9X 90 IS TANDARD English Language G R AMM AR h ^ ? FLOUNDERS CHRISTOPHER SOWER COMMNY ^^^%^^nH9xmt^nH^Am%m Class "P g 1 L iJ_ Book_ :K^TL Gopyii^htN" COPYRIGHT DEPOSfT. THE STANDARD ENGLISH LANGUAGE ^GRAMMAR BY GEORGE ^y. FLOUNDERS, Ph.D. PRINCIPAL OF THE KOBEET MORRIS SCHOOL OF PHILADELPHIA PHILADELPHIA CHRISTOPHER SOWER COMPANY LIBRARY of CONGRESS Two Copies Received JAN 9 1906 Copyright Entry / BLASS CK. XXc, No, r / 3 6-0 (>1 ^ COPY B. Copyright, 1906, By CHPJSTOPHER SOWER COMPANY. PREFACE This is an elementary book of Language and Grammar. It is designed for use in the third, fourth, and fifth or sixth grades. It begins with the simple forms of written English and leads naturally to the principles of English Grammar. The lessons have grown up in schoolroom practice, and so are in no sense experimental. They have been tried and found good. The first part treats of the mechanical part of writing ; the second part unfolds the principles of grammar through the study of the sentence. The book also presents a method of teaching language and grammar, based upon pedagogical prin- ciples. Each lesson-whole proceeds from the " preparation of the child's mind for the reception of new knowledge " to the " turning to use " of the new increment of knowledge in com- position. The illustrations for this book are not photographic copies, but are original pictures, made by an experienced artist for the express purpose of furnishing the child with material for language ; and each is adapted to its specific lesson. The thanks of the author are due to Miss Maria L. Kirk for the excellence of these illustrations. VI PEEFACE. This book is suggestive of the kind of material to be used, but it is not a compendium of literature. Such stories, poems, etc., as are readily found in our school readers are not reprinted here, for they would but add to the size and cost of the book. The author is indebted to the publishers of Robert Louis Stevenson's Child's Garden of Verses for the use of many of the poems, and also to Dr. Martin G. Brumbaugh, Professor of Pedagogy in the University of Pennsylvania, and Dr. Edgar H. Singer, Assistant Superintendent of Schools in Philadelphia, for tlieir thorough criticism of the manuscript and kindly suggestions concerning the work. GEORGE W. FLOUXDERS. Philadelphia, January, li)06. CONTENTS. PART I. THE MECHANICAL PART OF LANGUAGE. LESSON PAGE L Statements 7 II, Questions 10 III. Use of Words 14 IV. Keview 17 V. Study of a Poem 18 VI. Study of a Poem 20 VII. Names 22 VIIL Names 23 TX. Initials 25 X. Syllables— Hyphen 26 XI. Picture Lesson 27 XII. Words Derived from Proper Names 28 XIII. Names of Deity 29 XIV. Use of Words 29 XV. Eeview 30 XVI. Issind Are 31 XVII. Picture Lesson 32 XVIII. Drill Exercise for Ear Training 33 XIX. Apostrophe to Show Ownership 33 XX. Story Practice 35 XXL Apostrophe to Show Contraction 36 XXIL Form of Stanza of Poetry 36 Study of a Poem 37 XXIIL Study of a Picture 38 XXIV. Study of a Poem 39 vii via CO^'TE^'TS. LESSON PAGE XXV. Study of a Poem 40 XXVI. Abbreviations 41 XXVII. Titles 42 XXVIII. Study of a Story 43 XXIX. Quotation Marks 44 XXX. The Divided Quotation . . . '. 45 XXXI. Titles of Books, Headings, etc. . , 47 Study of a Picture 48 Study of a Story 49 XXXII. Eeview . . .' 51 XXXIII. Letter Wiiting— A Letter 52-57 XXXIV. Use of Words— /rt,/»ioet? Wliat does the word " lower " mean here ? How many children were there ? How did these children differ ? Henry Wadsworth Longfellow, author of the Chil- dren's Hour, has been called "The Children's Poet," because so much of his poetry is interesting to children. Suggestion. — The teacher will make the pupils as familiar as possi- ble with Mr. Longfellow's childhood, his family life, his interest in children, his life as a man, etc. Show them that the great professor and author was also a great lover of children. LESSON VL— STUDY OF A POEM. The Village Blacksmith. The teacher will read the poem to the children and have them read it and commit it to memory. The teacher will question the children in order to bring clearly before their minds the principal points in this descriptive poem. Train the children to see in imagination the scenes pictured, in the poem. Story of the Chair Made from the " Spreading Chestnut Tree." The " spreading chestnut tree," under which the "village smithy" had stood, had been blown down in a storm ; but the wood had been preserved. 22 LANGUAGE AND GRAMMAR. The school children of Cambridge loved Mr. Longfellow, so they wished to celebrate his birthday. They brought their money and put it together till they had enough to pay for a chair. They had a chair made from the wood of the chestnut tree. This chair was placed in Mr. Longfellow's study on his birthday. After breakfast, when he came into his study, he saw the chair. He was delighted to think that the children remembered him. He wrote a poem to thank them for their beautiful gift. The teacher will have the pupils use the story of Mr. Longfellow's chair as subject matter for a story. tion. — The teacher may select a few other pictures and poems to be used in a similar manner. LESSON Vn.— NAMES. The name of the boy on the sofa is John Smith. The big girl is John's sister, Mary Smith. The little girl is Anna Jones. Anna Jones is cousin to John and Mary Smith. The dog is Eover. John's father has an office in City Hall. Anna Jones lives in Washington. Examine these sentences and see that each name of a person, place, or important building begins with a capital letter. Every name of a person, place, or important building- must begin with a capital letter. Such names are called proper names. FIRST AND LAST NAMES. 23 Write a number of names of persons, places, and important buildings, being careful about the use of capital letters. Write the story suggested by this picture. LESSON Vm.-FIRST AND LAST NAMES. In the Bible we read the names of men and women, as John, James, Philip, Andrew, Peter, Esther, Mary, Martha, etc. Later it became necessary to distinguish between persons having the same name ; as John, the 24 LANGUAGE AND GRAMMAR. smith. Peter, John's son. John, Peter's son, etc. This, in time, gave rise to first and last names. The last name became the family name. Later, three or even more names became customary; as, Henry Wadsworth Longfellow. Let us examine the names of a family : — Father — James Madison Smith. Son — William Henry Smith. Daughter — Mary Jane Smith. The name that is used by all (Smith) is the family name or last name or surname. The name that is given to each child after birth is called the given name or first name, A woman when married takes the family name of her husband. Her family name before marriage is called her maiden name. Answer the foUoicing questions in loritten sentences: 1. What is your father's name? 2. What is your surname? 3. What is your given name ? 4. What is your family name? 5. What is your sister's given name? 6. What is your mother's full name? 7. What was her full name before marriage? 8. AVhat is now her surname? 9. What was her maiden name ? INITIALS. 25 LESSON IX.— INITIALS. Sometimes persons write only one part of the given name when there are two or more parts, using only the first letter for the other part or parts. A first letter so used is called an initiah Sometimes persons use initials only for all parts of the given name. An initial should always be followed by a period : Henry Wadsworth Longfellow ; Henry W. Long- fellow ; H. W. Longfellow. It is not in good taste for women and girls to use initials. When initials are used in signing a name the writer is presumed to be a man or a boy. Ignor- ance of this rule has often led to trouble and annoy- ance. It is better for a man or a boy to use at least one full given name. W^^ite the following names, first using the initial for the middle name, then using both initials : Ralph Waldo Emerson. George Gordon Meade. Richard Henry Lee. John Jacob Astor. William Cullen Bryant. Thomas Buchanan Read. Andrew Gregg Curtin. Joel Chandler Harris. James Abram Garfield. George Preston Peabody. Oliver Wendell Holmes. 26 LANGUAGE AND GKAMMAK. LESSON X.— SYLLABLES. HYPHEN. Hy phen, pa per, ta ble, syl la ble, his to ry, pen, pen cil, book, tub, buck et, lit er a ry. Notice that some words can be broken into two parts. Some words have three parts, some four parts, and some have only one part. These parts, into which a word may be broken, are called syllables. When a word is too long to be written on one line, we write part of it on one line, and the remainder of it upon the next line ; but we must never divide a syllable. We must always break the word between two syllables, using a small line called a hyphen at the end of the line, after the part of the word written upon that line. Find words in this booh that are divided at the end of the line. Divide the follouring words into syllables, but do not use hyphens : spelling grammar reader primer dictionary story geography wagon pupil teacher Some words are made up of two or more words and must always be written with hyphens. Such PICTURE LESSON. 27 Notice the words are called compound words, following : Lamp-post. Forget-me-nots. Write a list of compound words chosen from your reader. LESSON XI. A PICTURE LESSON. Who is this little girl ? What is she doing ? What time of year is How do you know ? A'hM Arrange the answers to the foregoing questions, with « other statements, in such a way as to make them a story. Write another story about what the little girl might do after while. .^ Write a story about raising chickens; a story about birds; a story about Carlo. 28 LANGUAGE AND GKAMMAK. LESSON XH WORDS DERIVED FROM PROPER NAMES. SECTION I. In making steel, Russian iron is found to be the best. Robert Morris was a Philadelphian. It is true that much American cotton is manufac- tured by English manufacturers. Notice that the words " Russian " (derived from Russia), "Philadelphian " (from Philadelphia)/'Amer- ican " (from America), and " English " (from England), begin with capitals. Write a number of sentences using words derived from proper names. SECTION II. The teacher will read to the class or have the pupils read a story about the life and customs of the Chinese, and have them reproduce in their own lan- guage the story heard or read. The teacher will have the children tell stories, and then write stories of occurrences within their own experience concerning Chinese. Have these stories improved and re-written. Use stories of the Esquimo and the Laplander. NAMES OF DEITY— USE OF WORDS. 29 LESSON XIIL— NAMES OF DEITY, " Beautiful feet are those that go Go kiudly missions to and fro, Down lowliest ways, if God wills it so." We see that God moves in mysterious ways to perform His wonders. God will perform what He promises. Notice that the word God and the words His and He, used instead of God, all begin with capitals. Write a story telling how God helped a poor person. Be careful about capitals. LESSON XIV.— USE OF WORDS. I, me, he, him, she, her. John and I go. He and I go. She and I go. The dog chased him and me. The dog chased her and me. The dog chased him and her. Write and practice saying aloud other sentences, using correctly the words I, me, he, him, she, her. 30 LANGUAGE AND GRAMMAR. LESSON XV.— REVIEW. What are statements and questions called ? How do both statements and questions begin ? How do they end ? Tell what you hnow of the poet Longfellow. You have studied two of ]\Ir. Longfellow's poems. Which of these poems describes something ? Which relates a story. Tell about " The Children'' s Hour " in your own ivoi'ds. Tell about " The Village Blacksmith " in your own words. Quote the part of one of these poems that is most like the proverb — "An honest man is the noblest work of God.'^ What became of the "spreading chestnut tree"? What is the rule for capital letters as applied to names ? What is your family name? What is your surname ? What is your given name ? What mark should be placed after an initial? How should words derived from proper names begin ? How should the name of God be written ? IS AND ARE. 31 LESSON XVL— IS AND ARE. Many boys and girls make awkward sentences because they are careless about the use of such words as is and are. John is playing ball. John and James are playing ball. A hole is in my pocket. Three holes are in my pockets. My book is new. All my books are new. Notice that when we talk about one person or thing we say is. When we talk about more than one person or thing we say are. One is, more than one are. Practice saying things correctly till they sound right to you. Most persons use incorrect forms of speech because their ears and tongues have become used to the incor- rect forms. The correct form then sounds strange at first. Cultivated persons train themselves to correct habits of sjDeech. We cannot use incorrect forms on the play ground and correct forms for company. Our habits are part of us. We are what our habits make us. Write a number of sentences using correctly the words is and are ; was and were ; has and have. 32 LANGUAGE AND GRAMMAE. LESSON XVIL— PICTURE LESSON. 1. Write a story describing the play of these chil- dren. Give the story a name or title. 2. Write a story imagining that the father of these children was hurt and that his children made the hay. The teacher will select two or three other pictures and have the children write a story about each of them. APOSTEOPHE TO SHOW OWNERSHIP. 33 LESSON XVIIL— DRILL EXERCISE* Is it I ? Yes, it is I. No, it is not I. Is it you ? Yes, it is I. No, it is not I. Is it he ? Yes, it is he. No, it is not he. Is it she? Yes, it- is she. No, it is not she. Is it we ? Yes, it is we. No, it is not we. Is it you? Yes, it is you. No, it is not yon. Is it they ? Yes, it is they. No, it is not they. Vary by substituting the ivorcl was for is. Write a number of sentences using the -proper luord after is and was. LESSON XIX. APOSTROPHE TO SHOW OWNERSHIP. John's ball rolled into the water. Mary's doll is broken. The boy's hat is new. The boys' hats are new. The girls' hats are pretty. What is shown by the expressions — John's ball; Mary's doll; boy's hat ; boys' hats ; girls' hatsf Notice that, John owns the ball. The boy owns the hat. Mary ow^is the doll. The boys own their hats. The girls own their hats. 34 LANGUAGE AND GKAMMAR. Notice that 's is added to the word John to show or denote ownership. Notice that 's is added to the word Mary to show or denote ownership. Notice that only ' is added to the words boys and girls to denote ownership. This mark ' is called an apostrophe. Ownership or possession is usually shown by add- ing the 's to a word that means only one person or thing. When s is already used to denote more than one (hats, boys), it is not used again in the same word to denote ownership, but the ' is then used alone. Examine the following : Boy — boy's books. The horses' manes. Boys — boys' books. The man's boots. Girl — The girl's hat. The men's boots. Girls — The girls' hats. Brooks's Arithmetic. The horse's mane. Jones's Lessons in Latin. Use the following words correctly in sentences, add- ing the proper sign of ownership : Dog, doll, boy, dolls, boys, men, tree, captain, mis- tress, maid, master, kitten, horses, cattle, ship, ships, mountain, mountains, Thaddeus Stevens, Benjamin Franklin, Stephen Girard, women. STORY PRACTICE. LESSON XX.— STORY PRACTICE. 35 Write the story of this little boy, telling his name, what important day it is, who gave him his toy, and any other facts you can tell. Make a short state- ment about each fact. Always use short clear se?i- tences. The teacher should place other pictures before the class and have similar stories written about them. 36 LANGUAGE AND GRAMMAR. LESSON XXL APOSTROPHE TO SHOW CONTRACTION. Where there's a will there's a way. Isn't this rose beautiful ? Doesn't Frank read well? Notice that there's means there is. Isn't means is not. Notice that the apostrojohe indicates a missing letter or letters. A -word with omitted letters like isn't is called a con- traction. Expand the following contractions, using complete sentences : Isn't, doesn't, wouldn't, shouldn't, we've, you've, he's, vou're, e'er, ne'er, hadn't, I've, o'er, 'neath. LESSON xxn. SECTION I. STANZA OP POETRY. "How doth the little busy bee Improve eacli shining hour! And gather honey all the day From every opening flower." MY GARDEN. 37 Notice that each line of j^oetry begins with a capital letter. Notice also that the lines that rhyme together — that is, end in words that sound alike — begin at the same distance from the margin. Copy a poem in which the alternate lines rhyme. Copy a poem in vjhich the first and second and third and fourth lines rhyme. SECTION II. MY GARDEN. My little garden is the spot Where I delight to be; There is no place where'er I go That is so dear to me. My little garden ever yields The sweetest fruits and flowers. 'Tis here I labor through the day And spend my evening hours. I plant and prune and water it With diligence and care, That every plant and shrub and tree Abundant fruit may bear. What word couki you use in place of delight? Expand the word where'er. 38 LANGUAGE AND GRAMMAR. What is such a word as where'er called? What word could you use in place of yields ? What does the owner of the garden do in the day- time? What does he do in the evening ? What do you know about the size of the gar- den? Name the things that grow in the garden. Find another contraction in this poem. Write in your own words the story told in this poem. Commit this poem to memory, noticing the arrange- ment, all marks, etc. Write this poem from memory without looking at the book. Compare your copy with that in the book, and write your own again if it needs improvement. LESSON XXin,— THE LITTLE TEACHER. Tell the story of this little girl and her dolls. Write the story you have told. Read it over and draw a line under expressions that may be improved. STUDY OF A POEM. Re-write the story, doing your best. 39 LESSON XXIV,— STUDY OF A POEM, April. A million little diamonds Twinkled in the trees; And all the little maidens said, "A jewel if you please!" But while they held their hands To catch the diamonds gay, A million little sunbeams came And stole them all away. 40 LANGUAGE AND GRAMMAR What is meant by saying that the diamonds twin- kled in the trees ? What were the diamonds ? Wiiat did each little girl ask for? Why did the little girls get no diamonds ? What word could be used instead oi jewel? What word could be used instead of gayf Read this poem over carefully, noticing all marks, the arrangement, etc. Commit this poem to memory. Tell in your own words the story related in this poem. Close your book and ivrite the poem from memory. Compare your copy with that in the book, re-writing if necessary. LESSON XXV.— STUDY OF A POEM. Mary's Kitten. I have a little kitten So pretty, sleek and white. She's full of play and mischief From morning until night. The only time she's quiet Is when she takes a nap, Sometimes upon the hearth-rug, And sometimes in my lap. ABBREVIATIONS. 41 Answer the following questions in good sentences : What kind of kitten lias Mary ? What does it do all day ? When is it quiet ? Where does it sleep ? Find a contraction. Find a compound word in lohich a hyphen is used. What is the meaning of " sleek "J* Tell in your own language the story told in this poem. Commit to memory the poem. Write the poem without looking at the hook. Compare your copy with the printed, copy. If your copy needs correcting, correct it and re- write it. LESSON XXVL— ABBREVIATIONS. Mr. ; Mrs. ; Dr. ; Gen. ; Capt. ; Jan. ; Feb. ; Mar. ; bu. ; bbl.; Co.; Sec. Some little girls were playing with paper dolls. In a few days they shortened the name to '■'' papers^^ later to "papes.^^ The more they shortened their words the more play could be crowded into an hour. This tendency to shorten (abbreviate) pervades all the activities of man. The expressions Mr., Mrs., etc., 42 LANGUAGE AND GEAMMAK. are called abbreviations. Abbreviations are used for all the months of the year, the States of the United .States, many cities, various titles, etc. Notice that the abbreviations of proper names and titles attached to proper names begin with capitals, but that the abbreviations for common words do not usually begin with capitals. Notice that every abbreviation ends with a period. Expand the following abbreviations into the whole words : Capt. ; Gen. ; Hon. ; Rev. ; bbl. ; ans. ; bu. ; pt. ; qt. ; Md.; Pa.; Del. Write the abbreviations for the following : Mister ; Mistress ; Doctor ; Secretary ; Massachusetts ; Cfonnecticut ; Virginia ; et cetera ; Ante meridian (Before Noon) ; Post meridian (After Noon). LESSON XXVIL— TITLES, Mr. Smith is a merchant. His son is a physician, and his brother is an officer in the army and is known as Captain Smith. Tbe names of these men are written as follows : Mr. John Smith. Dr. Thomas Smith. Capt. William Smith. STUDY OF A STOKY. 43 The words that come before these names are called titles. Titles are generally either of respect or of office. Titles are nearly always abbreviated. The words cousin, uncle, grandfather, etc., when used with proper names are usually written with capi- tals ; as, Uncle Joseph Brown came to spend Christmas with us. He brought Cousin Frank with him, and also a present from Grandfather Brown. Write the names of your acquai7itances who have titles, using the jiroiper abbreviations for the titles. LESSON XXVHL-STUDY OF A STORY. The Boston Boys and General Gage. When the people of Boston resisted British oppression, General Gage was sent with two regiments of soldiers to compel obedience to the British crown. During their stay there were continual quarrels with the citizens. The hatred of the people toward the Red-coats became more and more bitter. Even the children took part in the quarrels, as the following story will show : During the winter the boys built snow slides on Boston Common and coasted down them to the frog pond. The soldiers destroyed these slides, merely to provoke the boys. The boys complained and repaired their slides, but again and again they were destroyed. Several of the boys waited upon one of the officers and told him of the conduct of his soldiers. He would have nothing to do with them, and the soldiers were more insolent than ever. 44 LANGUAGE AND GRAMMAR At last the boys held a meeting and sent a committee to wait upon General Gage. He asked why so many boys had called upon him. " We came, sir," said the largest boy, " to demand satisfaction." " What ! " said the general, " have your fathers been teaching you rebellion, and sent you to show it here?" "Nobody sent us," answered the boy, with flashing eyes. "We have never injured nor insulted your troops ; but they have trodden down our snow slides and broken the ice upon the pond. We com- plained, and they called us young rebels and told us to help ourselves if we could. We told one of your officers, and he laughed at us. Yes- terday our slides were destroyed for the third time ; and, sir, we will bear it no longer." General Gage was a gentleman and a soldier. He admired the spirit of the boys. Turning to an officer at his side, he said: "The very children here draw in a love of liberty with the air they breathe. Go, my brave boys, and be assured that if my soldiers trouble you again, they shall be punished." Tlie teacher will read the foregoing story to the class, and have several pupils tell the story. Have the pupils all write the story. Compare iv'ith the book and re-write ivith hook chimed. LESSON XXIX.-QUOTATION MARKS. James called to his friend, "Come to the pond, Thomas, and bring your skates. The ice is safe and the skating is fine." " I will be with you in a minute," said Thomas. Notice that when we repeat the exact words of some THE DIVIDED QUOTATION. 45 one else we place certain marks at each end of tlie repeated or quoted part. These marks are called quotation marks. Notice also that the quoted part is sejjarated from the part that is not quoted by a little mark called a comma. Write a number of sentences telling exactly what some of your classmates say, and telling who makes each statement. Write a little dialogue betiveen tivo 'persons, giving the exact ivords of each, and telling which person makes each expression. Use a new paragvafh each time you change speakers. LESSON XXX.— THE DIVIDED QUOTATION. SECTION I. " This story," said Mary, " is the best I have ever written." Notice that when the quoted part is divided by the part not quoted each part of the quoted part is en- closed in quotation marks. Notice also that when the quoted part is divided it takes two commas to separate the quoted from the unquoted part. 46 LANGUAGE AND GKAMMAR. Write a short cofiversation between two persons, using divided quotations. Note. — When successive paragraphs are quoted, the marks are placed at the beginning of each paragraph, but the closing marks are placed only at the end of the last paragraph. SECTION IL Tell the story of these girls and their tea-party, quoting their exact words. The teacher will select other pictures and have the pupils write similar stories, making use of quo- tations. TITLES OF BOOKS, HEADINGS, NAMES OF COMPANIES. 47 LESSON XXXI.— TITLES OF BOOKS, HEADINGS, NAMES OF COMPANIES. SECTION L "The Lady of the Lake"; "The Bu'ds' Christ- mas Carol";' "The Village Blacksmith"; "The Reading Railroad Company"; "The Athletic Base- ball Club." Notice that the princiiDal words in the foregoing headings, titles of books, titles of poems or stories, and names of business firms and companies begin with capitals. Notice also that we quote them and, in writing, usually enclose them in quotation marks. Write the titles of six books, six poems, six stories from the Youths' Companion, six headings of chapters, and six business companies. SECTION IL Write a story telling about a book you have read and the pleasure it afforded you. SECTION III. Write an account of some of the best boohs and pic' tures you know. 48 LANGUAGE AND GEAMMAK. SECTION IV. When two persons carry on a conversation the talk back and forth is called dialogue. Imagine and tell your teacher the dialogue of these two girls about their kittens. Notice how dialogue is \vritten in your reading book. Notice all the marks and the arrangement. Write the dialogue of these girls. Write the dialogue between two girls who went to a picnic ; of two boys who went skating. THE BOY WHO DOES NOT CARE. 49 SECTION V. THE BOY WHO DOES NOT CARE. "James, my sou, you are wasting your time in playing with that kitten, when you ought to be studying your lesson," said Mrs. Mason to her son. " I don't care," replied the boy, as he continued to amuse himself with Spot, his little kitten. " But you ought to care, my dear," said his mother, with a sigh. " You will grow up to be an ignorant man if you do not make good use of your time." " I don't care," said James, as he raced out into the yard after his amusing playmate. Mrs. Mason thought she would teach her little boy a lesson, so she made no preparation for dinner. When noon-time came her idle boy rushed into the house as usual, shouting: " Mother, I want my dinner ! " " I don't care," said Mrs. Mason, very calmly, as she worked away with her needle. " I am very hungry, mother," said the boy. " I don't care," repeated Mrs. Mason. James was puzzled, for his mother had never treated him in this way before. He was silent for a while, then he spoke again : 50 LANGUAGE AND GRAMMAR. " Mother, I want something to eat." *' I don't care," was the quiet answer. " But, mother, I shall starve if I don't get some- thing to eat pretty soon," said James. " I don't care," was the answer. This was too much for James to endure. He burst into tears. His mother, seeing him fairly subdued, laid down her sewing, and, calling him to her side, stroked his hair very gently. " My dear little boy," she said, " it hurts me very much to hear you always saying, * I don't care.' I want you to become a good, thoughtful boy, caring for my wishes and for your own duties, at all times." James kissed his mother, and after eating his dinner he went off to school a wiser and better boy. Read this story. Notice that much of it is in the form of dialogue. Notice the use of quotation marks. Write a similar story of your onm about "The Boy Who Hadn't Time"; about "The Girl Who Was Too Busy." Read each story over and mark the jtlaces which might he improved. Re-tvrite the stories, making these im])rovements. REVIEW. 51 LESSON XXXn.— REVIEW. How do is and are differ in use ? When do you use 's to denote possession ? When do you use the apostrophe without the s to denote possession ? Write the proper possessive form for hoy ; boys; man; men; mistress; horses; Edward Brooks. When the apostrophe is used in contractions, what does it show ? What is the rule for capitals in poetry? In poetry how do 'we arrange the lines that rhyme ? AVhat is the rule for capitals in abbreviations ? What mark of punctuation is used with abbrevia- tions ? What do you mean by titles? How are titles generally written? What are quotation marks used for? How is the comma used in a quotation ? How do we write a divided quotation ? What is the rule for capitals in writing headings of chapters, titles of books, etc. ? Write your answers to the foregoing questions. Give an example after each answer. 52 LANGUAGE AND GRAMMAR. LESSON XXXUL— A LETTER. SECTION I. {Heading). Chester, Pa.. Nov. 18, 1904. {Salutation?} Dear Cousin 3Iary : (Body of Letter.) Mother received a letter to-day from Aunt Eliza- beth Eastlake, saying that she and Cousin John will be with us on Thanksgiving Day. You have not seen Cousin John since he entered college, so we would like you to come too. Write telling me that you will come, and I shall meet you at the station. ( Complimentary Close.) Your loving cousin, {Co7iclusion.) ALICE BOND. [Signattire.) Notice that this letter has four parts : — First, the place and date ; this is called the Heading. Second, the person to whom the letter is written is addressed ; this is called the Salutation. Third, the main part or Body of the letter. Fourth, the writer states who she is and signs her name. The statement wdiich tells who she is is called the Complimentary Close. Her name is called the Signature. The Compli- mentary Close and the Signature taken together are called the Conclusion of the letter. A LETTEK. 53 SECTION II. THE HEADING. Examine the following headings : Chester, Pa., Jan. 1, 1906. Norristown, Montgomery Co., Pa., March 27, 1906. State Normal School, Millersville, Lane. Co., Pa., January 27, 1906. 2828 Girard Ave., Philadelphia, Jan. 1, 1906. Notice that the heading indicates the place where the letter was written and the time when it was written. When you answer a letter you can look at its head- ing and see to what place you must direct your answer. The heading should always enable you to do this, even to the street number, if in a large city. Notice that if the heading is short it may be written upon one line. If it is long it must be written upon more than one line, but that there are good and bad ways of breaking it up ; as, Millersville, Lane. Co., Pa., or, Millersville, Lancaster County, Pa. Write a dozen headings, arranging them with your best taste. 54 LANGUAGE AND GRAMMAE. SECTION III. THE SALUTATION. The following forms of salutation are used in writ- ing to near friends or relations : My dear Father: I shall be home from school ... My dear John : Tell me about your trip . . . Dear Cousin : Father is going to see our . . . Dear Miss Jones : Please bring your music . . . The following forms are used in writing to strangers or slight acquaintances: Mr. Robert Smith : Dear Sir : Mrs. Addison Jones : Dear Madam : Our fair was a success and we wish to donate the proceeds . . . A LETTER. 55 Miss Anna Eastlake, Secretary W^omen's Guild : Dear Miss Eastlake : Our yOUng WOmeU are very much ... Notice these salutations, especially the punctuation. Write headings and salutations for a dozen letters, making a short beginning of the body of the letter in each case. SECTION IV. THE CONCLUSION. The guests having departed, we retired for the night and were soon lost in pleasant dreams. Your loving sister, JENNIE McFADDEN. Hoping for a favorable answer, I am. Yours very truly, FRANK B. FLOWER. Notice that in the conclusion attention must be paid to the arrangement of the lines, so that a slanting line would touch the beginning of each line of writing. Be careful to calculate so that there will be room for each line, especially for the signature. The signature should end at the right-hand margin. Notice the punctuation. 56 LANGUAGE AND GRAMMAR. To whom should the following conclusions be ad- dressed ? Your loving daughter, Yours respectfully, Yours truly. Sincerely your friend, Write the last sentence of each of half a dozen letters and close each ivith a proper conclusion. SECTION V. THE ENVELOPE. When your letter is finished it must be properly folded cind placed in an envelope so that it may be mailed. The envelope must have written upon it the name of the person to whom it is sent and also the place where he or she lives. Notice the following envelopes : stamp Mrs. JOHN O. KANE, Cherry Hill, Md. A LETTER. 57 If Mrs. Kane lived in a large city her address might be as follows: stamp Mrs. JOHN O. KANE, 1716 Walnut St., Philadelphia, Pa. Notice that the beginnings of the lines would touch a slanting line if it were drawn. Notice also the punctuation. Notice also the place and the position of the postage stamp. Write letters to the following persons : Your mother, who is visiting her sister in this city; Your aunt in a country village; Your brother, who is in college ; A business man, speaking of some matter of busi- ness. Insert each letter in a properly addressed envelope. 58 LANGUAGE AND GRAMMAR. LESSON XXXIV. USE OF WORDS. IN, INTO; ON, UPON. James ran into the house. He remained in the house. His ball was in a drawer, but he took it out and put it into his pocket. John is in the water, jumping. He is jumping in the water. William is on the bank of the pond and is about to jump into the water. Edward was on the platform and jumped on it. Samuel was not on the platform, but he jumped upon it. Some persons are not careful to use words with their exact meaning. We should always use the word that expresses just the meaning that we intend to express. Use in sentences the foUowing words {with their exact meanings) : In, into; on, upon. Use the folloiving words also ivith exact meaning : have, got ; at, to ; real, very. COMMAS IN SERIES. 59 LESSON XXXV,— COMMAS IN SERIES. SECTION I. John, James and William are playing ball. My studies at school are reading, arithmetic, geog- raphy, history and language. Notice that we do not say John and James and William, etc., but that we avoid the use of one or all but one and by using and only once, and using the comma where and is omitted. Write a number of sentences, using the comma as it is used in the foregoing sentences. SECTION II. Make a rule for the use of commas when words fol- low each other in a series, as they do in the sentences you have noticed. Write a number of sentences applying your rule. SECTION III. Read a story from your Reader. Tell the story in your own language. Write the story in your own language. PART II. LESSON I.— SENTENCES GROUPED ACCORDING TO THEIR USE. We have learned that statements and questions are sentences. Let us examine some sentences and see whether we can find any other kind besides statements and questions. The sky is overcast. Will it rain to-day ? I think that it will rain. Take your umbi-ella with you to school. If you examine these sentences you will find two statements, one question, and a command. You will find that all your sentences belong to one of these three kinds. Statements are called Declarative sentences. Questions are called Interrogative sentences. Commands or requests are called Imperative sentences. An exclamntion is a kind of Declarative sentence. A request is a kind of Imperative sentence. STRUCTURE OF THE SENTENCE. 61 Tell what kind of sentence each of the following is : A wise son maketli a glad father. Now mind your p's and q's. Please give me a new pen. Light the lamp for me. May I read my new book now ? Go to the ant, thou sluggard. " Tell me not in idle numbers Life is but an empty dream." LESSON n. STRUCTURE OF THE SENTENCE. We have learned that statements, questions and commands are sentences. We shall now learn some- thing about the building of the sentence. When we wish to find out how a thing is made we take it apart and examine its parts. We shall do this with the sentence. William | swims. Dogs | bark. Anna | sews. Mary | plays. Notice that these sentences tell something. Notice that each sentence has two parts, as shown by the lines dividing them. Notice that the latter part tell§ what is said or done. 62 LANGUAGE AND GRAMMAE. Notice that the first part is the name of the person or thing which says or does what is said or done. The part of a sentence that is the name of the person or thing about which something is said is called the subject. The part of a sentence that tells what is said about the subject is called the predicate. To find the predicate of a sentence find what is said or done. To find the subject, make a question by placing who or what before the predicate. The answer to this question will be the subject. Draw a short vertical line between the subject and the predicate of each of the following sentences and indicate which is the subject and which the predicate. Birds sing. Water flows. Trees grow. Girls sew. Gems sparkle. Stars twinkle. Sometimes the predicate consists of more than one word ; as in the following sentences : Water | will flow. William | may go. John I can run. Jane | is loved. Money | will be received. William | may have gone. Boys I should play. Girls | are taught. Mary | should have tried. Men | must learn. STEUCTUKE OF THE SENTENCE. 63 Write the story suggested by this picture. Break the story iiito paragraphs by grouping the sentences that belong to the same part of the story. For instance, make one paragraph about dolly's getting her feet wet. Make another paragraph about how dolly felt the next morning. Make a third paragraph about sending for the doctor when dolly became worse. 64 LANGUAGE AND GRAMMAR LESSON m. COMPOUND SUBJECT AND PREDICATE. Singular and Plural. John and James | play ball. John, James and William | are playing. Mary and Jane | will come. Notice that in these sentences there are two or more subjects. When a sentence has two or more subjects used together it is said to have a Compound subject. Notice that when the subject is compound the predicate takes the form used for two or more. Thus, if the subject is single, we say is coming. If the predicate takes the form for two or more, we say are coming. When one is meant in the sub- ject, we say that the form is singular. When two or more are meant in the subject, we say the form is plural. Is is singular. Are is plural, John I runs and jumps. Mary | reads and sings. Alice I reads, sings and plays. Notice that these sentences have two or more predicates. PARTS OF SPEECH. 65 Iq such a case the sentence is said to have a compound predicate, John and Mary | read and sing. Notice that in this sentence both the subject and the predicate are compound. Write five sentences having compound subjects, five having compound predicates, and five having both subjects and predicates compound. LESSON IV.— PARTS OF SPEECH. Nouns. The words in a language are assorted, and those that are used in the same way are placed in a group or class and called by a name. These classes of words are called parts of speech. All names belong to the class called nouns. The fol- lowing words are nouns : John, Captain Erricson, iron, sea, land, happiness, joy- Notice that John and Captain Erricson are partic- ular names. Such particular names are called proper nouns. Remember that every proper noun begins with a capital letter. 6b LANGUAGE AND GEAMMAR. Notice that " iron," " sea," " tree," " man," are the names of common things. Such names are called common nouns. Make a list of proper nouns and another list of com- mon nouns. Use the nouns in your list as subjects of sentences, thus forming simple and compound subjects and Boy, boys. Girl, girls. Notice that " boy " is in the singular form and "boys" is in the j^lural form. A noun that means " one " is said to be in the singular number. A noun that denotes " more than one " is said to be in the plural number. LESSON v.— STUDY OF A FABLE. Pandora. Pandora was a little girl. She lived long ago when the world was new. Pandora played with a little boy named Epime'- theus. This boy and girl did not eat cooked food ; they ate fruits of the trees and the vines. STUDY OF A FABLE. 67 In the house was a beautiful box. The box was made of wood and had pretty pictures carved upon it. One day Pandora said, " What is in the pretty box?" " I must not tell," said the boy. Pandora was inquisitive and longed to know what was in the box. She often coaxed the boy to tell, but he would not. The longer Pandora thought about it, the more she wanted to see what was in the box. " Who brought the box here ? " asked Pandora one day. " It was a man, but I do not know who he w^as," said the boy. " How did he look," asked the girl. " He had wings on his cap and wings on his feet," said the boy. " That was Mercury," said the girl. " He left me here. I think the box is intended for me. Let me open it." " No, no," said the boy, " we must never do that." This made Pandora cross and she would not play with the boy. Epimetheus was sad and went off alone. Pandora resolved to open the box. She untied the ^ silver cord. 68 LANGUAGE AND GRAMMAR. Epimetheus made a wreath of roses and went back to coax Pandora to play with him. She was kneeling by the box. Suddenly the box came open. What do you think was in it? Out came some bees. The boy and the girl were stung. The bees stung the flowers and the fruit. They gave the people great trouble. Pandora was sorry she had ojjened the box. After a while a tap sounded in the box. " Let me out," said some one. " Oh, no," said the children. " "VVe have had too much trouble already." " If you will let me out I will help you," said the voice from the box. The children opened the box again and out came a beautiful creature with bright colored wings. It looked like a butterfly. " Who are you ? " asked Pandora. " They call me Hope," said the creature. Hope kissed their stings and made them well, and helped all the people to bear their trouble. She is helping people to bear their troubles yet. .The teacher will read this story to the children, ex- plaining to them that it is a myth story or fable. Have several children tell the storv. PAETS OF SPEECH. 69 Have all the children write the story. Stimulate them to their best efforts. Have them examine their written story and mark the places where they might make improvements. Have them re- write, improving as much as possible. LESSON VL-PARTS OF SPEECH. Pronouns. John I can run. He I will catch the cat. The cat | has hurt her foot. She I cannot run fast. Notice that in these sentences instead of saying "John can run," "John will catch the cat," we use another word, "he," in the second sentence instead of John. Notice also that we do not say " The cat has hurt the cat's foot," " The cat cannot run fast," but we use the words " her " and " she " instead of the word " cat." Words that are used instead of nouns in this way are called pronouns. /, ive, you, him, he, she, her, it, nre pronouns. ' Write ten sentences using a pronoun in each sentence. Use some of these pronouns as subjects of sentences. 70 LANGUAGE AND GKAMMAE. LESSON Vn.— STUDY OF A POEM. The Boy in Blue. "Rub-a-dub- dub," said the boy in blue, "I have a big gun, and I will shoot you." "O don't shoot me," said the little brown dog; " Go down to the pond and shoot a big frog." Copy this poem and mark the nouns and the pro- nouns, writing the names under each. LESSON Vm.— STUDY OF A PICTURE. This boy has hurt his foot. He cannot walk. His friends will carry him. He must reach home. His friends are strong and kind. They will carry him easily. Cojyy these sentences. Separate the subject from the predicate in each case by a short vertical line. Write " noun " under those subjects that are nouns. Write ''pronoun'' under those subjects that are pronouns. STUDY AND EEPRODUCTION OF A POEM. 71 LESSON IX. STUDY AND REPRODUCTION OF A POEM. My Shado"w. I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see. He is very, very like me from the heels up to the head; And I see him jump before me when I jump into my bed. The funniest thing about him is the way he likes to grow — Not at all like proper children, which is always very slow; For he sometimes shoots up taller, like an India-rubber ball, And he sometimes gets so little that there's none of him at all. 72 LANGUAGE AND GRAMMAR He hasn't got a notion of how children ought to play, And can only make a fool of me in every sort of way ; He stays so close beside me — he's a coward you can see — I'd think shame to stick to Nursie as that shadow sticks to me. One morning, very early, before the sun was up, I rose and found the shining dew on every buttercup ; But my lazy little shadow, like an arrant sleepy-head, Had stayed at home behind me and was fast asleep in bed. The teacher will read this poem for the chikiren and lead them to enjoy it. The children will have their books closed. The teacher will then go over the poem, calling the attention of the children to the chief points and to the word-pictures. She will then read it again while the children, with eyes closed, see the pictures in imagination. While she reads, she will have the children watch for the shadow to go "in and out" and to "be very like me from my heels up to my head and to jump before me into bed," and suddenly to grow larger and smaller, and to be seen sticking "close beside me like a coward." She will have the children notice how the artist has pictured part of the story. She will then have eight or ten children, one after another, tell the story in their own words, urging each child to tell the best and most complete story he can. She will not have it told in poetry. The children's stories, so far as heard, are so good that all should have a chance to speak ; but, as all cannot tell the storv, for want of time, all must be BUSINESS LETTERS. 73 allowed to write it. The teacher will move about the aisles, praising, here and there to spur the children to their best efforts. Let the first point be for the chil- dren to pour out their beautiful story upon paper while they are full of it. Attention to the mechanics of writing can wait for second writing. Chiklren should be encouraged, however, to form correct me- chanical habits so that they may soon be able to write correctly at the first trial. The children must be led — 1, to enjoy the poem ; 2, to get the gist of the poem ; 3, to enjoy telling the story in their own way; 4, to enjoy writing the beautiful story. Note. — The success of the teacher depends upon her ability to accomplish these four things. Stirring the enthusiasm of the children is the main point. Getting children to take delight in improving their work is next in importance. Criticise by showing the fine points in the best stories. Aid the unsuccessful by pointing out to each in a quiet, friendly, unostentatious manner how he might do better. Do not do his work for him. Let him have the satisfaction of doing the work himself and enjoying it. Allow the pupil the joy of accomplish- ment. Let the children feel that their work is appreciated. LESSON X.— BUSINESS LETTERS. Write to Arnold, Constable & Co., Broadway and Nineteenth Sts., New York, ordering the following : 10 yds. ribbon, as per sample enclosed, at 5c. per yd. 74 LANGUAGE AND GRAMMAR. 2 prs. gloves, described by writer, at $1.00 per pr. and $0.80 per pr. 6 yds. lace, as per sample, at 80c. per yd. 10 yds. dress silk, as per sample, at $2.00 per yd. State hoiv money is sent and enclose check or money order. — ^^-^o. — LESSON XI.— STUDY OF A PICTURE. PARTS OF SPEECH. 75 Write the story suggested by this picture. Form the habit of always keeping related in the same paragraph. LESSON XII.— PARTS OF SPEECH. Verbs. The little pony | gallops. The dog | was young. The pony | is pretty. Now the dog | is old. Mary's dog | runs. Dogs | are fine pets. Notice that the predicate verbs in these sentences are words that express action^ as "gallops," "runs," or else they are forms of is (as, are, was, is). The different forms of is or be express existence or being. A word that asserts action or being is called a verb. The first word in every predicate is a verb. This verb is called the predicate verb or the simple predicate. The child | lives. The baby | sleeps. Notice that these predicates are not forms of be, and they do not express action. In what condition or state is the baby ? It is in the state of rest or sleep. What is the state of the child ? It is in the state of life. Such verbs are said to assert state of being. 'Q LANGUAGE AND GRAMMAR. A word that is used to assert action, being, or state of being, is called a verb. Write Jive senteiices whose predicate verbs assert action, five sentences whose verhs assert being, and five whose verbs assert state of being. LESSON Xni.— REVIEW. A Noun is a word that is used as a name. A Proper Noun is the name of a particular per- son, place, or thing. A Common Noun is the name of a common thing. A Pronoun is a word that is used in place of a noun. A Verb is a word that is used to assert action, being, or state of being. Subjects are always nouns or pronouns. Predicates are always verbs. LESSON XIV.— COMPARISON. Compare the horse and the mule with regard to size, ears, hoofs, hardiness, endurance, cost of keep, kind of work each is adapted to, relative cost, length of service. Write an argument in favor of mules as co^npared with horses for drawing canal-boats. STUDY AND REPRODUCTION OF A POEM. 77 Write an argument in favor of the pu7'chase of horses for use on a farm. LESSON XV. STUDY AND REPRODUCTION OF A POEM. Bed in Summer. In winter I get up at night And dress by yellow candle-light; In summer, quite the other way, I have to go to bed by day. I have to go to bed and see The birds still hopping on the tree, Or hear the grown-up people's feet Still going past me in the street. 78 LANGUAGE AND GKAMMAR. And does it not seem hard to you, When all the sky is clear and blue, And I should like so much to play, To have to go to bed by day ? The teacher will read this poem to the children ; they will have their books closed, so that they can enjoy it and see (in imagination) the j^retty scenes. The teacher will read it again, having the children picture to themselves the early rising in winter ; rising in summer ; the difference ; the birds, etc. Have the children (ten or a dozen in quick succes- sion) tell the story in their own words. For want of time to tell the story, have all write the story in their own way (not in poetry). Follow the plan of the reproduction lesson upon "My Shadow," page 71. LESSON XVI. MODIFIED SUBJECT.— PARTS OF SPEECH, Adjective. 1. Trees shade the lawn. 2. Large trees shade the lawn. 3. Fine large trees shade the lawn. 4. Two fine lar^e trees shade the lawn. MODIFIED SUBJECT-PAETS OF SPEECH. 79 Notice that the first sentence is enlarged by using words that describe trees, thus forming the second, third, and fourth sentences. These words change or modify the meaning of the word trees. In the first sentence we may mean any number or kind of trees. In the second sentence we describe the trees as to size. In the third sentence we describe the trees as to size and shape, etc. In the fourth sentence we limit the number of trees to two. The words " two," " fine," and " large " are called modifiers of the word trees. Words used to modify nouns or pronouns are called adjectives. There are three little words, a, an, and the, that are also used to modify nouns. We have learned about these wor