ACHILD;rBQ>K FOLK-LORE UC-NRLF 1 i ■ill ill ^ $B 305 ^D: ^ _i^ ^^B' ^B^ •iS««&' , %NKfN ^^Bi Hi \, 1.x /( ERRATA page iv Delete the first h in Eurythmic. ' 13 In IV ORAL, for Tucker read Butter, 28 In I WRITTEN, second paragraph, for 5' read '5. 32 Place the period at the end of the fourth line. 57 Read the last lines of the rime as follows: X, Y, Z, and Amperse-and [&] All wished for a piece in hand. 57 In 1 WRITTEN, delete the hyphens in And per se and. Ill In the second line of the foot-rime, begin six with a small letter. 155 Capitalize Cuckoo and Sparrow in every case. "Afy dears, do you know That a long time ago — MECHANICS of WRITTEN ENGLISH A Drill in the Use of Caps and Points thru the Rimes of MOTHER GOOSE by Jean Sherwood Rankin, M.A. Illustrations by Wanda Gag PRESS OF AUGSBURG PUBLISHING HOUSE MINNEAPOLIS. MINNESOTA COPYRIGHTED, 1917, BY , JEAN .S^ERWOOl5 RlNlCmr Minneapolis, Mim4^^Th ' • • EDUCja-T-:[p.N'/DI!!P^^._ REGARDING MOTHER GOOSE RIMES Perhaps the best quantitative verses In our lan- guage (better even than Coleridge's) are to be found In Mother Goose, composed by nurses wholly by ear and beating time as they danced the baby on their knee. James Russell Lowell From My Study Windows— IS70 Mother Goose is worthy all the praise that she has received Her rimes are jingles about the everyday activities of the home, and being In rime, they are easily remembered. . . . .Because everybody knows them, they are the small change of education that can be passed from one purse to another. They are full of fun, and help us all to laugh and be happy. Can you think of any other collection, no matter how Instructive and beautiful, that could take Its place? William Byron Forbush, Ph. D. From Training the Child, 1917 iyi69863 One of the issues of the day, educationally, Is the relation of rhythm to technique. This has long been the issue in science and philosophy. It is now the issue in psychology and pedagogy. It is an issue that cannot be dodged. The relation of rhythm to technique is . . . very near a religious as well as a scientific matter. It brings religion and pedagogy as close together as it does physiology and psychology. Here are a few thrilling sentences of the Eurjlyth- mic science and art, physiology and psychology, philosophy and pedagogy : — There are two physical agents by means of which we ap- preciate music, — ear as regards sound, and the whole nervous system as regards rhythm. . . . The need is to create by the help of rhythm a rapid and regular current of communication between brain and body. . . . The aim is to eliminate in every muscular movement, by the help of the will, the untimely intervention of muscles useless for the movement in question, thus developing attention, consciousness, and will-power. . . . The body must become capable of responding to artistic rhythms and of realizing them quite naturally without fear of exaggeration. Art has everything to hope from new generations brought up in the cult of harmony, of physical and mental health, of order, beauty, and truth. In a word, rhythm is before, behind, beneath, be- yond technique, just as the mental is higher and hoHer than the physical. A. E. WiNSHIP In Journal of Education, August 30, 1917 FOREWORD The Mother Goose Rimes, so-called, are not indigenous to America. Most of them were well known in England two or three hundred years before our Mother Goose first saw the light. A French origin is indicated by certain rimes, and there is little doubt that these are from early French originals. Andrew Lang, well-known British critic, essayist, historian, poet, translator, and man of letters generally, has not thought it beneath his dignity to edit a large volume of these rimes. However, Boston had a real Mother Goose, who doubtless added many more to the rimes held by her excellent memory. Her son-in-law, Thomas Fleet, served his generation well in printing her en- tire collection, of which a facsimile edition has now been issued by a Boston publishing house,__:v^ith an._^ introduction by-lte ftgFgiieiid Edward^fTaleT D. D.^vcrcl These nursery rimes constitute a body of folk- lore, which is the natural and proper inheritance of every English-speaking child. It is felt that all true teachers, therefore, will welcome a series of lessons based upon the rimes so lovingly cherished by many generations of our forbears. Altho no claim is herein made that these rimes are high-class literature, they are something equally necessary in the develop- ment of the child; for they voice the song and rhythm of the common people, uttered as the lan- guage gradually feels its way from infancy to full stature. As such, they must have a continuous appeal to everyone whose heart still dwells in the blessed land of childhood. TO WHOM IT MAY CONCERN: Two Widely differing conceptions of language acquirement now hold the stage in our public schools. From the standpoint of Homer's epic, we may speak of 'Vriting'' — yet Homer never held a pen. From the standpoint of the ordinary citizen, who needs merely to be able to write a business letter without gross errors, we may also speak of **writing." Failure to separate the methods and the aims growing out of the two conceptions is respon- sible for most of the existing dissatisfaction with language methods. Not one, but many, experimental schools must be established, if nation-wide, scholarly ideals and methods are to displace the cheap and absurd pyro- technics at present displayed. The study of the humanities has not been discredited, for the study of English is only beginning seriously. Until elementary schools establish the study of the mother tongue in a worthy manner, how can we expect Greek and Latin to hold a place? Are we indeed a nation of confirmed imitators, as has been charged? Popular methods give a savor of truth to the accusation. We brazenly assume to make literary producers of all children, yet succeed in making few of them literate, — that is, informed and accurate in the details of literacy! Our twelve- year-old Aesops and La Fontaines gravely compose in classic form their ethical assignments, and we call all the world to admire. But is it certain that we do well to develop a generation of moral prigs, who fancy that they are doing what no child — and almost no adult — can ever do? It is well that we provide opportunity, if con- venient, for a Homer to spread his wings, but it is imperative that we teach the rank and file of our youth the elements of literacy. At the present moment — so wretched has been the English teaching of the past quarter-century — the great body of our teachers have themselves had no training in the use of idiomatic English. Heads of departments in our great universities are even sending out lists of so- called errors, in which many of the **errors" listed are good and acceptable English idioms, hoary with the age of long and venerable use. Thus our teach- ers are often asked to drive out a locution which is as firmly intrenched in the thought and genius of the language as is Gibraltar on its foundation. An eminent man of letters has said of the average language text-book that it **is grotesque in its ig- norance.'' But it is often more than merely negative in results, for it actually inculcates bad habits. Witness the well-nigh universal emphasis upon ab- breviations, — a thing almost negligible in correct manuscript. Almost no written composition should be required of children. They should be allowed to spend their time and energy in absorbing the countless impres- sions of youth, which later, perhaps, may seek expression thru the pen. Not that this is necessarily desirable, — for our book-shops overflow with the ill-advised products of mediocrity. This volume of lessons is the result of the experi- mental test of many hundreds of children. These tests go to show that the fourth grade of any school may usually be trusted to copy more accurately than do any succeeding grade. This fact has furnished the indictment of prevailing methods, and is warrant for the demand that there be a thoro change. The method employed in this book is that of making printers' copy, or an exact reproduction as to line, word, letter, and point. This mechanical reproduction is the only sort that the schools should tolerate, for, as a noted teacher of English remarks : ^^The best reproduction [as the word is generally understood] is the worst language exercise!^^ Let us cease to ask our infants for ethical com- positions, and let us give them a little time for acquiring a forceful, idiomatic habit of speech! Let us no longer be dominated by the false ideals of a petty, pretentious purism ! Let us abandon all the shams of imitation ! And let us begin to seek the eternal verities, among which has always been reckoned the aquirement of accuracy in details of scholarship. J. S. R. Minneapolis, August, 1917 TABLE OF CONTENTS LESSON AND PAGE Proper names '. 1 2 Final marks after sentences 3 6 The word / 7 Lines of verse 8 9 Short sentences 10 — 1 1 Alinement of verse 12 — 13 The apostrophe \A — 19 The hyphen ; 20—21 Independent statements 22 — 33 Direct address - 34 — 37 Appositives 38 — 41 Interjections 42 — 46 Exclamations 47 — 48 The word O 49—50 Series 5 1—57 Repetition of a subject of thought 58 — 62 Word-groups descriptive 63 — 66 of time or place 67 — 76 of condition 77 — 82 of cause or reason 83 — 92 Contracted statements 92-106 Parenthetical expressions 107-108 Direct quotations 109-123 Indirect quotations 124 The dash 125-126 Underscoring 127 The grave accent 128 The plural of letters and marks 129 The colon 130-132 Omission of words 133 Abbreviations 134 Supplementary exercise for Lesson 57 135 Additional Rimes 136-155 Summary of Rules 156-157 Additional rules for older pupils 158 Appendix — Notes for the teacher 159-167 Index of first lines of rimes 168-173 General index 174-175 ix WRITTEN ENGLISH THRU THE RIMES OF MOTHER GOOSE LESSON I TO BE READ ALOUD IN CLASS: 1 The maiden name of Mother Goose was Eliza- beth Foster. 2 She married Isaac Goose, and so became Mrs. Goose. 3 She was born about 1665. 4 She lived in Charlestown, a suburb of Boston, Massachusetts. I WRITTEN Write your full name and address without abbreviations, after either of these models : Charles Winsbip Russell Charles Winship Russell Minneapolis Minneapolis Minnesota Minnesota RULE I Begin every proper name with a cap. Proper names are those of persons, of days of the week, of months of the year, of geographical places, and of God, or deity. In general, whatever names the only one of its kind is called a proper name. II ORAL Look thru your reading books, and notice the names which begin with a capital letter. Discuss these in class with your teacher. Caps and points are short, useful terms for cap- itals and punctuation marks. 2 WRITTEN ENGLISH LESSON II TO BE READ ALOUD IN CLASS: ;l Mother Goose wrote a great many jingly rimes. 2 Almost everybody knows some of these rimes. 3 We do not call these rimes poetry, but verse. 4 We shall learn to write some of these old rimes. 5 We may learn to write some other old rimes too. I WRITTEN Copy from your reading books, five or more in each list, proper names that have been given to each of the following: girls towns, cities, or countries boys streets or buildings men and women dogs or other pets II ORAL May a proper name have several parts? What is the only proper name to be found in Les- son 2? How often are proper names used in Lesson 1 ? A RIDDLE I went to the wood, and got It; I sat me down, and looked at It; The more I looked, the less I liked it, And I brought it home, because I couldn't help It. WRITTEN ENGLISH 3 LESSON III 1 Little Betty Blue lost her shoe. 2 Tommy Tucker sang for his supper. 3 Jack and Jill went up the hill. I WRITTEN Copy the first sentence exactly as It is given In the book. Did you begin the first word with a cap, and follow the last word by a period? If you have made even one mistake, write the sen- tence again. Copy 2 and 3 In the same way. Rule 2 Begin every written sentence with a cap. Rule 3 Place the period after every written sen- tencCy if the sentence makes a statement in a matter- of-fact way. By "matter-of-fact" is meant without excitement or special feeling. II ORAL Look thru your readers to see If you can find a sentence which does not begin with a cap. Ask your teacher whether she thinks you can find one anywhere. III ORAL Recite Rule 2; recite Rule 3. A RIDDLE Flour of England, fruit of Spain, Met together in a shower of rain. Put in a bag tied round with a string, If you'll tell me this riddle, I'll give you a ring. WRITTEN ENGLISH LESSON IV 1 Little Robin Redbreast sat upon a rail. 2 Humpty Dumpty sat on the wall. 3 Old Mother Hubbard went to the cupboard. I WRITTEN Study the first sentence until you are sure you know it. Write the sentence from memory, and verify it carefully. We verify any piece of writing by comparing our work with the printed copy, line by line, word by word, point by point. If you have made even one mistake, rewrite, until your work is perfect. Do the same with 2; with 3. II WRITTEN Write a sentence telling in what town, county, and state you were born. Did you observe Rules 1, 2, and 3? III ORAL Repeat the three rules you have learned. To the teacher: Rules 2 and 3 may be considered invariable for the child, altho he must also recognize the wide application of Rules 8 and 9. A RIDDLE Old Mother Twitchett had but one eye And a long tail which she let fly; And every time she went over a gap She left a bit of her tail in a trap. WRITTEN ENGLISH 5 LESSON V 1 Was Mother Goose a real person? 2 What was her name before she was married? 3 Where did she live? 4 Do you know any of her rimes? I WRITTEN Copy these sentences, noting the point after each. Notice that every sentence is a question, and that it is followed by the question- mark. This is also called the interrogation point. Verify each sentence after writing it. Rule 4 Place the question-mark after every writ- ten question. II WRITTEN Write an answer after each of the four questions. Begin each with a cap and follow it by a period. You need not make sentences unless you choose. III ORAL Look thru several pages of your read- ers, and see whether you find as many question- marks as periods. A RIDDLE What shoemaker makes shoes without leather, With all the four elements put together? Fire and water, earth and air. Every customer has two pair. 6 WRITTEN ENGLISH LESSON VI 1 What a good boy am I ! 2 What a naughty boy was that! 3 How sorry I am ! I WRITTEN Study these sentences. Note that each one is followed by the exclamation point. This is because they are in the exclamatory form. An exclamatory sentence always shows feeling of some sort. Write each sentence from memory, and verify by your book. Rule 5 Place the exclaniation mark after every exclamatory sentence or exclamatory expression, II WRITTEN Copy the following sentences, and put the proper mark after each one according as it is statement, question, or exclamation: We shall be late How old are you We are going soon What a great girl you are Will you go What are you doing III ORAL Look thru your readers, and see whether there are as many exclamation points as periods. IV ORAL Make exclamatory sentences of the following matter-of-fact statements : It is very late They did hurry The snow is melting fast It is a rainy day He is very kind He works hard She runs very fast She is very tired V ORAL Make questions out of the same state- ments. To the teacher: See Appendix note. WRITTEN ENGLISH 7 LESSON VII 1 I will go with you If I may. 2 Pussy and I very gently will play. 3 All the bread and cheese I got I put upon the shelf. I WRITTEN Write 1 from memory, and verify. Do the same with 2; with 3. Did you observe the capital / in each sentence? Rule 6 Always write the word I as a cap, II WRITTEN Write three sentences, using the word / anywhere except as the first word. Let one sentence be a statement, one a question, and one an exclamation. III ORAL Give all the nicknames you can find that are used for your first name. Tell the meaning of your first name. If you do not know this, ask your teacher to help you find It. Tell the meaning of your surname and of your middle name, if you can. To the teacher: See Appendix note. A RIDDLE Black we are, but much admired; Men seek for us till they are tired; We tire the horse, but comfort man; Tell me this riddle if you can. WRITTEN ENGLISH LESSON VIII 1 A sunshiny shower will not last half an hour. 2 A sunshiny shower Will not last half an hour. I WRITTEN Study 1, and compare it with 2. The same rime is written first as prose, and then as verse. Notice that the second line in 2 is begun with a cap. Write 1 and 2, and verify your work by your book. Rule 7 Begin every line of verse with a cap. II WRITTEN A couplet is made up of two riming lines. Words rime when they end with the same sound or sounds. The riming words in the couplet above are shower and hour. Write the following sentences as couplets: 1 A man of words and not of deeds is like a garden full of weeds. 2 He who fights and runs away may live to fight another day. Ill ORAL What words are rimed in the first of the two sentences you have just written? in the second? Did you use one more capital in each sen- tence when you wrote it as a couplet? Look in your reading-books, and if you find any other couplets there, read them in class. WRITTEN ENGLISH LESSON IX 1 March winds and April showers Bring forth the May flowers. 2 Politeness Is to do and say The kindest thing In the kindest way. I WRITTEN Study the first couplet till you know It perfectly. Write It from memory, and verify. If your work Is not absolutely perfect the first time, do It again. Did you notice that the names of the months are proper names? Do the same with the second couplet. Be careful to center your work well. That Is, place It so it looks well on the page, with as much space from one margin as from the other. II WRITTEN In one or two sentences, tell some way in which you are trying each day to be polite. III ORAL Repeat all the rules you have had for the use of caps and points. IV ORAL Tell about the very politest thing that you have ever seen a child or an older person do. Try to decide first for yourself just why It was poHte. To the teacher: See Appendix note. 10 WRITTEN ENGLISH LESSON X 1 He that would live In peace and rest Must hear and see and say the best. 2 Hear no evil, see no evil, speak no evil. I WRITTEN You have here a couplet and a prose proverb, saying the same thing in different ways. Notice the commas carefully. Write 1 from mem- ory; verify. How many sentences are there in 2? Write 2 from memory, and verify. Rule 8 The comma is sometimes used between very short sentences, II WRITTEN Copy the following sentences, noting the commas: 1 I came, I saw, I conquered. 2 I slip, I slide, I gloom, I glance. 3 I sing, I sing from morn till night. III ORAL Tell one good reason why everybody should try not to hear, see, nor speak evil of another. Have you seen the little Japanese images which illustrate this proverb? A RIDDLE Two-legs sat upon Three-legs With One-leg in his lap; In comes Four-legs, And runs away with One-leg; Up jumps Two-legs, Catches up Three-legs, Throws it after Four-legs, And makes him bring One-leg back. WRITTEN ENGLISH 11 LESSON XI A swarm of bees in May Is worth a ton of hay; A swarm of bees in June Is worth a silver spoon; A swarm of bees in July Is not worth a fly. I WRITTEN Study this rime till you are sure you know it. Notice the three couplets, and learn one at a time. The semicolon is used here instead of the comma or period. The sentences are longer than those in Lesson X. Write the rime from memory. Did you have every word, letter, and point right? If not, do your work again. Rule g The semicolon is often used between short and very closely related sentences, II WRITTEN Write one or more sentences, being very careful as to form, telling why bees are worth more early in the spring than later. III ORAL Find out if you can, and then tell in class, what kinds of flowers bees like best. Can you name any kinds of honey? You may ask your grocer about this. Tell anything you know or can find out about bees; read in class or sing any songs you know about them. IV ORAL Look in your reading-books to find examples of the use of the semicolon between sen- tences. Read several examples in class. To the teacher: See Appendix note. 12 WRITTEN ENGLISH LESSON XII All work and no play Makes Jack a dull boy; All play and no work Makes Jack a mere toy. I WRITTEN Observe that the lines here do not all begin at the same distance from the margin. The first and third and the second and fourth are said to aline, or to be in the same line from top to bottom. Write from memory, and verify. Rule 10 In writing verse, aline riming lines, II WRITTEN Write the rime as a couplet, changing from caps to small letters as you find necessary. Then try to make a rime on the same pattern, with beats coming as they do here; thus, All work and no play makes Jack a dull boy All play and no work makes Jack a mere toy III ORAL Memorize couplets from the Additional Rimes of this book, and repeat them in class. To the teacher: See Appendix note. A RIDDLE Black within and red without, Four corners round about. WRITTEN ENGLISH 13 LESSON XIII Little Tommy Tucker Sings for his supper; What shall he eat? White bread and butter; How shall he cut it Without any knife? How shall he marry Without any wife? I WRITTEN Study the rime. Write it from mem- ory, and verify by your book. If you have made even one mistake, try again. II WRITTEN Select a simple rime from the Ad- ditional Rimes of this book; copy it, and verify. III ORAL Read the rimes you have selected and copied. IV ORAL Do supper and JCi t g^gK make a perfect rime? Find one or more words that will make a perfect rime with each of the following words : bake follow plum blue fish queen bird girl skate bread grow Will cat king willow cloud mill wonder dog night you dust never young 14 WRITTEN ENGLISH LESSON XIV Tommy's tears and Mary's fears Will make them old before their years. I WRITTEN This couplet is short, but it contains something new and important. The apostrophe and s are written after Tommy and after Mary to show possession or ownership or source. Write from memory, and verify. Rule II In* writing names of persons or things, show possession by the apostrophe with s^ or by the apostrophe alone, according to the special case. II WRITTEN After instruction from your teacher, write the following so as to show possession: 1 The head belonging to one boy, girl, horse, ox, fox, lady, baby, monkey, man, woman, fish, sheep, child; 2 The heads belonging to two boys, two girls, two horses, two oxen, two foxes, two children, two ladies, two babies, two monkeys, two men, two women, two fishes, two sheep. III ORAL Spell the possessives called for in the second written exercise above, naming the apos- trophe in the proper place; thus, b-o-y-apostrophe-s. A RIDDLE As round as an apple, As deep as a cup, And all the king's horses Can't pull it up. WRITTEN ENGLISH ' 15 LESSON XV Little Tommy TIttlemouse Lived in a little house; He caught fishes In other men's ditches. I WRITTEN Study the rime. Write the two couplets from memory, and verify. II WRITTEN Look thru your readers for ex- amples of the use of the apostrophe with or without s to show possession. Copy several examples to read in class. III ORAL Discuss with your teacher's help the various ways in which possession may be shown. Study your readers till you think you have mastered this point. Notice that the words yours, ours, hers, its, and theirs are not names, and so use. no apos- trophe to show possession. IV ORAL What words show possession in the following sentences: John lost his hat I will get my lessons Mary found her book No, it is theirs Clara kept Jack's ball Are you thru your work? Is that yours? This book is mine We love our friends The calf cried for its mother The boys won their game The last one is ours 16 ' WRITTEN ENGLISH LESSON XVI Humpty Dumpty sat on the wall, Humpty Dumpty had a great fall; All the king's horses and all the king's men Can not set Humpty Dumpty up again. I WRITTEN Notice the possessive sign In ktng^s. Can you guess this riddle? If you can not, see the Appendix. Write the rime from memory, and verify. II WRITTEN Again look thru your readers for examples of the apostrophe with s used to show pos- session. Copy several examples, and bring them to class to read. III ORAL Tell riddles In class to be guessed. Get as many new ones as you can, but be sure to get all the old ones that your father and mother can tell you. Write these, and read or repeat In class. To the teacher: See Appendix note. A GAME "How do you do, neighbor?" "Neighbor, how do you do?" "Very well, I thank you." "How does Cousin Sue?" "She is very well, And sends her love to you; And so does Cousin Bell." "Ah, pray, how does she do?" WRITTEN ENGLISH 17 LESSON XVII Come when youVe called, Do what you're bid, Shut the door after you, Never be chid. I WRITTEN Study the rime with care. Note the apostrophe in youWcy which shows that the letter a has been left out. The word youWe is called a contraction^ because two words have been drawn to- gether, or contracted, into one. A contraction Is a shortened form in which one or more letters have been left out. Rule 12 Use the apostrophe in contractions to show the omission of one or more letters, II WRITTEN Tell in two or three carefully writ- ten sentences why nol^ody should leave doors open for someone else to close. May so small a thing as the closing of a door show gentle manners? Do you know anyone who rushes thru doors, leaving them open, or who shuts them with a bang? III ORAL Read if convenient Alice Carey's The Calf Spot, or Who Shut the Barn-door, Begin now to keep in a permanent form a list of contractions, giving also the full form. Do not be- gin these with caps, for they are not sentences nor proper names. To the teacher: See Appendix note. 18 WRITTEN ENGLISH LESSON XVIII Tulips In the garden grow; Don't they make It gay? Tm very fond of tulips; ril pick one If I may. I WRITTEN Notice the new contractions, Pm^ Fll, and don^t. What letter or letters are left out In rni? m ril? In don't? Study carefully, and write from memory. Verify. II WRITTEN Copy the following statements, and put a question-mark after each. Do they tell quite a different story after you have done this? You are sorry. You were told so. You say you do not believe it. You believe the cat ran away. III ORAL If you have seen tulips, can you tell from what they grow? Are there many kinds? When do they blossom? What are their colors? Will a little time and trouble In the fall give you some of these lovely flowers In the spring? How do you prepare the soil? When and how deep do you plant the bulbs? Is It to keep them from freez- ing that you cover them with leaves and straw? Ask your parents about this. Why does It hurt a plant to freeze and thaw, over and over again? Does a blanket of leaves keep them from this? To the teacher: See Appendix note. WRITTEN ENGLISH 19 LESSON XIX Every lady in the land Has twenty nails upon each hand Five and twenty on hands and feet All this is true without deceit. I WRITTEN Decide where you will place two semicolons and one comma, so as to make this rime tell the truth to the eye. After you have done this, ask your teacher if your work is correct. Then write the rime from memory, and verify. Do you see that there is a closer connection in thought where you put the comma than where you put the semi- colons ? II WRITTEN Tell in one or two sentences whether you see any use in caps and points. III ORAL Discuss in class whether we are better off for having caps and points. Remember that books have not always used these to help the eye get the meaning. Repeat the rime given today in such a manner as to give the sense clearly. FOOT-RIME Shoe the old horse, Shoe the old mare; Let the little coltie's Foot go bare. 20 WRITTEN ENGLISH LESSON XX Little Robin Redbreast Sat upon a rail; Niddle-noddle went his head, Wiggle-waggle went his tail. I WRITTEN Notice the hyphen in niddle-noddle and in wiggle-waggle. Write from memory, and verify. Rule IS Use the hyphen to join two or more words into one. The hyphen Is also used to show the division into syllables, when a word is carried from one line to the next. A compound word is made by the union of two or more words. II WRITTEN Copy the following and explain what each word means. When a compound is not too long, and when it is very commonly used, the hyphen is likely to be dropped. Redbreast was first written as two words, then with a hyphen, then as one word. rocking-chair fiddling-stick pudding-stick marrow-bone sky-blue barley-meal apple-pie milk-jug cherry-tree cream-pot bag-pudding pin-cushion III ORAL Look thru your readers for compound words written with the hyphen. Make a list of these, and read your list in class. IV ORAL Make another list of compounds not written with the hyphen. Read this list also. WRITTEN ENGLISH 21 LESSON XXI I had a little pony, His name was Dapple-gray; I lent him to a lady To ride a mile away; She whipped him, she lashed him, She rode him thru the mire; I would not lend my pony now For all the lady's hire. I WRITTEN Note the apostrophe and s after lady. Note the hyphen in Dapple-gray. How many sen- tences in this rime ? Do you find seven ? How many lines in the last sentence ? Write from memory, and verify. II WRITTEN Write three or four sentences, telling your opinion of the lady in our rime. Would you have lent your pony to her again? III ORAL Tell stories of your own pony or horse, if you have one. Can animals be trained better thru kindness than in any other way? Have you a dog that knows tricks? How did he learn them? IV ORAL Point out in the following sentences compound words written without a hyphen : 1 I took her a basketful of potatoes, a bucketful of milk, three cupfuls of sugar, and a handful of roses. 2 He was already up and almost dressed. Altho his wife was sick and altogether helpless, she was always cheerful. To the teacher: See Appendix note. 22 WRITTEN ENGLISH LESSON XXII Multiplication is vexation; Division is just as bad; The Rule of Three perplexes me, And Practice drives me mad. I WRITTEN Study the rime carefully. Notice the semicolons after the two first sentences. Observe the comma between the two statements of the last sentence. Every sentence must contain at least one independent statement, and it may have a number of them. Write from memory, and verify. Rule 14 Independent statements which are not complete in themselves are separated by commas or less often by semicolons. Independent statements are often introduced by the words and, or, nor, "^for, but, yet, so, and the like. II WRITTEN Tell in two or three carefully written sentences what you like best or what you like least in your own number-work. Try to find out what is meant by the Rule of Three. 2 : 4 : : 4 : 8 is an illus- tration. Textbooks use the word examples now instead of practice. What subject was the hardest for the speaker in the rime? III ORAL Repeat all the counting-out rimes that you know or can find. Any older person can prob- ably repeat some of these for you. Volumes of folk-lore will contain many. To the teacher: See Appendix note. WRITTEN ENGLISH 23 LESSON XXIII Cock crows in the morning to tell us to rise, And he who lies late can never be wise; For early to bed and early to rise Is the way to be healthy and wealthy and wise. I WRITTEN Study this rime with care. Be sure you can spell all the words. And (second line) and for (third line) introduce independent statements. The four lines make one sentence. II WRITTEN Tell in two or three carefully written sentences some of the things to be gained by rising early and some of the things to be lost by lying abed. III ORAL How early do cocks crow? Tell any stories you have heard about them. Do you know the story of a cock that thought his crowing made the sun rise? Perhaps your teacher will tell you this story of Chantecler, by Edmund Rostand. To the teacher: See Appendix note. A RIDDLE Little Nancy Etticoat, In a white petticoat, With a red nose; The longer she stands The shorter she grows! 24 WRITTEN ENGLISH LESSON XXIV Cock crows in the morning To tell us to rise, And he who lies late Can never be wise; For early to bed And early to rise Is the way to be healthy And wealthy and wise. I WRITTEN Look at this new way of writing the lesson you had yesterday. The rime is usually written in eight lines, as given here. Write from memory, and verify by your book. Remember that your writing must be so perfect that it might be used by the printer for copy. II WRITTEN Write from memory the rule for independent statements. Write the list of words which may show a statement to be independent. III ORAL Repeat any other early-rising rimes that you may know. "Lend me thy mare to ride a mile!" "She Is lamed, leaping over a stile." "Alack, and I must keep the fair! I'll give thee money for thy mare." "Oh ho, say you so? Money w^Ill make the mare to go!" WRITTEN ENGLISH 25 LESSON XXV He that would thrive Must rise at five; He that hath thriven May lie till seven; And he that by the plow would thrive Himself must either hold or drive. I WRITTEN Study this rime carefully. Notice that the third couplet has longer lines than the other two. Plan for this before you start to write, and begin your first line well in from the margin. When your work is done, the whole should be well cen- tered. The semicolon which occurs after seven separates two independent statements. What word joins the last independent statement to what goes before? Write from memory, and verify by your book. Was your work entirely free from errors? II WRITTEN Write one or two sentences telling in your own words what the rime teaches. III ORAL Find out by inquiry whether it is neces- sary to ^'hold'' a new-fashioned plow. Find pictures, if you can, of both the old-fashioned and the new- fashioned plows. IV ORAL Find a word to rime perfectly with each of the following: bees year sky clover . ground air hay bells down plow deep roar birds moon peep 26 WRITTEN ENGLISH LESSON XXVI Be you to others kind and true As you'd have others be to you; And neither do nor say to men Whatever you would not take again. I WRITTEN You have two new contractions here, you!d for you would and whatever for whatever. What word introduces the last independent state- ment? Write from memory; verify. II WRITTEN Put into one or two sentences the teaching of this rime, trying to get it all into one short sentence if possible. III ORAL Try to find some other rirhes that teach this same lessons of kindness. If you find such, read them in class. Do you call this rime a good one to live by? Did you ever hear of the ^'Golden Rule''? What is it? Intery, mintery, cutery corn, Apple-seed and apple-thorn; Wire, brier, limber lock, Three geese in a flock; One flew east, and one flew west, One flew over the cuckoo's nest; Sit and sing by the spring, Out, out, and in again, O-U-T, and out goes he! WRITTEN ENGLISH 27 LESSON XXVII How many stars are in the sky? More than you can count or I. How many drops are In the seas? How many leaves upon the trees? How many grains of sand on the shore? Count all you can, and there are more. I WRITTEN Study the rime. Notice the way of writing the couplets. Where did we have the same form before? What are the riming words? Notice the comma between the two independent statements of the last sentence. Every line in this rime is a sentence. Write from memory, and verify by your book. II WRITTEN Try to make an original couplet, and copy it to read in class. III ORAL Look thru your readers and notice some of the ways in which stanzas are alined. Read one stanza in class, and tell which lines are alined. A stanza is a single group of lines. IV ORAL Do you see that a question is a state- ment turned around? He must becomes must he when we ask a question. How many sentences do you count In the rime? Are the rimes perfect? How many independent statements in all? Seven Is right. 28 WRITTEN ENGLISH LESSON XXVIII ril tell you a story About Jack a' Nory, And now my story's begun; rU tell you another About Jack and his brother, And now my story's done. I WRITTEN Study all the points with care before you try to write. Note the two commas and the semicolon. The connection in thought is closer at the commas than at the semicolon. The semicolon follows the first sentence, and each sentence contains two independent statements joined by and, a! before Nory means from or of, ^p^ Notice ril for / will and 4? for is. Observe that there are two couplets and that the last line rimes with the third. Be sure to aline as the copy does. This is a very common pattern of rime. Write from memory, and verify by your book. II WRITTEN Arrange the following words in an order of rime like that given today, and consider whether they can be arranged in many other ways: feather, dresses, succeed, blesses, indeed, weather III ORAL Look thru your readers for rimes made on the pattern of the one in today's lesson. If you find any, read them in class. If you do not succeed, ask someone to tell you the rime of Little Miss Muffet, of Hey, diddle, diddle, or of Old Mother Hubbard, Can you tell how many beats or accents are in the third or in the sixth line? To the teacher: See Appendix note. Little Betty Blue WRITTEN ENGLISH 29 LESSON XXIX Little Betty Blue Lost her holiday shoe; What can little Betty do? Give her another To match the other, And then she may walk In two. I WRITTEN Is this rime similar to the one of yesterday? Notice the and which joins the Inde- pendent statements of the last sentence. How many sentences are there In the rime? II WRITTEN Try to make an original rime on the pattern of Little Betty Blue, If this Is too hard, copy from your reader a short rime that you like, and verify It. III ORAL Read In class the rimes that you have written, original or otherwise. WHEN TWO BOYS START TO RUN A RACE One to make ready! Two to prepare! Good luck to the rider, Away goes the mare! One for the money! Two for the show! Three to make ready! And four for the go! 30 WRITTEN ENGLISH LESSON XXX WeVe all In the dumps, For diamonds are trumps; The kittens are gone to Saint Paul's; The babies are bit, The moon's in a fit. And the houses are built without walls. I WRITTEN Study this nonsense-rime till you know every line and word and point. Notice weWe for we are. Saint PauVs means Saint Paul's church. Notice ^s for is. Of six independent statements here, for introduces the second, and and introduces the last. The third line and the fourth line are each a complete sentence. Write from memory, and verify. II WRITTEN Try to make an original rime on this pattern. Have two beats, two beats, three beats; two beats, two beats, three beats. If you can not make a rime, learn one to repeat in class, selecting one of the pattern given today. III ORAL Repeat the rimes you have learned or have written. A RIDDLE As soft as silk, as white as milk, As bitter as gall, a thick wall, And a green coat covers me all. WRITTEN ENGLISH 31 LESSON XXXI Peter White Will ne'er go right; Will you know the reason why? He follows his nose Wherever he goes, And that stands all awry. I WRITTEN Study the rime. Notice ne^er for never. And introduces the last independent state- ment Can you guess what awry means? Write from memory, and verify. II WRITTEN Select the three rules for punctuation that you think are the most helpful, and write them from memory. Ill ORAL Find in the Additional Rimes other rimes on the same pattern as that used today. Read several of these in class. There was a jolly miller Lived on the river Dee; He w^orked and sang from morn till night, No lark so blithe as he; And this the burden of his song Forever used to be; "I care for nobody, — no, not I ; And nobody cares for me." 32 WRITTEN ENGLISH LESSON XXXII I had two pigeons bright and gay; They flew from me the other day; What was the reason they did go? I can not tell, for I do not know* I WRITTEN Notice that the last line contains two independent statements joined by for. Each of the two couplets contains two sentences. Write from memory, and verify. II WRITTEN If you know anything interesting about pigeons or doves, write three or four sen- tences telling what you know. Or else write about some other pet that you have had. Have you ever seen a squab-farm, where they raise young pigeons for market? Ill ORAL Discuss the keeping of pets. Do you think it a good thing for every child to have some living thing for a pet? Tell what pet you like best. "Is John Smith within?" "Yes, that he is." "Can he set a shoe?" "Ay, marry, two; Here a nail, and there a nail. Tick, tack, too." WRITTEN ENGLISH 33 LESSON XXXIII Monday's child is fair of face; Tuesday's child is full of grace; Wednesday's child is the child of woe; Thursday's child has far to go; Friday's child is loving and giving; Saturday's child works hard for a living, But the child that is born on the Sabbath day Is lucky and bonny and wise and gay. I w^RiTTEN This is a bit of folk-lore you will have to study hard, if you write it without a mistake the first time. Wednesday and Tuesday are not easy to spell. In order to follow the copy, you will need to begin well to the left and write rather small. What word in the fourth couplet introduces the sev- enth independent statement? Write from memory, and verify your work. II WRITTEN Find in the Additional Rimes an- other one about the days of the week, and copy carefully. III ORAL Ask your parents to repeat to you any rimes they may know about the days of the week. Repeat these and any other folk-lore rimes that you may find. Folk-lore is made up of the rimes and sayings and tales kept by the people for a long time. IV ORAL Review all the rules that you have had thus far. 34 WRITTEN ENGLISH LESSON XXXIV 1 Summer winds, blow strong and cool, For Fm obliged to stay in school. 2 Snake, snake, come out of the grass, And ril not hurt you as I pass. 3 Bee, bee, with buzzing wing, rU steal your honey if you sting. 4 Purple plums that hang so high, I shall eat you by and by. I WRITTEN We have something new today. The names winds, snake, bee, and plums are all used in direct address, that is, they name things that are spoken to. For that reason, they are separated by commas from the rest of the sentence. We say that they are set of by commas. Study the rimes, one at a time. Write and verify. Rule 75 Set of by commas names used in direct address, II WRITTEN Copy and point the following sen- tences, remembering ( 1 ) that a period or other point may take the place of a comma at the end of a sen- tence; (2) that a name used in address, if it is at the oeginning or at the end of a sentence, needs only one comma. May come here Little girl please don't cry Will you come here May Poor little bird who hurt you Come here May Fly home lady-bird to the old Jack be nimble elm tree Run Sam run I wish Mr. Brown that you Go mill go would reply Don't tease me child What a scamp you are Tom Fi^^ WRITTEN ENGLISH 35 LESSON XXXV Little cloud athwart the sky, What's the news up there so high? Master wants to cut his grain ; Can you tell how soon 'twill rain? I WRITTEN Notice the contractions whafs and ^ twill for what is and it will. Do you see that Little cloud athwart the sky is all used in address? Athwart is a rather unusual word meaning across. Notice the two couplets and the riming words. Write from memory, and verify. II WRITTEN Write five sentences, using in each a name in direct address. Have some of these names made up of several words. Look thru your readers for ideas to help you in this. How many commas do you use if the name in direct address comes just at the beginning or just at the end of a sentence ? III ORAL Read from your readers examples of direct address. Repeat any weather-rimes that you know. Doctor Faustus was a good man, He whipped his scholars now and then; When he whipped them, he made them dance Out of Scotland into France, Out of France into Spain, And then he whipped them back again. 36 WRITTEN ENGLISH LESSON XXXVI Lady-bird, lady-bird, Fly away home ! Your house is on fire ! Your children will burn ! I WRITTEN Study the rime till you know it. Notice the hyphen in lady-bird. Why are exclama- tion points used? Write from memory, and verify. II WRITTEN Point the following so as to show what is meant: a statement of fact a command an excited command Boys swim Boys swim Boys swim Girls sew Girls sew Girls sew III ORAL Do you know any other rimes about the lady-bird or lady-bug, as it is sometimes called? If you do, repeat them. The most common lady-bird is a beetle, red and black, or orange and black. When one of these alights on the hand, folk-lore teaches all who wish good luck to repeat the above rime. A RIDDLE Over the water, And under the water, And always with its head down. WRITTEN ENGLISH 37 LESSON XXXVII Hush-a-by, Baby, He still with thy daddy, Thy mammy has gone to the mill To get some meal to make a cake; So pray, my dear Baby, lie still. I WRITTEN Study the rime. Note that haby and my dear baby are terms used in direct address. Usage differs as to caps in these terms. When Baby is used instead of the real name, capitalize it. Note the hyphens in hush-a-by. The independent state- ment in the last line is introduced by so. Write from memory, and verify. II WRITTEN Copy the following, noticing where caps are used: I am coming, Father. My very kind father helped Oh dear, Mother, I will go. me. Well, Brother, here we are. What is home without a I am going now, Sister. mother? O Mother! I will go. I have a dear little sister. May I borrow your book, Where is your grandfather? sister Jane? Is your uncle here? Ill ORAL Look thru your readers and try to de- cide just how terms of relationship are capitalized. Discuss the subject in class, and decide upon your own usage. 38 WRITTEN ENGLISH LESSON XXXVIII Polly, the milkmaid, Comes over the plain; She fills up her milk-pails And then back again. I WRITTEN There is something new today. The word milkmaid explains who Polly was, without actually stating it. We call milkmaid an appositive, or we say it is in apposition with Polly. If these terms are new to you, be sure to learn them thoroly. Observe the commas which set off the appositive. Notice that milkmaid is written without a hyphen, and milk'pails is written with a hyphen. This is because milkmaid has been more used than milk- pails J and so we have come to think of milkmaid ?iS one word. Write from memory, and verify. Rule i6 Set of by commas appositives of more than one word. My son John has no comma, for the appositive John is only one word. II WRITTEN Point off the following sentences: 1 Molly my sister and I fell out 2 John the youngest son was lost 3 I had a little maid the prettiest ever seen 4 Toby Sizer the old miser would not buy a cloak 5 Jim the giant grim wears a hat without a brim 6 Did you see my cousin Mary Lee III ORAL Look thru your readers for other ex- amples of appositives. Have three short ones ready to read in class. WRITTEN ENGLISH 39 LESSON XXXIX Here am I, Little Jumping Joan ; When nobody's with me Fm always alone. I WRITTEN Study the rime. Do you see that the comma, which you would expect after the appositive Joan, has given place to the semicolon? Observe the two contractions. How many words in the appositive? Pronounce Joan in one syllable to rime with alone. Write from memory, and verify. II WRITTEN Copy and point the following sen- tences and set off the appositives by commas: 1 Arthur the king of England was much loved 2 Have you heard about John Gilpin the man who rode a race 3 Can you tell the story of Bo-peep the girl w^ho kept sheep 4 I wish I were a robin a crimson-breasted robin 5 How welcome are the birds those messengers of spring III ORAL Look thru your readers to find other examples of appositives. Bring these to class and read there. Try to find one in which the second comma has given place to a more important mark. Where have you seen a picture of Little Juniping Joan? Ride a cock-horse to Banbury Cross To see an old lady upon a white horse; Rings on her fingers, and bells on her toes, And so she makes music wherever she goes. 40 WRITTEN ENGLISH LESSON XL Molly, my sister, and I fell out. And what do you think 'twas all about? She loved coffee, and I loved tea. And that was the reason we couldn't agree. I WRITTEN Study the rime carefully. Observe the two contractions, the appositive, and the commas. The first and joins Molly with /. Do you notice the three ands that join independent statements? Name the two statements in the first couplet. Name the three statements in the second couplet. Write from memory, and verify. Was your work perfect at the first writing? II WRITTEN Select from your readers or from the Additional Rimes a short rime containing an appositive, and copy. Verify your work. III ORAL Give original examples of appositives. Remember that the appositive is one of the com- monest things in everyday speech: Tony Olin, the little rascal; my uncle, Mr. James Clark; America, the land of the free. IV ORAL Find several appositives in your read- ers; copy and verify, and read in class. Explain the line if it were pointed thus : Molly, my sister and I fell out. WRITTEN ENGLISH 41 LESSON XLI There was an old woman had three sons, Jerry and James and John; Jerry was hung, James was drowned, John was lost and never was found; And there was an end of her three sons, Jerry and James and John. I WRITTEN Study this old rime with care. Jerry and James and John is a single appositive explaining sons J and has a comma before it. The comma which would naturally come after it gives place to the semicolon. What word is understood in the first line? Would the line be as smooth if it read an old woman who? Notice the new alinement. Write from memory, and verify. II WRITTEN Write from memory the rules for pointing off names used in direct address and names used in apposition. Ill ORAL Do you see that appositives shorten speech and make it brighter? Is it shorter to say Paddy ^ the Welshman^ or Paddy ^ who was a Welsh- man? Would you like to use the full forms every time you speak, or do you think appositives are often better? 42 WRITTEN ENGLISH LESSON XLII Hi, diddle, diddle, The cat played the fiddle; The cow jumped over the moon; The little dog laughed To see the craft. And the dish ran away with the spoon. I WRITTEN This lesson has something new, so study carefully. You have three, interjections fol- lowed by commas. Interjection means something thrown in. Is laughed and craft a perfect rime? Does it look so? Write from memory, and verify. Rule I J After an interjection which is not emphatic, use the comfna; after an interjection which is emphatic^ use the exclamation point, II WRITTEN Look thru your readers, and copy several interjections. Afterwards list these alpha- betically. Keep this list, and add to it from time to time. III ORAL Read aloud in class the lists you have made. Add to your own lists as you hear the others read. Tell as nearly as you know, or can guess, the sort of feeling that each interjection shows. Does the tone of voice often tell feeling? What about sh'sh-sh? Does alas always express sorrow? Dis- cuss this. WRITTEN ENGLISH 43 LESSON XLIII Ah, hear the wind blowl And see the deep snow ! Where now are the birds that we loved to hear sing? They're where it is warm, They're free of all harm. They'll come back again in the spring, in the spring. I WRITTEN Study the rime. We more often say free from than free of, but either is right. It is very common in verse to repeat a phrase after the manner of an interjection. In the spring, if repeated several times, would need a comma after each repetition. Write from memory, and verify. II WRITTEN Look thru any book to find new examples of interjections. Add these to your list. III WRITTEN Place points where they are needed in the following: Fe fo fi fum Ha ha ha Alas what shall I do Bow wow wow Mew mew mew Oh what a shame Oh no Hurrah boys IV ORAL May several interjections be used as one exclamation? If you can find examples of this use, read them in class. A RIDDLE A hill full, a hole full, Yet you can not catch a bowl full. 44 WRITTEN ENGLISH LESSON XLIV A dillar, a dollar, a ten o'clock scholar, What makes you come so soon? You used to come at ten o'clock, And now you come at noon. I WRITTEN Study the rime and notice the new points. The o' in o*clock stands for of the. We still sometimes say ten of the clock or ten by the clock. Dillar and dollar are interjections. There are many interjections whose meaning we can only guess at, and often they have no meaning now. Write from memory, and verify. II WRITTEN Continue to add to your list of inter- jections. If you can obtain a complete copy of Mother Goose, you will find many new ones there. III WRITTEN Write in separate columns the inter- jections you might use to show (1) joy; (2) pain; (3) sorrow; (4) anger; (5) amusement; (6) dis- gust; (7) surprise. IV ORAL What is the hour of noon? How many hours from noon to midnight? Does the clock, or the sun, determine the length of day? Discuss this in class. What goes up must come down On your head or on the ground. WRITTEN ENGLISH 45 LESSON XLV Alas, alas for Miss Mackay! Her knives and forks have run away; And when the cups and spoons are going She's sure there is no way of knowing. I WRITTEN Study the rime. Note every point with care. Observe the two couplets. Write from memory, and verify. II WRITTEN Copy and capitalize the following; punctuate, the first time making one exclamation of each group, and the second time making an emphatic exclamation of each interjection: oh oh oh quack quack cackle cackle pshaw pshaw fudge fudge baa baa baa caw caw caw tu-whit tu-whoo III ORAL Look thru your readers to find inter- jections and other words used there in emphatic exclamation. Be ready to read the most interesting examples that you find. A RIDDLE Hick-a-more, Hack-a-more, On the king's kitchen-door; All the king's horses And all the king's men Couldn't drive Hick-a-more, Hack-a-more Off the king's kitchen-door. 46 WRITTEN ENGLISH LESSON XLVI By, Baby-bunting! Father's gone a-hunting, Mother's gone a-milking, Sister's gone a-silking, Brother's gone to buy a skin To wrap the baby-bunting in. I WRITTEN Study the rime, noting the many hyphens and the repeated use of ^s. Bunting means short and fat. We might use chubby in about the same sense. A-silking is what we should mean by the phrase dressing up in silk. Write from memory, and verify. II WRITTEN Copy the following expressions and put an exclamation point after each: Good night The same to yourself Good evening Fare thee well God bless you Merry Christmas God be with you Happy New Year What a shame A happy birthday to you The black villain What a pity III ORAL Do you see that each of these ex- pressions is equal to an entire sentence? Try to find similar ones in your reading-books. Read aloud in class the ones you find. Does each of these show feeling of some sort? WRITTEN ENGLISH 47 LESSON XLVII Peas-porridge hot! Peas-porridge cold! Peas-porridge in the pot Nine days old! Some like it hot, Some like it cold, Some like it in the pot Nine days old. I WRITTEN Study this old rime. Commas might be used instead of the first two exclamation points. Notice that there is no statement in the first stanza, and that it merely says porridge^ porridge ^ porridge. Write from memory, and verify. Rule i8 Any zvord, or group of words^ when used as a complete exclamation^ should he followed by the exclamation point, II WRITTEN Give careful directions for making plain breakfast porridge of any sort. III ORAL Find some older person who will show you how to clap hands with another to the rhythm of the old rime given today. Then in class see which two pupils can clap hands fastest and best. IV ORAL Pronounce the following queer old in- terjections distinctly: 1 Hurly-burly, trumpet, trase! 2 Hey, diddle, dfnkety, pompety, pet! 3 Hoddley, poddley, tempests and fogs! 4 Hickelum, pickelum, pumice-stone! 5 Finnikin, winnikin, wo! 48 WRITTEN ENGLISH LESSON XLVIII Poor old Robinson Crusoe! Poor old Robinson Crusoe I They made him a coat Of an old nanny-goat; I wonder how they could do so I With a ring-a-ting-tang And a ring-a-ting-tang, Poor old Robinson Crusoe! I WRITTEN Which two lines make the first sen- tence? Which line makes the second sentence? What makes up the rest of the rime? Study the rime, and write it from memory; verify. II WRITTEN Try to make a parody on the rime of today's lesson. A parody is a very close imitation. It must have the same number of lines and the same number of beats to a line, and it may also have the same rimes as the original. III ORAL What feeling is expressed by the line / wonder how they could do so? If no answer is expected, does the exclamation mark carry the idea of wonder better than the question-mark? Try the question-mark and the exclamation point in turn after the following expressions to see which seems best in each case: 1 Was ever heard such noise and clamor The hatchet's jealous of the hammer 2 Why, oh, v^^hy did she go 3 Must I die here alone 4 Where is our fatherland 5 Will help never come WRITTEN ENGLISH 49 LESSON XLIX O listen, my doll, and hear something newl YouVe not to repeat, 'tis only for you; Mark! pussy has stolen Grandpapa's shoe. And Topsy has painted dog Fido sky-blue ! I WRITTEN This rime will need careful study. There is one new thing to remember, the use of O with a following word. Note the contractions and the possessive. What does sky-blue mean? Write from memory, and verify. Rule ig Always write the interjection O as a cap with no point after it. On the contrary, the exclamation oh usually is followed by comma or exclamation point. II WRITTEN Copy the rule for today, and verify. III ORAL Read the following examples of the use of O in exclamation : O fie! O ye heavens! O velvet bee! O for a pair of v^ings! O Israel! O that it w^ere true! O royal duke! O dear saint! O my son Absalom! O pure in heart! O brave marsh mary-buds! O wind of the moor! O thou that bringest good O finny friend! tidings to Zion! O happy Holland! O father dear! O bells of Notre Dame! To the teacher: See Appendix note. 50 WRITTEN ENGLISH LESSON L Pussy-cat, pussy-cat, listen to news! Baby's to have a pair of new shoes, Shoes of morocco, and they shall be green. The smallest, the neatest that ever were seen; This is no secret, repeat it you may; Run, my good pussy, and tell it to Tray! I WRITTEN This rime is harder than it looks. Before writing, notice these points with care: (1) A name used three times in direct address; (2) three terms used in apposition; (3) the exclamation point used twice to show excitement; (4) a comma used between two short sentences; (5) semicolons used after two sentences. When you are sure of every point, write from memory, and verify. II WRITTEN Tell what is the chief point of dif- ference between the speakers of today's rime and yesterday's rime. Is it foolish to make a secret of what can just as well be told? Is it often very unkind to do so ? Think this over before writing. Ill ORAL Repeat any one rule which you must use in pointing off the rime of today. Repeat every rule used. WRITTEN ENGLISH 51 LESSON LI One, two, three, four, five, I caught a hare alive; Six, seven, eight, nine, ten, I let it go again. I WRITTEN The numbers in this rime form a series, that is, an orderly list of things. Observe the commas. Study the rime, and write from memory; verify. Rule 20 Use the comma to separate the mem- bers of a series^ unless AND, OR, NOR, or some similar word joins them. Exception: An and thrown in between the two last mem- bers of the series, for the sake of sound, does not do away with the comma, as in sentence 2 below. II WRITTEN Copy the following examples of series; 1 John, Will, Ned may all go. 2 I saw elms, willows, and other trees. 3 Oranges and lemons, oranges and lemons, oranges and lemons ! 4 Neither wind nor snow nor bitter cold stopped him. 5 What makes a man healthy and wealthy and wise? 6 What makes a man healthy, wealthy, wise? III ORAL Look thru your readers to find other examples of series. Bring several of these to class to read. When there are two items in a series which are to be taken together, of course the comma will not be used; thus, He made his meal of tea, bread, and potatoes; He made his meal of tea, bread and milk. 52 • WRITTEN ENGLISH LESSON LII Here we go up, up, up ; Here we go down, down, down; Here we go backward and forward; Here we go round, round, round. I WRITTEN Her« Is a good illustration of series. It is very common to repeat part of a line of verse in this way. Which line needs no comma, and why? Is each line a complete sentence? Write from memory, and verify. II WRITTEN Copy the following examples of series, and punctuate : 1 Old rags to sell old rags to sell old rags to sell 2 With a hop skip and jump 3 One dog two cats three geese and a turkey-gobbler 4 With sparrows and owls with rats and with dogs With ducks and with crows with cats and with hogs. III ORAL Read or repeat any rimes that you find which contain examples of series. You will find many of these in the Additional Rimes of this book. Tweedle-dum and Tweedle-dee Resolved to have a battle, For Tweedle-dum said Tweedle-dee Had spoiled his nice new rattle; Just then flew by a monstrous crow, As big as a tar-barrel, Which frightened both the heroes so They quite forgot their quarrel. WRITTEN ENGLISH 53 LESSON LIII There was a little man, And he had a little head, And he wore a little hat on the top ; And he had a little fan, And his little vest was red. And he walked with a little hop, hop. I WRITTEN Every statement in this rime after the first begins with and. It is perfectly natural to begin thus. Little children use a great many ands. Early English and the Hebrew scriptures show the same free use of and. If you begin every sentence with and, you will soon see that this is unnecessary and will often cross out the word. Remember it is not wrong to begin thus, but it is needless, therefore not the best way. Observe the new alinement, also the series of two words at the end. Do you see that the six state- ments make one sentence? Write and verify. II WRITTEN Copy the following sentences, put- ting in commas where needed, and write after each sentence the number of flags mentioned: 1 Jack has a red white and blue flag 2 Ned has a red a white and a blue flag • 3 Joe has a red and white and a blue flag 4 Tom has a red and white a blue and white and a yellow flag 5 Sam has a red and a white and blue flag III ORAL In the above series, do you see that the a is repeated for every flag? Look in your read- ers for other examples of series and read in class. To the teacher: See Appendix note. 54 WRITTEN ENGLISH LESSON LIV Solomon Grundy Was born on Monday, Christened on Tuesday, Married on Wednesday, Took ill on Thursday, Worse on Friday, Died on Saturday, Buried on Sunday; This is the end Of Solomon Grundy. I WRITTEN Learn the history of Solomon Grundy. Are the lines alined? This form of writing is called diagonal indention. There is some hard spelling here, as buried. Notice that the first sentence ends with Sunday. Write from memory, and verify. II WRITTEN Select another folk-lore rime about the days of the week, and copy or write it from memory. There is one about sneezing and one about cutting the nails that are interesting. III ORAL Repeat all the rimes of the week that you can; or read new ones from the Additional Rimes of this book. The King of France went up the hill With twenty thousand men; The King of France went down the hill, And ne'er went up agaia WRITTEN ENGLISH 55 LESSON LV To market, to market, to buy a fat pig! Home again, home again, jiggety-jig! To market, to market, to buy a fat hog! Home again, home again, jiggety jog! To market, to market, to buy a plum-bun! Home again, home again, market is done! I WRITTEN Study the rime. Note the three couplets. Note the series of two members in each line. Note the unusual interjections. Among the many exclamations, can you find the single state- ment of three words? Write from memory, and verify. II WRITTEN Have you heard any other rime that mothers used to sing, as they tossed a young child up and down on the foot or knee? If so, write it to read in class; or copy any rime you especially like. Ill ORAL Read in class the rimes you have written. Diddle, diddle, dumpling, my son John, He went to bed with his stockings on; One shoe off, and one shoe on. Diddle, diddle, dumpling, my son John. 56 WRITTEN ENGLISH LESSON LVI One, two, buckle my shoe; Three, four, shut the door; Five, six, pick up sticks; Seven, eight, lay them straight; Nine, ten, a good fat hen; Eleven, twelve, dig and delve; Thirteen, fourteen, maids a-courting; Fifteen, sixteen, maids in the kitchen; Seventeen, eighteen, maids a-waiting; Nineteen, twenty, that's a-plenty. I WRITTEN Observe the old forms a-courting and a-waiting. Notice that each line is a sentence. Write from memory, and verify. II WRITTEN Try to make a number-rime of your own. If this is too hard, copy one of the Additional Rimes of this book. Ill ORAL Read or repeat any other number-rimes, or counting-out rimes that you can learn from your parents or from any other source. Write these, and bring to class. The valiant Tom and braver Tim Are both afraid to learn to swim; They're not so learned as e'en the cats, And might take lessons from the rats. WRITTEN ENGLISH 57 LESSON LVII A was an apple-pie; N nodded at it; B bit it; O opened it; C cut it; P peeped at it; D dealt it; Q quartered it; E eat it; R ran for it; F fought for it; S stole it; G got it; T took it; ^jumpedjor it; ^ ^^^^^^ .^. ^^^^^.^^^v^ctl L longed for it; X> Y, Z, and fefsHIi^p^SaBfl A a a M mourned for it; All wished for a piece in hand. I WRITTEN Study this alphabet-rime till you can write it from memory. Note that eat is pronounced etj 2L form seldom used now. The proper name of the character & is ampersand. Per se is Latin and means by itself, Andherfsej-and grew into amperse- and and then into ampersand. Remember the name of this little sign, but do not use it, except in the names of firms and in joining the names of streets. II WRITTEN Try to make nonsense verses about one or more of the letters of the alphabet. Thus: B was cook Betty, a-baking a pie, With ten or twelve apples, all piled up on high. III ORAL Read in class the rimes you have written. Try to find someone who can teach you to sing either the English or the German alphabet. IV ORAL Can you tell at a glance which letters are left out in the verses above? Will you find which one of you can repeat the alphabet correctly and most rapidly. Do this outside of class. To the teacher: See Appendix note. 58 WRITTEN ENGLISH LESSON LVIII Hickety, pickety, my black hen, She lays eggs for gentlemen; Gentlemen come every day To see what my black hen doth lay. I WRITTEN Study the rime. Observe the expres- sion my black hen, she, and note the comma after hen. It is very common thus to repeat, and it is one of the most natural ways of calling attention to anything. Longfellow says: **The smith, an honest man is he,^^ Write from memory, and verify. Rule 21 When a subject of thought is repeated for emphasis, use the comma to mark the repetition. II WRITTEN Copy the following lines and punc- tuate them according to your rule: 1 Little Jack Horner he sat in the corner 2 Little Miss Muffet she sat on a tuffet 3 Old Mother Hubbard she went to the cupboard 4 My poor little brother he is very ill 5 The gold and blue vase it is broken III ORAL Look thru any volumes of poems for further examples of the use of emphatic repetition. Read in class the examples you find. In high school, you will be told that repetition of this sort is named pleonasm. WRITTEN ENGLISH 59 LESSON LIX Thirty white horses Upon a red hill, Now they tramp, now they champ, Now they stand still. I WRITTEN Do you see that the word they re- peats horses, the subject of thought? This is a riddle, and if you do not guess it, look for the answer in the Appendix. Study every point. Write from memory, and verify. II WRITTEN Look thru your readers to find other examples of repetition for emphasis. This emphatic repetition is more common in verse than in prose. If you can not find examples in your readers, take a volume of verse, and you will surely succeed in a short time. III ORAL Read aloud in class the examples of emphatic repetition which you have found. Dame Trot and her cat Sat down for a chat; The Dame sat on this side, And Puss sat on that; "Puss," says the Dame, "Can you catch a rat Or a mouse in the dark?" "Purr," says the cat. 60 WRITTEN ENGLISH LESSON LX I have a little sister, they call her Peep-peep; She wades in the water, deep, deep, deep; She climbs the mountain, high, high, high; My poor little sister, she has but one eye. I WRITTEN This is another riddle. Note that you would not need the comma after sister in the last line if she were not repeated. Study the rime. Write from memory, and verify. II ORAL How may a star be said to wade the water and climb the mountain? Ill ORAL Repeat riddles in class. Keep a col- lection of all the riddles that you find. Your parents can probably tell you some very old ones. They that wash on Monday Have all the week to dry; They that wash on Tuesday Are not so much awry; They that wash on Wednesday Are not so much to blame; They that wash on Thursday Wash in very shame; They that wash on Friday Wash in utmost need; And they that wash on Saturday, Oh, they are slugs indeed. WRITTEN ENGLISH 6 1 LESSON LXI Three little boys a-sliding went Upon a summer's day; The ice proved thin, they all fell in, The rest, they ran away. I WRITTEN Such forms as a-sliding are very com- mon in verse. The a is shortened from in or on. We often hear aswimming and a-skating. You see the same a in ahed^ aboard^ and so on. If we said The rest ran away^ we should need no comma in the last line. Write the rime from memory, and verify. II WRITTEN Look thru your readers and other books for forms similar to a-sliding. If you find any, copy them for class. III ORAL Read in class the examples you have found of the use of forms similar to a-sliding. What are little boys made of, made of? What are little boys made of? "Snaps and snails and puppy-dogs' tails; And that's what little boys are made of." What are little girls made of, made of? What are little girls made of? "Sugar and spice and all that's nice; And that's what little girls are made of." 62 WRITTEN ENGLISH LESSON LXII Polly, Dolly, Kate, and Molly, All are filled with pride and folly; Polly tattles, Dolly wiggles, Katie rattles, Molly giggles; Whoe'er knew such constant rattling, Wiggling, giggling, noise, and tattling? I WRITTEN These three couplets need careful study. Notice whoever for whoever. The rime be- gins and ends with a series. What word repeats the subject of thought? Write from memory, and verify. II WRITTEN Tell which one of the four girls had the most serious fault and why you think so. Ill ORAL After study, name in class the person or thing thought about in each of the following sen- tences, and name the word which repeats the subject of thought: 1 The smith, a mighty man is he. 2 The little cares that fretted me, I lost them yesterday. 3 And the South Wind, he was dressed With a ribbon round his breast. 4 They all climbed up on a high board-fence, Nine little goblins with green-glass eyes. WRITTEN ENGLISH 63 LESSON LXIII Jerry Hall, he is so small A rat could eat him, hat and all. I WRITTEN There is something new here. The word-group hat and all belongs with Jerry Hall, even tho it is not closely attached. For that reason there is a comma before hat. Small means stingy. Write from memory, and verify. Rule 22 Set off by commas a descriptive word- group, unless it is closely connected. II WRITTEN Memorize the rule for today. Write it from memory. Ill ORAL Look thru your readers for short de- scriptive word-groups, not closely connected. Read several of these in class. The man in the moon Came down too soon And asked the way to Norwich; (nor'rij) He went by the south, And burnt his mouth With eating cold-peas porridge. 64 WRITTEN ENGLISH LESSON LXIV Tom, Tom, of Islington, Married a wife on Sunday, Brought her home on Monday, Hired a house on Tuesday, Fed her well on Wednesday, Sick was she on Thursday, Dead was she on Friday; Sad was Tom on Saturday To bury his wife on Sunday. I WRITTEN Study the story of Tom of Islington, Of Islington is a descriptive word-group. Write from memory, and verify. II WRITTEN Copy the following lines, and point off according to your rule, noting that line 4 is different from the rest. What special name was given in Rule 16 to the descriptive group in 2? Review the rule for appositives. Is an appositive one sort of descriptive word-group? 1 Tom who was of Islington had a sad story. 2 Tom the man of Islington had a sad story. 3 Tom of Islington had a sad story. 4 Tom Tucker and Tom of Islington are not the same person. Ill ORAL Look thru your readers to find examples of short descriptive word-groups. Read several of these in class. "There was a crooked man And he went a crooked mile J WRITTEN ENGLISH 65 LESSON LXV There was a crooked man, and he went a crooked mile; He caught a- crooked sixpence against a crooked stile; He bought a crooked cat, which caught a crooked mouse ; And they all lived together in a little crooked house. I WRITTEN Observe the descriptive group in the second couplet. Write from memory, and verify. II WRITTEN Copy the following lines, and place commas where needed: 1 L was a lily so stately and sweet. 2 Tom the piper's son stole a pig. 3 Jack Horner sat in a corner eating a pie. 4 Girls who waste their time miist make it up. 5 Boys who excel in pitching usually like baseball. III ORAL Notice the difiference between word- groups that are purely descriptive and those which are restrictive as well as descriptive. Restrictive means tied down or drawn together, A restrictive group must never be omitted, while a purely de- scriptive group can be omitted without injury to the sense. Tell whether the word-groups in the follow- ing are restrictive, and place commas if needed: 1 The dog that was free ran away at the call, But the dog that was tied stayed close by the wall. 2 The dog which was very valuable had run away. 66 WRITTEN ENGLISH LESSON LXVI Birds of a feather flock together, And so will pigs and swine; Rats and mice will have thei-r choice, And so will I have mine. I WRITTEN Notice that of a feather is closely connected to birds, which it describes. This old rime shows that choice was once often pronounced chice. Swine is another word for pigs. Write from memory, and verify. II WRITTEN This jingle, like many others, has lines containing an interior rime. An interior rime is made in the line itself, as feather — together , mice — choice. Select from the Additional Rimes one with lines having a double rime of this sort, and copy and verify; or write the rime of Lesson 66 in eight lines, being careful about alinement. Ill ORAL Select a number of rimes which have lines containing a double rime. Read those you have selected. In the rime above, what does of a feather mean ? Peter, Peter, pumpkin-eater, Had a wife, and couldn't keep her; He put her in a pumpkin-shell, And there he kept her very well. WRITTEN ENGLISH 67 LESSON LXVII Rockaby, Baby, up in the tree-top; When the wind blows, the cradle will rock; When the bough breaks, the cradle will fall; Down will come Baby, bough, cradle, and all. I WRITTEN Study the rime. Read the new rule. Note the when-groups of words. Note also the series at the end. Write from memory, and verify. Rule 23 Set of by commas word-groups of time or place f unless closely connected. Such groups are often introduced by the words when, while, as, as long as, since, where, there, and so on. The when-grow^ in Lesson 38 is so closely connected that a comma is not really needed, altho it is not incorrect. A comma at the end of a line of verse is often omitted, because the break in the line serves to mark the pause. II WRITTEN Write from memory the new rule given today; verify. III ORAL Repeat any nonsense rimes that you know. Give a good reason for learning a number of these. Is anything that gives pleasure useless? If you do not like nonsense rimes, repeat some rimes that you do like. Is it well that we do not all like the same things? Would life be as pleasant, if we did? 68 WRITTEN ENGLISH LESSON LXVIII When the wind is in the east, 'TIs good for neither man nor beast; When the wind Is In the north, The skilful fisher goes not forth; When the wind Is In the south, It blows the bait In the fishes' mouth; When the wind Is In the west. Then 'tis at the very best. I WRITTEN Note the form fishes\ How 'many when-groups are there? After you are certain that you know the rime, write It from memory, and verify. II WRITTEN Copy any weather-proverbs that you can find. Ask your teacher to tell you where to find these; or copy any rimes about the weather. III ORAL Read In class the rimes and proverbs that you have found. Do you suppose that these wise sayings grew out of experience? Explain what the south wind does. Recite the four couplets of today's rime. Hi, diddle, ding, did you hear the bells ring? The Parliament soldiers are gone to the King; Some, they did laugh, and some, they did cry, To see the Parliament soldiers pass by. Four-and-twenty tailors went to kill a snail; The best man among them durst not touch her tail; She put our her horns like a little Kyloe cow; Run, tailors, run, or she'll kill you all e'en now! . WRITTEN ENGLISH 69 LESSON LXIX My maid Mary, She minds her dairy, While I go hoeing and mowing each morn; Merrily run the reel And the little spinning-wheel, While I am singing and mowing my corn. I WRITTEN Notice the while-groups showing time. Why is there a comma after Mary? Write from memory, and verify. II WRITTEN Find another short rime if you can, which expresses the love of out-door life. Copy it, and verify. III ORAL Repeat rimes that show the love of work or the love of nature or the love of out-door life. If this seems too hard, repeat any rimes that you especially like. Three wise men of Gotham Went to sea in a bowl; If the bowl had been stronger, My story had been longer. Jack Spratt had a cat, It had but one ear; It went to buy butter, When butter was dear. 70 WRITTEN ENGLISH LESSON LXX There was a fat man of Bombay, Who was smoking one sunshiny day, When a bird, called a snipe, Flew away w^ith his pipe. Which vexed the fat man of Bombay. I WRITTEN Notice the when-group and the who- group and the which-group. Note the descriptive group, called a snipe. Write from memory, and verify. II WRITTEN Find another rime on the same pat- tern as that given today. Copy and verify. See if you can make an original rime similar to this one. This popular form of verse is called a limerick. You can probably find several examples of it in the newspapers. III ORAL Read or recite in class all the rimes you have copied or have written. Matthew, Mark, Luke, and John, Bless the bed that I lie on! Four corners to my bed, Four angels overhead. One to watch, one to pray, And two to bear my soul away. WRITTEN ENGLISH 71 LESSON LXXI Thirty days hath September, April, June, and November; All the rest have thirty-one. Excepting February alone. Which hath but twenty-eight in fine, Till leap-year gives it twenty-nine. I WRITTEN Observe the series, the hyphens, and the spelling of February. If you pronounce this word right, you will be likely to spell it right. What is the descriptive group belonging with February? What is the when-grou^^ and what word introduces it? In fine means in short. Write from memory, and verify. II WRITTEN Try to make couplets about the months, a couplet for each. If this is too hard, write all the numbers below thirty that need a hyphen. III ORAL Repeat distinctly all the numbers below one hundred that are written with hyphens, saying twenty-one to twenty-nine, and so on. What is the only place to use the word and in reading numbers? Be sure to decide this important point. Do you not see that as we say ninety-eight, ninety-nine, one hun- dred, we should say one hundred-one, one hundred- two, and so on. This is customary in the most careful business houses. 72 WRITTEN ENGLISH LESSON LXXII There was an old woman, and nothing she had; And so this old woman was said to be mad; She'd nothing to eat and nothing to wear; She'd nothing to lose and nothing to fear; SheM nothing to ask and nothing to give; And when she did die, she'd nothing to leave* I WRITTEN Notice the use of V for had. Observe the when-gvowp. Study every line carefully. Write from memory, and verify. II WRITTEN Copy the following. Notice that in these examples of its use the contraction 'd some- times stands for should and sometimes for would. 1 I'd gladly go I should gladly go 2 We'd gladly go We should gladly go 3 You'd gladly go You would gladly go 4 He'd gladly go He would gladly go 5 They'd gladly go They would gladly go III ORAL Learn to repeat the following anecdote : An autograph collector In writing to James Russell Lowell ended his Utter with the request, "I would be much obliged for your autograph." Lowell replied: Dear Sir: — Pray do not say hereafter, "I would be obliged." If you would be obliged, be obliged, and be done with it. Say, "I should be obliged," and oblige Yours truly, James Russell Lowell. To the teacher: See Appendix note. WRITTEN ENGLISH 73 LESSON LXXIII There was a little girl, And she had a little curl, And it hung right down on her forehead; When she was good. She, was very, very good. But when she was bad, she was horrid. I WRITTEN Notice the series of two words be- fore goodj also the two time-groups. Can you name the five independent statements, one by one, leaving out the time-groups? Write and verify. II WRITTEN Copy and verify any short rime that you like, selecting it from the Additional Rimes of this book. Ill ORAL Was the little girl in today's rime very much like other boys and girls? Think about this, and decide whether she was very odd after all? Blow, wind, blow! And go, mill, go! That the miller may grind his corn; That the baker may take it. And into rolls make it. And bring us some hot in the morn. 74 WRITTEN ENGLISH LESSON LXXIV Dance, little Baby, dance up high! Never mind. Baby, Mother is by; Crow and caper, caper and crow, There, little Baby, there you go! Up to the ceiling, down to the ground. Backward and forward, round and round; Dance, little Baby, and Mother will sing, While the merry bells go ting-a-ling-ling. I WRITTEN Study the rime, and note each point. Some of these might be changed a little, according to the way one understands the meaning. How often is the name baby used in direct address? Note the four members of the series beginning up to the ceiling. Write the rime from memory, and verify. II WRITTEN Write from memory or copy from a book any other lullaby song; or write an original one. Ill ORAL Read in class the lullabies that you have written or have copied. IV ORAL Decide why mother and baby should be capitalized in the rime of today's lesson. WRITTEN ENGLISH 75 LESSON LXXV As I was going to Saint Ives, I met seven wives; Each wife had seven sacks, Each sack had seven cats, Each cat had seven kits; Kits, cats, sacks, and wives. How many were going to Saint Ives? I WRITTEN Study the rime carefully and you will be able to answer the question. Note the time- group introduced by as in the first line. Could you use when or while instead? The comma after wives is needed because the subject of thought is repeated in How many (of these). Write the rime from memory, and verify. II WRITTEN Copy riddles, verifying each. Write an original one, if possible. III ORAL Read in class the riddles you have writ- ten, or give them from memory for the others to guess. "Mistress Mary, quite contrary, How does your garden grow?" "With silver bells and cockle shells And pretty maids all in a row." 76 WRITTEN ENGLISH LESSON LXXVI Little Johnny Pringle had a little pig; It was very little, so it was not very big; As it was playing underneath the shed, In half a minute poor piggy was dead; Johnny Pringle, he sat down and cried; Betty Pringle, she lay down and died; So that was the end of one, two, and three, Johnny Pringle, Betty Pringle, and Piggy Wiggee. I WRITTEN This is a rime that will need much study if you are not to make a mistake. We have another time-group introduced by as. What two commas are used because the subject of thought is repeated? Write and verify. II WRITTEN Write a short story of some pet you have had. III ORAL What three names are used in a series and 'at the same time in apposition? Would either the rule for series or the rule for appositives apply? Review these two rules. "Barber, barber, shave a pig. How many hairs will make a wig?" "Four-and-twenty, that's enough, Give the poor barber a pinch of snuff." WRITTEN ENGLISH 77 LESSON LXXVII If wishes were horses, Beggars might ride; If turnips were watches, rd wear one by my side. I WRITTEN Study the rime. Read the rule for today. Write from memory, and verify. Rule 24 Set of by commas a word-group express- ing a condition. Such groups are generally introduced by if, tho, altho, pro- vided that, and so on. II WRITTEN Copy the following rime, or write it from memory; verify. If ifs and ands Were pots and pans, There'd be no need for tinkers* hands. III ORAL What was the condition upon which all beggars might ride? What was the condition upon which the speaker in the rime might wear a watch by his side? What was the condition upon which tinkers' hands would not be needed? The Fd in the first rime stands for / should. The there'd in the second rime stands for there would. Discuss this matter with your teacher in class. Get into the habit of saying / shall and / should to express your expectations. To the teacher: See Appendix note. 78 WRITTEN ENGLISH LESSON LXXVIII If all the world were apple-pie, And all the seas were ink, And all the trees were bread and cheese. What should we have for drink? I WRITTEN Observe that the second and the third lines have if understood. Note the use of should with we. Write from memory, and verify. II WRITTEN Write the rule for word-groups which show a condition. III ORAL Commit to memory the following rime, and notice that you find in it the same form that is used in the rime above : O that I were where I would be! Then should I be where I am not; But where I am, there I must be; And where I would be, I can not. In expressions like **If I were a bird,'' and *^I wish I were there,'' something contrary to fact is implied. If you do not understand this, you can at least learn to use the better forms. Where I would be means where I wish I were. As the day lengthens, So the cold strengthens. WRITTEN ENGLISH 79 LESSON LXXIX Peter Piper picked a peck of pickled peppers; A peck of pickled peppers Peter Piper picked; If Peter Piper picked a peck of pickled peppers, Where is the peck of pickled peppers Peter Piper picked? I WRITTEN Study this odd rime till you know- it perfectly. Be sure you can spell pickled. Write and verify. II WRITTEN Find another alliterative rime simi- lar to the above and copy it. An alliterative rime uses the same initial letter or sound. Or try to make a couplet using the same initial sounds as often as possible. Ill ORAL Repeat alliterative rimes or read them, or read those you have made. IV ORAL Repeat the Peter Piper rime. Do this very slowly and distinctly. Rimes of this sort have very great value as drill for distinctness in speaking. "Pussy-cat, pussy-cat, where have you been?" "I've been up to London to look at the Queen." "Pussy-cat, pussy-cat, v^hat did you there?" "I frightened a little mouse under her chair." 80 WRITTEN ENGLISH LESSON LXXX Hot cross-buns, hot cross-buns 1 One a penny, two a penny. Hot cross-buns! If ye have no daughters, Give them to your sons! One a penny, two a penny, Hot cross-buns! I WRITTEN Study this street-cry. Cross-buns were marked with a cross and were sold for use on Good Friday and Easter Sunday. Note the old form ye for you. Write from memory, and verify. II WRITTEN Make up a street-cry for selling some article of food. Let this be in verse if possible. If this is too hard, look thru your readers and, if you find anything of this sort, copy it and bring to class. Ill ORAL Have you heard the drivers of fruit- carts crying their wares thru the streets of the city? If so, can you repeat some of the cries? Try to invent a new one. Good subjects are straw-Vr-ees^ ba-nan-as^ sweet on^ions, and so on. The best cries end with an accented syllable that can be prolonged. Try to give the rime in today's lesson as a man on the street would give it. WRITTEN ENGLISH 81 LESSON LXXXI As I was going up PIppen Hill, Pippen Hill was dirty; There I met a pretty miss, And she dropped me a curtsy. Little Miss, pretty Miss, Blessings light upon you I If I had half-a-crown a day, rd spend it all upon you. I WRITTEN Observe the ^^-group showing time, and the i/-group naming a condition. Notice that miss has a capital only when used with the name or in place of the name. Notice the exclamation point after the wish, and the hyphens in half-a-crown Write from memory, and verify. II WRITTEN Write the rime of yesterday from memory, and verify. III ORAL Repeat alliterative rimes, including Peter Piper. Lady-bird, lady-bird, fly away home! Thy house is on fire, thy children all gone- All but one, and her name is Ann, And she crept under the pudding-pan. 82 WRITTEN ENGLISH LESSON LXXXII Little Boy Blue, come blow me your horn I The sheep's in the meadow, the cow's in the corn ! Where's the little boy that looks after the sheep? He's under the haycock, fast asleep. Shall I go wake him? Oh, no, not I; For if I wake him, he'll certainly cry. I WRITTEN Study the rime with great care. Come blow and ffo wake are old forms of speech. These idioms, as we call them, are also written come and blow and go and wake. Observe that the apostrophe with s is used four times, and the apostrophe with // once. Notice the restrictive group after boy, the //-group, and the descriptive group after haycock. Observe that the word no is pointed off like an interjection, which it closely resembles. Write from memory, and verify. II ORAL Read in Lesson 99 the rime beginning I had a little hen, the prettiest ever seen — How many times in this rime is me used as it is in Little Boy Blue? III ORAL What does blow me mean? It is more common to say play me or make me than to say play for me or make for me. Discuss this. IV ORAL Repeat in turn the rules for caps and points as they apply in the rime of Little Boy Blue. To the teacher: See Appendix note. WRITTEN ENGLISH 83 LESSON LXXXIII See-saw, Margery Daw, Jenny shall have a new master; She shall have but a penny a day, Because she can't work any faster. I WRITTEN Observe the comma before the because-group in the last line. Read the new rule for this use. But, as used here, means only. Write from memory, and verify. Rule 25 Set of by commas a word-group' show- ing cause or reason. Such groups are generally introduced by because or by a similar word. II WRITTEN Write what you consider the hardest rule to remember. III ORAL Do you think one who pays for work should take into account the skill of the worker? Is this always done? Does the best workman usually get the best wages? Is the best worker often the fastest worker, too? Three blind mice, three blind mice! See how they run! See how they run! They all ran after the farmer's wife; She cut oflE their tails with a carving-knife; Did you ever see such a sight in your life As three blind mice? 84 WRITTEN ENGLISH LESSON LXXXIV Poor Dog Bright Ran off with all his might, Because the cat was after him; Poor Dog Bright! Poor Cat Fright Ran off with all her might, Because the dog was after her; Poor Cat Fright! I WRITTEN Observe the because-groups. Write the rime from memory; verify. II WRITTEN Tell in about three sentences why Dog Bright and Cat Fright were both foolish. Do we often suffer more from things we imagine than from real dangers? Ill ORAL Give the best name you can think of for a dog; for a cat. Repeat any cat or dog rimes that you know, or tell a cat or a dog story. I am walking out so early To see my great-aunt Jane; rU walk a mile, and talk a while, And then come home again. *7 am walking out so early — WRITTEN ENGLISH 85 LESSON LXXXV For want of a nail, the shoe was lost; For want of the shoe, the horse was lost; For want of the horse, the rider was lost; For want of the rider, the battle was lost; For want of the battle, the kingdom was lost. And all for want of a horseshoe nail I I WRITTEN For want of means because there was want or lack of. Write the rime from memory, and verify. II WRITTEN Write a few sentences, telling how very important some little thing may be. Ill ORAL Repeat stories, original if possible, which illustrate the importance of little things. When I was a bachelor, I lived by myself, And all the bread and cheese I got I put upon the shelf; The rats and the mice, they led me such a life, I was forced to go to London to get myself a wife. The roads were so bad, and the lanes were so narrow, I had to bring my wife home in a wheelbarrow; The wheelbarrow broke, and my wife had a fall, Down came the wheelbarrow, little wife, and all. 86 WRITTEN ENGLISH LESSON LXXXVI Great A, little a, Bouncing B, The cat's In the cupboard, And she can't see. I WRITTEN This rime Is easy, but It contains something which it is Important to remember. For your convenience. Rule 14 Is given once more, because It Is very Important. This rule will be Illustrated In a number of the following lessons. Today you see the word and used to join Inde- pendent statements. Write the rime from memory, and verify. Rule 14 Independent statements not complete in themselves are separated by commas or less often by semicolons. Such statements are usually joined by the words and, or, nor, for, but, yet, so, or similar words. II WRITTEN Write once more the rime In Les- son S3. How many Independent statements here are joined by the word andf III ORAL Give the rules for ( 1 ) the apostrophes In cat^s and can^t; (2) for the commas after A, a, and B. WRITTEN ENGLISH 87 LESSON LXXXVII Bat, bat, come under my hat, And ril give you a slice of bacon; And when I bake, FU give you a cake. If I am not mistaken. I WRITTEN Study this rime. The word and is used twice to connect independent statements. You have a when-grou^ and an i/-group. The contrac- tion ril is used twice. Write from memory, and verify. II WRITTEN Write from memory the rule for the commas after bat. Ill ORAL Tell all you know or can find out about bats. Is the bat a bird? At what hour of the day and at what season of the year is one likely to see bats? On what do bats feed? Are you more likely to see them in the country or the city? One of the Mother Goose rimes says of a bat: Tell me if you're bird or mouse? Do you know why this question might very well be asked? See, saw, sacaradown, Which is the way to London town? One foot up, the other foot down, And that is the way to London town. 88 WRITTEN ENGLISH LESSON LXXXVIII In marble halls as white as milk, Lined with a skin as soft as silk, Within a fountain crystal-clear, A golden apple doth appear; No doors there are to this stronghold, Yet thieves break in and steal the gold. I WRITTEN If you remember the rime of Humpty Dumpty, you will be able to tell the answer to this riddle. You have here first a series of three des- criptive word-groups, each a line in length. In the last line you have the word yet joining two inde- pendent statements. What does the word crystal- clear mean? The first sentence ends with appear ^ and has one statement. The second sentence has two independent statements, one in each of the two last lines. Write from memory; verify. II WRITTEN Write an original riddle, or copy one and verify. III ORAL Recite all the riddles you have written or have copied or can remember. To the teacher: See Appendix note. Georgie-porgie, pudding and pie, Kissed the girls, and made them cry; When the girls went out to play, Georgie-porgie ran away. WRITTEN ENGLISH 89 LESSON LXXXIX ril sing you a song, Tho not very long, Yet I think it as pretty as any; Put your hand in your purse, You'll never be worse, And give the poor singer a penny. I WRITTEN Study the make-up of this rime. What does a tho-group show? What words intro- duce the independent statements of the third and the sixth lines? Write from memory, and verify. II WRITTEN Try to make an original rime on the pattern of the one giv^ today or on any other pattern. If this is too hard, copy a new rime, and verify. III ORAL Read your rimes in class, or recite new ones. There was a man, and he had naught, And robbers came to rob him; He crept up to the chimney-pot, And then they thought they had him. But he got down on t'other side, And then they could not find him. He ran fourteen miles in fifteen days. And never looked behind him. 90 WRITTEN ENGLISH LESSON XC Old Mistress MacShuttle Lived in a coal-scuttle Along with her dog and her cat; What they ate I can't tell, But 'tis known very well That none of the party was fat. I WRITTEN Surnames beginning with Mc or Mac usually capitalize the second part. Mac means son of. Here you have the word but joining the independent statements. The first sentence ends with cat. Write from memory, and verify. II WRITTEN Make a list of the surnames begin- ning with Mc or Mac that occur in your own school or neighborhood. Be careful to spell these names as their owners do. If you find no Scottish names with Mc, look thru your readers or the news- papers and magazines for examples, or ask your parents to tell you those they know. Ill ORAL Discuss the names you have collected. Can you tell the meaning of several of these? What do you write today instead of Mistress? How do you write the abbreviation? Do you place a period after it? Do you think it is desirable to use certain abbreviations? Discuss this. WRITTEN ENGLISH 91 LESSON XCI For every evil under the sun There is a remedy, or there is none; If there be one, try and find it; If there be none, never mind it. I WRITTEN Here you have the word or joining independent statements. Note also the two if- groups, each naming a condition. Notice the idiom try and find. An idiom is any peculiarity of word- usage sanctioned by custom. Write from memory, and verify. II WRITTEN Copy and verify the following folk- lore riddle. If you can not guess the answer, look it up in the Appendix. My mother sent me over to your mother To borrow the whimble-bow, whamble-bow, Four-legged, iron-bow, Lilligy, lallagy, sickity, sackity. Dimity, damity whirligig. III ORAL Discuss various methods of butter- making. Describe any process that you know. Can you make butter with an ordinary egg-beater in a bowl? Did you ever try this? To the teacher: See Appendix note on Lesson 77. 92 WRITTEN ENGLISH LESSON XCII Cock-a-doodle-doo ! My dame has lost a shoe; My master's lost his fiddling-stick, And don't know what to do. I WRITTEN You have something new today. The last line contains what is called a contracted state- ment, because it has been shortened or contracted by leaving out something. What word would make the whole complete? Point off contracted state- ments just as if they were given in full. Notice how the interjection is written. What does the 's stand for in this rime? Write and verify. Rule 26 Point of a contracted statement as if it were given in full, II WRITTEN Copy the following lines, and ob- serve that the punctuation is the same in both cases: 1 The cat's in the cupboard, And she can't see. 2 The cat's in the cupboard, And can't see me. III ORAL What is the modern name for a fiddling- stick or a fiddle-stick? Do you know a song which says, **Hang up the fiddle and the bow''? What is the name of the song? IV ORAL What is don^t a contraction of? It was once more common to say he do than he does, and he don^t is an older form than he doesn^t, altho either form is perfectly correct. To the teacher: See Appendix note. WRITTEN ENGLISH 93 LESSON XCIII Bless you, bless you, burnie-bee I Say, when will your wedding be? If it be tomorrow day, Take your wings, and fly away. II WRITTEN Observe the i/-group. Burnie-bee is a name given in the north of England to the lady- bird, or lady-bug. You have had a rime like this before. Which rime'^llould you repeat if you were the child who is speaking? Write and verify. II WRITTEN Recall another folk-lore rime of a past lesson that tells something to fly away. Write this from memory, or review it, and then write. III ORAL Is say a suitable interjection, if it is not used too often? Did the little girl use it too often when she said, "Say, mother, I don't say say, do I, say?'' Do you know a song beginning "Oh, say, can you see. . . ?" What is the name of the song? IV ORAL In the following sentences, where you find contracted statements, put the comma in the proper place : 1 Take your heavy sweater and your warmest furs. 2 Take your sweater and start early. 3 The man has lost his fiddle and his best bow. 4 The man lost his fiddle and don't know where. 5 The mother found the girl and the burned dress. 6 The mother found the little girl and punished her. To the teacher: See Appendix note. 94 WRITTEN ENGLISH LESSON XCIV Little Miss Muffet, She sat on a tuffet, Eating of curds and whey; There came a big spider, And sat down beside her, Which frightened Miss Muffet away. I WRITTEN Does this rime mean that it was the spider, or his sitting down beside her, that fright- ened Miss Muffet away? Why is there a comma at the end of the first line? A tuffet is a little hill or mound. Write from memory, and verify. II WRITTEN Copy the following, and tell why you do or do not use commas. In 2, might commas be used or not, according to the sense? 1 The girl who is smiling is my sister, and the one who looks cross is my cousin. 2 The girl who was all smiles before began to look serious. III ORAL Read or repeat all the rimes that you have had on the sante pattern as Miss Muffet. Try to make an original jingle on thit pattern. If you succeed, read your rimes in class. Goosey, goosey, gander, whither shall I wander? Up-stairs and down-stairs and in my lady's chamber? There I met an old man, who would not say his prayers; I took him by the left leg, and threw him down the stairs. WRITTEN ENGLISH 95 LESSON XCV Elizabeth, Elspeth, Betsey, and Bess, They all went together to seek a bird's nest; They found a nest with five eggs In It, They each took on^and left four In it. I WRITTEN Study the rime. If we left out the first they, we should not need the comma after Bess. Write from memory, and verify. II WRITTEN Write the meaning of your first, of your second, and of your last name. You can prob- ably find out the meaning by inquiry, or from the dictionary. III ORAL How many girls went to the nest? What was Mother Goose's first name? This rime is sometimes written with Eliza instead of Elspeth as the second name. Do you know any more nick- names for Elizabeth? Find all you can. What word would fill out the contracted statement In the last line? * To the teacher: See Appendix note on Lesson /7. Hark, hark, The dogs do bark! The beggars are coming to town; Some in rags, Some in jags, And some in velvet gown. 96 WRITTEN ENGLISH LESSON XCVI Little Polly Flinders Sat among the cinders, Warming her pretty little toes; Her mother came and caught her, And whipped her little daughter For spoiling her nice new clothes. I WRITTEN What is left out in the contracted statement of the last two lines? What descriptive group applies to Polly? Write and verify. II WRITTEN Copy the following contracted state- ments, and add one word to each so as to make it a complete statement: 1 Jenny, she got well, and stood upon her feet. 2 Robin flew to Jenny Wren's house, and sang a roundelay. 3 Jenny blushed behind her fan, and thus declared her mind. 4 Buff neither laughs nor smiles, But carries his face with a very good grace. Ill ORAL Look in your readers for short examples of contracted statements. It need not discourage you if you make some mistakes before you fully understand this. Select several examples to read in class. I sing, I sing from morn till night; From cares I'm free, and my heart is light. WRITTEN ENGLISH 97 LESSON XCVII The Queen of Hearts, She made some tarts All on a summer's day; The Knave of Hearts, He stole those tarts, And with them ran away. The King of Hearts Called for the tarts, And beat the Knave full sore; The Knave of Hearts Brought back the tarts. And vowed he'd steal no more. I WRITTEN Notice the two commas which mark the repetition for emphasis of a subject of thought. Note the contracted statement in the last line of each stanza and in the third line of the second stanza. What word will complete every contracted state- ment? Copy and verify. II WRITTEN Write the rule for the commas at the end of the first and the fourth lines; for the commas at the end of the fifth, eighth, and eleventh lines. Ill ORAL Repeat rimes or riddles. 98 WRITTEN ENGLISH LESSON XCVIII Sing a song of sixpence, a pocketful of rye, Four-and-twenty blackbirds, baked in a pie ; When the pie was opened, the birds began to sing; Was not that a dainty dish to set before the King? The King was in his counting-house, counting out his money; The Queen was in the parlor, eating bread and honey; The maid was in the garden, hanging out the clothes ; By came a blackbird, and snapt off her nose. I WRITTEN Point out the series of three things to be sung about. Name four descriptive groups, each set off by a comma. Point out the time-group. Notice that full always becomes ful when added to another word. Note the hyphens. What is the contracted statement in the last line? What word would make it a full statement? Write from memory, and verify. II WRITTEN Write full compounded with care, hope, fear, wonder, cheer, spoon, cup, watch, and sorrow. When skill and full are compounded, how many Vs do you throw away? Write several other words of which full has become a part. III ORAL Repeat all the rules which apply to the pointing off or to the capitals of the rime today. There are ten in all. Repeat the rime itself. WRITTEN ENGLISH 99 LESSON XCIX I had a little hen, the prettiest ever seen, She washed me the dishes, and swept the house clean; She went to the mill to fetch me some flour. She brought it me home in less than an hour; She baked me my bread, she brewed me my ale, She sat by the fire, and told many a fine tale. I WRITTEN Study the rime with great care. How many words in the appositive? Point out five me^s which were common once but which are little used today. Write from memory, and verify. If you have made even one mistake, try again. II WRITTEN Try to make an original jingle of four or six lines. If you succeed, study your work to see that it is in proper form. You may write in couplets, or may use any model that you like. If this is too hard, write three sentences telling about something you like to do. III ORAL Read aloud in class the results of your original work. Name the two contracted statements in the rime of today. What word is needed to com- plete these? Can you point out other independent statements? Do you find nine in all? There dwelt an old woman at Exeter; (ex'ter) When visitors came, it sore vexed her; So for fear they should eat, She locked up all her meat. This stingy old woman of Exeter. 100 WRITTEN ENGLISH LESSON C Taffy was a Welshman, Taffy was a thief, Taffy came to my house, and stole a piece of beef; I went to Taffy's house, Taffy was not home; Taffy came to my house, and stole a marrow-bone ; I went to Taffy's house, Taffy was In bed, I took the marrow-bone, and beat him on the head. I WRITTEN How many contracted statements do you see in this rime? Do you see nine full state- ments as well as the three contracted ones? After selecting the three, decide what word will complete each of the two first statements, and what word will complete the third statement. Write from memory, and verify. II WRITTEN Write a full story of Taffy's doings, and see whether you can make it as short as the rime. Ill ORAL A bone containing marrow is often used for making soup, and perhaps this was what Taffy stole. Repeat the rime, and repeat any other rimes that you know, which have not been given in class. Cloud, cloud, don't stay today, But spread your wings, and fly away. WRITTEN ENGLISH 101 LESSON CI Ding, dong, bell, Pussy's in the well I Who put her In? Little Tommy Green; Who pulled her out? Big John Stout; What a naughty boy was that To try and drown poor pussy-cat, Who never did him any harm, But killed the mice in his father's barn I I WRITTEN Notice the contraction pussy^s for pussy is. Does the form pussy^s sometimes show possession? The two last lines form a descriptive group belonging with pussy-cat. This group con- tains two statements, one of which is contracted. What word must be supplied, that the statement may be given in full? Write from memory, and verify. II WRITTEN Can you think of any excuse for little Tommy Green? If so, tell in a few sentences what it is. III ORAL With the help of pictures, discuss new- fashioned and old-fashioned wells. Is an old well, if uncovered, dangerous to safety, and why? Mama's a lady, and that's very clear; Hush-a-by, Baby! Daddy is near. , XQ2. - WRITTEN ENGLISH LESSON CII The Lion and the Unicorn were fighting for the crown ; The Lion beat the Unicorn all about the town; Some gave them white bread, some gave them brown, Some gave them plum-cake, and sent them out of town. I WRITTEN You have here six statements, one of them contracted. What Is needed to make the sixth statement complete? Do you see that the comma Is used just the same as when the full form IS given? The word unicorn means one horn. Write from memory, and verify. II WRITTEN Write the rime of Lesson 98 In two stanzas of eight lines each, making the necessary changes as to caps and allnement. Lion and Uni- corn are capitalized because they are the main actors in the story. III ORAL Look thru your readers for examples of contracted statements. Read half-a-dozen of these in class. Jack, be nimble! Jack, be quick! Jack, jump over the candlestick I WRITTEN ENGLISH 103 LESSON cm I love little pussy, her coat is so warm, And if I don't hurt her, she'll do me no harm; So rU not pull her tail, nor drive her away. But pussy and I very gently will play. I WRITTEN Do you see seven statements here? Can you pick out one contracted statement and supply the words needed to make it complete ? You have the words so, nor, and but used to join inde- pendent statements. Remember that nor is the same as and, . ,not. If you do not say and not, you will have to change the words to nor will I drive her away. Write from memory, and verify. II WRITTEN Write the same rime in eight lines, using four more caps, and alining the riming lines. Ill ORAL Tell a story about your cat, or some other cat, showing its intelligence. Are cats as in- telligent as dogs? In what places are cats of great use? Is a cat very desirable in a store, a barn, a granary, or an old house? Whoop! ring the bells, and sound the drums! Tomorrow school vacation comes! 104 . WRITTEN ENGLISH LESSON CIV There was a man of our town, And he was wondrous wise; He jumped Into a bramble-bush, And scratched out both his eyes ; And when he saw his eyes were out. With all his might and main He jumped into another bush, And scratched them in again. I WRITTEN Which two lines contain contracted statements? Which line has a time-group? How many statements are introduced by the word andf Write from memory, and verify. II WRITTEN Write this rime in four lines, chang- ing to small letters any caps that you do not need. III ORAL Repeat rimes, riddles, or conundrums, original or otherwise. Bessy Bell and Mary Gray, They were two bonnie lasses; They built their house upon the lea, And covered it with rashes. Bessy kept the garden gate, And Mary kept the pantry; Bessy always had to wait. While Mary lived in plenty. "Curly4ocks, Curly-locks, wilt thou be mine?" WRITTEN ENGLISH 105 LESSON CV Curly-locks, Curly-locks, wilt thou be mine? Thou shalt not wash dishes, nor yet feed the swine; But sit on a cushion, and sew a fine seam. And feast upon strawberries, sugar, and cream. I WRITTEN What two things was Curly-locks promised she need not do? What three were offered her if she would wed? In this rime yet means even. Write from memory, and verify. II WRITTEN Write out in full one contracted statement of (1) the second line; (2) two of the third line; (3) one of the fourth line. Remember that nor equals and not. Remember to use thou shalt or shalt thou, because this rime is in the ancient or solemn style. III ORAL What do you think of the promises made to Curly-locks? Was there rather too much promised ?JK.Would you like to sit on a cushion and sew and feast forever? The girl in the lane, Who couldn't speak plain, Cried, "Gobble, gobble, gobble!" The man on the hill, Who couldn't stand still, Went hobble, hobble, hobble. 106 WRITTEN ENGLISH LESSON CVI There was an old woman who lived In a shoe; She had so many children she didn't know what to do; She gave them some broth without any bread, She whipped them all soundly, and put them to bed. I WRITTEN Report says that Mother Goose had ten step-children and six children of her very own; so she probably knew how the old woman in the shoe felt. Would sixteen children have made quite a school by themselves? Notice the one contracted statement at the end. Write from memory; verify. II WRITTEN Write a few sentences telling what you think of Mother Goose. Must a woman who was willing to care for ten motherless children have had a kind heart? III ORAL Are the word-groups in the first and the second lines necessary to the complete sense? that is, are they connected in thought so closely that they do not need commas? Look thru your readers and try to find groups of this sort. Read several examples in class. A little boy went into a barn, And lay down on some hay; An owl came out and flew about, And the little boy ran away. WRITTEN ENGLISH 107 LESSON CVII Jack Spratt could eat no fat, His wife could eat no lean; And so betwixt them both, you see, . They kept the platter clean. I WRITTEN There is something new today. The words you see are not necessary to the story, and might be left out. They are called parenthetical, and are set off by commas. Write from memory, and verify. II WRITTEN Copy the rule given today, and verify. Rule 27 Set of by commas a parenthetical word or word-group, III ORAL Read the following sentences so as to show that a portion of each is parenthetical : 1 There was an old woman, as I've been told. 2 He stood, by special request, near the door. 3 By the way, do not mention this. 4 He must go home, they say, immediately. 5 In the moon, I am told, is a nice little man. Christmas comes but once a year, And when it comes it brings good cheer. 108 WRITTEN ENGLISH LESSON CVIII Old Toby Sizer is such a miser No cloak he'll buy to keep him dry, sir; He'll not permit his neighbor Randall To light his pipe by his short candle, For fear, he says, he might convey A little bit of light away. I WRITTEN Notice the parenthetical group he says. It would not be improper to place exclamation points after sir and away^ if we wished to carry the idea of surprise over Toby's miserliness. For fear means because he fears. Write from memory, and verify. II WRITTEN Use the following word-groups parenthetically in sentences: no doubt in fact you know in a word of course in short you see in truth III ORAL Look thru your readers for short ex- amples of parenthetical expressions. Read several of these in class. **Pat-a-cake, pat-a-cake, baker's man!" "So I will, master, as fast as I can." "Pat it, and toss it, and mark it with B; Put it in the oven for Baby and me." Tommy Snooks and Bessie Brooks WRITTEN ENGLISH 109 LESSON CIX As Tommy Snooks and Bessie Brooks Were walking out one Sunday, Said Tommy Snooks to Bessie Brooks, **Tomorrow will be Monday/' I WRITTEN Study the rime, noting every point. Write from memory, and verify. II WRITTEN Write from memory the rule for today, and verify. Rule 28 Set of by commas a direct quotation; he gin it with a cap, and inclose it in ( uotes. This rule does not apply to single words or small word- groups. These are merely inclosed in quotes. A direct quota- tion is one in the exact words of the speaker. At the beginning or at the end of a sentence, a quotation loses one comma, the comma at the end giving way to any more important point. III ORAL Look in your readers for simple illustra- tions of the rule. Observe whether each one obeys the three directions given. Do you prefer the name **marks of quotation'' or the simpler term quotes? To the teacher: See Appendix note. Up hill, spare me, Down hill, ware me; On level ground, spare me not. And in the stable, forget me not. 110 WRITTEN ENGLISH LESSON CX Little Jack Horner, He sat in a corner, Eating a Christmas pie; He put in his thumb. And pulled out a plum, And said, * What a good boy am 1 !" I WRITTEN Why is there a comma after Horner? Note the descriptive group of the third hne. What word will fill out the contracted statements in the fifth and sixth lines? Write from memory, and verify. II WRITTEN Find in your reader a short rime in- cluding a quotation. Copy it, verify, and bring to class. III ORAL What is a ^^plum-pudding"? How is the fruit prepared for use? What is it called in grocery stores? What sort of plum did Jack find? Does California raise many raisin-grapes? A cat came fiddling out of a barn, With a pair of bag-pipes under her arm; She could sing nothing but, 'Tiddle-de-dee, The mouse has married the bumble-bee!" Pipe, cat! dance, mouse! We'll have a wedding at our good house. WRITTEN ENGLISH 111 LESSON CXI Wee Willie Winkie runs thru the town, Upstairs and downstairs, in his night-gown. Rapping at the window, crying at the lock, *^Are the children in bed? for it's now eight o'clock.'' I WRITTEN You have a series of four descriptive expressions here. Notice the word for joining inde- pendent statements in the quoted remark. Could this rime be written in eight lines? Write from memory, and verify. II WRITTEN Copy and point off the following sentences : 1 He said Come here 2 She said Will you help me 3 Everyone said What a pity III ORAL Have you heard of the Sandman? Wee Willie Winkie is another name for the person, who is said to go about town at dusk to make children sleepy. If convenient, read in class The Hush-a-by Lady from Rock-a-by Street, by Eugene Field. When V and I together meet, ^ They make the number lix complete ;to When I with V doth meet once more, Then 'tis they two can make but four; And when that V from I is gone, Alas, poor I can make but one! 112 WRITTEN ENGLISH LESSON CXII This little pig went to market; This little pig stayed at home; This little pig had roast beef; This little pig had none; This little pig cried, **Wee, wee, wee," All the way home ! I WRITTEN Probably you already know this toe- rime. If not, study it till you do. Write and verify. II WRITTEN Select a toe-rime or finger-play from the Additional Rimes. Copy and verify. .II ORAL Spend as much time as convenient in repeating finger-plays and toe-rimes. This duck says, "I want some fish!" This duck says, **Then bring your dish!" This duck says, "Quack, quack! quack, quack!" This duck says, "Let*s all go back!" This duck says, "I'm going home!'* This duck says, "Shall I, too, come?" This duck says, "Fm getting lame!" This duck says, "Here comes our dame!'* This duck says, "I'm growing old!" This duck says, "You must be sold!" WRITTEN ENGLISH 113 LESSON CXIII A man went a-hunting at Reigate, And wished to leap over a high gate; Said the owner, *'Go round With your gun and your hound, For you never shall jump over my gate!" I WRITTEN What word is needed to fill out the contracted statement in the second line? Note that the independent statement of the last line is intro- duced by for. Write from memory, and verify. II WRITTEN Try to make an original rime on the pattern given today; or copy any short rime that you especially like, and verify. III ORAL Read in class the rimes that you have made or have copied. A little cock-sparrow sat on a tree, Looking as happy as happy could be, Till a boy came by with his bow and arrow; Said he, "I will shoot this little cock-sparrow; His body will make me a nice little stew, And his giblets will make me a little pie, too." Said the little cock-sparrow, "I'll be shot if I stay!" So he clapped his wings, and flew away. 114 WRITTEN ENGLISH LESSON CXIV This crow says, **What think you, birds, I saw this morn?'' This crow says, *'I know, my dear, it must be corn.'' This crow says, *'How many birds will go with me?" This crow says, **Be patient, friends, a man I see." This crow says, *^Caw, caw! caw, caw! he's got a gun! Now let's be off! fly every one!" I WRITTEN This is another toe-rime or finger- play. As the sentences are short, it would be equally correct to use semicolons after corn and see. Write from memory, and verify. II WRITTEN Copy and point off the following sentences : 1 Are you willing she asked to do me this favor 2 She said Are you willing to do me this favor 3 Yes she replied I will do it gladly 4 She replied Yes I will do it gladly III ORAL Repeat the rule for the commas before and after birds^ my dear, and friends. Does one rule cover the six commas? What does lefs stand for? Did you see my wife, did you see, did you see, Did you see my wife looking for me? She wears a straw bonnet, with white ribbons on it, And dimity petticoats over her knee. WRITTEN ENGLISH 116 LESSON CXV **Let us go to the wood/' says this pig; 'What to do there?'' says this pig; *'To look for mother," says this pig; ''What to do with her?" says this pig; "To kiss her, to kiss her!" says this pig. I WRITTEN This is a toe-rime, and the mother gently pinches each of the baby's toes in turn, while she repeats the rime. There are many such, as well as a great many finger-plays. Master the points of the rime. Write from memory, and verify. II WRITTEN Find someone who can tell you a new toe-rime, or learn one from the Additional Rimes. Copy and verify it; or write an original one if you prefer. Ill ORAL What point do the question-mark and the exclamation mark take the place of, as used in the above rime? Find an example in your readers, if you can, of a similar use, and read it in class. There was an old soldier of Bister Went walking one day with his sister, When a cow in a poke Tossed her into an oak, Before the old gentleman missed her. 116 WRITTEN ENGLISH LESSON CXVI Once I saw a little bird Come hop, hop, hop; So I cried, '^Little bird. Win you stop, stop, stop?" And was going to the window To say, **How do you do?" But he shook his little tall, And far away he flew. I WRITTEN What word will make a full state- ment of the fifth line? Write from memory, and verify. II WRITTEN Write the rule for the commas after hop and stop. III ORAL Look In your readers to find short quotations that do not end the sentence In which they occur. Copy two or three of these, and bring them to class for discussion. Monday alone, Tuesday together; Wednesday we walk, when it's fine weather; Thursday, we kiss; Friday, we cry; Saturday's hours seem almost to fly; But of all days in the week we will call Sunday, the rest day, the best day of all. WRITTEN ENGLISH 117 LESSON CXVII ^^Neddy, Neddy, Quite unsteady, Pray tell me of your crops.'' *'The ground is dry, IVe lost my rye, And Insects eat my hops." I WRITTEN There are two speakers here. It is probable that the word eat refers to past time and so it is pronounced et. We now use ate rather than eat to show past time. Write and verify. II WRITTEN Copy and punctuate the following lines : 1 Where are you going my pretty maid 2 He said Where are you going my pretty maid 3 He said I will go with you my pretty maid 4 My face is my fortune sir she said III ORAL Tell why there is a comma after Neddy. Give the rule for the commas after dry and rye. Give the rule for the comma after unsteady. Robin and Richard were two pretty men; They lay in bed till the clock struck ten; Then up starts Robin and looks at the sky, — "Oh, brother Richard, the sun's very high!" "You go first with bottle and bag, And I'll come after on little Jack Nag." "You go first and open the gate. Or I'll come after and break your pate!" 118 WRITTEN ENGLISH LESSON CXVIII Some little mice sat in a barn to spin; Pussy came by, and popped her head in; **Shall I come in, and cut your threads off?'' **0h, no, Mistress Pussy, you'd snap our heads off I*' I WRITTEN Try to recall the rule for every point in this rime before you attempt to write. Can you make full statements of the two contracted ones? The quotes help to show that there are two speakers. Write and verify, II WRITTEN Copy and point off the following: 1 She cried Oh my good shoes and my best dress 2 He said How silly to fuss over soiled clothes III ORAL Give the rule for setting off Mistress Pussy in the above rime. Give the rule for the com- mas after Oh and no. Give the rules for the points at the end of the lines. Give the rules for the commas after by and in. Elsie Marley's grown so fine She won't get up to serve the swine, But lies in bed till eight or nine, And surely she does take her time. And do you ken Elsie Marley, honey? The wife who sells the barley, honey? She won't get up to serve her swine, And do you ken Elsie Marley, honey? WRITTEN ENGLISH 119 LESSON CXIX "Jacky, come give me thy fiddle, If ever thou mean to thrive F' ''Nay, ril not give my fiddle To any man alive. If I should give my fiddle, They'll think that Fm gone mad. For many a joyful day My fiddle and I have had.'' I WRITTEN This rime will require a good deal of careful study before you attempt to write it. The quotes again help to show the two speakers. Nay is an old form of no. Come give is a good old idiom, of which the full form is come and give. Notice the //-groups, and note the contractions. Write from memory, and verify. • II WRITTEN Write the rule for the points setting off the //-groups. Ill ORAL May Jacky have been wise in sticking •to his fiddle? Should music be called a waste of time? Does a real musician work as hard as any other person? To the teacher: See Appendix note. Ride away, ride away, Johnny shall ride, And he shall have Pussy-cat tied to one side, And he shall have Little Dog tied to the other. And Johnny shall ride to see his grandmother. 120 WRITTEN ENGLISH LESSON CXX A dog and a cat went out together To see some friends just out of town; Said the cat to the dog, *'What d'ye think of the weather?'' *^I think, ma'am, the rain will come down; But don't be alarmed, for I've an umbrella That will shelter us both," said this amiable fellow. I WRITTEN Study very carefully. Write from memory, and verify. II WRITTEN Write ma'am out in full. Write d'ye in full. Write the modern form of ye. Write the rule for the comma before for, III ORAL Repeat rimes containing quotations. • If I'd as much money as I could spend, I never would cry, Old chairs to mend — Old chairs to mend! Old chairs to mend! I never would cry, Old chairs to mend. If I'd as much money as I could tell, I never would cry, Old clothes to sell — Old clothes to sell! Old clothes to sell! I never would cry, Old clothes to sell. WRITTEN ENGLISH 121 LESSON CXXI There was an old woman tossed up in a basket, Ninety times as high as the moon; And where she was going I couldn't but ask it, For in her hand she carried a broom. **01d woman, old woman, old woman,'' quoth I, ''O whither, O whither, O whither, so high?" *^To sweep the cobwebs off the sky." **Shall I go with you?" *^Aye, by and by." I WRITTEN Quoth Is an old word meaning said, A quotation is something somebody has said. Jye means yes, and is pronounced as if it were ah'ee. Study the rime. Write from memory, and verify. II WRITTEN Copy the following lines: 1 We will now take the yeas and nays. 2 The ayes have it. 3 How many noes were there? 4 There were fourteen yeas and twelve nays. III ORAL Recite the interesting rime of today. Give the rules which apply in the poem, and give them in the order in which they are used. Eat, birds, eat, and make no waste; I lie here and make no haste; If my master chance to come, You must fly, and I must run. 122 WRITTEN ENGLISH LESSON CXXII "Come, let's to bed,'' ^- Says Sleepy-head; ''Tarry a while," says Slow; 'Tut on the pan," Says Greedy Nan, "We'll sup before we go." I WRITTEN This is a difficult rime. Notice that Nan's remark is broken into two parts. Each part of a broken quotation is enclosed in quotes. Lefs is used for let us. Write from memory, and verify. It would not be incorrect to use periods instead of the semicolons, but periods are not necessary as the sentences are very short. II WRITTEN Copy and point off the following broken quotations: 1 Shall I go now she asked and tell my mother 2 I will go now she said and tell my mother 3 What joy she cried to be free once more III ORAL Read the following list of meals, which a maid said she must have if she took a certain place. Nommet rimes with crummet, and each is a small cake. You can probably guess the meaning of dew-bit and stay-bit. How many meals per day did the maid expect? A dew-bit and breakfast, A stay-bit and luncheon, A nommet, a crummet. Tea, dinner, and supper. WRITTEN ENGLISH 123 LESSON CXXIII *Who killed Cock Robin?'' "I/' said the Sparrow, ^With my bow and arrow; I killed Cock Robin.'' *Who saw him die?" **I/' said the Fly, *'With my little eye; I saw him die." I WRITTEN Study carefully this bit from The Death and Burial of Cock Robin. Notice the broken quotations. Write from memory, and verify. II WRITTEN Look in the Additional Rimes for other examples of broken quotations. Copy three of these; verify. III WRITTEN Point off and capitalize the follow- ing so as to make three different stories : Nell asked Sue will you come and help me Nell asked Sue will you come and help me Nell asked Sue will you come and help me IV ORAL Read in class the broken quotations that you have copied. If convenient, read the whole poem of Cock Robin in the Additional Rimes. 124 WRITTEN ENGLISH LESSON CXXIV The man in the wilderness asked me, How many strawberries grew in the sea. I answered him, as I thought good, As many red herrings as grew in the wood. I WRITTEN We have today indirect quotations, or those not in the exact words of the speaker. Questions are also called indirect questions when they are repeated by another person. Study the rime. Write from memory, and verify. II WRITTEN Copy the following rime, In which the quotations have been made direct: The man In the wilderness asked me, "How many strawberries grow in the sea?" I answered him, as I thought good, **As many red herrings as grow in the wood." Rule 2g Begin an indirect quotation with a cap, and set of by commas, but do not inclose it in quotes, III ORAL . What changes were made In the above rime in order to make the quotations direct? What one word did you have to change in two places? What mark did you put in? Remember that if only a part of a sentence is quoted, and this Is not the first part, you will not need to begin the quoted portion with a cap. Look thru your readers for further Illustrations. WRITTEN ENGLISH 125 LESSON CXXV Apple-pie, pudding, and pan-cake, — All begins with a, I WRITTEN Study the lines, and perhaps you will see the joke before you begin to write. This is one of the jingles intended to catch you unawares. Read the new rule. Remember to underscore the a when you copy the lines. Write from memory, and verify. Underscoring will be considered in Lesson 127. Rule 30 Use the dash to mark a sudden break in thought. II WRITTEN Copy the following and put in dashes where the break in thought occurs: 1 I went to ask but I must not tell yet 2 I wish I had but what is the use of asking? 3 I shall be very do go away! III ORAL Read the following sentences in which the double dash is used to show that the full name is omitted for some reason: 1 He went to M . 2 Miss C and Mr. A were made the committee. IV ORAL Look thru your readers to find ex- amples of the use of the dash for any purpose whatever. 126 WRITTEN ENGLISH LESSON CXXVI Old King Cole was a merry old soul, And a merry old soul was he ; He called for his pipe, and he called for his bowl. And he called for his fiddlers three; Every fiddler, he had a fine fiddle. And a very fine fiddle had he; *^Tee-twee-dle-dee, tee-twee-dle-dee," Went — the — fiddlers. Oh, there's none so rare as can compare With King Cole and his fiddlers three! I WRITTEN Note every point in each line. Why is there a comma after fiddler in the fifth line? The dash, as used in the eighth line, marks a pause to show the beats in the line. Read this line slowly, one word at a time. Write from memory, and verify. II WRITTEN Write the rime of today again, making two lines of the first, the third, the fifth, the seventh, and the ninth lines. Capitalize as necessary Divide the lines by the rimes when there is a rime to go by, otherwise by the beats, which come at the commas. The rime is written in both ways. Rule 31 Use the dash to mark a long pause intended for effect. III ORAL Look thru your readers to find the dash used as in the rime of today's lesson. Can you find someone to sing Old King Cole to you? ''Youn£ lambs to sqUT WRITTEN ENGLISH 127 LESSON CXXVII Young lambs to sell! Young lambs to sell! — If I'd as much money as I can tell, I never would cry, Young lambs to sell — Young lambs to sell! Young lambs to sell! I WRITTEN Here is a street-cry, in which the crier interrupted his calls to the public by a remark to himself. The word-group in the fourth line is used like a quotation, and is pointed off like one except for the quotes. The dashes show the sudden break in thought. By underscoring, you call atten- tion to the words thus made emphatic. Tell in this rime means count, A teller counts votes or money or other things, and you keep the tally ^ or the count, in your games. Write from memory, and verify. Rule 32 Underscore once for italics^ twice for small caps, and three times for large caps. Small caps are the ones you generally use. You may not need to use large caps, unless in display ads for your school journal — if you have one. II WRITTEN Turn to the Additional Rimes, and find one similar to the rime given today. Copy it, and verify. III ORAL Turn to the rime in Lesson 81. Did the street-crier in that case stop to make a remark to himself? Repeat any other street-cries that you know. To the teacher: See Appendix note. 128 WRITTEN ENGLISH LESSON CXXVIII One misty, moisty morning, When cloudy was the weather, I chanced to meet an old man Clothed all in leather; He began to compliment, And I began to grin, — *'How do you do?'' and ''How do you do?" And "How do you do?" again. I WRITTEN This is a difficult rime, and it will require close study if every point is mastered. Note the series of two words in the first line; the when-group in the second line; the comma after the independent statements at the end of the fifth and the sixth lines; the dash showing a break in thought; the six quote-marks; the alinement. There is only one new mark here, the accent over the second syllable of clothed. Usually this word has but one syllable. Why should it have two here? Write from memory, and verify. Rule 33 Use the grave accent to mark an extra syllable, not usually pronounced, II WRITTEN Write from memory the rule for descriptive groups of words loosely connected. Is the group clothed all in leather so closely connected that we think of it together with man? If so, it is restrictive also. III ORAL Recite the rime of today's lesson. Perhaps someone will sing it for you. To the teacher: See Appendix note. WRITTEN ENGLISH 129 LESSON CXXIX Thomas of Tattamus took two tees To tie two tups to two tall trees, To frighten the terrible Thomas of Tattamus — Tell me how many fs there are in all that. I WRITTEN This is another catch. Study till you see how easy a question is asked. Read the new rule. There are two new things today, the plural form of a letter, and capitals for emphasis. A tee is a piece of iron or of wood shaped like the letter T. Tups is an old term for rams. Notice the sudden break shown by the dash. Write from memory, and verify. Rule 34 Show the plural form of letters, char- acters, and marks by adding the apostrophe and s. Plural means more than one. II WRITTEN Look thru your readers to find other examples of the use of the apostrophe and s to show plurals. If you succeed, read in class the examples you have found. It is better to write out in full the names of all characters whenever space allows. Ill, ORAL Read the following sentences: 1 Be sure to dot your ts and cross your t's. 2 You have left out two %'s and one $. (Better: You have left out two per cent marks and one dollar sign.) 3 She had one a, two b's, and three c's, 4 He got the — 's and X'-^ mixed. (Better: He got the mmus signs and the multiplication signs mixed.) 130 WRITTEN ENGLISH LESSON CXXX There was an old man from Tobago, Who lived on rice, gruel, and sago. Till, much to his bliss, His physician said this : *^To a leg, sir, of mutton you may go.'' I WRITTEN Notice the parenthetical expression, much to his bliss. A parenthetical expression may always be omitted. Is sir a term used in direct address? The word this makes the quotation formal and the colon necessary. If this were omitted, you might use a comma instead of the colon. Write from memory, and verify. The colon Is also used after the salutation, before the body of the letter. Rule 35 Use the colon before the formal or long quotations, II WRITTEN Point off the parenthetical parts In the following: 1 John It seems to me is in a great hurry. 2 She tumbled wholly by accident into very good hands. 3 He was now at the age of ten already a musician. III ORAL Read these sentences aloud, being care- ful to show by the inflection of your voice that there is a parenthetical part: 1 This rime, of itself, is not complete. 2 That is, of course, quite unnecessary. 3 Rabbits, for example, make good pets. 4 Most boys, on the other hand, like arithmetic. 5 I am sorry, you know, to go away. 6 Well, you $ee, I had to go home then. *'As I walked by myself — WRITTEN ENGLISH 131 LESSON CXXXI As I walked by myself, And talked to myself, Myself said unto me: 'Took to thyself. Take care of thyself, For nobody cares for thee.'* I answered myself, And said to myself In the selfsame repartee: *'Look to thyself. Or look not to thyself. The selfsame thing It will be." I WRITTEN Note every point with care. The colon is used here before the quotations, which are rather formal. Repartee means bright and witty replies. Note two contracted statements. Note the ^j-group showing time. What group of two state- ments names a condition, tho it does not say if? Write and verify. II WRITTEN Tell in a very few sentences your reason for agreeing or not agreeing with the last remark of the speaker. Is '*Do not worry'' a good motto ? Ill ORAL Repeat riddles, finger-plays, conun- drums, or original rimes. 132 WRITTEN ENGLISH LESSON CXXXII Ba-a, ba-a, black sheep Have you any wool? Aye, marry, have I, Three bags full: One for my master, One for my dame. One for the little boy Who lives in the lane. I WRITTEN Note that the interjection ba-a is prolonged by the use of the hyphen. Marry is an old interjection. The last line is restrictive. The colon shows that the words coming after explain what goes before; the three bags were for three persons who are named. Write from memory, and verify. Rule 36 Use the colon before a group of words which define or explain a more general term, II WRITTEN Copy the following sentences: 1 I name a few great presidents: Washington, Jefferson, Lin- coln, Grant, Roosevelt, Wilson. 2 The boys I name may go: John Brown, Ted Jones, Silas Owen. 3 Can you reply to this question: Is one ever fully satisfied? 4 Among native fruits of the rose family are these: the pear, the apple, the cherry, the plum, the peach, and the apricot. If a sentence is not long nor formal, the comma may be used in place of the colon. III ORAL Repeat the rime of today. Marry was probably a changed form of Mary^ the name of the Virgin, and thus it was at first an oath. WRITTEN ENGLISH 133 LESSON CXXXIII X shall stand for playmates ten; V, for five stout, stalwart men; I, for one, as Fm alive; C, for a hundred; and D, for five; M, for a thousand soldiers true; And all these figures Fve told to you. I WRITTEN Learn the rime. Notice that stands or shall stand is omitted five times, and that the omission is marked each time with a comma. Write and verify as usual. II WRITTEN Copy the following, and verify, after asking yourself what word is left out in each of the three first lines: The first, the worst; The second, the same; The last, the best Of ail the game. Rule J7 Use the comma to show the omission of words necessary to the complete sense. III ORAL Supply words in the following so as to make the statements complete: The more, the merrier. (The more there are, the merrier we are.) The older, the wiser. The younger, the more reckless. IV ORAL Read the following numbers, and- note that a comma is used to separate the periods: 123,456,789. What word is understood at the comma after 3? at the comma after 6? 134 WRITTEN ENGLISH LESSON CXXXIV Doctor Foster Went to Gloster In a shower of rain; He stepped in a puddle Up to his middle, And never went there again. I WRITTEN It is best to write the title Doctor in full if no given name nor initials follow. The name of the town is Gloucester, but it is often writ- ten and always pronounced Gloster. Write; verify. II WRITTEN Copy the following addresses, and verify: Mr. J. S. Abbott Frank E. Dayton Company Superintendent of City Schools 7 Central Wharf 30 First Street North Gloucester Newark, New Jersey Massachusetts Tiffany & Company Mrs. A. B. Eastman Fifth Avenue & 37th Street 10 River Road New York City Hunters Park, Duluth Dr. John M. Long Professor Aleck Brown 13 Victoria Avenue 12 East 42d Street Grand Rapids, Michigan Washington, D. C. Rule 38 Place the period after every abbrevia^ tion or initial, but avoid the use of abbreviations if possible. III ORAL Did you notice that there Is no apos- , trophe in Hunters Park? The Board of Geograph- ical Names has ruled out all apostrophes. If you wished to write each of these addresses upon one line, how should you separate the several items? WRITTEN ENGLISH 135 EXERCISE FOR LESSON LVII OR FOR ANY OTHER LESSON A small but frequent amount of careful practice in logom- achy, or games of word-making, will be found most valuable for grade pupils. Let each pupil try to find out how many different words he can make with the letters of his own name. Suppose that the name is Mary, The steps to be taken are as follows : MARY a-m-r-y (letters arranged alphabetically) WORDS BEGINNING WITH a WORDS BEGINNING WITH r a ram am ray Amy Ray arm ar (name of the letter r) WORDS BEGINNING WITH m WORDS BEGINNING WITH y ma (colloquial) y^ pl^^^-ai y'g (something yr shaped like the letter y: jn^y for example, a railroad May switch) Mr. (abbreviation for Mw/^r) yam my Here we have eighteen words made from the four letters of the word Mary, Of course, longer words, generally speaking, yield results in proportion. It is most important, however, that all such practice be thoro. Competitive tests, in which all the children work with the same word and hunt in the dictionary for new words, will be found to bring rich returns in vocabulary. The corrected results from all assigned exercises in word- building should be preserved by the pupils in exercise-books devoted to language. The teacher must not expect to know all the words which her pupils will find. One of the delights which children experience when engaged in this exercise is in bringing to class words unknown to all the others, and perhaps even to the teacher. It is not too much to claim that, when everything else palls, word-hunting will suffice to revive flagging interest. 136 WRITTEN ENGLISH ADDITIONAL RIMES 1 Up she goes, and down she comes; , If you've not any apples, I'll give you some plums. "Bovs^-vrov^-vrov^, vi^hose dog art thou?" "I'm Tom Tinker's dog, bow^-v^^ow-wowr!" "Up the rope, up the rope, ever so high!" "Will you come dow^n again?" "Yes, by and by." Sing, sing — w^hat shall I sing? The cat's run aw^ay w^ith the pudding-bag string. 5 Daffy-dovvrn-dilly has come up to tow^n In a yellovs^ petticoat and a green gown. 6 The cock doth crow to let you know, If you be wise, 'tis time to rise. A-milking, a-milking, my maid! "Cow, take care of your heels," she said, "And you shall have some nice new hay, If you'll quietly let me milk away." 8 St. Swithin's day, if thou dost rain, For forty days it will remain; St. Swithin's day, if thou be fair. For forty days 'twill rain na mair. WRITTEN ENGLISH 137 Needles and pins, needles and pins, When a man marries, his trouble begins. 10 Johnny shall have a new bonnet, And Johnny shall go to the fair. And Johnny shall have a new ribbon To tie up his bonny brown hair. And why may I not love Johnny? And why may not Johnny love me? And why may I not love Johnny As well as another body? And here's a leg for a stocking, And here's a leg for a shoe; And he has a kiss for his daddy, And two for his mammy, I trow. And why may I not love Johnny? And why may not Johnny love me? And why may I not love Johnny As well as another body? 11 Jack and Jill went up the hill To fetch a pail of water; Jack fell down and broke his crown, And Jill came tumbling after. Up Jack got, and home did trot. As fast as he could caper; Dame Jill had the job to plaster his knob With vinegar and brown paper. Jill came in, and she did grin To see his paper plaster; Mother, vexed, did whip her next For causing Jack's disaster. 138 WRITTEN ENGLISH 12 "Bow-wow," says the dog; "Mew-mew," says the cat; "Grunt, grunt," says the hog, And, "Squeak," goes the rat. "Tu-whoo," says the owl; "Caw, caw," says the crow; "Quack, quack," says the duck. And what the sparrows say, you know. So with sparrows and owls, With rats and with dogs, With ducks and with crows, With cats and with hogs, A fine song I have made To please you, my dear; And, if it's well sung, 'Twill be charming to hear. 13 Jenny Wren fell sick Upon a merry time; In came Robin Redbreast, And brought her sops of wine. "Eat well of the sop, Jenny, Drink well of the wine;" "Thank you, Robin, kindly, You shall be mine." Jenny, she got well. And stood upon her feet, And told Robin plainly. She loved him not a bit. Robin, being angry, Hopped upon a twig, Saying, "Out upon you. Fie upon you, bold-faced jig!" WRITTEN ENGLISH 139 14 Old Mother Hubbard and Her Dog Old Mother Hubbard, She went to the cupboard To get her poor dog a bone; When she got there, The cupboard was bare, And so the poor dog had none. She went to the baker's To buy him some bread; But when she got back. The poor dog was dead. She went to the joiner's To buy him a coffin; But when she came back, The poor dog was laughing. She went to the fruiterer's To buy him some fruit; But when she came back, He was playing the flute. She went to the tailor's To buy him a coat; But when she came back, He was riding a goat. She went to the cobbler's To buy him some shoes; But when she came back, He was reading the news. She went to the seamstress. To buy him some linen; But when she came back, The dog was a-spinning. She went to the hatter's To buy him a hat; But when she came back, He was feeding the cat. She went to the barber's To buy him a wig; But when she came back, He was dancing a jig. She went to the hosier's To buy him some hose; But when she came back. He was dressed in his clothes. She took a clean dish To get him some tripe; But when she came back, He was smoking his pipe. She went to the fishmonger's To buy him some fish; But when she came back. He was licking the dish. She went to the ale-house To get him some beer; But when she came back. The dog sat in a chair. (cheer) She went to the tavern For white wine and red; But when she came back, The dog stood on his head. The dame made a curtsey. The dog made a bow; The dame said, "Your servant," The dog said, "Bow, wow!" 140 WRITTEN ENGLISH 15 Death and Burial of Cock Robin "Who killed Cock Robin?" "I," said the Sparrow, "With my bow and arrow; I killed Cock Robin!" 'Who'll carry the coffin?" "I," said the Kite, "If it be in the night; I'll carry the coffin." "Who saw him die?" "I," said the Fly, "With my little eye, I saw him die." "Who caught his blood?" "I," said the Fish, "With my little dish; I caught his blood." "Who'll make his shroud?" "I" said, the Beetle, "With my thread and needle; I'll make his shroud." "Who'll dig his grave?" "I," said the Owl, "With my spade and shovel ; (showl) I'll dig his grave." "Who'll carry the link?" (torch) "I," said the Linnet, "I'll find it in a minute; I'll carry the link." "Who'll be chief mourner?" "I," said the Dove, "I mourn for my love; I'll be chief mourner." "Who'll bear the pall?" "We," said the Wren, Both the cock and the hen, "We'll bear the palL" "Who'll sing the psalm?" "I," said the Thrush, As he sat in the bush, "I'll sing the psalm." "Who'll be the parson?'^ "I," said the Rook, "With my little book; I'll be the parson." "Who'll toll the bell?" "I," said the Bull, "Because I can pull; And so. Cock Robin, farewell !'' "Who'll be the clerk?" (dark) "I," said the Lark, "If it's not in the dark; ril be the clerk." All the birds of the air Fell to sighing and sobbing. When they heard the bell toll For poor Cock Robin. WRITTEN ENGLISH 141 lO Old Mother Goose, when She wanted to wander, Would ride thru the air On a very fine gander. Then Jack went a-courting A lady so gay, As fair as the lily, And sweet as the May. Mother Goose had a house, 'Twas built in a wood. Where an owl at the door For a sentinel stood. She had a son Jack, A plain-looking lad. Who was not very good Nor yet very bad. She sent him to market, A live goose he bought; **Here, Mother," says he, "It won't go for naught." Jack's goose and her gander, They grew very fond; They'd both eat together, Or swim in one pond. Jack found on one morning. As I have been told, His old goose had laid him An egg of pure gold. Jack ran to his mother The news for to tell; She called him a good boy, And said it was well. But old Mother Goose That instant came in, And turned her son Jack Into famed Harlequin. She then with her wand Touched the lady so fine. And turned her at once Into sweet Columbine. Jack sold his gold egg To a rascal called Lew, Who cheated him out of The half of his due. The gold egg into the sea Was quickly thrown then. When Jackie jumped in And got it again. But Lew got the goose, which He vowed he would kill, Resolving at once His pockets to fill. Jack's mother came in And caught the goose soon. And mounting its back Flew up to the moon. 17 To make your candles last for aye. You wives and maids, give ear-o! To put them out's the only way. Says honest John Boldero. 142 WRITTEN ENGLISH 18 The Babes in the Wood My dears, do you know That a long time ago Two poor little children, Whose names I don't know, Were stolen away On a fine summer's day, And left in a wood. As I've heard people say. And when it was night. So sad was their plight, The sun, it went down. And the moon gave no light ! They sobbed, and they sighed, And they bitterly cried. And the poor little things. They lay down and died. And when they were dead. The robins so red Brought strawberry leaves. And over them spread; And all the day long The green branches among They prettily whistled, And sang them this song: "Poor babes in the wood! Poor babes in the wood! Oh, don't you remember The babes in the wood?" 19 Hi, diddle, dout, My candle's out. My little maid is not at home; Saddle my hog. And bridle my dog, And fetch my little maid home. 20 Cross-patch, Draw the latch, Sit by the fire, and spin; Take a cup, And drink it up, Then call your neighbors in. 21 Little Robin Redbreast Sat upon a tree; Up went Pussy-cat, Down went he; Down went Pussy-Cat, Away Robin ran; Says little Robin Redbreast, ''Catch me, if you can!" Little Robin Redbreast Jumped upon a wall; Pussy-cat jumped after him. And almost got a fall; Little Robin chirped and sang; What did Pussy say? Pussy-cat said, "Mew," And Robin hopped away. 22 Hickery, dickery, dock. The mouse ran up the clock; The clock struck one. The mouse ran down, Hickery, dickery, dock. 23 Dickery, dickery, dare. The pig flew up in the air; The man in brown Soon brought him down, Dickery, dicker}^, dare. WRITTEN ENGLISH 143 24 Friday night*s dream On the Saturday told, Is sure to come true, Be it never so old. 25 A red sky at night Is the shepherd's delight; A red sky in the morning Is the shepherd's warning. 26 Cuckoo, cuckoo, What do you do? "In April I open my bill; In May I sing night and day; In July Away I fly; In August Go I must." 27 Yankee Doodle came to town, Mounted on a pony; He stuck a feather in his cap, And called it macaroni. Yankee Doodle came to town, Yankee Doodle dandy, He stuck a feather in his cap. And called it sugar-candy. 28 Bobby Shaftoe's gone to sea. Silver buckles on his knee; He'll come back and marry me^ Pretty Bobby Shaftoe. Bobby Shafoe's fat and fair, Combing down his yellow hair; He's my love for ever mair, Pretty Bobby Shaftoe. 29 As I went to Bonner, I met a pig Without a wig, Upon my word and honor. 30 The barber shaved the mason. And, as I suppose. Cut off his nose, And popped it in the basin. 31 The cuckoo's a fine bird; He sings as he flies; He brings us good tidings; He tells us no lies. He sucks little birds' eggs To make his voice clear; And when he sings "Cuckoo!" The summer is near. 32 There were two blackbirds Sitting on a hill. The one named Jack, The other named Jill; Fly away, Jack! Fly away, Jill! Come again, Jack! Come again, Jill! 33 What do I see? A bumble-bee Sit on a rose. And wink at me! What do you mean By, "Hum, hum, hum"? If you're calling me, I dare not come. 144 WRITTEN ENGLISH 34 Fa, fe, fi, fo, fum! I smell the blood of an Englishman; Be he alive, or be he dead, I'll grind his bones to make me bread. 35 There was a little man, And he had a little gun. And his bullets were made of lead, lead, lead; He went to the brook, And saw a little duck, And shot it right thru the head, head, head. He carried it home To his old wife Joan, And bade her a fire to make, make, make. To roast the little duck He had shot in the brook, And he'd go fetch her the drake, drake, drake. 30 I saw a ship a-sailing, A-sailing on the sea; And oh, it was all laden With pretty things for thee! There were comfits in the cabin, And apples in the hold; The sails were made of silk. And the masts were made of gold. The four-and-twenty sailors, That stood between the decks. Were four-and-twenty white mice, With chains about their necks; The captain was a duck. With a packet on his back; And when the ship began to move, The captain said, ''Quack, quack!" WRITTEN ENGLISH 145 37 A farmer went trotting Upon his gray mare, Bumpety, bumpety, bump! With his daughter behind him So rosy and fair, Lumpety, lumpety, lump! A raven cried, "Croak!" And they all tumbled down, Bumpety, bumpety, bump! The mare broke her knees. And the farmer his crown, Lumpety, lumpety, lump! The mischievous raven Flew laughing away, Bumpety, bumpety, bump! And vowed he would serve them The same the next day, Lumpety, lumpety, lump! 38 *'Where are you going, my pretty maid?" *Tm going a-milking, sir," she said. "May I go with you, my pretty maid?" "You're kindly welcome, sir," she said. "What is your father, my pretty maid?" "My father's a farmer, sir," she said. "Say, will you marry me, my pretty maid?" "Why, yes, perhaps, kind sir, I may.^ "What is your fortune, my pretty maid?" "My face is my fortune, sir," she said. "Then I can't marry you, my pretty maid." "Nobody asked you, sir," she said. 146 WRITTEN ENGLISH 39 I had a little husband, No bigger than my thumb; I put him in a pint-pot, And there I bid him drum. I bought a little horse That galloped up and down; I bridled him, and saddled him, And sent him out of town. I gave him some garters To gather up his hose, And a little pocket-handkerchief To wipe his pretty nose. 40 There was an old woman, as I've heard tell, She went to market her eggs for to sell; She went to market all on a market-day. And she fell asleep on the king's highway. There came by a peddler whose name was Stout, He cut her petticoats all round about; He cut her petticoats up to her knees. Which made the old woman to shiver and freeze. When this little woman first did awake. She began to shiver, and she began to shake; She began to wonder, and she began to cry, *Xauk-a-mercy on me, this is none of I!" "But if It be I, as I do hope it be, I've a little dog at home, and he'll know me; If it be I, he'll wag his little tail. And if it be not I, he'll loudly bark and wail." Home went the little woman all In the dark. Up got the little dog, and he began to bark; He began to bark, so she began to cry, "Lauk-a-mercy on me; this is none of I!" WRITTEN ENGLISH 147 41 Three little boys a-sllding went All on a summer's day; The ice proved thin, they all fell in, The rest, they ran away. Now had these children been at home, Or sliding on dry ground, Ten thousand pounds to one penny They had not all been drowned. You, parents, all that children have, And you, too, that have none. If you would keep them safe abroad, Pray keep them safe at home. 42 Simple Simon met a pieman Going to the fair; Said Simple Simon to the pieman, "Let me taste your ware." Said the pieman to Simple Simon, "Show me first your penny." Said Simple Simon to the pieman, "Indeed, I have not any." Simple Simon went a-fishing For to catch a whale; All the water that he had Was in his mother's pail. Simple Simon went to look If plums grew on a thistle; He pricked his fingers very much. Which made poor Simon whistle. 43 Pinching, plodding Peter Glide labored hard for money; When he got it, then he died, and left it all to sonny. 148 WRITTEN ENGLISH 44 The north wind doth blow, And we shall have snow, And what will the robin do then, Poor thing? He will hop to the barn, And keep himself warm. And hide his head under his wing, Poor thing! The north wind doth blow, And we shall have snow, And what will the honey-bee do, Poor thing? In her hive she will stay. Till the cold's passed away. And then she'll come out in the spring, Poor thing! The north wind doth blow. And we shall have snow, And what will the dormouse do then, Poor thing? Rolled up like a ball. In his nest snug and small, He'll sleep till warm weather comes back. Poor thing! The north wind doth blow. And we shall have snow. And what will the children do then. Poor things? When lessons are done, They'll jump, skip, and run. And that's how they'll keep themselves warm. Poor things ! WRITTEN ENGLISH 149 45 When good King Arthur ruled this land He was a goodly king; He stole three pecks of barley-meal To make a bag-pudding. A bag-pudding the king did make, And stuffed it well with plums, And in it put great lumps of fat As big as my two thumbs. The king and queen did eat thereof, And noblemen beside; And what they could not eat that night The queen next morning fried. 40 Little Bo-peep has lost her sheep, And can not tell where to find them; Leave them alone, and they'll come home, And bring their tails behind them. Little Bo-peep fell fast asleep. And dreamt she heard them bleating; , But when she awoke, she found it a joke, For still they all were fleeting. Then up she took her little crook. Determined for to find them; She found 'em indeed, but it made her heart bleed. For they'd left their tails behind 'em. It happened one day, as Bo-peep did stray Unto a meadow hard by. There she espied their tails, side by side. All hung on a tree to dry. Then she heaved a sigh, and wiped her eye. And ran o'er hill and dale-o, And tried what she could, as a shepherdess should, To tack to each sheep its tail-o. 150 WRITTEN ENGLISH 47 The Bells of London Town Gay go up, and gay go down, To ring the bells of London town. ''Bull's eyes and targets," Say the bells of Saint Marg'ret's. "Brickbats and tiles," Say the bells of Saint Giles'. ''Halfpence and farthings," Say the bells of Saint Martin's. **Oranges and lemons," SayJ:he bells of Saint Clement's. "Pancakes and fritters," Say the bells of Saint Peter's. "Two sticks and an apple," Say the bells of Whitechapel. "Old Father Baldpate," Say the slow bells of Aldgate. "Pokers and tongs," Say the bells of Saint John's. "Kettles and pans," Say the bells at Saint Anne's. "You owe me ten shillings," Say the bells at Saint Helen's. "When will you pay me?" Say the bells at Old Bailey. "When I grow rich," Say the bells at Shoreditch. "Pray, when will that be?" Say the bells of Stepney. "I am sure I don't know," Says the great bell of Bow. 48 Rub-a-dub-dub, Three men in a tub, , And who do you think they be? The butcher, the baker, The candlestick-maker. Turn 'em out, knaves all three! WRITTEN ENGLISH 151 49 Mary had a little lamb, Its fleece was white as snow; And everywhere that Mary went The lamb was sure to go. It followed her to school one day, Which was against the rule; It made the children laugh and play To see a lamb at school. And so the teacher turned him out, But still he lingered near, And waited patiently about Till Mary did appear. And then he ran to her, and laid His head upon her arm, As if he said, 'Tm not afraid; You'll keep me from all harm." ''What makes the lamb love Mary so?" The eager children cry. "Oh, Mary loves the lamb, you know," The teacher did reply. And you each gentle animal In confidence may bind, And make them follow at your will, If you are only kind. 50 Star light, star bright, First star I've seen tonight, I wish I may, I wish I might Have the wish I wish tonight! 152 WRITTEN ENGLISH 51 There was an old man who lived In a wood, As you may plainly see; He said he could do as much work In a day As his wife could do in three. "With all of my heart," the old woman said, "If that you will allow Tomorrow to stay at home In my stead, And I'll go drive the plow. "But you must milk the Tidy cow. For fear that she go dry; ^~d you must feed the little pigs That are within the &ty; d you must mind the speckled hen. For fear she'll lay away; And you must reel the spool of yarn That I spun yesterday." And And The old woman took a staff in her hand. And went to drive the plow; The old man took a pail in his hand. And went to milk the cow; But Tidy hinched, and Tidy flinched. And Tidy broke his nose; And Tidy gave him such a blow That the blood ran down to his toes. "HI, Tidy! ho. Tidy! Hi, Tidy, do stand still! If ever I milk you. Tidy, again, 'Twill be sore against my will." He went to feed the little pigs That were within the sty; He hit his head against the beam. And he made the blood to fly. He went to mind the speckled hen, For fear she'd lay astray. And he forgot the spool of yarn His wife spun yesterday. When his wife came home, her field-work done. He told her how wrong he'd been, And should she ne'er do a day's work in her life, He'd never complain again. WRITTEN ENGLISH 153 52 Cock Robin's Courtship 'Twas on a merry time, when Jenny Wren was young, So neatly as she danced, and so sweetly as she sung, Robin Redbreast lost his heart, for he was a gallant bird; So he doffed his hat to Jenny Wren, requesting to be heard. "O dearest Jenny Wren, if you will but be mine. You shall dine on cherry-pie, and drink new currant-wine. I'll dress you like a goldfinch or any peacock gay; So if you'll have me, Jenny, let us appoint the day!" Jenny blushed behind her fan, and thus declared her mind, ''Since, dearest Bob, I love you well, I take your offer kind; Cherry-pie is very nice, and so is currant-wine; But I must wear my plain brown gown, and never go too fine.*' Robin Redbreast rose up early, all at the dawn of day, And he flew to Jenny Wren's house to sing a roundelay; He met the Cock and Hen, and bade the Cock declare This was his wedding-day with Jenny Wren, the fair. The Cock then blew his horn to let the neighbors know This was Robin's wedding-day, and they might see the show. And first came Parson Rook, with his spectacles in hand, And one of Mother Hubbard's books he held within his hand. Then followed him the Lark, for he could sweetly sing, And he was to be the clerk at Cock Robin's wedding; He sang of Robin's love for little Jenny Wren, And when he came upon the end, then he began again. The Goldfinch came on next to give away the bride; The Linnet, being bridesmaid, walked by Jenny's side; And as she was a-walking, she said, "Upon my word, I think that your Cock Robin is a very pretty bird." 154 WRITTEN ENGLISH The Blackbird and the Thrush and charming Nightingale, Whose sweet *'jug" clearly echoes thru every grove and dale, The Sparrow and Tomtit, and many more were there. All come to see the wedding of Jenny Wren, the fair. The Bullfinch walked by Robin, and thus to him did say, *Tray, mark, friend Robin Redbreast, that Goldfinch dressed so gay! What tho her gay apparel becomes her very well. Yet Jenny's modest dress and look must bear away the bell." Then came the bride and bridegroom, quite plainly was she dressed. And blushed so much her cheeks were as red as Robin's breast. But Robin cheered her up: ''My pretty Jen," said he, "We're going to be married, and happy we shall be." **And will you have her, Robin, to be your wedded wife?" "Yes, I will," says Robin, "and love her all my life." "And will you have him, Jenny, your husband now to be?" "Yes, I will," says Jenny, "and love him heartily." Then on her finger fair Cock Robin put the ring; "You're married now," says Parson Rook, while the Lark aloud did sing; "Happy be the bridegroom, and happy be the bride! And may not man nor bird nor beast this happy pair divide!'* The birds were asked to dine, — not Jenny's friends alone, But every pretty songster that had Cock Robin known; They had a cherry-pie besides some currant-wine, And every guest brought something, that sumptuous they might dine. WRITTEN ENGLISH 155 Now they all sat or stood to eat and also drink, And everybody said what he happened to think; They each took a bumper, and drank unto the pair. Cock Robin, the bridegroom, and Jenny Wren, the fair. The dinner things removed, they all began to sing, And soon they made the place near a mile around to ring; The concert, it was fine, and every birdling tried Who best should sing for Robin and Jenny Wren, the bride. When in came the Gickoo, and made a great rout, And caught a hold of Jenny, and pulled her about; Cock Robin was angry, and so was the^ftarrow, Who fetched in a hurry his bow and his arrow. His aim then he took, but he took it not right; His skill was not good, or he shot in a fright; For the Cuckoo he missed, but Cock Robin he killed, — And all the birds mourned that his blood was so spilled. 53 *Sneeze on Monday, sneeze for danger; Sneeze on Tuesday, kiss a stranger; Sneeze on Wednesday, receive a letter; Sneeze on Thursday, something better; Sneeze on Friday, sneeze for sorrow; Sneeze on Saturday, your sweetheart tomorrow; Sneeze on Sunday, your safety seek, The devil will have you the rest of the week. , 54 *Cut your nails Monday, you cut them for news; Cut them on Tuesday, a new pair of shoes; Cut them on Wednesday, you cut them for health; Cut them on Thursday, you cut them for wealth; Cut them on Friday, you cut them for woe; Cut them on Saturday, a journey you'll go; Cut them on Sunday, you cut them for evil, All the week you'll be ruled by the devil. ♦These rimes show the general superstition, believed by our forefathers, that it was unlucky to do or to commence a piece of work on Sunday. SUMMARY OF RULES RULE LESSON 1 Begin every proper name with a cap 1 2 2 Begin every v^^ritten sentence with a cap 3 4 3 Place the period after every written sentence, if the sentence makes a statement in a matter-of-fact way 3 — -4 4 Place the question-mark after every written question 5 5 Place the exclamation mark after every exclamatory sentence or exclamatory expression 6 6 Always write the word / as a cap 7 7 Begin every line of verse with a cap 8 9 8 The comma is sometimes used between very short sentences 10 9 The semicolon is often used between short and very closely related sentences 11 10 In writing verse, aline riming lines 12 — 13 11 In writing names, show possession by the apostrophe with s, or by the apostrophe alone, according to the special case 14 — 16 12 Use the apostrophe in contractions to show the omis- sion of one or more letters . 17 — 19 13 Use the hyphen to join two or more words into one 20 — 21 14 Independent statements, not complete in themselves, are separated by commas, or less often by semicolons 22 — 33 15 Set off by commas names used in direct address. . . . 34 — 37 16 Set off by commas appositives of more than one word 38 — 41 17 After an interjection which is not emphatic, use the comma; after an interjection which is emphatic, use the exclamation point 42 — 46 18 Any word or group of words may be used as a com- plete exclamation, and should then be followed by the exclamation point 47 — 48 19 Always write the word O as a cap without a point after it. 49—50 WRITTEN ENGLISH 157 20 Use the comma to separate the members of a series, unless the members are joined by and, or, nor, or a similar word . , 5 1 — 57 21 When a subject of thought is repeated for emphasis, use the comma to mark the repetition 58 — 62 22 Set off by commas a descriptive word-group, unless closely connected 63 — 66 23 Set off by commas word-groups of time or place, unless .closely connected 67 — 76 24 Set off by commas a word-group expressing a con- dition 77 — 82 25 Set off by commas a word-group showing cause or reason 83 — 91 26 Point off a contracted statement as if it were given in full 92-106 27 Set off by commas a parenthetical word or word- group 107-108 28 Begin a direct quotation with a cap, set it off by commas, and inclose it in quotes 109-123 29 Begin an indirect quotation with a cap, and set it off by commas, but do not enclose it in quotes 124 30 Use the dash to mark a sudden break in thought. . . 125 31 Use the dash to mark a long pause intended for effect 126 32 Underscore once for italics, twice for small caps, and three times for large caps 127 33 Use the grave accent to mark an extra syllable not usually pronounced 128 34 Show the plural form of letters, characters, and marks, by adding the apostrophe and s 129 35 Use the colon before long or formal quotations 130-131 36 Use the colon before a group of words which define or explain a more general term 132 37 Use the comma to show the omission of words neces- sary to the complete sense 133 38 Place the period after every abbreviation or initial, but avoid the use of abbreviations, if possible 134 158 WRITTEN ENGLISH ADDITIONAL RULES FOR OLDER PUPILS Rule 39 Use commas to set off the absolute construction. Illustrations : A shower coming up suddenly, they ran home. They hurried home, the storm being near. Rule 40 Use the semicolon before the words AS, namely, or THUS, introducing examples. After these words, the comma is most often found, tho namely is sometimes followed by the colon. Illustrations: Colloquialisms are often mere mispronunciations; as, kin for can, git for get, and so on; The great oceans are five; namely: Atlantic, Pacific, Indian, Arctic, and Antarctic. Rule 41 Use parentheses to inclose authorities referred to, but not directly quoted. Illustration: There is plenty of good authority for the use of the expression **he don't." (See the Oxford dic- tionary.) Rule 42 Use brackets to inclose words not in the original text; also the words "continued'' or "to be continued*' at the beginning or end of a story or chapter. Illustration: X, Y, Z, and k [pronounced am'per-sand] All wished for a piece in hand. Rule 43 Use three periods (continuation dots) to mark the omission of something you wish to be understood or included. Illustration: He follows his nose Wherever he goes. He , , . goes Is understood to Include the whole couplet. Rule 44 Use the comma after a sentence or a quotation which is itself used as the subject of a sentence. Illustration: Whatever is, is right. Rule 45 Apposition is best shown by the comma and dash, whenever the appositive is in the nature of a series, Illustrcitlon: He Is accurate In all the least points of composition, — indention, spelling, caps, and points. APPENDIX NOTES FOR THE TEACHER IN GENERAL The rimes of this book bear the name of Mother Goose, chiefly by courtesy. Most of them are published in Eng- land under the title "Nursery Rimes," and they were current there long before Mother Goose was born. It is generally understood that the name as we use it signifies compilation rather than authorship. Pupils who can not memorize — and a few such may be found in any class — should copy verbatim et literatim et punctuatim. Lesson 6 1 The question must now for a time be asked of every sentence: Is this a statement, a question, or an exclamation? If the words are uttered with marked emotion, or feeling, the period and the question-mark will give way to the more important exclamation point. A simple request in imperative form will be followed by the period, but, in general, com- mands imply emotion. 2 The terms subject and predicate may be used at the discretion of the teacher, but the term predicate, if used, must be considered as the complete predicate of the gram- mars, including objects and modifiers of every kind. Lessons 7 and QS The name Gill, or Jill, often met in early rimes, is a nickname for Gilian (another form of Juliana, feminine of Julius), This name was once used almost as the equivalent of girl, just as Jack was often used for boy. An old rime says : Every Jack shall have his Jill. The study of proper names is an unfailing source of interest to young or to old. Volumes fot reference on place- names and on other surnames should be in every school. 160 WRITTEN ENGLISH Kin at the end of a name means little. The s at the end of English names marks a patronymic (father's name) as does also son. Thus, Davids and Davidson, Davis and Davies, all mean the son of David. Tompkins means the son of the little Tom. Rick is a variant of Rich, or Dick, and the syllables en and el are diminutives, so that we have an immense number of names all coming from Richard. Thus, Dixon is seen to be Dick's son. A similar story might be told of the name William. In Welsh names, ap, meaning son of, has in many cases lost the a, while the p has grown fast to the last name; thus, ap Rhys becomes Price. De in French names, von in German, van in Dutch, O' in Irish, all mean of, and may point to an estate when the name was given. Mack, Mac, Mc, or M' marks an Irish or a Scottish name. In Russian and Polish names we meet witz, vitch, and sky, or ski, all patronymics. Many other endings may be found by consulting a volume treating on this interesting subject. Lesson g In every written exercise of more than one line, the teacher should see that her pupils indent properly. The in- dention of the rimes is to be followed with utmost care. (As preparation for study of this subject, see that it is prop- erly named. The term indention corresponds to the verb indent.) Lesson ii Diagonal indention is a pleasing device, by which couplets or single lines appear more distinct. In general, any rime written thus might equally well be written with all lines indented alike. A rime made up of two couplets is sel- dom, if ever, written with the diagonal indention. Lesson 12 After the child has learned to count the beats in a line, he will soon be able to make his own lines sing after the various patterns of verse. Very often a slight pause marks the omission of a syllable, as if the writer or singer thought a syllable. It is not advisable to emphasize the details of rhythm with young children. A foot is the smallest division of the rhythm. WRITTEN ENGLISH 161 The accent may come equally well at the beginning of a line. A simple treatment of the subject of Versification by Professor Brander Matthews, of Columbia University, may be found useful. Lesson i6 No law other than that of euphony, or agreeable sound, governs the formation of possessives and plurals ending with s, X, z, or any other sibilant sound. Possessives show other relations than that of actual possession, as the term's work. Lesson ly Emphasis must be put by the teacher upon the term con- traction, in order that later the similar term contracted statement may not be misunderstood. Lesson i8 Children who think that the child meant to ask, "May I have a tulip?" in the last line, should be allowed to use the interrogation point. Lesson 21 . The compound alright has been growing In favor steadily, and will soon arouse no discussion. It is a compound analogous with almighty, already, and so forth, and children use it naturally. It is taught by many business colleges as a proper combination, and the schools might as well cease wasting time in trying vainly to combat its use. The writer of this book is allowed to quote Dr. Caryl B. Storrs, of The Minneapolis Tribune, as authority for its use, and Dr. Storrs has used alright in published articles. Lesson 22 1 Drill upon independent statements is of great value, but must not be given when the rime includes subordinate statements, lest confusion result. In the sentence Birds build nests, the independent statement and the sentence are one and the same. The conjunction for is always coordinate. 2 The Rule of Three is a discarded name for a propor- tion in which the first number is to a second as a second is to a third. Lesson 28 The name Jack a' Nory is shortened from Jack of (or at) Norwich (pronounced nor'rij). 162 WRITTEN ENGLISH Lesson 4g The capital O is always used in exclamation together with the following word or words. Note that grandpapa s must be accented upon the last syllable. Lesson 5J Very careful speakers and writers repeat the article be- fore each person or thing named. This is a rule of rhetoric, not of grammar, for no grammar is involved. It is a con- venience to distinguish in this way between one or more.' Thus the man and soldier refers to one man, and the man and the soldier refers to two men. However, observance of the rule is by no means universal. The first chapter of the gospel of Saint John contains twenty-six sentences begun with an and. The and habit is not to be condemned. Lesson S7 Many New England children learned the two last lines of the rime thus: X, Y, and Uzzard Turned the old apple-pie into a buzzard. The character that we write z was formerly called uzzard or izzard. Lesson 6j It must be understood that whenever any word-group consists of only two or three words, the comma is often omitted merely on that account. The longer a word-group, the more need that it be set off by the comma. Lesson 72 Should and would follow in the main the uses of shall and will. Shall and will in the first person imply expecta- tion, while will and would imply desire, willing, determina- tion, promise, or the inevitable. In the other persons, these meanings are reversed; thus, I or we shall go (expectation) ; I or we will go (promise, consent, threat, determination, or the inevitable) ; he, she, you, they will go (expectation on the part of the speaker) ; he, she, you, they shall go (promise, consent, and so forth, on the part of the speaker). WRITTEN ENGLISH 163 In addition should may mean ought, and so convey the idea of duty, while would may imply habit; thus, You should obey your parents (duty) ; She would sit and rock for hours (habit). The distinction between should and would is not difficult, and children should early acquire the habit of saying / shall and / should to express expectation. Lessons 77 and 78 and gi These lessons emphasize subjunctive forms, altho this is not so evident in the first lesson as in the other two. The teacher may well give a little time to such drill as the fol- lowing : If I juere a bird (but I am not a bird) — If a wish were a. horse (but it is not) — If a turnip were a watch (but it can never be) — If an // or an and were a pot or a pan (but this is not the case) — If all the world were apple-pie (but it is not), and so on. Without using the term subjunctive, the teacher can ac- custom her pupils to use subjunctive forms when they make a supposition which is either doubtful or is contrary to the fact. Children acquire their language-habits chiefly thru imitation. The study of grammar has small effect upon children who have already acquired wrong habits. The use of the subjunctive to express certain fine distinctions should be encouraged, especially as this can be done in- cidentally to other language work. Even a child can see that the following form expresses something regarding which there is doubt: For every evil under the sun, there is a cure or there is none; If there be one, try and find it; if there be none, never mind it. Lessons 82 and Q2 It is very desirable for children to learn these old rimes in the original form, and to understand the once common use of me as a dative. It would be well for them to para- phrase lines in which a. me occurs, showing by the changed forms that they understand the same fully. Lesson 88 The locution the two last appears in this lesson and many times thruout this book. Children should be taught to use 164 WRITTEN ENGLISH this form, and not the last two. Objects in nature or In art do not usually appear in groups of twos, threes, fours, and so on. When they do, we are only able to designate the fact if we have a correct habit of speech. Dr. Thomas R. Lounsbury, of Yale College, has shown up the facts regard- ing this locution in one of his illuminating articles. How- ever, this is not a point of grammar, but of logic and authority. Lesson gi See note on Lesson 77. Try and drown is an idiom of long standing. It is un- desirable to try to drive out this old form, even if it could be done. However, it is equally correct to say try to drown. Lesson g2 See note on Lesson 82. The rule for contracted statements is most helpful as an aid to clearness. Without the comma to show where a statement ends, we should have an and joining words not in the same construction. William Livingston Klein, in his valuable work. Why We Punctuate, calls the comma a dis- junctive, because it disconnects words apparently connected. The end of a line of verse provides a natural break, at which the comma is often omitted, even when called for by rule. This is Illustrated in the third lines of the rimes in Lessons 38 and 39. The latter contains a when-group, and the former a (disguised) contracted statement, — ^And then [she contest back again. Lesson gj If it he shows uncertainty as to the fact. Lesson log It Is customary to place the comma, the semicolon, and the period inside the quotes In all cases, but to put the ques- tion-mark and the exclamation point either Inside or outside, according to whether they are a part of the original quota- tion. Observe that the quotes used before the quotation are the same as the others, except that they are inverted, or up- side down. When a quotation Includes a new paragraph or stanza, the quotes are repeated at the beginning of each new division. The final marks are, however, written but once, at the end of the quotation. WRITTEN ENGLISH 165 A quotation within a quotation has been heretofore marked by single quotes. However, usage is beginning to reverse this fashion, and soon quotations will be inclosed in single quotes, altho it is not done in this book. Lesson 95 See note on Lesson 7. Lesson iig Above all, it is desirable that children acquire vigorous, idiomatic habits of speech. It is a desirable thing that the child should say he "helped cook" the dinner, and it is in- conceivable that any person acquainted with English idioms should name this among the "errors" listed in minimal re- quirements in English. It is not desirable to cultivate a priggish pedantry in children, such as would be shown by abolishing idiomatic forms. Lesson 12'j One may oftea take his choice between underscoring and inclosing in quotes. In this book the practice has been fol- lowed of underscoring a word or a group of words spoken of as such. Underscoring should be sparingly employed. Lesson 128 and 133 The cipher should be read naught, but this fact is largely ignored in the schools, where we hear usually the word aught (anything) instead. In the following puzzle one may substitute either cipher or sigh for so as to make sense: U a 0, But I thee; Oh, no 0, But oh, me! Lesson I2Q Do not use the period after per cent. This was once customary, because the form is abbreviated from per centum (by the hundred). Lesson 132 There is no good explanation except custom for the use of the colon after the salutation in letters. The colon in connected discourse is usually equivalent to a sign of equality. This is a fairly good test for its use. In the rime given, the three bags of wool are equal to one for each of three persons. 166 WRITTEN ENGLISH Lesson 133 See note on Lesson 128. In treating of abbreviations, a college text-book on rhetoric says only: Abbreviations are vulgar. It is better not to know the abbreviations for the days of the week and the months of the year than to overuse them. In addressing any person, it is more complimentary to use his full name and title, and this is necessary in very formal letters. Lesson 134 1 The use of abbreviations, other than those of certain titles, if in the body of a letter or manuscript, at once pro- claims that the writer is ignorant of good form. In tables, calendars, and other statistical matter, it is permissible to use the accepted abbreviations. 2 Courtesy requires that the title Reverend should be preceded by the and followed by Mr.; thus, the Reverend Mr. Brown. It is both discourteous and ignorant to abridge what is required by good form. 3 A rule of usage called the "courtesy of pronouns" — not grammar, for no grammar is involved — requires that one speak of himself last and of others first; thus, You and John and I will go; You and I must wait here; You and the other boys may go. 4 Discard all periods except at the end of declarative sentences and after certain abbreviations. The items on an envelope are not abridged sentences. Do not use points upon an envelope, unless two or more items are arranged upon the same line, in which case use the comma. Do not abbreviate the name of the state or county unless another item precedes. Some offices do not even use the period after abbreviations, and certain prominent magazines use no period after the names of writers of articles. Study leading publications to see what is the best use. 5 Letter-writing is best taught thru the medium of real letters. A good method is to assign to each pupil two or three states, asking that he write a letter of inquiry upon some definite topic, and that he send this letter to the ap- propriate department of the state. Such letters should be revised before being sent, and a stamp should be enclosed for the reply. The various replies should be compared as to the style of all portions, and the collection may (by previous WRITTEN ENGLISH 167 agreement) become the property of the teacher or of the school, to be used the following year for comparison with the collection of that year. Lesson 13s Children should notice the use of the ampersand, and keep it for proper uses only. Many of the best business houses now require the addresses to be written in the block style without periods and commas. Additional Rimes, Number 40 The story of the old woman, who doubted her own identity after her petticoats were cut off, is found in the folk-lore of nearly every country in Europe. One or two additional items may need to be mentioned: An author's name, following a quotation, is preceded by a dash if placed on the same line as the last line quoted; otherwise, it needs no dash. Yes and no may have any value, from that of the full senterxe to that of the mere interjection. Time is often marked by a colon; as, 6: 25 p. m. Certain abbreviations are used occasionally in this book, as St. for Saint. Usage may eventually demand the full form in every instance. The city of Saint Louis has ruled that its official title shall not be abbreviated. Close punctuation, as it is called, conforms to rules based upon a commonly accepted principle. Open punctuation, on the other hand, uses points only when there is danger of misunderstanding. The present tendency in America is, on the whole, toward open punctuation. ANSWERS TO RIDDLES PAGE PAGE 2 A thorn 23 A candle 3 A plum-pudding 30 A walnut 4 A needle and thread ^^ ^, ^. ^ 43 Ihe mist 5 A horseshper 45 Sunshine 7 Coals 59 The teeth and gums 10 A man, a stool, a leg cf 60 A star mutton, a dog 75 One 12 A chimney 88 An egg 14 A well 91 A churn 16 An egg 29 Two (t's in that) INDEX OF FIRST LINES A cat came fiddling out of a barn 110 A dew-bit and breakfast. 122 A diilar, a dollar, a ten o'clock scholar 44 A dog and a cat went out together 120 A farmer went trotting 145 Ah, hear the wind blow 43 A hill full, a hole full 43 Alas, alas for Miss Mackay 45 A little boy went into a barn 106 A little cock-sparrow sat on a tree 113 All work and no play 12 A man went a-hunting at Reigate 113 A-milking, a-milking, my maid ! 136 Apple-pie, pudding, and pan-cake 125 A red sky at night 143 As I walked by myself 131 As I was going to Saint Ives 75 As I was going up Pippen Hill.. 81 As I went to Bonner 143 As round as an apple 14 As soft as silk 30 A sunshiny shower , 8 A swarm of bees in May 11 As the day lengthens 78 As Tommy Snooks and Bessie Brooks 109 A was an apple-pie 57 Barber, barber, shave a pig 76 Ba-a, ba-a, black sheep 132 Bat, bat, come under my hat 87 Bee, bee with buzzing wing 34 Be you to others kind and true 26 Bessy Bell and Mary Gray 104 Birds of a feather flock together 66 Black we are, but much admired 7 Black within and red without 12 Bless you, bless you, burnie-bee 93 Blow, wind, blow 73 Bobby Shaf toe's gone to sea 143 **Bow-wow," says the dog 138 "Bow-wow-wow, whose dog art thou?" 136 By, baby-bunting 46 Christmas comes but once a year 107 Cock-a-doodle-doo, my dame has lost a shoe 92 Cock crows in the morning to tell us to rise 23 and 24 Cdck Robin's Courtship 153 *'Come, let's to bed" 122 Come when you're called 17 Cross-patch, draw the latch 142 Cuckoo, cuckoo . . 143 Curly-locks, Curly-locks, wilt thou be mine 105 Cut your nails Monday, you cut them for news 155 Daffy-down-dilly has come up to town 136 Dame Trot and her cat 59 Dance, little Baby, dance up high 74 Death and Burial of Cock Robin 140 Dickery, dickery, dare 142 Diddle, diddle, dumpling, my son John 55 Did you see my wife, did you see 114 Ding, dong, bell 101 Doctor Faustus was a good man 35 Doctor Foster went to Gloster 134 Eat, birds, eat, and make no waste 121 Elizabeth, Elspeth, Betsey, and Bess 95 Elsie Marley's grown so fine 118 Every lady in the land 19 Fa, fe, fi, fo, fum! 144 Flour of England, fruit of Spain 3 For every evil under the sun 91 For want of a nail, the shoe was lost 85 Four-and-twenty tailors went to kill a snail 68 Friday night's dream 143 Gay go up, and gay go down 150 Georgie-porgie, pudding and pie. 88 Goosey, goosey, gander 94 Great A, little a 86 Hark, hark, the dogs do bark 95 Here we go up, up, up 52 Here am I, little jumping Joan 39 He that would live in peace and rest 10 He that would thrive must rise at five 25 Hick-a-more, Hack-a-more 45 Hickery, dickery, dock 142 Hickety, pickety, my black hen 58 Hi, diddle, diddle, the cat played the fiddle 42 Hi, diddle, ding, did you hear the bells ring 68 Hi, diddle, dout 142 Hot cross-buns 80 How many stars are in the sky 27 "How do you do, neighbor" 16 Humpty Dumpty sat on the wall . 16 Hush-a-by, Baby, lie still with th^^ daddy 37 I am walking out so early 84 If all the world were apple-pie 78 If I'd as much money as I could spend 120 If ifs and ands were pots and pans. 77 If wishes were horses 77 I had a little hen 99 I had a little husband 146 I had a little pony 21 I had two pigeons bright and gay 32 I have a little sister 60 I'll sing you a song 89 I'll tell you a story 28 I love little pussy 103 In marble halls as white as milk 88 Intery, mintery, cutery, corn 26 I saw a ship a-sailing 144 I sing, I sing from morn till night 96 Is John Smith within 32 I went to the woods, and got it 2 Jack and Jill went up the hill 137 Jack, be nimble! Jack, be quick! 102 Jack Spratt could eat no fat 107 Jack Spratt had a cat 69 Jacky, come give me thy fiddle 119 Jenny Wren fell sick 138 Jerry Hall, he is so small 63 Johnny shall have a new bonnet 137 Lady-bird, lady-bird ! 36 Lady-bird, lady-bird, fly away home ! 81 "Lend me thy mare to ride a mile" 24 "Let us go to the wood," says this pig 115 Little Betty Blue lost her holiday shoe 29 Little Boy Blue, come blow me your horn 82 Little Bo-peep has lost her sheep 149 Little cloud athwart the sky 35 Little Jack Horner 110 Little Johnny Pringle had a little pig 76 Little Miss Muffet 94 Little Nancy Etticoat 23 Little Polly Flinders 96 Little Robin Redbreast sat upon a rail 20 Little Robin Redbreast sat upon a tree 142 Little Tommy Tittlemouse 15 Little Tommy Tucker 13 Mama's a lady, and that's very clear 101 March winds and April showers 9 Mary had a little lamb 151 Matthew, Mark, Luke, and John 70 Mistress Mary, quite contrary 75 Molly, my sister, and I fell out 40 Monday alone, Tuesday together 116 Monday's child is fair of face 33 Multiplication is vexation 22 My dears, do you know that a long time ago \ 142 My maid Mary, she minds her dairy 69 My mother sent me over to your mother 91 Neddy, Neddy, quite unsteady 117 Needles and pins, needles and pins 137 Old King Cole was a merry old soul 126 Old Mistress MacShuttle lived in a coal-scuttle 90 Old Mother Goose, when she wanted to wander 141 Old Mother Hubbard, she went to the cupboard 139 Old Mother Twitchett, she had but one eye 4 Old Toby Sizer is such a miser 108 O listen, my doll, and hear something new 49 Once I saw a little bird 116 One for the money 29 One misty, moisty morning 128 One to make ready 29 One, two, buckle my shoe 56 One, two, three, four, five 51 O that I were where I would be 78 Over the water, and under the water 36 Pat-a-cake, pat-a-cake, baker's man 108 Peas-porridge hot, peas-porridge cold 47 Peter, Peter, pumpkin-eater 66 Peter Piper picked a peck of pickled peppers 79 Peter White will ne'er go right .- 31 Pinching, plodding Peter Glide labored hard for money. . . 147 Politeness is to do and say , 9 Polly, Dolly, Kate, and Molly 62 Polly, the milkmaid, comes over the plain 38 Poor dog Bright 84 Poor old Robinson Crusoe 48 Purple plums that hang so high 34 Pussy-cat, pussy-cat, listen to news 50 Pussy-cat, pussy-cat, where have you been 79 Ride a cock-horse to Banbury Cross 39 Ride away, ride away, Johnny shall ride 119 Robin and Richard were two pretty men 117 Rock-a-by, Baby, up in the tree-top 67 Rub-a-dub-dub, three men in a tub 150 See-saw, Margery Daw 83 See-saw, sacaradown 87 Shoe the old horse 19 Simple Simon met a pieman 147 Sing a song of six-pence, a pocketful of rye 98 Sing, sing — what shall I sing? 136 Solomon Grundy was born on Monday 54 Some little mice sat in a barn to spin 118 Snake, snake, come out of the grass 34 Sneeze on Monday, sneeze for danger 155 Star light, star bright 151 Summer winds, blow strong and cool 34 St. Swithin's day, if thou dost rain 136 Taffy was a Welshman 100 The Babes in the Wood 142 The barber shaved a mason 143 The Bells of London Town 150 The cock doth crow to let you know 136 The cuckoo's a fine bird 143 The first, the worst 133 The girl in the lane 105 The King of France went up the hill 54 The Lion and the Unicorn 102 The man in the wilderness asked me 124 The man in the moon came down too soon 63 The north wind doth blow. 148 The Queen of Hearts 97 The valiant Tom and braver Tim 56 There dwelt an old woman at Exeter 99 There was a crooked man 65 a fat man of Bombay. 70 a jolly miller 31 a little man, and he had a little gun 144 a little man, and he had a little head 53 a little girl, and she had a little curl 73 a man, and he had naught. , .', 89 a man of our town . 104 an old soldier of Bister 115 an old man of Tobago 130 an old man who lived in a wood 152 an old woman, as I've heard tell 146 There was an old woman, and nothing she had 72 an old woman had three sons 41 an old woman who lived in a shoe 106 an old woman tossed up in a basket 121 There were two blackbirds. 143 They that wash on Monday 60 This crow says, *'What think you, birds" 114 This duck says, "I want some fish" 112 This little pig went to market 112 Thirty days hath September 71 Thirty white horses upon a red hill , 59 Thomas of Tattamus took two tees 129 Three blind mice 83 Three little boys a-sliding went 147 Three wise men of Gotham 69 Tommy's tears and Mary's fears 14 Tom, Tom, of Islington 64 To make your candles last for aye 141 To market, to market, to buy a fat pig 55 Tulips in the garden grow 18 'Twas on a merry time, when Jenny Wren was young. ... 153 Tweedle-dum and Tweedle-dee resolved to have a battle. . 52 Two-legs sat upon Three-legs 10 U for a [You sigh for a cipher] 165 Up hill, spare me 109 Up she goes, and down she comes 136 "Up the rope, up the rope, ever so high!" 136 Was ever heard such noise and clamor 48 Wee Willie Winkie runs thru the town Ill We're all in the dumps 30 What are little boys made of, made of 61 What do I see 143 What goes up must come down 44 What shoemaker makes shoes without leather 5 When I was a bachelor, I lived by myself 85 When the wind is in the east 68 When good King Arthur ruled this land 149 When V and I together meet Ill **Where are you going, my pretty maid?" 145 "Who killed Cock Robin?" 140 Whoop! ring the bells, and sound the drums 103 X shall stand for playmates ten 133 Yankee Doodle came to town 143 Young lambs to sell 127 GENERAL INDEX PAGE a, compounded with verbal forms, means in or on 61 a, repeated to show number 53 abbreviations 134, 166 accent, the grave 128 alinement 12 alright 161 ampersand, the use of the 57, 134 ancient or solemn style 105 and, the introductory 53, 162 and, in reading numbers 72 Answers to Riddles 166 apostrophe, not required in names of places 134 apostrophe, the use of 14, 17, 129 caps and points, terms defined 1 caps in terms of relationship 37 centering 9 colon, the use of the 130, 132, 165 compound words 20 contracted statement 92 contraction 17 couplet 8 dash, the use of the 125, 126 direct address 34 dont; he dont a. proper and historical form 92 emphatic repetition, or pleonasm 58 folk-lore, defined 33 Forbush, William Byron, quoted. iii full in composition 98 Gill, or //// 159 grave accent 128 Hush-a-by Lady from Rock-a-by Street, Eugene Field... Ill idiom and idiomatic language 92, 119, 165 indention 160 indention, diagonal 54 independent statements 22, o7, 161 interior or internal rimes 66 interjection, defined 42 Klein, William Livingston, Why We Punctuate 164 limerick 70 logomachy, a game 135 Lounsbury, Dr. Thomas R., cited lii, 164 Lowell, James Russell, quoted iii, 72 marry, an old interjection 132 Matthews, Brander, Versification 158 me, as formerly used 82, 92, 163 naught (not aught) in reading numbers 128, 133, 165 O, the use of 49, 162 parenthetical, defined 107 parody, defined 48 per cent 129, 165 pleonasm 58 plural, defined 129 points — see Summary of Rules 156 proper names, defined 1, 159, 160 quotation within a quotation 165 quotations, broken 122 quotations, indirect 124 quotes and quotations, direct 109, 121 repartee 131 rime 8 rhythm, dependent upon beats 12, 160 Rule of Three 22 say, as interjection 93 series 51 shall and will, should and would 72, 78, 162, 163 street-cries 80, 127 Storrs, Dr. Caryl B., quoted 161 subjunctive, illustrated 77, 78, 91, 163 surnames 160 the two last 88, 163 try and drown 91, 164 underscoring 127 verifying, explained 4 word-groups of cause or reason 84 of condition 77 of description (or explanatory) 63 of restriction . 65 of time or place 67 would and should 72, 78 Winship, A. E., quoted iv YB 35247 M69863, n.aio THE UNIVERSITY OF CALIFORNIA LIBRARY .rm;««{