; HLFABTH i'^ aWUiui lUU i iU li' iiK i Ttrr i TlwnTii^ i^ ■i 9 UNIVERSITY of CALIFORNIA ;'V I Lv.-- /\NGELES LIBRARY " I give my heart and my hand to God and my country ! Self-Help English Lessons First Book By Julia Helen Wohlfarth formerly Principal of Horace Manti Elementary School Teachers College, Columbia Uni'versity /oinl Author of '■'■ Nenv-ff^orld Speller'" and ^'■E'veryday Words'''' Illustrated by Frederick Richardson ' J-> o '' Yonkers-on- Hudson, New York World Book Company 94150 WORLD BOOK COMPANY THE HOUSE OF APPLIED KNOWLEDGE Established, 1905, by Caspar W. Hodgson yonkers-on-hudson, new york 2126 Prairie Avenue, Chicago The outstanding demand of the present era upon the schools is that educational proc- esses be socialized as the most direct means of cultivating a spirit of genuine democracy. Since language is the fundamental social ac- tivity, the teaching of English must play an important role in realizing the ideal set be- fore the schools. The books of the Self- Help English Lessons series represent the response of publishers and authors to the challenge of the times. While in no degree curtailing individual development, they seek to teach language in such a way that its so- cial significance will be more or less con- sciously realized from the outset, and its relation to good citizenship will become thor- oughly established in the higher grades • • •• • WSHEL : FB Reg.-s Copyright, 1921, by World Book Company Copyright in Great Britain All rights reserved PRINTED IN U.S.A. \ \^ \ FOREWORD -' I The title "Self -Help English Lessons'.' clearly sets forth the general purpose of the series of textbooks of which this is a unit. The books aim to teach children not only to use the English language correctly and effectively, and to enjoy it with constantly growing appreciation, but also to become independent and self-reliant in their efforts to reach the- goal. In pursuance of these aims, the books are, as far as is possible, self-teaching. While this quality by no means eliminates the teacher, the books, instead of being tools in her hands, become her allies. This book occasionally calls for unstudied dictation exer- cises, and a few other lessons requiring the use of matter that the pupils should not see in advance. In order that this matter may be conveniently at hand, a "Teacher's Supplement" containing it all will be given free of charge to all teachers whose pupils use this book. The supple- ment is small, and may be pasted into the desk copy of the language book. Although the three books of the "Self -Help English Lessons" series are self -teaching, the book for teachers entitled "Self-Help Methods of Teaching English" will prove invaluable to experienced and inexperienced teach- ers alike. The advent of projects, the emphasis now placed on oral composition, and the necessity for train- ing in self-help methods of study have introduced new and perplexing problems that tax the resources of the strongest teacher. "Self -Help Alethods of Teaching Eng- vi Foreword lish" gives a wealth of practical suggestions for dealing with these and other types of English problems. Special acknowledgment for invaluable assistance is made to the following teachers: Miss Lillian E. Rogers, Principal of the Friends' West Philadelphia School; Miss Katherine Morse of the New York Training School for Teachers; Dr. Frank M. McMurry, Professor of Ele- mentary Education at Teachers College, Columbia Uni- versity; and Mr. John J. Mahoney, Massachusetts State Supervisor of Americanization and Principal of the Lowell State Normal School. Grateful acknowledgment is made to the following publishers for permission to use copyright matter: The Century Company for a poem by Mary Mapes Dodge; Charles Scribner's Sons for poems by Henry van Dyke and Robert Louis Stevenson; the John Lane Company for a poem by John Bannister Tabb; Everyland for a poem by Virginia Woods Mackall; and The Independent for a poem by Alice May Douglas. The selections from the works of Henry W. Longfellow and of Frank Dempster Sherman are used by permission of, and by special arrange- ment with, Houghton Mifflin Company, the authorized publishers. • "Bobbie Trotter's New Year's Gift" was suggested by a story by Emilie Poulsson, and was written with her consent. CONTENTS Third Grade SECTION Two Ways of Telling a Story Telling Vacation Stories . Hints for Story-Tellers and Listeners More Story-Telling . Reciting Favorite Poems . Making Clear Word Pictures Studying Stories about Pets Telling Pet Stories . Telling a Class Story Daily Drill Exercises — Pronouncing Words Correctly A Language Game — On the Road to London Studying Question Sentences Asking and Answering Questions Telling Stories from Pictures Telling Animal Stories .... Study of a Story — The Giant and the Sheep Playing the Story Daily Drill Exercise — Pronouncing Words Correctly Copying Sentences Correcting the Sentences Copying Sentences . . . , . Writing the Names of Persons .... Telling "Good-Times" Stories .... Study of a Poem — Who Loves the Trees Best ? Daily Drill Exercise — Correct Use of Is and Are Copying Sentences Two Ways of Arranging Sentences Copying a Paragraph Autumn Changes Making and Guessing Riddles Copying a Paragraph Study of a Poem — Autumn Daily Drill Exercise — Pronouncing Words Correctly Spelling Review Study of a Poem — Autumn Leaves PAGE 3 6 7 8 9 lO 12 13 14 15 17 i8 21 21 22 22 25 26 27 29 29 30 31 32 34 35 36 38 39 40 40 41 42 43 44 vu Vlll Contents SECTION 37 38 39 40 PAGE Copying Lesson Study of a Story — The Camel and the Goat . Playing the Story Daily Drill Exercise — Correct Use of Was and Were Story-Telling Week ...... 41. Copying a Note ...... 42. Dictation Lesson ...... 43. Writing the Names of the Days of the Week . 44. Daily Drill Exercise — Pronouncing Words Correctly 45. Playing Santa Claus 46. Being a Real Santa Claus ..... 47. Conversation Lesson — Poem, "Which Loved Best ? ' 48. Conversation Lesson — Helping at Home 49. Improving Stories . . . . . . 50. Telling Helping Stories 51. Dictation Lesson ...... 52. Daily Drill Exercise — Correct Use of Isnt, etc. 53. A Language Game — Colors .... 54. Following Directions ..... 55. A Language Game — Following Directions 56. Dictation Lesson 57. A Story to Learn — The Boy and the Nuts 58. Study of a Poem — Hiawatha's Childhood 59. Writing a Class Story 60. Daily Drill Exercise — Correct Use of Teach and Learn 61. Conversation Lesson — Birds in W^inter . 62. Conversation Lesson — Bird Friends 63. Dictation Lesson 64. Writing Notes . 65. Telling Secrets 66. Daily Drill Exercise — Pronouncing Words Correctly 67. Fables to Learn ...... 68. Study of a Poem — Sympathy 69. Describing Clearly 70. Describing Toys 71. Telling Stories from a Picture .... 72. Writing Riddles 73. Guessing the Riddles 74. A Language Game — Have You Seen My Lamb ? Contents IX SECTION 75. Spelling Review 76. Dictionary Lesson 77. Conversation Lesson — Politeness . 78. Conversation Lesson — Helping at School 79. Daily Drill Exercise — Correct Use of Saw and Seen 80. Language Game — On the Road to London 81. Writing the Names of Places . 82. Study of a Story — The Fairies Who Changed Work 83. Playing the Story . 84. Writing Questions and Answers 85. Telling Stories from a Picture . 86. Fables to Learn 87. Dictionary Lesson . 88. Writing Stones from Pictures . 89. Criticizing the Picture Stories . 90. Daily Drill Exercise — Correct Use of Did and Done 91. A Language Game — Who Did It? 92. Copying Lesson ...... 93. Following Directions — IVIaking Pinwheels 94. WTiat Language Has to Do with Number Work 95. What Language Has to Do with Other Subjects 96. Telling Stories from Pictures .... 97. Study of a Poem — The Bluebird . 98. Daily Drill Exercise — Correct Use of Ran and Run 99. Study of a Poem — The Raindrops' Ride 100. Writing a Story loi. Copying and Dictation .... 102. Dictation Lesson 103. Conversation Lesson — Our Country 104. Daily Drill Exercise — Correct Use of Come and Came 105. Copying Lesson 106. Telling Secrets . . . 107. Stories to Learn 108. Study of a Story — The King and the Bee 109. Playing the Story no. Spelling Review 111. Telling a Class Story .... 112. Writing Stories 113. Correcting the Stories .... PAGE 84 85 86 87 88 89 90 91 95 95 96 96 98 98 99 99 lOI 102 103 104 105 105 106 107 108 109 109 no no in 112 112 112 lU n6 n6 n6 n8 n8 Contents SECTION 114. Daily Drill Exercise — Correct Use of Went and Gone 115. Study of a Poem — Springtime 116. Copying Lesson 117. Answering an Invitation . 118. Telling Stories about Bees 119. Writing a Good-by Letter 120. Some Questions to Answer Summary of Rules Learned Books for Summer Reading America .... I. 2. 3- 4- 5- 6. 7- 8. 9- 10. II. 12. I3-- 14. IS- 16. 17- 18. 19. 20. 21. 22. 23- 24. 25- 26. ■rectly Fourth Grade Bobby Trotter's New Year's Gift Telling Vacation Stories . Writing Dates . Telling Stories from a Picture Studying Beginning Sentences Telling Stories .' Copying Lesson Dictation Lesson Reviewing Poems Reviewing Stories . Daily Drill Exercise — Pronouncing Words Cor Stories to Learn .... Following Directions — Making a Box Explaining How Things Were Made Spelling Review .... Study of a Poem — Autumn Fires . Group Story-Telling Another Autumn Poem — Goldenrod Copying Lesson .... Telling Stories from a Picture . Writing a Story .... Daily Drill Exercise — Pronouncing Words Correctly Study of Titles .... Making Titles for Stories and Pictures Finishing Stories .... Stories to Learn .... Contents XI SECTION 27. Daily Drill Exercise — Correct Use of "Have No," "Has No," etc. 28. 29. d>o- 31- i2. 2>3- 34- 35- 36. 37- 38. 39- 40. 41. 42. 43- 44. 45- 46. 47- 48. 49- SO. 51- 52. S3- S4- ss- S6. S7- S8. S9- 60. 61. 62. A Language Game — Trades and Tools . Contractions Study of a Story — Rhodopis and Her Slippers Playing the Story Conversation Lesson — Hallowe'en Fun . Describing Jack-o'-Lanterns Dictation Lesson Study of a Story — Falling Leaves . Converscition Lesson — The Uses of Leaves Writing "Correct Use" Sentences Daily Drill Exgrcise — Correct Use of Give, Gave, and Given Copying Sentences .... Study of Two Poems — The Difference ; Daylight and Moonlight Spelling Review Study of a Picture — A Pilgrim School Writing Stories Conversation Lesson — The "Thank- You" Day Daily DriU Exercise — Correct Use of Grew, Blew, etc. A Language Game — Asking and Answering Questions Getting Ready for Christmas . Studying and Writing a Christmas Note After-Christmas Stories Describing Two Christmas Trees Writing "Thank- You Letters" . A Language Game — The Birthday Party Conversation Lesson — Thrift . Conversation Lesson — Another Form of Thrift Daily Drill Exercise — Correct Use of Rang, Rung, Simg ........ Letter Writing Writing Addresses ...... Another Lesson in Letter Writing Conversation Lesson — Our Friends in Other Lands Study of a Poem — The Land of Storybooks . Study of a Poem — Windy Nights . Copying and Dictation Sang PAGE 157 162 163 163 164 164 166 167 167 169 169 171 171 172 174 174 175 176 176 178 178 180 180 181 182 183 185 186 187 189 191 193 193 xii Contents SECTION PAGE 63. Explaining How Things Are Done .... 64. Answering Questions 65. Asking and Answering Questions .... 66. Daily Drill Exercise — Correct Use of May and Can 67. Spelling Lesson ........ 68. Dictionary Lesson 69. Study of a Story — The Country Mouse and the City Mouse 70. Playing the Story 71. A Story of George Washington 72. Telling Hero Stories . 73. Picture Writing — Selection from Hiawatha 74. Explaining the Picture Writing .... 75. A Study of Word Pictures 76. Conversation Lesson — Our Friends in Other Lands 77. A New Use of the Apostrophe — Possessives . 78. Copying Lesson 79. Dictation Lesson 80. DaUy Drill Exercise — DonH and DoesnU 81. A Language Game ....... 82. Stories to Learn 83. Keeping a Diary — Getting Ready 84. Telling a Story from a Picture .... 85. Answering a Letter 86. Starting the Diaries 87. Abbreviations of the Days of the Week and the Months 88. Study of Poems — What Robin Told; Pussy Willow's Secret 89 . Conversat ion Lesson — The Importance of Good Manners 90. Daily Drill Exercise — Correct Use of / and Me 91. Story Telling 92. Writing Stories 93. Writing Conversation in Stories — Quotation Marks 94. Another Way of Arranging Quotations 95. Conversation Lesson — Safety First .... 96. Study of a Story — Mother Sunshine's Victory 97. Playing the Story 98. Study of a Poem — Under the Ground 90 Letter Writing Contents Xlll SECTIO^f lOO. lOI. I02. 103. 104. 105. 106. 107. 108. 109. no. III. 112. 113- 114. 115- 116. 117. 118. 119. 120. PAGE Spelling Lesson 233 A New Use of the Comma in Writing Conversation — With Name of Person Spoken To ... . 234 Reading Diary Stories 235 Daily Drill Exercise — Correct Use of Those and Them . 236 Traveling Seeds . 237 Answering a Question 238 Copying Lesson 239 Study of a Story — The South Wind and the Dandelion . 239 Another Use of the Comma in Writing Conversation — With 'Yes and No 240 Making and Guessing Riddles 242 Writing the Riddles 242 Conversation Lesson — Thrift 243 Explaining Quotation IVIarks 243 Conversation Lesson — Our Friends in Other Lands . 244 Writing a Letter 246 Study of a Poem — Rain in Summer . . ' . . 246 The Uses of Rain 247 Study of a Poem — Hide and Seek 247 Dictation Lesson 248 Making Books for the Grade Library .... 249 Some Questions to Answer 249 Summary of Rules Learned 250 Books for Summer Reading 252 Index ..,.,. o .. . 253 THIRD GRADE TO THE GIRLS AND BOYS OF THE THIRD GRADE The long summer vacation is over, and here you are at school again. Are you glad to be in the third grade ? Many of- you are in a new room and have a new teacher, and all of you have many new things to think about and to do. And, of course, you all have new books. Here is one for you. It con- tains many pictures and stories, but it is not a reader. It is not a speller, and it is not a nature-study book. What is it ? If you will read the first lesson in class with your teacher, you will find the answer to the riddle, and you will also discover what good times are ahead for you. Did you ever play so hard that the play seemed like work ? This book will help you to find out how very much like play some work can be. The author hopes that you will enjoy using the book as much as she has enjoyed writ- ing it for you. May the third-grade year be full of happy days ! Self -Help English ' Lessons f--^' .-<■. c Two Ways of Telling a Story 3 1. TWO WAYS OF TELLING A STORY The Picture Way Look at the picture on the opposite page. The artist had a jolly picnic story in mind, and he drew the picture so that you might enjoy the story, too. Does the picture tell a good story ? The Language Way • Another way to tell the story is by using words. This is the language way. Stop, Thief! When the Wilson children took Scamp to May's birth- day picnic, they knew that something exciting would happen before the day was over. They were not mis- taken. The morning passed merrily away. Just before noon Scamp lay down in the shade. May was swinging, and swinging made Scamp dizzy. He had tried it once. The rest of the children were wading in the brook, and he was tired of splashing water over them. There was nothing in sight to chase, for squirrels do not attend picnics to which dogs are invited. Scamp knew that the time had come to start a new game. He looked slyly around. In a cool, shady spot stood the lunch basket. Scamp spied it at once. He thought of the sandwiches and cakes and big red apples he had seen Mrs. Wilson crowd into it. His large brown eyes twinkled with mischief. 4 Self-Help English Lessons A moment later May heard a queer noise and turned around. *' Hurry! Hurry!" she cried at the top of her voice. "Scamp is running off with the lunch!" No second alarm was needed. Four pairs of dripping legs started after the dog, and four merry voices shouted, ''Stop, tliicf! Stop, thief!" The race was on, and Scamp was as happy as the chil- dren. Near the bushes Frank caught him by the collar. Of course Scamp intended from the first to be caught. He set the basket on the ground and wagged his tail as if to say, "It was all fun. I wouldn't cheat you out of your lunch for the biggest piece of cake in the basket." "Of course not, old fellow," said Frank, who understood every wag of Scamp's bushy tail. "You thought it was time for lunch, didn't you?" " Bow- wow- wow ! " answered Scamp. Then he picked up the basket and trotted back, well satisfied with his froHc, and sure that he would have his share of the good things he was carrying. The story-teller used the language way. She wished to tell the same story told by the artist, but instead of drawing pictures, she used words, or made word pictures. As you were reading the story, or as your teacher read it to you, did the word pictures make you see other pictures in your mind? The artist did not always make pictures like the one on page 2. When he was a little boy, he would have told the same story as in the picture at the top of the next page. Do you sometimes tell stories in this way? Two Ways of Telling a Story And when the story-teller was a little girl, she might have told the story in the following way : One day the Wilson children had a picnic in the woods. They took their dog Scamp with them. When Scamp was tired of wading, he ran off with the lunch. He did it just for fun. Frank caught him, and Scamp took back the basket. Their lunch must have tasted good after the race. But the artist and the stor^'-teller were not long satisfied with these pictures. Year after year they learned to make better ones. And now you too are to learn to tell what you are thinking about, in a better way than you have done before. This book will not teach you to use the picture way of telling things, but it will teach you to use the language way so well that the persons to whom you speak will see pictures in their minds. You will learn 6 Self -Help English Lessons to choose the best words and to put them together in such a way that they will show exactly what your thought is. As you have never before used a language book, you will not be expected to study alone at first. Your teacher will study with you. You will read the lessons together, you will talk them over in class, you will ask and answer questions, and you will learn to wear your thinking caps while you are doing these things. In this way, little by little, you will become able to help yourself in learning our fine old English language. Do you now see why you are to use this book, and why it is called "Self -Help English Lessons"? 2. TELLING VACATION STORIES Should you like to hear about the good times your classmates had during the long vacation? For the next lesson or two you may tell vacation stories. Do not try to tell everything about your vacation. Think over all the good times you had, and choose the best one. Try to make your story interesting, and make it short. Here is a boy's story to start off with : One hot summer day I wanted to go swimming. Mother would not let me go, but she told Betty and me to put on our bathing suits. Then she turned the hose on us. We screamed and danced like wild Indians. Mother enjoyed the fun as much as we did. Hints for Story-Teller s and Listeners 7 When the children's stories have all been told, perhaps your teacher will tell you about a good time she had during her vacation. 3. HINTS FOR STORY-TELLERS AND LISTENERS During a story- telling period, each of you will be busy all the time. What shall you be doing when you are not talking? Do you like to see the person who is telling you a story? Do you>like to hear every word that is said? This lesson gives some hints to both the story-teller and the listener. Talk these hints over with your teacher, and try to find at least one good reason for each one. Things for the story-teller to remember : 1. Have an interesting story to tell. 2. Stand where all can see you. 3. Speak so that all can hear. Things for the listener to remember : 1. Look at the story-teller all the time. 2. Listen very carefully. 3. Have a good time ! The story is being told for you. When you have given a good reason for each of these hints, perhaps one of you will enjoy telling another va- cation stor>\ Did the story-teller and the listeners all remember the hints? 8 Self-IIelp English Lessons 4. MORE STORY-TELLING Last year you learned to do many interesting things at school. Today you may tell short stories about any of these things that you enjoyed doing during the vacation. If you learned to read well, perhaps you read stories ; what stories did you read ? If you learned things about plants and animals, perhaps you were interested in watching plants and animals ; what did you see ? Reciting Favorite Poems 9 If you learned to draw, did you make pictures at home? If you learned to be a helper at school, what did you do to help at home ? Did you play any games you learned at school ? Did you learn to make things of paper or cardboard? If so, what did you make at home ? When you have decided what story to tell, take a few minutes to think how you will tell it. Do not forget what you talked about in your last lesson. Plan to be gooc^ story-tellers and good listeners, too ! 5. RECITING FAVORITE POEMS Think over all the poems you learned in lower grades and choose the one you like best. As soon as a favorite poem is named, all who chose the same one may raise their hands. In this way it will be easy to choose a few class favorites. The child who first names a favorite poem may recite it. If any words or lines are forgotten, the class may help. The poems may then be recited in concert. A little later you will learn more poems. Until then, perhaps your teacher will allow you to recite, at opening exercises or at some other time, the poems you already know, so that you will not forget them. Grand- mothers sometimes recite poems learned when they were children, and they enjoy them even more than when they first learned them. 10 Self-IIelp English Lessons 6. MAKING CLEAR WORD PICTURES In what way is the second of these pictures different from the first? Which picture tells the story more clearly? Why would an artist not join the parts of his picture with lines? Which picture do you like the better ? Sometimes children spoil their word pictures by Making Clear Word Pictures il joining the parts. Here are two stories in which nearly the same words are used. Read both stories aloud. Hero was the smallest puppy I ever saw and father brought him home in his coat pocket and nothing showed but Hero's funny Kttle nose and now he is a big watchdog and keeps off tramps and takes care of us at night. Hero was the smallest puppy I ever saw. Father brought hint home in his coat pocket. Nothing showed but Hero's funny Kttle nose. Now he is a big watchdog. He keeps off tramps «,nd takes care of us at night. Look at the second story carefully. What is the first thing it tells about Hero? These words form a sentence because they tell something about Hero very clearly. What is the second sentence? What is the third ? How many sentences are there in all ? How many thoughts does the last sentence give you ? What are they? We often express two thoughts in one sentence, but the trouble with the first story is that all the thoughts about Hero are told in one very long sentence. What word joins the parts of this long sentence ? You have already learned some things about sen- tences. With what kind of letter does each sentence begin ? What mark is used at the end of every telling sentence? The capital letter and the period are used to help the reader. They show where each sentence begins and ends, and so make it easier for the reader to get the thought. 12 Self -Help English Lessons When the second story was read, did the reader's voice show where each sentence ended? If you did not notice, the stor>' may be read again. The voice should show when the end of a sentence is reached. This helps the listener, just as the period helps the reader. If you form the habit of telling your stories in short sentences, you wiU soon be able to make very clear word pictures. For the present you may try to do three things : 1. Choose an interesting story to tell. 2. Tell it in short sentences. 3. Let your voice show where each sentence ends. 7. STUDYING STORIES ABOUT PETS For your next lesson you may tell stories about one of your pets. If you have no pet, you may tell what one you should like to have and why. The first thing to do is to decide what you will tell about your pet. Shall you try to tell all about it, or shall you choose one interesting thing ? The following stories may help you to decide which is the better way. They were told about the same canary. We have a pet canary at home. He is bright yellow. He eats bird seed and drinks water. Sometimes he takes a bath. Our canary sings very sweetly. My pet canary Hkes ice cream. Every Sunday I take him a spoonful after dinner. He chirps when he sees me Telling Pet Stories 13 coming with it. One Sunday he pecked at the ice cream ninety-nine times. I tried to make him do it once more, but he wouldn't. In what ways are both stories good? Which story might be told about almost any canary? Which story is the more interesting ? Why ? Try to make your pet story like the more interesting canary story. If your pet can do a trick, or if he has ever done some unusual thing, that wUl make a good story. » One chUd may tell a pet story today. The teacher wiU write it on the blackboard. If it is not told in short, clear sentences, the class may help. Read the story and see if you can make it still better. Take plenty of time to think about the story you are to tell for your next lesson. When you have decided what to teU about your pet, think what you wish to say first. Put this thought into the first sentence. Put the thought that should come next into a second sentence, and so on. Perhaps you will enjoy telling your story at home before you tell it at school. 8. TELLING PET STORIES Today you will tell the pet stories. Remember to stand where all can see you and to speak so that all can hear. When the stories have been told, you may choose the best ones. Think of these things when choosing : 14 Self -Help English Lessons 1. Was the story interesting? 2. Was it told in short, clear sentences? 3. Did the story-teller's voice help the listeners? If there is not time for all the stories today, you may take another period for them. 9. TELLING A CLASS STORY The following story was told at school by a boy of about your age : Last Saturday I went to the circus. I saw lions, bears, monkeys, and even a pig. The clown was very funny. I saw a dog pushing a doll carriage. I saw a dozen other things. Talk over this story in class. Be sure to say just what you think about it, no matter what others may say. In what respect is the story well told? Is it inter- esting or not, and why? Did the boy try to tell all about the circus, or did he choose one interesting thing to tell about? Explain how a child might tell this story without going to the circus at all. Does the last sentence help you to see the "dozen other things" ? What interesting thing is mentioned that would make a good story? For the remainder of the period you may tell a make-believe story about a dog pushing a doll carriage. This will be team work. Each child will help make a good story, just as the members of a ball team help win the game. Make the story a lively one. What was in the Daily Drill Exercise IS carriage? Did the dog walk all the way? If he ran, what happened? When you have decided these matters, several children may give a beginning sentence. Choose the best one for the teacher to write on the blackboard. Build the rest of the story sentence by sentence. When the story is finished, read it aloud and see if it can be improved. 10., DAILY DRILL EXERCISE Pronouncing Words Correctly When we speak, the most important thing is to have something to say, but we must not forget how much the voice can do to help the listener. In what way have you already been trying to make 1 6 Self -Help English Lessons your voice help? Another way is to pronounce your words very distinctly. The little teacher in the picture has written on the blackboard several words that trouble many children. Pronounce the words distinctly. The listeners may tell if they hear the ing sound clearly. Read also these sentences and the little story that follows them : 1 . What are you doing ? 2. I am making a boat. 3. Are you going to sail it ? 4. The Indian is jumping into a canoe. 5. Frank is reading a story. 6. Mother is making a pie. 7. The boys are running a race. 8. Are you going to school today ? •Q. Playing Indian is good sport. 10. The children are singing "America." It was the Fourth of July morning. The birds were singing and the bells were ringing. Flags were flying everywhere. Happy children were shouting and dancing for joy. Daily Three-Minute Drills Pronouncing ing words indistinctly is only one of the bad language habits that trouble some children. There are many others, and to help break these bad habits is one of the most important uses of language les- sons. A good plan is to have a three-minute drill every A Language Game ly day of the school year. Your teacher will select the best time for these drills. During the three minutes you will repeat correct forms so many times that you will get over the habit of using incorrect ones. Begin with the ing words, using the sentences and the story in the last lesson. Keep up this drill every day until you pronounce the words distinctly without stopping to think. If any of you have no trouble with ing words, do not feel that you are wasting your time. It will help others to hear you pronounce them distinctly. Be good helpers ! 11. A LANGUAGE GAME On the Road to London "On the Road to London" is a game for the entire -class. The first child says, "On the road to London I saw a ," naming an animal. The second child, who does not know what animal will be named, im- mediately tells what the animal was doing, and the third child tells what then happened. The fourth child must tell the entire stor>^ These sentences might be given, for instance: First child : On the road to London I saw a monkey. Second child : He was begging for his master. Third child : I threw him a nickel. The fourth child then repeats the entire story. 1 8 Self -Help English Lessons Or First child : On the road to London I saw a iion. Second child : He was combing his mane. Third child : I helped him get out the snarls. The fourth child then repeats the entire story. When the fourth child has told the entire story, the fifth child begins a new story. Here are the rules of the game : The first sentence must always contain the words I saw. The other sentences must be given promptly. The child who tells the entire story must not join the sentences. Play the game rapidly. Any child who breaks a rule must drop out of the game. At the close of the game all who dropped out must pay a forfeit. Help- ing each other tell a good three-sentence story will make a good forfeit, but you may decide that for yourselves. 12. STUDYING QUESTION SENTENCES Once upon a time a boy named Jack set out to seek his fortune. He had not gone far when he met a dog. "Where are you going. Jack?" asked the dog. *'I am going to seek my fortune," answered Jack. "May I go with you?" asked the dog. "Yes, indeed," repHed Jack, "the more, the merrier." So on they went, jigglety-jolt, jigglety-jolt. Studying Question Sentences 19 What was the first thing the dog said? Did these words tell Jack something? What did they do? What other questions do you find? Each of these questions is a sentence because it asks something very clearly. One child may take the part of Jack, and another the part of the dog. Read the words they spoke, omitting everything else. Which one read questions? Which read telling sentences? Did the voices show the difference be- tween the two Jkinds of sentences? If you did not notice, they may be read again. How does the book show that a sentence is a ques- tion? The question mark is used only to help the reader. When you ask a question, your voice should help the Ustener just as the question mark helps the reader. See how many questions you can find on pages 7 and 13. Read them and notice how the voice helps. Here is a story told by a country boy : My pet pig likes to play. She runs away, and I catch her by the tail. They say her eyes will come out if I pull her tail too hard. Do you believe it ? Answer the question in the story, and give a good reason for not pulling an animal's tail too hard. Did the boy use good sentences in telling his story? How many telling sentences did he use? What mark does the book use after each telling sentence? What mark does it use after the question ? 20 Self-Help English Lessons Telling Stories from Pictures 21 13. ASKING AND ANSWERING QUESTIONS Should you like to have an elephant for a pet? This girl's father once had charge of the animals at a Zoo. She helped him train the baby elephant. All of you know something about elephants, but none of you know all about them. You may not know what they eat, how they are caught and tamed, what kind, of work they do, and so on. Each child may ask one question about the elephant, and the others may try «to answer it. Have several questions ready, because some one else may ask the one you first thought of. Ask something you should really like to know. See how many of the questions you can answer. Use several short sentences, if necessary. 14. TELLING STORIES FROM PICTURES On page 23 is a short story told in four pictures. Which picture is the second one of the story? Study the pictures one at a time, and ask each other questions about them. Be sure that both questions and answers are stated in clear sentences. When you are sure that you know exactly what story the artist wished to tell, you may tell it in words. This will be team work. Only a few sentences will be needed. Several children may give beginning sentences. The best one may be written on the blackboard by the teacher. Finish the story sentence by sentence. The '?'> Self -11 dp English Lessons artist has put fun into his picture ; be sure to put fun into yours. When the story is finished, read it and see if it can be improved. For your next lesson you may tell a funny story about a monkey or some other animal. Think it out as you did the class story today. Do not try to learn your story by heart, but decide exactly what your opening sentence is to be. 15. TELLING ANIMAL STORIES Today you will tell the animal stories. When they have all been told, choose the best one. The best one will be the one that was funniest and was told in the clearest sentences. Let the voices help in every possible way. 16. STUDY OF A STORY The Giant and the Sheep Once upon a time a large sheep named Curly-Horn, a middle-sized sheep named Snow-Fleece, and a baby sheep named Lambkin were strolling in a forest where a giant lived. As Lambkin was passing his house, the giant ran out and caught him. "What luck!" cried the giant. "Now I shall have roast lamb for my supper." "Oh, do not eat me," whined Lambkin. "My sister Snow-Fleece is coming this way soon. She is much fatter than I am. She will make you a better supper." So the giant put him down, and he scampered home. Study of a Story 23 24 Self-IIclp English Lessons Soon after Snow-Fleece came along the path. The ffiant dashed from his house and seized her. " What a fat sheep ! " he shouted. '' Here's a supper lit for a king." "Oh, do not eat me, giant," cried Snow- Fleece. "My brother Curly-Horn is much larger and fatter than I am. He will make you two suppers." So the giant let her go, and she ran home as fast as her feet could carry her. By and by Curly-Horn jogged slowly along, and the giant pounced upon him. "Ho, ho !" he thundered. "Tliis fellow was worth wait- ing for. What a feast I shall have ! " "But you shall not feast on me," exclaimed Curly- Horn, angrily. Then he tossed his horns, and the giant rolled over into the well. That was the end of the monster. When Curly-Horn reached home, the three sheep danced for joy. "^ knew Snow-Fleece would get away from the giant," said Lambkin. "And I knew Curly-Horn was a match for any giant in the land," said Snow-Fleece. Curly-Horn looked very proud and happy, but all he said was, " Baa-a ! Baa-a ! Baa-a!" Read the story aloud. What is a monster? Tell by doing something what these words mean : strolled, whined, pounced, jogged, scampered. Read the story once more, omitting everything except the words spoken by the giant and the sheep. Four children may take the parts. Did the voices show how the giant and the three sheep felt ? Playing the Story 25 Getting Ready to Play the Story In your next lesson you will play the story of "The Giant and the Sheep." Today you may make your plans. How many boys and how many girls are needed? What differences in size should there be? Choose a part of the room for each place mentioned in the story. How did- Lambkin say, "Do not eat me"? Try to shout and thunder as you think the giant did if you can do it without disturbing any other class. Practice saying "Baa-a ! " as Curly-Horn said it. Show how the giant pounced upon Curly-Horn. Plan how Curly-Horn can throw the giant into the well, without being as rough as the real Curly-Horn must have been. Choose several sets of players, or pupils may volun- teer. Those who are to play the parts need not try to remember the exact words of the book. Have the story in mind, and say what would be natural under the circumstances. Read the story aloud once more if there is time. Notice that the sheep all talked in short, clear sentences. Even the wicked giant did that ! 17. PLAYING THE STORY When the first set of children has played the story, tell what was done well. What might have been improved? The second set of players should make 26 Self-IIelp English Lessons use of the help given by the class. If there is time, a third group may play the story, trying to say things the other players did not think of. 18. DAILY DRILL EXERCISE Pronouncing Words Correctly Do you now pronounce running, doing, making, and other ing words distinctly whenever you use them? You w^ill find a few of them in this lesson. Words beginning with wh trouble some children. Notice carefully how your teacher pronounces the following words, and pronounce them after her : which why whittle white where whisper what wheel while when whip wheat Read these sentences, pronouncing all words very distinctly : 1 . What are you doing with my hat ? 2. Which story do you like best ? 3. Where was the giant going? 4. Our flag is red, white, and blue. 5. When shall we tell our stories? 6. To whom did you whisper ? 7. My brother is whittling a boat. 8. Make hay while the sun shines. 9. I never whip my pony. Use these words and sentences in your three-minute drills for a few days. Copying Sentences 27 Since your teacher has set aside a time for these drills, you know when to be ready for them each day. Have your language book ready and turn promptly to the place, so that no time will be wasted. 19. COPYING SENTENCES So far you have been trying to improve your spoken language, but you will sometimes need to write instead of talk. You will wish to write notes, and it will be a good plan sometimes to write your stories. You can then save them and see how much you improve. And as time goes on, you wiU find other reasons for "talking w^ith pencil or pen." As you probably did some writing in the lower grades, much of this lesson will be review. Does the print cover this entire page? On how many sides are there blank spaces? These spaces are called margins. They form a sort of frame for the printed part of the page. Would the page look well without this frame? A written page also must have margins if it is to look well. Talk it over in class with your teacher, and decide how wide the margins should be on the paper you use. You might find it hard at first to think of the story you wish to tell, and at the same time remember margins, capitals, periods, question marks, and spelling. For this reason you will copy sentences for a time. When you have formed good copying habits, you will 28 Self -Help English Lessons be able to write and give most of your attention to the thoughts you wish to express. Today you will copy these sentences : Three sheep were taking a walk. They were caught by a giant. Have you heard the story ? Before copying the first sentence, study it in this way : 1 . Read the sentence and be sure of its meaning. 2. Answer the following questions : With what kind of letter does the sentence begin ? Does the sentence tell something or does it ask something ? What mark is used at the end? 3. Study any words you do not know how to speU. 4. Read the entire sentence once more. Now write the sentence without looking again at the book. Study each of the other sentences in the same way before copying it. Give special attention to the spelling of they, were, heard, and taking. What letter do you find in take that is not in taking? Making, coming, and having are formed in the same way from make, come, and have. Every sentence should begin with a capital letter. Every telling sentence should end with a period. Every question should end with a question mark. Copying Sentences 29 20. CORRECTING THE SENTENCES Compare your sentences with those in the book, thinking of these points one at a time : margins, spell- ing, capitals, periods, question marks. Try to copy correctly the first time. If you do make a mistake, you should find it yourself. Copy once more any sentence in which a mistake was made. Write your name below the last sentence, skipping a line. As names are not all of the same length, you may first practice placing your name. Take a second sheet of paper, and begin near the middle of a line. If the name does not look well there, start at another point. Be sure to leave a margin at the right of the page. When you have succeeded in placing your name so that it looks well, notice where you began. After this, always begin at the same point. Your teacher will hang up some of the papers which are correct and have the names well placed. Look at them carefully before your next lesson. 21. COPYING SENTENCES Copy the following sentences in class : The baby sheep was too thin. Snow-Fleece was larger and fatter. Which sheep was the largest? Turn back to Lesson 19 and read carefully the direc- tions for studying and copying. 30 Self-Help English Lessons Notice how too is spelled in the first sentence. You should spell it the same way in writing too large , too soft, too warm. Do not let which catch you. Correct your work as you did in your last lesson. Are you trying to write very plainly? Writing plainly helps the reader, just as speaking distinctly helps the listener. Whenever you write, remember that some one will read your words. The more plainly you write, the easier it will be for the reader to get your thought. Copying Lesson — Seat Work Copy these sentences, following the directions on page 28. Read these directions always before begin- ning to copy. None of the sheep were killed. They all reached their home. Do you think they were happy? Notice the spelling of their in the second sentence. It is spelled the same way in their hats, their hooks, their kites. None is another word that needs careful study. Correct your papers as before. 22. WRITING THE NAMES OF PERSONS You have already learned to write your name. What kind of letter do you use at the beginning of each part of your name ? Telling ''Good-Times'' Stories 31 What is the initial of your middle name? What mark should be used after an initial? The period shows that the name was not written in full. It is as much a mistake to omit the period as it would be to use a small letter for the initial. Here is a name written in three ways: John Greenleaf WTiittier John G. Whittier J. G. Whittier » Write your name in full. Write it using an initial for the middle name. Write all your initials. Write your father's name, and the names of your brothers and sisters. Copy your teacher's name from the blackboard. Each part of a person's name should begin with a capital letter. An initial letter used instead of a name should be followed by a period. 23. TELLING "GOOD-TIMES" STORIES You have already told a story about the best time you had during the summer vacation. Today you may tell about the best time you ever had in your life. Remember to do these things : Tell an interesting story. Tell it in short sentences. Let your voice show where each sentence ends. 32 Self-Help English Lessons When the stories have all been told, you may choose the best one. If some one has told an interestmg story, but did not tell it in clear sentences, the class may help improve the story. 24. STUDY OF A POEM Who Loves the Trees Best? Who loves the trees best ? " I, " said the spring ; *' Their leaves so beautiful To them I bring." Who loves the trees best ? "I," summer said; '' I give them blossoms, White, yellow, red." Who loves the trees best ? "I," said the fall; "I give luscious fruits, Bright tints to all." Who loves the trees best ? "I love them best," Harsh winter answered ; "I give them rest." ALICE MAY DOUGLAS Listen carefully while your teacher reads the poem to you. Name the seasons. What other name do we sometimes give to fall? What is a luscious fruit? Study of a Poem 33 What luscious fruits have you eaten ? Name some of the autumn tints. Why is winter described as harsh ? Is he harsh where you hve? Do trees need rest as people do? Talk over the gifts of the different seasons, and then answer the question, "Who loves the trees best?" Read the poem. What do you like about it? Learn it by heart. This wiU be easy if you think of the seasons in their order and remember the gift of each. Your teacher will tell you when to be ready to recite the poem. Are you remembering to recite now and then the poems learned in lower grades? Copying Lesson — Seat Work Look once more at the poem in the last lesson. Do the names of the seasons begin with capital letters? When should they begin with capitals? Review the directions for study in Lesson 19, page 28. Then copy the following sentences, filling each blank space with the name of a season. Give special attention to the spelling of season, autumn, vacation, violet, nutting. Write very plainly. I. I was born in 2. is the season I like best. 3. The snow falls in . 4. The long vacation comes in — 5. is the nutting season. 6. Do you like to pick violets in 34 Self-Help English Lessons 25. DAILY DRILL EXERCISE Correct Use of Is and Are 1. Spring is the season of violets. 2. Violets are my favorite flowers. How many seasons are spoken of in the first sentence ? Does the sentence use is or are? Does the second sentence mention one violet or more than one ? What word is used instead of is? Children sometimes use is when speaking of more than one person or thing. Read the following sen- tences. In each case tell whether is or are is used, and why. 1. My dress is torn. 2. My dresses are torn. 3. A beaver is a busy worker. 4. Beavers are busy workers. 5. Six and five are eleven. 6. What are the girls making ? 7. Which story is your favorite? 8. What are your favorite stories? The word there is often used with is and are. Spell there. Pronounce there is and there are very dis- tinctly. 1. There is no rain left in heaven. 2. Are there any birds in last year's nest? 3. There is nothing meaner than a lie. 4. There are two pints in a quart. Copying Sentences 35 Are is always used with the word you, whether one person or more than one is spoken to. 1. Are you going to the woods, Mary? 2. Boys, you are far too noisy. Use the is and are sentences, and also the following groups of words, in your three-minute drills for a few days: He is You are She is We are They are ' Are you Are they It is We use IS when speaking of one person or thing. We use are when speaking of more than one person or thing. We always use are with the word you. 26. COPYING SENTENCES Study the following sentences carefully before copy- ing them. Use is or are wherever there is a blank space. Give two reasons for beginning John with a capital. Give special attention to the spelling of making, two, there, and here. 1 . How many two and seven ? 2. My pencil dull. 3. John and I making a kite. 4. There no leaves on the ground. 5. Where their hats? 6. How many inches there in a foot? 7. Here the top you lost. 36 Self-Help English Lessons 27. TWO WAYS OF ARRANGING SENTENCES Could this picture have been taken in the part of the country where you Hve? What season do you think it is? Here are two sets of sentences about the picture : Two Ways of Arranging Sentences 37 1. The children are gathering chestnuts. 2. It is a cold autumn day. 3. The house has two chimneys. 4. Of what is the squirrel thinking? Jack Frost came to town last night. He opened the chestnut burs, and dov>^n came the nuts. We are filling our pockets with them. Do you think any will be left for the squirrel? ' Which set of sentences tells a story? Notice how the sentences are written. A group of sentences written in this way is called a paragraph. The sen- tences which form a paragraph always belong together. They help each other. Pronounce paragraph dis- tinctly after your teacher. Do the sentences in the first group tell a story? Perhaps you wrote story sentences in this way in the lower grades, but you are now able to write them in the grown-up way. Look at the stories on pages 3, 22, and 45. Are they printed in paragraphs? Are the stories in your readers printed in paragraphs ? Why are the sentences near the middle of page 16 printed one below the other? For seat work you may copy the sentences of the first group. Study carefully the spelling of autumn, squirrel, and two chimneys. Two is spelled the same way in writing two apples, two dollars, two cents. 94150 38 Self-IIelp English Lessons If you make no mistakes in copying these sentences, your teacher will know that you are ready to copy a paragraph. 28. COPYING A PARAGRAPH Look at the Jack Frost story once more. Does the first line begin where the others do ? Turn also to the stories on pages 5, 6, and 11. Does the first line of each begin in the same way? When we stick our fingers into a rubber ball and make a hollow place in it, we say that we dent the ball. When we make a hollow place in the first line of a paragraph, we say that we indent it. Everything we do in writing is done to help the reader. It may be hard for you to understand how indenting helps the reader when there is only one paragraph. But when there are several paragraphs, indenting shows where a new part of the story begins. Are the paragraphs in your reader indented? You will learn more about paragraphs later. The model on the next page shows how a written paragraph should look. Is the right margin as regular as the others? In writing, it is not always possible to make the lines end directly below each other. But there should always be a right margin, even if it is not perfectly regular. Find a line in the model that ends with part of a word. Where is the remainder of the word? How does the book show that the word has been divided? Autumn Changes 39 ■fc/^. XA Jta^2/C' me^ZACA/ ^6^i^-'if€^ ,a^i4rCMAy This 'mark is called a hyphen. Pronounce hyphen several times after your teacher. If the entire word had been written on the first line, it would have crowded the line and would have spoiled the margin. A word of one syllable is never di\dded. If there is not room for it at the end of a line, write it on the following line. If a word of two or more syllables is divided, make the division at the end of a syllable. Copy the Jack Frost story on page 37. Arrange your work as in the model. 29. AUTUMN CHANGES What signs of autumn do you see in your part of the country? What kinds of fruits and vegetables grow near you ? Tell in a story of three or four sentences how the most common fruit is gathered. Which of the vege- 40 Self-IIelp English Lessons tables can be stored just as they are gathered? How can the others be kept for winter use ? If you Hve in a large city, tell in a short story how the fruits and vegetables are brought from the country, and how your parents get them. 30. MAKING AND GUESSING RIDDLES You may play that you are a fruit or a vegetable, and make a riddle for your classmates to guess. Here is one : I am one of the most useful fruits. Sometimes I am red, and sometimes I am green. I am as round as the full moon. Some people like me best in pie. I keep all winter if Jack Frost does not catch me. What am I? The pupil who first guesses the riddle may give the next one. Talk in short, clear sentences. 31. COPYING A PARAGRAPH Today in class you may study carefully the riddle given in the last lesson. Make sure of the spelling of people, useful, and does. Why are capital letters used in writing Jack Frost? What word having only one letter do you find in the riddle? What kind of letter is always used in writing this word ? Do not begin to copy a sentence until you have it fully in mind. The word / is always written with a capital letter. Study of a Poem 41 32. STUDY OF A POEM Autumn "Come, little leaves," said the wind one day, " Come over the meadows with me and play ; Put on your dresses of red and gold, For summer is gone and the days are cold." Dancing and whirling the Uttle leaves went ; Winter had called them, and they were content ; Soon, fast askep in their earthy beds, The snow laid a coverlet over their heads. GEORGE COOPER Try to see the pictures in the poem as your teacher reads it to you. The parts of a poem are not called paragraphs ; they are called stanzas. Each stanza of this poem gives a pretty picture. Where are the leaves in the first picture? Of what color are they? Wliy does the wind tell them to change their dresses? What two words in the second stanza show how the leaves went with the wind? What happened when they had finished their plav? What is an earthy hed? What is a coverlet? Read the poem aloud. Be sure to speak so that every one can hear, and to pronounce the words dis- tinctly. Try also to use your voice in as pleasant a way as possible. Did you notice how your teacher used her voice when she read the poem ? 42 Self-Help English Lessons Iff 33. DAILY DRILL EXER- CISE Pronouncing Words Correctly See how many can climb the ladder without falling. You fall if you do not pronounce a word cor- rectly. If you stumble, start again. Those who reach the top without having had a fall may all come down together; that is, they may pronounce the words in concert. Those who made more than one trial may come down one at a time. The pupil who first notices that a word was spelling Review 43 not correctly pronounced may have the next turn to clunb the ladder. Spell the words on the ladder. Use the words on the ladder and the following sentences in your three-minute drills for a few days. Read the sentences as rapidly as you can and still pro- nounce the words distinctly. Catch ine if you can ! I ate an orange for breakfast. It is just teQ o'clock. Will you please get the book ? r can draw pictures. Can you ? Do not let Jack Frost catch you. It is getting very warm. I have just finished my work. Which can run faster, Ned or Tom ? I. 2. 3- 4- 5- 6. 7- 8. 34. SPELLING REVIEW Review the spelling of the following words. Use each group of words, like too large, in a sentence. Per- haps your teacher will use a spelling period for having a spelling match on these words and others that you need to review. coming having where running autumn which making just until season useful catch were taking they none hear a noise too large ate an apple their books come here two cents there are heard music 44 Self-IIelp English Lessons 35. STUDY OF A POEM Autumn Leaves Scamper, little leaves, about In the autumn sun ; I can hear the old wind shout, Laughing as you run. And I haven't any doubt That he likes the fun. When you've run a month or so, Very tired you'll get ; But the same old wind, I know. Will be laughing yet When he tucks you in your snow- Downy coverlet. So, run on and have your play, Romp with all your might ; Dance across the autumn day, While the sun is bright ; Soon you'll hear the old wind say, "Little leaves, good night !" FRANK DEMPSTER SHERMAN Listen carefully while your teacher reads the poem to you. Notice how she uses her voice to help bring out the meaning. In what way is this poem like the one in the last lesson ? Who is speaking in the poem ? Find as many words as you can that tell how the leaves move. Which of these words were used in the poem "Autumn"? Study of a Story 45 Which line tells you that the wind is a merry play- fellow? What happens to the leaves at last? Why is downy coverlet a good name for the snow ? What sounds do you hear when you read the first two stanzas? What sound do you hear at the last? Do you like these autumn poems? You may learn by heart the one you like best. Read your favorite several times. You will find that you remember some lines .from the first. Your teacher will tell you when to be ready to recite the poem. 36. COPYING LESSON Did you hear the wind shout? The leaves heard him calling them. They played until they were tired. Then the wind tucked them under the snow. Notice how hear is spelled in the first sentence. It would be spelled in the same way in hear a noise, hear the music, Itear it thunder. How many Vs are there in until ? Which sentence in the story asks a question ? Copy the story after studying it carefully. 37. STUDY OF A STORY The Camel and the Goat A camel and a goat once met on the highway and strolled along together. "See how tall I am ! " said the camel. "There is nothing so useful as being tall." 46 Self -Help English Lessons "I don't agree with you," said the goat. ''There is no tiling in the world hke being short." "I can prove that I am right," said the camel. "If I fail to do so, I will give you my hump." ''And if I cannot prove that it is better to be short, I will give you my horns." "Agreed!" cried the camel. "Agreed!" echoed the goat. They soon came to a garden surrounded by a wall. It was too high for the goat, but the camel easily reached the fruit and had a good breakfast. "What do you think now?" he asked, laughing in a good-natured way at the hungry goat. "Isn't it better to be tall than short?" "That remains to be seen," answered the goat. Just ahead was another garden with a wall too high for even the camel. But the goat spied a little door at one end of the wall. He went in and feasted on the good things he found. When he returned, he said to the camel, "Po you still think that it is better to be tall than short?" "Perhaps it is better for you to be short and for me to be tall," replied the camel. "That is just what I think," said the goat. " So youmay keep your hump, and I will keep my horns." Then they said "Good morning" to each other and parted. Read the story. Tell in a few sentences what the animals agreed to do. Tell in a few sentences what happened at the first garden. What happened at the second garden? How was the dispute settled at the last ? Playing the Story 47 Getting Ready to Play the Story Tomorrow you may play the story. Talk it over in class and choose the best places for the highway and the two gardens. If the camel and the goat play their parts well, the other pupils will see the walls in their minds. Practice saying in a boastful way, "See how tall I am!" Show how the camel laughed in a good- natured way. How did the animals say, "Agreed!"? Show how the camel may have tried to get into the second garden. When thinking over the story before your next lesson, you need not plan to use all the words of the book. Try, however, to remember some good ex- pressions like isnH it better, do you still think, tall than short, you may keep. Try to think of other things the animals might have said to each other. What did they say when they first met ? 38. PLAYING THE STORY If you like, two girls may play the story the first time, and then two boys may take their turn. If there is time, a boy and a girl may play the story last of all. Be sure to talk in short, clear sentences as the camel and the goat did. Which set of players gave most pleasure to the class ? Why? Which children said interesting things not in the book ? 48 Self-Help English Lessons 39. DAILY DRILL EXERCISE Correct Use of Was and Were I. The camel was taller than the goat. 2. Both animals were hungry. How many camels are mentioned in the first sen- tence? Is was or were used? Does the second sentence refer to one animal or to more than one? What word is used instead of was? Some children use was in speaking of more than one person. Read the following sentences several times : 1. Frank was feeding his canary. 2. The children were feeding the birds. 3. The plant was growing rapidly. 4. The plants were growing rapidly. 5. The fairy was waving her wand. 6. The fairies were waving their wands. 7. The kites were shaped Kke birds. 8. I was having a jolly time. 9. We were playing Christopher Columbus. 10. The autumn tints were beautiful. Were is always used with you, even though but one person is spoken to. 1. You were a good helper, John. 2. You were good helpers, boys. 3. May, were you dreaming of fairies ? 4. Girls, were you watching the sunset ? Story-Telling Week 49 You were Were you Was she I was Were they Were we We were Was he Was I Use the sentences and the groups of words in your three-minute drills for a few days. Read once each day the is and are sentences on page 34. Was is used in speaking of one person or thmg. Were is used in speaking of more than one person or thing. Were is always used with the word you. 40. STORY-TELLING WEEK If any of you take music lessons, you know how important practice is. It is just as important in learn- ing to speak well. For a week — five lessons — you may take all your language time for telling short, interestuig stories. If you are ready the moment your name is called, there will be time for a large number of stories during the period. Perhaps during story-telling week your teacher will be able to take a little time at opening exercises for this work, so that each child may tell a story every day. You will think out the stories at home or during a study period. Look ahead each day so that you will know what you are to do on the following day. Remember that you are trying to tell an interesting story in short, clear sentences, and to let your voice help as much as possible. At the end of the week your 50 Self-Help English Lessons teacher will tell you how much you have improved as the result of the practice. Would it not be pleasant to invite your principal or a special teacher to hear your stories one day? Today you may decide whom to invite, select the day, and write a note of invitation. Here is a note written to a drawing teacher : Dear Miss Smith, Last Tuesday we drew pictures for our stories. They are hanging up in our room. Will you please come some- time tomorrow to see them? Miss White's Pupils Notice where Dear Miss Smith is written. Spell dear and please. What is the mark after Miss Smith called ? The comma sets off the name from the rest of the note. Is the paragraph which forms the note indented? Miss White's Pupils is written where you usually write your name. You will learn the meaning of the mark in White's a little later. Decide what to say in your note of invitation. Your teacher will write it on the blackboard as you build it sentence by sentence. The entire class may copy the note, and one of the best may be sent by messenger. The First Day These pictures tell the beginning and the end of a story. Tell the entire story in a few short sentences. Story-Telling Week 51 52 Self-IIelp English Lessons If you wish, each boy may imagine that he is the boy of the picture, and the girls may imagine that the boy is their brother. The Second Day Tell the most interesting thing you ever saw on your way home from school. Keep your eyes wide open ; you may see something thrilling today. In- teresting things are always happening, but we do not always see them. The Third Day Here is the beginning of a story. You may finish it in three or four sentences. Do not decide in a hurry what came into the house. Try to astonish your classmates. It was a dark, stormy night. The rain came down in torrents. Suddenly we heard a loud thump on the porch. Mother opened the door, and in jumped a The Fourth Day Today you may tell the funniest thing that ever happened to you or to one of your brothers or sisters. TeU it so weU that the listeners will have a merry time. The Fifth Day This is the last day of story-telling week. Do your very best. Story-Telling Week 53 Play that the postman in the picture brought the parcel for you. Tell an interesting story about a wonderful gift it contained. Can you now tell a short, interesting story in a few clear sentences? If you can, you are doing good work. Your teacher will tell you if you improved during story- telling week. 54 Self -Help English Lessons 41. COPYING A NOTE In your study period you may copy the following note. Review the directions for study on page 28 before you begin to copy. Write plainly. Dear Frank, Will you come over on Friday after school? You never can guess what is going to happen. Only my pony and I know. Come and have some fun. Jack Give special attention to the spelling of guess, dear, and know. 42. DICTATION LESSON Today your teacher will dictate the note you copied in your last lesson. She will read each sentence once. Do not begin to write a sentence until you have said it to yourself. Try to do this without moving your lips. Open your books and correct your work. Do you think there is any excuse for making mistakes after so much study? Remember that it is the work you do the first time that counts in forming good habits. 43. WRITING THE NAMES OF THE DAYS OF THE WEEK With what kind of letter does Tuesday begin in the note on page 50 ? Does it begin with a capital in the question you just answered? With what kind of letter does Friday begin in the note you wrote in your last lesson? Name all the Daily Drill Exercise 55 days of the week. With what kind of letter should they all be written? Learn to spell the names of the days of the week. Which ones are the hardest? Sunday Tuesday Friday Monday Wednesday Saturday Thursday The names of the days of the week begin with capital letters. This is the fourth rule you have learned for using capital letters. The others are on pages 28, 31, and 40. Review them and write on the blackboard one sentence for each rule. 44. DAILY DRILL EXERCISE Pronouncing Words Correctly Pronounce these words very distinctly after your teacher : often was across let because from off toward burst for Should you like a ride in the aeroplane shown on the next page ? You may have it if you run to the ma- chine without falling. Go as fast as you can without stumbling. Begin where the boy is starting. Those who do not fall may choose a leader to drive the aeroplane. Following the leader, fly around the room twice, waving arms and going on tiptoe. 56 Self-Help English Lessons Playing Santa Clans 57 Those who fall may try once more, but it will be too late for a ride. Use the words and the following sentences in your three-minute drills for a few days. Why are the sentences written in a paragraph instead of singly as in the other drill exercises? Spell the words in the picture once each day. I often dx) errands for mother. One day she sent me to the store. I started off on my wheel. Just across the street a tire burst. Cousin Tom came riding toward me. He let me take his wheel because mother was in a hurry. For your next lesson you will need a piece of white or colored paper at least ten inches long and eight inches wide, and a pair of scissors if you have them. 45. PLAYING SANTA CLAUS Christmas is coming, so today you may play Santa Claus. Cut or tear a stocking from waste paper. Using this as a pattern, make a stocking for some member of your family or for a friend. Write on the stocking the names of the things you would like to put into it. Pack it well, but remember that even a Christmas stocking will not hold everything. Shall you think of the things the person who is to get the stocking would like to have ? Or shall you put into it anything you happen to think of? Write the words plainly, and be sure to spell them correctly. 58 Self-Help English Lessons When the stocking is full, you may write a note to go with it. Here is one written by a Uttle girl to her mother. Why do you think it made her mother happy ? Dear Mother, I made this stocking for you. It is full of Christmas presents. I wish they were real. Your loving Nellie If the stocking is neatly made and the note is care- fully written, your teacher will allow you to take them home and give them to the person for whom you made them. 46. BEING A REAL SANTA CLAUS Should you like to be a real Santa Claus? If there is a hospital in your town, or any other place where there are sick or homeless children, it would be inter- esting to make a picture book for them. If there is no such place conveniently near, you might make the book for younger children in your school. Bright pictures from the covers of magazines are good for this purpose. Perhaps some of you will bring several pictures so that you may share with children who were unable to find any pretty ones. Mount the pictures on white or tinted paper. Why should the sheets of paper be all of the same size? Should the picture cover the entire sheet? When the pictures are mounted, your teacher will show you how to fasten them together into a book. Conversation Lesson — Helping at Home 59 The note to go with the book may be team work. Shall you tell the children that you are sorry for them, or shall you write a cheery note? Think of all the pleasant things you might say. Your teacher will write the note on the blackboard as you build it sen- tence by sentence. Copy the note. One that is very neatly written and has no mistakes may be sent with the book. 47. CONVERSATION LESSON — HELPING AT HOME Which Loved Best? "I love you, mother," said little John ; Then, forgetting his work, his cap went on, And he was off to the garden swing. Leaving his mother the wood to bring. "I love you, mother," said rosy Nell ; "I love you more than tongue can tell." Then she teased and pouted full half the day. Till her mother rejoiced when she went to play. "I love you, mother," said little Fan, "Today I'll help you all I can; How glad I am that school doesn ' t keep ! " So she rocked the babe till it fell asleep. Then, stepping softly, she took the broom. And swept the floor, and dusted the room; Busy and happy all day was she. Helpful and cheerful as child could be. 6o Self-Help English Lessons "I love you, mother," again they said — Three little children going to bed ; How do you think that mother guessed Which of them really loved her best ? JOY ALLISON Read the poem aloud. Tell in a few short sentences what John did. Tell the story of Nell and Fan in the same way. Whose work was getting the wood? Would it have been necessary for Fan to work the entire day if the others had helped ? In what ways were John and Nell unfair to their mother and to Fan ? Answer the question in the last line of the poem. Talk over the following lines and learn them before your next lesson : Beautiful hands are they that do Work that is earnest and brave and true, Moment by moment the whole day through. 48. CONVERSATION LESSON Helping at Home Did you ever think of a family as a group of people who love each other and wcrk together to make a happy home? Talk over in class the things your parents do for you. How do these things help make a happy home? What things can children do to help their parents? How do these things help make the home happy? Conversation Lesson 6i What kind of work do you do at home? Think it over, and be ready to tell clearly what you do and just how you do it. Here is a helping story written by a little girl : I clear off the breakfast table every morning. I fold the tablecloth neatly and put it into a drawer. I brush oflf the crumbs. I take the soiled dishes to the kitchen. Mother washes them. Study this story carefully. It will teach you several things that will help you in getting ready to tell your own story. Is the story told in short, clear sentences? With what kind of letter does each sentence begin? What mark is used at the end of each sentence? Are all the words spelled correctly ? Although the writer was very careful about these matters, the story can be improved. First of ail, find a sentence that has nothing to do with clearing off the table. Study the story as if that sentence had not been written. Imagine yourself clearing off a table. What would you do first of all? Arrange the sentences in their correct order. How many sentences begin with the same word? Does it sound well? Try to change at least one of these sentences by using a different beginning word. Does the story sound better in its new form? What have you learned today about story-telling? 62 Self-Help English Lessons 49. IMPROVING STORIES Read the following stories aloud : I always take care of the chickens. I feed them every morning and evening. I give them fresh water three times a day. I crush shells for them now and then. I always take care of the chickens. I feed them every morning and evening. Three times a day I give them fresh water. Now and then I crush shells for them. Which story sounds the better as you read it ? Why ? What is good about the following composition? Improve it in every way you can. We have two window boxes in our room at school. We set out six geraniums. We watered them every other day. We sent the flowers to sick children. We washed the leaves whenever they were dusty. So far you have been trying to tell an interesting story in clear sentences, and to let your voice help in every possible way. From now on, do these things also : Tell facts in their right order. Avoid beginning most of the sentences with the same word. 50. TELLING HELPING STORIES Today you will tell the helping-at-home stories. Perhaps your teacher will allow you to clap your hands Daily Drill Exercise 63 after each story that is well told and that shows that the stor^'-teller does some useful work at home. 51. DICTATION LESSON Study this lesson as you would a copying lesson. In your next language period your teacher will dictate it for you to write. Dear Mary, • Mother is teaching me to make cookies. Last Saturday she asked me to get a cup of sugar. I got salt instead. Shall I send you one of the cookies ? Your loving friend, Emily Why is Saturday begun with a capital letter ? Give special attention to the spelling of sugar, loving, instead, friend, dear, and cookies. Learn also to spell cooky. What mark is used after Your loving frieiui ? It sets off these words from the name that follows. Omitting 'this comma would not make the note any more difficult to read, but it is the custom to use it. Do not forget it. 52. DAILY DRILL EXERCISE A Language Drive Did you ever hear of people having a drive to raise money for the Red Cross, or to get members for the Boy Scouts, or for some other important work ? Today you will begin a drive to get rid of the word ainH. Many children — and some grown-ups, too — 64 Self-Help English Lessons use it instead of is not or isn't, are not or aren't, or am not. Read the following sentences rapidly several times : 1. It isn't raining hard today. 2. The book isn't interesting. 3. It isn't time to go home. 4. Our baby isn't a year old yet. 5. My pencil isn't sharp. 6. My sister isn't as tall as I am. 7. Isn't autumn a pleasant season ! 8. The Eskimo isn't afraid of bears. 9. Isn't your work finished ? What word do you use instead of is when speaking of more than one person or thing ? 1. We are not going to play ball. 2. The seeds are not up yet. 3. Perhaps they are not good. 4. Why aren't the windows open ? Daily Drill Exercise 65 5. We are not going to write today. 6. The nuts aren't ripe yet. 7. You aren't as old as I am. Use the sentences in your three-minute drills for a few days, and also the following groups of words : I am not She is not We are not They aren't You are not It is not We aren't You aren't He is not It isn't They are not He isn't Should it happen that no children in your class use the word ainH, so much the better. In that case choose some wrong form that is used, and carry on the drive. Making the Drive Successful When we try to break up a bad language habit, such as using a wrong word, it is not enough to use the correct form in the language period. In your number lessons you have learned that seven and eight are fifteen. Of what use would this fact be to you if outside of school you said that seven and eight are four- teen? It is just the same with language lessons. We learn the correct form in the language lesson so that we may always use it, in school and out of school. Team Work Divide the school into two teams. Be sure that each team has a fair share of the children who do not often make the mistake you are fighting. 66 Self-Hclp English Lessons Keep a score on the blackboard. Each time a pupil is heard to use the word you are trying to drive out of the language, put a mark against the team of which he is a member. Wliile the drive is going on, perhaps your teacher will allow you to correct this mistake whenever you hear it, no matter what work is being done. At the end of the week, erase the marks, give a star to the winning team, and start again. Try to help your team in every possible way. What is the most important way in which you can help? If you hear any member of your team use the wrong word outside of school, call his attention to the error in a pohte way. Remember that you are playing a game, and each one must do everything he can to help his side win. Try to train your ears so that the wrong word will sound very unpleasant to you. Home Work Ask your parents to help by correcting you when you use the wrong word at home. Perhaps you can all try together to drive ain't out of the language, but do not correct any one who is not playing the game with you. 53. A LANGUAGE GAME Colors One child selects a color. The others try to guess what it is by asking questions. If the color blue were chosen, for instance, the following questions and an- swers might be used : Following Directions 67 I am thinking of a color. Is it the color of Mary's dress? No, it isn't red. Is it the color of the crayon? No, it isn't white. Is it the color of the sky ? This is the right color, and instead of answering, the child who selected the color claps his hands. The one who guessed the color now chooses another, and the game goes on. ;. Play the game rapidly. Any children who use the word you are fighting against must pay a forfeit at the end of the game. Repeating five isn't sentences given by the class makes a good forfeit. For your next lesson you wiU need a sheet of paper, a ruler, a lead pencil, and a pair of scissors if possible. Be sure that these things are ready. 54. FOLLOWING DIRECTIONS We study language not only to use better language ourselves, but to understand more easily the language used by other people. In this lesson you will have practice in following simple directions. You will be told to do certain things. They are very simple, and you will have no trouble if you think before you act. Suppose this were the direction : Touch the right edge of your desk. If you act without thinking, you may, in your haste, touch the wrong edge, but if you 68 Self-Help English Lessons take the following steps in their order, you will have no trouble : 1. Think what the direction means. 2. Have in your mind a clear picture of what you are to do. 3. Act. Your teacher will read ten simple directions. Do not act until you are certain that you will do the right thing. Possibly a signal to act may be given when you have thought for a moment. Read the following directions and carry them out when you have thought and seen in your mind just what you are to do. Do not wait until you finish reading a direction before beginning to make a picture of what you are to do. In the first direction, as soon as you read, "Make a dot on the upper edge of your paper," think the upper edge. See it in your mind. Then when you finish reading the direction, you will know just where to put the dot. 1 . Make a dot on the upper edge of your paper five inches from the left corner. 2. Make a dot on the left edge five inches from the upper corner. . 3. Make a dot five inches below the dot on the upper edge. 4. See if the last dot you made is five inches from the dot on the left edge. 5. Draw a light line from the dot on the upper edge to the dot you made last. A Laitguage Game 69 6. Draw a line from the dot on the left edge to meet the first line you drew. 7. Cut out on the lines you have drawn. If you have no scissors, fold and tear. What shape is the paper you have cut? If you made a mistake, go back to the first direction and find out where you went wrong. You will find that some- where you did not first have in your mind a correct picture of what you were to do. 55. A LANGUAGE GAME Following Directions In this game you are to give directions to the other pupils. Stand in line around the room. The first child gives a direction to the second child. "Touch your left shoulder with your right hand," for instance. The second child acts promptly, after thinking quickly, and immediately gives a direction to the third child, and so on. The entire class watches, and hands are raised at once if a mistake is made. The one making the mistake drops out of the game, and the next pupil performs the act. The point of the game is to send all the pupils except one to their seats. This one pupil wins the game. This game is good fun if it is played quickly and everybody tries hard not to get caught. Think of 70 Self-IIelp English Lessons plenty of directions, so that there will be no delay. Remember that the feet as well as the hands can act. 56. DICTATION LESSON Study the following note as you would for a copying lesson. Copy it if you wish to do so, but in any case make sure of it. In your next language period you will write it from dictation. Dear Bob, Last Wednesday we played a game at school. A girl told me to bend my right knee. What do you think I did? I raised my left knee almost to my chin. That sent me to my seat. Your friend Will Give special attention to the spelling of Wednesday, right knee, almost, friend, raised. 57. A STORY TO LEARN You have often told original stories. Today you will begin to learn short stories told by other people. Read the following story carefully: The Boy and the Nuts A boy put his hand into a jar of nuts. He grasped so many that he could not get his hand out. This frightened him, and he burst into tears. "Drop half the nuts and your hand will come out," said a man who was standing near by. The boy took this advice and had no further trouble. Study of a Poem 71 Learn this story so that you can tell it. It will not matter if you change a word here and there, but make no important changes. The nearer you keep to the model the better. Notice these expressions : into the jar, grasped so many, burst into tears, drop half the nuts, took his advice. Several children may tell the stor>^, and the rest may decide if it -was told naturally and well. Each pupil is to be ready to tell this story at any time. Tell it to some one at home. Be sure to keep up your language drive. 58. STUDY OF A POEM Hiawatha's Childhood Then the little Hiawatha Learned of every bird its language, Learned their names and all their secrets, How they built their nests in summer. Where they hid themselves in winter. Talked with them whene'er he met them, Called them ''Hiawatha's Chickens." Of all beasts he learned the language. Learned their names and all their secrets, How the beavers built their lodges, Where the squirrels hid their acorns, How the reindeer ran so swiftly. Why the rabbit was so timid, Talked with them whene'er he met them, Called them ''Hiawatha's Brothers." 72 SelJ-Iielp English Lessons Did you get acquainted with Hiawatha in the lower grades? Listen carefully while your teacher reads to you the two stanzas about his childhood. Did Hiawatha learn about animals and birds from books ? What did he learn by using his eyes ? What did he learn by using his ears? What did he call the birds ? What did he call the other animals ? What things in your neighborhood might you learn about by using your eyes or your ears? Talk it over in class with your teacher. In stating an opinion, do not give simply one sentence. Tell in a few short sentences all that you have to say about a certain thing. In a week, each of you may be ready to tell some new thing you learned by using your eyes or your ears. Keep your secret until the time comes to tell it in class. 59. WRITING A CLASS STORY Which of "Hiawatha's Brothers" live in your neighborhood? Choose the one about which the class knows most, and talk over some of its interesting habits. If you live where it is cold, you might tell how the little "brother" takes care of himself when the ground is covered with snow. If you live in a warmer part of the country, tell an interesting story about one of the animal's habits. Different children may give beginning sentences. Choose a good one for the blackboard. Finish the Daily Drill Exercise 73 story sentence by sentence, and then read it. Try to improve it. Are you remembering to tell things in your stories in short, clear sentences? Remember also to tell facts in their right order and not to begin too many sentences with the same word. Copy the story for seat work. Be sure to tell your teacher if you cannot see it plainly from where you sit. 60. DAILY DRILL EXERCISE Correct Use of Teach and Learn Read the note on page 63, and notice how the word teaching is used. Who was teaching? Who was learning? Could Emily's mother learn for her? Would your father teach you to swim or learn you to swim? Use teach, teaching, learnt, or learned wherever there is a blank space in the following sentences : 1. Birds their young to fly. 2. The baby birds easily. 3. Will you please me to paint? 4. I will try to quickly. 5. Who will me to make a kite? 6. Mother is me to sew. 7. Uncle Ned is me to swim. 8. When I have , I will you. 9. Does the hen her chickens to scratch? Each child may give one sentence containing teach and one containing learn. 74 Self-Help English Lessons Use these sentences in your daily drills for a few days, but do not give up the drive. Read the sentences on page 48 once each day. Turn to them quickly, so that no time will be lost. , 61. CONVERSATION LESSON Birds in Winter Look at the pictures. Which kind of winter do you have where you live? Where might you go to find the other kind ? Why are the children in the second picture not feed- ing the birds? What are they doing for their Httle friends ? Play that you are one of the birds in the first picture, and tell about your feast. The birds on the arbor are picking at lumps of suet hung up for them. 62. CONVERSATION LESSON — BIRD FRIENDS The Spaniards and the Birds Long ago when Christopher Columbus was sailing among some islands far to the south, large flocks of birds flew about his ships. They seemed glad to see the strangers, and were very friendly. The Spaniards raised their bows, and the arrows went singing through the air. Many of the birds dropped into the sea, and the rest flew away. From that time on, the birds were afraid of men. The Indians who lived in the islands loved the birds just as Hiawatha did. They never forgave the Spaniards for robbing them of the birds' friendship. Conversation Lesson — Bird Friends 75 Winter Winter 76 Self -Help English Lessons What things do children sometimes do that frighten and even kill birds? What useful things do birds do for us? Tell in a few clear sentences what you can do to show your friendship for the birds. Perhaps some one will think of some plan that you can all help carry out. Before your next lesson, learn this stanza of poetry : He prayeth best, who loveth best All things both great and small ; For the dear God who loveth us, He made and loveth all. 63. DICTATION LESSON Today you will have a dictation lesson which you have never seen. 64. WRITING NOTES Do you remember that many weeks ago you invited some one to hear you tell stories ? Tomorrow you are to tell your secrets — the things you have learned by using your eyes and your ears, or both. Would it not be pleasant to invite the same person again, and show how much you have improved ? Talk over in class the things you would like to say in your note. When you have decided what the note shall contain, each of you may write one. Turn back to page 50 to see how the note should be arranged. Your teacher will select one of the best invitations, to be sent by messenger. Daily Drill Exercise 77 65. TELLING SECRETS Today you will tell your secrets. Tell the story in short, clear sentences, and be sure to put things in their right order. Here are two stories to start off with : Every day some English sparrows come to our back yard. I wondered, where they go at night. Father said I could find their hotel if I watched. Where do you think it was? They went into two big evergreen trees in the park. I began to use my eyes about a week ago. The first thing I spied was a lot of buds on a horse-chestnut tree. I opened one bud and it was full of fuzzy Httle leaves. Perhaps they were the children of the leaves that dropped off. When the stories have all been told, ask your visitor if you have improved. 66. DAILY DRILL EXERCISE Pronouncing Words Correctly You have had all the following words in your drills. Review them today, and if there are any which still trouble a member of the class, make a list of them and use them for a few days in your drills. catch across which whisper get burst white doing ate for what running just from when making 78 Self -Help English Lessons can because why going often toward wheel having was off where singing let while whip ringing There are probably other words which some of you mispronounce. Draw a ladder on the blackboard, and whenever a common word is mispronounced, write it on the ladder. Practice running up and down the ladder. 67. FABLES TO LEARN The Goose and the Golden Eggs A man once had a goose that laid golden eggs. He thought she must be full of gold; so he killed her. He found too late that she was exactly Uke other geese. In trying to get rich quickly, he lost the little he had. The Thirsty Crow A thirsty crow once found a pitcher containing a little water. He tried to drink, but his beak was not long enough. Then he tried to upset the pitcher. This he was not strong enough to do. Noticing some pebbles near by, he dropped them one by one into the pitcher. The water rose to the top, and the crow drank his fill. Read the fables. A fable is a short story, usually about animals, that teaches a lesson. What lesson does the first fable teach? What does the second fable teach ? Siiidy of a Poem 79 Spell too as in too late. Spell once. Use each of the following expressions in a sentence of your own : found too late, exactly alike, once came, noticing some pebbles, into the pitcher. Pronounce pitcher very distinctly. Now pronounce picture. Use picture in a sentence. Each of you may choose one of the fables to learn by heart. Read it over several times. Make no im- portant change in the language. Learning these little stories by heart ^i\\ often help you to use better words and groups of words. Besides this, these fables are very old, and you will always be glad to know them. 68. STUDY OF A POEM Sympathy A plump little girl and a thin little bird Were out in the meadow together. "How cold that poor little bird must be Without any clothes hke mine," said she, "Although it is sunshiny weather." "A nice httle girl is that," piped he, "But, oh, how cold she must be ! For see, She hasn't a single feather." So each shivered to think of the other poor thing, Although it was sunshiny weather. MARY MAPES DODGE Listen carefully while your teacher reads the poem to you. Do you see the picture? 8o Self-Help English Lessons Sympathy is another name for the feeling of pity that the girl and the bird had for each other. What word in the first line tells how the little girl looked ? What word tells how the bird looked ? What did the girl say ? What word in the second stanza shows how the bird spoke? What did he say? Which line shows that the girl and the bird felt sorry for each other ? Did either of them need pity ? Why did they pity each other ? Read the poem. Remember how the girl and the bird felt when you read what they say. What do you like about the poem? Will some girl volunteer to bring a doll for the next lesson ? Keep it wrapped up until it is needed. 69. DESCRIBING CLEARLY Are you still using your eyes and your ears ? Spring is coming, and then wonderful things will happen. Watch closely so that you will see the birds when they come, and keep your ears open so that you will hear them sing. Watch the buds on the trees, and keep a sharp lookout for the early spring flowers. When- ever you have a secret to tell, your teacher will give you time to tell it either in class or during the open- ing exercises. In order that you may be ready to describe the birds and the flowers when you see them, you will now have Describing Clearly 8i practice in describing things. Here is the way a little girl described her favorite toy : The toy I love best is my own dear rooster. He is made of red flannel and has shiny black buttons for eyes. He is as fat as butter. His legs are stiff, but he can stand on them. When I set him on the table, he looks as if he wanted to crow. Do you see the rooster plainly ? If you do, the word picture is a good one. Which of the following word pictures helps you the more to see the doll ? Why ? My doll Sunbeam is beautiful. She has a lovely cloak and the prettiest hat you ever saw. My doll Sunbeam has blue eyes and red cheeks. She wears a red velvet cloak trimmed with white fur. Her big red hat looks lovely on her yellow curls. Today you may all help describe the doll that one of you brought to school. The story may be written on the blackboard. Do not be satisfied until you have made such a good word picture that when you tell your mother about it tonight, she will see the doll as clearly as you saw it with your eyes. For your next lesson, each of you may describe some toy that you have. If possible, bring the toy to school. Do not let any one see it until you have described it. 82 Self-IIelp English Lessons 70. DESCRIBING TOYS Today you will describe your toys. Remember to talk in short, clear sentences ; to let your voice help in every possible way ; to tell things in a good order ; and to avoid beginning too many sentences with the same word. When 3^ou have finished, unwrap your toy, and the class will tell you if you made a good word picture of it. 71. TELLING STORIES FROM A PICTURE You may each describe one of the toys in the picture, or tell one of the little stories the artist put into it. You might tell about the frolic of the dolls, or the good time the bear is having reading about his brothers and sisters. Other good stories might be told about the Japanese doll riding on the elephant, or of the sheep riding on the — what ? Make your stories short, but put into them the fun that the artist put into the pictures. 72. WRITING RIDDLES In your next study period, you may play that you are one of Hiawatha's " Chickens" or one of his "Brothers." Make a riddle in which you describe yourself. Have it ready to read to the class in your next lesson. Make the riddle short. Be sure to use short, clear sentences. Guessing the Riddles 83 73. GUESSING THE RIDDLES As each riddle is read, the class may guess the answer. Your teacher will then take the riddles, and in a day or two she will give them back to you to be corrected. If they can be improved in any way, write them again. Should you like to make a little book by fastening the riddles together ? This will make a good book to leave 84 Self -Help English Lessons for next year's class or to lend to some other grade. Some of you will probably be glad to take it home to show to your parents. 74. A LANGUAGE GAME Have You Seen My Lamb? A corner of the room is chosen for the sheepfold, and a pupil is selected to be the sheep. The sheep says to any child, Frank, for instance, "Frank, have you seen my lamb?" Frank answers, "How does your lamb look?" The sheep then describes her lamb. She must be careful not to look at the child being described. She might say something like this : "My lamb has blue eyes and dark hair. She wears a blue dress trimmed with white. Her sailor collar is white. She has on a plaid tie." Frank then names the child described, and this child immediately runs to the fold. If she reaches the fold without being tagged by Frank, the game begins again. If tagged, the lamb becomes "it" and takes the place of the sheep. 75. SPELLING REVIEW Did you ever think that every spelling lesson is a language lesson ? Why ? You have probably had the following words in your spelling lessons, but they are so Dictionary Lesson 85 often misspelled, that it will do no harm to review them once more. You have had most of them in your dictation lessons. Give oral sentences for the groups of words like "write a letter." Review the names of the days of the week on page 55, and also the words on page 43. built burst write a letter every ^ loving dear friend guess picture know my lesson •instead please all right writing stopped the right hand almost stories buy a pencil asked toward a blue dress because does a piece of cake done many last week sugar beginning their work 76. DICTIONARY LESSON When you are a little older, you will often need to use the dictionary when you wish to write a word you cannot spell. You may now begin to get ready for this important practice. Do you know the alphabet? If you do not, make sure of it ; that is the first step. Write the words in the columns of the last lesson on small slips of paper and then arrange them in this way : Put all the words beginning with the letter a to- gether, then all those beginning with h, and so on 86 Self-Help English Lessons through the alphabet. When you have arranged the words on your desk in this order, copy them if there is time. Seat Work Every day for a week you may copy from your spellers twenty-five words and arrange them as you did today. 77. CONVERSATION LESSON Politeness Turn back to page 59. What did Nell do half the day ? How did this make her mother feel ? Was Nell polite to her mother? There are many ways of being impolite besides the way in which Nell acted. Read the following rhyme : Hearts, like doors, will ope' with ease To very, very little keys ; And don't forget that two are these : "I thank you, sir," and "If you please." The little politeness keys are very important. If your mother does something for you, you say, "Thank you, Mother." What do you say when your father does something for you? What do you say to your sister when she finds your book for you ? If you wished to thank some man whose name you did not know, you would say, "Thank you, sir." To a strange lady you would say, "Thank you, madam." Conversation Lesson 87 Here are some very common little politeness keys : Excuse me, If you please, You are welcome, With pleasure. Thank you, Certainly. When talking to an older person, be sure also to use the words Mother, Father, or the name of the person to whom you are speaking. What should you say if you were to pass in front of a person because there was not room enough to pass behind him? if your mother asked you if you wished another piece of €ake ? if she asked if you wished some- thing of which you had had enough? if your sister thanked you for lending her a toy? if your father brought you a new book ? if you accidentally ran into your brother ? if a friend asked you for help of some kind? 78. CONVERSATION LESSON Helping at School Do not reply to the following questions with a single sentence. Think, and give reasons for your opinion. In what ways is a school like a family? Whom do you obey at home and at school? What chances to help do you have on the playground? In what ways can you help others in the classroom? What things do children sometimes do at school that are unfair to other children? Does politeness matter at school? How? Should you like to do something all together for 88 Self -Help English Lessons your school ? Making a collection of pictures to use in language work would be a great help. If you have at home magazines that are not to be saved, cut out a picture that tells a good story. Perhaps some of you can bring several to make up for those who have none to bring. Pictures that show how people live in different parts of the world are good. Some of you may have picture post cards from far-away lands. If these pictures are kept in a large envelope, they will be very useful. When you have once started a collection, you will be interested in adding to it. In a few days you will have a lesson on these pictures. 79. DAILY DRILL EXERCISE Correct Use of Saw and Seen Imagine that while playing on the seashore you find a box washed up by the waves. What do you see when you open the box ? Think of something very wonder- ful from a far-off land. Try to make your classmates open their eyes wide with astonishment. Each child may tell what was in the box. Begin your sentence with the words, " In the box I saw ." Read the following sentences rapidly : 1. Who saw the sun rise? 2. I saw a squirrel gathering nuts. 3. We saw a runaway yesterday. Language Game 89 Columbus saw a light on the shore. At the circus I saw a camel. The Eskimo saw a white bear. Cinderella saw her fairy godmother. Mother once saw the President. Did you use a helping word like has or have with saw? Seen is sometimes wrongly used for saw, but seen always needs a helping word. Read these sentences : Ned has seen a cuckoo clock. Who has seen the wind ? I have seen all sorts of birds. Have you seen my new cart ? My brother has seen a buffalo. Father has seen a rattlesnake. I saw You saw He saw They saw I have seen You have seen He has seen They have seen Use the saw and seen sentences and the groups of words in your three-minute drills for a few days. Read the teach and learn sentences on page 73 once each day also, unless your teacher feels that some other "correct use" sentences need the drill more. 80. LANGUAGE GAME On the Road to London Turn back to page 17 and see how you played "On the Road to London." Today you may play the game 90 Self-Hclp English Lessons again, but instead of meeting an animal, you may imagine that you saw a flower. You might say, for instance : On the road to London I saw a violet. It grew in a shady place. I picked it for my mother. Or On the road to London I saw a buttercup. My sister held it under my chin. It told her that I like butter. 81. WRITING THE NAMES OF PLACES Find the word London in the last lesson. With what kind of letter does it begin? This is because it is the name of a particular place. Write the name of the city or town in which you live, in this way : Denver, Colorado. Can you think of a good reason for setting off Denver with a comma ? Write the names of five important places you know about, using the comma correctly. How many rules for using capital letters have you already had? Write sentences on the blackboard using capitals in all these ways. What other use of the comma have you learned? Show its use on the blackboard. The names of places always begin with capital letters. A comma should set off the name of a city from the name of the state when they are written together. Study of a Story 91 82. STUDY OF A STORY The Fairies Who Changed Work Long, long ago, and ever so long before that, there were two fairies whose names were Starblossom and Drop-of- Crystal. Starblossom made the earhest spring flowers, and Drop-of-Crystal made the snowflakes. The two fairies were great friends. One day Starblossom came to visit Drop-of-Crystal. She found him rnaking great heaps of snowflakes ; so she knew there was no hurry about the spring flowers. They were much better off underground if Drop-of-Crystal was going to fling snowflakes about. "Why are you making so many snowflakes?" asked Starblossom. "For a snowstorm, of course," answered Drop-of- Crystal, who was so busy that he forgot to be poHte. "Shall you use them all in one storm?" asked Star- blossom, opening her eyes very wide. "It will be a very big storm." "It will — very big," said Drop-of-Crystal. "You'd better look out for your plants." "Oh, they are safe below the ground," said Starblossom, and then she watched Drop-of-Crystal a long time before she spoke again. "Snowflakes must be very easy to make," she said at last. "It is very hard to make flowers." "I don't agree with you," said Drop-of-Crystal. "You have to make thousands and thousands of snowflakes for the smallest snowstorm, or they would give out. That would be dreadful." "Not half so dreadful as if spring were to run short of flowers," said Starblossom. 92 Self-IIelp English Lessons This made Drop-of-Crystal lose his temper. "Look here," he said, ''if you think it's such fun to make snow- flakes, just make a few thousand while I rest." " How jolly that will be ! " exclaimed Starblossom. " But of course, if I make your snowflakes, it is only fair that you make my flowers." "Very well," said Drop-of-Crystal, a little impatiently. "Making flowers must be hke resting, anyway." So Drop-of-Crystal flew off to the place where Star- blossom's plants were beginning to show their green leaves above the ground. He had never made any flowers, but he determined to do his best. It was a long, long time before he finished even one little bud. "This bud looks Hke a big drop of snow," he said to himself. "I suppose that is because I made snowflakes so long. I must try again." So he tried again and again, but every flower looked like a big drop of snow. "I can't help it," he said at last. "They are dear little flowers, anyway." All this time Starblossom was hard at work making snowflakes. It took a long time to make the first one, and she laughed aloud when it was finished. "My snowflake looks exactly hke a flower," she said. She was right. The snowflake was Hke a deHcate, starry flower, gHstening in the sunshine. "I Hke this kind of snowflake," said Starblossom. "I shall make a lot more." At that moment Drop-of-Crystal flew to her in a great hurry. "Oh, do come and look at my flowers," he cried. "They are a new kind, and they are so pretty — just Hke drops of snow." "And my snowflakes are just Hke flowers," laughed Study of a Story 93 94 Self-Help English Lessons Starblossom. " I want to make them always because they are so pretty." "Well, then," said Drop-of- Crystal, clapping his hands, "you shall go on making snowflakes, and I'll go on making spring flowers." So that was the way it was settled. The snow fairy made spring flowers, and the flower fairy made snowflakes. That is the reason why, to this very day, the snowflakes are like beautiful, starry flowers and the first flowers of spring are snowdrops. Studying the Story Read the story. Do you like it? Why? Look at the picture. Have you ever seen snow- flakes that looked as these do ? Do you notice that the story is in parts? When you play the story, you may call each of these parts a "scene." Does the first scene take place at Star- blossom's home or at Drop-of-Crystal's? Then there is a second scene — a short one. Where does it take place? Where does the last scene take place ? Decide where each home shall be. What shall you use for snowflakes ? What can you use for flowers in the second scene? Or, shall you simply move your fingers as if you were making snow- flakes and flowers ? Read the story several times before your next lesson, so that you may have it in mind. You will probably use words of your own as well as some of those of the book. Remember that sometimes Drop- Writing Questions and Answers 95 of-Crystal spoke impatiently, and do not forget in what way each of the fairies showed pleasure in the last scene. 83. PLAYING THE STORY Today two children may play the first scene, two others the second, and two others the third. Tell what was well done, and what might be improved. At the last two children may play the entire story. 84. WRITING QUESTIONS AND ANSWERS Copy the following questions, and below each write its answer : 1. Who was Starblossom ? 2. What did she try to make? 3 . What did her snowflakes look like ? On another piece of paper you may write three questions about Drop-of-Crystal, leaving a space for the answer below each. This paper you will exchange for that of another pupil, and in your next language period you will answer the questions on the paper given to you. When the questions and answers have been written, read some of them aloud. Was each question expressed in a clear sentence? Was the answer correct? Was the answer expressed as well as possible? 96 Self-Help English Lessons 85. TELLING STORIES FROM A PICTURE Find the story in the picture. In other words, read the picture. Tell the story as if you were the boy. You might begin by telling how you happened to be doing the work. Perhaps you heard the noise of the game in the woods, and hid behind a tree to see what was going on. It may be that the giants were tired of setting up the pins, and you had courage enough to offer to do it. Think of other beginnings, and choose the one you like best. Use only a sentence or two for this part of the story. How did the giants reward you at the end of the game? Your teacher will write the story on the blackboard as you tell it. Read it over and see if it can be im- proved. 86. FABLES TO LEARN The Dog in the Manger A dog was lying in a manger when a sheep and a horse came to eat. The dog growled at the animals, and would not let them have a mouthful. By and by a hungry ox came to the manger. The dog growled even more savagely than before. "You are a selfish dog," said the ox. ''You cannot eat the hay yourself, and you will not allow me to do so." The Donkey in the Lion's Skin A donkey once dressed in the skin of a lion, and tried to frighten the other animals. When he saw a fox approach- Fables to Learn 98 Self-IIelp English Lessons ing, he brayed at the top of his voice. The fox laughed and said, "You look Hke a Hon, but you bray like a donkey. Who's afraid of a lion that cannot roar?" What do you think the first fable teaches? What does the second teach ? You may learn one of these fables by heart, or you may learn any other short fable that you can find. If you have a public library, ask the librarian to help you find a good book of fables. "Fables and Folk Stories," by Horace E. Scudder, contains a number of short fables. When you recite these fables, review also the others you have learned. Be ready to recite them whenever called on to do so. 87. DICTIONARY LESSON Copy thirty words from your spellers, and arrange them in the order of the letters. As seat work each day for a week, copy twenty words from your spellers and arrange them in order. 88. WRITING STORIES FROM PICTURES Today each of you may take one of the pictures from your collection, and write a short story about it. One good way to keep your story short is to be very careful not to say anything that could be left out without spoil- ing the story. Use short, clear sentences, tell things in their right order, and be sure to spell the words cor- rectly. Daily Drill Exercise 99 When you have finished, go over the story to make sure that you have made no mistakes. 89. CRITICIZING THE PICTURE STORIES Today you will exchange pictures and stories. Read carefully the one that comes to you, and answer to yourself the following questions about it : Does it tell the story told in the picture? Is the story interesting ? Is it told in clSar sentences ? Does each sentence begin with a capital ? Is the correct mark used at the end of each sentence ? Are the words spelled correctly ? Make an x in the margin beside any line having a mistake. The stories and pictures will then be given back to those who wrote them. In your next study period write the stories over again and make them perfect. They will then be fastened together into a book. In what ways can the book be used? 90. DAILY DRILL EXERCISE The Second Language Drive — Did and Done In the last drive you worked to get rid of a word which should never be used. Have you succeeded in driving it from your own speech? Today will begin a drive to use did and done correctly. 100 Self -Help English Lessons Both are very useful words, but they are often wrongly used. Do you remember the story of George Washington and the cherry tree ? When his father asked who had cut the tree, George said, "I did it with my Uttle hatchet." That is the proper way to use did. Read the following sentences : 1. Who did the work? 2. Frank did it yesterday. 3. George Washington did it with his hatchet. 4. The children all did their best. 5. Who broke the glass ? I did it. 6. I did it with my ball. 7. Who sharpened my pencils ? 8. I did. I did it with my knife. 9. The boys did their work well. 10. The girls did theirs well, too. 11. Who did the most work? 12. Mary did an errand for her mother. A Language Game loi Was any helping word like has or have used with did? Look at the picture. What words are helping done ? Done never works alone. Done is used correctly in these sentences : I have done two examples. Ned has not done his work. What had you done with my knife ? The rain had done the flowers good. Has the wind done much damage ? I have done«iny best. I did ' You did She did They did I have done You have done She has done They have done Use the sentences and groups of words in your three- minute drills for a few days. Then carry on the drive as you did before, or plan some other way. But carry it on ! In your next language lesson you will play a game. Read the directions before you come to class, and see if you can play it with little or no help from your teacher, except that she will appoint a leader. 91. A LANGUAGE GAME Who Did It? A leader is appointed, and the leader selects a scout, who closes his eyes. The leader points to a child, and that child immediately claps softly. The scout opens his eyes, and the leader says. I02 Self -Help English Lessons "Somebody clapped. Who did it?" The scout re- plies, "I think did it." If this is a good guess, the child named says, "Yes, I did it," and changes places with the scout. The game then begins again. If a wrong guess was made, the child named shakes his head but says nothing. The leader then asks the same question again. If the scout does not guess with three trials, a new scout is appointed. Play the game rapidly, and change the leader after a while. Any one who uses the word done instead of did pays a forfeit at the close of the game. What will make a good forfeit ? 92. COPYING LESSON Read the following sentences, using either did or done wherever there is a blank. Then copy two sen- tences that need did and two that need done. Write a question containing did. 1. The children have their work weU. 2. One boy — — his work too fast. 3. I have my best. 4. I have all my examples. 5. I them last night. 6. Our puppy a lot of mischief. 7. We nothing to frighten the birds. 8. Fido has all his tricks. For your next lesson you will need a piece of paper six inches square, a ruler, a lead pencil, a pair of scissors, and a pin. Be sure to have the things ready. Making Pinwheels 103 93. MAKING PINWHEELS Today you will make pinwheels by following di- rections. Read the first direction, get a clear picture in your mind of what you are to do, and act when you are sure that you are ready. Then read the second direction, think in the same way, and so on. Try to make the pinwheel without a mistake. 1. Draw a light line from the upper right corner of your paper to th^ lower left corner. 2. 'Draw a light line from the upper left corner to the lower right corner. 3. Point to the center of your paper. 4. Make a light dot on each line one half inch from the center. There will be four of these dots. 5. Beginning at any corner, cut or tear on the line as far as the dot. 6. Do the same thing, beginning at each of the other corners. You will now have eight points, two at each corner.' 7. Bend any one of the points toward the center of the paper, but do not crease it. Hold the point be- tween the thumb and the first finger of your left hand. 8. Bend over in the same way the next point but one, and so on until you have bent over four points. 9. Stick the pin through these four points and then through the center of the paper. 10. Press the pin firmly into the end of your lead pencil or into the end of a short stick. 104 Self -Help English Lessons If you have followed the directions without making a mistake, you will have a good pinwheel. If you made a mistake, go back to the beginning and see where you tripped. Perhaps the teacher will allow those who made no mistake to run once around the room to show how their pinwheels work. 94. WHAT LANGUAGE HAS TO DO WITH NUMBER WORK When you are trying to follow directions, do you act the moment you hear the directions? What do you do first? The power to see things in your mind will help you in all your school work. You have language lessons partly to get this power. Think how it helps in number work. Suppose you have this problem : In my garden are four rows of lettuce plants, with six plants in each row. How many plants are there in all? The moment you read the problem you should see in your mind a picture of the garden. What things does the problem tell you about the garden? If you see the picture clearly, draw it on the blackboard. How many plants have you drawn in each row? How many rows have you? What question does the problem ask? How many six's of plants have you? How many plants have you ? Telling Stories from Pictures 105 Some problems are so easy that you may not need to draw the picture that you see in your mind, but draw it if it helps you. This lesson is put in here to show you that a number problem is also a language problem. In all your number work, let the words of the problem make pic- tures in your mind. You will then have little trouble. 95. WHAT LANGUAGE HAS TO DO WITH OTHER ;. SUBJECTS Why are your reading lessons language lessons as well ? Talk it over with your teacher. What have language lessons to do with each of your other lessons ? In what lessons should you use what you learn in your language lessons ? 96. TELLING STORIES FROM PICTURES Today you will again tell stories from the pictures in your collection. Choose a picture in which you find a good story to tell. What things will you think of in planning your story ? In your next study period you may write the story you told today. If your picture is small enough, paste it at the top of your paper. Do your very best, so that the stories will be good enough to be fastened together to keep. Do you think next year's third- grade class would be interested in seeing the stories you wrote ? Ask them. io6 Self -Help English Lesso7is 97. STUDY OF A POEM The Bluebird I know the song that the bluebird is singing, Up in the apple tree where he is swinging. Brave Httle fellow ! The skies may look dreary, Notliing cares he while his heart is so cheery. Hark ! how the music leaps out of his throat ! Hark ! was there ever so merry a note ? Listen awhile and you'll hear what he's saying, Up in the apple tree, swinging and swaying : ''Dear little blossoms, down under the snow, You must be weary of winter, I know ; Hark, while I sing you a message of cheer ! Summer is coming and springtime is here." " Little white snowdrop, I pray you arise ; Bright yellow crocus, come open your eyes ; Sweet little violets, hid from the cold, Put on your mantles of purple and gold. Daffodils! daffodils! say, do you hear? — Summer is coming, and springtime is here! " EMILY HUNTINGTON MILLER Do you see the picture in the first stanza? What words describe the bird? the sky? Did you ever hear the music leap out of the blue- bird's throat ? What is the bluebird's message to the flowers under the snow? What does weary mean? What is a message of cheer ? Read the poem and bring out the meaning. Daily Drill Exercise 107 98. DAILY DRILL EXERCISE Correct Use of Run and Ran Some children use the word run when they should use ran. Both words are used correctly in these sentences : 1. I ran .all the way to school. 2. I have run all the way to school. Is any helping word used with run in the second sentence ? Is a helping word used with ran in the first sentence? Run sometimes needs a helping word, and sometimes it does not. Ran never needs a helping word. The firemen ran up the street. Who ran faster, Ned or Frank ? The fox ran to his den. Little Bo Peep's sheep ran away. My little brother ran down town. I ran after him and caught him. The hare and the tortoise ran a race. I ran You ran He ran They ran I have run You have run He has run They have run Use the above sentences and groups of words in your three-minute drills for a few days. Read also once each day the saw and seen sentences on pages 88 and 89, unless your teacher gives the time to correcting some other error made in your class. io8 Self -Help English Lessons 99. STORY OF A POEM The Raindrops' Ride Some little drops of water, Whose home was in the sea, To go upon a journey Once happened to agree. A white cloud was their carriage ; Their horse, a playful breeze ; And over town and country They rode along with ease. But, oh ! there were so many, At last the carriage broke. And to the ground came tumbling Those frightened little folk. Among the grass and flowers They then were forced to roam, Until a brooklet found them And carried them all home. Listen while your teacher reads the poem to you. Where did the raindrops decide to go ? How did they travel ? What accident happened to them ? How did they get back to their home in the sea ? What do these words mean : roam, brooklet, forced ? Tell the entire story in a few clear sentences. Use these groups of words : happened to agree, playful breeze, rode with ease, forced to roam. Copying and Dictation 109 Is it pleasant to think of the clouds as a carriage for the raindrops ? You may learn either this poem or the one on page 106. Your teacher will tell you when to be ready to recite it. If you read the poem over and over again, and try to see the pictures, you will learn it very easily. 100. WRITING A STORY In your next study period you may imagine that you are one of the r5.indrops of the poem. Write a short story telling how the sun fairies found you in the sea and carried you up to the cloud carriage. Or, you may be a raindrop that was not found by the brooklet. What happened to you ? Think of all the useful and pleasant things raindrops do in the world, and choose one. Do your very best in this story. Don't forget to think! Should you like to take home the story to show to your parents ? 101. COPYING AND DICTATION Copy the following letter after studying it carefully. Notice the mark after Hurrah. The boy who wrote this note had noticed that this mark was used in books after words like Hurrah. It is used to show strong feeling. The writer used it to show how happy he was at the thought of going home with his cousin. When you read the note to yourself, think how you would say Hurrah ! no Self -Help English Lessons Think of the reason for every capital letter and every mark. CanH is a short form for cannot. Dear Steve, Cousin Jack has come to visit us. He lives in Austin, Texas. Can't you come over on Saturday? Jack will stay until July and then I am going home with him. Hurrah ! Your true friend, George 102. DICTATION LESSON Today your teacher will dictate a lesson that you have never seen. 103. OUR COUNTRY Look at the first picture in this book. What are the children doing? Probably you also do this every day. The flag stands for our country. What do you mean when you promise to give your hand to your country ? What do you mean when you promise to give your heart ? Is our country a large or a small place? Find out how many days it takes a fast train to cross it from east to west. Remember that the part of the country where you live, even though it may be a small town, is the place where you must keep your promises. With your teacher's help try to answer this question : What are you doing for your country when you do your very best at home and at school ? Daily Drill Exercise lii On pages 125 and 126 you will find the words of "America." Learn perfectly at least two stanzas of this hymn, so that you can sing them without looking at the words. 104. DAILY DRILL EXERCISE Correct Use of Come and Came Children sometimes use coTne when they should use came. Read the following sentences and groups of words : I 2 3 4 5 6 7 8 9 10 II Father came home early. Father has come home early. The principal came to visit us. The principal has come to visit us. My aunt came from Chicago. My aunt has come from Chicago. The rain came from the clouds. The rain has come from the clouds. It came down in torrents. Who came into the yard ? Who has come into the yard ? I came You came She came They came I have come You have come She has come They have come If this mistake is made in your class, use for a few days the sentences and the groups of words in your three-minute drills. If you do not need the drill, with the help of your teacher plan a drill on some word that you do not all use correctly. Read also once each day the sentences on page 64. 112 Self -Help English Lessons 105. COPYING LESSON Copy these sentences, using either come or came wherever there is a blank : 1 . The spring fairies have . 2. They from the South. 3. The snowdrops with them. 4. What birds with them? 5. Last Saturday the bluebirds 6. What other birds have ? 106. TELLING SECRETS Have you been reporting whenever you saw some- thing interesting happen out-of-doors? Today you may tell secrets. If anything is not told clearly, be sure to ask questions. A few may write their secrets on the blackboard, and the others may then read them. Did the writers remember to write in short sentences? Did they use capitals and marks correctly? Did they tell the secrets in an interesting way ? 107. STORIES TO LEARN Why the Evergreens Keep Their Leaves in Winter When the world was young, the Great Spirit commanded all the trees to keep awake for four days and four nights. The pine, spruce, and balsam were obedient, but the other trees went to sleep. The Great Spirit was very angry. "You have not been faithful," he said to the disobedient Stories to Learn 113 trees. "Hereafter you shall lose your leaves every winter. But the pine and the spruce and the balsam shall be fresh and green forever." Why the Owl Flies at Night Long, long ago there was no fire on the earth. A brave httle wren offered to get some from the sun. He soon returned with a firebrand, but his breast feathers were badly scorched. A grateful robin proposed that each bird give the wren a leather. This all except the owl agreed to do. Because he was so selfish, the other birds became his enemies. Since that time the owl has not dared to fly by dayhght. Read the first story. The Indians told this story to explain why the evergreens do not shed their leaves in winter. Who was the Great Spirit? Do you know any other evergreens besides the pine, the spruce, and the balsam ? Read the second story. This too is an Indian story. Why do you think the Indians told it ? Learn the story you like the better. Your teacher will tell you when to be ready to repeat it. Tell the story at home. Dictionary Drill As seat work for the next three days you may copy thirty words from your spellers and arrange them in the order of the letters. 114 Self -Help English Lessons 108. STUDY OF A STORY The King and the Bee Once upon a time, when the king of a far-away country was walking in his garden, a bee brushed against his nose. Although the Httle creature did not sting, the king was very angry. ''Do you not know that I am the king?" he asked. "You shall die for being so rude." "Oh, do not kill me, king," begged the frightened bee. " I did not mean to be rude. It was only by accident that I brushed against your royal nose. If you will spare my life, the time may come when I can repay you for your kindness." These words pleased the king so well that he said, " Go, you shaU not be harmed. Some day I may need you." The bee bowed his head three times before the king and flew away, A few days later, as the king was sitting upon his throne, a beautiful queen entered the great hall. Holding a wreath of flowers in each hand, she advanced to the throne. "Great and mighty king," she said, "I have heard that you are the wisest king on earth. Will you prove it by telUng me which of these wreaths is made of wax? Only one is made of natural flowers." The king looked earnestly at the wreaths. They were so exactly alike that he was puzzled. As he was trying to decide, a faint buzzing sound drew his attention to a window. There was the faithful Httle bee trying to get in! "Open the window," commanded the king, pointing toward it with his scepter. A servant immediately opened the window, and in flew Study of a Story 115 the bee. It went straight to the queen and settled upon the wreath in her left hand. "The bee has answered for me," exclaimed the king. "The wreath in your right hand is made of wax." "You are indeed the wisest man on earth," said the queen, bowing low before the throne. And when she had left the room, the king said to the bee, "Thanks, thanks, my little friend." Then the -lords and ladies clapped their hands, while the bee buzzed for joy. Studying the Story Read the story. Where did the first scene take place? Tell in a few clear sentences what happened in the garden. Where did the second scene take place? Tell what happened to puzzle the king. Tell how the bee helped the king. Tell the end of the story. Show how the bee brushed against the king's nose. Speak to the bee in an angry voice as the king did. Show how the frightened bee answered the king. Bow as the bee did before flying away. Plan the second scene carefully. What can you use for a scepter ? What shall you use for wreaths ? How many lords and ladies will you have ? Where shall they stand ? You need not learn the words of the book, but it will be a good plan to use these groups of words : do you not know, only by accident, your royal nose, great and mighty king, my little friend. ii6 Self-Help Rnglish Lessons 109. PLAYING THE STORY When the story has been played, tell what was well done. What might be improved? Another set of children may then be the actors. Which set talked and acted the more naturally ? 110. SPELLING REVIEW Review also page 55, and your teacher if another grade, with you, again such gone * easy forty some says any lose color the names of the days of the week on the lists on pages 43 and 85. Ask you may write a note to the children of inviting them to have a spelling match goes early raise said sure much father very can't country an hour ago knew the rules would have gone blew a bubble led the march rode a horse been trying our names made of wood a rough road 111. TELLING A CLASS STORY Today you may tell a class story about this picture. Talk it over and decide whether you will tell the story as if you were one of the children or as if you saw them play. When the story has been written on the black- board, try to improve it. Telling a Class Story 117 Ii8 Self -11 dp English Lessons 112. WRITING STORIES Did you ever dress up in "grown-up" clothes? What did you play ? Write a short story telling about fun you have had in this way. Turn back to page 99 and answer the questions you find there in Lesson 89. Omit the first. 113. CORRECTING THE STORIES Today you may go over the stories you wrote, and see if you can improve them in any way ; or, if your teacher thinks best, you may exchange papers. Of course you understand that if you do not find your own mistakes, there is not much use in your trying to help other children. 114. DAILY DRILL EXERCISE Correct Use of Went and Gone Sometimes children use the word went for gone. Both words are used correctly in the following sentences : 1. Mary went to the picnic. 2. Mary has gone to the picnic. 3. Who went with her ? 4. Who has gone with her? 5. Red Riding Hood went to her grandmother's. 6. Red Riding Hood has gone to her grandmother's. 7. The children went home. 8. The children have gone home. 9. Have the birds gone to sleep? 10. Has your sister gone to New York? Study oj a Poem 119 Does went need a helping word like has or have? What helping words are used with gone ? I went You went She went They went I have gone You have gone She has gone They have gone If this is one of the mistakes made in your class, use for a few days the sentences and groups of words in your three-minute drills. Read also once each day the come and came sentences on page in. 115. STUDY OF A POEM Springtime "Oh, the spring has come," chirped the dear Uttle birds, As they opened their drowsy eyes, And shook the fans in their pretty tails, And turned up their heads to the skies. "The spring has come," said each Uttle flower, As she stirred in her damp brown bed. First Snowdrop peeped in her neat white cap, Then modestly hung her head. "Oh, there is a bee !" cried Miss Clover so red ; "He's buzzing because I'm not up." So she sprang into sight with her sweet honey jars, And asked Mr. Bee in to sup. « A busy time is this fresh, bright spring. For birds and for bees and for flowers ; There's work for each in its own httle world. And joy just the same as in ours. MARY GORDON 120 Self -Help English Lessojis Listen while your teacher reads the poem. Notice how her voice helps bring out the meaning of the words. How did the birds welcome the spring? Which flower first brought a welcome ? Do you remember how the snowdrop came to be the first spring flower ? Notice the mark after bee in the first line of the third stanza. What does it tell you? Read the poem. Try to use your voice in the way your teacher used hers. Then tell, in a few short sentences, the story of Miss Clover's party. 116. COPYING LESSON Dear Mr. Bee, Spring has come at last. My pantry is full of honey. Will you and Mrs. Bee please come to supper on Wednes- day? I shall expect you at six o'clock. Your friend, Clover Study the note carefully. Always turn back to page 28 unless you remember every step in studying a lesson before copying. Mr. is a short form for the word Mister, and Mrs. is a short form for the word Missis. Mister and Missis are never written out in full. Never omit the period in writing these short forms. They are as important as the letters are. Copy the note without making a mistake of any kind. Use your eyes and keep on your thinking caps all the time. A period is used after the short forms Mr. and Mrs. Writing a Good-by Letter 121 117. ANSWERING AN INVITATION Discuss in class what Mr. Bee might reply if he and Mrs. Bee accepted Miss Clover's invitation. What good reasons might he give if they were unable to accept it ? Part of the class may write a note accepting the invitation, and the rest may write a note declining it. Arrange your note as Miss Clover arranged hers. 118. TELLING STORIES ABOUT BEES Probably you all know what it means to be as busy as a bee. Tell all you know about the habits of bees. Those who have seen beehives and know how the busy little creatures live may tell the others about it. What do you know about the queen bee? the drones? the workers? How is the honey made and stored? Use the blackboard for making sketches whenever they would help. 119. WRITING A GOOD-BY LETTER Today you may write a "Good-by" note to your teacher. You may tell her what you enjoyed most in the third grade, what you are planning to do during the vacation, the most interesting thing you learned by using your eyes or ears, or any other thing you are sure will interest her. Do not try to tell about all these things. Choose one. Should you like to please your teacher very much ? 122 Self -Help English Lessofis Nothing will make her more happy than to see that you have learned to write an interesting note without making any mistakes. 120. SOME QUESTIONS TO ANSWER And now you have finished your third-grade language lessons. If you can answer each of the following questions with "Yes," you will do good language work in the fourth grade : Can you tell an interesting story in short, clear sentences ? When you speak, does your voice help the listener ? Have you corrected some common mistake you used to make? Have you learned some poems and stories so well that you will not forget them through the long vacation ? Can you spell the common words you need to write often ? Can you arrange your written work neatly on paper ? Can you copy without making a mistake ? Can you learn new things by using your eyes and your ears? When you are having a jolly time during the vacation, will you say to yourself, "This will make a good story to tell in the- fourth grade"? Or perhaps you will plan to report some interesting thing you learned by using your eyes. Will you try to remember? Summary of Rules Learned 123 SUMMARY OF RULES LEARNED Use of capitals : Every sentence begins with a capital letter. The names of persons are written with capitals. The word / is always written with a capital. The names of the days of the week are written with capitals. * The names of places are written with capitals. Use of the period : A period is used at the end of every telling sentence. A period is used after an initial. A period is used after the short forms Mr. and Mrs. Use of the question mark : The question mark is used after every question. Use of the hyphen : The hyphen is used at the end of a line when part of a word is written on the following line. Use of the comma : The comma is used in a note as shown below. Dear Frank, Please come over to my house this evening. There is fun on foot ! Your friend, Jack Williams A comma sets off the name of a city or town from the name of the state which follows it: Chicago, Illinois. 124 Self-IIelp English Lessons BOOKS FOR SUMMER READING Here is a list of books for vacation reading. Your teacher will be glad to tell you the titles of others if you ask her to do so. Adventures of a Brownie. Craik. Donkey John of the Toy Valley. Morley. Fables. ^Esop. Fable and Folk Stories. Scudder. Fifty Famous Stories Retold. Baldwin. History of Little Goody Two Shoes. Goldsmith. History of the Robins. Trimmer. Japanese Fairy Tales. Williston. Jataka Tales. Babbitt. Merry Animal Tales. Bingham. Old Mother West Wind. Burgess. Pig Brother and Other Stories. Short Stories for Short People. Stories of Great Americans for CANS. Eggleston. Story of a Donkey. Segur. The Dutch Twins. Perkins. The Sandman: His Ship Stories. Hopkins. Richards. Aspinwall. Little Ameri- America 125 AMERICA My country, 'tis of thee, Sweet land of liberty ; Of thee I sing ; Land where my fathers died, Land of the Pilgrims' pride, From every mountain side Let freedom ring. 126 Self -Help English Lessons My native country, — thee, Land of the noble free, — Thy name I love ; I love thy rocks and rills, Thy woods and templed hills ; My heart with rapture thrills Like that above. Let music swell the breeze, And ring from all the trees Sweet freedom's song ; Let mortal tongues awake, Let all that breathe partake ! Let rocks their silence break, — The sound prolong. Our fathers' God, — to Thee, Author of liberty, To Thee we sing ; Long may our land be bright With freedom's holy light ; Protect us by Thy might. Great God, our King. SAMUEL F. SMITH FOURTH GRADE TO THE GIRLS AND BOYS OF THE FOURTH GRADE Did you ever think that there are two New Year's Days in the year? To begin with, there is the first of January. Father Time has allowed the weary Old Year to lay down his scepter, and the young, joyous New Year begins to reign. Then there is the second New Year's Day — the day when you enter a higher grade at school. Like the first day of January, the school New Year's Day is a beginning day, and it too should be a joyous day. The old year and the old grade, happy and pleasant though they were, are both left behind. You will not forget the past, but if you are a wide-awake girl or boy, you will be eagerly "looking forward and not backward." Read the story of "Bobby Trotter's New Year's Gift" with your teacher for your first lesson. It will give you something to think about on this New Year's Day, and something to remem- ber through all the days you are in the fourth grade. And now "A Happy New Year" to you all ! 127 128 Self -Help English Lessons Bobby Trotter's New Years Gift 129 1. BOBBY TROTTER'S NEW YEAR'S GIFT It was New Year's Eve — the night before Bobby Trotter was to enter the fourth grade. On the back of a chair hung his new clothes. How fine they looked ! Bobby's eyes sparkled as he thought of the four pockets in the jacket and of all that he could crowd into them. And his mother had promised not to sew up a single pocket ! On the floor stood a pair of shining new shoes, and on the table lay his new hat and a pretty plaid -tie that he had earned himself. Everything was ready, or at least Bobby thought so, which was about the same thing. With a last fond look at his treasures, Bobby turned out the light and jumped into bed. Scarcely had his curly head touched the pillow when something happened. Dancing gayly along a moonbeam, a dainty httle fairy entered the room. She was dressed in fluffy white, and her gauzy wings were of delicate green. Her wand glistened like silver in the moonhght. Passing the new clothes, she flew directly to the chair on which Bobby had carelessly thrown his old clothes when he took them off. To Bobby's astonishment, she began to search the pockets of his jacket. "Dear me!" thought Bobby as he watched her. "l didn't know that fairies were pickpockets ! " Pretty soon he saw the fairy draw a Httle book from a jacket pocket. In the bright moonhght he could read the words on the cover : THIRD-GRADE PICTURE BOOK Bobby Trotter, Artist While Bobby was wondering how the book got into his pocket, the fairy came to the bed and said in a sweet, tinkUng voice, "May I look at your book, Bobby?" 130 Self -Help English Lessons "Let's look at it together," answered Bobby, who at once took a fancy to the fairy. The Httle sprite opened the book and turned the pages, one by one. Some were fair and white, with beautiful pictures, and others were covered with ugly blots^ ''Who drew that picture?" asked Bobby, as they came to a page more beautiful than the rest. ''Why, Bobby," laughed the fairy, "you drew it your- self. Don't you remember the day you wouldn't allow the big boys to bully little Tom Sands on the play- ground?" "Did I make all the pictures?" asked Bobby, very much interested. "Yes, Bobby, every one," replied the fairy. "Every time you remembered to be polite or helpful, or did your work well, or had a struggle with a bad habit, or played fair at home or at school, you made one of the pictures." "But who made the blots?" complained Bobby, be- ginning to feel that some one had played a trick on him. "They spoil the book." "Ah, Bobby, you made those too," explained the fairy. "This big one was made one day when you enjoyed the stories told by the other children but had none ready to give in return. These little blots came when you used a word that has no right to be in our beautiful language. The others splashed upon the pages when you were care- less, or forgot to be polite, or — " "Please stop," interrupted Bobby. "Can't we get rid of the blots?" The fairy did not answer at once. She looked squarely at Bobby with her clear, blue eyes. What she saw in his chubby face made her look very happy. "Yes, Bobby," she said, "not the tiniest blot shall Bobby Trotter's New Years Gift 131 remain." Then she waved her wand over the blotted pages, one by one. Instantly they became white and shin- ing. "Shall we leave the picture pages?" asked the fairy. *'No," answered Bobby, "please change those too. T think I'd rather make new pictures." "That is just what I should do if I were in your place," she tiokled. "But beautiful pictures can never really be destroyed ; . so there will be something to remind you of the ones you made last year." Once more she waved her wand, and aU the pictures disappeared. But on every shining page where a picture had been, now blazed a golden star ! On the cover were these words in letters of gold : FOURTH-GRADE PICTURE BOOK Bobby Trotter, Artist "This is my New Year's gift to you, Bobby," whispered the fairy. Then she flew to his new clothes, slipped the book into a jacket pocket, leaped upon a moonbeam, and was off. But just before she disappeared, she called back merrily, "A Happy New Year, Bobby !" Getting Ready for the Next Lesson When you were having good times during the long vacation, did you decide which you would share with your classmates when school opened? You were asked to come prepared to tell about a jolly time you had, or to report something you learned by using your eyes. Some of you surely remembered. Tomorrow you will begin to tell these stories. If 132 Self -Help English Lessons there are new pupils in the class — pupils who did not use this book last year — they may be the audience for the first of the story-telling days. If any forgot to come prepared, they should make up for it by think- ing out a specially interesting story now. When thinking out your stories, keep in mind the five things you tried to do last year : have an interesting story to tell ; tell it in short, clear sentences ; let your voice help in every possible way ; tell things in their right order; and do not begin many sentences with the same word. 2. TELLING VACATION STORIES TeUing the vacation stories will be a good way to get acquainted with each other. Those who were in the class last year may tell their stories the first day. Make a special effort to interest the new pupUs. On the second day those who did not have time to do so on the first day may tell their stories. Should you like to begin, a book of stories to put into a class library? If you should, select by vote three or four of the best ones. Perhaps the champion story- tellers will be glad to write their stories during a study period. These will then be saved for the book. 3. WRITING DATES If you are to save some of your stories, you should write on each the date on which the story was written. What good reason for this can you think of ? Writing Dates 133 Here is a date properly written : September 15, 1922 What mark sets off September 15 from the year? How does the comma help you in reading the date? When you read the date, does your voice set off Sep- tember 15 from the year? If you are not sure that you can spell the names of the months, study them thoroughly now. Which names are the Jiardest to spell? Pronounce all the names very distinctly. Do not forget the r in the second syllable of February. January April July October February May August November March June September December Write the date of your last birthday; the date of next Christmas ; the date of Independence Day two years ago ; today's date ; last Washington's Birthday ; two dates dictated by your teacher. For practice it will be a good plan for several to write the date on the blackboard every day until all can write it promptly and correctly. After this, whenever you have a written lesson, write the date on your paper. The upper right comer is a good place for it, but there is no rule. Your teacher win help you to decide where to place it. The names of the months begin with capitals. A comma sets ofif the day of the month from the year. 134 Self -Help English Lessons 4. TELLING STORIES FROM A PICTURE Can you read the story in the circus picture? You may all help make a word picture of it. Will you need to mention the animal cages in telling the story ? What other things need not be mentioned ? Why did the artist put them into the picture ? Tell the story as if you were the boy in the picture. Which of the following sentences would make the best beginning sentence? Why? Once I went to a circus. I shall never forget my first ride on an elephant. Such fun as I had at the circus ! Don't ride on an elephant if you are timid. Read the third sentence as the mark at the end tells you to read it. It is called an exclamation mark. Pronounce exclamation five times after your teacher. Remember that the exclamation mark always shows that the writer wished to express strong feeling of some sort. What feeling does this sentence express? Think of other beginning sentences, and choose one that would make an audience eager to hear the rest of the story. Your teacher will write the story on the blackboard as you build it sentence by sentence. Read the story aloud, and see if it can be improved. 5. STUDYING BEGINNING SENTENCES Here is a composition written by a boy of about your age: Studying Beginning Sentences 135 136 Self -Help English Lessons I have a dog. His name is Fido. Fido can march on his hind legs. Whenever he hears music, he begins to parade. He is the pride of the entire block. In what respects is the story well told? Does the first sentence make you eager to hear the rest of the story? Where does the interesting part begin? Change the story so that it will have a good beginning sentence. Suppose you wished to tell that you went to a picnic, rowed on the lake, and fell into the water. Give good beginning sentences. The class may choose the best one. Give good beginning sentences for a story of a sur- prise party you had on your birthday. Give good beginning sentences for the stories you read in the pictures on pages 53 and 117. For your next lesson you may tell short stories about a pet, a toy, a frolic you have had, or some exciting experience. How should the beginning sentence make the listeners feel? 6. TELLING THE STORIES After each story has been told, the children may decide if the first sentence aroused their interest. If it did not, help the story-teller get a better beginning sentence. Do you realize how much you can help your class- mates during language lessons by telling what you Copying Lesson 137 think of their stories? Of course, they will not enjoy having you find fault with them. But if you very politely suggest some way in which a story can be improved, the pupil who told it will be glad of your help and will be glad to help you in turn. Talk over with your teacher the best ways to criticize stories. Remember that when you criticize, you speak of the good things as well as of those that are not so good. Why is it a good plan to mention the good things first?. Why is it useless to mention matters that can be improved unless you are ready to tell how they can be improved? 7. COPYING LESSON Before you begin to copy the following note, some one may tell how it should first be studied. The class may give any step that is omitted. If necessary, turn back to page 28 and review. Give a reason for every capital and every mark. Which mark shows how the writer felt? Show how she would have spoken the sentence followed by the exclamation mark. What feeling does the sentence express ? Give special attention to the spelling of dear, Satur- day, such, thought, minute, loving. Why should you write very plainly ? When should the punctuation marks be made ? Do you always reniember this? 138 Self -Help English Lessons Dear Mary, Did you ever ride on an elephant? Tom and I did last Saturday at the circus. Such a scare as I had ! I thought every minute I should fall off. Tom must feel my arms around his waist yet. Your loving cousin, Jennie You should copy the note perfectly. Be sure to date your paper. Correct if necessary, but remember that it is the work you do th^ first time that helps form good habits. Why should you write carefully ? 8. DICTATION LESSON Today you are to have a dictation lesson you have never seen. Take a few minutes to review page 123. Your teacher will first read the entire lesson. Decide if the sentences should be written separately or as a paragraph. Give a reason for your opinion. The sentences will then be read again, one by one. Do not begin to write until you have the entire sentence in your mind. Say it to yourself without makuig any sound with your lips. 9. REVIEWING POEMS During the third-grade year you learned at least four poems. Review these before your next lesson, and be ready to recite any of them. If the new pupils in the class have learned any poems, it will be particularly interesting to hear them. Reviewing Stories 139 If you learn at least four poems each year, beginning with the third grade, how many will you know at the end of the eighth grade ? How many will you know if you remember also two poems learned in the first grade and two in the second? Reciting the Poems When reciting your poems, think of the pupils who were not in your class last year. Try to bring out the meaning and the»beauty of the poems so that they will wish tp learn the same ones. Listen carefully when they recite the poems they learned in some other school. Ask your teacher to allow you to review these poems now and then so that they will not be forgotten. For your next lesson you may review the short stories you committed to memor>^ in the third grade. These too you should learn so that you will never forget them. They are on pages 70, 78, 96, 112, and 113. 10. REVIEWING STORIES When telling the stories, be sure to stand where all can see you and to speak so that all can hear. Try to tell them as if they were your own stories. Make the listeners enjoy hearing them. Which pupils told the stories well ? Did they speak as if they enjoyed them? These stories, also, should be reviewed from time to time. 140 Self-Help English Lessons 11. DAILY DRILL EXERCISE Pronouncing Words Correctly Why should we pronounce all words distinctly? Did you ever hear any one say, "He tole me" ? What should have been said? A good many children and some older people do not pronounce the last letter of words. See how many can cross the brook without tumbling into the water. Read these sentences : Stories to Learn 141 Who told the news ? A Httle bird told me. The robin told the wren and the sparrow. The clock stopped suddenly. Columbus asked for ships and money. Fred laughed when he sHpped. Will you hold my pony ? Use for a few days these words and sentences in your three-minute drills. Read over the words on pages 77 and 78, and make a list of any that still give you trouble. Review these also every day. 12. STORIES TO LEARN The Boy Who Stole Apples A farmer found a boy in one of his trees, stealing apples. He told him to come down, but the boy refused. ''Very well, then, I will bring you down," said the farmer. He pulled some tufts of grass and threw them at the thief. This only made the boy laugh. ''If neither words nor grass will do, I will try something else," said the old man. Then he pelted the boy with stones. The culprit quickly came down and begged the farmer's pardon. Do you remember what a fable is? Read this one. What does it teach? What is a culprit? If you do not know, find out from the way in which the word is used. Show by m(5ving your arms how the farmer pelted the boy with stones. Show how the bo}^ clambered down. 142 Self -Help English Lessons What is a tuft of grass ? Notice how neither grass nor words is used in the story. Use the following groups of words in original sentences : neither gold nor silver, neither cold nor hot, neither Ben nor Frank. How THE Butterflies Came Have you seen the beautiful red, white, and yellow butterflies that look like flowers? Once upon a time they really were flowers. They flapped their pretty petals as if they were wings. Suddenly off they flew ! For a long time they frohckedin the warm sunshine, and then went back to their stalks. They behaved so well that the Flower Fairy allowed them to fly every day. By and by their petals became real wings, and the flowers turned into butterflies. HANS CHRISTIAN ANDERSEN Read this little story. Take special care to bring out the meaning of the second sentence. What are the petals of a flower? What color are the petals of a buttercup ? Have you ever noticed how much like a butterfly the sweet-pea blossom looks? A great poet once described it as being "on tiptoe for a flight." Do you think that is a good description? Perhaps Hans Christian Andersen was thinking of sweet peas when he wrote the story. Use these words in sentences of your own : flapped, frolicked, stalks, real. Write on the blackboard some of the sentences. Following Directions 143 Each of you may choose one of these stories to commit to memory. Your teacher will tell you when to be ready to recite it. Learning these stories will help you not only to form good sentences, but also to learn words you are not accustomed to use. Try to use at other times than when telling the stories the words that you learn. For your next lesson you will need a piece of paper six inches square and a pair of scissors. 13. FOLLOWING DIRECTIONS Who remembers what two things should always be done before carrying out a direction? If you have forgotten, turn back to page 67 and review. Carry out each of the following directions before reading the next one. Read ! Think ! Act ! 1. Place the lower edge of the square on the upper edge and crease the fold. Open. 2. Place the upper edge upon the fold just made and crease the fold. Open. 3. Place the lower edge upon the first fold made and crease the fold. Open. 4. Turn your paper halfway around. The folds should now extend up and down instead of from right to left. 5. Fold the paper again by following once more the first three directions. How many small squares have you now ? 144 Self -Help English Lessons 6. Find the square in the upper right corner. Cut the lower edge of this square. 7. Cut the lower edge of the upper left square. 8. Cut the upper edge of the lower right square. 9. Cut the upper edge of the lower left square. 10. Fold the two middle squares at the right so that they will stand upright. 1 1 . Do the same with the two middle squares at the left. 12. Make the upper row of squares stand upright. 13. Make the lower row of squares stand upright. 14. Slip the extra square at each corner inside the side square next to it. Paste it to this square, or fasten it in some other way. 15. What have you made? Before your next lesson you may fold another square just as you did today. Try to make a table, a chair, a tent, or some other simple object. Cut on the lines, or cut out squares. Bring the object to class, and, if possible, do not show it until your turn comes to recite. You will then explain how you made it. 14. EXPLAINING HOW THINGS WERE MADE Tell clearly how you made the object, step by step. If the other pupils do not understand, they should ask questions. Look out for the word "then." Here are two stories to compare : Study of a Poem 145 I cut out a square. Then I folded it into sixteen small squares. Then I cut out the corner squares. Then I folded . . . and so on. I cut out a square and folded it into sixteen small squares. I cut out each corner square. When this was done, I folded. . . . Then I . . . and so on. Which way do you like the better, and why ? I5. SPELLING REVIEW Review all the words studied last year. They are on pages 43, 55, 85, and 116. Review also the names of the months on page 133. Perhaps your teacher will use a period for having a spelling match. Use these words and others you need to review. Daily Drill Exercise — Review Review for a few days the drill exercises on pages 100 and 107. Be ready promptly, so that no time will be lost. 16. STUDY OF A POEM AuTtnviN Fires In the other gardens And all up the vale, From the autumn bonfires See the smoke trail ! 146 Self -Help English Lessons Pleasant summer over, And all the summer flowers, — The red fire blazes, The gray smoke towers. Sing a song of seasons ! Something bright in all ! Flowers in the summer, Fires in the fall. ROBERT LOUIS STEVENSON Try to see the pictures in this poem as your teacher reads it to you. What is a vale? Do you see the smoke trail? Show how it trails by using the side of a piece of crayon on the blackboard. What word in the second stanza tells how the smoke rises ? Make the picture on the blackboard. Why do people make bonfires in autumn ? What are some of the things they burn? Do you enjoy seeing the fires as Robert Louis Stevenson did? Read the poem aloud. What do you like about it ? 17. GROUP STORY-TELLING Do you remember the poem, "Who Loves the Trees Best"? Review it. See page 32. Today you may decide which season loves the chil- dren best. Divide the class into five groups. One group will be the judges. Each of the remaining groups vvill represent one of the seasons. Each group should have a leader. The teacher will ask, "Who loves the children best?" Another Autumn Poem 147 The leader of the spring group begins, " I love them best. I give them," etc., telling in simple, clear sentences the many good and pleasant things that spring does for children. When the leader has finished, the remaining pupils in the group may tell anything they wish to add. The teacher then asks the same question of the other groups. At the last the judges may tell which season best proved its case. 18. ANOTHER AUTUMN POEM GOLDENROD Spring is the morning of the year, And summer is the noontide bright ; The autumn is the evening clear That comes before the winter's night. And in the evening, everywhere Along the roadside, up and down, I see the golden torches flare Like lighted street lamps in the town. I think the butterfly and bee. From distant meadows coming back, Are quite contented when they see These lamps along the homeward track. But those who stay too late get lost ; For when the darkness falls about, Down every lighted street the Frost Will go and put the torches out. FEANK DEMPSTER SHERMAN 148 Self -Help English Lessons Here is another autumn poem. The poet is thinking of the year as a long day. What part of the day is spring? What part is summer? What part is autumn? What part is winter? Does the poem give a city or a country picture? WTiy does the poet compare the goldenrod to street lamps? How did the torches help the little workers? What happened to those who stayed too late, and why? What words, or groups of words, do you particularly like? Read the poem several times, trying each time to see the pictures more distinctly. You may learn either this poem or the one on page 145. Your teacher will tell you when to be ready to recite the one you choose. 19. COPYING LESSON Copy the first stanza of " Goldenrod," after studying it carefully. With what kind of letter does each line begin ? Look at other poems. Do the lines begin in the same way ? Does each line begin a new sentence ? It is the custom to begin each line of poetry with a capital letter, even though the first word does not begin a new sentence. Never forget this capital. Copy the mark in "winter's." You will soon learn why it is used. The first word of every line of poetry begins with a capital letter. Writing a Story 149 What other uses of capitals have you learned? Review the list on page 1 23 if necessary. Write on the blackboard a sentence for each of the uses. 20. TELLING STORIES FROM A PICTURE Read the picture on the following page. Are the children enjoying themselves? What different things may they be watching ? Think of as many as possible. Which will make the best story, and why ? The class may decide who in the picture shall tell the story.' Suggest words that you will need to use. Think of good beginning sentences. Choose one and finish the story, all helping. When it has been written on the blackboard, read it once more and see if it can be improved. You may think of better words than were used at first. 21. WRITING A STORY Today you may each write a story about the picture, but play that the children are looking at something different from what was chosen for the other story. Some of you may think of something not mentioned before. Remember these directions : Choose your beginning sentence carefully. Think in short sentences. Think out your story as if you were going to tell it orally. 150 ' Self -Help English Lessons Daily Drill Exercise 151 Do not write a word until you have the entire sentence in mind. Remember margins, indention, capitals, marks, and spelling. Do your best ! Some of these stories will be put into the class storybook. 22. DAILY DRILL EXERCISE Pronduncing Words Correctly Buzz ! buzz ! buzz ! This is the song of the bee. His legs are of yellow ; A jolly good fellow, And yet a great worker is he. * MARIAN DOUGLASS Read this little poem. WTiat color are the bee's legs? What is he called in the fourth line? Pro- nounce yellow and fellow very distinctly. Read the following words as rapidly as you can and still pronounce them distinctly : yellow, fellow, mellow, follow, hollow, window. Read the sentences : 1. The bee is a jolly fellow. 2. His legs are yellow. 3. How mellow the peaches are ! 4. Follow the leader. 5. Please open the window. 6. May I borrow your eraser? 7. The jack-o'-lantern was hollow. 152 Self -Help English Lessons Use for a few days the words and sentences in your three-minute drills. Read also once each day a set of last year's "correct use" sentences which you need to review. 23. STUDY OF TITLES The name of a book, or a story, or a poem is called its title. What is the title of this book? What is the title of the story on page 1 29 ? What is the title of the poem on page 145? What is the title of the poem you studied several days ago? What was the title of your last reading lesson ? Here are some titles taken from readers : 1. The First Rose of Summer. 2. The Lion and the Mouse. 3. The Ten Fairy Servants. 4. The Palace of the Princess. 5. Christmas in the Olden Time. Does the first title tell something about The First Rose of Summer, or does it simply name it ? Look at the other titles. Do they simply name things, or do they tell something about them? The title is a kind of label to tell you what the story is about, just as the label on a fruit jar tells you what is in the jar. A label might read, "There is raspberry jam in this jar," but the words "Raspberry Jam" tell you what is in the jar quite as well as the sentence would. Making Titles for Stories and Pictures 153 In the same way a book might say, "This story tells about Little Red Riding Hood." But if you see the words "Little Red Riding Hood" at the head of the story, you know at once what the story is about. Which words in the titles begin with capital letters ? These capital letters make the important words stand out very plainly. Which words in the titles are not written with capitals? The first word^ the last word, and all other important words of a title begin with capital letters. 24. MAKING TITLES FOR STORIES AND PICTURES Try to have your title tell clearly what your story is about. If you were to tell about a trick of your dog, would " Fido " be a good title ? Why not? In trying to get a good title, it is a helpful plan to think first of a sentence. You might say, for instance, "I am going to tell how Fido marches." You will see then that "How Fido Marches" makes a good title. With the help of your teacher, make titles for stories you might teU about the pictures on pages 135 and 150. Make several for each picture. Where is the title of a story written ? After this, whenever you tell or write a story, give it a title. Seat Work For seat work you may each write the title and the first sentence of a story. Have this ready for your 154 Self -Help English Lessons next lesson. Another pupil will finish the story. Think out the entire story so that you can compare your ending with the one given in class. In arranging your work, think whether the title is long or short before beginning to write it. You will then be able to place it well. 25. FINISHING STORIES In class you may exchange papers, and finish the stories given to you. Your teacher will give you a few minutes to think out the rest of the story. Think quickly I — hut think ! When called on, read what is on the paper, and then finish the story as though it were all written. The pupil who wrote the first sentence may teU his ending if it is more interesting. Write the story during your next study period, copying the part written by another pupil. Some of these stories will be put into the class storybook to finish it. Each pupil should have at least one story in the book. What pleasant things can you do with the book ? 26. STORIES TO LEARN The Boys and the Frogs A number of frogs were once playing beside a pond. By and by some boys came that way, and the frogs dived into the water. As soon as a frog raised its head, the Stories to Learn 155 boys pelted it with stones. At last one of the frogs said, "Boys, have you never thought that what is fun for you may be death to us?" What does pelted mean? In what other story was this word used ? What does this fable teach ? Recite the stanza of poetry beginning, "He prayeth best." If you do not recall it perfectly, turn back to page 76 and learn it once more. »■ The Moon's Coat The moon once asked a fairy to make a coat for her. The good fairy cut out the coat, and in a few days the moon came to try it on. The coat was far too small. When the seams had been let out, the moon came again. This time the coat was too large. "How can I fit you when you are always changing your size?" asked the fairy. "Sometimes you are a full moon, and sometimes you are a new moon. Then again, you are neither the one nor the other." So the moon had to go without a coat. Read the story. Draw on the blackboard pictures of the new moon and the full moon. Study one of these stories so thoroughly that you can tell it well. Hold rather closely to the words of the book. Or, if you know any good story about " The Man in the Moon," and prefer to tell that, you may do so. Think out the story carefully, and tell it in short sentences. Your teacher will tell you when to be ready to tell the stories. 156 Self-IIelp English Lessons 27. DAILY DRILL EXERCISE A Language Drive In the third grade you had two language drives. What word did you try to drive out of the language in the first? What words did you try to use correctly in the second drive? Do you still have trouble with any of these words ? If you do, read once each day in your drills the sentences containing the correct forms. Remember that a lan- guage drive will do no good unless you conquer tlie had habit. One of these wrong forms will spoil an entire sentence or paragraph, just as saying that eight times six are forty- two would spoil an example in arithmetic. In this drive you will try to get rid of the incorrect expressions havenH no, haven't got no, and ainH got no. A Language Game 157 They are used sometimes instead of has no, have no, hasn't any, or haven't any. Use for a few days the following exercises in your three-minute drills : 1 . Have you any papers ? 2. No, I haven't any. 3. Father hasn't any time to spare. 4. Baby hasn't any teeth. 5. The sun hasn't set yet. 6. I haven't any pencil. 7. We have no time to play. 8. The grocer has no sugar. I have no I haven't any You have no You haven't any She has no She hasn't any It has no It hasn't any They have no They haven't any We have no We haven't any Form two teams and try to help your side win. You may carry on the drive as you did in the third grade, or you may plan a new way. If your class does not need this drive, with the help of your teacher choose some mistake that many of you make, and plan a drive to overcome it. 28. A LANGUAGE GAME Trades and Tools The class may think of as many tools as possible. Remember that people who write and sew and cook use tools as well as carpenters and masons. 158 Self -Help English Lessons Write on the blackboard the names of the tools. Each child may choose one and write it on a small piece of paper. The first pupil acts as if using the tool he chose, and the leader tries to guess what tool it is. He may say, for instance, "Have you a needle?" If this is a good guess, the one questioned replies, "Yes, I am a dress- maker." The leader takes the slip and tries to guess what the next child has. If it was not a good guess, the child questioned an- swers, "No, I haven't any needle. I am not a dress- maker." This child then takes the place of the leader and tries to guess what the second child has. Notice that whenever a wrong guess is made, two sentences must be given in answering. The first denies having the tool named, and the second denies belonging to the trade using the tool. Play the game rapidly. If any one uses a wrong expression in answering, a forfeit must be paid. What would make a good forfeit? 29. CONTRACTIONS For what two words does hasn't stand? Which letter of not is omitted in the short form ? Notice the mark that takes the place of 0. It is called an apos- trophe. It is as much a mistake to omit the apostrophe as it would be to omit a letter. In writing an apos- trophe, make a short, straight mark as in hasn't. Study of a Story 159 A short form made in this way is called a contraction. Pronounce contraction and apostrophe several times very clearly. Write the contractions of have not, do not, does not, did not, would not, coidd not, has not. They are all fornied alike. The contraction of ca^mo/ is ca^j'/ ; how many letters were omitted? The contraction of will not is not rriade in the same way ; it is wonH. Mary said, "I'll tr>^, mother." For what two words does ril stand? Write the contractions of you willy he will, they will, she will, we will. What letters are omitted ? Contractions are used more often in speaking than in writing. They are sometimes used in writing familiar letters or in writing conversation. If you notice them when you find them in stories, and think how they are formed, you will soon be able to write them when you need to do so. A contraction is a short form made by omitting one or more letters. An apostrophe is used in a contraction to take the place of the letter or letters omitted. 30. STUDY OF A STORY Rbodopis and Her Beautiful Slippers Once upon a time, while Rhodopis was wading in the river, she put her little red slippers on the bank. High up in the sky, an eagle saw them. He swept down, seized them in his beak, and flew away. i6o Self -Help English Lessons Rhodopis sank down upon the river bank and shed bitter tears. The red sUppers were the gift of her fairy godmother, and they were the only beautiful things she had. Her dress was in tatters, and her cloak was faded and worn. *'My beautiful shppers are lost," she cried. ''What shall I do without them?" "You shall have your shppers again, and something else besides," said her godmother, who suddenly appeared. " Do as I say, and all will be well. Go at once to the palace." So Rhodopis pattered off in her httle bare feet. All this time the eagle was flying to the palace, where the king and queen were sitting upon their thrones. He flew into the great hall and quietly laid the shppers in the queen's lap. The lords and ladies-in-waiting were astonished when they saw the eagle. Some said "Oh!" and some said "Ah!" and some said "How strange!" But the king and queen thought only of the dainty Httle shppers. You must know that they had two fine sons, but no daughter. Often and often they had wished that there were a httle princess running merrily about the palace. And now they talked to each other in low tones and looked very happy ! A moment later the king cried to a herald, " You are commanded to find the owner of the shppers. She shall be our daughter — a royal princess." The herald thought that such beautiful slippers must belong to some very rich person ; so he took them to one court lady after another. Not one of them could so much as crowd her toes into the slippers. Just as the herald was setting out to search among the rich maidens of the city, Rhodopis reached the palace. She stood at the door, trembhng with fear, but her cheeks were as red as roses. Study of a Story i6i "Come in, Rosy-Cheeked One," said the king, kindly. "What is your name?" "Rhodopis," answered the girl, as she timidly advanced into the hall. "And what can we do for you, Rhodopis ? " asked the king. "O king," she sobbed, "I have lost my beautiful sKppers, and I am looking for them." "You are welcome, Rhodopis," exclaimed the king. "We have Ijeen searching for you." Descending from the throne, he led Rhodopis to a seat. Then he took the slippers from the herald and with his own hands put them on the girl's tiny feet. At that instant the fairy godmother appeared and touched Rhodopis with her wand. Her ragged dress changed into a robe of cloth-of-gold, and a tiny golden crown sparkled on her flowing curls. Amid great rejoicing the king led Rhodopis to the queen, who was waiting to welcome her. And this is how Rhodopis found her slippers and became a princess at the same time. Read the story aloud. Try to use your voices just as the persons in the story must have used theirs. What happened as Rhodopis was wading in the river? W^o tried to comfort her, and how? Tell in a short story what happened at the palace when the eagle arrived. What happened after Rhodopis ap- peared? Tell the end of the story. Getting Ready to Play the Story Plan how many players are needed, where each scene shall take place, and how the throne room shall be arranged. 1 62 Self -Help English Lessons Show how the eagle seized the slippers and flew away with them. How did Rhodopis say, "My beautiful slippers are lost !"? Several children may tell how the lords and ladies said " Oh ! " and " Ah ! " and " How strange ! " Notice the exclamation marks after these words. They tell you how to use your voice. Show how Rhodopis spoke timidly to the king. Several may show how they think the king would kneel and put the slippers on the girl's feet. Plan for the scene of rejoicing at the last. Writing a Note Each of you may write a short note to your teacher, telling her which of the players you would prefer to be. Do not forget any of them when making up your mind, and be sure to give the reason for your choice. This will help your teacher choose the players, although it may not be possible for her to give each of you the part you chose. 31. PLAYING THE STORY After one set of children appointed by the teacher has played the story, another set of players may volunteer. Those in the second set should try to improve on the first set of players. Should you like to play the story again in a few days and invite some one to visit you? Write a note of invitation in your next study period, and send one of the best notes by messenger. Describing J ack-o' -Lanterns 163 32. CONVERSATION LESSON Hallowe'en Fun What merry time have you had on Hallowe'en? Did you use jack-o'-lanterns? Talk over interesting Hallowe'en tricks and sports, the ones that make fun and at the same time harm no one. At the 'last, one pupil. may dictate directions for making a jack-o'-lantern, giving the steps in their proper order. The others may pretend that they have pumpkins and knives and act as if they were really making the lanterns. If any direction is not perfectly clear, ask questions. 33. DESCRIBING JACK-O'-LANTERNS Here is a group of jack-o'-lanterns to get acquainted with. Which one would you choose if you wished a jolly companion? Which Jack has forgotten that he was once a boy? Which Jack is very much astonished at Hallowe'en tricks? 164 , Self -Help English Lessons Which one might you name Jack Goodfellow? Try- to think of good names for the others. Think of as many words as possible that describe any of the jack- o'-lanterns. At the last describe one fully. 34. DICTATION LESSON Study the following note carefully. Copy it as seat work. You will write it from dictation in your next lesson. Be ready to give the reason for every capital and punctuation mark. Dear Harry, Yesterday I made a jack-o'-lantern. He looked very kind and jolly. I named him Mr. Merryman. Next Wednesday evening we are going to have some fun to- gether. Will you make a Mrs. Merrywoman lantern and go with us ? Somebody is going to have a surprise ! Your friend, Pete 35. STUDY OF A STORY Falling Leaves It was a chill, damp evening in October. All day the leaves had been falling from the old beech tree, and now only two were left. Near them hung a soHtary nut. "I'm nearly dead," said one leaf to the other. "I am growing faint, and shall fall soon." "What will happen to us when we fall?" asked the second leaf. "Some of our companions went dancing away, but most of them seemed to sink into the earth. Shall we be buried, too?" Study of a Story 165 *'I don't know," answered the first leaf. "Ask the beechnut. She too seems ready to fall." "Yes, but I fall when I am ripe, and you fall when you are dead," said the beechnut sharply. "When I fall, I shall go to sleep for a while, but before long I shall be sending out a root and a shoot of my own. Some day I shall be a fine tree and bear thousands of leaves like you." "And we — what shall we do?" "Oh, nothing!" rephed the beechnut rudely, as she fell to the ground. "You'll be dead." "Dead! Dead!" murmured the leaves sadly to each other, as the tears began to fall from their tips. Just then a cheery little breeze came along. "Do not cry!" she whispered. "Without your help the beechnut will never have a root or a shoot. Fall gently to the ground and make it rich and warm." "Oh, brother," said one leaf joyfully to the other, "the beechnut needs us! The beechnut needs us!" And without a sound he floated gently to the ground and nestled close to the fallen nut. "I am coming, too," cried the second leaf. An instant later he was lying beside his brother and the beechnut. The next spring a Httle beech tree raised its first two leaves in that very spot. "I should never have grown so strong without the dead beech leaves," he said, as he smiled up at the sun. Can you see the pictures clearly as you read the story ? How does the sky look in your picture ? How- many leaves are on the beech tree? What are they wondering about? Tell what happened when they asked the beechnut what would become of them. How 1 66 Self -Help English Lessons were they finally comforted ? What happened the fol- lowing spring? How would a leaf float to the ground? What do these words mean : cheery, shoot, rudely, nestled, solitary? Use each in a sentence. Read the story, and let your voices show how the leaves, the beechnut, and the breeze felt as they spoke. The exclamation marks will help you in some places. What feeling is shown in each case ? Explain all contractions used in the story. 36. A CONVERSATION LESSON The Uses of Leaves Discuss in class the uses of leaves before and after they fall. Each pupil should help. If you think you have nothing to tell, ask questions. If there are trees near your schoolhouse, see how much you can learn about them by using your eyes. Notice what happens to the dead leaves, what kind of buds the trees have, and how their branches grow. If you live where it is warm in winter, try to find out if the trees which seem to keep their leaves all the winter really do so. Whenever you have learned something new, report it to your classmates. Review the story that tells why the evergreens keep their leaves in winter. See page 112. Daily Drill Exercise 167 37. WRITING " CORRECT USE " SENTENCES Last year you learned to use correctly the following words : is and are ; was and were ; did and done ; saw and seen; run and ran; came and come; went and gone; teach and learn; isn't and am not. Which of these words never trouble you now? Give oral sentences using correctly is, are, was, were, teach, learn, isn't, am not. Half the class may then write a sentence for each of the other words which do not need helping words hke has arid have. The rest may write a sentence for each word that needs a helping word. Read the sentences. Raise hands at once if a mis- take is made, and correct it. 38. DAILY DRILL EXERCISE Correct Use of Give, Gave, and Given Children all over the country sometimes say give when they should say gave, and gave when they should say given. Look at the picture on the next page. Which of these words is working alone ? Which word has helpers ? The words are used correctly in the following sen- tences : 1 . Will you please give me an apple ? 2. Yes, I will gladly give you one. 3. To whom did you give your ball? 4. I gave it to my brother. 5. Mother gave me a nickel. 6. Who gave you your watch ? 1 68 Self-IIelp English Lessons 7. Santa Claus gave it to me. 8. He gave father an overcoat. 9. He gave the baby a rattle. 10. I have given away my knife. 1 1 . Mother has given me a doll. 12. What have you given to her ? I gave I have given We gave We have given You gave You have given He gave He has given They gave They have given It gave It has given Use for a few days these sentences and groups of words in your three-minute drills. Study of Two Poems 169 Read also oiice each day the sentences in one of last year's drills that you need to review. 39. COPYING SENTENCES Copy the following sentences, using give, gave, or given wherever there is a blank. 1 . What did spring the trees ? 2. Spring — i- the trees green leaves. 3. Summer — — them beautiful blossoms. 4. 'Autumn has them delicious fruit. 5. What will winter them? 6. The flowers honey to the bees. 7. The bees have their honey to us. 8. What have we the bees ? 9. Father me a new baseball. 10. He Frank one, too. 40. STUDY OF TWO POEMS The Difference Yesterday in the afternoon I found out walking the great big moon, Looking as pale as he could be ; And wherever I went he followed me. What was he doing away up there When there wasn't a bit of dark in the air? He acted as frightened as he could be, And seemed very glad to stick close to me. 170 Self -Help English Lessons But when it was dark and I went to bed, He laughed at me till his face grew red. He thinks I'm afraid in the dark, you see ; But I'm much more brave in the hght than he. VIRGINIA WOODS MACKALL Listen carefully while your teacher reads the poem to you. Who is speaking in the poem? Did you ever see the moon in broad daylight ? How did he look ? In the poem of "Hiawatha" the moon is called the Night-sun. How many signs of being timid did the Night-sun give? How did the Night-sun change at night ? What do you think gave him courage then ? Read the poem and try to bring out the meaning as your teacher did when she read it to you. Here is another poem about the moon shining in daylight : Daylight and Moonlight In broad daylight, and at noon, Yesterday I saw the moon Sailing high, but faint and white, As a schoolboy's paper kite. HENRY W. LONGFELLOW Do you like the picture in this little poem? What besides a paper kite might you imagine the daylight moon to be ? Commit one or both of these poems to memory. Whenever you see the moon shining in the daytime, you will think of them and enjoy them. Study of a Picture 41. SPELLING REVIEW 171 Review the following words. You have probably had all of them in your spelling or language lessons. Use each group of words in an oral sentence. beautiful doesn't their hats minute isn't here is February I'U two dollars thought across there are always losing can't write answer afraid through the air since which hear music tonight cousin ate an apple enough could too lazy won't aunt threw the ball Review also last year's spelling lists. Who will find them and write on the blackboard the numbers of the pages on which they occur ? Be very sure that not one is overlooked. Dictionary Lesson — ^Seat Work Arrange the words in the first two columns in the order of their first letters. 42. STUDY OF A PICTURE A Pilgrim School The picture on page 173 shows a Pilgrim private school. The children sat on their hard wooden benches mumbling their lessons, while the teacher's 172 Self -Help English Lessons spinning wheel hummed a merry accompaniment. See how much you can find out about the school from the picture. Describe the books used, the furniture, the punishments, the clothing. Should you like to play "A Pilgrim School"? You will find it very interesting. Decide how many pupils there will be. What can you use for skeins of yarn? What naughty things might a pupil do? The Pilgrim teacher thought whispering was very, very naughty. Almost as naughty was misspelling a word. Do you think which troubled them? Choose for the teacher and pupils children who like to play school. Make this a play for genuine fun. A second set of children may play if there is time. 43. WRITING STORIES Imagine that you are a Pilgrim boy or girl, and write a story about your school, the first Thanksgiving, the games you play, or your manner of dressing. Select a good title, and start at once on the interesting part of your story. Ask your teacher how to spell any words you do not know. Write plainly, and remember indention, margins, capitals, punctuation marks, and spelling. Do not forget the date. These compositions would make an interesting book. Will some one make a suitable cover for it ? What should you like to have on the cover ? Writing Stones 173 174 Self -Help English Lessons 44. CONVERSATION LESSON The " Thank- You Day " Thanksgiving Day has been called the "Thank-you- Day." What have you to be thankful for? Talk it over in class. Are you thankful that you live in a great, free country? On pages 125 and 126 you will find " America." Learn all the stanzas and sing them often. 45. DAILY DRILL EXERCISE Correct Use or Grew, Blew, Threw, and Knew Here are four words that rhyme : grow, blow, throw, and know. Sometimes children use the forms growed, Mowed, throwed, and knowed. There are no such words ! The correct forms are grew, blew, threw, and knew. With has, have, and other helping words, we use the forms grown, blown, thrown, and known. 1. I threw the ball over the fence. 2. The wind blew fiercely. 3. Ned knew all his lessons. 4. The plants grew rapidly. 5. Who threw the snowball ? 6. May grew faster than Jennie. 7. The Puritans knew how to spin. 8. We blew soap bubbles all the morning. I knew my lesson. The wind blew. I have known my lesson. The wind has blown. The plants grew. Ben threw the ball. The plants have grown. Ben has thrown the ball. A Language Game 175 Use for a few days the above sentences in your daily drills. Select also a review drill and read the sentences once each day. 46. A LANGUAGE GAME Asking and Answering Questions Before you come to class, each pupil may write four questions. The answer to each question should require the use of one of the following words : grew, blew, threw, knew. These questions might be written, for instance : 1. What did the orange tree do? 2. What did the monkey do with his cap? 3. What did the wind do to the dry leaves? 4. Did you know your lesson ? Form two lines as for a spelling match. The first pupil on one side reads a question. The first pupil on the opposite side answers it promptly, using one of the four words above. If the answer is correct, this pupil then reads a question. The second pupil on the first side answers it, and so the game goes on. It is a good plan to have the four words blew, grew, knew, and threw on the blackboard where all can see them. Play the game rapidly. Pupils who make a mistake should drop out of the game. At the last they must pay a forfeit. WTiat will make a good forfeit for this particular game ? 176 Self -11 dp English Lessons 47. GETTING READY FOR CHRISTMAS Christmas follows Thanksgiving so closely that it is none too soon to begin to get ready for the holiday. Do one or two of these things : 1. Make a picture book as you did last year to send to some one else. 2. Make a storybook for your class library, telling how Christmas is celebrated in other countries. 3. Plan a program for Christmas exercises and write invitations to your parents and friends. After deciding w^hat you will do, discuss the plans thoroughly in class. Use several language periods for carrying them out. 48. STUDYING A CHRISTMAS NOTE Is it not about time to write to Santa Claus? In your next lesson you may write notes to him, telling him what you would like to have him bring you. Did you know that Santa Claus likes boys and girls who think of others as well as themselves ? Here is a boy's note to study today : Dear Santa Claus, I hope your reindeer are very strong, because I want so many things. Will you please bring me a train of cars, "The King of the Golden River," a pair of roller skates, and a woolly bear to take to bed? And please ask Mrs. Santa Claus to make a sweater for mother. She wants Studying a Christmas Note 177 one very much. Who will fill your stocking? I wish I could. A Merry Christmas ! Your true friend, James B. Pelton How many things did James ask Santa Claus to bring for him ? Notice how the things he asks for are set off from each other by commas. Read the sentence and see if your voice also sets them off from each other . Whenever we write a list of things, we follow each by a comma because this makes the sentence easier to read, just as the voice makes it easier for the hearer when the sentence is spoken. If you ask Santa Claus for several things, remember the commas. Notice how Merry Christmas is written. Do these words tell or ask anything ? Do they form a sentence ? Expressions like "A Merry Christmas ! " and "A Happy New Year!" really mean "I wish you a Merry Christmas" and "I wish you a Happy New Year." What feeling do these expressions show? Notice the marks before and after the title of the book asked for. These marks are always used in writing the title of a book in a sentence. Make them in this way when you write : " " . Have you often noticed these marks in books? They have another very common use which you will learn later. Writing Notes to Santa Claus Write a note to Santa Claus. Study the model care- fully and get all the help you can from it. 178 Self -Help English Lessons Here are the titles of some good books for boys and girls. You may wish to ask Santa Claus for one or more of them. You will find other lists on pages 124 and 252. Fairy Tales. Hans Christian Andersen. In the Days of Giants. Ahhie Farwell Brown. Santa Claus on a Lark. Washington Gladden. The Christmas Porringer. Evaleen Stein. Tommy Trot's Visit to Santa Claus. Thomas Nelson Page. 49. AFTER-CHRISTMAS STORIES Christmas is a time when hearts feel warm. TeU the story of some very kind Christmas act you have done or have heard about. These will be true hero stories even if they do not tell about great things. 50. DESCRIBING TWO CHRISTMAS TREES The Little Fir Tree A little fir grew in the midst of the wood, Oh, there in his evergreen dress he stood ; His branches were sweet with the balsam smell. His needles were green where the white snow fell, And always contented and happy was he, — The very best kind of a Christmas tree. HENRY VAN DYKE Describe the picture tree. What do you like about the word-picture tree? Learn the little poem when you have read it and studied it. Describing Two Christmas Trees 179 i8o Self -Help English Lessons 51. WRITING " THANK-YOU LETTERS " Write a note thanking some person for a Christmas book. Read the following note. Explain all the marks used, and then write yours. Dear Grandmother, I can't thank you enough for "Alice in Wonderland." I have read it through twice since Christmas. Ned, Mary, and Alice have read it, too. We all think it is the best book that was ever written. Your loving grandchild, Bess 52. A LANGUAGE GAME The Birthday Party Each child will write on a slip of paper the name of something good for the birthday feast. The leader collects the slips of paper, and the game is then played in two parts. The leader takes one of the slips of paper, notices what is written on it, and asks, "Who brought the ice cream?" The child who brought it immediately replies, "I brought the ice cream." If several brought the same thing, all will answer. When all have told what they brought, the slips are mixed up, and the leader gives one to each pupil for his share of the feast. Each pupil then states that he ate what was given to him, and that he ate it all. He says, for instance, "I ate an orange. I have eaten it aU." Conversation Lesson - i8i Play the game rapidly. Any child who uses an incorrect word instead of ate, eaten, or brought must pay a suitable forfeit. CopYLNG Lesson Copy as seat work the following sentences, using ate, eaten, or brought wherever there is a blank. Use a form of the word ^written at the left of the sentence. 1 . bring What have you me ? 2. bring I have you some candy. 3. eat Have you your peanuts ? 4. eat Yes, I have — — them all. 5. eat I them yesterday. 6. eat Who the chestnuts ? 7. eat Jack them. 8. bring His father them to him. 9. eat Have you ever fresh figs ? 10. eat Yes, I some once. 1 1 . bring Uncle Jack — — them from California. 53. CONVERSATION LESSON Thrift A common way of helping at home is by doing a share of the work. Today you will discuss other ways. The following questions will give you hints, but you need not hold to these. They will bring other things to your mind. What does thrift mean? What things besides food do your parents buy for you? Do you know how much any of these things 1 82 Self -Help English Lessons cost? Which wear out rather quickly? Does it make any difference how fast they wear out? How does taking care of these things help at home ? \Vliat can you do to make the following things last as long as possible : shoes, dresses, jackets, mittens, gloves, carpets, books, hats? What other things in the home need care to make them last longer ? In what ways can you take care of the school property? Does the school property belong to you? Does thrift matter at school? 54. CONVERSATION LESSON Another Form of Thrift Here are two pictures showing the same back yard. The first is called ^'Before.'' Before what? Which picture do you like the better ? What do you think the boy is saying to himself in the first picture? What is he thinking in the second picture ? His next plan is to use a patch of land now covered with weeds. Tell how he might lay out a garden, and what vegetables he might raise if he lived in your part of the country. If he makes a profit of five dollars on his garden, how might he use the money ? What would a thrifty boy do with it? What things might be bought by a boy who had not learned the lesson of thrift ? What would you do with five dollars if you wished to have it to use in the future? Daily Drill Exercises 183 ^^^ Before After 55. DAILY DRILL EXERCISES Correct Use of Rang and Rung Rang and rung are used correctly in the following sentences. Which of the words needs helping words like has and have? Was and were may also be used as helpers. Who rang the bell ? I have rung it twice. 184 Self -Help English Lessons Sang AND Sung These words rhyme with rang and rung, and they are used in the same way. Which needs a helping word ? We all sang "America." Mother has sung the baby to sleep. Do you remember playing "Birthday Party"? Sometimes children think that bring has forms that rhyme with rang and rung. Remember that we say, "/ bring, I brought, I have br ought. ^^ Review the game. If your class makes mistakes in using these words, make as team work a list of sentences using them correctly. Keep these sentences in your language books, and use them for a few days in your three- minute drills. Read also once each day the sentences of one of the review drills. For the next three lessons you will give all your language periods to writing letters. People do not write as much as they talk, but it takes a good deal of practice to get the form of a letter exactly right, to make the letter interesting, to express it in clear sentences without too many and^s, and to spell all the words cor- rectly. During these letter-writing days, your teacher may be able to give special attention to your oral language in other lessons. Perhaps she will ask questions that require for their answers short paragraphs. Ask her Letter Writing 185 to tell you if your language in all lessons is improving. Remember that you have language lessons only to help you speak and write correctly at other times. 56. LETTER WRITING So far you have been writing notes, and probably you can now arrange all the parts properly and punctuate them correctly. Prove it by going to the blackboard and quickly writing a short note. If you can do this, you are ready for new lessons in letter writing. Read the letter that follows : 24 Bolton Street Cleveland, Ohio January 5, 1922 Dear Bessie, Many thanks for your lovely Christmas present. What little bird told you that I wanted "In the Days of Giants" more than any other book? Last night we had a terrible storm. Rain, snow, and hail all came down together. This morning the streets are covered with ice. I just saw two children fall. Poor Uttle things ! Give my dearest love to Uncle John and Aunt Fannie. When are you all coming to visit us ? Lovingly, Jennie There are several things to learn about this letter, and you will study them one at a time. What part has the letter that you have not used in your notes? This part is called the heading. Why is 1 86 Self -Help English Lessons that a good name for it ? Which part of the heading have you had practice in writing? What does the first part of the heading tell about the girl who wrote the letter? The place where you live is called your address. Your address in the heading tells the one who will answer your letter how to address the envelope. 57. WRITING ADDRESSES Write the heading of a letter just as you would write it in a real letter. Will the headings of your letters all be alike ? Put in all punctuation marks when you get to them. It may be necessary to practice placing the heading, because some addresses take up more room than others do. Notice where the heading is placed in the model. If the name of your city or street or state is very long, you may need to use short forms for the words street, avenue, and the name of the state. The following are all correct : 54 Pennsylvania Ave. 306 St. Lawrence St. Philadelphia, Pa. The only short forms which it is important for you to learn now are those you yourself need to use in writing letters. Remember that the period after the short form is a part of the spelling. When your teacher tells you that you have written Another Lesson in Letter Writing 187 your heading correctly and have placed it well, leaving a margin at the right, keep the paper for a model. Write the heading three times every day for a week as seat work. By the end of the week you should be able to write it accurately and without the slightest hesitation. 58. ANOTHER LESSON IN LETTER WRITING Look once more at the letter you are studying. Besides having a heading, it is different in another way from the notes you have been writing. Try to discover the difference before you read any farther in this lesson. You have been writing stories and notes of only one paragraph. Do you see that a paragraph is something like a family ^ The father, mother, and children all live in the same house or apartment because they are so closely related. In the same way sentences that belong together — that is, sentences that tell about the same thing — live together in a paragraph. What did Jennie write about in the first paragraph ? What did she write about in the second ? in the third ? When we write letters, we often wish to tell our friends about several different things, and we therefore use a paragraph for each. How does indenting the paragraphs help the reader? You will continue to write compositions of one paragraph, and your letters will have only one para- graph if they tell about but one thing. But if in a letter you tell about entirely different things, as Jennie did, make a separate paragraph for each. 1 88 Self-Help English Lessons Writing a Letter Today you may write a short letter telling first how happy you were to get an invitation from the person to whom you are writing, and then describing a snow- storm or an out-of-doors frolic of some sort. How many paragraphs will your letter contain ? Think before you write ! Your letter will be handed in just as" you write it the first time. If you receive interesting letters from friends, will you sometimes bring them and read them to the class ? Bring also interesting letters that you find in books that you read. 370 F C.-cJUyUf-T/ytXyCC' Addressing the Envelopes When you have written a letter, what else must be done before it can be sent? Why do you use a stamp ? Conversation Lesson 189 Cut several pieces of paper the size of an ordinary envelope. How large will they be ? Practice directing them to friends. Place the address as in the model on page 188, Look at this model whenever you address an envelope. There will then be not the slightest excuse for making mistakes in arrangement. While you sometimes use the abbreviation of a state in the heading of a letter, never use it on the enve- lope! Write the name of the state in full to prevent mistakes at the* post office. The name of the state is written on a line by itself. This helps the men in the post office to sort letters quickly. 69. CONVERSATION LESSON Our Friends in Other Lands Read the picture on the next page and discuss the Eskimos' homes, clothing, manner of traveling on water and on land, food, etc. Ask each other questions about matters you do not understand. Wben talking, do not give merely a single sentence unless that fully answers the question. Talk in short paragraphs in which you tell all that you have to say about one feature of the picture. Daily Drill Exercises Review With the help of your teacher select one of the " drill exercises" you need to review and use it in your daily 190 Self -Help English Lessons Study of a Poem 191 drills for a few days. Or, drill on some other error often made in your class. 60. STUDY OF A POEM This poem was written by Robert Louis Stevenson, who wrote "Autumn Fires" also. As a little boy he used to read stories and then play them. When he grew to be a man he wrote many poems, some of which tell of the good^times he had "making believe." This lesson gives one of these poems. Listen carefully while your teacher reads it to you. Perhaps you will enjoy looking at the words and listening at the same time. The Land of Storybooks At evening when the lamp is lit, Around the fire my parents sit ; They sit at home and talk and sing, And do not play at anything. Now, with my little gun, I crawl All in the dark along the wall, And follow round the forest track Away behind the sofa back. There, in the night where none can spy, All in my hunter's camp I lie. And play at books that I have read Till it is time to go to bed. 192 Self -Help English Lessons These are the hills, these are the woods, These are the starry sohtudes ; And there the river by whose brink The roaring hons come to drink. I see the others far away As if in fireht camp they lay, And I, hke to an Indian scout. Around their party prowled about. So when my nurse comes in for me, Home I return across the sea. And go to bed with backward looks At my dear land of storybooks. ROBERT LOUIS STEVENSON Did you see the pictures clearly? A solitude is a lonely place. What is a starry solitude? Who can take a pointer for a gun and show just how the little boy crawled "round the forest track"? What does a scout do? Two children may be the parents and another may show how the Indian scout would prowl around them. Two children may act out the last stanza. Read the poem. What do you like about it? Read it often. You will see the picture more and more clearly each time. Are you remembering to review the poems learned in lower grades? In some schools they are recited oc- casionally at opening exercises. Copying and Dictation 193 61. STUDY OF A POEM Windy Nights Whenever the moon and stars are set, Whenever the wind is high, All night long in the dark and wet, A man goes riding by. Late in the night when the fires are out. Why does he gallop and gallop about ? Whenerer the trees are crying aloud. And ships are tossed at sea. By on the highway, low and loud, By at a gallop goes he. By at a gallop he goes, and then 1 By he comes back at a gallop again. ROBERT LOUIS STEVENSON Who wrote this poem? What does he imagine the wind to be ? Commit to memory this poem or "The Land of Storybooks." Or, if you prefer, you may choose some other Stevenson poem. There are many that you will enjoy in "A Child's Garden of Verses." You will find the book in any public library. Will one of you who owns a copy bring it to school ? 62. COPYING AND DICTATION Copy the following letter as seat work, trying to get it right in every particular. In class you will write it from dictation. 194 Self -Help English Lessons If you think every time of the arrangement of the parts, margins, indentions, etc., you will soon be able to give all your attention to the thoughts you are expressing. Notice how the comma is used in writing the list of gifts in the first sentence. 25 Westfield Ave. Trenton, New Jersey February 2, 1922 Dear Phil, Uncle John sent me a rooster, two pullets, and a guinea pig. They don't seem to Hke city life. When I go near them, they make a great fuss. This noon father brought me a book called "Taming Wild Animals." Think of calling the poor things wild ! Give my love to Tom and to both the dogs. Your friend, Jack S. Learn the following quotation. Why is it given here? Habit is a cable. We weave a thread of it each day, and it soon becomes so strong that we cannot break it. 63. EXPLAINING HOW THINGS ARE DONE State clearly how one of the following kinds of work is done. Select one that you know about somewhat fully. Do not begin too many sentences with then. 1. Making a cup of tea. 2. Shoeing a horse. 3. Setting a table. Answering Questions 195 4. Making a kite. 5. Preparing the soil for seed. 6. Washing dishes. 7. Studying a dictation lesson. 8. Turning in a fire alarm. 9. Feeding chickens. 64. ANSWERING QUESTIONS A teacher once asked this question : Which of Robert Louis Stevenson's poems is your favorite ? The following answers were given by three children : The poem of Robert Louis Stevenson's that is my favorite is "My Shadow." My favorite Stevenson poem is ''The Wind." "In the Land of Storybooks" is my favorite. Which of the children tried to use all the words in the question? Was this necessary? Did the other chil- dren answer the question fully? In your school work you are constantly answering questions. Try to answer them fully, but without wasting words. These are the steps to take : Think what the question means. Think what you should answer. Think how to state your answer in the most direct way. Which is the best of the following answers to the question, "In what two ways does the sun help plants?" 196 Self -Help English Lessons The sun helps plants by giving them light and heat. The sun gives plants hght and heat. The two ways in which the sun helps plants are by giving light and heat. Your teacher will give you five questions from your geography lessons. Try to answer them in the most direct way. Do you see how your language lessons help all other lessons ? 65. ASKING AND ANSWERING QUESTIONS As seat work write three questions, leaving a space under each for the answer. They should be worth- while questions. These papers will be exchanged and the answers written in class. Questions and answers will then be read, and the class will decide if the answer can be improved. Ask your teacher to hang up some of the best papers. 66. DAILY DRILL EXERCISE Correct Use of May and Can "Oh, Mother," cried Harry Bates, bursting into the sitting room, "can I go over and play with Ned?" "Certainly, Harry," answered Mrs. Bates. "Why do you ask? You know you can go." Harry was puzzled, for he had never been allowed to visit his friends without permission. But, too happy to question, he seized his cap and started for the door. Daily Drill Exercise 197 "Wait, dear," said his mother; ''where are you going?" "Over to Ned's," repHed Harry. "You just said I might." "Oh, no, Harry, I am certain that you did not ask permission to go to Ned's," said Mrs. Bates quietly. "Why, Mother," exclaimed Harry, "I asked you, and you said, 'You know that you can go' !" Mrs. Bates laughed, "Yes, that is just what I said. Of course a little boy with a pair of sturdy legs can go across the street. Suppose that he now asks my permission to go." ^ Then Harry remembered. "May I go to Ned's?" he asked' gayly. "Say it five times, so that you will remember the next time," answered Mrs. Bates. So Harry kept tally on his chubby fingers as he sputtered, "May I go to Ned's? May I go to Ned's? May I go to Ned's? May I go to Ned's? May I go to Ned's?" "Yes, Harry, you may go," laughed his mother. "You may go, you may stay until five o'clock, you may invite Ned to supper, and you may both go to the station to meet Father." "Hurrah!" shouted Harry. And with a leap and a bound he was off. Read the story and talk it over in class until you understand the difference in use between may and can. Use for a few days the following exercise in your three-minute drills : 1 . May I borrow your pencil, Mary ? 2. Yes, you may, Fannie. 3. May I leave the room? 198 Self-IIelp English Lessons 4 5 6 7 8 9 lO May I take my notebook home ? May we write fairy stories today ? May we play Cindcrelki ? May Alice go home with me ? May I sharpen my pencil ? May I look at the pictures? May we write a note to the principal ? 67. SPELLING LESSON Review also the words on page 171. Use the groups of words in sentences. With what kind of letters do the names of the holidays begin ? written choose Christmas Day hoping ninety Thanksgiving Day seems ninth Hallowe'en believe against tear my dress wear straight read yesterday shoes busy the whole orange ready country eight cents perhaps heard used to play friend making don't know doctor woman two women The names of holidays begin with capital letters. 68. DICTIONARY LESSON For seat work arrange in alphabetical order all the words in the last spelling lesson. Suppose you wished to find the word sugar in a long list of 5 words. It would take a long time to go through Study of a Story 199 the entire list, but this is unnecessary. What letter follows s? Does u come near the beginning, middle, or end of the alphabet ? In which part of the list would you look for the word sugar ? Ask your teacher to give you practice in finding words in the Index of this book and in alphabetically arranged lists in your spellers. Arrange the following words alphabetically, thinking of the second letter of each : shine, sugar, 'small, salt, sometimes, sweep, sentence, snail,' simple. Seat Work For the next three days arrange each day one of the following lists alphabetically : bend, break, better, bank, border, built, blanket, cramp, clock, camp, church, cent, corner, plant, peace, practice, pinch, poultry, part, put. 69. STUDY OF A STORY The Country Mouse and the City Mouse A city mouse once paid a visit to his cousin who lived in the country. When dinner time came, they went into the barn and searched for grains of wheat. "My dear cousin," said the city mouse, "why do you remain in the country where you have nothing but the plainest food? Come to the city with me. I promise that you shall Hve like a king. My pantry is always full of the choicest food." 200 Self-IIelp English Lessotis "Thank you a thousand times," said the country- mouse. "I have often wished to see what city Ufe is Uke." So off they pattered and soon reached the house where the city mouse Uved. They went directly to the pantry. *'Now, my dear cousin, let us eat and be merry," said the city mouse cordially. ''Why did I stay in the country so long?" exclaimed the country mouse, as he greedily ate cheese and cake and honey. "I shall never forget your kindness in bringing me here." Just then the pantry door opened, and a maid came in. "Follow me," whispered the city mouse in great fright. The mice ran swiftly to the hole which formed the mouse entrance to the pantry. "Those thievish mice have been here again," said the maid as she brushed up the crumbs of cake and cheese. "I must certainly send in the cat." When the mice heard the word cat, they trembled with fright. A long time passed, however, and as their enemy did not come, they ventured out again. This time they found some dehcious beans. Scarcely had they begun to nibble them when the door opened and a great white cat crept into the pantry. "Now I have you !" hissed the cat as she sprang toward them. "Oh! Oh! Oh!" squeaked the country mouse. "Run for your life!" cried the city mouse. Both mice dashed across the pantry. They reached the hole in safety, but just outside they could see the gleam of the cat's green eyes. When the mice had recovered somewhat from their fright, the country mouse said, "My dear cousin, I am going back to my country home. Stay here, if you like. Study of a Story 201 As for me, I prefer my plain coijntry fare and a life of peace." Read the story of "The Country Mouse and the City Mouse." Did you see the pictures clearly as you read ? Whom did the city mouse visit ? What did they have for dinner? What invitation did the city mouse give the country mouse? How did the country mouse accept it? What did they do when they reached the city mouse's pahtry ? Hwv do you know that the country mouse enjoyed the feast? Who came to the party uninvited? Tell about the escape of the mice. What did the maid say she must do? What were the mice doing while she brushed up the crumbs ? What did they do when they found that their enemy, the cat, did not appear ? How were they frightened the second time? Tell the story of their second escape. How do you know that they had a narrow escape? What was the effect on the country mouse ? What do the following expressions mean? A good way to teU will be to give other expressions that mean the same thing. Searched for grains of wheat ; choicest food ; said the city mouse cordially; mouse entrance to the pantry; ventured out again; delicious beans ; had scarcely begun to nibble; recovered from their fright ; plain country fare. If there are any expressions you do not understand, ask questions of your classmates. 202 Self-Help English Lessons 70. PLAYING THE STORY How many children will be needed? How many scenes? How can you arrange a mouse hole in the pantry ? Several children may show how the country mouse ate the cheese. How did the city mouse whisper ''Follow me"? Show how the mice trembled with fright. Try to hiss as the cat did. How did the country mouse squeal "Oh! Oh! Oh!"? Say "Run for your life" as the city mouse probably said it. Show how the mice dashed across the pantry. Notice that from the beginning to the end of the story, the mice were doing something every moment, even if it was only trembling with fright. Does the story tell what the mice said to each other when the city mouse reached the country ? Of course they greeted each other politely. Do not try to re- member just what the mice said in the story, although you will use some of the same words. Have the story itself in mind, and say what you think would be natural things to say. You may wish to talk more as the mice eat the cheese. Several sets of children may act out the story. The others in the class will tell if they think the story was well dramatized. Be sure to tell exactly what was good. Suggest better ways of acting the story. Plan to have the best set of actors play the story for a younger grade. A Story of George Washington 203 Pronunciation Drill Drill on the pronunciation of the following words for a minute or two at the beginning of each language lesson for a week. Review also page 140. since length ate an apple pretty clothes yes, sir drowned pumpkin good and bad 71. A STORY OF GEORGE WASHINGTON On what day do we celebrate Washington's birthday ? Read the following story : While at some distance from his home, George Wash- ington once saw a fiery horse that few could ride. He admired the noble animal so much that the owner said, " My boy, if you can ride the horse home and back again without being thrown, he shall be yours." George leaped upon the animal and was off like the wind. When he proudly rode back a little later, the owner of the horse said, " I always keep my word. The horse is yours." "No," answered George, "I was thrown once, although I did not let go of the reins." t>^ What does this story teach about George Washing- ton's character as a boy? Study the story until you can tell it well. Use the words of the book whenever they are better than those you might otherwise use. For your next lesson, you may each be prepared to tell a short story about some great man. You may choose either a man whom the entire country honors, or one who belongs to your special part of the country. 204 Self-Help English Lessons 72. TELLING THE HERO STORIES When the stories have all been told, choose the best one. Tell why you admire the hero described. 73. PICTURE WRITING Are you still trying to see pictures in your mind when you read word pictures? The following lines of poetry tell how Hiawatha did his picture writing. Try to see the pictures clearly. From his pouch he took his colors, Took his paints of different colors, On the smooth bark of the birch tree Painted many shapes and figures, Wonderful and mystic figures, And each figure had a meaning. For the earth he drew a straight line, For the sky a bow above it ; White the space between for daytime, Filled with little stars for nighttime, On the left a point for sunrise. On the right a point for sunset. On the top a point for noontide ; And for rain and cloudy weather Waving lines descending from it.' Footprints pointing toward a wigwam Were a sign of invitation, Were a sign of guests assembling. When the poem has been read carefully, and all are sure that they understand what Hiawatha did, seven A Study of Word Pictures 205 children may go to the blackboard. First draw two vertical lines for the trunk of the birch tree. Then draw on the trunk one of the following pictures : the earth in daytime ; the earth at night ; sunrise ; sunset ; noontime ; a rainy day ; an invitation to the wigwam. The class may decide if the picture writing is good ; that is, if it is done in the way described in the poem. If any picture can be improved, tell exactly what should be done and why. ,74. EXPLAINING THE PICTURE WRITING As seat work write a note to the teacher of another grade, asking her to allow several children to visit your class at your next language lesson. Your teacher will select a perfectly written note to send. Entertain your guests by telling them in an interest- ing way how Hiawatha wrote in pictures. Use the blackboard pictures as illustrations. 75. A STUDY OF WORD PICTURES The poets who wrote the following quotations had pictures in their minds. Draw the pictures on the blackboard if you see them clearly. Use colored cray- ons if you have them and you think they would help. The earth was green, the sky was blue : I saw and heard, one sunny morn, A skylark hung between the two, A singing speck above the corn. CHRISTINA ROSSETTI 2o6 Self-Help English Lessons The Shadow At sunrise he's a giant tall ; At noon he's withered, lean and small. At sunset he regains his height, And covers all the land at night. JOHN BANNISTER TABB The asters by the roadside Make asters in the brook. HELEN HUNT JACKSON All around the happy village Stood the maize fields, green and shining. HENRY W. LONGFELLOW Why is "a singing speck" a good name for a bird singing high in the air? What other words or ex- pressions do you like? Which word picture do you like best? Why? Show what these words mean by using each in an original sentence : lean, maize fields, regains. Explain clearly the second selection. Use the blackboard. Learn your favorite, and write it from memory during your study period. 76. CONVERSATION LESSON Our Friends in Other Lands Read the picture on the opposite page. See how much you can learn from it of the Dutch children's clothing, houses, customs, etc. Each pupil may give Conversation Lesson 207 2o8 Self-IIelp English Lessons orally a short paragraph about what most interests him. Can any of you tell the story of "The Little Hero of Haarlem"? If you do not know it, ask your teacher to tell it to you sometime. 77. A NEW USE OF THE APOSTROPHE Review the lesson on Contractions on page 158. What work does the apostrophe do in contractions? In the following sentence the apostrophe is used in two different words. Are they both contractions? Prove « your answer. The Dutch boy's cap isn't like ours. If possible, a pupil may tell why the apostrophe is used in boy^s. If no one can do so, answer the follow- ing questions : What letter is omitted in isnH? Is any letter omitted in boy's? What thing owned by the Dutch boy is mentioned ? The apostrophe and 5 were added to boy to show that he owned the clothes. If the s alone were added, the word would not show possession. It would mean more than one boy. Notice that when a word shows ownership, like boy's, the name of what is owned follows it immediately. Explain the use of the apostrophe in the following sentences : Copying Lesson 209 1. Harry's book isn't interesting. 2. Why doesn't May start for school ? 3. She isn't going today because her brother's arm is broken. 4. Hiawatha's chickens are glad spring has come. 5. Will you please catch Mr. Smith's horse for him, Ned? 6. I'll try, Mother, but I'm afraid he's too swift for me. 7. Cinderella's godmother touched her with a wand. For seat work, copy from your readers five contrac- tions and write after each what it stands for. Do it in this way : I'll = I will. Then write three original sentences containing an apostrophe and an s to show ownership or possession. An apostrophe and s are added to the name of one per- son or thing to denote possession. 78. COPYING LESSON Copy the following story in class. Think of the reason for every punctuation mark and particularly the apostrophes. Be ready to answer any question your teacher asks as she passes your desk. Jan lives in Holland. He doesn't wear shoes Kke ours. His sister's shoes and his own are made of wood. How heavy they must be ! Should you Uke to wear them ? A Language Bulletin Board Ask your teacher if you may have a small part of the blackboard for a language bulletin board. If you have 210 Self -Help English Lessons not blackboard space enough, perhaps you can paint a smooth board black and hang it up. Use it in the following way : Your teacher will each day appoint a pupil to take charge of the bulletin board for the following day. This pupil will write on the bulletin board one sentence in which an apostrophe and s are used to denote possession. The sentence should be written before class time. You will then take just a minute or two, at the beginning of the language lesson to see if the sentence is correctly written and to explain the use of the apostrophe. Copy the sentence for seat work. 79. DICTATION LESSON Today you will write a short letter from dictation. It will be of such a nature that you should make not a single mistake. Look out for the use of the apostrophe ! 80. DAILY DRILL EXERCISE The Second Drive — Don't and DoesnH What word did you try to use correctly in your last drive ? Have you fully succeeded ? DonH and doesn't are both correct in certain sentences. DonH is used much oftener than doesn't, and perhaps this is the reason why some persons use it always. Don't is a short form for do not, and doesn't is a short form for does not. Daily Drill Exercise 211 The following groups of words are arranged in pairs. The groups of each pair have the same meaning. Use in a sentence each group of words containing don't and doesnH. I do not They do not She does not I don't They don't She doesn't We do not Boys do not He does not We don't Boys don't He doesn't You do not Frank and I do not It does not You don't Frank and I don't It doesn't DoesnH is used whenever does not would be correct. We say "He does not," and therefore we should say "He doesn't." We say "She does not" and "It does not," and therefore we should say "She doesn't" and "It doesn't." We say "The book does not" and "Frank does not," and for this reason we should say "The book doesn't" and "Frank doesn't." Use doesn't whenever does not would also be correct. Use for a few days these sentences and the groups of words in your three-minute drills : 1. The sun doesn't shine today. 2. Doesn't the snow fall softly ! 3. Frank doesn't like to study. 4. Mother doesn't allow me to swim. 5. She doesn't think it is safe. 6. Doesn't your brother know how to row? 7. It doesn't take long to learn. 8. Running doesn't tire me. 212 Self -Help English Lessons 9. Scamp doesn't bark at people. 10. He doesn't bite, either. Plan your drive, and carry it on until you can use donH and doesn't correctly. 81. A LANGUAGE GAME Before beginning to play, each child may write on one piece of paper the name of an animal and on another the name of something the animal can do. For in- stance, pig may be written on one paper and grunt on the other, or lion on one piece and roar on the other. The animal names may be put into one box and the other words into another. When they have been thoroughly mixed, each pupil may draw a word from each box. The first child then reads silently both words taken from the boxes, and if they happen to fit together, as in the case of dog and harks, says, "A dog barks." But usually the words will not fit each other, as in the case of monkey and bleat. The child then says, "A monkey doesn't bleat." Go rapidly around the class. Any child who uses a wrong word instead of doesnH pays a forfeit. What would be a good forfeit for this game? 82. STORIES TO LEARN The Oak and the Reed An oak tree grew close beside a reed on a river bank. "How foolish you are to tremble so when the wind blows !" Stories to Learn 213 he said to the reed. '' No wind can make me bow at his bidding!" "That may be," rephed the reed, "but the wind is very- gentle when I play with him. We dance together and are excellent friends." "Let him try to dance with me!" exclaimed the oak boastfully. "I prefer to choose my friends." That evening the wind swept dowTi from the mountains and blew fiercely all night. When morning came, the oak was drifting down the stream, but the reed stood unharmed on the bank. • Read the fable. Why did the reed not break? Ask each other questions about any words you do not understand. What does the fable teach ? The Eagle and the Crow A crow once saw an eagle seize a lamb in its claws and fly away with it. "Well done," thought the crow; "I'll try that myself," and down he swept upon a ram. But his claws became entangled in the ram's wool. He could neither lift the ram nor get away. The farmer caught him, clipped his wings, and took him home to his children. "What kind of bird is he?" cried the children. "He'll tell you himself that he is an eagle," answered the farmer, "but take my word for it that he is only a crow." Have you ever seen an eagle ? How does he compare in size with a crow ? Which bird tried to lift the larger animal ? What does the fable teach ? 214 Self -Help Ejiglish Lessons You may commit to memory one of these fables. Be ready at your next lesson. Make no change of any consequence. Try to become familiar with the words of the book, and use them at other times as well. 83. KEEPING A DIARY Do you know any one who has a little book in which to write the most important events of the day? Such a book is called a diary. Discuss in class the reasons why people may like to keep a diary. Should you like to keep one? Will some one bring one to show the class ? Your teacher will show you how to make a diary by fastening together a number of sheets of paper. If you have a drawing teacher, write a class note to her, telling what you are planning to do and asking her to help you to make a pretty cover for your diary. If you have no drawing teacher, write a note to your class teacher, telling her what kind of cover you should like to make. She will help you if possible. In a few days, when the diaries are ready, you will begin to write in them the wonderful things that happen during the spring. 84. TELLING A STORY FROM A PICTURE If you were to paint this picture, what color would you use for the cross on the dog's blanket? Why? Did you ever see a dog help in this way ? Tell a short Telling a Story from a Picture 215 story suggested by the picture. This will be team work. Give the story a good title and a good begin- ning sentence. Stories About Earning Money If you arc a member of the Junior Red Cross, tell how you earned the money to pay your fee. If you are not a member, tell about the first money you ever earned. Are you earning any money now? Have you ever saved any money? Tell why you saved it and what you plan to do with it. 2i6 Self -Help English Lessons 85. ANSWERING A LETTER 34 Village Lane Elmtree, Birdland April 23, 1922 Dear Friend, It was very kind of you to give us crumbs last winter. Most of our friends went to the sunny South, but we were left behind. My pretty little wife and I have been trying to build a nest here in Elmtree. But what do you think? The sparrows drive us away. We are no match for the selfish creatures. Will you please build us a Httle house in your yard? Your true friends, Mr. and Mrs. Bluebird Study this letter carefully. Notice how all the parts are arranged. In class, write a reply to the letter. If you cannot build a house for Mr. and Mrs. Bluebird, you may find some other way in which you can help them. 86. STARTING THE DIARIES What wonderful things happen out-of-doors in sprmg? It will be interesting to watch for changes from day to day and describe them in your diaries. Talk over in class the changes you may expect to find where you live. Here are two diary stories, the first written by a grown-up and the other by a child : Starting the Diaries 217 Friday, April 16, 1922 The buttercups are here ! I saw the first ones this morning, their golden eyes starring the meadows. Our living room is now aglow with them. Tuesday, March 19, 1922 I saw a bluebird this morning. His back was blue, but his breast was like the robin's. He told me that spring had come. Here is a desgription of the large woodpecker known as the "flicker." It will help you to describe the birds that you see. The rump of a bird is the lower part of the back. The flicker is larger than the robin. He has a long tail and a long, pointed beak. His breast is yellow and covered with spots. When he flies, he shows his white rump. Why is the date written at the head of the diary story? You may write it in the same way. Today and for the following three lessons you may write in your diaries. Tell of something interesting that you have seen out-of-doors — birds, trees, flowers, etc. When this is not possible, tell about some inter- esting experience. If you write a list of more than two birds or flowers you have seen, use commas as in the following sentence : I have seen robins, bluebirds, and swallows. Read the sentence and tell if your voice sets off the words from each other. 2l8 Self-IIelp English Lessons Your diaries will all be different, of course. When they are well started, you may write in them once every week, or oftener if you wish and if you do your very best always. Your teacher will appoint a day each week for this work. 87. ABBREVIATIONS OF THE DAYS OF THE WEEK AND THE MONTHS You have learned to write the short forms Mr., Mrs., St., and Ave. These short forms are called abbrevia- tions. Pronounce abbreviations several times after your teacher. The names of the days of the week and some of the months also have abbreviations, as follows : Sunday, Sun. Monday, Men. Tuesday, Tues. January, Jan. February, Feb. March, Mar. April, Apr. Saturday, Sat. May June July August, Aug. Wednesday, Wed. Thursday, Thur. Friday, Fri. September, Sept. October, Oct. November, Nov. December, Dec. Which abbreviations contain the first three letters of the word and a period? Which one contains the first two letters and a period ? the first four letters and a period? Give a good reason why there are no abbreviations for three of the names. If you now spell the names of the days and the Study of Two Poems 219 months correctly every time you write them, you may use the abbreviations in your diaries if your teacher wishes you to do so. Never use the abbreviations when the words occur in sentences. The Difference between Abbreviations and Contractions Read the contractions isnH, don't, wouldn't. Are the short forms used in speaking as well as in writing ? Read the following abbreviations: Mr., Mrs., St., Ave., Mon., Dec. Are these short forms used in speak- ing or only in writing ? Discuss in class the difference between abbreviations and contractions, and state it clearly. 88. STUDY OF TWO POEMS Read the following poems at your seats and select your favorite. Be ready to tell your classmates what you like about the poem you choose. Help each other if you find unfamiliar words. What different words are used for "told" in the second poem? Show how each fits the speaker. Read the poems as you think the authors would like to have them read. Commit one of them to memory. What Robin Told How do the robins build their nests ? Robin Redbreast told me. First a wisp of amber hay In a pretty round they lay, 220 Self-Help English Lessons Then some shreds of downy floss, Feathers, too, and bits of moss. Woven with a sweet, sweet song, This way, that way, and across ; That's what Robin told me. Where do the robins hide their nests ? Robin Redbreast told me. Up among the leaves so deep. Where the sunbeams rarely creep ; Long before the winds are cold. Long before the leaves are gold. Bright-eyed stars will peep, and see Baby robins, one, two, three ; That's what Robin told me. george cooper Pussy Willow's Secret Pussy Willow had a secret, That the snowdrop whispered her. And she purred it to the south wind As it stroked her velvet fur ; And the south wind hummed it softly To the busy honeybees, And they buzzed it to the blossoms On the crimson maple trees. They dropped it to the wood brook, Brimming full of melted snow. And the brook told Robin Redbreast As they chatted to and fro. Little Robin could not keep it, So he sang it loud and clear, To the sleeping fields and meadows, " Wake up ! Cheer up ! Spring is here ! " Daily Drill Exercise 221 89. CONVERSATION LESSON The Importance of Good Manners Review Lesson 77, page 86. Our government at Washington considers the study of good manners so important in our schools that it has published a Httle book on the subject. Perhaps your teacher will get this book if she has not already a copy. You will be greatly interested in it. Some of the things the book discusses are how chil- dren can show respect for older people at home, on the street, and at school ; behavior on the street and side- walk, etc. Talk these matters over in class. Possibly your teacher can arrange to have good-manners talks at opening exercises for several days. 90. DAILY DRILL EXERCISE Correct Use of I and Me Most children use / and me correctly when they are speaking of themselves alone. But when they are speaking of themselves and some other person, they use the wrong form. The following sentences are correct : Mary and I are going down town. Mother gave Mary and me some candy. Note that in one case you say "Mary and I" and in the other case "Mary and me." 222 SelJ-Help English Lesso?is Study first the "Mary and I " sentence. If you were going down town alone, what should you say? Did you use / or me ? Tell now that Mary and you went down town, and use the same word you used in speaking of yourself alone. I am going down town. Mary and I are going down town. Change each of the following sentences so that it will tell about some other person as well as yourself. The first sentence should be changed in this way : Ned and I went to the store. 1. I went to the store. 2. Yesterday I saw an aeroplane. 3. One day last summer I went to the beach. 4. I like to play with dolls. 5. One day I saw a bluebird. 6. I go to the country every summer. 7. I like to read fairy stories. 8. At the circus I saw a trained elephant. Now study the "Mary and me" sentence. Mother gave Mary and me some candy. What should you say if your mother had given the candy to you alone? You would naturally say, "Mother gave me some candy." If me is right when speaking of yourself alone, it is right to use the same word when speaking of yourself and another person in the sam£ kind of sentence. Story Telling 222, Change each of the following sentences so that it wUl tell about some other person and yourself. The first sentence will be, Please teach Ned and me how to skate. 1. Please teach me how to skate. 2. Mother sent me on an errand. 3. Will you please give it to me? 4. Did you call me ? 5. Should you like to go to the store with me? 6. Father gave me a nickel. 7. Uncle Ned Wrote me a letter. 8. Did you see me ride on the merry-go-round ? Make sentences in which you use / in speaking of some other person and yourself. Make sentences in which you use me in speaking of some other person and your- self. Read the sentences. Your teacher will have the three best / sentences and the three best me sentences written on the blackboard. Copy them and use them for a few days in your three-minute drills. In speaking of some other person and yourself, which do you mention first? It is not wrong to mention yourself first, but it is not polite. Use / and me sentences on your bulletin board for a while. 91. STORY TELLING Some one may tell the story of the butterflies that were changed to flowers. See page 142. The Blackfeet Indian mothers tell a pretty story about the butterflies. They say that when a butterfly 224 Self -Help English Lessons passes in front of a person he is bringing a pleasant dream. Even the little papooses smUe in their sleep after seeing a butterfly. Today some one will enjoy being the butterfly. When the butterfly has fluttered through the room, take a two-minute nap with heads on the desks, and then tell your dreams. ' Remember these things : Make your story short. Tell it in clear sentences. Have a good opening sentence. TeU things in their right order. Let your voice help in every way possible. 92. WRITING STORIES For seat work you may write your dreams. Be sure they are as good as you can make them, before giving them to your teacher. Why would your teacher not be satisfied with this example? $2.75 .18 2200 275 An unfinished story is as bad as an unfinished problem. Your story should have an end as well as a beginning. A short story carefully written and planned will help you. A longer story unfinished or carelessly written will weaken your language power. How ? Writing Conversation in Stories 225 93. WRITING CONVERSATION IN STORIES Use of Quotation Marks Do you remember the marks you used at Christmas time with the titles of books? This is the way you learned to write a title in a sentence: I have been reading "Alice in Wonderland." You have seen these marks used in another way ever since you could read. Today you will find out what this other use is. Here is a part of the story, " The Three Bears " : The father bear said, "My chair is too large." The mother bear said, "My chair is too small." The baby bear said, "My chair is just right." If some of you can find out what work the marks do in these sentences, you may whisper your secret to your teacher. Then all study in the following way: Who is speaking in the first sentence? Read the words he spoke and nothing else. Read the other part of the sentence. With which part are the marks used ? The sentence gives the exact words used by the bear. We call these words a quotation. The marks are called quotation marks. Answer the following questions about the other sentences : Who is speaking ? What is the quotation ? What is the explaining part of the sentence? Which part is inclosed in quotation marks? 226 Self -Help English Lessons Now notice in how many ways the book helps the reader to understand that the sentence contains a quotation. What is the first word of each quota- tion? Is it the first word of the entire sentence? With what kind of letter does it begin? Is this a new use of the capital ? What mark sets off the quotation from the ex- plaining part of the sentence in each case? Is this a new use of the conama? What marks inclose the quotation ? Is this a new use of quotation marks ? There are three things for you to remember : 1. A quotation begins with a capital letter. 2. A quotation is usually set off from the rest of the sen- tence with a comma. 3. A quotation is inclosed in quotation marks. Now explain the use of all the capitals and punctua- tion marks in each of the bear sentences. 94. ANOTHER WAY OF ARRANGING QUOTATIONS The bear sentences might have been written in the following way : "My chair is too large," said the father bear. "My chair is too small," said the mother bear. "My chair is just right," said the baby bear. How do these sentences differ from those in the last lesson ? Review the three rules for writing quotations. Do the quotations in this lesson follow these rules? Prove your answer. Conversation Lesson 227 For a week your teacher will appoint one pupil each day to copy on the bulletin board a short sen- tence containing a quotation. You may each copy it for seat work. Take a minute at the beginning of the language lessons to explain the punctuation. You will not write quotations in your original stories at present. These lessons on the punctuation of conversation are intended to open your eyes so that you will notice and understand what you have been seeing ever since you learned to read. 95. CONVERSATION LESSON Safety First What accidents have occurred in your neighborhood that might have been avoided ? Tell clearly how they could have been prevented. Explain in a few clear sentences the best way to per- form one of the following acts without danger of accident : cross a street where the traffic is heavy ; enter a street car ; get off a street car ; manage a brush fire ; take care of matches at home. Ask each other questions about the ones you do not fully understand. It will be easier to explain some things if you act them out. Here are two good safety mottoes to learn : Better be safe than sorry. Safety first —7 not part of the time, but all the time. 228 Self-IIelp English Lessons 96. STUDY OF A STORY Mother Sunshine's Victory ''Good morning!" gayly cried Mother Sunshine, as she kissed Snowdrop, sleeping quietly under her warm blanket of snow. A Httle green head peeped out, and a sleepy voice asked, " Is it really time to get up ? " "Yes, indeed," answered Mother Sunshine. ''Come quickly and put on your beautiful white dress. You are to sing a welcome to Spring." "But it is still so cold," murmured Snowdrop. "King Winter will be sure to send me back." "Do not be troubled about that," said Mother Sunshine. "As long as I am here, no harm shall come to you. Come quickly ! Your song of welcome will waken the other flowers." So Snowdrop put on her beautiful white dress and sang this song of welcome to Spring : "Welcome, welcome, lovely Spring I Welcome are the flowers you bring !" And while she was still singing, flowers of many delicate colors began to spring up about her. In his sparkKng ice palace. King Winter heard Snow- drop's song. "What does this mean?" he cried angrily to his servants, the Storms. "Do you not hear, you lazy fellows? Get your snow sacks and show these pert Httle flowers that my reign is not yet over." WhistHng and shrieking, the Storms emptied their sacks of snowflakes over the woods and fields, and once more hung icicles on the roofs of the houses. The flowers drew back their heads under the snow blanket ; but Mother Study of a Story 229 230 Sdf-IIelp English Lessons Sunshine whispered cheerily, " Do not be afraid ! King Spring mil soon appear and drive away King Winter." But softly though she whispered, King Winter heard. ''Ho! Ho!" he roared. "Let Spring come if he dare! He is a coward ! He dare not face the Storms !" "Do not be so sure of that," rephed Mother Sunshine. "You have done mischief enough. It is time for a gentler monarch to appear." Then she gazed so steadily at King Winter that the icicles on his beard began to melt. "Let him come ! " King Winter roared still more fiercely. "I will strangle him mth my icy hands." "No," said Mother Sunshine cahnly. "I will protect him." Unnoticed by either Mother Sunshine or King Winter, a slender youth came across the fields. Golden locks surrounded his ruddy face, and his blue eyes beamed with kindness. He wore a many-colored robe, and his staff was twined with wreaths of spring flowers. With a fight step he advanced to King Winter and touched him with his staff. King Winter shuddered and bowed himself to the earth. "Go home," said the stranger. "Your reign is over. My name is Spring. Father Time has sent me to be king of this land." King Winter leaped to his feet and once more called for the Storms. It was in vain! Mother Sunshine had already sent them far away. Then King Winter reafized that he had lost his kingdom, and sullenly entered his palace. But Mother Sunshine beamed so warmly on the walls that palace and king disappeared together. And now suddenly everything became green and the flowers burst into bloom. Snowdrop once more sang her song of welcome, while Bluebell rang an accompaniment. Joy and happiness filled the land, for King Spring, sur- rounded by many beautiful flowers, had begun his reign. Playing the Story 231 Studying the Story Read the story silently. When you have finished, ask questions if there are any words you do not under- stand. If your classmates cannot answer, your teacher will help you. Show how Snowdrop peeped out from under the snow and spoke sleepily ; how Mother Sunshine spoke gayly ; how King Winter spoke angrily, how he roared, and how he shuddered and bowed himself to the earth. Show how he sullenly entered his palace. Read the story aloud, bringing out its full meaning. When you dramatize the story, how many scenes shall you have ? How many children are needed to take the speaking parts ? How many flowers that act with- out speaking shall you have? Do you need sacks for the Storms, or can the Storms suggest sacks by the way they use their hands ? What can you have for King Spring's staff ? Can you show in any way how flowers were twined about his staff ? Discuss thoroughly any other points that you should think about before acting the story. Read the story again before your next lesson. If you should like to take a special part, write your teacher a note, telling her so. 97. PLAYING THE STORY Unless you prefer some other plan, a group of volunteers may first play the story. When the 232 Self-Help English Lessons audience has told what was good and what could be improved, the teacher will appoint another group of pupils to try to do still better. Should you like to play this story again and invite another grade? If you plan to do so, write the note of invitation. 98. STUDY OF A POEM Under the Ground Oh, such a commotion under the ground, When March called, *' Ho, there, ho ! " Such spreading of rootlets far and wide ! Such whispering, to and fro ! And, ''Are you ready?" the snowdrop called, "It's time to start, you know." Then "Ha ! Ha ! Ha !" the chorus came Of laughter soft and low. From the millions of flowers under the ground — Yes, milKons, beginning to grow. Read the poem. What do you like about it ? Is it only hi March that there is a commotion under the ground? Did you ever wish you could see what was going on there ? Your teacher will tell you a simple way to find out. You will then report in your diaries. 99. LETTER WRITING Write a letter to some pupil who is absent because of sickness or for any other reason. Get in all the fun spelling Lesson 233 you can. Each child may first write a single paragraph. Read the paragraphs aloud, and choose three or four to go into the letter. Choose a good writer to copy the entire letter. Plan how to send it. 100. SPELLING LESSON Learn to spell the following words. Use in written sentences all groups containing a comma, a period, or an apostrophe.^ break a window Mrs. Bluebird wrote a letter Mr. Goodfellow meant to go June 2, 1922 half a dollar Chicago, Illinois cried bitterly Main St. Ned's book Frank and I father's horse yours truly mother's picture tried to write doesn't try Chestnut Ave. a true story your true friend Dictionary Lesson — Seat Work In what way are the following words alike ? Which letter should you think of in arranging them alpha- betically ? Arrange one list each day for the next three days. church, child, change, choose, cheese. shape, short, sheep, shine. sardines, sample, satchel, safety, sadder, salad, sap, save, sailing. 234 Self -Help English Lessons 101. ANOTHER USE OF THE COMMA IN WRITING CONVERSATION Read the following conversation : "My poor baby has broken her head, doctor," said Mrs. White. "I hope she has no fever, Mrs. White," answered the doctor. "I don't think so, doctor," said Mrs. White. "I'll come right over, Mrs. White," said the doctor. "Thank you, doctor," exclaimed Mrs. White. Who is speaking in the first sentence of the story? Reading Diary Stories 235 To whom is she speaking? Read the quotation naturally, and notice if your voice shows that she is speaking to the doctor. How does the book show it ? To whom is the doctor speaking in the second sen- tence ? How does the book show that he is speaking to Mrs. White? Fmd all the other places in which a comma is used in the same way. How do the commas help the reader? Doctor, my poor baby has broken her head. My poor ^aby, doctor, has broken her head. Is the word doctor set off from the rest of the sentence in each of these cases? How many commas were needed in the second sentence? Why? No matter where the name of the person spoken to comes, it must always be set off from the rest of the sentence. The name of the person spoken to should be set off from the rest of the sentence by one or two commas. For a week, your teacher will each day ask a pupil to write on the bulletin board a sentence using the comma in the way you have studied today. Take a minute at the beginning of each language lesson to explain the use of the comma. Copy the sentence each day as seat work. 102. READING DIARY STORIES Today you may read in class the last story you wrote in your diary. Help each other by criticizing the stories. Which story was most interesting? Which required the sharpest eyes? 230 Self-Help English Lessons 103. DAILY DRILL EXERCISE Those AND Them Sometimes children say "them books" for "those books." Those and them are correctly used in the following sentences : Do you see those books? Do you see them ? Those flowers are pretty. Traveling Seeds 2yj The little girl in the picture also used the words correctly. This is what she said : Those books are Ned's. Do you see them? Read the following sentences : 1. Are those apples sour? 2. What are you doing with those pictures? 3. Do you see those frisky kittens ? 4. Yes, I see those frisky kittens. 5. Yes, I see;them, 6. These flowers are pretty; those flowers are not so pretty. 7. Do you see those golden daffodils ? 8. What is in those boxes ? 9. Are those peaches ripe? 10. How much did you pay for those roller skates ? 1 1 . Who threw those balls ? If this mistake is made in your grade, use these sentences for a few days in your three-minute drills. Read also once each day the sentences in one of the other drills that you need to review. 104. TRAVELING SEEDS Mr. Raymond was very proud of his lawn. The closely clipped grass was beautifully green, and not a weed dared show its face. But one spring morning Mr. Raymond saw a golden flower shining like a jewel in the grass. " How came that dandelion here? " he asked. You will try to answer Mr. Raymond's question. Did you ever try to blow the seeds off a dandelion? 238 Self-IIelp English Lessons Was it an easy thing to do ? Did they fall to the ground at once? What did they do? Could you blow a dandelion seed into the middle of a large lawn ? What stronger blower could do it? Are you ready now to answer Mr. Ra3miond's ques- tion? If you are not, talk it over in class. Ask questions of the other pupils. 105. ANSWERING A QUESTION Today you may tell Mr. Raymond a story that will explain to him how the dandelion got into his lawn. One of the boys may be Mr. Raymond. Tell the story clearly from the beginning. Be sure to tell where the seed came from. You may need to use some of these words : feathery, float, travel, blew, sprouted. If every step is not clearly told, Mr. Raymond should ask questions. After two or three pupils have answered Study of a Story 239 Mr. Raymond, the class may prepare an answer. . Your teacher will write the story on the blackboard as you give it to her. 106. A COPYING LESSON Read the following story. When you have it well in mind, copy it. Why is the apostrophe used in Mr. Reed's ? Think of margins, indention, capitals, periods, and spelUng. ^^rite it a second time from memory. A 'frisky breeze once caught a dandehon seed. He carried it to Mr. Reed's lawn. The next spring the seed sprouted. Before long there was a golden blossom in the grass. 107. STUDY OF A STORY The South Wind and the Dandelion Shawondasee, the South Wind, loved to He in the shade and enjoy the fragrance of the flowers all about him. One day he gazed over the field, with a sleepy eye. At a dis- tance he saw a slender girl with yellow hair. The next day he looked again. She was still there, more beauti- ful than ever. Every day his eyes sparkled with joy as he saw her in the dewy field. But one morning he looked in vain for the beautiful maiden. An old woman now stood in the field. Instead of a crown of golden glory, she had a head of gray. "Oh!" sighed Shawondasee, *'my brother, the North Wind, has been here in the night. He has put his cruel hand on her head and whitened it with frost." Then Shawondasee sighed heavily. His warm breath 240 SelJ-IIelp English Lessons reached the place where the old woman stood. Her white hair fell from her head, and she was gone, And every spring Shawondasee still sighs sadly for the maiden with the golden hair. Who w^as Shawondasee? What did he see in the field one morning? What happened to the beautiful girl? Whom did Shawondasee blame for the change? Was the North Wind to blame? Shall you think of this story when you hear the South Wind sigh in the spring ? When you read the story, show how Shawondasee felt when he said the sentence beginning with "Oh!" What feeling does the "Oh !" express? 108. ANOTHER USE OF THE COMMA IN WRITING CONVERSATION There is still one way in which the comma is used in writing conversation, but at no other time. Read the following story : Little Red Hen found a seed, "Will you help plant the seed, Mr. Cock?" she asked. "No, I will not help," answered Mr. Cock. "Will you help me, Mrs. Duck?" asked Little Red Hen. "No, I shall not help you, either," said Mrs. Duck. "Will you please help me, Mr. Turkey?" then asked Little Red Hen. "Yes, I will help you. Then we shall share the wheat we raise," said Mr. Turkey. "Thank you, Mr. Turkey," exclaimed Little Red Hen. And off they went to plant the seed. Use of Comma in Writing Conversation 241 What is the first question in the story? Is it set off from the rest of the sentence by a comma ? Yom* rule says that a quotation is usually set off from the rest of the sentence by a comma. But in this case the quotation is a question. What mark is always used after a question? Try to explain why it is not necessary to use a question mark and a comma too. Now study the story and give a reason for every capital and punctuation mark until you find a comma whose use you have never studied. Read the sentences containing yes and no, and see if your voice sets off these words from the rest of the sentence. Why is no set off in the first of the followng sen- tences? Why is it not set off in the second? No, I am not afraid of snakes. No automobile was in sight. The words yes, and no meaning the opposite of yes, are separated from the rest of the sentence by commas. For a few days your teacher will appoint a pupil each day to write on the bulletin board a short sentence using either the word yes or the word no meaning the opposite of yes. Copy it as seat work, and take a minute at the beginning of each language period to explain the new use of the comma. Remember always that the most important thing for you to do in your written work is to be able to 242 Self-IIelp English Lessons write a short paragraph in clear sentences, and with- out mistakes, and to write a short letter and get every part of it exactly right. You will then have little trouble in writing conversation later. 109. MAKING AND GUESSING RIDDLES Imagine that you are a very useful article in a school- room. Make a riddle by describing yourself. Here is a riddle to start with : I am very tall and slender. I cannot stand alone because I have only one foot. Most of the time I lie in a long, narrow bed with some very dusty companions. The children use me in their geography lessons. I help them travel from place to place faster than an express train could carry them. What am I? Answer the question in a complete sentence. The pupil who first guesses the riddle may give the next one. 110. WRITING THE RIDDLES For seat work write your riddles. They will be fastened together to make a book. Who will make a cover for the book? When the riddle book is finished, lend it to another grade. Ask the teacher of the grade if the riddles were so well expressed that the pupils could easily guess the answers. You made a book of riddles last year. Compare the riddles just written with the older ones. State in what ways you have improved since the first ones were written. Explaining Quotation Marks 243 Pronunciation Drill For a few days take a minute or two at the beginning of each language lesson for pronouncing these words correctly and rapidly : follow kept let me take hollow been give me the book asked evening used to skate stopped perhaps shut the door told ;. picture once upon a time • 111. CONVERSATION LESSON Thrift Have you ever heard your father or mother tell of ways in which they earned money when they were young ? What kind of work did they do ? What did they do with the money they earned? What are some of the things that now often tempt girls and boys to spend the money they earn or have given to them? Discuss in class how small sums of money, even a few pennies, count up week after week. You may enjoy finding out how much you would have in a year if you saved five cents each week. What could you do with this money? 112. EXPLAINING QUOTATION MARKS Today you will have the last lesson of the year in explaining how quotations are written. 244 Self-TIelp English Lessons Read the following fable, enjoy it, and then explain the punctuation of the quotations. The Ox and the Frogs Some little frogs were once playing near the edge of a pool, when an ox came down to drink. They were frightened and ran home. ''Oh, mother, an enormous creature with four legs came to the pool this morning to drink," they cried. ''Was he as big as this?" asked Mother Frog, puffing herself out to look as big as possible. "Yes, much bigger," answered the frogs. *'As big as this?" asked Mother Frog, puffing herself out still more. "Oh, mother, much bigger," again exclaimed the frogs. Mother Frog now puffed and puffed until she was as round as a ball. "Was he as big as ?" she began. But just then she burst. You will sometimes notice quotations written in the following way : "My broth," said the father bear, "is too hot." " Come along," called Tom, "and go swimming with me." Do not try to explain these at present. Study only the quotations that are not broken into two parts. There is plenty of time for the others. 113. OUR FRIENDS IN OTHER LANDS This picture shows a scene in China. Read the picture carefully, and learn from it all you can about Our Friends in Other Lands 245 246 Self-IIelp English Lessons the people's clothing, customs, surroundings, etc. Select one thing that interests you, and describe it or tell a story about it in a few clear sentences. 114. WRITING A LETTER The long summer vacation will soon be here, and then some of you will read a good many books. You will find a list on page 252, but these may not all be in your library. If you have a public library, write a note to the librarian asking her for a good list of books. What things about you will she wish to know? This letter will be team work. All may copy it, and your teacher will choose one copy to be sent to the library. If you have no public library, you may write letters to each other, giving the titles of some good books you have read. 115. STUDY OF A POEM Rain in Summer How beautiful is the rain ! After the dust and heat, In the broad and fiery street, In the narrow lane, How beautiful is the rain ! How it clatters along the roofs, Like the tramp of hoofs ! Study of a Poem 247 How it gushes and struggles out From the throat of the overflowing spout ! Across the mndowpane It pours and pours ; And swift and wide, With a muddy tide, Like a river down the gutter roars The rain, the welcome rain ! • HENRY W. LONGFELLOW Listen carefully while your teacher reads the poem to you. Different children may then read it, trying to make the voice show how the rain clattered like the tramp of hoofs. Which stanza will you read the more rapidly ? Why ? What makes the stream in the gutter muddy ? WTiat other poem by Henry W. Longfellow have you studied ? Review it. 116. THE USES OF RAIN Do you remember the poem, "The Raindrops' Ride"? Review it. Why did Mr. Longfellow describe the rain as being welcome? Discuss the various uses of rain, 117. STUDY OF A POEM HmE AND Seek All the trees are sleeping, all the winds are still. All the flocks of fleecy clouds have wandered past the hill ; 248 SclJ-IIelp E?iglish Lessons Through the noonday silence, down the woods of June. Hark, a little hunter's voice comes running with a tune. ''Hide and seek ! When I speak. You must answer me ! Call again, Merry men, Coo-ee, coo-ee, coo-ee!" Now I hear the footsteps, rustling in the grass ; Hidden in my leafy nook, shall I let him pass ? Just a low, soft whistle, — quick the hunter turns, Leaps upon me laughing, rolls me in the ferns. "Hold him fast! Caught at last ! Now you're it, you see ; Hide your eye, Till I cry, Coo-ee, coo-ee, coo-ee !" HENRY VAN DYKE Read the poem. Do you see the picture clearly? Some one may tell exactly how the children in the poem are playing "Hide and Seek." Do you play it in the same way ? What call do you have to tell the one who is " it " that you are ready to be found ? You may learn either this poem or "Rain in Summer." 118. DICTATION LESSON Today you will have a final dictation lesson which you have never seen. Review pages 208 and 209. Some Questions to Answer 249 119. MAKING BOOKS FOR THE GRADE LIBRARY Should you like to leave a book of nature stories for next year's fourth grade? A book of bird stories called "Birds We Have Known," or a book of flower stories called "Wild Flowers We Have Kno^\^l," would certainly be enjoyed by the children next year. Discuss the matter in class and decide which you would rather write. Each pupil should write at least one story for the book. Wljen you write the stories, try to use words that make pleasing word pictures. 120. SOME QUESTIONS TO ANSWER You have now finished your language lessons for the year. With the help of your teacher, make a Hst of questions like the following about the most important things you should now be able to do : Do I now always talk in clear sentences ? Have I corrected some of my bad speech habits? To how many of the questions can you answer "Yes"? Next year you will have a new book. Shall you take some happy memories of this one into the new year? Shall you bring to the new grade some interesting summer stories to share with your classmates ? Will you try to read at least two good books during the summer? See the list on page 252. 250 Self-IIelp English Lessons SUMMARY OF RULES LEARNED Use of capitals : Every sentence begins with a capital. The names of persons begin with capitals. The word / is always written with a capital. The names of the days of the week and of the months begin with capitals. The names of holidays begin with capitals. The names of cities, states, streets, and other special places begin with capitals. Every line of poetry begins with a capital. The first word, the last word, and all other important words of a title begin with capitals. Use of the period : A period is used at the end of every telling sentence. A period is used after an abbreviation. A period is used after an initial. Use of the question mark : A question mark is used after a sentence that asks a question. Use of the exclamation mark : An exclamation mark is used after a word or a sentence that expresses strong feeling. Use of the hyphen : A hyphen is used at the end of a line when part of a word is written on the following line. Use of the comma : Commas are used in a note as shown below : Dear Frank, Please come over to my house this evening. There's fun on foot ! Your friend, Jack Summary of Rides Learned 251 A comma is used to set off the name of a city or town from the name of the state : Dayton, Ohio. A comma is used to set off the day of the month from the year : June 9, 1922. Use of the apostrophe : An apostrophe is used in a contraction to take the place of the letter or letters omitted : I can't swim. An apostrophe and 5 are added to a person's name to denote pgssession : Ned's book is torn. Use of quotation marks: The title ofc. a book, story, or poem, mentioned in a sentence, is inclosed in quotation marks. All the rules so far given were thoroughly taught. You were also shown how to use a comma in the following way whenever it was necessary : The words of a list in a sentence are set off from each other by commas : In my garden I raised peas, beans, corn, and potatoes. You were also taught to keep your eyes open and notice how conversation is written in stories. The name of the person spoken to is set off from the rest of a sentence by one or two commas. The words yes, and no meaning the opposite of yes, are set off from the rest of a sentence by a comma. When a sentence contains an exact quotation, three things are done to make this very plain : 1. The quotation begins with a capital letter. 2. The quotation is set off from the rest of the sentence, usually by a comma. 3. The quotation is inclosed in quotation marks. 252 Sclf-IIelp Euglisli Lessons BOOKS FOR SUMMER READING Below is a list of books that children everywhere enjoy. If you have a public library where you live, the librarian will help you select others. Adventures of Pinocchio. Collodi. Alice in Wonderland. Carroll. American Hero Stories. Tappan. Book of Legends. Scudder. Children of the Cold. Schwatka. Davy and the Goblin. Carryl. DocAS, THE Indian Boy. Snedden. Fairy Tales. Grimm. Katrinka, the Russian Child. Haskell. Little Brother to the Bear. Long. MoNi THE Go'at Boy. Spyri. MopsA THE Fairy. Ingclow. Nelly's Silver Mine. Jackson. Old Indian Legends. Zitkala-Sa. Pig Brother and Other Stories. Richards. The Jolly Book of Funcraft. Beard. The Lonesomest Doll. Brown. The Magic Forest. White. Through the Looking- Glass. CarrolL Under the Lilacs. Alcott. Why the Chimes Rang. Alden. INDEX Abbreviations : of avenue, i86. days of week, 218. months, 218. street, 186. titles of address, 120. how different from contractions, 219. Apostrophe, use of : in contractions, 159. to denote possession, 208. Books for summer reading, 124, 252. •- Capital letter, use of : to begin a sentence, 28. ever>- line of poetry, 148. important words of titles, 153- names of days of week, 54. names of holidays, 198. names of months, 133. names of persons, 30. names of places, 90. for initials, 3 1 . the word /, 40. Comma, use of : in dates, 132. other parts of letter, 50, no. to set off exact quotations, 226. name of city from state, 90. name of person addressed, 234- yes and no, 240. Composition, Oral, steps in : choos- ing an interesting subject, 6 ; hints for the story-teller, 7; hints for the listener, 7 ; using short, clear sentences, study of model, 10; choosing one thing to tell about, study of models, 12; telling short original stories, 13 ; telling a team story, 14; telling stories from a picture, 21; dramatizing a story, 22; making riddles, 40; finishing story begun in book, 52; telling facts in right order, 61 ; avoiding beginning many sentences with the same word, 62 ; reproduction of one paragraph story, mainly in words of book, 70; describing clearly, 80 ; choosing good be- ginning sentences, 134; explaining how things are made, 144 ; choos- ing titles for stories and pictures, 153- Composition, Written, steps in : study of model for correct placing of sentences on paper, margins, etc., 27; copying sentences, 28; correcting written sentences, 29 ; copying elliptical sentences, 33 ; study of model for correct placing of paragraph on paper, indention, 38; copying a paragraph, 38; study of arrangement of parts of a note from model, 50 ; composing and copying a team note, 50; writing a note from dictation, 54 ; writing an original note, 58; com- posing and copying a team story of one paragraph, 72; writing an original paragraph, 82 ; choosing and writing titles for stories, 153; study of full letter form from model, and practice in writing headings, 185; study from model of letter of several paragraphs, 187 ; writing letters with full letter form, 188; study from model of addressed envelope and practice in addressing letters, 188, 189. Compositions : Oral. Sec under Oral Work. Written. See under Written Work. Contractions : how formed, 158. different from abbreviations, 219. Conversation Lessons. See under Oral Work. Copying : learning how to copy, 27. See under Written Work. 253 254 Index Correct use of : ate and eaten, i8o. bleiv, greiv, kncic, threw, 174. brought, 180. come and came, in. did and (/o»r, 99. don't and doesn't, 210. giVe, giTDf, and g/zjoj, 167. /lazie no, has no, etc., 156. / and me, 221. /5 and are, 34. /5«'/, etc., for ain't, 63. j«(2y and can, 196. r(i?z and rz, 35, 37, 38, 40- 45, 54, 102, 109, 112, I30, 137, 148, 169, 181, 193, 209, 227, 235.. 239, 241. Dictation, 54, 63, 70, 76, 109, no, 138, 164, 193, 210, 248. Letter Writing, 54, 58, 59, 63, 70, 76, no, 116, 121, 138, 162, 164, 176, 177, 180, 185, 186, 187, 188, 189, 205, 214, 216, 232, 246. ^iniinniiMnniniiinniiiiiniiiiiMinnniiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiniiiiiiiiiiiiiniiiuiiiiiiiiiniiiniiniiiiiiiiiiiiiiiniiiinii!: I Self^Help Methods | I of Teaching English I I By Julia H. Wohlfarth | I Co-author of Self-TIelp English Lessons | I and of Neiu-lVorld Speller | I A GUIDE and ally for teachers of elementary English | I .AX. that will help them immediately to improve their | I instruction in language by using simple and thoroughly i I tested methods applicable anywhere under present condi- | I tions. ^ I I The whole purpose of this book is to offer concrete, prac- | I , tical help to the teacher through discussion of classroom I I problems and suggestions for classroom procedure. Some | I of the features of this book are: | = 1. Limited to important phases of English work directly = = concerned with expression i I 2. 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