^^orwaaflUi., I 1 UC-NRLF .«i,!^VV<)!»«\Ol!»". '-*««aisa:^i»»*«-^'*«Wi-; ii I '^-wMft f? lll^^STRT r I300KS. / ^ ^ p -^z LI BR ARY UNIVERSITY OF CALIFORNIA GIKT OK ai^:tl (sQ^^' ^^^^a t^^^-^^r Received .^rpT^^X^^^^.., i88^. ^\{ Accessions No. ^^ /^^ ^^^If No. ^/vi'o' U (— ^ 4> CALIFORNIA STATE SERIES OF SCHOOL TEXT- BOOKS. Lessons IN Language COMPILED UNDER THE DIRECTION STATE BOARD OF EDUCATION. UHIVERSITYj sacramento, california. Printed at the State Printing Office. Entered according to Act of Congress in the year 1889, By Robert W. Waterman, Ira G. Iloitt, Charles H. Allen, Ira More, and Edward T. Pierce, STATE BOARD OK EDUCATION Of the State of California, for the People of the Slate of California. PREFACE. Oral Language Lessons.— The study of Language by means of conversational lessons should be the first school work. Through this, the teacher gains the children's love and confidence, as well as a knowledge of individuals which nothing else gives. The little ones are at first timid. Talk with them, not to them, about the interesting things of home life with which they are familiar. Their toys, their pets, and their games can at first be taken, the teacher by her enthusiasm and interest encouraging the timid, and winning the hearts of the unruly. Do not attempt to impart knowledge, but simply have the chil- dren tell what they already know.' Remember that your first work is to lead them to talk freely and fluently. To accomplish this, do not criticise errors of speech, or confuse them by interrupting or demanding complete sentences. Occasionally restate pleasantly and unobtrusively, in correct language, what has not been well stated. The chief reason why children are so universally reticent in ex- pressing their thoughts at school, is because accuracy has been made to precede fluency, and the fear of not saying things in the right way keeps the child from saying them in any way. Tact and a clear appreciation of the main object to be attained will make this work not only invaluable as language teaching, but an auxiliary to all other teaching and training. TABLE OF CONTENTS. Part I. Exercises in Language. PAGE. The Statement 7 The Question 10 Names 13 Special Names 15 Initials 17 The Words I and 19 Written Review 20 Days of the Week ....'. 20 Use of the Comma 22 Combining Statements 23, 67 Attention Words 25 The Command 26 The Sentence 27 The Request 27 Is— Are 28 The Paragraph 30, 37 Was— Were 31 Holidays 32, 38 Has— Have 33 Written Review 33 One or More than One 34, 40 Writing from Pictures 41, 47, 59, 65 Saw, seen— Did, done— Went, gone 42 The Stanza 43 Using Past and Perfect forms of Verbs 44 The Months 45 Dates 46 Titles of Persons 48 Letter Writing ...;.. 49, 55, 60, 63, 67, 73, 77, 79 Dictation 49 I, me— He, Mm— She, her 50 Combining Sentences 51 Paraphrasing 52 Like— Love 55 Possessive Forms 56 These— Those— Them 60 Asking and Giving Permission 61 CONTENTS. PAGB. Sit— Set • 62, 64, 78 Teach— Leaxn 63 Quotation Marks 69 Sentence Building 73 Word Pictures 75 Lie— Lay ! . 75, 78 Composition Lessons. Descriptive Composition 83 Narrative Composition 86 Imaginative Composition 91 Part II. Parts of Speech and Analysis. Names and Words that Stand for Names » 98 Words that State 102 Words that Ask 103 Words that Command 104 Words that Describe 107 Words that Limit 108 Adjective Phrases Ill Adjective Clauses 113 Words that show " how " 116 Words that show " where " 116 Words that show " when " 117 Words that show " how much " 118 Adverbial Phrases 120 Adverbial Clauses 122 Words that Join 125 Words that Join by Showing Relation 127 Emotion Words 129 Review of Parts of Speech 131 Words as Different Parts of Speech 132 Kinds of Sentences 134 Predicate 135 Subject 135 Compound Predicate and Subject 139 Modified Predicate •. 140 Modified Modifiers 143 Qualified Subject 144 The Object Complement 147 The Attribute Complement 149 Position of Modifiers 161 Review of Sentences 153 Constructing Sentences 164 PART I. NOTE. The oral exercises in this book are merely suggestive, and should be changed and extended to meet the needs of each class. The very nature of the work, depending as it does upon the en- thusiasm and ingenuity of the teacher, makes it impossible to plan complete oral lessons. In everything developed by the teacher, the blackboard should supplant the book, and every device should be used to vary and enliven the work. The oral Lessons of the book should be carefully studied by the pupil, that he may give thoughtful answers. Supplement the lessons given by similar ones, in order to give the children sufficient drill. >^-*' OF THB iversity; Lesson 1. The Statement. [Develop the idea of the Statement, from the following lesson, and teach tlie term. After the children have answered the ques- tions, let the teacher select some of the best statements and write them on the board for the class to read. Write the term, State- ment, and teach how to spell it.] 1. What is the little girl doing? 2. Where is she sitting ? 3. What shall we call her, Alice or May? Tell all that you have said about Alice. 4. What else do you see in the picture? 5. Who gave the doll to Alice ? 6. Tell the doll's name. 7. Say something about the doll. 8. Say or state something about the hasket. 9. State the number of things in the basket. 10. Where do you think Alice's thimble is? 8 EXERCISES IN LANGUAGE. 11. Of what use are the scissors? 12. Who taught Alice how to sew? 13. Why do you think she is trimming a hat? 14. What does she wear on her feet ? 15. What do you think she has on her head? 16. State what you think is the color of her dress. 17. Where do you think Alice and her doll are going when the hat is done ? 18. Repeat, for me to write on the board, a statement made about Alice. 19. What statement was made about the basket? 20. What was said about the doll ? Lesson 2. Use of Capital and Period. [The teacher should put these statements on the board and, after developing the use of the capital letter and period, have children copy for study work.] 1. This little girl is trimming a hat. 2. We will call the little girl, Alice. 3. Alice is sitting on the rug. 4. I see a doll and a basket. 5. Grandma gave Alice the doll. 6. The doll's name is Bess. Looh carefully at the first word in each of the statements you have copied. With what kind of letter does each statement begin ? What do you see at the end of each statement? Write the following Statements^ filling the blanks, and begin each with a capital letter, and end it with a period: 1. sun rises in the morning 2. children enjoyed the picnic 3. came home at sunset THE STATEMENT. How should a statement begin? How should a statement end ? Lesson 3. Practice on Statements. ORAIv EXKRCISE, [Let the pupils study these directions and questions before recit- ing. In class the questions may be asked by either teacher or pupils, using books at option. The answers are to be in complete sentences.] 1. State your teacher's name. 2. State one thing she does in the morning. 3. How many pupils in your school ? 4. When do you study your reading lesson? 5. Where do you eat your lunch ? 6. State one game that you play at recess. 7. When do the boys fly kites ? 8. Make a statement about your school house. 9. How many windows has your school room ? 10. Tell something about the boy who sits next to you. 11. Give the names of two things which you saw on your way to school. 12. Make a statement about each of them. 13. Why do you like to come to school? Lesson 4. A^^RITTTEISr EXERCISE. [The teacher may write five of the best answers to questions in Lesson 3 on slips of paper or on the blackboard for class to copy.] SUMMARY. Memorize : To STATE means to SAY or TELL. A group of words wMch says or tells something Is a STATEMENT. A Statement should begin with a capital and end with a period. 10 exercises in language. Lesson 5. The Question. ORAL ii:KKK.CISJ^. [Develop the idea of the Question, from the following lesson, and teach the term.] 1. Say something about the boy. 2. Ask something about the boy. 3. Tell me what the dog and cat are doing. 4. Ask something about the dog. 5. Ask two things about the cat. 6. Ask two things about the house. 7. Ask a question about the cart. 8. Ask another question about the picture. 9. Tell me what the following sentence does: The cat does not like to pull the wagon. 10. What does this sentence do: Of what is the harness made? 11. Which of the following sentences is a statement, and which is a question: 1. The boy has a whip. 2. What does the cat do? the question. 11 Lesson 6. Copy these questions: 1. What do you think of this team? 2. Which one does not like to pull ? 3. With what does the boy guide them ? 4. Why do you think the boy does not ride ? 5. Where do you think the boy wants to go ? Look carefully at each question that you have copied. With what mark does each question end ? How does each question begin ? SUMMARY. Memorize : A Group of Words that asks something is a QUESTION. A Question should hegin with a capital and end with a question mark. Lesson 7. WRITTKN EXERCISE). Copy the following, and close each with the proper mark: 1. Are those boys going home 2. Who has seen my hat 8. Where did you find those flowers 4. Is Emma studying her lesson 5. What is the name of that boy Copy the following, and close each with the proper mark: 1. Sara has a new book 2. Do the stars shine at night 3. Can those birds fly very high 4. Our books are all lost 5. Which way did Phebe go 12 exercises in language. Lesson 8. ^?v^R.I'^TE;lS[ exercise. [These lessons may be varied by writing each word on a slip of paper and giving the words of one group to a pupil to be arranged in statements or questions ; the words of another group to another pupil, and so on.] Make questions of these words: do birds how does the boy swim can the head her what 1. many 2. boat 3. little 4. girl you row on is has see the dog the 5. holding girl the her dog Make statements of each of these groups of words ^ then make a question of each: 1. in are a boat children these 2. row boat the boy the can 3. holding girl the her dog is 4. fine having they time are a 5. an in has hand the each oar boy NAMES. Lesson 9. Names. 13 ORA.Iv EXERCISE. [Let the teacher write names on the board as they are given in answer to the questions below. The lesson should be supple- mented by exercises on names of objects in the school room, articles of dress, tools, furniture, etc.] 1. Give the names of four animals that you see in the picture. 14 EXERCISES IN LANG UAGE. 2. Who has the pail? 3. What has the girl in her hand ? 4. What do you think the doves are eating ? 5. What is the ax lying against ? 6. In what does the man live ? 7. In what does the horse live ? 8. What is the man taking to the horse? 9. From what is the goat drinking? 10. Name five more things that you see in the picture. Lesson lO. WRITTEN EXERCISE. Copy these sentences on paper^ and fill the blanks with names from the picture in Lesson 9: 1. The are feeding the . 2. I see a in the . 3. A is by the . 4. The has a in her . 5. The is very large. 6. Is the drinking ? 7. Where is the ? 8. Do the eat out of the ? Lesson 11. Change these questions to statements, using the same words. Write each statement very carefully. 1. Have you a new book? 2. Can the boys play marbles at recess? 3. Has my dog a brass collar? 4. Is there a fly on the window? 5. May Jessie go to church with me? 6. Are sweet apples good to eat? SPECIAL NAMES. 7. Must we drive the cows home? 8. Should boys be kind to their dogs ? 9. Was the tramp sent to jail? 15 Lesson 12. Special Names. ORAL EXERCISE. [The teacher should write all names on the blackboard, as they are given, and call attention to capitals in sx)ecial names. Many additional special names should be given, and written for the class to see.] Class read this lesson aloud: Ned and Rover have come out to the field to see the man plow. The man is James Black, and he calls his horse Dick. While James was letting Dick rest in the shade, Ralph Payne rode up and asked the way to Stockton. It is nearly noon, and I think Rover and Dick want their dinners. 2— LL 16 EXERCISES IN LANGUAGE. Find all the names in the first statement. What is the boy's own or special name? Give the special name of the dog. Tell me all the names in this story. Which ones are special names ? How do all the special names begin? Lesson 13. WRITTEN EXERCISE. 1. Write your own name. 2. Write the names of five of your schoolmates. 3. Write your teacher's name. 4. Write the name of the nearest town. Fill each of these hlanks with a special name: 1. and live near their cousin . 2. caught a large yellow butterfly. 3. and have gone to visit their grandmother. 4. calls her doll . 5. and are high mountain peaks. 6. and were famous generals. 7. Give and some candy, . 8. and met and at church. 9. Will Mr. give a ride. 10. May and visit you at . 11. is a better dog than . 12. is fifty miles from . [For variety the children may fill blanks with names beginning with the same letter, as : Anna and Arthur live near their cousin Alice; or, Bessie and Bertha live near their cousin Ben.] SUMMARY. Memorize : The special name of a person, place, or thing should hegin with a Capital. Always mention the capital in spelling orally a special name. initials. 17 Lesson 14. Initials. ORAIv EXERCISE. [Use the name of some child in the class instead of the one here given. Carefully develop each step upon the blackboard, as given in the lesson.] 1. Mary Agnes Hill. 1. Frank Henry Cross. 2. Mary A. Hill. 2. Frank H. Cross. 3. M. A. Hill. 3. F. H. Cross. 4. M. A. H. 4. F. H. C. In how many ways is the first name written ? In the second way, what takes the place of the name Agnes ? What takes the place of the name Mary in number three? How is each part of the name shortened in number four? State the different ways of shortening the second name. What mark do you find after each initial ? Lesson 15. WRITTEN EXERCISE. Shorten each of these names in three ways: 1. Walter Carl Morris. 3. Mary Mapes Dodge. 2. James Foster Kendon. 4. Helen Scott Parsons. Each person should have one way only of signing his name. This is called his signature. Write your own signature very carefully, also what your father writes as his signature, and what your teacher writes as her signature. SUMMARY. Memorize : The first letter of a name is called an INITIAL. When an Initial •is used instead of a name, it is followed by a period. Each person should have one way only of writing his signature. 18 exercises in languaqr Lesson 16. Making Statements. [Let the pupils prepare this lesson without assistance, and take work to class for comparison and correction.] Write answers to these questions: 1. What is the dog doing? 2. Where is the cat? 3. What is the boy doing with his hands? 4. What is near the house ? 5. Where is the boy's hat? 6. Where do you think the boy lives? 7. What do you think his name is? 8. What has the dog on his neck? 9. What do you think is the dog's name ? 10. Why is the cat in the tree ? 11. Can the dog climb the tree? 12. Why can a cat climb a tree better than a dog ? 13. Do you think the house is in the country or in town ? THE WORDS I AND 0. t9 Lesson 17. The Words / and 0. ORAL EXKRCISEi. Answer in complete sentences: 1. What is your name? 2. Where do you Hve ? 3. How old are you ? 4. What did you eat for your lunch ? How many times did you use your own name in answer- ing these questions ? What word did you use in place of your own name? How is the word / written in each of the following state- ments : , 1. How ardent I seized it. 2. Come, and I will show you what is beautiful. 3. I see! I see! said the little man, I see! How is the word written in each of the following state- ments: 1. how beautiful is the summer night. 2. It snows, cries the widow, O God. 3. Exult, then, O Sun! in the strength of thy youth. How are the words / and written in your Reader ? Lesson 18. WRITTTEN EXERCISER. 1. Use the word I in making five statements about things you can hear. 2. Use the word / in asking five questions about things you would like to do. 3. Make five statements using the word 0. SUMMARY. Memorize : Tbe -words I and should be Capital letters. 20 EXERCISES IN LANGUAGE. Lesson 19. Written Review. 1. Write three questions about this picture. 2. Write answers to your questions. 3. Write the special names of the boy and the dog. 4. Write the special name of the town in which yon think the boy lives. 5. Write the initials of the boy's name. 6. Make a statement and a question of this group of words: teaching hunt to boy the his stick dog is the Lesson 20. Days of the Week. oral exercise. [Give thorough drill on the spelling and pronunciation of these names.] 1 . What day do we go to church ? 2. On which day of the week is there no school ? 3. Name all the school days. DAYS OF THE WEEK. 21 4. How many days in the week? 5. Name them. 6. What day is called the "day of rest?" 7. Tell something about Monday. 8. Make a statement, using the names of three days of the week. Lesson 21. WRITTEN EXERCISE. [Let the children read this aloud before answering questions.] Seven days with sunshine laden For each little man and maiden; Seven days with pleasure rife, These make up the children's life. Sunday bonny, blithe, and gay, Drives all wicked sprites away; Monday dawns a trifle blue, Tuesday wears a brighter hue; Wednesday's full of fun and merry, Thursday grumbles— I'm sorry — very; Busy Friday likes to work, But naughty Saturday's a shirk. Answer each of these questions by ivriting one name: 1. Which is the lazy day? 2. Which day is merry and full of fun? 3. Which is the good day ? 4. Which day likes to work? 5. Which is the grumbling day? 6. Which day feels sad ? 7. Which day have you not yet written ? 8. Write these names again in their proper order. SUMMARY. Memorize : The names of the days of tlie week should always begin with Capi- tals. 22 exercises in language. Lesson 22. Use op the Comma, oral exercise. 1. Peaches^ plums, and grapes grow in California. 2. Horses, cows, and s/ieej? eat grass. 3. The farmer uses a hoe, a raA:e, a spade, and a 2>^or<7. 4. Susan, Ella, Robert, and Dan have gone to the coast. In the first sentence what three things are mentioned one after another ? In the second ? How many things are so mentioned in the third state- ment? In the fourth? By what mark are these words separated in the first statement ? Look closely at the other statements, then tell what marks you find and how they are used. SUMMARY. Memorize : Three or more things mentioned one after another make a SERIES. The words in a series are separated by commas. Lesson 23. ^?V^RI'^TEISI EXERCISE. Fill these blanks with series of words: 1. , , and are green. 2. , , and are writing letters. 3. , , and are useful animals. 4. Lambs , , and . Use each of these series of words in a question: 1. roses, pinks, violets, and daisies. 2. robins, linnets, and swallows. 3. run, jump, and play. 4. Monterey, Gilroy, and Oakland. COMBINING STATEMENTS. 23 Select the series in each of these statements and questions, and write it by itself: 1. Pens, pencils, books, and slates are used in school. 2. Millie can read, spell, write, and sing. 3. Do boys like tops, marbles, and kites? 4. Lily, Add, James, Fred, and Harry are at grandma's. 5. Where are father's hat, coat, and cane ? Lesson 24. Combining Statements. ora.l exkrcise. I like peaches. I like grapes. I like cherries. I like apples. How many times have we used the words / like in these four statements? Tell these four things in such a way that we need not say / like more than once. What new word have we put in this statement ? Give the statement, using and only once. Which sounds better? How many names have we in our statement? What do we call several names mentioned one after another? Make one statement of each of the following pairs of state- ments: 1 (The elephant has a trunk. (The elephant has tusks. 2 /Ferns grow in the woods. ( Wild flowers grow in the woods, o (The grocer sells tea. * (The grocer sells sugar. A / Lucy has a dog. ' \ Lucy has a cat. 24 EXERCISER IN LANGUAGE. r / Farmers sow wheat. * (Farmers sow barley. Lesson 25. >?VRI'rTElSI EXERCISER. Make one statement of each of these groups^ and use the comma when needed: The girl has a kitten. The girl has a ball. The girl has a book. The girl has a stool. I see a fox. I see a house. I see a box. I see a post. I see a chain. This is a pictm-e of a boy. This is a picture of a hoop. This is a picture of some trees. ATTENTION WORDS. The chicken eats wheat. // The chicken eats corn. The chicken eats barley. The chicken eats worms. 25 Lesson 26. Attention Words. ORAIv EXERCISE. 1. Albert, did you bring in the wood? 2. I am going to the orchard, Alice. 3. I will go with you, Harry, if father is willing. What word in number one calls the attention of the per- son spoken to ? Whose attention is called in number two ? Give the attention word in number three. Read each without the attention word. By what mark are the attention words separated from the other words ? Supply attention words in the following: , where are the flowers ? James has a new foot-ball, . Will you sing, , if I will play for you? , and , do you wish to ride with me? Lesson 27. WRITTEN EXERCISE. 1. Write three questions with an attention word at the beginning of each. 2. Make two statements and put an attention word at the end of each. 26 EXERCISES IN LANGUAGE. 3. Write this statement three times, putting an attention word in a different place each time: It is raining so hard that I cannot go out to play. Lesson 28. The Command. ORAIv EXERCISE). 1. You are carrying my basket, John. 2. Will you carry my basket, John? 3. John, carry my basket. Which group of words is a question ? Which group is a statement? Which one tells or commands John to do something ? You may tell or command $ome one to: 1. open the door. 3. put the book on the table. 2. shut the window. 4. feed the canary. Give three other commands. How does the command begin and end? Lesson 29. ^?VRnr^E^I exercise. MaJce commands of these words. When the attention words occur, separate them from the rest of the command by commas: 1. pretty come bird here 2. Sarah man the poor help 3. beautiful George the water roses 4. stairs walk up the softly Mary 5. playmates to all your kind be 6. you to all I fast give hold 7. walk not do mother fast so 8. the while shines sun make hay 9. still be baby THE SENTENCE. 27 10. me wait for Rachel do SUMMARY. Memorize : A group of words that tells or commands something to be done is a COMMAND. A Command begins with a Capital and ends with a period. Lksson 30. The Sentence. WRITTEN EXERCISER. Write four questions^ four statements^ and two commands about this picture. SUMMARY. Memorize : A statement, a question, or a command is called a SENTENCE. Lesson 31. The Request. ORAIv EXERCISE. 1. Tie my hat. 2. Please tie my hat. 3. Please tie my hat, mother. 28 EXERCISES IN LANGUAGE. Which of these sentences do you like best? Why do you like it ? What word makes the second sentence better than the first? What other word is added in the third ? You may change these sentences to better forms by using PLEASE and an attention word. 1. Give me a flower. 2. Will you sing for me ? 3. Sit down. 4. Will you bring in some wood ? 5. Hand me the book. 6. I would like to borrow your hoe. Lesson 32. Vv^RITTEN EXERCISE. Make complete sentences by putting each group of words in column one with each group in column two. 1. 2. Please help me lift this box. Will you be kind enough to pass the potatoes. Will you please let me ride to town. Will you kindly put down the curtain. Please be kind enough to let me read your paper. Will you be so kind as to allow me to pass. Lesson 33. Choice of Words. are ORAT^ EXERCISE. 1. Say something about one girl and use is to do it. 2. Say something about more than one girl and use are. IS— ARE. 29 3. Use is to ask about a pencil. 4. Use are to ask about several pencils. 5. When more than one was spoken of, did you use is or aref 6. When do you use is? 7. When do you use are f Fill these blanks with is or are. 1. The horse black. 2. The children asleep. 3. The birds happy. 4. The pictures pretty. 5. The rose and the violet sweet. 6. Joe and Nell brother and sister. 7. there any letters for me ? 8. Where my hat and cape ? Lesson 34. WRITTEN EXKRCISE. Combine each of the following groups into one sentence^ changing is to are when more than one is spoken of. Use commas correctly. c{) EXERCISES IN LANGUAGE. The cow is in the pasture. The calf is in the pasture. The dog is in the pasture. Is the cow afraid of the dog? Is the calf afraid of the dog ? There is a man in the picture. There is a house in the picture. There is a dog in the picture. Where is the dog? Where is the calf? Where is the cow? Grass is growing in the field. Flowers are growing in the field. Trees are growing in the field. The grass is green. The trees are green. Is the cow gentle ? Is the calf gentle ? Lesson 35. The Title and Paragraph. oral exercise. [This lesson should be supplemented by dictation and by copy- ing lessons from Readers. Wlien children are thoroughly familiar with paragraphing, the numbers may be omitted in their written work.] Playing Horse. 1. Two little boys, Henry and Arthur, were one day play- ing horse. Henry was the driver, and Arthur was the horse. 2. Henry tied the reins to Arthur's arms, and sat on a WAS— WERE. 31 chair, which they called the wagon. Arthur took one of Henry's feet in each hand and pulled. When he pulled too hard, the chair fell forward and Henry fell under it. 3. Henry was hurt and cried. Arthur thought driving was not such fun after all. What is the first thing that tells you anything about this story? What is it called? Where is it written? How is each word in the name or title of the story written? How many parts has this story? What are the parts called ? Where is each part, or paragraph, begun ? Copy this story on paper. Begin the first line of each para- graph a little to the right of the other lines. Lesson 36. Choice of Words. was were V^RITTEN EXERCISE. Change is and are to was or were : 1. He is the best boy in school. 2. Is the house near the church ? 3. The boxes are filled with cherries. 4. Are the boys playing ball ? 5. My fingers are frozen. 6. Is there a letter for me ? 7. The sailor is on the ship. 8. Those kittens are sound asleep. 9. A bee is on the rose. Make a statement about each of the following things and use was and were correctly in each: 1. paper 2. houses 3. shells 3— LL 32 EXERCISES IN LANGUAGE. 4. pens 6. a sled 8. balloon 5. a doll 7. tent 9, scissors Lesson 37. Holidays. ORAIv EXERCISE. Thanksgiving. New-year. Christmas. 1. Which of these days do children enjoy most? 2. Tell what is done at this time. 3. Tell me two things that you know about New-year. 4. Ask three things that you would like to know about Thanksgiving. 5. In what month does New-year come ? 6. Tell the name of the month in which Thanksgiving comes. 7. Which is the Christmas month? 8. W^hich of these holidays is a birthday? 9. Tell all you know about this day. 10. Which one begins the year ? 11. Why do we have Thanksgiving? 12. Who always tells which day is to be Thanksgiving? [In order that the children may learn to talk correctly and inde- pendently, let each one choose one of these holidays and tell a little story about it at the next lesson.] Lesson 38. WRITTTEN EXERCISE. Copy and learn to spell the names of these holidays and the months in which they come: New-year January Thanksgiving November Christmas December HAS-HAVE. 33 Lesson 39. Choice of Words. has have 'WRITrrEM EXKRCISE 1. Write a sentence using the words /ower and has. 2. Write a question using the words ^oi(;ers and have. 3. Use the words Lnicy^ Emma, and have in a statement. 4. Ask a question beginning with have. Copy these questions, selecting the correct word in the brack- ets; then answer them in correct statements: {have1 or > Tom and Joe ? has J f have 1 Who i or > fed the horses ? I has J {havel or I new books ? has J {has 1 or ^ Sarah and Emma been? have J Lesson 40. Written Review. 1. Write a statement containing an attention word. 2. Write a command using a boy's whole name. 3. Say something about four kinds of fruit. 4. Write the names of all the days of the week. 5. Which holiday comes in February? 6. Make a statement using is, 7. Ask a question beginning with are. 34 EXERCISES IN LANGUAGE. I was 8. There < or ^ no clouds in the sky. I were J f has I 9. The man ^ or ^ fine horses. I have J 10. Write two requests. 11. Write the titles of two stories in your Reader. [The pupils' papers should be carefully criticized, and additional lessons given on all points where drill is needed.] Lesson 41. One and More than One. OR.A.L EXERCISE. How many boys in this picture ? What is added to the word boy to make it mean more than one? How many kites have the boysf ONE AND MORE THAN ONE. 35 What is added to the word kite to make it mean more than one ? Tell which of these words mean one, and which more than one: 1. desks 6. bells 11. chair 2. worm 7. soldiers 12. paper 3. neighbor 8. match 13. pens 4. mountains 9. state 14. clock 5. sons 10. window 15. kisses 16. berries 17. dishes 18. girl 19. lamps 20. carpet Lesson 42. WRITTEN EXERCISE. Rewrite these sentences^ so that each shall speak of more than one: 1. The bottle is broken. 2. The cup is full of water. 3. The dress is new. 4. A rabbit eats cabbage. 5. His boot has a hole in it. 6. My mitten is soft and warm. 7. The star is bright. 8. A goat can draw a cart, 9. The old frog lives in the pond. 10. A squirrel ran up the tree. Rewrite these sentences, so that each shall speak of only one thing of any kind: 1. Owls see well only at night. 2. Kittens like to chase balls. 3. Rats gnaw holes in floors. 4. Chairs were set in all the rooms. 5. Rulers lay on all the desks. 6. My pens are worn out. 7. Handkerchiefs are sold at many stores. EXERCISES IN LANGUAGE. 8. Keys unlock doors. 9. Kings rule kingdoms. Lesson 43. WRITTEN EXERCISE. Learn to spell these words and then fill the blanks with words selected from the list: man woman potato monkey- lady city piano men women potatoes monkeys ladies cities pianos mouse goose ox tooth child turkey foot 1. The 2. The 3. The 4. and 5. The 6. The and live in a large is fond of sweet . sets a trap for the ■ eat corn. draw heavy loads, plays on the . 7. like to tease other animals. 8. What even, white you have. mice geese oxen teeth children turkeys feet Lesson 44. Story. written exercise. Write this story, changing each question to a statement. Notice carefully how and where each paragraph is begun, and how the title is written, Willie's Show. 1. Are these children having a show under the trees in THE PARAGRAPH. 37 the back yard? Is the show made of an old box, two strings, and two paper dolls? 2. Is Willie the showman; and does he say the dolls are a king and queen? Does he pull the strings and make the dolls march, dance, and bow? 3. Do Charley and May clap their hands and laugh to see the fun ? Lesson 45. Story. Write a story combining the first two of the following state- ments into one., the next four into one^ and filling the blanks in the others. Make a title: 38 EXERCISES IN LANGUAGE. Paragraph 1.^ 1. Joe had ten cents. 2. His Httle brother had ten cents. 3. They went to the store. 4. They bought some marbles. 5. They bought a top. 6. They bought some candy. r On the way they to play a Paragraph 2. | of marbles. won all the and Ned (^ began to . Paragraph 3. The boys' mother Ned crying, and — — to what was the . She all their away, and not let them with for a week. Lesson 46. More Holidays. written exerciser. Write the names of these holidays in their proper places in the following story: Fourth of July, Decoration Day, Washington's Birthday, Admission Day. [The teacher should give one or more oral lessons upon each of the holidays, carefully teaching why and how it is honored.] Days That We Honor. 1. All American boys and girls enjoy hearing of the good and great man who is called '' The Father of His Country." The children in this picture are celebrating by having a torchlight procession. Their flags, banners, and lanterns make a grand display. 2. They have no fire-crackers nor sky-rockets now, but will have plenty when comes. Upon that day HOLIDAYS. 39 m. P '^ ''^^1 9^^ ^^'7- --, ■'■^^.?^"^ 'a&i:"!. . -, ^ i^"-^ 1': -J ^^HM^^; ^jl^-^ .^<::eE= Sa^^i ^MMM one of the boys is to make a speech, and they are to have some fireworks. 3. Every May these children gather flowers to put on the soldiers' graves. This day is called . 4. There is one other day that Californian children honor. It is the birthday of their own state and is called , Lesson 47. WRITTEN EXKRCISE;. Learn to write these holidays: Christmas New-year Washington's Birthday Decoration Day Independence Day, or Fourth of July Admission Day Thanksgiving December 25. January 1. February 22. May 30. July 4. September 9. November (?) 40 EXERCISES IN LANGUAGE. SUMMARY. Memorize : Tlie name of each month and holiday shoiQd always begin with a Capital letter. Lesson 48. One and More than One. or^^l exercise. Learn to spell these words: calves, leaf, lives, shelf, wolf, knives, wife, loaves, thief. Change these sentences so that each shall speak of more than one: 1. The knife has a pearl handle. 2. The loaf is made of wheat flour. 3. Has the calf pretty eyes? 4. A country life is the happiest. 5. The dishes are on the shelf. 6. Do not trust a thief. Change these sentences so that each shall speak of one only. 1. The leaves are green. 2. The shelves are filled with books. 3. Have the thieves been caught ? 4. Wolves are fierce and strong. 5. The wives do the housework. Write the sentences that you have made. Lesson 49. Story. Write the answers to the following questions in the form of a story, combining carefully those that go well together: WRITING FROM PICTURES. Trouble. 41 Par. 1, Par. 2. Par. 3. What has this little boy in his hand ? What has happened to the umbrella? What do you see falling all around the boy? (^ Where are his books? What has he on his head? What on his hands ? What around his neck ? What can you see behind the boy? ^ With what is the ground covered ? f How old is the boy ? I Where is he going ? Who gave him the umbrella? i^ Why is he crying ? 42 EXERCISES IN LANGUAGE. Par. 4.i I r What do you think he will do with the umbrella ? ' How will his mother feel when she sees her little boy [ What will she do? Lesson BO. Combining Statements. Write each group in one sentence: 1. Lizzie sews. 2. An ostrich walks. Lizzie knits. An ostrich runs. Lizzie darns. An ostrich kicks. Lizzie mends. That girl runs. That girl jumps. That girl dances. 5. Monkeys climb. Monkeys swing. My chickens eat. My chickens walk. My chickens fly. My chickens scratch. Monkeys chatter. Monkeys quarrel. saw seen Lesson 51. Choice of Words. oral. exercise. did done 1. I saw the ship. S. I did the work. 5. They went to the store. went gone 2. I have seen the ship, 4. I have done the work. 6. They have gone to the store. What word helps seen to make the second statement? What word helps done and gone ? Which three words need no help? THE STANZA. y^^^^*'^^^^^' Make a statement using has and seeri. f/T71TTVERSITV Make a statement using /lad and done. \^ ^ ^^ Make a question using is and gone. ^^^^Z/POTl'^'VS^ Make a question using were and seeti. ^ — ^r -^^^^^ C7se the following as helping words in these statements: has, have, had, is, are, was, were. 1. She gone to a party. 2. M|ry done as she was told. 3. They seen six robins. 4. The fire seen by many persons. 5. They gone before I could get there. 6. Her sewing done. [The teacher cannot give too much drill upon these generally misused verbs.] Lesson 52. The Stanza. oral exercise. What do you think I saw Out in the fields at play ? Something woolly, and soft, and white, * Skipping and prancing in sheer delight; Two round eyes that were opened wide, As it gamboled and frisked by its mother's side, Yet it had not been in the world a day. Well, who do you think has come? The birds have begun to sing. The willows to bud, and the lambs to play, The grass to grow greener every day. The brook to sparkle, and dance and leap, And the flowers to wake from their winter's sleep; What is it that has come ? — Kate Lawrence. What do we call a story written in this way ? 44 EXERCISES IN LANGUAGE How does every line begin? How many groups of lines are there ? What is each group called ? Count all the poems in your Reader. Lesson 53. WRIXTElSr EXERCISE. 1. Copy the question in the first stanza of this poem. 2. Answer it. 3. Copy the last question in the second stanza. 4. Answer it. Answer each of these questions by writing a line of the poem: 5. What was the lamb doing? 6. What are the birds doing? 7. What was the lamb like ? Lesson 54. Using Words. ' ORAL EXERCISE. • 1 2 chose chosen rode ridden wrote written swam swum ate or eat (et) eaten knew known speak spoken stole stolen wore worn 1. Fill the following blanks with words from column one. 2. Do the same with words from column two, using the helping words: lias, have, had. THE MONTHS. 45 1. Mabel Carrie for her seatmate. 2. The wicked man a cow from me. 3. The king his crown but once. 4. The deer the swift river. 5. I sixty miles in the cars. 6. The bear the poor little lamb. 7. Kate a letter to St. Nicholas, 8. My father General Grant for years. 9. The pupils their pieces very well. Lesson 55. The Months. Memorize : January is blithe and bold; He laughs in scorn at rain and cold. February, next in years, Very short and small appears. March is noisy as can be, Yet is kind and full of glee. April dawns with pranks so funny- Now she weeps and now is sunny. Then comes lovely laughing May, Strewing flowers along the way. June, the queen of all the year, Crowned with roses doth appear. July comes with weary feet. Panting with the summer heat. August says: ''Let's have a play, By the seaside, far away." September, with her face so fair, A load of purple grapes doth bear. October's brow is overcast With fleecy clouds that hurry past. 46 EXERCISES IN LANGUAGE. November brings the gentle rain To freshen all the earth again. December, last month of the year, By old and young is held most dear. Lesson 56. \?V^RI'rTE]Sr KXKRCISE. Copy the following: January Jan. July Jul. February Feb. August Aug. March Mar. September Sept. April Apr. October Oct. May May. November Nov. June Jun. December Dec. SUMMARY. Memorize : The names of the months should begin with a Capital letter, and when the name of a month is shortened it should be followed by a period. Lesson 57. Dates. January 18, 1887. Jan. 18, 1887. December 11, 1855. Dec. 11, 1855. • Write these dates in proper form^ using capitals, periods, and commas correctly: 1. 1886, Christmas. 2. The 15th of July, 1436. 3. The year 1864, first day of October. 4. The next Admission-day. 5. Your last birthday. 6. February the twenty- second, 1855. 7. Decoration-day, 1888. 8. To-day. 9. Last Sunday. 10. The next holiday. WRITING FROM PICTURES. 47 SUMMARY. Memorize: A date has two parts : the day of the month, and the number of the year. A comma separates the parts of a date, and a period is placed at the end. Lesson 58. Story. Write three paragraphs about this picture, using the hints given below. The Hunter. 1. picture man boat seal cake ice man spear hand throw seal soon near enough 2. seal queer around head like dog body fish it lives most time water likes crawl ice sleep sun 3. man hunts seal chiefly fur although flesh good food fur made capes cloaks costly 4r-LL 48 exercises in lang ua ge. Lesson 59. Titles of Persons. A title is a term used as a mark of respect in speaking or writing the name of a person. The titles most in use are: Mister, written Mr. before the name of a man. Master, written Master before the name of a boy. Mistress or Missis, written Mrs. before the name of a married woman. Miss, written Miss before the name of an unmarried woman, or before the name of a girl. Doctor, written Dr. before the name of a physician. Sir addressing a man, and Madam addressing a woman. Which of these titles are shortened when written ? What mark is always placed after a shortened word? What other titles do you know ? Ask your teacher how to write them. WRITTEN EXERCISE. Write a title properly before each oj these names: 1 . Collins sends her little girl to this school. 2. When Willie was sick we sent for West. 3. Black and Adams are carpenters. 4. Summers teaches the primary class. 5. Frank Day has a new Shetland pony. 6. Write two sentences, each containing a title. Lesson 60. A Letter. Copy this letter, noticing carefully where and how each part is written: LETTER WRITING. 49 «2^ '^J^na^^d, T Lesson 61. Dictation Lesson. [Teacher may let pupils study this lesson before dictating, that they may be able to use Capital letters and punctuation marks cor- rectly.] 1. Little girl, where do you go to school, And where do you go, little girl? Over the grass from dawn till dark, Your feet are in a whirl. 2. You and the cat jump here and there, You and the robin sing; But what do you know in a spelling book? Have you ever learned anything? 50 exercises in language. Lesson 62. Choice of Words. I me he him she her We should say: It is I, not it is me. It was I, not it was me. It is he, not it is him. It was he, not it was him. It is she, not it is her. It was she, not it was her. Answer each of the following questions with one of the above sentences: 1. Who broke my slate? 2. Is that Grace Lowe ? 3. Was Mr. Gray the man who was hurt? 4. Did you say that the cat caught my birds? 5. Who is knocking? 6. Who is making that noise? 7. Was it Carl or Ida who whispered? 8. Who took my pen ? 9. Who is singing? Lesson 63. WRITTEN EXERCISE. Fill the blanks with I, he, or she. 1. I thought it was who passed. 2. How I wish I were . 3. I do not think it was who stole my knife. 4. Is that you, Mabel? Yes, it is . 5. I think it was . 6. No, it was not . Lesson 64. Letter. Copy this letter, filling the blanks with the following items: LETTER WRITING. 51 Clarence L. King; Dear Mother; Mrs. C. T. Banks, Sacramento, CaL; Your affectionate son; Santa Cruz, Cal.; July 19, 1887; o'clock. Addie and I are having a fine visit and enjoy every moment of the day. There are so many new sights that we have not time to describe them all. Yesterday Uncle took us for a sail. We went far out on the bay, but were not at all seasick. Every morning at eleven we go down to the beach to see the bathers. It is very funny when a big wave rolls in among them. We start for home next Monday, and hope to find you all well. Lesson 65. Combine these sentences^ using one of the following words in each sentence: that, who, which. Example : 1. The boy ate cherries. The cherries were green. The boy is sick. . (Combined) The boy who ate the green cherries is sick. 2. The fox was caught. The fox killed a rabbit. The rabbit was Eddie's, 52 ' EXERCISES IN LANGUAGE. 3. The chair was mended. The chair had a broken leg. The chair was old. 4. That book is new. That book is on the table. That book is mine. 5. My apron is torn. My apron is pink. Grandma gave me the apron. 6. Oakland is a beautiful city. Oakland is near San Francisco. Lesson 66. Story from Poem. Puss AND THE TuRTLE. [Have pupils read this poem carefully, after which let them write the story, answering the questions at the end of the lesson.] Pussy cat out for an airing one day, Was creeping along in her soft sly way, When down near the garden wall she found A turtle waddling along on the ground. STORY FROM POEM. 53 Puss put up her back, and her tail grew big; She spat at the creature and gave him a dig. The turtle withdrew himself into his shell, Puss stared in amazement, and then she said: "Well, What in the world is this creature about? I feel it my duty to try to find out." She patted the shell, but the turtle kept still, She picked it, and clawed it, and scratched with a will. all of a sudden she gave a loud yell, turtle had seized her fore paw 'neath his shell. She kicked, scratched, and wriggled, and howling with pain; She hissed at her captor again and again. She danced him up here, and she danced him down there, 'T was a comical dance and a comical pair, Till puss all uncon- scious what pathway she took, Suddenly landed them both in the brook. 54 EXERCISES IN LANGUAGE. -^^'; Ha! ha!" laughed ^^A the turtle, "Now, ^ / - Puss, you are free, You've landed me just where I wanted to be; And now let me whisper one word in your ear, 'Tis safer to mind your own business, my dear." — Youth's Companion. Write the answers to these questions in the form of a story. Combine the answers that fit together well. ' What was pussy doing ? What did she find? Paragraph 1. ] Where did she find it? What did pussy then do? ^ What did the turtle do? r What did pussy think ? Paragraph 2. \ How did she try to find out what the t turtle was doing ? Why did pussy yell? What else did she do? How did they look ? Where did puss fall? ^ How came she to do so? f How did the turtle feel ? !why? What did he do? [What did he say to Puss? Paragraph 3. Paragraph 4. I like Like potatoes, pudding, picnics, to play ball. ^ stories. LIKE-LOVE. Lesson 67. Choice of Words. I love 55 Love fmy mother, my friends, my home, my schoolmates, my teacher. Name jive persons whom you love. Name five things that you like. Fill these blanks correctly with like or love : 1. Children, each other. 2. I do cherries. 3. We to sail on the river. 4. Every American child should his country. 5. I to go to school. 6. Does little Maude her cousin Ruth? 7. Joe and Teddy 8. Oh, how I do - Memorize: — their father, candy! SUMMARY. To like means to be pleased with, to enjoy. To love means to have an affection for. Do not say love when you mean like. Lesson 68. Letter. Fill the blanks in this letter, which is written by Master Frank Strong to his classmate, Andrew Walton. Frank is spending the month of July^ 1887, in Jackson, Cal.; Andrew lives at Lodi, Cal: 56 EXERCISES IN LANGUAGE. M€ ^ea/ mat/.? j^/ //^ /m€/ m/iw/i €ii£ /e^i/ /oi /imi/ Lesson 69. Apostrophe and 8. 1. Jane doll. 2. Jane's doll. What is added to Jane in number two? What does it mean now? 1. Felix pony. 2. Felix's pony. What shows you whose pony it is ? Change each of the following so that we may know who is the owner: 1. James dog. 4. children pet. 2. boy top. 5. fox tail. 3. man hat. 6. girl slate. WRITTEN EXERCISE. Change these groups of words so that a name ivill show the ownership: 1. the pencil of the girl. 2. the desk of the teacher. 3. the songs of children. 4. the kindness of Ida, S AND APOSTROPHE. 57 5. the brother of Irving. 6. the pen of the pig. 7. the house of my uncle. ~ 8. the sermon of the minister. 9. the basket of Laura. 10. the watch of my mother. Lesson 70. *S^ AND Apostrophe. 1 2 boys boys' games cats cats' fur birds birds' house hens hens' eggs With what letter does each word in the first column end ? What is added to each to make it show ownership? Tell why we do not add an S also. SUMMARY. Memorize : To show ownership or possession add an apostrophe and S to the name. If the name means more than one and already ends in S, add an apostrophe only. ite sentences using these words to shou ? ownership: Henry horses women owls cow bees book ladies sister leaves men knives Moses foxes 58 EXERCISES IN LANGUAGE. Lesson 71. WRITTEiM EXKRCISE. Copy from the table of contents in the Second Reader ten titles containing names used to show possession. Combine these sentences, using a name to express possession: 1. The house was burned. It belonged to my father. 2. Edward owns a horse. It has a long mane. It has a long tail. 3. The canary has feathers. The feathers are bright yellow. 4. Mr. Smith has a store. It is on Market street. It is near the Park. That boat belongs to Jack. It has a new coat of white paint. 6. O here is a hair ribbon. It belongs to Cecelia 7. This hat belongs to Bessie. It has just been brought home. 8. Miss Wilson bought this book. Therefore it is hers. 9. William sleeps in the store. His father owns it. It is a grocery store. 10. Charles lives on a farm. Mr. Allen owns the farm. Charles is his son. writing from pictures. Lesson 72. Story. 59 The Fox Hunt. Look carefully at this picture, and then complete each para- graph. 1. In this picture I see 2. The men and dogs are 3. 'These horses 4. The poor fox is very tired 60 exercises in language. Lesson 73. Letter. Copy^ filling blanks. Combine all the statements in the second paragraph: Your letter was received last Tuesday. I en- joyed your account of the Fourth very much. Father has gone to the mountains. Mother has gone to the mountains. They took the boys with them. They went to visit Grandfather. I am staying with cousin Annie while they are away, and if you will come to visit us, we will go to the sea-coast to spend a few days. Lesson 74. Choice of Words. oral exerciser. those these them 1. Say something about your fingers and use the word these. 2. Speak of your books using the word these. 3. Speak of the books in the library and use the word those. 4. When you use the word these, are the things spoken of near you or at a distance? When you use the word those? 6. Make a statement using the word them. ASKING AND GIVING PERMISSION 61 6. Look out of the window and use those in telling about something that you see. 7. Use them in asking a question about the same things. 8. Make a sentence beginning with these. 9. Use those and horses in asking a question. 10. Say something about dogs beginning with these. 11. Make a sentence using both them and those. 12. Ask a question using both them and those. Lesson 75. WRITT3SN EXERCISE. Tfn^e on the dictionary. Haying J riiel 3. I am so tired that I must ] or [► down. llayJ ■ f ^^® 1 your shawl on the table [ ^^^ 1 ^ 4. s or ^ 1 s or V down to rest. I Lay J I lie J C Lie ^ r lie 1 ^ or [• the rug on the hearth before you ] or ^ iLayJ UayJ LIE— LAY. 77 riayj 6. She ] or ^ the book on the desk. I laid J flayl 7. Where did you ^ or r niy music ? UieJ [ laid 1 8. Who has j or ^ on my bed ? [lain j fLaying^ flaidj ^^ ^^^^j^ ^^ ^^^^ 9.j or down to sleep I or ^^^^^^ I Lying J Hay J Lesson 98. Letter Writing. Rewrite and arrange in proper form, 65 Montgomery Street San Francisco California May 14 1886 My dear Cousin The pretty hood you sent me was received this morning. I was so surprised when the ex- pressman left a package for me that I almost forgot to open it. Mother says that your knitting is unusually even and pretty. I shall think of you whenever I wear your dainty gift. Very gratefully, your cousin Mattie George. Miss Ida Holly, Red Blufif, Cal. Lesson 99. Word Pictures. Read this stanza, and then describe the " Pied Piper*^ in your own words as though you were looking at him: His queer long coat from heel to head, Was half of yellow and half of red; And he himself was tall and thin, 78 EXERCISES IN LANGUAGE. With sharp blue eyes each like a pin, And light loose hair, yet swarthy skin. No tuft on cheek, nor beard on chin, But lips where smiles went out and in. — Robert Browning. Lesson 100. Choice of Words. lie lay sit set [Teacher performs various acts, and requires the pupil to describe them, using some form of the above words. For example : 1. Put a book on the table. 2. Take a seat near the door. 3. Put a chair by the desk, and take a seat. 4. Place a paper on the floor, and put the bell on it. 5. Place a basket on the table, put a knife in it, and then sit down.] Lesson 101. Story. Write a story suggested by these hints: The . 1. Mayday, warm, pleasant, dewy sunshine flowers and green grass. 2. Picnic school children lunches three large farm wagons grove of oak trees clear, cool stream. 3. Swings games walked in the woods gathered wild flowers great many fish. 4. Sun going down children tired ride home happy day. LETTER WRITING. 79 Lesson 102. Letter Writing. Constance Wright having been -thrown from her horse while riding in the mountains, writes a letter to tell her mother of the accident. Write a letter from this outline: 1. Who were in the party. 2. Where they were going. 3. What frightened the horse. 4. How much she was hurt. 5. Her feelings the next day. 6— LL COMPOSITION LESSONS. NOTE TO TEACHER. These composition lessons may be given before the grammar les- sons in Part II, or the grammar and composition work may both be carried on at the same time. In the latter case a separate reci- tation should be given to each. If the composition work is done before taking the grammar lessons, the subject of composition should be continued in a more advanced form, as composition, both oral and written, is the most practical part of language work. The composition lessons are presented under three divisions — aim' pie descriptive, simple narrative, and simple imaginative. Each teacher should add to the work as the class may need, until the pupils are able to think, speak, and write fluently in good English. The teacher should question the pupils upon the subject, and draw from them the points given in the outlines. After a thorough oral discussion of the lesson the outline should be given to the pupils as an assistance to the memory in writing. The teacher should use pictures, stories, and anything else that will make the lessons attractive. Use every device possible that will help to cultivate the pupil's power of expression. COMPOSITION LESSONS. Introduction Lesson 1. Descriptive Composition. Write a description of your schoolhouse from the following outline: Our Schoolhouse- r General appearance. J General surroundings. I General location, i ^^^^• I County. r Size. Material of which it is made. Color. Number of rooms. j' Size. Yard, -l Divisions. l^ Kind of fence. View from schoolhouse. f Size. Doors. I Kooms. \ Shape. Color of wall. [ Windows. Decorations. Conclusion : Personal opinion in regard to our schoolhouse. Body of com position. Lesson 2. Write a description suggested by the following outline: The Elephant. Introduction / ^^^® ^^ compared with other animals. * * ( Native climate. General appear- (Size. Color, ance . . . .(^ Shape. Locomotion. fBody. Parts . . . . Head 1^5^®^' ^^^*^- I (Ears. Trunk. [Legs. Feet. Tail. ^ Habits. Where seen by us. Conclusion : Anecdote of some elephant. Body of cornpo- sition . . . 84 • composition lessons. Lesson 3. Bead " The Kinghird,^^ on page 167 of the Second Reader of the State Series^ then write the description from the follow- ing outline: The Kingbird. Introduction . .{"^^^^ ^^^^ ^°«^^- ^ . (Number as compared with other birds. ' General appearance. Color of breast. Color of back. Most resembles what bird. Body ....-{ Size. Voice. Why called a kingbird. Why he is so powerful. How he sometimes rides through the air. Conclusion : Usefulness of kingbird to farmers. Lesson 4. The House in the Meadow. It stands in a sunny meadow, The house so mossy and brown, With its cumbrous old stone chimneys, And the gray roof sloping down. The trees fold their green arms around it- The trees a century old — And the winds go chanting through them, And the sunbeams drop their gold. The cowslips spring in the marshes, The roses bloom on the hill. And beside the brook in the pasture. The herds go feeding at wUl. DESCRIPTIVE COMPOSITION. 85 From the following outline write out the description given by the preceding poem: Introduction . . Location of house. i ' Color of house. Why mossy. Kind of chimneys. Shape and color of roof. Trees. Wind. Sunshine. Where the marshes and hills were. What grew there. Where the brook was. t What is found there. Conclusion : What kind of a house this is. Body . . . Lesson 5. The cowslip startles in meadows green, The buttercup catches the sun in its chalice, And there 's never a leaf nor a blade too mean To be some happy creature's palace; The little bird sits at his door in the sun, Atilt like a blossom among the leaves, And lets his illumined being o'errun With the deluge of summer he receives. His mate feels the eggs beneath her wings, And the heart in her dumb breast flutters and sings ; He sings to the wide world, and she to her nest, — In the nice ear of Nature which song is the best? We sit in the warm shade and feel right well How the sap creeps up and the blossoms swell ; We may shut our eyes, but we cannot help knowing That skies are clear and grass is growing ; The breeze comes whispering in our ear. That dandelions are blossoming near. That maize has sprouted, that the streams are flowing, That the river is bluer than the sky, That the robin is plastering his house hard by ; And if the breeze keeps the good news back, 86 COMPOSITION LESSONS. For other couriers we should not lack ; We could guess it all by yon heifer's lowing, — And hark ! how clear bold chanticleer, Warmed with the new voice of the year. Tells all in his lusty crowing ! — j. e. Lowell. From the following outline description write out the pre- ceding poem. Give your story a title: Introduction . . Season of the year. The flowers. What the birds are doing. Where we sit. Body . . ;ue , does i mischief. Lesson 49. The Attribute Complement. 1. Napoleon was a general. 3. Napoleon was ambitious. 2. Napoleon was emperor. 4. Napoleon was a captive. 5. Napoleon was an exile. What word in sentence one completes the predicate, and means the same person as the subject? A word in the predicate that means the same person or thinf as the subject is said to identify it, 150 ANALYSIS. What word in sentence two completes the predicate, and identifies the subject? In sentence three, what word completes the predicate and describes the subject? By what word is the predicate in sentence four com- pleted? Does this word identify or describe the subject? In sentence five, select the predicate and subject, and tell how the predicate is completed. Select the complements in the following sentences^ and tell whether they identify the subject^ or whether they describe it. 1. Cornelia was wise. 5. That picture is a present. 2. The fawn is timid. 6. Galileo was a philosopher. 3. Harold was king. 7. That valley is very fertile. 4. He must be sick. 8. He is my father. SUMMARY. Memorize : That which completes the predicate and identifies or describes the subject, is caUed the ATTRIBUTE COMPLEMENT. Lesson 50. Complete the predicates in the following sentences by placing an attribute complement after each: 1. President Garfield was . 2. The faithful old dog became 3. San Francisco is . 4. The hunters were . 5. That little boy is . 6. The mountains of California are 7. That boy will surely be . 8. Water is . 9. Those men were POSITION OF MODIFIERS. 151 After supplying the complements, analyze the foregoing sen- tences; then diagram them according to the following Model : Solon was a wise man. Solon , was \ man. Write ten sentences, each containing an attribute comple- ment. In the following sentences tell which are object complements and which attribute complements, and enlarge the sentence by putting in a modifier of each: 1. The cattle were thirsty. 2. Alfred became king. 3. The American Indian is a savage. 4. Our forefathers were brave. 5. Captain Nelson was leader. 6. The hunters killed deer. 7. The Zulus killed soldiers. 8. Those vast fields are fertile. 9. Michael Angelo painted pictures. 10. Robin Hood was a robber. Lesson 51. Position of Modifiers. All modifiers and qualifiers should be placed where there can be no doubt as to the words to which they belong. Change the modifiers in the following exercises so that there will be no doubt as to the meaning: 1. Arthur only studied his reading lesson. 2. The Indians of North America chiefly live by hunting. 152 ANALYSIS. 3. Norwegians entirely live upon fish. 4. The Assembly wholly condemned the measures. 5. Silk chiefly is imported from China. 6. We always should do our duty. 7. The soldiers hardly had enough food. 8. Hannah merely learned the rudiments of grammar. 1. The bridge was crossed by a man, a mile long. ' 2. The thief stole my mother's ring, that ran away. 3. That white rabbit belongs to the lady, with pink eyes. 4. Ned sent me some dragon flies, for which I returned thanks, three inches long. 5. The man rowed the boat, with one eye. 6. He fired a pistol at his head, which he concealed in his pocket. 7. The fruit was put up in the cans, which we ate. Lesson 52. Position of Modifiers. In each of the following sentences insert the word only so that, in each, two meanings will he given: 1. William may visit his cousin. 2. Spiders have eight legs. 3. Swamp land is productive when drained. 4. Birch trees are good for wood. 5. The Chinese use beetles for food. 6. The teeth are adapted to crushing. 7. The men smoked cigars. 8. The white bear remains in a snow cave during the winter. In the following exercise use each of the phrases or clauses in column two with the sentence opposite in column one so that two meanings will he given. Write your sentences: REVIEW OF SENTENCES. 153 1. I see that Henry has im- proved in his studies. 2. The dog rushed upon the boar. 3. We discovered the man who rescued the prisoner. 4. The teacher interests the class. 5. The cat can outrun a dog. 6. Mary is visiting her school- mate, Ellen. 1. By examination. 2. Now boiling with fury. 3. After a long effort. 4. That studies the lesson. 5. When it does its best. 6. Who lives on Mission Street. Tell which are phrases and which are clauses in column two. Tell which are adjective and which are adverbial. Lesson 53. Review of Sentences. A Declarative sentence is one that states, or declares. An Interrogative sentence is one that asks a question. An Imperative sentence is one that commands. When any one of these sentences is used to express very strong feeling it is called an Exclamatory sentence. The Predicate of a sentence is that part of it which asserts something. The Subject of a sentence is that in it of which something is asserted. A Compound Predicate consists of two or more predicates joined by a conjunction. A Compound Subject consists of two or more subjects joined by a conjunction. A Modified Predicate is a predicate with words, phrases, or clauses joined to it to limit its meaning. A Qualified Subject is a subject with words, phrases, or clauses joined to it to limit or describe its meaning. A Complement is that which fills out, or completes, the predicate. 154 CONSTRUCTING SENTENCES. An Object Complement is that which completes the predi- cate by naming the thing acted upon. An Attribute Complement is that which completes the predicate by identifying the subject or by describing it. Lesson 54. Constructing Sentences. Construct and write sentences by adding to each of the given subjects a predicate that shall express sound: 1. Squirrels chatter. 5. Horses . 2. Brooks . 6. Wolves . 3. Birds . 7. Hens . 4. Men . 8. Cattle . Construct and write sentences by prefixing to each of the following predicates a subject of which the predicate asserts a sound: 1. Roosters crow. 2. squeak. 3. sigh. 4. roar. whine, mew. bellow, buzz. Select subjects in column one and combine with appropriate predicates in column two: Archers Armies Navies Cannon 2 march, float, roar, shoot 1 Cowards Stars Sunbeams Planets dazzle, tremble, shine, twinkle. Lesson 55. Compound Predicates and Subjects. Make a compound predicate of each group of words in MODIFIED PREDICATES. 155 column two and combine it with an appropriate predicate from column one. Write your sentences: The ocean waves The gay fields 2 [invite. \please. (rise, tfall. The merry girls The beautiful roses 2 J bloom. (fade. ( dance. (sing. Make a compound subject of each of the groups of words in column one and combine it with the proper predicate from column two. Write your sentences: Pain anguish Apples 1 peaches } plums J are called vegetables. wring the brow. 1 Owls bats Beets carrots cabbages 2 are called fruits. fly at night. Lesson 56. Modified Predicate. Construct and write sentences, using each of the following predicates^ supplying a subject^ and adding a word to modify the predicate: 1. The winds \Aqw fiercely. 5. came . 2. was burned . 6. sang . 3. drank . 7. passed . 4. crept . 8. ran . Add a phrase to modify the predicate in each of the follow- ing sentences except the first, and copy: 1. Lightnings flash above our 5. The tall trees bend . heads. 6. Wild weeds are gather- 2. The balloon floats . ing . 3. Most large rivers flow . 7. Kings dwell . 4. No man strives . 8. Bird songs are heard . 156 CONSTRUCTING SENTENCES. Add a clause to modify the predicate in each of the follow- ing sentences except the first , and copy: 1. The class rises when the signal is given. 2. The cradle will rock . 3. Services begin . 4. Mary studies . 5. Our names may be forgotten . 6. Our deeds will live . Combine each modifier in column two appropriately with some predicate in column one. Write the sentences: 1 We should speak The dainty ivy creeps Evening stars appear Blessings brighten Two inches of rain fell 2 in the night. in the horizon. as we think. over moldering walls. as they take their flight. Tell which are phrases and which are clauses in the second column. Lesson 57. Qualified Subject. Construct and write sentences, using each of the following subjects, and supplying a predicate, either modified or unmod- ified, and a word to qualify the subject: 1. Gay banners are streaming. 5. castles . 2. ■ flowers . 6. flocks . 3. mountains . 7. jewels . 4. pines . 8. music . Supply a phrase to qualify the subject in each of the fol- lowing sentences except the first, and copy: 1. A picture of Washington hangs in our school room. 2. A fire blazed in the grate. 3. Long teams slowly climb the mountains. QUALIFIED SUBJECT— COMPLEMENTS. 157 4. A desk is heavier than one of cedar. 5. A bird is worth two uncaught. 6. The sugar came from the Sandwich Islands. 7. The coffee has not been ground. Supply a clause to qualify the subject in each of the fol- lowing sentences except the first, and copy: 1. The sheep that were sheared have been sold. 2. Eggs are worth forty cents a dozen. 3. Clothes should be mended. 4. The gentleman is much esteemed. 5. Apples are the best. 6. Men are respected. 7. The student will never regret it. Combine each qualifier in column two appropriately with sorm subject in column one, and write the sentence: 1 Crops are raised in California The coffee came from Arabia Herring are caught off the coast of Newfoundland The winds are hot Winds blow over the Mississippi valley The rivers furnish a vast water power 2 that we had for breakfast north ; of CaUfornia immense ; of wheat in great numbers warm ; from the Gulf short and rapid; that drain the Atlantic coast Tell which of the qualifiers in column two are words, which phrases, and which clauses. Lesson 58. Complements. Using the following predicates, construct and write sen- tences, supplying a subject, qualified or unqualified, and adding an object complement : 1. Mary burned her hand. 3. caught . 2. built . 4. has chosen . 158 CONSTRUCTING SENTENCES. 5. bound . 7. should drink 6. has bought . 8. has eaten — Copy the following sentences and supply in each blank an attribute complement identifying the subject: 1. Grapes become raisins by dr^dng. 2. The cinnamon tree is a of Ceylon. 3. Washington is the of the United States. 4. Alcohol is a . 5. Drunkenness is a . 6. The sun is the of the earth. 7. The sun is the of the solar system. Copy the following sentences and supply in each blank an attribute complement to describe the subject: 1. Grapes become sweet only when ripe. 2. The gems were . 3. The breath of flowers is . 4. The acts of the man were . 5. The noise of the cataract was 6. The music of the band is . 7. Death by drowning is . Combine each complement in column two appropriately with some predicate in column one and copy the result: 2 1 Virtue is The morning dawned Pins and needles are The circumstances must be Moral courage is Truthfulness is The jewels of the queen were The children grew sharp. brown and sunburned. its own reward. fair and beautiful. costly. his apology. a noble virtue. the highest courage. Tell which of the attribute complemunts in column two identify and which fuSlVEKSITY UNIVERSITY OF CALIFORNIA LIBRARY THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW J"l 13 1325 ^ 30m-6,'14 \ .4S^SgS88fe88^<38«m;p^ l^;::i^^ i I ■''^:i:WJiti!yj1«iail9BttmitS^ -"^"vlT e'i«<«««l l yj»i}-.