came Mr. and Mrs. Black Squirrel, Mr. Flying Squirrel ; indeed, it seemed to be a kind of family party. 4. What occurred, and, 5. How the incident occurred. SIXTH YEAR—THIBD QUARTER 75 (1) They climbed to the top of the large beech tree, where Mr. Gray Squirrel spent his mornings in making provisions for his fine family. (2) They saw the store-house with beech-nuts, acorns, and a few fine walnuts. (3) They visited the nursery where the baby-squirrels were rocked to sleep. (4) Mr. Flying Squirrel gave an exhibition of his skill, as they were leaving the beech tree. (5) The refreshments were choice. (6) The guests were delighted. They went home before the first song of the thrush. Some pupils may wish to tell stories of their own. Each pupil may write his own story, or the story given in class, as the teacher decides, making any changes he likes provided they improve the story. After this suggestive lesson, the pupils write their exercises during the class, or afterward, as the teacher may decide. Observe the general plan of Lesson XXIII. In criticising the story, in addition to Outline VII, observe Outline XI. 1. Probability or improbability of the story. 2. The use made of the picture and its suggestions. 3. Originality of the story. 4. Point of the story. 5. Symmetry or proportion of parts. 6. Interest of the story. LESSON LXVI A Picture Observe the same plan as in Lesson LXV. I After some practice, give each pupil a picture from which to write a story for next recitation. 76 LANGUAGE LESSONS II Use one or several pictures. Each pupil will construct a story to be given orally at the next recitation. Ill From one picture, the pupils will write, impromptu, a story complete, to be read during the last half of the recita- tion hour. IV The teachers will readily invent other ways of using pic- tures for class exercises. LESSON LXVII The Ape See Lesson XXXVIII ; see Outline VIII. Omit Lessons L XVIII, LXIX, LXX, and teach in their place verbs, verbal words and adverbs, as found on p>ciges three and four in Outline of Grammar. Lesson LXVIII, The Monkey ; Lesson LXIX, a reproduc- tion ; Lesson LXX, a picture, observing the directions in previous lessons. SIXTH YEAR— Fourth Quarter The work of the fourth quarter : — 1. Narratives — real incidents. 2. Study of the Dog and Cat family. 3. Selections for reproduction — stories of Fourth Reader grade. 4. Word-study — English suffixes. LESSON LXXI Narrative from an incident in the child's experience. Outline IX ; also Outline X, 4, (1) (2) (3) (4) (5). Exercise 1 The Broken Window 1. Last night, after school 2. just in front of the Intermediate Department, 3. Arthur Jones 4. accidentally broke a window in the basement of the school-building. 5. He threw the ball, and in some way, I could hardly tell how, it went through the window, making a hole just the size of the ball. He looked very much as- tonished when he heard the rattling of broken glass, and saw the ball disappear through the window. For the remaining exercises, observe Lesson LXIV, also in criticism, Outlines VII and XI, 4, 5 and 6. 77 78 LANGUAGE LESSONS LESSON LXXII An Incident at the Fair — [A true story} See Lessons LXIV and LXXI. Outline IX. Each pupil chooses his own subject. LESSON LXXIII A Journey Observe the plan of the last lesson. Lesson LXXIV, The Wolf; Lesson LXXV, J)ogs. Fol- low the plan of Lesson X X XIX. LESSON LXXVI A True Story — Impromptu The pupils may write from the subjects, Fishing or a Pic- nic, using in their story the following words : several, mead- ows, party, happily, sunset, delightful, pool, sparkling, swimming, noisy, musical, northward. LESSON LXXVII Do not put into the same sentence thoughts that have no relation. Correct the following : 1. The horse is a noble animal and his shoes are made of iron. 2. The horse has a long, flowing tail and a mouth full of teeth. 3. He eats grass and grain and has a glossy coat. 4. The sparrow is a small bird and lives in this climate all winter. 5. The small boy drums on all kinds of instruments, chews gum, and generally forgets to do an errand. C. SIXTH YEAR-FO URTH Q TJARTER 79 Geography is a very good study but I like recess. 7. I like pets, but a dog is good for nothing after he is six years old. Observe the plan of Lessons L XI I and GXXI. English Suffixes Use the following in forming nouns : Diminutives 1. En ; maid-en, kitt-en. 2. Ie; bird-ic, dog-g-ie, Will-ie. 3. Iiv] ; as, farfch-ing (from fourth), tith-ing (from tenth). 4. Kin; as, bump-kin, lamb-kin, nap-kin. 5. Ling ; as, dar-ling, duck-ling, gos-ling. 6. Ock ; as, bull-ock, hill-ock. Use the following in forming adjectives : 1. En=m&de of; as wood-en, hemp-en. 2. Fold, denoting multiplication; as two-fold, mani-f old . 3. Ful=fn\\of ; as, hate-ful, will-ful. 4. Ish, signifying somewhat, belonging to, like; black-ish, Spanish. fool-ish. 1. £ess=without ; as art-less, fruit-less. This suffix lias no connection with the comparative of little. 2. Like=\ika ; as, child-like, war-like. 3. Zy=like ; as, man-ly, sick-ly. 4. ^'///^'=like, partaking (if a certain quality ; as glad-some, loath- some. This suffix has a corrupt form in buxom, flotsam, jetsam. Omit Lessons LXXIX, LXXX, LXXXI, LXXXI I, LXA'XIII, and teach in place of them English prefixes and suffixes. Lesson LX XVIII, A Review of Capitals; Lesson LXXIX, A Visit to Some Place of Interest ; Lesson LXXX, A Picture ; LXXXI, An Exercise in Synthesis. Observe the plan of previous lessons. Lesson LXXXIL The Tiger ; Lesson LXXXIII, A Repro- duction ; for the former, see Lesson XXXVIII, outline VIII ; for the latter, Lessons XXIII, LIX. SEVENTH YEAR— First Quarter Work for the first quarter (five weeks): 1. Letter-writing — Letters of Friendship. 2. Eeproductions from Letters from a Cat. — Helen Hunt. 3. Word-study. [Grammar (five weeks): Preposition, prepositional phrase, conjunc- tion and interjection.] Letter-Writing For reference, use Townsend's Analysis of Letter Writing, or other books on the subject. Kinds of Letters Among social letters, may be mentioned letters of friend- ship, of invitation, of acceptance, of regret, and of introduc- tion. Common among letters for business purposes, are letters of application, of recommendation, of resignation, notes, orders for money or merchandise, bills and receipts. The Parts of a Letter I. The Heading, which gives the place and date of writing, consists of five items : Town or city, county. State, month,, day, and year. Teach the facts in regard to each, together with their position on the page and the capitals and the punctuation marks used. II. The Address, which consists of the name and title of the person or firm to whom the letter is written, and some- times the residence or place of business. Teach the writing of titles of office, of honor, and of respect with their abbreviations ; also titles that follow the name. Teach also the arrangement and position of the items, with capitals and punctuation marks. SEVENTH YEAR— FIRST QUARTER 81 III. The Salutation is a courteous or affectionate greeting, introducing the body of the letter. Teach the customary forms, both familiar and formal, the position and punctua- tion. IV. The Body of the letter is the message itself, or what we have to say. Teach something of its contents, position and form. Mention some things that should not appear in the body of a letter. V. The Complimentary Close is a courteous expression of respect or affection following the body of the letter. Teach the customary forms, familiar and formal, position and punctuation. VI. The Signature is the name of the writer of the letter. Teach the position and writing of name and title. 1. Teach the propriety, position and correct writing of the address at the end of the letter. 2. Margins. a. Upper margin, one inch and a half in width. b. Left margin, one-half an inch in width. c. Paragraph margin, — one inch in width. co. Double the paragraph margin. 3. Folding. Teach the folding of note-sheet and letter- sheet. 4. The Superscription, or address upon the envelope. Teach what it should contain, the position and arrangement of items, capitals and punctuation. Stamp. LESSON LXXXIV Letter-Forms As models to be studied in class, use letters carefully written. Apply the knowledge the pupils already have of the writing of dates and addresses. Use also a diagram of a letter-sheet upon the board. 82 LANGUAGE LESSONS Exercise 1 "What is the first thing you find written in the letter ? What is the address of the writer ? What is the date of writing ? Which is written first ? How many items in the address of the writer ? How many in the date ? On how many lines are they written ? How far from the upper edge ? How far from the left edge ? This group of items is called the heading. How do we punctuate the heading '? Give reason for each capital and punctuation mark in the heading of the letter. In a similar manner obtain the five parts of the letter, — heading, address, salutation, body and superscription — writ- ing and punctuating all except the body, for which use dotted lines. On the board or on paper, the pupils will repeat this lesson, spacing, punctuating and capitalizing the five parts of a let- ter in which the heading, address and superscription, each requires but two lines. The pupils will give reasons for spacing, capitals and marks used. Assign the same to be prepared on paper for the second day, and brought to the class unfolded. Exercise 2 Criticise the work brought in. Review all points taught the previous day, by requiring reasons in each case for spacing, capitals and punctuation. Teach the folding and superscrip- tion. Assign a form to be prepared on letter-sheet containing the five parts of the letter, using dotted lines for the body. Fold, enclose in envelope, and superscribe. Exercise 3 Proceed as in Exercise 2. Afterward, if the pupils are thorough in the work already done, read the following let- ter for reproduction : — SEVENTH YEAR— FIRST QUARTER 83 (Near) Malone, Franklin Co.,N. Y., } Tuesday, July 14, 1890. J Dear Cousin Frank, We did not reach Uncle Henry's until five o'clock on Thursday — too late to see anything but the boat and the lake. The boat is a beauty, and is so light I am sure I could row it, if papa would only let me try. There is plenty of fun on the lake shore and the fish- ing is fine, though I haven't caught a fish yet. Papa says I will have better luck to-morrow. Rover weighs seventy-five pounds this summer, and his fur is as black and glossy as Jocko's. He will draw Fred and his cart almost as well as a pony. Sometimes he gets too lazy to play and will lie right down in the harness, and nothing will make him stir but a promise of something to eat. Fred generally carries a crust, or something in his pocket to use as an inducement, since whipping him does no good. I shall expect you early on Saturday. Your loving cousin, George Sanderson. Master Frank Thomas, Ogdensburg, N. Y. Exercise 4 Proceed as in Exercise 2. Read. Observe in criticism Outline VII, and as much of Outline XI as will apply. Pupils need not copy in books. LESSON LXXXV Each pupil will write to a friend an account of a real visit he has made, observing all that has been taught. Some incidents of these visits may be related orally, in order to determine what will be of sufficient interest to become a part of the letter, as well as what should be omitted. 2. — Reading and oral criticism, Exercise 4, Lesson I. Lesson LXV. 3. — Criticism of written work. Exercise 5, Lesson I. 4. — Copy in composition books. 84 LANGUAGE LESSONS LESSON LXXXVI Reproduction Letter I, from Letters from a Cat. Ex. 1. — Reading and oral reproduction. Lessons XXIII and LIX. 2. — Writing from memory. Lessons LXIV and LXV. 3. — Reading and oral criticism. Lesson LXV. 4. — Criticism of written work. Outline VII, Lesson I, Exercise 5. 5. — Copy in composition books. LESSON LXXXVI I Write a real letter to a sick school-mate, expressing sym- pathy, kind remembrance and telling what has been done in class, or in school during his absence. LESSON LXXXVIII Reproduction from Letters from a Cat. LESSON LXXXIX Write a real letter to a real friend, whom each pupil may select, narrating something of interest. See Lessons LXXI and LXXII. LESSON XC Write a letter from some distant city you are visiting, to a relative, describing real places of interest, and giving your own experience. SEVENTH YEAR— FIRST QUARTER 85 LESSON XCI "Write a letter from a dog to his master, telling things you feel sure a dog would like to say. Wo rd-stu cly — Suffixes For suggestions in teaching, see Lesson LXII. Use the following suffixes in forming nouns : 1. Ee, one wJio, or one to whom; as, absentee, trust-ee. 2. Eer, ier, one who ; as, auction-eer, mountain-eer. 3. Er, one who ; as, build-er, buy-er. Use the following in forming adjectives : 1. Teen, ty, ten ; twen-ty, eigh-teen. 2. Isb, like; as, knavish, churl-ish. 3. Ward, in the dirction of; as, east-ward. Use the follow prefixes to form verbs : 1. Fore, before ; as, fore-tell, fore-see. 2. Mis, wrong ; mis-call, mis-state. 3. Un, to reverse the act of; as, un-chain, un-bind. 4. With, from, against ; as, with-draw with-stand. SEVENTH YEAR— Second Quarter "Work for the quarter (five weeks) : 1. Reproduction of narrative and descriptive poems. 2. Subjects from the vegetable kingdom, — the most com- mon flowers. 3. Word-study. [Grammar (five weeks): Noun and personal pronouns to gender. All rules for the formation of plurals.] LESSON XCII Poem — Somebody's Mo titer Observe the plan of Lesson LL\ ; also outlines IX and X. Describe the persons mentioned in the poem. Write the nouns denoting possession and the quotation. Exercise 6 Synthesis Combine the following groups into well arranged simple sentences. 1. It was on the edge of the grove. Seth Clark was cutting timber. It was near his log-hut. 2. He looked up. He heard the barking of the dogs. He saw the beautiful fawn. She was running toward him. 3. I saw the boys of a school. They were playing their game of ball. It was noonday. I passed through a small village. 4. The elm tree's leaves turn to a sober brown. They turn in the autumn. They are touched here and there with a bright, golden yellow. 5. Its flowers are very tiny. They are of a yellowish hue. They come out in small clusters on the sides of the twigs. 86 SEVENTH YEAR— SECOND QUARTER 87 6. There stood a Christmas tree. It was bright with its lighted tapers. Every limb was loaded down with its burden of toys and candies. Other poems for reproduction; Sheridan's Eide, The Bat- tle of Blenheim, The Romance of the Swan's Nest, or other narrative poems from Readers or children's magazines. LESSON XCIII The Daisy The language and mythology of many flowers will be found in the Poetry of Flowers published by J. B. Alden. Outline XII. 1. Description, — botanical characteristics. (Not too minute). 2. Symbol or Language. 3. Habitat,— climate, countries, haunts. 4. History. 5. Distribution. G. Cultivation. 7. Commercial Value. 8. Uses. 9. Quotation ; — the commonesl or most beautiful quotation, poem or fable concerning it. The topics in the outline may be assigned to different divisions of the class to look up, and the lesson may be con- ducted in a manner similar to Lesson XXXVIII. 1. Obtain the description from the plant. 2. Language — innocence and hope. 3. It is found in temperate climates, in both Europe and America. The wild varieties sprinkle field and way side, seeming to be favorites of nature as well as of the artist. 4. Next to the rose, the daisy seems to have received the most attention from the poets, yet little is known of its history. 88 LANGUAGE LESSONS 6. They are cultivated for their beauty. 9. Chaucer, the earliest of English poets, speaks of it as the " e'e of daie." According to fable, this little flower owes its origin to Belides, one of the dryades, the nymph who presided over woodlands. It is said that this nymph, while dancing with her favorite suitor, attracted the attention of Vertumnus, the guardian deity of orchards. To shelter her from his pursuit, she was transformed into the daisy, or day's eye, as our old poets called it — the flower of faithful love, which opens and closes with the sun. Margaret of Anjou chose it as her device, and when she reigned a beauty and queen, the nobles of England wore wreaths of it, or had it embroidered on their robes. The Scotch poet, Robert Burns, wrote one of his most beautiful poems to a Mountain Daisy. "Wee, modest, crimson-tipped flower, Thoirs met me in an evil hour, For I maun crushed amang the stoure (stones) Thy slender stem ; To spare thee now is past my power, Thou bonnie gem." For remaining exercises, see Lesson LXXXVI. LESSON XCIV Use correctly in sentences the following adjectives: smooth, sweet, sharp, narrow, distinct, clear, wise, rapid, direct, quick, slow, swift. Example. The child's voice is low and clear. Change the adjectives to adverbs and use in sentences. Example. She reads smoothly and distinctly. SEVENTH TEAR— SECOND QUARTER LESSON XCV Apple-Mossoms Observe the same plan as in Lesson XCIII. Similar lessons may be given on the Violet, Narcissus, Lilac, etc. LESSON XCVI A School-boy's Holiday — ( Time 20 minutes) Use in the story the following words: — Saturday, wisely, rain, distinctly, school, talking, enter- taining, sunshine, quickly, visiting, listening, balloon. In writing, observe Outline IX. For general plan, see Lesson LXXI. LESSON XCVII A Picture Follow the plan of Lessons LXV and LXVI. Subjects for other compositions, — My last Birthday, Sat- urdays. Word-study — Suffixes Use the following suffixes in forming nouns : 1. Age, act, condition, collection of ; as, cour-age, hom-age, foli-age. 2. Ance, ancy, state or quality of being ; as, abund-ance, const -ancy. 3. Euce, ency, state or quality of being ; as, indulg-ence, consist-eocy. 4. Ice, that which; as, just-ice, mal-ice. 5. Ment, state of being, that which ; as, excite-ment, command-ment. 90 LANGUAGE LESSONS 6. Merit, instrument ; as, docu-ment 7. Mony, state of , that which ; as, acri-mony, testi-mouy. 8. Ion, act of, state of being ; as, redempt-ion, act-ion, evas-ion. 9. Tude, condition; forti-tude, grati-tude. 10. Ure, eur, state of , that which; as, grand-eur, creat-ure. Suffixes that denote one wlio performs an act : 11. Ant or ent ; as, assist-ant, stud-ent. 12. Ary ; as, secret-ary, advers-ary. 13. Ate ; as, advoc-ate, cur-ate. 14. 1st ; as, evangel-ist, theor-ist. 15. Or or er ; as, success-or, preach-er. 16. Trix, a female agent ; as, execu-trix. For suggestions as to method and books of reference, Sixth Year, second quarter. SEVENTH YEAR— Third Quarter Work for the quarter (five weeks) : 1. Letter-writing, — Business forms, Invitations, etc. 2. Vegetable kingdom, — Coffee, Hemp. 3. Reproductions from Heroic Deeds. 4. Word-study, — Latin suffixes. [Grammar (five weeks) : Review. Complete nouns and personal pronouns.] See Outline of Grammar. LESSON XCVIII Dictation Dictate for one division of the class to write at the board, and the other on paper, the heading, address and salutation of a letter ; also the complimentary close. The pupils will give reasons for spacing, capitals and punctuation in each case. Review titles, the abbreviations of titles preceeding and following names, and forms of greeting. LESSON XCIX Familiar Letters Write a letter from a robin arriving in this town early in the spring, to his mate, who was detained at the South by an accident. A few questions in the manner and spirit of Lesson LXV will insure good stories. General plan, Lesson LXXXV. Outlines VII and XI. 91 LANGUAGE LESSONS LESSON C Business Letter With the form of a letter-sheet drawn upon the board, the pupils will give directions for spacing, margins, position and correct writing of items, in a letter to the publishers, ordering The Youth's Companion. The pupils will then write a similar exercise for further criticism. LESSON CI A formal invitation ; invitation accepted ; invitation not accepted. LESSON CII A Letter of Application Ogdensbttrg, N. Y., June 26, 1891. Weed & Weston, Potsdam, N. Y. Gentlemen : — I wish to apply for the position advertised by you in the Courier and Freeman of June 24th. I am fifteen years old, large for my age, and am well and strong and have just graduated from grammar school, No. 6. I think I can earn three dollars a week and I shall try to do faithfully whatever you may require. I enclose recommendations from Superintendent Kennedy and also from my teacher, Mr. Arthur. Very respectfully yours, Allen E. Munson. SEVENTH TEAR— THIRD QUARTER LESSON cm Write the letter of recommendation from Sup't Kennedy. Write also a letter of application. LESSON CIV Dictation 1. Direct quotations. 2. The apostrophe denoting pos- session. 3. The apostrophe denoting the omission of letters. LESSON CV Direct and Indirect Quotation I. The direct form gives the thought of an author in his own words ; the indirect, his thought only, not his words. 1. " After all," said Farmer John, "the best of a journey is getting home." 2. Farmer John says that the best of a journey is getting home. 3. Direct. "The town is a perfect Babylon to a quiet chap," said Farmer John. 4. Indirect. Farmer John said the town was a perfect Babylon to a quiet chap. II. Use the direct form to give energy to the expression. 1. "Step out of my way, Tim," said John. Indirect. John told Tim to step out of his way. Change the following to the indirect and notice which is the more effective. 1. " That mutton looks very nice," said the old gentleman ; " give me a bit." 2. " Impossible, sir," said Gluck. 3. " What's your business?" asked Hans. 4. "Avery pretty business, indeed," said Gluck. 5. " Have you had your breakfast," Drover asked. 6. "Yes," said Frisk. 7. " Where did you have it ?" asked Drover. 8. "By the fireside," said Frisk. 94 LANGUAGE LESSONS III. An exclamation or an interrogation point, if belong- ing to the quotation, must stand within the quotation marks. LESSON CVI Coffee Follow general plan of Lesson XXXVIII. Outline XII. Assign the different topics in the outline for pupils to pre- pare from the Cyclopaedia and other books of reference. Exercise 1 Use pictures, illustrations, and specimens. 1. Description. Call upon the pupils to whom this topic was assigned for the description. Make the points as clear and vivid as possible. The teacher corrects and supplements the material brought to class by the children. 2. The language or symbol from Alden's Language of Flowers. 3. Habitat or home. Of what country is it a native ? "What climate ? In what country or countries is it produced ? What places does it prefer ? High or low ? Dry or moist ? 4. History. Its discovery, and subsequent introduction to other coun- tries and peoples. 5. Distribution. Is it widely distributed as to its production ? As an article of commerce ? 6. Cultivation. "Wild or cultivated ? How cultivated as to soil ? As to the process ? As to the manner of growth ; i. c., from seeds, cut- tings ; in orchards, fields, groves, or gardens ? 7. As an article of commerce, is it of much or little value ? An esti- mate of the amount produced or consumed in one or more countries. Some idea of the extent of the coffee trade. 8. The earliest mention in history, in literature. Has it a place in literature or poetry ? 9. The commonest or most beautiful poem, fable, or quotation concern- ing it. Lesson CVII, Synthesis ; Lesson CVIII, Hemp ; Lesson CIX, Reproduction from Heroic Deeds; Lesson OX, The Bat. In each case observe the plan of previous lessons. SEVENTH YEAR-THIRD QUARTER 95 Word-Study For suggestions in teaching, see Sixth year, Second quarter. 1. Ab, from or away ; as, ab-ject, ab-solve. 2. Abs, from or away ; abs-ent, abs-tain. 3. Ad, to ; as, ad-apt, ad-kere. 4. A (for ad) to; a-scend, a-vow. 5. Ac (for ad) to ; ac-cede, ac-cept. 6. Af (for ad) to ; af-fix, af-flict. 7. Ag (for ad) to; ag-gravate, ag-gress. 8. Al (for ad) to; al-lude, al-ly. 9. An (for ad) to ; an-nex, an-nul. 10. Ap (for ad) to ; ap-pend, ap-parent. 11. Ar (for ad) to ; ar-range. 12. As (for ad) to ; as-sail, as-sume. 13. At (for ad) to ; at-tain, at-tend. 14. Am, around or about ; as, am-bition. 15. Ante, before ; as, ante-cedent, aute-rooin. 16. Circum, around; as, circum-scribe. 17. Con, together or with ; as, con-flict. 18. Co (for con) with; as, co-equal, co-exist. 19. Com (for con) together or with ; as, corn-motion. 20. Cor (for con) together or with ; as, cor-relative. SEVENTH YEAR— Fourth Quarter Work for the quarter (five weeks) : 1. Letter-writing ; — orders for money, and merchandise, bills, receipts, notes. 2. Keproductions from Manual of Reading. — Miss Potter. 3. Vegetable Kingdom, — Flax, cork. 4. Word-Study. [Grammar (five weeks): Adjectives. Verbs to mode. Grammatical predicate. See Outline of Grammar.] LESSON CXI Business Letters As models, use real business papers. Observe the plan of Lesson LXXXIV. Apply pupils' knowledge of letter-forms. A Letter Ordering Goods Union Academy, Erie, Pa., March 6, 1891. School Supply Co. , Boston, Mass. Dear Sirs : — Kindly send us by American Express, at the earliest possible date, the following books : 10 Greene's Grammar. 10 Appleton's New Physical Geography. 10 Milne's Elementary Algebra. 10 Milne's Practical Arithmetic. 10 Macy's Civil Government. "We thank you for your promptness in filling our former order. Enclose bill at your very best rate, and oblige, Yours truly, S. S. Shipman, Prin. 96 SEVENTH YEAR— FOURTH QUARTER 97 Bill Mr. S. S. Shiphan, Boston, March 8, 1891. Bought of ScnooL Supply Co. 10 Greene's Grammar @ 90c. 10 Physical Geography ' ' 95c. 10 Elementary Algebra " 95c. 10 Practical Arithmetic " 85c. 10 Civil Government " 90c. | 9 9 9 8 9 00 50 50 50 00 Received payment, School Supply Co., $45! 50 per rAYLOK Receipt $45.25. Buffalo, N. Y., March 10, 1891. Received from J. J. Johnson, forty-five and r %% dollars, payment in full. J. H. Anthony. Note $36.18. Buffalo, N. Y., Oct. 16, 1891. For value received, two months after date I promise to pay James Freeman, or order, thirty-six ^ dollars, with interest. Charles O. Wilson. Kequire pupils to write orders, bills, etc., observing the correct forms. In a bill, what is the first thing you find written ? Where is the name of the buyer written ? Of the person or persons who sell ? How are the items written ? What is meant by receipting a bill ? Why is the word Taylor written below the name of the firm ? What words should not be written until the bill is paid ? LESSON CXII For plan, see and VII. The Soldier's Reprieve Lessons XXIII and LIX. Outlines X 98 LANGUAGE LESSONS LESSON OXIII Change the words in italics to phrases prepositions and their objects), and the phrases to words. Examples. 1. This giant turns the wheels of all the mills. Ch. This giant turns all the mill wheels. 2. He stood on the top of the mountain . 3. He spoke in a very rapid manner. 4. This was a valley of great fertility. 5. He behaved with great politeness to his sister. 6. Jacko behaved in all respects with propriety. 7. You looked with longing at the poultry. 8. There were musical sounds in the air. 9. The child looked up with an air of joy. 10. John had acquired a stooping habit. 11. A habit of carelessness is hard to overcome. 12. The butterfly rested ' on a bank of moss. 13. The mother had a look of weariness. 14. The sides of the mountains are covered with snow. 15. He spoke with clear- ness and force. 16. He looked with great anxiety for his father. 17. The enemy fought desperately. 18. He wore & solemn look. 19. He is a musician of great skill. LESSON OXIV Flax Observe the plan of OVI. Outlines X, VII, and XL Dictate sentences in which pupils will be required to write the plurals of letters, figures and signs. They will explain the punctuation, giving reasons. LESSON CXV A Ballad of Sir John Franklin Follow the directions given in Lesson CXII. LESSON CXVI Cork See Lesson CXIV. SEVENTH TEAR— FOURTH QUARTER LESSON CXVII Compound Words — The Hyphen Kerl says : I. Two or more words expressing but one idea, or habitu- ally used together as the term for one idea, should be made compound. A crow is a black bird, not a blackbird. A living oak is a live oak not a live-oak (tree). A master who dances is a dancing master, not a dancing-master. Many colored birds are not many-colored birds. A lady's slipper is a shoe, not a lady's-slipper (plant). II. When a compound word is first formed or but little used, a hyphen is generally placed between its parts. Night-robber, labor-saving, express-wagon, sea-breeze, fire-fly, tree-toad, play-mate, hard-hearted. III. By long and general use, most compound words lose the hyphen, provided the parts coalesce as smoothly as the syllables of one word, and under one chief accent. Statesman, steamboat, railroad, inkstand, bookseller, schoolhouse. Dictate compound words to be written with and without the hyphen. Word- Study For suggestion in regard to plan, see Sixth Year, Second Quarter. 1. Ex, out or out of ; as, ex-act, ex-cept. 2. E (for ex), out or out of; as, e-dict, e-ject. 3. Ef (for ex), out or out of; as, ef-face. 4. Extra, beyond ; as, extra-ordinary. 5. In, in or into ; as, in-cline, in-clude. (Verb). 6. II (for in), in or into ; as, il-lusion. 7. Im (for in) in or into; as, ini-merse, im-pend. 8. Ir (for in), in or into; as, ir-ritate. 100 LANGUAGE LESSONS 9. In, not (before adjectives); as, in-active. 10. Ig (for in), not ; as, ig-noble. 11. II (for in) not ; as, il-legal, il-licit. 12. Im (for in), not ; as iin-moral, im-mortal. 13. Ir (for in), not ; as, irrational. 14. Inter, between or among ; as, inter-lude. 15. Ob, against, in the way ; as, obstacle, ob-trude. 16. Per, through or thoroughly ; as, per-fect, per-spire. 17. Post, after ; as post-pone. 18. Pre, before; as, pre-cede, pre-dict. 19. Re, back or again; as, re-cede, re-claim. 20. Sub, under; as, sub-scribe. EIGHTH YEAR— First Quarter Work for the quarter (five weeks) : 1. Eeproductions. — Poetry and prose. 2. Vegetable kingdom. — Rice, Grapes and Grape-wine. 3. Stories developed from short poems. 4. Word-study. [Grammar (five weeks) : Begin at mode and finish verbs.] LESSON CXVIII Review I An Impromptu Letter Time, 20 m. Subjects from which to choose, — My Next Vacation, The Last Ball-game, etc. Avoid an abrupt introduction and conclusion. II Write to a former teacher asking for a letter of recommen- dation to H. D. Thatcher, druggist, Canton, N. Y., of whom you wish to obtain employment. Ill Write the letter of recommendation asked for in the last exercise. IV Varying a Statement John is an accurate student. John is not an inaccurate student. John is far from being an inaccurate student. Few students are as accurate as John. 101 102 LANGUAGE LESSONS Many students are less accurate than John. None are so accurate in their studies as John. As a student, John excels in accuracy. John's work as a student is done accurately. As a student, John works with great accuracy. Vary other statements in a similar manner. V Form nouns by adding suffixes to the following words, and give the meaning of each suffix : Free, hard, meek, hardy, high, fellow, book, friend, great, martyr, sail, draw, write, idle, boy, walk, good, child, direct, hear. VI Analyze the following as in Lesson LXII. Give the meaning : "Wickedness, homeward, freedom, foretaste, mis- take, kinship, wildness, Berjnie, girlhood, preacher, young- ster, fourteen, hopeless. LESSON CXIX Reproduction John Burns of Gettysburg. — Bret Harte. Follow the general plan of Lesson XXIII. For plan, see also Outline X. Observe that there are remarks leading up to the story, or an Introduction ; also that there are general remarks at the close, or a Conclusion. Outline XIII. I. Introduction. — Characteristics of John Burns. II. Discussion.— Story of the Battle ; Outline IX. III. Conclusion. — The moral. In the Discussion, instead of observing Outline IX, the analysis may follow the order of events, as in the following : EIGHTH TEAR— FIRST QUARTER 103 77. Reproduction In Swanage Bay. — Miss Muloch. I. Introduction. — The fisherman's advice. II. Discussion. — The fisherman's story. 1. How the bay looked at the time of the accident. 2. The three children. 3. Dick's proposal to take a boat-ride. 4. The ride. 5. The accident. 6. The fate of the children. III. Conclusion. — The effect of the story. LESSON CXX Rice For method, see lesson CVI. LESSON CXXI Interrogation In many cases, the interrogative form is only an emphatic way of making a statement. Change the following from interrogative to declarative sentences and observe which are the more emphatic : 1. Can the mother forget her child ? 2. When can their glory fade ? 3. Isn't God upon the ocean just the same as on the land ? 4. Who would scorn his humble fellow for the poverty he suffers ? 5. For his daily cares ? 6. Who would give his pen to blacken Freedom's page of light ? 7. Who would lend his tongue to utter praise of tyranny ? 8. Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery ? 9. When shall we be stronger ? 10. Shall we gather strength by irresolution and inaction ? 104 LANGUAGE LESSONS LESSON CXXII Reproduction The Golden Touch. — Hawthorne's Wonder Boole. Write an introduction and a conclusion to the story. In writing, use examples of interrogation. Apply also the knowledge acquired in varying a statement. LESSON OXXIII Grapes and Grape- Wine Observe the plan and method of Lesson CVI. LESSON CXXIV The Two Pictures Assign one of the following stanzas to each half of the class. Let each be treated as a picture. Let the story be developed fully enough to produce a pleasing effect, observ- ing a proper proportion of parts. See Lesson CXIX. In criticism, observe Outlines VII and XL I The old farm-house with windows wide, And sweet with clover on each side ; A bright-eyed boy who looks from out The door with woodbine wreathed about, And wishes his one thought all day ; " Oh, if I could but fly away From this dull spot the world to see, How happy would I be." EIGHTH YEAR— FIRST QUARTER 105 II Amid the city's constant din, A man who round the world hath been Is thinking, thinking all day long, " Oh, could I only trace once more The field-path to the farm-house door, The old, green meadows could I see, How happy I would be." Lesson CXXV, Synthesis; CXXVI, Reproduction from The Wonder Booh. Word Study — Prefixes For suggestions in regard to method, see Sixth yeaiy Second Quarter. 1. Sub, under ; as, sub-tract. 2. Sue (for sub) under; as, suc-ceed. 3. Suf (for sub) under ; suf-fer. 4. Sup (for sub) under; as, sup-port, sup-pose. 5. Sus (for sub) under; as, sus-peet, sus-pend. 6. Super, above, over ; as, super -fine. 7. Sur (for super) above, upon ; as, sur-mount. 8. Trans, over, beyond ; as, trans-late, trans-mit. 9. Anti, against, opposite ; as, anti-bilious. 10. Ant (for anti) opposite ; as, ant-arctic. 11. Dia, through ; dia-meter. 12. Hyper, beyond, over ; hyper-bole. EIGHTH YEAR— Second Quarter Work for the quarter (five weeks): 1. Reproductions from Robinson Crusoe. 2. Native Forest Trees. 3. Biographical sketches. 4. Word-study — Stems. [Grammar (five weeks) : Review rules for the agreement of verbs, shall and mil, and abbreviated forms. Participles.] See Outline of Grammar. LESSON CXXVII The Comma Rule 1. Nouns in apposition are with their modifiers, set off by commas ; as, 1. Shy lock, the Jew, lived at Venice. 2. Bassanio, a noble Venetian, had nearly exhausted his fortune. Rule 2. Two or more words or short expressions having the same use are separated by the comma, unless connected •by conjunctions. 1. Break, break, break, on thy cold gray stones. 2. Still achieving, still pursuing, learn to labor and to wait. Mule 3. Contrasted words or phrases are separated from each other by the comma ; as, 1. Dissipation, and not hard work, is ruining his health. 2. It was not William, but his brother, who did the mischief. Rule Jf. Words in pairs take a comma after each pair. 1. Cold or hot, wet or dry, their work was the same. 106 EIGHTH TEAR— SECOND QUARTER 107 Rule 5. Nouns independent by address are set off by commas. Find examples illustrating these rules in The Barefoot Boy, and The Old Oaken Bucket. LESSON CXXVIII Reproductio?i The early life of Kobinson Crusoe, including the Ship- wreck. Pupils will read the story out of class. Oral reproduction in class, adding and correcting when necessary, each pupil mentioning what he considers the most interesting circum- stances in the work assigned. In assigning the lesson, the teacher will observe Outline X. After reading, the pupils will choose or construct their own outline. Write out of class. Observe Outlines VII, X and XI. LESSON CXXIX Inversion — Natural and Inverted Order In a sentence, the usual arrangement of parts is (1) subject, (2) predicate and its modifiers ; as, The boys came out. This is therefore the natural order. In the sentence, Out came the boys, the words out and came by being placed in an unusual position, are made more emphatic. This sentence, therefore, has the emphatic or in- verted order. In the following sentences, change from the inverted to the natural order and observe the effect : 1. Green is the turf where my brothers play. 2. Bright and early the boys were away to their work. 3. Nobly he did his duty. 4. Tall, 108 LANGUAGE LESSONS stately, and white as lilies, there stood forty or fifty spikes of a flower we had never before seen. 5. So all night long the storm roared on. 6. Out of the bosom of the air descends the snow. 7. Silent and soft and slow descends the snow. 8. Hushed is the harp. 9. Wild was the night. 10. Slowly and sadly we laid him down. 1. A wondrous change comes on softly over the face of nature. 2. That ancient name's renown is dear. 3. It is certain he seldom smiled. 4. Very good farmers they were. LESSON CXXX Wheat or Tea Follow the plan of Lesson CVI. LESSON CXXXI Reproduction. *he life of Crusoe from the Shipwreck, to and including the Building of his Boat. Observe Lesson CXXVIII. LESSON CXXXII Inversion Change from exclamatory to declarative sentences and ob- serve which is the most effective. 1. What vast motives press upon us for lofty efforts ! 2. What brilliant prospects invite our enthusiasm ! 3. Oh the wild charge they made ! 4. How beautiful is the summer night ! 5. How beautiful are the long mild twilights ! 6. How sweetly, softly twilight falls ! 7. What poetry within them lay ! II An Impromptu Exercise Subjects, — Our Neighbor's Cat. Would I like a pet Dog ? EIGHTH TEAR— SECOND QUARTER 109 Write an introduction and conclusion. Show some skill in varying the form of statement. Ill Develop a story from the following : "Twist me and turn me and show me the elf ; I looked in the water and saw myself." LESSON CXXXIII Native Forest Trees — Oak, Maple, etc I Assign the work and conduct the exercise as in Lesson CVI. II Each looks up his own material and writes about the tree he would prefer to plant on Arbor Day. Observe with some changes, Outline XII. LESSON CXXXIV Biographical Sketches — Outline XIV 1. Parentage. 2. Birth — when, where. 3. Early life and education. 4. Personal appearance. 5. Pursuits and achievements. 6. Moral character. 7. What distinguished him. 8. Death, — where, when, how. 9. Influence of his life and character. 10. Anecdotes. The topics in the outline are often changed for variety, beginning sometimes with 10, 4, etc. 110 LANGUAGE LESSONS Assign topics in the outline for individuals or divisions of the class to prepare. Follow the general plan of Lesson XXXVIII, except that pupils write out of class. Write a sketch of one or more of the following persons : George Washington, Abraham Lincoln, Christopher Colum- bus, Gren. U. S. Grant, Henry Hudson, Robinson Crusoe, etc. Word-Study — Latin Stems Eeference books : Kennedy's Stem Dictionary and What Words Say; also Swinton's New Word- Analysis and the Dictionary. Eequire the meaning of the following familiar stems, also the formation and definition of the more common words containing them. (1) Assign for a lesson, one, two, three or four stems as the case may be, together with a word in which it is found. This may be analyzed and defined in class. (2) The pupils will prepare from their reference books, list of words con- taining the stems, with their meanings. (3) In class, these words will be spelled, analyzed and defined or used in sen- tences somewhat after the manner of a thorough spelling lesson. ag brev cing dign alt cad el in due anim — mind capt cor equ — equal ann cam cur fa apt ced curr fact bas cent diet fer — carry EIGHTH YEAR— Third Quarter Work for the quarter (five weeks) : 1. Reproductions. 2. Newapaper Paragraphs. 3. Rivers of New York. 4. Word-Study. Latin Stems. [Grammar (five weeks): Review participles. Infinitives. Adverbs. 3e Outline.] LESSON CXXXV JVeiVspaper Paragraphs — Illustration "A remarkable and somewhat startling electric display occurred in front of No. 140 South Pearl street, last night. A boy named McDonald caught hold of the iron hoisting-bar of the awning and tried to raise himself up in order to look in at the window. There is an electric light in front, and the iron frame of the awning became connected with it. In an instant, sparks and Hashes of electricity flew from the boy's feet with detonations like fire-crackers. The boy could not let go. "A bystander caught hold of him and pulled him away, but in doing so received a severe shock and was knocked into the street. Though dazed and stunned, the boy was soon restored and walked home ap- parently uninjured." Write, observing Outline IX as illustrated above, news- paragraphs on the following subjects : (1) Struck by Light- ning ; (2) An incident of the Fourth of July ; (3) those who prefer to do so, may choose their own subjects. Ill 112 LANGUAGE LESSONS LESSON CXXXVI The Snow- Shower — Bryant I. Simile Call attention to the similes, examine, compare, and obtain the following definition : A comparison expressing likeness between things of a dif- ferent hind or nature, is a simile. The comparisonis gener- ally expressed by the words like or as. II The pupils will treat the poem as a picture and from the suggestions containedjn it, develop a story making the best possible use of the poem. Each story will contain at least one original simile. Observe in criticism, Outlines YII and XL LESSON CXXXVII The Painter of Seville — Miss Wilson In assigning the work, the teacher will observe Outline X, especially 0. (4). Each story is to contain at least one original simile. If prose selections are desired, read from Irving, The Mid- night Adventure of Ichabod Crane, Wouter Van Twiller, etc. Lessons similar to CVI may be prepared on Cotton, or Salt ; or, observing the outline, the compositions may be prepared wholly by the pupils, provided they do not copy from the reference books. EIGHTH TEAR— THIRD QUARTER 113 LESSON CXXXVIII Rivers of New York Outline XV. 1. Early history. 2. Indian name. 3. Description, as if by an actual observer. 4. For what each is noted. 5. Historical incidents. 6. The commonest or most beautiful quotation, story or poem concerning it. Topics may be assigned and the lesson conducted in a manner similar to lesson XXXVIII ; or, dividing the class into four groups, the St. Lawrence, the Hudson, the Susque- hanna and Niagara may be assigned for the same lesson, having a conversational lesson the first day. The second da} 7 , reading and oral criticism ; the third, criticism of written work, observing in criticism Outline VII and XI. The hikes, mountains and cities of New York may be treated similarly. For reference see Hendrick's History of the Empire State, the Cyclopaedia, etc. LESSON CXXXIX Participles Example. — Desiring- a symmetrical form, the young trees are care- fully pruned by the gardener. Is it the trees or the gardener that desires ? To which noun does the participle belong ? Since gardener is evidently the modified word, cor- rect the sentence as follows : Desiring a symmetrical form, the gardener carefully prunes the young trees. Rule. — A participle introducing a sentence, should modify the subject of the next verb. 114 LANGUAGE LESSONS 1. So saying, lie put an end to the helpless beetle. 2. Watching from the bough of a near plum-tree, a cat appeared in sight. 3. Eating away at the cherries, was a blackbird on the top-most bough. 4. Puz- zling her little head about the matter, she sat alone on the door-step. 5. Growing until they are nearly twenty feet long, the branches bend downward. 6. Coming along the iron track, was a wagon drawn by a mule. 7. Looking carefully about the room, the child suddenly gave a cry of delight. Correct the following, giving reasons : 1. Sending the dog to the right, the sheep were skilfully driven into the fold by the shepherd. 2. Hoping to hear from you soon, believe me, yours truly. 3. Climbing the hill, the sunset could be seen in all its glory. 4. Hearing the clock strike twelve, the doors were closed and bolted. LESSON CXL Stories from Short Poems Observe suggestions in Lesson CXXIV. I ' ' What matter how the night behaved ? What matter how the north wind raved ? Blow high, blow low, not all its suow Could quench our hearth-fire's ruddy glow." — Whittier. II "I'd like to be a butterfly Just a little while, With great big wings of black and gold ; — How I would make you smile ! I'd flutter straight into your room, And fly and fit, and whirl ; — [But, mamma dear, I'd rather be Your darling little girl.] " III "First somebody told it, Then the room wouldn't hold it, So the busy tongues rolled it EIGHTH TEAR— THIRD QUARTER 115 'Till they got it outside ; When the crowd came across it, It never once lost it, But tossed it and tossed it 'Till it grew long and wide." LESSON CXLI Synthesis The teacher dictates the short sentences. The pupils- write them on the board, afterward combining each group into one well arranged simple sentence. 1. The eagle was hard pushed by his enemies. They were the beasts. The eagle was the general of the birds. He sent the bat his commands to join the army of the birds. It was in vain. The swallow carried his commands. 2. There was a great battle. It lasted all day. It was between the birds and the beasts. 3. They advanced against the champions. Their spears were leveled. They advanced together. Their ranks were closed. It was a sight to- make the bravest shrink. 4. There lived a great thane or lord. He was called Macbeth. It was when Duncan reigned. Duncan was King of Scotland. He was- called the Meek. 5. Ferdinand saw such a lovely maiden in this desert place. He expected nothing but wonders. He thought he was upon an enchanted island. He thought so from the strange sound he heard. He thought Miranda was the goddess of the place. work of Latin Stems For suggestions and books for reference, see the e second quarter jur liter man — hand grad lat — carry loc fid graph leg — send log fin grat lect — choose loqu frang hospit liber — free lud fus — melt ject lin — flax magn gener junct EIGHTH YEAR— Fourth Quarter Work for the quarter (five weeks): 1. Eeproductions from Robinson Crusoe. 2. Figures. 3. Word study — Latin Stems. [Grammar (five weeks): Interrogative and relative pronouns.] LESSON CXLII Improve the construction of the following sentences by introducing participles. 1. He quickly formed his plans and sent off his heavy baggage down the river. 2. Cornwallis, who thought everything was safe for the winter, was more than surprised. 3. The two Howes thought the Americans would be more yielding and therefore asked Congress for a committee to confer with them. 4. They took ninety prisoners and returned without losing a man. 5. General Howe was recalled and Sir Henry Clinton succeeded to the command. 6. When the General found himself unsupported by the French fleet, he fell back to the north end of the island. 7. Seven hundred put themselves under the command of Colonel Boyd and set out for Augusta. 8. When Prevost heard of this defeat, he pushed on to Charleston. 9. When Cornwallis heard of Tarleton's defeat, he pushed on to cut off Morgan's retreat into Virginia. 10. The rest of his army returned to Albany and was there disbanded. LESSON OXLIII Metaphor Observe the suggestions in Lesson CXXXVI, and obtain the following definition : 116 EIGHTH TEAR— FOURTH QUARTER 117 An expression implying in the word itself, a comparison between things of a different kind, is a metaphor. LESSON CXLIV The Clothing of Robinson Crusoe while on the Island. (1) The materials and how obtained. (2) The mode of manufac- ture. (3) Description. See Lesson CXXVIII. LESSON CXLV Crusoe's Companions (1) Before the shipwreck. (2) On the island. (3) After leaving the island. LESSON CXLVI Personification — The Fable of the Sun and Wind "The Sun and Wind were one day disputing which was the stronger. On seeing a traveler approaching, ' Cease your brawling,' said the Sun to the Wind, ' and let us decide the question by doing and not by talking. Whichever can succeed in taking away that traveler's cloak, shall be confessed to be the conqueror. What do you say to deciding thus?' 'I agree,' cried the Wind, 'but would you mind my trying first ?' ' Not a bit,' said the other ; and straightway the Wind set to work. First he tried blowing quietly, then furiously ; and at last he blew so loud that you could not have heard yourself speak for his howl- ing ; but all his blustering was in vain. So far from giving up his cloak, the traveler only drew it closer about him. " Now it was the Sun's turn to try. He began by driving away the clouds that the wind had gathered ; then he warmed the air with his bright face till the traveler was forced to loosen his cloak because of the heat. On seeing this the Sun redoubled his efforts, till at last, faint- ing with the heat, the weary traveler threw himself on the bank to rest, after stripping himself of his cloak and coat as well." 118 LANGUAGE LESSONS Follow the suggestions given in the lesson on simile, and obtain the following definition : — An implied comparison, in which some of the qualities or acts of persons, are attributed to animals or things is called personfication. Select the figures in the following sentences, and tell wherein the resemblance lies : 1. The Lord is my shepherd. 2. The hungry sea was roaring and the breakers talked with Death. 3. I am an aged hemlock. 4. Evening is falling to sleep in the west. 5. Twinkle like diamonds the stars in the sky. 6. Her hair is as dark as the midnight wave. 7. Her eyes like the kindling fire. 8. His cheeks were like roses, his nose like a cherry. 9. The flames were like banners in the sky. 10. Like a wasp it (the arrow) buzzed and stung him. 11. The Lord is my rock and my fortress. 12. Light as the down of a thistle. Fables usually teach a moral lesson. Reproduce the fable in class. For a second exercise, let each pupil read an original fable or relate one that he has read, each pupil in turn, mention- ing the lesson suggested to him by the fable. LESSON CXLVII Stories from Short Poems I ' We are but minutes — little things, Each one furnished with sixty wings, With which to fly on our unseen track, And not a minnte ever comes back." II Out of the way in the corner Of our dear old attic room, Where bunches of herbs from the hill-side Shake ever a faint perfume, An oaken chest is standing With hasp, and padlock and key, Strong as the hands that made it On the other side of the sea." EIGHTH TEAR-FOURTH QUARTER 119 For suggestions, see Lesson CXXIV. LESSON CXLVIII India-rubber or Sugar For suggestions, observe Lesson CVI. LESSON CXLIX Position of Phrases Participles and adverbial phrases may be placed with good effect at the beginning of a sentence, if for emphasis, the subject is to be placed toward the end. Change the position of the phrases and observe the effect. 1. Early the next day, father came. The country was finally declared free and independent in 1776, July 4th. 3. The beggar, limping along to a baker's shop, handed him the money. 4. The wind swept the ice from the branches, hurrying along and singing as he went. 5. I went to the country at the close of the term on a vacation trip, being tired out with hard study. LESSON CL Crusoe's Occupations while on the Island. Latin Stems For suggestions and for books of reference, see second quar- r's work. mar meter mot numer mater migr mult nunci medi mir mun ocul ment mitt nat — born par — get ready mere mon— -advise nav pari merg mort not — known part NINTH YEAR— First Quarter Work for the quarter (five weeks) : (1) Punctuation ; (2) Original productions ; (3) Transformation of poetry ; (4) Word-study. [Grammar (five weeks): Review ; simple sentence ; elements, — prin- cipal, subordinate, independent ; word, phrase and clause.] LESSON CLI Keview the punctuation of simple sentences : 1. Use & period (1) at the end of a declarative or an im- perative sentence ; (2) after every abbreviation ; (3) after an address or signature ; (4) after a title or heading. 2. Set off by a comma, (1) nouns independent by direct address ; (2) nouns used independently with a participle ; (3) nouns in apposition together with their modifiers; (4) inverted phrases, and words and phrases standing parentheti- cally between the main parts of the sentence. 3. Separate by the comma, (1) more than two words or short phrases used in the same construction ; (2) contrasted words or phrases ; (3) words taken in pairs. Eequire rules for the use of the period and comma in the following and similar sentences : 1. Cicero, the orator, was a Roman. 2. Cowards, do ye fear him? 3. I omit no opportunity of advising, planning, or acting. 4. My brother, did you really fear that I was angry ? 5. The moon being risen, we resumed our journey. 6. In spite of all difficulties, they resolved to make the attempt. 7. They resolved, in spite of all diffi- culties, to make the attempt. 8. He admits, however, that good per- sons are sometimes disagreeable. 9. Live or die, sink or swim, survive 120 NINTH TEAR-FIRST QUARTER 121 or perish, I give my heart and hand to this vote. 10. They shout again with quivering peals, and long halloos, and screams and echoes loud. 11. Dissipation, not hard study, is ruining his health. 12. Not my sister, but I am in fault. LESSON CL1I Original Productions If, for Rhetorical Exercises, greater variety is required in the compositions, let each pupil, after the manner of a traveler, write a letter from some noted city, no two pupils choosing the same one, giving its location, description, popu- lation, points of interest, public buildings, streets and indus- tries. Each will speak of what renders it especially interesting to him, and relate his own experience. He will, also, describe its people and mention some things of interest in its history. For reference, use histories, the Encyclopaedia, Travelers' Guides, etc. For criticism, observe outlines VII and XL The pupils must avoid copyiug while collecting material for compositions. II 'In a similar manner, treat (1) the noted mountains of the world ; (2) natural curiosities ; (3) noted places of resort. Ill Observing, in a general way, Outline XIV, each may write a sketch of his favorite character in United States History ; his favorite character in the stories he has read. IV Inversion A sentence is often made more effective by changing from the active to the passive voice. Example : You can see the tower from the balcony. 122 LANGUAGE LESSONS The tower can be seen from the balcony. 1. In the morning, they sweep the snow from the threshold. 2. They told me not to cry and all would be well. 3. You never heard such music before. 3. Jack found his mother at her cottage door, weeping. 4. They heard noth- ing more of the wonderful bean-stalk. 5. These reflections troubled wise King Midas. 6. They sent a circular through the country offer- ing pardon to the colonies. LESSON CLIII Teach the punctuation of complex sentences : 1. Set off by the comma, (1) adjective clauses, except when they are re- strictive ; (2) inverted adverbial clauses ; (3) clauses standing parenthetically between the main parts of the sentence. 2. When the main divisions are long, and the parts are set off by commas, the semicolon may be used to separate the main divisions. 1. Snow is useful in keeping the earth at a moderate degree of cold ; for, where the snow lies, the temperature of the ground is seldom below freezing. 2. Pronouns, which are words used instead of nouns, must have the syntax of nouns. Pronouns that are used to ask questions are interrogative pronouns. 4. Pie is a poor workman that quarrels with his tools. 5. Believe not then, says Cicero, those old wives' tales. 6. When you are tired, rest. LESSON CLIV Transforming Poetry into Prose Avoid the rhyme and the meter (1) byre-arrangement of words, and, (2) by the use of synonyms. " A man he was to all the country dear, And passing rich on forty pounds a year." He was a man beloved by all his neighbors, and his yearly income of forty pounds made him exceedingly rich. In a similar manner change the following to plain prose : NINTH YEAR— FIRST QUARTER 123 1. Neither a borrower nor a lender be. 2. Men are but children of a larger growth. 3. Charms strike the sight, but merit wins the soul. 4. Full many a gem of purest ray serene, The dark unf athomed caves of ocean bear. 5. Variety's the very spice of life, That gives it all its flavor. 6. Little of all we value here Wakes on the morn of its hundredth year Without both looking and feeling queer. 7. True worth is in being not seeming, — In doing each day that goes by Some little good, not in dreaming Of great things to do by and by ; For whatever men say in their blindness, And spite of the fancies of youth, There is nothing so kingly as kindness, And nothing so royal as truth. II Reproduction, — The Wreck of the Hesperus. — Longfellow. Ill Impromptu Exercise Observations at an Agricultural Fair 1. An Accident. 7. The Balloon Ascension. 2. The Hurdle-race. 8. The Band. 3. The Auction. 9. The Grand-Stand. 4. The Snake-Charmer. 10. The Egyptian Chariot Race. 5. Floral Hall. 11. Premiums. 6. The Ball-game. LESSON CLV. The Grass Family 1. Classification: plant, endogen, flowering, grass. Characteristics (1) Hollow stems ; (2) partitioning nodes ; (3) clasping, sessile leaves. 124 LANGUAGE LESSONS 2. Description : (1) General. (2) Of parts — roots, stem, leaves, blos- soms, fruit. 3. Habitat : all climates, all countries, widely districted. 4. Habits : (1) Growth, — perennial, biennial, annual. (2) Blossoming, (3) Fruit-bearing. 5. Relations : (1) To other plants — resemblances, differences. (1) To- man and animals. - (2) To the industries. Commercial value. 6. Kinds: All grains used for food except buckwheat. (1) Wheat, (2) rye, (3) barley ; (4) oats— mention the difference ; (5) rice ; (6) broom-corn, (7) Indian-corn, (8) sugar-cane ; (9) canes, — bamboo, reeds. (10) Grasses, — varieties. 7. Quotations. II Native forest trees, as the Oak family, the Walnut family, the Pine family, etc., may be treated in a manner similar to Lessons CLV, CVI. LESSON CLVI An Allegory Read the Eightieth Psalm ; examine, compare with meta- phor and simile, and obtain the following : A suggested comparison, in which one part is fully described, and the likeness is left to be inferred, is an allegory. Re- produce the Vision of Mirza, etc. II Par all e Read the parable of the Good Samaritan, Luke X, 30. Obtain the following : An allegory used to convey religious instruction is called a parable. Ill Fable Recall the fable in Lesson CXLVI, examine and compare NINTH YEAR— FIRST QUARTER 125 with the preceding, and obtain the following : An allegory, designed to convey moral instruction, in which the words and actions of men are attributed to beasts and inanimate things, is a fable. (1) Eeproduce the fable of Perseus, etc. (2) Let each pupil relate a fable in class. Each listener will mention the lesson it suggests to him. (3) Each pupil will either write or reproduce a fable. LESSON CLVII Maize See Lessons CVI and CLV. Legend from Hiawatha. Latin Stems For suggestions in regard to teaching, see Eighth Year, Second Quarter. past pet— ask port — gate sent pass phil pos— place sequ pater plet prim sol— alone ped — foot plic sacr spec pell — drive pon sci— know spir pend port- -carry scrib stru tact — touch NINTH YEAR— Second Quarter Work for the quarter : (1) Eeviews ; (2) Original produc- tions ; (3) Use of words ; (4) The paraphrase ; (5) Original productions. [Grammar (five weeks): Review etymology. Complex and compound sentences.] LESSON CLVIII Begin with a, capital the names of religious denominations, political parties, important events, associations, companies, people, languages, and each article mentioned in an account ; also each word in a compound title, and an abbreviation, if the word for which it stands would begin with a capital. Dictate the following and require the rule for each capital letter: February, Decoration Day, Methodist, Presbyterian, Eepublican, Democrat, The Reformation, The Battle of Waterloo, The Free Masons, The Declaration of Indepen- dence, Young Men's Christian Association, Equitable Life Insurance Company, New York City Transfer Company. Easter Sunday comes in april, and thanksgiving in novem- ber. Wednesday will be decoration day. we shall visit uncle william on Christmas day. Switzerland is in the heart of europe. he works at the office of the a?tna life insurance company. Many Chinese live in California, we went west by the new york central railway, pekin is the capital of the empire of china, pizarro, the conquerer of pern, was. a Spaniard. Ireland, or the emerald isle, lies west of england. 126 NINTH YEAR— SECOND QUARTER 127 II Write the names of three associations ; three business con- cerns ; five religious denominations ; three daily newspapers; the names and titles of five public men ; your own address. Give the rule for each capital. Write the contractions for the following expressions : I will not ; you shall not ; he can not ; he could not ; he. does not ; I have not ; he has not ; he is not. Write abbreviations for ten titles, states, dates. LESSON CLIX Make all the corrections necessary in the following sen- tences, giving reasons in each case : 1. Please excuse my room-mate and I. 2. I done my examples last night. 3. I seen him when he done it. 4. The book laid on the desk this morning. 5. The children was very glad. 6. The blue bird set on the highest limb. 7. It was us girls. 8. Who is it for. 9. Who did he mention ? 10. Who did the mischief? It was him. 11. Was it them ? 12. A large crowd was present. 13. He read slow. 14. He speaks very distinct. 15. He moves quick. 16. I didn't say nothing. 17. I don't think he is here. 18. I think he is not here. 19. This is the best book of the two. II Write for the Courier ami Freeman an account of an acci- dent of which you were an eye witness. Ill You wish to enter a Normal School. Write to the princi- pal asking for information, and state your qualifications. IV 1. He is angry at the wicked every day. 2. I set the bird on a bush and it sits there still. 3. Him and me carried the basket. 4. Which of the two is the best book ? 5. It was an awful shape pencil. 6. He 128 LANGUAGE LESSONS don't hear me. 7. It is a splendid wheel-barrow. 8. "Will I close the door ? 9. I will have finished arithmetic by the close of the term. 10. I met a poor widow woman. V Observe the proper form, and write, fold, and address a letter to a friend living in a distant city, introducing a school- friend. VI Write a receipt for three months' rent paid you for your house on Market street. VII You desire a situation as a teacher in a public school. Write to the School Board stating your qualifications and the salary you expect. VIII (1) For the teacher of your class in penmanship, write a letter to Weed & AVeston, Potsdam, N. Y., ordering writing- books, and sufficient paper, ink, pens, etc., to supply the class. (2) Write the bill of Weed & Weston. (3) Write a receipt for the payment. LESSON CLX I Correct the following sentences : 1. I ain't going to go. 2. I am going to go acrost the bridge. 3. Taste of this apple. 4. I have not got another pencil left. 5. You hadn't might to say that. 6. I don't ever use any unnecessary words. 7. He was attackted first. 8. Keep off of my grounds. 9. It will take you longer than you think for. 10. The house was completely sur- rounded on all sides by a grove. 11. I will try and remember it. II 1. This coffee is lovely. 2. We have splendid singing at our church. 3. Her hat is perfectly horrid. 4. He told a splendid story. She has a NINTH TEAR— SECOND QUARTER 129 nice voice and sang a very nice song. 6. This is a horrid pen. 7. It is a real cold day. 8. The child is some better. 9. She talks a good deal. 10. Apples are healthy. Ill State the difference between a large gift and a generous gift ; an angry man and a mad man ; a fortunate man and a lucky man ; a brave boy and a courageous boy ; a trade and an occupation ; pride and vanity ; behavior and conduct. IV Consult the Dictionary. Use the following words in sen- tences to show the difference in their meaning : Pile, heap ; huge, immense ; such, so ; except, without, unless ; like, as ; in, into ; beside, besides ; between, among ; high, tall ; marvel, wonder ; love, like ; bring, fetch ; believe, think ; learning, education ; silent, quiet; kill, murder. V Tell whether the following adjectives refer to physical characteristics ; manners ; disposition ; mental or moral traits : Silent, gentle, noisy, troublesome, agreeable, bold, gay, mighty, watchful, strong, dashing, wise, best, hungry, slumbering, heroic, proud, truthful, honest, trembling, anxious, exquisite, fond, upright, dignified, pitiless, witty, wicked, erect, cruel, droll, gifted, rash, just, benevolent, amiable, merciful, awkward, intelligent. VII What is meant by — 1. An intelligent answer? 2. Arbi- trary rules ? 3. An adequate reason ? 4. A frightful acci- dent ? 5. A gallant deed ? 6. Martial music ? 7. A. dignified manner? S. Extraordinary circumstances ? 9. A. generous disposition? 10. A splendid equipage ? 11. A magnificent entertainment ? 12. Infallible signs ? 13. A benevolent dis- position ? 14. An absurd report ? 130 LANGUAGE LESSONS LESSON CLXI The Paraphrase See lesson CXVIII, IV. Wisdom is the principal thing. (1) Chief among desirable things is wisdom. (2) Few things are to be preferred to wisdom. (3) Wisdom is first among desirable things. (4) Nothing is so desirable as wisdom. (5) Wisdom is more to be desired than gold, etc. When the form in which a thought is expressed has been thoroughly changed with little change in meaning, the new form is called a paraphrase. Endeavor in each of the following sentences, to express the thought f nil}' and accurately in different language. I. He is industrious. He is not lazy. He does not lack diligence. He hasn't a lazy hair in his head. 2. The early bird catches the worm. 3. Set a high price on your leisure moments. 4. He is a poor workman that quarrels with his tools. 5. "lis the last rose of summer left blooming alone. 0. He laughs best who laughs last. 7. A barking dog seldom bites. 8. Borne was not built in a day. 9. Discretion is the better part of valor. 10. My gold is in the sunlight, my silver in the moon. II. A thing of beauty is a joy forever. I Paraphrase the following fable : The North Wind and the Sun once fell into a dispute as to which was the stronger of the two. They related their most famous exploits, and each ended as he began, by thinking that he had the greater power. Just then a traveler came in sight, and they agreed to test the matter by trying to see who could soonest get off the cloak he wore. NINTH YEAR— SECOND QUARTER 131 The boastful North Wind was the first to try. He blew a furiou's blast, and nearly tore the cloak from its fastenings at his first attempt ; but the man only held his cloak the more closely. Mortified by his failure in so simple a thing, he at last withdrew. Then came the kindly Sun, dispelling the clouds and sending his warmest rays straight down upon the traveler's head. Growing faint with heat, the man flung aside his cloak, and hastened to the nearest shade. (1) Each pupil will give the lesson suggested to him. (2) Criticism, Outline VII. After the pupils' work is complete, read the fable in Lesson CXLVI. I A stag, one day, came to drink from a clear lake, and stopped to look at his own image in the water. "How beautiful are my fine spreading horns! "said he. "How strong and graceful they are, branching from each side of my head I What a pity it is that my legs should be so thin and ugly ! " Just at this moment came the sound of a huntsman's horn. Away flew the stag through the thick woods, but the beautiful antlers, of which he had been so vain, caught in the branches and held him fast, and soon the hounds were upon him. The legs, which he had despised, would have soon carried him out of danger, had it not been for the ornaments of which he had been so proud. (1) Paraphrase the fable, but change it so as to allow the stag to escape. (2) Mention the lessons suggested. II Additional subjects (1) Each pupil will write a paraphrase of one of JEsop's fables, no two pupils choosing the same. (2) Each may choose his own subject and write a biographical sketch of some noted American, following Outline XIV. (3) Write a story purporting to be a legend of the Racket River, describ- ing real scenes and places, following Outline XIII. In criti- cism, observe Outlines VII and XL VERTEBRATES Division I. — Mammals. — Classification A. Characteristics. (1) They nourish their young on milk supplied from their own bodies. (2) Bodies hairy. (3) Heart with four cavities. B. Orders. I. Bimana, — two-handed animals. a. Characteristics: (1) Four incisors in each jaw; (2) great toe with fiat nail ; (3) hands on fore-limbs only ; (4) erect. b. Members : The Human Race (1) Caucasian, (2) Mongolian, (3) Ethiopean, (4) American, (5) the Malay varieties. II. Quadrumana, — four-handed animals. a. Characteristics: (1) Four incisors in each jaw; (2) great toe with flat nail ; (3) hands on four limbs ; (4) teeth uneven. b. Members : (1) Apes, (2) Monkeys. III. Carnivora, — flesh-eating animals. a. Characteristics: (1) Canines well developed ; (2) molars sharp ; (3) claws retractile. b. Members : (1) Bear family, (Plantigrade); (2) Dog family, (Digiti- grade); (3) Cat family, (Digitigrade); (4) Seal family, (Pinni- grade); (5) Walrus family, (6) Civet family ; (7) Hyena family ; (8) Weasel family. IV. Cheiroptera, hand-winged animals. a. Characteristics: (1) Insect-eaters; (2) fore-limbs webbed for flight ; (3) claws. b. Members : (1) Bat family ; (2) Vampires. V. Insectivora,— insect-eaters. a. Characteristics : (1) Molars with sharp points ; (2) claws. b. Members: (1) Moles; Hedgehogs. VI Rodentia, — Gnawers. a. Characteristics : (1) Canines wanting ; (2) incisors highly de- veloped ; (3) claws. b. Members: (1) Hare, (2) Squirrel, (3) Beaver, (4) Porcupine, (5) Rat, and (6) Mouse families. 132 VERTEBRATES 133 VII Edentata, — toothless animals. a. Characteristics: (1) Claws; (2) toothless — Great ant-eater ; (3) incisors wanting — Sloth. VIII. Ungulata, — hoofed animals. 1. Ruminants, — Cud -chewing animals. a. Characteristics : (1) Vegetarian ; (2) four-fold stomachs ; (3) even-toed ; (4) large flat molars ; (5) canines wanting ; (6) horns : a. Hollow, permanent : Ox, Sheep, and Antelope families. b. Solid, deciduous : Deer family. c. Solid, permanent : Giraff family. d. Hornless : Camel family. 2. Non-ruminants. a. Characteristics : (1) Vegetarian ; (2) single stomach ; (3) large,. flat, molars ; (4) canines wanting ; (5) odd-toed. b. Members: (1) Horse family, (solid-hoofed); (2) Pachyderm families, (thick-skinned). (a) With large trunk or proboscis : Elephant, Rhinoceros,. Hippopotamus and Tapir families. {b) Without large trunk or proboseis : Swine family. IX. Cetacea. a. Characteristics: (1) Fins; (2) hind limbs wanting; (3) front. pair for swimming. b. Members: (1) Carnivorous ; (2) nostrils on the top of the head;. (3) teeth :— (a) Wanting, — Greenland whale. {b) In lower jaw, — Sperm whale. (c) In both jaws, — Dolphin. (1) Herbivorous ; (2) nostrils at the end of the snout ; (3) molars in both jaws, — Sea cow. X. Marsupialia. a. Characteristics : Pouch for immature young. b. Members: Opossum, Kangaroo. XL Monotremata. a. Characteristics : (1) Duck-bill ; (2) webbed-feet. b. Members: Ornithorhynchus. Division II. — Birds. — Classification l. Characteristics : (1) Covering of feathers; (2) four limbs; (3) hind pair for moving on land ; (4) front pair for flight ; (5) no teeth ; (6). three eye-lids. 134 LANGUAGE LESSONS B. Groups : (1) Birds that habitually live above the earth, in the air or on trees are called Aerial birds. (2) Birds that habitually live on the ground are called Land birds. (3) Birds that habitually live on and about the water are called Water birds. C. Orders. i". Birds of Prey. a. Characteristics: (1) Beak sharp, upper mandible hooked; (2) talons sharp, curved ; (3) vision keen ; (4) three toes in front, one back on a level with the rest ; (5) food, flesh. b. Families : 1. Falcon Family . «. Characteristics: (1) Beak, upper mandible hooked ; (2) talons curved, strong ; (3) wings large, strong ; (4) flight high and swift ; (5) food, living prey. b. Members : (1) Falcons, (2) Hawks, (3) Kites, (4) Buzzards, (5) Eagles. 2. Vulture family . ft. Characteristics: (1) Head and neck bare ; (2) beak and claws hooked ; (3) wings long ; (4) food, carrion. b. Members: (1) Vultures, (2) Condor, (3) Turkey buzzard, (4) Carrion crow. 3. Owl family. a. Characteristics : (1) Head and ears large ; (2) eyes large and staring ; (3) feathers on feet ; (4) flight noiseless ; \5) carniv- orous ; (6) nocturnal. b. Members : (1) Hawk owl, (2) White owl, (3) Cat owl, (4) Screech owl, (5) Bam owl, (6) Hoot owl. 77. Perchers. ft. Characteristics: (1) Short slender legs; (2) three toes in front and one back on the same level, armed with sharp claws ; (3) bills : (ft) Depressed and open with wide gape— cleft bills, (b) Stout and conical to crush hard seeds — conical bills, (c) Con- ical, toothed at tip— insects and fruits— tooth bills, (d) Elon- gated and slender, awl-shaped for soft larva and juices of flowers, — slender bills, Birds with Cleft Bills— {Clef t-Ulled) 1. Goatsucker family . ft. Characteristics : (1) Gape line extends far back ; (2) gape fur- nished with bristles to aid in taking insects ; (3) insectivorous, VERTEBRATES 135 taking prey on the wing ; (4) head and eyes large ; (5) flight noiseless ; (6) bills depressed ; (7) feet small and week ; instead of grasping, sits lengthwise upon the branch ; (8) habits nocturnal. b. Members : (1) Night swallow, (2) Night hawk, (3) Wkippoor- will. Swallow family . a. Characteristics : (1) Bills short, depressed ; (2) wings long, pointed ; (3) tail forked (4) three toes in front and one behind ; (5) form slender, elegant ; (6) flight easy, graceful, rapid, skimming, long-continued ; (7) migratory. b. Members: (1) Barn swallow, (2) Sand martin; (3) Chimney swallow, (4) Esculent swallow. Kingfisher family. a. Characteristics : (1) Bills long, straight, angular, pointed ; (2) toes outer and middle united to first joint ; (3) feet small, weak ; (4) food, fish. b. Members : Kingfisher. Birds with Conical Bills — {Conical-billed) Finch family. a. Characteristics : (1) Beak conical, stout, acute tip ; (2) tongue fleshy, tip horny and slit ; (3) granivorous ; (4) flight, a series of jerks ; (5) hop on both feet ; (6) size, small ; (7) song, melodious. b. Members : (1) Sparrow, (2) Snow-bird, (3) Linnet, (4) Canary, (5) Goldfinch — yellow bird, (6) Bunting — white snow bird, (7) Lark, (8) Skylark, (9) Weaver bird. Starling family. a. Characteristics : (1) Bills elongated, compressed ; (2) wings long, pointed ; (3) toes, three in front and one back ; (4) gre- garious ; (5) omnivorous. b. Members : (1) Meadow lark, (2) Oriole, (3) Biack-bird, (4) Bobo- link. Crow family. a. Characteristics : (1) Beak strong, conical ; (2) nostrils protected by stiff bristles ; (3) wings long, pointed ; (4) omnivorous ; (5) sagacious ; (6) intelligent. b. Members : (1) Crow, (2) Raven, (3) Rook, (4) Magpie, (5) Jack daw, (6) Bird of Paradise, (7) Blue Jay. 136 LANGUAGE LESSONS Bird with Tooth Bills— (Tooth-billed) a. Characti ristics : (1) Distinct notch on each side of the extrem- ity of the upper mandible ; (2) upper mandible more or less hooked ; (3) toes long, armed with acute claws, curved ; (4) outer toe more or less united with the middle one ; (5) disposition, most predacious of the Perchers ; (6) insects, small animals, fruit ; (7) most celebrated songsters. 1. Shrike family or Butclier bird. ,,. Characteristics; (1) Food, mice, moles, small birds, grasshop- pers (2) hind toe long, broadly padded ; (3) claws long, curved, acute ; (4) bill strong', hooked ; (5) sticks its prey upon thorns to pull it to pieces. b. Members: (1) Butcher-bird, (2) Fly-catcher, (3) Phoebe-bird, (4) Redstart, (5) King-bird. 2. Thrush family. -/. Characteristics : (1) ( iourageoiis, energetic ; (2) plumage dark ; (3) three toes in front and one back ; (4) song varied and beautiful. b. Members: (1) Song Thrush, (2) Brown Thrush, (3) Wood Thrush, (4) Mocking-bird, (5) American Robin, (6) Cat-bird. 3. Warbler family. .I. Clmnn'li r/sfies : (1) Song beautiful; (2) beak short, tapering; (3) tail nearly twice the length of the body ; jerking motion ; (4) three toes in front and one back ; (5) food, insects. b. Members. (1) Wagtails. (2) Titmice-chickadee, (3) English Robin, (4) American Blue Bird, (5) Nightingale, (6) Crested Wren, (7) American Warblers. Birds with Slender Bills — (Slender-billed) <(. Characti ristics: (1) Bills slender, variable in length and form ; (2) tip of upper mandible entire and acute ; (3) toes elongated ; (4) food insects ; (5) songless. 1 . Hum m ing-birdfam ily. a. Characteristics: (1) Food, insects and honey; (2) size from that of chfmney swallow to beetle ; (3) some have bills of great length ; (4) beaks awl-shaped, slender, pointed ; (5) tongue divided so as to form two slender tubes, resembling double-barrelled gun ; (6) plumage beautiful, has a metalic brilliancy. VERTEBRATES 137 h. Members : Humming-birds — 300 species. '2. Creeper family . a. Characteristics : (1) Bills, slender, curved ; (2) companion of the woodpecker ; (3) food, insects that the woodpecker has • taken from the tree ; (4) ascends the tree spirally, rapidly, not hopping like the woodpecker ; (5) tail bent to the tree. b. Members : Tree Climber or Creeper. ~3. Wren family. a. Characteristics: (1) Small, lively, familiar birds; (2) migra- tory ; (3) flits with direct flight from bush to bush. b. Members: Wren. III. Climbers. a. Characteristics : (1) Beak strong, straight or hooked ; (2) tongue long, barbed ; (3) toes, two in front, two back, the outer toe reversible. b. Families. 1. Cuckoo fa mil//. a. Characteristics : (1) Beak long, straight ; (2) tongue long, barbed ; (3) toes, two in front, two back, the outer toe re- versible. h. Mt mb( rs: Yellow-billed and Black-billed Cuckoo. 2. Pa/rrot family. a. Characteristics : (1) Beak strong, hooked; (2) tongue thick, short; (3) toes, two in front, two back, the outer toe reversible. b. Members: (1) Parrot, (2) Cockatoo, (3) Macaw. 3. Toucan family . a. Characteristics : (1) Beak very large ; (2) tongue long and barbed. b. Members : Toucan. 4. Woodpecli r fun Uy. a. Characteristics: (1) Beak long, sharp, straight; (2) tongue, long, barbed ; (3) strong quills of tail-feathers used in climb- ing ; (4) food, insects found in trees. b. Merribi rs : Woodpeckers. Land Birds IV. Scratchers. a. Characteristics: (1) Beak short, arched; (2) wings short; (3) legs short, strong ; (4) toes three in front, one back, blunt nails. b. Families. 138 LANGUAGE LESSONS 1. Grouse family. a. Characteristics : (1) Beak short, arched ; feet covered with feathers, nails blunt ; (3) omnivorous. b. Members : Grouse, (2) Partridge, (3) Quail, (4) Prairie Hen. 2. Pheasant family . a. Characteristics: (1) Beak short, arched ; (2) wings short; (3) tail large ; (4) hind toe high. b. Members: (1) Pheasant, (2) Turkey, (3) Peacock, (4) Guinea fowl, (5) Common fowl. 3. Dove family. a. Characteristics : (1) "Wings large ; (2) legs short ; (3) toes on a level ; do not scratch ; (4) live in pairs. b. Members: (1) Common dove, (2) Turtle dove, (3) Wild Pigeon, (4) Carrier Pigeon. V. Runners. a. Characteristics : (1) Heads small ; (2) wings very small ; (3) legs long, strong for running ; (4) plumage long, loose ; (5) size, large. b. Families. 1. Ostrich family. a. Characteristics : (1) Head naked ; (2) neck very long ; (3) wing very small ; (4) legs long, strong for running ; (5) strength great. b. Members : (1) Ostrich, (2) Rhea. 2. Emu family. a. Characteristics : (1) Resembles ostrich only smaller. b. Members : Emu. 3. Cassoicary family . a. Characteristics: (1) Resembles Emu only smaller. b. Members: Cassowary. Water Birds VI. Swimmers. a. Characteristics : (1) Feet webbed ; (2) legs short, far back on the- body, far apart ; (3) body broad, depressed ; (4) beak broad, flat ; (5) feathers short, oily. b. Families. 1. Duck, family. a. Characteristics: (1) Beak broad, tooth-like projections along the edges ; (2) nostrils near the base of the bill ; (3) tongue VERTEBRATES 139 fleshy ; (4) legs far back on the body, short ; (5) toes webbed, hind toe elevated. b, Members : (1) Duck, (2) Goose, (3) Swan. 2. Gull family. a. Characteristics: (1) Beak long; (2) neck short; (3) wings long, strong ; (4) flight long and distant. b. Members : (1) Gull, (2) Stormy Petrel, (3) Albatross. 3. Diver family : a. Characteristics : (1) Legs far back ; (2) feet webbed ; (3) bill long, pointed ; (4) food, fish ; (5) sits with body nearly erect. b. Members : (1) Loon, (2) Penguin, (3) Auk, (4) Grebe. 4. Pelican family . a. Characteristics: (1) Beak, long, broad, hooked at the end, pouch underneath ; (2) wings large ; (3) food fish. b. Members : (1) Pelican, (2) Cormorant. VII. Waders. a. Characteristics : (1) Neck long, slender ; (2) wings large ; (3) legs very long ; (4) feet not webbed ; toes long. b. Families. 1. Heron family. a. Characteristics : (1) Beak long, strong ; (2) legs and feet long ; (3) neck long, slender. b. Members: (1) Heron, (2) Stork, (3) Flamingo, (4) Bittern, (5) Crane. 2. Snipe family. a. Characteristics : (1) Beak long, flexible ; (2) eyes far back and high. b. Members: (1) Snipe, (2) Curlew, (3) Scarlet Ibis, (4) Stilt, (5) Sand-piper, (6) Woodcock (short-legs). 3. Ploverfamily. a. Characteristics : (1) Small ; (2) toes long, webbed at base >' (3) beak and neck short ; (4) body slender. b. Members : (1) Golden Plover, (2) Kill-deer, (3) Lapwing. 4. Rail family. a. Characteristics: (1) Short legs for Wader; (2) toes 1 ong ; (3 tail short ; (4) beak short ; (5) wings short ; (6) size small. b. Members : (1) Carolina Rail, (2) Coot. / V&S> THE SCHOOL BULLETIN PUBLICATIONS. * Maps for the Wall. Send for Special Circulars. Dissected M aps United States sawn into States 75 The same. New Y. ork State sawn into Counties 75 *Otwnday a County. Cloth, 4x4*i feet 10 00 "Relief Maps. 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